https://michiganvirtual.org/

ID da verificação
d7aac212-bb28-4d8a-98a4-dd207f65ffc0Concluído
URL enviado:
https://michiganvirtual.org/
Relatório concluído:

Ligações · 13 encontradas

As ligações de saída identificadas na página

HiperligaçãoTexto
https://micourses.org/Statewide Course Catalog
https://www.facebook.com/groups/156101895284702/Online Mentor Community
https://www.wizkidlearning.com/michiganvirtualCoding& STEAM Camps
https://esports.dokkuapps.venturit.org/my-campus-ties/groups/e-sports/stories/getting-startedeSports
https://www.nsqol.org/the-standards/NSQOL - National Standards for Quality Online Learning
https://phl.applitrack.com/mvu/onlineapp/default.aspx?all=1View Open Positions
https://goo.gl/maps/ds4ZcDuL2et5zM6g7920 Municipal WayLansing, MI 48917-6872, USA
https://www.facebook.com/michiganvirtualFacebook
https://www.instagram.com/michiganvirtual/Instagram
https://www.linkedin.com/company/michiganvirtual/Linkedin

Variáveis JavaScript · 153 encontradas

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documentPictureInPictureobject
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gtm4wp_datalayer_namestring

Mensagens de registo da consola · 9 encontradas

Mensagens registadas na consola web

TipoCategoriaRegisto
logother
URL
https://michiganvirtual.org/wp-includes/js/jquery/jquery-migrate.min.js?ver=3.4.1
Texto
JQMIGRATE: Migrate is installed, version 3.4.1
warningother
URL
https://connect.facebook.net/en_US/fbevents.js
Texto
Unrecognized feature: 'attribution-reporting'.
errornetwork
URL
https://s.btstatic.com/tag.js#site=ipopX7E
Texto
Failed to load resource: net::ERR_CONNECTION_CLOSED
logother
URL
https://michiganvirtual.org/wp-content/plugins/youtube-embed-plus/scripts/ytprefs.min.js?ver=14.2.1.2
Texto
YT API init check
warningother
URL
https://www.youtube.com/s/player/fb725ac8/www-widgetapi.vflset/www-widgetapi.js
Texto
Unrecognized feature: 'web-share'.
logother
URL
https://michiganvirtual.org/wp-content/plugins/youtube-embed-plus/scripts/ytprefs.min.js?ver=14.2.1.2
Texto
Setting up YT API events: widget2
logother
URL
https://michiganvirtual.org/wp-content/plugins/youtube-embed-plus/scripts/ytprefs.min.js?ver=14.2.1.2
Texto
YT API init check
errorother
URL
https://www.youtube.com/s/player/fb725ac8/www-widgetapi.vflset/www-widgetapi.js
Texto
Failed to execute 'postMessage' on 'DOMWindow': The target origin provided ('https://www.youtube.com') does not match the recipient window's origin ('https://michiganvirtual.org').
errorother
URL
https://www.youtube.com/s/player/fb725ac8/www-widgetapi.vflset/www-widgetapi.js
Texto
Failed to execute 'postMessage' on 'DOMWindow': The target origin provided ('https://www.youtube.com') does not match the recipient window's origin ('https://michiganvirtual.org').

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					.elementor-52768 .elementor-element.elementor-element-cadd9c7 .elementor-nav-menu--dropdown a.elementor-item-active,
					.elementor-52768 .elementor-element.elementor-element-cadd9c7 .elementor-nav-menu--dropdown a.highlighted{background-color:var( --e-global-color-secondary );}.elementor-52768 .elementor-element.elementor-element-cadd9c7 .elementor-nav-menu--dropdown a.elementor-item-active{color:var( --e-global-color-7065ed8f );background-color:var( --e-global-color-primary );}.elementor-52768 .elementor-element.elementor-element-cadd9c7 .elementor-nav-menu--dropdown .elementor-item, .elementor-52768 .elementor-element.elementor-element-cadd9c7 .elementor-nav-menu--dropdown  .elementor-sub-item{font-size:1.4rem;font-weight:500;}.elementor-52768 .elementor-element.elementor-element-cadd9c7 .elementor-nav-menu--dropdown li:first-child a{border-top-left-radius:2px;border-top-right-radius:2px;}.elementor-52768 .elementor-element.elementor-element-cadd9c7 .elementor-nav-menu--dropdown li:last-child a{border-bottom-right-radius:2px;border-bottom-left-radius:2px;}.elementor-52768 .elementor-element.elementor-element-cadd9c7 .elementor-nav-menu--dropdown a{padding-left:10px;padding-right:10px;padding-top:6px;padding-bottom:6px;}.elementor-52768 .elementor-element.elementor-element-9a65337{width:var( --container-widget-width, 50% );max-width:50%;--container-widget-width:50%;--container-widget-flex-grow:0;}.elementor-52768 .elementor-element.elementor-element-05a024a, .elementor-52768 .elementor-element.elementor-element-05a024a::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-05a024a.e-con{--flex-grow:1;--flex-shrink:0;}.elementor-52768 .elementor-element.elementor-element-30701b6{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--justify-content:space-between;--align-items:center;--gap:10px 10px;--background-transition:0.3s;box-shadow:0px 10px 30px -10px rgba(9.000000000000009, 60.00000000000004, 68.00000000000009, 0.24);--margin-top:0px;--margin-bottom:0px;--margin-left:0px;--margin-right:0px;--padding-top:20px;--padding-bottom:20px;--padding-left:20px;--padding-right:20px;}.elementor-52768 .elementor-element.elementor-element-30701b6 .elementor-repeater-item-369139b.jet-parallax-section__layout .jet-parallax-section__image{background-size:auto;}.elementor-52768 .elementor-element.elementor-element-8e3d5a1{width:var( --container-widget-width, 200px );max-width:200px;--container-widget-width:200px;--container-widget-flex-grow:0;text-align:left;}.elementor-52768 .elementor-element.elementor-element-8e3d5a1 img{width:100%;}.elementor-52768 .elementor-element.elementor-element-7a92ecc{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:flex-start;--gap:20px 20px;--background-transition:0.3s;--padding-top:15px;--padding-bottom:15px;--padding-left:15px;--padding-right:15px;}.elementor-52768 .elementor-element.elementor-element-7a92ecc:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-7a92ecc > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:#00000000;}.elementor-52768 .elementor-element.elementor-element-7a92ecc, .elementor-52768 .elementor-element.elementor-element-7a92ecc::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-07bd642{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:flex-start;--flex-wrap:nowrap;--background-transition:0.3s;border-style:solid;--border-style:solid;border-width:1px 1px 1px 1px;--border-top-width:1px;--border-right-width:1px;--border-bottom-width:1px;--border-left-width:1px;border-color:var( --e-global-color-7420a3b3 );--border-color:var( --e-global-color-7420a3b3 );--border-radius:20px 20px 20px 20px;box-shadow:0px 10px 30px -15px rgba(0, 0, 0, 0.35);--padding-top:40px;--padding-bottom:40px;--padding-left:40px;--padding-right:40px;}.elementor-52768 .elementor-element.elementor-element-07bd642:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-07bd642 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-07bd642, .elementor-52768 .elementor-element.elementor-element-07bd642::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-60cd58f{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-5e9fe97 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-534732d{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-534732d .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-c8a6a6b{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-8af1c30 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-77956e6{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-77956e6 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-a363bcb{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-0aa1ebb .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-a04dfa1{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-a04dfa1 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-274cad1{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-3bb4317 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-1b8c1c0{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-1b8c1c0 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-0ab0ce5{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-e3c08fe .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-82078ed{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-82078ed .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-176092e{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-3ae6ff5 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:700;}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-f95831a{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-f95831a .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta .elementor-cta__bg, .elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta .elementor-cta__bg-overlay{transition-duration:250ms;}.elementor-52768 .elementor-element.elementor-element-224d67f > .elementor-widget-container{border-radius:4px 4px 4px 4px;box-shadow:0px 8px 16px -7px rgba(0, 0, 0, 0.25);}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta__content{text-align:left;padding:15px 15px 15px 15px;background-color:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta__bg-wrapper{min-height:180px;}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta__title{font-size:2rem;font-weight:800;line-height:1.1em;color:var( --e-global-color-primary );}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta__title:not(:last-child){margin-bottom:5px;}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta__description{font-size:1.4rem;font-weight:500;line-height:1.25em;color:var( --e-global-color-text );}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta:hover .elementor-cta__title{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta__button{color:var( --e-global-color-7065ed8f );background-color:var( --e-global-color-accent );border-width:0px;border-radius:2px;}.elementor-52768 .elementor-element.elementor-element-224d67f .elementor-cta__button:hover{background-color:var( --e-global-color-e709953 );}.elementor-52768 .elementor-element.elementor-element-19192b6{--display:flex;--flex-direction:row;--container-widget-width:initial;--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--gap:20px 20px;--flex-wrap:nowrap;--background-transition:0.3s;--padding-top:15px;--padding-bottom:15px;--padding-left:15px;--padding-right:15px;}.elementor-52768 .elementor-element.elementor-element-19192b6:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-19192b6 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:#00000000;}.elementor-52768 .elementor-element.elementor-element-19192b6, .elementor-52768 .elementor-element.elementor-element-19192b6::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-035bc20{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:flex-start;--flex-wrap:nowrap;--background-transition:0.3s;border-style:solid;--border-style:solid;border-width:1px 1px 1px 1px;--border-top-width:1px;--border-right-width:1px;--border-bottom-width:1px;--border-left-width:1px;border-color:var( --e-global-color-7420a3b3 );--border-color:var( --e-global-color-7420a3b3 );--border-radius:20px 20px 20px 20px;box-shadow:0px 10px 30px -15px rgba(0, 0, 0, 0.35);--padding-top:40px;--padding-bottom:40px;--padding-left:40px;--padding-right:40px;}.elementor-52768 .elementor-element.elementor-element-035bc20:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-035bc20 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-035bc20, .elementor-52768 .elementor-element.elementor-element-035bc20::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-7101806{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-441102e .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-eee6abb{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-eee6abb .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-a0f132a{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-2a65dd2 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-d8a032a{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-d8a032a .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-6ed4ab3{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-2e899d3 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-2db8ccd{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-2db8ccd .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-713912e{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-1bb0128 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-eea35d0{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-eea35d0 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-5990195{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-b803d34{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-2217797 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-6a37d3e{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-6a37d3e .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-73be47a{--grid-row-gap:35px;--grid-column-gap:30px;}.elementor-52768 .elementor-element.elementor-element-73be47a .ecs-link-wrapper, 
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-custom-grid .ecs-post-loop,
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor, 
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor .elementor-inner, 
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor .elementor-inner .elementor-section-wrap, 
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor .elementor-section-wrap,
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor > .elementor-section,
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor > .e-container,
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .ecs-link-wrapper > .elementor > .e-container,
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .ecs-link-wrapper > .elementor > .elementor-section,
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-link-wrapper > .has-post-thumbnail, .ecs-link-wrapper > .has-post-thumbnail > .elementor-section,
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .has-post-thumbnail, .ecs-post-loop > .has-post-thumbnail > .elementor-section,
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor .elementor-inner .elementor-section-wrap .elementor-top-section,  
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor .elementor-section-wrap .elementor-top-section, 
            .elementor-52768 .elementor-element.elementor-element-73be47a .ecs-post-loop > .elementor .elementor-container{height:auto;}.elementor-52768 .elementor-element.elementor-element-73be47a .elementor-post{height:auto;}.elementor-52768 .elementor-element.elementor-element-fc2e860{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:flex-start;--gap:20px 20px;--flex-wrap:nowrap;--background-transition:0.3s;--padding-top:15px;--padding-bottom:15px;--padding-left:15px;--padding-right:15px;}.elementor-52768 .elementor-element.elementor-element-fc2e860:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-fc2e860 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:#00000000;}.elementor-52768 .elementor-element.elementor-element-fc2e860, .elementor-52768 .elementor-element.elementor-element-fc2e860::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-b307896{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:flex-start;--flex-wrap:nowrap;--background-transition:0.3s;border-style:solid;--border-style:solid;border-width:1px 1px 1px 1px;--border-top-width:1px;--border-right-width:1px;--border-bottom-width:1px;--border-left-width:1px;border-color:var( --e-global-color-7420a3b3 );--border-color:var( --e-global-color-7420a3b3 );--border-radius:20px 20px 20px 20px;box-shadow:0px 10px 30px -15px rgba(0, 0, 0, 0.35);--padding-top:40px;--padding-bottom:40px;--padding-left:40px;--padding-right:40px;}.elementor-52768 .elementor-element.elementor-element-b307896:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-b307896 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-b307896, .elementor-52768 .elementor-element.elementor-element-b307896::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-30c6391{--display:flex;--gap:20px 20px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-92d0639{text-align:left;}.elementor-52768 .elementor-element.elementor-element-92d0639 img{width:400px;max-width:100%;}.elementor-52768 .elementor-element.elementor-element-7108ffa{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:stretch;--gap:20px 20px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-c38dde4{--display:flex;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-4684e1e .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-cc7d449{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-cc7d449 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-101ea53{--display:flex;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-4d55032 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-c184c93{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-c184c93 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-c060c89 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-3042c38{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-3042c38 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-f32b368{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-14aa392 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-50eb456{--grid-row-gap:35px;--grid-column-gap:30px;}.elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-link-wrapper, 
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-custom-grid .ecs-post-loop,
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor, 
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor .elementor-inner, 
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor .elementor-inner .elementor-section-wrap, 
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor .elementor-section-wrap,
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor > .elementor-section,
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor > .e-container,
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .ecs-link-wrapper > .elementor > .e-container,
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .ecs-link-wrapper > .elementor > .elementor-section,
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-link-wrapper > .has-post-thumbnail, .ecs-link-wrapper > .has-post-thumbnail > .elementor-section,
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .has-post-thumbnail, .ecs-post-loop > .has-post-thumbnail > .elementor-section,
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor .elementor-inner .elementor-section-wrap .elementor-top-section,  
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor .elementor-section-wrap .elementor-top-section, 
            .elementor-52768 .elementor-element.elementor-element-50eb456 .ecs-post-loop > .elementor .elementor-container{height:100%;}.elementor-52768 .elementor-element.elementor-element-50eb456 .elementor-post{height:auto;}.elementor-52768 .elementor-element.elementor-element-e2a2568{--display:flex;--background-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-c629f5d{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:flex-start;--flex-wrap:nowrap;--background-transition:0.3s;border-style:solid;--border-style:solid;border-width:1px 1px 1px 1px;--border-top-width:1px;--border-right-width:1px;--border-bottom-width:1px;--border-left-width:1px;border-color:var( --e-global-color-7420a3b3 );--border-color:var( --e-global-color-7420a3b3 );--border-radius:20px 20px 20px 20px;box-shadow:0px 10px 30px -15px rgba(0, 0, 0, 0.35);--padding-top:40px;--padding-bottom:40px;--padding-left:40px;--padding-right:40px;}.elementor-52768 .elementor-element.elementor-element-c629f5d:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-c629f5d > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-c629f5d, .elementor-52768 .elementor-element.elementor-element-c629f5d::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-9a49e42{--display:flex;--gap:20px 20px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-02f036d{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:stretch;--gap:20px 20px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-913d6ec{--display:flex;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-562d0f8 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-59e00b3{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-59e00b3 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-4e7ef20{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% 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.elementor-52768 .elementor-element.elementor-element-291ea07::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-7fb760b{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-ff0294f .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-4c63a79{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-4c63a79 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-e8b890b{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-c02b40c{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-37e0323 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-8c4376f{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-8c4376f .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-181f9ac{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-89d11a3 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-cd3894b{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-cd3894b .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-97f1efa{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-ac1963e .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-3ca86e0{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-3ca86e0 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-2b9d2f7{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-2b28c07 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-4afa409{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-4afa409 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta .elementor-cta__bg, .elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta .elementor-cta__bg-overlay{transition-duration:250ms;}.elementor-52768 .elementor-element.elementor-element-8b64cef > .elementor-widget-container{border-radius:4px 4px 4px 4px;box-shadow:0px 8px 16px -7px rgba(0, 0, 0, 0.25);}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta__content{text-align:left;padding:15px 15px 15px 15px;background-color:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta__bg-wrapper{min-height:180px;}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta__title{font-size:2rem;font-weight:800;line-height:1.1em;color:var( --e-global-color-primary );}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta__title:not(:last-child){margin-bottom:5px;}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta__description{font-size:1.4rem;font-weight:500;line-height:1.25em;color:var( --e-global-color-text );}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta:hover .elementor-cta__title{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta__button{color:var( --e-global-color-7065ed8f );background-color:var( --e-global-color-accent );border-width:0px;border-radius:2px;}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta__button:hover{background-color:var( --e-global-color-e709953 );}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-ribbon-inner{background-color:var( --e-global-color-primary );}.elementor-52768 .elementor-element.elementor-element-fb6ab87{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:flex-start;--gap:20px 20px;--flex-wrap:nowrap;--background-transition:0.3s;--padding-top:15px;--padding-bottom:15px;--padding-left:15px;--padding-right:15px;}.elementor-52768 .elementor-element.elementor-element-fb6ab87:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-fb6ab87 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:#00000000;}.elementor-52768 .elementor-element.elementor-element-fb6ab87, .elementor-52768 .elementor-element.elementor-element-fb6ab87::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-6afd2d3{--display:flex;--flex-direction:row;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--align-items:flex-start;--flex-wrap:nowrap;--background-transition:0.3s;border-style:solid;--border-style:solid;border-width:1px 1px 1px 1px;--border-top-width:1px;--border-right-width:1px;--border-bottom-width:1px;--border-left-width:1px;border-color:var( --e-global-color-7420a3b3 );--border-color:var( --e-global-color-7420a3b3 );--border-radius:20px 20px 20px 20px;box-shadow:0px 10px 30px -15px rgba(0, 0, 0, 0.35);--padding-top:40px;--padding-bottom:40px;--padding-left:40px;--padding-right:40px;}.elementor-52768 .elementor-element.elementor-element-6afd2d3:not(.elementor-motion-effects-element-type-background), .elementor-52768 .elementor-element.elementor-element-6afd2d3 > .elementor-motion-effects-container > .elementor-motion-effects-layer{background-color:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-6afd2d3, .elementor-52768 .elementor-element.elementor-element-6afd2d3::before{--border-transition:0.3s;}.elementor-52768 .elementor-element.elementor-element-5587867{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-4556857 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-f0eb9dc{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-f0eb9dc .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-e08b5ca{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-01ee722 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-759a3b2{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-759a3b2 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-ce2de17{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-737de19 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-889ac26{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-889ac26 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-b6f9b69{--display:flex;--gap:5px 5px;--background-transition:0.3s;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-52768 .elementor-element.elementor-element-5084d2d .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-3b8bd8c{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-3b8bd8c .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-ab30acd{--spacer-size:5px;}.elementor-52768 .elementor-element.elementor-element-949d3e0 .elementor-heading-title{color:var( --e-global-color-secondary );font-size:1.8rem;font-weight:800;}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:last-child){padding-bottom:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-items:not(.elementor-inline-items) .elementor-icon-list-item:not(:first-child){margin-top:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item{margin-right:calc(5px/2);margin-left:calc(5px/2);}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-items.elementor-inline-items{margin-right:calc(-5px/2);margin-left:calc(-5px/2);}body.rtl .elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{left:calc(-5px/2);}body:not(.rtl) .elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-items.elementor-inline-items .elementor-icon-list-item:after{right:calc(-5px/2);}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-icon i{transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-icon svg{transition:fill 0.3s;}.elementor-52768 .elementor-element.elementor-element-3536b81{--e-icon-list-icon-size:14px;--icon-vertical-offset:0px;}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-item > .elementor-icon-list-text, .elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-item > a{font-size:1.4rem;font-weight:500;line-height:1.25em;}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-text{color:var( --e-global-color-17b4f47b );transition:color 0.3s;}.elementor-52768 .elementor-element.elementor-element-3536b81 .elementor-icon-list-item:hover .elementor-icon-list-text{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta .elementor-cta__bg, .elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta .elementor-cta__bg-overlay{transition-duration:250ms;}.elementor-52768 .elementor-element.elementor-element-16ff34e > .elementor-widget-container{border-radius:4px 4px 4px 4px;box-shadow:0px 8px 16px -7px rgba(0, 0, 0, 0.25);}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta__content{text-align:left;padding:15px 15px 15px 15px;background-color:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta__bg-wrapper{min-height:180px;}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta__title{font-size:2rem;font-weight:800;line-height:1.1em;color:var( --e-global-color-primary );}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta__title:not(:last-child){margin-bottom:5px;}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta__description{font-size:1.4rem;font-weight:500;line-height:1.25em;color:var( --e-global-color-text );}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta:hover .elementor-cta__title{color:var( --e-global-color-427402f );}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta__button{color:var( --e-global-color-7065ed8f );background-color:var( --e-global-color-accent );border-width:0px;border-radius:2px;}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta__button:hover{background-color:var( --e-global-color-e709953 );}.elementor-52768 .elementor-element.elementor-element-e1a3afb{--n-menu-dropdown-content-max-width:initial;--n-menu-heading-justify-content:flex-end;--n-menu-title-flex-grow:initial;--n-menu-title-justify-content:initial;--n-menu-title-justify-content-mobile:flex-end;--n-menu-heading-wrap:wrap;--n-menu-heading-overflow-x:initial;--n-menu-title-distance-from-content:0px;--n-menu-open-animation-duration:250ms;--n-menu-toggle-align:flex-end;--n-menu-toggle-icon-wrapper-animation-duration:500ms;--n-menu-title-space-between:2px;--n-menu-title-font-size:1.5rem;--n-menu-title-color-normal:var( --e-global-color-secondary );--n-menu-title-transition:300ms;--n-menu-title-padding:9px 10px 8px 10px;--n-menu-icon-size:16px;--n-menu-toggle-icon-size:42px;--n-menu-toggle-icon-color:var( --e-global-color-primary );--n-menu-toggle-icon-color-hover:var( --e-global-color-7065ed8f );--n-menu-toggle-icon-hover-duration:250ms;--n-menu-toggle-icon-padding:10px 10px 10px 10px;--n-menu-toggle-icon-distance-from-dropdown:0px;--n-menu-title-active-color-dropdown:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-e1a3afb > .elementor-widget-container > .e-n-menu > .e-n-menu-wrapper > .e-n-menu-heading > .e-n-menu-item > .e-n-menu-title:hover:not( .e-current ){background-color:var( --e-global-color-secondary );}.elementor-52768 .elementor-element.elementor-element-e1a3afb > .elementor-widget-container > .e-n-menu > .e-n-menu-toggle:hover:is( [aria-expanded="true"], [aria-expanded="false"] ) > .e-n-menu-toggle-icon{background:var( --e-global-color-secondary );}.elementor-52768 .elementor-element.elementor-element-e1a3afb > .elementor-widget-container > .e-n-menu[data-layout="dropdown"] > .e-n-menu-wrapper > .e-n-menu-heading > .e-n-menu-item > .e-n-menu-title.e-current{background-color:var( --e-global-color-secondary );}.elementor-52768 .elementor-element.elementor-element-e1a3afb > .elementor-widget-container > .e-n-menu > .e-n-menu-wrapper > .e-n-menu-heading > .e-n-menu-item > .e-n-menu-title, .elementor-52768 .elementor-element.elementor-element-e1a3afb > .elementor-widget-container > .e-n-menu > .e-n-menu-wrapper > .e-n-menu-heading > .e-n-menu-item > .e-n-menu-title > .e-n-menu-title-container, .elementor-52768 .elementor-element.elementor-element-e1a3afb > .elementor-widget-container > .e-n-menu > .e-n-menu-wrapper > .e-n-menu-heading > .e-n-menu-item > .e-n-menu-title > .e-n-menu-title-container > span{font-weight:700;text-decoration:none;--n-menu-title-line-height:1.1;}.elementor-52768 .elementor-element.elementor-element-e1a3afb {--n-menu-title-color-hover:var( --e-global-color-7065ed8f );}.elementor-52768 .elementor-element.elementor-element-e1a3afb > .elementor-widget-container > .e-n-menu > .e-n-menu-wrapper > .e-n-menu-heading > .e-n-menu-item > .e-n-menu-title{border-radius:2px 2px 2px 2px;}@media(min-width:768px){.elementor-52768 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.elementor-element.elementor-element-fc2e860{--flex-direction:row;--container-widget-width:initial;--container-widget-height:100%;--container-widget-flex-grow:1;--container-widget-align-self:stretch;--flex-wrap-mobile:wrap;--flex-wrap:wrap;}.elementor-52768 .elementor-element.elementor-element-b307896{--flex-wrap:wrap;--padding-top:20px;--padding-bottom:20px;--padding-left:20px;--padding-right:20px;}.elementor-52768 .elementor-element.elementor-element-c629f5d{--flex-wrap:wrap;--padding-top:20px;--padding-bottom:20px;--padding-left:20px;--padding-right:20px;}.elementor-52768 .elementor-element.elementor-element-4e7ef20{--flex-wrap:wrap;}.elementor-52768 .elementor-element.elementor-element-291ea07{--flex-wrap:wrap;--padding-top:20px;--padding-bottom:20px;--padding-left:20px;--padding-right:20px;}.elementor-52768 .elementor-element.elementor-element-8b64cef{width:var( --container-widget-width, 45% );max-width:45%;--container-widget-width:45%;--container-widget-flex-grow:0;}.elementor-52768 .elementor-element.elementor-element-8b64cef .elementor-cta__bg-wrapper{min-height:150px;}.elementor-52768 .elementor-element.elementor-element-fb6ab87{--flex-wrap:wrap;}.elementor-52768 .elementor-element.elementor-element-6afd2d3{--flex-wrap:wrap;--padding-top:20px;--padding-bottom:20px;--padding-left:20px;--padding-right:20px;}.elementor-52768 .elementor-element.elementor-element-16ff34e{width:var( --container-widget-width, 45% );max-width:45%;--container-widget-width:45%;--container-widget-flex-grow:0;}.elementor-52768 .elementor-element.elementor-element-16ff34e .elementor-cta__bg-wrapper{min-height:150px;}.elementor-52768 .elementor-element.elementor-element-e1a3afb{--n-menu-heading-justify-content:initial;--n-menu-title-flex-grow:initial;--n-menu-title-justify-content:initial;--n-menu-title-justify-content-mobile:initial;--n-menu-title-space-between:0px;--n-menu-title-padding:15px 15px 15px 15px;--n-menu-toggle-icon-size:29px;--n-menu-toggle-icon-border-radius:2px 2px 2px 2px;--n-menu-toggle-icon-padding:5px 5px 5px 5px;}}@media(max-width:767px){.elementor-52768 .elementor-element.elementor-element-1b794bb.elementor-element{--order:-99999 /* order start hack */;}.elementor-52768 .elementor-element.elementor-element-cadd9c7.elementor-element{--order:99999 /* order end hack */;}.elementor-52768 .elementor-element.elementor-element-9a65337{width:var( --container-widget-width, 50% );max-width:50%;--container-widget-width:50%;--container-widget-flex-grow:0;}.elementor-52768 .elementor-element.elementor-element-9a65337 > .elementor-widget-container{margin:0px 0px 0px 0px;}.elementor-52768 .elementor-element.elementor-element-9a65337.elementor-element{--order:2;}.elementor-52768 .elementor-element.elementor-element-05a024a{--align-items:center;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );--flex-wrap:wrap;}.elementor-52768 .elementor-element.elementor-element-8e3d5a1 img{width:225px;}.elementor-52768 .elementor-element.elementor-element-7a92ecc{--padding-top:10px;--padding-bottom:10px;--padding-left:10px;--padding-right:10px;}.elementor-52768 .elementor-element.elementor-element-224d67f{--container-widget-width:100%;--container-widget-flex-grow:0;width:var( --container-widget-width, 100% );max-width:100%;}.elementor-52768 .elementor-element.elementor-element-19192b6{--padding-top:10px;--padding-bottom:10px;--padding-left:10px;--padding-right:10px;}.elementor-52768 .elementor-element.elementor-element-fc2e860{--padding-top:10px;--padding-bottom:10px;--padding-left:10px;--padding-right:10px;}.elementor-52768 .elementor-element.elementor-element-4e7ef20{--padding-top:10px;--padding-bottom:10px;--padding-left:10px;--padding-right:10px;}.elementor-52768 .elementor-element.elementor-element-8b64cef{--container-widget-width:100%;--container-widget-flex-grow:0;width:var( --container-widget-width, 100% );max-width:100%;}.elementor-52768 .elementor-element.elementor-element-fb6ab87{--padding-top:10px;--padding-bottom:10px;--padding-left:10px;--padding-right:10px;}.elementor-52768 .elementor-element.elementor-element-16ff34e{--container-widget-width:100%;--container-widget-flex-grow:0;width:var( --container-widget-width, 100% );max-width:100%;}.elementor-52768 .elementor-element.elementor-element-e1a3afb{--n-menu-toggle-icon-size:24px;}.elementor-52768 .elementor-element.elementor-element-30701b6{--flex-wrap:nowrap;--padding-top:20px;--padding-bottom:20px;--padding-left:20px;--padding-right:20px;}}@media(max-width:1024px) and (min-width:768px){.elementor-52768 .elementor-element.elementor-element-60cd58f{--width:45%;}.elementor-52768 .elementor-element.elementor-element-a363bcb{--width:45%;}.elementor-52768 .elementor-element.elementor-element-0ab0ce5{--width:45%;}.elementor-52768 .elementor-element.elementor-element-7101806{--width:45%;}.elementor-52768 .elementor-element.elementor-element-a0f132a{--width:45%;}.elementor-52768 .elementor-element.elementor-element-5990195{--width:45%;}.elementor-52768 .elementor-element.elementor-element-30c6391{--width:100%;}.elementor-52768 .elementor-element.elementor-element-c38dde4{--width:100%;}.elementor-52768 .elementor-element.elementor-element-101ea53{--width:100%;}.elementor-52768 .elementor-element.elementor-element-f32b368{--width:100%;}.elementor-52768 .elementor-element.elementor-element-9a49e42{--width:100%;}.elementor-52768 .elementor-element.elementor-element-913d6ec{--width:100%;}.elementor-52768 .elementor-element.elementor-element-7fb760b{--width:45%;}.elementor-52768 .elementor-element.elementor-element-c02b40c{--width:45%;}.elementor-52768 .elementor-element.elementor-element-97f1efa{--width:45%;}.elementor-52768 .elementor-element.elementor-element-5587867{--width:45%;}.elementor-52768 .elementor-element.elementor-element-e08b5ca{--width:45%;}.elementor-52768 .elementor-element.elementor-element-b6f9b69{--width:45%;}}/* Start custom CSS for wp-widget-search, class: .elementor-element-9a65337 */.elementor-52768 .elementor-element.elementor-element-9a65337 .site-search {
    display: flex;
    width: 100%;
    margin: 0;
}
.elementor-52768 .elementor-element.elementor-element-9a65337 .searchwp-live-search-widget-search-form label {
    flex-basis: 100%;
}
.elementor-52768 .elementor-element.elementor-element-9a65337 .search-input input {
    height: 2.8rem;
    font-size: 1.5rem;
    border-radius: 2px 0 0 2px;
    background: #eee;
    -webkit-appearance: none;
    border: 0;
}
.elementor-52768 .elementor-element.elementor-element-9a65337 .search-submit input {
    height: 2.8rem;
    width: 2.8rem;
    border-radius: 0 2px 2px 0;
    padding: 0;
    background-size: 1.25rem;
}/* End custom CSS */
/* Start custom CSS for wp-widget-search, class: .elementor-element-9a65337 */.elementor-52768 .elementor-element.elementor-element-9a65337 .site-search {
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    width: 100%;
    margin: 0;
}
.elementor-52768 .elementor-element.elementor-element-9a65337 .searchwp-live-search-widget-search-form label {
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}
.elementor-52768 .elementor-element.elementor-element-9a65337 .search-input input {
    height: 2.8rem;
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    border-radius: 2px 0 0 2px;
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    -webkit-appearance: none;
    border: 0;
}
.elementor-52768 .elementor-element.elementor-element-9a65337 .search-submit input {
    height: 2.8rem;
    width: 2.8rem;
    border-radius: 0 2px 2px 0;
    padding: 0;
    background-size: 1.25rem;
}/* End custom CSS */
/* Start custom CSS for image, class: .elementor-element-8e3d5a1 */.elementor-52768 .elementor-element.elementor-element-8e3d5a1 a {
    display: block;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
    transition: all 0.3s;
    background: white;
    border: 2px solid #115e6e !important;
    position: relative;
}
.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta:hover,
.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta:focus {
    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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    line-height: 1em;
    font-weight: 800;
    letter-spacing: -0.05em;
    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #f7941e;
}

.elementor-52768 .elementor-element.elementor-element-cc7d449 .updated {
    font-size: 0.75em;
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    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #115e6e;
}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
    font-size: 0.75em;
    line-height: 1em;
    font-weight: 800;
    letter-spacing: -0.05em;
    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #f7941e;
}

.elementor-52768 .elementor-element.elementor-element-c184c93 .updated {
    font-size: 0.75em;
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    font-weight: 800;
    letter-spacing: -0.05em;
    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #115e6e;
}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
    font-size: 0.75em;
    line-height: 1em;
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    letter-spacing: -0.05em;
    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #f7941e;
}

.elementor-52768 .elementor-element.elementor-element-3042c38 .updated {
    font-size: 0.75em;
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    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #115e6e;
}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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    font-weight: 800;
    letter-spacing: -0.05em;
    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #f7941e;
}

.elementor-52768 .elementor-element.elementor-element-59e00b3 .updated {
    font-size: 0.75em;
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    font-weight: 800;
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    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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    background: white;
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}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:focus {
    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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    color: white;
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    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #f7941e;
}

.elementor-52768 .elementor-element.elementor-element-f0eb9dc .updated {
    font-size: 0.75em;
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    color: white;
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    border-radius: 99px;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
    top: -1px;
    background: #f7941e;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
    transition: all 0.3s;
    background: white;
    border: 2px solid #115e6e !important;
    position: relative;
}
.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta:hover,
.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta:focus {
    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
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    border: 2px solid #115e6e !important;
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}
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
    font-size: 0.75em;
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    color: white;
    padding: 3px 6px 2px;
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

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/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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}
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
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/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

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/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
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}
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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}

.elementor-52768 .elementor-element.elementor-element-3042c38 .updated {
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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}

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/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
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}
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
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}
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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}

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/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
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/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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    color: white;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
    font-size: 0.75em;
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    color: white;
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    position: relative;
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    background: #f7941e;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
    transition: all 0.3s;
    background: white;
    border: 2px solid #115e6e !important;
    position: relative;
}
.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta:hover,
.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta:focus {
    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
    transition: all 0.3s;
    background: white;
    border: 2px solid #115e6e !important;
    position: relative;
}
.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta:hover,
.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta:focus {
    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
    font-size: 0.75em;
    line-height: 1em;
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    color: white;
    padding: 3px 6px 2px;
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}

.elementor-52768 .elementor-element.elementor-element-cc7d449 .updated {
    font-size: 0.75em;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
    font-size: 0.75em;
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    position: relative;
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}

.elementor-52768 .elementor-element.elementor-element-c184c93 .updated {
    font-size: 0.75em;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
    font-size: 0.75em;
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}

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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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    border: 2px solid #115e6e !important;
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}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:focus {
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
    font-size: 0.75em;
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    color: white;
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}

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    font-size: 0.75em;
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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
    font-size: 0.75em;
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    background: #f7941e;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
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}
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
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}
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
    font-size: 0.75em;
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

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    font-size: 0.75em;
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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
    font-size: 0.75em;
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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    border: 2px solid #115e6e !important;
    position: relative;
}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
    font-size: 0.75em;
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}

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    font-size: 0.75em;
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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
    font-size: 0.75em;
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    letter-spacing: -0.05em;
    color: white;
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    border-radius: 99px;
    position: relative;
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    background: #f7941e;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
    transition: all 0.3s;
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}
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.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta:focus {
    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for mega-menu, class: .elementor-element-e1a3afb */nav a {
    padding: 0;
    font-weight: inherit;
}
.elementor-52768 .elementor-element.elementor-element-e1a3afb .e-n-menu-item-title-container.e-link{
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}
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}
.elementor-52768 .elementor-element.elementor-element-e1a3afb .e-n-menu-heading {
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}/* End custom CSS */
/* Start custom CSS for image, class: .elementor-element-8e3d5a1 */.elementor-52768 .elementor-element.elementor-element-8e3d5a1 a {
    display: block;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
    transition: all 0.3s;
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}
.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta:hover,
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    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
    font-size: 0.75em;
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}

.elementor-52768 .elementor-element.elementor-element-cc7d449 .updated {
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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
    font-size: 0.75em;
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}

.elementor-52768 .elementor-element.elementor-element-c184c93 .updated {
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
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}
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    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
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}
.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta:hover,
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

.elementor-52768 .elementor-element.elementor-element-c184c93 .updated {
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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
    font-size: 0.75em;
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
    font-size: 0.75em;
    line-height: 1em;
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    letter-spacing: -0.05em;
    color: white;
    padding: 3px 6px 2px;
    border-radius: 99px;
    position: relative;
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}

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    font-size: 0.75em;
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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
    transition: all 0.3s;
    background: white;
    border: 2px solid #115e6e !important;
    position: relative;
}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:focus {
    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
    font-size: 0.75em;
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    color: white;
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
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}
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
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}
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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    border: 2px solid #115e6e !important;
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}
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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    background: white;
    border: 2px solid #115e6e !important;
    position: relative;
}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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    color: white;
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    position: relative;
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    background: #f7941e;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
    transition: all 0.3s;
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}
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    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
    transition: all 0.3s;
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    border: 2px solid #115e6e !important;
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}
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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    color: white;
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}

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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-3042c38 */.elementor-52768 .elementor-element.elementor-element-3042c38 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-59e00b3 */.elementor-52768 .elementor-element.elementor-element-59e00b3 .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-8b64cef */.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta {
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    border: 2px solid #115e6e !important;
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}
.elementor-52768 .elementor-element.elementor-element-8b64cef a.elementor-cta:hover,
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-f0eb9dc */.elementor-52768 .elementor-element.elementor-element-f0eb9dc .new {
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-759a3b2 */.elementor-52768 .elementor-element.elementor-element-759a3b2 .new {
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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-16ff34e */.elementor-52768 .elementor-element.elementor-element-16ff34e a.elementor-cta {
    transition: all 0.3s;
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    border: 2px solid #115e6e !important;
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}
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    border-color: orange !important;
}/* End custom CSS */
/* Start custom CSS for call-to-action, class: .elementor-element-224d67f */.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta {
    transition: all 0.3s;
    background: white;
    border: 2px solid #115e6e !important;
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}
.elementor-52768 .elementor-element.elementor-element-224d67f a.elementor-cta:hover,
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-cc7d449 */.elementor-52768 .elementor-element.elementor-element-cc7d449 .new {
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    color: white;
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}

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    position: relative;
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}/* End custom CSS */
/* Start custom CSS for icon-list, class: .elementor-element-c184c93 */.elementor-52768 .elementor-element.elementor-element-c184c93 .new {
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											<span class="elementor-icon-list-text">Mentor Guide to Online Learning</span>
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			<h3 class="elementor-heading-title elementor-size-default"><a href="https://michiganvirtual.org/research/publications/a-look-back-at-3-years-of-michigan-virtual-research/">A Look Back At 3 Years of Michigan Virtual Research</a></h3>		</div>
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										<time>October 17, 2024</time>					</span>
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										Kelly Cuccolo					</span>
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				</header>
				<section class="elementor-section elementor-top-section elementor-element elementor-element-3dc1fc1 elementor-section-boxed elementor-section-height-default elementor-section-height-default jet-parallax-section" data-id="3dc1fc1" data-element_type="section" data-settings="{&quot;jet_parallax_layout_list&quot;:[{&quot;jet_parallax_layout_image&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;_id&quot;:&quot;c301d04&quot;,&quot;jet_parallax_layout_image_tablet&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_image_mobile&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_speed&quot;:{&quot;unit&quot;:&quot;%&quot;,&quot;size&quot;:50,&quot;sizes&quot;:[]},&quot;jet_parallax_layout_type&quot;:&quot;scroll&quot;,&quot;jet_parallax_layout_direction&quot;:null,&quot;jet_parallax_layout_fx_direction&quot;:null,&quot;jet_parallax_layout_z_index&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x&quot;:50,&quot;jet_parallax_layout_bg_x_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y&quot;:50,&quot;jet_parallax_layout_bg_y_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size&quot;:&quot;auto&quot;,&quot;jet_parallax_layout_bg_size_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_animation_prop&quot;:&quot;transform&quot;,&quot;jet_parallax_layout_on&quot;:[&quot;desktop&quot;,&quot;tablet&quot;]}],&quot;background_background&quot;:&quot;classic&quot;}" aria-label="Student success doesn't depend on students alone"><div class="jet-parallax-section__layout elementor-repeater-item-c301d04 jet-parallax-section__scroll-layout"><div class="jet-parallax-section__image" style="background-position: 50% 50%; background-image: url(&quot;&quot;); transform: translateY(0px);"></div></div>
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						<div class="elementor-widget-container">
			<h2 class="elementor-heading-title elementor-size-default">Student success doesn't depend on students alone</h2>		</div>
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				<div class="elementor-element elementor-element-a7aee8f elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="a7aee8f" data-element_type="widget" data-widget_type="divider.default">
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				<div class="elementor-element elementor-element-e935adf elementor-widget__width-initial elementor-widget elementor-widget-text-editor" data-id="e935adf" data-element_type="widget" data-widget_type="text-editor.default">
						<div class="elementor-widget-container">
							<p>Our whole-school approach provides comprehensive education, support, and resources to key stakeholders as a means of improving student outcomes in and out of class.</p>						</div>
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						Students →					</h3>
				
				
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									<h3 class="elementor-cta__title elementor-cta__content-item elementor-content-item">
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				<section class="elementor-section elementor-top-section elementor-element elementor-element-687ca78 background__color elementor-section-boxed elementor-section-height-default elementor-section-height-default jet-parallax-section" data-id="687ca78" data-element_type="section" data-settings="{&quot;jet_parallax_layout_list&quot;:[{&quot;jet_parallax_layout_image&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;_id&quot;:&quot;e303fc2&quot;,&quot;jet_parallax_layout_image_tablet&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_image_mobile&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_speed&quot;:{&quot;unit&quot;:&quot;%&quot;,&quot;size&quot;:50,&quot;sizes&quot;:[]},&quot;jet_parallax_layout_type&quot;:&quot;scroll&quot;,&quot;jet_parallax_layout_direction&quot;:null,&quot;jet_parallax_layout_fx_direction&quot;:null,&quot;jet_parallax_layout_z_index&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x&quot;:50,&quot;jet_parallax_layout_bg_x_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y&quot;:50,&quot;jet_parallax_layout_bg_y_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size&quot;:&quot;auto&quot;,&quot;jet_parallax_layout_bg_size_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_animation_prop&quot;:&quot;transform&quot;,&quot;jet_parallax_layout_on&quot;:[&quot;desktop&quot;,&quot;tablet&quot;]}],&quot;background_background&quot;:&quot;classic&quot;}" aria-label="Online learning should include more than just courses"><div class="jet-parallax-section__layout elementor-repeater-item-e303fc2 jet-parallax-section__scroll-layout"><div class="jet-parallax-section__image" style="background-position: 50% 50%; background-image: url(&quot;&quot;); transform: translateY(0px);"></div></div>
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			<h2 class="elementor-heading-title elementor-size-default">Online learning should include more than just courses</h2>		</div>
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				<section class="elementor-section elementor-inner-section elementor-element elementor-element-0a8bb6e elementor-section-content-middle elementor-section-boxed elementor-section-height-default elementor-section-height-default jet-parallax-section" data-id="0a8bb6e" data-element_type="section" data-settings="{&quot;jet_parallax_layout_list&quot;:[{&quot;jet_parallax_layout_image&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;_id&quot;:&quot;071f47c&quot;,&quot;jet_parallax_layout_image_tablet&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_image_mobile&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_speed&quot;:{&quot;unit&quot;:&quot;%&quot;,&quot;size&quot;:50,&quot;sizes&quot;:[]},&quot;jet_parallax_layout_type&quot;:&quot;scroll&quot;,&quot;jet_parallax_layout_direction&quot;:null,&quot;jet_parallax_layout_fx_direction&quot;:null,&quot;jet_parallax_layout_z_index&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x&quot;:50,&quot;jet_parallax_layout_bg_x_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y&quot;:50,&quot;jet_parallax_layout_bg_y_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size&quot;:&quot;auto&quot;,&quot;jet_parallax_layout_bg_size_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_animation_prop&quot;:&quot;transform&quot;,&quot;jet_parallax_layout_on&quot;:[&quot;desktop&quot;,&quot;tablet&quot;]}]}"><div class="jet-parallax-section__layout elementor-repeater-item-071f47c jet-parallax-section__scroll-layout"><div class="jet-parallax-section__image" style="background-position: 50% 50%; background-image: url(&quot;&quot;); transform: translateY(0px);"></div></div>
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														<a href="https://michiganvirtual.org/wp-content/uploads/2019/10/a-whole-school-approach-to-virtual-learning.pdf" target="_blank">
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			<h3 class="elementor-heading-title elementor-size-default">Learn why in our eBook, <em>A whole-school approach to virtual learning</em></h3>		</div>
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									<span class="elementor-button-text">Get the eBook</span>
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				<section class="elementor-section elementor-top-section elementor-element elementor-element-2553b85 elementor-section-boxed elementor-section-height-default elementor-section-height-default jet-parallax-section" data-id="2553b85" data-element_type="section" data-settings="{&quot;jet_parallax_layout_list&quot;:[{&quot;jet_parallax_layout_image&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;_id&quot;:&quot;c301d04&quot;,&quot;jet_parallax_layout_image_tablet&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_image_mobile&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_speed&quot;:{&quot;unit&quot;:&quot;%&quot;,&quot;size&quot;:50,&quot;sizes&quot;:[]},&quot;jet_parallax_layout_type&quot;:&quot;scroll&quot;,&quot;jet_parallax_layout_direction&quot;:null,&quot;jet_parallax_layout_fx_direction&quot;:null,&quot;jet_parallax_layout_z_index&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x&quot;:50,&quot;jet_parallax_layout_bg_x_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y&quot;:50,&quot;jet_parallax_layout_bg_y_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size&quot;:&quot;auto&quot;,&quot;jet_parallax_layout_bg_size_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_animation_prop&quot;:&quot;transform&quot;,&quot;jet_parallax_layout_on&quot;:[&quot;desktop&quot;,&quot;tablet&quot;]}]}" aria-label="Addressing the whole school's needs"><div class="jet-parallax-section__layout elementor-repeater-item-c301d04 jet-parallax-section__scroll-layout"><div class="jet-parallax-section__image" style="background-position: 50% 50%; background-image: url(&quot;&quot;); transform: translateY(0px);"></div></div>
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			<h2 class="elementor-heading-title elementor-size-default">Addressing the whole school's needs</h2>		</div>
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							<p>Our whole-school approach to online learning offers a comprehensive educational experience that solves many of the challenges today’s students, teachers, and administrators face.</p>						</div>
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			<h3 class="elementor-heading-title elementor-size-default">Comprehensive Student Courses</h3>		</div>
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							<p>Led by Michigan-certified teachers who are highly qualified in their subject areas, our award-winning courses provide individualized learning opportunities for a variety of needs.</p>						</div>
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				<section class="elementor-section elementor-inner-section elementor-element elementor-element-511bd15 elementor-section-boxed elementor-section-height-default elementor-section-height-default jet-parallax-section" data-id="511bd15" data-element_type="section" data-settings="{&quot;jet_parallax_layout_list&quot;:[{&quot;jet_parallax_layout_image&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;_id&quot;:&quot;392ca2e&quot;,&quot;jet_parallax_layout_image_tablet&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_image_mobile&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_speed&quot;:{&quot;unit&quot;:&quot;%&quot;,&quot;size&quot;:50,&quot;sizes&quot;:[]},&quot;jet_parallax_layout_type&quot;:&quot;scroll&quot;,&quot;jet_parallax_layout_direction&quot;:null,&quot;jet_parallax_layout_fx_direction&quot;:null,&quot;jet_parallax_layout_z_index&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x&quot;:50,&quot;jet_parallax_layout_bg_x_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y&quot;:50,&quot;jet_parallax_layout_bg_y_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size&quot;:&quot;auto&quot;,&quot;jet_parallax_layout_bg_size_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_animation_prop&quot;:&quot;transform&quot;,&quot;jet_parallax_layout_on&quot;:[&quot;desktop&quot;,&quot;tablet&quot;]}]}"><div class="jet-parallax-section__layout elementor-repeater-item-392ca2e jet-parallax-section__scroll-layout"><div class="jet-parallax-section__image" style="background-position: 50% 50%; background-image: url(&quot;&quot;); transform: translateY(0px);"></div></div>
						<div class="elementor-container elementor-column-gap-default">
					<div class="elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-98cb245" data-id="98cb245" data-element_type="column">
			<div class="elementor-widget-wrap elementor-element-populated">
						<div class="elementor-element elementor-element-8466e47 elementor-cta--valign-middle elementor-widget-tablet__width-initial elementor-widget-mobile__width-inherit elementor-cta--skin-classic elementor-animated-content elementor-widget elementor-widget-call-to-action" data-id="8466e47" data-element_type="widget" data-widget_type="call-to-action.default">
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					<a class="elementor-cta" href="https://michiganvirtual.org/students/">
					<div class="elementor-cta__bg-wrapper">
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				<div class="elementor-cta__bg-overlay"></div>
			</div>
							<div class="elementor-cta__content">
				
									<h4 class="elementor-cta__title elementor-cta__content-item elementor-content-item">
						Core Courses &amp; Electives					</h4>
				
				
							</div>
						</a>
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				<div class="elementor-element elementor-element-ff2768a elementor-cta--valign-middle elementor-widget-tablet__width-initial elementor-widget-mobile__width-inherit elementor-cta--skin-classic elementor-animated-content elementor-widget elementor-widget-call-to-action" data-id="ff2768a" data-element_type="widget" data-widget_type="call-to-action.default">
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					<a class="elementor-cta" href="https://michiganvirtual.org/cybersecurity/">
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									<h4 class="elementor-cta__title elementor-cta__content-item elementor-content-item">
						Cybersecurity &amp; Networking Training					</h4>
				
				
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				<div class="elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-e1d989b" data-id="e1d989b" data-element_type="column">
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						<div class="elementor-element elementor-element-0267ada elementor-cta--valign-middle elementor-widget-tablet__width-initial elementor-widget-mobile__width-inherit elementor-cta--skin-classic elementor-animated-content elementor-widget elementor-widget-call-to-action" data-id="0267ada" data-element_type="widget" data-widget_type="call-to-action.default">
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							<div class="elementor-cta__content">
				
									<h4 class="elementor-cta__title elementor-cta__content-item elementor-content-item">
						Advanced Placement					</h4>
				
				
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				<div class="elementor-element elementor-element-ac51bd1 elementor-cta--valign-middle elementor-widget-tablet__width-initial elementor-widget-mobile__width-inherit elementor-cta--skin-classic elementor-animated-content elementor-widget elementor-widget-call-to-action" data-id="ac51bd1" data-element_type="widget" data-widget_type="call-to-action.default">
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					<a class="elementor-cta" href="https://michiganvirtual.org/students/essentials/">
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				<div class="elementor-cta__bg-overlay"></div>
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							<div class="elementor-cta__content">
				
									<h4 class="elementor-cta__title elementor-cta__content-item elementor-content-item">
						Credit Recovery &amp; Alternative Education					</h4>
				
				
							</div>
						</a>
				</div>
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					</div>
		</div>
				<div class="elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-544c208" data-id="544c208" data-element_type="column">
			<div class="elementor-widget-wrap elementor-element-populated">
						<div class="elementor-element elementor-element-430d61d elementor-cta--valign-middle elementor-widget-tablet__width-initial elementor-widget-mobile__width-inherit elementor-cta--skin-classic elementor-animated-content elementor-widget elementor-widget-call-to-action" data-id="430d61d" data-element_type="widget" data-widget_type="call-to-action.default">
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					<a class="elementor-cta" href="https://michiganvirtual.org/students/dual-enrollment/">
					<div class="elementor-cta__bg-wrapper">
				<div class="elementor-cta__bg elementor-bg" style="background-image: url(https://michiganvirtual.org/wp-content/uploads/2019/09/paperplanes-1024x614.jpg);" role="img" aria-label="Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership/individuality concepts.( 3d render )"></div>
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									<h4 class="elementor-cta__title elementor-cta__content-item elementor-content-item">
						Dual Enrollment					</h4>
				
				
							</div>
						</a>
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				</div>
				<div class="elementor-element elementor-element-f64d7db elementor-cta--valign-middle elementor-widget-tablet__width-initial elementor-widget-mobile__width-inherit elementor-cta--skin-classic elementor-animated-content elementor-widget elementor-widget-call-to-action" data-id="f64d7db" data-element_type="widget" data-widget_type="call-to-action.default">
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			</div>
							<div class="elementor-cta__content">
				
									<h4 class="elementor-cta__title elementor-cta__content-item elementor-content-item">
						World Languages					</h4>
				
				
							</div>
						</a>
				</div>
				</div>
					</div>
		</div>
					</div>
		</section>
				<div class="elementor-element elementor-element-a20f2e4 elementor-align-center elementor-widget elementor-widget-button" data-id="a20f2e4" data-element_type="widget" data-widget_type="button.default">
						<div class="elementor-widget-container">
					<div class="elementor-button-wrapper">
			<a class="elementor-button elementor-button-link elementor-size-md" href="/courses/students/">
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									<span class="elementor-button-text">Explore our course catalog</span>
					</span>
					</a>
		</div>
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		</div>
					</div>
		</section>
				<section class="elementor-section elementor-top-section elementor-element elementor-element-03c1948 elementor-section-full_width elementor-section-height-default elementor-section-height-default jet-parallax-section" data-id="03c1948" data-element_type="section" data-settings="{&quot;jet_parallax_layout_list&quot;:[{&quot;jet_parallax_layout_image&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;_id&quot;:&quot;80cca90&quot;,&quot;jet_parallax_layout_image_tablet&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_image_mobile&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_speed&quot;:{&quot;unit&quot;:&quot;%&quot;,&quot;size&quot;:50,&quot;sizes&quot;:[]},&quot;jet_parallax_layout_type&quot;:&quot;scroll&quot;,&quot;jet_parallax_layout_direction&quot;:null,&quot;jet_parallax_layout_fx_direction&quot;:null,&quot;jet_parallax_layout_z_index&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x&quot;:50,&quot;jet_parallax_layout_bg_x_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y&quot;:50,&quot;jet_parallax_layout_bg_y_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size&quot;:&quot;auto&quot;,&quot;jet_parallax_layout_bg_size_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_animation_prop&quot;:&quot;transform&quot;,&quot;jet_parallax_layout_on&quot;:[&quot;desktop&quot;,&quot;tablet&quot;]}]}"><div class="jet-parallax-section__layout elementor-repeater-item-80cca90 jet-parallax-section__scroll-layout"><div class="jet-parallax-section__image" style="background-position: 50% 50%; background-image: url(&quot;&quot;); transform: translateY(0px);"></div></div>
						<div class="elementor-container elementor-column-gap-no">
					<div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-310a636" data-id="310a636" data-element_type="column">
			<div class="elementor-widget-wrap elementor-element-populated">
						<div class="elementor-element elementor-element-36aae50 elementor-widget elementor-widget-template" data-id="36aae50" data-element_type="widget" data-widget_type="template.default">
						<div class="elementor-widget-container">
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 a { border-bottom: 0; }/* End custom CSS */</style>		<div data-elementor-type="section" data-elementor-id="31664" class="elementor elementor-31664" data-elementor-post-type="elementor_library">
					<section class="elementor-section elementor-top-section elementor-element elementor-element-72a7566b elementor-section-boxed elementor-section-height-default elementor-section-height-default jet-parallax-section" data-id="72a7566b" data-element_type="section" data-settings="{&quot;jet_parallax_layout_list&quot;:[{&quot;jet_parallax_layout_image&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;_id&quot;:&quot;c301d04&quot;,&quot;jet_parallax_layout_image_tablet&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_image_mobile&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_speed&quot;:{&quot;unit&quot;:&quot;%&quot;,&quot;size&quot;:50,&quot;sizes&quot;:[]},&quot;jet_parallax_layout_type&quot;:&quot;scroll&quot;,&quot;jet_parallax_layout_z_index&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x&quot;:50,&quot;jet_parallax_layout_bg_y&quot;:50,&quot;jet_parallax_layout_bg_size&quot;:&quot;auto&quot;,&quot;jet_parallax_layout_animation_prop&quot;:&quot;transform&quot;,&quot;jet_parallax_layout_on&quot;:[&quot;desktop&quot;,&quot;tablet&quot;],&quot;jet_parallax_layout_direction&quot;:null,&quot;jet_parallax_layout_fx_direction&quot;:null,&quot;jet_parallax_layout_bg_x_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_mobile&quot;:&quot;&quot;}]}" aria-label="Personalized Professional Development"><div class="jet-parallax-section__layout elementor-repeater-item-c301d04 jet-parallax-section__scroll-layout"><div class="jet-parallax-section__image" style="background-position: 50% 50%; background-image: url(&quot;&quot;); transform: translateY(0px);"></div></div>
							<div class="elementor-background-overlay"></div>
							<div class="elementor-container elementor-column-gap-no">
					<div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-7b1b336b" data-id="7b1b336b" data-element_type="column">
			<div class="elementor-widget-wrap elementor-element-populated">
						<div class="elementor-element elementor-element-47703ed8 elementor-widget elementor-widget-heading" data-id="47703ed8" data-element_type="widget" data-widget_type="heading.default">
						<div class="elementor-widget-container">
			<h3 class="elementor-heading-title elementor-size-default">Personalized Professional Development</h3>		</div>
				</div>
				<div class="elementor-element elementor-element-14826b6 elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="14826b6" data-element_type="widget" data-widget_type="divider.default">
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						<div class="elementor-widget-container">
							<p>Professional development is a critical link in ensuring a quality education. Our PD solutions offer personalized education, training, and support for educators to help improve the student experience.</p>						</div>
				</div>
				<section class="elementor-section elementor-inner-section elementor-element elementor-element-49498b00 elementor-section-boxed elementor-section-height-default elementor-section-height-default jet-parallax-section" data-id="49498b00" data-element_type="section" data-settings="{&quot;jet_parallax_layout_list&quot;:[{&quot;jet_parallax_layout_image&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;_id&quot;:&quot;392ca2e&quot;,&quot;jet_parallax_layout_image_tablet&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_image_mobile&quot;:{&quot;url&quot;:&quot;&quot;,&quot;id&quot;:&quot;&quot;,&quot;size&quot;:&quot;&quot;},&quot;jet_parallax_layout_speed&quot;:{&quot;unit&quot;:&quot;%&quot;,&quot;size&quot;:50,&quot;sizes&quot;:[]},&quot;jet_parallax_layout_type&quot;:&quot;scroll&quot;,&quot;jet_parallax_layout_z_index&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x&quot;:50,&quot;jet_parallax_layout_bg_y&quot;:50,&quot;jet_parallax_layout_bg_size&quot;:&quot;auto&quot;,&quot;jet_parallax_layout_animation_prop&quot;:&quot;transform&quot;,&quot;jet_parallax_layout_on&quot;:[&quot;desktop&quot;,&quot;tablet&quot;],&quot;jet_parallax_layout_direction&quot;:null,&quot;jet_parallax_layout_fx_direction&quot;:null,&quot;jet_parallax_layout_bg_x_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_x_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_y_mobile&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_tablet&quot;:&quot;&quot;,&quot;jet_parallax_layout_bg_size_mobile&quot;:&quot;&quot;}]}"><div class="jet-parallax-section__layout elementor-repeater-item-392ca2e jet-parallax-section__scroll-layout"><div class="jet-parallax-section__image" style="background-position: 50% 50%; background-image: url(&quot;&quot;); transform: translateY(0px);"></div></div>
						<div class="elementor-container elementor-column-gap-default">
					<div class="elementor-column elementor-col-33 elementor-inner-column elementor-element elementor-element-6e450bc9" data-id="6e450bc9" data-element_type="column">
			<div class="elementor-widget-wrap elementor-element-populated">
						<div class="elementor-element elementor-element-787d257 elementor-cta--valign-middle elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action" data-id="787d257" data-element_type="widget" data-widget_type="call-to-action.default">
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					<a class="elementor-cta" href="/professionals/scech/">
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			<h2 class="elementor-heading-title elementor-size-default">The Michigan Virtual difference</h2>		</div>
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							<img decoding="async" width="977" height="1024" src="https://michiganvirtual.org/wp-content/uploads/2019/10/student-success-is-at-the-center-of-what-we-do-cover-977x1024.jpg" class="attachment-large size-large wp-image-27923" alt="The Michigan Virtual Difference. Student success is at the center of everything we do" srcset="https://michiganvirtual.org/wp-content/uploads/2019/10/student-success-is-at-the-center-of-what-we-do-cover-977x1024.jpg 977w, https://michiganvirtual.org/wp-content/uploads/2019/10/student-success-is-at-the-center-of-what-we-do-cover-286x300.jpg 286w, https://michiganvirtual.org/wp-content/uploads/2019/10/student-success-is-at-the-center-of-what-we-do-cover-768x805.jpg 768w, https://michiganvirtual.org/wp-content/uploads/2019/10/student-success-is-at-the-center-of-what-we-do-cover-1466x1536.jpg 1466w, https://michiganvirtual.org/wp-content/uploads/2019/10/student-success-is-at-the-center-of-what-we-do-cover.jpg 1832w" sizes="(max-width: 977px) 100vw, 977px">								</a>
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			<h3 class="elementor-heading-title elementor-size-default">Social-Emotional Learning (SEL)</h3>		</div>
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							<p>A quality education touches more than academics. Michigan Cares, our online SEL solution, addresses the cognitive, emotional, behavioral, and social skills students need to succeed in school and beyond.</p>						</div>
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			<h3 class="elementor-heading-title elementor-size-default">Math &amp; English Support</h3>		</div>
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							<p>EdReady Math and EdReady English target knowledge gaps and provide students with a personalized study path to master critical skills and concepts in math and English.</p>						</div>
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			<h3 class="elementor-heading-title elementor-size-default"><strong>See how Hamilton Community Schools partnered with us</strong> to pair standards-based grading and individualized learning to better meet student needs</h3>		</div>
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			<h2 class="elementor-heading-title elementor-size-default">We partner with the leaders in Michigan education</h2>		</div>
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							<p>Michigan Virtual is an equal opportunity employer committed to creating a diverse workforce. We embrace different voices, faces, ideas, and backgrounds and believe human diversity, the seen and unseen, drives innovation and creativity. We are building a&nbsp;<em>culture grounded in a climate</em>&nbsp;where everyone feels included, respected, and valued and is comfortable being their whole authentic self.</p>						</div>
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            "content": "<p>This course is designed to support home-based providers in setting tuition\/fees, developing policies to support fee collection, and identifying strategies to collect overdue payments and late fees. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each offering 2 training hours. Providers may choose to complete any or all of the courses.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Define fiscal terms related to child care tuition and fee setting and collection (i.e., bad debt).<\/li>\n<li>Recognize the importance of self-employment income, health benefits, and to set aside for retirement.<\/li>\n<li>Establish and maintain policies on tuition and fees, including late\/non-payment.<\/li>\n<li>Discuss on-time fee collection strategies and Identify strategies to collect overdue payments and late fees.<\/li>\n<li>Share resources, tools, and templates to support the setting and collecting of fees and payments.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Home-Based Providers: Setting and Collecting Fees",
            "excerpt": "This course is designed to support home-based providers in setting tuition\/fees, developing policies to support fee collection, and identifying strategies to collect overdue payments and late fees. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each...",
            "slug": "home-based-providers-setting-and-collecting-fees",
            "modified_timestamp": 1729622298,
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            "post_type": "courses",
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            "price": "$5",
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        },
        {
            "id": 88758,
            "path": "\/course\/home-based-providers-budgeting\/",
            "author_id": 21,
            "timestamp": 1729622281,
            "content": "<p>This course is designed to support home-based providers with resources, tools, and templates to develop a strong budget, determine the cost of care, and support fee collection. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each offering 2 training hours. Providers may choose to complete any or all of the courses.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Define fiscal terms related to budgeting.<\/li>\n<li>Reflect on why budgeting is important.<\/li>\n<li>List key elements of a budget.<\/li>\n<li>Discuss the process for building an annual budget.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Home-Based Providers: Budgeting",
            "excerpt": "This course is designed to support home-based providers with resources, tools, and templates to develop a strong budget, determine the cost of care, and support fee collection. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each...",
            "slug": "home-based-providers-budgeting",
            "modified_timestamp": 1729622282,
            "term_ids": [
                3,
                18401,
                18407,
                18417,
                18505
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "2 hrs",
            "scech": "2",
            "price": "$5",
            "plp_subject_area": "Early Childhood",
            "sls_terms": "",
            "sls_subject": "",
            "sls_school_level": "",
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            "email": "",
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            "thumbnails": {
                "full": "\/wp-content\/uploads\/2024\/08\/1041.png"
            }
        },
        {
            "id": 88759,
            "path": "\/course\/home-based-providers-checking-your-financial-health\/",
            "author_id": 21,
            "timestamp": 1729622281,
            "content": "<p>This course is designed to support home-based providers with resources, tools, and templates to develop a strong budget, determine the cost of care, and support fee collection. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each offering 2 training hours. Providers may choose to complete any or all of the courses.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Define fiscal terms related to budgeting.<\/li>\n<li>Reflect on why budgeting is important.<\/li>\n<li>List key elements of a budget.<\/li>\n<li>Discuss the process for building an annual budget.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Home-Based Providers: Checking Your Financial Health",
            "excerpt": "This course is designed to support home-based providers with resources, tools, and templates to develop a strong budget, determine the cost of care, and support fee collection. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each...",
            "slug": "home-based-providers-checking-your-financial-health",
            "modified_timestamp": 1729622287,
            "term_ids": [
                3,
                18401,
                18407,
                18417,
                18505
            ],
            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "2 hrs",
            "scech": "2",
            "price": "$5",
            "plp_subject_area": "Early Childhood",
            "sls_terms": "",
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            "webinar_category": "",
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            "slidedeck_url": "",
            "thumbnails": {
                "full": "\/wp-content\/uploads\/2024\/08\/1042.png"
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        },
        {
            "id": 88760,
            "path": "\/course\/home-based-providers-envelopes-receipts-and-paperwork\/",
            "author_id": 21,
            "timestamp": 1729622281,
            "content": "<p>This course supports home-based providers with resources, tools, and templates to promote organization and strong recordkeeping. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each offering 2 training hours. Providers may choose to complete any or all of the courses.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Describe the what and why of recordkeeping and determine the elements of a recordkeeping system.<\/li>\n<li>Recognize how internal controls protect your business.<\/li>\n<li>Summarize elements of a family handbook.<\/li>\n<li>Identify important tax responsibilities for your business.<\/li>\n<li>Share resources, tools, and templates to support recordkeeping and organization.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Home-Based Providers: Envelopes, Receipts, and Paperwork",
            "excerpt": "This course supports home-based providers with resources, tools, and templates to promote organization and strong recordkeeping. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each offering 2 training hours. Providers may choose to complete any or...",
            "slug": "home-based-providers-envelopes-receipts-and-paperwork",
            "modified_timestamp": 1729622291,
            "term_ids": [
                3,
                18401,
                18407,
                18417,
                18505
            ],
            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "2 hrs",
            "scech": "2",
            "price": "$5",
            "plp_subject_area": "Early Childhood",
            "sls_terms": "",
            "sls_subject": "",
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            "thumbnails": {
                "full": "\/wp-content\/uploads\/2024\/08\/1043.png"
            }
        },
        {
            "id": 88383,
            "path": "\/course\/michigans-child-care-center-administration-business-series\/",
            "author_id": 21,
            "timestamp": 1729622269,
            "content": "<p>Are you interested in becoming a Program Director of a licensed child care center or are you an established Program Director looking for strategies and best practices for managing a child care center? If so, this course is for you! \nThis state developed course meets the child care administration requirement for center program directors and includes content on recruitment, marketing, staffing, financial management, program quality and evaluation.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Learn the key components necessary for efficiently managing and maintaining a high-quality child-care center.<\/li>\n<li>Master the art of budgeting, fee management, and creating financial reports to ensure your child-care center\u2019s financial health.<\/li>\n<li>Discover effective methods to attract families to your child-care center and increase enrollment through strategic marketing techniques.<\/li>\n<li>Acquire and retain talented staff by honing your leadership skills, creating a positive work environment, and fostering child development expertise.<\/li>\n<li>Understand Michigan's child-care center licensing rules, to ensure compliance and successful program management.<\/li>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>\n\n\n<\/ul>",
            "title": "Michigan\u2019s Child Care Center Administration Business Series",
            "excerpt": "Are you interested in becoming a Program Director of a licensed child care center or are you an established Program Director looking for strategies and best practices for managing a child care center? If so, this course is for you! This state developed course meets the child care administration requirement for center program directors and...",
            "slug": "michigans-child-care-center-administration-business-series",
            "modified_timestamp": 1729622272,
            "term_ids": [
                3,
                18401,
                18407,
                18417,
                18505
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "30 hrs",
            "scech": "30",
            "price": "$30",
            "plp_subject_area": "Early Childhood",
            "sls_terms": "",
            "sls_subject": "",
            "sls_school_level": "",
            "webinar_category": "",
            "pls_roles": "",
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            "email": "",
            "ncaa_approval": "",
            "delivery_format": "self-paced",
            "facilitation": "self-paced",
            "credit_type": "scech",
            "presenter_1_name": "",
            "presenter_0_slug": "",
            "presenter_1_slug": "",
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            "slidedeck_url": "",
            "thumbnails": {
                "full": "\/wp-content\/uploads\/2024\/07\/1036.jpg"
            }
        },
        {
            "id": 88757,
            "path": "\/course\/home-based-providers-are-you-running-on-empty\/",
            "author_id": 21,
            "timestamp": 1729622269,
            "content": "<p>This course is designed to support home-based providers with strategies to improve work-life balance, opportunities for peer networking, and tools to reduce the burden of business operations.\n\nThis course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each offering 2 training hours. Providers may choose to complete any or all of the courses. <\/p>\n<p>In this course, you will:<\/p>\n\n<li>Identify areas impacting work-life balance.<\/li>\n<li>Review strategies to improve work-life balance.<\/li>\n<li>Consider opportunities for peer support and professional networking.<\/li>\n<li>Seek out tools and templates to improve work-life balance and reduce the burden of business operations.<\/li>\n<li>Explore national, state, and local resources for home-based child care providers.<\/li><br><div>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/div>",
            "title": "Home-Based Providers: Are you Running on Empty?",
            "excerpt": "This course is designed to support home-based providers with strategies to improve work-life balance, opportunities for peer networking, and tools to reduce the burden of business operations. This course is part of a business-focused training series that supports new and existing Family and Group Home Child Care Providers. The series has five training courses, each...",
            "slug": "home-based-providers-are-you-running-on-empty",
            "modified_timestamp": 1729622277,
            "term_ids": [
                3,
                18401,
                18417,
                18505,
                18531
            ],
            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "2 hrs",
            "scech": "2",
            "price": "$5",
            "plp_subject_area": "Early Childhood",
            "sls_terms": "",
            "sls_subject": "",
            "sls_school_level": "",
            "webinar_category": "",
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            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "",
            "delivery_format": "self-paced",
            "facilitation": "self-paced",
            "credit_type": "scech",
            "presenter_1_name": "",
            "presenter_0_slug": "",
            "presenter_1_slug": "",
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            "slidedeck_url": "",
            "thumbnails": {
                "full": "\/wp-content\/uploads\/2024\/08\/1040.jpeg"
            }
        },
        {
            "id": 88237,
            "path": "\/course\/ptl-internship\/",
            "author_id": 21,
            "timestamp": 1729622230,
            "content": "<div>\n<div>Path to Leadership Program participants must complete a 240-Hour internship to qualify for the PK-12 School Administrator Certificate.<\/div>\n<\/div>\n<div>&nbsp;<\/div>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "PTL: Internship",
            "excerpt": "Path to Leadership Program participants must complete a 240-Hour internship to qualify for the PK-12 School Administrator Certificate. &nbsp; This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our privacy policy.",
            "slug": "ptl-internship",
            "modified_timestamp": 1729622240,
            "term_ids": [
                3,
                9045,
                18405,
                18407,
                18412,
                18506
            ],
            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "240 hrs",
            "scech": "",
            "price": "$720",
            "plp_subject_area": "Administration, Leadership",
            "sls_terms": "",
            "sls_subject": "",
            "sls_school_level": "",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "",
            "delivery_format": "lightly-facilitated",
            "facilitation": "self-paced",
            "credit_type": "no-scechs",
            "presenter_1_name": "",
            "presenter_0_slug": "",
            "presenter_1_slug": "",
            "presentation_date": "",
            "slidedeck_url": "",
            "thumbnails": {
                "full": "\/wp-content\/uploads\/2021\/06\/Default.jpg"
            }
        },
        {
            "id": 88236,
            "path": "\/course\/ptl-experienced-based-internship\/",
            "author_id": 21,
            "timestamp": 1729622215,
            "content": "<p>The PTL Experienced Based Internship is a course for PTL Participants who are building leaders.&nbsp; Before enrolling in the experienced-based internship, participants must have completed a request for internship exemption and received approval.<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "PTL: Experienced Based Internship",
            "excerpt": "The PTL Experienced Based Internship is a course for PTL Participants who are building leaders.&nbsp; Before enrolling in the experienced-based internship, participants must have completed a request for internship exemption and received approval. This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our privacy policy.",
            "slug": "ptl-experienced-based-internship",
            "modified_timestamp": 1729622223,
            "term_ids": [
                3,
                9045,
                18405,
                18407,
                18412
            ],
            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "0 hrs",
            "scech": "",
            "price": "$200",
            "plp_subject_area": "Administration, Leadership",
            "sls_terms": "",
            "sls_subject": "",
            "sls_school_level": "",
            "webinar_category": "",
            "pls_roles": "",
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            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "",
            "delivery_format": "lightly-facilitated",
            "facilitation": "self-paced",
            "credit_type": "no-scechs",
            "presenter_1_name": "",
            "presenter_0_slug": "",
            "presenter_1_slug": "",
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            "slidedeck_url": "",
            "thumbnails": {
                "full": "\/wp-content\/uploads\/2021\/06\/Default.jpg"
            }
        },
        {
            "id": 89699,
            "path": "\/course\/ptl-module-4\/",
            "author_id": 21,
            "timestamp": 1729622202,
            "content": "<div>\n<p>Students in our classrooms should be given the opportunity to meet state standards regardless of diverse needs. In this applicable course, you will investigate strategies for guiding instructional staff to improve programs, instruction, student support services, and learning. You will observe current research regarding curriculum development and practices, as well as their implications for teaching and learning in the 21st Century. You will cover Universal Design for Learning (UDL), technology integration, Common Core State Standards, Habits of Mind, global learning, and curriculum revision.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Apply your assignments to your current job role,<\/li>\n<li>Generate support and reenforce topics through a weekly virtual meetup, and<\/li>\n<li>Create a curriculum revision implementation plan.<\/li>\n<\/ul>\n<\/div>\n<div>&nbsp;<\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
            "title": "PTL: Module 4",
            "excerpt": "Students in our classrooms should be given the opportunity to meet state standards regardless of diverse needs. In this applicable course, you will investigate strategies for guiding instructional staff to improve programs, instruction, student support services, and learning. You will observe current research regarding curriculum development and practices, as well as their implications for teaching...",
            "slug": "ptl-module-4",
            "modified_timestamp": 1729622202,
            "term_ids": [
                3,
                9045,
                18401,
                18402,
                18403,
                18404,
                18406,
                18407,
                18412,
                18506
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "36 hrs",
            "scech": "36",
            "price": "$825",
            "plp_subject_area": "Administration, Leadership",
            "sls_terms": "",
            "sls_subject": "",
            "sls_school_level": "",
            "webinar_category": "",
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            "email": "",
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            "delivery_format": "facilitated",
            "facilitation": "facilitated",
            "credit_type": "scech",
            "presenter_1_name": "",
            "presenter_0_slug": "",
            "presenter_1_slug": "",
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            "slidedeck_url": "",
            "thumbnails": {
                "full": "\/wp-content\/uploads\/2021\/06\/52.jpg"
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        },
        {
            "id": 89636,
            "path": "\/blog\/understanding-teacher-student-communication\/",
            "author_id": 54,
            "timestamp": 1729619681,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Effective communication between teachers and students is one of the foundational elements of online education. Without face-to-face interactions, teachers must rely on digital tools and platforms to build relationships, support students, and foster engagement. In this installment of our \u201cInterview with a Researcher\u201d <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/interview-with-a-researcher\/\">blog series<\/a>, the lead researchers behind the <em>Michigan Virtual Learning Research Institute\u2019s<\/em> (MVLRI) report <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/understanding-teacher-student-communication\/\">Starting Strong: Understanding Teacher-Student Communication in Online Courses<\/a> share key findings from the study, specifically addressing the importance of communication for relationship-building.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Research Findings and Implications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Can you provide an overview of your research on teacher-student communication in online courses?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online courses create unique challenges when it comes to communicating and building relationships with students. With the growing prevalence of online learning, understanding how teachers communicate and connect with students in these environments is more critical than ever. Our research focused on identifying the methods, frequency, and reasons teachers and students communicate and what relationship-building practices teachers use, particularly within the first four weeks of a course. Our research also focused on determining if the frequency of teacher-student communication correlates with students\u2019 final course grades.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">What were the key findings from your research specific to online teacher-student communication?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We found that during the first four weeks of an online course, teachers primarily relied on <a href=\"https:\/\/www.d2l.com\/brightspace\/\">BrightSpace<\/a> (<em>Michigan Virtual\u2019s<\/em> LMS or learning management system), the Student Learning Portal (SLP), and email to communicate with students. The SLP was a particularly effective communication tool, because students have to log in here before accessing their courses, so this ensures that messages are seen. While most students communicated through the SLP, email, or text, teachers highlighted the importance of adapting to student preferences.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most teachers surveyed reported that they communicated daily with individual students, and sent out course-wide communications once a week. Teachers sent an average of two messages per student during this four-week time period. When teachers communicated with students, it was primarily to provide reminders, answer student-initiated communications, or provide feedback. Teachers emphasized that they took care to ensure their communications were timely and had a welcoming and compassionate tone to help build positive relationships, with some incorporating personal details\u2014students\u2019 preferred names or references to aforementioned hobbies\u2014and using tools like <a href=\"https:\/\/app.grammarly.com\/\">Grammarly<\/a> to ensure their messages have the desired tone.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Though the study showed no statistically significant link between the number of messages students receive and their final course grade, the consistency in teacher communication practices suggests teachers were already following best practices and using effective communication strategies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">What are considered best practices for online teacher-student communication? How does this align with <em>Michigan Virtual<\/em> teacher training, behaviors, and recommendations?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Best practices for online teacher-student communication at <em>Michigan Virtual<\/em> (MV) are grounded in established educational frameworks, including the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">National Standards for Quality Online Teaching<\/a> (NSQOT) and Danielson\u2019s <a href=\"https:\/\/danielsongroup.org\/the-framework-for-teaching\/\">Framework for Teaching<\/a> (FFT). These frameworks emphasize the importance of timely, personalized communication to foster academic engagement and success. For instance, <em>Michigan Virtual<\/em> teachers are expected to reply to student-initiated communications within 24 hours, a practice that aligns with both frameworks' focus on creating supportive learning environments. Teachers also use a variety of communication methods\u2014such as email, the Student Learning Portal (SLP), and text messaging\u2014to ensure accessibility and foster meaningful relationships with their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One key best practice is providing specific, personalized, and timely feedback. <em>Michigan Virtual <\/em>teachers are encouraged to score and offer feedback on assignments within 72 hours of submission (96 hours for ELA and AP courses). Research and <em>Michigan Virtual\u2019s<\/em> training materials both highlight feedback as pivotal for student success, with over 81% of MV teachers identifying it as a highly effective relationship-building strategy. Providing students with timely and personalized feedback can provide them with important insights into their learning, motivate them to engage deeply with assignments\/content, and help them stay on track.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, relationship-building is integral to effective communication. <em>Michigan Virtual <\/em>encourages teachers to reach out proactively to students, mentors, and guardians, particularly if a student is disengaged. Personalized outreach, whether through emails, phone calls, or other formats, helps create a sense of connection in a virtual environment. Ultimately, the combination of timely responses, individualized feedback, and proactive communication strategies forms the foundation of effective teacher-student interactions in online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Were there any findings that surprised you or challenged your assumptions about online communication?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We were surprised to learn that although a positive relationship was observed between the number of messages sent and student grades, it was not statistically significant. The uniformity in the number of messages sent by teachers may have obscured the relationship between grades and communication. Teachers indicated they used certain highly effective communication and relationship-building strategies with their students from the beginning of a course, meaning that all students likely had an opportunity to benefit from those strategies. Alternatively, this study was focused on the first four weeks of a course, so teachers may not have had enough data to identify struggling students. Despite the lack of statistical significance, the importance of communication remains clear. Teachers should continue using best practices\u2014personalized, timely feedback and communication\u2014as these strategies are supported by research and teacher experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Based on your findings, what practical steps can online educators take to improve communication with their students?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To improve communication in online courses, educators can take several practical steps. First, pairing communication tools like the Student Learning Portal (SLP) with email ensures that messages reach students effectively. Flexibility in communication methods is important, as students' preferences vary, and teachers should be responsive to what works best for their students. Crafting communications with a welcoming tone and personalizing feedback helps build rapport.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prompt responses are also key\u2014replying to student inquiries within 24 hours shows attentiveness, while timely, constructive feedback (specific, consistent, and balanced in terms of corrective comments and motivation) supports academic success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, while no significant link was found between communication and grades, consistent, personalized communication remains crucial for building strong relationships that support student engagement and success in online courses. <em>Michigan Virtual<\/em> offers extensive training and support to our own teachers around communication and relationship-building and also shares best practices statewide through courses offered in our <a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/\">Professional Learning Portal<\/a>, including a <a href=\"https:\/\/michiganvirtual.org\/professionals\/remote-teaching\/\">series of courses<\/a> (written by MV teachers) specific to online teaching and learning<em> <\/em>and focused on these best practice strategies.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This research underscores the importance of effective teacher-student communication in online learning environments. Teachers can use a combination of timely, consistent, and personalized communication methods to enhance student engagement, support learning, and build better relationships to create a more connected virtual classroom.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Understanding Teacher-Student Communication in Online Courses: An Interview with a Researcher",
            "excerpt": "In this interview, MVLRI researchers discuss key findings from a report highlighting how personalized, consistent, and timely communication in online courses can help students feel more connected to their online teachers and may also impact their success in the course. This blog also explores practical strategies for communicating effectively and building relationships with online students. \n",
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        {
            "id": 89557,
            "path": "\/research\/publications\/a-look-back-at-3-years-of-michigan-virtual-research\/",
            "author_id": 81,
            "timestamp": 1729195726,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"intro\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since the last <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/?q=research+in+review\" target=\"_blank\" rel=\"noreferrer noopener\">Research in Review series<\/a> written in 2020, <em>Michigan Virtual<\/em> has published over <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\" rel=\"noreferrer noopener\">30 research reports<\/a> and over <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/research\/\" target=\"_blank\" rel=\"noreferrer noopener\">30 research blogs<\/a>. These publications cover topics ranging from effective practices to emerging Artificial Intelligence (AI) guidance needs. Over the past three years, these publications have offered valuable insight into the online teaching and learning landscape. To that end, while each publication holds unique value, there is room to move our collective understanding forward by seeing how the research fits together over time and the narrative that emerges. As such, <em>MVLRI <\/em>sought to review, synthesize, and offer practical takeaways from the original research published in the past three years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources in the \u201c<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\" rel=\"noreferrer noopener\">All Publications<\/a>\u201d and \u201c<a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noreferrer noopener\">The Digital Backpack<\/a>\u201d sections of the <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual<\/em> website<\/a> were considered for inclusion. All published reports and blogs determined to include original, generalizable research were included in the synthesis. Resources were then thematically grouped. Resources within each category were reviewed again for accuracy in interpretation and to determine their relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Resources were reviewed to form a broad understanding of the topic and determine what MVLRI has contributed and learned holistically about each theme since 2021; however, not every finding from every resource is included. All resources, including those not used in this synthesis, are available on the <em>Michigan Virtual<\/em> website.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"PL\">What We Know About Professional Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Previous research on professional learning (PL) demonstrates that PL is a crucial aspect of educators\u2019 development and careers as it can positively impact instructional quality (Bowman et al., 2022; Gesel et al., 2021), student outcomes (Capraro et al., 2016; Gore et al., 2021; Roth et al., 2019), and connectedness to colleagues and the field (Burrows et al., 2021). Thus, <em>Michigan Virtual<\/em> sought to understand and address educators\u2019 motivations, needs, and preferences relating to PL, as these aspects can positively impact educators and their students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Meeting PL requirements was consistently identified across two <em>Michigan Virtual<\/em> reports as strongly motivating teachers\u2019 enrollment (Cuccolo &amp; Green, 2024; Cuccolo &amp; DeBruler, 2023). Similarly, obtaining SCECHs (State Continuing Education Clock Hours, required for renewing certificates and licenses; Michigan Department of Education, 2020) for free or at a low-cost drove enrollment (Cuccolo &amp; Green, 2024). However, non-SCECH courses had higher completion and lower drop rates than SCECH courses (Cuccolo &amp; DeBruler, 2023). Educators may enroll in SCECH classes to meet specific needs quickly but disengage once those needs are met. Alternatively, educators may initially select many courses and then prune their selection based on interest, time constraints, or other factors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators\u2019 main goal when enrolling in a professional learning course is to improve their teaching effectiveness, and they prefer certain course design elements such as video\/audio, readings, and scenarios (Cuccolo &amp; Green, 2024). PL courses should emphasize engaging design elements that educators prefer while providing practical examples and real-world applications, making the content engaging and relevant to educators\u2019 needs. Practice-focused course design elements and assignments are vital, enhancing skill implementation and confidence, which may positively impact student outcomes down the road. Indeed, courses should incorporate practice opportunities to help educators increase their confidence and the likelihood of skill implementation, as about half of educators plan to apply course content directly to their classrooms (Cuccolo &amp; Green, 2024).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Practice opportunities seemed especially relevant for social-emotional learning courses, as educators want to apply what they\u2019ve learned in their classrooms. These findings suggest that SEL courses would be most beneficial when they are tailored to the specific needs of educators within the context of their schools and communities. Courses should also incorporate elements that foster communication and collaboration among educators, replicating essential SEL skills to help educators apply course content (Timke &amp; DeBruler, 2022). In terms of format, online, asynchronous courses align well with educators' busy schedules, and providing affordable courses helps make professional learning accessible (Cuccolo &amp; Green, 2024).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"pltakeaway\">Professional Learning Key Takeaways<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Providing free or inexpensive SCECHs can keep professional learning accessible and help motivate enrollment in PL courses while offering online and asynchronous options that accommodate educators\u2019 busy schedules.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Designing courses that align with educators\u2019 preferences can help address engagement gaps. By and large, educators reported preferring video\/audio materials, readings, real-world scenarios, and access to course resources.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Educators appreciate when their PL provides opportunities to practice and receive feedback on the skills and concepts they are learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>To whatever degree possible, PL courses should be tailored to the specific needs of educators and their school communities and incorporate opportunities for communication, collaboration, and application.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Educators reported that they primarily enrolled in PL to satisfy professional learning requirements. However, they appreciated the flexibility in the specific course topic or content, highlighting the need for some level of choice in learning.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"mentors\">The Critical Role of Mentor Support<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan K-12 students taking online courses must be provided with a mentor (Michigan Department of Education, 2022). Previous research has suggested that mentors support students by nurturing them, monitoring their learning, and facilitating communication, all of which are important for student success in online courses (Borup, 2019). Importantly, having a mentor can improve online course pass rates (Roblyer et al., 2008; Lynch, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Like Borup\u2019s (2019) conceptualization of mentor responsibilities, Cuccolo &amp; DeBruler (2023) found that mentors considered building relationships with students, monitoring student progress in their online course(s), and motivating students to fully engage with course content the three most crucial strategies for supporting students. Mentors should intentionally incorporate these practices into their routines to help support the success of the students they work with.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors\u2019 student load varies by years of experience and the economic category of the school the mentor works in. For example, first-year mentors had approximately 20 students assigned to them on average, similar to mentors in their fourth and fifth years. In contrast, mentors in their second or third year, and those who had five or more years of experience, had over 30 students assigned to them. Similarly, mentors where more than 75% of students qualified for free-reduced price lunch had more than double the number of students assigned to them as mentors where less than 25% of students qualified (Cuccolo &amp; DeBruler, 2023). Because the number of students a mentor is assigned could impact their availability and ability to work closely with students, administrators should balance student loads among mentors and be mindful of their other responsibilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"MentoringTakeaways\">Mentoring Key Takeaways<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>It is crucial that administrators mindfully allocate students to mentors. They should consider the mentors\u2019 experience, current student load, and existing responsibilities.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Providing ongoing professional learning opportunities and peer support is critical, especially for mentors working in buildings with few other mentors and those with less experience. Professional learning and peer support promote understanding of the mentor role and enable them to support students effectively.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The gradebook, a popular tool within the SLP (Student Learning Portal), allows mentors to build relationships, monitor student progress, and motivate students to engage with course content. Reviewing the gradebook tool individually with students enables mentors to monitor student progress, encourage self-regulated learning and the development of metacognitive skills (e.g., reviewing instructor feedback), check in about any difficulties, and celebrate wins. Reviewing the gradebook with the student may also create opportunities for building rapport.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Effective\">Effective Practices in Online Teaching and Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic highlighted the necessity for research-backed online and virtual learning strategies to help teachers engage students and reach disengaged ones (Harrington &amp; DeBruler, 2021; DeBruler &amp; Harrington, 2024). Further, pass rates are typically lower for online courses than in-person ones, indicating a need to identify practical and effective online teaching strategies (Freidhoff et al., 2024).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Two <em>Michigan Virtual<\/em> reports published since 2020 have highlighted the considerable overlap between practices and strategies used to engage all students and to address disengaged students (Harrington &amp; DeBruler, 2021; DeBruler &amp; Harrington, 2024). The strategies used by educators are often multi-purpose but center around maintaining\/strengthening communication, building relationships, and tailoring\/personalizing approaches (Harrington &amp; DeBruler, 2021; DeBruler &amp; Harrington, 2024). Teachers report a strong alignment between their relationship-building strategies and those they perceive as \u201cvery effective.\u201d These strategies include using a welcoming tone, responding promptly, providing personalized feedback, showing empathy, and clearly communicating course expectations (Cuccolo &amp; Green, 2024). Communication, primarily through feedback, can increase student awareness of their course progress, build\/maintain relationships, and motivate or encourage students to engage more fully in course content. Teachers note the role of feedback in building relationships, highlighting the importance of personalizing their feedback to students. Using students\u2019 preferred names or including something specific learned about a student, such as a hobby, can go a long way (Cuccolo &amp; Green, 2024).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers increased the effectiveness of their communication by quickly and consistently replying to students' messages, using multiple communication channels, and being flexible with students\u2019 preferred forms of communication. While teachers use various methods to communicate with students, BrightSpace (LMS), the SLP, and email are reported to be the most common (Cuccolo &amp; Green, 2024). Teachers also recognize the importance of responding promptly and estimate that 97% of student-initiated communications typically receive a reply within 24 hours (Cuccolo &amp; Green, 2024). In addition to these strategies, for disengaged students in particular, teachers reported drawing on the support of adults close to the student (e.g., mentors and guardians; Harrington &amp; DeBruler, 2021; DeBruler &amp; Harrington, 2024).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students\u2019 enrollment timing, initial course access, and timing of assignment submissions might serve as early indicators to online teachers about which students may benefit from intervention (Zweig, 2023). Accessing a course and submitting an assignment within the first week was significantly associated with higher final course grades. Alternatively, students who did not access or submit an assignment within the first week had significantly lower final grades than their peers. Additionally, students in schools with a high percentage receiving free or reduced-price lunches (&gt;50%) had delayed course access and assignment submissions, ultimately lowering grades. Teachers should closely monitor students\u2019 course access and assignment submissions within the first week of a course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to monitoring <em>when <\/em>students submit assignments, teachers should consider monitoring <em>which <\/em>assignments students submit. Students commonly submit assignments out of alignment with course pacing guides, perhaps based on assignment requirements or characteristics (sometimes called \u201ccherry-picking\u201d), but this is not necessarily advantageous for their grades. Cuccolo &amp; DeBruler (2024) stated that students who completely adhered to the pacing guide had final grades 9.5 points higher than students who deviated from the pacing guide at least once. When looking more closely at the relationship between assignment submissions and grades, researchers noted that the extent to which students submit assignments out of order is most impactful. In other words, moving around slightly within a unit will likely have minimal impact, while moving between units and doing so with a high frequency will likely negatively impact final grades. While it is possible that submitting assignments out of order is part of a broader pattern of student characteristics or behaviors that influence academic achievement, it is recommended that instructors and mentors continue to monitor student progress relative to the pacing guide and encourage adherence. Course pacing guides help to ensure students receive properly scaffolded content and assignments as well as appropriately timed feedback that can contribute to their academic growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, certain course design choices encourage students to engage with course content, which may be helpful for their course performance. Zweig (2022) found that students engaged with approximately 40% of the interactive course elements available to them in their online science courses. Flashcards and quizzes were particularly popular with students. This is a promising finding, as it can help guide course design choices and boost student performance. Zweig (2022) explains that students who engaged with interactive course elements had higher unit grades. These students also earned a higher percentage of points compared to the total they attempted, meaning they were more successful in their assignment attempts. Taken together, carefully selecting and strategically placing interactive course elements coupled with monitoring when and which assignments are submitted may be an effective practice for engaging students and ensuring their success in online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"EffectiveTakeaways\">Effective Practices Key Takeaways<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Teachers can strengthen communication and teacher-student relationships by responding quickly and consistently to student messages. They should consider using various methods (e.g., email, video conferencing) to cater to students\u2019 preferences. It is also important to regularly provide progress reports\/updates to students, mentors, and guardians.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teachers should<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Use tailored, specific, and personalized feedback as a relationship-building tool to motivate students, help them identify areas for improvement, and encourage them to engage more deeply with course content.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider tailored and personalized approaches by offering multiple forms of content delivery (e.g., text, video), and give students some choice in how they engage with course material and assignments.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students must get access to and start working on their online courses promptly. Online programs should monitor and support students by leveraging indicators such as enrollment timing, initial course access, and assignment submissions. Lack of course access or assignment submission within the first week should prompt outreach to students, mentors, and\/or guardians. Similarly, mentors or guardians should be engaged to support students if they become disengaged.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teachers and mentors should encourage students to follow the course pacing guide via announcements, reminders, or personal communication. Advise students against submitting assignments out of order, which will likely negatively impact their final grades. Adhering to course pacing guides ensures students receive properly scaffolded content and feedback as they progress through a course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Online course designers and teachers can consider incorporating interactive elements like flashcards and quizzes to boost student engagement. These elements should be placed carefully within the course, perhaps after crucial concepts, to help enhance learning and performance.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"AI\">The Impact of AI on Education<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> has begun a series of research studies on educator and student perceptions and the use of AI. The hope is that through gaining a better understanding of educators' and students\u2019 beliefs and use, education, training, and guidelines can be developed to meet their needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Artificial Intelligence (AI) is rapidly emerging as an innovative and disruptive technology within education. AI can be leveraged within educational settings to benefit students and teachers by streamlining repetitive and administrative tasks, personalizing learning experiences, providing additional tutoring, proofreading, differentiating assignments and materials, and more (Michigan Virtual, 2024; McGehee, 2023). Similarly, AI use may also be shrouded in ethical, privacy, and data concerns, alongside risks about the perpetuation of biases, misinformation, and cheating (McGehee, 2023; McGehee, 2024).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Currently, perceptions and experience using AI may vary based on one\u2019s job role\/function, with building and district administrators having higher levels of trust and experience with AI than teachers (Michigan Virtual, 2024; McGehee, 2023). Further, K-12 teachers use AI significantly less than non-K12 educators and have the most negative perceptions of AI (McGehee, 2023). Opinions are nuanced among those who have used AI, with many users acknowledging both benefits and drawbacks (McGehee, 2023). When looking at specific perceived benefits and discussing the positive aspects of AI, many note the potential for advancing personalized learning. When discussing the potential drawbacks of AI, many note the potential for academic dishonesty and inequitable access (i.e., gaps in knowledge, use, and access between students from low and high SES groups; McGehee, 2023).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To this end, AI use and perceptions may relate to student achievement (McGehee, 2024). By understanding these relationships, teachers, building, and district administrators can leverage them to further desired student learning outcomes. Students who reported using AI and those who did not had almost identical grades, although only a small portion of students sampled reported using AI (8% or 166 students; McGehee, 2024). Students who used AI typically did so to \u201cexplain complicated concepts or principles in simpler terms\u201d and \u201cconduct research or find information.\u201d Looking more closely at the data revealed <em>how<\/em> students used AI may be essential. Students who used AI as a tool (AI was used for particular tasks to get a specific result (e.g., calculation) and as a facilitator (enabled students to take on the main task of learning still) had higher grades than non-AI users and those who only used AI as a tool. Teaching students to leverage AI effectively, mainly to promote critical thinking and creative problem-solving, may benefit students (McGehee, 2024).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The need to teach students to leverage AI effectively, coupled with the finding that only 30% of district administrators reported that their school, school board, or governing body officially adopted AI policy or guidelines (Michigan Virtual, 2024), perhaps suggests a path forward. Given that 80% of educators feel that AI will play a \u201cvery significant\u201d or \u201csomewhat significant\u201d role in education in the next five years <em>and <\/em>building and district administrators see AI integration as a priority, guidelines and policies should consider incorporating research that highlights how AI use can benefit students and teachers, leverage potential benefits, address concerns and drawbacks, and incorporate diverse perspectives (given that a small but not insignificant portion of educators have no interest and low trust in AI; Michigan Virtual, 2024).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"AITakeaways\">AI Key Takeaways&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Many educators are already using AI both personally and professionally, and students are using AI academically. Districts must address this reality, create policies and guidelines to govern this use, and facilitate best practices.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Not all educators and students hold favorable perceptions of AI. Building and district administrators should incorporate diverse perspectives on AI integration and mindfully address stakeholder (e.g., teacher, guardian, student) concerns and reluctance.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>There is a clear need for policies, guidance, and guidelines on AI use, as many administrators, teachers, (and perhaps to a lesser extent) students are already using these tools. Targeted professional development should be provided, particularly regarding data privacy, ethical use of AI, use of AI as a tool and facilitator of learning (to promote critical thinking and creative problem solving), and subject-specific approaches to AI integration.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"ref\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Cuccolo, K., &amp; DeBruler, K. (2023). Examining mentors\u2019 navigation of online environments and use of student support practices. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/examining-mentors-navigation-of-online-environments<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cuccolo, K., &amp; DeBruler, K. (2023). Evaluating professional learning course offerings and educator engagement. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offerings-and-educator-engagement\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cuccolo, K., &amp; DeBruler, K. (2024). Out of order, out of reach: Navigating assignment sequences for STEM success. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cuccolo, K., &amp; Green, C. (2024). Maximizing professional learning through educators\u2019 perceptions of utility and self-efficacy in pedagogy-focused courses. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/maximizing-professional-learning\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cuccolo, K., &amp; Green, C. (2024). Starting Strong: Understanding Teacher-Student Communication in Online Courses. Michigan Virtual.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K., &amp; Harrington, C. (2024). Key strategies for supporting disengaged and struggling students in virtual learning environments. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-supporting-disengaged-and-struggling-students-in-virtual-learning-environments\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R., DeBruler, K., Cuccolo, K., &amp; Green, C. (2024). Michigan\u2019s k-12 virtual learning effectiveness report 2022-23. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C., &amp; DeBruler, K. (2021). Key strategies for engaging students in virtual learning environments. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>McGehee, N. (2023). Balancing the risks and rewards of AI integration for Michigan teachers. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/balancing-the-risks-and-rewards-of-ai-integration-for-michigan-teachers\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>McGehee, N. (2024). AI in education: Student usage in online learning. https:\/\/michiganvirtual.org\/research\/publications\/ai-in-education-student-usage-in-online-learning\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual. (2024). AI in education: Exploring trust, challenges, and the push for implementation. https:\/\/michiganvirtual.org\/research\/publications\/ai-in-education-exploring-trust-challenges-and-the-push-for-implementation\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Timke, E., &amp; DeBruler, K. (2022). Educators\u2019 perceptions of online SEL professional learning courses. Michigan Virtual University. https:\/\/michiganvirtual.org\/research\/publications\/sel-pd-effectiveness-perceptions\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zweig, J. (2022). Student engagement with interactive course elements in supplementary online science courses. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/student-engagement-with-interactive-course-elements-in-supplementary-online-science-courses\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zweig, J. (2023). The first week in an online course: Differences across schools. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/first-weeks-in-an-online-course\/<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>All child care providers in Michigan (licensed and license-exempt) must complete an annual health and safety refresher training. Created with the Michigan Department of Education (MDE) and Licensing and Regulatory Affairs (LARA), this course focuses on best practices around health and safety topics for the child care environment.<\/p>\n<p>In this course, you will revisit the following health and safety topics:<\/p>\n<ul>\n<li>Cardiopulmonary Resuscitation (CPR) and First Aid for Infants, Children, and Adults  (does not include certification)<\/li>\n<li>Recognition and Reporting of Child Abuse and Neglect<\/li>\n<li>Prevention of Shaken Baby Syndrome, Abusive Head Trauma, and Child Maltreatment<\/li>\n<\/ul>\n\n<p>This course is offered in partnership with the MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "<!-- wp:paragraph -->\n<p>The K-12 education landscape is evolving, offering more options for students and their families seeking alternatives to the traditional model. Many desire flexible learning environments that better align with their needs and interests. At the same time, educators and school leaders are rethinking how to make learning more engaging and centered around essential skills or competencies that students must master.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Two instructional models driving this shift are <a href=\"https:\/\/www.pblworks.org\/what-is-pbl\">project-based learning<\/a> (PBL)\u2014where students gain knowledge by tackling real-world and personally meaningful projects\u2014and <a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/competency-based-education\/\">competency-based education<\/a> (CBE)\u2014where students advance by demonstrating mastery of competencies or key skills rather than completing a set number of classroom hours.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At <a href=\"https:\/\/www.flextechschools.org\/\">FlexTech High School<\/a>, these two approaches come together in a flexible model that enables students to incorporate their interests as they progress at their own pace toward graduation. To explore how FlexTech blends PBL and CBE, <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) researchers spoke with Dr. Sarah Pazur, director of school leadership at CS Partners, who oversees the FlexTech High School network in Michigan. The transcript of our conversation was edited for clarity and brevity.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Can you tell us a little bit about FlexTech and why it was important for you to implement competency-based education?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>FlexTech is a project-based, competency-based, blended-learning school offering face-to-face instruction Monday through Thursday with optional in-person student support offered on Fridays. All of our courses are accessible online through Google Classroom, allowing students to choose a learning model that works best for them\u2014whether fully in-person, hybrid, or entirely online. Our advisory program, which is really focused on helping students find their purpose and make a plan for post-secondary that suits their passions and strengths, is the cornerstone of FlexTech. Beginning in the ninth grade, every student is paired with an advisor who follows them through their senior year and serves as an advocate for that student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are three FlexTech campuses, all located in Michigan: Brighton, Oakland, and Shepherd. Each campus is small by design, with around 175 students at both Brighton and Oakland and 80 at Shepherd. Our small size enables us to offer students many options, flexibility, and one-on-one instructional support. FlexTech was actually designed as a competency-based school from the start. It was born out of a desire to provide options for students to finish high school\u2014whether they weren\u2019t going to finish because they needed to work during the day, life circumstances made school difficult, or they left their previous school because they weren\u2019t successful, we wanted to provide these students with an option. Our flexibility and personalized support are designed to serve a wide range of students, including those who may not have been successful in traditional models.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">What challenges did FlexTech face in implementing competency-based education?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of our biggest challenges has been finding an LMS (learning management system) and a gradebook that work well in a competency-based\/project-based learning environment to account for all of the competency-based nuances (e.g., indicating the \u201crigor rating\u201d of an assignment, coordinating with a student\u2019s transcript). Many learning management systems are designed around the student\u2019s schedule; however, we need one that focuses, instead, on the project. This allows us to more accurately track competencies and allow for flexibility in terms of mastery.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another challenge has been tracking student progress. Because we\u2019re competency-based, students can progress at their own pace, so we need detailed tracking systems to monitor which competencies each student has mastered and which still need work. Because of seat time (instructional time) requirements and expectations that students finish a course in a semester or in a year, we\u2019ve had to create many of our own internal systems using spreadsheets and Google Docs, which allow teachers to make notes from semester to semester and year to year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One area where we\u2019ve experienced some pushback is around our grading scale. In our system, a 4.0 indicates a student can apply a skill in a new and novel way. However, the ceiling for an assignment that only requires mastery of a lower-level skill might be a 2.0. We\u2019ve had to work hard to help parents understand that these numbers don\u2019t directly translate to traditional letter grades.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Tell me a little bit about what competency-based education looks like in practice at FlexTech.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At FlexTech, competencies are primarily subject-based. While some competencies are multidisciplinary, most are tied to specific courses to ensure students meet credit requirements. To develop our competencies, we worked with curriculum designers and a consultant to create a crosswalk that aligns our competencies with state standards (e.g., <a href=\"https:\/\/www.michigan.gov\/mde\/services\/academic-standards\/mmc\">MMC<\/a>, <a href=\"https:\/\/www.nextgenscience.org\/\">NextGen<\/a>, <a href=\"https:\/\/www.thecorestandards.org\/\">CCSS<\/a>). This alignment process is crucial because it ensures that our competencies truly reflect the big ideas we want students to take away from each course. We continue to diligently revisit and revise these competencies to ensure they are still reflective of the right big ideas and standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>PBL and CBE complement each other at FlexTech. Most courses are designed to be project-based; however, some are more authentically project-based than others, as we do offer some off-shoot traditional courses for students who need them (e.g., a basic math class). Typically, students either a) start a project based on a personal interest or current event, and then, with help, competencies are wrapped into the project; or b) teachers create the \u201cframe,\u201d outlining specific competencies for the project, and then students create the \u201cfocus\u201d based on their interests. Projects run for 3-10 weeks and typically focus on 1-3 specific competencies. Milestones, formative feedback, and self-reflection are key components of every project. Our project-based approach helps avoid treating CBE as a checklist, keeping the focus on authentic learning experiences. While there is a general class pace, FlexTech offers flexibility through asynchronous learning for students who move faster or slower. Daily project support time and one-on-one appointments on Fridays provide additional individualized assistance to ensure students stay on track.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Grades at FlexTech focus purely on competency mastery, unlike traditional systems where behavior or extra credit might influence grades. Teachers provide ongoing formative feedback to help students gauge their progress. Each campus functions a little differently when it comes to its transcript. When I was the principal at the Oakland campus, we used a conversion scale because parents wanted a more traditional transcript. However, the Brighton and Shepherd campuses offer a fully competency-based transcript, which is accompanied by a one-page explanatory document for universities (and parents).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">How do you measure success with regard to competency-based education?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We measure success in multiple ways. Because we\u2019re project-based, students have the flexibility to demonstrate mastery of academic competencies in creative ways, which isn\u2019t restricted by a rigid curriculum. Our smaller size allows us to track student progress very closely. Beyond academic competencies, we focus on students\u2019 personal growth through the competencies outlined in our Portrait of a Graduate (e.g., passionate, problem-solver, growth mindset). Our Senior Chronicle serves as a culminating portfolio where students reflect on how they\u2019ve grown throughout their time with us, including their ability to meet our Portrait of a Graduate competencies.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We also measure success by hearing stories of FlexTech students who are relieved of the traditional school \u201cpressures\u201d (e.g., lack of flexibility, social anxiety, inability to catch up) and are now finding their way. A fundamental part of FlexTech is taking students who are not doing well and helping them, whether that means helping them for five or maybe even six years. However, maintaining our identity and inclusivity within an education system with a strict four-year finish policy is a challenge.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">What advice would you give to other school leaders interested in implementing competency-based education?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Start by staying true to your values and beliefs about teaching and learning. Implementing CBE is not just about helping students finish faster\u2014it\u2019s about embracing a philosophy that requires a complete system-wide shift. This means rethinking everything from your instructional framework to your scheduling, course offerings, and even your LMS. Developing a shared vision is crucial, and so is being prepared to make some concessions along the way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s also essential to get everyone on board from the beginning, especially with the \u201cwhy\u201d behind CBE. We have a very personalized intake process, where we interview every family and explain how FlexTech functions. We also offer sessions during curriculum nights to educate parents and students about competency-based education and what it means for their learning journey.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lastly, consider piloting the program on a small scale first to see how it fits within your school or district before going full-scale.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>FlexTech\u2019s project-based and competency-based model is designed to give students more autonomy in how they meet academic standards and develop essential skills. While this approach provides opportunities for personalized support, it also presents challenges, such as navigating external expectations for a four-year graduation timeline and finding internal systems that can effectively track student progress in a non-traditional format. FlexTech continues to adapt its model in response to these challenges while maintaining a focus on individualized student growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<p>A growth-focused approach to classroom observation and feedback requires that observers acquire and maintain skills that help to build trust in the observation process. This course is designed to assess your proficiency in three important skills needed by observers of classroom practice.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Develop skills in collecting objective evidence during classroom observations, enhancing your ability to provide unbiased feedback.<\/li>\n<li>Align evidence of teaching practices with the Framework for Teaching, ensuring consistency and reliability in your evaluations.<\/li>\n<li>Evaluate classroom practices using the Framework for Teaching Rubrics, gaining insights into effective teaching strategies and improving educational outcomes.<\/li>\n<\/ul>\n<p>The course is offered in partnership with the Danielson Group. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "<div>\n<p>Before anything, the safety and well-being of students and school staff should be the first priority of school leaders. This informative course will introduce you to proactive, research based school-wide approaches and classroom practices for developing a safe, caring, and productive learning community that embraces diversity of staff, students, and community. You will cover topics of state and federal laws; classroom management and school-wide curriculum approaches; social-emotional learning; staff, family, and community involvement; and human relations and conflict resolution.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify strategies that, when utilized, will contribute to a positive school culture,<\/li>\n<li>Review laws and codes that pertain to the daily management of a school building, and<\/li>\n<li>Learn how to prevent and handle serious infractions such as bullying, harassment, and school violence.<\/li>\n<\/ul>\n<\/div>\n<div>&nbsp;<\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
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            "content": "This AP U.S. Government and Politics course is a single-semester course and follows the framework of the College Board Advanced Placement course and exam description. The framework focuses on key concepts and essential knowledge about the foundations of American democracy, civil liberties and civil rights, interactions among branches of government, American political participation, ideologies, and beliefs.    By following the AP curriculum framework closely, this course will give an analytical perspective on government and politics in the United States: students will study U.S. foundational documents and Supreme Court cases to examine core principles, theories, and processes. The learning activities challenge students to use reasoning and analytical skills to explore political concepts, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States.    This course also incorporates AP Classroom (an online platform hosted by the College Board) and requires students to access the site to review content and complete practice activities.    Additionally, this course is designed to help students prepare for the AP U.S. Government and Politics Exam hosted by the College Board.    Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. There are required due dates in AP courses. The pacing of due dates in AP courses aligns to the completion of all lessons and required assignments and assessments prior to the national AP exam date related to this course title. This course requires purchase of a textbook.",
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            "content": "AP Environmental Science A is the first of a two semester course revolving around ecology, biology, and conservation. The impacts associated with human and animal activities such as pollution, overpopulation, and deforestation will be studied to give students a strong understanding of their role as citizens of the world. Laboratory and field experiences will be heavily stressed so that students may learn by interacting with the environment. This course does not include the AP exam; students can contact their school\u2019s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Environmental Science (Sem 1)",
            "excerpt": "AP Environmental Science A is the first of a two semester course revolving around ecology, biology, and conservation. The impacts associated with human and animal activities such as pollution, overpopulation, and deforestation will be studied to give students a strong understanding of their role as citizens of the world. Laboratory and field experiences will be...",
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            "id": 46447,
            "path": "\/course\/ap-environmental-science-sem-2\/",
            "author_id": 21,
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            "content": "AP Environmental Science B is the second of a two semester course revolving around ecology, biology, and conservation. Further exploration of the topics presented in the first semester course such as the impacts associated with human and animal activities in regard to pollution, overpopulation, and deforestation will be studied to give students a strong understanding of their role as citizens of the world. Laboratory and field experiences will continue to be heavily stressed so that students may learn by interacting with the environment. This course does not include the AP exam; students can contact their school\u2019s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Environmental Science (Sem 2)",
            "excerpt": "AP Environmental Science B is the second of a two semester course revolving around ecology, biology, and conservation. Further exploration of the topics presented in the first semester course such as the impacts associated with human and animal activities in regard to pollution, overpopulation, and deforestation will be studied to give students a strong understanding...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 2",
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        {
            "id": 46452,
            "path": "\/course\/ap-macroeconomics\/",
            "author_id": 21,
            "timestamp": 1729008267,
            "content": "This single semester course introduces students to the economic principles that apply to an entire economic system and focuses on the study of national income and price-level determination as well introducing students to economic performance measures, the financial sector, stabilization policies, economic growth and international economics. Content in each lesson is presented in a variety of formats including a Textbook, videos and other internet resources. Students are given the ability to select from some, or all of these resources, based on their own learning preferences and needs. Regular practice opportunities allow students to gauge their understanding and preparedness before attempting graded quizzes and tests. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Macroeconomics",
            "excerpt": "This single semester course introduces students to the economic principles that apply to an entire economic system and focuses on the study of national income and price-level determination as well introducing students to economic performance measures, the financial sector, stabilization policies, economic growth and international economics. Content in each lesson is presented in a variety...",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
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        },
        {
            "id": 46460,
            "path": "\/course\/ap-psychology-sem-1\/",
            "author_id": 21,
            "timestamp": 1729008267,
            "content": "NOTICE: Syllabus information is subject to change, as this course is under review for potential edits to align to College Board's new Course and Exam Description. This is the first course in a two-course sequence. This course is designed to meet the expectations of the College Board. According to the College Board, \u201cThe AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.\u201d This course covers the following units: History and Approaches, Research Methods, Biological Bases of Behavior, Sensation and Perception, State of Consciousness, Learning, and Cognition. Students will learn how to approach both the multiple-choice questions and analytical analysis questions on the AP Exam. In addition, students will engage in class discussions and apply concepts learned to aspects of the real world. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Psychology (Sem 1)",
            "excerpt": "NOTICE: Syllabus information is subject to change, as this course is under review for potential edits to align to College Board&#8217;s new Course and Exam Description. This is the first course in a two-course sequence. This course is designed to meet the expectations of the College Board. According to the College Board, \u201cThe AP Psychology...",
            "slug": "ap-psychology-sem-1",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
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        },
        {
            "id": 46461,
            "path": "\/course\/ap-psychology-sem-2\/",
            "author_id": 21,
            "timestamp": 1729008267,
            "content": "NOTICE: Syllabus information is subject to change, as this course is under review for potential edits to align to College Board's new Course and Exam Description. This is the second course in a two-course sequence. This course is designed to meet the expectations of the College Board. According to the College Board, \u201cThe AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.\u201d This course covers the following units: Motivation and Emotion, Developmental Psychology, Personality, Testing and Individual Differences, Abnormal Behavior, Treatment of Abnormal Behavior, and Social Psychology. Students will learn how to approach both the multiple-choice questions and the analytical analysis questions on the AP Exam. In addition, students will engage in class discussions and apply concepts learned to aspects of the real world. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Psychology (Sem 2)",
            "excerpt": "NOTICE: Syllabus information is subject to change, as this course is under review for potential edits to align to College Board&#8217;s new Course and Exam Description. This is the second course in a two-course sequence. This course is designed to meet the expectations of the College Board. According to the College Board, \u201cThe AP Psychology...",
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        },
        {
            "id": 46466,
            "path": "\/course\/ap-u-s-history-sem-1\/",
            "author_id": 21,
            "timestamp": 1729008267,
            "content": "Advanced Placement U.S. History I is a college-level introductory course which examines the nation\u2019s political, diplomatic, intellectual, cultural, social, and economic history from 1491 to 1877. Students are challenged to see American history through a variety of historical themes while developing thinking skills that will help them contextualize specific periods of American history. A college level textbook is supplemented by primary and secondary sources throughout this course. This course does not include the AP exam; students can contact their school\u2019s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP U.S. History (Sem 1)",
            "excerpt": "Advanced Placement U.S. History I is a college-level introductory course which examines the nation\u2019s political, diplomatic, intellectual, cultural, social, and economic history from 1491 to 1877. Students are challenged to see American history through a variety of historical themes while developing thinking skills that will help them contextualize specific periods of American history. A college...",
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            "modified_timestamp": 1729008270,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
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        },
        {
            "id": 46467,
            "path": "\/course\/ap-u-s-history-sem-2\/",
            "author_id": 21,
            "timestamp": 1729008267,
            "content": "Advanced Placement U.S. History II is a college-level introductory course which examines the nation\u2019s political, diplomatic, intellectual, cultural, social, and economic history from 1865 to Present. This course will continue the study of American history that was begun in Advanced Placement US History I. Students are challenged to see American history through a variety of historical themes while developing thinking skills that will help them to contextualize specific periods of American history. A college level textbook is supplemented by primary and secondary sources throughout this course. This course does not include the AP exam; students can contact their school\u2019s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP U.S. History (Sem 2)",
            "excerpt": "Advanced Placement U.S. History II is a college-level introductory course which examines the nation\u2019s political, diplomatic, intellectual, cultural, social, and economic history from 1865 to Present. This course will continue the study of American history that was begun in Advanced Placement US History I. Students are challenged to see American history through a variety of...",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
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        },
        {
            "id": 46430,
            "path": "\/course\/ap-biology-sem-1\/",
            "author_id": 21,
            "timestamp": 1729008260,
            "content": "This course is the first semester of a two-semester sequence, aligned to the Advanced Placement curriculum for Biology. The course provides an overview of cell biology, evolution, genetics, ecology, as well as the structure and function of plant and animal systems. In AP Biology, students build the conceptual framework necessary to understand science as a process. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Biology (Sem 1)",
            "excerpt": "This course is the first semester of a two-semester sequence, aligned to the Advanced Placement curriculum for Biology. The course provides an overview of cell biology, evolution, genetics, ecology, as well as the structure and function of plant and animal systems. In AP Biology, students build the conceptual framework necessary to understand science as a...",
            "slug": "ap-biology-sem-1",
            "modified_timestamp": 1729008261,
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "Science",
            "sls_school_level": "High School",
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        },
        {
            "id": 46431,
            "path": "\/course\/ap-biology-sem-2\/",
            "author_id": 21,
            "timestamp": 1729008260,
            "content": "This course is the second semester of a two-semester sequence, aligned to the Advanced Placement curriculum for Biology. The course provides an overview of cell biology, evolution, genetics, ecology, as well as the structure and function of plant and animal systems. In AP Biology, students build the conceptual framework necessary to understand science as a process. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Biology (Sem 2)",
            "excerpt": "This course is the second semester of a two-semester sequence, aligned to the Advanced Placement curriculum for Biology. The course provides an overview of cell biology, evolution, genetics, ecology, as well as the structure and function of plant and animal systems. In AP Biology, students build the conceptual framework necessary to understand science as a...",
            "slug": "ap-biology-sem-2",
            "modified_timestamp": 1729008262,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 2",
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        },
        {
            "id": 46432,
            "path": "\/course\/ap-calculus-ab-sem-1\/",
            "author_id": 21,
            "timestamp": 1729008260,
            "content": "This course is the first semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus AB and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. Students will gain experience in the use of calculus methods and learn how calculus methods may be applied to practical applications. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Calculus AB (Sem 1)",
            "excerpt": "This course is the first semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus AB and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. Students will gain experience in the use of calculus methods and learn how calculus methods may be applied to...",
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            "modified_timestamp": 1729008263,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
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        },
        {
            "id": 46433,
            "path": "\/course\/ap-calculus-ab-sem-2\/",
            "author_id": 21,
            "timestamp": 1729008260,
            "content": "This course is the second semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus AB and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. Students will gain experience in the use of calculus methods and learn how calculus methods may be applied to practical applications. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Calculus AB (Sem 2)",
            "excerpt": "This course is the second semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus AB and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. Students will gain experience in the use of calculus methods and learn how calculus methods may be applied to...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 2",
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        },
        {
            "id": 46434,
            "path": "\/course\/ap-calculus-bc-sem-1\/",
            "author_id": 21,
            "timestamp": 1729008260,
            "content": "This course is the first semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus BC and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. AP Calculus BC covers the same topics as AP Calculus AB plus additional ones. Students will gain experience in the use of calculus methods and learn how calculus methods may be applied to practical applications. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Calculus BC (Sem 1)",
            "excerpt": "This course is the first semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus BC and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. AP Calculus BC covers the same topics as AP Calculus AB plus additional ones. Students will gain experience in...",
            "slug": "ap-calculus-bc-sem-1",
            "modified_timestamp": 1729008264,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
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        {
            "id": 46435,
            "path": "\/course\/ap-calculus-bc-sem-2\/",
            "author_id": 21,
            "timestamp": 1729008260,
            "content": "This course is the second semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus BC and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. AP Calculus BC covers the same topics as AP Calculus AB plus additional ones. Students will gain experience in the use of calculus methods and learn how calculus methods may be applied to practical applications. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Calculus BC (Sem 2)",
            "excerpt": "This course is the second semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus BC and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling. AP Calculus BC covers the same topics as AP Calculus AB plus additional ones. Students will gain experience in...",
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        {
            "id": 89392,
            "path": "\/course\/infant-and-toddler-development-and-care-practices\/",
            "author_id": 21,
            "timestamp": 1728500254,
            "content": "<p>This course is for infant and toddler caregivers seeking professional learning to meet licensing requirements or enhance their understanding of best practices. The course covers aspects of working with infants and toddlers, emphasizing the importance of building relationships, nurturing social-emotional development, prioritizing health and safety, addressing trauma, and honing observational skills.\n\nParticipants will engage in interactive learning activities, reflective exercises, and practical strategies to enhance their skills and knowledge in providing quality care for infants and toddlers.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Gain an understanding of building relationships, nurturing social-emotional development, prioritizing health and safety, addressing trauma, and refining observational skills.<\/li>\n<li>Understand primary caregiving, individualized care, inclusive practices, small group settings, culturally responsive care, and continuity of care for holistic development.<\/li>\n<li>Explore early childhood development, building babies' brains, understanding behavior, creating supportive learning environments, early language experiences, and perceptual and motor development.<\/li>\n<li>Understand key elements in building partnerships with families, addressing their needs through protective factors, supporting the community, and recognizing the importance of multiple perspectives.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Infant and Toddler Development and Care Practices",
            "excerpt": "This course is for infant and toddler caregivers seeking professional learning to meet licensing requirements or enhance their understanding of best practices. The course covers aspects of working with infants and toddlers, emphasizing the importance of building relationships, nurturing social-emotional development, prioritizing health and safety, addressing trauma, and honing observational skills. Participants will engage in...",
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        {
            "id": 88283,
            "path": "\/course\/health-safety-for-licensed-child-care-providers-module-b\/",
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            "timestamp": 1728500201,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This course covers four mandatory training topics as part of the initial health and safety training requirements for licensed child care providers.<\/p>\n<p>In this required training, child care providers will obtain a general knowledge of the following topics:<\/p>\n<ul>\n<li>Child Development- Infant, Toddler, Preschooler, and School-age<\/li>\n<li>Administration of Medication<\/li>\n<li>Prevention of and Response to Emergencies due to Food and Allergic Reactions<\/li>\n<li>Handling and Storage of Hazardous Materials and Appropriate Disposal of Bio-contaminants<\/li>\n<\/ul>\n<p>The State of Michigan (LARA) and federal government (CCDBG) require that all child care providers have training on eleven health and safety topics, plus child development.<\/p>\n<div>Individuals will receive completion credit in MiRegistry for one completion of this training. If an individual repeats this training, only their first completion date will transfer to MiRegistry.<\/div>\n\n<p>This course is offered in partnership with the MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Health &amp; Safety for Licensed Child Care Providers, Module B",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This course covers four mandatory training topics as part of the initial health and safety training requirements for licensed child care providers. In this required training, child care providers will obtain a general knowledge of the following topics: Child Development- Infant, Toddler, Preschooler, and...",
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            "id": 89567,
            "path": "\/course\/ptl-module-6\/",
            "author_id": 21,
            "timestamp": 1728500148,
            "content": "<div>\n<p>School leaders must be familiar with and know how to enforce laws and policies related to their district on a daily basis. This practical course will introduce you to legal structures of Michigan public education and statutes related to the administration of school laws. You will pay specific attention to laws related to the educational environment, student rights and responsibilities, school safety and operations management, as well as the management of school finances, personnel, and negotiated agreements.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand five forms of federal and state law policy,<\/li>\n<li>Analyze your district's collective bargaining agreement,<\/li>\n<li>Describe student's rights and their protection under FERPA, and<\/li>\n<li>Understand the importance of policy making, state and federal regulations and student advocacy.<\/li>\n<\/ul>\n<\/div>\n<div>&nbsp;<\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
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            "excerpt": "School leaders must be familiar with and know how to enforce laws and policies related to their district on a daily basis. This practical course will introduce you to legal structures of Michigan public education and statutes related to the administration of school laws. You will pay specific attention to laws related to the educational...",
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            "id": 88146,
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            "timestamp": 1728500134,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>As educators, we know that collecting and using data is important to support our decision-making and growth for students, but do you wish you were more knowledgeable about how to collect data with accuracy and use the information with integrity? This illustrative course will walk you through 8-steps of the data use process covering review and analysis of data and use of the information to select strategies to reach your goals. You will better understand how to foster a data culture where collecting and using information is valued as an ongoing process in the pursuit of continuous improvement.<\/p><p>In this course, you will:<\/p><ul><li>Learn how to create Data Action Teams including different roles and responsibilities,<\/li><li>Explain the four phases and eight steps of the data use process,<\/li><li>Implement some basic strategies that will help you be successful in the application of the data use process, and<\/li><li>Access downloadable resources to help you better collect and use data in your school or district.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "MDE: Introduction to Data Use &amp; Action Process",
            "excerpt": "Courses marked as free are created for use by Michigan educators. As educators, we know that collecting and using data is important to support our decision-making and growth for students, but do you wish you were more knowledgeable about how to collect data with accuracy and use the information with integrity? This illustrative course will...",
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            "id": 86437,
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            "author_id": 21,
            "timestamp": 1728500075,
            "content": "Networking technology powers the Internet. Networks make it possible for us to use social media, streaming services like Netflix, ride-hailing services like Uber, and much more. Put simply, networks are critical for every industry, which is why demand for networking skills keeps rising. A strong foundational knowledge of networks can lead to a successful career in IT.  This Networking Essentials course prepares you for the entry-level Cisco Certified Support Technician (CCST) Network certification and entry-level roles such as Network Support Technician, Entry-level Help Desk Technician, or IT Support Specialist. You will learn how networks operate, including the devices, media, and protocols that enable network communication. Develop key skills so you can perform basic troubleshooting, using effective methodologies and help desk best practices.  This course is offered in partnership with Michigan Information Technology Training, LLC. (MITT)",
            "title": "Networking Essentials",
            "excerpt": "Networking technology powers the Internet. Networks make it possible for us to use social media, streaming services like Netflix, ride-hailing services like Uber, and much more. Put simply, networks are critical for every industry, which is why demand for networking skills keeps rising. A strong foundational knowledge of networks can lead to a successful career...",
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            "id": 64929,
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            "timestamp": 1728500062,
            "content": "Large enterprises depend heavily on the smooth operation of their network infrastructures. This is why networking professionals are vital to every organization and those with networking skills can land a great job and set their sights on a rewarding career! This third course in the 3-course CCNA series describes the architectures and considerations related to designing, securing, operating, and troubleshooting enterprise networks. It covers wide area network (WAN) technologies and quality of service (QoS) mechanisms used for secure remote access along with the introduction of software-defined networking, virtualization, and automation concepts that support the digitalization of networks. This course is offered in partnership with Michigan Information Technology Training.",
            "title": "CCNA 3: Enterprise Networking, Security and Automation",
            "excerpt": "Large enterprises depend heavily on the smooth operation of their network infrastructures. This is why networking professionals are vital to every organization and those with networking skills can land a great job and set their sights on a rewarding career! This third course in the 3-course CCNA series describes the architectures and considerations related to...",
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            "timestamp": 1728500062,
            "content": "As one of the most successful open source collaborations, Linux has evolved into the most reliable operating system on the planet. This is the course for aspiring, career-minded Linux system administrators who want to advance their skills and prepare for the LPIC-1 Certification. NDG Linux I provides hands-on labs and activities, ensuring that you grow your expertise. Expect to perform maintenance tasks on the command line, install and configure a computer running Linux, and configure basic networking, using virtual machines running Linux. No prerequisite knowledge required, however the concepts in this course are covered at a more challenging pace than in NDG Linux Essentials. This is the first course in a 2-course series together with NDG Linux II, offered in partnership with Michigan Information Technology Training.",
            "title": "Linux Operating System 1",
            "excerpt": "As one of the most successful open source collaborations, Linux has evolved into the most reliable operating system on the planet. This is the course for aspiring, career-minded Linux system administrators who want to advance their skills and prepare for the LPIC-1 Certification. NDG Linux I provides hands-on labs and activities, ensuring that you grow...",
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            "content": "It\u2019s easy to believe that Linux has been around since the mid-\u201890s, especially, considering its wide adoption across products, markets and industries. Further mastering Linux installation, configuring and maintenance is key to positioning yourself well and securing the IT administrator job of your choice. This is the second course in a 2-course series, preparing you for the LPIC-1 Certification. Prerequisite NDG Linux I or equivalent knowledge is recommended. This course is offered in partnership with Michigan Information Technology Training.",
            "title": "Linux Operating System 2",
            "excerpt": "It\u2019s easy to believe that Linux has been around since the mid-\u201890s, especially, considering its wide adoption across products, markets and industries. Further mastering Linux installation, configuring and maintenance is key to positioning yourself well and securing the IT administrator job of your choice. This is the second course in a 2-course series, preparing you...",
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            "content": "<p>Trust is built upon a foundation of positive interactions. This skill-based course examines the significance of positive interactions in the classroom and their crucial role in establishing trust between students and teachers. Through practical applications, you'll discover intentional ways to foster these interactions, reflecting on your current practices and exploring different strategies to achieve this goal. By the end of the course, you'll have developed a personalized plan for increasing positive interactions and tracking your progress.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Discover the power of positive interactions and learn about the 5-to-1 ratio.<\/li>\n<li>Examine and reflect upon your current interactions with learners.<\/li>\n<li>Develop a plan for building trust with students through positive interactions.<\/li>\n<li>Track your progress using a simple template.<\/li>\n<li>Apply your knowledge and share reflections with other participants.<\/li>\n<\/ul>",
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            "content": "<div>\n<p>Effective school improvement requires adaptability and continuous education of a building-level leader. This experiential course evaluates strategies, programs, and initiatives to accelerate achievement and close achievement gaps through the school improvement process. You will be guided on required MDE and AdvancedEd school improvement reporting along with practical activities and information to facilitate collaboration with staff and key stakeholders in the SIP process. In addition, you will explore the efficient use of human, fiscal and technological resources to manage school operations.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Partner with a school building and principal to access authentic data and school information,<\/li>\n<li>Identify the components of each of the stages of continuous improvement; Assess Needs, Plan, Implement, Monitor and Evaluate, and<\/li>\n<li>Create a Strategy Implementation Guide for your intended school improvement plan.<\/li><\/ul><\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
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            "content": "<p>As principal of your school, there are many guiding factors and regulations to follow to do your job effectively. This summary course will give you an overview of the many roles and responsibilities you will fulfill as principal. You will understand State and Federal laws as they apply to your school practices, learn how to enforce school policies, and ensure that the health and safety of your students and staff is protected.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand the Compulsory Attendance Law in the State of Michigan,<\/li>\n<li>Explain a student's right to Freedom of Expression,<\/li>\n<li>Understand the basic principles of equal access and how it applies to the Separation of Church and State,<\/li>\n<li>Recognize your and your staff's responsibility to ensure the safety of students and to report suspicious situation.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "George Santayana once said, \u201cThose who cannot remember the past are condemned to repeat it.\u201d The field of archaeology helps us to better understand the events and societies of the past that have helped to shape our modern world. This course focuses on the techniques, methods, and theories that guide the study of the past. Students will learn how archaeological research is conducted and interpreted, as well as how artifacts are located and preserved. Finally, students will learn about the relationship of material items to culture and what we can learn about past societies from these items.",
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            "content": "This course will take you on an exciting adventure that covers more than 2500 years. Along the way, you\u2019ll run into some very strange characters. For example, you\u2019ll read about a man who hung out on street corners, barefoot and dirty, pestering everyone he met with questions. You\u2019ll read about another man who climbed inside a stove to think about whether he existed. Despite their odd behavior, these and other philosophers of the Western world are among the most brilliant and influential thinkers of all time. As you read about them, you\u2019ll see where many of the most fundamental ideas of Western civilization came from. You\u2019ll also get a chance to ask yourself some of the same questions these great thinkers pondered. At the end, you\u2019ll have a better understanding of yourself and the world around you, from atoms to outer space and everything in between.",
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            "content": "As animals play an increasingly important role in our lives, scientists have sought to learn more about their health and well-being. Taking a look at the pets that live in our homes, on our farms, and in zoos and wildlife sanctuaries, this course will examine some of the common diseases and treatments for domestic animals. Toxins, parasites, and infectious diseases impact not only the animals around us, but at times\u2026we humans as well! Through veterinary medicine and science, the prevention and treatment of diseases and health issues is studied and applied.",
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            "content": "This is the second course in a two-course sequence. English 6B is designed with the themes of resilience, self-discovery, empathy and confidence in mind. Students will read nonfiction stories about famous and accomplished people who overcame obstacles and failures on the road to success while learning to analyze nonfiction texts. Then, they will reflect on their own experiences with failure and perseverance and create nonfiction narratives based on their experiences. Next, students will explore themes of confidence and fitting in through the graphic novel New Kid by Jerry Craft. The final project in the course is to use the writing process and technology tools to create a superhero story in comic book format.",
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        {
            "id": 86464,
            "path": "\/course\/middle-school-world-history-and-geography-b\/",
            "author_id": 21,
            "timestamp": 1727719554,
            "content": "This is the second course in a two-course sequence. In this course, students will explore world history and geography from 1000 BCE to 1500 CE. Students will learn about early river valley civilizations, such as the civilization that began along the Huang He River in China. Next, students will investigate the achievements of multiple classical civilizations and empires, such as the Roman and Incan civilizations. While studying classical societies, students will also learn about religions that formed in different parts of the world and how they spread to new places. Students will investigate complex cases in history, such as the collapse of the Mayan Empire. Throughout this course, students will investigate the role of geography in where and how societies formed. Students will also use historical thinking skills to critically examine the past.",
            "title": "Middle School World History and Geography B",
            "excerpt": "This is the second course in a two-course sequence. In this course, students will explore world history and geography from 1000 BCE to 1500 CE. Students will learn about early river valley civilizations, such as the civilization that began along the Huang He River in China. Next, students will investigate the achievements of multiple classical...",
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            "price": "Free",
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        {
            "id": 81688,
            "path": "\/course\/physical-science-b\/",
            "author_id": 21,
            "timestamp": 1727719549,
            "content": "Ever wonder why more massive objects require more force to move? Perhaps you have questioned how new substances are made or how energy is involved in changes in matter? These are some of the concepts students will be exploring in Physical Science. This course teaches the foundational concepts of physics and chemistry. Students will use scientific inquiry, interactive experiences, higher order thinking, collaborative projects, and virtual labs to build and demonstrate an understanding of physical and chemical phenomena enabling them to apply these principles to their everyday lives. Major topics in segment two include: Classifying Matter; States of Matter; Properties of Matter; Atomic Theory; Atomic Mass; Periodic Table of Elements; Chemical Bonding; Chemical Formulas; Properties of Water; Solubility and Concentration; Acids and Bases; Chemical Reactions; Classifying Chemical Reactions; Reaction Rates and Energy; Radioactivity; and Nuclear Reactions.",
            "title": "Physical Science B",
            "excerpt": "Ever wonder why more massive objects require more force to move? Perhaps you have questioned how new substances are made or how energy is involved in changes in matter? These are some of the concepts students will be exploring in Physical Science. This course teaches the foundational concepts of physics and chemistry. Students will use...",
            "slug": "physical-science-b",
            "modified_timestamp": 1727719549,
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Science",
            "sls_school_level": "High School",
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        {
            "id": 86434,
            "path": "\/course\/middle-school-world-history-and-geography-a\/",
            "author_id": 21,
            "timestamp": 1727719549,
            "content": "This is the first course in a two-course sequence. Explore the fascinating journey of humanity with Middle School World History and Geography A. Unit 1 delves into historical events and geographical contexts, fostering an understanding of how history unfolds. In Unit 2, students develop critical thinking skills to analyze and interpret the past. Units 3 and 4 focus on the Paleolithic era and the Agricultural Revolution, unraveling the origins of human societies. Units 5, 6, and 7 shed light on the early civilizations along the Tigris, Euphrates, Nile, and Indus Rivers, examining their contributions to human progress. Engaging lessons, interactive activities, and thought-provoking discussions await, fostering a deeper appreciation for our shared global heritage.",
            "title": "Middle School World History and Geography A",
            "excerpt": "This is the first course in a two-course sequence. Explore the fascinating journey of humanity with Middle School World History and Geography A. Unit 1 delves into historical events and geographical contexts, fostering an understanding of how history unfolds. In Unit 2, students develop critical thinking skills to analyze and interpret the past. Units 3...",
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            "price": "Free",
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            "sls_school_level": "Middle School",
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        {
            "id": 86435,
            "path": "\/course\/middle-school-english-language-arts-6a\/",
            "author_id": 21,
            "timestamp": 1727719549,
            "content": "This is the first course in a two-course sequence. Have you ever faced a life-changing situation? How did the experience change you? In this English Language Arts course for sixth graders, students will explore themes of perseverance, hope, and strength as they read Esperanza Rising by Pam Munoz Ryan and Hatchet by Gary Paulsen. These units will focus on how characters develop and how point of view affects how a text is written. Learners will continue to develop their analytical skills by creating an argumentative essay and a research project. They will use the writing process to gather research, organize information, draft, edit, and revise their work before publishing the final product.",
            "title": "Middle School English Language Arts 6A",
            "excerpt": "This is the first course in a two-course sequence. Have you ever faced a life-changing situation? How did the experience change you? In this English Language Arts course for sixth graders, students will explore themes of perseverance, hope, and strength as they read Esperanza Rising by Pam Munoz Ryan and Hatchet by Gary Paulsen. These...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "English Language Arts",
            "sls_school_level": "Middle School",
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        },
        {
            "id": 79581,
            "path": "\/course\/essentials-u-s-history-a\/",
            "author_id": 21,
            "timestamp": 1727719545,
            "content": "This is a survey course of United States history focusing on the period from the Industrial Revolution through the present. The United States began as an experiment in freedom and democracy. Since its establishment, the country and its people have endured social, political and economic revolutions. In this course, students will investigate the people, events and ideas that have shaped the United States. Students are asked to analyze and evaluate decisions made by political, business, and military leaders. Emphasis is placed on connections between events of the past and present.",
            "title": "Essentials U.S. History A",
            "excerpt": "This is a survey course of United States history focusing on the period from the Industrial Revolution through the present. The United States began as an experiment in freedom and democracy. Since its establishment, the country and its people have endured social, political and economic revolutions. In this course, students will investigate the people, events...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
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        {
            "id": 80301,
            "path": "\/course\/first-nations-a-history-of-indigenous-peoples-of-the-americas\/",
            "author_id": 21,
            "timestamp": 1727719545,
            "content": "This course provides an introduction to the history of the First Peoples, a diverse range of tribal communities indigenous to the North and South American continents. Students will consider the varied societies and cultures of Native Peoples long established before European colonists arrived in the hemisphere.  After examining their origins and several civilizations in North America, Mesoamerica, and South America, students will then study the challenges posed by the arrival of European colonists and later the conflicts resulting from forced migration and reservation policies imposed by the United States government. In the second half of the course, students will especially focus on the relationship between the United States and the First Peoples, particularly as it has been understood by members of Indigenous Tribes in their struggles to preserve their lands, sovereignty, and cultural identity.",
            "title": "First Nations: A History of Indigenous Peoples of the Americas",
            "excerpt": "This course provides an introduction to the history of the First Peoples, a diverse range of tribal communities indigenous to the North and South American continents. Students will consider the varied societies and cultures of Native Peoples long established before European colonists arrived in the hemisphere. After examining their origins and several civilizations in North...",
            "slug": "first-nations-a-history-of-indigenous-peoples-of-the-americas",
            "modified_timestamp": 1727719546,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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        {
            "id": 81687,
            "path": "\/course\/physical-science-a\/",
            "author_id": 21,
            "timestamp": 1727719545,
            "content": "Ever wonder why more massive objects require more force to move? Perhaps you have questioned how new substances are made or how energy is involved in changes in matter? These are some of the concepts students will be exploring in Physical Science. This course teaches the foundational concepts of physics and chemistry. Students will use scientific inquiry, interactive experiences, higher order thinking, collaborative projects, and virtual labs to build and demonstrate an understanding of physical and chemical phenomena enabling them to apply these principles to their everyday lives. Major topics in segment one include: Speed, Velocity and Acceleration; Newton's Laws of Motion; Momentum; Fundamental Forces; Mechanical Work and Power; Energy; Energy Transfer; Conservation of Energy; Electrical Charges; Electrical Current; Electrical Circuits; Magnetism; Relationship Between Electricity and Magnetism; Introduction to Waves; Sound Waves; Mechanical waves; Electromagnetic waves; and Reflection and Refraction.",
            "title": "Physical Science A",
            "excerpt": "Ever wonder why more massive objects require more force to move? Perhaps you have questioned how new substances are made or how energy is involved in changes in matter? These are some of the concepts students will be exploring in Physical Science. This course teaches the foundational concepts of physics and chemistry. Students will use...",
            "slug": "physical-science-a",
            "modified_timestamp": 1727719547,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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        },
        {
            "id": 72381,
            "path": "\/course\/study-skills\/",
            "author_id": 21,
            "timestamp": 1727719539,
            "content": "This course is designed to help students strengthen their study skills and strategies to increase their performance and success in an academic setting. Students will learn how to use their learning styles to tailor approaches to learning, process information more efficiently, manage time effectively, set clear and attainable goals, increase concentration, reduce stress and procrastination, read critically, take notes effectively, improve listening skills, and prepare for tests with a variety of question formats.",
            "title": "Study Skills",
            "excerpt": "This course is designed to help students strengthen their study skills and strategies to increase their performance and success in an academic setting. Students will learn how to use their learning styles to tailor approaches to learning, process information more efficiently, manage time effectively, set clear and attainable goals, increase concentration, reduce stress and procrastination,...",
            "slug": "study-skills",
            "modified_timestamp": 1727719539,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Other",
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        {
            "id": 72382,
            "path": "\/course\/biology-a\/",
            "author_id": 21,
            "timestamp": 1727719539,
            "content": "Biology A introduces students to the scientific method and the major concepts of biology from an historical and practical viewpoint. The three major themes of this course are the cell, the molecular basis of heredity, and the interdependence of organisms. Students who take this class will have a deeper appreciation for the complexities of living organisms. Life on this planet, unlike anywhere else in the observable universe, is complex and highly organized. Whether examining life on the molecular or the planetary level, it exhibits a highly organized structure that inspires awe by its genius and complexity. In the last 50 years, discoveries have launched new branches of biology that have transformed the daily routine, from conception to death. New challenges await, such as the current crisis in ecology, global warming, and the resurgence in viral disease. To make rational choices in the 21st century, the citizen must have a basic understanding of biological concepts and the reasoning behind them. Biology A is presented in a multimedia format using interactive modules, labs, narrated animation, text, and videos to present the study of life on this planet.",
            "title": "Biology A",
            "excerpt": "Biology A introduces students to the scientific method and the major concepts of biology from an historical and practical viewpoint. The three major themes of this course are the cell, the molecular basis of heredity, and the interdependence of organisms. Students who take this class will have a deeper appreciation for the complexities of living...",
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        {
            "id": 72383,
            "path": "\/course\/biology-b\/",
            "author_id": 21,
            "timestamp": 1727719539,
            "content": "Biology B is a continuation of the basic course in biology, Biology A. The major concepts covered are population dynamics and evolution. Students explore population dynamics through the study of mutualism, predation, parasitism, and competition. The theory of evolution is presented, along with the many evidences and details that make evolution the backbone of modern biology. From biochemistry to evolution, biology fascinates people. Biochemists first astounded the world by showing that life obeys the same chemical principles as all creation, but that life engineers chemistry to its own needs. Decades later, Darwin shocked the world by suggesting that life evolves according to the conditions of the environment it inhabits. Evolution, often debated and derided, has survived to become a key concept of biology. This second course in biology examines the wonder of life and its mechanisms.",
            "title": "Biology B",
            "excerpt": "Biology B is a continuation of the basic course in biology, Biology A. The major concepts covered are population dynamics and evolution. Students explore population dynamics through the study of mutualism, predation, parasitism, and competition. The theory of evolution is presented, along with the many evidences and details that make evolution the backbone of modern...",
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        },
        {
            "id": 77567,
            "path": "\/course\/introduction-to-artificial-intelligence-2\/",
            "author_id": 21,
            "timestamp": 1727719539,
            "content": "This course teaches what every student should know about Artificial Intelligence. AI is a fast-moving technology with impacts and implications for both our individual lives and society as a whole. In this course, students will get a basic introduction to the building blocks and components of artificial intelligence, learning about concepts like algorithms, machine learning, and neural networks. Students will also explore how AI is already being used, and evaluate problem areas of AI, such as bias. The course also contains a balanced look at AI\u2019s impact on existing jobs, as well as its potential to create new and exciting career fields in the future. Students will leave the course with a solid understanding of what AI is, how it works, areas of caution, and what they can do with the technology. NOTE: This course provides an introduction to key concepts, uses, impacts on society, and relevant career explorations. It does NOT involve computer programming or development of artificial intelligence algorithms or programs on the part of the student.",
            "title": "Introduction to Artificial Intelligence",
            "excerpt": "This course teaches what every student should know about Artificial Intelligence. AI is a fast-moving technology with impacts and implications for both our individual lives and society as a whole. In this course, students will get a basic introduction to the building blocks and components of artificial intelligence, learning about concepts like algorithms, machine learning,...",
            "slug": "introduction-to-artificial-intelligence-2",
            "modified_timestamp": 1727719542,
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            "price": "Free",
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            "sls_subject": "Other",
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        },
        {
            "id": 77864,
            "path": "\/course\/world-literature\/",
            "author_id": 21,
            "timestamp": 1727719539,
            "content": "What is culture and how has it been conveyed through literature? This course will take students on a journey of self-discovery and cultural awareness by reading literature that tells the stories from various perspectives around the world. Students will strive to recognize the similarities and differences in literature and culture by looking at certain time periods, geographical areas, and themes. The course will involve reading, writing, discussion, critical thinking, and self-discovery as students explore the world through words.",
            "title": "World Literature",
            "excerpt": "What is culture and how has it been conveyed through literature? This course will take students on a journey of self-discovery and cultural awareness by reading literature that tells the stories from various perspectives around the world. Students will strive to recognize the similarities and differences in literature and culture by looking at certain time...",
            "slug": "world-literature",
            "modified_timestamp": 1727719542,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
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        {
            "id": 68131,
            "path": "\/course\/american-sign-language-1b\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "This is the second course in a two-course sequence and focuses on everyday communication in American Sign Language for the Deaf. It continues to introduce students to the basic signs, techniques, and cultural knowledge, which will support the students to start signing beginning level conversational ASL. Topics addressed in the course include information about the Deaf culture, communication problems associated with deaf individuals, and the linguistic heritage of the Deaf community and its influence on our own culture. The online text includes many videos that include role-playing conversations as well as vocabulary. Students will be asked to use various media tools including online resources, online dictionaries, a web cam, and the web-based Video Notes tool in Brightspace in order to record their performance in assignment submissions throughout the course. Students will be producing their own signing videos to demonstrate their learning. The goal of this course is to help develop fundamental ASL skills, and to understand Deafness, knowledge, and interest that students will need to advance to the higher levels of ASL courses.",
            "title": "American Sign Language 1B",
            "excerpt": "This is the second course in a two-course sequence and focuses on everyday communication in American Sign Language for the Deaf. It continues to introduce students to the basic signs, techniques, and cultural knowledge, which will support the students to start signing beginning level conversational ASL. Topics addressed in the course include information about the...",
            "slug": "american-sign-language-1b",
            "modified_timestamp": 1727719528,
            "term_ids": [
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            "scech": "",
            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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            "email": "",
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        },
        {
            "id": 68132,
            "path": "\/course\/japanese-1b\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "This is the second course in a two-course sequence. While it continues focusing on practical everyday communication skills and contemporary Japanese cultures, the course introduces the second widely used Japanese syllabic writing system, katakana. Lessons are built upon familiar topics such as self, family, school, and friends to provide meaningful contexts to develop everyday conversation skills. Each lesson is designed to help students learn katakana gradually as students work to master the first syllabic system hiragana through decoding words and reading to speak conversational expressions. With increased focus on the Hiragana and Katakana writing systems, this coures minimizes reliance upon the Romaji (English script) in course materials. The course includes audio and video learning objects to demonstrate native Japanese speaker's pronunciation, which supports students in building their interpersonal and interpretive fluency in Japanese. It is also designed for students to experience and appreciate the third writing system, kanji. Students will be asked to use various media tools including online resources, online dictionaries, a web cam, and the web-based Video Notes tool in Brightspace in order to record their performance in assignment submissions throughout the course. This course targets the Novice Level of the Michigan World Language Standards and Benchmarks.",
            "title": "Japanese 1B",
            "excerpt": "This is the second course in a two-course sequence. While it continues focusing on practical everyday communication skills and contemporary Japanese cultures, the course introduces the second widely used Japanese syllabic writing system, katakana. Lessons are built upon familiar topics such as self, family, school, and friends to provide meaningful contexts to develop everyday conversation...",
            "slug": "japanese-1b",
            "modified_timestamp": 1727719529,
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            "scech": "",
            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "approved",
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        },
        {
            "id": 68639,
            "path": "\/course\/american-sign-language-2a\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "This is the first course of the second year ASL courses and must be taken after the successful completion of the first year ASL courses. This course continues to focus on everyday communication in ASL by introducing students to the basic signs, techniques and culture. To help develop receptive skills without relying on lip movements of the signers, the signing videos will be all \u201cvoice off.\u201d To develop expressive skills, students will continue to express their thoughts in signs within the given context in the lessons. Through the introduction to some of the higher ASL techniques such as classifiers and indexing, this second year courses is designed to helps students to develop an understanding that ASL is a visual language that delivers one\u2019s ideas and thoughts using more than the individual signs. Students will be asked to use various media tools including online resources, online dictionaries, a web cam, and the web-based Video Notes tool in Brightspace in order to record their performance in assignment submissions throughout the course. Students will be producing their own signing videos to demonstrate their learning. The goal of this course is to help utilize the fundamental ASL skills and knowledge into simple interpersonal and social interactions.",
            "title": "American Sign Language 2A",
            "excerpt": "This is the first course of the second year ASL courses and must be taken after the successful completion of the first year ASL courses. This course continues to focus on everyday communication in ASL by introducing students to the basic signs, techniques and culture. To help develop receptive skills without relying on lip movements...",
            "slug": "american-sign-language-2a",
            "modified_timestamp": 1727719530,
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 68640,
            "path": "\/course\/american-sign-language-2b\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "This is the second course of the second year of ASL courses. The course continues to focus on useful communication that students should be able to carry out in ASL. Students study the basic signs and phrases, techniques, and cultural nature of the language. This course introduces the students to the new concept of conceptually accurate signing that places emphasis on awareness of differences between ASL and English. Lesson topics shift from the everyday interaction in one\u2019s immediate environment to interactions in the community to help students to build signing skills for obtaining and providing information rather than simply exchanging information. To support students build conceptual accuracy, the lessons stress ASL classifiers; students will be challenged to receptively identify some of the most common classifiers in contexts, and to apply them in their own signing. As a part of culture learning, students will continue to learn more facts about the Deaf culture as well as current and past challenging social issues. The signing videos will be all \u201cvoice off\u201d to help develop students\u2019 receptive skills without reading lips. Students will be asked to use various media tools including online resources, online dictionaries, a web cam, and the web-based Video Notes tool in Brightspace in order to record their performance in assignment submissions throughout the course. Students will be producing their own signing videos to demonstrate their learning. The goal of this course is to help utilize the fundamental ASL skills and knowledge into simple interpersonal and social interactions.",
            "title": "American Sign Language 2B",
            "excerpt": "This is the second course of the second year of ASL courses. The course continues to focus on useful communication that students should be able to carry out in ASL. Students study the basic signs and phrases, techniques, and cultural nature of the language. This course introduces the students to the new concept of conceptually...",
            "slug": "american-sign-language-2b",
            "modified_timestamp": 1727719531,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 72363,
            "path": "\/course\/anatomy-and-physiology-a\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "This course is the first in a two-course sequence. This course presents a fascinating, in-depth exploration of the structure and function of the human body. The course will use a systems approach and will emphasize how organs and body systems work together to carry on complex processes. Concepts and principles will be related to familiar health issues, problems and experiences we face as humans. Upon completion of this course, students will have a thorough understanding of the human body and how its parts work together to maintain the delicate equilibrium of life.",
            "title": "Anatomy and Physiology A",
            "excerpt": "This course is the first in a two-course sequence. This course presents a fascinating, in-depth exploration of the structure and function of the human body. The course will use a systems approach and will emphasize how organs and body systems work together to carry on complex processes. Concepts and principles will be related to familiar...",
            "slug": "anatomy-and-physiology-a",
            "modified_timestamp": 1727719532,
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2",
            "sls_subject": "Science",
            "sls_school_level": "High School",
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            "email": "",
            "ncaa_approval": "approved",
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        },
        {
            "id": 72370,
            "path": "\/course\/anatomy-and-physiology-b\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "This course is the second in a two-course sequence. This course presents a fascinating, in-depth exploration of the structure and function of the human body. The course will use a systems approach and will emphasize how organs and body systems work together to carry on complex processes. Concepts and principles will be related to familiar health issues, problems and experiences we face as humans. Upon completion of this course, students will have a thorough understanding of the human body and how its parts work together to maintain the delicate equilibrium of life.",
            "title": "Anatomy and Physiology B",
            "excerpt": "This course is the second in a two-course sequence. This course presents a fascinating, in-depth exploration of the structure and function of the human body. The course will use a systems approach and will emphasize how organs and body systems work together to carry on complex processes. Concepts and principles will be related to familiar...",
            "slug": "anatomy-and-physiology-b",
            "modified_timestamp": 1727719533,
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 3",
            "sls_subject": "Science",
            "sls_school_level": "High School",
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        },
        {
            "id": 72371,
            "path": "\/course\/composition\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "In this course, students will study and become proficient in the writing process. Students will learn about essay structure and organization through the development of four common types of essays (narrative, informative, argumentative, and compare and contrast) as well as proper format and etiquette to write a formal e-mail. In addition, they will also learn several grammar concepts that involve sentence structure, punctuation, word usage, and guidelines for academic writing, such as an objective tone, MLA formatting, and in-text citations.",
            "title": "Composition",
            "excerpt": "In this course, students will study and become proficient in the writing process. Students will learn about essay structure and organization through the development of four common types of essays (narrative, informative, argumentative, and compare and contrast) as well as proper format and etiquette to write a formal e-mail. In addition, they will also learn...",
            "slug": "composition",
            "modified_timestamp": 1727719534,
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
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        },
        {
            "id": 72375,
            "path": "\/course\/piano-1a\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "Whether you love music, want to play piano or keyboard for your family and friends, or desire to be a music star, this course is a great place to start. No prior music experience is needed. You will learn the fundamentals of music and the basic skills necessary to play a wide variety of music styles. Your teaching guide will take you through each step of this journey towards becoming a skilled pianist and musician. Let's get started!",
            "title": "Piano 1A",
            "excerpt": "Whether you love music, want to play piano or keyboard for your family and friends, or desire to be a music star, this course is a great place to start. No prior music experience is needed. You will learn the fundamentals of music and the basic skills necessary to play a wide variety of music...",
            "slug": "piano-1a",
            "modified_timestamp": 1727719534,
            "term_ids": [
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                18594
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Visual &amp; Performing Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "email": "",
            "ncaa_approval": "not-applicable",
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        {
            "id": 72379,
            "path": "\/course\/british-literature-b-english-11-12\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "This is the second course in a two-course sequence in British literature. Students will read a variety of works by British authors, including Frankenstein by Mary Shelley and Lord of the Flies by William Golding. In addition to these major works, students will read short stories and informational texts, engage in poetry analysis, view informational videos, and write for various purposes. Students will interact with literature and explore topics of interest as they develop their reading, writing, and speaking skills. Lessons are guided by essential questions related to the themes of Technology: Potential for Enhancing Human Life and The DNA for Survival and Resilience.",
            "title": "British Literature B - English 11-12",
            "excerpt": "This is the second course in a two-course sequence in British literature. Students will read a variety of works by British authors, including Frankenstein by Mary Shelley and Lord of the Flies by William Golding. In addition to these major works, students will read short stories and informational texts, engage in poetry analysis, view informational...",
            "slug": "british-literature-b-english-11-12",
            "modified_timestamp": 1727719535,
            "term_ids": [
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                18573,
                18582
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
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        },
        {
            "id": 72380,
            "path": "\/course\/social-media\/",
            "author_id": 21,
            "timestamp": 1727719528,
            "content": "This course won\u2019t teach you how to use a hashtag, do a viral dance, or get more followers. However, it will show you that social media revolves around you - and the power in your hands to influence it. You will explore the history of social media and how it has transformed our society. You will learn all about your digital footprint and how it is just as important as your physical footprint. You will learn how to interpret the perspective, accuracy, and credibility of information, so you can confidently share it with your followers. You will learn the skills to have effective and purposeful communication on your social media accounts by leveraging the power of social media. You will compare and contrast the positives, negatives, and hidden dangers of social media. You will examine how social media connects the world and how you fit into it. The future of social media is unknown, so it\u2019s up to you to predict how social media will evolve and create a digital plan for your future.",
            "title": "Social Media",
            "excerpt": "This course won\u2019t teach you how to use a hashtag, do a viral dance, or get more followers. However, it will show you that social media revolves around you &#8211; and the power in your hands to influence it. You will explore the history of social media and how it has transformed our society. You...",
            "slug": "social-media",
            "modified_timestamp": 1727719536,
            "term_ids": [
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            "post_type": "courses",
            "presenter_0_name": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Other",
            "sls_school_level": "High School",
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            "ncaa_approval": "not-applicable",
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        },
        {
            "id": 52105,
            "path": "\/course\/chemistry-a\/",
            "author_id": 21,
            "timestamp": 1727719517,
            "content": "Chemistry is the study of the composition, structure, and properties of matter and the changes it undergoes. Matter is all the \u201cstuff\u201d around us. In this first semester class you will learn about atomic structure, physical and chemical change, chemical bonding, naming compounds, percentage composition and molecular geometry. Since chemistry is a laboratory based course, each unit will include a lab simulation and\/or a kitchen lab experience.",
            "title": "Chemistry A",
            "excerpt": "Chemistry is the study of the composition, structure, and properties of matter and the changes it undergoes. Matter is all the \u201cstuff\u201d around us. In this first semester class you will learn about atomic structure, physical and chemical change, chemical bonding, naming compounds, percentage composition and molecular geometry. Since chemistry is a laboratory based course,...",
            "slug": "chemistry-a",
            "modified_timestamp": 1727719517,
            "term_ids": [
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            "post_type": "courses",
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            "scech": "",
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            "id": 52106,
            "path": "\/course\/chemistry-b\/",
            "author_id": 21,
            "timestamp": 1727719517,
            "content": "The second semester of chemistry will cover a whole set of new topics, using the skills mastered in the first semester. The major units will be Stoichiometry, nuclear reactions, reaction rates, acids, bases and salts and thermochemistry. Again, a working knowledge of algebra and geometry will aid the student at being successful in Chemistry!",
            "title": "Chemistry B",
            "excerpt": "The second semester of chemistry will cover a whole set of new topics, using the skills mastered in the first semester. The major units will be Stoichiometry, nuclear reactions, reaction rates, acids, bases and salts and thermochemistry. Again, a working knowledge of algebra and geometry will aid the student at being successful in Chemistry!",
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        {
            "id": 52114,
            "path": "\/course\/physics-a\/",
            "author_id": 21,
            "timestamp": 1727719517,
            "content": "This is the first semester in a two-semester course sequence.  This course examines physics, the study of the world around us and the laws of nature that govern that world. The first semester of physics will cover key mathematics used in Physics, as well as the topics of motion (one dimensional and projectile motion), forces, Newton\u2019s Laws, gravity, circular motion, collisions and momentum, work and energy. This is an algebra-based introductory high school physics class. A student who has completed geometry is well prepared for this course work.",
            "title": "Physics A",
            "excerpt": "This is the first semester in a two-semester course sequence. This course examines physics, the study of the world around us and the laws of nature that govern that world. The first semester of physics will cover key mathematics used in Physics, as well as the topics of motion (one dimensional and projectile motion), forces,...",
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            "id": 52115,
            "path": "\/course\/physics-b\/",
            "author_id": 21,
            "timestamp": 1727719517,
            "content": "This is the second semester in a two-semester course sequence.  This course covers the second semester of high school physics. Lessons require use of the skills mastered in the first semester of this two-semester course.  Topics of study include waves, heat, electricity and magnetism. The study of light will concentrate on reflection, refraction, and lenses, while electricity will contain the subtopics of static electricity (Coulomb's Law), current flow using Ohm's Law and series and parallel circuit design, and capacitors. A working knowledge of algebra and geometry will aid the student at being successful in physics!",
            "title": "Physics B",
            "excerpt": "This is the second semester in a two-semester course sequence. This course covers the second semester of high school physics. Lessons require use of the skills mastered in the first semester of this two-semester course. Topics of study include waves, heat, electricity and magnetism. The study of light will concentrate on reflection, refraction, and lenses,...",
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            "id": 52116,
            "path": "\/course\/psychology\/",
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            "timestamp": 1727719517,
            "content": "Introduction to Psychology. This course introduces the student to the various ways that the scientific field of psychology has, and continues to, explore questions concerning the human mind and behavior.  Lessons are specifically designed to allow the student to connect with the content in such a way that they learn more about themselves and others while deepening their understanding  of the complex interactions between the human mind,  body, and behavior.",
            "title": "Psychology",
            "excerpt": "Introduction to Psychology. This course introduces the student to the various ways that the scientific field of psychology has, and continues to, explore questions concerning the human mind and behavior. Lessons are specifically designed to allow the student to connect with the content in such a way that they learn more about themselves and others...",
            "slug": "psychology",
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            "timestamp": 1727719517,
            "content": "This is the first course in a two-course sequence and focuses on everyday communication in American Sign Language for the Deaf. It introduces students to the basic signs, techniques, and cultural knowledge, which will support the students to start signing beginning level conversational ASL. Each lesson is built upon a familiar topic such as family, self and friends so that students will find meaningful connection to the lessons. Students will be asked to use various media tools including online resources, online dictionaries, a web cam, and the web-based Video Notes tool in Brightspace in order to record their performance in assignment submissions throughout the course. Students will be producing their own signing videos to demonstrate their learning. The goal of this course is to help develop fundamental ASL skills, and to understand Deafness, knowledge, and interest that students will need to advance to the higher levels of ASL courses.",
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            "id": 68635,
            "path": "\/course\/spanish-1a\/",
            "author_id": 21,
            "timestamp": 1727719517,
            "content": "This is the first semester of a two-semester course sequence.  In this course, students will gain the skills to talk about themselves and the world around them. Students will learn to introduce themselves, as well as describe their family and friends, what they like to do for fun, and their daily routines at home and school. Throughout the course, students will meet three fictional characters and some of their Spanish-speaking friends who will share their experiences in school, at home, and in other parts of their daily lives.   The class takes a proficiency-based approach, informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, and grammar is taught implicitly through input and meaning-based activities. Grammar concepts taught include present tense conjugations (with some stem-changers), gustar (and similar verbs), possessive adjectives, adjective agreement, estar + prepositions, present progressive tense, and ir + a + infinitive.",
            "title": "Spanish 1A",
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            "id": 68636,
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            "content": "This is the second semester of a two-semester course. In Spanish 1B, students will continue their language learning journey by exploring the Spanish-speaking world, all while learning the vocabulary and structures to be able to express themselves and talk about their own lives. In every unit, students will make comparisons between products and practices of Spanish-speaking cultures and their own perspectives and experiences. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use. Grammar is learned implicitly through input and meaning-based activities. The course will incorporate grammatical concepts including: continuing use of present tense conjugations (including stem-changers), imperatives, indirect\/direct object pronouns, and a brief introduction to past tense.",
            "title": "Spanish 1B",
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            "id": 79576,
            "path": "\/course\/spanish-2a\/",
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            "timestamp": 1727719517,
            "content": "In Spanish 2A, students will continue their language learning journey by exploring the Spanish-speaking world. Students will use the language to learn about the cultural practices and products of Spanish-speaking countries while following the journey of fictional Spanish-speaking friends, as they themselves explore and share what they\u2019ve learned about different Spanish-speaking countries.     Spanish 2A is the first semester of a two-semester course. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities. The course will incorporate grammatical concepts including: continuing use of present tense conjugations (including reflexive verbs), imperatives, indirect\/direct object pronouns, and continuing to use past tense in both preterite and imperfect forms.",
            "title": "Spanish 2A",
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            "id": 80193,
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            "timestamp": 1727719517,
            "content": "This is the second semester of a two-semester course. In Spanish 2B, students will continue their language learning journey by exploring the Spanish-speaking world, all while learning the vocabulary and structures to be able to express themselves and talk about their own lives. In every unit, students will make comparisons between products and practices of Spanish-speaking cultures and their own perspectives and experiences. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use. Grammar is learned implicitly through input and meaning-based activities. The course will incorporate grammatical concepts including: continuing use of present, past, progressive tenses, impersonal expressions, and a brief introduction to future tense.",
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            "id": 46693,
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            "timestamp": 1727719510,
            "content": "Medical terminology is designed to teach students the language used in medicine and healthcare. Students build a strong foundation through the study of prefixes, suffixes, and root words and study the structure and origin of common medical terms with a focus on correct pronunciation, spelling, and application of medical terms. Students will take a systematic approach to the systems of the body by learning the basic structure and function of the system as well as medical terms related to pathology, diagnosis, clinical procedures, pharmacology, and abbreviations specific to that system. Students will learn to communicate in medical language and interpret complex medical communications into everyday language.",
            "title": "Medical Terminology",
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        {
            "id": 46694,
            "path": "\/course\/precalculus-a-algebra-review-trigonometry\/",
            "author_id": 21,
            "timestamp": 1727719510,
            "content": "This course is the first in a two-course sequence that broadens student understanding of functions and mathematical models of real-world phenomena. This course will build on student understanding of geometry and algebra, extending their knowledge in the field of trigonometry. The course contains units on functions and their properties, geometric foundations and right triangle trigonometry, applications of trigonometric and circular functions and their graphs, as well as trigonometric function properties, identities, and equations. The majority of the course is asynchronous with a few synchronous elements.",
            "title": "PreCalculus A: Algebra Review &amp; Trigonometry",
            "excerpt": "This course is the first in a two-course sequence that broadens student understanding of functions and mathematical models of real-world phenomena. This course will build on student understanding of geometry and algebra, extending their knowledge in the field of trigonometry. The course contains units on functions and their properties, geometric foundations and right triangle trigonometry,...",
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        {
            "id": 46695,
            "path": "\/course\/precalculus-b-functions-graphical-analysis\/",
            "author_id": 21,
            "timestamp": 1727719510,
            "content": "This course is the second in a two-course sequence that broadens student understanding of functions and mathematical models of real-world phenomena. Designed to prepare a student for Calculus, this course will build on student understanding of algebra, extending their knowledge to new mathematical topics, while deepening their knowledge in others. The course contains units on polynomial, rational, logarithmic and exponential functions, sequences, series, conics and limits, as well as systems and vectors. The majority of the course is asynchronous with a few synchronous elements.",
            "title": "PreCalculus B: Functions &amp; Graphical Analysis",
            "excerpt": "This course is the second in a two-course sequence that broadens student understanding of functions and mathematical models of real-world phenomena. Designed to prepare a student for Calculus, this course will build on student understanding of algebra, extending their knowledge to new mathematical topics, while deepening their knowledge in others. The course contains units on...",
            "slug": "precalculus-b-functions-graphical-analysis",
            "modified_timestamp": 1727719512,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
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        },
        {
            "id": 46698,
            "path": "\/course\/earth-science-a\/",
            "author_id": 21,
            "timestamp": 1727719510,
            "content": "Earth Science A is the first-semester in a two-course sequence designed to expose the student to the scientific study of the Earth. Students will learn how observation and experimentation are used to gain knowledge about the Earth's past and present and used in making predictions about Earth's future. Students will gain an understanding of the inner workings of Earth systems, including water and rock cycles, and how they influence the environments on the planet.",
            "title": "Earth Science A",
            "excerpt": "Earth Science A is the first-semester in a two-course sequence designed to expose the student to the scientific study of the Earth. Students will learn how observation and experimentation are used to gain knowledge about the Earth&#8217;s past and present and used in making predictions about Earth&#8217;s future. Students will gain an understanding of the...",
            "slug": "earth-science-a",
            "modified_timestamp": 1727719513,
            "term_ids": [
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Science",
            "sls_school_level": "High School",
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        },
        {
            "id": 46699,
            "path": "\/course\/earth-science-b\/",
            "author_id": 21,
            "timestamp": 1727719510,
            "content": "This is the second course in a two-course sequence. Earth Science B is the second-semester course designed to expose the student to the scientific study of the Earth. Students will learn how observation and experimentation are used to gain knowledge about the Earth's past and present and used in making predictions about Earth's future. The course emphasis is on astronomy, meteorology, and hydrology. The course will include outside readings, labs and the application of learned material to everyday problems.",
            "title": "Earth Science B",
            "excerpt": "This is the second course in a two-course sequence. Earth Science B is the second-semester course designed to expose the student to the scientific study of the Earth. Students will learn how observation and experimentation are used to gain knowledge about the Earth&#8217;s past and present and used in making predictions about Earth&#8217;s future. The...",
            "slug": "earth-science-b",
            "modified_timestamp": 1727719514,
            "term_ids": [
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Science",
            "sls_school_level": "High School",
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            "ncaa_approval": "approved",
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        },
        {
            "id": 46640,
            "path": "\/course\/essentials-chemistry-b\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "This is an interactive 21st century course focusing on a variety of topics including; the composition and structure of materials and the changes they undergo. Utilizing technology and foundational scientific inquiry, students explore how chemistry impacts the world around them and in their everyday life. This course provides students with the opportunity to gain scientific knowledge by planning investigations, making observations, collecting and analyzing data, performing peer reviews, and collaborating with other students. This course is not NCAA eligible.",
            "title": "Essentials Chemistry B",
            "excerpt": "This is an interactive 21st century course focusing on a variety of topics including; the composition and structure of materials and the changes they undergo. Utilizing technology and foundational scientific inquiry, students explore how chemistry impacts the world around them and in their everyday life. This course provides students with the opportunity to gain scientific...",
            "slug": "essentials-chemistry-b",
            "modified_timestamp": 1727719493,
            "term_ids": [
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Science",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "publication_category": "",
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            "email": "",
            "ncaa_approval": "not-approved",
            "delivery_format": "essentials",
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        },
        {
            "id": 46641,
            "path": "\/course\/essentials-h-s-english-1a\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "This full credit course is provided for students who have previously taken English I, and were not successful. Students may take one or both segments of this course. Students will develop language arts skills by reading, writing, listening, viewing, and speaking. Students will learn to use the English language to successfully express themselves. This course is not NCAA eligible.",
            "title": "Essentials H.S. English 1A",
            "excerpt": "This full credit course is provided for students who have previously taken English I, and were not successful. Students may take one or both segments of this course. Students will develop language arts skills by reading, writing, listening, viewing, and speaking. Students will learn to use the English language to successfully express themselves. This course...",
            "slug": "essentials-h-s-english-1a",
            "modified_timestamp": 1727719494,
            "term_ids": [
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "ncaa_approval": "not-approved",
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        },
        {
            "id": 46642,
            "path": "\/course\/essentials-h-s-english-1b\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "This full credit course is provided for students who have previously taken English I, and were not successful. Students may take one or both segments of this course. Students will develop language arts skills by reading, writing, listening, viewing, and speaking. Students will learn to use the English language to successfully express themselves. This course is not NCAA eligible.",
            "title": "Essentials H.S. English 1B",
            "excerpt": "This full credit course is provided for students who have previously taken English I, and were not successful. Students may take one or both segments of this course. Students will develop language arts skills by reading, writing, listening, viewing, and speaking. Students will learn to use the English language to successfully express themselves. This course...",
            "slug": "essentials-h-s-english-1b",
            "modified_timestamp": 1727719494,
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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            "sls_school_level": "High School",
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        },
        {
            "id": 46643,
            "path": "\/course\/essentials-h-s-english-2a\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "The purpose of this course is to provide grade 10 students who have not passed English II an opportunity to recover the course credit. This course uses texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. This course is not NCAA eligible.",
            "title": "Essentials H.S. English 2A",
            "excerpt": "The purpose of this course is to provide grade 10 students who have not passed English II an opportunity to recover the course credit. This course uses texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. This course is not NCAA eligible.",
            "slug": "essentials-h-s-english-2a",
            "modified_timestamp": 1727719496,
            "term_ids": [
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            "post_type": "courses",
            "presenter_0_name": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
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            "email": "",
            "ncaa_approval": "not-approved",
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        },
        {
            "id": 46644,
            "path": "\/course\/essentials-h-s-english-2b\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "The purpose of this course is to provide grade 10 students who have not passed English II an opportunity to recover the course credit. This course uses texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. This course is not NCAA eligible.",
            "title": "Essentials H.S. English 2B",
            "excerpt": "The purpose of this course is to provide grade 10 students who have not passed English II an opportunity to recover the course credit. This course uses texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. This course is not NCAA eligible.",
            "slug": "essentials-h-s-english-2b",
            "modified_timestamp": 1727719496,
            "term_ids": [
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            "job_title": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
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            "pls_roles": "",
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        {
            "id": 46645,
            "path": "\/course\/essentials-h-s-english-3a\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "English III for Credit Recovery is a high school course that covers active reading and analysis of literary and informational texts of high complexity; writing for varied purposes; listening, speaking, and viewing skills; and collaboration for college and career preparation and readiness. Students are exposed to high-complexity texts on a deeper level, spending more time with that text and writing to that text. This course is not NCAA eligible.",
            "title": "Essentials H.S. English 3A",
            "excerpt": "English III for Credit Recovery is a high school course that covers active reading and analysis of literary and informational texts of high complexity; writing for varied purposes; listening, speaking, and viewing skills; and collaboration for college and career preparation and readiness. Students are exposed to high-complexity texts on a deeper level, spending more time...",
            "slug": "essentials-h-s-english-3a",
            "modified_timestamp": 1727719497,
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "not-approved",
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        },
        {
            "id": 46646,
            "path": "\/course\/essentials-h-s-english-3b\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "English III for Credit Recovery is a high school course that covers active reading and analysis of literary and informational texts of high complexity; writing for varied purposes; listening, speaking, and viewing skills; and collaboration for college and career preparation and readiness. Students are exposed to high-complexity texts on a deeper level, spending more time with that text and writing to that text. This course is not NCAA eligible",
            "title": "Essentials H.S. English 3B",
            "excerpt": "English III for Credit Recovery is a high school course that covers active reading and analysis of literary and informational texts of high complexity; writing for varied purposes; listening, speaking, and viewing skills; and collaboration for college and career preparation and readiness. Students are exposed to high-complexity texts on a deeper level, spending more time...",
            "slug": "essentials-h-s-english-3b",
            "modified_timestamp": 1727719497,
            "term_ids": [
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
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            "email": "",
            "ncaa_approval": "not-approved",
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        },
        {
            "id": 46647,
            "path": "\/course\/essentials-h-s-english-4a\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "English IV Credit Recovery covers reading literature, reading informational text, applying language skills, writing (informational, narrative, and argument), researching and presenting strategies, and speaking and listening skills. Students will be exposed to literature on a deeper level, spending more time with one text and writing to that text. This course is not NCAA eligible.",
            "title": "Essentials H.S. English 4A",
            "excerpt": "English IV Credit Recovery covers reading literature, reading informational text, applying language skills, writing (informational, narrative, and argument), researching and presenting strategies, and speaking and listening skills. Students will be exposed to literature on a deeper level, spending more time with one text and writing to that text. This course is not NCAA eligible.",
            "slug": "essentials-h-s-english-4a",
            "modified_timestamp": 1727719498,
            "term_ids": [
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            "post_type": "courses",
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            "job_title": "",
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            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "not-approved",
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            "credit_type": "",
            "presenter_1_name": "",
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        },
        {
            "id": 46648,
            "path": "\/course\/essentials-h-s-english-4b\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "English IV Credit Recovery covers reading literature, reading informational text, applying language skills, writing (informational, narrative, and argument), researching and presenting strategies, and speaking and listening skills. Students will be exposed to literature on a deeper level, spending more time with one text and writing to that text. This course is not NCAA eligible.",
            "title": "Essentials H.S. English 4B",
            "excerpt": "English IV Credit Recovery covers reading literature, reading informational text, applying language skills, writing (informational, narrative, and argument), researching and presenting strategies, and speaking and listening skills. Students will be exposed to literature on a deeper level, spending more time with one text and writing to that text. This course is not NCAA eligible.",
            "slug": "essentials-h-s-english-4b",
            "modified_timestamp": 1727719499,
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
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        },
        {
            "id": 46649,
            "path": "\/course\/essentials-economics\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "Economic decisions affect us every day of our lives. Understanding economics means thinking about how scarcity, or limited resources, requires us to make choices and evaluate one option against others. In this course, students will recognize examples of economics in your daily life. Students will see how the economic choices of larger groups, like businesses and governments, affect students and others. As students\u2019 progress through the course, students will recognize that the costs and benefits of choices connect individuals and groups around the world. The purpose of this course is to help students become a smart consumer who understands the flow of an economy between individuals, businesses, governments, and the rest of the world. This course is not NCAA eligible.",
            "title": "Essentials Economics",
            "excerpt": "Economic decisions affect us every day of our lives. Understanding economics means thinking about how scarcity, or limited resources, requires us to make choices and evaluate one option against others. In this course, students will recognize examples of economics in your daily life. Students will see how the economic choices of larger groups, like businesses...",
            "slug": "essentials-economics",
            "modified_timestamp": 1727719499,
            "term_ids": [
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            "post_type": "courses",
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            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
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            "email": "",
            "ncaa_approval": "not-approved",
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        {
            "id": 46650,
            "path": "\/course\/essentials-u-s-government\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "Responsible citizenship, including civil and political participation is essential to maintain a representative government that truly represents the people of the United States. In this course, students learn about the structure of government and how it shares power at the local, state and federal levels. This course also explores founding principles that inspired the Constitution and Bill of Rights, preserving the freedoms that students experience daily. Students will examine the processes of each branch of government, the election process, and how citizens can impact public policy. The media, interest groups and, influential citizens provide examples of how the government can be effected by informed and active participants. Students will examine the U.S. Court system, and become a part of the process by participating in the judicial decision making process. They will also discover ways the United States interacts with countries around the world, through domestic policy, foreign policy and human rights policy. This course is not NCAA eligible.",
            "title": "Essentials U.S. Government",
            "excerpt": "Responsible citizenship, including civil and political participation is essential to maintain a representative government that truly represents the people of the United States. In this course, students learn about the structure of government and how it shares power at the local, state and federal levels. This course also explores founding principles that inspired the Constitution...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
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        {
            "id": 46652,
            "path": "\/course\/essentials-u-s-history-b\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "This is a survey course of United States history focusing on the period from the Civil War through the present. The United States began as an experiment in freedom and democracy. Since its establishment, the country and its people have endured social, political and economic revolutions. In this course, students will investigate the people, events and ideas that have shaped the United States. Students are asked to analyze and evaluate decisions made by political, business, and military leaders. Emphasis is placed on connections between events of the past and present. This course is not NCAA eligible.",
            "title": "Essentials U.S. History B",
            "excerpt": "This is a survey course of United States history focusing on the period from the Civil War through the present. The United States began as an experiment in freedom and democracy. Since its establishment, the country and its people have endured social, political and economic revolutions. In this course, students will investigate the people, events...",
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            "modified_timestamp": 1727719501,
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
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        {
            "id": 46653,
            "path": "\/course\/essentials-world-history-a\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "Join modern time travelers Ali and Soo-jin as they journey through World History and help students discover how world events and eras are connected. In Segment 1, students will learn how the Roman Empire developed in two very distinct directions. Next, students will discover the great intellectual and cultural contributions of the Islamic Empires. They will journey through the Middle Ages of Europe and Japan to learn how knights and samurais lived. While investigating the rise and fall of some of the great kingdoms of the Americas and Africa and then travel back to the Europe of the Renaissance and Reformation era. Segment 2 begins with a bang as students learn about advancements in science and thought during the Age of Enlightenment, as well as the social and political revolutions that followed as a result. As students meander through the 19th century, they will learn about the transformation from an agricultural to an industrial world and the many changes that resulted from that shift. Students will then learn about the interconnectedness of nationalism and colonialism and the two massive world wars that were the end result. As students approach the finish line, they will learn about development in our modern world and the implications that historical events have on us today. This course is not NCAA eligible.",
            "title": "Essentials World History A",
            "excerpt": "Join modern time travelers Ali and Soo-jin as they journey through World History and help students discover how world events and eras are connected. In Segment 1, students will learn how the Roman Empire developed in two very distinct directions. Next, students will discover the great intellectual and cultural contributions of the Islamic Empires. They...",
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            "modified_timestamp": 1727719502,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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            "sls_school_level": "High School",
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        },
        {
            "id": 46654,
            "path": "\/course\/essentials-world-history-b\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "Join modern time travelers Ali and Soo-jin as they journey through World History and help students discover how world events and eras are connected. In Segment 1, students will learn how the Roman Empire developed in two very distinct directions. Next, students will discover the great intellectual and cultural contributions of the Islamic Empires. They will journey through the Middle Ages of Europe and Japan to learn how knights and samurais lived. While investigating the rise and fall of some of the great kingdoms of the Americas and Africa and then travel back to the Europe of the Renaissance and Reformation era. Segment 2 begins with a bang as students learn about advancements in science and thought during the Age of Enlightenment, as well as the social and political revolutions that followed as a result. As students meander through the 19th century, they will learn about the transformation from an agricultural to an industrial world and the many changes that resulted from that shift. Students will then learn about the interconnectedness of nationalism and colonialism and the two massive world wars that were the end result. As students approach the finish line, they will learn about development in our modern world and the implications that historical events have on us today. This course is not NCAA eligible.",
            "title": "Essentials World History B",
            "excerpt": "Join modern time travelers Ali and Soo-jin as they journey through World History and help students discover how world events and eras are connected. In Segment 1, students will learn how the Roman Empire developed in two very distinct directions. Next, students will discover the great intellectual and cultural contributions of the Islamic Empires. They...",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
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        },
        {
            "id": 46686,
            "path": "\/course\/bioethics\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "Bioethics is a one-semester course designed to raise student awareness of the social and ethical implications of life science, medicine, and biotechnology. This course focuses on building critical thinking and analytical skills using a variety of strategies and higher-order thinking opportunities appropriate to the resolution of controversial medical and scientific dilemmas. Topics include organ donation, the use of animals in medical research, healthcare coverage, and genetic engineering. Students enrolled in this course will build and use compassion and empathy skills to participate in healthy and safe text-based and video discussions.",
            "title": "Bioethics",
            "excerpt": "Bioethics is a one-semester course designed to raise student awareness of the social and ethical implications of life science, medicine, and biotechnology. This course focuses on building critical thinking and analytical skills using a variety of strategies and higher-order thinking opportunities appropriate to the resolution of controversial medical and scientific dilemmas. Topics include organ donation,...",
            "slug": "bioethics",
            "modified_timestamp": 1727719503,
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Science",
            "sls_school_level": "High School",
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            "email": "",
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        },
        {
            "id": 46687,
            "path": "\/course\/calculus-a\/",
            "author_id": 21,
            "timestamp": 1727719493,
            "content": "This course, the first semester of a two-semester Calculus sequence, develops students\u2019 understanding of derivatives and how they can be applied to functions modeling the relationship between two varying quantities.",
            "title": "Calculus A",
            "excerpt": "This course, the first semester of a two-semester Calculus sequence, develops students\u2019 understanding of derivatives and how they can be applied to functions modeling the relationship between two varying quantities.",
            "slug": "calculus-a",
            "modified_timestamp": 1727719504,
            "term_ids": [
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            "post_type": "courses",
            "presenter_0_name": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
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            "email": "",
            "ncaa_approval": "approved",
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        },
        {
            "id": 46606,
            "path": "\/course\/health-education\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "In this course, students will learn to obtain, interpret, and apply health information and services in ways that protect and promote personal, family, and community health. Topics include nutrition and physical activity; alcohol, tobacco, and other drugs; safety; social and emotional health; personal health and wellness; HIV and other STIs prevention; and sexuality education.",
            "title": "Health Education",
            "excerpt": "In this course, students will learn to obtain, interpret, and apply health information and services in ways that protect and promote personal, family, and community health. Topics include nutrition and physical activity; alcohol, tobacco, and other drugs; safety; social and emotional health; personal health and wellness; HIV and other STIs prevention; and sexuality education.",
            "slug": "health-education",
            "modified_timestamp": 1727719482,
            "term_ids": [
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Health &amp; Physical Education",
            "sls_school_level": "High School",
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        },
        {
            "id": 46607,
            "path": "\/course\/health-education-abstinence-only\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "This course is designed with a focus on abstinence only (no contraceptives). In this course, students will learn to obtain, interpret, and apply health information and services in ways that protect and promote personal, family, and community health. Topics include nutrition and physical activity; alcohol, tobacco, and other drugs; safety; social and emotional health; personal health and wellness; HIV and other STIs prevention; and sexuality education. Health Education (Abstinence Only) is designed with a focus on abstinence only (not contraceptives) as a method of birth control.",
            "title": "Health Education (Abstinence Only)",
            "excerpt": "This course is designed with a focus on abstinence only (no contraceptives). In this course, students will learn to obtain, interpret, and apply health information and services in ways that protect and promote personal, family, and community health. Topics include nutrition and physical activity; alcohol, tobacco, and other drugs; safety; social and emotional health; personal...",
            "slug": "health-education-abstinence-only",
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            "post_type": "courses",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Health &amp; Physical Education",
            "sls_school_level": "High School",
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        {
            "id": 46609,
            "path": "\/course\/accounting-a\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "This is the first course in a two-semester Accounting course sequence.  Accounting is the process of planning, recording, analyzing, and interpreting financial information. The accounting process includes recording financial activities, but accounting is not the same as bookkeeping or recordkeeping. Bookkeeping is only the recording part of the accounting process. Accounting goes much further than just keeping records. Accounting involves analyzing and interpreting a business\u2019s operations to determine its financial well-being and plan its future success. Accounting A is a skills-based course that is of value to all students, whether exploring a career in business or for personal financial needs. Accounting A is an essential course for students who are pursuing a strong background in business, marketing and management. This course covers the complete accounting cycle for a service business organized as a proprietorship, along with journalizing and posting transactions.",
            "title": "Accounting A",
            "excerpt": "This is the first course in a two-semester Accounting course sequence. Accounting is the process of planning, recording, analyzing, and interpreting financial information. The accounting process includes recording financial activities, but accounting is not the same as bookkeeping or recordkeeping. Bookkeeping is only the recording part of the accounting process. Accounting goes much further than...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
            "sls_subject": "Other",
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        },
        {
            "id": 46613,
            "path": "\/course\/probability-statistics\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "Probability and Statistics will introduce students to exploring data, sampling and experimentation by planning and conducting studies, anticipating patterns using probability and simulation, and employing statistical inference to analyze data and draw conclusions.",
            "title": "Probability &amp; Statistics",
            "excerpt": "Probability and Statistics will introduce students to exploring data, sampling and experimentation by planning and conducting studies, anticipating patterns using probability and simulation, and employing statistical inference to analyze data and draw conclusions.",
            "slug": "probability-statistics",
            "modified_timestamp": 1727719485,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
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            "ncaa_approval": "approved",
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        },
        {
            "id": 46631,
            "path": "\/course\/essentials-algebra-1a\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "Algebra I is the foundation\u2014the skills acquired in this course contain the basic knowledge needed for all future high school math courses. The material covered in this course is important, but everyone can do it. Anyone can have a good time solving the hundreds of real-world problems algebra can help answer. Each module in this course is presented in a step-by-step way right on the computer screen. Hands-on labs make the numbers, graphs, and equations more real. The content in this course is tied to real world applications like sports, travel, business, and health. This course is designed to give students the skills and strategies to solve all kinds of mathematical problems. Students will also acquire the confidence needed to handle everything high school math has in store for them.  Algebra I is a foundation course meant to give students basic knowledge needed for future high school math courses.  This course is not NCAA eligible.",
            "title": "Essentials Algebra 1A",
            "excerpt": "Algebra I is the foundation\u2014the skills acquired in this course contain the basic knowledge needed for all future high school math courses. The material covered in this course is important, but everyone can do it. Anyone can have a good time solving the hundreds of real-world problems algebra can help answer. Each module in this...",
            "slug": "essentials-algebra-1a",
            "modified_timestamp": 1727719486,
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            "post_type": "courses",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
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        },
        {
            "id": 46632,
            "path": "\/course\/essentials-algebra-1b\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "Algebra I is the foundation\u2014the skills acquired in this course contain the basic knowledge needed for all future high school math courses. The material covered in this course is important, but everyone can do it. Anyone can have a good time solving the hundreds of real-world problems algebra can help answer. Each module in this course is presented in a step-by-step way right on the computer screen. Hands-on labs make the numbers, graphs, and equations more real. The content in this course is tied to real world applications like sports, travel, business, and health. This course is designed to give students the skills and strategies to solve all kinds of mathematical problems. Students will also acquire the confidence needed to handle everything high school math has in store for them.  Algebra I is a foundation course meant to give students basic knowledge needed for future high school math courses.  This course is not NCAA eligible.",
            "title": "Essentials Algebra 1B",
            "excerpt": "Algebra I is the foundation\u2014the skills acquired in this course contain the basic knowledge needed for all future high school math courses. The material covered in this course is important, but everyone can do it. Anyone can have a good time solving the hundreds of real-world problems algebra can help answer. Each module in this...",
            "slug": "essentials-algebra-1b",
            "modified_timestamp": 1727719486,
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            "post_type": "courses",
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            "content": "This course allows students to learn while having fun. Interactive examples help  guide students\u2019 journeys through customized feedback and praise. Mathematical concepts are applied to everyday occurrences such as earthquakes, stadium seating, and purchasing movie tickets. Students investigate the effects of an equation on its graph through the use of technology. Students have opportunities to work with their peers on specific lessons. This course is not NCAA eligible.",
            "title": "Essentials Algebra 2A",
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            "author_id": 21,
            "timestamp": 1727719482,
            "content": "This course allows students to learn while having fun. Interactive examples help  guide students\u2019 journeys through customized feedback and praise. Mathematical concepts are applied to everyday occurrences such as earthquakes, stadium seating, and purchasing movie tickets. Students investigate the effects of an equation on its graph through the use of technology. Students have opportunities to work with their peers on specific lessons. This course is not NCAA eligible.",
            "title": "Essentials Algebra 2B",
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            "id": 46635,
            "path": "\/course\/essentials-geometry-a\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "Geometry is everywhere, not just in pyramids. Engineers use geometry to build  highways and bridges. Artists use geometry to create perspective in their paintings, and mapmakers help travelers find things using the points located on a geometric grid. Throughout this course, students travel a mathematical highway illuminated by spatial relationships, reasoning, connections, and problem solving. This course is not NCAA eligible.",
            "title": "Essentials Geometry A",
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            "id": 46636,
            "path": "\/course\/essentials-geometry-b\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "Geometry is everywhere, not just in pyramids. Engineers use geometry to build  highways and bridges. Artists use geometry to create perspective in their paintings, and mapmakers help travelers find things using the points located on a geometric grid. Throughout this course, students travel a mathematical highway illuminated by spatial relationships, reasoning, connections, and problem solving.This course is not NCAA eligible.",
            "title": "Essentials Geometry B",
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            "id": 46637,
            "path": "\/course\/essentials-biology-a\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "This Biology course is designed to give students a fundamental look at the characteristics of living organisms and their environment. Students will be introduced to the structure, function, diversity and evolution of living matter. The course provides scientific inquiry and discovery by incorporating hands on labs and a variety of web-based activities that engage the student in their study of the biological life that surrounds us all. This course is not NCAA eligible.",
            "title": "Essentials Biology A",
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            "path": "\/course\/essentials-biology-b\/",
            "author_id": 21,
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            "content": "This Biology course is designed to give students a fundamental look at the characteristics of living organisms and their environment. Students will be introduced to the structure, function, diversity and evolution of living matter. The course provides scientific inquiry and discovery by incorporating hands on labs and a variety of web-based activities that engage the student in their study of the biological life that surrounds us all. This course is not NCAA eligible.",
            "title": "Essentials Biology B",
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            "path": "\/course\/essentials-chemistry-a\/",
            "author_id": 21,
            "timestamp": 1727719482,
            "content": "This is an interactive 21st century course focusing on a variety of topics including; the composition and structure of materials and the changes they undergo. Utilizing technology and foundational scientific inquiry, students explore how chemistry impacts the world around them and in their everyday life. This course provides students with the opportunity to gain scientific knowledge by planning investigations, making observations, collecting and analyzing data, performing peer reviews, and collaborating with other students. This course is not NCAA eligible.",
            "title": "Essentials Chemistry A",
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            "timestamp": 1727719461,
            "content": "This is the first course of a two-course sequence. The purpose of U.S. history instruction is to foster civic-mindedness, global awareness, and social responsibility. Historical knowledge can empower the development of American citizenship values, active participation, and informed decision-making based on critical inquiry and analysis.. Assignments include short-form free response essays, primary document analysis, and investigative projects. Students will develop social studies-specific skills, including chronological reasoning, historical interpretation of perspective, inquiry, causal thinking, and argumentation.",
            "title": "U.S. History and Geography A",
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            "content": "This is the second course of a two-course sequence. The purpose of U.S. history instruction is to foster civic-mindedness, global awareness, and social responsibility. Historical knowledge can empower the development of American citizenship values, active participation, and informed decision-making based on critical inquiry and analysis. Assignments include short-form free response essays, primary document analysis, and investigative projects. Students will develop social studies-specific skills, including chronological reasoning, historical interpretation of perspective, inquiry, causal thinking, and argumentation.",
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            "timestamp": 1727719461,
            "content": "This course is the first course of a two-course sequence offering a comparative study of how and why economic, social, political and intellectual factors shaped and defined the history of Western and non-Western civilizations in the ancient, medieval, and early modern eras. This course also incorporates a geographical perspective to help students visualize, comprehend, and ask questions about why the human and physical systems occur in particular patterns and combinations, where they are on Earth\u2019s surface, why they are there, and the consequences for people and the environment. This course has been designed to align with the principles of the State of Michigan\u2019s High School Social Studies Content Standards and Expectations.",
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            "path": "\/course\/world-history-and-geography-b\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "This course is the second course of a two-course sequence offering a comparative study of how and why selected economic, social, political, and intellectual revolutions of the modern world have transformed and shaped contemporary European and non-Western cultures. This course also incorporates a geographical perspective to help students visualize, comprehend, and ask questions about why the human and physical systems occur in particular patterns and combinations, where they are on Earth\u2019s surface, why they are there, and the consequences for people and the environment. This course has been designed to align with the principles of the State of Michigan\u2019s High School Social Studies Content Standards and Expectations and the Common Core State Standards.",
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        {
            "id": 46574,
            "path": "\/course\/guitar-1a\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "Have you ever dreamed of playing the guitar? Whether you love music, want to play guitar for your family and friends, or desire to be a music star, this course is a great place to start. No prior music experience is needed. You will learn the fundamentals of music and the basic skills necessary to play a wide variety of music styles. Student guides, Carlos and Ariel, will guide you through each step of this journey towards becoming a skilled guitarist and musician. This course can be used as a performing\/fine arts credit to meet the art requirement for high school graduation.",
            "title": "Guitar 1A",
            "excerpt": "Have you ever dreamed of playing the guitar? Whether you love music, want to play guitar for your family and friends, or desire to be a music star, this course is a great place to start. No prior music experience is needed. You will learn the fundamentals of music and the basic skills necessary to...",
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        },
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            "id": 46581,
            "path": "\/course\/visual-art-comprehension-i\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "Building on the educational outcomes of Visual Arts in elementary and middle school education, high school art prepares students for personal development in the arts, the construction of a body of work that may be instrumental in admission to higher education and professional development. The Visual Arts\/Comprehensive I course introduces art history, art criticism, aesthetic judgment and studio production. Emphasizes the ability to understand and use elements and principles of design through a variety of media, processes and visual resources. Explores master artworks for historical and cultural significance.",
            "title": "Visual Art Comprehension I",
            "excerpt": "Building on the educational outcomes of Visual Arts in elementary and middle school education, high school art prepares students for personal development in the arts, the construction of a body of work that may be instrumental in admission to higher education and professional development. The Visual Arts\/Comprehensive I course introduces art history, art criticism, aesthetic...",
            "slug": "visual-art-comprehension-i",
            "modified_timestamp": 1727719466,
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                727,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Visual &amp; Performing Arts",
            "sls_school_level": "High School",
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        },
        {
            "id": 46582,
            "path": "\/course\/japanese-1a\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "This is the first course in a two-course sequence and focuses on the most widely used Japanese syllabic writing system (Hiragana) and greetings and phrases used in everyday communication and contemporary Japanese cultures. Lessons are built upon familiar topics such as self, family, school, and friends to provide meaningful contexts to develop everyday conversation skills. Each lesson is designed to help students learn Hiragana gradually through decoding words and reading to speak conversational expressions. The course includes audio and video learning objects to demonstrate native Japanese speaker's pronunciation, which supports students in building their interpersonal and interpretive fluency in Japanese. This course targets the Novice Level of MI World Language Standards and Benchmarks.",
            "title": "Japanese 1A",
            "excerpt": "This is the first course in a two-course sequence and focuses on the most widely used Japanese syllabic writing system (Hiragana) and greetings and phrases used in everyday communication and contemporary Japanese cultures. Lessons are built upon familiar topics such as self, family, school, and friends to provide meaningful contexts to develop everyday conversation skills....",
            "slug": "japanese-1a",
            "modified_timestamp": 1727719466,
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 46583,
            "path": "\/course\/german-1a\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "German 1A is the first semester of a two-semester course. In German 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and their immediate environment. Students will learn to introduce themselves, share some basic personal information, talk about their family and friends, discuss what they like to do for fun, and describe their daily routine at home and school. The class takes a proficiency-based approach, which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is put on German-speaking cultures around the world, with grammar being learned implicitly through input and meaning-based activities. Throughout the 4 Modules, each containing 3 units, students\u2019 language learning is guided by Can Do statements which focus on specific language abilities, such as \"I can greet others and introduce myself.\"",
            "title": "German 1A",
            "excerpt": "German 1A is the first semester of a two-semester course. In German 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and their immediate environment. Students will learn to introduce themselves, share some basic personal information, talk about their family and friends, discuss what they like to do...",
            "slug": "german-1a",
            "modified_timestamp": 1727719467,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 46584,
            "path": "\/course\/french-1a\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "In French 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and the world around them. The theme for the course is Ma vie (My Life). Students will learn to introduce themselves, share some basic personal information, talk about their family and friends, discuss what they like to do for fun, and describe their daily routine at home and school. Throughout the course, students will follow along on the fictional journey of three students learning French, seeing them in school, at home, and in other parts of their daily lives.    French 1A is the first semester of a two-semester course. The class takes a proficiency-based approach, which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities.",
            "title": "French 1A",
            "excerpt": "In French 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and the world around them. The theme for the course is Ma vie (My Life). Students will learn to introduce themselves, share some basic personal information, talk about their family and friends, discuss what they like to...",
            "slug": "french-1a",
            "modified_timestamp": 1727719468,
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            "post_type": "courses",
            "presenter_0_name": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 46585,
            "path": "\/course\/geometry-a\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "This course addresses Common Core standards and is designed to cover Semester 1 of High School Geometry for students following the Traditional Pathway of Algebra I, Geometry, and Algebra II in that order. The course is generally taken during the second year of high school. Of the six Common Core units for High School Geometry, this course will cover Common Core Unit 1: Congruence, Proof, and Constructions and from Unit 2: Similarity, Proof and Trigonometry will cover Similarity and Proof.",
            "title": "Geometry A",
            "excerpt": "This course addresses Common Core standards and is designed to cover Semester 1 of High School Geometry for students following the Traditional Pathway of Algebra I, Geometry, and Algebra II in that order. The course is generally taken during the second year of high school. Of the six Common Core units for High School Geometry,...",
            "slug": "geometry-a",
            "modified_timestamp": 1727719469,
            "term_ids": [
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            "post_type": "courses",
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            "job_title": "",
            "profile_picture": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
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            "email": "",
            "ncaa_approval": "approved",
            "delivery_format": "plus",
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            "thumbnails": {
                "full": ""
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        },
        {
            "id": 46590,
            "path": "\/course\/personal-fitness\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "This course is designed to assist students in developing motor skills, knowledge, and behaviors for healthy active living, physical fitness, sportsmanship, self-efficacy, and emotional intelligence. Topics include cardiovascular, muscular, nutritional, mental, and emotional fitness. In addition, students will assess their own levels of fitness, set fitness goals, and learn strategies for meeting those goals. Throughout the course, students will keep a fitness journal to track their progress toward their goals.",
            "title": "Personal Fitness",
            "excerpt": "This course is designed to assist students in developing motor skills, knowledge, and behaviors for healthy active living, physical fitness, sportsmanship, self-efficacy, and emotional intelligence. Topics include cardiovascular, muscular, nutritional, mental, and emotional fitness. In addition, students will assess their own levels of fitness, set fitness goals, and learn strategies for meeting those goals. Throughout...",
            "slug": "personal-fitness",
            "modified_timestamp": 1727719470,
            "term_ids": [
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                18574,
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            "post_type": "courses",
            "presenter_0_name": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Health &amp; Physical Education",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "email": "",
            "ncaa_approval": "not-applicable",
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                "full": ""
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        },
        {
            "id": 46591,
            "path": "\/course\/french-1b\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "In French 1B, students will continue their language learning journey by exploring the French-speaking world. Students will use the language to learn about the cultural practices and products of France while independently conducting research on another French-speaking location of their choice. Throughout the course, students will follow the fictional journey of three students and their teacher, as they themselves explore and share they\u2019ve learned about French-speaking cultures.  French 1B is the second semester of a two-semester course. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities.",
            "title": "French 1B",
            "excerpt": "In French 1B, students will continue their language learning journey by exploring the French-speaking world. Students will use the language to learn about the cultural practices and products of France while independently conducting research on another French-speaking location of their choice. Throughout the course, students will follow the fictional journey of three students and their...",
            "slug": "french-1b",
            "modified_timestamp": 1727719471,
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "ncaa_approval": "approved",
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        },
        {
            "id": 46593,
            "path": "\/course\/german-1b\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "German 1B is the second semester of a two-semester course. In German 1B, students will continue their language-learning journey by gaining the skills needed to talk about themselves, their immediate environment, and German-speaking communities. Students will learn to share some basic personal information about topics including healthy eating habits, family traditions, and pop culture preferences. In addition, students will gather information about a German-speaking community and use this information for a presentation. To prepare for this students will gain the skills necessary to discuss culture, geography, and governments. The class takes a proficiency-based approach, which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is put on German-speaking cultures around the world, with grammar being learned implicitly through input and meaning-based activities. Throughout the 4 Modules, each containing 3 units, students\u2019 language learning is guided by Can Do statements which focus on specific language abilities, such as \"I can greet others and introduce myself.\"",
            "title": "German 1B",
            "excerpt": "German 1B is the second semester of a two-semester course. In German 1B, students will continue their language-learning journey by gaining the skills needed to talk about themselves, their immediate environment, and German-speaking communities. Students will learn to share some basic personal information about topics including healthy eating habits, family traditions, and pop culture preferences....",
            "slug": "german-1b",
            "modified_timestamp": 1727719472,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 46594,
            "path": "\/course\/french-2a\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "French 2A is the first semester of a two-semester course, which builds on the foundation of language skills acquired in French 1A and 1B. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities.",
            "title": "French 2A",
            "excerpt": "French 2A is the first semester of a two-semester course, which builds on the foundation of language skills acquired in French 1A and 1B. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language...",
            "slug": "french-2a",
            "modified_timestamp": 1727719473,
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                727,
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            "post_type": "courses",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 46596,
            "path": "\/course\/german-2a\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "German 2A is the first semester of a two-semester course, which builds on the foundation of language skills acquired in German 1A and 1B. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities.",
            "title": "German 2A",
            "excerpt": "German 2A is the first semester of a two-semester course, which builds on the foundation of language skills acquired in German 1A and 1B. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language...",
            "slug": "german-2a",
            "modified_timestamp": 1727719474,
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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            }
        },
        {
            "id": 46598,
            "path": "\/course\/geometry-b\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "This course addresses Common Core standards and is designed to cover Semester 2 of High School Geometry for students following the Traditional Pathway of Algebra I, Geometry, and Algebra II in that order. The course is generally taken during the second year of high school. Of the six Common Core units for High School Geometry, this course will cover Common Core Unit 3: Extending to Three Dimensions, Unit 4: Connecting Algebra and Geometry through Coordinates, and Unit 5: Circles With and Without Coordinates. Application of geometric concepts in modeling situations will be presented throughout the course.",
            "title": "Geometry B",
            "excerpt": "This course addresses Common Core standards and is designed to cover Semester 2 of High School Geometry for students following the Traditional Pathway of Algebra I, Geometry, and Algebra II in that order. The course is generally taken during the second year of high school. Of the six Common Core units for High School Geometry,...",
            "slug": "geometry-b",
            "modified_timestamp": 1727719475,
            "term_ids": [
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                18573,
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            "post_type": "courses",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "ncaa_approval": "approved",
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        },
        {
            "id": 46603,
            "path": "\/course\/french-2b\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "French 2B is the second semester of a two-semester course, which builds on the foundation of language skills acquired in French 1A - 2A. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities.",
            "title": "French 2B",
            "excerpt": "French 2B is the second semester of a two-semester course, which builds on the foundation of language skills acquired in French 1A &#8211; 2A. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language...",
            "slug": "french-2b",
            "modified_timestamp": 1727719476,
            "term_ids": [
                727,
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                18573,
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                18597
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2, (24-25) Trimester 3",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
            "webinar_category": "",
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        },
        {
            "id": 46604,
            "path": "\/course\/german-2b\/",
            "author_id": 21,
            "timestamp": 1727719461,
            "content": "German 2B is the second semester of a two-semester course. In German 2B, students will continue their language-learning journey by gaining the skills needed to talk about themselves, their immediate environment, and German-speaking communities. Students will learn to share some basic personal information about topics including their communities, culture, spending habits, and future career plans. This course culminates with students presenting information about themselves. To prepare for this, students will write short texts about themselves and work toward their final presentation throughout the course. The class takes a proficiency-based approach, which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners.",
            "title": "German 2B",
            "excerpt": "German 2B is the second semester of a two-semester course. In German 2B, students will continue their language-learning journey by gaining the skills needed to talk about themselves, their immediate environment, and German-speaking communities. Students will learn to share some basic personal information about topics including their communities, culture, spending habits, and future career plans....",
            "slug": "german-2b",
            "modified_timestamp": 1727719477,
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2, (24-25) Trimester 3",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 46496,
            "path": "\/course\/entrepreneurship\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "Ever wonder what it takes to own your own business, be your own boss and write your own paycheck? Entrepreneurship helps students examine their readiness and passion for such an undertaking. Students will learn what entrepreneurship is all about, develop a business idea, conduct a feasibility analysis, identify their primary customer, learn about financing a business and write a business plan. They will also learn about how to manage their business, including the hiring process, operations, inventory controls and production management. The final step will be developing their strategic plan for the future to help bring their entrepreneurial dreams to reality.",
            "title": "Entrepreneurship",
            "excerpt": "Ever wonder what it takes to own your own business, be your own boss and write your own paycheck? Entrepreneurship helps students examine their readiness and passion for such an undertaking. Students will learn what entrepreneurship is all about, develop a business idea, conduct a feasibility analysis, identify their primary customer, learn about financing a...",
            "slug": "entrepreneurship",
            "modified_timestamp": 1727719448,
            "term_ids": [
                727,
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                18570,
                18571,
                18572,
                18573,
                18586,
                18587,
                18588,
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Other",
            "sls_school_level": "High School",
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        },
        {
            "id": 46498,
            "path": "\/course\/forensic-science\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "This course provides students with a basic introduction to the field of forensic science. Students will discover the various roles and responsibilities associated with a career in forensics. Students will learn basic crime scene analysis skills used by investigators in both the field and lab. In addition, students will be given an overview of the various forms of evidence left by criminals at the scene of the crime as well as the opportunity to apply this knowledge to hypothetical situations. Special focus will be placed on real world application of the knowledge presented to allow students a chance to experience some of what forensic scientists experience on a daily basis. Please note: In some lessons, students will be asked to use household items to recreate the content in the lesson. In such cases, multiple options will be available in an attempt to accommodate the diverse situations of our students. Some examples of materials that may be needed could include but are not limited to, modeling clay, tape, hand tools, etc. Additionally, since this is an online course, students may be asked to provide documentation of their work to ensure authenticity. Typically, this is accomplished by having students provide a digital image of their work. Therefore, students will need to have access to a camera or some form of image capturing device (cell phone, webcam, etc.). Graphic content notification: Due to the nature of this course, some content may be disturbing to some students. Images of dead and decaying bodies, as well as content that involves murder cases, drug overdoses, and sexual assault, will be addressed.",
            "title": "Forensic Science",
            "excerpt": "This course provides students with a basic introduction to the field of forensic science. Students will discover the various roles and responsibilities associated with a career in forensics. Students will learn basic crime scene analysis skills used by investigators in both the field and lab. In addition, students will be given an overview of the...",
            "slug": "forensic-science",
            "modified_timestamp": 1727719449,
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                727,
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                18573,
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            "post_type": "courses",
            "presenter_0_name": "",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Science",
            "sls_school_level": "High School",
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            "email": "",
            "ncaa_approval": "approved",
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            "presenter_1_name": "",
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        },
        {
            "id": 46499,
            "path": "\/course\/foundations-of-programming-a\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "This is the first segment of a year-long course.  Do you want to learn the skills required to be competitive in today\u2019s high tech workforce? Foundations of Programming (FoP) will teach students the fundamentals of programming using the computer language Python. The course provides students with the concepts, techniques, and processes associated with computer programming and software development. Students will also explore the many programming career opportunities available in this high-demand field. This course is part of a program of study that provides coherent and rigorous content needed for progression in the Information Technology career cluster.",
            "title": "Foundations of Programming A",
            "excerpt": "This is the first segment of a year-long course. Do you want to learn the skills required to be competitive in today\u2019s high tech workforce? Foundations of Programming (FoP) will teach students the fundamentals of programming using the computer language Python. The course provides students with the concepts, techniques, and processes associated with computer programming...",
            "slug": "foundations-of-programming-a",
            "modified_timestamp": 1727719450,
            "term_ids": [
                727,
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "email": "",
            "ncaa_approval": "not-applicable",
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            "thumbnails": {
                "full": ""
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        },
        {
            "id": 46500,
            "path": "\/course\/foundations-of-programming-b\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "This is the second segment of a year-long course.  Do you want to learn the skills required to be competitive in today\u2019s high tech workforce? Foundations of Programming (FoP) will teach students the fundamentals of programming using the computer language Python. The course provides students with the concepts, techniques, and processes associated with computer programming and software development. Students will also explore the many programming career opportunities available in this high-demand field. This course is part of a program of study that provides coherent and rigorous content needed for progression in the Information Technology career cluster.",
            "title": "Foundations of Programming B",
            "excerpt": "This is the second segment of a year-long course. Do you want to learn the skills required to be competitive in today\u2019s high tech workforce? Foundations of Programming (FoP) will teach students the fundamentals of programming using the computer language Python. The course provides students with the concepts, techniques, and processes associated with computer programming...",
            "slug": "foundations-of-programming-b",
            "modified_timestamp": 1727719450,
            "term_ids": [
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "ncaa_approval": "not-applicable",
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        },
        {
            "id": 46531,
            "path": "\/course\/mathematics-in-the-workplace\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "This applied math skills course is designed to introduce students to the basic math skills required for employment in Michigan\u2019s 6 Career Pathways. Students will refresh their basic math skills related to concepts such as quantity, money, time, measurement, proportions and percentages, and averages, and apply these skills to solve real-life, mathematical word problems. In addition, students will explore sample careers in each of the six Michigan Career Pathways and complete scenario-based, workplace problems. Students will also research required workplace math skills for careers they are interested in and present their findings to their classmates.",
            "title": "Mathematics in the Workplace",
            "excerpt": "This applied math skills course is designed to introduce students to the basic math skills required for employment in Michigan\u2019s 6 Career Pathways. Students will refresh their basic math skills related to concepts such as quantity, money, time, measurement, proportions and percentages, and averages, and apply these skills to solve real-life, mathematical word problems. In...",
            "slug": "mathematics-in-the-workplace",
            "modified_timestamp": 1727719452,
            "term_ids": [
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                18573,
                18574,
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            "post_type": "courses",
            "presenter_0_name": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
            "webinar_category": "",
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            "email": "",
            "ncaa_approval": "not-approved",
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        },
        {
            "id": 46559,
            "path": "\/course\/spanish-3a\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "This course is the first semester is a full year of Spanish III. In Spanish 3, students will meet and accompany four teens of Hispanic backgrounds as they learn about and travel to several Spanish speaking countries. In this course, they will have many opportunities to use the Spanish they already know as well as opportunities to expand their vocabulary, their knowledge of grammar and their experiences with Spanish speaking countries. The purpose of this course is to provide the students with many experiences where they can use their Spanish. Completely immersed in Spanish, they will speak, listen, read, write, and collaborate with other students in this course. They will also gain knowledge and perspectives about Spanish speaking countries and from Spanish speaking people.",
            "title": "Spanish 3A",
            "excerpt": "This course is the first semester is a full year of Spanish III. In Spanish 3, students will meet and accompany four teens of Hispanic backgrounds as they learn about and travel to several Spanish speaking countries. In this course, they will have many opportunities to use the Spanish they already know as well as...",
            "slug": "spanish-3a",
            "modified_timestamp": 1727719453,
            "term_ids": [
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            "post_type": "courses",
            "presenter_0_name": "",
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            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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            "ncaa_approval": "approved",
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            "thumbnails": {
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        },
        {
            "id": 46560,
            "path": "\/course\/spanish-3b\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "This course is the second semester is a full year of Spanish III. In Spanish 3, students will meet and accompany four teens of Hispanic backgrounds as they learn about and travel to several Spanish speaking countries. In this course, they will have many opportunities to use the Spanish they already know as well as opportunities to expand their vocabulary, their knowledge of grammar and their experiences with Spanish speaking countries. The purpose of this course is to provide the students with many experiences where they can use their Spanish. Completely immersed in Spanish, they will speak, listen, read, write, and collaborate with other students in this course. They will also gain knowledge and perspectives about Spanish speaking countries and from Spanish speaking people.",
            "title": "Spanish 3B",
            "excerpt": "This course is the second semester is a full year of Spanish III. In Spanish 3, students will meet and accompany four teens of Hispanic backgrounds as they learn about and travel to several Spanish speaking countries. In this course, they will have many opportunities to use the Spanish they already know as well as...",
            "slug": "spanish-3b",
            "modified_timestamp": 1727719453,
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            "post_type": "courses",
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            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 46561,
            "path": "\/course\/spanish-4a\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "This is the first semester of a two semester course in Spanish 4.The main objective of the Spanish IV course is to develop students\u2019 interpersonal communication skills in Spanish. The fundamental objective is for the students to achieve a high level of ability in listening, speaking, reading and writing. In this course students develop a strong command of the Spanish language, with proficiency in integrating language skills and synthesizing written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice, and aural comprehension skills through quality, authentic, and level-appropriate audio and video recordings. This objective is achieved through highly engaging course content and interactive simulations, which give students ample opportunities throughout the course to integrate reading, writing, and speaking. Students are exposed to literature, historical and current events of Spanish-speaking countries through authentic newspapers and magazines, music, movie, radio and television productions, literary texts, and virtual visits online. Students will also use Spanish to access information and to compare and contrast cultural elements of Spanish-speaking countries with their own.",
            "title": "Spanish 4A",
            "excerpt": "This is the first semester of a two semester course in Spanish 4.The main objective of the Spanish IV course is to develop students\u2019 interpersonal communication skills in Spanish. The fundamental objective is for the students to achieve a high level of ability in listening, speaking, reading and writing. In this course students develop a...",
            "slug": "spanish-4a",
            "modified_timestamp": 1727719454,
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 46562,
            "path": "\/course\/spanish-4b\/",
            "author_id": 21,
            "timestamp": 1727719448,
            "content": "This is the second semester of a two semester course in Spanish 4.The main objective of the Spanish IV course is to develop students\u2019 interpersonal communication skills in Spanish. The fundamental objective is for the students to achieve a high level of ability in listening, speaking, reading and writing. In this course students develop a strong command of the Spanish language, with proficiency in integrating language skills and synthesizing written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice, and aural comprehension skills through quality, authentic, and level-appropriate audio and video recordings. This objective is achieved through highly engaging course content and interactive simulations, which give students ample opportunities throughout the course to integrate reading, writing, and speaking. Students are exposed to literature, historical and current events of Spanish-speaking countries through authentic newspapers and magazines, music, movie, radio and television productions, literary texts, and virtual visits online. Students will also use Spanish to access information and to compare and contrast cultural elements of Spanish-speaking countries with their own.",
            "title": "Spanish 4B",
            "excerpt": "This is the second semester of a two semester course in Spanish 4.The main objective of the Spanish IV course is to develop students\u2019 interpersonal communication skills in Spanish. The fundamental objective is for the students to achieve a high level of ability in listening, speaking, reading and writing. In this course students develop a...",
            "slug": "spanish-4b",
            "modified_timestamp": 1727719455,
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            "post_type": "courses",
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            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
            "webinar_category": "",
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        },
        {
            "id": 46469,
            "path": "\/course\/astronomy\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "Astronomy provides a broad overview of all topics in astronomy for the beginner. The course provides a foundation to the science of astronomy including motions in the night sky and the tools of modern astronomy. It contains the most up-to-date science about our solar system, stars and galaxies. Astronomy also explores the exciting prospects for future discovery in astronomy including life in the universe and the mysteries that continue to perplex astronomers. The course provides an engaging combination of videos, interactive media, photo galleries and readings so that students can explore the content in a variety of ways.",
            "title": "Astronomy",
            "excerpt": "Astronomy provides a broad overview of all topics in astronomy for the beginner. The course provides a foundation to the science of astronomy including motions in the night sky and the tools of modern astronomy. It contains the most up-to-date science about our solar system, stars and galaxies. Astronomy also explores the exciting prospects for...",
            "slug": "astronomy",
            "modified_timestamp": 1727719433,
            "term_ids": [
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Science",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
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            "email": "",
            "ncaa_approval": "approved",
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        },
        {
            "id": 46470,
            "path": "\/course\/british-literature-a-english-11-12\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "This is the first course in a two-course sequence. In this course students will read engaging works and explore topics of interest as they develop their reading, writing, and speaking skills. Students will use essential questions to focus on a topic for each unit, such as Transformation of Language and Informed Decision Making.",
            "title": "British Literature A - English 11-12",
            "excerpt": "This is the first course in a two-course sequence. In this course students will read engaging works and explore topics of interest as they develop their reading, writing, and speaking skills. Students will use essential questions to focus on a topic for each unit, such as Transformation of Language and Informed Decision Making.",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
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            "id": 46472,
            "path": "\/course\/business-ethics\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "Sometimes choices between right and wrong are obvious. But what happens when you\u2019re faced with a situation that\u2019s not so clear-cut? In this course, students will learn to anticipate and address ethical dilemmas that come up in a business setting. They will examine how humans have understood ethics over the years and what matters most in the business world today. Students will investigate actual scenarios and apply all they\u2019ve learned to addressing these complicated ethical dilemmas. By the end, students will have developed their ability to work through challenging situations using their own moral imagination. Students will also have a variety of role models, lessons learned from ethical scandals, and ethical skills to draw upon when they face these challenges in real life.",
            "title": "Business Ethics",
            "excerpt": "Sometimes choices between right and wrong are obvious. But what happens when you\u2019re faced with a situation that\u2019s not so clear-cut? In this course, students will learn to anticipate and address ethical dilemmas that come up in a business setting. They will examine how humans have understood ethics over the years and what matters most...",
            "slug": "business-ethics",
            "modified_timestamp": 1727719436,
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Other",
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        {
            "id": 46473,
            "path": "\/course\/career-planning\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "This course provides a basic overview of career planning concepts. It gives students the opportunity to learn about, explore and reflect on various career opportunities based on Michigan\u2019s six Career Pathways.",
            "title": "Career Planning",
            "excerpt": "This course provides a basic overview of career planning concepts. It gives students the opportunity to learn about, explore and reflect on various career opportunities based on Michigan\u2019s six Career Pathways.",
            "slug": "career-planning",
            "modified_timestamp": 1727719437,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Other",
            "sls_school_level": "High School",
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            "ncaa_approval": "not-applicable",
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            "id": 46474,
            "path": "\/course\/careers-find-your-future\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "This course is designed to guide students through the process of exploring and choosing potential career pathways. Students will engage in self-exploration activities such as skills and interests assessments and apply what they learn to the process of choosing a career. Course features include an exploration of post-secondary educational options and requirements, informational interview and job shadowing experiences, as well as problem solving and goal setting activities. This student-centered course focuses on helping students get to know themselves so they can find the future that\u2019s right for them! Instead of a final exam, students will complete an end-of-course project. To complete this project students will use the assignments in each unit to help them begin to develop an Educational Development Plan (EDP). An Educational Development Plan is designed to help students identify their career and educational goals as they relate to academic requirements. An EDP is a way for students to document their progress toward career and educational goals. If students have already started an EDP at their schools, they can use this final project to update it with the most current information about their career and educational goals.",
            "title": "Careers - Find Your Future",
            "excerpt": "This course is designed to guide students through the process of exploring and choosing potential career pathways. Students will engage in self-exploration activities such as skills and interests assessments and apply what they learn to the process of choosing a career. Course features include an exploration of post-secondary educational options and requirements, informational interview and...",
            "slug": "careers-find-your-future",
            "modified_timestamp": 1727719438,
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Other",
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        },
        {
            "id": 46477,
            "path": "\/course\/civics\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "This one-semester course prepares students for informed and responsible participation as citizens in the American representative system. Students deepen their awareness of the values expressed in the Declaration of Independence, the Constitution, and other foundational documents of the United States. Students learn the purposes and structures of government within the American federal system. Students gain a deeper understanding of the role of the United States in its relations with other nations. Students also learn how citizens exert influence on public affairs and decisions. By participating in this course, students are better prepared to exercise the rights and responsibilities of American citizenship.",
            "title": "Civics",
            "excerpt": "This one-semester course prepares students for informed and responsible participation as citizens in the American representative system. Students deepen their awareness of the values expressed in the Declaration of Independence, the Constitution, and other foundational documents of the United States. Students learn the purposes and structures of government within the American federal system. Students gain...",
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            "modified_timestamp": 1727719439,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Social Studies",
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        {
            "id": 46480,
            "path": "\/course\/criminology\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "Criminology isn\u2019t about solving cases and catching perpetrators. Criminologists work to understand why crime happens in the first place. They also focus on how to prevent and address crime. As you go through this course, you\u2019ll be given a series of challenging situations that need the mindset of a criminologist to navigate successfully. The course will encourage you to analyze a range of criminal acts, from shoplifting to hate crimes. By the end, you\u2019ll have an opportunity to envision alternative strategies for dealing with crime in our society and in your own school environment in particular.",
            "title": "Criminology",
            "excerpt": "Criminology isn\u2019t about solving cases and catching perpetrators. Criminologists work to understand why crime happens in the first place. They also focus on how to prevent and address crime. As you go through this course, you\u2019ll be given a series of challenging situations that need the mindset of a criminologist to navigate successfully. The course...",
            "slug": "criminology",
            "modified_timestamp": 1727719440,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Social Studies",
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        {
            "id": 46492,
            "path": "\/course\/english-10a\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "This is the first course in a two-course sequence. Students will read engaging works of literature and explore topics of interest as they develop their reading, writing and speaking skills. Students will complete two sets of units that focus on narrative writing and argumentative writing.",
            "title": "English 10A",
            "excerpt": "This is the first course in a two-course sequence. Students will read engaging works of literature and explore topics of interest as they develop their reading, writing and speaking skills. Students will complete two sets of units that focus on narrative writing and argumentative writing.",
            "slug": "english-10a",
            "modified_timestamp": 1727719441,
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            "post_type": "courses",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
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        {
            "id": 46493,
            "path": "\/course\/english-10b\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "This is the second course in a two-course sequence. In this course students will read engaging works and explore topics of interest as they develop their reading, writing, and speaking skills. Students will use essential questions to focus on a topic for each unit. The course is aligned to the Common Core Standards.",
            "title": "English 10B",
            "excerpt": "This is the second course in a two-course sequence. In this course students will read engaging works and explore topics of interest as they develop their reading, writing, and speaking skills. Students will use essential questions to focus on a topic for each unit. The course is aligned to the Common Core Standards.",
            "slug": "english-10b",
            "modified_timestamp": 1727719441,
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "English Language Arts",
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        {
            "id": 46494,
            "path": "\/course\/english-9a\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "This is the first course in a two-course sequence. As students progress through the course, they will explore two main themes, \u201cCourage\u201d and \u201cChoice\u201d, and address essential questions while reading a variety of works. Students will read novels, short stories and informational texts, engage in poetry analysis, view informational videos and write for various purposes. Larger writing assignments include a research project and a narrative essay. As a supplement to these writing assignments, students will partake in grammar challenges where they learn about grammar concepts and develop a mastery of their use. In addition to building their writing skills, students will learn several reading strategies such as how to use graphic organizers to extract important information and summarize to monitor comprehension. Furthermore, students will explore several rhetorical devices and strategies like symbolism, figurative language, theme, setting and more.",
            "title": "English 9A",
            "excerpt": "This is the first course in a two-course sequence. As students progress through the course, they will explore two main themes, \u201cCourage\u201d and \u201cChoice\u201d, and address essential questions while reading a variety of works. Students will read novels, short stories and informational texts, engage in poetry analysis, view informational videos and write for various purposes....",
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            "modified_timestamp": 1727719442,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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        },
        {
            "id": 46495,
            "path": "\/course\/english-9b\/",
            "author_id": 21,
            "timestamp": 1727719433,
            "content": "This is the second course in a two-course sequence. The two major themes for this semester are \u201cSurvival\u201d and \u201cDiscovery.\u201d As students progress through these themes, they will address several essential questions related to these themes while reading a variety of works. In addition to major works, students will read short stories and informational texts, engage in poetry analysis, view informational videos, and write for various purposes. Some of the larger writing assignments include a research project and a narrative essay. As a supplement to these writing assignments, students will partake in grammar challenges where they learn about grammar concepts and develop a mastery of their use. In addition to building their writing skills, students will learn several reading strategies such as how to use graphic organizers to extract important information and summarize to monitor comprehension. Furthermore, students will explore several rhetorical devices and strategies like characterization, allusion, word choice and diction, setting, and more.",
            "title": "English 9B",
            "excerpt": "This is the second course in a two-course sequence. The two major themes for this semester are \u201cSurvival\u201d and \u201cDiscovery.\u201d As students progress through these themes, they will address several essential questions related to these themes while reading a variety of works. In addition to major works, students will read short stories and informational texts,...",
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            "modified_timestamp": 1727719443,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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        },
        {
            "id": 46416,
            "path": "\/course\/algebra-1a\/",
            "author_id": 21,
            "timestamp": 1727719424,
            "content": "This course is the first in a two-course sequence. In the course, students will learn about algebraic concepts such as integers, linear equations, inequalities and factoring. As students work through each interactive lesson, they will have the opportunity to complete several self-check activities and journal entries. Ultimately, this course will assist students in developing fundamental algebraic skills that will allow them to use problem-solving strategies in real-world situations as well as using graphing technology to interpret, represent and communicate mathematical concepts.",
            "title": "Algebra 1A",
            "excerpt": "This course is the first in a two-course sequence. In the course, students will learn about algebraic concepts such as integers, linear equations, inequalities and factoring. As students work through each interactive lesson, they will have the opportunity to complete several self-check activities and journal entries. Ultimately, this course will assist students in developing fundamental...",
            "slug": "algebra-1a",
            "modified_timestamp": 1727719424,
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
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        },
        {
            "id": 46417,
            "path": "\/course\/algebra-1b\/",
            "author_id": 21,
            "timestamp": 1727719424,
            "content": "This course is the second in a two-course sequence. In the course, students will learn about algebraic concepts such as integers, linear equations, inequalities and factoring. As students work through each interactive lesson, they will have the opportunity to complete several self-check activities and journal entries. Ultimately, this course will assist students in developing fundamental algebraic skills that will allow them to use problem-solving strategies in real-world situations as well as using graphing technology to interpret, represent and communicate mathematical concepts.",
            "title": "Algebra 1B",
            "excerpt": "This course is the second in a two-course sequence. In the course, students will learn about algebraic concepts such as integers, linear equations, inequalities and factoring. As students work through each interactive lesson, they will have the opportunity to complete several self-check activities and journal entries. Ultimately, this course will assist students in developing fundamental...",
            "slug": "algebra-1b",
            "modified_timestamp": 1727719426,
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            "post_type": "courses",
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            "scech": "",
            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 3",
            "sls_subject": "Mathematics",
            "sls_school_level": "High School",
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        },
        {
            "id": 46418,
            "path": "\/course\/algebra-2a\/",
            "author_id": 21,
            "timestamp": 1727719424,
            "content": "This course is the first semester of a full year of Algebra 2. This CCSS-aligned course further develops students\u2019 understanding of algebraic functions and their applications. A major theme is the generalization of concepts and techniques from Algebra 1 and Geometry. Polynomial, exponential, logarithmic, rational and trigonometric functions are studied, and basic properties of complex numbers are introduced. Algebra 2A is the first semester in a two-semester course. In this semester, students will cover functions and polynomials, equations and inequalities, factoring and quadratics, conic sections, and radical and complex numbers.",
            "title": "Algebra 2A",
            "excerpt": "This course is the first semester of a full year of Algebra 2. This CCSS-aligned course further develops students\u2019 understanding of algebraic functions and their applications. A major theme is the generalization of concepts and techniques from Algebra 1 and Geometry. Polynomial, exponential, logarithmic, rational and trigonometric functions are studied, and basic properties of complex...",
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            "path": "\/course\/algebra-2b\/",
            "author_id": 21,
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            "content": "This CCSS-aligned course further develops students\u2019 understanding of algebraic functions and their applications. A major theme is the generalization of concepts and techniques from Algebra 1 and Geometry. Polynomial, exponential, logarithmic, rational and trigonometric functions are studied, and basic properties of complex numbers are introduced. Algebra 2B is the second semester in a two-semester course. In this semester, students will cover dividing and solving polynomials, rational expressions, exponential and logarithmic functions, sequences and series, and trigonometric functions, and probability and statistics.",
            "title": "Algebra 2B",
            "excerpt": "This CCSS-aligned course further develops students\u2019 understanding of algebraic functions and their applications. A major theme is the generalization of concepts and techniques from Algebra 1 and Geometry. Polynomial, exponential, logarithmic, rational and trigonometric functions are studied, and basic properties of complex numbers are introduced. Algebra 2B is the second semester in a two-semester course....",
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            "modified_timestamp": 1727719428,
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            "path": "\/course\/american-literature-a-english-11-12\/",
            "author_id": 21,
            "timestamp": 1727719424,
            "content": "This is the first course in a two-course sequence. Two major themes for this course are \u201cLeadership at Home\u201d and \u201cLeadership in Society.\u201d Students will address several essential questions related to these themes while reading a variety of works by American authors. In addition to major works, students will read short stories and informational texts, engage in poetry analysis, view informational videos, and write for various purposes. Larger writing assignments include an informative essay and a major research project. Students partake in grammar challenges where they learn about grammar concepts and develop a mastery of their use. In addition to building their writing skills, students learn several reading strategies such as how to use graphic organizers to extract important information, take Cornell notes for an informational text or during a lecture, and summarize to monitor comprehension. Furthermore, students will explore several rhetorical devices and strategies like symbolism, dialect, author\u2019s purpose, foreshadowing, persuasive devices, setting and more.",
            "title": "American Literature A - English 11-12",
            "excerpt": "This is the first course in a two-course sequence. Two major themes for this course are \u201cLeadership at Home\u201d and \u201cLeadership in Society.\u201d Students will address several essential questions related to these themes while reading a variety of works by American authors. In addition to major works, students will read short stories and informational texts,...",
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            "modified_timestamp": 1727719429,
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            "id": 46421,
            "path": "\/course\/american-literature-b-english-11-12\/",
            "author_id": 21,
            "timestamp": 1727719424,
            "content": "This is the second course in a two-course sequence and has been redesigned to align to the Common Core Standards. Two major themes for this semester are \u201cBecoming My Own Leader\u201d and \u201cLeading Others.\" Students will address several essential questions related to these themes while reading a variety of works by American authors. In addition to major works, students will read short stories and informational texts, engage in poetry analysis, view informational videos, and write for various purposes. Larger writing assignments include an argument essay, a narrative essay, and a business email. As a supplement to these assignments, students will partake in grammar challenges where they learn about grammar concepts and develop a mastery of their use. In addition to building their writing skills, students learn several reading strategies such as how to use graphic organizers to extract important information, take Cornell notes for an informational text or during a lecture, and summarize to monitor comprehension. Furthermore, students will explore several rhetorical devices and strategies like characterization, allusion, word choice and diction, setting, symbolism, point of view, and more.",
            "title": "American Literature B - English 11-12",
            "excerpt": "This is the second course in a two-course sequence and has been redesigned to align to the Common Core Standards. Two major themes for this semester are \u201cBecoming My Own Leader\u201d and \u201cLeading Others.&#8221; Students will address several essential questions related to these themes while reading a variety of works by American authors. In addition...",
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        {
            "id": 89351,
            "path": "\/research\/publications\/understanding-teacher-student-communication\/",
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            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"abstract\">Abstract<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Positive student-teacher interactions can serve as the basis for strong relationships, which may benefit academic outcomes for students. These relationships may be particularly pivotal early on in students\u2019 experience in a course. Understanding teachers\u2019 beliefs and behaviors surrounding communication and relationship-building can help ensure alignment with best practices, benefiting teachers and students. Through surveys, focus groups, and a review of best practices and <em>Michigan Virtual<\/em> instructional policies, the current study found alignment between teachers\u2019 perceptions, behaviors, and best practices. Teachers primarily communicated with students through the Student Learning Portal, Brightspace, and email to provide reminders, respond to student-initiated communication, and provide feedback. The top five strategies they used\u2014welcoming tone, clear expectations, personalized feedback, prompt responses, and empathy\u2014align with those they found most effective, though in a different order. Both instructional policies and teacher pedagogy should continue to emphasize best practices for communication and relationship-building.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Student success in online courses depends on many intertwining factors relating to the student, course design, instructional pedagogy, and more (Curis &amp; Werth, 2015; Liu &amp; Cavanaugh, 2011; Hosler &amp; Arend, 2012). Cultivating student success in online courses requires a multi-pronged approach (Michigan Virtual, n.d.; Roblyer et al., 2008). Communication and relationship-building are two interconnected pedagogical elements that can play a key role in promoting student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Positive student-teacher interactions marked by characteristics such as trust, belonging, respect, support, and connection serve as the basis for building strong relationships (Duong, et al., 2019; Kincade et al., 2020), and these relationships are associated with student engagement (Brewster &amp; Bowen, 2004; Duong et al., 2019) and achievement (Cornelius-White, 2007; Curtis &amp; Werth, 2015; Hambre &amp; Pianta, 2001; Hwang et al., 2021; Li et al., 2022; Mensah &amp; Koomson, 2020; Roorda et al., 2011). Instructors of online courses can foster rich student-teacher interactions through communication, feedback, encouragement, and promoting discussion even when they do not interact with students face-to-face (Boston et al., 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Research suggests that high-quality student-teacher interactions are associated with academic achievement as reflected by state test scores (Allen et al., 2013), end-of-course grades (Hawkins et al., 2013), and perceived learning (Caspi &amp; Blau, 2008; Joosten &amp; Cusatis, 2019; Kum-Yeboah et al., 2017; Richardson, 2001). Further, when students are asked to reflect on their learning experiences, student-teacher interactions and communication are often central themes (e.g., Borup et al., 2019). For example, students from traditionally marginalized groups expressed that student-teacher interactions and open communication prompted learning and bolstered their academic self-concept. Having an accessible instructor who provided feedback and support gave students more opportunities to ask questions and created discussions that promoted understanding (Kumi-Yeboah, et al., 2017). Overall, students who receive more interaction with their online course instructors report being more satisfied with their experience (Turley &amp; Graham, 2019). Finding strategies for increasing student engagement and academic success is vital, as research indicates that pass rates are typically lower for online courses than in-person ones (Freidhoff et al., 2024). The importance of teacher-student interaction, in conjunction with research highlighting the importance of student engagement at the beginning of a course (Zweig, 2023), points to a need to better understand how teachers interact with students in the initial weeks of a course and associations with student achievement.&nbsp;Given the positive associations between relationship-building behaviors, communication, and student outcomes, this study aims to understand the nature of teacher-student interactions in <em>Michigan Virtual <\/em>(MV)<em> <\/em>courses. The focus will be on understanding the methods, purposes, and outcomes associated with communication during the first four weeks of a course. An analysis of current MV teacher practices and training materials will be conducted alongside a review of best practices to facilitate alignment between theory\/research and practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"CurrentStudy\">The Current Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Given the positive associations between communication, relationship-building, and student outcomes, this study aims to understand the nature of teacher-student interactions in <em>Michigan Virtual <\/em>courses. Previous research has shown engagement during the first weeks of a course to be predictive of student outcomes like final grades (Zweig, 2023). As such, examining communication and relationship-building early on (within the first four weeks) may help identify important links to student achievement and opportunities for intervention. An analysis of current <em>MV <\/em>teacher practices and training materials was conducted alongside a review of best practices to facilitate alignment between theory\/research and practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The goals of this study produced the following research questions:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":1} -->\n<ol start=\"1\" class=\"wp-block-list\"><!-- wp:list-item -->\n<li>How often, by what means, and for what reasons do teachers communicate with students within the first four weeks of a course?<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>How often do students initiate communication? What percentage of student-initiated communications receive a teacher reply within 24 hours?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What is the frequency of one-to-one communication? What is the frequency of one-to-many communication?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Is the frequency of teacher communication associated with students\u2019 final course grades?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What are teachers\u2019 beliefs about relationship-building in a virtual learning environment? How are these beliefs reflected in the way they approach instruction in the first four weeks of a course?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What are considered best practices for online teacher-student communication? How does this align with <em>Michigan Virtual<\/em> teacher training, behaviors, and recommendations?<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Researchers conducted a mixed methods study to address the research questions outlined above.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"QualitativeMethods\">Qualitative Methods<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Researchers conducted five focus groups of full-time<em> Michigan Virtual<\/em> teachers to understand communication and relationship-building practices used by teachers in the first four weeks of an online course. Grouped by content area, researchers met with groups of 4-7 teachers for approximately 15 minutes each. Each group was asked 2-3 different open-ended questions that pertained to their experiences communicating and building relationships with students in their online courses, specifically during the first four weeks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"QuantitativeMethods\">Quantitative Methods<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A survey of 19 questions assessing teachers\u2019 frequency and perceptions of communication and relationship-building practices in the first four weeks of a course was sent out to all full- and part-time <em>Michigan Virtual <\/em>instructors. 97 instructors responded to the survey (74 part-time and 23 full-time instructors), with approximately 40.00% of the sample having between 6 and 10 years of online teaching experience.&nbsp;To obtain more detailed information about communication in <em>Michigan Virtual<\/em> online courses, a member of <em>MV\u2019s<\/em> technology integration team pulled data such as teachers\u2019 incoming\/outgoing messages and students\u2019 course enrollment details, including final course grades,<strong> <\/strong>from the Student Learning Portal (SLP). Analyses were restricted to the three most highly enrolled courses (according to enrollment data from <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual\u2019s<\/em> 2022-23 annual report<\/a>) in each of the core subject areas of English Language and Literature, Life and Physical Sciences, Mathematics, and Social Sciences and History (review Appendix A for a list of these 12 courses). This allowed researchers to analyze the relationship between teacher communication frequency and final grades. Taken together, the SLP data, survey data, and focus group data provided researchers with a holistic and rich look at relationship-building and communication practices in online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Results\">Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Results from this mixed-methods study are organized and presented by research question.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"RQ1\">How often, by what means, and for what reasons do teachers communicate with students within the first four weeks of a course?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"ToolUse\">Teachers\u2019 communication tool use<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to survey data, within the first four weeks of a course, the top three communication tools used daily by teachers were <a href=\"https:\/\/www.d2l.com\/brightspace\/\" target=\"_blank\" rel=\"noreferrer noopener\">BrightSpace<\/a> (LMS), the SLP (Student Learning Portal), and emailing individual students. At the top of the list of communication tools teachers reported <em>not <\/em>using were \u2018other\u2019 tools, text messages, and phone calls. Table 1 depicts how often teachers use specific tools to communicate with their students in the first four weeks of a course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1.<\/strong><em> Percentage of Communication Tool Use Among Educators<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Communication <\/strong><br><strong>Tool<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Daily<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>4-6 times per week<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>2-3 times per week<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Once a week<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Less than weekly<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Did not use<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">BrightSpace<\/td><td class=\"has-text-align-center\" data-align=\"center\">31.96%<\/td><td class=\"has-text-align-center\" data-align=\"center\">82.50%<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.59%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.93%<\/td><td class=\"has-text-align-center\" data-align=\"center\">51.50%<\/td><td class=\"has-text-align-center\" data-align=\"center\">41.20%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">SLP<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.77%<\/td><td class=\"has-text-align-center\" data-align=\"center\">15.46%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.65%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.77%<\/td><td class=\"has-text-align-center\" data-align=\"center\">11.34%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Email individual students<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.62%<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.43%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.65%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.53%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.62%<\/td><td class=\"has-text-align-center\" data-align=\"center\">51.50%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Other___<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.21%<\/td><td class=\"has-text-align-center\" data-align=\"center\">18.90%<\/td><td class=\"has-text-align-center\" data-align=\"center\">37.70%<\/td><td class=\"has-text-align-center\" data-align=\"center\">37.70%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">77.36%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Office hours<\/td><td class=\"has-text-align-center\" data-align=\"center\">41.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.30%<\/td><td class=\"has-text-align-center\" data-align=\"center\">51.50%<\/td><td class=\"has-text-align-center\" data-align=\"center\">45.36%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.65%<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.68%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Email students one-to-many<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.90%<\/td><td class=\"has-text-align-center\" data-align=\"center\">51.50%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.31%<\/td><td class=\"has-text-align-center\" data-align=\"center\">40.21%<\/td><td class=\"has-text-align-center\" data-align=\"center\">32.99%<\/td><td class=\"has-text-align-center\" data-align=\"center\">82.50%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Teacher feed<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.90%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.30%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.62%<\/td><td class=\"has-text-align-center\" data-align=\"center\">74.23%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.30%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Video conferencing (e.g., Zoom)<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.30%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">92.80%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.53%<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.08%<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.08%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Text messages<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.30%<\/td><td class=\"has-text-align-center\" data-align=\"center\">41.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.31%<\/td><td class=\"has-text-align-center\" data-align=\"center\">82.50%<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.90%<\/td><td class=\"has-text-align-center\" data-align=\"center\">46.39%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Phone call<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.30%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.90%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.31%<\/td><td class=\"has-text-align-center\" data-align=\"center\">82.50%<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.08%<\/td><td class=\"has-text-align-center\" data-align=\"center\">41.24%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>During focus group conversations, teachers described <em>how <\/em>they use some of these tools to encourage reciprocated communication with their students, specifically during the first few weeks of a course. For example, teachers often make introductory videos in their Teacher Feed to \u201clet students know I am a real teacher\u201d and record personalized video responses to students\u2019 introductory discussion board posts to help build rapport. One teacher shared how they send students messages in the SLP \u201cintroducing myself, making sure students know various ways they can contact me, and providing a few tips for success in the course.\u201d Several teachers noted using a <em>different <\/em>communication tool\u2014surveys\u2014to get to know their students better by asking things like their preferred name, pronouns, why they are taking the course, their goal in the course, a bucket list item, and \u201canything else they think I should know about them, which opens up opportunities for students to share important information.\u201d Teachers use these communication tools to humanize and personalize their interactions with students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"teacherstudent\">Frequency of teacher-student communication<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers (n = 45) sent approximately 124 messages on average (<em>M<\/em> = 124.84, <em>SD <\/em>= 156.76) in the first four weeks of a course. However, this number varied substantially from three to 721. Looking at the median number of messages, half of the teachers in the sample sent less than 72 messages within the first four weeks, and half of them sent more than 72 messages. Looking more closely at communication patterns indicates that teachers sent an average of about three messages per student (<em>M<\/em> = 2.83, <em>SD <\/em>= 1.36). The total number of messages sent by teachers varied by course enrollment size, with teachers sending more messages as enrollments increased. To review the number of messages teachers sent based on course and enrollment, refer to Figure 1 below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1.<\/strong> <em>Enrollments and Messages by Course<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":89355,\"width\":\"966px\",\"height\":\"auto\",\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Picture1-1024x633.png\" alt=\"\" class=\"wp-image-89355\" style=\"width:966px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Looking specifically at the number of messages teachers sent to <em>individual <\/em>students, an average of 119 messages were sent within the first four weeks (<em>M<\/em> = 119.13, <em>SD<\/em> = 150.73), with half of the teachers sending more than 70 messages to individual students and half sending less than that. The number of messages sent by teachers to individual students ranged from one to 15. Teachers sent just under three personal\/individual messages<em> per student<\/em> in the first four weeks of a course (<em>M<\/em> = 2.75, <em>SD <\/em>= 1.30). Half of the teachers sent just over two messages per student, and half sent less than that.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"ReasonTeacherCommunicate\">Reasons for teacher communication with students<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When asked about the <em>top three reasons teachers communicate with students during the first four weeks, <\/em>providing reminders about assignments, policies, important dates, etc., was selected most often and followed closely by replying to student-initiated communication. The third most common reason teachers communicated with students was providing feedback about student learning. See Figure 2 for a full breakdown of reasons teachers communicated with students during the first four weeks of a course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2<\/strong>.<em> Reasons for Teacher Communication with Students<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":89357,\"width\":\"949px\",\"height\":\"auto\",\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Picture2.png\" alt=\"\" class=\"wp-image-89357\" style=\"width:949px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"initiated\">How often do students initiate communication? What percentage of student-initiated communications receive a teacher reply within 24 hours?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to teachers, in the first four weeks of a course, the top three tools used daily by students were the SLP, email, and text messages. Conversely, teachers reported that attending office hours and using video conferencing were communication tools least commonly used by students. Review Table 2 below for information on how often students initiated communication with their teacher(s) via specific communication tools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2.<\/strong> <em>Percentage of Communication Tool Use Among Students as Reported by Teachers<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Communication<\/strong><br><strong> Tool<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Daily<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>4-6 times per week<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>2-3 times per week<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Once a week<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Less than weekly<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Did not use<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">SLP<\/td><td class=\"has-text-align-center\" data-align=\"center\">23.96%<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.58%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.71%<\/td><td class=\"has-text-align-center\" data-align=\"center\">15.63%<\/td><td class=\"has-text-align-center\" data-align=\"center\">31.30%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Email<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.59%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.53%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.62%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.62%<\/td><td class=\"has-text-align-center\" data-align=\"center\">18.56%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.90%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Text message<\/td><td class=\"has-text-align-center\" data-align=\"center\">31.60%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.10%<\/td><td class=\"has-text-align-center\" data-align=\"center\">63.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">94.70%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.53%<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.42%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">BrightSpace<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.90%<\/td><td class=\"has-text-align-center\" data-align=\"center\">72.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.37%<\/td><td class=\"has-text-align-center\" data-align=\"center\">11.34%<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.90%<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.08%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Office hours<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.10%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.10%<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.63%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.26%<\/td><td class=\"has-text-align-center\" data-align=\"center\">57.89%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Other___<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.60%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.60%<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.60%<\/td><td class=\"has-text-align-center\" data-align=\"center\">94.12%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Teacher feed<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.50%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">73.70%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.89%<\/td><td class=\"has-text-align-center\" data-align=\"center\">40.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">33.68%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Video Conferencing (e.g., Zoom)<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.30%<\/td><td class=\"has-text-align-center\" data-align=\"center\">53.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.83%<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.47%<\/td><td class=\"has-text-align-center\" data-align=\"center\">54.26%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Phone call<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.10%<\/td><td class=\"has-text-align-center\" data-align=\"center\">84.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">63.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.26%<\/td><td class=\"has-text-align-center\" data-align=\"center\">57.89%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>According to teachers, the most commonly reported reason students reached out was to obtain clarification about course or assignment requirements. Questions about course content or grades were also commonly reported reasons students initiated communication. Contacting teachers for emotional or social support was not widely reported in the first four weeks. See Figure 3 to see why students contacted their instructors during the first four weeks. <em>Michigan Virtual<\/em> policy states teachers should reply to any student communication within 24 hours. Most teachers indicated that this was a reasonable expectation (n = 92, 94.85%) and were able to meet this expectation. Indeed, teachers estimated that, on average, 97% of student-initiated communications received a reply within 24 hours. Some teachers contextualized their responses, indicating this was a reasonable expectation, barring unforeseen life circumstances or students reaching out on weekends.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 3.<em> <\/em><\/strong><em>Reasons for Student Outreach During First Four Weeks<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":89359,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Picture-3.png\" alt=\"\" class=\"wp-image-89359\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"frequency\">What is the frequency of one-to-one communication? What is the frequency of one-to-many communication?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course-wide teacher-student communication was most likely to happen once a week (29.09%), whereas the frequency of communication with individual students was more distributed. Approximately twenty-nine percent of teachers reported communicating with students individually daily, in contrast with 10.42% communicating with individual students less than weekly. This likely reflects the use of course-wide communication for course updates, announcements, reminders, and messages that apply to all students, whereas individual communication likely centers around providing feedback, replying to student messages, and personalized\/individualized communication. Notably, all teachers reported using both types of communication, and no teachers reported a lack of communication during the first four weeks of the course. See Figure 4 for the frequency of teachers\u2019 communication with individual students and Figure 5 for the frequency of teachers\u2019 course-wide communication.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 4<\/strong>.<em> Frequency of Individual Teacher-Student Communication<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":89361,\"width\":\"682px\",\"height\":\"auto\",\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Picture-4.png\" alt=\"\" class=\"wp-image-89361\" style=\"width:682px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 5<\/strong>.<em> Frequency of Course-Wide Teacher-Student Communication<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":89363,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Picture-5.png\" alt=\"\" class=\"wp-image-89363\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"grades\">Is the frequency of teacher communication associated with students\u2019 final course grades?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While outliers (extreme cases) are typically removed from a dataset before analyses, all students in our sample had completed their courses, and their data represents real cases of students who have completed a semester of online learning. Because of the variation in student performance, analyses were run with and without outliers. While the descriptive information about grades changes based on the inclusion or exclusion of these outliers, the relationship between teacher-initiated messages and students\u2019 final grades remains similar, so the data is presented with outliers included for concision.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With outliers included, students averaged grades of 77.67% (<em>SD<\/em> = 22.91) in their courses; however, grades ranged from 0.11% to 99.76%. A positive but not statistically significant correlation existed between the number of messages teachers sent to students during the first four weeks of a course and the student\u2019s final course grade (<em>p<\/em> &gt; .05, <em>tau <\/em>= 0.005).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To further understand how communication relates to students' grades, the data was segmented into quartiles (percentiles) based on their grades. Students, regardless of grade, received a similar number of messages from their teachers. Students in the 25th percentile (those with the lowest grades) received the fewest messages (<em>M<\/em> = 3.15), and students in the 50th and 75th percentile received 3.24 and 3.23 messages each, on average. The means being so closely clustered together suggests very little variation in the number of messages teachers send to students. This lack of variation may have obscured the relationship between communication and final grades.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"learningenvironment\">What are teachers\u2019 beliefs about relationship-building in a virtual learning environment?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When asked about what practices were effective for building relationships in the first four weeks of a course, responding promptly (n = 89, 91.75%), using a welcoming tone (n = 85, 87.63%), and providing personalized feedback (n = 79, 81.44%) were the most commonly reported strategies that teachers believed were \u201cvery effective.\u201d The practices teachers perceived as the<em> least effective <\/em>(the highest percentages of those strategies teachers indicated were \u201cnot effective\u201d) were holding office hours (n = 33, 34.02%) and scheduling check-ins (n = 15, 15.46%). Review Figure 6 below for details on how effective teachers perceived all the strategies and practices included in the survey.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 6.<\/strong><em> Perceived Effectiveness of Specific Strategies &amp; Practices<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":89365,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Picture-6.png\" alt=\"\" class=\"wp-image-89365\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">How are these beliefs reflected in the way they approach teaching in the first four weeks of a course?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During focus group conversations, teachers acknowledged how important relationship-building is in an online course despite it being more challenging than in a traditional face-to-face classroom. Because there is some \u201cmystery about the person behind the screen,\u201d teachers felt that being positive and aware of their tone was very important. They explained that because of the <em>perceived <\/em>tone in your online communications, \u201cyou may come off differently than you would in person.\u201d Messages delivered online or through email can feel cold or formal, \u201cmissing that tone your voice would have delivered if you were face-to-face, so you have to work hard to convey your compassion.\u201d This is consistent with survey results indicating that using a welcoming tone is a practice teachers feel is very effective in relationship-building.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers also indicated that providing personalized feedback\u2014another strategy perceived as very effective when it comes to relationship-building\u2014such as consistently using students\u2019 preferred names in their feedback \u201cseems to go a long way with students.\u201d One teacher mentioned that they try to tie something personal about the student into their feedback so that students know the feedback is directed specifically toward them. Personalizing feedback in this way also helps to emphasize that the teacher listens and pays attention to the information students share.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The survey also asked teachers how effective they perceived specific strategies and practices to be and if they used them during the first four weeks of their online course(s). As expected, there was an overlap between the strategies teachers perceived as very effective and those they reported using in the first four weeks. The top five strategies teachers reported using\u2014using a welcoming tone (100%), communicating course expectations clearly (100%), providing personalized feedback (100%), responding promptly (100%), and showing empathy (97.94%)\u2014are the same top five strategies (just in a different order) that teachers believe are most effective at building relationships with students during the first four weeks of a course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"bestpractices\">What are considered best practices for online teacher-student communication? How does this align with <em>Michigan Virtual<\/em> teacher training, behaviors, and recommendations?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To better understand how <em>Michigan Virtual<\/em> teachers leverage communication and relationship-building best practices in their online courses, an interview was conducted with Dr. Shannon Smith,<em> Michigan Virtual\u2019s<\/em> senior director of student learning, alongside a review of <em>Michigan Virtual<\/em> training materials and recommendations. Dr. Smith explained that <em>Michigan Virtual<\/em> draws on both the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">National Standards for Quality Online Teaching<\/a> (NSQOT) and Danielson\u2019s <a href=\"https:\/\/danielsongroup.org\/the-framework-for-teaching\/\">Framework for Teaching<\/a> (FFT) and pointed to a document used to evaluate and guide <em>Michigan Virtual <\/em>online teachers that pulls from both models\u2014<a href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2023\/02\/NSQ_TeachingStandardsCrosswalk_FINAL-compliant.pdf\">A Crosswalk of the NSQ Teaching Standards and the Danielson Framework<\/a>. These best practices, including those focused on relationship-building and communication, are incorporated into <em>Michigan Virtual\u2019s <\/em>teacher training materials, behaviors, and recommendations (e.g., <a href=\"https:\/\/docs.google.com\/document\/d\/1cBk56SziDZg-COsnhRKpyjKo2LGTm90bENK3bX2W5lE\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">The Michigan Virtual Way: Expectations and Success Indicators for Michigan Virtual Instructors<\/a>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There was close alignment between best practices drawn from the NSQOT and FFT, recommendations made in the <em>Michigan Virtual<\/em> Way document, and teachers\u2019 behaviors and beliefs as assessed in the current study. Firstly, most student-initiated communications received a reply within 24 hours. Indeed, responding promptly was the most commonly reported strategy educators endorsed as being \u201cvery effective.\u201d In their communications with students, teachers draw on NSQOT and FFT principles by ensuring their communication is focused on supporting students\u2019 academic engagement and success and utilizing various communication methods (e.g., email, SLP, text, etc.). Feedback, which was emphasized across best practices frameworks, was also perceived as crucial by teachers, as evidenced by 81.44% of teachers believing it to be a \u201cvery effective\u201d practice. Feedback was the third most commonly reported reason teachers reached out to students and was highlighted in the focus groups as pivotal for student success.&nbsp;Table 3 below illustrates the alignment between what the National Standards for Quality Online Teaching, Danielson\u2019s Framework for Teaching, and <em>Michigan Virtual <\/em>consider to be best practices related to teacher-student communication, relationship-building, and personalized feedback.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3. <\/strong><em>Alignment Between Danielson\u2019s FFT, the NSQOT, and Michigan Virtual Best Practices for Communication and Relationship-Building<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"is-style-regular\"} -->\n<figure class=\"wp-block-table is-style-regular\"><table><tbody><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Danielson\u2019s Framework for Teaching (FFT)<\/strong><\/td><td><strong>National Standards for Quality Online Teaching (NSQOT)<\/strong><\/td><td><strong><em>Michigan Virtual<\/em><\/strong><\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>3a<\/strong>: <em>Communicating About Purpose and Content<\/em><br><br>Elements of Success:&nbsp;<br><br>\u2022 Purpose for learning and criteria for success<br>\u2022 Specific expectations<br>\u2022 Explanations of content<br>\u2022 Use of academic language<br><br>While any communication with or between students has a direct connection to many of the components of learning environments, communication related to the purposes of learning, the expectations for activities, and the content itself are essential aspects of instruction that support (or hinder) students\u2019 intellectual engagement and academic success.<\/td><td><strong>B1 <\/strong><em>The online teacher uses digital pedagogical tools that support communication, productivity, collaboration, analysis, presentation, research, content delivery, and interaction.<\/em><br><br><strong>D4 <\/strong><em>The online teacher establishes relationships through timely and encouraging communication using various formats.<\/em><br><br>Regardless of who the online teacher is communicating with, effective communication methods are necessary for successful two-way communication.&nbsp;<\/td><td>Return communications within 24 hours of receipt, Monday-Friday. <br><br>The instructor MUST provide a Welcome Letter to all students (include guardians and mentors) outlining clear expectations for class participation.&nbsp;<br><br>The instructor makes initial contact with students within the first five days of class.<br><br>The instructor is expected to reach out beyond email or messages to the mentor and\/or guardian by phone if a student has not engaged consistently in the course after the first month of enrollment.<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>3d<\/strong>: <em>Using Assessment for Learning<\/em><br><br>Elements of Success:&nbsp;<br><br>\u2022 Clear standards for success<br>\u2022 Monitoring student understanding<br>\u2022 Timely, constructive feedback<\/td><td><strong>D5 <\/strong><em>The online teacher helps learners reach content mastery through instruction and quality feedback using various formats.<\/em><br><br>The online teacher provides actionable, specific, and timely feedback.&nbsp;<\/td><td>Score and provide feedback on student-submitted assignments within 72 hours (96 hours for ELA and AP courses) of submission, Monday-Friday.&nbsp;<br><br>Assignments should receive specific, detailed, and individualized feedback.&nbsp;<br><br>Feedback should include the use of scoring rubrics where available but must also include a comment on areas of strength and\/or areas in need of improvement.<br><br>Individualized feedback is professional, positive, personal, and encouraging.&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During the first four weeks of a course, teachers primarily use BrightSpace, the Student Learning Portal (SLP), and individual emails to communicate with students. Many teachers noted that the SLP is particularly effective, as students must log in to the SLP before accessing Brightspace and their course(s), making messages more visible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On average, teachers (n = 45) sent about 119 messages\u2014roughly two per student\u2014during this period. In a virtual setting, teachers emphasize the importance of crafting messages that convey a welcoming, compassionate tone to foster positive relationships. Teachers reported strategies such as using tone-checking tools (e.g., Grammarly) and incorporating personalized feedback to create a connection. Best practices for cultivating positive relationships and communicating effectively include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Responding promptly to students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Using a welcoming tone.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consistently providing specific, constructive, and timely feedback to students. Incorporating students' personal details (e.g., hobbies, first names) can help tailor\/personalize feedback to the student.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Students most commonly use the SLP, email, and text messages during the first four weeks of a course.&nbsp; Because students\u2019 communication preferences vary, it is important for teachers to be open and responsive to what seems to work for each student. However, teachers may prioritize communication via the SLP and email, which both parties widely use.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students typically reach out to clarify course requirements, ask about content, or inquire about grades. Teachers can prepare FAQ documents and resources to streamline responses to address these student concerns. When students ask specific questions, teachers may gently encourage proper pacing, time management, and self-reflection to help students develop these skills because helping students strengthen or establish metacognitive skills can help them succeed with online learning (Xu et al., 2023; Zion et al., 2015). Contacting teachers for emotional or social support was not widely reported in the first four weeks. This may point to the need for consistent and respectful communication over time for building strong teacher-student relationships (Duong et al., 2019; Kincade et al., 2020).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although a positive relationship was observed between the number of messages sent and student grades, it was not statistically significant. This may be due to the study's focus on the first four weeks when teachers have limited data to identify struggling students. Additionally, the uniformity in the number of messages sent by teachers may have obscured the relationship between grades and communication. Statistical significance often depends on factors like sample size or variability in the data. Indeed, across all quartiles of grades, students received a similar number of messages from their teachers, and this uniformity may have made it difficult to detect an effect. <em>Michigan Virtual <\/em>teachers may already be engaging in best practices for communication with their students, and thus, there was not much variation in the number of messages sent across students with differing levels of course performance. In other words, students who would likely be helped by interventions focused on communication are likely already receiving it, thus, leaving little room for improvement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite the lack of statistical significance, the importance of communication for relationship-building remains clear. Teachers should continue using best practices\u2014personalized, timely feedback and communication\u2014as these strategies are supported by research and teacher experience. Found within <em>Michigan Virtual\u2019s<\/em> professional learning portal, a <a href=\"https:\/\/michiganvirtual.org\/professionals\/remote-teaching\/\" target=\"_blank\" rel=\"noreferrer noopener\">series of courses<\/a> specific to online teaching and learning\u2014the content of which was written by <em>Michigan Virtual<\/em> teachers\u2014focuses on these best practice strategies. The Level 1 series consists of eight courses designed for educators new to online teaching, including <a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-communicating-in-online-classrooms\/\" target=\"_blank\" rel=\"noreferrer noopener\">Communicating in Online Classrooms<\/a> and <a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-grading-and-feedback\/\">Grading and Feedback<\/a>. The Level 2 series also consists of eight similar courses but is designed for educators with experience with online teaching and learning. These courses may provide both new and seasoned online teachers with strategies for communicating effectively and building relationships with their online students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Effective teacher-student communication is crucial in online courses. Teachers should:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Leverage the SLP and email as primary communication tools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use tone-checking tools and tailor feedback with personal details.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Prepare FAQs and resources to address common student questions.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Foster metacognitive skills to aid student success in online learning.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Continued focus on timely and personalized communication should be part of teacher training and professional development during the first weeks and throughout the course. While the study did not find a significant link between communication and grades, the practical importance of communication for building relationships remains vital for student success. Future research should explore the role of student-initiated communication and the reciprocal nature of communication to better understand its impact on academic outcomes. Another consideration for future research is exploring the role of teacher-student communication throughout a course to determine if measuring reciprocal communication for a longer length of time provides a more accurate understanding of its impact on student academic outcomes in online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Appendix A<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p id=\"appendix\"><strong>Appendix A<\/strong>: <em>Courses Included in SLP Data<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-regular\"} -->\n<figure class=\"wp-block-table is-style-regular\"><table class=\"has-fixed-layout\"><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>NCES Subject Area<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Course<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>N Enrollment<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\" rowspan=\"3\">English Language and Literature<\/td><td class=\"has-text-align-center\" data-align=\"center\">Mythology and Folklore: Legendary&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">165<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">American Literature A - English 11-12&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">59<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">American Literature B - English 11-12&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">43<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\" rowspan=\"3\">Life and Physical Sciences<\/td><td class=\"has-text-align-center\" data-align=\"center\">Medical Terminology<\/td><td class=\"has-text-align-center\" data-align=\"center\">384<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Chemistry A<\/td><td class=\"has-text-align-center\" data-align=\"center\">48<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Chemistry B<\/td><td class=\"has-text-align-center\" data-align=\"center\">31<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\" rowspan=\"3\">Mathematics<\/td><td class=\"has-text-align-center\" data-align=\"center\">Mathematics of Personal Finance<\/td><td class=\"has-text-align-center\" data-align=\"center\">229<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Mathematics in the Workplace<\/td><td class=\"has-text-align-center\" data-align=\"center\">145<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Geometry A<\/td><td class=\"has-text-align-center\" data-align=\"center\">73<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\" rowspan=\"3\">Social Sciences and History<\/td><td class=\"has-text-align-center\" data-align=\"center\">Criminology<\/td><td class=\"has-text-align-center\" data-align=\"center\">310<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Economics<\/td><td class=\"has-text-align-center\" data-align=\"center\">203<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Civics<\/td><td class=\"has-text-align-center\" data-align=\"center\">191<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p id=\"appendix\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:coblocks\/accordion -->\n<div class=\"wp-block-coblocks-accordion\"><!-- wp:coblocks\/accordion-item -->\n<div class=\"wp-block-coblocks-accordion-item\"><\/div>\n<!-- \/wp:coblocks\/accordion-item --><\/div>\n<!-- \/wp:coblocks\/accordion -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. B., &amp; Stimson, R. (2019). K-12 student perceptions of online teacher and on-site facilitator support in supplemental online courses. <em>Online Learning<\/em>, 23(4), 253-280.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Brake, A. Right from the Start: Critical Classroom Practices for Building Teacher\u2013Student Trust in the First 10 Weeks of Ninth Grade. Urban Rev 52, 277\u2013298 (2020). https:\/\/doi.org\/10.1007\/s11256-019-00528-z<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Brewster, A. B., &amp; Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure.&nbsp;<em>Child and Adolescent Social Work Journal<\/em>,&nbsp;<em>21<\/em>, 47-67.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cornelius-White, J. (2007). 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Michigan\u2019s k-12 virtual learning effectiveness report 2022-23. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hamre, B. K., &amp; Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.&nbsp;<em>Child development<\/em>,&nbsp;<em>72<\/em>(2), 625-638.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C. &amp; DeBruler, K. (2021). Key strategies for engaging students in virtual learning environments. Michigan Virtual University. https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hosler, K. A., &amp; Arend, B. D. (2012). 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Retrieved from https:\/\/michiganvirtual.org\/resources\/guides\/student-guide\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Miller, K. E. (2021). A Light in Students' Lives: K-12 Teachers' Experiences (Re) Building Caring Relationships During Remote Learning.&nbsp;<em>Online learning<\/em>,&nbsp;<em>25<\/em>(1), 115-134.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prewett, S. L., Bergin, D. A., &amp; Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective.&nbsp;<em>School Psychology International<\/em>,&nbsp;<em>40<\/em>(1), 66-87.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., &amp; Pape, L. (2008). Toward practical procedures for predicting and promoting success in virtual school students. <em>American Journal of Distance Education<\/em>, 22(2), 90\u2013109.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roorda, D. L., Koomen, H. M., Spilt, J. L., &amp; Oort, F. J. (2011). The influence of affective teacher-student relationships on students\u2019 school engagement and achievement: A meta-analytic approach. <em>Review of Educational Research<\/em>, 81(4), 493-529.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Straub, E. O. (2024, January 15). Giving good online feedback. University of Michigan. https:\/\/onlineteaching.umich.edu\/articles\/giving-good-online-feedback\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Turley, C., &amp; Graham, C. (2019). Interaction, student satisfaction, and teacher time investment in online high school courses.&nbsp;<em>Journal of Online Learning Research<\/em>,&nbsp;<em>5<\/em>(2), 169-198.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Van Leeuwen, A., &amp; Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education.&nbsp;<em>Educational Research Review<\/em>,&nbsp;<em>27<\/em>, 71-89.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Xu, Z., Zhao, Y., Zhang, B., Liew, J., &amp; Kogut, A. (2023). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. <em>Behaviour &amp; Information Technology<\/em>, 42(16), 2911-2931. https:\/\/doi.org\/10.1080\/0144929X.2022.2151935<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zion, M., Adler, I., &amp; Mevarech, Z. (2015). The effect of individual and social metacognitive support on students\u2019 metacognitive performances in an online discussion. <em>Journal of Educational Computing Research<\/em>, 52(1), 50-87. https:\/\/doi.org\/10.1177\/0735633114568855<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zweig. J. (2023). The first week in an online course: Differences across schools. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/first-weeks-in-an-online-course\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Starting Strong: Understanding Teacher-Student Communication in Online Courses",
            "excerpt": "This study focused specifically on understanding the relationship between teacher communication and relationship-building practices in the first four weeks of an online course. Pairing communication data pulled from the student learning portal, survey data, data from focus group interviews, and a review of best practices and Michigan Virtual instructional policies gave researchers a holistic view of teacher-student communication patterns and recommendations for relationship-building in an online environment. ",
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            "content": "<!-- wp:paragraph -->\n<p>As computer science (CS) continues to grow in importance in K-12 education, understanding what motivates students to pursue this field is becoming increasingly vital. In a study, Dr. Aman Yadav from <em>Michigan State University<\/em> and Dr. Kristen DeBruler from <em>Michigan Virtual<\/em> studied how students\u2019 motivation - beliefs about their abilities (self-efficacy), the perceived challenges of learning CS (cost), and the perceived value of the subject (value) -\u00a0 shape their intentions to continue studying CS.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Connecting Motivation to Computer Science<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When applying these concepts to computer science, it becomes clear why motivation is crucial. CS is often seen as challenging, requiring complex problem-solving skills and a significant time investment. This perception can either motivate students who see the effort as worthwhile or discourage those who find the challenge too daunting. Moreover, understanding how CS is applied in real-world careers, like data analysis, can enhance students' appreciation for its utility and relevance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">The Study: High School Students\u2019 Experiences in Online CS Courses<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The researchers focused on 44 high school students enrolled in online AP Computer Science courses, examining how self-efficacy, cost, and utility influenced their intention to continue studying CS. Here's what they found:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Self-efficacy initially appeared to be a significant factor in predicting students' intent to pursue CS<\/strong>. This means those who felt more capable in their CS courses were more inclined to continue. However, when other factors (cost and utility) were included in the analysis, self-efficacy\u2019s impact diminished.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Perceived cost had a surprising effect.<\/strong> Students who believed that studying CS would require significant effort were actually more likely to want to continue! This finding challenges the assumption that high perceived cost always discourages engagement. It suggests that students might associate CS with a meaningful challenge worth their time and effort.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Utility value showed an unexpected negative relationship with intent to pursue CS. <\/strong>Students who saw a higher utility in studying CS were less likely to want to continue. One possible explanation is that students may feel the subject\u2019s relevance but find the commitment to learning it too demanding, especially in an online setting where support and guidance might be limited.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">What Does This Mean for Teaching Computer Science?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings highlight the complex ways in which students\u2019 perceptions influence their motivation to study computer science. The idea that high perceived cost can increase motivation suggests that students who view CS as a challenge are willing to tackle it if they see the effort as rewarding. However, the negative relationship between utility value and intent to pursue suggests that even if students understand the importance of CS, they might need more support to overcome perceived difficulties.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For educators, these insights are essential. As more high schools introduce CS courses, especially online options, it's crucial to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Provide support and resources to help students overcome the challenges of studying CS, ensuring they feel capable and confident.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Highlight the real-world applications of CS, clarifying the subject's utility and emphasizing how students can succeed despite the challenges.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>To learn more and explore related research, you can read the following papers:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lishinki, A. &amp; Yadav, A. (2021).<a href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3447378\"> Self-evaluation interventions: Impact on self-efficacy and performance in introductory programming<\/a>. <em>ACM Transactions on Computing Education<\/em>. DOI: 10.1145\/3447378&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lishinski, A., Yadav, A., Good, J., &amp; Enbody, R. (2016).<a href=\"https:\/\/dl.acm.org\/doi\/10.1145\/2960310.2960329\"> Learning to program: Gender differences and interactive effects of students\u2019 motivation, goals, and self-efficacy on performance<\/a>. In <em>Proceedings of International Computing Educational Research<\/em> (pp. 211-220). Melbourne, Australia: Association for Computing Machinery. DOI: 10.1145\/2960310.2960328.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Understanding What Motivates High School Students to Pursue Computer Science",
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            "content": "<img width=\"1563\" height=\"1563\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/AI-Summit-Graphic-Transparent.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h1>Advancing AI in Education: Join Us for an Innovative Experience<\/h1>\t\t\n\t\t\t\t\t<h2>\n\t\t\t\t\tDecember 17, 2024\n\t\t\t\t<\/h2>\n\t\t<p>Lansing Center<br \/>333 E Michigan Ave, Lansing, MI 48933<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/www.eventbrite.com\/e\/2nd-annual-ai-summit-tickets-1020589158647?aff=oddtdtcreator\">\n\t\t\t\t\t\t\t\t\tRegister Now\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Keynote Speakers<\/h3>\t\t\n\t\t\t<h5>Request for Speakers<\/h5>\t\t\n\t\t<p>If you would like to submit a session for consideration to present at the AI Summit, please <a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSd-cOg1cPD4IZR0gyua5jxB9P2432TVoodvZSjmAyeSGwLnsg\/viewform\">review the guidelines<\/a> and submit prior to October 31, 2024. Speakers will be notified on November 1 if they are selected.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSd-cOg1cPD4IZR0gyua5jxB9P2432TVoodvZSjmAyeSGwLnsg\/viewform\">\n\t\t\t\t\t\t\t\t\tSubmit Your Proposal\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Hotel Room Block<\/h3>\t\t\n\t\t<p>For your convenience, <em>Michigan Virtual<\/em> has reserved a block of rooms at the DoubleTree by Hilton Lansing; for out-of-town participants of the AI Summit.\u00a0 Please note the <strong>cutoff date for the room block is Sunday, November 17<\/strong> and when these rooms are gone, they're gone!\u00a0<\/p>\t\t\t\t\n\t\t\t<h6>How to make a room reservation:<\/h6>\t\t\n\t\t<ol><li>Visit <a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.hilton.com%2Fen%2Fbook%2Freservation%2Fdeeplink%2F%3Fctyhocn%3DLANDTDT%26groupCode%3DCDTAMV%26arrivaldate%3D2024-12-17%26departuredate%3D2024-12-18%26cid%3DOM%2CWW%2CHILTONLINK%2CEN%2CDirectLink%26fromId%3DHILTONLINKDIRECT%2C&amp;data=05%7C02%7Cwsutterlin%40michiganvirtual.org%7C4f640c5d65b444fe3ef708dcf2c2c5ce%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C638652167623516489%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=WnCZ6mGVPZYLHG%2Bh%2F4D6nhkFIU10f4Xl%2F6QUUV%2F1hzU%3D&amp;reserved=0\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">DoubleTree By Hilton Lansing<\/a><\/li><li>Select room type and complete the Hotel Booking Form.<\/li><li>For date adjustment needs, please change Check-in and Check-out date box at the top of site.<\/li><li>The booking form will ask for the guest details and email address.<\/li><li>Secure payment option is the section of the booking form that holds your credit card details. Input your credit card information.<\/li><li>Once you have completed this step click the \u201cMake Reservation\u201d button and your reservation will be sent immediately to the Hotel.<\/li><\/ol><p>To make a room reservation by phone call <a href=\"tel:+18339042206\">1-833-904-2206<\/a>, and reservations can assist with securing rooms. It is important that each of your guests identify themselves as part\u00a0of the 2nd\u00a0ANNUAL MI VIRTUAL SUMMIT group and provide reservations the code \u201cAMV\u201d\u00a0to receive the discounted group rate.<\/p>\t\t\t\t\n\t\t\t<h3>Agenda<\/h3>\t\t\n\t\t\t\t\t8:00 AM - 9:00 AM<h6>Registration and Breakfast<\/h6>\t\t\t\t\n\t8:00 AM - 9:00 AM\n\t\t\t\t\t9:00 AM - 10:00 AM<h6>Opening Keynote<\/h6>\t\t\t\t\n\t9:00 AM - 10:00 AM\n\t\t\t\t\t10:15 AM - 11:15 AM<h6>Breakout Sessions<\/h6>\t\t\t\t\n\t10:15 AM - 11:15 AM\n\t\t\t\t\t11:30 AM - 12:30 PM<h6>Lunch and Networking<\/h6>\t\t\t\t\n\t11:30 AM - 12:30 PM\n\t\t\t\t\t12:30 PM - 1:30 PM<h6>Afternoon Keynote<\/h6>\t\t\t\t\n\t12:30 PM - 1:30 PM\n\t\t\t\t\t1:45 PM - 2:45 PM<h6>Breakout Sessions<\/h6>\t\t\t\t\n\t1:45 PM - 2:45 PM\n\t\t\t\t\t3:00 PM - 4:00 PM<h6>Closing Keynote - Ethan Mollick<\/h6>\t\t\t\t\n\t3:00 PM - 4:00 PM\n\t\t\t\t\t4:00 PM - 4:15 PM<h6>Closing Remarks and Conference Wrap-up<\/h6>\t\t\t\t\n\t4:00 PM - 4:15 PM\t\t\n\t\t\t<h3>Sponsored By<\/h3>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"2000\" height=\"258\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Partner-Logos-R-9-2024.png\" alt=\"\" \/>",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This course covers the three mandatory training topics required <strong>prior<\/strong> to caring for children as a licensed child care provider.<\/p>\n<p>In this required training, child care providers will obtain a general knowledge of the following topics:<\/p>\n<ul>\n<li>Prevention and Control of Infectious Disease (including Immunizations)<\/li>\n<li>Recognition and Reporting of Child Abuse and Neglect<\/li>\n<li>Prevention of Shaken Baby Syndrome and Abusive Head Trauma and Child Maltreatment<\/li>\n<\/ul>\n<p>We understand that some of the subjects covered in this course can be challenging and uncomfortable to learn about. However, it's incredibly important for child care providers to be equipped with the knowledge to recognize, prevent, and report child abuse and neglect. You play a crucial role in safeguarding the children under your care, and we're here to support you every step of the way. The State of Michigan (LARA) and federal government (CCDBG) require that all child care providers have training on eleven health and safety topics, plus child development.<\/p>\n<div><b>MiRegistry Information:<\/b>&nbsp;This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.&nbsp;Individuals will receive completion credit in MiRegistry for one completion of this training. If an individual repeats this training, only their first completion date will transfer to MiRegistry.<\/div>\n\n<p>This course is offered in partnership with the MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "<p>Join us for a TV series study on Abbott Elementary: an award-winning TV series about a group of dedicated teachers navigating the challenges of an underfunded urban school. This captivating, mockumentary-style show offers a unique lens into the world of education, providing valuable insights and sparking meaningful reflection. Akin to a book study, this online course offers both self-paced activities and optional discussions. To participate, you will need a subscription to Hulu, HBO Max, or another service that streams Season 1 of Abbott Elementary.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Identify strategies that connect ideas from the TV series to the classroom.<\/li>\n<li>Reflect on thematic ideas to compare concepts from the series to your own classroom experiences.<\/li>",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This course covers three mandatory training topics as part of the initial health and safety training requirements for licensed child care providers.<\/p>\n<p>In this required training, child care providers will obtain a general knowledge of the following topics:<\/p>\n<ul>\n<li>Infant, Child and Adult Cardiopulmonary Resuscitation and Pediatric First Aid<\/li>\n<li>Building and Physical Premises Safety (including Playground Safety)<\/li>\n<li>Emergency Preparedness and Response Training<\/li>\n<\/ul>\n<p>The State of Michigan (LARA) and federal government (CCDBG) require that all child care providers have training on eleven health and safety topics, plus child development.<\/p>\n<p><strong>MiRegistry Information:<\/strong>&nbsp;This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our privacy policy. Individuals will receive completion credit in MiRegistry for one completion of this training. If an individual repeats this training, only their first completion date will transfer to MiRegistry.<\/p>\n\n<p>This course is offered in partnership with the MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan\u2019s alternate assessment, better known as MI-Access, provides alternative achievement standards for students with significant cognitive disabilities. This course guides you through how to administer the Participation and Supported Independence levels of the MI-Assessment and how to use standard scoring rubrics for each type of assessment. Test coordinators and educators will observe examples of how MI-Access content should be planned and administered with individual students in mind as well as details regarding the different roles of primary and shadow assessment administrators. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Describe how to utilize scoring rubrics for the MI-Access Supported Independence and Participation assessments,<\/li>\n<li>Explain how scoring rubrics are used in the classroom,<\/li>\n<li>Understand how to apply scoring rubrics to score Activity-Based Observation (ABO) items, and<\/li>\n<li>Understand how to apply scoring rubrics to score Selected-Response (SR) items.<\/li>\n<\/ul>\n<p> District and building assessment coordinators, MI-Access coordinators, and teachers and support staff serving as primary and shadow assessment administrators to give MI-Access are strongly encouraged to take this course.<\/p>\n<div><p><font color=\"#ac6610\">We strongly recommend completing this course using a computer or notebook. The presentation within this course is not optimized for viewing on a mobile device like a phone or tablet, and you may encounter errors that may prevent you from completing the course.<\/font><\/p><\/div>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "MI-Access Training: Participation and Scoring Administration",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan\u2019s alternate assessment, better known as MI-Access, provides alternative achievement standards for students with significant cognitive disabilities. This course guides you through how to administer the Participation and Supported Independence levels of the MI-Assessment and how to use standard scoring rubrics for each type...",
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        {
            "id": 88067,
            "path": "\/course\/ptl-application\/",
            "author_id": 21,
            "timestamp": 1725978744,
            "content": "<p>Gaining a PK-12 administrator certificate strengthens your leadership skills and opens up new job opportunities. Here, you can apply for the Path to Leadership program to secure your spot in the next cohort of educators and receive your individual development plan to earn a Michigan School Administrator Certificate. With each cohort you will start with an orientation and then progresses through the eight modules of the program.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Apply for your spot in an upcoming cohort of educators exploring the different areas of interest for an administrator in a school environment,<\/li>\n<li>Analyze high-quality coursework built on the Michigan Standards for the Preparation of School Principals, the Michigan School Improvement Framework and the Interstate School Leaders Licensure Consortium (ISSLC),<\/li>\n<li>Develop skills in an online format including mentoring and the building of a professional portfolio,<\/li>\n<li>Demonstrate learning through problem-based curriculum modules in a program developed by principals, for principals,<\/li>\n<li>Prepare for a pre-test for placement and an end-of-program assessment administered by the internationally recognized and respected testing organization ETS.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "PTL: Application",
            "excerpt": "Gaining a PK-12 administrator certificate strengthens your leadership skills and opens up new job opportunities. Here, you can apply for the Path to Leadership program to secure your spot in the next cohort of educators and receive your individual development plan to earn a Michigan School Administrator Certificate. With each cohort you will start with...",
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        {
            "id": 89103,
            "path": "\/michigan-cares\/",
            "author_id": 65,
            "timestamp": 1725631038,
            "content": "<img width=\"893\" height=\"254\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/11\/Asset-2.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\thttps:\/\/www.youtube.com\/watch?v=pl6aMVIA2RY\t\t\t\t\n\t\t<h5><strong>Across the state, students are struggling with mental wellness\u2026heck, humans everywhere seem to have more social and emotional disarray than even a decade ago.\u00a0Michigan Virtual has assembled a collection of resources to help you support students, educators, and even community members.\u00a0<\/h5>\t\t\t\t\n\t\t\t<h2>Student &amp; Community Resources<\/h2>\t\t\n\t\t\t<h4>Classroom Behavior\/Wellness Screener<\/h4>\t\t\n\t\t\t<h4>Suicide Prevention Modules<\/h4>\t\t\n\t\t\t<h4>Mental Health Curriculum<\/h4>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/class-catalyst\/\">\n\t\t\t\t\t\t\t<img width=\"840\" height=\"239\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/05\/cc-brand-assets-masthead-logo.webp\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\/\">\n\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/GraphicsForBPW004946_AdolescentSuicidePreventionLogo-150x150.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/michigan-cares\/\">\n\t\t\t\t\t\t\t<img width=\"500\" height=\"102\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/Navigate360Logo_Trimmed.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Professional Learning Resources<\/h2>\t\t\n\t\t\t<h4>Mindful Practices Modules <\/h4>\t\t\n\t\t\t<h4>Social-Emotional Learning Courses<\/h4>\t\t\n\t\t\t<h4>School Resource Officer Training<\/h4>\t\t\n\t\t\t<h4>Inclusive Teaching &amp; Learning Courses<\/h4>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?q=mindful+practices\">\n\t\t\t\t\t\t\t<img width=\"255\" height=\"162\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/download-e1726086180287.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"http:\/\/michiganvirtual.org\/sel\">\n\t\t\t\t\t\t\t<img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/michigan_department_of_education_logo.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?q=school+resource+officer\">\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/MSP_Shield_RGB-qtymhwufpy5lf3cvsmz4qyvv72zahf0h6ps9g9r4r4.png\" title=\"MSP_Shield_RGB\" alt=\"MSP_Shield_RGB\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"http:\/\/michiganvirtual.org\/geer-grant\/\">\n\t\t\t\t\t\t\t<img width=\"392\" height=\"354\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Michigan-University.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<h3>\n\t\t\t\t\tReach Out\n\t\t\t\t<\/h3>\n\t\t<p><strong>Fill out the form below and our Michigan Cares Program Manager, Angela Shields, will reach out to you to share how we can support your community with many free resources.<\/strong><\/p>",
            "title": "Michigan Cares Outreach 2024",
            "excerpt": "During times of crisis, our children need extra support to process their emotions. Our Michigan Cares Portal offers Michigan families free digital lessons that help children in grades 3-12 develop the skills required for social, emotional, and mental wellbeing.",
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        {
            "id": 88856,
            "path": "\/course\/ted-lasso-tv-series-study\/",
            "author_id": 21,
            "timestamp": 1724880766,
            "content": "<p>Join our \u201cTV series study\u201d for educators: it\u2019s like a book study, but instead of discussing chapters, we\u2019ll be discussing episodes from Ted Lasso, Season 1.  We will provide you with thought-provoking questions and prompts to guide your viewing and reflect on what Lasso can illuminate about teaching, learning, and the world of education. \n\nYou can earn up to 13 SCECHs total for watching the season, successfully completing a series of short and engaging online activities (10 SCECHs), and completing an optional assignment to connect insights directly to your practice (3 SCECHs).<\/p>\n<p>During this television series study, you will:<\/p>\n\n<li>Identify strategies that connect ideas from the series to the classroom\n\n<\/li><li>Reflect on thematic ideas to compare concepts from the series to experiences from your classroom<\/li>\n<li>Connect ideas and strategies around relationships, community, and using stories to your practice in the classroom<\/li>\n\n<p>Here\u2019s a preview of the focus for each of our sessions: \n\nEpisodes 1-3: \u201cLasso and Relationships\u201d\n\nEpisodes 4-7: \u201cLasso and Community\u201d\n\nEpisodes 8-10: \u201cLasso and Stories\u201d\n\nDisclaimer:\nTed Lasso is a popular TV sports comedy show that has won 11 Emmy Awards, including Outstanding Comedy Series two years in a row. The show is packed with plenty of humor and drama to reveal powerful stories about cultural differences, modern leadership, vulnerability, teamwork, courage, empathy, humility, and perseverance. This statewide educator study will draw upon the Ted Lasso TV series to examine relationships, community building, and the use of stories as an educator. The series contains adult content, including sexually themed jokes and regular use of strong language; however, those aspects are outside the scope of interest and are not central to the three course themes. The Ted Lasso TV series does not represent the views or opinions of Michigan Virtual, and exploration of the series to support educator professional development does not constitute an endorsement by Michigan Virtual.<\/p>",
            "title": "Ted Lasso TV Series Study",
            "excerpt": "Join our \u201cTV series study\u201d for educators: it\u2019s like a book study, but instead of discussing chapters, we\u2019ll be discussing episodes from Ted Lasso, Season 1. We will provide you with thought-provoking questions and prompts to guide your viewing and reflect on what Lasso can illuminate about teaching, learning, and the world of education. You...",
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        {
            "id": 88554,
            "path": "\/course\/dln-disciplinary-literacy-for-secondary-leaders-with-action-plan\/",
            "author_id": 21,
            "timestamp": 1724880704,
            "content": "<p>The purpose of Disciplinary Literacy for Secondary Leaders with Action Plan is to improve Michigan students\u2019 academic literacies and content learning at the secondary level. Professional development throughout the state can focus on these research-supported literacy instructional practices for regular use in the classroom. In this course, learners will be presented with content in the form of slides, articles, websites, and videos and will be assessed through reflection, short answer questions, matching, and multiple choice. Participants are encouraged to implement the learning and to submit samples of competency. Learners are required to participate in a synchronous virtual kick-off session, a mid-point check-in session, and a celebration session after completing the six virtual learning modules.<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: Disciplinary Literacy for Secondary Leaders with Action Plan",
            "excerpt": "The purpose of Disciplinary Literacy for Secondary Leaders with Action Plan is to improve Michigan students\u2019 academic literacies and content learning at the secondary level. Professional development throughout the state can focus on these research-supported literacy instructional practices for regular use in the classroom. In this course, learners will be presented with content in the...",
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        {
            "id": 88121,
            "path": "\/course\/social-emotional-learning-creating-a-professional-culture-based-on-sel\/",
            "author_id": 21,
            "timestamp": 1724880700,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Self-evaluation and growth of an educators' own social and emotional competencies can aid in fostering these skills in their students. This course focuses on creating a social-emotional learning (SEL) culture within a school. Specifically, you will engage in activities that grow educator social and emotional competencies, exploring ways in which adults can engage in self-care to avoid professional burnout. You will also practice self-awareness to address implicit biases that may influence interactions with students.This course is part of the Social and Emotional Learning series.<\/p><p>In this course, you will:<\/p><ul><li>Identify the importance of adults' social and emotional competencies for their work with students and their own well-being.<\/li><li>Explore strategies for adult self-care and emotional well-being,<\/li><li>Investigate professional learning systems and supports that can be used to further culturally responsive SEL within school,<\/li><li>Create strategies to engage and communicate with families and community members in a culturally responsive way, and<\/li><li>Apply action steps to build a culture focused on SEL.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social-Emotional Learning: Creating a Professional Culture Based on SEL",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Self-evaluation and growth of an educators&#8217; own social and emotional competencies can aid in fostering these skills in their students. This course focuses on creating a social-emotional learning (SEL) culture within a school. Specifically, you will engage in activities that grow educator social and...",
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        {
            "id": 88055,
            "path": "\/course\/cpr-refresher\/",
            "author_id": 21,
            "timestamp": 1724880687,
            "content": "<p>Knowing Cardiopulmonary resuscitation (CPR) is a skill that could be potentially life-saving when you least expect it. If you have already been trained to perform CPR, this review course will give you the chance to re-examine the major procedures. You will go over how CPR works, when CPR should be performed, and how to perform it properly.<\/p><p>In this course, you will:<\/p><ul><li>Identify new developments the American Heart Association' has made to CPR in recent years,<\/li><li>Review, through video demonstration, the most important major CPR procedures, and<\/li><li>Memorize the steps to take before during and after CPR to keep yourself and the victim safe.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "CPR Refresher",
            "excerpt": "Knowing Cardiopulmonary resuscitation (CPR) is a skill that could be potentially life-saving when you least expect it. If you have already been trained to perform CPR, this review course will give you the chance to re-examine the major procedures. You will go over how CPR works, when CPR should be performed, and how to perform...",
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            "modified_timestamp": 1724880690,
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        {
            "id": 88385,
            "path": "\/course\/mel-secondary-health-sciences-health-occupations-eresources\/",
            "author_id": 21,
            "timestamp": 1724754917,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Immerse yourself in the rich world of Michigan eLibrary (MeL) and unlock its treasure trove of eResources tailored to Health Science standards and Health Occupations. Elevate your skills by mastering how to access, use, and share these valuable resources with students or staff. Discover innovative integration techniques that will revolutionize your professional practice<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Recognize the \u201cwhat, why, and how\u201d of the Michigan eLibrary and its eResources.<\/li>\n<li>Explore eResources aligned to Health Science standards and Health Occupations.<\/li>\n<li>Identify opportunities to use and share the content available in eResources with students or staff.<\/li>\n<li>Consider ways to integrate the eResources into practice.<\/li>",
            "title": "MeL Secondary Health Sciences\/Health Occupations eResources",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Immerse yourself in the rich world of Michigan eLibrary (MeL) and unlock its treasure trove of eResources tailored to Health Science standards and Health Occupations. Elevate your skills by mastering how to access, use, and share these valuable resources with students or staff. Discover...",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Course description:<\/p>\n<p>This webinar series will focus on the history of the Civil War Amendments up to the Civil Rights Movement. The presenter will discuss the U.S. South as a slave society, the Reconstruction Era, and the Jim Crow Era. Information includes the formation of political parties, acts, compromises, economic policies, and court decisions that influenced this time period.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Reflect upon the U.S. South as a slave society.<\/li>\n<li>Examine primary court cases, Acts, and Constitutional Amendments that defined the Reconstruction Era. Including Congress's debate over the definition of \u201cfreedom.\u201d<\/li>\n<li>Analyze the effects of the Jim Crow Era and Jim Crow as a system, including drawing connections to today and the content that you may be teaching.<\/li>\n<\/ul>\n<div>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/div>",
            "title": "Civil War to Civil Rights",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Course description: This webinar series will focus on the history of the Civil War Amendments up to the Civil Rights Movement. The presenter will discuss the U.S. South as a slave society, the Reconstruction Era, and the Jim Crow Era. Information includes the formation...",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This webinar series will focus on the history of the Civil Rights Movement. The presenter will discuss how the Civil Rights Movement of the 1950s and 1960s sought to break down racial barriers to equal opportunity, desegregate society, and eliminate negative implications of racial distinctions.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Define the main catalysts that shaped the beginning of the Civil Rights Movement.<\/li>\n<li>Analyze the consequences of the Jim Crow era, including its effects on modern society.<\/li>\n<li>Analyze factors that led to the development of the Black Power Movement.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Civil Rights Movement",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This webinar series includes how Asian Americans have been excluded from U.S. immigration and citizenship, how they have fought for inclusion, and explores laws and court cases connected to Asian Americans. This series explores how Asian Americans exercised their rights and responsibilities within civic society to secure a place in the United States, and will address the Model Minority Myth, which continues to shape perceptions and experiences of Asian Americans. Finally, the series shares how Asian Americans have responded to anti-Asian exclusion, racism, and xenophobia in the United States.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Reflect upon how Asian Americans have been excluded from U.S. society,<\/li>\n<li>Examine primary court cases that directly connect to Asian Americans.<\/li>\n<li>Identify how Asian Americans have exercised their rights to secure their place in U.S. society.<\/li>\n<li>Explore how modern U.S. society has related to Asian Americans and how this content might be used in the content that you're teaching.<\/li>\n<\/ul>\n<p><strong>IMPORTANT INFORMATION<\/strong>: Please note that this course contains videos. Once you start watching a video for this course, you must complete viewing it. Partial video views WILL NOT BE SAVED. You can pause the video, but you will need to finish the entire video before moving on, or you'll have to start it all over again.<\/p>\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Asian Americans &amp; the U.S.",
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            "id": 88354,
            "path": "\/course\/teaching-history-for-all-using-public-resources\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This webinar series will focus on the history of the Civil War Amendments up to the Civil Rights Movement. The presenter will discuss the U.S. South as a slave society, the Reconstruction Era, and the Jim Crow Era. Information includes the formation of political parties, acts, compromises, economic policies, and court decisions that influenced this time period.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Reflect upon the U.S. South as a slave society.<\/li>\n<li>Examine primary court cases, Acts, and Constitutional Amendments that defined the Reconstruction Era. Including Congress's debate over the definition of \u201cfreedom.\u201d<\/li>\n<li>Analyze the effects of the Jim Crow Era and Jim Crow as a system, including drawing connections to today and the content that you may be teaching.<\/li>\n<\/ul>\n<p><strong>IMPORTANT INFORMATION<\/strong>: Please note that this course contains videos. Once you start watching a video for this course, you must complete viewing it. Partial video views WILL NOT BE SAVED. You can pause the video, but you will need to finish the entire video before moving on, or you'll have to start it all over again.<\/p>\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching History for All Using Public Resources",
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        {
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This webinar series will focus on the history of the Equal Rights Movement. The presenter will discuss the struggle for equal rights, including women\u2019s rights, to determine where they lived, how they worked, and the implications for social and cultural change.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Explore Black women\u2019s experiences during the late 1800s and early 1900s. Include thinking as related to the Great Migrations, labor, and the household.<\/li>\n<li>Identify Black female reformers and explain the impacts they made on U.S. society.<\/li>\n<li>Analyze the Black freedom struggle, including contexts as related to progressive reform and radical ideology of the 1930s.<\/li>\n<\/ul>\n<p><strong>IMPORTANT INFORMATION<\/strong>: Please note that this course contains videos. Once you start watching a video for this course, you must complete viewing it. Partial video views WILL NOT BE SAVED. You can pause the video, but you will need to finish the entire video before moving on, or you'll have to start it all over again.<\/p>\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Equal Rights Movement",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This webinar series will focus on the history of the Equal Rights Movement. The presenter will discuss the struggle for equal rights, including women\u2019s rights, to determine where they lived, how they worked, and the implications for social and cultural change. In this course,...",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This webinar series will focus on the history of the Labor Rights Movement. This will include a discussion on and around Manifest Destiny and its effects, Latin American Labor Migration, education, and the revolving door migration experience.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand the origins of Hispanic populations within the U.S. and identify Hispanic individuals and how they directly impacted U.S. society.<\/li>\n<li>Analyze expansionism in the United States and how it affected Latino\/a populations both home and abroad.<\/li>\n<li>Explain how Latin Activism impacted the American Labor Movement.<\/li>\n<\/ul>\n<p><strong>IMPORTANT INFORMATION<\/strong>: Please note that this course contains videos. Once you start watching a video for this course, you must complete viewing it. Partial video views WILL NOT BE SAVED. You can pause the video, but you will need to finish the entire video before moving on, or you'll have to start it all over again.<\/p>\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Labor Rights Movement",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This webinar series will focus on the history of the Labor Rights Movement. This will include a discussion on and around Manifest Destiny and its effects, Latin American Labor Migration, education, and the revolving door migration experience. In this course, you will: Understand the...",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This webinar series will focus on the disability movement. The webinar will model discussion addressing equity and shared opportunities on how educator practices support diverse student populations.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Define \u201cDisability\u201d and explain how it is a social construction.<\/li>\n<li>Identify the diversity that exists within the disability community.<\/li>\n<li>Explore legislative actions as related to the Disability Rights Movement.<\/li>\n<li>Analyze primary questions to consider when implementing histories of people with disabilities and the effects it may have on your students\u2019 perspectives.<\/li>\n<\/ul>\n<p><strong>IMPORTANT INFORMATION:<\/strong> Please note that this course contains videos. Once you start watching a video for this course, you must complete viewing it. Partial video views WILL NOT BE SAVED. You can pause the video, but you will need to finish the entire video before moving on, or you'll have to start it all over again.<\/p>\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Disability Rights Movement",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This webinar series will focus on the disability movement. The webinar will model discussion addressing equity and shared opportunities on how educator practices support diverse student populations. In this course, you will: Define \u201cDisability\u201d and explain how it is a social construction. Identify the...",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This webinar will focus on the what, the why, and the how of using the College, Career, and Civic Life (C3) Framework. It will provide the means to engage students in disciplinary thinking to deepen their understanding of the world and their place in it.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand WHY inquiry-based practice and pedagogy is impactful for student learning.<\/li>\n<li>Develop an understanding of WHAT the C3 framework is and what it provides for your practice and student learning.<\/li>\n<li>Explore HOW to make instructional shifts to incorporate IDM and C3 into your professional practice.<\/li>\n<li>Identify where to find C3 resources to support your classroom practice.<\/li>\n<\/ul>\n<p><strong>IMPORTANT INFORMATION<\/strong>: Please note that this course contains videos. Once you start watching a video for this course, you must complete viewing it. Partial video views WILL NOT BE SAVED. You can pause the video, but you will need to finish the entire video before moving on, or you'll have to start it all over again.<\/p>\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social Studies Classroom Practice and Pedagogy",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This webinar will focus on the what, the why, and the how of using the College, Career, and Civic Life (C3) Framework. It will provide the means to engage students in disciplinary thinking to deepen their understanding of the world and their place in...",
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            "time_commitment": "2 hrs",
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            "price": "Free",
            "plp_subject_area": "Best Practices, Social Emotional Learning, Social Studies, Subject Specific",
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        {
            "id": 88344,
            "path": "\/course\/understanding-unconscious-bias-for-educators\/",
            "author_id": 21,
            "timestamp": 1724754887,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>In this course, you will begin an exploration of how unconscious bias impacts our learning environments and instructional practices. You will also have the opportunity to explore strategies to mitigate the impact of unconscious bias on learners. This course is designed to be self-paced and flexible, allowing you to complete modules at your own convenience. You are invited and encouraged to partner with colleagues in completing this course. The synergy of a shared professional learning space will only enhance this particular learning process.\n<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Describe the ways in which unconscious bias exists in our society..<\/li>\n<li>Identify your own unconscious bias and build awareness of how it could impact learners.<\/li>\n<li>Recognize bias in the learning environment, including in curricular materials.<\/li>\n<li>Develop strategies to counter and overcome biases in order to minimize their impact on learners and the learning environment.<\/li>\n<li>Build a welcoming, inclusive learning environment by becoming a culturally responsive teacher.<\/li>\n<li>Persist in your work as a lifelong learner.<\/li>\n<\/ul>",
            "title": "Understanding Unconscious Bias for Educators",
            "excerpt": "Courses marked as free are created for use by Michigan educators. In this course, you will begin an exploration of how unconscious bias impacts our learning environments and instructional practices. You will also have the opportunity to explore strategies to mitigate the impact of unconscious bias on learners. This course is designed to be self-paced...",
            "slug": "understanding-unconscious-bias-for-educators",
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            "time_commitment": "5 hrs",
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        {
            "id": 88345,
            "path": "\/course\/dive-into-oer\/",
            "author_id": 21,
            "timestamp": 1724754887,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>\nDelve into the transformative world of Open Educational Resources (OER). In this course, discover the value and opportunities OER brings to educators and students alike, empowering you to leverage OER content for a personalized and engaging learning experience. Recognize the core elements of OER and explore the intricacies of Creative Commons licensing to help you elevate your educational practice and unlock the full potential of OER in education.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li> Understand the value of OER and its role in education.<\/li>\n<li> Differentiate between OER and free content<\/li>\n<li>Recognize core elements of OER for effective practice<\/li>\n<li>Understand Creative Commons licensing<\/li>\n<li>Explore what it means to revise and remix OER content<\/li>\n<\/ul><h4><span style=\"font-weight: normal\">This course is offered in partnership with REMC. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><\/span><\/h4>",
            "title": "Dive Into OER",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Delve into the transformative world of Open Educational Resources (OER). In this course, discover the value and opportunities OER brings to educators and students alike, empowering you to leverage OER content for a personalized and engaging learning experience. Recognize the core elements of OER...",
            "slug": "dive-into-oer",
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            "time_commitment": "2 hrs",
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            "price": "Free",
            "plp_subject_area": "Blended &amp; Online Learning",
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        {
            "id": 88346,
            "path": "\/course\/engaging-multilingual-families\/",
            "author_id": 21,
            "timestamp": 1724754887,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This course aims to provide participants with a comprehensive understanding of family engagement and equip them with practical strategies to improve it. Participants will access research highlighting the importance of family engagement and explore the benefits of multilingualism in promoting family involvement. They will also learn about the concept of funds of knowledge as a valuable resource to enhance students' academic progress.<\/p>\n<ul>\n<li>Recall ways that being multilingual is an asset<\/li>\n<li>Identify true family engagement according to the MiFamily Framework<\/li>\n<li>Recognize the benefits of increasing family engagement<\/li>\n<li>Identify how funds of knowledge can help increase family engagement<\/li>\n<\/ul>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Engaging Multilingual Families",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This course aims to provide participants with a comprehensive understanding of family engagement and equip them with practical strategies to improve it. Participants will access research highlighting the importance of family engagement and explore the benefits of multilingualism in promoting family involvement. They will...",
            "slug": "engaging-multilingual-families",
            "modified_timestamp": 1724754890,
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        {
            "id": 88347,
            "path": "\/course\/bloodborne-pathogens-training-asl-version\/",
            "author_id": 21,
            "timestamp": 1724754887,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Welcome to the Bloodborne Pathogens (BBP) Training for Educators - ASL version! Welcome to this critical course on bloodborne pathogens. This course will teach you about these pathogens, their effects, and how to protect yourself and others. You'll gain vital knowledge to ensure safety in school environments and meet annual compliance requirements. Master proper personal protective equipment use, disposal methods, and emergency response, enhancing your role in maintaining a safe educational setting.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Define bloodborne pathogens and distinguish between the primary three bloodborne pathogens, their symptoms, and vaccine options.<\/li>\n<li>Identify the methods of transmission of bloodborne pathogens.<\/li>\n<li>Identify how to protect yourself from exposure through prevention.<\/li>\n<li>Communicate appropriate instructions to students regarding blood spills.<\/li>\n<li>Recognize the components of an effective Exposure Control Plan.<\/li>\n<\/ul>\n<p>This program is offered in partnership with MDE, please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/p>",
            "title": "Bloodborne Pathogens Training \u2013 ASL version",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Bloodborne Pathogens (BBP) Training for Educators &#8211; ASL version! Welcome to this critical course on bloodborne pathogens. This course will teach you about these pathogens, their effects, and how to protect yourself and others. You&#8217;ll gain vital knowledge to ensure safety...",
            "slug": "bloodborne-pathogens-training-asl-version",
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        {
            "id": 88348,
            "path": "\/course\/encouraging-language-development-in-multilingual-learners\/",
            "author_id": 21,
            "timestamp": 1724754887,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This course aims to enhance academic language development in multilingual learners. Participants will access vocabulary-building research, and gain strategies for enhancing multilingual learners' vocabularies. Emphasizing multilingualism as an asset, it covers language acquisition, evaluates vocabulary-building techniques, and explores activities that support multilingual learners. The course encourages reflection on the importance of vocabulary and educator support needs, using research, discussions, and planning to equip educators with effective strategies for fostering language development.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Recall ways that being multilingual is an asset.<\/li>\n<li>Distinguish the ways multilingual children acquire language.<\/li>\n<li>Utilize activities that build vocabulary for Multilingual Learners.<\/li>\n<li>Evaluate vocabulary-building techniques for Multilingual Learners.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Encouraging Language Development in Multilingual Learners",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This course aims to enhance academic language development in multilingual learners. Participants will access vocabulary-building research, and gain strategies for enhancing multilingual learners&#8217; vocabularies. Emphasizing multilingualism as an asset, it covers language acquisition, evaluates vocabulary-building techniques, and explores activities that support multilingual learners. The...",
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        {
            "id": 88349,
            "path": "\/course\/interactive-reading-and-multilingual-learners\/",
            "author_id": 21,
            "timestamp": 1724754887,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This module, focusing on Interactive Reading for Multilingual Learners, spans 120 minutes and offers insights into the principles of interactive reading, key milestones in multilingual reading development, and effective strategies to enhance interactive sessions. Providers will learn to navigate challenges and utilize resources to support this practice, ultimately enriching the learning experience for multilingual students and fostering an inclusive environment.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify the principles and importance of interactive reading.<\/li>\n<li>Recognize the order of the key milestones in reading development for Multilingual Learners.<\/li>\n<li>Distinguish strategies and approaches for planning and enhancing interactive reading sessions with multilingual students.<\/li>\n<li>Adopt strategies to plan and implement interactive reading for Multilingual Learners.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Interactive Reading and Multilingual Learners",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This module, focusing on Interactive Reading for Multilingual Learners, spans 120 minutes and offers insights into the principles of interactive reading, key milestones in multilingual reading development, and effective strategies to enhance interactive sessions. Providers will learn to navigate challenges and utilize resources to...",
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        {
            "id": 88350,
            "path": "\/course\/teaching-to-and-about-first-peoples\/",
            "author_id": 21,
            "timestamp": 1724754887,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This webinar series will explore Maawndoonganan: Anishinaabe Resource Manual, an Indigenous-developed resource guide that can raise student engagement around historical content and civic engagement. This Confederation of Michigan Tribal Education Departments (CMTED) endorsed resource was developed to support educators in the implementation of Michigan\u2019s Social Studies Standards. Its purpose is to support educators with inclusive classroom practices that engage and include all student learners.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Hear Indigenous perspectives related to the 12 federally recognized tribes who share geography with the State of Michigan.<\/li>\n<li>Develop an understanding of Tribal sovereignty.<\/li>\n<li>Examine the Maawndoonganan Resource Manual as a resource.<\/li>\n<li>Explore how the Maawndoonganan Resource Manual may relate to the content that you're teaching.<\/li>\n<\/ul>\n<p><strong>IMPORTANT INFORMATION<\/strong>: Please note that this course contains videos. Once you start watching a video for this course, you must complete viewing it. Partial video views WILL NOT BE SAVED. You can pause the video, but you will need to finish the entire video before moving on, or you'll have to start it all over again.<\/p>\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching To and About First Peoples",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This webinar series will explore Maawndoonganan: Anishinaabe Resource Manual, an Indigenous-developed resource guide that can raise student engagement around historical content and civic engagement. This Confederation of Michigan Tribal Education Departments (CMTED) endorsed resource was developed to support educators in the implementation of Michigan\u2019s...",
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        {
            "id": 88331,
            "path": "\/course\/online-national-standards-2-course-content-design\/",
            "author_id": 21,
            "timestamp": 1724754884,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>When transferring traditional course material online, you may feel as though you are being asked to evolve from an instructional planner to an instructional designer overnight. Luckily, with some modifications, many aspects of face-to-face teaching can be easily shifted to online. In this course, you will review the National Standards for Quality (NSQ) Online Teaching and Online Courses focusing on course content and design, as well as review elementary and secondary examples to help ease the transition of content.<\/p><p>In this course, you will:<\/p><ul><li>Describe what the NSQ are and identify particular standards that relate to course content and design,<\/li><li>Examine indicators that promote learner engagement,<\/li><li>Discover examples of effective identification, alignment, and use of content,<\/li><li>Learn ways in which you can create a variety of learning experiences with technology through instructional design, and<\/li><li>Reflect on your current practices and begin to determine ways the standards might help you to grow professionally.<\/li><\/ul>",
            "title": "Online National Standards 2: Course Content &amp; Design",
            "excerpt": "Courses marked as free are created for use by Michigan educators. When transferring traditional course material online, you may feel as though you are being asked to evolve from an instructional planner to an instructional designer overnight. Luckily, with some modifications, many aspects of face-to-face teaching can be easily shifted to online. In this course,...",
            "slug": "online-national-standards-2-course-content-design",
            "modified_timestamp": 1724754884,
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        },
        {
            "id": 88327,
            "path": "\/course\/dln-an-essential-guide-to-ai-for-educators\/",
            "author_id": 21,
            "timestamp": 1724754876,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><span style=\", Helvetica, Arial, sans-serif;font-size: 14px\">Welcome to the online course \"An Essential Guide to AI for Educators.\" In this course, we will explore the basics of AI, how to effectively and ethically implement AI in your practice, and how to start training students to start using AI to support their learning.  In this course, you will be able to...<\/span><div><span style=\", Helvetica, Arial, sans-serif;font-size: 14px\">\nA) Familiarize yourself with AI and get started using ChatGPT<\/span><div><span style=\", Helvetica, Arial, sans-serif;font-size: 14px\">B) Save time on lesson planning and administrative tasks<\/span><\/div><div><span style=\", Helvetica, Arial, sans-serif;font-size: 14px\">C) Create engaging, personalized learning experiences for your students<\/span><\/div><div><span style=\", Helvetica, Arial, sans-serif;font-size: 14px\">D) Develop strategies and activities for introducing AI to your students and<\/span><\/div><div><span style=\", Helvetica, Arial, sans-serif;font-size: 14px\">E) Gain access to a Prompt Library, a curated resource developed specifically for educators.<\/span><\/div>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with DLN. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4><\/div>",
            "title": "DLN: An Essential Guide to AI for Educators",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the online course &#8220;An Essential Guide to AI for Educators.&#8221; In this course, we will explore the basics of AI, how to effectively and ethically implement AI in your practice, and how to start training students to start using AI to support...",
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        {
            "id": 88328,
            "path": "\/course\/online-national-standards-1-getting-started\/",
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            "timestamp": 1724754876,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Whether teaching face-to-face or online, your goals and concerns as an educator remain the same including how to connect, communicate, and meet expectations with students. This course will help you get started online by providing an overview of the National Standards for Quality (NSQ) Online Teaching and Online Courses. You will gain insight into these research-based standards and examples of application for elementary and secondary students in the areas of Digital Pedagogy, Digital Citizenship, and Community Building in online teaching as well as Overview and Support for online courses.<\/p><p>In this course, you will:<\/p><ul><li>Identify the NSQ pertinent to transitioning your curriculum to online courses and teaching,<\/li><li>Examine indicators of successful Digital Pedagogy, Community Building, and Digital Citizenship,<\/li><li>Recognize indicators that promote clear expectations and guidance for learners in online courses,<\/li><li>Review helpful elementary and secondary examples of strategies to apply these National Standards for Quality, and<\/li><li>Reflect on your current practices and begin to determine ways NSQ practices will help you grow professionally.<\/li><\/ul>",
            "title": "Online National Standards 1: Getting Started",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Whether teaching face-to-face or online, your goals and concerns as an educator remain the same including how to connect, communicate, and meet expectations with students. This course will help you get started online by providing an overview of the National Standards for Quality (NSQ)...",
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        {
            "id": 88329,
            "path": "\/course\/online-national-standards-3-assessment\/",
            "author_id": 21,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>You prioritize incorporating accurate, quality assessments and delivering important feedback in your classroom, but are you wondering how to maintain those efforts in an online setting? In this course, you will review the National Standards for Quality (NSQ) Online Teaching and Online Courses to dive deeper into the teaching standard for Assessment &amp; Measurement, and the online course standard for Learner Assessment. You will explore indicators and examples of these standards in both online teaching and courses through topics including variety, alignment, student progress, and student needs.<\/p><p>In this course, you will:<\/p><ul><li>Describe what the NSQ Standards are and identify the particular standards for learner assessment and measurement,<\/li><li>Examine indicators that support assessment variety, alignment, learner progress, and learner needs,<\/li><li>Identify examples at the elementary and secondary level that portray ways to apply the standards to learner assessment and measurement, and<\/li><li>Reflect on your current practices and begin to determine ways the standards might help you to grow professionally.<\/li><\/ul>",
            "title": "Online National Standards 3: Assessment",
            "excerpt": "Courses marked as free are created for use by Michigan educators. You prioritize incorporating accurate, quality assessments and delivering important feedback in your classroom, but are you wondering how to maintain those efforts in an online setting? In this course, you will review the National Standards for Quality (NSQ) Online Teaching and Online Courses to...",
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        {
            "id": 88330,
            "path": "\/course\/online-national-standards-4-meeting-needs\/",
            "author_id": 21,
            "timestamp": 1724754876,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>A one-size-fits-all approach to instruction cannot always meet the needs of all learners in any setting, including an online classroom. In this course, you will review the National Standards for Quality (NSQ) Online Teaching and Online Courses focusing specifically on standards related to providing course content to meet learner needs. You will be given both elementary and secondary examples of indicators under the standards for Diverse Instruction and Accessibility and Usability. You will also be able to explore scenarios to help you better understand how to apply these examples.<\/p><p>In this course, you will:<\/p><ul><li>Describe what the NSQ Standards are and the particular standards that relate to course content and design,<\/li><li>Identify indicators of diverse instruction,<\/li><li>Examine indicators that promote accessibility and usability, and<\/li><li>Reflect on your current practices and begin to determine ways the standards might help you to grow professionally.<\/li><\/ul>",
            "title": "Online National Standards 4: Meeting Needs",
            "excerpt": "Courses marked as free are created for use by Michigan educators. A one-size-fits-all approach to instruction cannot always meet the needs of all learners in any setting, including an online classroom. In this course, you will review the National Standards for Quality (NSQ) Online Teaching and Online Courses focusing specifically on standards related to providing...",
            "slug": "online-national-standards-4-meeting-needs",
            "modified_timestamp": 1724754881,
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        {
            "id": 88311,
            "path": "\/course\/modern-classrooms-project-essentials\/",
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            "timestamp": 1724754869,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Tired of one-size-fits-all teaching and learning? The Modern Classrooms Project model ensures that every student gets the individualized support they need. It works for thousands of educators world-wide, and it can work for you! In this course, you will learn what the Modern Classrooms Project (MCP) model is. You will also explore its core practices of Blended Instruction, Self-Paced Structures, and Mastery-Based Grading to discover clear and innovative strategies that will transform your classroom. <\/p>\n<p>In this learning experience, you will:<\/p>\n<ul>\n<li>Describe what the Modern Classrooms Project model is and how it can benefit your practice and your learners.<\/li>\n<li>Define Modern Classrooms Project\u2019s core practices of Mastery-Based Learning, Self-Paced Learning, and Blended Instruction.<\/li>\n<li>Discover strategies to effectively implement Mastery-Based Learning, Self-Paced Learning, and Blended Instruction.<\/li>\n<li>Examine methods for organizing your physical and\/or virtual classroom that support student mastery and autonomy.<\/li>\n<li>Identify support for launching your Modern Classroom.<\/li>\n<\/ul>",
            "title": "Modern Classrooms Project Essentials",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Tired of one-size-fits-all teaching and learning? The Modern Classrooms Project model ensures that every student gets the individualized support they need. It works for thousands of educators world-wide, and it can work for you! In this course, you will learn what the Modern Classrooms...",
            "slug": "modern-classrooms-project-essentials",
            "modified_timestamp": 1724754869,
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        {
            "id": 88317,
            "path": "\/course\/remembering-the-holocaust\/",
            "author_id": 21,
            "timestamp": 1724754869,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Learn about primary sources like oral testimonies and artifacts for teaching the Holocaust. Access essential tools to deepen understanding of the Holocaust and its relevance today.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Examine the importance of oral testimony as a primary source and its foundational role in teaching about the Holocaust.<\/li>\n<li>Reflect on the role of primary source artifacts and how they relate to the content that you're teaching.<\/li>\n<li>Explore Holocaust primary resources available to educators and evaluate what resources are most accessible and applicable for your classroom and curriculum.<\/li>\n<li>Determine how primary resources such as oral testimony and artifacts can be integrated into your Holocaust curriculum and how you will use them to provide students with the information and support they need to inquire, explore, and form personal connections as they learn.<\/li>\n<\/ul>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Remembering the Holocaust",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Learn about primary sources like oral testimonies and artifacts for teaching the Holocaust. Access essential tools to deepen understanding of the Holocaust and its relevance today. In this course, you will: Examine the importance of oral testimony as a primary source and its foundational...",
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        {
            "id": 88318,
            "path": "\/course\/licensing-citation-ongoing-health-safety-refresher-2023\/",
            "author_id": 21,
            "timestamp": 1724754869,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>This training is for licensed child care providers that were cited for not completing the required ongoing health and safety training in 2023.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Examine the primary reasons childcare providers need to administer medications.<\/li>\n<li>Learn about prevention and responses to emergencies due to food &amp; allergic reactions.<\/li>\n<li>Understand best practices to prevent and control Infectious diseases, including the role of Immunizations.<\/li>\n<li>Understand the best practices for handling &amp; storage of hazardous materials &amp; appropriate disposal of bio-contaminants.<\/li>\n\n<p>This course is offered in partnership with the MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Licensing Citation: Ongoing Health &amp; Safety Refresher 2023",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This training is for licensed child care providers that were cited for not completing the required ongoing health and safety training in 2023. In this course, you will: Examine the primary reasons childcare providers need to administer medications. Learn about prevention and responses to...",
            "slug": "licensing-citation-ongoing-health-safety-refresher-2023",
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        {
            "id": 88308,
            "path": "\/course\/future-proud-michigan-educator-community\/",
            "author_id": 21,
            "timestamp": 1724754863,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Empower yourself as an educator with the Future Proud Michigan Educator EXPLORE: Community. Join the online hub, where you'll connect with fellow educators, share resources, and ignite collaboration. Here, you'll amplify your impact through collective knowledge, support, and discussions. Find inspiration and unlock your full potential as a teacher educator in this transformative Proud Michigan Educator community.<\/p>\n<p>Through this community, you will:<\/p>\n<ul>\n<li>Share materials to enhance your practice as a teacher educator.<\/li>\n<li>Gain practical tips and valuable resources to support your professional growth.<\/li>\n<li>Engage in discussions with fellow EXPLORE educators.<\/li>\n<li>Explore the Community Forum, Library, and Resource Repository for shared knowledge and inspiration.<\/li>\n<\/ul>\n<p>This course is available to Future Proud Michigan Educator facilitators.<\/p>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Future Proud Michigan Educator: Community",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Empower yourself as an educator with the Future Proud Michigan Educator EXPLORE: Community. Join the online hub, where you&#8217;ll connect with fellow educators, share resources, and ignite collaboration. Here, you&#8217;ll amplify your impact through collective knowledge, support, and discussions. Find inspiration and unlock your...",
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            "id": 88309,
            "path": "\/course\/future-proud-michigan-educator-explore-educator-foundations\/",
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            "timestamp": 1724754863,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p>As an educator, your influence shapes Michigan's education landscape. Join \"MDE Facilitating Future Proud Michigan Educator Explore: Unit 0\" to unlock vital skills for guiding aspiring educators. Reflect on your teaching experiences and refine your facilitation approach. Gain insight into the theory behind the Future Proud Michigan Educator initiative and understand program designs and curricular expectations. With a strong understanding of educator preparation, support future teachers seeking certification. Ignite their path and make a lasting impact in the education community.\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Future Proud Michigan Educator: EXPLORE Educator Foundations",
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        },
        {
            "id": 88310,
            "path": "\/course\/future-proud-michigan-educator-explore-course-planning\/",
            "author_id": 21,
            "timestamp": 1724754863,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p>Unleash your potential to shape future educators with MDE's Facilitating Future Proud Michigan Educator Explore: Units 1-6 course. Explore the key features of this program and prepare your students for transformative clinical experiences. Plan your facilitation of each unit, collaborating with colleagues and designing supplemental activities and assessments. Delve into fostering learning communities, cultural understanding, equity pedagogy, college access, and clinical experiences. Elevate teaching practice and inspire the next generation of Proud Michigan Educators.\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Future Proud Michigan Educator: EXPLORE Course Planning",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Unleash your potential to shape future educators with MDE&#8217;s Facilitating Future Proud Michigan Educator Explore: Units 1-6 course. Explore the key features of this program and prepare your students for transformative clinical experiences. Plan your facilitation of each unit, collaborating with colleagues and designing...",
            "slug": "future-proud-michigan-educator-explore-course-planning",
            "modified_timestamp": 1724754866,
            "term_ids": [
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                18416,
                18467,
                18496
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "12 hrs",
            "scech": "12",
            "price": "Free",
            "plp_subject_area": "Blended &amp; Online Learning, Other, Subject Specific",
            "sls_terms": "",
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        },
        {
            "id": 88293,
            "path": "\/course\/secondary-career-preparation-eresources-in-mel\/",
            "author_id": 21,
            "timestamp": 1724754860,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Helping secondary students connect their interests to potential career paths is an important part of secondary instruction. The Michigan eLibrary (MeL) offers tons of free resources designed to help upper-middle and high-school students explore their passions and career options. In this course, you\u2019ll discover free resources available to you and your students through MeL, such as access to books, eBooks, audiobooks, digital images, magazines, professional journals, and more. You\u2019ll also explore a curated collection of resources for introducing career preparation to secondary students.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Recognize the \u201cwhat, why, and how\u201d of the Michigan eLibrary and its eResources.<\/li>\n<li>Explore free eResources aligned to secondary career preparation.\n\n<\/li><li>Identify opportunities to use and share the content available in eResources with students or staff.<\/li>\n<li>Consider ways to integrate these resources into your educational practice.<\/li>",
            "title": "Secondary Career Preparation eResources in MeL",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Helping secondary students connect their interests to potential career paths is an important part of secondary instruction. The Michigan eLibrary (MeL) offers tons of free resources designed to help upper-middle and high-school students explore their passions and career options. In this course, you\u2019ll discover...",
            "slug": "secondary-career-preparation-eresources-in-mel",
            "modified_timestamp": 1724754860,
            "term_ids": [
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                18402,
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                18408,
                18420,
                18467
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            "post_type": "courses",
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            "profile_picture": "",
            "time_commitment": "3 hrs",
            "scech": "3",
            "price": "Free",
            "plp_subject_area": "Counselors, Other",
            "sls_terms": "",
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            "delivery_format": "self-paced",
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            "credit_type": "counselor",
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            "slidedeck_url": "",
            "thumbnails": {
                "full": "\/wp-content\/uploads\/2023\/07\/935.jpg"
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        },
        {
            "id": 88288,
            "path": "\/course\/elementary-career-awareness-eresources-in-mel\/",
            "author_id": 21,
            "timestamp": 1724754856,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>It\u2019s never too early to introduce young students to the knowledge, skills, and career options available to them in the future. The Michigan eLibrary (MeL) offers tons of eResources designed to help elementary students explore their passions and career options they never knew existed. In this course, you\u2019ll discover free resources available to you and your students through MeL, such as access to eBooks, digital images, magazines, professional journals, video clips, and more. You\u2019ll also explore a curated collection of resources for introducing career awareness to elementary students.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Recognize the \u201cwhat, why, and how\u201d of the Michigan eLibrary and its eResources.<\/li>\n<li>Explore free eResources aligned to elementary career awareness.<\/li>\n<li>Identify opportunities to use and share the content available in eResources with students or staff.<\/li>\n<li>Consider ways to integrate these resources into your educational practice.<\/li><\/ul>",
            "title": "Elementary Career Awareness eResources in MeL",
            "excerpt": "Courses marked as free are created for use by Michigan educators. It\u2019s never too early to introduce young students to the knowledge, skills, and career options available to them in the future. The Michigan eLibrary (MeL) offers tons of eResources designed to help elementary students explore their passions and career options they never knew existed....",
            "slug": "elementary-career-awareness-eresources-in-mel",
            "modified_timestamp": 1724754856,
            "term_ids": [
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            "post_type": "courses",
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            "time_commitment": "2 hrs",
            "scech": "2",
            "price": "Free",
            "plp_subject_area": "Blended &amp; Online Learning, Counselors",
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                "full": "\/wp-content\/uploads\/2023\/06\/921.jpg"
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        },
        {
            "id": 88285,
            "path": "\/course\/transportation-training-for-licensed-child-care-providers\/",
            "author_id": 21,
            "timestamp": 1724754848,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Transportation safety is crucial in child care settings to protect children from harm. In this course, you will learn best practices for safely transporting children, including vehicle safety, car seat regulation, and direct supervision. Understanding guidelines for transportation, vehicle types, and the consequences of leaving children unattended near vehicles will be covered. By focusing on finding the right car seat, proper installation, and ensuring children's safety in car seats, you will gain the knowledge and skills needed to keep kids safe during transportation.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Demonstrate knowledge of best practices for safely transporting children.<\/li>\n<li>Apply proper supervision techniques when children are in vehicles.<\/li>\n<li>Implement the three-step process of finding the right car seat, correctly installing it, and effectively keeping children safe in car seats during transportation.<\/li>\n<\/ul>\n<div>\n<div><strong>MiRegistry Information:&nbsp;<\/strong>This course is offered in partnership with MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.&nbsp;Individuals will receive completion credit in MiRegistry for one completion of this training. If an individual repeats this training, only their first completion date will transfer to MiRegistry.<\/div>\n<\/div>\n\n<p>This course is offered in partnership with the MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Transportation Training for Licensed Child Care Providers",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Transportation safety is crucial in child care settings to protect children from harm. In this course, you will learn best practices for safely transporting children, including vehicle safety, car seat regulation, and direct supervision. Understanding guidelines for transportation, vehicle types, and the consequences of...",
            "slug": "transportation-training-for-licensed-child-care-providers",
            "modified_timestamp": 1724754851,
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            "post_type": "courses",
            "presenter_0_name": "",
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            "time_commitment": "1 hr",
            "scech": "1",
            "price": "Free",
            "plp_subject_area": "Early Childhood",
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        },
        {
            "id": 88265,
            "path": "\/course\/introduction-to-early-childhood-standards-of-quality-for-b-k\/",
            "author_id": 21,
            "timestamp": 1724754842,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p>This course is an overview of Michigan\u2019s Early Childhood Standards of Quality for Birth to Kindergarten. The course will provide a high-level overview of what the standards are and how they are to be used to guide high quality practices within programs and to support children\u2019s development.\n\n<p>This course is offered in partnership with the MiRegistry. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Introduction to Early Childhood Standards of Quality for B-K",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This course is an overview of Michigan\u2019s Early Childhood Standards of Quality for Birth to Kindergarten. The course will provide a high-level overview of what the standards are and how they are to be used to guide high quality practices within programs and to...",
            "slug": "introduction-to-early-childhood-standards-of-quality-for-b-k",
            "modified_timestamp": 1724754842,
            "term_ids": [
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "1 hr",
            "scech": "1",
            "price": "Free",
            "plp_subject_area": "Early Childhood",
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                "full": "\/wp-content\/uploads\/2021\/06\/Default.jpg"
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        },
        {
            "id": 88225,
            "path": "\/course\/sro4-mental-health-interventions-and-care-coordination\/",
            "author_id": 21,
            "timestamp": 1724754807,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Providing a continuum of school-based supports to students who are experiencing mental health challenges is an essential component of a safe and supportive school learning environment. When significant emotional and behavioral problems arise, knowing how to work with others in your school to connect students to community-based supports may also be required. Designed for School Resource Officers, this course provides an overview of how to connect students with varying mental health needs to necessary supports both within and outside the school setting. This course is the fourth in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.&nbsp;<\/div><div><br><\/div><div>In this course, you will:<\/div><div><ul><li>Recognize when and why it is appropriate to connect students to school-based mental health supports.<\/li><li>Describe the continuum of interventions available to students.<\/li><li>Identify ways to utilize systems of care, legislation, and policy to continuously improve student access to effective mental health services.<\/li><\/ul><\/div>\n\n<p>This course is offered in partnership with the Michigan State Police Office of School Safety. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "SRO4: Mental Health Interventions and Care Coordination",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Providing a continuum of school-based supports to students who are experiencing mental health challenges is an essential component of a safe and supportive school learning environment. When significant emotional and behavioral problems arise, knowing how to work with others in your school to connect...",
            "slug": "sro4-mental-health-interventions-and-care-coordination",
            "modified_timestamp": 1724754807,
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            "time_commitment": "2 hrs",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "Administration, Classroom Management, Leadership, School Safety, Social Emotional Learning",
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        },
        {
            "id": 88231,
            "path": "\/course\/introduction-to-esports\/",
            "author_id": 21,
            "timestamp": 1724754807,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Esports is a billion-dollar industry teeming with career opportunities, college scholarships, and a wide range of STEM skills students can develop. In this course, educators will be introduced to the unique and exciting extracurricular activities available to students within esports. Whether you\u2019re simply interested in learning more or thinking about starting your own team, this course will help you deepen your understanding of esports and reflect on your next steps.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Define esports and learn how it provides new opportunities for students who may not otherwise engage in traditional sports programs.<\/li>\n<li>Learn how students can benefit from participating in esports, including available college and career opportunities.<\/li>\n<li>Explore what it takes to start an esports program.<\/li>\n<li>Reflect on your learning and the next steps in your esports journey.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "Introduction to Esports",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Esports is a billion-dollar industry teeming with career opportunities, college scholarships, and a wide range of STEM skills students can develop. In this course, educators will be introduced to the unique and exciting extracurricular activities available to students within esports. Whether you\u2019re simply interested...",
            "slug": "introduction-to-esports",
            "modified_timestamp": 1724754809,
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            "time_commitment": "2 hrs",
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        },
        {
            "id": 88218,
            "path": "\/course\/sro2-teaming-and-collaborative-data-based-problem-solving\/",
            "author_id": 21,
            "timestamp": 1724754795,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>A safe and supportive learning environment can be maximized when relevant stakeholders are working together via a data-based, problem-solving approach.&nbsp; Designed for School Resource Officers, this course provides an overview of what it takes to improve team building within your school, break down communication barriers with community-based stakeholders, and ensure your school safety team follows student privacy regulations. This course is the second in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/div><div><br><\/div><div>In this course, you will:<\/div><div><ul><li>Identify ways of working across systems of care<\/li><li>Analyze best practices in teaming and collaborative, data-based problem-solving<\/li><li>Examine key privacy concerns faced in schools<\/li><\/ul><\/div>\n\n<p>This course is offered in partnership with the Michigan State Police Office of School Safety. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "SRO2: Teaming and Collaborative Data-based Problem Solving",
            "excerpt": "Courses marked as free are created for use by Michigan educators. A safe and supportive learning environment can be maximized when relevant stakeholders are working together via a data-based, problem-solving approach.&nbsp; Designed for School Resource Officers, this course provides an overview of what it takes to improve team building within your school, break down communication...",
            "slug": "sro2-teaming-and-collaborative-data-based-problem-solving",
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        },
        {
            "id": 88219,
            "path": "\/course\/mde-assessment-security\/",
            "author_id": 21,
            "timestamp": 1724754795,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Test security is a vital consideration to ensure fair, reliable, and valid test scores, and to prevent misadministration. This four-module training course will help you complete your MDE Assessment Security training for state assessments. You will be able to supplement your district or school training in the areas of assessment security, test administration, and handling and reporting incidents.<\/p><p>In this course, you will:<\/p>\n<li>Prepare to properly plan and administer tests and assessments,<\/li>\n<li>Recognize the steps to take if an incident occurs during testing,<\/li>\n<li>Review additional MDE documents and training material, and<\/li>\n<li>Generate a Certificate of Completion upon finishing the course.<\/li>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "MDE Assessment Security",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Test security is a vital consideration to ensure fair, reliable, and valid test scores, and to prevent misadministration. This four-module training course will help you complete your MDE Assessment Security training for state assessments. You will be able to supplement your district or school...",
            "slug": "mde-assessment-security",
            "modified_timestamp": 1724754797,
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            "post_type": "courses",
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            "price": "Free",
            "plp_subject_area": "Compliance",
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            "sls_school_level": "",
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        },
        {
            "id": 88220,
            "path": "\/course\/sro6-self-care-and-wellness\/",
            "author_id": 21,
            "timestamp": 1724754795,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>School Resource Officers routinely encounter stress while helping to create and ensure a safe and supportive learning environment for all students. It\u2019s paramount that those in this role take their own self-care and wellness seriously. Designed for School Resource Officers, this course provides an overview of common signs that self-care is needed, a diverse array of self-care methods, tips for building resilience to avoid burnout, and where and how to seek additional support. This course is the sixth in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/div><div><br><\/div><div>In this course, you will:<\/div><div><ul><li>Recognize signs of needed self-care, such as stress and anxiety, that deviate from overall wellness.<\/li><li>Identify a diverse array of self-care methods.<\/li><li>Build resilience to avoid burnout, trauma, and dissonance between your expectations and capacity as a school resource officer.<\/li><li>Learn where and how to seek additional support.<\/li><\/ul><\/div>\n\n<p>This course is offered in partnership with the Michigan State Police Office of School Safety. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "SRO6: Self-Care and Wellness",
            "excerpt": "Courses marked as free are created for use by Michigan educators. School Resource Officers routinely encounter stress while helping to create and ensure a safe and supportive learning environment for all students. It\u2019s paramount that those in this role take their own self-care and wellness seriously. Designed for School Resource Officers, this course provides an...",
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        {
            "id": 88221,
            "path": "\/course\/iep-boot-camp-transition-age-students\/",
            "author_id": 21,
            "timestamp": 1724754795,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Individual education programs \u2014 commonly called \u201cIEPs\u201d \u2014 are critical to ensuring that students with disabilities have access to a free and appropriate public education. Created with the Michigan Department of Education (MDE) Office of Special Education (OSE), this course explores the procedural and substantive aspects of writing IEPs that are both compliant with the law and meaningful to individual students with disabilities. You will learn the ins and outs of drafting an IEP, assembling an IEP team, and supporting students with a plan tailored to their individual needs.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Discover the importance of preparing a draft IEP without predetermining its outcome.<\/li>\n<li>Identify the required participants on the IEP team and their roles.<\/li>\n<li>Be aware of the required components for developing a transition plan and the relationships among them.<\/li>\n<li>Overview state and districtwide assessments as they relate to students with IEPs.<\/li>\n<li>Understand relevant terms, abbreviations, regulations, and special education services.<\/li>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "IEP Boot Camp: Transition Age Students",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Individual education programs \u2014 commonly called \u201cIEPs\u201d \u2014 are critical to ensuring that students with disabilities have access to a free and appropriate public education. Created with the Michigan Department of Education (MDE) Office of Special Education (OSE), this course explores the procedural and...",
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        {
            "id": 88222,
            "path": "\/course\/sro3-early-identification-of-mental-health-challenges\/",
            "author_id": 21,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Early identification of student mental health challenges is an essential component of a safe and supportive school learning environment. Awareness of the types of behaviors reflecting a mental health concern or crisis can help schools to efficiently and effectively provide the necessary support to students who are in need.&nbsp; &nbsp;Designed for School Resource Officers, this course provides an overview of how to recognize early mental health warning signs in students, create a school-based threat and suicide assessment process, and respond to student mental health concerns. This course is the third in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/div><div><br><\/div><div>In this course, you will:<\/div><div><ul><li>Recognize early mental health warning signs and common mental health challenges in schools.<\/li><li>Describe school-based threat and suicide assessment processes.<\/li><li>Identify ways to respond and support mental health concerns<\/li><\/ul><\/div>\n\n<p>This course is offered in partnership with the Michigan State Police Office of School Safety. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "SRO3: Early Identification of Mental Health Challenges",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Early identification of student mental health challenges is an essential component of a safe and supportive school learning environment. Awareness of the types of behaviors reflecting a mental health concern or crisis can help schools to efficiently and effectively provide the necessary support to...",
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        {
            "id": 88223,
            "path": "\/course\/sro5-working-with-diverse-populations\/",
            "author_id": 21,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>A positive school climate that meets the needs of all is essential to promoting a safe and supportive learning environment. Students from diverse backgrounds often face unique challenges that differ from their peers. These differences may require unique inclusionary practices or the ability to access a unique set of services. Designed for School Resource Officers, this course provides an overview of how to recognize challenges associated with diverse student identities and build a positive school climate for all students. This course is the fifth in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/div><div><br><\/div><div>In this course, you will:<\/div><div><ul><li>Recognize challenges associated with diverse student identities.<\/li><li>Identify diversity and inclusion topics and practices in schools.<\/li><li>Understand how school safety personnel can contribute to a positive school climate for all students.<\/li><\/ul><\/div>\n\n<p>This course is offered in partnership with the Michigan State Police Office of School Safety. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "SRO5: Working with Diverse Populations",
            "excerpt": "Courses marked as free are created for use by Michigan educators. A positive school climate that meets the needs of all is essential to promoting a safe and supportive learning environment. Students from diverse backgrounds often face unique challenges that differ from their peers. These differences may require unique inclusionary practices or the ability to...",
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        {
            "id": 88224,
            "path": "\/course\/sro1-promoting-a-safe-and-supportive-school-climate\/",
            "author_id": 21,
            "timestamp": 1724754795,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div><span style=\"font-size: 14.6667px;font-family: Arial\">Safe and supportive school environments help to promote student learning. Establishing a positive school climate is an evidence-based prevention approach to ensuring school safety and reducing student academic and behavioral problems. Designed for School Resource Officers, this course explores what a safe and supportive school environment looks like, offers strategies for reducing school violence, and suggests methods for promoting and measuring safety and supportiveness at your school. This course is the first in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/span><\/div><div><font face=\"Arial\"><span style=\"font-size: 14.6667px\"><br><\/span><\/font><\/div><div><font face=\"Arial\"><span style=\"font-size: 14.6667px\">In this course, you will:<\/span><\/font><\/div><div><ul><li><font face=\"Arial\"><span style=\"font-size: 14.6667px\">Analyze school safety personnel\u2019s role in ensuring a positive school climate.<\/span><\/font><\/li><\/ul><\/div><div><ul><li><font face=\"Arial\"><span style=\"font-size: 14.6667px\">Describe the connection between school climate, school safety, and preventing school violence.<\/span><\/font><\/li><\/ul><\/div><div><ul><li><font face=\"Arial\"><span style=\"font-size: 14.6667px\">Examine a school\u2019s climate for the purpose of school improvement and accountability.<\/span><\/font><\/li><\/ul><\/div>\n\n<p>This course is offered in partnership with the Michigan State Police Office of School Safety. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "SRO1: Promoting a Safe and Supportive School Climate",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Safe and supportive school environments help to promote student learning. Establishing a positive school climate is an evidence-based prevention approach to ensuring school safety and reducing student academic and behavioral problems. Designed for School Resource Officers, this course explores what a safe and supportive...",
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        },
        {
            "id": 88206,
            "path": "\/course\/applied-behavior-analysis-in-schools\/",
            "author_id": 21,
            "timestamp": 1724754783,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Applied Behavior Analysis (ABA) is the science of human behavior change. With over 60 years of peer-reviewed research demonstrating its efficacy, the principles and practices of ABA can help educators improve their teaching, address behavioral challenges, and train and supervise others. This course provides educators with an overview of ABA, including foundational concepts, strategies for strengthening your use of ABA, and the effective use of ABA in schools. You will learn about many practices rooted in ABA already being used in schools and how to use them more effectively. <\/p>\n<p>In this course, you will:<\/p>\n<li>Define \u201capplied behavior analysis\u201d (ABA). <\/li>\n<li>Recognize three ways ABA can be applied in school settings.<\/li>\n<li>Identify strategies for strengthening your use of ABA.<\/li>\n<li>Describe how ABA practices are used in specific educational programs.<\/li>\n<li>Learn how to invest in preparing staff.<\/li>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Applied Behavior Analysis in Schools",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Applied Behavior Analysis (ABA) is the science of human behavior change. With over 60 years of peer-reviewed research demonstrating its efficacy, the principles and practices of ABA can help educators improve their teaching, address behavioral challenges, and train and supervise others. This course provides...",
            "slug": "applied-behavior-analysis-in-schools",
            "modified_timestamp": 1724754783,
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        },
        {
            "id": 88210,
            "path": "\/course\/michigan-virtual-special-education-support\/",
            "author_id": 21,
            "timestamp": 1724754783,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>At Michigan Virtual, we aren\u2019t willing to let any student slip through the cracks. We work with local schools to provide students with the best experience possible. This course provides foundational knowledge of our role in supporting students enrolled with IEPs and 504 plans. You will learn about the history, structure, and purpose of Michigan Virtual while gaining a deeper understanding of our expectations for supporting students with accommodation needs. The end of the course includes tips and tools for helping students with special needs find success with online learning. <\/p>\n<p>In this course, you will:<\/p>\n\n<li>Understand the basic history, structure, and purpose of Michigan Virtual.<\/li>\n<li>Recognize the role that local mentors play in supporting students with special needs.<\/li>\n<li>Identify types of accommodations and who\u2019s responsible for managing them.<\/li>\n<li>Understand the Michigan Virtual Exceptional Student Report (ESR) process and how to use these reports.<\/li>\n<li>Discover tips and tools for helping students with special needs find success with online learning.<\/li>",
            "title": "Michigan Virtual Special Education Support",
            "excerpt": "Courses marked as free are created for use by Michigan educators. At Michigan Virtual, we aren\u2019t willing to let any student slip through the cracks. We work with local schools to provide students with the best experience possible. This course provides foundational knowledge of our role in supporting students enrolled with IEPs and 504 plans....",
            "slug": "michigan-virtual-special-education-support",
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        {
            "id": 88212,
            "path": "\/course\/changing-minds-to-address-poverty-mindsets-matter-introduction\/",
            "author_id": 21,
            "timestamp": 1724754783,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Welcome to the Changing Minds to Address Poverty in the Classroom Course.<\/div><div><br><\/div><div>This course is the first in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen, this course provides background and an introduction to the effects of poverty on learning in the classroom.<\/div>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Changing Minds to Address Poverty - Mindsets Matter (Introduction)",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Changing Minds to Address Poverty in the Classroom Course. This course is the first in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen,...",
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        },
        {
            "id": 88213,
            "path": "\/course\/changing-minds-to-address-poverty-relational-mindset\/",
            "author_id": 21,
            "timestamp": 1724754783,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Welcome to the Relational Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp;<\/div><div><br><\/div><div>This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen, this course moves beyond theory and provides practical classroom strategies tied to having a relational mindset. In this course you will learn about the relational mindset and how building relationships is a core underpinning of high-performance teaching with students living in poverty.<\/div>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Changing Minds to Address Poverty - Relational Mindset",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Relational Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp; This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work...",
            "slug": "changing-minds-to-address-poverty-relational-mindset",
            "modified_timestamp": 1724754790,
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        {
            "id": 88214,
            "path": "\/course\/iep-boot-camp-writing-meaningful-and-compliant-ieps\/",
            "author_id": 21,
            "timestamp": 1724754783,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Individual education programs \u2014 commonly called \u201cIEPs\u201d \u2014 are critical to ensuring that students with disabilities have access to a free and appropriate public education. Created with the Michigan Department of Education (MDE) Office of Special Education (OSE), this course explores the procedural and substantive aspects of writing IEPs that are both compliant with the law and meaningful to individual students with disabilities. You will learn the ins and outs of drafting an IEP, assembling an IEP team, and supporting students with a plan tailored to their individual needs.<\/div><div><br><\/div>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "IEP Boot Camp: Writing Meaningful and Compliant IEPs",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Individual education programs \u2014 commonly called \u201cIEPs\u201d \u2014 are critical to ensuring that students with disabilities have access to a free and appropriate public education. Created with the Michigan Department of Education (MDE) Office of Special Education (OSE), this course explores the procedural and...",
            "slug": "iep-boot-camp-writing-meaningful-and-compliant-ieps",
            "modified_timestamp": 1724754791,
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            "time_commitment": "8 hrs",
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            "plp_subject_area": "Administration, Compliance, Special Education",
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        },
        {
            "id": 88195,
            "path": "\/course\/changing-minds-to-address-poverty-engagement-mindset\/",
            "author_id": 21,
            "timestamp": 1724754769,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Welcome to the Engagement Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp;<\/div><div><br><\/div><div>This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen, this course moves beyond theory and provides practical classroom strategies tied to having an engagement mindset. In this course you will learn about developing an engagement mindset and the impact continuous classroom engagement has on student success.&nbsp;&nbsp;<\/div>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Changing Minds to Address Poverty - Engagement Mindset",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Engagement Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp; This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work...",
            "slug": "changing-minds-to-address-poverty-engagement-mindset",
            "modified_timestamp": 1724754769,
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        },
        {
            "id": 88196,
            "path": "\/course\/changing-minds-to-address-poverty-enrichment-mindset\/",
            "author_id": 21,
            "timestamp": 1724754769,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Welcome to the Enrichment Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp;<\/div><div><br><\/div><div>This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen, this course moves beyond theory and provides practical classroom strategies tied to having an enrichment mindset. In this course you will learn about developing an enrichment mindset and how it can foster growth and build your students' brains.&nbsp;&nbsp;<\/div>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Changing Minds to Address Poverty - Enrichment Mindset",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Enrichment Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp; This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work...",
            "slug": "changing-minds-to-address-poverty-enrichment-mindset",
            "modified_timestamp": 1724754770,
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        {
            "id": 88197,
            "path": "\/course\/changing-minds-to-address-poverty-in-the-classroom-graduation-mindset\/",
            "author_id": 21,
            "timestamp": 1724754769,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Welcome to the Graduation Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp;<\/div><div><br><\/div><div>This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen, this course moves beyond theory and provides practical classroom strategies tied to having a graduation mindset. In this course you will learn about developing a graduation mindset and how to impact the way students prepare and feel about their future beyond your classroom.<\/div>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Changing Minds to Address Poverty in the Classroom - Graduation Mindset",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Graduation Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp; This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work...",
            "slug": "changing-minds-to-address-poverty-in-the-classroom-graduation-mindset",
            "modified_timestamp": 1724754772,
            "term_ids": [
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            "price": "Free",
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        },
        {
            "id": 88198,
            "path": "\/course\/discipline-protections-for-students-with-a-disability\/",
            "author_id": 21,
            "timestamp": 1724754769,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Disciplining students with disabilities can be a little overwhelming for educators and administrations. During this course, you will gain the knowledge on processes and practices to understand how to better support these students. You will gain experience in learning definitions of different terms and practices. You will get resources that will help you to address behavior. You will also gain experience on how to apply protection for students with disabilities and those who are not yet eligible for special education in compliance with IDEA. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand Positive Behavior Interventions and Supports, Michigan Multi-tiered Systems of Support Technical Assistance Center, the Alternatives to Suspension and Expulsion Toolkit, and Restorative Justice. \n<\/li>\n<li>Explore the definitions of terms and practices that get used in disciplinary actions. <\/li>\n<li>Apply the different means of behavior issues through the IEP process. <\/li>\n<li>Review what \u201cdisciplinary removal\u201d is and when services must continue to be provided during a removal. <\/li>\n<li>Recognize how you can run the Discipline and Consequence Summary Report in MSDS. <\/li>\n<\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Discipline Protections for Students with a Disability",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Disciplining students with disabilities can be a little overwhelming for educators and administrations. During this course, you will gain the knowledge on processes and practices to understand how to better support these students. You will gain experience in learning definitions of different terms and...",
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            "modified_timestamp": 1724754773,
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            "price": "Free",
            "plp_subject_area": "Administration, Leadership, Special Education",
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        },
        {
            "id": 88202,
            "path": "\/course\/teaching-transitioning-skills-to-students-with-disabilities\/",
            "author_id": 21,
            "timestamp": 1724754769,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Teaching students with disabilities how to navigate outside of school from one place to another can help the student thrive and practice safety skills for themselves. During this course, you will identify ways to assess students\u2019 current skills, identify what skills to teach, and use a systematic approach to teaching those skills. Through examples and resources, techniques will be modeled for various situations.&nbsp;<\/p>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Transitioning Skills to Students with Disabilities",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Teaching students with disabilities how to navigate outside of school from one place to another can help the student thrive and practice safety skills for themselves. During this course, you will identify ways to assess students\u2019 current skills, identify what skills to teach, and...",
            "slug": "teaching-transitioning-skills-to-students-with-disabilities",
            "modified_timestamp": 1724754775,
            "term_ids": [
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            "time_commitment": "4 hrs",
            "scech": "4",
            "price": "Free",
            "plp_subject_area": "Best Practices, Special Education",
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        },
        {
            "id": 88203,
            "path": "\/course\/family-school-partnerships-for-students-with-disabilities\/",
            "author_id": 21,
            "timestamp": 1724754769,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><font face=\"Arial\"><span style=\"font-size: 14.6667px\">You will learn about the six key dimensions that involve parent involvement that will strengthen student success. You will be able to reflect and think of experiences you\u2019ve encountered and how you managed that experience.  You will engage in learning about relational and structural components of FSP and what components fall under each one.<\/span><\/font>&nbsp;&nbsp;\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Family-School Partnerships for Students with Disabilities",
            "excerpt": "Courses marked as free are created for use by Michigan educators. You will learn about the six key dimensions that involve parent involvement that will strengthen student success. You will be able to reflect and think of experiences you\u2019ve encountered and how you managed that experience. You will engage in learning about relational and structural...",
            "slug": "family-school-partnerships-for-students-with-disabilities",
            "modified_timestamp": 1724754776,
            "term_ids": [
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        },
        {
            "id": 88204,
            "path": "\/course\/social-intervention-for-elementary-students-with-asd\/",
            "author_id": 21,
            "timestamp": 1724754769,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Autism Spectrum Disorder (ASD) affects one out of 54 children by eight years old. In the school context, students with ASD often require intervention to increase social skills and improve anxiety, attention, oppositional behavior, etc. One evidence-based intervention program called schoolMAX \u2014  developed by the Institute for Autism Research (IAR) in Buffalo, NY \u2014 has proven to improve the social functioning of elementary-age students with ASD and intact cognitive and language skills. This course will teach you how to implement the five core schoolMAX program components in your local setting.\n<\/p><p>In this course, you will:<\/p><ul><li>Identify aspects of Autism Spectrum Disorder and the evidence-based schoolMAX program<\/li><li>Plan how you will implement the five key components of the schoolMAX program in your local setting (i.e., social skills groups, therapeutic activities, individualized daily notes, face-emotion recognition curricula, and parent\/educator training groups).<\/li><li>Develop a lesson plan for a therapeutic activity.<\/li><li>Create an individualized daily note and reflect upon the process and outcome.<\/li><\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/p>",
            "title": "Social Intervention for Elementary Students with ASD",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Autism Spectrum Disorder (ASD) affects one out of 54 children by eight years old. In the school context, students with ASD often require intervention to increase social skills and improve anxiety, attention, oppositional behavior, etc. One evidence-based intervention program called schoolMAX \u2014 developed by...",
            "slug": "social-intervention-for-elementary-students-with-asd",
            "modified_timestamp": 1724754778,
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            "post_type": "courses",
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            "time_commitment": "5 hrs",
            "scech": "5",
            "price": "Free",
            "plp_subject_area": "Best Practices, Early Childhood, Special Education",
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        },
        {
            "id": 88205,
            "path": "\/course\/adolescent-suicide-prevention-information-for-the-general-public\/",
            "author_id": 21,
            "timestamp": 1724754769,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Over the past 15 years, deaths by suicide have increased 24 percent in the United States. Suicide is now the second leading cause of death for adolescents, and surveys report that one in four youth considered suicide during the summer of 2020. Designed for the general public, this course provides background information on suicide, including warning signs, risk factors, myths vs. facts, and next steps for prevention. Schools may share this course with parent-teacher organizations to foster productive community conversations about suicide prevention.<\/div><div><br><\/div>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with MEMSPA. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Adolescent Suicide Prevention: Information for the General Public",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Over the past 15 years, deaths by suicide have increased 24 percent in the United States. Suicide is now the second leading cause of death for adolescents, and surveys report that one in four youth considered suicide during the summer of 2020. Designed for...",
            "slug": "adolescent-suicide-prevention-information-for-the-general-public",
            "modified_timestamp": 1724754779,
            "term_ids": [
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            "post_type": "courses",
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            "time_commitment": "2 hrs",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "Social Emotional Learning",
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        {
            "id": 88192,
            "path": "\/course\/social-emotional-learning-embedding-sel-schoolwide\/",
            "author_id": 21,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>For social and emotional learning to have the greatest impact on students and staff, it must be woven into the fabric of everyday school life. This course will equip you with strategies for bringing SEL into daily classroom instruction and the school improvement planning process. You\u2019ll also learn how SEL connects with other important efforts that occur within a school (e.g., educator effectiveness, trauma-responsive practices, and cultural responsiveness). Embedding SEL School Wide is the second of five courses in the online professional development series: SEL in Michigan State Schools. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Describe a systemic approach to implementing SEL, recognizing that schools and districts can promote social and emotional development even amidst budgetary stress and leadership turnover.<\/li>\n<li>Recognize the importance of implementing SEL schoolwide, such that SEL is not an add-on but a part of the fabric of school life.<\/li>\n<li>Connect SEL with other important efforts within a school (e.g., MTSS, educator effectiveness, discipline, PBIS, mental health, bullying, trauma-responsive practices, and cultural responsiveness). <\/li>\n<li>Identify strategies to embed SEL within the school improvement planning process to reflect SEL as a priority. <\/li>\n<li>Create action steps to explicitly embed SEL within the daily function and instruction of schools and classrooms.<\/li>\n<\/ul>\n<p>This course can be used by an SEL leadership team to stimulate exploration of systems and leadership support, in addition to helping educators think about ways in which SEL is connected schoolwide. As such, we include activities that are meant for SEL leadership teams to be carried out during an extended period of time.<\/p>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social-Emotional Learning: Embedding SEL Schoolwide",
            "excerpt": "Courses marked as free are created for use by Michigan educators. For social and emotional learning to have the greatest impact on students and staff, it must be woven into the fabric of everyday school life. This course will equip you with strategies for bringing SEL into daily classroom instruction and the school improvement planning...",
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        {
            "id": 88193,
            "path": "\/course\/adolescent-suicide-prevention-peer-to-peer-support\/",
            "author_id": 21,
            "timestamp": 1724754762,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>During this course, you will gain experience in how you will be able to support students who may be experiencing suicidal ideation. You will learn about two types of programs, peer-to-peer supports and Student Ambassador, that give peer support for individuals who are suicidal, depressed, or facing mental health challenges. Additional resources are provided, along with the opportunity to pause and reflect on how peer programs would support the needs in your building or district.<\/p>\n<p>In this course, you will:<\/p>\n<li>Utilize additional resources to learn more in depth about plans, warnings, and additional training <\/li>\n<li>Learn how you can build a coordinating or peer-to-peer team <\/li>\n<li>Understand the guidelines on how to train ambassadors and program meetings<\/li>\n<p>Content Warning: this training course contains information, stories and video content related to completed suicide, self-harm, substance use, and mental illness, particularly in pediatric and adolescent populations. <\/p>\n\n<p>This course is offered in partnership with MEMSPA. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Adolescent Suicide Prevention: Peer to Peer Support",
            "excerpt": "Courses marked as free are created for use by Michigan educators. During this course, you will gain experience in how you will be able to support students who may be experiencing suicidal ideation. You will learn about two types of programs, peer-to-peer supports and Student Ambassador, that give peer support for individuals who are suicidal,...",
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        {
            "id": 88194,
            "path": "\/course\/changing-minds-to-address-poverty-positivity-mindset\/",
            "author_id": 21,
            "timestamp": 1724754762,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Welcome to the Positivity Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp;<\/div><div><br><\/div><div>This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen, this course moves beyond theory and provides practical classroom strategies tied to having a positivity mindset. In this course you will learn about developing a positivity mindset and the effects positive emotions can have on the brain and learning.&nbsp;<\/div>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Changing Minds to Address Poverty - Positivity Mindset",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Positivity Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp; This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work...",
            "slug": "changing-minds-to-address-poverty-positivity-mindset",
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        {
            "id": 88166,
            "path": "\/course\/how-can-pbl-help-elementary-students-figure-out-science\/",
            "author_id": 21,
            "timestamp": 1724754748,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p> Whether you are teaching in the classroom or remotely using virtual instruction, Project-Based Learning (PBL) can support students in developing lasting scientific understanding of real-world phenomena. In this course, you will experience the tenets of PBL for elementary students through examples, videos, and discussions. Through your observations, you will acquire new tactics to shift your science instruction in a way that encourages driving questions from students, helps them create artifacts, and supports them during the \u201cfiguring out\u201d process of big ideas in science.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Reflect on your current practices for elementary science instruction,<\/li>\n<li>Observe students participating in Project-Based Learning through classroom videos, <\/li>\n<li>Learn about the benefits of using Driving Question Boards for students to explore scientific phenomena, and<\/li>\n<li>Develop your own artifact as evidence of student learning. <\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "How can PBL Help Elementary Students \u201cFigure Out\u201d Science?",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Whether you are teaching in the classroom or remotely using virtual instruction, Project-Based Learning (PBL) can support students in developing lasting scientific understanding of real-world phenomena. In this course, you will experience the tenets of PBL for elementary students through examples, videos, and discussions....",
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        {
            "id": 88167,
            "path": "\/course\/how-can-pbl-help-secondary-students-figure-out-science\/",
            "author_id": 21,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Project-Based Learning (PBL) is an evidence-centered instructional approach that is rooted in extensive research and can help your students grapple with big ideas in science. In this interactive course, you will reflect upon and discuss how PBL can shift science instruction for secondary students, in both face-to face and remote environments. Learn how to support your students during the \u201cfiguring out process\u201d in science by encouraging driving questions, facilitating collaborations, and developing artifacts as tools for assessment. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Observe the \u201cfiguring out\u201d process and consider how it can be introduced into your science classroom, <\/li>\n<li>Develop your own Driving Question Board and understand how they can support your students in asking meaningful questions,<\/li>\n<li>Identify evidence of student learning in the form of artifacts that can be used to drive instruction, and<\/li>\n<li>Collaborate with colleagues in order to share ideas for shifting secondary science instruction toward Project-Based Learning. <\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "How can PBL Help Secondary Students \u201cFigure Out\u201d Science?",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Project-Based Learning (PBL) is an evidence-centered instructional approach that is rooted in extensive research and can help your students grapple with big ideas in science. In this interactive course, you will reflect upon and discuss how PBL can shift science instruction for secondary students,...",
            "slug": "how-can-pbl-help-secondary-students-figure-out-science",
            "modified_timestamp": 1724754749,
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        {
            "id": 88168,
            "path": "\/course\/inquiry-based-learning-in-secondary-mathematics-education\/",
            "author_id": 21,
            "timestamp": 1724754748,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Does the way we currently present mathematics in our classrooms ignore real-life variables when solving problems? Does it encourage natural curiosity from our students? In this practice-based course, you will reflect on some drawbacks to the current way mathematics is taught to secondary students and explore alternative approaches in the form of inquiry-based or problems-based learning. You will observe, plan, and create lessons that implement problems-based instruction with the goal of presenting novel mathematical problems and using student-led thinking to generate understanding.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Consider the limitations and advantages of how mathematics are traditionally taught in school, <\/li>\n<li>Conduct clinical interviews using mathematical story problems and reflect on the \u201csense-making\u201d process,<\/li>\n<li>Enact changes to your instructional practices to offer mathematical problems that elicit a deeper understanding from students, <\/li>\n<li>Practice responding to student work or answers in a way that allows them agency to advance in content and keeps them engaged, and<\/li>\n<li>Design your own problems-based lesson plan to use with your mathematics students.<\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Inquiry Based Learning in Secondary Mathematics Education",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Does the way we currently present mathematics in our classrooms ignore real-life variables when solving problems? Does it encourage natural curiosity from our students? In this practice-based course, you will reflect on some drawbacks to the current way mathematics is taught to secondary students...",
            "slug": "inquiry-based-learning-in-secondary-mathematics-education",
            "modified_timestamp": 1724754751,
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            "post_type": "courses",
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            "time_commitment": "10 hrs",
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        },
        {
            "id": 88169,
            "path": "\/course\/inquiry-based-learning-in-secondary-science-education\/",
            "author_id": 21,
            "timestamp": 1724754748,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Inquiry-based learning follows a natural progression of problem-solving that allows students to make their own discoveries and conceptualize ideas within their own environment. This hands-on course examines what inquiry-based learning is within secondary science education as well as space\/place based learning, and how and why they are important to teaching. You will move through theory, practice, and application by reflecting on the concepts of data, data literacy, authentic data, and practical examples, in the form of both educational experiences and activities. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Apply the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) learning framework to inquiry-based learning in science,<\/li>\n<li>Understand how local\/place based learning allows students to center inquiry-based science investigations in their own world, <\/li>\n<li>Analyze authentic datasets to reveal patterns and draw conclusions,<\/li>\n<li>Learn to use online data sources for your particular domain of science or subject area, and<\/li>\n<li>Develop a lesson plan for use in your secondary science classroom. <\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Inquiry-Based Learning in Secondary Science Education",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Inquiry-based learning follows a natural progression of problem-solving that allows students to make their own discoveries and conceptualize ideas within their own environment. This hands-on course examines what inquiry-based learning is within secondary science education as well as space\/place based learning, and how and...",
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        },
        {
            "id": 88170,
            "path": "\/course\/equity-in-online-learning-for-multilingual-students\/",
            "author_id": 21,
            "timestamp": 1724754748,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p> Multilingual learners bring a wealth of knowledge and experiences to the classroom that can be honed to advance language acquisition and benefit your other students as well. This course demonstrates how K-12 general education teachers can support emergent bilingual or multilingual English learners in online or hybrid contexts. These modules will outline current research in language acquisition, how to honor the linguistic and cultural skill sets of students, Universal Design for Learning online, how to create inclusive digital environments, and strategies for oral language development.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand the strengths and needs of different groups of multilingual learners,<\/li>\n<li>Learn how to draw on student funds of knowledge in online\/hybrid language lessons,<\/li>\n<li>Provide multiple means of engagement, representation, and expression that supports multilingual students,<\/li>\n<li>Identify the importance of reducing affective filters for creating inclusive digital communities, and<\/li>\n<li>Develop cooperative learning structures to increase oral language development.<\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Equity in Online Learning for Multilingual Students",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Multilingual learners bring a wealth of knowledge and experiences to the classroom that can be honed to advance language acquisition and benefit your other students as well. This course demonstrates how K-12 general education teachers can support emergent bilingual or multilingual English learners in...",
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            "modified_timestamp": 1724754755,
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        },
        {
            "id": 88171,
            "path": "\/course\/changing-minds-to-address-poverty-achievement-mindset\/",
            "author_id": 21,
            "timestamp": 1724754748,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Welcome to the Achievement Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp;<\/div><div><br><\/div><div>This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen, this course moves beyond theory and provides practical classroom strategies tied to having an achievement mindset. In this course you will learn about the achievement mindset and the importance of developing student drive, effort, and intention with students living in poverty.<\/div>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Changing Minds to Address Poverty - Achievement Mindset",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Achievement Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp; This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work...",
            "slug": "changing-minds-to-address-poverty-achievement-mindset",
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            "id": 88173,
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            "author_id": 21,
            "timestamp": 1724754748,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div>Welcome to the Rich Classroom Climate Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp;<\/div><div><br><\/div><div>This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on the work of Eric Jensen, this course moves beyond theory and provides practical classroom strategies tied to having a rich classroom climate mindset. In this course you will learn about developing a rich classroom climate mindset and the importance a sense of safety is for students living in poverty to take academic risks&nbsp;<\/div>\n\n<p>This course is offered in partnership with the MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Changing Minds to Address Poverty in the Classroom - Rich Classroom Climate Mindset",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Welcome to the Rich Classroom Climate Mindset of the Changing Minds to Address Poverty in the Classroom course.&nbsp; This course is one in a series of seven other courses offered by Michigan Virtual dealing with how poverty impacts student learning and achievement. Based on...",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Over half of all U.S. children have experienced trauma in their lives. Educators are often affected by this trauma as well as they help students meet the challenges they face. This course  will inform you about anti-racist, trauma-informed education while helping you become more aware of the presence of oppressive practices within our school systems. Materials are provided that guide you in reflecting on current policies and practices that may perpetuate harm to students and educators and how to take action toward creating more humane systems that support healing and facilitate learning. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify how personal definitions of trauma and beliefs held about trauma impact young people in school,<\/li>\n<li> Examine the concepts of healing justice and thriving.<\/li>\n<li>Recognize how the culture of policing, prisons, and punishment show up in the everyday life of classrooms and consider ways to reject the propensity for punishment,<\/li>\n<li>Articulate how approaches to restorative and transformative justice support educators\u2019 ability to model responses to harm that center justice, community wellbeing, and individual and collective thriving, and<\/li>\n<li>Explore how you might manage and prioritize your own wellness and how school leaders could work to promote community care within schools.<\/li>\n<\/ul><p>&nbsp;This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Anti-Racist Trauma-Informed Practice in Pre K-12 Education",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Over half of all U.S. children have experienced trauma in their lives. Educators are often affected by this trauma as well as they help students meet the challenges they face. This course will inform you about anti-racist, trauma-informed education while helping you become more...",
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        {
            "id": 88158,
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            "timestamp": 1724754739,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>It is becoming an alarming reality that the number of deaths by suicide and attempted suicides is on the rise among adolescents and young people. This practical course provides background information and insight on how to recognize signs and risk factors of mental and\/or emotional distress with the intent to prevent and handle suicide-related crises. You will come to recognize your role as an educator and the responsibility schools hold to address students\u2019 safety and wellbeing as well as hear from experts in the field about how to support adolescents who may be at-risk.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Review information about adolescent suicide, including current data on suicide risk and incidence,<\/li>\n<li>Recognize the symptoms of distress in adolescents and the signs that students might be at risk for suicide,<\/li>\n<li>Describe practical tips for addressing adolescent suicide in schools, and<\/li>\n<li>Identify school-based resources and strategies to prevent suicide and promote compassion and resilience.<\/li>\n<\/ul>\n<p>Content Warning: This training course contains information, stories, and video content related to completed suicide, self-harm, substance use, and mental illness, particularly in pediatric and adolescent populations. Some portions of this course will contain descriptions of triggers, causes, examples and the lived experiences of people who have experienced these and other issues, traumas, or mental health conditions. <\/p>\n\n<p>This course is offered in partnership with MEMSPA. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Adolescent Suicide Prevention: Intervention &amp; School Policies",
            "excerpt": "Courses marked as free are created for use by Michigan educators. It is becoming an alarming reality that the number of deaths by suicide and attempted suicides is on the rise among adolescents and young people. This practical course provides background information and insight on how to recognize signs and risk factors of mental and\/or...",
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        {
            "id": 88161,
            "path": "\/course\/introduction-to-phenomenal-science\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><div id=\"ext-gen582\" style=\"font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px;background-color: #ffffff\">The Michigan Science Standards are changing how we think about science instruction in our state. This introductory course will help you understand the Michigan Science Standards and NGSS and you will discover the teacher-crafted Phenomenal Science curriculum. You will learn to identify the essential characteristics of an exemplary elementary science lesson, and the need to apply Science Discourse, Modeling, and Inquiry in your classrooms. Finally, you will see how you can apply several key instructional strategies in your own classrooms.<\/div>\n<div style=\"font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px;background-color: #ffffff\">In this course, you will:<\/div>\n<ul>\n<li><span style=\"background-color: #ffffff;font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px\">Discover how you and your students can approach the study of nature just like a scientist would,<\/span><\/li>\n<li><span style=\"background-color: #ffffff;font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px\">Familiarize yourself with the elements of the Phenomenal Science curriculum implementing this approach - created by Michigan teachers for Michigan teachers,<\/span><\/li>\n<li><span style=\"background-color: #ffffff;font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px\">Explore the teaching methods as you learn through experimentation, reflections and your own 'notebooking',<\/span><\/li>\n<li><span style=\"background-color: #ffffff;font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px\">Discover the Community Wall that will allow you to connect to other community members, and<\/span><\/li>\n<li><span style=\"background-color: #ffffff;font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px\">Review resources that will aid you in your teaching methods.<\/span><\/li>\n<\/ul>\n<p><span style=\"background-color: #ffffff;font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px\">This course is offered in partnership with Phenomenal Science. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/p>",
            "title": "Introduction to Phenomenal Science",
            "excerpt": "Courses marked as free are created for use by Michigan educators. The Michigan Science Standards are changing how we think about science instruction in our state. This introductory course will help you understand the Michigan Science Standards and NGSS and you will discover the teacher-crafted Phenomenal Science curriculum. You will learn to identify the essential...",
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        {
            "id": 88163,
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            "author_id": 21,
            "timestamp": 1724754739,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Having an anti-racist and social justice-oriented stance toward education puts students first and prioritizes equity among all learners from all backgrounds. In this course, you will become more aware of and hopefully comfortable with anti-racist and social-justice-oriented strategies through a series of scenarios that address real-world situations. You will receive personalized information and resources based on your experience and level of knowledge in these areas and learn from various experts in the field of anti-racist and inclusive education. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Recognize racism, privilege, and their manifestation in school and society, <\/li>\n<li>Analyze theoretical frameworks (the whys and hows) for anti-racist teaching and social justice teaching and leadership,<\/li>\n<li>Describe systemic oppression and strategies to move from recognizing it to acting to dismantle it,<\/li>\n<li>Investigate ways for connecting with staff, families, and the community to engage with issues of justice and equity, and<\/li>\n<li>Describe methods for community engagement within and beyond the school.<\/li>\n<\/ul><p>&nbsp;This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Anti-Racism and Social Justice Teaching and Leadership",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Having an anti-racist and social justice-oriented stance toward education puts students first and prioritizes equity among all learners from all backgrounds. In this course, you will become more aware of and hopefully comfortable with anti-racist and social-justice-oriented strategies through a series of scenarios that...",
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        {
            "id": 88164,
            "path": "\/course\/social-emotional-learning-integrating-sel-within-mtss\/",
            "author_id": 21,
            "timestamp": 1724754739,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p><b>Please note<\/b>: The microlearning experience is being hosted by Arist where an account creation will be required.<\/p><p>It can be overwhelming for administrators and educators to know which initiatives to focus on and how to implement them in schools and classrooms. In this course, you will learn about the Multi-Tiered System of Support (MTSS) in Michigan and why it is important to integrate SEL into that framework. Through examples and resources, you will focus on reviewing what embedding SEL can look like in your school, learning what the essential components of MTSS are, and how to integrate various initiatives within an organized framework that supports effective learner outcomes.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Review CASEL\u2019s Conceptual Model,<\/li>\n<li>Describe the five essential components of an MTSS as defined by the MDE MTSS Practice Profile,<\/li>\n<li>Explore how MTSS and SEL are tied into other initiatives (e.g., PBIS, Trauma-Informed, Student Mental Health, etc), and<\/li>\n<li>Describe how to integrate SEL along with other school-wide initiatives (i.e. PBIS) into the MTSS framework.<\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social-Emotional Learning: Integrating SEL within MTSS",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Please note: The microlearning experience is being hosted by Arist where an account creation will be required. It can be overwhelming for administrators and educators to know which initiatives to focus on and how to implement them in schools and classrooms. In this course,...",
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        {
            "id": 88165,
            "path": "\/course\/adolescent-suicide-prevention-best-practices-a-team-approach\/",
            "author_id": 21,
            "timestamp": 1724754739,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>It can be overwhelming for educators and staff workers to know what to do regarding adolescent suicide and how to bring awareness to this. In this course, you\u2019ll learn about how to approach and provide information on referral, screening, and counseling. You\u2019ll be provided with recommendations for what you can do in the aftermath of a suicidal event. Through examples and resources, you will focus on knowing how to partner with families, learn about the Multi-Tiered Systems of Support Model, and look into your school\u2019s protocol for recovery. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand Dr. Mason and Dr. Staeheli\u2019s Compassionate School Mental Health model<\/li>\n<li>Explore the Multi-Tiered Systems of Support<\/li>\n<li>Review The Aftermath: A Protocol for Recovery and review your school's protocol for recovery<\/li>\n<\/ul>\n<p>Content Warning: This training course contains information, stories, and video content related to completed suicide, self-harm, substance use, and mental illness, particularly in pediatric and adolescent populations. Some portions of this course will contain descriptions of triggers, causes, examples and the lived experiences of people who have experienced these and other issues, traumas, or mental health conditions.<\/p>\n\n<p>This course is offered in partnership with MEMSPA. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Adolescent Suicide Prevention: Best Practices \u2013 A Team Approach",
            "excerpt": "Courses marked as free are created for use by Michigan educators. It can be overwhelming for educators and staff workers to know what to do regarding adolescent suicide and how to bring awareness to this. In this course, you\u2019ll learn about how to approach and provide information on referral, screening, and counseling. You\u2019ll be provided...",
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            "content": "<p>As a professional educator, you are constantly seeking out ways to supplement your own continuing education and improve yourself. So, how can you receive credit for your efforts? This course will give you the means of receiving formal credit (SCECHs) for informal learning that has or will be completed on your own. With guidance, you will be asked to submit resources, explanations, and proof of application surrounding a single informal learning objective related to your classroom or professional interests.<\/p><p>In this course, you will:<\/p><ul><li>Explore in-depth resources on a topic that is relevant to you and your own classroom,<\/li><li>Apply what you have learned and reflect on that learning through the support of a dedicated coach, and<\/li><li>Earn SCECH credit for your informal learning.<\/li><\/ul>",
            "title": "MyPD - 10 SCECHs",
            "excerpt": "As a professional educator, you are constantly seeking out ways to supplement your own continuing education and improve yourself. So, how can you receive credit for your efforts? This course will give you the means of receiving formal credit (SCECHs) for informal learning that has or will be completed on your own. With guidance, you...",
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        {
            "id": 88872,
            "path": "\/blog\/evaluating-and-maximizing-professional-learning-an-interview-with-a-researcher\/",
            "author_id": 54,
            "timestamp": 1724679089,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"intro\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In this installment of our \"Interview with a Researcher\" <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/interview-with-a-researcher\/\" target=\"_blank\" data-type=\"post_tag\" data-id=\"18607\" rel=\"noreferrer noopener\">blog series<\/a>, we explore the key findings from two recent reports by the <a href=\"https:\/\/michiganvirtual.org\/institute\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual Learning Research Institute<\/em><\/a> (MVLRI): <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offerings-and-educator-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">Evaluating Professional Learning Course Offerings and Educator Engagement<\/a> and <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/maximizing-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Maximizing Professional Learning through Educators\u2019 Perceptions of Utility and Self-Efficacy in Pedagogy-Focused Courses<\/a>. We sat down with Dr. Kelly Cuccolo and Christa Green, the team behind these studies, to discuss the findings and implications that can help both educators and administrators optimize professional learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research\">Research Findings and Implications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"motivate\"><strong>What motivated the research behind evaluating professional learning course offerings and educator engagement?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Professional learning is a critical component in the continuous development of educators. However, not all professional learning experiences are created equal. Our motivation was to dig deeper into the effectiveness of these offerings\u2014are they meeting the needs of educators? Are they engaging enough to facilitate real change in teaching practices? Through this research, we wanted to provide insights that can help improve the quality and impact of professional learning programs.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"metrics\"><strong>Your reports highlight specific metrics used to evaluate course offerings. Can you elaborate on these metrics?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Certainly! We employed a variety of metrics to evaluate the course offerings, including course completion rates, educator satisfaction, and the perceived relevance of course content to educators\u2019 day-to-day classroom needs. Additionally, we analyzed engagement levels during the courses through metrics such as assignment completion rates and intention to apply course content in practical settings. These metrics provide a comprehensive picture of how effective and engaging professional learning courses are for educators.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"cert\"><strong>Your research shows that many courses taken by educators didn\u2019t count toward their license renewal or recertification. What were the main motivations for educators enrolling in these courses? <\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Interestingly, our research found that the majority of professional learning courses taken were non-SCECH bearing, meaning they didn\u2019t directly contribute to educators' license renewal or recertification. Despite this, the most frequently reported motivation for taking these courses was that it was required\u201442.8% of educators enrolled because their school administrators mandated it. This suggests that while state standards might not drive course enrollment, local administrative requirements play a significant role in educators' participation.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"satisfied\"><strong>How did the requirement of courses impact educators\u2019 satisfaction levels?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The data revealed a notable connection between course requirements and educator satisfaction. Among those who reported being unsatisfied with their course, 59.1% had enrolled because either the PD in general or the specific course was required. This finding highlights the potential importance of offering educators more agency over their professional learning choices. When educators feel that they have a say in their learning journey, satisfaction\u2014and likely engagement\u2014tends to be higher.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"scech\"><strong>Your study also found differences in completion rates between SCECH and non-SCECH courses. Could you elaborate on that?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Yes, the completion rate for courses overall was just above 50%, but we observed that SCECH courses had a slightly lower completion rate (47.4%) than non-SCECH courses (52.5%). Notably, SCECH courses had a higher drop rate (34.9%) than non-SCECH courses (11.9%). There could be many reasons for this finding. We observed a pattern where the more courses educators enroll in, the more likely they are to drop. It\u2019s possible educators are enrolling in several SCECH courses and later pruning their selection to meet their needs.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"PL\"><strong>Based on your findings, what elements of professional learning courses do educators find most valuable and engaging?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators indicate they value engaging course elements that provide practical, real-world examples. The top three most useful and valuable elements were video\/audio, readings, and pedagogical scenarios. These elements help educators envision how to apply new skills in their classrooms. This underscores the importance of including relevant examples and opportunities to apply new skills within professional learning, as <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/maximizing-professional-learning\/#conclusions\" target=\"_blank\" rel=\"noreferrer noopener\">research<\/a> suggests this positively benefits educators\u2014<a href=\"https:\/\/michiganvirtual.org\/blog\/street-data-and-empathy\/\" target=\"_blank\" rel=\"noreferrer noopener\">and is something they want<\/a>.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"efficacy\"><strong>What do your findings suggest about the importance of self-efficacy and reflection in professional learning?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Self-efficacy\u2014the belief in one's ability to succeed\u2014is crucial. Most educators reported feeling confident in their ability to apply course content, with just under half planning to use it directly in their classrooms. After completing their courses, many also believed strongly in their role as reflective practitioners, which is a positive sign since self-efficacy is associated with better teaching outcomes and job satisfaction. Our findings underscore the importance of reinforcing educators\u2019 confidence and providing opportunities for reflection within professional learning courses.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"improve\"><strong>How can education leaders use these insights to improve professional learning offerings in their districts?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Education leaders can use these insights to better tailor professional learning course offerings to meet the needs and preferences of their educators. These findings suggest that providing more agency in course selection, ensuring that courses are engaging and relevant, ensuring courses are supported by relevant and accessible resources, and focusing on building educators\u2019 self-efficacy could all contribute to more effective professional learning experiences. By prioritizing these elements, leaders can create professional development experiences that engage educators and drive real improvements in teaching practices and student outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings from these reports highlight the complex motivations behind educators' participation in professional learning and the critical role of engagement and self-efficacy. The findings also underscore the importance of continuously evaluating and refining professional learning programs. By focusing on these elements, education leaders can enhance the effectiveness of professional development and better support educators in their continuous growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>What does it really mean to have learner agency in our classrooms? And how can we as educators provide more opportunities for student-led instruction and improved student outcomes? This self-paced course will define and present the concepts of student agency and, more broadly, learner agency. You\u2019ll explore elements of a safe and productive environment, practice using digital engagement tools and methods, and collaborate with colleagues to inspire ways for students\u2014and even yourself\u2014to take greater control of the learning.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Develop your understanding of the key components of agency,<\/li>\n<li>Learn how to create a safe and inclusive environment that allows all students opportunities to take greater control of their learning, and<\/li>\n<li>Finish the course ready to design student-centered learning modules using new tools and resources from this course. <\/li>\n<\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Exploring and Understanding Learner Agency",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Having the opportunity to study computer science is critical for all high school students to remain competitive in the real world, both inside and outside of the technology field. This course demonstrates why equitable access to computer science is imperative for Michigan students and how Michigan\u2019s K-12 Computer Science Standards can be leveraged for effective instruction at the high school level. Explore a framework that will relate core concepts and core practices for a board and deep level of understanding of computer science as well as successful implementation models. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand why computer science education should be equitable and urgent,<\/li>\n<li>Summarize the implications of the Michigan K-12 Computer Science Standards,<\/li>\n<li>Generate ideas for integrating computer science into all subject areas, and<\/li>\n<li>Utilize resources at every skill level for learning coding, building apps, and more. <\/li>\n\n<\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Intro to Computer Science for High School Educators",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Having the opportunity to study computer science is critical for all high school students to remain competitive in the real world, both inside and outside of the technology field. This course demonstrates why equitable access to computer science is imperative for Michigan students and...",
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            "path": "\/course\/take-care-of-yourself-a-course-in-well-being-and-self-care\/",
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            "timestamp": 1724611902,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>As an educator in our current climate, you may have been told to \u201ctake care of yourself\u201d and to \u201cfocus on your wellness\u201d but what are tangible steps to take to fulfill this well-meaning advice? This hands-on course will focus on your overall physical, emotional, and mental health in a way that feels relevant and measurable for educators, paying specific attention to areas of your life that directly impact your work-life balance. This self-paced course is designed as five days of self-care, with the suggestion that you might consider completing one unit per workday, with room for flexibility. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Learn about the five domains of wellness: Workplace, Social, Physical, Emotional, Societal,<\/li>\n<li>Commit to an easily-attainable plan of action for how you will achieve wellness in each domain,<\/li>\n<li>Share your own wellness \u201cbest-practices\u201d and learn from others in the course, and<\/li>\n<li>Reflect on your well-being in each of the 5 domains. <\/li>\n<\/ul>",
            "title": "Take Care of Yourself: A Course in Well-Being and Self-Care",
            "excerpt": "Courses marked as free are created for use by Michigan educators. As an educator in our current climate, you may have been told to \u201ctake care of yourself\u201d and to \u201cfocus on your wellness\u201d but what are tangible steps to take to fulfill this well-meaning advice? This hands-on course will focus on your overall physical,...",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p><b>Please note<\/b>: The microlearning experience is being hosted by Arist where an account creation will be required.<\/p><p>The rise in awareness surrounding social injustice in our country has brought with it the need to incorporate cultural responsiveness and whole child approaches into social emotional learning (SEL). This course asks you to reflect on how transforming and centering SEL implementation around equity can lead to closing achievement gaps for marginalized students. You will have an opportunity to assess your knowledge as you review various strategies and gain tools to ensure equity is included in your classroom and schoolwide practices.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Describe the Ten Teaching Practices,<\/li>\n<li>Define the Culturally Responsive Teaching Strategies,<\/li>\n<li>Explain the evolution of SEL and equity practices,<\/li>\n<li>Describe CASELs equity elaborations, and <\/li>\n<li>Develop skills to include equity strategies in SEL implementation.<\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p><b>Please note<\/b>: The microlearning experience is being hosted by Arist where an account creation will be required.<\/p><p>The challenges of current events on top of the typical stress surrounding learning environments can impact not only students but adults and educators as well. In this self-awareness course, you will learn about how prioritizing your own wellness and mental health can increase morale and improve school climate as well as your work\/life balance. You will be asked to reflect on how you personally experience burnout at school and gain resources and strategies that will help you support your overall well-being. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify the tenets of compassion fatigue,<\/li>\n<li>Understand the impact of teacher burnout on the education system,<\/li>\n<li>Examine the benefits of self-care and Adult SEL, and<\/li>\n<li>Experiment with activities that promote well-being.<\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social-Emotional Learning: Adult SEL and Self-Care",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Please note: The microlearning experience is being hosted by Arist where an account creation will be required. The challenges of current events on top of the typical stress surrounding learning environments can impact not only students but adults and educators as well. In this...",
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        {
            "id": 88152,
            "path": "\/course\/social-emotional-learning-assessment-mechanisms\/",
            "author_id": 21,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>As SEL becomes more widely implemented, the need to assess its impact grows. In this course, you will learn about the ways to assess your own SEL practices as an educator along with those of your students. You will also have the opportunity to dive into many resources including tools for using data to inform your decision-making and guides to creating a team of stakeholders that will help achieve your goals and objectives for your school\u2019s SEL plan. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Recall implementation readiness assessment strategies,<\/li>\n<li>Identify the Six Core Principles of Improvement,<\/li>\n<li>Examine the value of assessing your own SEL skill development,<\/li>\n<li>Explain the need to assess student SEL skill development, and <\/li>\n<li>Utilize tools available for assessing SEL skill development.<\/li>\n<\/ul>\n<p>This course is offered in partnership with GEERS. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social-Emotional Learning: Assessment Mechanisms",
            "excerpt": "Courses marked as free are created for use by Michigan educators. As SEL becomes more widely implemented, the need to assess its impact grows. In this course, you will learn about the ways to assess your own SEL practices as an educator along with those of your students. You will also have the opportunity to...",
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        {
            "id": 88155,
            "path": "\/course\/social-emotional-learning-trauma-informed-support\/",
            "author_id": 21,
            "timestamp": 1724611902,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>In recent years, there has been an increase in understanding the influence that childhood traumatic experiences can have on students in their learning environments. This proactive course will show how social and emotional learning can offer students skills to help tackle those experiences. You will also gain more knowledge regarding trauma, how it impacts the developing brain, and thus, potentially, academic achievement. This course is part of the Social and Emotional Learning series.<\/p><p>In this course, you will:<\/p><ul><li>Define trauma, its characteristics, and its prevalence,<\/li><li>Discuss long-term physical and mental health impacts of trauma, including potential impacts on the developing brain,<\/li><li>Describe strategies for responding to trauma-related behaviors that support healing and resilience,<\/li><li>Understand the link between SEL and trauma-informed systems, and<\/li><li>Explore compassion fatigue and self-care strategies.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social-Emotional Learning: Trauma-Informed Support",
            "excerpt": "Courses marked as free are created for use by Michigan educators. In recent years, there has been an increase in understanding the influence that childhood traumatic experiences can have on students in their learning environments. This proactive course will show how social and emotional learning can offer students skills to help tackle those experiences. You...",
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        {
            "id": 88138,
            "path": "\/course\/intro-to-computer-science-for-middle-school-educators\/",
            "author_id": 21,
            "timestamp": 1724611894,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Computer science increasingly permeates our student's futures in their options for higher education and career choices. This foundational course demonstrates why equitable access to computer science opportunities is imperative for Michigan students, and how Michigan's K-12 Computer Science Standards can be leveraged for effective instruction at the middle school level. You will be given examples and tools for successfully integrating computer science education into existing content areas through activities geared toward middle schoolers and be given the opportunity to create your own lessons.<\/p><p>In this course, you will:<\/p><ul><li>Explain why computer science education is urgent in Michigan,<\/li><li>Create a document that can be used to advocate for equitable computer science education,<\/li><li>Summarize the implications of the Michigan K-12 Computer Science Standards as they pertain to middle schoolers,<\/li><li>Develop a lesson plan that introduces computer science to middle schoolers, and<\/li><li>Utilize resources that help integrate computer science into your classroom.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Intro to Computer Science for Middle School Educators",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Computer science increasingly permeates our student&#8217;s futures in their options for higher education and career choices. This foundational course demonstrates why equitable access to computer science opportunities is imperative for Michigan students, and how Michigan&#8217;s K-12 Computer Science Standards can be leveraged for effective...",
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        {
            "id": 88140,
            "path": "\/course\/introduction-to-blended-learning-for-school-leaders\/",
            "author_id": 21,
            "timestamp": 1724611894,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Are you looking to provide your students with a more personalized learning experience? Schools are discovering that blended learning can provide a flexible and personalized approach while also reinvigorating learning for both students and teachers. In this informative course, you will hear from other district leaders who have implemented blended learning in their schools. As you examine these viewpoints, you will consider and reflect on how different models could be implemented into your school and how to support your teachers and students during a transition into a new learning model.<\/p><p>In this course, you will:<\/p><ul><li>Learn a shared language for personalized learning using models such as blended and online learning,<\/li><li>Understand what blended learning is and discover the different models,<\/li><li>Identify models of blended learning that could work for your district,<\/li><li>Examine the learning management system landscape and determine possible sources of content, and<\/li><li>Recognize how to support your staff when transitioning from a traditional face to face model to a blended program.<\/li><\/ul>",
            "title": "Introduction to Blended Learning for School Leaders",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Are you looking to provide your students with a more personalized learning experience? Schools are discovering that blended learning can provide a flexible and personalized approach while also reinvigorating learning for both students and teachers. In this informative course, you will hear from other...",
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            "modified_timestamp": 1724611895,
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        },
        {
            "id": 88142,
            "path": "\/course\/intro-to-cels-5d-5d-teacher-evaluation-system\/",
            "author_id": 21,
            "timestamp": 1724611894,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p>This on-demand module provides an overview of CEL's foundational ideas, 5D instructional framework, 5D+ rubric, and 5D+ inquiry cycle. It fulfills the minimum statutory requirements for teacher training in the district adopted evaluation tool. Participants gain both an understanding of the background and purpose for using the 5 Dimensions of Teaching and Learning\u2122 (5D\u2122) instructional framework, the 5D+\u2122 Rubric for Instructional Growth &amp; Teacher Evaluation and their roles and responsibilities within cycles of inquiry.   \n<div><span><br><\/span><\/div><div><span>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/div>\n<div><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "Intro to CEL's 5D\/5D+ Teacher Evaluation System",
            "excerpt": "Courses marked as free are created for use by Michigan educators. This on-demand module provides an overview of CEL&#8217;s foundational ideas, 5D instructional framework, 5D+ rubric, and 5D+ inquiry cycle. It fulfills the minimum statutory requirements for teacher training in the district adopted evaluation tool. Participants gain both an understanding of the background and purpose...",
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        },
        {
            "id": 88128,
            "path": "\/course\/educator-evaluation-in-mi-preparing-for-summative-evaluation\/",
            "author_id": 21,
            "timestamp": 1724611885,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Planning for your summative educator evaluation allows you to adequately prepare for the end of one evaluation cycle and also look ahead to the next. This action-oriented course focuses on teacher and student growth; specifically, identifying areas in the evaluation process for teacher involvement and ownership. You will learn to constructively engage with your evaluator, collect evidence and artifacts that are representative of your teaching, and be empowered through teacher leadership to establish future professional growth. This course is part of the Educator Evaluation in Michigan series.<\/p><p>In this course, you will:<\/p><ul><li>Practice how to discuss any questions you may have about summative evaluation with your evaluator<\/li><li>Identify tools and resources to use as evidence to help support your evaluator's decision making as they rate your progress,<\/li><li>Explain what teacher leadership is and how it connects to your evaluation framework, and<\/li><li>Plan how you will use teacher leadership to make a positive impact in your school.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Educator Evaluation in MI: Preparing for Summative Evaluation",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Planning for your summative educator evaluation allows you to adequately prepare for the end of one evaluation cycle and also look ahead to the next. This action-oriented course focuses on teacher and student growth; specifically, identifying areas in the evaluation process for teacher involvement...",
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        {
            "id": 88129,
            "path": "\/course\/so-you-want-to-be-an-instructional-designer\/",
            "author_id": 21,
            "timestamp": 1724611885,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Have you decided you are interested in trying your hand at instructional design and are wondering what your next steps are in getting there? This introductory course offers a look into instructional design and conveys how important instructional designers are in course development. You will learn all about the typical roles of an instructional designer as well as specific expectations and responsibilities of real designers at Michigan Virtual.<\/p><p>In this course, you will:<\/p><ul><li>Identify the typical roles and responsibilities of instructional designers,<\/li><li>Learn about the kinds of employment opportunities that exist for a career in instructional design, and<\/li><li>Reflect on personal insight from real instructional designers on best practices in the field.<\/li><\/ul>",
            "title": "So You Want to be an Instructional Designer?",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Have you decided you are interested in trying your hand at instructional design and are wondering what your next steps are in getting there? This introductory course offers a look into instructional design and conveys how important instructional designers are in course development. You...",
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            "modified_timestamp": 1724611886,
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        },
        {
            "id": 88132,
            "path": "\/course\/dln-using-ap-potential-for-opportunity-and-access\/",
            "author_id": 21,
            "timestamp": 1724611885,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Advanced Placement courses help students pursue college level studies while still in high school. Principals and AP Coordinators can use AP Potential to help identify students based on PSAT\/SAT scores and benchmark performance who would likely be successful in various AP courses. In this course, learners will see an overview of the AP Potential system as well as statistical data behind the success of the Advanced Placement program for students.<\/p>\n<p>&nbsp;<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "DLN: Using AP Potential for Opportunity and Access",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Advanced Placement courses help students pursue college level studies while still in high school. Principals and AP Coordinators can use AP Potential to help identify students based on PSAT\/SAT scores and benchmark performance who would likely be successful in various AP courses. In this...",
            "slug": "dln-using-ap-potential-for-opportunity-and-access",
            "modified_timestamp": 1724611887,
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        },
        {
            "id": 88134,
            "path": "\/course\/understanding-the-modern-military\/",
            "author_id": 21,
            "timestamp": 1724611885,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Students and families need guidance from school counselors on the full range of career and education choices available to them after highschool, including options for joining the military. This resource-driven course will present you with information that will help in understanding an array of military career options and the education benefits that can support students in the pursuit of those careers. Throughout this course, you will explore various resources into military pathways and discover opportunities that are nearly as diverse in number and scope as those in the civilian sector.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Use current military resources and hear from service members to gather facts and information about military career pathways,<\/li>\n<li>Understand and accurately present military career options and pathways to students,<\/li>\n<li>Integrate a Military Subject Matter Expert into college and career readiness initiatives in your school, and<\/li>\n<li>Support students and families as they explore military career options.<\/li>\n<\/ul>\n<p><span style=\"background-color: #ffffff;font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', 'Helvetica Neue', Roboto, Arial, sans-serif;font-size: 14px\">This course is offered in partnership with Phenomenal Science. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/p>",
            "title": "Understanding the Modern Military",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Students and families need guidance from school counselors on the full range of career and education choices available to them after highschool, including options for joining the military. This resource-driven course will present you with information that will help in understanding an array of...",
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            "modified_timestamp": 1724611889,
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            "time_commitment": "5 hrs",
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            "plp_subject_area": "Counselors",
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        {
            "id": 88135,
            "path": "\/course\/intro-to-computer-science-standards-for-k-5-educators\/",
            "author_id": 21,
            "timestamp": 1724611885,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>There is a national need for computer science education \u2014 including right here in Michigan, but many students are not receiving the opportunity to study this subject. This instructive course will help you understand why teaching computer science is urgent and how to integrate Michigan K-12 Computer Science Standards into your K-5 instruction and core curriculum with equity. You will understand the framework and relationship between core concepts for students to know and core practices for you to foster along with successful implementation models in core subject areas for early learners.<\/p><p>In this course, you will:<\/p><ul><li>Explain why computer science education is urgent,<\/li><li>Recognize the importance of equity in computer science education,<\/li><li>Develop a lesson plan that introduces computer science to your K-5 students, and<\/li><li>Utilize resources to generate ideas for integrating computer science into your classroom and instruction.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Intro to Computer Science Standards for K-5 Educators",
            "excerpt": "Courses marked as free are created for use by Michigan educators. There is a national need for computer science education \u2014 including right here in Michigan, but many students are not receiving the opportunity to study this subject. This instructive course will help you understand why teaching computer science is urgent and how to integrate...",
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        {
            "id": 88136,
            "path": "\/course\/whole-child-continuous-improvement-a-deeper-understanding-mi-only\/",
            "author_id": 21,
            "timestamp": 1724611885,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>The Whole Child approach has long aimed to ensure that each student is healthy, safe, engaged, supported, and challenged. This course will provide a deeper understanding of the current Whole School, Whole Community, Whole Child (WSCC) model to support continuous improvement across schools and districts that concentrates on both the learning and wellness of students. You will apply the WSCC model to your current system and identify areas in the framework that are already being addressed and areas that will need to be developed through integrated policies, processes, and practices.<\/p><p>In this course, you will:<\/p><ul><li>Review the Whole Child Approach and tenants of WSCC framework,<\/li><li>Identify examples of how to apply each of the five tenants in your school,<\/li><li>Access supplemental resources that will help in understanding and implementing WSCC, and<\/li><li>Connect WSCC to the Michigan Integrated Continuous Improvement Process (MICIP) for your district, school, and community.<\/li><\/ul>\n\n<p>This course is offered in partnership with Michigan AISCD. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Whole Child &amp; Continuous Improvement: A Deeper Understanding (MI Only)",
            "excerpt": "Courses marked as free are created for use by Michigan educators. The Whole Child approach has long aimed to ensure that each student is healthy, safe, engaged, supported, and challenged. This course will provide a deeper understanding of the current Whole School, Whole Community, Whole Child (WSCC) model to support continuous improvement across schools and...",
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        {
            "id": 88119,
            "path": "\/course\/educator-evaluation-in-mi-unpacking-the-framework\/",
            "author_id": 21,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Implementing a complex evaluation rubric is a challenging endeavor, but, can be supported through collaboration and communication. This strategy-based course provides you with the tools to translate the formal language of your evaluation rubric into classroom observables that drive planning and instruction. You will also identify opportunities for peer observation and to discuss elements of high-quality instruction with your colleagues to further support implementation of research-based strategies and learning for all students. This course is part of the Educator Evaluation in Michigan series.<\/p><p>In this course, you will:<\/p><ul><li>Identify partners to support you when unpacking the framework,<\/li><li>Identify descriptors that are synonymous with each level of your locally-adopted framework,<\/li><li>Examine proficient practice and key phrases from each level of performance for individual indicators, and<\/li><li>Explain the benefits of participating in peer observation.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Educator Evaluation in MI: Unpacking the Framework",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Implementing a complex evaluation rubric is a challenging endeavor, but, can be supported through collaboration and communication. This strategy-based course provides you with the tools to translate the formal language of your evaluation rubric into classroom observables that drive planning and instruction. You will...",
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        {
            "id": 88120,
            "path": "\/course\/social-emotional-learning-introduction-to-sel\/",
            "author_id": 21,
            "timestamp": 1724611874,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Many educators find it challenging to meet the social and emotional needs of their students to help them succeed academically. This introductory course provides an insight into social-emotional learning (SEL) and a pathway to the initial steps of integrating SEL into your school or district. You will hone key components as defined by MDE: the five core social and emotional competencies; the research underpinning SEL; and comprehensive benefits and positive outcomes of SEL for staff, students, families, and other stakeholders.This course is part of the Social and Emotional Learning series.<\/p><p>In this course, you will:<\/p><ul><li>Define Social and Emotional Learning (SEL),<\/li><li>Understand ways in which SEL can increase a student's capacity to learn,<\/li><li>Outline the five competencies of SEL defined by MDE, and<\/li><li>Review SEL standards and benchmarks to apply to your school and classroom.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social-Emotional Learning: Introduction to SEL",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Many educators find it challenging to meet the social and emotional needs of their students to help them succeed academically. This introductory course provides an insight into social-emotional learning (SEL) and a pathway to the initial steps of integrating SEL into your school or...",
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        {
            "id": 88123,
            "path": "\/course\/social-emotional-learning-integrating-sel-into-culturally-responsive-classrooms\/",
            "author_id": 21,
            "timestamp": 1724611874,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Being cultural aware enhances the effectiveness of teaching through social-emotional learning (SEL). This immersive course offers ways to integrate SEL into the daily work of classrooms, and engagement strategies for students that promote SEL. You will consider the cultural needs in your classroom while implementing social and emotional programming and practices, as well as how to face potential barriers to implementing SEL. In addition, you will gain multiple resources to further your skills in this area and use in your lessons. This course is part of the Social and Emotional Learning series.<\/p><p>In this course, you will:<\/p><ul><li>Identify strategies to integrate SEL into the daily work of classrooms,<\/li><li>Explore teaching practices that support integration of SEL with academic curriculum and instruction,<\/li><li>Define the process to select evidence-based SEL programs,<\/li><li>Identify and plan to overcome potential barriers toward implementing SEL.<\/li><li>Apply action steps toward embedding culturally competent SEL practices in classrooms.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Social-Emotional Learning: Integrating SEL Into Culturally Responsive Classrooms",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Being cultural aware enhances the effectiveness of teaching through social-emotional learning (SEL). This immersive course offers ways to integrate SEL into the daily work of classrooms, and engagement strategies for students that promote SEL. You will consider the cultural needs in your classroom while...",
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        {
            "id": 88127,
            "path": "\/course\/educator-evaluation-in-mi-preparing-for-formative-review\/",
            "author_id": 21,
            "timestamp": 1724611874,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Educator evaluations can be an important tool in facilitating reflection and applying feedback to your practice, and through collaboration, you can aid in maintaining an accurate picture of your own teaching methods. This proactive course empowers you to lead your own professional growth while working with effective teacher teams. You will come to understand the differences among educator evaluation models, reflect on your professional growth, and explore action steps for preparing for your formative review. This course is part of the Educator Evaluation in Michigan series.<\/p><p>In this course, you will:<\/p><ul><li>Analyze differences between the Inspection Model and the Demonstration Model for educator evaluations,<\/li><li>Generate ideas of how elements of the Demonstration Model could be used in your local setting<\/li><li>Identify opportunities to support formative reflection,<\/li><li>Plan for how you will engage in formative reflection,<\/li><li>Explain how you have implemented formative reflection feedback from your evaluator in to your instruction.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Educator Evaluation in MI: Preparing for Formative Review",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Educator evaluations can be an important tool in facilitating reflection and applying feedback to your practice, and through collaboration, you can aid in maintaining an accurate picture of your own teaching methods. This proactive course empowers you to lead your own professional growth while...",
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        {
            "id": 88778,
            "path": "\/course\/educator-evaluation-in-mi-evidence-of-reflective-practice\/",
            "author_id": 21,
            "timestamp": 1724611874,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Collecting evidence of effective practice is a powerful way to support your ongoing reflection, professional growth, and teacher evaluation. This applicable course provides you with strategies for selecting meaningful pieces of evidence that align to your evaluation rubric. You will be guided on how to use your classroom artifacts to make evaluations a collaborative effort between teachers and administrators in order to demonstrate the evolution of your practice. This course is part of the Michigan Department of Education Educator Evaluation in Michigan series.<\/p><p>In this course, you will:<\/p><ul><li>Examine evidence from the field and identify how it aligns to the educator evaluation rubric,<\/li><li>Use strategies discussed in the course to identify evidence you expect to produce during your current evaluation cycle, and<\/li><li>Explain how the evidence you expect to produce aligns with your professional development goals and educator evaluation rubric.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Educator Evaluation in MI: Evidence of Reflective Practice",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Collecting evidence of effective practice is a powerful way to support your ongoing reflection, professional growth, and teacher evaluation. This applicable course provides you with strategies for selecting meaningful pieces of evidence that align to your evaluation rubric. You will be guided on how...",
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        },
        {
            "id": 88111,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-pre-k-essential-8\/",
            "author_id": 21,
            "timestamp": 1724611858,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 8 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 8 covers the importance of providing ample reading materials and opportunities.You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover the ways in which you can provide an abundance of reading materials that connect to the world of a Pre-K student, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 8",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 8 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 8 covers the...",
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            "plp_subject_area": "Literacy Essentials",
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        },
        {
            "id": 88112,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-pre-k-essential-9\/",
            "author_id": 21,
            "timestamp": 1724611858,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 9 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 9 uses observation and assessment of literacy development to inform instruction. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold the essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Interpret how ongoing observation and assessment of Pre-K students' language and literacy will help you teach them effectively, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 9",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 9 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 9 uses observation...",
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            "id": 88113,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-pre-k-essential-10\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 10 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 10 will focus on collaborating with families to promote literacy in children. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover how to involve your students' families in their language and literacy development, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 10",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 10 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 10 will focus...",
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            "id": 88117,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan has made it a priority to address negative literacy trends in our schools. This introductory course outlines the 10 essential instructional practices that apply to school-wide and center-wide curriculum and intend to increase the proportion of children reading proficiently by third grade. You will be informed on using research-based methods that systematically impact learning and support literacy development through collaboration with stakeholders and implementation of Multiple Tiers of Supports. This course is part of the Essential Instructional Practices in Early Literacy series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in a systematic improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods,<\/li><li>View videos featuring experts who will explain how each essential practice relates to and builds upon one another, and<\/li><li>Discover examples of other schools effectively implementing methodical and systematic literacy instruction.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: School-wide and Center-wide Practices",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan has made it a priority to address negative literacy trends in our schools. This introductory course outlines the 10 essential instructional practices that apply to school-wide and center-wide curriculum and intend to increase the proportion of children reading proficiently by third grade. You...",
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            "id": 88118,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Having access to high quality and free educational resources is a must for educators. In this course, you will have an opportunity to explore Open Educational Resources (OER), including how and why to use them, where to find them, and how to incorporate them into your instructional design.You will also gain insight into incorporating resources into backward planning and differentiating instruction for your classroom.<\/p><p>In this course, you will:<\/p><ul><li>Explore resources within the #GoOpen Michigan resource library,<\/li><li>Identify lesson plans, media assets, and more that you can use within your classroom,<\/li><li>Determine important instructional design principles when utilizing OER, and<\/li><li>Discover how you can submit your own resources for others to use.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "#GoOpen: Open Educational Resources in Michigan",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Having access to high quality and free educational resources is a must for educators. In this course, you will have an opportunity to explore Open Educational Resources (OER), including how and why to use them, where to find them, and how to incorporate them...",
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            "id": 88776,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>While there are specific legislative requirements that drive the teacher evaluation process, there are also many opportunities for teacher decision making and autonomy. This resource-heavy course will provide you with the tools needed to document evidence of student growth and make student growth a relevant and worthwhile aspect of your professional growth. Through these lessons, you will gain insight into the evaluation process and be able to advocate for a fair and transparent teacher evaluation system in your local setting. This course is part of the Educator Evaluation in Michigan series.<\/p><p>In this course, you will:<\/p><ul><li>Discover the benefits of using student growth in teacher evaluation,<\/li><li>Interpret legislative mandates and their application to your current role,<\/li><li>Use resources developed by the Michigan Department of Education to conduct an assessment inventory, write student learning objectives, and set differentiated growth targets for each student, and<\/li><li>Analyze student performance and the implications it has for instruction.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Educator Evaluation in MI: Measurement of Student Growth",
            "excerpt": "Courses marked as free are created for use by Michigan educators. While there are specific legislative requirements that drive the teacher evaluation process, there are also many opportunities for teacher decision making and autonomy. This resource-heavy course will provide you with the tools needed to document evidence of student growth and make student growth a...",
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            "id": 88777,
            "path": "\/course\/educator-evaluation-self-assessment-and-goal-setting\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Goal proposal is a key moment for educators to take ownership of their evaluations. This reflective course will provide you with foundational information and best practice strategies to help you assess your current practice and set goals for your next evaluation cycle. You will perform a self-evaluation, learn to apply feedback and set SMART goals, and create an educator growth and development plan for yourself. This course is part of the Educator Evaluation in Michigan series.<\/p><p>In this course, you will:<\/p><ul><li>Use your district adopted instructional framework as a resource and guide for your individual goal setting and action planning,<\/li><li>Conduct a self-assessment to identify areas of strength as well as your high-priority areas for growth, and<\/li><li>Set personal SMART Goals for your professional practice and your student's learning.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Educator Evaluation: Self-Assessment and Goal Setting",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Goal proposal is a key moment for educators to take ownership of their evaluations. This reflective course will provide you with foundational information and best practice strategies to help you assess your current practice and set goals for your next evaluation cycle. You will...",
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            "id": 88102,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-7\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 7 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 7 focuses on building vocabulary and content knowledge for your students. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover strategies for explicit vocabulary instruction and understanding content in your classroom, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: K-3 Essential 7",
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            "id": 88103,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-8\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 8 in the series of research-supported instructional practices designed to positively impact literacy development in K-3. Essential 8 stresses providing an abundance of reading material and opportunities for students. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover techniques to provide a diverse array of texts for your students that also connect with their backgrounds and interests, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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        {
            "id": 88104,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-9\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 9 in the series of research-supported instructional practices designed to positively impact literacy development in K-3. Essential 9 focuses on ongoing observation and assessment of a child's literacy development. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Practice ongoing observation and assessment of literacy development that can inform your future instruction, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: K-3 Essential 9",
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            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-10\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 10 in the series of research-supported instructional practices designed to positively impact literacy development in K-3. Essential 10 focuses on collaborating with families to build literacy in and out of the home. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Develop strategies to support families in providing productive reading and writing opportunities at home and in the classroom, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: K-3 Essential 10",
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            "id": 88106,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 3 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 3 looks at interactive reading and focuses on comprehension and vocabulary. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover how interaction during read alouds helps with vocabulary and comprehension in the Pre-K classroom, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 3",
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            "id": 88107,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 4 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 4 is focused on building phonological awareness in young students. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover strategies for developing children's phonological awareness, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 4",
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            "id": 88108,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 5 in the series of research-supported instructional practices designed to positively impact literacy development for Pre-K. Essential 5 focuses on teaching letter names, letter sounds, and forming letter shapes. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover multiple ways to introduce letter names, sounds, and shapes to Pre-K students, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 5",
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            "id": 88109,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-pre-k-essential-6\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 6 in the series of research-supported instructional practices designed to positively impact literacy development in Pre-K. In Essential 6, you will focus on research- and standards-aligned writing instruction. You will also become familiar with the current state of early literacy performance as well as the research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover techniques to engage children in interactive writing and scaffolded writing, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 6",
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            "id": 88110,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-pre-k-essential-7\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 7 in the series of research-supported instructional practices designed to have a positive impact on literacy development for Pre-K. In Essential 7, you will focus on extending conversation skills for your students. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold the essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Interpret the five bullets of Essential 7 that will help build higher-order thinking and extended conversation in the Pre-K classroom, and<\/li><li>View classroom videos that demonstrate this essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 7",
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        {
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>The improper use of seclusion or restraint on students can lead to emotional harm or injury. This awareness-level course meets the training requirements for all educators and support staff on the Policy for the Emergency Use of Seclusion and Restraint for public schools. You will focus on new law and policies that encourage the proactive use of organization-wide effective, evidence- and research-based strategies and best practices to reduce the occurrence of challenging behaviors.<\/p><p>In this course, you will:<\/p><ul><li>Explain how major PBIS strategies reduce seclusion and restraint instances,<\/li><li>Define seclusion, restraint, and emergency situation,<\/li><li>Identify situations where the use of emergency seclusion and restraint are appropriate,<\/li><li>Recognize the requirements for reporting and documentation of seclusion and restraint.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "id": 88092,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-3\/",
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 3 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 3 focuses on small group and individualized instructional strategies. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover ways to incorporate daily, flexible, and targeted small group and individual instructional practices into your classroom, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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        {
            "id": 88093,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-4\/",
            "author_id": 21,
            "timestamp": 1724611836,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 4 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 4 will focus on building phonological awareness for your students. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Understand the importance of phonological awareness for young readers along with the teaching strategies that work best, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: K-3 Essential 4",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 4 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 4 will focus...",
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        {
            "id": 88094,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-5\/",
            "author_id": 21,
            "timestamp": 1724611836,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 5 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 5 will focus on the five stages of word recognition and letter-sound relationships. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Understand Ehri's five phases of word recognition and how they relate to teaching the five bullets of Essential 5, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: K-3 Essential 5",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 5 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 5 will focus...",
            "slug": "essential-instructional-practices-in-early-literacy-k-3-essential-5",
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        },
        {
            "id": 88095,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-6\/",
            "author_id": 21,
            "timestamp": 1724611836,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 6 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 6 focuses on researched- and standards-aligned writing instruction in the classroom. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover strategies for teaching grade appropriate writing instruction in your classroom, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: K-3 Essential 6",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 6 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 6 focuses on...",
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        {
            "id": 88096,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-pre-k-essential-1\/",
            "author_id": 21,
            "timestamp": 1724611836,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard literacy trends the state has seen in recent years. This course outlines the foundations and Essential 1 in the series of research-supported practices designed to have a positive impact on literacy development in Pre-K. You will focus on intentional use of literary artifacts throughout the classroom. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover how greater accessibility to reading and writing artifacts in the Pre-K classroom will encourage development, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 1",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard literacy trends the state has seen in recent years. This course outlines the foundations and Essential 1 in the series of research-supported practices designed to have a positive impact on literacy development in Pre-K. You...",
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        },
        {
            "id": 88097,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-pre-k-essential-2\/",
            "author_id": 21,
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            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 2 in the series of research-supported instructional practices designed to have a positive impact on literacy development for Pre-K. Essential 2 focuses on effective use of read-alouds in literacy instruction.You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, Pre-K series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover the benefits of drawing attention to print in verbal and non-verbal ways during read-alouds for Pre-K students, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: Pre-K Essential 2",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 2 in the series of research-supported instructional practices designed to have a positive impact on literacy development for Pre-K. Essential...",
            "slug": "essential-instructional-practices-in-early-literacy-pre-k-essential-2",
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        },
        {
            "id": 88086,
            "path": "\/course\/differentiated-instruction-maximizing-learning-for-all\/",
            "author_id": 21,
            "timestamp": 1724611829,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Differentiated instruction aims to help address student differences and is shown to have a strong positive effect on learning outcomes across all groups, but many teachers do not fully understand the concept or are hesitant to implement it for a variety of reasons. In this pragmatic course, you will uncover many approaches to differentiated instruction and practical ways to introduce it into your classroom. You will study how environment and mindset influence the alignment of curriculum, assessment, and instruction as well as various strategies to differentiate all three.<\/p><p>In this course, you will:<\/p><ul><li>Understand the importance of alignment between curriculum, assessment, and instruction,<\/li><li>Recognize the connection between Understanding by Design and differentiated instruction,<\/li><li>Define pre-assessment, formative assessment, and summative assessment,<\/li><li>Identify the ways that curriculum can be differentiated, i.e., content, process, and product, and<\/li><li>Identify the steps to getting started with differentiation.<\/li><\/ul>\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Differentiated Instruction: Maximizing Learning for All",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Differentiated instruction aims to help address student differences and is shown to have a strong positive effect on learning outcomes across all groups, but many teachers do not fully understand the concept or are hesitant to implement it for a variety of reasons. In...",
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        {
            "id": 88087,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-1\/",
            "author_id": 21,
            "timestamp": 1724611829,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard literacy trends the state has seen in recent years. This course outlines the foundations and Essential 1 in the series of research-supported practices designed to positively impact literacy development in K-3. In Essential 1, you will focus on motivating and engaging students during literacy instruction. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Develop methods that will motivate and engage students in reading and writing within and across lessons, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: K-3 Essential 1",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard literacy trends the state has seen in recent years. This course outlines the foundations and Essential 1 in the series of research-supported practices designed to positively impact literacy development in K-3. In Essential 1, you...",
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        },
        {
            "id": 88090,
            "path": "\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-2\/",
            "author_id": 21,
            "timestamp": 1724611829,
            "content": "<p><strong>Courses marked as free are created for use by Michigan educators.<\/strong><\/p><p>Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 2 in the series of research-supported instructional practices designed to have a positive impact on literacy development for K-3. Essential 2 focuses on effective use of read-alouds in literacy instruction. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.<\/p><p>In this course, you will:<\/p><ul><li>Recognize the state of Early Literacy in Michigan and your role in the improvement process,<\/li><li>Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,<\/li><li>Discover effective methods to use while reading aloud to students to further develop their literacy, and<\/li><li>View classroom videos that demonstrate the essential in practice.<\/li><\/ul>\n\n<p>This course is offered in partnership with MDE. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Essential Instructional Practices in Early Literacy: K-3 Essential 2",
            "excerpt": "Courses marked as free are created for use by Michigan educators. Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 2 in the series of research-supported instructional practices designed to have a positive impact on literacy development for K-3. Essential...",
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        },
        {
            "id": 88908,
            "path": "\/course\/algebra-1-competency-based\/",
            "author_id": 21,
            "timestamp": 1724611780,
            "content": "This course covers one full year of high school Algebra 1 credit, using similar lesson content and assessments found in our standard Algebra 1A and 1B courses, but it employs three elements of a competency-based learning model. (1) It aligns assessments to relevant Michigan content standards for high school mathematics as well as to objective competency statements adopted by Michigan Virtual, permitting users to better realize the relationship between a given assessment and Michigan\u2019s math standards. (2) It promotes learning for mastery, permitting multiple avenues and additional attempts at assessing competency, allowing students to show growth over time. For example, students will be assessed on most Algebra 1 competencies within the first half of the course and provided additional instruction and assessment opportunities on each competency in later units. On average, each competency will be assessed in six of the nine units of instruction. (3) It utilizes the Learning Outcomes features in our learning management system to report student performance on mathematical skill competencies as well as select Portrait of a Learner competencies, while also providing an overall score (a final percentage of total points earned in the course) for transcript purposes. This advanced reporting allows users to easily identify when students have mastered Michigan\u2019s math standards. Students are encouraged to work with and at times meet with their instructor to set goals, remediate skill gaps, and repeat assessments to improve their performance before moving on in the course.",
            "title": "Algebra 1 (Competency-based)",
            "excerpt": "This course covers one full year of high school Algebra 1 credit, using similar lesson content and assessments found in our standard Algebra 1A and 1B courses, but it employs three elements of a competency-based learning model. (1) It aligns assessments to relevant Michigan content standards for high school mathematics as well as to objective...",
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        {
            "id": 88852,
            "path": "\/course\/mv-skills-sprint-preparing-students-for-online-and-hybrid-learning\/",
            "author_id": 21,
            "timestamp": 1724269882,
            "content": "<p>In this course, you will explore best practices to effectively prepare students for success in online and hybrid learning environments. The content of this course equips educators with the knowledge and skills to cultivate self-directed learning habits and empower students to be active, autonomous learners.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Analyze student needs for success in online and hybrid learning environments<\/li>\n<li>Identify strategies to prepare students for online and hybrid learning environments<\/li>",
            "title": "MV Skills Sprint: Preparing Students for Online and Hybrid Learning",
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            "content": "<p>In this course, you will explore the complex relationship between AI and academic integrity, examining how AI is being used in academic settings and considering the ethical considerations and policies surrounding its use. Additionally, you will gain a deeper understanding of the opportunities and challenges presented by AI in the academic context, and be better prepared to navigate the evolving landscape of academic integrity and make informed decisions about the ethical use of AI technologies in your teaching practice.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Analyze the potential benefits and risks of using AI language models in academic writing<\/li>\n<li>Consider guidelines and policies for the ethical and responsible use of AI tools in academic settings<\/li>\n<li>Identify effective strategies for monitoring AI usage, detecting academic dishonesty, and ensuring compliance with established policies<\/li>",
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            "content": "<p>In this course, you will explore strategies for effectively communicating and collaborating with parents to support student success. Teachers will come away with practical techniques for building these vital home-school connections and fostering productive partnerships with parents.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Analyze parent communication strategies and the benefits and\/or barriers they would bring to your students<\/li>\n<li>Consider practices and formats that lead to more effective parent communication<\/li>",
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            "content": "<p>In this course, you will explore the critical role of social presence in effective teaching, both in fully online courses and blended classes that incorporate digital technologies. You will learn about the strategies and techniques instructors can use to establish a strong social presence and foster a sense of community, engagement, and connection among students.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Explain the importance of social presence in online and virtual learning environments, and its impact on student engagement, learning, and satisfaction<\/li>\n<li>Identify various strategies and techniques to establish a strong social presence as an instructor<\/li>\n<li>Analyze the unique challenges and opportunities for social presence across different educational modalities, including online, hybrid, blended, and fully in-person learning settings<\/li>",
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            "content": "<p>Tackling both synchronous and asynchronous learning methods is common for many teachers today. In this course, you will explore synchronous and asynchronous learning methods, including their key characteristics, benefits, and challenges. Additionally, you will learn practical strategies for leveraging these methods to create engaging and effective educational experiences that support the diverse needs of your students.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Differentiate between synchronous and asynchronous learning methods<\/li>\n<li>Explain the benefits and challenges of synchronous and asynchronous learning<\/li>\n<li>Identify effective strategies and appropriate technologies to enhance student engagement in both synchronous and asynchronous settings<\/li>",
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            "content": "<p>In this course, you will explore the critical importance of ensuring that digital content used in education is accessible to all students. You will learn about the key principles of digital accessibility, covering practical tips and best practices for making images, videos, and written course materials inclusive and engaging for learners with diverse abilities and needs.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Explain the importance of ensuring digital course content is accessible to all learners, including those with disabilities<\/li>\n<li>Consider key accessibility guidelines for creating and using digital content, such as providing alt text for images, captions\/transcripts for videos, and meeting color contrast guidelines<\/li>\n<li>Review written content for accessibility issues and apply best practices like using proper headings, providing clear navigation, and ensuring hyperlinks are accessible<\/li>",
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            "content": "<p>Schools, whether online or traditional brick-and-mortar institutions, leverage Learning Management Systems (LMS) and Student Information Systems (SIS) to enhance educational delivery, streamline administrative processes, and improve communication among stakeholders. This professional learning course provides a comprehensive exploration of these systems, covering their core components, popular platforms, integrative capabilities, and strategies for effective implementation and user adoption.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Analyze features of different Learning Management and Student Information Systems<\/li>\n<li>Consider the setup of different systems and the benefits and\/or barriers they would bring to your students<\/li>",
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            "content": "<p>In the modern classroom, screenshots and screencasts have become invaluable tools for educators striving to convey complex information effectively. These tools enable teachers to share visual and auditory content through images and video recordings, facilitating clear and swift communication of intricate concepts. In this course, you will explore the practice of creating and using screenshots and screencasts. Additionally, you will learn practical strategies for utilizing screenshots and screencasts for classroom applications like creating video tutorials, sharing student progress with parents, or demonstrating difficult concepts.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Analyze features of different screenshot and screencast tools<\/li>\n<li>Consider the applications of screenshot and screencast tools and benefits and\/or barriers they would bring to your students<\/li>",
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            "timestamp": 1724269875,
            "content": "<p>In this course, you will explore strategies to effectively teach students the principles of netiquette, or the appropriate and ethical behavior when communicating and interacting online. By the end of the course, educators will be prepared to cultivate a culture of digital civility and responsible technology use within their classrooms and school communities.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Identify guidelines to build your student\u2019s understanding of netiquette<\/li>\n<li>Analyze strategies teachers may use to appropriately model netiquette<\/li>",
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            "path": "\/course\/mv-skills-sprint-ferpa-and-coppa\/",
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            "timestamp": 1724269875,
            "content": "<p>In this course, you will explore the key legal frameworks and compliance requirements surrounding student data privacy and protection. Participants will be introduced to FERPA, which governs the handling and disclosure of students' personally identifiable information in educational settings, as well as COPPA, which regulates the online collection and use of personal data from children under the age of 13.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Explain the key legal frameworks and compliance requirements surrounding student data privacy and protection<\/li>\n<li>Identify strategies to ensure FERPA and COPPA compliance in the classroom<\/li>",
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            "path": "\/blog\/from-playtime-to-purpose-how-hobbies-can-set-your-child-on-the-path-to-success\/",
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            "content": "<p>Do you remember the first time you picked up a hobby just for the fun of it? Maybe it was knitting, painting, or learning to play an instrument. For me, it was a love for writing that I discovered as a kid, scribbling stories in the margins of my school notebooks. That\u2019s the magic of hobbies\u2014they have an incredible power to shape who we are, teach us new skills, and even open up doors we never knew existed.<\/p><p>We\u2019ve all witnessed that moment when a child\u2019s eyes light up with excitement upon discovering something they\u2019re truly passionate about. Whether it\u2019s building model airplanes, learning to play the piano, or picking up a paintbrush for the first time, hobbies have a special way of capturing imagination and inspiring growth. They\u2019re not just ways to pass the time; they\u2019re gateways to new skills, friendships, and even lifelong passions.<\/p><p>In our roles as parents and educators, we have the unique opportunity to nurture these interests. But as we navigate the complexities of modern life and education, it\u2019s easy to overlook just how crucial hobbies are for a child\u2019s development. In a world increasingly focused on academic achievements and screen-based learning, finding time for hobbies might seem like a luxury. But trust me\u2014it\u2019s more important than ever.<\/p>\t\t\t\t\n\t\t\t<h2>Why Hobbies Matter More Than Ever<\/h2>\t\t\n\t\t<p>Let\u2019s talk about why hobbies are such a big deal. For starters, they offer a break from the structured, often stressful demands of school. We\u2019ve seen how packed our kids\u2019 and students\u2019 schedules can get, with homework, extracurricular activities, and time spent on various learning platforms. Hobbies provide a much-needed space for creativity, relaxation, and self-expression\u2014something that\u2019s essential for their emotional well-being.<\/p><p>But beyond that, hobbies are key to developing a whole range of skills that go beyond the classroom. When kids engage in hobbies, they\u2019re not just having fun; they\u2019re learning important life lessons, like how to set goals, manage their time, and persevere through challenges. These are the kinds of skills that will serve them well into adulthood, helping them navigate everything from college applications to career choices.<\/p><p>There\u2019s plenty of research out there supporting the idea that hobbies can positively impact academic performance and overall well-being. A study from the <a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC9774476\/\">National Institutes of Health<\/a> found that engaging in leisure activities can reduce stress, improve cognitive function, and even enhance creativity. So, while it might seem counterintuitive, encouraging a child to spend time on hobbies could actually help them do better in school.<\/p>\t\t\t\t\n\t\t\t<h2>Helping Kids Find the Right Hobby<\/h2>\t\t\n\t\t<p>So, how do we go about helping children find the right hobby? It can feel a bit like trial and error, especially if their interests are all over the place. But that\u2019s okay\u2014exploration is part of the fun!<\/p><p>Here are a few tips to help guide children toward a hobby they\u2019ll love:<\/p>\t\t\t\t\n\t\t\t<h3>1. Expose them to a variety of activities<\/h3>\t\t\n\t\t<p>The more options they have, the better. You never know what will spark their interest until they try it. Local community centers often offer classes in everything from pottery to martial arts. Schools, too, can be a great resource for exposing students to new activities through clubs and extracurricular programs.<\/p>\t\t\t\t\n\t\t\t<h3>2. Follow their lead<\/h3>\t\t\n\t\t<p>Pay attention to what naturally excites your child. Are they always doodling on their notebooks? Maybe a drawing or painting class would be a hit. Do they love building things? Consider introducing them to coding or robotics kits.<\/p>\t\t\t\t\n\t\t\t<h3>3. Encourage social hobbies<\/h3>\t\t\n\t\t<p>Hobbies that involve social interaction, like team sports or drama clubs, can help children build important social skills and create lasting friendships. This is especially valuable in today\u2019s connected world, where digital collaboration and communication are becoming increasingly important.<\/p>\t\t\t\t\n\t\t\t<h3>4. Be patient and flexible<\/h3>\t\t\n\t\t<p>It\u2019s normal for children to jump from one interest to another. The key is to be supportive and let them explore without pressure. They might eventually settle on something that truly resonates with them.<\/p>\t\t\t\t\n\t\t\t<h3>5. Get involved<\/h3>\t\t\n\t\t<p>Sometimes, hobbies are more enjoyable when shared. If your child is interested in cooking, why not make it a family activity? In an educational setting, consider collaborative projects or group activities that allow children to share their hobbies with others.<\/p>\t\t\t\t\n\t\t\t<h2>Hobbies as a Pathway to Future Success<\/h2>\t\t\n\t\t<p>Here\u2019s something else to consider: hobbies can sometimes lead to future career paths. While it might be hard to imagine a child\u2019s fascination with video games turning into something more, the reality is that many hobbies can translate into valuable career skills. For example, a love of gaming could lead to a career in game design or esports. Similarly, a passion for photography could evolve into a professional photography career.<\/p><p>With the rise of the <a href=\"https:\/\/www.park.edu\/blog\/the-gig-economy-shaping-the-future-of-work-and-business\/\">gig economy and digital platforms<\/a>, what starts as a hobby can often become a side hustle or even a full-time job. By supporting a child\u2019s hobbies, we\u2019re not just helping them develop as individuals\u2014we\u2019re also opening up future possibilities they might not have considered otherwise.<\/p>\t\t\t\t\n\t\t\t<h2>Resources for Parents and Educators: Where to Start<\/h2>\t\t\n\t\t<p>If you\u2019re looking for resources to help your child discover new hobbies, there are plenty of places to start. Here are a few recommendations:<\/p><ul><li style=\"font-weight: 400\"><a href=\"https:\/\/www.commonsensemedia.org\/\"><b>Common Sense Media<\/b><\/a> offers a wide range of reviews and suggestions for educational apps and games that can introduce children to new hobbies, from coding to creative writing.<\/li><li style=\"font-weight: 400\"><b>Local Community Centers and <\/b><a href=\"https:\/\/mi.countingopinions.com\/forms\/fv.php?pkey=4323e7468dc17acf815fba0fcabd690b\"><b>Libraries<\/b><\/a> often provide affordable classes and workshops that can give hands-on experience in different activities. Schools can also partner with local organizations to offer after-school programs.<\/li><li><b>Online Platforms<\/b> like YouTube have countless tutorials and guides that can help children learn new skills at their own pace. Educators can curate these resources to align with their curriculum or suggest them for independent exploration.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Supporting Hobbies with Flexible Learning Options<\/h2>\t\t\n\t\t<p>One of the great things about today\u2019s educational landscape is the availability of flexible learning options that allow children to explore their interests in a way that fits into their busy lives. Whether it\u2019s through online courses, after-school programs, or community workshops, there are countless opportunities for students to dive deeper into their hobbies.<\/p><p>For example, programs like Wiz Kid Learning\u2019s <a href=\"https:\/\/www.wizkidlearning.com\/michiganvirtual\">Roblox Game Design Course<\/a> give students a chance to develop their programming skills in a fun, supportive environment. These kinds of enrichment opportunities are often self-paced, allowing students to learn at their own speed and focus on what truly excites them.<\/p><p>Exploring these options can support the development of children\u2019s hobbies. By providing access to structured learning experiences, we can help kids turn their passions into valuable skills that may one day lead to fulfilling careers.<\/p>\t\t\t\t\n\t\t\t<h2>Final Thoughts: The Importance of Supporting Hobbies<\/h2>\t\t\n\t\t<p>At the end of the day, hobbies are more than just activities to fill children\u2019s free time. They\u2019re essential tools for personal growth, skill development, and even future success. As parents and educators, one of the best gifts we can give our children is the freedom to explore and the support to pursue what they love.<\/p><p>So, whether your child is a budding artist, an aspiring athlete, or a curious coder, take the time to nurture their hobbies. After all, these small passions have the potential to grow into something truly extraordinary.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tNurture Your Child's Passions with Enrichment Courses\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tAs you encourage your child to explore new hobbies and develop valuable skills, consider offering them even more opportunities to dive deeper into their interests. Our enrichment courses provide flexible, self-paced learning in a wide range of subjects, from photography to fitness, and even future-focused fields like content creation and esports.\nHelp your child turn their passion into a lifelong skill that could shape their future.\n\t\t\t\t\t\tExplore Enrichment Courses\t\t\t\t\t\n\t\t\t\t\t\t<\/a>",
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            "id": 88766,
            "path": "\/about\/news\/bellevue-community-schools-teacher-named-michigan-virtual-2024-online-mentor-of-the-year\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong>GRAND RAPIDS, Mich. \u2014<\/strong>\u00a0Cindy Gardner of Albion, Michigan, was named the 2024 Online Mentor of the Year \u2013 a distinction given to a\u00a0<em>Michigan Virtual\u00a0<\/em>mentor who has demonstrated excellence in teaching and enhanced student success in the online classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Michigan Virtual<\/em>\u00a0students work with highly talented and dedicated mentors who have a passion for helping students succeed academically, mentally, and socially,\u201d said Jamey Fitzpatrick, President and CEO of\u00a0<em>Michigan Virtual<\/em>. \u201cCindy\u00a0first became a mentor in the fall of 2022 and has proven, through her deep concern for our individual students, that whole child education helps students flourish.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gardner began with Bellevue Community Schools in 2021 as a guest teacher. In her work serving as a\u00a0<em>Michigan Virtual\u00a0<\/em>mentor, Gardner focuses on helping students succeed and learn the academic skills to become self-directed learners.\u00a0 She holds a bachelor\u2019s degree in marketing from Southern University in Baton Rouge, Louisiana. She also founded and operates a non-profit foundation that tailors pathways to success for young scholars and their families.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI am truly honored to have received this distinguished award, \u201d Gardner said. \u201cMy main goal each year is to motivate, empower, and ultimately celebrate the daily successes of these young scholars.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cCindy Gardner has been a very positive mentor for our students,\u201d said Amy Tesolin, science instructor for\u00a0<em>Michigan Virtual<\/em>, \u201cShe always communicates in a clear and supportive way.\u00a0 She reaches out when there seems to be a discrepancy or question about processes or policies, and she treats instructors with professional courtesy while not discounting the student perspective.\u00a0 It's clear she is a kind, caring, and capable educator who models and supports a growth mindset.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception in 2015, ten mentors have received the distinction of&nbsp;<em>Michigan Virtual<\/em>&nbsp;Online Mentor of the Year. Mentors of the Year are nominated by&nbsp;<em>Michigan Virtual&nbsp;<\/em>instructors who are in regular contact with both students and educators regarding student progress and success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To be selected for the Mentor of the Year distinction, the mentor must be a positive and proactive communicator with instructors and parents and assist as an ambassador for students to ensure their success. This distinguished award was established to set a bar for excellence and recognize the incredible mentors in the digital learning community.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learn more about<em>&nbsp;Michigan Virtual&nbsp;<\/em>mentors at<a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Flink.mediaoutreach.meltwater.com%2Fls%2Fclick%3Fupn%3Du001.v3NukIAz1TyiBKtgBkV6M174IU37q9-2Bbm0u3XCL9PyrHOzSC9vvG2OYQmQBDbYbATSQW_rHRZ5HFrVxxlndsTu4Nez5fr53yelUGJhDcXuY-2Bw-2F0pByxZegMJTzP5UPmA4Oq7fPqEKhtgBPVN-2FqZ4sBR2eKz2fqS37kL8Ao-2BF9cGZZYXtaKkyiPN0VjrW-2Bj4u7h4vc17nPkjO8P8xHL9d6-2F6jqQgjlXi9yWOTRJjWr9Z3WWsHjLe8F0-2BhzQHK7pMZj19xs9J82XDWrO0s3j4ajagrMzp65pYa0kNEi0XExb29YtmQgDqIZIbCqIVgtMhiD4Sn-2FLhSHXQglL5EkYoPn3GVnZ-2B7DbTKZ-2BUv6TkNPj1w91loWvkrAOxYAInu17Y8YCp5FAiYymoIEoPV3zvc27F-2FwpupYR9CplcjiR-2FR7a-2FBpYqZww50n3F94rXWUvQel1B9qiy3pyILOBUGFG6-2BCOnNGAQ-3D-3D&amp;data=05%7C02%7Cbbautista%40michiganvirtual.org%7Cc7320143480a47a2a4b708dcb86ad4ab%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C638588016218949095%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=08n08Q1vJlgbz7P9%2FtayQkTDbIvWYxi1ja1rweuGIms%3D&amp;reserved=0\">&nbsp;michiganvirtual.org\/mentors<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Bellevue Community Schools teacher named Michigan Virtual 2024 Online Mentor of the Year\u00a0",
            "excerpt": "GRAND RAPIDS, Mich. \u2014\u00a0Cindy Gardner of Albion, Michigan, was named the 2024 Online Mentor of the Year \u2013 a distinction given to a\u00a0Michigan Virtual\u00a0mentor who has demonstrated excellence in teaching and enhanced student success in the online classroom. \u201cMichigan Virtual\u00a0students work with highly talented and dedicated mentors who have a passion for helping students succeed...",
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            "id": 88732,
            "path": "\/about\/news\/world-language-instructor-named-michigan-virtual-2024-online-teacher-of-the-year\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong>FENTON, Mich. \u2014<\/strong>Alanna Prieditis of Fenton, Michigan was named the 2024 Online Teacher of the Year \u2013 an award given to a&nbsp;<em>Michigan Virtual<\/em>&nbsp;online instructor who has demonstrated excellence in the classroom and positively impacted students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prieditis began her teaching career in 2006 teaching junior and senior high school Spanish and English in the Mt. Morris school district.&nbsp; She joined<em>&nbsp;Michigan Virtual<\/em>&nbsp;as a part-time instructor in 2012, moving to full-time in the summer of 2013.&nbsp; Alanna became one of the lead World Language instructors in January 2018.&nbsp; According to Alanna, \u201cThe notion of learning and helping students realize potential in themselves while discovering, connecting, and thinking bigger and beyond what they thought they could be\u201d is what keeps her teaching and learning.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOnline learning is not stagnant; it\u2019s always evolving, improving, and adjusting.&nbsp; Students need different levels of support in their learning; maybe just a text, maybe a phone call, maybe a non-urgent email, and sometimes a video call to screen share their work: it all works how they need it with online learning,\u201d said Prieditis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prieditis was nominated by educators she supports in Michigan school districts based on her strong record of success for students and support for other educators.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAlanna has been amazing at accommodating our students. She has gone above and beyond to make sure they have every opportunity to be successful. She responds promptly with genuine care and concern for the student.,\u201d said Brian Sackett of Holland High School. \u201cI can't thank her enough for her patience and generosity.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cHelping students is what drives Alanna to provide exceptional service,\u201d said Jamey Fitzpatrick, President and CEO of Michigan Virtual. \u201cWe\u2019ve got a special person here who just goes above and beyond. Alanna is an innovative and supportive leader, and we are thrilled to honor her with this award!\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since the inception of the awards in 2009,&nbsp;<em>Michigan Virtual&nbsp;<\/em>has honored 18 teachers with the distinction of&nbsp;<em>Michigan Virtual<\/em>&nbsp;Online Teacher of the Year. To be selected for the Teacher of the Year distinction, key criteria include a positive impact on students, continuous improvement of practice, and a vision for the future of online education. This distinguished award was created to set a bar for excellence and recognize the incredible teachers in the digital learning community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "World Language Instructor Named Michigan Virtual 2024 Online Teacher of the Year",
            "excerpt": "FENTON, Mich. \u2014Alanna Prieditis of Fenton, Michigan was named the 2024 Online Teacher of the Year \u2013 an award given to a&nbsp;Michigan Virtual&nbsp;online instructor who has demonstrated excellence in the classroom and positively impacted students. Prieditis began her teaching career in 2006 teaching junior and senior high school Spanish and English in the Mt. Morris...",
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        {
            "id": 88609,
            "path": "\/consulting\/team\/",
            "author_id": 12,
            "timestamp": 1722620292,
            "content": "<h2>Our Team<\/h2>\t\t\n\t\t<p>We are proud to introduce a team of Consultants and Coaches who are unmatched in their expertise and commitment. Our high quality team is incredibly diverse \u2014 we span early childhood through higher education, rural to urban, and much more! Our team members bring a wealth of knowledge and experience to every engagement. Our team includes but is not limited to superintendents, curriculum leaders, building-level administrators, technology leaders, and formally-trained instructional designers.<\/p>Our experts are not only leaders in their fields and currently practitioners, but also relationship-first professionals who prioritize meaningful connections with the educators and institutions they support. Their passion for innovation and dedication to driving transformative change are evident in their work, helping to elevate educational experiences for each and every stakeholder.\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tReach Out!\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"512\" height=\"512\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/06\/chris_harrington-q0u7fulx87ksnfw1syg2eoicjttvrqhaab70xeb2m8.jpg\" alt=\"Chris Harrington\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h6>Dr. Chris Harrington<\/h6>\t\t\n\t\t<p><strong><i>Expert in designing and implementing student-centered learning programs with 30+ years of experience assisting school districts nationwide.<\/i><\/strong><\/p><p>Christopher Harrington, Ed.D., has served public education as a teacher, an administrator, an educational researcher, and a consultant for more than 30 years and Dr. Harrington has experience assisting scores of schools and districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL (now Aurora Institute) and worked with various other education-based organizations such as Digital Learning Collaborative, iLearn Collaborative, The Learning Accelerator, and Future of School aimed at transforming education through the use of technology.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/Website-Headshot.jpg\" alt=\"Tracy Gieseking\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h6>Tracy Gieseking<\/h6>\t\t\n\t\t<p><strong><i>Connecting people, exceeding expectations.<\/i><\/strong><\/p><p>As the School Design Project Coordinator, Tracy\u2019s role is to be a connector. She loves building relationships with her clients and the talented folks who join forces to make their goals a reality. What fuels her passion? It's all about delivering an exceptional experience. Keeping the client's ultimate vision in mind, she pays close attention to every little detail. Communication is key, so she makes sure to stay in touch regularly to adapt and adjust as priorities change. It's exciting for her to witness the unique ways clients tackle the challenges that come with expanding choices for learners through online, blended, and competency-based models.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"800\" height=\"800\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/04\/tovah.jpeg\" alt=\"Dr. Tovah Sheldon\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h6>Dr. Tovah Sheldon<\/h6>\t\t\n\t\t<p><em><strong>Bridging research and practice for educational excellence.<\/strong><\/em><\/p><p>Dr. Tovah Sheldon is currently a School Design Strategist for <em>Michigan Virtual<\/em>. For more than 20 years, Dr. Sheldon has served education as a teacher, professor, administrator, researcher, leadership coach, and consultant across pK-12 and higher education. She has a passion to cultivate constructive relationships, bring innovation to spaces that are managing complex change, and support implementation of evidence-based practices that promote equity and opportunity for all. Her demonstrated expertise ranges from curriculum, instruction, and assessment to professional development, capacity building, strategic planning, and system\u2019s iteration for growth and sustainability. Dr. Sheldon has also served on various boards from within her community of Jackson and across the state of Michigan. Dr. Sheldon earned her Ph.D. from Michigan State University in Curriculum, Instruction, and Teacher Education.<\/p>\t\t\t\t\n\t\t\t\t\t<h3>\n\t\t\t\t\tOur Consultants &amp; Coaches: The\n\t\t\t\t\texperts\n\t\t\t\t\tin the field\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Precios M. Armstrong<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Untitled-design-2-150x150.jpg\" alt=\"Dr. Precios M. Armstrong\" width=\"150\" height=\"150\" \/>Dr. Precios M. Armstrong is a proud wife, mother, and advocate for children whose commitment to education has spanned more than 20 years across Pk-12 classroom, administrator, and University roles. Currently, in addition to being a Michigan Virtual Leadership Coach for Innovation, Dr. Armstrong is the Director of Special Education for East Lansing Public and an adjunct professor for Central Michigan University and Grand Valley State University.\u00a0 She is also the 2024-2025 Board President of the Michigan Council for Exceptional Children, a member of the Michigan Association of Administrators of Special Education. and Sigma Gamma Rho Sorority, Inc. Dr. Armstrong is also a contributing author to the book Critical Analysis of Parental Involvement in Schools: Working with Families Across Sociocultural Context being published by Taylor and Francis Publishing. More than anything, Precios believes student achievement is enhanced through collaboration, innovation, and identifying resources.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Brenda Boyer<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/Boyer_Brenda_Photo-150x150.jpg\" alt=\"Brenda Boyer\" width=\"150\" height=\"150\" \/>Brenda Boyer brings over 3 decades of experience as a school librarian and instructional designer to her work as a consultant for Michigan Virtual. Throughout her career, Brenda&#8217;s focus has been on the instructional role of librarians as well as information and media literacy of students and adults. She has designed and developed online instruction for secondary learners, adult graduate students, and practicing educators. She has instructed face-to-face and online learners at the secondary and university levels, including gamified personalized experiences. Her research interests include instructional design for online learning and the high school to college transition with recent publications in The Journal of Academic Librarianship. Brenda enjoys working one-on-one with teachers and helping them to develop engaging online experiences for their learners. <\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Mike Burde<\/a>\n\t\t\t\t\t<p><strong><i><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/06\/MikeBurde-150x150.jpg\" alt=\"Mike Burde\" width=\"150\" height=\"150\" \/>Champion for personalized competency-based learning with 20+ years in educational leadership.<\/i><\/strong><\/p><p>For more than 20 years, Dr. Mike Burde has served in a number of leadership roles in supporting learners throughout Michigan. Dr. Burde has also served in a number of settings, including rural, suburban, and urban learning communities. Whether it be the principalship, various central office roles, or the superintendency, Dr. Burde has been steadfast in his commitment to support and design learning experiences that are student-centered and grounded in strong relationships. Beyond his work in Michigan public schools, Dr. Burde has also served on the executive board for MASFPS.\u00a0<\/p><p>Dr. Burde has been one of Michigan\u2019s thought leaders in the area of personalized competency-based learning. In addition, he has extensive experience supporting curriculum, instruction, and assessment, as well as facilitating the development of building and district-level continuous improvement plans and strategic plans.\u00a0<\/p><p>Dr. Burde earned his B.S. degree from Spring Arbor University and M.A. and Ph.D. from Western Michigan University. Dr. Burde and his family enjoy traveling, outdoor activities, and sports.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Chris Davidson<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/davidson-150x150.jpg\" alt=\"Chris Davidson\" width=\"150\" height=\"150\" \/>Chris Davidson is a dedicated educator and leader with a deep commitment to student-centered learning. With a strong foundation in educational leadership, he holds a Master of Arts in Educational Leadership from Central Michigan University and a Bachelor of Sciences in Mathematics from Michigan Technological University. Chris\u2019s career spans various roles, including Superintendent of the Public Schools of Calumet Laurium &amp; Keweenaw, Principal at Calumet High School, Principal at Horizons Alternative High School, secondary math teacher, and athletic coach.<\/p><p>\u00a0<\/p><p>Throughout his career, Chris has been a driving force behind initiatives that emphasize personalized learning, technology integration, and community involvement. He has developed and supervised numerous programs aimed at enhancing student engagement and achievement, including virtual learning, homeschool partnerships, trauma informed school, project-based learning, micro-school, and experiential learning programs. His leadership philosophy centers on building positive relationships, fostering creativity by empowering staff and students, and ensuring that students have access to flexible, personalized learning experiences. <\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Richard Eby<\/a>\n\t\t\t\t\t<p><strong><i><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/04\/eby-150x150.png\" alt=\"Richard Eby\" width=\"150\" height=\"150\" \/>National leader in the design of mass customized learning environments with 25+ years in public education.<\/i><\/strong><\/p><p>Dr. Eby has dedicated his career to public education for over 25 years, working in both the Pequea Valley and Penn Manor School Districts. Utilizing his Doctor of Education, Superintendent Letter of Eligibility, Master of Education Leadership, and Principal Certification degrees, he has been a passionate advocate for creating academic and cultural environments that empower learners and staff to excel.<\/p><p>Dr. Eby is a vital member of the Pequea Valley School District\u2019s Mass Customized Learning initiative, collaborating closely with principals and learning facilitators to transition to a truly customized learning environment for each learner. This transformative work is essential in preparing learners for their \u201cPost-Secondary First Choice.\u201d Dr. Eby has also shared his expertise at local, regional, and national conferences, where he is a valuable resource on strategies to build a Mass Customized Learning environment.<\/p><p>Born and raised in Ontario, Canada, Dr. Eby maintains his passion for hockey by continuing to serve as the Associate Director of Player Development for USA Hockey Atlantic District and Director of Player Advancement for Palmyra Black Knights Tier I Hockey Club. Dr. Eby\u2019s diverse background and dedication to education have made him an asset to his school district and the broader education community.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Ben Gilpin<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/ben-gilpin-150x150.jpg\" alt=\"Ben Gilpin\" width=\"150\" height=\"150\" \/><br \/>Ben Gilpin is currently the Superintendent of Newaygo Public Schools.\u00a0 He is a student-centered educator who is focused on collaboration, teamwork, student engagement, and leadership.Ben is all about the Whole Child; he cares deeply about all of his students, and he always tries to foster caring and impactful relationships.\u00a0 Ben began his career teaching 5th grade.\u00a0 After nine years in the classroom, he shifted into administration as an elementary principal. After thirteen years in that role, Ben became a Superintendent. Mr. Gilpin constantly takes an active role in sharing his district\u2019s story and lifting others\u2019 voices. He understands the importance of spreading a positive message to the entire community.<\/p><p>Ben is recognized as an innovative leader throughout the State of Michigan and beyond. Ben was named one of the Top 100 Influential Voices of 2014 by Bam Radio.\u00a0 He also presents and consults on numerous educational topics. Most recently, Mr. Gilpin led sessions on social media, Professional Blogging, Personalized Learning, and Redesigning Learning Spaces.<\/p><p>Ben earned his Elementary Education degree from Tri-State University, his Master&#8217;s in Education from Spring Arbor University, and his Educational Leadership Certificate from Eastern Michigan University. To learn more about Ben\u2019s work, visit: follow <a href=\"https:\/\/x.com\/benjamingilpin\">@benjamingilpin<\/a><\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Jennifer Gottlieb<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/jg-150x150.jpg\" alt=\"Jennifer Gottlieb\" width=\"150\" height=\"150\" \/>Dr. Jennifer Gottlieb is currently serving as an adjunct instructor at Oakland University. She also provides professional learning, coaching, and leadership consulting services and is a Regional Facilitator (United States) for Fullan &amp; Quinn\u2019s international organization: <a href=\"https:\/\/deep-learning.global\/change-leaders\/\">New Pedagogies for Deep Learning Global Partnership<\/a>.<\/p><p>Jennifer taught high school science and math in New York City and in Troy for 15 years before moving to a variety of leadership positions at the district and county levels in southeast Michigan. Jennifer is fiercely committed to a better future for our children. Her passion is to find ways for students to flourish in the world &#8211; by prioritizing student voice, choice, and agency in authentic, meaningful ways that support the whole child. She loves to grapple with ways to deepen learning for all children, and her favorite sentence starter is \u201cWouldn\u2019t it be cool if\u2026.?\u201d Moving and supporting leaders (or adults) in the space of education to show up and think differently is meaningful innovation.<\/p><p>Jennifer holds a Bachelor of Science degree in Chemistry from the University of Michigan, a Master of Arts degree in Secondary Science Education from Teachers College at Columbia University, and a Doctor of Education degree in Organizational Leadership from Oakland University.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Elizabeth S. LeBlanc<\/a>\n\t\t\t\t\t<p><strong><i><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/04\/leblanc-150x150.png\" alt=\"Elizabeth Leblanc\" width=\"150\" height=\"150\" \/>Innovator with 15+ years of on-the-ground experience in blended, online learning, and student-centered education models.<\/i><\/strong><\/p><p>A passionate and innovative educator, Elizabeth S. LeBlanc served as Co-founder and CEO of the Institute for Teaching and Leading (i4tl), a company specializing in education consulting and professional development until its acquisition. Elizabeth is also a founding member of the Board of Directors for the nonprofit Center for Research and Innovation and the Taos Education Collaborative, where she serves as Project Coordinator. Elizabeth gains on-the-ground experience in blended, online learning and student-centered education models in her role as the Principal\/Head of School for Taos Academy Charter School, which has been recognized for its innovative role in K-12 public education by Evergreen Education Group, the Clayton Christensen Institute, and EdSurge. Elizabeth has 15 years of experience in the design and implementation of high-quality blended learning programs. She is currently studying blended and hybrid learning in international contexts as a doctoral student at the University of Southern California\u2019s Rossier School of Education. <\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Kim Loomis<\/a>\n\t\t\t\t\t<p><strong><i><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/04\/loomis-150x150.png\" alt=\"Kim Loomis\" width=\"150\" height=\"150\" \/>Visionary in leveraging technology for classroom and school transformation with 20+ years hands-on experience with innovative learning models.<\/i><\/strong><\/p><p>Kim Loomis is the former director of online and blended learning in Nevada\u2019s Clark County School District (CCSD), the nation\u2019s 5th largest school district, where she spent the last two decades designing, implementing, and supporting transformative learning models. Her work in CCSD also includes school administration in both online and traditional settings and district leadership in curriculum and high school reform. She has an extensive background in best practices for personalized learning using digital products and pedagogy, including learning theory, delivery models, digital content integration, software tools, apps, infrastructure, quality control, and governance. Kim has a solid foundation in digital learning instructional design, development, and delivery of technology-based educational media and learning experiences for online, blended, and personalized learning instruction. She has the ability to envision new ways to leverage technology to improve the performance of core learning processes, including those directly related to classroom and school transformation, such as portrait of a learner\/graduate and system-wide change. Kim has worked with numerous districts and schools across the country, helping educators create actively engaging learning environments so that students are empowered to take ownership of their own learning.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Erik Orndorff<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Orndorff_Erik_New-150x150.jpg\" alt=\"Erik Orndorrf\" width=\"150\" height=\"150\" \/>Dr. Erik Orndorff is currently the Superintendent of Pequea Valley School District. He was named to this position in 2012. He earned his doctorate in education from Immaculata University. Over the past 10+ years, Dr. Orndorff and the administrative team at Pequea Valley School District have created and led a unique \u201cMass Customized Learning\u201d initiative with a clear vision that empowers learning facilitators and learners to reinvent what education looks like. Erik is also the author of the \u201cEarly Start Career Series,\u201d a participatory career\/character exploration guide for teachers and students. He co-authored an Instructor\u2019s Manual for \u201cBecoming the Best Me,\u201d 2nd edition, geared towards character development for middle and high school students. Dr. Orndorff is also a national presenter on personalizing learning and career and character development.<br \/><\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Sarah Pazur<\/a>\n\t\t\t\t\t<p><strong><i><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/04\/pazur-150x150.png\" alt=\"Sarah Pazur\" width=\"150\" height=\"150\" \/>Pioneer in project-based and competency-based education with 20+ years in education.<\/i><\/strong><\/p><p>Dr. Pazur is the Director of School Leadership at CS Partners and oversees the FlexTech High School network in Michigan. She holds a Ph.D. in Educational Leadership from Oakland University and an MA in Curriculum and Instruction from the University of Detroit Mercy. She is the founder of FlexTech Education, a teacher-powered consulting organization that helps schools implement project-based learning and competency-based education. Her education career spans over 20 years. Dr. Pazur has served as a teacher, curriculum director, principal, and virtual principal in project-based middle and high schools across Detroit; she also developed curricula for Authentic Education under the direction of Grant Wiggins. Dr. Pazur is a member of the Future of Learning Council; a national and local presenter, and her education writing has appeared in <i>EdSurge, EdWeek, Education Post,<\/i> <i>Phi Delta Kappan, English Leadership Quarterly, Principal Leadership Magazine, <\/i>and<i> Hybrid Pedagogy<\/i>. Her chapter, \u201cA Bridge Across Our Fears: Poetic Imagination as a Catalyst for School Change,\u201d appears in the book <i>Cultivating Imagination in Leadership,<\/i> out March 2023, with Teachers College Press.\u00a0<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Rebekah Redmer<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/08\/Rebekah_Redmer_Photo-150x150.jpg\" alt=\"\" width=\"150\" height=\"150\" \/>Rebekah is passionate about cultivating educational ingenuity and collaborating with educators and families to promote personalized learning. With extensive technical knowledge and research expertise, she drives innovative teaching and learning solutions in any educational setting. As the Executive Director of Innovative Programming for Jenison Public Schools and the founding leader of Jenison Innovation Academy (JIA), Rebekah oversees two online and hybrid schools while supporting the success of others across multiple environments and various district-wide programs. With 15 years of experience in designing and implementing new schools and programs, as well as fostering domestic and international partnerships, she also serves as the Primary Designated School Official (PDSO), supporting international student exchange through the U.S. Department of State.<\/p><p>Prior to her current position, Rebekah previously worked as a director, principal, assistant principal, and high school science teacher. She has earned a Bachelor of Arts degree in Secondary Education and a Master\u2019s degree in Educational Leadership. She is currently a doctoral candidate, focusing her research on teacher evaluation and educational technology.<\/p><p>Rebekah\u2019s professional memberships include the Association of International Educators, the Michigan Association of Superintendents and Administrators, the Digital Learning Collaborative, the International Society for Technology Education, the Future of Learning Council, and she is the facilitator for the Online Educator Network in Michigan.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Ryan Rowe<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/ryan-rowe-150x150.jpg\" alt=\"Ryan Rowe\" width=\"150\" height=\"150\" \/>Dr. Ryan Rowe has led educational change over the past 27+ years through many different roles and contexts, including teacher, principal, superintendent, executive director, and CTE administrator. Dr. Rowe is focused on relationship-building and empowering others through collaboration to create, implement, evaluate, and improve educational programs.\u00a0<\/p><p>Dr. Rowe is recognized as a distinguished leader in the field of Career Technical Education (CTE). He actively collaborates with business and educational leaders to create and implement career pathways. As the CTE Director and CEPD Administrator for the Washtenaw Intermediate School District (WISD), Dr. Rowe is instrumental in redesigning and transforming CTE through strategic visioning aimed at ensuring equitable access to experiential and applied learning for all students &#8211; preschool through high school. His goal is to ensure that every student graduates with a clear understanding of their career interests and the pathways to achieve their goals.<\/p><p>Dr. Rowe completed degrees from Michigan State University, Eastern Michigan University, and Siena Heights University, and in 2017, Ryan finished his Ph.D. from Western Michigan University in Career Technical Education\/Workforce Development. His doctoral dissertation was on the career decision-making process of youth as they work towards establishing their post-secondary plan towards college and career.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Lisa Sitkins<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/lisa-sitkins-150x150.jpg\" alt=\"Lisa Sitkins\" width=\"150\" height=\"150\" \/>Lisa is a passionate educator, lifelong learner, and ardent advocate for student-centered learning. She believes in flexibility for every child to explore and master content while supported by educators who facilitate their learning. By bringing people together to discuss and learn from one another, Lisa promotes mindset changes that lead districts closer to personalized learning.<\/p><p>Over the last 30 years, Lisa has taught middle school through post-secondary and has worked with school districts as they design and implement personalized learning models for students. The Michigan CoOp (MiCoOp), led by Lisa, are innovative leaders transforming learning in their districts and the state by providing options so that all students can succeed.<\/p><p>Lisa is dedicated to finding solutions that help organizations and individuals realize their goals. Through the strategic planning process, she guides districts in developing a plan that leads to successful students as identified in their portrait of a graduate. Her experience in the business and nonprofit worlds, combined with her educational experiences in traditional, vocational, and online environments, gives her a unique perspective on identifying system-wide changes to problems, resulting in creative and innovative ideas to fulfill your mission.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Cory Steiner<\/a>\n\t\t\t\t\t<p><strong><i><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/04\/steiner-150x150.png\" alt=\"Cory Steiner\" width=\"150\" height=\"150\" \/><\/i><\/strong>Dr. Cory Steiner is currently the Superintendent of the Northern Cass School District for the past 9 years. He has been an administrator for 16 years. In his current role, he has worked with a dedicated and passionate group of educators to shift their entire system to personalized competency-based learning. He has served on the Governor\u2019s Task Force on Innovation, challenging North Dakota\u2019s education system to think differently. During this past year, Northern Cass was a finalist for the Yass Prize, and it received $500,000 to develop a full-service community school. Dr. Steiner believes every learner can change the world; therefore, we must provide a world-class education. It is a moral imperative we change our educational system to one that is uncompromisingly learner-centered. He also serves on the Education Standards and Practices Board, The Village Family Service Center, Rural Cass Special Education, and the Southeast Education Cooperative Board of Directors. He is an adjunct professor for teacher leadership at the University of Jamestown. He is married to his wife, Jess, and has three children and one grandchild.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Kristi Teall<\/a>\n\t\t\t\t\t<p><strong><i><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/12\/teall-150x150.jpg\" alt=\"Kristi Teall\" width=\"150\" height=\"150\" \/><\/i><\/strong><br \/>Kristi Teall is an accomplished educator and leader with over 32 years of experience in education. She has a deep understanding of MTSS, strategic planning, building leadership capacity, online learning, and system-wide change. She has worked in a variety of roles, including classroom teacher, building principal, curriculum director, superintendent, executive director, and school design strategist for districts and organizations in Michigan and across the nation.<\/p><p><i><\/i>Teall\u2019s passion for creating learning environments that meet the needs of all students led her to pursue a Master\u2019s Degree in Educational Leadership and Central Office Endorsement. After completing her degree, she received an endorsement in building-level leadership and a superintendent\u2019s endorsement. Most recently, Teall\u2019s focus has been leading teams in designing and implementing innovative learning programs that support student-centered and personalized learning. She works closely with school leaders to create programs that provide unique learning opportunities for students.<i><\/i><\/p><p>Teall\u2019s expertise as a school leader and her passion for creating engaging and high-quality learning environments makes her highly effective in every engagement. She is dedicated to ensuring that all students have access to high-quality, personalized learning experiences that prepare them for success in college, career, and life.<i><\/i><\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Chris Timmis<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/timmis-150x150.jpg\" alt=\"Chris Timmis\" width=\"150\" height=\"150\" \/>Dr. Chris Timmis is a relationship-driven leader and visionary innovator dedicated to transforming education. Dr. Christopher Timmis has served as Superintendent of Dexter Community Schools since 2013, where he has spearheaded significant advancements, including passing a $71 million bond proposal that led to the construction of two new buildings and the acquisition of a 200-student early childhood center. Under his leadership, Dexter Schools also launched international exchange programs, secured nearly $10 million in state and federal funding for a senior and community center, and implemented innovative student programming at all grade levels.\u00a0<\/p><p>Before Dexter, Dr. Timmis transformed Adrian Public Schools during his five-year tenure as Superintendent, raising the high school\u2019s ranking from the 3.7th to the 91st percentile in the state, increasing the graduation rate from 70% to 90%, and stabilizing district finances.<\/p><p>A seasoned educator with experience as a teacher, principal, curriculum director, and more, Dr. Timmis holds an Ed.D. from Eastern Michigan University, an M.Ed. from Wayne State University, and a B.A. from Adrian College. Dr. Timmis\u2019s passion for education extends beyond his district roles. As a founding member and President of the Future of Learning Council, he continues to lead transformative efforts across Michigan. His ability to inspire, connect, and innovate has positioned him as a respected voice in education, consistently prioritizing the well-being and success of students, educators, and communities alike.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Dr. Carrie Wozniak<\/a>\n\t\t\t\t\t<p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/Wozniak_Carrie_Photo-150x150.jpg\" alt=\"Carrie Wozniak\" width=\"150\" height=\"150\" \/>Dr. Carrie Wozniak is the Superintendent of Fraser Public Schools.\u00a0 This is her 13th year working in Fraser, and her sixth year as Superintendent. She is passionate about creating positive and engaging learning environments for all of students using the principles of Universal Design for Learning.\u00a0 With a focus on blended learning and competency-based education, Fraser has developed a strategic plan and portrait of a graduate to support system wide change throughout the district.<\/p><p>Before taking the position of Superintendent in Fraser Public Schools, Dr. Wozniak was the Assistant Superintendent for Curriculum and Instruction in Fraser for seven years.\u00a0 Prior to that she was a Literacy and English Language Arts Consultant for the Macomb Intermediate School District. Dr. Wozniak spent 10 years with Lake Shore Public Schools as a classroom English teacher. has led many professional development sessions on the topic of Universal Design for Learning, and she promotes the importance of using technology and design thinking to help reach all learners.<\/p><p>Dr. Wozniak earned her B.A. at the University of Michigan \u2013 Dearborn, master\u2019s Degree at the University of Michigan, Educational Specialist Degree and PhD at Oakland University.\u00a0<\/p><p>To learn more about her professional work, go to <a href=\"https:\/\/www.carriewozniak.com\/\">Dr. Carrie Wozniak\u00a0<\/a><\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"615\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/iStock-1404812859-1024x615.jpg\" alt=\"Colorful vector business concept with speech bubbles on dark blue background\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Let's Connect!<\/h2>",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>AI Video Library<\/h1>\t\t\n\t\t<p>Discover AI's potential in education with our ever-growing video library, showcasing practical tools for educators. Learn how to enhance educational strategies, streamline administrative tasks, and support diverse learning needs. See AI in action and explore how it can transform teaching, learning, and administration across the education system.<\/p>\t\t\t\t\n\t\t\t<h3>Explore AI Tools: Video Guides for Educators<\/h3>\t\t\n\t\thttps:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Brisk-Reaction-Video.mp4\t\t\t\t\n\t\t\t<h4>Brisk<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tChrome Extension\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Explore how Brisk can be used for classroom management and teaching strategies.<\/p>https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Diffit-Video.mp4\t\t\t\t\n\t\t\t<h4>Diffit<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tTeacher Tool\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>See how Diffit is used in lesson planning and instruction 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Tool\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>See how Class Companion provides instant feedback on writing and automates grading with rubrics.<\/p>https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/CoPilot-Tutorial.mp4\t\t\t\t\n\t\t\t<h4>Copilot<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tAI Toolset (not specific to Edu)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Observe how Copilot, a versatile chatbot, can assist with various tasks and finding resources.<\/p>https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Claude-Tutorial.mp4\t\t\t\t\n\t\t\t<h4>Claude<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tAI Toolset (not specific to Edu)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Understand how Claude is applied for diverse tasks, from finding information to gathering resources.<\/p>https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/EduAide-Tutorial.mp4\t\t\t\t\n\t\t\t<h4>Eduaide<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tTeacher Tool\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Find out how Eduaide can be used to create lesson plans, sub plans, and provide student feedback.<\/p>https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Nolej-Tutorial.mp4\t\t\t\t\n\t\t\t<h4>NOLEJ<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tContent Tool\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Learn how NOLEJ converts textbooks, videos, and online media into interactive e-learning content.<\/p><p>\u00a0<\/p>https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Curipod-Tutorial.mp4\t\t\t\t\n\t\t\t<h4>Curipod<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tContent 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            "title": "AI Video Library",
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            "content": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. This is the first semester of a two-semester course sequence. In this course, students will gain the skills to talk about themselves and the world around them. Students will learn to introduce themselves, as well as describe their family and friends, what they like to do for fun, and their daily routines at home and school. Throughout the course, students will meet three fictional characters and some of their Spanish-speaking friends who will share their experiences in school, at home, and in other parts of their daily lives. The class takes a proficiency-based approach, informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, and grammar is taught implicitly through input and meaning-based activities. Grammar concepts taught include present tense conjugations (with some stem-changers), gustar (and similar verbs), possessive adjectives, adjective agreement, estar + prepositions, present progressive tense, and ir + a + infinitive.",
            "title": "Spanish 1A",
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            "content": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. This is the second semester of a two-semester course. In Spanish 1B, students will continue their language learning journey by exploring the Spanish-speaking world, all while learning the vocabulary and structures to be able to express themselves and talk about their own lives. In every unit, students will make comparisons between products and practices of Spanish-speaking cultures and their own perspectives and experiences. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use. Grammar is learned implicitly through input and meaning-based activities. The course will incorporate grammatical concepts including: continuing use of present tense conjugations (including stem-changers), imperatives, indirect\/direct object pronouns, and a brief introduction to past tense.",
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            "content": "You\u2019ve probably heard of STEM, but what exactly is it? STEM is the process of applying a combination of science, technology, engineering, and math and brainstorming, building, testing, and seeking answers through research. In this course, you\u2019ll begin to develop these skills and learn how STEM can shape the future and even solve the world\u2019s biggest problems through innovation. Seems pretty cool, right? Let\u2019s start digging for answers into this groundbreaking subject!",
            "title": "STEM Tools for the Future (w TinkerCAD)",
            "excerpt": "You\u2019ve probably heard of STEM, but what exactly is it? STEM is the process of applying a combination of science, technology, engineering, and math and brainstorming, building, testing, and seeking answers through research. In this course, you\u2019ll begin to develop these skills and learn how STEM can shape the future and even solve the world\u2019s...",
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        {
            "id": 79619,
            "path": "\/course\/middle-school-math-8b-pre-algebra\/",
            "author_id": 21,
            "timestamp": 1722020347,
            "content": "This course will dive into the concepts of transformations, similar and congruent figures, special relationships in geometric figures, Pythagorean Theorem, volume, and patterns in data. We will connect these concepts to real-world applications. Students will practice these mathematical concepts in a variety of forms and applications. Students will employ the standards of mathematical practice as they work through the course material.",
            "title": "Middle School Math 8B: Pre-Algebra",
            "excerpt": "This course will dive into the concepts of transformations, similar and congruent figures, special relationships in geometric figures, Pythagorean Theorem, volume, and patterns in data. We will connect these concepts to real-world applications. Students will practice these mathematical concepts in a variety of forms and applications. Students will employ the standards of mathematical practice as...",
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            "modified_timestamp": 1722020351,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "Mathematics",
            "sls_school_level": "Middle School",
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        {
            "id": 79544,
            "path": "\/course\/career-exploration-in-finance-and-banking\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "This course introduces students to the challenging and lucrative world of finance. While \u201cWall Street\u201d may still get a bad rap after the 2008 financial crisis, finance careers still remain highly sought after and can be highly rewarding. The course reviews key financial terms and examines various groups, positions, and roles within financial institutions. Students will learn about resumes, interviews, and networking. Students will also discuss ethics on Wall Street and the role of finance within society.",
            "title": "Career Exploration in Finance and Banking",
            "excerpt": "This course introduces students to the challenging and lucrative world of finance. While \u201cWall Street\u201d may still get a bad rap after the 2008 financial crisis, finance careers still remain highly sought after and can be highly rewarding. The course reviews key financial terms and examines various groups, positions, and roles within financial institutions. Students...",
            "slug": "career-exploration-in-finance-and-banking",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
            "sls_school_level": "High School",
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        {
            "id": 79545,
            "path": "\/course\/career-exploration-in-healthcare\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "This course introduces students to the exciting and varied career opportunities in the healthcare industry that will be in demand in their future! The course will introduce the roles and tasks, identify education and skills needed, identify responsibilities of roles which support or supervise their role, analyze legal and ethical responsibilities, limitations, and implications for each of these professions.",
            "title": "Career Exploration in Healthcare",
            "excerpt": "This course introduces students to the exciting and varied career opportunities in the healthcare industry that will be in demand in their future! The course will introduce the roles and tasks, identify education and skills needed, identify responsibilities of roles which support or supervise their role, analyze legal and ethical responsibilities, limitations, and implications for...",
            "slug": "career-exploration-in-healthcare",
            "modified_timestamp": 1722020336,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
            "sls_school_level": "High School",
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        {
            "id": 79546,
            "path": "\/course\/exploring-a-world-of-languages\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "In this course, students will experience a variety of world languages especially relevant to those who live in North America. After learning about how languages are acquired and how world languages are connected, students will explore the basics of German (a historical relative of English), Spanish (the 2nd most spoken language in the US and a predominant language in Central\/South America), French (an official language of Canada), and ASL (an American dialect of a non-verbal language). The purpose of this course is for students to experience firsthand some of the similarities and differences among four important world languages so that they are ready to make an informed decision about which language they may wish to study to fulfill their Michigan Merit High School Graduation Requirements and so that they feel confident and excited about continuing their language studies. The content and assessments align with the Michigan Merit Curriculum World Languages Standards and Benchmarks.",
            "title": "Exploring a World of Languages",
            "excerpt": "In this course, students will experience a variety of world languages especially relevant to those who live in North America. After learning about how languages are acquired and how world languages are connected, students will explore the basics of German (a historical relative of English), Spanish (the 2nd most spoken language in the US and...",
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            "modified_timestamp": 1722020337,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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        },
        {
            "id": 79547,
            "path": "\/course\/history-of-gaming-and-esports\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "In this course, students will learn about the technologies and design principles that have been the foundation of the development of video game technology over the last 50 years. Students will examine and discuss the impact of video games on culture and the economy. Students will learn about the current gaming and e-sports landscape, including strategies and techniques of top teams and individuals. This course will also discuss the risks and dangers of video games and understand how to set appropriate time and content parameters. Finally, the course will identify career paths and opportunities for those who are passionate about gaming.",
            "title": "History of Gaming and eSports",
            "excerpt": "In this course, students will learn about the technologies and design principles that have been the foundation of the development of video game technology over the last 50 years. Students will examine and discuss the impact of video games on culture and the economy. Students will learn about the current gaming and e-sports landscape, including...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
            "sls_school_level": "High School",
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        {
            "id": 79549,
            "path": "\/course\/latin-1b\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "This is the second segment of a year-long course. Introduce yourself to the culture and rich storytelling tradition of the ancient Romans through the study of classical Latin. In the Latin 1 course, you will build a foundation of grammar and vocabulary skills to help increase fluency and language proficiency. You will explore the mythology, history and culture of Rome and apply what you learn through translation practice, writing, listening, and conversation exercises, while reading Roman stories that have stood the test of time and tracing the Latin roots that run through modern language and culture.",
            "title": "Latin 1B",
            "excerpt": "This is the second segment of a year-long course. Introduce yourself to the culture and rich storytelling tradition of the ancient Romans through the study of classical Latin. In the Latin 1 course, you will build a foundation of grammar and vocabulary skills to help increase fluency and language proficiency. You will explore the mythology,...",
            "slug": "latin-1b",
            "modified_timestamp": 1722020339,
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        },
        {
            "id": 79550,
            "path": "\/course\/middle-school-physical-fitness\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "Students who want to be fit but don't know where to start are invited to join their virtual classmates in exploring and understanding fitness and health. Students determine current personal fitness levels and learn to improve those levels. Students also learn safety rules for exercise, how to create equipment from household items, how different activities target different body parts, how to set and reach a goal, and qualities of sportsmanship. Students keep a log of physical fitness activities while exploring topics that include diversity in sports, nutrition, peer pressure, and making good choices. Each PE project leads to improved student understanding of personal skills and the environments in which activities are played.",
            "title": "Middle School Physical Fitness",
            "excerpt": "Students who want to be fit but don&#8217;t know where to start are invited to join their virtual classmates in exploring and understanding fitness and health. Students determine current personal fitness levels and learn to improve those levels. Students also learn safety rules for exercise, how to create equipment from household items, how different activities...",
            "slug": "middle-school-physical-fitness",
            "modified_timestamp": 1722020340,
            "term_ids": [
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            "post_type": "courses",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Health &amp; Physical Education",
            "sls_school_level": "Middle School",
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        },
        {
            "id": 79552,
            "path": "\/course\/middle-school-music-of-the-world-b-migration-and-cultural-significance\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "Get ready to elevate your music knowledge to the next level. In this course, you will learn about Global musical traditions as you explore the function of music in a multitude of cultures. You will examine the fundamentals, sound, and structure of music to understand how music is representative of the culture it was created in.",
            "title": "Middle School Music of the World B: Migration and Cultural Significance",
            "excerpt": "Get ready to elevate your music knowledge to the next level. In this course, you will learn about Global musical traditions as you explore the function of music in a multitude of cultures. You will examine the fundamentals, sound, and structure of music to understand how music is representative of the culture it was created...",
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            "modified_timestamp": 1722020341,
            "term_ids": [
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "Visual &amp; Performing Arts",
            "sls_school_level": "Middle School",
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        {
            "id": 79554,
            "path": "\/course\/mobile-app-design-with-mit-app-inventor\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "Mobile App Design with MIT App Inventor is a project-based course designed for students with any level of prior experience in computer programming, from experienced programmers to those with just foundational skills.  While it is recommended that students have completed an introductory or a foundations level programming course in order to understand basic design principles, App Inventor is a visual programming environment that allows users to create fully functional apps for Android or iOS phones and tablets by manipulating graphic elements in the software, rather than making extensive use of written computer programming languages.  In this course, students will learn to strategize, design, and develop mobile and desktop applications.  Students will learn about the life cycles of project and software development and use models to develop apps.  Attention will be placed on how user interfaces affect the usability and effectiveness of an application.  Programming constructs will be employed which will allow students\u2019 applications to interact with \u201creal world\u201d stimuli. The course also exposes students to privacy, legality, and security considerations with regards to the software industry.",
            "title": "Mobile App Design with MIT App Inventor",
            "excerpt": "Mobile App Design with MIT App Inventor is a project-based course designed for students with any level of prior experience in computer programming, from experienced programmers to those with just foundational skills. While it is recommended that students have completed an introductory or a foundations level programming course in order to understand basic design principles,...",
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            "modified_timestamp": 1722020343,
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        {
            "id": 79555,
            "path": "\/course\/video-game-design-with-java\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "Video Game Design with Java is a project-based course designed for high school students with prior experience in computer programming.  It is recommended that students have already completed introductory or foundational level programming coursework and have at least some prior background in one or more object-oriented programming languages, such as Java, Python, or JavaScript.  In this course, students will learn to strategize, design, and develop video games.  Students will learn about the life cycles of project and software development and use models to develop games.  The course makes use of Greenfoot game engine software and the Java programming language.",
            "title": "Video Game Design with Java",
            "excerpt": "Video Game Design with Java is a project-based course designed for high school students with prior experience in computer programming. It is recommended that students have already completed introductory or foundational level programming coursework and have at least some prior background in one or more object-oriented programming languages, such as Java, Python, or JavaScript. In...",
            "slug": "video-game-design-with-java",
            "modified_timestamp": 1722020343,
            "term_ids": [
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
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        },
        {
            "id": 79557,
            "path": "\/course\/french-1b-2\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. In French 1B, students will continue their language learning journey by exploring the French-speaking world. Students will use the language to learn about the cultural practices and products of France while independently conducting research on another French-speaking location of their choice. Throughout the course, students will follow the fictional journey of three students and their teacher, as they explore and share what they\u2019ve learned about French-speaking cultures. French 1B is the second semester of a two-semester course. The class takes a proficiency-based approach which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities.",
            "title": "French 1B",
            "excerpt": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. In French 1B, students will continue their language learning journey by exploring the French-speaking world. Students will use the language to learn about the cultural practices and products of France while independently conducting...",
            "slug": "french-1b-2",
            "modified_timestamp": 1722020345,
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            "post_type": "courses",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "Middle School",
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        {
            "id": 79558,
            "path": "\/course\/german-1b-2\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. German 1B is the second semester of a two-semester course. In German 1B, students will continue their language-learning journey by gaining the skills needed to talk about themselves, their immediate environment, and German-speaking communities. Students will learn to share some basic personal information about topics including healthy eating habits, family traditions, and pop culture preferences. In addition, students will gather information about a German-speaking community and use this information for a presentation. To prepare for this students will gain the skills necessary to discuss culture, geography, and governments. The class takes a proficiency-based approach, which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is put on German-speaking cultures around the world, with grammar being learned implicitly through input and meaning-based activities. Throughout the 4 Modules, each containing 3 units, students\u2019 language learning is guided by Can Do statements which focus on specific language abilities, such as \"I can greet others and introduce myself.\"",
            "title": "German 1B",
            "excerpt": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. German 1B is the second semester of a two-semester course. In German 1B, students will continue their language-learning journey by gaining the skills needed to talk about themselves, their immediate environment, and German-speaking...",
            "slug": "german-1b-2",
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            "term_ids": [
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "Middle School",
            "webinar_category": "",
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        },
        {
            "id": 82558,
            "path": "\/course\/architectural-design-i\/",
            "author_id": 21,
            "timestamp": 1722020335,
            "content": "In Architectural Design I, students will review various concepts used in the design and architecture field. They will learn about basic drafting equipment and how to use and maintain it. They will analyze challenges and solutions within the development of design. They will also learn how to prepare drawings manually and using AutoCAD software. A substantial portion of the course will be spent on sequential processes so that students develop an understanding of creating and annotating drawings as well as how to apply standard rules regarding line types, offset objects, creating layers, and setting up a page for plotting. They will also explore three-dimensional drawing and use coordinating and navigation systems to create them.",
            "title": "Architectural Design I",
            "excerpt": "In Architectural Design I, students will review various concepts used in the design and architecture field. They will learn about basic drafting equipment and how to use and maintain it. They will analyze challenges and solutions within the development of design. They will also learn how to prepare drawings manually and using AutoCAD software. A...",
            "slug": "architectural-design-i",
            "modified_timestamp": 1722020342,
            "term_ids": [
                727,
                9548,
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                18587,
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Visual &amp; Performing Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "not-applicable",
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        },
        {
            "id": 72369,
            "path": "\/course\/reading-strategies-fields-of-reading-b\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "This course enables you to accelerate and strengthen the development of your reading and writing skills so you are able to successfully read grade-level text independently. Lessons emphasize reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts that encompass a broad range of text structures, genres, and levels of complexity. You\u2019ll also engage in interactive text-based discussion, question generation, and research opportunities. You\u2019ll learn the elements of informational, narrative, argumentative, as well as drama and poetry reading passages and strategies to comprehend reading in each of these genres. You will write in response to reading, and cite evidence when answering text dependent questions orally and in writing. Scaffolding is provided as necessary as students engage in reading and writing increasingly complex text, and is removed as the reading and writing abilities of students improve over time.",
            "title": "Reading Strategies: Fields of Reading B",
            "excerpt": "This course enables you to accelerate and strengthen the development of your reading and writing skills so you are able to successfully read grade-level text independently. Lessons emphasize reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts that encompass a broad range of text structures, genres,...",
            "slug": "reading-strategies-fields-of-reading-b",
            "modified_timestamp": 1722020319,
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "English Language Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "not-approved",
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        },
        {
            "id": 72373,
            "path": "\/course\/latin-2b\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "This is the second course in a two-course sequence. Immerse yourself in the beauty of the classical Latin language and the richness of its diverse history and culture. In the Latin II course, you will learn intermediate grammar and vocabulary skills to help build basic fluency and language proficiency. You will explore the culture and history and apply what you learn through written practice, listening, reading, and speaking exercises.",
            "title": "Latin 2B",
            "excerpt": "This is the second course in a two-course sequence. Immerse yourself in the beauty of the classical Latin language and the richness of its diverse history and culture. In the Latin II course, you will learn intermediate grammar and vocabulary skills to help build basic fluency and language proficiency. You will explore the culture and...",
            "slug": "latin-2b",
            "modified_timestamp": 1722020322,
            "term_ids": [
                727,
                9542,
                18381,
                18570,
                18571,
                18593
            ],
            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "approved",
            "delivery_format": "plus",
            "facilitation": "",
            "credit_type": "",
            "presenter_1_name": "",
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            "thumbnails": {
                "full": ""
            }
        },
        {
            "id": 72374,
            "path": "\/course\/middle-school-health\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "This course will help the student understand the importance of making decisions that will affect his or her physical, emotional, mental and social health. This course will provide students with the knowledge and resources they will need to make responsible informed decisions about their health. Students will have an opportunity to evaluate their own values, opinions and attitudes about health.",
            "title": "Middle School Health",
            "excerpt": "This course will help the student understand the importance of making decisions that will affect his or her physical, emotional, mental and social health. This course will provide students with the knowledge and resources they will need to make responsible informed decisions about their health. Students will have an opportunity to evaluate their own values,...",
            "slug": "middle-school-health",
            "modified_timestamp": 1722020322,
            "term_ids": [
                742,
                14776,
                18381,
                18570,
                18571,
                18595
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Health &amp; Physical Education",
            "sls_school_level": "Middle School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "not-applicable",
            "delivery_format": "plus",
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            "presenter_1_name": "",
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        },
        {
            "id": 72376,
            "path": "\/course\/piano-1b\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "Students will need a functioning keyboard instrument (acoustic or electronic) and a way to record and submit a video performance to your instructor.  Please see the \u201cAdditional Costs\u201d section of the syllabus for additional details on acceptable instrument options.",
            "title": "Piano 1B",
            "excerpt": "Students will need a functioning keyboard instrument (acoustic or electronic) and a way to record and submit a video performance to your instructor. Please see the \u201cAdditional Costs\u201d section of the syllabus for additional details on acceptable instrument options.",
            "slug": "piano-1b",
            "modified_timestamp": 1722020324,
            "term_ids": [
                727,
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                18594
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "Visual &amp; Performing Arts",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "not-applicable",
            "delivery_format": "plus",
            "facilitation": "",
            "credit_type": "",
            "presenter_1_name": "",
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        },
        {
            "id": 79520,
            "path": "\/course\/ap-european-history-sem-1\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "This is the first course in a two-course sequence. This AP study of European history since 1300 introduces students to economic, cultural, social and political developments. These developments played a fundamental role in shaping the world in which they live. The Advanced Placement course in European History is designed to provide students with the factual knowledge and analytical skills necessary to understand and evaluate the evolution of European history from approximately 1450 to the present. The course is divided into 8 modules that focus on the intellectual and cultural, political and diplomatic, and social and economic developments in Europe, examining these themes as they interconnect and show changes over time in European history. Analysis of primary source material, including readings, maps, art, cartoons, graphs, and charts, is a vital aspect of the course. The significance of varying viewpoints and interpretations of a variety of episodes and issues will introduce students to historiography and the evaluation of historical evidence. Statistical analysis is included as appropriate. Each module will provide students the opportunity to prepare for the AP exam at the end of the course. Students will participate in class discussion that includes thought-provoking questions that will prepare students for the short answer section of the exam. Students will also complete document-based questions (DBQs) and free-response questions in each module. Each assignment is designed to have students think deeply about the topics discussed and analyze primary and secondary documents thoughtfully and analytically. The course will also utilize the AP Classroom practice activities at the College Board site to maximize the AP Exam preparation experience. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. There are required due dates in AP courses. The pacing of due dates in AP courses aligns to the completion of all lessons and required assignments and assessments prior to the national AP exam date related to this course title. This course requires purchase of a textbook.",
            "title": "AP European History (Sem 1)",
            "excerpt": "This is the first course in a two-course sequence. This AP study of European history since 1300 introduces students to economic, cultural, social and political developments. These developments played a fundamental role in shaping the world in which they live. The Advanced Placement course in European History is designed to provide students with the factual...",
            "slug": "ap-european-history-sem-1",
            "modified_timestamp": 1722020329,
            "term_ids": [
                727,
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
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            "ncaa_approval": "approved",
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        },
        {
            "id": 79521,
            "path": "\/course\/ap-spanish-sem-1\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "The AP\u00ae Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of communication, further divided into six course modes. The course focuses on the integration of a wide variety of authentic resources from all over the Spanish-speaking world. These resources include online print, audio, and audiovisual resources; as well as traditional print resources that include literature, essays, and magazine and newspaper articles; and, also a combination of visual\/print resources such as charts, maps, tables, and graphs; all with the goal of providing a diverse learning experience. Through these authentic texts, students gain meaningful linguistic and cultural growth and insight, leading to greater communication and also interculturality, using rich, advanced vocabulary and language structures as they build proficiency in all modes of communication toward the intermediate high to advanced low proficiency levels. Also central to the course are thirteen task models, to be scaffolded, taught, and practiced often, preparing students for the same tasks on exam day in May. These task models represent the six course modes and the eight skill categories of AP\u00ae Spanish Language and Culture, each further broken down into skills and learning objectives, all leading to greater proficiency in communication and culture.",
            "title": "AP Spanish (Sem 1)",
            "excerpt": "The AP\u00ae Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of communication, further divided into six course modes. The course focuses on the integration of a wide variety of authentic resources from all over the Spanish-speaking world. These resources...",
            "slug": "ap-spanish-sem-1",
            "modified_timestamp": 1722020331,
            "term_ids": [
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
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            "email": "",
            "ncaa_approval": "approved",
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        },
        {
            "id": 79543,
            "path": "\/course\/aeronautics-and-space-travel\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "This course introduces students to the history and near future of space travel. Students will explore the possibilities of moon bases, Mars colonies, and visiting the outer planets in our solar system and their moons. Students will also discuss important ethical and legal issues around space exploration, such as asteroid mining and war in space. The course gives an expansive view of the technologies, science, and theories that will make far-fetched dreams into realities during the student's lifetime.",
            "title": "Aeronautics and Space Travel",
            "excerpt": "This course introduces students to the history and near future of space travel. Students will explore the possibilities of moon bases, Mars colonies, and visiting the outer planets in our solar system and their moons. Students will also discuss important ethical and legal issues around space exploration, such as asteroid mining and war in space....",
            "slug": "aeronautics-and-space-travel",
            "modified_timestamp": 1722020330,
            "term_ids": [
                727,
                9547,
                18381,
                18570,
                18571,
                18582,
                18587,
                18590
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
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            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Science",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
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            "email": "",
            "ncaa_approval": "not-applicable",
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        },
        {
            "id": 79577,
            "path": "\/course\/ap-european-history-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "This is the second course in a two-course sequence. This AP study of European history since 1300 introduces students to economic, cultural, social and political developments. These developments played a fundamental role in shaping the world in which they live. The Advanced Placement course in European History is designed to provide students with the factual knowledge and analytical skills necessary to understand and evaluate the evolution of European history from approximately 1450 to the present. The course is divided into 8 modules that focus on the intellectual and cultural, political and diplomatic, and social and economic developments in Europe, examining these themes as they interconnect and show changes over time in European history. Analysis of primary source material, including readings, maps, art, cartoons, graphs, and charts, is a vital aspect of the course. The significance of varying viewpoints and interpretations of a variety of episodes and issues will introduce students to historiography and the evaluation of historical evidence. Statistical analysis is included as appropriate. Each module will provide students the opportunity to prepare for the AP exam at the end of the course. Students will participate in class discussion that includes thought-provoking questions that will prepare students for the short answer section of the exam. Students will also complete document-based questions (DBQs) and free-response questions in each module. Each assignment is designed to have students think deeply about the topics discussed and analyze primary and secondary documents thoughtfully and analytically. The course will also utilize the AP Classroom practice activities at the College Board site to maximize the AP Exam preparation experience. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. There are required due dates in AP courses. The pacing of due dates in AP courses aligns to the completion of all lessons and required assignments and assessments prior to the national AP exam date related to this course title. This course requires purchase of a textbook.",
            "title": "AP European History (Sem 2)",
            "excerpt": "This is the second course in a two-course sequence. This AP study of European history since 1300 introduces students to economic, cultural, social and political developments. These developments played a fundamental role in shaping the world in which they live. The Advanced Placement course in European History is designed to provide students with the factual...",
            "slug": "ap-european-history-sem-2",
            "modified_timestamp": 1722020330,
            "term_ids": [
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            "post_type": "courses",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "Social Studies",
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            "webinar_category": "",
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        },
        {
            "id": 79578,
            "path": "\/course\/ap-spanish-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020319,
            "content": "The AP\u00ae Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of communication, further divided into six course modes. The course focuses on the integration of a wide variety of authentic resources from all over the Spanish-speaking world. These resources include online print, audio, and audiovisual resources; as well as traditional print resources that include literature, essays, and magazine and newspaper articles; and, also a combination of visual\/print resources such as charts, maps, tables, and graphs; all with the goal of providing a diverse learning experience. Through these authentic texts, students gain meaningful linguistic and cultural growth and insight, leading to greater communication and also interculturality, using rich, advanced vocabulary and language structures as they build proficiency in all modes of communication toward the intermediate high to advanced low proficiency levels. Also central to the course are thirteen task models, to be scaffolded, taught, and practiced often, preparing students for the same tasks on exam day in May. These task models represent the six course modes and the eight skill categories of AP\u00ae Spanish Language and Culture, each further broken down into skills and learning objectives, all leading to greater proficiency in communication and culture.",
            "title": "AP Spanish (Sem 2)",
            "excerpt": "The AP\u00ae Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of communication, further divided into six course modes. The course focuses on the integration of a wide variety of authentic resources from all over the Spanish-speaking world. These resources...",
            "slug": "ap-spanish-sem-2",
            "modified_timestamp": 1722020332,
            "term_ids": [
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                18381,
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
            "webinar_category": "",
            "pls_roles": "",
            "publication_category": "",
            "publication_category_slug": "",
            "email": "",
            "ncaa_approval": "approved",
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        },
        {
            "id": 53914,
            "path": "\/course\/future-proud-michigan-educator\/",
            "author_id": 21,
            "timestamp": 1722020299,
            "content": "Future Proud Michigan Educators is a course designed to raise student awareness of educational strategies, systems, and professions. This course engages learners in a study of student identity and the ways in which those identities are developed in learning communities. The lessons and activities provide a telescopic perspective while supporting individual learners to consider their personal microscopic perspectives.  Students will examine issues that affect their education, including personal and systemic influences. Through classroom assignments and clinical experiences, students will analyze teaching and learning practices as they experience mentorship and participatory learning. Students will use the course content and experiences to reflect on and prepare for their own educational pathways.",
            "title": "Future Proud Michigan Educator",
            "excerpt": "Future Proud Michigan Educators is a course designed to raise student awareness of educational strategies, systems, and professions. This course engages learners in a study of student identity and the ways in which those identities are developed in learning communities. The lessons and activities provide a telescopic perspective while supporting individual learners to consider their...",
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            "timestamp": 1722020299,
            "content": "Begin preparing for a networking career with this introduction to how networks operate. This first course in the 3-course CCNA series introduces architectures, models, protocols, and networking elements \u2013 functions needed to support the operations and priorities of Fortune 500 companies to small innovative retailers. You\u2019ll even get the chance to build simple local area networks (LANs). Developing a working knowledge of IP addressing schemes, foundational network security, you'll be able to perform basic configurations for routers and switches. No prerequisites required. After completing all three CCNA courses, you are ready to take the CCNA Certification. This course is offered in partnership with Michigan Information Technology Training, LLC, a Cisco Netacademy provider.",
            "title": "CCNA 1: Introduction to Networking",
            "excerpt": "Begin preparing for a networking career with this introduction to how networks operate. This first course in the 3-course CCNA series introduces architectures, models, protocols, and networking elements \u2013 functions needed to support the operations and priorities of Fortune 500 companies to small innovative retailers. You\u2019ll even get the chance to build simple local area...",
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            "timestamp": 1722020299,
            "content": "This course focuses on switching technologies and router operations that support small-to-medium business networks, including wireless local area networks (WLAN) and security concepts. In this second course in a 3-course CCNA series you\u2019ll perform basic network configuration and troubleshooting, identify and mitigate LAN security threats, and configure and secure a basic WLAN. Recommended preparation: CCNA: Introduction to Networks or having equivalent knowledge. After completing all three CCNA courses, you are ready to take the CCNA Certification. This course is offered in partnership with Michigan Information Technology Training.",
            "title": "CCNA 2: Routing and Switching Essentials",
            "excerpt": "This course focuses on switching technologies and router operations that support small-to-medium business networks, including wireless local area networks (WLAN) and security concepts. In this second course in a 3-course CCNA series you\u2019ll perform basic network configuration and troubleshooting, identify and mitigate LAN security threats, and configure and secure a basic WLAN. Recommended preparation: CCNA:...",
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            "id": 64930,
            "path": "\/course\/linux-essentials\/",
            "author_id": 21,
            "timestamp": 1722020299,
            "content": "As one of the most successful open source collaborations, Linux has evolved into the most reliable operating system on the planet. It\u2019s used for embedded systems to virtually all supercomputers for a good reason. Nearly every IT job requires some Linux knowledge. This course is a combination of two courses, Linux Unhatched and Linux Essentials. Students will begin to wade into the shallow end of Linux, the back-end operating system used by global titans such as Facebook, Google, Microsoft, NASA, Tesla, Amazon and more. Students walk away with a clear understanding of Linux and are guided step-by-step through a series of hands-on virtual machine activities. Students will then continue their knowledge of Linux exam objectives that will be needed for the CompTIA A+ Certification exams and prepare you for the demanding pace of NDG Linux 1. This course is offered in partnership with Michigan Information Technology Training.",
            "title": "Linux Essentials",
            "excerpt": "As one of the most successful open source collaborations, Linux has evolved into the most reliable operating system on the planet. It\u2019s used for embedded systems to virtually all supercomputers for a good reason. Nearly every IT job requires some Linux knowledge. This course is a combination of two courses, Linux Unhatched and Linux Essentials....",
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            "content": "This is the first course in a two-course sequence of the second year Japanese. Lessons focus on language skills in everyday social interactions such as shopping, ordering food, and asking about the weather to communicate one's need. Lessons also focus on contemporary Japanese cultures and practices to support culturally relevant communications. The introduction to the semantic writing system, Kanji, widely known as \"Chinese Characters,\" begins in this course.  All course materials use the Hiragana and Katakana writing systems without reliance upon the Romaji (English script) as guides. Therefore, students must be able to read and write hiranga characters and have a developing proficiency with Katakana characters prior to enrolling in this course. All lessons are equipped with audio and video learning objects to demonstrate native Japanese speaker's pronunciation, which supports interpersonal and interpretive fluency in Japanese. Students will be asked to use various media tools including online resources, a microphone or a web cam capable of recording audio, and the web-based Video Notes tool in Brightspace in order to record their performance in assignment submissions throughout the course.  This course targets the Novice Level of MI World Language Standards and Benchmarks.",
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            "content": "This is the second course in a two-course sequence of the second year Japanese. Lessons focus on language skills in everyday social interactions such as talking about past experiences, getting around the town, and writing emails to communicate one's need. Lessons also focus on contemporary Japanese cultures and practices to support culturally relevant communications. The introduction to the semantic writing system, Kanji, widely known as \"Chinese Characters,\" continues in this course.  All course materials use the Hiragana and Katakana writing systems along with some use of Kanji with phonetic guides. Therefore, students must be able to read and write Hiranga and Katakana characters without reliance on Romaji (English script). All lessons are equipped with audio and video learning objects to demonstrate native Japanese speaker's pronunciation, which supports interpersonal and interpretive fluency in Japanese. Students will be asked to use various media tools including online resources, a microphone or a web cam capable of recording audio, and the web-based Video Notes tool in Brightspace in order to record their performance in assignment submissions throughout the course. This course targets the Novice Level of MI World Language Standards and Benchmarks.",
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            "id": 68644,
            "path": "\/course\/middle-school-digital-art-and-design\/",
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            "timestamp": 1722020299,
            "content": "The world is filled with so many different forms of art - including digital art.  In this course, you\u2019ll explore this special genre of art found in everything from advertising to animation to photography and beyond.  Additionally, you\u2019ll tap into your creative side to create digital art and make it come alive!",
            "title": "Middle School Digital Art and Design",
            "excerpt": "The world is filled with so many different forms of art &#8211; including digital art. In this course, you\u2019ll explore this special genre of art found in everything from advertising to animation to photography and beyond. Additionally, you\u2019ll tap into your creative side to create digital art and make it come alive!",
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            "id": 72367,
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            "author_id": 21,
            "timestamp": 1722020299,
            "content": "Dive into an exciting course that will provide you with the foundational skills needed for exciting careers like game development, military defense, web design, and software engineering! You will explore Microsoft Office online applications, web design, emerging technologies, operating systems, project management, communication methods, Information Technology careers, and much more in this course. Learn about your strengths and how they relate to different career paths. This course serves as a prerequisite to many exciting career and technical education programs of study.",
            "title": "Digital Information Technology",
            "excerpt": "Dive into an exciting course that will provide you with the foundational skills needed for exciting careers like game development, military defense, web design, and software engineering! You will explore Microsoft Office online applications, web design, emerging technologies, operating systems, project management, communication methods, Information Technology careers, and much more in this course. Learn about...",
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            "content": "This course is the second in a two-course sequence and is designed for students who have at least 1-2 years of prior experience in learning Chinese. This course focuses on taking students from a tentative understanding of Chinese basics to a greater level of sophistication by having students participate in sentence-level conversations through project-based language learning activities. Topics in this level include renting an apartment, sports, and travel. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.",
            "title": "Chinese 2B",
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            "content": "This course is the first in a two-course sequence and is designed for students who have at least 2-3 years of prior experience in learning Chinese. This course focuses on cultivating students\u2019 skills in using more advanced vocabulary and more complex sentence structures to express themselves through project-based language learning activities. Topics in this level include making friends, computers and the Internet, working part-time, education, and major Chinese cities. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.",
            "title": "Chinese 3B",
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            "content": "This course is the second in a two-course sequence and is designed for students who have at least 3-4 years of prior experience in learning Chinese. Aiming at preparing students for Advanced Placement (AP) Chinese course, this course focuses on developing students\u2019 integrated skills of listening, speaking, reading, and writing through project-based language learning activities. Topics in this level include protecting environments, finance, China\u2019s history, job interview, and adjusting life. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.",
            "title": "Chinese 4B",
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            "path": "\/course\/ap-english-literature-and-composition-sem-1\/",
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            "timestamp": 1722020283,
            "content": "This course provides high school students with college-level instruction in active, close reading, and analysis of imaginative literature. Through the close reading of works of literary merit, students learn to consider how a work's style, figurative language, theme, and other literary elements contribute to its meaning and cultural significance.  This approach to analyzing prose and poetry allows students to establish connections, make observations about textual details, and sharpen their understanding of these nuances through their own writing. This course will effectively prepare students for the AP Exam and learning beyond the exam by enabling them to read, analyze, and write about complex texts.",
            "title": "AP English Literature and Composition (Sem 1)",
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            "id": 52100,
            "path": "\/course\/ap-english-literature-and-composition-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020283,
            "content": "This course provides high school students with college-level instruction in active, close reading, and analysis of imaginative literature. Through the close reading of works of literary merit, students learn to consider how a work's style, figurative language, theme, and other literary elements contribute to its meaning and cultural significance.  This approach to analyzing prose and poetry allows students to establish connections, make observations about textual details, and sharpen their understanding of these nuances through their own writing. This course will effectively prepare students for the AP Exam and learning beyond the exam by enabling them to read, analyze, and write about complex texts.",
            "title": "AP English Literature and Composition (Sem 2)",
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            "id": 52101,
            "path": "\/course\/ap-computer-science-principles-sem-1\/",
            "author_id": 21,
            "timestamp": 1722020283,
            "content": "This is the first semester of a full-year, rigorous, entry-level course that introduces high school students to the foundations of modern computing. The course covers a broad range of foundational topics such as programming, algorithms, the Internet, big data, digital privacy and security, and the societal impacts of computing.  Computing affects almost all aspects of modern life and all students deserve an education that prepares them to pursue the wide array of opportunities that computing has made possible. This course seeks to provide knowledge and skills to meaningfully participate in our increasingly digital society, economy, and culture.",
            "title": "AP Computer Science Principles (Sem 1)",
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            "id": 52102,
            "path": "\/course\/ap-computer-science-principles-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020283,
            "content": "This is the second semester of a full-year, rigorous, entry-level course that introduces high school students to the foundations of modern computing. The course covers a broad range of foundational topics such as programming, algorithms, the Internet, big data, digital privacy and security, and the societal impacts of computing.  Computing affects almost all aspects of modern life and all students deserve an education that prepares them to pursue the wide array of opportunities that computing has made possible. This course seeks to provide knowledge and skills to meaningfully participate in our increasingly digital society, economy, and culture.",
            "title": "AP Computer Science Principles (Sem 2)",
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            "path": "\/course\/ap-human-geography-sem-1\/",
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            "timestamp": 1722020283,
            "content": "This is the first semester of a two semester course sequence. AP Human Geography introduces high school students to college-level introductory human geography or cultural geography. The content is presented thematically, in alignment with the College Board\u2019s AP Human Geography Course and Exam Description, rather than regionally and is organized around the discipline\u2019s main subfields: economic geography, cultural geography, political geography, and urban geography. The approach is spatial and problem oriented. Case studies are drawn from all world regions, with an emphasis on understanding the world in which we live today. Historical information serves to enrich analysis of the impacts of phenomena such as globalization, colonialism, and human\u2013environment relationships on places, regions, cultural landscapes, and patterns of interaction. Students also learn about the methods and tools geographers use in their research and applications. Students should be able to read college level texts and write grammatically correct, complete sentences.",
            "title": "AP Human Geography (Sem 1)",
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            "id": 52104,
            "path": "\/course\/ap-human-geography-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020283,
            "content": "This is the second semester of a two semester course sequence. AP Human Geography introduces high school students to college-level introductory human geography or cultural geography. The content is presented thematically, in alignment with the College Board\u2019s AP Human Geography Course and Exam Description, rather than regionally and is organized around the discipline\u2019s main subfields: economic geography, cultural geography, political geography, and urban geography. The approach is spatial and problem oriented. Case studies are drawn from all world regions, with an emphasis on understanding the world in which we live today. Historical information serves to enrich analysis of the impacts of phenomena such as globalization, colonialism, and human\u2013environment relationships on places, regions, cultural landscapes, and patterns of interaction. Students also learn about the methods and tools geographers use in their research and applications. Students should be able to read college level texts and write grammatically correct, complete sentences.",
            "title": "AP Human Geography (Sem 2)",
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            "id": 82159,
            "path": "\/course\/employability-skills-personal-and-career-readiness\/",
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            "timestamp": 1722020283,
            "content": "This one semester course is designed to prepare students to enter the workforce by teaching transferable soft skills such as critical thinking and problem solving, goal setting, professionalism, digital citizenship, and social and diversity awareness. Students will participate in activities based on real-life, workplace scenarios and learn the skills and mindsets that employers look for.",
            "title": "Employability Skills: Personal and Career Readiness",
            "excerpt": "This one semester course is designed to prepare students to enter the workforce by teaching transferable soft skills such as critical thinking and problem solving, goal setting, professionalism, digital citizenship, and social and diversity awareness. Students will participate in activities based on real-life, workplace scenarios and learn the skills and mindsets that employers look for.",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2, (24-25) Trimester 3",
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            "id": 46681,
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            "timestamp": 1722020267,
            "content": "Are you ready to take your guitar playing to the next level? Whether you want to play guitar for your family and friends, desire to be a professional performer, or just love playing music, this course is a great place to continue your journey towards musical excellence. You will build on the fundamentals of music and the basic skills necessary to play a wide variety of music styles. Student guides, Carlos and Ariel, will guide you through each step of this journey towards becoming a skilled guitarist and musician. This course can be used as a performing\/fine arts credit to meet the requirements for certain high school graduation tracks.",
            "title": "Guitar 2A",
            "excerpt": "Are you ready to take your guitar playing to the next level? Whether you want to play guitar for your family and friends, desire to be a professional performer, or just love playing music, this course is a great place to continue your journey towards musical excellence. You will build on the fundamentals of music...",
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            "id": 46682,
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            "timestamp": 1722020267,
            "content": "Are you ready to take your guitar playing to the next level? Whether you want to play guitar for your family and friends, desire to be a professional performer, or just love playing music, this course is a great place to continue your journey towards musical excellence. You will build on the fundamentals of music and the basic skills necessary to play a wide variety of music styles. Student guides, Carlos and Ariel, will guide you through each step of this journey towards becoming a skilled guitarist and musician. This course can be used as a performing\/fine arts credit to meet the requirements for certain high school graduation tracks.",
            "title": "Guitar 2B",
            "excerpt": "Are you ready to take your guitar playing to the next level? Whether you want to play guitar for your family and friends, desire to be a professional performer, or just love playing music, this course is a great place to continue your journey towards musical excellence. You will build on the fundamentals of music...",
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        {
            "id": 46688,
            "path": "\/course\/calculus-b\/",
            "author_id": 21,
            "timestamp": 1722020267,
            "content": "This course, the second semester of a two-semester Calculus sequence, develops students\u2019 understanding of integrals, and how they can be applied to functions modeling the relationship between two varying quantities.",
            "title": "Calculus B",
            "excerpt": "This course, the second semester of a two-semester Calculus sequence, develops students\u2019 understanding of integrals, and how they can be applied to functions modeling the relationship between two varying quantities.",
            "slug": "calculus-b",
            "modified_timestamp": 1722020275,
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        {
            "id": 46700,
            "path": "\/course\/chinese-1b\/",
            "author_id": 21,
            "timestamp": 1722020267,
            "content": "This course is the second in a two-course sequence and is designed for students who have no or limited prior experience in learning Chinese. This course focuses on introducing basic knowledge about Chinese language, pinyin system, and Chinese characters. Topics in this level include greetings, family members, dates and times, hobbies, and visiting friends. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.",
            "title": "Chinese 1B",
            "excerpt": "This course is the second in a two-course sequence and is designed for students who have no or limited prior experience in learning Chinese. This course focuses on introducing basic knowledge about Chinese language, pinyin system, and Chinese characters. Topics in this level include greetings, family members, dates and times, hobbies, and visiting friends. Using...",
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            "price": "Free",
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            "sls_subject": "World Languages",
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        {
            "id": 46587,
            "path": "\/course\/music-appreciation-odyssey\/",
            "author_id": 21,
            "timestamp": 1722020230,
            "content": "In this course students will \u201ctravel back in time\u201d to learn some musical basics and history. In the first three units, students will learn about basics of musical ideas, notation, and instruments. In the remaining 5 units, students will learn about important musical ideas and people from the Ancient Times to the 20th Century. Students will be guided through a series of activities, lessons, and assessments that teach them to identify and think about music in a way they may not have previously thought to do.",
            "title": "Music Appreciation Odyssey",
            "excerpt": "In this course students will \u201ctravel back in time\u201d to learn some musical basics and history. In the first three units, students will learn about basics of musical ideas, notation, and instruments. In the remaining 5 units, students will learn about important musical ideas and people from the Ancient Times to the 20th Century. Students...",
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            "price": "Free",
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        {
            "id": 46608,
            "path": "\/course\/mathematics-of-baseball\/",
            "author_id": 21,
            "timestamp": 1722020230,
            "content": "In this course, students will learn about the mathematics found in baseball using Google Sheets as well as other tools and software. Topics will include a study in statistics, analyzing measures of central tendency as well as two-way frequencies tables. Students will work as a scout, analyzing rates and speeds as found in the sport and as general managers, analyzing trends and making math-based decisions. Students will also work as team managers, looking at probabilities of independent events and trends in data. Finally, students will research the history of baseball, and complete a culminating final project.",
            "title": "Mathematics of Baseball",
            "excerpt": "In this course, students will learn about the mathematics found in baseball using Google Sheets as well as other tools and software. Topics will include a study in statistics, analyzing measures of central tendency as well as two-way frequencies tables. Students will work as a scout, analyzing rates and speeds as found in the sport...",
            "slug": "mathematics-of-baseball",
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            "price": "Free",
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            "id": 46610,
            "path": "\/course\/accounting-b\/",
            "author_id": 21,
            "timestamp": 1722020230,
            "content": "This is the second course in a two-semester Accounting course sequence. This course is a continuation of Accounting A. In Accounting B, students will expand their knowledge of accounting procedures by working within the structure of a merchandising business organized as a corporation. Competency will be exhibited in completing payroll taxes and reports, special journals and other financial statements.",
            "title": "Accounting B",
            "excerpt": "This is the second course in a two-semester Accounting course sequence. This course is a continuation of Accounting A. In Accounting B, students will expand their knowledge of accounting procedures by working within the structure of a merchandising business organized as a corporation. Competency will be exhibited in completing payroll taxes and reports, special journals...",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 3",
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        {
            "id": 46615,
            "path": "\/course\/middle-school-u-s-history-b\/",
            "author_id": 21,
            "timestamp": 1722020230,
            "content": "This is the second segment of a year-long course.  In this course, students will explore the history of the United States and analyze the cause and effect in historical events. They will investigate history by using the tools of a historian to examine the historical, geographic, political, economic, and sociological events that influenced the development of the United States. Students will imagine what it was like to live in the past by reading the stories from the people who experienced it. This course begins with the engaging stories of what brought the earliest American colonists to the New World and ends with the struggles to repair the United States following the Civil War. Engaging in this study allows students to recognize the themes of history that span across centuries and leads to a greater appreciation of the development of the United States and the resulting impact on world history.",
            "title": "Middle School U.S. History B",
            "excerpt": "This is the second segment of a year-long course. In this course, students will explore the history of the United States and analyze the cause and effect in historical events. They will investigate history by using the tools of a historian to examine the historical, geographic, political, economic, and sociological events that influenced the development...",
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            "price": "Free",
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        {
            "id": 46621,
            "path": "\/course\/javascript-game-design\/",
            "author_id": 21,
            "timestamp": 1722020230,
            "content": "In this course, students will learn to program with JavaScript. Students will learn the basics of JavaScript including testing, functions, objects, arrays, loops, conditional code, operators and syntax basics. Students will learn timing and animations, and how to debug. The class will conclude with a robust project to create an online game using JavaScript coding, incorporating everything students learned in the term.",
            "title": "JavaScript Game Design",
            "excerpt": "In this course, students will learn to program with JavaScript. Students will learn the basics of JavaScript including testing, functions, objects, arrays, loops, conditional code, operators and syntax basics. Students will learn timing and animations, and how to debug. The class will conclude with a robust project to create an online game using JavaScript coding,...",
            "slug": "javascript-game-design",
            "modified_timestamp": 1722020245,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
            "sls_school_level": "High School",
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            "email": "",
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        },
        {
            "id": 46622,
            "path": "\/course\/character-education\/",
            "author_id": 21,
            "timestamp": 1722020230,
            "content": "This course teaches students practical skills for understanding and managing their emotions, setting goals and getting organized, understanding and getting along with others in our diverse world, and making good decisions. Research shows that people who practice these skills have greater academic achievement as students and experience more success and satisfaction as adults.",
            "title": "Character Education",
            "excerpt": "This course teaches students practical skills for understanding and managing their emotions, setting goals and getting organized, understanding and getting along with others in our diverse world, and making good decisions. Research shows that people who practice these skills have greater academic achievement as students and experience more success and satisfaction as adults.",
            "slug": "character-education",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "Middle School",
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        },
        {
            "id": 46623,
            "path": "\/course\/computer-basics-google-suite\/",
            "author_id": 21,
            "timestamp": 1722020230,
            "content": "In this course you will learn how to use productivity and collaboration tools, such as G Suite by Google Cloud to create word processing documents, spreadsheets, surveys and forms such as personal budgets and invitations. Students will also learn what it means to be a good digital citizen and explore the topic of Internet safety.",
            "title": "Computer Basics (Google Suite)",
            "excerpt": "In this course you will learn how to use productivity and collaboration tools, such as G Suite by Google Cloud to create word processing documents, spreadsheets, surveys and forms such as personal budgets and invitations. Students will also learn what it means to be a good digital citizen and explore the topic of Internet safety.",
            "slug": "computer-basics-google-suite",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
            "sls_school_level": "Middle School",
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        },
        {
            "id": 46549,
            "path": "\/course\/science-b-8th-grade\/",
            "author_id": 21,
            "timestamp": 1722020214,
            "content": "This is the second course in a two-course sequence. The course introduces new information and reviews some basics of science to prepare students for high school science coursework. During this course students will learn through real world examples and applications. Students will participate in activities and online laboratory experiences to apply what they have learned.",
            "title": "Science B (8th Grade)",
            "excerpt": "This is the second course in a two-course sequence. The course introduces new information and reviews some basics of science to prepare students for high school science coursework. During this course students will learn through real world examples and applications. Students will participate in activities and online laboratory experiences to apply what they have learned.",
            "slug": "science-b-8th-grade",
            "modified_timestamp": 1722020215,
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            "id": 46575,
            "path": "\/course\/guitar-1b\/",
            "author_id": 21,
            "timestamp": 1722020214,
            "content": "Have you ever dreamed of playing the guitar? Whether you love music, want to play guitar for your family and friends, or desire to be a music star, this course is a great place to start. No prior music experience is needed. You will learn the fundamentals of music and the basic skills necessary to play a wide variety of music styles. Student guides, Carlos and Ariel, will guide you through each step of this journey towards becoming a skilled guitarist and musician. This course can be used as a performing\/fine arts credit to meet the art requirement for high school graduation.",
            "title": "Guitar 1B",
            "excerpt": "Have you ever dreamed of playing the guitar? Whether you love music, want to play guitar for your family and friends, or desire to be a music star, this course is a great place to start. No prior music experience is needed. You will learn the fundamentals of music and the basic skills necessary to...",
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            "modified_timestamp": 1722020223,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "Visual &amp; Performing Arts",
            "sls_school_level": "High School",
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        {
            "id": 46497,
            "path": "\/course\/film-studies-american-film-survey\/",
            "author_id": 21,
            "timestamp": 1722020198,
            "content": "American Film Survey is an exciting journey through what is arguably this country's most influential and beloved art form: cinema. Among the classic film genres examined are film noir, western, comedy, military, epic, psychological drama and independent film. Through viewing, theory and written critique, the student follows the evolution of cinema within the context of our culture and history. Prominent directors and actors both contemporary and past are also highlighted. The culmination of this course prepares the student for more advanced film studies, promotes the development of written expression and analysis and encourages critical thinking with regard to the relationship between popular art and society.",
            "title": "Film Studies: American Film Survey",
            "excerpt": "American Film Survey is an exciting journey through what is arguably this country&#8217;s most influential and beloved art form: cinema. Among the classic film genres examined are film noir, western, comedy, military, epic, psychological drama and independent film. Through viewing, theory and written critique, the student follows the evolution of cinema within the context of...",
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            "modified_timestamp": 1722020202,
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
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        {
            "id": 46547,
            "path": "\/course\/science-b-6th-grade\/",
            "author_id": 21,
            "timestamp": 1722020198,
            "content": "This course is the second in a two-course sequence and provides students with an introduction to Science, energy, force, weather, climate, the earth\u2019s systems, and the living world. Some topics are explored in depth while others are introduced to serve as building blocks for later coursework. During this course students will explore science through everyday examples and experiences. Students will participate in activities and online laboratory experiences to apply what they have learned.",
            "title": "Science B (6th Grade)",
            "excerpt": "This course is the second in a two-course sequence and provides students with an introduction to Science, energy, force, weather, climate, the earth\u2019s systems, and the living world. Some topics are explored in depth while others are introduced to serve as building blocks for later coursework. During this course students will explore science through everyday...",
            "slug": "science-b-6th-grade",
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            "id": 46548,
            "path": "\/course\/science-b-7th-grade\/",
            "author_id": 21,
            "timestamp": 1722020198,
            "content": "This course is the second in a two-course sequence. In this course students explore: The Foundations of Science, Energy, The Earth and it\u2019s features, The Earth\u2019s internal and external structures and how they change, The Earth\u2019s history, living things and how they change and interact, Genetics and Heredity, and The Organization of the living world. Some of these topics are introduced and serve as a foundation for later coursework and others are discussed in detail. Students will learn through real world examples and virtually visit six different continents to see science in action all over the world. Students will participate in activities and online laboratory experiences to apply what they have learned.",
            "title": "Science B (7th Grade)",
            "excerpt": "This course is the second in a two-course sequence. In this course students explore: The Foundations of Science, Energy, The Earth and it\u2019s features, The Earth\u2019s internal and external structures and how they change, The Earth\u2019s history, living things and how they change and interact, Genetics and Heredity, and The Organization of the living world....",
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        {
            "id": 82152,
            "path": "\/course\/leadership-skills-growth-and-development\/",
            "author_id": 21,
            "timestamp": 1722020198,
            "content": "Winner of the highly coveted CODiE award for innovation, vision and industry impact, Leadership Skills Development equips teenagers with leadership skills they can use to build confidence and prepare for college. Students learn critical skills such as goal setting, time management, developing their brand, negotiations and even complete a service project that positively impacts their community. The course principles were developed by Mawi Asgedom, an Ethiopian refugee who became a Harvard University graduate. This course has assisted 75-90% of students in improving their grades, skills and confidence.",
            "title": "Leadership Skills Growth and Development",
            "excerpt": "Winner of the highly coveted CODiE award for innovation, vision and industry impact, Leadership Skills Development equips teenagers with leadership skills they can use to build confidence and prepare for college. Students learn critical skills such as goal setting, time management, developing their brand, negotiations and even complete a service project that positively impacts their...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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            "id": 82154,
            "path": "\/course\/leadership-skills-growth-and-development-b-grades-6-8\/",
            "author_id": 21,
            "timestamp": 1722020198,
            "content": "This is the second semester of a year long course.Winner of the highly coveted CODiE award for innovation, vision and industry impact, Leadership Skills Development equips youth with leadership skills they can use to build confidence, improve school achievement, and meet the challenges of working with a team. Students learn critical skills to assist them in personalizing their leadership journey. The course principles were developed by Mawi Asgedom, an Ethiopian refugee who became a Harvard University graduate. This course has assisted 75-90% of students in improving their grades, skills and confidence.",
            "title": "Leadership Skills Growth and Development B (Grades 6-8)",
            "excerpt": "This is the second semester of a year long course.Winner of the highly coveted CODiE award for innovation, vision and industry impact, Leadership Skills Development equips youth with leadership skills they can use to build confidence, improve school achievement, and meet the challenges of working with a team. Students learn critical skills to assist them...",
            "slug": "leadership-skills-growth-and-development-b-grades-6-8",
            "modified_timestamp": 1722020208,
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            "price": "Free",
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        },
        {
            "id": 46464,
            "path": "\/course\/ap-statistics-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020181,
            "content": "This course offers a combination of assessment and instruction in an online environment containing but not limited to the areas of exploring data, sampling and experimentation by planning and conducting studies, anticipating patterns using probability and simulation, and using statistical inference to analyze data and draw conclusions.     The purpose of this course is to provide students with a deep understanding of the concepts of statistics to prepare them for the AP Exam and for future higher education statistics courses.",
            "title": "AP Statistics (Sem 2)",
            "excerpt": "This course offers a combination of assessment and instruction in an online environment containing but not limited to the areas of exploring data, sampling and experimentation by planning and conducting studies, anticipating patterns using probability and simulation, and using statistical inference to analyze data and draw conclusions. The purpose of this course is to provide...",
            "slug": "ap-statistics-sem-2",
            "modified_timestamp": 1722020186,
            "term_ids": [
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            "post_type": "courses",
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        {
            "id": 46465,
            "path": "\/course\/ap-statistics-sem-1\/",
            "author_id": 21,
            "timestamp": 1722020181,
            "content": "This course offers a combination of assessment and instruction in an online environment containing but not limited to the areas of exploring data, sampling and experimentation by planning and conducting studies, anticipating patterns using probability and simulation, and using statistical inference to analyze data and draw conclusions.     The purpose of this course is to provide students with a deep understanding of the concepts of statistics to prepare them for the AP Exam and for future higher education statistics courses.",
            "title": "AP Statistics (Sem 1)",
            "excerpt": "This course offers a combination of assessment and instruction in an online environment containing but not limited to the areas of exploring data, sampling and experimentation by planning and conducting studies, anticipating patterns using probability and simulation, and using statistical inference to analyze data and draw conclusions. The purpose of this course is to provide...",
            "slug": "ap-statistics-sem-1",
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            "id": 46428,
            "path": "\/course\/ap-art-history-sem-1\/",
            "author_id": 21,
            "timestamp": 1722020156,
            "content": "This course is the first semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Art History. Students will examine major forms of artistic expression from the past and present and from a variety of cultures and will learn to look at these works of art critically, with intelligence and sensitivity, and to articulate what they see or experience. Schools must supply a proctor for the midterm and final exam. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Art History (Sem 1)",
            "excerpt": "This course is the first semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Art History. Students will examine major forms of artistic expression from the past and present and from a variety of cultures and will learn to look at these works of art critically, with intelligence and sensitivity,...",
            "slug": "ap-art-history-sem-1",
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            "price": "Free",
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            "sls_subject": "Visual &amp; Performing Arts",
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            "ncaa_approval": "not-applicable",
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            "id": 46429,
            "path": "\/course\/ap-art-history-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020156,
            "content": "This course is the second semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Art History. Students will examine major forms of artistic expression from the past and present and from a variety of cultures and will learn to look at these works of art critically, with intelligence and sensitivity, and to articulate what they see or experience. Schools must supply a proctor for the midterm and final exam. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Art History (Sem 2)",
            "excerpt": "This course is the second semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Art History. Students will examine major forms of artistic expression from the past and present and from a variety of cultures and will learn to look at these works of art critically, with intelligence and sensitivity,...",
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            "id": 46439,
            "path": "\/course\/ap-chinese-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020156,
            "content": "At this level, students continue their preparation for the Advanced Placement (AP) Chinese Language and Culture Exam. Students continue to develop their integrated skills of listening, speaking, reading and writing, and will be guided to pay more attention to their usages in interactive daily life and formal settings. Meanwhile, students will deepen their knowledge of Chinese culture through Chinese history, Chinese literature and arts. Harvest Shouhuo is the primary textbook used in this course, along with other supplementary materials, such as AP practice test, Chinese stories, newspaper articles and video clips. The course engages the students in an exploration of both contemporary and historical Chinese, including topics as travelling, famous people and history, literature and arts. The course is delivered entirely online in Chinese. Students will acquire more sophisticated linguistic elements to increase their language abilities. Language skills are enhanced through interpretive, interpersonal, and presentational activities. Listening skills are developed during class discussions, listening exercise, watching video clips movies, etc. Reading skills are improved through various readings of essays and articles, newspaper articles, advertisements, biographies, plays, and poetry. Speaking skills are practiced through debates, pair and group discussions, acting from scripts and interview. Written strategies are introduced to guide students organizing the compositions; students practice the written skills through bi-weekly compositions. To help students get familiar with the test format, assignments designed in AP exam format and the previous AP exams are provided. Students are frequently assessed on character-handwriting skill, vocabulary usage, expressive abilities and listening and comprehension skill. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Chinese (Sem 2)",
            "excerpt": "At this level, students continue their preparation for the Advanced Placement (AP) Chinese Language and Culture Exam. Students continue to develop their integrated skills of listening, speaking, reading and writing, and will be guided to pay more attention to their usages in interactive daily life and formal settings. Meanwhile, students will deepen their knowledge of...",
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            "id": 46440,
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            "author_id": 21,
            "timestamp": 1722020156,
            "content": "This course is the first semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Computer Science A. AP Computer Science is a college level computer course covering the applications of computing within the context of programming methodology, algorithms, and data structures. The Java computer language which is a free download for either a Macintosh or a Windows platform. This course requires a proctored mid-term and final exam. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Computer Science A (Sem 1)",
            "excerpt": "This course is the first semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Computer Science A. AP Computer Science is a college level computer course covering the applications of computing within the context of programming methodology, algorithms, and data structures. The Java computer language which is a free download...",
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            "id": 46441,
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            "timestamp": 1722020156,
            "content": "This course is the second semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Computer Science A. AP Computer Science is a college level computer course covering the applications of computing within the context of programming methodology, algorithms, and data structures. The Java computer language which is a free download for either a Macintosh or a Windows platform. This course requires a proctored mid-term and final exam. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Computer Science A (Sem 2)",
            "excerpt": "This course is the second semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Computer Science A. AP Computer Science is a college level computer course covering the applications of computing within the context of programming methodology, algorithms, and data structures. The Java computer language which is a free download...",
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        {
            "id": 46442,
            "path": "\/course\/ap-english-language-and-composition-sem-1\/",
            "author_id": 21,
            "timestamp": 1722020156,
            "content": "This is the first semester in a two-semester sequence and provides students with college level instruction in studying and writing various kinds of analytic or persuasive essays on literary and nonliterary topics in language, rhetoric and expository writing. Students will become skilled readers of prose written in various periods, disciplines, and rhetorical contexts. Both their reading and writing should make students aware of the interactions among a writer\u2019s purposes, audience expectations, and subjects as well as the way writing conventions and language contribute to effectiveness in writing. This course will effectively prepare students for the AP Exam by enabling them to read, comprehend, and write about complex texts, while developing further communication skills on a college level. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP English Language and Composition (Sem 1)",
            "excerpt": "This is the first semester in a two-semester sequence and provides students with college level instruction in studying and writing various kinds of analytic or persuasive essays on literary and nonliterary topics in language, rhetoric and expository writing. Students will become skilled readers of prose written in various periods, disciplines, and rhetorical contexts. Both their...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "English Language Arts",
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        {
            "id": 46443,
            "path": "\/course\/ap-english-language-and-composition-sem-2\/",
            "author_id": 21,
            "timestamp": 1722020156,
            "content": "This is the second semester in a two-semester sequence and provides students with college level instruction in studying and writing various kinds of analytic or persuasive essays on literary and nonliterary topics in language, rhetoric and expository writing. Students will become skilled readers of prose written in various periods, disciplines, and rhetorical contexts. Both their reading and writing should make students aware of the interactions among a writer\u2019s purposes, audience expectations, and subjects as well as the way writing conventions and language contribute to effectiveness in writing. This course will effectively prepare students for the AP Exam by enabling them to read, comprehend, and write about complex texts, while developing further communication skills on a college level. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP English Language and Composition (Sem 2)",
            "excerpt": "This is the second semester in a two-semester sequence and provides students with college level instruction in studying and writing various kinds of analytic or persuasive essays on literary and nonliterary topics in language, rhetoric and expository writing. Students will become skilled readers of prose written in various periods, disciplines, and rhetorical contexts. Both their...",
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        {
            "id": 88536,
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            "timestamp": 1721842195,
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        {
            "id": 88382,
            "path": "\/course\/intro-to-universal-design-for-learning-udl\/",
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            "timestamp": 1721825133,
            "content": "<p>Universal Design for Learning (UDL) is a framework that makes instruction appealing to and usable by as many learners as possible. This course serves as an introduction to UDL. First, you will learn what UDL is and how it can benefit learners. From there, you will explore the three principles of UDL and discover how to apply those principles to your practice. Then, in a capstone assignment, you will use what you've learned to make your own instructional materials more accessible. This course is intended for educators in all subjects and grade levels. <\/p>\n<p>In this learning experience, you will:<\/p>\n<ul>\n<li>Define the three principles of Universal Design for Learning.<\/li>\n<li>Explain how UDL can eliminate barriers for learners and create equitable learning outcomes.<\/li>\n<li>Identify examples of the UDL principles of Representation, Action &amp; Expression, and Engagement in practice across grade levels and content areas.<\/li>\n<li>Utilize the UDL principles to create instruction that encourages students to become expert learners.<\/li>\n<\/ul>",
            "title": "Intro to Universal Design for Learning (UDL)",
            "excerpt": "Universal Design for Learning (UDL) is a framework that makes instruction appealing to and usable by as many learners as possible. This course serves as an introduction to UDL. First, you will learn what UDL is and how it can benefit learners. From there, you will explore the three principles of UDL and discover how...",
            "slug": "intro-to-universal-design-for-learning-udl",
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            "time_commitment": "10 hrs",
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        {
            "id": 88372,
            "path": "\/course\/otl-level-2-student-support\/",
            "author_id": 21,
            "timestamp": 1721825117,
            "content": "<p>An effective online teacher should be capable of supporting a diverse group of students, and their unique needs, in their online classrooms. This may mean supporting students in basic troubleshooting, supporting students in higher level and credit recovery courses, supporting students in their social-emotional development and other soft skills, or even with specific needs outlined by an IEP or 504 plan. In being knowledgeable and supporting a broad range of student needs, teachers create an inclusive and conducive learning environment for all students where they feel supported. As the seventh of eight courses in the Online Teaching and Learning (OTL) Level 2 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 2 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of supporting students in the online classroom<\/li>\n<li>Analyze common OTL scenarios and make recommendations for student support<\/li>\n<li>Outline a student support plan that can be implemented in an online classroom<\/li><\/ul>",
            "title": "OTL Level 2 - Student Support",
            "excerpt": "An effective online teacher should be capable of supporting a diverse group of students, and their unique needs, in their online classrooms. This may mean supporting students in basic troubleshooting, supporting students in higher level and credit recovery courses, supporting students in their social-emotional development and other soft skills, or even with specific needs outlined...",
            "slug": "otl-level-2-student-support",
            "modified_timestamp": 1721825117,
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            "price": "$30",
            "plp_subject_area": "Best Practices, Blended &amp; Online Learning",
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        {
            "id": 88373,
            "path": "\/course\/otl-level-2-community-building\/",
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            "content": "<p>Effective online educators are powerful community builders. They leverage the connections they make with students and the content they\u2019re passionate about to build student buy-in in their classroom, in the content, and in the teacher-student relationship. They are powerful modelers and encourage students to create community among themselves and their peers. In this module, we will explore strategies that encourage a sense of community in online classrooms and what collaboration possibilities exist for learners. As the last of eight courses in the Online Teaching and Learning (OTL) Level 2 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 2 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of community building in the online classroom<\/li>\n<li>Discuss and share strategies and resources that can be used to build community in an online class<\/li>\n<li>Create engaging and inclusive artifacts that can be used to build community in an online class<\/li><\/ul>",
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            "content": "<p>Working remotely as an online course facilitator has its perks but it also takes intentionality and organization to help you and your students be successful. In this practical course, you will discover how to get physically, digitally, and mentally organized so that you are not only efficient, but can enjoy a comfortable balance between work life and home life. Learn how to prepare your own workspace and communicate to family, friends, and students how to mutually respect each other's time and space. Discover strategies to keep your students engaged, and review best practices for assessments.<\/p><p>In this course, you will:<\/p><ul><li>Learn how to best organize yourself to be an effective online facilitator,<\/li><li>Understand how to motivate learners to engage with you and their peers in an online environment,<\/li><li>Be mindful of best practices when it comes to communication with students and families, and<\/li><li>Identify assessment practices that are responsive, effective, positive and personal.<\/li><\/ul>\n<p>Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><\/p>",
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            "content": "<p>How can we create classroom cultures that support and nurture highly motivated learners? It is generally acknowledged that motivation plays a critical role in learning as does creating the conditions for learning to take place. Creating an environment of vulnerability and trust coupled with strategic teaching often makes the difference between learning that is superficial and shallow and learning that is deep and internalized. Let's explore the relationships that exist within the classroom environment while focusing on the intentional structures you can create to ensure all students achieve the goal of becoming, life-long learners.<\/p>\n<p>&nbsp;This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><\/p>",
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            "content": "<p>How can we align standards, curricula, assessments, and tasks so that we can effectively differentiate and scaffold learning? It is generally acknowledged that differentiating instruction is the catalyst for true learning. Fostering and sustaining this type of environment requires both intentional planning and being willing and able to adjust, in-the-moment, based on the needs of the individual and collective learners. Let\u2019s explore ways to enhance learning for all students regardless of where they enter the learning process.<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><\/p>",
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            "timestamp": 1721825102,
            "content": "<p>How can we create adult cultures that embrace cognitive conflict? It is generally acknowledged that collective efficacy is the catalyst for a successful team; having the belief that the team is better together and can produce results. Fostering and sustaining this type of environment resides in the adult culture. Let's explore ways to enhance shared ownership and responsibility for both adults and students.<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "<p>Discover the transformative power of blended learning and revolutionize your classroom. Using a blended instructional design will give your students opportunities to increase their agency and autonomy throughout their educational journey. During this course, you will examine the basic concepts and models of blended learning. You will also explore various instructional technology frameworks and discover digital tools that can help you create enriching learning experiences and effective assessments.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify key components of blended learning and student-centered practices,<\/li>\n<li>Develop an understanding of different frameworks, strategies, and tools for implementing digital content,<\/li>\n<li>Explore tools and resources that will foster engagement and meet a variety of student needs,<\/li>\n<li>Identify strategies to implement assessments \"for\" learning, \"as\" learning, and \"of\" learning, and<\/li>\n<li>Create a lesson plan, digital content, or an assessment.<\/li>\n<\/ul>\n<p>Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Designing a Blended Classroom: Applying Engaging Practices",
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            "content": "<p>An effective online educator typically accumulates valuable insights and strategies through years of working in the field and time spent developing proficiencies with technologies like LMSs, SISs, and other tech tools. This module explores the specific practices employed by effective online teachers, including grading and communication methods, utilization of synchronous online learning tools, and time management routines. By comprehending and implementing these strategies, educators can enhance the effectiveness and engagement of their online classrooms, promoting student learning and success. As the first of eight courses in the Online Teaching and Learning (OTL) Level 2 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 2 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of instructional best practices for effective online teaching<\/li>\n<li>Translate a text-based communication to an image or video<\/li>\n<li>Create a formatted feedback repository with a variety of feedback examples<\/li><\/ul>",
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            "content": "<p>This course is designed to empower you with the knowledge and strategies to address academic integrity effectively in the context of online teaching. We will discuss foundational elements of academic integrity, such as policies, considerations, and the need to educate students about what academic integrity means. We\u2019ll look at the appropriate consequences of academic dishonesty and guide you in establishing a framework for maintaining a culture of integrity in your online classes. Furthermore, we'll explore how academic dishonesty can occur and red flags to watch for. As the second of eight courses in the Online Teaching and Learning (OTL) Level 2 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 2 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of academic integrity issues in the online classroom<\/li>\n<li>Draft an appropriate communication to address an academic integrity offense with a student and relevant stakeholders<\/li>\n<li>Create an action plan for addressing academic integrity offenses<\/li><\/ul>",
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            "content": "<p>Educators overseeing blended or fully online learning must develop and carry out a comprehensive management plan outlining class procedures, routines, and expectations. In this module, you will explore classroom management strategies specific to online and blended learning environments. This includes management in synchronous and asynchronous classrooms, classroom policies and procedures, and resources to help you manage your classrooms more effectively. As the third of eight courses in the Online Teaching and Learning (OTL) Level 2 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 2 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of classroom management in the online classroom<\/li>\n<li>Discuss common management scenarios and reflect on policies that might mitigate issues<\/li>\n<li>Draft a classroom contract that may used in your online classroom<\/li><\/ul>",
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            "content": "<p>Online learning may offer learners flexibility in their term length and time spent \u201cin class\u201d. While offering diverse learning options caters to student's individual needs, it simultaneously burdens online instructors to navigate and manage these variances. This module delves into the intricacies of overseeing course terms, exploring strategies for providing flexibility to students while ensuring that instructors can uphold reasonable workloads. From term length and course start\/end dates to managing graduating seniors, addressing final grades, and implementing end-of-term policies, we\u2019ll break down the essential components of term management to equip online teachers with comprehensive insights and practical approaches. As the fourth of eight courses in the Online Teaching and Learning (OTL) Level 2 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 2 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of term management in the online classroom<\/li>\n<li>Develop a comprehensive end of course policy that can be shared with students and stakeholders<\/li>\n<li>Identify and reflect on your experience with strategies used to address challenges related to term management<\/li><\/ul>",
            "title": "OTL Level 2 - Term Management",
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            "content": "<p>This module provides a comprehensive exploration of effective strategies for analyzing class data and monitoring student progress. This includes utilizing progress reports and progress columns to track learner progress and analyzing higher-level class data and engagement metrics. From this data, teachers can personalize learning experiences, adjust instructional approaches, and make informed instructional decisions. This course equips educators with the tools and knowledge to harness the power of data for optimizing online teaching and fostering a more personalized and engaging learning environment. As the fifth of eight courses in the Online Teaching and Learning (OTL) Level 2 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 2 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of class data and progress in the online classroom<\/li>\n<li>Analyze sample data and make inferences that inform your online teaching<\/li>\n<li>Create a communication to a student or other stakeholder that involves student data and solutions for moving the student forward<\/li><\/ul>",
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            "content": "<p>This module will explore best practices for assessment alignment, design, implementation, and formatting strategies tailored to the unique dynamics of online education. As the sixth of eight courses in the Online Teaching and Learning (OTL) Level 2 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 2 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of assessments in the online classroom<\/li>\n<li>Analyze online instruction format and settings and make recommendations for improvements<\/li>\n<li>Write high-quality and effective instructions for an online assessment and an aligned rubric<\/li><\/ul>",
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            "content": "<p>How can we create classroom cultures that engage students in authentic assessment practices that promote self-directedness and internal motivation? It is generally acknowledged that authentic assessment practices paired with student-centered teaching are essential for learner achievement. Creating an environment focused on formative assessments and documentation of progress (both students and teachers) leads to strategic teaching and authentic learning. Let's explore ways to enhance ownership and independence through the use of student self-assessment.<\/p>\n<p>This course is offered in partnership with DLN. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "<p>How can we create classroom cultures that support engagement, ownership, and agency? It is generally acknowledged that engagement plays a critical role in learning as does creating the conditions for learning to take place. Creating an environment focused on the unique learners often makes the difference between students who learn and student who learn to comply. Let's explore ways to enhance learner engagement and ownership while focusing on the intentional actions educators can take to ensure all students learn, grow, and prosper.<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "content": "<p>As an educator, you want to provide meaningful and rigorous learning opportunities for your students. But how can you ensure that your lessons are accessible to all learners? In this course, you'll explore the representation principle of the Universal Design for Learning (UDL) framework and how to use this principle to make your lessons more inclusive and engaging. You'll learn how to provide multiple options for how your students perceive and comprehend information, so each student has greater opportunity to succeed. This course is designed for educators of all subjects and grade levels.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Learn what the UDL principle of representation is and why it matters.<\/li>\n<li>Discover practical strategies for incorporating the principle of representation into your instructional design.<\/li>\n<li>Explore real-world examples of representation in action across different grade levels and subjects.<\/li>\n<li>Develop the skills you need to create instruction that challenges and supports all your students.<\/li><\/ul>",
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            "content": "<p>The Universal Design for Learning (UDL) principle of action &amp; expression is a cornerstone of inclusive education. Action and expression represent the \u201chow\u201d of learning: the ways in which learners navigate an environment and show what they know. Join us as we unravel the mysteries of strategic networks in the brain and explore the myriad ways you can incorporate this powerful principle into your instructional design. This course is intended for educators in all subjects and grade levels.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Define the three principles of Universal Design for Learning.<\/li>\n<li>Explain how UDL can eliminate barriers for learners and create equitable learning outcomes.<\/li>\n<li>Identify examples of the UDL principle of action and expression in practice across grade levels and content areas.<\/li>\n<li>Utilize the UDL principle of action and expression to create instruction that encourages students to become expert learners.<\/li>",
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            "content": "<div>\n<div>How might we create adult cultures that embrace cognitive conflict? It is generally acknowledged that collective efficacy is the catalyst for a successful team; having the belief that the team is better together and can produce results. Fostering and sustaining this type of environment resides in the adult culture. Let\u2019s explore ways to enhance shared ownership and responsibility for both adults and students.<\/div>\n<div>&nbsp;<\/div><\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
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            "content": "<div>\n<div>\n<div>The objective of this module is to develop the knowledge, skills, personal dispositions and performance competencies that pertain to purposeful teaching and learning. The explored concepts are only a few attributes one might consider when creating a culture of thinking and learning. Participants will read, analyze current practices, create plans of action, and document learning that leads to purposeful planning and instruction which results in powerful learning for all students.<\/div>\n<div>&nbsp;&nbsp;<\/div><\/div><\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
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            "content": "<div>\n<div>\n<div>\n<div>How might we create classroom cultures that support engagement, ownership, and agency? It is generally acknowledged that engagement plays a critical role in learning, as does creating the conditions for learning to take place. Creating an environment focused on unique learners often makes the difference between students who learn and students who learn to comply. Let\u2019s explore ways to enhance learner engagement and ownership while focusing on the intentional actions educators take to ensure all students learn, grow, and prosper.<\/div>\n<div>&nbsp;<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
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            "path": "\/course\/teacher-lite-culturally-responsive-classrooms\/",
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            "timestamp": 1721825055,
            "content": "<div>\n<div>\n<div>How might we create classroom cultures that embrace and celebrate the variety of learners within our classrooms? It is generally acknowledged that the number one factor in a learner's success is the classroom teacher. Creating an environment focused on each student and the larger world is essential for 21st century classrooms. Let\u2019s explore ways to build upon the uniqueness and strengths of our student populations in an effort to increase student motivation and achievement.<\/div>\n<div>&nbsp;&nbsp;<\/div><\/div><\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
            "title": "Teacher+ (Lite): Culturally Responsive Classrooms",
            "excerpt": "How might we create classroom cultures that embrace and celebrate the variety of learners within our classrooms? It is generally acknowledged that the number one factor in a learner&#8217;s success is the classroom teacher. Creating an environment focused on each student and the larger world is essential for 21st century classrooms. Let\u2019s explore ways to...",
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            "id": 88298,
            "path": "\/course\/teacher-lite-classroom-environment-culture\/",
            "author_id": 21,
            "timestamp": 1721825055,
            "content": "<div>\n<div>How might we create classroom cultures that support and nurture highly motivated learners? It is generally acknowledged that motivation plays a critical role in learning as does creating the conditions for learning to take place. Creating an environment of vulnerability and trust coupled with strategic teaching often makes the difference between superficial and shallow learning, and learning that is deep and internalized. Let\u2019s explore the relationships that exist within a classroom environment and culture that impacts learning, while focusing on the intentional structures you might create to ensure all students achieve the goal of becoming life-long learners.<\/div>\n<div>&nbsp;<\/div><\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
            "title": "Teacher+ (Lite): Classroom Environment &amp; Culture",
            "excerpt": "How might we create classroom cultures that support and nurture highly motivated learners? It is generally acknowledged that motivation plays a critical role in learning as does creating the conditions for learning to take place. Creating an environment of vulnerability and trust coupled with strategic teaching often makes the difference between superficial and shallow learning,...",
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            "path": "\/course\/teacher-lite-assessment-for-student-learning\/",
            "author_id": 21,
            "timestamp": 1721825055,
            "content": "<div>\n<div>The objective of this module is to develop the knowledge, skills, personal dispositions, and performance competencies that pertain to formative assessment and student learning. The explored concepts are only a few attributes one might consider when creating a culture of thinking and learning. Participants will read, analyze current practices, create plans of action, and document learning that lead to a classroom culture focused on learner motivation, self-efficacy and independence.<\/div>\n<div>&nbsp;<\/div>\n<\/div>\n<div>&nbsp;<\/div>\n<div>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/div>",
            "title": "Teacher+ (Lite): Assessment for Student Learning",
            "excerpt": "The objective of this module is to develop the knowledge, skills, personal dispositions, and performance competencies that pertain to formative assessment and student learning. The explored concepts are only a few attributes one might consider when creating a culture of thinking and learning. Participants will read, analyze current practices, create plans of action, and document...",
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            "path": "\/course\/rethinking-classroom-practices-with-chatgpt\/",
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            "timestamp": 1721825055,
            "content": "ChatGPT is quickly transforming the way we think about education and learning. This course will teach you how to harness the power of ChatGPT to revolutionize student learning. You will embark on an exciting journey as you explore the potential of ChatGPT in your classroom. The course includes a wealth of resources and examples to help you use ChatGPT to personalize curriculum and assessments for your students, explore the ethical implications of AI-generated output being prominently used in the learning process, and design activities and rubrics with student use of ChatGPT in mind.",
            "title": "Rethinking Classroom Practices with ChatGPT",
            "excerpt": "ChatGPT is quickly transforming the way we think about education and learning. This course will teach you how to harness the power of ChatGPT to revolutionize student learning. You will embark on an exciting journey as you explore the potential of ChatGPT in your classroom. The course includes a wealth of resources and examples to...",
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            "path": "\/course\/special-populations-assessments-administrator-practices\/",
            "author_id": 21,
            "timestamp": 1721825055,
            "content": "<p>As an educational leader, you understand the pivotal role assessments play in shaping student success. In this course, you'll discover best practices of Formative and Ipsative assessments. You will also consider how to support your instructional staff with implementation and how to use the collected data to transform practices and apply appropriate interventions that increase student achievement for special populations. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Consider the implications of challenges in the classroom, on assessments, and on student student achievement through the MTSS framework,<\/li>\n<li>Explore how Formative Assessment practices provide valuable data and support student success,<\/li>\n<li>Recognize how Ipsative Assessments can be utilized as alternative forms of assessment with a non-traditional focus, and<\/li>\n<li>Reflect on systematic considerations and the needs of instructional staff for successful implementation practices.<\/li>\n<\/ul>\n<p><\/p>",
            "title": "Special Populations &amp; Assessments: Administrator Practices",
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            "path": "\/course\/mindful-practices-sel-for-administrators\/",
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            "timestamp": 1721825045,
            "content": "<p>When it comes to social emotional learning (SEL), school administrators have a big job: they need to lay the groundwork to foster a supportive climate in which both students and adults can thrive. In this course, you will start by learning strategies for boosting adult social emotional competence (SEC) and well-being. Once you get the hang of this crucial step, you will begin applying SEL practices at the school or district level, pinpoint where SEL can grow, and map out your school community's next steps. This course is the third in our Mindful Practices series.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify what\u2019s working, areas of need, and areas for continued growth in your school-wide and district-wide SEL implementation.<\/li>\n<li>Discover strategies for creating safe spaces for all stakeholders to reflect upon and refine their SEL practices, both as practitioners and learners.<\/li>\n<li>Reflect on how your own SEC (social emotional competence) influences your ability to effectively lead your department\/school building\/district.<\/li>\n<li>Begin constructing a comprehensive 3-year SEL implementation plan for your building and\/or district.<\/li>\n<\/ul>\n\n<p>This course is offered in partnership with mindful<span data-sheets-root=\"1\" data-sheets-value=\"{&quot;1&quot;:2,&quot;2&quot;:&quot;Mindful Practices&quot;}\" data-sheets-userformat=\"{&quot;2&quot;:513,&quot;3&quot;:{&quot;1&quot;:0},&quot;12&quot;:0}\">&nbsp;Practices<\/span>. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Mindful Practices: SEL for Administrators",
            "excerpt": "When it comes to social emotional learning (SEL), school administrators have a big job: they need to lay the groundwork to foster a supportive climate in which both students and adults can thrive. In this course, you will start by learning strategies for boosting adult social emotional competence (SEC) and well-being. Once you get the...",
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            "path": "\/course\/hipaa-compliance-training\/",
            "author_id": 21,
            "timestamp": 1721825045,
            "content": "<p>Understanding and adhering to HIPAA regulations is essential for school staff, as it ensures the privacy and security of students' protected health information. In this course, you will gain a solid understanding of standard HIPAA terminology, concepts, and disclosure practices while learning the consequences of unauthorized disclosure of protected health information. By the end of the course, you will be better prepared to navigate the complexities of HIPAA and protect the privacy of the students and families you serve.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify HIPAA terminology, concepts, and disclosure practices.<\/li>\n<li>Determine what information is protected by the HIPAA Privacy Rule and in what cases health information may be disclosed.  <\/li>\n<li>Recognize your rights and responsibilities regarding HIPAA under state and federal laws.<\/li>\n<\/ul>",
            "title": "HIPAA Compliance Training",
            "excerpt": "Understanding and adhering to HIPAA regulations is essential for school staff, as it ensures the privacy and security of students&#8217; protected health information. In this course, you will gain a solid understanding of standard HIPAA terminology, concepts, and disclosure practices while learning the consequences of unauthorized disclosure of protected health information. By the end of...",
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            "path": "\/course\/special-populations-assessments-paraprofessional-support\/",
            "author_id": 21,
            "timestamp": 1721825045,
            "content": "<p>For paraprofessionals, assessments are more than just scores; they're the compass that guides effective support strategies. In this course, you'll dive into various types of assessments, understanding how they interplay to guide instructional choices. With this knowledge, you'll be better equipped to align your planning and support efforts with your instructional team.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify common types of assessments used in classroom settings, understanding their relevance to a paraprofessional's role.<\/li>\n<li>Discover how utilizing multiple assessment types can enrich your understanding of student progress and response to instruction.<\/li>\n<li>Recognize best practices for assessment administration.<\/li>\n<\/ul>",
            "title": "Special Populations &amp; Assessments: Paraprofessional Support",
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            "id": 88279,
            "path": "\/course\/otl-level-1-supporting-exceptional-students\/",
            "author_id": 21,
            "timestamp": 1721825038,
            "content": "<p>As educators, it's our duty to provide equal access to education for all students, regardless of their abilities. In this course, you'll learn strategies for supporting exceptional student populations while ensuring accessibility and accommodations for those with disabilities or needing additional support. As the final of eight courses in the Online Teaching and Learning (OTL) Level 1 series, you'll earn a badge for this course and (if you\u2019ve completed all other courses in this series) receive the OTL Level 1 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Identify components and purpose of exceptional student population support strategies.<\/li>\n<li>Identify laws and frameworks supporting exceptional student populations.<\/li>\n<li>Define the importance of accessibility in online content and ways to ensure content is accessible.<\/li>\n<li>Reflect on ways that you either currently do or potentially could differentiate your online instruction.<\/li>\n<li>Provide examples of differentiating your instruction through content, process, product, or learning environment.<\/li>",
            "title": "OTL Level 1 - Supporting Exceptional Students",
            "excerpt": "As educators, it&#8217;s our duty to provide equal access to education for all students, regardless of their abilities. In this course, you&#8217;ll learn strategies for supporting exceptional student populations while ensuring accessibility and accommodations for those with disabilities or needing additional support. As the final of eight courses in the Online Teaching and Learning (OTL)...",
            "slug": "otl-level-1-supporting-exceptional-students",
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            "id": 88280,
            "path": "\/course\/teaching-science-grades-4-6\/",
            "author_id": 21,
            "timestamp": 1721825038,
            "content": "<p>This course aims to equip educators with effective strategies and resources to teach science to students in grades 4-6. By enrolling in this course, you will enhance your teaching skills, deepen your understanding of scientific concepts relevant to this grade range, and learn engaging instructional techniques to foster curiosity and scientific inquiry in your students. Understanding and effectively teaching science is essential for students' scientific literacy and critical thinking skills, and this course provides the tools to create an inspiring and impactful learning environment.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Learn how to engage students in hands-on experiments, inquiry-based learning, and scientific investigations.<\/li>\n<li>Develop a deeper understanding of the scientific concepts covered in grades 4-6 curriculum.<\/li>\n<li>Explore techniques to encourage observation, questioning, data collection, analysis, and interpretation.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Science: Grades 4-6",
            "excerpt": "This course aims to equip educators with effective strategies and resources to teach science to students in grades 4-6. By enrolling in this course, you will enhance your teaching skills, deepen your understanding of scientific concepts relevant to this grade range, and learn engaging instructional techniques to foster curiosity and scientific inquiry in your students....",
            "slug": "teaching-science-grades-4-6",
            "modified_timestamp": 1721825040,
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        {
            "id": 88281,
            "path": "\/course\/teaching-writing-grades-4-6\/",
            "author_id": 21,
            "timestamp": 1721825038,
            "content": "<p>This course is designed to provide educators with the knowledge, strategies, and resources to effectively teach writing to students in grades 4-6. By enrolling in this course, you will enhance your understanding of the writing process, learn instructional techniques to develop students' writing skills, and explore methods to foster creativity and critical thinking in writing. Effective writing skills are essential for academic success and future endeavors, and this course equips you with the tools to inspire and guide your students in their writing journey.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Gain a comprehensive understanding of the writing process, including prewriting, drafting, revising, editing, and publishing.<\/li>\n<li>Learn instructional strategies to develop students' writing skills in grades 4-6.<\/li>\n<li>Explore strategies to foster creativity, critical thinking, and self-expression in students' writing.<\/li>\n<\/ul>\n<p><\/p>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Writing: Grades 4-6",
            "excerpt": "This course is designed to provide educators with the knowledge, strategies, and resources to effectively teach writing to students in grades 4-6. By enrolling in this course, you will enhance your understanding of the writing process, learn instructional techniques to develop students&#8217; writing skills, and explore methods to foster creativity and critical thinking in writing....",
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            "modified_timestamp": 1721825042,
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        {
            "id": 88238,
            "path": "\/course\/udl-action-expression-apply-your-skills\/",
            "author_id": 21,
            "timestamp": 1721825014,
            "content": "<p>Universal Design for Learning (UDL) is a framework that makes meaningful, rigorous learning opportunities accessible to all learners. In this course, you will demonstrate your proficiency with the action &amp; expression principle of UDL. Action and expression are the \u201chow\u201d of learning: the ways in which learners navigate an environment and show what they know. To demonstrate your proficiency, you will revise one of your existing lessons to provide at least one more option for action &amp; expression for learners. This course is intended for educators teaching\/supporting all subjects and grade levels.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Choose a lesson plan\/assessment\/activity of your own that you believe would benefit from more options for action and\/or expression. <\/li>\n<li>Demonstrate how your existing lesson plan\/assessment\/activity currently gives learners options for action and\/or expression within UDL\u2019s guidelines and checkpoints.<\/li>\n<li>Add at least one more option for action and\/or expression to your existing lesson\/assessment\/activity using UDL\u2019s guidelines and checkpoints.<\/li>\n<li>Give a rationale for the option(s) you added to your existing lesson\/assessment\/activity.<\/li>",
            "title": "UDL: Action &amp; Expression - Apply Your Skills",
            "excerpt": "Universal Design for Learning (UDL) is a framework that makes meaningful, rigorous learning opportunities accessible to all learners. In this course, you will demonstrate your proficiency with the action &amp; expression principle of UDL. Action and expression are the \u201chow\u201d of learning: the ways in which learners navigate an environment and show what they know....",
            "slug": "udl-action-expression-apply-your-skills",
            "modified_timestamp": 1721825022,
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        {
            "id": 88239,
            "path": "\/course\/mindful-practices-everyday-sel-for-adults\/",
            "author_id": 21,
            "timestamp": 1721825014,
            "content": "<p>Intuitively, we understand that educators cannot fully teach what they cannot model. That\u2019s one reason educator social-emotional competency is vital to any successful school-wide SEL program. Through mindful practices and self-reflection, you will develop the skills and knowledge required to strengthen your social-emotional competency and create positive, supportive learning environments for yourself and your students. This course is the first in a series on SEL for Adults and is designed to set the foundation for your SEL journey. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Explore how strengthening your social-emotional competency can benefit your personal life and the lives of your students.<\/li>\n<li>Learn about the four SEL implementation focus areas (i.e., self-awareness, self-regulation, social awareness, and balance between self-efficacy and social harmony) and how to incorporate these focus areas into your teaching practice.<\/li>\n<li>Develop practical strategies for self-care and maintaining a healthy work-life balance.<\/li>\n<li>Reflect on what fills you up (energy replenishers) and what drains you (energy expenditures).<\/li>\n<\/ul>\n\n<p>This course is offered in partnership with mindful<span data-sheets-root=\"1\" data-sheets-value=\"{&quot;1&quot;:2,&quot;2&quot;:&quot;Mindful Practices&quot;}\" data-sheets-userformat=\"{&quot;2&quot;:513,&quot;3&quot;:{&quot;1&quot;:0},&quot;12&quot;:0}\">&nbsp;Practices<\/span>. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Mindful Practices: Everyday SEL for Adults",
            "excerpt": "Intuitively, we understand that educators cannot fully teach what they cannot model. That\u2019s one reason educator social-emotional competency is vital to any successful school-wide SEL program. Through mindful practices and self-reflection, you will develop the skills and knowledge required to strengthen your social-emotional competency and create positive, supportive learning environments for yourself and your students....",
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            "modified_timestamp": 1721825024,
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        {
            "id": 88240,
            "path": "\/course\/special-populations-assessments-planning-for-teachers\/",
            "author_id": 21,
            "timestamp": 1721825014,
            "content": "<p> Discerning how and when to use assessments to meet the needs of every learner is an essential part of planning. Each student has different learning needs, with some requiring re-teaching, others needing reinforcement, and others yet remaining unchallenged. In this course, you\u2019ll review common assessment types and explore how two in particular \u2014 formative and ipsative assessments \u2014 stand out as being particularly useful in addressing the needs of your special population students. <\/p>\n<p>In this course, you will:<\/p>\n\n<li>Review how different types of assessments are commonly used in classroom settings.\n\n<\/li><li>Explore how formative assessments can provide you with immediate feedback and inform the direction of your instruction.\n\n<\/li><li>Recognize how ipsative assessments offer an alternative means for measuring individual student progress.\n\n<\/li><li>Apply your learning and share ideas with other participants.<\/li>",
            "title": "Special Populations &amp; Assessments: Planning for Teachers",
            "excerpt": "Discerning how and when to use assessments to meet the needs of every learner is an essential part of planning. Each student has different learning needs, with some requiring re-teaching, others needing reinforcement, and others yet remaining unchallenged. In this course, you\u2019ll review common assessment types and explore how two in particular \u2014 formative and...",
            "slug": "special-populations-assessments-planning-for-teachers",
            "modified_timestamp": 1721825025,
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        },
        {
            "id": 88232,
            "path": "\/course\/chatgpt-for-educators-an-introduction\/",
            "author_id": 21,
            "timestamp": 1721824989,
            "content": "<p>As an educator in the 21st century, you understand the importance of staying up to date with the latest technology and tools that shape your students' learning experiences. This course will introduce you to ChatGPT, an AI-powered language model, and its potential impact on K-12 education. You will learn about how ChatGPT works, reflect on how it may impact your own practice, and experiment with ChatGPT to create something that could be used in your educational setting. Enroll to stay ahead of the curve and at the center of discussion when it comes to artificial intelligence in education.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Describe the key features and functionality of ChatGPT and the technology that powers it.<\/li>\n<li>Identify ChatGPT\u2019s current capabilities and limitations as a tool for K-12 educators.<\/li>\n<li>Reflect on ways that ChatGPT and other AI tools may impact your own practice.<\/li>\n<li>Experiment with ChatGPT to create something that may be useful in your educational setting.<\/li>\n<\/ul>",
            "title": "ChatGPT for Educators: An Introduction",
            "excerpt": "As an educator in the 21st century, you understand the importance of staying up to date with the latest technology and tools that shape your students&#8217; learning experiences. This course will introduce you to ChatGPT, an AI-powered language model, and its potential impact on K-12 education. You will learn about how ChatGPT works, reflect on...",
            "slug": "chatgpt-for-educators-an-introduction",
            "modified_timestamp": 1721824989,
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            "post_type": "courses",
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            "time_commitment": "5 hrs",
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            "price": "$5",
            "plp_subject_area": "Administration, Best Practices, Blended &amp; Online Learning",
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        },
        {
            "id": 88233,
            "path": "\/course\/dln-response-to-intervention-rti\/",
            "author_id": 21,
            "timestamp": 1721824989,
            "content": "<p>Having a data-driven RTI, ensures you are focused on student learning and improving instruction via intervention which will impact all students. The question that lingers is, what about students that are not proficient, or lack individual growth due to COVID? This course will provide the foundation for your work to identify and provide tiers of support based on the individual needs of your students.<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: Response to Intervention (RTI)",
            "excerpt": "Having a data-driven RTI, ensures you are focused on student learning and improving instruction via intervention which will impact all students. The question that lingers is, what about students that are not proficient, or lack individual growth due to COVID? This course will provide the foundation for your work to identify and provide tiers of...",
            "slug": "dln-response-to-intervention-rti",
            "modified_timestamp": 1721824990,
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            "scech": "15",
            "price": "$100",
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        },
        {
            "id": 88234,
            "path": "\/course\/udl-representation-apply-your-skills\/",
            "author_id": 21,
            "timestamp": 1721824989,
            "content": "<p>As an educator, you\u2019ve witnessed first-hand how drastically students can differ in terms of how they best learn. In this course, you will practice applying the representation principle from the Universal Design for Learning (UDL) framework to make your lessons more accessible to all learners. To demonstrate your proficiency with this principle, you will revise one of your existing activities, assessments, or lesson plans to provide at least one more option for representation. This course is intended for educators in all subjects and grade levels.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Choose one of your lesson plans, sessions, or activities that would benefit from more options for representation.<\/li>\n<li>Evaluate how your existing lesson plan, session, or activity currently gives learners options for representation within UDL\u2019s guidelines and checkpoints.<\/li>\n<li>Add at least one more option for representation to your existing lesson, session, or activity using UDL\u2019s guidelines and checkpoints.<\/li>\n<li>Give a rationale for the option(s) you added to your existing lesson, session, or activity. <\/li>\n<\/ul>",
            "title": "UDL: Representation - Apply Your Skills",
            "excerpt": "As an educator, you\u2019ve witnessed first-hand how drastically students can differ in terms of how they best learn. In this course, you will practice applying the representation principle from the Universal Design for Learning (UDL) framework to make your lessons more accessible to all learners. To demonstrate your proficiency with this principle, you will revise...",
            "slug": "udl-representation-apply-your-skills",
            "modified_timestamp": 1721824992,
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            "price": "$5",
            "plp_subject_area": "Administration, Assessment, Best Practices, Other, Special Education",
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        {
            "id": 88235,
            "path": "\/course\/udl-engagement-apply-your-skills\/",
            "author_id": 21,
            "timestamp": 1721824989,
            "content": "<p>Ready to get hands-on experience designing lessons using the Universal Design for Learning (UDL) framework? In this competency-based course, you\u2019ll practice revising one of your own lesson plans, assessments, or activities by applying the UDL principle of \u201cprovide multiple means of engagement.\u201d This course is intended for educators in all subjects and grade levels.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Choose one of your lesson plans, sessions, or activities that would benefit from providing students with more options for engagement<\/li>\n<li>Demonstrate how your existing lesson plan, session, or activity currently engages learners with UDL\u2019s guidelines and checkpoints.<\/li>\n<li>Add at least one more option for engagement using UDL\u2019s guidelines and checkpoints and offer a rationale for why you made this choice.<\/li>\n<\/ul>\n<p><\/p>",
            "title": "UDL: Engagement - Apply Your Skills",
            "excerpt": "Ready to get hands-on experience designing lessons using the Universal Design for Learning (UDL) framework? In this competency-based course, you\u2019ll practice revising one of your own lesson plans, assessments, or activities by applying the UDL principle of \u201cprovide multiple means of engagement.\u201d This course is intended for educators in all subjects and grade levels. In...",
            "slug": "udl-engagement-apply-your-skills",
            "modified_timestamp": 1721824993,
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            "plp_subject_area": "Administration, Assessment, Best Practices, Other, Special Education",
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        },
        {
            "id": 88453,
            "path": "\/about\/news\/five-selected-as-finalists-in-michigan-virtuals-edtech-innovation-pitch-contest\/",
            "author_id": 2,
            "timestamp": 1721670113,
            "content": "<!-- wp:paragraph -->\n<p><em>Contest enters third successful year of fostering innovation in virtual learning spaces<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong> \u2014 Five Michiganders participated in the <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=pressrelease\">Michigan EdTech Innovation Pitch Contest<\/a>. Each of the finalists advanced to a pitch presentation on July 18, where first, second and third place winners were chosen. Finalists will share $22,000 in business startup grants and receive additional legal and creative startup assistance to implement their ideas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAs this contest has entered its third year, I\u2019m heartened and inspired by the submission ideas we continue to see from Michiganders with a desire to say, \u2018I wish there was an app for that\u2019 in an educational setting,\u201d said Jamey Fitzpatrick, President and CEO at <em>Michigan Virtual<\/em>. \u201cThis contest was another great opportunity for Michigan educators to directly impact classrooms by turning their dreams into reality. Our five finalists were great and extremely innovative.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan educators and innovators must have submitted a written pitch by July 7 to be selected for the July 18 contest. The <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=pressrelease\">Michigan EdTech Innovation Pitch Contest<\/a> finalists are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>1<sup>st<\/sup>\u00a0\u2013 Valerie Rackley from MindWired Labs in Lapeer, Michigan<\/strong><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>MindWired&nbsp;Labs provides affordable hands-on STEM education kits that let learners build and program fun projects like alarm sensors and vending machines, developing knowledge of embedded systems and Iot technologies along&nbsp;the way.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>2<sup>nd<\/sup>\u00a0\u2013 Devon Riter from CommunityConnect in Ann Arbor, MI<\/strong><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>CommunityConnect&nbsp;is an online platform that helps K-12 teachers find and connect with community partners to design more authentic and engaging class projects.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>3<sup>rd<\/sup>\u00a0\u2013 Jacob Marchywka from NoteClear in Taylor, MI<\/strong><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>NoteClear&nbsp;is an AI-powered tool that helps students get more value from their classroom notes. By generating practice problems and summaries of past notes, students can easily review for quizzes and exams.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>4<sup>th<\/sup>\u00a0\u2013 Jasmine Woodruff from NexLevel Tech Solutions in Detroit, MI<\/strong><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>NexLevel&nbsp;provides educational services on digital safety for children and parents and tools to help parents monitor their child\u2019s online activity and safety.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>5<sup>th<\/sup>\u00a0\u2013 James (JC) Price from Paraillel in Southfield, MI<\/strong><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Paraillel&nbsp;is an AI-driven platform to help educators streamline curriculum development, student assessments and data analysis, automating time consuming tasks to allow educators more time for impactful teaching and instruction with students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The<a href=\"https:\/\/link.mediaoutreach.meltwater.com\/ls\/click?upn=u001.yD4iwa7cueO7EBy-2FjNYBBQ70Pq3-2FA8NOmFL56ZSZCLznY6gb0Bwkvh0MWab5BLHyf2I2zkUfEL4HGTF1oswB5vSoghZcb00Y5lwihMSepKOQF4KE1TGANQnz5eKBv45opwrqJUN-2FixXhGwhoq-2BYP4-2Bg-2BDOkrfW9Us0NGA5R-2F-2F0deGftDSmKpGbx089y3RAPD21QV1LpbdL1TgjCyRh1pcjNAkmX0NzyNKDEGo05GnkHKJ9ogdyvu-2Ft-2F6fWp7ScpVloA1Hg6rYTWMeCMqv4jP-2FS8aSFOs5TlmilhpW3u8dQ1krLxM8WDA159RotWYfhVYzAfwBQw-2BCrXODzDrpWR3rMW5g-2BrS43ZeT6WGXul7gkVwK0Wg-2BPnyemssHMXzPvl3H3pwGJqPwEigRErsXkfVssNU02hbuz8kWGmuq9jkPGRBqe96AcxcJ-2B2Odc34BlsmDOWrQaIo-2FCxJduSxhMOB3vhUBlNzZfOCL2wgIrngL5I28Qlm2P22963TMKiRbBEQgFOlLhC-2F0uxB5-2BEHL1skNxhRnrz188EohbVR-2FFmlot0G-2BGpBnlsS8rvupa9ltWULYFa19kVmTL-2B9k39jAc6eQesEr2iScxAAPoh5LwqUnkEd1tZMg6PrNJtULHwldIl1LsigdAwEBUgjXTAUWQ5ZR1Fj-2Fp6hvNlD9PBuHP7YHZRT0AUhpLUBCiW3HWkTSHiHhM2XOWDyOMcll7Xqwv6DUHu-2Bj0sb-2F5qrIwiVeOta172nC150ynJrzP5ePBj21sva-2FC3pIUHrhUJyYOf-2Fdh80FEWkQXvFPV1Epg28-2Bs4Rnq4YshtJxQk-2BZKiYbvS9shVEl-2Fv29FL5-2BoCdCfN7JMwjYFuXLoCicfy7JWYGixfRhq5SASgKE1uP59qo2CylxdoyF4UWDQMwqVyt9HkaRfQ9jhAH7NIaGmX2Yfcrh1YmA-2B0zaRx6mti7euMSq-2BpCZJ2DVyWNfVi-2FP4Kj2F6G-2Flephd10WhQTtIQTdEaWI5SnyxWns1YTpC31iXZguyyav4ZBynOPbo2kUwGLdoZENqYbpS91p70d-2BVIaln-2BjPQX11lQycPCKb-2FKFSnoAv7-2Fx6bpJlk-2B1XxQcY0oK1AEjRZXyNY1dDXC7a56dpsQ-2BH4DTPbl1-2BcFUUiq8rzBP382jzZXm0P35r5tMGdmV4pQTuJFbyy-2FD6RScjtaUlySSrsnpa7PBasPQT54uoHx-2BnUQnDwS6MXNxoRp6-2FTBORQ40LiYiKT8vFQ3YN3z7zbhwEnBvClbsvw2TW6ZmzsCv73RXkvBGLXTwWw58s-2BW9ZvLHj-2F5MLMdB2Cx9dHr-2BWckdkUERtSF8git2Us5SYDML8KQTgnLgwrsKf0mfAB3k-2FYYASA-2Fyk8GMlScZ4bIM5kdfyeh4LZNtBJqPh7MTWQA0qSaUwnOmYtSsqM-2FJc0SLRrmiE5EuAJhffpYaaSKO82YWyaDVFCi5dud-2FCOAVlGlu7oXnArkSnrmN_rHRZ5HFrVxxlndsTu4Nez5fr53yelUGJhDcXuY-2Bw-2F0pByxZegMJTzP5UPmA4Oq7fPqEKhtgBPVN-2FqZ4sBR2eKz2fqS37kL8Ao-2BF9cGZZYXtaKkyiPN0VjrW-2Bj4u7h4vcd6OAr4bU84LHBWKYBF5sgehaJigqBzmoTQd1jpw3KYJp54jvOpGv8qmwpi-2FayO8thTR-2FsNW1Uu78ubbt89NBB8tpGGZf2fqNbAFr73NXFhdq-2F4yaYktoQbE7zzU7IR3APM4OCAG4Gk-2BmcZL4br1EO2fSaGTyjuAYdJafpbe4IeUUHHgQBqTMSkZg8zPXzrLcMweLwWfDqRHbCm4Bf8BldYeSzVbmBobPe-2F8pi-2BwTZ5QM-2Fh4AJ2etZnbB-2BG1yGBJ2t4dFFb0eqPVcuWDgFnIS8g-3D-3D\"> <\/a><a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=pressrelease\">Michigan EdTech Innovation Pitch Contest<\/a> is the result of a partnership between<em> <a href=\"https:\/\/michiganvirtual.org\/\">Michigan Virtual<\/a><\/em>, <a href=\"https:\/\/www.msufoundation.org\/\">MSU Research Foundation<\/a>, Michigan State\u2019s <a href=\"https:\/\/entrepreneurship.msu.edu\/\">Burgess Institute<\/a> for Entrepreneurship and Innovation and <a href=\"https:\/\/michigansbdc.org\/\">Michigan SBDC<\/a>. The first-place winner will receive $10,000 in business startup grant funding. The second-place winner will receive $6,000 in business startup grant funding. The third-place winner will receive $4,000 in business startup grant funding. The fourth and fifth place finalists will each receive $1,000.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Start-up legal and marketing consultations for the top three winners are being generously donated by <a href=\"https:\/\/michigancreative.com\/\" data-type=\"link\" data-id=\"https:\/\/michigancreative.com\/\">Michigan Creative<\/a> and<a href=\"https:\/\/link.mediaoutreach.meltwater.com\/ls\/click?upn=u001.yD4iwa7cueO7EBy-2FjNYBBQ70Pq3-2FA8NOmFL56ZSZCLznY6gb0Bwkvh0MWab5BLHyf2I2zkUfEL4HGTF1oswB5vSoghZcb00Y5lwihMSepKOQF4KE1TGANQnz5eKBv45opwrqJUN-2FixXhGwhoq-2BYP4-2Bg-2BDOkrfW9Us0NGA5R-2F-2F0fT0rA5FGGgOYwd2z57HYpfOWXYfjaxSSklu5-2BmVtcsEW8EzaT1S-2FeBzb1nv7RWiBYJdyN3FXPKBmRemAb706BerzlXdLyXQSo-2BBsrhay3y9vlltfMsl2Bptx7eIXco3CckY-2BjShaaoHCbZ4301AG0-2BNclIM8peiXWDcJcMxuirOaoJxXaqNTHnCTiT-2FGD-2BfazbesyQkoUBQzTp78X-2BWLUJejtg-2FScgi4jW2h1SJF9qT1CxjvgJDpe3eZ6vz8DwFTKMM-2F6gFh0dxM7kA9OJ8KUfW-2FfoM-2FqfWUlrcT6s1bfpSzQACFqO4-2BrIvvItwRbR9QDjjJ-2F3Y5-2B0n6U-2BKmzLDq14-2B-2BNbi3TkgfLfxIC5vH89bWTtiUDyc1EVNWuxHxW5K-2Bskq9Dg-2BKum1vrJcpIPDj569fHyAs7ilNvZGey1rFwx5-2FvYxaYCkKb7i5mbC06Odo5iU4dA9YcsaNmBaiTOUtltHKL8nIITw7lU1co-2Fmr5SbM00fhczLgT41nEbAokxAWMyHSyGoJSxW0R8-2B9JHxMxPGMVFkAb9aCvpKX6RmbxBTDY1fDVAmxr9fzGP0qVyBTLTN7mCMaIGpV1athFAmnmdv1DzoBW63fFCFECyVoFFozvE83tjovCylXWB4s4IVkEG8vWiR6GlgrbWh2VpMXMQDkZP95Yl0LgmE25XSmrIY9ykmoBfBOwEm7MiuZQce3Kqsbtb5CVAma8rAWvyzG9CRSSTaBrOOC8fHXpl-2FdBcZiir-2FBGoH8-2FWxGp9DUlmIxqFvX5KyTle6yfrifxwjHMjlZmFOfacfSeXyZGQ1RbUmqfbErawZv8sAtxQXz9LQrx7nc6cm-2FFWJMeMxWmmC0SNqp0CH0Dav4lmuqNhPzS-2FSzVMLH3RgBJ1k8pf8OTQVKLtnHAU2nzwrGQhLiXBm7UNT2Lzc6BFYc6tl3Ne6b-2FGmsn-2FB4eNO07FKt4IKpYYcBGdWSlSBdmaV8CPBH3eMPfxz1ezbFQgjD61EpevEuvwDaggCTkAPH51aknPB3m32YrZm-2FO4YI-2BWyTm0g5C9TaMoKo5q2ztJVQaaLw4xcYAuE2-2FZy6MlHnmBf54zxO3RkZ2aBN5uvRawVYlrC2TmEcO-2F3IK4_rHRZ5HFrVxxlndsTu4Nez5fr53yelUGJhDcXuY-2Bw-2F0pByxZegMJTzP5UPmA4Oq7fPqEKhtgBPVN-2FqZ4sBR2eKz2fqS37kL8Ao-2BF9cGZZYXtaKkyiPN0VjrW-2Bj4u7h4vcd6OAr4bU84LHBWKYBF5sgehaJigqBzmoTQd1jpw3KYJp54jvOpGv8qmwpi-2FayO8thTR-2FsNW1Uu78ubbt89NBB8tpGGZf2fqNbAFr73NXFhcDD4TmkoHOe7logkwtIaJzNR4GIwC57zkECnngEqZv1AP2HtMlKd9tvzqvuok-2BFeUD1A3W9inbhYd2zJIi7NfOdnXg5bqxl-2FBADVj9aCQ2EXh3KHPelER62HVG83Qa7A1ykRILtxFN82aiY4KgnrOGfG8LLdCa8ttRU7vEZCQM8Q-3D-3D\"> <\/a><a href=\"https:\/\/www.fosterswift.com\/\">Foster Swift<\/a>. All monetary prizes will be made available in the form of grants from <em>Michigan Virtual<\/em> to the winners.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the contest, visit www.<a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">michiganvirtual.org\/pitch<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Five selected as finalists in Michigan Virtual\u2019s EdTech Innovation Pitch Contest\u00a0",
            "excerpt": "Contest enters third successful year of fostering innovation in virtual learning spaces LANSING, Mich. \u2014 Five Michiganders participated in the Michigan EdTech Innovation Pitch Contest. Each of the finalists advanced to a pitch presentation on July 18, where first, second and third place winners were chosen. Finalists will share $22,000 in business startup grants and...",
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            "content": "Learn how to communicate through digital photography. In this class, you will \"focus\" on the basics of camera operation, exposure, image control, picture composition, photo enhancement, and photo manipulation. This course discusses digital and traditional film photography, design, graphic arts, and electronic communication through discussions and mock-ups. You will complete photography projects which demonstrate techniques such as portraiture, composition, landscapes, architecture, and street photography. It is STRONGLY recommended that you use a digital camera for this course to complete all required assignments. If you choose to use a cell phone for this course, you will also need to access a photo editing application that permits users to apply settings that can generally be applied within menus typical of DSLR cameras. Note:This course has an introduction to basic photography digital editing but mainly focuses on the characteristics of various forms of photographic art and techniques used to achieve such artwork. Therefore, students should be prepared to use their camera and software editing tools or plan to learn and experiment with their use on their own while completing course activities.",
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            "path": "\/course\/let-them-lead-strategies-for-a-student-centered-classroom\/",
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            "timestamp": 1721410226,
            "content": "<p>In this research-based course, we guide you through the pillars of student-centered learning and showcase successful stories from Michigan schools to help you cultivate a student-centered classroom where every voice matters. Discover practical strategies, tools, and activities that foster an environment where students thrive as they take the lead in their learning.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify key components of student-centered learning <\/li>\n<li>Consider why schools and educators are making learning student-centered<\/li>\n<li>Examine what student-centered learning looks like in practice<\/li>\n<li>Explore strategies and applications for making learning student-centered<\/li>\n<li>Determine your next steps towards making learning student-centered<\/li>\n<\/ul>\n<p><\/p>",
            "title": "Let Them Lead: Strategies for a Student-Centered Classroom",
            "excerpt": "In this research-based course, we guide you through the pillars of student-centered learning and showcase successful stories from Michigan schools to help you cultivate a student-centered classroom where every voice matters. Discover practical strategies, tools, and activities that foster an environment where students thrive as they take the lead in their learning. In this course,...",
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        {
            "id": 88335,
            "path": "\/course\/online-lessons-with-littles-planning\/",
            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<p>Transitioning to online learning requires educators to make adjustments and think outside the box when it comes to planning lessons for young students. This course focuses on simple strategies to easily plan online teaching for your preschool and early elementary classroom by breaking lessons into fun and digestible components for your little students. We will explore what weekly and daily planning looks like, online assessment options for young students, and how you can involve families and communities in online learning.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand how to plan weekly and daily online lessons with helpful tips catered to your littles,<\/li>\n<li>Identify how to use at home and remote activities to assess learning progress,<\/li>\n<li>Explore engagement activities\/lessons in which families can be involved, and<\/li>\n<li>Discuss how you might use newfound resources to organize a single day of online instruction.<\/li>\n<\/ul>\n<p>Online Lessons with Littles: An Overview is strongly recommended as a precursor to this course, but not required.<\/p>",
            "title": "Online Lessons with Littles - Planning",
            "excerpt": "Transitioning to online learning requires educators to make adjustments and think outside the box when it comes to planning lessons for young students. This course focuses on simple strategies to easily plan online teaching for your preschool and early elementary classroom by breaking lessons into fun and digestible components for your little students. We will...",
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            "modified_timestamp": 1721410181,
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                18401,
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        {
            "id": 88336,
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            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<p>What, Why, How. These are the three most important questions that we need our youngest students to understand when it comes to their own distance learning. This resource-packed course will provide you with a path forward in engaging your pre-kindergarten through kindergarten students. You will gain tips on maintaining personal connections, building and fostering your students\u2019 social-emotional and cognitive skills, prioritizing family interactions, and using technology to enhance learning. You will also have opportunities to connect with others to share what has worked (and what hasn't).<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Explore activities that integrate important aspects of play to foster student interactions and connections,<\/li>\n<li>Identify ways to create space for family involvement through virtual field trips and meetups,<\/li>\n<li>Determine how to use age appropriate technology to enhance instruction and communication with littles, and<\/li>\n<li>Discuss strategies you use in your own classroom or what you might incorporate in the future to engage students online.<\/li>\n<\/ul>\n<p>Online Lessons with Littles: An Overview is strongly recommended as a precursor to this course, but not required.<\/p>",
            "title": "Online Lessons with Littles - Engagement",
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        },
        {
            "id": 88337,
            "path": "\/course\/effective-feedback-in-a-virtual-setting\/",
            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<p>In the age of virtual learning, providing valuable feedback can make the difference between students who participate, engage, and succeed in their courses or students who are unmotivated to reach their potential. So how can you make sure your feedback is effective? In this dynamic course, you will explore various methods that you can use to achieve personal, quality feedback and enhance online student learning. You?ll also explore research-based practices that will support you in your efforts as well as a variety of formats and platforms that will help you achieve positive student outcomes.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Develop a greater understanding of online competencies,<\/li>\n<li>Explore aspects of student motivation and engagement in an online setting,<\/li>\n<li>Apply strategies and skills for individualized communication in an online environment,<\/li>\n<li>Evaluate feedback to determine if it supports student learning and promotes growth, and<\/li>\n<li>Hear from real online teachers and experts on how to connect with students and promote a growth mindset.<\/li>\n<\/ul>",
            "title": "Effective Feedback in a Virtual Setting",
            "excerpt": "In the age of virtual learning, providing valuable feedback can make the difference between students who participate, engage, and succeed in their courses or students who are unmotivated to reach their potential. So how can you make sure your feedback is effective? In this dynamic course, you will explore various methods that you can use...",
            "slug": "effective-feedback-in-a-virtual-setting",
            "modified_timestamp": 1721410181,
            "term_ids": [
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            "post_type": "courses",
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            "time_commitment": "6 hrs",
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        },
        {
            "id": 88338,
            "path": "\/course\/micro-credential-3-progression-of-addition\/",
            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<p>The aspiring or current K-12 educator will explore videos and articles to reflect on how students develop a solid foundation for understanding addition. They will explore the foundational skills, strategies, and language that need to be mastered for students to progress with flexibility and efficiency to larger numbers. Educators will apply knowledge of addition instruction to reflect on the relationship between addition and subtraction.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Construct your own theory on the importance of conceptual understanding when teaching and learning addition.<\/li>\n<li>Explore single-digit addition strategies that are foundational to visual\/mental math.<\/li>\n<li>Understand the connection between addition and subtraction.<\/li>\n<li>Explain how a true conceptual knowledge of addition will support the transition into understanding subtraction.<\/li>\n<\/ul><div>This course is offered in partnership with K12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/div>",
            "title": "Micro-Credential #3: Progression of Addition",
            "excerpt": "The aspiring or current K-12 educator will explore videos and articles to reflect on how students develop a solid foundation for understanding addition. They will explore the foundational skills, strategies, and language that need to be mastered for students to progress with flexibility and efficiency to larger numbers. Educators will apply knowledge of addition instruction...",
            "slug": "micro-credential-3-progression-of-addition",
            "modified_timestamp": 1721410181,
            "term_ids": [
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                18536,
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            "post_type": "courses",
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            "time_commitment": "4 hrs",
            "scech": "4",
            "price": "$40",
            "plp_subject_area": "Math, Subject Specific",
            "sls_terms": "",
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            "delivery_format": "lightly-facilitated",
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            "credit_type": "scech",
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                "full": "\/wp-content\/uploads\/2024\/03\/989.jpg"
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        },
        {
            "id": 88339,
            "path": "\/course\/micro-credential-1-the-language-and-mindset-of-mathematics\/",
            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<p>The aspiring or current K-12 educator will explore the connection between mathematics, language, and mindset. They will deepen their understanding of the importance for both students and teacher\/tutor to adopt a positive growth mindset around their ability to do math. Candidates will explore math as a language and examine the words that can be used to build concrete\/visual understanding, which is critical for a strong foundation in mathematics. <\/p>\n<p>In this course, you will:<\/p><ul>\n<li>Identify a plan of action for adopting and teaching students to have a positive growth mindset about math.<\/li>\n<li>Reflect on how math is used in the world around us.<\/li>\n<li>Recognize that numbers and symbols are used to represent the concrete\/visual world that we already experience and speak about daily.<\/li>\n<li>Acquire and Apply knowledge of the Concrete-Representational-Abstract progression.<\/li>\n<\/ul><div>This course is offered in partnership with K12 Connect. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/div>",
            "title": "Micro-Credential #1: The Language and Mindset of Mathematics",
            "excerpt": "The aspiring or current K-12 educator will explore the connection between mathematics, language, and mindset. They will deepen their understanding of the importance for both students and teacher\/tutor to adopt a positive growth mindset around their ability to do math. Candidates will explore math as a language and examine the words that can be used...",
            "slug": "micro-credential-1-the-language-and-mindset-of-mathematics",
            "modified_timestamp": 1721410181,
            "term_ids": [
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            "post_type": "courses",
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            "time_commitment": "5 hrs",
            "scech": "5",
            "price": "$50",
            "plp_subject_area": "Math, Subject Specific",
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        },
        {
            "id": 88340,
            "path": "\/course\/micro-credential-2-early-number-and-counting-concepts\/",
            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<div><font face=\"Arial\">The aspiring or current K-12 educator will explore how students develop early number and counting concepts, what misconceptions they may have, and language to support continued number development. They will also explore the importance of the Concrete-Representational-Abstract (C-R-A) progression.<\/font><\/div><div><font face=\"Arial\"><br><\/font><\/div><div><span id=\"docs-internal-guid-89a0c6fc-7fff-4517-8347-c820b8ef6471\"><font face=\"Arial\"><p dir=\"ltr\" style=\"line-height:1.2;margin-top:0pt;margin-bottom:0pt\"><span style=\"vertical-align: baseline\">In this course, you will:<\/span><\/p><ul style=\"margin-top:0;margin-bottom:0;padding-inline-start:48px\"><li dir=\"ltr\" style=\"list-style-type: disc;vertical-align: baseline\"><p dir=\"ltr\" style=\"line-height:1.2;margin-top:0pt;margin-bottom:0pt\" role=\"presentation\"><span style=\"vertical-align: baseline\">Reflect on the progression of early numbers and counting.<\/span><\/p><\/li><li dir=\"ltr\" style=\"list-style-type: disc;vertical-align: baseline\"><p dir=\"ltr\" style=\"line-height:1.2;margin-top:0pt;margin-bottom:0pt\" role=\"presentation\"><span style=\"vertical-align: baseline\">Analyze an early elementary readiness standard and determine how a student would demonstrate an understanding of that concept.<\/span><\/p><\/li><li dir=\"ltr\" style=\"list-style-type: disc;vertical-align: baseline\"><p dir=\"ltr\" style=\"line-height:1.2;margin-top:0pt;margin-bottom:0pt\" role=\"presentation\"><span style=\"vertical-align: baseline\">Identify impactful words and phrases to use when modeling for a student.<\/span><\/p><\/li><li dir=\"ltr\" style=\"list-style-type: disc;vertical-align: baseline\"><p dir=\"ltr\" style=\"line-height:1.2;margin-top:0pt;margin-bottom:0pt\" role=\"presentation\"><span style=\"vertical-align: baseline\">Explore the C-R-A progression for a Number Sense standard<\/span><\/p><\/li><li dir=\"ltr\" style=\"list-style-type: disc;vertical-align: baseline\"><p dir=\"ltr\" style=\"line-height: 1.2;margin-top: 0pt;margin-bottom: 0pt\" role=\"presentation\"><span style=\"vertical-align: baseline\">Develop an understanding of the importance of identifying misconceptions as related to the early progression of numbers and counting. <\/span><\/p><\/li><\/ul><div><span><br><\/span><\/div><div><span>This course is offered in partnership with K12 Connect. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/span><\/div><\/font><\/span><\/div>",
            "title": "Micro-Credential #2: Early Number and Counting Concepts",
            "excerpt": "The aspiring or current K-12 educator will explore how students develop early number and counting concepts, what misconceptions they may have, and language to support continued number development. They will also explore the importance of the Concrete-Representational-Abstract (C-R-A) progression. In this course, you will: Reflect on the progression of early numbers and counting. Analyze an...",
            "slug": "micro-credential-2-early-number-and-counting-concepts",
            "modified_timestamp": 1721410181,
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                18416,
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        {
            "id": 88341,
            "path": "\/course\/micro-credential-6-high-leverage-strategies-for-mathematics\/",
            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<p>The aspiring or current K-12 educator will examine some of the fundamental strategies teachers can use with students to learn important mathematical content.  They will build on their repertoire of effective practices to help students make meaningful access and appropriate progress.  <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Examine how to unpack the learning target and reflect on how this strategy can be reinforced in the classroom.<\/li>\n<li>Examine modeling and gradually releasing the responsibility to the learner and reflect on how this strategy can be reinforced in the classroom.<\/li>\n<li>Examine providing purposeful feedback and reflect on how this strategy can be reinforced in the classroom.<\/li>\n<li>Dig into some other high-leverage strategies and find one that you think you can implement in your classroom or with your student(s).<\/li>\n<\/ul><div>This course is offered in partnership with K12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/div>",
            "title": "Micro-Credential #6: High Leverage Strategies for Mathematics",
            "excerpt": "The aspiring or current K-12 educator will examine some of the fundamental strategies teachers can use with students to learn important mathematical content. They will build on their repertoire of effective practices to help students make meaningful access and appropriate progress. In this course, you will: Examine how to unpack the learning target and reflect...",
            "slug": "micro-credential-6-high-leverage-strategies-for-mathematics",
            "modified_timestamp": 1721410181,
            "term_ids": [
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                18403,
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        },
        {
            "id": 88342,
            "path": "\/course\/micro-credential-4-foundations-of-multiplication\/",
            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<p>The aspiring or current K-12 educator will watch videos to reflect on the progression of multiplicative thinking. They will understand why a variety of strategies are important to developing a strong foundation in understanding multiplication. Educators will then apply this knowledge to multiplication instruction and explore the relationship between multiplication and division.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand strategies for single-digit multiplication.<\/li>\n<li>Give strategies for multiplying up to a four-digit number by a one-digit number.<\/li>\n<li>Develop an understanding of the importance of identifying what strategies students are using related to multiplication.<\/li>\n<li>Explore the Concrete-Representational-Abstract (C-R-A) progression to ensure students have a strong foundation of the WHY of multiplication.<\/li>\n<li>Look at partial products as a tool for multiplying and explore the relationship between multiplication and division.<\/li>\n<\/ul><div>This course is offered in partnership with K12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/div>",
            "title": "Micro-Credential #4: Foundations of Multiplication",
            "excerpt": "The aspiring or current K-12 educator will watch videos to reflect on the progression of multiplicative thinking. They will understand why a variety of strategies are important to developing a strong foundation in understanding multiplication. Educators will then apply this knowledge to multiplication instruction and explore the relationship between multiplication and division. In this course,...",
            "slug": "micro-credential-4-foundations-of-multiplication",
            "modified_timestamp": 1721410181,
            "term_ids": [
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            "post_type": "courses",
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        },
        {
            "id": 88343,
            "path": "\/course\/micro-credential-5-developing-fraction-concepts\/",
            "author_id": 21,
            "timestamp": 1721410181,
            "content": "<p>The K-12 educator will possess essential competencies in teaching fractions. They will demonstrate a comprehensive understanding of fractions as \"fair shares\" and components of a whole, recognizing these concepts as fundamental for building a strong mathematical foundation. Additionally, the educator will excel in guiding students who encounter challenges when working with fractions or decimals, skillfully redirecting them to concrete or visual representations to enhance their conceptual understanding.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Delve into foundational concepts and analyze the progression of fractions.<\/li>\n<li>Explore and analyze picture books to develop a theory on connecting fractions to real-world concepts.<\/li>\n<li>Develop a comprehensive understanding of how fraction lessons unfold.<\/li>\n<li>Deepen your understanding of fraction concepts through reflection on your own experience as a learner of fractions.<\/li>\n<li>Look at partial products as a tool for multiplying and explore the relationship between multiplication and division.<\/li>\n<\/ul><div>This course is offered in partnership with K12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy<\/a>.<\/div>",
            "title": "Micro-Credential #5: Developing Fraction Concepts",
            "excerpt": "The K-12 educator will possess essential competencies in teaching fractions. They will demonstrate a comprehensive understanding of fractions as &#8220;fair shares&#8221; and components of a whole, recognizing these concepts as fundamental for building a strong mathematical foundation. Additionally, the educator will excel in guiding students who encounter challenges when working with fractions or decimals, skillfully...",
            "slug": "micro-credential-5-developing-fraction-concepts",
            "modified_timestamp": 1721410181,
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            "time_commitment": "4 hrs",
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            "price": "$40",
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        },
        {
            "id": 88325,
            "path": "\/course\/micro-credential-5-reading-fluency-what-tools-can-i-use-to-increase-it\/",
            "author_id": 21,
            "timestamp": 1721410171,
            "content": "<div>A student\u2019s reading fluency represents their ability to read a text accurately, quickly, and with expression. This stage of literacy development is critical because it acts as a bridge between word recognition and comprehension. In this micro-credential course, you will define the four main components of fluency, identify instructional strategies for helping students grow in these areas, and design your own fluency lesson plan. Upon successful completion of this course, you will earn a digital badge certifying your skill in effective instructional practices for reading fluency.<\/div><div><br><\/div><div>This course is offered in partnership with K-12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/div>",
            "title": "Micro-Credential #5: Reading Fluency: What tools can I use to increase it?",
            "excerpt": "A student\u2019s reading fluency represents their ability to read a text accurately, quickly, and with expression. This stage of literacy development is critical because it acts as a bridge between word recognition and comprehension. In this micro-credential course, you will define the four main components of fluency, identify instructional strategies for helping students grow in...",
            "slug": "micro-credential-5-reading-fluency-what-tools-can-i-use-to-increase-it",
            "modified_timestamp": 1721410171,
            "term_ids": [
                3,
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                18410,
                18411,
                18417,
                18497,
                18536
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            "post_type": "courses",
            "presenter_0_name": "",
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            "profile_picture": "",
            "time_commitment": "3 hrs",
            "scech": "3",
            "price": "$30",
            "plp_subject_area": "Early Childhood, Literacy",
            "sls_terms": "",
            "sls_subject": "",
            "sls_school_level": "",
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            "delivery_format": "lightly-facilitated",
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            "credit_type": "scech",
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            "thumbnails": {
                "full": "\/wp-content\/uploads\/2022\/08\/813.jpeg"
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        },
        {
            "id": 88326,
            "path": "\/course\/micro-credential-6-goal-setting-strategic-reading-conversations\/",
            "author_id": 21,
            "timestamp": 1721410171,
            "content": "<p>As students develop as readers, it\u2019s important for educators to help them identify their strengths and choose goals for progressing further. In this micro-credential course, you will learn about 10 reading goals you can set with your students and how they relate to the five essential components of reading. You will then use example scenarios to practice setting reading goals and identifying student strengths. Upon successful completion of this course, you will earn a digital badge certifying your skill in having strategic reading conversations with students.<\/p><p><\/p><p>This course is offered in partnership with K-12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Micro-Credential #6: Goal Setting-Strategic Reading Conversations",
            "excerpt": "As students develop as readers, it\u2019s important for educators to help them identify their strengths and choose goals for progressing further. In this micro-credential course, you will learn about 10 reading goals you can set with your students and how they relate to the five essential components of reading. You will then use example scenarios...",
            "slug": "micro-credential-6-goal-setting-strategic-reading-conversations",
            "modified_timestamp": 1721410171,
            "term_ids": [
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            "id": 88332,
            "path": "\/course\/online-teachers-guide-engagement\/",
            "author_id": 21,
            "timestamp": 1721410171,
            "content": "<p>Pedagogy tells us that engaging your students with you, your classroom, and your message is a critical component to student learning and success. But how can you transition engagement to an online, asynchronous environment? This course will provide valuable strategies and examples to help you identify best practices for engaging students and help you successfully convert them to an online setting. You\u2019ll also explore various technology tools that can be utilized in order to support these efforts.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Learn how to communicate clearly and set expectations with students, beginning on the first day of class,<\/li>\n<li>Discover a variety of tools used to successfully support student engagement in an online course environment,<\/li>\n<li>Recognize different ways to make yourself available to students for support and timely feedback, <\/li>\n<li>Identify how to cultivate student buy-in through positive classroom culture and interesting content, and<\/li>\n<li>Explore strategies in order to strengthen communication with students, parents and other stakeholders in the online course environment.<\/li>\n<\/ul>",
            "title": "Online Teacher's Guide: Engagement",
            "excerpt": "Pedagogy tells us that engaging your students with you, your classroom, and your message is a critical component to student learning and success. But how can you transition engagement to an online, asynchronous environment? This course will provide valuable strategies and examples to help you identify best practices for engaging students and help you successfully...",
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            "id": 88333,
            "path": "\/course\/online-teachers-guide-discussions\/",
            "author_id": 21,
            "timestamp": 1721410171,
            "content": "<div>In this module you will:<\/div><div><ul><li>Discover and identify different discussion formats as well as components of successful discussion instructions, prompts, and responses.<\/li><li>Explore strategies related to assessing your student\u2019s discussions and your participation in online discussions.<\/li><li>Complete a quiz to show your understanding of the concepts covered in this module.<\/li><\/ul><\/div><div><br style=\", Roboto, Arial, sans-serif;font-size: 14px\"><\/div>",
            "title": "Online Teacher's Guide: Discussions",
            "excerpt": "In this module you will: Discover and identify different discussion formats as well as components of successful discussion instructions, prompts, and responses. Explore strategies related to assessing your student\u2019s discussions and your participation in online discussions. Complete a quiz to show your understanding of the concepts covered in this module.",
            "slug": "online-teachers-guide-discussions",
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            "id": 88334,
            "path": "\/course\/online-teachers-guide-announcements\/",
            "author_id": 21,
            "timestamp": 1721410171,
            "content": "<p>Picture this: the same question keeps coming up from students on an assignment; in a face-to-face classroom you could easily address the issue for the entire class with a quick explanation. But as an online instructor, it is more challenging to relay information to your whole class or to simply put a face to your daily lessons. In this course, you will explore methods that can help achieve your goals to inform, engage, and connect with your class through course announcements. You will identify best practices in announcement design and utilize technology tools in order to support these efforts.<\/p><p>In this course, you will:<\/p><ul><li>Recognize elements of effective course announcements that are used to enhance student success,<\/li><li>Identify current best practices associated with effective online course announcements,<\/li><li>Create announcements that allow accessibility and readability for all your students, and<\/li><li>Help your students get to know you better by finding creative ways to add personal details, photos, or videos to your announcements.<\/li><\/ul>",
            "title": "Online Teacher's Guide: Announcements",
            "excerpt": "Picture this: the same question keeps coming up from students on an assignment; in a face-to-face classroom you could easily address the issue for the entire class with a quick explanation. But as an online instructor, it is more challenging to relay information to your whole class or to simply put a face to your...",
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            "id": 88315,
            "path": "\/course\/navigating-the-framework-personalized-pathways-to-success\/",
            "author_id": 21,
            "timestamp": 1721410161,
            "content": "<p>As an educator, empowering your students and enhancing your professional growth are paramount. Gain a deeper understanding of your school's evaluation framework and access practical resources that will elevate your teaching practice. In this course, you will embark on a personalized learning journey, exploring key areas of the evaluation framework and equipping yourself with the necessary skills to excel. Discover pathways tailored to your needs, maximize your teaching potential, and unlock new possibilities for student success.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Gain a better understanding of the evaluation framework your school uses.<\/li>\n<li>Access practical resources to enhance your skills in key areas you identify from the framework.<\/li>\n<li>Create a plan to improve your practice based on your pathway to maximize student success in your classroom or school.<\/li>\n<\/ul>",
            "title": "Navigating the Framework: Personalized Pathways to Success",
            "excerpt": "As an educator, empowering your students and enhancing your professional growth are paramount. Gain a deeper understanding of your school&#8217;s evaluation framework and access practical resources that will elevate your teaching practice. In this course, you will embark on a personalized learning journey, exploring key areas of the evaluation framework and equipping yourself with the...",
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            "id": 88316,
            "path": "\/course\/empowering-education-with-web3-a-primer-for-educators\/",
            "author_id": 21,
            "timestamp": 1721410161,
            "content": "<p>The way that we access and use the internet is currently undergoing a revolutionary shift. As an educator, it\u2019s important to keep up to date with these changes to determine how they\u2019ll impact your classroom. In this course, you\u2019ll learn about the emerging internet era referred to as Web3, exploring the technologies and principles that are underpinning this shift, such as blockchain and the metaverse. Additionally, you\u2019ll analyze the skills that students will need to thrive in this new world and will be provided with resources that show how you can start applying Web3 in your own classroom!<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Define both the technological and philosophical underpinnings of Web3<\/li>\n<li>Identify the technologies that constitute Web3<\/li>\n<li>Analyze the impact of Web3 on education and educators<\/li>\n<\/ul>",
            "title": "Empowering Education with Web3: A Primer for Educators",
            "excerpt": "The way that we access and use the internet is currently undergoing a revolutionary shift. As an educator, it\u2019s important to keep up to date with these changes to determine how they\u2019ll impact your classroom. In this course, you\u2019ll learn about the emerging internet era referred to as Web3, exploring the technologies and principles that...",
            "slug": "empowering-education-with-web3-a-primer-for-educators",
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            "id": 88320,
            "path": "\/course\/dln-mtss-the-path-to-making-micip-meaningful\/",
            "author_id": 21,
            "timestamp": 1721410161,
            "content": "<p>In this course, participants will learn about creating structures for successful implementation of MTSS, develop a more complete understanding of MTSS through the MDE MTSS Practice Profile and ways to collect data on the current state of MTSS within their building or district. Participants will also look at avenues for organizing this work in a sustainable way.<\/p>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with DLN. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "DLN: MTSS - The Path to Making MICIP Meaningful",
            "excerpt": "In this course, participants will learn about creating structures for successful implementation of MTSS, develop a more complete understanding of MTSS through the MDE MTSS Practice Profile and ways to collect data on the current state of MTSS within their building or district. Participants will also look at avenues for organizing this work in a...",
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        {
            "id": 88321,
            "path": "\/course\/micro-credential-1-phonemic-awareness\/",
            "author_id": 21,
            "timestamp": 1721410161,
            "content": "<font color=\"#191919\"><span>Phonemic awareness is one of the earliest stages of the reading process, where students begin to notice, think about, and work with individual sounds to form words. In this micro-credential course, you will analyze the role of phonemic awareness in literacy development and provide evidence to demonstrate your ability to teach students to blend, segment, and manipulate phonemes. Upon successful completion of this course, you will earn a digital badge certifying your skill in teaching phonemic awareness. <\/span><span style=\", Helvetica, Arial, sans-serif;font-size: 14px\">\n<\/span><\/font><div><br><\/div><div>This course is offered in partnership with K-12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/div>",
            "title": "Micro-Credential #1: Phonemic Awareness",
            "excerpt": "Phonemic awareness is one of the earliest stages of the reading process, where students begin to notice, think about, and work with individual sounds to form words. In this micro-credential course, you will analyze the role of phonemic awareness in literacy development and provide evidence to demonstrate your ability to teach students to blend, segment,...",
            "slug": "micro-credential-1-phonemic-awareness",
            "modified_timestamp": 1721410161,
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        {
            "id": 88322,
            "path": "\/course\/micro-credential-2-english-code-complexities\/",
            "author_id": 21,
            "timestamp": 1721410161,
            "content": "<div id=\"ext-gen328\">The English language is complicated, and the way different letter combinations come together to represent sounds can be quite confusing to young learners. Some sounds can be spelled multiple ways, and other times, one spelling may represent multiple sounds. In this micro-credential course, you will identify three major code complexities found in the English language and learn how you can apply this knowledge to your literacy instruction. Upon successful completion of this course, you will earn a digital badge certifying your skill in helping students decipher code complexities.<\/div><div><br style=\", Helvetica, Arial, sans-serif;font-size: 14px\"><\/div><p>This course is offered in partnership with K-12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Micro-Credential #2: English Code Complexities",
            "excerpt": "The English language is complicated, and the way different letter combinations come together to represent sounds can be quite confusing to young learners. Some sounds can be spelled multiple ways, and other times, one spelling may represent multiple sounds. In this micro-credential course, you will identify three major code complexities found in the English language...",
            "slug": "micro-credential-2-english-code-complexities",
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        {
            "id": 88323,
            "path": "\/course\/micro-credential-3-decode-and-encode-through-sound-boxes\/",
            "author_id": 21,
            "timestamp": 1721410161,
            "content": "<p>Sound boxes can be a powerful tool for teaching the English code and sound blending. This micro-credential course offers an overview of how sound boxes can help you isolate and introduce \u201cgraphemes,\u201d or symbolic representations of sounds. You will examine the use of sound boxes as an instructional practice and formulate a critique that argues for the pros and cons of this approach in phonics instruction. Upon successful completion of this course, you will earn a digital badge certifying your skill in using sound boxes to help students understand the relationship between sounds and words.<\/p><p>This course is offered in partnership with K-12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Micro-Credential #3: Decode and Encode Through Sound Boxes",
            "excerpt": "Sound boxes can be a powerful tool for teaching the English code and sound blending. This micro-credential course offers an overview of how sound boxes can help you isolate and introduce \u201cgraphemes,\u201d or symbolic representations of sounds. You will examine the use of sound boxes as an instructional practice and formulate a critique that argues...",
            "slug": "micro-credential-3-decode-and-encode-through-sound-boxes",
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        {
            "id": 88324,
            "path": "\/course\/micro-credential-4-vocabulary-acquisition\/",
            "author_id": 21,
            "timestamp": 1721410161,
            "content": "Developing a broad vocabulary is crucial to becoming a successful reader, writer, speaker, and listener. As students grow their vocabularies, they also need to learn how to troubleshoot when encountering an unknown term. In this micro-credential course, you will learn about the top five instructional strategies for vocabulary acquisition and then design your own vocabulary lesson modeling these strategies. Upon successful completion of this course, you will earn a digital badge certifying your skill in effective instructional strategies for vocabulary acquisition\n\n<p>This course is offered in partnership with K-12 Connect. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Micro-Credential #4: Vocabulary Acquisition",
            "excerpt": "Developing a broad vocabulary is crucial to becoming a successful reader, writer, speaker, and listener. As students grow their vocabularies, they also need to learn how to troubleshoot when encountering an unknown term. In this micro-credential course, you will learn about the top five instructional strategies for vocabulary acquisition and then design your own vocabulary...",
            "slug": "micro-credential-4-vocabulary-acquisition",
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            "id": 88305,
            "path": "\/course\/ptl-100-hour-internship\/",
            "author_id": 21,
            "timestamp": 1721410151,
            "content": "<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "PTL 100 Hour Internship",
            "excerpt": "This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our privacy policy.",
            "slug": "ptl-100-hour-internship",
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        },
        {
            "id": 88306,
            "path": "\/course\/ptl-200-hour-internship\/",
            "author_id": 21,
            "timestamp": 1721410151,
            "content": "<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "PTL 200 Hour Internship",
            "excerpt": "This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our privacy policy.",
            "slug": "ptl-200-hour-internship",
            "modified_timestamp": 1721410151,
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        {
            "id": 88307,
            "path": "\/course\/ptl-400-hour-internship\/",
            "author_id": 21,
            "timestamp": 1721410151,
            "content": "<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "PTL 400 Hour Internship",
            "excerpt": "This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our privacy policy.",
            "slug": "ptl-400-hour-internship",
            "modified_timestamp": 1721410151,
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            "time_commitment": "400 hrs",
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            "price": "$725",
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        {
            "id": 88312,
            "path": "\/course\/dln-administrator-simulator-mandatory-reporting\/",
            "author_id": 21,
            "timestamp": 1721410151,
            "content": "<p><span style=\"text-align: start;font-size: medium\">In this simulator, learners will run through multiple scenarios of educators in different roles interacting with students who may or may not show signs of abuse or neglect. &nbsp;What should you do when having these concerns? &nbsp;Who should you contact? What if you are wrong? Get answers and use a Facilitation Guide (by yourself or with a group) as you work through the simulations.<\/span><\/p>\n<p><span>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Administrator Simulator - Mandatory Reporting",
            "excerpt": "In this simulator, learners will run through multiple scenarios of educators in different roles interacting with students who may or may not show signs of abuse or neglect. &nbsp;What should you do when having these concerns? &nbsp;Who should you contact? What if you are wrong? Get answers and use a Facilitation Guide (by yourself or...",
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            "modified_timestamp": 1721410151,
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        {
            "id": 88313,
            "path": "\/course\/dln-administrator-simulator-student-free-speech-social-media\/",
            "author_id": 21,
            "timestamp": 1721410151,
            "content": "<p>In this simulator, learners will take on various roles as a coach, athletic director and administrator to navigate a scenario in which a student-athlete makes inappropriate remarks on social media regarding the basketball team. &nbsp;Can the student be disciplined? Does the Student Code of Conduct support this? Get answers and use a Facilitation Guide (by yourself or with a group) as you work through the simulations.<\/p>\n<p><span>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"cursor: pointer\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Administrator Simulator - Student Free Speech &amp; Social Media",
            "excerpt": "In this simulator, learners will take on various roles as a coach, athletic director and administrator to navigate a scenario in which a student-athlete makes inappropriate remarks on social media regarding the basketball team. &nbsp;Can the student be disciplined? Does the Student Code of Conduct support this? Get answers and use a Facilitation Guide (by...",
            "slug": "dln-administrator-simulator-student-free-speech-social-media",
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        {
            "id": 88314,
            "path": "\/course\/dln-administrator-simulator-title-ix-dating-violence\/",
            "author_id": 21,
            "timestamp": 1721410151,
            "content": "<p style=\"text-align: start;font-size: medium\"><span style=\"text-align: start;font-size: medium\">In this simulator, learners will make difficult decisions regarding reports of dating violence between a male and female student at school. &nbsp;What is the school obligated to do? Does it matter if the reports are anonymous? How is this impacted by Title IX requirements? Get answers and use a Facilitation Guide (by yourself or with a group) as you work through the simulations.<\/span><\/p>\n<p><span style=\"text-align: border-box\">This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-align: border-box;text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Administrator Simulator - Title IX &amp; Dating Violence",
            "excerpt": "In this simulator, learners will make difficult decisions regarding reports of dating violence between a male and female student at school. &nbsp;What is the school obligated to do? Does it matter if the reports are anonymous? How is this impacted by Title IX requirements? Get answers and use a Facilitation Guide (by yourself or with...",
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            "plp_subject_area": "Administration, Best Practices, Counselors, Leadership, School Safety, Social Emotional Learning",
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        {
            "id": 88304,
            "path": "\/course\/intro-to-universal-design-for-learning-engagement\/",
            "author_id": 21,
            "timestamp": 1721410139,
            "content": "<p>Universal Design for Learning (UDL) is a framework that allows you to make meaningful, rigorous learning opportunities accessible to all students. In this course, you\u2019ll dive into one of the key principles of UDL: \u201cprovide multiple means of engagement.\u201d Engagement is the \u201cwhy\u201d of learning and represents students' motivation to learn. You will explore what this principle really means, why you should use it, and how you can apply it to your instructional design. This course is designed for educators across all subject areas and grade levels.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Explain how Universal Design for Learning (UDL) can eliminate barriers for learners and create equitable learning outcomes.<\/li>\n<li>Identify examples of the UDL principle of engagement in practice across grade levels and content areas.<\/li>\n<li>Apply the UDL principle of engagement to create instruction that encourages students to become expert learners.<\/li>\n<\/ul>",
            "title": "Intro to Universal Design for Learning: Engagement",
            "excerpt": "Universal Design for Learning (UDL) is a framework that allows you to make meaningful, rigorous learning opportunities accessible to all students. In this course, you\u2019ll dive into one of the key principles of UDL: \u201cprovide multiple means of engagement.\u201d Engagement is the \u201cwhy\u201d of learning and represents students&#8217; motivation to learn. You will explore what...",
            "slug": "intro-to-universal-design-for-learning-engagement",
            "modified_timestamp": 1721410139,
            "term_ids": [
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        },
        {
            "id": 88291,
            "path": "\/course\/college-counseling-building-a-college-list\/",
            "author_id": 21,
            "timestamp": 1721410129,
            "content": "<p>Students need to build a college list based on a comprehensive review of all the options available to them. This course will familiarize you, as a counselor, with a wide array of college search resources, allowing you the opportunity to support your student's college search with confidence. Through exploration of the many unique ways students can approach the development of a college list, you will understand the flexibility of the process, making it more accessible to your highschoolers. This course is part of the College Counseling series. <\/p>\n<p>In this course, you will:<\/p>\n\n<li>Understand the wide array of college search resources available to students<\/li>\n<li>Analyze each college related resource for its strengths and limitations,<\/li>\n<li>Apply the various college research tools in a number of case studies, and<\/li>\n<li>Prepare an informational flyer for your students to support their college search.<\/li>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with MACAC. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "College Counseling: Building a College List",
            "excerpt": "Students need to build a college list based on a comprehensive review of all the options available to them. This course will familiarize you, as a counselor, with a wide array of college search resources, allowing you the opportunity to support your student&#8217;s college search with confidence. Through exploration of the many unique ways students...",
            "slug": "college-counseling-building-a-college-list",
            "modified_timestamp": 1721410129,
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        },
        {
            "id": 88292,
            "path": "\/course\/college-counseling-start-early-with-9-10th-graders\/",
            "author_id": 21,
            "timestamp": 1721410129,
            "content": "<p>High school students need to begin exploring the full array of college options well before their senior year. This course will help counselors understand the essentials of a strong college counseling curriculum and introduce how to effectively share these ideas to 9th and 10th graders in developmentally-appropriate ways. You will gain valuable resources on explaining the importance of various aspects of college preparation to early high school students and the many options for post-high school education available today. This course is part of the College Counseling series.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Comprehend the goals of an effective introductory college counseling curriculum,<\/li>\n<li>Apply the elements of an effective curriculum to 9th and 10th graders, based on developmentally-appropriate activities,<\/li>\n<li>Assess the effectiveness of your college counseling program, and<\/li>\n<li>Prepare a flyer for your students to inform them about steps they can take right now to build a foundation for college admissions success.<\/li>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with MACAC. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "College Counseling: Start Early with 9-10th Graders",
            "excerpt": "High school students need to begin exploring the full array of college options well before their senior year. This course will help counselors understand the essentials of a strong college counseling curriculum and introduce how to effectively share these ideas to 9th and 10th graders in developmentally-appropriate ways. You will gain valuable resources on explaining...",
            "slug": "college-counseling-start-early-with-9-10th-graders",
            "modified_timestamp": 1721410129,
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            "price": "$20",
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        },
        {
            "id": 88275,
            "path": "\/course\/start-your-own-edible-garden\/",
            "author_id": 21,
            "timestamp": 1721410119,
            "content": "<p>This course is designed to provide individuals interested in gardening with the knowledge and skills necessary to create and maintain a successful garden. You will learn essential gardening techniques, understand the basics of plant selection and care, and acquire practical tips for managing a garden effectively. Whether you aspire to have a beautiful garden at home or explore the possibility of turning your passion for gardening into a small business, this course equips you with the necessary tools to cultivate and nurture plants with confidence.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Learn fundamental gardening techniques such as soil preparation, planting, watering, and fertilizing. <\/li>\n<li>Explore the process of plant selection based on factors such as climate, soil type, and personal preferences.<\/li>\n<li>Learn practical tips for managing a garden efficiently, including planning and organizing tasks, implementing sustainable gardening practices, and maximizing space utilization.<\/li>\n<\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Start Your Own Edible Garden",
            "excerpt": "This course is designed to provide individuals interested in gardening with the knowledge and skills necessary to create and maintain a successful garden. You will learn essential gardening techniques, understand the basics of plant selection and care, and acquire practical tips for managing a garden effectively. Whether you aspire to have a beautiful garden at...",
            "slug": "start-your-own-edible-garden",
            "modified_timestamp": 1721410119,
            "term_ids": [
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            "post_type": "courses",
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            "time_commitment": "24 hrs",
            "scech": "24",
            "price": "$129",
            "plp_subject_area": "Other, Science",
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            "id": 88276,
            "path": "\/course\/teaching-writing-grades-k-3\/",
            "author_id": 21,
            "timestamp": 1721410119,
            "content": "<p>This course is designed to equip educators with effective strategies, tools, and techniques for teaching writing to students in kindergarten through grade 3. By enrolling in this course, you will gain a deeper understanding of early writing development, learn instructional methods to foster foundational writing skills, and explore creative approaches to engage young learners in the writing process. Effective writing skills are crucial for young students' literacy development and future academic success, and this course provides the knowledge and resources to nurture their writing abilities.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Gain insights into the stages of early writing development for students in kindergarten through grade 3.<\/li>\n<li>Learn instructional strategies and activities specifically designed for teaching writing to young students.<\/li>\n<li>Explore creative approaches to foster a love for writing in young learners.<\/li>\n<\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Writing: Grades K-3",
            "excerpt": "This course is designed to equip educators with effective strategies, tools, and techniques for teaching writing to students in kindergarten through grade 3. By enrolling in this course, you will gain a deeper understanding of early writing development, learn instructional methods to foster foundational writing skills, and explore creative approaches to engage young learners in...",
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            "path": "\/course\/otl-level-1-communicating-in-online-classrooms\/",
            "author_id": 21,
            "timestamp": 1721410119,
            "content": "<p>Embracing the online learning environment calls for inventive and purposeful communication approaches for students and other stakeholders. In this course, you will examine effective communication with students and stakeholders in online classrooms, discover best practices and relevant laws, and explore tools and ideas for successful online interactions. As the fourth of eight courses in the Online Teaching and Learning (OTL) Level 1 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 1 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Identify definitions and components of instructional best practices for effective communication with students and stakeholders.<\/li>\n<li>Compose appropriate communication in response to a hypothetical student situation.<\/li>\n<li>Create two artifacts demonstrating your ability to communicate effectively in an online class.<\/li>",
            "title": "OTL Level 1 - Communicating in Online Classrooms",
            "excerpt": "Embracing the online learning environment calls for inventive and purposeful communication approaches for students and other stakeholders. In this course, you will examine effective communication with students and stakeholders in online classrooms, discover best practices and relevant laws, and explore tools and ideas for successful online interactions. As the fourth of eight courses in the...",
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            "id": 88278,
            "path": "\/course\/otl-level-1-discussion-boards\/",
            "author_id": 21,
            "timestamp": 1721410119,
            "content": "<p>Engaging students in discussions is essential for fostering understanding and critical thinking in both face-to-face and online settings. In this course, you'll explore the skillful design and facilitation of discussion boards as online assessment and interaction tools, including setup, formatting, student interaction management, netiquette, and problem-solving strategies. As the sixth of eight courses in the Online Teaching and Learning (OTL) Level 1 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 1 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Identify definitions and components of instructional best practices for designing and facilitating engaging discussions.<\/li>\n<li>Analyze discussion board scenarios and develop a response including your rationale.<\/li>\n<li>Create a discussion board prompt encouraging higher-order thinking skills and student-to-student communication and explain your rationale.<\/li>\n<li>Create an artifact to communicate instructor expectations for student participation and engagement on discussion board assignments and explain your rationale.<\/li>",
            "title": "OTL Level 1 - Discussion Boards",
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            "author_id": 21,
            "timestamp": 1721410108,
            "content": "<p>While many educators are adept at creating and presenting content in face-to-face settings, the online environment requires a new set of lesson development skills. In this course, you will explore various types of online courses while learning to validate and supplement content, align it with assessments and objectives, and uncover best practices for managing content errors. As the seventh of eight courses in the Online Teaching and Learning (OTL) Level 1 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 1 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of instructional best practices for creating course content, assessments, and effective objective alignment.<\/li>\n<li>Analyze two content resources for content quality, applicability, and credibility and explain your rationale.<\/li>\n<li>Write an effective course objective.<\/li>\n<li>Select three content resources and an online assessment that align with your objective and explain your rationale.<\/li><\/ul>",
            "title": "OTL Level 1 - Course Content",
            "excerpt": "While many educators are adept at creating and presenting content in face-to-face settings, the online environment requires a new set of lesson development skills. In this course, you will explore various types of online courses while learning to validate and supplement content, align it with assessments and objectives, and uncover best practices for managing content...",
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            "timestamp": 1721410108,
            "content": "<p>This course is essential for professionals seeking to support students in their post-secondary aspirations. Learn strategies for guiding students through the college application process, providing emotional support, and fostering their personal growth. By understanding the importance of college preparation and counseling, you can positively impact students' lives, contribute to their future success, and play a crucial role in shaping the educational landscape. Gain valuable skills that align with the larger context of student development, educational guidance, and community enrichment.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Acquire knowledge of the college application process.<\/li>\n<li>Develop counseling skills to support students emotionally throughout the college preparation journey.<\/li>\n<li>Gain an understanding of financial aid options, scholarships, and resources available to students.<\/li>\n<\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
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            "excerpt": "This course is essential for professionals seeking to support students in their post-secondary aspirations. Learn strategies for guiding students through the college application process, providing emotional support, and fostering their personal growth. By understanding the importance of college preparation and counseling, you can positively impact students&#8217; lives, contribute to their future success, and play a...",
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            "id": 88268,
            "path": "\/course\/teaching-math-grades-4-6\/",
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            "timestamp": 1721410108,
            "content": "<p>This course is designed to provide educators with valuable insights and practical strategies for teaching mathematics effectively to students in grades 4-6. By enrolling in this course, you will enhance your teaching skills, gain a deeper understanding of math concepts at this grade level, and learn instructional techniques to engage and empower your students in their math learning journey.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Learn how to engage students through hands-on activities, collaborative learning, and real-world applications of mathematical concepts.<\/li>\n<li>Gain insights into the progression of mathematical concepts at this level, including number sense, fractions, decimals, geometry, measurement, and problem-solving.<\/li>\n<li>Explore techniques to encourage students to think flexibly, make connections, and apply their knowledge to solve complex problems.<\/li>\n<\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Math: Grades 4-6",
            "excerpt": "This course is designed to provide educators with valuable insights and practical strategies for teaching mathematics effectively to students in grades 4-6. By enrolling in this course, you will enhance your teaching skills, gain a deeper understanding of math concepts at this grade level, and learn instructional techniques to engage and empower your students in...",
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        {
            "id": 88269,
            "path": "\/course\/teaching-smarter-with-smart-boards\/",
            "author_id": 21,
            "timestamp": 1721410108,
            "content": "<p>This course is designed to empower educators with the skills and knowledge to effectively utilize Smart Board technology in their teaching practices. By enrolling in this course, you will learn how to maximize the potential of Smart Boards, enhance classroom engagement, and create interactive and dynamic learning experiences for your students. With technology playing an increasingly vital role in education, this course equips you with the tools to leverage Smart Boards as powerful teaching aids, enabling you to adapt to the digital age and cater to diverse learning styles.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Acquire a comprehensive understanding of Smart Board tools and features, including interactive whiteboard functionality, digital ink, multimedia integration, and lesson creation capabilities.<\/li>\n<li>Learn how to design and develop interactive lessons tailored to your curriculum and student needs using the Smart Board platform.<\/li>\n<li>Learn how to seamlessly integrate Smart Board activities with traditional teaching methods, promote student-centered learning, and differentiate instruction to accommodate diverse learners.<\/li>\n<\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Smarter with SMART Boards",
            "excerpt": "This course is designed to empower educators with the skills and knowledge to effectively utilize Smart Board technology in their teaching practices. By enrolling in this course, you will learn how to maximize the potential of Smart Boards, enhance classroom engagement, and create interactive and dynamic learning experiences for your students. With technology playing an...",
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        {
            "id": 88270,
            "path": "\/course\/teaching-students-with-learning-disabilities\/",
            "author_id": 21,
            "timestamp": 1721410108,
            "content": "<p>This course is designed to equip educators with valuable knowledge and practical strategies for effectively supporting and teaching students with learning disabilities. By enrolling in this course, you will gain a deeper understanding of learning disabilities, learn evidence-based instructional techniques, and develop skills to create inclusive and supportive learning environments. Understanding how to work successfully with learning disabled students is crucial for educators to ensure that all students have equal opportunities for academic success and personal growth.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Develop a comprehensive understanding of learning disabilities, including the various types, characteristics, and potential impacts on students' academic performance and social-emotional well-being.<\/li>\n<li>Learn evidence-based instructional strategies and accommodations that can effectively support learning disabled students in various academic areas.<\/li>\n<li>Discover strategies to create inclusive and supportive learning environments that foster the success of students with learning disabilities.<\/li>\n<\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Students with Learning Disabilities",
            "excerpt": "This course is designed to equip educators with valuable knowledge and practical strategies for effectively supporting and teaching students with learning disabilities. By enrolling in this course, you will gain a deeper understanding of learning disabilities, learn evidence-based instructional techniques, and develop skills to create inclusive and supportive learning environments. Understanding how to work successfully...",
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        {
            "id": 88271,
            "path": "\/course\/beginning-conversational-french\/",
            "author_id": 21,
            "timestamp": 1721410108,
            "content": "<p>Mastering a new language opens doors to enhanced communication, cultural understanding, and expanded opportunities. Whether you are planning a trip to a French-speaking country, want to connect with French-speaking friends or colleagues, or simply have a passion for languages, this course equips you with the foundation to thrive in the French-speaking world. Gain practical language proficiency that fits into the larger context of personal growth, professional development, and global interconnectivity.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Develop foundational conversational skills in French, including greetings, introductions, and basic everyday expressions.<\/li>\n<li>Acquire a practical vocabulary encompassing common words and phrases used in daily life.<\/li>\n<li>Understand and apply essential grammar concepts in French.<\/li>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Beginning Conversational French",
            "excerpt": "Mastering a new language opens doors to enhanced communication, cultural understanding, and expanded opportunities. Whether you are planning a trip to a French-speaking country, want to connect with French-speaking friends or colleagues, or simply have a passion for languages, this course equips you with the foundation to thrive in the French-speaking world. Gain practical language...",
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            "path": "\/course\/spanish-in-the-classroom\/",
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            "content": "<p>The Spanish language is the second most common spoken in the United States and is the first language for a growing number of students and their families. This pragmatic course will focus on 'survival Spanish' that is practical for a classroom setting to bridge the communication gap between your Spanish speaking students and their guardians. Whether you are a complete beginner or have some previous knowledge, you will be able to learn expressions that are useful for making introductions all the way to conversing at parent-teacher conferences.<\/p><p>In this course, you will:<\/p><ul><li>Practice 'survival Spanish' phrases in an entertaining way though games and stories,<\/li><li>Illustrate the basics of Spanish and advance to conversational Spanish that can be used in a classroom and school setting, and<\/li><li>Apply the information from supplementary materials offered to further your progress and perfect your pronunciation.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Spanish in the Classroom",
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            "id": 88273,
            "path": "\/course\/survival-kit-for-new-teachers\/",
            "author_id": 21,
            "timestamp": 1721410108,
            "content": "<p>If you feel a little trepidation entering your classroom as a new teacher, newly credentialed graduate, or someone who is transitioning into full-time teaching, you are not alone. This informational and interactive course will provide you with proven tools, tips, and tricks to make your early years in the classroom run smoothly. You will practice how to write winning lesson plans, reach diverse learners through differentiated instruction, communicate clearly, plan memorable events, and most important, keep stress at bay so you can focus on becoming a teacher of excellence.<\/p><p>In this course, you will:<\/p><ul><li>Discover how to be confident in your first classroom,<\/li><li>Understand the core instructional strategy in today's classrooms,<\/li><li>Explore strategies to stay organized with smart classroom routines,<\/li><li>Design classroom events that dazzle students and parents alike, and<\/li><li>Balance work and personal life to make your first year less stressful.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Survival Kit for New Teachers",
            "excerpt": "If you feel a little trepidation entering your classroom as a new teacher, newly credentialed graduate, or someone who is transitioning into full-time teaching, you are not alone. This informational and interactive course will provide you with proven tools, tips, and tricks to make your early years in the classroom run smoothly. You will practice...",
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            "id": 88274,
            "path": "\/course\/otl-level-1-introduction-to-online-teaching-and-learning\/",
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            "timestamp": 1721410108,
            "content": "<p>While there is no \u201cone size fits all\u201d model for online teaching and learning, research and pedagogy on effective practices offer a strong foundation from which to begin. In this course, you will be introduced to models of quality online teaching, online course delivery considerations, learning management and student information systems, and what to expect as an online teacher. As the first of eight courses in the Online Teaching and Learning (OTL) Level 1 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 1 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Identify definitions and components of instructional best practices for online teaching.<\/li>\n<li>Discover the main purpose of the National Standards for Quality (NSQ) for online teaching and the intended audience.<\/li>\n<li>Explore which model of online teaching and learning might be ideal for your students, school, and district.<\/li>\n<li>Explain how your chosen model could be implemented in your district, considering staff requirements, troubleshooting, and how it would differ from emergency remote learning.<\/li>",
            "title": "OTL Level 1 - Introduction to Online Teaching and Learning",
            "excerpt": "While there is no \u201cone size fits all\u201d model for online teaching and learning, research and pedagogy on effective practices offer a strong foundation from which to begin. In this course, you will be introduced to models of quality online teaching, online course delivery considerations, learning management and student information systems, and what to expect...",
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            "id": 88257,
            "path": "\/course\/solving-classroom-discipline-problems\/",
            "author_id": 21,
            "timestamp": 1721410098,
            "content": "<p>Managing behavior is a significant part of your job as a teacher and all teachers want to help their students succeed and become well-adjusted members of society. In this professional development course, you will gain a better understanding of what causes common behavioral problems in the classroom and the best ways to cope with them. You will develop research-based knowledge to move away from coercive discipline styles and instead focus on plans and strategies that work for today's students. This course is part of the Solving Classroom Discipline Problems series.<\/p><p>In this course, you will:<\/p><ul><li>Determine what changes in society have created a demand for evolving disciplinary practices,<\/li><li>Create an effective classroom discipline plan to cover day-to-day behavioral issues, and<\/li><li>Interpret how to put ideas into action in your classroom through real-life scenarios set in elementary, middle and high school.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Solving Classroom Discipline Problems",
            "excerpt": "Managing behavior is a significant part of your job as a teacher and all teachers want to help their students succeed and become well-adjusted members of society. In this professional development course, you will gain a better understanding of what causes common behavioral problems in the classroom and the best ways to cope with them....",
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            "id": 88258,
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            "timestamp": 1721410098,
            "content": "<p>In this professional development course, you'll get the teacher training you need to deal effectively with serious discipline problems and help even the most challenging students make more responsible choices. You'll learn how to use a new research-based six-step approach to solve severe and chronic discipline problems such as bullying, fighting, using abusive language, stealing, and refusing to work. We'll look at numerous real-life examples so you can see how to put the ideas into action in your own teaching situation. This course is part of the Solving Classroom Discipline Problems series.<\/p><p>In this course, you will:<\/p><ul><li>Discover a six-step approach to dealing with chronic behavior problems including bullying, fighting, and refusing to work,<\/li><li>Uncover 12 actions you and your colleagues can take to prevent problems in common school areas,<\/li><li>Identify how to make adjustments for special circumstances including students with attention deficit disorder, and<\/li><li>Interpret how to put ideas into action in your classroom through real-life scenarios set in elementary, middle and high school.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Solving Classroom Discipline Problems II",
            "excerpt": "In this professional development course, you&#8217;ll get the teacher training you need to deal effectively with serious discipline problems and help even the most challenging students make more responsible choices. You&#8217;ll learn how to use a new research-based six-step approach to solve severe and chronic discipline problems such as bullying, fighting, using abusive language, stealing,...",
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            "id": 88260,
            "path": "\/course\/teaching-students-with-autism-strategies-for-success\/",
            "author_id": 21,
            "timestamp": 1721410098,
            "content": "<p>In today's classroom, children with high-functioning autism (HFA) and Asberger's Syndrome (AS) are learning alongside their neurotypical peers. This applicable course will help you understand how these students' brains function and how to turn their challenges into opportunities. You will develop skills to support your students with social and emotional learning, sensory sensitivities, homework completion, language reciprocity, and physical outbursts.<\/p><p>In this course, you will:<\/p><ul><li>Learn from real scenarios of students with ADHD how they cope in and outside of the classroom, <\/li><li>Understand more clearly what having high-functioning autism or Asperger's Syndrome means for a student,<\/li><li>Develop easy, low-budget ways to help HFA\/AS students succeed in your classroom and beyond, and<\/li><li>Discover the many ways in which these students bring a rich perspective to your classroom for you and their peers.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Students With Autism: Strategies for Success",
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            "id": 88262,
            "path": "\/course\/speed-spanish\/",
            "author_id": 21,
            "timestamp": 1721410098,
            "content": "<p>Spanish is frequently used as a first or second language among students in many schools, and you may want to brush up on your own skills as a teacher or educator. This practical course will give you quick tips to learn the basics of the Spanish language that can be used right away. Whether you are just starting out or have some previous knowledge, you will be able to speak, read, and write simple Spanish phrases. This course is part of the Speed Spanish series.<\/p><p>In this course, you will:<\/p><ul><li>Learn hundreds of vocabulary words and many commonly used Spanish phrases,<\/li><li>Discover 'six recipes' for joining Spanish words together into sentences, and<\/li><li>Use audio clips to help you with pronunciation and comprehension.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Speed Spanish",
            "excerpt": "Spanish is frequently used as a first or second language among students in many schools, and you may want to brush up on your own skills as a teacher or educator. This practical course will give you quick tips to learn the basics of the Spanish language that can be used right away. Whether you...",
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            "id": 88263,
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            "author_id": 21,
            "timestamp": 1721410098,
            "content": "<p>How can sound pedagogy be applied to engage students in an online environment? In this course, you will learn to captivate students from the onset of your online class and maintain their engagement through personalization, content, and communication strategies. As the third of eight courses in the Online Teaching and Learning (OTL) Level 1 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 1 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of instructional best practices for student and stakeholder engagement.<\/li>\n<li>Identify two online resources that align with a specific topic in your content area.<\/li>\n<li>Create an engaging description for your selected supplemental resources.<\/li>\n<li>Create two artifacts demonstrating your ability to engage students at critical points throughout a term.<\/li>\n<li><\/li>\n<\/ul>",
            "title": "OTL Level 1 - Student Engagement",
            "excerpt": "How can sound pedagogy be applied to engage students in an online environment? In this course, you will learn to captivate students from the onset of your online class and maintain their engagement through personalization, content, and communication strategies. As the third of eight courses in the Online Teaching and Learning (OTL) Level 1 series,...",
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        {
            "id": 88264,
            "path": "\/course\/otl-level-1-grading-and-feedback\/",
            "author_id": 21,
            "timestamp": 1721410098,
            "content": "<p>Assessing student work and giving feedback is fundamental for educators in any classroom setting. In this course, you'll uncover the essentials of managing a gradebook and providing high-quality feedback in the online classroom. You\u2019ll explore gradebook setup options, feedback best practices, tools, and effective grading policies to enhance your instructional practice. As the fifth of eight courses in the Online Teaching and Learning (OTL) Level 1 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 1 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of instructional best practices for grading tools, gradebook setup, and feedback tools.<\/li>\n<li>Describe strategies for fair and consistent grading that is meaningful and actionable.<\/li>\n<li>Reflect on your experience with tools for grading and feedback.<\/li>\n<li>Analyze and rewrite a feedback sample based on identified strengths and weaknesses.<\/li>\n<li>Provide an example of student feedback based on best practice strategies from the module.<\/li>\n<\/ul>",
            "title": "OTL Level 1 - Grading and Feedback",
            "excerpt": "Assessing student work and giving feedback is fundamental for educators in any classroom setting. In this course, you&#8217;ll uncover the essentials of managing a gradebook and providing high-quality feedback in the online classroom. You\u2019ll explore gradebook setup options, feedback best practices, tools, and effective grading policies to enhance your instructional practice. As the fifth of...",
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            "path": "\/course\/otl-level-1-setting-up-your-online-classroom\/",
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            "content": "<p>Setting up an online course involves many steps familiar to teachers of traditional, face-to-face courses, with a few key differences. In this course, you\u2019ll explore how to format and structure an online course and identify what strategies might work best when developing your own courses. As the second of eight courses in the Online Teaching and Learning (OTL) Level 1 series, you'll be on your way to earning a badge for each course and, ultimately, achieving the OTL Level 1 Mastery badge.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify definitions and components of instructional best practices for online course design and expectations.<\/li>\n<li>Draft a policy or expectation that could be used in your online course.<\/li>\n<li>Describe your rationale for your policy or expectation and how it will benefit students.<\/li>\n<li>Create a welcome letter for your online course using at least nine components described in the lesson.<\/li>\n<\/ul>",
            "title": "OTL Level 1 - Setting Up Your Online Classroom",
            "excerpt": "Setting up an online course involves many steps familiar to teachers of traditional, face-to-face courses, with a few key differences. In this course, you\u2019ll explore how to format and structure an online course and identify what strategies might work best when developing your own courses. As the second of eight courses in the Online Teaching...",
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            "id": 88246,
            "path": "\/course\/achieving-success-with-difficult-people\/",
            "author_id": 21,
            "timestamp": 1721410087,
            "content": "Do you want to know how to interact with anyone, regardless of how difficult you perceive them to be? This course will give you the skills to effectively meet your needs while protecting the dignity and rights of others to form more cooperative relationships.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Achieving Success with Difficult People",
            "excerpt": "Do you want to know how to interact with anyone, regardless of how difficult you perceive them to be? This course will give you the skills to effectively meet your needs while protecting the dignity and rights of others to form more cooperative relationships. An external course provider, ed2go (Cengage), offers this course. Please take...",
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            "id": 88247,
            "path": "\/course\/a-to-z-grant-writing\/",
            "author_id": 21,
            "timestamp": 1721410087,
            "content": "<p>A well-crafted grant proposal is paramount for every organization including non-profits, businesses, or individuals looking to support their cause and raise necessary funds. In this comprehensive course, you will become familiar with the grant writing process from A to Z. From the beginning stages of researching potential funders to polishing and submitting a complete proposal package, you will gain insight and expertise into the field of grant writing.<\/p><p>In this course, you will:<\/p><ul><li>Practice how to network and develop lasting partnerships with donors,<\/li><li>Discover how and where to find funding from corporations, foundations, individuals, and government grants, that best suit your needs, and<\/li><li>Identify the elements of organizing a successful grant writing campaign for the purposes of organizations, community volunteers, individuals, and consultants alike.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "A to Z Grant Writing",
            "excerpt": "A well-crafted grant proposal is paramount for every organization including non-profits, businesses, or individuals looking to support their cause and raise necessary funds. In this comprehensive course, you will become familiar with the grant writing process from A to Z. From the beginning stages of researching potential funders to polishing and submitting a complete proposal...",
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            "id": 88248,
            "path": "\/course\/building-teams-that-work\/",
            "author_id": 21,
            "timestamp": 1721410087,
            "content": "<p>Teams are becoming a staple in today's workplace. In this immersive course, you will learn the components of a successful team dynamic and the stages of its development. Through real-life scenarios and examples, you will master the skills needed to effectively manage projects, make decisions, and solve problems in a team setting both from the perspective of a group leader and as a member. You will also have a chance to learn the pitfalls of unhealthy group interaction and minimize any of its effects on your team.<\/p><p>In this course, you will:<\/p><ul><li>Outline the characteristics, benefits, and problems inherent in workplace teams,<\/li><li>Explain how to find the right people for your team and empower them,<\/li><li>Identify the qualities of an effective leader and an effective group member,<\/li><li>Use clear communication to make decisions and solve problems, and<\/li><li>Predict common obstacles that can impede progress in building a strong team.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Building Teams that Work",
            "excerpt": "Teams are becoming a staple in today&#8217;s workplace. In this immersive course, you will learn the components of a successful team dynamic and the stages of its development. Through real-life scenarios and examples, you will master the skills needed to effectively manage projects, make decisions, and solve problems in a team setting both from the...",
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            "id": 88249,
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            "timestamp": 1721410087,
            "content": "<p>As a teacher, the balance between your responsibilities for the education of an entire classroom and the need to provide individualized learning is though to meet on a day-to-day basis. In this process oriented course, explore how small-group instruction in the form of classroom centers can help students interact with course material at their unique pace and help them reach the learning goals. You will be guided through using your own resources, planning, and developing centers that can be used immediately in your own classroom.<\/p><p>In this course, you will:<\/p><ul><li>Determine a multitude of examples for what learning centers can be and also what they are not,<\/li><li>Discover how centers can benefit your students by catering to their unique learning styles and pace,<\/li><li>Learn from an experienced former teacher and author the 'Keys to Center Success' how to apply them, and<\/li><li>Develop ideas for your own centers directly from this course that you will be able to use in your classroom right away.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Creating Classroom Centers",
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        {
            "id": 88250,
            "path": "\/course\/grammar-refresher\/",
            "author_id": 21,
            "timestamp": 1721410087,
            "content": "<p>Educators are responsible for teaching excellent communication skills across all subjects and to do so adequately, even the most competent writers and speakers should revisit the rules of grammar periodically. This refresher course will help you gain confidence in your ability to produce and teach polished, grammatically correct work. You'll explore the basics of English grammar like sentence structure and punctuation as well as more developmental concepts like logic and clarity.<\/p><p>In this course, you will:<\/p><ul><li>Review grammar rules with memorable lessons, vivid examples, and interactive exercises,<\/li><li>Discover your own grammatical strengths and weaknesses and gain direct ways to improve upon them, and<\/li><li>Practice your grammar skills in the Discussion Area along with other students in a nonjudgmental space.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Grammar Refresher",
            "excerpt": "Educators are responsible for teaching excellent communication skills across all subjects and to do so adequately, even the most competent writers and speakers should revisit the rules of grammar periodically. This refresher course will help you gain confidence in your ability to produce and teach polished, grammatically correct work. You&#8217;ll explore the basics of English...",
            "slug": "grammar-refresher",
            "modified_timestamp": 1721410087,
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        {
            "id": 88251,
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            "timestamp": 1721410087,
            "content": "<p>Children with attention deficit hyperactivity disorder (ADHD) would like to follow directions like \"Try harder.\", \"Pay attention.\", and \"Sit still.', but they may not have the right strategies in their toolbox to do so. In this knowledge building course, you will discover practical ways to help children with ADHD control their behavior and succeed in school. You will learn from experts on the subject and the children themselves about how to adapt spaces, structures, rules, and expectations in order for students who experience ADHD to reach their full potential.<\/p><p>In this course, you will:<\/p>\n<ul><li>Learn from real scenarios of students with ADHD how they cope in and outside of the classroom,<\/li><li>Realize the difference between common myths attached to ADHD and the facts,<\/li><li>Apply simulations in order to understand the mind of a student with ADHD, and<\/li><li>Design your own plan for building a strategy toolbox for students with ADHD to use in their learning.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Teaching Students With ADHD",
            "excerpt": "Children with attention deficit hyperactivity disorder (ADHD) would like to follow directions like &#8220;Try harder.&#8221;, &#8220;Pay attention.&#8221;, and &#8220;Sit still.&#8217;, but they may not have the right strategies in their toolbox to do so. In this knowledge building course, you will discover practical ways to help children with ADHD control their behavior and succeed in...",
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            "id": 88252,
            "path": "\/course\/understanding-adolescents\/",
            "author_id": 21,
            "timestamp": 1721410087,
            "content": "<p>As many changes occur to emotional, physical, and cognitive development, navigating the stages of adolescence can prove to be complicated for young individuals and those who care for them. This informative course will help you gain insight into the workings of the adolescent mind and how to be supportive in the important role you as an adult play in meeting their needs. With a perspective of understanding and appreciation, you will be able to cope with the stress that comes with guiding teens through their formative years.<\/p><p>In this course, you will:<\/p><ul><li>Learn through an experienced social worker a deeper understanding of and appreciation for adolescent development and behavior,<\/li><li>Study how different relationships and you as a family member, teacher, mentor, counselor, coach, etc. can help support physical and mental growth, and<\/li><li>Recognize how teenagers are affected by stress including defense mechanisms, coping techniques, and common mental health issues.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Understanding Adolescents",
            "excerpt": "As many changes occur to emotional, physical, and cognitive development, navigating the stages of adolescence can prove to be complicated for young individuals and those who care for them. This informative course will help you gain insight into the workings of the adolescent mind and how to be supportive in the important role you as...",
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            "id": 88253,
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            "timestamp": 1721410087,
            "content": "<p>There are many ideas and products that claim to be the best for developing a child's speech and communication, but not all are necessary or effective. This user-friendly course for teachers and caregivers helps you discover how children process language and how they become proficient communicators. This course will help you enrich your child's life by stimulating his or her continued speech, brain, and language development in an enjoyable, age-appropriate way. Learn how to follow your child's lead and your natural instincts to enhance language development from infancy into early childhood.<\/p><p>In this course, you will:<\/p><ul><li>Identify what it means to be a responsive teacher and caregiver to support a child's innate curiosity,<\/li><li>Explore what naturally interests and stimulates children so that you can see the ways they learn best, and<\/li><li>Discover from the child development expert, parent, and preschool teacher who designed this course, the tools you will need to enhance childhood communication skills.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Enhancing Language Development in Childhood",
            "excerpt": "There are many ideas and products that claim to be the best for developing a child&#8217;s speech and communication, but not all are necessary or effective. This user-friendly course for teachers and caregivers helps you discover how children process language and how they become proficient communicators. This course will help you enrich your child&#8217;s life...",
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            "id": 88254,
            "path": "\/course\/creating-a-classroom-website\/",
            "author_id": 21,
            "timestamp": 1721410087,
            "content": "<p>Learn how to create a classroom website in this fun, easy-to-understand course for teachers. In no time, you'll build an interactive site with text, images, videos, and more. We will cover how to create an engaging website that visitors will want to come back to again and again. You will see how creating a classroom website will help with the home-school connection every teacher strives for. Finally, you will discover how simple it is to create a classroom website and how having one can make you a more effective and dynamic teacher.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Learn to design and create a functional and visually appealing classroom website.<\/li>\n<li>Acquire skills in organizing and presenting educational resources on the website.<\/li>\n<li>Understand best practices for optimizing the website's usability, accessibility, and responsiveness across different devices.<\/li>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Creating a Classroom Website",
            "excerpt": "Learn how to create a classroom website in this fun, easy-to-understand course for teachers. In no time, you&#8217;ll build an interactive site with text, images, videos, and more. We will cover how to create an engaging website that visitors will want to come back to again and again. You will see how creating a classroom...",
            "slug": "creating-a-classroom-website",
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        {
            "id": 88242,
            "path": "\/course\/dln-leadership-communication\/",
            "author_id": 21,
            "timestamp": 1721410073,
            "content": "<p>The task of leadership is building collective efficacy. We need to get our teams to work and act as such, moving and doing with a shared purpose! As organizational leaders, our goal is to help make sense of our world and give that sense to others ensuring our schools and communities are responding to shared understanding. A leader\u2019s communication competency determines their capacity for success. Primary tenets of communication, building a culture, and understanding generational and cultural expectations will prepare you for the inevitable crisis that will occur and allow you to leverage your competency in communication to reduce harm and restore normalcy.&nbsp;<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: Leadership Communication",
            "excerpt": "The task of leadership is building collective efficacy. We need to get our teams to work and act as such, moving and doing with a shared purpose! As organizational leaders, our goal is to help make sense of our world and give that sense to others ensuring our schools and communities are responding to shared...",
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        {
            "id": 88243,
            "path": "\/course\/certificate-in-mindful-relationships\/",
            "author_id": 21,
            "timestamp": 1721410073,
            "content": "Explore the characteristics of mindful self-care, intimate relationships, communication processes and examine how these impact our relationships with others and the planet on which we live.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Certificate in Mindful Relationships",
            "excerpt": "Explore the characteristics of mindful self-care, intimate relationships, communication processes and examine how these impact our relationships with others and the planet on which we live. An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their privacy policy.",
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            "content": "<p>Reaching and empowering every student is the goal of teaching, but requires differentiated approaches. This real-world based course will show you practical tools and solutions for providing effective support to students with physical or learning disabilities and how to support those students in succeeding in their learning journeys. You will see through simulations and first-hand stories how special needs can affect classroom behavior and education, as well as how to work with parents and professionals to find the best methods for reaching individual students.<\/p><p>In this course, you will:<\/p><ul><li>Recognize common disabilities you might encounter in your classroom throughout your teaching career,<\/li><li>Relate ideas and success stories from a teacher with a master's degree in special education to solutions for your classroom,<\/li><li>Understand the workings and process of an Individualized Education Plan (IEP), and<\/li><li>Determine how to empower special needs students in your classroom and how doing so will make you a better all-around educator.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Empowering Students With Disabilities",
            "excerpt": "Reaching and empowering every student is the goal of teaching, but requires differentiated approaches. This real-world based course will show you practical tools and solutions for providing effective support to students with physical or learning disabilities and how to support those students in succeeding in their learning journeys. You will see through simulations and first-hand...",
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            "id": 88226,
            "path": "\/course\/assessments-in-the-blended-classroom\/",
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            "timestamp": 1721410037,
            "content": "<p>You already have assessments in your classroom that measure the objectives and standards you\u2019re trying to achieve. These assessments most likely fit your teaching style and philosophy. In this course, you will be challenged to consider further opportunities to allow students to demonstrate their learning in a variety of formats. You\u2019ll consider the pros and cons of digital assessment and explore options and tools for creating assessments for, of, and as learning.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Reflect on the challenges and opportunities present when creating assessments in a blended learning environment.<\/li>\n<li>Define \u201cassessment FOR learning,\u201d \u201cassessment OF learning,\u201d and \u201cassessment AS learning.\u201d<\/li>\n<li>Identify strategies for implementing these three assessment types in a blended environment.<\/li>\n<li>Create a plan for bringing blended assessment into your classroom.<\/li><\/ul>",
            "title": "Assessments in the Blended Classroom",
            "excerpt": "You already have assessments in your classroom that measure the objectives and standards you\u2019re trying to achieve. These assessments most likely fit your teaching style and philosophy. In this course, you will be challenged to consider further opportunities to allow students to demonstrate their learning in a variety of formats. You\u2019ll consider the pros and...",
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            "id": 88227,
            "path": "\/course\/being-a-reflective-teacher\/",
            "author_id": 21,
            "timestamp": 1721410037,
            "content": "<p>Educators constantly grapple with educational challenges and unique classroom experiences.  Throughout this course, you will reflect on your teaching practices, explore resources that align with opportunities for growth, and identify how you will move forward both in and out of the classroom. You will participate in self-reflection, celebrate your successes, and learn from others in the field about how to show up for yourself in order to show up for your students.<\/p>\n<p>In this course, you will:<\/p>\n\n<li>Reflect on your experiences in the classroom and your specific teaching practices,<\/li>\n<li>Explore resources that support your identified areas of growth,<\/li>\n<li>Utilize and employ reflective practices as a springboard to move forward in your teaching profession, and<\/li>\n<li>Discuss what your next steps will be to become a more reflective practitioner.<\/li>",
            "title": "Being a Reflective Teacher",
            "excerpt": "Educators constantly grapple with educational challenges and unique classroom experiences. Throughout this course, you will reflect on your teaching practices, explore resources that align with opportunities for growth, and identify how you will move forward both in and out of the classroom. You will participate in self-reflection, celebrate your successes, and learn from others in...",
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            "id": 88228,
            "path": "\/course\/creating-check-ins-to-support-students-skill-application\/",
            "author_id": 21,
            "timestamp": 1721410037,
            "content": "<p>Structured check-ins provide opportunities for teachers to connect with students individually, assess their academic and emotional needs, and provide targeted support. In this course, you will learn how to design a structured check-in process for your classroom that supports student success and well-being. By implementing an intentional check-in process with students, you\u2019ll be able to develop meaningful relationships, increase engagement, and build student agency.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand the various ways teachers check in with their students.<\/li>\n<li>Discover how structured check-ins can support student success and well-being.<\/li>\n<li>Develop a plan for implementing a structured check-in process in your classroom.<\/li>\n<li>Create a check-in template to support a lesson or activity.<\/li>\n<li>Reflect on your own check-in practices and make improvements as needed.<\/li>\n<\/ul>",
            "title": "Creating Check-Ins to Support Students - Skill Application",
            "excerpt": "Structured check-ins provide opportunities for teachers to connect with students individually, assess their academic and emotional needs, and provide targeted support. In this course, you will learn how to design a structured check-in process for your classroom that supports student success and well-being. By implementing an intentional check-in process with students, you\u2019ll be able to...",
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            "id": 88229,
            "path": "\/course\/mindful-practices-integrating-sel-into-your-classroom\/",
            "author_id": 21,
            "timestamp": 1721410037,
            "content": "<p>As an educator, you know first-hand how essential social emotional learning (SEL) is for student success. In this course, you\u2019ll explore effective practices for integrating SEL into your classroom and discover experiential practices designed to help you develop and model these skills in your teaching. Additionally, you\u2019ll examine the importance of safety and structure in SEL, strategies for setting up your classroom environment, and tips for designing SEL structures and routines. This course is the second in our Mindful Practices series.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify the 5 social emotional learning (SEL) competencies as defined by CASEL. <\/li>\n<li>Develop strategies for creating a safe and supportive learning environment for students.<\/li>\n<li>Discover techniques for integrating SEL into both instructional and non-instructional time.<\/li>\n<li>Understand the importance of trauma-informed practices in SEL and mindfulness.<\/li>\n<li>Explore relevant experiential practices that will help you develop and model SEL skills in your teaching.<\/li><\/ul>\n\n<p>This course is offered in partnership with mindful<span data-sheets-root=\"1\" data-sheets-value=\"{&quot;1&quot;:2,&quot;2&quot;:&quot;Mindful Practices&quot;}\" data-sheets-userformat=\"{&quot;2&quot;:513,&quot;3&quot;:{&quot;1&quot;:0},&quot;12&quot;:0}\">&nbsp;Practices<\/span>. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Mindful Practices: Integrating SEL into Your Classroom",
            "excerpt": "As an educator, you know first-hand how essential social emotional learning (SEL) is for student success. In this course, you\u2019ll explore effective practices for integrating SEL into your classroom and discover experiential practices designed to help you develop and model these skills in your teaching. Additionally, you\u2019ll examine the importance of safety and structure in...",
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            "id": 88230,
            "path": "\/course\/landing-the-job-applications-and-interviews-for-educators\/",
            "author_id": 21,
            "timestamp": 1721410037,
            "content": "<p>Are you searching for your first job in education? Or has it been a few years since your last job search, and now you\u2019re looking to polish your application materials and interviewing skills? In this course, you\u2019ll discover strategies for completing effective resumes, job applications, and interviews. At the end of this course, you\u2019ll apply the strategies you\u2019ve learned to create or modify a resume, cover letter, or interview response, which will be reviewed by one of our coaches.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Implement best practices to showcase your educational skills during a job search.<\/li>\n<li>Identify where to find job listings in Michigan and best practices for completing applications.<\/li>\n<li>Apply strategies for effectively sharing your experiences in interview settings.<\/li>\n<li>Use the techniques you\u2019ve learned to create or modify a resume, cover letter, or interview response.<\/li>\n<\/ul>",
            "title": "Landing the Job: Applications and Interviews for Educators",
            "excerpt": "Are you searching for your first job in education? Or has it been a few years since your last job search, and now you\u2019re looking to polish your application materials and interviewing skills? In this course, you\u2019ll discover strategies for completing effective resumes, job applications, and interviews. At the end of this course, you\u2019ll apply...",
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        {
            "id": 88211,
            "path": "\/course\/dln-administrator-simulator-staff-social-media\/",
            "author_id": 21,
            "timestamp": 1721410027,
            "content": "<div style=\"text-align: start;font-size: medium\">Welcome to the MASSP Administrator Simulator, created by administrators for administrators, to provide real-life scenarios for school leaders to grow and learn from. During each simulation, the administrator is introduced to an employee or school situation in the form of a story problem. With each story problem, the administrator will be given a multiple-choice and prompted to choose one response to reflect how they would address the situation at each stage. After each choice, the story will continue to play out based on the administrator\u2019s decision. When the story problem gets to the end, the administrator will reflect on the outcome and determine if it supports the action-steps essential for creating a healthy culture of accountability and high expectations.<\/div>\n<div style=\"text-align: start;font-size: medium\"><br><\/div>\n<div style=\"text-align: start;font-size: medium\">To maximize the tool we have provided some ideas for different ways to use the tool and we have designed thought-provoking questions to consider before, during, and after the simulation exercise is complete. The series of questions will help you and your team reflect on current practices, identify areas of improvement, and help strengthen your ability to manage courageous conversations with all employees so that the environment maintains a balanced workload, is built on trust, demonstrates equity, and is transparent through accountability.<\/div>\n<div style=\"text-align: start;font-size: medium\"><br><\/div>\n<div style=\"text-align: start;font-size: medium\">Administrators hold the responsibility to create a positive culture of accountability and high expectations throughout their schools, and especially while dealing with cases of serious or sensitive matters. In this course, you will practice making decisions in a real-life school scenario involving Title IX implications which will give you the opportunity to learn and grow as an administrator.<\/div>\n<p><span style=\"text-align: border-box\">This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Administrator Simulator - Staff Social Media",
            "excerpt": "Welcome to the MASSP Administrator Simulator, created by administrators for administrators, to provide real-life scenarios for school leaders to grow and learn from. During each simulation, the administrator is introduced to an employee or school situation in the form of a story problem. With each story problem, the administrator will be given a multiple-choice and...",
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        {
            "id": 88208,
            "path": "\/course\/designing-online-success-for-special-populations\/",
            "author_id": 21,
            "timestamp": 1721410017,
            "content": "<p>Student success in the online environment must be designed. Research shows  three domains  that have a profound influence on the success of online learners: the student\u2019s functional performance, their support network, and the technology resources available to them. This course will guide you through these three domains of influence, with particular attention given to the needs of special education students in the online environment. Resources at the end of the course point learners towards additional considerations that can inform their planning decisions in the future.  <\/p>\n<p>In this course, you will:<\/p>\n\n<li>Recognize how three domains influence the success of special education students in the online learning environment.\n<\/li><li>Reflect on the elements within each domain and your level of planning.<\/li>\n<li>Identify resources available for further support when designing for special needs and student success in online learning.<\/li>",
            "title": "Designing Online Success for Special Populations",
            "excerpt": "Student success in the online environment must be designed. Research shows three domains that have a profound influence on the success of online learners: the student\u2019s functional performance, their support network, and the technology resources available to them. This course will guide you through these three domains of influence, with particular attention given to the...",
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        {
            "id": 88209,
            "path": "\/course\/digital-content-in-the-blended-classroom\/",
            "author_id": 21,
            "timestamp": 1721410017,
            "content": "<p>Digital content can revolutionize students' learning by allowing them to learn at their own pace, access content in multiple formats, and receive immediate feedback. This course walks educators through pros and cons of using digital content in a blended classroom. You\u2019ll unpack what it means to design a student-centered learning experience, explore instructional technology frameworks, and consider accessibility needs. Finally, you'll explore a repository of tools for creating transformative learning experiences and contextualize technology use in your classroom by analyzing one of these tools.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand foundational definitions of blended and student-centered learning.<\/li>\n<li>Recognize how digital content can help to move instruction toward student-centered learning.<\/li>\n<li>Identify different frameworks and considerations for implementing digital content into the classroom.<\/li>\n<li>Select tools and resources that meet your students' needs and foster engagement.<\/li>\n<\/ul>\n<p><\/p>",
            "title": "Digital Content in the Blended Classroom",
            "excerpt": "Digital content can revolutionize students&#8217; learning by allowing them to learn at their own pace, access content in multiple formats, and receive immediate feedback. This course walks educators through pros and cons of using digital content in a blended classroom. You\u2019ll unpack what it means to design a student-centered learning experience, explore instructional technology frameworks,...",
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            "id": 88191,
            "path": "\/course\/introduction-to-microsoft-excel-2019\/",
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            "timestamp": 1721410006,
            "content": "<p><span data-sheets-value=\"{&quot;1&quot;:2,&quot;2&quot;:&quot;This course will introduce you to the program's basic functions and uses. Through hands-on lessons, you will learn numerous shortcuts to quickly and efficiently set up worksheets. You will also learn how to use the function wizard to calculate statistics, future values, and more. In addition, you will get tips on sorting and analyzing data, creating three-dimensional workbooks, and automating frequently-repeated tasks with macros and buttons. By the time you're done, you will know how to use this vital Office 2019 tool.&quot;}\" data-sheets-userformat=\"{&quot;2&quot;:769,&quot;3&quot;:{&quot;1&quot;:0},&quot;11&quot;:4,&quot;12&quot;:0}\">This course will introduce you to the program's basic functions and uses. Through hands-on lessons, you will learn numerous shortcuts to quickly and efficiently set up worksheets. You will also learn how to use the function wizard to calculate statistics, future values, and more. In addition, you will get tips on sorting and analyzing data, creating three-dimensional workbooks, and automating frequently-repeated tasks with macros and buttons. By the time you're done, you will know how to use this vital Office 2019 tool.<\/span><\/p>\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "Introduction to Microsoft Excel 2019",
            "excerpt": "This course will introduce you to the program&#8217;s basic functions and uses. Through hands-on lessons, you will learn numerous shortcuts to quickly and efficiently set up worksheets. You will also learn how to use the function wizard to calculate statistics, future values, and more. In addition, you will get tips on sorting and analyzing data,...",
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            "id": 88199,
            "path": "\/course\/instructional-practices-with-technology\/",
            "author_id": 21,
            "timestamp": 1721410006,
            "content": "<p>Technology, when used strategically, can bring together the best of the face-to-face and digital world in an effort to best meet the various needs of your students. In this course, you will focus on the basic framework of blended learning and how it can impact your instructional practices. You will identify strategies and protocols to increase your students' engagement in their learning and continue to build their skills in collaboration, critical thinking, and agency. You will also have the opportunity to explore tools and resources which address considerations for assessment, collaboration, content delivery, and accessibility in the blended classroom.<\/p><p>In this course, you will:<\/p><ul><li>Incorporate technology into instructional practices via blended learning<\/li><li>Understand the affordances of face-to-face and digital learning elements<\/li><li>Identify strategies and tools to support blended learning components in your classroom<\/li><\/ul>",
            "title": "Instructional Practices with Technology",
            "excerpt": "Technology, when used strategically, can bring together the best of the face-to-face and digital world in an effort to best meet the various needs of your students. In this course, you will focus on the basic framework of blended learning and how it can impact your instructional practices. You will identify strategies and protocols to...",
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        {
            "id": 88200,
            "path": "\/course\/blended-classroom-design\/",
            "author_id": 21,
            "timestamp": 1721410006,
            "content": "<p>Blended classrooms allow teachers to bring together the best aspects of the face-to-face and digital worlds to offer students a greater degree of control over their learning. In this course, you will learn why educators choose blended learning, explore exciting and effective models, and then dive deeper into intentional strategies for engagement, student agency, organization, assessment, personalized learning, and cultural responsiveness. <\/p>\n<p>In this course, you will:<\/p>\n<li>Consider the key components of blended learning and blended learning models<\/li>\n<li>Understand and identify the benefits of designing a blended classroom environment<\/li>\n<li>Explore resources and examples to support your implementation of a blended learning design<\/li>",
            "title": "Blended Classroom Design",
            "excerpt": "Blended classrooms allow teachers to bring together the best aspects of the face-to-face and digital worlds to offer students a greater degree of control over their learning. In this course, you will learn why educators choose blended learning, explore exciting and effective models, and then dive deeper into intentional strategies for engagement, student agency, organization,...",
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        {
            "id": 88181,
            "path": "\/course\/certificate-in-meditation\/",
            "author_id": 21,
            "timestamp": 1721409996,
            "content": "Learn how to intentionally train your attention and concentration for effective meditation. In addition to meditation techniques, this course will also help you discover how meditation can be used to increase mindfulness, reduce stress, deal with pain and illness, and support overall health.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Certificate in Meditation",
            "excerpt": "Learn how to intentionally train your attention and concentration for effective meditation. In addition to meditation techniques, this course will also help you discover how meditation can be used to increase mindfulness, reduce stress, deal with pain and illness, and support overall health. An external course provider, ed2go (Cengage), offers this course. Please take a...",
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            "modified_timestamp": 1721409996,
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            "id": 88182,
            "path": "\/course\/certificate-in-nutrition-chronic-disease-and-health-promotion\/",
            "author_id": 21,
            "timestamp": 1721409996,
            "content": "Learn how nutrition impacts health and the development of chronic diseases. This course will give you expertise regarding the role food and water play in health and how making appropriate changes in nutrition can have powerful effects on health throughout life.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Certificate in Nutrition, Chronic Disease, and Health Promotion",
            "excerpt": "Learn how nutrition impacts health and the development of chronic diseases. This course will give you expertise regarding the role food and water play in health and how making appropriate changes in nutrition can have powerful effects on health throughout life. An external course provider, ed2go (Cengage), offers this course. Please take a moment to...",
            "slug": "certificate-in-nutrition-chronic-disease-and-health-promotion",
            "modified_timestamp": 1721409996,
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        {
            "id": 88183,
            "path": "\/course\/certificate-in-stress-management\/",
            "author_id": 21,
            "timestamp": 1721409996,
            "content": "Understand strategies and therapies used to reduce and manage stress. This course will help you explore the physiological, social and psychological impacts of stress and provide you with methods to get stress under control.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Certificate in Stress Management",
            "excerpt": "Understand strategies and therapies used to reduce and manage stress. This course will help you explore the physiological, social and psychological impacts of stress and provide you with methods to get stress under control. An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their privacy policy.",
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            "id": 88184,
            "path": "\/course\/certificate-in-healing-environments-for-body-mind-and-spirit\/",
            "author_id": 21,
            "timestamp": 1721409996,
            "content": "Examine how Optimal Healing Environments impact the health of individuals and communities on a physical, social, psychological, and spiritual level. This course will give you the skills to recommend methods for enhancing the personal care and work environments around you to support health and well-being.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Certificate in Healing Environments for Body, Mind, and Spirit",
            "excerpt": "Examine how Optimal Healing Environments impact the health of individuals and communities on a physical, social, psychological, and spiritual level. This course will give you the skills to recommend methods for enhancing the personal care and work environments around you to support health and well-being. An external course provider, ed2go (Cengage), offers this course. Please...",
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        {
            "id": 88185,
            "path": "\/course\/certificate-in-integrative-behavioral-health\/",
            "author_id": 21,
            "timestamp": 1721409996,
            "content": "Learn a groundbreaking, holistic and integrative approach to treating mental health problems. This course will provide complementary methods of care which are combined with medications and psychotherapy to effectively address the physical, psychological, and spiritual needs of individuals with a variety of mental health conditions.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Certificate in Integrative Behavioral Health",
            "excerpt": "Learn a groundbreaking, holistic and integrative approach to treating mental health problems. This course will provide complementary methods of care which are combined with medications and psychotherapy to effectively address the physical, psychological, and spiritual needs of individuals with a variety of mental health conditions. An external course provider, ed2go (Cengage), offers this course. Please...",
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            "id": 88186,
            "path": "\/course\/teaching-preschool-a-year-of-inspiring-lessons\/",
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            "content": "Learn how to develop creative and balanced preschool lesson plans for every month of the school year. This course will equip you with a solid lesson plan template, plus over 100 engaging and interchangeable activities for circle-discussion, art, literacy, motor skills, science, and music.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Teaching Preschool: A Year of Inspiring Lessons",
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            "id": 88187,
            "path": "\/course\/advanced-grant-proposal-writing\/",
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            "timestamp": 1721409996,
            "content": "Learn from an experienced grant writer how to research and write winning grant proposals. This course will provide you with a complete understanding of all the components used to determine whether to fund or reject a proposal and how to give your project an edge over others.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Advanced Grant Proposal Writing",
            "excerpt": "Learn from an experienced grant writer how to research and write winning grant proposals. This course will provide you with a complete understanding of all the components used to determine whether to fund or reject a proposal and how to give your project an edge over others. An external course provider, ed2go (Cengage), offers this...",
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        {
            "id": 88188,
            "path": "\/course\/grammar-refresher-ii\/",
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            "timestamp": 1721409996,
            "content": "Gain the advanced grammar skills you need and understand how to use them in practical ways. This course helps you take your grammar skills to the next level and put them to work as you explore different kinds of business, paragraph, and even formal essay writing.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Grammar Refresher II",
            "excerpt": "Gain the advanced grammar skills you need and understand how to use them in practical ways. This course helps you take your grammar skills to the next level and put them to work as you explore different kinds of business, paragraph, and even formal essay writing. An external course provider, ed2go (Cengage), offers this course....",
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            "path": "\/course\/guided-reading-and-writing-strategies-for-maximum-student-achievement\/",
            "author_id": 21,
            "timestamp": 1721409996,
            "content": "Gain a classroom full of students who can negotiate increasingly challenging texts with unprecedented fluency. This class provides differentiated instruction tactics to better understand how your students learn and how to apply those tactics within the guided reading framework.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Guided Reading and Writing: Strategies for Maximum Student Achievement",
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            "id": 88190,
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            "author_id": 21,
            "timestamp": 1721409996,
            "content": "Become a more effective manager by learning the language of business management. This course provides skills in managing time, delegating responsibility, motivating your employees, solving problems and resolving conflicts so you can accomplish your job more effectively.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Fundamentals of Supervision and Management",
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            "id": 88172,
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            "author_id": 21,
            "timestamp": 1721409985,
            "content": "<p>Advocating for one\u2019s self is no simple task. It is a life skill that needs support and practice. This self-awareness course guides you in building self-advocacy as a skill for yourself and with your students through a three part process: understanding your own needs, knowing your supports, and communicating your needs. While you learn more about each part of the process, you\u2019ll have the opportunity to explore various resources and strategies to implement and practice.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Examine the key components of self-advocacy and its alignment with Maslow\u2019s Hierarchy of Needs<\/li>\n<li>Use reflection practices to increase self-awareness,<\/li>\n<li>Identify activities to support self-advocacy skills in the classroom, and<\/li>\n<li>Reflect on a current challenge and consider which self-advocacy strategies can help you move forward. <\/li>\n<\/ul>",
            "title": "Reaching Your Potential through Self-Advocacy",
            "excerpt": "Advocating for one\u2019s self is no simple task. It is a life skill that needs support and practice. This self-awareness course guides you in building self-advocacy as a skill for yourself and with your students through a three part process: understanding your own needs, knowing your supports, and communicating your needs. While you learn more...",
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            "id": 88176,
            "path": "\/course\/blockchain-fundamentals\/",
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            "timestamp": 1721409985,
            "content": "This course provides a foundation in the underlying methodology of blockchain, including the roles of participants of mining, minting, and the algorithms that determine consensus.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Blockchain Fundamentals",
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            "path": "\/course\/introduction-to-artificial-intelligence\/",
            "author_id": 21,
            "timestamp": 1721409985,
            "content": "Gain a foundational knowledge of the science behind creating computer systems that can perform tasks typically requiring human intelligence in this introductory artificial intelligence (AI) course.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Introduction to Artificial Intelligence",
            "excerpt": "Gain a foundational knowledge of the science behind creating computer systems that can perform tasks typically requiring human intelligence in this introductory artificial intelligence (AI) course. An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their privacy policy.",
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        {
            "id": 88178,
            "path": "\/course\/advanced-microsoft-excel-2019-office-365\/",
            "author_id": 21,
            "timestamp": 1721409985,
            "content": "In this hands-on course, you will learn Microsoft Excel 2019\/Office 365's advanced functions and often-overlooked features, including data analysis tools, data tables and databases, custom controls, and PivotTables.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Advanced Microsoft Excel 2019\/Office 365",
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            "path": "\/course\/introduction-to-java-programming\/",
            "author_id": 21,
            "timestamp": 1721409985,
            "content": "Get comfortable programming with Java while gaining skills from an experienced Java programmer. This course provides you with easy-to-understand examples and plenty of skill-building exercises using the latest version of Java to give you confidence as you learn programming.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Introduction to Java Programming",
            "excerpt": "Get comfortable programming with Java while gaining skills from an experienced Java programmer. This course provides you with easy-to-understand examples and plenty of skill-building exercises using the latest version of Java to give you confidence as you learn programming. An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself...",
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        {
            "id": 88180,
            "path": "\/course\/certificate-in-mindfulness\/",
            "author_id": 21,
            "timestamp": 1721409985,
            "content": "Lay the foundation for a career in health and wellness coaching with a deep understanding of the practice of mindfulness. This course will provide in depth knowledge of mindfulness and meditation, mindfulness and happiness, mindful eating, mindful movement, and mindful relationships.\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Certificate in Mindfulness",
            "excerpt": "Lay the foundation for a career in health and wellness coaching with a deep understanding of the practice of mindfulness. This course will provide in depth knowledge of mindfulness and meditation, mindfulness and happiness, mindful eating, mindful movement, and mindful relationships. An external course provider, ed2go (Cengage), offers this course. Please take a moment to...",
            "slug": "certificate-in-mindfulness",
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            "id": 88162,
            "path": "\/course\/ferpa-family-educational-rights-and-privacy-act\/",
            "author_id": 21,
            "timestamp": 1721409976,
            "content": "<div>This course is designed primarily for people working in post-secondary education institutions, but is applicable to K-12 organizations as well. It shares the importance of protecting student privacy in compliance with FERPA regulations, emphasizing the legal liabilities associated with unauthorized disclosure of personal information. In this course, you will:<\/div>\n<ul>\n<li>Identify the various types of personal data collected and stored.<\/li>\n<li>Understand the potential risks associated with unauthorized access.<\/li>\n<li>Recognize the legal implications of mishandling student records.<\/li>\n<\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "FERPA \u2013 Family Educational Rights and Privacy Act",
            "excerpt": "This course is designed primarily for people working in post-secondary education institutions, but is applicable to K-12 organizations as well. It shares the importance of protecting student privacy in compliance with FERPA regulations, emphasizing the legal liabilities associated with unauthorized disclosure of personal information. In this course, you will: Identify the various types of personal...",
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        {
            "id": 88153,
            "path": "\/course\/dln-administrator-simulator-title-ix\/",
            "author_id": 21,
            "timestamp": 1721409966,
            "content": "<p style=\"text-align: start;font-size: medium\">Welcome to the MASSP Administrator Simulator, created by administrators for administrators, to provide real-life scenarios for school leaders to grow and learn from. During each simulation, the administrator is introduced to an employee or school situation in the form of a story problem. With each story problem, the administrator will be given a multiple-choice and prompted to choose one response to reflect how they would address the situation at each stage. After each choice, the story will continue to play out based on the administrator\u2019s decision. When the story problem gets to the end, the administrator will reflect on the outcome and determine if it supports the action-steps essential for creating a healthy culture of accountability and high expectations.<\/p>\n<p style=\"text-align: start;font-size: medium\">To maximize the tool we have provided some ideas for different ways to use the tool and we have designed thought-provoking questions to consider before, during, and after the simulation exercise is complete. The series of questions will help you and your team reflect on current practices, identify areas of improvement, and help strengthen your ability to manage courageous conversations with all employees so that the environment maintains a balanced workload, is built on trust, demonstrates equity, and is transparent through accountability.<\/p>\n<p style=\"text-align: start;font-size: medium\">Administrators hold the responsibility to create a positive culture of accountability and high expectations throughout their schools, and especially while dealing with cases of serious or sensitive matters. In this course, you will practice making decisions in a real-life school scenario involving Title IX implications which will give you the opportunity to learn and grow as an administrator.<\/p>\n<p><span style=\"text-align: border-box\">This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-align: border-box;text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Administrator Simulator - Title IX",
            "excerpt": "Welcome to the MASSP Administrator Simulator, created by administrators for administrators, to provide real-life scenarios for school leaders to grow and learn from. During each simulation, the administrator is introduced to an employee or school situation in the form of a story problem. With each story problem, the administrator will be given a multiple-choice and...",
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        {
            "id": 88154,
            "path": "\/course\/dln-administrator-simulator-student-discipline\/",
            "author_id": 21,
            "timestamp": 1721409966,
            "content": "<p style=\"text-align: start;font-size: medium\">Welcome to the MASSP Administrator Simulator, created by administrators for administrators, to provide real-life scenarios for school leaders to grow and learn from. During each simulation, the administrator is introduced to an employee or school situation in the form of a story problem. With each story problem, the administrator will be given a multiple-choice and prompted to choose one response to reflect how they would address the situation at each stage. After each choice, the story will continue to play out based on the administrator\u2019s decision. When the story problem gets to the end, the administrator will reflect on the outcome and determine if it supports the action-steps essential for creating a healthy culture of accountability and high expectations.<\/p>\n<p style=\"text-align: start;font-size: medium\">To maximize the tool we have provided some ideas for different ways to use the tool and we have designed thought-provoking questions to consider before, during, and after the simulation exercise is complete. The series of questions will help you and your team reflect on current practices, identify areas of improvement, and help strengthen your ability to manage courageous conversations with all employees so that the environment maintains a balanced workload, is built on trust, demonstrates equity, and is transparent through accountability.<\/p>\n<p style=\"text-align: start;font-size: medium\">When it comes to taking serious disciplinary measures with a student, opinions and best practices can vary among districts and even administrative teams. In this course, you and your team will practice making decisions and coming to a consensus about disciplinary action to take with a student involving inappropriate behavior and school safety concerns.<\/p>\n<p><span style=\"text-align: border-box\">This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Administrator Simulator - Student Discipline",
            "excerpt": "Welcome to the MASSP Administrator Simulator, created by administrators for administrators, to provide real-life scenarios for school leaders to grow and learn from. During each simulation, the administrator is introduced to an employee or school situation in the form of a story problem. With each story problem, the administrator will be given a multiple-choice and...",
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        {
            "id": 88159,
            "path": "\/course\/fostering-student-agency-through-positive-relationships\/",
            "author_id": 21,
            "timestamp": 1721409966,
            "content": "<p>Teaching today\u2019s students is complex, and teaching those same students in a remote setting is more challenging than ever. This course will help you reflect on how you have built relationships in the past year of teaching and how to improve upon them to promote well-being and engagement both face-to-face and online. You will be able to choose from a library of resources to match your learning goals and also have the opportunity to collaborate with other educators to share instructional techniques and ideas to help you take care of yourself.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand how classroom cultures promote collaboration, a sense of belonging, and safety.<\/li>\n<li>Develop a toolkit of strategies to engage students by fostering student-teacher relationships, establishing credibility, and increasing trust, and<\/li>\n<li>Explore and reflect relationship processes and protocols to maximize learning opportunities in your classroom.<\/li>\n<\/ul>\n<p><\/p>",
            "title": "Fostering Student Agency Through Positive Relationships",
            "excerpt": "Teaching today\u2019s students is complex, and teaching those same students in a remote setting is more challenging than ever. This course will help you reflect on how you have built relationships in the past year of teaching and how to improve upon them to promote well-being and engagement both face-to-face and online. You will be...",
            "slug": "fostering-student-agency-through-positive-relationships",
            "modified_timestamp": 1721409966,
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            "price": "$10",
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        },
        {
            "id": 88160,
            "path": "\/course\/supporting-all-students-executive-functioning-skills\/",
            "author_id": 21,
            "timestamp": 1721409966,
            "content": "<p>Executive Function Skills are necessary to help students thrive in school in areas ranging from managing time to managing emotions. In this course, you\u2019ll learn about six cognitive clusters that foster a student\u2019s ability to regulate their attention, their working memory, and their inhibitory control. You\u2019ll consider relatable scenarios about each cognitive cluster and what it might look like both in and out of the classroom and explore specific strategies to support each function.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand Dr. Brown\u2019s six cognitive clusters,<\/li>\n<li>Explore strategies to teach, practice, and apply the cognitive skills, and<\/li>\n<li>Share strategies you use and actionable steps to support the development of executive functioning skills in your classroom.<\/li>\n<\/ul>",
            "title": "Supporting All Students\u2019 Executive Functioning Skills",
            "excerpt": "Executive Function Skills are necessary to help students thrive in school in areas ranging from managing time to managing emotions. In this course, you\u2019ll learn about six cognitive clusters that foster a student\u2019s ability to regulate their attention, their working memory, and their inhibitory control. You\u2019ll consider relatable scenarios about each cognitive cluster and what...",
            "slug": "supporting-all-students-executive-functioning-skills",
            "modified_timestamp": 1721409966,
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            "time_commitment": "4 hrs",
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            "price": "$15",
            "plp_subject_area": "Best Practices, Special Education",
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        {
            "id": 88141,
            "path": "\/course\/dln-disciplinary-literacy-for-secondary-leaders\/",
            "author_id": 21,
            "timestamp": 1721409954,
            "content": "<p style=\"text-align: start;font-size: medium\"><span style=\"text-align: start;font-size: medium\">The purpose of this set of Disciplinary Literacy for Secondary Leaders is to improve Michigan students\u2019 academic literacies and content learning at the secondary level. Professional development throughout the state can focus on these research-supported literacy instructional practices for regular use in the classroom. In this course, learners will be presented with content in the form of slides, articles, websites, and videos and will be assessed through reflection, short answer questions, matching, and multiple choice. Participants are encouraged to implement the learning and to submit samples of competency.<\/span><\/p>\n<p><span style=\"text-align: border-box\">This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-align: border-box;text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Disciplinary Literacy for Secondary Leaders",
            "excerpt": "The purpose of this set of Disciplinary Literacy for Secondary Leaders is to improve Michigan students\u2019 academic literacies and content learning at the secondary level. Professional development throughout the state can focus on these research-supported literacy instructional practices for regular use in the classroom. In this course, learners will be presented with content in the...",
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            "modified_timestamp": 1721409954,
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            "price": "$75",
            "plp_subject_area": "Administration, Leadership, Literacy Essentials",
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        },
        {
            "id": 88143,
            "path": "\/course\/5d-indicators-of-high-quality-instruction\/",
            "author_id": 21,
            "timestamp": 1721409954,
            "content": "The 5D+ dimension specific module assists educators in developing a vision for rubric indicators within each dimension, authentic examples of what each indicator looks like in daily practice, suggested teacher and student moves to enact the distinguished performance level in daily lessons, and opportunities for participants to self-assess and determine areas of focus based on areas of strength and need. A district or mentor may supplement support around the modules using MASSP provided Facilitation Guides as each participant engages and completes the module independently.<div><br><\/div><div><div><span>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"cursor: pointer\">privacy policy<\/a><span>.<\/span><\/div><div><br style=\", Helvetica, Arial, sans-serif;font-size: 14px\"><\/div><\/div>",
            "title": "5D+ Indicators of High-Quality Instruction",
            "excerpt": "The 5D+ dimension specific module assists educators in developing a vision for rubric indicators within each dimension, authentic examples of what each indicator looks like in daily practice, suggested teacher and student moves to enact the distinguished performance level in daily lessons, and opportunities for participants to self-assess and determine areas of focus based on...",
            "slug": "5d-indicators-of-high-quality-instruction",
            "modified_timestamp": 1721409954,
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            "post_type": "courses",
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            "time_commitment": "12 hrs",
            "scech": "12",
            "price": "$150",
            "plp_subject_area": "Administration, Best Practices, Evaluation, Leadership",
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        {
            "id": 88144,
            "path": "\/course\/coronavirus-covid-19-prevention-in-the-workplace\/",
            "author_id": 21,
            "timestamp": 1721409954,
            "content": "<p>While many people have been able to work from home or remotely during the coronavirus outbreak, some teachers have been asked to return to their classrooms to teach in person. This awareness-level course will help you understand exactly how coronavirus (covid-19) is spread as well specific practices to reduce the risk of transmission while at work. You\u2019ll also get tips on how to best take care of your overall wellness and mental health along with resources to stay up-to-date and get help if needed.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Recognize common symptoms of coronavirus (covid-19),<\/li>\n<li>Understand personal prevention methods such as quarantine, isolation, and social distancing,<\/li>\n<li>Understand workplace prevention methods such as engineering, administrative, and PPE controls, and<\/li>\n<li>Identify how to maintain a healthy lifestyle and work\/life balance.<\/li>\n<\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Coronavirus (COVID-19) Prevention in the Workplace",
            "excerpt": "While many people have been able to work from home or remotely during the coronavirus outbreak, some teachers have been asked to return to their classrooms to teach in person. This awareness-level course will help you understand exactly how coronavirus (covid-19) is spread as well specific practices to reduce the risk of transmission while at...",
            "slug": "coronavirus-covid-19-prevention-in-the-workplace",
            "modified_timestamp": 1721409954,
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        },
        {
            "id": 88147,
            "path": "\/course\/how-to-disaggregate-data-successline-micro-credential\/",
            "author_id": 21,
            "timestamp": 1721409954,
            "content": "<p>School leaders hold the important responsibility of determining any gaps in achievement among their students and how to effectively close those gaps. A vital step for accomplishing this is knowing how to disaggregate data from raw data. This skill-building microcredential provides everything you need to be successful at disaggregating, analyzing, and writing about data. You will learn how to effectively communicate your data findings to your colleagues and how to use your data appropriately to create performance targets in order to achieve equity in quality for your student populations.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand how disaggregated data can help determine learning for all,<\/li>\n<li>Identify different sub-groups in your school and the correct ways to compare them,<\/li>\n<li>Learn the 4-part method for calculating, analyzing, writing about, and using your data,<\/li>\n<li>Create effective one-pagers using real data from your school,<\/li>\n<li>Access the Comprehensive Needs Assessment Toolbook for more examples and deeper learning.<\/li>\n<\/ul>\n<p>This course is offered in partnership with Successline. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "How to Disaggregate Data - Successline Micro-Credential",
            "excerpt": "School leaders hold the important responsibility of determining any gaps in achievement among their students and how to effectively close those gaps. A vital step for accomplishing this is knowing how to disaggregate data from raw data. This skill-building microcredential provides everything you need to be successful at disaggregating, analyzing, and writing about data. You...",
            "slug": "how-to-disaggregate-data-successline-micro-credential",
            "modified_timestamp": 1721409954,
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            "post_type": "courses",
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            "time_commitment": "10 hrs",
            "scech": "10",
            "price": "$99",
            "plp_subject_area": "Administration",
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            "id": 88148,
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            "content": "<p>Taking the time to gather and analyze feedback is a crucial practice for educators and administrators when working with students, staff, parents, and community members. In this course, you will review different ways to develop surveys and gather feedback from stakeholders that have an immediate impact in your building. You will also examine bias when writing questions, learn best practices for analyzing data, and brainstorm how to use the results to provide evidence of improvement or create a plan for growth in your building or classroom.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Understand why feedback is so important in education,<\/li>\n<li>Determine who or what groups can provide you with the most valuable feedback,<\/li>\n<li>Identify how to use different technology tools for surveys and data, and<\/li>\n<li>Develop a survey to distribute in your own building to gain feedback that will help you reach your goals.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our <a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\">privacy policy.<\/a><\/p>",
            "title": "DLN: Using Surveys For Feedback",
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            "path": "\/course\/dln-implementing-official-sat-practice-on-khan-academy-in-your-school\/",
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            "content": "<p style=\"text-align: start;font-size: medium\"><span style=\"text-align: start;font-size: medium\">Did you know that the College Board offers free, official SAT practice through Khan Academy for students? In this course, participants will learn about the statistical gains in performance students can see when using the personalized, online practice. Modules will walk learners through the steps on how to link College Board and Khan Academy accounts, take practice tests, and how coaches can monitor student progress.<\/span><\/p>\n<p><span style=\"text-align: border-box\">This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-align: border-box;text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Implementing Official SAT Practice on Khan Academy in Your School",
            "excerpt": "Did you know that the College Board offers free, official SAT practice through Khan Academy for students? In this course, participants will learn about the statistical gains in performance students can see when using the personalized, online practice. Modules will walk learners through the steps on how to link College Board and Khan Academy accounts,...",
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            "id": 88133,
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            "author_id": 21,
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            "content": "<p><span style=\"text-align: start;font-size: medium\">Khan Academy is a free resource teachers can use to assign lessons and monitor student progress. &nbsp;With thousands of free lesson resources including questions, videos, quizzes and unit tests, Khan Academy is a great resource for any teacher. Khan Academy even offers personalized SAT practice for students and allows coaches to monitor Math &amp; ELA SAT skills. This course features videos, resources and other materials including feedback on assignments in order to get set up and start running with this game changing platform. Participants will learn from Erin Carlson, an ELA teacher and Khan Academy Student Ambassador from Sandusky Jr\/Sr High School.<\/span><\/p>\n<p><span>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: A Teacher's Guide to Khan Academy",
            "excerpt": "Khan Academy is a free resource teachers can use to assign lessons and monitor student progress. &nbsp;With thousands of free lesson resources including questions, videos, quizzes and unit tests, Khan Academy is a great resource for any teacher. Khan Academy even offers personalized SAT practice for students and allows coaches to monitor Math &amp; ELA...",
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            "id": 88137,
            "path": "\/course\/dln-trauma-informed-schools-a-whole-school-approach\/",
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            "content": "<p>The impacts of trauma on children can be numerous, affecting their bodies, brains, and abilities to learn and, unfortunately, remains a part of many students' lives throughout our school systems. In this course, you will identify key trauma statistics and terminology, and navigate strategies to support these students in the classroom and on a building-level. Through articles, videos, and interactive content, you will build your understanding of trauma-informed practices in order to handle behavior or situations that may arise through training and resources.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Review important statistical data related to trauma and learning,<\/li>\n<li>Identify and describe trauma-informed approaches and impacts in the classroom,<\/li>\n<li>Recognize signs and symptoms of trauma in students,<\/li>\n<li>Compare and contrast strategies to implement in your classrooms and school building, and<\/li>\n<li>Access resources you can start using today to help students impacted by trauma.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: Trauma Informed Schools: A Whole School Approach",
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            "id": 88139,
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            "author_id": 21,
            "timestamp": 1721409944,
            "content": "<p>Virtual meetings have become the new normal and will forever change the way some teams interact. However true, if collaboration is the true belief system of the organization, both individuals and teams will transfer the 'brick-and-mortar' practices to the virtual world. Successful teams understand the importance of setting norms, having clearly defined outcomes, creating space for balanced talk, embracing cognitive conflict, and reflecting on the functioning and learning of the team.Learners will be presented with content in the form of slides, articles, websites, and videos and will be assessed through reflection, short answer questions, matching, and multiple choice. Participants are encouraged to implement the learning and to submit samples of competency.<\/p>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: Leading Collaborative Meetings in a Virtual World",
            "excerpt": "Virtual meetings have become the new normal and will forever change the way some teams interact. However true, if collaboration is the true belief system of the organization, both individuals and teams will transfer the &#8216;brick-and-mortar&#8217; practices to the virtual world. Successful teams understand the importance of setting norms, having clearly defined outcomes, creating space...",
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        {
            "id": 88122,
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            "author_id": 21,
            "timestamp": 1721409933,
            "content": "<p>It is an unfortunate reality that there is growing concern surrounding active shooter incidents in recent years. Although rare, these events can be unpredictable and chaotic making preparedness difficult. This proactive course teaches prevention and response to workplace violence with the Run, Hide, Fight method recommended by the Department of Homeland Security (DHS) and the Federal Emergency Management Agency (FEMA). With a 'whole community' approach, you will learn how to react in an active shooter event and how to address concerns such as first aid and communicating with first responders.<\/p><p>In this course, you will:<\/p><ul><li>Identify key elements of the Run, Hide, Fight program to prepare for an active shooter situation,<\/li><li>Learn how to handle important secondary concerns such as basic first aid and how to react to first responders, and<\/li><li>Practice the fundamentals of the Run, Hide, Fight method in an interactive virtual office setting<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Run, Hide, Fight",
            "excerpt": "It is an unfortunate reality that there is growing concern surrounding active shooter incidents in recent years. Although rare, these events can be unpredictable and chaotic making preparedness difficult. This proactive course teaches prevention and response to workplace violence with the Run, Hide, Fight method recommended by the Department of Homeland Security (DHS) and the...",
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            "id": 88124,
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            "author_id": 21,
            "timestamp": 1721409933,
            "content": "<p>As a professional educator, you are constantly seeking out ways to supplement your own continuing education and improve yourself. So, how can you receive credit for your efforts? This course will give you the means of receiving formal credit (SCECHs) for informal learning that has or will be completed on your own. With guidance, you will be asked to submit resources, explanations, and proof of application surrounding a single informal learning objective related to your classroom or professional interests.<\/p><p>In this course, you will:<\/p><ul><li>Explore in-depth resources on a topic that is relevant to you and your own classroom,<\/li><li>Apply what you have learned and reflect on that learning through the support of a dedicated coach, and<\/li><li>Earn SCECH credit for your informal learning.<\/li><\/ul>",
            "title": "MyPD - 6 SCECHs",
            "excerpt": "As a professional educator, you are constantly seeking out ways to supplement your own continuing education and improve yourself. So, how can you receive credit for your efforts? This course will give you the means of receiving formal credit (SCECHs) for informal learning that has or will be completed on your own. With guidance, you...",
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            "timestamp": 1721409933,
            "content": "<div>The U.S. Centers for Disease Control estimates there are about 5.6 million workers in the health care industry and related occupations that are at risk of occupational exposure to bloodborne pathogens. The good news is that bloodborne pathogens, often called BBPs, can only spread if the blood or other infectious bodily fluids of an infected person enter the bloodstream of another person. This means that it is difficult for bloodborne pathogens to spread if proper precautions are taken. In this course, you will<\/div>\n<ul>\n<li>Recognize the basics of bloodborne pathogens.<\/li>\n<li>Identify the meaning and risks of occupational exposure.<\/li>\n<li>Identify how to safely handle sharps and contaminated waste.<\/li>\n<\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
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            "author_id": 21,
            "timestamp": 1721409933,
            "content": "<p style=\"text-align: start;font-size: medium\">Welcome to the MASSP Administrator Simulator, created by administrators for administrators, to provide real-life scenarios for school leaders to grow and learn from. During each simulation, the administrator is introduced to an employee or school situation in the form of a story problem. With each story problem, the administrator will be given a multiple-choice and prompted to choose one response to reflect how they would address the situation at each stage. After each choice, the story will continue to play out based on the administrator\u2019s decision. When the story problem gets to the end, the administrator will reflect on the outcome and determine if it supports the action-steps essential for creating a healthy culture of accountability and high expectations.<\/p>\n<p style=\"text-align: start;font-size: medium\">To maximize the tool we have provided some ideas for different ways to use the tool and we have designed thought-provoking questions to consider before, during, and after the simulation exercise is complete. The series of questions will help you and your team reflect on current practices, identify areas of improvement, and help strengthen your ability to manage courageous conversations with all employees so that the environment maintains a balanced workload, is built on trust, demonstrates equity, and is transparent through accountability.<\/p>\n<p style=\"text-align: start;font-size: medium\">A school leader must demonstrate the ability to have courageous conversations with staff so that the environment maintains a balanced workload, is built on trust, demonstrates equity, and is transparent through accountability. This interactive course will walk you or your team through a simulation centered around decision making involving holding staff accountable for actions and performance. Through this process, you and your team will reflect on current practices, identify areas of improvement, and strengthen your ability to make decisions that are aligned with your school values.<\/p>\n<p style=\"text-align: start;font-size: medium\">In this course, you will:<\/p>\n<ul style=\"text-align: start;font-size: medium\">\n    <li>Engage in a multiple-choice simulation to make decisions about staff accountability,<\/li>\n    <li>Reflect on the outcome to determine if it supports the action-steps essential for creating a healthy culture of accountability and high expectations, and<\/li>\n    <li>Practice having courageous conversations with individuals to strengthen your abilities as leaders.<\/li>\n<\/ul>\n<p><span style=\"text-align: border-box\">This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
            "title": "DLN: Administrator Simulator - Staff Accountability",
            "excerpt": "Welcome to the MASSP Administrator Simulator, created by administrators for administrators, to provide real-life scenarios for school leaders to grow and learn from. During each simulation, the administrator is introduced to an employee or school situation in the form of a story problem. With each story problem, the administrator will be given a multiple-choice and...",
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        },
        {
            "id": 88130,
            "path": "\/course\/podcast-pd-growing-student-agency-and-implementing-google-classroom\/",
            "author_id": 21,
            "timestamp": 1721409933,
            "content": "<p>Your students come from varying social, cultural, and academic backgrounds; how can you help them grow their own leadership of their journey into adulthood? This practice-minded course looks at student agency as a multi-faceted skill that can be grown and shaped. It also looks at how technology, like Google Classroom, can practice this skill within a lesson. You will examine different dimensions of student agency including setting advantageous goals, initiating action toward those goals, reflection and revision, and internalizing self-efficacy. This course is part of the Podcast PD series.<\/p><p>In this course, you will:<\/p><ul><li>Discover the informal learning experience of listening to podcasts in a formalized course setting,<\/li><li>Explore how to implement student agency as a learning tool in your school or classroom,<\/li><li>Discover Google Classroom as a helpful technology tool, and<\/li><li>Create a plan to develop a specific student-agency skill using your findings.<\/li><\/ul>",
            "title": "Podcast PD: Growing Student Agency and Implementing Google Classroom",
            "excerpt": "Your students come from varying social, cultural, and academic backgrounds; how can you help them grow their own leadership of their journey into adulthood? This practice-minded course looks at student agency as a multi-faceted skill that can be grown and shaped. It also looks at how technology, like Google Classroom, can practice this skill within...",
            "slug": "podcast-pd-growing-student-agency-and-implementing-google-classroom",
            "modified_timestamp": 1721409933,
            "term_ids": [
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            "post_type": "courses",
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            "time_commitment": "5 hrs",
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            "price": "$15",
            "plp_subject_area": "Best Practices, Blended &amp; Online Learning",
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        },
        {
            "id": 88114,
            "path": "\/course\/podcast-pd-google-forms-failure-free-failing-and-cbe\/",
            "author_id": 21,
            "timestamp": 1721409921,
            "content": "<p>Helpful resources and new applications are constantly emerging in the teaching world that can shape your instructional practices, especially in a blended classroom. In this experiential course, you will listen to a podcast that discusses the topics of personalized learning and a growth mindset for your students, and then communicate your findings on the subject. You will have the opportunity to explore topics and resources about Google Forms, a classroom that embraces learning through failure-free failing, and competency-based education. This course is part of the Podcast PD series.<\/p><p>In this course, you will:<\/p><ul><li>Discover the informal learning experience of listening to podcasts in a formalized course setting,<\/li><li>Explore growth mindset and possible classroom application,<\/li><li>Demonstrate the instructional affordances of Google Forms and possible classroom application,<\/li><li>Examine competency-based education and its benefits, and also the challenges associated with its implementation, and<\/li><li>Create artifacts and a lesson based on your findings.<\/li><\/ul>",
            "title": "Podcast PD: Google Forms, Failure-Free Failing and CBE",
            "excerpt": "Helpful resources and new applications are constantly emerging in the teaching world that can shape your instructional practices, especially in a blended classroom. In this experiential course, you will listen to a podcast that discusses the topics of personalized learning and a growth mindset for your students, and then communicate your findings on the subject....",
            "slug": "podcast-pd-google-forms-failure-free-failing-and-cbe",
            "modified_timestamp": 1721409921,
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            "post_type": "courses",
            "presenter_0_name": "",
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            "time_commitment": "4 hrs",
            "scech": "4",
            "price": "$15",
            "plp_subject_area": "Best Practices, Blended &amp; Online Learning",
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                "full": "\/wp-content\/uploads\/2021\/06\/504.jpg"
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        },
        {
            "id": 88115,
            "path": "\/course\/podcast-pd-screencasting-the-future-of-education\/",
            "author_id": 21,
            "timestamp": 1721409921,
            "content": "<p>In traditional schools, students move at the pace of the clock and calendar. What might school be like if the progression of time mattered less to the pace of student learning? This practice-minded course ruminates on what changes are needed in the classroom to prepare for the future of effective, student-focused education. You will also discover Loom as a tool to create classroom friendly screencasts and construct demonstrative videos. This course is part of the Podcast PD series.<\/p><p>In this course, you will:<\/p><ul><li>Discover the informal learning experience of listening to podcasts in a formalized course setting,<\/li><li>Demonstrate the instructional affordances of Loom technology and possible classroom application,<\/li><li>Distinguish personalized professional learning and its benefits from traditional professional development, and<\/li><li>Predict what the future of learning might look like and construct an educational model.<\/li><\/ul>",
            "title": "Podcast PD: Screencasting, the Future of Education",
            "excerpt": "In traditional schools, students move at the pace of the clock and calendar. What might school be like if the progression of time mattered less to the pace of student learning? This practice-minded course ruminates on what changes are needed in the classroom to prepare for the future of effective, student-focused education. You will also...",
            "slug": "podcast-pd-screencasting-the-future-of-education",
            "modified_timestamp": 1721409921,
            "term_ids": [
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            "post_type": "courses",
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            "time_commitment": "4 hrs",
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            "price": "$15",
            "plp_subject_area": "Blended &amp; Online Learning",
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            "thumbnails": {
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        },
        {
            "id": 88116,
            "path": "\/course\/dln-observation-feedback\/",
            "author_id": 21,
            "timestamp": 1721409921,
            "content": "<p>As a school leader principal you are responsible for conducting classroom and teacher observations and providing valuable feedback. This experiential course allows you to explore the process of observing and evaluating teachers to identify practices that support the Professional Standards for Michigan Teachers. You will have the opportunity to perform case studies in a real classroom setting in order to script a lesson, code the lesson using your district's evaluation tool, and provide feedback with the guide of support documents.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Practice an observation\/evaluation case study in a real classroom setting,<\/li>\n<li>Interpret and collect appropriate data that demonstrate support for highly effective, effective, minimally effective, and ineffective teachers.<\/li>\n<li>Identify best practices in teacher evaluation, and<\/li>\n<li>Reflect upon authentic observations and feedback during a recorded conversation with your case study teacher.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: Observation &amp; Feedback",
            "excerpt": "As a school leader principal you are responsible for conducting classroom and teacher observations and providing valuable feedback. This experiential course allows you to explore the process of observing and evaluating teachers to identify practices that support the Professional Standards for Michigan Teachers. You will have the opportunity to perform case studies in a real...",
            "slug": "dln-observation-feedback",
            "modified_timestamp": 1721409921,
            "term_ids": [
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            "post_type": "courses",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
            "time_commitment": "30 hrs",
            "scech": "30",
            "price": "$200",
            "plp_subject_area": "Administration, Evaluation, Leadership",
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            "thumbnails": {
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        },
        {
            "id": 88101,
            "path": "\/course\/dln-project-gameplan-keeping-compliant-scenarios\/",
            "author_id": 21,
            "timestamp": 1721409910,
            "content": "<p>As a school leader or principal you will need a firm knowledge of school laws and how to interpret those laws to keep compliance when situations arise. This self-facilitated course will provide you with the opportunity to review and understand important laws put in place to protect students and the school community. Topics you will study include mandatory reporting, zero-tolerance, and anti-bullying laws.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Compare and contrast current building and district policies to the current law,<\/li>\n<li>Demonstrate course concepts through acting out scenarios and playing games, and<\/li>\n<li>Review case studies that demonstrate courses of action for school administrators.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: Project Gameplan - Keeping Compliant Scenarios",
            "excerpt": "As a school leader or principal you will need a firm knowledge of school laws and how to interpret those laws to keep compliance when situations arise. This self-facilitated course will provide you with the opportunity to review and understand important laws put in place to protect students and the school community. Topics you will...",
            "slug": "dln-project-gameplan-keeping-compliant-scenarios",
            "modified_timestamp": 1721409910,
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        },
        {
            "id": 88098,
            "path": "\/course\/dln-school-culture-creating-an-inclusive-learning-environment\/",
            "author_id": 21,
            "timestamp": 1721409899,
            "content": "<p>In this course, you will:<\/p>\n<ul>\n<li>Discover the dynamics related to special populations of students within your school building,<\/li>\n<li>Create a digital profile of the culture in your school building,<\/li>\n<li>Analyze school culture data in your school building, and<\/li>\n<li>Design a strategic plan to address the cultural findings of your school.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: School Culture: Creating an Inclusive Learning Environment",
            "excerpt": "In this course, you will: Discover the dynamics related to special populations of students within your school building, Create a digital profile of the culture in your school building, Analyze school culture data in your school building, and Design a strategic plan to address the cultural findings of your school. This course is offered in...",
            "slug": "dln-school-culture-creating-an-inclusive-learning-environment",
            "modified_timestamp": 1721409899,
            "term_ids": [
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        },
        {
            "id": 88100,
            "path": "\/course\/dln-school-safety-best-practices\/",
            "author_id": 21,
            "timestamp": 1721409899,
            "content": "<p>As administrators and educators, the health and well being of your students comes before all else. This in-depth course will give you the knowledge and resources to comply with state and federal health and safety codes and maintain a positive school culture. You will review important sections of Michigan School Law, contribute to an updated School Crisis Plan, and learn ways to promote a healthy and safe school environment.<\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Identify several school code laws and how they are written into school policy,<\/li>\n<li>Create opportunities that engage students in a leadership roles for the purpose of contributing to a positive school culture,<\/li>\n<li>Compare and contrast different School Crisis Plans,<\/li>\n<li>Develop a school year long fire and safety drill plan, and<\/li>\n<li>Use multimedia resources to illuminate course concepts.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: School Safety Best Practices",
            "excerpt": "As administrators and educators, the health and well being of your students comes before all else. This in-depth course will give you the knowledge and resources to comply with state and federal health and safety codes and maintain a positive school culture. You will review important sections of Michigan School Law, contribute to an updated...",
            "slug": "dln-school-safety-best-practices",
            "modified_timestamp": 1721409899,
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            "time_commitment": "27 hrs",
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            "price": "$190",
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        },
        {
            "id": 88082,
            "path": "\/course\/speed-spanish-iii\/",
            "author_id": 21,
            "timestamp": 1721409887,
            "content": "<p>Fluency in Spanish as a second language can help you reach higher potential as a teacher and educator. In this advanced-level course, you'll learn the final six recipes that will serve as templates to help you create any Spanish sentence you desire. You will master your ability to speak, understand, and read Spanish by taking the final installment in this unique three-part Speed Spanish learning series.<\/p><p>In this course, you will:<\/p><ul><li>Practice new vocabulary, pronunciation, and speed drills,<\/li><li>Examine an in-depth study of Spanish parts of speech, and<\/li><li>Use audio clips to help you with pronunciation and comprehension.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Speed Spanish III",
            "excerpt": "Fluency in Spanish as a second language can help you reach higher potential as a teacher and educator. In this advanced-level course, you&#8217;ll learn the final six recipes that will serve as templates to help you create any Spanish sentence you desire. You will master your ability to speak, understand, and read Spanish by taking...",
            "slug": "speed-spanish-iii",
            "modified_timestamp": 1721409887,
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            "price": "$115",
            "plp_subject_area": "Subject Specific",
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        },
        {
            "id": 88083,
            "path": "\/course\/individual-excellence\/",
            "author_id": 21,
            "timestamp": 1721409887,
            "content": "<p>Are you, like many other education professionals, looking for ways to develop a fulfilling career plan and improve relationships with co-workers, friends, and family? In this personal development course, you will discover career-enhancing skills that cover twelve popular seminar topics, including goal setting, time management, and personal organization. You will learn how to improve your creative abilities, gain confidence with financial matters, and how to minimize conflict in your life.<\/p><p>In this course, you will:<\/p><ul><li>Outline the process used to develop an effective career plan,<\/li><li>Explain the principles of interpersonal communication to increase the exchange of information and ideas,<\/li><li>Improve your personal organization through increased planning, workplace organization and use of your computer,<\/li><li>Define what conflict is and explain where it comes from and how it can be managed, and<\/li><li>Define the nature of costs, cash flow management, managerial accounting, and investment selection.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Individual Excellence",
            "excerpt": "Are you, like many other education professionals, looking for ways to develop a fulfilling career plan and improve relationships with co-workers, friends, and family? In this personal development course, you will discover career-enhancing skills that cover twelve popular seminar topics, including goal setting, time management, and personal organization. You will learn how to improve your...",
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            "id": 88085,
            "path": "\/course\/intro-to-online-course-facilitation-6-12\/",
            "author_id": 21,
            "timestamp": 1721409887,
            "content": "<p>Have you been considering becoming a full-time or part-time teacher for online classes? This self-led course will give you all of the necessary information and tools to become a successful online course facilitator for grades 6-12. You will be able to build your capacity to teach online by learning strategies to engage students, manage your time, and stay organized as well as grow your resume as a prospective online instructor. <\/p>\n<p>In this course, you will:<\/p>\n<ul>\n<li>Analyze the implications of the history, policy, and research behind online learning for today's online facilitator,<\/li>\n<li>Explain how secondary students learn and what this means for online learning,<\/li>\n<li>Recognize the basic technical acumen required of a 6-12 online course facilitator,<\/li>\n<li>Identify online facilitation plans that reflect key elements and priorities of 6-12 online course facilitation, and<\/li>\n<li>Compare national instructional design frameworks and their influence on online facilitation.<\/li>\n<\/ul>",
            "title": "Intro to Online Course Facilitation, 6-12",
            "excerpt": "Have you been considering becoming a full-time or part-time teacher for online classes? This self-led course will give you all of the necessary information and tools to become a successful online course facilitator for grades 6-12. You will be able to build your capacity to teach online by learning strategies to engage students, manage your...",
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        {
            "id": 88088,
            "path": "\/course\/dln-curriculum-instruction-alignment\/",
            "author_id": 21,
            "timestamp": 1721409887,
            "content": "<p style=\"text-align: start;font-size: medium\">Instructional leaders are required to understand research-based standards and apply them to their leadership practices. This course will develop the knowledge, skills, personal dispositions, and performance competencies that pertain to administrative leadership and school improvement. You will create a plan of implementation, monitoring, support, and evaluation that will lead to alignment in your educational institution.<\/p>\n<p style=\"text-align: start;font-size: medium\">In this course, you will:<\/p>\n<ul style=\"text-align: start;font-size: medium\">\n    <li>Create understanding of how horizontal and vertical sequencing alignment can increase student achievement,<\/li>\n    <li>Develop skills and capabilities in an effort to lead and sustain a vision for alignment, and<\/li>\n    <li>Create and foster a plan of action for aligning practices within a grade level, building, and district.<\/li>\n<\/ul>\n<p><span style=\"text-align: border-box\">This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<\/span><a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" rel=\"nofollow noreferrer noopener\" target=\"_blank\" style=\"text-align: border-box;text-decoration: underline;cursor: pointer;color: var(--s-d-lt-acc-10-txC)\">privacy policy<\/a><span>.<\/span><\/p>\n<div style=\"text-align: border-box\"><br style=\", Helvetica, Arial, sans-serif;font-size: 14px;font-style: normal;font-weight: 400;letter-spacing: normal;text-align: start;text-indent: 0px;text-transform: none\"><\/div>",
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            "excerpt": "Instructional leaders are required to understand research-based standards and apply them to their leadership practices. This course will develop the knowledge, skills, personal dispositions, and performance competencies that pertain to administrative leadership and school improvement. You will create a plan of implementation, monitoring, support, and evaluation that will lead to alignment in your educational institution....",
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        {
            "id": 88089,
            "path": "\/course\/dln-school-improvement\/",
            "author_id": 21,
            "timestamp": 1721409887,
            "content": "<p>In this course, you will:<\/p>\n<ul>\n<li>Demonstrate the critical components of school improvement through an authentic improvement process,<\/li>\n<li>Create understanding of how horizontal and vertical sequencing alignment can increase instructional practices and student achievement,<\/li>\n<li>Develop interdependent skills and capabilities in an effort to lead and sustain a vision for improvement and alignment, and<\/li>\n<li>Write and foster a plan of action for aligning practices within a building and district regardless of grade level or content.<\/li>\n<\/ul>\n<p>This course is offered in partnership with MASSP. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/p>",
            "title": "DLN: School Improvement",
            "excerpt": "In this course, you will: Demonstrate the critical components of school improvement through an authentic improvement process, Create understanding of how horizontal and vertical sequencing alignment can increase instructional practices and student achievement, Develop interdependent skills and capabilities in an effort to lead and sustain a vision for improvement and alignment, and Write and foster...",
            "slug": "dln-school-improvement",
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        {
            "id": 88072,
            "path": "\/course\/get-grants\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>Grants are an important part of funding for any non-profit, foundation, or school, and writing a persuasive proposal could be the difference between getting your next project off the ground or not. This instructional course will give you the tools and insider tricks from experts in the field to hone your grantwriting skills. Learn how to outshine your competition for potential funders and turn your idea into a well-developed proposal package.<\/p><p>In this course, you will:<\/p><ul><li>Learn from instructors who have raised millions of dollars in grants over the years,<\/li><li>Recognize what makes projects attractive to a funding agency,<\/li><li>Examine how to target the best funding agencies for your project, and<\/li><li>Write your own grant proposal following the step-by-step guidance in the course.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Get Grants!",
            "excerpt": "Grants are an important part of funding for any non-profit, foundation, or school, and writing a persuasive proposal could be the difference between getting your next project off the ground or not. This instructional course will give you the tools and insider tricks from experts in the field to hone your grantwriting skills. Learn how...",
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        {
            "id": 88073,
            "path": "\/course\/human-anatomy-and-physiology-ii\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>Understanding the vast array of functions and processes the human body possesses is vital to science and health educators for passing this information to their students. In this advanced course, you will build on your basic knowledge of human anatomy and physiology to become versed in the remarkable workings of our bodies and life cycles. You will study subjects covering histology and tissues, different senses, brain signals, and stages of life to gain an appreciation for the complexities and wonders of the human body.<\/p><p>In this course, you will:<\/p><ul><li>Classify different tissues in the body through the study of histology,<\/li><li>Distinguish between different senses and how the brain works to transmit information,<\/li><li>Explore chemical reactions that occur in cells and how they work to create homeostasis, and<\/li><li>Discuss stages of life and specific ways to slow the aging process.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Human Anatomy and Physiology II",
            "excerpt": "Understanding the vast array of functions and processes the human body possesses is vital to science and health educators for passing this information to their students. In this advanced course, you will build on your basic knowledge of human anatomy and physiology to become versed in the remarkable workings of our bodies and life cycles....",
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        {
            "id": 88074,
            "path": "\/course\/interpersonal-communication\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>Effective communication requires more than words; facial expressions, body movements, tone of voice, and situation, offer valuable insights for communicating in a classroom setting. This conceptual course will help you explore how intended or unintended signals can influence what you communicate and how to become more intentional while doing so. You will study visual models and analyze real-world examples to help understand abstract and concrete meaning and improve your own process for successful communication.<\/p><p>In this course, you will:<\/p><ul><li>Recognize how verbal and non-verbal signals affect the messages you give to and receive from students and coworkers,<\/li><li>Examine your own communication tendencies and learn strategies to become a more successful and professional communicator, and<\/li><li>Develop methods to resolve interpersonal conflicts that may arise from misunderstandings.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Interpersonal Communication",
            "excerpt": "Effective communication requires more than words; facial expressions, body movements, tone of voice, and situation, offer valuable insights for communicating in a classroom setting. This conceptual course will help you explore how intended or unintended signals can influence what you communicate and how to become more intentional while doing so. You will study visual models...",
            "slug": "interpersonal-communication",
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        {
            "id": 88075,
            "path": "\/course\/keys-to-effective-communication\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>Modern research shows that only four percent of communication is verbal, yet it can be a difficult task to decipher non-verbal cues and communication. This integral course takes into account different modalities, cultures, gestures, and word meaning to help you bridge the gaps in your communication. You will gain confidence in your communication methods to build personal and professional relationships with students, colleagues, and those close to you.<\/p><p>In this course, you will:<\/p><ul><li>Determine communication strategies that will help you build relationships based on trust, warmth, and respect,<\/li><li>Establish a list of your own communications goals and receive support in monitoring your progress toward reaching them, and<\/li><li>Demonstrate the actions to promote leadership and motivational elements through your conversations.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Keys to Effective Communication",
            "excerpt": "Modern research shows that only four percent of communication is verbal, yet it can be a difficult task to decipher non-verbal cues and communication. This integral course takes into account different modalities, cultures, gestures, and word meaning to help you bridge the gaps in your communication. You will gain confidence in your communication methods to...",
            "slug": "keys-to-effective-communication",
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        {
            "id": 88076,
            "path": "\/course\/leadership\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>Leadership skills are an important aspect for a career in education, whether that means being a positive leader for students or leading discussions that affect policy and school-related decisions. This exploratory course will help you to understand leadership as a concept in everyday life and throughout history as well as how to gain the techniques needed to become an effective leader yourself. You will come to appreciate different views about leadership and develop strategies that will allow you to enjoy success and more control over your future.<\/p><p>In this course, you will:<\/p><ul><li>Evaluate your current leadership skills through self-assessment and determine in what ways you want to improve,<\/li><li>Study the actions of successful leaders and ideas of thinkers on the subject to determine how to inspire and lead others, and<\/li><li>Communicate and share thoughts and experiences with classmates to further examine the complex subject of leadership.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Leadership",
            "excerpt": "Leadership skills are an important aspect for a career in education, whether that means being a positive leader for students or leading discussions that affect policy and school-related decisions. This exploratory course will help you to understand leadership as a concept in everyday life and throughout history as well as how to gain the techniques...",
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            "path": "\/course\/mastering-public-speaking\/",
            "author_id": 21,
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            "content": "<p>Whether you are a teacher or in a school leadership role, public speaking is something that you will have to do regularly, yet it is a skill that eludes and intimidates many people. In this skill-building course, you will discover how to talk confidently and persuasively to both large audiences and small groups. You will work on overcoming apprehension, finding your unique voice, and building self-confidence in a supportive setting to eventually be able to speak publicly with ease.<\/p><p>In this course, you will:<\/p><ul><li>Determine how to manage fear as a common barrier to public speaking,<\/li><li>Discover the skills to confidently deliver speeches, presentations, and lessons while being engaging and persuasive, and<\/li><li>Learn how to become a confident and articulate public speaker from an instructor who is a professional educator and speech trainer.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Mastering Public Speaking",
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            "id": 88078,
            "path": "\/course\/music-made-easy\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>If you enjoy music and would like to know more about what makes it work or teach others about it, this is the course for you. In this comprehensive course, you will gain a complete understanding of rhythm, melody, and harmony, and you'll be able to recognize pitches on the musical staff and on the keyboard. By the time you complete the course, you will be able to read, write, and even play simple musical pieces on a keyboard.<\/p><p>In this course, you will:<\/p><ul><li>Discover how music theorists shaped our ideas of what music is today,<\/li><li>Demonstrate a strong knowledge of music terminology, and how to read, write and even play simple musical arrangements, and<\/li><li>Develop an understanding of the keyboard and the basics of playing this musical instrument.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Music Made Easy",
            "excerpt": "If you enjoy music and would like to know more about what makes it work or teach others about it, this is the course for you. In this comprehensive course, you will gain a complete understanding of rhythm, melody, and harmony, and you&#8217;ll be able to recognize pitches on the musical staff and on the...",
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        {
            "id": 88079,
            "path": "\/course\/personal-finance\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>Having a solid grasp on your personal finances is extremely important for anyone to plan for your future and prepare for surprises, but it may be especially so for teachers and educators. This practical course will prepare you for a lifetime of worthwhile personal financial planning. You will gain insight into budgeting, preparing for retirement, investing, borrowing, and taking control over your financial decisions.<\/p><p>In this course, you will:<\/p><ul><li>Assess your own current personal finances and produce attainable goals,<\/li><li>Integrate financial tools that can work with your everyday routine, and<\/li><li>Understand answers to more complex questions about finances that were never taught to you in school before.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Personal Finance",
            "excerpt": "Having a solid grasp on your personal finances is extremely important for anyone to plan for your future and prepare for surprises, but it may be especially so for teachers and educators. This practical course will prepare you for a lifetime of worthwhile personal financial planning. You will gain insight into budgeting, preparing for retirement,...",
            "slug": "personal-finance",
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        {
            "id": 88080,
            "path": "\/course\/response-to-intervention-reading-strategies-that-work\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>As a teacher, are you looking for proactive ways to help struggling readers without extra IEP intervention? In this pragmatic course, you will learn research-based response to intervention (RTI) strategies that ensure the struggling readers in your classroom get the help and education they need. The strategies cover phonics, fluency, vocabulary mastery, comprehension, and writing. You will also be introduced to tools such as Elkonin Boxes, alphabetic arcs, Bloom's Taxonomy, and new graphic organizers to tackle the toughest literacy problems with flexibility and creativity.<\/p><p>In this course, you will:<\/p><ul><li>Explore the problem-solving model that makes RTI successful in the classroom,<\/li><li>Increase phonemic awareness by using Elkonin boxes and alphabetic arcs,<\/li><li>Develop your students' fluency with direct and indirect approaches,<\/li><li>Help students remember what they read with Hide and Seek and Bloom's Taxonomy comprehension strategies, and<\/li><li>Discover ways to make students fall in love with reading by recruiting parent support and having an encouraging attitude.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Response to Intervention: Reading Strategies That Work",
            "excerpt": "As a teacher, are you looking for proactive ways to help struggling readers without extra IEP intervention? In this pragmatic course, you will learn research-based response to intervention (RTI) strategies that ensure the struggling readers in your classroom get the help and education they need. The strategies cover phonics, fluency, vocabulary mastery, comprehension, and writing....",
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            "id": 88081,
            "path": "\/course\/speed-spanish-ii\/",
            "author_id": 21,
            "timestamp": 1721409877,
            "content": "<p>Would you like to become more fluent and comfortable speaking Spanish and think it could help with your career in education? This instructive course will build on your previous knowledge of Spanish vocabulary and fundamentals to advance your conversational skills. You will work on verb tense, sentence structure, and learn six new recipes for putting all of your new-found information together in a cohesive way. This course is part of the Speed Spanish series.<\/p><p>In this course, you will:<\/p><ul><li>Build on the 'six recipes' for speaking, writing, and reading speed Spanish,<\/li><li>Use audio clips to help you with pronunciation and comprehension, and<\/li><li>Practice verb tenses along with learning more vocabulary and phrases.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Speed Spanish II",
            "excerpt": "Would you like to become more fluent and comfortable speaking Spanish and think it could help with your career in education? This instructive course will build on your previous knowledge of Spanish vocabulary and fundamentals to advance your conversational skills. You will work on verb tense, sentence structure, and learn six new recipes for putting...",
            "slug": "speed-spanish-ii",
            "modified_timestamp": 1721409877,
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        {
            "id": 88062,
            "path": "\/course\/violence-in-the-workplace\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>Unfortunately, workplace violence is a real, significant threat to workers' health and safety, even in a school setting. This proactive course will teach you the major causes and types of workplace violence, their warning signs, and how to prevent it. You will learn to identify violence in the workplace, and the methods used to counteract it, as recommended by OSHA and other sources.<\/p><p>In this course, you will:<\/p><ul><li>Identify types of workplace violence and high-risk occupations,<\/li><li>Learn the warning signs and symptoms of possible violence, and<\/li><li>Review scenarios to learn how to handle certain situations, to prevent escalation, and to stay safe.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Violence in the Workplace",
            "excerpt": "Unfortunately, workplace violence is a real, significant threat to workers&#8217; health and safety, even in a school setting. This proactive course will teach you the major causes and types of workplace violence, their warning signs, and how to prevent it. You will learn to identify violence in the workplace, and the methods used to counteract...",
            "slug": "violence-in-the-workplace",
            "modified_timestamp": 1721409866,
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        {
            "id": 88063,
            "path": "\/course\/food-safety\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>Food plays a key role in all of our daily lives, but the mishandling of it can cause serious illness or even death. This instructive course will help you recognize the purpose of the Food and Drug Administration's (FDA) Food Code and identify the responsibilities of food employees regarding the prevention of foodborne illness. You will learn proper food handling techniques and how to avoid illness and allergic reactions.<\/p><p>In this course, you will:<\/p><ul><li>Learn common causes of illness from foodborne pathogens or allergies,<\/li><li>Familiarize yourself with measures taken for safe food handling given by the FDA's Food Code, and<\/li><li>Recognize your responsibilities as a food employee to prevent food illness in the public.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Food Safety",
            "excerpt": "Food plays a key role in all of our daily lives, but the mishandling of it can cause serious illness or even death. This instructive course will help you recognize the purpose of the Food and Drug Administration&#8217;s (FDA) Food Code and identify the responsibilities of food employees regarding the prevention of foodborne illness. You...",
            "slug": "food-safety",
            "modified_timestamp": 1721409866,
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        {
            "id": 88064,
            "path": "\/course\/hazard-communication\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>Chemicals can pose a wide range of health and physical hazards, and exposure to hazardous chemicals is common for workers in a large variety of industries. This informative course will help school employees learn about OSHA's Hazard Communication (HAZCOM) Standards and chemical safety hazards including labels, safety data sheets (SDS), and hazard assessment. You will gain the knowledge to avoid hazardous chemicals under normal working conditions or during emergencies such as spills.<\/p><p>In this course, you will:<\/p><ul><li>Identify the purpose and requirements of a Hazard Communication (HAZCOM) plan,<\/li><li>Distinguish the types of hazardous chemicals and their dangers, and<\/li><li>Discover where you can find the sources of information for specific workplace chemical hazards.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Hazard Communication",
            "excerpt": "Chemicals can pose a wide range of health and physical hazards, and exposure to hazardous chemicals is common for workers in a large variety of industries. This informative course will help school employees learn about OSHA&#8217;s Hazard Communication (HAZCOM) Standards and chemical safety hazards including labels, safety data sheets (SDS), and hazard assessment. You will...",
            "slug": "hazard-communication",
            "modified_timestamp": 1721409866,
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        {
            "id": 88065,
            "path": "\/course\/personal-protective-equipment\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>During certain work tasks, educators and support staff who do not wear the correct personal protective equipment (PPE), could be put under unnecessary risks that affect their health, not just their job. This awareness-level course will introduce you to the proper PPE for your work environment along with how to wear and maintain your equipment under OSHA guidelines. This course will also help you identify the responsibilities of you and your employer in providing PPE and fixing potential hazards to keep the work environment safe for all.<\/p><p>In this course, you will:<\/p><ul><li>Identify common PPE and their uses,<\/li><li>Recognize specialized types of PPE and their uses, and<\/li><li>Learn your responsibilities surrounding PPE use and maintenance.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Personal Protective Equipment",
            "excerpt": "During certain work tasks, educators and support staff who do not wear the correct personal protective equipment (PPE), could be put under unnecessary risks that affect their health, not just their job. This awareness-level course will introduce you to the proper PPE for your work environment along with how to wear and maintain your equipment...",
            "slug": "personal-protective-equipment",
            "modified_timestamp": 1721409866,
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        {
            "id": 88066,
            "path": "\/course\/title-ix-sexual-misconduct-at-educational-facilities\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>Sexual assault and sexual misconduct are an ongoing and serious problem at schools across the country. This course will help you understand Title IX and its companion laws regarding sexual misconduct in education, and their role in helping to prevent and respond to sexual misconduct. This course is designed for all employees at educational institutions that fall under the provisions of Title IX, with particular focus on those designated Responsible Employees.<\/p><p>In this course, you will:<\/p><ul><li>Identify the general purpose and requirements of Title IX and its companion laws,<\/li><li>Understand your role in enforcing Title IX as a designated Responsible Employee, and<\/li><li>Recognize sexual misconduct in its many forms and the responsibilities you and your institution have in reporting them.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Title IX\/Sexual Misconduct at Educational Facilities",
            "excerpt": "Sexual assault and sexual misconduct are an ongoing and serious problem at schools across the country. This course will help you understand Title IX and its companion laws regarding sexual misconduct in education, and their role in helping to prevent and respond to sexual misconduct. This course is designed for all employees at educational institutions...",
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            "id": 88068,
            "path": "\/course\/integrating-technology-in-the-classroom\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>The use of technology in the classroom can help reach students of all learning styles across a multitude of subjects. In this professional development course, you will discover simple ways to integrate technology to enhance your subject material and meet your Common Core standards and other course goals. Learn the secrets of technology integration in the classroom, gaining the skills you need to use tools such as wikis, podcasts, and blogs effectively. Finally, explore using technology in a flipped classroom and Bring Your Own Device (BYOD) model.<\/p><p>In this course, you will:<\/p><ul><li>Discover how the learning-centered teaching style invites technology integration,<\/li><li>Create a teacher presentation station based on auditory, visual, and kinesthetic learning styles,<\/li><li>Incorporate keyboarding and word processing in your classroom,<\/li><li>Integrate technology including blogs, websites, apps, Google tools, and Microsoft Office Suite across all school subjects, and<\/li><li>Utilize technology across the curriculum as an affordable way to bring music and art back to school.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Integrating Technology in the Classroom",
            "excerpt": "The use of technology in the classroom can help reach students of all learning styles across a multitude of subjects. In this professional development course, you will discover simple ways to integrate technology to enhance your subject material and meet your Common Core standards and other course goals. Learn the secrets of technology integration in...",
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        {
            "id": 88069,
            "path": "\/course\/teaching-adult-learners\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>Teaching Adult learners comes with distinct challenges and rewards. In this immersive course, you will discover how to use the newest educational methods to create a student-centered classroom that's perfectly suited for adult learners. You will discover the motivations, different learning styles, and the unique demands of adult learners and how to adjust your teaching styles to them.<\/p><p>In this course, you will:<\/p><ul><li>Realize the unique motivations and demands of busy, adult learners and how to meet them,<\/li><li>Find high-tech, low-tech, and no-tech educational tools you can use to capture and hold your students' attention,<\/li><li>Examine how to create lesson plans and assessments for a variety of adult learning categories, and<\/li><li>Discover information and hands-on activities that will give you the confidence you need to succeed in teaching adult learners.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Teaching Adult Learners",
            "excerpt": "Teaching Adult learners comes with distinct challenges and rewards. In this immersive course, you will discover how to use the newest educational methods to create a student-centered classroom that&#8217;s perfectly suited for adult learners. You will discover the motivations, different learning styles, and the unique demands of adult learners and how to adjust your teaching...",
            "slug": "teaching-adult-learners",
            "modified_timestamp": 1721409866,
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        {
            "id": 88070,
            "path": "\/course\/discover-sign-language\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>Non-verbal communication is essential for deaf and hearing-impaired individuals to gain access to the world around them. This immersive course will enrich your own communication with these communities through an introduction to American Sign Language (ASL). This course utilizes best practices within the field to minimize audio instruction in order to help you gain a better understanding of the deaf and hearing-impaired perspective. You will build foundational knowledge through signing letters and numbers, advance to common phrases, then use of facial expression to develop basic conversation.<\/p><p>In this course, you will:<\/p><ul><li>Utilize video demonstrations to master hand signs and facial expressions,<\/li><li>Explore Deaf culture, lipreading, baby signs, and the career of interpreting, and<\/li><li>Relate to the deaf and hearing-impaired experience through a course intentionally limited in audio instruction.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Discover Sign Language",
            "excerpt": "Non-verbal communication is essential for deaf and hearing-impaired individuals to gain access to the world around them. This immersive course will enrich your own communication with these communities through an introduction to American Sign Language (ASL). This course utilizes best practices within the field to minimize audio instruction in order to help you gain a...",
            "slug": "discover-sign-language",
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        {
            "id": 88071,
            "path": "\/course\/get-assertive\/",
            "author_id": 21,
            "timestamp": 1721409866,
            "content": "<p>Almost everyone desires to exude confidence and be treated respectfully in all areas of their lives, whether it be at home, in the classroom, or with a boss, but few of us know where to start finding our more assertive side. In this applicable course, you will analyze your own behaviors and understand others' in order to adapt your words and actions to be perceived as assertive in your daily life. Teach your colleagues, students, and even strangers how you want to be treated by learning new body language, expressions, and strategies for facing any resistance you may encounter.<\/p><p>In this course, you will:<\/p><ul><li>Discover where you lie on a scale of assertiveness and strategies for getting to where you want to be,<\/li><li>Realize the differences between passive, aggressive, and assertive behaviors,<\/li><li>Explore ways to change your inner-dialogue and change your self-image,<\/li><li>Determine how to face any adverse criticism to your newfound confidence.<\/li><\/ul>\n\n<p>An external course provider, ed2go (Cengage), offers this course. Please take a moment to familiarize yourself with their <a href=\"https:\/\/www.cengagegroup.com\/privacy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a><span class=\"ql-cursor\"><\/span>.<\/p>",
            "title": "Get Assertive!",
            "excerpt": "Almost everyone desires to exude confidence and be treated respectfully in all areas of their lives, whether it be at home, in the classroom, or with a boss, but few of us know where to start finding our more assertive side. In this applicable course, you will analyze your own behaviors and understand others&#8217; in...",
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        {
            "id": 88053,
            "path": "\/course\/basic-first-aid\/",
            "author_id": 21,
            "timestamp": 1721409854,
            "content": "<p>Accidents can happen at any time or in any place and it is important to be prepared in those situations. This course provides essential training on first aid practices as well as how to implement them in real-world scenarios. By the end of this course, you will be able to handle unexpected or potentially dangerous circumstances more competently.<\/p><p>In this course, you will:<\/p><ul><li>Identify important steps to conducting basic first aid,<\/li><li>Recognize the symptoms for common first aid situations, and<\/li><li>Demonstrate knowledge in the application of first aid procedures.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Basic First Aid",
            "excerpt": "Accidents can happen at any time or in any place and it is important to be prepared in those situations. This course provides essential training on first aid practices as well as how to implement them in real-world scenarios. By the end of this course, you will be able to handle unexpected or potentially dangerous...",
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            "modified_timestamp": 1721409854,
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        {
            "id": 88054,
            "path": "\/course\/fire-safety\/",
            "author_id": 21,
            "timestamp": 1721409854,
            "content": "<p>Fires are one of the most common emergencies to contend with in workplaces, and can be one of the most harmful if not dealt with properly. This informative course will give you the knowledge to safely react and respond to a fire emergency in your own place of work. You will gain insight into what your responsibilities are as an employee to keep yourself and the persons around you safe in the event of a fire hazard.<\/p><p>In this course, you will:<\/p><ul><li>Recognize different alarm signals and what they mean,<\/li><li>Identify fire safety procedures including fire evacuation routes, and<\/li><li>Demonstrate knowledge of how to extinguish a fire.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Fire Safety",
            "excerpt": "Fires are one of the most common emergencies to contend with in workplaces, and can be one of the most harmful if not dealt with properly. This informative course will give you the knowledge to safely react and respond to a fire emergency in your own place of work. You will gain insight into what...",
            "slug": "fire-safety",
            "modified_timestamp": 1721409854,
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        {
            "id": 88056,
            "path": "\/course\/emergency-response\/",
            "author_id": 21,
            "timestamp": 1721409854,
            "content": "<p>While we can't control when life-threatening emergencies happen in a workplace or school, being prepared can minimize property damage and greatly reduce the chances of serious injuries or death. This course will give an overview to school employees of what they should do in the case of an emergency in the workplace. You will ready yourself for common incidents that can threaten a school or workplace including tornadoes, fires, floods, or chemical spills.<\/p><p>In this course, you will:<\/p><ul><li>Review how to respond to common emergencies you might encounter at work and how to determine your role in an emergency action plan,<\/li><li>Identify procedures to follow during emergencies, including medical emergencies, as well as how to find procedures specific to your workplace, and<\/li><li>Recognize how to safely evacuate a situation to protect yourself and bystanders.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Emergency Response",
            "excerpt": "While we can&#8217;t control when life-threatening emergencies happen in a workplace or school, being prepared can minimize property damage and greatly reduce the chances of serious injuries or death. This course will give an overview to school employees of what they should do in the case of an emergency in the workplace. You will ready...",
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        {
            "id": 88057,
            "path": "\/course\/flu-symptoms-and-prevention-strategies\/",
            "author_id": 21,
            "timestamp": 1721409854,
            "content": "<p>Schools can be an ideal environment for viruses to spread and, at the same time, children are among the groups that are most impacted by the flu. In this proactive course, you will learn to keep your students, your staff, and yourself healthy by recognizing characteristics of influenza and participating in prevention strategies. You will learn how the flu spreads, who is most vulnerable, and how to protect those populations through vaccinations and proper sanitizing methods.<\/p><p>In this course, you will:<\/p><ul><li>Understand how the flu virus spreads and different flu categories<\/li><li>Recognize who is most vulnerable to flu symptom dangers,<\/li><li>Practice prevention strategies including yearly vaccinations and proper hand washing.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Flu Symptoms and Prevention Strategies",
            "excerpt": "Schools can be an ideal environment for viruses to spread and, at the same time, children are among the groups that are most impacted by the flu. In this proactive course, you will learn to keep your students, your staff, and yourself healthy by recognizing characteristics of influenza and participating in prevention strategies. You will...",
            "slug": "flu-symptoms-and-prevention-strategies",
            "modified_timestamp": 1721409854,
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        {
            "id": 88058,
            "path": "\/course\/diversity-in-the-workplace\/",
            "author_id": 21,
            "timestamp": 1721409854,
            "content": "<p>In an increasingly globalized economy, employees and work cultures will continue to become more and more diverse. This essential course will help meet any unique challenges you or your coworkers may encounter working with or managing a diverse body of people. You will navigate your own perceived differences and discover the advantages of cultural diversity and varying ways of thinking throughout your workplace. This course is intended for employees across industries and may help employers comply with Equal Employment Opportunity Commissions standards.<\/p><p>In this course, you will:<\/p><ul><li>Define workplace diversity and what it encompasses,<\/li><li>Recognize challenges that come with working amid a diverse body of people and how to implement solutions, and<\/li><li>Identify the elements that can help make a diverse work environment thrive.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Diversity in the Workplace",
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            "id": 88059,
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            "content": "<p>Sexual harassment and discrimination are concerns for every workplace including education professionals. This informative course will build your awareness around the subject and teach you what to do if you become a victim of sexual harassment or discrimination at work. You will come to understand how to maintain a friendly, professional environment with your co-workers and how to report incidents if they occur.<\/p><p>In this course, you will:<\/p><ul><li>Learn about your rights and duties as an employee,<\/li><li>Define different types of discrimination and identify forms of harassment, and<\/li><li>Recognize procedures for reporting discrimination and harassment.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Sexual Harassment and Discrimination for Employees",
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        {
            "id": 88060,
            "path": "\/course\/conflict-resolution-strategies\/",
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            "content": "<p>Try as we may, conflict is sometimes an unavoidable part of human nature, as we all have beliefs for which we are willing to argue over or even fight. This course will help you as an administrator, teacher, counselor, or HR professional to create conflict resolution strategies for your workplace. As conflicts arise in daily life, you will be able to call upon different methods to handle disagreements properly and cope with disputes if they require intervention, as well as stop them from escalating.<\/p><p>In this course, you will:<\/p><ul><li>Identify common causes of disputes and their potential consequences,<\/li><li>Demonstrate knowledge of the Thomas-Kilman categories of conflict coping strategies,<\/li><li>Recognize different ways of bargaining effectively and their benefits, and<\/li><li>Outline recommended methods for practicing negotiation and mediation in the workplace.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
            "title": "Conflict Resolution Strategies",
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            "id": 88061,
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            "timestamp": 1721409854,
            "content": "<p>Hiring and firing school employees based on protected categories such as religion, race, sex, or disability is illegal like in any workplace. This awareness-level course will help you determine how to avoid discrimination in your employment practices, help you protect yourself from becoming a victim of discrimination, and help foster a healthy and safe work environment. You will come to understand various Acts under the Equal Employment Opportunity Commission (EEOC) and find out what your workplace's responsibilities are when it comes to educating staff on discrimination and sexual harassment.<\/p><p>In this course, you will:<\/p><ul><li>Define discrimination in the work place based on sex, disability, race, religion, age, genetic make up etc.,<\/li><li>Understand laws put into effect to counter discrimination,<\/li><li>Compare scenarios and examples of discrimination for your reference, and<\/li><li>Learn about zero tolerence policies and your supervisors' responsibilities when it comes to discrimination or sexual assult.<\/li><\/ul>\n<h4><span style=\"font-weight: normal\">This course is offered in partnership with Safety Skills. Please take a moment to familiarize yourself with our&nbsp;<a href=\"https:\/\/michiganvirtual.org\/policies\/privacy-policy\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">privacy policy<\/a>.<\/span><\/h4>",
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            "id": 86281,
            "path": "\/course\/ap-physics-c-sem-1-2\/",
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            "timestamp": 1721308456,
            "content": "This is the first course in a two-course sequence. AP Physics C: Mechanics is a calculus-based, college-level physics course. It covers kinematics; Newton\u2019s laws of motion; work, energy, and power; systems of particles and linear momentum.  The course will also utilize the AP Classroom practice activities at the College Board site to maximize the AP Exam preparation experience. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam.",
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            "path": "\/course\/creative-writing-unleashing-the-core-of-your-imagination-2\/",
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            "timestamp": 1721308456,
            "content": "For many hundreds of years, literature has been one of the most important human art forms. It allows us to give voice to our emotions, create imaginary worlds, express ideas, and escape the confines of material reality. Through creative writing, we can come to understand ourselves and our world a little bit better. This course provides students with a solid grounding in the writing process, from finding inspiration to building a basic story to using complicated literary techniques and creating strange hybrid forms of poetic prose and prose poetry. By the end of this course, students will learn how to discover their creative thoughts and turn those ideas into fully realized pieces of creative writing.",
            "title": "Creative Writing: Unleashing the Core of Your Imagination",
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            "id": 86457,
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            "content": "Where is your dream travel destination? Now imagine working there! You\u2019ll be introduced to a thriving industry that caters to the needs of travelers through managing hotels, restaurants, cruise ships, resorts, theme parks, and any other kind of hospitality you can imagine. Operating busy tourist locations, creating marketing around leisure and travel, spotting trends, and planning events are just a few of the key aspects you will explore within this exciting field.",
            "title": "Hospitality and Tourism: Traveling the Globe",
            "excerpt": "Where is your dream travel destination? Now imagine working there! You\u2019ll be introduced to a thriving industry that caters to the needs of travelers through managing hotels, restaurants, cruise ships, resorts, theme parks, and any other kind of hospitality you can imagine. Operating busy tourist locations, creating marketing around leisure and travel, spotting trends, and...",
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            "id": 86458,
            "path": "\/course\/mythology-and-folklore-legendary-tales-2\/",
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            "timestamp": 1721308456,
            "content": "Since the beginning of time, people have gathered around fires to tell stories of angry gods, harrowing journeys, cunning animals, horrible beasts, and the mighty heroes who vanquished them. Mythology and folklore have provided a way for these colorful stories to spring to life for thousands of years and helped humans make sense of the world. Explore how these compelling tales continue to shape society even today.",
            "title": "Mythology and Folklore: Legendary Tales",
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            "id": 86460,
            "path": "\/course\/sports-and-entertainment-marketing-2\/",
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            "content": "The bright lights. The roaring crowds. The chants and cheers and applause. If you are drawn to the electricity of large events and the challenge of making events successful, a career in sports and entertainment marketing may be for you! In this course, you will trace the development of these industries, dissect their dual nature, and discover what it takes to pitch, promote, and deliver on these services. You \u2018ll also explore the necessary steps to chart your own career path from among the professional roles that these industries need to operate. Let\u2019s get off the sidelines and hop into the primetime of the sporting and entertainment worlds!",
            "title": "Sports and Entertainment Marketing",
            "excerpt": "The bright lights. The roaring crowds. The chants and cheers and applause. If you are drawn to the electricity of large events and the challenge of making events successful, a career in sports and entertainment marketing may be for you! In this course, you will trace the development of these industries, dissect their dual nature,...",
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        {
            "id": 86465,
            "path": "\/course\/ap-physics-c-sem-2-2\/",
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            "timestamp": 1721308456,
            "content": "This is the second course in a two-course sequence. AP Physics C: Mechanics is a calculus-based, college-level physics course. It covers circular motion and rotation; oscillations; and gravitation. The course will also utilize the AP Classroom practice activities at the College Board site to maximize the AP Exam preparation experience. Course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam.",
            "title": "AP Physics C (Sem 2)",
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        {
            "id": 86466,
            "path": "\/course\/economics-dual-credit\/",
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            "timestamp": 1721308456,
            "content": "This dual credit course is designed to fulfill 1.0 full credit toward high school graduation requirements, including 0.5 credit of Social Studies (Economics Strand) AND 0.5 credit of Personal Finance. Students will be provided an overview of the ways that economics affects the lives of individuals and how individuals, through their economic choices, can shape their world. This one-semester course provides an overview of the basic principles of microeconomics and macroeconomics, including: a) economic theory; b) supply, demand and price; c) economic systems; d) business cycles; e) investments; f) the role of government, g) international trade; and h) consumer choices. Students will also apply the principles of this course to issues related to personal finance.",
            "title": "Economics (Dual Credit)",
            "excerpt": "This dual credit course is designed to fulfill 1.0 full credit toward high school graduation requirements, including 0.5 credit of Social Studies (Economics Strand) AND 0.5 credit of Personal Finance. Students will be provided an overview of the ways that economics affects the lives of individuals and how individuals, through their economic choices, can shape...",
            "slug": "economics-dual-credit",
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        {
            "id": 86467,
            "path": "\/course\/environmental-science\/",
            "author_id": 21,
            "timestamp": 1721308456,
            "content": "Environmental Science is designed to provide students with a comprehensive and interdisciplinary exploration of the natural environment and humanity's impact on it. Through the study of ecological principles, human-environment interactions, and current environmental issues, students will develop an understanding of the complexities of our planet's systems. The course emphasizes critical thinking, scientific inquiry, and sustainable practices, encouraging students to apply their knowledge to real-world challenges. Topics include biodiversity, ecosystems, pollution, climate change, and environmental policies. Students will also develop communication skills and a sense of environmental responsibility, preparing them to contribute meaningfully to the global pursuit of a sustainable future.",
            "title": "Environmental Science",
            "excerpt": "Environmental Science is designed to provide students with a comprehensive and interdisciplinary exploration of the natural environment and humanity&#8217;s impact on it. Through the study of ecological principles, human-environment interactions, and current environmental issues, students will develop an understanding of the complexities of our planet&#8217;s systems. The course emphasizes critical thinking, scientific inquiry, and sustainable...",
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            "modified_timestamp": 1721308469,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 2",
            "sls_subject": "Science",
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        },
        {
            "id": 86468,
            "path": "\/course\/sociology\/",
            "author_id": 21,
            "timestamp": 1721308456,
            "content": "This course provides an overview of sociological theories, methods, and concepts such as culture and socialization, introducing the student to the ways that their lives are affected by the people and social institutions around them. In addition, students will learn about social problems and the impact they have on society.",
            "title": "Sociology",
            "excerpt": "This course provides an overview of sociological theories, methods, and concepts such as culture and socialization, introducing the student to the ways that their lives are affected by the people and social institutions around them. In addition, students will learn about social problems and the impact they have on society.",
            "slug": "sociology",
            "modified_timestamp": 1721308470,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
            "sls_subject": "Social Studies",
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        {
            "id": 86470,
            "path": "\/course\/african-american-history-2\/",
            "author_id": 21,
            "timestamp": 1721308456,
            "content": "How have African Americans shaped the culture of the United States throughout history? Tracing the accomplishments and obstacles of African Americans from the slave trade through emancipation, and to the modern African diaspora, you will learn about the political, economic, social, religious, and cultural factors that have influenced African American life. In African American History, you\u2019ll come face to face with individuals who changed the course of history and learn more about slavery, racism, and the Civil Rights Movement. You will also explore how the history of African Americans influences current events today.",
            "title": "African American History",
            "excerpt": "How have African Americans shaped the culture of the United States throughout history? Tracing the accomplishments and obstacles of African Americans from the slave trade through emancipation, and to the modern African diaspora, you will learn about the political, economic, social, religious, and cultural factors that have influenced African American life. In African American History,...",
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            "modified_timestamp": 1721308472,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Social Studies",
            "sls_school_level": "High School",
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        },
        {
            "id": 86471,
            "path": "\/course\/learning-in-a-digital-world-digital-citizenship-2\/",
            "author_id": 21,
            "timestamp": 1721308456,
            "content": "We use technology to communicate with friends and family, find never-ending entertainment options and do our schoolwork. Discover what it means to be a responsible digital citizen, expand your digital literacy, and become a successful online student. Consider the best ways to find, create, and share information, learn to maximize information and communication technologies, and explore digital content creation, from emails and blogs to social media, videos, and podcasts.",
            "title": "Learning in a Digital World: Digital Citizenship",
            "excerpt": "We use technology to communicate with friends and family, find never-ending entertainment options and do our schoolwork. Discover what it means to be a responsible digital citizen, expand your digital literacy, and become a successful online student. Consider the best ways to find, create, and share information, learn to maximize information and communication technologies, and...",
            "slug": "learning-in-a-digital-world-digital-citizenship-2",
            "modified_timestamp": 1721308473,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
            "sls_subject": "Other",
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        {
            "id": 87543,
            "path": "\/course\/ap-calculus-ab-sem-1-2\/",
            "author_id": 21,
            "timestamp": 1721308456,
            "content": "AP Calculus AB (Sem 1) is the first semester in a two-semester course sequence. It offers instruction in the areas of functions and limits, differential calculus, and integral calculus. The course applies differential calculus to finding the slope of a curve, solving problems with related rates, calculating motion properties of moving particles, etc. It then applies integral calculus to finding the areas of irregular regions in a plane, volumes of rotation by various methods, and other scientific applications. Finally, the course explores analytic geometry, series and convergence, as well as polynomial series and approximations. The above is accomplished using inquiry, real-life application, and technology emphases during the course. The purpose of this course is to provide students with a deep understanding of the concepts of calculus  through developing mathematical knowledge conceptually, connecting topics and representations throughout the course, and solving diverse types of problems using various techniques and approaches. Having completed this course, students will be prepared for further post-secondary courses that require calculus, as well as for the AP exam. The course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Calculus AB (Sem 1)",
            "excerpt": "AP Calculus AB (Sem 1) is the first semester in a two-semester course sequence. It offers instruction in the areas of functions and limits, differential calculus, and integral calculus. The course applies differential calculus to finding the slope of a curve, solving problems with related rates, calculating motion properties of moving particles, etc. It then...",
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        {
            "id": 87544,
            "path": "\/course\/ap-calculus-ab-sem-2-2\/",
            "author_id": 21,
            "timestamp": 1721308456,
            "content": "AP Calculus AB (Sem 2) is the second semester in a two-semester course sequence. It offers instruction in the areas of functions and limits, differential calculus, and integral calculus. The course applies differential calculus to finding the slope of a curve, solving problems with related rates, calculating motion properties of moving particles, etc. It then applies integral calculus to finding the areas of irregular regions in a plane, volumes of rotation by various methods, and other scientific applications. Finally, the course explores analytic geometry, series and convergence, as well as polynomial series and approximations. The above is accomplished using inquiry, real-life application, and technology emphases during the course. The purpose of this course is to provide students with a deep understanding of the concepts of calculus  through developing mathematical knowledge conceptually, connecting topics and representations throughout the course, and solving diverse types of problems using various techniques and approaches. Having completed this course, students will be prepared for further post-secondary courses that require calculus, as well as for the AP exam. The course does not include the AP Exam; students can contact their school\u2019s AP Coordinator or the College Board to sign up to take the Exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Calculus AB (Sem 2)",
            "excerpt": "AP Calculus AB (Sem 2) is the second semester in a two-semester course sequence. It offers instruction in the areas of functions and limits, differential calculus, and integral calculus. The course applies differential calculus to finding the slope of a curve, solving problems with related rates, calculating motion properties of moving particles, etc. It then...",
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        {
            "id": 86436,
            "path": "\/course\/cybersecurity-essentials\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "Every day, Cybersecurity threats are growing in complexity and scale. In their Global Risks Report (2021) publication, even the World Economic Forum listed Cybersecurity failure among the top 5 global risks, along with threats like extreme weather and infectious diseases. At the same time, organizations everywhere seek new cybersecurity talent.  In this course, learners develop workforce readiness skills and build a foundation for success in cybersecurity-related careers. With video and rich interactive media support, participants learn, apply, and practice cybersecurity knowledge and skills through a series of in-depth, hands-on experiences and simulated activities that reinforce their learning.  Cybersecurity Essentials teaches comprehensive cybersecurity concepts and skills at the entry level, from threat mitigation and defense to post-incident forensics. Learners will progress from basic cybersecurity concepts to experiences in assessing vulnerabilities and risks later in the curriculum.  This course is offered in partnership with Michigan Information Technology Training, LLC. (MITT)",
            "title": "Cybersecurity Essentials",
            "excerpt": "Every day, Cybersecurity threats are growing in complexity and scale. In their Global Risks Report (2021) publication, even the World Economic Forum listed Cybersecurity failure among the top 5 global risks, along with threats like extreme weather and infectious diseases. At the same time, organizations everywhere seek new cybersecurity talent. In this course, learners develop...",
            "slug": "cybersecurity-essentials",
            "modified_timestamp": 1721308435,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2, (24-25) Trimester 1, (24-25) Trimester 2, (24-25) Trimester 3",
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        },
        {
            "id": 86438,
            "path": "\/course\/middle-school-english-language-arts-7a\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "This is the first segment of a two semester course. By examining powerful literary and nonfiction texts by a wide array of authors, students in this course build upon their foundational knowledge of reading, writing, and speaking using engaging mentor texts and scaffolded opportunities. Students also fine tune their writing by planning and producing effective narratives, argumentative essays, and expository essays using guided practice and exemplar texts. These opportunities to plan, draft, revise, and edit their written work ensures that students will find their \"voice\" in writing. Students dive into the world of rhetoric by exploring important historical texts, demonstrating proficiency in identifying effective rhetorical appeals and ineffective fallacious reasoning that weakens communication. The authentic assessment opportunities provided in this course meet the needs of students while providing engaging and interesting learning opportunities.",
            "title": "Middle School English Language Arts 7A",
            "excerpt": "This is the first segment of a two semester course. By examining powerful literary and nonfiction texts by a wide array of authors, students in this course build upon their foundational knowledge of reading, writing, and speaking using engaging mentor texts and scaffolded opportunities. Students also fine tune their writing by planning and producing effective...",
            "slug": "middle-school-english-language-arts-7a",
            "modified_timestamp": 1721308437,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "English Language Arts",
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        },
        {
            "id": 86439,
            "path": "\/course\/middle-school-english-language-arts-7b\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "This is the second segment of a two semester course. By examining powerful literary and nonfiction texts by a wide array of authors, students in this course build upon their foundational knowledge of reading, writing, and speaking using engaging mentor texts and scaffolded opportunities. Students also fine tune their writing by planning and producing effective narratives, argumentative essays, and expository essays using guided practice and exemplar texts. These opportunities to plan, draft, revise, and edit their written work ensures that students will find their \"voice\" in writing. Students dive into the world of rhetoric by exploring important historical texts, demonstrating proficiency in identifying effective rhetorical appeals and ineffective fallacious reasoning that weakens communication. The authentic assessment opportunities provided in this course meet the needs of students while providing engaging and interesting learning opportunities.",
            "title": "Middle School English Language Arts 7B",
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            "slug": "middle-school-english-language-arts-7b",
            "modified_timestamp": 1721308438,
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            "sls_terms": "(24-25) Semester 2",
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        },
        {
            "id": 86440,
            "path": "\/course\/middle-school-english-language-arts-8a\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "This is the first segment of a two semester course. Explore the stories that surround you as you journey through the chronicles of literature and investigate the ways in which authors tell their tales. Discover ways to develop your own voice and leave a creative mark on the world.",
            "title": "Middle School English Language Arts 8A",
            "excerpt": "This is the first segment of a two semester course. Explore the stories that surround you as you journey through the chronicles of literature and investigate the ways in which authors tell their tales. Discover ways to develop your own voice and leave a creative mark on the world.",
            "slug": "middle-school-english-language-arts-8a",
            "modified_timestamp": 1721308439,
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            "sls_terms": "(24-25) Semester 1",
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        },
        {
            "id": 86441,
            "path": "\/course\/middle-school-english-language-arts-8b\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "This is the second segment of a two semester course. Explore the stories that surround you as you journey through the chronicles of literature and investigate the ways in which authors tell their tales. Discover ways to develop your own voice and leave a creative mark on the world.",
            "title": "Middle School English Language Arts 8B",
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            "slug": "middle-school-english-language-arts-8b",
            "modified_timestamp": 1721308440,
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            "post_type": "courses",
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 2",
            "sls_subject": "English Language Arts",
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        },
        {
            "id": 86442,
            "path": "\/course\/middle-school-math-6a\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "This is the first segment of a two semester course.  How do mathematicians think, write, and speak? Find out in Grade 6 Mathematics, where students will experience new ways of solving problems through interactive and engaging activities. With a focus on hands-on learning and real-world application, students will be exposed to foundational concepts needed for higher-level math study, including integer operations, equations, and statistics.",
            "title": "Middle School Math 6A",
            "excerpt": "This is the first segment of a two semester course. How do mathematicians think, write, and speak? Find out in Grade 6 Mathematics, where students will experience new ways of solving problems through interactive and engaging activities. With a focus on hands-on learning and real-world application, students will be exposed to foundational concepts needed for...",
            "slug": "middle-school-math-6a",
            "modified_timestamp": 1721308441,
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            "id": 86443,
            "path": "\/course\/middle-school-math-6b\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "This is the second segment of a two semester course. How do mathematicians think, write, and speak? Find out in Grade 6 Mathematics, where students will experience new ways of solving problems through interactive and engaging activities. With a focus on hands-on learning and real-world application, students will be exposed to foundational concepts needed for higher-level math study, including integer operations, equations, and statistics.",
            "title": "Middle School Math 6B",
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            "id": 86444,
            "path": "\/course\/middle-school-math-7a\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "This is the first segment of a two semester course.  This is the first segment of a two semester course. Have you ever wondered, \u201cWhen will I use this in real life?\u201d Grade 7 Mathematics has great news! There are hundreds of ways that math is used in the real world, and this course is designed to help you think critically as you explore a few of those applications. With hands-on activities and interactive lessons, students will have the opportunity to apply what they learn in relevant ways. Key foundational concepts like proportional relationships, probability, and geometry will help prepare students for the next level of learning.",
            "title": "Middle School Math 7A",
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            "path": "\/course\/middle-school-math-7b\/",
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            "timestamp": 1721308435,
            "content": "This is the second segment of a two semester course.  Have you ever wondered, \u201cWhen will I use this in real life?\u201d Grade 7 Mathematics has great news! There are hundreds of ways that math is used in the real world, and this course is designed to help you think critically as you explore a few of those applications. With hands-on activities and interactive lessons, students will have the opportunity to apply what they learn in relevant ways. Key foundational concepts like proportional relationships, probability, and geometry will help prepare students for the next level of learning.",
            "title": "Middle School Math 7B",
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            "id": 86446,
            "path": "\/course\/advanced-drawing\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "In Advanced Drawing, students will be reviewing basic drawing skills and the elements and principles of design, while exploring how they are used in art. Students will also work in-depth with several different types of media and artistic styles in order to define their personal aesthetic and design their own compositions. In each section, students will observe and analyze various artworks to expand their knowledge of art history and develop their personal aesthetic. All projects in this course will be an original composition by the student. After instruction and research, students will be given prompts and guidelines on how to create each project, but the final outcome will be unique to each student. Later in the course, students will participate in either a self- or peer-critique. This is to help students learn to analyze their work and grow as an artist from the input of others. Students will compile and organize their artwork into a digital portfolio.",
            "title": "Advanced Drawing",
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            "id": 86447,
            "path": "\/course\/mathematics-of-personal-finance-dual-credit\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "This dual credit course is designed to fulfill 1.0 full credit toward high school graduation requirements, including 0.5 credit of Mathematics (4th Year Elective) AND 0.5 credit of Personal Finance. The course is designed to help students build strong math skills while learning how to effectively manage personal finances.  Lessons integrate essential mathematical concepts with real-life applications in budgeting, investing, saving, borrowing, and financial decision-making. Students will learn percentages, ratios, and algebraic equations in the context of managing money and making financial decisions.  Students will engage in practical exercises and projects that simulate real-world financial scenarios and explore topics such as interest rates, credit scores, taxes, insurance, and risk management, learning how to create and manage budgets, analyze investment options, evaluate loan terms, make informed financial decisions, and develop healthy financial habits that will serve them beyond high school.",
            "title": "Mathematics of Personal Finance (Dual Credit)",
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            "timestamp": 1721308435,
            "content": "Students receive an introduction to oceanography including the history of marine science, exploring such topics as air and sea interaction, ocean currents, tides, ecosystems, ocean resources, pollution, and conservation. Students explore these topics through a variety of content sources including an integrated etextbook, videos, and interactives. Each lesson includes a quiz or assignment, and each unit culminates in a unit project. Through lesson assignments and unit projects, students will demonstrate their knowledge in a variety of ways including creative presentations, hands-on activities, writing, and more.",
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            "excerpt": "Students receive an introduction to oceanography including the history of marine science, exploring such topics as air and sea interaction, ocean currents, tides, ecosystems, ocean resources, pollution, and conservation. Students explore these topics through a variety of content sources including an integrated etextbook, videos, and interactives. Each lesson includes a quiz or assignment, and each...",
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            "timestamp": 1721308435,
            "content": "You'll embark on a thrilling journey through the world of artificial intelligence. From machine learning to robotics, you'll gain hands-on experience developing AI systems, delve into the complexities of natural language processing and computer vision, and consider the ethical and societal implications of this rapidly evolving technology. Get ready to be amazed and inspired by the limitless possibilities of AI as you immerse yourself in this cutting-edge field.",
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            "id": 86451,
            "path": "\/course\/basic-web-design-html-css-2\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "Design a beautiful and functional website. Students will learn how to take their design and translate it into a live website using Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS) programming languages. HTML5 and CSS3 will be the standard versions used in the class. Students will understand design components of websites, including the use of color, layout and when to use different techniques, typography rules, and the importance of imagery. At the conclusion of the course, students will present a website to the class. Upon completion of this course, each student will have hands-on experience creating a fully functioning website.",
            "title": "Basic Web Design: HTML &amp; CSS",
            "excerpt": "Design a beautiful and functional website. Students will learn how to take their design and translate it into a live website using Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS) programming languages. HTML5 and CSS3 will be the standard versions used in the class. Students will understand design components of websites, including the use...",
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            "id": 86452,
            "path": "\/course\/fashion-design\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "Are you a fashion trend follower? Are you drawn to how designers have pulled together fabrics and colors to create memorable pieces? Do you dream of designing your own line of clothing or accessories? Learn what it takes to get started in the fashion industry, from the careers available to new technology and trends reshaping the industry every day. Start creating!",
            "title": "Fashion Design",
            "excerpt": "Are you a fashion trend follower? Are you drawn to how designers have pulled together fabrics and colors to create memorable pieces? Do you dream of designing your own line of clothing or accessories? Learn what it takes to get started in the fashion industry, from the careers available to new technology and trends reshaping...",
            "slug": "fashion-design",
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            "id": 86455,
            "path": "\/course\/careers-in-criminal-justice-finding-your-specialty-2\/",
            "author_id": 21,
            "timestamp": 1721308435,
            "content": "Have you ever thought about a career as a police officer, an FBI or DEA agent, or any occupation that seeks to pursue justice for all? Careers in criminal justice can be found at local, county, state, federal, and international levels, and even in the private sector. Explore some of the various occupations in this field through this course, while simultaneously learning how they interact with each other and other first responders.",
            "title": "Careers in Criminal Justice: Finding Your Specialty",
            "excerpt": "Have you ever thought about a career as a police officer, an FBI or DEA agent, or any occupation that seeks to pursue justice for all? Careers in criminal justice can be found at local, county, state, federal, and international levels, and even in the private sector. Explore some of the various occupations in this...",
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        {
            "id": 86279,
            "path": "\/course\/ap-physics-2-sem-1-2\/",
            "author_id": 21,
            "timestamp": 1721308413,
            "content": "AP Physics 2 (Sem 1) is an introductory college-level physics course designed to simulate the rigor and skills needed for a first year college course. The course is algebra based and the topics of study include thermodynamics, electrostatics, electric circuits, magnetism, mechanical waves, sound, and physical optics. This course also has a laboratory requirement which will be met with hands-on labs along with online simulations. The labs will be inquiry-based to provide students the opportunity to develop critical thinking and reasoning skills along with applying the science practices. This course does not include the AP exam; students can contact their school\u2019s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Physics 2 (Sem 1)",
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        {
            "id": 86428,
            "path": "\/course\/ap-physics-1-sem-2-2\/",
            "author_id": 21,
            "timestamp": 1721308413,
            "content": "AP Physics 1 (Sem 2) is the second semester of a year-long, introductory college-level physics course designed to simulate the rigor and skills needed for a first year college course. The course is algebra based and the topics of study include Newtonian mechanics, work, and energy, simple harmonic motion, gravity and orbits, and fluids. This course also has a laboratory requirement which will be met with hands-on labs along with online simulations. The labs will be inquiry-based to provide students the opportunity to develop critical thinking and reasoning skills along with applying the science practices. This course does not include the AP exam; students can contact their school\u2019s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Physics 1 (Sem 2)",
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        {
            "id": 86429,
            "path": "\/course\/ap-physics-2-sem-2-2\/",
            "author_id": 21,
            "timestamp": 1721308413,
            "content": "AP Physics 2 (Sem 2) is the second semester of a year-long, introductory college-level physics course designed to simulate the rigor and skills needed for a first year college course. The course is algebra based and the topics of study include optics, quantum mechanics, and nuclear physics. This course also has a laboratory requirement which will be met with hands-on labs along with online simulations. The labs will be inquiry-based to provide students the opportunity to develop critical thinking and reasoning skills along with applying the science practices. This course does not include the AP exam; students can contact their school\u2019s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Physics 2 (Sem 2)",
            "excerpt": "AP Physics 2 (Sem 2) is the second semester of a year-long, introductory college-level physics course designed to simulate the rigor and skills needed for a first year college course. The course is algebra based and the topics of study include optics, quantum mechanics, and nuclear physics. This course also has a laboratory requirement which...",
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        {
            "id": 86430,
            "path": "\/course\/french-1a-2\/",
            "author_id": 21,
            "timestamp": 1721308413,
            "content": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. In French 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and the world around them. The theme for the course is Ma vie (My Life). Students will learn to introduce themselves, share some basic personal information, talk about their family and friends, discuss what they like to do for fun, and describe their daily routine at home and school. Throughout the course, students will follow along on the fictional journey of three students learning French, seeing them in school, at home, and in other parts of their daily lives. French 1A is the first semester of a two-semester course. The class takes a proficiency-based approach, which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is placed on meaningful language use, with grammar being learned implicitly through input and meaning-based activities.",
            "title": "French 1A",
            "excerpt": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. In French 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and the world around them. The theme for the course is Ma vie (My Life)....",
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        {
            "id": 86431,
            "path": "\/course\/german-1a-2\/",
            "author_id": 21,
            "timestamp": 1721308413,
            "content": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. German 1A is the first semester of a two-semester course. In German 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and their immediate environment. Students will learn to introduce themselves, share some basic personal information, talk about their family and friends, discuss what they like to do for fun, and describe their daily routine at home and school. The class takes a proficiency-based approach, which is informed by current language acquisition research and the ACTFL performance descriptors for novice language learners. A heavy focus is put on German-speaking cultures around the world, with grammar being learned implicitly through input and meaning-based activities. Throughout the 4 Modules, each containing 3 units, students\u2019 language learning is guided by Can Do statements which focus on specific language abilities, such as \"I can greet others and introduce myself.\"",
            "title": "German 1A",
            "excerpt": "This course fulfills 1\/2 credit of the world language content standards required for high school graduation under Michigan Merit Curriculum (MMC) guidelines. German 1A is the first semester of a two-semester course. In German 1A, students will begin their language-learning journey by gaining the skills needed to talk about themselves and their immediate environment. Students...",
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            "modified_timestamp": 1721308418,
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            "price": "Free",
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        {
            "id": 86433,
            "path": "\/course\/middle-school-math-8a-pre-algebra\/",
            "author_id": 21,
            "timestamp": 1721308413,
            "content": "This course will dive into the concepts of input-output relationships, linear functions, linear equations, systems of equations and their applications, exponents, and exponential equations and their applications. We will connect these concepts to real-world applications. Students will practice these mathematical concepts in a variety of forms and applications. Students will employ the standards of mathematical practice as they work through course material.",
            "title": "Middle School Math 8A: Pre-Algebra",
            "excerpt": "This course will dive into the concepts of input-output relationships, linear functions, linear equations, systems of equations and their applications, exponents, and exponential equations and their applications. We will connect these concepts to real-world applications. Students will practice these mathematical concepts in a variety of forms and applications. Students will employ the standards of mathematical...",
            "slug": "middle-school-math-8a-pre-algebra",
            "modified_timestamp": 1721308427,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "Mathematics",
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        {
            "id": 79548,
            "path": "\/course\/latin-1a\/",
            "author_id": 21,
            "timestamp": 1721308381,
            "content": "This is the first segment of a year-long course. Introduce yourself to the culture and rich storytelling tradition of the ancient Romans through the study of classical Latin. In the Latin 1 course, you will build a foundation of grammar and vocabulary skills to help increase fluency and language proficiency. You will explore the mythology, history and culture of Rome and apply what you learn through translation practice, writing, listening, and conversation exercises, while reading Roman stories that have stood the test of time and tracing the Latin roots that run through modern language and culture.",
            "title": "Latin 1A",
            "excerpt": "This is the first segment of a year-long course. Introduce yourself to the culture and rich storytelling tradition of the ancient Romans through the study of classical Latin. In the Latin 1 course, you will build a foundation of grammar and vocabulary skills to help increase fluency and language proficiency. You will explore the mythology,...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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            "path": "\/course\/middle-school-music-of-the-world-a-practices-and-purpose-in-society\/",
            "author_id": 21,
            "timestamp": 1721308381,
            "content": "Get ready to elevate your music knowledge to the next level. In this course, you will learn about Global musical traditions as you explore the function of music in a multitude of cultures. You will examine the fundamentals, sound, and structure of music to understand how music is representative of the culture it was created in.",
            "title": "Middle School Music of the World A: Practices and Purpose in Society",
            "excerpt": "Get ready to elevate your music knowledge to the next level. In this course, you will learn about Global musical traditions as you explore the function of music in a multitude of cultures. You will examine the fundamentals, sound, and structure of music to understand how music is representative of the culture it was created...",
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            "modified_timestamp": 1721308396,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "Visual &amp; Performing Arts",
            "sls_school_level": "Middle School",
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        {
            "id": 87898,
            "path": "\/course\/ap-physics-1-sem-1-2\/",
            "author_id": 21,
            "timestamp": 1721308381,
            "content": "AP Physics 1 (Sem 1) is an introductory college-level physics course designed to simulate the rigor and skills needed for a first year college course. The course is algebra based and the topics of study include Newtonian mechanics, work, energy, simple harmonic motion, gravity and orbits, and fluids. This course also has a laboratory requirement which will be met with hands-on labs along with online simulations. The labs will be inquiry-based to provide students the opportunity to develop critical thinking and reasoning skills along with applying the science practices. This course does not include the AP exam; students can contact their school\u2019s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Physics 1 (Sem 1)",
            "excerpt": "AP Physics 1 (Sem 1) is an introductory college-level physics course designed to simulate the rigor and skills needed for a first year college course. The course is algebra based and the topics of study include Newtonian mechanics, work, energy, simple harmonic motion, gravity and orbits, and fluids. This course also has a laboratory requirement...",
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            "price": "Free",
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        {
            "id": 86425,
            "path": "\/course\/reading-strategies-fields-of-reading-a\/",
            "author_id": 21,
            "timestamp": 1721308360,
            "content": "This course enables you to accelerate and strengthen the development of your reading and writing skills so you are able to successfully read grade-level text independently. Lessons emphasize reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts that encompass a broad range of text structures, genres, and levels of complexity. You\u2019ll also engage in interactive text-based discussion, question generation, and research opportunities. You\u2019ll learn the elements of informational, narrative, argumentative, as well as drama and poetry reading passages and strategies to comprehend reading in each of these genres. You will write in response to reading, and cite evidence when answering text dependent questions orally and in writing. Scaffolding is provided as necessary as students engage in reading and writing increasingly complex text, and is removed as the reading and writing abilities of students improve over time.",
            "title": "Reading Strategies: Fields of Reading A",
            "excerpt": "This course enables you to accelerate and strengthen the development of your reading and writing skills so you are able to successfully read grade-level text independently. Lessons emphasize reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts that encompass a broad range of text structures, genres,...",
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "English Language Arts",
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        {
            "id": 86426,
            "path": "\/course\/latin-2a\/",
            "author_id": 21,
            "timestamp": 1721308360,
            "content": "This is the first course in a two-course sequence. Immerse yourself in the beauty of the classical Latin language and the richness of its diverse history and culture. In the Latin II course, you will learn intermediate grammar and vocabulary skills to help build basic fluency and language proficiency. You will explore the culture and history and apply what you learn through written practice, listening, reading, and speaking exercises.",
            "title": "Latin 2A",
            "excerpt": "This is the first course in a two-course sequence. Immerse yourself in the beauty of the classical Latin language and the richness of its diverse history and culture. In the Latin II course, you will learn intermediate grammar and vocabulary skills to help build basic fluency and language proficiency. You will explore the culture and...",
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            "modified_timestamp": 1721308368,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1, (24-25) Semester 2",
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            "sls_school_level": "High School",
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        },
        {
            "id": 86275,
            "path": "\/course\/chinese-1a\/",
            "author_id": 21,
            "timestamp": 1721308294,
            "content": "This course is the first in a two-course sequence and is designed for students who have no or limited prior experience in learning Chinese. This course focuses on introducing basic knowledge about Chinese language, pinyin system, and Chinese characters. Topics in this level include greetings, family members, dates and times, hobbies, and visiting friends. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.",
            "title": "Chinese 1A",
            "excerpt": "This course is the first in a two-course sequence and is designed for students who have no or limited prior experience in learning Chinese. This course focuses on introducing basic knowledge about Chinese language, pinyin system, and Chinese characters. Topics in this level include greetings, family members, dates and times, hobbies, and visiting friends. Using...",
            "slug": "chinese-1a",
            "modified_timestamp": 1721308302,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
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        },
        {
            "id": 86276,
            "path": "\/course\/chinese-2a\/",
            "author_id": 21,
            "timestamp": 1721308294,
            "content": "This course is the first in a two-course sequence and is designed for students who have at least 1-2 years of prior experience in learning Chinese. This course focuses on taking students from a tentative understanding of Chinese basics to a greater level of sophistication by having students participate in sentence-level conversations through project-based language learning activities. Topics in this level include weather, dining out, asking directions, birthday party, and seeing a doctor. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.",
            "title": "Chinese 2A",
            "excerpt": "This course is the first in a two-course sequence and is designed for students who have at least 1-2 years of prior experience in learning Chinese. This course focuses on taking students from a tentative understanding of Chinese basics to a greater level of sophistication by having students participate in sentence-level conversations through project-based language...",
            "slug": "chinese-2a",
            "modified_timestamp": 1721308303,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
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        },
        {
            "id": 86277,
            "path": "\/course\/chinese-3a\/",
            "author_id": 21,
            "timestamp": 1721308294,
            "content": "This course is the first in a two-course sequence and is designed for students who have at least 2-3 years of prior experience in learning Chinese. This course focuses on cultivating students\u2019 skills in using more advanced vocabulary and more complex sentence structures to express themselves through project-based language learning activities. Topics in this level include starting a new semester, dorm life, at a restaurant, shopping, and choosing courses. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.",
            "title": "Chinese 3A",
            "excerpt": "This course is the first in a two-course sequence and is designed for students who have at least 2-3 years of prior experience in learning Chinese. This course focuses on cultivating students\u2019 skills in using more advanced vocabulary and more complex sentence structures to express themselves through project-based language learning activities. Topics in this level...",
            "slug": "chinese-3a",
            "modified_timestamp": 1721308304,
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            "price": "Free",
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            "path": "\/course\/chinese-4a\/",
            "author_id": 21,
            "timestamp": 1721308294,
            "content": "This course is the first in a two-course sequence and is designed for students who have at least 3-4 years of prior experience in learning Chinese. Aiming at preparing students for Advanced Placement (AP) Chinese course, this course focuses on developing students\u2019 integrated skills of listening, speaking, reading, and writing through project-based language learning activities. Topics in this level include Chinese holidays, changes in China, traveling, lifestyle, health, and gender equality. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.",
            "title": "Chinese 4A",
            "excerpt": "This course is the first in a two-course sequence and is designed for students who have at least 3-4 years of prior experience in learning Chinese. Aiming at preparing students for Advanced Placement (AP) Chinese course, this course focuses on developing students\u2019 integrated skills of listening, speaking, reading, and writing through project-based language learning activities....",
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            "path": "\/course\/middle-school-u-s-history-a\/",
            "author_id": 21,
            "timestamp": 1721308240,
            "content": "This is the first segment of a year-long course. In this course, students will explore the history of the United States and analyze the cause and effect in historical events. They will investigate history by using the tools of a historian to examine the historical, geographic, political, economic, and sociological events that influenced the development of the United States. Students will imagine what it was like to live in the past by reading the stories from the people who experienced it. This course begins with the engaging stories of what brought the earliest American colonists to the New World and ends with the struggles to repair the United States following the Civil War. Engaging in this study allows students to recognize the themes of history that span across centuries and leads to a greater appreciation of the development of the United States and the resulting impact on world history.",
            "title": "Middle School U.S. History A",
            "excerpt": "This is the first segment of a year-long course. In this course, students will explore the history of the United States and analyze the cause and effect in historical events. They will investigate history by using the tools of a historian to examine the historical, geographic, political, economic, and sociological events that influenced the development...",
            "slug": "middle-school-u-s-history-a",
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            "path": "\/course\/science-a-6th-grade\/",
            "author_id": 21,
            "timestamp": 1721308195,
            "content": "This course is the first in a two-course sequence and provides students with an introduction to Science, energy, force, weather, climate, the earth\u2019s systems, and the living world. Some topics are explored in depth while others are introduced to serve as building blocks for later coursework. During this course students will explore science through everyday examples and experiences. Students will participate in activities and online laboratory experiences to apply what they have learned.",
            "title": "Science A (6th Grade)",
            "excerpt": "This course is the first in a two-course sequence and provides students with an introduction to Science, energy, force, weather, climate, the earth\u2019s systems, and the living world. Some topics are explored in depth while others are introduced to serve as building blocks for later coursework. During this course students will explore science through everyday...",
            "slug": "science-a-6th-grade",
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        {
            "id": 86422,
            "path": "\/course\/science-a-7th-grade\/",
            "author_id": 21,
            "timestamp": 1721308195,
            "content": "This course is the first in a two-course sequence. In this course students explore: The Foundations of Science, Energy, The Earth and it\u2019s features, The Earth\u2019s internal and external structures and how they change, The Earth\u2019s history, living things and how they change and interact, Genetics and Heredity, and The Organization of the living world. Some of these topics are introduced and serve as a foundation for later coursework and others are discussed in detail. Students will learn through real world examples and virtually visit six different continents to see science in action all over the world. Students will participate in activities and online laboratory experiences to apply what they have learned.",
            "title": "Science A (7th Grade)",
            "excerpt": "This course is the first in a two-course sequence. In this course students explore: The Foundations of Science, Energy, The Earth and it\u2019s features, The Earth\u2019s internal and external structures and how they change, The Earth\u2019s history, living things and how they change and interact, Genetics and Heredity, and The Organization of the living world....",
            "slug": "science-a-7th-grade",
            "modified_timestamp": 1721308203,
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        {
            "id": 86423,
            "path": "\/course\/science-a-8th-grade\/",
            "author_id": 21,
            "timestamp": 1721308195,
            "content": "This is the first course in a two-course sequence. The course introduces new information and reviews some basics of science to prepare students for high school science coursework. During this course students will learn through real world examples and applications. Students will participate in activities and online laboratory experiences to apply what they have learned.",
            "title": "Science A (8th Grade)",
            "excerpt": "This is the first course in a two-course sequence. The course introduces new information and reviews some basics of science to prepare students for high school science coursework. During this course students will learn through real world examples and applications. Students will participate in activities and online laboratory experiences to apply what they have learned.",
            "slug": "science-a-8th-grade",
            "modified_timestamp": 1721308204,
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "Science",
            "sls_school_level": "Middle School",
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        },
        {
            "id": 86420,
            "path": "\/course\/leadership-skills-growth-and-development-a-grades-6-8\/",
            "author_id": 21,
            "timestamp": 1721308174,
            "content": "This is the first semester of a year long course. Winner of the highly coveted CODiE award for innovation, vision and industry impact, Leadership Skills Development equips youth with leadership skills they can use to build confidence, improve school achievement, and meet the challenges of working with a team. Students learn critical skills to assist them in personalizing their leadership journey. The course principles were developed by Mawi Asgedom, an Ethiopian refugee who became a Harvard University graduate. This course has assisted 75-90% of students in improving their grades, skills and confidence.",
            "title": "Leadership Skills Growth and Development A (Grades 6-8)",
            "excerpt": "This is the first semester of a year long course. Winner of the highly coveted CODiE award for innovation, vision and industry impact, Leadership Skills Development equips youth with leadership skills they can use to build confidence, improve school achievement, and meet the challenges of working with a team. Students learn critical skills to assist...",
            "slug": "leadership-skills-growth-and-development-a-grades-6-8",
            "modified_timestamp": 1721308192,
            "term_ids": [
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            "price": "Free",
            "plp_subject_area": "",
            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "Social Studies",
            "sls_school_level": "Middle School",
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        },
        {
            "id": 86274,
            "path": "\/course\/ap-chinese-sem-1\/",
            "author_id": 21,
            "timestamp": 1721308118,
            "content": "AP Chinese course is designed for students who have completed 4-5 years of Chinese or have equivalent proficiency in Mandarin Chinese. The course will reinforce the language skills acquired in previous years and further developed the language proficiencies in oral and formal written communication. Harvest Shouhuo is the primary textbook used in this course, along with other supplementary materials, such as AP practice test, Chinese stories, newspaper articles and video clips. The course engages the students in an exploration of both contemporary and historical Chinese, including topics as schools and family, foods and sports, festivals and customs. The course is delivered entirely online in Chinese. Students will acquire more sophisticated linguistic elements to increase their language abilities. The primary goal of the course is to help students master the advanced-level Chinese language structures, communicative strategies, reading comprehension skills, linguistic accuracy, and cultural awareness through the use of multimedia authentic materials and real-life language tasks. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.",
            "title": "AP Chinese (Sem 1)",
            "excerpt": "AP Chinese course is designed for students who have completed 4-5 years of Chinese or have equivalent proficiency in Mandarin Chinese. The course will reinforce the language skills acquired in previous years and further developed the language proficiencies in oral and formal written communication. Harvest Shouhuo is the primary textbook used in this course, along...",
            "slug": "ap-chinese-sem-1",
            "modified_timestamp": 1721308133,
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                9542,
                18381,
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            "price": "Free",
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            "sls_terms": "(24-25) Semester 1",
            "sls_subject": "World Languages",
            "sls_school_level": "High School",
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        {
            "id": 87835,
            "path": "\/research\/publications\/maximizing-professional-learning\/",
            "author_id": 59,
            "timestamp": 1721058972,
            "content": "<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"abstract\">Abstract<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Professional Learning (PL) can positively impact the quality of educators\u2019 instruction through increasing their knowledge, skills, and beliefs. Both educators\u2019 beliefs in their abilities (self-efficacy) and the relevance of the information (utility value) within PL contribute to the likelihood of classroom application. As such, making sure educators are actively engaged in their courses is crucial. The current study examined educators\u2019 feelings of utility value and self-efficacy to understand how they plan to apply what they\u2019ve learned in <em>Michigan Virtual<\/em> professional learning courses and to ensure courses are designed to facilitate optimal learning outcomes. 177 education professionals who completed a pedagogy-focused PL course with <em>Michigan Virtual<\/em> over a 90-day period took a survey about their experiences. Just under half of the participants indicated plans to implement what they\u2019ve learned directly. While beliefs in their abilities varied slightly, responses were generally positive. The most positive responses centered on educators\u2019 abilities to implement alternative strategies, get students to believe they can do well in school, and be reflective practitioners. Most participants believed \u2018quite a bit\u2019 in their ability to demonstrate and apply their skills and knowledge. As such, it is pivotal that PL courses continue to engage participants through audio\/visual elements, readings, and scenarios that highlight the usefulness of the information while providing opportunities for practice and feedback as this will help engage educators and facilitate positive outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\"><strong>Introduction<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"what\">What is Professional Learning?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Professional learning (PL) or professional development (PD) typically focuses on developing teachers\u2019 knowledge, skills, or beliefs (e.g., self-efficacy, or the belief in one\u2019s abilities; Gesel et al., 2021). PL enhances teachers\u2019 knowledge, pedagogical strategies, beliefs, or other characteristics that may relate to the quality of their teaching (Bowman et al., 2022; Gesel et al., 2021). In some instances, PL may also include mandatory compliance courses, aligning with certain state or federal standards (e.g., Bloodborne Pathogens).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"professional\">Professional Learning Matters: Engagement and Teaching Outcomes<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators' engagement in professional learning is pivotal as it has the potential to expand their pedagogy. While research examining the impact of PL on teaching practices and student learning is still emerging, some promising findings exist (e.g., Roth et al., 2019). Indeed, research has suggested PL can positively impact student achievement (Blank &amp; Alas, 2010; Yoon et al., 2007). Interviews with teachers about their experiences revealed that being highly engaged in PL leads to improved outcomes in the classroom. In turn, this classroom success motivates teachers to further engage in growing and expanding their pedagogy (Ji, 2021).<em> <\/em>As such, the structure of PL must engage educators. For example, students whose teachers participated in practice-focused PL outperformed peers whose teachers participated in content-focused PL on a content knowledge test (Taylor et al., 2017). Overall, there is a close relationship between teachers\u2019 engagement in PL and the impact of PL on teaching outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So what helps foster teachers\u2019 engagement in professional learning? In her blog, <a href=\"https:\/\/michiganvirtual.org\/blog\/street-data-and-empathy\/\" target=\"_blank\" rel=\"noreferrer noopener\">Street Data And Empathy: Revealing What Educators Truly Want From Professional Learning<\/a>, <em>Michigan Virtual<\/em> professional learning specialist Anne Perez found that educators wanted asynchronous, expert-driven PL incorporating research-based strategies (Perez, 2023). Educators want choices in how they receive instruction and opportunities to apply the knowledge. Across all career stages, educators agree that PL must be application-based and relevant to their roles (Masuda et al., 2013). Professional learning that allows educators to see <em>how <\/em>to obtain desired teaching outcomes is crucial (Ji, 2021). Relatedly, highlighting the value or utility of the skills for future situations can foster interest (i.e., utility value; Kale, 2018). Indeed, teachers\u2019 willingness to engage in PL is closely tied to its perceived value or importance (Masuda et al., 2013). For example, Zhang &amp; Liu (2019) noted that teachers\u2019 perceptions of the utility of PL communities predicted their engagement with online PL.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"the\">The Role of Utility Value and Self-Efficacy in Professional Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Looking at more specific practices, PL positively influenced middle and high school teachers\u2019 classroom technology integration by increasing their perceptions of its utility (Bowman et al., 2022). In other words, when teachers saw perceived value in using technology through exposure during PL, they were more likely to integrate it into their teaching practices. As such, professional learning targeting utility values may be especially effective at increasing specific instructional skills. In addition to increasing teacher\u2019s perceptions of the values of the skills being taught, improving their self-efficacy (i.e., belief in one\u2019s ability) surrounding the skills through practice is important. Increasing teachers\u2019 self-efficacy (particularly through providing practice opportunities) may be an important way to encourage instructors to persist in practicing new or challenging skills (Gesel et al., 2021; Palermo &amp; Thomson, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Indeed, self-efficacy has been noted to predict pedagogical changes to instruction and assessments used in the classroom (Palmero &amp; Thomson, 2018). For example, teachers with high levels of self-efficacy had more positive attitudes and higher levels of implementation for a new PE curriculum for junior high school students in Greece. These teachers also intended to continue implementing new lesson plans in the future (Gorozidis &amp; Papaioannou, 2011). Teachers' self-efficacy may be related to student achievement. A study of sustained professional learning to improve students\u2019 science achievement found that teachers\u2019 self-efficacy and the number of PL hours positively predicted fourth and sixth-graders performance on a state-standardized science test (Lumpe et al., 2012). Taken together, self-efficacy seems to be important for fostering and maintaining pedagogical changes.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, increasing teachers' self-efficacy is important because it has been associated with satisfaction, job retention, lowered feelings of depersonalization and emotional exhaustion, increased feelings of professional accomplishment, and improved student outcomes (as cited in Crawford et al. 2021; Evers et al., 2002). All in all, educators\u2019 expectations (\u201cCan I do this?\u201d) and attitudes (\u201cIs this useful?\u201d) are important pieces of their experiences with PL. The current study aimed to assess educators\u2019 engagement in PL courses offered at <em>Michigan Virtual<\/em>, focusing specifically on feelings of self-efficacy and utility value after taking pedagogically focused PL courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"current\">The Current Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offerings-and-educator-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">previous report<\/a> examined educators\u2019 engagement patterns and course offerings through <em>Michigan Virtual<\/em>, finding that educators were generally satisfied with their professional learning (PL) courses, which they pursued to meet specific requirements. Audio\/visual elements were reported as the most engaging and helpful for learning. This companion piece aims to deepen our understanding of educators\u2019 goals for enrolling in PL courses through <em>Michigan Virtual<\/em> and how the course content meets their needs. By understanding educators\u2019 feelings of utility value and self-efficacy, we can better understand how they plan to apply what they\u2019ve learned and ensure that courses are designed to facilitate optimal learning outcomes. This is particularly important as the perception of utility value and self-efficacy during professional learning can foster positive outcomes for educators and their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The goals of the current study led to the following specific research questions:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>What are educators\u2019 goals when enrolling in a course?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What do educators hope to achieve or get out of their courses?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What course design elements (e.g., videos, readings, discussion boards) do educators find most valuable?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How do educators plan to apply course content to their current roles?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>After completing a course, to what extent do educators believe they can engage in certain pedagogical behaviors?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>After completing a course, to what extent do educators feel they have demonstrated their knowledge and skills and can apply course concepts in their roles?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"methods\">Methods&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators who completed pedagogy-focused professional learning courses at <em>Michigan Virtual<\/em> within a 90-day period (December 26th, 2023 to March 19th, 2024) were contacted via email (n = 3083) to take a brief survey about their experience. The survey was developed based on a literature review of established teacher self-efficacy, utility value measures, and expert input. The survey consisted of 12 questions\u201411 close-ended and one open-ended. For a list of included courses see Appendix A.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"results\">Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"sample\">Sample \/ Data Overview<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Excluding those who completed less than 50% of the survey (n = 38, 17.67%) resulted in a total sample size of n = 177. Of the 177 respondents, the two most populous courses were \u2018<a href=\"https:\/\/michiganvirtual.org\/course\/differentiated-instruction-maximizing-learning-for-all\/\" target=\"_blank\" rel=\"noreferrer noopener\">Differentiated Instruction: Maximizing Learning for All<\/a>\u2019 (n = 25, 14.12%) and \u2018<a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-introduction-to-sel\/\" target=\"_blank\" rel=\"noreferrer noopener\">Social-Emotional Learning: Introduction to SEL<\/a>\u2019 (n = 20, 11.30%).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most educators indicated their primary role was \u2018Teacher\u2019 (n = 124, 70.06%), while a smaller proportion of respondents were \u2018Other\u2019 (n = 15, 8.47%), \u2018School Support Staff\u2019 (n = 10, 5.65%), \u2018Administrator\u2019 (n = 8, 4.52%), \u2018Educational Coach\u2019 (n = 7, 3.95%), \u2018Paraprofessional\/Educator Support Staff\u2019 (n = 7, 3.95%), \u2018Counselor\u2019 (n = 3, 1.69%), or \u2018Specialist\u2019 (n = 3, 1.69%). \u2018Other\u2019 responses included childcare providers and assistant professors\/teachers. Because educators could skip questions, instances where the total number of responses is less than 177 are noted. See Figure 1 below.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1<\/strong>.<em> Educators\u2019 Primary Role<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87839,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/Role-1024x701.jpg\" alt=\"\" class=\"wp-image-87839\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"goals\">What are educators\u2019 goals when enrolling in a PL course?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators\u2019 primary goal when enrolling in PL was obtaining \u2018free or inexpensive SCECHs\u2019 (n = 45, 25.42%) closely followed by \u2018fulfilling professional development requirements\u2019 (n = 42, 23.73%). Figure 2 below shows all the primary reasons for enrolling in PL courses through <em>Michigan Virtual. <\/em>In the survey, we also asked about their additional reasons for enrollment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most common additional or secondary reason for enrollment was that the course content \u2018addresses specific classroom or professional needs\u2019 (n = 64, 37.43%). Among those who did not select it as the primary reason, \u2018free or inexpensive SCECH\u2019 (n = 64, 37.43%) was commonly chosen as a secondary reason for enrollment. The total number of responses to this question was 171.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2<\/strong>.<em> Primary Reason for Enrollment<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87841,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/Reason-for-Enrollment-1024x575.jpg\" alt=\"\" class=\"wp-image-87841\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"hope\">What do educators hope to achieve or get out of their PL courses?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators were given a list of goals for their experiences with their professional learning course and asked to select all that applied (see Figure 3 below). Because educators could choose multiple goals, the total number of responses exceeds the number of educators who responded (n = 177). The data presented reflects the number of times that option was selected. \u2018Understanding how to teach more effectively\u2019 was chosen 114 times (69.09%) as the most populous goal for respondents\u2019 professional learning experience. Conversely, offering \u2018time and space to think\u2019 was selected only 57 times (34.55%) as the least populous goal for engagement in PL.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 3<\/strong>. <em>Goals for Professional Learning Experience<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87842,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/Goals-1024x619.jpg\" alt=\"\" class=\"wp-image-87842\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"elements\">What course design elements (e.g., videos, readings, discussion boards) do educators find most valuable?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators were given a pre-defined list of course design elements and asked to choose <em>all <\/em>options they believed were useful or valuable to their experience in the course (see Figure 4 below). Because educators could choose multiple course design elements, the total number of responses exceeds the number of educators who responded to this question (n = 176). All course elements were selected as being \u2018useful or valuable\u2019 at least once, although the frequency with which elements were chosen varied. \u2018Video\/Audio\u2019 elements were selected most often (n = 123) while \u2018Podcasts\u2019 were selected the fewest times (n = 8).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators were then asked which of their previously selected course design elements were <em>the most <\/em>useful or valuable. The top two course design elements educators chose as most useful or valuable were \u2018Video\/Audio\u2019 (n = 55) and \u2018Readings\u2019 (n = 33).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 4<\/strong>. <em>Course Design Elements Indicated as Useful or Valuable in the Course<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87843,\"width\":\"1140px\",\"height\":\"auto\",\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/Course-Design-Elements-1024x567.jpg\" alt=\"\" class=\"wp-image-87843\" style=\"width:1140px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"plan\">How do educators plan to apply course content to their current roles?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The survey included one open-ended question asking educators how they plan to use the course content in their current roles. After coding their responses, about half (n = 60, 54.05%) of the responses&nbsp; indicated an intention to \u2018apply the information and skills directly to their classroom practices and pedagogy.\u2019 Within these responses, educators highlighted how courses helped them move towards student-centered learning practices by focusing on personalization and providing choice and voice. For example, one educator reported the course content will help them include \u201cmore variety\u201d when helping students learn concepts and \u201cto differentiate instruction.\u201d Educators also reported moving towards mastery\/competency-based approaches: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cInstead of whole group instruction, I have grouped students by ability and offered different ways for students to show mastery.\u201d <\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The remainder of the responses were split into a few categories shown in Table 1 below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1<\/strong>. <em>Plan for Applying Course Content<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th><strong>Theme<\/strong><\/th><th><strong>n (%)<\/strong><\/th><th><strong><strong>Example<\/strong><\/strong><\/th><\/tr><\/thead><tbody><tr><td>Apply Directly to Classroom<\/td><td>60 (54.05%)<\/td><td>\"This course showed me that making the content relevant to the lives of students will allow them to engage.\"<\/td><\/tr><tr><td>Relationship-building and Communication Practices<\/td><td>16 (14.41%)<\/td><td>\"To build better relationships with my students.\"<\/td><\/tr><tr><td>Build Community or Share PL Learnings<\/td><td>13 (11.71%)<\/td><td>\"Explaining the process to my teachers &amp; showing them how to use that knowledge in the classroom.\"<\/td><\/tr><tr><td>Understand\/Aware of Social Emotional Needs<\/td><td>10 (9.01%)<\/td><td>\"Help create an effective and safe learning environment for all students.\"<\/td><\/tr><tr><td>Reflective Practice<\/td><td>8 (7.21%)<\/td><td>\"I will use what I learned in this course to reflect upon how to approach the second round of assessment in my new and current place of employment.\"<\/td><\/tr><tr><td>Teaching Hiatus<br><\/td><td>4 (3.60%)<\/td><td>\"I am taking a year off and am only now applying for a new position.\"<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Note: total n = 111<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Just under 15% of responses emphasized applying course content to \u2018improve relationship-building and communication with students, guardians, and colleagues\u2019 (n = 16). Intending to \u2018share what participants learned\u2019 was also common, as approximately 11.71% of the responses (n = 13) indicated a plan to take what they\u2019ve learned back to their teachers and districts to encourage professional learning and the use of best practices. \u2018Understanding the importance of social-emotional health\u2019 was also a common takeaway from course content (n = 10, 9.01%), as highlighted by one educator who noted,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cSEL has a very direct impact on my role with behavior regulation, modification, and support within students. Making a deeper connection with students based on their background and interests will be a core part of my position as an educator.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>A smaller subset of responses (n = 8, 7.21%) noted leveraging course content to become more \u2018reflective about their pedagogy.\u2019 A few educators noted that they did not have concrete plans for implementing the knowledge and skills gained from their engagement with PL as they were not currently teaching. These responses were categorized as being on a \u2018Teaching Hiatus\u2019 (n = 4, 3.60%).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"after\"><strong>After completing a PL course, to what extent do educators believe they can engage in certain pedagogical behaviors?<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators reported their beliefs about their abilities on two sets of pedagogical behaviors: working directly with students (student-focused pedagogy) and being reflective practitioners (teacher-focused pedagogy).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"student\">Student-Related Pedagogy Behaviors<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After completing their professional learning course, educators were asked about their beliefs in their abilities to engage in several <em>student-focused<\/em> pedagogy behaviors. Educators were most likely to report being \u2018quite a bit\u2019 confident in their ability to \u2018motivate students who show low interest in school work\u2019 (35.23%). Regarding beliefs about \u2018getting students to believe they can do well in school,\u2019 educators were equally likely to believe \u2018a great deal\u2019 and \u2018quite a bit\u2019 (32.95%) in their skills. Thirty-two percent of educators believed \u2018quite a bit\u2019 in their ability to \u2018help students value learning.\u2019 Educators\u2019 beliefs about their abilities to \u2018assist families in helping their children do well in school\u2019 were a bit more split; however, 29.14% believed in their abilities \u2018quite a bit.\u2019<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators also generally believed \u2018quite a bit\u2019 in their abilities across several <em>assessment-focused<\/em> pedagogy measures. Thirty-three percent of teachers believed \u2018quite a bit\u2019 that they could \u2018craft good questions for students,\u2019 and 32.00% believed \u2018quite a bit\u2019 in their ability to \u2018provide an alternative explanation or example when students are confused.\u2019 Beliefs surrounding \u2018using a variety of assessment strategies\u2019 were more spread out, but 29.14% believed in their skills \u2018quite a bit.\u2019 Notably, 36.57% of educators believed \u2018a great deal\u2019 in their ability to \u2018implement alternative strategies in the classroom.\u2019 After completing their respective PL courses, very few participants (~1-6%) did not believe in their abilities \u2018at all.\u2019 Figure 5 and Table 2 show the percentage of educators who rated their self-efficacy on various student-focused pedagogy behaviors.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 5<\/strong>. <em>Self-Efficacy for Student-Focused Pedagogy<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87865,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/Student-Focused-Bx-1024x492.jpg\" alt=\"\" class=\"wp-image-87865\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2<\/strong>. <em>Self-Efficacy for Student-Focused Pedagogy<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true,\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table class=\"has-fixed-layout\"><thead><tr><th class=\"has-text-align-center\" data-align=\"center\">Behavior<\/th><th class=\"has-text-align-center\" data-align=\"center\">A Great Deal<\/th><th class=\"has-text-align-center\" data-align=\"center\">Quite a Bit<\/th><th class=\"has-text-align-center\" data-align=\"center\">Some<\/th><th class=\"has-text-align-center\" data-align=\"center\">Very Little<\/th><th class=\"has-text-align-center\" data-align=\"center\">Not at All<\/th><th class=\"has-text-align-center\" data-align=\"center\">Total n<\/th><\/tr><\/thead><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\">Motivate<\/td><td class=\"has-text-align-center\" data-align=\"center\">27.84%<\/td><td class=\"has-text-align-center\" data-align=\"center\">35.23%<\/td><td class=\"has-text-align-center\" data-align=\"center\">23.86%<\/td><td class=\"has-text-align-center\" data-align=\"center\">5.68%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.14%<\/td><td class=\"has-text-align-center\" data-align=\"center\">176<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Do Well<\/td><td class=\"has-text-align-center\" data-align=\"center\">32.95%<\/td><td class=\"has-text-align-center\" data-align=\"center\">32.95%<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.43%<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.55%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.14%<\/td><td class=\"has-text-align-center\" data-align=\"center\">176<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Value Learning<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">32.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.29%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.14%<\/td><td class=\"has-text-align-center\" data-align=\"center\">175<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Assist Families<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.29%<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.14%<\/td><td class=\"has-text-align-center\" data-align=\"center\">27.43%<\/td><td class=\"has-text-align-center\" data-align=\"center\">9.14%<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.29%<\/td><td class=\"has-text-align-center\" data-align=\"center\">175<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Craft Good Questions<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.29%<\/td><td class=\"has-text-align-center\" data-align=\"center\">33.14%<\/td><td class=\"has-text-align-center\" data-align=\"center\">23.43%<\/td><td class=\"has-text-align-center\" data-align=\"center\">5.71%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.71%<\/td><td class=\"has-text-align-center\" data-align=\"center\">175<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Assessment<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.57%<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.14%<\/td><td class=\"has-text-align-center\" data-align=\"center\">26.86%<\/td><td class=\"has-text-align-center\" data-align=\"center\">7.43%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.86%<\/td><td class=\"has-text-align-center\" data-align=\"center\">175<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Alternative Explanation<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.86%<\/td><td class=\"has-text-align-center\" data-align=\"center\">32.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.86%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.71%<\/td><td class=\"has-text-align-center\" data-align=\"center\">175<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Alternative Strategies<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.57%<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.57%<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.57%<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.43%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.86%<\/td><td class=\"has-text-align-center\" data-align=\"center\">175<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"teacher\">Teacher Related Pedagogy Behaviors<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators were asked about their beliefs in their abilities to engage in multiple teacher-related pedagogy behaviors after taking their professional learning course. Overall, educators were \u2018a great deal\u2019 confident in their skills post-professional learning. Indeed, 47.59% of educators believed \u2018a great deal\u2019 in their ability to \u2018reflect on their own classroom strategies and practices,\u2019 while approximately 40% reported \u2018a great deal\u2019 of confidence in \u2018reflecting on students\u2019 learning and progress.\u2019&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similarly, educators were confident in their ability to be growth-oriented teachers as 44.85% believed \u2018a great deal\u2019 in their ability to \u2018identify areas for growth and improvement in their teaching practices\u2019 and 36.20% felt \u2018a great deal\u2019 confident in their ability to \u2018seek out feedback about teaching or instructional approaches.\u2019 Most educators also believed \u2018a great deal\u2019 (39.52%) or \u2018quite a bit\u2019 (38.92%) in their ability to \u2018engage in meaningful professional learning\/development.\u2019 Finally, 42.92% of educators reported believing \u2018a great deal\u2019 in their ability to \u2018consider the importance of understanding students\u2019 cultural backgrounds and experiences.\u2019 Figure 6 and Table 3 show the percentage of educators who rated their self-efficacy on teacher-focused pedagogy behaviors.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 6<\/strong>. <em>Self-Efficacy for Teacher-Focused Pedagogy Behaviors<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87871,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/Teacher-Focused-Bx-1024x537.jpg\" alt=\"\" class=\"wp-image-87871\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3<\/strong>. <em>Self-Efficacy for Teacher-Focused Pedagogy Behaviors<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true,\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table class=\"has-fixed-layout\"><thead><tr><th class=\"has-text-align-center\" data-align=\"center\">Behavior<\/th><th class=\"has-text-align-center\" data-align=\"center\">A Great Deal<\/th><th class=\"has-text-align-center\" data-align=\"center\">Quite a Bit<\/th><th class=\"has-text-align-center\" data-align=\"center\">Some<\/th><th class=\"has-text-align-center\" data-align=\"center\">Very Little<\/th><th class=\"has-text-align-center\" data-align=\"center\">Not at All<\/th><th class=\"has-text-align-center\" data-align=\"center\">Total n<\/th><\/tr><\/thead><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\">Reflect Own Practices<\/td><td class=\"has-text-align-center\" data-align=\"center\">47.59%<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.75%<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.05%<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.61%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">166<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Reflect Student Learning<\/td><td class=\"has-text-align-center\" data-align=\"center\">40.61%<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.97%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.82%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.61%<\/td><td class=\"has-text-align-center\" data-align=\"center\">165<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Growth<\/td><td class=\"has-text-align-center\" data-align=\"center\">44.85%<\/td><td class=\"has-text-align-center\" data-align=\"center\">33.94%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.61%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.61%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">165<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Feedback<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.83%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.06%<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.07%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.84%<\/td><td class=\"has-text-align-center\" data-align=\"center\">163<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Meaningful Learning<\/td><td class=\"has-text-align-center\" data-align=\"center\">39.52%<\/td><td class=\"has-text-align-center\" data-align=\"center\">38.92%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.96%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.99%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.60%<\/td><td class=\"has-text-align-center\" data-align=\"center\">167<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Cultural Background<\/td><td class=\"has-text-align-center\" data-align=\"center\">41.92%<\/td><td class=\"has-text-align-center\" data-align=\"center\">31.14%<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.75%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.99%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.20%<\/td><td class=\"has-text-align-center\" data-align=\"center\">167<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"demonstrated\">After completing a PL course, to what extent do educators feel they have demonstrated their knowledge and skills and can apply course concepts to their roles?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After completing their respective PL courses, most participants believed \u2018quite a bit\u2019 in their ability to demonstrate and apply their skills and knowledge. Indeed, over half (56.55%) of educators believed \u2018quite a bit\u2019 that their \u2018knowledge of the content in this course has been accurately assessed\u2019 and that they \u2018grasped the content covered in this course\u2019 (60.35%). Similarly, just over half of educators reported \u2018quite a bit\u2019 of confidence in their ability to \u2018apply what they've learned in this course to their current role\u2019 (55.03%) and \u2018incorporate what they\u2019ve learned in this course into lesson plans within the next six months\u2019 (50.60%). Finally, just under half (48.24%) believed \u2018a great deal\u2019 in the \u2018importance of their role as an educator.\u2019 Very few, if any, participants reported not believing in their ability to use or demonstrate skills and knowledge at all (0-2%). Figure 7 and Table 4 show the percentage of educators who rated the utility value regarding knowledge and skills derived from concepts covered in their course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 7<\/strong>. <em>Utility Value<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87873,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/Skill-Utility-Value-1024x559.jpg\" alt=\"\" class=\"wp-image-87873\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 4<\/strong>. <em>Utility Value<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true,\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table class=\"has-fixed-layout\"><thead><tr><th class=\"has-text-align-center\" data-align=\"center\">Value<\/th><th class=\"has-text-align-center\" data-align=\"center\">A Great Deal<\/th><th class=\"has-text-align-center\" data-align=\"center\">Quite a Bit<\/th><th class=\"has-text-align-center\" data-align=\"center\">Some<\/th><th class=\"has-text-align-center\" data-align=\"center\">Very Little<\/th><th class=\"has-text-align-center\" data-align=\"center\">Not at All<\/th><th class=\"has-text-align-center\" data-align=\"center\">Total n<\/th><\/tr><\/thead><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\">Knowledge Assessed<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.43%<\/td><td class=\"has-text-align-center\" data-align=\"center\">56.55%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.83%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.19%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">169<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Grasped Content<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.85%<\/td><td class=\"has-text-align-center\" data-align=\"center\">60.36%<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.79%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><td class=\"has-text-align-center\" data-align=\"center\">169<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Current Role<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.71%<\/td><td class=\"has-text-align-center\" data-align=\"center\">55.03%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.71%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.96%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.59%<\/td><td class=\"has-text-align-center\" data-align=\"center\">169<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Lesson Plan<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.60%<\/td><td class=\"has-text-align-center\" data-align=\"center\">50.60%<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.64%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.38%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.79%<\/td><td class=\"has-text-align-center\" data-align=\"center\">169<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Importance<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.24%<\/td><td class=\"has-text-align-center\" data-align=\"center\">31.76%<\/td><td class=\"has-text-align-center\" data-align=\"center\">18.24%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.18%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.59%<\/td><td class=\"has-text-align-center\" data-align=\"center\">170<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusions\">Conclusions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators indicated their <em>primary <\/em>goal for enrolling in professional learning courses through<em> Michigan Virtual <\/em>was to \u2018obtain free or inexpensive SCECHs,\u2019 highlighting the importance of providing accessible course offerings. Indeed, a previous analysis indicated that PL courses offered through <em>Michigan Virtual<\/em> cost about $38.00 on average; however, half of the courses offered cost less than $5.00 (Cuccolo &amp; DeBruler, 2023).&nbsp;<br>Educators\u2019 secondary goal for enrolling in professional learning courses was to \u2018meet professional development requirements.\u2019 The structure of most PL course offerings (online, asynchronous) likely aligns with educators\u2019 preferences, allowing them to meet professional development requirements in a way that works for them and their unique schedules (<a href=\"https:\/\/michiganvirtual.org\/blog\/street-data-and-empathy\/\" target=\"_blank\" rel=\"noreferrer noopener\">Perez, 2023<\/a>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most reported goal for engaging in pedagogy-focused professional learning was to \u2018teach more effectively'. Given research suggesting that educators benefit the most from practice-focused PL (Taylor et al., 2017), this finding underscores the importance of providing educators a chance to practice skills taught, emphasizing the skill's usefulness and increasing confidence surrounding skill implementation as these may influence teachers\u2019 use and persistence in the skills and student outcomes (Ji, 2021; Kale, 2018; Masusa et al., 2013; Zhang &amp; Liu, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The top three most useful and valuable course elements were \u2018video\/audio,\u2019 \u2018readings,\u2019 and \u2018scenarios,\u2019 underscoring educators\u2019 desire for<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offerings-and-educator-engagement\/#engageelements\"> engaging<\/a> content and design elements that provide \u201creal world\u201d or practical examples (Cuccolo &amp; DeBruler, 2023). Scenarios may help educators envision the skills or knowledge in their classrooms or how they may implement what they\u2019re learning in similar contexts. To maximize outcomes, PL courses should continue to draw educators in with engaging design elements, while providing plenty of opportunities to practice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Just under half of the educators sampled had plans to use the course content \u2018directly in their classrooms.\u2019 However, just over 13% didn\u2019t have plans to leverage course content in any way. While a portion of that was due to respondents not currently teaching, it is important to emphasize the utility of content and provide opportunities for practice so that provided information can reach students and colleagues.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most respondents believed \u2018quite a bit\u2019 in their abilities to \u2018apply what they\u2019ve learned to their work in the classroom with students.\u2019 While this is a positive finding as self-efficacy has been associated with student achievement and increased job satisfaction (Crawford et al., 2021; Evers et al., 2002; Gorozidis &amp; Papaioannou, 2011; Lumpe et al., 2012; Palmero &amp; Thomson, 2018), we should continue to strive towards increasing educators\u2019 beliefs in their abilities to further the benefits of PL for both students and teachers. After completing their PL courses, educators believed \u2018a great deal\u2019 in their abilities to be \u2018reflective practitioners.\u2019 PL courses should continue to provide opportunities for and emphasize the importance of reflection.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Like the number of respondents who had plans to apply course concepts in their classrooms directly, 55% of educators reported being \u2018quite a bit\u2019 confident in their ability to \u2018apply course concepts.\u2019 Because research suggests that self-efficacy (beliefs in abilities) is related to pedagogical changes, there may be an overlap between those who felt confident in applying course concepts and those who planned to do so. This perhaps underscores the importance of increasing educators\u2019 self-efficacy through opportunities for practice and feedback. Most educators did indicate feeling \u2018quite a bit\u2019 confident in their understanding of course content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Importantly, about 48% of educators believed \u2018a great deal\u2019 in the \u2018importance of their role.\u2019 Previous research has indicated that teachers\u2019 perceptions of the values in teaching (both personally and for society) were associated with unique dimensions of teaching quality such as classroom management and instructional clarity (Ouwehand et al., 2022) thus, continuing to build educators\u2019 perceptions of their value may have important implications for their pedagogy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"references\">References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Bowman, M. A., Vongkulluksn, V.W., Jiang, Z., &amp; Xie, K. (2022). Teachers\u2019 exposure to professional&nbsp;development and the quality of their instructional technology use: The mediating role of teachers\u2019 value and ability beliefs. <em>Journal of Research on Technology in Education<\/em>, 54(2),&nbsp;188-204, <a href=\"https:\/\/doi.org\/10.1080\/15391523.2020.1830895\">https:\/\/doi.org\/10.1080\/15391523.2020.1830895<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cuccolo, K., &amp; DeBruler, K. (2023). <em>Evaluating Professional Learning Course Offerings and Educator&nbsp;Engagement.<\/em> Michigan Virtual.&nbsp;<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offeri\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offeri<\/a><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offerings-and-educator-engagement\/\">ngs-and-educator-engagement\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo&nbsp;Alto, CA: Learning Policy Institute. This report can be found online at&nbsp;<a href=\"https:\/\/learningpolicyinstitute.org\/product\/teacher-prof-dev.\">https:\/\/learningpolicyinstitute.org\/product\/teacher-prof-dev.<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Evers, W. J., Brouwers, A., &amp; Tomic, W. (2002). Burnout and self\u2010efficacy: A study on teachers' beliefs&nbsp;when implementing an innovative educational system in the Netherlands. <em>British Journal of&nbsp;Educational Psychology<\/em>, <em>72<\/em>(2), 227-243. https:\/\/doi.org\/10.1348\/000709902158865<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gesel, S. A., LeJeune, L. M., Chow, J. C., Sinclair, A. C., &amp; Lemons, C. J. (2021). A meta-analysis of the&nbsp;impact of professional development on teachers\u2019 knowledge, skill, and self-efficacy in data-based&nbsp;decision-making. <em>Journal of Learning Disabilities<\/em>, <em>54<\/em>(4), 269-283. <a href=\"https:\/\/doi.org\/10.1177\/0022219420970196\">https:\/\/doi.org\/10.1177\/0022219420970196<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gorozidis, G., &amp; Papaioannou, A. (2011). Teachers\u2019 self-efficacy, achievement goals, attitudes and&nbsp;intentions to implement the new Greek physical education curriculum.<em> European Physical&nbsp;Education Review,<\/em> <em>17<\/em>(2), 231-253. <a href=\"https:\/\/doi.org\/10.1177\/1356336X11413654\">https:\/\/doi.org\/10.1177\/1356336X11413654<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kale, U., &amp; Akcaoglu, M. (2018). The role of relevance in future teachers\u2019 utility value and interest toward&nbsp;technology.<em> Educational Technology Research and Development<\/em>, <em>66<\/em>(2), 283-311.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/s11423-017-9547-9\">https:\/\/doi.org\/10.1007\/s11423-017-9547-9<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lumpe, A., Czerniak, C., Haney, J., &amp; Beltyukova, S. (2012). Beliefs about teaching science: The relationship&nbsp;between elementary teachers\u2019 participation in professional development and student&nbsp;achievement. <em>International Journal of Science Education<\/em>, <em>34<\/em>(2), 153-166. <a href=\"https:\/\/doi.org\/10.1080\/09500693.2010.551222\">https:\/\/doi.org\/10.1080\/09500693.2010.551222<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Masuda, A. M., Ebersole, M. M., &amp; Barrett, D. (2013). A qualitative inquiry: Teachers' attitudes and&nbsp;willingness to engage in professional development experiences at different career stages. <em>Delta&nbsp;Kappa Gamma Bulletin<\/em>, <em>79<\/em>(2), 6-14.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ouwehand, K. H., Xu, K. M., Meeuwisse, M., Severiens, S. E., &amp; Wijnia, L. (2022, March). Impact of school&nbsp;population composition, workload, and teachers\u2019 utility values on teaching quality: Insights from&nbsp;the Dutch TALIS-2018 data. In Frontiers in Education, <em>7<\/em>,&nbsp; 815795. <em>Frontiers<\/em>.&nbsp;<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2022.815795\/full\">https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2022.815795\/full<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Palermo, C., &amp; Thomson, M. M. (2019). Large-scale assessment as professional development: Teachers\u2019&nbsp;motivations, ability beliefs, and values. <em>Teacher Development<\/em>, <em>23<\/em>(2), 192-212. <a href=\"https:\/\/doi.org\/10.1080\/13664530.2018.1536612\">https:\/\/doi.org\/10.1080\/13664530.2018.1536612<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Perez, A. (2023, July 27). Street Data And Empathy: Revealing What Educators Truly Want From&nbsp;Professional Learning. [Blog]. Michigan Virtual. Retrieved from&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/street-data-and-empathy\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/street-data-and-empathy<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roth, K. J., Wilson, C. D., Taylor, J. A., Stuhlsatz, M. A., &amp; Hvidsten, C. (2019). Comparing the effects of&nbsp;analysis-of-practice and content-based professional development on teacher and student&nbsp;outcomes in science. <em>American Educational Research Journal,<\/em> <em>56<\/em>(4), 1217-1253.&nbsp;<a href=\"https:\/\/doi.org\/10.3102\/0002831218814759\">https:\/\/doi.org\/10.3102\/0002831218814759<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Taylor, J. A., Roth, K., Wilson, C. D., Stuhlsatz, M. A., &amp; Tipton, E. (2017). The effect of an&nbsp;analysis-of-practice, videocase-based, teacher professional development program on elementary&nbsp;students' science achievement.<em> Journal of Research on Educational Effectiveness,<\/em> <em>10<\/em>(2), 241-271. <a href=\"https:\/\/doi.org\/10.1080\/19345747.2016.1147628\">https:\/\/doi.org\/10.1080\/19345747.2016.1147628<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., &amp; Shapley, K. (2007). Reviewing the evidence on how&nbsp;teacher professional development affects student achievement (Issues &amp; Answers Report, REL&nbsp;2007\u2013No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences,&nbsp;National Center for Education Evaluation and Regional Assistance, Regional Educational&nbsp;Laboratory Southwest. Retrieved from <a href=\"http:\/\/ies.ed.gov\/ncee\/edlabs\">http:\/\/ies.ed.gov\/ncee\/edlabs<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zhang, S., &amp; Liu, Q. (2019). Investigating the relationships among teachers\u2019 motivational beliefs,&nbsp;motivational regulation, and their learning engagement in online professional learning&nbsp;communities. <em>Computers &amp; Education<\/em>, <em>134<\/em>, 145-155.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.compedu.2019.02.013\">https:\/\/doi.org\/10.1016\/j.compedu.2019.02.013<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix\">Appendix<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:coblocks\/accordion -->\n<div class=\"wp-block-coblocks-accordion\"><!-- wp:coblocks\/accordion-item {\"title\":\"Appendix A (click to expand)\"} -->\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\">Appendix A (click to expand)<\/summary><div class=\"wp-block-coblocks-accordion-item__content\"><!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td><strong>Course Names<\/strong><\/td><\/tr><tr><td>5D\/D+ Classroom Environment &amp; Culture<\/td><\/tr><tr><td>5D\/D+ Student Engagement<\/td><\/tr><tr><td>Changing Minds to Address Poverty - Achievement Mindset<\/td><\/tr><tr><td>Changing Minds to Address Poverty - Engagement Mindset<\/td><\/tr><tr><td>Changing Minds to Address Poverty - Enrichment Mindset<\/td><\/tr><tr><td>Changing Minds to Address Poverty - Mindsets Matter (Introduction)<\/td><\/tr><tr><td>Changing Minds to Address Poverty - Positivity Mindset<\/td><\/tr><tr><td>Changing Minds to Address Poverty - Relational Mindset<\/td><\/tr><tr><td>Changing Minds to Address Poverty in the Classroom - Graduation Mindset<\/td><\/tr><tr><td>Changing Minds to Address Poverty in the Classroom - Rich Classroom Climate Mindset<\/td><\/tr><tr><td>Differentiated Instruction: Maximizing Learning for All<\/td><\/tr><tr><td>Discover Sign Language<\/td><\/tr><tr><td>Educator Evaluation in MI: Measurement of Student Growth<\/td><\/tr><tr><td>Educator Evaluation in MI: Preparing for Formative Review<\/td><\/tr><tr><td>Elementary Career Awareness eResources in MeL<\/td><\/tr><tr><td>Equity in Online Learning for Multilingual Students<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: K-3 Essential 1<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: K-3 Essential 2<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: K-3 Essential 3<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: K-3 Essential 4<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: K-3 Essential 5<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: K-3 Essential 6<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: K-3 Essential 7<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: K-3 Essential 9<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: Pre-K Essential 1<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: Pre-K Essential 2<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: Pre-K Essential 5<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: Pre-K Essential 7<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: Pre-K Essential 9<\/td><\/tr><tr><td>Essential Instructional Practices in Early Literacy: School-wide and Center-wide Practices<\/td><\/tr><tr><td>Fostering Student Agency Through Positive Relationships<\/td><\/tr><tr><td>Grammar Refresher<\/td><\/tr><tr><td>Grammar Refresher II<\/td><\/tr><tr><td>Inquiry-Based Learning in Secondary Mathematics Education<\/td><\/tr><tr><td>Inquiry-Based Learning in Secondary Science Education<\/td><\/tr><tr><td>Intro to Computer Science for Middle School Educators<\/td><\/tr><tr><td>Intro to Online Course Facilitation: Practical Knowledge<\/td><\/tr><tr><td>Intro to Universal Design for Learning: Action &amp; Expression<\/td><\/tr><tr><td>Introduction to Blended Learning for School Leaders<\/td><\/tr><tr><td>Introduction to Early Childhood Standards of Quality for B-K<\/td><\/tr><tr><td>Introduction to Phenomenal Science<\/td><\/tr><tr><td>Modern Classrooms Project Essentials<\/td><\/tr><tr><td>Online National Standards 2: Course Content &amp; Design<\/td><\/tr><tr><td>Online National Standards 3: Assessment<\/td><\/tr><tr><td>Online Teacher's Guide: Announcements<\/td><\/tr><tr><td>OTL Level 1 - Course Content<\/td><\/tr><tr><td>OTL Level 1 - Discussion Boards<\/td><\/tr><tr><td>OTL Level 1 - Grading and Feedback<\/td><\/tr><tr><td>OTL Level 1 - Supporting Exceptional Students<\/td><\/tr><tr><td>Rethinking Classroom Practices with ChatGPT<\/td><\/tr><tr><td>Social-Emotional Learning: Adult SEL and Self-Care<\/td><\/tr><tr><td>Social-Emotional Learning: Creating a Professional Culture Based on SEL<\/td><\/tr><tr><td>Social-Emotional Learning: Embedding SEL Schoolwide<\/td><\/tr><tr><td>Social-Emotional Learning: Equity Elaborations<\/td><\/tr><tr><td>Social-Emotional Learning: Integrating SEL within MTSS<\/td><\/tr><tr><td>Social-Emotional Learning: Introduction to SEL<\/td><\/tr><tr><td>Social-Emotional Learning: Trauma-Informed Support<\/td><\/tr><tr><td>Teaching Preschool: A Year of Inspiring Lessons<\/td><\/tr><tr><td>The Creative Classroom<\/td><\/tr><tr><td>TRAILS Social and Emotional Learning (SEL) Curriculum<\/td><\/tr><tr><td>Whole Child &amp; Continuous Improvement: A Deeper Understanding (MI Only)<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:coblocks\/accordion-item --><\/div>\n<!-- \/wp:coblocks\/accordion -->",
            "title": "Maximizing Professional Learning through Educators' Perceptions of Utility and Self-Efficacy in Pedagogy-Focused Courses",
            "excerpt": "Educators\u2019 perceptions of the utility of information and beliefs about their ability to leverage what they\u2019ve learned are important aspects of their experiences in professional learning (PL) courses, as they are associated with engagement and implementation of course content. A survey sent out to educational professionals who recently completed a pedagogy-focused PL course from Michigan Virtual revealed that just under half of respondents plan to implement what they\u2019ve learned in their classrooms and strongly believe in their ability to be reflective practitioners and implement specific strategies in their teaching pedagogy.",
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            "path": "\/about\/news\/michigan-virtual-study-reveals-insights-on-student-ai-usage-in-online-learning\/",
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            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. -\u00a0A\u00a0<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ai-in-education-student-usage-in-online-learning\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/ai-in-education-student-usage-in-online-learning\/\">recent study conducted by<em>\u00a0Michigan Virtual<\/em><\/a>\u00a0has shed light on how K-12 students are using artificial intelligence (AI) tools in online learning courses. The research, which analyzed data from over 2,000 students enrolled in<em>\u00a0Michigan Virtual\u00a0<\/em>courses, offers valuable insights for educators and policymakers navigating the integration of AI in education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The study revealed interesting patterns in student AI usage and its impact on learning outcomes. While only a small percentage of students reported using AI tools for their online courses, those who did showed promising results. The benefits of AI usage were not uniform across all subjects, however. Students in STEM fields who employed AI in multifaceted ways showed particularly strong performance gains, highlighting the potential for AI to enhance learning in these areas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cInterestingly, the research also uncovered a relationship between students' perceptions of AI and their academic performance\u201d, said Dr. Nikolas McGehee, Senior Data Scientist at<em>&nbsp;Michigan Virtual<\/em>, and author of the study.&nbsp; \u201cThose with moderate views on AI tended to have better outcomes than their counterparts with either extremely positive or negative perceptions, suggesting that a balanced understanding of AI's capabilities and limitations may be beneficial.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Concerns about potential disparities in AI access were somewhat alleviated by the study's findings. Among online learners, there were no significant differences in AI usage based on socioeconomic status or locale, indicating a potential leveling of the field in this digital learning environment.&nbsp; The study also identified ChatGPT as the dominant AI tool among students who reported using AI.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"This study provides insight into how students are engaging with AI in their learning,\" said Ken Dirkin, Sr. Director of&nbsp;<em>Michigan Virtual<\/em>\u2019s Learning Research Institute. \"It highlights the potential benefits of thoughtful AI integration in education while also pointing to areas where there is a need for more guidance and support.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The research recommends that educators and policymakers focus on promoting multifaceted AI usage, developing subject-specific integration strategies, and fostering balanced perceptions of AI among students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To read Dr. McGehee\u2019s latest study, visit<a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Flink.mediaoutreach.meltwater.com%2Fls%2Fclick%3Fupn%3Du001.v3NukIAz1TyiBKtgBkV6MziSlN4fRB66xe186FaOdnSjcYkCQSosR6LZfsOgyb7NRdgxJ2Y-2FgXCEmI3HpNSpVh3ug06cKP9VWePgFeZsm6aEvl5om0PYip14Cn5Tx6YTDAdNQaaZhpAGBnrmZ0Aw-2Fhz4TGDTUOycs68QIjnzAk30eCJvFDmwRahsIsbQMHZk-onT_rHRZ5HFrVxxlndsTu4Nez5fr53yelUGJhDcXuY-2Bw-2F0pByxZegMJTzP5UPmA4Oq7fPqEKhtgBPVN-2FqZ4sBR2eKz2fqS37kL8Ao-2BF9cGZZYXtaKkyiPN0VjrW-2Bj4u7h4vcb5wEGXDVhVkmG19SuZfAjbTGgdKzvqWiCLMrP33aseZlw38kdnZknc8W-2B6sGudkx2ge5acLwBjkAdbh7YE48DM3vcbIhjLXw3mCYS2cdNYGEdAHt5fGElE-2BdO1RQ2paxiz5Utz6TysJYm5Ldw5jIDeNdpcM-2BkPkn7musZHlI0bJml4N8Pfehg3Fp0Yz6Dcz-2FBu5imV8lT2ctFCiLy2MA2TW7aBKKEVxZWV-2BHcZf5SwZLBY2K8Cx1Bv7oPZq9vFh4ir1NzRGvnQ9N3KVTEdRCwQ-3D-3D&amp;data=05%7C02%7Cbbautista%40michiganvirtual.org%7Ce1fb2a3c2c794e18d07808dca1b1f275%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C638563032874398864%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=04%2F3JBgFAeTDGlnpI52KQlTRwd6PYArGXgVcXB7%2FBBg%3D&amp;reserved=0\">\u00a0<\/a><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ai-in-education-student-usage-in-online-learning\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/ai-in-education-student-usage-in-online-learning\/\">https:\/\/michiganvirtual.org\/research\/publications\/ai-in-education-student-usage-in-online-learning\/<\/a>. To learn more about\u00a0<em>Michigan Virtual\u2019s<\/em>\u00a0AI Lab, visit\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">www.michiganvirtual.org\/resources\/ai<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual\u00a0Study Reveals Insights on Student AI Usage in Online Learning",
            "excerpt": "LANSING, Mich. &#8211;\u00a0A\u00a0recent study conducted by\u00a0Michigan Virtual\u00a0has shed light on how K-12 students are using artificial intelligence (AI) tools in online learning courses. The research, which analyzed data from over 2,000 students enrolled in\u00a0Michigan Virtual\u00a0courses, offers valuable insights for educators and policymakers navigating the integration of AI in education. The study revealed interesting patterns in...",
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            "id": 87939,
            "path": "\/fall-2\/",
            "author_id": 65,
            "timestamp": 1720545195,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Unlock the Potential of Every Student This Fall <\/h1>\t\t\n\t\t\t<h5>Fuel your curiosity and unlock new opportunities with<i> Michigan Virtual<\/i>'s diverse course offerings. Explore our courses, and see how <i>Michigan Virtual<\/i> can help you ignite a love of learning that lasts a lifetime. Enroll now or contact us for more information about partnership opportunities.<\/h5>\t\t\n\t\t\t<a href=\"#contactform\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tRequest more information\n\t\t\t\t\t<\/a>\n\t\t\t<h2> Ready to light up your educational path this fall?<\/h2>\t\t\n\t\t\t<h2>Unlock the Potential of Every Student This Fall <\/h2>\t\t\n\t\t<p>Our extensive catalog features more than 150 courses, ranging from foundational subjects to advanced electives. With <i>Michigan Virtual<\/i>, students can ignite their passion for learning, explore new areas of interest, and achieve academic excellence\u2014all through a flexible and supportive online environment.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?delivery_format=essentials\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Virtual-Education.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?subject_area=world-languages\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Community.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSix World Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?subject_area=social-studies\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Reading-Online.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Studies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Search-Knowledge.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEnglish Language Arts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?subject_area=mathematics\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Maths.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMathematics\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Professor-Female-512-150x150.png\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCareer-Oriented Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?subject_area=science\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tScience\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?ncaa_approval=approved\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Skill-Development.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNCAA-Approved\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/iStock-936365986-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Tailored Learning Paths for Individual Success<\/h2>\t\t\n\t\t<p>At <i>Michigan Virtual<\/i>, we understand that each student's learning journey is unique. That's why our courses are designed to support personalized learning paths. Students can progress at their own pace, ensuring they truly master the material. Our state-certified teachers are committed to nurturing students' growth and are just a click away, providing guidance and feedback throughout their course.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\tView catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Empowering Educators and Administrators<\/h2>\t\t\n\t\t<p>Facing challenges in staffing? <i>Michigan Virtual<\/i> is here to support schools and districts by providing high-quality online learning options. Whether you're looking to fill gaps due to teacher shortages or expand your curriculum offerings, our courses are developed to meet the highest educational standards and are seamlessly integrated into your existing teaching framework. Let us help you ensure that every student has access to the education they deserve, without the constraints of traditional classroom limits.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"724\" height=\"483\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/iStock-1475870471.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/iStock-1912513615-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>A Partner in Education<\/h2>\t\t\n\t\t<p><i>Michigan Virtual<\/i> collaborates closely with schools and districts to enhance their educational offerings. By partnering with us, you gain access to a wealth of resources designed to augment your teaching staff and broaden your curriculum. This partnership allows your school to navigate teacher shortages effectively and maintain a high standard of education, ensuring your students are well-prepared for the future.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\tView catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h4>&nbsp;At&nbsp;Michigan Virtual, we're not just embracing the future;<br>we're shaping it.<\/h4>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-semester-1%2C22-23-trimester-1%20\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMore Options\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tOver 200+ online courses for Michigan high school students\t\t\t\t\t\n\t\t\t\t\t\tExplore Courses\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMore Support\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tHighly qualified, Michigan-certified teachers in every single course\t\t\t\t\t\n\t\t\t\t\t\tSee our course difference\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/calendar\/22-23\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMore Flexibility\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tAddress scheduling conflicts with flexible start and end dates\t\t\t\t\t\n\t\t\t\t\t\tChoose Your Schedule\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Ready to transform your educational approach this fall?<\/h2>\t\t\n\t\t<p>Explore our courses and see how <i>Michigan Virtua<\/i>l can help you ignite a love of learning that lasts a lifetime. Contact us for more information about partnership opportunities.<\/p>",
            "title": "Fall - Update",
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            "id": 87886,
            "path": "\/consulting\/leadership-coaching-innovation\/",
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            "content": "<h3>\n\t\t\t\t\tLeadership Coaching for\n\t\t\t\t\tInnovation\n\t\t\t\t<\/h3>\n\t\t<p>Our Leadership Coaching for Innovation is designed to empower educational leaders like yourself to navigate the complexities of educational leadership and drive change. Our coaching emphasizes <em><strong>knowing, doing, and being<\/strong><\/em> transformational leaders. Our tailored coaching is specifically designed for PK-12 school leaders, ISD\/RESA leaders, and leaders of other educational and non-profit organizations. <\/p><p><i>Join us in cultivating an authentic organizational culture that thrives on innovation and continuous improvement!<\/i><\/p>\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tReach Out!\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Leadership Coaching for Innovation Overview<\/h2>\t\t\n\t\t<p>Leadership Coaching for Innovation empowers leaders with confidence and competence to positively impact the educational community. We provide districts and leaders with guidance and thought partnership around innovation and long-term sustainability of innovative practices through:<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tInnovation Mindset\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\tCoaching for an innovation mindset encouraging the leader to challenge assumptions, think creatively, and explore new approaches to teaching and learning.\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tNew Innovative Skills\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\tCoaching for new skills related to innovative practices such as embracing AI for student learning; integrating and elevating \"3P\" (Project-, Problem-, and Place-based) learning; and growing student agency within curriculum and instruction.\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tReflective Coaching Conversations\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\tReflective coaching conversations are where leaders critically examine their experiences with innovation, identify strengths and areas for growth, and brainstorm strategies for improvement.\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tFeedback and Support\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\tFeedback and support as leaders experiment with innovative practices in districts. This feedback will be specific, actionable, and focused on helping educators refine their approaches and overcome challenges.\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tCollaborative Inquiry\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\tCoaching for collaborative inquiry to encourage educators to work together to explore questions, analyze data, and co-design solutions to instructional challenges.\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tChange Management\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\tLeadership coaching for change management to help leaders navigate resistance to change, build coalitions of support, develop a positive culture, and effectively communicate the vision for innovations throughout the school community.\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAction-Oriented Coaching Plans\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\tAction-oriented coaching plans to drive implementation efforts. This will include goal setting, establishing timelines, and monitoring progress.\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tCelebrating Successes\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\tCelebrating success and learning from failures to foster a culture of continuous improvement and resilience and to learn from failures and setbacks.\t\t\t\t\t\t\n\t\t\t<h2>Leadership Coaching for Innovation Overview<\/h2>\t\t\n\t\t<p>Leadership Coaching for Innovation empowers leaders with confidence and competence to positively impact the educational community. We provide districts and leaders with guidance and thought partnership around innovation and long-term sustainability of innovative practices through:<\/p>\t\t\t\t\n\t\t<p><strong>Innovation Mindset:<br \/><\/strong>Coaching for an innovation mindset encouraging the leader to challenge assumptions, think creatively, and explore new approaches to teaching and learning.<strong><br \/><\/strong><\/p><p><strong>New Innovative Skills:<br \/><\/strong>Coaching for new skills related to innovative practices such as embracing AI for student learning; integrating and elevating \"3P\" (Project-, Problem-, and Place-based) learning; and growing student agency within curriculum and instruction.<strong><br \/><\/strong><\/p><p><strong>Reflective Coaching Conversations:<br \/><\/strong>Reflective coaching conversations are where leaders critically examine their experiences with innovation, identify strengths and areas for growth, and brainstorm strategies for improvement.<strong><br \/><\/strong><\/p><p><strong>Feedback and Support:<br \/><\/strong>Feedback and support as leaders experiment with innovative practices in districts. This feedback will be specific, actionable, and focused on helping educators refine their approaches and overcome challenges.<strong><br \/><\/strong><\/p><p><strong>Collaborative Inquiry:<br \/><\/strong>Coaching for collaborative inquiry to encourage educators to work together to explore questions, analyze data, and co-design solutions to instructional challenges.<strong><br \/><\/strong><\/p><p><strong>Change Management:<br \/><\/strong>Leadership coaching for change management to help leaders navigate resistance to change, build coalitions of support, develop a positive culture, and effectively communicate the vision for innovations throughout the school community.<strong><br \/><\/strong><\/p><p><strong>Action-Oriented Coaching Plans:<br \/><\/strong>Action-oriented coaching plans to drive implementation efforts. This will include goal setting, establishing timelines, and monitoring progress.<strong><br \/><\/strong><\/p><p><strong>Celebrating Success:<br \/><\/strong>Celebrating success and learning from failures to foster a culture of continuous improvement and resilience and to learn from failures and setbacks.<strong><br \/><\/strong><\/p>\t\t\t\t\n\t\t\t<h2>This type of coaching gives you an advantage.<\/h2>\t\t\n\t\t<p>Leadership coaching for innovation provides a powerful pathway to elevate your practice to the next level. These four key wins demonstrate how meaningful conversations, collaboration with diverse viewpoints, accountability, and deep reflection not only scaffold your thinking but also build healthier habits of mind and decision-making processes. By embracing these practices, you can foster sustainable transformation and unlock new levels of growth, both personally and within your organization.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tPrevious slide\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tNext slide\n\t\t\t<h2>More About Us <\/h2>\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOur Team\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tMeet our High Quality, Diverse Team of Coaches &amp; Consultants\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/consulting\/team\">\n\t\t\t\t\t\tThe Who \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOur Purpose\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tGet hands-on support &amp; guidance from a national bench of transformational leaders who\u2019ve been in your shoes.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/consulting\/\">\n\t\t\t\t\t\tThe What \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOur Resources\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tResearch, Resources, &amp; Stories of Success<br><em><strong>[coming soon]<\/strong><\/em>\t\t\t\t\t\n\t\t\t\t\t<a href=\"#\">\n\t\t\t\t\t\tThe Why \u2192\t\t\t\t\t<\/a>\n\t\t\t<h2>Key Roles - What Do We Do? <\/h2>\t\t\n\t\t<p>As leadership coaches, our role involves guiding, supporting, and empowering leaders to excel in their leadership positions and make positive, innovative contributions to the educational community. Every engagement is specifically designed and customized to the school leader, the school\u2019s needs, and the diverse context of the school, community, and field of education today. The key roles and responsibilities of the coach are:<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tCoaching for an innovation mindset, encouraging the leader to challenge assumptions, think creatively, and explore new approaches to teaching and learning.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tCoaching for new skills related to innovative practices, such as integrating technology into the curriculum, implementing project-based learning, or designing personalized and\/or competency-based learning experiences.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tReflective coaching conversations where leaders critically examine their experiences with innovation, identify strengths and areas for growth, and brainstorm strategies for improvement.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tFeedback and support as leaders experiment with innovative practices in districts. This feedback will be specific, actionable, and focused on helping educators refine their approaches and overcome challenges.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tCoaching for collaborative inquiry to encourage educators to work together to explore questions, analyze data, and co-design solutions to instructional challenges.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tLeadership coaching for change management to help leaders navigate resistance to change, build coalitions of support, develop a positive culture, and effectively communicate the vision for innovations throughout the school community.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tAction-oriented coaching plans to drive implementation efforts. This will include goal setting, establishing timelines, and monitoring progress.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tCelebrating success and learning from failures to foster a culture of continuous improvement and resilience and to learn from failures and setbacks.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h4>Whether you prefer a brief \u201cCoaching Sprint\u201d with four one-hour sessions or year-long, intensive coaching, our approach is fully customized to meet your unique needs and support your growth. \nWe tailor our coaching to your specific context and goals, ensuring it\u2019s all about your journey and development.<\/h4>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"615\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/iStock-1404812859-1024x615.jpg\" alt=\"Colorful vector business concept with speech bubbles on dark blue background\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Let's Connect!<\/h2>",
            "title": "Leadership Coaching for Innovation",
            "excerpt": "Leadership Coaching for Innovation Our Leadership Coaching for Innovation is designed to empower educational leaders like yourself to navigate the complexities of educational leadership and drive change. Our coaching emphasizes knowing, doing, and being transformational leaders. Our tailored coaching is specifically designed for PK-12 school leaders, ISD\/RESA leaders, and leaders of other educational and non-profit...",
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        {
            "id": 87751,
            "path": "\/research\/publications\/ai-in-education-student-usage-in-online-learning\/",
            "author_id": 71,
            "timestamp": 1718983011,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The rapid advancement of artificial intelligence (AI) technology has permeated various aspects of modern society, including the field of education. As AI systems become increasingly sophisticated, their potential applications in the classroom setting have garnered significant attention from educators, researchers, and policymakers alike. Large Language Models, or LLMs, like ChatGPT or Claude, are types of AI that have the ability to interact with users in a responsive capacity for a variety of applications across almost any subject, including teaching and learning. One of the critical areas of interest is the usage of AI by students for educational purposes, which presents both opportunities and challenges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The integration of AI in education has the potential to revolutionize the learning experience for students. AI-powered tools and platforms can provide personalized learning experiences tailored to individual students' needs, learning styles, and abilities (Zawacki-Richter et al., 2019). For example, intelligent tutoring systems, which have been around for much longer than the new LLMs, can adapt to a student's level of understanding and provide targeted feedback and support, fostering a more effective and engaging learning process (Beck, Stern, &amp; Haugsjaa, 1996; Kulik &amp; Fletcher, 2016).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A very recent study by the Walton Family Foundation (2024) that focused on parents, teachers, and students found that in the past year, AI has become deeply integrated into the education system, with increasing awareness by teachers, parents, and students and a roughly 50% usage rate across all three groups. Despite a rise in negative perceptions, the general sentiment among these groups remains positive, particularly among those who have personally used AI and see its beneficial applications in educational settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to a Rand study (2024), as of fall 2023, 18 percent of K\u201312 teachers regularly used AI for teaching purposes, and another 15 percent had experimented with AI at least once. AI usage was more prevalent among middle and high school teachers, especially those teaching English language arts or social studies. Most teachers who integrated AI into their teaching employed virtual learning platforms, adaptive learning systems, and chatbots on a weekly basis. The primary applications of these AI tools included customizing instructional content to meet students' needs and generating educational materials.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By the conclusion of the 2023\u20132024 academic year, 60 percent of school districts aim to have provided AI training for teachers, with urban districts being the least likely to implement such training. In interviews, educational leaders expressed a stronger emphasis on encouraging AI adoption among teachers rather than formulating policies for student use, citing the potential of AI to streamline teachers' tasks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most other current research on the effectiveness of AI in education is focused on adult learners and generally leans towards the positive when concerned with achievement and perceptions (Kumar &amp; Raman, 2022; Zheng et al., 2023).These studies also show that adult students believe AI is best served for usage by students and teachers in assistance of assignment creation or completion, as well as tutoring systems or research assistants as opposed to automated assessment use cases.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, most K-12 teachers, parents, and students feel that their schools are not adequately addressing AI. They report a lack of policies, insufficient teacher training, and unmet demands for preparing students for AI-related careers. This absence of formal school policies means that AI is often used without official authorization, leaving students, parents, and teachers to navigate its use independently. There is a strong preference among all stakeholders for policies that explicitly support and thoughtfully integrate AI into education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Emerging literature indicates that students have varying opinions on the usage of AI tools, and that AI has the potential to assist students in learning and ultimately increase achievement, regardless of whether the learners are adults or children (Mart\u00ednez, Batanero, Cerero, &amp; Le\u00f3n, 2023; Trisoni et. al, 2023).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, AI can assist students in various tasks, such as information retrieval, research, writing, and problem-solving. Language models like ChatGPT, developed by OpenAI, have demonstrated remarkable capabilities in generating human-like text, potentially aiding students in their writing assignments and research projects (Bender et al., 2021; Zheng, Niu, Zhong, &amp; Gyasi, 2023). Additionally, AI-powered virtual assistants can provide on-demand support and guidance, acting as digital tutors or study companions (Winkler &amp; S\u00f6llner, 2018; Chen, Jensen, Albert, Gupta, &amp; Lee, 2023).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, AI use by students also raises ethical concerns and potential risks. One of the primary concerns is the potential for academic dishonesty, as students may be tempted to use AI-generated content as their own, raising issues of plagiarism and cheating (Driessen &amp; Gallant, 2022; McGehee, 2023;). There is also a risk of AI systems perpetuating biases and misinformation, as these systems are trained on existing data that may reflect societal biases or contain inaccuracies (Mehrabi et al., 2021).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moreover, the increasing reliance on AI tools may impact students' critical thinking and problem-solving skills, as they become more dependent on these systems for tasks that traditionally required human reasoning and creativity (Luckin et al., 2016). Additionally, there are concerns about the potential for AI to widen the digital divide, as access to advanced AI tools and resources may be limited for certain socioeconomic groups, potentially exacerbating existing educational inequalities (Selwyn, 2019).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"significance\">Significance of the Study&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study holds significant importance for several reasons. It is the second study by <em>Michigan Virtual <\/em>in the field of artificial intelligence and education. It seeks to be a companion piece to work done with educators and help inform current and future work in the field as a thought leader and the space of artificial intelligence and education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Firstly, it addresses a rapidly evolving technological landscape that is reshaping education. As AI advances and becomes more integrated into various aspects of society, it is crucial to understand its implications for the education sector, particularly from the perspective of students, who are the primary consumers of educational services.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Second, this study intends to fill a gap in the literature by examining how students utilize AI (use cases), what they think about AI (perceptions), their frequency of AI usage, and how these individual or grouped variables relate to demographic characteristics and the almighty student outcome of achievement or grades.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Third, this study's findings have the potential to inform policymakers, educational institutions, and educators about the current state of AI adoption among students. By understanding students' motivations, perceptions, and experiences with AI tools, stakeholders can develop strategies and policies that promote responsible and effective AI usage in educational settings. This knowledge can guide the development of guidelines, best practices, and training programs to ensure that AI is leveraged in a manner that enhances learning outcomes while mitigating potential risks and ethical concerns.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, the insights gained from this study can contribute to the broader discourse on the role of AI in education and its implications for pedagogical approaches, curriculum design, and the future of teaching and learning. As AI becomes more integrated into educational processes, it is crucial to critically examine its impact on traditional teaching methods, assessment strategies, and the overall learning experience. The study's findings can inform discussions and decision-making processes related to the effective integration of AI in a manner that complements and enhances human-centric educational practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In summary, this study's significance lies in its potential to inform policies, practices, and decision-making processes related to the responsible and equitable integration of AI in education. Current research indicates that AI tools may have multiple benefits, including positive impacts on achievement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research-questions\">Research Questions&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study used several research questions to fulfill the purpose of understanding online student usage habits of AI, opinions regarding AI, and any relationships those key factors may have with outcome and demographic variables such as achievement, grade level, or course subject area.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>What are students\u2019 AI Usage Habits?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are there differences in student achievement based on AI usage?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are there differences in student perceptions of AI?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What differences exist in student usage of AI?<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"methodology\">Methodology&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To address the research questions and fulfill the purpose of this study, a causal-comparative approach was used, meaning that no treatment was applied, no groups were randomized, and all of the data utilized already existed within Michigan Virtual databases.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Data utilized were collected over a period of 1-2 months in early 2024 and consisted of LMS data and End of Course survey data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"variables\">Variables and Instrumentation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The data for this study were composed of variables created from two different instruments and are described in detail below. Each data source was anonymized and matched by using unique student ID codes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"LMS-and-Publicly-Available-Data\">LMS and Publicly Available Data&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Data from the LMS and publicly available district information was matched with End of Course Survey data, and included the following information on students:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Course Grades<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Number of Current Enrollments at Michigan Virtual<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>IEP Status<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course Type (Remedial, AP, etc)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course Subject<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Public District Information - district size,&nbsp; free and reduced lunch proportions<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Locale - defined by population density in four categories&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>SES - percentage of students in a district that qualify for free or reduced lunch, divided into four categories. This is not an individual student\u2019s socioeconomic status, but rather a summary of the district\u2019s status that the student belongs to.<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>The thresholds for the categories are as follows:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Low - Below 25%<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Moderate - Between 25 and 50%<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>High - 50% to 74%<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Very High - 75% and above<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>All of these data points were used as variables in this study. The number of Current Enrollments, IEP Status, and Course Type are all variables that historically have been used as covariates and moderating variables when predicting student achievement with Michigan Virtual students, and thus were also used in this study when achievement was the dependent variable in question.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"End-of-Course-Survey\">End of Course Survey<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Data from student End of Course surveys were matched with LMS data, and included the following information on students:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Satisfaction&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ease of Use (<em>Predictor Variables<\/em>)<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Comprised of multiple items regarding the ease of use of the learning platform&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teacher Responsiveness and Care (<em>Predictor Variables<\/em>)<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Comprised of multiple items regarding teacher\/student communication&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Prior Experience and Effort (<em>Predictor Variables<\/em>)<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Comprised of multiple items that summarize a student\u2019s prior experience with online learning and general effort put towards learning.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tech Issues (<em>Predictor Variables<\/em>)<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Comprised of multiple items that indicate any difficulties or problems students may have had in the course from a technical standpoint, and if\/how they were resolved.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>AI Usage, AI Use Cases, and AI Perceptions<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Predictor Variables<\/em> in this study, refer to variables that are included in certain analyses for Michigan Virtual because they have been previously identified as important in predicting student satisfaction and success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While all of these variables were included in the exploratory phase of this study, not all information from the End of Course survey was included in the final analysis due to relevance or usefulness in model construction. The most important items extracted from the survey were the key variables of AI usage, AI Use Cases, and AI Perceptions. These are described in detail below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>AI Usage<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>This variable was captured by asking all students whether they have utilized AI during the completion of their online<em> Michigan Virtual<\/em> courses. Answers were binary Yes\/No.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Students were clearly told that this would be kept confidential and that it would in no way penalize them or affect their grades.<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>AI Use Cases<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>This variable set consisted of multiple select use cases for AI tools, and was only answered by students that answered \u201cYes\u201d to the AI Usage item.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Choices included:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Summarizing information<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Conducting research\/finding information<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Writing and editing assistant<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Explaining complicated concepts or principles in simpler terms<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tutor\/Teacher<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Create study guides or sample test questions<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Other (write-in)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>During the analysis, it became clear that there were two distinct groups that each of the choices could be categorized into: <em>use as a tool<\/em> and <em>use as a facilitator<\/em>. These two categories would be created and used in subsequent analyses, and is discussed at length later in the study, but also described below.<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Use as a facilitator - included selections that enabled students to still take on the main task of learning, rather than complete a very specific task itself.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use as a tool - included selections where students used AI for a very specific task to get a specific result: calculation, information retrieval, editing, summarization, etc.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>AI Perceptions<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>This variable was captured by asking all students to share how they perceive the usefulness of AI tools in learning. This was recorded on a 5-point Likert-type scale ranging from Not Useful at All (1) to Extremely Useful (5), with a neutral (3).<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Analysis-Methods\">Analysis Methods<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This was a largely exploratory study addressing a multitude of research questions, each of which used a variety of data analysis techniques. To simplify the explanation, a table was created to match analytical methods and variables to research questions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1.<\/strong> Analysis Methods<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Research Question<\/th><th>Analytical Methods<\/th><th>Key Variables<\/th><\/tr><\/thead><tbody><tr><td>What are students\u2019 AI Usage Habits?<\/td><td>Descriptive Statistics<\/td><td>AI Usage<br>AI Perceptions<br>AI Use Cases<\/td><\/tr><tr><td>Are there differences in student achievement based on AI usage?<\/td><td>ANCOVAs<br>Pearson R Correlations<br>Linear Regression<\/td><td>Achievement<br>AI Usage (1)<br>AI Use Cases (2)<br>Demographics<\/td><\/tr><tr><td>Are there differences in student perceptions on AI?<\/td><td>ANCOVAs<br>Pearson R Correlations<\/td><td>AI Perceptions<br>AI Usage (1)<br>AI Use Cases (2)<br>Demographics<\/td><\/tr><tr><td>What differences exist between student usage of AI?<\/td><td>ANCOVAs<br>Pearson R Correlations<\/td><td>AI Usage<br>AI Perceptions<br>AI Use Cases<br>Demographics<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Participants\">Participants<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study included 2,154 students enrolled in Michigan Virtual courses in the fall of 2023 who completed an End of Course survey in early 2024.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of the sample, approximately 50% of students were enrolled in a school district categorized as low proportions of free and reduced lunch students, and roughly 25% in moderate or high proportions of students with free and reduced lunch, and a slight presence of 1% of students enrolled in a district with very high amounts of students in free and reduced lunch programs&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most students also lived in suburban areas (50%), or rural town areas (35%), and around 10% resided in urban city districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Figure 1 below shows the distribution of students across their locale types and the approximate percentage of impoverished students in their district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1.<\/strong> Student Distribution by Locale and Low SES Percentage<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87752,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"metadata\":{\"name\":\"\"}} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-1024x534.png\" alt=\"\" class=\"wp-image-87752\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Over half of the students in the sample were in 11th (28%) or 12th (44.5%) grade, while 9th (7%) and 10th (17%) graders composed about a quarter of the sample. Middle school grades comprised about 4% of the students collectively, and elementary school students accounted for only about .5% of the students in the sample (one student). The supermajority of students were in high school, most heavily weighted towards the higher grade levels.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Outside of classes in the Other category, most of the students in the sample were enrolled in World Languages courses (22.5%), with Social Studies (14.7%), Science (12.4%), and Math (8.0%), comprising over a third of the student enrollments. A detailed breakdown can be seen below in Figure 2.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2.<\/strong> Subject Area Distribution&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87753,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-1.png\" alt=\"\" class=\"wp-image-87753\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, a cross-tabulation visual in Figure 3 of student grade level and subject shows the distribution of students\u2019 grade levels across subjects.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 3.<\/strong> Student Subject Area Distribution by Grade Level<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87754,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-2-1024x576.png\" alt=\"\" class=\"wp-image-87754\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Regardless of grade, most students tended to be represented in the World Languages courses, with 12th and 11th graders also displaying comparable enrollments in Social Studies, Science, and Other courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"results\">Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The results of the several different analyses will be discussed individually by the research question below and then synthesized in the next section. This section is limited to a presentation and interpretation of data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"question-1\">Research Question 1: What are students\u2019 AI Usage Habits?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This research question utilized descriptive statistics and cross-tabulations to analyze data from end-of-course survey items that addressed the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>AI usage - Yes\/No response<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>AI tools used - multiple select response of AI tools<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>AI use cases&nbsp; - multiple response choices on reasons why students use AI<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>AI perceptions - 5 point likert scale response on favorability of AI tools<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These items were cross tabulated with demographic data to uncover any meaningful trends.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Results indicated that only around 8% (n = 166) of the 2,164 students reported using Artificial Intelligence tools for their courses, and ChatGPT was the most frequently used tool (77%).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Use cases for the AI tools amongst the students varied much more. As seen below in Table 2, the most frequent use of AI tools was, \u201cTo explain complicated concepts or principles in simpler terms,\u201d followed closely by, \u201cTo conduct research or find information.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The original 7 categories were then binned into the classifications of \u201cfacilitator\u201d and \u201ctool\u201d for easier understanding and grouping.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2.<\/strong> AI Use Case Bins<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Use Case<\/th><th>N<\/th><th>Category<\/th><th>Percent of Total (%)<\/th><\/tr><\/thead><tbody><tr><td>To explain complicated concepts or principles in simpler terms<\/td><td>92<\/td><td>Facilitator<\/td><td>24.90%<\/td><\/tr><tr><td>To conduct research\/find information<\/td><td>77<\/td><td>Tool<\/td><td>20.90%<\/td><\/tr><tr><td>To summarize information<\/td><td>65<\/td><td>Tool<\/td><td>17.60%<\/td><\/tr><tr><td>To create study guides or sample test questions<\/td><td>46<\/td><td>Facilitator<\/td><td>12.50%<\/td><\/tr><tr><td>As a writing and editing assistant<\/td><td>38<\/td><td>Tool<\/td><td>10.30%<\/td><\/tr><tr><td>As tutor \/ teacher<\/td><td>35<\/td><td>Facilitator<\/td><td>9.50%<\/td><\/tr><tr><td>Other<\/td><td>16<\/td><td>----<\/td><td>4.30%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Approximately 47% of students used AI tools as a \u201cfacilitator\u201d and 48% used AI as a \u201ctool\u201d. It is important to note that no students reported using AI as a facilitator only, but rather always in conjunction with AI as \u201ctool\u201d usage.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This binning was used to help categorize students in subsequent analyses in order to better compare use cases of AI on several dependent variables.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"question-2\">Research Question 2: Are there differences in student achievement based on AI usage?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This research question utilized LMS data and end of course survey data in an ANCOVA model to address the research question in two ways: one model that addressed actual usage of AI tools, and then another that addressed use cases of those that did utilize AI.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Traditionally, achievement at <em>Michigan Virtual<\/em> is influenced by a student\u2019s course load and IEP status, therefore these were used as covariates in the model. During the analyses, it was found that districts with disproportionately higher rates of free and reduced lunches performed worse in terms of students\u2019 grades. This led to its inclusion as a covariate, with all analyses re-run to include it, in order to extract that variance. Its relationship with dependent variables is discussed further in the findings sections of this study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The average grade percentage of all students in the dataset was 82.23, which was comparable to the population average established in Michigan Virtual\u2019s yearly <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/\">effectiveness report<\/a> (Freidhoff, DeBruler, Cuccolo, &amp; Green, 2024).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"model-1\">Model 1 - General Model<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The general ANCOVA model (R<sup>2<\/sup> =.470) included the scale measure dependent variable of student achievement, covarying on student IEP, number of courses, and product lines. Independent variables in the model included AI usage (yes\/no), AI Opinions, Subject, Grade Level, SES, and Locale (population density).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This resulted in indicating a main effect of SES (<em>p<\/em> &lt;.05, F = 2.939), with all other variables producing no main effects or multiple interaction effects. This indicated that, as discussed before, students who were enrolled in districts with higher percentages of free and reduced lunch students tended to achieve lower than their counterparts.&nbsp; This can be seen below in Table 3.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3.<\/strong> Average Grades by Low SES Percentage<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Low SES Percentage<\/th><th>Mean Grade<\/th><th>Std. Error<\/th><\/tr><\/thead><tbody><tr><td>Low<\/td><td>82.494<\/td><td>1.484<\/td><\/tr><tr><td>Moderate<\/td><td>80.986<\/td><td>1.792<\/td><\/tr><tr><td>High&nbsp;<\/td><td>80.429<\/td><td>1.703<\/td><\/tr><tr><td>Very High<\/td><td>58.606<\/td><td>5.701<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Students that resided in low percentages of free and reduced lunch students scored higher, and scores decreased as percentages of students with free and reduced lunch increased, with students in areas of <em>Very High<\/em> amounts of students with free and reduced lunch score much lower than the other groups of students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This led to the revision of the model to include SES as covariate, as discussed above (R<sup>2<\/sup> =.523). The model was then revised and resulted in an ANCOVA model that produced no main effect interactions, meaning that once SES was accounted for, no variables in the model had any significant impact on students\u2019 grades.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who reported using AI (82.153) and students who reported not using AI (82.373) had almost identical grades. In addition, correlations between use of AI and regression models including the use of AI as a predictor alongside<em> Michigan Virtual<\/em>\u2019s previously curated <em>predictor variables,<\/em> AI Use was found to have no significant relationship with achievement, and was not a significant predictor of achievement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While no single variable had an impact on student grades, within-group observations indicated some significant variation of grades (<em>p<\/em> &lt;.05) within the variable of AI Perceptions. For all students, regardless of whether they stated using AI or not, those students who held less extreme viewpoints on AI (2,3,4 on a five-point scale) scored higher than those who held highly unfavorable and highly favorable viewpoints (1 or 5).This can be seen in Table 3 and Figure 4 below.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3. <\/strong>AI Perceptions and Average Grades<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>AI Perception<\/th><th>Mean Grade<\/th><th>Std. Error<\/th><\/tr><\/thead><tbody><tr><td>Very Unfavorable<\/td><td>83.289<\/td><td>3.065<\/td><\/tr><tr><td>Unfavorable<\/td><td>86.328<\/td><td>2.847<\/td><\/tr><tr><td>Neutral<\/td><td>84.516<\/td><td>1.881<\/td><\/tr><tr><td>Favorable<\/td><td>81.536<\/td><td>2.220<\/td><\/tr><tr><td>Very Favorable<\/td><td>76.107<\/td><td>2.607<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>This suggested that there may be a nonlinear relationship between the variables. Curve estimation results indicated the possibility of a quadratic relationship (parabolic shape), and while the relationship was significant (<em>p<\/em>&lt;.05), the correlation was weak (.117).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 4. <\/strong>Average Grades by AI Perception<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87757,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-3-1024x560.png\" alt=\"\" class=\"wp-image-87757\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>This type of relationship and curve was also present when including AI Usage, as both students who used AI and did not use AI achieved similar grades across their perception categories, which indicates that student perceptions of AI and its relationship with achievement is not due to whether a student uses AI or not. This can be seen below in Figure 5.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 5. <\/strong>Average Grades by AI Perceptions and Usage<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87758,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-4-1024x595.png\" alt=\"\" class=\"wp-image-87758\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"model-2\">Model 2 - AI users only<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This ANCOVA model (R<sup>2<\/sup> = .907) used only AI users for the entire sample. It used the same dependent variable of achievement and covariates of SES, product line, IEP Status, and course load; the only difference was that the major independent variable for this analysis was the AI Use Case variable, which divided AI users into three groups: those who used \u201cAI as a tool,\u201d those who used \u201cAI as a facilitator,\u201d and those who used both.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The ANCOVA results revealed a significant main effect of usage types on student achievement (<em>p<\/em> =.012, F =7.110), with no other main effects. This means that how students utilized AI alone had an impact on their grades.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students reporting using AI as only a tool had average grades of 76.5 (std deviation 20.72), while students who reported using AI as both a tool and facilitator had average grades of 83.9 (std deviation 16.23). In addition, a Pearson R correlation was conducted to measure the strength of the relationship between these two variables, resulting in a small but significant direct correlation (r =.291, p&lt;.05)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There was also a two-way interaction between the AI Use Case variable and subject areas. Those in math, science, foreign language, and \u201cother\u201d courses scored much higher than their counterparts when utilizing AI in both manners, while the inverse was true for ELA and Health &amp; PE courses; notably, there were no AI users in Visual and Performing Arts. This can be seen below in Figure 6.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 6.<\/strong> Average Grades by Subject and AI Use Case<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87759,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-5-1024x576.png\" alt=\"\" class=\"wp-image-87759\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>According to these analyses, using AI as both a facilitator and a tool had a significant positive impact on Math and Science scores, or STEM subjects, while this was not the case for all other subjects.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"final-comparisons\">Final Comparisons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After examining grades of AI users and non-AI users, and then within the AI users, a final comparison between the higher achieving group of AI users (those that utilized AI as both a facilitator and a tool and <em>not<\/em> just as a tool) and non-AI users was conducted.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Results indicated that students who utilized AI as both a tool and a facilitator, on average, outperformed non-AI users. The main effect (<em>p<\/em> &lt; .05, F= 3.94) of AI use as both a facilitator and tool produced an average grade percentage of 83.9, while non-users reported grades of 82.4. This main effect was present across all subject areas and demographic groups.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"question-3\">Research Question 3: Are there differences in student perceptions on AI?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This research question utilized LMS data and end-of-course survey data in ANCOVA models to address the research question. The independent variables in these models were subject, grade level, and locale, while covariates in the model were a student\u2019s IEP status, SES status, course load, current grade, and product line. The covariates were chosen due to the amount of variance they explained in model iterations, and thus were controlled for accordingly, as the research was focused on variance explained by the other variables.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The dependent variable in this research question was a single item on the end-of-course student survey that asked about students\u2019 perceptions regarding their favorability of AI tools on a 5-point Likert scale. A distribution of the dependent variable is shown below in Figure 7.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 7.<\/strong> AI Perceptions Distribution<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87760,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-6.png\" alt=\"\" class=\"wp-image-87760\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>The large majority of students were neutral in their perceptions around AI, with a slight skew to the positive side.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"model-1-2\">Model 1 - General Model<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This ANCOVA model incorporated the aforementioned covariates, and five independent variables: grade level, subject area, location, SES status, and AI usage (R<sup>2<\/sup> =.797).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The variables of AI Usage (p &lt;.001, F =38.92)&nbsp; and the Subject Area (p &lt;.05, F=1.61) had main effects with the dependent variable of AI perception.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who utilized AI more had much higher perceptions around AI tools, with those utilizing AI tools reporting an average of around 4, or slightly favorable, and non-users reporting, on average, 2.8 or slightly below the neutral response. This is a large and significant difference.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, Pearson R values indicate a significant, but moderate direct relationship between the variables (p &lt;.001, r =.333).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students in English Language Arts, Visual and Performing Arts,&nbsp; and Health and Physical Education Courses rated AI tools lower than students in Math, Science, Language, Social Studies, and other courses. These differences can be seen below in Table 4.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 4.<\/strong> Average AI Perceptions by Subject<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Subject<\/th><th>Mean<\/th><th>Std. Error<\/th><\/tr><\/thead><tbody><tr><td>English Language Arts<\/td><td>2.925<\/td><td>.144<\/td><\/tr><tr><td>Health &amp; Physical Education<\/td><td>2.665<\/td><td>.212<\/td><\/tr><tr><td>Mathematics<\/td><td>3.253<\/td><td>.124<\/td><\/tr><tr><td>Other<\/td><td>3.244<\/td><td>.106<\/td><\/tr><tr><td>Science<\/td><td>3.458<\/td><td>.105<\/td><\/tr><tr><td>Social Studies<\/td><td>3.269<\/td><td>.097<\/td><\/tr><tr><td>Visual &amp; Performing Arts<\/td><td>2.903<\/td><td>.215<\/td><\/tr><tr><td>World Languages<\/td><td>3.143<\/td><td>.084<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>These two variables also had a two way interaction ( p =.001, F =3.67), shows that there were differences in users and non users across multiple subjects. These differences can be seen below in Table 5, with significant differences indicated by a (*). Across almost&nbsp; every subject, AI users reported significantly (p &lt;.05) more favorable opinions on AI than non-users.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 5 - Average AI Perceptions by Subject and AI Usage<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Subject<\/th><th>AI Usage<\/th><th>Average AI Perception<\/th><th>Std. Error<\/th><\/tr><\/thead><tbody><tr><td rowspan=\"2\">English Language Arts*<\/td><td>No<\/td><td>2.570<\/td><td>.159<\/td><\/tr><tr><td>Yes<\/td><td><strong>4.192<\/strong><\/td><td>.339<\/td><\/tr><tr><td rowspan=\"2\">Health &amp; Physical Education<\/td><td>No<\/td><td>2.515<\/td><td>.219<\/td><\/tr><tr><td>Yes<\/td><td><strong>3.494<\/strong><\/td><td>.63<\/td><\/tr><tr><td rowspan=\"2\">Mathematics*<\/td><td>No<\/td><td>2.965<\/td><td>.139<\/td><\/tr><tr><td>Yes<\/td><td><strong>3.851<\/strong><\/td><td>.247<\/td><\/tr><tr><td rowspan=\"2\">Other<\/td><td>No<\/td><td>3.133<\/td><td>.113<\/td><\/tr><tr><td>Yes<\/td><td><strong>3.491<\/strong><\/td><td>.232<\/td><\/tr><tr><td rowspan=\"2\">Science*<\/td><td>No<\/td><td>3.055<\/td><td>.11.<\/td><\/tr><tr><td>Yes<\/td><td><strong>4.512<\/strong><\/td><td>.236<\/td><\/tr><tr><td rowspan=\"2\">Social Studies*<\/td><td>No<\/td><td>2.916<\/td><td>.107<\/td><\/tr><tr><td>Yes<\/td><td><strong>4.052<\/strong><\/td><td>.204<\/td><\/tr><tr><td rowspan=\"2\">Visual &amp; Performing Arts<\/td><td>No<\/td><td>2.903<\/td><td>.215<\/td><\/tr><tr><td>Yes<\/td><td>None<\/td><td>\u2014------<\/td><\/tr><tr><td rowspan=\"2\">World Languages*<\/td><td>No<\/td><td>2.809<\/td><td>.086<\/td><\/tr><tr><td>Yes<\/td><td><strong>4.161<\/strong><\/td><td>.212<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"model-2-2\">Model 2 - AI users only<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This model utilized the same covariates as Model 1 for RQ3, as well as all of the same independent variables, except for exchanging the AI Usage (yes or no) variable for the AI Use Case variable, categorized users into three bins: those that utilized AI as a tool, as a facilitator, or both.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Results from the model (R<sup>2<\/sup>= .781) indicate that there were no main effects on perceptions by any of the independent variables in the model, nor any multiple independent variable interactions with the dependent outcome. There was no significant difference in perceptions of AI with regard to specific use cases amongst AI users.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"question-4\">Research Question 4: What differences exist between student usage of AI?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This research question utilized LMS data and end of course survey data in a general ANCOVA model and an ANCOVA model with AI users only to address the research question. The general ANCOVA model used the single item of AI usage (yes\/no response) as the dependent variable, with a subsequent model using the binned AI Use Cases as a single dependent variable.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Findings from research question 1 indicated that only about 8% of students reported utilizing AI.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"model-1-3\">Model 1 - ANCOVA - General Model<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The general model (R<sup>2<\/sup> = .479)&nbsp; utilized AI Usage as the dependent variable,&nbsp; four covariates (IEP, Product Line, Course Load, and Current Grade\/Ability), and five independent variables: AI Perception, subject, grade level, locale, and SES.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There was a main effect interaction of opinion on the binary dependent variable of AI Usage ( p&lt; .001, F =11.120).&nbsp; Those students with more favorable opinions utilized AI more, which is shown below in Figure 8. This is consistent with the findings from the previous research question; Pearson R values indicated a significant, but moderate direct relationship between the variables (p &lt;.001, r =.333).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 8 - AI Perception and Utilization<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87763,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-8-1024x601.png\" alt=\"\" class=\"wp-image-87763\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Students that held Very Favorable opinions about AI utilized it almost 50% of the time on average, while students with Very Unfavorable opinions utilized AI only 1% of the time on average; this is a very large difference, fifty times more utilization reported between top and bottom bins.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"model-2-3\">Model 2 ANCOVA - AI users only<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This model (R<sup>2<\/sup> =.642) utilized the binned AI Use Case variable as the dependent, which categorized the original multiple response variables that contained multiple dependents into a single variable with three categories: AI used as a tool, AI used as a facilitator, or both. All other independent variables and covariates from the general model were the same.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This model found no significant differences between groups, nor any multi-independent interactions, meaning that there were no main effects of independent variables on the use cases of which students were utilizing AI tools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"synthesis\">Synthesis&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"finding-usage\">Finding 1 (Usage)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Student usage of AI tools was minimal, slightly less than 10% of students self-reported utilizing AI tools for their online learning courses. Though this seems low, measures were taken to inform all students that indication of their AI use would not penalize them in any way.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most largely utilized tool by students at the time of this study was ChatGPT.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All students that used AI indicated that they made use of AI as tool, or like a tool, while over 2\/3s of AI users stated that they utilized AI in ways that were like a tool <em>and<\/em> as a facilitator in learning, meaning that no users <em>only<\/em> utilized AI as a facilitator.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The usage of AI tools alone had little to no impact on the student outcome of student achievement. The ways in which students utilized AI showed differences in achievement based on the types of use cases students reported. Students who utilized AI as both a facilitator and a tool had better achievement outcomes than students who utilized AI as only a tool, though it is not consistent across all subject types, and correlation data indicates that there is a small, but significant relationship (r =.291, p&lt;.05) between usage types and grades.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students in STEM subjects (including Computer Science from the \u201cother\u201d category of courses) that utilized AI in both manners outperformed their counterparts that used it only as a tool\u2014 this was not the case in all other subjects. In addition, those students who utilized AI as both a facilitator and a tool outperformed the non-AI users by a margin of 2.5 points across all subjects, on average.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"finding-perceptions\">Finding 2 (Perceptions)&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students, on average, tend to have more neutral views regarding AI as opposed to extreme views, and those with the extreme views tend to have worse student outcomes. There may be a nonlinear relationship between the variables of achievement and AI perceptions, but this study only revealed the slight, but significant,&nbsp; presence of such a relationship.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The relationship between usage and perceptions around AI is significant, those students who use AI tools tend to have better perceptions of it, and vice versa, which was supported by hypothesis testing and correlational data. However, amongst AI users, how students utilized AI made no difference in how they perceived it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"key-points\">Key Points<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Using artificial intelligence alone does not have a strong relationship with student achievement.<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Simply using AI alone doesn\u2019t make students perform better or worse<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Many students aren\u2019t utilizing the AI for school at all, or at least reporting usage.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The way in which students use AI tools matters<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Students who use AI in multifaceted facilitative use cases in addition to any lower-level use cases have significantly better grades than students who strictly utilize AI as a tool for lower-level use cases on average, but subjects vary.<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>This is strongly present in STEM subjects, but not as clear for others.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students in English courses with AI \u201cas a tool\u201d only scored higher than those that used it for both, which may mean that AI usage \u201cas a tool\u201d is more effective in that area for ELA assignments, such as writing.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students who use AI as a tool and a facilitator outperform non-AI user counterparts on average.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>AI perceptions differ across and within subject areas.<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>STEM subjects, social studies, and foreign languages had higher perceptions than other subjects.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students who have less extreme perceptions of AI tend to have better student outcomes. There is a very small but significant quadratic relationship between the variables that should be investigated further.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students who utilize AI more have better perceptions regarding its usefulness.<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>This was mostly consistent across subject areas.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>SES and locales as non-factors<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>While a student\u2019s SES was shown to have a main effect on student achievement, its variance was appropriately accounted for by inclusion as a covariate in subsequent models with achievement as a dependent, as this is a common factor with achievement; research has found repeatedly that low SES students usually achieve lower than their higher SES counterparts. Other models that did not use achievement as the dependent included SES as an independent variable in order to see if its effect was still present, and results indicate that it was not.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A student\u2019s locale was also not a significant factor in any of the models, nor were any models adjusted to co-vary on its contribution to variance in the dependents.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusions\">Conclusions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This section will discuss the results of the study alongside existing literature, as well as provide recommendations for policymakers and future research on the topic of student AI usage.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Multiple tables at the end of this section will organize recommendations with resources for practitioners and policymakers, but a comprehensive list of resources curated by <em>Michigan Virtual<\/em> can be found <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/16NypKobz0I9eV2rSU8lh4GGJW0vZI6Wy72thkw78Mmg\/edit#gid=0\">here<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"implications-for-practice\">Implications for Practice&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This section discusses how the findings of this study fit into the larger context of education as a whole by comparing and contrasting results to the existing literature and examining where it fits in current practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Encourage multifaceted and facilitative use of AI tools<\/em>: Educators should promote the use of AI technologies not just as a tool but also as a facilitator in the learning process. Students who utilized AI as both a facilitator and a tool had better achievement outcomes compared to those who used it solely as a tool. This type of approach is supported by Luckin et al. (2016), because it focuses on utilizing AI as an assistant to promote critical thinking and creative problem solving rather than shortcutting students to answers. Additionally, the distribution of use cases found in this study are consistent with findings from other large scale studies (Walton Family Foundation, 2024), compounding evidence that these types of use cases are accurate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Therefore, measures should be taken to provide guidance on how to effectively integrate AI as a facilitator of learning, at the very least including the categories in this study: to explain complicated concepts or principles in simpler terms,&nbsp; to create study guides or sample test questions, and using AI as tutor \/ teacher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Address extreme perceptions of AI<\/em>: The study found that students with extreme views (either positive or negative) regarding AI tend to have worse student outcomes. This is consistent with findings that show that perceptions of students are varied (Martinez et. al, 2023; Diliberti, Schwartz, Doan, Shapiro, Rainey, &amp; Lake , 2024; Trisoni et al., 2023; Walton Family Foundation, 2024). However while perceptions were varied, they tended to be normally distributed, and mostly neutral, which is different from the positive leaning perceptions among students found by the Walton Family Foundation (2024) study. According to this study, while opinions may be varied, education should aim to cultivate a balanced and informed understanding of AI among students to promote better outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Equity in AI Usage<\/em>: This study did not indicate that there was any disparity amongst AI usage regarding students of lower socioeconomic status or locale; there were no interactions between the variable of SES and other independent variables related to AI usage or perceptions. This is consistent with findings regarding locale in the Walton Family Foundation study (2024). This is evidence that students in online learning environments, regardless of socioeconomic status, likely have access to some form of AI tools, whether or not they choose to utilize them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Subject specific Utilization of AI and Opinions of AI : <\/em>As with adults (McGehee 2023), this study indicates that students who use AI more tend to have better opinions of it, and vice versa. Perceptions across subject levels with students vary, with students in STEM subjects tending to have higher perceptions of AI, and higher scoring students that utilized AI. This is consistent with the idea presented by Zawacki-Richter et al. (2022) that AI may be useful in promoting development of \u201chard\u201d skills like critical thinking and problems solving that are central to STEM.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Age, grade level, and environment: <\/em>This study consisted of a sample of students in asynchronous online learning environments, primarily in high school grades. This means that the results cannot be generalized to populations that are not similar; students in differing environments and grade levels may report different results.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, at the time of this study, this sample size is one of the largest recorded that deals with student AI usage, and many of the results are similar to other studies, with the exception that this sample has reported lower student AI usage overall compared to the Walton Family Foundation study (2024).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Future Research: <\/em>&nbsp;More research is needed in both of the focus areas of this study. While utilizing a large dataset, the data is very surface level and does not help us understand a lot of the contextual questions that the findings raised. The sample is also focused on a population of secondary school students in asynchronous, online learning environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Future studies would benefit from better instrumentation and data collection protocols to expand on the findings of this study to understand how students utilize AI, what they think about AI, and what relationships those things have with outcomes that concern stakeholders. Below are specific examples:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Conduct further research on usage habits, specifically amongst different types of learning environments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Investigate specific use cases of AI in specific subjects with controlled variables and environments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Qualitative research regarding student AI perceptions and use cases.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Utilization of AI and high stakes testing.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Effectiveness of AI integration into coursework from both teacher and student perspectives.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Prevalence of cheating using AI.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Investigate changes in usage percentages and usage percentages over time.<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>AI usage is largely in its infancy at the time of this study, and these findings are likely to change as it becomes more prevalent.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"recommendations\">Recommendations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"for-policymakers\">For Policymakers:<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li><em>Develop guidelines and provide training for effective AI integration<\/em>: Since the way students use AI tools matters, policymakers should develop guidelines and provide training for teachers on how to integrate AI tools into the curriculum effectively. These guidelines should emphasize the importance of using AI in multifaceted and facilitative ways, rather than just as a tool for lower-level tasks.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Encourage subject-specific approaches to AI integration<\/em>: The findings suggest that the impact of AI usage may differ across subject areas, with STEM subjects benefiting from facilitative AI usage, while ELA and PE courses might require different approaches. Policymakers should encourage subject-specific strategies for AI integration and provide resources accordingly.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Promote AI literacy and balanced perceptions<\/em>: Students with less extreme perceptions of AI tend to have better outcomes. Policymakers should develop initiatives to promote AI literacy and foster balanced perceptions of AI among students. This could involve incorporating AI education into curricula or organizing awareness campaigns.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Support research on AI usage and perceptions:<\/em> Further research is needed to understand the quadratic relationship between AI perceptions and student outcomes. Policymakers should allocate funding and resources for continued research in this area to inform evidence-based practices.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Ensure equitable access to AI tools<\/em>: While SES and locale were not significant factors affecting AI usage or perceptions, policymakers should still ensure that all students, regardless of their socioeconomic status or location, have equitable access to AI tools and resources. This study is a single source of evidence to support the idea that AI access may not be limited to the wealthy, but it is still a valid concern, as socioeconomic status has historically been a risk factor.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Policy Recommendation<\/th><th>Resources<\/th><\/tr><\/thead><tbody><tr><td>Develop guidelines and provide training for effective AI tool integration<\/td><td><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/AI-Integration-Framework-for-School-Districts.pdf\">Michigan Virtual\u2019s AI Integration Framework<\/a><br><a href=\"https:\/\/all4ed.org\/future-ready-schools\/emerging-practices-guides\/demystifying-artificial-intelligence-ai-for-k-12\/\">Demystifying AI by All4Ed<\/a><br><a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/k12guidance\/\">Michigan Virtual\u2019s K-12 AI Guidelines for Districts<\/a><br><a href=\"https:\/\/youtu.be\/EPutFLoAHRo\">YouTube Video: District Planning<\/a><br><a href=\"https:\/\/michiganvirtual.org\/professionals\/ai-workshop\/\">Michigan Virtual Workshops<\/a><\/td><\/tr><tr><td>Encourage subject-specific approaches to AI integration<\/td><td><a href=\"https:\/\/michiganvirtual.org\/professionals\/ai-workshop\/\">Michigan Virtual Workshops<\/a><\/td><\/tr><tr><td>Promote AI literacy and balanced perceptions<\/td><td><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/AI-Integration-Framework-for-School-Districts.pdf\">Michigan Virtual\u2019s AI Integration Framework<\/a><br><a href=\"https:\/\/all4ed.org\/future-ready-schools\/emerging-practices-guides\/demystifying-artificial-intelligence-ai-for-k-12\/\">Demystifying AI by All4Ed<\/a><\/td><\/tr><tr><td>Support research on AI usage and perceptions<\/td><td>Partner with local universities and research organizations, like <a href=\"https:\/\/michiganvirtual.org\/consulting\/\">Michigan Virtual<\/a>!<\/td><\/tr><tr><td>Ensure equitable access to AI tools<\/td><td><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\">Michigan Virtual AI Planning Guide<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:image {\"id\":87762,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/image-7.png\" alt=\"\" class=\"wp-image-87762\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"for-teachers\">For Teachers:<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li><em>Integrate AI tools in multifaceted and facilitative ways<\/em>: Teachers should strive to incorporate AI tools not just as tools for lower-level tasks but also as facilitators for learning. This could involve using AI for tasks like personalized feedback, interactive simulations, or collaborative projects. Guidance for how to avoid student reliance on AI and encourage facilitative use can be found <a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/student-use\/\">here<\/a>.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Adapt AI integration strategies based on subject area<\/em>: Teachers should be aware that the impact of AI usage may differ across subject areas. They should adapt their strategies for AI integration based on the specific needs and requirements of their subject area.<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>ELA teachers should especially adapt assignments that encourage higher-order skills so that simple AI \u201ctool-use\u201d will not result in plagiarism, dishonesty, or a lack of quality learning (or lower achievement).&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>STEM teachers should promote the utilization of AI as a facilitator and differentiator to support their students' learning.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Address student perceptions and promote balanced views<\/em>: Teachers should actively address student perceptions and misconceptions about AI. They should aim to foster balanced and informed views by providing accurate information, addressing concerns, and highlighting both the potential benefits and limitations of AI.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Collaborate with colleagues and seek professional development<\/em>: Teachers should collaborate with colleagues, particularly those teaching different subject areas, to share best practices and learn from each other's experiences with AI integration. They should also seek professional development opportunities to enhance their skills in effectively using AI tools in the classroom.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Provide guidance and support for AI tool usage<\/em>: Since many students are not utilizing AI tools or reporting usage, teachers should provide guidance and support to encourage appropriate and effective AI tool usage among students.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Teacher Recommendation<\/th><th>Resources<\/th><\/tr><\/thead><tbody><tr><td>Integrate AI tools in multifaceted and facilitative ways<\/td><td><a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/student-use\/\">Michigan Virtual Student AI Use Cases<\/a><br><a href=\"https:\/\/www.youtube.com\/watch?v=t9gmyvf7JYo\">YouTube Series: Practical AI for Instructors and Students&nbsp;<\/a><br><a href=\"https:\/\/www.youtube.com\/watch?v=T6aEbmiXWW8\">YouTube Video: Using AI for Instructional Design<\/a><br><a href=\"https:\/\/openai.com\/index\/teaching-with-ai\/\">Teaching with AI (Open AI)<\/a><\/td><\/tr><tr><td>Adapt AI integration strategies based on subject area<\/td><td><a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/student-use\/\">Michigan Virtual Student AI Use Cases<\/a><br><a href=\"https:\/\/www.chapman.edu\/ai\/atificial-intelligence-in-the-classroom.aspx\">AI in the Classroom<\/a><\/td><\/tr><tr><td>Address student perceptions and promote balanced views<\/td><td><a href=\"https:\/\/bpb-us-e1.wpmucdn.com\/websites.harvard.edu\/dist\/a\/108\/files\/2023\/08\/Cao_Dede_final_8.4.23.pdf\">Next Level Labs Report: Demystify AI<\/a><br><a href=\"https:\/\/link.springer.com\/article\/10.1007\/s40593-023-00358-x\">NSF AI Literacy Article<\/a><\/td><\/tr><tr><td>Collaborate with colleagues and seek professional development<\/td><td><a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/student-use\/\">Michigan Virtual Student AI Use Cases<\/a><br><a href=\"https:\/\/www.youtube.com\/watch?v=t9gmyvf7JYo\">Youtube Series: Practical AI for Instructors and Students&nbsp;<\/a><br><a href=\"https:\/\/www.youtube.com\/watch?v=T6aEbmiXWW8\">YouTube Video: Using AI for Instructional Design<\/a><br><a href=\"https:\/\/openai.com\/index\/teaching-with-ai\/\">Teaching with AI (Open AI)<\/a><\/td><\/tr><tr><td>Provide guidance and support for AI tool usage<\/td><td><a href=\"https:\/\/www.youtube.com\/watch?v=t9gmyvf7JYo\">YouTube Series: Practical AI for Instructors and Students<\/a><br><a href=\"https:\/\/bpb-us-e1.wpmucdn.com\/websites.harvard.edu\/dist\/a\/108\/files\/2023\/08\/Cao_Dede_final_8.4.23.pdf\">Next Level Labs Report<\/a><br><a href=\"https:\/\/youtu.be\/OWc9az-hDRs\">Youtube Video: ChatGPT Prompt Writing<\/a><br><a href=\"https:\/\/code.org\/ai\/pl\/101?utm_source=khan-academy\">AI 101 for Teachers<\/a><br><a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/pd\/\">Michigan Virtual Courses<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"references\">References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Beck, J., Stern, M., &amp; Haugsjaa, E. (1996). Applications of AI in Education. XRDS: Crossroads, The ACM Magazine for Students, 3(1), 11-15.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bender, E. M., Gebru, T., McMillan-Major, A., &amp; Shmitchell, S. (2021). On the dangers of stochastic parrots: Can language models be too big? In Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency (pp. 610-623).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Chen, Y., Jensen, S., Albert, L. J., Gupta, S., &amp; Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers, 25(1), 161-182.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Diliberti, M. K., Schwartz, H. L., Doan, S., Shapiro, A., Rainey, L. R., &amp; Lake, R. J. (2024). <a href=\"https:\/\/www.rand.org\/pubs\/research_reports\/RRA956-21.html\">Using artificial intelligence tools in K\u201312 classrooms<\/a>. RAND Corporation. https:\/\/www.rand.org\/pubs\/research_reports\/RRA956-21.html<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Driessen, G., &amp; Gallant, T. B. (2022). Academic integrity in an age of AI-generated content. Communications of the ACM, 65(7), 44-49.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R., DeBruler, K., Cuccolo, K., &amp; Green, C. (2024). <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/\">Michigan\u2019s k-12 virtual learning effectiveness report 2022-23<\/a>. Michigan Virtual. https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kulik, J. A., &amp; Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: a meta-analytic review. Review of Educational Research, 86(1), 42-78.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kumar, V. R., &amp; Raman, R. (2022). Student Perceptions on Artificial Intelligence (AI) in higher education. In 2022 IEEE Integrated STEM Education Conference (ISEC) (pp. 450-454). IEEE.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Luckin, R., Holmes, W., Griffiths, M., &amp; Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in Education. https:\/\/www.pearson.com\/content\/dam\/corporate\/global\/pearson-dot-com\/files\/innovation\/Intelligence-Unleashed-Publication.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mart\u00ednez, I. G., Batanero, J. M. F., Cerero, J. F., &amp; Le\u00f3n, S. P. (2023). Analysing the impact of artificial intelligence and computational sciences on student performance: Systematic review and meta-analysis. NAER: Journal of New Approaches in Educational Research, 12(1), 171-197.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mehrabi, N., Morstatter, F., Saxena, N., Lerman, K., &amp; Galstyan, A. (2021). A survey on bias and fairness in machine learning. ACM Computing Surveys (CSUR), 54(6), 1-35.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. John Wiley &amp; Sons.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Trisoni, R., Ardiani, I., Herawati, S., Mudinillah, A., Maimori, R., Khairat, A., ... &amp; Nazliati, N. (2023, November). The Effect of Artificial Intelligence in Improving Student Achievement in High Schools. In International Conference on Social Science and Education (ICoeSSE 2023) (pp. 546-557). Atlantis Press.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Walton Family Foundation. (2024). <a href=\"https:\/\/www.waltonfamilyfoundation.org\/learning\/the-value-of-ai-in-todays-classrooms\">AI Chatbots in Schools<\/a>. https:\/\/www.waltonfamilyfoundation.org\/learning\/the-value-of-ai-in-todays-classrooms<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Winkler, R., &amp; S\u00f6llner, M. (2018). Unleashing the Potential of Chatbots in Education: A State-Of-The-Art Analysis. In Academy of Management Annual Meeting (AOM).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zawacki-Richter, O., Mar\u00edn, V. I., Bond, M., &amp; Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education \u2013 where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 1-27.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zheng, L., Niu, J., Zhong, L., &amp; Gyasi, J. F. (2023). The effectiveness of artificial intelligence on learning achievement and learning perception: A meta-analysis. Interactive Learning Environments, 31(9), 5650-5664.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "AI in Education: Student Usage in Online Learning",
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            "path": "\/blog\/key-strategies-for-supporting-disengaged-and-struggling-students-an-interview-with-a-researcher\/",
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            "content": "<!-- wp:paragraph -->\n<p>In an era where virtual learning is becoming increasingly prevalent, understanding the best practices for engaging students online is crucial. Researchers at the <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) have conducted a <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-supporting-disengaged-and-struggling-students-in-virtual-learning-environments\/\" target=\"_blank\" rel=\"noreferrer noopener\">comprehensive study<\/a> to uncover effective strategies used by virtual educators, particularly those that help disengaged and struggling students succeed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following interview, part of our \"Interview with a Researcher\" <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/interview-with-a-researcher\/\" target=\"_blank\" data-type=\"post_tag\" data-id=\"18607\" rel=\"noreferrer noopener\">blog series<\/a>, shares some highlights from this research.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Why was it important to examine effective practices in virtual learning environments, especially for struggling students?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The shift to emergency remote instruction during the COVID-19 pandemic highlighted a significant disparity in the success of virtual learning implementations. Schools with pre-existing, well-established virtual teaching practices fared much better. We wanted to identify what made these programs successful and how new virtual teachers and administrators could adopt these practices to better engage all students, particularly those who are disengaged or struggling.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>What were some of the key strategies identified for engaging disengaged or struggling students in virtual environments?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the most frequently used and effective strategies was providing frequent and specific feedback, which was reported by nearly 79% of educators. This type of feedback not only supports academic progress but also helps in building strong teacher-student relationships. Additionally, involving other adults, such as onsite mentors and parents, was idenfied as being crucial. Around 69% of educators communicated with the student\u2019s onsite mentor, and 61% encouraged parental involvement. These strategies help bridge the gap created by the lack of physical presence in virtual learning.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Communication seems to be a recurring theme. Can you elaborate on the importance of communication in virtual learning environments?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Absolutely. Communication is the backbone of virtual education. Effective communication strategies include maintaining regular contact through various channels like LMS messaging, phone calls, and web conferencing tools. Many educators also emphasized the importance of being available for students through scheduled office hours or drop-in times. Establishing clear communication channels helps ensure that students, parents, and educators are on the same page, which is vital for student engagement and success.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>The study also looked at professional development for virtual educators. What sources of professional development were found to be most effective?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our findings showed that optional opportunities provided by the virtual school or program were considered the most effective, with over 50% of educators endorsing them. Conferences and informal peer mentoring were also highly valued. These professional development sources are preferred because they are immediately applicable and foster a sense of community among educators, which is essential for sharing best practices and support.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>What challenges did educators face in virtual teaching, particularly in connecting with disengaged students?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the biggest challenges is the lack of face-to-face interaction, which makes it difficult to read body language and establish personal connections. This physical separation also complicates identifying the specific reasons behind a student\u2019s disengagement. Additionally, educators mentioned difficulties in effectively communicating with parents and guardians, who are crucial allies in supporting student engagement and progress.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Based on your research, what recommendations would you give to new virtual teachers working with disengaged or struggling students?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Focus on building strong relationships with your students from the beginning. Use frequent, specific feedback to show students that you care about their progress. Keep open channels of communication and be flexible with your teaching methods to accommodate diverse learning needs. Also, involve parents and onsite mentors whenever possible to create a supportive network around the student. Flexibility, patience, and a personalized approach are key.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The insights from this study underscore the importance of tailored strategies, consistent communication, and community support in virtual learning environments. By focusing on relationship-building, providing specific feedback, and involving parents and mentors, educators can significantly improve engagement and success for all students, especially those who struggle. As virtual learning continues to evolve, these findings offer a valuable roadmap for educators seeking to enhance their practices and better support their students in a digital age.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Key Strategies for Supporting Disengaged and Struggling Students: An Interview With A Researcher",
            "excerpt": "In an era where virtual learning is becoming increasingly prevalent, understanding the best practices for engaging students online is crucial. Researchers at the Michigan Virtual Learning Research Institute (MVLRI) have conducted a comprehensive study to uncover effective strategies used by virtual educators, particularly those that help disengaged and struggling students succeed.&nbsp; The following interview, part...",
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            "path": "\/y25khanpilot\/",
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            "content": "<a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/KhanmigoLogo-e1718903770559.png\" alt=\"KhanmigoLogo\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/michigan-virtual-logo-horizontal-transparent.png\" alt=\"Michigan Virtual Logo (Horizontal)\" loading=\"lazy\"><\/a>\t\t\n\t\t<p><strong>Personalized, mastery student learning; guided by teachers, tutored by Khanmigo.<\/strong><\/p>\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tContent for Grades 6-12\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tSeeking full-class sections\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tOnly 25 teacher spots available\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<ul><li>Content for Grades 6-12<\/li><li>Seeking full-class sections<\/li><li>Only 25 teacher spots available<\/li><li>\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>2024-2025 Pilot <\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tFull-Day Initial Session \u2013 <em>September<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tMonthly Two-Hour Professional Learning on Integrating AI into Instruction\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tPeriodic Teacher Perspective Sessions \u2013 <em>September\/January\/June<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<ul><li>Full-Day Initial Session \u2013 <em>September<\/em><\/li><li>Monthly Two-Hour Professional Learning on Integrating AI into Instruction<\/li><li>Periodic Teacher Perspective Sessions \u2013 <em>September\/January\/June<\/em><\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Yearlong Teacher Learning<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<em>Free<\/em> Teacher Khan Academy License\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tFull Khan Academy\/Khanmigo student license for only $15 each\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t$500 per teacher for yearlong professional learning support through Michigan Virtual\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tTry out one full section for less than $1,000\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<ul><li><em>Free <\/em>Teacher Khan Academy License<\/li><li>Full Khan Academy\/Khanmigo student license for only $15 each<\/li><li>$500 per teacher for yearlong professional learning support through Michigan Virtual<\/li><li>Try out one full section for less than $1,000<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Exclusive District Pricing<\/h2>\t\t\n\t\t\t<h2>Join the 2024-2025 Khanmigo Pilot Program<\/h2>\t\t\n\t\t<p>Interested in participating or want to learn more? Fill out the form below and we'll get back to you with all the details!<\/p>",
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            "path": "\/research\/publications\/ai-in-education-exploring-trust-challenges-and-the-push-for-implementation\/",
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            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"executive\">Executive Summary<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In March 2024, <em>Michigan Virtual\u2019s AI Lab <\/em>convened the first AI Statewide Workgroup of education associations in Michigan to identify and coordinate important AI-related trends, challenges, and opportunities facing Michigan school districts.&nbsp; The workgroup includes top leaders from 14 organizations including the Michigan Education Association, Michigan Association of School Boards, Michigan Association of Superintendents &amp; Administrators, Michigan Association of Secondary School Principals, Michigan Elementary &amp; Middle School Principals, Michigan Association for Computer Users in Learning, Michigan Department of Education, and more.&nbsp; Following the recommendations from <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\"><em>Michigan Virtual\u2019s<\/em> Planning Guide for AI: A Framework for School Districts<\/a>, the AI Statewide Workgroup released the <a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/k12guidance\/\">Sample Guidance on Staff Use of Generative AI for K-12 School Districts<\/a><strong>, <\/strong>and coordinated the distribution of a survey to educators across the state to better understand their needs at this moment in time regarding artificial intelligence.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This survey looked at how educators in Michigan are using AI and what their thoughts are on implementing AI in schools. Over 1,000 educators from various roles, from classroom to district to support organizations, were surveyed. The results of the survey are clear that additional work is needed to support awareness, research, training, and honoring concerns in the field. These results also revealed that many educators are ready to engage in this challenge, with the right supports in place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Artificial Intelligence (AI) has rapidly ascended as one of the most disruptive and transformative technologies in modern times. In the realm of education, AI holds the unprecedented potential to revolutionize the educational experience for educators and students. The integration of AI into educational systems has the power to create efficiencies, personalize learning experiences, and transform teaching methodologies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite its promising potential, the successful implementation of AI-driven tools and practices in education is not without its challenges. It requires meticulous planning and strategic alignment with a school district\u2019s educational goals, values, and priorities. The dynamic nature of AI technology and its rapid evolution in educational applications necessitate careful and ongoing research to ensure its effective and meaningful integration. Recognizing this, <a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">The AI Lab at <em>Michigan Virtual<\/em><\/a> partnered with over a dozen prominent education groups across the state of Michigan on an initiative to enhance our understanding, promote ethical AI use, and identify professional development needs in schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By exploring practical insights and strategies, this research aims to equip educators with the tools necessary to navigate the complexities of integrating AI in their districts. As AI technology continues to mature, the educational landscape will undoubtedly undergo significant changes, making it imperative for educators at all levels to stay informed and prepared for this inevitable transformation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"what\">What Exactly is AI?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We use the term artificial intelligence (AI) throughout, but what exactly do we mean when we say \u201cAI\u201d? According to <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\"><em>Planning Guide for AI: A Framework for School Districts<\/em><\/a>, \u201cartificial intelligence refers to computer systems and programs that possess the ability to perform tasks that typically require human intelligence. These systems are designed to simulate intelligent behavior, such as understanding natural language, recognizing patterns, making decisions, and learning from experience.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, when we use the term \u201cAI\u201d we refer to both of the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Artificial Intelligence (AI): A branch of computer science that involves the development of intelligent systems capable of performing tasks that typically require human intelligence. AI enables machines to learn from experience, adapt to new data, and make decisions based on patterns and algorithms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Generative AI: This type of AI encompasses algorithms and models designed to produce new content\u2014be it text, images, or video\u2014by learning from vast amounts of existing data.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"current\">Current Research Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This research study was developed based on conversations with, and input from, the <a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtuals-statewide-workgroup-releasing-ai-guidance-for-k-12-educators\/\">AI Statewide Workgroup<\/a> and guided by the following research questions:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Are educators using AI in their professional roles, and if so, how?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do educators trust AI systems? What are their primary concerns about AI?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How do educators envision the future of AI?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>To answer these research questions, a survey was developed to assess educators' experiences, challenges, and perceptions of AI in Michigan schools. The survey included demographic questions regarding educators' roles, ages\/levels served, and educational environment; questions assessing trust in AI and AI use; and questions about AI implementation in schools including potential uses and concerns. The survey consisted of a set of core questions that every educator received as well as specific questions based on educators\u2019 identified role. Role-specific questions were for the following groups: teacher, building principal\/assistant principal (labeled throughout as building administrators), superintendent\/assistant superintendent, school board member, curriculum director, and technology director (collectively labeled throughout as district administrators). The questions for all three groups were similar but worded to apply specifically to each role, i.e. \u201c<em>Are you using AI in your classroom\/building\/school?<\/em>\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The survey was shared with, and distributed by, the AI Statewide Workgroup to their membership, generating 1,055 unique responses in approximately 2 weeks. Please note that tables may not add to 1,055 as respondents were not required to answer questions. Additionally, some tables may add to more than 1,055 as respondents could select more than one option. Survey responses were collected in <a href=\"https:\/\/www.qualtrics.com\/\">Qualtrics<\/a> and analyzed in Excel. ChatGPT was used to assist in analyzing and summarizing open-ended question responses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"findings\">Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"educator\">Educator Demographics&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Table 1 below details the participating professional education association memberships. Eight professional organizations each had over 100 participant responses within the survey, representing a diverse range of educator perspectives.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1.<\/strong> <em>Count of Professional Education Association Membership<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Professional Education Association<\/strong><\/td><td><strong>Count<\/strong><\/td><\/tr><tr><td>MEA (<a href=\"https:\/\/mea.org\/\">Michigan Education Association<\/a>)<\/td><td>404<\/td><\/tr><tr><td>MACUL (<a href=\"https:\/\/macul.org\/\">Michigan Association for Computer Users in Learning<\/a>)<\/td><td>235<\/td><\/tr><tr><td>REMC Association of Michigan (<a href=\"https:\/\/www.remc.org\/\">Regional Educational Media Center Association of Michigan<\/a>)<\/td><td>217<\/td><\/tr><tr><td>MASSP (<a href=\"https:\/\/massp.com\/\">Michigan Association of Secondary School Principals<\/a>)<\/td><td>180<\/td><\/tr><tr><td>MASB (<a href=\"https:\/\/www.masb.org\/\">Michigan Association of School Boards<\/a>)<\/td><td>139<\/td><\/tr><tr><td>MANS (<a href=\"https:\/\/m-a-n-s.org\/\">Michigan Association of Non-public Schools<\/a>)<\/td><td>132<\/td><\/tr><tr><td>MASA (<a href=\"https:\/\/gomasa.org\/\">Michigan Association of Superintendents and Administrators<\/a>)<\/td><td>123<\/td><\/tr><tr><td>MSBO (<a href=\"https:\/\/www.msbo.org\/\">Michigan School Business Officials<\/a>)<\/td><td>123<\/td><\/tr><tr><td>MEMPSA (<a href=\"https:\/\/memspa.org\/\">Michigan Elementary &amp; Middle School Principals Association<\/a>)<\/td><td>68<\/td><\/tr><tr><td>MAISA (<a href=\"https:\/\/www.gomaisa.org\/\">Michigan Association of Intermediate School Administrators<\/a>)<\/td><td>55<\/td><\/tr><tr><td>Other<\/td><td>38<\/td><\/tr><tr><td>MASL (<a href=\"http:\/\/www.mimasl.org\/\">Michigan Association of School Librarians<\/a>)<\/td><td>27<\/td><\/tr><tr><td>MI-ASCD (<a href=\"https:\/\/michiganascd.org\/\">Michigan Association for Supervision and Curriculum Development<\/a>)<\/td><td>27<\/td><\/tr><tr><td>MAPSA (<a href=\"https:\/\/www.charterschools.org\/\">Michigan Association of Public School Academies<\/a>)<\/td><td>25<\/td><\/tr><tr><td>AFT (<a href=\"https:\/\/www.aft.org\/\">American Federation of Teachers<\/a>)<\/td><td>21<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>As part of the demographic questions, educators were asked their <em>primary role<\/em>. Table 2 below provides details of their responses. Teachers represented the largest group of educators, followed by building principals\/assistant principals, collectively providing diverse insight into AI perceptions and use in school buildings and classrooms. Additionally, there were nearly 200 respondents in district-level leadership roles, again providing diverse perspectives on district-level AI perceptions, needs, and concerns.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2. <\/strong><em>Count of Primary Educational Roles<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Primary Educational Role<\/strong><\/td><td><strong>Count<\/strong><\/td><\/tr><tr><td colspan=\"2\"><em>District Level&nbsp;<\/em><\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;School Board Member<\/td><td>62<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Superintendent \/ Asst. Superintendent<\/td><td>39<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;School Business Official \/ CFO<\/td><td>35<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Technology Director<\/td><td>32<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Curriculum Director<\/td><td>13<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Human Resources<\/td><td>3<\/td><\/tr><tr><td colspan=\"2\"><em>Building Level&nbsp;<\/em><\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Teacher<\/td><td>362<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Building Principal \/ Asst. Principal<\/td><td>139<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Coach \/ Consultant<\/td><td>60<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Special Education Provider<\/td><td>29<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Library \/ Media Specialist<\/td><td>25<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;School Support Staff<\/td><td>15<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Educational Support Professional<\/td><td>7<\/td><\/tr><tr><td colspan=\"2\"><em>K-12 Peripheral Supports<\/em><\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;College Faculty<\/td><td>16<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;ISD Administrator<\/td><td>10<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Higher Ed Support Professional<\/td><td>2<\/td><\/tr><tr><td>&nbsp;&nbsp;&nbsp;&nbsp;Other (Please specify)<\/td><td>57<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Educators were also asked to identify their <em>primary educational environment<\/em>. As detailed in Figure 1 below, well over half of educators were from public districts, with a considerable number from non-public schools\/districts and ISDs\/RESAs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1.<\/strong> <em>Primary Educational Environment<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87685,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Primary_Enviro_Final-1024x667.png\" alt=\"\" class=\"wp-image-87685\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>If educators indicated they were teachers or building principals\/assistant principals they were asked to identify the <em>grade levels they currently taught or the building levels they currently served<\/em>. Figure 2 below details these responses. Elementary, middle, and high school teachers were well represented, with a smaller number of respondents in adult education, post-secondary\/college, preschool, and career and technical education.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2.<\/strong> <em>Grade Levels Taught and Building Level Served<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87686,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Grade_Building_Final.jpeg\" alt=\"\" class=\"wp-image-87686\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><div dir=\"ltr\" style=\"margin-left:0pt\" align=\"left\" id=\"docs-internal-guid-80206c08-7fff-06c6-9dc4-198df5c4187b\"><\/div>Additionally, educators were asked, <em>where would you turn (or have you turned) for information on artificial intelligence (AI)? <\/em>Figure 3 below provides a summary of their responses. Among the most popular places educators turned to for information on AI were their colleagues or friends and conference presentations\/workshops\u2013with over 16% of educators reportedly using either or both. This finding is aligned with <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-supporting-teachers\/#sources-of-teachers-professional-learning\">previous research<\/a> where educators reported a preference for informal peer mentoring over professional development options such as conferences, webinars, and online courses. Far fewer educators reported using sources like social media, popular media, or students for information on AI.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 3.<\/strong> <em>Sources of Information on AI<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87687,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/AI_Information_Final.png\" alt=\"\" class=\"wp-image-87687\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"are\">Are Educators Using AI in Their Professional Roles and if So, How?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators were asked <em>if they were using AI in their classroom<\/em> (teachers)<em>, <\/em>or <em>if teachers were using AI in their school <\/em>(building administrators and district administrators).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The responses, detailed in Figure 4 below, indicate that building administrators report that teachers in their schools are using AI in some capacity in their classrooms on a much larger scale than reported by teachers or district administrators. Nearly 70% of building administrators indicated that teachers in their buildings were using AI in their classrooms, while less than 30% of teachers reported such use. The reason for this discrepancy is not known. It could be that these figures accurately reflect the context in which these two groups work or perhaps that building administrators are overestimating AI use in their schools. Another possibility is that teachers are underestimating or not identifying AI use as a distinct activity.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 4.<\/strong> <em>AI Use by Role Type<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87688,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Use_Role_Final.png\" alt=\"\" class=\"wp-image-87688\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>For district administrators who reported that AI was <em>not<\/em> being used in their schools, those indicating that they were exploring future use of AI were nearly double those who had no future plans to use AI (45.1% compared to 21.2%). Given this data, building and district administrators appear more open or resigned to the inevitability of AI use in their schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This trend was not the same for teachers. Of those not using AI in their classrooms, only 31.8% reported that they were exploring future use, while 43% indicated they had no plans for using AI in their classrooms. More so than the other two groups, teachers seemed fairly evenly split between those who were either using AI or planned to and those who had no plans to use AI.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers who indicated that they were using AI were asked to explain how they were using AI in their classrooms. These responses are summarized in Table 3 below. Responses were grouped into categories and examples of each, from responding teachers, are provided for context.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Table 3 highlights various applications of AI in the classroom as reported by teachers, reflecting its diverse role in supporting educational practices. Teachers reported using AI for lesson planning, interactive learning, resource enhancement, and professional development, illustrating its broad utility. Additionally, teachers also reported using AI tools to assist in assessment and feedback, proofreading, and creative writing, and providing targeted support to both teachers and students. These uses suggest that AI can be a multifaceted and valuable tool in education, capable of addressing various needs and improving efficiency, though successful integration requires trust, training, and ethical implications.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3.<\/strong> <em>Teachers\u2019 Use of AI in the Classroom<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Category<\/strong><\/td><td><strong>Example 1<\/strong><\/td><td><strong>Example 2<\/strong><\/td><td><strong>Example 3<\/strong><\/td><\/tr><tr><td><strong>Lesson Planning &amp; Curriculum Development<\/strong><\/td><td>Creating standards-based writing prompts, rubrics, and clear instructions.<\/td><td>Developing differentiated lessons to provide tiers of support to students.<\/td><td>Creating decodable passages and sentences for phonics skills.<\/td><\/tr><tr><td><strong>Interactive and Engaging Learning<\/strong><\/td><td>Introducing AI tools to students and teaching prompt engineering.<\/td><td>Demonstrating the pros and cons of AI compared to traditional search tools.<\/td><td>Integrating AI tools into lessons for interactive tutoring and conversation.<\/td><\/tr><tr><td><strong>Enhancing Classroom Resources<\/strong><\/td><td>Generating content for differentiated instruction.<\/td><td>Translating texts and changing reading levels to meet student needs.<\/td><td>Developing lesson materials and extension activities.<\/td><\/tr><tr><td><strong>Professional Development and Modeling<\/strong><\/td><td>Modeling AI use in lesson planning and communication for students.<\/td><td>Teaching machine learning and generative AI units in computer science classes.<\/td><td>Educating students on the ethical use of AI and how to edit AI-generated content.<\/td><\/tr><tr><td><strong>Assessment &amp; Feedback<\/strong><\/td><td>Providing targeted, rubric-driven feedback on student writing with tools like Class Companion.<\/td><td>Using AI to respond to students' work submissions and provide feedback.<\/td><td>Creating practice questions and assessment prompts.<\/td><\/tr><tr><td><strong>Proofreading and Writing Support<\/strong><\/td><td>Teaching students how to use AI for thesis generation, research assistance, and example summaries.<\/td><td>Encouraging the use of Grammarly and grammar practice software like Quill.<\/td><td>Proofreading student writing.<\/td><\/tr><tr><td><strong>Creative Writing and Content Generation<\/strong><\/td><td>AI-assisted writing structure, support, and feedback on fluency.<\/td><td>AI \"interviews\" with characters\/authors to generate ideas for writing.<\/td><td>Creating visual prompts for oral exams and practice exams.<\/td><\/tr><tr><td><strong>Communication and Administrative Tasks<\/strong><\/td><td>Generating emails, letters of recommendation, announcements, and newsletters.<\/td><td>Using AI to change wording to professional language in communications with parents.<\/td><td>Creating content and language objectives for lessons.<\/td><\/tr><tr><td><strong>Specialized Uses and Niche Applications<\/strong><\/td><td>Creating individualized learning pathways and analyzing student progress.<\/td><td>Integrating AI in specific subjects like French language learning by updating old texts to modern language.<\/td><td>Using AI for specific tasks like creating letters of recommendation and Quizizz assignments.<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>To understand how educators are\u2014or are not\u2014using AI, it\u2019s important to understand what barriers exist concerning AI implementation. Educators were asked, <em>what barriers, if any, are keeping you from using artificial intelligence (AI) in your professional role, or using AI with your students?<\/em>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Table 4 below provides a summary of the types of barriers identified by educators alongside examples of each in practice. Among the most prevalent barriers identified are <em>logistical barriers <\/em>such as lack of training and time constraints, <em>institutional barriers<\/em>, and <em>ethical barriers<\/em> such as ethical and privacy concerns, negative perceptions, and lack of trust in AI. In many ways, logistical barriers are easier to overcome as they have clear solutions. If educators feel that they have an overall lack of training on AI, the solution is to provide more training. Ethical barriers, on the other hand, have less clear solutions and take long-term, targeted interventions. Given this, simply addressing logistical barriers may not produce the lasting, institutional change buildings or district leaders desire.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 4.<\/strong> <em>Barriers to AI Use in Classrooms<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Category<\/strong><\/td><td><strong>Example 1<\/strong><\/td><td><strong>Example 2<\/strong><\/td><td><strong>Example 3<\/strong><\/td><\/tr><tr><td><strong>Lack of Training<\/strong><\/td><td>Need more training before using it in the classroom.<\/td><td>Lack of understanding of how to integrate AI into teaching.<\/td><td>Professional development required to understand AI's uses and pitfalls.<\/td><\/tr><tr><td><strong>Ethical and Privacy Concerns<\/strong><\/td><td>Concerns about data privacy (FERPA, IEP\/504s, HIPAA).<\/td><td>Worry about inaccurate or biased information.<\/td><td>Ethical concerns about the databases AI is based on.<\/td><\/tr><tr><td><strong>Institutional Barriers<\/strong><\/td><td>District blocks many AI programs and tools.<\/td><td>Approval is required from the district to use AI.<\/td><td>Lack of district policy or guidelines for AI use.<\/td><\/tr><tr><td><strong>Negative Perceptions and Stigma<\/strong><\/td><td>Belief that AI use is cheating or lazy.<\/td><td>Concerns about AI reducing students' critical thinking and creativity.<\/td><td>Stigma and fear around AI from colleagues and students.<\/td><\/tr><tr><td><strong>Time Constraints<\/strong><\/td><td>Lack of time to learn and apply AI tools.<\/td><td>Time needed to revamp assignments to incorporate AI.<\/td><td>Other priorities taking precedence over learning about AI.<\/td><\/tr><tr><td><strong>Lack of Trust in AI<\/strong><\/td><td>Distrust in AI's reliability and accuracy.<\/td><td>Belief that AI is not a trustworthy or honest tool.<\/td><td>Concerns that AI will not replace human teaching effectively.<\/td><\/tr><tr><td><strong>Resistance to Change<\/strong><\/td><td>Preference for traditional teaching methods.<\/td><td>Belief that students should develop skills without AI assistance.<\/td><td>View that AI is against personal values and beliefs.<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"do\">Do Educators Trust AI Systems? What Are Their Primary Concerns About AI?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All educators who participated in the survey were asked to <em>rate their level of trust in AI from 0<\/em> (no trust) <em>to 100<\/em> (complete trust), with 50 indicating a moderate level of trust. The average or mean score for all educators was 49.4 indicating a moderate level of trust in AI overall.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Figure 5 below details the level of trust by role relative to the average level of trust reported by all educators. Curriculum directors (61.1), school business officials\/CFO (58.3), coaches\/consultants (59.7), and superintendents\/assistant superintendents (57.2) on average reported the highest levels of trust in AI. Conversely, educational support professionals (35.5), school support staff (40.3), and library\/media specialists (43.0) had the lowest trust. It is important to note, however, that these roles accounted for only 47 out of 1,055 responses. Teachers had the 5th lowest trust in AI with a mean of 43.7.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 5.<\/strong> <em>Level of Trust in AI by Role<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87689,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Trust_Role_Final.png\" alt=\"\" class=\"wp-image-87689\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>We also looked at the level of trust by experience with AI. Figure 6 below details the results. Unsurprisingly, educators who have not used AI and do not plan to have the lowest level of trust in AI. Conversely, those who have used AI in their professional role had the highest levels of trust. The directionality of this relationship is not clear; however, it is important to note that there are not an insignificant number of educators who have very low trust in AI <em>and<\/em> have not used AI in any capacity\/do not plan to. Additionally, there are a fairly large number of educators who are unsure if they\u2019ve used AI, suggesting that any AI integration plans must begin with trainings that focus on awareness and understanding of AI systems.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 6.<\/strong> <em>Level of Trust in AI by AI Experience<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87690,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Trust_Experience_Final.png\" alt=\"\" class=\"wp-image-87690\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Finally, we looked at the level of trust in AI alongside the level of priority educators placed on AI integration shown in Figure 7. Educators were asked to indicate on the same 0 to 100 scale, what level of priority they place on artificial intelligence (AI) integration in education today. Teachers indicated the lowest level of priority of AI integration, much less than both building and district administrators who both had mean scores above 50. The scatterplot (Figure 7) shows a positive relationship between trust and priority\u2014as trust increases, the priority placed on integrating AI also increases. Teachers reported the lowest levels of trust in AI and the lowest priority for AI integration. Both building administrators and district administrators started at similar levels of trust and prioritization; however, as district administrators' trust increased, the priority they placed on AI integration slightly surpassed that of building administrators. Educators who have a high level of trust in AI may place increased priority on integration because of the perceived benefits of use, while those with lower levels of trust may be hesitant to place a high priority on integration due to perceived drawbacks and concerns.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 7.<\/strong> <em>Trust in AI and Listing AI as a Priority<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87691,\"width\":\"596px\",\"height\":\"auto\",\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Trust_Priority_Final-1024x966.png\" alt=\"\" class=\"wp-image-87691\" style=\"width:596px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Educators were asked to select all the areas in which they were concerned about AI integration. Figure 8 provides a detailed look at their responses. More than 10% of educators reported concerns around inappropriate student use, overdependence on technology, privacy and data security, ethical considerations with AI content and curation, and potential bias in AI. Educators, while still concerned, reported being less concerned overall about the cost of implementation, equity and accessibility, replacement of human educators, and lack of effective AI education tools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There was also the option to add additional concerns not listed in the original question. Overwhelmingly, educators indicated that they were concerned about the intellectual and academic impact of AI. For example, they noted concerns regarding AI encouraging intellectual laziness, negative impacts on students' critical thinking, increased risk of cheating, and accusations of cheating. Educators also reported concerns about the reliability and accuracy of AI results, noting that AI often produces incorrect or inappropriate information, and students might believe all AI-generated content is factual, leading to misinformation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This data suggests that educators' concerns are varied but the most pressing tend to be those regarding ethical use (inappropriate student use, cheating, etc.) and less logistical (cost, tool availability, etc.). For schools and districts looking to explore AI use and integration, understanding educators' specific concerns will be crucial in bolstering trust and confidence in AI.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 8.<\/strong> <em>Concerns Regarding AI<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87692,\"width\":\"1140px\",\"height\":\"auto\",\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/AI_Concerns_Final.png\" alt=\"\" class=\"wp-image-87692\" style=\"width:1140px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"how\">How Do Educators Envision the Future of AI?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As discussed above, building and district administrators place the level of priority of AI integration around 60 out of 100 (57.4 and 59.3 respectively). Nearly 80% of district administrators and nearly 90% of building administrators report that they are currently using AI or exploring future use. Taken together, this suggests that administrators, and to a much smaller extent teachers, regard AI implementation as somewhat of an inevitability and therefore a priority. One that will be necessary to consider in the future, regardless of their level of trust around AI.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 9.<\/strong> <em>Promising Uses of AI<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87693,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/AI_Uses_Final.png\" alt=\"\" class=\"wp-image-87693\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>We also asked all educators <em>in what areas they think AI can be a useful tool<\/em>. The results are detailed in Figure 9 above. Educators seemed most optimistic about AI assisting with content creation and curation, personalized learning, and accessibility\/assistive technology. Educators seemed most optimistic about AI\u2019s ability to help them personalize and differentiate learning and make their content and curriculum more accessible. Teachers seemed less optimistic about AI assisting with some of the more \u201cinterpersonal\u201d aspects of teaching such as virtual tutoring or assistance programs, instruction, and community\/parent communication and engagement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To understand how to better support teachers and schools in AI implementation, educators were asked, <em>in what areas do you need support for integrating artificial intelligence (AI) into your school\/district.<\/em> Figure 10 below details their responses. At the top of the list was a need for support around professional development, followed by technical expertise\/training\u2013two areas that are closely aligned. Educators also responded and identified a need for assistance with AI policy, specifically guidance around data privacy and security, as well as draft AI policies and guidelines.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 10.<\/strong> <em>Areas of Support Needed Regarding AI Integration<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87694,\"width\":\"1140px\",\"height\":\"auto\",\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/AI_Support_Final-1024x545.png\" alt=\"\" class=\"wp-image-87694\" style=\"width:1140px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"key\">Key Takeaways<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"building\">Building and District Administrators Have High Trust in AI and Deeper Experience with AI<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Building and district administrators have higher levels of trust in AI and consider AI integration to be a higher priority than teachers. These administrators also have much more experience using AI both personally and professionally than teachers. As such, administrators need to be mindful and patient as teachers may not automatically \u201cbuy into\u201d their vision for AI integration. Education leaders can use their experience and vision to lead their buildings and districts but need to be understanding of stakeholder concerns and reluctance towards AI.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"regardless\">Educators Are Using AI in Their Buildings and Classrooms, Regardless of Offical District Policy<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Only approximately 30% of district administrators reported that their school, school board, or governing body officially adopted AI policy or guidelines; however, over 50% of educators who responded to this survey reported using AI in their professional role (an additional 15% reported using it personally but not professionally). Educators (not all, but many) are \u201cahead\u201d of their districts and using AI in their classrooms and schools. Whether or not districts want to pursue AI integration, this data suggests a real need for clear AI policies and guidelines to guide the use that is already taking place.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"skeptics\">There Exists a Group of AI Skeptics That Cannot Be Ignored<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There is a not insignificant group of educators who have little to no interest, low trust, and are not actively seeking information on AI. Six percent of educators reported that they are not looking for support on AI integration and will not need it in the future, 20% have not used AI and do not plan to, and approximately 10% do not think AI will be used significantly in classrooms in the next 5 years. This group of educators, while not the majority, may possess serious concerns about AI integration and\/or be largely apathetic to the potential uses and implications of AI.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"discussions\">Discussions Around AI Are Just Getting Started<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A vast majority of educators, over 80%, feel like AI will play a \u201cvery significant\u201d or \u201csomewhat significant\u201d role in education in the next 5 years. However, given current experience and use trends, there exists a large gap between how and when educators are using AI now and where they expect to be in the future. Encouragingly, educators reported a strong need for support integrating AI into their schools and districts in the areas of professional development\/expertise, data privacy, and draft policy and guidelines among others.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This data also suggests that not everyone is entering the discussion around AI integration with the same experience, perceptions, and concerns. Education leaders will need to assess where stakeholders are and ensure diverse voices are represented\u2014not just those most enthusiastic about AI. One way to ensure diverse perspectives is to include the larger stakeholder community as educators in this survey responded that they valued those voices. Over 50% of educators felt that both students and the larger community should be involved in discussions around AI \u201calways\u201d or \u201coften\u201d, while only approximately 10% of educators felt that these groups should be included \u201crarely\u201d or \u201cnever.\u201d Figure 11 shows a detailed breakdown of how often educators felt students and the school community should be involved in discussions around AI.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 11. <\/strong><em>Perceptions of How Often Students and Community Members Should Be Involved in Discussions Regarding AI<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":87695,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Community_Student_Final.jpeg\" alt=\"\" class=\"wp-image-87695\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"final\">Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If there is to be one takeaway from this research, it is that there is a vast array of perceptions, concerns, experiences, needs, and levels of trust around AI. Educators see many areas of promise for AI integration but also many areas of concern. Many educators are using AI personally or professionally, but districts may not yet be \u201ccaught up\u201d to this reality. Educators have seen educational technology tools come and go for decades now, and while there are a small number who believe AI will not produce radical changes to education, many more are expecting AI to transform it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This survey is only the start of understanding Michigan educators' perceptions of AI\u2014many more discussions are needed. While this research focused on educational professionals, key stakeholders such as students and parents were not included; however, they will need to be as districts and schools move forward with AI integration.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We started this report by stating that AI integration requires meticulous planning and strategic alignment with a school district\u2019s educational goals, values, and priorities. <em>This still holds true<\/em>. AI use is already happening in schools and educators expect this use to increase significantly in the near future. Educators are hungry for more guidance, clarity, and information on AI and how to integrate it into their practice\u2013<em>but they\u2019re also cautious<\/em>. While the process will not be easy, it is imperative that schools and districts address AI, in some capacity, because leaders, teachers, and <a href=\"https:\/\/www.act.org\/content\/dam\/act\/secured\/documents\/High-School-Students-Use-and-Impressions-of-AI-Tools-Accessible.pdf\">students<\/a> are already using AI, oftentimes without any guardrails in place. School districts have the ability to establish these guardrails to equip educators with the tools necessary to navigate the complexities of integrating AI in their districts while empowering both their staff and students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on this evidence,<em> the <\/em>AI Lab within MVLRI will continue to provide support and leadership to the AI Statewide Workgroup and others around the following strategies:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Increase AI awareness and communications<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Pursue ongoing research on AI classroom literacy<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Expand professional learning on AI tools&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Validate and consider potential concerns<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->",
            "title": "AI in Education: Exploring Trust, Challenges, and the Push for Implementation",
            "excerpt": "Executive Summary In March 2024, Michigan Virtual\u2019s AI Lab convened the first AI Statewide Workgroup of education associations in Michigan to identify and coordinate important AI-related trends, challenges, and opportunities facing Michigan school districts.&nbsp; The workgroup includes top leaders from 14 organizations including the Michigan Education Association, Michigan Association of School Boards, Michigan Association of...",
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        {
            "id": 87559,
            "path": "\/mindplay\/",
            "author_id": 65,
            "timestamp": 1717769635,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"599\" height=\"148\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/New-MP-logo-Gradient-W.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\tIndividualized learning solutions proven to increase proficiency and confidence.\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t<p>Holistic screening assessments for grades K-12, addressing academic abilities and dyslexia-related challenges.<\/p>\t\t\t\t\n\t\t\t<h2>Comprehensive Screening<\/h2>\t\t\n\t\t<p>MindPlay Reading Coach delivers personalized, research-based instruction tailored to students\u2019 individual needs.<\/p>\t\t\t\t\n\t\t\t<h2>Acquiring Foundation Reading Skills<\/h2>\t\t\n\t\t<p>Personalized Library offers students the ability to read whole books at their Lexile\u00ae level to foster engagement.<\/p>\t\t\t\t\n\t\t\t<h2>Tailored Reading Experiences<\/h2>\t\t\n\t\t<p>Create a strong foundation for mathematical proficiency for K-5.<\/p>\t\t\t\t\n\t\t\t<h2>Foundational Math Coaches<\/h2>\t\t\n\t\t\t<h2>Learn more about MindPlay!<\/h2>\t\t\n\t\t<p><em>Michigan Virtual <\/em>is an exclusive partner distributing MIndPlay to Michigan schools.<\/p>",
            "title": "Mindplay",
            "excerpt": "Individualized learning solutions proven to increase proficiency and confidence. Learn More Holistic screening assessments for grades K-12, addressing academic abilities and dyslexia-related challenges. Comprehensive Screening MindPlay Reading Coach delivers personalized, research-based instruction tailored to students\u2019 individual needs. Acquiring Foundation Reading Skills Personalized Library offers students the ability to read whole books at their Lexile\u00ae level...",
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        {
            "id": 87427,
            "path": "\/professionals\/ai-workshop\/2024-summer-ai-leadership-academy\/",
            "author_id": 84,
            "timestamp": 1717523195,
            "content": "<h1>2024 Summer AI Leadership Academy<\/h1>\t\t\n\t<a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Screenshot-2024-06-04-152417-1.png\" alt=\"Screenshot 2024-06-04 152417\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/MASA_LogoHorzOneColorBlue.jpg\" alt=\"MASA_LogoHorzOneColorBlue\" loading=\"lazy\"><\/a>\t\t\n\t\t<p>Join a cohort of fellow education leaders in this enriching 8-week leadership academy, co-hosted by MASA and <em>Michigan Virtual<\/em>. Immerse yourself in a structured, multi-module program designed to empower school district leaders like you. Participate remotely with weekly 90-minute sessions, deepening your understanding and application of AI in educational settings.<\/p><p>Upon completion, you'll earn 16 SCECHs and gain invaluable confidence in driving AI implementation, navigating ethical complexities, and seamlessly integrating AI into both curricular and administrative landscapes. Join us and become a visionary leader shaping the future of education.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=1026\">\n\t\t\t\t\t\t\t\t\tRegister Now\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"679\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-1478407211-1024x679.jpg\" alt=\"Woman using computer chatting with an intelligent artificial intelligence asks for the answers wants. A.I. Chat with AI or Artificial Intelligence technology. knowledge on the internet, e-learning,\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Elevate your leadership with AI.<\/h2>\t\t\n\t\t\tHere's what you can expect:\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Start Date<\/b>: June 18, 2024\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Duration<\/b>: 8 Weeks\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Format<\/b>: One 90-minute session per week, held via Zoom\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Special Session<\/b>: One session possibly held in-person with remote option (TBD)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Cohorts<\/b>: Academy held in cohorts of 30 participants each; multiple cohorts may be run simultaneously if demand arises\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Professional Development<\/b>: Awards 16 SCECHs\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Cost<\/b>: $500 per participant\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Program overview<\/h2>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/AI-Summer-Leadership-Academy-Information.pdf\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload Overview\n\t\t\t\t\t<\/a>\n\t\t<p>The AI Leadership Academy is a structured, multi-module program designed for school district leaders, designed and delivered jointly by MASA and <em>Michigan Virtual<\/em>. It is designed to deepen your understanding and application of AI in educational settings and aligned to the <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\">Michigan Virtual AI Integration Framework for School Districts<\/a>. Key components include:<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Introduction to AI in Education<\/b>: Understanding the basics of AI, its current and potential applications in the education sector.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Strategic Implementation<\/b>: Guiding leaders through the process of integrating AI into their school's strategic plans, aligning with their portraits of a graduate, and including setting goals and measuring outcomes.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Ethical Considerations and Policy Development<\/b>: Focus on the ethical use of AI, data privacy, and developing policies that govern AI use in schools.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Leadership and Change Management<\/b>: Skills for leading change in educational institutions, addressing staff concerns, and fostering a culture open to innovation.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Hands-On Workshops<\/b>: Practical sessions where leaders can experiment with AI tools and technologies, gaining firsthand experience.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Collaboration and Networking<\/b>: Opportunities to collaborate with peers, share best practices, and build a support network.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Capstone project<\/b>: Leaders work through the duration of the academy to develop an actionable plan that they can execute at the start of the school year in their own setting\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t<button id=\"e-n-tabs-title-3021\" data-tab-index=\"1\" role=\"tab\" aria-controls=\"e-n-tab-content-3021\" style=\"--n-tabs-title-order: 1\">\n\t\t\t\t\tWeek 1\t\t\t\t\n\t\t\t<\/button>\n\t\t\t\t\t<button id=\"e-n-tabs-title-3022\" data-tab-index=\"2\" role=\"tab\" aria-controls=\"e-n-tab-content-3022\" style=\"--n-tabs-title-order: 2\">\n\t\t\t\t\tWeek 2\t\t\t\t\n\t\t\t<\/button>\n\t\t\t\t\t<button id=\"e-n-tabs-title-3023\" data-tab-index=\"3\" role=\"tab\" aria-controls=\"e-n-tab-content-3023\" style=\"--n-tabs-title-order: 3\">\n\t\t\t\t\tWeek 3\t\t\t\t\n\t\t\t<\/button>\n\t\t\t\t\t<button id=\"e-n-tabs-title-3024\" data-tab-index=\"4\" role=\"tab\" aria-controls=\"e-n-tab-content-3024\" style=\"--n-tabs-title-order: 4\">\n\t\t\t\t\tWeek 4\t\t\t\t\n\t\t\t<\/button>\n\t\t\t\t\t<button id=\"e-n-tabs-title-3025\" data-tab-index=\"5\" role=\"tab\" aria-controls=\"e-n-tab-content-3025\" style=\"--n-tabs-title-order: 5\">\n\t\t\t\t\tWeek 5\t\t\t\t\n\t\t\t<\/button>\n\t\t\t\t\t<button id=\"e-n-tabs-title-3026\" data-tab-index=\"6\" role=\"tab\" aria-controls=\"e-n-tab-content-3026\" style=\"--n-tabs-title-order: 6\">\n\t\t\t\t\tWeek 6\t\t\t\t\n\t\t\t<\/button>\n\t\t\t\t\t<button id=\"e-n-tabs-title-3027\" data-tab-index=\"7\" role=\"tab\" aria-controls=\"e-n-tab-content-3027\" style=\"--n-tabs-title-order: 7\">\n\t\t\t\t\tWeek 7\t\t\t\t\n\t\t\t<\/button>\n\t\t\t\t\t<button id=\"e-n-tabs-title-3028\" data-tab-index=\"8\" role=\"tab\" aria-controls=\"e-n-tab-content-3028\" style=\"--n-tabs-title-order: 8\">\n\t\t\t\t\tWeek 8\t\t\t\t\n\t\t\t<\/button>\n\t\t\t\t\t\t\t<h6>June 18<br \/>10am &#8211; 11:30am<\/h6><p><b>Leadership and Vision<br \/><\/b>Facilitated discussion on how AI is shaping educational leadership across different domains and how leaders are using the principles of change management to embrace AI in school districts.<\/p><p>Deliverable:\u00a0<br \/>Draft a personalized vision statement for AI integration in their school districts. This should outline key goals and the impact they anticipate from AI adoption.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<h6>June 25<br \/>10am &#8211; 11:30am<\/h6><p><b>AI-Powered Learning Models <br \/><\/b>Demonstration of AI tools that enhance personalized learning, followed by a hands-on session where participants use these tools to create custom learning activities.<\/p><p>Deliverable:\u00a0<br \/>Outline a pilot project that utilizes an AI learning model in a specific subject area or grade level in your district.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<h6>July 9<br \/>10am &#8211; 11:30am<\/h6><p><b>Policy, Ethics, Legal Considerations<br \/><\/b>Panel discussion with experts in education law and policy. Participants engage in breakout sessions to consider different scenarios involving AI in schools.<\/p><p>Deliverable:\u00a0<br \/>Draft an initial policy framework that addresses ethical use, data privacy, and regulatory compliance related to AI in their schools.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<h6>July 16<br \/>10am &#8211; 11:30am<\/h6><p><b>Teacher Use and Development\u00a0<br \/><\/b>Workshop on integrating AI tools into daily teaching practices, featuring real-time simulations and interactive tutorials.<\/p><p>Deliverable:\u00a0<br \/>Creation of a training plan for teachers in your districts, focusing on the adoption and routine use of AI tools in lesson planning and delivery.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<h6>July 23<br \/>10am &#8211; 11:30am<\/h6><p><b>Student Use<br \/><\/b>Interactive demos of AI applications designed for student use, such as tutoring bots or content creation tools, with feedback sessions to discuss usability and engagement.<\/p><p>Deliverable:\u00a0<br \/>Develop guidelines for students that outline AI literacy efforts, benefits, and limitations of using AI tools for learning.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<h6>July 30<br \/>10am &#8211; 11:30am<\/h6><p><b>Curriculum, Instruction &amp; Assessment<br \/><\/b>Workshop on the implications of AI-enhanced learning for assessment practices, followed by discussions on real-world adaptation strategies.<\/p><p>Deliverable:<br \/>Produce a comprehensive plan for teachers and curriculum staff for modifying assessments that accommodate AI tool usage, including updated methods, teacher guidelines, and evaluation criteria.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<h6>August 6<br \/>10am &#8211; 11:30am<\/h6><p><b>Business &amp; Technology<br \/><\/b>Case studies of schools that have successfully integrated AI into operations such as scheduling, transportation, and resource management.<\/p><p>Deliverable: <br \/>Action plan for adopting AI in one administrative area, such as enrollment management or facility usage, including expected outcomes and required resources.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<h6>August 13<br \/>10am &#8211; 11:30am<\/h6><p><b>Outreach and Implementation<br \/><\/b>Roundtable discussions to refine AI integration plans including deliverables from weeks 1-7 and discuss communication strategies and tools for engaging various community stakeholders about AI integration plans<\/p><p>Deliverable:\u00a0<br \/>Create a tailored plan for presenting your AI initiatives to parents, teachers, and community members, ensuring transparency and garnering support.<\/p>\t\t\t\t\t\t\n\t\t<h6>June 18<br \/>10am - 11:30am<\/h6><p><b>Leadership and Vision<br \/><\/b>Facilitated discussion on how AI is shaping educational leadership across different domains and how leaders are using the principles of change management to embrace AI in school districts.<\/p><p>Deliverable:\u00a0<br \/>Draft a personalized vision statement for AI integration in their school districts. This should outline key goals and the impact they anticipate from AI adoption.<\/p><h6>June 25<br \/>10am - 11:30am<\/h6><p><b>AI-Powered Learning Models <br \/><\/b>Demonstration of AI tools that enhance personalized learning, followed by a hands-on session where participants use these tools to create custom learning activities.<\/p><p>Deliverable:\u00a0<br \/>Outline a pilot project that utilizes an AI learning model in a specific subject area or grade level in your district.<\/p><h6>July 9<br \/>10am - 11:30am<\/h6><p><b>Policy, Ethics, Legal Considerations<br \/><\/b>Panel discussion with experts in education law and policy. Participants engage in breakout sessions to consider different scenarios involving AI in schools.<\/p><p>Deliverable:\u00a0<br \/>Draft an initial policy framework that addresses ethical use, data privacy, and regulatory compliance related to AI in their schools.<\/p><h6>July 16<br \/>10am - 11:30am<\/h6><p><b>Teacher Use and Development\u00a0<br \/><\/b>Workshop on integrating AI tools into daily teaching practices, featuring real-time simulations and interactive tutorials.<\/p><p>Deliverable:\u00a0<br \/>Creation of a training plan for teachers in your districts, focusing on the adoption and routine use of AI tools in lesson planning and delivery.<\/p><h6>July 23<br \/>10am - 11:30am<\/h6><p><b>Student Use<br \/><\/b>Interactive demos of AI applications designed for student use, such as tutoring bots or content creation tools, with feedback sessions to discuss usability and engagement.<\/p><p>Deliverable:\u00a0<br \/>Develop guidelines for students that outline AI literacy efforts, benefits, and limitations of using AI tools for learning.<\/p><h6>July 30<br \/>10am - 11:30am<\/h6><p><b>Curriculum, Instruction &amp; Assessment<br \/><\/b>Workshop on the implications of AI-enhanced learning for assessment practices, followed by discussions on real-world adaptation strategies.<\/p><p>Deliverable:<br \/>Produce a comprehensive plan for teachers and curriculum staff for modifying assessments that accommodate AI tool usage, including updated methods, teacher guidelines, and evaluation criteria.<\/p><h6>August 6<br \/>10am - 11:30am<\/h6><p><b>Business &amp; Technology<br \/><\/b>Case studies of schools that have successfully integrated AI into operations such as scheduling, transportation, and resource management.<\/p><p>Deliverable: <br \/>Action plan for adopting AI in one administrative area, such as enrollment management or facility usage, including expected outcomes and required resources.<\/p><h6>August 13<br \/>10am - 11:30am<\/h6><p><b>Outreach and Implementation<br \/><\/b>Roundtable discussions to refine AI integration plans including deliverables from weeks 1-7 and discuss communication strategies and tools for engaging various community stakeholders about AI integration plans<\/p><p>Deliverable:\u00a0<br \/>Create a tailored plan for presenting your AI initiatives to parents, teachers, and community members, ensuring transparency and garnering support.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=1026\">\n\t\t\t\t\t\t\t\t\tRegister Now\n\t\t\t\t\t<\/a>\n\t<a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/Screenshot-2024-06-04-152417-1.png\" alt=\"Screenshot 2024-06-04 152417\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/MASA_LogoHorzOneColorBlue.jpg\" alt=\"MASA_LogoHorzOneColorBlue\" loading=\"lazy\"><\/a>",
            "title": "2024 Summer AI Leadership Academy",
            "excerpt": "2024 Summer AI Leadership Academy Join a cohort of fellow education leaders in this enriching 8-week leadership academy, co-hosted by MASA and Michigan Virtual. Immerse yourself in a structured, multi-module program designed to empower school district leaders like you. Participate remotely with weekly 90-minute sessions, deepening your understanding and application of AI in educational settings....",
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        {
            "id": 87032,
            "path": "\/research\/publications\/key-strategies-for-supporting-disengaged-and-struggling-students-in-virtual-learning-environments\/",
            "author_id": 55,
            "timestamp": 1717439662,
            "content": "<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Abstract\">Abstract<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study identifies effective strategies that virtual teachers and programs employ with disengaged and struggling students. Virtual teachers reported using a variety of strategies with struggling students, among the most often used were providing frequent and specific feedback, and leveraging the support of adults close to the student. Virtual educators also provided advice for new virtual teachers and discussed the challenges they face online. The report concludes by highlighting programmatic considerations for effectively supporting virtual learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Introduction\">Introduction and Need for the Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During and following the shift to emergency remote instruction during the COVID-19 pandemic, researchers at <em>Michigan Virtual<\/em> identified that schools and districts that had already implemented effective virtual teaching and learning practices before the COVID-19 outbreak experienced greater degrees of success in this transition than their counterparts. Teachers and school leaders of established virtual schools and programs had already invested time and energy in the development of effective pedagogical skills needed to help students achieve success in virtual or remote learning environments. Following this observation, researchers set out to identify these effective practices used frequently with teachers and students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">first study<\/a>, conducted by researchers at <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI), further aimed to provide promising practices for teachers and school administrators new to teaching and leading in a virtual or remote learning environment to understand how they could better engage students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The present study is a continuation of that work, digging deeper to identify effective strategies that virtual programs and teachers employ with disengaged and struggling students. Unsurprisingly, there is considerable overlap between strategies used for all students and those frequently used with disengaged students\u2013with a few caveats, including but not limited to the pronounced role of parental and mentor support and intervention as well as the profound effectiveness of communication. The following report discusses strategies that experienced virtual teachers use with struggling or disengaged students, programmatic supports for said students, sources of professional development for virtual teachers, and concludes by highlighting programmatic considerations for effectively supporting virtual learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Methodology\">Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This qualitative study utilized an online survey to collect data from 296 virtual educators (269&nbsp;teachers and 27 supervising administrators) representing 10 statewide virtual schools or programs with considerable experience delivering virtual courses and serving thousands of students annually<em>. <\/em>As with our previous reports, it is important to note that the participants in this study were employed by virtual schools with well-established virtual learning programs, professional learning processes, and teacher supervision practices developed and refined over several years. The findings of this study represent an immense collection of knowledge and experience related to virtual teaching and learning across the United States.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online survey was developed in the summer of 2023, and data were collected in the fall and winter of 2023. The data were compiled and analyzed throughout the spring of 2024, responses that came in after the survey collection cut-off point were excluded from the analysis. The resulting report was made publicly available to all schools and districts in the summer of 2024. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A vast majority of educators (74% of teachers and administrators) served students at the high school level (grades 9-12). Approximately half of the educators surveyed had 10 or more years of experience as a teacher or administrator, and an additional 23% had between 6 and 10 years of experience. A majority of educators (79%) were part-time teachers, 12% were full-time, and 9% were administrators. Most educators (88%) reported that they primarily provided asynchronous instruction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Limitations\">Limitations of the Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u200b\u200bAs with the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/?q=key+strategies+for+supporting\">previous reports in this series<\/a>, the findings of this study represent the perceptions of teachers and supervising administrators of well-established statewide virtual schools and programs. While the study intends to share promising practices with teachers and administrators new to teaching and leading within virtual learning environments, the practices are not generalizable to all schools in the United States as the participants of this study are working within mature virtual learning programs that have formal structures and supports for teachers and administrators to serve students and families in virtual learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Discussion\">Discussion of the Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Student-Engagement\">Student Engagement Strategies&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators reported using various strategies in their online courses to support disengaged or struggling learners. Over 55% of educators reported using 13 of the 22 strategies listed, with at least a quarter of educators reporting that they use all but two of these strategies. Similar to previous reports, the most common strategy is providing frequent and specific feedback. In our <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">report<\/a> on engaging students in virtual learning environments, we discuss how feedback serves dual purposes of being the primary method of communication and relationship-building and supporting students\u2019 academic progress.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Two strategies that more than 60% of educators reported using involve communicating with and leveraging the support of adults close to the student. Nearly 70% of educators report that when faced with disengaged or struggling students, they communicate with the student's onsite mentor, whereas 60% indicated that, in these cases, they encourage parental involvement. This is intuitive as even the most engaged and effective virtual teachers may have difficulty reaching severely disengaged students given the lack of physical proximity. Engaging another adult who is close to the student can help to \u201cbridge this gap.\u201d Table 1 provides a breakdown of the student engagement strategies used by virtual educators.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1.<\/strong>\u00a0<em>Student Engagement Strategies Used by Virtual Educators<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Strategy<\/strong><\/td><td><strong>Count of Educators<\/strong><\/td><td><strong>% of Educators<\/strong><\/td><\/tr><tr><td>I provide frequent and specific feedback<\/td><td>233<\/td><td>78.7%<\/td><\/tr><tr><td>I communicate with the student's on-site mentor<\/td><td>204<\/td><td>68.9%<\/td><\/tr><tr><td>I make myself available to students through scheduled office hours or \u201cdrop-in\u201d hours<\/td><td>200<\/td><td>67.6%<\/td><\/tr><tr><td>I provide clear instructions for assignments<\/td><td>191<\/td><td>64.5%<\/td><\/tr><tr><td>I provide supplementary materials (online tutorials, instructional videos, additional reading materials)<\/td><td>185<\/td><td>62.5%<\/td><\/tr><tr><td>I provide supplementary visual aids (graphics, diagrams, videos)<\/td><td>182<\/td><td>61.5%<\/td><\/tr><tr><td>I encourage parental involvement<\/td><td>180<\/td><td>60.8%<\/td><\/tr><tr><td>I provide clear course expectations<\/td><td>175<\/td><td>59.1%<\/td><\/tr><tr><td>I celebrate small student victories<\/td><td>174<\/td><td>58.8%<\/td><\/tr><tr><td>I offer regular asynchronous check-ins<\/td><td>165<\/td><td>55.7%<\/td><\/tr><tr><td>I try to cultivate a strong interpersonal relationship with the student<\/td><td>163<\/td><td>55.1%<\/td><\/tr><tr><td>I try to coordinate additional support for students<\/td><td>160<\/td><td>54.1%<\/td><\/tr><tr><td>I offer 1:1 support such as tutoring<\/td><td>154<\/td><td>52.0%<\/td><\/tr><tr><td>I utilize student progress monitoring tools within the LMS<\/td><td>138<\/td><td>46.6%<\/td><\/tr><tr><td>I use real-world examples<\/td><td>127<\/td><td>42.9%<\/td><\/tr><tr><td>I provide differentiating\/individualizing instruction<\/td><td>117<\/td><td>39.5%<\/td><\/tr><tr><td>I offer regular synchronous check-ins<\/td><td>111<\/td><td>37.5%<\/td><\/tr><tr><td>I provide personalized remediation opportunities<\/td><td>104<\/td><td>35.1%<\/td><\/tr><tr><td>I provide frequent opportunities for formative assessments<\/td><td>95<\/td><td>32.1%<\/td><\/tr><tr><td>I develop personalized learning plans<\/td><td>73<\/td><td>24.7%<\/td><\/tr><tr><td>I provide opportunities for self-reflection<\/td><td>64<\/td><td>21.6%<\/td><\/tr><tr><td>I use gamification (points, badges, leaderboards)<\/td><td>20<\/td><td>6.8%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Educators were also given the opportunity to report strategies they used with disengaged and struggling students that were <em>not <\/em>listed on the survey. When asked about strategies they used that were not listed, educators reported a variety of strategies. Several responded that they used audio\/video recordings within their courses and to message students. One educator noted,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201c[I] Add video explanation for students upon request or as I see they need a different method for gaining information or more detailed explanations.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Others mentioned texting students regarding their course progress\/grade updates or using external software or websites to \u201cgamify\u201d or incentivize students. Educators frequently mentioned texting students, such as this educator who stated,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cI am sure to touch base via SMS (text message) with all my students weekly.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Several educators reported offering group tutoring sessions, \u201cmeet and greets\u201d open to all students, and connecting with parents weekly. As one educator noted,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cI provide opportunities just to socialize and build our community of learners (sneaking in some connection to the content too).\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Educators also highlighted the significance of involving parents\/guardians in the process, ensuring they are aware of student progress, areas of improvement, and the teacher's availability for support. Many educators also took this opportunity to discuss their personalized approach to engaging students through building supportive teacher-student relationships and learning about the student as an individual, beyond academics. Educators reported specific actions such as celebrating student victories, offering encouragement, and communicating through the students' preferred channels with one educator stating,&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201c[I] show them I am a real person through a cheery attitude when on camera, personalized well-worded feedback, and text emoticons in personal communications to make up for lack of tone.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Overall, the responses underscored the multifaceted nature of engaging students virtually, emphasizing the importance of tailored approaches, consistent communication, and integrating personal touches to foster a supportive learning environment. These strategies go beyond conventional methods, focusing on building rapport, providing timely feedback, and creating opportunities for interaction and participation, ultimately aiming to enhance student motivation and success in virtual settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2.<\/strong> <em>Most Effective Student Engagement Strategies Used by Educators<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Strategy<\/strong><\/td><td><strong>Count of Educators<\/strong><\/td><td><strong>% of Educators<\/strong><\/td><\/tr><tr><td>I provide frequent and specific feedback<\/td><td>140<\/td><td>47.3%<\/td><\/tr><tr><td>I communicate with the student's on-site mentor<\/td><td>71<\/td><td>24.0%<\/td><\/tr><tr><td>I provide supplementary materials (online tutorials, instructional videos, additional reading materials)<\/td><td>68<\/td><td>23.0%<\/td><\/tr><tr><td>I encourage parental involvement<\/td><td>66<\/td><td>22.3%<\/td><\/tr><tr><td>I offer regular asynchronous check-ins<\/td><td>62<\/td><td>20.9%<\/td><\/tr><tr><td>I make myself available to students through scheduled office hours or \u201cdrop-in\u201d hours<\/td><td>51<\/td><td>17.2%<\/td><\/tr><tr><td>I provide supplementary visual aids (graphics, diagrams, videos)<\/td><td>47<\/td><td>15.9%<\/td><\/tr><tr><td>I try to cultivate a strong interpersonal relationship with the student<\/td><td>45<\/td><td>15.2%<\/td><\/tr><tr><td>I provide clear instructions for assignments<\/td><td>43<\/td><td>14.5%<\/td><\/tr><tr><td>I offer 1:1 support such as tutoring<\/td><td>43<\/td><td>14.5%<\/td><\/tr><tr><td>I provide clear course expectations<\/td><td>31<\/td><td>10.5%<\/td><\/tr><tr><td>I celebrate small student victories<\/td><td>30<\/td><td>10.1%<\/td><\/tr><tr><td>I try to coordinate additional support for students<\/td><td>28<\/td><td>9.5%<\/td><\/tr><tr><td>I use real-world examples<\/td><td>22<\/td><td>7.4%<\/td><\/tr><tr><td>I offer regular synchronous check-ins<\/td><td>21<\/td><td>7.1%<\/td><\/tr><tr><td>I utilize student progress monitoring tools within the LMS<\/td><td>21<\/td><td>7.1%<\/td><\/tr><tr><td>I provide frequent opportunities for formative assessments<\/td><td>14<\/td><td>4.7%<\/td><\/tr><tr><td>I develop personalized learning plans<\/td><td>13<\/td><td>4.4%<\/td><\/tr><tr><td>I provide personalized remediation opportunities<\/td><td>13<\/td><td>4.4%<\/td><\/tr><tr><td>I provide differentiating\/individualizing instruction<\/td><td>12<\/td><td>4.1%<\/td><\/tr><tr><td>I use gamification (points, badges, leaderboards)<\/td><td>4<\/td><td>1.4%<\/td><\/tr><tr><td>I provide opportunities for self-reflection<\/td><td>3<\/td><td>1.0%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Educators were also asked to select the three strategies they found most effective and used most frequently. While Table 2 highlights the strategies that educators used most frequently, the strategies educators found most effective closely mapped to these results. Overwhelmingly educators reported using frequent and specific feedback as a key strategy for supporting disengaged or struggling students with nearly 50% reporting this is a key strategy. While educators reported using strategies such as communicating with a student's mentor or parent (24%) and providing supplemental materials (23%), providing frequent and specific feedback was utilized much more often (46%).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Strategies-New-Teachers\">Student Engagement Strategies for New Virtual Teachers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators were asked what strategies they would recommend to new virtual teachers working with disengaged or struggling students. Educators time and again highlighted the importance of communication in keeping students engaged and on track in their virtual courses. They stressed the importance of establishing open channels of communication, including using preferred methods of communication and providing frequent opportunities for check-ins or progress updates. As one educator stated,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cKeep communicating and building relationships with your students. Once they believe you are there for them even at a distance, they are more likely to do the work and take pride in their accomplishments.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>For new virtual teachers, veteran virtual educators also recommend focusing on building teacher-student relationships (for a detailed breakdown of this see our other <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">report<\/a> on key strategies for engaging students in virtual learning environments) and demonstrating genuine care for the student\u2019s progress. Educators recommended using personalized feedback as a key strategy to building these relationships, ensuring that students receive specific, detailed, positive feedback on their assignments. One educator noted,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cBuilding relationships from the beginning is crucial, as is setting clear expectations from the beginning about how the experience should look from the student\u2019s perspective. The amount of time they should expect to spend in the course as well as strategies that set them up for success and what they should do when they need help should be spelled out for students and parents from the beginning.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Finally, educators discussed the importance of flexibility. Educators reported on the utility of offering alternative assignments, options to redo or make up assignments, and flexible schedules to accommodate diverse student needs. This also includes providing a variety of learning materials such as text, videos, graphics, hands-on activities, etc. as discussed by these educators,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cPractice \"rigid flexibility\"....meaning be ready to change course set up, content delivery, strategies, etc... as soon as you see data\/evidence that shows your set up is not producing the desired student outcomes.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cBe patient and really try to get to know your students. It will pay off in the long run. Set time aside each day for you to get your grading and communicating done with students. Be flexible. Not all students are going to have the same access to the internet as others. Some have dedicated hours of the day at their in-person school where they work. Others work from home.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Challenges\">Challenges of Virtual Teaching<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators were also given the opportunity to discuss the most prominent challenges they faced when transitioning to teaching virtually. The first notable challenge revolved around the difficulty of connecting with disengaged or failing students in a virtual environment. Despite their best efforts, teachers expressed frustration over the lack of face-to-face interaction, which prevents them from reading body language, easily establishing personal connections, and quickly regaining student attention. Educators reported that this absence of physical presence also makes it challenging to identify the specific reasons for student disengagement, which makes it especially difficult to tailor inventions. This sentiment was discussed by these educators who stated,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cNot seeing the students every day and being a part of their lives. No matter what amount of connecting you try to do in the virtual environment, it just isn't the same.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cThe biggest challenge is making connections with students so they know you care and they are motivated to work.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Further, educators highlighted the challenge of establishing effective communication with parents and guardians. They described unresponsive students and parents, incorrect contact information, and an overall lack of parental involvement. Overall, the consensus among educators seems to be that the transition to virtual teaching presents substantial hurdles in establishing connections, effective communication, and student engagement, particularly with those who are disengaged or struggling academically due to the physical separation between teachers and students. Educators noted,&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cBeing able to make that personal connection with schools, facilitators, parents, and students without them being right in front of you.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201cNot seeing your students regularly, some students are hard to reach, some parents are hard to reach.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Program-Strategies\">Programmatic Strategies for Student Support and Engagement&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To provide a more robust understanding of student engagement and support from multiple levels, administrators were asked to discuss procedures their programs follow for students who are disengaged or failing their virtual course(s). Responses tended to fall into one of the following three categories: emphasizing communication and collaboration, early identification of struggling students, and encouraging parental involvement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"Communication\">Emphasizing Communication<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Programs reported involving school facilitators, counselors, administrators, and site coordinators\/mentors to address student disengagement. Further, administrators discussed the importance of clear communication channels, such as using Learning Management System (LMS) messaging systems, telephone calls, web conferencing tools, and personal visits to ensure that teachers, students, and parents\/guardians remain connected and informed. This multi-faceted communication strategy aims to provide ongoing support, clarify expectations, and promptly address any issues related to course progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"Identification\">Early Identification of Struggling Students<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Second, administrators highlighted the early identification of struggling students. Regular monitoring of student progress allows teachers and administrators to identify signs of disengagement or academic challenges early on. Once identified, intervention plans and individualized learning strategies can be developed to provide personalized support. These plans may involve additional resources, alternative learning methods, tutoring services, or flexible learning options tailored to meet the unique needs of each student. By intervening early and offering targeted support, programs aim to prevent further disengagement and facilitate student success in virtual learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"Parental-Involvement\">Encouraging Parental Involvement<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Third, many programs emphasize the involvement of parents\/guardians in the educational process. Encouraging parental engagement, providing regular progress reports, and seeking parental support in fostering student engagement were commonly reported practices. Programs also reported establishing structured procedures for follow-up actions including meetings with students, parents\/guardians, and school coordinators\/mentors. This comprehensive approach ensures that all stakeholders are actively involved in addressing student disengagement, fostering a collaborative effort to support students in virtual courses effectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Professional-Learning\">Sources of Educators' Professional Learning&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators were also asked to identify the professional development sources they frequently utilize and those they perceive as the most effective. The data in Table 3 reveals a wide array of development opportunities available to educators, with a preference for optional opportunities offered by their virtual school or program, as noted by 70.6% of respondents. Similarly, conferences and mandatory school-provided programs were also heavily utilized, indicating a robust network of resources available to educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3.<\/strong> <em>Sources of Educators\u2019 Professional Learning<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Source of Professional Development<\/strong><\/td><td><strong>Count of Educators<\/strong><\/td><td><strong>% of Educators<\/strong><\/td><\/tr><tr><td>Optional opportunities provided by my virtual school\/program<\/td><td>209<\/td><td>70.6%<\/td><\/tr><tr><td>Conferences (in-person or virtual)<\/td><td>146<\/td><td>49.3%<\/td><\/tr><tr><td>Mandatory opportunities provided by my virtual school\/program<\/td><td>140<\/td><td>47.3%<\/td><\/tr><tr><td>Webinars provided by educational organizations<\/td><td>129<\/td><td>43.6%<\/td><\/tr><tr><td>Online courses provided by educational organizations<\/td><td>127<\/td><td>42.9%<\/td><\/tr><tr><td>Informal peer mentoring with colleagues<\/td><td>109<\/td><td>36.8%<\/td><\/tr><tr><td>Formal peer mentoring with colleagues<\/td><td>71<\/td><td>24.0%<\/td><\/tr><tr><td>Graduate coursework through a college or university<\/td><td>37<\/td><td>12.5%<\/td><\/tr><tr><td>Undergraduate coursework through a college or university<\/td><td>36<\/td><td>12.2%<\/td><\/tr><tr><td>Social media<\/td><td>29<\/td><td>9.8%<\/td><\/tr><tr><td>Other<\/td><td>7<\/td><td>2.4%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>The <em>perceived<\/em> <em>effectiveness <\/em>of these professional development sources, as detailed in Table 4, closely aligns with their usage rates (as shown above in Table 3). Over 50% of educators endorsed optional school-provided opportunities as the most effective, underscoring their critical role in virtual educator support. Conferences and informal peer mentoring were also highlighted for their substantial impact, with 44.6% and 36.5% of educators respectively finding these methods beneficial. These findings emphasize the value of immediate, applicable, and peer-supported learning opportunities in the virtual teaching context.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, traditional and formal educational pathways like graduate and undergraduate courses were less frequented and ranked lower in perceived effectiveness. Only a small fraction of educators pursued these routes, and even fewer regarded them as among the most effective. This trend suggests a preference for more direct and practical professional development options that provide immediate benefits in the virtual classroom environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, the survey illustrates a clear preference for diverse and accessible professional development opportunities that are not only readily applicable but also foster a sense of community and collaboration among virtual educators. These methods, particularly those that encourage active participation and peer interaction, are crucial for effectively engaging and re-engaging students in the virtual educational landscape. This approach not only enhances the teaching capabilities of educators but also significantly contributes to the overall success of students in virtual settings. For more on virtual educator professional development, please see our <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-supporting-teachers\/\">report<\/a> on key strategies for supporting teachers in virtual learning environments.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 4<\/strong>.<em> Most Effective Sources of Teachers Professional Development<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Professional Development Source<\/strong><\/td><td><strong>Count of Educators<\/strong><\/td><td><strong>% of Educators<\/strong><\/td><\/tr><tr><td>Optional opportunities provided by my virtual school\/program<\/td><td>149<\/td><td>50.3%<\/td><\/tr><tr><td>Conferences (in-person or virtual)<\/td><td>132<\/td><td>44.6%<\/td><\/tr><tr><td>Informal peer mentoring with colleagues<\/td><td>108<\/td><td>36.5%<\/td><\/tr><tr><td>Online courses provided by educational organizations<\/td><td>83<\/td><td>28.0%<\/td><\/tr><tr><td>Mandatory opportunities provided by my virtual school\/program<\/td><td>74<\/td><td>25.0%<\/td><\/tr><tr><td>Webinars provided by educational organizations<\/td><td>72<\/td><td>24.3%<\/td><\/tr><tr><td>Formal peer mentoring with colleagues<\/td><td>49<\/td><td>16.6%<\/td><\/tr><tr><td>Graduate coursework through a college or university<\/td><td>17<\/td><td>5.7%<\/td><\/tr><tr><td>Social media<\/td><td>8<\/td><td>2.7%<\/td><\/tr><tr><td>Other<\/td><td>8<\/td><td>2.7%<\/td><\/tr><tr><td>Undergraduate coursework through a college or university<\/td><td>4<\/td><td>1.4%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Key-Takeaways\">Key Takeaways &amp; Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Our original aim with this research was to provide promising practices for teachers and school administrators new to teaching and leading in a virtual or remote learning environment to understand how they could better engage students. After two surveys, with nearly 2,000 responses from virtual teachers and administrators, the following practices emerged as crucial considerations for virtual teaching and virtual program administration.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Prioritize Teacher-Student Relationships: <\/strong>The most effective way to engage students and keep them engaged is to focus on and provide support for developing teacher-student relationships.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Establish Clear Communication Channels:<\/strong> Use LMS messaging systems, telephone calls, web conferencing tools, and personal visits to maintain regular communication among teachers, students, parents, and administrators.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Early Identification and Intervention: <\/strong>Regularly monitor student progress to identify signs of disengagement or academic struggles early on. Develop intervention plans and individualized learning strategies to provide personalized support.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Parental Involvement:<\/strong> Encourage parental engagement by providing regular progress reports, seeking parental support in fostering student engagement, and involving parents in decision-making processes.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Structured Follow-Up Procedures: <\/strong>Establish structured procedures for follow-up actions, including meetings with students, parents\/guardians, and school liaisons to address student disengagement promptly.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Provide Additional Support Services:<\/strong> Offer tutoring sessions, peer mentoring programs, teacher-led virtual support hours, and other resources to assist students who need extra help.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Flexible Learning Options:<\/strong> Consider adjusting pacing, providing alternative assignments, or offering varied assessment methods to accommodate different learning needs and support student engagement.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Professional Development for Teachers:<\/strong> Provide ongoing professional development to equip teachers with the skills and resources necessary to effectively support virtual learners and identify signs of disengagement.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Collaborative Approach:<\/strong> Promote collaboration among stakeholders, including school facilitators, counselors, administrators, and site coordinators, to ensure a comprehensive and unified effort in supporting student success.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Considering these practices alongside critical elements such as effective and accessible course design, efficient program operations, supportive teaching, etc, programs can create a supportive and engaging environment for students in virtual courses, helping them overcome challenges, stay motivated, and achieve academic success.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Key Strategies for Supporting Disengaged and Struggling Students in Virtual Learning Environments",
            "excerpt": "This study delves into effective strategies used by virtual programs and teachers to support disengaged and struggling students, noting significant overlap with strategies for all students and highlighting the critical roles of parental and mentor support, intervention, and communication. The report covers strategies employed by experienced virtual teachers, programmatic supports, professional development sources, and considerations for supporting virtual learners.",
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            "path": "\/blog\/solving-the-pacing-puzzle-course-design-and-technical-considerations-for-pacing-in-k-12-online-learning\/",
            "author_id": 81,
            "timestamp": 1717435968,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"intro\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Helping students succeed in their online courses is a team effort involving leveraging course design principles and technology to facilitate learning. Instructional designers use technology to design courses that optimize students\u2019 and teachers\u2019 experiences. Technology operations staff help implement and adapt systems to meet users\u2019 needs. Pacing, or how students move through a course, is important to student success. Cramming and submitting assignments out of their intended order are associated with poor course performance (DeBruler, 2021; Cuccolo &amp; DeBruler, 2024; Michigan Virtual Learning Research Institute, 2019). Because online courses are dynamic environments facilitating learning \u201canytime, anyplace,\u201d it is crucial to leverage technology and course design principles to support students\u2019 pacing to optimize their experience. In this blog, we\u2019ll explore the pivotal roles of instructional designers and technology operations in students\u2019 experiences with pacing in online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"interviews\">Expert Interviews<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute researchers talked with Kim Garvison and Megan Riggers from <em>Michigan Virtual\u2019s<\/em> Instructional Product Development (iPD) team, and Kristen Crain Senior Director of Technology Operations about the interplay between technology and course design principles in addressing pacing. This blog highlights central themes that cut across our conversations. The transcript has been edited for clarity and brevity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Functionality\">Functionality: Supporting Students, Teachers, and Guardians through LMS Features<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"Centering\">Centering Students and Teachers<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p id=\"question1\"><strong>How is course pacing important within the context of course design?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote1\">We try to ensure the workload is evenly distributed. We consider when students might be doing these assignments and how we\u2019re balancing intensity in terms of cognitive load for the student and the teacher. Another way we consider pacing is through how we distribute auto and teacher-graded assignments. Even though we have a short turnaround time for teachers to grade assignments, balancing the type of assignment does help move students through their course without having roadblocks.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p id=\"question2\"><strong>What design choices have you found helpful for supporting students struggling with pacing in their online courses?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote2\">As designers, we have to think about our end users and how much is realistic for them to handle. What grade are they in? What's their age? What's their reading level? What can they handle? What experience might they have in an online setting? We try to create courses with predictable structures: approximately the same number of lessons and each unit follows the same general structure. That way, both teachers and students know what to expect. Predictability also helps mentors and parents support students more effectively during their courses.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote3\">We also ensure our content is accessible for students with different learning needs. For example, our LMS helps ensure we have appropriate alt text (descriptive text concisely conveying the meaning of an image). Having hurdles for students with different learning needs is a big deal for their pacing, and therefore is a big deal to us when designing a course.<br><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"organization\">Organizational Tools Aid in User Experience<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Organizational tools provided by the LMS are critical for helping students navigate the course efficiently. For instructors, organization allows them to serve students more effectively by creating a centralized location where they can assess students\u2019 progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>How can technology or the LMS be leveraged to address pacing?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote4\">We are very intentional with setting up course navigation. We don't want students thinking \u201cWhat do I do next? How do I find the quiz? Where do I click?\u201d That's the background instructional design part that helps students work through their content. Having a good LMS helps us have students get friction from content and learning, and not from navigating their course. I think that the technology is what allows us to not think about the technology. The more none of us have to think about the technology, that's a good sign that it's working well for us.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote5\">Our LMS is heavily invested in simplifying the instructor and teacher experience. Brightspace centralizes everything so an instructor can see who is accessing content, who submitted content, and student grades in one view. LMSs also do a great job creating buckets of content, nesting units together, and keeping students moving through all the content linearly.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"Reminders\">Reminders<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p id=\"quote6\">Reminder tools within the LMS were viewed positively as a way to provide guide rails for students as they move through content at their own pace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Is there anything that helps students adhere more closely to the pacing guides?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Instead of thinking, \u201cOkay, on this date, we have to blast out this reminder,\u201d for our courses, location is more important than time because we don't know where the students will be within a course at a specific date.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In addition to strategically placed reminders within the LMS, data from the LMS can be used to create reminders that are pushed outward to students, and guardians.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote7\">LMSs can compile extensive amounts of data in a consumable way for a school, an instructor, and even parents. They can leverage the data into tools, widgets, calendars, emails, and other things that make the students\u2019 experience more streamlined. For example, certain LMSs let parents opt into features such as automated daily emails telling them what's due for their child.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"LeveragingLMS\">Leveraging LMS to Promote Sequential Course Progression<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>How do you encourage students to follow the logical progression of the course content? Do you use any specific tools?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote8\">We use LMS features that should help students get back on track. For example, we have a checklist of assignments at the beginning of each unit. There are also LMS features at the end of lessons and units pointing out incomplete assignments and reminding students to go back. Our LMS also provides the option to put a password on an assignment. We do this for all final exams as another way to say, \u201cHey, this is important.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote9\">We make sure everything is scaffolded so it's clear to students that they have to go through certain assignments before they can do the next project. If students skip content, the teacher can point out that they don\u2019t meet the rubric requirements because we develop rubrics that emphasize the lesson\u2019s content.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote10\">We also have an internally designed pacing guide application that\u2019s accessible by the student and the mentor so they can see a week-by-week breakdown of what students should accomplish including graded and non-graded activities.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"cherrypicking\">Addressing Assignment Cherry-Picking <\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>We\u2019ve conducted research showing students tend to favor auto-graded and higher-point assignments. What are some potential workarounds for addressing this cherry-picking?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote11\">We try to anticipate it and consider the point spread and the ratio of auto-graded to teacher-graded assignments. We don't want a student to be able to only take the auto-graded quizzes and pass the course. Usually, we go for approximately 40% auto-graded to 60% teacher-graded.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote12\">One way to address this is to incorporate conditional releases which can function based on completion and unlock specific content, units, or modules. We don\u2019t use this tool often, but it can create different learning methods for students. One student may come into a course and say, \u201cI want to learn today via video.\u201d Then they go into the content, choose the method they want, and it unlocks content that's all video-based instruction.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\" id=\"quote13\"><!-- wp:paragraph -->\n<p id=\"quote13\">We leave everything open though, and that's a transparency piece so the student can see the whole scope of the class and every graded object upfront. Sometimes waiting for a teacher to grade an assignment before being able to move on frustrates students. In addition, only allowing students to see one unit at a time (rather than the whole course) can add another layer of frustration. From an instruction design standpoint, it seems easy - just lock it until they pass. However, from the user side, that's not always how it goes.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"ahead\">Thinking Ahead<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>What would an LMS that perfectly addresses students\u2019 pacing needs look like?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote14\">One that automatically sets a student\u2019s pace as they start the course based on its duration, and is flexible enough to empower teachers or administrators to override, re-pace, or modify students\u2019 pace in bulk since they\u2019re dealing with large course loads of students.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p id=\"quote15\">It would be neat if courses had their own AI bot that could provide students with reminders like, \u201cHey, you should be working on this assignment,\u201d or \u201cHey, it looks like you are behind here. Your new due date is.\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"blog\">Course Pacing Blog Series<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/course-pacing\/\">Course Pacing<\/a> blog series, we discuss pacing and how it impacts student success with input from several different subject matter experts. Our hope with this series is to bring to light how different organizations and experts approach course pacing, share their insights and struggles, provide relevant research and resources, and determine areas for future research. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Solving the Pacing Puzzle: Course Design and Technical Considerations for Pacing in K-12 Online Learning",
            "excerpt": "Pacing is critical to student success in online learning, and supporting effective pacing is a team effort. This blog explores how Michigan Virtual staff leverages technology and course design principles to uplift student learning through proper pacing.",
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        {
            "id": 87309,
            "path": "\/professionals\/pdbox\/",
            "author_id": 12,
            "timestamp": 1717090020,
            "content": "<h2>PD in a Box: <\/br>\nYour Summer Learning Adventure!<\/h2>\t\t\n\t\t<h5 style=\"text-align: left\">Say hello to your personalized professional development solution... delivered straight to your door!<\/h5>\t\t\t\t\t\t\n\t\t\t<a href=\"#list\">\n\t\t\t\t\t\t\t\t\tSend me one!\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Why PD in a Box?<\/h2>\t\t\n\t\t<p>We understand that summer is a precious time for educators like you. It's a time to relax, recharge, and reinvigorate your passion for teaching. With PD in a Box, you can do all of this and more\u2014right from the comfort of your home.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/iStock-2153831641-qoxix2pi3cqalirvbv3i72g9xoo2cfcw6niwieksj4.jpg\" title=\"Happy young woman opening carton box from internet store order shopping online\" alt=\"Woman looking down into a cardboard box\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>What\u2019s Inside?<\/h3>\t\t\n\t\t<p>Each PD in a Box is thoughtfully curated to provide you with engaging, practical resources tailored to your interests and needs. Here's a sneak peek of what you can expect:<\/p><ul><li style=\"font-weight: 400\"><strong>Themed Learning Experience:<\/strong> Dive into a topic you're passionate about that aligns with our various themes.\u00a0<\/li><li style=\"font-weight: 400\"><strong>Educational Resources:<\/strong> Each box includes a carefully selected <i>book<\/i> and enrollment in an <i>online course<\/i> that will compliment the book and offer you SCECHs.<\/li><li style=\"font-weight: 400\"><strong>Surprise Treats:<\/strong> Because who doesn\u2019t love a little extra joy in their day? <\/li><\/ul>\t\t\t\t\n\t\t\t<h3>How It Works   <\/h3>\t\t\n\t\t<ol><li style=\"font-weight: 400\"><strong>Choose Your Theme:<\/strong> Select from a variety of themes that match your professional interests and goals.<\/li><li style=\"font-weight: 400\"><strong>Determine Your Timeline:<\/strong> PD in a Box is designed to fit into your busy summer schedule, allowing you to learn at your own pace. For the online course you select, you\u2019ll have between 30-60 days to complete the self-paced work.<\/li><li style=\"font-weight: 400\"><strong>Receive Your Box:<\/strong> Sit back and relax as your personalized PD box arrives at your doorstep.<\/li><li style=\"font-weight: 400\"><strong>Engage and Grow:<\/strong> Dive into the resources, join the online community, and watch your skills soar!<\/li><\/ol>\t\t\t\t\n\t\t\t<h2>Ready to Get Started?<\/h2>\t\t\n\t\t<p>Don\u2019t miss out on this exciting opportunity to enhance your teaching skills while enjoying your well-deserved break. Choose the course title below of your selected theme to enroll in your customized PD in a Box today! Please note: You'll fill out a Google Form within your course to release your content.<\/p>\t\t\t\t\n\t\t\t<h3>Joy<\/h3>\t\t\n\t\t<p>Infuse joy into your practices through reflective practices and by watching award-winning television.<\/p>\t\t\t\t\n\t\t\t<h4>Resources<\/h4>\t\t\n\t\t\t<a href=\"#\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tTeach Happier This School Year\n\t\t\t\t\t<\/a>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Theme<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Educational Resources<\/th><th scope=\"col\">Price<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1027\">Finding Joy<\/a><\/td><td>Infuse joy into your practices through reflective practices and by watching award-winning television.<\/td><td><ol><li><a href=\"https:\/\/www.amazon.com\/Teach-Happier-This-School-Year\/dp\/1416631666\">Teach Happier This School Year<\/a> <\/li>\n<li><i><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1027\"><strong>Ted Lasso TV Series:<\/strong><\/a><\/i> This TV series study includes thought-provoking reflections and discussions connecting Lasso to effective practices in the classroom.<\/li><\/ol><\/td><td>$30<\/td><\/tr><tr><td><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1028\">Keeping It Real<\/a><\/td><td>Reflect on real-world classroom experiences and identify action-oriented practices that empower you and your students.<\/td><td><ol><li><a href=\"https:\/\/www.amazon.com\/Make-Teaching-Sustainable-Teachers-Students\/dp\/1416632298\">Make Teaching Sustainable<\/a><\/li>\n<li><i><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1028\"><strong>Abbott Elementary TV Series:<\/strong><\/a><\/i> Explore themes from the award-winning TV series Abbott Elementary and uncover insights to enrich your own educational practice.<\/li><\/ol><\/td><td>$30<\/td><\/tr><tr><td><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1029\">Inspiring New Teachers<\/a><\/td><td>Thrive in your new role by discovering strategies that will help you establish your classroom practices, connect with colleagues, and teach your students.<\/td><td><ol><li><a href=\"https:\/\/www.amazon.com\/New-Teacher-Book-Finding-Classroom\/dp\/094296103X\/ref=cm_cr_arp_d_pl_foot_top?ie=UTF8\">Your First Year: How to Survive and Thrive as a New Teacher<\/a><\/li>\n<li><i><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1029\"><strong>Fostering Student Agency through Positive Relationships:<\/strong><\/a><\/i> Catalyze a shift in your classroom to move students from complacency to becoming empowered and engaged.<\/li><\/td><td>$25<\/td><\/tr><tr><td><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1030\">Increasing Engagement with UDL<\/a><\/td><td>Design learning experiences that support all of your students and explore strategies that increase autonomy and engagement.<\/td><td><ol><li><a href=\"https:\/\/www.amazon.com\/Shift-Student-Led-Reimagining-Classroom-Workflows\/dp\/1948334526\">The Shift to Student-Led<\/a><\/li>\n<li><i><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1030\"><strong>Intro to Universal Design for Learning: Engagement: <\/strong><\/a><\/i>UDL makes education accessible to all learners. In this course, you will have an opportunity to explore one principle of UDL: engagement.<\/li><\/ol><\/td><td>$25<\/td><\/tr><tr><td><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1031\">Taking Time for Wellness<\/a><\/td><td>Prioritize your well-being with strategies that support personal wellness and professional growth.<\/td><td><ol><li><a href=\"https:\/\/www.amazon.com\/Self-Care-Educators-36-Week-Low-Cost-Teachers\/dp\/194953927X\">180 Days of Self-Care for Busy Educators<\/a><\/li>\n<li><i><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1031\"><strong>Reaching Your Potential: <\/strong><\/a><\/i>Develop self-advocacy strategies to help you navigate life\u2019s challenges and, in turn, help your students thrive.<\/li><\/ol><\/td><td>$25<\/td><\/tr><tr><td><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1032\">Understanding Artificial Intelligence<\/a><\/td><td>Equip yourself with knowledge and skills to think critically about AI and its use in your classroom.<\/td><td><ol><li><a href=\"https:\/\/www.amazon.com\/Co-Intelligence-Living-Working-Ethan-Mollick\/dp\/059371671X\">Co-Intelligence<\/a><\/li>\n<li><i><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1032\"><strong>Rethinking Classroom Practices with ChatGPT:<\/strong><\/a><\/i> Use ChatGPT to personalize learning and help students use the tool ethically and effectively<\/li><\/td><td>$25<\/td><\/tr><tr><td><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1033\">Working Towards Diversity, Equity, and Inclusion<\/a><\/td><td>Consider how unconscious bias impacts learning and instructional practices and embrace strategies to foster a classroom where all students belong.<\/td><td><ol><li><a href=\"https:\/\/www.amazon.com\/We-Got-This-Equity-Students\/dp\/032509814X\">We got this: Equity, Access, and the Quest to Be Who Our Students Need Us to Be<\/a><\/li>\n<li><i><a href=\"https:\/\/plp.michiganvirtual.org\/?course=1033\"><strong>Understanding Unconscious Bias for Educators:<\/strong><\/a><\/i> Discover how unconscious bias impacts educational spaces, and identify strategies to mitigate the impact of unconscious bias on learners.<\/li><\/td><td>$25<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h2>Frequently Asked Questions<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Does signing up for the theme automatically enroll me in the online course?<\/a>\n\t\t\t\t\t<p>Yes. Upon enrolling in your course\/theme in the PLP, you will have access to the online course. You must complete a google form within the course to release the course content.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>When will I receive my PD in a Box materials?<\/a>\n\t\t\t\t\t<p>You can expect to receive your box within 2 weeks of completing the form in the course.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>How will I know when I can start my online course?<\/a>\n\t\t\t\t\t<p>You will receive an automated email from Michigan Virtual regarding your enrollment in a course. Depending on the selected course, you might have between 30-60 days from your date of enrollment to complete it. Please verify your end-date which is posted on your course tile on your dashboard.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Do I get SCECHs for this learning?<\/a>\n\t\t\t\t\t<p>Yes. You will get SCECHs based on your successful completion of the online course in which you are enrolled. If you are interested in earning additional SCECHs from the book you read, you can check out information on MyPD, located at the end of your course.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Still have questions not answered here? <\/a>\n\t\t\t\t\t<p>Review <a href=\"https:\/\/michiganvirtual.org\/about\/support\/\">Michigan Virtual Support information or Contact Customer Care<\/a><\/p>",
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            "path": "\/blog\/a-structured-approach-to-ai-integration-a-roadmap-for-the-24-25-school-year\/",
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            "timestamp": 1717078515,
            "content": "<p>As schools end the academic year and look ahead to the 24-25 school year, many are likely still trying to determine the best strategies for realizing the potential benefits and overcoming the challenges related to artificial intelligence (AI) technologies. To do so, schools should consider taking a structured approach to AI integration based on the current state and needs of their own staff and stakeholders. <em>Michigan Virtual<\/em>\u2019s <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/AI-Integration-Framework-for-School-Districts.pdf\">AI Integration Framework for School Districts<\/a> provides a lens through which school districts can assess their current capacity and determine goals for their integration efforts. This blog post provides more specific details for planning and implementation according to our <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Copy-of-Stages-of-AI-Integration-1.pdf\">AI Integration Process<\/a>.<\/p>\t\t\t\t\n\t\t\t<h2>Initiate<\/h2>\t\t\n\t\t\t<h3>Hold awareness sessions<\/h3>\t\t\n\t\t<p>The first and possibly most crucial step in AI integration is to ensure that all stakeholders\u2014teachers, administrators, parents, and students\u2014understand what AI is and its potential impact on education. Schools should survey their staff to determine what they already know and may already be doing with AI, then organize awareness sessions to demystify AI, addressing common misconceptions and highlighting its benefits and limitations. These sessions can lay the groundwork for a more informed and receptive community.<\/p>\t\t\t\t\n\t\t\t<h3>Form an advisory team<\/h3>\t\t\n\t\t<p>Creating a dedicated advisory team is critical for guiding the AI integration process. This team could include educators, technology specialists, administrators, students, and community members. It may also be beneficial to include early adopters of AI technologies who can model appropriate and beneficial use for the broader school community. The advisory team\u2019s role will be to provide diverse perspectives, oversee the development and implementation of AI initiatives, and ensure alignment with educational goals and values.<\/p>\t\t\t\t\n\t\t\t<h3>Develop policies and guidelines<\/h3>\t\t\n\t\t<p>Developing clear policies and guidelines is essential to address ethical considerations, data privacy, and the responsible use of AI. Schools should draft comprehensive guidance that sets boundaries and expectations for AI use, ensuring these guidelines are transparent and accessible to all stakeholders. <em>Michigan Virtual<\/em>\u2019s <a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/k12guidance\/\">Sample Guidance on Staff Use of Generative AI for K-12 School Districts<\/a> may be a good place to develop guidance specifically for staff.<\/p>\t\t\t\t\n\t\t\t<h3>Explore tools<\/h3>\t\t\n\t\t<p>Before diving into full-scale implementation, schools should explore and pilot various AI tools and platforms. This exploratory phase allows educators to identify platforms that best suit their teaching methods and learning objectives. Some tools that have seen increased adoption and may be worth exploring include <a href=\"https:\/\/www.briskteaching.com\/\">Brisk Teaching<\/a>, <a href=\"https:\/\/www.khanmigo.ai\/\">Khanmigo<\/a>, <a href=\"https:\/\/www.magicschool.ai\/\">MagicSchool<\/a>, and <a href=\"https:\/\/schoolai.com\/\">SchoolAI<\/a>. Pilot programs should provide insight into whether tools are delivering their intended results and moving the needle on goals that school districts already have in place.<\/p>\t\t\t\t\n\t\t\t<h2>Build<\/h2>\t\t\n\t\t\t<h3>Provide professional development<\/h3>\t\t\n\t\t<p>Building on their initial awareness sessions, schools should offer ongoing training sessions to equip teachers with the knowledge and skills needed to use AI tools effectively. These sessions should cover both technical aspects and pedagogical strategies, ensuring that educators are confident and competent in using AI.<\/p>\t\t\t\t\n\t\t\t<h3>Refine guidelines with broad input<\/h3>\t\t\n\t\t<p>As AI tools are piloted and initial feedback is gathered, refining the guidelines is essential. To ensure that the policies are comprehensive and inclusive, input should be sought from a wide range of stakeholders, including teachers, students, and parents.<\/p>\t\t\t\t\n\t\t\t<h3>Adapt assessment strategies<\/h3>\t\t\n\t\t<p>AI presents several challenges and opportunities when it comes to the assessment of student learning. Schools should have curriculum and assessment teams determine which current assessment methods require updating to account for student use of AI and consider how frameworks like the <a href=\"https:\/\/leonfurze.com\/2023\/12\/18\/the-ai-assessment-scale-version-2\/\">AI Assessment Scale<\/a> may be integrated to ensure appropriate and effective student use of AI tools.<\/p>\t\t\t\t\n\t\t\t<h2>Engage<\/h2>\t\t\n\t\t\t<h3>Begin AI literacy efforts in classrooms<\/h3>\t\t\n\t\t<p>Introducing AI literacy in classrooms is crucial for preparing students for a future where AI will play a significant role. Schools should integrate AI-related content into the curriculum, teaching students about the basics of AI, its applications, and ethical considerations. These efforts will help students become informed and responsible users of AI technology. Resources from <a href=\"https:\/\/www.commonsensemedia.org\/ai\">Common Sense Media<\/a>, <a href=\"https:\/\/craft.stanford.edu\/\">Stanford University<\/a>, <a href=\"https:\/\/digitalpromise.org\/2024\/02\/21\/revealing-an-ai-literacy-framework-for-learners-and-educators\/\">Digital Promise<\/a>, <a href=\"https:\/\/dayofai.org\/\">Day of AI<\/a>, and other organizations can provide great starting points for districts looking to build the AI literacy of their students. <\/p>\t\t\t\t\n\t\t\t<h3>Share &amp; implement guidelines with students and families<\/h3>\t\t\n\t\t<p>Transparent communication with students and families about AI policies and guidelines is vital. Schools should share these guidelines through various channels and ensure that everyone understands the expectations and benefits of AI integration. This inclusive approach fosters a supportive and collaborative environment.<\/p>\t\t\t\t\n\t\t\t<h3>Provide ongoing training<\/h3>\t\t\n\t\t<p>Because AI technologies are rapidly developing and are novel in school settings, integration will be an evolving process. Ongoing training is necessary to keep educators up-to-date with the latest developments and findings. Schools should offer continuous professional development opportunities, encouraging educators to stay informed and adapt to new AI tools and methodologies.<\/p>\t\t\t\t\n\t\t\t<h2>Evaluate<\/h2>\t\t\n\t\t\t<h3>Identify &amp; share promising practices<\/h3>\t\t\n\t\t<p>As AI tools and strategies are implemented, it\u2019s important to identify and share promising practices. Schools should create platforms for their advisory committees and individual teachers to share their experiences, successes, and challenges. This collaborative approach helps build a repository of effective AI practices that can be replicated and scaled.<\/p>\t\t\t\t\n\t\t\t<h3>Update policies &amp; guidelines as needed<\/h3>\t\t\n\t\t<p>As the technology evolves and more insights are gained from its adoption, policies and guidance must be flexible to accommodate new developments. Schools should regularly review and update their AI guidelines to remain relevant and effective. This iterative process allows for continuous improvement and adaptation.<\/p>\t\t\t\t\n\t\t\t<h3>Monitor adoption of tools &amp; strategies<\/h3>\t\t\n\t\t<p>Monitoring the adoption and impact of AI tools and strategies is essential for assessing their effectiveness. Schools should establish metrics and evaluation processes to track progress and make data-driven decisions. Regular feedback loops can help fine-tune AI integration efforts and ensure they meet educational objectives.<\/p>\t\t\t\t\n\t\t<p>By following <em>Michigan Virtual<\/em>\u2019s AI Integration Framework, school districts can systematically incorporate AI technologies into their educational practices, ensuring that integration is intentional, inclusive, and adaptable. Prioritizing collaboration, transparency, and ongoing professional development, districts can create dynamic learning environments that leverage AI to enhance student outcomes and prepare them for the future. Embracing AI with careful planning and continuous engagement will position districts to unlock its full potential, fostering a more innovative and effective educational experience for all stakeholders.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/#form\">\n\t\t\t\t\t\tReady to take the next step? Fill out our form to learn about our tailored AI services and support. Let\u2019s work together to unlock the full potential of AI in education.\t\t\t\t\t\n\t\t\t\t\t\tGet Started Now\t\t\t\t\t\n\t\t\t\t\t\t<\/a>",
            "title": "A Structured Approach to AI Integration: A Roadmap for the 24-25 School Year",
            "excerpt": "Integrating AI into education for the 24-25 school year requires a strategic and well-structured approach. <em>Michigan Virtual<\/em>\u2019s AI Integration Framework provides a roadmap for schools to assess their current capacities, engage stakeholders, develop policies, explore tools, and continuously refine their strategies to effectively harness AI's potential in enhancing teaching and learning outcomes.",
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        {
            "id": 87258,
            "path": "\/class-catalyst\/",
            "author_id": 65,
            "timestamp": 1716924874,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"840\" height=\"239\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/05\/cc-brand-assets-masthead-logo.webp\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>An easy-to-use, light touch intervention tool that connects you to your students and their needs in real-time.<\/p>\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t<p>Our evidence-based SEL practices<br \/>improve student academic achievement,<br \/>behavior and socioemotional well-being.<\/p>\t\t\t\t\n\t\t\t<h2>Improve Student Outcomes<\/h2>\t\t\n\t\t<p>With Class Catalyst, teachers spend less<br \/>time managing behavioral challenges<br \/>and more time teaching.<\/p>\t\t\t\t\n\t\t\t<h2>Increase Teaching Time<\/h2>\t\t\n\t\t<p>Real-time data dashboards give you an<br \/>overview of your classrooms or focus in<br \/>on individual students so that you can<br \/>track whole-school well-being.<\/p>\t\t\t\t\n\t\t\t<h2>Provide a Holistic View<\/h2>\t\t\n\t\t<p>Designed to connect you to students in a<br \/>safe and effective way, Class Catalyst let\u2019s<br \/>you triage at the first sign of concern.<\/p>\t\t\t\t\n\t\t\t<h2>Enable Immediate Support<\/h2>\t\t\n\t\t\t<h2>Learn more about Class Catalyst!<\/h2>\t\t\n\t\t<p><em>Michigan Virtual <\/em>is an exclusive partner distributing Class Catalyst to Michigan schools.<\/p>",
            "title": "Class Catalyst",
            "excerpt": "An easy-to-use, light touch intervention tool that connects you to your students and their needs in real-time. Learn More Our evidence-based SEL practicesimprove student academic achievement,behavior and socioemotional well-being. Improve Student Outcomes With Class Catalyst, teachers spend lesstime managing behavioral challengesand more time teaching. Increase Teaching Time Real-time data dashboards give you anoverview of your...",
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            "id": 86994,
            "path": "\/blog\/supporting-student-progress-in-k-12-online-programs\/",
            "author_id": 59,
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            "content": "<!-- wp:paragraph -->\n<p>One of the benefits of online learning is that students can work at their own pace. However, not all students have developed the time management skills to work through a course consistently. Perhaps unsurprisingly, research has shown that consistent course pacing results in higher student achievement (DeBruler, 2021).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To explore course pacing through the lens of an online program administrator, researchers from the <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) interviewed Andrea McKay, Director of Instruction for <em>Michigan Virtual<\/em> in April 2024. The transcript from our interview has been edited for clarity and brevity. During our conversation, we explored how through intentional decisions made by online program administrators and support from both online teachers and on-site mentors, students are guided and supported to stay on pace in their online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Understanding Course Pacing and Developing Pacing Guides<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>How is course pacing currently addressed in Michigan Virtual courses? For example, how do you ensure students keep up without feeling rushed?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>We provide pacing guides within our courses that show students a week-by-week breakdown of assignments to complete. Our teachers can access and adjust the pacing guide if students get behind and need a new plan to help them catch up. Once students have enrolled, their start date remains the same, and the length of the term remains the same; however, we can adjust the pacing guide so students see what assignments they need to complete within the shorter working time they have as a result of falling behind.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>How do you develop pacing guides for your courses?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>After a course is designed, the pacing guide is developed by splitting up the content and assignments over the number of weeks in the length of the term. Subject matter experts who understand the content and assignment expectations evaluate the pacing guide to ensure the pace is realistic. In addition, our courses are regularly updated which includes re-evaluating the pacing guide and making necessary adjustments.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Tools for Pacing, Progress Tracking, and Data Utilization<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Are there any tools or platforms that <\/strong><strong><em>Michigan Virtual <\/em><\/strong><strong>uses to help students keep pace and track their progress?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"is-style-default\"} -->\n<blockquote class=\"wp-block-quote is-style-default\"><!-- wp:paragraph -->\n<p>Teachers send monthly progress reports to the student, mentor, and parent so everyone understands the student's course progress. Progress reports are personalized to each student by pulling data from our LMS (<a href=\"https:\/\/www.d2l.com\/brightspace\/\">Brightspace<\/a>) and student information system (SIS) such as the number of complete and incomplete assignments, current grade, and total assignments in the course. Some teachers add information such as personalized comments or a reminder of the course end date. For example, \u201c<em>Are you on track to complete the course by [course end date]? <\/em>With a few adjustments on the back end, this tool within our LMS allows teachers to send these personalized progress reports to their entire course roster.\u00a0In addition, teachers use our SIS to sort students in a course by start date and, based on that, send timely communication to help keep students on pace. Being able to sort students within a course by start date is very important in terms of accurately tracking student progress as we offer many different <a href=\"https:\/\/michiganvirtual.org\/students\/calendar\/\" target=\"_blank\" rel=\"noreferrer noopener\">course start dates<\/a> within each semester to better meet school districts' needs for course start dates to align with their school calendar.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Online Program Course Pacing: Challenges and Solutions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>What major challenges do you run into regarding course pacing in an online setting?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>One major challenge is grade reporting. A common request from schools is to know a student\u2019s current grade to determine whether that student is eligible to play sports. Unfortunately, the way our systems report students\u2019 scores does not give them that information. In our courses, students start with zero points and build up their total course points with every assessment submitted. We provide an accurate display of their overall score at all times, but it's not the same as a weekly grade that schools may be more used to. However, adjusting our grade reporting process would result in far fewer start and end date options and reduced flexibility in submission deadlines.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>What do you think are the biggest pacing hurdles for students learning online?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>While the flexibility to work at your own pace is a common reason why many students take courses with us, some students need help to learn how to manage their time effectively. If a student gets behind, assignments add up quickly, resulting in a poor learning experience and a mountain of assignments to submit.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>What challenges do teachers face with pacing in their online courses?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>If instructors are overloaded with a flurry of assignment submissions at the end of a course, they cannot provide the same feedback quality while also meeting grading turnaround expectations. The resulting assignment feedback isn\u2019t as effective because those students procrastinating and turning in numerous assignments during the last few weeks are probably not as concerned about whether they didn't quite meet a learning target, what content they might need to revisit, or how to use and grow from instructor feedback\u2014they're just trying to get through it. An additional problem when students leave so many assignments for the end of the course is that they might be tempted to take some shortcuts and plagiarize, which turns into another huge headache at the end of a term. We have found the number of plagiarism incidents increases drastically in the last few weeks of a course. As a result, teachers communicate progress regularly and try to keep students on pace.\u00a0<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>Given our recent finding that the extent to which students submit assignments out of order is associated with lower grades, what's your take on getting students to stick to the order and pace you set out?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Teachers understand that students may choose to complete assignments based on which ones will earn them a higher score more quickly, otherwise known as cherry-picking. Unfortunately, this means that rather than working sequentially through courses designed to scaffold and build skills as students progress, students are sometimes more focused on points than learning. Our teachers recognize this and will reach out to students to get them back on track.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Pacing: Mentor and Parent Roles<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Do mentors and parents play a part in monitoring students' pacing? What does that collaboration look like?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>There is a triangle of student support between the teacher, mentor, and (ideally) the parent as they are a critical component in overall student success (Borup &amp; Stimson, 2017; Borup et al., 2017). Both mentors and parents are copied on progress reports to remain aware of student pace. In addition, specific mentor reports and monitoring tools are available through our LMS, Brightspace, to help mentors support students most effectively. Teachers understand that parents and mentors may know students in ways that they do not, so we all value the roles and support they provide and work hard to establish and maintain open lines of communication.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Looking Down the Road<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Are there any big changes you would like to see or pacing challenges you are preparing for in K-12 online learning?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>In addition to continuing to meet districts\u2019 needs for different course start\/end dates and providing the flexibility of an adjustable pacing guide, we would love to offer a different view of students\u2019 scores based on current progress and performance as school districts so frequently request it. This is a current limitation of our flexible scheduling options and how they interact with the LMS; however, we are working to find solutions. Despite students having access to a pacing guide and inevitably tallying up points, my other hope is to get to a point where <em>students think more about their learning rather than the points.\u00a0<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Course Pacing Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In this <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/course-pacing\/\" target=\"_blank\" rel=\"noreferrer noopener\">Course Pacing Blog Series<\/a>, we discuss pacing and how it impacts student success with input from several different subject matter experts. Our hope with this series is to bring to light how different organizations and experts approach course pacing, share their insights and struggles, provide relevant research and resources, and determine areas for future research. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. &amp; Stimson, R. (2017). <em>Helping students be successful: Mentor responsibilities.&nbsp;<\/em>Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-mentor-responsibilities\/\">https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-mentor-responsibilities\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. B., Stimson, R. (2017). <em>Helping online students be successful: Parental&nbsp;engagement.<\/em> Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. (2021). <em>Research On K-12 Online Best Practices<\/em>. Michigan Virtual.\u00a0<a href=\"https:\/\/michiganvirtual.org\/blog\/research-on-k-12-online-best-practices\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/research-on-k-12-online-best-practices<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The author would like to thank Andrea McKay and Dr. Shannon Smith from <em>Michigan Virtual's<\/em> Learning Services team as well as Dr. Kelly Cuccolo and Dr. Kristen DeBruler from the\u00a0<em>Michigan Virtual Learning Research Institute<\/em>\u00a0for their contributions and advice in developing this blog post.<span id=\"docs-internal-guid-52f96c49-7fff-7884-4608-3252bc63aa0c\"><\/span><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Solving the Pacing Puzzle: Supporting Student Progress in K-12 Online Programs",
            "excerpt": "In online learning, effective course pacing is crucial for student success. This blog explores how Michigan Virtual addresses course pacing challenges and develops effective pacing guides to support student learning. ",
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            "content": "<!-- wp:paragraph -->\n<p><em>Enrollment for online summer programming is available now<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Lansing, Mich.<\/strong>\u00a0\u2013 Michigan parents are encouraged to unlock a summer of limitless learning with <em>Michigan Virtual\u2019s<\/em> variety of online course offerings. With flexible scheduling, personalized support, and a vast array of subjects including core academics, world languages, and intriguing electives, students can stay engaged, get ahead or explore new interests.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe have found that giving students a chance to continue learning on platforms they are already comfortable with is key to encouraging continued learning, despite the pull of summer activities,\u201d said Shannon Smith, senior director of student learning with <em>Michigan Virtual<\/em>. \u201cToday\u2019s students are absorbing information at a higher rate and around the clock, so we\u2019re here to meet them where they\u2019re at and provide continued educational opportunities as much as possible.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2023, <em>Michigan Virtual<\/em> provided over 4,000 across all available summer courses. Over the last five years, <em>Michigan Virtual<\/em> has seen a noticeably steady increase in general summer enrollment, as students and parents have chosen to continue taking advantage of online learning opportunities to maintain and supplement the momentum of the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"We have partnered with <em>Michigan Virtual<\/em> for many years for our summer programming, \u201c says Sandra Brock, Ph.D., director of instructional programs and services, Northville Public Schools. \u201cOur families love the quality of the courses, the amazing instructors, and also the flexibility that <em>Michigan Virtual<\/em> offers through their online platform.\"\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Summer courses and programs allow students to have structured learning time to help them keep their minds active, bridge knowledge gaps and prepare for the next school year. Parents looking to keep their children learning this summer with safe and structured educational opportunities should explore <em>Michigan Virtual\u2019s<\/em> online summer courses for grades 9-12. Some of the offerings include over 150 online high school courses, credit recovery options, 21st-century home economics, a content creator course and more. For younger students, <em>Michigan Virtual<\/em> provides an\u00a0<a href=\"https:\/\/enrichment.michiganvirtual.org\/\">Enrichment Platform<\/a>\u00a0for non-credit-bearing courses that are high-interest to students for ongoing learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The deadline to enroll in <em>Michigan Virtual\u2019s<\/em> online summer programming varies by course and timing. Visit\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/summer\/\">michiganvirtual.org\/summer<\/a>\u00a0to learn more about specific course start times and enrollment deadlines. Courses run for 10 weeks beginning May 17, 2024.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan parents encouraged to build learning opportunities into summer activities",
            "excerpt": "Enrollment for online summer programming is available now. Lansing, Mich.\u00a0\u2013 Michigan parents are encouraged to unlock a summer of limitless learning with Michigan Virtual\u2019s variety of online course offerings. With flexible scheduling, personalized support, and a vast array of subjects including core academics, world languages, and intriguing electives, students can stay engaged, get ahead or...",
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            "content": "<h1>Empower Your Students with Mastery-Based Algebra<\/h1>\t\t\n\t\t<p>Introducing a transformative approach to Algebra 1 that aligns with Michigan\u2019s educational standards. Our competency-based course is designed to adapt to each student's unique learning pace, promoting a deep understanding of algebraic concepts through personalized mastery and real-time assessments.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/slp.michiganvirtual.org\/PublicWelcome.aspx\">\n\t\t\t\t\t\t\t\t\tEnroll Now \u2192\n\t\t\t\t\t<\/a>\n\t\t\t<h4>Why Choose Our Competency-Based Algebra?<\/h4>\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tEducational Alignment\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tOur course aligns with Michigan's high school mathematics standards and competency statements, to ensure students meet state requirements. \t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tMastery Learning\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tWe promote an education model where students can attempt multiple pathways with an increased number of opportunities to demonstrate understanding, thus ensuring true mastery and continuous academic growth. \t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tDetailed Reporting\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tUtilize our learning management system to report each student's performance by standards-based competency statements. \t\t\t\t\t<\/p>\n\t\t\t<h2>Maximize Student Success with Advanced Reporting and Customized Learning Paths<\/h2>\t\t\n\t\t<p>This course not only supports mastery-focused learning and multiple assessment opportunities but also offers detailed reporting through our Learning Management System (LMS). Districts receive comprehensive performance reports in mathematical skills and broader learning competencies, essential for personalized instruction and improvement. By adopting this course, districts can enhance their curriculum with a flexible, real-world applicable learning experience that prepares students to excel in algebra and beyond.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-1469940888-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h4>Curriculum Overview<\/h4>\t\t\n\t\t<p>The curriculum spans key algebraic topics across nine units, from the foundational 'Introduction to Algebra' to the advanced 'Exponential Functions'. Each unit builds on the previous, reinforcing knowledge and application skills.<\/p><p>Students will have the ability to solve real-world mathematical problems using advanced algebraic functions, support conjectures with mathematical arguments, and apply statistical methods to real-life data.<\/p>\t\t\t\t\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3030\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3030\">\n\t\t\t\t\t Unit 1: Introduction to Algebra \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers &#8211; Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments &#8211; Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations &#8211; Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3031\">\n\t\t\t\t<summary data-accordion-index=\"2\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3031\">\n\t\t\t\t\t Unit 2: Equations and Inequalities \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers &#8211; Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments &#8211; Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations &#8211; Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3032\">\n\t\t\t\t<summary data-accordion-index=\"3\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3032\">\n\t\t\t\t\t Unit 3: Linear Functions \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers &#8211; Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments &#8211; Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations &#8211; Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">C7: Solving Problems with Geometry &#8211; Students will solve problems involving geometry in pure\/theoretical and authentic, applied contexts.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3033\">\n\t\t\t\t<summary data-accordion-index=\"4\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3033\">\n\t\t\t\t\t Unit 4: Systems of Equations and Inequalities \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments &#8211; Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations &#8211; Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3034\">\n\t\t\t\t<summary data-accordion-index=\"5\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3034\">\n\t\t\t\t\t Unit 5: Bivariate Data \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\"><ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments &#8211; Students will develop mathematical arguments to justify and to support formal proofs.<\/li><\/ul>C8: Analyzing Data, Probability, and Statistics &#8211; Students will apply statistical methods and reasoning, as well as the rules of probability, to analyze categorical and quantitative data in both authentic and applied scenarios.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3035\">\n\t\t\t\t<summary data-accordion-index=\"6\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3035\">\n\t\t\t\t\t Unit 6: Exponents &amp; Polynomials \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers &#8211; Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations &#8211; Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3036\">\n\t\t\t\t<summary data-accordion-index=\"7\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3036\">\n\t\t\t\t\t Unit 7: Factoring Polynomials \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments &#8211; Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations &#8211; Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3037\">\n\t\t\t\t<summary data-accordion-index=\"8\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3037\">\n\t\t\t\t\t Unit 8: Quadratic Functions &amp; Equations \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers &#8211; Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments &#8211; Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations &#8211; Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-3038\">\n\t\t\t\t<summary data-accordion-index=\"9\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-3038\">\n\t\t\t\t\t Unit 9: Exponential Functions \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression &#8211; Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers &#8211; Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies &#8211; Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments &#8211; Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations &#8211; Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers - Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments - Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations - Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers - Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments - Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations - Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers - Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments - Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations - Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">C7: Solving Problems with Geometry - Students will solve problems involving geometry in pure\/theoretical and authentic, applied contexts.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments - Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations - Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\"><ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments - Students will develop mathematical arguments to justify and to support formal proofs.<\/li><\/ul>C8: Analyzing Data, Probability, and Statistics - Students will apply statistical methods and reasoning, as well as the rules of probability, to analyze categorical and quantitative data in both authentic and applied scenarios.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers - Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations - Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments - Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations - Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers - Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments - Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations - Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Competencies Assessed:<\/h5>\t\t\n\t\t<ul><li style=\"font-weight: 400\">C1: Mathematical Reasoning and Expression - Students will use mathematical reasoning to manipulate symbolic expressions in terms of a given context.<\/li><li style=\"font-weight: 400\">C2: Solving Problems with Number Systems and Complex Numbers - Students will solve problems using number systems and complex numbers.<\/li><li style=\"font-weight: 400\">C3: Reasoning with Computational Strategies - Students will use computational strategies and algorithms.<\/li><li style=\"font-weight: 400\">C4: Developing Mathematical Arguments - Students will develop mathematical arguments to justify and to support formal proofs.<\/li><li style=\"font-weight: 400\">C6: Analyzing Algebraic Functions, Patterns, and Relations - Students will analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions.<\/li><li style=\"font-weight: 400\">\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Enrollment Details and Pricing <\/h2>\t\t\n\t\t<p>Enroll your school or district with ease. Our simple enrollment process allows you to integrate this course seamlessly into your existing curriculum offerings.\u00a0<\/p>\t\t\t\t\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2610\" open>\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"true\" aria-controls=\"e-n-accordion-item-2610\">\n\t\t\t\t\t Cost-Effective Enrollment \n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h5>School Year Term<\/h5>\t\t\n\t\t\t\t\t\t\t<p>Register for the entire school year for a single low-cost enrollment fee of $300.<br \/>nrollment fee of $300.<\/p><p><a href=\"https:\/\/michiganvirtual.org\/students\/calendar\/\" target=\"_blank\" rel=\"noopener\">School Year (CBE) Student Calendar<\/a><\/p><p><a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\" target=\"_blank\" rel=\"noopener\">Student Pricing<\/a><\/p>\t\t\t\t\t\t\n\t\t\t<h5>Enroll Now through September 20, 2024<\/h5>\t\t\n\t\t\t\t\t\t\t<p>Register in our <a href=\"https:\/\/slp.michiganvirtual.org\/PublicWelcome.aspx\">Student Learning Portal<\/a><\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t<h5>School Year Term<\/h5>\t\t\n\t\t<p>Register for the entire school year for a single low-cost enrollment fee of $300.<br \/>nrollment fee of $300.<\/p><p><a href=\"https:\/\/michiganvirtual.org\/students\/calendar\/\" target=\"_blank\" rel=\"noopener\">School Year (CBE) Student Calendar<\/a><\/p><p><a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\" target=\"_blank\" rel=\"noopener\">Student Pricing<\/a><\/p>\t\t\t\t\n\t\t\t<h5>Enroll Now through September 20, 2024<\/h5>\t\t\n\t\t<p>Register in our <a href=\"https:\/\/slp.michiganvirtual.org\/PublicWelcome.aspx\">Student Learning Portal<\/a><\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/05\/iStock-528494062-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h4>Ready to transform your Algebra curriculum?<br>Get in touch with us today!<\/h4>\t\t\n\t\t<p>Fill out this quick form to receive more information, schedule a personalized demo, or start the enrollment process. Our team is ready to assist you every step of the way.<\/p>",
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            "id": 86688,
            "path": "\/blog\/transforming-education-one-pitch-at-a-time-essential-tips-for-edtech-entrepreneurs\/",
            "author_id": 84,
            "timestamp": 1714482598,
            "content": "<h2>The Power of Pitching<\/h2>\t\t\n\t\t<p>If you've ever been captivated by the intense negotiations on Shark Tank, you already grasp the essence of pitching\u2014an art form where entrepreneurs present their ideas to potential investors, aiming to win support and funding. But what if your innovation isn't just about profit but about transforming education itself? Welcome to the world of EdTech pitching, where ideas have the potential to revolutionize the way students learn, interact, and thrive.<\/p>\t\t\t\t\n\t\t\t<h2>Understanding the EdTech Landscape<\/h2>\t\t\n\t\t<p>For those deeply involved in education, whether as educators, parents, or passionate advocates, spotting an opportunity for innovation is not uncommon. It might be a new learning app, a platform for interactive teaching, or a tool to enhance student engagement. Yet, bridging the gap between idea and reality often requires financial backing and strategic support. This is where the art of pitching comes into play.<\/p>\t\t\t\t\n\t\t\t<h2>The Pitch Process Demystified<\/h2>\t\t\n\t\t<p>At its core, pitching in the EdTech space follows a similar trajectory to any other industry. You have a concept\u2014perhaps even a prototype\u2014and your goal is to convince stakeholders of its viability and potential impact. Here's a breakdown of what to expect:<\/p>\t\t\t\t\n\t\t\t<h3>1. Refine Your Idea<\/h3>\t\t\n\t\t<p>Before stepping onto the pitch stage, ensure your concept is well-defined and addresses a genuine need or challenge in education. Conduct thorough market research and gather feedback from educators and potential users to refine your solution.<\/p>\t\t\t\t\n\t\t\t<h3>2. Craft Your Pitch Deck<\/h3>\t\t\n\t\t<p>Your pitch deck is your visual roadmap for conveying your idea succinctly and persuasively. Keep it concise, highlighting the problem you're solving, your unique solution, market opportunity, business model, and team.<\/p>\t\t\t\t\n\t\t\t<h3>3. Practice Your Pitch<\/h3>\t\t\n\t\t<p>Practice makes perfect, especially when it comes to pitching. Rehearse your pitch until it flows naturally, focusing on clarity, confidence, and passion. Consider seeking feedback from mentors or participating in pitch clinics to fine-tune your delivery.<\/p>\t\t\t\t\n\t\t\t<h3>4. Engage with Investors and Contests<\/h3>\t\t\n\t\t<p>Explore various avenues for showcasing your EdTech innovation, from investor pitch events to startup competitions like the <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\"><i>Michigan Virtual<\/i> Pitch Contest<\/a>. These platforms not only offer exposure but also opportunities for funding, mentorship, and networking. <\/p>\t\t\t\t\n\t\t\t<h2>Resources for EdTech Entrepreneurs<\/h2>\t\t\n\t\t<p>EdTech entrepreneurship requires more than just a compelling pitch. Here are some resources to support and guide you along the way:<\/p>\t\t\t\t\n\t\t\t<h3>EdTech Incubators and Accelerators: <\/h3>\t\t\n\t\t<p>Organizations like <a href=\"http:\/\/www.imaginek12.com\/\">Imagine K12<\/a> and <a href=\"https:\/\/learnlaunch.com\/\">LearnLaunch<\/a> provide tailored support and mentorship for EdTech startups, helping entrepreneurs navigate challenges and accelerate growth.<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.failory.com\/startups\/edtech-accelerators-incubators\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tRead about the Top 101 EdTech Accelerators and Incubators in 2024.\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Online Communities and Social Media:<\/h3>\t\t\n\t\t<p>Engage with like-minded individuals and experts in the EdTech space through online communities and forums such as the EdTech subreddit or specialized Facebook groups. These platforms offer valuable insights, advice, and networking opportunities.<\/p>\t\t\t\t\n\t\t\t<h3>Podcasts and Webinars: <\/h3>\t\t\n\t\t<p>Tune into podcasts and webinars focused on EdTech entrepreneurship and innovation. Platforms like the <a href=\"https:\/\/www.edsurge.com\/research\/guides\/the-edsurge-on-air-podcast\">EdSurge Podcast<\/a>, <a href=\"https:\/\/theedtechpodcast.com\/\">The EdTech Podcast<\/a>, <a href=\"https:\/\/open.spotify.com\/show\/4sATASDUkdvcDnlkdlkw88\">House of #EdTech<\/a>, and webinars hosted by organizations like <a href=\"https:\/\/www.edweek.org\/events\/webinars-on-education-technology\">Education Week<\/a> offer valuable insights, interviews with industry experts, and practical advice for aspiring entrepreneurs.<\/p>\t\t\t\t\n\t\t\t<h3>Professional Development Courses: <\/h3>\t\t\n\t\t<p>Invest in professional development courses tailored to EdTech entrepreneurship. Platforms like <a href=\"https:\/\/www.coursera.org\/\">Coursera<\/a>, <a href=\"https:\/\/www.udemy.com\/\">Udemy<\/a>, and <a href=\"https:\/\/www.edx.org\/\">edX <\/a>offer courses on topics ranging from business strategy and marketing to technology development and educational pedagogy.<\/p>\t\t\t\t\n\t\t\t<h3>Funding Opportunities: <\/h3>\t\t\n\t\t<p>Keep an eye on grants, fellowships, and venture capital firms specializing in EdTech investment. Explore options like the <a href=\"https:\/\/www.nextgenlearning.org\/grants\">Next Generation Learning Challenges<\/a> and <a href=\"https:\/\/owlvc.com\/\">Owl Ventures<\/a> for potential funding avenues.\u00a0<\/p><p>Research government grants and programs that support innovation in education technology. In the United States, initiatives like the <a href=\"https:\/\/www.sbir.gov\/\">Small Business Innovation Research (SBIR)<\/a> Program and the <a href=\"https:\/\/www2.ed.gov\/programs\/sbir\/index.html\">Department of Education's Small Business Innovation Research (ED\/SBIR)<\/a> Program provide funding opportunities for EdTech startups.<\/p>\t\t\t\t\n\t\t\t<h2>Empowering EdTech Innovators<\/h2>\t\t\n\t\t<p>Pitching in the EdTech space isn't just about securing funding; it's about driving meaningful change in education. By honing your pitch, leveraging resources, and embracing opportunities, you can bring your vision for transforming learning to life. Let's empower the next generation of EdTech innovators to revolutionize education one pitch at a time.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tReady to Showcase Your EdTech Innovation?\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tJoin our Innovation Bootcamp to explore and develop your business idea. Then, submit your pitch to the annual <em>Michigan Virtual<\/em> Pitch Contest for a chance to win expert guidance and financial support. Make a difference in education today!\t\t\t\t\t\n\t\t\t\t\t\tLearn More\t\t\t\t\t\n\t\t\t\t\t\t<\/a>",
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            "path": "\/about\/news\/michigan-educators-and-parents-invited-to-celebrate-national-ai-literacy-day-attend-free-webinar-about-ai-and-k-12-schools\/",
            "author_id": 2,
            "timestamp": 1713447624,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, MICH. - To celebrate\u00a0<a href=\"https:\/\/www.ailiteracyday.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">National AI Literacy Day<\/a>, <em>Michigan Virtual<\/em> is hosting an online webinar on Friday, April 19 at 11 a.m. for educators and parents to learn more about how to navigate the rapid advancement of artificial intelligence within schools.\u00a0<a href=\"https:\/\/michiganvirtual.zoom.us\/webinar\/register\/WN_VvP_XIc3QjufO1v7ofPkZw#\/registration\" target=\"_blank\" rel=\"noreferrer noopener\">Parents and teachers are encouraged to register to attend for free<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWith how quickly AI is evolving and the likelihood that today\u2019s students will need to understand its implications for the future workforce, we\u2019re proud to be able to share important information on AI with parents and educators,\u201d said Justin Bruno, AI Learning Strategist at <em>Michigan Virtual<\/em>. \u201cIt\u2019s important that for communities across Michigan to be supported with a solid and safe foundation for their AI literacy, and know that schools are being supported by <em>Michigan Virtual<\/em> and our partners.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual\u2019s<\/em> webinar,\u00a0<a href=\"https:\/\/michiganvirtual.zoom.us\/webinar\/register\/WN_VvP_XIc3QjufO1v7ofPkZw#\/registration\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan's K-12 AI Literacy: Forging Ahead<\/a>, will provide an overview on AI technologies in K-12 education. Presenters will provide an in-depth look at how a number of Michigan schools and organizations are implementing curricula, programs, and training initiatives to cultivate AI literacy among students and educators, in partnership with\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual\u2019s<\/em> expertise and guidance<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.ailiteracyday.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">National AI Literacy Day,<\/a>\u00a0coordinated by the EDSAFE AI Alliance in partnership with aiEDU, is a nationwide day of action inviting students, parents, educators, and community members to explore the fundamental question, \"What is AI?\" <em>Michigan Virtual\u2019s<\/em> webinar joins a series of events hosted across the nation to promote AI literacy through education. The\u00a0<a href=\"https:\/\/www.ailiteracyday.org\/partners\" target=\"_blank\" rel=\"noreferrer noopener\">EDSAFE AI Alliance<\/a>\u00a0is a global initiative led by InnovateEDU and powered by a coalition of organizations to provide global leadership for developing a safer, more secure, more equitable, and more trusted AI education ecosystem through a focus on research, policy, and practice.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cEducation around artificial intelligence will be critical for the future success of our youth,\u201d said James P. Steyer, CEO of Common Sense Media. \u201cWe are excited to dedicate a day supporting students, families, and educators to learn more about this technology in a fun and inclusive setting.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan parents and educators can\u00a0<a href=\"https:\/\/michiganvirtual.zoom.us\/webinar\/register\/WN_VvP_XIc3QjufO1v7ofPkZw#\/registration\" target=\"_blank\" rel=\"noreferrer noopener\">register here<\/a>\u00a0to attend the April 19 webinar. To learn more about <em>Michigan Virtual\u2019s<\/em> AI Lab, visit\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\" target=\"_blank\" rel=\"noreferrer noopener\">www.michiganvirtual.org\/AI<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan educators and parents invited to celebrate National AI Literacy Day, attend free webinar about AI and K-12 schools",
            "excerpt": "LANSING, MICH. &#8211; To celebrate\u00a0National AI Literacy Day, Michigan Virtual is hosting an online webinar on Friday, April 19 at 11 a.m. for educators and parents to learn more about how to navigate the rapid advancement of artificial intelligence within schools.\u00a0Parents and teachers are encouraged to register to attend for free. \u201cWith how quickly AI...",
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            "id": 86623,
            "path": "\/about\/news\/ai-guidelines-for-k-12-aim-to-bring-order-to-the-wild-west\/",
            "author_id": 2,
            "timestamp": 1712862866,
            "content": "<!-- wp:paragraph -->\n<p><em>Written by Nadia Tamez-Robledo;\u00a0originally published at <a href=\"https:\/\/www.edsurge.com\/news\/2024-04-10-ai-guidelines-for-k-12-aim-to-bring-order-to-the-wild-west\">https:\/\/www.edsurge.com\/news\/2024-04-10-ai-guidelines-for-k-12-aim-to-bring-order-to-the-wild-west<\/a>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Education has had a wobbly relationship with the still-evolving presence of generative AI in schools \u2014 with some school districts banning it only to&nbsp;<a href=\"https:\/\/www.nytimes.com\/2023\/08\/24\/business\/schools-chatgpt-chatbot-bans.html\" target=\"_blank\" rel=\"noreferrer noopener\">reverse course<\/a>. It can save teachers time by&nbsp;<a href=\"https:\/\/www.edsurge.com\/news\/2024-03-27-teacher-layoffs-are-coming-as-pandemic-relief-money-for-schools-dries-up\" target=\"_blank\" rel=\"noreferrer noopener\">automating tasks<\/a>, while also causing headaches as an accomplice to&nbsp;<a href=\"https:\/\/www.edsurge.com\/news\/2023-10-05-as-ai-chatbots-rise-more-educators-look-to-oral-exams-with-high-tech-twist\" target=\"_blank\" rel=\"noreferrer noopener\">cheating students<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So how much work would it take to come up with guidelines to help educators manage the challenges of using generative AI tools for their work? In Michigan, it was a team effort.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A coalition of 14 education organizations, helmed by the nonprofit Michigan Virtual Learning Research Institute,&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/k12guidance\/\" target=\"_blank\" rel=\"noreferrer noopener\">released sample guidelines<\/a>&nbsp;earlier this month that walk teachers and administrators through potential pitfalls to consider before using an AI tool in the classroom or for other tasks. That includes things like checking the accuracy of AI-generated content, citing AI-generated content, and judging which types of data are safe to enter into an AI program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ken Dirkin, senior director of the Michigan Virtual Learning Research Institute, said the group wanted to create a document that was digestible, but \u201cthere\u2019s probably 40,000 important things that could have been included.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhat we're experiencing when we go out and work with school districts is that there's a general lack of knowledge, and an interest and awareness\u201d of generative AI, Dirkin says, \u201cbut also a fear of getting in trouble, or a fear that they're doing something wrong, because there's not any strong guidance on what they should be exploring or doing.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dirkin says the group wanted the document to help school districts and educators think through the use of generative AI without defaulting to either extreme of banning it or allowing unrestricted use.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThat's really been kind of our mode of operation: How do we just enable exploration and not disable access,\u201d he says, \u201cor have people say, \u2018It's the latest trend, and it'll go away.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The speed at which generative AI is evolving makes this a critical time for educators and districts to have guidelines about when and how they use it, says Mark Smith, executive director of the Michigan Association for Computer Users in Learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAI is everywhere. It's doing everything for everyone and anyone that's interested,\u201d he says. \u201cBy the time we get a handle on the one-, three-, five-year plan, it's changing right underneath our noses. If we don't get in front of this now with a nimble, flexible, guideline policy or strategy as a collective whole, it's gonna continue to change.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Protecting Student Data<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School principals want to know how AI can be used in the classroom beyond having students copy and paste from it, Paul Liabenow says, and are of course concerned about students using it to cheat.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But many of the questions he gets as executive director of the Michigan Elementary and Middle School Principals Association focus on AI programs and legal compliance with student privacy laws, Liabenow explains, and how they stay in line with laws like FERPA and Individuals with Disabilities Education Act.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThere\u2019s a myriad of questions that come weekly, and that\u2019s growing,\u201d Liabenow says. Principals want guidance from organizations like Michigan Virtual \u201cnot just to avoid stepping into the black hole as a leader but to use it to effectively use it to improve student achievement.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Sometimes the best data set for an educator is the teacher down the hall with 10 years more experience, and not an AI tool.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u2014 Mark Smith<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The AI guidance document urges educators to always assume that, unless the company that owns a generative AI tool has an agreement with their school district, the data they\u2019re inputting is going to be made available to the public.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Liabenow says one of his confidentiality concerns is over any teacher, counselor or administrator who might want to use an AI program to manage student data about mental health or discipline \u2014 something that has the potential to end with a lawsuit.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cPeople are thinking they're gonna be able to run master schedules with the AI tools, where they're inputting individual students' names, and that leads to some challenges both ethically and legally,\u201d Liabenow says. \u201cI love this guidance tool, because it reminds us of areas that we need to be sensitive to and diligent at protecting.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Smith, of the Michigan Association for Computer Users in Learning, says that the privacy pitfalls aren\u2019t in the everyday use of generative AI but in the growing number of apps that may have weak data protection policies \u2014 one of the agreements that virtually no one reads when signing up for an online service. It may be easier to run afoul of privacy laws, he adds, considering the&nbsp;<a href=\"https:\/\/www.nytimes.com\/2023\/12\/20\/technology\/ftc-regulation-children-online-privacy.html\" target=\"_blank\" rel=\"noreferrer noopener\">proposed changes to strengthen<\/a>&nbsp;the Children\u2019s Online Privacy Protection Act.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cHow many of us have downloaded the updated agreement for our iPhone without reading it?\u201d Smith says. \u201cIf you magnify that to 10,000 students in a district, you can imagine how many end user agreements you\u2019d have to read.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Is AI Your Co-Writer?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s not just student use of AI that needs to be considered. Teachers use generative AI to create lesson plans, and any school district employee could use it to help write a work document.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s why the new guidelines include examples of how to cite the use of generative AI in educational materials, research or work documents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe more we disclose the use of AI and the purpose, the more we uplift everybody in the conversation,\u201d Dirkin says. \u201cI don't think in two or three years people will be disclosing the use of AI \u2014 it\u2019ll be in our workflows \u2014 but it's important to learn from each other and tie it back to human involvement in the process. It\u2019ll eventually go away.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">When AI Is Baked Into Everything<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Generative AI is increasingly becoming integrated into software that is already widely used. Think of spell-checking programs like Grammarly, which a Georgia student says&nbsp;<a href=\"https:\/\/www.edsurge.com\/news\/2024-04-04-can-using-a-grammar-checker-set-off-ai-detection-software\" target=\"_blank\" rel=\"noreferrer noopener\">got her accused of cheating<\/a>&nbsp;after a paper on which she used it was flagged by AI-detection software.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That growing ubiquity is going to make it easier to access AI-powered education tools and, therefore, more complicated when it comes to using it with safety in mind, Dirkin says. One important consideration about the current generative AI landscape is that people still have to copy and paste content into \u2014 and, therefore, pause for a moment \u2014 an AI program to use it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cA lot of times, it\u2019s the Wild West in terms of access to tools. Everybody has a Google account, and people can use their Google account to log into a ton of free services,\u201d Dirkin says. \u201cWe wanted to make sure people had a tool to reflect on whether they're using it in a legal or ethical [way], or if they're violating some sort of policy before they do that. So just stop and think.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Smith points to the section of the new guidelines that asks educators to think about how something generated by AI might be inaccurate or contain bias. Even as generative AI gets better, he says, \u201cthere are risks and limitations to all AI, no matter how good it is.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSometimes the best data set for an educator is the teacher down the hall with 10 years more experience, and not an AI tool,\u201d Smith says. \u201cThere is still a human element to this, and I think the guidance document mentioning those risks and limitations is kind of a friendly nudge. It's a polite way of saying, \u2018Hey, don't forget about this.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->",
            "title": "AI Guidelines for K-12 Aim to Bring Order to the \u2018Wild West\u2019",
            "excerpt": "Written by Nadia Tamez-Robledo;\u00a0originally published at https:\/\/www.edsurge.com\/news\/2024-04-10-ai-guidelines-for-k-12-aim-to-bring-order-to-the-wild-west. Education has had a wobbly relationship with the still-evolving presence of generative AI in schools \u2014 with some school districts banning it only to&nbsp;reverse course. It can save teachers time by&nbsp;automating tasks, while also causing headaches as an accomplice to&nbsp;cheating students. So how much work would it take...",
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        {
            "id": 86261,
            "path": "\/blog\/out-of-order-out-of-reach-an-interview-with-a-researcher\/",
            "author_id": 54,
            "timestamp": 1711993792,
            "content": "<!-- wp:paragraph -->\n<p>In the ever-evolving landscape of education, online learning has become increasingly prevalent, offering students flexibility and accessibility to course materials. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success\/\">Recent research<\/a> has delved into the dynamics of online coursework completion, particularly focusing on the sequencing of assignments and its impact on student success. Understanding how students navigate through their coursework, whether adhering to prescribed pacing guides or deviating from them, provides valuable insights for educators aiming to enhance student outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following interview from our \"Interview with a Researcher\" <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/interview-with-a-researcher\/\" target=\"_blank\" data-type=\"post_tag\" data-id=\"18607\" rel=\"noreferrer noopener\">blog series<\/a> shares some highlights from this research.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Is it common for students to go out of sequence when completing online course assignments?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Absolutely. Our study revealed that a vast majority of students, around 93%, tended to go out of sequence at least once when completing assignments in online STEM courses. This suggests that flexibility in pacing is a common practice among online learners.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>How does the average number of assignments submitted out of sequence affect students' performance?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We found that, on average, students submitted approximately 17.5 assignments out of order, accounting for about 38.15% of all course assignments. While some deviation from the prescribed order is expected, this trend indicates that a significant portion of students are not strictly following the intended sequencing of assignments. We observed that as students became increasingly out of sequence (submitted a higher proportion of assignments out of order) their grades dropped such that students with the highest number of assignments out of order had the lowest final course grades.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Could you explain the relationship between students' course progression and their final grades?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Certainly. Our research uncovered a significant negative relationship between the proportion of assignments completed out of order, as well as the magnitude of these deviations, and students' final grades. Essentially, as students submitted more assignments out of sequence, their final grades tended to decrease accordingly.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Are there noticeable differences in final grades between students who go out of sequence and those who stay in sequence?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Yes, indeed. We observed a clear distinction in final grades between students who adhered to the intended sequencing of assignments and those who did not. On average, students who stayed in sequence achieved a final grade of 89.2, whereas those who went out of sequence averaged 79.7.&nbsp;When we grouped students by how often they submitted assignments out of sequence the discrepancies in final grades were even more pronounced. Students in the bottom 25% for being out of sequence (the <em>least <\/em>proportion of \u201cout of order\u201d assignment submissions) consistently had the highest grades on average, and those in the top 25% (the highest proportion of \u201cout of order\u201d assignments) had the lowest, 86.8 compared to 74.1\u2013a difference of 12.7 points. This sizable difference underscores the impact of following the prescribed order of assignments on student success.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>What recommendations do you have for educators to support students in navigating online course assignments?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators play a pivotal role in guiding students toward effective online learning strategies. It is essential to emphasize the significance of following pacing guides and completing assignments in the intended order. Providing clear expectations, scaffolding course content, and explaining the purpose of assignments can help students grasp the value of pacing and organization. Moreover, supporting students in developing self-regulatory skills and effective time management practices empowers them to succeed in online learning environments.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The insights gleaned from this study illuminate the intricate relationship between assignment sequencing and student success in online STEM courses. As online learning continues to evolve, understanding how students navigate their coursework, the impact of pacing deviations, and the role of educators in guiding them toward success becomes increasingly vital. By embracing these findings, educators can empower students to effectively manage their coursework, enhance engagement, and ultimately achieve academic success in the digital realm of education. Be sure to check out the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success\/\">full research report<\/a> for more information! <\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Abstract<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research shows that pacing has an important relationship with online course performance; however, most work has focused on the timing\u2014not the order\u2014of students\u2019 assignment submissions. The current study examined the relationship between the order of students\u2019 assignments and their final course grades in online STEM classes. Using course pacing guides as a benchmark, students' assignment submissions were categorized as either \u201cin sequence\u201d or \u201cout of sequence.\u201d Then, students were categorized as either moving through their courses \u201cin sequence\u201d or \u201cout of sequence.\u201d Most students were categorized as moving \u201cout of sequence\u201d (~93%) and submitted around 38% of their assignments out of order. As such, going out of sequence was common among students, but done somewhat sparingly within the courses themselves. While this \u201cout of sequence\u201d behavior was common, it was not necessarily advantageous for students\u2019 final grades. On average, students who completely adhered to the pacing guide had final grades 9.5 points higher than students who deviated from the pacing guide at least once. A small but statistically significant negative correlation was observed between the proportion of assignments submitted out of order, the extent to which a student submitted an assignment out of order, and final grades. In other words, as students become increasingly out of order, final grades decrease. Taken together, pacing continues to represent a student behavior that may have important implications for course performance. Instructors and mentors should continue to monitor student pacing, and communication about course progression is encouraged. Future work should focus on examining student submission patterns from multiple perspectives to better understand their relationship to achievement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Intro\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan is seeing a rise in student engagement with online learning. The number of K-12 students who took at least one virtual course doubled from 7% in 2017-2018 to 14% in 2021-2022 (Freidhoff, 2019; 2023). As online learning continues to grow in popularity, it is essential to set students up for success as the current virtual pass rate is around 69% (for context, the pass rate for non-virtual coursework was 71%).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Studies have shown that pacing, which refers to how students progress through a course, is crucial for student success (DeBruler, 2021; Michigan Virtual Learning Research Institute, 2019). For example, submitting an assignment within the first week is correlated with students\u2019 final grade, suggesting that this may be an early indicator of students\u2019 engagement with course material (Zweig, 2023). Generally, students who are consistently on-pace throughout the course are more likely to be successful than those who aren\u2019t (DeBruler, 2021). Similarly, students who struggle with pacing (as indicated by cramming assignment submissions at the end of the course) tend to perform more poorly than those who consistently pace out their submissions (DeBruler, 2021; Michigan Virtual Learning Research Institute, 2019).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Certain <em>Michigan Virtual <\/em>courses, such as those for core subject areas and electives, do not have assignment deadlines, meaning students may submit any assignment at any time during the enrollment window. Because of this structure, students can progress through assignments in any order they would like, giving students flexibility about when and where learning occurs. To help provide guidance and structure, <em>Michigan Virtual<\/em> provides <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000178934-what-activities-assignments-should-i-complete-this-week-\" target=\"_blank\" rel=\"noreferrer noopener\">pacing guides<\/a> that show what assignments and activities students <em>should<\/em> complete in a particular week or sequence. In other words, pacing guides provide clear expectations of students\u2019 course progression and serve as a benchmark for students to evaluate their course progress. While a complete discussion of the ideal blend of structure and flexibility is beyond the scope of this report, providing some guidance around scheduling and routines can help students stay on track (Martin &amp; Whitmer, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although not mandatory, following the pacing guides can help students manage a course\u2019s workload, especially when courses do not have firm deadlines. Research suggests that disengagement from assignments and improper pacing can negatively impact student achievement (DeBruler, 2021; Michigan Virtual Learning Research Institute, 2019; Soffer &amp; Tal, 2019; Wu et al., 2023; Zweig, 2023). While the frequency and consistency of course activity contribute to academic achievement, more research is needed to know <em>how <\/em>the order or sequence in which students engage with material is associated with course performance.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This study examined how students\u2019 engagement with course assignments related to their course performance, focusing on understanding how the sequencing of students\u2019 assignment submissions was associated with overall performance (final grade). Identifying practices that promote or limit student progress is important because it could inform policies, instructional design principles, or LMS configurations that may improve outcomes. Understanding how users move through a course can allow for more informed planning and decision-making as well as the development of better student support structures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Method\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"sample\">Data &amp; Sample Overview<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Data on graded course item submissions and course performance (final grade) was pulled from the learning management system, <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000175057-getting-started-with-brightspace\" target=\"_blank\" rel=\"noreferrer noopener\">BrightSpace<\/a>, for spring 2023 enrollments (n = 8,810 students). The dataset was filtered to exclusively contain students enrolled in STEM courses, a list of which is available in Appendix A (n = 1,818). Analyses focused on high school-level STEM courses because course content and assignments are scaffolded by design, making them well-suited for investigating the role assignment sequencing plays in course performance.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Only students who completed their courses were included in the dataset (n = 1,732). Students with &gt;50% of course assignments missing were excluded from the dataset to ensure accuracy given the focus on understanding how assignment submissions were related to final grades and these enrollments were missing most of their assignments (n = 1,481). Students enrolled in multiple courses during the spring 2023 semester (i.e., duplicates) were also removed from the dataset (n = 1,341).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After all data cleaning, 1,308 students were retained in the dataset. Please note that for this report, \u201cassignments\u201d refers to any graded item within a course. Students in the sample were not first-time online learners; all enrollments had completed at least one course and approximately three courses on average.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"analysis\">Analysis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To gain insights into students' submission patterns in STEM courses, a benchmarking variable called 'User Driven' was created. This numerical value examines the order in which students submit assignments relative to the provided pacing guide. Specifically, this value compares the student\u2019s current assignment submission with the one immediately preceding it. If the value for the current submission is one greater than the previous assignment, it is deemed \u201cin sequence\u201d; otherwise, it is considered \u201cout of sequence.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, if a student submits assignment 9 immediately following assignment 4, it is considered out of sequence as 9 is not one greater than 4. It's crucial to highlight that, according to this benchmarking variable, a student's submission is only deemed \u201cin sequence\u201d concerning the assignment immediately before it. Refer to Table 1 for an illustrative data layout. This method was crafted to evaluate the extent to which a student adheres to the pacing guide and to understand the implications of deviations on their final grade.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It may be viewed as a relatively \u201cstrict\u201d interpretation of pacing as it requires the student to move through the course in sequential order and narrowly defines in\/out of sequence based on a singular assignment. However, this conceptualization will serve as a starting place for understanding the impact of assignment sequencing on final grades. Future analyses could look at pacing more holistically by investigating how students' return to earlier content (after deviating from the pacing guide) influences their final grades.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on the order of their assignment submissions, students were assigned to one of two groups: \u201cin-sequence\u201d (if they submitted all assignments in line with the pacing guide) or \u201cout of sequence\u201d (if they submitted at least one assignment out of line with the pacing guide).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Next, a \u2018Proportion of Assignments Completed Out of Order\u2019 variable was created. This variable calculates the number of assignments a student completed out of order relative to the total number of assignments they completed in the course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, a variable was created to understand the extent to which students deviated from sequentially navigating the course. The \u2018Average Magnitude\u2019 variable represents the average difference between consecutive assignment submissions for each student. For example, if a student submitted Assignment 4 and then Assignment 9, the magnitude would be 5.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Appendix B contains a list of all the variables created and referenced above and in subsequent sections of this report and may be helpful for the reader to reference.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Assignment<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Course Design Order<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">&nbsp; <strong>Student Submission Order<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>User Driven*<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Course Design Order<\/strong><\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">0.1 Introduction to the Discussion Board<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">NA<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">1.1 Quiz: Review of Functions<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">1.2 Quiz: Algebraic Functions<\/td><td class=\"has-text-align-center\" data-align=\"center\">3<\/td><td class=\"has-text-align-center\" data-align=\"center\">3<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">1.3 Quiz: Exponential Functions<\/td><td class=\"has-text-align-center\" data-align=\"center\">4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">1.4 Quiz: Trigonometric functions<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<\/td><td class=\"has-text-align-center\" data-align=\"center\">9<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">1.5 Quiz: Composition and Inverse Functions<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">3<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">1.6 Quiz: Logarithmic Functions<\/td><td class=\"has-text-align-center\" data-align=\"center\">7<\/td><td class=\"has-text-align-center\" data-align=\"center\">7<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 1. Example Data Layout<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"results\">Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"sequence\">Is going out of sequence a common course behavior?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"enrollments\">What percentage of online course enrollments go out of sequence?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Going out of sequence appeared to be the norm among enrollments sampled as approximately 93% indicated going out of sequence at least once. See Table 2 for totals. As such, students are more likely to deviate from the pacing guide than not \u2013 at least in STEM courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Student Behavior<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>% (n)<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">In-sequence<\/td><td class=\"has-text-align-center\" data-align=\"center\">7.03% (92)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Out-of-sequence<\/td><td class=\"has-text-align-center\" data-align=\"center\">93.00% (1216)<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 2. Student Sequence Behaviors<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"assignments\">What is the average number of assignments submitted out of sequence?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The number of assignments submitted out of order across the entire sample ranged from zero to sixty, with 17.5 assignments submitted out of order on average (SD = 11.57). Table 3 details the descriptive data. The median value was 16, indicating that half of the students in the data set submitted <em>less than<\/em> 16 assignments out of order, and half submitted <em>more than<\/em> 16 assignments out of order. For context, on average, 38.15% of course assignments were submitted out of order (SD = 22.52).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"align\":\"center\"} -->\n<figure class=\"wp-block-table aligncenter\"><table><tbody><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Variable<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Mean<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>SD<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Median<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Min<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Max<\/strong><\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">Final Grade<\/td><td class=\"has-text-align-center\" data-align=\"center\">80.36<\/td><td class=\"has-text-align-center\" data-align=\"center\">16.44<\/td><td class=\"has-text-align-center\" data-align=\"center\">85.54<\/td><td class=\"has-text-align-center\" data-align=\"center\">16.75<\/td><td class=\"has-text-align-center\" data-align=\"center\">100<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">Number of Current &amp; Previous Online Courses<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.73<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.20<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">15<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">Prop. Of Assignments Completed Out of Order<\/td><td class=\"has-text-align-center\" data-align=\"center\">38.15<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.52<\/td><td class=\"has-text-align-center\" data-align=\"center\">38.80<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">93.75<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">Average Magnitude<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.31<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.06<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.77<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.32<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\">Total # of Course Assignments<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.43<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.12<\/td><td class=\"has-text-align-center\" data-align=\"center\">50<\/td><td class=\"has-text-align-center\" data-align=\"center\">28<\/td><td class=\"has-text-align-center\" data-align=\"center\">71<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 3. Descriptive Information<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>While some students submitted all assignments in their intended order, others submitted almost 94% of course assignments out of sequence. Half of the students submitted less than 38.8% of assignments out of order, while the other half submitted more than 38.8%. Overall, these results suggest that students turn in most of their assignments in the intended order, but there is variation among individual students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Investigating students\u2019 assignment completion strategies and how individual differences contribute to course navigation may explain the variation in student submission patterns. When students deviated from the pacing guide and submitted assignments out of sequence, the extent to which they did so was relatively small. The average deviation was 2.31 assignments (SD = 1.06). As such, students were typically about two assignments \u201coff\u201d from the intended order.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"relationships\">What is the relationship between course progression and students\u2019 overall course performance?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"progression\">What is the relationship between course progression and final course grade?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students\u2019 number of current and previous online courses did have a small but statistically significant relationship with final grade, proportion of assignments completed out of order, and magnitude suggesting that experience may factor into student performance but only to a small degree.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The proportion of assignments completed out of order and magnitude had a statistically significant and negative relationship with final course grade, albeit with a small effect. The correlation coefficient for each variable was approximately -0.2, which was considered small.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This suggests that the proportion of assignments completed out of order and magnitude move in the opposing direction of the final course grade. For example, as a student\u2019s final grade increased, the proportion of assignments completed out of order decreased (and vice versa). Similarly, as the magnitude increases, the final course grade decreases (and vice versa).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the current data does not allow for causal inferences, the negative relationship between completing assignments out of sequence and final grade suggests that completing assignments out of sequence may be part of a broader pattern of learner behaviors and characteristics that influence academic performance. For example, characteristics like cramming and poor time management are negatively associated with learning and may influence a student\u2019s assignment submission behaviors (DeBruler, 2021; Hartwig &amp; Malain, 2022; Malekian et al., 2020; Michigan Virtual Learning Research Institute, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"finaldifferences\">Are there differences in final course grades between students who go out of sequence and those who do not?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There was a difference of 9.5 points in the final grades of students who went out of sequence and those who stayed in sequence. Students who moved in sequence averaged a final grade of 89.2, outperforming their peers who went out of sequence and averaged a final grade of 79.7. There was slightly more variation in the final grades of students who went out of sequence; however, half of them received a final grade greater than 84.7% while half received a final grade less than that. Table 4 shows the descriptive statistics for final grades among enrollments who went in sequence and those who did not.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Behavior<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>M (SD)<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Median<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">In-sequence<\/td><td class=\"has-text-align-center\" data-align=\"center\">89.2 (10.9)<\/td><td class=\"has-text-align-center\" data-align=\"center\">92.3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Out-of-sequence<\/td><td class=\"has-text-align-center\" data-align=\"center\">79.7 (16.6)<\/td><td class=\"has-text-align-center\" data-align=\"center\">84.7<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 4. Student Behavior and Final Grade<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>To gain a more nuanced understanding of how assignment submission patterns related to students\u2019 final grades, the data was segmented into quartiles based on the proportion of completed assignments submitted out of order and average magnitude (values dividing the data into four equal groups). See Table 5 for quartile breakdowns.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with assignment submissions in the top 25% (4th Quartile) for being out of sequence (meaning this group of enrollments had the highest proportion of \u201cout of order\u201d assignment submissions) consistently had the lowest final grades on average.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conversely, students in the bottom 25% (1st Quartile) for being out of sequence (this group had the <em>least <\/em>proportion of \u201cout of order\u201d assignment submissions) consistently had the highest grades on average. This suggests that final grades drop as students become increasingly out of sequence.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similar results were found when examining the magnitude variable. Students in the bottom 25% of magnitude (1st Quartile; i.e., students with the smallest magnitude values) had higher final grades on average than students in the top 25% for the magnitude variable (4th Quartile; i.e., students with the greatest magnitude values).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Quartiles<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>1<sup>st <\/sup>&nbsp; <br>Bottom 25%<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>2<sup>nd&nbsp;<\/sup> <br>50%<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>3<sup>rd&nbsp;<\/sup> <br>75%<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>4<sup>th&nbsp;<\/sup> <br>Top 25%<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">Final Grades<\/td><td class=\"has-text-align-center\" data-align=\"center\">&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Proportion of Assignments Completed Out of Order<\/td><td class=\"has-text-align-center\" data-align=\"center\">86.8<\/td><td class=\"has-text-align-center\" data-align=\"center\">81.6<\/td><td class=\"has-text-align-center\" data-align=\"center\">78.9<\/td><td class=\"has-text-align-center\" data-align=\"center\">74.1<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Average Magnitude<\/td><td class=\"has-text-align-center\" data-align=\"center\">88.5<\/td><td class=\"has-text-align-center\" data-align=\"center\">81.2<\/td><td class=\"has-text-align-center\" data-align=\"center\">76.3<\/td><td class=\"has-text-align-center\" data-align=\"center\">75.3<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 5. Final Grade Values Based on Quartiles<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"discussion\">Discussion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The current study demonstrated the importance of assignment sequencing as it relates to course performance. While submitting assignments out of order was extremely common in STEM courses, it did not necessarily benefit students. Students who stayed in sequence had final grades that were 9.5 points higher on average than students who went out of sequence.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Correlational analyses showed that the proportion of completed assignments submitted out of order and the magnitude of assignments submitted out of order had a negative relationship with final course grades. Follow-up analyses that looked at the differences in final grades when students were grouped into quartiles based on the proportion of completed assignments submitted out of order and magnitude revealed that grades continually dropped as students submitted more assignments out of order.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The largest discrepancy in grades was between students in the first (bottom 25%) and second (50%) quartiles of the proportion of completed assignments submitted out of order and magnitude. Students in the first quartile (bottom 25%) for the proportion of completed assignments submitted out of order had an average grade of 86.8. As students moved into the second quartile (50%), their grades dropped by 5.2 points. Because students in the first quartile (bottom 25%) submitted between 0 and 20 assignments out of sequence, this suggests that students may start to exhibit drops in their grades as they surpass that number. Similarly, students in the first quartile (bottom 25%) for magnitude had average final grades of 88.5, which dropped by 7.3 points as they moved into the second quartile (50%). Because students in the first quartile (bottom 25%) had a magnitude ranging from 0 to 0.62, this suggests that even going one assignment out of sequence may be detrimental to students\u2019 grades.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While causation cannot be inferred based on the current methodology, it may be that submitting assignments out of sequence is part of a broader pattern of student characteristics and\/or behaviors that impact students\u2019 academic performance. For instance, self-regulatory skills and metacognitive abilities are associated with online course performance. They may also be related to students\u2019 academic achievement and engagement with certain assignments (Xu et al., 2023; Zion et al., 2015).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That is to say,&nbsp; if students are not thinking deeply about their learning progress and making adjustments, they may be more likely to complete assignments out of order and receive lower grades. While research on assignment sequencing with adult learners has demonstrated a different pattern of results (Lim, 2016), the current research suggests that submitting assignments out of sequence may not be helpful for students. Adult learners may have more fully developed self-regulated learning skills, allowing them to more freely direct their learning. Students may still be developing these skills, and thus may more heavily rely on the guidance of instructors to fully conceptualize and draw connections between content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While it is unreasonable to expect students to adhere to pacing guides 100% of the time, transparency about course design, the scaffolding of content and material, and the purpose of assignments may help increase adherence. Instructors may also stress to students that following the pacing guide and completing assignments in sequential order may help increase their chances of achieving their desired grade.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. (2021). Research On K-12 Online Best Practices. Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/blog\/research-on-k-12-online-best-practices\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/research-on-k-12-online-best-practices\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R. (2019). Michigan\u2019s k-12 virtual learning effectiveness report 2017-18. Lansing, MI:&nbsp;Michigan Virtual University. Available from&nbsp;<a href=\"https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R. (2023). Michigan\u2019s k-12 virtual learning effectiveness report 2021-22. Michigan&nbsp;Virtual. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hartwig, M. K., &amp; Malain, E. D. (2022). Do students space their course study? Those who do earn higher grades.<em> Learning and Instruction<\/em>, 77, 101538. <a href=\"https:\/\/doi.org\/10.1016\/j.learninstruc.2021.101538\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.learninstruc.2021.101538<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lim, J. (2016). The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses. <em>International Review of Research in<\/em> <em>Open and Distributed Learning<\/em>, <em>17<\/em>(1), 159\u2013179.&nbsp;<a href=\"https:\/\/doi.org\/10.19173\/irrodl.v17i1.2167\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.19173\/irrodl.v17i1.2167<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Martin, F., &amp; Whitmer, J. C. (2016). Applying learning analytics to investigate timed release in&nbsp;online learning. <em>Technology, Knowledge and Learning<\/em>, 21, 59-74. <a href=\"https:\/\/doi.org\/10.1007\/s10758-015-9261-9\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s10758-015-9261-9<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2019). Pacing Guide For Success In Online&nbsp;Mathematics Courses. <a href=\"https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Soffer, T., &amp; Cohen, A. (2019). Students' engagement characteristics predict success and&nbsp;completion of online courses. <em>Journal of Computer Assisted Learning,<\/em> 35(3), 378-389. <a href=\"https:\/\/doi.org\/10.1111\/jcal.12340\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/jcal.12340<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wu, D., Li, H., Zhu, S., Yang, H. H., Bai, J., Zhao, J., &amp; Yang, K. (2023). Primary students\u2019 online&nbsp;homework completion and learning achievement.<em> Interactive Learning Environments<\/em>,&nbsp;1-15. <a href=\"https:\/\/doi.org\/10.1080\/10494820.2023.2201343\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/10494820.2023.2201343<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Xu, Z., Zhao, Y., Zhang, B., Liew, J., &amp; Kogut, A. (2023). A meta-analysis of the efficacy of&nbsp;self-regulated learning interventions on academic achievement in online and blended&nbsp;environments in K-12 and higher education.<em> Behaviour &amp; Information Technology<\/em>, 42(16),&nbsp;2911-2931. <a href=\"https:\/\/doi.org\/10.1080\/0144929X.2022.2151935\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/0144929X.2022.2151935<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zion, M., Adler, I., &amp; Mevarech, Z. (2015). The effect of individual and social metacognitive&nbsp;support on students' metacognitive performances in an online discussion. <em>Journal of&nbsp;Educational Computing Research<\/em>, 52(1), 50-87.<a href=\"https:\/\/doi.org\/10.1177\/0735633114568855\" target=\"_blank\" rel=\"noreferrer noopener\"> https:\/\/doi.org\/10.1177\/0735633114568855<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p id=\"appendix1\">Zweig. J. (2023).&nbsp;<em>The first week in an online course: Differences across schools<\/em>. Michigan&nbsp;Virtual.&nbsp;<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/first-weeks-in-an-online-course\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/first-weeks-in-an-online-course<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:coblocks\/accordion -->\n<div class=\"wp-block-coblocks-accordion\"><!-- wp:coblocks\/accordion-item {\"title\":\"Appendix A (Click to expand)\"} -->\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\">Appendix A (Click to expand)<\/summary><div class=\"wp-block-coblocks-accordion-item__content\"><!-- wp:paragraph {\"placeholder\":\"Add content\u2026\"} -->\n<p id=\"appendixa\">List of STEM Courses Included in Dataset<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Algebra 1A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Algebra 1B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Algebra 2A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>&nbsp;Algebra 2B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>&nbsp;Anatomy and Physiology A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Anatomy and Physiology B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Astronomy<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Bioethics<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Biology A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Biology B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Calculus A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Calculus B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Chemistry A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Chemistry B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Earth Science A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Earth Science B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Environmental Science A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Environmental Science B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Forensic Science<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Geometry A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Geometry B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mathematics in the Workplace<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mathematics of Baseball<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mathematics of Personal Finance<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Medical Terminology<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Oceanography A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Oceanography B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Physical Science A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Physical Science B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Physics A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Physics B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PreCalculus A: Algebra Review &amp; Trigonometry<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PreCalculus B: Functions &amp; Graphical Analysis<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Probability and Statistics<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Veterinary Science: The Care of Animals<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div><\/details><\/div>\n<!-- \/wp:coblocks\/accordion-item --><\/div>\n<!-- \/wp:coblocks\/accordion -->\n\n<!-- wp:coblocks\/accordion -->\n<div class=\"wp-block-coblocks-accordion\"><!-- wp:coblocks\/accordion-item {\"title\":\"Appendix B (Click to expand)\"} -->\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\">Appendix B (Click to expand)<\/summary><div class=\"wp-block-coblocks-accordion-item__content\"><!-- wp:table {\"hasFixedLayout\":false} -->\n<figure id=\"appendixb\" class=\"wp-block-table\"><table><tbody><tr><td><strong>Variable<\/strong><\/td><td><strong>Definition<\/strong><\/td><\/tr><tr><td><strong>Distinct Assignments<\/strong><\/td><td>The number of unique assignments per course<\/td><\/tr><tr><td><strong>Missing Assignment<\/strong><\/td><td>An assignment lacking a submission date and receiving 0 points<\/td><\/tr><tr><td><strong>User Driven<\/strong><\/td><td>This is a benchmarking variable. It looks at students\u2019 completed assignments and compares each assignment to the previous assignment submitted. If the current assignment is one greater than the previous assignment, it is considered in sequence. Otherwise, it is out of sequence. Out of sequence is indicated by a 1, and in sequence is indicated by a 0. Missing assignments are ignored.<\/td><\/tr><tr><td><strong>Total Out-of-Order<\/strong><\/td><td>The sum of all the 1s a student has for UserDriven. The total number of assignments a student submitted out of order.<\/td><\/tr><tr><td><strong>Completed Assignments<\/strong><\/td><td>The number of distinct assignments minus the number of missing assignments.<\/td><\/tr><tr><td><strong>Number of Current &amp; Previous Online Courses<\/strong><\/td><td>History of current and past completed courses.<\/td><\/tr><tr><td><strong>Proportion of Assignments Completed Out of Order<\/strong><\/td><td>The total number of assignments a student submitted out of order divided by the number of assignments the student completed times 100.<\/td><\/tr><tr><td><strong>Average Magnitude<\/strong><\/td><td>The average difference in sort order between consecutive assignments for each student within specific course sections.<\/td><\/tr><tr><td><strong>Final Grade<\/strong><\/td><td>The final numeric score the student received in the course.<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:coblocks\/accordion-item --><\/div>\n<!-- \/wp:coblocks\/accordion -->",
            "title": "Out of Order, Out of Reach: Navigating Assignment Sequences for STEM Success",
            "excerpt": "Pacing, or the timing of students\u2019 assignment submissions, has been shown to have an important relationship to course performance. Less is known about how the submission order or sequencing of assignment submissions relates to course performance. This study found that the order in which students submitted assignments in their online STEM courses is related to their final grades, with students who submitted all assignments in line with pacing guide recommendations outperforming peers who did not. Indeed, students\u2019 final grades decreased as deviations from the pacing guide increased.  ",
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            "timestamp": 1711981976,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2013 Alongside statewide education partners, <em>Michigan Virtual<\/em> is today releasing a sample K-12 AI Guidance document that specifically addresses educators\u2019 approach to AI use.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The workgroup includes top leaders from 13 organizations including the Michigan Education Association, Michigan Association of School Boards, Michigan Association of Superintendents &amp; Administrators, Michigan Association of Secondary School Principals, Michigan Elementary &amp; Middle School Principals, Michigan Association for Computer Users in Learning, and more.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cArtificial intelligence is beginning to impact schools each day, often without clear guidelines or directions, and it\u2019s critical that our educators are supported,\u201d said Michigan Virtual Learning Research Institute Senior Director Ken Dirkin. \u201cWe\u2019ve partnered with education leaders around the state to establish best practices and guidelines in the hopes that such standards are considered when developing local policies around this new technology.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This AI Guidance document was written specifically for K-12 educator use, an area currently in need of such guidance. It focuses on the impacts of data compliance, ethical use requirements, and the challenges around disclosure for educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"We have entered a crucial time in the education landscape where coordinating the resources of the most influential and knowledgeable education organizations in our state is more valuable than ever, as together we can provide common guidance on artificial intelligence understanding and integration to benefit our K-12 environment,\u201d said Mark Smith, Executive Director of MACUL.\u00a0 \u201cWe are proud to partner with <em>Michigan Virtual<\/em>, as well as this collaborative group of professionals, to embrace and empower AI for education across our state.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Statewide, this is the first group to come together and establish an AI workgroup or focus on AI learning in schools, led by <em>Michigan Virtual\u2019s<\/em> recently established AI Lab.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAs AI has the potential to greatly impact education and learning. <em>Michigan Virtual<\/em> and our partners have a responsibility to Michigan\u2019s education ecosystem to lead the way in establishing best practices for learning, development, and educational policy around AI,\u201d said Jamey Fitzpatrick, CEO of <em>Michigan Virtual<\/em>. \u201cThese guidelines are a good first step in building a coalition of support and a clear educational standard for our educators.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe Michigan ASCD is pleased to collaborate with other leading K-12 education organizations and associations in an effort to better identify important AI-related trends, challenges, and opportunities facing Michigan school districts and to provide guidance for our membership,\u201d said Gary Wood, Executive Director of the Michigan Association for Supervision and Curriculum Development.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The AI Guidance document<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/k12guidance\/\">\u00a0can be found here<\/a>, and was created as a complementary resource to <em>Michigan Virtual\u2019s<\/em>\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\">Planning Guide for AI<\/a>.\u00a0 Additional resources from the <em>Michigan Virtual<\/em> AI Lab\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">can be found here<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual\u2019s statewide workgroup releasing AI Guidance for K-12 educators",
            "excerpt": "Alongside statewide education partners, Michigan Virtual is today releasing a sample K-12 AI Guidance document that specifically addresses educators\u2019 approach to AI use.",
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        {
            "id": 84546,
            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/",
            "author_id": 62,
            "timestamp": 1711739890,
            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Effectiveness Reports<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2021-22<\/em><br><\/a><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2020-21<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2019-20<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2018-19<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2017-18<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/em><\/a><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button {\"style\":{\"border\":{\"radius\":\"2px\"}},\"jetEngineDynamicData\":{\"text\":{\"data_source\":\"object\"}}} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Effectiveness-Report-At-A-Glance-Infographic.pdf\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">View Infographic<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button {\"style\":{\"border\":{\"radius\":\"2px\"}}} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"\/research\/effectiveness-reports\/benchmarking-tool\/\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">View Benchmarks Resource<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button {\"style\":{\"border\":{\"radius\":\"2px\"}}} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/michiganvirtual.video.yuja.com\/V\/Video?v=9977523&amp;node=43632807&amp;a=126047844\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">Watch Report Overview<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This report presents an analysis of information on virtual learners reported by schools to the state and shares findings in a highly consumable way to aid the evaluation of virtual learning programs. This year\u2019s report is the tenth edition of this annual publication and completes 12 years of data on K-12 virtual learning in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The report is organized into several sections. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report\u2019s methodology is captured in <a href=\"#appendix-a\" data-type=\"internal\" data-id=\"#appendix-a\">Appendix A<\/a>. Please note that in some tables and figures, the percentage data may not sum to 100% due to rounding.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Schools\">Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"School-Fast-Facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>607 school districts reported at least one virtual enrollment. This represented 68% of Michigan school districts.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>1,475 schools reported at least one virtual enrollment. This is a decrease of approximately 23% compared to last year's value of 1,914.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>9% of this year's schools did not report a virtual enrollment the prior year. These 126 schools added 41,391 enrollments with a 42% pass rate.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>91% of this year's schools also reported virtual enrollments last year. They accounted for over 985,000 enrollments with a pass rate of 66%.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>565 schools that offered virtual learning the prior year did not report any for this year. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>53% of the 1,475 schools with virtual enrollments had 100 or more virtual enrollments. These higher volume schools accounted for 98% of virtual enrollments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>80% of schools with virtual enrollments had a general education school emphasis; 18% had an alternative education emphasis.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>89% of schools with virtual learning were LEA schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>LEA schools accounted for 64% of the virtual enrollments; PSA schools generated 34% of the virtual enrollments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>56% of virtual enrollments came from schools with part-time virtual learning options.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>LEA schools represented 74% of the full-time virtual schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>68% of virtual enrollments came from students in grades 9-12.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>37% of virtual enrollments came from suburban schools, the most of any locale.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Schools with a general education emphasis had a 73% virtual pass rate, outperforming those with an alternative education emphasis, which had a pass rate of 50%.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>28% of schools had a school-wide virtual pass rate of 90% to 100%, an increase of five percentage points.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"number-of-districts\">Number of Districts and Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the 2022-23 school year, 607 districts reported having at least one virtual enrollment. This represented 68% of the 899 Michigan public school districts for the year. See the <a href=\"https:\/\/www.mischooldata.org\/districtschool-count?Common_Locations=1-A,0,0,0~2-A,0,0,0&amp;Common_SchoolYear=24&amp;Common_LocationIncludeComparison=False&amp;Portal_InquiryDisplayType=Snapshot\" target=\"_blank\" rel=\"noreferrer noopener\">MI School Data Report<\/a> for a breakdown of the district count. Within those districts, 1,475 schools reported virtual enrollments, 439 fewer than the prior year. When looking over the last two years, schools fell into three categories, which are also captured in <a href=\"#table-b1\" data-type=\"internal\" data-id=\"#table-b1\">Table B1<\/a>:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><em>Leaving<\/em> - 565 schools had virtual enrollments the prior year but did not report any virtual enrollments in 2022-2023. Last year, those schools accounted for a total of 320,775 virtual enrollments and had a pass rate of 64%. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Returning<\/em> - 1,349 or 91% of schools in this year's dataset reported virtual enrollments in both 2021-22 and 2022-2023. This year, these schools generated over 985,000 enrollments and had a pass rate of 66%, which was two percentage points lower than their rate in 2021-22. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>New<\/em> - 126 schools reported virtual enrollments this year that did not last year. Those schools accounted for 41,391 enrollments with a pass rate of 42%.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>246,496 of this year's enrollments came from 23 schools that reported 1,000 or more enrollments than they did in 2021-22. On the other hand, 47 schools reported decreases of 1,000 or more virtual enrollments this year. Even with these declines, these schools yielded close to 160,000 virtual enrollments this year. See <a href=\"#table-b2\" data-type=\"internal\" data-id=\"#table-b2\">Table B2<\/a>. These findings suggest continued volatility from the pandemic. About a quarter of schools in both years saw their pass rates increase by 10 or more percentage points from the prior year. See <a href=\"#table-b3\" data-type=\"internal\" data-id=\"#table-b3\">Table B3<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-grade-level\">By Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There were 1,027,705 virtual enrollments across the 1,475 schools. Students in 12th grade generated the most virtual enrollments (235,542), representing 23% of all virtual enrollments. There continued to be a smaller percentage of high school virtual enrollments than before the pandemic. In the 2019-20 school year, 81% of the virtual enrollments came from students in high school; In 2020-21, the figure dropped to 40%. This year, the percentage of high school enrollments rebounded to reflect 68% of virtual enrollments. It seems likely that this percentage will continue moving upward over the next several years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The overall pass rate for virtual enrollments was 65%, a decrease of 4 percentage points over the prior year. See <a href=\"#table-g1\" data-type=\"internal\" data-id=\"#table-g1\">Table G1<\/a> for a more specific breakdown of all the completion statuses. This ranged from a high of 87% in both first and second grade to a low of 48% in 9th grade. Interestingly, elementary grades tended to see small percent decreases in pass rates (one to two percentage points) whereas the middle school (6th, 7th, 8th) grades saw decreases of eight percentage points.  Among the high school grades, 9th graders saw a decrease of one percentage point while 10th and 11th graders saw small increases (one and two percentage points respectively).  See <a href=\"#table-b4\" data-type=\"internal\" data-id=\"#table-b4\">Table B4<\/a> for more information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The fairly consistent pattern of a higher pass rate in non-virtual coursework continued. For 2022-23, virtual learners had a 65% pass rate in their virtual courses, but a 72% pass rate for their non-virtual coursework. See <a href=\"#table-b5\">Table B5<\/a>. As a pre-pandemic comparison, the 2019-20 school year virtual pass rate was 12 percentage points lower than those students' non-virtual pass rate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-school-level-virtual-pass-rate\">By School-Level Virtual Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Of the 1,475 schools with virtual enrollments, 416 or 28% had school-level virtual pass rates of 90% to 100%. This was five percentage points higher than the prior year. Fifty-eight percent of the schools (855) had virtual pass rates of 70% or higher. This was five percentage points higher than the prior year. See <a href=\"#table-b6\">Table B6<\/a>. Thus, even though the overall pass rate in the state dropped year over year, a higher percentage of schools experienced high levels of student performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-entity-type\">By Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>LEA schools and PSA schools accounted for almost all the virtual enrollments with 64% and 34%, respectively. Virtual enrollments came from 1,306 (89%) LEA schools while only 122 (8%) of the schools were PSAs. See <a href=\"#table-b7\">Table B7<\/a>. LEA schools had a higher pass rate (67%) than PSA schools (61%), reversing a two-year pattern. See <a href=\"#table-b8\">Table B8<\/a> or, for a more in-depth look at the completion statuses, see <a href=\"#table-g2\" data-type=\"internal\" data-id=\"#table-g2\">Table G2<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-full-time-virtual-schools\">By Full-Time Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The number of full-time virtual schools (77) decreased by 17 from the prior year. Fifty-seven of the 77 full-time virtual schools (74%) were LEA schools. PSA schools (17) accounted for 22% of the full-time virtual schools. See <a href=\"#table-b9\">Table B9<\/a>. Despite the sizable difference in the number of schools, PSAs reported more virtual enrollments (64%) from full-time virtual students statewide compared to LEAs (36%). PSA full-time virtual learners saw higher virtual pass rates (61%) than their counterparts in LEA schools (58%). See <a href=\"#table-b10\">Table B10<\/a> and <a href=\"#table-g3\" data-type=\"internal\" data-id=\"#table-g3\">Table G3<\/a>. Overall, the number of virtual enrollments from full-time virtual schools dropped from 502,284 in 2021-22 to 449,188 this year.&nbsp;Approximately 44%  percent of the virtual enrollments came from full-time virtual learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quick note about full-time virtual schools: Historically, full-time virtual schools have only provided students with 100% of their learning online. Thus, it was safe to designate all enrollments from such a school as being part of a full-time virtual program. Over the last several years, however, LEAs have started to add full-time virtual options to their offerings. In some cases, this is as a separate school, which makes it analogous to cyber schools. However, it seems that schools are increasingly offering multiple forms of online learning (\u201cFull Virtual,\u201d \u201cFace Virtual,\u201d and \u201cSupplemental Virtual\u201d) from the same building code. See page 15 of the <em><a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/EEM\/EEM_Glossary.pdf#page=15\" target=\"_blank\" rel=\"noreferrer noopener\">Educational Entity Master Glossary<\/a><\/em> for more information on these field values. This means that some schools report various forms of virtual (and sometimes non-virtual) learning from a single building code. Case in point, 10% of the enrollments from virtual learners in LEA full-time programs were not flagged as being delivered virtually, indicating what may be more of a hybrid approach.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-part-time-virtual-schools\">By Part-Time Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>About 95% of the schools offering virtual learning do so to supplement their face-to-face course offerings. These 1,398 schools, referred to in this report as part-time virtual schools, were predominantly LEA schools (89%). See <a href=\"#table-b11\">Table B11<\/a>. Eighty-nine percent of the part-time virtual students were enrolled through LEA schools and 8% through PSA schools. LEA schools accounted for 500,294 virtual enrollments or 86% of the part-time enrollments. In total, enrollments from part-time virtual schools accounted for 56<em>%<\/em> of all the virtual enrollments for the year. LEA schools had a pass rate of 69% whereas PSA schools had a pass rate of 57%. Overall, the pass rate for the part-time virtual schools (68%) was eight percentage points higher than the rate for the full-time virtual schools (60%). See <a href=\"#table-b12\">Table B12<\/a> and <a href=\"#table-g4\" data-type=\"internal\" data-id=\"#table-g4\">Table G4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-school-emphasis\">By School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Eighty percent of schools with virtual learning were designated as General Education and produced 650,830 (63%) virtual enrollments. Schools with Alternative Education as their emphasis accounted for almost 374,298 (36%) of the virtual enrollments. See <a href=\"#table-b13\">Table B13<\/a>. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 73% virtual pass rate, whereas Alternative Education schools had a 50% virtual pass rate (see <a href=\"#table-b14\">Table B14<\/a> and <a href=\"#table-g5\" data-type=\"internal\" data-id=\"#table-g5\">Table G5<\/a>), though this varied by entity type. LEA schools, for instance, had a 77% virtual pass rate for General Education schools and a 52% virtual pass rate for Alternative Education schools. See <a href=\"#table-b15\">Table B15<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-number-of-virtual-enrollments\">By Number of Virtual Enrollments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Fifty-three percent of schools with virtual enrollments had 100 or more virtual enrollments. These schools were responsible for 98% of the virtual enrollments (1,006,319). See <a href=\"#table-b16\">Table B16<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another trend that continued was that, in general, schools with fewer virtual enrollments per student performed better. Consider, for instance, that 40% of schools with an average of one to two virtual enrollments per virtual learner had a virtual pass rate of 90% to 100%, whereas only 23% of schools with an average of five or more virtual courses per virtual learner had a 90% to 100% pass rate. See <a href=\"#table-b17\">Table B17<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-locale\">By Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Suburban schools represented 38% of schools with virtual enrollments. Rural settings provided the second most schools with 33%. Suburban schools also tallied the largest percentage of the virtual enrollments at 37%. Rural schools were the next closest providing 28% of the enrollments. See <a href=\"#table-b18\" data-type=\"internal\" data-id=\"#table-b18\">Table B18<\/a>. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. See <a href=\"#table-b19\">Table B19<\/a>. Virtual pass rates varied by locale with City schools having the highest virtual pass rate at 73% and Rural schools having the lowest at 62%. See <a href=\"#table-b20\" data-type=\"internal\" data-id=\"#table-b20\">Table B20<\/a>. On the other hand, Rural schools had 47% of their schools achieve building-wide virtual pass rates of 80% or higher. The next closest were Suburban schools with 45% achieving building-wide virtual pass rates of 80% or higher. See <a href=\"#table-b21\">Table B21<\/a>. For more information about locales, including definitions, please see pages 23-24 of the <a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/EEM\/EEM_Glossary.pdf#page=23\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Educational Entity Master Glossary<\/em><\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-school-poverty-levels\">By School Free or Reduced-Price Lunch Categories<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools were categorized into one of four categories based on the percentage of all learners at the school (not just virtual learners) that qualified for free or reduced-price (FRL) meals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Low FRL (&lt;=25%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-Low FRL (&gt;25% to &lt;=50%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-High FRL (&gt;50% to &lt;=75%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>High FRL (&gt;75%)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>None of the categories had 50% or more of its schools report virtual learners. Mid-low FRL had the highest percentage at 47%. This reverses the numbers observed last year, where all categories had 50% or more of its schools report virtual learners and is more closely aligned with the percentages from 2019-2020 where the percent of schools with virtual learners for each category was less than 50%. The higher numbers of schools from each category with virtual learners may be attributable to the pandemic, and numbers will likely stabilize in the coming years. See <a href=\"#table-b22\">Table B22<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While High FRL schools represented only 37% of schools with virtual programs (369), they accounted for 45% of the virtual enrollments. Mid-High FRL schools accounted for 33% of the enrollments. Low FRL schools, on the other hand, reported less than 10% of the virtual enrollments. The virtual pass rate for Low FRL schools was 86% compared to 60% for Mid-High FRL and 59% for High FRL schools. See <a href=\"#table-b23\">Table B23<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"courses\">Courses<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Just over 1M virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 65%.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Virtual enrollments were spread across 1,051 different course titles.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>67% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The course titles with the highest enrollments for each core subject were:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>English Language and Literature: English 9, English 10, English 11, and English 12<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mathematics: Geometry, Algebra I, Algebra II, and Consumer Mathematics<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Life and Physical Sciences: Biology, Chemistry, Earth Science, and Physical Science<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Social Sciences and History: U.S. History\u2014Comprehensive, World History and Geography, Economics, and World History\u2014Overview<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"number-of-courses\">Number of Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The 1,027,705 virtual enrollments came from 1,051 different course titles, as determined by unique SCED codes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"courses-by-subject-area\">Courses by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>English Language and Literature was the subject area with the highest number of virtual enrollments (192,171)\u201419% of all virtual enrollments. Mathematics, Social Sciences and History, and Life and Physical Sciences were the next highest enrollment subject areas, each with 15-17% of the virtual enrollments. In high enrollment subject areas (greater than 75,000 virtual enrollments), virtual pass rates varied from a low of 60% in Mathematics to a high of 71% for Visual and Performing Arts. See <a href=\"#table-c1\">Table C1<\/a> and <a href=\"#table-g6\" data-type=\"internal\" data-id=\"#table-g6\">Table G6<\/a>. Only four of the 23 subject areas (Architecture and Construction, Engineering and Technology, Manufacturing, and Religious Education and Theology) had virtual pass rates that were equal to or greater than the non-virtual pass rates for these students. See <a href=\"#table-c2\">Table C2<\/a>. In the years right before the pandemic, only about one or two of the subject areas saw equal to or better performance in the virtual courses. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"highest-virtual-enrollment-courses\">Highest Virtual Enrollment Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For English Language and Literature, the most highly enrolled in virtual courses were 9th, 10th, 11th, and 12th grade English\/Language Arts. Of those four, the pass rate was lowest for 9th grade English\/Language Arts (48%) and rose consistently for each subsequent grade level to finish at 63% for 12th grade English\/Language Arts. Three course titles were at the 6-8 grade level and another two were K-5 with the remaining course being multi-grade. See <a href=\"#table-c3\">Table C3<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In Mathematics, Geometry, Algebra I, and Algebra II had the most enrollments, each having over 25,000. Middle school Mathematics courses ranged from 6,700 to 7,800 enrollments. The pass rate across the top 10 most enrolled-in virtual mathematics courses ranged from a low of 44% for Algebra I to a high of 80% in Mathematics (grade 5). See <a href=\"#table-c4\">Table C4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Biology (32,460), Chemistry (20,496), and Earth Science (14,679) were the only course titles responsible for 10% or more of the virtual enrollments in Life and Physical Sciences courses. Two others\u2014Physical Science and Earth and Space Science\u2014had more than 7,000 enrollments each. Earth Science had the lowest pass rate (53%) of those in the top 10; the highest was 71% in Science (grade 6). See <a href=\"#table-c5\">Table C5<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For Social Sciences and History, both U.S. History\u2013Comprehensive (21,584) and World History and Geography (16,519) yielded 10% or more of the virtual enrollments. Three other titles had more than 10,000 enrollments (Economics, World History\u2014Overview, and U.S. Government\u2014Comprehensive). Pass rates for the top 10 most enrolled in courses ranged from a low of 52% in World History and Geography to a high of 70% in Psychology. See <a href=\"#table-c6\">Table C6<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thirty-four AP courses were taken virtually in 2022-23. There were just over 4,000 virtual AP enrollments, down from 5,300 enrollments in the prior year. AP Psychology was the most popular course accounting for 15% of the enrollments. The pass rate for AP courses taken virtually was 87%. See <a href=\"#table-c7\">Table C7<\/a>. The pass rate for non-virtual AP courses taken by virtual learners was 94%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"subject-area-enrollments-by-locale\">Subject Area Enrollments by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course enrollment patterns were quite consistent across locales. For instance, each locale (Rural, Town, Suburb, and City) reported 15% of their enrollments in Life and Physical Sciences. In English Language and Literature, along with Mathematics, the difference across the locales was within one percentage point. See <a href=\"#table-c8\">Table C8<\/a>. However, pass rates in virtual courses varied across subject areas and locale. For instance, in English Language and Literature, the Rural pass rate was 60% while the pass rate from City schools was 72%. This trend of Rural schools lagging behind the performance of students in other locales was also true for the other core subjects of Mathematics, Life and Physical Sciences, and Social Sciences and History. See <a href=\"#table-c9\">Table C9<\/a>. Last year, Town schools followed this lowest performing locale trend.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"subject-area-enrollments-by-gender\">Subject Area Enrollments by Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Males and females enrolled in subject areas in similar proportions. In the four highest enrollment subject areas (English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History), the proportion of enrollment from males and females was the very same. Pass rates, however, showed more variability by student sex. In 17 of the 21 subject areas with reported pass rates for both sexes, females outperformed males\u2014a trend that has been consistent in past years. Overall, females had a 66% virtual pass rate whereas males had a 64% pass rate. See <a href=\"#table-c10\">Table C10<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"courses-by-virtual-method\">Courses by Virtual Method<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools classified the virtual courses into one of three methods: Blended Learning, Digital Learning, or Online Learning. See pages 357 and 358 of the <em><em><a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2022-23-MSDS-Collections-Details-Manual.pdf#page=357\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Student Data System Collection Details Manual Version 5.0<\/a><\/em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Blended Learning - A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction. For a course to be considered blended, at least 30% of the course content is delivered online.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Digital Learning - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Online Course - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time, location, or both. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-size: inherit\">Blended Learning enrollments accounted for 14% of the virtual enrollments and had a pass rate of 78%. Digital Learning totaled 7% of the enrollments with a 61% pass rate. Online courses represented most of the enrollments (79%) and yielded a pass rate of 63%. See <\/span><a style=\"font-size: inherit\" href=\"#table-c11\">Table C11<\/a><span style=\"font-size: inherit\">.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"students\">Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Over 159,000 K-12 students took at least one virtual course which represented 11% of Michigan public school students and 12% of Michigan K-12 students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Elementary and middle school students each tended to reflect about 2% to 5% of students per grade; high school students reflected 13% to 26% per grade.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>52% of virtual learners passed all their virtual courses. 18% of virtual learners did not pass any of their virtual courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Of the over 28,151 students who did not pass any of their virtual courses, 37% took only one or two courses. About half of these students took and did not pass five or more virtual courses, and twelve percent took and did not pass 11 or more virtual courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Female students had a slightly higher pass rate (66%) than did males (64%).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students in poverty made up the majority of virtual learners (63%) and virtual enrollments (70%). Students in poverty also had a lower pass rate (60% v. 77%).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Part-time virtual learners had higher pass rates (68%) compared to full-time virtual learners (60%).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students using special education services made up 13% of the virtual learners.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Pass rates were highest for students taking the fewest virtual courses. Students taking one to two virtual courses had a pass rate of 78% whereas those taking five or more had virtual pass rates of 63%.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>White students represented 63% of virtual students; African American or Black students were 19%. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Over 870,000 virtual enrollments were from students whose districts were stable (all enrollments from the same district) throughout the year. These enrollments had a virtual pass rate of 70%.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-student-grade-level\">By Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the 2022-23 school year, 159,056 Michigan K-12 students, approximately 11% of students in the state, took at least one virtual course. This change represents approximately a 25% decrease from the previous year, and a 62% decrease from 2020-21.  Seventy-three percent of virtual learners came from the high school grades. Each elementary and middle school grade level tended to be around 2% to 5% of the virtual learners with each of the high school grade levels between 13% to 26%. See <a href=\"#table-d1\">Table D1<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-student-sex\">By Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There were slightly more females (81,236) enrolled in virtual courses than males (77,844), though from a percentage perspective, each represented about half of the population. Females had a 2% higher pass rate (66% compared to males at 64%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See <a href=\"#table-d2\">Table D2<\/a> and <a href=\"#table-g7\" data-type=\"internal\" data-id=\"#table-g7\">Table G7<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-race\/ethnicity\">By Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>White students made up 63% of virtual students with African American or Black students totaling the second highest percentage with 19%. Asian students had the highest pass rate at 79%. See <a href=\"#table-d3\">Table D3<\/a> and <a href=\"#table-g8\" data-type=\"internal\" data-id=\"#table-g8\">Table G8<\/a>. These demographics are similar to the statewide K-12 demographics for 2022-23.<em> <\/em>See <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report?Common_Locations=1-A,0,0,0~2-A,0,0,0&amp;Common_SchoolYear=24&amp;Common_LocationIncludeComparison=False&amp;Portal_InquiryDisplayType=Snapshot&amp;Common_Subgroup_StudentCountFact2=Ethnicity&amp;Common_Grade=AllGrades&amp;Common_CrossTab=AllStudents\" target=\"_blank\" rel=\"noreferrer noopener\">Student Enrollment Count Report<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-poverty-status\">By Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Sixty-three percent of virtual learners were classified as living in poverty. This is the same as the prior year and nine percentage points higher than the percentage of K-12 students statewide who were economically disadvantaged. See <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report?Common_Locations=1-A,0,0,0~2-A,0,0,0&amp;Common_SchoolYear=24&amp;Common_LocationIncludeComparison=False&amp;Portal_InquiryDisplayType=Snapshot&amp;Common_Subgroup_StudentCountFact2=EconomicallyDisadvantaged&amp;Common_Grade=AllGrades&amp;Common_CrossTab=AllStudents\" target=\"_blank\" rel=\"noreferrer noopener\">Student Enrollment Count Report<\/a>. Students living in poverty took 70% of the virtual enrollments for the year. The pass rate for students in poverty (60%) was 17 percentage points lower than students who were not in poverty (77%). See <a href=\"#table-d4\">Table D4<\/a> and <a href=\"#table-g9\" data-type=\"internal\" data-id=\"#table-g9\">Table G9<\/a>. In 2021-22, the performance gap was 14 percentage points.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prior to the pandemic, the data consistently showed that students in poverty performed better in their non-virtual courses. The 2020-21 and 2021-22 school years deviated from that pattern. In 2021-22, we saw that students in poverty had a higher pass rate in their virtual courses (64%) than they did in their non-virtual courses (62%). For the 2022-23 year, this trend was reversed and students in poverty did better in their non-virtual courses (64% compared to 60%). Students not in poverty also performed better in their non-virtual courses (by eight percentage points). See <a href=\"#table-d5\">Table D5<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Seventy-one percent of full-time virtual learners were in poverty compared to 60% for part-time virtual learners. The pass rate for full-time virtual learners in poverty was 56% compared to 63% for part-time virtual learners. See <a href=\"#table-d6\">Table D6<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To get a sense of how the poverty level of schools might impact virtual learning patterns, we categorized schools into one of four categories based on the percentage of all learners at the school (not just virtual learners) that qualified for free or reduced-price (FRL) meals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Low FRL (&lt;=25%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-Low FRL (&gt;25% to &lt;=50%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-High FRL (&gt;50% to &lt;=75%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>High FRL (&gt;75%)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>About 6% of all Michigan K-12 students who attended Low FRL schools were virtual learners. Nine percent of the state\u2019s students in Mid-Low FRL, and 12% of those in Mid-High FRL schools were virtual learners. Seventeen percent of students in High FRL schools took virtual courses in the 2022-2023 school year. See <a href=\"#table-d7\">Table D7<\/a>. Although overall virtual enrollments have steadily decreased since pandemic highs, this trend has remained relatively stable. For 2020-21, 2021-22, and this current year, schools with higher percentages of students qualifying for FRL also saw higher percentages of virtual learners. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-special-education\">By Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students using special education services made up 13% of the virtual learners and 14% of the virtual enrollments. These percentages are similar to the statewide percentage of students using special education services (14%) for the 2022-23 school year. See the <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report?Common_Locations=1-A,0,0,0~2-A,0,0,0&amp;Common_SchoolYear=24&amp;Common_LocationIncludeComparison=False&amp;Portal_InquiryDisplayType=Snapshot&amp;Common_Subgroup_StudentCountFact2=StudentsWithDisabilities&amp;Common_Grade=AllGrades&amp;Common_CrossTab=AllStudents\" data-type=\"URL\" target=\"_blank\" rel=\"noreferrer noopener\">Student Enrollment Counts Report<\/a>. Students using special education services had a virtual pass rate of 60% compared to 66% for those who did not. See <a href=\"#table-d8\">Table D8<\/a> and <a href=\"#table-g10\" data-type=\"internal\" data-id=\"#table-g10\">Table G10<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A newer table in this annual report, <a href=\"#table-d9\" data-type=\"internal\" data-id=\"#table-d9\">Table D9<\/a>, shows how virtual enrollments varied by a students' primary disability. Just over 8,000 students had \"Specific Learning Disability\" listed as their primary disability. This translated to 38% of the virtual learners receiving special education services. The second and third largest groups were students with Other Health Impairments (4,491) and Emotional Impairment (2,725). These groups represented 21% and 13% respectively of virtual learners receiving special education services. Students with Speech &amp; Language Impairment had the highest virtual pass rate at 82%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"#table-d10\" data-type=\"internal\" data-id=\"#table-d10\">Table D10<\/a>, also a newer table, shows how the percentage of virtual learners using special education services by primary disability compares to the overall state rates. For instance, only about five percent of the states' students with an IEP have \"Emotional Impairment\" listed as their primary disability. However, 26% of those students ended up taking at least one virtual course in 2022-23. These two new tables can assist in tracking how virtual learning is being used to target specific disabilities and how well performance follows.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"homeschool-nonpublic\">By Home-School \/ Nonpublic Student Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another newer table in this annual report shows virtual learning data for home-schooled and nonpublic students enrolling in a public school to augment their education. There were nearly 6,000 such students, and this group of students generated over 20,000 virtual enrollments. These students had a 93% virtual pass rate. See <a href=\"#table-d11\" data-type=\"internal\" data-id=\"#table-d11\">Table D11<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-FT-or-PT\">By Full-Time or Part-Time<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Thirty-one percent of students (48,991) were enrolled in cyber or full-time virtual schools. Students in these schools accounted for 449,188 or 44% of the virtual enrollments for the year. The pass rate for full-time virtual students was 60%. Seventy percent of virtual learning students were part-time virtual learners, taking some courses virtually to supplement their face-to-face schedule. This subset made up 56% of the virtual enrollments and had a pass rate of 68%. See <a href=\"#table-d9\">Table D12<\/a>. The 68% virtual pass rate was four percentage points lower than the non-virtual pass rate for these students. See <a href=\"#table-d10\">Table D13<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another way to conceptualize full\/part time status is to look at the percentage of a student's enrollments that were delivered virtually. There were many students (70,126) that had 75% or more of their enrollments reported as being delivered virtually. Examination of pass rates showed students who had fewer than 25% of their enrollments delivered virtually and those who had 75% or more of their enrollments delivered virtually, outperformed the students in the middle two quartile groupings. See <a href=\"#table-d11\" data-type=\"internal\" data-id=\"#table-d11\">Table D14<\/a>. <a href=\"#table-d15\" data-type=\"internal\" data-id=\"#table-d15\">Table D15<\/a> and <a href=\"#table-d16\" data-type=\"internal\" data-id=\"#table-d16\">Table D16<\/a> show how the percentage of students, enrollments, and pass rates changed for LEA schools and PSA schools, respectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-mobility-status\">By Mobility Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the third consecutive year, mobility data were included as part of the data set. The mobility variable included the following statuses: stable, incoming, or outgoing. According to MI School Data, a student is marked as stable if he or she is in the same school for all collections for the school year, incoming students are those who transferred any time after the fall count day, and mobile students were present for fall count day but not subsequent ones. Some of the enrollments did not include information on this variable and were listed in the data tables as \"Missing.\" More information about this variable is available on the <a href=\"https:\/\/www.mischooldata.org\/student-mobility\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/student-mobility\/\" target=\"_blank\" rel=\"noreferrer noopener\">MI School Data Student Mobility page<\/a>. Click on the <em>About this Report<\/em> down arrow on that page and then click <em>About the Data<\/em> to view definitions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it came to district stability, over 870,000 (85%) of the virtual enrollments were classified as stable. The pass rate for stable enrollments was 70%. Incoming enrollments to a district represented 6% of the virtual enrollments and had a pass rate of 50%. See <a href=\"#table-d14\" data-type=\"internal\" data-id=\"#table-d14\">Table D17<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When looking at mobility from a poverty perspective, we get a more nuanced picture. Eighty-three percent of virtual enrollments from students in poverty were stable compared to 91% for students who were not in poverty. The pass rate for stable, in poverty enrollments was 66% but rose to 80% for stable, not in poverty enrollments. For incoming virtual enrollments, there was a six-percentage point advantage for students who were not in poverty (49% v. 55%). See <a href=\"#table-d15\" data-type=\"internal\" data-id=\"#table-d15\">Table D18<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Looking at mobility from a locale perspective showed somewhat similar virtual enrollment percentages across geographies. Rural schools had the lowest percentage of stable enrollments at 82%. Town schools were next at 84%. Suburban schools reported 86% of their enrollments as stable. City schools reported the highest percentage of stable virtual enrollments with 88%. See <a href=\"#table-d16\" data-type=\"internal\" data-id=\"#table-d16\">Table D19<\/a>. Virtual pass rates showed a similar pattern. Stable enrollments from Rural schools had a 68% pass rate whereas the pass rate was 78% for City schools. The incoming pass rates tended to lag the stable pass rates by 15 to 20 percentage points regardless of the locale. See <a href=\"#table-d17\" data-type=\"internal\" data-id=\"#table-d17\">Table D20<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A final mobility dimension explored was how enrollment and performance varied across full-time and part-time virtual schools. Full-time virtual or cyber schools had a lower percentage of their virtual enrollments designated as stable (80% v. 89%). The full-time pass rate for stable enrollments also lagged that of students from part-time virtual programs (66% v. 73%). See <a href=\"#table-d18\" data-type=\"internal\" data-id=\"#table-d18\">Table D21<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-non-virtual-course-performance\">By Non-Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Part-time virtual learners with at least three non-virtual courses were classified into one of three categories based on their success in those non-virtual courses. The three categories were:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Passed all Non-Virtual Courses<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Did Not Pass 1 or 2 Non-Virtual Courses<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Did Not Pass 3 or More Non-Virtual Courses<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In total, 79% of part-time virtual learners had at least three or more non-virtual enrollments. Of that group, 43% of students passed all their non-virtual courses, 19% did not pass one or two, and 37% did not pass three or more. There were clear differences in virtual pass rates between the three categories. Students passing all their non-virtual courses had an 81% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 68%, and those with the lowest non-virtual success had a virtual pass rate of only 45%. See <a href=\"#table-d19\">Table D22<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-virtual-course-performance\">By Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Fifty-two percent of virtual learners passed every virtual enrollment they took. This was four percentage points lower than the prior year. Eighteen percent did not pass any of their virtual enrollments, and 30% passed some, but not all their virtual enrollments. Students who passed all their virtual courses were responsible for 39% of the virtual enrollments. Students with mixed success generated 47% of the enrollments, and students who did not pass any of their virtual courses contributed 14% of the virtual enrollments (compared to 13% in 2021-22). See <a href=\"#table-d20\" data-type=\"internal\" data-id=\"#table-d20\">Table D23<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For the students who did not pass any of their virtual courses, 37% only took one or two virtual courses. On the other hand, over 14,000 students did not pass five or more virtual courses, and over 3,000 students did not pass 11 or more virtual courses. See <a href=\"#table-d21\" data-type=\"internal\" data-id=\"#table-d21\">Table D24<\/a> and <a href=\"#table-g11\" data-type=\"internal\" data-id=\"#table-g11\">Table G11<\/a>. Further analysis of students failing all their 11 or more virtual courses showed 88% of these students had a single school report data for them. Over half of these students came from full-time virtual programs. Almost 600 students were using special education services (18%) and 2,800 of these students (85%) were in poverty.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What <a href=\"#table-g11\" data-type=\"internal\" data-id=\"#table-g11\">Table G11<\/a> makes clear is that for students who do not pass any of their virtual enrollments, \u201cwithdrawns\u201d were rampant. For the virtual enrollments from students who did not pass any of their virtual enrollments, 50% had a \u201cWithdrawn\u201d status (exited, failing, or passing), and another 21% were classified as \u201cIncomplete.\u201d For those taking 11 or more virtual courses, 47% had a \u201cWithdrawn\u201d status and 22% were marked \u201cIncomplete.\u201d In each case, only 30% and 31% of the virtual enrollments, respectively, were actually classified as \u201cCompleted\/Failed.\u201d Please see the section on <a href=\"#pass-rate-calculations\">Pass Rate Calculations<\/a> for more elaboration on the impact of such issues on pass rates.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-virtual-usage\">By Virtual Usage<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Continuing pre-pandemic trends, virtual learners had the highest pass rates when they took one or two virtual courses. Students taking one to two virtual courses had a pass rate of 78% compared to a pass rate of 70% for those taking three to four virtual courses and a pass rate of 63% for students taking five or more virtual courses. About 35% of students took one or two virtual courses; however, 53% were found to have taken five or more virtual courses during the year. See <a href=\"#table-d22\" data-type=\"internal\" data-id=\"#table-d22\">Table D25<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A new table in this year's report, D26, shows pass rate by virtual method and virtual usage. Blended Learning students had the highest overall pass rate (78%) and specifically, those taking one to two or five or more virtual courses were among the highest pass rates at 77% and 78% respectively. Students enrolled in one to two Online Courses were also among the highest pass rates at 78%. For students enrolled in both Digital Learning and Online Courses, pass rates decreased as the number of virtual courses increased (57% and 61% respectively). Students in Blended Learning courses did not display this trend. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"student-by-state-assessment\">State Assessment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"state-assessment-fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>39% of 11th&nbsp;grade virtual learners who took the SAT scored proficient in the Reading\/Writing component. 19% tested proficient in Math.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>For 8th grade students, the percentages were 51 and 22, respectively.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Higher proficiency rates on state assessments were seen with higher non-virtual performance and with students who were not in poverty.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Higher percentages of part-time virtual learners reached levels of proficiency on state assessment measures than their full-time counterparts.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-subject-area\">By Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>State assessment data can be used to provide an independent measure of student performance. Based on SAT and M-STEP data from students in 11th&nbsp;grade, virtual learners showed lower percentages reaching proficiency on the Evidence-Based Reading and Writing (SAT), Mathematics (SAT), Science (M-STEP) and Social Studies (M-STEP) examinations than the statewide proficiency rates. Thirty-nine percent of the 11th&nbsp;grade virtual learners tested proficient in Evidence-Based Reading and Writing, and 19% were proficient in Mathematics. For Science, 29% tested proficient whereas Social Studies had 26% of the virtual learners reach proficiency. See&nbsp;<a href=\"#table-e1\" data-type=\"internal\" data-id=\"#table-e1\">Table E1<\/a>. The pattern was similar for those taking the 8th grade assessments. See <a href=\"#table-e2\" data-type=\"internal\" data-id=\"#table-e12\">Table E2<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-non-virtual-performance\">By Non-Virtual Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As expected, the percentage of 8th and 11th grade virtual learners testing proficient on these state tests varied considerably when accounting for their non-virtual performance. For instance, students taking a minimum of three non-virtual courses and passing all of them had proficiency rates that exceeded the statewide average for each assessment. Students who did not pass one or two of their non-virtual courses and those not passing three or more of their non-virtual courses had much lower rates of proficiency. See&nbsp;<a href=\"#table-e3\" data-type=\"internal\" data-id=\"#table-e2\">Table E3<\/a> and <a href=\"#table-e4\" data-type=\"internal\" data-id=\"#table-e2\">Table E4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-poverty-status\">By Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students in poverty consistently recorded proficiency rates that were considerably lower than their peers who were not in poverty. As examples, 26% of virtual learners in poverty scored proficient on the 11th grade Evidence-Based Reading and Writing exam compared to 55% for those who were not in poverty. For Mathematics, only 13% of 8th grade virtual learners in poverty scored proficient compared to 38% for those not in poverty. See&nbsp;<a href=\"#table-e5\" data-type=\"internal\" data-id=\"#table-e3\">Table E5<\/a> and <a href=\"#table-e6\" data-type=\"internal\" data-id=\"#table-e3\">Table E6<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-full-part-time-type\">By Full- or Part-Time Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Both 8th and 11th grade students taking virtual courses in a part-time capacity had higher rates of proficiency on the assessments compared to full-time virtual learners. For some assessments, the gap was sizable. For instance, the difference was 14 percentage points for 11th grade Mathematics and 10 points for 8th grade Evidence-Based Reading &amp; Writing. See&nbsp;<a href=\"#table-e7\" data-type=\"internal\" data-id=\"#table-e4\">Table E7<\/a> and <a href=\"#table-e8\" data-type=\"internal\" data-id=\"#table-e4\">Table E8<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"maps\">Maps<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Berrien, Gogebic-Ontonagon, and Muskegon Area ISDs\/RESAs had over 25% of students in their service areas take a virtual course in 2022-23. In total, there were 11 ISDs\/RESA with 15% or more of the students taking virtual courses. An additional 17 ISDs\/RESA had at least 10% and less than 15% of their students take a virtual course. Only four ISDs\/RESAs (Clare-Gladwin, Huron, Livingston, and Manistee) had less than 5% of their students take at least one virtual course. See Figure 2.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"figure-heading no-toc\"} -->\n<h3 class=\"wp-block-heading figure-heading no-toc\">Figure 2. <em><strong>2022-23 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD<\/strong><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"id\":84847,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"align\":\"center\"} -->\n<figure class=\"wp-block-image aligncenter size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/22-23-Non-Cyber_Percent_Students_Map-Updated-1024x1011.png\" alt=\"Map shows Michigan ISDs colored by the percentage of students who took at least one virtual course. All but four ISDs have some color of blue meaning they had at least 5% or more of their students take a virtual course (non-cyber) in 2022-23. In contrast, 11 ISDs had 15% or more of its students with virtual enrollments; see the preceding paragraph for more detail.\" class=\"wp-image-84847\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>About one in four students (almost 5,500 students) attending a PSA cyber school resided within the Wayne RESA service area. The Genesee, Ingham, Kent, Macomb, and Oakland ISD service areas were the only other ISDs with 1,000 or more of their resident students attending PSA cyber schools. Forty-three of the 56 ISDs had 100 or more students attending a PSA cyber school. See Figure 3.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"figure-heading no-toc\"} -->\n<h3 class=\"wp-block-heading figure-heading no-toc\">Figure 3. <em><strong>2022-23 Count of PSA Cyber School Students by Resident ISD<\/strong><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"id\":84860,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2022-23-Cyber-Map-Count-Updated-1024x1002.png\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties have less than 100 resident students who attend a PSA Cyber school. Counties with the highest percentage include Genesee, Ingham, Kent, Macomb, Oakland, and Wayne.\" class=\"wp-image-84860\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"hp-schools\">Reflections on Higher Performing Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As the above sections of the report make clear, virtual learning performance, in general, was quite mixed. The analyses in this section will focus exclusively on those schools that achieved pass rates of 80% or higher to glean a clearer picture of what virtual learning looked like for these schools and programs and how it might have differed, if at all, from the state statistics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There were 653 Michigan schools with virtual pass rates of 80% or higher, reflecting 44% of all schools in the state with virtual learners. These schools reported 54,634 virtual learners or about 34% of the state's virtual learners. When zooming in on these higher performing schools, the data show:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><em>Successful virtual programs can support various numbers of students, enrollments, and courses offerings<\/em> \u2013 These schools showed success with 10 or fewer students (36%) and 100 or more students (26%). See <a href=\"#table-f1\" data-type=\"internal\" data-id=\"#table-f1\">Table F1<\/a>. Some offered few enrollments (125 schools had one to nine virtual enrollments) while others offered many (293 schools had 100 or more). See <a href=\"#table-f2\" data-type=\"internal\" data-id=\"#table-f2\">Table F2<\/a>. They also varied in the number of course titles offered. Thirty-nine percent of these schools offered 10 or fewer virtual courses titles. Twenty-two percent had enrollments between 26 and 50 courses, and 17% of these schools had students in more than 50 different virtual courses. See <a href=\"#table-f3\" data-type=\"internal\" data-id=\"#table-f3\">Table F3<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>LEA and PSA schools can offer successful virtual programs<\/em> \u2013 Forty-five percent of LEA schools with virtual programs had schoolwide virtual pass rates of 80% or higher. For PSA schools, 34% achieved pass rates of 80% or higher. See <a href=\"#table-f4\" data-type=\"internal\" data-id=\"#table-f4\">Table F4<\/a>. Both traditional school districts and charter districts can run successful virtual programs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Schools in cities, suburbs, towns, and rural settings are proving virtual learning success<\/em> \u2013 All locales had schools with virtual pass rates of 80% or higher. Rural schools had almost half of their schools reach this threshold, and Suburban and City school were 45% and 40%, respectively. See <a href=\"#table-f5\" data-type=\"internal\" data-id=\"#table-f5\">Table F5<\/a>. These schools are proving virtual learning can succeed across the various geographies of the state.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>These schools show strong results across students of different race\/ethnicities<\/em> \u2013 These higher performing schools also showed promise for equitable outcomes for students of different races and ethnicities. The pass rates for African American or Black students (88%) and Hispanic or Latino (91%) were considerably closer to the White pass rate (92%) than it was across all schools. Asian students had the highest pass rate at 93%. See <a href=\"#table-f6\" data-type=\"internal\" data-id=\"#table-f6\">Table F6<\/a>. For these schools, virtual programs appear to be approaching more equitable outcomes.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Students in poverty are succeeding in these virtual programs \u2013 <\/em>Recall that across the entire state, students in poverty had a pass rate (60%) that was 17 percentage points lower than those virtual students who were not in poverty. In these 653 schools, the virtual pass rate for students in poverty rose to 89%---considerably closer to the 94% virtual pass rate for the students in those schools who were not in poverty. Students in poverty continued to represent a large percentage of virtual learners (49%) and virtual enrollments (57%) in these schools, but smaller than the 63% of virtual learners and 70% of virtual enrollments seen across all virtual programs across the state. See <a href=\"#table-f7\" data-type=\"internal\" data-id=\"#table-f7\">Table F7<\/a>. Additionally, virtual program success varied by a school\u2019s free or reduced-lunch category (FRL). Sixty-eight percent of Low FRL schools with virtual learners achieved virtual pass rates of 80% or higher. It was 57% of the Mid-Low FRL schools, 36% of Mid-High FRL schools, and 31% of High FRL schools. See <a href=\"#table-f8\" data-type=\"internal\" data-id=\"#table-f8\">Table F8<\/a>. While some High FRL schools showed it was possible, it was considerably rarer than it was for Low FRL schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Both full- and part-time programs can run effective virtual programs, but success is rarer for full-time programs<\/em> \u2013 Forty-six percent of part-time programs were able to yield schoolwide virtual pass rates of 80% or higher. It was considerably more difficult for full-time programs to achieve similar success. Only 15 of the 77 full-time programs (19%) reached the 80% pass rate mark. See <a href=\"#table-f9\" data-type=\"internal\" data-id=\"#table-f9\">Table F9<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Both general education and alternative education programs reached 80% school-wide virtual pass rates<\/em> \u2013 There were 597 general education schools in Michigan that achieved schoolwide virtual pass rates of 80% or higher. These schools represented 51% of general education schools with virtual programs. For alternative programs, 46 schools reached this mark. As a percentage of alternative programs, it represented just 17% of such schools, indicating that while possible, this threshold of success remains a sizable challenge. See <a href=\"#table-f10\" data-type=\"internal\" data-id=\"#table-f10\">Table F10<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Virtual students can perform at or above their face-to-face performance level<\/em> \u2013 In these 653 schools, there were 10,432 virtual learners who took a minimum of three virtual courses and had data for a minimum of three non-virtual courses. Eighty-five percent of these students had virtual pass rates that met or exceeded their non-virtual pass rates. See <a href=\"#table-f11\" data-type=\"internal\" data-id=\"#table-f11\">Table F11<\/a>.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This year\u2019s report represents the 13th year of data on the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-1\"><a href=\"#conclusion\">Table 1<\/a>.&nbsp;Summary of Virtual Learning Metrics by School Year Since 2010-11<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Year<\/strong><\/th><th><strong># of Virtual Learners<\/strong><\/th><th><strong># of Virtual Enrollments<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>2010-11<\/td><td>36,348<\/td><td>89,921<\/td><td>654<\/td><td>66%<\/td><\/tr><tr><td>2011-12<\/td><td>52,219<\/td><td>153,583<\/td><td>850<\/td><td>62%<\/td><\/tr><tr><td>2012-13<\/td><td>55,271<\/td><td>185,053<\/td><td>906<\/td><td>60%<\/td><\/tr><tr><td>2013-14<\/td><td>76,122<\/td><td>319,630<\/td><td>1,007<\/td><td>57%<\/td><\/tr><tr><td>2014-15<\/td><td>91,261<\/td><td>445,932<\/td><td>1,072<\/td><td>60%<\/td><\/tr><tr><td>2015-16<\/td><td>90,878<\/td><td>453,570<\/td><td>1,026<\/td><td>58%<\/td><\/tr><tr><td>2016-17<\/td><td>101,359<\/td><td>517,470<\/td><td>1,102<\/td><td>55%<\/td><\/tr><tr><td>2017-18<\/td><td>112,688<\/td><td>581,911<\/td><td>1,158<\/td><td>55%<\/td><\/tr><tr><td>2018-19<\/td><td>120,669<\/td><td>639,130<\/td><td>1,225<\/td><td>55%<\/td><\/tr><tr><td>2019-20<\/td><td>121,900<\/td><td>672,682<\/td><td>1,225<\/td><td>56%<\/td><\/tr><tr><td>2020-21<\/td><td>418,513<\/td><td>3,647,493<\/td><td>2,207<\/td><td>74%<\/td><\/tr><tr><td>2021-22<\/td><td>208,460<\/td><td>1,408,763<\/td><td>1,914<\/td><td>69%<\/td><\/tr><tr><td>2022-23<\/td><td>159,056<\/td><td>1,027,705<\/td><td>1,475<\/td><td>65%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>As <a href=\"#table-1\">Table 1<\/a> makes clear, the huge influx of virtual learners during the pandemic has mostly subsided and levels seem to be approaching pre-pandemic levels.  Unfortunately, the reduction in virtual learners and enrollments has been accompanied by a nine-percentage point drop in the virtual pass rate since 2020-21.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we predicted in last year's report, the virtual pass rate's shift back toward pre-pandemic levels can be seen through a few factors. One was due to volume and performance differences in schools that left and those that entered. One hundred twenty-six new schools were represented in this year's data while 565 schools from last year dropped out because they didn't have any virtual learners this year. The new schools added around 41K virtual enrollments whereas the departing schools contributed over 320K last year. These figures are pertinent to the drop in the virtual pass rate because the incoming schools had a pass rate that was 22 percentage points lower than the schools that exited (42% v. 64%).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A second shift related to Alternative Education programs. Prior to the pandemic, Alternative Education programs produced close to half the virtual enrollments. At the height of the pandemic, they dropped to just 10%. Since then, the percentage has been rebounding; this year, alternative education enrollments rose back up to be 36% of the virtual enrollments. This is particularly important because the pass rate gap between Alternative Education programs and General Education programs was sizable. For this year, that performance gap was 23 percentage points lower for Alternative Education programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A third dynamic to understand relates to the grade levels of virtual learners. Pre-pandemic, we saw about 80% of the virtual enrollments come from the high school level. That percentage dropped to 40% for the 2020-21 school year. This year, the high school percentage was up to 68% of virtual enrollments. With the K-5 pass rates in the 80s and the 6-8th grade pass rates in the mid-60s to just over 70, 9-12th grade enrollments, which ranged this year between 48% and 65%, tend to lower the virtual pass rate. Therefore, as the shift back toward a larger percentage of high school enrollments occurs, the decline in the overall pass rate is predictable.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given the 2022-23 figures for these three key factors suggest there is likely more correction needed to get closer to pre-pandemic levels, we are likely to see the overall pass rate continue to backslide.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On the positive side, the report also captured examples of schools and students benefiting from virtual learning. Forty-four percent of virtual learners were attending schools that had virtual pass rates of 80% or higher, and equity of outcomes was much closer to desired reality. Clearly, these schools add to the evidence that online learning can and does work for many schools and students. To date, however, these schools reflect more of the exception---the hope---rather than the rule. As school, community, and legislative leaders evaluate their virtual learning programs, the data provided in this report can serve as informative benchmarks, and the varied analyses can be used as models to understand local implementation success at a deeper level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders looking to take the next step forward with their virtual programs may find value in the many <a href=\"https:\/\/michiganvirtual.org\/resources\/\" target=\"_blank\" rel=\"noreferrer noopener\">free resources <\/a>that <em>Michigan Virtual<\/em> has authored. These resources include a series of <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" rel=\"noreferrer noopener\">practical guides to online learning<\/a> designed for students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual <\/em>also provides <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" rel=\"noreferrer noopener\">quality reviews of supplemental online learning programs<\/a> to Michigan schools at no cost. There are also the <a href=\"https:\/\/www.nsqol.org\/\" data-type=\"URL\" data-id=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">National Standards for Quality Online Learning<\/a>, which offer frameworks to evaluate online programs, online teaching, and online courses. Finally, educational leaders looking to communicate and collaborate with others around the future of learning may find value in the <a href=\"https:\/\/futureoflearningcouncil.org\/\" data-type=\"URL\" data-id=\"https:\/\/futureoflearningcouncil.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Future of Learning Council<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-a\">Appendix A - Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"covid-19-impact\">COVID-19 Impact<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Readers should note that the COVID-19 pandemic appears to have continued to impact schools throughout the 2022-23 school year. Thus, caution is advised when comparing this year's findings with prior years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"about-the-data\">About the Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The data for this report came from the following sources:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Michigan Student Data System \u2013 School Year 2022-2023;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Educational Entity Master (EEM);<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan Student Data System Teacher Student Data Link (TSDL) \u2013 Collection Year 2022-2023; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em><a href=\"https:\/\/michiganvirtual.org\/er21-22\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2021-22<\/a><\/em> \u2013 Used for comparing this year\u2019s data with the 2021-22 school year.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Because the data for this report incorporates this variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enrollments classified as virtual in this report were treated as such due to the TSDL virtual method field indicating virtual delivery. Enrollments where the TSDL virtual method field was set to \u201cBlended Learning,\u201d \u201cDigital Learning,\u201d or \u201cOnline Course\u201d were treated as virtual. According to the <em><em><a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2022-23-MSDS-Collections-Details-Manual.pdf#page=357\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Student Data System Collection Details Manual Version 5.0<\/a><\/em><\/em>, the virtual method field indicates \"the type of virtual instruction the student is receiving.\u201d (See page 357).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In prior years of the report, additional strategies, such as keyword searches of the local course title field, were used to flag virtual enrollments. Past years demonstrate that such efforts yield a low percentage of the virtual enrollments, and therefore were discontinued starting with the 2020-21 report.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"michigan-virtual-students\">Michigan Virtual Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because this report is published by <em>Michigan Virtual<\/em>, some people have falsely concluded that the data in this report is about <em>Michigan Virtual<\/em> students only. Quite the contrary, the data in this report represent K-12 virtual learning across all providers, and <em>Michigan Virtual<\/em> as a provider would reflect only a small percentage of the virtual enrollments covered in this report. Readers interested in <em>Michigan Virtual <\/em>specific results can find those published in its <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Annual Report: <\/em><\/a><em><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">202<\/a><\/em><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>2-23<\/em><\/a>, which include data on the number of students, districts, and enrollments served as well as its virtual pass rate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"enrollment-calculations\">Enrollment Calculations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Enrollment data for this report principally relies on data collected in the MSDS Student Course Component. See page 335 of the&nbsp;<a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2022-23-MSDS-Collections-Details-Manual.pdf#page=335\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Student Data System Collection Details Manual Version 5.0<\/em><\/a> for more details about this collection. Through this collection, the State collects data for each course a student takes. It is important to note some key variations in the data collection that impact possible approaches to calculating enrollment counts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An example of known variation is the local naming conventions for course titles. For instance, one school may call a course \u201cEnglish 9\u201d, another \u201c9th Grade English,\u201d and yet another \u201cELA 9.\u201d The Student Course Component resolves this issue by requiring schools to report each enrollment with a Subject Area Code and a Course Identifier Code (SCED Course Code). These codes are created by the National Center for Education Statistics through the <a href=\"https:\/\/nces.ed.gov\/forum\/sced.asp\" target=\"_blank\" rel=\"noreferrer noopener\">School Courses for the Exchange of Data (SCED)<\/a> initiative. By using these standardized codes, we can compare data more readily across schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another important variation involves course sections. In addition to the course title and SCED Course Code, schools frequently parse a course title into multiple sections. For example, a school with trimester courses may break a course into three sections, one for each trimester. A semester-based school, on the other hand, may break up a course into two sections. Others have chosen to break their courses into even smaller units such as quarters while others report what seem to be course units or lessons. Sometimes, schools use course sections to differentiate the online and face-to-face components of courses. For our purposes, the key point is that there is not always one enrollment record per student per course title.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Multiple course sections for a single course title are not, in and of themselves, problematic. They could be resolved if a weighting variable---for instance, the fraction of a Carnegie unit each section represents---was collected. The State does collect a field, Credits Granted, in the Student Course Component that might be used. However, two main drawbacks significantly impair its use. The first is that the field is only required for Migrant-eligible and dual-enrolled students. As such, many enrollments do not have a reported value. The second hindrance is inconsistent reporting of data that do exist. In some cases, schools report the Carnegie unit that was possible to be earned (same value no matter the completion status of the enrollment), although others treat the field value as variable depending on how well the student did (e.g., report a 0.5 for a student with a \u201cCompleted\/Passed\u201d completion status, but a 0.0 for a student who had a \u201cCompleted\/Failed\u201d completion status). These drawbacks make the Credits Granted field unusable as a weighting variable.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The challenge of variable course sections reported is multiplied when more than one school entity reports on the same pupil. The data appear to contain instances of two or more schools reporting on the same enrollments. Flavors of this appear to be a school partnering with an ISD to provide special education services and both reporting the same enrollments. Another example appears to occur when a student transfers from one district and then enrolls in the same courses at the new school. <a href=\"#table-a1\" data-type=\"internal\" data-id=\"#table-a1\">Table A1<\/a> and <a href=\"#table-a2\" data-type=\"internal\" data-id=\"#table-a2\">Table A2<\/a> highlight enrollment variation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-a1\"><a href=\"#enrollment-calculations\" data-type=\"internal\" data-id=\"#enrollment-calculations\">Table A1<\/a>.&nbsp;2022-23 Virtual Enrollment Counts and Pass Rates by Number of Virtual Enrollments Per Student\/SCED Code Pair<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Enrolls per Student\/SCED Code Pair<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1<\/td><td>478,238<\/td><td>47%<\/td><td>64%<\/td><\/tr><tr><td>2<\/td><td>399,908<\/td><td>39%<\/td><td>65%<\/td><\/tr><tr><td>3<\/td><td>58,662<\/td><td>6%<\/td><td>46%<\/td><\/tr><tr><td>4<\/td><td>23,468<\/td><td>2%<\/td><td>46%<\/td><\/tr><tr><td>5<\/td><td>6,370<\/td><td>1%<\/td><td>52%<\/td><\/tr><tr><td>6 or More<\/td><td>61,059<\/td><td>6%<\/td><td>92%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-2\"><a href=\"#enrollment-calculations\" data-type=\"internal\" data-id=\"#enrollment-calculations\">Table A2<\/a>.&nbsp;2022-23 Percentage of Students by Total Student Enrollment Counts (Virtual and Non-Virtual) and Full- or Part-Time Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Enrollment Count (Virtual and Non-Virtual) <\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 5<\/td><td>11%<\/td><td>8%<\/td><\/tr><tr><td>6 to 10<\/td><td>31%<\/td><td>25%<\/td><\/tr><tr><td>11 to 15<\/td><td>43%<\/td><td>43%<\/td><\/tr><tr><td>16 to 20<\/td><td>11%<\/td><td>18%<\/td><\/tr><tr><td>21+<\/td><td>5%<\/td><td>7%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Given these data limitations, enrollment counts and related data figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"pass-rate-calculations\">Pass Rate Calculations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For this report, the pass rate was calculated based on data reported in the \u201cCompletion Status\u201d field. For more information about the Completion Status field, including definitions for each status, see page 352 of the <a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2022-23-MSDS-Collections-Details-Manual.pdf#page=352\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Student Data System Collection Details Manual Version 5.0<\/em><\/a>. Column one of Table A3 displays the various statuses reported by schools for the virtual enrollments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-a3\"><a href=\"#pass-rate-calculations\" data-type=\"internal\" data-id=\"#pass-rate-calculations\">Table A3<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1,047<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>131,565<\/td><td>13%<\/td><\/tr><tr><td><span style=\"color: #115e6e\"><strong>Completed\/Passed<\/strong><\/span><\/td><td><span style=\"color: #115e6e\"><strong>664,561<\/strong><\/span><\/td><td><span style=\"color: #115e6e\"><strong>65%<\/strong><\/span><\/td><\/tr><tr><td>Incomplete<\/td><td>88,420<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>112<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>195<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>93,399<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>12,607<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>35,799<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Throughout this report, the pass rate simply represents the percentage of virtual enrollments with a status of \u201cCompleted\/Passed.\u201d Notice that the percentage of enrollments with a \u201cCompleted\/Passed\u201d status in Table A3 matches the statewide pass rate. This pass rate formula remains consistent with past reports.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Please keep in mind that calculating the pass rate in this manner will result in the lowest possible percentage. To illustrate why this is, consider the completion status of \u201cAudited.\u201d These virtual enrollments are not \u201cfailures\u201d per se, but act as such in the formula since they are added to the formula's denominator without impacting the numerator. Another example is enrollments with a completion status of \u201cIncomplete.\u201d About 9% of the virtual enrollments in this report were classified as \u201cIncomplete.\u201d As such, they are treated in the report\u2019s pass rate formula as zero passes, even though some may eventually be awarded a passing status. Finally, it is unclear how to best treat enrollments with a \u201cWithdrawn\u201d status. For instance, 3% of the virtual enrollments this year were marked as \u201cWithdrawn\/Passing,\u201d meaning that the student was passing the course at the time the student was withdrawn. Should these enrollments be counted as failures? What about students whose enrollments were marked as \u201cWithdrawn\/Exited\u201d (9% of the virtual enrollments)? Based on the data available, there is no way to determine whether that exiting occurred in the first few weeks of class or the final weeks of class. The data do not provide insight into whether the student was re-enrolled in a different course or whether it was too late for re-enrollment in a credit-bearing opportunity for the student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The research team raises these issues because they represent questions for which there are no definitive answers. In the end, the team decided to report the pass rate as the percentage of all virtual enrollments that were reported as \u201cCompleted\/Passed.\u201d To provide readers with a better idea of the impact of this approach, additional data tables are provided in <a href=\"#appendix-f\" data-type=\"internal\" data-id=\"#appendix-f\">Appendix G<\/a> to allow interested readers in drawing their own conclusions and calculating their own formulas for many of the pass rates reported.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-b\">Appendix B - School Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b1\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B1<\/a>. Two Year Comparison (2021-22 and 2022-23) of Virtual Enrollment Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Years<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of 2022-23 Schools<\/strong><\/th><th><strong># of 2022-23 Enrolls<\/strong><\/th><th><strong>% of 2022-23 Enrolls<\/strong><\/th><th><strong>2022-23 Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>2021-22 Only<\/td><td>565<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><\/tr><tr><td>2022-23 Only<\/td><td>126<\/td><td>9%<\/td><td>41,391<\/td><td>4%<\/td><td>42%<\/td><\/tr><tr><td>Both Years (2021-22 and 2022-23)<\/td><td>1,349<\/td><td>91%<\/td><td>986,314<\/td><td>96%<\/td><td>66%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Note: The # schools in the \"2021-22 Only\" row had 320,775 enrollments and an 85% pass rate for that year. The 1,349 schools in both years had a pass rate of 64% for 2021-22.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b2\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B2<\/a>. Virtual Enrollment Differences for Schools Reporting Virtual Learners in Both 2021-22 and 2022-23<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Year-to-Year Enroll Difference<br>(2022-23 minus 2021-22)<\/strong><\/th><th><strong># of Schools<\/strong><br><strong>Both Year<\/strong>s<\/th><th><strong>% of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong># of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><th><strong>% of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>+1,000 or More<\/td><td>23<\/td><td>2%<\/td><td>246,496<\/td><td>25%<\/td><\/tr><tr><td>+500 to +999<\/td><td>31<\/td><td>2%<\/td><td>86,733<\/td><td>9%<\/td><\/tr><tr><td>+100 to +499<\/td><td>109<\/td><td>8%<\/td><td>109,393<\/td><td>11%<\/td><\/tr><tr><td>0 to +99<\/td><td>261<\/td><td>19%<\/td><td>78,282<\/td><td>8%<\/td><\/tr><tr><td>-1 to -99<\/td><td>469<\/td><td>35%<\/td><td>80,018<\/td><td>8%<\/td><\/tr><tr><td>-100 to -499<\/td><td>351<\/td><td>26%<\/td><td>165,122<\/td><td>17%<\/td><\/tr><tr><td>-500 to -999<\/td><td>58<\/td><td>4%<\/td><td>61,566<\/td><td>6%<\/td><\/tr><tr><td>-1,000 or More<\/td><td>47<\/td><td>3%<\/td><td>158,704<\/td><td>16%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,349<\/td><td>100%<\/td><td>986,314<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b3\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B3<\/a>. Virtual Pass Rate Differences for Schools Reporting Virtual Learners in Both 2021-22 and 2022-23<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Year-to-Year Pass Rate Difference<br>(2022-23 minus 2021-22)<\/strong><\/th><th><strong># of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong>% of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong># of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><th><strong>% of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>50 or More Percentage Points Increase<\/td><td>33<\/td><td>2%<\/td><td>7826<\/td><td>1%<\/td><\/tr><tr><td>25 to 49 Percentage Points Increase<\/td><td>92<\/td><td>7%<\/td><td>40,404<\/td><td>4%<\/td><\/tr><tr><td>10 to 24 Percentage Points Increase<\/td><td>219<\/td><td>16%<\/td><td>125,724<\/td><td>13%<\/td><\/tr><tr><td>0 to 9 Percentage Points Increase<\/td><td>369<\/td><td>27%<\/td><td>379,839<\/td><td>39%<\/td><\/tr><tr><td>1 to 9 Percentage Points Decrease<\/td><td>221<\/td><td>16%<\/td><td>334,564<\/td><td>34%<\/td><\/tr><tr><td>10 to 24 Percentage Points Decrease<\/td><td>140<\/td><td>10%<\/td><td>66,288<\/td><td>7%<\/td><\/tr><tr><td>25 to 49 Percentage Points Decrease<\/td><td>66<\/td><td>5%<\/td><td>22,316<\/td><td>2%<\/td><\/tr><tr><td>50 or More Percentage Points Decrease<\/td><td>21<\/td><td>2%<\/td><td>6,073<\/td><td>1%<\/td><\/tr><tr><td>NA - &lt; 10 Enrolls in One or Both Years<\/td><td>188<\/td><td>14%<\/td><td>3,280<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,349<\/td><td>100%<\/td><td>986,314<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b4\"><a href=\"#by-grade-level\">Table B4<\/a>.&nbsp;2022-23 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>% Change<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><th><strong>% Change from Prior Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>27,011<\/td><td>3%<\/td><td>-52%<\/td><td>85%<\/td><td>-1%<\/td><\/tr><tr><td>1<\/td><td>29,554<\/td><td>3%<\/td><td>-48%<\/td><td>87%<\/td><td>-1%<\/td><\/tr><tr><td>2<\/td><td>27,790<\/td><td>3%<\/td><td>-52%<\/td><td>87%<\/td><td>-1%<\/td><\/tr><tr><td>3<\/td><td>29,175<\/td><td>3%<\/td><td>-52%<\/td><td>85%<\/td><td>1%<\/td><\/tr><tr><td>4<\/td><td>29,426<\/td><td>3%<\/td><td>-49%<\/td><td>84%<\/td><td>-2%<\/td><\/tr><tr><td>5<\/td><td>30,777<\/td><td>3%<\/td><td>-51%<\/td><td>83%<\/td><td>0%<\/td><\/tr><tr><td>6<\/td><td>42,957<\/td><td>4%<\/td><td>-48%<\/td><td>71%<\/td><td>-8%<\/td><\/tr><tr><td>7<\/td><td>53,178<\/td><td>5%<\/td><td>-39%<\/td><td>67%<\/td><td>-8%<\/td><\/tr><tr><td>8<\/td><td>62,928<\/td><td>6%<\/td><td>-32%<\/td><td>65%<\/td><td>-8%<\/td><\/tr><tr><td>9<\/td><td>135,270<\/td><td>13%<\/td><td>-13%<\/td><td>48%<\/td><td>-1%<\/td><\/tr><tr><td>10<\/td><td>156,972<\/td><td>15%<\/td><td>-12%<\/td><td>57%<\/td><td>1%<\/td><\/tr><tr><td>11<\/td><td>167,125<\/td><td>16%<\/td><td>-12%<\/td><td>61%<\/td><td>2%<\/td><\/tr><tr><td>12<\/td><td>235,542<\/td><td>23%<\/td><td>-13%<\/td><td>65%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>-27%<\/td><td>65%<\/td><td>-4%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b5\"><a href=\"#by-grade-level\">Table B5<\/a>.&nbsp;2022-23 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure id=\"table-b5\" class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>85%<\/td><td>71%<\/td><\/tr><tr><td>1<\/td><td>87%<\/td><td>67%<\/td><\/tr><tr><td>2<\/td><td>87%<\/td><td>71%<\/td><\/tr><tr><td>3<\/td><td>85%<\/td><td>75%<\/td><\/tr><tr><td>4<\/td><td>84%<\/td><td>74%<\/td><\/tr><tr><td>5<\/td><td>83%<\/td><td>72%<\/td><\/tr><tr><td>6<\/td><td>71%<\/td><td>63%<\/td><\/tr><tr><td>7<\/td><td>67%<\/td><td>62%<\/td><\/tr><tr><td>8<\/td><td>65%<\/td><td>61%<\/td><\/tr><tr><td>9<\/td><td>48%<\/td><td>61%<\/td><\/tr><tr><td>10<\/td><td>57%<\/td><td>69%<\/td><\/tr><tr><td>11<\/td><td>61%<\/td><td>76%<\/td><\/tr><tr><td>12<\/td><td>65%<\/td><td>82%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>65%<\/td><td>72%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b6\"><a href=\"#by-school-level-virtual-pass-rate\">Table B6<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by School Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Pass Rate<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>0% to &lt;10%<\/td><td>105<\/td><td>7%<\/td><td>23,680<\/td><td>2%<\/td><\/tr><tr><td>10% to &lt;20%<\/td><td>19<\/td><td>1%<\/td><td>4,785<\/td><td>0%<\/td><\/tr><tr><td>20% to &lt;30%<\/td><td>44<\/td><td>3%<\/td><td>77,261<\/td><td>8%<\/td><\/tr><tr><td>30% to &lt;40%<\/td><td>73<\/td><td>5%<\/td><td>81,429<\/td><td>8%<\/td><\/tr><tr><td>40% to &lt;50%<\/td><td>77<\/td><td>5%<\/td><td>59,605<\/td><td>6%<\/td><\/tr><tr><td>50% to &lt;60%<\/td><td>133<\/td><td>9%<\/td><td>139,677<\/td><td>14%<\/td><\/tr><tr><td>60% to &lt;70%<\/td><td>169<\/td><td>11%<\/td><td>145,284<\/td><td>14%<\/td><\/tr><tr><td>70% to &lt;80%<\/td><td>196<\/td><td>13%<\/td><td>188,561<\/td><td>18%<\/td><\/tr><tr><td>80% to &lt;90%<\/td><td>243<\/td><td>16%<\/td><td>142,333<\/td><td>14%<\/td><\/tr><tr><td>90% to 100%<\/td><td>416<\/td><td>28%<\/td><td>165,090<\/td><td>16%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b7\"><a href=\"#by-entity-type\">Table B7<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure id=\"table-b7\" class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>32<\/td><td>2%<\/td><td>7,450<\/td><td>1%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>4<\/td><td>0%<\/td><td>312<\/td><td>0%<\/td><\/tr><tr><td>LEA School<\/td><td>1,306<\/td><td>89%<\/td><td>660,604<\/td><td>64%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>11<\/td><td>1%<\/td><td>5,521<\/td><td>1%<\/td><\/tr><tr><td>PSA School<\/td><td>122<\/td><td>8%<\/td><td>353,818<\/td><td>34%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b8\"><a href=\"#by-entity-type\">Table B8<\/a>.&nbsp;2022-23 Virtual Pass Rate by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>5,176<\/td><td>7,450<\/td><td>69%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>312<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>439,911<\/td><td>660,604<\/td><td>67%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>5,521<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>214,556<\/td><td>353,818<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>664,561<\/td><td>1,027,705<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Pass Count and Pass Rate data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b9\"><a href=\"#by-full-time-virtual-schools\">Table B9<\/a>.&nbsp;2022-23 Number and Percentage of Full-Time (FT) Virtual or Cyber School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of FT Schools<\/strong><\/th><th><strong>% of FT Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>1<\/td><td>1%<\/td><\/tr><tr><td>LEA School<\/td><td>57<\/td><td>74%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>2<\/td><td>3%<\/td><\/tr><tr><td>PSA School<\/td><td>17<\/td><td>22%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>77<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b10\"><a href=\"#by-full-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-full-time-virtual-schools\">Table B10<\/a>.&nbsp;2022-23 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of FT Students<\/strong><\/th><th><strong>% of FT Students<\/strong><\/th><th><strong># of FT Enrolls<\/strong><\/th><th><strong>% of FT Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>21,170<\/td><td>43%<\/td><td>160,310<\/td><td>36%<\/td><td>58%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>27,426<\/td><td>56%<\/td><td>285,582<\/td><td>64%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>48,991<\/td><td>100%<\/td><td>449,188<\/td><td>100%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b11\"><a href=\"#by-part-time-virtual-schools\">Table B11<\/a>.&nbsp;2022-23 Number and Percentage of Part-Time (PT) Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of PT Schools<\/strong><\/th><th><strong>% of PT Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>31<\/td><td>2%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>4<\/td><td>0%<\/td><\/tr><tr><td>LEA School<\/td><td>1,249<\/td><td>89%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>9<\/td><td>1%<\/td><\/tr><tr><td>PSA School<\/td><td>105<\/td><td>8%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,398<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b12\"><a href=\"#by-part-time-virtual-schools\">Table B12<\/a>.&nbsp;2022-23 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of PT Students<\/strong><\/th><th><strong>% of PT Students<\/strong><\/th><th><strong># of PT Enrolls<\/strong><\/th><th><strong>% of PT Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>1,388<\/td><td>1%<\/td><td>4,872<\/td><td>1%<\/td><td>76%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>99,084<\/td><td>89%<\/td><td>500,294<\/td><td>86%<\/td><td>69%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>10,848<\/td><td>10%<\/td><td>68,236<\/td><td>12%<\/td><td>57%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>111,743<\/td><td>100%<\/td><td>578,517<\/td><td>100%<\/td><td>68%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em><em>Note: Because some students took courses across multiple entity types, a student may be counted toward more than one type. The total row, however, reflects the number of unique students.<\/em><\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b13\"><a href=\"#by-school-emphasis\">Table B13<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>272<\/td><td>18%<\/td><td>374,298<\/td><td>36%<\/td><\/tr><tr><td>General Education<\/td><td>1,178<\/td><td>80%<\/td><td>650,830<\/td><td>63%<\/td><\/tr><tr><td>Special Education<\/td><td>22<\/td><td>1%<\/td><td>2,345<\/td><td>0%<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>3<\/td><td>0%<\/td><td>232<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b14\"><a href=\"#by-school-emphasis\">Table B14<\/a>.&nbsp;2022-23 Virtual Pass Rate by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>186,874<\/td><td>374,298<\/td><td>50%<\/td><\/tr><tr><td>General Education<\/td><td>476,198<\/td><td>650,830<\/td><td>73%<\/td><\/tr><tr><td>Special Education<\/td><td>NR<\/td><td>2,345<\/td><td>NR<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>NR<\/td><td>232<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>664,561<\/td><td>1,027,705<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b15\"><a href=\"#by-school-emphasis\" data-type=\"internal\" data-id=\"#by-school-emphasis\">Table B15<\/a>.&nbsp;2022-23 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong>General Ed Pass Rate<\/strong><\/th><th><strong>Alternative Ed Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>77%<\/td><td>52%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>67%<\/td><td>43%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>73%<\/td><td>50%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b16\"><a href=\"#by-number-of-virtual-enrollments\">Table B16<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Enrolls Per School<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 9<\/td><td>218<\/td><td>15%<\/td><td>928<\/td><td>0%<\/td><\/tr><tr><td>10 to 19<\/td><td>109<\/td><td>7%<\/td><td>1,492<\/td><td>0%<\/td><\/tr><tr><td>20 to 29<\/td><td>75<\/td><td>5%<\/td><td>1,796<\/td><td>0%<\/td><\/tr><tr><td>30 to 39<\/td><td>67<\/td><td>5%<\/td><td>2,292<\/td><td>0%<\/td><\/tr><tr><td>40 to 49<\/td><td>26<\/td><td>2%<\/td><td>1,173<\/td><td>0%<\/td><\/tr><tr><td>50 to 59<\/td><td>53<\/td><td>4%<\/td><td>2,893<\/td><td>0%<\/td><\/tr><tr><td>60 to 69<\/td><td>47<\/td><td>3%<\/td><td>3,012<\/td><td>0%<\/td><\/tr><tr><td>70 to 79<\/td><td>27<\/td><td>2%<\/td><td>2,014<\/td><td>0%<\/td><\/tr><tr><td>80 to 89<\/td><td>34<\/td><td>2%<\/td><td>2,844<\/td><td>0%<\/td><\/tr><tr><td>90 to 99<\/td><td>31<\/td><td>2%<\/td><td>2,942<\/td><td>0%<\/td><\/tr><tr><td>100+<\/td><td>788<\/td><td>53%<\/td><td>1,006,319<\/td><td>98%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b17\"><a href=\"#by-number-of-virtual-enrollments\">Table B17<\/a>.&nbsp;2022-23 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Pass Rate<\/strong><\/th><th><strong>1 to 2 Virtual Courses \/&nbsp;Learner<\/strong><\/th><th><strong>3 to 4 Virtual Courses \/ Learner<\/strong><\/th><th><strong>5+ Virtual Courses \/ Learner<\/strong><\/th><\/tr><\/thead><tbody><tr><td>0% to &lt;10%<\/td><td>7%<\/td><td>6%<\/td><td>8%<\/td><\/tr><tr><td>10% to &lt;20%<\/td><td>1%<\/td><td>1%<\/td><td>2%<\/td><\/tr><tr><td>20% to &lt;30%<\/td><td>2%<\/td><td>1%<\/td><td>5%<\/td><\/tr><tr><td>30% to &lt;40%<\/td><td>2%<\/td><td>2%<\/td><td>8%<\/td><\/tr><tr><td>40% to &lt;50%<\/td><td>2%<\/td><td>5%<\/td><td>7%<\/td><\/tr><tr><td>50% to &lt;60%<\/td><td>6%<\/td><td>7%<\/td><td>12%<\/td><\/tr><tr><td>60% to &lt;70%<\/td><td>8%<\/td><td>11%<\/td><td>14%<\/td><\/tr><tr><td>70% to &lt;80%<\/td><td>11%<\/td><td>18%<\/td><td>12%<\/td><\/tr><tr><td>80% to &lt;90%<\/td><td>21%<\/td><td>23%<\/td><td>10%<\/td><\/tr><tr><td>90% to 100%<\/td><td>40%<\/td><td>26%<\/td><td>23%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b18\"><a href=\"#by-locale\">Table B18<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>490<\/td><td>33%<\/td><td>284,824<\/td><td>28%<\/td><\/tr><tr><td>Town<\/td><td>195<\/td><td>13%<\/td><td>103,102<\/td><td>10%<\/td><\/tr><tr><td>Suburb<\/td><td>554<\/td><td>38%<\/td><td>380,999<\/td><td>37%<\/td><\/tr><tr><td>City<\/td><td>233<\/td><td>16%<\/td><td>229,972<\/td><td>22%<\/td><\/tr><tr><td>Not Specified<\/td><td>3<\/td><td>0%<\/td><td>28,808<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b19\"><a href=\"#by-locale\">Table B19<\/a>.&nbsp;2022-23 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>1 to 24 Enrolls<\/strong><\/th><th><strong>25 to 49 Enrolls<\/strong><\/th><th><strong>50 to 74 Enrolls<\/strong><\/th><th><strong>75 to 99 Enrolls<\/strong><\/th><th><strong>100+ Enrolls<\/strong><\/th><th><strong>Total<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>23%<\/td><td>9%<\/td><td>9%<\/td><td>6%<\/td><td>53%<\/td><td>100%<\/td><\/tr><tr><td>Town<\/td><td>21%<\/td><td>11%<\/td><td>8%<\/td><td>6%<\/td><td>55%<\/td><td>100%<\/td><\/tr><tr><td>Suburb<\/td><td>28%<\/td><td>7%<\/td><td>7%<\/td><td>6%<\/td><td>52%<\/td><td>100%<\/td><\/tr><tr><td>City<\/td><td>26%<\/td><td>8%<\/td><td>7%<\/td><td>3%<\/td><td>56%<\/td><td>100%<\/td><\/tr><tr><td>Not Specified<\/td><td>33%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>67%<\/td><td>100%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b20\"><a href=\"#by-locale\">Table B20<\/a>.&nbsp;2022-23 Virtual Pass Rate by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><th><strong>% Change from 21-22<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>62%<\/td><td>-5%<\/td><\/tr><tr><td>Town<\/td><td>66%<\/td><td>5%<\/td><\/tr><tr><td>Suburb<\/td><td>64%<\/td><td>-6%<\/td><\/tr><tr><td>City<\/td><td>73%<\/td><td>2%<\/td><\/tr><tr><td>Not Specified<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total <\/td><td>65%<\/td><td>-4%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b21\"><a href=\"#by-locale\">Table B21<\/a>.&nbsp;2022-23 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>0% to 20% Pass Rate<\/strong><\/th><th><strong>20% to 40% Pass Rate<\/strong><\/th><th><strong>40% to 60% Pass Rate<\/strong><\/th><th><strong>60% to 80% Pass Rate<\/strong><\/th><th><strong>80% to 100% Pass Rate<\/strong><\/th><th><strong>Total<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>6%<\/td><td>9%<\/td><td>13%<\/td><td>25%<\/td><td>47%<\/td><td>100%<\/td><\/tr><tr><td>Town<\/td><td>7%<\/td><td>10%<\/td><td>17%<\/td><td>28%<\/td><td>39%<\/td><td>100%<\/td><\/tr><tr><td>Suburb<\/td><td>9%<\/td><td>6%<\/td><td>14%<\/td><td>25%<\/td><td>45%<\/td><td>100%<\/td><\/tr><tr><td>City<\/td><td>14%<\/td><td>10%<\/td><td>16%<\/td><td>21%<\/td><td>40%<\/td><td>100%<\/td><\/tr><tr><td>Not Specified<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>100%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b22\"><a href=\"#by-school-poverty-levels\">Table B22<\/a>.&nbsp;2022-23 Number and Percentage of Schools with Virtual Enrollments by School Free or Reduced-Price Lunch Categories<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Schools with Virtual Learners<\/strong><\/th><th><strong># of MI Schools (All)<\/strong><\/th><th><strong>% of Schools<\/strong> <strong>with Virtual Learners<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>153<\/td><td>378<\/td><td>40%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>408<\/td><td>871<\/td><td>47%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>538<\/td><td>1,169<\/td><td>46%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>369<\/td><td>989<\/td><td>37%<\/td><\/tr><tr><td>Missing<\/td><td>7<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>3,407<\/td><td>43%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: All Michigan K-12 schools with building codes were used to calculate the state figures.<\/em> State data are available through <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report\/\">MI School Data<\/a>.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b23\"><a href=\"#by-school-poverty-levels\" data-type=\"internal\" data-id=\"#by-school-poverty-levels\">Table B23<\/a>.&nbsp;2022-23 Number and Pass Rate of Virtual Enrollments by School Free or Reduced-Price Lunch Categories<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong><strong>Free or Reduced-Price Lunch Category<\/strong><\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>NR<\/td><td>NR<\/td><td>&lt;10%<\/td><td>86%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>145,481<\/td><td>176,847<\/td><td>17%<\/td><td>82%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>205,522<\/td><td>340,435<\/td><td>33%<\/td><td>60%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>269,321<\/td><td>459,216<\/td><td>45%<\/td><td>59%<\/td><\/tr><tr><td>Missing<\/td><td>NR<\/td><td>NR<\/td><td>&lt;10%<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>664,561<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-c\">Appendix C - Course Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c1\"><a href=\"#courses-by-subject-area\">Table C1<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>781<\/td><td>0%<\/td><td>75%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>354<\/td><td>0%<\/td><td>87%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>12,888<\/td><td>1%<\/td><td>75%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>3,920<\/td><td>0%<\/td><td>68%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>1,980<\/td><td>0%<\/td><td>76%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>192,171<\/td><td>19%<\/td><td>63%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>3,281<\/td><td>0%<\/td><td>77%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>1,273<\/td><td>0%<\/td><td>70%<\/td><\/tr><tr><td>Human Services<\/td><td>12,146<\/td><td>1%<\/td><td>72%<\/td><\/tr><tr><td>Information Technology<\/td><td>15,341<\/td><td>1%<\/td><td>68%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>153,619<\/td><td>15%<\/td><td>63%<\/td><\/tr><tr><td>Manufacturing<\/td><td>459<\/td><td>0%<\/td><td>88%<\/td><\/tr><tr><td>Mathematics<\/td><td>173,430<\/td><td>17%<\/td><td>60%<\/td><\/tr><tr><td>Military Science<\/td><td>59<\/td><td>0%<\/td><td>56%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>62,614<\/td><td>6%<\/td><td>72%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>7,184<\/td><td>1%<\/td><td>76%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>85,613<\/td><td>8%<\/td><td>67%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>2,302<\/td><td>0%<\/td><td>74%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>108<\/td><td>0%<\/td><td>87%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>166,333<\/td><td>16%<\/td><td>64%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>82<\/td><td>0%<\/td><td>78%<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>81,370<\/td><td>8%<\/td><td>71%<\/td><\/tr><tr><td>World Languages<\/td><td>50,397<\/td><td>5%<\/td><td>59%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c2\"><a href=\"#courses-by-subject-area\">Table C2<\/a>.&nbsp;2022-23 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>75%<\/td><td>82%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>87%<\/td><td>81%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>75%<\/td><td>81%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>68%<\/td><td>83%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>76%<\/td><td>76%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>63%<\/td><td>72%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>77%<\/td><td>80%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>70%<\/td><td>80%<\/td><\/tr><tr><td>Human Services<\/td><td>72%<\/td><td>76%<\/td><\/tr><tr><td>Information Technology<\/td><td>68%<\/td><td>73%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>63%<\/td><td>70%<\/td><\/tr><tr><td>Manufacturing<\/td><td>88%<\/td><td>82%<\/td><\/tr><tr><td>Mathematics<\/td><td>60%<\/td><td>68%<\/td><\/tr><tr><td>Military Science<\/td><td>56%<\/td><td>68%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>72%<\/td><td>73%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>76%<\/td><td>77%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>67%<\/td><td>75%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>74%<\/td><td>82%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>87%<\/td><td>85%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>64%<\/td><td>71%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>78%<\/td><td>81%<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>71%<\/td><td>78%<\/td><\/tr><tr><td>World Languages<\/td><td>59%<\/td><td>72%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>65%<\/td><td>72%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c3\"><a href=\"#highest-virtual-enrollment-courses\">Table C3<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>English Language and Literature Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>English\/Language Arts I (9th grade)<\/td><td>30,662<\/td><td>16%<\/td><td>48%<\/td><\/tr><tr><td>English\/Language Arts II (10th grade)<\/td><td>29,271<\/td><td>15%<\/td><td>55%<\/td><\/tr><tr><td>English\/Language Arts III (11th grade)<\/td><td>26,575<\/td><td>14%<\/td><td>59%<\/td><\/tr><tr><td>English\/Language Arts IV (12th grade)<\/td><td>23,533<\/td><td>12%<\/td><td>63%<\/td><\/tr><tr><td>Language Arts (grade 8)<\/td><td>8,978<\/td><td>5%<\/td><td>63%<\/td><\/tr><tr><td>Language Arts (grade 7)<\/td><td>7,726<\/td><td>4%<\/td><td>66%<\/td><\/tr><tr><td>Language Arts (grade 6)<\/td><td>6,034<\/td><td>3%<\/td><td>70%<\/td><\/tr><tr><td>Language Arts (grade 5)<\/td><td>3,657<\/td><td>2%<\/td><td>80%<\/td><\/tr><tr><td>Language Arts (grade 2)<\/td><td>3,313<\/td><td>2%<\/td><td>86%<\/td><\/tr><tr><td>Language Arts\u2014General<\/td><td>3,270<\/td><td>2%<\/td><td>56%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>143,019<\/td><td>74%<\/td><td>59%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on overall total of 192,171 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c4\"><a href=\"#highest-virtual-enrollment-courses\">Table C4<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Mathematics Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Geometry<\/td><td>31,110<\/td><td>18%<\/td><td>54%<\/td><\/tr><tr><td>Algebra I<\/td><td>30,402<\/td><td>18%<\/td><td>44%<\/td><\/tr><tr><td>Algebra II<\/td><td>25,732<\/td><td>15%<\/td><td>61%<\/td><\/tr><tr><td>Consumer Mathematics<\/td><td>10,202<\/td><td>6%<\/td><td>71%<\/td><\/tr><tr><td>Mathematics (grade 7)<\/td><td>7,846<\/td><td>5%<\/td><td>63%<\/td><\/tr><tr><td>Mathematics (grade 8)<\/td><td>7,060<\/td><td>4%<\/td><td>59%<\/td><\/tr><tr><td>Mathematics (grade 6)<\/td><td>6,758<\/td><td>4%<\/td><td>70%<\/td><\/tr><tr><td>Pre-Algebra<\/td><td>4,695<\/td><td>3%<\/td><td>54%<\/td><\/tr><tr><td>Mathematics\u2014Other<\/td><td>4,231<\/td><td>2%<\/td><td>48%<\/td><\/tr><tr><td>Mathematics (grade 5)<\/td><td>3,913<\/td><td>2%<\/td><td>80%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>131,949<\/td><td>76%<\/td><td>57%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on overall total of 173,430 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c5\"><a href=\"#highest-virtual-enrollment-courses\">Table C5<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Life and Physical Sciences Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Biology<\/td><td>32,460<\/td><td>21%<\/td><td>54%<\/td><\/tr><tr><td>Chemistry<\/td><td>20,496<\/td><td>13%<\/td><td>61%<\/td><\/tr><tr><td>Earth Science<\/td><td>14,679<\/td><td>10%<\/td><td>53%<\/td><\/tr><tr><td>Physical Science<\/td><td>11,894<\/td><td>8%<\/td><td>57%<\/td><\/tr><tr><td>Earth and Space Science<\/td><td>7,079<\/td><td>5%<\/td><td>62%<\/td><\/tr><tr><td>Science (grade 7)<\/td><td>6,511<\/td><td>4%<\/td><td>66%<\/td><\/tr><tr><td>Science (grade 8)<\/td><td>6,339<\/td><td>4%<\/td><td>62%<\/td><\/tr><tr><td>Environmental Science<\/td><td>5,757<\/td><td>4%<\/td><td>57%<\/td><\/tr><tr><td>Physics<\/td><td>5,510<\/td><td>4%<\/td><td>64%<\/td><\/tr><tr><td>Science (grade 6)<\/td><td>5,084<\/td><td>3%<\/td><td>71%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>115,809<\/td><td>75%<\/td><td>58%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on overall total of 153,619 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c6\"><a href=\"#highest-virtual-enrollment-courses\">Table C6<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Social Sciences and History Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>U.S. History\u2014Comprehensive<\/td><td>21,584<\/td><td>13%<\/td><td>55%<\/td><\/tr><tr><td>World History and Geography<\/td><td>16,519<\/td><td>10%<\/td><td>52%<\/td><\/tr><tr><td>Economics<\/td><td>14,773<\/td><td>9%<\/td><td>64%<\/td><\/tr><tr><td>World History\u2014Overview<\/td><td>14,259<\/td><td>9%<\/td><td>60%<\/td><\/tr><tr><td>U.S. Government\u2014Comprehensive<\/td><td>10,133<\/td><td>6%<\/td><td>62%<\/td><\/tr><tr><td>Social Studies (grade 8)<\/td><td>7,409<\/td><td>4%<\/td><td>62%<\/td><\/tr><tr><td>Civics<\/td><td>6,775<\/td><td>4%<\/td><td>57%<\/td><\/tr><tr><td>Psychology<\/td><td>6,547<\/td><td>4%<\/td><td>70%<\/td><\/tr><tr><td>Social Studies (grade 7)<\/td><td>5,762<\/td><td>3%<\/td><td>65%<\/td><\/tr><tr><td>Modern U.S. History<\/td><td>5,681<\/td><td>3%<\/td><td>55%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>109,442<\/td><td>66%<\/td><td>59%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on overall total of 166,333 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c7\"><a href=\"#highest-virtual-enrollment-courses\">Table C7<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>AP Course Title<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>AP 2-D Art and Design<\/td><td>20<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP 3-D Art and Design<\/td><td>8<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Art History<\/td><td>94<\/td><td>2%<\/td><td>64%<\/td><\/tr><tr><td>AP Biology<\/td><td>204<\/td><td>5%<\/td><td>86%<\/td><\/tr><tr><td>AP Calculus AB<\/td><td>218<\/td><td>5%<\/td><td>93%<\/td><\/tr><tr><td>AP Calculus BC<\/td><td>60<\/td><td>1%<\/td><td>82%<\/td><\/tr><tr><td>AP Chemistry<\/td><td>108<\/td><td>3%<\/td><td>73%<\/td><\/tr><tr><td>AP Chinese Languages: Language and Culture<\/td><td>13<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Computer Science A<\/td><td>313<\/td><td>8%<\/td><td>90%<\/td><\/tr><tr><td>AP Computer Science Principles<\/td><td>41<\/td><td>1%<\/td><td>98%<\/td><\/tr><tr><td>AP Drawing<\/td><td>17<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Economics<\/td><td>14<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP English Language and Composition<\/td><td>334<\/td><td>8%<\/td><td>87%<\/td><\/tr><tr><td>AP English Literature and Composition<\/td><td>233<\/td><td>6%<\/td><td>86%<\/td><\/tr><tr><td>AP Environmental Science<\/td><td>156<\/td><td>4%<\/td><td>91%<\/td><\/tr><tr><td>AP European History<\/td><td>8<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP French Language and Culture<\/td><td>11<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Government<\/td><td>56<\/td><td>1%<\/td><td>46%<\/td><\/tr><tr><td>AP Human Geography<\/td><td>100<\/td><td>2%<\/td><td>89%<\/td><\/tr><tr><td>AP Macroeconomics<\/td><td>192<\/td><td>5%<\/td><td>91%<\/td><\/tr><tr><td>AP Microeconomics<\/td><td>153<\/td><td>4%<\/td><td>94%<\/td><\/tr><tr><td>AP Music Theory<\/td><td>44<\/td><td>1%<\/td><td>84%<\/td><\/tr><tr><td>AP Physics 1<\/td><td>80<\/td><td>2%<\/td><td>83%<\/td><\/tr><tr><td>AP Physics 2<\/td><td>11<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Physics C<\/td><td>74<\/td><td>2%<\/td><td>89%<\/td><\/tr><tr><td>AP Physics C: Electricity and Magnetism<\/td><td>2<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Physics C: Mechanics<\/td><td>2<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Psychology<\/td><td>625<\/td><td>15%<\/td><td>85%<\/td><\/tr><tr><td>AP Spanish Language and Culture<\/td><td>54<\/td><td>1%<\/td><td>78%<\/td><\/tr><tr><td>AP Spanish Literature and Culture<\/td><td>2<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Statistics<\/td><td>292<\/td><td>7%<\/td><td>94%<\/td><\/tr><tr><td>AP U.S. Government and Politics<\/td><td>146<\/td><td>4%<\/td><td>86%<\/td><\/tr><tr><td>AP U.S. History<\/td><td>220<\/td><td>5%<\/td><td>85%<\/td><\/tr><tr><td>AP World History: Modern<\/td><td>142<\/td><td>4%<\/td><td>87%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>4,047<\/td><td>100%<\/td><td>87%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: An additional 451 enrollments had a course type listed as Advanced Placement but did not match an AP SCED Code. Similarly, there existed 19 local course titles with AP in the title that did not have an AP SCED Code. Thus, it is very likely the data above underreports the number of students taking AP courses virtually. Pass Rates are not reported (NR) if there were fewer than 25 for that cell.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c8\"><a href=\"#subject-area-enrollments-by-locale\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-locale\">Table C8<\/a>.&nbsp;2022-23 Virtual Enrollments Percentage by Subject Area and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>% Rural<\/strong><\/th><th><strong>% Town<\/strong><\/th><th><strong>% Suburb<\/strong><\/th><th>% City<\/th><th><strong>% Not Specified<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>1%<\/td><td>2%<\/td><td>2%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>19%<\/td><td>19%<\/td><td>18%<\/td><td>19%<\/td><td>22%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Human Services<\/td><td>1%<\/td><td>2%<\/td><td>2%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Information Technology<\/td><td>1%<\/td><td>1%<\/td><td>2%<\/td><td>2%<\/td><td>0%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>15%<\/td><td>15%<\/td><td>15%<\/td><td>15%<\/td><td>16%<\/td><\/tr><tr><td>Manufacturing<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Mathematics<\/td><td>17%<\/td><td>17%<\/td><td>17%<\/td><td>16%<\/td><td>18%<\/td><\/tr><tr><td>Military Science<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>5%<\/td><td>5%<\/td><td>7%<\/td><td>7%<\/td><td>2%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>1%<\/td><td>0%<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>9%<\/td><td>8%<\/td><td>8%<\/td><td>8%<\/td><td>7%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>17%<\/td><td>17%<\/td><td>16%<\/td><td>15%<\/td><td>18%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>8%<\/td><td>6%<\/td><td>6%<\/td><td>11%<\/td><td>10%<\/td><\/tr><tr><td>World Languages<\/td><td>5%<\/td><td>5%<\/td><td>5%<\/td><td>4%<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c9\"><a href=\"#subject-area-enrollments-by-locale\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-locale\">Table C9<\/a>.&nbsp;2022-23 Virtual Enrollment Pass Rates by Subject Area and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>Rural Pass Rate<\/strong><\/th><th><strong>Town Pass Rate<\/strong><\/th><th><strong>Suburban Pass Rate<\/strong><\/th><th><strong>City Pass Rate<\/strong><\/th><th><strong>Not Specified Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>70%<\/td><td>74%<\/td><td>80%<\/td><td>85%<\/td><td>NR<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>86%<\/td><td>91%<\/td><td>81%<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Business and Marketing<\/td><td>72%<\/td><td>79%<\/td><td>76%<\/td><td>69%<\/td><td>NR<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>64%<\/td><td>62%<\/td><td>69%<\/td><td>80%<\/td><td>NR<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>62%<\/td><td>94%<\/td><td>86%<\/td><td>87%<\/td><td>NR<\/td><\/tr><tr><td>English Language and Literature<\/td><td>60%<\/td><td>63%<\/td><td>62%<\/td><td>72%<\/td><td>34%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>82%<\/td><td>82%<\/td><td>70%<\/td><td>77%<\/td><td>NR<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>77%<\/td><td>66%<\/td><td>78%<\/td><td>44%<\/td><td>NR<\/td><\/tr><tr><td>Human Services<\/td><td>73%<\/td><td>75%<\/td><td>70%<\/td><td>82%<\/td><td>6%<\/td><\/tr><tr><td>Information Technology<\/td><td>61%<\/td><td>61%<\/td><td>69%<\/td><td>75%<\/td><td>NR<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>60%<\/td><td>64%<\/td><td>64%<\/td><td>71%<\/td><td>31%<\/td><\/tr><tr><td>Manufacturing<\/td><td>90%<\/td><td>96%<\/td><td>90%<\/td><td>80%<\/td><td>NR<\/td><\/tr><tr><td>Mathematics<\/td><td>57%<\/td><td>59%<\/td><td>61%<\/td><td>68%<\/td><td>30%<\/td><\/tr><tr><td>Military Science<\/td><td>NR<\/td><td>NR<\/td><td>49%<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Miscellaneous<\/td><td>70%<\/td><td>65%<\/td><td>74%<\/td><td>71%<\/td><td>89%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>68%<\/td><td>76%<\/td><td>78%<\/td><td>86%<\/td><td>NR<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>66%<\/td><td>73%<\/td><td>62%<\/td><td>78%<\/td><td>39%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>72%<\/td><td>80%<\/td><td>74%<\/td><td>67%<\/td><td>NR<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>NR<\/td><td>NR<\/td><td>92%<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>61%<\/td><td>66%<\/td><td>65%<\/td><td>71%<\/td><td>30%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>87%<\/td><td>NR<\/td><td>NR<\/td><td>67%<\/td><td>NR<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>67%<\/td><td>72%<\/td><td>68%<\/td><td>82%<\/td><td>33%<\/td><\/tr><tr><td>World Languages<\/td><td>55%<\/td><td>69%<\/td><td>59%<\/td><td>63%<\/td><td>27%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>62%<\/td><td>66%<\/td><td>64%<\/td><td>73%<\/td><td>33%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 25 virtual enrollments for that cell.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c10\"><a href=\"#subject-area-enrollments-by-gender\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-gender\">Table C10<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong># of Female Enrolls<\/strong><\/th><th><strong># of Male Enrolls<\/strong><\/th><th><strong>% of Female Enrolls<\/strong><\/th><th><strong>% of Male Enrolls<\/strong><\/th><th><strong>Female Pass Rate<\/strong><\/th><th><strong>Male Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>480<\/td><td>301<\/td><td>0%<\/td><td>0%<\/td><td>77%<\/td><td>72%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>73<\/td><td>281<\/td><td>0%<\/td><td>0%<\/td><td>90%<\/td><td>86%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>6,502<\/td><td>6,386<\/td><td>1%<\/td><td>1%<\/td><td>76%<\/td><td>74%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>2,086<\/td><td>1,834<\/td><td>0%<\/td><td>0%<\/td><td>69%<\/td><td>67%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>811<\/td><td>1,169<\/td><td>0%<\/td><td>0%<\/td><td>76%<\/td><td>77%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>97,125<\/td><td>95,046<\/td><td>19%<\/td><td>19%<\/td><td>64%<\/td><td>62%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>2,484<\/td><td>797<\/td><td>0%<\/td><td>0%<\/td><td>78%<\/td><td>71%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>751<\/td><td>522<\/td><td>0%<\/td><td>0%<\/td><td>71%<\/td><td>69%<\/td><\/tr><tr><td>Human Services<\/td><td>6,889<\/td><td>5,257<\/td><td>1%<\/td><td>1%<\/td><td>74%<\/td><td>70%<\/td><\/tr><tr><td>Information Technology<\/td><td>6,872<\/td><td>8,469<\/td><td>1%<\/td><td>2%<\/td><td>68%<\/td><td>69%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>77,209<\/td><td>76,410<\/td><td>15%<\/td><td>15%<\/td><td>64%<\/td><td>62%<\/td><\/tr><tr><td>Manufacturing<\/td><td>94<\/td><td>365<\/td><td>0%<\/td><td>0%<\/td><td>89%<\/td><td>87%<\/td><\/tr><tr><td>Mathematics<\/td><td>87,202<\/td><td>86,228<\/td><td>17%<\/td><td>17%<\/td><td>61%<\/td><td>60%<\/td><\/tr><tr><td>Military Science<\/td><td>NR<\/td><td>37<\/td><td>0%<\/td><td>0%<\/td><td>NR<\/td><td>59%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>31,604<\/td><td>31,010<\/td><td>6%<\/td><td>6%<\/td><td>74%<\/td><td>70%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>3,462<\/td><td>3,722<\/td><td>1%<\/td><td>1%<\/td><td>75%<\/td><td>77%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>43,317<\/td><td>42,296<\/td><td>8%<\/td><td>8%<\/td><td>68%<\/td><td>66%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>1,451<\/td><td>851<\/td><td>0%<\/td><td>0%<\/td><td>75%<\/td><td>72%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>57<\/td><td>51<\/td><td>0%<\/td><td>0%<\/td><td>86%<\/td><td>88%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>85,519<\/td><td>80,814<\/td><td>16%<\/td><td>16%<\/td><td>65%<\/td><td>63%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>NR<\/td><td>70<\/td><td>0%<\/td><td>0%<\/td><td>NR<\/td><td>84%<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>42,340<\/td><td>39,030<\/td><td>8%<\/td><td>8%<\/td><td>72%<\/td><td>70%<\/td><\/tr><tr><td>World Languages<\/td><td>26,653<\/td><td>23,744<\/td><td>5%<\/td><td>5%<\/td><td>61%<\/td><td>56%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>523,015<\/td><td>504,690<\/td><td>100%<\/td><td>100%<\/td><td>66%<\/td><td>64%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c11\"><a href=\"#courses-by-virtual-method\" data-type=\"internal\" data-id=\"#courses-by-virtual-method\">Table C11<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Method<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Blended Learning<\/td><td>142,713<\/td><td>14%<\/td><td>78%<\/td><\/tr><tr><td>Digital Learning<\/td><td>76,180<\/td><td>7%<\/td><td>61%<\/td><\/tr><tr><td>Online Course<\/td><td>808,812<\/td><td>79%<\/td><td>63%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-d\">Appendix D - Student Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d1\"><a href=\"#by-student-grade-level\">Table D1<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Students with Percent Year over Year Change<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong>% Change from Prior Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>3,260<\/td><td>2%<\/td><td>-55%<\/td><\/tr><tr><td>1<\/td><td>3,952<\/td><td>2%<\/td><td>-52%<\/td><\/tr><tr><td>2<\/td><td>3,387<\/td><td>2%<\/td><td>-57%<\/td><\/tr><tr><td>3<\/td><td>3,753<\/td><td>2%<\/td><td>-52%<\/td><\/tr><tr><td>4<\/td><td>3,649<\/td><td>2%<\/td><td>-52%<\/td><\/tr><tr><td>5<\/td><td>4,043<\/td><td>3%<\/td><td>-52%<\/td><\/tr><tr><td>6<\/td><td>5,457<\/td><td>3%<\/td><td>-41%<\/td><\/tr><tr><td>7<\/td><td>7,061<\/td><td>4%<\/td><td>-30%<\/td><\/tr><tr><td>8<\/td><td>8,692<\/td><td>5%<\/td><td>-24%<\/td><\/tr><tr><td>9<\/td><td>20,590<\/td><td>13%<\/td><td>-11%<\/td><\/tr><tr><td>10<\/td><td>25,972<\/td><td>16%<\/td><td>-12%<\/td><\/tr><tr><td>11<\/td><td>29,644<\/td><td>19%<\/td><td>-10%<\/td><\/tr><tr><td>12<\/td><td>40,668<\/td><td>26%<\/td><td>-12%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>100%<\/td><td>-24%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Because some students took courses across multiple grade levels, a student may be counted toward more than one grade level. The total row, however, reflects the number of unique students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d2\"><a href=\"#by-student-sex\" data-type=\"internal\" data-id=\"#by-student-sex\">Table D2<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Student Sex<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Female<\/td><td>81,236<\/td><td>51%<\/td><td>523,015<\/td><td>51%<\/td><td>66%<\/td><\/tr><tr><td>Male<\/td><td>77,844<\/td><td>49%<\/td><td>504,690<\/td><td>49%<\/td><td>64%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: The sum of<em> the number of students<\/em> exceeds the total n<\/em>u<em>mber because a few students had enrollments across multiple schools where one school listed the student as one sex, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d3\"><a href=\"#student-by-race\/ethnicity\">Table D3<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Race \/Ethnicity<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>African-American or Black<\/td><td>30,941<\/td><td>19%<\/td><td>220,517<\/td><td>21%<\/td><td>56%<\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td>1,181<\/td><td>1%<\/td><td>7,538<\/td><td>1%<\/td><td>56%<\/td><\/tr><tr><td>Asian<\/td><td>2,757<\/td><td>2%<\/td><td>13,490<\/td><td>1%<\/td><td>79%<\/td><\/tr><tr><td>Hispanic or Latino<\/td><td>14,250<\/td><td>9%<\/td><td>97,730<\/td><td>10%<\/td><td>61%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td>127<\/td><td>0%<\/td><td>794<\/td><td>0%<\/td><td>60%<\/td><\/tr><tr><td>White<\/td><td>99,861<\/td><td>63%<\/td><td>615,261<\/td><td>60%<\/td><td>69%<\/td><\/tr><tr><td>Two or More Races<\/td><td>9,281<\/td><td>6%<\/td><td>68,571<\/td><td>7%<\/td><td>64%<\/td><\/tr><tr><td>Unknown<\/td><td>1,343<\/td><td>1%<\/td><td>3,804<\/td><td>0%<\/td><td>47%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: The sum of<em> the number of students<\/em> exceeds the total n<\/em>u<em>mber because a few students had enrollments across multiple schools where one school listed the student as one race\/ethnicity, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d4\"><a href=\"#student-by-poverty-status\">Table D4<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>100,702<\/td><td>63%<\/td><td>722,606<\/td><td>70%<\/td><td>60%<\/td><\/tr><tr><td>No<\/td><td>57,210<\/td><td>36%<\/td><td>300,555<\/td><td>29%<\/td><td>77%<\/td><\/tr><tr><td>Unknown<\/td><td>1,445<\/td><td>1%<\/td><td>4,544<\/td><td>0%<\/td><td>52%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em>The sum of<em> the number of students<\/em> exceeds the total n<\/em>u<em>mber because a<\/em> few students had enrollments across multiple schools where one school listed the student as one poverty status, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d5\"><a href=\"#student-by-poverty-status\">Table D5<\/a>.&nbsp;2022-23 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><th><strong>Virtual Pass Rate - Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>60%<\/td><td>64%<\/td><td>-4%<\/td><\/tr><tr><td>No<\/td><td>77%<\/td><td>85%<\/td><td>-9%<\/td><\/tr><tr><td>Unknown<\/td><td>52%<\/td><td>25%<\/td><td>27%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>65%<\/td><td>72%<\/td><td>-8%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: The Virtual Pass Rate \u2013 Non-Virtual Pass Rate calculation was run prior to rounding. That rounding effect accounts for what may appear to be calculation errors.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d6\"><a href=\"#student-by-poverty-status\" data-type=\"internal\" data-id=\"#student-by-poverty-status\">Table D6<\/a>.&nbsp;2022-23 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Type<\/strong><\/th><th>% of Virtual Learners in Poverty<\/th><th>% of Virtual Enrolls from Learners in Poverty<\/th><th><strong>Pass Rate for Virtual Learners in Poverty<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>71%<\/td><td>74%<\/td><td>56%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>60%<\/td><td>68%<\/td><td>63%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>63%<\/td><td>70%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d7\"><a href=\"#student-by-poverty-status\">Table D7<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments by School Free or Reduced-Price Lunch Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Virtual Students<\/strong><\/th><th><strong># of All MI Students<\/strong><\/th><th><strong>% of Virtual Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>14,645<\/td><td>228,435<\/td><td>6%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>37,256<\/td><td>409,534<\/td><td>9%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>51,117<\/td><td>422,292<\/td><td>12%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>57,349<\/td><td>330,848<\/td><td>17%<\/td><\/tr><tr><td>Missing<\/td><td>1,110<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>1,437,279<\/td><td>11%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em>The sum of<em> the number of students<\/em> exceeds the total n<\/em>u<em>mber<\/em> because some students had enrollments across categories. The unique total was used to emphasize the true number of virtual students. Also, all Michigan K-12 schools with building codes were used to calculate the state figures.<\/em> The 1.4M total also reflects the number of unique MI K-12 students.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d8\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D8<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Special Education Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>21,050<\/td><td>13%<\/td><td>147,945<\/td><td>14%<\/td><td>60%<\/td><\/tr><tr><td>No<\/td><td>136,862<\/td><td>86%<\/td><td>875,216<\/td><td>85%<\/td><td>66%<\/td><\/tr><tr><td>Unknown<\/td><td>1,445<\/td><td>1%<\/td><td>4,544<\/td><td>0%<\/td><td>52%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the total number because some students had enrollments across multiple schools where one school listed the student under a specific special education status, but the other school reported a different status. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d9\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D9<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Primary Disability<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Primary Disability<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Autism Spectrum Disorder<\/td><td>1,709<\/td><td>8%<\/td><td>11,565<\/td><td>8%<\/td><td>73%<\/td><\/tr><tr><td>Cognitive Impairment<\/td><td>1,275<\/td><td>6%<\/td><td>7,895<\/td><td>5%<\/td><td>60%<\/td><\/tr><tr><td>Deaf-Blindness<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>Deaf or Hard of Hearing<\/td><td>141<\/td><td>1%<\/td><td>948<\/td><td>1%<\/td><td>61%<\/td><\/tr><tr><td>Early Childhood Developmental Delay<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>Emotional Impairment<\/td><td>2,725<\/td><td>13%<\/td><td>19,239<\/td><td>13%<\/td><td>47%<\/td><\/tr><tr><td>Physical Impairment<\/td><td>71<\/td><td>0%<\/td><td>531<\/td><td>0%<\/td><td>81%<\/td><\/tr><tr><td>Specific Learning Disability<\/td><td>8,044<\/td><td>38%<\/td><td>55,380<\/td><td>37%<\/td><td>58%<\/td><\/tr><tr><td>Speech and Language Impairment<\/td><td>1,841<\/td><td>9%<\/td><td>17,491<\/td><td>12%<\/td><td>82%<\/td><\/tr><tr><td>Severe Multiple Impairment<\/td><td>111<\/td><td>1%<\/td><td>224<\/td><td>0%<\/td><td>78%<\/td><\/tr><tr><td>Traumatic Brain Injury<\/td><td>53<\/td><td>0%<\/td><td>349<\/td><td>0%<\/td><td>69%<\/td><\/tr><tr><td>Visual Impairment<\/td><td>59<\/td><td>0%<\/td><td>344<\/td><td>0%<\/td><td>63%<\/td><\/tr><tr><td>Other Health Impairment<\/td><td>4,491<\/td><td>21%<\/td><td>30,007<\/td><td>20%<\/td><td>56%<\/td><\/tr><tr><td>MISSING\/None-Listed<\/td><td>617<\/td><td>3%<\/td><td>3,583<\/td><td>2%<\/td><td>32%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>21,050<\/td><td>100%<\/td><td>147,945<\/td><td>100%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the total number because some students had enrollments across multiple schools where one school listed the student with a specific primary disability, but the other school reported a different primary disability. The unique total was used to emphasize the true number of virtual students.<\/em> <em>Additionally,<\/em> <em>data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d10\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D10<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Students Compared to All MI Students with IEPs by Primary Disability<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Primary Disability<\/strong><\/th><th><strong># of Virtual Students<\/strong><\/th><th>#<strong> of All MI Students with IEPs <\/strong><\/th><th><strong>% of All MI Students with IEPs Who Took a Virtual<\/strong> <strong>Course<\/strong><\/th><th><strong>% of All MI Students with IEPs<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Autism Spectrum Disorder<\/td><td>1,709<\/td><td>25,147<\/td><td>7%<\/td><td>12%<\/td><\/tr><tr><td>Cognitive Impairment<\/td><td>1,275<\/td><td>16,521<\/td><td>8%<\/td><td>8%<\/td><\/tr><tr><td>Deaf-Blindness<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Deaf or Hard of Hearing<\/td><td>141<\/td><td>2,183<\/td><td>6%<\/td><td>1%<\/td><\/tr><tr><td>Early Childhood Developmental Delay<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Emotional Impairment<\/td><td>2,725<\/td><td>10,291<\/td><td>26%<\/td><td>5%<\/td><\/tr><tr><td>Physical Impairment<\/td><td>71<\/td><td>1,308<\/td><td>5%<\/td><td>1%<\/td><\/tr><tr><td>Specific Learning Disability<\/td><td>8,044<\/td><td>54,418<\/td><td>15%<\/td><td>26%<\/td><\/tr><tr><td>Speech and Language Impairment<\/td><td>1,841<\/td><td>57,667<\/td><td>3%<\/td><td>27%<\/td><\/tr><tr><td>Severe Multiple Impairment<\/td><td>111<\/td><td>2,763<\/td><td>4%<\/td><td>1%<\/td><\/tr><tr><td>Traumatic Brain Injury<\/td><td>53<\/td><td>398<\/td><td>13%<\/td><td>0%<\/td><\/tr><tr><td>Visual Impairment<\/td><td>59<\/td><td>728<\/td><td>8%<\/td><td>0%<\/td><\/tr><tr><td>Other Health Impairment<\/td><td>4,491<\/td><td>30,186<\/td><td>15%<\/td><td>14%<\/td><\/tr><tr><td>MISSING\/None-Listed<\/td><td>617<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>21,050<\/td><td>209,937<\/td><td>10%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the total number because some students had enrollments across multiple schools where one school listed the student with a specific primary disability, but the other school reported a different primary disability. The unique total was used to emphasize the true number of virtual students.<\/em> <em>Additionally,<\/em> <em>data are not reported (NR) out of caution for confidentiality<\/em>.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d11\"><a href=\"#homeschool-nonpublic\" data-type=\"internal\" data-id=\"#homeschool-nonpublic\">Table D11<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments by Home-School\/Nonpublic Student Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Home-School or Nonpublic Student<\/strong> <strong>Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>No<\/td><td>153,077<\/td><td>96%<\/td><td>1,007,001<\/td><td>98%<\/td><td>64%<\/td><\/tr><tr><td>Yes<\/td><td>5,993<\/td><td>4%<\/td><td>20,704<\/td><td>2%<\/td><td>93%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em><\/em> the total number because a few students had enrollments that were recorded for both statuses. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d12\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D12<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Full- or Part-Time Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Subset<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>48,991<\/td><td>31%<\/td><td>449,188<\/td><td>44%<\/td><td>60%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>111,743<\/td><td>70%<\/td><td>578,517<\/td><td>56%<\/td><td>68%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em><\/em> the total number because some students had enrollments in both full-time and part-time virtual schools. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d13\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D13<\/a>.&nbsp;2022-23 Pass Rate Comparison for Full- and Part-Time Virtual Learners<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Subset<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>60%<\/td><td>87%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>68%<\/td><td>72%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>65%<\/td><td>72%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: There were 18,184 non-virtual enrollments reported for Full-Time Virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d14\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D14<\/a>. 2022-23 Number and Percentage of Virtual Enrollments with Pass Rates by Students' Percentage of Enrollments Delivered Virtually<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments an Individual Student Took Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>52,937<\/td><td>33%<\/td><td>83,839<\/td><td>8%<\/td><td>74%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>21,826<\/td><td>14%<\/td><td>105,714<\/td><td>10%<\/td><td>58%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>14,167<\/td><td>9%<\/td><td>122,715<\/td><td>12%<\/td><td>52%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>70,126<\/td><td>44%<\/td><td>715,437<\/td><td>70%<\/td><td>67%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d15\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D15<\/a>. 2022-23 Number and Percentage of Virtual Enrollments from LEA Schools Only with Pass Rates by Students' Percentage of Enrollments Delivered Virtually <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments Delivered Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>49,607<\/td><td>41%<\/td><td>76,989<\/td><td>12%<\/td><td>76%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>17,561<\/td><td>15%<\/td><td>77,656<\/td><td>12%<\/td><td>64%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>10,049<\/td><td>8%<\/td><td>81,325<\/td><td>12%<\/td><td>56%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>42,389<\/td><td>35%<\/td><td>424,634<\/td><td>64%<\/td><td>67%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>119,606<\/td><td>100%<\/td><td>660,604<\/td><td>100%<\/td><td>67%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d16\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D16<\/a>. 2022-23 Number and Percentage of Virtual Enrollments from PSA Schools Only with Pass Rates by Students' Percentage of Enrollments Delivered Virtually<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments Delivered Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>2,747<\/td><td>7%<\/td><td>4,205<\/td><td>1%<\/td><td>58%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>1,370<\/td><td>4%<\/td><td>7,033<\/td><td>2%<\/td><td>45%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>1,368<\/td><td>4%<\/td><td>11,206<\/td><td>3%<\/td><td>46%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>32,634<\/td><td>86%<\/td><td>331,374<\/td><td>94%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>38,119<\/td><td>100%<\/td><td>353,818<\/td><td>100%<\/td><td>61%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d17\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D17<\/a>. 2022-23 Number and Percentage of Virtual Enrollments with Pass Rates by District Mobility <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>871,940<\/td><td>85%<\/td><td>70%<\/td><\/tr><tr><td>Incoming<\/td><td>59,388<\/td><td>6%<\/td><td>50%<\/td><\/tr><tr><td>Outgoing<\/td><td>92,573<\/td><td>9%<\/td><td>23%<\/td><\/tr><tr><td>Missing<\/td><td>3,804<\/td><td>0%<\/td><td>47%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d18\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D18<\/a>. 2022-23 Number and Percentage of Virtual Enrollments with Pass Rates by District Mobility and Known Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong># of In Poverty Enrolls<\/strong><\/th><th><strong># of Not In Poverty Enrolls<\/strong><\/th><th><strong>% of In Poverty Enrolls<\/strong><\/th><th><strong>% of Not In Poverty Enrolls<\/strong><\/th><th><strong>In Poverty<br>Pass Rate<\/strong><\/th><th><strong>Not In Poverty<br>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>596,930<\/td><td>274,292<\/td><td>83%<\/td><td>91%<\/td><td>66%<\/td><td>80%<\/td><\/tr><tr><td>Incoming<\/td><td>50,372<\/td><td>9,016<\/td><td>7%<\/td><td>3%<\/td><td>49%<\/td><td>55%<\/td><\/tr><tr><td>Outgoing<\/td><td>75,304<\/td><td>17,247<\/td><td>10%<\/td><td>6%<\/td><td>20%<\/td><td>36%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>722,606<\/td><td>300,555<\/td><td>100%<\/td><td>100%<\/td><td>60%<\/td><td>77%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\">Note: Table excludes 4,544 enrollments that had an Unknown for the PovertyFlag variable.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d19\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D19<\/a>. 2022-23 Percentage of Virtual Enrollments by District Mobility and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>% of Rural Enrolls<\/strong><\/th><th><strong>% of Town Enrolls<\/strong><\/th><th><strong>% of Suburban Enrolls<\/strong><\/th><th><strong>% of City Enrolls<\/strong><\/th><th><strong>% of Not Specified Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>82%<\/td><td>84%<\/td><td>86%<\/td><td>88%<\/td><td>72%<\/td><\/tr><tr><td>Incoming<\/td><td>8%<\/td><td>3%<\/td><td>5%<\/td><td>5%<\/td><td>16%<\/td><\/tr><tr><td>Outgoing<\/td><td>10%<\/td><td>13%<\/td><td>8%<\/td><td>7%<\/td><td>12%<\/td><\/tr><tr><td>Missing<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d20\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D20<\/a>. 2022-23 Virtual Pass Rates by District Mobility and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>Rural Pass Rate<\/strong><\/th><th><strong>Town Pass Rate<\/strong><\/th><th><strong>Suburban Pass Rate<\/strong><\/th><th><strong>City Pass Rate<\/strong><\/th><th><strong>Not Specified Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>68%<\/td><td>71%<\/td><td>69%<\/td><td>78%<\/td><td>39%<\/td><\/tr><tr><td>Incoming<\/td><td>48%<\/td><td>57%<\/td><td>55%<\/td><td>56%<\/td><td>26%<\/td><\/tr><tr><td>Outgoing<\/td><td>22%<\/td><td>31%<\/td><td>23%<\/td><td>21%<\/td><td>5%<\/td><\/tr><tr><td>Missing<\/td><td>43%<\/td><td>57%<\/td><td>49%<\/td><td>36%<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>62%<\/td><td>66%<\/td><td>64%<\/td><td>73%<\/td><td>33%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\">NR reported for cells with less than 25 enrollments.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d21\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D21<\/a>. 2022-23 Percentage of Virtual Enrollments with Pass Rates by District Mobility and Full-Time (FT) or Part-Time (PT) Virtual Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>% of FT Enrolls<\/strong><\/th><th><strong>% of PT Enrolls<\/strong><\/th><th><strong>FT Pass Rate<\/strong><\/th><th><strong>PT Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>80%<\/td><td>89%<\/td><td>66%<\/td><td>73%<\/td><\/tr><tr><td>Incoming<\/td><td>9%<\/td><td>3%<\/td><td>50%<\/td><td>51%<\/td><\/tr><tr><td>Outgoing<\/td><td>10%<\/td><td>8%<\/td><td>23%<\/td><td>23%<\/td><\/tr><tr><td>Missing<\/td><td>0%<\/td><td>0%<\/td><td>44%<\/td><td>48%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>60%<\/td><td>68%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d22\"><a href=\"#student-by-non-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-non-virtual-course-performance\">Table D22<\/a>.&nbsp;2022-23 Number and Percentage of Part-Time Virtual Students and Virtual Enrollments with Pass Rate by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Non-Virtual Performance<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Passed All NV Courses<\/td><td>38,052<\/td><td>43%<\/td><td>99,469<\/td><td>30%<\/td><td>81%<\/td><\/tr><tr><td>Did Not Pass 1 or 2 NV Courses<\/td><td>17,053<\/td><td>19%<\/td><td>58,479<\/td><td>18%<\/td><td>68%<\/td><\/tr><tr><td>Did Not Pass 3 or More NV Courses<\/td><td>33,033<\/td><td>37%<\/td><td>176,214<\/td><td>53%<\/td><td>45%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>88,138<\/td><td>100%<\/td><td>334,162<\/td><td>100%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d23\"><a href=\"#student-by-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-virtual-course-performance\">Table D23<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Course Performance<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Passed All<\/td><td>82,799<\/td><td>52%<\/td><td>404,257<\/td><td>39%<\/td><td>100%<\/td><\/tr><tr><td>Passed Some, But Not All<\/td><td>48,106<\/td><td>30%<\/td><td>480,723<\/td><td>47%<\/td><td>54%<\/td><\/tr><tr><td>Didn't Pass Any<\/td><td>28,151<\/td><td>18%<\/td><td>142,725<\/td><td>14%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d24\"><a href=\"#student-by-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-virtual-course-performance\">Table D24<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Courses Not Passed<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 2<\/td><td>10,295<\/td><td>37%<\/td><\/tr><tr><td>3 to 4<\/td><td>3,435<\/td><td>12%<\/td><\/tr><tr><td>5 to 6<\/td><td>6,824<\/td><td>24%<\/td><\/tr><tr><td>7 to 8<\/td><td>3,043<\/td><td>11%<\/td><\/tr><tr><td>9 to 10<\/td><td>1,260<\/td><td>4%<\/td><\/tr><tr><td>11+<\/td><td>3,294<\/td><td>12%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>28,151<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d25\"><a href=\"#student-by-virtual-usage\">Table D25<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Usage<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 2 Virtual Courses<\/td><td>55,874<\/td><td>35%<\/td><td>77,431<\/td><td>8%<\/td><td>78%<\/td><\/tr><tr><td>3 to 4 Virtual Courses<\/td><td>19,307<\/td><td>12%<\/td><td>66,965<\/td><td>7%<\/td><td>70%<\/td><\/tr><tr><td>5 or More Virtual Courses<\/td><td>83,875<\/td><td>53%<\/td><td>883,309<\/td><td>86%<\/td><td>63%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Table D26. 2022-23 Virtual Method Virtual Pass Rate by Virtual Usage<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Virtual Usage<\/strong><\/td><td><strong>Blended Learning<br>Pass Rate<\/strong><\/td><td><strong>Digital Learning<br>Pass Rate<\/strong><\/td><td><strong>Online Course<br>Pass Rate<\/strong><\/td><td><strong>Total<\/strong><br><strong>Pass Rate<\/strong><\/td><\/tr><tr><td>1 to 2 Virtual Courses<\/td><td>77%<\/td><td>70%<\/td><td>78%<\/td><td>78%<\/td><\/tr><tr><td>3 to 4 Virtual Courses<\/td><td>56%<\/td><td>69%<\/td><td>71%<\/td><td>70%<\/td><\/tr><tr><td>5 or More Virtual Courses<\/td><td>78%<\/td><td>57%<\/td><td>61%<\/td><td>63%<\/td><\/tr><tr><td><strong>Total Pass Rate<\/strong><\/td><td>78%<\/td><td>61%<\/td><td>63%<\/td><td>65%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-e\">Appendix E - State Assessment Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e1\"><a href=\"#by-subject-area\" data-type=\"internal\" data-id=\"#by-subject-area-11\">Table E1<\/a>. 2022-23 Comparison of Virtual and State Proficiency Rates on 11th Grade State Assessment Measures<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>39%<\/td><td>52%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>19%<\/td><td>30%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>29%<\/td><td>39%<\/td><\/tr><tr><td>Social Studies (M-STEP)<\/td><td>26%<\/td><td>36%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><em>Note: Statewide assessment data were available from the&nbsp;<\/em>MI School Data Portal<em>.&nbsp;<\/em>SAT measures are on the <a href=\"https:\/\/www.mischooldata.org\/college-readiness\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/college-readiness\/\" rel=\"noreferrer noopener\">College Readiness report<\/a>. The M-STEP measures can be found on the <a href=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\">High School State Testing Performance report<\/a>.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e2\"><a href=\"#by-subject-area\" data-type=\"internal\" data-id=\"#by-subject-area\">Table E2<\/a>. 2022-23 Comparison of Virtual and State Proficiency Rates on 8th Grade State Assessment Measures<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>51%<\/td><td>60%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>22%<\/td><td>36%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>29%<\/td><td>37%<\/td><\/tr><tr><td>Social Studies (M-STEP)<\/td><td>18%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><em>Note: Statewide assessment data were available from the&nbsp;<\/em>MI School Data Portal<em>.&nbsp;<\/em>SAT measures are on the <a href=\"https:\/\/www.mischooldata.org\/college-readiness\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/college-readiness\/\" rel=\"noreferrer noopener\">College Readiness report<\/a>. The M-STEP measures can be found on the <a href=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\">High School State Testing Performance report<\/a>.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e3\"><a href=\"#by-non-virtual-performance\" data-type=\"internal\" data-id=\"#by-non-virtual-performance\">Table E3<\/a>. 2022-23 11th Grade State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Pass All NV<\/strong><\/th><th><strong>Did Not Pass 1 or 2 NV<\/strong><\/th><th><strong>Did Not Pass 3 or More NV<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>58%<\/td><td>39%<\/td><td>20%<\/td><td>52%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>35%<\/td><td>17%<\/td><td>7%<\/td><td>30%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>42%<\/td><td>27%<\/td><td>16%<\/td><td>39%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>39%<\/td><td>22%<\/td><td>12%<\/td><td>36%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e4\"><a href=\"#by-non-virtual-performance\" data-type=\"internal\" data-id=\"#by-non-virtual-performance\">Table E4<\/a>. 2022-23 8th Grade State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Pass All NV<\/strong><\/th><th><strong>Did Not Pass 1 or 2 NV<\/strong><\/th><th><strong>Did Not Pass 3 or More NV<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>69%<\/td><td>49%<\/td><td>34%<\/td><td>60%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>42%<\/td><td>23%<\/td><td>7%<\/td><td>36%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>44%<\/td><td>27%<\/td><td>15%<\/td><td>37%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>34%<\/td><td>20%<\/td><td>7%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e5\"><a href=\"#by-poverty-status\" data-type=\"internal\" data-id=\"#by-poverty-status\">Table E5<\/a>. 2022-23 11th Grade State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>In Poverty<\/strong><\/th><th><strong>Not In Poverty<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>26%<\/td><td>55%<\/td><td>52%<\/td><td>52%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>8%<\/td><td>31%<\/td><td>30%<\/td><td>30%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>20%<\/td><td>40%<\/td><td>39%<\/td><td>39%<\/td><\/tr><tr><td>Social Studies (M-STEP) <\/td><td>16%<\/td><td>38%<\/td><td>36%<\/td><td>3%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e6\"><a href=\"#by-poverty-status\" data-type=\"internal\" data-id=\"#by-poverty-status\">Table E6<\/a>. 2022-23 8th Grade State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>In Poverty<\/strong><\/th><th><strong>Not In Poverty<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>43%<\/td><td>64%<\/td><td>60%<\/td><td>60%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>13%<\/td><td>38%<\/td><td>36%<\/td><td>36%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>21%<\/td><td>44%<\/td><td>37%<\/td><td>37%<\/td><\/tr><tr><td>Social Studies (M-STEP) <\/td><td>11%<\/td><td>30%<\/td><td>27%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e7\"><a href=\"#by-full-part-time-type\" data-type=\"internal\" data-id=\"#by-full-part-time-type\">Table E7<\/a>. 2022-23 11th Grade State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>41%<\/td><td>30%<\/td><td>52%<\/td><td>52%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>21%<\/td><td>7%<\/td><td>30%<\/td><td>30%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>30%<\/td><td>24%<\/td><td>39%<\/td><td>39%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>26%<\/td><td>23%<\/td><td>36%<\/td><td>36%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e8\"><a href=\"#by-full-part-time-type\" data-type=\"internal\" data-id=\"#by-full-part-time-type\">Table E8<\/a>. 2022-23 8th Grade State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>51%<\/td><td>51%<\/td><td>60%<\/td><td>60%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>26%<\/td><td>16%<\/td><td>36%<\/td><td>36%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>30%<\/td><td>28%<\/td><td>37%<\/td><td>37%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>20%<\/td><td>16%<\/td><td>27%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-e\">Appendix F - Higher Performing Schools Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f1\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F1<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Virtual Learner Count Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Learner Count<\/strong><\/th><th><strong>School Count<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>10 or Fewer<\/td><td>238<\/td><td>36%<\/td><\/tr><tr><td>11 to 25<\/td><td>80<\/td><td>12%<\/td><\/tr><tr><td>26 to 50<\/td><td>83<\/td><td>13%<\/td><\/tr><tr><td>51 to 99<\/td><td>79<\/td><td>12%<\/td><\/tr><tr><td>100 or More<\/td><td>173<\/td><td>26%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f2\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F2<\/a>. 2022-23 Number and Percentage of Schools and Virtual Enrollments from Schools with 80% or Higher Pass Rate by Virtual Count Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Enroll Count<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Virtual Enrolls<\/strong><\/th><th><strong>% of Virtual Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 9<\/td><td>125<\/td><td>19%<\/td><td>536<\/td><td>0%<\/td><\/tr><tr><td>10 to 29<\/td><td>102<\/td><td>16%<\/td><td>1,764<\/td><td>1%<\/td><\/tr><tr><td>30 to 49<\/td><td>47<\/td><td>7%<\/td><td>1,694<\/td><td>1%<\/td><\/tr><tr><td>50 to 99<\/td><td>86<\/td><td>13%<\/td><td>6,083<\/td><td>2%<\/td><\/tr><tr><td>100 or More<\/td><td>293<\/td><td>45%<\/td><td>276,369<\/td><td>96%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><td>286,446<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f3\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F3<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Number of Virtual Courses Offered<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Courses Offered<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>10 or Fewer<\/td><td>257<\/td><td>39%<\/td><\/tr><tr><td>11 to 25<\/td><td>143<\/td><td>22%<\/td><\/tr><tr><td>26 to 50<\/td><td>144<\/td><td>22%<\/td><\/tr><tr><td>More than 50<\/td><td>109<\/td><td>17%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f4\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F4<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate as a Percentage of All Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of Virtual Schools<\/strong><\/th><th><strong>% of Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>11<\/td><td>32<\/td><td>34%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>591<\/td><td>1,306<\/td><td>45%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>41<\/td><td>122<\/td><td>34%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f5\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F5<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of Virtual Schools<\/strong><\/th><th><strong>% of Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>232<\/td><td>490<\/td><td>47%<\/td><\/tr><tr><td>Town<\/td><td>76<\/td><td>195<\/td><td>39%<\/td><\/tr><tr><td>Suburb<\/td><td>250<\/td><td>554<\/td><td>45%<\/td><\/tr><tr><td>City<\/td><td>93<\/td><td>233<\/td><td>40%<\/td><\/tr><tr><td>Not Specified<\/td><td>2<\/td><td>3<\/td><td>67%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f6\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F6<\/a>. 2022-23 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Race\/Ethnicity<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong># of Pass<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>African-American or Black<\/td><td>6,898<\/td><td>33,509<\/td><td>37,938<\/td><td>88%<\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td>313<\/td><td>1,475<\/td><td>1,818<\/td><td>81%<\/td><\/tr><tr><td>Asian<\/td><td>1,341<\/td><td>4,825<\/td><td>5,210<\/td><td>93%<\/td><\/tr><tr><td>Hispanic or Latino<\/td><td>4,541<\/td><td>24,008<\/td><td>26,457<\/td><td>91%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Two or More Races<\/td><td>2,999<\/td><td>18,253<\/td><td>20,336<\/td><td>90%<\/td><\/tr><tr><td>Unknown<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>White<\/td><td>38,249<\/td><td>178,469<\/td><td>193,905<\/td><td>92%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>54,634<\/td><td>261,169<\/td><td>286,446<\/td><td>91%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f7\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F7<\/a>. 2022-23 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th># of Pass<\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Y<\/td><td>27,000<\/td><td>49%<\/td><td>146,000<\/td><td>163,245<\/td><td>57%<\/td><td>89%<\/td><\/tr><tr><td>N<\/td><td>27,350<\/td><td>50%<\/td><td>114,654<\/td><td>122,546<\/td><td>43%<\/td><td>94%<\/td><\/tr><tr><td>Unknown<\/td><td>315<\/td><td>1%<\/td><td>515<\/td><td>655<\/td><td>0%<\/td><td>79%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>54,634<\/td><td>100%<\/td><td>261,169<\/td><td>286,446<\/td><td>100%<\/td><td>91%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f8\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F8<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by School Free or Reduced-Price Lunch Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong>% of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>104<\/td><td>16%<\/td><td>153<\/td><td>68%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>232<\/td><td>36%<\/td><td>408<\/td><td>57%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>195<\/td><td>30%<\/td><td>538<\/td><td>36%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>116<\/td><td>18%<\/td><td>369<\/td><td>31%<\/td><\/tr><tr><td>Missing<\/td><td>6<\/td><td>1%<\/td><td>7<\/td><td>86%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f9\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F9<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Full- or Part-Time Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Full- or Part-Time Status<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong>% of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time<\/td><td>15<\/td><td>2%<\/td><td>77<\/td><td>19%<\/td><\/tr><tr><td>Part-Time<\/td><td>638<\/td><td>98%<\/td><td>1,398<\/td><td>46%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f10\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F10<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>46<\/td><td>272<\/td><td>17%<\/td><\/tr><tr><td>General Education<\/td><td>597<\/td><td>1,178<\/td><td>51%<\/td><\/tr><tr><td>Special Education<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f11\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F11<\/a>. 2022-23 Number and Percentage of Students* from Schools with 80% or Higher Pass Rate by Pass Rate Difference Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Pass Rate Difference Category<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Virtual Less than Non-Virtual<\/td><td>1,589<\/td><td>15%<\/td><\/tr><tr><td>Virtual Met\/Exceeded Non-Virtual<\/td><td>8,843<\/td><td>85%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>10,432<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\">* Note: Only virtual learners who took a minimum of three virtual courses and three non-virtual courses are included in the table.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-f\">Appendix G - Completion Status Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g1\"><a href=\"#by-grade-level\" data-type=\"internal\" data-id=\"#by-grade-level\">Table G1<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1,047<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>131,565<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>664,561<\/td><td>65%<\/td><\/tr><tr><td>Incomplete<\/td><td>88,420<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>112<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>195<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>93,399<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>12,607<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>35,799<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g2\"><a href=\"#by-entity-type\" data-type=\"internal\" data-id=\"#by-entity-type\">Table G2<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>ISD School % of Enrolls<\/strong><\/th><th><strong>ISD UEP %&nbsp;of Enrolls<\/strong><\/th><th><strong><strong>LEA School %&nbsp;of Enrolls<\/strong><\/strong><\/th><th><strong>LEA UEP %&nbsp;of Enrolls<\/strong><\/th><th><strong>PSA School %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>7%<\/td><td>1%<\/td><td>12%<\/td><td>5%<\/td><td>15%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>69%<\/td><td>84%<\/td><td>67%<\/td><td>84%<\/td><td>61%<\/td><\/tr><tr><td>Incomplete<\/td><td>8%<\/td><td>7%<\/td><td>9%<\/td><td>0%<\/td><td>8%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>14%<\/td><td>8%<\/td><td>8%<\/td><td>8%<\/td><td>10%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>3%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>2%<\/td><td>0%<\/td><td>3%<\/td><td>2%<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: UEP = Unique Education Provider<\/em>. State School omitted due to limited enrollments.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g3\"><a href=\"#by-full-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-full-time-virtual-schools\">Table G3<\/a>.&nbsp;2022-23 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>165<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>60,957<\/td><td>14%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>270,775<\/td><td>60%<\/td><\/tr><tr><td>Incomplete<\/td><td>53,120<\/td><td>12%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>NR<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>NR<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>37,943<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>9,148<\/td><td>2%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>16,991<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>449,188<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g4\"><a href=\"#by-part-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-part-time-virtual-schools\">Table G4<\/a>.&nbsp;2022-23 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>882<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>70,608<\/td><td>12%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>393,786<\/td><td>68%<\/td><\/tr><tr><td>Incomplete<\/td><td>35,300<\/td><td>6%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>106<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>112<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>55,456<\/td><td>10%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>3,459<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>18,808<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>578,517<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g5\"><a href=\"#by-school-emphasis\" data-type=\"internal\" data-id=\"#by-school-emphasis\">Table G5<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>Alt Ed % of Enrolls<\/strong><\/th><th><strong>Gen Ed %&nbsp;of Enrolls<\/strong><\/th><th><strong>Special Ed %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>12%<\/td><td>13%<\/td><td>5%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>50%<\/td><td>73%<\/td><td>56%<\/td><\/tr><tr><td>Incomplete<\/td><td>20%<\/td><td>2%<\/td><td>1%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>14%<\/td><td>6%<\/td><td>34%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>4%<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total <\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Reportable Programs and Vocational\/CTE are not reported here because each had fewer<\/em> <em>than 10 schools.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g6\"><a href=\"#courses-by-subject-area\">Table G6<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>English % of Enrolls<\/strong><\/th><th><strong>Math %&nbsp;of Enrolls<\/strong><\/th><th><strong>Science %&nbsp;of Enrolls<\/strong><\/th><th><strong>Social Sci %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>13%<\/td><td>15%<\/td><td>13%<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>63%<\/td><td>60%<\/td><td>63%<\/td><td>64%<\/td><\/tr><tr><td>Incomplete<\/td><td>9%<\/td><td>10%<\/td><td>9%<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>9%<\/td><td>10%<\/td><td>9%<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g7\"><a href=\"#by-student-sex\" data-type=\"internal\" data-id=\"#by-student-sex\">Table G7<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>Females % of Enrolls<\/strong><\/th><th><strong>Males %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>12%<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>66%<\/td><td>64%<\/td><\/tr><tr><td>Incomplete<\/td><td>9%<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>9%<\/td><td>10%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g8\"><a href=\"#student-by-race\/ethnicity\" data-type=\"internal\" data-id=\"#student-by-race\/ethnicity\">Table G8<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>African American or Black % of Enrolls<\/strong><\/th><th><strong>American Indian or Alaska Native %&nbsp;of Enrolls<\/strong><\/th><th><strong>Asian %&nbsp;of Enrolls<\/strong><\/th><th><strong>Hispanic or Latino %&nbsp;of Enrolls<\/strong><\/th><th><strong>White % of Enrolls<\/strong><\/th><th> <strong>Two or More Races % of Enrolls<\/strong><\/th><th><strong>Unknown % of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>16%<\/td><td>13%<\/td><td>6%<\/td><td>13%<\/td><td>12%<\/td><td>14%<\/td><td>10%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>56%<\/td><td>56%<\/td><td>79%<\/td><td>61%<\/td><td>69%<\/td><td>64%<\/td><td>47%<\/td><\/tr><tr><td>Incomplete<\/td><td>11%<\/td><td>15%<\/td><td>4%<\/td><td>11%<\/td><td>8%<\/td><td>7%<\/td><td>15%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>12%<\/td><td>10%<\/td><td>6%<\/td><td>10%<\/td><td>8%<\/td><td>9%<\/td><td>24%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>2%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>2%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>5%<\/td><td>4%<\/td><td>4%<\/td><td>3%<\/td><td>4%<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Only Race \/ Ethnicities with 1,000 or more students are reported in the table.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g9\"><a href=\"#student-by-poverty-status\">Table G9<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>In Poverty % of Enrolls<\/strong><\/th><th><strong>Not In Poverty %&nbsp;of Enrolls<\/strong><\/th><th><strong>Unknown %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>15%<\/td><td>8%<\/td><td>10%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>60%<\/td><td>77%<\/td><td>52%<\/td><\/tr><tr><td>Incomplete<\/td><td>10%<\/td><td>6%<\/td><td>13%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>10%<\/td><td>6%<\/td><td>20%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>3%<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g10\"><a href=\"#student-by-special-education\">Table G10<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments by Completion Status and Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>In Special Ed % of Enrolls<\/strong><\/th><th><strong>Not In Special Ed %&nbsp;of Enrolls<\/strong><\/th><th><strong>Unknown %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>16%<\/td><td>12%<\/td><td>10%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>60%<\/td><td>66%<\/td><td>52%<\/td><\/tr><tr><td>Incomplete<\/td><td>8%<\/td><td>9%<\/td><td>13%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>10%<\/td><td>9%<\/td><td>20%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>2%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>3%<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g11\"><a href=\"#student-by-virtual-course-performance\">Table G11<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false,\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><span style=\"font-weight: 400\">Completion Status<\/span><\/th><th><span style=\"font-weight: 400\">At Least One % of Enrolls<\/span><\/th><th><span style=\"font-weight: 400\">11 or More %&nbsp;of Enrolls<\/span><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>30%<\/td><td>31%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Incomplete<\/td><td>21%<\/td><td>22%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>35%<\/td><td>37%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>5%<\/td><td>3%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>10%<\/td><td>7%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2022-23",
            "excerpt": "Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2022-23 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.",
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        {
            "id": 86293,
            "path": "\/resources\/ai\/resource-bank\/k12guidance\/",
            "author_id": 84,
            "timestamp": 1711726053,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Sample Guidance on Staff Use of Generative AI for K-12 School Districts<\/h1>\t\t\n\t\t<p>While many districts work toward appropriate policy language on AI use, this resource, endorsed by the AI Statewide Workgroup, outlines guidelines and recommendations with specific consideration for the safety and productivity of K-12 schools.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/K-12-AI-Guidance-Final_03-27-24-1.pdf\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload Guidelines\n\t\t\t\t\t<\/a>\n\t\t<p>Generative artificial intelligence (AI) language models can assist with various tasks from teaching and learning, to writing support, to data analysis. District staff who have access to generative AI tools should understand underlying behaviors and the potential benefits and limitations associated with use. This interim guidance outlines recommendations regarding the types of data that may and may not be entered into consumer or commercial generative AI products, with specific considerations for the safety and productivity of K-12 schools. It also offers an overview of limitations to be aware of when using generative AI and offers some current best practices for working with these tools. The creation of future AI usage policies will be handled at the local board level in collaboration with administrators and community stakeholders. <i>This sample guidance document is to support school districts and should be modified and reviewed with independent legal counsel as needed prior to implementation. <\/i><\/p>\t\t\t\t\n\t\t\t<h3>Recommended Practices:<\/h3>\t\t\n\t\t<p>For district users using generative AI tools that are not governed by a formal agreement with the district, we recommend the following practices. <\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Consider Impact:<\/b> Assess the potential consequences of using AI, especially in terms of data privacy and integrity.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Critical Evaluation:<\/b> Encourage cross-referencing AI information with reliable sources and consult with educational technology experts.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Stay Informed:<\/b> Regularly update knowledge on AI advancements and adapt district guidelines accordingly.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Alignment to Goals:<\/b> Where applicable, align AI integration to how it supports existing school improvement goals.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Risks and Limitations:<\/h3>\t\t\n\t\t<p>Users of generative AI should be aware of other risks and limitations related to the output generated by these products. <\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Misinformation and Inaccuracies:<\/b> Actively verify the accuracy of AI-generated content and timeliness, especially for subjects prone to rapid changes.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Bias:<\/b> Regularly evaluate AI outputs to identify and mitigate biases, ensuring fairness in information dissemination.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Inappropriate Content:<\/b> Monitor AI tools for potential generation of or response to offensive or unsuitable content.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Disclosures:<\/h3>\t\t\n\t\t<p>It is important for educators to set exemplary standards in the use of AI technology. Staff who use AI are expected to:<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Clearly Disclose AI Involvement:<\/b> Whenever AI tools contribute to the development of higher profile educational materials, research, or work-related artifacts, or are being used to record\/summarize others\u2019 contributions. (<em>eg. \"AI assisted X District staff in the creation of this resource,\" <b>OR<\/b> \"X% of this document was created with AI.\"<\/em>)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Educate Through Example:<\/b> In demonstrating the use of AI, staff aim to educate. Descriptions of how AI was used should be informative, helping the audience understand AI\u2019s role and capabilities.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Continuously Update Citation Practices:<\/b> With the lack of identified current best practices, there is no formal language for citations. The district is committed to staying informed about widely accepted AI citation practices and updating guidelines accordingly. With or without AI, citation of primary sources for information is always a best practice.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Data Stewardship:<\/h3>\t\t\n\t\t<p>All data use must comply with all state and federal laws and organizational regulations and requirements, including the district's acceptable use and data policies. Ethical considerations in alignment with the district's mission, vision, and values must also be considered. Although generative AI products may claim to have some privacy safeguards in place, users should assume that all consumer generative AI products make data publicly available unless otherwise indicated per explicit official agreement with the school district.\u00a0<\/p><p>In addition to the expectations above, specific types of data should be handled in different ways when using a generative AI product: <\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Compliance:<\/b> Ensure all AI interactions comply with state and federal laws, especially regarding student data under <a href=\"https:\/\/www2.ed.gov\/policy\/gen\/guid\/fpco\/ferpa\/index.html\">FERPA<\/a>, <a href=\"https:\/\/sites.ed.gov\/idea\/\">IDEA<\/a>, <a href=\"https:\/\/www.fcc.gov\/sites\/default\/files\/childrens_internet_protection_act_cipa.pdf\">CIPA<\/a>, and <a href=\"https:\/\/www.ftc.gov\/legal-library\/browse\/rules\/childrens-online-privacy-protection-rule-coppa\">COPPA<\/a>. \n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Ethical Use:<\/b> Align AI tool usage with the district's mission, ensuring it supports strategic and educational objectives. Student and staff Acceptable Use Policies should be reviewed and updated regularly.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Data Types:<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Public Data:<\/b> Use AI for general information and academic topics within the bounds of district policies.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Confidential\/Private Data:<\/b> Strictly prohibit entering sensitive student data, personally identifiable information (PII), or any information protected by privacy laws.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Research Data:<\/b> Prioritize anonymization and legal compliance when using AI for research purposes in education.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<b>Intellectual Property:<\/b> Be cautious with proprietary or confidential information that is otherwise protected under contractual agreements.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>By adhering to these disclosure principles, as educators, we not only enhance the credibility of our work but also position ourselves as responsible leaders in the educational application of AI technology.<\/p><p>Further guidance regarding more specific needs like handling generative AI in teaching and learning activities, selecting and adopting AI tools, creating sample syllabus language, and more should follow as the district continues to explore how to effectively leverage these new tools in a way that meets stakeholder needs while keeping data and users safe.\u00a0<\/p><p>This document is adapted from Michigan State University\u2019s<a href=\"https:\/\/tech.msu.edu\/about\/guidelines-policies\/generative-ai\/\"> Interim Guidance on Data Uses and Risks of Generative AI <\/a>2023.<\/p>\t\t\t\t\n\t\t\t<h5>Supported by these members of the <i>Michigan Virtual<\/i> AI Statewide Workgroup:<\/h5>\t\t\n\t<a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/MASA-Logo.png\" alt=\"MASA Logo\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/MASSp-2.jpg\" alt=\"MASSp (2)\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/MEA.png\" alt=\"MEA\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/MEMSPA-Logo-1.svg\" alt=\"MEMSPA: Michigan Elementary and Middle School Principals Association\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/MASB.png\" alt=\"MASB\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/MSB.png\" alt=\"MSB\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/MAISA.png\" alt=\"MAISA\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/REMC-e1711715403804.png\" alt=\"REMC\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/MACUL.png\" alt=\"MACUL\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/ASCD.png\" alt=\"ASCD\" loading=\"lazy\"><\/a>",
            "title": "Sample Guidance on Staff Use of Generative AI for K-12 School Districts",
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            "path": "\/students\/calendar\/24-25\/",
            "author_id": 21,
            "timestamp": 1709756135,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>2024-2025 School Year Calendar<\/h1>\t\t\n\t\t<p>Never miss a thing with the\u00a0<em>Michigan Virtual<\/em>\u00a0enrollment calendar. Be in the know about important enrollment dates throughout the school year.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/wp-content\/uploads\/2024\/03\/MV-Course-Catalog-24-25.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t2024-2025 Course Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Student Courses<\/h2>\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone. Terms listed below apply to high school course offerings, unless noted as \"(HS &amp; MS)\".<\/p>\t\t\n\t\t\t\t\t\t\t\t\tSemester 1 (HS &amp; MS)\n\t\t\t\t\t\t\t\t\tSemester 2 (HS &amp; MS)\n\t\t\t\t\t\t\t\t\tTrimesters\n\t\t\t\t\t\t\t\t\tEssentials (Semester 1)\n\t\t\t\t\t\t\t\t\tEssentials (Semester 2)\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t\t\t\t\tChinese (HS &amp; MS)\n\t\t\t\t\t\t\t\t\tSemester 1 (HS &amp; MS)\n\t\t\t\t\t<h3>Semester 1 &#8211; High School &amp; Middle School<\/h3><h4>Early End\u00a0<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Each start date has less than the standard 20 weeks until the single fixed end date<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1 (18 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/16\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>12\/20\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>8\/30\/24<\/td><\/tr><tr><td><strong>Start 2 (17 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/23\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>12\/20\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/6\/24<\/td><\/tr><tr><td><strong>Start 3 (16 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/30\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>12\/20\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/13\/24<\/td><\/tr><\/tbody><\/table><h4>Traditional Semester Length (Traditional \/ Delayed Start)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options are All in January, After the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/23\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/10\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/6\/24<\/td><\/tr><tr><td><strong>Start 2 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/30\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/17\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/13\/24<\/td><\/tr><tr><td><strong>Start 3 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/24\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/20\/24<\/td><\/tr><tr><td><strong>Start 4 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>9\/13\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/27\/24<\/td><\/tr><tr><td><strong>Start 5 (19 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>9\/20\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>10\/4\/24<\/td><\/tr><tr><td><strong>Start 6 (18 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>9\/27\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>10\/11\/24<\/td><\/tr><tr><td><strong>Start 7 (17 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>10\/4\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>10\/18\/24<\/td><\/tr><tr><td><strong>Start 8 (16 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>10\/11\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>10\/25\/24<\/td><\/tr><tr><td><strong>Start 9 (15 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>10\/18\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>11\/1\/24<\/td><\/tr><tr><td><strong>Start 10 (14 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>11\/8\/24<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tSemester 2 (HS &amp; MS)\n\t\t\t\t\t<h3>Semester 2 &#8211; High School &amp; Middle School<\/h3><h4>Delayed Start (Traditional \/ Delayed Start)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Variable Term Length<\/li><li>Variety of delayed start dates<\/li><li>All Start Date Options are Later in the Winter (Late-Jan. to mid-March)<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/3\/25<\/td><td><strong>FRIDAY<\/strong><br \/>5\/23\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><\/tr><tr><td><strong>Start 2 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/10\/25<\/td><td><strong>FRIDAY<\/strong><br \/>5\/30\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><\/tr><tr><td><strong>Start 3 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/6\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><\/tr><tr><td><strong>Start 4 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/13\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/7\/25<\/td><\/tr><tr><td><strong>Start 5 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/14\/25<\/td><\/tr><tr><td><strong>Start 6 (19 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/7\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/21\/25<\/td><\/tr><tr><td><strong>Start 7 (18 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/28\/25<\/td><\/tr><tr><td><strong>Start 8 (17 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>3\/7\/25<\/td><\/tr><tr><td><strong>Start 9 (16 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/28\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>3\/14\/25<\/td><\/tr><tr><td><strong>Start 10 (15 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/7\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>3\/21\/25<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tTrimesters\n\t\t\t\t\t<h3>Traditional Trimester Length (Staggered Start &amp; End)<\/h3>\n<strong>Are these terms right for me?<\/strong>\n<ul>\n \t<li>Consistent Term Length (13 Weeks)<\/li>\n \t<li>Shorter Term Length than Traditional Semesters<\/li>\n \t<li>Weekly Start Dates<\/li>\n \t<li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li>\n<\/ul>\n<h4><strong>Trimester 1<\/strong><\/h4>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n8\/23\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n11\/22\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n9\/6\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/6\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/6\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n9\/20\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/13\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/13\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n9\/27\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/20\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/20\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n10\/4\/24<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>Trimester 2<\/h4>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n11\/22\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n2\/21\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n1\/3\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/6\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n12\/6\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/7\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n1\/3\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/20\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n12\/13\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/14\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n1\/3\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/27\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n12\/20\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/21\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n1\/3\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n1\/3\/24<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*The drop for refund deadline is set 14 days following the term start date. Late enrollments may have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (No later than 1\/8\/25).<\/small>\n<h4>Trimester 3<\/h4>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n2\/21\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n5\/23\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/7\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n2\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n5\/30\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/14\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n3\/7\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n6\/6\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/21\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n3\/14\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n6\/13\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/28\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 5<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n3\/21\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n6\/20\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n4\/4\/25<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\t\t\t\t\t\t\t\t\tEssentials (Semester 1)\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education) &#8211; Semester 1<\/h2><h3>Traditional Semester Length (Staggered Start &amp; End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length (20 Weeks)<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/23\/24<\/td><td><strong>FRIDAY<br \/><\/strong>1\/10\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/6\/24<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/30\/24<\/td><td><strong>FRIDAY<br \/><\/strong>1\/17\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/13\/24<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/6\/24<\/td><td><strong>FRIDAY<br \/><\/strong>1\/24\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/20\/24<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/13\/24<\/td><td><strong>FRIDAY<br \/><\/strong>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/27\/24<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/20\/24<\/td><td><strong>FRIDAY<br \/><\/strong>2\/7\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>10\/4\/24<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/27\/24<\/td><td><strong>FRIDAY<br \/><\/strong>2\/14\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>10\/11\/24<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/4\/24<\/td><td><strong>FRIDAY<br \/><\/strong>2\/21\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>10\/18\/24<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/11\/24<\/td><td><strong>FRIDAY<br \/><\/strong>2\/28\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>10\/25\/24<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/18\/24<\/td><td><strong>FRIDAY<br \/><\/strong>3\/7\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/1\/24<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/25\/24<\/td><td><strong>FRIDAY<br \/><\/strong>3\/14\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/8\/24<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/1\/24<\/td><td><strong>FRIDAY<br \/><\/strong>3\/21\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/15\/24<\/td><\/tr><tr><td><strong>Start 12<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/8\/24<\/td><td><strong>FRIDAY<br \/><\/strong>3\/28\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/22\/24<\/td><\/tr><\/tbody><\/table><p>\u00a0<\/p>\n\t\t\t\t\t\t\t\t\tEssentials (Semester 2)\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education) &#8211; Semester 2<\/h2><h3>Traditional Semester Length (Staggered Start &amp; End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options range from late-April through mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/6\/24<\/td><td><strong>FRIDAY<br \/><\/strong>4\/25\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>12\/20\/24<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/13\/24<\/td><td><strong>FRIDAY<br \/><\/strong>5\/2\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>12\/27\/24<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/20\/24<\/td><td><strong>FRIDAY<br \/><\/strong>5\/9\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/3\/25<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/10\/25<\/td><td><strong>FRIDAY<br \/><\/strong>5\/30\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><td><strong>FRIDAY<br \/><\/strong>6\/6\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><td><strong>FRIDAY<br \/><\/strong>6\/13\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/7\/25<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><td><strong>FRIDAY<br \/><\/strong>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/14\/25<\/td><\/tr><\/tbody><\/table><p><em><strong>*The drop for refund deadline is set 14 days following the term start date. Late enrollments may have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (No later than 3\/26\/25).<\/strong><\/em><\/p>\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t<h2>Advanced Placement<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/30\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/20\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/13\/24<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/6\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/7\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t<h2>EdReady<\/h2><p>For further details, please visit our <a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady page<\/a>.<\/p>\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t<h2>Summer Courses<\/h2>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/23\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/1\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/27\/25<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/6\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/30\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/8\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/27\/25<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/13\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>6\/6\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/15\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/27\/25<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/20\/25<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*The drop for refund deadline is set 14 days following the term start date. Late enrollments may have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (No later than 7\/2\/25).<\/small>\n\t\t\t\t\t\t\t\t\tChinese (HS &amp; MS)\n\t\t\t\t\t<h2>Chinese Language Courses &#8211; High School &amp; Middle School<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<br \/><\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/27\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/20\/24<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/13\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/7\/25<\/td><\/tr><\/tbody><\/table><h2>\u00a0<\/h2>\n\t\t<h2>Drop and Withdrawal Policies for <em>Michigan Virtual<\/em> courses:<\/h2><ul><li>Enrollments that are dropped before the course start date or within five calendar days from making the enrollment are subject to a full refund.<\/li><li>Withdrawals after the drop date will be charged the full cost of the course to cover licensed material and instructor costs.<\/li><\/ul><p>Students\/schools are responsible for any materials required for the course unless otherwise specified. Please see the course syllabus for any required materials.<\/p>",
            "title": "2024-2025 School Year Calendar",
            "excerpt": "2024-2025 School Year Calendar Never miss a thing with the\u00a0Michigan Virtual\u00a0enrollment calendar. Be in the know about important enrollment dates throughout the school year. 2024-2025 Course Catalog Student Courses *All times listed reflect the Eastern Time Zone. Terms listed below apply to high school course offerings, unless noted as &#8220;(HS &#038; MS)&#8221;. Semester 1 (HS...",
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            "path": "\/blog\/student-pacing-in-online-courses\/",
            "author_id": 81,
            "timestamp": 1709574317,
            "content": "<!-- wp:paragraph -->\n<p>In recent years, the landscape of education has undergone a significant transformation, with online learning becoming increasingly prevalent. Like many other states, Michigan has witnessed a surge in virtual education, with approximately 14% of K-12 students engaging in at least one virtual course during the 2021-2022 academic year, boasting a pass rate of 69% (Freidhoff, 2023). However, while the accessibility and flexibility of online learning are undeniable, ensuring student success in this domain presents its own set of challenges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">The Crucial Role of Pacing<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research has shed light on one key aspect that significantly influences student outcomes in online courses\u2014pacing. Pacing refers to how students progress through course material over time, and it has emerged as a crucial determinant of success (DeBruler, 2021; Michigan Virtual Learning Research Institute, 2019). Studies indicate that students\u2019 early engagement, such as submitting assignments within the first week, correlates positively with final grades, suggesting a strong link between pacing and engagement (Zweig, 2023).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consistency in pacing <em>throughout <\/em>the course is also pivotal. Students who maintain a steady pace are more likely to succeed compared to those who exhibit erratic pacing behaviors, such as cramming assignments toward the end of the course (DeBruler, 2021). The significance of pacing becomes even more pronounced in online courses that lack firm deadlines, where students have the flexibility to progress at their own pace (Martin &amp; Whitmer, 2016; Wakeling &amp; Robertson, 2017).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Guidance and Structure: Pacing Guides<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To assist students in navigating the challenges of pacing, some online course providers, like <em>Michigan Virtual<\/em>,<em> <\/em>provide pacing guides. These guides offer a structured roadmap of assignments and activities for each week or sequence, serving as a benchmark for students to evaluate their progress. While not mandatory, adhering to these pacing guides can significantly aid students in managing their workload, particularly in the absence of strict deadlines (DeBruler, 2021).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Understanding Engagement: Learning Trajectories and Sequencing<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Delving deeper into the realm of online learning, growth mixture modeling (GMM) has revealed various learning trajectory profiles in K-12 mathematics courses. These profiles offer valuable insights into how students engage with course material and how their engagement patterns are intertwined with pacing and overall performance (Kwon, 2018; Kwon &amp; DeBruler, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first profile illustrates nearly linear, on-pace progression, prevalent in advanced placement (AP) courses characterized by a cohort model. This underscores the importance of structured pacing and collective progress (Kwon, 2018). <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conversely, the second profile depicts a steep increase in learner scores near the end of the semester, often unattainable for many learners, particularly those in foundation courses like Algebra and Geometry, or courses for credit recovery (Kwon &amp; DeBruler, 2019).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The third profile portrays minimal progress over the semester, indicative of disengagement leading to eventual withdrawal from courses (Kwon, 2017). <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lastly, strong early achievement signifies a group with a linear progression from the beginning to the end of the semester, often characterized by a surge in time investment towards the final weeks (Kwon &amp; DeBruler, 2019).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In essence, these learning trajectory profiles serve as a testament to the intricate dance between engagement patterns and course pacing in online learning environments. By recognizing the pivotal role of pacing in shaping students' online learning journeys, educators can implement strategies to scaffold pacing, provide timely interventions, and foster a supportive learning environment conducive to student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>MVLRI also investigated student course sequencing and its relationship to student achievement. This study sheds light on the impact of assignment sequencing on student performance. It reveals a significant negative correlation between submitting assignments out of order and final grades. Specifically, students who adhered to the prescribed sequence achieved final grades averaging 9.5 points higher than their counterparts who did not (Cuccolo &amp; DeBruler, 2024). Students were also grouped into one of four groups based on the proportionality of out-of-sequence submissions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who stayed the most in sequence had final grades averaging approximately 13 points higher than the most out-of-sequence student group. The findings underscore the importance of emphasizing the significance of pacing guides and adherence to sequential assignment submissions to enhance student academic success. Educators should consider incorporating strategies to promote adherence to course pacing and assignment sequencing to optimize student outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Implications for Success<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Cumulatively, these findings bring to light the nuanced relationship between engagement patterns, pacing, and student success in online learning. While linear progression and early achievement are indicative of positive outcomes, they may not be representative of the entire student population. The prevalence of late surges in engagement suggests varied approaches to pacing, with no one-size-fits-all solution (Kwon, 2017b).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Navigating the Path to Success<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In light of these insights, it's evident that fostering success in online learning requires a multifaceted approach. Institutions must prioritize providing students with the necessary guidance and structure, such as pacing guides, to facilitate steady progress through course material while still offering the flexibility afforded by online learning. Moreover, educators and policymakers must recognize the diverse learning trajectories exhibited by students and tailor support mechanisms accordingly.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As online learning continues to shape the educational landscape, understanding the intricacies of pacing and engagement is paramount. By leveraging insights from research and best practices, we can empower students to navigate the complexities of virtual education successfully. Ultimately, by fostering a supportive and adaptive learning environment, we can ensure that all students have the opportunity to thrive in online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Course Pacing Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/course-pacing\/\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/blog\/tag\/course-pacing\/\" rel=\"noreferrer noopener\">Course Pacing Blog Series<\/a>, we discuss pacing and how it impacts student success with input from several different subject matter experts. Our hope with this series is to bring to light how different organizations and experts approach course pacing, share their insights and struggles, provide relevant research and resources, and determine areas for future research. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Cuccolo, K. &amp; DeBruler, K. (not published). Charting the course: Understanding student sequencing and achievement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. (2021). Research On K-12 Online Best Practices. Michigan Virtual.&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/research-on-k-12-online-best-practices\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/research-on-k-12-online-best-practices\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R. (2023). Michigan\u2019s k-12 virtual learning effectiveness report 2021-22. Michigan&nbsp;Virtual. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017a). <em>Growth modeling with LMS data: Data preparation, plotting, and screening<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/growth-modeling-with-lms-data-data-preparation-plotting-and-screening\/\" target=\"_blank\" rel=\"noreferrer noopener\"> https:\/\/michiganvirtual.org\/research\/publications\/growth-modeling-with-lms-data-data-preparation-plotting-and-screening\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017b). <em>Course engagement patterns in mathematics and non-mathematics courses<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/course-engagement-patterns-in-mathematics-and-non-mathematics-courses\/\" target=\"_blank\" rel=\"noreferrer noopener\"> https:\/\/michiganvirtual.org\/research\/publications\/course-engagement-patterns-in-mathematics-and-non-mathematics-courses\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2018). <em>Learning trajectories in online mathematics courses<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/\" target=\"_blank\" rel=\"noreferrer noopener\"> https:\/\/michiganvirtual.org\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. &amp; DeBruler, K. (2019, September 26). Pacing Guide for Success in Online Mathematics Courses. <em>Michigan Virtual<\/em>.<a href=\"https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/\" target=\"_blank\" rel=\"noreferrer noopener\"> https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Martin, F., &amp; Whitmer, J. C. (2016). Applying learning analytics to investigate timed release in&nbsp;online learning. <em>Technology, Knowledge and Learning<\/em>, 21, 59-74. <a href=\"https:\/\/doi.org\/10.1007\/s10758-015-9261-9\">https:\/\/doi.org\/10.1007\/s10758-015-9261-9<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2019). Pacing Guide For Success In Online&nbsp;Mathematics Courses. <a href=\"https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wakeling, V., &amp; Robertson, P. R. (2017). A comparison of student behavior and performance between an instructor-regulated versus student-regulated online undergraduate finance course.&nbsp;<em>American Journal of Educational Research<\/em>,&nbsp;<em>5<\/em>(8), 863. <a href=\"https:\/\/digitalcommons.kennesaw.edu\/cgi\/viewcontent.cgi?article=5075&amp;context=facpubs\">https:\/\/digitalcommons.kennesaw.edu\/cgi\/viewcontent.cgi?article=5075&amp;context=facpubs<\/a> <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zweig. J. (2023).&nbsp;<em>The first week in an online course: Differences across schools<\/em>. Michigan&nbsp;Virtual.&nbsp;<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/first-weeks-in-an-online-course\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/first-weeks-in-an-online-course\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Solving the Pacing Puzzle: What We Know About the Importance of Student Pacing in Online Courses",
            "excerpt": "One key aspect that significantly influences student success in online courses is pacing, or the way students progress through course material over time. This blog explores the crucial role of pacing and how to provide students with the guidance and structure they need for success. ",
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            "path": "\/about\/news\/michigan-virtuals-joseph-r-freidhoff-recognized-for-the-2024-digital-learning-collaborative-dlc-research-impact-award-at-the-digital-learning-annual-conference-dlac\/",
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            "content": "<!-- wp:image {\"id\":85812,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/02\/dlac-1024x576.png\" alt=\"Joseph R. Friedhoff holding the 2024 Digital Learning Collaborative (DLC) Research Impact Award\" class=\"wp-image-85812\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>AUSTIN, Texas -<\/strong> The DLC is thrilled to announce Joseph R. Freidhoff as the recipient of the DLC\u2019s Research Impact Award for his research report K-12 Virtual Learning Effectiveness Report, 2021-22, published in March 2023. Dr. Freidhoff was recognized in person at the closing ceremony of the<a href=\"https:\/\/www.deelac.com\/\" data-type=\"link\" data-id=\"https:\/\/www.deelac.com\/\">\u00a0Digital Learning Annual Conference<\/a>\u00a0(#DLAC24), on Tuesday, February 27, 2024, in Austin, Texas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The DLC Research Impact Award recognizes researchers whose studies in the field of K-12 digital learning have fostered best practices to advance the industry over the past year and have a real impact on practice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Joseph R. Freidhoff, Vice President, has been working in research at Michigan Virtual for over 15 years. Michigan Virtual is a pioneering force in online education. Dr. Freidhoff proudly accepts this prestigious award, spotlighting his groundbreaking contributions to K-12 digital learning. This recognition underscores the vital role of research in advancing educational innovation, ensuring equitable access, and enhancing student outcomes in today's rapidly evolving educational landscape.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThis report aligns so closely with the DLC Research Impact Award\u2019s focus on research that impacts practice,\u201d Freidhoff remarked. \u201cI am proud of the report as one of the country\u2019s best examples of an annual state-level analysis of K-12 virtual learning, and while it is specific to Michigan, we are proud of this contribution to the field and as an inspiration for researchers and leaders in other states.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The report outlines pupil completion and performance data reported by public schools to the Michigan Department of Education and the Center for Educational Performance and Information and highlights 2021-22 enrollment totals, completion rates, and the overall impact of virtual courses among K-12 pupils. Detailed findings and analysis are presented on schools, courses, and students, as well as over 80 data tables in a highly-consumable way to aid the evaluation of virtual learning programs. The report is the tenth annual; as such, its value is not exclusive to a single year but rather adds to a series which illuminates short and long-term trends, including an incredible snapshot of before, during, and after the pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The DLC announced additional 2024 award recipients:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>2024 DLC Individual Excellence in Digital Learning Award \u2013 Jessica Enderson<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2024 DLC Unsung Super Star Award (Individual) \u2013 Jeff Tracy<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2024 DLC Unsung Super Star Award (School\/District) \u2013 Mesa Digital Learning Program<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2024 DLC Spirit of DLAC Award \u2013 Daniel Pfaff, Shelby County Schools (KY)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2024 DLC Spirit of DLAC Award \u2013 Julie Young<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe were delighted by the many amazing nominations from online learning leaders and organizations across the country,\u201d remarks Dr. Allison Powell, DLC Chief Academic Officer, \u201cWe are so proud to recognize these distinguished digital learning leaders. Each year we have a new group of innovators and change makers, and we\u2019re pleased to learn alongside them to improve learning for K-12 education.\u201d<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual\u2019s Joseph R. Freidhoff recognized for the 2024 Digital Learning Collaborative (DLC) Research Impact Award at the Digital Learning Annual Conference (DLAC)",
            "excerpt": "AUSTIN, Texas &#8211; The DLC is thrilled to announce Joseph R. Freidhoff as the recipient of the DLC\u2019s Research Impact Award for his research report K-12 Virtual Learning Effectiveness Report, 2021-22, published in March 2023. Dr. Freidhoff was recognized in person at the closing ceremony of the\u00a0Digital Learning Annual Conference\u00a0(#DLAC24), on Tuesday, February 27, 2024,...",
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            "id": 85519,
            "path": "\/blog\/charting-the-course-of-teen-passion-a-roadmap-for-parents-and-educators\/",
            "author_id": 84,
            "timestamp": 1708360830,
            "content": "<p>In the dynamic landscape of education, where choices seem limitless, we, as parents and educators, continue on a shared journey of guiding our teenagers toward discovering and nurturing their passions. But how? Isn\u2019t passion intrinsic? According to research, including studies focused on <strong>develop mindset<\/strong>, \u201cthe more students use effective strategies to cultivate their passion, the more we would expect their passion to increase over time,\u201d (<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC8375551\/\">Chen, P., Lin, Y., Pereira, D. J. H., O'Keefe, P. A., &amp; Yates, J. F., 2021<\/a>). This suggests that passion is not solely intrinsic but can be developed and nurtured through intentional efforts. So let's explore this collaborative odyssey together, starting with the roadmap of identifying those very passions.<\/p>\t\t\t\t\n\t\t\t<h2>Observation: Our compass<\/h2>\t\t\n\t\t<p>Observation becomes our guiding compass, leading us toward a future where curiosity ignites and purpose blossoms. By observing teenagers' activities and hobbies, we gain insight into their interests and areas of joy. Each moment, whether it's the hours spent doodling in a sketchbook or engaging in late-night conversations about environmental issues, provides a window into the minds of our teens. These observations serve as a springboard for meaningful conversations and explorations that may encourage their develop mindset. As we take note of the activities that ignite their enthusiasm, we set them on a path to discover what truly captivates their hearts and minds.<\/p>\t\t\t\t\n\t\t\t<h2>Empowering conversations<\/h2>\t\t\n\t\t<p>In our quest to nurture teen passion, it becomes increasingly clear that meaningful conversations and attentive listening are indispensable. It's not just about talking; it's about truly connecting with our teens on a deeper level. Ask open-ended questions and <i>really listen <\/i>to their responses. Engaging in discussions that explore their thoughts, dreams, and aspirations not only reveals their genuine interests but also uncovers the motivations driving their passions. This understanding aligns with research showing that students who believe in the development of passion actively cultivate it, especially during times of low motivation (<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC8375551\/\">Chen, P., Lin, Y., Pereira, D. J. H., O'Keefe, P. A., &amp; Yates, J. F., 2021<\/a>). Therefore, as adults, it's our responsibility to guide them along this journey, fostering empathy and genuine curiosity to strengthen our connection with them and lay the groundwork for their personal and academic growth.<\/p>\t\t\t\t\n\t\t\t<h2>Nurturing growth<\/h2>\t\t\n\t\t<p>We've taken the first steps towards uncovering and nurturing teen passions, but identifying them is just the beginning; nurturing them is where the real magic happens. After pinpointing their interests, it's crucial to provide the right environment for those passions to flourish. This entails more than just acknowledging their achievements; it's about celebrating every milestone, no matter how small. Positive reinforcement serves as fuel for their journey, instilling confidence and resilience along the way. Moreover, fostering an environment where teens feel empowered to take risks and explore new interests is paramount. Academic research emphasizes the importance of providing support from both peers and educators, embracing challenges, and offering opportunities for meaningful and complex tasks (<a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/0016986209352683\">Fredricks, J. A., Alfeld, C., &amp; Eccles, J., 2010<\/a>).\u00a0<\/p><p>Encouraging curiosity and embracing failure as part of the learning process lays a sturdy foundation for their continued growth and success. By cultivating a supportive ecosystem, we empower teens to thrive in their pursuits.<\/p>\t\t\t\t\n\t\t\t<h2>Facilitating exploration<\/h2>\t\t\n\t\t<p>It isn\u2019t always easy for a teen to rely on intrinsic motivation, and that\u2019s why we\u2019re here; for support, for guidance, and for resources.\u00a0<\/p><p>Encouraging teens to explore their passions through hands-on experiences is not just beneficial; it's essential for their holistic growth and development. Beyond the confines of traditional classrooms, opportunities abound for teens to immerse themselves in activities that resonate with their interests. Whether it's joining clubs, participating in workshops that fuel their curiosity, or engaging in extracurricular activities that challenge them, each experience serves as a stepping stone in their journey of self-discovery. These opportunities not only solidify their existing interests but also expose them to a broader spectrum of possibilities, igniting new passions along the way. By facilitating their exploration and providing a supportive environment, we empower teens to navigate the landscape of possibilities and unlock the doors to self-discovery and fulfillment. Leveraging <a href=\"https:\/\/www.cultofpedagogy.com\/passion-tech-tools\/\">technology and accessible tools<\/a> in the classroom or at home further enhances this journey, making it easier than ever for teens to test the waters, develop new skills, and seamlessly transition to their latest interests.<\/p>\t\t\t\t\n\t\t\t<h2>Crafting an educational experience beyond core subjects<\/h2>\t\t\n\t\t<p>Venturing beyond core subjects and the confines of the standard school day, we have the opportunity to foster a genuine love of learning by immersing teens in specialized topics that deeply engage their interests. Passion-based learning (PBL), as <a href=\"https:\/\/www.edutopia.org\/blog\/passion-based-learning-ainissa-ramirez\">highlighted by Edutopia<\/a>, serves as a powerful motivator, enabling students to surmount obstacles and achieve meaningful goals. Delving into specialized learning entails tailoring the educational experience to resonate with each teen's unique interests and strengths, and recognizing the diversity of passions that extend far beyond the traditional boundaries of core subjects.<\/p><p>By prioritizing individual strengths and interests, specialized learning seamlessly intertwines with previously identified passions, creating a nurturing environment for personal growth. <a href=\"https:\/\/enrichment.michiganvirtual.org\/\">Micro-courses<\/a> emerge as powerful tools, offering the flexibility to explore specific areas of interest and forging connections between passions and potential academic or professional pursuits. At its core, specialized learning encourages a lifelong love for learning, ensuring that education remains aligned with passions throughout the academic journey. This holistic approach lays the foundation for a future where passions, academic endeavors, and career aspirations coalesce harmoniously, guiding teens toward fulfillment and success.<\/p><p>As we conclude this journey, let\u2019s remember that nurturing teen passions is not merely a task but a collaborative effort\u2014one that requires dedication, patience, and understanding. By cultivating a supportive ecosystem and instilling a love for learning, we pave the way for a future where passions, academic pursuits, and career aspirations intertwine harmoniously, guiding teens toward fulfillment and success.<\/p><p>If you\u2019re looking for more on fostering passion in teens, consider books like <a href=\"https:\/\/www.amazon.com\/Mindset-Psychology-Carol-S-Dweck\/dp\/0345472322\"><em>Mindset: The New Psychology of Success<\/em> by Carol S. Dweck<\/a>, which discusses the importance of fostering a growth mindset in teenagers to support their passion and motivation for learning and life.<\/p>\t\t\t\t\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/enrichment.michiganvirtual.org\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tGive your student a pathway to their passion\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tOur learning experiences are designed to be interactive, fun, and tailored to suit various interests among students.\t\t\t\t\t\n\t\t\t\t\t\tExplore Learning Experiences\t\t\t\t\t\n\t\t\t\t\t\t<\/a>",
            "title": "Charting the Course of Teen Passion: A Roadmap for Parents and Educators",
            "excerpt": "Explore the dynamic journey of nurturing teen passions alongside parents and educators. From observing their interests to fostering meaningful conversations, discover how to guide teens towards a future filled with purpose and fulfillment.",
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        {
            "id": 85411,
            "path": "\/students\/summer\/",
            "author_id": 65,
            "timestamp": 1708355839,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Maximize your Summer: Elevate learning with <i>Michigan Virtual<\/i><\/h1>\t\t\n\t\t\t<p>Unlock a summer of limitless learning with <i>Michigan Virtual's<\/i> diverse online courses. With flexible scheduling, personalized support, and a vast array of subjects including core academics, world languages, and intriguing electives, students can stay engaged, get ahead, or explore new interests.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=23-24-summer\">\n\t\t\t\t\t\t\t\t\tSummer Courses\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/administrators\/summer-schoolwide\/\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tSchool Leaders\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Stay up to date on our latest summer programs!<\/h2>\t\t\n\t\t\t<h2>Empowering students through Summer learning<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOver 150 online high school courses\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 9-12<\/strong><br>\n10 weeks |  Flexible pacing | Taught by highly qualified, Michigan-certified teachers\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_school_level=hs&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\tView catalog \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tCredit recovery options\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 9-12<\/strong><br>\nCatch up on graduation requirements this summer with highly supportive online courses designed to foster student success. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEnrichment courses\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Ages 8-14<\/strong><br>\nWith our online enrichment courses, your student will have the opportunity to develop crucial life skills while exploring unique subjects.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\t21st Century Home Economics\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tStudents will learn about managing money, healthy meals, importance of keepings things clean, safety in the home and being better consumers.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/course\/21st-century-home-economics\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tContent Creator \t\t\t\t\t<\/h2>\n\t\t\t\t\t\tIn this course, you'll learn everything from brainstorming ideas to filming and posting your videos, creating your own channel and building your own personal brand. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/course\/content-creator\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady Math\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 4-12<\/strong><br>\nTarget gaps in math knowledge with personalized playlists &amp; empower students to catch up to or surpass grade-level expectations.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tfree\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady English\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 8-12<\/strong><br>\nGet students on track for college-level English through mastery of key skills &amp; concepts.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tFREE\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"588\" height=\"908\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-25-at-9.52.34\u202fAM.png\" alt=\"Cover image of the 2024 Summer Course Catalog\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Download our 2024 summer catalog!<\/h2>\t\t\n\t\t\t<p>As educators and administrators, you play a pivotal role in guiding students towards productive and enriching summer experiences. <i>Michigan Virtual<\/i>\u2019s online summer courses offer a comprehensive solution to common summer learning challenges, providing a pathway for students to explore interests, recover credits, and get ahead. <\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2024-Summer-Course-Catalog-WEB.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Why is summer learning so important?<\/h2>\t\t\n\t\t<p>Summer courses and programs allow students to have structured learning time to help them keep their minds active, bridge knowledge gaps, and prepare for the next school year.<\/p><p>If you\u2019re looking for ways to keep your children learning this summer with safe and structured educational opportunities, consider enrolling them in our online summer school programs.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\">\n\t\t\t\t\t\t\t\t\tHow to avoid the \"summer slide\"\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=KZykfv2qeP4\t\t\t\t\n\t\t\t<h2>Key dates &amp; pricing<\/h2>\t\t\n\t\t<p>Our calendaring structure for summer offers many different options for start and end dates for student courses. Schools and parents can select whichever start or end date option fits best for their academic calendar or their specific situation.<\/p>\t\t\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t<h3>Summer Courses<\/h3>\nSummer course offerings include Plus, Essentials and limited Middle School courses.\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Summer (10 weeks)<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/17\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n7\/26\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/24\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/2\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/9\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/14\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/16\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/21\/24*<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*Late enrollments occurring after 6\/7\/24 through 6\/28\/24 will have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (i.e., Final drop for refund date for late enrollments: 7\/3\/24).<\/small>\n\t\t<table><thead><tr><th colspan=\"2\">Summer Pricing<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=21-22-summer\">Online Summer Courses<\/a><\/td><td>$350 per course \u00a0($480 for out-of-state)<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">Credit Recovery Courses<\/a><\/td><td>$250 per course\u00a0 ($310 for out-of-state)<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady Math &amp; English<\/a><\/td><td>FREE to parents<\/td><\/tr><\/tbody><\/table>\t\t\t\t\n\t\t\t<h2>Over 150 summer courses!<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/12\/iStock-1500076775-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>By taking summer courses, students can earn high school credit, take prerequisites, make room in next year's schedule, and recover credits for courses that they previously failed.<\/p><p>In our summer online classes, students have 10 weeks to complete coursework at their own pace and will be supported along the way by a highly qualified, Michigan-certified online instructor who is an expert in their subject area.<\/p><p>These courses have flexible start date options, which means families can select which option best works for their summer schedule. The majority of our summer courses are designed for high school students (grades 9-12), but we offer do offer a smaller catalog of select middle school courses (grades 6-8).<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\tView catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Popular categories<\/h2>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tScience\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSix World Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEnglish Language Arts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Studies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCareer-Oriented Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMathematics\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer&#038;_ncaa_approved=approved\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNCAA-Approved\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<h3>Ready to transform your summer into a journey of discovery and achievement? <\/h3>\t\t\n\t\t\t<p>Click below to explore all our offerings and enroll your students in a summer of success. Let's make this summer count!<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2024-Summer-Course-Catalog-WEB.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h4>IMPORTANT: Check with your school counselor before enrolling!<\/h4>\t\t\n\t\t<p>Students should talk to their school counselor before enrolling to ensure our 10-week summer courses will be accepted for credit at their school.<\/p>\t\t\t\t\n\t\t\t<h3>How to enroll in 10-week courses<\/h3>\t\t\n\t\t<p>To enroll in one of our 10-week online summer courses, including credit recovery courses, you will need to log into or create an account in our <a href=\"https:\/\/slp.michiganvirtual.org\/\">Student Learning Portal<\/a>.<\/p><p>For more information on how to enroll, check out our\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-guardian-quick-start-guide\/\">Guardian Quick Start Guide<\/a>\u00a0&amp;\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-student-quick-start-guide\/\">Student Quick Start Guide<\/a>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/slp.michiganvirtual.org\/\">\n\t\t\t\t\t\t\t\t\tCreate an account\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Tips for success<\/h3>\t\t\n\t\t<p>Created by researchers at the\u00a0<a href=\"https:\/\/michiganvirtual.org\/research\"><em>Michigan Virtual Learning Research Institute<\/em><\/a>, our family of free guides will introduce you to the world of online learning.<\/p><p>Inside each guide, you\u2019ll find key definitions, research findings and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">\n\t\t\t\t\t\t\t\t\tView free guides\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Need help?<\/h2>\t\t\n\t\tDo you have any questions about our summer courses or programs? Contact our <a href=\"https:\/\/michiganvirtual.org\/about\/support\/\">Customer Care Team<\/a>!\t\t\t\t\n\t\t\t<h2>Fill out the form below to reach out to us!<\/h2>\t\t\n\t\t[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Online summer school programs for Michigan students<\/h1>\t\t\n\t\t\t<p>With online learning, you can keep your child\u2019s mind active over summer break and help them move toward their goals without missing out on the family trip, maintaining their job, or spending time with friends.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=23-24-summer\">\n\t\t\t\t\t\t\t\t\tSummer Courses\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/administrators\/summer-schoolwide\/\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tSchool Leaders\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Stay up to date on our latest summer programs!<\/h2>\t\t\n\t\t\t<h2>Flexible summer options for busy families<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOver 150 online high school courses\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 9-12<\/strong><br>\n10 weeks |  Flexible pacing | Taught by highly qualified, Michigan-certified teachers\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_school_level=hs&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\tView catalog \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tCredit recovery options\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 9-12<\/strong><br>\nCatch up on graduation requirements this summer with highly supportive online courses designed to foster student success. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tCoding &amp; STEM summer programs\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Ages 8-14<\/strong><br>\n<i>Michigan Virtual<\/i> has partnered with WizKid Learning to offer the hottest curriculum in exciting game design subjects like Roblox, Minecraft, coding, and more! Classes start at $150. <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/05\/WizKid-Summer-Camps-2022-Schedule.pdf\" target=\"_blank\" rel=\"noopener\"> View schedule \u2192 <\/a>\t\t\t\t\t\n\t\t\t\t\t<a href=\"http:\/\/wizkidlearning.com\/michiganvirtual\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEsports\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tRegistration is now open! <i>Michigan Virtual<\/i> has partnered up with MetArena to offer non-credit bearing esports curriculum that will go live mid-summer. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/course\/introduction-to-esports\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\t21st Century Home Economics\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tStudents will learn about managing money, healthy meals, importance of keepings things clean, safety in the home and being better consumers.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/course\/21st-century-home-economics\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tContent Creator \t\t\t\t\t<\/h2>\n\t\t\t\t\t\tIn this course, you'll learn everything from brainstorming ideas to filming and posting your videos, creating your own channel and building your own personal brand. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/course\/content-creator\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady Math\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 4-12<\/strong><br>\nTarget gaps in math knowledge with personalized playlists &amp; empower students to catch up to or surpass grade-level expectations.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/lc.michiganvirtual.org\/courses\/edready-math\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tfree\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady English\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 8-12<\/strong><br>\nGet students on track for college-level English through mastery of key skills &amp; concepts.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/lc.michiganvirtual.org\/courses\/edready-english\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tFREE\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"588\" height=\"908\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-25-at-9.52.34\u202fAM.png\" alt=\"Cover image of the 2024 Summer Course Catalog\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Download our 2024 summer catalog!<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2024-Summer-Course-Catalog-WEB.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Key dates<\/h2>\t\t\n\t\t<p>Our calendaring structure for summer offers many different options for start and end dates for student courses. Schools and parents can select whichever start or end date option fits best for their academic calendar or their specific situation.<\/p>\t\t\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t<h3>Summer Courses<\/h3>\nSummer course offerings include Plus, Essentials and limited Middle School courses.\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Summer (10 weeks)<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/17\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n7\/26\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/24\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/2\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/9\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/14\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/16\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/21\/24*<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*Late enrollments occurring after 6\/7\/24 through 6\/28\/24 will have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (i.e., Final drop for refund date for late enrollments: 7\/3\/24).<\/small>\n\t\t\t<h2>Why is summer learning so important?<\/h2>\t\t\n\t\t<p>Summer courses and programs allow students to have structured learning time to help them keep their minds active, bridge knowledge gaps, and prepare for the next school year.<\/p><p>If you\u2019re looking for ways to keep your children learning this summer with safe and structured educational opportunities, consider enrolling them in our online summer school programs.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\">\n\t\t\t\t\t\t\t\t\tHow to avoid the \"summer slide\"\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=KZykfv2qeP4\t\t\t\t\n\t\t\t<h2>Over 150 summer courses!<\/h2>\t\t\n\t\t<p>By taking summer courses, students can earn high school credit, take prerequisites, make room in next year's schedule, and recover credits for courses that they previously failed.<\/p><p>In our summer online classes, students have 10 weeks to complete coursework at their own pace and will be supported along the way by a highly qualified, Michigan-certified online instructor who is an expert in their subject area.<\/p><p>These courses have flexible start date options, which means families can select which option best works for their summer schedule. The majority of our summer courses are designed for high school students (grades 9-12), but we offer do offer a smaller catalog of select middle school courses (grades 6-8).<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\tView catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h4>IMPORTANT: Check with your school counselor before enrolling!<\/h4>\t\t\n\t\t<p>Students should talk to their school counselor before enrolling to ensure our 10-week summer courses will be accepted for credit at their school.<\/p>\t\t\t\t\n\t\t\t<h2>Popular categories<\/h2>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEnglish Language Arts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tScience\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCareer-Oriented Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer&#038;_ncaa_approved=approved\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNCAA-Approved\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Studies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSix World Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMathematics\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\tView catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Pricing<\/h2>\t\t\n\t\t<table><thead><tr><th colspan=\"2\">Summer Pricing<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=21-22-summer\">Online Summer Courses<\/a><\/td><td>$350 per course \u00a0($480 for out-of-state)<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">Credit Recovery Courses<\/a><\/td><td>$250 per course\u00a0 ($310 for out-of-state)<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady Math &amp; English<\/a><\/td><td>FREE to parents<\/td><\/tr><\/tbody><\/table>\t\t\t\t\n\t\t\t<h2>How to enroll in 10-week courses<\/h2>\t\t\n\t\t<p>To enroll in one of our 10-week online summer courses, including credit recovery courses, you will need to log into or create an account in our <a href=\"https:\/\/slp.michiganvirtual.org\/\">Student Learning Portal<\/a>.<\/p><p>For more information on how to enroll, check out our\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-guardian-quick-start-guide\/\">Guardian Quick Start Guide<\/a>\u00a0&amp;\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-student-quick-start-guide\/\">Student Quick Start Guide<\/a>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/slp.michiganvirtual.org\/\">\n\t\t\t\t\t\t\t\t\tCreate an account\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Tips for success<\/h2>\t\t\n\t\t<p>Created by researchers at the\u00a0<a href=\"https:\/\/michiganvirtual.org\/research\"><em>Michigan Virtual Learning Research Institute<\/em><\/a>, our family of free guides will introduce you to the world of online learning.<\/p><p>Inside each guide, you\u2019ll find key definitions, research findings and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">\n\t\t\t\t\t\t\t\t\tView free guides\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Need help?<\/h2>\t\t\n\t\tDo you have any questions about our summer courses or programs? Contact our <a href=\"https:\/\/michiganvirtual.org\/about\/support\/\">Customer Care Team<\/a>!\t\t\t\t\n\t\t\t<h2>Fill out the form below to reach out to us!<\/h2>",
            "title": "Summer Learning",
            "excerpt": "Maximize your Summer: Elevate learning with Michigan Virtual Unlock a summer of limitless learning with Michigan Virtual&#8217;s diverse online courses. With flexible scheduling, personalized support, and a vast array of subjects including core academics, world languages, and intriguing electives, students can stay engaged, get ahead, or explore new interests. Summer Courses School Leaders Stay up...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Understanding Educator Roles: AI Support and Implications<\/h1>\t\t\n\t\t<p>A comprehensive chart illustrating diverse educator roles, alongside the potential support AI offers within each domain. Explore how AI technologies are shaping the future of education and the implications for educators in adapting to these advancements.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/10\/Educator-Roles-AI-Support-and-Implications-Chart-362024.pdf\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tDownload Chart\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Common Educator Roles<\/h2>\t\t\n\t\t\t<h2>Potential Support from AI<\/h2>\t\t\n\t\t\t<h2>Implications \n<br>for\n<br>Educators<\/h2>\t\t\n\t\t\t<h3>Administrative Tasks<\/h3>\t\t\n\t\t<p>AI tools can power virtual assistants for educators to support scheduling, attendance tracking and analysis, personalized communication to parents, and basic record keeping.<\/p><p>The integration of AI tools in education can save educators valuable time on administrative tasks, enabling them to focus more on building relationships with students and directly supporting their learning needs.<\/p>\t\t\t\t\n\t\t\t<h3>Assessing Student Learning<\/h3>\t\t\n\t\t<p>AI tools can assist in grading certain assignments, provide instant feedback to students, and offer in-depth analytics on student and classroom performance to support personalized learning models.<\/p><p>Educators will need to be able to understand the purpose and operation of embedded learning tools for formative assessments and use student data to enable more targeted instruction and support while ensuring privacy.<\/p>\t\t\t\t\n\t\t\t<h3>Classroom Management<\/h3>\t\t\n\t\t<p>AI tools can be used to analyze student behavior patterns, including early signs of disengagement, and provide predictive insights and recommendations for intervention.<\/p><p>Teachers will need to consider ethical and privacy concerns related to student behavior monitoring, avoiding over-reliance on technology at the expense of personal interaction and professional judgment.<\/p>\t\t\t\t\n\t\t\t<h3>Communicating with Parents\/Guardians<\/h3>\t\t\n\t\t<p>AI can be used to automate regular parent updates on student progress and offer insights into student learning.<\/p><p>Educators will need to skillfully manage AI tools while ensuring student data privacy to generate general updates and student progress reports to foster a more collaborative approach to education with parents.<\/p>\t\t\t\t\n\t\t\t<h3>Creating &amp; Curating Instructional Materials<\/h3>\t\t\n\t\t<p>AI tools can be used to generate educational content, including video and audio assets, simulations, artwork, worksheets, accessibility and design thinking support, lesson plans, and project-based learning modules.<\/p><p>Teachers will need to learn how to curate AI-generated content and focus on critically reviewing, selecting, adapting, remixing, enhancing, and integrating materials to align with students' needs and interests as well as learning standards.<\/p>\t\t\t\t\n\t\t\t<h3>Data Analysis<\/h3>\t\t\n\t\t<p>AI tools can be used to ethically analyze extensive, longitudinal data sets and provide crucial insights into student performance, classroom dynamics, and learning trends and challenges.<\/p><p>Educators will need to develop data literacy skills to interpret these insights effectively and apply them to enhance their teaching strategies and interventions to increase student outcomes.<\/p>\t\t\t\t\n\t\t\t<h3>Differentiating Instruction<\/h3>\t\t\n\t\t<p>In collaboration with teacher awareness and guidance, AI tools can be used to analyze learning patterns and preferences and create recommended instructional strategies and resources that cater to the unique needs of each student.<\/p><p>Educators will need to become proficient in interpreting AI recommendations and integrating them into their teaching while also balancing AI insights with their professional judgment.<\/p>\t\t\t\t\n\t\t\t<h3>Instructional Delivery<\/h3>\t\t\n\t\t<p>AI tools can be used to create immersive learning experiences, including virtual field trips to historical events or interactive science experiments, as well as enable translation and differentiation for EL Learners.<\/p><p>Educators will need to continuously upskill and embrace a more dynamic and tech-savvy teaching approach, adjusting their instructional strategies based on real-time insights.<\/p>\t\t\t\t\n\t\t\t<h3>Professional Learning<\/h3>\t\t\n\t\t<p>AI can be used to offer personalized learning pathways and access to a global network of teaching resources tailored to educators' individual growth needs and interests - enabling them to expand and refine their expertise continously.<\/p><p>Educators will need to engage in self-directed learning, utilizing reflection tools and resources augmented by AI to continuously refine and expand their teaching skills. They will also need to learn new strategies for integrating AI into their professional practices.<\/p>\t\t\t\t\n\t\t\t<h3>Special Education Support<\/h3>\t\t\n\t\t<p>AI can power personalized learning tools, assistive technologies, and individualized learning plans to support students with specialized learning needs identified through IEPs and 504 plans.<\/p><p>Educators will need to develop expertise in creating and implementing individualized learning plans and strategies for special education students based upon the guidance of AI systems.<\/p>\t\t\t\t\n\t\t\t<h3>Tutoring and Support<\/h3>\t\t\n\t\t<p>AI tools can be used to offer 24\/7 real-time instructional support, remedial assistance, and answers to students' academic questions.<\/p><p>Educators will need to engage with AI tutoring systems to interpret insights, ensuring a balance between technology-driven interventions and human guidance.<\/p>",
            "title": "Understanding Educator Roles: AI Support and Implications",
            "excerpt": "Discover how AI is transforming various educator roles with this comprehensive chart. Understand the potential of AI to enhance educational practices and the key implications for adapting to these emerging technologies.",
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            "path": "\/blog\/using-ap-exam-data-to-drive-discussions-about-ap-courses\/",
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            "timestamp": 1707757831,
            "content": "<!-- wp:paragraph -->\n<p><strong>Introduction&nbsp;<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Advanced Placement (AP\u00ae) courses in high school allow students to take advanced courses with the possibility of earning college credit. The number of public school students taking AP courses in Michigan has increased over the past few years, with 56,885 public school students taking an AP course in 2023, an increase of 8.9% compared to 2022 (Ackley, 2023).\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> offers 22 two-semester AP online courses for high school students across Michigan who may, for example, not have the course available to them in a brick-and-mortar school or may prefer an online format. <em>Michigan Virtual<\/em> administrators recognize the importance of preparing students for the AP exam because the AP exam score, rather than the course grade, determines whether students earn college credit for their coursework. It further serves as an indicator to colleges about students\u2019 mastery of the subject matter.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first step in the AP exam process is for students to register for the AP subject exam. Then, they must complete the course, and pass the exam with a score of at least 3 out of 5. Similar to schools across the country, not all students enrolled in <em>Michigan Virtual\u2019s<\/em> AP courses took the AP exam. <strong><em>Thus, Michigan Virtual sought to understand what factors predict whether students take the AP exams, and for those who do take the exam, whether students\u2019 course grades predict students\u2019 AP exam scores<\/em><\/strong>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The information from this analysis was shared with <em>Michigan Virtual<\/em> administrators and their teachers as basis for a data-driven discussion about AP course grades, assignments, and supports for AP students (see below for details about the methodology). This brief describes the findings from this analysis and the questions that <em>Michigan Virtual<\/em> considered as they reflected on their data. This can be a model for the types of analyses that other education agencies, including both online programs and brick-and-mortar schools, can do better to understand their own AP courses and AP exam scores.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Methodology<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This brief addresses the following questions based on data from <em>Michigan Virtual\u2019s<\/em> AP courses and AP exams from 2023:\u202f&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":1} -->\n<ol start=\"1\"><!-- wp:list-item -->\n<li>What characteristics influence whether a student enrolled in an AP course takes the AP exam?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><!-- wp:list-item -->\n<li>For students who take the AP exam, do students\u2019 course grades predict whether they pass the exam?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This analysis is based on 1,064 students who were enrolled in two consecutive semesters of<em> Michigan Virtual\u2019s<\/em> online AP courses during the Fall 2022 semester and Spring 2023 semester and who did not drop the course during the grace period.<sup> <\/sup>These 1,064 students represented 1,182 enrollments because students could enroll in multiple AP courses. Sixty percent of students (or 58% of enrollments) took at least one exam (638 students representing 694 enrollments).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Data for this analysis included information about the student\u2019s enrollment including course, timing of enrollment, type of school the student was enrolling from (e.g., local education agency, home school), quartiles of student diversity in their brick-and-mortar school, and course grade on a scale of 0 to 100. Although <em>Michigan Virtual<\/em> provides course grades to a student\u2019s brick-and-mortar school, that school is responsible for determining the grade on the student\u2019s transcript. <em>Michigan Virtual<\/em> data were merged with data provided by the College Board to <em>Michigan Virtual<\/em> including the AP exam title, score on the AP exam, and grade. Only de-identified data were shared for this analysis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first research question was addressed descriptively, to examine differences in the characteristics of enrollments that took and did not take the AP exam. The second research question was addressed using a regression model to determine how well course grades predicted AP exam scores, and to calculate the probability of passing the exam based on first semester course grade.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>Who took an AP Exam?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\">Enrollments with higher course grades were more likely to take an AP exam (Figure 1). There were also differences in the percentages of enrollments taking an AP exam by course subject, with, for example, 70% of mathematics and computer science enrollments taking an AP exam compared to 27% in art and 50% in English (Figure 2). Other factors, such as late enrollment, the type and locale of the school the student attended, and the diversity quartile of the school, were not significantly different between students who took the exam and those who did not.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1.<\/strong> Course Grades for Enrollments: Who Did and Did Not Take an Exam<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":85082,\"width\":\"300px\",\"height\":\"auto\",\"sizeSlug\":\"medium\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image aligncenter size-medium is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Figure-1-300x298.png\" alt=\"\" class=\"wp-image-85082\" style=\"width:300px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2.<\/strong> Percent of Enrollments Who Took an Exam<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":85086,\"width\":\"394px\",\"height\":\"auto\",\"sizeSlug\":\"medium\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image aligncenter size-medium is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Figure-2-300x219.png\" alt=\"\" class=\"wp-image-85086\" style=\"width:394px;height:auto\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Questions for Future Consideration&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Students must sign up for an AP exam in the middle of their fall semester. Are students using their grades at the time of exam registration to decide about registering for the exam?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>For students who chose not to take an exam, what factors drove that decision? What are the barriers to AP exam registration? How could those barriers be addressed?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>What was the distribution of AP exam scores for <\/strong><strong><em>Michigan Virtual<\/em><\/strong><strong>?<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sixty-eight percent of <em>Michigan Virtual <\/em>enrollments with an AP exam earned a passing score (at least a 3 out of 5; Figure 3). The overall pass rate for the state of Michigan was 65% (College Board, 2023a). However, the distribution of enrollments across AP exam subjects was different for Michigan than for <em>Michigan Virtual<\/em>. After adjusting for those differences, the percentage of <em>Michigan Virtual<\/em> students who passed the AP exams was similar to national rates and, in some instances, was higher (Figure 4).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\"><strong>Figure 3.<\/strong> Distribution of <em>Michigan Virtual<\/em> AP Scores<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":85087,\"sizeSlug\":\"medium\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image aligncenter size-medium\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Figure-3-293x300.png\" alt=\"\" class=\"wp-image-85087\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 4.<\/strong> Percent of Enrollments that Passed the AP Exams by Subject<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":85088,\"sizeSlug\":\"medium\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image aligncenter size-medium\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Figure-4-300x267.png\" alt=\"\" class=\"wp-image-85088\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Questions for Future Consideration&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Why are passing rates higher in some subjects than in others?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How do the characteristics of students at <em>Michigan Virtual<\/em> who take AP exams compare to those in Michigan overall?&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>How Well Did First-Semester AP Course Grades Predict Whether a Student Passed the Exam?<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While first-semester course grades were associated with the likelihood that students passed the AP exam, the model could only predict 7 out of 10 enrollments accurately. For example, the probability that a student who earned a 95 in an AP course would pass the exam was 76%. The probability that a student who earned an 80 in the course would pass the exam was 52%. This quality of prediction suggests that factors beyond course grades may contribute to students\u2019 achievement on the AP exams.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Questions for Future Consideration&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Are some students performing well on the AP exam, but not well in the course and vice versa?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What do we know about students\u2019 experiences in AP courses or other courses?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What factors beyond course grades could predict students\u2019 AP exam scores?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Conclusion<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This analysis shed light on the AP exam performance of students taking AP courses at <em>Michigan Virtual<\/em>. Students who took the exam in these online AP courses performed at similar levels as students across the country. While students\u2019 first-semester course grades can be used as one indicator of how students may perform on their AP exams, the data suggest that there are likely other factors that, when used in combination with course grades, may lead to more accurate predictions of student outcomes. Conducting these types of analyses presented opportunities for <em>Michigan Virtual<\/em> staff to reflect on their courses and consider what structures or systems could be put in place to better support students in their AP courses. A similar approach could be undertaken by other online course providers, brick-and-mortar schools, and districts that offer AP courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>References<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ackley, Martin (2023, September 25). <a href=\"https:\/\/www.michigan.gov\/mde\/news-and-information\/press-releases\/2023\/09\/25\/greater-numbers-of-michigan-students--taking-and-achieving-in-ap-courses\">Greater numbers of Michigan students taking and achieving in AP courses [Press release]<\/a>. https:\/\/www.michigan.gov\/mde\/news-and-information\/press-releases\/2023\/09\/25\/greater-numbers-of-michigan-students--taking-and-achieving-in-ap-courses&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>College Board (2023a). <a href=\"https:\/\/apcentral.collegeboard.org\/about-ap\/ap-data-research\/national-state-data\"><em>AP performance<\/em> [Data set]<\/a>. https:\/\/apcentral.collegeboard.org\/about-ap\/ap-data-research\/national-state-data&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>College Board (2023b). <a href=\"https:\/\/apcentral.collegeboard.org\/about-ap\/ap-data-research\"><em>AP score distributions by subject<\/em> [Data set]<\/a>. https:\/\/apcentral.collegeboard.org\/about-ap\/ap-data-research&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Using AP Exam Data to Drive Discussions about AP Courses",
            "excerpt": "Michigan Virtual conducted an analysis to understand the factors influencing whether students take AP exams. They found that higher course grades and course subject were associated with exam participation. However, other factors beyond grades also contribute to student achievement. This analysis helps Michigan Virtual reflect on their courses and improve support for AP students.",
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            "id": 85191,
            "path": "\/resources\/program-self-assessment\/",
            "author_id": 21,
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            "content": "<img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Educational-Vision.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t[rank_math_breadcrumb]\t\t\t\t\t\t\n\t\t<p>Our Online Learning Program Self-Assessment tool is designed to assist schools and educators in evaluating and improving their online learning offerings. It is based on the <a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"nofollow noopener\">National Standards for Quality Online Learning (NSQOL)<\/a> and provides a comprehensive rubric for schools to gather evidence, collaborate with team members, and assess themselves for areas of improvement. By following the guidelines set by the NSQOL, our self-assessment tool empowers schools to enhance their online learning programs effectively. Join schools and educators across the nation in using our user-friendly tool to elevate online education quality.<\/p><p><em><strong>Please note:<\/strong> this tool is provided as-is and should not be modified from its original source other than for the purpose of completing the self-assessment.<\/em><\/p>\t\t\t\t\n\t\t\t<h3>Download the Free Online Learning Program Self-Assessment Tool<\/h3>\t\t\n\t\t<p>We've put together a thorough yet easy-to-follow self-assessment tool and guides, covering all the key areas you need to know about to ensure your online teaching is top-notch. Whether you're a seasoned pro or just getting started, these resources are designed to help you identify both your strengths and opportunities for growth, ensuring your online classes are as engaging and effective as possible.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/wp-content\/uploads\/2024\/02\/Online-Program-Self-Assessment.docx\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tDownload Self-Assessment Tool\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Self-Assessment Companion Guide<\/h3>\t\t\n\t\t<p>Designed to help you consider stakeholder perspectives and examples of evidence that support a standard.<\/p>\t\t\t\t\n\t\t\t<h3>Guiding Questions for Online Program Evaluation<\/h3>\t\t\n\t\t<p>Get a clearer view of your online program\u2019s strengths and areas for improvement. Simple and straightforward, they're a great companion to our Self-Assessment Tool.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/wp-content\/uploads\/2024\/02\/Self-Assessment-Companion-Guide.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tCompanion Guide\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/wp-content\/uploads\/2024\/02\/Self-Assessment-Guiding-Questions.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tGuiding Questions\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Need a Hand with Your Results?<\/h2>\t\t\n\t\t<p>Interpreting your assessment and wondering what's next? If you're looking for guidance on how to integrate your results and take actionable steps toward enhancing your online program, we're here to help. Reach out for personalized support and expert advice on making the most of your self-assessment insights. Let's work together to turn those findings into real improvements for your online teaching.<\/p>",
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            "excerpt": "Our Online Learning Program Self-Assessment tool is designed to assist schools and educators in evaluating and improving their online learning offerings. It is based on the National Standards for Quality Online Learning (NSQOL) and provides a comprehensive rubric for schools to gather evidence, collaborate with team members, and assess themselves for areas of improvement. By...",
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            "id": 85234,
            "path": "\/blog\/faster-vs-better-finding-the-best-opportunities-for-ai-in-education\/",
            "author_id": 58,
            "timestamp": 1707169299,
            "content": "<p>The conversation around AI in the classroom often begins with its capacity to streamline administrative tasks and automate some teaching responsibilities, highlighting the potential for them to help teachers spend their time on more important and productive work. This may certainly be a worthwhile advantage of AI adoption (although the research to determine just how large the benefits may be is still <a href=\"https:\/\/schoolsweek.co.uk\/chatgpt-eef-launches-trial-on-cutting-teacher-workload\/\">in process<\/a>). However, the true value of AI in teaching and learning extends far beyond mere time-saving benefits. By focusing solely on efficiency, we risk overlooking AI's profound potential to enrich educational experiences, foster deeper understanding, and cultivate critical thinking skills among students. This broader perspective invites educators to leverage AI not just as a tool for doing things <i>faster<\/i> but as a means for doing things <i>better<\/i>.<\/p>\t\t\t\t\n\t\t\t<h2>Navigating beyond efficiency<\/h2>\t\t\n\t\t<p>Incorporating AI into educational practices with aims that go beyond efficiency requires a thoughtful and critical approach. The <a href=\"https:\/\/www.tripleeframework.com\/\">Triple E Framework<\/a>, proposed by Dr. Liz Kolb, provides a valuable lens for evaluating technology's impact on teaching and learning. This framework assesses technology based on its ability to engage students, enhance learning objectives, and extend students' cognitive and social abilities. By applying such criteria to AI tools, educators can make informed decisions about which technologies genuinely contribute to learning enhancement. The following examples are ones that teachers might explore through the lens of the Tripe E framework to determine how AI might enhance their teaching practices and produce positive tangible outcomes.<\/p>\t\t\t\t\n\t\t\t<h2>Practical application<\/h2>\t\t\n\t\t<p>Since generative AI tools can produce endless amounts of content, including text and images, teachers can use them to rapidly produce tailored educational content that aligns with their students' learning needs and interests. Many tools, including ChatGPT, <a href=\"https:\/\/www.magicschool.ai\/\">MagicSchool<\/a>, and others allow for generating personalized reading materials, worksheets, or problem sets that cater to different learning levels within a single classroom. Some tools even include intuitive features that produce content aligned to specific content standards. This functionality has the potential to not only more easily support differentiated instruction but also help address the diverse needs of students, making learning more accessible and engaging for everyone.<\/p><p>Generative AI tools can also be used to provide personalized feedback on student assignments, offering constructive and timely insights that can help students improve their work products through iteration. The current state of large language models <a href=\"https:\/\/www.linkedin.com\/posts\/ryan-tannenbaum-a64840207_ai-shouldnt-be-used-for-assessment-cont-activity-7158324557307674625-n7-R\">does not allow<\/a> for rigorous, consistent, and valid assessment, but they can certainly be of help in formative assessment practices that build learners\u2019 skills and competencies. ChatGPT and other more purpose-built tools like <a href=\"https:\/\/www.briskteaching.com\/\">Brisk<\/a> can be used for this purpose, which not only helps reduce the feedback workload for teachers but also provides students with individualized guidance to support their academic growth.<\/p><p>Furthermore, AI can empower educators to be innovative in their teaching methods. One of the core appeals of generative AI is that it allows users to create things without the need for technical expertise, such as knowledge of coding languages. With a smaller learning curve, teachers could, for example, create AI-generated simulations, role-playing games, or visual aids that illustrate and make relevant standard-specific content in vivid detail, making abstract concepts tangible. This not only aids comprehension but could also inspire creativity among students, encouraging them to explore and express their understanding in novel ways.<\/p>\t\t\t\t\n\t\t\t<h2>Critical evaluation for enhanced learning<\/h2>\t\t\n\t\t<p>While plenty of tool makers will have sales pitches that include the capacity to streamline tasks and enhance efficiency, generative AI\u2019s real potential lies in its ability to transform educational experiences. Through exploring and experimenting with AI, educators have the opportunity to not only save time but also find ways to enrich teaching and learning processes in profound ways. As research continues to help identify the benefits and best practices of AI in education, it is imperative for educators to critically evaluate these technologies and approach them with intentionality. By doing so, they can avoid having AI perpetuate rote teaching practices and instead create more inclusive, engaging, and effective learning environments.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tDive deeper into AI's practical applications\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tOur resource guide empowers you to seamlessly integrate and explore AI tools for your classroom. Take the next step in transforming your educational approach.\t\t\t\t\t\n\t\t\t\t\t\tExplore AI Resources\t\t\t\t\t\n\t\t\t\t\t\t<\/a>",
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            "author_id": 65,
            "timestamp": 1706735643,
            "content": "<h1>Online Courses for Students<\/h1>\t\t\n\t\t<p>our students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a href=\"#\">\n\t\t\t\t\t\t\t\t\tClick here\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"715\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/summergrass.jpg\" alt=\"Student sitting on grass using a laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Summer Learning<\/h2>\t\t\n\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.&nbsp;<\/p>\t\t\t\t\n\t\t\t<a href=\"\/students\/summer\/\">\n\t\t\t\t\t\t\t\t\tClick here\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows:<\/strong>\u00a0Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?embeds_referring_origin=https:\/\/michiganvirtual.org&#038;v=njjeM1NnKDghttps:\/\/www.youtube.com\/watch?embeds_referring_origin=https:\/\/michiganvirtual.org&#038;v=njjeM1NnKDg\t\t\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows: <\/strong>Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"715\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/summergrass.jpg\" alt=\"Student sitting on grass using a laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows: <\/strong>Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"715\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/summergrass.jpg\" alt=\"Student sitting on grass using a laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows: <\/strong>Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"715\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/summergrass.jpg\" alt=\"Student sitting on grass using a laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows: <\/strong>Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Tales of Success<\/h2>\t\t\n\t\t\t\t\t\t\tLorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/plugins\/elementor\/assets\/images\/placeholder.png\" title=\"\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tJohn Doe\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tDesigner\n\t\t\t\t\t\t\tLorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/plugins\/elementor\/assets\/images\/placeholder.png\" title=\"\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tJohn Doe\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tDesigner\n\t\thttps:\/\/www.youtube.com\/watch?embeds_referring_origin=https:\/\/michiganvirtual.org&#038;v=njjeM1NnKDg\t\t\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows: <\/strong>Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8280\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8280\">\n\t\t\t\t\t<h3> Are our teachers actually rhino's in disguise? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8281\">\n\t\t\t\t<summary data-accordion-index=\"2\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8281\">\n\t\t\t\t\t<h3> Can our courses be folded into origami? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8282\">\n\t\t\t\t<summary data-accordion-index=\"3\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8282\">\n\t\t\t\t\t<h3> How many licks does it take to get to the tootsie roll center of a tootsie pop? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8283\">\n\t\t\t\t<summary data-accordion-index=\"4\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8283\">\n\t\t\t\t\t<h3> Are our teachers actually rhino's in disguise? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8284\">\n\t\t\t\t<summary data-accordion-index=\"5\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8284\">\n\t\t\t\t\t<h3> Can our courses be folded into origami? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8285\">\n\t\t\t\t<summary data-accordion-index=\"6\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8285\">\n\t\t\t\t\t<h3> How many licks does it take to get to the tootsie roll center of a tootsie pop? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/abstract-cover-1024x1024.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Call to Action<\/h2>\t\t\n\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.&nbsp;<\/p>\t\t\t\t\n\t\t\t<a href=\"\/students\/summer\/\">\n\t\t\t\t\t\t\t\t\tClick here\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Student Learning Sitemap<\/h2>\t\t\n\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.&nbsp;<\/p>\t\t\t\t\n\t\t<ul><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li>\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t<h1>Online Courses for Students<\/h1>\t\t\n\t\t\t<h3>Empower your student's future with flexible online learning.<\/h3>\t\t\n\t\t<p>At <i>Michigan Virtual<\/i> we lead with a promise of quality and support in online education. Our certified instructors and well-crafted courses ensure every student can access a learning experience tailored to their needs. Engage with an educational community that's committed to helping your students thrive.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/courses\/students\/\">\n\t\t\t\t\t\t\t\t\tCourse Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/administrators\/\">\n\t\t\t\t\t\t\t\t\tFor School Leaders\n\t\t\t\t\t<\/a>\n\t\t\t<h2>A Unique Approach to Online Learning<\/h2>\t\t\n\t\t<p><strong>Research shows:<\/strong> Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tOur Difference\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=CpGWsjcLZIM\t\t\t\t\n\t\t\t<h2>The results speak for themselves<\/h2>\t\t\n\t\t<p>Our <a href=\"\/research\/\">research-based<\/a> solutions leverage the latest data and proven methodologies to increase student success.<\/p>https:\/\/youtu.be\/njjeM1NnKDg\t\t\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows:<\/strong> Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tOur Difference\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Explore our  top courses<\/h2>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSix World Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts%2Csocial-studies&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEnglish Language Arts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=19-20-summer&#038;_ncaa_approved=approved\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNCAA-Approved\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Studies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCareer-Oriented Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMathematics\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tScience\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/cybersecurity\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCybersecurity Training\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/courses\/students\/\">\n\t\t\t\t\t\t\t\t\tEnroll Now\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The results speak for themselves<\/h2>\t\t\n\t\t<p>Our <a href=\"\/research\/\">research-based<\/a> solutions leverage the latest data and proven methodologies to increase student success.<\/p>\t\t\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows:<\/strong> Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tOur Difference\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/njjeM1NnKDg",
            "title": "Students [NEW 2024]",
            "excerpt": "Online Courses for Students our students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these...",
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            "content": "<h1>Welcome to the Michigan Virtual Learning and Research Institute<\/h1>\t\t\n\t\t<p>At the Institute, we are dedicated to supporting the success of students and educators through online and blended learning platforms. Our comprehensive services are divided into three main pillars: Research, Innovation, and Consulting. Explore the wealth of resources and opportunities we provide to enhance the educational experience in your community.<\/p>\t\t\t\t\n\t\t\t<a href=\"#\">\n\t\t\t\t\t\t\t\t\tClick here\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/06\/iStock-1152517636-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Discover AI Examples &amp; Resources<\/h2>\t\t\n\t\t<p>Navigating the intricate world of AI in education can be challenging, but our curated resource bank is here to guide you. Whether you are new to AI or seeking to deepen your understanding, our collection of resources offers practical insights into leveraging AI for educational improvement. Explore real-world applications and learn how AI can empower educators and learners alike. Let us support you in exploring and implementing cutting-edge AI tools that enhance educational outcomes.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Enrichment<\/h2>\t\t\n\t\t<p>Discover our enrichment micro-courses, designed to ignite curiosity and passion in your child. These standalone, asynchronous courses offer flexible learning opportunities that can be accessed anytime, allowing children to explore diverse topics beyond the traditional curriculum.\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-1222518330-1-1024x683.jpg\" alt=\"Mother watching her teenage son of differing abilities who is slicing vegetables\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\thttps:\/\/www.youtube.com\/watch?embeds_referring_origin=https:\/\/michiganvirtual.org&#038;v=njjeM1NnKDg\t\t\t\t\n\t\t\t<h2>Research<\/h2>\t\t\n\t\t<p>Explore cutting-edge research at Michigan Virtual. Guided by Michigan legislature directives, we define key areas in blended and online learning annually. Our research spans national and global perspectives to enhance local educational practices.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"715\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/summergrass.jpg\" alt=\"Student sitting on grass using a laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>AI Lab<\/h2>\t\t\n\t\t<p>Step into the future of education with Michigan Virtual's AI Lab. We're at the forefront of exploring AI's potential to transform learning experiences. Join us in discovering how AI can revolutionize education in your community.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"715\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/summergrass.jpg\" alt=\"Student sitting on grass using a laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>EdTech Pitch Contest<\/h2>\t\t\n\t\t<p>Discover the intersection of education and innovation at our EdTech Bootcamp and Pitch Contest. Join educators, entrepreneurs, and technologists in a collaborative environment designed to foster creativity and drive impactful solutions in education through technology.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">\n\t\t\t\t\t\t\t\t\tStart Innovating\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"715\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/summergrass.jpg\" alt=\"Student sitting on grass using a laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Enrichment<\/h2>\t\t\n\t\t<p>Discover Michigan Virtual's Enrichment micro-courses, designed to ignite curiosity and passion in your child. These standalone, asynchronous courses offer flexible learning opportunities that can be accessed anytime, allowing children to explore diverse topics beyond the traditional curriculum.\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/consulting\/\">\n\t\t\t\t\t\t\t\t\tConsult With Us\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"715\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/summergrass.jpg\" alt=\"Student sitting on grass using a laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Consulting<\/h2>\t\t\n\t\t<p>Partner with Michigan Virtual for tailored consulting services designed to meet the specific needs of schools, districts, and educational organizations. From strategic planning to technology integration and professional development, our expert consultants are here to help you achieve your educational goals effectively.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/consulting\/\">\n\t\t\t\t\t\t\t\t\tConsult With Us\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Tales of Success<\/h2>\t\t\n\t\t\t\t\t\t\tLorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/plugins\/elementor\/assets\/images\/placeholder.png\" title=\"\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tJohn Doe\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tDesigner\n\t\t\t\t\t\t\tLorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/plugins\/elementor\/assets\/images\/placeholder.png\" title=\"\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tJohn Doe\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tDesigner\n\t\thttps:\/\/www.youtube.com\/watch?embeds_referring_origin=https:\/\/michiganvirtual.org&#038;v=njjeM1NnKDg\t\t\t\t\n\t\t\t<h2>Frequently Asked Questions<\/h2>\t\t\n\t\t<p>Have questions? We've got answers. Below are some of the most frequently asked questions about our services and how we can support your educational journey.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2100\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2100\">\n\t\t\t\t\t<h3> What are enrichment courses? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2101\">\n\t\t\t\t<summary data-accordion-index=\"2\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2101\">\n\t\t\t\t\t<h3> Can our courses be folded into origami? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2102\">\n\t\t\t\t<summary data-accordion-index=\"3\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2102\">\n\t\t\t\t\t<h3> How many licks does it take to get to the tootsie roll center of a tootsie pop? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2103\">\n\t\t\t\t<summary data-accordion-index=\"4\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2103\">\n\t\t\t\t\t<h3> Are our teachers actually rhino's in disguise? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2104\">\n\t\t\t\t<summary data-accordion-index=\"5\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2104\">\n\t\t\t\t\t<h3> Can our courses be folded into origami? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2105\">\n\t\t\t\t<summary data-accordion-index=\"6\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2105\">\n\t\t\t\t\t<h3> How many licks does it take to get to the tootsie roll center of a tootsie pop? <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p><p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.\u00a0<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/abstract-cover-1024x1024.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Partner with us!<\/h2>\t\t\n\t\t<p>Ready to transform your educational experience? Contact us today to learn more about how the Michigan Virtual Learning and Research Institute can support you. Whether you're a parent, student, or school administrator, we have the resources and expertise to help you succeed.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/students\/summer\/\">\n\t\t\t\t\t\t\t\t\tClick here\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Student Learning Sitemap<\/h2>\t\t\n\t\t<p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam rutrum nibh sit amet urna feugiat faucibus. Ut interdum neque quis ligula eleifend semper. Maecenas rutrum mi nisl, at posuere urna rhoncus at.&nbsp;<\/p>\t\t\t\t\n\t\t<ul><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li><a href=\"\/students\/\">Link text<\/a><\/li><li>\u00a0<\/li><\/ul>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"626\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-1145882183-1024x626.jpg\" alt=\"A financial data analysis graph. Selective focus. Horizontal composition with copy space.\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Research<\/h2>\t\t\n\t\t<p>Guided by directives from the Michigan legislature, MVLRI annually defines the focus areas for blended and online learning research. Our scope extends beyond state borders, encompassing national and international research to incorporate a global perspective.<\/p><p>Unbiased and comprehensive, our research disregards providers, ensuring that essential findings are spotlighted and applied within our local educational landscape.<\/p>\t\t\t\t\n\t\t\t<h5>MVLRI's dedication to evidence-based approaches ensures that educators have the support and knowledge needed to create optimal online learning environments for student success.<\/h5>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Recent Publications<\/h3>\t\t\n\t\t\t<h2>Innovation<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tStep into the future with our AI Laboratory, designed to provide insights into the impact of artificial intelligence on education.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tEngage in the Pitch Contest and EdTech Innovation Bootcamp, where you can craft tech-driven solutions for enhanced teaching and learning experiences.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tFor students, opportunities abound as they explore enrichment courses in e-sports, home economics, and more.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tJoin us as architects of positive change, shaping the future of education through innovation.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-964701210-1024x683.jpg\" alt=\"Young girl working on a robot design.\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"679\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-1478407211-1024x679.jpg\" alt=\"Woman using computer chatting with an intelligent artificial intelligence asks for the answers wants. A.I. Chat with AI or Artificial Intelligence technology. knowledge on the internet, e-learning,\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>AI laboratory<\/h3>\t\t\n\t\t<p>Explore the future of education with our AI Laboratory. As pioneers in tracking AI progression, we provide resources to support your exploration of how AI can transform the educational experience for both educators and students.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Pitch contest and innovation bootcamp<\/h3>\t\t\n\t\t<p>Are you passionate about improving teaching or learning through technology? Join our annual EdTech Innovation Bootcamp. We'll help you explore ideas, develop a business model, and take steps to make your vision a reality. No cost to attend, and Michigan educators can earn 20 SCECH credits.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">\n\t\t\t\t\t\t\t\t\t Start Innovating Now\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-1469940888-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-1250307252-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Consulting<\/h2>\t\t\n\t\t<p>Get hands-on support and guidance from a national bench of transformational leaders.<\/p><p>If you're a school leader with a vision but limited capacity, our team of expert practitioners with decades of lived experience in K-12 innovation is ready to work with you to make your vision for student learning a reality. Each consulting relationship is <strong>100% customized to your needs.<\/strong><\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/consulting\/\">\n\t\t\t\t\t\t\t\t\tConsult With Us\n\t\t\t\t\t<\/a>",
            "title": "The Institute",
            "excerpt": "Enhancing education through research, innovation, and consulting. Explore how the Institute supports students and educators in online and blended learning environments with cutting-edge resources and insights.",
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            "id": 84886,
            "path": "\/about\/news\/michigan-virtual-study-balances-the-risks-and-rewards-of-ai-integration-for-michigan-teachers\/",
            "author_id": 2,
            "timestamp": 1705946157,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2013\u00a0<\/strong>Education researcher Nikolas McGehee, PhD. with\u00a0<em>Michigan Virtual<\/em>\u00a0has recently completed a groundbreaking<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/balancing-the-risks-and-rewards-of-ai-integration-for-michigan-teachers\/\">\u00a0study about artificial intelligence<\/a>\u00a0(AI) technology\u2019s application within the classroom setting, with implications for how Michigan teachers can use AI to personalize learning for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>McGehee\u2019s study found that for educators, parents and students alike, AI technology can serve as a welcome tool to increase productivity, diversify learning approaches, and help adapt cutting-edge technology within classrooms.\u00a0<em>Michigan Virtual\u2019s<\/em><a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">\u00a0AI Lab<\/a>\u00a0has been training districts statewide on the responsible integration of AI for personalized learning and data analytics for student performance, teacher learning, and operations. AI\u2019s full potential and effectiveness, however, depends significantly on how the tools are used by teachers, feelings around the technology, and the extent to which educators leverage AI capabilities within the classroom.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cUnderstanding AI technology is a valuable skill for students that is only growing in its application beyond the classroom, so it\u2019s critical that educators are able to lean in and work with students to succeed in this space,\u201d said McGehee. \u201cWe recognize the need to understand how teachers are choosing to work with AI and where there are concerns \u2013 around privacy, job displacement, or any other barrier \u2013 so that we can strengthen our supports for educators to overcome these hurdles and ultimately, best support students in preparing for the future.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These tools have the potential to broadly enhance teaching and learning experiences, as well as promote equitable access to education. The research showed that students using AI-powered tools show significant increases in academic achievement and modest improvements in learning perceptions. While the study showed teachers\u2019 hesitations about learning outcomes based on AI technology, many students thrive with the additional supports.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"Michigan educators are actively engaged in understanding the potential of AI - the advantages and challenges - with the goal of ensuring we are best-preparing students to be as successful as possible in life beyond the classroom doors.\", said Jason Mellema, Superintendent of Ingham Intermediate School District. \u201cResearch and support from&nbsp;<em>Michigan Virtual\u2019s<\/em>&nbsp;AI Lab is vital to building cutting-edge AI expertise in our state to do just that.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The study also highlighted AI\u2019s role in reducing teaching workloads and enhancing information literacy, which leads to increased levels of professional development for educators. There was a direct correlation between teachers who were familiar and comfortable with AI technology and those who felt positively about it and were better able to integrate it into their classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Knowing that students and educators can succeed with additional AI support systems, it\u2019s critical that Michigan educators work to build comfort with AI technology and continue to integrate it into classrooms as the technology develops.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This research is the first to come from<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-establishing-research-laboratory-dedicated-to-exploring-ai-usage-in-k-12-education\/\"><em>\u00a0Michigan Virtual\u2019s<\/em>\u00a0new AI Lab<\/a>, part of the Michigan Virtual Learning Research Institute, which studies the effectiveness of online and hybrid learning models and provides training, and in some cases teachers, to support online learning programs in Michigan school districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To read Dr. McGehee\u2019s study, visit <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/balancing-the-risks-and-rewards-of-ai-integration-for-michigan-teachers\/\">michiganvirtual.org\/research\/publications\/balancing-the-risks-and-rewards-of-ai-integration-for-michigan-teachers<\/a>. To learn more about Michigan Virtual\u2019s AI Lab, visit\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">michiganvirtual.org\/resources\/ai<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual study balances the risks and rewards of AI Integration for Michigan Teachers\u00a0",
            "excerpt": "LANSING, Mich. \u2013\u00a0Education researcher Nikolas McGehee, PhD. with\u00a0Michigan Virtual\u00a0has recently completed a groundbreaking\u00a0study about artificial intelligence\u00a0(AI) technology\u2019s application within the classroom setting, with implications for how Michigan teachers can use AI to personalize learning for students. McGehee\u2019s study found that for educators, parents and students alike, AI technology can serve as a welcome tool to...",
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            "id": 84826,
            "path": "\/michigan-cares-outdated\/outreach\/",
            "author_id": 12,
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            "content": "<img width=\"893\" height=\"254\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/11\/Asset-2.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\thttps:\/\/www.youtube.com\/watch?v=pl6aMVIA2RY<h6><strong>Across the state, students are struggling with mental wellness\u2026heck, humans everywhere seem to have more social and emotional disarray than even a decade ago. <\/strong><\/h6><p><em>Michigan Virtual <\/em>has assembled a collection of resources to help you support students, educators, and even community members.\u00a0<\/p>\t\t\t\t\n\t\t\t\t\t<h3>\n\t\t\t\t\tReach Out\n\t\t\t\t<\/h3>\n\t\t<p><strong>Fill out the form below and our Michigan Cares Program Manager, Angela Shields, will reach out to you to share how we can support your community with many free resources.<\/strong><\/p>",
            "title": "Michigan Cares Outreach",
            "excerpt": "During times of crisis, our children need extra support to process their emotions. Our Michigan Cares Portal offers Michigan families free digital lessons that help children in grades 3-12 develop the skills required for social, emotional, and mental wellbeing.",
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            "path": "\/blog\/essentialism-in-the-age-of-genai\/",
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            "content": "<p>In the age of Generative AI (GenAI), Greg McKeown's book <a href=\"https:\/\/www.amazon.com\/Essentialism-Disciplined-Pursuit-Greg-McKeown\/dp\/0804137382\">Essentialism: The Disciplined Pursuit of Less<\/a> offers a valuable lens through which we can examine our use of these powerful technologies. Essentialism, at its core, is about making the most of our resources by focusing on what truly matters. In the context of GenAI, this translates to asking critical questions about two key dynamics: 1.) the environmental impact of GenAI use, and 2.) the real value of the tasks we delegate to AI systems.<\/p>\t\t\t\t\n\t\t\t\t\t<blockquote>\n\t\t\t<p>\n\t\t\t\t<b>\"Is the task that I'm performing with AI systems essential to bringing value?\"<\/b>\t\t\t<\/p>\n\t\t\t\t\t<\/blockquote>\n\t\t<p>The rise of GenAI, while offering immense potential for innovation and efficiency, also brings with it significant environmental costs. The AI for Education's document on \"<a href=\"https:\/\/www.aiforeducation.io\/ai-resources\/ais-impact-on-the-environment\">AI's Impact on the Environment<\/a>\" underscores this point, highlighting the substantial energy requirements of AI systems. Data centers, which are the backbone of AI operations, already account for a noteworthy percentage of global electricity usage. The training and operational phases of AI models, particularly those as complex as large language models, are energy-intensive.<\/p><p>This brings us to the essential question: \"Is the task that I'm performing with AI systems essential to bringing value?\" In the spirit of Essentialism, it's crucial to evaluate whether the use of GenAI in a particular context is justifiable, considering its environmental footprint. Not all tasks require the advanced capabilities of GenAI, and sometimes simpler, more energy-efficient solutions might suffice. The goal should be to harness the power of AI in scenarios where it can bring significant improvements or innovations, rather than using it as a default for every task. <\/p><p>The second question, \"How do we use GenAI for the right things and not just as a way to perpetuate poor processes and systems?\" is equally vital. It challenges us to rethink our existing processes and systems critically. Are we using GenAI to genuinely innovate and solve complex problems, or are we merely automating existing inefficiencies? Essentialism encourages us to strip away the non-essential, to focus on what truly adds value. In the context of GenAI, this means deploying these technologies in ways that lead to meaningful advancements and improvements, rather than in ways that merely uphold the status quo. Let\u2019s use GenAI to explore the MACUL\/Michigan Virtual\u2019s December\u2019s AI Summit opening presenter <a href=\"https:\/\/www.youtube.com\/watch?v=F1D2sKPJ5-U\">Dan Fitzpatrick\u2019s Box 3<\/a> thinking, not perpetuate poor Box 1 behaviors.<\/p>\t\t\t\t\n\t\thttps:\/\/www.youtube.com\/watch?v=F1D2sKPJ5-U\t\t\t\t\n\t\t<p>As we navigate the complexities of GenAI, McKeown's Essentialism provides a guiding framework. By focusing on what is truly essential in learning, questioning the value and impact of our AI-driven tasks when creating new opportunities for students, and striving for sustainable practices in education, we can ensure that the use of GenAI aligns with our broader goals of innovation, efficiency, and environmental responsibility as a society.<\/p>",
            "title": "Essentialism in the Age of GenAI",
            "excerpt": "The rise of GenAI, while offering immense potential for innovation and efficiency, also brings with it significant environmental costs.",
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            "id": 84599,
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            "author_id": 84,
            "timestamp": 1704317568,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Current-Day Examples of Student AI Use<\/h1>\t\t\n\t\t<p>A chart illustrating diverse scenarios where students leverage AI tools as accelerators, assistants, or crutches, emphasizing the varied roles AI plays in supporting independent learning, language acquisition, subject comprehension, and study habits.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/12\/Student-AI-Use-Web-Final.pdf\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tDownload Chart\n\t\t\t\t\t<\/a>\n\t\t\t<h4>Students Can't Do Learning Task<\/h4>\t\t\n\t\t\t<h4>Students Can Do Learning Task <br>With Supports<\/h4>\t\t\n\t\t\t<h4>Students Can Do Learning Task <br>On Their Own<\/h4>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Accelerator\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tA student uses AI tools to advance their work with a coding or programming project, working closely with an educator to strengthen their independent learning skills.\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Educators may need to monitor learning while providing students with highly structured support when they use AI tools to foster critical thinking and problem-solving skills.<\/em>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Accelerator\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tA student utilizes a lesson crafted by an educator that integrates AI research tools for collecting data, analyzing discoveries, and publishing their findings.\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Educators may need to create learning activities and assessments that include curated AI tools for students.<\/em>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Accelerator\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tA student acquires and independently uses AI-guided directions to design a science experiment.\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Similar to independent study classes, educators will need to guide students to utilize higher-level thinking skills as they extend their learning in responsible ways with AI.<\/em>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Assistant\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tAn ELL student relies on an educator for guidance and support using AI tools that provide pronunciation feedback, vocabulary practice, and conversation simulations.\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Educators may need to become familiar with AI tools that best assist students with remedial needs and provide oversight on appropriate use.\n<\/em>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Assistant\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tA student is taught how to use grammar and spell-check tools to improve their writing skills.\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Educators may need ongoing professional development to stay informed about various AI tools and their educational applications.<\/em>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Assistant\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tA student uses language translation tools to collaborate with international peers who speak different languages.\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Educators may need to choose AI resources that align with learning activities, enabling students to advance more efficiently while fostering independent learning skills.<\/em>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Crutch\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tA student not well-versed in a subject turns to AI to complete a writing assignment.\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Besides teaching AI ethics, educators may need to expand efforts to cultivate an atmosphere where students feel empowered to seek instructor assistance<\/em>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Crutch\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tA student relies heavily on AI-generated study notes to prepare for an assessment without guidance or direction from educators.  \t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Besides teaching AI ethics, educators may need to coach students on the drawbacks of bypassing human assistance and excessively relying on AI for support.<\/em>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t\tAI Crutch\t\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\tA student prone to procrastination chooses to quickly finish a project using AI rather than putting in the required effort.\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tImplications for Educators\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t<em>Besides teaching AI ethics, educators may consider incorporating project-based learning into assignments, encouraging students to showcase their understanding through real-world applications.<\/em>\t\t\t\t\t\t\n\t\t<p>NOTE: This simple framework assesses students' proficiency in accomplishing learning tasks. It provides illustrations for three current-day potential utilization categories, outlining how students might employ AI as a \"crutch,\" an \"assistant,\" or an \"accelerator.\" Educators should recognize the potential for fluid movement between categories rather than remaining static for each student over time. The framework is designed to aid in identifying the need for potential intervention strategies to foster responsible AI usage among students.<\/p>\t\t\t\t\n\t\t\t<h2>Want to see AI in action? Learn more about our professional development courses, workshops, and events.<\/h2>\t\t\n\t\t<p>Fill out the form below and one of our representatives will get back to you as soon as possible!<\/p>",
            "title": "Current-Day Examples of Student AI Use",
            "excerpt": "Explore how students use AI as accelerators, assistants, and crutches in diverse learning scenarios. This chart highlights AI's role in enhancing independent learning, language skills, and study habits across subjects.",
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            "id": 84219,
            "path": "\/resources\/ai\/resource-bank\/",
            "author_id": 84,
            "timestamp": 1704211604,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>AI Examples &amp; Resources<\/h1>\t\t\n\t\t<p>Navigating AI in education can be daunting, but we're here to help. Our resources, including sample videos, demonstrate the vital role of human interaction in using AI for problem-solving and planning. Let us guide you in exploring tools and approaches that will transform the educational landscape.<\/p>\t\t\t\t\n\t\t\t<h3>Process of AI Integration<\/h3>\t\t\n\t\t<p>Discover the steps involved in integrating AI into educational settings. Our slideshow provides a visual guide to the AI integration process.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tInitiate<ul>\n<li>Hold awareness sessions<\/li>\n<li>Form an advisory team<\/li>\n<li>Develop policies and guidelines<\/li>\n<\/li>Explore tools<\/li>\n<\/ul>Build<ul>\n<li>Provide professional development<\/li>\n<li>Refine guidelines with broad input<\/li>\n<li>Adapt assessment strategies<\/li>\n<\/ul>Engage<ul>\n<li>Begin AI literacy efforts in classrooms<\/li>\n<li>Share &amp; implement guidelines with students and families<\/li>\n<li>Provide ongoing training<\/li>\n<\/ul>Evaluate<ul>\n<li>Identify &amp; share promising practices<\/li>\n<li>Update policies &amp; guidelines as needed<\/li>\n<li>Monitor adoption of tools &amp; strategies<\/li>\n<\/ul>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tPrevious slide\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tNext slide\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Copy-of-Stages-of-AI-Integration-1.pdf\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload Integration Chart\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Print Resources<\/h3>\t\t\n\t\t<p>Access a comprehensive collection of print resources that provide insights and guidance on AI in education.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/19kb7hssRYBCpGthCV5zz_4ziztD_aQLxOYiLaKHZTqM\/mobilepresent?slide=id.g2717ea55f5e_0_12\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCo-Intelligence Book Study\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tExplore the Co-Intelligence Book Study deck, which guides you through the key concepts of the book with reflections and discussion points. This resource offers an interactive approach to engage with the material, making it ideal for group discussions or individual study.\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/k12guidance\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSample Guidance on Staff Use of Generative AI for K-12 School Districts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tWhile many districts work toward appropriate policy language on AI use, this resource, endorsed by the AI Statewide Workgroup, outlines guidelines and recommendations with specific consideration for the safety and productivity of K-12 schools.\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/www.digitallearningcollab.com\/blog\/2023\/8\/17\/how-ai-tools-are-impacting-digital-learning\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tHow AI Tools are Impacting Digital Learning\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tAn article exploring AI's impact on digital learning tools and the challenges educators face, offering insights into the evolving landscape of AI in education.\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/16NypKobz0I9eV2rSU8lh4GGJW0vZI6Wy72thkw78Mmg\/edit#gid=0\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMichigan Virtual's AI Resource Bank\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tAn Excel spreadsheet providing an extensive list of curated resources encompassing the latest advancements, tools, and applications in artificial intelligence for educators and schools.\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/student-use\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCurrent-Day Examples of Student AI Use\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tA chart illustrating diverse scenarios where students leverage AI tools as accelerators, assistants, or crutches, emphasizing the varied roles AI plays in supporting independent learning, language acquisition, subject comprehension, and study habits.\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/balancing-the-risks-and-rewards-of-ai-integration-for-michigan-teachers\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tBacked by Research: Michigan Educators' AI Integration Study\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tNikolas McGehee's study on Michigan educators' perspectives and usage of AI in education, offering insights crucial for shaping the future integration of AI solutions in educational settings.\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/educator-ai-support\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEducator AI Support and Implications\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tA comprehensive chart illustrating diverse educator roles, alongside the potential support AI offers within each domain. Explore how AI technologies are shaping the future of education and the implications for educators in adapting to these advancements.\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h3>AI Video Library<\/h3>\t\t\n\t\t<p>Discover the potential of AI through our curated video content. Watch demonstrations and tutorials showcasing AI applications in education.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/ai-video-library\/\">\n\t\t\t\t\t\t\t\t\tView Full Video Library\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/OWc9az-hDRs?feature=sharedhttps:\/\/youtu.be\/EPutFLoAHRo?feature=shared\t\t\t\t\n\t\t\t<h3>In the AI Spotlight: Latest Insights<\/h3>\t\t\n\t\t\t<h2>Want to see AI in action? Learn more about our professional development courses, workshops, and events.<\/h2>\t\t\n\t\t<p>Fill out the form below and one of our representatives will get back to you as soon as possible!<\/p>\t\t\t\t\n\t\t\t<a href=\"#\">\n\t\t\t\t\t\t\t\t\tClick here\n\t\t\t\t\t<\/a>",
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            "path": "\/blog\/highlights-from-the-2023-ai-summit\/",
            "author_id": 58,
            "timestamp": 1703182029,
            "content": "<p>The topic of AI is one of the most discussed in education in recent memory, so perhaps it\u2019s no surprise that the 2023 AI Summit, hosted by <em>Michigan Virtual<\/em> and MACUL on the campus of Michigan State University, was at a sold out capacity. Attendees included teachers, technology coaches and directors, building and central administrators, and other leaders from across Michigan trying to stay up to date on this rapidly advancing field and develop positive approaches to AI implementation in their own settings.<\/p>\t\t\t\t\n\t\t<h2>The Edge of Innovation: Dan Fitzpatrick's Opening<\/h2><p>The day started with an anchor presentation from Dan Fitzpatrick, aka the <a href=\"https:\/\/theaieducator.io\/\">AI\u00a0Educator<\/a>, who informed us he\u2019d been tasked with taking us to \u201cthe edge of the cliff\u201d, then bringing us back to reflect. He gave examples of some of the impressive capabilities of AI tools currently on the market, as well as ones that seemed from a sci-fi future, and asked us to predict the unpredictable: what sorts of disruptions might education and society face as machines become more and more capable? In order to prepare for such a future, he argued, educators need to move from \u201cBox 1\u201d innovations, tweaking for efficiency at the margins, to \u201cBox 3\u201d thinking: totally overhauling the purpose and processes that underpin system itself. His message was met with a lot of enthusiasm from the attendees who seemed acutely aware of the need for change in such a rapidly shifting technology landscape.<\/p><h2>Human-Centric Innovation: Dr. Sabba Quidwai's Vision for Education<\/h2><p>The second anchor presentation came from\u00a0<a href=\"https:\/\/designingschools.org\/\">Dr. Sabba Quidwai<\/a>, a former education executive at Apple who now works with schools to bring a learner-centered design approach that serves students holistically and harnesses the power of technology to help them achieve their goals. She noted that her work has always incorporated the elements of design thinking, which has become even more important as AI technologies have improved, because design thinking keeps the focus on the human experience and determining how best to improve it, not centering the technology itself. Her message definitely resonated with attendees who were excited about the benefits that AI technology might bring but understand the real, enduring value that humans bring to the processes of teaching and learning.<\/p>\t\t\t\t\n\t\t\t<h2>Revolutionizing Education: Sal Khan's Insights on AI-Personalized Learning<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"2560\" height=\"1920\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/12\/IMG_9439-scaled.jpeg\" alt=\"Justin Bruno and Sal Khan speaking to an audience at the AI Summit.\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>Our third anchor presentation was a \u201cfireside chat\u201d with Sal Khan, founder of <a href=\"https:\/\/www.khanacademy.org\/\">Khan Academy<\/a>, about how he and his organization are embracing AI to personalize learning. I was grateful to be able facilitate such a rich discussion with him about both the positive impacts they\u2019re seeing in piloting their Khanmigo chatbot tool, as well as the challenges they\u2019ve faced that led them to build more supports and features to help teachers and students. We even hypothesized about what technology might afford us in 5 or 10 years, where AI tools might be able to create very personalized learning experiences by generating all new videos or other content for students in a matter of seconds. He was also transparent about the need for resources to develop and implement these systems in ways that don\u2019t widen the access gap and for strategies to avoid inequitable access.<\/p><h2>Dr. Punya Mishra's Journey and the \"Possibility Engine\" of AI in Education<\/h2><p>Our last anchor session of the day was delivered by Dr. Punya Mishra, Associate Dean of Scholarship &amp; Innovation and Professor at Arizona State University. Dr. Mishra\u2019s <a href=\"https:\/\/punyamishra.com\/2023\/12\/16\/keynote-presentation-ai-in-education-summit\/\">session<\/a> was a personal reflection on technology\u2019s major impact on his own life and an exploration of how technology had allowed him to see the \u201cadjacent possible\u201d opportunities to create, design, and build a life of his own that aligned to his interests and passions. He suggests that we can think of AI as a \"possibility engine\" that can help us to reimagine education in new ways while being mindful of the need for human educators to create learning experiences that aren\u2019t formulaic or predictable.<\/p>\t\t\t\t\n\t\t\t<h2>Empowering Change: Breakout Sessions and Collaborative Action<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"768\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/12\/IMG_9437-1024x768.jpeg\" alt=\"AI Strategist, Justin Bruno, speaking at an anchor session to a group of people.\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>In addition to our anchor sessions, we had a variety of breakout sessions that went deeper into topics including classroom and assessment practices, discussions on ethics, and practical strategies for school and district administrators begin the process of intentional AI integration in their own schools. There was also a block of time dedicated for attendees to gather in regional PLNs based on their geographic location and dive into what actionable next steps might look like where they work. Overall, the day was characterized by cautious optimism, real excitement for change in our education practices, and a sense of urgency to act quickly in order to keep up with the rapid pace of technological breakthroughs. We at <em>Michigan Virtual<\/em> are honored to be able to facilitate these discussion and help educators where possible as we all navigate the future together.<\/p>",
            "title": "Highlights from the 2023 AI Summit",
            "excerpt": "The 2023 AI Summit at Michigan State University explored the impact of AI on education, featuring presentations urging innovative thinking, emphasizing learner-centered design, and discussing personalization with AI. Attendees expressed optimism for positive change in education practices, recognizing the urgency to adapt to rapid technological advancements.",
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            "id": 84110,
            "path": "\/resources\/ai\/pd\/",
            "author_id": 84,
            "timestamp": 1702993742,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Professional Learning Courses on AI<\/h1>\t\t\n\t\t<p>Our dynamic professional learning programs explore innovative approaches to reshaping classroom dynamics using state-of-the-art AI technologies. Whether you're a seasoned educator or just beginning your AI exploration, our courses are designed to empower you, ensuring you can seamlessly integrate the formidable capabilities of AI into your teaching toolkit. Step into the future of education with us!<\/p>\t\t\t\t\n\t\t\t<h2>ChatGPT-Focused Courses<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tDescribe the key features and functionality of ChatGPT and the technology that powers it.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tIdentify ChatGPT\u2019s current capabilities and limitations as a tool for K-12 educators.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tReflect on ways that ChatGPT and other AI tools may impact your own practice.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExperiment with ChatGPT to create something that may be useful in your educational setting.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>This course provides an overview of ChatGPT, the tool that is currently re-shaping educational practices across the world.<\/p><p><strong>In this course, you will<\/strong>:<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=851&#038;_gl=1*14r5kew*_gcl_au*MTk4MzA0ODMzNC4xNzIzNDY2MTEx*_ga*MTgyMzA0MjkwMS4xNjk5OTY3NTI2*_ga_VG58GV15BV*MTcyNTg4ODYxMS4zOTMuMS4xNzI1ODkxMzQ5LjU5LjAuMA..\">\n\t\t\t\t\t\t\t\t\tRegister\n\t\t\t\t\t<\/a>\n\t\t\t<h2>ChatGPT for Educators: An Introduction<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"640\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/02\/851-1024x640.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tAnalyze the potential benefits and risks of using AI language models in academic writing\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tConsider guidelines and policies for the ethical and responsible use of AI tools in academic settings\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tIdentify effective strategies for monitoring AI usage, detecting academic dishonesty, and ensuring compliance with established policies\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Gain a deeper understanding of the opportunities and challenges presented by AI in the academic context, and be better prepared to navigate the evolving landscape of academic integrity and make informed decisions about the ethical use of AI technologies in your teaching practice.<\/p><p><strong>In this course, you will<\/strong>:<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=1052&#038;_gl=1*d56jo1*_gcl_au*MTE0MDcxMTA3My4xNzI4NDk5NTMx*_ga*MTkyMDgyODAwLjE3MjA2OTk0Nzg.*_ga_VG58GV15BV*MTcyODU2NzA4Ny45OC4xLjE3Mjg1Njg0NzAuMTcuMC4w\">\n\t\t\t\t\t\t\t\t\tRegister\n\t\t\t\t\t<\/a>\n\t\t\t<h2>MV Skills Sprint: AI and Academic Integrity<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"600\" height=\"380\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/1045.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tFamiliarize yourself with AI and get started using ChatGPT\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tSave time on lesson planning and administrative tasks\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tCreate engaging, personalized learning experiences for your students\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tGain access to a Prompt Library, a curated resource developed specifically for educators\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>In this course, we will explore the basics of AI, how to effectively and ethically implement AI in your practice, and how to start training students to start using AI to support their learning.\u00a0<\/p><p><strong>In this course, you will<\/strong>:<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=978&#038;_gl=1*9dfnl8*_gcl_au*MTE0MDcxMTA3My4xNzI4NDk5NTMx*_ga*MTkyMDgyODAwLjE3MjA2OTk0Nzg.*_ga_VG58GV15BV*MTcyODU2NzA4Ny45OC4xLjE3Mjg1Njk0NzAuMzcuMC4w\">\n\t\t\t\t\t\t\t\t\tRegister\n\t\t\t\t\t<\/a>\n\t\t\t<h2>DLN: An Essential Guide to AI for Educators<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"505\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/iStock-1765331658-1024x505.jpg\" alt=\"Aerial view of a forest with mist, centering on a glowing &#039;AI&#039; platform, symbolizing the ecological implications of advancing artificial intelligence.\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>ChatGPT is quickly transforming the way we think about education and learning. This course will teach you how to harness the power of ChatGPT to revolutionize student learning. You will embark on an exciting journey as you explore the potential of ChatGPT in your classroom. The course includes a wealth of resources and examples to help you use ChatGPT to personalize curriculum and assessments for your students, explore the ethical implications of AI-generated output being prominently used in the learning process, and design activities and rubrics with student use of ChatGPT in mind.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=942&#038;_gl=1*9clmke*_gcl_au*MTE0MDcxMTA3My4xNzI4NDk5NTMx*_ga*MTkyMDgyODAwLjE3MjA2OTk0Nzg.*_ga_VG58GV15BV*MTcyODU3MTg1Ni45OS4xLjE3Mjg1NzE4OTkuMTcuMC4w\">\n\t\t\t\t\t\t\t\t\tRegister\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Rethinking Classroom Practices with ChatGPT<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"506\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/08\/942-1024x506.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\tMichigan Virtual\u2019s Learning and Research Institute has been tracking the progression of AI for years and now we\u2019re supporting schools in this inevitable technology.\t\t\n\t\t\t<h2>Want to see AI in action? Learn more about our professional development courses, workshops, and events.<\/h2>\t\t\n\t\t<p>Fill out the form below and one of our representatives will get back to you as soon as possible!<\/p>",
            "title": "AI Professional Learning",
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            "id": 84023,
            "path": "\/blog\/elevate-school-breaks-a-parents-guide-to-inspiring-learning-at-home\/",
            "author_id": 84,
            "timestamp": 1702388825,
            "content": "<p><!-- wp:paragraph --><\/p>\n<p>Ah, the blissful pause button of a school break\u2014a magical interlude in your child's routine. It's not just a time for relaxation; it's an opportunity to infuse enrichment into their days. I understand the challenge of sparking your child's enthusiasm for education, and that's why I'm here\u2014to share insights and real-world examples that can transform your school breaks into cherished family moments.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Now, let's make this journey even more exciting by getting to know what your kid loves and blending in some real-life experiences. Think of it like creating a laid-back menu of things to explore right at home, making learning feel less like a lesson and more like an exciting adventure. So, without further ado, let's jump into some hands-on activities that will capture your kid's imagination.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><strong>Science Experiments and STEM Activities<\/strong><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>Picture this: a classroom erupting excitedly as we made a balloon inflate using only water, sugar, and yeast. You can recreate this magical experience at home, utilizing items you might already have. Check out <a href=\"https:\/\/www.science4us.com\/elementary-science-projects\/balloon-lift-off-first-grade\/\">the guide I used<\/a> during my second-grade teaching days to replicate this captivating experiment with your child.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>For older students with a passion for STEM, <a href=\"https:\/\/argoprep.com\/blog\/k8\/20-middle-school-science-experiments-to-try-at-home-today\/\">ArgoPrep\u2019s blog<\/a> offers a treasure trove of engaging home science experiments. Whether it\u2019s crafting edible rock cycles or building a solar oven, these activities go beyond mere entertainment, sparking a genuine interest in the wonders of science.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><strong>Virtual Museum Tours and Cultural Exploration<\/strong><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>Transport your child to museums and historical wonders without leaving the house. Immerse them in the rich tapestry of art, history, and culture through virtual tours. <a href=\"https:\/\/www.michigan.org\/article\/virtual-discoveries-museums-across-michigan\">Start with Michigan's offerings<\/a>, delving into art, history, science, and culture, connecting your child with the state's diverse heritage. My personal favorite museum experience is the Louvre. Save on the airfare and <a href=\"https:\/\/louvrekids.louvre.fr\/\">explore stories and seasonal tales from Paris<\/a> designed just for kids.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><strong>Nature Exploration and Outdoor Scavenger Hunts<\/strong><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>Venture outdoors, bundle up, and set off on a nature expedition or a laid-back scavenger hunt. Encourage your little explorer to take in the sights and sounds of the natural world, spotting different plants, animals, and geological wonders. Not only do these activities get the blood pumping with physical movement, but they also plant the seeds of awe and gratitude for the environment.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>If you're up for a day trip, explore your city or state's tourism website for a list of free, family-friendly activities near you. In Michigan, for instance, there's <a href=\"https:\/\/www.michigan.org\/article\/trip-idea\/family-friendly-outdoor-activities-michigan\">a curated collection of options<\/a>, including scenic drives, garden walks, and zoo visits. If these aren't readily available, craft your own adventure by creating a scavenger hunt in your neighborhood or a local park using items you have on hand. The goal? Making every outdoor moment a delightful learning experience for your child.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><strong>Language Learning and Storytelling<\/strong><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>Boost your child's language skills by encouraging storytelling adventures. Set up a snug reading nook at home, and consider exploring your local library \u2013 <a href=\"https:\/\/help.libbyapp.com\/en-us\/6103.htm\">Libby is my trusted go-to<\/a> for quick access to e-books, making reading a breeze.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>If you're in Michigan, discovering a local library is a snap with the <a href=\"https:\/\/librarytechnology.org\/libraries\/public.pl?State=Michigan\">Directory of Public Libraries<\/a>. Most libraries let you sign up for a library card from the comfort of your home if you don't have one yet. To add an extra sprinkle of creativity, engage in storytelling with homemade puppets, immersing yourself in the enchanting world of your child's imagination. After all, there's nothing like sharing the joy of stories together.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><strong>Virtual Classes and Workshops<\/strong><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>Undertake virtual learning adventures with <a href=\"https:\/\/enrichment.michiganvirtual.org\/\">online classes and workshops<\/a>. From arts and crafts to music and cooking, these interactive sessions open doors to new skills in a virtual community.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Consider exploring the wealth of creativity in online art classes offered by local instructors or organizations. Alternatively, delve into <a href=\"https:\/\/tinychefs.com\/\">virtual cooking workshops<\/a> where your child can learn to whip up simple yet delightful recipes.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><strong>Coding and Computer Programming<\/strong><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>What is cooler than the exciting realm of coding? Introduce your child to platforms like <a href=\"https:\/\/scratch.mit.edu\/\">Scratch<\/a>, which are specifically designed for kids and moderated by MIT. It's not just free but also available in over 70 languages, making it accessible to budding coders aged 8-16. For those seeking a more structured journey, check out <a href=\"https:\/\/www.wizkidlearning.com\/michiganvirtual\">WizKid<\/a>, where coding, game design, and creative technology programs await. From crafting simple games to grasping fundamental programming concepts, these activities serve as the building blocks for honing valuable digital skills. It's not just coding; it's a digital adventure waiting to unfold.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><strong>Brain Teasers and Puzzles<\/strong><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>Let's engage those critical thinking skills by immersing your child in brain teasers, puzzles, and riddles. Customize these mind-bending activities to match your child's age, adding a bit more complexity as they rise to the challenge. Explore apps or printable resources to keep their cognitive gears turning.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>For example, consider trying out <a href=\"https:\/\/www.sudokuonline.io\/kids\">Sudoku puzzles<\/a>, starting with easier ones and progressing to more challenging grids, as your child gains confidence. Alternatively, explore brain teaser books at your local library, selecting puzzles that align with your child's age and interests. The key is to make it a fun and evolving journey for their cognitive exploration.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><strong>Creative Arts and Crafts<\/strong><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>Unleash your child's artistic flair with painting, drawing, and DIY crafts. Offer a variety of materials to encourage exploration across different mediums, not only enhancing fine motor skills but also providing a delightful outlet for self-expression.<br \/>Consider setting up a creative corner at home with watercolor paints, colored pencils, and sketchbooks. You could also embark on a fun DIY project together, like <a href=\"https:\/\/www.momjunction.com\/articles\/simple-card-making-ideas-for-kids_00350393\/\">making personalized greeting cards<\/a> using recycled materials.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:coblocks\/dynamic-separator {\"className\":\"is-style-line\"} --><\/p>\n<hr style=\"height: 50px\" \/>\n<p><!-- \/wp:coblocks\/dynamic-separator --><!-- wp:paragraph --><\/p>\n<p>In the end, think of these suggestions as pathways to not just a delightful school break but a holistic journey of growth for your child. By finding that sweet spot between structured learning and boundless creativity, we're crafting an enriching experience tailored to your child's unique interests. Here's to making this school break truly unforgettable, filled with moments that spark curiosity, ignite passion, and pave the way for a lifelong love of learning!<\/p>\n<p>\u00a0<\/p>\n<p><!-- \/wp:paragraph --><\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tWant to learn more about our enrichment microcourses?\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tOur learning experiences are designed to be interactive, fun, and tailored to suit various interests among students.\t\t\t\t\t\n\t\t\t\t\t\tExplore Learning Experiences\t\t\t\t\t\n\t\t\t\t\t\t<\/a>",
            "title": "Elevate School Breaks: A Parent's Guide to Inspiring Learning at Home",
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        {
            "id": 83952,
            "path": "\/blog\/ai-learning-and-performance\/",
            "author_id": 58,
            "timestamp": 1701977314,
            "content": "<p><!-- wp:paragraph --><\/p>\n<p>The big, knotty question that everyone in education seems to be grappling with is whether the advancement and adoption of generative AI is going to be a net benefit for learning. Proponents claim that it will provide more opportunities for personalization via teachers\u2019 use to differentiate instruction or through students interacting with tutoring applications. Detractors claim that students will simply use these tools as a crutch or a shortcut to bypass the process of learning. I think both of these will be true, which requires those of us in education to take a very nuanced approach and identify when and how the use of AI technology can be implemented appropriately to benefit learning. One potentially helpful framing for developing such an approach is to distinguish the discreet concepts of <em>learning<\/em> and <em>performance<\/em>.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>At a conference where I was recently presenting, I showed some findings from one of the few early studies on how the use of AI tools is having an impact in a controlled setting. <a href=\"https:\/\/www.oneusefulthing.org\/p\/centaurs-and-cyborgs-on-the-jagged\">The study<\/a>, authored by a team across the institutions of Harvard, MIT, University of Pennsylvania, and the Boston Consulting Group, found that professional consultants who used AI tools performed more tasks and at a higher level of performance across every measure during the study's timeframe.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:image {\"sizeSlug\":\"large\"} --><\/p>\n<figure><img src=\"https:\/\/substackcdn.com\/image\/fetch\/w_1456,c_limit,f_webp,q_auto:good,fl_progressive:steep\/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F1d0dcea1-a78d-49f6-8410-c356f71aa535_1756x1120.png\" alt=\"Graph showing the distribution of output quality across all the tasks. The blue group did not use AI, the green and red groups used AI, the red group got some additional training on how to use AI.\" width=\"1456\" height=\"929\" \/><\/figure>\n<p><!-- \/wp:image --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Additionally, those consultants who were considered to be in the bottom half of performers at the time of the experiment saw a significantly larger jump in performance with the use of AI tools than those in the bottom half.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:image {\"sizeSlug\":\"large\"} --><\/p>\n<figure><img src=\"https:\/\/substackcdn.com\/image\/fetch\/w_1456,c_limit,f_webp,q_auto:good,fl_progressive:steep\/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2F970b3354-1bac-4146-a92f-57f65440f872_1228x610.png\" alt=\"Graph showing that using AI is a skill leveler. The bottom-half of participants had the largest increase in skills with AI use at an increased 43%. Top-skilled participants still saw growth at 17% but lower in comparison to those that scored worse. \" width=\"1228\" height=\"610\" \/><\/figure>\n<p><!-- \/wp:image --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Taken together, these findings suggest that the use of AI tools might be both a productivity enhancer and a skill leveler.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:pullquote --><\/p>\n<figure>\n<blockquote>\n<p><b>\"Is that good for <em>learning<\/em>?\"<\/b><\/p>\n<\/blockquote>\n<\/figure>\n<p><!-- \/wp:pullquote --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>When I explained these findings, an attendee at the conference asked what seems like a very simple question: \u201cIs that good?\u201d At first glance, the answer seems obvious; employees benefited, the firm benefited, and those employees who may have previously struggled with certain tasks found themselves more easily able to keep pace with top performers. But I think the larger question, and the one the session participant was really asking, is, \u201cIs that good for <em>learning<\/em>?\u201d<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Cognitive psychologist Robert Bjork has attempted to untangle the two concepts of learning and performance, defining <strong>learning<\/strong> as \u201crelatively permanent changes in behavior or knowledge that support long-term retention and transfer,\u201d while <strong>performance<\/strong> \u201crefers to the temporary fluctuations in behavior or knowledge that can be observed and measured during or immediately after the acquisition process.\u201d (<a href=\"https:\/\/bjorklab.psych.ucla.edu\/wp-content\/uploads\/sites\/13\/2016\/11\/soderstorm_ra_learningvsperformance.pdf\">Soderstrom &amp; Bjork, 2015<\/a>). In school settings, designing and implementing assessments that measure both learning and performance are important but complex and difficult to achieve. Extrapolating from the study of consultants\u2019 work, it seems intuitive that giving students access to AI tools will help them achieve more and higher quality performance of tasks, but the question remains of whether it will facilitate true learning. If AI tools are more suited for enhancing performance by design, it\u2019s possible that standardized tests and other forms of high-stakes assessments, where students are restricted from using AI technology, will become even more important in the process of measuring learning.<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>While we don\u2019t yet have a body of research to lean on when it comes to AI use for learning, there are a few strategies that educators can employ to increase the probability of deeper learning rather than simply increased performance:<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:list {\"ordered\":true} --><\/p>\n<ol>\n<li style=\"list-style-type: none\">\n<ol><!-- wp:list-item --><\/ol>\n<\/li>\n<\/ol>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li><strong>Intentionally design assessments for learning.<br \/><\/strong> Focus on retention and transfer over longer stretches of time, dive deeper into understanding and metacognition, emphasize the application of knowledge and skills in new or broader contexts, and use assessments to measure growth and development over time.<\/li>\n<li><strong>Provide guidance on what AI tools to use. <br \/><\/strong>Where possible, employ AI tools that are specifically designed to facilitate the process of learning rather than the execution of tasks. We are still in the early stages of having access to these tools, and the jury is still out on their impact, but some that have been getting attention include <a href=\"https:\/\/www.khanacademy.org\/khan-labs\">Khanmigo<\/a>, <a href=\"https:\/\/www.flintk12.com\/\">Flint<\/a>, and <a href=\"https:\/\/bloombot.ai\/\">Bloom<\/a>. ChatGPT\u2019s ability to create <a href=\"https:\/\/openai.com\/blog\/introducing-gpts\">custom GPTs<\/a> also holds some promise in this area, and <a href=\"https:\/\/www.commonsensemedia.org\/ai\">Common Sense Media<\/a> is in the early stages of reviewing tools for educational use as well.<\/li>\n<li><strong>Have students critically analyze AI output.<\/strong> <br \/>When students use AI tools for certain portions of their assignments, have them engage critically with the output of the AI, without AI\u2019s assistance, to promote more authentic understanding of concepts and knowledge.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Ultimately, the entire education community will need to test and experiment with AI tools to gain a better understanding of their impact on learning rather than just performance. We will need to take an iterative, collaborative, and intentional approach to identify what is working, and what isn\u2019t, and communicate our findings to move forward together as a field.<\/p>\n<p><!-- \/wp:paragraph --><\/p>",
            "title": "AI, Learning, and Performance",
            "excerpt": "Unveiling the impact of AI in education, proponents tout personalized learning, while critics caution against possible dependencies.",
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            "path": "\/research\/publications\/balancing-the-risks-and-rewards-of-ai-integration-for-michigan-teachers\/",
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            "timestamp": 1701804561,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Artificial Intelligence (AI) has emerged as a transformative force in various sectors, and education is no exception. With the integration of AI-driven tools and technologies into classrooms, the educational landscape is undergoing a significant paradigm shift. Educators, as pivotal stakeholders in this evolution, play a crucial role in shaping the future of education through their perceptions and utilization of AI. This study seeks to delve into the intricate world of educators' perceptions and usage habits with AI in educational settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>AI applications in education encompass a broad spectrum, from intelligent tutoring systems and automated grading tools to personalized learning platforms and data analytics for student performance assessment (Chen, Chen, and Lin, 2020). These innovations have the potential to enhance teaching and learning experiences, optimize administrative processes, and promote equitable access to education (Baidoo-Anu &amp; Ansah, 2023). However, their effectiveness and impact depend significantly on how educators perceive AI's role in education and the extent to which they incorporate AI technologies into their teaching practices (Alam, 2021; Celik, 2023; Fitiria, 2021).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Understanding the viewpoints of educators regarding AI in education is essential as it can inform the design of AI solutions that cater to their needs and preferences. Furthermore, it sheds light on the barriers and challenges educators face when adopting AI technologies, such as concerns about job displacement, privacy issues, and areas for professional development.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Significance of the Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The significance of this study resides in its potential to unveil the intricate interplay between educators and artificial intelligence (AI), a dynamic that stands poised to reshape the educational landscape. This research is particularly important due to the recognition that educators' perspectives are central, as their acceptance and integration of AI tools will inevitably influence the integration of these technologies into educational settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Foremost, this investigation promises to enrich the ongoing scholarly discourse surrounding AI's role in education by providing valuable insights into educators' viewpoints. Through an exploration of their usage habits and attitudes, this study seeks to uncover whether educators perceive AI as a valuable complement to their teaching methodologies or as a potential disruptor of their profession. These nuanced understandings can serve as guiding beacons for policymakers, curriculum developers, and technology providers, enabling them to tailor AI solutions that harmonize with the diverse needs and preferences of educators in various educational contexts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moreover, the findings of this study carry practical implications, particularly in the domain of teacher training and professional development programs. If educators express reservations or misconceptions regarding AI, this research can pave the way for targeted training initiatives aimed at bridging knowledge gaps and instilling confidence in the effective use of AI tools. Conversely, if educators exhibit enthusiasm for AI, training programs can harness this enthusiasm to enhance the quality and impact of their teaching practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On a broader scale, the outcomes of this study can provide valuable guidance to educational institutions regarding the optimal integration of AI solutions. This guidance can address concerns related to data privacy, equity, and the effectiveness of AI-driven pedagogical approaches. Ultimately, the overarching objective is to facilitate the seamless integration of AI into education, ensuring that it serves as a positive transformative force benefiting both educators and learners alike.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although the field of research on educators' perceptions of AI in education is still emerging, several studies have initiated the exploration of potential trends and challenges.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A 2021 meta-analysis conducted by Zheng, Niu, Zhong, &amp; Gyasi indicated that students can derive significant academic benefits from AI-powered tools, including substantial gains in achievement and modest improvements in learning perceptions. Additionally, Kumar &amp; Raman (2022) found that students in higher education harbor positive perceptions about using AI technology for learning in the classroom but believe it should not be employed in high-stakes evaluations, admissions to college, or examinations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gocen's (2020)&nbsp; phenomenological work looking at perceptions of AI amongst different job sectors had interesting findings; it revealed predominantly positive perceptions toward AI among participants when looking at participants over all job sectors, but found that teachers and those in academia expressed concerns about the future of education and the impacts this technology might have. These findings were in line with Cukarova, Luckin, and Kent's 2020 research, which also highlighted teachers' reservations regarding AI-assisted learning and the usage of these tools for various purposes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin (2022) and Sadiku et al. (2021) identified effective teaching designs for AI and discussed barriers and facilitators to participation, interactive design thinking processes, and the alignment of AI knowledge with social good. They also underscored AI's potential to be a transformative force in the educational design sphere.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kshirsagar (2022) delved into the potential of AI to enhance teaching and learning, addressing its integration within educational institutions and its impact on students' adoption. Findings from this study included the development of a model based on the implementation of AI tools that indicated a hybrid approach of learning with AI evaluative tools and content generation with instructor supervision and facilitation would likely be an extremely effective practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Xue and Wang (2022) found that teachers recognize AI's role in reducing teaching workloads and enhancing information literacy, with the majority considering it a valuable tool for their professional development. Their research also uncovered significant relationships between technology usage, familiarity, and dispositions toward technology, with teachers who used and were more familiar with technology generally holding more positive opinions about AI and technology knowledge in general.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most recently, Celik (2023) conducted a study on teachers\u2019 ability to integrate AI tools into their teaching and curriculum development. The findings suggested that teachers with deeper familiarity with AI-based tools gain a clearer grasp of how AI can contribute to teaching methods. Moreover, having technological expertise enables teachers to make more informed judgments regarding AI applications. However, possessing technological knowledge alone isn't adequate for effectively integrating AI tools into education. To use AI efficiently in teaching, technological knowledge becomes more impactful when paired with pedagogical understanding, as demonstrated in technological pedagogical knowledge.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In conclusion, educators' perceptions of AI in education tend to lean slightly toward the positive across all age and grade levels, and some research indicates benefits for students using this technology in the classroom. Nonetheless, it is evident that there are significant concerns and challenges that require careful consideration and resolution.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Research Questions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Two large overarching research questions guided this study and were addressed using mixed methods, which are described in the next section.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>What relationships exist between educators\u2019 job types, usage habits, and opinions regarding Artificial Intelligence?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What were educators\u2019 perceptions regarding AI in education?<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These research questions are largely exploratory, enabling other researchers to build upon the findings using more precise investigations and robust designs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Methodology&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Over the course of 6 months, Michigan Virtual collected data from educators through an anonymous survey and scraped data from <a href=\"https:\/\/michiganvirtual.org\/course\/introduction-to-artificial-intelligence-2\/\">professional learning courses<\/a> regarding Artificial Intelligence. These data were both quantitative and qualitative, making this a mixed methods study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The two data sources and the types of analyses associated with each are shown below in Table 1.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Data Source<\/strong><\/td><td><strong>N<\/strong><\/td><td><strong>Collection Period<\/strong><\/td><td><strong>Analytics<\/strong><\/td><td><strong>Data Type(s)<\/strong><\/td><\/tr><tr><td>Survey<\/td><td>125<\/td><td>One time over six months<\/td><td>Descriptive Statistics<br>Pearson R Correlations<br>ANOVAs<br>T-Tests<br>Thematic Analysis<\/td><td>Quantitative<br>Qualitative<\/td><\/tr><tr><td>Course Discussion Boards<\/td><td>52<\/td><td>Cumulative total over 4 months<\/td><td>Thematic Analysis<br>Descriptive Statistics<\/td><td>Quantitative<br>Qualitative<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 1: <\/strong><em>Data Collection Summary<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In addition to using qualitative thematic analysis and coding, multivariate statistical approaches, and mixed-methods holistic synthesis, this study also experimented with using AI to help analyze data where applicable. These AI-powered analyses are described alongside the researcher\u2019s analyses in their own clearly defined sections; it is important to note that AI was NOT used to analyze any of the raw data for the findings, but rather it was used to synthesize what the researcher had already analyzed to provide a summary of the findings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Below are the results of this study, separated by data source, followed by a synthesis section that summarizes the findings holistically. It is important to note that all data sources are independent of each other, and there is no overlap in participants per data source.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As noted before, the synthesis section is divided into two subsections: one that is the researcher\u2019s synthesis of the findings and one that was made with Artificial Intelligence tools (ChatGPT, Notion AI, and Google Bard).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Survey Results&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The survey captured data from 125 participants that included their professions, AI usage habits, and opinions on AI. It was distributed by <em>Michigan Virtual<\/em> via social media and email, taking advantage of its network of educators and innovators in the education space. Responses were captured over a period of about six months in the spring of 2023.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Demographics<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The largest group of participants were K-12 teachers (34), followed closely by education administrators (33), \u201cother\u201d education positions (30), and then curriculum designers (17); the other demographic groups comprised approximately 20% of the remaining frequencies in the sample combined.&nbsp; Figure 1 below is a visual representation of the data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83889,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/figure-1-1024x635.png\" alt=\"Pie chart depicting the demographics of survey participants as outlined in the preceding paragraph.\" class=\"wp-image-83889\" \/><figcaption class=\"wp-element-caption\"><strong>Figure 1:<\/strong> <em>Distribution of Job Types in Survey Respondents<\/em><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>This distribution of job types was likely due to the network that <em>Michigan Virtual <\/em>has access to and the convenience of the<em> <\/em>sampling method that was used.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given additional time or reach, a more equal distribution may have been reached; however, given the timeframe, resources, and exploratory goals of the study, this sample was sufficient in representing <em>Michigan Virtual\u2019s<\/em> direct network of educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Artificial Intelligence Usage<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Respondents were questioned about their usage habits of one of the most popular AI tools, <a href=\"https:\/\/chat.openai.com\/\">ChatGPT<\/a>, as well as general AI usage, in addition to their general disposition about the technology. These results are discussed below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, 58% of respondents indicated that they had used ChatGPT, and 38% of participants indicated they had used AI in the classroom or in other aspects of their jobs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>ANOVA tests revealed that there was no significant difference in ChatGPT usage between job categories, but there were differences in general AI usage in the classroom or on the job between job categories (<em>p<\/em> &lt; .05, F = 2.230).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While there were some slight differences in usage between most of the groups, the largest differences between groups were between K-12 teachers and the other groups or between the two groups of college educators and education researchers and all the other groups.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below is a line graph (Figure 2) of the two different types of AI use, both general AI use and ChatGPT usage specifically.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83892,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/percentage-of-use-1024x633.png\" alt=\"\" class=\"wp-image-83892\" \/><figcaption class=\"wp-element-caption\"><strong>Figure 2:<\/strong> <em>Artificial Intelligence Usage by Job Types<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>These initial findings in the ANOVA regarding group differences led the researcher to further examine the groups because of low <em>n<\/em> in a few of the job categories and the differences between them, specifically because the groups with low <em>n<\/em> scored very high, and the other groups besides K-12 teachers scored similarly to each other.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even though ANOVA is robust enough (able to avoid error) to account for these low <em>n<\/em> and no data normality assumptions were violated, low <em>n <\/em>in groups can still be impactful; therefore, reorganizing the data in this way allowed for more observable differences and relationships between groups.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The easiest way to look at differences was to categorize the respondents into two categories: K-12 teachers and non-K-12 educators, which is shown below in Figure 3.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83895,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/figure-3-1024x634.png\" alt=\"\" class=\"wp-image-83895\" \/><figcaption class=\"wp-element-caption\"><strong>Figure 3:<\/strong> <em>Survey Respondents by Binary Classification<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>When job categories were sorted into a binary form (non-K-12 educators and K-12 educators), these differences in usage habits (general AI and ChatGPT) were present on both dependent variables and to a greater degree.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Table 2 (below) shows the significant mean differences between the two groups regarding the two types of usage. K-12 teachers used both AI (F = 1.697&nbsp; , t = 1.996 , <em>p<\/em> &lt;.05 ) and ChatGPT (F = 43.88&nbsp; , t =3.338 , <em>p<\/em> &lt;001) much less than non K-12 educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><strong>Educator Type<\/strong><\/td><td>N<\/td><td><strong>Percentage of Use<\/strong><\/td><td><strong>Std. Deviation<\/strong><\/td><td><strong>Std. Error Mean<\/strong><\/td><\/tr><tr><td>ChatGPT_Use<\/td><td>Non-K-12<\/td><td>91<\/td><td>64%<\/td><td>.483<\/td><td>.051<\/td><\/tr><tr><td><\/td><td>K-12 Teacher<\/td><td>34<\/td><td>44%<\/td><td>.504<\/td><td>.086<\/td><\/tr><tr><td>AI_Use<\/td><td>Non-K-12<\/td><td>89<\/td><td>53%<\/td><td>.502<\/td><td>.053<\/td><\/tr><tr><td><\/td><td>K-12 Teacher<\/td><td>34<\/td><td>21%<\/td><td>.410<\/td><td>.070<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 2:<\/strong> <em>Binary Job Classification Usage<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In addition to the group differences, a Pearson R correlation was conducted to determine the strength of the relationship between the variables (Educatory Type and AI Use\/ChatGPT Use), resulting in three significant correlations:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>ChatGPT Use and AI Use are strongly correlated (R =.658, <em>p <\/em>&lt; .001)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>ChatGPT Use and Educator Type are very mildly correlated (R =-.177, <em>p <\/em>= .048)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>AI Use and Educator Type have a moderately low correlation (R =-.298, <em>p <\/em>&lt; .001)<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This means a direct relationship exists between general AI usage and Chat GPT usage, indicating that if you use one, you are also likely to use the other. Furthermore, the job type of a K-12 teacher may play a small role in whether an educator makes use of either ChatGPT or AI tools due to the small but significant relationships present between the two variables.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall findings in this area indicate that K-12 teachers reported the lowest use in both areas (ChatGPT and General AI usage), while education researchers and college educators reported the highest use in both areas. Almost all job types used ChatGPT more than other general AI tools, though the use of both was highly related to each other. When examining relationships and differences between groups on the binary classification of K-12 Educator vs. non-K-12 Educator, differences became more pronounced, with larger differences between the groups indicating that group membership may play a role in the usage of tools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">AI Disposition<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The overall disposition of participants regarding AI was collected on a 5-point scale, with 1 being very negative and 5 being very positive. Below are distributions of the overall disposition of participants regarding AI by job type in categorized and aggregated formats, respectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83905,\"width\":\"1140px\",\"height\":\"auto\",\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/ai-disposition.png\" alt=\"\" class=\"wp-image-83905\" style=\"width:1140px;height:auto\" \/><figcaption class=\"wp-element-caption\"><strong>Figure 4:<\/strong> <em>General AI Disposition Distribution<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>The distribution of scores in Figure 4 show that K-12 Educators had more respondents in the two negative categories and the only group with respondents answering \u201cVery Negative\u201d.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Education Administrators and Other categories had the most positively skewed responses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below in Figure 5, this same distribution, along with a curve, helps easily show the differences and similarities between the groups.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83910,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/figure-5.png\" alt=\"\" class=\"wp-image-83910\" \/><figcaption class=\"wp-element-caption\"><strong>Figure 5:<\/strong> <em>AI Disposition Frequencies by Job Type<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Figure 6 shows the average score across all of the job categories side-by-side.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83911,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/figure-6-1024x633.png\" alt=\"\" class=\"wp-image-83911\" \/><figcaption class=\"wp-element-caption\"><strong>Figure 6:<\/strong> <em>Average AI Disposition by Job Type<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>The average disposition across all job categories was 3.41, or <em>slightly above neutral,<\/em> with a standard deviation of 1.04.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A univariate ANOVA revealed that there were significant differences in AI disposition between job groups (<em>p <\/em>&lt; .001, F = 8.001). No statistical assumptions of homogeneity were violated, even though some job groups were of small <em>n<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, on a 5-point scale, Administrators had the highest average outlook on AI (3.88), which was slightly above neutral and leaning toward favorable. K-12 Teachers had the lowest average outlook (2.53), which was below neutral and leaning heavily towards negative dispositions (Figure 6). The difference between the highest (Administrators) and the lowest (K-12 Teachers) groups was highly significant (<em>p <\/em>&lt;.001).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most of the other significant differences in the model were between the K-12 Teachers and other groups because of the lower score from the K-12 Teacher group. Curriculum Designers, Administrators, and Other Education-related positions all reported similar average scores of slightly above neutral.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A table of these average disposition scores is shown below in Table 3.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td>Dependent Variable: &nbsp; <br>Outlook_AI (1 = Very Negative, 5 = Very Positive)<\/td><td><\/td><td><\/td><td>95% Confidence <br>Interval<\/td><td>95% Confidence <br>Interval<\/td><\/tr><tr><td><strong>Job_Category<\/strong><\/td><td><strong>Mean<\/strong><\/td><td><strong>Std. Error<\/strong><\/td><td><strong>Lower Bound<\/strong><\/td><td><strong>Upper Bound<\/strong><\/td><\/tr><tr><td>College educator<\/td><td>3.000<\/td><td>.640<\/td><td>1.732<\/td><td>4.268<\/td><\/tr><tr><td>Curriculum Designer<\/td><td>3.765<\/td><td>.220<\/td><td>3.330<\/td><td>4.200<\/td><\/tr><tr><td>Education Administration<\/td><td>3.879<\/td><td>.158<\/td><td>3.567<\/td><td>4.191<\/td><\/tr><tr><td>Education Researcher<\/td><td>3.000<\/td><td>.906<\/td><td>1.207<\/td><td>4.793<\/td><\/tr><tr><td>Instructional Coordinator<\/td><td>3.375<\/td><td>.320<\/td><td>2.741<\/td><td>4.009<\/td><\/tr><tr><td>Other Education-related position<\/td><td>3.733<\/td><td>.165<\/td><td>3.406<\/td><td>4.061<\/td><\/tr><tr><td>Teacher (K-12)<\/td><td>2.529<\/td><td>.155<\/td><td>2.222<\/td><td>2.837<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 3:<\/strong> <em>Average AI Disposition Means<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>As with the previous analysis regarding AI usage, the researcher determined that it would be useful to bin participants by binary job types (K-12 and non-K-12 educators) for further analysis. Once binned, the overall difference in disposition between the groups measured by t-test indicated that non-K-12 educators (3.74) had more favorable views on AI as opposed to K-12 educators (2.53) (F = 2.901, t = 6.691, <em>p<\/em> &lt;.001 ).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><strong>Teacher_Binary<\/strong><\/td><td><strong>N<\/strong><\/td><td><strong>Mean<\/strong><\/td><td><strong>Std. Deviation<\/strong><\/td><td><strong>Std. Error Mean<\/strong><\/td><\/tr><tr><td>Outlook_AI<\/td><td>Non-K-12<\/td><td>91<\/td><td>3.74<\/td><td>.841<\/td><td>.088<\/td><\/tr><tr><td><\/td><td>K-12 Teacher<\/td><td>34<\/td><td>2.53<\/td><td>1.051<\/td><td>.180<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 4:<\/strong> <em>Binary Classification of Job Types and AI Disposition<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Pearson R correlations on the binary job types and AI dispositions were also conducted in order to determine the strength of the relationship between group membership (K-12 or non-K-12 educator) and AI disposition, resulting in a moderate (r =-.514), significant (p &lt;.001) inverse relationship between the two variables.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, these analyses indicate that K-12 teachers have significantly lower dispositions regarding AI than their non K-12 counterparts and that this relationship is moderately strong.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Overall Relationships<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Pearson R correlations were also conducted on usage and disposition data; ChatGPT usage had a significant (<em>p<\/em> &lt;.001)&nbsp; r of .361 with overall disposition, and AI Usage had a significant r (<em>p<\/em>&lt;.001) of .440 with overall disposition; while these are significant, they are on the moderately low side of strength which means that while they may be related, they aren\u2019t exceptionally strong relationships or a single best \u201cpredictor\u201d of the other. This means that, for both ChatGPT usage and AI Usage in general, if the frequency of use increases, the participants\u2019 general disposition about AI increases as well (and vice versa), with general AI Usage having the stronger relationship.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below (Figure 7), is a relationship map that graphically represents the relationships present in this dataset, and it sorts participants into K-12 teachers and non K-12 educators as the primary grouping variable.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83922,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/12\/unnamed.png\" alt=\"\" class=\"wp-image-83922\" \/><figcaption class=\"wp-element-caption\"><strong>Figure 7:<\/strong> <em>Relationship Map of AI Usage, Disposition, and Binary Job Types<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>The figure above shows how these groups responded to the itemized questions, and uses lines of increasing thickness to show stronger relationships between variables. It shows relationships between teacher types, usage, and disposition.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>The variables are listed in the top right of the figure by color; each sphere of that color represents the categorical responses in its respective variable. For instance, the blue \u201cNo\u201d circle represents the categorical response of \u201cNo\u201d in AI usage, while the purple \u201cSlightly Positive\u201d circle represents the categorical response of \u201cSlightly Positive\" in the AI Outlook variable.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The strongest relationships are as follows:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Non-K-12 educators answering yes to both usage items (general AI use and Chat GPT Use), and having <em>neutral<\/em>, <em>slightly positive<\/em>, or <em>very positive<\/em> responses. No non-K-12 educators were in the <em>very negative<\/em> disposition responses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>K-12 educators answering no to both usage items (general AI use and Chat GPT Use), and having <em>neutral<\/em>, <em>slightly negative<\/em>, or <em>very negative<\/em> responses regarding disposition on AI.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Opinions Regarding ChatGPT and AI<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Participants were asked the following short answer survey questions in addition to the quantitative questions previously discussed above:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>What is your opinion regarding ChatGPT, specifically with its usage in education by teachers and other education professionals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What is your opinion about ChatGPT and its relationship with education, specifically with teachers and students?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Please describe how you have used AI in your job (if applicable).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What is your opinion regarding the general use of AI and its relationship with education?<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The answers to these questions were analyzed and will be discussed below both by question, and then holistically. The analytical method categorized responses based on overall theme, meaning that a single response would only fit into a single code category. The top three categories by frequencies of responses are included.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Question 1: What is your opinion regarding ChatGPT, specifically with its usage in education by teachers and other education professionals?<\/strong><em> Only those that responded \u201cYes\u201d to ChatGPT usage were included in these responses<\/em> (N=73)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Code Category<\/strong><\/td><td><strong>Frequency<\/strong><\/td><td><strong>Predominant Groups<\/strong><\/td><td><strong>Description<\/strong><\/td><\/tr><tr><td>Potential Benefits for Students and Learning<\/td><td>38%&nbsp;<br>(N=27)<\/td><td>Administrators<br>Curriculum Designers<br>Other Ed. Professionals<br><\/td><td>Responses that suggest ChatGPT has the potential to provide a new and innovative way to engage students, provide personalized learning experiences, and support teachers in delivering instruction. These respondents believe that ChatGPT has potential to help students who struggle with traditional instruction methods, and that it can offer more efficient and effective ways to learn.<\/td><\/tr><tr><td>Concerns and Risks<\/td><td>30%&nbsp;<br>(N= 22)<\/td><td>K-12 Teachers<\/td><td>Responses that express concerns and risks associated with the use of ChatGPT in education. These concerns include reliability and accuracy of ChatGPT's responses, potential for ChatGPT to replace human teachers or exacerbate existing inequalities in education, and ethical concerns around the use of artificial intelligence in education.<\/td><\/tr><tr><td>Support for Teacher Roles<\/td><td>17%&nbsp;<br>(N=12)<\/td><td>Administrators<br>Instructional Coordinators<br>K-12 Teachers<br><\/td><td>Responses that suggest ChatGPT can be used to support the work of teachers rather than replace them. Respondents indicated that ChatGPT can provide additional resources and assistance in lesson planning and delivery, and can help to reduce teacher workload by automating some tasks. Some also believe that ChatGPT can help to address teacher shortages by providing support for existing teachers.<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 5<\/strong><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Question 2: What is your opinion about ChatGPT and its relationship with education, specifically with teachers and students?<\/strong> <em>&nbsp;Only those that responded \u201cYes\u201d to ChatGPT usage were included in these responses<\/em> (N=73)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Code Category<\/strong><\/td><td><strong>Frequency<\/strong><\/td><td><strong>Predominant Groups<\/strong><\/td><td><strong>Description<\/strong><\/td><\/tr><tr><td>Positive Views<\/td><td>45%&nbsp;<br>(N=33)<\/td><td>Administrators<br>Other Ed. Professionals<\/td><td>Responses that expressed positive views about the potential of ChatGPT in enhancing education for both teachers and students. These responses highlighted the benefits of ChatGPT in facilitating communication, providing access to information, and improving learning outcomes.<\/td><\/tr><tr><td>Concerns about Reliability and Accuracy<\/td><td>30%&nbsp;<br>(N=22)<\/td><td>K-12 Educators<\/td><td>Responses that expressed concerns about the reliability and accuracy of ChatGPT in providing educational content. These responses highlighted the potential for bias and errors in the responses generated by ChatGPT, which could negatively impact learning outcomes. Some educators were particularly passionate about this.<\/td><\/tr><tr><td>Skepticism about Usefulness in Education<\/td><td>15%&nbsp;<br>(N=11)<\/td><td>K-12 Educators<br>Curriculum Designers<br>Other Ed. Professionals<\/td><td>Responses that expressed skepticism about the usefulness of ChatGPT in education. These responses highlighted the limitations of ChatGPT in providing personalized and interactive learning experiences for students, and the potential for ChatGPT to replace human teachers<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 6<\/strong><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Question 3: Please describe how you have used AI in your job?<\/strong> <em>&nbsp;Only those that responded \u201cYes\u201d to General AI usage were included in these responses<\/em> (N=48)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Code Category<\/strong><\/td><td><strong>Frequency<\/strong><\/td><td><strong>Predominant Groups<\/strong><\/td><td><strong>Description<\/strong><\/td><\/tr><tr><td>Writing Tasks<\/td><td>40%<br>(N = 19)<\/td><td>Curriculum Designers<br>Administrators<br>Other Ed. Professionals<\/td><td>Responses included things such as drafting emails, creating social media posts, and generating prose for personal writing.<\/td><\/tr><tr><td>Curriculum Development<\/td><td>25%&nbsp;<br>(N =12)<\/td><td>Curriculum Designers<br>Administrators<\/td><td>Responses included such things as lesson planning, creating assessments, and developing outlines and discussion prompts.<\/td><\/tr><tr><td>Proofreading and Editing<\/td><td>20%<br>(N =10)<br><\/td><td>-----<\/td><td>Responses included reviewing writing for grammar and style, checking for academic honesty, and using AI as a,&nbsp;\u201csecond pair of eyes.\u201d<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 7<\/strong><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Question 4<\/strong>: What is your opinion regarding the general use of AI and its relationship with education? <em>Only those that responded \u201cYes\u201d to General AI usage were included in these responses<\/em> (N=48)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Code Category<\/strong><\/td><td><strong>Frequency<\/strong><\/td><td><strong>Predominant Groups<\/strong><\/td><td><strong>Description<\/strong><\/td><\/tr><tr><td>Neutral\/Cautious Views<\/td><td>40%&nbsp;<br>(N =19)<\/td><td>-----<\/td><td>These opinions express a wait-and-see approach to AI in education. They acknowledge the potential of AI but also express concerns about its negative effects or uncertainty about how it will be used. Neutrality was implicitly or explicitly mentioned.<\/td><\/tr><tr><td>Positive Views<\/td><td>30%<br>(N =14)<\/td><td>Curriculum Designers<br>Other Ed. Professionals<br>Administrators<\/td><td>These are opinions that view AI as a useful tool that can enhance education, as long as it is used appropriately and responsibly.<\/td><\/tr><tr><td>Mixed Views<\/td><td>20%<br>(N =10)<\/td><td>College Educators<br>K-12 Educators<br>Other Ed. Professionals<\/td><td>These opinions acknowledge both the positive and negative potential of AI in education and stress the importance of responsible use and clear communication among stakeholders. This group was differently coded than Cautious\/Neutral because it specifically indicated that they saw both good and bad things about AI, but did not specifically state neutrality.<\/td><\/tr><tr><td>Negative Views<\/td><td>10%<br>(N =5)<\/td><td>K-12 Educators<br>Administrators<br>Instructional Coordinators<\/td><td>These opinions view AI in education as a negative influence that discourages critical thinking and undermines the role of educators.<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 8<\/strong><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Survey Data Synthesis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Nearly 2\/3rds of the participants have used ChatGPT and around \u2153 have used AI in aspects of their jobs. Across almost all groups, more participants made use of ChatGPT than other general AI tools. K-12 educators seem to display the most hesitancy and negativity around AI usage, while administrators and curriculum designers, and other education professionals have more positive dispositions around the technology, while also using it more.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Those who use AI technologies (both ChatGPT or other AI tools) also tend to have stronger positive attitudes towards it, both from a qualitative and quantitative standpoint, which strengthens the findings from the moderate correlation that was found between usage and general disposition around AI, which indicates that increased familiarity is related to reduced negativity towards the tech. In contrast, those educators that use AI tools (including, but not limited to ChatGPT) less frequently tend to have more negative attitudes about the tech, again, supported by correlational and qualitative data. K-12 Teachers have the least usage of AI tools and Chat GPT, and have significantly less favorable attitudes towards AI as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While these relationships do not infer that familiarity <em>causes<\/em> better attitudes, it does imply that a there is a clear and measurable relationship between the variables.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Primary use cases of AI for participants are predominately reserved for short writing tasks such as emails or social media posts, various components of communication, and information synthesis, which is in line with what many participants described as benefits to using tech such as ChatGPT. Secondary use cases included using AI tools for content generation and curriculum design and development. These groups tended to be outside the K-12 educator group.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Opinions around AI technology were mixed overall amongst those who used the tools, with most participants acknowledging the potential benefits and hazards of adopting these technologies in education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A summary table of the findings is presented below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Group<\/strong><\/td><td><strong>AI Adoption<\/strong><\/td><td><strong>AI Opinion<\/strong><\/td><td><strong>Dominant Views<\/strong><\/td><td><strong>AI Use Cases<\/strong><\/td><\/tr><tr><td>K-12 Teachers<\/td><td>Low<\/td><td>Unfavorable<\/td><td>Students will use it as a crutch<br>Responsible and ethical use is paramount<\/td><td><strong><em>Limited Use<\/em><\/strong><br>Curriculum Development<br>Proofreading and Editing<\/td><\/tr><tr><td>Administrators<\/td><td>Moderate<\/td><td>Favorable<\/td><td>Useful tool for enhancing teaching and learning<br>Clear policy on use cases will address concerns<\/td><td><strong><em>High Use<\/em><\/strong><br>Curriculum Development<br>Writing Tasks<\/td><\/tr><tr><td>Other Education Professionals<\/td><td>Moderately High<\/td><td>Favorable<\/td><td>Useful in education and other areas of work<br>Responsible use and \u201cwait and see\u201d attitudes on complete integration of any and all tech<\/td><td><strong><em>High Use<\/em><\/strong><br>Writing Tasks<br><\/td><\/tr><tr><td>Curriculum Designers<\/td><td>Moderate<\/td><td>Slightly Favorable<\/td><td>Very useful for generating content for education<\/td><td><strong><em>Moderate Use<\/em><\/strong><br>Curriculum Development<br>Writing Tasks<\/td><\/tr><tr><td>College Educators<\/td><td>Moderate<\/td><td>Neutral<\/td><td>Mixed views, mostly seeing both potential benefits and downsides to mainstream AI adoption<\/td><td><strong><em>High Use<\/em><\/strong><br>Curriculum Development<\/td><\/tr><tr><td>Education Researchers<\/td><td>Moderate<\/td><td>Neutral<\/td><td>Useful tools for variety of purposes<\/td><td><strong><em>Moderate Use<\/em><\/strong><br>Curriculum Development<br>Writing Tasks<br>Proofreading and Editing<\/td><\/tr><tr><td>Instructional Coordinators<\/td><td>Moderate<\/td><td>Slightly Favorable<\/td><td>Sees practical use cases for educators, but fear student usage.<\/td><td><strong><em>Moderate Use<\/em><\/strong><br>Writing Tasks<br>Proofreading and Editing<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 9:<\/strong> <em>Summary Table of Data from Survey Respondents<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Discussion Board Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Demographics&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The participants in this course were educators of all types, K-12 educators and administrators, curriculum developers and designers, education technologists, and educational researchers, though the majority of participants were K-12 educators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Data Source Description<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual hosts a professional learning course titled ChatGPT for Educators: An Introduction, which serves as a beginner course for understanding what AI is and what its relationship is with education thus far. As part of their learning objectives, participants are asked to post in a discussion forum about their opinions regarding ChatGPT and AI at the conclusion of the course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Seventy-Eight discussion posts, with all their thread replies, were included in the thematic analysis in response to the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Reflect and Connect Prompt: This discussion thread provides an opportunity for you to reflect on your learning and connect with other learners in this course. Having gotten some knowledge and experience with ChatGPT, what are you currently feeling? (excitement, fear, curiosity, etc.) What sorts of next steps would you like to take in using (or not using) the tool professionally?&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Five major themes were extracted from the data in the discussion posts, and they are discussed below in a summary table for convenience of data presentation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Theme<\/strong><\/td><td><strong>Number of Coded Responses<\/strong><\/td><td><strong>Key Points<\/strong><\/td><\/tr><tr><td>Excitement and Potential<\/td><td>31 (39%)<\/td><td>- Excitement about ChatGPT's potential in education.<br>- Perception of revolutionizing teaching and learning.<br>- Enhancement of critical thinking skills and personalized learning.<br>- Interest in mastering ChatGPT for effective usage.<\/td><\/tr><tr><td>Concerns<\/td><td>24 (31%)<\/td><td>- Apprehensions about student misuse, plagiarism, critical thinking decline.<br>- Reflection on AI's societal impact.<br>- Emphasis on independent problem-solving skills.<br><\/td><\/tr><tr><td>Ethics and Responsibility<\/td><td>10 (13%)<\/td><td>- Exploration of ethical use of ChatGPT.<br>- Advocacy for responsible AI use education.<br>- Awareness of potential misuse.<br>- Focus on teaching ethical AI utilization.<\/td><\/tr><tr><td>Applicability and Limitations<\/td><td>7 (9.5%)<\/td><td>- Analysis of ChatGPT's practicality across educational settings.<br>- Recognition of limitations, especially in complex subjects.<br>- Importance of verifying ChatGPT's information.<br>- Applicability for basic concepts.<\/td><\/tr><tr><td>Changes in Teaching and Learning<\/td><td>6 (7.5%)<\/td><td>- Deliberation on ChatGPT's transformative potential.<br>- Encouragement to embrace technology in education.<br>- Need for updated policies and guidelines.<br>- Emphasis on moving towards student-centered learning.<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 10:<\/strong> <em>Discussion Board Themes<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Excitement and Potential (31 posts)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These posts composed the largest group, and expressed excitement about the potential of ChatGPT in education. Participants believe that ChatGPT can help them and their students and that it can change how teaching and learning happen. They are interested in exploring the tool and learning how to use it effectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\"ChatGPT has the potential to revolutionize the way we teach and learn. It can help students develop critical thinking skills, and it can make learning more engaging and fun.\"<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\"ChatGPT can help us be more efficient, more creative, and more effective in teaching and learning. It has the potential to make learning more student-centered and personalized.\"<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Concerns (24 posts)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The second largest group of posts expressed concerns about using ChatGPT in education. They worry about the potential for student misuse, plagiarism, the elimination of critical thinking, truth, and the impact of AI on society.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\"I think ChatGPT could be helpful, but I also worry about the impact on critical thinking and the potential for plagiarism.\"<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\"There's a risk that students could become too reliant on ChatGPT and stop thinking for themselves. We need to make sure that students are still developing their own problem-solving skills.\"<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Ethics and Responsibility (10 posts)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These participants discussed the ethics of using ChatGPT and the responsibility that comes with it. They are concerned about the potential for misuse and the importance of teaching critical thinking and responsible use of the tool.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\"We need to be mindful of the potential for misuse of ChatGPT. It's important to teach students how to use it responsibly and ethically.\"<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Applicability and Limitations (7 posts)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Posts in this category discussed the applicability of ChatGPT in different settings, such as middle school and elementary, and the limitations of the tool in explaining mathematics to someone who doesn't already know the topic, or how to teach art with it. They also mentioned the need to verify the accuracy of the information provided by ChatGPT.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\"ChatGPT is a great tool for teaching basic concepts, but it might not be as useful for more complex topics that require a deeper understanding.\"<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Changes in Teaching and Learning (6 posts)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This last, smallest category included participants discussing how ChatGPT could change teaching and learning and how educators need to embrace new technology instead of running from it; there was no clear positive or negative tone, and thus why they did not fit into the two largest categories. They did, however, all mention the need for new policies and guidelines for responsible use of ChatGPT.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\"ChatGPT could help us move away from a traditional lecture-based model of teaching and toward more student-centered learning, but we have to be careful how we move forward with this.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Course Discussion Boards Synthesis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Overall, the discussion posts on ChatGPT in education revealed a mix of excitement, potential, and concerns about the tool. Around half of the pool has positive feelings towards the technology and around half have negative or apprehensive views about it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most participants are interested in exploring the tool and learning how to use it effectively, but they also recognize the need for ethical use, responsible teaching, and verification of information provided by ChatGPT.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Synthesis<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study collected data from two sources: a course discussion board for educators and a short survey on educators\u2019 perceptions, opinions, and usage habits on Artificial Intelligence. Below are two subsections that will synthesize the findings of both data sources: one is written by the researcher and took approximately two hours, while the other is written by artificial intelligence and took 31 minutes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This approach was taken to show readers the capabilities and efficiencies of artificial intelligence, and allow a compare and contrast between the two syntheses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Researcher Synthesis&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This section will synthesize and summarize the findings of this study, organized by research question. A discussion of the implications and recommendations from these findings can be found in the following Conclusions section.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">Research Question 1: What relationships exist between educators\u2019 job types, usage habits, and opinions regarding Artificial Intelligence?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Findings indicate that there are significant differences in AI usage habits between K-12 classroom educators and those that are not, with K-12 teachers reporting lower usage of general AI tools and ChatGPT. Additionally, there was a moderately strong correlation between being a K-12 teacher and having more negative opinions about the technology (r =-.514), as well as lower usage habits to a smaller degree (ChatGPT Use r = -.177; AI Use r = -.298).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators and other educational professionals had more favorable opinions and spoke more positively about AI, in addition to having made more use of the technology on average.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The majority of K-12 teachers were quicker to point out more concerns and weaknesses of the tools, in general, and when they did speak about use cases, they spoke more about students using the tools rather than the teachers using it themselves. The minority of teachers that did speak positively about AI were those who had used it more and were more familiar with the technology, and they tended to have a plethora of use-cases that they spoke about for AI in the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators spoke more positively about AI tools and addressed opportunities for use of it by both teachers and students, and when they spoke about concerns and weaknesses, they generally focused on how teachers need to adapt and change their teaching methods to account for the advent and adoption of AI in the classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The general relationship between usage habits and perceptions was moderate, but significant, indicating that the more an educator (of any type) uses artificial intelligence technology, the more likely they are to have a more favorable opinion of it and vice versa.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">Research Question 2: What were educators\u2019 perceptions regarding AI in education?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings to this research question are discussed by major themes that were present in the data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Strengths and Opportunities in AI<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Both data sources in this study indicate that there are opportunities for the leveraging of AI tools in many aspects of education, many of them overlapping. They can be organized into two broad categories: Personalized Learning and Teacher Job Function.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em><strong>Personalized Learning&nbsp;<\/strong><\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Every single data source pointed to this use case as the strongest opportunity for AI in the classroom. Whether it was the administrators, curriculum designers, teachers, or other education professionals, if they were talking about using AI in a positive manner, then they most likely were talking about how it can be used to advance personalized learning in some form or fashion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Those who spoke about this generally had concrete evidence from direct use or observation of AI tools that have been used to help students learn at their own pace, increase their agency in what and how they are learning, or simply provide things like smart tutor for individuals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Advances in the field of personalized learning were seen as the greatest opportunity for AI in the classroom, but also were generally mentioned alongside a caveat of caution, specifically because participants mentioned that unless safeguards were in place, this type of tech could be abused by students or cause harm to students in a variety of unforeseen ways due to AI\u2019s inability to actually understand humans, their emotions, and cognition in a way that a human teacher can.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em><strong>Teacher Job Function<\/strong><\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The other major theme that was present across both of the data sources was the idea that AI can aid teachers in ways that can revolutionize how they do their jobs: increasing productivity by cutting down lesson planning time in huge amounts, serving as a \u2018jumping off point\u2019 for content creation, and even assisting in assessment in a variety of ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Participants were quick to point out very specific use cases in which teachers could leverage AI to impact their job function. Whether it was describing how a teacher could use AI to quickly design 10 assignments on math to differentiate to 3 different reading levels, 5 different topics of interest, and two different levels in Bloom\u2019s Taxonomy of higher order thinking or simply having students use AI as an interactive librarian that can serve as a keeper of knowledge, freeing up the teacher to act as a true facilitator of learning that research has been clamoring for teachers to engage in for years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This strength was seen as slightly less revolutionary than massive jumps in personalized learning, but also safer, as it would be supervised AI use by an adult that can control what is presented before the students rather than on-demand and instant AI interaction with students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Threats and Weaknesses of AI<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The data in this study indicated that there were two overarching groups of concerns and threats regarding the use of AI in education, and they are discussed below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><strong><em>Ethics and Equity<\/em><\/strong><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Every data source in this study referred to plagiarism and\/or academic dishonesty as a large concern with tools such as ChatGPT. While some believe that technology like this should be controlled and\/or banned, most tended to believe that it was the responsibility of the field of education to step up its game to a point where the use of such tools would not give students a shortcut to success, but rather provide them with tools to solve and address more complex problems and issues; assessment and evaluation of student learning needs to change.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to concerns with cheating, many also spoke about how these tools will continue to evolve and improve, and that if access to these tools is not provided for everyone, then it could imbalance teaching and learning in unforeseeable ways, widening the gap between high and low SES students. Again, when this was spoken of, participants tended to indicate that it would need to be a decision from the top to make sure that these types of things do not happen, and that education must start making decisions about these things now, rather than wait.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><strong><em>Human Experience<\/em><\/strong><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The third theme that was present in the data was the idea that AI cannot and will not replicate the human experience of learning with a live teacher, or that AI cannot be trusted to simply complete tasks that interface with humans all on their own with no supervision.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Participants indicated that only a human teacher can have intimate knowledge of their students in the classroom, and that while AI may be a great tool, it can\u2019t simply replace that level of connection that a teacher can create, which is one of the most effective ways of teaching and learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, because AI has no true understanding of the human experience, emotions, cognition, or the world we live in, it does not always communicate in effective or safe ways, rather it communicates based on a set of rules and the information that it has access to. For these reasons, participants agreed almost unanimously, across all data sources, that this type of technology can\u2019t replace an expert in their field when it comes to all the functions that expert fulfills-- AI might can pass the test, regurgitate information, analyze information, and provide suggestions and answers, but it won\u2019t replace a human\u2019s experience in the application of all those amazing capabilities in their field.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Artificial Intelligence Synthesis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This section was generated in 31 minutes using a combination of ChatGPT, Notion AI, and Google\u2019s Bard (all free versions). It went through 26 prompt revisions, and is represented here in its entirety, unedited by the researcher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">Research Question 1: Relationships between Educators' Job Types, Usage Habits, and Opinions<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The data in this study examined the relationships between educators' job types, usage habits, and opinions regarding Artificial Intelligence (AI) in education. The findings revealed varying levels of AI usage and disposition among different job categories within the education sector.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>K-12 teachers reported the lowest usage of AI tools compared to education researchers, college educators, administrators, and curriculum designers. This difference in usage habits was also reflected in their attitudes towards AI. K-12 teachers exhibited less favorable attitudes towards AI, while administrators and curriculum designers displayed more positive attitudes and utilized AI more frequently in their work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The data further highlighted that educators who use AI technologies tend to have stronger positive attitudes towards them. Familiarity with AI was found to be related to reduced negativity towards the technology. K-12 teachers, who had the least usage of AI tools, also exhibited less favorable attitudes towards AI. These findings emphasize the importance of considering educators' job types and usage habits when implementing AI technologies in educational settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">Research Question 2: Educators' Perceptions regarding AI in Education<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study explored educators' perceptions and attitudes towards AI in education. The findings revealed mixed opinions among participants who used AI tools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On one hand, participants expressed excitement about the potential of AI to revolutionize teaching and learning. They believed that AI could develop critical thinking skills, personalize learning experiences, and free up teachers to focus on evaluating student questions and facilitating learning. They recognized the benefits of AI in enhancing the educational experience for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, concerns were also raised regarding potential challenges associated with AI usage. Participants expressed worries about student misuse, such as cheating and plagiarism. They also highlighted concerns about the elimination of critical thinking, the impact on truth, and the broader societal implications of AI. Ethical considerations were seen as crucial in the use of AI in education, including transparency, accountability, equity, and inclusion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Participants emphasized the need for responsible use and stressed the importance of establishing policies and guidelines for the ethical and responsible use of AI in educational settings. They recognized that while AI presents opportunities for personalized learning, it must be implemented in a way that safeguards against potential misuse and upholds ethical standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In conclusion, this study sheds light on the relationships between educators' job types, usage habits, and opinions regarding AI in education. It highlights the variation in attitudes towards AI across different job categories and emphasizes the role of familiarity with AI in shaping attitudes. The study also underscores the potential of AI for personalized learning but emphasizes the need for responsible use and ethical considerations. These findings can guide the development and implementation of AI technologies in educational settings, taking into account educators' perspectives and the importance of ethical considerations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">AI vs Researcher Synthesis&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a researcher, data scientist, and writer, it was very apparent to me that Artificial Intelligence LLMs like ChatGPT, Bard, Notion, or others, are able to take information from qualitative and quantitative data and synthesize it in a format that is comparable to what expert researchers can produce, and in a considerably shorter amount of time. This is, however, something that requires expertise in scientific communication, knowledge of the desired formatting, and a keen eye for noticing key errors or omissions in the outputs that are produced; there is little chance that I could have produced what is present here with simply one prompt with little to no contextual knowledge or expertise in my field. Context, and iterative prompt revision based on careful output reading and synthesizing are key to producing high-quality content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This anecdotal evidence would support the idea that LLMs and AI tools have a place in many of the use cases mentioned by participants, but that the more specialized the desired output becomes, the more important the user\u2019s contextual knowledge and expertise becomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Conclusions&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study of educators' perceptions around AI in education suggests that K-12 teachers are generally more reluctant, concerned, and feel negatively towards AI usage, while administrators and curriculum designers have more positive dispositions towards the technology; this is similar to the findings from Gocen\u2019s (2020) and Cukarova et al. (2020) work in AI.&nbsp; Furthermore, this study showed that those who use AI technologies in their work tend to have stronger positive attitudes towards it from both a qualitative and quantitative standpoint, suggesting that familiarity decreases negativity towards the tech, which is similar to Xue and Wang\u2019s (2022) findings and almost identical to the findings of Celik\u2019s 2023 robust study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The study also found that participants believe that AI has the potential to personalize the learning experience for students in ways that can free up teachers to evaluate student questions and work with more detail, becoming more true facilitators of learning, much like the work from Xue and Wang (2022). In addition, educators identified several use cases for AI in the classroom that were similar to the findings of Lin\u2019s study in 2022 and the earlier study by Sadiku et al. in 2021.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, concerns regarding the equity of the technology in the classroom, the concerns with academic dishonesty, and the need for guidelines and policies on AI in the classroom cannot be ignored, and should be pursued with haste.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on these findings, the following recommendations can be made:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Provide more opportunities for K-12 teachers to learn about and use AI in their classrooms, in order to reduce hesitancy and increase familiarity with the technology.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Encourage the experimentation and use of AI technologies in safe education workspaces to enhance personalized learning and free up teachers to focus on higher-order thinking skills and individualized instruction.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Develop safeguards, protocols, and usage standards around AI and its applications in the world to protect against unethical or harmful uses of the technology.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Emphasize the importance of responsible use and clear communication among stakeholders when it comes to AI in education.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide training and resources for educators to effectively and responsibly experiment with and integrate AI technologies into their instruction and curriculum.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These recommendations are similar to those that were provided in Kshirsagar\u2019s recent 2022 study and Celik\u2019s 2023 work, compounding the evidence that steps need to be taken toward adopting changes with regards to AI in education.&nbsp;In addition, these findings resonate with previous Michigan Virtual work on the topic of AI integration, specifically within their <a href=\"https:\/\/michiganvirtual.org\/ai-framework\">Artificial Intelligence Integration Framework for School Districts<\/a> and its associated <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\">Planning Guide<\/a>. Below is a table including this study\u2019s recommendations with their associated integration component(s) to allow for fidelity of their implementation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Recommendation<\/strong><\/td><td><strong>Michigan Virtual AI Framework Component<\/strong><\/td><\/tr><tr><td>Provide more opportunities for K-12 teachers to learn about and use AI in their classrooms, in order to reduce hesitancy and increase familiarity with the technology.<\/td><td>Leadership and Vision, Professional Learning<\/td><\/tr><tr><td>Encourage the use of AI technologies in education to enhance personalized learning and free up teachers to focus on higher-order thinking skills and individualized instruction.<\/td><td>Instructional Framework, Learning Assessments, Business and Technology Operations, and Student Use<\/td><\/tr><tr><td>Develop safeguards, protocols, and usage standards around AI and its applications in the world to protect against unethical or harmful uses of the technology.<\/td><td>Policy, Ethical, &amp; Legal Considerations<\/td><\/tr><tr><td>Emphasize the importance of responsible use and clear communication among stakeholders when it comes to AI in education.<\/td><td>Leadership and Vision, Outreach<\/td><\/tr><tr><td>Provide training and resources for educators to effectively integrate AI technologies into their instruction and curriculum.<\/td><td>Professional Learning<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 11:<\/strong> <em>Recommendations for Practice<\/em><br><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In conclusion, the study suggests that while there are concerns and risks associated with the use of AI in education, the potential benefits for personalized learning and the advancement of 21st-century skills cannot be ignored, as the technology is an incredible tool that will continue to advance and evolve to meet the needs of society. It is important to approach the use of AI in education with caution and responsibility, while also recognizing the potential for positive impact and actively working to incorporate the technology into the classroom. The more we experiment with, integrate, and familiarize ourselves with AI technologies, the better we can utilize them with fidelity, responsibility, and power in the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Alam, A. (2021, November). Possibilities and apprehensions in the landscape of artificial intelligence in education. In 2021 International Conference on Computational Intelligence and Computing Applications (ICCICA) (pp. 1-8). IEEE.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Baidoo-Anu, D., &amp; Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers\u2019 professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Chen, L., Chen, P., &amp; Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8, 75264-75278.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cukurova, M., Luckin, R., &amp; Kent, C. (2020). Impact of an artificial intelligence research frame on the perceived credibility of educational research evidence. International Journal of Artificial Intelligence in Education, 30, 205-235.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fitria, T. N. (2021). Artificial Intelligence (AI) In Education: Using AI Tools for Teaching and Learning Process. In Prosiding Seminar Nasional &amp; Call for Paper STIE AAS (Vol. 4, No. 1, pp. 134-147).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gocen, A., &amp; Aydemir, F. (2020). Artificial Intelligence in Education and Schools. Research on Education and Media, 12, 13 - 21.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kshirsagar, P.R., Jagannadham, D.B., Alqahtani, H., Noorulhasan Naveed, Q., Islam, S., Thangamani, M., &amp; Dejene, M. (2022). Human Intelligence Analysis through Perception of AI in Teaching and Learning. <em>Computational Intelligence and Neuroscience, 2022<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kumar, V. R., &amp; Raman, R. (2022). Student Perceptions on Artificial Intelligence (AI) in higher education. In 2022 IEEE Integrated STEM Education Conference (ISEC) (pp. 450-454). IEEE.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, X., Chen, L., Chan, K.K., Peng, S., Chen, X., Xie, S., Liu, J., &amp; Hu, Q. (2022). Teachers\u2019 Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective. <em>Sustainability<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National Research Council. 2000. <em>How People Learn: Brain, Mind, Experience, and School: Expanded Edition<\/em>. Washington, DC: The National Academies Press. https:\/\/doi.org\/10.17226\/9853.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sadiku, M.N., Ashaolu, T.J., Ajayi-Majebi, A.J., &amp; Musa, S.M. (2021). Artificial Intelligence in Education. <em>International Journal Of Scientific Advances<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Xue, Y., &amp; Wang, Y. (2022). Artificial Intelligence for Education and Teaching. <em>Wireless Communications and Mobile Computing<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zheng, L., Niu, J., Zhong, L., &amp; Gyasi, J. F. (2021). The effectiveness of artificial intelligence on learning achievement and learning perception: A meta-analysis. Interactive Learning Environments, 1-15.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Appendix<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Statistics Tables for AI Usage<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><\/td><td><\/td><td>95% Confidence <br>Interval<\/td><td>95% Confidence <br>Interval<\/td><\/tr><tr><td><strong>Job Type<\/strong><\/td><td><strong>Mean<\/strong><\/td><td><strong>Std. Error<\/strong><\/td><td><strong>Lower Bound<\/strong><\/td><td><strong>Upper Bound<\/strong><\/td><\/tr><tr><td>College educator<\/td><td>1.000<\/td><td>.350<\/td><td>.307<\/td><td>1.693<\/td><\/tr><tr><td>Curriculum Designer<\/td><td>.588<\/td><td>.120<\/td><td>.351<\/td><td>.826<\/td><\/tr><tr><td>Education Administration<\/td><td>.667<\/td><td>.086<\/td><td>.496<\/td><td>.837<\/td><\/tr><tr><td>Education Researcher<\/td><td>1.000<\/td><td>.495<\/td><td>.020<\/td><td>1.980<\/td><\/tr><tr><td>Instructional Coordinator<\/td><td>.625<\/td><td>.175<\/td><td>.278<\/td><td>.972<\/td><\/tr><tr><td>Other Education-related position<\/td><td>.600<\/td><td>.090<\/td><td>.421<\/td><td>.779<\/td><\/tr><tr><td>Teacher (K-12)<\/td><td>.441<\/td><td>.085<\/td><td>.273<\/td><td>.609<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Dependent Variable: ChatGPT_Use<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><\/td><td><\/td><td>95% Confidence <br>Interval<\/td><td>95% Confidence <br>Interval<\/td><\/tr><tr><td><strong>Job Type<\/strong><\/td><td><strong>Mean<\/strong><\/td><td><strong>Std. Error<\/strong><\/td><td><strong>Lower Bound<\/strong><\/td><td><strong>Upper Bound<\/strong><\/td><\/tr><tr><td>College educator<\/td><td>1.000<\/td><td>.339<\/td><td>.329<\/td><td>1.671<\/td><\/tr><tr><td>Curriculum Designer<\/td><td>.647<\/td><td>.116<\/td><td>.417<\/td><td>.877<\/td><\/tr><tr><td>Education Administration<\/td><td>.500<\/td><td>.085<\/td><td>.332<\/td><td>.668<\/td><\/tr><tr><td>Education Researcher<\/td><td>1.000<\/td><td>.051<\/td><td>.051<\/td><td>1.949<\/td><\/tr><tr><td>Instructional Coordinator<\/td><td>.500<\/td><td>.165<\/td><td>.165<\/td><td>.835<\/td><\/tr><tr><td>Other Education-related position<\/td><td>.448<\/td><td>.272<\/td><td>.272<\/td><td>.624<\/td><\/tr><tr><td>Teacher (K-12)<\/td><td>.206<\/td><td>.043<\/td><td>.043<\/td><td>.369<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Dependent Variable: AI_Use<\/figcaption><\/figure>\n<!-- \/wp:table -->",
            "title": "Balancing the Risks and Rewards of AI Integration for Michigan Teachers",
            "excerpt": "Introduction Artificial Intelligence (AI) has emerged as a transformative force in various sectors, and education is no exception. With the integration of AI-driven tools and technologies into classrooms, the educational landscape is undergoing a significant paradigm shift. Educators, as pivotal stakeholders in this evolution, play a crucial role in shaping the future of education through...",
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            "id": 83788,
            "path": "\/research\/publications\/evaluating-professional-learning-course-offerings-and-educator-engagement\/",
            "author_id": 81,
            "timestamp": 1701291027,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Intro\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Purpose\">Professional Learning Services Study Purpose and Rationale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> has made a commitment to increase the completion rate for Professional Learning courses which, as of fall 2023, is approximately 60%. Part of this effort requires developing a more comprehensive understanding of how educators progress through and utilize pedagogically focused PL courses and course materials. This research has two broad objectives: 1) to better understand commonalities among courses offered through <em>Michigan Virtual<\/em>, and 2) to comprehend educators' engagement and navigation of PL courses. This includes understanding the types of courses educators are taking, engagement with course assignments, and length of time enrolled in the course. In doing so, <em>Michigan Virtual<\/em> will be able to make informed decisions about what course formats are most appropriate for the goals, objectives, and preferences of learners.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>, through its Professional Learning Portal (PLP), offers over <a href=\"https:\/\/michiganvirtual.org\/professionals\/\" target=\"_blank\" rel=\"noreferrer noopener\">300 courses<\/a> for a diverse range of professionals. For the purposes of this study, only courses aimed at improving pedagogical skills and knowledge were included. Unless otherwise noted, any further reference to PL courses includes only those that are pedagogically focused.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"ProfessionalLearning\">What is Professional Learning?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Professional learning (PL) in education consists of opportunities (e.g., programs and classes) that aim to enhance teachers' knowledge, pedagogical strategies, beliefs, or other characteristics that may be related to the quality of their teaching (Bowman et al., 2022; Gesel et al., 2021). PL typically targets three areas of teacher development: knowledge, skills, and beliefs (such as self-efficacy, or one\u2019s belief in their abilities) (Gesel et al., 2021), and can occur in either in-person, virtual, or blended formats. PL may also include mandatory compliance-based classes that align with certain state or federal standards (e.g., FERPA).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"ImportancePL\">Why is PL important?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>PL is a vital part of educators\u2019 journeys, offering them a pathway to remain connected to the field, a way to further their pedagogy and disciplinary knowledge (e.g., Burrows et al., 2021), meet the specific needs of their schools and students (<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Green &amp; Harrington, 2022<\/a>), and ensure the continued validity of their teaching licenses and certificates. As per Michigan Department of Education policy, educators must complete 150 State Continuing Education Clock Hours (SCECHs) of PL offered by approved sponsors to renew certificates and licenses (<a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/educator_services\/prof_learning\/scech_overview.pdf?rev=cb49f22e456b4a44ac4b1ad77f7e5d8e\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Department of Education<\/a>, 2020). The importance of professional learning extends beyond a means to renew one\u2019s certifications, however, as purposeful and sustained engagement in PL can positively impact student outcomes (Capraro et al., 2016; Gore et al., 2021; Roth et al., 2019).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Engagement\">How Are Educators Engaging with PL?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Given the importance and potential benefits of PL, it is necessary to understand how educators engage with PL. Recent data collected by the Professional Learning Services team at <em>Michigan Virtual <\/em>indicated that 60% of those taking PL through <em>Michigan Virtual<\/em> had a preference for online formats (<a href=\"https:\/\/drive.google.com\/file\/d\/1BR9pC-gqJxkHG0X9F11YS-asQRXWErbc\/view\" target=\"_blank\" rel=\"noreferrer noopener\">Perez, Peck, &amp; McGehee, 2023<\/a>). Online PL allows external experts and facilitators to deliver PL, which 77% of those taking PL courses through <em>Michigan Virtual <\/em>prefer (<a href=\"https:\/\/docs.google.com\/presentation\/d\/1YDTjw9XbKWvuXcwzSf24CNFRDrQT_mVSFqOs7zg_bV8\/edit#slide=id.g22595251009_0_0\" target=\"_blank\" rel=\"noreferrer noopener\">Perez &amp; Peck, 2023<\/a>). According to <em>Michigan Virtual\u2019s<\/em> Professional Learning Services team, many educators continue choosing PL delivered online because it is flexible, and they can work at their own pace (and on their schedule). Professional learning delivered online allows educators to expand their horizons without missing time in the classroom (<a href=\"https:\/\/michiganvirtual.org\/blog\/modernizing-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Green, 2022<\/a>). This may be particularly important as the<a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\" target=\"_blank\" rel=\"noreferrer noopener\"> National Standards for Online Teaching<\/a> recommend that PL be timely and consistent (<a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-teachers-need-ongoing-professional-development\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual Learning Research Institute, 2020<\/a>). PL delivered online has the potential to be particularly engaging through increasing access (reaching rural areas, drawing on outside experts, targeting specific content areas), providing flexibility in terms of when and where teachers participate, lowering costs of participation, and potentially expanding teachers' networks (as participation isn't as geographically limited; Lay et al., 2020).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the delivery method, meaningful collaborative opportunities are also important. In a study examining PL for STEM teachers, Burrows et al., (2021) noted that teachers held positive perceptions of being able to interact with colleagues, and found that time spent collaborating on lesson plans was 'very useful.' Indeed, educators engaging with PL through <a href=\"https:\/\/michiganvirtual.org\/professionals\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual<\/em><\/a> noted that it was important for collaboration to be intentional. Educators preferred to be in small cohorts with sufficient time to share ideas, think, and work together (<a href=\"https:\/\/docs.google.com\/presentation\/d\/1YDTjw9XbKWvuXcwzSf24CNFRDrQT_mVSFqOs7zg_bV8\/edit#slide=id.g22595251009_0_0\" target=\"_blank\" rel=\"noreferrer noopener\">Perez &amp; Peck, 2023<\/a>). Facilitating interactions among PL attendees allows them to connect, brainstorm solutions to challenges, and see how other teachers, schools, and districts are serving students, which may inspire them to adapt or borrow ideas and take them back to their own classrooms. Collaborating with others can also help spur self-reflection, an important quality of effective PL. Reflection and feedback can work together within professional learning to help move teachers' pedagogy forward (Darling-Hammond &amp; Gardner, 2017).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"currentstudy\">The Current Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Examining PL course offerings at <em>Michigan Virtual<\/em> can ensure that a wide range of topics and needs are addressed and that these courses engage a diverse range of educators. A better understanding of the cost, structure, and target audience of most PL courses can highlight gaps in offerings, and identify the extent to which there is alignment between current offerings and educator preferences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This study additionally aimed to understand the needs, motivations, and engagement of educators in pedagogy\/instruction-specific PL courses at<em> Michigan Virtual <\/em>because these courses can significantly impact teaching and benefit students. Understanding educators' preferences and engagement with current PL offerings will allow for the continued refinement of professional learning course offerings at <em>Michigan Virtual<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another goal was to identify the topics covered in Professional Learning (PL) courses offered by <em>Michigan Virtual<\/em>, the needs met, and the range of educators involved. Data from the Professional Learning Portal was combined with survey responses from educators enrolled in PL courses at <em>Michigan Virtual<\/em> to gain a thorough understanding of their needs and motivations, as well as how they interact with professional learning courses. In light of these aims, the current study sought to answer the following:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>What types of courses are available on the Professional Learning Portal?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>How<\/em> are educators engaging with PL courses?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are educators satisfied with the PL courses offered by <em>Michigan Virtual?<\/em>&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>A better understanding of the cost, structure, target audience, and how educators engage with professional learning courses can reveal gaps in offerings and alignment with preferences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Methods\">Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"survey\">Survey<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators enrolled in PL courses at <em>Michigan Virtual<\/em> were provided with end-of-course surveys via <a href=\"https:\/\/www.qualtrics.com\/core-xm\/\" target=\"_blank\" rel=\"noreferrer noopener\">Qualtrics Research Suite<\/a>. End-of-course surveys assessed educators' motivation for taking the course, satisfaction with and perceived utility of the course, the relevance of the course for their role, engagement with course activities, assignments, and features, questions specific to the course they enrolled in, and demographic information. Only questions about motivation and engagement were analyzed for this study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"PLP\">Professional Learning Portal Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Data from the Professional Learning Portal was obtained in the summer of 2023 for both the fall 2022 and spring 2023 semesters and included information on the courses educators enrolled in, course type, enrollment status, enrollment start, and end dates, number of submitted and total course assignments, and school demographic characteristics. Course type refers to whether the course counted towards educators\u2019 <a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/educator_services\/prof_learning\/scech_overview.pdf?rev=cb49f22e456b4a44ac4b1ad77f7e5d8e\" target=\"_blank\" rel=\"noreferrer noopener\">professional learning hours<\/a> required to renew Michigan certificates and licenses (SCECH) or not (Non-SCECH).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Schools were categorized as follows based on the percentage of learners who qualified for Free or reduced-price lunch (FRPL):<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Low (&lt;=25%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-Low (&gt;25% to &lt;=50%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-High (&gt;50% to &lt;=75%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>High (&gt;75%)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Educators\u2019 schools were also classified according to student demographics:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Non-White School Population &lt;=25%<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Non-White School Population &gt;25% and &lt;=50%<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Non-White School Population &gt;50% and &lt;=75%<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Non-White School Population &gt;75%<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"cleaning\">Data Cleaning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Both the end-of-course survey data and the Professional Learning Portal data were analyzed in <a href=\"https:\/\/www.r-project.org\/about.html\">R<\/a> (a free statistical computing environment). To refine analyses to be timely, included data points were restricted to the most recent academic year (fall 2022, spring 2023). Because the study\u2019s aims focused on analyzing pedagogy-specific courses, courses that did meet that criterion were removed (e.g., CPR Refresher). In the analysis, about 58% (n = 119) of the courses from the survey data and 54% (n = 177) of the courses from the Professional Learning Portal dataset were included. The list of removed courses can be found in Appendixes A and B.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Result\">Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"courseavailability\">What types of courses are available on the Professional Learning Portal?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Professional Learning Portal provides educators with 381 courses to choose from, depending on their needs and preferences. The most highly enrolled pedagogical courses were \u2018<a href=\"https:\/\/michiganvirtual.org\/course\/differentiated-instruction-maximizing-learning-for-all\/\" target=\"_blank\" rel=\"noreferrer noopener\">Differentiated Instruction: Maximizing Learning for All<\/a>\u2019 (n = 3,296), \u2018<a href=\"https:\/\/michiganvirtual.org\/course\/changing-minds-to-address-poverty-achievement-mindset\/\" target=\"_blank\" rel=\"noreferrer noopener\">Changing Minds to Address Poverty - Achievement Mindset<\/a>\u2019 (n = 2,901), and \u2018<a href=\"https:\/\/michiganvirtual.org\/course\/changing-minds-to-address-poverty-engagement-mindset\/\" target=\"_blank\" rel=\"noreferrer noopener\">Changing Minds to Address Poverty - Engagement Mindset<\/a>\u2019 (n = 2,192).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Across pedagogy-focused Professional Learning Portal courses, the average cost was $37.60 but ranged from 0 to $150. Educators have many cost-effective options, with half of the courses costing less than $5. Educators also have access to earn SCECHs through pedagogy-focused courses, with approximately 193 courses offering at least 1 SCECH. The average number of SCECHs offered is 8.5, with half of the courses offering more than 4 SCECHs. These courses are also able to be completed on the educators\u2019 schedule as most (n = 172) are self-paced.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group {\"layout\":{\"type\":\"flex\",\"orientation\":\"vertical\"}} -->\n<div class=\"wp-block-group\"><!-- wp:table -->\n<figure id=\"Table1\" class=\"wp-block-table\"><table><tbody><tr><td><strong>Category<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Sub-Category<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong># of Courses<\/strong><\/td><\/tr><tr><td><strong>Course Type<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><\/td><td class=\"has-text-align-center\" data-align=\"center\"><\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Self-Paced<\/td><td class=\"has-text-align-center\" data-align=\"center\">297<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Lightly Facilitated<\/td><td class=\"has-text-align-center\" data-align=\"center\">43<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Facilitated&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">33<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Blended<\/td><td class=\"has-text-align-center\" data-align=\"center\">8<\/td><\/tr><tr><td><strong>Credit<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><\/td><td class=\"has-text-align-center\" data-align=\"center\"><\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">SCECH<\/td><td class=\"has-text-align-center\" data-align=\"center\">250<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Counselor<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Micro-credential&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">14<\/td><\/tr><tr><td><strong>Subject Area<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><\/td><td class=\"has-text-align-center\" data-align=\"center\"><\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Other<\/td><td class=\"has-text-align-center\" data-align=\"center\">67<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Best Practices<\/td><td class=\"has-text-align-center\" data-align=\"center\">48<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Teacher Advocacy<\/td><td class=\"has-text-align-center\" data-align=\"center\">48<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Literacy&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">38<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Administration<\/td><td class=\"has-text-align-center\" data-align=\"center\">36<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Blended &amp; Online Learning<\/td><td class=\"has-text-align-center\" data-align=\"center\">35<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Social &amp; Emotional Learning<\/td><td class=\"has-text-align-center\" data-align=\"center\">33<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Literacy Essentials<\/td><td class=\"has-text-align-center\" data-align=\"center\">32<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Special Education<\/td><td class=\"has-text-align-center\" data-align=\"center\">31<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Leadership<\/td><td class=\"has-text-align-center\" data-align=\"center\">30<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Subject Area Specific<\/td><td class=\"has-text-align-center\" data-align=\"center\">30<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Classroom Management<\/td><td class=\"has-text-align-center\" data-align=\"center\">29<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Assessment<\/td><td class=\"has-text-align-center\" data-align=\"center\">27<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Early Childhood<\/td><td class=\"has-text-align-center\" data-align=\"center\">27<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Compliance&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">25<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Counseling<\/td><td class=\"has-text-align-center\" data-align=\"center\">16<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">Evaluation<\/td><td class=\"has-text-align-center\" data-align=\"center\">12<\/td><\/tr><tr><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">School Safety<\/td><td class=\"has-text-align-center\" data-align=\"center\">9<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 1. Overview of PL Course Category<\/figcaption><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"engagementplscourse\"><em>How<\/em> are educators engaging with PLS courses?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"diversity\">Does Enrollment in SCECH Courses Vary by Economic and School Diversity Categories?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Approximately 13.5% (n = 8,716) of the 64,714 total enrollments were for SCECH courses. Educators from schools where the Non-White student population was =&lt;25% made up most of the enrollments in both SCECH (44.4%) and non-SCECH (39.5%) courses. Conversely, educators from schools where the non-White student population was between 50 and 75% made up the fewest enrollments across the board, followed closely by those from schools with a non-White student population of &gt;75%. Figure 1 shows the composition of SCECH and non-SCECH enrollments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional context, educators from schools with a non-White student population exceeding 50-75% and 75% constituted the smallest percentage of total enrollments. However, when examining district-level data, these educators were well represented by Michigan Virtual. In districts with a non-White student population between 50% and 75%, Michigan Virtual served all 100% of LEA Districts, reaching approximately 30 educators per 100 staff. For districts with a non-White student population exceeding 75%, <em>Michigan Virtual<\/em> covered 95 per 100 districts, equating to about 52 educators per 100 staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similarly, in PSA districts, <em>Michigan Virtual <\/em>served 88 per 100 districts with a non-White student population between 50% and 75%, providing around 36 enrollments per 100 staff. In districts where the non-White student population exceeded 75%,<em> Michigan Virtual <\/em>covered 94 out of 100 PSA districts, representing about 50 enrollments per 100 PSA staff. Taken together, <em>Michigan Virtual<\/em> served relatively similar numbers of educators in LEA districts with varying percentages of non-White student populations, except districts where the non-White student population was &gt;75% had approximately 21 more educator enrollments per 100 staff. Compared to LEA districts, enrollments varied by district more so for PSAs with the highest number of educators served coming from districts where the non-White student population was &gt;25% and &lt;=50%, and &gt;75%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83832,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\" id=\"figure1\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Figure1PLS-1024x623.png\" alt=\"figure 1. showing the percentage of enrollments by course type\" class=\"wp-image-83832\" \/><figcaption class=\"wp-element-caption\">Figure 1. Composition of Non-SCECH and SCECH courses<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Educators from schools where between 25 and 50% of students qualified for free and reduced-price lunch (FRPL) represented the most enrollments for non-SCECH courses (29.3%), followed closely by educators from schools where between 50 and 75% of students qualified for FRPL (27.3%). The reverse emerges for SCECH enrollments wherein educators from schools where between 50 and 75% of students qualified for FRPL represent the most enrollments (27.4%), closely followed by those from schools where between 25 and 50% of students qualified for FRPL (24.6%). Figure 2 highlights these enrollments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It should be noted that while educators from schools where &lt;=25% of students receive FRPL made up the smallest percentage of enrollments, these educators are represented well at the distinct level in regard to enrollments with MV. <em>Michigan Virtual<\/em> served 100% of LEA Districts where &lt;25% of students receive FRPL, and reached approximately 18 educators per 100 staff. For PSAs, <em>Michigan Virtual<\/em> served 82 out of 100 PSA districts where &lt;25% of students received Free-Reduced Price Lunch, serving about 19 educators per 100 staff. Across all district types, MV served more educators per 100 staff in districts where &gt;75% of students received FRPL compared to other FRPL categories. For instance, in ISD where &gt;75% of students received FRPL <em>Michigan Virtual <\/em>served 21 educators per 100 staff. In LEA where &gt;75% of students received FRPL MV served 48 educators per 100 staff. In PSA <em>Michigan Virtual<\/em> served 58 educators per 100 staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83833,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\" id=\"figure2\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Figure2PLS-1024x658.png\" alt=\"Figure 2. FRPL Composition of Non-SCECH and SCECH courses\n\" class=\"wp-image-83833\" \/><figcaption class=\"wp-element-caption\">Figure 2. FRPL Composition of Non-SCECH and SCECH courses<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"enrollmentstattype\">Does Enrollment Status Vary by Course Type?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just over half of all course enrollments were completed (51.8%), and 15.1% were dropped. Approximately 33% of all courses were currently active, indicating that educators were in the process of completing the course at the time of analysis. Completion rates for non-SCECH (52.5%) and SCECH (46.9%) courses were fairly similar, with around half of these courses being marked as complete. One of the main differences, however, was that approximately 12% of non-SCECH courses were dropped which was significantly lower than the drop rate for SCECH courses (approximately 35%). Educators can drop a course by using the \u2018unenroll\u2019 button within the PLP. In order to receive a refund, educators must unenroll within 24 hours of registering for a course. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It's important to highlight a noteworthy correlation (<em>r<\/em> = .58) observed between educators' course load and the frequency of course drops. A correlation of .58 is considered relatively strong, indicating that as educators take on more courses, their number of drops tends to increase, and conversely, as they reduce their course load, the number of drops tends to decrease. This pattern suggests that educators might initially enroll in a higher number of courses, later refining their selection based on factors like interest, time constraints, or other considerations. In other words, the number of dropped courses may reflect educators' course selection process rather than their engagement level. Conversely, those who enroll in fewer courses may exhibit a lower likelihood of dropping them, possibly due to a more curated approach to enrollment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83834,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\" id=\"figure3\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Figure3PLS-1024x634.png\" alt=\"Figure 3. Non-SCECH and SCECH courses by enrollment status\" class=\"wp-image-83834\" title=\"\" \/><figcaption class=\"wp-element-caption\">Figure 3. Non-SCECH and SCECH courses by enrollment status<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"timeenrolled\">Does Time Spent Enrolled in a Course Vary by Course Type?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Generally, educators spent approximately 28 days enrolled in PL courses (M = 28.0, SD = 43.9). The length of enrollment varied considerably from 0 days to 249 days. Due to the variability in enrollment length, the median may provide an estimate less biased by outliers. Half of educators were enrolled in courses for less than 5 days and half for more than 5 days. On average, those enrolled in SCECH courses spent approximately 53 days in their courses, whereas those in non-SCECH courses spent approximately 23 days. Individuals pursuing a SCECH spent more time enrolled in their courses relative to those taking non-SCECH courses. Understanding how much time educators spend in MV courses is essential for positive student achievement outcomes, based on previous research (Yoon et al., 2007). While the current data does not allow for the ability to determine how much of educators\u2019 enrollment time was spent engaged with the course (interacting with content), this represents an important consideration for future research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There was a moderate correlation between the length of time spent enrolled in the course and the proportion of completed assignments <em>r<\/em>(39,899) = -.55, <em>p<\/em> &lt; .001. This means that as educators\u2019 time enrolled in the course increased, their proportion of completed assignments decreased (and vice versa). Although this data and analysis cannot establish the reason for this correlation, educators who remain enrolled in courses for extended periods may become disengaged for various reasons, leading to fewer completed assignments. Conversely, educators who have difficulty completing assignments within the expected timeframe may remain enrolled in the course for longer but may not catch up. Research on students\u2019 behaviors within online courses highlights the importance of pacing (consistent and timely movement through an online course) as crucial for success (DeBruler, 2021; Michigan Virtual Learning Research Institute, 2019). It is reasonable to hypothesize that this may apply to adult learners as well (e.g., Ihantola et al., 2020). Gaining a better understanding of the relationship between time spent enrolled in a course and the number of completed assignments likely represents an important area of future research. This finding may also be an important piece of the puzzle regarding the higher drop rates of SCECH courses. This research shows that as educators spend more time in their SCECH courses, they are increasingly less likely to complete assignments. This information may be valuable for coordinating outreach efforts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"courseassignmentengage\">How Did Educators Engage with Course Assignments?&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The percentage of completed assignments (all graded items) was determined by examining how many assignments were completed compared to how many were offered in the course. This number was then converted to a percentage. On average, educators completed about 47% of their assignments. Notably, about half of the enrollees failed to complete more than 50% of the courses\u2019 assignments. Additionally, the percentage of completed assignments varied by course type with educators in non-SCECH courses completing more assignments than their peers enrolled in SCECH courses (47.9% for non-SCECH courses compared to 41.6% for SCECH courses).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There were differences in the average number of dropped courses based on the start date of enrollment. Fall (September through November) had the highest number of dropped courses (9.71) on average, while Summer had the fewest (1.12). At the course level, enrollments starting in the Fall (50.32%) had a greater proportion of completed assignments than Summer (29.43%). Differences in completion rates based on the season may reflect teachers\u2019 needs and reasons for enrollment. License and certificate renewals may be more pressing in the summer, and thus, completing such courses is more of a priority than it is in the fall. Educators may also have more bandwidth for completing PD during the summer months, relative to the fall.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another variable was created to identify the proportion of educators who had completed at least 80% of all assignments available in their courses (Assignment Threshold). The total number of educators who met the assignment threshold was 41.4%. This did seem to vary by SCECH status, with 42.1% of non-SCECH courses meeting the threshold compared to 36.6% of SCECH courses. Taken together, it seems that educators enrolled in non-SCECH courses typically outperform those in SCECH courses in terms of completed assignments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators whose enrollment status was \u2018complete\u2019 averaged a higher proportion of completed course assignments (approximately 85%), compared to those who dropped the course (approximately 6%). Even those currently enrolled in a course completed a higher proportion of course assignments (approximately 7%) than those who dropped the course. A notably higher percentage of educators (77.6%) met the assignment threshold upon completing their course, while a smaller percentage of those currently enrolled (2.59%) or those who had dropped (2.37%) met the threshold of 80% of course assignments completed. Taken together, the findings about enrollment status and completed assignments are intuitive - those who complete their courses complete a higher proportion of the courses\u2019 assignments. However, these findings could point to underlying factors distinguishing \u201ccompleters\u201d from \u201cnon-completers.\u201d Educators who complete their courses have different motivations than those who drop - and these motivations push them to thoroughly engage with course assignments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"satisfied\">Are Educators Satisfied with the Courses Offered by PLS?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"propsatisfied\">What Proportion of Educators are Satisfied with their Courses?&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The end-of-course survey asked educators if they were \u2018highly satisfied\u2019 with their course, and most educators (95%) indicated \u2018yes.\u2019 Examining a random portion of open-ended responses detailing the reasons for educators' satisfaction with their courses revealed five main themes: resources, pacing, specific course features or design elements, specific information or content, and organization.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure id=\"table2\" class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Theme<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Example<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Resources&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">A lot of resources and the ability to download the material so that I can continue to access it.<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Pacing<\/td><td class=\"has-text-align-center\" data-align=\"center\">A self-paced format allowed me to work through the information in a way that worked best for me.<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Specific Course Feature or Design Element<\/td><td class=\"has-text-align-center\" data-align=\"center\">I best enjoyed the interactive slides. Playing the games helped with learning.<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Specific Information or Content<\/td><td class=\"has-text-align-center\" data-align=\"center\">The content applied to what I need in terms of understanding the educator evaluation process<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Organization<\/td><td class=\"has-text-align-center\" data-align=\"center\">A lot of information was presented and organized that was easy to understand.<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 2. Reasons Educators Were Highly Satisfied with PLS Courses<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Overall, educators seemed satisfied with their courses because of the course design, the information being useful or meeting a specific need, the ability to revisit material and move through the course at an individualized pace, the clear progression of content, and the plethora of practical and accessible resources. Table 2 provides examples of each theme.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Examining open-ended responses detailing the reasons why educators were not highly satisfied with their courses revealed eight themes: satisfaction, layout, glitches-certifications, glitches-broken links, glitches-survey, content, assessments, and time\/duration. These themes are highlighted in Table 3.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure id=\"table3\" class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Theme<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Example<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Satisfaction<\/td><td class=\"has-text-align-center\" data-align=\"center\">I was satisfied, but not highly satisfied.<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Layout<\/td><td class=\"has-text-align-center\" data-align=\"center\">I don't know if it's the layout of the course or what that is confusing to me.&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Glitches - Certificate<\/td><td class=\"has-text-align-center\" data-align=\"center\">There are so many glitches that I do not have all of my certificates yet<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Glitches - Broken Links<\/td><td class=\"has-text-align-center\" data-align=\"center\">Many of the links to articles were broken and unable to be looked at<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Glitches - Survey<\/td><td class=\"has-text-align-center\" data-align=\"center\">I got to the end of the course and it said I completed the final reflection, only I didn't get notification the course was complete. ...&nbsp; I had a heck of a time figuring out what I still needed to do. ... I am thinking it was the perception survey that needed to be complete that allowed the course to be completed.&nbsp; I wish this had somehow been more clear to me ...<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Content<\/td><td class=\"has-text-align-center\" data-align=\"center\">It seemed like the information barely scratched the surface of teacher burnout and, while it offered \"solutions,\" did not mention how to really make these solutions work if the teacher is unreasonably overloaded at work.<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Assessments<\/td><td class=\"has-text-align-center\" data-align=\"center\">The review questions or tasks were often worded in a confusing or too general way, which made it challenging to understand what exactly was being asked.<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Time\/Duration<\/td><td class=\"has-text-align-center\" data-align=\"center\">Way too long for the course. It should be shorter and more concise.<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 3. Main Reasons Educators Were Not Highly Satisfied with PLS Courses<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Responses indicated that the course layout was confusing or inaccessible to some educators which led to dissatisfaction with the course overall. Educators also reported that some course elements were overrepresented in the course and were not sufficiently engaging. Similarly, technical glitches were a source of concern among multiple educators. The most commonly reported glitches included not receiving email confirmation of course completion or course certificates, broken or slow links, and difficulty finding the perception survey.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators expressed a wide range of opinions regarding course content. While some believed the content \u201cbarely scratched the surface,\u201d others believed the courses should \u201cnarrow down [the] information.\u201d Among dissatisfied educators there was consistency regarding the belief that assessments (quizzes, activities, etc.) were confusing or not engaging. This again may provide important information about drop rates. If some courses have assignments that are more difficult or confusing than others, or if certain types of classes are more prone to technical glitches, this frustration may result in educators spending more time in the course (trying to resolve the issues) but ultimately not completing them. Future work should examine the assignments in SCECH compared to non-SCECH courses. Some educators expressed that the length of the course made it difficult to fit into their schedules. Finally, some educators reported being satisfied just not <em>highly <\/em>satisfied with their courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"motivationsatisfaction\">Does Educators' Satisfaction Vary by their Motivation for Enrolling in the Course?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to end-of-course survey results, the main reason educators enrolled in their respective PL courses was because it was required (42.8%). The least commonly reported reason for course enrollment was recommendations (6.8%). Table 4 shows the reasons educators enrolled in PL courses with <em>Michigan Virtual<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure id=\"table4\" class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Motivation for Course Enrollment<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>N (%)<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Required professional development<\/td><td class=\"has-text-align-center\" data-align=\"center\">34,215 (42.80%)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Free or inexpensive SCECHs<\/td><td class=\"has-text-align-center\" data-align=\"center\">13,487 (16.90%)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Content Addresses Specific Classroom or Professional Needs<\/td><td class=\"has-text-align-center\" data-align=\"center\">11,172 (14.00%)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Renewing my teacher certificate<\/td><td class=\"has-text-align-center\" data-align=\"center\">9,462 (11.80%)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">I enjoy learning<\/td><td class=\"has-text-align-center\" data-align=\"center\">6,242 (7.80%)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course was recommended to me<\/td><td class=\"has-text-align-center\" data-align=\"center\">5,456 (6.80%)<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 4. Motivations for Enrollment<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Both satisfied (43.5%) and unsatisfied (59.1%) educators reported enrolling primarily due to the PL requirement imposed by their school or district. However, it's worth noting that nearly twice as many satisfied individuals (compared to unsatisfied ones) indicated that they also enrolled because they 'enjoy learning.' These percentages stress the importance of providing educators with choice in their PL, allowing them to engage with topics that interest them and meaningfully contribute to their growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"engageelements\">What Aspects of the Course are Most and Least Engaging and Helpful for Educators?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators were asked to indicate if they found specific course elements engaging or helpful. Educators largely agreed that audio\/visual course elements were engaging. Course readings and quizzes were chosen by educators as helpful for learning. Audio\/visual course elements and course readings were the most highly selected for being both engaging <em>and <\/em>helpful for learning. Discussion boards, however, were perceived as not engaging or helpful for learning. This aligns with what <a href=\"https:\/\/drive.google.com\/file\/d\/1BR9pC-gqJxkHG0X9F11YS-asQRXWErbc\/view\" target=\"_blank\" rel=\"noreferrer noopener\">Perez, Peck, &amp; McGehee (2023)<\/a> found in their survey of educators enrolled in PLS courses, where respondents had a stronger preference for lecture-based learning than dialogic learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most PL courses taken by educators during the fall 2022 semester and spring 2023 semester were non-SCECH bearing, meaning that they did not count toward educators' license renewal or recertifications. However, the most frequently reported motivation for taking professional learning courses was that it was required (42.8%). Thus, while educators might not be taking courses to satisfy state standards, their enrollment is likely driven by their local school administrators. Interestingly, among those who reported being unsatisfied with their course, 59.1% reported enrolling because it was required. While it is unclear if the requirement refers to a specific course or PL more broadly, this perhaps highlights the importance of affording educators with some degree of agency over their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the overall completion rate for courses was just above 50%, SCECH courses had a lower completion rate (47.4%) than non-SCECH courses (52.5%). Along the same vein, SCECH courses had a higher drop rate (34.9%) than non-SCECH courses (11.9%). This suggests that SCECH courses could be bringing down the overall completion rate for PL courses. Future research should closely examine similarities and differences in the composition, features, characteristics, and requirements of SCECH and non-SCECH courses to identify elements that may be creating difficulties for educators. Despite spending more time enrolled in SCECH courses, educators completed fewer assignments. Perhaps educators perceive assignments in SCECH courses as more challenging, lengthier, or less engaging or helpful for learning. Motivation for enrollment could also play an important role in assignment completion. Compliance courses (required training by Michigan schools) do not always provide educators with SCECHs. As such, educators may be attempting to \u201ccheck a box\u201d by moving through compliance courses quickly and completing the necessary assignments. In all, educators may be very intentional about these enrollments and ensuring they are completed. Similarly, it is possible that educators enroll in a course with the desire to obtain specific information or resources, and thus, exit or disengage from the course upon having that need met.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When asked to indicate if a variety of course elements were engaging or helpful, 11.6% deemed assignments \u2018not engaging or helpful for learning,\u2019 while a smaller percentage indicated that they were both helpful and engaging (9.0%). To this end, a better understanding of educators\u2019 engagement and perceptions of course assignments may help clarify low assignment and course completion rates.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, non-SCECH courses seem to make up the bulk of PL enrollments and the most common reason for enrollment is that the PL is required. While most educators were highly satisfied with their experience, those that were not were more likely to report taking the course because it was required. This perhaps points to the importance of voice and choice in educators\u2019 experiences with PL. Finally, those enrolled for SCECHs completed fewer assignments than their non-SCECH counterparts. Better understanding the reason behind the lack of engagement with course assignments in SCECH courses may help improve completion rates.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Bowman, M. A., Vongkulluksn, V.W., Jiang, Z., &amp; Xie, K. (2022). Teachers\u2019 exposure to professional development and the quality of their instructional technology use: The mediating role of teachers\u2019 value and ability beliefs. J<em>ournal of Research on Technology in Education<\/em>, 54(2), 188-204, https:\/\/doi.org\/10.1080\/15391523.2020.1830895&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Burrows, A. C., Borowczak, M., Myers, A., Schwortz, A. C., &amp; McKim, C. (2021). Integrated STEM for teacher professional learning and development: \u201cI Need Time for Practice\u201d. <em>Education Sciences<\/em>, <em>11<\/em>(1), 21. https:\/\/doi.org\/10.3390\/educsci11010021<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Capraro, R. M., Capraro, M. M., Scheurich, J. J., Jones, M., Morgan, J., Huggins, K. S., Corlu, S.M, Younes, R., &amp; Han, S. (2016). Impact of sustained professional development in STEM on outcome measures in a diverse urban district. <em>The Journal of Educational Research<\/em>, <em>109<\/em>(2), 181-196. https:\/\/doi.org\/10.1080\/00220671.2014.936997&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. This report can be found online at https:\/\/learningpolicyinstitute.org\/product\/teacher-prof-dev.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. (2021). Research On K-12 Online Best Practices. Michigan Virtual. https:\/\/michiganvirtual.org\/blog\/research-on-k-12-online-best-practices\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gesel, S. A., LeJeune, L. M., Chow, J. C., Sinclair, A. C., &amp; Lemons, C. J. (2021). A meta-analysis of the impact of professional development on teachers\u2019 knowledge, skill, and self-efficacy in data-based decision-making. <em>Journal of Learning Disabilities<\/em>, <em>54<\/em>(4), 269-283. https:\/\/doi.org\/10.1177\/0022219420970196&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gore, J. M., Miller, A., Fray, L., Harris, J., &amp; Prieto, E. (2021). Improving student achievement through professional development: Results from a randomized controlled trial of Quality Teaching Rounds. <em>Teaching and Teacher Education<\/em>, <em>101<\/em>, 103297. https:\/\/doi.org\/10.1016\/j.tate.2021.103297<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Green, C. (2022). Modernizing Professional Learning, Modeling Effective Practices For Student-Centered Learning. Michigan Virtual. Retrieved from https:\/\/michiganvirtual.org\/blog\/modernizing-professional-learning\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Green, C. &amp; Harrington, C. (2022). Empowering Teachers and Capturing Kids\u2019 Hearts\u00ae: The Public Schools of Calumet, Laurium, and Keweenaw\u2019s Journey Toward Student-Centered Learning. Michigan Virtual. Retrieved from https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ihantola, P., Fronza, I., Mikkonen, T., Noponen, M., &amp; Hellas, A. (2020, October). Deadlines and MOOCs: how do students behave in MOOCs with and without deadlines. In 2020 IEEE Frontiers in education conference (FIE) (pp. 1-9). IEEE. doi: 10.1109\/FIE44824.2020.9274023.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kennedy, K., &amp; Archambault, L. (2012). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. <em>Journal of Teacher Education<\/em>, <em>63<\/em>(3), 185-200. https:\/\/doi.org\/10.1177\/0022487111433651<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lay, C. D., Allman, B., Cutri, R. M., &amp; Kimmons, R. (2020). Examining a decade of research in online teacher professional development. <em>Frontiers in Education<\/em>, 5, 573129. Frontiers Media SA. https:\/\/doi.org\/10.3389\/feduc.2020.573129<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Leary, H., Dopp, C., Turley, C., Cheney, M., Simmons, Z., Graham, C. R., &amp; Hatch, R. (2020). Professional Development for Online Teaching: A Literature Review. <em>Online Learning<\/em>, <em>24<\/em>(4), 254-275. https:\/\/eric.ed.gov\/?id=EJ1277716<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. State Continuing Education Clock (SCECH) Overview. Michigan Department of Education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2019). Pacing Guide For Success In Online Mathematics Courses. https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2020). Online Teachers NEED Ongoing Professional Development. https:\/\/michiganvirtual.org\/blog\/why-online-teachers-need-ongoing-professional-development\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National Standards for Quality. (n.d.). https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Perez, A., Peck, D., &amp; McGehee, N. (2023). Educators Talked, We Listened: Professional Learning Survey Results. Michigan Virtual.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Perez, A., &amp; Peck, D. (2023). Educators Talked, We Listened. Presentation for Michigan Virtual.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roth, K. J., Wilson, C. D., Taylor, J. A., Stuhlsatz, M. A., &amp; Hvidsten, C. (2019). Comparing the effects of analysis-of-practice and content-based professional development on teacher and student outcomes in science. <em>American Educational Research Journal<\/em>, 56(4), 1217-1253. https:\/\/doi.org\/10.3102\/0002831218814759&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., &amp; Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues &amp; Answers Report, REL 2007\u2013No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http:\/\/ies.ed.gov\/ncee\/edlabs<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:coblocks\/accordion -->\n<div class=\"wp-block-coblocks-accordion\"><!-- wp:coblocks\/accordion-item {\"title\":\"Appendix A - Excluded Courses (End of Course Survey)\"} -->\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\">Appendix A - Excluded Courses (End of Course Survey)<\/summary><div class=\"wp-block-coblocks-accordion-item__content\"><!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>#GoOpen: Open Educational Resources in Michigan<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Achieving Success with Difficult People<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adolescent Suicide Prevention: Best Practices \u2013 A Team Approach<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adolescent Suicide Prevention: Information for the General Public<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adolescent Suicide Prevention: Intervention &amp; School Policies<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adolescent Suicide Prevention: Peer-to-Peer Support<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Anti-Racism and Social Justice Teaching and Leadership<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Anti-Racist Trauma-Informed Practice in Pre-K-12 Education<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Applied Behavior Analysis in Schools<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Basic First Aid<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Bloodborne Pathogens<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Building Teams That Work<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Career Counseling: Building a Resume<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Healing Environments for Body, Mind, and Spirit<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Mindful Relationships<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Stress Management<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Building a College List<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Developing College Counseling Curriculum<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Effective Meetings with Juniors<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Relationships with Admissions Officers<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Start Early with 9-10 Graders<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: The College Selection Process<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Writing Effective Counselor Letters<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Conflict Resolution Strategies<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Coronavirus (COVID-19) Prevention in the Workplace<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Coronavirus Prevention Course<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>CPR Refresher<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Discipline Protections for Students with a Disability<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Discrimination in the Workplace<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Diversity in the Workplace<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: A Practical Approach to Working with NWEA Data<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Creating a Data Driven Culture<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Implementing Official SAT Practice on Khan Academy in Your School<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: School Culture: Creating an Inclusive Learning Environment<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: School Safety Best Practices<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Strategies for Using SAT Suite Data in Schools<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Trauma Informed Schools: A Whole School Approach<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Using AP Potential for Opportunity and Access<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Using Surveys For Feedback<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Family-School Partnerships for Students with Disabilities<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>FERPA \u2013 Family Educational Rights and Privacy Act<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Fire Safety<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Flu Symptoms and Prevention Strategies<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Food Safety<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Fundamentals of Supervision and Management<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Get Assertive!<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>HIPAA Compliance Training<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>IEP Boot Camp: Transition Age Students<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>IEP Boot Camp: Writing Meaningful and Compliant IEPs<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Individual Excellence<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Interpersonal Communication<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Introduction to Java Programming<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Introduction to Programming<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Introduction to Windows 10<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Keys to Effective Communication<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MDE Assessment Security<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MDE Assessment Security 2022\/2023<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MDE: Introduction to Data Use &amp; Action Process<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MI-Access Training: Participation and Scoring Administration<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan Ongoing Health &amp; Safety Training Refresher 2023<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan Virtual Special Education Support<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Personal Finance<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PTL: Module 1<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PTL: Module 2<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PTL: Module 3<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PTL: Module 4<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PTL: Module 5<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PTL: Module 6<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PTL: Module 7<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>PTL: Module 8<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reaching Your Potential through Self-Advocacy<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Responsive Web Design<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Run, Hide, Fight<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Seclusion and Restraint<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Sexual Harassment and Discrimination for Employees<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Social Intervention for Elementary Students with ASD<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Solving Classroom Discipline Problems<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Solving Classroom Discipline Problems II<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>SRO2: Teaming and Collaborative Data-based Problem Solving<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>SRO6: Self-Care and Wellness<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Survival Kit for New Teachers<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Take Care of Yourself: A Course in Well-Being and Self-Care<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teaching Transitioning Skills to Students with Disabilities<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understanding Adolescents<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understanding the Modern Military<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Violence in the Workplace<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Creating Classroom Centers<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>ChatGPT for Educators: An Introduction<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:coblocks\/accordion-item -->\n\n<!-- wp:coblocks\/accordion-item {\"title\":\"Appendix B - Excluded Courses (PLP Data)\u00a0\"} -->\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\">Appendix B - Excluded Courses (PLP Data)\u00a0<\/summary><div class=\"wp-block-coblocks-accordion-item__content\"><!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>#GoOpen: Open Educational Resources in Michigan<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>5D\/D+ Professional Collaboration &amp; Communication<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A to Z Grant Writing<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Achieving Success with Difficult People<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adolescent Suicide Prevention: Best Practices \u2013 A Team Approach<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adolescent Suicide Prevention: Information for the General Public<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adolescent Suicide Prevention: Intervention &amp; School Policies<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adolescent Suicide Prevention: Peer to Peer Support<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Advanced Grant Proposal Writing<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Advanced Microsoft Excel 2019\/Office 365<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Anti-Racism and Social Justice Teaching and Leadership<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Anti-Racist Trauma-Informed Practice in Pre K-12 Education<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Applied Behavior Analysis in Schools<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Basic First Aid<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Blockchain Fundamentals<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Bloodborne Pathogens<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Building Teams That Work<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Career Counseling: Building a Resume<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Healing Environments for Body, Mind, and Spirit<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Integrative Behavioral Health<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Meditation<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Mindful Relationships<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Mindfulness<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Nutrition, Chronic Disease, and Health Promotion<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Certificate in Stress Management<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Building a College List<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Developing College Counseling Curriculum<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Effective Meetings with Juniors<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Relationships with Admissions Officers<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Start Early with 9-10 Graders<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: The College Selection Process<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>College Counseling: Writing Effective Counselor Letters<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Conflict Resolution Strategies<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Coronavirus (COVID-19) Prevention in the Workplace<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Coronavirus Prevention Course<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Counseling for College Prep<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>CPR Refresher<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Creating a Classroom Website<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Discipline Protections for Students with a Disability<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Discrimination in the Workplace<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Diversity in the Workplace<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: A Practical Approach to Working with NWEA Data<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Administrator Simulator - Staff Accountability<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Administrator Simulator - Staff Social Media<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Administrator Simulator - Student Discipline<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Administrator Simulator - Title IX<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Disciplinary Literacy for Secondary Leaders<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Getting to Know the SAT Suite of Assessments<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Instructional Supervision in a Remote Environment<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Leading Collaborative Meetings in a Virtual World<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Project Gameplan - Keeping Compliant Scenarios<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Response to Intervention (RTI)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: School Law 101: What Principals Must Know<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: School Safety Best Practices<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Strategies for Using SAT Suite Data in Schools'<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Using AP Potential for Opportunity and Access<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>DLN: Using Surveys For Feedback<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Emergency Action Plans for Office Employees<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Emergency Response<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Exploring and Understanding Learner Agency<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Family-School Partnerships for Students with Disabilities<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>FERPA \u2013 Family Educational Rights and Privacy Act<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Fire Safety<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Flu Symptoms and Prevention Strategies<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Food Safety<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Fundamentals of Supervision and Management<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Get Assertive!<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Get Grants!<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Hazard Communication<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Health &amp; Safety for Licensed Child Care Providers, Module A<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Health &amp; Safety for Licensed Child Care Providers, Module B<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Health &amp; Safety for Licensed Child Care Providers, Module C<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>HIPAA Compliance Training<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>IEP Boot Camp: Transition Age Students<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>IEP Boot Camp: Writing Meaningful and Compliant IEPs<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Individual Excellence<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Intermediate Microsoft Excel 2019\/Office 365<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Interpersonal Communication<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Introduction to Artificial Intelligence<\/li>\n<!-- \/wp:list-item 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Interviews for Educators<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Leadership<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MAC: Developing a High Quality Balanced Assessment System<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MAC: Making Meaning from Student Assessments<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MAC: Using Assessment Data Well<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mastering Public Speaking<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MDE Assessment Security<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MDE Assessment Security 2022\/2023<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MDE Facilitating Future Proud Michigan Educator: Explore<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MDE: Introduction to Data Use &amp; Action Process<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>MEMSPA: Braiding MTSS 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            "title": "Evaluating Professional Learning Course Offerings and Educator Engagement",
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            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Located just west of Lansing, Michigan, <a href=\"https:\/\/www.glcomets.net\/\">Grand Ledge Public Schools<\/a> (GLPS) is home to approximately <a href=\"https:\/\/www.mischooldata.org\/district-entity-view-page\/?LocationCode=23060\">5100 students<\/a> in grades K-12. A point of pride within the district is their <a href=\"https:\/\/www.glcomets.net\/boardofeducation\/2022-strategic-plan\/\">2022-2027 Strategic Plan<\/a> which guides their work around <a href=\"https:\/\/docs.google.com\/presentation\/d\/1imTvjhjEiwXB-iFkIeOmRh6Nf4ajSzE5VTNZ9D0Uqwk\/edit#slide=id.g1b334ca107a_0_65\">specific SMART goals<\/a> (see Figure 1, right-hand side) and reflects their beliefs about student learning (see Figure 1, left-hand side). Their Strategic Plan is also directly reflected in their approach to professional learning, which was the focus of our conversation with Dr. Barnes. They have reshaped professional learning within the district, something Barnes is extremely proud of. GLPS has shifted away from the way professional development has traditionally been delivered\u2014in a \u201csit and get, one-size-fits-all\u201d model\u2014to a more personalized, impactful approach that promotes continuous growth as well as collaboration within their staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Dr. Barnes talked with researchers from the <a href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual Learning Research Institute<\/a> in May of 2023 about how GLPS has personalized professional learning. The transcript of our conversation has been edited for clarity and brevity. Responses to each question are from Dr. Barnes.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"624\" height=\"352\" src=\"https:\/\/lh7-us.googleusercontent.com\/CVdF70EoIMial6glz06nyUjEUCkYLCHg0KMW5LALSiDJj6dp6DJvMTX5nzSniNpuhodzGezRSgEITL2XzBLFUYQNHvcx0NrMIrltqlz-7UKBWIOEoTHqxMTHqCrRTZaImM9wLemFEnxdNKicntmK5P4\"> <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><em>Figure 1. GLPS 2022-2027 Strategic Plan<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Why was it important to personalize professional learning?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When I started with the district in 2019, our professional development framework was very traditional and discontinuous, with synchronous learning only occurring during the first half of the school year. Staff did have some flexibility to guide their own learning as there were provisions in the contract for online professional development (PD) and what we referred to as FlexPD. However, because it was very much up to the individual teacher to find opportunities to fulfill the majority of these requirements, the learning taking place was very disjointed as opposed to fitting underneath the umbrella of a strategic plan or a clear district vision. We knew we needed to shift to align our professional development with the goals of our strategic plan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic further accelerated our need for personalized learning as our staff needed timely, individualized options based on their unique needs. This led to our partnership with <em>Michigan Virtual<\/em> to offer online course options that are directly tied to both our district's vision and our instructional goals. We built a system that combined asynchronous and synchronous professional learning as well as optional, personalized drop-in office hour sessions. This flexibility allowed us to meet the evolving needs of our educators as well as ensure that the learning taking place supported our strategic plan as well as our beliefs about student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Where do teachers have choice in terms of their professional learning options?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We offer a menu of professional learning options through <em>Michigan Virtual<\/em> that align with our strategic plan.<em> <\/em>Teachers log in to their individual learning portals to select courses curated specifically for them. They can pick and choose courses that best meet their needs and goals, which allows them to take ownership of their learning. While there is dedicated time built into the calendar year for this asynchronous professional learning to occur, staff ultimately complete it in a place and at a pace that suits their needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, all of our K-6 teachers participate in peer observation multiple times a year. While peer observations do happen at other grade levels, it is done systematically K-6 as part of a SMART goal. Principals collaborate with staff to design schedules that work best for their individual buildings. Some adopt floating substitution models, allowing teachers to observe peers while ensuring classes are covered. Importantly, we make every effort not to encroach on planning time. This is another example of personalized learning because staff get to choose who they want to learn from and observe. The key here is that every teacher is expected to engage in observation, giving them agency in their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Being observed can elicit a feeling of vulnerability. How have you been able to alleviate that for your staff?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Establishing a safe space for teachers is paramount. We\u2019ve been very adamant from the get-go that classroom observations are about the observer and what they want to learn, not about any sort of evaluation of the teacher. It is crucial that teachers understand the focus of these observations is on their personal growth, not any sort of critique of who they are observing. This mindset shift was crucial in making the process successful. Additionally, since it's a requirement, it has become a normalized practice rather than feeling like we are singling out individuals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">How do you manage and track professional learning?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> manages the tracking of individual learner progress in their professional learning courses. They provide us with regular reports as well as provide <a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/educator_services\/prof_learning\/scech_overview.pdf\">SCECHs<\/a> (State Continuing Education Clock Hours). Additionally, we have an organized system of our own to manage all of our other individual and collaborative professional learning opportunities. Each year, we set up a Google Doc that serves as a single spot for teachers to access forms, track participation, and manage their SCECHs. This dual system ensures accountability and helps to keep everyone informed and organized.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Are there any adjustments you\u2019ve had to make to your approach to professional learning?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some of the lessons we learned about how to better provide professional learning made their way into our current teacher\u2019s contract. We utilize the provision in Michigan\u2019s Pupil Accounting Manual that allows you to count <a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/OFM\/State-Aid\/Pupil-Accounting\/Manual\/2022-23-Pupil-Accounting-Manual.pdf\">professional learning time as instructional time<\/a> (see page 15), and we adjust our schedule accordingly. So now we have professional learning every Wednesday all year long. Rather than having all of the half or full-day PD sessions like we previously had only at the beginning of the year, we divided them up <em>throughout <\/em>the year so that we have ongoing professional learning happening weekly in all of our buildings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This dedicated weekly time (right before or after school) for professional learning is typically used to work toward individual building initiatives or building improvement projects. Usually led by department leaders or building administrators, it also provides our teachers time for departmental or grade-level collaboration looking at instructional practices such as standards-based grading.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our original plan was for this ongoing professional learning to occur in weekly 50-minute sessions. However, we found that certain weeks (e.g., the week before spring break, winter break, the last week of school) are not necessarily an ideal time for effective learning. To account for this, we lengthened our weekly professional learning to one hour. Going forward, we are also considering the addition of some professional learning time before the start of the school year to more effectively kick-start initiatives. We are evaluating feedback from our teachers about these 25 hour-long professional learning sessions and exploring potential improvements to the structure.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We\u2019ve also adjusted our processes to establish alignment: our individual building <a href=\"https:\/\/www.michigan.gov\/mde\/services\/school-performance-supports\/micip\">MICIP goals<\/a> feed into our district-wide Strategic Plan goals, which helps to ensure we are all working towards the same larger goal. Our MICIP and Strategic Plan goals are also part of our teacher evaluations, and so our weekly professional learning sessions are aligned with these goals as well. So now, rather than having disparate pockets of professional learning that teachers are responsible for fulfilling on their own, we have an entire system aligned toward achieving our larger district-wide goals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">How did you ensure stakeholders were on board with making these changes?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When I first arrived, the district had a clear appetite for change as our staff was dissatisfied with disconnected, one-off learning sessions. Drawing from my prior experience as a high school principal where we aligned everything with building goals, I knew this was the direction to take. I engaged principals and teacher leaders in collectively building and shaping the system.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We continue to rely on collaboration and involve stakeholders. For instance, our District School Improvement Team\u2014made up of building principals, central office instructional staff, instructional coaches, and teacher leaders\u2014plays a pivotal role in crafting our professional learning plans. We just spent our last few meetings determining what areas of focus we should continue or discontinue, and then, given what we want to accomplish, building a professional learning plan around those areas, engaging our teacher leaders and principals to have authentic input during the process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The way we talk about collaboration from a leadership perspective is that my job is like bumper bowling\u2014it\u2019s my job to create the bumpers, and then everyone bowls. I\u2019m not going to tell you how to roll your ball down the lane, but my job is to put those bumpers up.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">What are some challenges you\u2019ve experienced along the way?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Despite having an appetite for change, our primary challenge was shifting the established mindset around professional development, which, at the time, was very traditional. Historically, professional development was synonymous with passive, lecture-style sessions. From an administrator standpoint, that\u2019s pretty easy\u2013you just have to book the person who\u2019s going to be doing the talking, but it\u2019s not necessarily<em> effective.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What we are doing now requires engagement\u2014engagement from principals, our central office, teachers, and teacher leaders. Transitioning to a personalized, collaborative model demands purposeful leadership learning. It requires training, feedback, and collaboration that we didn\u2019t necessarily have to do before. We have introduced specific training sessions for principals focusing on instructional leadership and distributed leadership models to determine how to cultivate and create teacher leaders who can also do this work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Has this shift in your professional learning been successful?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We have witnessed significant growth in <a href=\"https:\/\/www.nwea.org\/\">NWEA<\/a> assessments across the district, which can be tied to some specific instructional strategies rooted in our professional learning. Results from surveying the staff also reflect positive sentiments toward professional learning and the implementation of district initiatives.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>More qualitatively, teachers' ability to work cohesively towards common goals has noticeably improved, enabling a more focused and aligned approach. We not only understand our strategic plan and our building goals, but we also understand where we are in terms of <em>achieving <\/em>those goals because it is a consistent conversation. I don\u2019t think this happens without the professional learning system that we have in place.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And maybe most importantly, our philosophy of professional learning\u2014not professional development\u2014has drastically changed. Our staff embraces this continuous, collaborative, personalized learning that is guided by our strategic plan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Do you have any advice for school leaders wanting to personalize professional learning for their staff?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Start with a clear philosophy of professional learning. Ensure it's not only clearly communicated but also embraced by leadership. Shift the focus from \"professional development\" to \"professional learning.\" It's not about checking a box\u2014it's about continuous growth and a philosophy within the district that professional learning is important and serves a greater purpose.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Professional learning is much more impactful when learning is being led by teachers, and when you\u2019re developing things that you can use not only collectively, but use right away in your own classroom\u2014<em>that is powerful professional learning, and teachers want that.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, ensure that your structures align with your philosophy. Regularly review and adjust so you aren\u2019t doing the same thing every year just because that\u2019s the way you\u2019ve always done it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Grand Ledge Public Schools\u2019 approach to professional learning showcases a commitment to both personalizing learning as well as aligning professional development with strategic plan goals. Their collaboration with <em>Michigan Virtual <\/em>combined with their own system for tracking and managing professional learning has been instrumental in streamlining the process while ensuring that every hour of learning counts towards the collective growth of the district. By offering a menu of options for staff to choose from, enabling staff to observe and learn from one another, and creating consistent and collaborative professional learning time, the district has not only improved teacher engagement but empowered staff to shape their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>For another example of how a Michigan school district is personalizing professional learning, read <\/em><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-power-of-personalized-professional-development\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Tailoring Learning for Teachers: The Power of Personalized Professional Development<\/em><\/a><em> (Plymouth-Canton Community Schools), which includes a list of resources providing insight into what other organizations are saying about personalized professional development, who else is doing work to make professional learning personalized, and other examples of school leaders learning this type of learning. Resources are accompanied by a short description.<\/em><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Creating a Culture of Continuous, Collaborative, and Personalized Professional Learning",
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            "author_id": 2,
            "timestamp": 1698423003,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2013 As school districts throughout the state are beginning to harness the power of AI tools to create greater equity and transform teaching, <em>Michigan Virtual<\/em> is excited to announce the creation of a laboratory dedicated to exploring the practical and ethical applications of AI in K-12 educational settings. The lab, created as part of the Michigan Virtual Learning Research Institute (MVLRI), will function as a hub for research, best practices, experimentation, policy development, and raising awareness about the responsible utilization of AI in schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Michigan Virtual<\/em> is committed to doing more to assist schools with AI integration. This includes technical assistance, customized professional development offerings, expanded experimentation, and collaborative partnerships to pilot and evaluate new AI tools,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \"The establishment of the AI Lab represents a compelling strategic direction; it exemplifies our unwavering commitment to support schools and build a more resilient, adaptable, and forward-looking education landscape for the benefit of all in our state.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>AI is rapidly evolving, and its potential impact on teaching and education is profound. As technology continues to shape the educational landscape, the need for a roadmap that empowers educators to harness AI's capabilities becomes increasingly critical. This lab allows for the development of practical insights and strategies necessary to navigate the dynamic and evolving landscape of artificial intelligence within schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAI has the opportunity to be a disruptive force for K\u201312 schools, similar to the advent of the Internet. And yet, educators do and should have big questions about how to make sure the AI they use is positive and impactful. Having labs like this to help answer those questions is critical,\" said Michael Horn, co-founder of the Clayton Christensen Institute for Disruptive Innovation. \u201cLeveraging the type of work that <em>Michigan Virtual<\/em> is doing is vital so that schools can evaluate AI-driven programs, innovate, and help unleash the potential of each and every student they serve.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is uniquely positioned to convene leaders from the K-12 community, higher-ed, and the tech industry to conduct the necessary research, identify best practices, and lead statewide awareness to ensure broad understanding of this constantly developing field. As part of the MVLRI, the AI Lab will deepen AI literacy statewide and serve as a practical resource for Michigan schools. Ken Dirkin, senior director of MVLRI will manage day-to-day operations for the AI Lab.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Michigan Virtual\u2019s<\/em> launch of this lab is revolutionary in the education space \u2013 it truly is one of a kind,\u201d said Elliot Soloway, the Arthur F. Thurnau Professor at the University of Michigan &amp; Co-Director of the Center for Digital Curricula. \u201cInstructors, administrators, and parents are so busy, but the work done within this lab will make clear the way forward to working with AI technology. These resources and guidance will be critical.\u201d\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The MVLRI AI Lab will deepen AI literacy statewide and serve as a practical resource for Michigan schools to help them harness the potential of AI to better support the needs of educators, students, and parents. <em>Michigan Virtual<\/em> plans to actively explore public and private funding opportunities to support expanded experimentation for research and development to support schools moving forward.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual establishing research laboratory dedicated to exploring AI usage in K-12 education",
            "excerpt": "LANSING, Mich. \u2013 As school districts throughout the state are beginning to harness the power of AI tools to create greater equity and transform teaching, Michigan Virtual is excited to announce the creation of a laboratory dedicated to exploring the practical and ethical applications of AI in K-12 educational settings. The lab, created as part...",
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            "path": "\/research\/publications\/innovative-approaches-to-online-cte-lessons-from-missouri-idaho-and-arkansas\/",
            "author_id": 55,
            "timestamp": 1698327818,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan, like many other states, is facing a significant teacher shortage crisis. Enrollment in Michigan\u2019s teacher preparation programs decreased by <a href=\"https:\/\/www.bridgemi.com\/talent-education\/fewer-michigan-college-students-want-be-teachers-thats-problem\" target=\"_blank\" rel=\"noreferrer noopener\">70% in eight years<\/a>, with 16,000 fewer students majoring in K-12 education degree programs in 2016-17 than in 2008-09. Fewer enrollments equate to fewer certified and qualified teachers for Michigan K-12 classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The teacher shortage is particularly acute in specialized areas such as career and technical education (CTE), where skilled professionals are needed to provide hands-on training to students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teacher shortages in public schools, particularly in CTE, have become a growing concern in Michigan and nationwide. Many CTE programs struggle to find qualified educators due to a combination of factors. CTE instructors are often required to possess industry experience and specialized skills in technical fields, which draws potential educators away from the classroom. Additionally, low salaries relative to industry positions and general education roles also contribute to the difficulty in attracting and retaining CTE teachers. As a result, schools may face challenges in offering diverse and high-quality CTE programs, impacting students' access to hands-on learning and vocational training.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan has made significant investments in CTE, allocating over $48 million<a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/CTE\/cte_at_a_glance\/13-State-School-Aid-Act-61a1.pdf?rev=c2c3db8c184f4aee912b0f8c23357df3&amp;hash=60E57D70C6131CE3C795C3C448714423\" target=\"_blank\" rel=\"noreferrer noopener\"> in the 2021-22 budget<\/a> to reimburse schools for extra costs associated with CTE programs. CTE programs in schools are typically funded through a combination of federal, state, and local sources. Federal funding is often provided through the <a href=\"https:\/\/www.congress.gov\/bill\/109th-congress\/senate-bill\/250\" target=\"_blank\" rel=\"noreferrer noopener\">Carl D. Perkins Career and Technical Education Act<\/a>, which allocates resources to states based on their population and poverty levels. State governments contribute funding to CTE programs as part of their education budgets, with allocations varying based on the state's priorities and economic conditions. Local funding comes from school district budgets, often supplemented by property taxes, and is directed toward specific CTE initiatives based on the needs and preferences of the community. Additionally, some CTE programs may secure grants, donations, or partnerships with industry and businesses to enhance their funding and provide students with real-world learning experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Online CTE Initiatives<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>State-level initiatives have also played a crucial role in the development of <em>online <\/em>CTE programs nationwide. These initiatives aim to address the need for a skilled workforce and expand access to CTE courses. Idaho, Missouri, and Arkansas have also invested heavily in CTE programs and initiatives, and showcase how state-level initiatives and online course providers can shape programs to serve unmet needs. Online CTE programs at the <a href=\"https:\/\/www.idahodigitallearning.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Idaho Digital Learning Alliance (IDLA)<\/a>, <a href=\"https:\/\/fueledbylaunch.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Launch Missouri<\/a>, and <a href=\"https:\/\/www.virtualarkansas.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Virtual Arkansas<\/a> were made possible by state-level initiatives designed to address workforce needs, broaden access to CTE courses, and align programs with certification standards. These three programs share many of the same broad goals; however, each program has adopted a unique approach that caters to the specific needs and demands of its students and state workforce.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDLA recognized Idaho\u2019s historical investments in concurrent credit programs with higher education in the state, supporting students in obtaining associate's degrees. Following this investment, there has been additional focus statewide on recognizing the demand for trades and non-college-bound careers, especially in underserved, rural communities. Through its online CTE program, IDLA targets these initiatives and views its CTE offerings as a way to increase both access and future career opportunities for rural students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Launch Missouri's program focuses on phased multi-year implementation, with <a href=\"https:\/\/fueledbylaunch.com\/workforce\/\" target=\"_blank\" rel=\"noreferrer noopener\">11 pathways<\/a> identified by the <a href=\"https:\/\/ded.mo.gov\/\" target=\"_blank\" rel=\"noreferrer noopener\">Missouri Department of Economic Development<\/a> and the <a href=\"https:\/\/dhewd.mo.gov\/WDB\/\" target=\"_blank\" rel=\"noreferrer noopener\">Missouri Workforce Development Board<\/a> currently available and plans for additional pathways in the future. Each pathway offers two full-credit courses and culminates in industry-recognized credential (IRC) assessments. They also emphasize student engagement through <a href=\"https:\/\/www.ctsos.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Career and Technical Student Organizations<\/a> (CTSOs). Launch Missouri hopes to address state-wide teacher shortages, specifically in the area of CTE by broadening access to CTE courses free of charge to any student in Missouri.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual Arkansas, in coordination and with support from the <a href=\"https:\/\/dese.ade.arkansas.gov\/\" target=\"_blank\" rel=\"noreferrer noopener\">Arkansas Department of Education<\/a>, offers <a href=\"https:\/\/www.virtualarkansas.org\/200704_2\" target=\"_blank\" rel=\"noreferrer noopener\">49 online CTE courses<\/a> led by its teachers and addresses the statewide shift towards job-focused education, aiming to provide skills for well-paying careers. Virtual Arkansas caters to diverse student needs, offering flexibility in completing full or partial CTE programs through collaboration with local schools. By partnering with colleges, Virtual Arkansas offers credits for completed courses, easing students' transition to higher education or careers. Virtual Arkansas's program emphasizes practical skills, industry alignment, and strategic partnerships to prepare students for success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This report provides an overview of each online CTE program\u2013Idaho Digital Learning Alliance, Launch Missouri, and Virtual Arkansas\u2014followed by a discussion of assessment, curriculum and course design, instruction, and alignments to industry standards, concluding with key considerations and advice for other programs looking to expand their online CTE offerings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Online CTE Program Goals and Development<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Idaho Digital Learning Alliance (IDLA)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>IDLA takes pride in creating valuable opportunities through its online CTE program. Despite challenges in cost and enrollment, IDLA celebrates the impact on individual students. By offering courses that students might not have access to otherwise, the program opens doors for students to obtain technical certificates which allows them to enter the workforce directly or pursue advanced certificates and further education in their chosen field. For each student who earns a technical certificate, IDLA sees a success story with the potential to change the trajectory of their lives. IDLA views its program as a key to unlocking potential pathways to a brighter future for students who might otherwise have felt limited by their circumstances.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDLA developed its online CTE program in collaboration with the <a href=\"https:\/\/cte.idaho.gov\/\" target=\"_blank\" rel=\"noreferrer noopener\">Idaho Division of Career and Technical Education<\/a>. The program aims to create full pathways for students to obtain technical certificates, targeted particularly to students in rural areas who would otherwise not have access to these CTE courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Currently, the CTE program at IDLA is composed of courses previously developed and offered by IDLA but curated into pathways centered around specific areas of focus. While IDLA offers numerous courses, with regards to CTE specifically, IDLA is focusing on establishing additional full CTE pathways that ultimately culminate in technical certificates. These pathways consist of two or three courses, providing students with the necessary skills and knowledge to pursue careers in their chosen field.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To ensure compliance with state regulations and CTE standards, IDLA has made adjustments to some courses, aligning them with <a href=\"https:\/\/www.ctsos.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">CTSO<\/a> requirements and CTE guidelines, and incorporating essential leadership and workplace readiness skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As of spring 2023, IDLA has implemented two full pathways, one in the health profession and one in information technology with each offering consisting of a series of courses leading to a technical certificate. To be better poised to meet student and industry demand in future years, IDLA is considering adding pathways in health sciences, entrepreneurship, and those catered towards students looking to pursue careers as EMTs or dental assistants.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Expansion of the CTE program at IDLA will be based on the interests and needs of partner schools. IDLA is dedicated to providing students with a wide range of CTE options that can be pursued with fidelity and those that align with students' career aspirations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Launch Missouri&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Launch Missouri developed an online CTE program to expand access to courses and career pathways that would otherwise be unavailable to students in rural areas. They sought to provide additional educational opportunities that would otherwise be unavailable for students as CTE programs are resource-intensive, making it financially challenging for some schools to offer locally. Launch Missouri has experienced consistent enrollment growth and continues to expand its CTE pathway offerings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, Launch Missouri\u2019s online CTE program helps to alleviate certified CTE teacher shortages faced by many districts in the state. When schools lack qualified teachers to teach specialized subjects like computer science, they can use Launch Missouri to fill the gap. Overall, Launch Missouri aims to offer viable virtual alternatives to students who may not have access to certain educational opportunities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online CTE program developed by Launch Missouri is a collaborative effort involving two state agencies to address identified workforce needs. The program is being rolled out in three phases over three years, with an expected total of 11 pathways. In the first year, four pathways were introduced, each consisting of two full-credit courses. Courses are designed in accordance with state standards and CTSO expectations, and culminate with Industry Recognized Credential (IRC) assessments, pre-approved by Missouri\u2019s <a href=\"https:\/\/dese.mo.gov\/\" target=\"_blank\" rel=\"noreferrer noopener\">Department of Elementary and Secondary Education<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students in each pathway also have the opportunity to participate in CTSOs. For instance, students in the Business Management Administration pathway are encouraged to join the virtual <a href=\"https:\/\/www.fbla-pbl.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Future Business Leaders of America<\/a> (FLBA) CTSO, those in the Computer Science pathway are encouraged to join the <a href=\"https:\/\/tsaweb.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Technology Student Association<\/a> (TSA), and students in the teaching pathway are encouraged to join the <a href=\"https:\/\/educatorsrising.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Educators Rising<\/a> CTSO. The role of the CTSO is crucial in enhancing student experiences.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Program expansion at Launch Missouri is guided by data on workforce demand, and new pathways will be developed to cater to emerging needs while also ensuring that students have access to relevant and high-quality CTE courses aligned with industry standards. For instance, Launch Missouri plans to offer a computer science strand which will include AP Computer Science Principles and AP Computer Science, an engineering and manufacturing strand, and a health and biomedical sciences strand.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, Launch Missouri's online CTE program showcases a strong commitment to providing students with a comprehensive and effective career and technical education experience, preparing them for future success in the workforce.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Virtual Arkansas<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Virtual Arkansas received a grant from the <a href=\"https:\/\/dcte.ade.arkansas.gov\/\" target=\"_blank\" rel=\"noreferrer noopener\">Arkansas Department of Education Division of Career and Technical Education<\/a> to create high-quality online CTE courses accessible to school districts in Arkansas. Virtual Arkansas offers 49 CTE courses with its teachers and an additional 64 courses can be utilized by a local teacher through their <a href=\"https:\/\/www.virtualarkansas.org\/56500\" target=\"_blank\" rel=\"noreferrer noopener\">Content Partnership Program<\/a>. The total number of CTE courses available through Virtual Arkansas is 113.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual Arkansas has been offering diverse opportunities to students statewide since its establishment in 2013 and has focused on meeting the varied needs of students across the state. Understanding that not all students are going to express interest in a traditional four-year degree, Virtual Arkansas focuses on providing CTE pathways that lead students into the workforce with the skills necessary to pursue well-paying jobs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual Arkansas offers seven complete programs of study and eight partial programs of study, ensuring a diverse range of options for students across the state. Programs of study include a pre-educator program to foster local teacher development, accounting, medical skills and services, hospitality and tourism, engineering and technology, computer science programming, and aviation technology. The flexibility of their program allows students to complete either full or partial CTE programs, or partial programs and collaborate with their local schools to fulfill the remaining course or certification requirements.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To enhance the program\u2019s effectiveness and impact, Virtual Arkansas has established partnerships with two-year and four-year colleges in the state. These partnerships involve creating credit agreements where colleges acknowledge the rigor of the online courses offered by Virtual Arkansas. As a result, students completing these courses can receive credits when they enroll in corresponding programs of study at participating colleges. For example, a student completing the aviation technology pathway at Virtual Arkansas can take their private pilot\u2019s test and receive transcript credit from a partner college offering a commercial pilot degree.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual Arkansas is also exploring options around concurrent credit for CTE courses. Concurrent credit would allow students to earn college credits while still in high school. This collaboration would ease the financial costs associated with higher education for students as well as provide recruitment opportunities for colleges and transferability options for students seeking a two-year program after completing the online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The ultimate goal of Virtual Arkansas is to enable students to seamlessly transition into their chosen program of study or career field with confidence in their preparedness. By forming these partnerships, Virtual Arkansas aims to validate the quality of its courses and demonstrate its ability to help schools better prepare students for success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, IDLA, Launch Missouri, and Virtual Arkansas recognize the importance of offering online CTE programs and strive to provide pathways for students to gain technical certificates. All three programs prioritize aligning courses with industry standards and incorporating co-curricular opportunities for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Online CTE Program Elements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Assessment<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The conversations with IDLA, Launch Missouri, and Virtual Arkansas provide insights into how each program handles assessment and certifications in their online career and technical education (CTE) programs. There are both similarities and differences among the programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In terms of assessment, all three programs emphasize the importance of meeting state standards. Launch Missouri mentions that students can earn high school credit by completing normal assessments in their CTE classes, but if they want to earn the CTE certificate, additional assessments are required. These assessments vary depending on the pathway, and Launch Missouri follows the state's recommendations for approved assessments. IDLA also coordinates certification exams for certain programs, such as the Microsoft Office certification. Virtual Arkansas collaborates with facilitators and teachers of record to ensure coordination and cooperation in administering certification exams. Overall, all three programs acknowledge the need for assessments and certifications to validate students' skills and competencies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In terms of certification coordination, there are differences among the programs. Launch Missouri takes responsibility for coordinating the exams and preparing students for them. IDLA offers academic and career advising and helps students apply for technical certificates after graduation, providing guidance and support. Virtual Arkansas collaborates with facilitators and relies on the teacher of record to coordinate certification exams and keep track of observation hours for certain pathways. The level of involvement from the program staff varies, but all programs ensure that students have access to the necessary resources and support to complete certification requirements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All three programs prioritize assessment and certification in their online CTE programs. They recognize the importance of meeting state standards and provide support to students in preparing for certification exams. While there are differences in how they handle certification coordination and hands-on experiences, the common goal is to ensure students gain the necessary skills and competencies for their chosen career paths.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Curriculum and Course Design<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>IDLA, Launch Missouri, and Virtual Arkansas share a common goal of providing students with valuable career and technical education opportunities but each program varies in terms of course design and curriculum.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One notable aspect of Launch Missouri's online CTE program is the intentional integration of workforce development training into the curriculum. The program aims to model virtual courses based on the standards of face-to-face versions while incorporating hands-on components and data engagement. For instance, the Teaching as a Profession pathway requires students to spend a significant amount of time in virtual classroom observations, which is new for the program. Level two students will have opportunities for practicum experiences, and the program is strategically starting with more well-developed pathways before expanding into real-world content experiences in marketing and agribusiness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To ensure students meet state requirements, Launch Missouri actively incorporates guest speakers, virtual tours, and other opportunities that count towards a CTE certificate. Additionally, the program plans to develop a coordination system for apprenticeships and internships to support students in obtaining a CTE diploma.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual Arkansas proudly participates in <a href=\"https:\/\/www.skillsusa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">SkillsUSA<\/a>, providing students with opportunities to compete and showcase their skills in various fields. The program's photography teacher has achieved significant success, winning first, second, and third places in photography competitions and taking students to nationals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While all three programs acknowledge the importance of CTSOs in enhancing student experiences, they vary in how they handle hands-on experiences, practicum opportunities, and required observation hours. Launch Missouri incorporates workforce development training into the curriculum and requires hands-on experiences and observation hours for certain pathways. The teacher of record takes the lead in coordinating these experiences, with support from the program staff if needed. IDLA also requires hands-on experience for programs such as Certified Nursing Assistant (CNA), and they have staff members who assist students in finding and coordinating these experiences. Virtual Arkansas includes observation requirements for the educator pathway and states that the teacher of record works directly with students and facilitators to ensure the completion and reporting of observation hours.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In terms of instruction, all three programs incorporate a mix of synchronous and asynchronous learning experiences to cater to students' diverse needs. Synchronous instruction involves live, real-time interactions between students and teachers through platforms like Zoom. Launch Missouri, for instance, conducts Zoom sessions weekly to facilitate face-to-face engagement. Conversely, asynchronous instruction allows students to access course materials and complete assignments at their own pace. Virtual Arkansas offers a blend of both synchronous and asynchronous instruction, enabling students to engage in teacher-led courses while providing the flexibility to collaborate with their local schools for specific certification requirements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regarding teacher expectations and responsibilities, all programs emphasize the importance of qualified and engaged CTE teachers. Launch Missouri recognizes the crucial role of enthusiastic and knowledgeable CTE teachers in designing and developing course content. Similarly, IDLA emphasizes aligning its courses to CTE guidelines and incorporating workplace readiness skills, making experienced teachers essential for creating high-quality course content. At Virtual Arkansas, teacher involvement varies depending on the program. Some courses are teacher-led by Virtual Arkansas teachers, while others are facilitated by teachers of record in collaboration with Virtual Arkansas. These teachers play a significant role in coordinating certification exams and ensuring students' success throughout the program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, synchronous and asynchronous instruction methods, coupled with qualified and dedicated CTE teachers, are critical components of successful online CTE programs. These elements ensure students have access to flexible and engaging learning experiences while preparing them for meaningful career pathways in the ever-evolving job market.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Alignment to Industry Standards<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One similarity between the three programs is their consideration of industry standards and requirements. Aligning courses to industry standards is of utmost importance in online career and technical education (CTE) programs at IDLA, Launch Missouri, and Virtual Arkansas. These programs were made possible through state-level initiatives designed to address workforce needs, broaden access to CTE courses, and ensure alignment with certification standards. By adhering to industry standards, these programs ensure that students acquire skills and competencies that are recognized and valued by employers in their respective fields.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To achieve this alignment, IDLA, for instance, collaborates with the Idaho Division of Career and Technical Education and prioritizes aligning its courses to specific CTE guidelines, emphasizing the relevance and applicability of its offerings to IRCs and real-world career paths. Launch Missouri follows the recommendations of the state's Department of Elementary and Secondary Education for approved assessments, ensuring that their students' certifications are recognized and respected in the job market.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual Arkansas also aligns its CTE courses with certification standards, and it actively collaborates with two-year and four-year colleges in the state. These partnerships result in credit agreements, enabling students to receive college credits for completing Virtual Arkansas courses and easing their transition into higher education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By aligning courses to industry standards, IDLA, Launch Missouri, and Virtual Arkansas ensure that their online CTE programs prepare students for success in the workforce. Their commitment to quality education and recognition of the value of industry-standard certifications contribute to the effectiveness and relevance of their programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Key Considerations and Strategies for Enhancing Success in Online CTE<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Overcoming Skepticism Around Online CTE<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the primary obstacles encountered in the initial stages of launching an online CTE program is skepticism from various stakeholders. Many individuals question the feasibility and effectiveness of conducting CTE courses virtually. To address this, Launch Missouri emphasizes the significance of showcasing successful examples of quality online CTE programs in other states or districts. By highlighting tangible outcomes and positive student experiences, educators can work towards mitigating doubts and gaining support for online CTE initiatives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another critical challenge is identifying qualified CTE teachers who possess the expertise <em>and<\/em> vision to adapt CTE content effectively to fit the virtual learning environment. Launch Missouri acknowledges the vital role played by enthusiastic and knowledgeable CTE teachers who actively participate in designing and developing course content. Their valuable insights and experience significantly contribute to the program's overall success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Addressing Resource Constraints<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resource constraints pose another hurdle in certain CTE pathways, particularly those requiring fieldwork, clinicals, or shadowing experiences, such as nursing programs. IDLA points out that professionals in these fields are typically not volunteers, leading to associated costs for students engaging in such activities. While these constraints may not be permanent barriers, addressing them on a course-by-course or student-by-student basis requires additional effort and coordination.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The conversation between Launch Missouri and IDLA underscores the primary challenges faced by educational institutions when establishing online CTE programs. By addressing skepticism through the demonstration of successful online initiatives, identifying qualified CTE teachers, and proactively dealing with resource constraints, educators can pave the way for effective and accessible career and technical education in the digital era. These insights can guide other schools and districts in overcoming challenges and successfully implementing online CTE programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Intentional Course Selection and Design<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All three programs indicated intentionality around initially selecting individual courses and pathways that were more conducive to online learning, such as information technology, business management, and finance. These courses and pathways provided an opportunity for the programs to build their CTE programs and begin offering them, while still understanding the intricacies and nuances of CTE certification requirements. That is not to say that these programs or any others should not offer courses that do not lend themselves as easily to online instruction; however, those may not be the best initial offerings but rather something for programs to build towards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">The Importance of State-Level Partnerships<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online CTE programs have emerged as valuable tools to provide flexible learning opportunities and equip students with essential skills for the modern workforce. As the demand for online CTE continues to grow, the importance of building strong state-level partnerships cannot be overstated. Each of the three programs leveraged strong state-level partnerships with education departments to design their programs and ensure that they met state-level requirements.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">Fostering Effective Communication and Collaboration<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the fundamental pillars of successful online CTE programs is establishing robust communication channels and collaborations with state-level CTE departments. As highlighted by IDLA, forming a strong relationship with the state CTE department is crucial before embarking on the development of online CTE programs. Regular meetings with state officials ensure ongoing dialogue, enable seamless coordination, and prevent potential disruptions caused by personnel changes or shifts in program direction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moreover, these partnerships play a vital role in overcoming resistance or skepticism from various CTE departments regarding online education. Attitudes towards digital learning may vary among different departments, and through open dialogue and sharing of successful outcomes, educators can gradually win over skeptics and demonstrate the viability and effectiveness of online CTE programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">Aligning Program Goals with State Objectives<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>State-level partnerships offer a conduit to align online CTE programs with broader educational objectives and workforce development goals. By engaging in regular communication with state CTE departments, organizations can ensure that their online offerings meet state education standards, requirements, and expectations. This alignment fosters mutual support and enables educators to access the necessary resources, funding, and expertise required to develop and sustain high-quality online CTE programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">Involving Industry Stakeholders for Real-World Relevance<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Collaborations with industry stakeholders hold immense potential in enhancing the relevance and applicability of online CTE courses to real-world workforce needs. As emphasized by Launch Missouri and Virtual Arkansas, industry partners have a vested interest in developing a skilled and adaptable workforce. Engaging them in the design and development process allows educators to gain valuable insights and adapt the curriculum to meet specific industry requirements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The involvement of industry professionals as guest speakers, mentors, or advisors enriches the learning experience for students, offering them a glimpse into the actual work environment and providing relevant industry insights. Additionally, industry partnerships can lead to potential internships, apprenticeships, or job opportunities for students, further bolstering the impact and value of online CTE programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The success and sustainability of online Career and Technical Education programs greatly rely on the establishment of strong state-level partnerships. Effective communication, collaboration with state CTE departments, and involvement of industry stakeholders ensure the alignment of program goals with state objectives and real-world workforce demands. By fostering these relationships, organizations can create innovative and accessible career pathways for students in the digital age, preparing them to excel in a rapidly evolving job market.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The exploration of online CTE programs at IDLA, Launch Missouri, and Virtual Arkansas sheds light on the growing importance of flexible and accessible learning opportunities for students seeking valuable career pathways. These programs have emerged as valuable tools to address workforce needs, broaden access to CTE courses, and prepare students for success in the ever-evolving job market.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While challenges such as resource constraints and skepticism surrounding online CTE persist, the experiences of these programs offer valuable insights and strategies for overcoming obstacles. Demonstrating successful examples, fostering state-level partnerships, and involving industry stakeholders are key considerations for institutions and organizations looking to establish effective and impactful online CTE programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, online CTE programs have proven to be valuable tools in equipping students with the technical skills and knowledge necessary for thriving in today's job market. As technology continues to shape the educational landscape, these programs serve as a testament to the potential of online learning to provide accessible and valuable career pathways for students across diverse communities. The future of online CTE looks promising, with ongoing developments and collaborations aimed at preparing students for success in their chosen fields and contributing to a skilled and competent workforce.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, online CTE programs have proven to be valuable tools in equipping students with the technical skills and knowledge necessary for thriving in today's job market. As technology continues to shape the educational landscape, these programs serve as a testament to the potential of online learning to provide accessible and valuable career pathways for students across diverse communities. The future of online CTE looks promising, with ongoing developments and collaborations aimed at preparing students for success in their chosen fields and contributing to a skilled and competent workforce.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Innovative Approaches to Online CTE: Lessons from Missouri, Idaho, and Arkansas",
            "excerpt": "This report offers a detailed analysis of online Career and Technical Education programs in Idaho, Missouri, and Arkansas, shedding light on their goals, curriculum, instruction, and alignment with industry standards. It also highlights essential strategies to enhance success in online CTE programs, emphasizing the critical role of these programs in providing flexible learning opportunities and preparing students for the evolving job market, thus contributing to workforce development and education.",
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        {
            "id": 83217,
            "path": "\/about\/news\/michigan-virtual-announces-three-new-board-members\/",
            "author_id": 2,
            "timestamp": 1697468818,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong>\u00a0\u2014 <em>Michigan Virtual<\/em> is proud to announce the appointment of three new, distinguished leaders who have been elected to serve three-year terms on the Board of Directors. These esteemed professionals bring a wealth of experience to the <em>Michigan Virtual<\/em> Board and will play a crucial role in advancing the organization's mission to support educational excellence in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a non-profit educational organization celebrating its 25th year of operations, <em>Michigan Virtual<\/em> has maintained a balance of education and business leaders serving on its Board. The newly appointed Board members include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>1.&nbsp;<a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Flink.mediaoutreach.meltwater.com%2Fls%2Fclick%3Fupn%3D2L9gnuN9IVtj9aOrhxkN7-2Bz4J2AltmiWEtPqhSBHgjc-2Bo6RVUe935YyBuwfX40dMExjTBC1D9kDlk0up1gnD-2Bw-3D-3Djp_O_imxqviGTdPo5uhVrNrz-2Fta-2FKZU-2BRkX5mH7EkYIwleGi1jIocIVXieDbjt4spORq-2BdIlO-2BEoOutoWf-2F1nBJ2NcENWyqcRf3Ytg3lBBLBMCsYHxEm6NngJv4Szz7uSLZneA00k655ZmmS0MP-2BK9niLSlHM9FV7e64BmYSB11T11y2ZnCtMVSEU-2BrW5oPzcDlvyRUb0ABOseEF00EfoFBL9TxU-2BZPUQcsUyDJ2-2FbLLBS0BTtDRLHf02eKkvVoS9-2BAzoT62qEPF6VxKrdUCiuLtN13XK5KXrIROy5mcA-2FsPL0sUJC0-2BYhsZPaLcYDA-2Bi5g3YP53HYrHbWI0sDFxTmC1Il6O7CoozZKNtYS5-2FDzvFfknX0lpxLSBIlKIAnzrbzy5xBRW7e2bHfYAy-2F9ZQDgB-2BeA-3D-3D&amp;data=05%7C01%7Cbbautista%40michiganvirtual.org%7Cef5aaa9d2d95483826c408dbce5407fc%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C638330632546405844%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=7QK42sFc1DCm%2FrgGhZSLv0NxMhBT9cD4xlmgOYpTKE8%3D&amp;reserved=0\">Ms. Brandy Johnson<\/a>, President of the Michigan Community College Association (MCCA)<br>2.&nbsp;<a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Flink.mediaoutreach.meltwater.com%2Fls%2Fclick%3Fupn%3D2L9gnuN9IVtj9aOrhxkN7-2Bz4J2AltmiWEtPqhSBHgjd-2BBY8gm4tbE8BwaELfYX9kFLmi-2FBYU4DRsbVF8jd3BhWcuA-2FGYv5yeVuQfrNxssKU-3DY_Q1_imxqviGTdPo5uhVrNrz-2Fta-2FKZU-2BRkX5mH7EkYIwleGi1jIocIVXieDbjt4spORq-2BdIlO-2BEoOutoWf-2F1nBJ2NcENWyqcRf3Ytg3lBBLBMCsYHxEm6NngJv4Szz7uSLZneA00k655ZmmS0MP-2BK9niLSlHM9FV7e64BmYSB11T11y2ZnCtMVSEU-2BrW5oPzcDlvyRUb0ABOseEF00EfoFBL9TxU-2BZPUQcsUyDJ2-2FbLLBS0DjCTk1JbzApzjqOVCKc6JhvNpYdQh03MnUzrYHYr6MD-2FL9wUJ0PWd5RS5zGfMEE5bSlkaGZhyYyEVy8eI0EdZ6gQjcl0eMM7vyB4Rm3pUbOWAb6KbjGf-2FWv-2BKt-2B8bAGBLfO-2FDg-2BFkoCOXaRD1OGtbimUr5uzlx9bM25cD5nhQ-2FVA-3D-3D&amp;data=05%7C01%7Cbbautista%40michiganvirtual.org%7Cef5aaa9d2d95483826c408dbce5407fc%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C638330632546405844%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=xBq%2BqApzKsN%2FMkOOUtVA%2BqDQqSyYjvikXGZQHXNxRWc%3D&amp;reserved=0\">Dr. John Severson<\/a>, Exec. Dir. of the Michigan Association of Intermediate School Administrators (MAISA)<br>3.&nbsp;<a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Flink.mediaoutreach.meltwater.com%2Fls%2Fclick%3Fupn%3D2L9gnuN9IVtj9aOrhxkN7-2Bz4J2AltmiWEtPqhSBHgjeoDMCNV-2BHbJWNQ9fvTWoCuTqcLlVNqrSEktJlXzM8vEA-3D-3DZ1W4_imxqviGTdPo5uhVrNrz-2Fta-2FKZU-2BRkX5mH7EkYIwleGi1jIocIVXieDbjt4spORq-2BdIlO-2BEoOutoWf-2F1nBJ2NcENWyqcRf3Ytg3lBBLBMCsYHxEm6NngJv4Szz7uSLZneA00k655ZmmS0MP-2BK9niLSlHM9FV7e64BmYSB11T11y2ZnCtMVSEU-2BrW5oPzcDlvyRUb0ABOseEF00EfoFBL9TxU-2BZPUQcsUyDJ2-2FbLLBS0DmpJF10dQjhhUd0rwsevn9xcM8BlSY7ULVxlagLG4qnWhQZiFO1V6rRd9brSFzCHCqQQqajDTLS0ZuIWuTpTqqqH4Rt0sfngGHTXOIVlyq0fv2xD8ucy1-2FUHJ2vq5SXnD7U-2BKcNsa-2F1WJqRR6sFV5SDSJY4zNd-2FQ2PlGs2pSF2Sg-3D-3D&amp;data=05%7C01%7Cbbautista%40michiganvirtual.org%7Cef5aaa9d2d95483826c408dbce5407fc%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C638330632546405844%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=6AROkSvy%2FzLfclyOnUuU6Mhqf0hAS68truIRAGj0LIs%3D&amp;reserved=0\">Ms. Tiffany Taylor<\/a>, Partner and Chief People and Impact Officer at Global Silicon Valley (GSV) Ventures<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These individuals were selected for their outstanding contributions to education and their commitment to improving learning opportunities for students and educators across Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Brandy Johnson, representing the state\u2019s community colleges, shared her excitement about her new role, saying, \"Community colleges play a vital role in Michigan's education system, and I am thrilled to join the Board of Directors for <em>Michigan Virtual<\/em>. <em>Michigan Virtual<\/em> creates innovative solutions with K-12 districts to enhance the learning experience for students pursuing postsecondary education options.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>John Severson, from MAISA, expressed his enthusiasm for joining the <em>Michigan Virtual<\/em> Board. \u00a0\"I am honored to further an already great working relationship with <em>Michigan Virtual<\/em> and to contribute to the betterment of education in our state. I look forward to working collaboratively with the Board to ensure that all Michigan students have access to high-quality educational resources.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a business leader in the educational technology space, Ms. Taylor emphasized the importance of continued innovation as we examine how to harness the power of new technologies to accelerate learning for all learners. \"Examining the intersection of instructional impact and technology is more critical than ever. I am honored to represent the ed-tech business community on the <em>Michigan Virtual<\/em> Board and to help increase access to impactful learning in Michigan.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>President and CEO of <em>Michigan Virtual<\/em>, Jamey Fitzpatrick added, \"The addition of these three exceptional leaders to our Board will enhance our capacity to drive educational innovation and excellence across the state. We look forward to their valuable contributions.\" \u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The newly appointed Board members officially assumed their roles on October 7, 2023. For more information about <em>Michigan Virtual\u2019s<\/em> Board of Directors, please visit\u00a0<a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Flink.mediaoutreach.meltwater.com%2Fls%2Fclick%3Fupn%3D2L9gnuN9IVtj9aOrhxkN7zSyGJUNsMeXCWTir-2FkkzKFYM02OtCTZ7BtGgNBkDB9UWZVdH9Kb7-2B3sMxWTmPSGeQ-3D-3Dxc_2_imxqviGTdPo5uhVrNrz-2Fta-2FKZU-2BRkX5mH7EkYIwleGi1jIocIVXieDbjt4spORq-2BdIlO-2BEoOutoWf-2F1nBJ2NcENWyqcRf3Ytg3lBBLBMCsYHxEm6NngJv4Szz7uSLZneA00k655ZmmS0MP-2BK9niLSlHM9FV7e64BmYSB11T11y2ZnCtMVSEU-2BrW5oPzcDlvyRUb0ABOseEF00EfoFBL9TxU-2BZPUQcsUyDJ2-2FbLLBS0ChoCW4Lc-2BpXhVlrGd8rJ1JevY3-2FmGMSyhVM8Ce3wABBmTUNMVZ5MvdfW6HpyLQVo4YeF1C2sNM24cei4FSQ0XRU7kNwGJj4xqrB5WnLDNLgrkEx8q9X89BGRqX1ihZ7GXdNjJOCI4A74bhVxkSfr91qgc9ANk7eAv3PC6irrEF6w-3D-3D&amp;data=05%7C01%7Cbbautista%40michiganvirtual.org%7Cef5aaa9d2d95483826c408dbce5407fc%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C638330632546405844%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=JR4WQvbDjFwp6QD9EsKL9iob%2Bk6%2Bt2H9W8tSvWgwEb8%3D&amp;reserved=0\">https:\/\/michiganvirtual.org\/about\/board\/.<\/a>\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual Announces Three New Board Members",
            "excerpt": "LANSING, Mich.\u00a0\u2014 Michigan Virtual is proud to announce the appointment of three new, distinguished leaders who have been elected to serve three-year terms on the Board of Directors. These esteemed professionals bring a wealth of experience to the Michigan Virtual Board and will play a crucial role in advancing the organization&#8217;s mission to support educational...",
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        {
            "id": 83024,
            "path": "\/blog\/mapping-the-mentorship-landscape-insights-on-mentoring-in-different-school-settings\/",
            "author_id": 81,
            "timestamp": 1695906755,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"mentoringmatters\">Why Mentoring Matters<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As per Michigan <a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/OFM\/State-Aid\/Pupil-Accounting\/Manual\/2022-23-Pupil-Accounting-Manual.pdf?rev=0823e4ecdad84ac5ba32b9b7439fcafa&amp;hash=0CDF461FF9269C0842C3A39B29C2ED6D\" target=\"_blank\" rel=\"noreferrer noopener\">state requirements<\/a>, students taking online courses are provided with a school district employee who can support them throughout the process. These employees who support students in a myriad of ways are typically referred to as mentors. By forming strong relationships with students, mentors can help students make informed choices regarding their learning (e.g., course enrollments), motivate them to engage with course content, monitor their progress and performance, and encourage them throughout the term\/semester. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The student support strategies used by mentors seem to have quantifiable benefits. Previous research has shown that having a mentor for an online course increases the pass rate for students (Roblyer et al., 2008 as cited in Lynch, 2019). Students also report that they get support from their mentors, in addition to, and sometimes above that of their instructors (Borup et al., 2018). &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"studentloads\">Highlighting Mentor Student Loads Across Locales<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because of the pivotal role mentors play in supporting students, it is important to understand the experiences of mentors in schools with varying locales (urban, suburban, town, rural). A better understanding of mentors\u2019 student loads can help provide insight into their workloads and resources that might benefit their efforts to support students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The results discussed in this blog are part of a larger study conducted by the <em>Michigan Virtual Learning Research Institute<\/em> and are detailed in this <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-mentors-navigation-of-online-environments-and-use-of-student-support-practices\/\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-mentors-navigation-of-online-environments-and-use-of-student-support-practices\/\" rel=\"noreferrer noopener\">report<\/a>. Briefly, data about mentors\u2019 student load, communication with instructors, and building and districts\u2019 locale codes were collected from Michigan Virtual mentors in the Spring of 2023 via <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000175187-mentors?_gl=1*1nu4a7*_ga*NTAwNjcxMjIzLjE2NzcwNzc2NDE.*_ga_VG58GV15BV*MTY5NTczNzQyMS45Ni4xLjE2OTU3MzgxNTMuMy4wLjA.\" data-type=\"link\" data-id=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000175187-mentors?_gl=1*1nu4a7*_ga*NTAwNjcxMjIzLjE2NzcwNzc2NDE.*_ga_VG58GV15BV*MTY5NTczNzQyMS45Ni4xLjE2OTU3MzgxNTMuMy4wLjA.\" target=\"_blank\" rel=\"noreferrer noopener\">student learning interfaces<\/a> and an end-of-the-year survey. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Across the state, mentors are <em>busy <\/em>supporting students! The number of students assigned to a mentor, often referred to as their 'student load,' varies significantly depending on the type of setting they work in. Mentors working in school buildings located in towns carry the heaviest student loads, as they are assigned around 17 students on average. Similarly, those in rural school buildings aren\u2019t far behind with an average student load of about 15. In contrast, mentors in city buildings have roughly half the number of students assigned to them, with an average load of only eight students. Zooming out to the district level, things follow a pretty similar trend; however, mentors in rural districts have slightly higher student loads compared to towns, but the difference was less than one student per mentor on average. The figure below shows mentors\u2019 student loads across varying building and district locales. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, what's the main takeaway here? The number of students mentors work with can change depending on where they work. While mentors in towns, rural areas, and suburbs generally have similar student loads, those in cities usually work with fewer students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":83053,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/09\/2023-09-28_7-21-57.png\" alt=\"\" class=\"wp-image-83053\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Figure 1. Student Counts by Mentors\u2019 School Locale&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"supportingmentors\">Considerations for Supporting &amp; Uplifting Mentors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"mindful\">Mindful of Student Loads<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is crucial for school and district administrators to remain aware of the individual student loads carried by mentors, particularly as some students may require more support. In certain cases, students might even receive more assistance from their mentors compared to their instructors. This situation can arise because students have regular face-to-face interactions with their on-site mentors (Borup et al., 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The strategies that mentors perceive as most effective for supporting students based on the survey data include<em> building relationships<\/em>, <em>monitoring progress<\/em>, and <em>providing motivation<\/em>. Ensuring that mentors have a manageable student load can help ensure that mentors have the time to implement these highly personalized and effective student support strategies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"teamwork\">Teamwork \u2013 Communication Between Mentors and Instructors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors are part of a team whose main mission is to help students succeed in their online courses. According to Cuccolo &amp; DeBruler (2023), mentors might not talk to instructors all the time but feel that conversations are effective when they do happen. So, when it makes sense, mentors and instructors can team up to support students in a variety of ways. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The study used survey data to learn about the experiences mentors had when communicating with teachers. The main challenge, according to 35.29% of mentors (n = 6), was getting a timely response. On a positive note, 28% of mentors (n = 7) indicated communications were generally good experiences. 24% of mentors (n = 6) pointed to quick responses as a positive aspect of communication, while another 24% (n = 6) highlighted how teachers helped them stay informed on student progress. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group {\"layout\":{\"type\":\"constrained\"}} -->\n<div class=\"wp-block-group\"><!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column {\"width\":\"100%\"} -->\n<div class=\"wp-block-column\" style=\"flex-basis:100%\"><!-- wp:table {\"align\":\"center\"} -->\n<figure class=\"wp-block-table aligncenter\"><table><tbody><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Negative Experiences<\/strong>&nbsp;<\/td><td><strong>N<\/strong>&nbsp;<\/td><td><strong>%<\/strong>&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Timeliness<\/strong>&nbsp;<\/td><td>6&nbsp;<\/td><td>35.29&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Logistics<\/strong>&nbsp;<\/td><td>5&nbsp;<\/td><td>29.41&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Availability<\/strong>&nbsp;<\/td><td>2&nbsp;<\/td><td>11.76&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Teamwork<\/strong>&nbsp;<\/td><td>2&nbsp;<\/td><td>11.76&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>N\/A<\/strong>&nbsp;<\/td><td>2&nbsp;<\/td><td>11.76&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Positive Experiences<\/strong>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Good Communication<\/strong>&nbsp;<\/td><td>7&nbsp;<\/td><td>28.00&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Timely Communication<\/strong>&nbsp;<\/td><td>6&nbsp;<\/td><td>24.00&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Updates<\/strong>&nbsp;<\/td><td>6&nbsp;<\/td><td>24.00&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Proactive<\/strong>&nbsp;<\/td><td>4&nbsp;<\/td><td>16.00&nbsp;<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Encouragement<\/strong>&nbsp;<\/td><td>2&nbsp;<\/td><td>8.00&nbsp;<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Table 1. Communication Experiences&nbsp;<\/figcaption><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p>The emphasis on the timeliness of responses points to the pivotal role of efficient and effective communication in ensuring students receive prompt support when needed. Timely communication facilitates the identification of struggling students, allowing for immediate intervention to help them meet course expectations. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Two-way communication was also important to mentors, as they expressed an appreciation for being updated or included in communication between instructors and students. This likely allows mentors to better monitor student progress and employ more personalized student support strategies. Lynch (2019) and Borup (2018) emphasize the importance of communication between all parties that are invested in supporting the student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"finalthoughts\">Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students\u2019 experiences in their online courses can be supported by mentors who build relationships with them, monitor their progress, and motivate them (Cuccolo &amp; DeBruler, 2023). Mentors often support multiple students, and the number of students assigned to them may vary depending on the building or district in which they are employed. Mentors working in school buildings located in towns had the highest student loads on average, and those working in city buildings had considerably less than all other locales. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To ensure that mentors can navigate their roles effectively, school officials should pay attention to each mentor\u2019s respective workload. Relatedly, mentors should be provided with relevant and personalized professional development so that they can continue to grow their skills and keep up with best practices in online learning. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, because mentors and instructors are part of a team that aims to champion student success, increasing the efficiency of their communication is vital, as is outlining clear expectations and procedures. Efficient communication can help ensure that students get the information and resources they need to be successful.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Mapping the Mentorship Landscape: Insights on Mentoring in Different School Settings",
            "excerpt": "This blog is based on a larger report from Michigan Virtual and explores the experiences of mentors working in different school settings. It additionally includes potential options for supporting mentors in their efforts to assist students in their online learning courses.  ",
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            "content": "<!-- wp:paragraph -->\n<p>Examining the experiences and considerations of five educational sites in different states across the United States (AR, IN, NC, PA, and WI), this study delves into the implementation of synchronous online learning. These sites encompass a range of grade levels (K-12) and differ in size, with enrollments ranging from 20 to over 14,000 students. Through in-depth conversations, commonalities were identified in design choices aimed at maximizing the benefits of synchronous learning while minimizing associated costs. The study identifies five interconnected areas\u2014relationships, time, supports, infrastructure, and data\u2014that significantly influence decision-making and design implementation in synchronous learning. Relationships emerged as a central consideration, emphasizing the value of intentional and planned relationship development facilitated by synchronous learning. The study also delves into the implications of synchronous learning on scheduling, support systems, technology infrastructure, and data-driven decision-making, shedding light on the multifaceted dynamics involved in synchronous virtual courses. Understanding these considerations is essential for informed decision-making and effective implementation of synchronous learning in virtual educational settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Findings from the study are shared through the presentation below, please make sure to open speaker notes for explanations of each slide.  <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n<div class=\"embed_slides-wrapper\"><\/div>\n<!-- \/wp:html -->",
            "title": "Shared Space and Time: Learning from Others on the Synchronous Virtual Courses Journey",
            "excerpt": "This study explores synchronous online learning in five U.S. states (K-12, enrollments 20 to 14,000+). Key considerations include relationships, scheduling, supports, infrastructure, and data. Synchronous learning enhances structured scheduling, supports real-time interactions, streamlines infrastructure, and facilitates data-informed decision-making. Understanding these factors is critical for effective implementation in virtual education.",
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            "path": "\/research\/publications\/the-power-of-personalized-professional-development\/",
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            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction: Personalized Professional Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As education and pedagogy are ever-evolving, the importance of providing continuous, relevant, and effective professional learning for educators remains steadfast. However, the traditional \"one-size-fits-all\" approach to professional learning is increasingly being reevaluated in favor of learning that is personalized. Analogous to personalized learning for students, personalized professional learning acknowledges the diverse range of skills, experiences, interests, and passions that teachers bring to the table\u2014and recognizes that individualized growth opportunities can lead to more impactful and sustained improvements in teaching practices.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Historically, professional learning for educators followed a \u201csit and get\u201d standardized structure, where sessions and courses were uniformly provided to a broad audience. However, this method often failed to address the unique needs and interests of individual teachers, potentially limiting the effectiveness of the learning experience. In response, personalized professional learning emerged as an approach that tailors learning to align with the specific goals, challenges, and strengths of each teacher. By recognizing that educators are not homogeneous in their skill sets or objectives, personalized professional learning aims to empower teachers with the autonomy to guide their own learning journey, fostering a greater sense of ownership and enthusiasm for professional growth.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The shift towards personalized professional learning is driven by a combination of factors that reflect a deeper understanding of effective teaching practices. Schools are increasingly recognizing that teachers, much like their students, benefit from instruction that considers their prior knowledge and experiences. In addition, educational technology and digital resources have expanded the possibilities for delivering personalized learning experiences, enabling educators to access resources, collaborate with peers, and engage in self-paced learning. As schools strive to enhance student outcomes and more effectively respond to educator needs, personalized professional learning can help elevate teaching quality and, ultimately, enrich the learning experiences of students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"background\">Background on Plymouth-Canton Community Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>30 miles west of Detroit, Michigan lies <a href=\"https:\/\/www.pccsk12.com\/home\">Plymouth-Canton Community Schools<\/a> (P-CCS), a K-12 school district encompassing <a href=\"https:\/\/www.pccsk12.com\/our-schools\">15 elementary schools, five middle schools, three high schools, and an alternative high school program<\/a>. P-CCS is one of the largest school districts in the state of Michigan serving approximately <a href=\"https:\/\/www.mischooldata.org\/district-entity-view-page\/?LocationCode=82100\">16,300 students<\/a>. According to data from <a href=\"https:\/\/www.mischooldata.org\/district-entity-view-page\/?LocationCode=82100\">mischool.org<\/a> (2022-23 school year), roughly one out of every ten students has an IEP recommending service, and approximately 23% of all P-CCS students are considered economically disadvantaged. In 2021-22, Plymouth-Canton Community Schools\u2019 graduation rate was 87% with 78% of graduates college-enrolled six months after graduation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Plymouth-Canton Community Schools boasts a unique structure as their three high schools\u2014Plymouth, Canton, and Salem\u2014are all situated together on one 305-acre campus known as <a href=\"https:\/\/www.pccsk12.com\/our-schools\/high-schools\/plymouth-canton-educational-park-canton-plymouth-salem-high-schools\">Plymouth-Canton Educational Park<\/a> (P-CEP). <a href=\"https:\/\/www.pccsk12.com\/our-schools\/high-schools\/plymouth-canton-educational-park-canton-plymouth-salem-high-schools\/about-p-cep\">Completed in 2002<\/a>, the three buildings combined house 280 teachers, counselors, administrators, human services staff, and learning specialists in addition to approximately 6,200 students in grades 9-12. While students are randomly assigned to one of the three high schools as their \u201chome school,\u201d they can take classes at any of the three high school buildings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the benefits of their \u201cpark\u201d structure and the sheer volume of students is that P-CEP is able to offer an extensive <a href=\"https:\/\/www.pccsk12.com\/our-schools\/high-schools\/plymouth-canton-educational-park-canton-plymouth-salem-high-schools\/academics\/course-catalog-program-of-studies\">course catalog<\/a> including some very specific courses such as an Asian American and Pacific Islander (AAPI) history class. As Plymouth-Canton\u2019s Chief Academic Officer, Beth Rayl, proudly shared, \u201cWe have some things that are very unique and prideful for us. For example, we don\u2019t offer English 11. Instead, we have multiple English courses that are customized and created by teachers, such as Other Worlds of Science Fiction and Fantasy, Multicultural Literature, African American Literature, etc.\u201d These courses were created and designed in response to student feedback and are based on state standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>P-CEP offers many different pathways to personalize learning for students. They have extensive <a href=\"https:\/\/www.pccsk12.com\/our-schools\/high-schools\/plymouth-canton-educational-park-canton-plymouth-salem-high-schools\/academics\/career-technical-education-cte\">Career and Technical Education<\/a> (CTE) programming including Automotive Technology where students experience hands-on learning in their 11 bay auto shop, Business Education, Computer Science, Computer Technology, Educational Foundations, Engineering and Computer-Aided Design (CAD), Graphics, Health Science, Hospitality and Culinary Arts, Marketing, and Technology Application. They also offer an <a href=\"https:\/\/www.pccsk12.com\/our-schools\/high-schools\/plymouth-canton-educational-park-canton-plymouth-salem-high-schools\/academics\/optional-learning-pathways-academies\">Academy Program<\/a> with multiple different academies and learning communities including an Arts Academy, Business Academy, International Academy and International Baccalaureate Program, STEM Academy, Smaller Learning Communities at the Park, and a Virtual Academy. In addition, new for the 2023-24 school year is their <a href=\"https:\/\/www.pccsk12.com\/our-schools\/high-schools\/plymouth-canton-educational-park-canton-plymouth-salem-high-schools\/academics\/optional-learning-pathways-academies\/early-middle-college?locale=en\">Early Middle College<\/a>. Because of their educational park structure and the large volume of students they serve, P-CCS is proud of their ability to offer so many unique course opportunities for students as well as their ability to allow teachers to pursue passion projects in creating some of these courses and directing some of their own learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"importance\">The Importance of Personalizing Professional Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Upon being hired as Plymouth-Canton\u2019s Chief Academic Officer in 2019 (just prior to the COVID-19 pandemic), personalizing professional learning for their educators was an initiative Rayl tasked their curriculum and instruction team with right away. With all of the pathways that P-CCS offers to their students, it only made sense that they personalize learning for the adults, too. This allows them to model the personalized learning they hope students experience in classrooms. According to Rayl, the pandemic helped move their plans forward more quickly than they might have otherwise as in-person professional learning was not an option for quite some time. It was during the pandemic that P-CCS made the transition to using one single learning management system (LMS)\u2014<a href=\"https:\/\/www.instructure.com\/k12\">Canvas<\/a>. Doing so helped to establish a common language within the district to begin discussions about not only how to provide instruction for students in a virtual or hybrid model, but also about how to build professional development in the same way\u2013in hybrid and virtual environments\u2013using and leveraging the technology available with Canvas.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As they began to develop their repertoire of professional learning courses and opportunities in Canvas, they started internally with many of their first courses being built by their curriculum coordinators and instructional coaches. P-CCS also began developing some foundational framework pieces to enable their teachers to come together and have opportunities to share their professional practice with one another such as Professional Learning Communities (PLCs) and time during district-provided professional development (DPPD) days. P-CCS knew they wanted to capitalize on the expertise of their teachers, it was just a matter of determining how to get staff to feel comfortable sharing their knowledge in a professional learning capacity\u2014without it feeling evaluatory. Rayl explained that it continues to be a process of building trust <em>and <\/em>skills within their staff so they are more willing to share what they are already doing well with others.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While they routinely look inward first and do the majority of their curriculum development work in-house with their teachers, P-CCS knew they would have to also incorporate external expertise and partnerships to provide additional professional learning and support. They continue to work on leveraging external partnerships and balancing that with what they can provide themselves and have already established internally.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"what\">What Personalized Professional Learning Looks Like in Practice<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"canvas\">Canvas Catalog<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At Plymouth-Canton Community Schools, staff are offered synchronous as well as asynchronous professional learning options. District-provided professional learning days are laid out for the year, and staff know in advance which days will be synchronous or asynchronous. Asynchronous professional learning is offered during a window of time (e.g., Sept 1-Nov 30). Within this window of time, staff can choose different learning options, based on individual interests, from focus areas the district has specified. According to Rayl, they have found that opening up longer windows of time for teachers to take advantage of additional professional development (PD) certified for <a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/educator_services\/prof_learning\/scech_overview.pdf\">SCECHs<\/a> (state continuing education clock hours) has been successful as educators have taken advantage of the extra time to complete more courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>P-CCS uses <a href=\"https:\/\/community.canvaslms.com\/t5\/Canvas-Catalog\/What-is-Canvas-Catalog\/ta-p\/1764\">Canvas Catalog<\/a>\u2014a course catalog system and part of their LMS, Canvas\u2014to manage their professional learning options. Canvas Catalog allows them to tag each PD offering with associated keywords in order to help educators find and choose the courses and opportunities that are most applicable to their interests. Within Canvas Catalog, P-CCS can offer courses curated in-house by their own staff as well as courses from other educational institutions (e.g., <a href=\"https:\/\/www.remc.org\/\">REMC Association of Michigan<\/a>, <a href=\"https:\/\/michiganvirtual.org\/professionals\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual<\/a>).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to assimilate new staff into the school district\u2019s culture, P-CCS created a new teacher induction program, which is also housed in Canvas Catalog. It is set up similarly to a passport: teachers receive stamps for completing different learning opportunities. It lays out a plan for teacher professional learning in their first three years, and while it is very structured, it incorporates opportunities for teacher choice within different areas of learning based on areas of individual need and prior knowledge.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":82924,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image aligncenter size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/09\/canvas-catalog-2-1024x961.png\" alt=\"\" class=\"wp-image-82924\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Figure 1. Screenshot of professional development course offerings in P-CCS Canvas Catalog<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"personalized\">Personalized Learning Pathways&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Rayl proudly described how P-CCS has created a framework to allow for some very personalized learning pathways for <em>all <\/em>of their educators. Rather than simply taking courses, educators can piece together professional learning and artifacts that demonstrate their understanding in order to earn SCECHs. For example, if a teacher had to read a book for a graduate class, P-CCS could certify the approximate number of hours they spent on their learning and certify that with their framework. Or if a teacher attended a webinar, discussed with their professional learning community (PLC), and created an artifact for application in their classroom, that could count as well. As Rayl explained, \u201cOur belief is that learning opportunity is as valuable for a teacher as them sitting in some workshop that is disconnected to what they're doing.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Their ultimate goal is that teachers create customized learning pathways for themselves. Rayl envisions teachers discussing with their evaluator or mentor the professional learning they have chosen to complete <em>and <\/em>how it has changed their practice\u2014the latter of which, according to Rayl, is the most important part. Reflection and application are emphasized in all professional learning at P-CCS. As she explained, having educators reflect on how they are growing personally and professionally based on what they are learning is often the missing piece.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"leveraging\">Leveraging Staff Expertise<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At Plymouth-Canton, they know how important it is for teachers to have opportunities to learn from each other. They take pride in the expertise of their staff and capitalize on opportunities for staff to learn from each other during district-provided professional development days (DPPDs) as well as time spent in PLCs. They are also considering how to leverage time in different ways to provide additional structures and opportunities for staff-to-staff learning. One such idea is implementing a teacher leadership academy during the summer, which Rayl stressed, \u201cwould be able to provide teachers who don\u2019t necessarily want to leave the classroom and go into administration a pathway to leadership from where they stand.\u201d P-CCS is also working to build an innovative cohort of teachers who are willing to take some risks knowing they have permission to fail. \u201cAs we look to shift away from traditional instructional practices, people need to feel like they have a safety net,\u201d Rayl explained, and she hopes that this group of teachers across grade levels and disciplines will inspire others to step out of their comfort zone and take some risks, too.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"instructional\">Instructional Coaches<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Providing instructional coaches is another way that P-CCS has personalized professional learning, and, as Rayl admitted, \u201cthey have really been key to helping support and grow our teachers.\u201d Rayl wisely pointed out that even the highest level of professional athletes have a coach, so utilizing an instructional coach doesn\u2019t mean you\u2019re not doing a good enough job\u2014they are there to help staff grow and learn. Their instructional coaching staff is made up of district-level coaches, building-based coaches, as well as some P-CCS staff that serve as instructional coaches for part of their work day. Based on feedback indicating staff didn\u2019t want to leave their classroom to be a full-time instructional coach, they began offering some part-time coaching positions to allow teachers to remain in their own classrooms, closely tied to students and instruction. This option provides teachers with voice and choice and allows them to balance doing what they love with sharing their knowledge and expertise and helping others. By asking teachers what they need help with, their instructional coaches are providing <em>individualized <\/em>coaching for teachers without it feeling evaluatory or punitive, which helps build trust.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"successes\">Successes<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are several indicators that the work P-CCS is doing to personalize professional learning for their educators is worthwhile and valued by their staff. Several times throughout the year, staff are surveyed regarding their professional learning. Through the responses, P-CCS can keep a pulse on the areas that staff feel they are strong in, areas they could improve or are lacking, as well as what additional expertise may be needed. They always consider if they have the internal expertise first, and then if not, work to find an external subject matter expert. They have found that their teachers are no longer shy about giving their opinions and have been pleased with not only the high response rates to the survey itself but also how highly satisfied and positively received their professional learning is. P-CCS takes this feedback very seriously and works with teachers to make sure their professional learning is meeting staff needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rayl proudly shared that one of their biggest measures of success is that the culture around professional development has changed. People embrace it now, and they have found that staff are actually <em>present <\/em>during synchronous professional learning sessions. As Rayl explained, this is because what they are learning \u201cis important to them, they see where they are using it, and it\u2019s job-embedded work. People seem to feel like it [professional learning] has meaning and value to them. We hear that in their language and we see that in their responses.\u201d Staff are focused on professional learning and understanding how to apply it in their classrooms, which has not always been the case. Rayl explained that as they continue to build more professional learning courses, they have found teachers are taking them not just for the SCECHs, but because they are genuinely interested in the content and because it\u2019s helping their practice, which Rayl remarked \u201cis a really cool unintended consequence.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"challenges\">Challenges<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is not surprising that personalizing professional learning for a staff the size of Plymouth-Canton Community Schools has posed some challenges. According to Rayl, the logistics of tracking individual learning for 1100 certified teachers district-wide are very time-consuming. They have found that synchronous PD is actually more time-consuming to track and manage as in-person attendance can be challenging to verify. With asynchronous learning, they have found tracking to be easier because the evidence of completion\u2014an artifact showing evidence of learning or simply course completion\u2014makes learning verifiable.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Currently, staff in their teaching and learning department track and manage P-CCS professional learning with spreadsheets including tracking course\/learning completion, cross referencing learning engagement, and ensuring staff use the correct PIC (personal identification code) in order for the learning to be certified for SCECHs. Working with the state in terms of getting staff learning certified poses challenges as well as systems aren\u2019t always updated, processes change, and tracking data in spreadsheets is tedious. Thankfully, P-CCS has enough staff to have a dedicated SCECH coordinator, which helps immensely. However, not every district has that luxury, especially not those that are small.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To reduce some of these time-consuming challenges related to tracking their personalized professional development, P-CCS is working with a group of app developers who have created an app (for mobile or desktop use) that they hope will be, as Rayl put it, \u201cprocess altering\u201d in terms of helping them manage professional development for their staff. The app should help them track and certify both synchronous and asynchronous professional learning as well as SCECHs, and should also generate a transcript for their educators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sometimes simply shifting to something new\u2014a new process, procedure, or way of thinking\u2014poses challenges, and that change can be hard for some people. Rayl explained that staff were used to getting credit and SCECHs from simply attending professional learning (\u201cseat time\u201d), but the emphasis now has changed to applying the learning. This required a big shift in people\u2019s frame of mind because historically, it has been more about putting in the time and getting the credit versus actually reflecting and talking about how it can be applied and is making a difference in the classroom for students. According to Rayl, getting some staff to do the application piece was difficult at first until they understood why it was so important.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"advice\">Advice for School Leaders Considering Personalized Professional Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Rayl offered several pieces of advice for school districts that may want to personalize professional learning for their staff. First, she emphasized the importance of knowing and understanding your audience. As you build out your structure, make sure it is user-friendly, and get feedback from those who will be using it (staff members) along the way. Find out what it is that your staff needs and wants in terms of professional learning, and make sure to incorporate that into your structure.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Next, make sure to network with other school districts, and always be willing to share what you\u2019ve created. P-CCS has always been more than willing to share structures, frameworks, and models they\u2019ve created. \u201cCollaboration is key,\u201d added Rayl. \u201cThere's a lot we have to learn from other people, and we like to share what we've learned as well.\u201d By talking to others and networking, you may learn what challenges others who have already gone down the path you are setting down yourself have experienced\u2014you may learn from their mistakes and save yourself time and resources.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, she added that you shouldn\u2019t be afraid to ask other districts or school leaders for help and advice, but also understand what worked well for one district might not work the same for you and yours.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The shift towards personalizing professional learning represents a significant departure from the traditional \"one-size-fits-all\" approach to educator development. This transition is driven by a recognition of educators' diverse backgrounds, skills, and aspirations, ultimately leading to more impactful improvements in teaching practices. By tailoring professional learning opportunities to individual educators' needs and interests, P-CCS has successfully cultivated a culture of enthusiasm and ownership for personal growth. This transformation is facilitated through the use of technology\u2014their LMS, Canvas, as well as Canvas Catalog\u2014which empowers educators to explore learning opportunities aligned with their individual goals, fostering reflective and meaningful learning experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The challenges identified by Plymouth-Canton Community Schools emphasize that adopting personalized professional learning is not without its hurdles. Tracking individualized progress and engagement related to professional learning on a large scale demands strategic solutions. The shift in mindset from passive attendance to active application of learning also highlights the need for ongoing communication and support. They are still working towards creating additional and more frequent opportunities for teachers to collaborate and open their practice to each other. Creating this collaborative culture is a work in progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite these challenges, the success P-CCS has experienced offers valuable lessons for other school districts. The importance of understanding educators\u2019 needs and wants, embracing collaboration, capitalizing on the knowledge and expertise of your staff, and adapting structures based on user feedback cannot be overstated. As educational leaders navigate the evolving landscape of education, pedagogy, and professional development, personalizing professional learning helps to foster a culture of continuous growth, adaptability, and innovation among educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"resources\">Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following list of resources provides insight into what other organizations are saying about personalized professional development, who else is doing work to make professional learning personalized, and other examples of school leaders learning this type of learning. Resources are accompanied by a short description.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/www.edutopia.org\/article\/why-instructional-coaches-should-teach?utm_source=Twitter&amp;utm_medium=Article&amp;utm_campaign=BTS+23&amp;utm_id=Social&amp;utm_term=back+to+school&amp;utm_content=instructional+coach\">Rethinking the Role of the Instructional Coach<\/a> (Edutopia): Creating the capacity for educators to fill both the role of an instructional coach and a teacher allows them to remain grounded in the classroom and pedagogy. This may also make it easier for others to receive their help and feedback, from the perspective of a colleague.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.edpost.com\/stories\/teachers-are-students-too-rethinking-professional-development-is-key-to-student-recovery\">Teachers Are Students Too: Rethinking Professional Development is Key to Student Recovery<\/a> (Ed Post): Author and CEO\/co-founder of Modern Classrooms Project shares several ideas for how to rethink professional development and make learning more actionable and valuable for educators.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.edsurge.com\/news\/2022-02-07-a-5-step-plan-to-improve-professional-learning-in-your-school?utm_medium=email&amp;_hsmi=203471421&amp;_hsenc=p2ANqtz--Cv7lG5TnbDqd6zNrKjOejaczu19WCY94N_6Ad_9mttQsTx3PN3LdcsR_VTMC3TRAIBni3MwcoEHPa2falim-lkhJ2UZ1mM2sqBOuNRAdNkSjacG8&amp;utm_content=203471421&amp;utm_source=hs_email\">A 5-Step Plan to Improve Professional Learning in Your School<\/a> (EdSurge): Consider these proposed five steps to develop a professional learning plan rooted in a vision for the future.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>This series of three blog posts focuses on how <a href=\"http:\/\/bit.ly\/TheCenter_Iowa\">The Center<\/a>\u2014an Iowa-based organization that facilitates networks of educators and community-based stakeholders to co-create rigorous, authentic, learner-centered ecosystems as pathways to future readiness\u2014is providing customizable web-based tools and resources for educators seeking to move to a competency-based system.<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/a-roadmap-for-personalized-competency-based-professional-learning\/\">A Roadmap for Personalized, Competency-Based Professional Learning<\/a> (Aurora Institute): This first blog post focuses on understanding how The Center uses reflective practices to determine real-time professional learning needs at the individual, building, and district levels.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/designing-data-driven-personalized-pathways-for-professional-learning\/\">Designing Data-Driven Personalized Pathways for Professional Learning<\/a> (Aurora Institute): This blog post focuses on what adult learning looks like when leaders in a school or district design, lead, and personalize complex change using educators\u2019 target zones of development and shared problems of practice.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/let-educators-drive-gradual-release-to-learner-centered-design\/\">Let Educators Drive: Gradual Release to Learner-Centered Design<\/a> (Aurora Institute): This blog post focuses on how teachers can be supported to develop autonomy and leadership over their own professional learning and apply it to specific problems of practice in their learning environments.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/knowledgeworks.org\/resources\/what-personalized-professional-learning-pathways-can-do\/?utm_source=twitter&amp;utm_campaign=Website&amp;utm_medium=3df9df94-7506-433f-b972-6d2edd7c404e\">What Personalized Professional Learning Pathways Can Do<\/a> (KnowledgeWorks): Heather Townley of the <a href=\"https:\/\/www.personalizeoh.org\/\">Ohio Personalized Learning Network<\/a> shares her thoughts on personalized professional learning and where she hopes education will go.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/why-pd-must-be-learner-centered-too\/\">Why PD Must Be Learner-Centered, Too<\/a> (Aurora Institute): Author Diana Lebaux explains the <a href=\"https:\/\/www.theteachercollaborative.org\/\">The Teacher Collaborative\u2019s<\/a> signature Co-Lab program and approach to improving professional learning which revolves around their framework for Student-Centered Learning and its four core principles: authentic experiences, student agency, flexible structures, and assessment for learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/learnercentered.org\/learner-centered-innovation-through-professional-learning-cycles\/?utm_content=237061996&amp;utm_medium=social&amp;utm_source=twitter&amp;hss_channel=tw-1141810255099092992\">5 Ways to Foster Learner-Centered Innovation Through Professional Learning Cycles<\/a> (Learner-Centered Collaborative): Learn about five ways to foster learner-centered innovation through professional learning cycles instead of one-and-done events. Coyote Springs Elementary (Prescott, AZ) and Meridian School (Seattle, WA) share how they are making this work in their own contexts.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/learnercentered.org\/blog\/changing-how-students-learn-starts-with-changing-how-educators-learn\/#\">Changing How Students Learn Starts With Changing How Educators Learn<\/a> (Learner-Centered Collaborative): Author Katie Martin explains how it is possible to shift professional learning from compliance to empowerment as well as some key elements of a learner-centered approach to professional learning.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"michigan\">Michigan Virtual\/Michigan Virtual Learning Research Institute Publications<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/blog\/modernizing-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Modernizing Professional Learning, Modeling Effective Practices For Student-Centered Learning<\/a> (MVLRI): In this first post in a short series of three blogs about <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/designing-effective-professional-learning\" target=\"_blank\" rel=\"noreferrer noopener\">designing effective professional learning<\/a>, Senior Professional Learning Specialist Anne Perez shares how <em>Michigan Virtual\u2019s<\/em> Professional Learning Services team has adjusted and modernized their professional learning for the educators with whom they work.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/professionals\/professional-learning-preferences\/\">Professional Learning Preferences landing page<\/a> (Michigan Virtual)<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/blog\/street-data-and-empathy\">Part 1: Street Data and Empathy: Revealing What Educators Truly Want from Professional Learning<\/a> (Michigan Virtual) What do educators actually want out of their professional learning experiences? Professional Learning Specialist Anne Perez explains that educators definitely have a preference for when and where they learn as well as who is leading the learning.\u00a0<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/blog\/a-framework-for-empathy\/\">Part 2: A Framework for Empathy: 3 Steps Leaders Can Follow to Center Educators\u2019 Needs and Wants<\/a> (Michigan Virtual): What do educators want? What do they need? What ideas do they want to share with decision-makers? Author Anne Perez shares a framework for empathy and steps leaders can take to center educators\u2019 needs and wants. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/drive.google.com\/file\/d\/1RyuLwb5TYQD969_s9XI8Lm_K71M9ac6v\/view?_hsmi=271118555&amp;_hsenc=p2ANqtz-8ZhnabBkPl2JuuX_nxaBjC0IqRm9IKkz8H-0XGhJfQBHKz1sZO12kDsvGzLX329q_H3N0FZoQX4JEnoFw74LnIyGrdrEIgrWsVLl9YVAaHd0ScG_0\" target=\"_blank\" rel=\"noreferrer noopener\">[Infographic] Educators Talked, We Listened: Professional Learning Survey Results<\/a> (Michigan Virtual): This easy-to-read and digest infographic breaks down the feedback received from surveys and interviews with K-12 educators about their professional learning preferences.\u00a0<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->",
            "title": "Tailoring Learning for Teachers: The Power of Personalized Professional Development",
            "excerpt": "Through the strategic implementation of personalized professional learning, Plymouth-Canton Community Schools (P-CCS) has successfully transformed its approach to educator professional development. Through a blend of in-house curriculum creation, external resources and partnerships, technology utilization, and opportunities for educator choice based on feedback as well as their unique needs and aspirations, they've cultivated a culture of enthusiastic engagement and reflective growth. ",
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        {
            "id": 82130,
            "path": "\/research\/publications\/examining-mentors-navigation-of-online-environments-and-use-of-student-support-practices\/",
            "author_id": 81,
            "timestamp": 1695221538,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the State of Michigan, schools are required to provide students taking online courses with a mentor\u2014an employee of the school district who provides student support (Michigan Department of Education, 2022). This support may consist of helping students with day-to-day aspects of their course(s) such as course pacing, proctoring exams, providing technical assistance, and helping students communicate with their instructors. While mentors are not required to be course content experts, they are an integral part of students\u2019 experience with online learning. Before a course even begins, mentors may assess students\u2019 readiness for online learning, and place them in courses that best match their needs (Michigan Virtual Learning Research Institute, n.d.). Mentors are also likely to support students in virtual learning more broadly by helping students learn how to learn online (Borup &amp; Stimson, 2019; Michigan Department of Education, 2022; <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/#acknowledgements\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual Learning Research Institute, n.d<\/a>.).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors may provide students with some sort of structure for working through their online courses (e.g., lab period, check-ins), a practice that is highly effective and translates to greater pass rates (Borup &amp; Stimson, 2019). Setting clear expectations at the beginning of the term about course logins, communication, and how to use in-person meeting times effectively can be helpful in this regard (Herta, 2022). Mentors may also encourage and motivate students to stay on track and engage with course material in meaningful ways (Michigan Virtual Learning Research Institute, 2020). Forming strong relationships with students is critical as it enables mentors to offer more personalized support, guidance, and encouragement (Borup &amp; Stimson, 2019; Michigan Virtual Learning Research Institute, 2020). Indeed, forming relationships with students, and providing encouragement are two of the most important mentorship qualities (DeBruler &amp; Green, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Results from a survey of students who were supplementing their brick-and-mortar classes with classes through <em>Michigan Virtual<\/em> indicated that relative to teachers, on-site mentors were the most common source of student support (Borup, Chambers &amp; Stimson, 2018). As such, mentors can be a consistent resource (or \u201cgo-to\u201d person) for students. They can be especially helpful when teachers are busy with other students, or when students (and\/or caregivers) are unfamiliar with the expectations and requirements of online learning (Michigan Virtual, 2020). Importantly, having mentors can improve virtual course pass rates (Roblyer et al., 2008; Lynch, 2019). While a growing body of research clearly indicates the benefits of high-quality mentoring, there is considerable variation across the state in regard to how mentors carry out their assigned responsibilities, the support they have access to, and their workload.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"CurrentStudy\">The Current Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study combined available data from the <em>Michigan Virtual<\/em> Student Learning Portal (SLP) with survey data collected from <em>Michigan Virtual<\/em> Mentors in order to better understand the contexts in which mentors work (including usage of BrightSpace and SLP), alongside their use and perceptions of certain student support practices. In light of this purpose, several research questions emerged:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>What is the typical student load for mentors? Does student load vary by mentors\u2019 experience or percent of students qualifying for Free-Reduced Price Lunch?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are mentors using the <em>Michigan Virtual<\/em> SLP? How frequently do mentors use specific tools within the SLP and BrightSpace?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What do mentors consider to be the most effective practices for supporting online students?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How often and in what ways are mentors communicating with students and instructors?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>A better understanding of how mentors navigate their roles will allow <em>Michigan Virtual<\/em> to develop more effective mentor support. Better understanding mentors' perceptions and usage of specific strategies can inform future research on effective practices, provide insight into the support typically needed by online learners, and allow for the recommendation of strategies to support online students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"surveydata\">Survey Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All mentors who were assigned students enrolled in <em>Michigan Virtual<\/em> courses during the Spring 2023 semester were sent a year-end survey via Qualtrics Research Suite. The survey consisted of 32 multiple-choice and open-ended questions organized into five sections. The first section assessed mentors\u2019 satisfaction with <em>Michigan Virtual<\/em> and their use of the SLP, the second section examined the ways in which mentors monitored student progress, the third section assessed perceptions of mentorship practices, the fourth investigated communication, and the last section gauged interest in mentor-specific professional development. Questions pertaining to communication, perception of SLP, use of tools within the SLP, and perceptions of mentorship strategies\/practices were analyzed in order to answer the relevant research questions outlined above.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"slpdata\">Student Learning Portal (SLP) and BrightSpace Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because the goal of the current study was to better understand how mentors navigate their roles as it relates to student support, data was pulled from the two main interfaces used by mentors. Frequent communication and ensuring that students are logging into their courses daily are both considered to be \u201cbest practices\u201d for mentorship according to <em>Michigan Virtual <\/em>(\u201cBest Practices of Mentoring Online Students,\u201d n.d.), so communication and login data were the focus of analyses. It is also reasonable to hypothesize that the number of students assigned to a mentor may impact their ability to monitor each student, thus, looking at the number of students assigned to a mentor was critical. It is important to note that this data only provides a \u201csnapshot\u201d of mentor-student interactions because mentors may communicate with students outside of these interfaces (e.g., email), and thus this may not provide a fully generalizable picture of what mentor-student communication looks like. This dataset also provided information about the economic categories of mentors' school building and districts\u2014this information was used to examine student load based on such characteristics. Mentors who did not have economic information associated with their buildings were excluded (N = 207, see Appendix A).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The SLP is a system where students are registered for and enrolled in courses. The SLP is also used to monitor student progress as it allows for mentors to track grades, attendance, and reports, as well as communicate with students. <a href=\"https:\/\/www.d2l.com\/solutions\/k-12\/\" target=\"_blank\" rel=\"noreferrer noopener\">Brightspace<\/a> is a learning management system (LMS) that houses students\u2019 course content (e.g., materials, assignments, tests; \u201cBest Practices of Mentoring Online Students,\u201d n.d.). Mentors receive a copy of all communication between online teachers and students who are assigned to them (\u201cAffiliation Presentation: Student Learning Portal,\u201d n.d.). The SLP allows mentors to view the entire gradebook for any student, but BrightSpace has a variety of features that they can use to take a deeper dive. For example, the progress summary function enables mentors to see students\u2019 performance on specific assignments, course access, and points earned out of total course points (\u201cMentor Guide to BrightSpace,\u201d n.d.).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some individuals assigned the role of \u201cmentor\u201d may not actually serve in a student support role, but serve as administrators or school staff responsible for enrolling students in online courses. As a result, these individuals may be assigned particularly large numbers of students. Therefore, to ensure the accuracy of the data, mentors with student loads exceeding 200 were removed from both data sets (N = 2 from survey dataset; N = 4 from SLP dataset).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Results\">Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"StudentLoad\">What is the Typical Student Load for Mentors?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the year-end survey, mentors had approximately 30 students on average (M = 29.8, SD = 33.0) in the Spring of 2023. The number of students assigned to mentors, however, ranged from 2 to 150. Half of the mentors reported being assigned less than 20 students, and half of the mentors reported being assigned more than 20 students. The histogram below shows that most mentors had between 0-15 students, with very few supporting 94 or more students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":736,\"height\":441} -->\n<figure class=\"wp-block-image is-resized\"><img src=\"https:\/\/lh6.googleusercontent.com\/QOUIYshq95gtu39oyMq6h2QEpzNi_UMcwJ_wChWyW5TVQuPJ7G1p7BRUDgqprl4uGyf7EN1003-t4gvmq9dXHEeFIDtUOPr_Nwad9pnXqOZ3yPSmHJgGj7LqfWbxXDyUz-iAKv6NrtXMxXO_vsYgyyw\" alt=\"A histogram showing the distribution of number of students assigned to mentors. Most mentors have between 0-15 students.\" style=\"width:736px;height:441px\" width=\"736\" height=\"441\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p id=\"Figure1\"><em><strong>Figure 1.<\/strong> Histogram Displaying Mentors' Self-Reported Student Leads<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to data from the SLP, mentors had approximately 15 students on average in the Spring of 2023 (M = 14.7, SD = 23.6), which is half of what was reported in survey data. The range of students assigned to mentors was similar (1 to 184) to what was reported in the survey data. Similarly, the median<sup><a href=\"#footnote1\"><strong>1<\/strong><\/a><\/sup> of the SLP data indicated that half of the mentors had less than 5 students in the Spring of 2023, while half of them had more than 5 students. Discrepancies between survey and SLP data may stem from mentors\u2019 self-selection into the survey, making it potentially more likely that mentors with certain characteristics were under or over-represented in survey data. On the other hand, mentors may have additional students taking online classes through a provider other than <em>Michigan Virtual<\/em>, and thus those students are not represented in the SLP system.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p id=\"footnote1\"><sup><strong>1<\/strong><\/sup> When data is arranged in order, the median represents the middle value that separates the higher and lower halves. It is often considered a reliable indicator of the typical value in a data set because it is less impacted than the average by extreme values.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"VariationsStudentLoad\">Does Student Load Vary by Mentors\u2019 Experience or the School\u2019s Economic Category?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors who have been in their role for five or more years had the highest number of students assigned to them on average (M = 38.0, SD = 33.4). Mentors with four to five years of experience had the fewest number assigned to them on average (M = 20.9, SD = 27.2). Given the variation in the number of students assigned to mentors, which may skew the average, the median number of students assigned to mentors based on experience was examined. Half of the mentors with five or more years of experience had fewer than 30 students while half had more than 30. Mentors in their first year had the lowest median number of students with half having fewer than nine students and half having more than nine students. Therefore, mentors with five or more years of experience seem to consistently have higher student loads.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":741,\"height\":462} -->\n<figure class=\"wp-block-image is-resized\"><img src=\"https:\/\/lh3.googleusercontent.com\/vgxdznjKktyuiI6vF02S4VHPZWW81Cf4dNJdvvaMllImJ-SsF32-FH9CAWNeNZfoOpi1jxlsY9nDELLavO9kWEFGOk9m7wXLJMsSvSEAXebZ4RQ4l2IMvpnUa84PDcI-b4MenjqFP05BHxgwlLsAfX4\" alt=\"A bar graph showing the average and median number of students assigned to mentors based on the mentors' years serving in their roles. Mentors who have been in their roles for 5+ years have the most students.\" style=\"width:741px;height:462px\" width=\"741\" height=\"462\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p id=\"Figure2\"><em><strong>Figure 2.<\/strong>&nbsp;Mentors Average and Median Self-Reported Student Load by Experience&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors working in schools where 75-100% of students qualified for Free-Reduced Price Lunch (FRPL) had the highest number of students assigned to them on average (M = 51.0, SD = 47.2). Half of the mentors working in these schools had fewer than 35 students, while half had more than 35. While the average student load for mentors working in schools where 0-25% of students qualified for FRPL was approximately 20 (M = 20.4, SD = 33.7), the median was substantially lower\u2014half of these mentors had fewer than 6 students while half had more than 6. This means that mentors working in schools where 75-100% of students qualified for FRPL tend to have a significantly higher student load compared to those in schools with lower percentages. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":82855,\"width\":744,\"height\":459,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/09\/2023-09-15_11-03-33.png\" alt=\"A bar graph showing the average and median number of students assigned to mentors based on the percent of students qualifying for free-reduced price lunch\" class=\"wp-image-82855\" style=\"width:744px;height:459px\" width=\"744\" height=\"459\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p id=\"Figure3\"><em><strong>Figure 3.<\/strong> Mentors Average and Median Self-Reported Student Load by FRPL<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to SLP data that broke down mentors\u2019 student loads by FRPL, mentors working in buildings (M = 23.3, Median = 6.5) and districts (M = 19.0, Median = 6) where &gt;75% of students qualified for FRPL had the highest average and median student loads, aligning with what was observed in the survey data. At the district level, the median student load was more evenly distributed with mentors working in districts where &lt;=25% of students qualified for FRPL and where &gt;75% of students qualified for FRPL both having a median student load of six. Thus, the building and district-level data generally followed the same pattern as survey data in such that mentors working in schools where &gt;75% of students qualified for FRPL have higher student loads on average. The median number of students was more consistent across FRPL status at the building and district-level compared to what was reported by individual mentors.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"SLPuseTools\">How are Mentors Using the Michigan Virtual SLP? How Frequently Do Mentors Use Specific Tools Within the SLP and BrightSpace?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors are part of a four-pronged team to help students succeed in their online learning endeavors. Working alongside students, parents, and instructors, mentor responsibilities may range from helping students get started in their courses to monitoring their progress throughout the term. According to SLP data, mentors logged into BrightSpace an average of 56 days (M = 56.2, SD = 101.6), with half of the mentors logging in fewer than nine days and half logging in more than nine days. Logins to the SLP were more frequent, with mentors logging in an average of 142 days (M = 142.9, SD = 157.9). There was considerable variability with logins ranging from once to 186 times. Half of the mentors logged in fewer than 84 times, and half logged in more than 84 times. So overall, mentors seemed to use the SLP more frequently relative to BrightSpace, but there was still considerable variation in the frequency of logins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors were surveyed about their use of various student monitoring tools, which they reported using at different frequencies. They reported accessing the enrollment (n = 9, 39%) and report tabs (n = 13, 57%) less than weekly, but the student tab was typically accessed one to two times a week (n = 14, 41%). Mentors reported accessing the Gradebook (n = 21, 40%) and Mentor Report&nbsp;(n = 11, 34%) one to two times a week. While fewer mentors reported using the BrightSpace Observer, they used it fairly consistently, with six mentors (38%) reporting using it three to four times a week and five mentors reporting using it daily (31%). The Dashboard was used less consistently; four used it less than weekly (29%), and four mentors reported using it one to two times a week (29%). Use of any other tool was relatively infrequent as only two mentors reported using some other tool less than weekly (67%). Most mentors said that the SLP was 'somewhat easy' to use (n = 33).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure id=\"Table1\" class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th class=\"has-text-align-right\" data-align=\"right\">Frequency of Use<\/th><th class=\"has-text-align-center\" data-align=\"center\">Less than weekly<\/th><th class=\"has-text-align-center\" data-align=\"center\">1-2 times a week<\/th><th class=\"has-text-align-center\" data-align=\"center\">3-4 times a week<\/th><th class=\"has-text-align-center\" data-align=\"center\">Daily<\/th><\/tr><\/thead><tbody><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Report Tab<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">57%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30%<\/td><td class=\"has-text-align-center\" data-align=\"center\">4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">9%<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Mentor Report Tab<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">28%<\/td><td class=\"has-text-align-center\" data-align=\"center\">34%<\/td><td class=\"has-text-align-center\" data-align=\"center\">19%<\/td><td class=\"has-text-align-center\" data-align=\"center\">19%<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Dashboard<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">29%<\/td><td class=\"has-text-align-center\" data-align=\"center\">29%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21%<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Enrollment Tab<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">39%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><td class=\"has-text-align-center\" data-align=\"center\">22%<\/td><td class=\"has-text-align-center\" data-align=\"center\">22%<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Gradebook<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">19%<\/td><td class=\"has-text-align-center\" data-align=\"center\">40%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><td class=\"has-text-align-center\" data-align=\"center\">23%<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Student Tab<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">24%<\/td><td class=\"has-text-align-center\" data-align=\"center\">41%<\/td><td class=\"has-text-align-center\" data-align=\"center\">9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">26%<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>BrightSpace Observer<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25%<\/td><td class=\"has-text-align-center\" data-align=\"center\">38%<\/td><td class=\"has-text-align-center\" data-align=\"center\">31%<\/td><\/tr><tr><td class=\"has-text-align-right\" data-align=\"right\"><strong>Other<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">67%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">33%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 1.<\/strong> Mentors\u2019 Use of LMS Student Monitoring Tools<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"EffectivePractices\">What do Mentors Consider to be the Most Effective Practices for Supporting Online Students?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors use a wide variety of strategies to help students succeed. As part of the survey, mentors were given a list of mentoring strategies based on past research on mentoring and asked to choose the three strategies they believed were the most effective. Mentors indicated that they believed 'building relationships with students' (n = 34, 18.9%), 'monitoring student progress in their online course(s)' (n = 32, 17.8%), and 'motivating students to fully engage with course content' (n = 18, 10.0%) were the most effective strategies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The strategies that mentors reported as being most effective align with two out of the three broad mentor responsibilities outlined by Borup (2019): nurturing the student, and monitoring and motivating the student. Nurturing the student encompasses many facets, one of which specifically focuses on building relationships. Other facets of this broad category such as advising students and orienting them to online courses\/learning were less frequently reported by mentors. Monitoring student progress and motivating students to engage with course content beyond just a surface-level exploration is encapsulated within Borup's second category, monitoring and motivating the student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Previous research reported that mentors frequently help students with time management; however, only 6.67% of mentors in our survey noted 'assisting students with time management' as one of their top three effective strategies (<a href=\"https:\/\/www.learntechlib.org\/p\/149918\/\" target=\"_blank\" rel=\"noreferrer noopener\">Freidhoff et al., 2015<\/a>; <a href=\"https:\/\/michiganvirtual.org\/blog\/what-does-research-say-about-mentoring-online-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual Learning Research Institute, 2020<\/a>). This could mean that while mentors spend time helping students with time management, they don't see it as being as or more effective than other strategies. Alternatively, it could be that time management skills vary depending on student characteristics and experience with online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure id=\"Table2\" class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th class=\"has-text-align-center\" data-align=\"center\">Mentoring Strategy<\/th><th class=\"has-text-align-center\" data-align=\"center\">N (%)<\/th><\/tr><\/thead><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\">Building relationships with students<\/td><td class=\"has-text-align-center\" data-align=\"center\">34 (18.9)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Monitoring student progress in their online course<\/td><td class=\"has-text-align-center\" data-align=\"center\">32 (17.8)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Motivating students to fully engage with course content<\/td><td class=\"has-text-align-center\" data-align=\"center\">18 (10.0)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Communicating student course progress to the student<\/td><td class=\"has-text-align-center\" data-align=\"center\">16 (8.9)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Assisting students with time management<\/td><td class=\"has-text-align-center\" data-align=\"center\">12 (6.7)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Ensuring students are on task<\/td><td class=\"has-text-align-center\" data-align=\"center\">11 (6.1)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Monitoring student grades<\/td><td class=\"has-text-align-center\" data-align=\"center\">10 (5.6)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Providing the student with structure<\/td><td class=\"has-text-align-center\" data-align=\"center\">10 (5.6)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Facilitating student communication with instructors<\/td><td class=\"has-text-align-center\" data-align=\"center\">7 (3.9)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Helping students access their courses and become familiar with their courses on the first day<\/td><td class=\"has-text-align-center\" data-align=\"center\">6 (3.3)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Providing content instruction\/assistance<\/td><td class=\"has-text-align-center\" data-align=\"center\">5 (2.8)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Advising students on online course selection and\/or enrollment<\/td><td class=\"has-text-align-center\" data-align=\"center\">4 (2.2)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Orienting students to online learning<\/td><td class=\"has-text-align-center\" data-align=\"center\">4 (2.2)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Having tutoring and other learning resources<\/td><td class=\"has-text-align-center\" data-align=\"center\">3 (1.7)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Organizing physical learning spaces<\/td><td class=\"has-text-align-center\" data-align=\"center\">3 (1.7)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Providing technological assistance to students<\/td><td class=\"has-text-align-center\" data-align=\"center\">3 (1.7)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Communicating student course progress to the instructor<\/td><td class=\"has-text-align-center\" data-align=\"center\">2 (1.1)<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 2.<\/strong> Mentors Perceptions of Effective Strategies for Supporting Students<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Communication\">How Often and in What Ways Are Mentors Communicating with Teachers and Students?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Regular student check-ins are an effective way to ensure students stay on track with course expectations and address any concerns early. Most mentors reported interacting with students either daily (n = 23, 38.0%) or one to two times per week (n = 22, 33.0%).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure id=\"Table3\" class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th class=\"has-text-align-center\" data-align=\"center\">Communication Frequency<\/th><th class=\"has-text-align-center\" data-align=\"center\">N (%)<\/th><\/tr><\/thead><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\">Daily<\/td><td class=\"has-text-align-center\" data-align=\"center\">23 (38.0)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">1-2 times a week<\/td><td class=\"has-text-align-center\" data-align=\"center\">20 (33.0)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">3-4 times a week<\/td><td class=\"has-text-align-center\" data-align=\"center\">10 (17.0)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Less than weekly<\/td><td class=\"has-text-align-center\" data-align=\"center\">7 (12.0)<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 3.<\/strong> Frequency of Mentor\u2019s Communication with Students<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Mentors' main method of student interaction was through email (n = 49, 24.62%) followed by in-person meetings (n = 42, 21.1%). SLP data corroborated that email was the most common communication method used by mentors (n = 8677, 86.0%). Email is likely a convenient way for mentors to check in with students about their progress and assignments, answer specific questions, or help them \u2018troubleshoot\u2019 technical issues. Because online learning may pose certain challenges for students, such as pacing and time management, meeting with students weekly is recommended as it allows mentors to assess student progress and build student relationships (Lynch, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure id=\"Table4\" class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th class=\"has-text-align-center\" data-align=\"center\">Mentor Reported Interaction Format<\/th><th class=\"has-text-align-center\" data-align=\"center\">N (%)<\/th><\/tr><\/thead><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\">Email<\/td><td class=\"has-text-align-center\" data-align=\"center\">49 (24.6)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">In-person meetings<\/td><td class=\"has-text-align-center\" data-align=\"center\">42 (21.1)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Classroom<\/td><td class=\"has-text-align-center\" data-align=\"center\">34 (17.1)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Scheduled student work time (e.g. labs)<\/td><td class=\"has-text-align-center\" data-align=\"center\">18 (9.1)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Office hours<\/td><td class=\"has-text-align-center\" data-align=\"center\">11 (5.5)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Phone calls<\/td><td class=\"has-text-align-center\" data-align=\"center\">8 (4.0)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Text message<\/td><td class=\"has-text-align-center\" data-align=\"center\">6 (3.0)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">LMS<\/td><td class=\"has-text-align-center\" data-align=\"center\">5 (2.5)<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Video conferencing (e.g. Zoom)<\/td><td class=\"has-text-align-center\" data-align=\"center\">4 (2.0)<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 4.<\/strong> Methods of Communication Used by Mentors<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Given that mentors are part of a multi-pronged team, they likely communicate with the course instructor about students' needs and progress (Bruno, 2019; Lynch, 2019). In fact, Debbie Lynch, former Outreach Coordinator for Mentors at <em>Michigan Virtual,<\/em> writes, \"It is imperative that mentors communicate on a consistent basis with online instructors\" (Lynch, 2019). Most mentors indicated they communicated with instructors less than weekly (n = 45, 76.3%). While mentors communicated with instructors less frequently than they did their students, they indicated that the communications they did have were \u2018very effective\u2019 (n = 30, 51.7%).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup (2018) also cites 'encouraging communication between the student, parent, and online instructor' as the third broad category of mentor responsibilities (as cited in <a href=\"https:\/\/michiganvirtual.org\/blog\/what-does-research-say-about-mentoring-online-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual Learning Research Institute, 2020<\/a>). Only two mentors (1.1%) reported \u2018communicating student course progress to the instructor\u2019 as one of the top three most effective strategies, which aligns with the overall low levels of communication with instructors. While mentors were consistent in their communications with students, there was less consistency in communication with instructors. This may reflect students' level of comfort in terms of communicating with their instructors or mentors' prioritization of other responsibilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"StudentLoadConclusion\">Student Load Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Overall, there is considerable variation among mentors\u2019 student load based on the length of time spent as a mentor and their school\u2019s FRPL. On average, mentors working in buildings and districts where &gt;75% of students qualify for FRPL seem to have a greater number of students assigned to them compared to other buildings and districts. Mentors who have been serving in their role for 5+ years had the highest number of students assigned to them, on average. Even mentors with significant experience should be provided with relevant professional learning opportunities so they can connect with other mentors and keep up with online learning best practices. On average, first-year mentors had approximately 20 students assigned to them, a number similar to mentors in their 4th and 5th years. Newer mentors should receive support such as professional learning and opportunities to connect to other mentors to help them fully understand the scope and responsibilities of their roles as well as how to effectively support students in their online courses. Additionally, building and district administrators should be mindful of mentors\u2019 current student loads, other professional responsibilities, and goals when considering the allocation of mentees so that mentors can fully engage with their assigned students to help them succeed in their online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"LMSconclusion\">Leveraging LMS Tools for Student Support<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In terms of tools that enable mentors to monitor students\u2019 online learning, the gradebook had the highest number of daily users (n = 12). Mentors may access the gradebook more frequently to see alignment between student progress and pacing guides as well as review teacher feedback with the student. Indeed, in <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mentor Guide<\/a>, when discussing characteristics of a good mentor, mentor Lyn DeCarlo states, \u201c<em>Check-in with each student every week: pull up your gradebook, go around and check their progress, see their feedback \u2014 at their seat. They like that<\/em>.\u201d The gradebook offers a way for mentors to monitor student progress, encourage self-regulated learning and the development of metacognitive skills (e.g., using feedback from instructors), check in about any difficulties, and celebrate wins. Reviewing the gradebook with the student, at their seat, as DeCarlo states, may also create opportunities for rapport building which is important considering that \u2018building relationships with students\u2019 was the most commonly cited \u201ctop three\u201d effective mentoring practice (18.9%) and monitoring student progress was the second most commonly cited \u201ctop three\u201d effective mentoring practice (17.8%).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"PracticesConclusion\">Effective Mentorship Practices<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Relatedly, there was alignment between the practices mentors perceived as effective and research on mentor responsibilities and reported practices. The top three practices reported by mentors as being the most effective were \u2018building relationships with students' (18.9%), 'monitoring student progress in their online course(s)' (17.8%), and 'motivating students to fully engage with course content' (10.0%). Borup\u2019s (2019) conceptualization of mentors facilitating the student learning process through nurturing them, monitoring and motivating them, and facilitating communication align well with the majority of current findings. The exception is that while Borup (2019) considers facilitating communication between parents, students, and instructors one of the three big categories of mentor responsibilities, the mentors surveyed in this study did not report a high frequency of communication with teachers. However, mentors did rate their communications with instructors as being very effective, which may suggest that instructors and mentors were able to work together effectively when the situation warranted it. These practices also align with the experiences of effective mentors who contributed to the <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mentor Guide<\/a>. Indeed, multiple mentors stressed that \u201c<em>the key is having a relationship with students<\/em>\u201d because it is important for students to know they have someone on their team who has the resources and experience to help them succeed. Additionally, monitoring and motivating students seems to go hand in hand as Julie Howe notes how important it is to \u201c<em>Closely monitor students and course content, and ensure students are engaged in activities that promote their academic progress<\/em>.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While mentors' frequency of communication with students was in line with recommendations, communication with instructors was less consistent and perhaps represents an area for follow-up (Lynch, 2019). Mentor communication with instructors can help contextualize student behaviors. For example, a mentor may notify the instructor if a student is sick and logging in less frequently. Further, establishing a line of communication between the mentor and instructor may help the mentor better understand instructor feedback and more easily encourage communication between student and instructor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Taken together, mentors are supporting students in a variety of ways, including but not limited to building relationships, monitoring progress, and motivating engagement with course content. Oftentimes, mentors carry out these responsibilities with approximately 30 students, although mentors working in schools where &gt;75% of students qualify for FRPL, and mentors with 5+ years of experience are likely to have more students assigned to them. There were slight differences between the survey and SLP data, such as a similar median number of students being assigned to mentors working in buildings classified where &gt;75% and &lt;25% of students qualified for FRPL. These differences may reflect the fact that mentors self-selected to participate in the survey.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators should be mindful of mentors\u2019 student loads as the amount of time it may take to carry out monitoring and motivating students will likely increase as their number of students does. Relevant professional learning should also be available to mentors, as well as peer support, especially if there are only a few mentors in a single building.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"References\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. B., &amp; Stimson, R. (2018). <em>Helping online students be successful: Student&nbsp;<\/em><em>perceptions of online teacher and on-site mentor instructional support<\/em>. Lansing, MI:&nbsp;Michigan Virtual University. Retrieved from&nbsp;<a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-instructional-support\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-instructional-support\/ <\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., &amp; Stimson, R. J. (2019). Responsibilities of online teachers and on-site facilitators in online high&nbsp;school courses. <em>American Journal of Distance Education<\/em>, <em>33<\/em>(1), 29-45.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/08923647.2019.1554984\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/08923647.2019.1554984<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bruno, J. (2019, November 18). Mentoring As Personalized Learning. Michigan Virtual. Retrieved&nbsp;from <a href=\"https:\/\/michiganvirtual.org\/blog\/mentoring-as-personalized-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/mentoring-as-personalized-learning\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. &amp; Green, C. (2020). <em>MVLRI research in review: K-12 on-site mentoring<\/em>. Michigan&nbsp;Virtual.&nbsp;<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review:-k-12-on-site-mentoring\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review:-k-12-on-site-mentoring\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J., Borup, J., Stimson, R., &amp; DeBruler, K. (2015). Documenting and sharing the work of successful on-site mentors. <em>Journal of Online Learning Research<\/em>, <em>1<\/em>(1), 107-128. 107-128. Waynesville, NC USA: Association for the Advancement of Computing in Education&nbsp;(AACE). Retrieved July 10, 2023 from <a href=\"https:\/\/www.learntechlib.org\/primary\/p\/149918\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.learntechlib.org\/primary\/p\/149918\/<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Herta, N. (2022, April 21). 3 Tried-And-True Tips For Mentoring Online Learners. Michigan&nbsp;Virtual. Retrieved from&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/3-tried-and-true-tips-for-mentoring-online-learners\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/3-tried-and-true-tips-for-mentoring-online-learners\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lynch, D. (2019, October 15). Strategies For Mentoring Online Students. Michigan Virtual.&nbsp;Retrieved from&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/strategies-for-mentoring-online-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/strategies-for-mentoring-online-students\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education (2022). Pupil Accounting Manual 2022-2023. Michigan&nbsp;Department of Education. Retrieved from <a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/OFM\/State-Aid\/Pupil-Accounting\/Manual\/2022-23-Pupil-Accounting-Manual.pdf?rev=0823e4ecdad84ac5ba32b9b7439fcafa&amp;hash=0CDF461FF9269C0842C3A39B29C2ED6D\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/OFM\/State-Aid\/Pupil-Accounting\/Manual\/2022-23-Pupil-Accounting-Manual.pdf?rev=0823e4ecdad84ac5ba32b9b7439fcafa&amp;hash=0CDF461FF9269C0842C3A39B29C2ED6D<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual. (2020, January 17). Why Mentors Matter: A Conversation With Jered Borup.&nbsp;Retrieved from&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/why-mentors-matter-a-conversation-with-jered-borup\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/why-mentors-matter-a-conversation-with-jered-borup\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2020, March 27). What Does Research Say About&nbsp;Mentoring Online Students? Retrieved from&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/what-does-research-say-about-mentoring-online-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/what-does-research-say-about-mentoring-online-students\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (n.d.). Mentor Guide to Online Learning. Retrieved&nbsp;from <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/#acknowledgements\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/#acknowledgements&nbsp;<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual. (n.d). Affiliation Presentation: Student Learning Portal [PowerPoint slides].&nbsp;Retrieved from <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/professionals\/mentors\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual. (n.d). Mentor Guide to BrightSpace [PowerPoint slides]. Retrieved from <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/professionals\/mentors\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual. (n.d). Best Practices of Mentoring Online Students [PowerPoint slides]. Retrieved from <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/professionals\/mentors\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., &amp; Pape, L. (2008). Toward practical procedures&nbsp;for predicting and promoting success in virtual school students. <em>American Journal of<\/em> <em>Distance Education<\/em>. <em>22<\/em>(2), 90-109. <a href=\"https:\/\/doi.org\/10.1080\/08923640802039040\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/08923640802039040&nbsp;<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"className\":\"no-appendix no-toc\"} -->\n<h2 class=\"wp-block-heading no-appendix no-toc\" id=\"appendix\">Appendix<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:coblocks\/accordion -->\n<div class=\"wp-block-coblocks-accordion\"><!-- wp:coblocks\/accordion-item {\"title\":\"\\u003cstrong\\u003eAppendix A.\\u003c\/strong\\u003e Excluded Building Types\"} -->\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\"><strong>Appendix A.<\/strong> Excluded Building Types<\/summary><div class=\"wp-block-coblocks-accordion-item__content\"><!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Building Type<\/th><th>N Excluded<\/th><\/tr><\/thead><tbody><tr><td>GenNet<\/td><td>37<\/td><\/tr><tr><td>HomeSchool<\/td><td>39<\/td><\/tr><tr><td>Non-Michigan<\/td><td>6<\/td><\/tr><tr><td>Non-Public School<\/td><td>55<\/td><\/tr><tr><td>Not a School Building<\/td><td>70<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:coblocks\/accordion-item --><\/div>\n<!-- \/wp:coblocks\/accordion -->",
            "title": "Examining Mentors\u2019 Navigation of Online Environments and Use of Student Support Practices",
            "excerpt": "This report utilized Michigan Virtual student learning interfaces and survey data to examine the navigation patterns of Michigan K-12 mentors within student learning interfaces and their perceptions of student support practices. Findings suggest that mentors\u2019 student loads vary based on specific factors. Mentors consider relationship building, motivating students, and monitoring student progress as effective practices. Furthermore, mentors reported varying degrees of usage of tools within the student learning interfaces.",
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            "id": 82870,
            "path": "\/blog\/michigan-virtuals-ai-resource-bank\/",
            "author_id": 58,
            "timestamp": 1695062106,
            "content": "<!-- wp:paragraph -->\n<p>The rapid pace of development and implementation of artificial intelligence technologies can make it difficult to keep up with the latest advances in the field. It can be challenging to stay informed about all of the latest progress, and to know how it might impact teaching, learning, and school operations. Additionally, AI technologies can be complex and difficult to understand and assess their potential benefits and risks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite these challenges, it is important to stay up-to-date on AI developments and commentary. As Michigan Virtual continues to publish <a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">resources related to AI<\/a>, we also want to help stakeholders stay informed by sharing what we\u2019re reading, listening to, and watching. Our AI Resource Bank is a running list of websites, news and research articles, social media and blog posts, tools, and podcast episodes that our own staff have been engaging with and sharing with one another over the last 18 months. Each entry includes a link to the resource, an assigned category, and a short summary. (Interestingly, we used AI tools to produce the summaries, reducing our own work time from hours to minutes.)&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We encourage you to engage with these resources and share them with your colleagues and stakeholders; hopefully you will find valuable insights and useful takeaways for your own work. If you have resources that you\u2019d like us to consider for inclusion in the Resource Bank, please send them our way by emailing <a href=\"mailto:[email protected]\">[email protected]<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/16NypKobz0I9eV2rSU8lh4GGJW0vZI6Wy72thkw78Mmg\/edit#gid=0\">View the AI Resource Bank \u2192<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Supporting Schools: Maintaining an AI Tools toolkit for educators",
            "excerpt": "Michigan Virtual's AI Resource Bank offers a curated compilation of websites, articles, podcasts, and tools. Engage with this evolving repository, explore emerging trends, and contribute to the conversation by sharing your own valuable resources for consideration.",
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        {
            "id": 82868,
            "path": "\/about\/news\/new-school-artificial-intelligence-guide-released-to-support-educators-with-ai-use-in-classrooms\/",
            "author_id": 2,
            "timestamp": 1695049065,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 As school districts across Michigan examine the evolution of artificial intelligence (AI) and its implications in the classroom, <em>Michigan Virtual<\/em>, a pioneer in digital learning for the past 25 years, has developed the first of its kind comprehensive '<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\">Planning Guide for AI: A Framework for School Districts<\/a>.\u2019\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cDigital technologies \u2013 the computer, the cellphone, the Internet \u2013 have profoundly shaped our world and impacted our daily lives. And, now add AI to that list! Fortunately for our schools \u2013 and our children \u2013 <em>Michigan Virtual<\/em> has come forward, just in time, and provided a valuable tool kit of resources to help guide schools as they explore and adopt all the new AI-based products,\u201d said Elliot Soloway, the Arthur F. Thurnau professor at the University of Michigan and co-director of the Center for Digital Curricula.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>AI is rapidly evolving, and its potential impact on teaching and education is profound. As technology continues to shape the educational landscape, the need for a roadmap that empowers educators to harness AI's capabilities becomes increasingly critical. The new \u2018Planning Guide for AI\u2019 resource equips educators with the practical insights and strategies necessary to navigate the dynamic and evolving landscape of artificial intelligence within schools.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAI offers significant promise but it's crucial to maintain a realistic and balanced perspective as we navigate the rapid evolution of AI technology, which presents challenges that require careful consideration,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cThis guide equips educators with a framework to effectively integrate AI into their districts while acknowledging potential risks and keeping student success at the forefront.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The guidebook serves as a companion to\u00a0<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/AI-Integration-Framework-for-School-Districts.pdf\"><em>Michigan Virtual\u2019s<\/em> AI Integration Framework<\/a>. School leaders can utilize the guide to develop a roadmap for working toward the level of AI integration that aligns with the district\u2019s aspirations. School leaders can use the guidance to help identify areas where more information and research is needed, make informed decisions, address concerns, and ensure a successful and inclusive implementation of AI technologies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThis AI Planning Guide is a practical resource for district and building leaders looking to explore the potential of AI and how it could positively impact their school community,\u201d said Tina Kerr, executive director of the Michigan Association of Superintendents and Administrators. \u201cWe very much appreciate <em>Michigan Virtual\u2019s<\/em> work in creating this AI integration roadmap and for ensuring K-12 stakeholders\u2019 voices were at the table every step of the way.\u201d\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Developed in collaboration with 22 school district leaders across Michigan, the 'Planning Guide for AI' is built upon practical wisdom and real-world experience. It offers a comprehensive framework that addresses the complexities and opportunities of AI integration in education for teachers, administrators, and policymakers alike. The guide includes policy, ethical, and legal considerations, instructional framework recommendations, student learning and assessment measurements, professional learning insights, student use implications, business and technology operations, and outreach strategies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt will be critical for school boards to be actively involved in local policy development regarding the integration of AI technologies within our schools,\u201d said Don Wotruba, executive director of the Michigan Association of School Boards. \u201cThe guide provides board members with an excellent foundational resource, ensuring they have the essential information to make informed decisions within this dynamic and evolving landscape.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The '<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\">Planning Guide for AI: A Framework for School Districts<\/a>\u2019 has been endorsed by the Michigan Association of Secondary School Principals (MASSP), Michigan Association of Superintendents and Administrators (MASA), Michigan Association of School Boards (MASB), Michigan Elementary and Middle School Principals Association (MEMSPA), Michigan Association of Intermediate School Administrators (MAISA), and the Michigan Association for Computer Users in Learning (MACUL), and the Michigan Charter School Association (MAPSA).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The 'Planning Guide for AI: A Framework for School Districts' is available at\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\">michiganvirtual.org\/resources\/guides\/ai-guide<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additional resources to support schools with AI evaluation and integration can be found at\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/\">michiganvirtual.org\/resources\/ai<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "New school artificial intelligence guide released to support educators with AI use in classrooms",
            "excerpt": "LANSING, Mich. \u2014 As school districts across Michigan examine the evolution of artificial intelligence (AI) and its implications in the classroom, Michigan Virtual, a pioneer in digital learning for the past 25 years, has developed the first of its kind comprehensive &#8216;Planning Guide for AI: A Framework for School Districts.\u2019\u00a0 \u201cDigital technologies \u2013 the computer,...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Appendix for Planning Guide for AI<\/h1>\t\t\n\t\t\t<a href=\"\/resources\/guides\/ai-guide\/\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tBack to guide\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/ai-framework\/\">\n\t\t\t\t\t\tAI Integration Framework\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/resources\/ai\/\">\n\t\t\t\t\t\tAI Resources\n\t\t\t\t\t<\/a>\n\t\t\t\tTable of Contents\t\t\t\n\t\t\t\t\t\t\t\n\t\t\t\t\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<details id=\"appendix-a\">\n\t\t\t\t\t<summary class='e-n-accordion-item-title'>\n\t\t\t\t\t\t<h2> Appendix A: Policy Considerations <\/h2>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>School district leaders and board members should first consider the goals and desired outcomes for any policies and guidelines that may be enacted, including the level at and frequency with which staff members and students at any level are using AI-driven tools. Districts will likely need to implement policies that address or take into consideration the following questions:<\/p><ul><li><strong>How will AI integration align with the district&#8217;s educational goals and values?<\/strong> Understanding the alignment with the district&#8217;s vision will ensure that AI serves the best interests of students and the community.<\/li><li><strong>How will AI be used in the classroom, and how will it support student learning?<\/strong> Understanding the specific applications and benefits of AI in the educational context is essential for making informed decisions.<\/li><li><strong>What data will be collected, and how will it be used and protected?<\/strong> School board members must inquire about the types of data AI systems will collect and ensure adequate data protection measures are in place.<\/li><li><strong>How will teachers be involved in AI integration, and what professional development will be provided?<\/strong> Inquiring about teacher involvement and training opportunities ensures educators are prepared to utilize AI tools effectively.<\/li><li><strong>What privacy protocols are in place to protect student and staff data?<\/strong> Policies concerning privacy measures will help leaders assure the community that data security is a top priority.<\/li><li><strong>What ethical guidelines will govern the use of AI?<\/strong> Inquiring about ethical considerations will demonstrate the board&#8217;s commitment to responsible AI integration.<\/li><li><strong>How will the accuracy, reliability and bias of AI output be assessed?<\/strong> Unreliable AI systems can lead to incorrect assessments and hinder students&#8217; learning progress. Leaders should Implement strategies to minimize bias in AI systems, such as regular audits and evaluations of algorithms, diversifying datasets, and involving diverse perspectives in system design.<\/li><li><strong>How will stakeholders remain informed about the design and intended use of AI tools?<\/strong> Encourage transparency by promoting the disclosure of AI algorithms used in educational systems to address concerns related to bias and fairness.<\/li><li><strong>What processes will be in place for stakeholders to demonstrate consent for use of these tools?<\/strong> Develop guidelines for obtaining informed consent from students and parents when using AI technologies that may collect personal data or make decisions impacting students&#8217; educational journeys.<\/li><\/ul><p>Leaders should also focus on their roles as risk assessors, employing an approach that identifies the risks of any practices that could be foreseen under enacted policies, and attempt to mitigate those risks where possible. As the use of AI in education is also currently raising many ethical and legal concerns, district leaders should consult with their legal counsel and policy advisers to craft policies and guidelines that ensure AI can be used in a safe and ethical way while providing benefit to the district at-large.<\/p><p>While district and board policies may provide broad direction, there will also likely be a need for additional guidelines at the building, department, and classroom levels based on contextual need. It will be essential for school leaders to support the development of these policies by staying informed of emerging practices and ensuring guidelines are consistent and aligned with the district\u2019s broader policies and goals.<\/p><p>Lastly, school leaders will need to continuously update policies while engaging in communication and dialogue with district stakeholders and community members. Sharing draft updates with stakeholders, inviting comment and feedback, and taking into account evaluation data and other factors will ensure that policies stay relevant, aligned, reflective of stakeholder needs and able to mitigate risks.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t<\/details>\n\t\t\t\t\t\t\t<details id=\"appendix-b\">\n\t\t\t\t\t<summary class='e-n-accordion-item-title'>\n\t\t\t\t\t\t<h2> Appendix B: Recommended Language for Existing AUP <\/h2>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>This addendum to the School District&#8217;s Acceptable Use Policy (AUP) aims to address the responsible and ethical use of Artificial Intelligence (AI) technologies within our educational environment. AI technologies have the potential to enhance teaching, learning, and administrative operations, but it is crucial to establish guidelines that ensure the ethical and responsible use of these tools. This addendum is intended to supplement the existing AUP and provide specific guidance related to AI usage. All users, including students, staff, and administrators, are expected to adhere to these guidelines when utilizing AI technologies within the school district.<\/p><ul><li><strong>Policy Statement: Responsible Use of AI:<\/strong> Users must use AI technologies in a responsible and ethical manner, respecting the rights and privacy of individuals and ensuring compliance with applicable laws and regulations.<\/li><li><strong>Data Privacy and Security:<\/strong> Users must protect the privacy and security of personal and confidential data when using AI tools. It is important to ensure that any data collected or processed by AI technologies are securely stored, transmitted, and used in accordance with relevant data protection laws and district policies.<\/li><li><strong>Bias and Fairness:<\/strong> Users must be aware of the potential biases that can exist within AI technologies and take measures to minimize their impact. When using AI tools for decision-making processes, users must ensure fairness and equity, considering the potential implications for diverse student populations.<\/li><li><strong>Transparency and Explainability:<\/strong> Users must prioritize the transparency and explainability of AI systems, particularly when they have a significant impact on students or staff. Clear explanations should be provided to help users understand how AI technologies operate and the reasoning behind their outcomes.<\/li><li><strong>Ethical Considerations:<\/strong> Users must consider the ethical implications of AI technologies, including issues related to privacy, consent, dignity, and the well-being of individuals. It is important to foster a culture that encourages thoughtful discussions and critical thinking around the ethical dimensions of AI.<\/li><li><strong>Educational Purpose:<\/strong> The use of AI technologies should align with the district\u2019s educational goals and objectives. Users should prioritize educational outcomes, personalized learning, and pedagogical effectiveness when integrating AI tools into instructional practices.<\/li><li><strong>Professional Development:<\/strong> Users should receive ongoing professional development opportunities to enhance their understanding of AI technologies and their effective integration into teaching and administrative practices. These opportunities should address topics such as AI ethics, bias mitigation, and effective instructional strategies.<\/li><li><strong>Compliance with Existing Policies:<\/strong> The use of AI technologies must comply with all existing district policies, including but not limited to the AUP, data privacy policies, and student code of conduct. Users are responsible for familiarizing themselves with these policies and ensuring compliance.<\/li><\/ul><p>By incorporating this AI addendum into the existing AUP, the school district aims to provide a framework that promotes the responsible and ethical use of AI technologies. This addendum seeks to balance the benefits of AI integration with the safeguarding of student privacy, fairness, and transparency. It is essential for all users to understand and adhere to these guidelines to create a safe, inclusive, and responsible AI-enabled learning environment.<\/p><p><em><strong>NOTE:<\/strong> The school district should review and customize the sample language to align with their specific policies, legal requirements, and educational context.<\/em><\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t<\/details>\n\t\t\t\t\t\t\t<details id=\"appendix-c\">\n\t\t\t\t\t<summary class='e-n-accordion-item-title'>\n\t\t\t\t\t\t<h2> Appendix C: Key Action Considerations &amp; Discussion Prompts <\/h2>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t\t<\/summary>\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t\t\t\t\t\t<p>AI has the potential to help streamline school technology operations by providing faster assistance in the troubleshooting of technical issues, answering common questions, and offering personalized guidance and feedback for technology users. It may also help school technology departments evaluate and select the most appropriate and effective edtech tools for their context by providing insights and data analysis around technology use.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Develop a Clear Vision for AI Integration:<\/strong> Educators should actively engage in developing a clear vision for AI integration within their school or district. This involves envisioning how AI can support teaching, learning, and business operations in alignment with the district\u2019s strategic goals and priorities. Educators should collaborate with administrators, instructional leaders, and stakeholders to identify specific areas where AI can enhance educational outcomes and operational efficiency. Educators can effectively guide the planning and implementation of AI initiatives by developing a shared vision.<\/li><li><strong>Foster a Culture of Innovation and Collaboration:<\/strong> Educators should foster a culture of innovation and collaboration to support AI integration. This involves creating opportunities for educators to explore AI technologies, share best practices, and learn from experimentation. By nurturing a culture that values innovation and collaboration, educators can continuously work toward the successful integration of AI in teaching, learning, and business operations.<\/li><li><strong>Advocate for Professional Learning and Support:<\/strong> Educators should advocate for professional learning and support to ensure they have the knowledge and skills to effectively leverage AI in their instructional practices. This includes seeking professional development opportunities focusing on AI concepts, tools, and pedagogical approaches. Educators should also advocate for ongoing support, such as coaching or mentoring, to navigate the challenges and complexities associated with AI integration. Educators can build their confidence and competence in utilizing AI to enhance teaching and learning experiences by advocating for professional learning and support.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can AI effectively support our district\u2019s teaching, learning, and operational functions while aligning with our educational goals and values?<\/li><li>What are the potential benefits, risks, and feasibility considerations associated with implementing AI tools in our educational environment?<\/li><li>How can we assess the feasibility, impact, and alignment of AI technologies with our district\u2019s educational goals and values?<\/li><li>What strategic priorities, resources, infrastructure, and partnerships are necessary to support the successful integration of AI in teaching, learning, and operations?<\/li><li>How can we prepare to address possible concerns from various stakeholders about the use of AI in our school district?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Planning for policy, ethical, and legal considerations is essential when integrating AI in school districts. Districts can navigate the ethical dimensions of AI usage by addressing potential risks and challenges, ensuring equitable access, and establishing comprehensive policies and guidelines.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Establish Ethical Guidelines and Policies for AI Use:<\/strong> Educators should actively participate in establishing ethical guidelines for AI use within their school or district. This involves collaborating with administrators, policymakers, and stakeholders to develop policies and guidelines that ensure responsible and equitable AI practices. Educators should advocate for privacy protection, data security, transparency in algorithmic decision-making, and mitigating bias in AI systems. By actively contributing to the development of ethical guidelines, educators can ensure that AI integration aligns with the values and priorities of the school community.<\/li><li><strong>Promote Digital Citizenship and Responsible AI Use:<\/strong> Educators play a critical role in fostering digital citizenship and promoting responsible AI use among students. They should incorporate AI education into their curriculum to help students understand the ethical implications, benefits, and limitations of AI. Educators should engage students in discussions about privacy, bias, fairness, and the responsible use of AI technologies. By empowering students with the knowledge and skills to navigate the ethical considerations surrounding AI, educators can prepare them to be responsible and informed digital citizens.<\/li><li><strong>Stay Informed about Legal and Regulatory Developments:<\/strong> Educators should stay informed about legal and regulatory developments related to AI in education. They should actively seek information about local, state, and federal policies that impact AI use in schools. Educators should engage in professional development opportunities, attend conferences, and join professional networks to stay abreast of emerging legal and regulatory frameworks. By staying informed, educators can ensure compliance with legal requirements and proactively address any potential challenges or risks associated with AI integration.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>What are the potential risks, challenges, and ethical considerations associated with implementing AI in teaching, learning, and operations?<\/li><li>How can we ensure equitable access to AI tools, considering all student populations\u2019 <br \/>socioeconomic status and special needs?<\/li><li>What policies, guidelines, and legal considerations should be in place to address the ethical, legal, and data privacy dimensions of AI usage?<\/li><li>How can we establish comprehensive policies and ethical guidelines to govern the responsible and unbiased use of AI across diverse student populations?<\/li><li>How will we monitor and evaluate the impact of AI implementation on equity, access, and student outcomes while fostering a culture of accountability, transparency, and continuous improvement in our district\u2019s AI policies and practices?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Planning for AI integration within an instructional framework should consider the transformative potential of AI in changing the role of traditional teachers and fostering new learning models. By enhancing productivity and embracing the evolving role of educators, districts can create learning environments that empower students, promote self-directed learning, and foster collaboration and critical thinking.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Consider New Pedagogical Approaches:<\/strong> Educators should explore the ways in which their pedagogical approach may evolve as a result of integrating AI into teaching and learning. Educators will likely have more time to focus on tasks that require human judgment and creativity, such as developing relationships with students and designing engaging learning experiences individualized to different aptitudes and interests. Pedagogical approaches may also evolve to be more inquiry-based, allowing students to be more actively involved in their own learning by asking questions, conducting research, and collaborating with others to solve problems.<\/li><li><strong>Personalize Learning Experiences with AI:<\/strong> Educators should explore how AI can be used to personalize student learning experiences. They can leverage AI-powered tools and platforms to provide adaptive learning pathways, tailored resources, and personalized feedback. Educators should consider how AI can support differentiated instruction, facilitate individualized learning plans, and address the diverse needs and interests of students. By embracing AI for personalized learning, educators can create engaging and effective learning environments that meet the unique needs of every student.<\/li><li><strong>Assess and Evaluate AI Integration:<\/strong> Educators should actively assess and evaluate the impact of AI integration in the instructional framework. They should collect and analyze student engagement, achievement, and progress data to determine the effectiveness of AI-powered tools and strategies. By regularly monitoring and evaluating the outcomes of AI integration, educators can make informed decisions on refining and improving instructional practices to maximize the benefits for students.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can educators effectively integrate AI-powered tools to enhance productivity and instructional practices while maintaining their role as facilitators and mentors?<\/li><li>What opportunities and support can be provided to educators for exploring the changing role of traditional teachers in AI-driven learning models?<\/li><li>How can we ensure that AI technologies are being used to enhance rather than replace existing teaching practices?<\/li><li>How can educators be prepared to adapt to new learning models that leverage AI and foster personalized instruction?<\/li><li>What strategies can be implemented to balance AI-driven instruction and the human connection and support teachers provide?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Planning for the integration of AI in measuring student learning and assessments can lead to more comprehensive, personalized, and inclusive evaluation practices. By leveraging AI systems, districts can enhance assessment practices, empower students, and support their growth and achievement.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Redesign Assessment Practices:<\/strong> Educators should redesign assessment practices to align with the capabilities and potential of AI. They should explore innovative assessment methods that leverage AI technologies to holistically evaluate student learning experiences. This includes assessing not only content knowledge but also mastery of skills such as creativity, critical thinking, problem-solving, and the application of knowledge in real-world contexts. By incorporating AI-powered tools and techniques, educators can gather richer data on student performance and gain deeper insights into their strengths and areas for growth.<\/li><li><strong>Leverage Personalized Feedback and Support:<\/strong> Educators should leverage AI to personalize student feedback and support. AI-powered tools can provide immediate and targeted feedback, allowing students to understand their progress and make necessary adjustments. Educators can also use AI to identify areas where students may need additional support or intervention and provide personalized resources and recommendations. By using AI to personalize feedback and support, educators can better meet students\u2019 individual learning needs and promote their continuous growth.<\/li><li><strong>Address Equity and Bias:<\/strong> Educators should address equity and bias in AI-driven assessments. They should critically examine the data and algorithms used in AI assessment tools to ensure fairness, validity, and minimize biases. It is important to consider how AI may perpetuate existing inequities or create new ones. Educators should strive for transparency and inclusivity in the design and implementation of AI-driven assessments and actively involve diverse stakeholders to provide input and perspectives. By addressing equity and bias, educators can ensure that AI-powered assessments promote equitable opportunities for all students.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can AI tools be effectively integrated into formative assessments to support learning and provide personalized feedback?<\/li><li>What opportunities and support can be provided to educators for exploring and experimenting with AI tools in assessment practices?<\/li><li>How can AI tools assist educators in analyzing assessment data to gain insights for instructional improvement?<\/li><li>What strategies and considerations should be employed to ensure fairness, validity, and minimize biases when using AI tools for an assessment?<\/li><li>How are educators and students collaboratively using AI to create comprehensive, adaptive, and authentic assessments that promote higher-order thinking skills, student agency, and holistic learning experiences?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Prioritizing professional development is crucial. Offering diverse opportunities for educators to learn about AI concepts and practical applications fosters a culture of growth and innovation. Equipping educators with the knowledge of AI ethics enables them to teach students responsible AI use. By utilizing AI for personalized professional development, educators can continuously enhance their practice and stay current with emerging AI technologies.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Promote Teamwork and Communities of Practice:<\/strong> By engaging in collaborative discussions and sharing resources, educators can learn from one another in their exploration of innovative ways to leverage AI for teaching, learning, and business operations. This can be achieved through professional learning communities, online forums, conferences, and workshops. Such collaboration should also promote the exchange of diverse perspectives and opinions.<\/li><li><strong>Integrate AI Ethics into Professional Development:<\/strong> Educators should prioritize the integration of AI ethics into their professional development programs. As AI becomes more prevalent in educational settings, educators must be equipped with the knowledge and skills to teach students about responsible AI use, ethical considerations, and potential societal impacts. Professional development should include opportunities to explore ethical frameworks, discuss AI-related dilemmas, and develop strategies to engage students in critical discussions about AI ethics. Educators can ensure that students become responsible and informed AI users by integrating AI ethics into professional development.<\/li><li><strong>Engage in Action Research and Experimentation:<\/strong> Educators should engage in action research and experimentation to explore the possibilities of AI in their teaching practice. They should embrace a mindset of curiosity, innovation, and willingness to try new approaches. This can involve experimenting with AI-powered tools, exploring new instructional strategies, and collecting data to evaluate the impact of AI on student learning outcomes. By engaging in action research, educators can contribute to the growing body of knowledge about AI integration in education and refine their instructional practices to optimize the benefits of AI for their students.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can professional development opportunities be tailored to educators\u2019 needs to enhance their understanding and skills in utilizing AI tools?<\/li><li>What strategies can be employed to encourage educators to seek independent training on AI-related topics?<\/li><li>How can awareness among educators about the potential benefits and ethical considerations of AI in teaching and learning be raised?<\/li><li>How can collaboration and knowledge sharing be facilitated among educators to promote the effective integration of AI tools in their practice?<\/li><li>What resources and supports can be provided to assist educators in incorporating AI tools into their instructional approaches and addressing challenges they may face?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Planning for student use of AI is essential for empowering learners in an AI-driven world. By introducing students to AI concepts, promoting accessibility, establishing guidelines for ethical AI use, and assessing students\u2019 understanding of responsible practice, school districts can ensure that students are prepared to navigate the complexities of AI technologies.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Introduce AI Concepts and Applications:<\/strong> Educators should introduce students to basic AI concepts and applications to build their understanding of this emerging technology. This can include providing age-appropriate resources, effective AI prompt writing activities, interactive activities, and discussions that explore the potential and limitations of AI. By fostering AI literacy among students, educators can empower them to become informed users and critical thinkers in an AI-driven world.<\/li><li><strong>Promote Ethical AI Use:<\/strong> Educators should establish guidelines and promote ethical AI use among students. This includes discussing responsible practices, privacy considerations, and the potential biases and limitations of AI algorithms. Educators should encourage students to question and evaluate AI-generated content, engage in respectful online behavior, and be mindful of the ethical implications of AI usage. By promoting ethical AI use, educators can help students become responsible digital citizens and navigate the ethical challenges associated with AI technologies.<\/li><li><strong>Provide Resources to Understand Risks and Limitations:<\/strong> Educators should provide students with resources and tools to understand the risks and limitations of AI. This can involve curating reliable sources, online platforms, and interactive simulations that allow students to explore the ethical, social, and economic implications of AI. By equipping students with knowledge and critical thinking skills, educators can empower them to make informed decisions about AI use and navigate potential challenges.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can students be introduced to AI concepts and applications in an engaging and accessible manner?<\/li><li>What opportunities can be created for students to explore the ethical considerations of AI and engage in discussions on responsible AI use?<\/li><li>How can educators collaborate with students to develop responsible and ethical AI use guidelines?<\/li><li>What resources can be provided to help students understand the risks and limitations of AI technologies?<\/li><li>How can students\u2019 initial engagement with AI be assessed, and constructive feedback be provided considering their limited understanding of responsible practice?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t\t\t\t\t\t<p>School districts can improve operational effectiveness and strategically allocate resources by optimizing financial management, streamlining procurement processes, enhancing human resources, and leveraging AI for data analysis and reporting.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Identify Areas for Optimization:<\/strong> Administrators should identify areas within the district\u2019s business operations that can benefit from AI integration. This may include financial management, procurement, facilities management, data analysis and reporting, transportation and logistics, and customer service. By identifying areas for optimization, educators can streamline processes, improve efficiency, and allocate resources more effectively.<\/li><li><strong>Explore AI Solutions and Tools:<\/strong> Administrators should research and explore AI solutions and tools that can support the district\u2019s business operations. This may involve leveraging AI-powered software, automation tools, data analytics platforms, or machine learning algorithms. By keeping abreast of technological advancements, educators can identify AI solutions that align with the district\u2019s needs and goals, ultimately enhancing business operations\u2019 efficiency and effectiveness.<\/li><li><strong>Plan for Implementation and Training:<\/strong> Educators should develop a comprehensive plan for implementing AI solutions to support teaching, learning, and business operations. This plan should include considerations for infrastructure requirements, data management, staff training, and ongoing support. By proactively planning for implementation and training, educators can ensure a smooth transition and maximize the benefits of AI integration in business operations.<\/li><li><strong>Ensure Technology Ecosystem Can Support AI:<\/strong> Administrators should take steps to review the technology ecosystem needed to support A-I integration district-wide. If needed, they should make updates to the networking infrastructure, devices, software, and data security measures needed to support AI integration for educational purposes as well as for business operations.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can AI be effectively used to streamline and automate basic financial processes in the district\u2019s business operations?<\/li><li>What considerations should be considered when exploring the automation of routine administrative tasks using AI, including benefits and challenges?<\/li><li>How can the district cultivate a culture of innovation and openness to AI adoption among staff involved in business operations?<\/li><li>How can the district assess and evaluate the initial implementation of AI in business operations to identify areas for improvement and further exploration?<\/li><li>Is the district\u2019s technology ecosystem capable of supporting a districtwide integration of AI to support teaching, learning and operations?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t\t\t\t\t\t<p>By engaging in open and transparent communication, addressing concerns and misconceptions, providing awareness training, and fostering a collaborative environment, school districts can build trust, gain support, and ensure that AI initiatives align with the needs and aspirations of the community.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Communicate with Parents and Stakeholders:<\/strong> Educators should prioritize effective communication with parents and stakeholders regarding the integration of AI in teaching, learning, and business operations. This includes sharing information about the benefits, goals, and ethical considerations of AI, as well as addressing any concerns or misconceptions. Regular communication channels such as newsletters, parent meetings, and community forums can be utilized to ensure transparency and engagement.<\/li><li><strong>Gauge Community Readiness and Address Concerns:<\/strong> Educators should actively gauge the community\u2019s readiness for AI integration and address any concerns or resistance that may arise. This can be done through surveys, focus groups, or town hall meetings to gather feedback and insights. By understanding the community\u2019s perspectives, educators can tailor their outreach efforts and develop strategies to alleviate concerns, provide accurate information, and build trust.<\/li><li><strong>Provide Awareness Training:<\/strong> Educators should provide training and awareness sessions to ensure that parents, students, and staff have a basic understanding of AI concepts and applications. This can involve workshops, webinars, or informational resources that explain AI technologies, their benefits, and their limitations. By increasing awareness, educators can foster a more informed and supportive community that embraces AI integration.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can we initiate effective communication with parents and community stakeholders to inform them about the district\u2019s use of AI in education and operations?<\/li><li>What key messages should be conveyed to address concerns and misconceptions about AI\u2019s impact on education and school operations?<\/li><li>How can we gather feedback from parents and community stakeholders to understand their perspectives and readiness for AI implementation?<\/li><li>What resources and materials can be developed to give parents and community stakeholders a basic understanding of AI, its benefits in education, and the ways in which it\u2019s being used in the district?<\/li><li>How can we create inclusive opportunities for parents and community stakeholders to engage in conversations, ask questions, and provide input on AI initiatives?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t\t<\/details>\n\t\t\t\t\t\t\t<details id=\"appendix-d\">\n\t\t\t\t\t<summary class='e-n-accordion-item-title'>\n\t\t\t\t\t\t<h2> Appendix D: Portrait of AI Integration <\/h2>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Similar to a Portrait of a Graduate, schools and districts may find this a useful starting point to envision what successful understanding and integration of Artificial Intelligence could look like when thoughtfully integrated into your teaching, learning, and operational systems.<\/p>\t\t\t\t\t\t\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district leadership has a clear vision for integrating AI technologies that align with its overall strategic goals and educational objectives.<\/li><li>The district leadership understands the potential benefits and challenges of AI implementation in education.<\/li><li>There is a dedicated team or individual responsible for overseeing AI initiatives within the district.<\/li><li>The district has communicated its vision for AI integration to all stakeholders, including educators, administrators, parents, and students.<\/li><li>The district leadership actively seeks opportunities to stay informed about AI advancements and their implications for education.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district has established clear policies and guidelines for the ethical use of AI technologies in schools.<\/li><li>Educators and staff members are knowledgeable about their responsibilities regarding student data privacy and protection in the context of AI implementation.<\/li><li>The district ensures compliance with relevant legal and regulatory frameworks governing AI use in education.<\/li><li>There is ongoing monitoring and evaluation of AI technologies to address and mitigate potential biases, ethical concerns, and legal risks.<\/li><li>The district has robust data governance practices in place to ensure the responsible and secure use of AI-generated data.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district has an instructional framework that incorporates AI technologies to support teaching and learning in ways that promote student-centered learning, critical thinking, and problem-solving skills.<\/li><li>Educators are provided with training and resources to effectively integrate AI tools into their instructional practices.<\/li><li>AI technologies are used as a supportive tool to enhance instruction rather than a replacement for human interaction.<\/li><li>The instructional framework incorporates AI technologies to connect classroom learning with real-world applications and future career opportunities.<\/li><li>Interdisciplinary connections and collaborative learning opportunities are encouraged through the integration of AI technologies to promote teamwork and peer-to-peer interaction.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district uses AI technologies to gather and analyze data on student performance and progress.<\/li><li>AI tools and algorithms are used to provide personalized feedback and recommendations to students.<\/li><li>The district employs a variety of assessment methods, including AI-generated assessments, to capture student learning outcomes.<\/li><li>Educators are trained in interpreting and using AI-generated data to inform instruction and interventions.<\/li><li>The district ensures that assessments and data collection through AI technologies align with established standards and ethical considerations and do not perpetuate biases and inequities.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Educators receive ongoing professional development opportunities to enhance their knowledge and skills in AI technologies.<\/li><li>The district provides support and resources for educators to experiment, explore and integrate AI tools into their instructional practices.<\/li><li>Professional development includes training on ethical considerations and responsible use of AI in education, including how to teach AI ethics to students.<\/li><li>Educators have opportunities to collaborate and share best practices related to AI integration.<\/li><li>The district supports educators in conducting action research or innovative projects related to AI in the classroom.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Students have access to AI technologies and resources to support their learning and exploration.<\/li><li>Students are taught about the responsible and ethical use of AI technologies.<\/li><li>The district promotes opportunities for students to develop AI-related skills, such as coding, data analysis, and algorithmic thinking.<\/li><li>AI technologies are used to provide personalized learning experiences tailored to individual student needs.<\/li><li>Students are encouraged to actively engage with AI technologies, fostering creativity, critical thinking, and problem-solving skills.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district explores the use of AI technologies to streamline business functions and improve operational efficiencies.<\/li><li>AI tools are utilized to analyze and make data-driven decisions regarding resource allocation and budgeting.<\/li><li>The district has systems in place to ensure the security and privacy of sensitive administrative data when using AI technologies.<\/li><li>The district uses AI technologies to identify and mitigate risks in various operational areas, such as safety, maintenance, and transportation.<\/li><li>AI tools help optimize resource utilization, such as energy consumption, scheduling, and facility management.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district is transparent when communicating with stakeholders about the purpose, benefits, and risks associated with AI integration.<\/li><li>There is ongoing communication with parents and guardians regarding the use of AI technologies in their children\u2019s education.<\/li><li>The district actively engages with the local community to promote understanding and acceptance of AI in education.<\/li><li>Clear communication channels are established to address concerns and questions related to AI implementation.<\/li><li>The district provides resources and awareness sessions to educate parents about AI technologies, empowering them to make informed decisions.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t\t<\/details>\n\t\t\t\t\t\t\t<details id=\"appendix-e\">\n\t\t\t\t\t<summary class='e-n-accordion-item-title'>\n\t\t\t\t\t\t<h2> Appendix E: AI Risk Assessment for School Districts <\/h2>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>The objective of this assessment is to identify and evaluate potential risks associated with implementing an AI strategy to support teaching, learning, and business operations in schools. By proactively assessing risks, schools can develop mitigation strategies and ensure a smooth and secure integration of AI technologies.<\/p>\t\t\t\t\t\t\n\t\t\t<h4>Data Privacy &amp; Security<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Are robust data protection measures in place to safeguard sensitive student and staff data?<\/li><li>Is regular security auditing conducted to identify and address vulnerabilities?<\/li><li>Are clear policies and procedures established for data handling and consent?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Ethical Considerations and Bias<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Is thorough testing and evaluation of AI algorithms conducted to identify and mitigate biases?<\/li><li>Are ethical guidelines established to promote fairness, transparency, and accountability in AI usage?<\/li><li>Is there a process in place to regularly monitor and update AI systems for emerging biases?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Impact on Workforce<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Are comprehensive training and professional development opportunities provided to help staff acquire new skills and adapt to AI integration?<\/li><li>Is there a plan to foster a culture of lifelong learning and support staff in embracing AI as a complementary tool rather than a replacement for their work?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Equity and Access<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Is there a plan to ensure equitable access to AI resources and tools for all students, regardless of their socioeconomic background?<\/li><li>Are strategies in place to close access gaps and provide necessary resources (e.g., internet connectivity, devices) to underserved communities?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Reliability and Accountability<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Are clear guidelines established for the appropriate use of AI, emphasizing human judgment and oversight?<\/li><li>Is there a process to regularly evaluate AI system performance, validate results, and address inaccuracies or concerns raised by users?<\/li><li>Are channels provided for feedback and reporting of system errors or concerns?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t\t<\/details>\n\t\t\t\t\t\t\t<details id=\"appendix-f\">\n\t\t\t\t\t<summary class='e-n-accordion-item-title'>\n\t\t\t\t\t\t<h2> Appendix F: AI Integration Common Pitfalls <\/h2>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t\t<\/summary>\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overlooking Equity and Access:<\/strong> Avoid exacerbating existing disparities in access to technology and resources. Ensure that AI initiatives prioritize equity and inclusion, providing equal opportunities for all students, regardless of their background or abilities.<\/li><li><strong>Ignoring Educators\u2019 Perspectives:<\/strong> Do not overlook educators\u2019 valuable insights and expertise when planning for AI integration. Involve teachers and administrators in decision-making processes and provide them with the necessary support and resources to effectively incorporate AI technologies into their practice.<\/li><li><strong>Underestimating the Importance of Data Governance:<\/strong> Neglecting robust data governance practices can lead to data breaches, privacy violations, and misuse of student information. Implement clear policies and protocols for data collection, storage, usage, and protection to safeguard student privacy and maintain data security.<\/li><li><strong>Forgetting Long-Term Sustainability:<\/strong> Avoid adopting AI technologies without considering long-term sustainability and scalability. Assess the financial, technical, and human resources required for AI integration and ensure a plan is in place to support ongoing maintenance, training, and upgrades.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overlooking Data Privacy and Security:<\/strong> Neglecting data privacy and security can lead to breaches and violations of student privacy. Avoid collecting more data than necessary and ensure secure storage and handling of student information. Regularly review and update security protocols to align with evolving best practices.<\/li><li><strong>Relying Solely on AI Algorithms:<\/strong> Avoid over-reliance on AI algorithms without considering human judgment and expertise. While AI can provide valuable insights, it should be used as a tool to support decision-making rather than a substitute for human involvement and critical thinking.<\/li><li><strong>Ignoring Bias and Discrimination: <\/strong>Be vigilant about potential biases and discriminatory outcomes that may arise from AI algorithms. Regularly evaluate and audit AI systems to identify and address biases. Implement strategies, such as diverse training data and algorithmic fairness assessments, to mitigate bias and ensure fairness.<\/li><li><strong>Disregarding Legal and Ethical Implications:<\/strong> Avoid implementing AI technologies without considering the legal and ethical implications they may pose. Stay informed about emerging legal issues related to AI in education and proactively address them in your policies and practices.<\/li><li><strong>Neglecting Ongoing Evaluation and Monitoring:<\/strong> Don\u2019t assume the work is done once policies are in place. Regularly evaluate the effectiveness and impact of AI policies and practices and be open to making adjustments as needed. Monitor AI systems for any unintended consequences and ensure ongoing compliance with legal and ethical standards.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overemphasizing Testing and Grades:<\/strong> Avoid solely using AI technologies for high-stakes testing or grading purposes. Balance the use of AI-generated assessments with other forms of authentic and performance-based assessments that capture a holistic view of student learning.<\/li><li><strong>Neglecting Teacher Professional Judgment:<\/strong> Do not rely solely on AI-generated recommendations or insights without considering educators\u2019 expertise and professional judgment. Encourage teachers to interpret and adapt AI-generated data and insights to meet the unique needs of their students.<\/li><li><strong>Underestimating the Importance of Ethical AI Use:<\/strong> Avoid using AI technologies without considering the ethical implications. Teach students about the ethical considerations and potential biases in AI algorithms, fostering their understanding of responsible AI use.<\/li><li><strong>Limiting AI Integration to STEM Subjects:<\/strong> Avoid confining AI integration to STEM subjects only. Explore opportunities to incorporate AI technologies across various disciplines, including humanities, social sciences, and the arts, to provide a well-rounded educational experience.<\/li><li><strong>Forgetting to Continuously Evaluate and Reflect:<\/strong> Do not assume that AI integration alone guarantees improved learning outcomes. Regularly evaluate the impact of AI integration on student learning, engagement, and achievement. Reflect on the effectiveness of the instructional framework and make adjustments as needed.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Relying Solely on AI for Assessments:<\/strong> Avoid over-reliance on AI tools for assessments and neglecting other forms of assessment, such as teacher observations, project-based assessments, and portfolios. AI should complement existing assessment practices, not replace them entirely.<\/li><li><strong>Neglecting Equity and Accessibility:<\/strong> Ensure that AI-powered assessments do not exacerbate existing inequities. Consider access to technology, cultural biases, and fairness in evaluating diverse student populations. Address any potential barriers that may arise from the integration of AI in assessments.<\/li><li><strong>Ignoring Student Agency and Engagement:<\/strong> AI should not diminish student agency or disengage students from the assessment process. Maintain a balance between AI-driven automation and opportunities for student voice, choice, and active participation in assessments.<\/li><li><strong>Disregarding Data Privacy and Security:<\/strong> Prioritize the protection of student data and ensure compliance with relevant privacy laws and regulations. Use secure AI tools and platforms that safeguard sensitive information and adhere to data protection guidelines.<\/li><li><strong>Overlooking Educator Professional Growth:<\/strong> Support educators in developing their AI literacy and expertise. Provide ongoing professional development opportunities to ensure educators are equipped with the knowledge and skills needed to effectively integrate AI in assessments and interpret AI-generated insights.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overwhelming Educators:<\/strong> Avoid overwhelming educators with an excessive amount of AI-related information or expecting immediate mastery of AI concepts. Pace professional development opportunities to ensure educators can absorb and apply new knowledge effectively.<\/li><li><strong>Neglecting Ongoing Support:<\/strong> Professional development should be accompanied by ongoing support and coaching. Provide follow-up sessions, mentoring, or access to AI experts who can assist educators in implementing AI tools and resources effectively.<\/li><li><strong>Focusing Solely on Technical Skills:<\/strong> While technical skills are important, don\u2019t overlook the broader pedagogical aspects of AI integration. Professional development should emphasize how AI can enhance teaching and learning, foster critical thinking, and support the development of future-ready skills in students.<\/li><li><strong>Ignoring Educator Input:<\/strong> Involve educators in the planning and design of professional development opportunities. Seek their input on topics of interest, areas where they require support, and their suggestions for effective AI integration strategies. This collaborative approach increases engagement and ensures professional development meets educators\u2019 needs.<\/li><li><strong>Limiting Professional Development to AI Tools Only:<\/strong> Professional development should encompass a holistic understanding of AI integration. It should include discussions on ethical considerations, implications for student learning, and broader implications of AI in education. Encourage educators to critically evaluate AI tools and resources to make informed decisions that align with their instructional goals.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Relying Solely on AI Tools:<\/strong> Avoid overreliance on AI tools and systems as a replacement for human interaction and instruction. Ensure that AI is used as a supportive tool to augment learning experiences, rather than replacing the role of educators and interpersonal engagement.<\/li><li><strong>Neglecting Privacy and Security:<\/strong> Prioritize student privacy and data security when integrating AI tools and systems. Implement measures to protect students\u2019 personal information and ensure compliance with data protection regulations. Regularly review and update security protocols to safeguard student data.<\/li><li><strong>Overwhelming Students with Complexity:<\/strong> Avoid introducing AI tools and systems that are overly complex or difficult for students to navigate. Consider students\u2019 age, cognitive abilities, and prior experience when selecting and implementing AI technologies.<\/li><li><strong>Overlooking Diverse Learning Needs:<\/strong> Ensure that AI tools and systems cater to the diverse learning needs of students. Consider different learning styles, abilities, and preferences when integrating AI technologies, ensuring that they support personalized and differentiated instruction.<\/li><li><strong>Neglecting Training and Support:<\/strong> Provide adequate training and support to both educators and students in using AI tools and systems effectively. Offer professional development opportunities for educators to enhance their understanding and proficiency in integrating AI. Ensure students receive guidance and instruction on how to use AI tools appropriately.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overlooking Data Privacy and Security:<\/strong> Avoid neglecting data privacy and security considerations when implementing AI in business operations. Take proactive measures to protect sensitive student and staff information, ensuring compliance with relevant data protection regulations and industry best practices.<\/li><li><strong>Relying Solely on AI for Decision-Making:<\/strong> Avoid blindly relying on AI-generated insights and recommendations for critical decision-making. Remember that AI is a tool and should be used in conjunction with human judgment and expertise. Maintain a balance between AI-driven insights and the valuable perspectives of school administrators and staff.<\/li><li><strong>Underestimating Change Management:<\/strong> Avoid underestimating the impact of AI integration on staff and organizational culture. Implement change management strategies to address any concerns or resistance to change, ensuring that staff members feel supported and empowered throughout the transition.<\/li><li><strong>Overlooking Accessibility and Equity:<\/strong> Ensure that AI solutions implemented in business operations promote accessibility and equity for all students and staff. Consider the needs of diverse populations, including those with disabilities or limited access to technology, and ensure that AI integration does not inadvertently widen existing equity gaps.<\/li><li><strong>Losing Sight of the Core Mission:<\/strong> While AI can significantly enhance business operations, don\u2019t lose sight of the core mission of delivering quality education. Ensure that the integration of AI aligns with and supports the overall educational objectives and priorities of the school.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Using jargon:<\/strong> Avoid using technical jargon and complex terminology that may confuse or alienate stakeholders. Instead, use plain language to explain AI concepts.<\/li><li><strong>Overselling AI capabilities:<\/strong> Be cautious not to make unrealistic claims about what AI can achieve or overstate its impact on education. Provide realistic expectations.<\/li><li><strong>Neglecting privacy and security:<\/strong> Do not overlook the importance of addressing privacy concerns related to AI implementation. Clearly communicate data security measures and protocols.<\/li><li><strong>Ignoring feedback:<\/strong> Do not dismiss or ignore feedback from stakeholders. Actively listen to concerns, suggestions, and questions, and provide thoughtful responses.<\/li><li><strong>Excluding marginalized communities:<\/strong> Ensure that outreach efforts are inclusive and reach all members of the community, including those who may be historically marginalized or less tech-savvy.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t\t<\/details>\n\t\t\t\t\t\t\t<details id=\"appendix-g\">\n\t\t\t\t\t<summary class='e-n-accordion-item-title'>\n\t\t\t\t\t\t<h2> Appendix G: Glossary of AI Related Terms <\/h2>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>This glossary serves as a foundation for educators and school board members to understand and plan for the integration of AI technologies to support teaching, learning and operations.<\/p><p><strong>Algorithms:<\/strong> A set of step-by-step instructions or rules followed by a computer to perform specific tasks or solve problems. In AI, algorithms are essential for processing data, making predictions, and carrying out various machine learning tasks.<\/p><p><strong>AI Integration:<\/strong> The process of incorporating artificial intelligence technologies into various aspects of the educational system to enhance teaching, learning, administrative tasks, and overall student experience.<\/p><p><strong>API (Application Programming Interface):<\/strong> A set of rules and protocols that allows different software applications to communicate and interact with each other. AI tools and resources often provide APIs for developers to integrate AI functionalities into their own applications.<\/p><p><strong>Artificial General Intelligence (AGI):<\/strong> Refers to AI systems that possess the ability to understand, learn, and apply knowledge across a wide range of tasks, similar to human intelligence. AGI aims to exhibit human-like cognitive abilities.<\/p><p><strong>AI (Artificial Intelligence):<\/strong> A branch of computer science that involves the development of intelligent systems that can perform tasks that typically require human intelligence. AI enables machines to learn from experience, adapt to new data, and make decisions based on patterns and algorithms.<\/p><p><strong>AI Ethics:<\/strong> The study and implementation of ethical principles in the design, development, and deployment of AI technologies. AI ethics in education ensures fairness, transparency, and privacy in AI-based educational solutions.<\/p><p><strong>Artificial Neural Network (ANN):<\/strong> A computational model inspired by the structure and function of the human brain. ANN is a fundamental building block of deep learning and is used for tasks that require pattern recognition and learning from complex data.<\/p><p><strong>Autonomous:<\/strong> Pertaining to AI systems or machines that can perform tasks and make decisions without human intervention. Autonomous systems often use sensors, AI algorithms, and decision-making capabilities to operate independently.<\/p><p><strong>Chatbots:<\/strong> AI-powered conversational agents designed to interact with users through natural language. Chatbots can be integrated into educational platforms to provide instant support, answer queries, and engage students in interactive learning experiences.<\/p><p><strong>ChatGPT:<\/strong> An OpenAI language model that generates human-like responses to natural language input, engaging in interactive conversations with users.<\/p><p><strong>Cloud Computing:<\/strong> The delivery of computing services over the internet, including storage, processing power, and AI tools. Cloud-based AI services allow schools to access powerful AI resources without the need for extensive local hardware.<\/p><p><strong>Cognitive Computing:<\/strong> An AI approach that seeks to simulate human thought processes and decision-making. Cognitive computing systems utilize AI technologies like machine learning, NLP, and computer vision to understand and interact with humans in a more natural way.<\/p><p><strong>Computer Vision (CV):<\/strong> An area of AI that focuses on enabling computers to interpret and understand visual information from the world. CV is applied in tasks such as image recognition, object detection, and facial recognition.<\/p><p><strong>Data Analytics:<\/strong> The process of examining large sets of data to derive insights and make data-driven decisions. In education, AI-powered data analytics can help identify learning trends, predict student performance, and optimize teaching strategies.<\/p><p><strong>Deep Learning:<\/strong> A specialized form of machine learning that involves training artificial neural networks with multiple layers to process and learn from vast amounts of data. Deep learning has revolutionized various AI applications, such as image and speech recognition.<\/p><p><strong>Generative AI:<\/strong> Generative AI encompasses algorithms and models designed to produce new content, be it text, images, or video, by learning from vast amounts of existing data.<\/p><p><strong>Invisible AI:<\/strong> Artificial intelligence systems and processes that operate in the background, without requiring direct human interaction, often seamlessly integrating into everyday applications and platforms to enhance functionality and user experience. Examples would be predictive text suggestions, personalized content recommendations, and automated safety features on automobiles.<\/p><p><strong>Large Language Models:<\/strong> AI models that process and understand natural language at a vast scale. These models, like OpenAI\u2019s GPT-3.5 or Google\u2019s Bard, are trained on massive datasets and can generate human-like text, answer questions, and perform various language-related tasks.<\/p><p><strong>Learning Management System (LMS):<\/strong> A software application that facilitates the administration, delivery, and tracking of educational courses and content. AI integration within an LMS can enhance content recommendation, automated grading, and student progress tracking.<\/p><p><strong>Machine Learning (ML):<\/strong> A subset of AI that focuses on enabling machines to learn from data and improve their performance without being explicitly programmed for every task. ML algorithms allow AI systems to recognize patterns, make predictions, and adapt based on new information.<\/p><p><strong>Natural Language Generation (NLG):<\/strong> A subset of NLP that involves generating human-like language from structured data. NLG systems can automatically produce coherent and contextually appropriate written or spoken content.<\/p><p><strong>Natural Language Processing (NLP):<\/strong> A subfield of AI that deals with the interaction between computers and human language. NLP enables machines to understand, interpret, and generate human language, facilitating tasks like speech recognition, language translation, and sentiment analysis.<\/p><p><strong>Predictive Analytics:<\/strong> The use of AI and statistical techniques to analyze historical data and make predictions about future outcomes or trends. In education, predictive analytics can help identify at-risk students, forecast performance, and recommend personalized interventions.<\/p><p><strong>Prompt:<\/strong> A method to use natural language to interface with AI applications.<\/p><p><strong>Strong AI:<\/strong> Also known as Artificial General Intelligence (AGI), Strong AI refers to AI systems with human-level intelligence, including self-awareness and consciousness. Strong AI is theoretical and not yet achieved.<\/p><p><strong>Virtual Assistants:<\/strong> AI-based applications that assist users in various tasks and activities. In education, virtual assistants can help with scheduling, reminders, accessing educational resources, and answering general queries.<\/p><p><strong>Visible AI:<\/strong> AI-based applications where users interact directly with the systems. Examples of this would be interfacing directly with chatbots where users are inputting prompts and getting a direct response from the AI application.<\/p><p><strong>Voice Recognition:<\/strong> An AI-powered technology that enables computers and devices to understand and interpret spoken language. Voice recognition is commonly used in virtual assistants, interactive voice response systems, and language learning applications.<\/p><p><strong>Weak AI:<\/strong> Refers to AI systems that are designed for specific narrow tasks and lack general intelligence. Weak AI is prevalent in applications like voice assistants, chatbots, and recommendation systems.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t<\/details>\n\t\t<p>School district leaders and board members should first consider the goals and desired outcomes for any policies and guidelines that may be enacted, including the level at and frequency with which staff members and students at any level are using AI-driven tools. Districts will likely need to implement policies that address or take into consideration the following questions:<\/p><ul><li><strong>How will AI integration align with the district's educational goals and values?<\/strong> Understanding the alignment with the district's vision will ensure that AI serves the best interests of students and the community.<\/li><li><strong>How will AI be used in the classroom, and how will it support student learning?<\/strong> Understanding the specific applications and benefits of AI in the educational context is essential for making informed decisions.<\/li><li><strong>What data will be collected, and how will it be used and protected?<\/strong> School board members must inquire about the types of data AI systems will collect and ensure adequate data protection measures are in place.<\/li><li><strong>How will teachers be involved in AI integration, and what professional development will be provided?<\/strong> Inquiring about teacher involvement and training opportunities ensures educators are prepared to utilize AI tools effectively.<\/li><li><strong>What privacy protocols are in place to protect student and staff data?<\/strong> Policies concerning privacy measures will help leaders assure the community that data security is a top priority.<\/li><li><strong>What ethical guidelines will govern the use of AI?<\/strong> Inquiring about ethical considerations will demonstrate the board's commitment to responsible AI integration.<\/li><li><strong>How will the accuracy, reliability and bias of AI output be assessed?<\/strong> Unreliable AI systems can lead to incorrect assessments and hinder students' learning progress. Leaders should Implement strategies to minimize bias in AI systems, such as regular audits and evaluations of algorithms, diversifying datasets, and involving diverse perspectives in system design.<\/li><li><strong>How will stakeholders remain informed about the design and intended use of AI tools?<\/strong> Encourage transparency by promoting the disclosure of AI algorithms used in educational systems to address concerns related to bias and fairness.<\/li><li><strong>What processes will be in place for stakeholders to demonstrate consent for use of these tools?<\/strong> Develop guidelines for obtaining informed consent from students and parents when using AI technologies that may collect personal data or make decisions impacting students' educational journeys.<\/li><\/ul><p>Leaders should also focus on their roles as risk assessors, employing an approach that identifies the risks of any practices that could be foreseen under enacted policies, and attempt to mitigate those risks where possible. As the use of AI in education is also currently raising many ethical and legal concerns, district leaders should consult with their legal counsel and policy advisers to craft policies and guidelines that ensure AI can be used in a safe and ethical way while providing benefit to the district at-large.<\/p><p>While district and board policies may provide broad direction, there will also likely be a need for additional guidelines at the building, department, and classroom levels based on contextual need. It will be essential for school leaders to support the development of these policies by staying informed of emerging practices and ensuring guidelines are consistent and aligned with the district\u2019s broader policies and goals.<\/p><p>Lastly, school leaders will need to continuously update policies while engaging in communication and dialogue with district stakeholders and community members. Sharing draft updates with stakeholders, inviting comment and feedback, and taking into account evaluation data and other factors will ensure that policies stay relevant, aligned, reflective of stakeholder needs and able to mitigate risks.<\/p><p>This addendum to the School District's Acceptable Use Policy (AUP) aims to address the responsible and ethical use of Artificial Intelligence (AI) technologies within our educational environment. AI technologies have the potential to enhance teaching, learning, and administrative operations, but it is crucial to establish guidelines that ensure the ethical and responsible use of these tools. This addendum is intended to supplement the existing AUP and provide specific guidance related to AI usage. All users, including students, staff, and administrators, are expected to adhere to these guidelines when utilizing AI technologies within the school district.<\/p><ul><li><strong>Policy Statement: Responsible Use of AI:<\/strong> Users must use AI technologies in a responsible and ethical manner, respecting the rights and privacy of individuals and ensuring compliance with applicable laws and regulations.<\/li><li><strong>Data Privacy and Security:<\/strong> Users must protect the privacy and security of personal and confidential data when using AI tools. It is important to ensure that any data collected or processed by AI technologies are securely stored, transmitted, and used in accordance with relevant data protection laws and district policies.<\/li><li><strong>Bias and Fairness:<\/strong> Users must be aware of the potential biases that can exist within AI technologies and take measures to minimize their impact. When using AI tools for decision-making processes, users must ensure fairness and equity, considering the potential implications for diverse student populations.<\/li><li><strong>Transparency and Explainability:<\/strong> Users must prioritize the transparency and explainability of AI systems, particularly when they have a significant impact on students or staff. Clear explanations should be provided to help users understand how AI technologies operate and the reasoning behind their outcomes.<\/li><li><strong>Ethical Considerations:<\/strong> Users must consider the ethical implications of AI technologies, including issues related to privacy, consent, dignity, and the well-being of individuals. It is important to foster a culture that encourages thoughtful discussions and critical thinking around the ethical dimensions of AI.<\/li><li><strong>Educational Purpose:<\/strong> The use of AI technologies should align with the district\u2019s educational goals and objectives. Users should prioritize educational outcomes, personalized learning, and pedagogical effectiveness when integrating AI tools into instructional practices.<\/li><li><strong>Professional Development:<\/strong> Users should receive ongoing professional development opportunities to enhance their understanding of AI technologies and their effective integration into teaching and administrative practices. These opportunities should address topics such as AI ethics, bias mitigation, and effective instructional strategies.<\/li><li><strong>Compliance with Existing Policies:<\/strong> The use of AI technologies must comply with all existing district policies, including but not limited to the AUP, data privacy policies, and student code of conduct. Users are responsible for familiarizing themselves with these policies and ensuring compliance.<\/li><\/ul><p>By incorporating this AI addendum into the existing AUP, the school district aims to provide a framework that promotes the responsible and ethical use of AI technologies. This addendum seeks to balance the benefits of AI integration with the safeguarding of student privacy, fairness, and transparency. It is essential for all users to understand and adhere to these guidelines to create a safe, inclusive, and responsible AI-enabled learning environment.<\/p><p><em><strong>NOTE:<\/strong> The school district should review and customize the sample language to align with their specific policies, legal requirements, and educational context.<\/em><\/p>\t\t\t\t\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t<p>AI has the potential to help streamline school technology operations by providing faster assistance in the troubleshooting of technical issues, answering common questions, and offering personalized guidance and feedback for technology users. It may also help school technology departments evaluate and select the most appropriate and effective edtech tools for their context by providing insights and data analysis around technology use.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Develop a Clear Vision for AI Integration:<\/strong> Educators should actively engage in developing a clear vision for AI integration within their school or district. This involves envisioning how AI can support teaching, learning, and business operations in alignment with the district\u2019s strategic goals and priorities. Educators should collaborate with administrators, instructional leaders, and stakeholders to identify specific areas where AI can enhance educational outcomes and operational efficiency. Educators can effectively guide the planning and implementation of AI initiatives by developing a shared vision.<\/li><li><strong>Foster a Culture of Innovation and Collaboration:<\/strong> Educators should foster a culture of innovation and collaboration to support AI integration. This involves creating opportunities for educators to explore AI technologies, share best practices, and learn from experimentation. By nurturing a culture that values innovation and collaboration, educators can continuously work toward the successful integration of AI in teaching, learning, and business operations.<\/li><li><strong>Advocate for Professional Learning and Support:<\/strong> Educators should advocate for professional learning and support to ensure they have the knowledge and skills to effectively leverage AI in their instructional practices. This includes seeking professional development opportunities focusing on AI concepts, tools, and pedagogical approaches. Educators should also advocate for ongoing support, such as coaching or mentoring, to navigate the challenges and complexities associated with AI integration. Educators can build their confidence and competence in utilizing AI to enhance teaching and learning experiences by advocating for professional learning and support.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can AI effectively support our district\u2019s teaching, learning, and operational functions while aligning with our educational goals and values?<\/li><li>What are the potential benefits, risks, and feasibility considerations associated with implementing AI tools in our educational environment?<\/li><li>How can we assess the feasibility, impact, and alignment of AI technologies with our district\u2019s educational goals and values?<\/li><li>What strategic priorities, resources, infrastructure, and partnerships are necessary to support the successful integration of AI in teaching, learning, and operations?<\/li><li>How can we prepare to address possible concerns from various stakeholders about the use of AI in our school district?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t<p>Planning for policy, ethical, and legal considerations is essential when integrating AI in school districts. Districts can navigate the ethical dimensions of AI usage by addressing potential risks and challenges, ensuring equitable access, and establishing comprehensive policies and guidelines.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Establish Ethical Guidelines and Policies for AI Use:<\/strong> Educators should actively participate in establishing ethical guidelines for AI use within their school or district. This involves collaborating with administrators, policymakers, and stakeholders to develop policies and guidelines that ensure responsible and equitable AI practices. Educators should advocate for privacy protection, data security, transparency in algorithmic decision-making, and mitigating bias in AI systems. By actively contributing to the development of ethical guidelines, educators can ensure that AI integration aligns with the values and priorities of the school community.<\/li><li><strong>Promote Digital Citizenship and Responsible AI Use:<\/strong> Educators play a critical role in fostering digital citizenship and promoting responsible AI use among students. They should incorporate AI education into their curriculum to help students understand the ethical implications, benefits, and limitations of AI. Educators should engage students in discussions about privacy, bias, fairness, and the responsible use of AI technologies. By empowering students with the knowledge and skills to navigate the ethical considerations surrounding AI, educators can prepare them to be responsible and informed digital citizens.<\/li><li><strong>Stay Informed about Legal and Regulatory Developments:<\/strong> Educators should stay informed about legal and regulatory developments related to AI in education. They should actively seek information about local, state, and federal policies that impact AI use in schools. Educators should engage in professional development opportunities, attend conferences, and join professional networks to stay abreast of emerging legal and regulatory frameworks. By staying informed, educators can ensure compliance with legal requirements and proactively address any potential challenges or risks associated with AI integration.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>What are the potential risks, challenges, and ethical considerations associated with implementing AI in teaching, learning, and operations?<\/li><li>How can we ensure equitable access to AI tools, considering all student populations\u2019 <br \/>socioeconomic status and special needs?<\/li><li>What policies, guidelines, and legal considerations should be in place to address the ethical, legal, and data privacy dimensions of AI usage?<\/li><li>How can we establish comprehensive policies and ethical guidelines to govern the responsible and unbiased use of AI across diverse student populations?<\/li><li>How will we monitor and evaluate the impact of AI implementation on equity, access, and student outcomes while fostering a culture of accountability, transparency, and continuous improvement in our district\u2019s AI policies and practices?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t<p>Planning for AI integration within an instructional framework should consider the transformative potential of AI in changing the role of traditional teachers and fostering new learning models. By enhancing productivity and embracing the evolving role of educators, districts can create learning environments that empower students, promote self-directed learning, and foster collaboration and critical thinking.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Consider New Pedagogical Approaches:<\/strong> Educators should explore the ways in which their pedagogical approach may evolve as a result of integrating AI into teaching and learning. Educators will likely have more time to focus on tasks that require human judgment and creativity, such as developing relationships with students and designing engaging learning experiences individualized to different aptitudes and interests. Pedagogical approaches may also evolve to be more inquiry-based, allowing students to be more actively involved in their own learning by asking questions, conducting research, and collaborating with others to solve problems.<\/li><li><strong>Personalize Learning Experiences with AI:<\/strong> Educators should explore how AI can be used to personalize student learning experiences. They can leverage AI-powered tools and platforms to provide adaptive learning pathways, tailored resources, and personalized feedback. Educators should consider how AI can support differentiated instruction, facilitate individualized learning plans, and address the diverse needs and interests of students. By embracing AI for personalized learning, educators can create engaging and effective learning environments that meet the unique needs of every student.<\/li><li><strong>Assess and Evaluate AI Integration:<\/strong> Educators should actively assess and evaluate the impact of AI integration in the instructional framework. They should collect and analyze student engagement, achievement, and progress data to determine the effectiveness of AI-powered tools and strategies. By regularly monitoring and evaluating the outcomes of AI integration, educators can make informed decisions on refining and improving instructional practices to maximize the benefits for students.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can educators effectively integrate AI-powered tools to enhance productivity and instructional practices while maintaining their role as facilitators and mentors?<\/li><li>What opportunities and support can be provided to educators for exploring the changing role of traditional teachers in AI-driven learning models?<\/li><li>How can we ensure that AI technologies are being used to enhance rather than replace existing teaching practices?<\/li><li>How can educators be prepared to adapt to new learning models that leverage AI and foster personalized instruction?<\/li><li>What strategies can be implemented to balance AI-driven instruction and the human connection and support teachers provide?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t<p>Planning for the integration of AI in measuring student learning and assessments can lead to more comprehensive, personalized, and inclusive evaluation practices. By leveraging AI systems, districts can enhance assessment practices, empower students, and support their growth and achievement.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Redesign Assessment Practices:<\/strong> Educators should redesign assessment practices to align with the capabilities and potential of AI. They should explore innovative assessment methods that leverage AI technologies to holistically evaluate student learning experiences. This includes assessing not only content knowledge but also mastery of skills such as creativity, critical thinking, problem-solving, and the application of knowledge in real-world contexts. By incorporating AI-powered tools and techniques, educators can gather richer data on student performance and gain deeper insights into their strengths and areas for growth.<\/li><li><strong>Leverage Personalized Feedback and Support:<\/strong> Educators should leverage AI to personalize student feedback and support. AI-powered tools can provide immediate and targeted feedback, allowing students to understand their progress and make necessary adjustments. Educators can also use AI to identify areas where students may need additional support or intervention and provide personalized resources and recommendations. By using AI to personalize feedback and support, educators can better meet students\u2019 individual learning needs and promote their continuous growth.<\/li><li><strong>Address Equity and Bias:<\/strong> Educators should address equity and bias in AI-driven assessments. They should critically examine the data and algorithms used in AI assessment tools to ensure fairness, validity, and minimize biases. It is important to consider how AI may perpetuate existing inequities or create new ones. Educators should strive for transparency and inclusivity in the design and implementation of AI-driven assessments and actively involve diverse stakeholders to provide input and perspectives. By addressing equity and bias, educators can ensure that AI-powered assessments promote equitable opportunities for all students.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can AI tools be effectively integrated into formative assessments to support learning and provide personalized feedback?<\/li><li>What opportunities and support can be provided to educators for exploring and experimenting with AI tools in assessment practices?<\/li><li>How can AI tools assist educators in analyzing assessment data to gain insights for instructional improvement?<\/li><li>What strategies and considerations should be employed to ensure fairness, validity, and minimize biases when using AI tools for an assessment?<\/li><li>How are educators and students collaboratively using AI to create comprehensive, adaptive, and authentic assessments that promote higher-order thinking skills, student agency, and holistic learning experiences?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t<p>Prioritizing professional development is crucial. Offering diverse opportunities for educators to learn about AI concepts and practical applications fosters a culture of growth and innovation. Equipping educators with the knowledge of AI ethics enables them to teach students responsible AI use. By utilizing AI for personalized professional development, educators can continuously enhance their practice and stay current with emerging AI technologies.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Promote Teamwork and Communities of Practice:<\/strong> By engaging in collaborative discussions and sharing resources, educators can learn from one another in their exploration of innovative ways to leverage AI for teaching, learning, and business operations. This can be achieved through professional learning communities, online forums, conferences, and workshops. Such collaboration should also promote the exchange of diverse perspectives and opinions.<\/li><li><strong>Integrate AI Ethics into Professional Development:<\/strong> Educators should prioritize the integration of AI ethics into their professional development programs. As AI becomes more prevalent in educational settings, educators must be equipped with the knowledge and skills to teach students about responsible AI use, ethical considerations, and potential societal impacts. Professional development should include opportunities to explore ethical frameworks, discuss AI-related dilemmas, and develop strategies to engage students in critical discussions about AI ethics. Educators can ensure that students become responsible and informed AI users by integrating AI ethics into professional development.<\/li><li><strong>Engage in Action Research and Experimentation:<\/strong> Educators should engage in action research and experimentation to explore the possibilities of AI in their teaching practice. They should embrace a mindset of curiosity, innovation, and willingness to try new approaches. This can involve experimenting with AI-powered tools, exploring new instructional strategies, and collecting data to evaluate the impact of AI on student learning outcomes. By engaging in action research, educators can contribute to the growing body of knowledge about AI integration in education and refine their instructional practices to optimize the benefits of AI for their students.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can professional development opportunities be tailored to educators\u2019 needs to enhance their understanding and skills in utilizing AI tools?<\/li><li>What strategies can be employed to encourage educators to seek independent training on AI-related topics?<\/li><li>How can awareness among educators about the potential benefits and ethical considerations of AI in teaching and learning be raised?<\/li><li>How can collaboration and knowledge sharing be facilitated among educators to promote the effective integration of AI tools in their practice?<\/li><li>What resources and supports can be provided to assist educators in incorporating AI tools into their instructional approaches and addressing challenges they may face?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t<p>Planning for student use of AI is essential for empowering learners in an AI-driven world. By introducing students to AI concepts, promoting accessibility, establishing guidelines for ethical AI use, and assessing students\u2019 understanding of responsible practice, school districts can ensure that students are prepared to navigate the complexities of AI technologies.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Introduce AI Concepts and Applications:<\/strong> Educators should introduce students to basic AI concepts and applications to build their understanding of this emerging technology. This can include providing age-appropriate resources, effective AI prompt writing activities, interactive activities, and discussions that explore the potential and limitations of AI. By fostering AI literacy among students, educators can empower them to become informed users and critical thinkers in an AI-driven world.<\/li><li><strong>Promote Ethical AI Use:<\/strong> Educators should establish guidelines and promote ethical AI use among students. This includes discussing responsible practices, privacy considerations, and the potential biases and limitations of AI algorithms. Educators should encourage students to question and evaluate AI-generated content, engage in respectful online behavior, and be mindful of the ethical implications of AI usage. By promoting ethical AI use, educators can help students become responsible digital citizens and navigate the ethical challenges associated with AI technologies.<\/li><li><strong>Provide Resources to Understand Risks and Limitations:<\/strong> Educators should provide students with resources and tools to understand the risks and limitations of AI. This can involve curating reliable sources, online platforms, and interactive simulations that allow students to explore the ethical, social, and economic implications of AI. By equipping students with knowledge and critical thinking skills, educators can empower them to make informed decisions about AI use and navigate potential challenges.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can students be introduced to AI concepts and applications in an engaging and accessible manner?<\/li><li>What opportunities can be created for students to explore the ethical considerations of AI and engage in discussions on responsible AI use?<\/li><li>How can educators collaborate with students to develop responsible and ethical AI use guidelines?<\/li><li>What resources can be provided to help students understand the risks and limitations of AI technologies?<\/li><li>How can students\u2019 initial engagement with AI be assessed, and constructive feedback be provided considering their limited understanding of responsible practice?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t<p>School districts can improve operational effectiveness and strategically allocate resources by optimizing financial management, streamlining procurement processes, enhancing human resources, and leveraging AI for data analysis and reporting.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Identify Areas for Optimization:<\/strong> Administrators should identify areas within the district\u2019s business operations that can benefit from AI integration. This may include financial management, procurement, facilities management, data analysis and reporting, transportation and logistics, and customer service. By identifying areas for optimization, educators can streamline processes, improve efficiency, and allocate resources more effectively.<\/li><li><strong>Explore AI Solutions and Tools:<\/strong> Administrators should research and explore AI solutions and tools that can support the district\u2019s business operations. This may involve leveraging AI-powered software, automation tools, data analytics platforms, or machine learning algorithms. By keeping abreast of technological advancements, educators can identify AI solutions that align with the district\u2019s needs and goals, ultimately enhancing business operations\u2019 efficiency and effectiveness.<\/li><li><strong>Plan for Implementation and Training:<\/strong> Educators should develop a comprehensive plan for implementing AI solutions to support teaching, learning, and business operations. This plan should include considerations for infrastructure requirements, data management, staff training, and ongoing support. By proactively planning for implementation and training, educators can ensure a smooth transition and maximize the benefits of AI integration in business operations.<\/li><li><strong>Ensure Technology Ecosystem Can Support AI:<\/strong> Administrators should take steps to review the technology ecosystem needed to support A-I integration district-wide. If needed, they should make updates to the networking infrastructure, devices, software, and data security measures needed to support AI integration for educational purposes as well as for business operations.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can AI be effectively used to streamline and automate basic financial processes in the district\u2019s business operations?<\/li><li>What considerations should be considered when exploring the automation of routine administrative tasks using AI, including benefits and challenges?<\/li><li>How can the district cultivate a culture of innovation and openness to AI adoption among staff involved in business operations?<\/li><li>How can the district assess and evaluate the initial implementation of AI in business operations to identify areas for improvement and further exploration?<\/li><li>Is the district\u2019s technology ecosystem capable of supporting a districtwide integration of AI to support teaching, learning and operations?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t<p>By engaging in open and transparent communication, addressing concerns and misconceptions, providing awareness training, and fostering a collaborative environment, school districts can build trust, gain support, and ensure that AI initiatives align with the needs and aspirations of the community.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Communicate with Parents and Stakeholders:<\/strong> Educators should prioritize effective communication with parents and stakeholders regarding the integration of AI in teaching, learning, and business operations. This includes sharing information about the benefits, goals, and ethical considerations of AI, as well as addressing any concerns or misconceptions. Regular communication channels such as newsletters, parent meetings, and community forums can be utilized to ensure transparency and engagement.<\/li><li><strong>Gauge Community Readiness and Address Concerns:<\/strong> Educators should actively gauge the community\u2019s readiness for AI integration and address any concerns or resistance that may arise. This can be done through surveys, focus groups, or town hall meetings to gather feedback and insights. By understanding the community\u2019s perspectives, educators can tailor their outreach efforts and develop strategies to alleviate concerns, provide accurate information, and build trust.<\/li><li><strong>Provide Awareness Training:<\/strong> Educators should provide training and awareness sessions to ensure that parents, students, and staff have a basic understanding of AI concepts and applications. This can involve workshops, webinars, or informational resources that explain AI technologies, their benefits, and their limitations. By increasing awareness, educators can foster a more informed and supportive community that embraces AI integration.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can we initiate effective communication with parents and community stakeholders to inform them about the district\u2019s use of AI in education and operations?<\/li><li>What key messages should be conveyed to address concerns and misconceptions about AI\u2019s impact on education and school operations?<\/li><li>How can we gather feedback from parents and community stakeholders to understand their perspectives and readiness for AI implementation?<\/li><li>What resources and materials can be developed to give parents and community stakeholders a basic understanding of AI, its benefits in education, and the ways in which it\u2019s being used in the district?<\/li><li>How can we create inclusive opportunities for parents and community stakeholders to engage in conversations, ask questions, and provide input on AI initiatives?<\/li><\/ul><p>Similar to a Portrait of a Graduate, schools and districts may find this a useful starting point to envision what successful understanding and integration of Artificial Intelligence could look like when thoughtfully integrated into your teaching, learning, and operational systems.<\/p>\t\t\t\t\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t<ul><li>The district leadership has a clear vision for integrating AI technologies that align with its overall strategic goals and educational objectives.<\/li><li>The district leadership understands the potential benefits and challenges of AI implementation in education.<\/li><li>There is a dedicated team or individual responsible for overseeing AI initiatives within the district.<\/li><li>The district has communicated its vision for AI integration to all stakeholders, including educators, administrators, parents, and students.<\/li><li>The district leadership actively seeks opportunities to stay informed about AI advancements and their implications for education.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t<ul><li>The district has established clear policies and guidelines for the ethical use of AI technologies in schools.<\/li><li>Educators and staff members are knowledgeable about their responsibilities regarding student data privacy and protection in the context of AI implementation.<\/li><li>The district ensures compliance with relevant legal and regulatory frameworks governing AI use in education.<\/li><li>There is ongoing monitoring and evaluation of AI technologies to address and mitigate potential biases, ethical concerns, and legal risks.<\/li><li>The district has robust data governance practices in place to ensure the responsible and secure use of AI-generated data.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t<ul><li>The district has an instructional framework that incorporates AI technologies to support teaching and learning in ways that promote student-centered learning, critical thinking, and problem-solving skills.<\/li><li>Educators are provided with training and resources to effectively integrate AI tools into their instructional practices.<\/li><li>AI technologies are used as a supportive tool to enhance instruction rather than a replacement for human interaction.<\/li><li>The instructional framework incorporates AI technologies to connect classroom learning with real-world applications and future career opportunities.<\/li><li>Interdisciplinary connections and collaborative learning opportunities are encouraged through the integration of AI technologies to promote teamwork and peer-to-peer interaction.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t<ul><li>The district uses AI technologies to gather and analyze data on student performance and progress.<\/li><li>AI tools and algorithms are used to provide personalized feedback and recommendations to students.<\/li><li>The district employs a variety of assessment methods, including AI-generated assessments, to capture student learning outcomes.<\/li><li>Educators are trained in interpreting and using AI-generated data to inform instruction and interventions.<\/li><li>The district ensures that assessments and data collection through AI technologies align with established standards and ethical considerations and do not perpetuate biases and inequities.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t<ul><li>Educators receive ongoing professional development opportunities to enhance their knowledge and skills in AI technologies.<\/li><li>The district provides support and resources for educators to experiment, explore and integrate AI tools into their instructional practices.<\/li><li>Professional development includes training on ethical considerations and responsible use of AI in education, including how to teach AI ethics to students.<\/li><li>Educators have opportunities to collaborate and share best practices related to AI integration.<\/li><li>The district supports educators in conducting action research or innovative projects related to AI in the classroom.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t<ul><li>Students have access to AI technologies and resources to support their learning and exploration.<\/li><li>Students are taught about the responsible and ethical use of AI technologies.<\/li><li>The district promotes opportunities for students to develop AI-related skills, such as coding, data analysis, and algorithmic thinking.<\/li><li>AI technologies are used to provide personalized learning experiences tailored to individual student needs.<\/li><li>Students are encouraged to actively engage with AI technologies, fostering creativity, critical thinking, and problem-solving skills.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t<ul><li>The district explores the use of AI technologies to streamline business functions and improve operational efficiencies.<\/li><li>AI tools are utilized to analyze and make data-driven decisions regarding resource allocation and budgeting.<\/li><li>The district has systems in place to ensure the security and privacy of sensitive administrative data when using AI technologies.<\/li><li>The district uses AI technologies to identify and mitigate risks in various operational areas, such as safety, maintenance, and transportation.<\/li><li>AI tools help optimize resource utilization, such as energy consumption, scheduling, and facility management.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t<ul><li>The district is transparent when communicating with stakeholders about the purpose, benefits, and risks associated with AI integration.<\/li><li>There is ongoing communication with parents and guardians regarding the use of AI technologies in their children\u2019s education.<\/li><li>The district actively engages with the local community to promote understanding and acceptance of AI in education.<\/li><li>Clear communication channels are established to address concerns and questions related to AI implementation.<\/li><li>The district provides resources and awareness sessions to educate parents about AI technologies, empowering them to make informed decisions.<\/li><\/ul><p>The objective of this assessment is to identify and evaluate potential risks associated with implementing an AI strategy to support teaching, learning, and business operations in schools. By proactively assessing risks, schools can develop mitigation strategies and ensure a smooth and secure integration of AI technologies.<\/p>\t\t\t\t\n\t\t\t<h4>Data Privacy &amp; Security<\/h4>\t\t\n\t\t<ul><li>Are robust data protection measures in place to safeguard sensitive student and staff data?<\/li><li>Is regular security auditing conducted to identify and address vulnerabilities?<\/li><li>Are clear policies and procedures established for data handling and consent?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Ethical Considerations and Bias<\/h4>\t\t\n\t\t<ul><li>Is thorough testing and evaluation of AI algorithms conducted to identify and mitigate biases?<\/li><li>Are ethical guidelines established to promote fairness, transparency, and accountability in AI usage?<\/li><li>Is there a process in place to regularly monitor and update AI systems for emerging biases?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Impact on Workforce<\/h4>\t\t\n\t\t<ul><li>Are comprehensive training and professional development opportunities provided to help staff acquire new skills and adapt to AI integration?<\/li><li>Is there a plan to foster a culture of lifelong learning and support staff in embracing AI as a complementary tool rather than a replacement for their work?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Equity and Access<\/h4>\t\t\n\t\t<ul><li>Is there a plan to ensure equitable access to AI resources and tools for all students, regardless of their socioeconomic background?<\/li><li>Are strategies in place to close access gaps and provide necessary resources (e.g., internet connectivity, devices) to underserved communities?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Reliability and Accountability<\/h4>\t\t\n\t\t<ul><li>Are clear guidelines established for the appropriate use of AI, emphasizing human judgment and oversight?<\/li><li>Is there a process to regularly evaluate AI system performance, validate results, and address inaccuracies or concerns raised by users?<\/li><li>Are channels provided for feedback and reporting of system errors or concerns?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t<ul><li><strong>Overlooking Equity and Access:<\/strong> Avoid exacerbating existing disparities in access to technology and resources. Ensure that AI initiatives prioritize equity and inclusion, providing equal opportunities for all students, regardless of their background or abilities.<\/li><li><strong>Ignoring Educators\u2019 Perspectives:<\/strong> Do not overlook educators\u2019 valuable insights and expertise when planning for AI integration. Involve teachers and administrators in decision-making processes and provide them with the necessary support and resources to effectively incorporate AI technologies into their practice.<\/li><li><strong>Underestimating the Importance of Data Governance:<\/strong> Neglecting robust data governance practices can lead to data breaches, privacy violations, and misuse of student information. Implement clear policies and protocols for data collection, storage, usage, and protection to safeguard student privacy and maintain data security.<\/li><li><strong>Forgetting Long-Term Sustainability:<\/strong> Avoid adopting AI technologies without considering long-term sustainability and scalability. Assess the financial, technical, and human resources required for AI integration and ensure a plan is in place to support ongoing maintenance, training, and upgrades.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t<ul><li><strong>Overlooking Data Privacy and Security:<\/strong> Neglecting data privacy and security can lead to breaches and violations of student privacy. Avoid collecting more data than necessary and ensure secure storage and handling of student information. Regularly review and update security protocols to align with evolving best practices.<\/li><li><strong>Relying Solely on AI Algorithms:<\/strong> Avoid over-reliance on AI algorithms without considering human judgment and expertise. While AI can provide valuable insights, it should be used as a tool to support decision-making rather than a substitute for human involvement and critical thinking.<\/li><li><strong>Ignoring Bias and Discrimination: <\/strong>Be vigilant about potential biases and discriminatory outcomes that may arise from AI algorithms. Regularly evaluate and audit AI systems to identify and address biases. Implement strategies, such as diverse training data and algorithmic fairness assessments, to mitigate bias and ensure fairness.<\/li><li><strong>Disregarding Legal and Ethical Implications:<\/strong> Avoid implementing AI technologies without considering the legal and ethical implications they may pose. Stay informed about emerging legal issues related to AI in education and proactively address them in your policies and practices.<\/li><li><strong>Neglecting Ongoing Evaluation and Monitoring:<\/strong> Don\u2019t assume the work is done once policies are in place. Regularly evaluate the effectiveness and impact of AI policies and practices and be open to making adjustments as needed. Monitor AI systems for any unintended consequences and ensure ongoing compliance with legal and ethical standards.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t<ul><li><strong>Overemphasizing Testing and Grades:<\/strong> Avoid solely using AI technologies for high-stakes testing or grading purposes. Balance the use of AI-generated assessments with other forms of authentic and performance-based assessments that capture a holistic view of student learning.<\/li><li><strong>Neglecting Teacher Professional Judgment:<\/strong> Do not rely solely on AI-generated recommendations or insights without considering educators\u2019 expertise and professional judgment. Encourage teachers to interpret and adapt AI-generated data and insights to meet the unique needs of their students.<\/li><li><strong>Underestimating the Importance of Ethical AI Use:<\/strong> Avoid using AI technologies without considering the ethical implications. Teach students about the ethical considerations and potential biases in AI algorithms, fostering their understanding of responsible AI use.<\/li><li><strong>Limiting AI Integration to STEM Subjects:<\/strong> Avoid confining AI integration to STEM subjects only. Explore opportunities to incorporate AI technologies across various disciplines, including humanities, social sciences, and the arts, to provide a well-rounded educational experience.<\/li><li><strong>Forgetting to Continuously Evaluate and Reflect:<\/strong> Do not assume that AI integration alone guarantees improved learning outcomes. Regularly evaluate the impact of AI integration on student learning, engagement, and achievement. Reflect on the effectiveness of the instructional framework and make adjustments as needed.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t<ul><li><strong>Relying Solely on AI for Assessments:<\/strong> Avoid over-reliance on AI tools for assessments and neglecting other forms of assessment, such as teacher observations, project-based assessments, and portfolios. AI should complement existing assessment practices, not replace them entirely.<\/li><li><strong>Neglecting Equity and Accessibility:<\/strong> Ensure that AI-powered assessments do not exacerbate existing inequities. Consider access to technology, cultural biases, and fairness in evaluating diverse student populations. Address any potential barriers that may arise from the integration of AI in assessments.<\/li><li><strong>Ignoring Student Agency and Engagement:<\/strong> AI should not diminish student agency or disengage students from the assessment process. Maintain a balance between AI-driven automation and opportunities for student voice, choice, and active participation in assessments.<\/li><li><strong>Disregarding Data Privacy and Security:<\/strong> Prioritize the protection of student data and ensure compliance with relevant privacy laws and regulations. Use secure AI tools and platforms that safeguard sensitive information and adhere to data protection guidelines.<\/li><li><strong>Overlooking Educator Professional Growth:<\/strong> Support educators in developing their AI literacy and expertise. Provide ongoing professional development opportunities to ensure educators are equipped with the knowledge and skills needed to effectively integrate AI in assessments and interpret AI-generated insights.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t<ul><li><strong>Overwhelming Educators:<\/strong> Avoid overwhelming educators with an excessive amount of AI-related information or expecting immediate mastery of AI concepts. Pace professional development opportunities to ensure educators can absorb and apply new knowledge effectively.<\/li><li><strong>Neglecting Ongoing Support:<\/strong> Professional development should be accompanied by ongoing support and coaching. Provide follow-up sessions, mentoring, or access to AI experts who can assist educators in implementing AI tools and resources effectively.<\/li><li><strong>Focusing Solely on Technical Skills:<\/strong> While technical skills are important, don\u2019t overlook the broader pedagogical aspects of AI integration. Professional development should emphasize how AI can enhance teaching and learning, foster critical thinking, and support the development of future-ready skills in students.<\/li><li><strong>Ignoring Educator Input:<\/strong> Involve educators in the planning and design of professional development opportunities. Seek their input on topics of interest, areas where they require support, and their suggestions for effective AI integration strategies. This collaborative approach increases engagement and ensures professional development meets educators\u2019 needs.<\/li><li><strong>Limiting Professional Development to AI Tools Only:<\/strong> Professional development should encompass a holistic understanding of AI integration. It should include discussions on ethical considerations, implications for student learning, and broader implications of AI in education. Encourage educators to critically evaluate AI tools and resources to make informed decisions that align with their instructional goals.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t<ul><li><strong>Relying Solely on AI Tools:<\/strong> Avoid overreliance on AI tools and systems as a replacement for human interaction and instruction. Ensure that AI is used as a supportive tool to augment learning experiences, rather than replacing the role of educators and interpersonal engagement.<\/li><li><strong>Neglecting Privacy and Security:<\/strong> Prioritize student privacy and data security when integrating AI tools and systems. Implement measures to protect students\u2019 personal information and ensure compliance with data protection regulations. Regularly review and update security protocols to safeguard student data.<\/li><li><strong>Overwhelming Students with Complexity:<\/strong> Avoid introducing AI tools and systems that are overly complex or difficult for students to navigate. Consider students\u2019 age, cognitive abilities, and prior experience when selecting and implementing AI technologies.<\/li><li><strong>Overlooking Diverse Learning Needs:<\/strong> Ensure that AI tools and systems cater to the diverse learning needs of students. Consider different learning styles, abilities, and preferences when integrating AI technologies, ensuring that they support personalized and differentiated instruction.<\/li><li><strong>Neglecting Training and Support:<\/strong> Provide adequate training and support to both educators and students in using AI tools and systems effectively. Offer professional development opportunities for educators to enhance their understanding and proficiency in integrating AI. Ensure students receive guidance and instruction on how to use AI tools appropriately.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t<ul><li><strong>Overlooking Data Privacy and Security:<\/strong> Avoid neglecting data privacy and security considerations when implementing AI in business operations. Take proactive measures to protect sensitive student and staff information, ensuring compliance with relevant data protection regulations and industry best practices.<\/li><li><strong>Relying Solely on AI for Decision-Making:<\/strong> Avoid blindly relying on AI-generated insights and recommendations for critical decision-making. Remember that AI is a tool and should be used in conjunction with human judgment and expertise. Maintain a balance between AI-driven insights and the valuable perspectives of school administrators and staff.<\/li><li><strong>Underestimating Change Management:<\/strong> Avoid underestimating the impact of AI integration on staff and organizational culture. Implement change management strategies to address any concerns or resistance to change, ensuring that staff members feel supported and empowered throughout the transition.<\/li><li><strong>Overlooking Accessibility and Equity:<\/strong> Ensure that AI solutions implemented in business operations promote accessibility and equity for all students and staff. Consider the needs of diverse populations, including those with disabilities or limited access to technology, and ensure that AI integration does not inadvertently widen existing equity gaps.<\/li><li><strong>Losing Sight of the Core Mission:<\/strong> While AI can significantly enhance business operations, don\u2019t lose sight of the core mission of delivering quality education. Ensure that the integration of AI aligns with and supports the overall educational objectives and priorities of the school.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t<ul><li><strong>Using jargon:<\/strong> Avoid using technical jargon and complex terminology that may confuse or alienate stakeholders. Instead, use plain language to explain AI concepts.<\/li><li><strong>Overselling AI capabilities:<\/strong> Be cautious not to make unrealistic claims about what AI can achieve or overstate its impact on education. Provide realistic expectations.<\/li><li><strong>Neglecting privacy and security:<\/strong> Do not overlook the importance of addressing privacy concerns related to AI implementation. Clearly communicate data security measures and protocols.<\/li><li><strong>Ignoring feedback:<\/strong> Do not dismiss or ignore feedback from stakeholders. Actively listen to concerns, suggestions, and questions, and provide thoughtful responses.<\/li><li><strong>Excluding marginalized communities:<\/strong> Ensure that outreach efforts are inclusive and reach all members of the community, including those who may be historically marginalized or less tech-savvy.<\/li><\/ul><p>This glossary serves as a foundation for educators and school board members to understand and plan for the integration of AI technologies to support teaching, learning and operations.<\/p><p><strong>Algorithms:<\/strong> A set of step-by-step instructions or rules followed by a computer to perform specific tasks or solve problems. In AI, algorithms are essential for processing data, making predictions, and carrying out various machine learning tasks.<\/p><p><strong>AI Integration:<\/strong> The process of incorporating artificial intelligence technologies into various aspects of the educational system to enhance teaching, learning, administrative tasks, and overall student experience.<\/p><p><strong>API (Application Programming Interface):<\/strong> A set of rules and protocols that allows different software applications to communicate and interact with each other. AI tools and resources often provide APIs for developers to integrate AI functionalities into their own applications.<\/p><p><strong>Artificial General Intelligence (AGI):<\/strong> Refers to AI systems that possess the ability to understand, learn, and apply knowledge across a wide range of tasks, similar to human intelligence. AGI aims to exhibit human-like cognitive abilities.<\/p><p><strong>AI (Artificial Intelligence):<\/strong> A branch of computer science that involves the development of intelligent systems that can perform tasks that typically require human intelligence. AI enables machines to learn from experience, adapt to new data, and make decisions based on patterns and algorithms.<\/p><p><strong>AI Ethics:<\/strong> The study and implementation of ethical principles in the design, development, and deployment of AI technologies. AI ethics in education ensures fairness, transparency, and privacy in AI-based educational solutions.<\/p><p><strong>Artificial Neural Network (ANN):<\/strong> A computational model inspired by the structure and function of the human brain. ANN is a fundamental building block of deep learning and is used for tasks that require pattern recognition and learning from complex data.<\/p><p><strong>Autonomous:<\/strong> Pertaining to AI systems or machines that can perform tasks and make decisions without human intervention. Autonomous systems often use sensors, AI algorithms, and decision-making capabilities to operate independently.<\/p><p><strong>Chatbots:<\/strong> AI-powered conversational agents designed to interact with users through natural language. Chatbots can be integrated into educational platforms to provide instant support, answer queries, and engage students in interactive learning experiences.<\/p><p><strong>ChatGPT:<\/strong> An OpenAI language model that generates human-like responses to natural language input, engaging in interactive conversations with users.<\/p><p><strong>Cloud Computing:<\/strong> The delivery of computing services over the internet, including storage, processing power, and AI tools. Cloud-based AI services allow schools to access powerful AI resources without the need for extensive local hardware.<\/p><p><strong>Cognitive Computing:<\/strong> An AI approach that seeks to simulate human thought processes and decision-making. Cognitive computing systems utilize AI technologies like machine learning, NLP, and computer vision to understand and interact with humans in a more natural way.<\/p><p><strong>Computer Vision (CV):<\/strong> An area of AI that focuses on enabling computers to interpret and understand visual information from the world. CV is applied in tasks such as image recognition, object detection, and facial recognition.<\/p><p><strong>Data Analytics:<\/strong> The process of examining large sets of data to derive insights and make data-driven decisions. In education, AI-powered data analytics can help identify learning trends, predict student performance, and optimize teaching strategies.<\/p><p><strong>Deep Learning:<\/strong> A specialized form of machine learning that involves training artificial neural networks with multiple layers to process and learn from vast amounts of data. Deep learning has revolutionized various AI applications, such as image and speech recognition.<\/p><p><strong>Generative AI:<\/strong> Generative AI encompasses algorithms and models designed to produce new content, be it text, images, or video, by learning from vast amounts of existing data.<\/p><p><strong>Invisible AI:<\/strong> Artificial intelligence systems and processes that operate in the background, without requiring direct human interaction, often seamlessly integrating into everyday applications and platforms to enhance functionality and user experience. Examples would be predictive text suggestions, personalized content recommendations, and automated safety features on automobiles.<\/p><p><strong>Large Language Models:<\/strong> AI models that process and understand natural language at a vast scale. These models, like OpenAI\u2019s GPT-3.5 or Google\u2019s Bard, are trained on massive datasets and can generate human-like text, answer questions, and perform various language-related tasks.<\/p><p><strong>Learning Management System (LMS):<\/strong> A software application that facilitates the administration, delivery, and tracking of educational courses and content. AI integration within an LMS can enhance content recommendation, automated grading, and student progress tracking.<\/p><p><strong>Machine Learning (ML):<\/strong> A subset of AI that focuses on enabling machines to learn from data and improve their performance without being explicitly programmed for every task. ML algorithms allow AI systems to recognize patterns, make predictions, and adapt based on new information.<\/p><p><strong>Natural Language Generation (NLG):<\/strong> A subset of NLP that involves generating human-like language from structured data. NLG systems can automatically produce coherent and contextually appropriate written or spoken content.<\/p><p><strong>Natural Language Processing (NLP):<\/strong> A subfield of AI that deals with the interaction between computers and human language. NLP enables machines to understand, interpret, and generate human language, facilitating tasks like speech recognition, language translation, and sentiment analysis.<\/p><p><strong>Predictive Analytics:<\/strong> The use of AI and statistical techniques to analyze historical data and make predictions about future outcomes or trends. In education, predictive analytics can help identify at-risk students, forecast performance, and recommend personalized interventions.<\/p><p><strong>Prompt:<\/strong> A method to use natural language to interface with AI applications.<\/p><p><strong>Strong AI:<\/strong> Also known as Artificial General Intelligence (AGI), Strong AI refers to AI systems with human-level intelligence, including self-awareness and consciousness. Strong AI is theoretical and not yet achieved.<\/p><p><strong>Virtual Assistants:<\/strong> AI-based applications that assist users in various tasks and activities. In education, virtual assistants can help with scheduling, reminders, accessing educational resources, and answering general queries.<\/p><p><strong>Visible AI:<\/strong> AI-based applications where users interact directly with the systems. Examples of this would be interfacing directly with chatbots where users are inputting prompts and getting a direct response from the AI application.<\/p><p><strong>Voice Recognition:<\/strong> An AI-powered technology that enables computers and devices to understand and interpret spoken language. Voice recognition is commonly used in virtual assistants, interactive voice response systems, and language learning applications.<\/p><p><strong>Weak AI:<\/strong> Refers to AI systems that are designed for specific narrow tasks and lack general intelligence. Weak AI is prevalent in applications like voice assistants, chatbots, and recommendation systems.<\/p>",
            "title": "Planning Guide for AI: Appendix",
            "excerpt": "Appendix for Planning Guide for AI Back to guide AI Integration Framework AI Resources Table of Contents Appendix A: Policy Considerations School district leaders and board members should first consider the goals and desired outcomes for any policies and guidelines that may be enacted, including the level at and frequency with which staff members and...",
            "slug": "appendix",
            "modified_timestamp": 1694206145,
            "term_ids": [],
            "post_type": "page",
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            "id": 82479,
            "path": "\/policies\/michigan-virtual-academic-integrity-matrix\/",
            "author_id": 12,
            "timestamp": 1693495564,
            "content": "<!-- wp:paragraph -->\n<p><strong>Effective 8\/14\/2023<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">What is considered \u201can offense?\u201d<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An offense is defined as an assignment submitted that meets any of the criteria listed below:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li><strong>Cheating<\/strong>: Cheating occurs when a student represents any other person\u2019s work from any source including hard drives, software, answer banks, AI Tools, assignment sharing websites, etc. as their own. Examples of cheating includes<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>asking for\/receiving answers&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>student to student copying\/sharing,&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>submitting another student's work as your own<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Submitting identical coursework<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Plagiarism<\/strong>: Plagiarism occurs when a student submits work that has been copied from any published resource such as, but not limited to, internet or printed sources, assignment sharing websites, or any other source without proper credit.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Student Academic Broker<\/strong>: A student acts as an academic broker when they post work to a secondary source such as, but not limited to, social media, assignment sharing websites, Google docs, or shares virtual or hard copies of files of any work, with or without compensation.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>An offense includes no more than 3 assignments submitted on the same day. If more assignments are submitted that demonstrate an integrity issue, it may result in escalation on the matrix.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For consistency purposes,&nbsp;<em>Michigan Virtual<\/em>&nbsp;has identified general conduct violations and disciplinary consequences for various behaviors. It is not an exhaustive list. Certain situations may require moving beyond lesser penalties to more strict disciplinary actions, even for a first offense. Disciplinary measures may be progressive, becoming more severe with each subsequent offense.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Academic Integrity Matrix<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>ACTION<\/th><th>1ST OFFENSE<\/th><th>2ND OFFENSE<\/th><th>3RD OFFENSE<\/th><th>4TH OFFENSE<\/th><th>STUDENT BROKER<\/th><\/tr><\/thead><tbody><tr><td>Learning Intervention - Teachable Moment<\/td><td>X<\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Mentor Contact by Teacher - discuss application of local cheating policy<\/td><td><\/td><td>X<\/td><td>X<\/td><td>X<\/td><td>X<\/td><\/tr><tr><td>Notify Department Lead Instructor<\/td><td><\/td><td>X<\/td><td>X<\/td><td>X<\/td><td>X<\/td><\/tr><tr><td>Involvement of Instructional Managers\/Supervisor<\/td><td><\/td><td>X<\/td><td>X<\/td><td>X<\/td><td>X<\/td><\/tr><tr><td>Parent\/Guardian Contact by Teacher<\/td><td><\/td><td>X<\/td><td>X<\/td><td>X<\/td><td>X<\/td><\/tr><tr><td>Learning Intervention - Resubmission for Full Credit<\/td><td>X<\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Learning Intervention - Resubmission w\/ 50% deduction<\/td><td><\/td><td>X<\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Automatic Zero on Assessment<\/td><td><\/td><td><\/td><td>X<\/td><td>X<\/td><td>X<\/td><\/tr><tr><td>If applicable: Mandatory Removal of Account in Assignment-sharing Sites<\/td><td><\/td><td>X<\/td><td>X<\/td><td>X<\/td><td>X<\/td><\/tr><tr><td>Mandated Proctored Exam\/submissions<\/td><td><\/td><td><\/td><td>X<\/td><td>X<\/td><td>X<\/td><\/tr><tr><td>Possible Removal from Michigan Virtual courses<\/td><td><\/td><td><\/td><td><\/td><td>X<\/td><td>X<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->",
            "title": "Michigan Virtual Academic Integrity Matrix",
            "excerpt": "Effective 8\/14\/2023 What is considered \u201can offense?\u201d An offense is defined as an assignment submitted that meets any of the criteria listed below: An offense includes no more than 3 assignments submitted on the same day. If more assignments are submitted that demonstrate an integrity issue, it may result in escalation on the matrix. For...",
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        {
            "id": 82450,
            "path": "\/epilepsy\/",
            "author_id": 12,
            "timestamp": 1693339109,
            "content": "<h1>Seizure Safe School Courses<\/h1>\t\t\n\t\t<p>Offered by The Epilepsy Foundation<\/p>\t\t\t\t\n\t\t\t<h3><i>Michigan Virtual<\/i> is excited to announce its collaboration with the Epilepsy Foundation of Michigan, aiming to enhance the preparedness of individuals working with students during a seizure incident. <\/h3>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/08\/745-1024x683.jpeg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>We are joining forces with the Epilepsy Foundation of Michigan to enhance the preparedness of individuals who may need to support students during a seizure incident, ensuring their safety and well-being. Together, we invite you to explore the comprehensive Seizure Safe School Courses that have been thoughtfully designed and provided by the Epilepsy Foundation. These courses are crafted to equip you with the knowledge and skills needed to create a safe and supportive environment for students with epilepsy.<br><br>\nBy participating in these courses, you will have an invaluable opportunity to expand your understanding of epilepsy and its management and gain insights into best practices for supporting students with epilepsy in an educational setting.<br><br>\nJoin us on this important journey towards establishing seizure-safe schools for all students. Together, we can make a profound difference in the lives of individuals with epilepsy, empowering them to thrive academically, socially, and emotionally. Let us work together to create a future where every student feels safe, supported, and fully included.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/learn.epilepsy.com\/collections\/seizure-safe-schools-courses\">\n\t\t\t\t\t\tView Courses\n\t\t\t\t\t<\/a>",
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            "excerpt": "Seizure Safe School Courses Offered by The Epilepsy Foundation Michigan Virtual is excited to announce its collaboration with the Epilepsy Foundation of Michigan, aiming to enhance the preparedness of individuals working with students during a seizure incident. We are joining forces with the Epilepsy Foundation of Michigan to enhance the preparedness of individuals who may...",
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        {
            "id": 82425,
            "path": "\/professionals\/ai-workshop\/",
            "author_id": 65,
            "timestamp": 1693251747,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Professional Learning Sessions<\/h1>\t\t\n\t\t<p>Helping teachers and administrators develop a plan for effectively integrating AI into teaching and learning.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/08\/iStock-1398577959-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Why Learn with Michigan Virtual?<\/h2>\t\t\n\t\t\tEducation is primed for rapid changes thanks to the acceleration of artificial intelligence (AI) technologies.\t\t\n\t\t<p>These changes in technology will present both enormous challenges and exciting opportunities to benefit student learning, streamline everyday tasks, and focus on the unique human talents that make education special. Our interactive sessions help you discover how to effectively integrate AI into educational practices while emphasizing ethics and inclusivity.<\/p>\t\t\t\t\n\t\t\t<h2>Customized Professional Learning for Educators at All Levels<\/h2>\t\t\n\t\t\t<h3>Our sessions help participants:<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExplore different AI tools and features.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tCraft policies concerning the use of AI tools in classrooms and schools and engage students in discussions on the ethics of AI tools in education.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tDevelop a plan for evolving your instructional strategies and assessment practices to support student learning and engagement when using AI technologies. \n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tExpress Your Interest\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/08\/iStock-1521925392-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h5>We have options for you!\n<\/h5>\t\t\n\t\t<p>Our team creates a customized professional learning agenda depending on your district\u2019s needs, including audience size, participants\u2019 roles, and duration of training. <b>We can also provide and process SCECHs<\/b> for your staff upon request.<\/p>\t\t\t\t\n\t\t\t<h3>Shaping Your AI Story<\/h3>\t\t\n\t\t<p>Thursday, January 18, 2024 \u00b7 9am - 3pm EST<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExplore key learning principles and identify themes resonating with your classroom practices, and discover how AI can align and support your work.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tDiscover how AI can align and support your work and develop your own AI narrative.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"https:\/\/www.eventbrite.com\/e\/shaping-your-ai-story-teacher-edition-tickets-769164711357?aff=website\">\n\t\t\t\t\t\t\t\t\tGet Tickets\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"604\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/12\/iStock-1344939844-1024x604.jpg\" alt=\"Hand holding drawing virtual lightbulb with brain on bokeh background for creative and smart thinking idea concep\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Tales of Success<\/h2>\t\t\n\t\t\t\t\t\t\t\u201cMichigan Virtual's role as expert presenters in AI has been instrumental in keeping our district at the forefront of educational technology. Their commitment to providing high-quality, relevant professional development is commendable.\u201d \n\t\t\t\t\t\t\t\t\t\t\t\t\t\tAaron Baughman\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tAssistant Superintendent, Northville Public Schools\n\t\t\t\t\t\t\t\u201cThis training was absolutely outstanding and gave a great overview of AI and all of the facets we should be thinking of when it comes to its use in education. I found this training to be valuable and well worth the time. [It] is a must for all educators because AI is only going to grow and will change education for the better if educators move in the direction of using AI as a teaching and learning tool.\"\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tWilliam Chilman\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tSuperintendent, Harbor Beach Community Schools\n\t\t\t<h2>Interested in hosting an AI workshop or event for your staff?<\/h2>\t\t\n\t\t<p>Fill out the form below and one of our representatives will get back to you as soon as possible!<\/p>",
            "title": "AI Workshops and Events",
            "excerpt": "Professional Learning Sessions Helping teachers and administrators develop a plan for effectively integrating AI into teaching and learning. Why Learn with Michigan Virtual? Education is primed for rapid changes thanks to the acceleration of artificial intelligence (AI) technologies. These changes in technology will present both enormous challenges and exciting opportunities to benefit student learning, streamline...",
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        {
            "id": 82195,
            "path": "\/resources\/guides\/ai-guide\/",
            "author_id": 21,
            "timestamp": 1692223078,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Planning Guide for AI: <br>A Framework for School Districts<\/h1>\t\t\n\t\t\t<a href=\"\/ai-framework\/\">\n\t\t\t\t\t\tAI Integration Framework\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/resources\/guides\/ai-guide\/appendix\/\">\n\t\t\t\t\t\tAppendix\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/resources\/ai\/\">\n\t\t\t\t\t\tAI Resources\n\t\t\t\t\t<\/a>\n\t\t\t\tTable of Contents\t\t\t\n\t\t\t\t\t\t\t\n\t\t\t\t\n\t\t\t\t\t\t\t\n\t\t\tEndorsed by our partners at:\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"500\" height=\"500\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MASSP-logo.jpg\" alt=\"Michigan Association of Secondary School Principals (MASSP)\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/masa-logo.png\" alt=\"Michigan Association of School Administrators (MASA)\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"500\" height=\"500\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MASB-logo.jpg\" alt=\"Michigan Association of School Boards (MASB)\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/MEMSPA-Logo-1.svg\" alt=\"MEMSPA: Michigan Elementary and Middle School Principals Association\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"205\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/maisa-full-1024x205.png\" alt=\"MAISA - Michigan Association of Intermediate School Administrators. Supporting Regional Education Service Agencies\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"171\" height=\"59\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/macul-logo.svg\" alt=\"Michigan Association for Computer Learners in Learning (MACUL)\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"474\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/09\/MAPSA-1024x474.png\" alt=\"Michigan Association of Public School Academies (MAPSA)\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<details id=\"contributors\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"contributors\">\n\t\t\t\t\t<p> District Contributors &amp; Reviewers <\/p>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\tAmy Conway\t\t\n\t\t\tGibraltar School District\t\t\n\t\t\tBrevet Bartels\t\t\n\t\t\tKentwood Public Schools\t\t\n\t\t\tDave Tebo\t\t\n\t\t\tOttawa Area ISD\t\t\n\t\t\tJason Goodman\t\t\n\t\t\tSaline Area Schools\n\t\t\tJason Mellema\t\t\n\t\t\tIngham ISD\t\t\n\t\t\tJennifer Herbstreit\t\t\n\t\t\tHolly Area Schools\t\t\n\t\t\tJim Kelly\t\t\n\t\t\tIngham ISD\t\t\n\t\t\tJustin Trombka\t\t\n\t\t\tGrosse-Ile Township Schools\t\t\n\t\t\tKelly Coffin\t\t\n\t\t\tFarmington Public Schools\t\t\n\t\t\tMark Bielang\t\t\n\t\t\tPortage Public Schools\t\t\n\t\t\tMichelle Hilla\t\t\n\t\t\tChelsea School District\t\t\n\t\t\tNicole Garza\t\t\n\t\t\tGrosse-Ile Township Schools\t\t\n\t\t\tRyan Bruder\t\t\n\t\t\tDexter Community Schools\t\t\n\t\t\tRyan Mcmahon\t\t\n\t\t\tMilan Area Schools\t\t\n\t\t\tScott Wagner\t\t\n\t\t\tGibraltar School District\t\t\n\t\t\tSteve Laatsch\t\t\n\t\t\tSaline Area Schools\t\t\n\t\t\t\t\t<\/details>\n\t\t\tAmy Conway\t\t\n\t\t\tGibraltar School District\t\t\n\t\t\tBrevet Bartels\t\t\n\t\t\tKentwood Public Schools\t\t\n\t\t\tDave Tebo\t\t\n\t\t\tOttawa Area ISD\t\t\n\t\t\tJason Goodman\t\t\n\t\t\tSaline Area Schools\n\t\t\tJason Mellema\t\t\n\t\t\tIngham ISD\t\t\n\t\t\tJennifer Herbstreit\t\t\n\t\t\tHolly Area Schools\t\t\n\t\t\tJim Kelly\t\t\n\t\t\tIngham ISD\t\t\n\t\t\tJustin Trombka\t\t\n\t\t\tGrosse-Ile Township Schools\t\t\n\t\t\tKelly Coffin\t\t\n\t\t\tFarmington Public Schools\t\t\n\t\t\tMark Bielang\t\t\n\t\t\tPortage Public Schools\t\t\n\t\t\tMichelle Hilla\t\t\n\t\t\tChelsea School District\t\t\n\t\t\tNicole Garza\t\t\n\t\t\tGrosse-Ile Township Schools\t\t\n\t\t\tRyan Bruder\t\t\n\t\t\tDexter Community Schools\t\t\n\t\t\tRyan Mcmahon\t\t\n\t\t\tMilan Area Schools\t\t\n\t\t\tScott Wagner\t\t\n\t\t\tGibraltar School District\t\t\n\t\t\tSteve Laatsch\t\t\n\t\t\tSaline Area Schools\t\t\n\t\t\t<h2>Introduction<\/h2>\t\t\n\t\t<p>The integration of artificial intelligence (AI) has emerged as a powerful practice with the potential to transform teaching, streamline business operations, and personalize learning. However, the successful implementation of AI-driven tools and practices will require careful planning and strategic alignment with a school district\u2019s educational goals, values, and priorities. This planning guide provides educators with practical insights and strategies to navigate the complexities of integrating AI in their districts. This process may be especially challenging for schools over the next few years as AI technology matures and education applications rapidly evolve.<\/p><p>This guidebook serves as a companion to <a href=\"\/ai-framework\/\" data-wplink-edit=\"true\">Michigan Virtual\u2019s AI\u2019s Integration Framework<\/a> for School Districts. Each domain of the rubric is explored in further detail, and key concepts are identified for school leaders to consider and plan activities around. School leaders can utilize this guidebook to develop a roadmap for working toward the level of AI integration that aligns with the district\u2019s aspirations. As stakeholders and teams come together, leaders can use this guidance to help identify areas where more information and research is needed, make informed decisions, address concerns, and ensure a successful and inclusive implementation of AI technologies.<\/p>\t\t\t\t\n\t\t\tBefore addressing these items, school leaders should keep the following in mind:\t\t\n\t\t\t<h3>What is AI?<\/h3>\t\t\n\t\t<p>Artificial intelligence refers to computer systems and programs that possess the ability to perform tasks that typically require human intelligence. These systems are designed to simulate intelligent behavior, such as understanding natural language, recognizing patterns, making decisions, and learning from experience. AI works by utilizing algorithms and large amounts of data to train computer systems, enabling them to recognize patterns, make predictions, and automate decision-making processes, ultimately enhancing efficiency and enabling new capabilities in various domains. AI technologies are becoming more and more common in the tools and systems that people and businesses use daily, such as navigation systems, healthcare, logistics planning, and recommendation algorithms used by entertainment and social media companies. More recently, the public application of generative AI powered by large language models (LLMs), which can produce text or images based on human input, has brought the topic of AI to the forefront of educational discussions.<\/p>\t\t\t\t\n\t\t\t<h3>Engage in Planning<\/h3>\t\t\n\t\t<p>Planning is a critical step in successfully integrating AI in school districts. It allows educational leaders to envision the potential benefits and risks associated with AI implementation. By engaging in thoughtful planning, districts can proactively address policy, ethical, and legal considerations and anticipate and mitigate potential challenges during implementation. Active involvement by boards of education is also essential, as they play a crucial governance role in informing the policies, risk assessments, and ethical considerations that govern AI implementation for the benefit of students, teachers, and the entire community. Collaborative planning between district leaders and board members provides a roadmap for systematic and sustainable integration of AI, maximizing its potential to positively impact teaching, learning, and operational functions.<\/p>\t\t\t\t\n\t\t\t<h3>Make it Local<\/h3>\t\t\n\t\t<p>Each school district is unique, with its own set of needs, aspirations, and challenges. Therefore, local dialogue and decision-making are crucial when planning for the integration of AI. Engaging in conversations with stakeholders, including educators, parents, students, school board members, and community members, allows for a complete understanding of the local context to foster buy-in and acceptance for AI initiatives.<\/p>\t\t\t\t\n\t\t\t<h3>Dedicate a Team<\/h3>\t\t\n\t\t<p>To effectively integrate AI in a district, it is crucial to establish an internal implementation team of various stakeholders from throughout the district. AI integration will conceivably affect every department within a school district, so ensuring those departmental perspectives are represented is important. The implementation team can play a key role in driving the planning and implementation process, coordinating efforts, and ensuring collaboration and communication among different stakeholders. By involving diverse perspectives and expertise, an implementation team can foster a holistic approach to AI integration.<\/p>\t\t\t\t\n\t\t\t<h3>Address Potential Concerns<\/h3>\t\t\n\t\t<p>Integrating AI may generate concerns within the school community, including fears related to student plagiarism or cheating. Other concerns may include fears of job displacement, ethical considerations, data privacy, and biases in AI algorithms. It is important for educational leaders to address these concerns proactively, emphasizing the value of AI as a tool that augments human capabilities and supports educators\u2019 work rather than replacing it. Districts can address potential concerns and build trust in AI integration by involving stakeholders in dialogue, providing transparent communication, and establishing comprehensive policies and ethical guidelines.<\/p>\t\t\t\t\n\t\t\t<h2>Leadership &amp; Vision<\/h2>\t\t\n\t\t<p>As school districts embark on integrating AI technologies into their educational systems, strong leadership and a clear vision are essential for successful implementation. As this is such a nascent topic, many education leaders are still in the early stages of building expertise and understanding of AI technologies and their implications for teaching and learning. This can lead to uncertainties in selecting appropriate AI solutions, understanding their limitations and ethical considerations, and effectively communicating the benefits and risks to stakeholders. It becomes crucial for school leaders to seek learning opportunities, collaborate with experts, and engage in ongoing learning to enhance their understanding and ability to provide effective leadership toward a collaborative culture of innovation. When it comes to leadership and vision, three key areas are worth highlighting:<\/p>\t\t\t\t\n\t\t\t<h3>Align AI Efforts to Strategic Priorities\n<\/h3>\t\t\n\t\t<p>AI should be seen as a tool that enhances existing initiatives and instructional practices rather than a standalone solution. By aligning AI efforts with the district\u2019s strategic priorities, education leaders can ensure coherence and maximize the impact of AI on student outcomes. Education leaders should consider how AI can support the district\u2019s goals, whether it is improving student achievement, supporting educator professional development, or enhancing operational efficiencies. District leaders and school board members should incorporate AI into strategic planning to help create a clear roadmap for its integration and ensure that it serves the larger vision for the future of learning.<\/p>\t\t\t\t\n\t\t\t<h3>Leverage Uniquely Human Talents\n<\/h3>\t\t\n\t\t<p>While AI has transformative potential, it is essential to leverage the distinct human talents of educators and support staff. AI should not replace the role of educators; rather, it should complement their expertise and empower them to create more personalized and inclusive learning experiences. Consider how AI can automate routine administrative tasks, analyze data to inform instructional decisions, and provide personalized student support. By leveraging AI to enhance the work of educators, educators can create a system that capitalizes on the unique qualities of interpersonal communication, empathy, and creative problem solving resulting in more meaningful learning experiences for all students.<\/p>\t\t\t\t\n\t\t\t<h3>Explore New Learning Models\n<\/h3>\t\t\n\t\t<p>Integrating AI opens possibilities for new learning models that can better personalize instruction and foster inclusion. Traditional one-size-fits-all approaches can be transformed as AI technologies enable adaptive learning, intelligent tutoring systems, and data-driven student progress and need insights. Educators should consider how AI can enable differentiated instruction that meets the diverse needs of students, support students with special needs through personalized interventions, and provide targeted feedback for growth and improvement. By exploring new learning models empowered by AI, schools can create an educational ecosystem that promotes equity, engagement, and success for all students.<\/p>\t\t\t\t\n\t\t\t<h3>Potential Risks<\/h3>\t\t\n\t\t<p>Integrating AI opens possibilities for new learning models that can better personalize instruction and foster inclusion. Traditional one-size-fits-all approaches can be transformed as AI technologies enable adaptive learning, intelligent tutoring systems, and data-driven student progress and need insights. Educators should consider how AI can enable differentiated instruction that meets the diverse needs of students, support students with special needs through personalized interventions, and provide targeted feedback for growth and improvement. By exploring new learning models empowered by AI, schools can create an educational ecosystem that promotes equity, engagement, and success for all students.<\/p>\t\t\t\t\n\t\t\t<h2>Policy, Ethical, &amp; Legal Considerations<\/h2>\t\t\n\t\t<p>School leaders must prioritize policy, ethics, and legal considerations when integrating AI into educational practices to create a safe, effective, and inclusive learning environment. Understanding relevant laws, ethical concerns, compliance with data protection regulations, and engaging legal expertise is crucial to protect stakeholders' interests and mitigate potential risks associated with AI integration. Four key areas to explore include:<\/p>\t\t\t\t\n\t\t\t<h3>Develop Policies &amp; Guidelines<\/h3>\t\t\n\t\t<p>Establishing comprehensive policies and guidelines is essential for systematically addressing the ethical, legal, and data privacy dimensions of AI usage. Policies that address plagiarism, authorship, and properties of original work should outline the ethical principles that govern AI integration and guide decision-making processes. They should also address data privacy, informed consent, algorithmic transparency, and accountability issues. By developing clear policies, districts can provide guidance to educators, students, and other stakeholders, ensuring responsible and ethical AI use.<\/p>\t\t\t\t\n\t\t\t<h3>Prioritize Equity<\/h3>\t\t\n\t\t<p>Considerations of equity must be at the forefront of AI integration in education. As AI technologies influence decision-making processes, it is crucial to examine and address potential biases and ensure fairness and equity. Consider how AI tools may impact student access to resources, opportunities, and educational outcomes. By intentionally focusing on equity in AI implementation, districts can minimize disparities and create an inclusive learning environment for all students. Examples of equitable practices include using diverse and representative datasets, regularly evaluating AI systems for bias, and ensuring access to AI tools for all student populations.<\/p>\t\t\t\t\n\t\t\t<h3>Addressing Legal Risks &amp; Challenges<\/h3>\t\t\n\t\t<p>Integrating AI in educational environments brings potential legal risks and challenges that must be proactively addressed. These may include concerns regarding data privacy and security accessibility and the impact of AI on district employment and workforce dynamics. Engaging in risk assessment and mitigation strategies is essential to safeguard students' privacy and ensure the responsible and unbiased use of AI technologies. Districts can build trust and confidence in AI implementation by leveraging legal expertise to identify and address these risks and challenges.<\/p>\t\t\t\t\n\t\t\t<h3>Potential Risks<\/h3>\t\t\n\t\t<ul><li>Without policies and guidelines that are effectively communicated and enacted, schools may be at risk of non-compliance with certain laws and regulations, leading to legal repercussions and reputational damage.<\/li><li>If schools lack proper vetting and oversight, they may be at risk of unauthorized access, data breaches, or misuse of sensitive information, compromising the privacy and security of students and staff.<\/li><li>The absence of policies and guidelines may lead to inconsistency in the selection, implementation, and use of AI tools across schools or districts, hindering equitable and standardized educational experiences for students.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Instructional Framework<\/h2>\t\t\n\t\t<p>It is important to recognize that AI has the potential to support teachers in powerful ways and enable new learning models for students. Educators need to examine and understand how AI can enhance teaching and learning practices while leveraging the distinct human talents of teachers and support staff. New instructional frameworks may develop as districts expand their use of AI tools and resources. The following items deserve focused attention:<\/p>\t\t\t\t\n\t\t\t<h3>Focus on Enhancing Instructional Practices and Efficiency<\/h3>\t\t\n\t\t<p>AI-powered tools have the potential to significantly increase efficiency and enhance instructional practices for educators. By automating routine administrative tasks, such as grading and data analysis, AI frees up valuable time for teachers to focus on higher-order instructional activities that require human expertise, such as providing personalized feedback, fostering creativity, and emotional support. Educators can leverage AI to analyze student data, gain insights into student progress, and make informed decisions to tailor instruction to individual needs. This shift allows teachers to focus more on building relationships with students, facilitating meaningful discussions, and providing personalized guidance.<\/p>\t\t\t\t\n\t\t\t<h3>Consider Pedagogical Changes<\/h3>\t\t\n\t\t<p>The integration of AI in education can foster new learning models that go beyond traditional classroom structures. Intelligent tutoring services powered by AI algorithms can provide personalized learning support, adapting to each student's pace and learning style. AI-based adaptive learning platforms can offer personalized learning pathways, resources, and assessments that cater to student\u2019s unique strengths and areas for growth. These technologies enable students to learn at their own pace, promoting self-directed learning and allowing for greater autonomy in the learning process.<\/p>\t\t\t\t\n\t\t\t<h3>Explore Roles of Educators<\/h3>\t\t\n\t\t<p>With the integration of AI, the role of educators will continue to shift toward being facilitators, mentors, and guides in the learning journey. Educators will play a crucial role in curating and contextualizing educational resources, designing authentic learning experiences, and guiding students' critical thinking and problem-solving skills. They will also continue to provide social and emotional support, fostering collaboration, and creating a supportive learning environment while focusing more on assessing the learning process rather than the output. By embracing AI, educators can leverage technology to amplify their impact and create more personalized and meaningful learning experiences for students.<\/p>\t\t\t\t\n\t\t\t<h3>Potential Risks<\/h3>\t\t\n\t\t<ul><li>School districts may face the challenge of limited instructional leadership to design, implement, and support new learning models that rely on AI technologies. This challenge can be further amplified by the absence of available research on best practices in this field.<\/li><li>The absence of a clear instructional framework can lead to teacher resistance and a lack of buy-in. Teachers may feel overwhelmed or unsure of how to integrate AI tools into their instruction, leading to reluctance and limited adoption.<\/li><li>Failure to align AI integration with the district's educational goals and priorities can result in a fragmented implementation that inadequately addresses student needs and fails to support the desired learning outcomes.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Measuring Student Learning &amp; Assessments<\/h2>\t\t\n\t\t<p>AI has the potential to support and improve the assessment process, enabling educators to holistically evaluate students' knowledge, skills, and competencies. Understanding how AI can promote new assessment practices that go beyond traditional measures and foster a more inclusive and personalized approach to evaluating student progress is important. Key areas to explore further include:<\/p>\t\t\t\t\n\t\t\t<h3>Deepen Analysis of Student Learning<\/h3>\t\t\n\t\t<p>AI integration in assessments can broaden the scope of the evaluation, going beyond rote memorization and standardized tests. By leveraging AI, educators can assess complex skills such as creativity, critical thinking, inventive problem-solving, and the application of knowledge in real-world contexts. AI-powered assessment tools can analyze student responses, identify patterns, and provide insights into students' deeper understanding and higher-order thinking skills. This comprehensive assessment approach can enable educators to gain a more nuanced view of student learning and provide targeted support where needed.<\/p>\t\t\t\t\n\t\t\t<h3>Personalize Feedback through Formative Assessment<\/h3>\t\t\n\t\t<p>AI tools can be effectively integrated into or used to create formative assessments to support learning and provide personalized feedback. AI algorithms can analyze student performance in real-time, identify areas of strength and weakness, and provide tailored feedback to guide students' learning journeys. Through adaptive assessments and AI-powered feedback, students can also receive more immediate guidance and support.<\/p>\t\t\t\t\n\t\t\t<h3>Ensure Fairness &amp; Validity and Minimize Biases<\/h3>\t\t\n\t\t<p>When integrating AI in assessments, it is crucial to address issues of fairness and validity and minimize biases. Educators must leverage AI algorithms that are designed and monitored to ensure that assessments are fair and unbiased across diverse student populations. It is essential to consider cultural, linguistic, and socioeconomic factors to ensure equitable assessment practices for all students. Regular evaluation and calibration of AI systems can help identify and correct potential biases, promoting fairness and ensuring the validity of assessment results.<\/p>\t\t\t\t\n\t\t\t<h3>Promote Student Agency<\/h3>\t\t\n\t\t<p>AI integration in assessments can promote student agency and active participation in the learning process. By leveraging AI-powered tools, students can take a more active role in self-assessment and reflection. The depth of analysis provided by AI-powered systems can empower students to set their own goals, track their progress, and make informed decisions about their learning paths. This increased agency encourages students to take ownership of their learning, promotes metacognition, and fosters a growth mindset.<\/p>\t\t\t\t\n\t\t\t<h3>Potential Risks<\/h3>\t\t\n\t\t<ul><li>At present, the informational output of many generative AI tools can often be unreliable or inaccurate. If assessment practices incorporate their use, especially for grading and feedback, educators will need to closely validate and cross-check that output to avoid errors in assessment outcomes.<\/li><li>The introduction of AI-powered assessments may impact student motivation and engagement. If students perceive assessments as impersonal or solely focused on test performance as measured by an AI system, it may undermine their intrinsic motivation and enthusiasm for learning.<\/li><li>AI-powered assessments primarily rely on standardized metrics and algorithms, which may overlook subjective aspects of student work, such as creativity, originality, or unconventional problem-solving approaches. Districts should preserve assessment methods that recognize students thinking outside the box or expressing themselves uniquely.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Professional Learning<\/h2>\t\t\n\t\t<p>In planning for the integration of AI in school districts, it is crucial to prioritize professional development opportunities that equip educators with the knowledge and skills necessary to effectively leverage AI tools and resources. It is essential to recognize the importance of professional learning in preparing educators in the following ways:<\/p>\t\t\t\t\n\t\t\t<h3>Access a Variety of Professional Learning Opportunities<\/h3>\t\t\n\t\t<p>To support educators in navigating the complexities of AI integration, providing a range of professional development opportunities is vital. These can include workshops, webinars, conferences, and online courses that explore AI concepts, ethics, and practical applications in the classroom. By offering diverse avenues for professional learning, educators can choose the approach that best aligns with their needs and preferences, fostering a culture of continuous growth and innovation.<\/p>\t\t\t\t\n\t\t\t<h3>Empower Educators to Integrate AI Ethically<\/h3>\t\t\n\t\t<p>As AI becomes increasingly prevalent in educational settings, it is imperative to equip educators with the knowledge and skills to teach AI ethics to students. Professional development programs should explore ethical considerations related to AI, such as privacy, bias, and responsible AI use. Educators can then effectively guide students in understanding the implications and ethical dimensions of AI, enabling them to become responsible digital citizens and critical thinkers in an AI-driven world.<\/p>\t\t\t\t\n\t\t\t<h3>Support for Evolving Assessment Strategies<\/h3>\t\t\n\t\t<p>Teachers and other staff will need training on effective strategies to engage students in appropriate ways to learn how they used AI to generate work products, complete assignments, and take tests. Educators will also need assistance in refining and clarifying learning objectives for students when activities or lessons leverage the use of AI tools, as well as in ensuring alignment between learning objectives and the capabilities of different AI tools. Educators should also be provided with opportunities to collaborate to develop rubrics and grading criteria that measure the process of using AI tools for graded work. Furthermore, educators should be supported in using AI tools to develop authentic, project-based assessments that foster higher-order thinking skills and promote student agency.<\/p>\t\t\t\t\n\t\t\t<h3>Leveraging AI for Personalized Professional Learning<\/h3>\t\t\n\t\t<p>AI can play a transformative role in providing personalized professional development solutions for educators. Through AI-powered platforms, educators can access targeted resources, recommendations, and learning pathways that cater to their specific needs and interests. These tools can analyze educators' preferences, areas of expertise, and professional goals to deliver personalized learning experiences, enabling educators to continuously enhance their practice.<\/p>\t\t\t\t\n\t\t\t<h3>Potential Risks<\/h3>\t\t\n\t\t<ul><li>Schools may be unable to allocate sufficient resources, such as funding, time for training, and technological infrastructure, leaving educators without the necessary support to effectively integrate AI into their teaching practices<\/li><li>As with any professional development, without continuous follow-up, coaching, and feedback, the knowledge and skills acquired during professional development sessions may not be effectively translated into practice.<\/li><li>AI-focused professional development initiatives should align with the district's strategic goals. Lack of professional development can lead to missed opportunities for pedagogical innovation. Teachers may not be aware of the full potential of AI tools or how to creatively integrate them into instruction, limiting their ability to leverage AI for improved teaching and learning outcomes.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Student Use<\/h2>\t\t\n\t\t<p>As schools explore the potential of AI technologies to enhance learning experiences, it is essential to understand how students will engage with AI tools and systems. Educators need to prioritize how students will use AI and empower them to use it responsibly in the following areas:<\/p>\t\t\t\t\n\t\t\t<h3>Introduce Students to Basic AI Concepts and Applications<\/h3>\t\t\n\t\t<p>To adequately prepare students for an increasingly automated AI-driven world, it is crucial to cultivate their AI literacy by introducing them to fundamental concepts and applications in this field. This can be done through age-appropriate activities, interactive demonstrations, and engaging discussions. By building a foundational understanding of AI, students can develop the necessary knowledge and skills to be active participants in shaping the future of AI technologies.<\/p>\t\t\t\t\n\t\t\t<h3>Provide Access for Students<\/h3>\t\t\n\t\t<p>Planning for the integration of AI should prioritize accessibility to ensure that all students, regardless of their backgrounds or abilities, can engage meaningfully with AI tools and resources. This includes providing inclusive and accessible platforms, accommodating diverse learning preferences, and addressing access gaps to ensure equitable access for all students. By promoting accessibility, we can foster an inclusive learning environment where every student can benefit from AI technologies.<\/p>\t\t\t\t\n\t\t\t<h3>Establish Expectations for Ethical AI Use<\/h3>\t\t\n\t\t<p>Ethics play a critical role in the use of AI technologies. It is essential to establish guidelines and set expectations for ethical AI use, encouraging students to consider the social and ethical implications of AI applications. This can include discussions on privacy, bias, and the responsible use of AI tools. By providing clear guidelines, students can develop a sense of digital citizenship and responsible AI usage.<\/p>\t\t\t\t\n\t\t\t<h3>Provide Resources to Understand Capabilities and Limitations<\/h3>\t\t\n\t\t<p>To support students in understanding the capabilities and limitations of AI technologies, it is important to provide resources that address these topics. This can include informational materials, videos, and interactive platforms that provide prompt generation support and facilitate critical thinking and reflection. Equipping students with knowledge about AI capabilities and limitations allows them to make informed decisions and navigate the AI landscape responsibly.<\/p>\t\t\t\t\n\t\t\t<h3>Assess Understanding of Responsible Practice<\/h3>\t\t\n\t\t<p>Assessing students' understanding of responsible AI practice is crucial in the integration process. Strategies such as project-based assessments, collaborative discussions, and reflections can provide insights into students' comprehension and application of ethical AI use. By incorporating these assessment strategies, educators can ensure that students have not only knowledge of AI concepts but also the skills to use AI responsibly.<\/p>\t\t\t\t\n\t\t\t<h3>Potential Risks<\/h3>\t\t\n\t\t<ul><li>Districts should avoid the perception of overreliance on AI tools or of constant monitoring by AI systems with which students interact, which could create stress, anxiety, or a sense of surveillance.<\/li><li>Educators will need to continue to provide outlets for creative and original thinking by students, perhaps in the form of system prompts rather than system outputs, and avoid overreliance on what is produced by generative AI systems.<\/li><li>Some AI tools are designed to provide tailored and personalized recommendations based on past preferences and patterns. While this can be beneficial, it also limits the element of surprise, serendipity, and unexpected discoveries that can arise from unanticipated learning experiences.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Business &amp; Technology Operations<\/h2>\t\t\n\t\t<p>AI has the potential to significantly impact the business and technology operations of schools, revolutionizing administrative processes and enhancing efficiency. By embracing AI, schools can transform their business operations, freeing up valuable time and resources to focus on their core mission of delivering quality education. Successful integration of AI into school districts requires access to a robust technology ecosystem and a skilled staff capable of effectively implementing, managing and supporting AI-driven initiatives.<\/p>\t\t\t\t\n\t\t\t<h3>Streamline Technology Operations<\/h3>\t\t\n\t\t<p>AI has the potential to help streamline school technology operations by providing faster assistance in the troubleshooting of technical issues, answering common questions, and offering personalized guidance and feedback for technology users. It may also help school technology departments evaluate and select the most appropriate and effective edtech tools for their context by providing insights and data analysis around technology use.<\/p>\t\t\t\t\n\t\t\t<h3>Optimize Business Functions<\/h3>\t\t\n\t\t<p>AI offers immense potential to optimize various business functions within school districts. AI can streamline processes, enhance accuracy, and drive cost savings in areas ranging from facilities management to transportation logistics. AI can transform operations by automating tasks like data entry, audit reporting, course scheduling, invoice processing, budget tracking, and purchase order generation. By leveraging AI for financial management and procurement, school districts can experience a holistic improvement of their operations, leading to better resource utilization, enhanced transparency, and improved overall efficiency.<\/p>\t\t\t\t\n\t\t\t<h3>Enhance Human Resources<\/h3>\t\t\n\t\t<p>AI technologies can support human resources functions by automating administrative tasks, such as employee onboarding and leave management. AI-powered chatbots have the potential to provide quick and accurate responses to employee inquiries, freeing HR staff to focus on strategic initiatives such as talent development and retention. Additionally, AI tools can help analyze workforce data, identify trends, and inform strategic workforce planning.<\/p>\t\t\t\t\n\t\t\t<h3>Explore Data Analysis and Reporting<\/h3>\t\t\n\t\t<p>AI can revolutionize data analysis and reporting within school districts, enabling educators and administrators to gain deeper insights from large volumes of data. AI-powered analytics tools can process and analyze data quickly, identifying patterns and trends that can inform decision-making and shape student and professional learning practices. By harnessing AI for data analysis and reporting, school districts can make data-informed decisions that lead to improved student outcomes.<\/p>\t\t\t\t\n\t\t\t<h3>Potential Risks<\/h3>\t\t\n\t\t<ul><li>Automation of certain tasks may lead to rethinking of current staffing models or require reskilling and upskilling of staff to adapt to new roles.<\/li><li>Integration of AI-powered tools and systems can require robust technical infrastructure, including reliable networks, hardware, and software. Systems currently in place may need examination and overhauling before integrating AI into critical business operations to avoid technical glitches or system failures.<\/li><li>As schools rely on external vendors or service providers for AI solutions, it is crucial to assess the vendor's reputation, reliability, and long-term viability to avoid potential disruptions or discontinuation of services.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Outreach<\/h2>\t\t\n\t\t<p>Effective outreach and communications are vital when school districts plan to integrate AI to support teaching, learning, and operations. Transparent and proactive communication with stakeholders, including teachers, students, parents, and the wider community, helps build trust, address concerns, and foster support for AI initiatives. The following items can be used to build a strong outreach plan:<\/p>\t\t\t\t\n\t\t\t<h3>Create Effective Communication and Engagement<\/h3>\t\t\n\t\t<p>Clear and transparent communication is crucial in gaining support and understanding from stakeholders including school board members, parents and other community members. District leaders should proactively initiate conversations and invite dialogue, providing accurate and accessible information about the integration of AI in teaching, learning, and business operations. Regular updates through newsletters, board and community meetings, and digital platforms can help disseminate information and answer questions from parents and stakeholders.<\/p>\t\t\t\t\n\t\t\t<h3>Gauge Community Readiness<\/h3>\t\t\n\t\t<p>Before implementing AI initiatives, it is essential to gauge the readiness and acceptance of the community. Conducting surveys, focus groups, or town hall meetings can provide valuable insights into the community's expectations, concerns, and aspirations. This information can guide the planning process, allowing districts to tailor AI integration efforts to meet the specific needs and values of the community.<\/p>\t\t\t\t\n\t\t\t<h3>Build Awareness and Address Concerns and Misconceptions<\/h3>\t\t\n\t\t<p>To ensure that parents and stakeholders have a basic understanding of AI and its benefits in education, districts can provide awareness training in the form of workshops, informational sessions, or panel discussions. These training sessions can cover AI concepts, applications in teaching and learning, and potential implications for business operations. AI implementation may also generate concerns and misconceptions within the school community. It is crucial for district leaders to address these concerns and provide accurate information to alleviate fears and misconceptions. By providing these opportunities, districts can create a platform for open dialogue, allowing parents and stakeholders to voice their concerns and receive\u00a0 information about the potential benefits and ethical considerations of AI integration.<\/p>\t\t\t\t\n\t\t\t<h3>Potential Risks<\/h3>\t\t\n\t\t<ul><li>As with any school district initiative, community stakeholders will have differing expectations, values, and priorities when it comes to AI integration in schools. Leaders will need to balance diverse perspectives and reconcile conflicting expectations where they arise.<\/li><li>In the excitement of AI integration, there may be a risk of overpromising the benefits or capabilities of AI technologies. Setting unrealistic expectations among community stakeholders can lead to disappointment or disillusionment if the actual outcomes fall short.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Conclusion<\/h2>\t\t\n\t\t<p>Planning for the integration of AI in school districts is crucial to harness its potential for supporting teaching, learning, and business operations. Throughout this planning guide, we have explored various aspects of AI integration, emphasizing the importance of leadership and vision, policy and ethical considerations, instructional frameworks, assessments, professional development, student use, business operations, and outreach.<\/p><p>By aligning AI efforts with the district's strategic priorities and vision for the future of learning, district leaders can create a roadmap that maximizes the benefits of AI while preserving the distinct human talents of educators and support staff. The integration of AI holds great promise in transforming traditional learning models and fostering personalized instruction for all students, leading to increased inclusion, creativity, critical thinking, and problem-solving skills.<\/p><p>However, addressing potential risks, challenges, and ethical considerations associated with AI implementation is essential. District leaders are encouraged to assess their own systems using the AI Integration Framework for School Districts and identify appropriate next steps for effective integration. This should include the development of comprehensive policies, guidelines, and legal frameworks to ensure the responsible and unbiased use of AI while also prioritizing equity, data privacy, and valid assessments. They must also provide educators with professional development opportunities to enhance their understanding and skills in utilizing AI tools effectively.<\/p><p>The future of AI in education and operations is filled with immense possibilities. By embracing AI technologies and harnessing their power, we can unlock new frontiers of teaching, learning, and operational efficiencies. Let us come together as visionary leaders to plan, implement, and leverage AI in ways that positively impact the lives of our students, educators, and communities.<\/p>\t\t\t\t\n\t\t\t<h2>Appendix<\/h2>\t\t\n\t\t\t\t\t\t<details id=\"appendix-a\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"appendix-a\">\n\t\t\t\t\t<h3> Appendix A: Policy Considerations <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>School district leaders and board members should first consider the goals and desired outcomes for any policies and guidelines that may be enacted, including the level at and frequency with which staff members and students at any level are using AI-driven tools. Districts will likely need to implement policies that address or take into consideration the following questions:<\/p><ul><li><strong>How will AI integration align with the district&#8217;s educational goals and values?<\/strong> Understanding the alignment with the district&#8217;s vision will ensure that AI serves the best interests of students and the community.<\/li><li><strong>How will AI be used in the classroom, and how will it support student learning?<\/strong> Understanding the specific applications and benefits of AI in the educational context is essential for making informed decisions.<\/li><li><strong>What data will be collected, and how will it be used and protected?<\/strong> School board members must inquire about the types of data AI systems will collect and ensure adequate data protection measures are in place.<\/li><li><strong>How will teachers be involved in AI integration, and what professional development will be provided?<\/strong> Inquiring about teacher involvement and training opportunities ensures educators are prepared to utilize AI tools effectively.<\/li><li><strong>What privacy protocols are in place to protect student and staff data?<\/strong> Policies concerning privacy measures will help leaders assure the community that data security is a top priority.<\/li><li><strong>What ethical guidelines will govern the use of AI?<\/strong> Inquiring about ethical considerations will demonstrate the board&#8217;s commitment to responsible AI integration.<\/li><li><strong>How will the accuracy, reliability and bias of AI output be assessed?<\/strong> Unreliable AI systems can lead to incorrect assessments and hinder students&#8217; learning progress. Leaders should Implement strategies to minimize bias in AI systems, such as regular audits and evaluations of algorithms, diversifying datasets, and involving diverse perspectives in system design.<\/li><li><strong>How will stakeholders remain informed about the design and intended use of AI tools?<\/strong> Encourage transparency by promoting the disclosure of AI algorithms used in educational systems to address concerns related to bias and fairness.<\/li><li><strong>What processes will be in place for stakeholders to demonstrate consent for use of these tools?<\/strong> Develop guidelines for obtaining informed consent from students and parents when using AI technologies that may collect personal data or make decisions impacting students&#8217; educational journeys.<\/li><\/ul><p>Leaders should also focus on their roles as risk assessors, employing an approach that identifies the risks of any practices that could be foreseen under enacted policies, and attempt to mitigate those risks where possible. As the use of AI in education is also currently raising many ethical and legal concerns, district leaders should consult with their legal counsel and policy advisers to craft policies and guidelines that ensure AI can be used in a safe and ethical way while providing benefit to the district at-large.<\/p><p>While district and board policies may provide broad direction, there will also likely be a need for additional guidelines at the building, department, and classroom levels based on contextual need. It will be essential for school leaders to support the development of these policies by staying informed of emerging practices and ensuring guidelines are consistent and aligned with the district\u2019s broader policies and goals.<\/p><p>Lastly, school leaders will need to continuously update policies while engaging in communication and dialogue with district stakeholders and community members. Sharing draft updates with stakeholders, inviting comment and feedback, and taking into account evaluation data and other factors will ensure that policies stay relevant, aligned, reflective of stakeholder needs and able to mitigate risks.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t<p>School district leaders and board members should first consider the goals and desired outcomes for any policies and guidelines that may be enacted, including the level at and frequency with which staff members and students at any level are using AI-driven tools. Districts will likely need to implement policies that address or take into consideration the following questions:<\/p><ul><li><strong>How will AI integration align with the district's educational goals and values?<\/strong> Understanding the alignment with the district's vision will ensure that AI serves the best interests of students and the community.<\/li><li><strong>How will AI be used in the classroom, and how will it support student learning?<\/strong> Understanding the specific applications and benefits of AI in the educational context is essential for making informed decisions.<\/li><li><strong>What data will be collected, and how will it be used and protected?<\/strong> School board members must inquire about the types of data AI systems will collect and ensure adequate data protection measures are in place.<\/li><li><strong>How will teachers be involved in AI integration, and what professional development will be provided?<\/strong> Inquiring about teacher involvement and training opportunities ensures educators are prepared to utilize AI tools effectively.<\/li><li><strong>What privacy protocols are in place to protect student and staff data?<\/strong> Policies concerning privacy measures will help leaders assure the community that data security is a top priority.<\/li><li><strong>What ethical guidelines will govern the use of AI?<\/strong> Inquiring about ethical considerations will demonstrate the board's commitment to responsible AI integration.<\/li><li><strong>How will the accuracy, reliability and bias of AI output be assessed?<\/strong> Unreliable AI systems can lead to incorrect assessments and hinder students' learning progress. Leaders should Implement strategies to minimize bias in AI systems, such as regular audits and evaluations of algorithms, diversifying datasets, and involving diverse perspectives in system design.<\/li><li><strong>How will stakeholders remain informed about the design and intended use of AI tools?<\/strong> Encourage transparency by promoting the disclosure of AI algorithms used in educational systems to address concerns related to bias and fairness.<\/li><li><strong>What processes will be in place for stakeholders to demonstrate consent for use of these tools?<\/strong> Develop guidelines for obtaining informed consent from students and parents when using AI technologies that may collect personal data or make decisions impacting students' educational journeys.<\/li><\/ul><p>Leaders should also focus on their roles as risk assessors, employing an approach that identifies the risks of any practices that could be foreseen under enacted policies, and attempt to mitigate those risks where possible. As the use of AI in education is also currently raising many ethical and legal concerns, district leaders should consult with their legal counsel and policy advisers to craft policies and guidelines that ensure AI can be used in a safe and ethical way while providing benefit to the district at-large.<\/p><p>While district and board policies may provide broad direction, there will also likely be a need for additional guidelines at the building, department, and classroom levels based on contextual need. It will be essential for school leaders to support the development of these policies by staying informed of emerging practices and ensuring guidelines are consistent and aligned with the district\u2019s broader policies and goals.<\/p><p>Lastly, school leaders will need to continuously update policies while engaging in communication and dialogue with district stakeholders and community members. Sharing draft updates with stakeholders, inviting comment and feedback, and taking into account evaluation data and other factors will ensure that policies stay relevant, aligned, reflective of stakeholder needs and able to mitigate risks.<\/p>\t\t\t\t\n\t\t\t\t\t\t<details id=\"appendix-b\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"appendix-b\">\n\t\t\t\t\t<h3> Appendix B: Recommended Language for Existing AUP <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>This addendum to the School District&#8217;s Acceptable Use Policy (AUP) aims to address the responsible and ethical use of Artificial Intelligence (AI) technologies within our educational environment. AI technologies have the potential to enhance teaching, learning, and administrative operations, but it is crucial to establish guidelines that ensure the ethical and responsible use of these tools. This addendum is intended to supplement the existing AUP and provide specific guidance related to AI usage. All users, including students, staff, and administrators, are expected to adhere to these guidelines when utilizing AI technologies within the school district.<\/p><ul><li><strong>Policy Statement: Responsible Use of AI:<\/strong> Users must use AI technologies in a responsible and ethical manner, respecting the rights and privacy of individuals and ensuring compliance with applicable laws and regulations.<\/li><li><strong>Data Privacy and Security:<\/strong> Users must protect the privacy and security of personal and confidential data when using AI tools. It is important to ensure that any data collected or processed by AI technologies are securely stored, transmitted, and used in accordance with relevant data protection laws and district policies.<\/li><li><strong>Bias and Fairness:<\/strong> Users must be aware of the potential biases that can exist within AI technologies and take measures to minimize their impact. When using AI tools for decision-making processes, users must ensure fairness and equity, considering the potential implications for diverse student populations.<\/li><li><strong>Transparency and Explainability:<\/strong> Users must prioritize the transparency and explainability of AI systems, particularly when they have a significant impact on students or staff. Clear explanations should be provided to help users understand how AI technologies operate and the reasoning behind their outcomes.<\/li><li><strong>Ethical Considerations:<\/strong> Users must consider the ethical implications of AI technologies, including issues related to privacy, consent, dignity, and the well-being of individuals. It is important to foster a culture that encourages thoughtful discussions and critical thinking around the ethical dimensions of AI.<\/li><li><strong>Educational Purpose:<\/strong> The use of AI technologies should align with the district\u2019s educational goals and objectives. Users should prioritize educational outcomes, personalized learning, and pedagogical effectiveness when integrating AI tools into instructional practices.<\/li><li><strong>Professional Development:<\/strong> Users should receive ongoing professional development opportunities to enhance their understanding of AI technologies and their effective integration into teaching and administrative practices. These opportunities should address topics such as AI ethics, bias mitigation, and effective instructional strategies.<\/li><li><strong>Compliance with Existing Policies:<\/strong> The use of AI technologies must comply with all existing district policies, including but not limited to the AUP, data privacy policies, and student code of conduct. Users are responsible for familiarizing themselves with these policies and ensuring compliance.<\/li><\/ul><p>By incorporating this AI addendum into the existing AUP, the school district aims to provide a framework that promotes the responsible and ethical use of AI technologies. This addendum seeks to balance the benefits of AI integration with the safeguarding of student privacy, fairness, and transparency. It is essential for all users to understand and adhere to these guidelines to create a safe, inclusive, and responsible AI-enabled learning environment.<\/p><p><em><strong>NOTE:<\/strong> The school district should review and customize the sample language to align with their specific policies, legal requirements, and educational context.<\/em><\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t<p>This addendum to the School District's Acceptable Use Policy (AUP) aims to address the responsible and ethical use of Artificial Intelligence (AI) technologies within our educational environment. AI technologies have the potential to enhance teaching, learning, and administrative operations, but it is crucial to establish guidelines that ensure the ethical and responsible use of these tools. This addendum is intended to supplement the existing AUP and provide specific guidance related to AI usage. All users, including students, staff, and administrators, are expected to adhere to these guidelines when utilizing AI technologies within the school district.<\/p><ul><li><strong>Policy Statement: Responsible Use of AI:<\/strong> Users must use AI technologies in a responsible and ethical manner, respecting the rights and privacy of individuals and ensuring compliance with applicable laws and regulations.<\/li><li><strong>Data Privacy and Security:<\/strong> Users must protect the privacy and security of personal and confidential data when using AI tools. It is important to ensure that any data collected or processed by AI technologies are securely stored, transmitted, and used in accordance with relevant data protection laws and district policies.<\/li><li><strong>Bias and Fairness:<\/strong> Users must be aware of the potential biases that can exist within AI technologies and take measures to minimize their impact. When using AI tools for decision-making processes, users must ensure fairness and equity, considering the potential implications for diverse student populations.<\/li><li><strong>Transparency and Explainability:<\/strong> Users must prioritize the transparency and explainability of AI systems, particularly when they have a significant impact on students or staff. Clear explanations should be provided to help users understand how AI technologies operate and the reasoning behind their outcomes.<\/li><li><strong>Ethical Considerations:<\/strong> Users must consider the ethical implications of AI technologies, including issues related to privacy, consent, dignity, and the well-being of individuals. It is important to foster a culture that encourages thoughtful discussions and critical thinking around the ethical dimensions of AI.<\/li><li><strong>Educational Purpose:<\/strong> The use of AI technologies should align with the district\u2019s educational goals and objectives. Users should prioritize educational outcomes, personalized learning, and pedagogical effectiveness when integrating AI tools into instructional practices.<\/li><li><strong>Professional Development:<\/strong> Users should receive ongoing professional development opportunities to enhance their understanding of AI technologies and their effective integration into teaching and administrative practices. These opportunities should address topics such as AI ethics, bias mitigation, and effective instructional strategies.<\/li><li><strong>Compliance with Existing Policies:<\/strong> The use of AI technologies must comply with all existing district policies, including but not limited to the AUP, data privacy policies, and student code of conduct. Users are responsible for familiarizing themselves with these policies and ensuring compliance.<\/li><\/ul><p>By incorporating this AI addendum into the existing AUP, the school district aims to provide a framework that promotes the responsible and ethical use of AI technologies. This addendum seeks to balance the benefits of AI integration with the safeguarding of student privacy, fairness, and transparency. It is essential for all users to understand and adhere to these guidelines to create a safe, inclusive, and responsible AI-enabled learning environment.<\/p><p><em><strong>NOTE:<\/strong> The school district should review and customize the sample language to align with their specific policies, legal requirements, and educational context.<\/em><\/p>\t\t\t\t\n\t\t\t\t\t\t<details id=\"appendix-c\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"appendix-c\">\n\t\t\t\t\t<h3> Appendix C: Key Action Considerations &amp; Discussion Prompts <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t\t\t\t\t\t<p>AI has the potential to help streamline school technology operations by providing faster assistance in the troubleshooting of technical issues, answering common questions, and offering personalized guidance and feedback for technology users. It may also help school technology departments evaluate and select the most appropriate and effective edtech tools for their context by providing insights and data analysis around technology use.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Develop a Clear Vision for AI Integration:<\/strong> Educators should actively engage in developing a clear vision for AI integration within their school or district. This involves envisioning how AI can support teaching, learning, and business operations in alignment with the district\u2019s strategic goals and priorities. Educators should collaborate with administrators, instructional leaders, and stakeholders to identify specific areas where AI can enhance educational outcomes and operational efficiency. Educators can effectively guide the planning and implementation of AI initiatives by developing a shared vision.<\/li><li><strong>Foster a Culture of Innovation and Collaboration:<\/strong> Educators should foster a culture of innovation and collaboration to support AI integration. This involves creating opportunities for educators to explore AI technologies, share best practices, and learn from experimentation. By nurturing a culture that values innovation and collaboration, educators can continuously work toward the successful integration of AI in teaching, learning, and business operations.<\/li><li><strong>Advocate for Professional Learning and Support:<\/strong> Educators should advocate for professional learning and support to ensure they have the knowledge and skills to effectively leverage AI in their instructional practices. This includes seeking professional development opportunities focusing on AI concepts, tools, and pedagogical approaches. Educators should also advocate for ongoing support, such as coaching or mentoring, to navigate the challenges and complexities associated with AI integration. Educators can build their confidence and competence in utilizing AI to enhance teaching and learning experiences by advocating for professional learning and support.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can AI effectively support our district\u2019s teaching, learning, and operational functions while aligning with our educational goals and values?<\/li><li>What are the potential benefits, risks, and feasibility considerations associated with implementing AI tools in our educational environment?<\/li><li>How can we assess the feasibility, impact, and alignment of AI technologies with our district\u2019s educational goals and values?<\/li><li>What strategic priorities, resources, infrastructure, and partnerships are necessary to support the successful integration of AI in teaching, learning, and operations?<\/li><li>How can we prepare to address possible concerns from various stakeholders about the use of AI in our school district?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Planning for policy, ethical, and legal considerations is essential when integrating AI in school districts. Districts can navigate the ethical dimensions of AI usage by addressing potential risks and challenges, ensuring equitable access, and establishing comprehensive policies and guidelines.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Establish Ethical Guidelines and Policies for AI Use:<\/strong> Educators should actively participate in establishing ethical guidelines for AI use within their school or district. This involves collaborating with administrators, policymakers, and stakeholders to develop policies and guidelines that ensure responsible and equitable AI practices. Educators should advocate for privacy protection, data security, transparency in algorithmic decision-making, and mitigating bias in AI systems. By actively contributing to the development of ethical guidelines, educators can ensure that AI integration aligns with the values and priorities of the school community.<\/li><li><strong>Promote Digital Citizenship and Responsible AI Use:<\/strong> Educators play a critical role in fostering digital citizenship and promoting responsible AI use among students. They should incorporate AI education into their curriculum to help students understand the ethical implications, benefits, and limitations of AI. Educators should engage students in discussions about privacy, bias, fairness, and the responsible use of AI technologies. By empowering students with the knowledge and skills to navigate the ethical considerations surrounding AI, educators can prepare them to be responsible and informed digital citizens.<\/li><li><strong>Stay Informed about Legal and Regulatory Developments:<\/strong> Educators should stay informed about legal and regulatory developments related to AI in education. They should actively seek information about local, state, and federal policies that impact AI use in schools. Educators should engage in professional development opportunities, attend conferences, and join professional networks to stay abreast of emerging legal and regulatory frameworks. By staying informed, educators can ensure compliance with legal requirements and proactively address any potential challenges or risks associated with AI integration.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>What are the potential risks, challenges, and ethical considerations associated with implementing AI in teaching, learning, and operations?<\/li><li>How can we ensure equitable access to AI tools, considering all student populations\u2019 <br \/>socioeconomic status and special needs?<\/li><li>What policies, guidelines, and legal considerations should be in place to address the ethical, legal, and data privacy dimensions of AI usage?<\/li><li>How can we establish comprehensive policies and ethical guidelines to govern the responsible and unbiased use of AI across diverse student populations?<\/li><li>How will we monitor and evaluate the impact of AI implementation on equity, access, and student outcomes while fostering a culture of accountability, transparency, and continuous improvement in our district\u2019s AI policies and practices?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Planning for AI integration within an instructional framework should consider the transformative potential of AI in changing the role of traditional teachers and fostering new learning models. By enhancing productivity and embracing the evolving role of educators, districts can create learning environments that empower students, promote self-directed learning, and foster collaboration and critical thinking.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Consider New Pedagogical Approaches:<\/strong> Educators should explore the ways in which their pedagogical approach may evolve as a result of integrating AI into teaching and learning. Educators will likely have more time to focus on tasks that require human judgment and creativity, such as developing relationships with students and designing engaging learning experiences individualized to different aptitudes and interests. Pedagogical approaches may also evolve to be more inquiry-based, allowing students to be more actively involved in their own learning by asking questions, conducting research, and collaborating with others to solve problems.<\/li><li><strong>Personalize Learning Experiences with AI:<\/strong> Educators should explore how AI can be used to personalize student learning experiences. They can leverage AI-powered tools and platforms to provide adaptive learning pathways, tailored resources, and personalized feedback. Educators should consider how AI can support differentiated instruction, facilitate individualized learning plans, and address the diverse needs and interests of students. By embracing AI for personalized learning, educators can create engaging and effective learning environments that meet the unique needs of every student.<\/li><li><strong>Assess and Evaluate AI Integration:<\/strong> Educators should actively assess and evaluate the impact of AI integration in the instructional framework. They should collect and analyze student engagement, achievement, and progress data to determine the effectiveness of AI-powered tools and strategies. By regularly monitoring and evaluating the outcomes of AI integration, educators can make informed decisions on refining and improving instructional practices to maximize the benefits for students.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can educators effectively integrate AI-powered tools to enhance productivity and instructional practices while maintaining their role as facilitators and mentors?<\/li><li>What opportunities and support can be provided to educators for exploring the changing role of traditional teachers in AI-driven learning models?<\/li><li>How can we ensure that AI technologies are being used to enhance rather than replace existing teaching practices?<\/li><li>How can educators be prepared to adapt to new learning models that leverage AI and foster personalized instruction?<\/li><li>What strategies can be implemented to balance AI-driven instruction and the human connection and support teachers provide?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Planning for the integration of AI in measuring student learning and assessments can lead to more comprehensive, personalized, and inclusive evaluation practices. By leveraging AI systems, districts can enhance assessment practices, empower students, and support their growth and achievement.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Redesign Assessment Practices:<\/strong> Educators should redesign assessment practices to align with the capabilities and potential of AI. They should explore innovative assessment methods that leverage AI technologies to holistically evaluate student learning experiences. This includes assessing not only content knowledge but also mastery of skills such as creativity, critical thinking, problem-solving, and the application of knowledge in real-world contexts. By incorporating AI-powered tools and techniques, educators can gather richer data on student performance and gain deeper insights into their strengths and areas for growth.<\/li><li><strong>Leverage Personalized Feedback and Support:<\/strong> Educators should leverage AI to personalize student feedback and support. AI-powered tools can provide immediate and targeted feedback, allowing students to understand their progress and make necessary adjustments. Educators can also use AI to identify areas where students may need additional support or intervention and provide personalized resources and recommendations. By using AI to personalize feedback and support, educators can better meet students\u2019 individual learning needs and promote their continuous growth.<\/li><li><strong>Address Equity and Bias:<\/strong> Educators should address equity and bias in AI-driven assessments. They should critically examine the data and algorithms used in AI assessment tools to ensure fairness, validity, and minimize biases. It is important to consider how AI may perpetuate existing inequities or create new ones. Educators should strive for transparency and inclusivity in the design and implementation of AI-driven assessments and actively involve diverse stakeholders to provide input and perspectives. By addressing equity and bias, educators can ensure that AI-powered assessments promote equitable opportunities for all students.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can AI tools be effectively integrated into formative assessments to support learning and provide personalized feedback?<\/li><li>What opportunities and support can be provided to educators for exploring and experimenting with AI tools in assessment practices?<\/li><li>How can AI tools assist educators in analyzing assessment data to gain insights for instructional improvement?<\/li><li>What strategies and considerations should be employed to ensure fairness, validity, and minimize biases when using AI tools for an assessment?<\/li><li>How are educators and students collaboratively using AI to create comprehensive, adaptive, and authentic assessments that promote higher-order thinking skills, student agency, and holistic learning experiences?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Prioritizing professional development is crucial. Offering diverse opportunities for educators to learn about AI concepts and practical applications fosters a culture of growth and innovation. Equipping educators with the knowledge of AI ethics enables them to teach students responsible AI use. By utilizing AI for personalized professional development, educators can continuously enhance their practice and stay current with emerging AI technologies.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Promote Teamwork and Communities of Practice:<\/strong> By engaging in collaborative discussions and sharing resources, educators can learn from one another in their exploration of innovative ways to leverage AI for teaching, learning, and business operations. This can be achieved through professional learning communities, online forums, conferences, and workshops. Such collaboration should also promote the exchange of diverse perspectives and opinions.<\/li><li><strong>Integrate AI Ethics into Professional Development:<\/strong> Educators should prioritize the integration of AI ethics into their professional development programs. As AI becomes more prevalent in educational settings, educators must be equipped with the knowledge and skills to teach students about responsible AI use, ethical considerations, and potential societal impacts. Professional development should include opportunities to explore ethical frameworks, discuss AI-related dilemmas, and develop strategies to engage students in critical discussions about AI ethics. Educators can ensure that students become responsible and informed AI users by integrating AI ethics into professional development.<\/li><li><strong>Engage in Action Research and Experimentation:<\/strong> Educators should engage in action research and experimentation to explore the possibilities of AI in their teaching practice. They should embrace a mindset of curiosity, innovation, and willingness to try new approaches. This can involve experimenting with AI-powered tools, exploring new instructional strategies, and collecting data to evaluate the impact of AI on student learning outcomes. By engaging in action research, educators can contribute to the growing body of knowledge about AI integration in education and refine their instructional practices to optimize the benefits of AI for their students.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can professional development opportunities be tailored to educators\u2019 needs to enhance their understanding and skills in utilizing AI tools?<\/li><li>What strategies can be employed to encourage educators to seek independent training on AI-related topics?<\/li><li>How can awareness among educators about the potential benefits and ethical considerations of AI in teaching and learning be raised?<\/li><li>How can collaboration and knowledge sharing be facilitated among educators to promote the effective integration of AI tools in their practice?<\/li><li>What resources and supports can be provided to assist educators in incorporating AI tools into their instructional approaches and addressing challenges they may face?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t\t\t\t\t\t<p>Planning for student use of AI is essential for empowering learners in an AI-driven world. By introducing students to AI concepts, promoting accessibility, establishing guidelines for ethical AI use, and assessing students\u2019 understanding of responsible practice, school districts can ensure that students are prepared to navigate the complexities of AI technologies.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Introduce AI Concepts and Applications:<\/strong> Educators should introduce students to basic AI concepts and applications to build their understanding of this emerging technology. This can include providing age-appropriate resources, effective AI prompt writing activities, interactive activities, and discussions that explore the potential and limitations of AI. By fostering AI literacy among students, educators can empower them to become informed users and critical thinkers in an AI-driven world.<\/li><li><strong>Promote Ethical AI Use:<\/strong> Educators should establish guidelines and promote ethical AI use among students. This includes discussing responsible practices, privacy considerations, and the potential biases and limitations of AI algorithms. Educators should encourage students to question and evaluate AI-generated content, engage in respectful online behavior, and be mindful of the ethical implications of AI usage. By promoting ethical AI use, educators can help students become responsible digital citizens and navigate the ethical challenges associated with AI technologies.<\/li><li><strong>Provide Resources to Understand Risks and Limitations:<\/strong> Educators should provide students with resources and tools to understand the risks and limitations of AI. This can involve curating reliable sources, online platforms, and interactive simulations that allow students to explore the ethical, social, and economic implications of AI. By equipping students with knowledge and critical thinking skills, educators can empower them to make informed decisions about AI use and navigate potential challenges.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can students be introduced to AI concepts and applications in an engaging and accessible manner?<\/li><li>What opportunities can be created for students to explore the ethical considerations of AI and engage in discussions on responsible AI use?<\/li><li>How can educators collaborate with students to develop responsible and ethical AI use guidelines?<\/li><li>What resources can be provided to help students understand the risks and limitations of AI technologies?<\/li><li>How can students\u2019 initial engagement with AI be assessed, and constructive feedback be provided considering their limited understanding of responsible practice?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t\t\t\t\t\t<p>School districts can improve operational effectiveness and strategically allocate resources by optimizing financial management, streamlining procurement processes, enhancing human resources, and leveraging AI for data analysis and reporting.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Identify Areas for Optimization:<\/strong> Administrators should identify areas within the district\u2019s business operations that can benefit from AI integration. This may include financial management, procurement, facilities management, data analysis and reporting, transportation and logistics, and customer service. By identifying areas for optimization, educators can streamline processes, improve efficiency, and allocate resources more effectively.<\/li><li><strong>Explore AI Solutions and Tools:<\/strong> Administrators should research and explore AI solutions and tools that can support the district\u2019s business operations. This may involve leveraging AI-powered software, automation tools, data analytics platforms, or machine learning algorithms. By keeping abreast of technological advancements, educators can identify AI solutions that align with the district\u2019s needs and goals, ultimately enhancing business operations\u2019 efficiency and effectiveness.<\/li><li><strong>Plan for Implementation and Training:<\/strong> Educators should develop a comprehensive plan for implementing AI solutions to support teaching, learning, and business operations. This plan should include considerations for infrastructure requirements, data management, staff training, and ongoing support. By proactively planning for implementation and training, educators can ensure a smooth transition and maximize the benefits of AI integration in business operations.<\/li><li><strong>Ensure Technology Ecosystem Can Support AI:<\/strong> Administrators should take steps to review the technology ecosystem needed to support A-I integration district-wide. If needed, they should make updates to the networking infrastructure, devices, software, and data security measures needed to support AI integration for educational purposes as well as for business operations.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can AI be effectively used to streamline and automate basic financial processes in the district\u2019s business operations?<\/li><li>What considerations should be considered when exploring the automation of routine administrative tasks using AI, including benefits and challenges?<\/li><li>How can the district cultivate a culture of innovation and openness to AI adoption among staff involved in business operations?<\/li><li>How can the district assess and evaluate the initial implementation of AI in business operations to identify areas for improvement and further exploration?<\/li><li>Is the district\u2019s technology ecosystem capable of supporting a districtwide integration of AI to support teaching, learning and operations?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t\t\t\t\t\t<p>By engaging in open and transparent communication, addressing concerns and misconceptions, providing awareness training, and fostering a collaborative environment, school districts can build trust, gain support, and ensure that AI initiatives align with the needs and aspirations of the community.<\/p>\t\t\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Communicate with Parents and Stakeholders:<\/strong> Educators should prioritize effective communication with parents and stakeholders regarding the integration of AI in teaching, learning, and business operations. This includes sharing information about the benefits, goals, and ethical considerations of AI, as well as addressing any concerns or misconceptions. Regular communication channels such as newsletters, parent meetings, and community forums can be utilized to ensure transparency and engagement.<\/li><li><strong>Gauge Community Readiness and Address Concerns:<\/strong> Educators should actively gauge the community\u2019s readiness for AI integration and address any concerns or resistance that may arise. This can be done through surveys, focus groups, or town hall meetings to gather feedback and insights. By understanding the community\u2019s perspectives, educators can tailor their outreach efforts and develop strategies to alleviate concerns, provide accurate information, and build trust.<\/li><li><strong>Provide Awareness Training:<\/strong> Educators should provide training and awareness sessions to ensure that parents, students, and staff have a basic understanding of AI concepts and applications. This can involve workshops, webinars, or informational resources that explain AI technologies, their benefits, and their limitations. By increasing awareness, educators can foster a more informed and supportive community that embraces AI integration.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t\t\t\t\t\t<ul><li>How can we initiate effective communication with parents and community stakeholders to inform them about the district\u2019s use of AI in education and operations?<\/li><li>What key messages should be conveyed to address concerns and misconceptions about AI\u2019s impact on education and school operations?<\/li><li>How can we gather feedback from parents and community stakeholders to understand their perspectives and readiness for AI implementation?<\/li><li>What resources and materials can be developed to give parents and community stakeholders a basic understanding of AI, its benefits in education, and the ways in which it\u2019s being used in the district?<\/li><li>How can we create inclusive opportunities for parents and community stakeholders to engage in conversations, ask questions, and provide input on AI initiatives?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t<p>AI has the potential to help streamline school technology operations by providing faster assistance in the troubleshooting of technical issues, answering common questions, and offering personalized guidance and feedback for technology users. It may also help school technology departments evaluate and select the most appropriate and effective edtech tools for their context by providing insights and data analysis around technology use.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Develop a Clear Vision for AI Integration:<\/strong> Educators should actively engage in developing a clear vision for AI integration within their school or district. This involves envisioning how AI can support teaching, learning, and business operations in alignment with the district\u2019s strategic goals and priorities. Educators should collaborate with administrators, instructional leaders, and stakeholders to identify specific areas where AI can enhance educational outcomes and operational efficiency. Educators can effectively guide the planning and implementation of AI initiatives by developing a shared vision.<\/li><li><strong>Foster a Culture of Innovation and Collaboration:<\/strong> Educators should foster a culture of innovation and collaboration to support AI integration. This involves creating opportunities for educators to explore AI technologies, share best practices, and learn from experimentation. By nurturing a culture that values innovation and collaboration, educators can continuously work toward the successful integration of AI in teaching, learning, and business operations.<\/li><li><strong>Advocate for Professional Learning and Support:<\/strong> Educators should advocate for professional learning and support to ensure they have the knowledge and skills to effectively leverage AI in their instructional practices. This includes seeking professional development opportunities focusing on AI concepts, tools, and pedagogical approaches. Educators should also advocate for ongoing support, such as coaching or mentoring, to navigate the challenges and complexities associated with AI integration. Educators can build their confidence and competence in utilizing AI to enhance teaching and learning experiences by advocating for professional learning and support.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can AI effectively support our district\u2019s teaching, learning, and operational functions while aligning with our educational goals and values?<\/li><li>What are the potential benefits, risks, and feasibility considerations associated with implementing AI tools in our educational environment?<\/li><li>How can we assess the feasibility, impact, and alignment of AI technologies with our district\u2019s educational goals and values?<\/li><li>What strategic priorities, resources, infrastructure, and partnerships are necessary to support the successful integration of AI in teaching, learning, and operations?<\/li><li>How can we prepare to address possible concerns from various stakeholders about the use of AI in our school district?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t<p>Planning for policy, ethical, and legal considerations is essential when integrating AI in school districts. Districts can navigate the ethical dimensions of AI usage by addressing potential risks and challenges, ensuring equitable access, and establishing comprehensive policies and guidelines.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Establish Ethical Guidelines and Policies for AI Use:<\/strong> Educators should actively participate in establishing ethical guidelines for AI use within their school or district. This involves collaborating with administrators, policymakers, and stakeholders to develop policies and guidelines that ensure responsible and equitable AI practices. Educators should advocate for privacy protection, data security, transparency in algorithmic decision-making, and mitigating bias in AI systems. By actively contributing to the development of ethical guidelines, educators can ensure that AI integration aligns with the values and priorities of the school community.<\/li><li><strong>Promote Digital Citizenship and Responsible AI Use:<\/strong> Educators play a critical role in fostering digital citizenship and promoting responsible AI use among students. They should incorporate AI education into their curriculum to help students understand the ethical implications, benefits, and limitations of AI. Educators should engage students in discussions about privacy, bias, fairness, and the responsible use of AI technologies. By empowering students with the knowledge and skills to navigate the ethical considerations surrounding AI, educators can prepare them to be responsible and informed digital citizens.<\/li><li><strong>Stay Informed about Legal and Regulatory Developments:<\/strong> Educators should stay informed about legal and regulatory developments related to AI in education. They should actively seek information about local, state, and federal policies that impact AI use in schools. Educators should engage in professional development opportunities, attend conferences, and join professional networks to stay abreast of emerging legal and regulatory frameworks. By staying informed, educators can ensure compliance with legal requirements and proactively address any potential challenges or risks associated with AI integration.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>What are the potential risks, challenges, and ethical considerations associated with implementing AI in teaching, learning, and operations?<\/li><li>How can we ensure equitable access to AI tools, considering all student populations\u2019 <br \/>socioeconomic status and special needs?<\/li><li>What policies, guidelines, and legal considerations should be in place to address the ethical, legal, and data privacy dimensions of AI usage?<\/li><li>How can we establish comprehensive policies and ethical guidelines to govern the responsible and unbiased use of AI across diverse student populations?<\/li><li>How will we monitor and evaluate the impact of AI implementation on equity, access, and student outcomes while fostering a culture of accountability, transparency, and continuous improvement in our district\u2019s AI policies and practices?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t<p>Planning for AI integration within an instructional framework should consider the transformative potential of AI in changing the role of traditional teachers and fostering new learning models. By enhancing productivity and embracing the evolving role of educators, districts can create learning environments that empower students, promote self-directed learning, and foster collaboration and critical thinking.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Consider New Pedagogical Approaches:<\/strong> Educators should explore the ways in which their pedagogical approach may evolve as a result of integrating AI into teaching and learning. Educators will likely have more time to focus on tasks that require human judgment and creativity, such as developing relationships with students and designing engaging learning experiences individualized to different aptitudes and interests. Pedagogical approaches may also evolve to be more inquiry-based, allowing students to be more actively involved in their own learning by asking questions, conducting research, and collaborating with others to solve problems.<\/li><li><strong>Personalize Learning Experiences with AI:<\/strong> Educators should explore how AI can be used to personalize student learning experiences. They can leverage AI-powered tools and platforms to provide adaptive learning pathways, tailored resources, and personalized feedback. Educators should consider how AI can support differentiated instruction, facilitate individualized learning plans, and address the diverse needs and interests of students. By embracing AI for personalized learning, educators can create engaging and effective learning environments that meet the unique needs of every student.<\/li><li><strong>Assess and Evaluate AI Integration:<\/strong> Educators should actively assess and evaluate the impact of AI integration in the instructional framework. They should collect and analyze student engagement, achievement, and progress data to determine the effectiveness of AI-powered tools and strategies. By regularly monitoring and evaluating the outcomes of AI integration, educators can make informed decisions on refining and improving instructional practices to maximize the benefits for students.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can educators effectively integrate AI-powered tools to enhance productivity and instructional practices while maintaining their role as facilitators and mentors?<\/li><li>What opportunities and support can be provided to educators for exploring the changing role of traditional teachers in AI-driven learning models?<\/li><li>How can we ensure that AI technologies are being used to enhance rather than replace existing teaching practices?<\/li><li>How can educators be prepared to adapt to new learning models that leverage AI and foster personalized instruction?<\/li><li>What strategies can be implemented to balance AI-driven instruction and the human connection and support teachers provide?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t<p>Planning for the integration of AI in measuring student learning and assessments can lead to more comprehensive, personalized, and inclusive evaluation practices. By leveraging AI systems, districts can enhance assessment practices, empower students, and support their growth and achievement.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Redesign Assessment Practices:<\/strong> Educators should redesign assessment practices to align with the capabilities and potential of AI. They should explore innovative assessment methods that leverage AI technologies to holistically evaluate student learning experiences. This includes assessing not only content knowledge but also mastery of skills such as creativity, critical thinking, problem-solving, and the application of knowledge in real-world contexts. By incorporating AI-powered tools and techniques, educators can gather richer data on student performance and gain deeper insights into their strengths and areas for growth.<\/li><li><strong>Leverage Personalized Feedback and Support:<\/strong> Educators should leverage AI to personalize student feedback and support. AI-powered tools can provide immediate and targeted feedback, allowing students to understand their progress and make necessary adjustments. Educators can also use AI to identify areas where students may need additional support or intervention and provide personalized resources and recommendations. By using AI to personalize feedback and support, educators can better meet students\u2019 individual learning needs and promote their continuous growth.<\/li><li><strong>Address Equity and Bias:<\/strong> Educators should address equity and bias in AI-driven assessments. They should critically examine the data and algorithms used in AI assessment tools to ensure fairness, validity, and minimize biases. It is important to consider how AI may perpetuate existing inequities or create new ones. Educators should strive for transparency and inclusivity in the design and implementation of AI-driven assessments and actively involve diverse stakeholders to provide input and perspectives. By addressing equity and bias, educators can ensure that AI-powered assessments promote equitable opportunities for all students.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can AI tools be effectively integrated into formative assessments to support learning and provide personalized feedback?<\/li><li>What opportunities and support can be provided to educators for exploring and experimenting with AI tools in assessment practices?<\/li><li>How can AI tools assist educators in analyzing assessment data to gain insights for instructional improvement?<\/li><li>What strategies and considerations should be employed to ensure fairness, validity, and minimize biases when using AI tools for an assessment?<\/li><li>How are educators and students collaboratively using AI to create comprehensive, adaptive, and authentic assessments that promote higher-order thinking skills, student agency, and holistic learning experiences?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t<p>Prioritizing professional development is crucial. Offering diverse opportunities for educators to learn about AI concepts and practical applications fosters a culture of growth and innovation. Equipping educators with the knowledge of AI ethics enables them to teach students responsible AI use. By utilizing AI for personalized professional development, educators can continuously enhance their practice and stay current with emerging AI technologies.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Promote Teamwork and Communities of Practice:<\/strong> By engaging in collaborative discussions and sharing resources, educators can learn from one another in their exploration of innovative ways to leverage AI for teaching, learning, and business operations. This can be achieved through professional learning communities, online forums, conferences, and workshops. Such collaboration should also promote the exchange of diverse perspectives and opinions.<\/li><li><strong>Integrate AI Ethics into Professional Development:<\/strong> Educators should prioritize the integration of AI ethics into their professional development programs. As AI becomes more prevalent in educational settings, educators must be equipped with the knowledge and skills to teach students about responsible AI use, ethical considerations, and potential societal impacts. Professional development should include opportunities to explore ethical frameworks, discuss AI-related dilemmas, and develop strategies to engage students in critical discussions about AI ethics. Educators can ensure that students become responsible and informed AI users by integrating AI ethics into professional development.<\/li><li><strong>Engage in Action Research and Experimentation:<\/strong> Educators should engage in action research and experimentation to explore the possibilities of AI in their teaching practice. They should embrace a mindset of curiosity, innovation, and willingness to try new approaches. This can involve experimenting with AI-powered tools, exploring new instructional strategies, and collecting data to evaluate the impact of AI on student learning outcomes. By engaging in action research, educators can contribute to the growing body of knowledge about AI integration in education and refine their instructional practices to optimize the benefits of AI for their students.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can professional development opportunities be tailored to educators\u2019 needs to enhance their understanding and skills in utilizing AI tools?<\/li><li>What strategies can be employed to encourage educators to seek independent training on AI-related topics?<\/li><li>How can awareness among educators about the potential benefits and ethical considerations of AI in teaching and learning be raised?<\/li><li>How can collaboration and knowledge sharing be facilitated among educators to promote the effective integration of AI tools in their practice?<\/li><li>What resources and supports can be provided to assist educators in incorporating AI tools into their instructional approaches and addressing challenges they may face?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t<p>Planning for student use of AI is essential for empowering learners in an AI-driven world. By introducing students to AI concepts, promoting accessibility, establishing guidelines for ethical AI use, and assessing students\u2019 understanding of responsible practice, school districts can ensure that students are prepared to navigate the complexities of AI technologies.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Introduce AI Concepts and Applications:<\/strong> Educators should introduce students to basic AI concepts and applications to build their understanding of this emerging technology. This can include providing age-appropriate resources, effective AI prompt writing activities, interactive activities, and discussions that explore the potential and limitations of AI. By fostering AI literacy among students, educators can empower them to become informed users and critical thinkers in an AI-driven world.<\/li><li><strong>Promote Ethical AI Use:<\/strong> Educators should establish guidelines and promote ethical AI use among students. This includes discussing responsible practices, privacy considerations, and the potential biases and limitations of AI algorithms. Educators should encourage students to question and evaluate AI-generated content, engage in respectful online behavior, and be mindful of the ethical implications of AI usage. By promoting ethical AI use, educators can help students become responsible digital citizens and navigate the ethical challenges associated with AI technologies.<\/li><li><strong>Provide Resources to Understand Risks and Limitations:<\/strong> Educators should provide students with resources and tools to understand the risks and limitations of AI. This can involve curating reliable sources, online platforms, and interactive simulations that allow students to explore the ethical, social, and economic implications of AI. By equipping students with knowledge and critical thinking skills, educators can empower them to make informed decisions about AI use and navigate potential challenges.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can students be introduced to AI concepts and applications in an engaging and accessible manner?<\/li><li>What opportunities can be created for students to explore the ethical considerations of AI and engage in discussions on responsible AI use?<\/li><li>How can educators collaborate with students to develop responsible and ethical AI use guidelines?<\/li><li>What resources can be provided to help students understand the risks and limitations of AI technologies?<\/li><li>How can students\u2019 initial engagement with AI be assessed, and constructive feedback be provided considering their limited understanding of responsible practice?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t<p>School districts can improve operational effectiveness and strategically allocate resources by optimizing financial management, streamlining procurement processes, enhancing human resources, and leveraging AI for data analysis and reporting.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Identify Areas for Optimization:<\/strong> Administrators should identify areas within the district\u2019s business operations that can benefit from AI integration. This may include financial management, procurement, facilities management, data analysis and reporting, transportation and logistics, and customer service. By identifying areas for optimization, educators can streamline processes, improve efficiency, and allocate resources more effectively.<\/li><li><strong>Explore AI Solutions and Tools:<\/strong> Administrators should research and explore AI solutions and tools that can support the district\u2019s business operations. This may involve leveraging AI-powered software, automation tools, data analytics platforms, or machine learning algorithms. By keeping abreast of technological advancements, educators can identify AI solutions that align with the district\u2019s needs and goals, ultimately enhancing business operations\u2019 efficiency and effectiveness.<\/li><li><strong>Plan for Implementation and Training:<\/strong> Educators should develop a comprehensive plan for implementing AI solutions to support teaching, learning, and business operations. This plan should include considerations for infrastructure requirements, data management, staff training, and ongoing support. By proactively planning for implementation and training, educators can ensure a smooth transition and maximize the benefits of AI integration in business operations.<\/li><li><strong>Ensure Technology Ecosystem Can Support AI:<\/strong> Administrators should take steps to review the technology ecosystem needed to support A-I integration district-wide. If needed, they should make updates to the networking infrastructure, devices, software, and data security measures needed to support AI integration for educational purposes as well as for business operations.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can AI be effectively used to streamline and automate basic financial processes in the district\u2019s business operations?<\/li><li>What considerations should be considered when exploring the automation of routine administrative tasks using AI, including benefits and challenges?<\/li><li>How can the district cultivate a culture of innovation and openness to AI adoption among staff involved in business operations?<\/li><li>How can the district assess and evaluate the initial implementation of AI in business operations to identify areas for improvement and further exploration?<\/li><li>Is the district\u2019s technology ecosystem capable of supporting a districtwide integration of AI to support teaching, learning and operations?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t<p>By engaging in open and transparent communication, addressing concerns and misconceptions, providing awareness training, and fostering a collaborative environment, school districts can build trust, gain support, and ensure that AI initiatives align with the needs and aspirations of the community.<\/p>\t\t\t\t\n\t\t\t<h5>Key Action Considerations for Educators<\/h5>\t\t\n\t\t<ul><li><strong>Communicate with Parents and Stakeholders:<\/strong> Educators should prioritize effective communication with parents and stakeholders regarding the integration of AI in teaching, learning, and business operations. This includes sharing information about the benefits, goals, and ethical considerations of AI, as well as addressing any concerns or misconceptions. Regular communication channels such as newsletters, parent meetings, and community forums can be utilized to ensure transparency and engagement.<\/li><li><strong>Gauge Community Readiness and Address Concerns:<\/strong> Educators should actively gauge the community\u2019s readiness for AI integration and address any concerns or resistance that may arise. This can be done through surveys, focus groups, or town hall meetings to gather feedback and insights. By understanding the community\u2019s perspectives, educators can tailor their outreach efforts and develop strategies to alleviate concerns, provide accurate information, and build trust.<\/li><li><strong>Provide Awareness Training:<\/strong> Educators should provide training and awareness sessions to ensure that parents, students, and staff have a basic understanding of AI concepts and applications. This can involve workshops, webinars, or informational resources that explain AI technologies, their benefits, and their limitations. By increasing awareness, educators can foster a more informed and supportive community that embraces AI integration.<\/li><\/ul>\t\t\t\t\n\t\t\t<h5>Discussion Prompts for Local Planning<\/h5>\t\t\n\t\t<ul><li>How can we initiate effective communication with parents and community stakeholders to inform them about the district\u2019s use of AI in education and operations?<\/li><li>What key messages should be conveyed to address concerns and misconceptions about AI\u2019s impact on education and school operations?<\/li><li>How can we gather feedback from parents and community stakeholders to understand their perspectives and readiness for AI implementation?<\/li><li>What resources and materials can be developed to give parents and community stakeholders a basic understanding of AI, its benefits in education, and the ways in which it\u2019s being used in the district?<\/li><li>How can we create inclusive opportunities for parents and community stakeholders to engage in conversations, ask questions, and provide input on AI initiatives?<\/li><\/ul>\t\t\t\t\n\t\t\t\t\t\t<details id=\"appendix-d\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"appendix-d\">\n\t\t\t\t\t<h3> Appendix D: Portrait of AI Integration <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>Similar to a Portrait of a Graduate, schools and districts may find this a useful starting point to envision what successful understanding and integration of Artificial Intelligence could look like when thoughtfully integrated into your teaching, learning, and operational systems.<\/p>\t\t\t\t\t\t\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district leadership has a clear vision for integrating AI technologies that align with its overall strategic goals and educational objectives.<\/li><li>The district leadership understands the potential benefits and challenges of AI implementation in education.<\/li><li>There is a dedicated team or individual responsible for overseeing AI initiatives within the district.<\/li><li>The district has communicated its vision for AI integration to all stakeholders, including educators, administrators, parents, and students.<\/li><li>The district leadership actively seeks opportunities to stay informed about AI advancements and their implications for education.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district has established clear policies and guidelines for the ethical use of AI technologies in schools.<\/li><li>Educators and staff members are knowledgeable about their responsibilities regarding student data privacy and protection in the context of AI implementation.<\/li><li>The district ensures compliance with relevant legal and regulatory frameworks governing AI use in education.<\/li><li>There is ongoing monitoring and evaluation of AI technologies to address and mitigate potential biases, ethical concerns, and legal risks.<\/li><li>The district has robust data governance practices in place to ensure the responsible and secure use of AI-generated data.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district has an instructional framework that incorporates AI technologies to support teaching and learning in ways that promote student-centered learning, critical thinking, and problem-solving skills.<\/li><li>Educators are provided with training and resources to effectively integrate AI tools into their instructional practices.<\/li><li>AI technologies are used as a supportive tool to enhance instruction rather than a replacement for human interaction.<\/li><li>The instructional framework incorporates AI technologies to connect classroom learning with real-world applications and future career opportunities.<\/li><li>Interdisciplinary connections and collaborative learning opportunities are encouraged through the integration of AI technologies to promote teamwork and peer-to-peer interaction.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district uses AI technologies to gather and analyze data on student performance and progress.<\/li><li>AI tools and algorithms are used to provide personalized feedback and recommendations to students.<\/li><li>The district employs a variety of assessment methods, including AI-generated assessments, to capture student learning outcomes.<\/li><li>Educators are trained in interpreting and using AI-generated data to inform instruction and interventions.<\/li><li>The district ensures that assessments and data collection through AI technologies align with established standards and ethical considerations and do not perpetuate biases and inequities.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Educators receive ongoing professional development opportunities to enhance their knowledge and skills in AI technologies.<\/li><li>The district provides support and resources for educators to experiment, explore and integrate AI tools into their instructional practices.<\/li><li>Professional development includes training on ethical considerations and responsible use of AI in education, including how to teach AI ethics to students.<\/li><li>Educators have opportunities to collaborate and share best practices related to AI integration.<\/li><li>The district supports educators in conducting action research or innovative projects related to AI in the classroom.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Students have access to AI technologies and resources to support their learning and exploration.<\/li><li>Students are taught about the responsible and ethical use of AI technologies.<\/li><li>The district promotes opportunities for students to develop AI-related skills, such as coding, data analysis, and algorithmic thinking.<\/li><li>AI technologies are used to provide personalized learning experiences tailored to individual student needs.<\/li><li>Students are encouraged to actively engage with AI technologies, fostering creativity, critical thinking, and problem-solving skills.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district explores the use of AI technologies to streamline business functions and improve operational efficiencies.<\/li><li>AI tools are utilized to analyze and make data-driven decisions regarding resource allocation and budgeting.<\/li><li>The district has systems in place to ensure the security and privacy of sensitive administrative data when using AI technologies.<\/li><li>The district uses AI technologies to identify and mitigate risks in various operational areas, such as safety, maintenance, and transportation.<\/li><li>AI tools help optimize resource utilization, such as energy consumption, scheduling, and facility management.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>The district is transparent when communicating with stakeholders about the purpose, benefits, and risks associated with AI integration.<\/li><li>There is ongoing communication with parents and guardians regarding the use of AI technologies in their children\u2019s education.<\/li><li>The district actively engages with the local community to promote understanding and acceptance of AI in education.<\/li><li>Clear communication channels are established to address concerns and questions related to AI implementation.<\/li><li>The district provides resources and awareness sessions to educate parents about AI technologies, empowering them to make informed decisions.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t<p>Similar to a Portrait of a Graduate, schools and districts may find this a useful starting point to envision what successful understanding and integration of Artificial Intelligence could look like when thoughtfully integrated into your teaching, learning, and operational systems.<\/p>\t\t\t\t\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t<ul><li>The district leadership has a clear vision for integrating AI technologies that align with its overall strategic goals and educational objectives.<\/li><li>The district leadership understands the potential benefits and challenges of AI implementation in education.<\/li><li>There is a dedicated team or individual responsible for overseeing AI initiatives within the district.<\/li><li>The district has communicated its vision for AI integration to all stakeholders, including educators, administrators, parents, and students.<\/li><li>The district leadership actively seeks opportunities to stay informed about AI advancements and their implications for education.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t<ul><li>The district has established clear policies and guidelines for the ethical use of AI technologies in schools.<\/li><li>Educators and staff members are knowledgeable about their responsibilities regarding student data privacy and protection in the context of AI implementation.<\/li><li>The district ensures compliance with relevant legal and regulatory frameworks governing AI use in education.<\/li><li>There is ongoing monitoring and evaluation of AI technologies to address and mitigate potential biases, ethical concerns, and legal risks.<\/li><li>The district has robust data governance practices in place to ensure the responsible and secure use of AI-generated data.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t<ul><li>The district has an instructional framework that incorporates AI technologies to support teaching and learning in ways that promote student-centered learning, critical thinking, and problem-solving skills.<\/li><li>Educators are provided with training and resources to effectively integrate AI tools into their instructional practices.<\/li><li>AI technologies are used as a supportive tool to enhance instruction rather than a replacement for human interaction.<\/li><li>The instructional framework incorporates AI technologies to connect classroom learning with real-world applications and future career opportunities.<\/li><li>Interdisciplinary connections and collaborative learning opportunities are encouraged through the integration of AI technologies to promote teamwork and peer-to-peer interaction.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t<ul><li>The district uses AI technologies to gather and analyze data on student performance and progress.<\/li><li>AI tools and algorithms are used to provide personalized feedback and recommendations to students.<\/li><li>The district employs a variety of assessment methods, including AI-generated assessments, to capture student learning outcomes.<\/li><li>Educators are trained in interpreting and using AI-generated data to inform instruction and interventions.<\/li><li>The district ensures that assessments and data collection through AI technologies align with established standards and ethical considerations and do not perpetuate biases and inequities.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t<ul><li>Educators receive ongoing professional development opportunities to enhance their knowledge and skills in AI technologies.<\/li><li>The district provides support and resources for educators to experiment, explore and integrate AI tools into their instructional practices.<\/li><li>Professional development includes training on ethical considerations and responsible use of AI in education, including how to teach AI ethics to students.<\/li><li>Educators have opportunities to collaborate and share best practices related to AI integration.<\/li><li>The district supports educators in conducting action research or innovative projects related to AI in the classroom.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t<ul><li>Students have access to AI technologies and resources to support their learning and exploration.<\/li><li>Students are taught about the responsible and ethical use of AI technologies.<\/li><li>The district promotes opportunities for students to develop AI-related skills, such as coding, data analysis, and algorithmic thinking.<\/li><li>AI technologies are used to provide personalized learning experiences tailored to individual student needs.<\/li><li>Students are encouraged to actively engage with AI technologies, fostering creativity, critical thinking, and problem-solving skills.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t<ul><li>The district explores the use of AI technologies to streamline business functions and improve operational efficiencies.<\/li><li>AI tools are utilized to analyze and make data-driven decisions regarding resource allocation and budgeting.<\/li><li>The district has systems in place to ensure the security and privacy of sensitive administrative data when using AI technologies.<\/li><li>The district uses AI technologies to identify and mitigate risks in various operational areas, such as safety, maintenance, and transportation.<\/li><li>AI tools help optimize resource utilization, such as energy consumption, scheduling, and facility management.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t<ul><li>The district is transparent when communicating with stakeholders about the purpose, benefits, and risks associated with AI integration.<\/li><li>There is ongoing communication with parents and guardians regarding the use of AI technologies in their children\u2019s education.<\/li><li>The district actively engages with the local community to promote understanding and acceptance of AI in education.<\/li><li>Clear communication channels are established to address concerns and questions related to AI implementation.<\/li><li>The district provides resources and awareness sessions to educate parents about AI technologies, empowering them to make informed decisions.<\/li><\/ul>\t\t\t\t\n\t\t\t\t\t\t<details id=\"appendix-e\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"appendix-e\">\n\t\t\t\t\t<h3> Appendix E: AI Risk Assessment for School Districts <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>The objective of this assessment is to identify and evaluate potential risks associated with implementing an AI strategy to support teaching, learning, and business operations in schools. By proactively assessing risks, schools can develop mitigation strategies and ensure a smooth and secure integration of AI technologies.<\/p>\t\t\t\t\t\t\n\t\t\t<h4>Data Privacy &amp; Security<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Are robust data protection measures in place to safeguard sensitive student and staff data?<\/li><li>Is regular security auditing conducted to identify and address vulnerabilities?<\/li><li>Are clear policies and procedures established for data handling and consent?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Ethical Considerations and Bias<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Is thorough testing and evaluation of AI algorithms conducted to identify and mitigate biases?<\/li><li>Are ethical guidelines established to promote fairness, transparency, and accountability in AI usage?<\/li><li>Is there a process in place to regularly monitor and update AI systems for emerging biases?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Impact on Workforce<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Are comprehensive training and professional development opportunities provided to help staff acquire new skills and adapt to AI integration?<\/li><li>Is there a plan to foster a culture of lifelong learning and support staff in embracing AI as a complementary tool rather than a replacement for their work?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Equity and Access<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Is there a plan to ensure equitable access to AI resources and tools for all students, regardless of their socioeconomic background?<\/li><li>Are strategies in place to close access gaps and provide necessary resources (e.g., internet connectivity, devices) to underserved communities?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Reliability and Accountability<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li>Are clear guidelines established for the appropriate use of AI, emphasizing human judgment and oversight?<\/li><li>Is there a process to regularly evaluate AI system performance, validate results, and address inaccuracies or concerns raised by users?<\/li><li>Are channels provided for feedback and reporting of system errors or concerns?<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t<p>The objective of this assessment is to identify and evaluate potential risks associated with implementing an AI strategy to support teaching, learning, and business operations in schools. By proactively assessing risks, schools can develop mitigation strategies and ensure a smooth and secure integration of AI technologies.<\/p>\t\t\t\t\n\t\t\t<h4>Data Privacy &amp; Security<\/h4>\t\t\n\t\t<ul><li>Are robust data protection measures in place to safeguard sensitive student and staff data?<\/li><li>Is regular security auditing conducted to identify and address vulnerabilities?<\/li><li>Are clear policies and procedures established for data handling and consent?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Ethical Considerations and Bias<\/h4>\t\t\n\t\t<ul><li>Is thorough testing and evaluation of AI algorithms conducted to identify and mitigate biases?<\/li><li>Are ethical guidelines established to promote fairness, transparency, and accountability in AI usage?<\/li><li>Is there a process in place to regularly monitor and update AI systems for emerging biases?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Impact on Workforce<\/h4>\t\t\n\t\t<ul><li>Are comprehensive training and professional development opportunities provided to help staff acquire new skills and adapt to AI integration?<\/li><li>Is there a plan to foster a culture of lifelong learning and support staff in embracing AI as a complementary tool rather than a replacement for their work?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Equity and Access<\/h4>\t\t\n\t\t<ul><li>Is there a plan to ensure equitable access to AI resources and tools for all students, regardless of their socioeconomic background?<\/li><li>Are strategies in place to close access gaps and provide necessary resources (e.g., internet connectivity, devices) to underserved communities?<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Reliability and Accountability<\/h4>\t\t\n\t\t<ul><li>Are clear guidelines established for the appropriate use of AI, emphasizing human judgment and oversight?<\/li><li>Is there a process to regularly evaluate AI system performance, validate results, and address inaccuracies or concerns raised by users?<\/li><li>Are channels provided for feedback and reporting of system errors or concerns?<\/li><\/ul>\t\t\t\t\n\t\t\t\t\t\t<details id=\"appendix-f\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"appendix-f\">\n\t\t\t\t\t<h3> Appendix F: AI Integration Common Pitfalls <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overlooking Equity and Access:<\/strong> Avoid exacerbating existing disparities in access to technology and resources. Ensure that AI initiatives prioritize equity and inclusion, providing equal opportunities for all students, regardless of their background or abilities.<\/li><li><strong>Ignoring Educators\u2019 Perspectives:<\/strong> Do not overlook educators\u2019 valuable insights and expertise when planning for AI integration. Involve teachers and administrators in decision-making processes and provide them with the necessary support and resources to effectively incorporate AI technologies into their practice.<\/li><li><strong>Underestimating the Importance of Data Governance:<\/strong> Neglecting robust data governance practices can lead to data breaches, privacy violations, and misuse of student information. Implement clear policies and protocols for data collection, storage, usage, and protection to safeguard student privacy and maintain data security.<\/li><li><strong>Forgetting Long-Term Sustainability:<\/strong> Avoid adopting AI technologies without considering long-term sustainability and scalability. Assess the financial, technical, and human resources required for AI integration and ensure a plan is in place to support ongoing maintenance, training, and upgrades.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overlooking Data Privacy and Security:<\/strong> Neglecting data privacy and security can lead to breaches and violations of student privacy. Avoid collecting more data than necessary and ensure secure storage and handling of student information. Regularly review and update security protocols to align with evolving best practices.<\/li><li><strong>Relying Solely on AI Algorithms:<\/strong> Avoid over-reliance on AI algorithms without considering human judgment and expertise. While AI can provide valuable insights, it should be used as a tool to support decision-making rather than a substitute for human involvement and critical thinking.<\/li><li><strong>Ignoring Bias and Discrimination: <\/strong>Be vigilant about potential biases and discriminatory outcomes that may arise from AI algorithms. Regularly evaluate and audit AI systems to identify and address biases. Implement strategies, such as diverse training data and algorithmic fairness assessments, to mitigate bias and ensure fairness.<\/li><li><strong>Disregarding Legal and Ethical Implications:<\/strong> Avoid implementing AI technologies without considering the legal and ethical implications they may pose. Stay informed about emerging legal issues related to AI in education and proactively address them in your policies and practices.<\/li><li><strong>Neglecting Ongoing Evaluation and Monitoring:<\/strong> Don\u2019t assume the work is done once policies are in place. Regularly evaluate the effectiveness and impact of AI policies and practices and be open to making adjustments as needed. Monitor AI systems for any unintended consequences and ensure ongoing compliance with legal and ethical standards.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overemphasizing Testing and Grades:<\/strong> Avoid solely using AI technologies for high-stakes testing or grading purposes. Balance the use of AI-generated assessments with other forms of authentic and performance-based assessments that capture a holistic view of student learning.<\/li><li><strong>Neglecting Teacher Professional Judgment:<\/strong> Do not rely solely on AI-generated recommendations or insights without considering educators\u2019 expertise and professional judgment. Encourage teachers to interpret and adapt AI-generated data and insights to meet the unique needs of their students.<\/li><li><strong>Underestimating the Importance of Ethical AI Use:<\/strong> Avoid using AI technologies without considering the ethical implications. Teach students about the ethical considerations and potential biases in AI algorithms, fostering their understanding of responsible AI use.<\/li><li><strong>Limiting AI Integration to STEM Subjects:<\/strong> Avoid confining AI integration to STEM subjects only. Explore opportunities to incorporate AI technologies across various disciplines, including humanities, social sciences, and the arts, to provide a well-rounded educational experience.<\/li><li><strong>Forgetting to Continuously Evaluate and Reflect:<\/strong> Do not assume that AI integration alone guarantees improved learning outcomes. Regularly evaluate the impact of AI integration on student learning, engagement, and achievement. Reflect on the effectiveness of the instructional framework and make adjustments as needed.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Relying Solely on AI for Assessments:<\/strong> Avoid over-reliance on AI tools for assessments and neglecting other forms of assessment, such as teacher observations, project-based assessments, and portfolios. AI should complement existing assessment practices, not replace them entirely.<\/li><li><strong>Neglecting Equity and Accessibility:<\/strong> Ensure that AI-powered assessments do not exacerbate existing inequities. Consider access to technology, cultural biases, and fairness in evaluating diverse student populations. Address any potential barriers that may arise from the integration of AI in assessments.<\/li><li><strong>Ignoring Student Agency and Engagement:<\/strong> AI should not diminish student agency or disengage students from the assessment process. Maintain a balance between AI-driven automation and opportunities for student voice, choice, and active participation in assessments.<\/li><li><strong>Disregarding Data Privacy and Security:<\/strong> Prioritize the protection of student data and ensure compliance with relevant privacy laws and regulations. Use secure AI tools and platforms that safeguard sensitive information and adhere to data protection guidelines.<\/li><li><strong>Overlooking Educator Professional Growth:<\/strong> Support educators in developing their AI literacy and expertise. Provide ongoing professional development opportunities to ensure educators are equipped with the knowledge and skills needed to effectively integrate AI in assessments and interpret AI-generated insights.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overwhelming Educators:<\/strong> Avoid overwhelming educators with an excessive amount of AI-related information or expecting immediate mastery of AI concepts. Pace professional development opportunities to ensure educators can absorb and apply new knowledge effectively.<\/li><li><strong>Neglecting Ongoing Support:<\/strong> Professional development should be accompanied by ongoing support and coaching. Provide follow-up sessions, mentoring, or access to AI experts who can assist educators in implementing AI tools and resources effectively.<\/li><li><strong>Focusing Solely on Technical Skills:<\/strong> While technical skills are important, don\u2019t overlook the broader pedagogical aspects of AI integration. Professional development should emphasize how AI can enhance teaching and learning, foster critical thinking, and support the development of future-ready skills in students.<\/li><li><strong>Ignoring Educator Input:<\/strong> Involve educators in the planning and design of professional development opportunities. Seek their input on topics of interest, areas where they require support, and their suggestions for effective AI integration strategies. This collaborative approach increases engagement and ensures professional development meets educators\u2019 needs.<\/li><li><strong>Limiting Professional Development to AI Tools Only:<\/strong> Professional development should encompass a holistic understanding of AI integration. It should include discussions on ethical considerations, implications for student learning, and broader implications of AI in education. Encourage educators to critically evaluate AI tools and resources to make informed decisions that align with their instructional goals.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Relying Solely on AI Tools:<\/strong> Avoid overreliance on AI tools and systems as a replacement for human interaction and instruction. Ensure that AI is used as a supportive tool to augment learning experiences, rather than replacing the role of educators and interpersonal engagement.<\/li><li><strong>Neglecting Privacy and Security:<\/strong> Prioritize student privacy and data security when integrating AI tools and systems. Implement measures to protect students\u2019 personal information and ensure compliance with data protection regulations. Regularly review and update security protocols to safeguard student data.<\/li><li><strong>Overwhelming Students with Complexity:<\/strong> Avoid introducing AI tools and systems that are overly complex or difficult for students to navigate. Consider students\u2019 age, cognitive abilities, and prior experience when selecting and implementing AI technologies.<\/li><li><strong>Overlooking Diverse Learning Needs:<\/strong> Ensure that AI tools and systems cater to the diverse learning needs of students. Consider different learning styles, abilities, and preferences when integrating AI technologies, ensuring that they support personalized and differentiated instruction.<\/li><li><strong>Neglecting Training and Support:<\/strong> Provide adequate training and support to both educators and students in using AI tools and systems effectively. Offer professional development opportunities for educators to enhance their understanding and proficiency in integrating AI. Ensure students receive guidance and instruction on how to use AI tools appropriately.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Overlooking Data Privacy and Security:<\/strong> Avoid neglecting data privacy and security considerations when implementing AI in business operations. Take proactive measures to protect sensitive student and staff information, ensuring compliance with relevant data protection regulations and industry best practices.<\/li><li><strong>Relying Solely on AI for Decision-Making:<\/strong> Avoid blindly relying on AI-generated insights and recommendations for critical decision-making. Remember that AI is a tool and should be used in conjunction with human judgment and expertise. Maintain a balance between AI-driven insights and the valuable perspectives of school administrators and staff.<\/li><li><strong>Underestimating Change Management:<\/strong> Avoid underestimating the impact of AI integration on staff and organizational culture. Implement change management strategies to address any concerns or resistance to change, ensuring that staff members feel supported and empowered throughout the transition.<\/li><li><strong>Overlooking Accessibility and Equity:<\/strong> Ensure that AI solutions implemented in business operations promote accessibility and equity for all students and staff. Consider the needs of diverse populations, including those with disabilities or limited access to technology, and ensure that AI integration does not inadvertently widen existing equity gaps.<\/li><li><strong>Losing Sight of the Core Mission:<\/strong> While AI can significantly enhance business operations, don\u2019t lose sight of the core mission of delivering quality education. Ensure that the integration of AI aligns with and supports the overall educational objectives and priorities of the school.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t\t\t\t\t\t<ul><li><strong>Using jargon:<\/strong> Avoid using technical jargon and complex terminology that may confuse or alienate stakeholders. Instead, use plain language to explain AI concepts.<\/li><li><strong>Overselling AI capabilities:<\/strong> Be cautious not to make unrealistic claims about what AI can achieve or overstate its impact on education. Provide realistic expectations.<\/li><li><strong>Neglecting privacy and security:<\/strong> Do not overlook the importance of addressing privacy concerns related to AI implementation. Clearly communicate data security measures and protocols.<\/li><li><strong>Ignoring feedback:<\/strong> Do not dismiss or ignore feedback from stakeholders. Actively listen to concerns, suggestions, and questions, and provide thoughtful responses.<\/li><li><strong>Excluding marginalized communities:<\/strong> Ensure that outreach efforts are inclusive and reach all members of the community, including those who may be historically marginalized or less tech-savvy.<\/li><\/ul>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t\t<h4>Leadership &amp; Vision<\/h4>\t\t\n\t\t<ul><li><strong>Overlooking Equity and Access:<\/strong> Avoid exacerbating existing disparities in access to technology and resources. Ensure that AI initiatives prioritize equity and inclusion, providing equal opportunities for all students, regardless of their background or abilities.<\/li><li><strong>Ignoring Educators\u2019 Perspectives:<\/strong> Do not overlook educators\u2019 valuable insights and expertise when planning for AI integration. Involve teachers and administrators in decision-making processes and provide them with the necessary support and resources to effectively incorporate AI technologies into their practice.<\/li><li><strong>Underestimating the Importance of Data Governance:<\/strong> Neglecting robust data governance practices can lead to data breaches, privacy violations, and misuse of student information. Implement clear policies and protocols for data collection, storage, usage, and protection to safeguard student privacy and maintain data security.<\/li><li><strong>Forgetting Long-Term Sustainability:<\/strong> Avoid adopting AI technologies without considering long-term sustainability and scalability. Assess the financial, technical, and human resources required for AI integration and ensure a plan is in place to support ongoing maintenance, training, and upgrades.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Policy, Ethical, &amp; Legal Consideration<\/h4>\t\t\n\t\t<ul><li><strong>Overlooking Data Privacy and Security:<\/strong> Neglecting data privacy and security can lead to breaches and violations of student privacy. Avoid collecting more data than necessary and ensure secure storage and handling of student information. Regularly review and update security protocols to align with evolving best practices.<\/li><li><strong>Relying Solely on AI Algorithms:<\/strong> Avoid over-reliance on AI algorithms without considering human judgment and expertise. While AI can provide valuable insights, it should be used as a tool to support decision-making rather than a substitute for human involvement and critical thinking.<\/li><li><strong>Ignoring Bias and Discrimination: <\/strong>Be vigilant about potential biases and discriminatory outcomes that may arise from AI algorithms. Regularly evaluate and audit AI systems to identify and address biases. Implement strategies, such as diverse training data and algorithmic fairness assessments, to mitigate bias and ensure fairness.<\/li><li><strong>Disregarding Legal and Ethical Implications:<\/strong> Avoid implementing AI technologies without considering the legal and ethical implications they may pose. Stay informed about emerging legal issues related to AI in education and proactively address them in your policies and practices.<\/li><li><strong>Neglecting Ongoing Evaluation and Monitoring:<\/strong> Don\u2019t assume the work is done once policies are in place. Regularly evaluate the effectiveness and impact of AI policies and practices and be open to making adjustments as needed. Monitor AI systems for any unintended consequences and ensure ongoing compliance with legal and ethical standards.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Instructional Framework<\/h4>\t\t\n\t\t<ul><li><strong>Overemphasizing Testing and Grades:<\/strong> Avoid solely using AI technologies for high-stakes testing or grading purposes. Balance the use of AI-generated assessments with other forms of authentic and performance-based assessments that capture a holistic view of student learning.<\/li><li><strong>Neglecting Teacher Professional Judgment:<\/strong> Do not rely solely on AI-generated recommendations or insights without considering educators\u2019 expertise and professional judgment. Encourage teachers to interpret and adapt AI-generated data and insights to meet the unique needs of their students.<\/li><li><strong>Underestimating the Importance of Ethical AI Use:<\/strong> Avoid using AI technologies without considering the ethical implications. Teach students about the ethical considerations and potential biases in AI algorithms, fostering their understanding of responsible AI use.<\/li><li><strong>Limiting AI Integration to STEM Subjects:<\/strong> Avoid confining AI integration to STEM subjects only. Explore opportunities to incorporate AI technologies across various disciplines, including humanities, social sciences, and the arts, to provide a well-rounded educational experience.<\/li><li><strong>Forgetting to Continuously Evaluate and Reflect:<\/strong> Do not assume that AI integration alone guarantees improved learning outcomes. Regularly evaluate the impact of AI integration on student learning, engagement, and achievement. Reflect on the effectiveness of the instructional framework and make adjustments as needed.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Measuring Student Learning &amp; Assessments<\/h4>\t\t\n\t\t<ul><li><strong>Relying Solely on AI for Assessments:<\/strong> Avoid over-reliance on AI tools for assessments and neglecting other forms of assessment, such as teacher observations, project-based assessments, and portfolios. AI should complement existing assessment practices, not replace them entirely.<\/li><li><strong>Neglecting Equity and Accessibility:<\/strong> Ensure that AI-powered assessments do not exacerbate existing inequities. Consider access to technology, cultural biases, and fairness in evaluating diverse student populations. Address any potential barriers that may arise from the integration of AI in assessments.<\/li><li><strong>Ignoring Student Agency and Engagement:<\/strong> AI should not diminish student agency or disengage students from the assessment process. Maintain a balance between AI-driven automation and opportunities for student voice, choice, and active participation in assessments.<\/li><li><strong>Disregarding Data Privacy and Security:<\/strong> Prioritize the protection of student data and ensure compliance with relevant privacy laws and regulations. Use secure AI tools and platforms that safeguard sensitive information and adhere to data protection guidelines.<\/li><li><strong>Overlooking Educator Professional Growth:<\/strong> Support educators in developing their AI literacy and expertise. Provide ongoing professional development opportunities to ensure educators are equipped with the knowledge and skills needed to effectively integrate AI in assessments and interpret AI-generated insights.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Professional Learning<\/h4>\t\t\n\t\t<ul><li><strong>Overwhelming Educators:<\/strong> Avoid overwhelming educators with an excessive amount of AI-related information or expecting immediate mastery of AI concepts. Pace professional development opportunities to ensure educators can absorb and apply new knowledge effectively.<\/li><li><strong>Neglecting Ongoing Support:<\/strong> Professional development should be accompanied by ongoing support and coaching. Provide follow-up sessions, mentoring, or access to AI experts who can assist educators in implementing AI tools and resources effectively.<\/li><li><strong>Focusing Solely on Technical Skills:<\/strong> While technical skills are important, don\u2019t overlook the broader pedagogical aspects of AI integration. Professional development should emphasize how AI can enhance teaching and learning, foster critical thinking, and support the development of future-ready skills in students.<\/li><li><strong>Ignoring Educator Input:<\/strong> Involve educators in the planning and design of professional development opportunities. Seek their input on topics of interest, areas where they require support, and their suggestions for effective AI integration strategies. This collaborative approach increases engagement and ensures professional development meets educators\u2019 needs.<\/li><li><strong>Limiting Professional Development to AI Tools Only:<\/strong> Professional development should encompass a holistic understanding of AI integration. It should include discussions on ethical considerations, implications for student learning, and broader implications of AI in education. Encourage educators to critically evaluate AI tools and resources to make informed decisions that align with their instructional goals.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Student Use<\/h4>\t\t\n\t\t<ul><li><strong>Relying Solely on AI Tools:<\/strong> Avoid overreliance on AI tools and systems as a replacement for human interaction and instruction. Ensure that AI is used as a supportive tool to augment learning experiences, rather than replacing the role of educators and interpersonal engagement.<\/li><li><strong>Neglecting Privacy and Security:<\/strong> Prioritize student privacy and data security when integrating AI tools and systems. Implement measures to protect students\u2019 personal information and ensure compliance with data protection regulations. Regularly review and update security protocols to safeguard student data.<\/li><li><strong>Overwhelming Students with Complexity:<\/strong> Avoid introducing AI tools and systems that are overly complex or difficult for students to navigate. Consider students\u2019 age, cognitive abilities, and prior experience when selecting and implementing AI technologies.<\/li><li><strong>Overlooking Diverse Learning Needs:<\/strong> Ensure that AI tools and systems cater to the diverse learning needs of students. Consider different learning styles, abilities, and preferences when integrating AI technologies, ensuring that they support personalized and differentiated instruction.<\/li><li><strong>Neglecting Training and Support:<\/strong> Provide adequate training and support to both educators and students in using AI tools and systems effectively. Offer professional development opportunities for educators to enhance their understanding and proficiency in integrating AI. Ensure students receive guidance and instruction on how to use AI tools appropriately.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Business &amp; Technology Operations<\/h4>\t\t\n\t\t<ul><li><strong>Overlooking Data Privacy and Security:<\/strong> Avoid neglecting data privacy and security considerations when implementing AI in business operations. Take proactive measures to protect sensitive student and staff information, ensuring compliance with relevant data protection regulations and industry best practices.<\/li><li><strong>Relying Solely on AI for Decision-Making:<\/strong> Avoid blindly relying on AI-generated insights and recommendations for critical decision-making. Remember that AI is a tool and should be used in conjunction with human judgment and expertise. Maintain a balance between AI-driven insights and the valuable perspectives of school administrators and staff.<\/li><li><strong>Underestimating Change Management:<\/strong> Avoid underestimating the impact of AI integration on staff and organizational culture. Implement change management strategies to address any concerns or resistance to change, ensuring that staff members feel supported and empowered throughout the transition.<\/li><li><strong>Overlooking Accessibility and Equity:<\/strong> Ensure that AI solutions implemented in business operations promote accessibility and equity for all students and staff. Consider the needs of diverse populations, including those with disabilities or limited access to technology, and ensure that AI integration does not inadvertently widen existing equity gaps.<\/li><li><strong>Losing Sight of the Core Mission:<\/strong> While AI can significantly enhance business operations, don\u2019t lose sight of the core mission of delivering quality education. Ensure that the integration of AI aligns with and supports the overall educational objectives and priorities of the school.<\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Outreach<\/h4>\t\t\n\t\t<ul><li><strong>Using jargon:<\/strong> Avoid using technical jargon and complex terminology that may confuse or alienate stakeholders. Instead, use plain language to explain AI concepts.<\/li><li><strong>Overselling AI capabilities:<\/strong> Be cautious not to make unrealistic claims about what AI can achieve or overstate its impact on education. Provide realistic expectations.<\/li><li><strong>Neglecting privacy and security:<\/strong> Do not overlook the importance of addressing privacy concerns related to AI implementation. Clearly communicate data security measures and protocols.<\/li><li><strong>Ignoring feedback:<\/strong> Do not dismiss or ignore feedback from stakeholders. Actively listen to concerns, suggestions, and questions, and provide thoughtful responses.<\/li><li><strong>Excluding marginalized communities:<\/strong> Ensure that outreach efforts are inclusive and reach all members of the community, including those who may be historically marginalized or less tech-savvy.<\/li><\/ul>\t\t\t\t\n\t\t\t\t\t\t<details id=\"appendix-g\">\n\t\t\t\t<summary data-accordion-index=\"1\" aria-expanded=\"false\" aria-controls=\"appendix-g\">\n\t\t\t\t\t<h3> Appendix G: Glossary of AI Related Terms <\/h3>\n\t\t\t\n\t\t\t\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t\t\t\t<p>This glossary serves as a foundation for educators and school board members to understand and plan for the integration of AI technologies to support teaching, learning and operations.<\/p><p><strong>Algorithms:<\/strong> A set of step-by-step instructions or rules followed by a computer to perform specific tasks or solve problems. In AI, algorithms are essential for processing data, making predictions, and carrying out various machine learning tasks.<\/p><p><strong>AI Integration:<\/strong> The process of incorporating artificial intelligence technologies into various aspects of the educational system to enhance teaching, learning, administrative tasks, and overall student experience.<\/p><p><strong>API (Application Programming Interface):<\/strong> A set of rules and protocols that allows different software applications to communicate and interact with each other. AI tools and resources often provide APIs for developers to integrate AI functionalities into their own applications.<\/p><p><strong>Artificial General Intelligence (AGI):<\/strong> Refers to AI systems that possess the ability to understand, learn, and apply knowledge across a wide range of tasks, similar to human intelligence. AGI aims to exhibit human-like cognitive abilities.<\/p><p><strong>AI (Artificial Intelligence):<\/strong> A branch of computer science that involves the development of intelligent systems that can perform tasks that typically require human intelligence. AI enables machines to learn from experience, adapt to new data, and make decisions based on patterns and algorithms.<\/p><p><strong>AI Ethics:<\/strong> The study and implementation of ethical principles in the design, development, and deployment of AI technologies. AI ethics in education ensures fairness, transparency, and privacy in AI-based educational solutions.<\/p><p><strong>Artificial Neural Network (ANN):<\/strong> A computational model inspired by the structure and function of the human brain. ANN is a fundamental building block of deep learning and is used for tasks that require pattern recognition and learning from complex data.<\/p><p><strong>Autonomous:<\/strong> Pertaining to AI systems or machines that can perform tasks and make decisions without human intervention. Autonomous systems often use sensors, AI algorithms, and decision-making capabilities to operate independently.<\/p><p><strong>Chatbots:<\/strong> AI-powered conversational agents designed to interact with users through natural language. Chatbots can be integrated into educational platforms to provide instant support, answer queries, and engage students in interactive learning experiences.<\/p><p><strong>ChatGPT:<\/strong> An OpenAI language model that generates human-like responses to natural language input, engaging in interactive conversations with users.<\/p><p><strong>Cloud Computing:<\/strong> The delivery of computing services over the internet, including storage, processing power, and AI tools. Cloud-based AI services allow schools to access powerful AI resources without the need for extensive local hardware.<\/p><p><strong>Cognitive Computing:<\/strong> An AI approach that seeks to simulate human thought processes and decision-making. Cognitive computing systems utilize AI technologies like machine learning, NLP, and computer vision to understand and interact with humans in a more natural way.<\/p><p><strong>Computer Vision (CV):<\/strong> An area of AI that focuses on enabling computers to interpret and understand visual information from the world. CV is applied in tasks such as image recognition, object detection, and facial recognition.<\/p><p><strong>Data Analytics:<\/strong> The process of examining large sets of data to derive insights and make data-driven decisions. In education, AI-powered data analytics can help identify learning trends, predict student performance, and optimize teaching strategies.<\/p><p><strong>Deep Learning:<\/strong> A specialized form of machine learning that involves training artificial neural networks with multiple layers to process and learn from vast amounts of data. Deep learning has revolutionized various AI applications, such as image and speech recognition.<\/p><p><strong>Generative AI:<\/strong> Generative AI encompasses algorithms and models designed to produce new content, be it text, images, or video, by learning from vast amounts of existing data.<\/p><p><strong>Invisible AI:<\/strong> Artificial intelligence systems and processes that operate in the background, without requiring direct human interaction, often seamlessly integrating into everyday applications and platforms to enhance functionality and user experience. Examples would be predictive text suggestions, personalized content recommendations, and automated safety features on automobiles.<\/p><p><strong>Large Language Models:<\/strong> AI models that process and understand natural language at a vast scale. These models, like OpenAI\u2019s GPT-3.5 or Google\u2019s Bard, are trained on massive datasets and can generate human-like text, answer questions, and perform various language-related tasks.<\/p><p><strong>Learning Management System (LMS):<\/strong> A software application that facilitates the administration, delivery, and tracking of educational courses and content. AI integration within an LMS can enhance content recommendation, automated grading, and student progress tracking.<\/p><p><strong>Machine Learning (ML):<\/strong> A subset of AI that focuses on enabling machines to learn from data and improve their performance without being explicitly programmed for every task. ML algorithms allow AI systems to recognize patterns, make predictions, and adapt based on new information.<\/p><p><strong>Natural Language Generation (NLG):<\/strong> A subset of NLP that involves generating human-like language from structured data. NLG systems can automatically produce coherent and contextually appropriate written or spoken content.<\/p><p><strong>Natural Language Processing (NLP):<\/strong> A subfield of AI that deals with the interaction between computers and human language. NLP enables machines to understand, interpret, and generate human language, facilitating tasks like speech recognition, language translation, and sentiment analysis.<\/p><p><strong>Predictive Analytics:<\/strong> The use of AI and statistical techniques to analyze historical data and make predictions about future outcomes or trends. In education, predictive analytics can help identify at-risk students, forecast performance, and recommend personalized interventions.<\/p><p><strong>Prompt:<\/strong> A method to use natural language to interface with AI applications.<\/p><p><strong>Strong AI:<\/strong> Also known as Artificial General Intelligence (AGI), Strong AI refers to AI systems with human-level intelligence, including self-awareness and consciousness. Strong AI is theoretical and not yet achieved.<\/p><p><strong>Virtual Assistants:<\/strong> AI-based applications that assist users in various tasks and activities. In education, virtual assistants can help with scheduling, reminders, accessing educational resources, and answering general queries.<\/p><p><strong>Visible AI:<\/strong> AI-based applications where users interact directly with the systems. Examples of this would be interfacing directly with chatbots where users are inputting prompts and getting a direct response from the AI application.<\/p><p><strong>Voice Recognition:<\/strong> An AI-powered technology that enables computers and devices to understand and interpret spoken language. Voice recognition is commonly used in virtual assistants, interactive voice response systems, and language learning applications.<\/p><p><strong>Weak AI:<\/strong> Refers to AI systems that are designed for specific narrow tasks and lack general intelligence. Weak AI is prevalent in applications like voice assistants, chatbots, and recommendation systems.<\/p>\t\t\t\t\t\t\n\t\t\t\t\t<\/details>\n\t\t<p>This glossary serves as a foundation for educators and school board members to understand and plan for the integration of AI technologies to support teaching, learning and operations.<\/p><p><strong>Algorithms:<\/strong> A set of step-by-step instructions or rules followed by a computer to perform specific tasks or solve problems. In AI, algorithms are essential for processing data, making predictions, and carrying out various machine learning tasks.<\/p><p><strong>AI Integration:<\/strong> The process of incorporating artificial intelligence technologies into various aspects of the educational system to enhance teaching, learning, administrative tasks, and overall student experience.<\/p><p><strong>API (Application Programming Interface):<\/strong> A set of rules and protocols that allows different software applications to communicate and interact with each other. AI tools and resources often provide APIs for developers to integrate AI functionalities into their own applications.<\/p><p><strong>Artificial General Intelligence (AGI):<\/strong> Refers to AI systems that possess the ability to understand, learn, and apply knowledge across a wide range of tasks, similar to human intelligence. AGI aims to exhibit human-like cognitive abilities.<\/p><p><strong>AI (Artificial Intelligence):<\/strong> A branch of computer science that involves the development of intelligent systems that can perform tasks that typically require human intelligence. AI enables machines to learn from experience, adapt to new data, and make decisions based on patterns and algorithms.<\/p><p><strong>AI Ethics:<\/strong> The study and implementation of ethical principles in the design, development, and deployment of AI technologies. AI ethics in education ensures fairness, transparency, and privacy in AI-based educational solutions.<\/p><p><strong>Artificial Neural Network (ANN):<\/strong> A computational model inspired by the structure and function of the human brain. ANN is a fundamental building block of deep learning and is used for tasks that require pattern recognition and learning from complex data.<\/p><p><strong>Autonomous:<\/strong> Pertaining to AI systems or machines that can perform tasks and make decisions without human intervention. Autonomous systems often use sensors, AI algorithms, and decision-making capabilities to operate independently.<\/p><p><strong>Chatbots:<\/strong> AI-powered conversational agents designed to interact with users through natural language. Chatbots can be integrated into educational platforms to provide instant support, answer queries, and engage students in interactive learning experiences.<\/p><p><strong>ChatGPT:<\/strong> An OpenAI language model that generates human-like responses to natural language input, engaging in interactive conversations with users.<\/p><p><strong>Cloud Computing:<\/strong> The delivery of computing services over the internet, including storage, processing power, and AI tools. Cloud-based AI services allow schools to access powerful AI resources without the need for extensive local hardware.<\/p><p><strong>Cognitive Computing:<\/strong> An AI approach that seeks to simulate human thought processes and decision-making. Cognitive computing systems utilize AI technologies like machine learning, NLP, and computer vision to understand and interact with humans in a more natural way.<\/p><p><strong>Computer Vision (CV):<\/strong> An area of AI that focuses on enabling computers to interpret and understand visual information from the world. CV is applied in tasks such as image recognition, object detection, and facial recognition.<\/p><p><strong>Data Analytics:<\/strong> The process of examining large sets of data to derive insights and make data-driven decisions. In education, AI-powered data analytics can help identify learning trends, predict student performance, and optimize teaching strategies.<\/p><p><strong>Deep Learning:<\/strong> A specialized form of machine learning that involves training artificial neural networks with multiple layers to process and learn from vast amounts of data. Deep learning has revolutionized various AI applications, such as image and speech recognition.<\/p><p><strong>Generative AI:<\/strong> Generative AI encompasses algorithms and models designed to produce new content, be it text, images, or video, by learning from vast amounts of existing data.<\/p><p><strong>Invisible AI:<\/strong> Artificial intelligence systems and processes that operate in the background, without requiring direct human interaction, often seamlessly integrating into everyday applications and platforms to enhance functionality and user experience. Examples would be predictive text suggestions, personalized content recommendations, and automated safety features on automobiles.<\/p><p><strong>Large Language Models:<\/strong> AI models that process and understand natural language at a vast scale. These models, like OpenAI\u2019s GPT-3.5 or Google\u2019s Bard, are trained on massive datasets and can generate human-like text, answer questions, and perform various language-related tasks.<\/p><p><strong>Learning Management System (LMS):<\/strong> A software application that facilitates the administration, delivery, and tracking of educational courses and content. AI integration within an LMS can enhance content recommendation, automated grading, and student progress tracking.<\/p><p><strong>Machine Learning (ML):<\/strong> A subset of AI that focuses on enabling machines to learn from data and improve their performance without being explicitly programmed for every task. ML algorithms allow AI systems to recognize patterns, make predictions, and adapt based on new information.<\/p><p><strong>Natural Language Generation (NLG):<\/strong> A subset of NLP that involves generating human-like language from structured data. NLG systems can automatically produce coherent and contextually appropriate written or spoken content.<\/p><p><strong>Natural Language Processing (NLP):<\/strong> A subfield of AI that deals with the interaction between computers and human language. NLP enables machines to understand, interpret, and generate human language, facilitating tasks like speech recognition, language translation, and sentiment analysis.<\/p><p><strong>Predictive Analytics:<\/strong> The use of AI and statistical techniques to analyze historical data and make predictions about future outcomes or trends. In education, predictive analytics can help identify at-risk students, forecast performance, and recommend personalized interventions.<\/p><p><strong>Prompt:<\/strong> A method to use natural language to interface with AI applications.<\/p><p><strong>Strong AI:<\/strong> Also known as Artificial General Intelligence (AGI), Strong AI refers to AI systems with human-level intelligence, including self-awareness and consciousness. Strong AI is theoretical and not yet achieved.<\/p><p><strong>Virtual Assistants:<\/strong> AI-based applications that assist users in various tasks and activities. In education, virtual assistants can help with scheduling, reminders, accessing educational resources, and answering general queries.<\/p><p><strong>Visible AI:<\/strong> AI-based applications where users interact directly with the systems. Examples of this would be interfacing directly with chatbots where users are inputting prompts and getting a direct response from the AI application.<\/p><p><strong>Voice Recognition:<\/strong> An AI-powered technology that enables computers and devices to understand and interpret spoken language. Voice recognition is commonly used in virtual assistants, interactive voice response systems, and language learning applications.<\/p><p><strong>Weak AI:<\/strong> Refers to AI systems that are designed for specific narrow tasks and lack general intelligence. Weak AI is prevalent in applications like voice assistants, chatbots, and recommendation systems.<\/p>",
            "title": "Planning Guide for AI: A Framework for School Districts",
            "excerpt": "Planning Guide for AI: A Framework for School Districts AI Integration Framework Appendix AI Resources Table of Contents Endorsed by our partners at: District Contributors &amp; Reviewers Amy Conway Gibraltar School District Brevet Bartels Kentwood Public Schools Dave Tebo Ottawa Area ISD Jason Goodman Saline Area Schools Jason Mellema Ingham ISD Jennifer Herbstreit Holly Area...",
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            "content": "<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is <a href=\"https:\/\/www.michigan.gov\/leo\/news\/2022\/02\/01\/students-encouraged-to-explore-education-and-career-pathways-during-cte-month\">anticipated<\/a> that there will be more than 530,000 Michigan jobs in the professional trades by 2028. To address this need, Michigan has made significant investments in promoting Career and Technical Education (CTE) at the secondary and post-secondary level. Governor Whitmer\u2019s <a href=\"https:\/\/www.sixtyby30.org\/\">Sixtyby30<\/a> initiative seeks to increase the number of working-age adults with a skill certificate or college degree from 50.5% in 2023 to 60% by 2030. To do this, Michigan seeks to close the \u201cskills gap\u201d and provide greater access to educational training opportunities for \u201cbetter jobs and bigger paychecks.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hamilton Community Schools (HCS) is also investing heavily in CTE. They developed an innovative work-based learning program designed to introduce students (as early as 5th grade) to the skills required for future employment and to expose them to in-demand career pathways as supplements or alternatives to four-year college degrees. Dave Tebo, former Superintendent of Hamilton Community Schools, and Ashley Meyer, Work Based Learning\/Experiential Learning Coordinator, discussed the work-based learning program at HCS from design to implementation, and how they sought to meet better the needs of HCS students and their local community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\" id=\"background\">Background on Hamilton Community Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Hamilton Community Schools (HCS) is a public school district located in Hamilton, Michigan\u2014a rural community in Allegan County\u2014and is part of the Ottawa Area Intermediate School District (OAISD). According to <a href=\"http:\/\/mischooldata.org\">MI School Data<\/a>, during the 2022-23 school year, the district served approximately 2,900 students in grades K-12 across six schools and two blended\/virtual programs. HCS had a graduation rate of 85.5% in 2021-22, with nearly half of graduates enrolled in college 6 months after graduation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>HCS has a well-established relationship with the <a href=\"https:\/\/www.oaisd.org\/ctc\/\">Ottawa Area ISD Careerline Tech Center<\/a>, and has for many years sent students to their Career and Technical Education (CTE) program. Such high demand existed within the district for CTE that HCS saw an opportunity to develop their own work-based learning program alongside that of the ISD.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>HCS boasts a multi-year work-based learning program that focuses on experiential and project-based learning developed in partnership with both businesses and the higher education community in the area. Through these community partnerships, HCS students have the opportunity to learn about high-wage careers in their area as well as participate in site visits, job-shadowing, and apprenticeships all while gaining the skills and knowledge to make informed decisions about their futures as they transition from secondary education to the college or career workforce.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\" id=\"importance\">The Importance of Work-Based Learning for HCS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As Superintendent of HCS, Dave Tebo led efforts to develop a new strategic plan for the district that, among other things, committed to several work-based learning goals. HCS had identified a need in the community for additional skilled workers in technical careers (those that did not necessarily require a four-year college degree). HCS also identified a need to re-assess what skills graduates would need in order to be successful after leaving the district. As part of that effort, they <a href=\"https:\/\/docs.google.com\/document\/d\/1vPhefr0DQFcUT1i-iYKgvaB4_RCkOywaaiGkyQvBW44\/edit\">surveyed stakeholders<\/a>\u2013community members, teachers, parents, and students\u2014about what an ideal graduate would be able to, \u201c<em>do, say, and see<\/em>.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As part of the strategic plan, Tebo also advocated a transition from using language like, \u201c<em>all<\/em> students'' to \u201c<em>each<\/em> student.\u201d A seemingly minor, yet profoundly significant change. According to Tebo, \u201c<em>all<\/em>\u201d was a word they used frequently but one that felt impersonal However, \u201c<em>each\u201d <\/em>indicated that as a school community, they were willing to meet <em>each <\/em>student where they were and were committed to meeting the needs of that individual student. While at HCS, Tebo was passionate about building programs for students who were \u201coverlooked\u201d by or left out of the traditional school system.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ashley Meyer, coordinator of the work-based learning program at HCS, echoed this sentiment, pointing to post-secondary data for HCS students showing that for every student that completes a four-year degree, one student drops out before completing their degree. According to Meyer, the work-based learning program was a way for students to make more informed decisions through career exploration. Meyer noted that, \u201c<em>Our big goal was, can we get kids to be able to reflect and self-actualize as they transition out of this K-12 system and into whatever\u2019s next<\/em>.\u201d The work-based learning initiative provided these students with an opportunity to explore a future after high school that did not involve college.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even prior to <a href=\"http:\/\/www.legislature.mi.gov\/(S(fa25eydobrqvarbiroutpc44))\/mileg.aspx?page=GetObject&amp;objectname=mcl-380-1277#:~:text=School%20board%20members%2C%20school%20building,of%20the%20district%27s%20school%20improvement\">state requirements<\/a> around work-based learning in school improvement plans, HCS was setting strategic goals that:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>All Hamilton students graduate with career and life skills necessary to be informed consumers, skillful and productive workers, and active citizens.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Hamilton Community Schools will develop and implement business partnerships offering Hamilton Community School students opportunities for real-world career exploration and skill building.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>According to Tebo, these goals grew out of a strong belief that, \u201c<em>We need to take content and skills and habits and give it context, you need to give it an experience.\u201d <\/em>Tebo asserted that ideas become \u201c<em>sticky<\/em>\u201d when given context and that students remember experiences, not necessarily content. This belief was a driving force in the development of the HCS work-based learning program, to make it experiential by focusing outside the classroom and incorporating project-based learning in authentic work experiences at every grade level (work-based learning at HCS is available for students in grades 5-12).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tebo was also clear that this program needed to be project-based. Next, Tebo and his team worked with an economic development agency in West Michigan and their local Chamber of Commerce to identify high wage careers currently in and projected to be in demand.. Part of this work was to dispel the myth that students needed to go to college to earn a living wage and to promote career certifications as competitive alternatives to four-year degrees.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tebo and his team also had to identify and correct common misconceptions held by teachers about work-based learning. Teachers explored different industries and ways in which their subject-area content was present and used in real-world contexts. Through these conversations, it became clear to HCS teachers that employers (and four-year colleges) wanted well-rounded students who excelled at collaboration, communication, and team-work, not just high GPAs and content knowledge devoid of context.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To support implementation of the work-based learning program and the new graduation requirements, HCS prepared a <a href=\"https:\/\/docs.google.com\/document\/d\/1vPhefr0DQFcUT1i-iYKgvaB4_RCkOywaaiGkyQvBW44\/edit\">frequently asked questions document<\/a> for students and parents about the new work-based learning initiative. In it, they defined work-based learning as, \u201c<em>Sustained interactions with employers or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational instruction that fosters in-depth, first-hand engagement with the tasks required of a given career field, that are aligned to curriculum, instruction, and CTE program standards<\/em>.\u201d In the same document, HCS advocates that work-based learning gives students an opportunity to, \u201c<em>bring relevance to learning, explore career possibilities, and make informed decisions about what is next<\/em>.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\" id=\"practice\">HCS Work-Based Learning in Practice<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tebo spoke at length about the importance of providing context and experiences for learning, and how work-based learning, or CTE programs offer an effective way to do so. Speaking on CTE, Tebo said, \u201c<em>We hope to bring CTE into the traditional classroom, to make it more engaging, to answer the questions of why do we need to do this? Where am I going to use Algebra 1?<\/em>\u201d Tebo and his team designed a work-based learning program that was experientially based and provided a connection between classroom learning and real-world application in various fields such as welding, construction, healthcare, and marketing.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In developing the work-based learning program at HCS, the team focused on what they deemed (through conversations with businesses in the area) high-wage, high-demand careers for their area. Each grade level focuses on one of these high-wage, high-demand areas:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>5th grade: construction and building trades<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>6th grade: business and information technology<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>7th grade: manufacturing<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>8th grade: agriculture, which Meyer noted was not necessarily high-wage, high-demand nationwide but was for their local area<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>9th grade: healthcare<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Meyer spoke on the specifics of the program. There are specific graduation requirements for each grade level, with those being completed in a cohort model in grades 5-8 (see table 1 and 2 for specific details) and as a personal, or \u201ca la carte\u201d model for grades 9-12 (see table 3 for specific details). While grades 5-9 focus on a different trade, they all follow a similar pattern of being guided by a driving question; learning about the trade in a hands-on, authentic way with access to experts; followed by a project-based learning activity directly related to solving a problem; and concluding with a reflection on the experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Meyer shared the example of the work-based learning progression and requirements for 5th grade students. In 5th grade, the first year of the work-based learning program, the program kicks off with a \u201cSkills for Success\u201d day in which professionals from the community talk to students about employability skills such as collaboration and personal accountability. Students then work on a project-based learning (PBL) activity focused on a \u201cdriving question\u201d tied to them and their local community. In the example Meyer provided, students were asked to rethink and redesign an unused storage area in their school building to make it more functional for student use. Throughout this PBL process, professionals gave feedback to students on their ideas, culminating in a formal pitch-out event where students pitched their ideas to a panel of judges. The winning ideas were then implemented wherein the students worked with the school facilities team over the summer to see their ideas fully realized.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Table 1. <a href=\"https:\/\/www.hamiltonschools.us\/our-district\/work-based-learning\/grades-5-8\/\" target=\"_blank\" rel=\"noreferrer noopener\">Middle School (5\/6) Work-Based Learning Requirements<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>5th Grade Work Based Learning Expectations: Construction&nbsp;<\/strong><\/td><td><strong>6th Grade Work Based Learning Expectations: Business<\/strong><\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1nFtap4pJS9ltkJYhR2acrTpsKzEPaM46YuRGFKqBnu8\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Skills4Success Day<\/a> 5th grade students learn about various Skills4Success in a hands-on lesson from professionals. 5th graders then teach each other about each skill and reflect together. Students are expected to:Engage in lessons that professionals are teaching.Ask professionals questions to better understand Skills4Success.&nbsp;Be courteous with professionals.Take notes about what is learned regarding each Skills4Success<\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/1sNiPqQnmPBlXBtBpKdTcc_Aoo4Q7T4YCug2k0JV2my4\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">6th Grade Busines<\/a><a href=\"https:\/\/docs.google.com\/document\/d\/1sNiPqQnmPBlXBtBpKdTcc_Aoo4Q7T4YCug2k0JV2my4\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">s Pathway PBL Project<\/a> 6th grade students will be exposed to the Design Thinking problem-solving process, in which they will solve a real-world problem related to business and information technology.&nbsp;<br><br>The project utilizes a Project-Based Learning environment where groups of students work collaboratively with local businesses. Students are given an opportunity to learn about various careers in business and information technology throughout the project. Students will visit local businesses, tour, and interact with professionals.&nbsp;<br>At the conclusion of the project students will present solutions to various professionals.&nbsp;<\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/13zVvwaWRVIyLILHTbt1ZJFFMM8MTN-FRGOZkCYBccxo\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Construction Pathway PBL Project&nbsp;<\/a>5th grade students will be exposed to the Design Thinking problem-solving process, in which they will solve a real-world problem related to construction.&nbsp;<br>The project utilizes a Project-Based Learning environment where students work collaboratively with a group of students and local construction professionals.&nbsp; Students are&nbsp; given an opportunity to learn about various construction and trades careers through participation in <strong>DIG IN! Day<\/strong>.&nbsp;<br>At the conclusion of the project students will present solutions to the various professionals.&nbsp;<\/td><td><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Table 1. <a href=\"https:\/\/www.hamiltonschools.us\/our-district\/work-based-learning\/grades-5-8\/\" target=\"_blank\" rel=\"noreferrer noopener\">Middle School (7\/8) Work-Based Learning Requirements<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>7th Grade Work Based Learning Expectations: Manufacturing<\/strong><\/td><td><strong>8th Grade Work Based Learning Expectations: Agriscience&nbsp;<\/strong><\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1nAgGwy-YCj4SB0hpWB53-6Jn0lyJ6_Co3naD0zDoDrk\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Manufacturing Tours&nbsp;<\/a>Students participate in tours of various workplaces during National Manufacturing Week and other local opportunities<br>Tours will occur doing the school day and Hamilton Community Schools will provide transportation.&nbsp;All 7th grade students will attend Manufacturing week.&nbsp;Opportunities to attend Manufacturing Week tours are available through other participating classes.&nbsp;<\/td><td><br>8th grade students will be exposed to the Design Thinking problem-solving process, in which they will solve a real-world problem related to Agriscience\/Natural Resources Management.<br>The project utilizes a Project-Based Learning environment where students work collaboratively with a group of students and local agriscience and Natural Resource Management professionals.&nbsp; Students are&nbsp; given an opportunity to learn about various agriscience and natural resource management careers while interacting with professionals throughout the project.&nbsp;&nbsp;<br><br>At the conclusion of the project students will present solutions to the various professionals.<\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1S9dJR9vOb0O1ZzimalIuyV4RRFFDSTAZKkJbrZbnFeM\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Manufacturing Pathway in Social Studies class<\/a> 7th grade students will be exposed to the Design Thinking problem-solving process, in which they will solve a real-world problem related to manufacturing, skilled trades, and employee retention.&nbsp;<br>The project utilizes a Project-Based Learning environment where groups of students work collaboratively with professionals from local businesses.&nbsp; Students are given an opportunity to learn about various careers in manufacturing and human resources throughout the project. Students will use information from manufacturing tours and connections with local professionals.&nbsp;<br>At the conclusion of the project students will present solutions to various professionals.&nbsp;<\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/1dw1yi5spkZPrRoKSPP5T_5VVwkGkFcO3AOTweRslRdA\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">8th Grade Budget and Personal Finance Simulation<\/a> Students will participate in a financial simulation in which students will select a career based on their interest and be given a corresponding salary. Students will roll dice to determine marital status, children, etc and will make decisions like housing, utilities, child care, food, clothing, etc. Students will see how their decisions impact their monthly budget.&nbsp;<\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1lhSukpeyT8Fa7PNf4Ncm2sPAtIVl384jOQrCKTWxtiI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Middle School Job Shadow<\/a> Students go to a place of employment with someone who has a career in the student\u2019s field of interest.&nbsp;<br>Students are expected to watch, listen, and engage with professionals to the capacity outlined by the employer.<\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/1lhSukpeyT8Fa7PNf4Ncm2sPAtIVl384jOQrCKTWxtiI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Middle School Job Shadow<\/a> Students go to a place of employment with someone who has a career in the student\u2019s field of interest.&nbsp;<br>Students are expected to watch, listen, and engage with professionals to the capacity outlined by the employer.<\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1DLnVECt9tnnUz5_uRSqgomx9mpj-24Z8PJltFTsOXaw\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Education Development Plan<\/a><\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/1DLnVECt9tnnUz5_uRSqgomx9mpj-24Z8PJltFTsOXaw\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Education Development Plan<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Table 3. <a href=\"https:\/\/www.hamiltonschools.us\/our-district\/work-based-learning\/grades-9-12\/\" target=\"_blank\" rel=\"noreferrer noopener\">HCS High School Work-Based Learning Graduation Requirements (beginning with the class of 2023)<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to graduate from Hamilton Community Schools, all students must complete THREE of the tasks listed below. At least one of the activities must come from the training category.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Preparation: <\/strong>Learning that requires direct interaction over a period of time with a professional requiring application of transferable skills<\/td><td><strong>Training: <\/strong>Learning that happens through on-the-job experiences<\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1QCz-NWkWBUdmWEs6blW9q8r3c6_cgTLFg0nVv-yxALA\/edit\">High School Courses<\/a><\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/1ZTKtSh3nwpUlB4jvMKa1EGX1dX7XuDatizDJ1uHQeyQ\/edit\">School Store Marketing Course<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1b7YH9pnRnByWxMFgHbrc88DHIFDYlmj96QzvDlQCapI\/edit\">School Sponsored Activities<\/a><\/td><td>Intro to Teaching\/Teaching Practices Course<\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1BEXTTneGzTvDLuTN0V2T59jaNcwNN8MrhWdW2GYwI24\/edit?usp=sharing\">FuturePREP\u2019d PREP\u2019d Connect Program<\/a><\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/11tsxOwT_psZcwtuB6Vb7ItQnpDO9m7izOhFY9qb5SRk\/edit?usp=sharing\">Work Experiences<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1vYV9RtBDaSYWfuBIh3qtGbmk3bFHH2cvx7-sKuZ1vBg\/edit\">U.S. Military Preparation Program<\/a><\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/1pX1jag4ysdrl6wf1vf8hy2WEIHEDEt3jaNPNRQIdYXA\/edit?usp=sharing\">Summer Project Based Learning Programs<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/docs.google.com\/document\/d\/1WoN3pOcDIQrxXajvOMamdetIQEM8b7UyWePB6EVuNLc\/edit\">Agricultural Preparation Programming<\/a><\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/1YnU_JD3UrDZ7Gzt_fPoQXWRm0n9PZFzY3jgStKqI8Nc\/edit\">Future PREP\u2019d Academy Program<\/a><\/td><\/tr><tr><td>Careerline Tech Center Career Camp<\/td><td><a href=\"https:\/\/docs.google.com\/document\/d\/1lfdiSGK7y76d6SgFi6SaUBKp9296pdabS_YqjlPHzWc\/edit\">Military Training Experience<\/a><\/td><\/tr><tr><td>Other (Approved by Committee)<br><a href=\"https:\/\/docs.google.com\/document\/d\/10fwEKgEUlY9tTaitQ21MMRH_8ZpUFjwBAoGlEO3wFeU\/edit\">Approval Request Form<\/a><br><a href=\"https:\/\/docs.google.com\/document\/d\/1ruru4zxT8TxCUlVf7UIRaR_tz3qGxEr6xWlO6mawPps\/edit?usp=sharing\">Verification Form<\/a><\/td><td>Other (Approved by Committee)<br><a href=\"https:\/\/docs.google.com\/document\/d\/10fwEKgEUlY9tTaitQ21MMRH_8ZpUFjwBAoGlEO3wFeU\/edit\">Approval Request Form<\/a><br><a href=\"https:\/\/docs.google.com\/document\/d\/1ruru4zxT8TxCUlVf7UIRaR_tz3qGxEr6xWlO6mawPps\/edit?usp=sharing\">Verification Form<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\" id=\"barriers\">Barriers to Work-Based Learning Implementation<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tebo was clear that while implementation of the work-based learning program has been an overall success, his team did face barriers and some resistance along the way. While there were likely more, Tebo focused on the need to work specifically with teachers to assuage their discomfort and fears as a main challenge to implementation of their work-based learning program. Change in a well-defined and ingrained system like education can be scary for stakeholders and cause distress for those involved.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Certainly there were other barriers to implementing such an ambitious and community driven program (i.e. securing adequate community support, transportation to off-site activities, etc.), but in many ways, those are easier to overcome, or at least have more clear resolutions. Personal perceptions and cultural barriers are typically harder to overcome as they are often less defined and with unclear solutions. As was the case with Tebo and his team, the barriers he discussed were cultural, not logistical. There of course were logistical challenges, systems had to be developed to account for student participation in \u201cout of school\u201d activities such as <a href=\"https:\/\/4-h.org\/\">4H<\/a>, an \u201cencouraged experience\u201d in the High School work-based learning program. These types of experiences that students complete on their own required the creation of a verification form and tracking of that time in a centralized system (Hamilton uses Naviance), as well as flexibility within the system to value experiences that did not necessarily take place within the school.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cultural barriers seemed to present a larger challenge to implementation. Specific to teachers, Tebo discussed the initial discomfort and uncertainty with some teachers around the new expectation to create learning \u201cexperiences,\u201d an area separate from their training as content experts. To overcome this, Tebo and his team identified liaisons to aid teachers in the development of learning experiences in line with the world-based learning grade level focus areas. Liaisons were there specifically to lighten the load for teachers so they did not feel overburdened by the new expectations. Tebo was also clear that it was critical not to \u201cshame\u201d teachers for their current teaching practices or role as content experts but rather to build on this foundation. Teachers were also concerned about being penalized for making mistakes in the process or not having adequate student standardized test scores. Overcoming this barrier required district-wide systemic change away from a focus on standardized testing and towards one that prioritized teacher creativity and experiential learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\" id=\"developing\">Developing a Shared Vision for Work Based Learning at HCS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tebo spoke about the importance of creating a shared vision and involving community stakeholders in the process of developing and implementing the work-based learning program. Tebo emphasized the importance of being aware of school culture and community culture and that effective practices in one context may not translate over to another, one has to walk through the change management process and navigate culture.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Before Tebo and his team started developing the work-based learning program, they worked on developing a mission statement and vision for HCS. The goal of the mission and vision were to reflect a change from preparing all students for a four year college or university to that of preparing each student for whatever comes next after high school graduation whether that be, \u201c<em>four year institution, a two year institution, a certification, the world of work, the armed services, a gap year<\/em>.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ashley Meyer was also clear that soliciting feedback at every stage in the process and from every level of stakeholder contributed to the development of a shared vision and to the success of the program. Feedback was collected during the development of the original district wide mission statement and vision and throughout the development of the work-based learning program. As the program is ongoing, Meyer also values and considers feedback from parents. In addition, Meyer and her team elicit feedback from students, both formally with the lower grades, and informally with older students. Not only collecting feedback but carefully considering and responding to this feedback has helped HCS develop a shared vision in their district.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\" id=\"key\">Key Takeaways for Developing a Work-Based Learning Program<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3,\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h3 class=\"wp-block-heading\" id=\"successes\">Successes&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The work-based learning program at HCS was originally designed to provide opportunities for students who may not have been well served by the perspective of high school as solely a means to prepare for a four-year college or university. Through the work-based learning program, administrators hoped to improve college dropout rates for HCS graduates and offer their students an opportunity to explore careers that did not necessarily require a degree. Administrators plan to continue to track this data but are cognizant that gains are still many years off as the work-based learning graduation requirements take effect for this year's eighth graders. However, initial feedback from parents and students is positive with many appreciating the opportunities provided to students through the program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beyond the traditional quantitative markers of success (high school and college drop out rates as discussed above), the high level of community engagement and support is a success of the work-based program at HCS. Many of the opportunities afforded to students from job shadows as well as hands on career exploration days, would not be possible without the time and materials donated by businesses in the community. Business owners and tradespeople in the community donate supplies (e.g., drywall for construction demonstrations, HVAC equipment), expertise, and time (e.g., leading hands on demonstrations, providing feedback on student projects, offering job shadowing, etc.). Bringing the community together provides students with opportunities to learn real-world skills and apply content in authentic ways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h3 class=\"wp-block-heading\" id=\"challenges\">Challenges<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Implementing the work-based learning program at HCS was not without challenges. Tebo&nbsp;discussed two main challenges that their team faced during the development of the program.&nbsp;One of the main challenges was logistical -&nbsp; tracking and verifying work-based learning experiences and Carnegie units of credit. Tebo was clear that the original intent of the program, and how it still operates, was to build a model in which the learner did most of the work of tracking work-based learning experiences. Staff members verified the work rather than being solely responsible for tracking it. HCS expects students at all levels to take ownership of their learning and complete the necessary documentation to record and track work-based learning experiences. Students are given more responsibility in high school and afforded the opportunity to personalize their work-based learning based on their own interests, again with the understanding that they are in many ways managing this requirement\u2013with help and guidance from school staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the development of the work-based learning program, administrators wanted to be sensitive to the sometimes differing perspectives of teachers, parents, and community members in determining what career fields to focus on. To avoid making unilateral decisions, administrators triangulated data from multiple sources such as a local economic development organization and the local Chamber of Commerce to determine high-wage careers as well as areas looking for skilled workers. Overall, the challenges faced in implementing a work-based learning program require a flexible and data-driven approach that takes into account the needs of both the community and the learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h3 class=\"wp-block-heading\" id=\"advice\">Advice<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For districts looking to start their own work-based learning program (or any ambitious, systematic change), clear, consistent, and transparent communication from all stakeholders is critical. Dave Tebo was adamant that everyone in the system be given a voice, not just the superintendent, but curriculum directors, principals, counselors, parents, and most crucially\u2013students. Tebo considers students the \u201cusers\u201d of the education system and sees tremendous value in including their voice saying, \u201c<em>If we are not listening to our students alongside our teachers, and our counselors and the people, we're missing the boat<\/em>.\u201d It should be again noted that student feedback is also a critical component of the work-based learning program and regular feedback is collected from students at all levels in a variety of ways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to including various voices in the discussion, Tebo asserted the importance of substantial changes, like HCSs work-based learning initiative, be data driven and respond to the needs and desires of the community\u2013not just the immediate needs or perceived needs of the school. Prior to the development of the work-based learning program, HCS was getting feedback from past and present students requesting more internships, job-shadowing opportunities, and work experiences. Simultaneously, HCS was hearing from their community that they needed more qualified and skilled workers, in careers that did not require a four year college or university degree. By combining both of these needs, HCS is able to better serve students and prepare them for careers in their community. HCS is still continuing to use feedback and data from stakeholders to refine and improve their work-based learning program to ensure that it continues to meet the needs of students and the community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CTE was not a new concept in HCS as they have a long history with the <a href=\"https:\/\/www.oaisd.org\/ctc\/\">Ottawa Area ISD Careerline Tech Center<\/a>. However, they identified a need in their community for more knowledgeable and skilled workers and developed a work-based learning program that not only met this need but better prepared HCS students for life after high school. The needs of the school community at large drove the development of the work-based learning program, from implementation through the strategic use of data, inclusion of feedback from various stakeholders, and expanding how content standards are taught. HCS has developed a program that reimagines career and technical education, bringing it out of isolation and into everyday experiences.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Making Learning \u201cSticky\u201d Through A Work- and Project-Based Program at Hamilton Community Schools",
            "excerpt": "Hamilton Community Schools (HCS) in Michigan has developed an innovative work-based learning program to prepare students for future employment and expose them to in-demand career pathways. The program aims to close the skills gap and provide greater access to educational training opportunities. HCS collaborated with businesses and higher education institutions to create a multi-year program focused on experiential and project-based learning. Students have the chance to explore high-wage careers through site visits, job-shadowing, and apprenticeships, gaining the necessary skills for informed decisions about their futures. ",
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        {
            "id": 82086,
            "path": "\/research\/publications\/first-weeks-in-an-online-course\/",
            "author_id": 54,
            "timestamp": 1691161696,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction and Need for the Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report<\/a> highlighted important differences in online course outcomes for students based on school poverty status, which was measured by the percentage of students who received free or reduced-price lunch (FRL). On average, students in high FRL schools did not do as well as students in lower FRL schools. Further, students from high FRL schools represented a larger share of online course enrollments (Freidhoff, 2023). With prior research suggesting that enrollment patterns and engagement influence student outcomes in online courses (e.g., Kwon, 2019; Ricker et al., 2020, Zweig, Stafford, &amp; Hanita, 2022), <em>Michigan Virtual<\/em> sought to determine whether there were differences in the ways that students in high FRL schools were interacting with their online courses compared to students in other schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This study addressed the following research questions based on data from Michigan Virtual courses in fall 2022:\u202f&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>What were the enrollment, access, and submission patterns for students in schools that were categorized as high FRL?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>In what ways were patterns for students in high FRL schools different than for students in schools with other FRL categories?<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"methodology\">Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"sample\">Sample and Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The sample consisted of 9,382 students in 399 schools across 284 districts who were enrolled in Michigan Virtual\u2019s online courses during the Fall 2022 semester and did not drop the course during the grace period. These 9,382 students represented 12,021 enrollments. Approximately 16% of students enrolled in more than one course. The number of students enrolled in each school ranged from 1 to 348, with 18 schools enrolling more than 100 students each. Michigan Virtual categorized schools into one of four categories based on the percentage of all learners at the school (not just virtual learners) that qualified for free or reduced-price (FRL) meals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Low FRL (&lt;=25%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-Low FRL (&gt;25% to &lt;=50%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-High FRL (&gt;50% to &lt;=75%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>High FRL (&gt;75%)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Enrollments that did not have FRL data are in a separate category: no demographic data available. In this report, enrollments in the high FRL category were compared to enrollments in all other FRL categories, including those without demographic data. There were 17 schools in the high FRL category enrolling 1 to 338 students in <em>Michigan Virtual <\/em>(MV) online courses. Of the 9,382 students enrolled in Michigan Virtual courses at the course start date, 742 were in high FRL schools (7.9%).&nbsp;However, students from high FRL schools made up a larger proportion of enrollments, at 9.2% of enrollments (1,108 enrollments; Figure 1).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh5.googleusercontent.com\/-S5hYq96ym37br1Ri-a0B8H9nij9-U5_GDLOPc1o3Whe53DmdOui-8Ug5xcYfRvkOQgcwJwWUz6IUfLZ8w3hc5NX1txgToTW1AfpKdecr7aFFAisSyE9huT826jZNnz1E4hZSzvL2PGdWsSaUGnvePg\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Figure 1. Distribution of Enrollments based on School Received Free or Reduced Price Lunch Category<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual provided de-identified student data on enrollment and course activity during the first two weeks, as well as course outcomes. Enrollment data included date of enrollment, type of enrollment, and enrollment status at the end of the course. There are three types of enrollments:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Early start: students have an abbreviated term length, with students enrolling prior to 8\/26 and starting as soon as they enroll, with a consistent early end date before the winter holidays.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Fixed start: students have a consistent term length of 20 weeks, with weekly start dates in August and September, and end dates in January.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Delayed start: students have an abbreviated term length, with students delayed enrollment after the fixed start dates, and a consistent end date in January regardless of enrollment date.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Course activity included dates of course access and assignment submission, which were used to generate the following binary indicators:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>accessed the course during the first week<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>accessed the course during the second week&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>submitted an assignment during the first week<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>accessed the course before the last date the student could drop the course with a refund (14 days after the start date)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The weeks were counted based on the course start date or the date the student enrolled in the course, whichever was later. For example, if a student enrolled in the course five days after the course start date, the first week for that student would be seven days after the student enrolled, which was 12 days after the course start date. This approach avoided conflating the influence of enrollment timing with course activity.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The main course outcome was final grade, which was equal to points earned divided by points possible. A final grade of at least 60 percent was considered a passing grade, though the final determinations for a grade were made by the student\u2019s school rather than the MV online teacher.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"analytic\">Analytic Approach<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The primary analytic approach was a descriptive analysis of the course activity during the first two weeks of the course, calculating frequencies and means by FRL category. In addition, a regression model was used where final grade was the outcome measure, and the independent variables included enrollment timing, course activity, and the school\u2019s FRL category.&nbsp;A hierarchical linear model was most appropriate because students were nested within schools. Unless otherwise noted, the unit of analysis is an enrollment because some students were enrolled in multiple courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"results\">Results<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This section first describes the overall relationships between course outcomes and patterns of enrollment, access, and submission using the data from this study. Then, comparisons are made between enrollments from High FRL schools and enrollments from schools in all other categories.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, 70% of enrollments were on-time, 93% of enrollments accessed their course during the first week, and 76% submitted an assignment during the first week. The average final grade was a 65, with enrollments from high FRL schools having lower average final grades than enrollments from schools in all other categories.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enrollment, access, and submission were all correlated with final grades. Prior research suggests that students who enroll late are less likely to be successful in online courses (Zweig, Stafford, &amp; Hanita, 2022), and that relationship was replicated with the data from this study (rho=-16). Accessing a course in the first week, number of days until the first access, and submitting an assignment during the first week were also moderately correlated with students\u2019 final grades (rho=-0.31, 0.24 &amp; 0.37 respectively).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who accessed their course in the first week had an average final grade of 71 compared to 41 for students who did not access their course that week (Figure 2).&nbsp;Even after excluding students who dropped the course, students who accessed the course in the first week had significantly higher scores than those who did not access the course during the first week. Similarly, students who submitted an assignment in the first seven days after enrolling in the course earned a final grade of 74 compared to 45 for students who did not submit an assignment in the first week.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh3.googleusercontent.com\/FESk96NdQfvgRZ7ZttNHjjvXzRDMj9qErFbwkCyNiG-umINkdk28gl9ux5QDLTkeFexDldrWkgMQQE7Z7waIIsfISbBVWVqdSpXvhjuIlU84CK1dgLjeIVz2h_mUjuMILptakNEnU--_NXsQ36QrEsc\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Figure 2. Average Final Grades for Enrollments that Accessed and Submitted Assignments in the First Week Compared to Enrollments that Did Not<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"enrollment\">Enrollment<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students in high FRL schools were more likely to register for Late Start courses than students in other school categories (37% compared to less than 1%) and less likely to enroll in traditional Fixed Start courses (61% compared to 89%; Figure 3). There were also differences in the likelihood that students started late in their courses, even after accounting for the different type of enrollments.&nbsp;That is, 48% of enrollments from high FRL schools were late, meaning that students started the course after the course start date regardless of the type of enrollment, compared to 28% of students in all other schools. Students in high FRL schools also enrolled in more courses, 2.5 on average compared to 1.9.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh5.googleusercontent.com\/BIKqk7lkuJhynQFlFTCebvP1CPyvoDiP8MdAIRJCfH29qPy8bYW1lASapiySoC6VNxq_BLaRKCO9IexG68niQG8aU9VFkt0LxYC8niMA6167OYNHqJ4b4863MmoXZqVguUKmGclBwHdQ1S4chvAPLoY\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Figure 3. Enrollment Type by Category of School FRL<\/em>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"course\">Course Access<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students in high FRL schools accessed their courses later than students in schools with other FRL categories.&nbsp;A smaller percentage of enrollments from high FRL schools accessed their online courses within seven days of enrolling compared to enrollments from all other schools (68% compared to 95%; Figure 4).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh6.googleusercontent.com\/4z1F7iw2H2Ihnlp0Q5RKY_SyW2NvTYxHCj-n1PkhgqzIOGWCZMMSk5omduGlexYV33ZxOyC8onp7W5HcfL3n8P6KQqPwzKAqVGp5Ajic0Tzz5pnFnBSN1yoMYAFkFzEU7JPr2PJ5BYEK_4c6ol11zak\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Figure 4. Percent of Enrollments who Accessed&nbsp; the Course in the First Week<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enrollments from high FRL schools accessed their courses on average 11.3 days after starting the course while enrollments in low FRL schools took an average of 2.8 days to access their courses (Figure 5). Students in other FRL categories took a similar amount of time to access their courses \u2013 ranging from 2.8 days to 3.3 days for enrollments from schools in the other FRL categories. In only 16% of enrollments from high FRL schools did students access their course the first day they enrolled, and approximately 39% accessed their course 10 days or more after being enrolled. The patterns were reversed for enrollments in the other categories \u2013 with 38% accessing their course on the day they enrolled and only 5% accessing it 10 or more days after being enrolled.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh5.googleusercontent.com\/W4d_FhRUiKVnlQAakQvUwM0mNHYIVTrnLEfmhYWA0Oc4Q1O9DzeV7U1-kBmtx89p0VluDvU-xQhmQzV-WOqgBPvg53myGs7l2xPgGHmGtt00iFw0YR7CWxR47MQs3X0NRO_zZhu00Z8_svIVCkjYWJA\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Figure 5. Average Number of Days until First Course Access<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For students that accessed their courses in the first week, the frequency of accessing the course was similar across FRL categories with an average of 3 times for high FRL schools compared to 3.5 for enrollments from all other school categories.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"assignment\">Assignment Submission<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Enrollments from high FRL schools were less likely to submit an assignment in the first week (36% compared to 85%; Figure 6). When examining enrollments from high FRL schools that accessed their courses in the first week, 53% submitted an assignment that first week. The first submission for students in all FRL categories was typically an assignment in the introductory unit of the course. That is, 75% of all enrollments submitted an assignment in the introductory unit as their first submission.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh4.googleusercontent.com\/DiDKXzYNvYAxUO5zEwzisQB7uMKV-nX9O4aPq_G08y6yrg082_VVTzHXqAXkUZjVW31qTQHPT2W7tuf0ZTXM7FffsyIGE5uzTbqZV1JBO_Y-dIeXX4t35xvUJB7cH5e7tj-p66I3361phsnSV6EL_9c\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Figure 6. Percent of Enrollments that Submitted an Assignment During the First Week<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students in high FRL schools took longer on average to submit their assignments. For example, students in high FRL schools submitted an assignment on average 15.8 days after they accessed their courses, compared to 4.3 days for enrollments from low FRL schools (Figure 7).&nbsp; The average for all enrollments not from high FRL schools was similar to the low FRL school category, at 4.5.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh5.googleusercontent.com\/aVoqhc6yGlZL6nXkQ02hpcdXO7zLKld3_0anCXm9gqGl9IeDJ1WYcpEMeiGLAPsGiIRt9wZElzxsqOWTnqovl4JjE8omcRhRDTZ45aL69EA52w1x9nLCj3k13koX6C2Vzuhd3_c4hy4IBE2GRnSk7T8\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Figure 7. Average Number of Days Until First Assignment Submission<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There was still a gap even when accounting for when the students accessed the course for the first time. On average, students in high FRL schools submitted an assignment 7.4 days after they first accessed the course, whereas students in all other schools took 1.6 days. In many cases, enrollments from high FRL schools submitted their first assignment after the date in which they could withdraw from the course with a full refund (31%). An assignment was never submitted in 19% of enrollments from high FRL schools compared to less than 1% in all other schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"combined\">Combined Influence of Enrollment, Course Access, and Assignment Submission&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The relationships between final grades and the variables related to enrollment, access, and submission were consistent with the descriptive findings, even after accounting for the courses in which students were enrolled. Overall, approximately 18% of enrollments from high FRL schools resulted in a passing grade.&nbsp;When the sample was restricted to on-time fixed-start enrollments from high FRL schools where the student accessed and submitted an assignment in the first week, 47% earned a passing grade. The average final grade also doubled, from 24 to 50.&nbsp;The differences for students in other FRL category schools were not as large, with final grades increasing by only 6 percentage points (compared to 29 percentage points for high FRL) when the sample was restricted to on-time fixed-start enrollments where the student accessed and submitted an assignment in the first week.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"implications\">Implications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"trends\">Trends Require Further Investigation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This analysis demonstrated a relationship between students\u2019 final grades and students\u2019 enrollment, course access, and assignment submission patterns. One implication is to further examine whether there are differences in structures and supports between high FRL schools and schools in other categories that may be contributing to the differences in enrollment, course access, and assignment submission patterns. It may also be beneficial to review the first assignments in the courses and consider whether any modifications should be made for students to experience early success in an online environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students enroll in online courses for a variety of reasons, and those reasons may also relate to the number of courses a student takes online and the timing of their enrollment. For example, it may not be possible to enroll before the course start date when students enroll in an online course because of unanticipated teacher vacancies in the students\u2019 school or because they have an unexpected conflict in their schedule. Similarly, there are many reasons why a student may not access their course. It could be that a student does not have access to the right technology, is not aware of the need for consistent engagement in online courses, or it is even possible that the student was not aware of the enrollment. A next step from this research is to examine the patterns for each of the 17 high FRL schools and gather information from the school about the enrollment processes and other structures to support student learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"access\">Access and Submission as Early Indicators<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The relationships presented here demonstrate that students' enrollment timing along with their initial access and submission of assignments might serve as an early signal to online teachers about which students may benefit from intervention. Prior research has used course activity to predict outcomes primarily in MOOCS (e.g., Ba\u00f1eres et al., 2023; Dalipi, Imran &amp; Kastrati; 2018; Hu, 2022; Mubarak et al., 2019), though some studies have occurred in the secondary school setting (Hung &amp; Rice, 2018; Ricker, Koziarski, &amp; Walters, 2020). The analysis here suggests that even using two or three data points from the first week could create opportunities to intervene with many students whose early engagement is a strong predictor for their outcomes. For example, the teacher could communicate with students or the school administrator to identify the barriers facing students who were not engaging in their online courses. For students in high FRL schools in this sample, 87% of late enrollments who did not access the course in that first week had a final grade below the passing benchmark (60%). If it had been possible to successfully intervene for these students, the outcomes for nearly three-quarters of students from high FRL schools would have likely improved.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of these early signals can be implemented in learning management systems to automatically provide information to teachers about students who have not accessed their courses. The analysis in this study suggests that many students did not access or submit an assignment until after the date at which students can drop the course for a full refund. In addition to examining activity within the first week, it might also be helpful to examine activity before the drop date to try to initiate communication with students when there are still opportunities to drop the course without penalty.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"consider\">Consider Other Factors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The relationships between final grades and the variables related to enrollment, access, and submission, are confirmed through the regression analysis. However, the coefficients on the indicators for a school\u2019s FRL category remain significant even after accounting for the variables of interest and course subject, which suggests that there are other factors beyond those in the model that are influencing the outcomes for students in high FRL schools. Research is needed to understand what other factors and experiences may be contributing to these outcomes, and to the decisions around enrollment, access, and submission.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study provided descriptive evidence about differences in the ways that students in high FRL schools were interacting with their online courses compared to students in other schools. The results from this analysis suggest that enrollment and activity during the first week are different in high FRL schools, and that further investigation is needed to better understand the context and barriers these students face. The results further suggest that it could be beneficial to communicate with students who do not submit an assignment during the first week to determine how they can be supported to be successful in their online course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Ba\u00f1eres, D., Rodr\u00edguez-Gonz\u00e1lez, M.E., Guerrero-Rold\u00e1n, AE. et al (2023). An early warning system to identify and intervene online dropout learners. International Journal of Educational Technology in Higher Education 20(3). <a href=\"https:\/\/doi.org\/10.1186\/s41239-022-00371-5\">https:\/\/doi.org\/10.1186\/s41239-022-00371-5<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dalipi, F., Imran, A.S., &amp; Kastrati, Z. (2018). MOOC dropout prediction using machine learning techniques: Review and research challenges. 2018 IEEE Global Engineering Education Conference (EDUCON), 1007-1014.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R. (2023). Michigan\u2019s k-12 virtual learning effectiveness report 2021-22. Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hu, Y.-H. (2022). Using Few-Shot Learning Materials of Multiple SPOCs to Develop Early Warning Systems to Detect Students at Risk. The International Review of Research in Open and Distributed Learning, 23(1), 1\u201320. <a href=\"https:\/\/doi.org\/10.19173\/irrodl.v22i4.5397\">https:\/\/doi.org\/10.19173\/irrodl.v22i4.5397<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hung, A &amp; Rice, K. (2018). Combining data and text mining to develop an early warning system using a deep learning approach. Lansing, MI: Michigan Virtual University. Retrieved from <a href=\"https:\/\/www.mvlri.org\/research\/publications\/combining-data-and-text-mining-to-develop-an-early-warning-system-using-a-deep-learning-approach\/\">https:\/\/www.mvlri.org\/research\/publications\/combining-data-and-text-mining-to-develop-an-early-warning-system-using-a-deep-learning-approach\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J., Debruler, K., &amp; Kennedy, K. (2019). A snapshot of successful K-12 online learning: focused on the 2015-16 academic year in Michigan. Journal of Online Learning Research, 5(2), 199-225. <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ1229422.pdf\">https:\/\/files.eric.ed.gov\/fulltext\/EJ1229422.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mubarak, A., Cao, H. &amp; Zhang, W. (2022). Prediction of students\u2019 early dropout based on their interaction logs in online learning environment. Interactive Learning Environments 30(8), 1414-1433, DOI: 10.1080\/10494820.2020.1727529&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ricker, G., Koziarski, M., &amp; Walters, A. (2020). Student clickstream data: Does time of day matter? Journal of Online Learning Research 6(2), 155-170. <a href=\"blank\">https:\/\/www.learn\u00actechlib.org\/p\/215688\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zweig, Stafford, Hanita (2022) Enrollment Timing in Supplementary Online Courses: Do Students Who Enroll On-Time Have Better Course Outcomes? Journal of Online Learning Research 8(2), 163-180<\/p>\n<!-- \/wp:paragraph -->",
            "title": "The First Week in An Online Course: Differences Across Schools",
            "excerpt": "This report investigates online course outcomes in high free or reduced-price lunch (FRL) schools vs. others. Students in high FRL schools had lower grades, delayed access, and fewer assignments submitted. Early engagement indicators significantly influenced final grades, highlighting the need for timely interventions to promote equity in online education.",
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            "id": 82093,
            "path": "\/about\/news\/east-grand-rapids-public-schools-teacher-named-2023-online-mentor-of-the-year\/",
            "author_id": 2,
            "timestamp": 1691079786,
            "content": "<!-- wp:paragraph -->\n<p><strong><em>A version of this article was also published at <a href=\"https:\/\/www.fox17online.com\/news\/local-news\/kent\/east-grand-rapids-teacher-awarded-2023-online-mentor-of-the-year\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.fox17online.com\/news\/local-news\/kent\/east-grand-rapids-teacher-awarded-2023-online-mentor-of-the-year\" rel=\"noreferrer noopener\">FOX 17<\/a> on August 4, 2023.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 David Dublis of Grand Rapids, Mich. was named the 2023 Online Mentor of the Year \u2013 a distinction given to a <em>Michigan Virtual <\/em>mentor who has demonstrated excellence in teaching and enhanced student success in the online classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Michigan Virtual<\/em> students work with highly talented and dedicated mentors who are chosen not just for their expertise, but for their passion for helping students succeed academically, mentally and socially,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cDavid first became a mentor in the fall of 2021 and has proven, through his deep concern for our individual students, that whole child education helps students flourish.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dublis began with Grand Rapids Public Schools in 2011 as a technology specialist and drama director. In his work serving as a <em>Michigan Virtual<\/em> mentor, Dublis now focuses on helping students succeed and learn the \u2018soft skills\u2019 not traditionally taught in a standard classroom.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think the key to making anyone a good mentor or teacher is a true desire to help students be successful,\u201d Dublis said. \u201cTruly caring about each individual student and making a point to form relationships, while taking the opportunity to listen is the difference for some students.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After receiving a Bachelor of Arts in Communications at Loyola University Chicago, Dublis went on to receive a Master of Education at DePaul University.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dublis wants future mentors to know it\u2019s a valuable path, adding that, \u201cThis job can be as rewarding as you make it by taking the time to form relationships with your students and meeting with them regularly when possible. Today\u2019s students are dealing with more anxiety and stress. When the students know I truly care, they don\u2019t want to let me down.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception in 2015, nine mentors received the distinction of Michigan Virtual Online Mentor of the Year. Mentors of the Year are nominated by <em>Michigan Virtual<\/em> instructors who are in regular contact with both students and educators regarding student progress and success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To be selected for the Mentor of the Year distinction, mentors must be positive and proactive communicators with instructors and parents and assist as an ambassador for students to ensure their success. This distinguished award was established to set a bar for excellence and recognize the incredible mentors in the digital learning community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learn more about <em>Michigan Virtual<\/em> mentors at<a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Flink.mediaoutreach.meltwater.com%2Fls%2Fclick%3Fupn%3DSBDuBa4ZnVx-2Bdk6RDH6zFsraNCzItnubI3PgCJeWCTdk8SbyRcmlGIvmcYu-2F8GMFJeVN_imxqviGTdPo5uhVrNrz-2Fta-2FKZU-2BRkX5mH7EkYIwleGi1jIocIVXieDbjt4spORq-2BdIlO-2BEoOutoWf-2F1nBJ2NcENWyqcRf3Ytg3lBBLBMCsYHxEm6NngJv4Szz7uSLZneOTZZ5kE4jqsK2pUQdI3hVSJx90RmfzY-2BvIpI5Ndw2H3QA9ruoOUYqjfTeQrP1lsvAnxVpR-2FflEYuFYbqwJoheaVBokBNmmeU2TLfsPJn4nO6LwmSq2Fp64ZxtQoC5iJm1OazK29JflZ-2FKok12vt0MS29AJjUaYqquIhraENo-2F3XlHXcjmt7bqgs9g9vcoOZoGoaQPa5UTG-2F5PTmNVxCg1TXIPK-2BzY0ouuuofg26pO7vCzdTYK6gLoMCnQhmKjXMKXGKzI3m88ZpxxoUQY-2F63GQ-3D-3D&amp;data=05%7C01%7Cbbautista%40michiganvirtual.org%7Cb90fdddc3ddc4f06401608db943abbd3%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C638266752219893289%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=PYecdvm8O8oZoPJcS44vBUFG6CrYtdZ%2BrWoP%2FgkBVGs%3D&amp;reserved=0\">&nbsp;michiganvirtual.org\/mentors<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "East Grand Rapids Public Schools teacher named 2023 Online Mentor of the Year",
            "excerpt": "A version of this article was also published at FOX 17 on August 4, 2023. LANSING, Mich. \u2014 David Dublis of Grand Rapids, Mich. was named the 2023 Online Mentor of the Year \u2013 a distinction given to a Michigan Virtual mentor who has demonstrated excellence in teaching and enhanced student success in the online...",
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            "id": 82091,
            "path": "\/about\/news\/saginaw-valley-state-university-teacher-named-2023-online-teacher-of-the-year\/",
            "author_id": 2,
            "timestamp": 1691079681,
            "content": "<!-- wp:paragraph -->\n<p><strong><em>A version of this article was also published at <a href=\"https:\/\/www.wnem.com\/2023\/08\/04\/svsu-graduate-named-2023-online-teacher-year\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.wnem.com\/2023\/08\/04\/svsu-graduate-named-2023-online-teacher-year\/\" rel=\"noreferrer noopener nofollow\">WNEM 5<\/a>\u00a0on August 4, 2023.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 Carrie Begick of Saginaw, Mich. was named the 2023 Online Teacher of the Year \u2013 an award given to a <em>Michigan Virtual<\/em> online instructor who has demonstrated excellence in the classroom and positively impacted students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cGiven the expanding emphasis on online education, Carrie\u2019s experience and deep knowledge base, as well as her passion for connecting with students, allows her to always be thinking about ways to drive student engagement,\u201d said Fitzpatrick. \u201cIt is very clear from student feedback that even when working in a health and physical education environment, Carrie is able to encourage and inspire students to prioritize their wellbeing, aligning perfectly with <em>Michigan Virtual\u2019s<\/em> mission. She is most deserving of the Online Teacher of the Year Award.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Begick, who has been with <em>Michigan Virtual<\/em> since 2014 and is a senior career technical education instructor, received several letters of support. Among them, Begick was praised for creating a \u201cnurturing and inclusive learning environment\u201d by Katie Hansen, a Mentor Support Manager, who went on to share how \u201cher classroom is a place where curiosity thrives, critical thinking is fostered, and students are inspired to reach their full potential.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Begick first began her career in 2003. She received her Bachelor of Arts in Secondary Teaching, a Masters in both Education\/Educational Leadership and a Master of Science in Occupational Therapy, all from Saginaw Valley State University.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When asked about her career path, Begick has surprised herself by becoming an instructor, particularly working with students teaching health and physical education online. She said, \u201cI didn\u2019t grow up dreaming of becoming a teacher. However, my experience in mentorship during high school led to my decision to pursue teaching. I was empowered to motivate students to see that it wasn\u2019t just sports we were learning about, it was a lifetime of health.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Begick hopes to continue inspiring students to become something bigger than themselves, set goals, and work to accomplish them. The content she teaches at <em>Michigan Virtual<\/em> is unchanged from a traditional classroom, and students are still able to engage as traditional students. Teaching these courses, for Begick, allows for more personalized time and engagement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since the inception of the awards in 2009, <em>Michigan Virtual<\/em> has honored 17 teachers with the distinction of Michigan Virtual Online Teacher of the Year. To be selected for the Teacher of the Year distinction, key criteria include a positive impact on students, continuous improvement of practice, and a vision for the future of online education. This distinguished award was created to set a bar for excellence and recognize the incredible teachers in the digital learning community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Saginaw Valley State University teacher named 2023 Online Teacher of the Year\u00a0",
            "excerpt": "A version of this article was also published at WNEM 5\u00a0on August 4, 2023. LANSING, Mich. \u2014 Carrie Begick of Saginaw, Mich. was named the 2023 Online Teacher of the Year \u2013 an award given to a Michigan Virtual online instructor who has demonstrated excellence in the classroom and positively impacted students. \u201cGiven the expanding...",
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        {
            "id": 82069,
            "path": "\/about\/news\/michigan-hosts-bootcamp-for-educators\/",
            "author_id": 2,
            "timestamp": 1690573749,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 Ahead of the upcoming school year, educators and innovators from across Michigan gathered last week for the second annual<a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\"> Michigan EdTech Innovation Bootcamp<\/a>, learning skills to develop their own ideas for businesses or classroom innovation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators from Detroit, Berrien Springs, Utica, Livonia, and Ann Arbor participated in the Bootcamp between July 17 and 20. The Bootcamp allowed educators to explore and develop a business model for their idea or business while developing skills and identifying resources to grow their business and positively impact teaching and learning. The Bootcamp was organized by <em>Michigan Virtual<\/em> with support from<a href=\"https:\/\/www.msufoundation.org\/spartaninnovations\"> Spartan Innovations<\/a> and the<a href=\"https:\/\/michigansbdc.org\/\"> Michigan Small Business Development Center<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMichigan teachers understand the challenges facing our schools, students and curriculum better than anyone else. Technology offers a solution to those challenges, but often lacks the support to bring ideas to life,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cThe education technology industry has the expertise to bridge that gap, and our Edtech Innovation Bootcamp holds the potential to make real change happen within our classrooms.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Bootcamp follows the<a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\"> Michigan EdTech Innovation Pitch Contest<\/a>, which saw<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-edtech-pitch-contest-awards-22000-to-five-education-innovators\/\"> first, second, and third place awards given out to five educators at the end of June<\/a>. The $22,000 awarded to those winners will be used to develop Spelling Safari, an elementary spelling curriculum reinvention and software solution, Spanish S.W.A.G., an on-demand language learning program, and YouLearn, an adaptive learning model that utilizes AI tutors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe EdTech Innovation Bootcamp by Michigan Virtual was a very valuable learning experience for me as an early-stage EdTech startup founder. The coaches were fantastic, providing a wealth of knowledge and resources from their experience and expertise in the field. The many outstanding guest speakers provided insight from all angles of the founders\u2019 journey and established a foundation for success for participants. I've made ongoing connections with other participants, coaches, and guests which should greatly benefit my progress. I highly recommend this experience to other early-stage founders,\u201d said&nbsp; Jonathan Marceau, an elementary school teacher with Utica Public School and the founder of <a href=\"https:\/\/mea.org\/mea-members-first-of-its-kind-student-literacy-platform-wins-mivirtual-edtech-contest\/\">Spelling Safari<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given the wide interest from Michigan educators for a second year in a row, <em>Michigan Virtual<\/em> plans to host the contest again in 2024. To learn more about the Contest and Bootcamp, visit <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">www.michiganvirtual.org\/edtech-pitch-contest<\/a> .&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;# # #<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>About <\/strong><strong><em>Michigan Virtual<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>is a nonprofit educational organization that is leading and collaborating to build learning environments for tomorrow. Driven by student success, we have a strong record of supporting Michigan education that spans more than two decades. While many know us for our research-based, quality online learning options for students and professional development for educators, we also do a great deal of work behind the scenes to conduct original research, test innovations in learning, and provide consulting partnerships to promote effective practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Education is changing faster than ever. Learn about new models and resources to move learning forward at <a href=\"https:\/\/michiganvirtual.org\/\">michiganvirtual.org<\/a>. For recent news and press releases, visit <a href=\"https:\/\/michiganvirtual.org\/news\">michiganvirtual.org\/news<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan hosts bootcamp for educators, spurring development of future classroom innovations",
            "excerpt": "LANSING, Mich. \u2014 Ahead of the upcoming school year, educators and innovators from across Michigan gathered last week for the second annual Michigan EdTech Innovation Bootcamp, learning skills to develop their own ideas for businesses or classroom innovation.&nbsp; Educators from Detroit, Berrien Springs, Utica, Livonia, and Ann Arbor participated in the Bootcamp between July 17...",
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        {
            "id": 82056,
            "path": "\/professionals\/professional-learning-preferences\/",
            "author_id": 12,
            "timestamp": 1690484135,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Professional Learning Preferences<\/h1>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/893-1024x576.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<!-- wp:paragraph -->\n<p>At <em>Michigan Virtual<\/em>, we know that the educators we serve are experts.\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>When we wanted to know <strong>what educators want from their professional learning experiences<\/strong>, we asked the experts themselves.<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>We spent months talking to educators across the state, and as we listened, we gained invaluable insights. In fact, the ideas that educators shared with us are already helping us make decisions that will better meet their needs.\u00a0<\/p>\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\n<p>We want to share our experiences with you. To learn more, explore the resources below.<\/p>\n<!-- \/wp:paragraph -->\t\t\t\t\n\t\t\t<h2>Blog Posts<\/h2>\t\t\n\t\t<p>Deep dives into the feedback we received from our survey about educators' wants and needs for professional learning.<\/p>\t\t\t\t\n\t\t\t<h2>Educators talked, we listened.<\/h2>\t\t\n\t\t\t<h3>Check out this infographic breaking down the feedback we received through our survey and interviews with educators about their professional learning preferences.<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/drive.google.com\/file\/d\/1RyuLwb5TYQD969_s9XI8Lm_K71M9ac6v\/view\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\tDownload\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/a-whole-school-approach-to-virtual-learning.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"799\" height=\"927\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/Screenshot-2023-07-27-at-2.45.46-PM.png\" alt=\"Preview image of an infographic unpacking the results of a professional development survey\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>",
            "title": "Professional Learning Preferences",
            "excerpt": "Professional Learning Preferences At Michigan Virtual, we know that the educators we serve are experts.\u00a0 When we wanted to know what educators want from their professional learning experiences, we asked the experts themselves. We spent months talking to educators across the state, and as we listened, we gained invaluable insights. In fact, the ideas that...",
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            "id": 81993,
            "path": "\/blog\/personalizing-education-how-web3-and-digital-identity-empower-learners-and-promote-equity\/",
            "author_id": 82,
            "timestamp": 1690475288,
            "content": "<!-- wp:paragraph -->\n<p>Welcome back to our third and final installment of this introductory series on web3. In this series we\u2019ve explored the technology and trends shaping the next generation of the web and most importantly for this audience what are the potential impacts on education. In our first post, we walked you through the shifts occurring in the web and specifically highlighted some of the shifts occurring in web3. In particular, we noted that part of the promise of web3, the decentralized Internet, holds transformative potential for education, bringing the promise of greater agency, accessibility, and personalization to learning. At the heart of this revolution is the learner, now able to navigate an interconnected digital ecosystem with tools designed to recognize and respect their unique identity. One of these key tools is Decentralized Digital Identity (DID), a technology that can redefine what it means to be a learner in the digital age. Let's delve into the empowering possibilities of DIDs and how they can be combined with verifiable credentials to craft a more inclusive, equitable, and personalized learning experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Digital Identity: Empowering the Learner<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Decentralized Digital Identity systems often referred to as DIDs are another key piece of technology that will serve a critical role for all of us in the future.\u00a0 While their use is still fairly limited, many states are actively exploring using these systems as a way to issue digital representations of things like a <a href=\"https:\/\/www.inquirer.com\/philly-tips\/pennsylvania-realid-identification-digital-drivers-license.html\">driver\u2019s license<\/a>.\u00a0 Other organizations like <a href=\"https:\/\/www.randasolutions.com\/teacher-licensure-and-identity-using-blockchain\/\">Randa<\/a> are reimagining identity by using new technology to help teachers bridge their teaching licenses from state to state. From a high-level perspective, DIDs allow us to store information about ourselves in a secure yet accessible format on blockchain.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So what?&nbsp; How does this empower learners?&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the last post, we talked about the potential for scaled adoption of verifiable credentials where learners could be presented with digital recognition of their learning, allowing them to share what they have learned. If we combine this with the ability for learners to share information about themselves through a DID securely, we can quickly develop a more holistic learner profile that can fill a number of gaps AND present us with new opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The powerful combination of DIDS and verifiable credentials could be a game-changer for educators and school leaders, reducing friction between the learner's needs and access to learning opportunities.\u00a0 While there are still technical and philosophical hurdles we must solve for the benefit of the school and most importantly the learner can be extensive.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Greater Agency<\/strong><!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Learner agency has been a topic of interest in education for well over a decade, often discussed in conversations around personalized and competency-based learning. Delivering experiences that are tailored to the learner requires tools and systems that can recognize the whole learner, and to date, these tools and systems have not scaled well. With DIDs and verifiable credentials, we can now effectively implement and scale these personalized experiences. These technologies create a digital footprint of a learner\u2019s entire educational journey allowing the co-creation of detailed profiles that capture academic achievements, soft skills, interests, and experiences outside the traditional school system. This comprehensive view can help educators design personalized learning plans and recognize students' unique talents and growth.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Better Resource Allocation<\/strong><!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Better access to technologies like adaptive learning programs, diagnostic, and benchmarking tools have helped us better allocate resources in our schools.\u00a0 Tiered systems of intervention are now more accessible than ever to classroom teachers and school leaders, BUT these systems rarely interact with each other.\u00a0A school's behavior intervention system doesn\u2019t talk with an adaptive learning program, which doesn\u2019t talk with the student information system leaving a wealth of information siloed and often lacking direct inputs from the learner. However, the advent of DIDs and verifiable credentials has the potential to break down these silos, enabling a seamless, integrated system that prioritizes the learner's input.\u00a0 Holistic learner profiles could be a key unlock in guiding classroom teachers and school leaders in directing resources where they're needed most. They can identify gaps and strengths in the learning journey and tailor support accordingly at a fraction of the time cost.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Supporting Equity and Inclusion<\/strong><!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Our current systems of recognizing learner achievement are often limited to standardized metrics such as test scores and grades. By recognizing diverse learning paths and experiences, a system of holistic learner profiles promotes greater equity and inclusion in education. Often our metrics for recognizing learner achievement and success are often limited to things like standardized test scores and course grades. A more holistic system validates non-traditional learning experiences and soft skills often overlooked in traditional assessments.\u00a0<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In addition to these three areas, it\u2019s worth exploring the impact that the development of such profiles can have when combined with AI.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Where AI meets Web3: Democratizing Access<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With greater access to new technologies, we are inching closer to the realization of truly personalized learning experiences for all learners. One of the major roadblocks we have encountered is the sheer scale of personalization that is required to cater to the unique needs of each learner. Teachers, no matter how dedicated, are constrained by time and resources in developing personalized learning pathways that cater to all learners.\u00a0\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Adaptive learning programs that create tailored pathways for learners are not an entirely new concept.&nbsp; Teachers have been leveraging programs like Rennaissance, Edmentum, etc. which use diagnostic tools to create personalized learner pathways in math, reading, science, etc. The problem with these systems is that they are rather one-dimensional tracking progress in a narrow band of learner understanding.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So how do we inform this AI-driven system about each learner's unique identity, skills, interests, and achievements? This is where DIDs and verifiable credentials come into play. DIDs, combined with verifiable credentials, can provide a comprehensive learner profile. This profile not only includes academic achievements but also captures the holistic learner, including their interests, experiences, and soft skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this envisioned future, AI systems would draw detailed learner profiles, that contain a much richer and detailed profile of the learner, to create and curate personalized learning experiences across disciplines. This unlock can effectively bridge the gap between the need for personalized education and the ability to deliver it. With these technological advancements, we are approaching a window of opportunity where personalized education for all learners is not just a lofty goal but a feasible reality.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We stand on the cusp of a new era in education, one in which web3 has the potential to give us more than a set of tools such as blockchain, verifiable credentials, and DIDs.\u00a0 They can be catalysts for a transformative shift towards learner-centered education that emphasizes agency, access, and personalization.\u00a0 As we continue exploring and unraveling the potential of these technologies, we will be ushering in a new landscape where each learner\u2019s identity is valued and every learning journey is personalized. The future of education is not just about the adoption of new technology, rather it\u2019s about reimaging learning for the digital age, placing the learner at the center of their educational journey.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I hope you\u2019ve enjoyed our first look at the potential of web3 technologies and their potential impact on education.&nbsp; If you\u2019re interested in learning more, I would encourage you to connect with Ed3 DAO a community dedicated to exploring the intersection of web3 technology and education at <a href=\"https:\/\/michiganvirtual.org\/blog\/web3-101-what-educators-need-to-know-about-the-future-of-the-web\/\" data-type=\"post\" data-id=\"81850\">ed3dao.com<\/a> and on our socials <a href=\"http:\/\/linkedin.com\/company\/ed3dao\">Linkedin<\/a> and <a href=\"https:\/\/www.twitter.com\/ed3dao\" data-type=\"URL\" data-id=\"https:\/\/www.twitter.com\/ed3dao\">Twitter<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Personalizing Education: How Web3 and Digital Identity Empower Learners and Promote Equity",
            "excerpt": "Welcome back to our third and final installment of this introductory series on web3. In this series we\u2019ve explored the technology and trends shaping the next generation of the web and most importantly for this audience what are the potential impacts on education. In our first post, we walked you through the shifts occurring in...",
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        {
            "id": 82028,
            "path": "\/blog\/street-data-and-empathy\/",
            "author_id": 76,
            "timestamp": 1690471111,
            "content": "<span style=\"font-weight: 400\">What do educators actually WANT out of their professional learning experiences? This is a question my colleague Danielle, <em>who contributed significantly to this study and the writing of these blogs,<\/em> and I tackle most days. We are Professional Learning Specialists at <\/span><a href=\"https:\/\/michiganvirtual.org\/professionals\/\"><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><\/a><span style=\"font-weight: 400\">. In a nutshell, we <\/span><b>lead <\/b><span style=\"font-weight: 400\">professional learning, we <\/span><b>collaborate <\/b><span style=\"font-weight: 400\">with educators and other educational organizations nationally and across the state, and we <\/span><b>build <\/b><span style=\"font-weight: 400\">online courses that count towards SCECHs.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">Last summer, I read <\/span><a href=\"https:\/\/www.amazon.com\/Street-Data-Next-Generation-Pedagogy-Transformation\/dp\/1071812718\"><i><span style=\"font-weight: 400\">Street Data<\/span><\/i><\/a><span style=\"font-weight: 400\">. Besides changing my entire perspective on data, it opened my eyes to something even more important\u2014the need for empathy.<\/span>\n\n<span style=\"font-weight: 400\">What is Street Data? In its simplest definition, it offers \u201cdeep insight into the student and educator experience.\u201d You can only gain this insight when you <\/span><i><span style=\"font-weight: 400\">speak directly<\/span><\/i><span style=\"font-weight: 400\"> to students and teachers.<\/span>\n\n<span style=\"font-weight: 400\">Using insight and inspiration from the book, my colleague Danielle and I decided to truly get to know our audience. We knew this was going to mean more than simply asking the usual questions or making some thoughtful assumptions about what educators want and need from professional learning. We were <a href=\"https:\/\/michiganvirtual.org\/blog\/a-framework-for-empathy\/\">committing to a process<\/a>.<\/span>\n\n<span style=\"font-weight: 400\">So, we started with a survey and asked some big questions about professional learning preferences:<\/span>\n<ul>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Who\u2019s presenting the content?<\/span><\/li>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How are you learning and interacting with others and the material?<\/span><\/li>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What is your ideal topic?<\/span><\/li>\n<\/ul>\n<span style=\"font-weight: 400\">The survey included both multiple-choice and several open-ended responses, which asked for specific wants, needs, and ideals. The open-response questions were not required; however,<\/span><b> over 80%<\/b> <b>of respondents answered these questions throughout the survey.\u00a0<\/b>\n\n<span style=\"font-weight: 400\">In an effort to gain deeper insight into the data, we also scheduled 1:1 interviews with educators who opted to participate in an hour-long conversation. Our review of the survey results and the stories we heard taught us<\/span><span style=\"font-weight: 400\">\u00a0that educators have much to say about their wants and needs for professional learning.<\/span>\n\n<span style=\"font-weight: 400\">Here\u2019s what our street data helped us uncover:<\/span>\n<blockquote><b>Educators definitely have a preference for <\/b><b><i>when <\/i><\/b><b>and <\/b><b><i>where <\/i><\/b><b>they learn as well as <\/b><b><i>who <\/i><\/b><b>is leading the learning.<\/b><span style=\"font-weight: 400\">\u00a0<\/span><\/blockquote>\n<h2><b>Flexibility Through Online Learning<\/b><\/h2>\n<span style=\"font-weight: 400\">More than half of the participants surveyed prefer <\/span><b><i>some form of online, asynchronous learning as their ideal learning experience<\/i><\/b><span style=\"font-weight: 400\"> vs. a fully in-person session. Based on extended conversations, this is mainly because educators enjoy being able to learn at times that best fit their schedule and to have the ability to start and stop learning as needed.<\/span>\n\n<span style=\"font-weight: 400\">Online learning also increases accessibility to professional learning that educators are seeking out on their own. Given the demands of any educator\u2019s schedule, the flexibility of online learning directly connects to an increased sense of effectiveness.<\/span>\n<h2><b>Learning from an Expert<\/b><\/h2>\n<span style=\"font-weight: 400\">Though several participants mentioned the need for having content presented in a manner that is specific and relevant to their context, 77.3% mentioned they prefer a <\/span><b><i>Subject Matter Expert or External Facilitator <\/i><\/b><span style=\"font-weight: 400\">for their learning.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">When digging deeper into this question, many participants said that learning from someone extremely knowledgeable and passionate about the subject increased the overall effectiveness of the professional learning experience. While educators also explained the value of learning with and from each other or other staff, it was clear that regardless of the presenter\u2019s official role or title, learning from an expert is extremely important.\u00a0<\/span>\n<blockquote><b>Every educator we interviewed shared a strong desire for more <\/b><b><i>choice <\/i><\/b><b>in professional learning.<\/b><\/blockquote>\n<span style=\"font-weight: 400\">Though choice was often referenced in terms of topic selection, it should also be noted that educators showed a desire for more variety and consideration around how they interacted with each other and the content.<\/span>\n<h2><b>Choice in Content Interaction<\/b><\/h2>\n<span style=\"font-weight: 400\">As expected, when we asked participants to share their ideal topic for professional learning, no two people answered exactly the same way. More surprising, however, was that in comparing conversation notes, even if individuals shared a similar topic of interest, their reason or context for wanting that learning was not the same.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">This connects to the <\/span><b><i>need for offering more choice in how learners interact with content<\/i><\/b><span style=\"font-weight: 400\">. Educators have varying degrees of knowledge around any given topic as well as certain preferences for what helps them truly learn and apply the knowledge. Some prefer to \u201clisten and learn\u201d or collaborate in a synchronous or face-to-face event; others prefer online and fully asynchronous experiences. Offering choice in how educators can interact with content increases overall agency and autonomy.<\/span>\n<h2><b>Choice in Content Application<\/b><\/h2>\n<span style=\"font-weight: 400\">We noted that 206 learners strongly preferred listening and learning from a lecture-based PD. Though this surprised us at first, given the desire for <\/span><i><span style=\"font-weight: 400\">choice <\/span><\/i><span style=\"font-weight: 400\">we heard in responses, we also saw the alignment of this preference with educators\u2019 desire to learn from an expert. Part of learning from someone extremely knowledgeable is to listen to what they have to share\u2014but the preference for learning doesn\u2019t end there.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">After listening to a knowledgeable presenter, educators shared a <\/span><b><i>strong desire to apply the knowledge <\/i><\/b><span style=\"font-weight: 400\">through collaboration, more hands-on activities, or independent exploration. Including choices around content application aligns with an increased sense of relevance to one\u2019s specific context as well as meeting their varied learning needs.<\/span>\n<blockquote><b>Something that became crystal clear in the common themes and preferences that emerged was a shared desire for greater <\/b><b><i>relevance, realistic application, and clarity <\/i><\/b><b>in professional learning<\/b><b><i>.<\/i><\/b><\/blockquote>\n<h2><b>Relevance<\/b><\/h2>\n<span style=\"font-weight: 400\">After reviewing and sorting individual responses, four key topics surfaced. It\u2019s clear from our survey and conversations that educators want to learn and use <\/span><b><i>Research-based Strategies<\/i><\/b><b>. <\/b><span style=\"font-weight: 400\">This topic, out of the other three that emerged, seemed to make sense as to why our audience preferred to learn from an expert.<\/span>\n\n<span style=\"font-weight: 400\">It also makes sense that educators want to grow professionally in the field and in their craft, which aligns with staying current on what other educational experts are sharing in terms of effective practices that can be taken back and immediately used in the classroom.<\/span>\n<h2><b>Realistic Application<\/b><\/h2>\n<span style=\"font-weight: 400\">We also noticed that the other three emerging topics<\/span><i><span style=\"font-weight: 400\">\u00a0<\/span><\/i><span style=\"font-weight: 400\">have elements that seem to intertwine with each other. In conversations, learners expressed the need for support in<\/span><b> classroom management<\/b><span style=\"font-weight: 400\">; yet, while digging deeper, it also became clear that<\/span><b> technology<\/b><span style=\"font-weight: 400\">, and its international use, played a factor in some of the classroom management-related issues.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">Similarly, a consistent request to continue prioritizing <\/span><b>Social and Emotional Health or Mental Health <\/b><span style=\"font-weight: 400\">seemed to connect to the other topics at various points in terms of supporting an effective practice, promoting a healthy school or classroom culture, or appropriately using technology in and out of the classroom.<\/span>\n<h2><b>Clarity<\/b><\/h2>\n<span style=\"font-weight: 400\">Other common themes regarding what educators <\/span><b><i>do not want from professional learning sometimes gave us conflicting information<\/i><\/b><span style=\"font-weight: 400\">. For example, the same survey that told us educators want to learn from listening and lecturing also indicated that a lecture-based PD experience could make the overall experience less effective. But, because we leaned into these contradictions, we gleaned a more important takeaway: the need for <\/span><i><span style=\"font-weight: 400\">clarity<\/span><\/i><b>.<\/b>\n\n<span style=\"font-weight: 400\">From the survey results to the longer conversations, what made a professional learning experience ineffective was its <\/span><b><i>lack of clarity<\/i><\/b><b>.<\/b><span style=\"font-weight: 400\"> This lack of clarity could result from the presenter not making direct connections for their learners, collaboration opportunities without real purpose, or sensing unrealistic expectations or applications of the PD content to the educator\u2019s specific subject-area context.<\/span>\n\n<span style=\"font-weight: 400\">Throughout this process, we leaned into the numbers and sought deeper understanding to inform our thinking. We are grateful to the many educators who shared their knowledge, stories, and hopes for professional learning so we may continue to provide high-quality learning experiences to those who entrust us with their professional growth.<\/span>\n\n<strong><em>To learn more about the framework we used to create and conduct our survey and to read about ideas for implementing this framework in your own context, we invite you to read <a href=\"https:\/\/michiganvirtual.org\/blog\/a-framework-for-empathy\/\">A Framework for Empathy<\/a>, Part 2 of this blog series.\u00a0<\/em><\/strong>",
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            "excerpt": "What do educators actually WANT out of their professional learning experiences? This is a question my colleague Danielle, who contributed significantly to this study and the writing of these blogs, and I tackle most days. We are Professional Learning Specialists at Michigan Virtual. In a nutshell, we lead professional learning, we collaborate with educators and...",
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            "content": "<p><em><a href=\"https:\/\/michiganvirtual.org\/blog\/street-data-and-empathy\/\">Part 1<\/a> of this blog series digs into the results of a survey on what educators need and want from their professional learning experiences. Here in Part 2, we show you the framework we used to create and conduct the survey as well as provide you with ideas for implementing this framework in your own context. Special thanks to my colleague, Danielle Peck, who contributed significantly to this study and the writing of these blogs.\u00a0<\/em><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2><em>What do educators want? What do they need? What ideas do they want to share with decision-makers?<\/em><\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>If you work with or for educators, these questions are probably at the top of your mind. As a Professional Learning Specialist at <em>Michigan Virtual<\/em>, these questions are always at the top of my mind, too.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Actually, my colleague Danielle and I have a specific question that drives our work most days: <em>What do educators actually want out of their professional learning experiences?\u00a0<\/em><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>In our work, we <strong>lead <\/strong>professional learning, <strong>collaborate <\/strong>with educators and other educational organizations nationally and across the state, and <strong>build <\/strong>online courses that count towards SCECHs. We value the educators we work with, and we want to serve them in the best way possible. We strive to create awesome experiences that incite curiosity and honor educators\u2019 time, knowledge, and expertise.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>As we were planning for the 2022-2023 school year, something occurred to us \u2014 we had never <em>directly <\/em>asked our audience of amazing educators what they wanted and needed.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>That's not to say that we never sought feedback. We <strong>always<\/strong> ask for feedback in our courses and at our presentations. We spend time every week reviewing and interpreting this information. Beyond that, we interact with learners every single day \u2014 working through problems of practice, answering questions, and reviewing assignments.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Despite all of that, we felt like we did not have a full understanding of WHO our audience was or what they were looking for in terms of professional learning opportunities. We knew that if we wanted to create experiences that learners could engage with, <em>that <\/em>understanding was essential.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Using insight and inspiration from the book <a href=\"https:\/\/www.amazon.com\/Street-Data-Next-Generation-Pedagogy-Transformation\/dp\/1071812718\"><em>Street Data<\/em><\/a>, our approach to how we wanted to understand our audience became clear. We needed <strong>empathy.<\/strong>\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>We decided to reach out directly to our learners in order to find out who they are, what they want, and what they need \u2014 all with the intention of designing learning <strong>with<\/strong> them and not merely <strong>for<\/strong> them.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Simply put, the framework we followed was a key quote from the book: \u201cListen deeply. Trust the people. Act on what you learn.\u201d Here\u2019s how we\u2019ve implemented the framework and how you can implement it in with educators in your own work:<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2>Listen Deeply<\/h2>\n<p><!-- \/wp:heading --><!-- wp:heading {\"level\":4} --><\/p>\n<h3><em>Here\u2019s how we did it<\/em><\/h3>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>To truly know our educators and design the professional learning they need, we decided that we need to <strong>start<\/strong> with information around WHO our learners are, not merely seek feedback after the fact.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Together, we drafted a list of questions that we wanted to ask our learners. These questions spanned a variety of topics: we asked about educators\u2019 location and position, preferences in modality and learning style, and choices in professional learning topics. Some of these questions were simple multiple-choice questions; however, we also created questions that allowed for open-ended responses.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>After we finalized our question list, we used Google Forms to create a survey. <a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLScyOVBnw_KWxfoEzmNREkIvbdllB_gomhY9niPfCyuD8aGlWg\/viewform\">We invite you to view our survey<\/a> so you can get a sense of what we asked and even use it as inspiration for your own educator survey.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>After distributing the survey to educators at a teaching conference and through our mailing list, we received 295 responses.\u00a0 When we saw the initial results of the multiple-choice questions, which you can <a href=\"https:\/\/drive.google.com\/file\/d\/1RyuLwb5TYQD969_s9XI8Lm_K71M9ac6v\/view\">view here<\/a>\u00a0(pages 1 and 2), we weren't exactly surprised. Many of the answers matched our expectations, which was affirming to see. Although we had never directly asked these questions before, it was helpful to know that our current interactions with learners had helped us understand and anticipate their preferences.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>But this affirmation led to something unexpected: we had questions. Lots of them. Seeing learners' responses, even though they matched our expectations, only increased our desire to know more about their needs and preferences. In order to listen more deeply, we dug deeper into the data.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading {\"level\":4} --><\/p>\n<h3><em>Here\u2019s how you can listen deeply, too<\/em><\/h3>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>As you think about the educators you support, make decisions for, or create things for, consider:<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p><strong>What are you assuming about them vs. what have you asked them directly?<\/strong><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Even if you feel pretty confident about what educators are thinking or feeling, it\u2019s worth asking them. Questions that might seem basic can yield answers that may surprise you. And even if you are not surprised at all by learners\u2019 responses, you will get confirmation that you\u2019re moving forward <em>with <\/em>the educators in your organization instead of making decisions <em>for <\/em>them.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Remember: the data that we collected from our audience reflects, well, <em>our <\/em>audience here at <em>Michigan Virtual<\/em>. It\u2019s fascinating data that might overlap with the data that your educators can provide you, but the only way you can determine the overlap is by talking to the educators in your context.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p><strong>What do you want to know\/need to know about them?<\/strong><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Take time to figure out exactly what questions you want to ask. We found it helpful to brainstorm questions together and then come back to these questions later to edit. If someone at your organization will be helping you to analyze data, we highly recommend making this person a part of the question drafting process, too.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Provide opportunities to collect both quantitative and qualitative data. It can be really helpful to provide multiple choice questions because it\u2019s easy to tally answers up and see broad trends. However, adding open-ended questions is crucial, too, because it offers the opportunity for educators to share divergent thinking and provide depth and nuance in their responses.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p><strong>How can you ensure that as many educators as possible respond? How can you ensure that they feel safe in answering?<\/strong><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>If you can either compensate educators for their extra time or give them time within their working or professional development hours, we recommend it. Offering time and\/or compensation communicates that you care about their time <em>and <\/em>their opinion.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Educators shouldn\u2019t have to question what you are going to do with the data you collect, and they should feel safe to share what they <em>really <\/em>feel. Be as clear as you can about what you plan to do with the results. If you can make your survey anonymous, that can help educators feel safe in providing their thoughts.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2>Trust the People<\/h2>\n<p><!-- \/wp:heading --><!-- wp:heading {\"level\":4} --><\/p>\n<h3><em>Here\u2019s how we did it<\/em><\/h3>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>At this point, we realized we had to make a very intentional decision to commit to this work . The initial numbers told us some information, but the goal was to lean into the story behind the data. To demonstrate our trust in educators, we had to spend time on deep analysis.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>To do this, we teamed up with Nik McGehee of the <a href=\"https:\/\/michiganvirtual.org\/research\/\"><em>Michigan Virtual Learning Research Institute<\/em><\/a> to analyze educators\u2019 open ended responses. We learned that before software could help reveal statistical trends, we needed to spend time sorting each educator\u2019s responses by hand. This took a while, but was incredibly interesting and enlightening. Carefully reading through each learner\u2019s ideas and opinions helped give us a much better understanding of the wants and needs of both individuals and the group as a whole.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Once we sorted the responses, Nik was able to help us identify patterns in the data. We invite you to <a href=\"https:\/\/drive.google.com\/file\/d\/1RyuLwb5TYQD969_s9XI8Lm_K71M9ac6v\/view\">take a look<\/a>\u00a0(page 3) at the major themes that emerged in terms of what educators want and <em>don\u2019t want <\/em>out of their professional learning experiences.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>In the process of identifying these themes, we were uncovering patterns and interesting contrasts which led us to ask even <em>more <\/em>questions about what they told us. To increase our empathy and gain greater clarity around the emerging questions we now had, we organized 1-on-1 interviews with learners to listen to their stories and experiences and ask questions about the themes that emerged from our analysis.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Throughout this process, we leaned into the numbers, spent quality time with the data, and listened to truly understand what our audience was telling us they wanted and needed.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading {\"level\":4} --><\/p>\n<h3><em>Here\u2019s how you can trust the people, too<\/em><\/h3>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>As you think about the educators you support, consider:<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p><strong>What actions can you take to demonstrate trust in the data you collect and the educators you support?<\/strong><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>There\u2019s a difference between asking for information and listening to folks' answers and actually <em>trusting <\/em>those responses. How can you <em>demonstrate or prove<\/em> that trust? If your respondents were standing right in front of you asking to prove that you trust them, what would you say?<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>For us, it meant giving due diligence to the open-ended responses. They generously spent time providing those answers, so we spent time individually categorizing every single one of them. We came to know their responses intimately, rather than merely relying on machine learning to summarize their responses.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p><strong>How can the data you collect expand your thinking and inspire curiosity?<\/strong><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>For every bit of data you collect, consider: What further questions does this data raise for you? How can the data open up an opportunity for you to connect with the educators you work with?<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>The numbers you collect should give you plenty more questions to ask. Find ways to follow up and actually ask those questions. Follow-up surveys can work, but we found that conducting interviews gave us an opportunity to build relationships, demonstrate our trust even further, and hear stories that we never would have heard otherwise.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2>Act on What You Learn<\/h2>\n<p><!-- \/wp:heading --><!-- wp:heading {\"level\":4} --><\/p>\n<h3><em>Here\u2019s how we did it<\/em><\/h3>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>Our increased empathy from digging deeper into this work has caused us to truly consider what our audience has shared with us AND what this means for our work as we create professional development for educators.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Something that several of our interviewees told us is that they have had other opportunities to share their opinions about professional development but generally felt like their feedback did not lead to noticeable change.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>At <em>Michigan Virtual<\/em>, we have a core value to <a href=\"https:\/\/michiganvirtual.org\/strategic-planning\/\">put our learners first<\/a><strong>. <\/strong>We believe in order to truly lean into this value, we must act on the information they've given us.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>As a result, our team is working <em>to act on what we learned and to dig deeper<\/em> into what we uncovered.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:list --><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul><!-- wp:list-item --><\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>We\u2019re committed to helping educators reach their full professional potential, specifically by offering online learning opportunities that <strong>provide choice and flexibility <\/strong>in content, application, and schedule.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><!-- wp:list-item --><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>We\u2019re excited to offer more <a href=\"https:\/\/www.christenseninstitute.org\/blended-learning-definitions-and-models\/\">blended model<\/a> professional learning opportunities that include <a href=\"https:\/\/docs.google.com\/document\/d\/1epafjHoFvGFwrky5un_U_2aZZw8mWwn-ZIUghI-I_oo\/edit#\"><strong>in-person and self-paced learning components<\/strong><\/a> to meet the personalized needs of educators and schools.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><!-- wp:list-item --><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>We\u2019re striving to improve our <strong>clarity<\/strong> in communications, throughout courses, and in conversations with partners.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><!-- wp:list-item --><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>We\u2019re planning to continue our conversations. Though the work for this particular project is complete, we plan to keep <strong>building empathy and bringing this information into our work.<\/strong><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --><!-- wp:paragraph --><\/p>\n<p>This part of the process has been extremely important to us. We want to let our educators know that their ideas matter and make a difference.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading {\"level\":4} --><\/p>\n<h3><em>Here\u2019s how you can act on what you learn, too<\/em><\/h3>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>As you reflect on your work or any data you have collected from the educators you support, consider:<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p><strong>How will you commit to putting those ideas into action?<\/strong><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Based on what you learned, what concrete actions are you going to take tomorrow? Next week\/month\/year? Your action plan should be clear and specific.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Let the educators you work with know what you learned from your research and what you plan to do with what you learned. As we mentioned, educators often feel that their feedback does not actually lead to change. You can make a difference by showing them that their opinions matter.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p><strong>What ideas need more attention?<\/strong><\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>This framework for empathy is a circular rather than a linear process.\u00a0 When you\u2019ve reached the \u201cend\u201d of a feedback cycle, consider what you\u2019d change about your process. Write these ideas down and incorporate them the next time that you ask educators for their ideas and opinions. To increase transparency, you can let educators know about the changes you plan to make to how you collect feedback and why you\u2019re making those changes.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>Keep lines of communication open. When you tell educators about the actions you plan to take, provide a way for them to give feedback, ask questions, and offer ideas and suggestions.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:heading --><\/p>\n<h2>Final Thoughts<\/h2>\n<p><!-- \/wp:heading --><!-- wp:paragraph --><\/p>\n<p>The work of listening deeply, trusting the people, and acting on what you learn takes time, care, and commitment. We believe it is completely worth it. In fact, this is one of the most meaningful projects that we\u2019ve ever engaged in. It has allowed us to deepen our empathy and validate the needs and wants of the amazing educators that learn with us.<\/p>\n<p><!-- \/wp:paragraph --><!-- wp:paragraph --><\/p>\n<p>We are confident that you can succeed in following this framework for empathy, too. If you have any ideas, questions, or would just like to discuss this project further, we would love to hear from you.<\/p>\n<p><!-- \/wp:paragraph --><\/p>",
            "title": "A Framework for Empathy: 3 steps leaders can follow to center educators\u2019 Needs and Wants",
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            "content": "<!-- wp:paragraph -->\n<p>In <a href=\"https:\/\/michiganvirtual.org\/blog\/web3-101-what-educators-need-to-know-about-the-future-of-the-web\/\" target=\"_blank\" rel=\"noreferrer noopener\">my last article<\/a>, I introduced web3 and some of the core technologies shaping the future of the internet.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Today, we\u2019ll journey deeper into the era of web3<\/strong>, where the implications for education and the future of work become increasingly profound.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this piece, we\u2019ll explore<strong> three pivotal aspects shaping this new frontier:<\/strong> verifiable credentials, learner-employment records, and the evolving critical skills necessary for our changing workforce.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to looking at the theory behind the concepts, this article will also provide some <strong>examples of current use cases<\/strong> to help further define the impacts of these technologies in education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>#1 \u00a0\u2014 Verifiable Credential<\/strong>s<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the web3 paradigm, one standout innovation is the ability to issue <strong>verifiable, immutable credentials<\/strong>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Through the use of blockchain technology, learning organizations can create such credentials, which ultimately:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Increase <strong>transparency<\/strong><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reduce <strong>friction<\/strong>, and&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Decrease the<strong> potential for fraud<\/strong>.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Beyond the gains in efficiency and security, the shift to credentials can provide the foundation for <strong>realizing a more personalized and equitable educational vision<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Where grades fall short of recognizing the whole learner, credentials can allow us to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Recognize learning with <strong>greater granularity<\/strong>,&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Better document<\/strong> learner journeys and pathways, and&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide learners with <strong>more relevance<\/strong>.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Credentialing is a concept that has been introduced to many of us in education. However, through technological advancements such as blockchains and digital wallets, we can now<strong> transfer true ownership to the individual.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This ownership is <strong>a key differentiating factor <\/strong>compared to most current micro-credentialing platforms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While we have talked about personalized learning in education for the last decade, we have yet to build <strong>new infrastructure<\/strong> to support such learning, instead relying primarily on traditional grading systems.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Perhaps it is time for an upgrade that matches the workforce's needs?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>#2 <strong>\u00a0\u2014<\/strong><\/strong> <strong>Learner-Employment Records<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Outside of education, web3 technologies are already powering <strong>learner-owned learner-employment records.<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With the power of blockchain technology, learners can maintain comprehensive, immutable <strong>records of their educational and professional achievements<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They can selectively share these records with future educators, employers, or educational organizations, thereby <strong>streamlining transitions<\/strong> between different stages of education and employment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the education space, we can see examples <strong>moving from theory to practice <\/strong>across the globe.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, the <a href=\"https:\/\/ec.europa.eu\/digital-building-blocks\/wikis\/display\/EBSI\/EBSI+Verifiable+Credentials#\" target=\"_blank\" rel=\"noreferrer noopener\">European Blockchain Services Infrastructure<\/a> (EBSI) is developing systems to help learners leverage the power of verifiable credentials for learning and employment across Europe.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In short, EBSI serves as the highway allowing individuals to use blockchain technology to present their learning credentials to educational organizations and potential employers, reducing friction and barriers in learning and employment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the US, workforce development organizations like <a href=\"https:\/\/www.jff.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Jobs For the Future (JFF<\/a>) are helping lead <strong>the push towards a skill-based future<\/strong>, partnering with organizations like Walmart to realize this potential future. JFF\u2019s Plugfest has been helping jumpstart a skills-based future by supporting the development of critical infrastructure like digital wallets.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another organization, <a href=\"https:\/\/www.smartresume.com\/about\/smartresume\" target=\"_blank\" rel=\"noreferrer noopener\">Smart Resume<\/a>, is working to help bridge the gap between education organizations, professional organizations, and workforce development organizations through the use of verifiable credentials.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While there are other examples, we can see a confluence between technology and workforce development in which<strong> verifiable credentials will play a key role<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s essential that we begin to think about how shifts in the web, technology, and the workforce will necessitate <strong>changes in our classrooms and schools<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>#3 \u00a0\u2014 Critical Skills for the Web3 Era<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As we continue to see the web evolve, we must take <strong>a fresh look at the essential skills <\/strong>we impart to our students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Digital citizenship skills will need to be deeply embedded <strong>across all subject areas<\/strong> as these tools continue to evolve. Thanks to the technologies powering web3 and AI, learners will need to adapt to an ever-changing world filled with <strong>increasing agency and complexity.<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the future surrounding digital assets and currencies may seem uncertain, financial institutions and governments worldwide are beginning to prepare for a future where <strong>digital currencies are the financial system<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These changes will necessitate a shift in how we approach <strong>financial literacy<\/strong>, particularly through the lens of agency and autonomy of the individual.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>Implications for the Future of Education<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In 2009, I began teaching in a 7th-grade classroom and<strong> saw firsthand the power and potential of technology in the classroom <\/strong>powered by better hardware and access to the world-wide-web.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Those in education at that time would agree that these technologies forever changed education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>As the web continues to evolve, so, too, will education.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The technologies supporting web3 will reshape our digital landscape. It's crucial for educators to be aware of these changes and adapt accordingly.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From issuing<strong> verifiable credentials <\/strong>to <strong>owning learning and employment data<\/strong> and <strong>redefining critical skills<\/strong>, the educational landscape must evolve in lockstep with technological advancements.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By doing so, we'll ensure that we prepare our learners for a future where they <strong>don't just survive but thrive<\/strong> in the rapidly changing world of work.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "The Web3 Revolution: 3 Critical Ways Web3 is Transforming Education and Work",
            "excerpt": "Step into the web3 era with this deep dive into its groundbreaking implications for education. From blockchain-enabled credentials to learner-employment records, see how this digital revolution could redefine learning and how we can prepare students for a rapidly evolving future.",
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            "id": 81765,
            "path": "\/research\/publications\/cbe-at-fraser-public-schools\/",
            "author_id": 59,
            "timestamp": 1690236061,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction: Competency-Based Education<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-based education (CBE) is an educational philosophy grounded in mastery of competencies which are based on standards, learning objectives, and\/or skills deemed crucial for learner success. When learning is competency-based, student progress is based on mastery of these competencies rather than seat time, or time spent on a subject. As defined by <a href=\"https:\/\/aurora-institute.org\/\">The Aurora Institute<\/a>, the following seven elements are necessary for learning to be truly competency-based:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students receive timely, differentiated support based on their individual learning needs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students progress based on evidence of mastery, not seat time.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students learn actively using different pathways and varied pacing.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Interest in CBE among K-12 school districts and school leaders is growing due to opportunities for increased learner agency, increased student engagement, and greater transparency around not only what skills and content students have mastered, but those they need additional time to understand.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"background\">Background on Fraser Public Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Located 22 miles north of Detroit, Michigan, lies <a href=\"https:\/\/www.fraser.k12.mi.us\/\">Fraser Public Schools<\/a> (FPS)\u2014where learning drives innovation\u2122.\u00a0 The district consists of nine schools, including six elementary schools, one middle school, one high school, and an early childhood center. FPS serves approximately 4,600 students in grades K-12. According to data from <a href=\"https:\/\/www.mischooldata.org\/district-entity-view-page\/?LocationCode=50100\">mischool.org<\/a> (2022-23 school year), roughly one out of every ten students has an IEP recommending service, and approximately half of all Fraser students are considered economically disadvantaged. In 2021-22, Fraser\u2019s graduation rate was 92% with 55% of graduates college-enrolled six months after graduation.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fraser Public Schools boasts a comprehensive curriculum that focuses on academic excellence, while also providing a wide range of extracurricular activities to foster the development of well-rounded individuals. Fraser offers open enrollment to any Macomb County resident and is dedicated to creating a supportive and inclusive learning environment where students are encouraged to reach their full potential. FPS is breaking the traditional mold of education by creating personalized learning opportunities for students and designing teaching and learning that is competency-based. Their transition to CBE began many years ago through a combined effort of staff, parents, and their board of education. Fraser students are given both voice and choice in their learning which results in increased student ownership of their learning. Through innovative programs, advanced technology integration, and partnerships with the local community, Fraser Public Schools strives to prepare students for success and create life-long learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"importance\">Importance of Implementing Competency-Based Education in Fraser<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to Fraser Superintendent Carrie Wozniak, who has worked in the district since 2011 and been superintendent since 2018, Fraser\u2019s decision to align to CBE and work towards being competency-based stemmed from observing a lack of student engagement\u2014students who weren\u2019t excited about school and who weren\u2019t engaged in their learning. Fraser was determined to change this, believing competency-based education would increase student engagement as CBE requires students to think deeply and be active participants in the learning process. They began their CBE journey by intentionally laying the foundation and framework to ensure staff and stakeholders had the knowledge necessary to understand why change was needed and why CBE could help.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Portrait of a Graduate<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the first milestones of their CBE journey was developing their <a href=\"https:\/\/www.fraser.k12.mi.us\/portrait\">Portrait of a Graduate<\/a> (2018), which provided Fraser an opportunity to recalibrate around what was important to them as a district in regard to student learning. Their Portrait of a Graduate is made of up six deeper learning competencies\u2014<em>communication<\/em>,<em> creativity<\/em>, <em>citizenship<\/em>, <em>collaboration<\/em>, <em>character<\/em>, and <em>critical thinking<\/em>\u2014that are fostered in all Fraser students. These six deeper learning competencies support learning throughout the district and are the skills that Fraser feels are necessary for student success after graduation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"385\" height=\"374\" src=\"https:\/\/lh5.googleusercontent.com\/Wfo4ppt7JF_6o0ya-4d0Hp-TeGkl-bCZUybcoqaVieT7VmYIzni0RnZjPXDB9o6kmKZK0dizYh6WTN3RgaLq4fVn5EK34TE0LBDPmvqZpOcs7vJ0GJYFW--IQledDtYsgFtdr9_eeCw46KscgC3Fm3g\" alt=\"an iconic representation of a student face with mortar board hat. Includes text:Designing Learning for All, critical thinking, communication, character, creativity, collaboration and citizenship.\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Strategic Plan<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another milestone in their CBE journey was developing their <a href=\"https:\/\/www.fraser.k12.mi.us\/strategicplan\">Strategic Plan<\/a> (2019) which is aligned to their Portrait of a Graduate and helps to guide all decision-making within the district. As Wozniak explained, \u201cOur strategic plan lays the foundation for everything that we do.\u201d If an initiative does not fit within the four focus areas of their strategic plan\u2014<em>teaching practices<\/em>, <em>learning partnerships<\/em>, <em>learning environment<\/em>, and <em>digital ecosystem<\/em>\u2014it does not take priority.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"540\" height=\"348\" src=\"https:\/\/lh6.googleusercontent.com\/RmLwluZeowggMDdk0bvcOrEuDeRnZS2q6uDoKOmWXSZumCkmTcKqzRypkckYRXc9SScXmy5rkXaDX0sn_SB-Lx4x4f-xg0lQRgwAr8RwSAA3oGTuAQuhfwphdmxxwiQnTi1_RnFWBCA2eoHbKmATz18\" alt=\"Graphic representation of Fraser's strategic plan including portrait of a graduate and teaching practices, learning partnerships, learning environment and digital ecosystem.\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Universal Design for Learning<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With their Portrait of a Graduate and Strategic Plan in place setting the foundation for teaching and learning, Fraser moved forward with competency-based education. They knew that in order to implement CBE with fidelity, a strong teaching and learning framework would be required. By using <a href=\"https:\/\/www.cast.org\/impact\/universal-design-for-learning-udl\">Universal Design for Learning<\/a> (UDL) as their instructional framework, Fraser is truly \u201cdesigning learning for all\u201d as they work towards CBE. Wozniak emphasized that UDL, and good lesson design in general, is about being thoughtful as to how they <a href=\"https:\/\/udlguidelines.cast.org\/engagement\">engage students<\/a>, how they <a href=\"https:\/\/udlguidelines.cast.org\/representation\">represent content<\/a>, and about <a href=\"https:\/\/udlguidelines.cast.org\/action-expression\">providing multiple means of action and expression<\/a>. Using UDL as their framework for teaching and learning helps Fraser ensure that \u201cstrategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems,\u201d which is one of the seven elements of Aurora Institute\u2019s <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/what-is-competency-based-education-an-updated-definition-web.pdf\">definition of CBE<\/a>, and one often overlooked.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Policies, Pedagogy, Structures, and Culture<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wozniak admits that to be truly competency-based, a school district should implement all seven elements of the definition of CBE, adding that strong implementation also requires <em>policies<\/em>, <em>pedagogy<\/em>, <em>structures<\/em>, and <em>culture <\/em>that support every student in developing essential knowledge, skills, and dispositions. She believes that all four elements are crucial to success and to getting the work done and is proud that Fraser is intentional about all four parts:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Policies <\/em>built as a district<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Pedagogy <\/em>or teaching and learning structures (UDL)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Structures <\/em>built to support policies and pedagogy within the district<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Culture <\/em>established and fostered within the district<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Fraser has been very intentional and thoughtful as they have laid the foundation and the structures for CBE which support their Strategic Plan and vision for student learning. Wozniak hopes that the way Fraser has rethought instruction\u2014the work they have done to implement UDL and CBE\u2014helps students understand themselves as learners, discover what it is they are passionate about, and gives them reasons to want to come to school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"developing\">Developing a Shared Vision for CBE<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Historically, Fraser has provided more traditional learning paths for students. Because of this, Wozniak knew that in order to earn the support of stakeholders and develop a shared vision for competency-based education, she would have to be patient, extremely transparent, and truly take the time to listen to both feedback and concerns. Wozniak worked hard to help her stakeholders understand and make sense of competency-based education, and milestones such as their Strategic Plan and Portrait of a Graduate became anchors to their work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than making large sweeping changes, Wozniak brought stakeholders together as they moved forward with CBE by taking very small steps and being extremely transparent about what they were trying to do and why. She emphasized the importance of listening to stakeholders and reiterating that what you are trying to do is truly best for kids. As she stressed, being competency-based doesn\u2019t mean teaching different content\u2014the \u201cingredients\u201d or the content and standards are the same. What does change is how they assess student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"practice\">What CBE Looks Like in Practice<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Overarching Course Competencies<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to <a href=\"https:\/\/www.fraser.k12.mi.us\/Page\/430\">Fraser Public Schools<\/a>, in order to uniformly implement competency-based learning, teachers and staff started at the core of their instructional practices. They created three-dimensional learning for students by combining content knowledge, skills, and conceptual competencies. Competencies include explicit, measurable, and transferable learning objectives that empower students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While competency-based education in Fraser Public Schools looks slightly different in each grade-level band (elementary, middle, and high school), several overarching competencies were developed for each course. These overarching competencies are based on <a href=\"https:\/\/www.michigan.gov\/mde\/services\/academic-standards\">Michigan\u2019s state standards<\/a> and are the big ideas for what students need to know and be able to do. Each competency is supported by learning objectives or \u2018I can\u2019 statements, written in student-friendly language, giving students a clear idea as to the learning they must demonstrate. <a href=\"https:\/\/www.fraser.k12.mi.us\/Page\/430\">As Fraser explains<\/a>, in a CBE model, students must show proficiency in the competencies. Fraser teachers set clear, achievable goals and learning objectives, and students have a clear path on how to meet the competency as well as choice in demonstrating mastery. Teachers are facilitators of learning, and students work both collaboratively and independently to achieve their goals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the elementary level (grades K-6), these \u2018I can\u2019 statements are measured according to the learner\u2019s level of demonstrated mastery\u2014Secure, Developing, or Beginning. Starting at the secondary level (grades 7-8) and including high school (grades 9-12), competencies are still supported by learning objectives and \u2018I can\u2019 statements; however, practice work makes up 30% of a student\u2019s grade, a final exam (if applicable) makes up up 20% of a student\u2019s grade, and then mastery of competencies make up the remaining 50-70%.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Canvas: Consistency, Customization, and Transparency<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All assignments, assessments, and exit tickets are tied to one or more of these competencies and made visible in their K-12 LMS, <a href=\"https:\/\/www.instructure.com\/canvas\">Canvas<\/a>. Canvas helps to organize course competencies, all lesson content, as well as their gradebook. In Canvas, course content is pushed out in a template to each individual classroom teacher who then customize it for themselves. This allows Fraser to have a high level of consistency across courses. Instructional coaches help Fraser staff build this out and personalize the course content as needed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As explained on <a href=\"https:\/\/www.fraser.k12.mi.us\/Page\/430\">Fraser\u2019s website<\/a>, Canvas allows students to access their learning at any time and in any place. This access provides transparent understanding to both students and parents of the learning that will be happening. Canvas also allows for a high level of transparency across courses, which helps Fraser establish \u201crigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable,\u201d another one of the seven elements of Aurora Institute\u2019s <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/what-is-competency-based-education-an-updated-definition-web.pdf\">definition of CBE<\/a>. Administrators are able to log into Canvas and pull up any teacher\u2019s course to view assignments, competencies, mastery of competencies, and grades. The consistency of using Canvas K-12 means students are getting similar experiences no matter which teacher they have, and the resulting transparency means both teachers and administrators can ensure learning targets are being met.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Small Steps Towards CBE<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The work Fraser has done to become competency-based has consisted of many small steps. One such step was to make all learning within courses cumulative (rather than averaging two disparate quarter or semester grades together). This gives a more authentic picture of student learning. Another step was categorizing all assignments and assessments as either \u201cpractice\u201d or \u201ccompetency.\u201d Wozniak acknowledged that while a fully competency-based school wouldn\u2019t have any practice grades (all learning would be \u201ccompetency\u201d), this is something Fraser is still working towards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another step towards CBE is doing away with their final exam, which currently can account for up to 20% of a student\u2019s grade. Because learning and mastery of competencies have already been assessed by the end of the course, the final exam is a very artificial measure of student learning and results in less weight being placed on mastery of competencies. In the absence of a final exam (which is planned to take place in the 2023-24 school year), a student\u2019s grade will be more simply weighted at 30% practice and 70% competency. While Fraser admittedly still has much to do, they have made huge strides in terms of making learning competency-based.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"successes\">CBE Implementation Successes<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>State Testing Scores<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are several indicators as to the success of Fraser\u2019s work to make learning competency-based. According to Wozniak, their state testing scores show Fraser is outperforming other schools with similar demographics and student populations, which speaks to the success of their UDL instructional framework that is wrapped around their competencies. Fraser\u2019s elementary math data is very strong, which is a good indicator that their instruction, as well as the resources and tools they have in place, are successful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Strong Enrollment<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another measure of their success is Fraser\u2019s strong enrollment. Almost 42% of their 5,000 students are school of choice enrollments, meaning that many students and families are <em>choosing <\/em>to come to Fraser. Because FPS is situated in such a densely populated area (Macomb County) with many other K-12 options for students, this high number of students choosing to enroll at Fraser speaks to the value families see in CBE and the work Fraser is doing.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ability to Fill Learning Gaps<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wozniak feels that perhaps Fraser\u2019s greatest measure of success has been their ability to fill in learning gaps for students. Being competency-based has helped Fraser focus on the big ideas of what students need to know and be able to do. This has allowed them to have greater success in being able to track which students need additional support and\/or remediation for individual competencies. Wozniak discussed the idea of students being able to \u201cmove on when ready,\u201d which is typically associated with competency-based learning. Wozniak explained that they are not there yet, wisely pointing out that providing remediation is extremely important, too: \u201cMove on when ready sounds great, but it\u2019s also about moving backward as needed. The majority of our kids need to have more time. They need an opportunity to try again.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Being competency-based has allowed Fraser students who need it to have more time, to have the ability to try something again, and to have the opportunity to relearn something they didn\u2019t master the first time around. Wozniak believes that being competency-based has helped them meet students where they are, provide additional opportunities for students to show their learning, and provide students with deeper learning opportunities. This is what she feels is their true measure of success in regard to CBE.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"challenges\">CBE Challenges<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As Fraser began their journey of making learning competency-based, they did so while needing to overcome a hurdle of a traditional mindset. Fraser is situated within Macomb County, a fairly traditional and conservative area of suburban Detroit. As Wozniak explained, in such a traditional community, \u201ctrying to get people to think differently about education is hard.\u201d The idea of competency-based education\u2014of flexible pacing and students having multiple chances to demonstrate mastery\u2014can make some people nervous. Because of this, Wozniak knew she would have to be very intentional and make changes in very small steps.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the most significant challenges related to implementing competency-based education in Fraser has been ensuring the interoperability of their multiple technology systems. It was crucial that their LMS (Canvas) communicated gradebook data directly into their SIS or student information system, <a href=\"https:\/\/www.powerschool.com\/operations\/student-information-systems\/powerschool-sis\/\">PowerSchool<\/a>. Additionally, it was necessary that Fraser\u2019s curriculum products, such as <a href=\"https:\/\/greatminds.org\/math\/eurekamath\">Eureka Math<\/a> (K-6) and <a href=\"https:\/\/www.savvas.com\/index.cfm?locator=PS3c5r\">Envision<\/a> (7-12), could communicate back and forth with Canvas. As Wozniak stressed, \u201cGetting an LMS that allowed us to have everything work together in a really seamless way has been very important to us. Canvas has been great.\u201d Ensuring this interoperability helps to streamline processes for teachers and ensure that student data and grades are represented accurately and are accessible not only by teachers and students but by parents, administrators, and counselors as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"advice\">Advice for School Leaders Considering CBE<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For school districts considering competency-based education, Wozniak offered several points of advice. She stressed that you can\u2019t do everything at once, referencing the four \u201cbuckets\u201d of their strategic plan\u2014<em>teaching practices, learning partnerships, learning environment, <\/em>and a <em>digital ecosystem<\/em>. These are the four areas that Fraser has deemed most critical to their success. Fraser is focused on UDL, competency-based grading, and creating powerful assessments (<em>teaching practices<\/em>), work-based learning and other educational partnerships (<em>learning partnerships<\/em>); restorative practices, SEL, and creating a supportive environment for students (<em>learning environment<\/em>); and having a rich digital ecosystem with aligned instructional resources (<em>digital ecosystem<\/em>). As she acknowledged, you can\u2019t intensify all of that at the same time\u2014\u201cIt\u2019s about deciding when to amplify certain things and knowing when to pull back on other things.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wozniak reiterated the importance of getting systems that <em>work for you<\/em>\u2014systems that allow visibility and transparency for teachers, students, parents, counselors, and administrators. Having these systems (e.g., LMS, SIS, instructional resources) that work for you should not only increase efficiency but should enable administrators to have the same access as a teacher. She stressed the importance of an administrator being able to lead by example\u2014administrators should have the capability to access gradebooks, review competencies, and the knowledge of how all systems work\u2014<em>and<\/em> be able to explain and demonstrate that to others. In Wozniak\u2019s words, \u201cEveryone has to know and understand what the work is.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She also reflected on the importance of having open, honest, and frequent conversations, as well as really listening to both staff and stakeholders. She reiterated the importance of keeping stakeholders on board and bringing new ones along too. \u201cIt\u2019s hard, and it can be exhausting, but it is important work!\u201d as Wozniak admitted.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Fraser\u2019s decision to align to competency-based education and the work they have done to make their vision for CBE a reality has been slow, steady, but strategic. They started by determining what they wanted students to know and be able to do (Portrait of a Graduate) and came up with a plan to guide all decision-making within the district (Strategic Plan), grounding students at the center of all their decision-making. Their Strategic Plan helps Fraser be intentional about everything they do. Fraser laid the foundation for competency-based education, brought stakeholders together, created a shared vision for learning, and continues to make strides forward in the direction of competency-based education. By prioritizing policies, pedagogy, structures, and culture, Fraser has taken deliberate steps towards making their vision for CBE a reality, empowering students to discover their passions and become lifelong learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"resources\">CBE Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following list of resources provides insight into what other organizations are saying about competency-based education, who else is doing work to make learning competency-based, and other examples of school leaders learning this type of learning. Resources are accompanied by a short description.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/rethinking-the-master-schedule-in-competency-based-schools\/\">Rethinking the Master Schedule in Competency-Based Schools<\/a> (Aurora Institute): Author Sandra Moumoutjis explains several ways to innovate schedule-wise within traditional systems to build schedules to accommodate CBE.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/strategies-for-responsive-pacing-at-the-success-center\/\">Strategies for Responsive Pacing at the Success Center<\/a> (Aurora Institute): This blog details how The Success Center at Opportunity Academy supports responsive pacing, a key element of CBE.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/xqsuperschool.org\/rethinktogether\/a-guide-to-competency-based-learning-in-high-school\/\">A Guide to Competency-Based Learning in High School<\/a> (XQ Institute): The XQ Institute explores what competency-based learning looks like in high school, providing examples from several XQ schools.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/xqsuperschool.org\/schools\/\">Schools<\/a> (XQ Institute): Learn more about competency-based approaches and more by diving into these profiles of XQ schools and partners.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/implementation-with-integrity\/?utm_medium=email&amp;_hsmi=255915912&amp;_hsenc=p2ANqtz-_ijHMGnGZiqTiSOmpRKDVBLgzVkdk_LFbcSkxO1ikLcdM1pgz5-0KY9qhofVVpnlbpIWu2POv7Jk-O1FR22XnJ_tFH3ikPtQrVGW7PPMSRmdLM93Y&amp;utm_content=255915912&amp;utm_source=hs_email\">Implementation with Integrity<\/a> (Aurora Institute, CompetencyWorks): The CBE Starter Pack series offers an entry point for having deeper conversations about how different approaches address each element of the CBE definition.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-1-students-are-empowered-daily\/\">CBE Starter Pack 1: Students are Empowered Daily<\/a> (Aurora Institute, CompetencyWorks): Knowing where to get started with competency-based education can be overwhelming. The goal of this series of \u201cCBE Starter Packs\u201d is to help readers find their entry points. Each post focuses on one of the seven elements of the Aurora Institute\u2019s 2019 CBE Definition.<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/\">2: Meaningful Assessment<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-3-timely-differentiated-support\/\">3: Timely, Differentiated Support<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-4-progress-based-on-mastery\/\">4: Progress Based on Mastery<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-5-learn-actively-with-varied-pathways-and-pacing\/\">5: Learn Actively With Varied Pathways and Pacing<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-6-equity-strategies-drive-culture-structures-and-pedagogy\/\">6: Equity Strategies Drive Culture, Structures, and Pedagogy<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-7-establish-rigorous-common-expectations-with-meaningful-competencies\/\">7: Establish Rigorous, Common Expectations with Meaningful Competencies<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/cloudfront-s3.solutiontree.com\/pdfs\/Reproducibles_UTCBC\/competencybasedlearningschooldesignrubricprinciple1.pdf?_ga=2.151004735.764090114.1661445861-1136579793.1661445861\">The CBE Design Principle 1 Rubric<\/a> is a resource from the book, <a href=\"https:\/\/www.solutiontree.com\/free-resources\/plcatwork\/utcbc\">Unpacking the Competency-Based Classroom<\/a>, in which Vander Els and Stack offer a roadmap for transforming schools in pursuit of greater equity through competency-based learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Quality-Principles-Book.pdf\">Quality Principles for Competency-based Education <\/a>(Aurora Institute, CompetencyWorks): Authors Chris Sturgis and Katherine Casey explore 16 quality design principles designed to help guide school districts looking to implement competency-based learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/epicedpolicy.org\/wp-content\/uploads\/2021\/11\/CBE_Qual_Pol-Brief-Nov2021.pdf\">Competency-Based Education in Michigan\u2019s 21j Pilot Districts: Case Studies of Implementation and Innovation<\/a> (EPIC): In this brief, EPIC outlines core components of CBE, discusses elements of CBE implementation, presents data from three case studies, and highlights both successes and challenges experienced by these districts. The experiences of these pilot districts in implementing CBE can help to inform policy and practice conversations about the potential adoption of CBE and similar instructional models to improve student outcomes and increase opportunities for deeper learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1002\/cbe2.1228\">Making sense of K-12 competency-based education: A systematic literature review of implementation and outcomes research from 2000 to 2019<\/a> (Wiley Online Library): The purpose of this literature review was to examine the research on K-12 CBE for factors that affect implementation, student outcomes, and the relationship between implementation and student outcomes.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/event\/an-introduction-to-k-12-competency-based-education-competencyworks-webinar\/\">An Introduction to K-12 Competency-Based Education<\/a> (Aurora Institute): This webinar examines what CBE looks like in practice in schools and discusses professional learning resources for transitioning to a competency-based approach.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.the74million.org\/article\/how-standards-based-grading-is-empowering-arizona-students-to-own-their-education\/?utm_source=twitter&amp;utm_campaign=Website&amp;utm_medium=c1646bb3-cef4-4ef2-98b4-0a0caab94134\">How Standards-Based Grading Is Empowering Arizona Students to Own Their Education<\/a> (The74): Insights from Arizona\u2019s Santa Cruz Valley Unified School District move towards personalized, competency-based learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/advice-from-the-field-initiating-sustaining-and-scaling-personalized-competency-based-learning\/\">Advice from the Field: Initiating, Sustaining, and Scaling Personalized, Competency-Based Learning<\/a> (Aurora Institute\/CompetencyWorks): Fantastic read about Pirate Academy, a personalized, competency-based learning program housed within a traditional middle school.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/Equitable-Grading-Anchors-NYCs-New-Grading-Policy-Toolkit\/\">Equitable Grading Anchors NYC\u2019s New Grading Policy Toolkit<\/a> (Aurora Institute): This post explores NYC Public School\u2019s new Grading Policy Toolkit in-depth as a model of how districts can support their vision for equitable learning with practical policy guidance.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/the-shift-in-action-five-takeaways-from-our-journey-towards-a-competency-based-system\/?utm_medium=email&amp;_hsmi=258927655&amp;_hsenc=p2ANqtz-_og4eYiEyBa__z0ixpLZk8LcnLb7AjlgnpwWrSGWK63z96_mr4cMD4Pv2zS1mm1nHl2o_yHA8tusnSKBwQdfHOmB84RGxhiQZsGVY0xT9c4xYB48M&amp;utm_content=258927655&amp;utm_source=hs_email\">The Shift In Action: Five Takeaways From Our Journey Towards A Competency-Based System<\/a> (Aurora Institute, CompetencyWorks): Spring Lake Park Schools shares five key takeaways from their journey to competency-based education.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/rethinking-the-high-school-transcript-for-the-future-of-learning\/\">Rethinking the High School Transcript for the Future of Learning<\/a> (Aurora Institute, CompetencyWorks): How can we accurately record evidence of student learning when it is competency-based? This blog explores the transition from a traditional high school transcript to one that serves as a better record of learner growth.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>CBE-Related MVLRI Publications<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/what-do-we-mean-when-we-say-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">What Do We Mean When We Say Student-Centered Learning?<\/a> (MVLRI): Student-centered learning, personalized learning, and competency-based education\u2014terms widely recognized in the field of K-12 education. While we know they are related, do they mean the same thing? This report explores how each term is defined as well as what they look like in practice to gain a deeper understanding of what we really mean when we say student-centered learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/competency-based-education-equitable-learning-for-michigan-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">Competency-Based Education: A Path Towards Equitable Learning for Michigan Students<\/a> (MVLRI): As school leaders across the nation are seeking to provide equitable learning opportunities for the students they serve, many are looking to design and implement competency-based learning models in their schools. While the process of shifting from a traditional education model to one that is competency-based can be challenging, school leaders are motivated by the model\u2019s promise of equity and greater relevance for students and an increase in engagement and performance for all students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">Competency-Based Progression: Designed For Student Success<\/a> (MVLRI): This blog aims to understand why implementing student-centered principles into the learning environment can improve student engagement and make teaching and learning, no matter what environment you and your students find yourselves in, more student-focused.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-approach-to-scl\/\" target=\"_blank\" rel=\"noreferrer noopener\">A Competency-Based Approach To Student-Centered Learning<\/a> (MVLRI): Creating competencies and designing flexible learning opportunities that allow students to demonstrate mastery of these competencies on their own pathway and at their own pace is one piece of designing a learning environment that is student-centered.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">Competency-Based Progression: Designed For Student Success<\/a> (MVLRI): This blog explores CBE to understand why implementing student-centered principles\u2014such as competency-based learning progressions\u2014into the learning environment can improve student engagement and make teaching and learning, no matter what environment you and your students find yourselves in, more student-focused.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->",
            "title": "From Seat Time to Mastery: Competency-Based Education at Fraser Public Schools",
            "excerpt": "With their Portrait of a Graduate and Strategic Plan as guiding principles, Fraser Public Schools began a deliberate journey towards competency-based education. By prioritizing policies, pedagogy, structures, and culture, Fraser has taken steps towards making their vision for CBE a reality\u2014empowering students to discover their passions and become lifelong learners.",
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            "content": "<!-- wp:paragraph -->\n<p>Hello and welcome to this three-part series on web3 and what the implications are for the future of teaching and learning.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>My name is Mike Peck, and I\u2019m thrilled to be your guide on this journey as we <strong>go from theory to practice <\/strong>working our way through the new technologies and principles guiding the evolution of the web.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In our first installment, we will lay the foundation for what\u2019s to come by providing some <strong>background<\/strong>, <strong>vocabulary<\/strong>, and <strong>context<\/strong> so we can dive deeper into the implication for teaching and learning in future posts.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We\u2019ll take a quick look back at the <strong>evolution of the web <\/strong>and begin to blaze a trail toward what potential opportunities a shift in the web can bring to education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">What in the world is web3?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>You may have heard this term online, in the news, or from a colleague but may not be familiar with it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Web3 is a collection of technologies that enable us to interact with the internet in fundamentally different ways. <\/strong><\/p>\n<!-- \/wp:paragraph --><cite><em>More on what this looks like in action later!<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>This shift may leave you with some questions like:<strong>&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>How did we get here?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What changes might bring the next evolution of the web to life?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What does web3 mean for education?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To better understand, let\u2019s take a quick look back at the previous generations of the web.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"wide\"} -->\n<figure class=\"wp-block-image alignwide\"><img src=\"https:\/\/lh4.googleusercontent.com\/VmMif6XK6ETt7qqguNGPp-MFKn1qNXoWnaTwQpROFus-dsgTw1ae8b82W39Hup_dqzKeYkTeRlH81MuKykotEBFFWsMpgYqVGUtOi92bD3WL6b8oe4iLCM2caXVr06WvKXfHBnVcTSw97UfCDiRTkE7JcklKF8UNAaf55XG6bciPVai-xkA7X-UYrB5xvQ\" alt=\"From Web1 to Web3. Web1 = Read, Static Websites, Consumption. Web2 = Read, Write, Social Websites, Creation &amp; Curation. Web3 = Read, Write, Own, Decentralized, Creation &amp; Ownership. @edtechpeck | Ed3DAO\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>If you have been in education for 10-15 years, you probably remember your first interaction with the web.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Often likened to a giant library, web1 was the 'read-only' era of the internet <\/strong>in the 90s and early 2000s, where only a select few could add new content to the web.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pages were static, and interaction was minimal. Search engines like Google acted as cataloging systems, helping users find what they needed among a wealth of information.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As users desired more from their web experience, a shift was sparked towards a more interactive and dynamic internet, setting the stage for web2.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Web2, the 'read-write' era of the internet, made users active participants<\/strong>, akin to a student-centered classroom where everyone contributes to the learning process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This era heralded the rise of interactive platforms like Facebook, blogs, wikis, and YouTube, facilitated by technological advancements that made the web more engaging. Just as a library card holder suddenly had keys to the library, users could now add their own 'books' to the web's vast collection.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now, we are transitioning into the era of <a href=\"https:\/\/www.forbes.com\/sites\/digital-assets\/article\/what-is-web3\/\" target=\"_blank\" rel=\"noreferrer noopener\">Web3<\/a>, the 'read-write-own' web. This decentralized internet resembles a fully collaborative learning community, empowering users to make their own rules and manage their data.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>The promise of web3 is that users will be able to own and control their data<\/strong>, like personal information, personal records, or even data like credentials. Using web3 technologies like blockchain, users can also verify the authenticity and provenance of information.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Just as educators adapt to new teaching methods and challenges, we must adjust to the unique challenges web3 presents while embracing its exciting possibilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">What does this mean for education?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many of you reading this article will recall how the shift from web1 to web2 changed many aspects of daily life, including education.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Social media, video communications, online shopping, and online learning are many examples of how the last shift impacted our world.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>History doesn\u2019t always repeat itself, but it often rhymes. <\/strong>So, we may infer that the shift from web2 to web3 will bring an equally significant impact to our world.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While web3 technologies are still in their infancy, some potential use cases and shifts in teaching and learning are beginning to emerge that leverage this technology to create new infrastructure for learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some examples include <strong>credentialing<\/strong>, <strong>peer-to-peer learning<\/strong>, and <strong>digital literacy and skills<\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Credentialing<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Using new technologies like blockchain, we may realize the ability to issue <a href=\"https:\/\/www.youtube.com\/watch?v=5kMpfCVzlNQ&amp;t=2s&amp;pp=ygUQZWJzaSBjcmVkZW50aWFscw%3D%3D\" target=\"_blank\" rel=\"noreferrer noopener\">verifiable, immutable digital certificates<\/a> for course completion or degrees.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We\u2019ve talked about the promise of personalized learning in education for nearly a decade. But we still haven\u2019t developed new architectures for <strong>empowering learners to demonstrate their understanding to others<\/strong>, including potential employers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Why is this a big deal? <\/strong>Systems of recognition like progress reports, report cards, and transcripts have been left largely unchanged for decades and generally offer a limited view of learner accomplishments.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Blockchains and the ecosystems built around them could provide new ways for us to empower learners through tools that allow educators and educational organizations to issue learning credentials for <strong>a much broader range of student success metrics<\/strong>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A substantial amount of work has been done in the last decade around durable skills and competencies, and we have still yet to find the right tools to recognize these essential learning outcomes.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Blockchains may offer a path forward in creating new structures for recognizing learning that <strong>shift power back into the hands of the learner<\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"wide\"} -->\n<figure class=\"wp-block-image alignwide\"><img src=\"https:\/\/lh5.googleusercontent.com\/bA41XxJedVgQwPIdN_jh_XbS69BHGVz3jSFEk6_c24OLCecK1pVTSE2wwztptUoRmyZRJ3fJMW2cfwpJU77iHMoIlEDs_FfJyTweruCmXd_8E-G9frx562R7mrF2_FHSA_IzBYSMrdgb1unLTNDn7qePTT3aB77xYIBig0S9rSEbidm924PFF40szIvEHA\" alt=\"Visual infographic. The middle circle is labelled &quot;Digital credentialing ecosystem&quot; and has arrows extending out to five domains: 1) Real-Time Recognition, 2) Engagement Gamification, 3) Empowering Learners through Ownership, 4) Recognizing a Broader Definition of Learning, 5) Transparency and Composability. @edtechpeck | Ed3DAO\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Peer-to-Peer Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Through blockchain technology, teachers can establish peer-to-peer learning networks with other educators around the globe. These networks can serve as <strong>platforms for sharing teaching resources, strategies, and best practices<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers can \"trade\" these resources using a token-based system, which rewards those who contribute valuable content to the network.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Such shifts could ultimately lead to <strong>a global, decentralized marketplace for educational resources<\/strong>, fostering a more collaborative and efficient education community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Digital Literacy and Skills<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just like the shift from web1 to web2, the next leap we make from web2 to web3 will require us to <strong>reimagine the critical skills and competencies <\/strong>that will become essential in the new digital frontier.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The big push to adopt digital citizenship courses and training across K-12 is still relevant but may need a facelift as the web continues to change. While we are still grappling with our understanding of how the web will be impacted by technologies like <strong>blockchains, digital assets, and the metaverse<\/strong>, trends in the technology suggest that we will also need to double down on the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Critical and computational thinking<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Emergent financial literacy skills, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Preparing learners for a future of complexity marked by radical agency.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">The Road Ahead<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Now, while the future of web3 seems bright, it's also crucial to acknowledge the challenges it might bring.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Issues like <strong>equity<\/strong> in access, <strong>cybersecurity<\/strong>, the <strong>environmental impact<\/strong> of blockchain technology, and <strong>general trust <\/strong>in the underlying technologies are essential conversations we must have as we move toward the next generation of the web.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There is no better time than now to begin holding conversations about the impacts of web3 technologies in education, and I look forward to further exploring this intersection with you all.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the coming installments of this series, we will look at some <strong>examples of this technology in action<\/strong> to help us further understand the impacts of web3 on education. We\u2019ll explore such topics as verifiable credentials, learner employment records, critical skills, digital organizations, and the intersection of web3 and AI.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you find these topics interesting, we invite you to check out <a href=\"https:\/\/ed3dao.com\" target=\"_blank\" rel=\"noreferrer noopener\">Ed3 DAO<\/a>,<strong> a pioneering community dedicated to reshaping education in the era of decentralized technologies<\/strong>. By joining Ed3 DAO, you'll get the opportunity to engage with like-minded educators, technologists, and innovators, participate in enlightening discussions, and explore the frontier of teaching and learning.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Web3 101: What educators need to know about the future of the web",
            "excerpt": "Remember the days when the internet resembled a massive library, and Google was our librarian? Well, the internet has evolved a lot since then! As we transition to web3 \u2014 the 'read-write-own' era \u2014 we gain unprecedented control over our data and information. As educators, it's our responsibility to adjust to this new reality while embracing its exciting possibilities. Let's explore what web3 means for the future of education together!",
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            "path": "\/research\/publications\/insights-into-scl\/",
            "author_id": 81,
            "timestamp": 1689256023,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many leaders in education such as <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/?_pub_category=student-centered-learning\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual<\/em><\/a>,<a href=\"https:\/\/aurora-institute.org\/resource\/the-inacol-federal-policy-frameworks-2015\/\" target=\"_blank\" rel=\"noreferrer noopener\"> The Aurora Institute<\/a>, and the<a href=\"https:\/\/www.christenseninstitute.org\/blog\/3-research-backed-strategies-to-help-make-personalized-learning-work-in-all-schools-not-just-some\/\" target=\"_blank\" rel=\"noreferrer noopener\"> Christensen Institute<\/a> advocate for Student-Centered Learning. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/\">Student-Centered <\/a><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/\" target=\"_blank\" rel=\"noreferrer noopener\">Learning<\/a> (SCL) is a philosophy that emphasizes meeting the needs of individual students. A student-centered approach is holistic, in such that students and teachers work together to create a learning path that is tailored to the needs and interests of individual students. A review of frameworks and literature conducted by the <em>Michigan Virtual Learning Research Institute<\/em> revealed <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meaning-student-centered-learning\" target=\"_blank\" rel=\"noreferrer noopener\">four main tenets of SCL<\/a>:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Learning is personalized<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning is competency-based<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning happens anytime, anywhere<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students take ownership of their learning and have agency (Green, DeBruler &amp; Harrington, 2023)<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>When learning is personalized, the learning experiences are continually adjusted for each student based on an assessment of their needs and interests. In other words, data is used to inform and modify students\u2019 learning paths. When learning is student-centered, students progress by demonstrating mastery or competency. This means that time is not standardized for each student, rather, they work along their own path at their own pace. Because learning is not measured strictly by seat time, learning can happen anywhere at any time, affording students the opportunity to engage in authentic and hands-on learning experiences. Finally, students have increased ownership of their learning through collaboration with teachers on individual learning paths. Student ownership is often enacted through providing students a <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">voice (input) and choice (options<\/a>) over their learning (<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/\">Green &amp; Harrington, 2021<\/a>;<a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\"> Harrington &amp; DeBruler, 2019<\/a>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>SCL is often used alongside terms such as <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/mean-what-you-say-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">personalized learning<\/a>, and <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/what-is-competency-based-education-an-updated-definition-web.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">competency-based education<\/a> (CBE). Despite being interrelated as evidenced by the components of SCL outlined above, these terms are not necessarily interchangeable. Personalized learning refers to adapting learning based on each students\u2019 strengths, needs, and interests (Patrick et al., 2013). While competency-based education is <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/what-is-competency-based-education-an-updated-definition-web.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">defined<\/a> through seven elements:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Students are empowered to make decisions about their learning experiences, the creation and application of their knowledge, and demonstration of learning<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assessment is a meaningful, positive, and empowering experience that provides timely, relevant, and actionable evidence&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students receive timely, differentiated support based on their individual learning needs<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students progress based on their demonstration of mastery, not seat time<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students learn actively using different pathways and varied pacing<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable (Levine &amp; Patrick, 2019).<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Given that SCL incorporates both CBE and personalized learning, we may consider CBE and personalized learning scaffolds that help uphold and achieve learning that is truly student-centered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As schools look to address achievement gaps, declining graduation rates, low achievement and other shortcomings, they are increasingly turning to some form of SCL, personalized learning, or CBE. Districts and educational professionals are realizing that in order to improve outcomes, and reach <em>all <\/em>students, changes need to be made (Green &amp; Harrington, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Indeed, student-centered approaches are often contrasted with more traditional educational models. Traditional models may emphasize teacher-centered instruction, in which the teacher is viewed as the content expert whose goal is to transfer that knowledge to students. The current structure of K-12 education in the United States emphasizes standards-based accountability, meaning that through the use of required standardized testing, students\u2019 mastery of the content and skills associated with each grade level is assessed (Steele et al., 2014). Because of the ways in which standardized testing is related to the allocation of resources, decisions about curriculum and instruction, and educator evaluation systems, teachers and school systems may see covering content as a necessity to ensuring proficiency on these exams, and proficiency being a priority (Zeiser, Scholz, &amp; Cirks, 2018). Working towards specified state standards blends itself to a \u201cone-size-fits all\u201d approach to education, as an effort is made to keep all students on pace with peers, and standards are uniform across student interests, goals, and abilities (Pane et al., 2021). Despite these accountability mechanisms, schools still face significant challenges such as declining graduation rates, low engagement, and low (and declining) achievement (Sturgis &amp; Patrick, 2010; Green &amp; Harrington, 2020). The realization that traditional models are not working for <em>all <\/em>students and the desire to ensure all students' needs are met, serves as a powerful motivator for schools' movement towards SCL (Green &amp; Harrington, 2021).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anecdotal reports from schools making this shift indicate that it pays off (Fulbeck et al., 2020; Green, 2021; Green &amp; Harrington, 2020; Green &amp; Harrington, 2021; Surr et al., 2018). Some schools that have implemented SCL initiatives self-report improved academic achievement and graduation rates (Green &amp; Harrington, 2020). Educational professionals also hold positive perceptions of SCL, expressing that it engages students, promotes deep learning, and increases motivation (Fulbeck et al., 2020, Green, 2021; Green, &amp; Harrington, 2021). Many educational professionals and organizations see SCL as the way forward, a way to improve student outcomes, and as more effective than traditional educational models (Green &amp; Harrington, 2020; Harrington &amp; Green, 2021). This begs the question, what do we know about the relationship between SCL and student achievement in K-12?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A plethora of research in <em>higher education<\/em> has examined this question, finding that SCL is positively associated with student learning outcomes such as concept knowledge, final exam grades, and course grades (e.g., Bazelais &amp; Doleck, 2018; Yick et al., 2019). Relatively little research has examined SCL and academic outcomes in K-12 settings. This lack of research may stem from a combination of systemic, logistic, and school specific challenges (see Table 1). Indeed, SCL requires a systems-change approach that takes time and resources as administrators, stakeholders, and school leaders work to secure buy-in, develop infrastructure, provide professional development, establish instruction and assessment practices, develop expectations, and tailor practices to fit the unique needs of the school and students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Further, SCL requires holistic changes to teaching pedagogy and school system\u2014in order for learning to be truly student-centered, it has to go beyond standalone implementations (Green &amp; Harrington, 2020), formats (e.g., blended; Macaruso et al., 2020), technology use (e.g., web-based learning systems; Wongwatkit et al., 2017), and surface level personalization (e.g., aligning homework questions with student interests; Bernacki &amp; Walkington, 2018). Changes and benefits may not emerge immediately, and programs may take varying lengths of time to \u201creach their stride\u201d depending on the resources they have available to them. Researchers therefore advise against evaluating outcomes too early, and schools may be hesitant to have their programs evaluated or studied during early implementation while they are still experiencing \u201cgrowing pains\u201d (Steele et al., 2014; Scheopner Torres et al., 2015).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Taken together, time, variability in SCL implementation, \u201cgrowing pains\u201d associated with new program implementation, and other factors make systematic study of SCL difficult (Evans 2021). However, understanding how SCL impacts student achievement outcomes is important so that states, districts, and schools can keep up with best practices in the field, make data driven decisions about instructional and curricular decisions, and garner stakeholder support for implementing changes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Table 1. Challenges Associated with SCL Implementation<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Type of Challenge<\/strong><\/td><td><strong>Category<\/strong><\/td><td><strong>Description<\/strong><\/td><\/tr><tr><td>Systemic<\/td><td>Cultivating buy-in<\/td><td>Cultivating buy-in from students, caregivers, and teachers may be difficult as SCL differs from what caregivers have experienced, and how teachers were trained (Green &amp; Harrington, 2021; Torres et al., 2015)<\/td><\/tr><tr><td>Systemic<\/td><td>Standardized testing<\/td><td>Needing to meet standards and prepare for state testing limits the amount of choice teachers feel they can offer to students, and limiting choice, in turn limits the implementation or use of personalized learning paths (Pane et al., 2017; Zeiser et al., 2018)<\/td><\/tr><tr><td>Logistical; school specific<\/td><td>Technology<\/td><td>Schools need to be able to collect and use relevant student data to personalize learning paths. This often requires infrastructure such as specific kinds of technology and efficient learning management systems (Green &amp; Harrington, 2021)<\/td><\/tr><tr><td>Logistical; School specific<\/td><td>Professional development<\/td><td>Teachers need pedagogical training and logistical support for making the move to student-centered teaching (Green &amp; Harrington, 2021; Zeiser et al., 2018)<\/td><\/tr><tr><td>Logistical; School specific<\/td><td>Time<\/td><td>Teachers need time to develop personalized learning paths, create or find resources, and collect and use student data (Pane et al., 2017; Zeiser et al., 2018). Administration should provide appropriate scaffolds and supports<\/td><\/tr><tr><td>School specific<\/td><td>Variability<\/td><td>While SCL is composed of four tenets, these tenets may be implemented to varying degrees, in varying combinations, and implemented through different tactics (Steele et al., 2014)<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"CurrentProject\">Current Project<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The aim of this survey of published research was to provide context about the effectiveness of SCL through synthesizing available empirical evidence. Specifically, the <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) reviewed articles that examined the impact of SCL programs on student achievement outcomes. MVLRI hopes that identifying patterns of effective implementation practices can inform SCL program development initiatives and enhance support for such programs across school districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Methods\">Methods&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A literature review was conducted to summarize findings on student-centered learning and students\u2019 academic achievement. MVLRI focused their search on articles published between 2018 and 2023 in order to provide current information to readers. Through a search conducted on Google Scholar, articles were identified that examined the relationship between SCL and student academic outcomes. The reference sections of identified articles were searched for articles that were not initially included in the Google Scholar search.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Search terms included:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Student-centered learning<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Education<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Student outcomes<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Personalized learning<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Education<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Competency-based education<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Personalization k12<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Student-centered achievement<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>A total of 10 articles were included, and 38 articles were excluded. The primary reason an article was excluded was because it used a narrow implementation of SCL (e.g., flipped classroom, n = 14, 36.84%) or because the results were not focused on student outcomes (n = 11, 28.95%). This is similar to studies excluded in the literature review carried out by Evans et al., (2021) which examined implementation and outcomes associated with CBE initiatives in K-12. Nine articles (23.70%) were excluded because the study population was not generalizable to K-12, eight articles (21.05%) were excluded because the intervention within the article did not meet our definition of SCL, and one study (2.63%) was excluded because it was past the cut off date. See Figure 1 for a breakdown of this process. Appendix A includes a table of studies that were excluded and the rationale for exclusion. Note that the total may add up to more than 38 (100%) as some articles were excluded for multiple reasons (e.g., narrow implementation of SCL and results not focused on student outcomes), and rounding. Appendix B contains a list of the full references for excluded articles. Table 2 provides a summary of the articles that were included in the review. Appendix C contains a full reference list of all articles included in this review so that readers can follow up on any studies that may be particularly relevant to them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img src=\"https:\/\/lh3.googleusercontent.com\/Jq0pKnUXVQNXTYk3mTOfG6bmkF2lnYlu0s07YPC1dP8D3z01Yk1PQvEohTotmVF3KHgTsgULRhI5DpubjMFq6Zzi9rtrDab7mHCAZVYhxtgBJNOdCOocEJ7cCHdr7fVNIlZDWl_rW_Mo\" width=\"359\" height=\"419\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Figure 1. Review Process<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Results\">Results&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A total of 10 articles were reviewed and synthesized. In the first read through, each article\u2019s research methodology and findings related to student outcomes were noted. Subsequent reviews of the articles focused on identifying cross-cutting themes, which were recorded and organized into key takeaways for the reader.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Table 2. Articles included in the Review<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td>Citation<\/td><td>Study Design<\/td><td>Sample Type and Size<\/td><td>Outcome<\/td><td>Effect Size<\/td><\/tr><tr><td>Evans, Landl, &amp; Thompson (2021)<\/td><td>Literature Review<\/td><td>K-12; 25 studies<\/td><td>4 studies reported positive effects; 1 study reported mixed effects; 1 study reported negative effects<\/td><td>Not Reported&nbsp;<\/td><\/tr><tr><td>Li, &amp; Wang (2022)<\/td><td>Meta-Analysis<\/td><td>K-12; 84 studies&nbsp;&nbsp;<\/td><td>Positive<\/td><td>Medium<\/td><\/tr><tr><td>Bernard, Borokhovski, Schmid, Waddington, &amp; Pickup (2019)<\/td><td>Meta-Analysis<\/td><td>K-12; 299 studies<\/td><td>Positive<\/td><td>Medium<\/td><\/tr><tr><td>Cornelius-White (2007)<\/td><td>Meta-Analysis<\/td><td>PreK-Grade 20; 119 studies<\/td><td>Positive<\/td><td>Medium<\/td><\/tr><tr><td>McCarthy, Liu &amp; Schauer (2020)<\/td><td>Case Study<\/td><td>K-5th Grade; 1,911 students&nbsp;<\/td><td>Positive<\/td><td>Small<\/td><\/tr><tr><td>Kang, &amp; Keinonen (2018)<\/td><td>Correlational Study<\/td><td>4714 15-year-old students&nbsp;<\/td><td>Mixed<\/td><td>Small<\/td><\/tr><tr><td>Lee, Huh, Lin, Reigeluth &amp; Lee (2021)<\/td><td>Correlational Study<\/td><td>308 K-12 schools, 102 ELA teachers&nbsp;<\/td><td>NA<\/td><td>Not Reported&nbsp;<\/td><\/tr><tr><td>Ingkavara, Panjaburee, Srisawasdi, &amp; Sajjapanroj (2022)<\/td><td>Experimental Study<\/td><td>292 secondary school students<\/td><td>Positive<\/td><td>Medium<\/td><\/tr><tr><td>Brodersen &amp; Randel (2017)<\/td><td>Case Study<\/td><td>Elementary and middle school; math (approx.&nbsp; 2,388 students); literacy (approx. 1,702 students)<\/td><td>Positive<\/td><td>Small<\/td><\/tr><tr><td>Pane, Steiner, Baird, Hamilton, &amp; Pane (2017)<\/td><td>Quasi-Experimental Study<\/td><td>32 K-12 schools, approx. 5,000 students<\/td><td>Positive<\/td><td>Small<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><sup>Outcomes for main analysis: positive (in favor of SCL), mixed (in favor of SCL and traditional), negative (in favor of traditional)<\/sup><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Takeaways\">Key Takeaways<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"LackofResearch\">Persistent Lack of Research on Academic Outcomes of SCL&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There is relatively little research published that indicates the effect of SCL implementation on achievement among K-12 students. Of the research that is available, very few studies focus on student outcomes as the primary impetus for the study, or use high quality quasi- or true experimental designs (Evans, et al., 2021). Out of the 49 articles we identified, 39 were excluded. We excluded approximately 28% of the articles we reviewed because they did not report student achievement or academic outcomes. Instead, these articles largely highlighted how student-centered programs may be designed, implemented, and supported as well as challenges school systems may face during the process (Evans et al., 2019; Sturgis, &amp; Patrick, 2010; Zeiser et al., 2018; Zhang et al., 2022). Low achievement coupled with persistent (learning) gaps are frequently cited as motivators for making a change from traditional educational models to SCL (Sturgis, &amp; Patrick, 2010). However, as mentioned above, systemic and logistical factors provide significant challenges for schools wishing to move towards SCL. State support and leadership such as investing in pilot programs, providing technical support, and logistic support (e.g., funding, allowing schools to move away from the Carnegie unit) can facilitate schools\u2019 adoption of SCL models (Sturgis, &amp; Patrick, 2010).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If articles that were primarily descriptive did report student outcomes, they largely focused on attitudes, motivation, and perceptions (Zeiser et al., 2018). While understanding how SCL may be related to psychosocial outcomes is important, districts who are trying to decide if they should move to SCL may need evidence that speaks to specific gaps they see in student achievement in order to feel that the time and resource investment involved in adopting SCL will help them achieve the goals they have for their learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Relatedly, out of the 10 articles included in this review, only one was a quasi-experimental design (Pane et al., 2017), and only one was a true experimental design (Ingkavara et al., 2022). This means that there is a significant lack of causal evidence regarding SCL and student outcomes, and that the majority of research has been at the level of establishing associations between SCL and various outcome metrics. Carrying out experimental designs presents a host of challenges such as randomly assigning districts, schools, and students to groups, finding a suitable control group, providing appropriate professional development so instructors are implementing instructional methods with high fidelity, standardizing outcome metrics, and having sufficient time and resources to make (and subsequently track) large scale systemic changes. While challenging to implement, having more causal evidence about the role of SCL on student achievement would help substantiate claims and promote the allocation of resources to schools who want to implement this model. Studying SCL implementation in a wider variety of settings would also promote a greater understanding of how certain contextual factors may change the impact SCL has on student outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Definitions\">Varied Definitions and Extent of SCL Implementation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another notable finding was the wide variation in the extent to which schools involved in the research implemented SCL. SCL includes characteristics such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>1.&nbsp; &nbsp; &nbsp; Learning is personalized<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>2.&nbsp; &nbsp; &nbsp; Learning is competency-based<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>3.&nbsp; &nbsp; &nbsp; Learning happens anytime, anywhere<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>4.&nbsp; &nbsp; &nbsp; Students have agency, and take ownership of their learning<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At its core, a student-centered environment is one where students and teachers collaboratively develop a path for each individual learner. This means that students have some level of choice and voice\u2014students\u2019 goals can inform their learning paths, and they can choose how to show their mastery of the material, or what area of a topic they want to explore further. Competency-based progressions allow students to move through their own learning paths at their own pace, and progress is based on mastery, not seat time. Personalization and use of competency-based progressions mean that meaningful assessment data and technology will be used by teachers to help adjust students\u2019 learning (Green &amp; Harrington, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, SCL is a philosophy that goes beyond a single instructional method. Most often, we observed that studies used a specific method or instructional technique that partially aligned with a tenet of SCL (e.g., Fulbeck et al., 2020; Zeiser et al., 2018). For example, a study conducted by the <a href=\"https:\/\/www.air.org\/our-work\/education\" target=\"_blank\" rel=\"noreferrer noopener\">American Institutes for Research<\/a> focused on how teachers fostered student agency, a specific component of SCL that focuses on students\u2019 ownership of their learning. The strategies most commonly used by teachers to assist with developing student agency included forming close relationships, modeling desired behaviors, and providing students with tools and resources. Increases in agency were positively associated with student perceptions of learning (Zeiser et al., 2018). While the instructional methods used by teachers varied, the emphasis was on improving a single tenet of SCL.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In regards to specific instructional techniques, <a href=\"https:\/\/www.prodigygame.com\/main-en\/blog\/station-rotation\/#:~:text=The%20station%20rotation%20model%20is%20a%20series%20of%20various%20learning,a%20particular%20skill%20or%20concept.\" target=\"_blank\" rel=\"noreferrer noopener\">station rotation<\/a> (e.g., Fulbeck et al., 2020), <a href=\"https:\/\/bokcenter.harvard.edu\/flipped-classrooms\" target=\"_blank\" rel=\"noreferrer noopener\">flipped classroom<\/a> (Cheng et al., 2019; Gelgoot et al., 2020; Kostaris et al., 2017; Lo et al., 2020; Van Alten et al., 2019; Wang et al., 2018), and web-based systems (Macaruso et al., 2020; van Klaveren et al., 2017; Wongwatkit et al., 2016) were commonly used as SCL interventions. While some articles demonstrated that these techniques can promote positive outcomes such as gains in content knowledge\/learning outcomes (e.g., exam performance) and engagement, it is important to note that these techniques do not fully capture the interactions between all of the tenets of SCL as they are often examined as stand-alone practices (Kostaris et al., 2017; Van Alten et al., 2019; Wongwatkit et al., 2016). For instance, while station rotation does offer some level of personalization by having students rotate through stations with different learning modalities (computer, paper-pencil, teacher-led, collaborative) represented, the content or activities at the stations are not guaranteed to be personalized to each individual students\u2019 needs, interests, goals, or competencies. In other words, these types of instructional practices afford some personalization, but it is not a continuous process of updating the instruction based on challenges or successes students might be experiencing, like we would expect in SCL. Additionally, because learning is still delegated to a specific class time (and these instructional practices are \u201cseat time\u201d based), students are still expected to progress at a similar pace to that of their peers which may result in some students progressing to the next step without demonstrating mastery of the material. When looking at the use of web-based systems as a form of SCL, studies often used technologies that combined personalized learning paths and formative assessments, however, these were often delegated to specific units, periods of time, and\/or classes (Wongwatkit et al., 2016). As such, they did not reflect the scope of transformation that is typically associated with SCL.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, implementations seemed to focus on instructional practices that provided some elements of personalization while SCL components related to flexibility, competency, and assessment seemed to be underrepresented (Evans et al., 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"StudentOutcomes\">Small to Moderate Positive Student Gains and Outcomes<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The majority of the evidence (8 out of 10 articles) reviewed suggests that SCL is related to positive student achievement outcomes, namely, gains in content knowledge and performance on standardized testing (Brodersen &amp; Randel, 2017; Ingkavara et al., 2022; Lee et al., 2021; McCarthy et al., 2020). Notably, multi-year studies examining SCL implementation over time highlight that performance gains are not immediate. As such, regularly assessing student progress and achievement over the span of several years is necessary to fully evaluate the effectiveness of a school\u2019s SCL implementation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to develop the most effective programs possible, it is important to identify variables that may influence the relationship between SCL and student achievement. Understanding why these variables exert an effect can provide schools with important information about SCL implementation, and increase schools\u2019 ability to choose impactful instructional and assessment strategies. Very few studies reviewed, however, discussed how benefits of SCL may vary by variables such as grade, content area, and\/or other demographic factors (Cornelius-White, 2007; Bernard et al., 2019; Evans et al., 2021; Li et al., 2022). Some evidence suggests certain circumstances under which SCL is most beneficial\u2014namely, SCL appears to have a bigger impact at lower grade levels (elementary school), with certain populations (special education students), and in certain courses&nbsp; (e.g., non-STEM subjects).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While looking at the impact of SCL on student achievement, Bernard et al., (2019) noted SCL was significantly more beneficial for students in special education relative to general education, and slightly more beneficial for performance in non-STEM subjects. Li and Wang\u2019s (2022) review of the effects of blended learning on student achievement revealed that blended learning produced greater effects among elementary school students relative to secondary students. While this difference was statistically significant, it should be noted that the difference in effect size was small (.03). Similar to Bernard et al., (2019) Li and Wang (2022) noted that effects of blended learning varied across subjects. While Bernard et al looked at broad level differences (STEM v. non-STEM), Li and Wang (2022) looked at specific classes. Contrary to what Bernard found, they observed some of the smallest effects for non-STEM classes like reading. Classes like language, computers, math, and physics had larger effects. It is important to note that while Li and Wang\u2019s definition of blended learning is aligned with some principles of SCL (learning is not delegated to time and place, and differentiated instruction), the extent to which these principles were implemented into face-to-face and <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/national-standards-for-quality-online-teaching-v2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">online<\/a> components of the blended learning intervention is unclear. While <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/iNACOL-Blended-Learning-Teacher-Competency-Framework.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">blended learning<\/a> has the potential to be (and often is) student-centered, there is often significant variation among schools\u2019 implementation of these practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given that the majority of studies reported positive outcomes associated with SCL, we should not take the fact that SCL performs better in certain circumstances as evidence that we should <em>only <\/em>use SCL in those instances. Rather, we should focus on understanding how and why certain circumstances impact the effectiveness of SCL and work to implement instructional strategies that transfer the benefits of SCL to all students and circumstances. While SCL had a greater impact on student achievement in some contexts over others, it is important to keep in mind that the majority of the time these differences were relatively small, and overall, SCL still had a positive effect on student achievement across contexts. For example, the difference in effect size between non-STEM and STEM classes found by Bernard et al (2019) was .08, meaning that SCL still had a small\/medium positive impact on learning in both non-STEM and STEM classes. These positive effects of SCL should not be overlooked, as they likely translate into meaningful gains and progress in student learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Importantly, SCL may be especially beneficial for learners who are struggling, or considered to be behind their peers. McCarthy and colleagues (2020) found that the implementation of a strength-based personalized learning model helped lessen achievement gaps in standardized testing performance for economically disadvantaged students. In a study of the effectiveness of Westminster school district\u2019s competency-based system, Brodersen, and Randel (2017) also noted that CBE was an effective way of helping students who are academically behind get back to their grade level content. In fact, they noted that 43% of students who were behind in math and 47% of students who were behind in literacy completed their competency requirements in three or less quarters. Even statistically small effects can translate into practically meaningful differences for students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Effectiveness\">Effective Elements of SCL<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As mentioned earlier, SCL is a broad umbrella term with components that can be implemented in a variety of combinations, to varying degrees, and by using various strategies. Because of the wide variation in SCL implementation, it can be difficult to identify consistent components that may enhance or detract from its effectiveness across studies (Evans et al., 2021). Several high-quality studies and meta-analyses, however, highlight some features which schools may want to consider.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"Structure\">Structure <em>and<\/em> Flexibility<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The first feature that schools may want to consider is pacing: providing students with a high degree of flexibility in course progression was actually found to be negatively related to achievement (Bernard et al., 2019). Flexibility can often be challenging for students, especially students learning online, as they may not have the meta-cognitive skills necessary to effectively navigate reaching their learning goals (<a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-support\/\" target=\"_blank\" rel=\"noreferrer noopener\">Borup et al., 2018<\/a>). Having some structure to the learning environment is likely to benefit student success, and ensure that students are progressing through their learning path and reaching their goals. Indeed, it is crucial that information be scaffolded such that students demonstrate the mastery of specific skills and competencies before moving on to the next unit\/module. When students have too much flexibility over their course progression, they may move through the course in such a way that it undermines their comprehension.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, flexibility in students\u2019 progression through educational systems can be promoted through offering students\u2019 voice and choice. For example, At <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/oxford-community-schools-makes-learning-student-centered\/\" target=\"_blank\" rel=\"noreferrer noopener\">Oxford Community schools<\/a>, students can pursue various pathways that align with how they see their future selves. Students at the high school level may take college courses that fit their interests in blended or face-to-face, enroll in a career and technical education program (<a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/CTE\/cte_Perkins\/2_OCTE_4_Component_of_CTE_AtAGlance.pdf?rev=77074404935944519eafea941861d76f\" target=\"_blank\" rel=\"noreferrer noopener\">CTE<\/a>) where they can earn certifications (e.g., EMT, <a href=\"https:\/\/nyadi.edu\/blog\/what-ase-certification-and-why-it-important\/\" target=\"_blank\" rel=\"noreferrer noopener\">ASE<\/a>), and even receive credit for these work-based placements (albeit that these experiences align with students\u2019 educational development plans). By understanding students\u2019 individual interests and goals, Oxford promotes personalized experiences that allow students to see how class content is applied in the contexts that align with their career interests. This affords students with flexibility in the sense that \u201clearning can happen anytime, anywhere\u201d but also provides structure as students still need to develop skills to become self-directed learners. Notably, students are able to practice these skills early as students\u2019 experience in the Primary Years Programme (prek-5th grade) leads up to an exhibition project where students explore a topic that is meaningful to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pacing can work together with being competency-based to provide a blend of flexibility and structure that fosters student growth. If a teacher and a student work together to develop a personalized learning path, the student does not need to be kept on pace with peers, but rather with themselves. With the teacher implementing <a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/\" target=\"_blank\" rel=\"noreferrer noopener\">meaningful assessments<\/a> and using relevant data, the teacher can help the student progress forward while ensuring they are meeting important benchmarks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"Teachers\">Teachers As More Than Content Experts<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The second factor that schools should consider is the role of the teacher. Teachers who are more student-centered, in such that they act as facilitators of learning and are responsive to students\u2019 individual needs, see greater gains in student achievement compared to teachers who almost exclusively lecture or act as the sole authority on learning (Bernard et al., 2019). As such, schools may want to consider how they can empower teachers to be more student-centered, and teachers may want to consider specific instructional strategies that allow them to afford students\u2019 choice and voice, while also supporting students with clarification and encouragement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given that moving away from strictly being \u2018content experts\u2019 to collaboratively individualizing the classroom for students may be nerve wracking for teachers, it is imperative that school leaders, administrators, and other stakeholders create a <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/\" target=\"_blank\" rel=\"noreferrer noopener\">supportive culture<\/a> that gives teachers room to experiment, fail forward, and grow. Cultivating buy-in through creating a shared vision for student success (e.g., <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/\" target=\"_blank\" rel=\"noreferrer noopener\">Portrait of a Graduate<\/a>), and providing relevant, practical, and empowering PD (e.g., <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Capturing Kids\u2019 Hearts Program<\/a>) may help ease the stress of transitioning into SCL practices and systems.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers can move towards functioning as facilitators of learning by thinking about how they can help students achieve fluency (i.e., acquiring, processing, and applying information) in a content area instead of emphasizing memorization (Wolfe, 2022). Teachers should consider how all aspects of SCL can be incorporated into their classroom. To personalize learning for students, teachers can focus on working <em>with <\/em>students to develop a learning path that fosters engagement by allowing students some ownership of their experience and that further cultivates their strengths and interests. This may look like working with students to set and monitor goals, and having students generate (and then choose) options for how they\u2019ll show their understanding of the material (i.e., providing choice and voice). Competency-based practices can be incorporated through establishing competency standards, allowing students flexibility in their timelines for meeting these standards, and providing opportunities for meaningful assessment. In a SCL framework, learning can happen anytime, anywhere - meaning that learning (and the assessment of learning) is not solely directed by the teacher, seat time, or school hours. In order to promote deep learning and engagement, students should be able to see class content in the \u201creal world,\u201d practice and obtain feedback on their learning,&nbsp; and connect learning to their interests. In other words, once an expected standard is established, students (when given choice and voice) can take ownership of their learning and demonstrate that they\u2019ve reached this standard in a variety of ways (some of which may be beyond the classroom).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"PBL\">Project Based Learning and Differentiated Support<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The impact of student-centered teaching practices can be made even more effective through adaptability (Bernard et al., Evans et al., 2021). Adaptability is a lot like voice and choice\u2014it means that there is not a \u2018one size fits all\u2019 approach to the classroom materials and activities. Similarly, student choice and the use of project-based learning have been identified as having positive associations with student performance (Evans et al., 2021). <a href=\"https:\/\/aurora-institute.org\/cw_post\/competencies-help-bridge-the-gap-between-traditional-and-project-based-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Project-based learning (PBL) <\/a>is more than just having students make a diorama at the end of a lesson, it is engaging students in solving real-world problems through skill building. PBL is embedded into the curriculum, and is often informed by previously outlined competencies which help ensure students are working towards mastery. Relatedly, Lee and colleagues identified that high performing schools (top 20% of AYP) implementing SCL were more likely to use PBL, more likely to use it for a longer duration of time, and significantly more likely to share their projects with their communities more often than low performing schools (Lee et al., 2021). Sharing projects with the community, in particular, may reinforce the value of these projects for students as well as increase their <a href=\"https:\/\/aurora-institute.org\/cw_post\/a-conversation-with-bob-lenz-about-project-based-learning-and-cbe\/\" target=\"_blank\" rel=\"noreferrer noopener\">authenticity<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Indeed, in their review of the literature, Evans and colleagues (2021) noted that \u201cStudents receive timely, differentiated support based on their individual learning needs\u201d was a specific component of student-centered frameworks that promote positive outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"Holistic\">Holistic SCL Implementation<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is important to keep in mind that when learning is personalized, competency-based, not solely measured by seat time but by <a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/\" target=\"_blank\" rel=\"noreferrer noopener\">meaningful assessment<\/a>, and students have ownership over their learning, we can say that the experience is truly student-centered. All components of SCL need to be integrated into the classroom for it to be successful. Keeping that in mind, a review of studies documenting SCL implementation found that while providing differentiated support and allowing students to progress based on demonstrations of mastery were common, and consistently implemented across studies, using assessment as a meaningful, positive, and empowering part of the learning experience was the least commonly reported (Evans et al., 2021). Knowing that assessment may be a sticking point for implementation, schools can use this information to provide relevant training and PD, or return to the topic of assessment frequently within the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, the more SCL components that are included in an intervention\/program, the larger the benefit (Bernard et al., 2019; Lee et al., 2021). The ways in which these components are implemented should make sense for the school's (and student\u2019s) unique needs and goals, and be informed by input from those with vested interest. Teacher buy-in and empowerment is especially important in this process, as it is necessary to create a <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">culture<\/a> that enables risk taking and innovation. School administrators should be attuned to the needs of their teachers and district, and consider what logistical and structural changes may need to be made to facilitate holistic SCL implementation. Administrators should also consider what professional learning would benefit <a href=\"https:\/\/aurora-institute.org\/cw_post\/making-the-shift-why-is-it-so-hard-to-scale-equitable-learner-centered-education\/\" target=\"_blank\" rel=\"noreferrer noopener\">teachers\u2019 understanding of and motivation to use<\/a> SCL. Schools should be aware that while positive perceptions of SCL are likely to be present early on, objective academic achievement gains are likely going to take time to emerge (McCarthy et al., 2020; Pane et al., 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The majority of research reviewed indicates that SCL can benefit student achievement outcomes, however, given the limited research available, the findings may be limited in their generalizability. While MVLRI was able to identify elements of SCL that seem to be important for promoting positive outcomes such as appropriate use of pacing, teachers\u2019 use of SCL practices, differentiation, and holistic implementation, more research needs to be done in order to understand the effects of specific SCL practices on student achievement. Logistical, systemic, and school specific barriers to this research are reviewed in Table 1. While there are a limited number of quasi- and true experimental studies examining SCL and student outcomes in K-12, the emerging findings are promising; combined with growing anecdotal\/descriptive evidence schools may consider adopting SCL practices as they will likely see some benefits.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When considering implementing SCL practices, schools should keep in mind that meaningful assessment is the least likely tenet of SCL to be implemented. The importance of meaningful assessment should not be underestimated as the more SCL practices that are implemented, the greater the effect. Relatedly, as assessment shifts towards being competency based, i.e. more authentic assessment of learning, it may look as if performance is decreasing. This is because of scale changes in evaluations. Overall, while more focused experimental research on SCL and student achievement outcomes is needed, emerging research is promising. While perceptions of SCL appear to be positive, school leaders implementing SCL should keep in mind that patience is key because multiple studies have identified that it takes time for the tangible benefits of SCL to emerge.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Reference\">References<\/h2>\n<!-- \/wp:heading -->\n\n<p>Borup, J., Chambers, C. B. &amp; Stimson, R. (2018). <em>Helping online students be successful:\u00a0<\/em> <em>Student perceptions of online teacher and on-site mentor facilitation support.<\/em> Lansing,\u00a0MI: Michigan Virtual University. Retrieved from\u00a0<a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-support\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-support\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Gagnon, L. (2022). CBE Starter Pack 2: Meaningful Assessment. Aurora Institute. <a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Green, C. (2021). Why are Schools Making Learning Student-Centered. Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/blog\/why-are-schools-making-learning-student-centered\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/why-are-schools-making-learning-student-centered\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Green, C., DeBruler, K., Harrington, C. (2023). <em>What Do We Mean When We Say\u00a0Student-Centered Learning?<\/em> Michigan Virtual.\u00a0<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/what-do-we-mean-when-we-say-student-centered-learning\/\" target=\"_blank\" rel=\"noopener\">https:\/\/michiganvirtual.org\/research\/publications\/what-do-we-mean-when-we-say-student-centered-learning\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Green, C. &amp; Harrington, C. (2020). <em>Student-centered learning: In principle and in practice.<\/em>\u00a0Lansing, MI: Michigan Virtual University.\u00a0<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Green, C., &amp; Harrington, C. (2020, August 18). Student-Centered Learning At FlexTech High Schools. Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-at-flextech-high-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/student-centered-learning-at-flextech-high-schools\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Green, C. &amp; Harrington, C. (2021). <em>Student-centered learning in Michigan K-12 schools: Factors\u00a0That impact successful implementation<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Green, C., &amp; Harrington, C. (2022). <em>Through community and culture, Oxford Community Schools makes learning student-centered<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/oxford-community-schools-makes-learning-student-centered\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/oxford-community-schools-makes-learning-student-centered\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Green, C., &amp; Harrington, C. (2022). <em>Empowering teachers and Capturing Kids\u2019 Hearts\u00ae: The\u00a0Public Schools of Calumet, Laurium, and Keweenaw\u2019s journey toward student-centere<\/em>d <em>learning<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Harrington, C., &amp; DeBruler, K., (2019). What Exactly IS Student-Centered Learning? Michigan\u00a0Virtual. <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Harrington, C., &amp; Green. C. (2021). <em>Competency-based education: A path toward equitable learning for Michigan students<\/em>. Michigan Virtual University.\u00a0<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/competency-based-education-equitable-learning-for-michigan-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/competency-based-education-equitable-learning-for-michigan-students\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>How To Shake Up Your Teaching Routine with the Station Rotation Model. (2022). Prodigy.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Lee, D., Huh, Y., Lin, C. Y., Reigeluth, C. M., &amp; Lee, E. (2021). Differences in personalized\u00a0learning practice and technology use in high-and low-performing learner-centered\u00a0schools in the United States. <em>Educational Technology Research and Development<\/em>, <em>69<\/em>,\u00a01221-1245. <a href=\"https:\/\/doi.org\/10.1007\/s11423-021-09937-y\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s11423-021-09937-y<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Levine, E. &amp; Patrick, S. (2019). What is competency-based education? An updated definition.\u00a0Aurora Institute. <a href=\"https:\/\/aurora-institute.org\/resource\/what-is-competency-based-education-an-updated-definition\/\" target=\"_blank\" rel=\"noopener\">https:\/\/aurora-institute.org\/resource\/what-is-competency-based-education-an-updated-definition\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Michigan Department of Education. (n.d). Four Components of a CTE Program. <a href=\"https:\/\/www.michigan.gov\/media\/Project\/Websites\/mde\/CTE\/cte_Perkins\/2_OCTE_4_Component_of_CTE_AtAGlance.pdf?rev=77074404935944519eafea941861d76f\">https:\/\/www.michigan.gov\/media\/Project\/Websites\/mde\/CTE\/cte_Perkins\/2_OCTE_4_Component_of_CTE_AtAGlance.pdf?rev=77074404935944519eafea941861d76f<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Nellie Mae Foundation (n.d.) SCL Continuum. <a href=\"https:\/\/studentsatthecenterhub.org\/scl-continuum\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/studentsatthecenterhub.org\/scl-continuum\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Patrick, S. (2015, June 9). The Learning Sciences Supports the Shift to Student-Centered Learning. Aurora Institute.\u00a0<a href=\"https:\/\/aurora-institute.org\/blog\/the-learning-sciences-supports-the-shift-to-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/aurora-institute.org\/blog\/the-learning-sciences-supports-the-shift-to-student-centered-learning\/<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Patrick, S., Kennedy, K., &amp; Powell, A. (2013). Mean What You Say: Defining and Integrating\u00a0Personalized, Blended, and Competency Education. Aurora Institute. <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/mean-what-you-say-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/aurora-institute.org\/wp-content\/uploads\/mean-what-you-say-1.pdf<\/a><\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Scheopner Torres, A., Brett, J., Cox, J. (2015). Competency-Based Learning: Definitions,\u00a0Policies, and Implementation. Northeast College and Career Readiness Alliance.<\/p>\n<p><!-- \/wp:paragraph --> <!-- wp:paragraph --><\/p>\n<p>Steele, J.L., Lewis, M. W., Santibanez, L., Faxon-Mills, S., Rudnick, M., Stecher, B.M., Hamilton, L. S.(2014). Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes. RAND Corporation<\/p>\n<p><!-- wp:heading --><\/p>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 id=\"AppendixA\" class=\"wp-block-heading\">Appendix A<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:genesis-blocks\/gb-accordion --><\/p>\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion\"><details>\n<summary class=\"gb-accordion-title\">Table of Excluded Articles and Rationale for Exclusions (Click to Expand)<\/summary>\n<div class=\"gb-accordion-text\">\n<figure class=\"wp-block-table\">\n<table>\n<tbody>\n<tr>\n<td>Citation<\/td>\n<td>Reason for Exclusion<\/td>\n<\/tr>\n<tr>\n<td>Agustini, Wahyuni, Mertayasa, Wedhanti, &amp; Sukrawarpala (2021)<\/td>\n<td>Study population not generalizable to K-12<\/td>\n<\/tr>\n<tr>\n<td>Rukmini, Cindy, &amp; Tanoto (2018)<\/td>\n<td>Study population not generalizable to K-12<\/td>\n<\/tr>\n<tr>\n<td>Sturgis &amp; Patrick (2010)<\/td>\n<td>Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Zeiser, Scholz, &amp; Cirks (2018)<\/td>\n<td>Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Fulbeck, Atchison, Giffin, Seidel &amp;, Eccleston (2020)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Wongwatkit, Srisawasdi, Hwang &amp;, Panjaburee (2016)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Kaput (2018)<\/td>\n<td>Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Evans, Graham, &amp; Lefebvre (2019)<\/td>\n<td>Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Mason, &amp; Parsons (2019)<\/td>\n<td>Study population not generalizable to K-12; Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Surr, Zeiser, Briggs, &amp; Kendziora (2018)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Kraft, Blazar, &amp; Hogan (2018)<\/td>\n<td>Did not meet definition of SCL<\/td>\n<\/tr>\n<tr>\n<td>Kostaris, Sergis, Sampson, Giannakos, &amp; Pelliccione (2017)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>van Klaveren, Vonk, &amp; Cornelisz (2017)<\/td>\n<td>Did not meet definition of SCL; Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Pe\u0161akovi\u0107, Flogie, &amp; Aber\u0161ek (2014)<\/td>\n<td>Past cut-off date<\/td>\n<\/tr>\n<tr>\n<td>Papanastasiou, Drigas, Skianis, Lytras, &amp; Papanastasiou (2019)<\/td>\n<td>Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Gelgoot, Bulakowski, &amp; Worrell (2020)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Ruip\u00e9rez-Valiente, &amp; Kim (2020)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Li, &amp; Wong (2022)<\/td>\n<td>Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Zhang, Carter Jr., Basham, &amp; Yang (2022)<\/td>\n<td>Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Hiemstra, Van Yperen, &amp; Timmerman (2019)<\/td>\n<td>Did not meet definition of SCL<\/td>\n<\/tr>\n<tr>\n<td>Tsybulsky (2020)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Cheng, Ritzhaupt, &amp; Antonenko (2019)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Lo, &amp; Hew (2020)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Bai, Hew, &amp; Huang (2020)<\/td>\n<td>Narrow SCL implementation; Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Chen, Wang, Kirschner, &amp; Tsai (2018)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Van Alten, Phielix, Janssen, &amp; Kester,\u00a0 (2019)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Wang, Jou, Lv, &amp; Huang (2018)<\/td>\n<td>Narrow SCL implementation<\/td>\n<\/tr>\n<tr>\n<td>Yu, Wei, &amp; Sukjairungwattana (2022)<\/td>\n<td>Did not meet definition of SCL<\/td>\n<\/tr>\n<tr>\n<td>Bernacki, &amp; Walkington (2018)<\/td>\n<td>Did not meet definition of SCL<\/td>\n<\/tr>\n<tr>\n<td>Brodersen, &amp; Melluso (2017)<\/td>\n<td>Did not meet definition of SCL<\/td>\n<\/tr>\n<tr>\n<td>Harwood, &amp; Brett (2019)<\/td>\n<td>Study population not generalizable to K-12; Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Walkington, &amp; Hayata (2017)<\/td>\n<td>Did not meet definition of SCL; Results not focused on achievement outcomes<\/td>\n<\/tr>\n<tr>\n<td>Mueller, Mildenberger, &amp; L\u00fcbcke (2020)<\/td>\n<td>Study population not generalizable to K-12<\/td>\n<\/tr>\n<tr>\n<td>Yick, Yip, Au, Lai, &amp; Yu (2019)<\/td>\n<td>Study population not generalizable to K-12<\/td>\n<\/tr>\n<tr>\n<td>Botts, Carter, &amp; Crockett (2018)<\/td>\n<td>Study population not generalizable to K-12<\/td>\n<\/tr>\n<tr>\n<td>Al-Qatawneh, Eltahir &amp; Alsalhi (2020)<\/td>\n<td>Study population not generalizable to K-12<\/td>\n<\/tr>\n<tr>\n<td>Bazelais, &amp; Doleck (2018)<\/td>\n<td>Study population not generalizable to K-12<\/td>\n<\/tr>\n<tr>\n<td>Macaruso, Wilkes, &amp; Prescott (2020)<\/td>\n<td>Did not meet definition of SCL<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<p><!-- \/wp:table --><\/p>\n<\/div>\n<\/details><\/div>\n<p><!-- \/wp:genesis-blocks\/gb-accordion --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 id=\"AppendixB\" class=\"wp-block-heading\">Appendix B<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:genesis-blocks\/gb-accordion --><\/p>\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion\"><details>\n<summary class=\"gb-accordion-title\">Reference List of Excluded Studies (Click to Expand)<\/summary>\n<div class=\"gb-accordion-text\">\n<p>Agustini, K., Wahyuni, D.S., Mertayasa, N.E., Wedhanti, N.K., &amp; Sukrawarpala, W. (2021). Student-centered learning models and learning outcomes: meta-analysis and effect sizes on the students\u2019 thesis. <em>Journal of Physics: Conference Series<\/em>.\u00a0<a href=\"https:\/\/iopscience.iop.org\/article\/10.1088\/1742-6596\/1810\/1\/012049\/meta\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/iopscience.iop.org\/article\/10.1088\/1742-6596\/1810\/1\/012049\/meta<\/a>\u00a0<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Bai, S., Hew, K. F., &amp; Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. <em>Educational Research Review<\/em>, 30, 1\u201320.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.edurev.2020.100322\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.edurev.2020.100322<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Bernacki, M. L., &amp; Walkington, C. (2018). The role of situational interest in personalized learning. <em>Journal of Educational Psychology<\/em>, 110(6), 864\u2013881.\u00a0<a href=\"10.1037\/edu0000250\" target=\"_blank\" rel=\"noreferrer noopener\">doi:10.1037\/edu0000250<\/a>\u00a0<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Botts, R. T., Carter, L., &amp; Crockett, C. (2018). Using the blended learning approach in a quantitative literacy course. <em>Primus<\/em>, 28(3), 236-265.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/10511970.2017.1371264\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/10511970.2017.1371264<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Brodersen, R. M., &amp; Melluso, D. (2017). Summary of research on online and blended learning programs that offer differentiated learning options. Retrieved from\u00a0<a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED572935.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/files.eric.ed.gov\/fulltext\/ED572935.pdf<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Cheng, L., Ritzhaupt, A. D., &amp; Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students\u2019 learning outcomes: A meta-analysis. <em>Educational Technology Research and Development<\/em>, 67, 793-824.\u00a0<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s11423-018-9633-7\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/link.springer.com\/article\/10.1007\/s11423-018-9633-7<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Chen, J., Wang, M., Kirschner, P. A., &amp; Tsai, C. C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta-analysis. <em>Review of Educational Research<\/em>, 88(6), 799\u2013843.\u00a0<a href=\"https:\/\/doi.org\/10.3102\/0034654318791584\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3102\/0034654318791584<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Evans, C. M., Graham, S. E., &amp; Lefebvre, M. L. (2019). Exploring K-12 competency-based education implementation in the Northeast states. <em>NASSP Bulletin<\/em>, 103(4), 300\u2013329.\u00a0<a href=\"https:\/\/doi.org\/10.1177\/0192636519877456\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1177\/0192636519877456<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Fulbeck, E., Atchison, D., Giffin, J., Seidel, D., &amp; Eccleston, M. (2020). Personalizing Student Learning With Station Rotation A Descriptive Study. American Institutes for Research. Retrieved March 24, 2023, from\u00a0<a href=\"https:\/\/www.air.org\/sites\/default\/files\/Station-Rotation-Research-Brief-Final-July-2020.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.air.org\/sites\/default\/files\/Station-Rotation-Research-Brief-Final-July-2020.pdf<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Gelgoot, E. S., Bulakowski, P. F., &amp; Worrell, F. C. (2020). Flipping a classroom for academically talented students. <em>Journal of Advanced Academics<\/em>, 31(4), 1\u201319.\u00a0<a href=\"https:\/\/doi.org\/10.1177\/1932202X20919357\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1177\/1932202X20919357<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Harwood, C., &amp; Brett, C. (2019). Obuchenie online: The applicability of Vygotskian pedagogy to online teaching and learning. <em>Technology, Instruction, Cognition &amp; Learning<\/em>, 11(2\/3), 141\u2013161.\u00a0<\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Hiemstra, D., Van Yperen, N., &amp; Timmerman, M. E. (2019). Students\u2019 effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy. <em>Learning and Instruction<\/em>, 60, 180\u2013190.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.learninstruc.2018.01.003\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.learninstruc.2018.01.003<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Kaput, K. (2018). Evidence for Student-Centered Learning. Education Evolving.\u00a0<a href=\"https:\/\/www.educationevolving.org\/content\/evidence-for-student-centered-learning\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.educationevolving.org\/content\/evidence-for-student-centered-learning<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Kostaris, C., Sergis, S., Sampson, D. G., Giannakos, M. \u00e7, &amp; Pelliccione, L. (2017). Investigating\u00a0the potential of the flipped classroom model in k\u201012 ICT teaching and learning: An action research study. <em>Journal of Educational Technology &amp; Society<\/em>, 20(1), 261\u2013273.\u00a0<a href=\"https:\/\/www.jstor.org\/stable\/jeductechsoci.20.1.261\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.jstor.org\/stable\/jeductechsoci.20.1.261<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Kraft, M. A., Blazar, D., &amp; Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta\u2010analysis of the causal evidence. <em>Review of Educational Research<\/em>, 88(4), 547\u2013588.\u00a0<a href=\"https:\/\/doi.org\/10.3102\/0034654318759268\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3102\/0034654318759268<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Li, K.C., &amp; Wong, B.T.M. (2022). Personalisation in STE (A) M education: a review of literature from 2011 to 2020. <em>Journal of Computing in Higher Education<\/em>, 1-16.\u00a0<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s12528-022-09341-2\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/link.springer.com\/article\/10.1007\/s12528-022-09341-2<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Lo, C. K., &amp; Hew, K. F. (2020). Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. <em>Journal of Computer Assisted Learning<\/em>, 37(1), 142\u2013157.\u00a0<a href=\"https:\/\/doi.org\/10.1111\/jcal.12474\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/jcal.12474<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Mason, J., &amp; Parsons, K. (2019). State of the field: Findings from the 2019 national survey of postsecondary competency-based education. American Institutes for Research.\u00a0<a href=\"https:\/\/www.air.org\/sites\/default\/files\/National-Survey-of-Postsecondary-CBE-Lumina-October-2019-rev.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.air.org\/sites\/default\/files\/National-Survey-of-Postsecondary-CBE-Lumina-October-2019-rev.pdf<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Mueller, C., Mildenberger, T., &amp; L\u00fcbcke, M. (2020). Do we always need a difference? Testing equivalence in a blended learning setting. <em>International Journal of Research &amp; Method in Education<\/em>, 43(3), 283-295.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/1743727X.2019.1680621\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/1743727X.2019.1680621<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., &amp; Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students\u2019 twenty-first century skills. <em>Virtual Reality,<\/em> 23, 425-436.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s10055-018-0363-2\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s10055-018-0363-2<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Pe\u0161akovi\u0107, D., Flogie, A., &amp; Aber\u0161ek, B. (2014). Development and evaluation of a competence-based teaching process for science and technology education. <em>Journal of Baltic Science Education,<\/em> 13(5), 740.\u00a0<a href=\"https:\/\/www.ceeol.com\/search\/article-detail?id=1037386\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.ceeol.com\/search\/article-detail?id=1037386<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Ruip\u00e9rez-Valiente, J.A., &amp; Kim, Y.J. (2020). Effects of solo vs. collaborative play in a digital learning game on geometry: Results from a K12 experiment. <em>Computers &amp; Education<\/em>, 159, 104008.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.compedu.2020.104008\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.compedu.2020.104008<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Rukmini, E., Cindy, C., &amp; Tanoto, P. (2018). Student-centered learning in relation to class performance and soft skills: A meta-analysis and systematic review. <em>Jurnal Pendidikan\u00a0 Kedokteran Indonesia: The Indonesian Journal of Medical Education<\/em>, 7(2), 93-106.\u00a0<a href=\"http:\/\/dx.doi.org\/10.22146\/jpki.39098\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/dx.doi.org\/10.22146\/jpki.39098<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Sturgis, C., &amp; Patrick, S. (2010). When Failure Is Not An Option: Designing Competency-Based Pathways for Next Generation Learning. International Association for K-12 Online Learning.\u00a0<a href=\"https:\/\/eric.ed.gov\/?id=ED514435\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/eric.ed.gov\/?id=ED514435<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Surr, W., Zeiser, K. L., Briggs, O., &amp; Kendziora, K. (2018). Learning with others: A study exploring the relationship between collaboration, personalization, and equity. Final Report. American Institutes for Research.\u00a0<a href=\"https:\/\/eric.ed.gov\/?id=ED592089\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/eric.ed.gov\/?id=ED592089<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Tsybulsky, D. (2020). Digital curation for promoting personalized learning: A study of secondary-school science students\u2019 learning experiences. <em>Journal of Research on Technology in Education<\/em>, 52(3), 429-440.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/15391523.2020.1728447\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/15391523.2020.1728447<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Van Alten, D. C. D., Phielix, C., Janssen, J., &amp; Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A metaanalysis. <em>Educational Research Review,<\/em> 28(7), 1\u201318.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.edurev.2019.05.003\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.edurev.2019.05.003<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Van Klaveren, C., Vonk, S., &amp; Cornelisz, I. (2017). The effect of adaptive versus static practicing on student learning \u2013 evidence from a randomized field experiment. <em>Economics of Education Review<\/em>, 58, 175\u2013187.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.econedurev.2017.04.003\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.econedurev.2017.04.003<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Walkington, C., &amp; Hayata, C. (2017). Designing learning personalized to students\u2019 interests: Balancing rich experiences with mathematical goals.<em> ZDM Mathematics Education, <\/em>49(4), 519\u2013530.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s11858-017-0842-z\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s11858-017-0842-z<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Wang, J., Jou, M., Lv, Y., &amp; Huang, C. C. (2018). An investigation on teaching performances of model-based flipping classroom for physics supported by modern teaching technologies. <em>Computers in Human Behavior,<\/em> 84, 36\u201348.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.chb.2018.02.018\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.chb.2018.02.018<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Wongwatkit, C., Srisawasdi, N., Hwang, G.-J., &amp; Panjaburee, P. (2016). Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions. <em>Interactive\u00a0 Learning Environments<\/em>, 25(7), 889\u2013903.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/10494820.2016.1224255\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/10494820.2016.1224255<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Yick, K. L., Yip, J., Au, S. C., Lai, Y. Y., &amp; Yu, A. (2018). Effectiveness of blended learning in the first year of fashion education. <em>International Journal of Fashion Design, Technology and Education<\/em>.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/17543266.2018.1546910\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/17543266.2018.1546910<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Yu, Z., Wei, X. U., &amp; Sukjairungwattana, P. (2022). Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes. <em>Frontiers in Psychology<\/em>, 13.\u00a0<a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2022.926947\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3389\/fpsyg.2022.926947<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Zeiser, K., Scholz, C., &amp; Cirks, V. (2018). Maximizing student agency implementing and measuring student-centered learning practices. American Institutes for Research.\u00a0<a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED592084.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/files.eric.ed.gov\/fulltext\/ED592084.pdf<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Zhang, L., Carter Jr, R. A., Basham, J. D., &amp; Yang, S. (2022). Integrating instructional designs of personalized learning through the lens of universal design for learning. <em>Journal of Computer Assisted Learning<\/em>, 38(6), 1639-1656. <a href=\"https:\/\/doi.org\/10.1111\/jcal.12725\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/jcal.12725<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<\/div>\n<\/details><\/div>\n<p><!-- \/wp:genesis-blocks\/gb-accordion --><\/p>\n<p><!-- wp:heading --><\/p>\n<h2 id=\"AppendixC\" class=\"wp-block-heading\">Appendix C<\/h2>\n<p><!-- \/wp:heading --><\/p>\n<p><!-- wp:genesis-blocks\/gb-accordion --><\/p>\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion\"><details>\n<summary class=\"gb-accordion-title\">Reference List of Included Studies (Click to Expand)<\/summary>\n<div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p>Al-Qatawneh, S., Eltahir, M. E., &amp; Alsalhi, N. R. (2020). The effect of blended learning on the achievement of HDE students in the methods of teaching Arabic language course and their attitudes towards its use at Ajman University: A case study. <em>Education and\u00a0 Information Technologies<\/em>, 25, 2101-2127.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s10639-019-10046-w\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s10639-019-10046-w<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Bazelais, P., &amp; Doleck, T. (2018). Blended learning and traditional learning: A comparative study of college mechanics courses. <em>Education and Information Technologies<\/em>, <em>23<\/em>, 2889-2900.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s10639-018-9748-9\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s10639-018-9748-9<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Bernard, R. M., Borokhovski, E., Schmid, R. F., Waddington, D. I., &amp; Pickup, D. I. (2019). Twenty-first century adaptive teaching and individualized learning operationalized as specific blends of student-centered instructional events: A systematic review and meta-analysis. <em>Campbell Systematic Reviews<\/em>, 15, e1017.\u00a0<a href=\"https:\/\/doi.org\/10.1002\/cl2.1017\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1002\/cl2.1017<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Brodersen, R. M., &amp; Randel, B. (2017). Measuring student progress and teachers\u2019 assessment of student knowledge in a competency-based education system (REL 2017\u2013238). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from <a href=\"http:\/\/ies.ed.gov\/ncee\/edlabs\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/ies.ed.gov\/ncee\/edlabs<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. <em>Review of Educational Research<\/em>, 77(1), 113\u2013143. <a href=\"https:\/\/doi.org\/10.3102\/003465430298563\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.3102\/003465430298563<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Evans, C. M., Landl, E., Thompson, J. (2021). Making sense of K-12 competency-based education: A systematic literature review of implementation and outcomes research from 2000 to 2019. <em>Journal of Competency-Based Education<\/em>, 5, e01228. <a href=\"https:\/\/doi.org\/10.1002\/cbe2.1228\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1002\/cbe2.1228<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Ingkavara, T., Panjaburee, P., Srisawasdi, N., &amp; Sajjapanroj, S. (2022). The use of a personalized learning approach to implementing self-regulated online learning. <em>Computers and Education: Artificial Intelligence<\/em>, 3, 100086. <a href=\"https:\/\/doi.org\/10.1016\/j.caeai.2022.100086\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.caeai.2022.100086<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Kang, J., &amp; Keinonen, T. (2018). The effect of student-centered approaches on students\u2019 interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches. <em>Research in Science Education<\/em>, 48, 865-885. <a href=\"https:\/\/link.springer.com\/article\/10.1007\/s11165-016-9590-2\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/link.springer.com\/article\/10.1007\/s11165-016-9590-2<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Lee, D., Huh, Y., Lin, C. Y., Reigeluth, C. M., &amp; Lee, E. (2021). Differences in personalized learning practice and technology use in high-and low-performing learner-centered schools in the United States. <em>Educational Technology Research and Development<\/em>, 69, 1221-1245. <a href=\"https:\/\/link.springer.com\/article\/10.1007\/s11423-021-09937-y\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/link.springer.com\/article\/10.1007\/s11423-021-09937-y<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Li, S., &amp; Wang, W. (2022). Effect of blended learning on student performance in K-12 settings: A meta-analysis. <em>Journal of Computer Assisted Learning<\/em>, 38(5), 1254\u2013 1272. <a href=\"https:\/\/doi.org\/10.1111\/jcal.12696\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1111\/jcal.12696<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Macaruso, P., Wilkes, S., &amp; Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. <em>Educational Technology Research and Development<\/em>, <em>68<\/em>, 2839-2852.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s11423-020-09785-2\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s11423-020-09785-2<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>McCarthy, E. M., Liu, Y., &amp; Schauer, K. L. (2020). Strengths-based blended personalized learning: An impact study using virtual comparison group. <em>Journal of Research on Technology in Education<\/em>, 52(3), 353-370. <a href=\"https:\/\/doi.org\/10.1080\/15391523.2020.1716202\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/15391523.2020.1716202<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p>Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., &amp; Pane, J. D. (2017). Informing Progress: Insights on Personalized Learning Implementation and Effects. Research Report. RR-2042-BMGF. RAND Corporation. Retrieved from <a href=\"https:\/\/www.rand.org\/pubs\/research_reports\/RR2042.html\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.rand.org\/pubs\/research_reports\/RR2042.html<\/a><\/p>\n<p><!-- \/wp:paragraph --><\/p>\n<\/div>\n<\/details><\/div>\n<p><!-- \/wp:genesis-blocks\/gb-accordion --><\/p>\n<p><!-- wp:paragraph --><\/p>\n<p><!-- \/wp:paragraph --><\/p>",
            "title": "Insights into the Effectiveness of Student-Centered Learning in K-12 Education",
            "excerpt": "This report examines the impact of student-centered learning (SCL) on K-12 student achievement. Despite the high regard for SCL, there is a lack of research on its effect. A literature review reveals limited studies on student achievement, showing modest gains. Factors like demographics and SCL elements are explored, emphasizing the need for further research, particularly with high-quality experimental designs.",
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            "id": 81689,
            "path": "\/about\/news\/seven-michigan-educators-accepted-into-inaugural-google-gsv-education-innovation-fellowship-2\/",
            "author_id": 65,
            "timestamp": 1688589436,
            "content": "<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s no secret that the last few years have been hard. Couple a worldwide pandemic with the<br>already difficult pre-teen years for students and it\u2019s no wonder that our academic scores took a<br>hit.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>Still, how we respond to those scores and put supports in place for our youth matters. And at<br>Levey Middle School, if we\u2019ve learned anything from the last few years, it\u2019s this: if we truly<br>want to create change that has lasting implications for tomorrow\u2019s adults, we must change the<br>narrative around how we guide students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>I\u2019ve spent my career in Michigan schools. I\u2019ve seen my fair share of programs designed to<br>support students as they navigate life alongside their academic pursuits, and I can confidently<br>say that the resources available to schools today have come a long way from what they once<br>were.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>If you think back to your early years, and I mean really think, I\u2019m sure you can think of a<br>handful of choices that you\u2019ve made and would handle differently today. Life isn\u2019t always easy,<br>and kids will make mistakes. Hopefully, if we\u2019re doing our jobs right, they make less of them as<br>they grow.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>Let\u2019s take this school year as an example. This is the closest to \u2018normal\u2019 that school has been<br>for students in years. Still, today\u2019s eighth graders are 2020\u2019s sixth graders. A normal transition<br>from childhood to pre-teen years was hindered by the pandemic, and now further complicated<br>by their pending transition to their high school and teenage years. The experiences they<br>normally would have had just three years ago, didn\u2019t happen. Now, those missed growth<br>opportunities are rearing their heads.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the start of this academic year, Levey Middle School had 25 suspensions within the first few<br>weeks of school as a result of tardiness, dress code violations, cell phone use and other small<br>mistakes. Soon, that number dropped to seven, and then two, and now? Zero. We didn\u2019t<br>change our policies, and we didn\u2019t expel students. We, instead, changed our narrative.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than punishing students by preventing them from being in an academic learning<br>environment, we\u2019ve implemented programming that educates them on their behavior, how<br>they could change it, and then guides them through self reflection. That\u2019s when learning<br>actually occurs. At the intersection of knowledge and its application in our own worlds.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>We didn\u2019t do this alone. We took advantage of programming made free to schools during the<br>pandemic, and as we saw success, other school buildings in our district took note and got on<br>board. That programming \u2014 Michigan Cares \u2014 is still available for free to every school in<br>Michigan today. If we want to see similar results where more students can stay in the learning<br>environments and succeed both academically and socially, we as school leaders must make<br>that a priority in our planning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>Classroom programming designed to help students examine their abilities, strengths, interests<br>and talents by focusing on their social and emotional development is vital to supporting their<br>academic career and future. It is only by recognizing and prioritizing an educational system<br>that validates and supports these programs that we can actually help students set healthy,<br>realistic and optimistic aspirations for themselves.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>Our school leaders are to be commended for helping to change the narrative at Levey Middle<br>School to one that removes barriers to students\u2019 academic learning and results in increased<br>engagement in the classroom. If we truly want to educate our students and build tomorrow\u2019s<br>leaders, every school must change how we approach overall education to one where a culture<br>of learning from our mistakes is truly valued.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>Joel Blankenship serves as the coordinator of culture, diversity and inclusion at Levey<br>Middle School.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the Fellowship, visit&nbsp;<a href=\"https:\/\/www.asugsvsummit.com\/google-gsv-fellowship\" target=\"_blank\" rel=\"noreferrer noopener\">www.asugsvsummit.com\/google-gsv-fellowship<\/a>. For more information about <em>Michigan Virtual<\/em>, visit&nbsp;<a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">www.michiganvirtual.org<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Blankenship: Schools should let students learn from mistakes",
            "excerpt": "It\u2019s no secret that the last few years have been hard. Couple a worldwide pandemic with thealready difficult pre-teen years for students and it\u2019s no wonder that our academic scores took ahit. Still, how we respond to those scores and put supports in place for our youth matters. And atLevey Middle School, if we\u2019ve learned...",
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        {
            "id": 81673,
            "path": "\/about\/news\/michigan-edtech-pitch-contest-awards-22000-to-five-education-innovators\/",
            "author_id": 2,
            "timestamp": 1688135197,
            "content": "<!-- wp:paragraph -->\n<p><strong><em>First place prize went to a Utica educator for \u2018Spelling Safari\u2019<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong> \u2014 Edtech innovators from Spelling Safari have been chosen as the winners of the second annual\u00a0<a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan EdTech Innovation Pitch Contest<\/a>, sharing $22,000 in business startup grants and legal and creative startup assistance with four other finalists. The concepts developed from the\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=ZRaWhKHWrcU\" target=\"_blank\" rel=\"noreferrer noopener\">final pitches<\/a> will be used to improve Michigan classrooms through innovation, technology and firsthand educator experience.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAll of our groups did a great job and this wasn\u2019t easy. Five minutes isn\u2019t a long time to present and this was a difficult choice for our judges,\u201d explained Matthew Okoneski, a contest judge from Red Cedar Ventures. \u201cStartups are hard and I want to commend our participants for their decision to focus in this space to solve some of our communities\u2019 biggest problems.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first-place prize went to Jonathan Marceau, a teacher at Monfort Elementary in the Utica Community School district, who will receive $10,000 in business startup grant funding, plus branding and logo design support, and legal consultation for Spelling Safari. Spelling Safari is a spelling curriculum reinvention and software solution providing elementary students with fun and adaptive learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cResearch shows mastery-based learning is linked with positive student attitudes and higher student achievement rates for all students,\u201d\u00a0<a href=\"https:\/\/www.youtube.com\/live\/ZRaWhKHWrcU?feature=share&amp;t=2796\" target=\"_blank\" rel=\"noreferrer noopener\">said Marceau<\/a>. \u201cData from the system in my classroom shows students at all levels more than tripled the number of words they were exposed to and more than doubled the number of new words learned.\u201d\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The second-place winner was Jessie Feliz from Detroit who created Spanish S.W.A.G., an on-demand language learning program designed to make language acquisition fun, interactive, and accessible to all.\u00a0She will receive $6,000 in business startup grant funding, plus logo design support and legal consultation.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWith Spanish S.W.A.G., we\u2019re not just teaching Spanish, we\u2019re igniting a passion for language, fostering cultural connections, and empowering students to become global citizens who can confidently communicate, connect and thrive in an ever-expanding world,\u201d\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=ZRaWhKHWrcU&amp;t=3660s\" target=\"_blank\" rel=\"noreferrer noopener\">said Feliz<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The third-place winning team was Advait Paliwal and David Yu, students at Michigan State University, who presented YouLearn, an adaptive learning model that allows educators to upload curriculum for students to work with AI tutors. YouLearn will receive $4,000 in business startup grant funding, plus logo design support and legal consultation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cStudents have told us how YouLearn has helped them to better understand lecture videos, and professors are interested in the transparency and the insight they can gain into students\u2019 learning processes,\u201d\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=ZRaWhKHWrcU&amp;t=666s\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.youtube.com\/watch?v=ZRaWhKHWrcU&amp;t=666s\" rel=\"noreferrer noopener\">said Paliwal<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/news\/five-selected-as-finalists-in-michigan-education-innovation-contest\/\" target=\"_blank\" rel=\"noreferrer noopener\">finalist teams of eKinomy and BiPSE<\/a>\u00a0will each also receive start-up grants of $1,000 for their final round pitches.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\" target=\"_blank\" rel=\"noreferrer noopener\">The Michigan EdTech Innovation Pitch Contest<\/a>\u00a0is the result of a partnership between\u00a0<em><a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual<\/a><\/em>. Michigan State\u2019s\u00a0<a href=\"https:\/\/entrepreneurship.msu.edu\/\" target=\"_blank\" rel=\"noreferrer noopener\">Burgess Institute<\/a>\u00a0for Entrepreneurship and Innovation,\u00a0<a href=\"https:\/\/www.msufoundation.org\/spartaninnovations\" target=\"_blank\" rel=\"noreferrer noopener\">Spartan Innovations<\/a>, a subsidiary of MSU Research Foundation, and\u00a0<a href=\"https:\/\/michigansbdc.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan SBDC<\/a>\u00a0to bring educators\u2019 ideas to life on ways to solve common classroom problems. Sponsorship is generously provided by Michigan Creative, Foster Swift, Consumers Energy, Meemic, Michigan Education Association, Case Credit Union, and LearningMate.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cFor the second year in a row, the finalists in this contest continue to astound me. Michigan students and schools are incredibly fortunate to have innovative, forward-thinking leaders such as these winners in our classrooms,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual <\/em>and a pitch contest judge. \u201cThe winning pitches hold so much potential for education moving forward and I\u2019m so hopeful for our future with their ideas leading the way.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The 2023 contest was open from March 20 through May 14, and finalists were notified in late May. All contest participants and all other Michigan edtech innovators are eligible to attend a free Innovation Bootcamp the week of July 17. The Bootcamp is designed to help participants further explore and develop a business model around their idea while also introducing them to resources and supports that are available to entrepreneurs and innovators in Michigan, as well as opportunities to bring entrepreneurial and innovation lessons into schools and classrooms<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the contest, visit\u00a0<a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org\/edtech-pitch-contest<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan EdTech Pitch Contest awards $22,000 to five education innovators",
            "excerpt": "First place prize went to a Utica educator for \u2018Spelling Safari\u2019 LANSING, Mich. \u2014 Edtech innovators from Spelling Safari have been chosen as the winners of the second annual\u00a0Michigan EdTech Innovation Pitch Contest, sharing $22,000 in business startup grants and legal and creative startup assistance with four other finalists. The concepts developed from the\u00a0final pitches...",
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        {
            "id": 81640,
            "path": "\/about\/news\/seven-michigan-educators-accepted-into-inaugural-google-gsv-education-innovation-fellowship\/",
            "author_id": 2,
            "timestamp": 1687896879,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich<\/strong>. \u2014 Seven Michigan educators have been accepted into the inaugural\u00a0<a href=\"https:\/\/www.asugsvsummit.com\/google-gsv-fellowship\" target=\"_blank\" rel=\"noreferrer noopener\">Google GSV Education Innovation Fellowship<\/a>, tying Michigan with only California for the most educators from their state in the Fellowship. This pilot year of the fellowship will bring together 25 of the most innovative and forward-thinking instructional leaders in K-12 education across the nation to work in partnership to influence the EdTech landscape and drive toward rigorous outcomes for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThrough our partnership with GSV, <em>Michigan Virtual <\/em>provided scholarships for 40 Michigan educators to attend the annual international ASU+GSV Summit where the groundwork for this fellowship was laid,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual.<\/em> \u201cWe know the caliber of educators that Michigan has to offer and are thrilled at the prospect that the perspectives of these K-12 leaders will be at the forefront of EdTech innovation in partnership with Google through this fellowship.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan\u2019s educators in the Fellowship include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/www.asugsvsummit.com\/fellowship\/stephen-c-bigelow-ph-d\" target=\"_blank\" rel=\"noreferrer noopener\">Dr. Stephen Bigelow, Superintendent, Bay City Public Schools<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.asugsvsummit.com\/fellowship\/patrick-malley\" target=\"_blank\" rel=\"noreferrer noopener\">Patrick Malley, Chief Academic Officer, Bay City Public Schools<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.asugsvsummit.com\/fellowship\/dr-kelly-coffin\" target=\"_blank\" rel=\"noreferrer noopener\">Dr. Kelly Coffin, Assistant Superintendent for Innovation and Strategic Initiatives, Farmington Public Schools<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.asugsvsummit.com\/fellowship\/dj-cherif\" target=\"_blank\" rel=\"noreferrer noopener\">Djeneba (DJ) Cherif, Chief Academic Officer, University Prep Schools<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.asugsvsummit.com\/fellowship\/sonja-james\" target=\"_blank\" rel=\"noreferrer noopener\">Sonja James, Executive Director of Educational Equity and Inclusion, West Bloomfield<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.asugsvsummit.com\/fellowship\/naomi-norman\" target=\"_blank\" rel=\"noreferrer noopener\">Naomi Norman, Superintendent, Washtenaw Independent School District<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.asugsvsummit.com\/fellowship\/dr-alena-zachery-ross\" target=\"_blank\" rel=\"noreferrer noopener\">Dr. Alena Zachery-Ross, Superintendent, Ypsilanti Community Schools<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>GSV Ventures joined forces with Google for Education to pilot the 2023-2024 Google GSV Education Innovation Fellowship. The Fellowship is designed specifically for top-level instructional district leaders who are committed to working at the intersection of technology and instruction to inform the future of education. This inaugural cohort of fellows features exceptional instructional leaders dedicated to leveraging technology to transform education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fellows will have the opportunity to engage in sessions with executive coaches for ongoing leadership support, build a community with other senior leaders globally, participate in exclusive education leadership seminars, keynotes, and roundtable discussions, gain early access to Google for Education's latest features and roadmaps, showcase their work at the 15th Annual ASU+GSV Summit in April 2024, and more.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the Fellowship, visit\u00a0<a href=\"https:\/\/www.asugsvsummit.com\/google-gsv-fellowship\" target=\"_blank\" rel=\"noreferrer noopener\">www.asugsvsummit.com\/google-gsv-fellowship<\/a>. For more information about <em>Michigan Virtual<\/em>, visit\u00a0<a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">www.michiganvirtual.org<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Seven Michigan educators accepted into inaugural Google GSV Education Innovation Fellowship",
            "excerpt": "LANSING, Mich. \u2014 Seven Michigan educators have been accepted into the inaugural\u00a0Google GSV Education Innovation Fellowship, tying Michigan with only California for the most educators from their state in the Fellowship. This pilot year of the fellowship will bring together 25 of the most innovative and forward-thinking instructional leaders in K-12 education across the nation...",
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            "modified_timestamp": 1687896882,
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            "id": 81635,
            "path": "\/about\/news\/five-selected-as-finalists-in-michigan-education-innovation-contest\/",
            "author_id": 2,
            "timestamp": 1687803310,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong> \u2014 Five Michiganders have been chosen to advance as finalists in the <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=pressrelease\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan EdTech Innovation Pitch Contest<\/a>. Each of the finalists will advance to a pitch presentation on June 29, where first, second and third-place winners will be chosen. Finalists will share $22,000 in business startup grants and receive additional legal and creative startup assistance to implement their ideas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAs this contest has entered its second year, I\u2019m heartened and inspired by the submission ideas we continue to see from Michiganders with a desire to say, \u2018I wish there was an app for that\u2019 in an educational setting,\u201d said Jamey Fitzpatrick, President and CEO at <em>Michigan Virtual<\/em>.&nbsp; \u201cThis contest is an opportunity for Michigan educators to directly impact classrooms by turning their dreams into reality. I wish our five finalists all the best in the next round of this contest.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan educators and innovators must have submitted a written pitch by May 14 for finalists to be selected on May 26. The <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=pressrelease\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan EdTech Innovation Pitch Contest<\/a> finalists and proposals are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>YouLearn<\/strong>, an AI-powered education platform offering customized content and smart tutoring, led by Advait Paliwal, a student at Michigan State University and a graduate of Troy High School.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>eKinomy<\/strong>, a role-play game designed to bring international trade and economics to life for elementary and middle school students, led by Sharon Jessica and Zhixin Li, graduate students in the Marsal School of Education at the University of Michigan.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Spelling Safari<\/strong>, a spelling curriculum reinvention &amp; software solution providing elementary students with fun and adaptive learning, led by Jonathan Marceau, a teacher at Monfort Elementary in the Utica Community School district.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Spanish S.W.A.G.<\/strong>, an on-demand language learning program designed to make language acquisition fun, interactive, and accessible to all, led by Jessica Feliz, an educator who has served students in Battle Creek, Detroit, and Berkley.\u00a0<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>BiPSE<\/strong>, a classroom and behavior management app that helps teachers, parents, and students better monitor and manage behavioral support programs, led by Lori Kuntz and Megan Hines from Roosevelt Elementary School in Lakeshore Public Schools (Stevensville, Michigan) and Tammy Claes, an Occupational Therapist with Berrien RESA in Berrien Springs, Michigan.\u00a0<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=pressrelease\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan EdTech Innovation Pitch Contest<\/a> is the result of a partnership between <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual<\/em><\/a>, <a href=\"https:\/\/www.msufoundation.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MSU Research Foundation<\/a>, Michigan State\u2019s <a href=\"https:\/\/entrepreneurship.msu.edu\/\" target=\"_blank\" rel=\"noreferrer noopener\">Burgess Institute<\/a> for Entrepreneurship and Innovation, and <a href=\"https:\/\/michigansbdc.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan SBDC<\/a>. The first-place winner will receive $10,000 in business startup grant funding, plus branding and logo design support, and legal consultation. The second-place winner will receive $6,000 in business startup grant funding, plus logo design support and legal consultation. The third-place winner will receive $4,000 in business startup grant funding, plus logo design support and legal consultation. The fourth and fifth-place finalists will each receive $1,000.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Branding and legal support are being donated by <a href=\"https:\/\/michigancreative.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Creative<\/a> and <a href=\"https:\/\/www.fosterswift.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Foster Swift<\/a>. All monetary prizes will be made available in the form of grants from <em>Michigan Virtual<\/em> to the winners.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the contest, visit <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">michiganvirtual.org\/pitch<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/blog\/mastering-the-email-game-three-hacks-for-getting-students-to-actually-read-reply-to-your-emails\/",
            "author_id": 80,
            "timestamp": 1687463005,
            "content": "<!-- wp:paragraph -->\n<p>There are many challenges present in using technology to connect with students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Indeed, one particularly daunting hurdle lies in <strong>establishing authentic, engaging digital communications<\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Connecting with students can be difficult if all communication occurs solely through email. How do you know if your students are opening your emails, reading them, or even receiving them if they aren\u2019t replying back?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below I\u2019ll share <strong>three hacks we\u2019ve found incredibly effective<\/strong> for getting students to read and reply to emails!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>Hack #1: Use a personalized subject line<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The first step is <strong>getting your students to open your emails<\/strong>. In the English classroom, teachers often suggest that students start a paper with a hook to grab the reader's attention.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Email follows the same principle. Create <strong>an interesting subject line <\/strong>to get students to open and read your message.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One idea to intrigue students to open your email is to<strong> use the student\u2019s name in the subject line<\/strong>. This shows students that it is not an automated or generic email.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Especially if your students are enrolled in online classes, their inboxes quickly fill up with emails such as progress checks, weekly check-ins, or class updates. Most of those are generic messages.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When the<strong> message is personalized for a specific student<\/strong>, they are more likely to open them.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another suggestion is to <strong>start with something positive<\/strong>. The message\u2019s subject line should entice students to open it. Try using <strong>exclamation points<\/strong> or <strong>emojis<\/strong> such as \u201cFinish Strong \ud83d\udcaa\ud83c\udffb.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>Hack #2: Offer a simple way for students to respond<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Now that students are opening their messages, how can we ensure they are<strong> actually reading them<\/strong>?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The truth is students who are consistently engaged in their courses and doing well may NOT reply to your emails. We all know how busy students can get, so they <strong>may not send you a response unless they need something<\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An effective strategy for encouraging engagement in emails to students is asking students to <strong>copy and paste a reply using pre-made sentences<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This strategy simplifies the response, making the process <strong>quick and easy for students<\/strong>. Having the premade replies ready for students to use also makes it clear to students that you want a reply.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>Hack #3: Add some sparkle to your communication style<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While it can be challenging to connect with students through technology, it is far from impossible. The goal is to connect with students, so it\u2019s important to remember that <strong>not all communication has to be academic<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Especially if your students are fully virtual, they may not have as many opportunities to communicate with friends or peers. <strong>Change up your communication style<\/strong> and build good rapport with your students to enhance the classroom community and teacher-student relationships.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To vary up your communication style, try a <strong>joke or interesting fact <\/strong>of the week.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider<strong> <\/strong>the<strong> style of your text <\/strong>as well. Use CAPS, <strong>bold<\/strong>, <em>italicized, <\/em>and<em> <\/em>underlined<em> <\/em>words to add emphasis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can also try adding some <strong>memes<\/strong>, <strong>color<\/strong>, or <strong>bitmojis<\/strong> into your messages.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>The Bottom Line<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Though email communication with students certainly can be challenging, it's not impossible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Make your subject line pop<\/strong> to grab your student's attention and don't forget to <strong>let your personality shine through<\/strong>!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You\u2019ve got this! By following these three hacks, you\u2019re sure to up your email game.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Try these strategies out for yourself and watch on in wonder as your emails <strong>stop resulting in crickets<\/strong> and instead begin <strong>fostering genuine rapport <\/strong>between you and your students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Mastering the email game: Three hacks for getting students to ACTUALLY read &amp; reply to your emails",
            "excerpt": "Discover the art of successful email communication with students. By following these three proven email hacks, you\u2019ll stop sending emails that result in crickets and instead create authentic, engaging digital communications that foster rapport between you and your students.",
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        {
            "id": 81548,
            "path": "\/resources\/ai\/",
            "author_id": 65,
            "timestamp": 1687293298,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>The AI Lab<\/h1>\t\t\n\t\t\tWelcome to <em>Michigan Virtual<\/em>\u2019s AI Lab! Our Learning and Research Institute has been tracking the progression of AI for years and now we\u2019re here to support schools in navigating this transformative technology.\t\t\n\t\t<p>Like the internet in the 1990\u2019s, or the iPhone in the early 2000\u2019s, artificial intelligence is likely the most disruptive technology we\u2019ve seen in modern times. AI presents a historic potential to transform the educational experience for educators and students. However, the successful implementation of AI will require careful planning and thoughtful consideration of various aspects.\u00a0 The <i>Michigan Virtual<\/i> AI Lab will provide resources to support you in your exploration of how AI will touch your educational community.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/AI-Summit-Graphic-Transparent-1024x1024.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Stay Updated on the 2024 AI Summit!<\/h2>\t\t\n\t\t<p>Excited for the <em>Michigan Virtual<\/em> AI Summit on December 17, 2024? Register now and stay up to date with the latest information on sessions, speakers, and event details as they\u2019re announced.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/aisummit\/\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/www.eventbrite.com\/e\/2nd-annual-ai-summit-tickets-1020589158647?aff=oddtdtcreator\">\n\t\t\t\t\t\t\t\t\tRegister Now\n\t\t\t\t\t<\/a>\n\t\t\t\t\t<h2>\n\t\t\t\t\tAI is here.\n\t\t\t\t\tWe are here to help you become ready.\n\t\t\t\t\t<\/h2>\n\t\t\t<h3>Planning Guide for AI: A Framework for School Districts<\/h3>\t\t\n\t\t<p>Explore our AI Integration Framework, meticulously crafted by <i>Michigan Virtual<\/i>, designed to assist education leaders in thinking holistically about AI integration. This framework spans crucial considerations across eight key areas, ensuring that you can maximize the potential benefits of AI while minimizing risks.<\/p><p>Dive\u00a0deeper with our Planning Guide for AI. This comprehensive guide provides educators with the tools and insights needed to understand their trajectory and progress in AI integration.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/ai-guide\/\">\n\t\t\t\t\t\t\t\t\tPlanning Guide for AI\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/07\/AI-Integration-Framework-for-School-Districts.pdf\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAI Integration Framework\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/#ai-integration\">\n\t\t\t\t\t\t\t\t\tProcess of AI Integration\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"791\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/09\/AI-Planning-Guide-Cover-FINAL8.5x11-791x1024.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>AI Workshops &amp; Events<\/h3>\t\t\n\t\t<p>Stay ahead with information on upcoming workshops and events. Explore opportunities to navigate the future of AI in education, discovering effective strategies to integrate AI into educational practices with a focus on ethics and inclusivity.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/ai-workshop\/\">\n\t\t\t\t\t\t\t\t\tLearn More\n\t\t\t\t\t<\/a>\n\t\t\t<h3>AI Professional Learning Courses<\/h3>\t\t\n\t\t<p>Take your knowledge to the next level with our professional learning courses for AI. From rethinking classroom practices with ChatGPT to an introduction for educators, these courses empower you to harness the power of AI in the classroom.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/pd\/\">\n\t\t\t\t\t\t\t\t\tExplore Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Examples &amp; Resources<\/h3>\t\t\n\t\t<p>Unsure how AI works or looks? Our sample videos show how important human interaction is when using AI for problem-solving or planning. It\u2019s a way to get thought started, to get past the blank sheet of paper\u2026but ultimately relies on the thoughtfulness of people.\u00a0<\/p><p>Our ever-growing AI Resource Bank includes videos on ChatGPT, AI strategic planning, and the exploration of AI applications in student learning.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/ai\/resource-bank\/\">\n\t\t\t\t\t\t\t\t\tExplore Resources\n\t\t\t\t\t<\/a>\n\t\t\t<h2>What questions do you have about artificial intelligence?<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"545\" height=\"706\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/Student-Guide-Cover.png\" alt=\"Cover to the student guide to online learning\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Educate yourself on best practices for artificial intelligence with our curated resources and expert insights. Whether you are an educator, administrator, or student, find answers to your AI questions here<\/h3>\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\t\tStudent Guide\n\t\t\t\t\t<\/a>\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\t\tAll Guides\n\t\t\t\t\t<\/a>\n\t\t\t<h3>In the AI Spotlight: Latest Insights<\/h3>\t\t\n\t\t\t<h2>Want to see AI in action? Learn more about our professional development courses, workshops, and events.<\/h2>\t\t\n\t\t<p>Fill out the form below and one of our representatives will get back to you as soon as possible!<\/p>",
            "title": "The AI Lab",
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        {
            "id": 81537,
            "path": "\/about\/news\/michigan-virtual-celebrates-25-years-as-a-leader-in-digital-learning\/",
            "author_id": 2,
            "timestamp": 1687199204,
            "content": "<!-- wp:paragraph -->\n<p><strong>Lansing, Mich.<\/strong> \u2014 This summer marks the 25th anniversary of <em>Michigan Virtual<\/em>, an educational technology non-profit. Founded in 1998 by the State of Michigan, with the support of many education and policy leaders including then-Governor John Engler, <em>Michigan Virtual <\/em>is a leader in providing school consulting, educational innovations, and online courses for students and educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIn 1998, the Internet was in its infancy and we were early advocates for the potential of online and blended learning. I\u2019m proud to see <em>Michigan Virtual<\/em> evolve into a trusted statewide partner for teachers, administrators, policy leaders, parents and students throughout the state,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cOur transformative journey spanning a quarter-century has set a standard for excellence, innovation and thought leadership. We are proud to support educators throughout Michigan.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception, <em>Michigan Virtual <\/em>has partnered with more than 500 school districts in the state, providing more than 500,000 online course enrollments for students and more than 600,000 online professional development enrollments for educators. When <em>Michigan Virtual<\/em> was created, online learning was provided through digital offerings sent by mail. Today, students and educators can access more than 200 courses on demand from every corner of the state.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe evolution of the education landscape is changing rapidly, and <em>Michigan Virtual<\/em> plays a key role in helping our K-12 community advance in the digital world. We are so appreciative of <em>Michigan Virtual\u2019s<\/em> continued support of district leaders across the state, helping them access the latest in technology, research-based best practices, and innovative learning solutions for students. We look forward to what\u2019s next and <em>Michigan Virtual\u2019s<\/em> ongoing impact in the years to come,\u201d said Tina Kerr, executive director of the Michigan Association of Superintendents and Administrators.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is hosting a variety of celebrations throughout 2023 to recognize their indelible impact on Michigan\u2019s education landscape. Of note, on August 3, <em>Michigan Virtual\u2019s<\/em> annual Collaboration of the Minds instructors\u2019 conference at Dexter High School in Dexter, Mich. will feature special guest speaker and teachers\u2019 advocate Mitch Albom, followed by the presentation of a proclamation from the state of Michigan. On October 6, <em>Michigan Virtual<\/em> will host an anniversary celebration to commemorate the silver anniversary of this groundbreaking organization.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Wendy Zdeb, Michigan Association of Secondary School Principals executive director and <em>Michigan Virtual<\/em> board member, \u201c<em>Michigan Virtual<\/em> has grown and adapted significantly over the course of 25 years. They are a true partner to Michigan schools and have provided expanded learning opportunities for both educators and students statewide.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2006, Michigan adopted the Michigan Merit Curriculum (MMC). This new curriculum was passed to better prepare students for technological changes in an increasingly global society. One component of the MMC was an online learning requirement for students, making Michigan the first in the nation to adopt this type of legislation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur pioneering research has paved the way for best practices in online and blended learning, while our role as a statewide laboratory for innovation has supported schools across the state in reimagining learning models,\u201d said Dr. Joe Friedhoff, the Vice President of <em>Michigan Virtual<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> has served as a lead research organization for the effectiveness of online learning for 25 years. The organization produces an <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Effectiveness Report<\/a> and <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">Annual Report<\/a> which have helped to shape Michigan\u2019s understanding of online and flexible learning models in educational settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Michigan Virtual <\/em>exists to experiment, research, learn, and teach others how to innovate. They are uniquely positioned to continue efforts to address persistent educational challenges by serving as a model for innovation, a provider of quality services, and a capacity builder for schools,\u201d says national K-12 expert John Watson, Founder of Digital Learning Annual Conference (DLAC) and Evergreen Education Group.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Looking ahead, <em>Michigan Virtual<\/em> has taken the experiences of Michigan schools and students from the emergency remote learning of the COVID-19 pandemic and is focused on finding solutions through new flexible learning models to best meet the needs of the changing educational landscape.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more information about <em>Michigan Virtual<\/em> and its history, visit <a href=\"http:\/\/www.michiganvirtual.org\/\">michiganvirtual.org<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual celebrates 25 years as a leader in digital learning",
            "excerpt": "Lansing, Mich. \u2014 This summer marks the 25th anniversary of Michigan Virtual, an educational technology non-profit. Founded in 1998 by the State of Michigan, with the support of many education and policy leaders including then-Governor John Engler, Michigan Virtual is a leader in providing school consulting, educational innovations, and online courses for students and educators....",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Conversation Cards<\/h1>\t\t\n\t\t\t<p>Thank you for attending the Michigan Virtual Social Reception at EdCon '23! Please enter your information in the form to the right and you will be given access to a PDF containing the AI prompt cards which you can print and use to engage your staff at your professional learning and meetings!<\/p>\t\t\n\t\t\t<h2>Get your copy of the AI conversation cards!<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"993\" height=\"841\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/06\/convo-cards.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>If you're interested in reading more about artificial intelligence and its potential in education, check out these blog posts:<\/p><ol><li><a href=\"https:\/\/michiganvirtual.org\/blog\/ais-growing-role-in-education-top-5-predictions-from-michigan-school-leaders\/\">AI\u2019s growing role in education: Top 5 predictions from Michigan school leaders<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/designing-for-the-future-with-ai-lessons-learned-in-curriculum-development\/\">Designing for the future with AI: Lessons learned in curriculum development<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/ai-in-education-what-you-need-to-know-about-this-game-changing-technology\/\">AI in education: What you need to know about this game-changing technology<\/a><\/li><\/ol>",
            "title": "Conversation Cards",
            "excerpt": "Conversation Cards Thank you for attending the Michigan Virtual Social Reception at EdCon &#8217;23! Please enter your information in the form to the right and you will be given access to a PDF containing the AI prompt cards which you can print and use to engage your staff at your professional learning and meetings! Get...",
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            "path": "\/about\/news\/rfq-conference-room-a-v-design\/",
            "author_id": 62,
            "timestamp": 1686602593,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">1. INTRODUCTION<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2122 is seeking proposals for services related to audio, visual, design, build, and installation, for the upgrade of our large multifunctional, divisible conference room. By releasing this RFP, <em>Michigan Virtual<\/em> makes no guarantee of any awards of work to any respondents now or in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">2. BACKGROUND OF MICHIGAN VIRTUAL<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>&nbsp;is a 501(c)(3) organization located in Lansing, Michigan. Our mission is to advance both learning and teaching through research, practice, and partnerships. We specifically focus on the K-12 community and how digital technologies can drive student and professional learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">3. EXISTING CONFERENCE EQUIPMENT<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>2 - Sharp PN-LE601 TV<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2 - Hitachi CP-WU5505 Projectors<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2 - Crestron TSW-760 Control units<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>1 - Crestron DMPS3-300-C<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2 - Tesira Forte AVB VT Biamps<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>1 - Crestron AMP-2100-70<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2 - Windows PC&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>1 - Retractable Green Screen<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2 - Retractable projection screens<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>9 - Cisco Microphones<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2 - iPads<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">4. EXISTING CONFERENCE FUNCTIONALITY<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are two separate conference rooms (Grand A and Grand B) that both run off their own separate PC running Zoom Rooms. When the partition is closed each room acts as an independent conference room with their own speakers, microphones, displays, and software licenses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":81428,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/06\/Grands.jpg\" alt=\"\" class=\"wp-image-81428\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>The features of the room can be controlled using the Crestron panels built into the walls and on the iPads available in the rooms. The Crestron panel controls the inputs and outputs of the hardware in the room itself and the iPads control all the settings of the zoom meetings held in the rooms. When the room partition is open the rooms can be combined into one large conference room (60ft x 31ft) via a toggle on either Crestron wall panel. When the rooms are set to \u201ccombined,\u201d the majority of hardware from Grand B is used to control the rooms. For example, the PC, iPad, and camera from Grand B are used. All the displays are used in both rooms, but the output comes from the Grand B. Similarly, all the microphones between the rooms are able to be used as inputs when combined.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>The projectors and tvs are the displays for the rooms. They can be set to all displays at once or individually.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The Windows PCs run the Zoom Rooms software.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Crestron TSW-760 Control units are used to control the screens, the outputs, and the audio in the rooms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The Crestron DMPS3-300-C is the matrix switcher for the room that takes the input and outputs to the displays and the Biamps.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tesira Forte AVB VT Biamps are used to split and distribute the audio to the rooms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Crestron AMP-2100-70 is the amplifier used in conjunction with the Biamps.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">5. DESCRIPTION OF REQUEST<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is seeking to modernize our large multifunctional, divisible conference room to enhance the experience for both onsite and remote participants. The space can fit up to 80 people on site and function as a single large room, or two smaller rooms with a partition, and the design should include at minimum the ability to use the layout three different ways. It should include the strategic design and placement of displays, cameras, microphones for various room layouts, in this divisible room.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Functionality and design should be very mindful of the needs and experience of remote participants, ensuring seamless collaboration across between onsite and remote participants. We would like to see modern video and audio equipment that facilitates effective communication, eliminates any unnecessary noise and promotes ease of collaboration between onsite and remote participants.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The proposals submitted should clearly distinguish between costs that require an initial capital investment and those that entail monthly service fees. Try to include the reuse of existing equipment, when possible. And consider future proofing and expandability of the system, so that we may replace existing equipment, add more equipment without extensive efforts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We invite proposals from qualified vendors who can provide a solution that addresses our requirements and aligns with our goal of creating an inclusive and collaborative environment for both onsite and remote participants.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">6. DELIVERABLES<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Include itemized hardware, software, and labor costs; design, configuration, solutions for; Room Controls, Room Connectivity, Overhead Audio, Microphones, Display connectivity, Cameras and the implementation plan for proposed technology to outfit the room. Also include the timelines for deliverables of each. Include what existing equipment may be able to be repurposed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below are fairly specific areas to address. That said, ultimately we want a solution that provides an awesome A\/V experience for users (both face-to-face and remote) and that offers significant flexibility for how we can arrange the room. Your response should be geared more toward that end than satisfying each of the items below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Design: Include network, audio visual wiring design of proposed configuration.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Design: Specify how the design can be supported and administered by IT staff and operated\/supported by those with limited technical expertise.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Design: Specify how the room design will function for users and include various templated designs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Design:&nbsp; Include itemized hardware, software costs for proposed solutions.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Design: Include brand, model and hardware and software specifications for proposed solutions.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Configuration: Provide configuration of proposed equipment, room setting template design, ongoing support for changes or enhancements to settings and templates.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Controls: Include room controls, and interfaces in the form of screens or consoles to manage the technology configuration of the rooms from an onsite or remote location.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Controls: Include enhanced room controls and a large interface to manage the technology configuration of the rooms from the onsite controls or remote location.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Controls: Include the integration into room calendar, scheduling and room status on system control panel displays, capable of integrating with existing setups.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Controls: Include in design the flexibility to allow the system to reconfigure room technology settings differently due to whether the partition is open or closed.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Controls: Include in the design the flexibility to allow the system to reconfigure display settings differently when remote participants are present. (ie: show the remote participants on the screen.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Controls: Projector screens open\/close with controls.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Controls: Green screen open\/close with controls.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Connectivity: Include the ability to stream audio and video with the use of Zoom and optionally Microsoft Teams.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Room Connectivity: Include virtual meeting integration with major platforms: Zoom and optionally Microsoft Teams.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Overhead Audio: Provide quality overhead audio coverage for output from various audio sources to all room participant locations and zones.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Overhead Audio: Provide a method for the presenter to be heard through the speakers in the room while also delivering clean sound to remote participants.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Microphones: Provide a user-friendly method to enable and disable audio zones and types of microphones being used.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Overhead Microphone: Provide a solution for ceiling mounted microphones.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Microphones: Provide various options for microphones and transmitter stations for wireless coverage in all zones; Tabletop boom style wireless rechargeable microphones, Handheld wireless rechargeable microphones, Wearable lapel wireless rechargeable microphones, Meeting room area microphones, Hearing assistance microphone solutions.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>&nbsp;Microphones: Provide tabletop microphones with the capability of optionally being plugged directly into AC power. Provide charging docking stations for all wireless rechargeable microphones.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Microphones: Demonstrates a clear ability to effectively handle excess noise cancellation and background noise reduction.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Display Connectivity: Provide HDMI audio and video output and wiring to multiple displays (4 or more 85\u201d+) from multiple locations with the ability to control video source per display from the room control system.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Display Connectivity: Provide wired and wireless audio and video connectivity to the multiple room television displays (4 or more).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Display Connectivity: Incorporate (2) existing projector equipment.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Display: 4 or more 85\u201d displays located on the west interior wall or provide alternative solutions.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Display: Mounted displays.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Cameras: Provide Pan, Tilt, Zoom (PTZ) cameras at multiple locations to provide capture and display of video and audio of room participants in each identified zone.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Cameras: Solution should work for the large single use room or two independently used rooms when the partition is closed.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">7. INSTRUCTIONS TO PROPOSERS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Proposals are due to <em>Michigan Virtual<\/em> <strong>no later than Monday, July 24, 2023, 5PM EST.<\/strong> Email subject line, envelopes or packages shall be clearly marked <strong>\u201cGRAND MEETING ROOM TECHNOLOGY RFP\u201d.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">8. PROPOSAL CHECKLIST<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Proposers shall review the attached.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The proposal must include information responsive to the following sections:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Cover Letter and Vendor Questionnaire<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>General characteristics of Responder\u2019s products and services<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/13dCTXvo9mbgELnxAbCBVE10Wtn7ap8s4Bbr-S_HvM9Y\/template\/preview\" target=\"_blank\" rel=\"noreferrer noopener\">Response Template<\/a><!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Includes sheets for Specification Checklist, Pricing, Maintenance &amp; Support, and References<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Training and Orientation Plan<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Attachment: <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/TEMPLATE-2022-23-2-Way-Confidentiality-Non-Disclosure-Agreement-UNSIGNED.pdf\">NDA<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">9. COVER LETTER AND VENDOR QUESTIONNAIRE&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Provide a cover letter with information about your company, experience and services. Respond to each item below and provide supporting documentation and\/or exhibits as requested or desired.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Describe your company\u2019s history, mission, and values, and explain how they will support the relationship with <em>Michigan Virtual<\/em>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide a brief market summary of the proposed system and equipment. Explain the rationale for the use, brands and components, technical capabilities, warranties and reliability ratings if available.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Describe the professional staff available for design, procurement, implementation, training, and support services. Include their qualifications and experience.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Describe general characteristics that differentiate your company from others in the industry. Include any special advantages your services and system will provide.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide a list of up to three (3) sites similar to <em>Michigan Virtual<\/em>\u2019s Grand Conference Rooms that you have designed the A\/V.  If possible, include sites near Lansing, MI. Include contact information.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">10. GENERAL CHARACTERISTICS OF RESPONDERS PRODUCT AND SERVICES<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Describe the proposed system architecture.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Describe your implementation services, timeline, and process, with particular emphasis on systems configuration and scheduling.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Describe the types of documentation your company provides with the system and any warranties provided for specific hardware components.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Describe system administration, to include setup and maintenance, customization and video and audio data management.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Describe any available technical support services and each associated cost. If there are different levels of support services, please describe each level and list the services included.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">11. SPECIFICATION CHECKLIST<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Complete the Specification Checklist sheet that is part of the <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/13dCTXvo9mbgELnxAbCBVE10Wtn7ap8s4Bbr-S_HvM9Y\/template\/preview\" target=\"_blank\" rel=\"noreferrer noopener\">Response Template<\/a>. Directions are in the sheet itself.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">12. PRICING<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The pricing should include the full configuration and installation of components, training and orientation to IT staff and users, as well as options for maintenance and support. Costs that are not itemized on this bid sheet but necessary for a full system implementation\/upgrade will be considered standard and included in the total cost. Prices quoted shall remain valid for 180 days or proposal award, whichever comes first. Pricing should be captured on the Pricing sheet that is part of the <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/13dCTXvo9mbgELnxAbCBVE10Wtn7ap8s4Bbr-S_HvM9Y\/template\/preview\" target=\"_blank\" rel=\"noreferrer noopener\">Response Template<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">13. PROPOSED ANNUAL MAINTENANCE AND SUPPORT COSTS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Please provide annual costs for maintenance and support (if available) for years 1 though 5 below on the Maintenance &amp; Support sheet of the <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/13dCTXvo9mbgELnxAbCBVE10Wtn7ap8s4Bbr-S_HvM9Y\/template\/preview\" target=\"_blank\" rel=\"noreferrer noopener\">Response Template<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">14. TRAINING<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In accordance with the specifications, a training and orientation plan should be included with your proposal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">15. REMOTE DIAGNOSTIC CAPABILITY<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To assist in diagnosing system problems or component malfunctions, a remote diagnostic capability is preferred in a maintenance contract. Please provide service or method for remote diagnostics and any related costs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">16. SCHEDULE<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Date<\/strong><\/td><td><strong>Item<\/strong><\/td><\/tr><tr><td>Week of June 12, 2023<\/td><td>RFP issued<\/td><\/tr><tr><td>June 12, 2023 through July 14, 2023.<\/td><td>Vendors to submit questions, limited space for onsite visits to see room and equipment (Signed NDA required).<br>July 14, 2023 the last day for questions concerning the RFP, email to <a href=\"mailto:[email protected]\">[email protected]<\/a> no later than 5:00 p.m EST<\/td><\/tr><tr><td>Monday July 24, 2023<\/td><td>Proposals are due no later than 5:00 p.m EST to <a href=\"mailto:[email protected]\">[email protected]<\/a> <br>Late submissions may not be accepted.<\/td><\/tr><tr><td>No later than Week of August 14, 2023<\/td><td>Award contract.<\/td><\/tr><tr><td>No later than September 5, 2023<\/td><td>Work begins.<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">17. CLIENT REFERENCES<strong>&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Proposer is required to supply three (3) contactable references who can attest to the caliber of workmanship and service provided to their current and past clientele. Include references on the References sheet of the <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/13dCTXvo9mbgELnxAbCBVE10Wtn7ap8s4Bbr-S_HvM9Y\/template\/preview\" target=\"_blank\" rel=\"noreferrer noopener\">Response Template<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">18. NONDISCLOSURE AGREEMENT (NDA)&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All entities wishing to submit a response to this RFP are required to sign and submit <em>Michigan Virtual\u2019<\/em>s Nondisclosure Agreement along with their Quote in response to this RFP.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">19. SELECTION CRITERIA<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following factors will be considered by<em> Michigan Virtual<\/em> in making the Award.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Preference given to Michigan-based businesses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Fit between proposed solution and <em>Michigan Virtual<\/em>\u2019s needs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consultant\/SMEs ability to meet the defined timeline and understanding of the work services to be performed.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Quality of references.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Completeness of the Quote.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Cost.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">20. CONFIDENTIALITY<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Contents of quotes, proposals, and or future contracts are confidential and will not be disclosed to any parties outside of <em>Michigan Virtual <\/em>during or after the review process. <em>Michigan Virtual<\/em>, as a private nonprofit corporation, is not subject to FOIA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>reserves the right to make the Award to the entity of its choosing, reflective of our understanding of needs, the audiences served and results desired rather than solely based on pricing or other combinations of factors. Further, this RFP does not obligate <em>Michigan Virtual<\/em> to award any contract. We reserve the right to cancel the RFP at our discretion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">21. QUESTIONS AND CORRESPONDENCE<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Please direct all correspondence and questions related to this RFP and these required elements as indicated below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>1. Between June 12, 2023 and July 14, 2023&nbsp; vendors may submit questions and responses to all submitted questions will be e-mailed to vendors within 1-2 business days. The last available time to submit a question is 5PM on July 14, 2023.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>2. <em>Michigan Virtual<\/em> is open to scheduling 45 minute onsite visits to answer questions between June 12, 2023 and July 14, 2023. Vendors may schedule an onsite visit to view the room and equipment, after submitting a signed NDA. Dates and scheduling are subject to staff and room availability. Vendors may alternatively request a 30 minute online meeting.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>3. One (1) electronic copy of your proposal sent by<strong> <\/strong>email to the contacts below no later than Monday, July 24, 2023 at 5:00 PM EST.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The points of contact for RFP #06122023 are as follows:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Primary:<\/strong> Kristen Crain - <a href=\"mailto:[email protected]\">[email protected]<\/a><br><strong>CC:<\/strong> Shanna Henderson - <a href=\"mailto:[email protected]\">[email protected]<\/a><br><strong>Attention:<\/strong> Kristen Crain<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em><br>920 Municipal Way<br>Lansing, MI 48917<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> reserves the right to not consider late or incomplete proposals. Amendments to proposals will be included in our review only when they are received by the above deadline.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "RFQ - Conference Room A\/V Design",
            "excerpt": "1. INTRODUCTION Michigan Virtual\u2122 is seeking proposals for services related to audio, visual, design, build, and installation, for the upgrade of our large multifunctional, divisible conference room. By releasing this RFP, Michigan Virtual makes no guarantee of any awards of work to any respondents now or in the future. 2. BACKGROUND OF MICHIGAN VIRTUAL Michigan...",
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            "path": "\/case-study-michigan-cares-levey-middle-school\/",
            "author_id": 65,
            "timestamp": 1686165921,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h5>CASE STUDY\n<\/h5>\t\t\n\t\t\t<h5>Changing the Narrative with Michigan Cares &amp; Levey Middle School\n<\/h5>\t\t\n\t\t<p>As one of the first schools to utilize Michigan Cares, Levey Middle School has found that by changing the narrative on how to support youth, their students now have an opportunity to learn from their mistakes. Prior to implementing the modules in their classrooms, Levey\u2019s options for responding to students\u2019 missteps were very similar to most schools: suspensions, detentions, or sending them home. But with Michigan Cares, the use of those tools has drastically declined and at times, not been needed at all.\u00a0<\/p><p>By giving students guidance about how to treat their peers, reflect on their actions, or navigate the world around them, Levey has received nothing but positive feedback from students and improvements in their behaviors. With the program students are learning to understand how to manage their emotions, set goals, achieve them, and make responsible decisions.\u00a0<\/p><p>\u201cIn my 25 years of working in Detroit schools, I\u2019ve seen my share of school programs that are designed support students as they navigate through life alongside their academic endeavor,\u201d says Joel Blankenship, Levey\u2019s coordinator of culture diversity and inclusion. \u201cI can confidently say that the resources today have come a long way \u2013 Michigan Cares has really helped Levey students become the best that they can be.\u201d\u00a0<\/p><p>\u00a0<\/p><p>\u00a0<\/p>\t\t\t\t\n\t\t\t<h2>How Levey Middle School Implemented Michigan Cares<br><\/h2>\t\t\n\t\t<p>By focusing on students\u2019 social and emotional development, Levey has created an intersection of knowledge and how to apply it to the students\u2019 own worlds using Michigan Cares character development lessons. Levey encourages teachers to use the program during first period, and assign modules based on student need. Then, if a student lands in detention, Levey uses a layered approach with\u00a0Suite 360-intervention and restorative practices modules, and guidance from Mr. Blankenship, to help students understand how to better manage their emotions and behaviors.\u00a0<\/p><p>In the beginning of the 2022-2023 academic year, Levey had 25 school suspensions. These were due to tardiness, dress code violations, cell phone usage, along with other small infractions. However, that number began to decrease from twenty-five to seven, from seven to two, and from two to zero.<\/p><p>Rather than punishing students by suspending them and preventing them from being in an academic learning environment, Levey\u2019s school leaders helped to change the narrative that the school had. The faculty, utilizing Michigan Cares, helped to increase engagement inside of the classroom while removing barriers to students\u2019 academic learning.\u00a0\u00a0<\/p><p>\u201cLife is life, and kids will still make mistakes, but our hope is that they just won\u2019t make as many,\u201d added Blankenship.\u00a0<\/p><p>\u00a0<\/p><p>\u00a0<\/p>\t\t\t\t\n\t\t\t<h2>Implementing Michigan Cares in Your School<br><\/h2>\t\t\n\t\t<p>From learning how to set and achieve goals to making responsible decisions, Michigan Cares guides students to turn struggles into strategies. When asked what would help students, educators often note the need for life skills like making responsible decisions in the classroom, feeling and showing empathy for others, and developing healthy coping techniques. These are just a handful of real-life concerns that Michigan Cares addresses in 1,300+ lessons.\u00a0<\/p><p>Michigan Cares consists of social-emotional learning modules for students, staff, and parents, and is available at <b>no cost<\/b> to all Michigan schools and districts. Additional restorative practices programming is also available in customized bundles.\u00a0<\/p><p><strong>Get started with Michigan Cares in your own school today at <a href=\"http:\/\/www.michiganvirtual.org\/michigancares\">www.michiganvirtual.org\/michigancares<\/a>.\u00a0<\/strong><\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"538\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/10\/DSC03297w-1024x538.jpg\" alt=\"All of our instructors stand together for a photo at the 2018 Collaboration of the Minds\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>#2 \u2014 Highly-qualified instructors, not just content presenters<\/h2>\t\t\n\t\t<p>Many online course providers offer students a) no teacher at all, or b) a \u201cteacher\u201d who simply presents content, but does not offer students personalized feedback on their assignments. Here at\u00a0<em>Michigan Virtual,\u00a0<\/em>we want our students to thrive in their online courses, so we put significant effort into hiring highly-qualified, Michigan-certified teachers and training them in best practices for online instruction.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"684\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/mentor-image-1024x684.jpg\" alt=\"Male teacher helping student on computer\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>#3 \u2014 Trained mentors who track student progress and guide success<\/h2>\t\t\n\t\t<p>In the State of Michigan, schools are required to provide an on-site mentor for every student who chooses to take an online course. Why? Because mentors provide critical support to online learners. By developing a face-to-face connection, keeping students on schedule, and providing guidance and support, mentors make online courses less overwhelming and more manageable for students.<\/p><p>The problem many mentors face, however, is that they do not receive adequate training on how to support their students. That\u2019s why we offer all of our mentors a\u00a0<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noopener\">myriad of free training opportunities in best practices<\/a>\u00a0for mentoring online students. When mentors are prepared for their job responsibilities, they better serve online learners and facilitate greater student outcomes.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"825\" height=\"825\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/10\/qualitymatters.png\" alt=\"Quality Matters Logo\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>#5 \u2014 Award-winning &amp; accredited course content<\/h2>\t\t\n\t\t<p>Part of our success lies in the use of\u00a0a third party to evaluate our courses to ensure they meet Michigan\u2019s merit requirements. As a member of\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/quality-matters\/\">Quality Matters<\/a>\u00a0\u2014 a nonprofit organization and recognized leader in quality assurance for online learning \u2014 we have access to:<\/p><ul><li>Excellent course peer review processes<\/li><li>Professional development opportunities, and<\/li><li>Standardized rubrics to evaluate and improve the courses we offer to students.<\/li><\/ul><p>In 2017, we received the\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/\"><i>Quality Matters Make a Difference for Students Award for Outstanding Impact by a K-12 Organization.<\/i><\/a><\/p><p>In 2005, we were\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/accreditation\/\" target=\"_blank\" rel=\"noopener\">accredited by AdvancED<\/a>, a non-profit, non-partisan organization that conducts rigorous, on-site reviews of a variety of educational institutions and systems to ensure that all learners are receiving a quality education. We were subsequently re-accredited in 2010 and 2016.<\/p>",
            "title": "Case Study: Michigan Cares &amp; Levey Middle School",
            "excerpt": "CASE STUDY Changing the Narrative with Michigan Cares &#038; Levey Middle School As one of the first schools to utilize Michigan Cares, Levey Middle School has found that by changing the narrative on how to support youth, their students now have an opportunity to learn from their mistakes. Prior to implementing the modules in their...",
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            "id": 81305,
            "path": "\/blog\/ais-growing-role-in-education-top-5-predictions-from-michigan-school-leaders\/",
            "author_id": 71,
            "timestamp": 1685732509,
            "content": "<!-- wp:paragraph -->\n<p>Artificial intelligence (AI) has seen a quiet transformation over the past six months. Mainstream technology circles are increasingly dominated by names like <a href=\"https:\/\/chat.openai.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">ChatGPT<\/a>, <a href=\"https:\/\/www.midjourney.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Midjourney<\/a>, and Google's promising new tool, <a href=\"https:\/\/bard.google.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Bard<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The ripple effect of this change is causing <a href=\"https:\/\/michiganvirtual.org\/blog\/ai-in-education-what-you-need-to-know-about-this-game-changing-technology\/\" target=\"_blank\" rel=\"noreferrer noopener\">widespread debates in the education sector<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The reason? These tools offer a range of innovative ways to streamline tasks, boost productivity, and in many instances, significantly <a href=\"https:\/\/www.edutopia.org\/article\/6-ways-chatgpt-save-teachers-time\/\" target=\"_blank\" rel=\"noreferrer noopener\">reduce the human effort traditionally needed<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider this: AI chatbots that create extensive text from a simple prompt. These tools help individuals consolidate complex information or even <a href=\"https:\/\/www.forbes.com\/sites\/bernardmarr\/2023\/03\/01\/the-best-examples-of-what-you-can-do-with-chatgpt\/?sh=6f6c480edf11\" target=\"_blank\" rel=\"noreferrer noopener\">solve specialized problems<\/a> in areas like interpersonal communication and economics.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The potential of these technologies has even permeated popular culture. A recent episode of South Park called \u201c<a href=\"https:\/\/en.wikipedia.org\/wiki\/Deep_Learning_(South_Park)\" target=\"_blank\" rel=\"noreferrer noopener\">Deep Learning<\/a>\u201d focused on the uses of ChatGPT by the characters of the show, both adults and elementary school children.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As these advanced technologies evolve, they will undoubtedly play an increasingly influential role in education. While many of us have heard the opinions of educational futurists on this matter, it's essential to consider the perspective of those on the front lines.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So what do educators think about these developments?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>A glimpse into the future: Two Michigan school administrators leading the way forward in A.I.&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Let me take you on a journey as I sit down with two distinguished education professionals, Matt McCullough, an assistant superintendent, and Ashlie O\u2019Connor, an instructional technology and data specialist.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both of these educational leaders are driving innovation in Michigan's educational landscape, committed to exploring safe and effective incorporation of AI into classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Their perspectives are valuable, not just because they're interesting to read. After all, it\u2019s the hands-on experience with emerging AI tools from our educators that will play a pivotal role in shaping the future of education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As educators such as McCullough and O\u2019Connor influence the adoption of AI tools in classrooms, their insights will inform critical decisions made across the nation concerning using AI tools in education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With this in mind, I carried out two detailed interviews designed to explore their thoughts about AI's role in education and their personal experiences with AI. The interviews were semi-structured, leaving room for open discussion and discovery.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Here are the five key insights gleaned from these interviews:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>#1 \u2014 AI in classrooms: Fostering creativity and independent thinking<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Let's dive deeper into one of the themes that emerged from my conversations with McCullough and O'Connor. Both envision AI as a tool and a catalyst that could revolutionize how we engage with education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They highlighted a compelling point: AI has the potential to nurture independent learners and thinkers, and it can stoke the fires of creativity in ways we haven't even begun to imagine.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>The implications of this shift could be profound.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As O'Connor insightfully put it, \"AI can transform education by creating independent learners and thinkers and enhancing creativity in ways beyond measure.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>But the power of AI goes beyond cultivating intellect and creativity.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to McCullough and O'Connor, AI-assisted learning could also empower students with critical skills in the 21st-century workforce. Think of qualities like resilience, adaptability, and the ability to receive feedback constructively - skills that today's employers highly value.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What's more, they pointed out that AI's proficiency at identifying problems could free human minds to concentrate on devising solutions and implementing them effectively.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>#2 \u2014 The digital co-teacher: ChatGPT's potential in transforming the education landscape<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Diving deeper into our discussion, McCullough and O'Connor shared their experiences with one of the rising stars in AI: <a href=\"https:\/\/chat.openai.com\/\">ChatGPT<\/a>. Their insights reveal how this innovative tool may play a pivotal role in education, particularly in English Language Arts (ELA).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Imagine a tool that isn't just a learning aid but a partner in developing writing, literacy, and information-processing skills.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to O'Connor, that's precisely the potential that ChatGPT presents. \"ChatGPT can revolutionize the way students learn and write essays,\" she said. It's not just about churning out words on a page but offering templates, providing constructive critique, and elevating student engagement and motivation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>As she aptly pointed out, \"ELA finally has its own calculator.\"<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But students aren't the only ones who stand to benefit from ChatGPT. Our discussions also explored the impact of this AI tool on educators, particularly in terms of content creation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>ChatGPT could dramatically enhance lesson planning, encouraging educators to design lessons that promote critical thinking and analysis.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>McCullough captured the sentiment perfectly, noting, \"Administrators are excited and curious about ChatGPT introduced to it as a teaching tool\u2026 How could it be used to teach those higher-order thinking skills at the top of Bloom\u2019s?\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In essence, ChatGPT isn't just a tool for the present; it's a catalyst for change, reshaping how we think about the teaching and learning of the future.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>#3 \u2014 Navigating the roadblocks: Overcoming resistance to AI in education<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As our conversation progressed, McCullough and O'Connor acknowledged an essential roadblock in AI's journey into the classroom: resistance to change.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Interestingly, they perceive that the resistance that their peers are experiencing isn\u2019t due to unfamiliarity or lack of understanding. Instead, it\u2019s rooted in concerns about academic integrity.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both professionals shared their experiences of colleges and K-12 schools being hesitant to embrace or even allow ChatGPT.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>The common apprehension? Cheating and plagiarism.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many educators fear that students could misuse this AI tool, jeopardizing the academic honesty at the heart of education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, both McCullough and O'Connor take a different perspective on this issue. They agreed that the advent of AI might seem like a shortcut to success for some students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Still, they argue, the challenge lies not in controlling the tools that students have access to but in evolving how we assess and challenge learners in the first place.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As O'Connor wisely pointed out, \"Some schools have been resistant to using ChatGPT due to fears and automatic firewalls that block student accounts. However, I believe that we are only in year 0 of AI development and that AI will continue to change and improve education.\"&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This view reflects their shared belief that the technology is poised for mainstream adoption. While education often lags in embracing significant technological advances, they argue that there's more to gain by learning and adapting quickly rather than shying away.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>#4 \u2014 Tailored to you: AI as the ultimate tool for differentiation<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As we ventured further into the realm of AI in education, a fascinating conversation thread emerged: AI's potentiality for personalizing student learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to McCullough and O'Connor, AI holds significant potential to tailor learning experiences, catering to each student's unique abilities, interests, and learning pathways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Imagine AI crafting a unique learning experience tailored to each student, freeing up teachers to evaluate student questions and work with more detail.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This shift propels teachers from being mere information conduits to becoming true facilitators of knowledge exploration.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even though AI-powered chatbots like ChatGPT dazzle us with their ability to compile and display information almost instantaneously, they cannot mimic the sophisticated, higher-order teaching talents that skilled educators bring to the table.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moreover, teachers could leverage these AI tools to create individualized assignments, develop interest-specific content, and assess student work against a robust rubric.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>As both participants predicted, such an approach offers the promise of maximized efficiency and resource utilization, leading to improved student outcomes.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>O'Connor eloquently highlighted this vision, stating, \"AI has the potential to personalize the learning experience for students in a more effective way than traditional classroom methods... It\u2019s like Google 2.0 and Library 3.0\u2026 it can be used for ultimate differentiation.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>#5 \u2014 Treading carefully: Ethical implications of AI in the classroom<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In their thoughtful deliberations, both interviewees highlighted the ethical considerations required when implementing AI into classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>They acknowledged the possibility of AI becoming a double-edged sword<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On the one hand, it could propel those with access and knowledge to succeed quickly. On the other, it could widen the education gap for those less privileged or less prepared to harness its strengths.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In O'Connor's words, \"There needs to be transparency and accountability in using AI, with a keen focus on equity and inclusion. We must ensure that every student reaps the benefits of this technology. It's crucial to be vigilant about the potential biases and disparities that AI might perpetuate and strive to alleviate them.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The participants also offered a word of caution: ChatGPT and similar tools should complement, not replace, traditional teaching for foundational skills like reading and arithmetic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Their concern? The overuse of AI risks reducing education to a mere cycle of information digestion and regurgitation, void of critical application.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They reiterated that an adept teacher who deeply understands their students' strengths, weaknesses, and past knowledge will always outshine AI in fostering inquiry, new knowledge formation, and skill-building.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both interviewees unequivocally rejected the idea of AI as a mere busywork generator, a facilitator of lower-order thinking, or a creator of meaningless 'work.'&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather, they viewed any such overdependence on AI as a deviation from the ethical standards of teaching.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\"><strong>Embracing the AI revolution: A thoughtful outlook<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When you consider the insights shared by these education innovators, a clear image begins to form. They envision a future where AI belongs in classrooms and actively enriches the learning experience. They see the vast potential of tools like ChatGPT and believe that early and proactive adaptation is the key to successfully integrating these technologies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Yet, this optimism comes with a firm grasp of reality.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both participants understand that these powerful tools could present challenges if teaching and assessment methods remain stagnant. They advocate for change and believe that as AI transforms education, the role of the educator should evolve to keep pace.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, they understand the necessity of safeguards and policies to ensure the fair and equitable use of AI in education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>While McCullough and O'Connor represent a fraction of Michigan's educational landscape, their insights are significant.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Reflections like theirs \u2014 grounded in years of educational experience and hands-on exploration of emerging AI tools \u2014 will shape future adoption processes and decision-making in many schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Their commitment to safely incorporating AI into classrooms for teachers and students sets an encouraging precedent.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we look forward to a future enhanced by AI, it's vital for educators to stay informed. If you are an educator looking for more information on ChatGPT, <a href=\"https:\/\/michiganvirtual.org\/course\/chatgpt-for-educators-an-introduction\/\" target=\"_blank\" rel=\"noreferrer noopener\">check out this professional learning course<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Want a deeper dive into how AI can be used for curriculum development? Check out <a href=\"https:\/\/michiganvirtual.org\/blog\/designing-for-the-future-with-ai-lessons-learned-in-curriculum-development\/\" target=\"_blank\" rel=\"noreferrer noopener\">this article<\/a>, and stay tuned for emerging research on AI in education by <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noreferrer noopener\">subscribing to our blog<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>In the field of education, the terms <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a> (SCL), <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/mean-what-you-say-1.pdf\">personalized learning<\/a>, and <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/what-is-competency-based-education-an-updated-definition-web.pdf\">competency-based education<\/a> (CBE) are widely accepted educational philosophies or pedagogical models. While these terms are commonly used and recognized by educators, they are often used interchangeably\u2014and inadvertently incorrectly\u2014as they are related but not the same. In addition, many similar but different definitions exist for each of these terms, which can confuse conversations around these topics. As a result, the<em> <\/em><a href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual Learning Research Institute<\/em><\/a> (MVLRI) recognized a need to bring some clarity to not only our own work and how we think about and use these terms but also to how each term is defined and how they are related to one another.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The MVLRI team began by conducting a scan of frameworks and literature that currently exist for each of the three terms above. This work does not intend to redefine any of the three terms but rather identify what seem to be the most widely accepted definitions that exist in the field of K-12 education. Further, it seemed beneficial to provide insight into how different elements of education\u2014instruction, assessment, and school operations\u2014look when viewed through different educational models.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"definitions\">Definitions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student\">Student-Centered Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MVLRI, the <a href=\"http:\/\/www.aurora-institute.org\/wp-content\/uploads\/iNACOL_FunctionalRequirementsForIntegratedSystems.pdf\">Aurora Institute<\/a>, the <a href=\"https:\/\/ccsso.org\/sites\/default\/files\/2017-10\/Leadership_Competencies_Final-090717%280%29_0.pdf\">Council of Chief State School Officers<\/a> (CCSSO), the <a href=\"https:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2020\/09\/student-centered_microcredentials_final.pdf\">Christensen Institute<\/a>, <a href=\"https:\/\/studentsatthecenterhub.org\/about\/\">Students at the Center, and KnowledgeWorks<\/a> base their understanding of the term on <a href=\"https:\/\/aurora-institute.org\/blog\/the-tenets-of-student-centered-learning\/\">four main tenets<\/a> as identified by the <a href=\"https:\/\/uj9a82.p3cdn1.secureserver.net\/wp-content\/uploads\/2021\/12\/OPP-Seizing-the-Moment-Student-Centered-Learning.pdf\">Nellie Mae Education Foundation<\/a>:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group {\"style\":{\"color\":{\"gradient\":\"linear-gradient(135deg,rgba(7,146,227,0) 0%,rgba(155,81,224,0) 100%)\"}},\"className\":\"well\",\"layout\":{\"type\":\"constrained\"}} -->\n<div class=\"wp-block-group well has-background\" style=\"background:linear-gradient(135deg,rgba(7,146,227,0) 0%,rgba(155,81,224,0) 100%)\"><!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Learning is personalized<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning is competency-based<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning happens anytime, anywhere<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students take ownership of their learning and have agency<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p>Based on how these organizations understand and discuss student-centered learning, MVLRI has further described each of the tenets as follows:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group {\"style\":{\"color\":{\"gradient\":\"linear-gradient(135deg,rgba(7,146,227,0) 2%,rgba(155,81,224,0) 100%)\"}},\"className\":\"well\",\"layout\":{\"type\":\"constrained\"}} -->\n<div class=\"wp-block-group well has-background\" style=\"background:linear-gradient(135deg,rgba(7,146,227,0) 2%,rgba(155,81,224,0) 100%)\"><!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li><em>Learning is personalized:<\/em> learning experiences are adjusted based on an ongoing analysis of student data\u2014both academic and non-academic\u2014as well as the changing needs and interests of each student.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Learning is competency-based<\/em>: students progress based on the demonstration of mastery or competence of predetermined knowledge and skills. Students can work along their own pathway at their own pace.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Learning happens anytime, anywhere:<\/em> learning extends beyond school walls and beyond the school day.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Students take ownership of their learning:<\/em> students actively engage in the learning process and have agency. Students help shape and design their own learning, co-creating their learning plan or pathway.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p>Some organizations, such as the <a href=\"https:\/\/ccsso.org\/sites\/default\/files\/2017-10\/Leadership_Competencies_Final-090717%280%29_0.pdf\">CCSSO<\/a>, prefer to use the term <em>learner-centered<\/em> to encompass learners of all ages including professional learners rather than student-centered. As is clear from the definition above, many leading educational organizations consider personalized and competency-based education to be necessary parts of student-centered or learner-centered learning. Figure 1 (see below) encompasses this relationship.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"personalized\">Personalized Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The most widely accepted definition of Personalized Learning also comes from the Aurora Institute. Their definition is also recognized and used by organizations such as <a href=\"https:\/\/www.gettingsmart.com\/2017\/09\/12\/15-dimensions-of-personalized-learning\/\">GettingSmart<\/a>, <a href=\"https:\/\/www.edmentuminternational.com\/blog\/personalizing-education-to-personalize-learning\/\">Edmentum<\/a>, <a href=\"https:\/\/workforce.education.asu.edu\/wp-content\/uploads\/2021\/07\/Elements-brief-Deeper-and-personalized-learning-v3.pdf\">Arizona State University<\/a>, and <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ1136309.pdf\">Knowledge Quest<\/a> (American Library Association).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In their report <a href=\"https:\/\/aurora-institute.org\/resource\/mean-what-you-say-defining-and-integrating-personalized-blended-and-competency-education\/\">Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education<\/a>, authors Susan Patrick, Allison Powell, and Kathryn Kennedy define personalized learning and its characteristics as well as explain how personalized learning, blended learning, and competency-based education fit together. They define personalized learning as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Tailoring learning for each student\u2019s strengths, needs and interests\u2014including enabling student voice and choice in what, how, when and where they learn\u2014to provide flexibility and supports to ensure mastery of the highest standards possible.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"competency\">Competency-Based Education<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The most widely accepted definition of competency-based education seems to be from <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a> authors Eliot Levine and Susan Patrick in their report, <a href=\"https:\/\/aurora-institute.org\/resource\/what-is-competency-based-education-an-updated-definition\/\">What is Competency-Based Education? An Updated Definition<\/a>. This definition is used by organizations such as the <a href=\"https:\/\/www.michigan.gov\/mde\">Michigan Department of Education<\/a>, <a href=\"https:\/\/knowledgeworks.org\/\">KnowledgeWorks<\/a>, and the <a href=\"https:\/\/www.christenseninstitute.org\/\">Christensen Institute<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Aurora Institute definition includes the following seven elements necessary for learning to be truly competency-based:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group {\"style\":{\"color\":{\"gradient\":\"linear-gradient(90deg,rgba(255,255,255,0) 0%,rgba(86,132,164,0) 100%)\"}},\"className\":\"well\",\"layout\":{\"type\":\"constrained\"}} -->\n<div class=\"wp-block-group well has-background\" style=\"background:linear-gradient(90deg,rgba(255,255,255,0) 0%,rgba(86,132,164,0) 100%)\"><!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students receive timely, differentiated support based on their individual learning needs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students progress based on evidence of mastery, not seat time.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students learn actively using different pathways and varied pacing.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading -->\n<h2 id=\"relationships\">Relationships Between the Terms<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to understand the relationships between student-centered learning, personalized learning, and competency-based education, MVLRI created the graphic below (see figure 1) which emphasizes that student-centered learning is the more broad term that encompasses both personalized learning <em>and <\/em>competency-based education (see definition above for student-centered learning as to why it is oriented in this way).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In her <a href=\"https:\/\/www.christenseninstitute.org\/blog\/defining-personalized-learning-and-blended-learning-is-there-a-difference\/\">blog<\/a>, Julia Freeland Fisher, director of education research at the Clayton Christensen Institute, describes personalized learning as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>A pedagogical philosophy, tending to refer to a host of efforts and models that tailor learning and development to the individual student, based on beliefs about what outcomes we want students to reach and how to best help them get there.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>When learning is personalized, it is tailored to each learner\u2019s strengths, needs, and interests. However, on its own, personalized learning may not address the fact that some students need more or less <em>time <\/em>(i.e., varied pacing). Learning that is competency-based serves as a complement to personalized learning as CBE\u2019s focus is on mastery of concepts and skills regardless of time, place, or pace.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When learning is truly student-centered, it is both <a href=\"https:\/\/aurora-institute.org\/blog\/what-is-personalized-learning\/\">personalized<\/a>\u2014tailored for each student\u2019s strengths, needs, and interests\u2014<em>and<\/em> <a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/competency-based-education\/\">competency-based<\/a>\u2014students progress based on demonstrated mastery of competencies, not <a href=\"https:\/\/www.carnegiefoundation.org\/faqs\/carnegie-unit\/\">seat time<\/a>. Students are actively engaged in the learning process and have opportunities to direct their own learning in meaningful ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1<\/strong>: <em><strong>Definitions and Relationships Between Terms<\/strong><\/em> (click <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/RevisedSCL-Definitions-and-Terms-05_09_2023-1.png\" target=\"_blank\" rel=\"noreferrer noopener\">here<\/a> to download the graphic below)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":80551,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/RevisedSCL-Definitions-and-Terms-05_09_2023.png\" alt=\"\" class=\"wp-image-80551\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 id=\"exploring\">Exploring Instruction, Assessment, and School Operations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MVLRI also created three matrices to explore how the different components of <em>instruction<\/em>, <em>assessment<\/em>, and <em>school operations<\/em> can look in different pedagogical models such as traditional, differentiated, individualized, and student-centered learning. It is important to note the emphasis on \u201ccan\u201d\u2014these are neither exhaustive nor definitive but rather examples of how each may look in practice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the matrices can be read left to right, that doesn\u2019t imply educators will always, or must, move left to right in a linear fashion and progress towards learning that is more student-centered. Rather, with these matrices, hopefully educators can see ways in which they can make <em>some<\/em> aspects of education more student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"instruction\">Instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As seen below in Figure 2, instruction is explored through the following components: curriculum, scope and sequence, instructional planning, pace of instruction, instructional support, and learner agency.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Traditional Instruction.<\/strong> In a more traditional model of learning, curriculum is divided into distinct subject areas such as math, reading, science, and social studies. Curricular scope and sequence is developed by teachers and tends to be the same for all students. Direct instruction in a traditional classroom is designed and delivered to meet the needs of most students and planned with a single overarching academic goal for all students. Students are guided to stay on pace with the rest of the class as time is fixed and learning is the variable. Student support is typically provided by the classroom teacher; however, some students may receive individual or small group instruction provided by support staff. Students are encouraged, but not necessarily expected, to take some ownership of their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Differentiated Instruction.<\/strong> In a differentiated model, instruction is still planned with a single overarching academic goal for all students; however, teachers differentiate their instruction according to one or more of the following <a href=\"https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/\">four ways<\/a>: content, process, product, and\/or learning environment. Doing so allows teachers to design learning that better meets the needs of groups of students. While some students receive small-group instruction, most students are traditionally guided to stay on pace with the rest of the class. In a differentiated model of instruction, because there are more options provided to meet the varying needs of students, engagement may increase and students may take more ownership of their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Individualized Instruction.<\/strong> In an individualized learning model, instruction is still planned with a single overarching academic goal for all students; however, students can progress through the curriculum at their own pace. Instruction is able to meet the unique pace of various students but most are still guided to stay on pace with the rest of the class, hence for <em>most <\/em>students, time is still fixed and learning is the variable. As with the previous two models, instructional adjustments are made for small groups of students or for individual students, and additional instructional support is provided to qualifying students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Student-Centered Instruction.<\/strong> When instruction is student-centered, students learn actively through individualized curricular pathways guided by a <a href=\"https:\/\/www.marzanoresources.com\/resources\/tips\/lol_tips_archive\/#tip5\">guaranteed and viable curriculum<\/a>. Instead of curriculum being divided into distinct subject areas (traditional model), when learning is personalized, it <em>can <\/em>be cross-curricular in nature at times and is <em>often <\/em>cross-curricular when learning is competency-based.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instruction and pacing in a student-centered model are designed to meet the unique needs of all students, not just a small subset. Student support is not only provided by the classroom teacher but also by a team of additional staff (counselors, mentors, advisors, support staff\/para pros, community members, etc.) working together to provide each student with comprehensive support. Rather than time being fixed, when instruction is student-centered, it is learning that is fixed with <em>time being the variable<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2<\/strong>: <strong><em>Instruction<\/em> <\/strong>(click <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/RevisedSCL-Instruction-05_04_2023-1.png\" target=\"_blank\" rel=\"noreferrer noopener\">here<\/a> to download the graphic below)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":80530,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/RevisedSCL-Instruction-05_04_2023.png\" alt=\"\" class=\"wp-image-80530\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"assessment\">Assessment<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When considering how assessment changes in different models of learning, the matrix focuses on assessment format and frequency, how assessment data are used, as well as how assessment data are measured and reported (see Figure 3).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Traditional Assessment. <\/strong>In a traditional model, a single common assessment is given at the end of a unit to all students to measure learning. These assessments are used to measure knowledge and determine grades, the results of which typically do not affect instruction. Students have singular or limited opportunities to demonstrate learning, and assessment data are fixed. For example, they are not replaced if a student can demonstrate additional understanding of a concept or skill at a later point in time. Learning is measured according to traditional ABC letter grades.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Differentiated Assessment. <\/strong>When learning is differentiated, assessment data not only measure knowledge at a fixed point in time and determine ABC letter grades (as with traditional models) but are used to place students into groups and can help to inform instruction for these groups of students (unlike traditional models). Based on data, different versions of a single assessment may be created and given to these groups of students based on students\u2019 needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Individualized Assessment.<\/strong> When learning is individualized, assessment data not only measure knowledge typically at a fixed point in time and determine traditional ABC letter grades but are also used to inform individualized instruction for <em>every <\/em>student. Based on data, assessments may be designed to meet the needs of each individual learner.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Student-Centered Assessment.<\/strong> However, when learning is student-centered, assessment data are dynamic instead of being fixed, meaning data can change as students typically have more than one opportunity to demonstrate mastery. Instead of a common assessment given to all students (traditional model) or different versions of an assessment given to groups of or individual students (differentiated and individualized models), when learning is student-centered, assessments are designed with opportunities for <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">student voice and choice<\/a> and measured by demonstrating mastery of content, skills, or competencies according to a <a href=\"https:\/\/www.smartbrief.com\/whitepapers\/A42CE0D9-85C7-48B3-8383-8A62A8A9C4C7\/Marzano_SmartFocus_April2020_Final.pdf\">proficiency scale<\/a>. For example, students may be able to choose, based on their interests and strengths, how they want to show their understanding.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When learning is student-centered, assessment is a critical part of the learning process for both teachers <em>and <\/em>students. By tracking their own academic progress, students develop the skills needed for <a href=\"https:\/\/www.michiganassessmentconsortium.org\/wp-content\/uploads\/2019_April_What-is-Learner-Agency.pdf\">learner agency<\/a>. Assessment results help inform and guide teachers\u2019 instruction and are used to personalize learning for <em>all <\/em>students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 3<\/strong>: <strong><em>Assessment<\/em> <\/strong>(click <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/RevisedSCL-Assessment-05_02_2023-1.png\" target=\"_blank\" rel=\"noreferrer noopener\">here<\/a> to download the graphic below)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":80531,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/RevisedSCL-Assessment-05_02_2023.png\" alt=\"\" class=\"wp-image-80531\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"school\">School Operations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The matrix shown below in Figure 4 focuses on how school operations change in different models of learning by considering: how grade levels are used to group students, how time is structured, where learning takes place, and how student progress is measured.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Traditional, Differentiated, and Individualized School Operations.<\/strong> In traditional, differentiated, and individualized models, schools generally operate within structures that group students into age-based grade levels and measure learning according to ABC letter grades. Time structures are based on a 9-month school calendar and class periods that transition students to different subject-based classrooms. Technology is used primarily as an instructional tool to increase student engagement but can provide students with opportunities to learn at their own pace. Typically, learning happens within this traditional school day. It is important to acknowledge that traditional school structures like age-based grade levels, a 9-month school calendar, and student progression based on seat time can be <a href=\"https:\/\/news.jrn.msu.edu\/2022\/12\/nontraditional-school-calendar-not-popular-in-michigan\/\">difficult to move away from<\/a> because these structures may be heavily ingrained in the existing school culture.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Student-Centered School Operations.<\/strong> School operations in a student-centered model are, unsurprisingly, driven by learners themselves. Students may still be grouped according to grade levels but will have the ability to move fluidly between grade levels according to demonstrated mastery of content or competencies according to a proficiency scale. This provides students the opportunity to move ahead when they are ready or take extra time to learn content with additional supports before moving on.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student progress may still be measured according to seat time when learning is <em>personalized<\/em>; however, progress is measured according to demonstrated mastery of competencies according to a proficiency scale in a competency-based model. Learning takes place not only within the traditional school day but beyond as well as, ideally, students regularly engage in non-traditional community-based learning experiences.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When learning is student-centered, technology provides students with opportunities to learn not only at their own time, place, and\/or pace but along their own curricular pathway. However, while technology is not an imperative component in <em>any <\/em>model of learning, some educators may find it very challenging to personalize learning or to provide opportunities for students to move on when ready in individual curricular pathways without it. <em>In any educational model,<\/em> technology provides a way for learning to extend beyond the school walls and beyond the school day. It provides a way for students to learn at their own pace and in an environment\u2013be it in-person, online, or a blended learning environment\u2013that best meets their needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 4<\/strong>: <strong><em>School Operations<\/em> <\/strong>(click <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/RevisedSCL-School-Operations-05_04_2023-1.png\" target=\"_blank\" rel=\"noreferrer noopener\">here<\/a> to download the graphic below)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":80532,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/RevisedSCL-School-Operations-05_04_2023.png\" alt=\"\" class=\"wp-image-80532\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 id=\"final\">Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is important to acknowledge the fact that referring to many aspects of our historical education system as traditional or especially \u201cone size fits all\u201d can elicit a particularly negative emotion. That is not our intent with this piece (to shame or condemn this model). The traditional model of education has been used by many good teachers and good school leaders and has, historically, worked for many, many students\u2014<em>but it has not worked for all<\/em>. Alternatively, student-centered learning offers all students the ability to have an active role in their education and a voice in developing an educational experience that fully realizes and supports their strengths, passions, and unique needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This report builds on foundational work from organizations such as the <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a>, the <a href=\"https:\/\/ccsso.org\/\">Council of Chief State School Officers<\/a>, the <a href=\"https:\/\/www.christenseninstitute.org\/\">Christensen Institute<\/a>, <a href=\"https:\/\/www.gettingsmart.com\/\">GettingSmart<\/a>, <a href=\"https:\/\/knowledgeworks.org\/\">KnowledgeWorks<\/a>, the <a href=\"https:\/\/nmefoundation.org\/\">Nellie Mae Education Foundation<\/a>, and so many more. This report, as well as the embedded figures and resources, are designed to serve as a starting point\u2014a place to provide clarity around important yet nuanced terms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The intent behind this work was to bring not only clarity and understanding to the field but to our own research and practice as well. MVLRI has published numerous <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/?_pub_category=student-centered-learning\" target=\"_blank\" rel=\"noreferrer noopener\">publications<\/a> and <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">blog posts<\/a> on student-centered learning including case studies of several Michigan schools\u2014<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-at-berrien-springs-public-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\">Berrien Springs Public Schools<\/a>; <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">The Public Schools of Calumet, Laurium, and Keweenaw<\/a>; and <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/oxford-community-schools-makes-learning-student-centered\/\" target=\"_blank\" rel=\"noreferrer noopener\">Oxford Community Schools<\/a>. In addition, MVLRI partnered with the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp<\/a> (MiCoOp), a network of school districts that are early adopters of student-centered learning, to provide guidance on implementing effective student-centered practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is through this work that MVLRI hopes to further the conversation around the merits and difficult, yet worthwhile, work of making learning student-centered and provide the necessary clarity around what we mean when we say \u201cstudent-centered learning.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"acknowledgments\">Acknowledgments&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This work would not have been possible if not for the thought leadership around student-centered, competency-based, and personalized learning by leading educational organizations. The definition graphic and matrices were developed\/adapted from and based on work by the Nellie Mae Education Foundation, Aurora Institute (formerly iNACOL), ISTE, and the <em>Michigan Virtual Learning Research Institute<\/em>. A full list of references used is listed below.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Basye, D. (2018, January 24). <a href=\"https:\/\/www.iste.org\/explore\/Education-leadership\/Personalized-vs.-differentiated-vs.-individualized-learning\">Personalized vs. Differentiated vs. Individualized Learning<\/a>. https:\/\/www.iste.org\/explore\/Education-leadership\/Personalized-vs.-differentiated-vs.-individualized-learning<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Glowa, L. and Goodell, J. (2016) <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/iNACOL_FunctionalRequirementsForIntegratedSystems.pdf\"><em>Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning<\/em><\/a>. Vienna, VA: International Association for K-12 Online Learning (iNACOL).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C. &amp; DeBruler, K. (2019, October 22). <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">What Exactly IS Student-Centered Learning?<\/a>&nbsp; https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Levine, E. &amp; Patrick, S. (2019). <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/what-is-competency-based-education-an-updated-definition-web.pdf\"><em>What is Competency-Based Education? An Updated Definition<\/em><\/a>. Vienna, VA: Aurora Institute.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Patrick et al. (2013). <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/mean-what-you-say-1.pdf\"><em>Mean What You Say: Defining and Integrating Personalized, Blended, and Competency Education<\/em><\/a>. Vienna, VA: International Association for K-12 Online Learning (iNACOL).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Spangler, D., Brown. S, Simmons, T., McGarvey, B., Cushenberry, D., Griffin, J., Donohue, N., Rath, B., Powell, R., &amp; Dawson, L. (2016). <a href=\"https:\/\/uj9a82.p3cdn1.secureserver.net\/wp-content\/uploads\/2021\/12\/OPP-Seizing-the-Moment-Student-Centered-Learning.pdf\"><em>Seizing the Moment: Realizing the Promise of Student-Centered Learning<\/em><\/a>. Our Piece of the Pie\u00ae, Inc.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24,\"className\":\"additional\"} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion additional gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Additional Related Resources<\/strong> (click to expand)                                                                         <\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p>In addition to resources used to develop the definition graphic and matrices, multiple resources were consulted to expand our understanding of student-centered learning, competency-based education, and personalized learning. Resources are listed below accompanied by a short description.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-1-students-are-empowered-daily\/\">CBE Starter Pack 1: Students are Empowered Daily<\/a> (Aurora Institute): Knowing where to get started with competency-based education can be overwhelming. The goal of this series of \u201cCBE Starter Packs\u201d is to help readers find their entry points. Each post focuses on one of the seven elements of the Aurora Institute\u2019s 2019 CBE Definition.<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/\">2: Meaningful Assessment<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-3-timely-differentiated-support\/\">3: Timely, Differentiated Support<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-4-progress-based-on-mastery\/\">4: Progress Based on Mastery<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-5-learn-actively-with-varied-pathways-and-pacing\/\">5: Learn Actively With Varied Pathways and Pacing<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-6-equity-strategies-drive-culture-structures-and-pedagogy\/\">6: Equity Strategies Drive Culture, Structures, and Pedagogy<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-7-establish-rigorous-common-expectations-with-meaningful-competencies\/\">7: Establish Rigorous, Common Expectations with Meaningful Competencies<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/cloudfront-s3.solutiontree.com\/pdfs\/Reproducibles_BWT\/competencybasedlearningschooldesignrubricupdated.pdf?_ga=2.106310979.1982821280.1621424844-495779042.1614955756\">Competency-Based Learning School-Design Rubric<\/a> (Solution Tree): Built around the 2019 definition of CBE from the Aurora Institute, this CBE school-design rubric comes from the book <a href=\"https:\/\/www.solutiontree.com\/breaking-with-tradition.html\"><em>Breaking with Tradition: The Shift to Competency-Based Learning in PLCs at Work<\/em><\/a> by Brian Stack and Jonathan Vander Els. The rubric explores what it looks like, from a school-design perspective, when each of the seven principles of CBE are implemented on a scale from initiating to developing to performing.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.christenseninstitute.org\/blog\/defining-personalized-learning-and-blended-learning-is-there-a-difference\/\">Defining personalized learning and blended learning: Is there a difference?<\/a> (Christensen Institute): To better understand personalized learning, author Julia Freeland Fischer explains how the Christensen Institute understands the clear distinction between these two related but distinct terms.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/resource\/designing-equity-leveraging-competency-based-education-ensure-students-succeed\/\">Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed<\/a> (CompetencyWorks, Aurora Institute): The structures of our traditional education system include barriers that prohibit equitable learning. This report explores these barriers and offers an equity framework including strategies to ensure equity is achieved within a personalized, competency-based system.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/\">What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom<\/a> (Resilient Educator): In this blog, author Cathy Weselby explains what it means to differentiate instruction, gives a brief overview of each of the four ways to differentiate instruction, as well as provides strategies for differentiating instruction across different subject areas.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/educator-support-in-competency-based-learning-schools\/\">Educator Support in Competency-Based Learning Schools<\/a> (Aurora Institute): Authors Brian Stack and Jonathan Vander Els explain five strategies school leaders can use to not only recruit but better support educators to be highly effective in a competency-based school.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/knowledgeworks.org\/resources\/evidence-learning-states-instructional-time-attendance-policies\/\">Evidence of Learning: How States Are Rethinking Instructional Time and Attendance Policies in the COVID-19 Era<\/a> (KnowledgeWorks): This KnowledgeWorks resource briefly explores how 10 different states are beginning to think differently about seat time.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/studentsatthecenterhub.org\/wp-content\/uploads\/SATC-FAQ-Definitions-050917.pdf\">FAQs, Terms, and Student-Centered Learning<\/a> (Students at the Center): This resource provides a framework for student-centered learning as well as covers many frequently asked questions about student-centered learning, competency-based education, and personalized learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/implementing-competency-based-education-in-your-school-or-district-a-tool-to-help-you-chart-your-journey\/\">Implementing Competency-Based Education in Your School or District: A Tool to Help You Chart Your Journey<\/a> (Aurora Institute): Authors Brian Stack and Jonathan Vander Els explain their updated <a href=\"https:\/\/drive.google.com\/file\/d\/1Sha7nHcNt304GEtXBfU_1mDE0QjBLC1M\/view\">design rubric tool<\/a>, a resource from their book <a href=\"https:\/\/www.solutiontree.com\/breaking-with-tradition.html\"><em>Breaking With Tradition: The Shift to Competency-Based Learning in PLCs at Work<\/em><\/a>. Stack and Vander Els suggest completing a self-assessment against all seven CBE design principles and provide several questions to consider during the self-assessment.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/ccsso.org\/sites\/default\/files\/2017-10\/Leadership_Competencies_Final-090717%280%29_0.pdf\">Leadership Competencies<\/a> (Jobs for the Future &amp; the Council of Chief State School Officers): This document serves as a companion to the <a href=\"https:\/\/studentsatthecenterhub.org\/wp-content\/uploads\/educator-competencies-2020.pdf\">Educator Competencies for Personalized, Student-Centered Teaching<\/a> and is intended to help school leaders determine not only what they should emphasize and prioritize but how to decide as well as the outlook that is needed to develop and foster a learner-centered culture within their learning community.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/knowledgeworks.org\/personalized-learning-state-education-policy\/\">State Policy Framework for Personalized Learning<\/a> (KnowledgeWorks): KnowledgeWorks offers this framework intended to help states build awareness of what is necessary to advance policy systems to support personalized learning. The framework includes four strategies for system design, four core commitments for states to be mindful of, and twelve policy conditions states will need to tackle.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/knowledgeworks.org\/resources\/personalized-learning-technology-students\/\">Personalized Learning Is About Giving Every Student an Opportunity to Learn<\/a> (KnowledgeWorks): Author Charles Ambrose explains that personalized learning looks different in every school district, should be shaped by the needs and wants of the community, and does not have to be synonymous with technology.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Quality-Principles-Book.pdf\">Quality Principles for Competency-based Education <\/a>(Aurora Institute, CompetencyWorks): Authors Chris Sturgis and Katherine Casey explore 16 quality design principles designed to help guide school districts looking to implement competency-based learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/\">Resources<\/a> (Students as the Center): Search over 1,500 resources by keyword, expertise (advocacy, policy, practice, or research), framework principle (personalized learning, student agency and voice, CBE, real-world connections), topic, and\/or resource type.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.the74million.org\/article\/indiana-rethinking-high-school-purdue-polytechnic\/\">Rethinking High School: Upending Traditional Subject Structure in Indiana<\/a> (The 74): Purdue Polytechnic High School (Indianapolis, IN) is rethinking education by doing away with traditional structures and completely redesigning the learning experience for their students. Their nontraditional schedule emphasizes personalized learning and engaging real-world projects.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/studentsatthecenterhub.org\/wp-content\/uploads\/SCL-Continuum-06-19-19-1.pdf\">Student-Centered Learning Continuum<\/a> (Nellie Mae Education Foundation): Based upon existing research, this continuum was designed to describe and establish what quality student-centered learning looks like in classrooms, schools, and school districts.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/knowledgeworks.org\/get-inspired\/personalized-learning-101\/competency-based-versus-traditional\/\">The Difference Between Traditional Education and Personalized, Competency-Based Education<\/a> (KnowledgeWorks): KnowledgeWorks briefly explores how personalized, competency-based learning differs from traditional learning in the areas of school culture, learning continuum, learning pace, instruction, assessment, and grading policies.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2022\/11\/Value_Networks.pdf\">The hidden forces that help or hinder learner-centered education<\/a> (Education Reimagined, Christensen Institute): In this report, author Thomas Arnett describes how five different learner-centered models launched and grew by piecing together value networks aligned with their vision for learner-centered education.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=e6ieXLVCss4\">Transformation<\/a> (Nellie Mae Education Foundation): In this short video, the Nellie Mae Education Foundation explains why the traditional model of education does not work for all learners. The video also introduces the four key principles of student-centered learning.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.amazon.com\/Unpacking-Competency-Based-Classroom-Equitable-Individualized\/dp\/1952812453\/ref=sr_1_5?crid=13D57FWAX2E1M&amp;keywords=stack+vander+els&amp;qid=1657728646&amp;sprefix=stack+vandr+els%2Caps%2C368&amp;sr=8-5\">Unpacking the Competency-Based Classroom: Equitable, Individualized Learning in a PLC at Work\u00ae<\/a> (Solution Tree): By including a variety of perspectives from educators who have successfully made the shift towards competency-based education, authors Brian Stack and Jonathan Vander Els detail how the practices and structures of a professional learning community (PLC) can help support teachers moving towards CBE.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->",
            "title": "What Do We Mean When We Say Student-Centered Learning?",
            "excerpt": "Student-centered learning, personalized learning, and competency-based education\u2014terms widely recognized in the field of K-12 education. While we know they are related, do they mean the same thing? This report explores how each term is defined as well as what they look like in practice to gain a deeper understanding of what we really mean when we say student-centered learning. ",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Thank you for your request!<\/h1>\t\t\n\t\t<p>Let your student\u2019s counselor know that your student is interested in taking online courses through Michigan Virtual. Please create a printout of the below template and have your student take it to his\/her counselor.<\/p><p>[Parent \/ Guardian Name]<br \/>[Street Address]<br \/>[City], [State], [Zip]<\/p><p>[Current Date]<\/p><p>Dear School Administrator,<\/p><p>I understand Michigan legislation expanded online learning opportunities, and students attending a public local district or public school academy in grades 6-12 may enroll in up to two online courses during an academic term.<\/p><p>My student, [Student Name (First &amp; Last)], is interested in enrolling in an online course with <em>Michigan Virtual\u2122<\/em>. I am requesting your assistance in enrolling Raegan in a course for the [Fall\/Spring] [Year] term\/semester.<\/p><p>Please let me know if you have questions or need me to do anything else to facilitate the enrollment process.<\/p><p>Thank you for your interest in my child.<\/p><p>[Parent \/ Guardian Name]'s Signature<\/p><p>[Phone Number]<br \/>[Email Address]<\/p>",
            "title": "Parent \/ Guardian Enrollment Request Template &amp; Fillable PDF",
            "excerpt": "Thank you for your request! Let your student\u2019s counselor know that your student is interested in taking online courses through Michigan Virtual. Please create a printout of the below template and have your student take it to his\/her counselor. [Parent \/ Guardian Name][Street Address][City], [State], [Zip] [Current Date] Dear School Administrator, I understand Michigan legislation...",
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            "path": "\/blog\/overcoming-procrastination-boost-student-executive-function-with-transparent-planning-free-template\/",
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            "content": "<!-- wp:paragraph -->\n<p>My high school students have always struggled with procrastination.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether it\u2019s waiting to do their homework until three minutes before the bell rings or waiting to finish a big paper the night (or morning) before it\u2019s due, many of them freely admit: they have a problem.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>If I\u2019m honest, they\u2019re not the only ones with a procrastination problem.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I struggle with procrastination, too. In some ways, this has been helpful. Throughout my career, I\u2019ve had many classroom conversations about setting realistic goals, planning ahead, and sticking to those plans.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Interestingly, the term \u201cexecutive function\u201d has never come up explicitly in these classroom conversations. But with the education world\u2019s recent focus on executive function skills, I\u2019ve realized that they should be a focus in our discussions about procrastination \u2014 and beyond.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to <a href=\"https:\/\/developingchild.harvard.edu\/science\/key-concepts\/executive-function\/\">Harvard\u2019s<em> <\/em>Center on the Developing Child<\/a>:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>Executive function and self-regulation<\/em><\/strong><em> skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Just as an air traffic control system at a busy airport safely manages the arrivals and departures of many aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses.<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Considering this definition, it seems intuitive that procrastination and issues with executive function are related. Projects, papers, and assignments often pile up for students because they have trouble resisting distractions, prioritizing what\u2019s important, and controlling impulses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As I looked into it more, I found that <a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/21113838\/\">some<\/a> <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/23279095.2019.1684293?scroll=top&amp;needAccess=true&amp;role=tab\">studies<\/a> have also identified a link between executive function and procrastination.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, procrastination is not always a result of executive function deficit or dysfunction. Still, the connection has compelled me to consider how to bring more focus to executive function skills in my instruction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Our students are not born with executive function skills.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instead, these skills need to be built and developed as children grow.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Amazingly, that potential for development and growth never stops. That means that no matter what age our students are (or even what age <em>we<\/em> are), there\u2019s always room for expansion.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a teacher, that makes me feel inspired and optimistic. It reminds me that I am responsible for providing support so students can develop these skills in my classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Recently, I came across <a href=\"https:\/\/www.bloomsbury.com\/us\/study-skills-handbook-9781137610874\/\">The Study Skills Handbook<\/a> by Stella Cottrell. This book is aimed at undergraduate students, but I found myself wanting to modify some of her resources to build my high school students\u2019 executive function skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I loved Cottrell\u2019s activity called \u201cplanning backward from deadlines,\u201d so I created a version that can be used with adolescents working on extensive activities or projects in any grade level or subject area.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s a straightforward remedy for the ever-present problem of procrastination. Even better, it provides many opportunities to strengthen executive function skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1rkzg3YQsSKXglH3-UNCVGUfwPjf1LFHW2Vsd2oGUjHw\/edit?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Click here to access my adapted template\u2192<\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here are three things I love about this resource:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>1. It provides space to break down projects and activities.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>According to <a href=\"https:\/\/www.edutopia.org\/article\/helping-students-develop-executive-function-skills\/\">Gina DiTullio<\/a>:<br><br><em>\u201cLong-term assignments can be particularly challenging for students with deficits in executive function. One way to address this issue is by directly teaching students how to map out larger projects and break them down into smaller, more manageable pieces.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:image {\"id\":80492,\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-full is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/Step-1.png\" alt=\"\" class=\"wp-image-80492\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>If the project or activity your class is working on will cover the span of a week, month, or even longer, it can be challenging for students to stay organized, motivated, and on task.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first column on this resource allows you and your students to <strong><em>break down the project into smaller parts<\/em><\/strong> to address this issue.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not only does breaking a task down make the individual parts seem more manageable, but it can also clarify smaller objectives within the work necessary for success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Breaking larger work down like this can help students <strong><em>organize<\/em><\/strong>, <strong><em>prioritize<\/em><\/strong>, <em>and<\/em> <strong><em>better understand<\/em><\/strong> the specific procedural knowledge of your subject matter.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are a lot of different ways that you can use the first column. If you\u2019re using this resource for the first time with students, or if your students are younger, you can fill in the entire first column yourself. I modeled this in the example provided.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To model your thought process, you may consider talking students through how you decided on each step and the order in which you\u2019ve written them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once your students have seen this resource a few times, or if you\u2019re working with older students whose executive function skills and subject area knowledge are more developed, you might <strong><em>include students<\/em><\/strong> in breaking down the steps necessary to complete a large piece of work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Later, when students have had practice co-planning with you, they can use this resource to break down student-centered projects and tasks that they themselves construct.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>2.<\/strong> <strong>It helps students manage time through clarity and specificity.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"id\":80499,\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-full is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/2.png\" alt=\"\" class=\"wp-image-80499\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>The second and third columns in this resource are about <strong><em>time<\/em><\/strong> and <strong><em>place<\/em><\/strong>. The second column asks <strong><em>how long <\/em><\/strong>a step will take, and the third asks <strong><em>when<\/em><\/strong> and <strong><em>where<\/em><\/strong> students will spend that time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The third column also asks students to identify responsibility for a task: \u201cWhen and where will <strong><em>we<\/em><\/strong> do it?\u201d draws attention to what you will do together as a class, and \u201cWhen and where will<em> <\/em><strong><em>I<\/em><\/strong><strong> <\/strong>do it?\u201d draws attention to what students need to do individually.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students understand how long a step will take and can envision exactly how and where they will spend that time, it can make it easier for them to get started with that task and sustain their effort through its completion.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the example, you\u2019ll notice that the student specifies that they\u2019ll work at their kitchen table. They also define something else about their workspace: their phone won\u2019t be there. With this clarity, the student is likelier to have a successful homework session.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Like the first column, the second and third columns also invite <strong><em>flexibility<\/em><\/strong>. As you begin to use this resource, you may choose to fill the columns in yourself to provide clear guidance for your students. I modeled this in the example.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you fill these columns in yourself, you can <strong><em>encourage students to make personal notes<\/em><\/strong>. I included an example in Comic Sans font of what a student might add to the third column after realizing they\u2019d be responsible for doing some work at home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As you and your students become more familiar with this resource, you can <strong><em>hand over more responsibility<\/em><\/strong> for managing time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>3. It provides many opportunities for reflection.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A vital component of strong executive function skills is the ability to <strong><em>self-regulate<\/em><\/strong>. While this skill may seem difficult to teach, an effective way to build these skills is by providing space for <strong><em>reflection<\/em><\/strong> throughout a project or activity.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The last three columns of this template allow students to <a href=\"https:\/\/harvardcenter.wpenginepowered.com\/wp-content\/uploads\/2015\/05\/Activities-for-Adolescents.pdf\">self-monitor and reflect<\/a> on what did and did not work well after completing work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":80500,\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-full is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/05\/3.png\" alt=\"\" class=\"wp-image-80500\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Though you might fill out the first three columns for students (as I did in the example), students should definitely <strong><em>fill the last three columns in themselves.<\/em><\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This isn\u2019t to say they should be totally on their own. Especially as you begin working with this resource, it makes sense to give students time and support in class to answer these questions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, as you give students time to answer \u201cHow long did it take?\u201d you might review how much time you spent together in class and whether this matched your expectations as the instructor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Explicitly discussing your own time management<\/em><\/strong> can also provide a model for students to follow as they work on the task at hand <em>and<\/em> as they move on to future assignments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As you give students time to fill in the last two columns about what went well and what they would change, you can give them examples of topics they might discuss.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>For example, students might talk about:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Their interest level<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How confident they felt about the task<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Gaps in understanding that they realized while working, or&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The amount of engagement and distraction they felt.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You, as the teacher, can also model your thoughts on these topics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another option you have for the last two columns is to allow space for students to reflect <strong><em>immediately<\/em><\/strong> <strong><em>AND<\/em><\/strong> <strong><em>after<\/em><\/strong> they\u2019ve completed the entire project.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In terms of executive function skills, both types of these reflections are valuable.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <strong><em>immediate<\/em><\/strong> <strong><em>reflection<\/em><\/strong> gives students the ability to self-monitor as they\u2019re working. They can build on the success they\u2019re feeling and course-correct if things are going awry.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <strong><em>post-completion reflection <\/em><\/strong>might elicit different, more nuanced thoughts after students have experienced the entirety of the work process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students can then reflect on what did and did not go well in the project as a whole and consider how to apply their findings to their work in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Ultimately, the greatest thing about this resource is that it builds skills fundamental to almost every aspect of students\u2019 lives.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And, yes, it doesn\u2019t hurt that it can encourage them to conquer their procrastination habits and turn in higher-quality work, too!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you are interested in learning more about strengthening executive function skills in your classroom, here are some other resources you may want to check out:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/developingchild.harvard.edu\/resources\/what-is-executive-function-and-how-does-it-relate-to-child-development\/\">What Is executive function? And how does it relate to child development?<\/a> (Infographic from Harvard University\u2019s Center on the Developing Child)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.edutopia.org\/article\/helping-students-develop-executive-function-skills\/\">Helping students develop executive function skills<\/a> (Edutopia article)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/developingchild.harvard.edu\/resources\/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence\/\">Enhancing and practicing executive function skills with children from infancy to adolescence<\/a> (Activities guide from Harvard University\u2019s Center on the Developing Child)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->",
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            "content": "<!-- wp:paragraph -->\n<p>Technological advancements have historically brought about <a href=\"https:\/\/michiganvirtual.org\/blog\/how-will-artificial-intelligence-change-education\/\">significant changes in the field of education<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the latest technologies introduced to the world of education is <a href=\"https:\/\/openai.com\/blog\/chatgpt\">ChatGPT<\/a>, an AI-based chat and text-generation tool with the potential for diverse applications in many fields, including education. This innovative tool has attracted the attention of many educators interested in exploring its potential to improve the educational experience of their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over the course of a week, a group of educators at <a href=\"https:\/\/michiganvirtual.org\/\"><em>Michigan Virtual<\/em><\/a> experimented with ChatGPT to generate and test sample content for online courses and reflected on their experiences. Their insights and feedback are valuable in helping us understand the potential benefits and limitations of using AI in education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This blog post summarizes the lessons learned from these experiments and the resulting discussions. We explore how AI can be used effectively in curriculum development, when and where it can supplement an SME (subject-matter expert), how it can help individualize student learning, and what considerations need to be made when using AI-based content creation tools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Jumpstarting content design with AI<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When it comes to content design, our team discovered that one of the most effective ways that AI can be used is in generating question banks and lesson introductions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>ChatGPT can provide a good starting point, spark ideas for getting a course started, and help you develop scenarios and examples by responding to specific prompts. This tool can also assist in summarizing existing content and identifying alignment issues.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, it\u2019s important to note that AI <em>cannot<\/em> replace an SME's subject matter expertise. A background in instructional design is still necessary to refine the content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>AI can help generate course content in several other ways as well. For example, ChatGPT can generate course objectives and create a consistent scope and sequence with unit lessons. It can follow directions and create content that follows a consistent outline, rubric, or style.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It can even help educators generate and refine their own rubrics, objectives, or criteria for assessment and assignments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Below is an example prompt and response demonstrating how ChatGPT can help jumpstart content design:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Prompt:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Write a summary of a unit of instruction for a 5th-grade class regarding the scientific method. Most of the students live in rural agricultural communities and have experience with farming, outdoor activities, and nature in general. Make sure to use this prior knowledge when describing the unit of instruction and align the content to Michigan State Standards.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>ChatGPT Response:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Unit Title<\/em><\/strong><em>: Discovering the Scientific Method in Nature<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Michigan State Standards<\/em><\/strong><em>:<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Science Process and Inquiry: Apply scientific methods and tools to make accurate observations, gather and analyze data, form hypotheses, and communicate findings.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Life Science: Understand the interdependence of plants and animals in ecosystems and the effects of environmental changes on these ecosystems.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Earth and Space Science: Understand the processes and components of the Earth's systems and their interactions.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Engineering, Technology, and Applications of Science: Understand how science and technology can solve problems and improve the quality of life.<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Objectives:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Understand the steps of the scientific method (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Apply the scientific method to real-life examples from nature (Science Process and Inquiry, Life Science)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Analyze the results of scientific investigations and draw conclusions (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Develop critical thinking and problem-solving skills (Engineering, Technology, and Applications of Science)<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Lesson 1: Introduction to the Scientific Method<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Define the scientific method and its importance in scientific investigations (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Explain the steps of the scientific method (observation, question, hypothesis, experiment, data analysis, conclusion) (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Use examples from nature to illustrate the steps of the scientific method (Life Science)<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Lesson 2: Observing Nature<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Discuss the importance of observation in scientific investigations (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Practice making observations of natural phenomena (e.g., plant growth, animal behavior, weather patterns) in the schoolyard or nearby natural areas (Life Science, Earth and Space Science)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Use observation skills to generate questions for investigation (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Lesson 3: Forming a Hypothesis<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Define a hypothesis and explain its role in scientific investigations (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Practice generating hypotheses based on observations and prior knowledge of natural phenomena (Life Science)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Use critical thinking skills to evaluate the validity of hypotheses (Engineering, Technology, and Applications of Science)<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Lesson 4: Conducting Experiments<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Discuss the importance of experimental design in scientific investigations (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Practice designing experiments to test hypotheses about natural phenomena (Life Science, Earth and Space Science)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Conduct experiments in the schoolyard or nearby natural areas (Science Process and Inquiry, Earth and Space Science)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Collect and analyze data from experiments (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Lesson 5: Drawing Conclusions<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Discuss the importance of data analysis and drawing conclusions in scientific investigations (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Analyze data collected from experiments and draw conclusions based on evidence (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Practice communicating scientific findings in written or oral form (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Assessment:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Students will be assessed through class participation, completion of in-class assignments, and a final project in which they apply the scientific method to a real-life example from nature. The final project will include a written report and a presentation to the class.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Extension Activities:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Field Trip: Take a field trip to a nearby farm or natural area to observe natural phenomena and practice using the scientific method. (Life Science, Earth and Space Science)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Citizen Science Project: Participate in a citizen science project (e.g., monitoring bird populations, tracking weather patterns) and use the scientific method to collect and analyze data. (Science Process and Inquiry, Earth and Space Science)<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Science Fair: Encourage students to apply the scientific method to a project of their choice and present their findings at a school science fair. (Science Process and Inquiry)<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This response was tailored toward a specific audience and generated an excellent <em>jumping-off point<\/em> for any educator to continue designing lessons based on this unit of study.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To further refine these materials, the teacher, curriculum designer, or educator responsible for this content would still need to add more clarity at some points, such as creating some of the in-class assignments, the final project rubric, or any presentation and discussion components, as well as any differentiation that a student may need.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That being said, ChatGPT may be able to help jumpstart thinking around some of these materials, too\u2026<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Individualizing student learning with AI<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Our team also posited that ChatGPT has the potential to assist with individualizing learning for students who need differentiation and extension. This tool can help educators provide further explanations or deepen a student\u2019s understanding by generating ideas for assessments, providing a variety of assignments, and adjusting readability levels.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>AI might also be helpful when suggesting language for IEP\/504 accommodations and tailoring materials for special education and ELL students. In such situations, AI could quickly generate content within accommodation parameters or translate existing content between teachers and students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, our team tested using ChatGPT to change the reading level of content, generate alternative assignments, and adapt content into plain\/simplified language for a non-native English audience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s important to understand, however, that many of these accommodations and modifications will still require a teacher\u2019s intimate understanding of a child\u2019s needs to be successful. This holds true even if the AI is capable of following a set of instructions outlined in an IEP!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our team also noted that educators must consider the potential issues of students using AI to get answers to assessments, as well as the importance of media literacy. Ultimately, it\u2019s up to educators to create assessments and problems that challenge students with unique and authentic problems and situations that cannot be simply answered using an AI\u2019s knowledge bank.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers must seek to have students <em>apply<\/em> their knowledge, not simply write down and <em>recall<\/em> it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Here\u2019s an example prompt and response demonstrating how ChatGPT could be used to individualize student learning:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Prompt:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Generate an assignment in the unit just created that is for an ELL student that needs help understanding key vocabulary words in English and Spanish.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>ChatGPT Response:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Assignment: <\/em><\/strong><em>Scientific Method Vocabulary<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Objective:<\/em><\/strong><em> To help ELL students understand key vocabulary words related to the scientific method in both English and Spanish.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Instructions:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Create a chart with the following vocabulary words in English and Spanish: observation\/observaci\u00f3n, question\/pregunta, hypothesis\/hip\u00f3tesis, experiment\/experimento, data analysis\/ an\u00e1lisis de datos, conclusion\/conclusi\u00f3n.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Review each vocabulary word with the student and provide an example of how it is used in the scientific method.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Have the student practice saying each word in English and Spanish.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Ask the student to use each vocabulary word in a sentence in both English and Spanish.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Provide a list of natural phenomena or scientific experiments for the student to choose from and ask them to write a brief explanation of how the scientific method can be applied to the chosen phenomenon or experiment, using the vocabulary words in both English and Spanish.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Assessment:<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>The student will be assessed based on their ability to correctly identify and use the scientific method vocabulary words in both English and Spanish in their written explanation.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Extension Activity:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Encourage the student to research a famous scientist from a Spanish-speaking country and write a short biography of their life and work, highlighting their contributions to the scientific community. The student can then present their findings to the class in both English and Spanish.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While this is a good attempt, it may or may not meet the student\u2019s needs and would likely require teacher refinement in many circumstances.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our team noted that to get more refined responses, you need to be very specific with your prompts, and it may take more than a few tries to generate something effective for classroom use without requiring much input.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>AI in the 5D Process<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When designing courses, our instructional product development team at <em>Michigan Virtual <\/em>follows the \u20185D\u2019 process: define, design, develop, deploy, and debrief.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During our experimentation with ChatGPT, our curriculum developers discussed how AI could and <em>should<\/em> be further tested in areas such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Importing files<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Inheriting templates<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Evaluating the status and health of courses<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Summarizing datasets (both quantitative and qualitative) to identify themes<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Creating scope and sequences for courses from scratch, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Creating interactive content with given code and terms.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The group's opinion overall was that ChatGPT, as a standalone, is most useful for the \u2018define,\u2019 \u2018design,\u2019 and \u2018develop\u2019 stages of the course design process, while the \u2018deploy\u2019 and \u2018debrief\u2019 stages require more uniquely human expertise and input.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Pros and cons of using AI for curriculum development<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A few patterns emerged throughout our team\u2019s experiments and discussion, which we\u2019ve organized into a short list below. We hope this list will provide helpful guidance for anyone using AI for curriculum development:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Pros - AI can\u2026<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Assist in developing question banks.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide starting platforms and frameworks for lesson design.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide a good starting point and spark ideas for course creation or problem-solving for students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Generate course objectives and create a consistent scope and sequence with unit lessons.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Help students who need further explanation or a deeper understanding.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Potentially save time for SMEs by providing idea generation and summaries.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Cons - AI cannot\u2026<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Replace an SME's deep subject matter expertise gained from their experience and knowledge in the field.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Replicate safety and a human experience.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Accurately gauge how someone would act.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Validate its own content with the same expertise as an SME.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be used as a flippant tool for teachers to create content without thinking about how students can and will use AI to help them with that same content, as doing so will likely result in poor outcomes for teachers and students alike.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Conclusion<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Overall, AI shows great potential for <a href=\"https:\/\/michiganvirtual.org\/blog\/ai-in-education-what-you-need-to-know-about-this-game-changing-technology\/\">revolutionizing how we design and create educational content<\/a>. However, these powerful tools are not without their limitations and challenges.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While AI can help save time and provide a starting point for designing courses, it cannot replace the expertise that SMEs bring to the table.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s also important to consider the potential issues that could arise from relying too heavily on AI, such as the risk of teachers designing content using AI tools without being mindful of how their students may rely on similar tools to help complete this content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our teachers ought to learn how to use these tools responsibly and with the intent to provide students with challenges and authentic learning situations rather than using them as a worksheet and test factory. To do this, educators will require training in using AI effectively and its limitations and potential risks.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite these challenges, AI has shown itself to be a valuable tool with the potential to improve the educational experience for educators and students alike.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is essential that the education community continue exploring the potential of AI in the classroom and adopt a holistic approach that combines the benefits of AI with the expertise of human educators. By learning how to best utilize this emerging technology, educators can realize the potential of AI in education and create engaging and effective learning experiences for all students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you\u2019re interested in diving deeper into the role of AI in education, check out these professional learning courses for educators: <a href=\"https:\/\/michiganvirtual.org\/course\/introduction-to-artificial-intelligence\/\">Introduction to Artificial Intelligence<\/a> and <a href=\"https:\/\/michiganvirtual.org\/course\/chatgpt-for-educators-an-introduction\/\">ChatGPT for Educators: An Introduction<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>See also:<\/strong> <a href=\"https:\/\/michiganvirtual.org\/blog\/how-might-artificial-intelligence-change-the-way-we-teach\/\">How might AI change the way we teach?<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>***This content was written from an AI-generated outline, then edited by multiple human participants for accuracy and clarity.***<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<h1>Universal Design for Learning<\/h1>\t\t\n\t\t<p>Universal Design for Learning (UDL) is a powerful framework that enables all learners to access rigorous and meaningful learning opportunities. In order to fully appreciate the benefits of UDL, it's important to understand the principles that underpin it, and the reasons why it should be incorporated into your instructional design. By exploring these principles, you will gain valuable insights into how to make your teaching more inclusive and effective for all learners.<\/p>\t\t\t\t\n\t\t\t<h6> Intro to Universal Design for Learning: Engagement <\/h6>\t\t\n\t\t<p>\u00a0Universal Design for Learning (UDL) is a framework that allows you to make meaningful, rigorous learning opportunities accessible to all students. In this course, you\u2019ll dive into one of the key principles of UDL: \u201cprovide multiple means of engagement.\u201d Engagement is the \u201cwhy\u201d of learning and represents students' motivation to learn. You will explore what this principle really means, why you should use it, and how you can apply it to your instructional design. This course is designed for educators across all subject areas and grade levels.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li style=\"font-weight: 400\">Explain how Universal Design for Learning (UDL) can eliminate barriers for learners and create equitable learning outcomes.<\/li><li style=\"font-weight: 400\">Identify examples of the UDL principle of engagement in practice across grade levels and content areas.<\/li><li style=\"font-weight: 400\">Apply the UDL principle of engagement to create instruction that encourages students to become expert learners.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/intro-to-universal-design-for-learning-engagement\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6> UDL: Engagement - Apply Your Skills  <\/h6>\t\t\n\t\t<p>Ready to get hands-on experience designing lessons using the Universal Design for Learning (UDL) framework? In this competency-based course, you\u2019ll practice revising one of your own lesson plans, sessions, or activities by applying the UDL principle of \u201cprovide multiple means of engagement.\u201d This course is intended for educators in all subjects and grade levels.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li style=\"font-weight: 400\">Choose one of your lesson plans, sessions, or activities that would benefit from providing students with more options for engagement<\/li><li style=\"font-weight: 400\">Demonstrate how your existing lesson plan, session, or activity currently engages learners with UDL\u2019s guidelines and checkpoints.<\/li><li style=\"font-weight: 400\">Add at least one more option for engagement using UDL\u2019s guidelines and checkpoints and offer a rationale for why you made this choice<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/udl-engagement-apply-your-skills-2\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>Intro to Universal Design for Learning: Representation    <\/h6>\t\t\n\t\t<p>As an educator, you want to provide meaningful and rigorous learning opportunities for your students. But how can you ensure that your lessons are accessible to all learners? In this course, you'll explore the representation principle of the Universal Design for Learning (UDL) framework and how to use this principle to make your lessons more inclusive and engaging. You'll learn how to provide multiple options for how your students perceive and comprehend information, so each student has greater opportunity to succeed. This course is designed for educators of all subjects and grade levels.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li style=\"font-weight: 400\">Learn what the UDL principle of representation is and why it matters.<\/li><li style=\"font-weight: 400\">Discover practical strategies for incorporating the principle of representation into your instructional design.<\/li><li style=\"font-weight: 400\">Explore real-world examples of representation in action across different grade levels and subjects.<\/li><li style=\"font-weight: 400\">Develop the skills you need to create instruction that challenges and supports all your students.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/intro-to-universal-design-for-learning-representation\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>UDL: Representation - Apply Your Skills  <\/h6>\t\t\n\t\t<p>The Universal Design for Learning (UDL) principle of action &amp; expression is a cornerstone of inclusive education. Action and expression represent the \u201chow\u201d of learning: the ways in which learners navigate an environment and show what they know. Join us as we unravel the mysteries of strategic networks in the brain and explore the myriad ways you can incorporate this powerful principle into your instructional design. This course is intended for educators in all subjects and grade levels.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li style=\"font-weight: 400\">Define the three principles of Universal Design for Learning.<\/li><li style=\"font-weight: 400\">Explain how UDL can eliminate barriers for learners and create equitable learning outcomes.<\/li><li style=\"font-weight: 400\">Identify examples of the UDL principle of action and expression in practice across grade levels and content areas.<\/li><li style=\"font-weight: 400\">Utilize the UDL principle of action and expression to create instruction that encourages students to become expert learners.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"#\">\n\t\t\t\t\t\tComing soon\n\t\t\t\t\t<\/a>\n\t\t\t<h6>Intro to Universal Design for Learning: Action &amp; Expression   <\/h6>\t\t\n\t\t<p>The Universal Design for Learning (UDL) principle of action &amp; expression is a cornerstone of inclusive education. Action and expression represent the \u201chow\u201d of learning: the ways in which learners navigate an environment and show what they know. Join us as we unravel the mysteries of strategic networks in the brain and explore the myriad ways you can incorporate this powerful principle into your instructional design. This course is intended for educators in all subjects and grade levels.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li style=\"font-weight: 400\">Define the three principles of Universal Design for Learning.<\/li><li style=\"font-weight: 400\">Explain how UDL can eliminate barriers for learners and create equitable learning outcomes.<\/li><li style=\"font-weight: 400\">Identify examples of the UDL principle of action and expression in practice across grade levels and content areas.<\/li><li style=\"font-weight: 400\">Utilize the UDL principle of action and expression to create instruction that encourages students to become expert learners.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/intro-to-universal-design-for-learning-action-expression\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>UDL: Action &amp; Expression - Apply Your Skills  <\/h6>\t\t\n\t\t<p>School Resource Officers routinely encounter stress while helping to create and ensure a safe and supportive learning environment for all students. It\u2019s paramount that those in this role take their own self-care and wellness seriously. Designed for School Resource Officers, this course provides an overview of common signs that you need self-care, a diverse array of self-care methods, tips for building resilience to avoid burnout, and where and how to seek additional support. This course is the sixth in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Recognize signs of needed self-care, such as stress and anxiety, that deviate from overall wellness.<\/li><li>Identify a diverse array of self-care methods.<\/li><li>Build resilience to avoid burnout, trauma, and dissonance between your expectations and capacity as a school resource officer.<\/li><li>Learn where and how to seek additional support.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/udl-action-expression-apply-your-skills\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>Intro to UDL: Universal Design for Learning (CEU)<\/h6>\t\t\n\t\t<p>Universal Design for Learning (UDL) is a framework that makes instruction appealing to and usable by as many learners as possible. This course serves as an introduction to UDL. First, you will learn what UDL is and how it can benefit learners. From there, you will explore the three principles of UDL and discover how to apply those principles to your practice. Then, in a capstone assignment, you will use what you\u2019ve learned to make your own instructional materials more accessible. This course is intended for educators in all subjects and grade levels.<\/p><p><strong>In this learning experience, you will:<\/strong><\/p><ul><li>Define the three principles of Universal Design for Learning.<\/li><li>Explain how UDL can eliminate barriers for learners and create equitable learning outcomes.<\/li><li>Identify examples of the UDL principles of Representation, Action &amp; Expression, and Engagement in practice across grade levels and content areas.<\/li><li>Utilize the UDL principles to create instruction that encourages students to become expert learners.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/intro-to-udl-universal-design-for-learning-ceu\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>",
            "title": "Universal Design for Learning",
            "excerpt": "Universal Design for Learning Universal Design for Learning (UDL) is a powerful framework that enables all learners to access rigorous and meaningful learning opportunities. In order to fully appreciate the benefits of UDL, it&#8217;s important to understand the principles that underpin it, and the reasons why it should be incorporated into your instructional design. By...",
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            "id": 79810,
            "path": "\/about\/news\/rfq-co-managed-it-services\/",
            "author_id": 62,
            "timestamp": 1680534000,
            "content": "<!-- wp:heading -->\n<h2>I. INTRODUCTION<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2122 is requesting Quotes for a single organization to provide Co-Managed IT services over a three-year period. By releasing this RFQ, <em>Michigan Virtual<\/em> makes no guarantee of any awards of work to any respondents now or in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>II. BACKGROUND OF <em>MICHIGAN VIRTUAL<\/em><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is a 501(c)(3) organization located in Lansing, Michigan. Our mission is to advance both learning and teaching through research, practice, and partnerships. We specifically focus on the K-12 community and how digital technologies can drive student and professional learning. Today, <em>Michigan Virtual<\/em> operates the <em>Michigan Virtual Learning Research Institute\u00ae,<\/em> the Professional Learning Portal, and the Student Learning Portal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>III. DESCRIPTION OF THE REQUEST<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is interested in procuring Co-Managed IT Services for a three-year term, with the option to issue a 90-day notice of termination in the event that the partnership is not meeting expectations. The proposals submitted should clearly distinguish between costs that require an initial capital investment and those that entail monthly service fees.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is looking for services from a company with experience serving similar sized and similar functioning organizations. Please include with the quote at least two (2) references from existing clients, preferably in education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>understands that the majority of the support work can be done remotely. However, there may be instances where the vendor needs to be on-site at the beginning of the contract to familiarize themselves with the IT staff. Moreover, the vendor may need to travel to our office to resolve issues or work together with our onsite team members.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>IV. INFORMATION ABOUT CURRENT IT STAFF POSITIONS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Technology Operations team is lead by a Director of Technology Operations and also includes the following nine positions:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>1 Full Time Application Support Specialist Position<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>1 Full Time IT Support Specialist I Position<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>2 Technology Operations Supervisors - these positions oversee the education technologies and 3 additional staff members who support LMS\/SIS and other educational technologies.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>1 Full Time Technical Writer &amp; Application Support Specialist - Primary responsibilities also include administration of Sharepoint, Wrike and Freshdesk.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>V. INFORMATION ABOUT CURRENT IT ENVIRONMENT<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Detailed information about our current IT environment will be provided up execution of our <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/TEMPLATE-2022-23-2-Way-Confidentiality-Non-Disclosure-Agreement-UNSIGNED.pdf\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/TEMPLATE-2022-23-2-Way-Confidentiality-Non-Disclosure-Agreement-UNSIGNED.pdf\" rel=\"noreferrer noopener\">Confidentiality and Non-Disclosure Agreement<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>VI. DELIVERABLES<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The expected deliverables for the Co-Managed IT Services are defined as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li><strong>Infrastructure Support Services (ISS) - Technical Support for infrastructure<\/strong>:<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Managed network services<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Patching and updating<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Monitoring services<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Remote Monitoring and Management (RMM)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Network Monitoring<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Support of applications and other technology vendors;<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Business productivity applications<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Line of Business (LOB) application<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Vendor Liaison services<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Server support services (physical and virtual)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Backup monitoring, management and maintenance<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>See item 4.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Incident, problem and change management response\/support<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide a portal for tracking incidents, problems and requests made by IT staff.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>End of life equipment procurement and competitive pricing; proactive service to sunset aged equipment.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maintain up-to-date documentation of network topology and systems framework.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Provide an optional hourly rate for User Support Services<\/strong><!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Technical Support for Michigan Virtual end users, at least for basic troubleshooting<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Onboarding\/offboarding of Michigan Virtual staff<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Vacation coverage for select Technology Operations staff<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>SAAS<\/strong><!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Management software for monitoring firewalls (Palo Alto)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Email security<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Email security, spam filtering for existing Office 365 environment<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Managed Endpoint Detection and response (EDR) solution<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Software and alerting services<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Privileged Access Management Tool<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Cybersecurity Training platform<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Trainings<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Phishing simulation<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reporting<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Customization of templates and whitelabeling<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>HAAS - Backup<\/strong><!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Managed backup appliance<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Storage included for backups (60TB+)<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Planning and Strategy<\/strong><!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Fractional Chief Information Security Officer Services, approximately 40 hours per year<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Hourly rate for additional hours.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Annual summary technology plan<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Budgets technology\/infrastructure projects and upgrades<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide recommendations for future enhancement to better meet our organizational goals and objectives<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Quarterly recap and advisory meetings with Fractional CIO<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Additional Recommended Services<\/strong><!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>If there are standard or recommended services that you provide and\/or were not listed above, please provide a description of those and cost on the quote sheet.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>VII. QUOTE INSTRUCTIONS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>A. QUOTE CONTENT AND FORMAT<\/strong> <br>In order to simplify the evaluation process and obtain maximum comparability, <em>Michigan Virtual<\/em> requires that all responses to the RFQ be organized in the manner and format described below. Any relevant supplemental information should be included as attachments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li><strong>Business Information. <\/strong>Describe your business including legal business name, the year the business was organized, legal status (corporation, partnership, sole proprietorship, etc.), and the state of incorporation. Detail your organization\u2019s experience with technology-related and\/or educational organizations of comparable size and scope.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Qualifications and Deliverables Review.<\/strong><!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Define how you will satisfy the proposal deliverables and why you are best suited to do so.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide itemized pricing for each deliverable or related set of deliverables using our <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/Michigan-Virtual_-Co-Managed-IT-Services-Quote-Form.xlsx\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/Michigan-Virtual_-Co-Managed-IT-Services-Quote-Form.xlsx\" rel=\"noreferrer noopener\">Quote Form<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Include a narrative budget justification.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Requirements Definition Process. <\/strong>Briefly outline the process you will use to onboard <em>Michigan Virtual<\/em> as a new client. Provide names of any additional subcontractors or vendors that may be used. Clearly identify any requested services that are not provided or you cannot support due to equipment or other reasons.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Key Team Members.<\/strong> Identify the individuals who will provide services, if awarded the work, and provide brief descriptions of qualifications.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Client References.<\/strong> Provide the names and contact information for a minimum of three similarly sized clients for reference purposes who we may contact.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Nondisclosure Agreement (NDA).<\/strong> All entities wishing to submit a response to this RFQ are required to sign and submit <em>Michigan Virtual\u2019<\/em>s <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/TEMPLATE-2022-23-2-Way-Confidentiality-Non-Disclosure-Agreement-UNSIGNED.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Confidentiality and Nondisclosure Agreement<\/a><a href=\"https:\/\/drive.google.com\/file\/d\/1iqhwyM0ns64vwUNhapybWcjVBL7c79sD\/view\" target=\"_blank\" rel=\"noreferrer noopener\"> <\/a>along with their Quote in response to this RFQ.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>B. SELECTION CRITERIA<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following factors will be considered by<em> Michigan Virtual<\/em> in making the Award.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Preference given to Michigan-based businesses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Fit between requirements and <em>Michigan Virtual<\/em>\u2019s needs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Technical and security expertise and experience.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ability to meet the defined timeline and understanding of the work services to be performed.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Quality of references.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Completeness of the Quote.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Value delivered in proportion to total expected expenses.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>C. CONFIDENTIALITY<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Contents of quotes, proposals, and or future contracts are confidential and will not be disclosed to any parties outside of <em>Michigan Virtual <\/em>during or after the review process. <em>Michigan Virtual<\/em>, as a private nonprofit corporation, is not subject to FOIA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>reserves the right to make the Award to the entity of its choosing, reflective of our understanding of needs, the audiences served and results desired rather than solely based on pricing or other combinations of factors.&nbsp;Further, this RFQ does not obligate <em>Michigan Virtual<\/em> to award any contract. We reserve the right to cancel the RFQ at our discretion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>D. RFQ QUESTIONS, DUE DATES, CONTACT<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are key dates to be aware of for this RFQ process.&nbsp;It is not uncommon for dates to change.&nbsp;Participating vendors will be notified of changes during the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Date<\/th><th>Item<\/th><\/tr><\/thead><tbody><tr><td><strong>Monday, April 3, 2023<\/strong><\/td><td>RFQ distributed<\/td><\/tr><tr><td><strong>Week of April 10, 2023<\/strong><\/td><td>Written Vendor questions submitted to <em>Michigan Virtual<\/em><\/td><\/tr><tr><td><strong>Week of April 10, 2023<\/strong><\/td><td><em>Michigan Virtual<\/em> responds to Vendor questions\/inquiries<\/td><\/tr><tr><td><strong>Week of April 24, 2023<\/strong> (NEW DATE)<\/td><td>Written Quotes due to <em>Michigan Virtual<\/em><\/td><\/tr><tr><td><strong>Weeks of April 24 and May 1, 2023<\/strong><\/td><td>Virtual 1-hour interviews for advancing vendors<\/td><\/tr><tr><td><strong>Week of May 1, 2023<\/strong><\/td><td>Reference checks for advancing vendors<\/td><\/tr><tr><td><strong>Week of May 1, 2023<\/strong><\/td><td>Begin contract negotiations<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Please direct all correspondence and questions related to this RFQ and the required elements as indicated below.<strong>&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Emailed questions are due by Monday, April 10, 2023. <em>Michigan Virtual<\/em> will post written questions and our responses within 1-2 business days under the Question and Answers heading below. If time permits, <em>Michigan Virtual<\/em> is also open to scheduling 30 minute meetings to answer questions.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>One (1) electronic copy of your Quote sent by email to the contacts below no later than noon EST on Monday, April 24, 2023.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The point of contact for RFQ #04032023:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Joe Freidhoff<\/strong><br>Vice President<br>[email protected]<br><em>Michigan Virtual<\/em><br>920 Municipal Way<br>Lansing, MI 48917<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Please cc Kristen Crain, [email protected] on email communications.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> reserves the right to not consider late or incomplete Quotes. Amendments to Quotes will be included in our review only when they are received by the above deadline.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>VIII. QUESTIONS AND ANSWERS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>RESPONSES POSTED 4\/7<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>How many 2012 servers are in use, and is there a plan to upgrade\/replace them, or is there a risk acceptance for those servers to continue in the environment after 2012 reaches Extended End of Life on October 10, 2023?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We expect all of the upgrades\/decommissions to be completed before October.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>How is Google Workspace being used operationally?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Google Workspace for Education Fundamentals (All Users: FT and PTI Staff) and Google Workspace for Education: Teaching and Learning Upgrade (5 Licenses).  Google Workspace is primarily used by staff for collaboration: Google Docs, Google Slides, Google Sheets and Google Drive. We do not use Calendar, Gmail and a very small portion of staff have access to more tools such as Google Meet (5 licenses).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>What is the size and scope of the Horizon VDI environment? Who are the primary users?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our current virtual manchine (VM) count is around 116, consisting of both virtualized workstations and servers, with 16 housed in-office and the remainder located in our data center. Finance, Integrations, and Infrastructure departments are the primary users of these VMs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Are Thin Clients in use?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>No.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Is support for the security\/audio\/visual environment to be considered in-scope for the Managed Services or is this support being retained in-house?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In-scope, if possible. General operational support is retained in-house, but maintenance and upgrades are typically done by a third party vendor. We hope to have those upgrades and the management of those devices managed by our Managed Services Provider, if possible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Is support for the Zoom VoIP phone environment to be considered in-scope for the Managed Services or is this support being retained in-house?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>No. It will be in managed in house.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Is the Zoom environment being utilized for CRM or any other services in addition to PBX?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>No. Zoom is also being used by phone, web meeting services, occasionally including webinar, events and large scale meetings. It is also being used by our Customer Care team for call routing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Line of Business Applications: Please list LOB applications, and indicate whether they are hosted internally within Michigan Virtual\u2019s server environment or are SaaS Applications in the cloud.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We will add this information to the IT Environment document and resend to those who have received it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Vendor Liaison Services: Please describe the expected level of service required by the Managed Service Provider.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Question seems more applicable to a conversation and written response. We are open to scheduling 30 minute meetings to answer such questions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Backup Monitoring, Management, And Maintenance: Is the expectation that the MSP would manage the existing Datto backup solution, and is it desired that any Virtual Machines running in the Datto Cloud environment would be included in the MSP\u2019s monitoring solution?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Yes to both.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>ITSM Portal for IT Staff: Please provide the number of MVL IT staff who need a license for the ITSM, and level of interaction required for supporting the services.<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Approximately 3 licenses.  The level of interaction required for support services varies. This is likely the highest ongoing touch point between our organization and the MSP. This likely warrants a more in depth conversation to get into the scope of support services.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Vacation Coverage for select IT Operations Staff: Please describe the skillset and scope required for Section 2.3 Vacation Coverage, and which select positions would need to be covered. Include estimated hours per year per position and anticipated notice to be given for this service.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Skills would include remote support services and the ability to resolve technical support issues remotely. The person may need to comes onsite if the issue cannot be resolved remotely. We estimate the number of hours would be less than 40 and would covering our IT Support Specialist position and potentially our Application Support Specialist position.  We anticipate providing 30 days notice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Email Security: Is there an email server on-premises or is Michigan Virtual fully using Microsoft Office 365 in the cloud for email?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There is no on-premise for email, we use Microsoft Office 365 with the filtering service identified in the IT Environment document.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Managed Endpoint Detection and Response (EDR) Solution:<\/strong> What is the current EDR in use? Is the expectation that the MSP maintains the existing EDR or provides a different one?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our specific EDR is mentioned in IT Environment document. We are not opposed to moving to a new solution if a better option fits our needs and budget.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Please clarify the expectation related to Software and Alerting Services.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We currently use the monitoring system mentioned in the IT Environment document to monitor the health of our infrastructure, and we have a dashboard visualization up in the office. Additionally, we have another monitoring system through Uptrends that monitors SSO functionality on high priority systems. This is also monitored by our current MSP.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Privileged Access Management Tool: What is the current PAM tool in use? Is the expectation that the MSP maintains the existing PAM tool or provides a different one?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We are currently using the PAM identified in our IT Environment document. We are not opposed to moving to a new solution, if a better option fits our needs and budget.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Cybersecurity Training Platform:<\/strong> <strong>What is the current cybersecurity training platform in use, or is one needed for MVL to white label?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We are likely to be changing our training platform in the near future, and we are open options that meet our needs and budget.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>HAAS: Is the expectation that the MSP would manage the existing Datto backup solution, or provide a backup solution to handle 60+TB with an offsite component?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Either option may be proposed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Quarterly recap and advisory meetings with Fractional CIO: Do you have a fractional CIO in place or are you asking for the MSP to provide that service\/resource?<\/strong> <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We currently have a temporary fractional CIO solution in place. We are asking the MSP to include those services or access to that resource in their quote.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Are all of the offices\/employees located at one campus, or are there other locations that are to be supported?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We have one location, but we do have a lot of staff who are remote.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Are the physical servers, storage arrays, and backup appliances located on-site at Michigan Virtual\u2019s offices, or are they co-located at a third-party datacenter facility, or other? <\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Third Party data center facility.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Are there printers under third-party management agreements?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We have a printer\/copier\/fax unit that is under agreement. The rest are managed in house by our team on a print server.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Are there personal printers that should be considered in scope?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>No<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Is the Microsoft 365 and Google Workspace data being backed up outside of the respective cloud platform? Please include storage size if relevant.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>No<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>What is the internet connection bandwidth?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>2x1GB dedicated connections<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Are there existing solutions in place in the environment for server\/workstation patching, remote workstation or mobile device management, system monitoring, system configuration, and end-user remote work\/VPN access?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The current MSP conducts weekly scheduled maintenance on server and workstation via the RMM. The MSP and MV are jointly responsible for group policy and system configuration. The MSP manages the VPN and there is no MDM currently.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>For User Support Services, is \"end-user\" support referring to employees of MVU, or any user of MVU (meaning is there an expectation of supporting a student\/teacher at a school)?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>End user refers to Michigan Virtual staff only.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>For monitoring of the Palo Alto firewall and other various software, are you looking for a SIEM or to have a vendor with a platform to fully adopt and manage the appliances\/software?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We are open to either option.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>For the phish threat training\/education you state the need for a white label solution. Is this a non-negotiable, or is a customizable option OK that will still have the branding of the product?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Either option may be proposed. SSO is preferred and\/or passwordless access to the content via email.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Do you have an approximate count of users that would be added to the phish threat training\/education platform?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Approximately 400.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Do you have approximate device counts for the EDR solution for servers vs. client computers?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Approximately 152 end user devices, 46 servers&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Do you have requirements for the backup appliance to have onsite storage in addition to cloud storage, or are multiple cloud storage targets without a local cache acceptable?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We may be open to a multiple cloud storage option.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/TEMPLATE-2022-23-2-Way-Confidentiality-Non-Disclosure-Agreement-UNSIGNED.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Non-Disclosure Agreement<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->",
            "title": "RFQ: Co-Managed IT Services",
            "excerpt": "I. INTRODUCTION Michigan Virtual\u2122 is requesting Quotes for a single organization to provide Co-Managed IT services over a three-year period. By releasing this RFQ, Michigan Virtual makes no guarantee of any awards of work to any respondents now or in the future. II. BACKGROUND OF MICHIGAN VIRTUAL Michigan Virtual is a 501(c)(3) organization located in...",
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        {
            "id": 77699,
            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-2022\/",
            "author_id": 62,
            "timestamp": 1680207890,
            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Effectiveness Reports<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2020-21<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2019-20<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2018-19<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2017-18<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/em><\/a><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button {\"style\":{\"border\":{\"radius\":\"2px\"}},\"jetEngineDynamicData\":{\"text\":{\"data_source\":\"object\"}}} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/Effectiveness-Report-At-A-Glance-Infographic.pdf\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">View Infographic<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button {\"style\":{\"border\":{\"radius\":\"2px\"}}} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/04\/Benchmarks-Resource.pdf\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">View Benchmarks Resource<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button {\"style\":{\"border\":{\"radius\":\"2px\"}}} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/youtu.be\/jXgSy7bFb6Q\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">Watch Report Overview<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This report presents an analysis of information on virtual learners reported by schools to the state and shares findings in a highly consumable way to aid the evaluation of virtual learning programs. This year\u2019s report is the tenth edition of this annual publication and completes 12 years of data on K-12 virtual learning in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The report is organized into several sections. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report\u2019s methodology is captured in <a href=\"#appendix-a\" data-type=\"internal\" data-id=\"#appendix-a\">Appendix A<\/a>. Please note that in some tables and figures, the percentage data may not sum to 100% due to rounding.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"Schools\">Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"School-Fast-Facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>666 school districts reported at least one virtual enrollment. This represented 74% of Michigan school districts.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>1,914 schools reported at least one virtual enrollment. This is a 13% decrease compared to last year's record high of 2,207.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>16% of this year's schools did not report a virtual enrollment the prior year. These schools added close to 100,000 enrollments with a 65% pass rate.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>84% of this year's schools also reported virtual enrollments last year. They accounted for over 1.3M enrollments with a pass rate of 69%.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Roughly 600 schools that offered virtual learning (over 640,000 enrollments) the prior year did not report any for this year. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>57% of the 1,914 schools with virtual enrollments had 100 or more virtual enrollments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>84% of schools with virtual enrollments had a general education school emphasis; 14% had an alternative education emphasis.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>88% of schools with virtual learning were LEA schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>LEA schools accounted for 59% of the virtual enrollments; PSA schools generated 40% of the virtual enrollments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>64% of virtual enrollments came from schools with part-time virtual learning options.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>LEA schools represented 80% of the full-time virtual schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>98% of virtual enrollments came from schools with 100 or more virtual enrollments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>56% of virtual enrollments came from students in grades 9-12.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>41% of virtual enrollments came from suburban schools, the most of any locale.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Schools with a general education emphasis had a 76% virtual pass rate, outperforming those with an alternative education emphasis, which had a pass rate of 50%.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>23% of schools had a school-wide virtual pass rate of 90% to 100%, an increase of three percentage points.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"number-of-districts\">Number of Districts and Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the 2021-22 school year, 666 districts reported having at least one virtual enrollment. This represented 74% of the 897 Michigan public school districts for the year. See the <a href=\"https:\/\/bit.ly\/3dDJzXf\">MI School Data Report<\/a> for a breakdown of the district count.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Within those districts, 1,914 schools reported virtual enrollments, 293 fewer than the prior year. Of the 2,207 schools reporting virtual enrollments in 2020-2021 (the prior year), 594 of them (27%) did not report any virtual enrollments in 2021-2022 (this year). Those schools accounted for a total of 643,497 virtual enrollments in 2020-2021. There were also 301 schools that reported virtual enrollments in 2021-2022 but had not reported any the prior year. These schools added almost 100,000 virtual enrollments this year and had a virtual pass rate of 65%. That means 84% (1,613) of schools in this year's dataset reported virtual enrollments in both 2020-21 and 2021-2022. These schools generated over 1.3M enrollments and had a pass rate of 69%, which was four percentage points lower than their rate in 2020-21. See <a href=\"#table-b1\" data-type=\"internal\" data-id=\"#table-b1\">Table B1<\/a>. Over 280,000 of those enrollments came from 39 schools that reported 1,000 or more enrollments than they did in 2020-21. On the other hand, 451 schools reported decreases of 1,000 or more virtual enrollments this year. Even with these declines, these schools yielded over 440,000 virtual enrollments this year. See <a href=\"#table-b2\" data-type=\"internal\" data-id=\"#table-b2\">Table B2<\/a>. These findings seem to point to the continued volatility due to the pandemic. Close to three in 10 schools in both years saw their pass rates increase by 10 percentage points or more from the prior year. See <a href=\"#table-b3\" data-type=\"internal\" data-id=\"#table-b3\">Table B3<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-grade-level\">By Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Across the 1,914 schools, 1,408,763 virtual enrollments were provided. Students in 12th grade generated the most virtual enrollments (270,455), representing approximately 19% of all virtual enrollments. There continued to be a larger percentage of elementary and middle school virtual enrollments than before the pandemic. In the 2019-20 school year, 81% of the virtual enrollments came from students in high school; in 2020-21, that figure dropped to 40%. This year, the percentage of high school enrollments rebounded to reflect 56% of virtual enrollments. Barring another round of face-to-face school closures, it seems likely that this percentage will continue moving upward over the next several years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The overall pass rate for virtual enrollments was 69%, a decrease of 5 percentage points over the prior year. See <a href=\"#table-g1\" data-type=\"internal\" data-id=\"#table-g1\">Table G1<\/a> for a more specific breakdown of all the completion statuses. This ranged from a high of 88% in second grade to a low of 49% in 9th grade. Interestingly, elementary grades tended to see small increases (two to five percentage points) whereas the high school grades saw decreases of 10, six, five, and two percentage points for grades 9-12, respectively. See <a href=\"#table-b4\" data-type=\"internal\" data-id=\"#table-b4\">Table B4<\/a> for more information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The 2020-21 school year saw a break from the norm where virtual learners passed their virtual courses at a higher rate (74%) than they passed their non-virtual courses (73%).  This year, we saw it revert back to past years. For 2021-22, virtual learners had a 69% pass rate in their virtual courses, but a 71% pass rate for their non-virtual coursework. See <a href=\"#table-b5\">Table B5<\/a>. As an additional point of comparison, the 2019-20 school year virtual pass rate was 12 percentage points lower than those students' non-virtual pass rate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-school-level-virtual-pass-rate\">By School-Level Virtual Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Of the 1,914 schools with virtual enrollments, 443 or 23% had school-level virtual pass rates of 90% to 100%. This was three percentage points higher than the prior year. Fifty-three percent of the schools (1,007) had virtual pass rates of 70% or higher. This was three percentage points higher than the prior year. See <a href=\"#table-b6\">Table B6<\/a>. Thus, even though the overall pass rate in the state dropped year over year, a higher percentage of schools experienced high levels of student performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-entity-type\">By Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>LEA schools and PSA schools accounted for almost all the virtual enrollments with 59% and 40%, respectively. This was very similar to pre-pandemic rates. Virtual enrollments came from 1,685 (88%) LEA schools while only 184 (10%) of the schools were PSAs. See <a href=\"#table-b7\">Table B7<\/a>. LEA schools had a lower pass rate (65%) than PSA schools (74%), for the second straight year. See <a href=\"#table-b8\">Table B8<\/a> or, for a more in-depth look at the completion statuses, see <a href=\"#table-g2\" data-type=\"internal\" data-id=\"#table-g2\">Table G2<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-full-time-virtual-schools\">By Full-Time Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The number of full-time virtual schools (94) decreased by seven from the prior year. Seventy-five of the 94 full-time virtual schools (80%) were LEA schools. PSA schools (17) accounted for 18% of the full-time virtual schools. See <a href=\"#table-b9\">Table B9<\/a>. Despite the sizable difference in the number of schools, PSAs reported more virtual enrollments (56%) from full-time virtual students statewide compared to LEAs (43%). PSA full-time virtual learners saw higher virtual pass rates (61%) than their counterparts in LEA schools (57%). See <a href=\"#table-b10\">Table B10<\/a> and <a href=\"#table-g3\" data-type=\"internal\" data-id=\"#table-g3\">Table G3<\/a>. Overall, the number of virtual enrollments from full-time virtual schools grew from 429,164 in 2020-21 to 502,284 this year. Thirty-six percent of the virtual enrollments came from full-time virtual learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quick note about full-time virtual schools: Historically, full-time virtual schools have only provided students with 100% of their learning online. Thus, it was safe to designate all enrollments from such a school as being part of a full-time virtual program. Over the last few years, however, LEAs have started to add full-time virtual options to their offerings. In some cases, this is as a separate school, which makes it analogous to the cyber schools. However, increasingly, it seems that schools are offering multiple forms of online learning from the same building code. This can be seen in the <em><a href=\"https:\/\/cepi.state.mi.us\/eem\/\">Education Entity Master<\/a><\/em> where schools can report educational settings including \u201cFull Virtual,\u201d \u201cFace Virtual,\u201d and \u201cSupplemental Virtual.\u201d See page 16 of the <em><a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/EEM_Glossary_Update_10.2016_FG_547502_7.pdf\">Educational Entity Master Glossary<\/a><\/em> for more information on these field values. This means that some schools report various forms of virtual (and sometimes non-virtual) learning from a single building code. Case in point, 10% of the enrollments from virtual learners in LEA full-time programs were not flagged as being delivered virtually, indicating what may be more of a hybrid approach.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-part-time-virtual-schools\">By Part-Time Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>About 95% of the schools offering virtual learning do so to supplement their face-to-face course offerings. These 1,820 schools, referred to in this report as part-time virtual schools, were predominantly LEA schools (88%). See <a href=\"#table-b11\">Table B11<\/a>. Seventy-seven percent of the part-time virtual students were enrolled through LEA schools and 22% through PSA schools. LEA schools accounted for over 600,000 virtual enrollments or 67% of the part-time enrollments. In total, enrollments from part-time virtual schools accounted for 64% of all the virtual enrollments for the year. LEA schools had a pass rate of 67% whereas PSA schools had a pass rate of 87%. Overall, the pass rate for the part-time virtual schools (74%) was 15 percentage points higher than the rate for the full-time virtual schools (59%). See <a href=\"#table-b12\">Table B12<\/a> and <a href=\"#table-g4\" data-type=\"internal\" data-id=\"#table-g4\">Table G4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-school-emphasis\">By School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Eighty-four percent of schools with virtual learning were designated as General Education and produced over 1M (72%) of the virtual enrollments. Schools with Alternative Education as their emphasis accounted for almost 400,000 (28%) of the virtual enrollments. See <a href=\"#table-b13\">Table B13<\/a>. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 76% virtual pass rate, whereas Alternative Education schools had a 50% virtual pass rate (see <a href=\"#table-b14\">Table B14<\/a> and <a href=\"#table-g5\" data-type=\"internal\" data-id=\"#table-g5\">Table G5<\/a>), though this varied by entity type. LEA schools, for instance, had a 72% virtual pass rate for General Education schools and a 51% virtual pass rate for Alternative Education schools. See <a href=\"#table-b15\">Table B15<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-number-of-virtual-enrollments\">By Number of Virtual Enrollments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Fifty-seven percent of schools with virtual enrollments had 100 or more virtual enrollments. These schools were responsible for 98% of the virtual enrollments (1,380,335). See <a href=\"#table-b16\">Table B16<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another trend that continued was that, in general, schools with fewer virtual enrollments per student performed better. Consider, for instance, that 35% of schools with an average of one to two virtual enrollments per virtual learner had a virtual pass rate of 90% to 100%, whereas only 21% of schools with an average of five or more virtual courses per virtual learner had a 90% to 100% pass rate. See <a href=\"#table-b17\">Table B17<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-locale\">By Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Suburban schools represented 36% of schools with virtual enrollments. Rural settings provided the second most schools with 31%. Suburban schools also tallied the largest percentage of the virtual enrollments at 41%. Rural schools were the next closest providing 26% of the enrollments. See <a href=\"#table-b18\" data-type=\"internal\" data-id=\"#table-b18\">Table B18<\/a>. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. See <a href=\"#table-b19\">Table B19<\/a>. Virtual pass rates varied by locale with City schools having the highest virtual pass rate at 71% and Town schools having the lowest at 61%. See <a href=\"#table-b20\" data-type=\"internal\" data-id=\"#table-b20\">Table B20<\/a>. Suburban schools had 44% of their schools achieve building-wide virtual pass rates of 80% or higher. The next closest were Rural schools with 38% achieving building-wide virtual pass rates of 80% or higher. See <a href=\"#table-b21\">Table B21<\/a>. For more information about locales, including definitions, please see pages 24-25 of the <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/EEM\/EEM_Glossary.pdf?rev=28af30aff21541288e54898485c80e77\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Educational Entity Master Glossary<\/em><\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-school-poverty-levels\">By School Free or Reduced-Price Lunch Categories<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools were categorized into one of four categories based on the percentage of all learners at the school (not just virtual learners) that qualified for free or reduced-price (FRL) meals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Low FRL (&lt;=25%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-Low FRL (&gt;25% to &lt;=50%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-High FRL (&gt;50% to &lt;=75%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>High FRL (&gt;75%)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>From this perspective, all categories had over half of its schools report virtual learners. Mid-Low FRL had the highest percentage at 59%. See <a href=\"#table-b22\">Table B22<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While High FRL schools represented only 25% of schools with virtual programs (486), they accounted for 43% of the virtual enrollments. Mid-High FRL schools accounted for 30% of the enrollments. Low FRL schools, on the other hand, reported only 7% of the virtual enrollments. The virtual pass rate for Low FRL schools was 84% compared to 64% for Mid-High FRL and High FRL schools. See <a href=\"#table-b23\">Table B23<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"courses\">Courses<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Over 1.4M virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 69%.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Virtual enrollments were spread across 1,097 different course titles.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>64% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The course titles with the highest enrollments for each core subject were:<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>English Language and Literature: English 9, English 10, English 11, and English 12<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mathematics: Geometry, Algebra I, Algebra II, and Consumer Mathematics<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Life and Physical Sciences: Biology, Chemistry, Earth Science, and Physical Science<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Social Sciences and History: U.S. History\u2014Comprehensive, World History and Geography, Economics, and World History\u2014Overview<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"no-of-courses\">Number of Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The 1,408,763 virtual enrollments came from 1,097 different course titles, as determined by unique SCED codes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"courses-by-subject-area\">Courses by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>English Language and Literature was the subject area with the highest number of virtual enrollments (253,201)---18% of all virtual enrollments. Mathematics, Social Sciences and History, and Life and Physical Sciences were the other subject areas with 10% or more of the virtual enrollments. In high enrollment subject areas (greater than 100,000 virtual enrollments), virtual pass rates varied from a low of 63% in Mathematics to a high of 79% for Fine and Performing Arts as well as Miscellaneous. See <a href=\"#table-c1\">Table C1<\/a> and <a href=\"#table-g6\" data-type=\"internal\" data-id=\"#table-g6\">Table G6<\/a>. Nine of the 23 subject areas (including all four core subjects) had virtual pass rates that were equal to or greater than the non-virtual pass rates for these students; there were 15 the prior year, but that, too, was a change from past trends. See <a href=\"#table-c2\">Table C2<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"highest-virtual-enrollment-courses\">Highest Virtual Enrollment Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For English Language and Literature, the most highly enrolled in virtual courses were 9th, 10th, 11th, and 12th grade English\/Language Arts. Of those four, the pass rate was lowest for 9th grade English\/Language Arts (47%) and rose consistently for each subsequent grade level to finish at 65% for 12th grade English\/Language Arts. Three course titles were at the 6-8 grade level and another three were K-5. See <a href=\"#table-c3\">Table C3<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In Mathematics, Geometry, Algebra I, and Algebra II had the most enrollments, each having over 30,000. Middle school Mathematics courses tended to have around 10,000 to 12,000 enrollments. The pass rate across the top 10 most enrolled-in virtual mathematics courses ranged from a low of 45% for Algebra I to a high of 87% in Mathematics (grade 1). See <a href=\"#table-c4\">Table C4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Biology (37,187) and Chemistry (22,885) were the only course titles responsible for more than 10% of the virtual enrollments in Life and Physical Sciences courses. Three others, Earth Science, Physical Science, and Science (grade 7) had more than 10,000 enrollments. Biology had the lowest pass rate (53%) of those in the top 10; the highest was 82% in Science (grade 3). See <a href=\"#table-c5\">Table C5<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For Social Sciences and History, only U.S. History\u2013Comprehensive (26,249) yielded more than 10% of the virtual enrollments. Five other titles had more than 10,000 enrollments. Pass rates for the top 10 most enrolled in courses ranged from a low of 51% in World History and Geography to a high of 75% in Social Studies (grade 6). See <a href=\"#table-c6\">Table C6<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thirty-six AP courses were taken virtually in 2021-22. There were 5,300 virtual AP enrollments, a stark contrast from the prior year's record high of 26,888. AP Psychology was the most popular course accounting for 16% of the enrollments. The pass rate for AP courses taken virtually was 84%. See <a href=\"#table-c7\">Table C7<\/a>. The pass rate for non-virtual AP courses taken by virtual learners was 91%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"subject-area-enrollments-by-locale\">Subject Area Enrollments by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course enrollment patterns were quite consistent across locales. For instance, each locale (Rural, Town, Suburb, City, and Not Specified) reported 14% of their enrollments in Life and Physical Sciences. In English Language and Literature, along with Mathematics, the difference across the locales was within a few percentage points. See <a href=\"#table-c8\">Table C8<\/a>. Pass rates in virtual courses did vary across subject areas and locale. For instance, in English Language and Literature, the Town pass rate was 60% while the pass rate from City schools was 68%. This trend of Town schools lagging behind the performance of students in other locales was also true for the other core subjects of Mathematics, Life and Physical Sciences, and Social Sciences and History. See <a href=\"#table-c9\">Table C9<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"subject-area-enrollments-by-gender\">Subject Area Enrollments by Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Males and females enrolled in subject areas in similar proportions. In the four highest enrollment subject areas (English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History), the proportion of enrollment from males and females was within one percent of each other. Pass rates did, however, show more variability by student sex. In 19 of the 23 subject areas, females outperformed males---a trend that has been consistent with past years. Females had a 69% pass rate whereas males had a 68% pass rate. See <a href=\"#table-c10\">Table C10<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"courses-by-virtual-method\">Courses by Virtual Method<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools classified the virtual courses into one of three methods: Blended Learning, Digital Learning, or Online Learning. See pages 354 and 355 of the <em><a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2021-22-msds-collection_details.pdf?rev=1f6b6f023a924f6dac4a76f373f29d9a&amp;hash=F3C3D414EAFE0B626240654AC6573A66\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Student Data System Collection Details Manual Version 3.0<\/a>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Blended Learning - A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location and pace of instruction. For a course to be considered blended, at least 30% of the course content is delivered online.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Digital Learning - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Online Course - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time or location, or both. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-size: inherit\">Blended Learning enrollments accounted for 22% of the virtual enrollments and had a pass rate of 89%. Digital Learning totaled 7% of the enrollments with a 59% pass rate. Online courses represented most of the enrollments (71%) and yielded a pass rate of 63%. See <\/span><a style=\"font-size: inherit\" href=\"#table-c11\">Table C11<\/a><span style=\"font-size: inherit\">.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"students\">Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Over 208,000 K-12 students took at least one virtual course which represented 14% of Michigan public school students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Elementary and middle school students each tended to reflect about 4% to 5% of students per grade; high school students reflected 11% to 22% per grade.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>56% of virtual learners passed all their virtual courses. 17% of virtual learners did not pass any of their virtual courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Of the over 35,000 students who did not pass any of their virtual courses, 36% took only one or two courses. About half of these students took and did not pass five or more virtual courses, and fourteen percent took and did not pass 11 or more virtual courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Female students had a slightly higher pass rate (69%) than did males (68%).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students in poverty made up the majority of virtual learners (63%) and virtual enrollments (68%). Students in poverty also had a lower pass rate (64% v. 78%).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Part-time virtual learners had higher pass rates (74%) compared to full-time virtual learners (59%).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students using special education services made up 13% of the virtual learners.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Pass rates were highest for students taking the fewest virtual courses. Students taking one to two virtual courses had a pass rate of 77% whereas students taking three to four and those taking five or more each had virtual pass rates of 68%.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>White students represented 56% of virtual students; African American or Black students were 25%. This means that White students were underrepresented, and African American or Black students were overrepresented compared to their percentages in the statewide student population.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Over 1.2M virtual enrollments were from students whose district was stable (all enrollments from the same district) throughout the year. These enrollments had a virtual pass rate of 74%.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-student-grade-level\">By Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the 2021-22 school year, 208,460 Michigan K-12 students, approximately 14% of students in the state, took at least one virtual course. This was about half the number of students compared to the prior year (418,513).  Sixty-three percent of virtual learners came from the high school grades. Each of the elementary and middle school grade levels tended to be around 4% to 5% of the virtual learners with each of the high school grade levels between 11% to 22%. See <a href=\"#table-d1\">Table D1<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-student-sex\">By Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There were slightly more females (105,223) enrolled in virtual courses than males (103,259), though from a percentage perspective, each represented about half of the population. Females had a 1% higher pass rate (69% compared to males at 68%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See <a href=\"#table-d2\">Table D2<\/a> and <a href=\"#table-g7\" data-type=\"internal\" data-id=\"#table-g7\">Table G7<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-race\/ethnicity\">By Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>White students made up 56% of virtual students with African American or Black students totaling the second highest percentage with 25%. Asian students had the highest pass rate at 89%. See <a href=\"#table-d3\">Table D3<\/a> and <a href=\"#table-g8\" data-type=\"internal\" data-id=\"#table-g8\">Table G8<\/a>. This means that White students were underrepresented (as they made up 64% of students in the state for the year), and African American or Black students were overrepresented (as they reflected 18% of the statewide student population). See <em><a href=\"https:\/\/bit.ly\/3IuFOQe\">Student Enrollment Count Report<\/a><\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-poverty-status\">By Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Sixty-three percent of virtual learners were classified as living in poverty. This is only one percentage point lower than the prior year and 11 percentage points higher than the percentage of K-12 students statewide who were economically disadvantaged. See <em><a href=\"https:\/\/bit.ly\/3CfSFUJ\">Student Enrollment Count Report<\/a><\/em>. Students living in poverty took 68% of the virtual enrollments for the year. The pass rate for students in poverty (64%) was 14 percentage points lower than students who were not in poverty (78%). See <a href=\"#table-d4\">Table D4<\/a> and <a href=\"#table-g9\" data-type=\"internal\" data-id=\"#table-g9\">Table G9<\/a>. In 2020-21, the performance gap was 13 percentage points.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prior to the pandemic, the data consistently showed that students in poverty performed better in their non-virtual courses. The 2020-21 school year deviated from that pattern. This year (2021-22), we saw for the second year in a row that students in poverty had a higher pass rate in their virtual courses (64%) than they did in their non-virtual courses (62%). Students not in poverty performed better in their non-virtual courses (by six percentage points). See <a href=\"#table-d5\">Table D5<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Seventy-one percent of full-time virtual learners were in poverty compared to 61% for part-time virtual learners. The pass rate for full-time virtual learners in poverty was 55% compared to 70% for part-time virtual learners. See <a href=\"#table-d6\">Table D6<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To get a sense of how the poverty level of schools might impact virtual learning patterns, we categorized schools into one of four categories based on the percentage of all learners at the school (not just virtual learners) that qualified for free or reduced-price (FRL) meals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Low FRL (&lt;=25%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-Low FRL (&gt;25% to &lt;=50%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mid-High FRL (&gt;50% to &lt;=75%)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>High FRL (&gt;75%)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>About 8% of all Michigan K-12 students who attended Low FRL schools were virtual learners. Twelve percent of the state\u2019s students in Mid-Low FRL, and 16% of those in Mid-High FRL schools were virtual learners. Twenty-four percent of students in High FRL schools took virtual courses in the 2021-2022 school year. See <a href=\"#table-d7\">Table D7<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-special-education\">By Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students using special education services made up 13% of the virtual learners and 13% of the virtual enrollments. These percentages are similar to the statewide percentage of students using special education services (13%) for the 2021-22 school year. See the <em><a href=\"https:\/\/bit.ly\/3MhQyo9\" data-type=\"URL\">Student Enrollment Counts Report<\/a><\/em>. Students using special education services had a virtual pass rate of 64% compared to 69% for those who did not. See <a href=\"#table-d8\">Table D8<\/a> and <a href=\"#table-g10\" data-type=\"internal\" data-id=\"#table-g10\">Table G10<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A new table in this year's report, <a href=\"#table-d9\" data-type=\"internal\" data-id=\"#table-d9\">Table D9<\/a>, shows how virtual enrollments varied by a students' primary disability. Almost 10,000 students had \"Specific Learning Disability\" listed as their primary disability. This translated to 37% of the virtual learners receiving special education services. The second largest group were students with a Speech &amp; Language Impairment. This group represented 14% of virtual learners receiving special education services. Students with Speech &amp; Language Impairment also had the highest virtual pass rate at 84%.  See <a href=\"#table-d9\" data-type=\"internal\" data-id=\"#table-d9\">Table D9<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"#table-d10\" data-type=\"internal\" data-id=\"#table-d10\">Table D10<\/a>, also a new table, shows how the percentage of virtual learners using special education services by primary disability compares to the overall state rates. For instance, only about five percent of the states' students with an IEP have \"Emotional Impairment\" listed as their primary disability. However, 28% of those students ended up taking at least one virtual course in 2021-22. These two new tables can assist in tracking how virtual learning is being used to target specific disabilities and how well performance follows.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"homeschool-nonpublic\">By Home-School \/ Nonpublic Student Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another new table in this year's report shows virtual learning data for home-schooled and nonpublic students enrolling in a public school to augment their education. There are just over 4,500 such students, and this group of students generated over 20,000 virtual enrollments. These students had a 94% virtual pass rate. See <a href=\"#table-d11\" data-type=\"internal\" data-id=\"#table-d11\">Table D11<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-FT-or-PT\">By Full-Time or Part-Time<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Twenty-five percent of students (52,198) were enrolled in cyber or full-time virtual schools. Students in these schools accounted for 502,284 or 36% of the virtual enrollments for the year. The pass rate for full-time virtual students was 59%. Three out of four virtual learning students were part-time virtual learners, taking some courses virtually to supplement their face-to-face schedule. This subset made up 64% of the virtual enrollments and had a pass rate of 74%. See <a href=\"#table-d9\">Table D12<\/a>. The 74% virtual pass rate was three percentage points higher than the non-virtual pass rate for these students. See <a href=\"#table-d10\">Table D13<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another way to conceptualize full\/part time status is to look at the percentage of a student's enrollments that were delivered virtually. There was a large number of students (98,973) that had 75% or more of their enrollments reported as being delivered virtually. That student count is roughly double the number of students who attended cyber or full-time virtual schools. Examination of pass rates showed students who had fewer than 25% of their enrollments delivered virtually and those who had 75% or more of their enrollments delivered virtually, outperformed the students in the middle two quartile groupings. See <a href=\"#table-d11\" data-type=\"internal\" data-id=\"#table-d11\">Table D14<\/a>. <a href=\"#table-d15\" data-type=\"internal\" data-id=\"#table-d15\">Table D15<\/a> and <a href=\"#table-d16\" data-type=\"internal\" data-id=\"#table-d16\">Table D16<\/a> show how the percentage of students, enrollments, and pass rates changed for LEA schools and PSA schools, respectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-mobility-status\">By Mobility Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the second consecutive year, mobility data were included as part of the data set. The mobility variable included the following statuses: stable, incoming, or outgoing. Some of the enrollments did not include information on this variable and were listed in the data tables as \"Missing.\" More information about this variable is available on the <a href=\"https:\/\/www.mischooldata.org\/student-mobility\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/student-mobility\/\">MI School Data Student Mobility page<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it came to district stability, over 1.2M (86%) of the virtual enrollments were classified as stable. The pass rate for stable enrollments was 74%. Incoming enrollments to a district represented 4% of the virtual enrollments and had a pass rate of 49%. See <a href=\"#table-d14\" data-type=\"internal\" data-id=\"#table-d14\">Table D17<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When looking at mobility from a poverty perspective, we get a more nuanced picture. Eighty-five percent of virtual enrollments from students in poverty were stable compared to 92% for students who were not in poverty. The pass rate for stable, in poverty enrollments was 70% but rose to 82% for stable, not in poverty enrollments. For incoming virtual enrollments, there was an eight-percentage point advantage for students who were not in poverty (47% v. 55%). See <a href=\"#table-d15\" data-type=\"internal\" data-id=\"#table-d15\">Table D18<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Looking at mobility from a locale perspective showed somewhat similar virtual enrollment percentages across geographies. Town schools had the lowest percentage of stable enrollments at 81%. Rural schools were next at 85%. City schools reported 87% of their enrollments as stable. Suburban schools reported the highest percentage of stable virtual enrollments with 88%. See <a href=\"#table-d16\" data-type=\"internal\" data-id=\"#table-d16\">Table D19<\/a>. Virtual pass rates showed a similar pattern. Stable enrollments from Town schools had a 67% pass rate whereas the pass rate was 76% for City schools. The incoming pass rates tended to lag the stable pass rates by 20 to 30 percentage points regardless of the locale. See <a href=\"#table-d17\" data-type=\"internal\" data-id=\"#table-d17\">Table D20<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A final mobility dimension explored was how enrollment and performance varied across full-time and part-time virtual schools. Full-time virtual or cyber schools had a lower percentage of their virtual enrollments designated as stable (80% v. 90%). The full-time pass rate for stable enrollments also lagged that of students from part-time virtual programs (66% v. 77%). See <a href=\"#table-d18\" data-type=\"internal\" data-id=\"#table-d18\">Table D21<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-non-virtual-course-performance\">By Non-Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Part-time virtual learners with at least three non-virtual courses were classified into one of three categories based on their success in those non-virtual courses. The three categories were:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Passed all Non-Virtual Courses<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Did Not Pass 1 or 2 Non-Virtual Courses<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Did Not Pass 3 or More Non-Virtual Courses<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In total, 69% of part-time virtual learners had at least three or more non-virtual enrollments. Of that group, 42% of students passed all their non-virtual courses, 18% did not pass one or two, and 40% did not pass three or more. There were clear differences in virtual pass rates between the three categories. Students passing all their non-virtual courses had a 78% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 68%, and those with the lowest non-virtual success had a virtual pass rate of only 46%. See <a href=\"#table-d19\">Table D22<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-virtual-course-performance\">By Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Fifty-six percent of virtual learners passed every virtual enrollment they took. This was one percentage point higher than the prior year. Seventeen percent did not pass any of their virtual enrollments, and 27% passed some, but not all their virtual enrollments. Students who passed all their virtual courses were responsible for 48% of the virtual enrollments. Students with mixed success generated 39% of the enrollments, and students who did not pass any of their virtual courses contributed 13% of the virtual enrollments (compared to 11% in 2020-21). See <a href=\"#table-d20\" data-type=\"internal\" data-id=\"#table-d20\">Table D23<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For the students who did not pass any of their virtual courses, 36% only took one or two virtual courses. On the other hand, over 18,000 students did not pass five or more virtual courses, and over 5,000 students did not pass 11 or more virtual courses. See <a href=\"#table-d21\" data-type=\"internal\" data-id=\"#table-d21\">Table D24<\/a> and <a href=\"#table-g11\" data-type=\"internal\" data-id=\"#table-g11\">Table G11<\/a>. Further analysis of students failing all their 11 or more virtual courses showed 90% of these students had a single school report data for them. Over half of these students came from part-time virtual programs. Over 850 students were using special education services (17%) and 4,046 of these students (80%) were in poverty.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What <a href=\"#table-g11\" data-type=\"internal\" data-id=\"#table-g11\">Table G11<\/a> makes clear is that for students who do not pass any of their virtual enrollments, \u201cwithdrawns\u201d were rampant. For the virtual enrollments from students who did not pass any of their virtual enrollments, 48% had a \u201cWithdrawn\u201d status (exited, failing, or passing), and another 17% were classified as \u201cIncomplete.\u201d For those taking 11 or more virtual courses, 38% had a \u201cWithdrawn\u201d status and 23% were marked \u201cIncomplete.\u201d In each case, 35% and 39% of the virtual enrollments, respectively, were actually classified as \u201cCompleted\/Failed.\u201d Please see the section on <a href=\"#pass-rate-calculations\">Pass Rate Calculations<\/a> for more elaboration on the impact of such issues on pass rates.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-by-virtual-usage\">By Virtual Usage<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In a return to pre-pandemic trends, virtual learners had the highest pass rates when they took one or two virtual courses. Students taking one to two virtual courses had a pass rate of 77% compared to a pass rate of 68% for those taking three to four virtual courses and a pass rate of 68% for students taking five or more virtual courses. About 30% of students fell under the description of taking one or two virtual courses; however, 59% were found to have taken five or more virtual courses during the year. See <a href=\"#table-d22\" data-type=\"internal\" data-id=\"#table-d22\">Table D25<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"student-by-state-assessment\">State Assessment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"state-assessment-fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>40% of 11th&nbsp;grade virtual learners who took the SAT scored proficient in the Reading\/Writing component. 19% tested proficient in Math.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Higher proficiency rates on state assessments were seen with higher non-virtual performance and with students who were not in poverty.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A higher percentage of part-time virtual learners reached levels of proficiency on state assessment measures than their full-time counterparts.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-subject-area\">By Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>State assessment data can be used to provide an independent measure of student performance. Based on SAT and M-STEP data from students in 11th&nbsp;grade, virtual learners showed lower percentages reaching proficiency on the Evidence-Based Reading and Writing (SAT), Mathematics (SAT), Science (M-STEP) and Social Studies (M-STEP) examinations than the statewide proficiency rates. Forty percent of the 11th&nbsp;grade virtual learners tested proficient in Evidence-Based Reading and Writing, and 19% were proficient in Mathematics. For Science, 31% tested proficient whereas Social Studies had 27% of the virtual learners reach proficiency. See&nbsp;<a href=\"#table-e1\" data-type=\"internal\" data-id=\"#table-e1\">Table E1<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-non-virtual-performance\">By Non-Virtual Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As expected, the percentage of virtual learners testing proficient on these state tests varied considerably when accounting for their non-virtual performance. For instance, students taking a minimum of three non-virtual courses and passing all of them had proficiency rates that exceeded the statewide average for each assessment. Students who did not pass one or two of their non-virtual courses and those not passing three or more of their non-virtual courses had much lower rates of proficiency. See&nbsp;<a href=\"#table-e2\" data-type=\"internal\" data-id=\"#table-e2\">Table E2<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-poverty-status\">By Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students in poverty consistently recorded proficiency rates that were considerably lower than their peers who were not in poverty. As examples, 26% of virtual learners in poverty scored proficient on the Evidence-Based Reading and Writing exam compared to 56% for those who were not in poverty. For Mathematics, only 8% of virtual learners in poverty scored proficient compared to 31% for those not in poverty. See&nbsp;<a href=\"#table-e3\" data-type=\"internal\" data-id=\"#table-e3\">Table E3<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"by-full-part-time-type\">By Full- or Part-Time Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students taking virtual courses in a part-time capacity had higher rates of proficiency on the assessments compared to full-time virtual learners. For some assessments, the gap was sizable; 12 percentage points for Mathematics and nine points for Evidence-Based Reading &amp; Writing. See&nbsp;<a href=\"#table-e4\" data-type=\"internal\" data-id=\"#table-e4\">Table E4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"maps\">Maps<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Berrien, Muskegon Area, and Alpena-Montmorency-Alcona ISDs\/RESAs had over 25% of students in their service areas take a virtual course in 2021-22. In total, there were 17 ISDs\/RESA with 15% or more of the students taking virtual courses. An additional 21 ISDs\/RESA had at least 10% and less than 15% of their students take a virtual course. Only two ISDs, Manistee and Clare-Gladwin, had less than 5% of their students take at least one virtual course. See Figure 2.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"figure-heading no-toc\"} -->\n<h3 class=\"wp-block-heading figure-heading no-toc\"><strong>Figure 2.<\/strong> 2021-22 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":78141,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image aligncenter size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/01\/2021-22-Non-Cyber_Percent_Students_Map-Updated-1024x1011.png\" alt=\"Map shows Michigan ISDs colored by the percentage of students who took at least one virtual course. All but two ISDs have some color of blue meaning they had at least 5% or more of their students take a virtual course (non-cyber) in 2021-22. In contrast, 17 ISDs had 15% or more of its students with virtual enrollments; see the preceding paragraph for more detail.\" class=\"wp-image-78141\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>About one in five students (over 5,000 students) attending a PSA cyber school resided within the Wayne RESA service area. The Genesee, Ingham, Kent, Macomb, and Oakland ISD service areas were the only other ISDs with 1,000 or more of their resident students attending PSA cyber schools. Only one ISD, St. Clair, had between 500 and less than 1,000 students. See Figure 3.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"figure-heading no-toc\"} -->\n<h3 class=\"wp-block-heading figure-heading no-toc\"><strong>Figure 3.<\/strong> 2021-22 Count of PSA Cyber School Students by Resident ISD<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"id\":78151,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/01\/2021-22-Cyber-Map-Count-Updated-1-1024x1011.png\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties have less than 100 resident students who attend a PSA Cyber school. Counties with the highest percentage include Genesee, Ingham, Kent, Macomb, Oakland, and Wayne counties.\" class=\"wp-image-78151\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"hp-schools\">Reflections on Higher Performing Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As the above sections of the report make clear, virtual learning performance, in general, was quite mixed. The analyses in this section will focus exclusively on those schools that achieved pass rates of 80% or higher to glean a clearer picture of what virtual learning looked like for these schools and programs and how it might have differed, if at all, from the state statistics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There were 705 Michigan schools with virtual pass rates of 80% or higher, reflecting 37% of all schools in the state with virtual learners. These schools reported 76,894 virtual learners or about 37% of the state's virtual learners. When zooming in on these higher performing schools, the data show:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Successful virtual programs can support various numbers of students, enrollments, and courses offerings<\/em> \u2013 These schools showed success with 10 or fewer students (35%) and 100 or more students (27%). See <a href=\"#table-f1\" data-type=\"internal\" data-id=\"#table-f1\">Table F1<\/a>. Some offered few enrollments (104 schools had one to nine virtual enrollments) while others offered many (over 342 schools had 100 or more). See <a href=\"#table-f2\" data-type=\"internal\" data-id=\"#table-f2\">Table F2<\/a>. They also varied in the numbers of course titles offered. Thirty-five percent of these schools offered 10 or fewer virtual courses titles. Twenty percent had enrollments between 26 and 50 courses, and 19% of these schools had students in more than 50 different virtual courses. See <a href=\"#table-f3\" data-type=\"internal\" data-id=\"#table-f3\">Table F3<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>LEA and PSA schools can offer successful virtual programs<\/em> \u2013 Thirty-five percent of LEA schools with virtual programs had schoolwide virtual pass rates of 80% or higher. For PSA schools, 48% achieved pass rates of 80% or higher. See <a href=\"#table-f4\" data-type=\"internal\" data-id=\"#table-f4\">Table F4<\/a>. Both traditional school districts and charter districts can run successful virtual programs; however, PSA schools are seemingly finding greater success.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Schools in cities, suburbs, towns, and rural settings are proving virtual learning success<\/em> \u2013 All locales had schools with virtual pass rates of 80% or higher. Suburban schools had over 40% of their schools reach this threshold whereas City and Town school were 27% and 30%, respectively. See <a href=\"#table-f5\" data-type=\"internal\" data-id=\"#table-f5\">Table F5<\/a>. These schools are proving virtual learning can succeed across the various geographies of the state, but that it appeared to be a bigger challenge in the City and Town settings.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>These schools show strong results across students of different race\/ethnicities<\/em> \u2013 These higher performing schools also showed promise for equitable outcomes for students of different races and ethnicities. The pass rates for African American or Black students (96%) and Hispanic or Latino (94%) exceed the White pass rate (92%). Asian students had the highest pass rate at 97%. See <a href=\"#table-f6\" data-type=\"internal\" data-id=\"#table-f6\">Table F6<\/a>. For these schools, virtual programs appear to be approaching more equitable outcomes.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Students in poverty are succeeding in these virtual programs \u2013 <\/em>Recall that across the entire state, students in poverty had a pass rate (64%) that was 14 percentage points lower than those virtual students who were not in poverty. In these 705 schools, the virtual pass rate for students in poverty rose to 93%---much closer to the 95% virtual pass rate for the students in those schools who were not in poverty. Students in poverty continued to represent a large percentage of virtual learners (56%) and virtual enrollments (61%) in these schools, but smaller than the 63% of virtual learners and 68% of virtual enrollments seen across all virtual programs across the state. See <a href=\"#table-f7\" data-type=\"internal\" data-id=\"#table-f7\">Table F7<\/a>. Additionally, virtual program success varied by a school\u2019s free or reduced-lunch category (FRL). Fifty percent of Low FRL schools with virtual learners achieved virtual pass rates of 80% or higher. It was 43% of the Mid-Low FRL schools, 34% of Mid-High FRL schools, and 26% of High FRL schools. See <a href=\"#table-f8\" data-type=\"internal\" data-id=\"#table-f8\">Table F8<\/a>. While some High FRL schools showed it is possible, it was considerably rarer than it was for Low FRL schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Both full- and part-time programs can run effective virtual programs, but success is rarer for full-time programs<\/em> \u2013 Thirty-eight percent of part-time programs were able to yield schoolwide virtual pass rates of 80% or higher. It was considerably more difficult for full-time programs to achieve similar success. Only 17 of the 94 full-time programs (18%) reached the 80% pass rate mark. See <a href=\"#table-f9\" data-type=\"internal\" data-id=\"#table-f9\">Table F9<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Both general education and alternative education programs reached 80% school-wide virtual pass rates<\/em> \u2013 There were 658 general education schools in Michigan that achieved schoolwide virtual pass rates of 80% or higher. These 658 schools represented 41% of general education schools with virtual programs. For alternative programs, 36 schools reached this mark. As a percentage of alternative programs, it represented just 13% of such schools, indicating that while possible, this threshold of success remains a sizable challenge. See <a href=\"#table-f10\" data-type=\"internal\" data-id=\"#table-f10\">Table F10<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em>Virtual students can perform at or above their face-to-face performance level<\/em> \u2013 In these 705 schools, there were 11,950 virtual learners who took a minimum of three virtual courses and had data for a minimum of three non-virtual courses. Eighty-four percent of these students had virtual pass rates that met or exceeded their non-virtual pass rates. See <a href=\"#table-f11\" data-type=\"internal\" data-id=\"#table-f11\">Table F11<\/a>.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This year\u2019s report represents the 12th year of data on the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist. As <a href=\"#table-1\">Table 1<\/a> makes clear, the explosive growth witnessed last school year due to the pandemic subsided substantially, but the numbers remained well above pre-pandemic levels.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-1\"><a href=\"#conclusion\">Table 1<\/a>.&nbsp;Summary of Virtual Learning Metrics by School Year Since 2010-11<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Year<\/strong><\/th><th><strong># of Virtual Learners<\/strong><\/th><th><strong># of Virtual Enrollments<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>2010-11<\/td><td>36,348<\/td><td>89,921<\/td><td>654<\/td><td>66%<\/td><\/tr><tr><td>2011-12<\/td><td>52,219<\/td><td>153,583<\/td><td>850<\/td><td>62%<\/td><\/tr><tr><td>2012-13<\/td><td>55,271<\/td><td>185,053<\/td><td>906<\/td><td>60%<\/td><\/tr><tr><td>2013-14<\/td><td>76,122<\/td><td>319,630<\/td><td>1,007<\/td><td>57%<\/td><\/tr><tr><td>2014-15<\/td><td>91,261<\/td><td>445,932<\/td><td>1,072<\/td><td>60%<\/td><\/tr><tr><td>2015-16<\/td><td>90,878<\/td><td>453,570<\/td><td>1,026<\/td><td>58%<\/td><\/tr><tr><td>2016-17<\/td><td>101,359<\/td><td>517,470<\/td><td>1,102<\/td><td>55%<\/td><\/tr><tr><td>2017-18<\/td><td>112,688<\/td><td>581,911<\/td><td>1,158<\/td><td>55%<\/td><\/tr><tr><td>2018-19<\/td><td>120,669<\/td><td>639,130<\/td><td>1,225<\/td><td>55%<\/td><\/tr><tr><td>2019-20<\/td><td>121,900<\/td><td>672,682<\/td><td>1,225<\/td><td>56%<\/td><\/tr><tr><td>2020-21<\/td><td>418,513<\/td><td>3,647,493<\/td><td>2,207<\/td><td>74%<\/td><\/tr><tr><td>2021-22<\/td><td>208,460<\/td><td>1,408,763<\/td><td>1,914<\/td><td>69%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Given the emergency nature of last year's numbers, the ideal scenario for this year probably would have been to see enrollment levels drop but the virtual pass rate remain or increase. From an enrollment perspective, we did see a huge year over year decline of more than 2M enrollments. Unfortunately, we also saw a five-percentage point drop in the virtual pass rate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we predicted in last year's report, the virtual pass rate drop is related to a few key data points making substantial shifts back toward pre-pandemic levels. One of these factors was the impact of single year virtual learning programs last year. This year, close to 600 schools that were new virtual learning programs last year did not report any virtual learners. Those \"new\" schools had close to 650K virtual enrollments and a 77% virtual pass rate last year. A second shift related to Alternative Education programs. Prior to the pandemic, Alternative Education programs produced close to half the virtual enrollments. Last year, they dropped to just 10%, but this year rose back up to be 28% of the virtual enrollments. This is particularly important because the pass rate gap between Alternative Education programs and General Education programs is sizable. For this year, that performance gap was 26 percentage points lower for Alternative Education programs. A third factor was grade level. Pre-pandemic, we saw about 80% of the virtual enrollments come from the high school level, that percentage dropped to 40% for the 2020-21 school year. This year, the high school percentage was up to 56% of virtual enrollments. With elementary and middle school pass rates in the 80s and 70s, respectively, and high school grades tending to be more in the 50s and 60s, the shift back toward a larger percentage of high school enrollments predictably is accompanied by a lower overall pass rate. If these figures continue shifting back toward pre-pandemic levels, we are likely to see the overall pass rate continue to backslide.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On the positive side, the report also captured examples of schools and students benefiting from virtual learning. Thirty-seven percent of virtual learners were attending schools that had virtual pass rates of 80% or higher, and equity of outcomes was much closer to desired reality. Clearly, these schools add to the evidence that online learning can and does work for many schools and students. To date, however, these schools reflect more of the exception---the hope---rather than the rule. As school, community, and legislative leaders evaluate their virtual learning programs, the data provided in this report can serve as informative benchmarks, and the varied analyses can be used as models to understand local implementation success at a deeper level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders looking to take the next step forward with their virtual programs may find value in the many <a href=\"https:\/\/michiganvirtual.org\/resources\/\">free resources <\/a>that <em>Michigan Virtual<\/em> has authored. These resources include a series of <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">practical guides to online learning<\/a> designed for students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual <\/em>also provides <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\">quality reviews of supplemental online learning programs<\/a> to Michigan schools at no cost. There are also the <a href=\"https:\/\/www.nsqol.org\/\" data-type=\"URL\" data-id=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a>, which offer frameworks to evaluate online programs, online teaching, and online courses. Finally, educational leaders looking to communicate and collaborate with others around the future of learning may find value in the <a href=\"https:\/\/futureoflearningcouncil.org\/\" data-type=\"URL\" data-id=\"https:\/\/futureoflearningcouncil.org\/\">Future of Learning Council<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-a\">Appendix A - Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"covid-19-impact\">COVID-19 Impact<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Readers should note that the COVID-19 pandemic continued to impact schools throughout the 2021-22 school year. Some school districts. Thus, caution is advised when comparing this year's findings with prior years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"about-the-data\">About the Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The data for this report came from the following sources:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Michigan Student Data System \u2013 School Year 2021-2022;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Educational Entity Master (EEM);<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan Student Data System Teacher Student Data Link (TSDL) \u2013 Collection Year 2021-2022; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><em><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2020-21<\/a><\/em> \u2013 Used for comparing this year\u2019s data with the 2020-21 school year.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Because the data for this report incorporates this variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enrollments classified as virtual in this report were treated as such due to the TSDL virtual method field indicating virtual delivery. Enrollments where the TSDL virtual method field was set to \u201cBlended Learning,\u201d \u201cDigital Learning,\u201d or \u201cOnline Course\u201d were treated as virtual. According to the <em><a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/MSDS\/2021-22-msds-collection_details.pdf?rev=1f6b6f023a924f6dac4a76f373f29d9a\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Student Data Collection Manual Version 3.0<\/a><\/em>, the virtual method field indicates \"the type of virtual instruction the student is receiving.\u201d (See page 354).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In prior years of the report, additional strategies, such as keyword searches of the local course title field, were used to flag virtual enrollments. Past years demonstrate that such efforts yield a low percentage of the virtual enrollments, and therefore were discontinued with the prior school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"michigan-virtual-students\">Michigan Virtual Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because this report is published by <em>Michigan Virtual<\/em>, some people have falsely concluded that the data in this report is about <em>Michigan Virtual<\/em> students only. Quite the contrary, the data in this report represent K-12 virtual learning across all providers, and <em>Michigan Virtual<\/em> as a provider would reflect only a small percentage of the virtual enrollments covered in this report. Readers interested in <em>Michigan Virtual <\/em>specific results can find those published in its <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/11\/Annual-Report-2021-22-Web.pdf\"><em>Annual Report: 21-22<\/em><\/a>, which include data on the number of students, districts, and enrollments served as well as its virtual pass rate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"enrollment-calculations\">Enrollment Calculations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Enrollment data for this report principally relies on data collected in the MSDS Student Course Component. See page 332 of the&nbsp;<a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/MSDS\/2021-22-msds-collection_details.pdf?rev=1f6b6f023a924f6dac4a76f373f29d9a\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Student Data System Collection Details Manual Version 3.0<\/em><\/a> for more details about this collection. Through this collection, the State collects data for each course a student takes. It is important to note some key variations in the data collection that impact possible approaches to calculating enrollment counts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An example of known variation is the local naming conventions for course titles. For instance, one school may call a course \u201cEnglish 9\u201d, another \u201c9th Grade English,\u201d and yet another \u201cELA 9.\u201d The Student Course Component resolves this issue by requiring schools to report each enrollment with a Subject Area Code and a Course Identifier Code (SCED Course Code). These codes are created by the National Center for Education Statistics through the <a href=\"https:\/\/nces.ed.gov\/forum\/sced.asp\">School Courses for the Exchange of Data (SCED)<\/a> initiative. By using these standardized codes, we can compare data more readily across schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another important variation involves course sections. In addition to the course title and SCED Course Code, schools frequently parse a course title into multiple sections. For example, a school with trimester courses may break a course into three sections, one for each trimester. A semester-based school, on the other hand, may break up a course into two sections. Others have chosen to break their courses into even smaller units such as quarters while others report what seem to be course units or lessons. Sometimes, schools use course sections to differentiate the online and face-to-face components of courses. For our purposes, the key point is that there is not always one enrollment record per student per course title.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Multiple course sections for a single course title are not, in and of themselves, problematic. They could be resolved if a weighting variable---for instance, the fraction of a Carnegie unit each section represents---was collected. The State does collect a field, Credits Granted, in the Student Course Component that might be used. However, two main drawbacks significantly impair its use. The first is that the field is only required for Migrant-eligible and dual-enrolled students. As such, many enrollments do not have a reported value. The second hindrance is inconsistent reporting of data that do exist. In some cases, schools report the Carnegie unit that was possible to be earned (same value no matter the completion status of the enrollment), although others treat the field value as variable depending on how well the student did (e.g., report a 0.5 for a student with a \u201cCompleted\/Passed\u201d completion status, but a 0.0 for a student who had a \u201cCompleted\/Failed\u201d completion status). These drawbacks make the Credits Granted field unusable as a weighting variable.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The challenge of variable course sections reported is multiplied when more than one school entity reports on the same pupil. The data appear to contain instances of two or more schools reporting on the same enrollments. Flavors of this appear to be a school partnering with an ISD to provide special education services and both reporting the same enrollments. Another example appears to occur when a student transfers from one district and then enrolls in the same courses at the new school. <a href=\"#table-a1\" data-type=\"internal\" data-id=\"#table-a1\">Table A1<\/a> and <a href=\"#table-a2\" data-type=\"internal\" data-id=\"#table-a2\">Table A2<\/a> highlight enrollment variation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-a1\"><a href=\"#enrollment-calculations\" data-type=\"internal\" data-id=\"#enrollment-calculations\">Table A1<\/a>.&nbsp;2021-22 Virtual Enrollment Counts and Pass Rates by Number of Virtual Enrollments Per Student\/SCED Code Pair<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Enrolls per Student\/SCED Code Pair<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1<\/td><td>714,522<\/td><td>51%<\/td><td>73%<\/td><\/tr><tr><td>2<\/td><td>509,688<\/td><td>36%<\/td><td>65%<\/td><\/tr><tr><td>3<\/td><td>87,939<\/td><td>6%<\/td><td>56%<\/td><\/tr><tr><td>4<\/td><td>62,672<\/td><td>4%<\/td><td>67%<\/td><\/tr><tr><td>5<\/td><td>9,365<\/td><td>1%<\/td><td>50%<\/td><\/tr><tr><td>6 or More<\/td><td>24,577<\/td><td>2%<\/td><td>67%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-2\"><a href=\"#enrollment-calculations\" data-type=\"internal\" data-id=\"#enrollment-calculations\">Table A2<\/a>.&nbsp;2021-22 Percentage of Students by Total Student Enrollment Counts (Virtual and Non-Virtual) and Full- or Part-Time Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Enrollment Count (Virtual and Non-Virtual) <\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 5<\/td><td>7%<\/td><td>6%<\/td><\/tr><tr><td>6 to 10<\/td><td>30%<\/td><td>29%<\/td><\/tr><tr><td>11 to 15<\/td><td>47%<\/td><td>40%<\/td><\/tr><tr><td>16 to 20<\/td><td>12%<\/td><td>17%<\/td><\/tr><tr><td>21+<\/td><td>5%<\/td><td>8%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Given these data limitations, enrollment counts and related data figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"pass-rate-calculations\">Pass Rate Calculations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For this report, the pass rate was calculated based on data reported in the \u201cCompletion Status\u201d field. For more information about the Completion Status field, including definitions for each status, see page 349 of the <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/MSDS\/2021-22-msds-collection_details.pdf?rev=1f6b6f023a924f6dac4a76f373f29d9a\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Student Data System Collection Details Manual Version 3.0<\/em><\/a>. Column one of Table A3 displays the various statuses reported by schools for the virtual enrollments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-a3\"><a href=\"#pass-rate-calculations\" data-type=\"internal\" data-id=\"#pass-rate-calculations\">Table A3<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited (No Credit Issued)<\/td><td>1,460<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>184,647<\/td><td>13%<\/td><\/tr><tr><td><span style=\"color: #115e6e\"><strong>Completed\/Passed<\/strong><\/span><\/td><td><span style=\"color: #115e6e\"><strong>965,076<\/strong><\/span><\/td><td><span style=\"color: #115e6e\"><strong>69%<\/strong><\/span><\/td><\/tr><tr><td>Incomplete<\/td><td>87,802<\/td><td>6%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>43<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>303<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>111,442<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>14,994<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>42,996<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,408,763<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Throughout this report, the pass rate simply represents the percentage of virtual enrollments with a status of \u201cCompleted\/Passed.\u201d Notice that the percentage of enrollments with a \u201cCompleted\/Passed\u201d status in Table A3 matches the statewide pass rate. This pass rate formula remains consistent with past reports.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Please keep in mind that calculating the pass rate in this manner will result in the lowest possible percentage. To illustrate why this is, consider the completion status of \u201cAudited (No Credit Issued).\u201d These virtual enrollments are not \u201cfailures\u201d per se, but act as such in the formula since they are added to the formula's denominator without impacting the numerator. Another example is enrollments with a completion status of \u201cIncomplete.\u201d About 6% of the virtual enrollments in this report were classified as \u201cIncomplete.\u201d As such, they are treated in the report\u2019s pass rate formula as zero passes, even though some may eventually be awarded a passing status. Finally, it is unclear how to best treat enrollments with a \u201cWithdrawn\u201d status. For instance, 3% of the virtual enrollments in 2021-22 were marked as \u201cWithdrawn\/Passing,\u201d meaning that the student was passing the course at the time the student was withdrawn. Should these enrollments be counted as failures? What about students whose enrollments were marked as \u201cWithdrawn\/Exited\u201d (8% of the virtual enrollments)? Based on the data available, there is no way to determine whether that exiting occurred in the first few weeks of class or the final weeks of class. The data do not provide insight into whether the student was re-enrolled in a different course or whether it was too late for re-enrollment in a credit-bearing opportunity for the student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The research team raises these issues because they represent questions for which there are no definitive answers. In the end, the team decided to report the pass rate as the percentage of all virtual enrollments that were reported as \u201cCompleted\/Passed.\u201d To provide readers with a better idea of the impact of this approach, additional data tables are provided in <a href=\"#appendix-f\" data-type=\"internal\" data-id=\"#appendix-f\">Appendix G<\/a> to allow interested readers in drawing their own conclusions and calculating their own formulas for many of the pass rates reported.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-b\">Appendix B - School Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b1\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B1<\/a>. Two Year Comparison (2020-21 and 2021-22) of Virtual Enrollment Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Years<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of 2021-22 Schools<\/strong><\/th><th><strong># of 2021-22 Enrolls<\/strong><\/th><th><strong>% of 2021-22 Enrolls<\/strong><\/th><th><strong>2021-22 Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>2020-21 Only<\/td><td>594<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><\/tr><tr><td>2021-22 Only<\/td><td>301<\/td><td>16%<\/td><td>97,043<\/td><td>7%<\/td><td>65%<\/td><\/tr><tr><td>Both Years (2020-21 and 2021-22)<\/td><td>1,613<\/td><td>84%<\/td><td>1,311,720<\/td><td>93%<\/td><td>69%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Note: The # schools in the \"2020-21 Only\" row had 643,497 enrollments and a 77% pass rate for that year. The 1,613 schools in both years had a pass rate of 73% for 2020-21.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b2\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B2<\/a>. Virtual Enrollment Differences for Schools Reporting Virtual Learners in Both 2020-21 and 2021-22<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Year-to-Year Enroll Difference<br>(2021-22 minus 2020-21)<\/strong><\/th><th><strong># of Schools<\/strong><br><strong>Both Year<\/strong>s<\/th><th><strong>% of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong># of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><th><strong>% of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>+1,000 or More<\/td><td>39<\/td><td>2%<\/td><td>280,858<\/td><td>21%<\/td><\/tr><tr><td>+500 to +999<\/td><td>54<\/td><td>3%<\/td><td>104,293<\/td><td>8%<\/td><\/tr><tr><td>+100 to +499<\/td><td>150<\/td><td>9%<\/td><td>128,670<\/td><td>10%<\/td><\/tr><tr><td>0 to +99<\/td><td>193<\/td><td>12%<\/td><td>53,358<\/td><td>4%<\/td><\/tr><tr><td>-1 to -99<\/td><td>215<\/td><td>13%<\/td><td>39,016<\/td><td>3%<\/td><\/tr><tr><td>-100 to -499<\/td><td>274<\/td><td>17%<\/td><td>118,674<\/td><td>9%<\/td><\/tr><tr><td>-500 to -999<\/td><td>237<\/td><td>15%<\/td><td>144,390<\/td><td>11%<\/td><\/tr><tr><td>-1,000 or More<\/td><td>451<\/td><td>28%<\/td><td>442,461<\/td><td>34%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,613<\/td><td>100%<\/td><td>1,311,720<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b3\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B3<\/a>. Virtual Pass Rate Differences for Schools Reporting Virtual Learners in Both 2020-21 and 2021-22<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Year-to-Year Pass Rate Difference<br>(2021-22 minus 2020-21)<\/strong><\/th><th><strong># of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong>% of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong># of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><th><strong>% of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>50 or More Percentage Points Increase<\/td><td>44<\/td><td>3%<\/td><td>15,202<\/td><td>1%<\/td><\/tr><tr><td>25 to 49 Percentage Points Increase<\/td><td>125<\/td><td>8%<\/td><td>59,703<\/td><td>5%<\/td><\/tr><tr><td>10 to 24 Percentage Points Increase<\/td><td>286<\/td><td>18%<\/td><td>180,166<\/td><td>14%<\/td><\/tr><tr><td>0 to 9 Percentage Points Increase<\/td><td>376<\/td><td>23%<\/td><td>519,305<\/td><td>40%<\/td><\/tr><tr><td>1 to 9 Percentage Points Decrease<\/td><td>242<\/td><td>15%<\/td><td>317,684<\/td><td>24%<\/td><\/tr><tr><td>10 to 24 Percentage Points Decrease<\/td><td>180<\/td><td>11%<\/td><td>142,775<\/td><td>11%<\/td><\/tr><tr><td>25 to 49 Percentage Points Decrease<\/td><td>102<\/td><td>6%<\/td><td>60,692<\/td><td>5%<\/td><\/tr><tr><td>50 or More Percentage Points Decrease<\/td><td>78<\/td><td>5%<\/td><td>9,674<\/td><td>1%<\/td><\/tr><tr><td>NA - &lt; 10 Enrolls in One or Both Years<\/td><td>180<\/td><td>11%<\/td><td>6,519<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,613<\/td><td>100%<\/td><td>1,311,720<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b4\"><a href=\"#by-grade-level\">Table B4<\/a>.&nbsp;2021-22 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>% Change<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><th><strong>% Change from 20-2<\/strong>1<\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>55,921<\/td><td>4%<\/td><td>-75%<\/td><td>86%<\/td><td>3%<\/td><\/tr><tr><td>1<\/td><td>57,164<\/td><td>4%<\/td><td>-74%<\/td><td>87%<\/td><td>5%<\/td><\/tr><tr><td>2<\/td><td>58,048<\/td><td>4%<\/td><td>-75%<\/td><td>88%<\/td><td>5%<\/td><\/tr><tr><td>3<\/td><td>60,720<\/td><td>4%<\/td><td>-73%<\/td><td>85%<\/td><td>2%<\/td><\/tr><tr><td>4<\/td><td>58,219<\/td><td>4%<\/td><td>-75%<\/td><td>85%<\/td><td>2%<\/td><\/tr><tr><td>5<\/td><td>62,411<\/td><td>4%<\/td><td>-74%<\/td><td>83%<\/td><td>0%<\/td><\/tr><tr><td>6<\/td><td>83,285<\/td><td>6%<\/td><td>-68%<\/td><td>79%<\/td><td>0%<\/td><\/tr><tr><td>7<\/td><td>87,144<\/td><td>6%<\/td><td>-68%<\/td><td>75%<\/td><td>0%<\/td><\/tr><tr><td>8<\/td><td>92,499<\/td><td>7%<\/td><td>-68%<\/td><td>73%<\/td><td>-1%<\/td><\/tr><tr><td>9<\/td><td>154,708<\/td><td>11%<\/td><td>-55%<\/td><td>49%<\/td><td>-10%<\/td><\/tr><tr><td>10<\/td><td>178,060<\/td><td>13%<\/td><td>-51%<\/td><td>56%<\/td><td>-6%<\/td><\/tr><tr><td>11<\/td><td>190,129<\/td><td>13%<\/td><td>-45%<\/td><td>59%<\/td><td>-5%<\/td><\/tr><tr><td>12<\/td><td>270,455<\/td><td>19%<\/td><td>-30%<\/td><td>65%<\/td><td>-2%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,408,763<\/td><td>100%<\/td><td>-61%<\/td><td>69%<\/td><td>-5%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b5\"><a href=\"#by-grade-level\">Table B5<\/a>.&nbsp;2021-22 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure id=\"table-b5\" class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>86%<\/td><td>73%<\/td><\/tr><tr><td>1<\/td><td>87%<\/td><td>79%<\/td><\/tr><tr><td>2<\/td><td>88%<\/td><td>69%<\/td><\/tr><tr><td>3<\/td><td>85%<\/td><td>70%<\/td><\/tr><tr><td>4<\/td><td>85%<\/td><td>69%<\/td><\/tr><tr><td>5<\/td><td>83%<\/td><td>74%<\/td><\/tr><tr><td>6<\/td><td>79%<\/td><td>62%<\/td><\/tr><tr><td>7<\/td><td>75%<\/td><td>60%<\/td><\/tr><tr><td>8<\/td><td>73%<\/td><td>64%<\/td><\/tr><tr><td>9<\/td><td>49%<\/td><td>60%<\/td><\/tr><tr><td>10<\/td><td>56%<\/td><td>67%<\/td><\/tr><tr><td>11<\/td><td>59%<\/td><td>73%<\/td><\/tr><tr><td>12<\/td><td>65%<\/td><td>80%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>69%<\/td><td>71%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b6\"><a href=\"#by-school-level-virtual-pass-rate\">Table B6<\/a>.&nbsp;2021-22 Number and Percentage of Schools and Virtual Enrollments by School Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Pass Rate<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>0% to &lt;10%<\/td><td>130<\/td><td>7%<\/td><td>17,136<\/td><td>1%<\/td><\/tr><tr><td>10% to &lt;20%<\/td><td>49<\/td><td>3%<\/td><td>13,110<\/td><td>1%<\/td><\/tr><tr><td>20% to &lt;30%<\/td><td>77<\/td><td>4%<\/td><td>79,235<\/td><td>6%<\/td><\/tr><tr><td>30% to &lt;40%<\/td><td>102<\/td><td>5%<\/td><td>84,137<\/td><td>6%<\/td><\/tr><tr><td>40% to &lt;50%<\/td><td>128<\/td><td>7%<\/td><td>117,033<\/td><td>8%<\/td><\/tr><tr><td>50% to &lt;60%<\/td><td>171<\/td><td>9%<\/td><td>154,149<\/td><td>11%<\/td><\/tr><tr><td>60% to &lt;70%<\/td><td>250<\/td><td>13%<\/td><td>257,712<\/td><td>18%<\/td><\/tr><tr><td>70% to &lt;80%<\/td><td>287<\/td><td>15%<\/td><td>161,973<\/td><td>11%<\/td><\/tr><tr><td>80% to &lt;90%<\/td><td>277<\/td><td>14%<\/td><td>172,513<\/td><td>12%<\/td><\/tr><tr><td>90% to 100%<\/td><td>443<\/td><td>23%<\/td><td>351,765<\/td><td>25%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,914<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b7\"><a href=\"#by-entity-type\">Table B7<\/a>.&nbsp;2021-22 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure id=\"table-b7\" class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>29<\/td><td>2%<\/td><td>9,729<\/td><td>1%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>5<\/td><td>0%<\/td><td>853<\/td><td>0%<\/td><\/tr><tr><td>LEA School<\/td><td>1,685<\/td><td>88%<\/td><td>828,127<\/td><td>59%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>10<\/td><td>1%<\/td><td>5,772<\/td><td>0%<\/td><\/tr><tr><td>PSA School<\/td><td>184<\/td><td>10%<\/td><td>564,278<\/td><td>40%<\/td><\/tr><tr><td>State School<\/td><td>1<\/td><td>0%<\/td><td>4<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,914<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b8\"><a href=\"#by-entity-type\">Table B8<\/a>.&nbsp;2021-22 Virtual Pass Rate by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>6,507<\/td><td>9,729<\/td><td>67%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>534,488<\/td><td>828,127<\/td><td>65%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>4,523<\/td><td>5,772<\/td><td>78%<\/td><\/tr><tr><td>PSA School<\/td><td>418,850<\/td><td>564,278<\/td><td>74%<\/td><\/tr><tr><td>State School<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>965,076<\/td><td>1,408,763<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b9\"><a href=\"#by-full-time-virtual-schools\">Table B9<\/a>.&nbsp;2021-22 Number and Percentage of Full-Time (FT) Virtual or Cyber School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of FT Schools<\/strong><\/th><th><strong>% of FT Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>1<\/td><td>1%<\/td><\/tr><tr><td>LEA School<\/td><td>75<\/td><td>80%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>1<\/td><td>1%<\/td><\/tr><tr><td>PSA School<\/td><td>17<\/td><td>18%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>94<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b10\"><a href=\"#by-full-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-full-time-virtual-schools\">Table B10<\/a>.&nbsp;2021-22 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of FT Students<\/strong><\/th><th><strong>% of FT Students<\/strong><\/th><th><strong># of FT Enrolls<\/strong><\/th><th><strong>% of FT Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>24,544<\/td><td>47%<\/td><td>217,340<\/td><td>43%<\/td><td>57%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>27,149<\/td><td>52%<\/td><td>279,647<\/td><td>56%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>52,198<\/td><td>100%<\/td><td>502,284<\/td><td>100%<\/td><td>59%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b11\"><a href=\"#by-part-time-virtual-schools\">Table B11<\/a>.&nbsp;2021-22 Number and Percentage of Part-Time (PT) Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of PT Schools<\/strong><\/th><th><strong>% of PT Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>28<\/td><td>2%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>5<\/td><td>0%<\/td><\/tr><tr><td>LEA School<\/td><td>1,610<\/td><td>88%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>9<\/td><td>0%<\/td><\/tr><tr><td>PSA School<\/td><td>167<\/td><td>9%<\/td><\/tr><tr><td>State School<\/td><td>1<\/td><td>0<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,820<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b12\"><a href=\"#by-part-time-virtual-schools\">Table B12<\/a>.&nbsp;2021-22 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of PT Students<\/strong><\/th><th><strong>% of PT Students<\/strong><\/th><th><strong># of PT Enrolls<\/strong><\/th><th><strong>% of PT Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>1,232<\/td><td>1%<\/td><td>5,110<\/td><td>1%<\/td><td>78%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>121,412<\/td><td>77%<\/td><td>610,787<\/td><td>67%<\/td><td>67%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>35,608<\/td><td>22%<\/td><td>284,631<\/td><td>31%<\/td><td>87%<\/td><\/tr><tr><td>State School<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>158,549<\/td><td>100%<\/td><td>906,479<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em><em>Note: Because some students took courses across multiple entity types, a student may be counted toward more than one type. The total row, however, reflects the number of unique students.<\/em><\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b13\"><a href=\"#by-school-emphasis\">Table B13<\/a>.&nbsp;2021-22 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>277<\/td><td>14%<\/td><td>393,218<\/td><td>28%<\/td><\/tr><tr><td>General Education<\/td><td>1,606<\/td><td>84%<\/td><td>1,011,896<\/td><td>72%<\/td><\/tr><tr><td>Special Education<\/td><td>27<\/td><td>1%<\/td><td>3,437<\/td><td>0%<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>4<\/td><td>0%<\/td><td>212<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,914<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b14\"><a href=\"#by-school-emphasis\">Table B14<\/a>.&nbsp;2021-22 Virtual Pass Rate by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>194,803<\/td><td>393,218<\/td><td>50%<\/td><\/tr><tr><td>General Education<\/td><td>768,064<\/td><td>1,011,896<\/td><td>76%<\/td><\/tr><tr><td>Special Education<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>965,076<\/td><td>1,408,763<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b15\"><a href=\"#by-school-emphasis\" data-type=\"internal\" data-id=\"#by-school-emphasis\">Table B15<\/a>.&nbsp;2021-22 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong>General Ed Pass Rate<\/strong><\/th><th><strong>Alternative Ed Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>72%<\/td><td>51%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>80%<\/td><td>43%<\/td><\/tr><tr><td>State School<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>76%<\/td><td>50%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b16\"><a href=\"#by-number-of-virtual-enrollments\">Table B16<\/a>.&nbsp;2021-22 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Enrolls Per School<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 9<\/td><td>192<\/td><td>10%<\/td><td>894<\/td><td>0%<\/td><\/tr><tr><td>10 to 19<\/td><td>165<\/td><td>9%<\/td><td>2,260<\/td><td>0%<\/td><\/tr><tr><td>20 to 29<\/td><td>85<\/td><td>4%<\/td><td>2,072<\/td><td>0%<\/td><\/tr><tr><td>30 to 39<\/td><td>89<\/td><td>5%<\/td><td>3,067<\/td><td>0%<\/td><\/tr><tr><td>40 to 49<\/td><td>61<\/td><td>3%<\/td><td>2,726<\/td><td>0%<\/td><\/tr><tr><td>50 to 59<\/td><td>62<\/td><td>3%<\/td><td>3,356<\/td><td>0%<\/td><\/tr><tr><td>60 to 69<\/td><td>41<\/td><td>2%<\/td><td>2,640<\/td><td>0%<\/td><\/tr><tr><td>70 to 79<\/td><td>52<\/td><td>3%<\/td><td>3,865<\/td><td>0%<\/td><\/tr><tr><td>80 to 89<\/td><td>37<\/td><td>2%<\/td><td>3,110<\/td><td>0%<\/td><\/tr><tr><td>90 to 99<\/td><td>47<\/td><td>2%<\/td><td>4,438<\/td><td>0%<\/td><\/tr><tr><td>100+<\/td><td>1,083<\/td><td>57%<\/td><td>1,380,335<\/td><td>98%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,914<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b17\"><a href=\"#by-number-of-virtual-enrollments\">Table B17<\/a>.&nbsp;2021-22 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Pass Rate<\/strong><\/th><th><strong>1 to 2 Virtual Courses \/&nbsp;Learner<\/strong><\/th><th><strong>3 to 4 Virtual Courses \/ Learner<\/strong><\/th><th><strong>5+ Virtual Courses \/ Learner<\/strong><\/th><\/tr><\/thead><tbody><tr><td>0% to &lt;10%<\/td><td>6%<\/td><td>5%<\/td><td>8%<\/td><\/tr><tr><td>10% to &lt;20%<\/td><td>1%<\/td><td>0%<\/td><td>4%<\/td><\/tr><tr><td>20% to &lt;30%<\/td><td>1%<\/td><td>2%<\/td><td>6%<\/td><\/tr><tr><td>30% to &lt;40%<\/td><td>2%<\/td><td>3%<\/td><td>7%<\/td><\/tr><tr><td>40% to &lt;50%<\/td><td>4%<\/td><td>5%<\/td><td>8%<\/td><\/tr><tr><td>50% to &lt;60%<\/td><td>7%<\/td><td>9%<\/td><td>9%<\/td><\/tr><tr><td>60% to &lt;70%<\/td><td>10%<\/td><td>14%<\/td><td>13%<\/td><\/tr><tr><td>70% to &lt;80%<\/td><td>14%<\/td><td>23%<\/td><td>13%<\/td><\/tr><tr><td>80% to &lt;90%<\/td><td>21%<\/td><td>18%<\/td><td>11%<\/td><\/tr><tr><td>90% to 100%<\/td><td>35%<\/td><td>20%<\/td><td>21%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b18\"><a href=\"#by-locale\">Table B18<\/a>.&nbsp;2021-22 Number and Percentage of Schools and Virtual Enrollments by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>589<\/td><td>31%<\/td><td>360,740<\/td><td>26%<\/td><\/tr><tr><td>Town<\/td><td>251<\/td><td>13%<\/td><td>128,589<\/td><td>9%<\/td><\/tr><tr><td>Suburb<\/td><td>695<\/td><td>36%<\/td><td>579,835<\/td><td>41%<\/td><\/tr><tr><td>City<\/td><td>369<\/td><td>19%<\/td><td>299,997<\/td><td>21%<\/td><\/tr><tr><td>Not Specified<\/td><td>10<\/td><td>1%<\/td><td>39,602<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>1,914<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b19\"><a href=\"#by-locale\">Table B19<\/a>.&nbsp;2021-22 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>1 to 24 Enrolls<\/strong><\/th><th><strong>25 to 49 Enrolls<\/strong><\/th><th><strong>50 to 74 Enrolls<\/strong><\/th><th><strong>75 to 99 Enrolls<\/strong><\/th><th><strong>100+ Enrolls<\/strong><\/th><th><strong>Total<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>20%<\/td><td>12%<\/td><td>7%<\/td><td>7%<\/td><td>54%<\/td><td>100%<\/td><\/tr><tr><td>Town<\/td><td>20%<\/td><td>10%<\/td><td>7%<\/td><td>6%<\/td><td>57%<\/td><td>100%<\/td><\/tr><tr><td>Suburb<\/td><td>20%<\/td><td>7%<\/td><td>7%<\/td><td>6%<\/td><td>61%<\/td><td>100%<\/td><\/tr><tr><td>City<\/td><td>28%<\/td><td>12%<\/td><td>6%<\/td><td>3%<\/td><td>51%<\/td><td>100%<\/td><\/tr><tr><td>Not Specified<\/td><td>0%<\/td><td>0%<\/td><td>10%<\/td><td>0%<\/td><td>90%<\/td><td>100%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b20\"><a href=\"#by-locale\">Table B20<\/a>.&nbsp;2021-22 Virtual Pass Rate by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><th><strong>% Change from <\/strong>20-21<\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>67%<\/td><td>-2%<\/td><\/tr><tr><td>Town<\/td><td>61%<\/td><td>-3%<\/td><\/tr><tr><td>Suburb<\/td><td>70%<\/td><td>-8%<\/td><\/tr><tr><td>City<\/td><td>71%<\/td><td>-4%<\/td><\/tr><tr><td>Not Specified<\/td><td>57%<\/td><td>-11%<\/td><\/tr><\/tbody><tfoot><tr><td>Total <\/td><td>69%<\/td><td>-5%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b21\"><a href=\"#by-locale\">Table B21<\/a>.&nbsp;2021-22 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>0% to 20% Pass Rate<\/strong><\/th><th><strong>20% to 40% Pass Rate<\/strong><\/th><th><strong>40% to 60% Pass Rate<\/strong><\/th><th><strong>60% to 80% Pass Rate<\/strong><\/th><th><strong>80% to 100% Pass Rate<\/strong><\/th><th><strong>Total<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>6%<\/td><td>9%<\/td><td>17%<\/td><td>30%<\/td><td>38%<\/td><td>100%<\/td><\/tr><tr><td>Town<\/td><td>8%<\/td><td>11%<\/td><td>17%<\/td><td>33%<\/td><td>30%<\/td><td>100%<\/td><\/tr><tr><td>Suburb<\/td><td>5%<\/td><td>7%<\/td><td>15%<\/td><td>29%<\/td><td>44%<\/td><td>100%<\/td><\/tr><tr><td>City<\/td><td>24%<\/td><td>12%<\/td><td>17%<\/td><td>21%<\/td><td>27%<\/td><td>100%<\/td><\/tr><tr><td>Not Specified<\/td><td>20%<\/td><td>0%<\/td><td>30%<\/td><td>20%<\/td><td>30%<\/td><td>100%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b22\"><a href=\"#by-school-poverty-levels\">Table B22<\/a>.&nbsp;2021-22 Number and Percentage of Schools with Virtual Enrollments by School Free or Reduced-Price Lunch Categories<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Schools with Virtual Learners<\/strong><\/th><th><strong># of MI Schools (All)<\/strong><\/th><th><strong>% of Schools<\/strong> <strong>with Virtual Learners<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>232<\/td><td>425<\/td><td>55%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>552<\/td><td>929<\/td><td>59%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>614<\/td><td>1,070<\/td><td>57%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>486<\/td><td>916<\/td><td>53%<\/td><\/tr><tr><td>Missing<\/td><td>30<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,914<\/td><td>3,436<\/td><td>56%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: All Michigan K-12 schools with building codes were used to calculate the state figures.<\/em> State data are available through <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report\/\" target=\"_blank\" rel=\"noreferrer noopener\">MI School Data<\/a>.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b23\"><a href=\"#by-school-poverty-levels\" data-type=\"internal\" data-id=\"#by-school-poverty-levels\">Table B23<\/a>.&nbsp;2021-22 Number and Pass Rate of Virtual Enrollments by School Free or Reduced-Price Lunch Categories<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong><strong>Free or Reduced-Price Lunch Category<\/strong><\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>82,212<\/td><td>98,059<\/td><td>7%<\/td><td>84%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>221,256<\/td><td>278,051<\/td><td>20%<\/td><td>80%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>272,798<\/td><td>423,031<\/td><td>30%<\/td><td>64%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>385,444<\/td><td>604,359<\/td><td>43%<\/td><td>64%<\/td><\/tr><tr><td>Missing<\/td><td>3,366<\/td><td>5,263<\/td><td>0%<\/td><td>64%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>965,076<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-c\">Appendix C - Course Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c1\"><a href=\"#courses-by-subject-area\">Table C1<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>973<\/td><td>0%<\/td><td>76%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>393<\/td><td>0%<\/td><td>79%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>14,470<\/td><td>1%<\/td><td>70%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>6,122<\/td><td>0%<\/td><td>60%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>31,073<\/td><td>2%<\/td><td>75%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>2,785<\/td><td>0%<\/td><td>83%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>253,201<\/td><td>18%<\/td><td>65%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>128,968<\/td><td>9%<\/td><td>79%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>57,821<\/td><td>4%<\/td><td>59%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>3,802<\/td><td>0%<\/td><td>77%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>1,315<\/td><td>0%<\/td><td>70%<\/td><\/tr><tr><td>Human Services<\/td><td>12,423<\/td><td>1%<\/td><td>71%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>200,460<\/td><td>14%<\/td><td>66%<\/td><\/tr><tr><td>Manufacturing<\/td><td>626<\/td><td>0%<\/td><td>87%<\/td><\/tr><tr><td>Mathematics<\/td><td>228,348<\/td><td>16%<\/td><td>63%<\/td><\/tr><tr><td>Military Science<\/td><td>231<\/td><td>0%<\/td><td>73%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>113,879<\/td><td>8%<\/td><td>79%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>14,504<\/td><td>1%<\/td><td>82%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>116,638<\/td><td>8%<\/td><td>74%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>2,645<\/td><td>0%<\/td><td>75%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>174<\/td><td>0%<\/td><td>80%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>217,683<\/td><td>15%<\/td><td>66%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>229<\/td><td>0%<\/td><td>87%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c2\"><a href=\"#courses-by-subject-area\">Table C2<\/a>.&nbsp;2021-22 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>76%<\/td><td>80%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>79%<\/td><td>82%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>70%<\/td><td>79%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>60%<\/td><td>79%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>75%<\/td><td>73%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>83%<\/td><td>76%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>65%<\/td><td>70%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>79%<\/td><td>78%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>59%<\/td><td>70%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>77%<\/td><td>77%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>70%<\/td><td>79%<\/td><\/tr><tr><td>Human Services<\/td><td>71%<\/td><td>74%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>66%<\/td><td>68%<\/td><\/tr><tr><td>Manufacturing<\/td><td>87%<\/td><td>78%<\/td><\/tr><tr><td>Mathematics<\/td><td>63%<\/td><td>66%<\/td><\/tr><tr><td>Military Science<\/td><td>73%<\/td><td>72%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>79%<\/td><td>73%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>82%<\/td><td>81%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>74%<\/td><td>75%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>75%<\/td><td>79%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>80%<\/td><td>84%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>66%<\/td><td>69%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>87%<\/td><td>77%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>69%<\/td><td>71%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c3\"><a href=\"#highest-virtual-enrollment-courses\">Table C3<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>English Language and Literature Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>English\/Language Arts I (9th grade)<\/td><td>36,437<\/td><td>14%<\/td><td>47%<\/td><\/tr><tr><td>English\/Language Arts II (10th grade)<\/td><td>33,707<\/td><td>13%<\/td><td>55%<\/td><\/tr><tr><td>English\/Language Arts III (11th grade)<\/td><td>30,792<\/td><td>12%<\/td><td>60%<\/td><\/tr><tr><td>English\/Language Arts IV (12th grade)<\/td><td>26,638<\/td><td>11%<\/td><td>65%<\/td><\/tr><tr><td>Language Arts (grade 8)<\/td><td>12,654<\/td><td>5%<\/td><td>68%<\/td><\/tr><tr><td>Language Arts (grade 7)<\/td><td>11,790<\/td><td>5%<\/td><td>70%<\/td><\/tr><tr><td>Language Arts (grade 6)<\/td><td>10,836<\/td><td>4%<\/td><td>75%<\/td><\/tr><tr><td>Language Arts (grade 1)<\/td><td>7,984<\/td><td>3%<\/td><td>83%<\/td><\/tr><tr><td>Language Arts (kindergarten)<\/td><td>7,670<\/td><td>3%<\/td><td>82%<\/td><\/tr><tr><td>Language Arts (grade 5)<\/td><td>7,605<\/td><td>3%<\/td><td>81%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>186,113<\/td><td>74%<\/td><td>62%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on the overall total of 253,201 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c4\"><a href=\"#highest-virtual-enrollment-courses\">Table C4<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Mathematics Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Geometry<\/td><td>35,415<\/td><td>16%<\/td><td>54%<\/td><\/tr><tr><td>Algebra I<\/td><td>33,265<\/td><td>15%<\/td><td>45%<\/td><\/tr><tr><td>Algebra II<\/td><td>31,632<\/td><td>14%<\/td><td>60%<\/td><\/tr><tr><td>Consumer Mathematics<\/td><td>12,337<\/td><td>5%<\/td><td>70%<\/td><\/tr><tr><td>Mathematics (grade 7)<\/td><td>11,944<\/td><td>5%<\/td><td>68%<\/td><\/tr><tr><td>Mathematics (grade 6)<\/td><td>11,290<\/td><td>5%<\/td><td>75%<\/td><\/tr><tr><td>Mathematics (grade 8)<\/td><td>9,748<\/td><td>4%<\/td><td>63%<\/td><\/tr><tr><td>Mathematics (grade 5)<\/td><td>7,786<\/td><td>3%<\/td><td>78%<\/td><\/tr><tr><td>Mathematics (grade 1)<\/td><td>7,700<\/td><td>3%<\/td><td>87%<\/td><\/tr><tr><td>Mathematics (grade 3)<\/td><td>7,489<\/td><td>3%<\/td><td>83%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>168,606<\/td><td>74%<\/td><td>61%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on the overall total of 228,348 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c5\"><a href=\"#highest-virtual-enrollment-courses\">Table C5<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Life and Physical Sciences Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Biology<\/td><td>37,187<\/td><td>19%<\/td><td>53%<\/td><\/tr><tr><td>Chemistry<\/td><td>22,885<\/td><td>11%<\/td><td>59%<\/td><\/tr><tr><td>Earth Science<\/td><td>16,579<\/td><td>8%<\/td><td>54%<\/td><\/tr><tr><td>Physical Science<\/td><td>13,805<\/td><td>7%<\/td><td>56%<\/td><\/tr><tr><td>Science (grade 7)<\/td><td>10,607<\/td><td>5%<\/td><td>72%<\/td><\/tr><tr><td>Science (grade 6)<\/td><td>9,773<\/td><td>5%<\/td><td>77%<\/td><\/tr><tr><td>Science (grade 8)<\/td><td>9,245<\/td><td>5%<\/td><td>68%<\/td><\/tr><tr><td>Earth and Space Science<\/td><td>8,669<\/td><td>4%<\/td><td>60%<\/td><\/tr><tr><td>Science (grade 5)<\/td><td>7,724<\/td><td>4%<\/td><td>80%<\/td><\/tr><tr><td>Science (grade 3)<\/td><td>7,472<\/td><td>4%<\/td><td>82%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>143,946<\/td><td>72%<\/td><td>62%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on the overall total of 200,460 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c6\"><a href=\"#highest-virtual-enrollment-courses\">Table C6<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Social Sciences and History Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>U.S. History\u2014Comprehensive<\/td><td>26,249<\/td><td>12%<\/td><td>54%<\/td><\/tr><tr><td>World History and Geography<\/td><td>19,414<\/td><td>9%<\/td><td>51%<\/td><\/tr><tr><td>Economics<\/td><td>17,645<\/td><td>8%<\/td><td>64%<\/td><\/tr><tr><td>World History\u2014Overview<\/td><td>13,628<\/td><td>6%<\/td><td>57%<\/td><\/tr><tr><td>U.S. Government\u2014Comprehensive<\/td><td>10,861<\/td><td>5%<\/td><td>61%<\/td><\/tr><tr><td>Social Studies (grade 8)<\/td><td>10,197<\/td><td>5%<\/td><td>67%<\/td><\/tr><tr><td>Social Studies (grade 6)<\/td><td>9,849<\/td><td>5%<\/td><td>75%<\/td><\/tr><tr><td>Social Studies (grade 7)<\/td><td>9,703<\/td><td>4%<\/td><td>74%<\/td><\/tr><tr><td>Civics<\/td><td>8,370<\/td><td>4%<\/td><td>57%<\/td><\/tr><tr><td>Psychology<\/td><td>7,714<\/td><td>4%<\/td><td>69%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>133,630<\/td><td>61%<\/td><td>61%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on the overall total of 217,683 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c7\"><a href=\"#highest-virtual-enrollment-courses\">Table C7<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>AP Course Title<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>AP 2-D Art and Design<\/td><td>38<\/td><td>1%<\/td><td>89%<\/td><\/tr><tr><td>AP 3-D Art and Design<\/td><td>4<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Art History<\/td><td>190<\/td><td>4%<\/td><td>62%<\/td><\/tr><tr><td>AP Biology<\/td><td>223<\/td><td>4%<\/td><td>75%<\/td><\/tr><tr><td>AP Calculus AB<\/td><td>205<\/td><td>4%<\/td><td>87%<\/td><\/tr><tr><td>AP Calculus BC<\/td><td>103<\/td><td>2%<\/td><td>79%<\/td><\/tr><tr><td>AP Chemistry<\/td><td>71<\/td><td>1%<\/td><td>68%<\/td><\/tr><tr><td>AP Chinese Language and Culture<\/td><td>11<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Computer Science A<\/td><td>258<\/td><td>5%<\/td><td>91%<\/td><\/tr><tr><td>AP Computer Science Principles<\/td><td>34<\/td><td>1%<\/td><td>82%<\/td><\/tr><tr><td>AP Drawing<\/td><td>38<\/td><td>1%<\/td><td>61%<\/td><\/tr><tr><td>AP Economics<\/td><td>58<\/td><td>1%<\/td><td>38%<\/td><\/tr><tr><td>AP English Language and Composition<\/td><td>526<\/td><td>10%<\/td><td>87%<\/td><\/tr><tr><td>AP English Literature and Composition<\/td><td>405<\/td><td>8%<\/td><td>84%<\/td><\/tr><tr><td>AP Environmental Science<\/td><td>158<\/td><td>3%<\/td><td>92%<\/td><\/tr><tr><td>AP European History<\/td><td>60<\/td><td>1%<\/td><td>98%<\/td><\/tr><tr><td>AP French Language and Culture<\/td><td>29<\/td><td>1%<\/td><td>69%<\/td><\/tr><tr><td>AP German Language and Culture<\/td><td>1<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Government<\/td><td>31<\/td><td>1%<\/td><td>77%<\/td><\/tr><tr><td>AP Human Geography<\/td><td>73<\/td><td>1%<\/td><td>86%<\/td><\/tr><tr><td>AP Macroeconomics<\/td><td>161<\/td><td>3%<\/td><td>91%<\/td><\/tr><tr><td>AP Microeconomics<\/td><td>149<\/td><td>3%<\/td><td>86%<\/td><\/tr><tr><td>AP Music Theory<\/td><td>40<\/td><td>1%<\/td><td>83%<\/td><\/tr><tr><td>AP Physics 1<\/td><td>51<\/td><td>1%<\/td><td>78%<\/td><\/tr><tr><td>AP Physics 2<\/td><td>11<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Physics C<\/td><td>51<\/td><td>1%<\/td><td>84%<\/td><\/tr><tr><td>AP Physics C: Electricity and Magnetism<\/td><td>3<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Physics C: Mechanics<\/td><td>4<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Psychology<\/td><td>860<\/td><td>16%<\/td><td>83%<\/td><\/tr><tr><td>AP Seminar<\/td><td>344<\/td><td>6%<\/td><td>97%<\/td><\/tr><tr><td>AP Spanish Language and Culture<\/td><td>89<\/td><td>2%<\/td><td>73%<\/td><\/tr><tr><td>AP Spanish Literature and Culture<\/td><td>8<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Statistics<\/td><td>249<\/td><td>5%<\/td><td>84%<\/td><\/tr><tr><td>AP U.S. Government and Politics<\/td><td>181<\/td><td>3%<\/td><td>81%<\/td><\/tr><tr><td>AP U.S. History<\/td><td>366<\/td><td>7%<\/td><td>83%<\/td><\/tr><tr><td>AP World History: Modern<\/td><td>217<\/td><td>4%<\/td><td>83%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>5,300<\/td><td>100%<\/td><td>84%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: An additional 446 enrollments had a course type listed as Advanced Placement but did not match an AP SCED Code. Similarly, there existed 34 local course titles with AP in the title that did not have an AP SCED Code. Thus, it is very likely the data above underreports the number of students taking AP courses virtually. Pass Rates are not reported (NR) if there were fewer than 25 for that cell.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c8\"><a href=\"#subject-area-enrollments-by-locale\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-locale\">Table C8<\/a>.&nbsp;2021-22 Virtual Enrollments Percentage by Subject Area and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>% Rural<\/strong><\/th><th><strong>% Town<\/strong><\/th><th><strong>% Suburb<\/strong><\/th><th>% City<\/th><th><strong>% Not Specified<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>2%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>2%<\/td><td>1%<\/td><td>2%<\/td><td>4%<\/td><td>1%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>19%<\/td><td>20%<\/td><td>17%<\/td><td>17%<\/td><td>16%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>8%<\/td><td>7%<\/td><td>9%<\/td><td>11%<\/td><td>12%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>5%<\/td><td>4%<\/td><td>4%<\/td><td>4%<\/td><td>2%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Human Services<\/td><td>1%<\/td><td>2%<\/td><td>1%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>14%<\/td><td>14%<\/td><td>14%<\/td><td>14%<\/td><td>14%<\/td><\/tr><tr><td>Manufacturing<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Mathematics<\/td><td>16%<\/td><td>17%<\/td><td>16%<\/td><td>16%<\/td><td>15%<\/td><\/tr><tr><td>Military Science<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>7%<\/td><td>6%<\/td><td>9%<\/td><td>9%<\/td><td>4%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>4%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>9%<\/td><td>8%<\/td><td>8%<\/td><td>8%<\/td><td>12%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>16%<\/td><td>17%<\/td><td>15%<\/td><td>15%<\/td><td>15%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c9\"><a href=\"#subject-area-enrollments-by-locale\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-locale\">Table C9<\/a>.&nbsp;2021-22 Virtual Enrollment Pass Rates by Subject Area and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>Rural Pass Rate<\/strong><\/th><th><strong>Town Pass Rate<\/strong><\/th><th><strong>Suburban Pass Rate<\/strong><\/th><th><strong>City Pass Rate<\/strong><\/th><th><strong>Not Specified Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>74%<\/td><td>75%<\/td><td>79%<\/td><td>67%<\/td><td>NR<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>78%<\/td><td>88%<\/td><td>76%<\/td><td>76%<\/td><td>NR<\/td><\/tr><tr><td>Business and Marketing<\/td><td>74%<\/td><td>77%<\/td><td>70%<\/td><td>59%<\/td><td>72%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>49%<\/td><td>66%<\/td><td>69%<\/td><td>42%<\/td><td>74%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>72%<\/td><td>64%<\/td><td>79%<\/td><td>75%<\/td><td>59%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>70%<\/td><td>87%<\/td><td>86%<\/td><td>65%<\/td><td>89%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>64%<\/td><td>60%<\/td><td>67%<\/td><td>68%<\/td><td>48%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>79%<\/td><td>59%<\/td><td>80%<\/td><td>83%<\/td><td>71%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>54%<\/td><td>59%<\/td><td>61%<\/td><td>62%<\/td><td>55%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>78%<\/td><td>84%<\/td><td>73%<\/td><td>76%<\/td><td>NR<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>70%<\/td><td>79%<\/td><td>77%<\/td><td>44%<\/td><td>NR<\/td><\/tr><tr><td>Human Services<\/td><td>72%<\/td><td>72%<\/td><td>71%<\/td><td>65%<\/td><td>68%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>64%<\/td><td>58%<\/td><td>69%<\/td><td>68%<\/td><td>49%<\/td><\/tr><tr><td>Manufacturing<\/td><td>91%<\/td><td>80%<\/td><td>77%<\/td><td>77%<\/td><td>NR<\/td><\/tr><tr><td>Mathematics<\/td><td>60%<\/td><td>56%<\/td><td>65%<\/td><td>66%<\/td><td>46%<\/td><\/tr><tr><td>Military Science<\/td><td>NR<\/td><td>NR<\/td><td>76%<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Miscellaneous<\/td><td>78%<\/td><td>68%<\/td><td>82%<\/td><td>81%<\/td><td>58%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>87%<\/td><td>76%<\/td><td>81%<\/td><td>70%<\/td><td>89%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>73%<\/td><td>69%<\/td><td>73%<\/td><td>79%<\/td><td>77%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>79%<\/td><td>82%<\/td><td>71%<\/td><td>83%<\/td><td>NR<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>69%<\/td><td>NR<\/td><td>84%<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>65%<\/td><td>62%<\/td><td>68%<\/td><td>69%<\/td><td>44%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>86%<\/td><td>NR<\/td><td>88%<\/td><td>89%<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>67%<\/td><td>61%<\/td><td>70%<\/td><td>71%<\/td><td>57%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 25 virtual enrollments for that cell.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c10\"><a href=\"#subject-area-enrollments-by-gender\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-gender\">Table C10<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong># of Female Enrolls<\/strong><\/th><th><strong># of Male Enrolls<\/strong><\/th><th><strong>% of Female Enrolls<\/strong><\/th><th><strong>% of Male Enrolls<\/strong><\/th><th><strong>Female Pass Rate<\/strong><\/th><th><strong>Male Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>590<\/td><td>383<\/td><td>0%<\/td><td>0%<\/td><td>78%<\/td><td>74%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>52<\/td><td>341<\/td><td>0%<\/td><td>0%<\/td><td>83%<\/td><td>78%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>7,302<\/td><td>7,168<\/td><td>1%<\/td><td>1%<\/td><td>72%<\/td><td>69%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>3,334<\/td><td>2,788<\/td><td>0%<\/td><td>0%<\/td><td>61%<\/td><td>58%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>14,234<\/td><td>16,839<\/td><td>2%<\/td><td>2%<\/td><td>76%<\/td><td>75%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>1,176<\/td><td>1,609<\/td><td>0%<\/td><td>0%<\/td><td>84%<\/td><td>82%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>126,744<\/td><td>126,457<\/td><td>18%<\/td><td>18%<\/td><td>66%<\/td><td>64%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>65,666<\/td><td>63,302<\/td><td>9%<\/td><td>9%<\/td><td>80%<\/td><td>78%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>30,461<\/td><td>27,360<\/td><td>4%<\/td><td>4%<\/td><td>61%<\/td><td>56%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>2,857<\/td><td>945<\/td><td>0%<\/td><td>0%<\/td><td>79%<\/td><td>71%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>749<\/td><td>566<\/td><td>0%<\/td><td>0%<\/td><td>70%<\/td><td>70%<\/td><\/tr><tr><td>Human Services<\/td><td>6,975<\/td><td>5,448<\/td><td>1%<\/td><td>1%<\/td><td>72%<\/td><td>68%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>100,221<\/td><td>100,239<\/td><td>14%<\/td><td>14%<\/td><td>67%<\/td><td>65%<\/td><\/tr><tr><td>Manufacturing<\/td><td>155<\/td><td>471<\/td><td>0%<\/td><td>0%<\/td><td>89%<\/td><td>87%<\/td><\/tr><tr><td>Mathematics<\/td><td>113,874<\/td><td>114,474<\/td><td>16%<\/td><td>16%<\/td><td>63%<\/td><td>62%<\/td><\/tr><tr><td>Military Science<\/td><td>89<\/td><td>142<\/td><td>0%<\/td><td>0%<\/td><td>80%<\/td><td>68%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>56,689<\/td><td>57,190<\/td><td>8%<\/td><td>8%<\/td><td>80%<\/td><td>79%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>7,103<\/td><td>7,401<\/td><td>1%<\/td><td>1%<\/td><td>81%<\/td><td>82%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>58,082<\/td><td>58,556<\/td><td>8%<\/td><td>8%<\/td><td>75%<\/td><td>74%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>1,619<\/td><td>1,026<\/td><td>0%<\/td><td>0%<\/td><td>76%<\/td><td>73%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>115<\/td><td>59<\/td><td>0%<\/td><td>0%<\/td><td>77%<\/td><td>86%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>110,865<\/td><td>106,818<\/td><td>16%<\/td><td>15%<\/td><td>67%<\/td><td>65%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>26<\/td><td>203<\/td><td>0%<\/td><td>0%<\/td><td>73%<\/td><td>89%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>708,978<\/td><td>699,785<\/td><td>100%<\/td><td>100%<\/td><td>69%<\/td><td>68%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c11\"><a href=\"#courses-by-virtual-method\" data-type=\"internal\" data-id=\"#courses-by-virtual-method\">Table C11<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Method<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Blended Learning<\/td><td>309,961<\/td><td>22%<\/td><td>89%<\/td><\/tr><tr><td>Digital Learning<\/td><td>94,756<\/td><td>7%<\/td><td>59%<\/td><\/tr><tr><td>Online Course<\/td><td>1,004,046<\/td><td>71%<\/td><td>63%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-d\">Appendix D - Student Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d1\"><a href=\"#by-student-grade-level\">Table D1<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Students with Percent Year over Year Change<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong>% Change from Prior Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>7,325<\/td><td>4%<\/td><td>-70%<\/td><\/tr><tr><td>1<\/td><td>8,184<\/td><td>4%<\/td><td>-67%<\/td><\/tr><tr><td>2<\/td><td>7,806<\/td><td>4%<\/td><td>-68%<\/td><\/tr><tr><td>3<\/td><td>7,884<\/td><td>4%<\/td><td>-68%<\/td><\/tr><tr><td>4<\/td><td>7,563<\/td><td>4%<\/td><td>-69%<\/td><\/tr><tr><td>5<\/td><td>8,467<\/td><td>4%<\/td><td>-66%<\/td><\/tr><tr><td>6<\/td><td>9,279<\/td><td>4%<\/td><td>-67%<\/td><\/tr><tr><td>7<\/td><td>10,121<\/td><td>5%<\/td><td>-65%<\/td><\/tr><tr><td>8<\/td><td>11,450<\/td><td>5%<\/td><td>-63%<\/td><\/tr><tr><td>9<\/td><td>23,217<\/td><td>11%<\/td><td>-42%<\/td><\/tr><tr><td>10<\/td><td>29,379<\/td><td>14%<\/td><td>-32%<\/td><\/tr><tr><td>11<\/td><td>33,031<\/td><td>16%<\/td><td>-28%<\/td><\/tr><tr><td>12<\/td><td>46,018<\/td><td>22%<\/td><td>-16%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>208,460<\/td><td>100%<\/td><td>-50%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Because some students took courses across multiple grade levels, a student may be counted toward more than one grade level. The total row, however, reflects the number of unique students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d2\"><a href=\"#by-student-sex\" data-type=\"internal\" data-id=\"#by-student-sex\">Table D2<\/a>.&nbsp;2021-22 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Student Sex<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Female<\/td><td>105,223<\/td><td>50%<\/td><td>708,978<\/td><td>50%<\/td><td>69%<\/td><\/tr><tr><td>Male<\/td><td>103,259<\/td><td>50%<\/td><td>699,785<\/td><td>50%<\/td><td>68%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: A few students had enrollments where their sex was listed as male on some but female on others.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d3\"><a href=\"#student-by-race\/ethnicity\">Table D3<\/a>.&nbsp;2021-22 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Race \/Ethnicity<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>African American or Black<\/td><td>52,393<\/td><td>25%<\/td><td>384,135<\/td><td>27%<\/td><td>66%<\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td>1,325<\/td><td>1%<\/td><td>8,807<\/td><td>1%<\/td><td>55%<\/td><\/tr><tr><td>Asian<\/td><td>5,964<\/td><td>3%<\/td><td>42,766<\/td><td>3%<\/td><td>89%<\/td><\/tr><tr><td>Hispanic or Latino<\/td><td>18,287<\/td><td>9%<\/td><td>129,510<\/td><td>9%<\/td><td>66%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td>182<\/td><td>0%<\/td><td>1,234<\/td><td>0%<\/td><td>62%<\/td><\/tr><tr><td>White<\/td><td>116,840<\/td><td>56%<\/td><td>745,031<\/td><td>53%<\/td><td>69%<\/td><\/tr><tr><td>Two or More Races<\/td><td>12,206<\/td><td>6%<\/td><td>89,731<\/td><td>6%<\/td><td>69%<\/td><\/tr><tr><td>Unknown<\/td><td>2,254<\/td><td>1%<\/td><td>7,549<\/td><td>1%<\/td><td>45%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: The sum of the student rows exceeds the 208,461 total n<\/em>u<em>mber because a few students had enrollments across multiple schools where one school listed the student as one race\/ethnicity, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d4\"><a href=\"#student-by-poverty-status\">Table D4<\/a>.&nbsp;2021-22 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>131,605<\/td><td>63%<\/td><td>963,257<\/td><td>68%<\/td><td>64%<\/td><\/tr><tr><td>No<\/td><td>75,021<\/td><td>36%<\/td><td>436,960<\/td><td>31%<\/td><td>78%<\/td><\/tr><tr><td>Unknown<\/td><td>2,392<\/td><td>1%<\/td><td>8,546<\/td><td>1%<\/td><td>50%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d5\"><a href=\"#student-by-poverty-status\">Table D5<\/a>.&nbsp;2021-22 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><th><strong>Virtual Pass Rate - Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>64%<\/td><td>62%<\/td><td>2%<\/td><\/tr><tr><td>No<\/td><td>78%<\/td><td>84%<\/td><td>-5%<\/td><\/tr><tr><td>Unknown<\/td><td>50%<\/td><td>28%<\/td><td>22%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>69%<\/td><td>71%<\/td><td>-2%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: The Virtual Pass Rate \u2013 Non-Virtual Pass Rate calculation was run prior to rounding. That rounding effect accounts for what may appear to be calculation errors.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d6\"><a href=\"#student-by-poverty-status\" data-type=\"internal\" data-id=\"#student-by-poverty-status\">Table D6<\/a>.&nbsp;2021-22 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Type<\/strong><\/th><th>% of Virtual Learners in Poverty<\/th><th>% of Virtual Enrolls from Learners in Poverty<\/th><th><strong>Pass Rate for Virtual Learners in Poverty<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>71%<\/td><td>73%<\/td><td>55%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>61%<\/td><td>66%<\/td><td>70%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>63%<\/td><td>68%<\/td><td>64%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d7\"><a href=\"#student-by-poverty-status\">Table D7<\/a>.&nbsp;2021-22 Number and Percentage of Students and Virtual Enrollments by School Free or Reduced-Price Lunch Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Virtual Students<\/strong><\/th><th><strong># of All MI Students<\/strong><\/th><th><strong>% of Virtual Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>22,559<\/td><td>271,290<\/td><td>8%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>51,314<\/td><td>432,642<\/td><td>12%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>60,919<\/td><td>381,431<\/td><td>16%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>75,713<\/td><td>312,608<\/td><td>24%<\/td><\/tr><tr><td>Missing<\/td><td>1,062<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>208,460<\/td><td>1,443,456<\/td><td>14%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em>The sum of the student rows<\/em> exceeds<\/em> the 208,460 number because some students had enrollments across categories. The unique total was used to emphasize the true number of virtual students. Also, all Michigan K-12 schools with building codes were used to calculate the state figures.<\/em> The 1.4M total also reflects the number of unique MI K-12 students.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d8\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D8<\/a>.&nbsp;2021-22 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Special Education Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>26,634<\/td><td>13%<\/td><td>188,078<\/td><td>13%<\/td><td>64%<\/td><\/tr><tr><td>No<\/td><td>179,992<\/td><td>86%<\/td><td>1,212,139<\/td><td>86%<\/td><td>69%<\/td><\/tr><tr><td>Unknown<\/td><td>2,392<\/td><td>1%<\/td><td>8,546<\/td><td>1%<\/td><td>50%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the 208,460 number because some students had enrollments across multiple schools where one school listed the student under a specific special education status, but the other school reported a different status. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d9\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D9<\/a>.&nbsp;2021-22 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Primary Disability<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Primary Disability<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Autism Spectrum Disorder<\/td><td>2,115<\/td><td>8%<\/td><td>14,681<\/td><td>8%<\/td><td>75%<\/td><\/tr><tr><td>Cognitive Impairment<\/td><td>1,495<\/td><td>6%<\/td><td>9,603<\/td><td>5%<\/td><td>65%<\/td><\/tr><tr><td>Deaf-Blindness<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>Early Childhood Developmental Delay<\/td><td>133<\/td><td>0%<\/td><td>1,021<\/td><td>1%<\/td><td>80%<\/td><\/tr><tr><td>Emotional Impairment<\/td><td>2,856<\/td><td>11%<\/td><td>20,737<\/td><td>11%<\/td><td>50%<\/td><\/tr><tr><td>Hearing Impairment<\/td><td>223<\/td><td>1%<\/td><td>1,471<\/td><td>1%<\/td><td>71%<\/td><\/tr><tr><td>Other Health Impairment<\/td><td>5,141<\/td><td>19%<\/td><td>36,397<\/td><td>19%<\/td><td>60%<\/td><\/tr><tr><td>Physical Impairment<\/td><td>112<\/td><td>0%<\/td><td>810<\/td><td>0%<\/td><td>82%<\/td><\/tr><tr><td>Severe Multiple Impairment<\/td><td>117<\/td><td>0%<\/td><td>211<\/td><td>0%<\/td><td>81%<\/td><\/tr><tr><td>Specific Learning Disability<\/td><td>9,903<\/td><td>37%<\/td><td>68,117<\/td><td>36%<\/td><td>60%<\/td><\/tr><tr><td>Speech &amp; Language Impairment<\/td><td>3,805<\/td><td>14%<\/td><td>29,050<\/td><td>15%<\/td><td>84%<\/td><\/tr><tr><td>Traumatic Brain Injury<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><td>0%<\/td><td>63%<\/td><\/tr><tr><td>Visual Impairment<\/td><td>85<\/td><td>0%<\/td><td>546<\/td><td>0%<\/td><td>78%<\/td><\/tr><tr><td>MISSING\/None-Listed<\/td><td>741<\/td><td>3%<\/td><td>4,975<\/td><td>3%<\/td><td>33%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>26,634<\/td><td>100%<\/td><td>188,078<\/td><td>100%<\/td><td>64%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the 26,634 number because some students had enrollments across multiple schools where one school listed the student with a specific primary disability, but the other school reported a different primary disability. The unique total was used to emphasize the true number of virtual students.<\/em> <em>Additionally,<\/em> <em>data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d10\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D10<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Students Compared to All MI Students with IEPs by Primary Disability<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Primary Disability<\/strong><\/th><th><strong># of Virtual Students<\/strong><\/th><th>#<strong> of All MI Students with IEPs <\/strong><\/th><th><strong>% of All MI Students with IEPs Who Took a Virtual<\/strong> <strong>Course<\/strong><\/th><th><strong>% of All MI Students with IEPs<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Autism Spectrum Disorder<\/td><td>2,115<\/td><td>23,092<\/td><td>9%<\/td><td>11%<\/td><\/tr><tr><td>Cognitive Impairment<\/td><td>1,495<\/td><td>16,410<\/td><td>9%<\/td><td>8%<\/td><\/tr><tr><td>Deaf-Blindness<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Early Childhood Developmental Delay<\/td><td>133<\/td><td>7,722<\/td><td>2%<\/td><td>4%<\/td><\/tr><tr><td>Emotional Impairment<\/td><td>2,856<\/td><td>10,272<\/td><td>28%<\/td><td>5%<\/td><\/tr><tr><td>Hearing Impairment<\/td><td>223<\/td><td>2,278<\/td><td>10%<\/td><td>1%<\/td><\/tr><tr><td>Other Health Impairment<\/td><td>5,141<\/td><td>29,258<\/td><td>18%<\/td><td>14%<\/td><\/tr><tr><td>Physical Impairment<\/td><td>112<\/td><td>1,418<\/td><td>8%<\/td><td>1%<\/td><\/tr><tr><td>Severe Multiple Impairment<\/td><td>117<\/td><td>2,815<\/td><td>4%<\/td><td>1%<\/td><\/tr><tr><td>Specific Learning Disability<\/td><td>9,903<\/td><td>54,238<\/td><td>18%<\/td><td>27%<\/td><\/tr><tr><td>Speech &amp; Language Impairment<\/td><td>3,805<\/td><td>54,883<\/td><td>7%<\/td><td>27%<\/td><\/tr><tr><td>Traumatic Brain Injury<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Visual Impairment<\/td><td>85<\/td><td>741<\/td><td>11%<\/td><td>0%<\/td><\/tr><tr><td>MISSING\/None-Listed<\/td><td>741<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>26,634<\/td><td>203,585<\/td><td>13%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the 26,634 number because some students had enrollments across multiple schools where one school listed the student with a specific primary disability, but the other school reported a different primary disability. The unique total was used to emphasize the true number of virtual students.<\/em> <em>Additionally,<\/em> <em>data are not reported (NR) out of caution for confidentiality<\/em>.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d11\"><a href=\"#homeschool-nonpublic\" data-type=\"internal\" data-id=\"#homeschool-nonpublic\">Table D11<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments by Home-School\/Nonpublic Student Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Home-School or Nonpublic Student<\/strong> <strong>Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>No<\/td><td>203,952<\/td><td>98%<\/td><td>1,387,555<\/td><td>98%<\/td><td>68%<\/td><\/tr><tr><td>Yes<\/td><td>4,527<\/td><td>2%<\/td><td>21,208<\/td><td>2%<\/td><td>94%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em><\/em> the 208,460 number because a few students had enrollments that were recorded. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d12\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D12<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments with Pass Rate by Full- or Part-Time Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Subset<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>52,198<\/td><td>25%<\/td><td>502,284<\/td><td>36%<\/td><td>59%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>158,549<\/td><td>76%<\/td><td>906,479<\/td><td>64%<\/td><td>74%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em><\/em> the 208,460 number because some students had enrollments in both full-time and part-time virtual schools. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d13\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D13<\/a>.&nbsp;2021-22 Pass Rate Comparison for Full- and Part-Time Virtual Learners<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Subset<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>59%<\/td><td>84%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>74%<\/td><td>71%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>69%<\/td><td>71%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: There were 23,374 non-virtual enrollments reported for Full-Time Virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d14\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D14<\/a>. 2021-22 Number and Percentage of Virtual Enrollments with Pass Rates by Students' Percentage of Enrollments Delivered Virtually<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments an Individual Student Took Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>63,312<\/td><td>30%<\/td><td>107,126<\/td><td>8%<\/td><td>72%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>27,308<\/td><td>13%<\/td><td>141,379<\/td><td>10%<\/td><td>57%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>18,867<\/td><td>9%<\/td><td>167,332<\/td><td>12%<\/td><td>55%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>98,973<\/td><td>47%<\/td><td>992,926<\/td><td>70%<\/td><td>72%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d15\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D15<\/a>. 2021-22 Number and Percentage of Virtual Enrollments from LEA Schools Only with Pass Rates by Students' Percentage of Enrollments Delivered Virtually <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments Delivered Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>59,423<\/td><td>41%<\/td><td>97,962<\/td><td>12%<\/td><td>74%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>22,747<\/td><td>16%<\/td><td>111,886<\/td><td>14%<\/td><td>60%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>13,623<\/td><td>9%<\/td><td>115,314<\/td><td>14%<\/td><td>56%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>49,236<\/td><td>34%<\/td><td>502,965<\/td><td>61%<\/td><td>66%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>145,029<\/td><td>100%<\/td><td>828,127<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d16\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D16<\/a>. 2021-22 Number and Percentage of Virtual Enrollments from PSA Schools Only with Pass Rates by Students' Percentage of Enrollments Delivered Virtually<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments Delivered Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>3,367<\/td><td>5%<\/td><td>6,393<\/td><td>1%<\/td><td>63%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>1,929<\/td><td>3%<\/td><td>9,298<\/td><td>2%<\/td><td>48%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>1,898<\/td><td>3%<\/td><td>14,602<\/td><td>3%<\/td><td>53%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>55,351<\/td><td>88%<\/td><td>533,985<\/td><td>95%<\/td><td>75%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>62,545<\/td><td>100%<\/td><td>564,278<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d17\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D17<\/a>. 2021-22 Number and Percentage of Virtual Enrollments with Pass Rates by District Mobility <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>1,215,639<\/td><td>86%<\/td><td>74%<\/td><\/tr><tr><td>Incoming<\/td><td>63,381<\/td><td>4%<\/td><td>49%<\/td><\/tr><tr><td>Outgoing<\/td><td>122,194<\/td><td>9%<\/td><td>31%<\/td><\/tr><tr><td>Missing<\/td><td>7,549<\/td><td>1%<\/td><td>45%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d18\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D18<\/a>. 2021-22 Number and Percentage of Virtual Enrollments with Pass Rates by District Mobility and Known Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong># of In Poverty Enrolls<\/strong><\/th><th><strong># of Not In Poverty Enrolls<\/strong><\/th><th><strong>% of In Poverty Enrolls<\/strong><\/th><th><strong>% of Not In Poverty Enrolls<\/strong><\/th><th><strong>In Poverty<br>Pass Rate<\/strong><\/th><th><strong>Not In Poverty<br>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>814,791<\/td><td>399,894<\/td><td>85%<\/td><td>92%<\/td><td>70%<\/td><td>82%<\/td><\/tr><tr><td>Incoming<\/td><td>51,757<\/td><td>11,624<\/td><td>5%<\/td><td>3%<\/td><td>47%<\/td><td>55%<\/td><\/tr><tr><td>Outgoing<\/td><td>96,709<\/td><td>25,442<\/td><td>10%<\/td><td>6%<\/td><td>28%<\/td><td>40%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>963,257<\/td><td>436,960<\/td><td>100%<\/td><td>100%<\/td><td>64%<\/td><td>78%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\">Note: Table excludes 8,546 enrollments that had an Unknown for the PovertyFlag variable.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d19\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D19<\/a>. 2021-22 Percentage of Virtual Enrollments by District Mobility and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>% of Rural Enrolls<\/strong><\/th><th><strong>% of Town Enrolls<\/strong><\/th><th><strong>% of Suburban Enrolls<\/strong><\/th><th><strong>% of City Enrolls<\/strong><\/th><th><strong>% of Not Specified Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>85%<\/td><td>81%<\/td><td>88%<\/td><td>87%<\/td><td>89%<\/td><\/tr><tr><td>Incoming<\/td><td>6%<\/td><td>6%<\/td><td>4%<\/td><td>3%<\/td><td>3%<\/td><\/tr><tr><td>Outgoing<\/td><td>9%<\/td><td>13%<\/td><td>7%<\/td><td>10%<\/td><td>7%<\/td><\/tr><tr><td>Missing<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d20\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D20<\/a>. 2021-22 Virtual Pass Rates by District Mobility and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>Rural Pass Rate<\/strong><\/th><th><strong>Town Pass Rate<\/strong><\/th><th><strong>Suburban Pass Rate<\/strong><\/th><th><strong>City Pass Rate<\/strong><\/th><th><strong>Not Specified Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>73%<\/td><td>67%<\/td><td>75%<\/td><td>76%<\/td><td>60%<\/td><\/tr><tr><td>Incoming<\/td><td>44%<\/td><td>43%<\/td><td>54%<\/td><td>45%<\/td><td>54%<\/td><\/tr><tr><td>Outgoing<\/td><td>19%<\/td><td>31%<\/td><td>30%<\/td><td>44%<\/td><td>21%<\/td><\/tr><tr><td>Missing<\/td><td>31%<\/td><td>65%<\/td><td>56%<\/td><td>35%<\/td><td>38%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>67%<\/td><td>61%<\/td><td>70%<\/td><td>71%<\/td><td>57%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d21\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D21<\/a>. 2021-22 Percentage of Virtual Enrollments with Pass Rates by District Mobility and Full-Time (FT) or Part-Time (PT) Virtual Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>% of FT Enrolls<\/strong><\/th><th><strong>% of PT Enrolls<\/strong><\/th><th><strong>FT Pass Rate<\/strong><\/th><th><strong>PT Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>80%<\/td><td>90%<\/td><td>66%<\/td><td>77%<\/td><\/tr><tr><td>Incoming<\/td><td>9%<\/td><td>2%<\/td><td>46%<\/td><td>54%<\/td><\/tr><tr><td>Outgoing<\/td><td>11%<\/td><td>7%<\/td><td>27%<\/td><td>34%<\/td><\/tr><tr><td>Missing<\/td><td>0%<\/td><td>1%<\/td><td>24%<\/td><td>53%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>59%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d22\"><a href=\"#student-by-non-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-non-virtual-course-performance\">Table D22<\/a>.&nbsp;2021-22 Number and Percentage of Part-Time Virtual Students and Virtual Enrollments with Pass Rate by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Non-Virtual Performance<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Passed All NV Courses<\/td><td>45,467<\/td><td>42%<\/td><td>148,395<\/td><td>33%<\/td><td>78%<\/td><\/tr><tr><td>Did Not Pass 1 or 2 NV Courses<\/td><td>19,847<\/td><td>18%<\/td><td>68,062<\/td><td>15%<\/td><td>68%<\/td><\/tr><tr><td>Did Not Pass 3 or More NV Courses<\/td><td>43,787<\/td><td>40%<\/td><td>232,789<\/td><td>52%<\/td><td>46%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>109,101<\/td><td>100%<\/td><td>449,246<\/td><td>100%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d23\"><a href=\"#student-by-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-virtual-course-performance\">Table D23<\/a>.&nbsp;2021-22 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Course Performance<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Passed All<\/td><td>117,588<\/td><td>56%<\/td><td>675,116<\/td><td>48%<\/td><td>100%<\/td><\/tr><tr><td>Passed Some, But Not All<\/td><td>55,519<\/td><td>27%<\/td><td>546,374<\/td><td>39%<\/td><td>53%<\/td><\/tr><tr><td>Didn't Pass Any<\/td><td>35,353<\/td><td>17%<\/td><td>187,273<\/td><td>13%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d24\"><a href=\"#student-by-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-virtual-course-performance\">Table D24<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Courses Not Passed<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 2<\/td><td>12,681<\/td><td>36%<\/td><\/tr><tr><td>3 to 4<\/td><td>4,564<\/td><td>13%<\/td><\/tr><tr><td>5 to 6<\/td><td>7,522<\/td><td>21%<\/td><\/tr><tr><td>7 to 8<\/td><td>3,705<\/td><td>10%<\/td><\/tr><tr><td>9 to 10<\/td><td>1,832<\/td><td>5%<\/td><\/tr><tr><td>11+<\/td><td>5,049<\/td><td>14%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>35,353<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d25\"><a href=\"#student-by-virtual-usage\">Table D25<\/a>.&nbsp;2021-22 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Usage<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 2 Virtual Courses<\/td><td>62,029<\/td><td>30%<\/td><td>86,728<\/td><td>6%<\/td><td>77%<\/td><\/tr><tr><td>3 to 4 Virtual Courses<\/td><td>23,101<\/td><td>11%<\/td><td>80,373<\/td><td>6%<\/td><td>68%<\/td><\/tr><tr><td>5 or More Virtual Courses<\/td><td>123,330<\/td><td>59%<\/td><td>1,241,662<\/td><td>88%<\/td><td>68%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>208,460<\/td><td>100%<\/td><td>1,408,763<\/td><td>100%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-e\">Appendix E - State Assessment Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e1\"><a href=\"#by-subject-area\" data-type=\"internal\" data-id=\"#by-subject-area\">Table E1<\/a>. 2021-22 Comparison of Virtual and State Proficiency Rates on 11th Grade State Assessment Measures<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>40%<\/td><td>52%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>19%<\/td><td>30%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>31%<\/td><td>38%<\/td><\/tr><tr><td>Social Studies (M-STEP)<\/td><td>27%<\/td><td>36%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><em>Note: Statewide assessment data were available from the&nbsp;<\/em>MI School Data Portal<em>.&nbsp;<\/em>SAT measures are on the <a href=\"https:\/\/www.mischooldata.org\/college-readiness\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/college-readiness\/\" rel=\"noreferrer noopener\">College Readiness report<\/a>. The M-STEP measures can be found on the <a href=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\">High School State Testing Performance report<\/a>.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e2\"><a href=\"#by-non-virtual-performance\" data-type=\"internal\" data-id=\"#by-non-virtual-performance\">Table E2<\/a>. 2021-22 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Pass All NV<\/strong><\/th><th><strong>Did Not Pass 1 or 2 NV<\/strong><\/th><th><strong>Did Not Pass 3 or More NV<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>62%<\/td><td>35%<\/td><td>20%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>37%<\/td><td>14%<\/td><td>6%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>46%<\/td><td>25%<\/td><td>15%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>42%<\/td><td>23%<\/td><td>13%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e3\"><a href=\"#by-poverty-status\" data-type=\"internal\" data-id=\"#by-poverty-status\">Table E3<\/a>. 2021-22 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>In Poverty<\/strong><\/th><th><strong>Not In Poverty<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>26%<\/td><td>56%<\/td><td>40%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>8%<\/td><td>31%<\/td><td>19%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>20%<\/td><td>42%<\/td><td>31%<\/td><\/tr><tr><td>Social Studies (M-STEP) <\/td><td>17%<\/td><td>39%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e4\"><a href=\"#by-full-part-time-type\" data-type=\"internal\" data-id=\"#by-full-part-time-type\">Table E4<\/a>. 2021-22 State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>41%<\/td><td>32%<\/td><td>40%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>21%<\/td><td>9%<\/td><td>19%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>31%<\/td><td>29%<\/td><td>31%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>28%<\/td><td>23%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-e\">Appendix F - Higher Performing Schools Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f1\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F1<\/a>. 2021-22 Number and Percentage of Schools with 80% or Higher Pass Rate by Virtual Learner Count Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Learner Count<\/strong><\/th><th><strong>School Count<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>10 or Fewer<\/td><td>249<\/td><td>35%<\/td><\/tr><tr><td>11 to 25<\/td><td>100<\/td><td>14%<\/td><\/tr><tr><td>26 to 50<\/td><td>88<\/td><td>12%<\/td><\/tr><tr><td>51 to 99<\/td><td>78<\/td><td>11%<\/td><\/tr><tr><td>100 or More<\/td><td>190<\/td><td>27%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f2\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F2<\/a>. 2021-22 Number and Percentage of Schools and Virtual Enrollments from Schools with 80% or Higher Pass Rate by Virtual Count Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Enroll Count<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Virtual Enrolls<\/strong><\/th><th><strong>% of Virtual Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 9<\/td><td>104<\/td><td>15%<\/td><td>462<\/td><td>0%<\/td><\/tr><tr><td>10 to 29<\/td><td>99<\/td><td>14%<\/td><td>1,634<\/td><td>0%<\/td><\/tr><tr><td>30 to 49<\/td><td>58<\/td><td>8%<\/td><td>2,226<\/td><td>0%<\/td><\/tr><tr><td>50 to 99<\/td><td>102<\/td><td>14%<\/td><td>7,454<\/td><td>1%<\/td><\/tr><tr><td>100 or More<\/td><td>342<\/td><td>49%<\/td><td>501,379<\/td><td>98%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>705<\/td><td>100%<\/td><td>513,155<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f3\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F3<\/a>. 2021-22 Number and Percentage of Schools with 80% or Higher Pass Rate by Number of Virtual Courses Offered<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Courses Offered<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>10 or Fewer<\/td><td>250<\/td><td>35%<\/td><\/tr><tr><td>11 to 25<\/td><td>183<\/td><td>26%<\/td><\/tr><tr><td>26 to 50<\/td><td>138<\/td><td>20%<\/td><\/tr><tr><td>More than 50<\/td><td>134<\/td><td>19%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f4\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F4<\/a>. 2021-22 Number and Percentage of Schools with 80% or Higher Pass Rate as a Percentage of All Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of Virtual Schools<\/strong><\/th><th><strong>% of Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>12<\/td><td>29<\/td><td>41%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>597<\/td><td>1,685<\/td><td>35%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>88<\/td><td>184<\/td><td>48%<\/td><\/tr><tr><td>State School<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>705<\/td><td>1,914<\/td><td>37%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f5\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F5<\/a>. 2021-22 Number and Percentage of Schools with 80% or Higher Pass Rate by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of Virtual Schools<\/strong><\/th><th><strong>% of Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>222<\/td><td>589<\/td><td>38%<\/td><\/tr><tr><td>Town<\/td><td>76<\/td><td>251<\/td><td>30%<\/td><\/tr><tr><td>Suburb<\/td><td>305<\/td><td>695<\/td><td>44%<\/td><\/tr><tr><td>City<\/td><td>99<\/td><td>369<\/td><td>27%<\/td><\/tr><tr><td>Not Specified<\/td><td>3<\/td><td>10<\/td><td>30%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>705<\/td><td>1,914<\/td><td>37%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f6\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F6<\/a>. 2021-22 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Race\/Ethnicity<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong># of Pass<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>African American or Black<\/td><td>18,081<\/td><td>131,989<\/td><td>137,072<\/td><td>96%<\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td>331<\/td><td>1,995<\/td><td>2,210<\/td><td>90%<\/td><\/tr><tr><td>Asian<\/td><td>3,706<\/td><td>27,386<\/td><td>28,095<\/td><td>97%<\/td><\/tr><tr><td>Hispanic or Latino<\/td><td>6,699<\/td><td>44,522<\/td><td>47,515<\/td><td>94%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Two or More Races<\/td><td>4,655<\/td><td>32,979<\/td><td>35,058<\/td><td>94%<\/td><\/tr><tr><td>Unknown<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>White<\/td><td>43,016<\/td><td>240,572<\/td><td>261,632<\/td><td>92%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>76,894<\/td><td>480,640<\/td><td>513,155<\/td><td>94%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f7\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F7<\/a>. 2021-22 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th># of Pass<\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Y<\/td><td>43,118<\/td><td>56%<\/td><td>289,016<\/td><td>310,757<\/td><td>61%<\/td><td>93%<\/td><\/tr><tr><td>N<\/td><td>33,411<\/td><td>43%<\/td><td>190,776<\/td><td>201,200<\/td><td>39%<\/td><td>95%<\/td><\/tr><tr><td>Unknown<\/td><td>404<\/td><td>1%<\/td><td>848<\/td><td>1,198<\/td><td>0%<\/td><td>71%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>76,894<\/td><td>100%<\/td><td>480,640<\/td><td>513,155<\/td><td>100%<\/td><td>94%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f8\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F8<\/a>. 2021-22 Number and Percentage of Schools with 80% or Higher Pass Rate by School Free or Reduced-Price Lunch Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong>% of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>116<\/td><td>16%<\/td><td>232<\/td><td>50%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>240<\/td><td>34%<\/td><td>552<\/td><td>43%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>211<\/td><td>30%<\/td><td>614<\/td><td>34%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>127<\/td><td>18%<\/td><td>486<\/td><td>26%<\/td><\/tr><tr><td>Missing<\/td><td>11<\/td><td>2%<\/td><td>30<\/td><td>37%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>705<\/td><td>100%<\/td><td>1,914<\/td><td>37%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f9\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F9<\/a>. 2021-22 Number and Percentage of Schools with 80% or Higher Pass Rate by Full- or Part-Time Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Full- or Part-Time Status<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong>% of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time<\/td><td>17<\/td><td>2%<\/td><td>94<\/td><td>18%<\/td><\/tr><tr><td>Part-Time<\/td><td>688<\/td><td>98%<\/td><td>1,820<\/td><td>38%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>705<\/td><td>100%<\/td><td>1,914<\/td><td>37%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f10\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F10<\/a>. 2021-22 Number and Percentage of Schools with 80% or Higher Pass Rate by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>36<\/td><td>277<\/td><td>13%<\/td><\/tr><tr><td>General Education<\/td><td>658<\/td><td>1,606<\/td><td>41%<\/td><\/tr><tr><td>Special Education<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>705<\/td><td>1,914<\/td><td>37%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f11\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F11<\/a>. 2021-22 Number and Percentage of Students* from Schools with 80% or Higher Pass Rate by Pass Rate Difference Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Pass Rate Difference Category<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Virtual Less than Non-Virtual<\/td><td>1,886<\/td><td>16%<\/td><\/tr><tr><td>Virtual Met\/Exceeded Non-Virtual<\/td><td>10,064<\/td><td>84%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>11,950<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\">* Note: Only virtual learners who took a minimum of three virtual courses and three non-virtual courses are included in the table.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"appendix-f\">Appendix G - Completion Status Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g1\"><a href=\"#by-grade-level\" data-type=\"internal\" data-id=\"#by-grade-level\">Table G1<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1,460<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>184,647<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>965,076<\/td><td>69%<\/td><\/tr><tr><td>Incomplete<\/td><td>87,802<\/td><td>6%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>43<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>303<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>111,442<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>14,994<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>42,996<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>1,408,763<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g2\"><a href=\"#by-entity-type\" data-type=\"internal\" data-id=\"#by-entity-type\">Table G2<\/a>.&nbsp;2021-22 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>ISD School % of Enrolls<\/strong><\/th><th><strong>ISD UEP %&nbsp;of Enrolls<\/strong><\/th><th><strong><strong>LEA School %&nbsp;of Enrolls<\/strong><\/strong><\/th><th><strong>LEA UEP %&nbsp;of Enrolls<\/strong><\/th><th><strong>PSA School %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>6%<\/td><td>14%<\/td><td>16%<\/td><td>7%<\/td><td>9%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>67%<\/td><td>83%<\/td><td>65%<\/td><td>78%<\/td><td>74%<\/td><\/tr><tr><td>Incomplete<\/td><td>4%<\/td><td>1%<\/td><td>7%<\/td><td>1%<\/td><td>6%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>13%<\/td><td>2%<\/td><td>9%<\/td><td>12%<\/td><td>6%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>3%<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>2%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>7%<\/td><td>1%<\/td><td>3%<\/td><td>1%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: UEP = Unique Education Provider<\/em>. State School omitted due to limited enrollments.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g3\"><a href=\"#by-full-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-full-time-virtual-schools\">Table G3<\/a>.&nbsp;2021-22 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>303<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>76,710<\/td><td>15%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>298,353<\/td><td>59%<\/td><\/tr><tr><td>Incomplete<\/td><td>49,632<\/td><td>10%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>8<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>88<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>44,593<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>11,330<\/td><td>2%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>21,267<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>502,284<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g4\"><a href=\"#by-part-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-part-time-virtual-schools\">Table G4<\/a>.&nbsp;2021-22 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1,157<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>107,937<\/td><td>12%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>666,723<\/td><td>74%<\/td><\/tr><tr><td>Incomplete<\/td><td>38,170<\/td><td>4%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>35<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>215<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>66,849<\/td><td>7%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>3,664<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>21,729<\/td><td>2%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>906,479<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g5\"><a href=\"#by-school-emphasis\" data-type=\"internal\" data-id=\"#by-school-emphasis\">Table G5<\/a>.&nbsp;2021-22 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>Alt Ed % of Enrolls<\/strong><\/th><th><strong>Gen Ed %&nbsp;of Enrolls<\/strong><\/th><th><strong>Special Ed %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>16%<\/td><td>12%<\/td><td>8%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>50%<\/td><td>76%<\/td><td>59%<\/td><\/tr><tr><td>Incomplete<\/td><td>18%<\/td><td>2%<\/td><td>5%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>13%<\/td><td>6%<\/td><td>27%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>2%<\/td><td>3%<\/td><td>1%<\/td><\/tr><\/tbody><tfoot><tr><td>Total <\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Reportable Programs and Vocational\/CTE are not reported here because each had fewer<\/em> <em>than 10 schools.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g6\"><a href=\"#courses-by-subject-area\">Table G6<\/a>.&nbsp;2021-22 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>English % of Enrolls<\/strong><\/th><th><strong>Math %&nbsp;of Enrolls<\/strong><\/th><th><strong>Science %&nbsp;of Enrolls<\/strong><\/th><th><strong>Social Sci %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>14%<\/td><td>16%<\/td><td>14%<\/td><td>14%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>65%<\/td><td>63%<\/td><td>66%<\/td><td>66%<\/td><\/tr><tr><td>Incomplete<\/td><td>7%<\/td><td>8%<\/td><td>7%<\/td><td>7%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>8%<\/td><td>9%<\/td><td>8%<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g7\"><a href=\"#by-student-sex\" data-type=\"internal\" data-id=\"#by-student-sex\">Table G7<\/a>.&nbsp;2021-22 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>Females % of Enrolls<\/strong><\/th><th><strong>Males %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>12%<\/td><td>14%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>69%<\/td><td>68%<\/td><\/tr><tr><td>Incomplete<\/td><td>6%<\/td><td>6%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>8%<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g8\"><a href=\"#student-by-race\/ethnicity\" data-type=\"internal\" data-id=\"#student-by-race\/ethnicity\">Table G8<\/a>.&nbsp;2021-22 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>African American or Black % of Enrolls<\/strong><\/th><th><strong>American Indian or Alaska Native %&nbsp;of Enrolls<\/strong><\/th><th><strong>Asian %&nbsp;of Enrolls<\/strong><\/th><th><strong>Hispanic or Latino %&nbsp;of Enrolls<\/strong><\/th><th><strong>White % of Enrolls<\/strong><\/th><th> <strong>Two or More Races % of Enrolls<\/strong><\/th><th><strong>Unknown % of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>14%<\/td><td>22%<\/td><td>4%<\/td><td>13%<\/td><td>13%<\/td><td>13%<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>66%<\/td><td>55%<\/td><td>89%<\/td><td>66%<\/td><td>69%<\/td><td>69%<\/td><td>45%<\/td><\/tr><tr><td>Incomplete<\/td><td>5%<\/td><td>9%<\/td><td>1%<\/td><td>9%<\/td><td>7%<\/td><td>6%<\/td><td>11%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>10%<\/td><td>9%<\/td><td>4%<\/td><td>8%<\/td><td>7%<\/td><td>7%<\/td><td>28%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>2%<\/td><td>0%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>2%<\/td><td>2%<\/td><td>3%<\/td><td>3%<\/td><td>4%<\/td><td>2%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Only Race \/ Ethnicities with 1,000 or more students are reported in the table.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g9\"><a href=\"#student-by-poverty-status\">Table G9<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>In Poverty % of Enrolls<\/strong><\/th><th><strong>Not In Poverty %&nbsp;of Enrolls<\/strong><\/th><th><strong>Unknown %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>15%<\/td><td>9%<\/td><td>12%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>64%<\/td><td>78%<\/td><td>50%<\/td><\/tr><tr><td>Incomplete<\/td><td>7%<\/td><td>4%<\/td><td>10%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>9%<\/td><td>5%<\/td><td>25%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g10\"><a href=\"#student-by-special-education\">Table G10<\/a>.&nbsp;2021-22 Number and Percentage of Virtual Enrollments by Completion Status and Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>In Special Ed % of Enrolls<\/strong><\/th><th><strong>Not In Special Ed %&nbsp;of Enrolls<\/strong><\/th><th><strong>Unknown %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>16%<\/td><td>13%<\/td><td>12%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>64%<\/td><td>69%<\/td><td>50%<\/td><\/tr><tr><td>Incomplete<\/td><td>6%<\/td><td>6%<\/td><td>10%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>10%<\/td><td>8%<\/td><td>25%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g11\"><a href=\"#student-by-virtual-course-performance\">Table G11<\/a>.&nbsp;2021-22 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><span style=\"font-weight: 400\">Completion Status<\/span><\/th><th><span style=\"font-weight: 400\">At Least One % of Enrolls<\/span><\/th><th><span style=\"font-weight: 400\">11 or More %&nbsp;of Enrolls<\/span><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>35%<\/td><td>39%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Incomplete<\/td><td>17%<\/td><td>23%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>30%<\/td><td>24%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>5%<\/td><td>4%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>13%<\/td><td>10%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2021-22",
            "excerpt": "Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2021-22 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.",
            "slug": "michigans-k-12-virtual-learning-effectiveness-report-2021-2022",
            "modified_timestamp": 1727882901,
            "term_ids": [
                18361
            ],
            "post_type": "publication",
            "presenter_0_name": "",
            "job_title": "",
            "profile_picture": "",
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            "path": "\/about\/news\/22000-and-startup-support-available-through-second-annual-michigan-educational-innovation-contest\/",
            "author_id": 2,
            "timestamp": 1679345164,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong> Michigan residents with an interest in education or technology are encouraged to submit their ideas for improving teaching and learning in the second annual <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan EdTech Innovation Pitch Contest &amp; Bootcamp<\/a> by May 14, 2023.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Through a partnership between <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual<\/em><\/a>, <a href=\"https:\/\/www.msufoundation.org\/spartaninnovations\" target=\"_blank\" rel=\"noreferrer noopener\">Spartan Innovations<\/a>, a subsidiary of MSU Research Foundation, and Michigan State\u2019s <a href=\"https:\/\/entrepreneurship.msu.edu\/\" target=\"_blank\" rel=\"noreferrer noopener\">Burgess Institute<\/a> for Entrepreneurship and Innovation, $22,000 in business startup grants and additional startup assistance is available to three top contest winners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cToday\u2019s modern education system faces its own set of challenges. We know that those in the classroom setting are best at identifying problems and finding solutions to help overcome barriers,\u201d said Frank Urban, director of Venture Creation - Life Sciences with Spartan Innovations. \u201cWe have seen the EdTech sector trending positively and have supported several startups in that space over the last few years. The Michigan EdTech Innovation Pitch Contest is designed to help us think big and provide support for the next ideas to make learning more effective and supportive for all.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To enter the contest, Michigan educators and innovators must submit a written pitch between March 20 and May 14, 2023. Finalists will be notified by May 26 and advance to a final pitch presentation on June 29 where first, second, and third-place winners will be chosen. The top three winners will receive startup grants of&nbsp; $10,000 (first place), $6,000 (second place) and $4,000 (third place), plus marketing and legal startup services.&nbsp; The fourth and fifth finalists will each receive $1,000 in business startup grant funding.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Branding and legal support are being donated by <a href=\"https:\/\/michigancreative.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Creative<\/a> and <a href=\"https:\/\/www.fosterswift.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Foster Swift<\/a>. Event sponsors include <a href=\"https:\/\/www.consumersenergy.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Consumer\u2019s Energy<\/a>, <a href=\"https:\/\/www.casecu.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Case Credit Union<\/a>, <a href=\"https:\/\/www.meemic.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Meemic<\/a>, the <a href=\"http:\/\/mea.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Education Association<\/a>, and <a href=\"https:\/\/learningmate.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">LearningMate<\/a>.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMichigan students have an opportunity to benefit from anyone who has ever thought, \u2018I wish there was an app for that\u2019 in an educational setting,\u201d said Jamey Fitzpatrick, president and CEO at <em>Michigan Virtual<\/em>. \u201cEducation is rapidly evolving and this annual event is an opportunity for us to inspire those in and around education to develop and pursue innovative ideas that will improve teaching and learning for years to come.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The contest is open to any Michigan resident 18 and older who has ties to the state's education ecosystem. This may include but isn\u2019t limited to:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>PreK-12 teachers, administrators, paraprofessionals, counselors, school personnel,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Parents of PreK-12 school-aged children,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students of any major attending a college or university in Michigan,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Faculty and staff from teacher prep programs at Michigan colleges and universities,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Staff from organizations that serve or support Michigan\u2019s PreK-12 system.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the contest and submit an entry,\u00a0visit <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org\/edtech-pitch-contest<\/a><\/p>\n<!-- \/wp:paragraph -->",
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        {
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            "timestamp": 1679338462,
            "content": "<h1>Michigan State Police Training for School Resource Officers<\/h1>\t\t\n\t\t<p>The Michigan State Police Office of School Safety partnered with subject matter experts from Michigan State University to develop a series of six, asynchronous courses in mental health and school safety. Each professional development course is provided at no cost and is intended to be completed sequentially. School Resource Officers and other school personnel interested in promoting school safety and mental health are encouraged to enroll in the series.<\/p>\t\t\t\t\n\t\t\t<h3>The purpose of this training series is to provide an overview of the important connection between mental health and school safety. <\/h3>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"657\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/SRO-Catalog-Image-no-msp-logo-1024x657.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>A positive school climate is an essential approach to promoting school safety. Ensuring the safety of all students must begin with creating a learning environment free from violence and distractions. Teaming and data-based problem solving are crucial to promoting school safety and preventing school violence. Greater attention must be given to meeting the unique behavioral needs of all of those within the school environment. A set of processes and practices that foster a safe and supportive learning environment, such as early identification, threat assessments, and mental health interventions, must be in place to get increased support to those in need. Student health and well-being must be prioritized and school practices continually improved to ensure that all feel secure and safe at school. The well-being of school resource and safety officers must also be a priority given the role they play in promoting a safe and supportive learning environment.<\/p>\t\t\t\t\n\t\t\t<h6>SRO1: Promoting a Safe and Supportive School Climate<\/h6>\t\t\n\t\t<p>Safe and supportive school environments help to promote student learning. Establishing a positive school climate is an evidence-based prevention approach to ensuring school safety and reducing student academic and behavioral problems. Designed for School Resource Officers, this course explores what a safe and supportive school environment looks like, offers strategies for reducing school violence, and suggests methods for promoting and measuring safety and supportiveness at your school. This course is the first in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Analyze school safety personnel\u2019s role in ensuring a positive school climate.<\/li><li>Describe the connection between school climate, school safety, and preventing school violence.<\/li><li>Examine a school\u2019s climate for the purpose of school improvement and accountability.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/sro1-promoting-a-safe-and-supportive-school-climate\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>SRO2: Teaming and Collaborative Data-based Problem Solving<\/h6>\t\t\n\t\t<p>A safe and supportive learning environment can be maximized when relevant stakeholders are working together via a data-based, problem-solving approach.\u00a0 Designed for School Resource Officers, this course provides an overview of what it takes to improve team building within your school, break down communication barriers with community-based stakeholders, and ensure your school safety team follows student privacy regulations. This course is the second in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Identify ways of working across systems of care.<\/li><li>Analyze best practices in teaming and collaborative, data-based problem-solving.<\/li><li>Examine key privacy concerns faced in schools.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/sro2-teaming-and-collaborative-data-based-problem-solving\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>SRO3: Early Identification of Mental Health Challenges<\/h6>\t\t\n\t\t<p>Early identification of student mental health challenges is an essential component of a safe and supportive school learning environment. Awareness of the types of behaviors reflecting a mental health concern or crisis can help schools to efficiently and effectively provide the necessary support to students who are in need. \u00a0 Designed for School Resource Officers, this course provides an overview of how to recognize early mental health warning signs in students, create a school-based threat and suicide assessment process, and respond to student mental health concerns. This course is the third in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Recognize early mental health warning signs and common mental health challenges in schools.<\/li><li>Describe school-based threat and suicide assessment processes.<\/li><li>Identify ways to respond and support mental health concerns.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/sro3-early-identification-of-mental-health-challenges\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>SRO4: Mental Health Interventions and Care Coordination<\/h6>\t\t\n\t\t<p>Providing a continuum of school-based supports to students who are experiencing mental health challenges is an essential component of a safe and supportive school learning environment. When significant emotional and behavioral problems arise, knowing how to work with others in your school to connect students to community-based supports may also be required. Designed for School Resource Officers, this course provides an overview of how to connect students with varying mental health needs to necessary supports both within and outside the school setting. This course is the fourth in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.\u00a0<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Recognize when and why it is appropriate to connect students to school-based mental health supports.<\/li><li>Describe the continuum of interventions available to students.<\/li><li>Identify ways to utilize systems of care, legislation, and policy to continuously improve student access to effective mental health services.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/sro4-mental-health-interventions-and-care-coordination\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>SRO5: Working with Diverse Populations<\/h6>\t\t\n\t\t<p>A positive school climate that meets the needs of all is essential to promoting a safe and supportive learning environment. Students from diverse backgrounds often face unique challenges that differ from their peers. These differences may require unique inclusionary practices or the ability to access a unique set of services. Designed for School Resource Officers, this course provides an overview of how to recognize challenges associated with diverse student identities and build a positive school climate for all students. This course is the fifth in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Recognize challenges associated with diverse student identities.<\/li><li>Identify diversity and inclusion topics and practices in schools.<\/li><li>Understand how school safety personnel can contribute to a positive school climate for all students.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/sro5-working-with-diverse-populations\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h6>SRO6: Self-Care and Wellness<\/h6>\t\t\n\t\t<p>School Resource Officers routinely encounter stress while helping to create and ensure a safe and supportive learning environment for all students. It\u2019s paramount that those in this role take their own self-care and wellness seriously. Designed for School Resource Officers, this course provides an overview of common signs that self-care is needed, a diverse array of self-care methods, tips for building resilience to avoid burnout, and where and how to seek additional support. This course is the sixth in a six-part series titled MSP Training in School Safety and Mental Health for School Resource Officers.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Recognize signs of needed self-care, such as stress and anxiety, that deviate from overall wellness.<\/li><li>Identify a diverse array of self-care methods.<\/li><li>Build resilience to avoid burnout, trauma, and dissonance between your expectations and capacity as a school resource officer.<\/li><li>Learn where and how to seek additional support.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/sro6-self-care-and-wellness\/\">\n\t\t\t\t\t\tView Course\n\t\t\t\t\t<\/a>\n\t\t\t<h2>About this partnership<\/h2>\t\t\n\t\t<p>This project was supported by Grant No. 2019-YS-BX-0098 awarded by the Bureau of Justice Assistance. The Bureau of Justice Assistance is a component of the Department of Justice's Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, the Office for Victims of Crime, and the SMART Office. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice. The module content embedded within this series was developed through a joint collaboration between Michigan State Police Office of School Safety, Michigan State University (John Carlson, PhD, Sydney Nelson, Natalia Fraczek, Ippei Togo), and the Michigan Department of Education.<\/p>",
            "title": "SRO",
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        {
            "id": 79302,
            "path": "\/blog\/3-creative-ways-to-celebrate-student-success-in-the-online-classroom\/",
            "author_id": 78,
            "timestamp": 1678113015,
            "content": "<!-- wp:paragraph -->\n<p>It\u2019s no secret that online learning can be <a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\">challenging for some students<\/a>. That\u2019s why it\u2019s so crucial that educators take the time to celebrate student successes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not only does acknowledging positive work make students <em>feel <\/em>good, but it also encourages them to keep doing quality work. A win-win!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, the way you construct these messages matters.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most common way to communicate with virtual learners is by email. Online students receive so many emails throughout their courses \u2014 progress reports, check-ins, and class updates, just to name a few.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Due to the high volume and generic format, many of these emails go unread. When it comes to praise and affirmation, you don\u2019t want students to miss your messages celebrating their hard work!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The tips below can help you send messages your students <em>want <\/em>to read while celebrating the progress they\u2019ve made in their online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Tip #1: Make the shoutout known to all<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you normally send weekly emails to students, consider including a celebration section recognizing a successful student of the week. This strategy may inspire some students to make progress to earn a spot in the \u201cshoutout of the week.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Important caveat:<\/strong> You should always first ASK the student if it is okay to share their achievement with their peers. When asking the student for approval to share their good news, you might also ask if it would be okay to include their guardian and local mentor on the announcement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Tip #2: Try using GIFs, memes, or Bitmojis<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instead of a plain old email, consider sending students congratulatory Bitmojis, memes, or GIFs. This gives you a chance to show more of your personality to your students and make a personal connection with them.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Besides, students are often more inclined to send GIFs or memes in their communications. Using these images to congratulate students will be more relatable and may yield stronger responses than email alone.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Tip #3: Send a token of your appreciation<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another way to celebrate student success is to send them a small token of your appreciation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This doesn\u2019t have to cost money! You could, for example, give your students something to remember their accomplishments by creating certificates for them, using tools such as <a href=\"https:\/\/www.bannerbear.com\/generators\/free-online-certificate-generator\/\">Bannerbear<\/a> or <a href=\"https:\/\/www.canva.com\/templates\/?query=certificate\">Canva<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If it\u2019s within budget, you may choose to offer students a small treat or eGift Card to celebrate their hard work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it comes to celebrating student success, the ideas are endless. Whatever method you choose, shedding more light on your students\u2019 positive contributions can be a great way to boost engagement and motivation in your online classroom!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "3 Creative Ways to Celebrate Student Success in the Online Classroom",
            "excerpt": "There is much to celebrate when students do well in their online courses! After all, success in online learning requires excellent time management skills, the ability to learn in a new environment, and so much more. Looking for ways to celebrate student achievements that go beyond the typical \u201cgood job\u201d email? Here are three creative tactics you can try!  ",
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        {
            "id": 79064,
            "path": "\/blog\/ai-in-education-what-you-need-to-know-about-this-game-changing-technology\/",
            "author_id": 71,
            "timestamp": 1676560748,
            "content": "<!-- wp:paragraph -->\n<p>Maybe you\u2019ve heard of <a href=\"https:\/\/chat.openai.com\">ChatGPT<\/a>, <a href=\"https:\/\/blog.google\/technology\/ai\/bard-google-ai-search-updates\/\">Google Bard<\/a>, or one of the many other AI tools that have been making headlines in recent months. If you\u2019re an educator, perhaps you\u2019ve heard speculation about what the widespread availability of such tools <a href=\"https:\/\/michiganvirtual.org\/blog\/how-will-artificial-intelligence-change-education\/\">could mean for the future of learning<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this article, I offer a definition and short history of \u201cartificial intelligence,\u201d summarize a few ways AI is <em>already <\/em>being used in education, and then dig into the good, the bad, and the ugly predictions for how AI might transform education moving forward.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>What is \u201cartificial intelligence,\u201d anyway?&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Before we jump too far ahead, let\u2019s pause for a quick snapshot of the history of this ever-evolving technology.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The concept of artificial intelligence has <a href=\"https:\/\/www.g2.com\/articles\/history-of-artificial-intelligence\">been around for centuries<\/a>, but only recently has it become a reality due to advances in computer science and machine learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Artificial intelligence (AI) refers to the ability of a machine or computer system to perform tasks that would typically require human intelligence, such as learning, problem-solving, and decision-making.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/sitn.hms.harvard.edu\/flash\/2017\/history-artificial-intelligence\/\">history of AI<\/a> can be traced back to the 1950s when researchers began exploring the possibility of creating intelligent machines.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fast forward to the 1960s and 1970s, and AI research began focusing on developing algorithms and models that could perform specific tasks, such as playing chess or recognizing speech.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This research then boomed to include machine learning in the 1980s and 1990s, which allowed computers to learn and adapt <em>without <\/em>being explicitly programmed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.mygreatlearning.com\/blog\/what-is-artificial-intelligence\/\">Modern AI systems<\/a> can mimic the human brain's cognitive functions, including perception, reasoning, and learning. This technology can be further categorized based on the level of intelligence displayed, such as narrow or general AI. Whereas \u201cnarrow AI\u201d can perform a specific task, \u201cgeneral AI\u201d can learn and adapt to a wide range of tasks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today, AI is used in a <a href=\"https:\/\/builtin.com\/artificial-intelligence\/examples-ai-in-industry\">wide range of industries,<\/a> including healthcare, finance, and transportation. Across the globe, this technology is behind the scenes analyzing data, making predictions, and automating processes. Some examples of current AI applications include self-driving cars, personal assistants, and medical diagnosis systems.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As AI technology continues to advance, it\u2019s predicted to play an increasingly important role across many aspects of our lives. However, there are also concerns about the potential negative impacts of AI, such as job displacement and bias in decision-making. Naturally, there is an ongoing debate about how to address these issues as they arise.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>How is AI already being used in education?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Artificial intelligence is increasingly used in education to personalize learning, improve student outcomes, and reduce teachers' workload.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One area in which AI is already thriving is the development of <a href=\"https:\/\/slejournal.springeropen.com\/articles\/10.1186\/s40561-020-00140-9\">personalized learning systems<\/a>. These systems use machine learning algorithms to analyze student data and adapt the learning material to each student's individual needs and abilities. By providing personalized content and feedback, <a href=\"https:\/\/www.evelynlearning.com\/using-ai-for-personalized-learning\/#:~:text=Using%20AI%20for%20personalized%20learning%20is%20a%20method%20that%20focuses,individual%20needs%20of%20each%20student.\">AI-powered personalized learning systems<\/a> can help students learn more effectively and improve their performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another way AI is already being leveraged is in assisting teachers with planning and in the classroom. For example, AI-powered grading systems can help teachers save time by automatically grading assignments and providing feedback to students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>AI chatbots can also answer students' questions and provide support outside of class time. By automating these tasks, AI can free teachers to focus on more high-level tasks, such as lesson planning and one-on-one instruction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The good, the bad, and the ugly of AI in education<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For better or worse, AI in the classroom could have many far-reaching consequences, many of which are not likely foreseeable at this point. What we can say, however, is that there <em>will <\/em>be widespread impacts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While speaking with Matthew McCullough, an assistant superintendent in Michigan schools, he described how many of his teachers and administrators reacted to the <a href=\"https:\/\/openai.com\/blog\/chatgpt\/\">ChatGPT<\/a> AI:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Initially, they were very excited about what it could do. They were seeing how it could answer questions and generate content, and then they started to see how students might use it, and they started to get a little concerned.<\/em>\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The way McCullough sees it, however, this is just another challenge to which our educators will rise:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>\u201c<em>AI still makes mistakes, and students, as well as teachers, can probably spot a lot of AI-created content, especially if teachers are creating assignments that have customized rubrics and metrics that would require more human thought and application... We need to shift away from simply recalling knowledge and creating assignments and assessments that require students to use the knowledge they have and apply it to solve problems<\/em>. <em>Tech like this really just enables kids to more readily access and regurgitate information, which, if we are teaching correctly and assessing those higher-order skills like synthesizing information, making meaning, communicating it effectively, and applying it to problems, then we really shouldn\u2019t have problems. <\/em>\u201d<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Others tend to agree with Matthew. In an <a href=\"https:\/\/www.the74million.org\/article\/the-future-of-the-high-school-essay-we-talk-to-4-teachers-2-experts-and-1-ai-chatbot\/\">article<\/a> about how AI may influence composition and writing, Greg Toppo posits that while this technology can and probably <em>will <\/em>be used for ill-gotten gains by students, it is not a simple, one-click fix for the high school essay.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many school districts and institutions of higher learning have also recently taken steps to ban the usage of AI-generated content. Further, <a href=\"https:\/\/twitter.com\/edward_the6\/status\/1610067688449007618\">inventive programmers<\/a> have already stepped up to the challenge to create tools to help detect plagiarism and AI-generated content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even the <a href=\"https:\/\/icml.cc\/Conferences\/2023\/llm-policy\">International Conference on Machine Learning <\/a>(ICML) has <a href=\"https:\/\/www.theverge.com\/2023\/1\/5\/23540291\/chatgpt-ai-writing-tool-banned-writing-academic-icml-paper\">banned the usage of AI for the publishing of academic papers<\/a> (although it can still be used as part of a study\u2019s experimental analysis, data sources, or as a polishing and editing tool to a human-written manuscript).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This technology is not going to simply disappear, and methods of academic dishonesty will always exist. So the real question is: How do we use its abilities for good?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following infographic overviews 20 tips for using ChatGPT in the classroom from <a href=\"https:\/\/ditchthattextbook.com\/about\/\">Matt Miller<\/a>, an innovator in the edtech space and founder of <a href=\"https:\/\/ditchthattextbook.com\/\">Ditch That Textbook<\/a>:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image is-style-default\"><img src=\"https:\/\/lh4.googleusercontent.com\/vAtwqWUjh9wgnq_ughiZGNv5dkH5tNUkzdBhL1Q93Sd2eF0hYUQT910dbt-FfY26RUzRhMslxRO5TZBGyPKx30DBenEIo9VTuIVywSdJPCsYoPcfqoyTEJQI4GFxs8AUFymZcVzBN8li0mJFj0S_52s\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2><strong>A helpful tool but no substitute for human thought<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are so many exciting developments in the field of AI. As educators, it\u2019s our responsibility to adapt by learning how to leverage these tools to improve our teaching and help our students succeed in an increasingly AI-reliant world.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One thing is for certain: AI may be a powerful tool with many useful applications in learning, but we still ought to leave the <em>thinking<\/em> to the humans.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>*Note: This article was written with assistance from ChatGPT*<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Keep reading: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/how-will-artificial-intelligence-change-education\/\"><em>How will artificial intelligence change education? Let\u2019s ask an AI to find out...&nbsp;<\/em><\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "AI in education: What you need to know about this game-changing technology",
            "excerpt": " Don\u2019t miss these predictions for the good, the bad, and the ugly of AI\u2019s impact on the future of learning (plus a sneak peek of how educators are already rising to meet this new challenge).",
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            "path": "\/about\/news\/michigan-virtual-vp-joseph-r-freidhoff-receives-fulbright-specialist-award\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong><em>Freidhoff to Serve as Expert for Distance Education Project<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 <em>Michigan Virtual\u2019s<\/em> Vice President Dr. Joseph R. Freidhoff has received a <a href=\"https:\/\/exchanges.state.gov\/us\/program\/fulbright-specialist-program\">Fulbright Specialist Program<\/a> award from the U.S. Department of State and the Fulbright Foreign Scholarship Board.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Through this program award, Dr. Freidhoff will support a project for the Kosova Center for Distance Education with the intent to exchange knowledge and establish partnerships benefiting participants, institutions, and communities both in the U.S. and overseas through a variety of educational and training activities within education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cDr. Freidhoff is nationally recognized as one of the top authorities in online and blended learning for K-12 students. His research has helped to identify and shape best practices and ultimately improved learning opportunities for students in Michigan and elsewhere,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cHis leadership at <em>Michigan Virtual<\/em>, combined with this designation as a Fulbright Specialist, serves a wonderful testimonial to the value of having his input on the future of flexible learning environments for students.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Freidhoff is one of over 400 U.S. citizens who share expertise with host institutions abroad through the Fulbright Specialist Program each year. Recipients of Fulbright Specialist awards are selected on the basis of academic and professional achievement, demonstrated leadership in their field, and their potential to foster long-term cooperation between institutions in the U.S. and abroad.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe Future of Learning Council applauds Dr. Freidhoff and <em>Michigan Virtual<\/em> for leading thought and academic growth on flexible learning environments right here in Michigan, and now, representing our great state in front of an international audience on the future of digital learning,\u201d added Dr. Christopher Timmis, President of the Future of Learning Council &amp; Superintendent of Dexter Community Schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fulbrighters address critical global issues in all disciplines, while building relationships, knowledge, and leadership in support of the long-term interests of the United States. Fulbright alumni have achieved distinction in many fields, including 60 who have been awarded the Nobel Prize, 88 who have received Pulitzer Prizes, and 39 who have served as a head of state or government.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOver the last decade, the <em>Michigan Virtual Learning Research Institute<\/em> has become world-renowned for its work in online learning and innovation. The Fulbright award makes possible the opportunity to take what we have learned on our Institute\u2019s journey to accelerate the development of a promising young organization in Kosovo to create something similar for their country,\u201d said Freidhoff. \u201cI am both humbled and honored to be selected to carry out this important work and excited to exchange ideas and practices to strengthen digital learning opportunities for students in Michigan and abroad.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Fulbright Program is the flagship international educational exchange program sponsored by the U.S. government and is designed to build lasting connections between the people of the United States and the people of other countries. The Fulbright Program is funded through an annual appropriation made by the U.S. Congress to the U.S. Department of State.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For further information about the Fulbright Program or the U.S. Department of State, visit <a href=\"http:\/\/eca.state.gov\/fulbright\">eca.state.gov\/fulbright<\/a>. For more information about research on virtual learning in Michigan, visit <a href=\"https:\/\/michiganvirtual.org\/research\">michiganvirtual.org\/research<\/a>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual VP, Joseph R. Freidhoff, Receives Fulbright Specialist Award",
            "excerpt": "Freidhoff to Serve as Expert for Distance Education Project LANSING, Mich. \u2014 Michigan Virtual\u2019s Vice President Dr. Joseph R. Freidhoff has received a Fulbright Specialist Program award from the U.S. Department of State and the Fulbright Foreign Scholarship Board.&nbsp;&nbsp; Through this program award, Dr. Freidhoff will support a project for the Kosova Center for Distance...",
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            "path": "\/students\/calendar\/23-24\/",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>2023-2024 School Year Calendar<\/h1>\t\t\n\t\t<p>Never miss a thing with the\u00a0<em>Michigan Virtual<\/em>\u00a0enrollment calendar. Be in the know about important enrollment dates throughout the school year.<\/p>\t\t\t\t\n\t\t\t<h2>High School<\/h2>\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t\t\t\t\tSemester 1\n\t\t\t\t\t\t\t\t\tSemester 2\n\t\t\t\t\t\t\t\t\tTrimesters\n\t\t\t\t\t\t\t\t\tEssentials (Semester 1)\n\t\t\t\t\t\t\t\t\tEssentials (Semester 2)\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t\t\t\t\tSemester 1\n\t\t\t\t\t<h3>Semester 1<\/h3><h4>Early Start &#8211; Early End (Open Entry \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Open Entry Enrollment Window<\/li><li>Once the Term Begins, My Enrollment Date = My Start Date<\/li><li>All Start Date Options are in August<\/li><li>Early End Date Before the Winter Holidays<\/li><li>Consistent End Date, Regardless of My Enrollment\/Start Date<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Class Start<\/th><th>Class End<\/th><th width=\"20%\">Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td>The date I choose when I enroll, any date between 8\/11\/23 and 8\/25\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/15\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/1\/23<\/td><td>Up to 14 Calendar Days from my Start Date, no later than 9\/8\/23<\/td><\/tr><\/tbody><\/table><h4>Traditional Semester Length (Staggered Start \/ End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options are All in January, After the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/18\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/25\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/12\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/8\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/8\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/22\/23<\/td><\/tr><\/tbody><\/table><h4>Delayed Start (Staggered Start \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Variety of delayed enrollment dates<\/li><li>All Start Date options are later in the Fall (September or October)<\/li><li>Consistent End Date, regardless of Enrollment\/Start Date<\/li><li>End Date is later in January, well after the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/29\/23<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/22\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/6\/23<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/29\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/13\/23<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/20\/23<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/13\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/27\/23<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/20\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/3\/23<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/10\/23<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tSemester 2\n\t\t\t\t\t<h3>Semester 2<\/h3><h4>Traditional Semester Length (Staggered Start \/ End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options Range from Late-May through Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/24\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/12\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/31\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/7\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/2\/24<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/9\/24<\/td><\/tr><\/tbody><\/table><h4>Delayed Start (Staggered Start \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Variety of delayed start dates<\/li><li>All Start Date Options are Later in the Winter (Late-Jan. to mid-March)<\/li><li>Consistent End Date, Regardless of Enrollment\/Start Date<\/li><li>The End Date is in Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/16\/24<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/9\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/23\/24<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/16\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/1\/24<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/23\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/8\/24<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/1\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/15\/24<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/8\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/22\/24<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/29\/24<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tTrimesters\n\t\t\t\t\t<h3>Traditional Trimester Length (Staggered Start &amp; End)<\/h3><p><strong>Are these terms right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Shorter Term Length than Traditional Semesters<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>Start and End Date Options Avoid Weeks Coinciding with Major Holidays<\/li><\/ul><h4><strong>Trimester 1<\/strong><\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/18\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/17\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/22\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/22\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/8\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/8\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/22\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/22\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/15\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/22\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/29\/23<\/td><\/tr><\/tbody><\/table><h4>Trimester 2<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/10\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/9\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/24\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/16\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>FRIDAY<\/strong><br \/>12\/1\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/1\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>FRIDAY<\/strong><br \/>12\/15\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/8\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/8\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>FRIDAY<\/strong><br \/>12\/22\/23<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>FRIDAY<\/strong><br \/>12\/29\/23<\/td><\/tr><\/tbody><\/table><h4>Trimester 3<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/9\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/10\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/22\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/23\/24<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/16\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/17\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/22\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/1\/24<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/23\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/24\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/22\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/8\/24<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/1\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/31\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/22\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/15\/24<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/8\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/7\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/22\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/22\/24<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/22\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/29\/24<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tEssentials (Semester 1)\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education) &#8211; Semester 1<\/h2><h3>Traditional Semester Length (Staggered Start &amp; End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options are All in January, After the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/18\/23<\/td><td><strong>FRIDAY<br \/><\/strong>1\/5\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/25\/23<\/td><td><strong>FRIDAY<br \/><\/strong>1\/12\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/8\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><td><strong>FRIDAY<br \/><\/strong>1\/19\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/8\/23<\/td><td><strong>FRIDAY<br \/><\/strong>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/22\/23<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<br \/><\/strong>2\/2\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/29\/23<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/22\/23<\/td><td><strong>FRIDAY<br \/><\/strong>2\/9\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/6\/23<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/29\/23<\/td><td><strong>FRIDAY<br \/><\/strong>2\/16\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/13\/23<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/6\/23<\/td><td><strong>FRIDAY<br \/><\/strong>2\/23\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/20\/23<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/13\/23<\/td><td><strong>FRIDAY<br \/><\/strong>3\/1\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/27\/23<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/20\/23<\/td><td><strong>FRIDAY<br \/><\/strong>3\/8\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/3\/23<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<br \/><\/strong>3\/15\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/10\/23<\/td><\/tr><tr><td><strong>Start 12<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/3\/23<\/td><td><strong>FRIDAY<br \/><\/strong>3\/22\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/17\/23<\/td><\/tr><tr><td><strong>Start 13<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/10\/23<\/td><td><strong>FRIDAY<br \/><\/strong>3\/29\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/24\/23<\/td><\/tr><tr><td><strong>Start 14<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/17\/23<\/td><td><strong>FRIDAY<br \/><\/strong>4\/5\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/1\/23*<\/td><\/tr><\/tbody><\/table><p><small>*Late enrollments occurring after 11\/17\/23 through 12\/1\/23 will have less than 14 days grace period to drop for refund, but no less than 5 calendar days from the enrollment date.<\/small><\/p>\n\t\t\t\t\t\t\t\t\tEssentials (Semester 2)\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education) &#8211; Semester 2<\/h2><h3>Traditional Semester Length (Staggered Start &amp; End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options range from late-April through mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/1\/23<\/td><td><strong>FRIDAY<br \/><\/strong>4\/19\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>12\/15\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/8\/23<\/td><td><strong>FRIDAY<br \/><\/strong>4\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>12\/22\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/15\/23<\/td><td><strong>FRIDAY<br \/><\/strong>5\/3\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>12\/29\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>FRIDAY<br \/><\/strong>5\/24\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/12\/24<\/td><td><strong>FRIDAY<br \/><\/strong>5\/31\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>FRIDAY<br \/><\/strong>6\/7\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/2\/24<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>FRIDAY<br \/><\/strong>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/9\/24<\/td><\/tr><\/tbody><\/table><h3>Delayed Start (Open Entry \/ Fixed End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Open Entry Enrollment Window<\/li><li>Once the Term Begins, My Enrollment Date = My Start Date<\/li><li>All Start Date Options are later in the Winter (Late-January to Late-April)<\/li><li>Consistent End Date, Regardless of My Enrollment\/Start Date<\/li><li>The End Date is in Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Class Start<\/th><th>Class End<\/th><th width=\"20%\">Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td>The week I choose when I enroll, any Friday between 1\/29\/24 and 4\/26\/24<\/td><td><strong>FRIDAY<br \/><\/strong>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>4\/26\/24<\/td><td>Drop up to 14 Calendar Days from my Start Date, no later than 5\/10\/24<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t<h2>Advanced Placement<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/25\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/12\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/8\/23<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/12\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/31\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t<h2>EdReady<\/h2><p>For further details, please visit our <a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady page<\/a>.<\/p>\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t<h2>Summer Courses<\/h2>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/17\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n7\/26\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/24\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/2\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/9\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/14\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/16\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/21\/24*<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*Late enrollments occurring after 6\/7\/24 through 6\/28\/24 will have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (i.e., Final drop for refund date for late enrollments: 7\/3\/24).<\/small>\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t<h2>Chinese Language Courses<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<br \/><\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/7\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/2\/24<\/td><\/tr><\/tbody><\/table><h2>\u00a0<\/h2>\n\t\t\t<h2>Middle School<\/h2>\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t\t\t\t\tSemester 1\n\t\t\t\t\t\t\t\t\tSemester 2\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t\t\t\t\tSemester 1\n\t\t\t\t\t<h3>Semester 1<\/h3><h4>Early Start &#8211; Early End (Open Entry \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Open Entry Enrollment Window<\/li><li>Once the Term Begins, My Enrollment Date = My Start Date<\/li><li>All Start Date Options are in August<\/li><li>Early End Date Before the Winter Holidays<\/li><li>Consistent End Date, Regardless of My Enrollment\/Start Date<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Class Start<\/th><th>Class End<\/th><th width=\"20%\">Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td>The date I choose when I enroll, any date between 8\/11\/23 and 8\/25\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/15\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/1\/23<\/td><td>Up to 14 Calendar Days from my Start Date, no later than 9\/8\/23<\/td><\/tr><\/tbody><\/table><h4>Traditional Semester Length (Staggered Start \/ End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options are All in January, After the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/18\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/25\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/12\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/8\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/8\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/22\/23<\/td><\/tr><\/tbody><\/table><h4>Delayed Start (Staggered Start \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Variety of delayed enrollment dates<\/li><li>All Start Date options are later in the Fall (September or October)<\/li><li>Consistent End Date, regardless of Enrollment\/Start Date<\/li><li>End Date is later in January, well after the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/29\/23<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/22\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/6\/23<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/29\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/13\/23<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/20\/23<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/13\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>10\/27\/23<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/20\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/3\/23<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/10\/23<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tSemester 2\n\t\t\t\t\t<h3>Semester 2<\/h3><h4>Traditional Semester Length (Staggered Start \/ End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options Range from Late-May through Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/5\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/24\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/12\/24<\/td><td><strong>FRIDAY<\/strong><br \/>5\/31\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/7\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/2\/24<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/26\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/9\/24<\/td><\/tr><\/tbody><\/table><h4>Delayed Start (Staggered Start \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Variety of delayed start dates<\/li><li>All Start Date Options are Later in the Winter (Late-Jan. to mid-March)<\/li><li>Consistent End Date, Regardless of Enrollment\/Start Date<\/li><li>The End Date is in Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/16\/24<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/9\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/23\/24<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/16\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/1\/24<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/23\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/8\/24<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/1\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/15\/24<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/8\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/22\/24<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/14\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>3\/29\/24<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t<h2>Summer Courses<\/h2>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/17\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n7\/26\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/24\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/2\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/9\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/14\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/16\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/21\/24*<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*Late enrollments occurring after 6\/7\/24 through 6\/28\/24 will have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (i.e., Final drop for refund date for late enrollments: 7\/3\/24).<\/small>\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t<h2>Chinese Language Courses<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<br \/><\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/1\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/15\/23<\/td><td><strong>FRIDAY<\/strong><br \/>9\/15\/23<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/19\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/7\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/2\/24<\/td><td><strong>FRIDAY<\/strong><br \/>2\/2\/24<\/td><\/tr><\/tbody><\/table><h2>\u00a0<\/h2>\n\t\t<h2>Drop and Withdrawal Policies for <em>Michigan Virtual<\/em> courses:<\/h2><ul><li>Enrollments that are dropped before the course start date or within five calendar days from making the enrollment are subject to a full refund.<\/li><li>Withdrawals after the drop date will be charged the full cost of the course to cover licensed material and instructor costs.<\/li><\/ul><p>Students\/schools are responsible for any materials required for the course unless otherwise specified. Please see the course syllabus for any required materials.<\/p>",
            "title": "2023-2024 School Year Calendar",
            "excerpt": "2023-2024 School Year Calendar Never miss a thing with the\u00a0Michigan Virtual\u00a0enrollment calendar. Be in the know about important enrollment dates throughout the school year. High School *All times listed reflect the Eastern Time Zone. Semester 1 Semester 2 Trimesters Essentials (Semester 1) Essentials (Semester 2) Advanced Placement EdReady Summer Chinese Semester 1 Semester 1 Early...",
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            "id": 78137,
            "path": "\/blog\/planning-for-success-in-an-online-class\/",
            "author_id": 31,
            "timestamp": 1673880771,
            "content": "<!-- wp:paragraph -->\n<p>Taking an online course can be an exciting experience . . . or a frustrating one.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As an online student, you may have far more freedom in your learning than you\u2019ve had in your face-to-face courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In an <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">asynchronous online setting<\/a>, <em>you <\/em>get to choose when you work. You can work during the school day if that\u2019s best for you, or you can choose to work during the evenings or weekends, if you\u2019d prefer.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You get to set your pace, going through the lesson material at the speed you need.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With so many decisions about your learning in your own hands, online learning can also feel overwhelming.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You might worry about getting the help you need when you need it, or what to do if you don\u2019t understand the material. If you get behind, who\u2019s there to help you make it through?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether you\u2019re new to online learning or an old pro, use these handy tips from <em>Michigan Virtual <\/em>instructors David Milne and William Springer to get the most out of your online course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Tips for what to do when you first log in to your online course<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Check for any messages or course announcements.<\/strong> Teachers often communicate with the whole class through course announcements. They might give advice on upcoming assignments or share extra information on a lesson. Or, they might share a fun poll or Padlet to help you get to know other students in your class.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Check to see if work you\u2019ve submitted has been graded.<\/strong> If so, view the feedback the teacher left. This feedback is essential in the learning process! Your teacher may have told you what you\u2019re doing well and what you still need to work on.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Warm up by looking over the material you covered when you last logged in.<\/strong> This warm-up helps get you ready to learn more and make connections to what you\u2019ve learned already.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Tips for working through your online lessons<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Start where you left off, and move forward in order. <\/strong>Your course likely builds on material learned as the course progresses. Skipping around may cause you to miss important information, assignments, or tests.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Check your understanding as you work through a lesson.<\/strong> After each section, can you sum up the major points? If there are practice questions, give them a try. If you get any questions wrong, be sure to understand why before moving on.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Review the unit goals. <\/strong>Can you easily complete the objectives listed there? If so, you\u2019re ready for the assessments.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Stay on pace.<\/strong> Even though you have a lot of freedom when deciding when or how to work, it can become overwhelming quickly if you get behind. Print your pacing guide and check off each completed activity.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Tips for before you log off<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Review what you\u2019ve learned. <\/strong>Do you have any questions about the material? Now is the best time to message your instructor to ask for clarification or even schedule a meeting if you need further help understanding the content.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Check out that pacing guide again. <\/strong>What still needs to be completed? Make a plan for what you\u2019ll do next.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Other tips for success<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Don\u2019t rush through the work. <\/strong>You might be tempted to take shortcuts, but you will save time in the long run by giving your best effort each time you work.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Log in regularly.<\/strong> Even though you have the freedom to choose when and where you work, if you take too long of a break, you will likely forget what you\u2019ve learned and struggle to catch up.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>If you\u2019ve fallen behind, reach out to your instructor right away. <\/strong>Your instructor can help you make a plan to get back on track.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Finally, remember that your online instructor is there to help you! Online instructors are <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">real teachers<\/a> who put students first and are excited about your success. They are thrilled when you connect with them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Put these tips into action, and enjoy the success you find in the online classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>If you're interested in taking your online learning to the next level, consider exploring the wide range of online courses offered by <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/students\"><strong><em>Michigan Virtual<\/em><\/strong><\/a><strong><em>. <\/em><\/strong><em>With a wide variety of options for K-12 students, you're sure to find a course that aligns with your interests and goals.&nbsp;<\/em><br><em>From core academic subjects to unique electives, Michigan Virtual provides high-quality, interactive, and engaging online learning experiences taught by Michigan-certified teachers trained in effective online teaching practices.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>To learn more and see the complete list of course offerings, visit <\/em><a href=\"https:\/\/michiganvirtual.org\/students\"><em>michiganvirtual.org\/students<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Become an online learning pro: Top tips &amp; tricks from experienced instructors",
            "excerpt": "Are you feeling overwhelmed by the freedom and flexibility of online learning? You're not alone! In this article, we share top tips from seasoned instructors on how to make the most out of your online course, no matter your experience level.\n",
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            "path": "\/blog\/how-will-artificial-intelligence-change-education\/",
            "author_id": 58,
            "timestamp": 1673446890,
            "content": "<!-- wp:paragraph -->\n<p>For as long as \"educational technology\" has been a discrete concept,\u00a0<a href=\"https:\/\/mitpress.mit.edu\/9780262546065\/teaching-machines\/\" target=\"_blank\" rel=\"noreferrer noopener\">discussions<\/a>\u00a0have ensued about how it might change our understanding of the purpose of formal education. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>More recently, as artificial intelligence (AI) and machine learning models have become more sophisticated, even more attention has been given to these discussions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While some current applications of AI are limited to narrow functions like grading and automating administrative tasks, the broader possibilities opened by such technology could alter our very conceptions of teaching and learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, as the Internet became integral to everyday life, a driving question in education arose:&nbsp;<em>How do we assess learning when the answers are at everyone's fingertips?<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As artificial intelligence becomes more commonplace, this question might shift to ask<em>: What does it mean to learn and produce knowledge?<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It seemed a fitting exercise to ask two different AI programs directly how artificial intelligence might change K-12 education. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To this end, I used two separate writing assistants \u2014\u00a0<a href=\"https:\/\/beta.openai.com\/docs\/guides\/completion\" target=\"_blank\" rel=\"noreferrer noopener\">OpenAI's text completion tool<\/a>\u00a0and\u00a0<a href=\"https:\/\/www.sudowrite.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Sudowrite<\/a>\u00a0\u2014 both of which use\u00a0<a href=\"https:\/\/www.nytimes.com\/2020\/11\/24\/science\/artificial-intelligence-ai-gpt3.html\" target=\"_blank\" rel=\"noreferrer noopener\">GPT-3<\/a>, a language learning model that generates fully authentic text. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This exercise was helpful in determining how useful these tools currently are and in providing different ideas about how their use and impact might evolve in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below are the prompts I provided to the tools, snippets of the text produced, and some follow-up reflections of my own.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Asking the AI<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Prompt #1: How will artificial intelligence change K-12 education?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Key Details from Response:&nbsp;<em>\u2026some potential changes that AI could bring about in K-12 education include improved personalized learning experiences for students, increased use of data-driven decision-making by educators, and greater use of AI-powered educational tools and resources by students and teachers.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While offering a few broad areas in which AI might impact education, this is obviously a pretty generic and uninformative answer. Still, it does provide somewhat of a springboard for additional research or questions to explore more deeply, possibly within the tool itself. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The AI's response here tracks with the\u00a0<a href=\"https:\/\/www.edweek.org\/technology\/what-do-teachers-think-about-an-ai-model-that-writes-essays-we-had-them-test-it\/2022\/08\" target=\"_blank\" rel=\"noreferrer noopener\">general impressions that some K-12 educators had<\/a>\u00a0when presented with this technology \u2014 its answer offers a good starting point but leaves a lot to be desired (or worried about, depending on your perspective).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To try to get more specificity and varied formatting, I tried a different approach:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Prompt: Write a 600-word blog post about the impact of Generative Pre-trained Transformer 3 on K-12 education<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of the examples included in the response:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>In October 2020, the district of Bellevue, WA announced that it would be using GPT-3 to help students with writing assignments\u2026With GPT-3, the district will be able to use a much wider range of models, which will allow students to get more personalized help with their writing.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u2026a middle school teacher in New York City is using GPT-3 to create math lesson plans. By inputting a few facts about a topic, the teacher is able to generate a complete lesson plan, complete with worksheets and answer keys.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>A company called Playtech is using GPT-3 to create an educational game about the history of the United States. The game will be able to generate historical events, based on input from the player.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These are all interesting anecdotes but are broad and lack a nuanced perspective that might be gained from real journalistic or research tasks like interviews and primary source analysis.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, with this and other prompts, the tools generated relevant information and data but provided no citations and, in some cases, needed more specificity to easily find sources for its claims.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A&nbsp;<a target=\"_blank\" href=\"https:\/\/www.edweek.org\/technology\/this-technology-can-write-student-essays-is-there-any-educational-benefit\/2022\/08\" rel=\"noreferrer noopener\">recent EdWeek piece<\/a>&nbsp;offers a much more thorough analysis and leaves the reader with a keen understanding of the current impact that this specific technology is having on the field of education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Reflections<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.theringer.com\/2022\/10\/11\/23395688\/why-the-future-of-ai-should-terrify-and-thrill-you\" target=\"_blank\" rel=\"noreferrer noopener\">Some have speculated<\/a>\u00a0that the rise of technologies like GPT-3 and\u00a0<a href=\"https:\/\/openai.com\/dall-e-2\/\" target=\"_blank\" rel=\"noreferrer noopener\">DALL-E<\/a>\u00a0will hasten the automation of creative work, contrary to the dominant theory that physical labor would be the first form of work replaced by machines powered by artificial intelligence. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the foundations of teaching \u2014 like personal connection and relationship-building \u2014 may be impossible to automate, other educational fields, such as\u00a0<a href=\"https:\/\/elearningindustry.com\/understanding-gpt-3-in-context-of-the-elearning-industry\" target=\"_blank\" rel=\"noreferrer noopener\">instructional design<\/a>, may be ripe for disruption or rapid evolution thanks to artificial intelligence.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One could imagine a tool that produces comprehensive course scripts and syllabi, for example, or one that could be fed a topic, a content standard, and a desired output and present a polished learning activity. (I used OpenAI's text completion tool to do just that and produced a&nbsp;<a target=\"_blank\" href=\"https:\/\/docs.google.com\/document\/d\/1whnwZ8jwSRKGkormXHe5Wpc9cyYCSjBgX6Rq3PaYG2o\/edit\" rel=\"noreferrer noopener\">writing activity, a rough rubric, and a writing sample<\/a>.)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It could be the case that, like many other technologies throughout history, the impact of artificial intelligence and machine learning remains at the fringes of most people's day-to-day lives. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is clear that we are still in the very early stages of applying these technologies to common use cases, but by spending just a brief time with them, we begin to see the enormous potential for\u00a0<a href=\"https:\/\/www.christenseninstitute.org\/disruptive-innovations\/\" target=\"_blank\" rel=\"noreferrer noopener\">disruption<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At this stage, as James Thurber wrote, \"It is better to know some of the questions than all of the answers.\" <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anyone who holds a stake in the future of teaching and learning should be familiarizing themselves with these tools and formulating the right questions because as GPT-3 \"personally\" told me:\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>The full impact of artificial intelligence on education is not yet known.<\/em><\/p>\n<!-- \/wp:paragraph -->",
            "title": "How Will Artificial Intelligence Change Education? Let\u2019s Ask an AI to Find Out...",
            "excerpt": "I asked two different AI programs how artificial intelligence will change the future of K-12 education. Here's how they responded.",
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        {
            "id": 78054,
            "path": "\/blog\/the-power-of-the-51-ratio-in-the-classroom-how-fostering-positive-interactions-can-transform-student-learning\/",
            "author_id": 77,
            "timestamp": 1672938223,
            "content": "<!-- wp:paragraph -->\n<p>I\u2019m a \u201cfixer.\u201d When I see something that could be better, I want to help make it better. In some respects, this was a good trait to have as a high school English teacher. When my students\u2019 essays were out of shape, I just saw potential. I was quick with my PaperMate Flair pen (every English teacher has their favorite marking tool) and used it liberally.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, my students didn\u2019t always appreciate all that ink. In fact, sometimes they took it personally. That wasn\u2019t my intention, and yet, it happened. Why?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This past summer, I was reading <a href=\"https:\/\/publishing.cast.org\/catalog\/books-products\/antiracism-universal-design-for-learning-fritzgerald\"><em>Antiracism and Universal Design for Learning: Building Expressways to Success<\/em><\/a><em> <\/em>by Andratesha Fritzgerald, and I came across a concept called the <a href=\"https:\/\/brightmorningteam.com\/2017\/9\/how-to-cultivate-trust-always-remember-5-to-1\/\">5:1 ratio<\/a>. Basically, the idea boils down to this:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhomever intends to build trust (the teacher, coach, principal) needs to have five positive or neutral interactions with another person for every one corrective piece of feedback\u201d (Aguilar, 2017).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are many possible reasons that students were less than appreciative of my corrections, but the 5:1 ratio provides a compelling lens through which to view this problem. I was providing a lot of corrective feedback in the English classroom, and my ratio of positive interactions was often just <em>off.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the months since reading about the 5:1 ratio, I\u2019ve been thinking about it a lot. Here are three reasons why I love it:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>1. It's Simple<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s tempting to think that positive interactions are a given and that any good teacher would be meeting the 5:1 ratio. At least in my case, I know for a fact that I wasn\u2019t. It doesn\u2019t necessarily mean that I was a bad teacher \u2014 just one working in a high-stress environment where the priority was achievement. I suspect this might be the case for some other educators, too.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As an example, I might have made five corrective comments and five positive comments on any given student\u2019s essay. It seemed reasonable at the time, but that was a 1:1 ratio. Looking back, knowledge of the 5:1 ratio would have encouraged me to get back to the necessary center of creating an abundance of intentionally positive interactions, in commenting on students\u2019 work <em>and<\/em> everywhere else in my classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I love how simple this is.&nbsp; It\u2019s clear and easy to understand, and to me, it feels intuitive and true.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, just because it\u2019s simple does not necessarily mean it\u2019s easy (if it were, I wouldn\u2019t be writing this blog post!). Really, though, that\u2019s something I love about the 5:1 ratio, too. To implement it, I will have to reflect on my own practices and make some changes. But I\u2019m certain that it will be worth it because, for me, it\u2019s a fundamental reframing of what\u2019s truly important in education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>2. It Encourages Reflection<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/brightmorningteam.com\/2017\/9\/how-to-cultivate-trust-always-remember-5-to-1\/#\">This blog post by Elena Aguilar<\/a> links to the following chart, which I find really helpful when thinking through the 5:1 ratio:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"linkDestination\":\"custom\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image is-style-default\"><a href=\"https:\/\/brightmorningteam.com\/wp-content\/uploads\/2017\/09\/T-S-Interaction-Tracking-Blank.pdf\"><img src=\"https:\/\/lh6.googleusercontent.com\/f03duuT82L5VSv8shBQLyOuj87BZrlE7W6AyIiU-2k63qnEymawkxeK6vavUF48RRz5iXDyHo2T1PYrkJ9-hDAwzWIaGtBKAZ6b1sTSzuEPGC1-o5P642LpizJ6iMr57PgJa3u12IUW8qCgSXm-UJxDX0CfXfIKZ2zfJBkqZQi0o3yiLaGH9qiE\" alt=\"\" \/><\/a><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>The chart is aimed at instructional coaches, but I find it really helpful from the perspective of a teacher, too. When I look at it, my mind immediately jumps back to the students in my classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019m certain that I was meeting the 5:1 ratio for <em>some<\/em> students in my classroom, but not all of them, and not all of the time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I would say that I approached each day in the classroom with an intention to be positive and kind. I think I met that goal on most days. But I ended up meeting that goal <em>generally<\/em> \u2014 I didn\u2019t think about it from the experience and perspective of every single individual student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Looking at a visual representation of my students and specific interactions with them would have let me see where I was specifically meeting my intention and where I was falling short.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I love that the sheet also includes students\u2019 race and gender (I would name the column \u201cGender Identity\u201d instead of \u201cMale\/Female\u201d). I\u2019d like to think that my ratio of positive interactions was consistent with regards to students\u2019 identities. Another intention of mine was to teach with equity in mind, after all. Looking at this sheet reveals to me, though, that I was not as mindful or specific about this as I could have been and should have been. Now that I recognize this, the \u201cfixer\u201d in me sees a lot of potential to improve my practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>3. It Inspires a Plan<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once I know better, I want to do better. The 5:1 ratio inspires me to make a concrete plan to do better the next time I have the privilege of teaching students in the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you're interested in deepening your practice with the 5:1 ratio, my team and I created <a href=\"https:\/\/docs.google.com\/document\/d\/1iGZwMxRLlSUYfpv2pYCUQFL3yNjJ2vEpaEUoQ2XAld8\/edit?usp=sharing\">a free template<\/a> to help you get started. This template includes a variety of resources \u2014 including the ones already mentioned in this article \u2014 along with space for reflection. It also includes a few additional strategies that I'd like to try for myself:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/www.middleweb.com\/47080\/relationship-building-with-dialogue-journals\/\">Dialogue journals<\/a>, which provide a space to converse and connect with every single student on a regular basis. I would love to establish conversations that I come back to every week or every two weeks. This would definitely be a place to create a routine that guarantees positive interactions, and it would also help me to get to know my students even better.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/youtu.be\/m0p3VztVa84\">Delayed grading<\/a>, which makes it possible to simply provide <em>observations<\/em> as comments for students (keeping interactions positive or neutral)&nbsp;and let the students correct <em>themselves. <\/em>Besides helping to maintain the 5:1 ratio, this also makes the grading process more meaningful for students because it encourages them to take ownership.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/www.edutopia.org\/article\/welcoming-students-smile\/#:~:text=The%20takeaway%3A%20Starting%20class%20by,engagement%2C%20and%20reducing%20disruptive%20behavior.\">Greeting every student personally, every day<\/a>, which can build trust, increase student engagement, and lower teacher stress. When I was in the classroom, it was a challenge to make this happen every day. In the future, I\u2019d like to slow down and make this a priority, even if that means that part of my preparation for the next class hour happens <em>after<\/em> the bell rings.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, the 5:1 ratio has completely changed my thinking about interactions in the classroom. It all started with a question about grading. After all, part of our jobs as teachers is to provide corrective feedback to help students grow. The 5:1 ratio helps to ensure that students can receive this feedback effectively.&nbsp;More importantly, however, it can help us be intentional about creating a classroom environment that centers our humanity.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>As a teacher with many students on your roster, it can be difficult to know what\u2019s really happening in their lives.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There will always be a few students who keep the entire class informed of <em>exactly <\/em>how they\u2019re doing. Still, others may struggle to feel comfortable reaching out directly when revealing personal or social challenges that are getting in the way of their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is true for teachers in any environment, but it can be particularly challenging for online instructors who may not physically see their students regularly.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Try out this template&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Our online teachers have found a simple tool to be incredibly useful for SEL check-ins:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>A Google Form created with specific questions to check in and learn more about what\u2019s going on with students.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of our senior ELA instructors, Emilia McGuckin, originally started by creating a simple Google Form to gather information about her students at the start of each term, asking them about their preferred names and pronouns, contact info, and how they best learn.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then, in the early days of pandemic school closures in 2020, she realized she needed a new approach to check in directly to ask how her students were doing.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Here\u2019s the simple template Emilia uses to check in on her students:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group {\"gradient\":\"very-light-gray-to-cyan-bluish-gray\"} -->\n<div class=\"wp-block-group has-very-light-gray-to-cyan-bluish-gray-gradient-background has-background\"><!-- wp:paragraph -->\n<p>What is your current progress in the course?*<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>I am behind pace, and I don't think I can meet the course completion requirements.<\/li><li>I am behind pace, but I have a plan to meet course completion requirements.<\/li><li>I am at or above pace, and I am confident I can meet course requirements<\/li><li>I am unsure.<\/li><li>Other:<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Tell me at least one positive or good thing in your life right now.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tell me one or more things that are causing stress in your life right now.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Do you want a phone call, text, or video chat with me to check in? It can be school-related or non-school-related. If yes, I will send you information about scheduling a chat time.*<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Yes, phone call<\/li><li>Yes, text chat<\/li><li>Yes, video chat<\/li><li>Yes, but unsure<\/li><li>No<\/li><li>Unsure, maybe another time<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Can I do anything else to help better support you as we work toward the end of the school year?<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt really helps with meeting kids where they\u2019re at, academically and emotionally,\u201d Emilia says of the template she created. \u201cIt gives me a glimpse into my kids\u2019 lives and helps them see that I care about them as individuals.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>A glimpse into students\u2019 lives: the joys and the sorrows<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The answers Emilia received from this form revealed that many of her students needed much more than an update on their progress or feedback on their essays.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI learned about deaths in families, worries about friendships, new puppies, and the joy of cooking with grandma,\u201d she says. \u201cKnowing what is important to each individual student helped me better understand how to connect with them.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Emilia loves asking her students about what good things are happening in their lives as a way to celebrate their successes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI want to be able to celebrate with them,\u201d explains Emilia, \u201cbut if a student tells me that they don\u2019t have anything good going on, that\u2019s a red flag for me, and I know that I have to reach out to them.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Take guesswork out of the equation<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These questions can help teachers check on students\u2019 academic progress as well as their social and emotional state \u2014 both of which are necessary for teachers to understand how to best meet their needs as learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Adding these questions to a quick survey takes the guesswork out of what your students are currently going through and allows them to share what they\u2019re comfortable revealing in a non-threatening way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our lead science instructor, Jaci Tyler, uses a similar Google Form to check in with her students at specific points throughout the semester. The responses she receives let Jaci know how to approach her students, and sometimes the answers may reveal areas where they could use additional support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI cannot believe how many kids are responding quickly and the things they\u2019re choosing to share,\u201d Jaci says. \u201cThere is some pretty exciting stuff I get to celebrate with my students and other really heartbreaking things.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Knowing both the exciting and the heartbreaking parts of students\u2019 lives arms Jaci with the knowledge she needs to meet the needs of every learner in her classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Tips for using this check-in template<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you\u2019d like to try a similar survey with your students, here are some tips from our instructors:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#1 \u2014 Make sure students have easy access to the form&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Put the link to this form somewhere easy for students to see, whether it be in an email, a QR code in your classroom, or posted in your digital classroom environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our online instructors often post the link directly in their course announcements area, in addition to emailing students an invitation to fill out the survey.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#2 \u2014 Schedule time to check on students\u2019 responses<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It can be helpful to either a) schedule time to check on students\u2019 responses to this form or b) set up notifications, so you receive an email alert when students fill it out.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our instructors typically <a href=\"https:\/\/support.google.com\/docs\/answer\/2917686?hl=en#zippy=%2Cchoose-where-to-store-responses\">turn the form responses into a Google Sheet<\/a>, for which they can then <a href=\"https:\/\/support.google.com\/a\/users\/answer\/9308855?hl=en\">sign up to receive email notifications<\/a> each time a new response is added.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#3 \u2014 Follow up with your students using the communication method they\u2019ve chosen<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Be sure to follow up with your students using the preferred method of communication they marked in the form.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If your students are struggling, ask them if they have other adults in their lives who know what they\u2019re going through. And be sure to celebrate what\u2019s going well for them!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ultimately, what\u2019s most important to remember is this:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While your students are learning all the important content in your class, it\u2019s also critical to take the time to learn more about them as human beings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You might be surprised at how much they\u2019re willing to share with a trusted teacher and the impact you can make in their lives that goes far beyond the curriculum.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>Our professional learning platform offers educators an opportunity to explore several different topics. When designing our professional learning opportunities, we partner with various organizations that provide subject matter expertise. As we learn about possible improvements in the delivery and consumption of professional learning, we are mindful of the National Quality Standards for Online learning and apply these standards whenever possible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below are standards adapted from The <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\" rel=\"noreferrer noopener\">National Standards for Quality Online Courses<\/a><sup><a href=\"#reference\">1<\/a><\/sup>. Michigan Virtual utilizes these standards when building content or adding vendor courses to our professional learning platform.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>The overall design of the course is made clear to the learner at the beginning of the course. The course materials include support services essential to learner and instructor success. Course instructions articulate or link to relevant information and services.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li>The online course provides learners with various content options that promote their mastery of content and are aligned with state or national content standards.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li>The online course incorporates instructional materials, activities, resources, and assessments that are aligned to standards, engage all learners, and support the achievement of academic goals.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li>A variety of assessment strategies are used throughout the course geared toward learning and engagement and learners are provided with feedback on their progress.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li>The course design reflects a commitment to accessibility so that all learners can access all content and activities and to usability so that all learners can easily navigate and interact with all course components. Online course materials, activities, and assessments are designed to ensure that all learners have access to the same information and are able to engage in the same interactions and within the same time frame. The course, developed with universal design principles in mind, addresses Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act (ADA) by following (Web Content Accessibility Guidelines) WCAG 2.0 AA standards. This does not guarantee or imply that particular country\/federal\/state\/local accessibility regulations are met. Please consult with an accessibility specialist to ensure that all required accessibility regulations are met.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>We strive to provide professional learning opportunities based on the latest education research. We frequently use external subject matter experts who help identify best practices and guide our instructional design team as they build online modules. Michigan educators who access our professional development services routinely offer satisfaction ratings above 90%. As part of our continuous improvement process, we actively seek user feedback to make revisions, learn about areas of concern, and gather suggestions for additional offerings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If learners have feedback about the content or design of our courses, we encourage them to share it with us using our <a href=\"https:\/\/help.michiganvirtual.org\/support\/tickets\/new\">ticketing system<\/a>. Tickets that are tagged \u201cIssues with PLP Course Content: Content Error,\u201d \u201cIssues with PLP Course Content: Content Bias, or \u201cIssues with PLP Course Content: Course Design Issue\u201d will be flagged for review by our Director of Customer Care and our Senior Director of Professional Learning.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:separator -->\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n<!-- \/wp:separator -->\n\n<!-- wp:paragraph -->\n<p id=\"reference\">Information on NSQ:\u00a0<em>Quality Online Courses<\/em>. National Standards for Quality Online Learning. (2019, September 30). Retrieved November 16, 2022, from\u00a0<a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<h2>Design your own PD<br>&amp; earn SCECHs<\/h2>\t\t\n\t\t<h5>Because you\u2019re doing extra work on your own time,<\/h5><h5>and you know your learning needs best.<\/h5>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=mypd\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tGet the most personalized PD ever\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/DUjQnD6l5O4\t\t\t\t\n\t\t\t<h2>What if you could design your own PD and make it awesome?<\/h2>\t\t\n\t\t<p>Educators, you know what it takes to make learning <b>engaging<\/b>, <b>fun<\/b>, and <b>personalized<\/b>. You know your students' needs best, along with what skills you need to strengthen as an educator to help meet these needs.\u00a0<\/p><p>Besides, you\u2019re probably <i>already <\/i>doing this kind of informal research outside of your work hours. So, why not earn SCECHs for it?<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=mypd\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tMake your PD awesome\n\t\t\t\t\t<\/a>\n\t\t\t<h4>Questions to ask yourself...<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhat\u2019s a skill, strategy, or passion that you\u2019d like to develop?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhat are you currently reading, watching, or listening to that you could apply in your classroom, school, or district?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhat would you like to see your students do more often while learning?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h4>You will enjoy MyPD if...<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tYou\u2019re an avid reader, Twitterer, or podcast listener on educational topics.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tYou want to learn about a specific topic on which there aren\u2019t many PD options.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tYou simply want a PD experience tailored to how you learn best.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=mypd\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tGet credit for your work\n\t\t\t\t\t<\/a>\n\t\t\t<h2>An independent study for educators<\/h2>\t\t\n\t\t<p><strong>The MyPD course works kind of like an independent study. You will:<\/strong><\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tExplore in-depth resources on a topic relevant to your professional goals,\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tApply what you\u2019ve learned and reflect with a dedicated coach, and\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tEarn SCECHs for what you\u2019ve accomplished. \n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h6>Take control of your PD<\/h6>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mypd-6-scechs\/\" role=\"button\">\n\t\t\t\t\t\t6 SCECHs for $20\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mypd-10-scechs\/\" role=\"button\">\n\t\t\t\t\t\t10 SCECHs for $30\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/11\/iStock-1365415836-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Find inspiration in these examples from real educators<\/h3>\t\t\n\t\t<p>Wondering what subject you might explore in MyPD? Here are a few questions that real Michigan educators have investigated in this course:<\/p><ul><li style=\"font-weight: 400\">How can I better motivate and demonstrate empathy for struggling students?<\/li><li style=\"font-weight: 400\">How can I enhance the cultural diversity of my music lessons?<\/li><li style=\"font-weight: 400\">As a physical education teacher, how can I best support Islamic students with dietary restrictions?<\/li><li style=\"font-weight: 400\">What are the proper techniques and strategies for coaching athletes with special needs?<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=mypd\" role=\"button\">\n\t\t\t\t\t\tDesign your own PD\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Don\u2019t take our word for it!<\/h3>\t\t\n\t\t\t<h5>Real Michigan educators have shared the following about their experience taking MyPD:<\/h5>\t\t\n\t\t\t\t\t\t\u201cI liked that I could focus on something that actually benefits me and the work I do with students every day.\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cBeing able to learn about a topic of my choice, in my own way, in my own time.\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cMyPD addressed me personally and what is relevant to teaching art.\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cI like that it was self-led. I got to explore a topic that I was currently working on, and it forced me to learn more than I would have otherwise.\u201d\t\t\t\t\t\n\t\t\t<h2>Are you a dedicated school leader who wants to offer MyPD to your staff?<\/h2>\t\t\n\t\t<p>Like the idea of MyPD and want to offer it to your staff? Our team regularly works with school leaders to help them build <a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\">customized DPPD plans<\/a>. Fill out the form below, and someone will get in touch soon to answer any questions you might have.\u00a0<\/p>",
            "title": "MyPD [DRAFT]",
            "excerpt": "Design your own PD&amp; earn SCECHs Because you\u2019re doing extra work on your own time, and you know your learning needs best. Get the most personalized PD ever What if you could design your own PD and make it awesome? Educators, you know what it takes to make learning engaging, fun, and personalized. You know...",
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        {
            "id": 77094,
            "path": "\/winterbreak\/",
            "author_id": 12,
            "timestamp": 1667329763,
            "content": "<h2>Scheduled Downtime\nOver Winter Break<\/h2>\nEach year over winter break, we temporarily close our office and take our online student courses offline to give both staff and students time to rest and be with their loved ones.\n\nHere\u2019s what <i>Michigan Virtual <\/i>learners need to know about our scheduled downtime over winter break.\n<h2>Key Details<\/h2>\n<h5>Student Courses<\/h5>\n<strong>Offline Dec 26-29<\/strong>\n\nFrom Tuesday, December 26, through Friday, December 29, students will not be able to log into Brightspace, the platform where they access online courses and submit assignments to instructors. Courses will reopen at 7 a.m. on Saturday, December 30.\n\n<i>See FAQs below for information on how students can download lessons and assignments to continue to make progress over the break if desired.<\/i>\n<h5>Michigan Virtual Staff<\/h5>\n<b>Unavailable Nov 23-24 and Dec 22-Jan 1<\/b>\n\nThe <i>Michigan Virtual <\/i>office will be closed, and our staff (including instructors and the Customer Care Team) will be out of the office between Thursday, November 23 \u2014 Friday, November 24, and Friday, December 22 \u2014 Monday, January 1. If you reach out during this time, we\u2019ll get back to you as soon as we can upon our return to the office.\n<h5>Professional Learning Portal<\/h5>\n<strong>System will remain online throughout the break<\/strong>\n\nLearners in our <a href=\"https:\/\/plp.michiganvirtual.org\/\">Professional Learning Portal<\/a> will continue to have uninterrupted access to their online courses throughout our winter break. Those enrolled in a facilitated course, however, should expect not to receive feedback from our staff between Friday, December 22 \u2014 Monday, January 1.\n\nProcessing of SCECHs may take longer than our typical 10-day turnaround due to our office being closed:\n<ol>\n \t<li style=\"font-weight: 400\">Learners who complete courses by December 20 will have SCECHs processed prior to the holiday closure.<\/li>\n \t<li style=\"font-weight: 400\">Learners who complete courses <i>after<\/i> December 20 will have SCECHs processed the week of January 2.<\/li>\n<\/ol>\n<h6>Thank you for your support and understanding as we offer our staff and students some time off. We wish you a relaxing winter break with family and friends!<\/h6>\n<h2>Frequently Asked Questions<\/h2>\n<h5>Why do we shut down access to our online student courses?<\/h5>\nIn a traditional school, the doors close during winter break. In online courses, this isn\u2019t quite as easy to accomplish, but we believe that breaks are important for our mental health and well-being, and we want students and teachers alike to reap the benefits of this break time. Additionally, having instructor availability is a valuable part of our online learning experience.\n<h5>If my online students want to work over winter break, can they still make progress in their coursework?<\/h5>\nIf your students would like to make progress in their online courses during our scheduled downtime, there are still ways they can do this. Students will, however, need to take steps to prepare before our systems go offline.\nStudents are welcome to download lessons and assignments from their courses before Monday, December 26. <i>The only exception here is our Middlebury-based world language courses, which unfortunately do not offer an option for students to download lessons and assignments.<\/i>\nTo learn how to download lessons and assignments, check out <a href=\"https:\/\/youtu.be\/yM4Mv-mzXeE\">this video<\/a> created by one of our instructors or read the <a href=\"https:\/\/docs.google.com\/document\/d\/1ooJiD9fa1QDmEZV__6HNUvMJ2E8jaujvNq3rkE5aErc\/edit?usp=sharing\">written instructions<\/a>.\nSome features of our online courses will not translate well when downloaded, such as:\n<ul>\n \t<li style=\"font-weight: 400\">Interactive elements<\/li>\n \t<li style=\"font-weight: 400\">Quizzes<\/li>\n \t<li style=\"font-weight: 400\">Discussion boards<\/li>\n<\/ul>\nWe recommend that students note where these elements appear in their coursework so that they can go back and complete them later. They may also choose to write down the discussion board prompts to prepare and study for any upcoming quizzes.\n<h5>When can students expect replies from their online teacher?<\/h5>\nOur teachers will be on break between Friday, December 22, and Monday, January 1. During this time, students shouldn\u2019t expect to receive responses from their teachers. We\u2019ll get back to students as soon as we can, beginning on Tuesday, January 2.\n<h5>Is the break reflected in my students\u2019 pacing guides?<\/h5>\nYes! The winter break is reflected in students\u2019 <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000178934-what-activities-assignments-should-i-complete-this-week-\">course pacing guides<\/a> to help them stay on track and prepare for this time off.\n<h5>Can I still drop or enroll in online student courses during this time?<\/h5>\nYes, you may still drop or enroll in an online student course during time; however, these changes may not be reflected in our system until our staff returns to the office on Tuesday, January 2.\n<h5>How can I get help during this time if I encounter a problem?<\/h5>\nOur Customer Care Team will also be out of the office between Thursday, November 24 \u2014 Friday, November 25 and Friday, December 22 - Monday, January 1. If you <a href=\"https:\/\/help.michiganvirtual.org\/support\/home\">submit a help ticket<\/a>, they\u2019ll get back to you as soon as possible, beginning on Tuesday, January 2.\n\nIf you run into any challenges while our team is on break, we recommend you check out our <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\">Knowledge Base<\/a>. This repository houses a wealth of how-to articles that you can use to solve our most common customer challenges.",
            "title": "Winter Break 2023",
            "excerpt": "Scheduled Downtime Over Winter Break Each year over winter break, we temporarily close our office and take our online student courses offline to give both staff and students time to rest and be with their loved ones. Here\u2019s what Michigan Virtual learners need to know about our scheduled downtime over winter break. Key Details Student...",
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        {
            "id": 76485,
            "path": "\/research\/publications\/student-engagement-interactive-course-elements\/",
            "author_id": 54,
            "timestamp": 1666279913,
            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\"><strong>Introduction and Need for Study<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instructional designers and administrators at <em>Michigan Virtual<\/em> sought to better understand student engagement with interactive course elements in online courses, and whether those elements relate to student learning. While this study does not provide <em>casual <\/em>estimates of the relationship between interactive course elements and students\u2019 learning outcomes, it does provide correlational and descriptive evidence to inform course design. It could also serve as the foundation for future research to rigorously test the impact of particular course elements. Building on <em>Michigan Virtual\u2019s<\/em> existing research focused on student engagement (e.g., Kwon 2017) and course elements (Lin, 2019; Zheng, 2018), this study contributes to a larger body of evidence about how to create learning environments to support students\u2019 academic outcomes.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This study addressed the following research questions based on data from <em>Michigan Virtual<\/em> science courses in fall 2021:\u202f&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>What percentage of students engaged with each type of course element?&nbsp;&nbsp;<\/li><li>Are there differences between students in the top and bottom quartile of total course points?&nbsp;<\/li><li>How did engagement vary by school-level socioeconomic status and IEP status?&nbsp;<\/li><li>What proportion of students\u2019 total course points came from graded interactive course elements?&nbsp;&nbsp;<\/li><li>What was the correlation between student engagement with interactive course elements and student learning outcomes?&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"methodology\"><strong>Methodology\u202f<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These questions were addressed using course activity data, enrollment data, and gradebook data for students in <em>Michigan Virtual\u2019s<\/em> science courses. Science courses were selected because they utilize a variety of interactive course elements and because few studies of online learning focus on science (Sahni et al., 2021). Most of the existing research has focused on outcomes in mathematics or English language arts. While this study focused on one subject, the analytic approach, including descriptive and regression analysis, could be replicated for all subjects.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"sample-and-data\">Sample and Data&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The sample included 1,983 students who were enrolled in 22 <em>Michigan Virtual<\/em> online science courses during the fall 2021 semester. However, only 1,200 students in 14 courses had interactive course elements. Students in trimester enrollment and students who dropped during the grace period were excluded from the analysis. In the latter case, a student\u2019s decision to drop a course during the grade period is assumed to be exogenous to the presence of the interactive course elements examined in this study. A single course enrollment was randomly selected for students who were enrolled in multiple courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Data included information about student enrollment (e.g., whether the student enrolled on-time), indicators for the school the student attended, student course activity, and student outcomes. Student course activity included data on students\u2019 interactions with various course elements and their progress in the course. Data also included information about course subject and section. Student outcomes were based on gradebook data, including points attempted and points earned for each gradebook object, and total points for the course. These were used to create the following student outcomes: grade was equal to points earned divided by points possible and percent earned of attempted was equal to points earned divided by points attempted. As described in more detail below, the descriptive analysis focused on course grades while the regression analysis focused on unit grade and percent earned of attempted in the unit in order to control for student and course characteristics that may influence both outcomes and students' decisions to engage with the interactive course elements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3>Definitions<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Interactive course elements: <\/strong>&nbsp;Interactive course elements are learning activities where students actively engage with material, for example by clicking, hovering over material, or dragging and dropping content. Only interactive course elements that were tracked were included in the study. Some course elements, such as text-based resources were not tracked, and therefore were excluded from the study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Types of interactive course elements:<\/strong> Interactive course elements were grouped into the following categories:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Interactive assessment:<\/strong> classification, quiz, self-check, writing&nbsp;<\/li><li><strong>Interactive instructional activities: <\/strong>image labeling, image matching, interactive categorization, interactive matching, image hotspots&nbsp;<\/li><li><strong>Interactive flashcards: <\/strong>flashcards, flashcards with images&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Engagement: <\/strong>A student engaged with an interactive course element if the student either clicked on the course element, or in some cases, completed the learning activity and clicked a button to \u201csubmit\u201d their work. The word engagement for this study will be inclusive of both scenarios.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Gradebook object: <\/strong>A gradebook object is an assignment, quiz, discussion, lab, or test where a student could earn points toward their final grade.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Gradebook objects that were related to content objects:<\/strong> A content object, which is a lesson or portion of lesson in a course, with the same unit and\/or lesson number and similar title as a gradebook object was considered related to the gradebook object.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Grade: <\/strong>Grade is equal to total points earned divided by points possible. Students\u2019 grades were calculated for each gradebook object, unit, and course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Percent earned of attempted: <\/strong>Percent earned of attempted in the course is equal to points earned in the course divided by points attempted in the course. Students\u2019 grades were calculated for each gradebook object, unit, and course.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"analytic-approach\">Analytic Approach&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The first two research questions were analyzed descriptively. The engagement rate for each type of interactive course element was calculated in the same way as the overall engagement rate, which was equal to the number interactive course elements the student engaged with divided by the number available in the course (see Box 1 for definitions). To address the fact that students who did more of the course would have higher engagement rates, the denominator was also restricted to the number of interactive course elements in units where the student attempted to earn points. Engagement rates were then calculated for students in the top and bottom quartile of their course grades and by school characteristics. The results were organized by interactive course element and by type: interactive assessments, interactive flashcards, and interactive instructional activities.\u202fIn addition, the number of students who engaged with each type of interactive element at least once was also presented.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To address research question two, the average grade was calculated from gradebook objects that were related to interactive course elements and compared grades across gradebook objects with different types of interactive course elements. For context, the report presents the percentage of points possible from interactive course elements calculated as the total points possible for the gradebook object related to interactive course elements divided by the total points possible in the course. If the average grade is greater than the percentage of points possible from interactive course elements, then students would be disproportionately earning course points from interactive course elements.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The third research question was addressed by using a student fixed effects model where a student's grade was the main outcome and the percentage of interactive course elements the student engaged with as the main explanatory variable. The problem with doing a simple ordinary least squares model is that there are other factors that may influence both students\u2019 choice to engage with an interactive course element and their course outcome.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Examples of these factors are prior academic achievement or interest in the topic. Therefore, this potential omitted variable bias was addressed by taking advantage of the panel structure of the data. That is the outcomes for the model were the unit grade and unit percent earned of attempted. The main explanatory variable was the percentage of interactive course elements that students completed in that unit. Student fixed effects controlled for all time-invariant characteristics of the student, such as their prior year test scores, timing of enrollment, as well as the course and section. The main explanatory variable therefore was estimated using variation across units for each student rather than across students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Only units where the students attempted to earn points were included in the analysis because students by definition cannot do interactive course elements in units that they had not reached. The model also included indicator variables for unit because students\u2019 grades tended to decrease as they progressed through the course. The standard errors were clustered at the section level because students were nested within sections within courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"engagement-with-interactive-course-elements\"><strong>Engagement with Interactive Course Elements<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The fourteen science courses with interactive course elements were designed using the same platform. Each course had between 4 and 16 units. There were a total of 781 course elements, 306 or 39% of them had an interactive course element. Nearly all of the interactive course elements were related to gradebook objects; with the majority 73% used to prepare students for either a quiz or a test. On average, students engaged with 34% of the interactive course elements in their courses; this number increased to 40% when only including units where students attempted to earn points, and 45% when the sample was restricted to students who attempted all units.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of the interactive course elements, quizzes and flashcards were available in the most courses, appearing in 11 and 9 courses, respectively. The number of flashcards and quizzes was the highest because each flashcard or quiz question had a unique code and therefore was counted as its own element. As such, the number of students who had an opportunity to engage with each type of interactive course element followed a similar pattern, with the greatest number of students interacting with at least one quiz or flashcard. Approximately 78% of students who had a flashcard activity in their course completed at least one. Interactive matching elements, quizzes, self-checks, and writing elements were the next highest with 71% to 73% of students completing at least one. The average engagement rates, however, were highest for classification and self-checks when engagement rates were calculated based on the availability of interactive course elements in units where the student attempted to earn points.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"engagement-based-on-course-performance-and-school-characteristics\">Engagement based on course performance and school characteristics&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students who had higher course grades engaged with more of the interactive course elements. This analysis only included students who completed the course because students who made it further in the course had more opportunities to engage with interactive course elements. Students in the top quartile of course grades engaged with more interactive course elements than students who were in the bottom quartile. On average, students in the top quartile engaged with about half the interactive course elements, while students in the bottom quartile engaged with a little more than a third of them. On average, students in the top quartile engaged with 16 interactive course elements compared to 10 for students in the bottom quartile. These differences in engagement rates hold for all three types of interactive course elements: 45% compared to 37% for interactive assessments, 54% compared to 40% for interactive instructional activities and 50% compared to 35% for interactive flashcards. These gaps in engagement rates nearly double if the bottom quartile included students who did not attempt all units in the course.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When examining data on school characteristics, engagement rates did not differ based on the percentage of students in their brick-and-mortar school who received special education services, but there were some differences based on the percentage of students in their brick-and-mortar schools who were considered economically disadvantaged. Online students from schools with the lowest percentages of students from economically disadvantaged communities (i.e. bottom quartile) engaged with 46% of the interactive course elements available compared to 40% for online students in schools with the highest percentages of students from economically disadvantaged communities (top quartile). It should be noted that there were far more online students in the sample from the bottom quartile (n=430) than the top quartile (n=40), meaning that there are fewer students in this sample who were enrolled in schools with the highest percentages of students from economically disadvantaged communities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":77582,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/11\/Screenshot-2022-11-28-at-9.25.35-AM-1024x471.png\" alt=\"\" class=\"wp-image-77582\" \/><figcaption><em>Figure 1: <\/em><em>Student Engagement with Interactive Course Elements in Supplementary Online Science Courses<\/em><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"course-points-from-interactive-graded-elements\">Course Points from Interactive Graded Elements&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The proportion of total course points possible from gradebook objects with related interactive course elements varied by course. For example, in Anatomy &amp; Physiology A, 89% of the possible points were from gradebook objects with related interactive course elements. In Physics A, only 2% of the possible points came from gradebook objects with related interactive course elements. In that course, only one gradebook object had a related interactive course element. Despite the wide range of possible points, the percentage of total points earned that came from gradebook objects with related interactive course elements was similar to the percentage of total points possible from gradebook objects with related interactive course elements. If these numbers had been different, it would have suggested that these gradebook objects were contributing more or less than gradebook objects without related interactive course elements. It is important to note that this analysis only included gradebook objects that were attempted.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What did vary, however, was the percentage of points earned from each type of gradebook object. That is, students performed better on assignments and discussions than quizzes and tests. On average, students earned 88% of the points from discussions with related interactive course elements and 87% for assignments compared to 80% for quizzes and 76% for tests. This aligns with previous research indicating that teacher-graded assignments contribute more to students\u2019 grades than auto-graded assignments (Lin, 2019).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":77612,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/11\/Screenshot-2022-11-28-at-10.17.14-AM-1024x560.png\" alt=\"\" class=\"wp-image-77612\" \/><figcaption><em>Figure 2: Course points from gradebook objects with interactive course elements<\/em><\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"positive-correlation-between-student-engagement-with-interactive-course-elements-and-student-outcomes\"><strong>Positive Correlation between Student Engagement with Interactive Course Elements and Student Outcomes<\/strong>&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There is a positive correlation between the percentage of interactive course elements that students engage with in their course and their course grade (r=.57). As noted in the methodology section, students who engage with interactive course elements may exhibit other behaviors or have characteristics that would make them both more likely to engage with interactive course elements <em>and<\/em> perform better in their courses (e.g., prior academic achievement, interest in the subject). Similarly, courses with more interactive course elements may also be harder courses. While the average course grades in courses with interactive course elements was not statistically different than in courses without interactive course elements, the number of interactive course elements was negatively associated with average course grades (rho=-.18) for courses with interactive course elements. Thus, we employed a student fixed effects model to account for differences across courses and for time-invariant student factors.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The fixed effects analysis indicated that students performed better in units where they completed a higher percentage of the interactive course elements (Table 2 in Appendix). An increase in the percentage of interactive course elements that a students engaged with in the unit was associated with an increase in the students\u2019 grade for the unit and the percent earned of attempted for the unit.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One limitation of this analytic approach is that the estimated coefficients were only based on data for units where interactive course elements were available because the denominator for the explanatory variable is the number of interactive course elements in the unit. To address this limitation, a second regression model was used that replaced the engagement rate with a categorical variable to capture students\u2019 engagement with interactive course elements in each unit. The three categories were: (1) no interactive course elements in the unit; (2) interactive course elements were available in the unit, but the student did not engage with any; and (3) the student engaged with at least one interactive course element. These models still focused on the 14 courses with interactive course elements.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The results align with the previous findings. Students had better outcomes in units where they engaged with at least one interactive course element compared to units where interactive course elements were present, but they did not engage with them. There were statistically significant differences in unit grade (F[1,46]=14.81; p=.0004) and in percent earned of attempted in the unit (F[1,46]=11.061; p=.0017). However, there were no significant differences when comparing students\u2019 performance in units that did not have interactive course elements to units where students did not engage with the interactive course elements. Similarly, there were no significant differences when comparing students\u2019 performance in units that did not have interactive course elements to units where the students engaged with interactive course elements.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Looking more specifically at the types of interactive course elements, the unit engagement rates for flashcards were positively associated with points earned of attempted. While the coefficients on interactive instructional activities and interactive assessments were positive, they were not statistically significant.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\"><strong>Implications<\/strong>&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study provides initial evidence about students\u2019 engagement with interactive course elements and the relationship between engagement rates and students\u2019 learning outcomes. The findings have implications for both course design and for future research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"interactive-course-elements-may-be-an-important-part-of-science-course-design\"><strong>Interactive course elements may be an important part of science course design<\/strong>&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students who engaged with interactive course elements had higher unit grades and a greater percentage of points earned of attempted. It does not appear that these interactive course elements inhibit or pull attention away from other material. The positive findings in this study provide evidence of promise to warrant additional rigorous research on the efficacy of interactive course elements. Further, there was variation in how many interactive course elements were available in these sciences courses. It may be useful to consider piloting additional interactives in courses where few or none exist.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"the-results-align-with-prior-research-on-the-importance-of-timely-feedback\"><strong>The results align with prior research on the importance of timely feedback.<\/strong>&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Decades of research suggest that timely and targeted feedback supports student learning (e.g., Hattie, 2009; Marzano, Pickering, &amp; Pollock, 2001). Prior research in digital learning applications also demonstrated that students who receive immediate feedback had better learning outcomes than students who receive delayed feedback (e.g. Razzaq, Ostrow, &amp; Heffernan, 2020). The interactive course elements studied here, such as flashcards and quizzes, provided immediate feedback to students as they progress through the course and prepare for assignments and assessments.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"more-research-is-needed-to-determine-optimal-types-of-interactive-course-elements-and-their-placement-in-the-course\"><strong>More research is needed to determine optimal types of interactive course elements and their placement in the course.<\/strong>&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students\u2019 engagement with interactive course elements did not directly contribute to course grades, but rather covered content in assignments or provided students with a review prior to tests or quizzes. Areas for future inquiry include determining where in the courses interactive course elements are most impactful, and whether it would be beneficial to directly tie interactive course elements to the gradebook. There was also variation in student engagement based on the types of interactives, suggesting that some may be more appealing to students than others, which is another important area for future research. In addition, future research could determine which types of interactive course elements were most impactful for student learning.&nbsp; &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\"><strong>References<\/strong>&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Hattie, J. (2009).\u202f<em>Visible learning: A synthesis of over 800 meta-analyses relating to achievement<\/em>. New York: Routledge.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J., Debruler, K., &amp; Kennedy, K. (2019). A snapshot of successful K-12 online learning: focused on the 2015-16 academic year in Michigan. <em>Journal of Online Learning Research, 5<\/em>(2), 199-225. https:\/\/files.eric.ed.gov\/fulltext\/EJ1229422.pdf&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H., Zheng, B., &amp; Kwon, J. B. (2016). Interactions and learning outcomes in online language courses. <em>British Journal of Educational Technology, 48(3),<\/em> 730-748. https:\/\/doi.org\/10.1111\/bjet.12457&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Marzano, R., Pickering, D., &amp; Pollock, J. (2001).\u202f<a href=\"http:\/\/www.ascd.org\/publications\/books\/111001.aspx\"><em>Classroom instruction that works: Research-based strategies for increasing student achievement<\/em><\/a>. Alexandria, VA: ASCD.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Razzaq, R., Ostrow, K.S., Heffernan, N.T. (2020). Effect of Immediate Feedback on Math Achievement at the High School Level. In: Bittencourt, I., Cukurova, M., Muldner, K., Luckin, R., Mill\u00e1n, E. (eds) <em>Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science<\/em>, 12164. Springer, Cham.<a href=\"https:\/\/doi.org\/10.1007\/978-3-030-52240-7_48\"> https:\/\/doi.org\/10.1007\/978-3-030-52240-7_48<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sahni, S. D., Polanin, J. R., Zhang, Q., Michaelson, L. E., Caverly, S., Polese, M. L., &amp; Yang, J. (2021). <em>A What Works Clearinghouse rapid evidence review of distance learning programs (WWC 2021-005REV).<\/em> U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse. https:\/\/ies.ed.gov\/ncee\/wwc\/Docs\/ReferenceResources\/ Distance_Learning_RER_508c.pdf&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zheng, B., Lin, C. H., &amp; Kwon, J. B. (2020). The impact of learner-, instructor-, and course-level factors on online learning.<em> Computer Education, 150,<\/em> 103851. https:\/\/ doi.org\/10.1016\/j.compedu.2020.103851&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix\">Appendix<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><\/th><th><strong>Number of courses with interactive course elements<\/strong>&nbsp;<\/th><th><strong>Number of interactive course elements<\/strong>&nbsp;<\/th><th><strong>Number of students who had at least one interactive course elements available in their course<\/strong><\/th><th><strong>Percent of students who engaged with at&nbsp;least one interactive course element<\/strong>&nbsp;<\/th><\/tr><\/thead><tbody><tr><td><strong>Interactive assessment<\/strong>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><\/tr><tr><td>Classification&nbsp;<\/td><td>2&nbsp;<\/td><td>7&nbsp;<\/td><td>183&nbsp;<\/td><td>64%&nbsp;<\/td><\/tr><tr><td>Interactive Matching&nbsp;<\/td><td>9&nbsp;<\/td><td>33&nbsp;<\/td><td>927&nbsp;<\/td><td>72%&nbsp;<\/td><\/tr><tr><td>Quiz&nbsp;<\/td><td>11&nbsp;<\/td><td>305&nbsp;<\/td><td>1,048&nbsp;<\/td><td>73%&nbsp;<\/td><\/tr><tr><td>Self-Check&nbsp;<\/td><td>4&nbsp;<\/td><td>72&nbsp;<\/td><td>166&nbsp;<\/td><td>73%&nbsp;<\/td><\/tr><tr><td>Writing&nbsp;<\/td><td>2&nbsp;<\/td><td>41&nbsp;<\/td><td>112&nbsp;<\/td><td>71%&nbsp;<\/td><\/tr><tr><td><strong>Flashcards<\/strong>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><\/tr><tr><td>Flashcards&nbsp;<\/td><td>9&nbsp;<\/td><td>154&nbsp;<\/td><td>978&nbsp;<\/td><td>78%&nbsp;<\/td><\/tr><tr><td>Flashcards with Images&nbsp;<\/td><td>2&nbsp;<\/td><td>2&nbsp;<\/td><td>145&nbsp;<\/td><td>39%&nbsp;<\/td><\/tr><tr><td><strong>Interactive instructional activities<\/strong><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Image Hotspots&nbsp;<\/td><td>3&nbsp;<\/td><td>7&nbsp;<\/td><td>273&nbsp;<\/td><td>8%&nbsp;<\/td><\/tr><tr><td>Image Labeling&nbsp;<\/td><td>5&nbsp;<\/td><td>26&nbsp;<\/td><td>513&nbsp;<\/td><td>57%&nbsp;<\/td><\/tr><tr><td>Image Matching&nbsp;<\/td><td>7&nbsp;<\/td><td>25&nbsp;<\/td><td>722&nbsp;<\/td><td>48%&nbsp;<\/td><\/tr><tr><td>Interactive Categorization&nbsp;<\/td><td>7&nbsp;<\/td><td>22&nbsp;<\/td><td>945&nbsp;<\/td><td>57%&nbsp;<\/td><\/tr><\/tbody><\/table><figcaption><em>Table 1: Interactive course elements<\/em>&nbsp;<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><\/th><th>(1)<br>Unit grade<\/th><th>(2)<br>Unit Grade<\/th><th>(3)<br>Earned of attempted in unit<\/th><th>(6)<br>Earned of attempted in unit<\/th><th>(7)<br>Earned of attempted in unit<\/th><th>(8)<br>Earned of attempted in unit<\/th><th>(4)<br>Unit grade<\/th><th>(5)<br>Earned of attempted in unit<\/th><\/tr><\/thead><tbody><tr><td><strong>Engagement rate&nbsp;<\/strong><\/td><td>0.099**&nbsp;<br>(.016)<\/td><td>0.031**&nbsp;<br>(.009)<\/td><td>0.009+&nbsp;<br>(.005)<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><\/tr><tr><td><strong>Engagement rate for interactive assessments&nbsp;<\/strong><\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>0.008+&nbsp;<br>(.004)<\/td><td>&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><\/tr><tr><td><strong>Engagement rate for interactive flashcards&nbsp;<\/strong><\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>0.01**&nbsp;<br>(.004)<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><\/tr><tr><td><strong>Engagement rate for interactive instructional activities&nbsp;<\/strong><\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><td>0.002&nbsp;<br>(.004)<\/td><td>&nbsp;<\/td><td>&nbsp;<\/td><\/tr><tr><td><strong>Categorical engagement (reference = no interactive course elements)&nbsp;<\/strong><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Available, but did not do any&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>0.011&nbsp;<br>(.017)<\/td><td>0.012&nbsp;<br>(.017)<\/td><\/tr><tr><td>Did at least one&nbsp;&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>\u202f&nbsp;<\/td><td>0.032+&nbsp;<br>(.016)<\/td><td>0.024&nbsp;<br>(.018)<\/td><\/tr><tr><td><strong>Only units attempted&nbsp;&nbsp;<\/strong><\/td><td>\u202f&nbsp;<\/td><td>X&nbsp;<\/td><td>X&nbsp;<\/td><td>X&nbsp;<\/td><td>X&nbsp;<\/td><td>X&nbsp;<\/td><td>X&nbsp;<\/td><td>X&nbsp;<\/td><\/tr><tr><td><strong>Number of observations&nbsp;&nbsp;<\/strong><\/td><td>8,847&nbsp;<\/td><td>6,999&nbsp;<\/td><td>6,999&nbsp;<\/td><td>6,038&nbsp;<\/td><td>5,258&nbsp;<\/td><td>4,464&nbsp;<\/td><td>8,021&nbsp;<\/td><td>8,021&nbsp;<\/td><\/tr><tr><td><strong>Number of students&nbsp;<\/strong><\/td><td>1,199&nbsp;<\/td><td>1,125&nbsp;<\/td><td>1,125&nbsp;<\/td><td>1,125&nbsp;<\/td><td>913&nbsp;<\/td><td>956&nbsp;<\/td><td>1,125&nbsp;<\/td><td>1,125&nbsp;<\/td><\/tr><tr><td><strong>Rho<\/strong>&nbsp;<\/td><td>.867&nbsp;<\/td><td>.845&nbsp;<\/td><td>.811&nbsp;<\/td><td>.811&nbsp;<\/td><td>.841&nbsp;<\/td><td>.823&nbsp;<\/td><td>.846&nbsp;<\/td><td>.807&nbsp;<\/td><\/tr><\/tbody><\/table><figcaption><em>Table 2: Regression Results<\/em>&nbsp;<\/figcaption><\/figure>\n<!-- \/wp:table -->",
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            "path": "\/blog\/three-surprising-benefits-of-structured-check-ins\/",
            "author_id": 76,
            "timestamp": 1666125581,
            "content": "<!-- wp:paragraph -->\n<p>Fall is definitely in the air. For me, this time of year means a few things: cooler temperatures, red and orange trees, and pumpkin-spiced treats. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In school, this time of year also means digging deeper into the curriculum. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a teacher, supporting your students in their educational pursuits takes effort and planning. One strategy that can be helpful here is the use of regular, structured check-ins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>A structured check-in&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>builds trust<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>informs thinking<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>transforms learning&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Below are three surprising ways that having structured check-ins will help you cultivate a more <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered<\/a> classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#1 \u2014 You'll build deeper relationships<\/strong> <strong>with your students<\/strong>.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When I taught high school English, I would often check in with students when they were working on group assignments. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I can remember a handful of times when I seemed to drop into a conversation at the exact right moment to learn something revelatory about a student\u2019s personal interests, worldview, or academic understanding. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I relished those moments, but I have to admit: most of the time, they seemed to happen by chance. This made me wonder:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>What if these moments happened not by chance but by design?&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regular, structured check-ins build trust and deepen our relationships. By planning more frequent check-ins, teachers can <em>intentionally <\/em>and <em>more consistently <\/em>provide a space for students. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With this approach, those important moments of connection don\u2019t just happen in the \u201cextra\u201d moments of class but are actually baked into your routine. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having a structure for these check-ins helps. You might try giving students a template of questions to select and prepare, increasing the odds that they'll share relevant, important information with you.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#2 \u2014 Your instructional design will naturally become more student-centered<\/strong>.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s a saying I\u2019ve been thinking about recently: \u201c<em>design nothing for us, without us<\/em>.\u201d&nbsp; <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This phrase reminds me of what it means to create student-centered learning experiences. The only tried-and-true way to design <em>for <\/em>students is to design <em>with <\/em>students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of my favorite assessment strategies \u2014 staggered due dates for longer assignments \u2014 came to fruition when a student made a comment about being stressed out with the amount of work due in one day. This comment sparked a class discussion which led me to implement this practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>My students <\/em>loved <em>staggered due dates, and I know it\u2019s because they were at the center of its design.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All students have thoughts, challenges, and knowledge that can transform your classroom practice. They just might not know how or when to share them. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using structured check-ins can unlock these ideas and facilitate conversations like the one that inspired me. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gathering this student feedback, in turn, will allow you to design or redesign learning to support all of your students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><strong>See also: <a href=\"https:\/\/michiganvirtual.org\/blog\/why-are-schools-making-learning-student-centered\/\" target=\"_blank\" rel=\"noreferrer noopener\">Why are schools making learning student-centered?<\/a><\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#3 \u2014 You'll boost student<\/strong> <strong>autonomy<\/strong>.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In my classes, I always found that there were a few students who just naturally felt a sense of ownership of their learning without any support or guidance from me. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These students came to class on the very first day with a list of questions, ready to talk to me about their strengths and weaknesses, and excited to formulate a game plan for their growth over the course of the year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, these proactive students were not in the majority, and that makes sense. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most of my students walked into my classroom feeling like school was something that was being \u201cdone\u201d to them \u2014 that they had no real control and that their main objective was just to do as well as they could on assignments. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They were great students. They just didn\u2019t feel any sense of autonomy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Check-ins are what helped me encourage autonomy in all of my students. <\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Giving students questions to prepare and guide each check-in actively encourages them to take ownership of their learning. It allows them to look for evidence in their work or to reflect on what support might look like. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Inviting students to sit alongside you for a more prepared conversation gives them the ability and the time to make sense of their progress. It shows them that their learning has a <em>purpose <\/em>and that there is <em>power <\/em>in their knowledge and competency.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Try<\/strong> <strong>it in your classroom with this free template!<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you\u2019re wondering how you can help students prepare for check-ins and have the best conversations possible, you\u2019re in the right place. Our free template provides a step-by-step guide to help you build a structured check-in that will work for your classroom. Fill out the form below, and you'll receive a copy of this template sent to your email address!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:shortcode -->\n[elementor-template id=\"80885\"]\n<!-- \/wp:shortcode -->\n\n<!-- wp:paragraph -->\n<p><strong>*<em>By filling out this form, you agree to receive<\/em> <em>email communications from Michigan Virtual. If at any time, you no longer wish to receive these emails, you may unsubscribe. <\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>About Michigan Virtual<\/h1>\t\t\n\t\t\t<h3>Advancing K-12 education through digital learning, research, innovation, policy and partnerships.<\/h3>\t\t\n\t\thttps:\/\/youtu.be\/1A67zNX7uBE\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"768\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/MVIMG_20190812_090300-1024x768.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Our Story<\/h2>\t\t\n\t\t\t<h6><i>Michigan Virtual<\/i>\u2122 has been working hard to provide a path to the future for students and educators since 1998. <\/h6>\t\t\n\t\t<p>As a nonprofit 501(c)(3) corporation focused on education, we believe that brilliance resides in all of us, ready to change the world with next big idea.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/story\/\" role=\"button\">\n\t\t\t\t\t\tGet the whole story\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Our Partners<\/h3>\t\t\n\t\t<p>Without the hard work, dedication and generosity of our partners, the future wouldn\u2019t be so bright for our learners. These groups turn our students\u2019 potential into reality.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/partners\/\" role=\"button\">\n\t\t\t\t\t\tPartner with us\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Our Reach<\/h2>\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\n\n\t\t0\n\t\t\t\tDistricts\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\n\n\t\t0k\n\t\tStudents\t\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\n\n\t\t0\n\t\tSchools\t\t\t\n\t\t\t<h3>Diversity matters to us<\/h3>\t\t\n\t\t<p><em>Michigan Virtual<\/em> is an equal-opportunity employer committed to creating a diverse workforce. We embrace different voices, faces, ideas, and backgrounds and believe human diversity, the seen and unseen, drives innovation and creativity. We are building a <em>culture grounded in a climate<\/em>\u00a0where everyone feels included, respected, and valued and is comfortable being their whole authentic self.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/dei\/\" role=\"button\">\n\t\t\t\t\t\tOur diversity statement\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Career Opportunities<\/h2>\t\t\n\t\t\t<h3>We strive to make every employee feel valued.<\/h3>\t\t\n\t\t<p><em>Michigan Virtual<\/em>&nbsp;is a trusted partner in education supporting and engaging Michigan\u2019s K-12 community. If you\u2019re ready to make an impact, you\u2019ve found the right team.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-work-with-us\/\" role=\"button\">\n\t\t\t\t\t\tJoin our team\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/10\/082022_Michigan_Virtual_454-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Lead. Collaborate. Build.<\/h3>\t\t\n\t\t<p>The<strong> strategic plan<\/strong> serves as a general roadmap for\u00a0<em>Michigan Virtual\u2019<\/em>s Board of Directors and employees; it establishes a framework that reaffirms our vision, mission, values, goals, and areas of strategic focus.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/strategic-planning\/\" role=\"button\">\n\t\t\t\t\t\tOur strategic plan\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"796\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/Annual-Report-2020-21-Cover-796x1024.jpg\" alt=\"Michigan Virtual Annual Report: 2020-21\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Annual Report<\/h2>\t\t\n\t\t\t<h6>The Annual Report includes highlights from our previous fiscal year.<\/h6>\t\t\n\t\t<p>You will learn about some of the exciting, new opportunities we created for students and education personnel, as well as about the key findings from our Institute\u2019s cutting-edge research.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/story\/\" role=\"button\">\n\t\t\t\t\t\tGet the whole story\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Our Partnerships and Services work together to prepare Students for career and college.<\/h3>",
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            "path": "\/blog\/21st-century-skills-what-are-they-how-should-i-teach-them-and-why-are-they-important\/",
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            "content": "<!-- wp:heading -->\n<h2>What are 21st-century skills?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There have been many substantial changes in the world at large, but especially in education, over the past few years. With so many things rapidly changing, one of the only constant things that we can prepare students for <em>is<\/em> change.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There has been a <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED519337.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">shift in the last two decades<\/a> toward equipping students with the skills that they will need to adapt and be successful in our increasingly technological and rapidly changing world and workforce. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is <a href=\"https:\/\/eric.ed.gov\/?id=ED445249\" target=\"_blank\" rel=\"noreferrer noopener\">a departure<\/a> from teaching a broad array of content that has been the traditional liberal arts approach for many years in America, <a href=\"https:\/\/eric.ed.gov\/?id=ED226006\" target=\"_blank\" rel=\"noreferrer noopener\">which was argued to produce more well-rounded individuals<\/a> with a breadth of general knowledge and depth in a chosen field of expertise in which students have jobs waiting for them. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now, however, since information technology has advanced so far, knowledge is readily available to anyone, so having the skills and abilities to <em>learn<\/em>, <em>utilize<\/em>, and <em>communicate <\/em>this knowledge is <a href=\"https:\/\/d1wqtxts1xzle7.cloudfront.net\/53288063\/21st_CENTURY_SKILLS-with-cover-page-v2.pdf?Expires=1662058817&amp;Signature=aSyidbfaNTBOHX5Yk9t0fbglhpGQQkfSUmqxiX6kM303sAPlQ064Q3N7aHd2MapXgScKWFx5hFmNFS3wypYrFBfreLjI8BMSkehGZa72joABgZhTVU5Lb3hG5Dz6z4Lf3fJmJ5aGUZAipfI-SLJ~RzYtfKJtEtZ0HIA9CRxEoU8CRAOmZI8~fgbpWDvGPrSsewoaBJ6Lmrd8YEe6xVTeYwqynDbjL2zZQTS1ga4XueHkV7fov53ffH4SzeZW9ivugEL2yzkEsqx5FmjqRwoyJnBrTDWcSZq44wpaCbXdJSkRL7t1j0nIEG5aQo8VX2q-6FRWLcQKCwR1niPM47MDAQ__&amp;Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA\" target=\"_blank\" rel=\"noreferrer noopener\">increasingly important<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These skills \u2014 which are not rooted in specific content knowledge \u2014 are specifically tuned to create competent individuals that are prepared for jobs that may or may not exist currently and enable them to adapt and thrive regardless of their career choices and chosen areas of expertise. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The National Research Council defines these <a href=\"https:\/\/nap.nationalacademies.org\/read\/13398\/chapter\/1\" target=\"_blank\" rel=\"noreferrer noopener\">21st-century skills<\/a> as falling into 3 domains: <em>cognitive<\/em>, <em>intrapersonal<\/em>, and <em>interpersonal<\/em>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Why are 21st-century skills important?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>21st-century skills are critical for the next generation of adults to be successful in a world where <a href=\"https:\/\/www.forbes.com\/sites\/forbescoachescouncil\/2021\/12\/28\/key-skills-of-a-21st-century-entrepreneur-and-why-theyre-important\/?sh=16bbd2631ba7\" target=\"_blank\" rel=\"noreferrer noopener\">major employers<\/a> are increasingly valuing adaptability, teachability, and competency. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gone are the days when <a href=\"https:\/\/www.pewresearch.org\/internet\/2017\/05\/03\/the-future-of-jobs-and-jobs-training\/\" target=\"_blank\" rel=\"noreferrer noopener\">having a college degree alone<\/a> guaranteed adequate and steady employment \u2014 employers are looking for lifelong learners that can fill multiple roles, explain their work to others, and grow into leadership positions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Employers look for these skills because they understand that the tasks employees may be doing today could look very different in 10 years, thus content knowledge alone is not enough, as the workplace demands are constantly evolving.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A <a href=\"https:\/\/www.pewresearch.org\/internet\/2017\/05\/03\/the-future-of-jobs-and-jobs-training\/\" target=\"_blank\" rel=\"noreferrer noopener\">2017 Pew Research publication<\/a> indicates that many current business leaders believe that many existing jobs will be replaced by technology and AI by 2026 and that new education systems will need to adapt and evolve in order to teach students how to think critically, solve problems, and communicate their learning effectively as the job tasks rapidly evolve.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How do I teach 21st-century skills?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Being asked to teach 21st-century skills can feel like just another thing for teachers to do on the long list of standards and competencies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In reality, however, what this means in practice is taking your \u201cnormal\u201d content and then being intentional about trying to address one or more of the 21st-century skills. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a result, you design activities that focus on using and improving a skill (meaning students must actually <em>use <\/em>the skill) and that adequately address the standards you are trying to teach.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>What might this look like in practice? Here's an example:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Say you're teaching a standard math lesson about slope. You pause to think about the real-world application of this content. One that comes to mind easily is relationships between variables (i.e., correlation). <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Next, you start considering which 21st-century skills you could draw out that fit easily with this information. Three that you decide fit well with this content are <em>communication<\/em>, <em>collaboration<\/em>, and <em>media literacy<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After introducing key concepts about slope \u2014 and perhaps doing some checks for understanding \u2014 you decide to divide students into groups and have them use a computer or their phones to research variables (3 sets) that have significant relationships with one other and produce a short presentation that contains:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Which 3 variable sets they chose, why they chose them, and the corresponding correlation coefficients of the relationships between them.<\/strong> For example, for one variable set (smoking and BMI), students explain why they chose to look at those variables, and what the relationship is between them (i.e., when smoking increases, does BMI go up or down?).<\/li><li><strong>An explanation of what the coefficients mean and what they look like plotted on a coordinate plane.<\/strong>&nbsp;For example, is the relationship between smoking and BMI strong or weak? Positive or Negative? What does a strong, weak, moderate, negative, or positive correlation look like when plotted?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For the final deliverable, you decide to ask students to give a presentation where they can practice their verbal communication skills for the class, thus addressing the 21st-century skills of <em>communication <\/em>(verbal and written), <em>collaboration <\/em>(working with teammates), and <em>media literacy<\/em> (using technology to find information).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Just like that, you've designed a lesson that teaches both content knowledge and 21st-century skills in one fell swoop!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources for integrating 21st-century skills into the classroom<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>You can follow the previous example in the section above as a general guide to integrating 21st-century skills, and then apply this practice to other subjects. Or, if you'd prefer, you might take a look at some of these resources that can help reduce your lift in lesson planning:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong><a href=\"https:\/\/info.aeseducation.com\/hubfs\/premium\/ultimate-guide-to-teaching-21st-century-skills-secondary-schools.pdf?utm_campaign=21st%20Century%20Skills&amp;utm_medium=email&amp;_hsenc=p2ANqtz--brIg5vG7TRCpLQ-lFb5dUdRBEoTib6gnof9UzbgMdGUAmOhCCmxF5xUVCD7dd4O0lB6mWUP3CfRf2mjzxr3QR-3z8mKRQ0zbRHi54cdMLGK8f_2s&amp;_hsmi=82472220&amp;utm_content=82472220&amp;utm_source=hs_automation&amp;hsCtaTracking=73cf1189-43ac-48de-8f80-2ab1dc9160cf%7C0caa7bb2-9e43-4779-98a9-6e4600c491ff\" target=\"_blank\" rel=\"noreferrer noopener\">AES Education\u2019s Ultimate Guide to Teaching 21st-Century Skills<\/a> <\/strong>\u2014 AES offers free and paid resources for teachers and schools to help directly address the teaching and learning of 21st-century skills. They also have resources specifically for the state of <a href=\"https:\/\/www.aeseducation.com\/states\/michigan\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan<\/a>, as well as tons of other tools for teachers.<\/li><li><strong>Edutopia\u2019s <a href=\"https:\/\/www.edutopia.org\/discussion\/15-characteristics-21st-century-teacher\" target=\"_blank\" rel=\"noreferrer noopener\">15 Characteristics of a 21st-Century Teacher<\/a><\/strong> \u2014 This article describes how you can adapt your style of teaching to model the skills you are trying to teach, as well as a few tips. Edutopia also has many other teaching resources if you search their repository, including this one about <a href=\"https:\/\/www.edutopia.org\/article\/lessons-21st-century-learners\" target=\"_blank\" rel=\"noreferrer noopener\">21st-century skills lessons<\/a>.<\/li><li><strong>Educircles <a href=\"https:\/\/educircles.org\/21st-century-learning-6cs\/how-to-teach-21st-century-skills\/\" target=\"_blank\" rel=\"noreferrer noopener\">21st-Century Skills Lessons<\/a><\/strong> \u2014 Contains several useful lessons and resources for teaching lessons explicitly focused on 21st-century skills, as well as how to integrate them into existing lessons you already have made.<\/li><li><strong>Panorama Ed\u2019s <a href=\"https:\/\/www.panoramaed.com\/blog\/comprehensive-guide-21st-century-skills\" target=\"_blank\" rel=\"noreferrer noopener\">Comprehensive Guide to 21st-Century Skills<\/a><\/strong> \u2014 A great article that contains resources for teachers to learn about 21st-century skills, as well as introductions to several frameworks for teaching them. Includes links to many lessons and other resources.<\/li><li><a href=\"http:\/\/teaching21st.com\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Teaching 21st<\/strong><\/a> \u2014 This site has a wealth of information and resources, organized by subject area, for 21st-century skills education. They are sponsored by the <a href=\"https:\/\/www.battelleforkids.org\/networks\/p21\" target=\"_blank\" rel=\"noreferrer noopener\">Partnership for 21st-Century Learning<\/a>, which is comprised of over 1300 school districts, state departments of education, and other education nonprofits dedicated to 21st-century skills education.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In conclusion, as educators, we are responsible for preparing the next generation of workers and citizens to be successful. Research indicates that many jobs awaiting our students will likely be different than anything that currently exists, and many current jobs may be replaced by technology with humans fulfilling more dynamic roles. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By integrating 21st-century skills into your curriculum today, you help prepare your students for tomorrow!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "21st-century skills: What are they, how should I teach them, and why are they important?",
            "excerpt": "What are 21st-century skills? There have been many substantial changes in the world at large, but especially in education, over the past few years. With so many things rapidly changing, one of the only constant things that we can prepare students for is change.&nbsp; There has been a shift in the last two decades toward...",
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            "id": 76386,
            "path": "\/about\/news\/9-michigan-educators-selected-out-of-1100-to-have-their-amazon-wish-lists-covered-by-clear-the-list-campaign\/",
            "author_id": 2,
            "timestamp": 1663938979,
            "content": "<!-- wp:heading {\"level\":3} -->\n<h3><em><strong>Michigan residents encouraged to also support their local teachers<\/strong><\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em><strong>A version of this article was also published on <a href=\"https:\/\/www.fox17online.com\/news\/local-news\/michigan\/19-michigan-educators-chosen-for-clear-the-list-campaign\" target=\"_blank\" rel=\"noreferrer noopener\">Fox 17<\/a> on September 19, 2022.<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong> Out of the more than 1,100 Michigan educators who submitted their classroom Amazon wish lists for a chance to have their list purchased,\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/1zztruzk-FoBIk3BuHyGseoyAtoEqWxtt2Txhth67ksE\/edit?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\">19 teachers<\/a>\u00a0were chosen to have their lists cleared through the \u2018<a href=\"https:\/\/michiganvirtual.org\/clearthelist\/\" target=\"_blank\" rel=\"noreferrer noopener\">Clear the List<\/a>\u2019 campaign by <em>Michigan Virtual<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.google.com\/maps\/d\/u\/0\/viewer?mid=1qSLlnEctAZ1PMGB0qnUQQbOI1HOfzyI&amp;ll=43.92682694615811%2C-84.36758304999998&amp;z=7\" target=\"_blank\" rel=\"noreferrer noopener\">Winning teachers<\/a>\u00a0range from elementary to high school; special education to alternative; English language arts to science. Selection of the winners was based on several criteria, including school need, submission entry message, and alignment with Michigan Virtual\u2019s mission and values. Some of the supplies delivered from this campaign will be used to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Build a hands-on, inquiry-based science education lab for a classroom in Manistique;<\/li><li>Establish a Detroit classroom lending library with books that represent diversity, offer positive and relatable narratives, and bridge curricular themes;<\/li><li>Support a special education classroom in Homer with several games for learning in reading and math;<\/li><li>Offer basic necessities and supplies to a classroom in Grand Rapids where 10 percent of the students are experiencing homelessness;<\/li><li>Add two new iPads with protective cases to an Upper Peninsula classroom;<\/li><li>Establish charging stations in a Muskegon classroom for students who cannot charge their classroom devices at home;<\/li><li>Offer Spanish language materials and resources to 8th graders in Kalamazoo;<\/li><li>Incorporate literacy into an art class in Johannesburg.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen educators are better equipped for the school year, outcomes improve for learners. We encourage other Michiganders to join us in supporting more teachers by checking out the rest of the submitted lists and contributing to their local classrooms,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cEducation is going through a renaissance post-pandemic, so there is no better time to support innovation in our classrooms than right now.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan residents are encouraged to support their local teachers by viewing all submitted wish lists at\u00a0<a href=\"https:\/\/michiganvirtual.org\/clearthelist\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org\/clearthelist<\/a>, which will keep all lists public throughout the school year. <em>Michigan Virtual<\/em> launched the \u2018Clear the List\u2019 campaign to help ensure Michigan classrooms are prepared with resources to give teachers and students the best possible start to the year.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to a report from\u00a0<a href=\"https:\/\/newsdirect.com\/news\/teachers-spending-more-out-of-pocket-on-school-supplies-than-ever-before-852951135\" target=\"_blank\" rel=\"noreferrer noopener\">adoptaclassroom.org<\/a>, teachers \u200b\u200bspend on average $750 of their own money each year on classroom supplies. Teachers are no exception to the impact of rising school supply costs and inflation, with many turning to their own bank accounts and family and friends to prepare their classrooms, including by sharing their Amazon wish lists.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For the past two decades, <em>Michigan Virtual<\/em> has helped teachers across the state through professional development opportunities. In addition, for the last few years, a \u2018Clear the List\u2019 movement has swept across the nation. This year, <em>Michigan Virtual<\/em> decided to expand their efforts to help educators by bringing a \u2018Clear the List\u2019 campaign to Michigan by purchasing items on teachers\u2019 wish lists across the state.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "19 Michigan educators selected out of 1,100+ to have their\u00a0Amazon wish lists covered by \u2018Clear the List\u2019 campaign",
            "excerpt": "Michigan residents encouraged to also support their local teachers A version of this article was also published on Fox 17 on September 19, 2022. LANSING, Mich. \u2014 Out of the more than 1,100 Michigan educators who submitted their classroom Amazon wish lists for a chance to have their list purchased,\u00a019 teachers\u00a0were chosen to have their...",
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        {
            "id": 76290,
            "path": "\/blog\/a-roadmap-to-k-12-innovation-three-takeaways-from-michael-horns-latest-masterpiece\/",
            "author_id": 2,
            "timestamp": 1663786364,
            "content": "<!-- wp:paragraph -->\n<p>Monday, August 1st, marked the first-ever Future of Learning Council Superintendent Leadership Summit, co-hosted by the <a href=\"https:\/\/futureoflearningcouncil.org\/\">Future of Learning Council<\/a> (FLC) and <a href=\"https:\/\/michiganvirtual.org\/\"><em>Michigan Virtual<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rain clouds stirred overhead as we gathered at Traverse City\u2019s Career Tech Center. Inside, superintendents from 17 districts across Michigan filtered in, bearing a cautious optimism.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To say the last couple of years have been challenging for our educators is an understatement. And yet, despite the toll the pandemic has exacted, an air of perseverance and hope buoyed the room as FLC leaders considered strategies to redesign learning in a post-pandemic environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders traveled from all over the state \u2014 some from as far away as the northernmost reaches of the Upper Peninsula \u2014 for a day of dreaming and planning with <a href=\"https:\/\/michaelbhorn.com\/about\/\">Michael Horn<\/a>, one of the nation\u2019s foremost experts on K-12 innovation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Attendees shared that they\u2019re eager to go beyond the theoretical to explore innovative strategies for transforming learning in their school communities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019re ready to move past the <em>why <\/em>and into the <em>how<\/em>,\u201d said Dr. John VanWagoner, superintendent of Traverse City Area Public Schools. \u201cHow are we going to make meaningful change to move learning forward in our districts?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The energy of this group\u2019s collective vision, expertise, and passion is contagious. It\u2019s hard to leave events like this one without feeling more optimistic about the future of learning in our state.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Three major takeaways<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Unsurprisingly, Horn\u2019s latest book<em> <\/em>is one of his finest works to date. Comprehensive and practical, <a href=\"https:\/\/michaelbhorn.com\/portfolio\/reopenvideos\/\"><em>From Reopen to Reinvent: (Re)creating School for Every Child<\/em><\/a> offers a road map for school leaders looking to make transformational shifts in a system historically resistant to major disruptions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below are three insights from this book that spurred conversation during the Superintendent Leadership Summit:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#1. Shifting from threat \u2192 opportunity framing<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There is a time and place for labeling threats as \u201cthreats.\u201d Horn shared some fascinating research illuminating that \u201cthreat framing\u201d is effective for<em> marshaling resources<\/em> and <em>motivating action<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider the COVID-19 pandemic as an example of this mentality. The threats to both safety and learning loss led to a swift injection of federal aid dollars into the K-12 system across the nation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But there is a downside here, which Horn refers to as \u201cthreat rigidity.\u201d&nbsp; Left unchecked, over-focusing on threats (instead of <em>opportunities<\/em>) leads to a top-down, command-centric organizational model that is not conducive to innovation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As human beings, when we\u2019re faced with danger, we tend to stick to what we know rather than thinking outside the box.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s hard to remain curious when you feel threatened,\u201d explained Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual. <\/em>\u201cTo create an environment that fosters innovative thinking, you need to shift away from a \u2018threat\u2019 mindset and toward an \u2018opportunity\u2019 mindset.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From Horn\u2019s perspective, it\u2019s time to shift away from conversations about \u201clearning loss\u201d (the threat) and focus instead on \u201cmastery\u201d for every student (the opportunity).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#2. The power of small, autonomous teams<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s no secret that massive system change is difficult to achieve in K-12 education. So many stakeholders need to be on board before sweeping changes are made.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s why it can be so incredibly effective to start small instead. Begin with a coalition of the willing. Give this small team the <em>autonomy <\/em>they need to rethink anything and everything. They need the freedom to dream without being constrained by the limits of the existing system.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is one way <a href=\"https:\/\/www.gettingsmart.com\/series\/microschools\/#:~:text=Nimble%20learning%20environments%20to%20kickstart,experiences%20for%20P%2D12%20students.\">micro-schools<\/a> can be developed. Small, autonomous teams are given the ability to<em> <\/em>create pockets of change within the larger system.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than <em>replacing <\/em>the traditional model of schooling, micro-schools offer families the ability to opt their child into a new learning experience. When successful, these movements will grow organically.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#3. Your innovative pilot projects shouldn\u2019t be PR machines<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When you give small teams the autonomy to create change, you must also <em>protect <\/em>them from public scrutiny while they\u2019re still growing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If your goal is to empower these teams to create innovative and effective student learning experiences, they need to be allowed to experience fast failures and iterate quickly<em>.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a school leader, giving them this space to innovate is difficult if you\u2019re simultaneously shining a floodlight on what they\u2019re doing and broadcasting it to the larger community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s important to hold off on the PR efforts until you\u2019re further along in the innovation process. Your team needs to be able to fall down, skin their knees, get back up, and try again. They need <em>time <\/em>to learn and continually make adjustments that improve the student learning experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While you\u2019re still piloting these programs, it\u2019s best to insulate these teams so they can design a program with enough success and momentum to weather the limelight.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSuccess is the best deodorant,\u201d Horn explained. \u201cKids talk. Parents talk. If your micro-school is working as intended, parents will call asking to sign their kids up for this program.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>We\u2019re at a tipping point \u2014 Which direction will we head?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Throughout our full-day event, we explored many other topics relevant to the challenges that district leaders are facing today:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Co-designing the purpose of schooling with your community&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Leading toward consensus in the face of widespread disagreement<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Creating micro-schools within your district<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maximizing teacher satisfaction and motivation, and&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Optimizing learning models for the most effective uses of class time, teaching staff, and technology.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Throughout these conversations, attendees shared their experiences, challenges, current innovations, fears, and hopes for the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One noteworthy part of our conversation centered around finding common ground in communities fractured by disparate beliefs, values, and politics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOne of the most important things we can do is find common ground,\u201d said Dr. Kelly Coffin, assistant superintendent at Farmington Public Schools. \u201cIf we\u2019re going to move forward together, we need to be able to get community buy-in and develop a shared vision for education.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s easy to become overwhelmed by the <em>threats <\/em>facing our school communities \u2014&nbsp; polarizing political views, a lingering pandemic, and teacher shortages, to name a few. Certainly, these are all valid and pressing concerns, but it\u2019s also important to remember that we\u2019re also amid a ripe period of <em>opportunity<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe ask of public education is different today than it was 20 years ago,\u201d explained Dr. Dave Richards, executive learning strategist for<em> Michigan Virtual. <\/em>\u201cAs leaders, we have the opportunity to engage in these conversations with our communities and redesign learning to guarantee success for every student.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In other words, if there were ever a time to foster public dialogue about transforming K-12 education, that time is now.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019re at a tipping point,\u201d Horn predicted at the event\u2019s end. \u201cWe <em>have <\/em>to utilize this window of opportunity. It would be equally easy to fall back into \u2018the way things used to be\u2019 if we don\u2019t act while there\u2019s still urgency.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>What\u2019s next for the FLC?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/futureoflearningcouncil.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Future of Learning Council<\/a> was created precisely to facilitate events like this one with Michael Horn.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Launched in September 2021, this coalition of 40 school districts and learning organizations has banded together around a single mission: to shape the future of learning in Michigan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over the past year, we\u2019ve brought in an incredible line-up of national experts, including Rebecca Midles and Tom VanderArk of <a href=\"https:\/\/www.gettingsmart.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Getting Smart<\/a>, Dr. Paul Facteau of <a href=\"https:\/\/www.apple.com\/education\/\" target=\"_blank\" rel=\"noreferrer noopener\">Apple<\/a>, and Dr. Theresa Ewald from <a href=\"https:\/\/www.kmsd.edu\/\" target=\"_blank\" rel=\"noreferrer noopener\">Kettle Moraine School District<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These speakers have galvanized our collective visions and helped us to develop practical strategies for moving forward.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the coming months, the FLC will be working with <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual<\/em><\/a><em> <\/em>to produce two additional resources for district leaders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li><strong>A practical guide for busy school leaders <\/strong>\u2014&nbsp; We really believe that Horn\u2019s book offers a valuable roadmap for K-12 innovation, and we want more school leaders to benefit from its wisdom. In the coming months, we\u2019ll be creating a practical guide designed for busy school leaders, so you can take the key insights and apply them to your leadership practices.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>A map of Michigan-based innovations <\/strong>\u2014<strong> <\/strong>Next, we\u2019ll be crowdsourcing a map of K-12 innovations across our state, so you can better visualize what\u2019s going on in your neighboring districts and discover who to reach out to if you have questions or would like a site visit. We do better when we rise together.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->",
            "title": "A roadmap to K-12 innovation: Three takeaways from Michael Horn\u2019s latest masterpiece",
            "excerpt": "Here are our top takeaways from educational futurist Michael Horn's latest book, which offers a practical roadmap to K-12 innovation for school leaders.",
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            "path": "\/blog\/time-for-teachers-self-assessment\/",
            "author_id": 72,
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            "content": "<!-- wp:heading -->\n<h2>Recap: Systemic vs. Individual Problems and Solutions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/\" target=\"_blank\" rel=\"noreferrer noopener\">In the first Time for Teachers blog<\/a>, the distinction between systemic and individual problems and solutions was made. Systemic problems require organization- or system-wide approaches that impact a broader group and address biases and\/or system limitations. <a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-pulse-surveys\/\" target=\"_blank\" rel=\"noreferrer noopener\">The second blog in this series<\/a> explains how agile meetings and pulse surveys can streamline meetings and keep track of teachers\u2019 concerns, issues, and needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This third blog post will discuss the importance of self-assessment in addressing individual problems and solutions teachers face. This is not to say the onus of addressing challenges should fall squarely on the shoulders of individual teachers. Rather, teachers need a <a href=\"https:\/\/michiganvirtual.org\/blog\/connecting-teachers-a-community-of-practice\/\" target=\"_blank\" rel=\"noreferrer noopener\">community of practice<\/a> and support to help them identify solutions for problems they might face individually.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Power of Self-Assessment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just as students have individualized needs, teachers do, too. Although there may be common problems and issues that teachers face in their everyday work, not all teachers feel the same way about them. In the world of mindfulness, there is often an emphasis on individual introspection and reflection. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The same approach could be applied for teachers facing a schedule and to-do list that is daunting and overwhelming. There are <a href=\"https:\/\/resilienteducator.com\/classroom-resources\/teacher-time-management-apps\/\" target=\"_blank\" rel=\"noreferrer noopener\">many apps or programs out there that teachers can use to track workflows, tasks, and responsibilities<\/a>, but using pencil and paper may feel more manageable and actually be more efficient.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using a single sheet of paper, a teacher could do a quick self-assessment of tasks they like, challenging tasks they face, possible tasks to eliminate, and focus areas to reflect on individually and with colleagues.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To start, one should draw two lines on the piece of paper to create four equally shaped rectangles. Each step of this self-assessment is illustrated below. Please note that the number of bullet points provided is for illustrative purposes only (there can be more or fewer bullets depending on what a teacher self-identifies).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":73448,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/image.png\" alt=\"\" class=\"wp-image-73448\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>In the upper left rectangle, one should write \u201cTasks I Like\u201d and provide a bulleted list of the everyday tasks they enjoy and like to do. These tasks are the ideal things that a teacher would get to focus most of their time on.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":73449,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/image-1.png\" alt=\"\" class=\"wp-image-73449\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>In the upper right rectangle, one should write \u201cChallenging Tasks\u201d and provide a bulleted list of the everyday tasks that might take up a lot of time and energy compared to others. One should underline the top one to three tasks that take the most time to complete. Before moving to the bottom of half of the page, one should put a star next to any tasks that overlap in the \u201cTasks I Like\u201d and the \u201cChallenging Tasks\u201d list.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":73450,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/image-2.png\" alt=\"\" class=\"wp-image-73450\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>In the lower-left rectangle, one should write \u201cNon-Essential Tasks\u201d and provide a bulleted list of the everyday tasks that are not essential or not necessary to meet job requirements. One should compare the items listed under unnecessary tasks and challenging tasks. Any overlapping items should be circled.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":73451,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/image-3.png\" alt=\"\" class=\"wp-image-73451\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Finally, in the lower right rectangle, one should write \u201cFocus Areas\u201d and provide a bulleted list with three subheadings: (1) Focus and Enjoy (all of the starred items from the top half of the page), (2) Eliminate to Save Time (all of the circled items from the unnecessary task list), and (3) Talk about with Others (the underlined items from the challenging tasks list).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":73452,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/image-4.png\" alt=\"\" class=\"wp-image-73452\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Teachers are encouraged to save their self-assessments in order to redo and compare them on a regular basis, perhaps once per semester or quarter, to see what changes over time. By taking 15-20 minutes to do an inventory like this, teachers can get an overview of what they like to do and strategic areas to focus on individually. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They can also target areas to talk with colleagues about using the physical document created. Colleagues could even share their self-assessments and seek advice on how to tackle challenging and time-consuming tasks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Individual Enactment through a Community of Support<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By going through a self-assessment inventory, teachers can prioritize their time to focus on what they like to do and what needs to be done. In any self-assessment, it is important for teachers to think about what could be discussed with a colleague. Discussing a list with a colleague, mentor, or administrator, will make identifying solutions more collaborative which can feel less overwhelming and isolating. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>More independent teachers can certainly take initiative on their own but teachers are likely to feel more empowered to find innovative solutions when they work with a close colleague within a community of practice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If it is challenging for teachers to collaborate with others in their immediate work environment, they could consider joining communities such as <a href=\"https:\/\/resilienteducator.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">The Resilient Educator<\/a> and <a href=\"https:\/\/digitalpromise.org\/edcamp\/\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Promise\u2019s EdCamp<\/a> offering in-person and remote opportunities to meet with other teachers across the country to share experiences, effective practices, and possible solutions to particular problems. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Similar to the adage that it takes a village to raise children, it also takes a village for teachers to face and overcome the challenges of having limited time and resources at their disposal.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To help teachers feel satisfied with their work, they need to be given opportunities to assess what they like about teaching and how to address the individual problems they might be facing. If teachers find it difficult to carve out time to do a self-assessment, time could be dedicated for them to do so <a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-pulse-surveys\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-pulse-surveys\/\" target=\"_blank\" rel=\"noreferrer noopener\">in a meeting or workshop<\/a> that is already planned. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having teachers conduct straightforward self-assessments together also builds trust. By giving teachers the chance to identify individual issues and connect them with possible solutions and resources within the systems and networks they work with, they will likely feel more empowered and supported.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The author would like to thank Christa Green, Kristen DeBruler, and Tracy Gieseking from the <em>Michigan Virtual Learning Research Institute<\/em> for their contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Time for Teachers: Self-Assessment with Community Support as Individual Solutions",
            "excerpt": "Educators often cite a lack of time as one of their most significant stressors. How can we help teachers find the balance necessary to feel satisfied in their jobs and meet their social and emotional needs? This third post in the Time for Teachers blog series will discuss the importance of a self-assessment in addressing individual problems and solutions teachers face. This is not to say the onus of addressing challenges should fall squarely on the shoulders of individual teachers. Teachers need a community of practice and support to help them identify problems they might face individually that could benefit from solutions that come from consulting with colleagues.",
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            "path": "\/blog\/time-for-teachers-pulse-surveys\/",
            "author_id": 72,
            "timestamp": 1662470100,
            "content": "<!-- wp:heading -->\n<h2>Recap: Systemic vs. Individual Problems and Solutions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/\" target=\"_blank\" rel=\"noreferrer noopener\">In the first Time for Teachers blog<\/a>, a distinction was made between systemic and individual problems and solutions. Systemic problems require organization- or system-wide approaches that impact a broader group and address biases and\/or system limitations. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Systemic solutions often need significant coordination among many people after carefully considering modification(s) to policies and procedures. Individual solutions involve people taking personal responsibility for locating resources to address the problems they face in their immediate environment. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This blog post will discuss two possible systemic solutions that can help all educators save time while addressing needs to serve students and communities: agile meetings and short pulse surveys.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Power of Short, Focused Agile Meetings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A common joke in the workplace is that a required meeting could have been an email. Although meetings provide an opportunity for staff or teams to check in and touch base, having an excessive number of meetings, holding meetings for meetings\u2019 sake, or holding meetings without focus can be frustrating and feel like an inefficient use of time for everyone involved. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given that meetings are a significant time commitment for teachers that pull them from their tight schedule, how can meetings be scheduled and organized more effectively? One solution is to implement what is called <strong>agile meetings<\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Coming from the world of software development, agile is a framework that emphasizes close collaboration, clear communication, transparent expectations, and thoughtful efficiency\u2013all of which will help an organization meet strategic goals and impact stakeholders positively. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although schools aren\u2019t composed of teams of software developers in Silicon Valley, the principles of agile meetings can be applied in schools to avoid ineffective aspects of meetings that can sap up valuable time and resources for teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In short, agile meetings should have a clear purpose, be as short as possible, and include only the necessary and relevant team members for a given topic or issue. This means that meetings should have a concise and focused agenda, be very limited in time (e.g., 15 or 20 minutes), and have a targeted invitation list.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Organizing agile meetings may require some advanced work or reading on the part of attendees (e.g., the part of the meeting that could have been an email should be sent in advance). If an all-staff meeting is required, having a focused meeting in terms of scope and time can still be implemented. <a href=\"https:\/\/statushero.com\/blog\/five-agile-meetings-explained\/\" target=\"_blank\" rel=\"noreferrer noopener\">Drawing from the advice of a communications efficacy firm<\/a>, Table 1 provides a summary of what to do in order to run agile meetings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1. <\/strong><em>Recommendations on how to run agile meetings that are more focused and efficient<\/em> <em>(adapted from a blog by <a href=\"https:\/\/statushero.com\/blog\/five-agile-meetings-explained\/\" target=\"_blank\" rel=\"noreferrer noopener\">Status Hero<\/a>).<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true,\"className\":\"is-style-regular\"} -->\n<figure class=\"wp-block-table is-style-regular\"><table class=\"has-fixed-layout\"><thead><tr><th>Do<\/th><th>Don't<\/th><\/tr><\/thead><tbody><tr><td>\u2022 <strong>Understand the purpose of the meeting type<\/strong><br><br>\u2022 <strong>Have the right people at the meeting<\/strong><br><br>\u2022 <strong>Run the meeting because it brings value to your team and its work<\/strong><br><br>\u2022 <strong>Make room for every voice and encourage all to contribute, including those who tend to prefer to be quiet<\/strong><br><br>\u2022 <strong>Choose the proper setup, methods, and practices<\/strong><br><br>\u2022 <strong>End the meeting when the work is done, even if it\u2019s early<\/strong><br><br>\u2022 <strong>Support the team in moving forward<\/strong><br><br>\u2022 <strong>Use visualizations as often as possible<\/strong><br><strong><br>\u2022<\/strong> <strong>Ensure everyone comes prepared<\/strong><\/td><td>\u2022 <strong>Run a meeting just because \u201c<em>everyone is doing it<\/em>\u201d<\/strong><br><br>\u2022 <strong>Mix up different meeting types<\/strong><br><br>\u2022 <strong>Follow the rules without flexibility<\/strong><br><br>\u2022 <strong>Run a meeting without any outcome (e.g., decisions, further questions)<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In the end, a systemic solution for a school to help everyone maximize the time available to them during the day is to develop a set of agile meeting rules to which everyone agrees to adhere. By instituting an agile meeting framework, a school will naturally develop a culture of mutual respect for each other\u2019s time that focuses on the most essential goal of everyone involved\u2013serving the needs of students, families, and communities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Insights from Short, Focused Pulse Surveys<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/static1.squarespace.com\/static\/602ea1c3e4b8d4663c414ef1\/t\/60f03be998ba4d74611aae5b\/1626356714617\/Educator+Survey+Findings+2021.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A recent survey of teachers<\/a> about their job satisfaction has revealed that their perspectives and ideas are not always taken into consideration as much as they would like. In order to identify and address any systemic problems or solutions found in classrooms, it is necessary to include teachers. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, given that teachers\u2019 time is limited, holding long meetings or in-depth focus groups may not be the best route to go. One way to overcome this obstacle is to have teachers complete short surveys capturing their \u201cpulse\u201d about targeted topics about their work. Some common online survey platforms that are easy to access and use include Google Forms and SurveyMonkey.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Just like agile meetings call for short, targeted meetings only involving those who are needed, <strong>pulse surveys<\/strong> should also be agile. Surveys should be clear and limited in length. This requires questions to be short and concise (with closed-ended questions being preferred). <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, if you were trying to capture teachers\u2019 self-assessments of their social and emotional learning, you could provide the following statements that teachers evaluate on a Likert scale (e.g., Strong disagree, Disagree, Agree, Strongly agree):<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>I can identify my social and emotional needs.<\/li><li>I pursue self-care.<\/li><li>I show compassion toward myself.<\/li><li>I ask for help when I need it.<\/li><li>I can achieve work-life balance.<\/li><li>I have ways to minimize my stress and anxiety.<\/li><li>I feel I can express my emotions with trusted adults\/colleagues.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>By capturing teachers\u2019 self-assessments based on these statements, administrators, lead teachers, and mentors can take appropriate action to design training or provide resources to help teachers with their social and emotional learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Also, surveys should only be sent to relevant parties, otherwise, data may be overwhelming and possibly not completely relevant. If a particular issue impacts only a certain subset of teachers, a short online survey could be developed and sent to them rather than the entire staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Caution should be exercised, though, when designing and sending pulse surveys. If too many surveys are sent, not enough time is given to complete surveys, or careful thought isn\u2019t put into who should complete a survey (i.e., one should make sure people don\u2019t feel left out), pulse surveys can backfire. It is also recommended that a pulse survey takes the place of an existing time commitment to free up and not add to a teacher\u2019s or administrator\u2019s already full plate.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Table 2 provides an overview of some advice about designing pulse surveys.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2. <\/strong><em>An overview of some suggestions for designing pulse surveys.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":true,\"className\":\"is-style-regular\"} -->\n<figure class=\"wp-block-table is-style-regular\"><table class=\"has-fixed-layout\"><thead><tr><th>Do<\/th><th>Don't<\/th><\/tr><\/thead><tbody><tr><\/tr><tr><td>\u2022 <strong>Clear purpose and goal for survey<\/strong><br><br>\u2022 <strong>Short duration to complete (5-10 minutes maximum)<\/strong><br><br>\u2022 <strong>Concise, targeted questions<\/strong><br><br>\u2022 <strong>Each question asks one thing<\/strong><br><br>\u2022 <strong>Targeted group of survey participants<\/strong><br><br>\u2022 <strong>An easy mechanism for participants to take the survey (e.g., online survey format if flexibility is needed or a paper format if immediate responses are needed by people in an in-person meeting)<\/strong><br><br>\u2022 <strong>Offering ample time for teachers to take a survey<\/strong><br><br>\u2022 <strong>Ensuring privacy and anonymity, as necessary (and being clear how privacy will be maintained)<\/strong><\/td><td>\u2022 <strong>Survey has unclear purpose or goal<\/strong><br><br>\u2022 <strong>Sending many pulse surveys at one time<\/strong><br><br>\u2022 <strong>Long survey that takes a lot of time to complete<\/strong><br><br>\u2022 <strong>Complex questions with many parts<\/strong><br><br>\u2022 <strong>Complex or wordy questions that may be difficult to understanding<\/strong><br><br>\u2022 <strong>Sending survey in a scattershot way; not targeting necessary participants<\/strong><br><br>\u2022 <strong>Using a mechanism to administer the survey that most benefits those sending the survey<\/strong><br><br>\u2022 <strong>Making people complete an \u201curgent\u201d survey when the survey is not urgent<\/strong><br><br>\u2022<strong> Sharing personalized survey results without permission<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>When designed, distributed, and evaluated effectively, pulse surveys can provide targeted snapshots of what problems teachers face as well as ideas they might have on how to solve them. By regularly gauging and sharing teachers\u2019 thoughts and experiences about targeted issues, communities of practice based on mutual understanding and problem-solving can form. Moreover, time-saving solutions can be identified to help find time for teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are only so many hours in a day. Teachers want to do as much as they can to support and inspire students. By implementing an agile culture that streamlines meetings, teachers can find ways to still connect with their colleagues <em>and<\/em> focus more time on tasks that they find meaningful to run effective classrooms. When everyone is on the same page about being mindful of how meetings are run, an environment of respectful efficiency is created.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, when teachers are given opportunities to complete targeted surveys regularly about aspects of their job (but not too many!), problems and solutions can emerge that help keep the system of a school running smoothly. Teachers are also left with a sense of being listened to and cared for in their essential roles of educating our communities\u2019 children.&nbsp;&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The next article in the Time for Teachers blog series will discuss <em>individual<\/em> problems and solutions and advice on working with teachers to optimize their time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The author would like to thank Christa Green, Kristen DeBruler, and Tracy Gieseking from the <em>Michigan Virtual Learning Research Institute<\/em> for their contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->",
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            "author_id": 54,
            "timestamp": 1662082670,
            "content": "<!-- wp:file {\"id\":76408,\"href\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/09\/Adult_Perspectives_of_Online_Learning.pdf\",\"showDownloadButton\":false,\"displayPreview\":false} -->\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-85b33a33-23e5-412e-8287-f36cf79f2e31\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/09\/Adult_Perspectives_of_Online_Learning.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Download this publication as a PDF<\/a><\/div>\n<!-- \/wp:file -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Number of Respondents<\/th><th>Percentage<\/th><\/tr><\/thead><tbody><tr><td>Adult<\/td><td>810<\/td><td>61.1%<\/td><\/tr><tr><td>College&nbsp;student<\/td><td>160<\/td><td>12.1%<\/td><\/tr><tr><td>Parent<\/td><td>356<\/td><td>26.8%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td><strong>1,326<\/strong><\/td><td><strong>100%<\/strong><\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"key-findings\">Key&nbsp;Findings<a>\u200c<\/a><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Public opinions about online learning have remained fairly consistent among Michigan adults and college students since PSC began measuring these opinions. Although survey respondents reported the importance of access to and the benefits of online learning for future career and academic success, they also noted poor experiences. This suggests that school districts have an opportunity to create more streamlined approaches to online learning for their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, the survey analysis revealed common themes and perceptions of online learning, including its importance to career and college readiness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><strong>Online learning is an important component of K-12 and college education.<\/strong> Of adult survey respondents, 82 percent believe that having the option of enrolling in online courses in traditional school districts is somewhat or very important.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Online learning is an important component of future success.<\/strong> Of all respondents, 86 percent noted that knowing how to learn online is an important skill for career and college readiness. For college students, 69 percent reported that they would have benefited from more online learning opportunities in high school.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Students and families who <em>choose<\/em> online learning are very satisfied with the experience.<\/strong> For families with children enrolled in online learning prior to the pandemic, 81 percent found their education to be very effective; however, this rate decreased to 61 percent for those only enrolled online during the pandemic. This may suggest that traditional online learning experiences are well received by students when purposely chosen rather than as a response to pandemic restrictions.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Hybrid learning environments are less effective than other options.<\/strong> As schools struggled to meet educational and safety requirements during the pandemic, many turned to hybrid learning opportunities to meet the preferences of students and families. Only 8 percent of parents and 4 percent of college students reported that their hybrid learning experiences were highly effective.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>College students continue to participate in more online learning activities as part of their educational experience.<\/strong> Survey results showed double-digit percentage point increases in accessing course materials online, interacting with instructors, contributing to discussion boards, and taking quizzes and tests.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Online learning is a key component of continuing education for adults.<\/strong> Two-thirds of adults reported that online continuing education options are required or available in their field of employment.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"survey-results\">Survey&nbsp;Results<a>\u200c<\/a><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"opinions-of-online-learning\">Opinions&nbsp;of&nbsp;Online&nbsp;Learning<a>\u200c<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All survey respondents were asked to rate the level of importance\u2014on a four-point Likert scale\u2014 of student access to various types of learning opportunities or instruction. Almost two-thirds (64 percent) indicated that face-to-face instruction is very important, and 39 percent said that the option of enrolling in an online class at their local school district was also very important (Exhibit 1).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 1.<\/strong> Level of Importance for Student Access to Various Types of Learning Opportunities or Types of Instruction<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Type of Learning Opportunities<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not at All Important<\/th><\/tr><\/thead><tbody><tr><td>Fully online instruction<\/td><td>24%<\/td><td>36%<\/td><td>28%<\/td><td>12%<\/td><\/tr><tr><td>Blended instruction (a mix of face to face and online)<\/td><td>36%<\/td><td>45%<\/td><td>14%<\/td><td>6%<\/td><\/tr><tr><td>The option of enrolling in an online class at local school district<\/td><td>39%<\/td><td>43%<\/td><td>12%<\/td><td>6%<\/td><\/tr><tr><td>Face-to-face instruction<\/td><td>64%<\/td><td>25%<\/td><td>8%<\/td><td>3%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;=&nbsp;1,326<br>Note:&nbsp;Percentages&nbsp;may&nbsp;not&nbsp;total&nbsp;100%&nbsp;due&nbsp;to&nbsp;rounding.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>This theme is consistent with prior years of the survey. Respondents continue to overwhelmingly see the importance of online learning for middle-school and high-school students, with a strong majority saying it is somewhat or very important to have an online enrollment option at their local school district. Responses have been fairly stable over time, with small increases in those identifying online learning as somewhat important. This was likely captured from a similar-sized decline in those who reported online learning as not important (Exhibit 2).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 2.<\/strong> Importance of Access to Online Learning Options, 2015\u20132022<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Level of Importance<\/th><th>2015<\/th><th><strong>2016<\/strong><\/th><th><strong>201<\/strong>7<\/th><th><strong>201<\/strong>9<\/th><th><strong>20<\/strong>22<\/th><\/tr><\/thead><tbody><tr><td>Very important<\/td><td>33%<\/td><td>38%<\/td><td>38%<\/td><td>38%<\/td><td>39%<\/td><\/tr><tr><td>Somewhat important<\/td><td>38%<\/td><td>42%<\/td><td>45%<\/td><td>39%<\/td><td>43%<\/td><\/tr><tr><td>Not that important<\/td><td>16%<\/td><td>9%<\/td><td>12%<\/td><td>15%<\/td><td>12%<\/td><\/tr><tr><td>Not at all important<\/td><td>12%<\/td><td>10%<\/td><td>5%<\/td><td>8%<\/td><td>6%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 1,326 in 2022 and 800 for each of the previous years.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In addition, respondents rated their level of agreement on several statements related to online learning. Forty-one percent strongly agreed that all students would benefit from developing the skills to be a successful online learner, and 36 percent strongly agreed that Michigan high-school students should be required to take at least one online course prior to graduation (Exhibit 3).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 3. Level of Agreement for Various Aspects of Online Learning<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Aspects of Online Learning<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Michigan high-school students should be required to take at least one online course each year prior to graduation.<\/td><td>27%<\/td><td>37%<\/td><td>24%<\/td><td>12%<\/td><\/tr><tr><td>Michigan high-school students should be required to take at least one online course prior to graduation.<\/td><td>36%<\/td><td>36%<\/td><td>20%<\/td><td>8%<\/td><\/tr><tr><td>Knowing how to learn online is part of what it means to be college and career ready after high school.<\/td><td>39%<\/td><td>47%<\/td><td>11%<\/td><td>3%<\/td><\/tr><tr><td>All students would benefit from developing the skills to be a successful online learner.<\/td><td>41%<\/td><td>46%<\/td><td>10%<\/td><td>2%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;=&nbsp;1,326<br>Note:&nbsp;Percentages&nbsp;may&nbsp;not&nbsp;total&nbsp;100&nbsp;percent&nbsp;due&nbsp;to&nbsp;rounding.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In prior years of the survey, respondents were asked to reflect on whether and how often Michigan high-school students should be required to take an online course before graduating. In 2022, respondents were instead asked to rate their level of agreement with the same statements. The difference in question structure between prior surveys and the 2022 version makes it difficult to ascertain any statistical differences in the response rates (Exhibit 4).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 4.<\/strong> Preference for Requiring Online Learning in Michigan, 2014\u20132019<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Requirements for Online Learning in Michigan<\/th><th>2015<\/th><th>2016<\/th><th>2017<\/th><th>2019<\/th><th>2022<\/th><\/tr><\/thead><tbody><tr><td>Michigan high-school students should be required to take at least one online course prior to graduation.<\/td><td>29%<\/td><td>29%<\/td><td>35%<\/td><td>34%<\/td><td>36%<\/td><\/tr><tr><td>Michigan high-school students should be required to take at least one online course each year prior to graduation.<\/td><td>26%<\/td><td>26%<\/td><td>34%<\/td><td>39%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;=&nbsp;1,326&nbsp;in&nbsp;2022&nbsp;and&nbsp;800&nbsp;for&nbsp;each&nbsp;of&nbsp;the&nbsp;previous&nbsp;years.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"children's-online-learning-experiences\">Children\u2019s&nbsp;Online&nbsp;Learning&nbsp;Experiences<a>\u200c<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic upended traditional educational settings, forcing schools in Michigan and across the country to quickly pivot to online learning in spring 2020. For the 2020\u20132021 school year, education was delivered in a range of ways, including fully remote online, a blend of online and in-person learning, and fully in person. Due to these changes, the number of parents and students who have experienced various forms of online learning has increased substantially. Survey respondents were asked to reflect on their and their children\u2019s experiences with online learning before and during the pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Approximately 26 percent of survey respondents reported having a child in enrolled in kindergarten through 12th grade. Of those, about one-third had children enrolled in formal online learning prior to the COVID-19 pandemic (Exhibit 5). Most of those children (77 percent) were enrolled in cyber or online school, where all courses were taken online (Exhibit 6).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 5.<\/strong> Whether Child Was Enrolled in Any Formal Online Learning Prior to the COVID-19 Pandemic<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Enrolled&nbsp;in&nbsp;Online&nbsp;Learning&nbsp;Prior&nbsp;to&nbsp;Pandemic<\/th><th>Percentage&nbsp;of&nbsp;Respondents<\/th><\/tr><\/thead><tbody><tr><td>No<\/td><td>67%<\/td><\/tr><tr><td>Yes<\/td><td>33%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 6.<\/strong> Type of Online Learning Child Was Enrolled In<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Type of Online Learning<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Cyber or online school, where all courses were taken online<\/td><td>77%<\/td><\/tr><tr><td>A specific course that was not offered at their school district<\/td><td>23%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 119<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>For those respondents whose child was enrolled in online learning prior to the pandemic, 81 percent said that their online education was effective or very effective (Exhibit 7).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit<\/strong>&nbsp;<strong>7.<\/strong>&nbsp;Effectiveness&nbsp;of&nbsp;Online&nbsp;Education&nbsp;Received&nbsp;Prior&nbsp;to&nbsp;the&nbsp;COVID-19&nbsp;Pandemic<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Level of Effectiveness<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Very Effective<\/td><td>34%<\/td><\/tr><tr><td>Effective<\/td><td>47%<\/td><\/tr><tr><td>Ineffective<\/td><td>15%<\/td><\/tr><tr><td>Very Ineffective<\/td><td>4%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;=&nbsp;119<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Respondents were also asked what type of education setting their child was in during the 2020\u2013 2021 school year. Of these, 39 percent were in a hybrid learning environment\u2014with a blend of face-to-face and remote\/online learning\u201429 percent were fully remote, and 21 percent were fully face to face (Exhibit 8).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 8.<\/strong> Type of Education Setting Child Experienced During the 2020\u20132021 School Year<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Type of Education Setting<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Fully online learning with a cyber school<\/td><td>11%<\/td><\/tr><tr><td>Fully&nbsp;face-to-face&nbsp;learning<\/td><td>21%<\/td><\/tr><tr><td>Fully remote\/online learning with their local school district<\/td><td>29%<\/td><\/tr><tr><td>Blend of face-to-face and remote\/online learning with their local school district<\/td><td>39%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Respondents also rated the quality of their child\u2019s education setting during that time frame. Almost 90 percent said that fully face-to-face learning environments were very effective or effective, compared to 61 percent who noted that fully remote\/online learning in their local school district was very effective or effective. Fully online learning with a cyber school was rated significantly higher in effectiveness than online learning through a district. Hybrid learning environments resulted in the lowest levels of reported effectiveness (Exhibit 9).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 9.<\/strong> Quality of Education Child Received Through Their Selected Education Setting During the 2020\u20132021 School Year<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Type of Learning<\/th><th>Very Effective<\/th><th>Effective<\/th><th>Ineffective<\/th><th>Very Ineffective<\/th><th>Number of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Blend of face-to-face and remote\/online learning with their local school district<\/td><td>8%<\/td><td>55%<\/td><td>30%<\/td><td>7%<\/td><td>76<\/td><\/tr><tr><td>Fully remote\/online learning with their local school district<\/td><td>13%<\/td><td>48%<\/td><td>35%<\/td><td>4%<\/td><td>30<\/td><\/tr><tr><td>Fully online learning with a cyber school<\/td><td>38%<\/td><td>44%<\/td><td>13%<\/td><td>5%<\/td><td>17<\/td><\/tr><tr><td>Fully face-to-face learning<\/td><td>47%<\/td><td>41%<\/td><td>11%<\/td><td>1%<\/td><td>50<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Respondents also rated the likeliness of enrolling their child in several online learning options in the future. More than half (68 percent) indicated they would be very likely or somewhat likely to enroll their child in a single online course if it was not offered face to face by the school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Comparatively, 52 percent said they would be unlikely or very unlikely to enroll their child in a full-time, public cyber charter school where their child would receive 100 percent of their instruction online (Exhibit 10).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 10.<\/strong> Likeliness to Enroll Child in Various Online Learning Options in the Future<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Type of Learning<\/th><th>Very Likely<\/th><th>Somewhat Likely<\/th><th>Unlikely<\/th><th>Very Unlikely<\/th><\/tr><\/thead><tbody><tr><td>A&nbsp;single&nbsp;online&nbsp;course&nbsp;to&nbsp;overcome&nbsp;a&nbsp;scheduling&nbsp;conflict&nbsp;that&nbsp;prevents&nbsp;your&nbsp;child&nbsp;from&nbsp;taking&nbsp;the&nbsp;course&nbsp;face&nbsp;to&nbsp;face<\/td><td>16%<\/td><td>47%<\/td><td>23%<\/td><td>13%<\/td><\/tr><tr><td>A&nbsp;full-time,&nbsp;public&nbsp;cyber&nbsp;charter&nbsp;school&nbsp;where&nbsp;your&nbsp;child&nbsp;receives&nbsp;100&nbsp;percent&nbsp;of&nbsp;their&nbsp;instruction&nbsp;online<\/td><td>19%<\/td><td>30%<\/td><td>26%<\/td><td>26%<\/td><\/tr><tr><td>A&nbsp;single&nbsp;online&nbsp;course&nbsp;to&nbsp;provide&nbsp;access&nbsp;to&nbsp;a&nbsp;course&nbsp;not&nbsp;offered&nbsp;face&nbsp;to&nbsp;face&nbsp;by&nbsp;the&nbsp;school<\/td><td>19%<\/td><td>49%<\/td><td>21%<\/td><td>10%<\/td><\/tr><tr><td>A&nbsp;single&nbsp;online&nbsp;course&nbsp;to&nbsp;retake&nbsp;a&nbsp;course&nbsp;that&nbsp;your&nbsp;child&nbsp;had&nbsp;previously&nbsp;failed<\/td><td>21%<\/td><td>44%<\/td><td>19%<\/td><td>16%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;=&nbsp;356<br>Note:&nbsp;Percentages&nbsp;may&nbsp;not&nbsp;total&nbsp;100&nbsp;percent&nbsp;due&nbsp;to&nbsp;rounding.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Compared to prior years, survey respondents reported being less likely to enroll their children in online learning options in the future (Exhibit 11). This decline could be attributed to negative experiences and low rates of perceived effectiveness of online learning during the pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 11.<\/strong> Likeliness to Enroll Child in Various Online Learning Options in the Future, 2015\u2013 2022<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Online Learning Options<\/th><th>2015<\/th><th>2016<\/th><th>2017<\/th><th>2019<\/th><th>2022<\/th><\/tr><\/thead><tbody><tr><td>A&nbsp;full-time,&nbsp;public&nbsp;cyber&nbsp;charter&nbsp;school&nbsp;where&nbsp;the&nbsp;child&nbsp;receives&nbsp;100&nbsp;percent&nbsp;of&nbsp;his\/her&nbsp;instruction&nbsp;online<\/td><td>38%<\/td><td>45%<\/td><td>45%<\/td><td>43%<\/td><td>39%<\/td><\/tr><tr><td>A&nbsp;single&nbsp;online&nbsp;course&nbsp;to&nbsp;overcome&nbsp;a&nbsp;scheduling&nbsp;conflict&nbsp;that&nbsp;prevents&nbsp;the&nbsp;child&nbsp;from&nbsp;taking&nbsp;the&nbsp;course&nbsp;face&nbsp;to&nbsp;face<\/td><td>71%<\/td><td>73%<\/td><td>70%<\/td><td>66%<\/td><td>63%<\/td><\/tr><tr><td>A&nbsp;single&nbsp;online&nbsp;course&nbsp;to&nbsp;provide&nbsp;access&nbsp;to&nbsp;a&nbsp;course&nbsp;not&nbsp;offered&nbsp;face-to-face&nbsp;by&nbsp;the&nbsp;school<\/td><td>73%<\/td><td>74%<\/td><td>70%<\/td><td>75%<\/td><td>68%<\/td><\/tr><tr><td>A&nbsp;single&nbsp;online&nbsp;course&nbsp;to&nbsp;retake&nbsp;a&nbsp;course&nbsp;that&nbsp;the&nbsp;child&nbsp;had&nbsp;previously&nbsp;failed<\/td><td>72%<\/td><td>74%<\/td><td>78%<\/td><td>71%<\/td><td>65%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 356 in 2022 and 800 for each of the previous years.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Additionally, 63 percent of respondents said that a fully face-to-face learning environment is best for their child. Only 15 percent said that a fully remote\/online learning environment would be best (Exhibit 12).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 12.<\/strong> Educational Setting Best for Child<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Educational Setting<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Fully remote\/online learning is best for my child.<\/td><td>15%<\/td><\/tr><tr><td>Fully face-to-face learning is best for my child.<\/td><td>63%<\/td><\/tr><tr><td>Blend of face-to-face and remote\/online learning is best for my child.<\/td><td>22%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"college-students-experiences-with-online-learning\">College&nbsp;Students\u2019&nbsp;Experiences&nbsp;with&nbsp;Online&nbsp;Learning<a>\u200c<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All survey respondents were asked if they are currently or have been enrolled in a college or university in the past two years. Of those respondents, most graduated from a Michigan high school (84 percent) and attended college in Michigan (83 percent) (Exhibits 13 and 14).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 13.<\/strong> Survey Respondents Who Graduated from a Michigan High School<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td>I graduated from a Michigan high school<\/td><td>84%<\/td><\/tr><tr><td>I graduated from a high school in another state<\/td><td>14%<\/td><\/tr><tr><td>Other<\/td><td>1%<\/td><\/tr><tr><td>Prefer not to respond<\/td><td>2%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;=&nbsp;212<br>Note:&nbsp;Percentages&nbsp;may&nbsp;not&nbsp;total&nbsp;100&nbsp;percent&nbsp;due&nbsp;to&nbsp;rounding.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 14.<\/strong> College Attendance of Survey Respondents<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>College Location<\/th><th>Number of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Michigan<\/td><td>83%<\/td><\/tr><tr><td>Another state<\/td><td>16%<\/td><\/tr><tr><td>Prefer not to respond<\/td><td>1%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In&nbsp;addition,&nbsp;33&nbsp;percent&nbsp;attended&nbsp;high&nbsp;school&nbsp;during&nbsp;the&nbsp;2020\u20132021&nbsp;school&nbsp;year&nbsp;(Exhibit&nbsp;15).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 15.<\/strong> Did You Attend High School During the 2020\u20132021 School Year?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Attended High School During the 2020-2021 school year<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>No<\/td><td>67%<\/td><\/tr><tr><td>Yes<\/td><td>33%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>For those who attended high school during the 2020\u20132021 school year, 36 percent were in an educational setting that was a blend of face-to-face and emergency remote learning\/online learning caused by the COVID-19 pandemic. There were just as many respondents who were fully emergency remote learning as there were fully face-to-face learning (24 percent each). Still, 16 percent of respondents were fully online learning with a cyber school (Exhibit 16).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 16.<\/strong> High-school Education Setting During the 2020\u20132021 School Year<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Type of Education Setting<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Blend of face-to-face and emergency remote learning\/online learning with your local school district<\/td><td>36%<\/td><\/tr><tr><td>Fully face-to-face learning<\/td><td>24%<\/td><\/tr><tr><td>Fully&nbsp;emergency&nbsp;remote&nbsp;learning\/online&nbsp;learning&nbsp;with&nbsp;your&nbsp;local&nbsp;school&nbsp;district<\/td><td>24%<\/td><\/tr><tr><td>Fully online learning with a cyber school<\/td><td>16%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 70<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Respondents also rated the quality of their educational setting based on a four-point Likert scale. For those in a fully face-to-face learning environment, 100 percent felt that it was effective or very effective, compared to 64 percent who felt that a hybrid environment was effective or very effective (Exhibit 17).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 17.<\/strong> Quality of Education Received During the 2020\u20132021 School Year<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Type of Education Received<\/th><th>Very Effective<\/th><th>Effective<\/th><th>Ineffective<\/th><th>Very Ineffective<\/th><th>Number of Responses<\/th><\/tr><\/thead><tbody><tr><td>Blend of face-to-face and emergency remote learning\/online learning with your local school district<\/td><td>4%<\/td><td>60%<\/td><td>28%<\/td><td>8%<\/td><td>25<\/td><\/tr><tr><td>Fully emergency remote learning\/online learning with your local school district<\/td><td>24%<\/td><td>41%<\/td><td>18%<\/td><td>18%<\/td><td>17<\/td><\/tr><tr><td>Fully online learning with a cyber school<\/td><td>45%<\/td><td>27%<\/td><td>27%<\/td><td>0%<\/td><td>17<\/td><\/tr><tr><td>Fully face-to-face learning<\/td><td>53%<\/td><td>47%<\/td><td>0%<\/td><td>0%<\/td><td>11<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Note: Percentages may not total 100 percent due to rounding.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Two-thirds of respondents (66 percent) reported taking at least one online course during high school\u2014a 7 percent decline from 2019. In 2022, almost as many respondents had taken one to three online courses during high school as those who had not taken online courses during high school (33 percent and 34 percent, respectively). Ten percent had taken more than six online courses during high school (Exhibit 18).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 18.<\/strong> Number of Online Courses Taken in High School<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Number of Online Courses<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>None<\/td><td>34%<\/td><\/tr><tr><td>Four to six<\/td><td>23%<\/td><\/tr><tr><td>One to three<\/td><td>33%<\/td><\/tr><tr><td>More than six<\/td><td>10%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In addition, most respondents (82 percent) had taken classes in high school that used a learning management system (LMS), such as Schoology, Canvas, Blackboard, Google Classroom, Desire2Learn, Moodle, and BrainHoney. In 2022, 53 percent reported that most or almost all classes used an LMS, compared to 54 percent in 2019 (Exhibit 19).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 19.<\/strong> Number of Classes Taken in High School Using an LMS<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Number of Classes Taken That Use an LMS<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>None<\/td><td>18%<\/td><\/tr><tr><td>Most<\/td><td>23%<\/td><\/tr><tr><td>A few<\/td><td>29%<\/td><\/tr><tr><td>Almost all<\/td><td>30%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In addition, 86 percent of respondents had also used similar LMSs in college or university classes (Exhibit 20), and 79 percent had taken an online course at their college or university (Exhibit 21).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 20.<\/strong> College or University Class Taken Using an LMS<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Taken a College Class That Used an LMS<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>No<\/td><td>14%<\/td><\/tr><tr><td>Yes<\/td><td>86%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 21.<\/strong> Taken an Online Course at College or University<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Taken an Online Course in College<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>No<\/td><td>21%<\/td><\/tr><tr><td>Yes<\/td><td>79%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Respondents were also asked about the type of activities that they completed online either in high school or at their college or university. Overall, fewer online activities were done in high school compared to college or university. Between 46 percent and 68 percent of respondents indicated completing an activity in high school compared to 83 percent and 92 percent of respondents in college or university (Exhibit 22).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 22.<\/strong> Activities Done Online in High School or College\/University<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Activities Done Online<\/th><th>While In College<\/th><th>While In HighSchool<\/th><\/tr><\/thead><tbody><tr><td>Access&nbsp;course&nbsp;readings&nbsp;or&nbsp;materials<\/td><td>84%<\/td><td>58%<\/td><\/tr><tr><td>Contribute&nbsp;responses&nbsp;to&nbsp;a&nbsp;course&nbsp;discussion&nbsp;board&nbsp;or&nbsp;forum<\/td><td>83%<\/td><td>46%<\/td><\/tr><tr><td>Interact&nbsp;with&nbsp;your&nbsp;instructor<\/td><td>86%<\/td><td>55%<\/td><\/tr><tr><td>Turn&nbsp;in&nbsp;assignments<\/td><td>88%<\/td><td>64%<\/td><\/tr><tr><td>Take&nbsp;quizzes&nbsp;or&nbsp;tests<\/td><td>85%<\/td><td>64%<\/td><\/tr><tr><td>View&nbsp;your&nbsp;grades<\/td><td>92%<\/td><td>68%<\/td><\/tr><tr><td>Watch&nbsp;course&nbsp;videos\/lectures<\/td><td>86%<\/td><td>57%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Over time, there were fluctuations in the number of online activities that high-school students participated in. In some cases, the rates remained stable (viewing grades, for instance).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, there were decreased rates of some activities, including accessing course materials, and increases in others, such as watching videos or lectures. There were significant increases in online activities at the college level across all activity types (Exhibits 23 and 24).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 23.<\/strong> Online Activities in Which Students Participated, 2019<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Online Activity Type<\/th><th>While in College\/University<\/th><th>While in High School<\/th><\/tr><\/thead><tbody><tr><td>View my grades<\/td><td>72%<\/td><td>69%<\/td><\/tr><tr><td>Turn in assignments<\/td><td>73%<\/td><td>63%<\/td><\/tr><tr><td>Access course readings or materials<\/td><td>67%<\/td><td>67%<\/td><\/tr><tr><td>Contribute responses to a course discussion board or forum<\/td><td>72%<\/td><td>49%<\/td><\/tr><tr><td>Watch course videos\/lectures<\/td><td>75%<\/td><td>50%<\/td><\/tr><tr><td>Interact with my instructor<\/td><td>73%<\/td><td>53%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 24. Online Activities in Which Students Participated, 2022<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Online Activity Type<\/th><th>While in College\/University<\/th><th>While in High School<\/th><\/tr><\/thead><tbody><tr><td>View my grades<\/td><td>92%<\/td><td>68%<\/td><\/tr><tr><td>Turn in assignments<\/td><td>88%<\/td><td>64%<\/td><\/tr><tr><td>Access course readings or materials<\/td><td>84%<\/td><td>58%<\/td><\/tr><tr><td>Contribute responses to a course discussion board or forum<\/td><td>83%<\/td><td>46%<\/td><\/tr><tr><td>Watch course videos\/lectures<\/td><td>86%<\/td><td>57%<\/td><\/tr><tr><td>Interact with my instructor<\/td><td>86%<\/td><td>55%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>A majority of respondents (60 percent) said that it was very likely that they would take an online course before graduating from their college or university (Exhibit 25), and most (69 percent) said that they would have benefitted from more online learning opportunities in high school (Exhibit 26). This aligns with the increased amount of online work that college students reported.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 25.<\/strong> Likeliness of Taking an Online Course Before Graduating from College or University<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Likelihood of Taking an Online Course<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Very likely<\/td><td>60%<\/td><\/tr><tr><td>Somewhat likely<\/td><td>32%<\/td><\/tr><tr><td>Somewhat unlikely<\/td><td>5%<\/td><\/tr><tr><td>Very unlikely<\/td><td>3%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 26.<\/strong> Benefit from More Online Learning Opportunities in High School<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Would Benefit from More Online Learning Opportunities in High School<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>69%<\/td><\/tr><tr><td>No<\/td><td>31%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In addition, 44 percent shared that it was very likely that they would need to engage in online learning as part of future employment, such as job training or professional development (Exhibit 27).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 27.<\/strong> Likeliness of Needing to Engage in Online Learning as Part of a Future Job<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Need to Engage in Online Learning as Part of a Future Job<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Very likely<\/td><td>44%<\/td><\/tr><tr><td>Somewhat likely<\/td><td>40%<\/td><\/tr><tr><td>Somewhat unlikely<\/td><td>13%<\/td><\/tr><tr><td>Very unlikely<\/td><td>3%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 212<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"personal-experiences-with-online-learning\">Personal Experiences with Online Learning\u200c<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Survey respondents who were not currently enrolled or had not been enrolled in college or university for the past two years were asked about their personal experiences with online learning, specifically in the workforce. Just under half (49 percent) were employed at the time of the survey (Exhibit 28).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 28.<\/strong> Percentage of Survey Respondents Currently Employed<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Currently Employed<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>No<\/td><td>51%<\/td><\/tr><tr><td>Yes<\/td><td>49%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 1,114<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Of those employed, 44 percent reported that it was optional or possible to take continuing education courses online at their place of employment; 33 percent said online continuing education or certifications were not available for their profession (Exhibit 29).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 29.<\/strong> Percentage of Survey Respondents Required to Take Classes for Employment<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Required to Take Classes for Continuing Education or Certification<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>It is optional\/possible to take continuing education courses online.<\/td><td>44%<\/td><\/tr><tr><td>Online continuing education or certifications are not available for my profession.<\/td><td>33%<\/td><\/tr><tr><td>I am required to take online courses for continuing education or certification.<\/td><td>23%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 547<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"the-future-of-online-learning\">The Future of Online Learning\u200c<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Finally, survey respondents rated the likeliness of whether current students, in grades six through 12, would take a formal online course as part of their future education and workforce development. Forty-four percent said that it was very likely that students will take an online course when they go to college or vocational training, while 25 percent said it was very likely before they graduate from high school (Exhibit 30).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 30.<\/strong> Likeliness of Current Michigan Students in Grades Six Through 12 Taking a Formal Online Course<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Likeliness of Students Taking a Formal Online Course<\/th><th>Very Likely<\/th><th>Somewhat Likely<\/th><th>Not That Likely<\/th><th>Not at All Likely<\/th><\/tr><\/thead><tbody><tr><td>Before&nbsp;they&nbsp;graduate&nbsp;from&nbsp;high&nbsp;school<\/td><td>25%<\/td><td>45%<\/td><td>24%<\/td><td>6%<\/td><\/tr><tr><td>When&nbsp;they&nbsp;join&nbsp;the&nbsp;workforce&nbsp;(job&nbsp;training)<\/td><td>40%<\/td><td>45%<\/td><td>11%<\/td><td>3%<\/td><\/tr><tr><td>When&nbsp;they&nbsp;go&nbsp;to&nbsp;college&nbsp;or&nbsp;vocational&nbsp;training<\/td><td>44%<\/td><td>43%<\/td><td>10%<\/td><td>3%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;=&nbsp;1,326<br>Note:&nbsp;Percentages&nbsp;may&nbsp;not&nbsp;total&nbsp;100&nbsp;percent&nbsp;due&nbsp;to&nbsp;rounding.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Survey respondents estimated that Michigan K\u201312 students would continue to increase their level of online enrollment over time, predicting around 38 percent of K\u201312 students would enroll in an online course next year, compared to nearly 58 percent ten years from now (Exhibit 31).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit 31.<\/strong> Percentage of Michigan K\u201312 Students Who Will Enroll in Any Online Course<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondents<\/th><th>Next Year<\/th><th>Ten Years From Now<\/th><\/tr><\/thead><tbody><tr><td>Number&nbsp;of&nbsp;respondents<\/td><td>1,311<\/td><td>1,302<\/td><\/tr><tr><td>Average<\/td><td>38%<\/td><td>58%<\/td><\/tr><tr><td>Median<\/td><td>35%<\/td><td>60%<\/td><\/tr><tr><td>Range<\/td><td>0\u2013100%<\/td><td>0\u2013100%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"conclusion\">Conclusion<a>\u200c<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although families who participated in online learning prior to the pandemic rated their experiences highly, it is clear that families who first engaged in online learning during the pandemic have had a wider range in the quality of their experiences. Some might even be hesitant to engage in online learning at all in the future. Districts around the state would benefit from Michigan Virtual's expertise. Michigan Virtual could support districts by providing training and access to resources that are focused on creating quality online educational experiences. As more students attend school online, either through necessity or choice, Michigan Virtual has an opportunity to set the standard for thoughtful, well-developed online instruction by continuing to provide high-quality experiences for their students and supporting their district partners in similar efforts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"className\":\"no-toc\"} -->\n<h2 class=\"no-toc\" id=\"appendix-a\">Appendix A: Demographics of Survey Respondents\u200c<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The largest number of survey respondents were 40 years of age or older (54 percent), followed by respondents who were 18 to 24 years old (16 percent) (Exhibit A1).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit A1.<\/strong> Age of Survey Respondents<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Age Categories<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>40&nbsp;or&nbsp;older<\/td><td>54%<\/td><\/tr><tr><td>35\u201339&nbsp;years<\/td><td>9%<\/td><\/tr><tr><td>30\u201334&nbsp;years<\/td><td>11%<\/td><\/tr><tr><td>25\u201329&nbsp;years<\/td><td>9%<\/td><\/tr><tr><td>18\u201324&nbsp;years<\/td><td>16%<\/td><\/tr><tr><td>Prefer&nbsp;not&nbsp;to&nbsp;respond<\/td><td>1%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 1,326<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Most survey respondents identified as female (67 percent), while 31 percent identified as male (Exhibit A2). The remaining 2 percent of respondents identified as gender variant\/nonconforming, transgender male, transgender female, preferred to self-describe, or preferred not to respond at all.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit A2.<\/strong> Gender of Survey Respondents<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Gender<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Female<\/td><td>67%<\/td><\/tr><tr><td>Male<\/td><td>31%<\/td><\/tr><tr><td>Gender&nbsp;variant\/nonconforming<\/td><td>1%<\/td><\/tr><tr><td>Transgender&nbsp;male<\/td><td>0.4%<\/td><\/tr><tr><td>Transgender&nbsp;female<\/td><td>0.2%<\/td><\/tr><tr><td>Prefer&nbsp;to&nbsp;self-describe<\/td><td>0.1%<\/td><\/tr><tr><td>Prefer&nbsp;not&nbsp;to&nbsp;respond<\/td><td>1%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 1,326<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>In addition, most respondents (78 percent), identified as white, while the second largest group of respondents identified as Black or African American (15 percent), and the third largest group identified as Hispanic, Latinx, or of Spanish origin (4 percent) (Exhibit A3). This distribution is similar to the demographics of Michigan's population, most recently reported 72.4 percent identifying as white, 13.8 percent identifying as Black or African American and 5.6 percent identifying as Hispanic, Latinx, or of Spanish origin.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit A3.<\/strong> Race and Ethnicity of Survey Respondents<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Race\/Ethnicity<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>American&nbsp;Indian&nbsp;or&nbsp;Alaska&nbsp;Native<\/td><td>2%<\/td><\/tr><tr><td>Asian<\/td><td>3%<\/td><\/tr><tr><td>Black&nbsp;or&nbsp;African&nbsp;American<\/td><td>15%<\/td><\/tr><tr><td>Hispanic,&nbsp;Latinx,&nbsp;or&nbsp;of&nbsp;Spanish&nbsp;origin<\/td><td>4%<\/td><\/tr><tr><td>White<\/td><td>78%<\/td><\/tr><tr><td>Some&nbsp;other&nbsp;race<\/td><td>1%<\/td><\/tr><tr><td>Prefer&nbsp;not&nbsp;to&nbsp;respond<\/td><td>1%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 1,326<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Annual household income varied among survey respondents, with 29 percent earning $25,000 to $49,999, 20 percent earning $50,000 to $74,000, and 17 percent earning less than $24,999 (Exhibit A4).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit A4.<\/strong> Annual Household Income of Survey Respondents<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Income Categories<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>$100,000&nbsp;or&nbsp;more<\/td><td>15%<\/td><\/tr><tr><td>$75,000&nbsp;to&nbsp;$99,999<\/td><td>13%<\/td><\/tr><tr><td>$50,000&nbsp;to&nbsp;$74,000<\/td><td>20%<\/td><\/tr><tr><td>$25,000&nbsp;to&nbsp;$49,999<\/td><td>29%<\/td><\/tr><tr><td>Less&nbsp;than&nbsp;$24,999<\/td><td>17%<\/td><\/tr><tr><td>Prefer&nbsp;not&nbsp;to&nbsp;respond<\/td><td>6%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents = 1,114<br>U.S. Census Bureau. n.d. \"<a href=\"https:\/\/data.census.gov\/cedsci\/table?q=ethnicity&amp;g=0400000US26.\">Explore Census Data: Michigan.<\/a>\" U.S. Census Bureau. Accessed July 29, 2022.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit A5.<\/strong> Highest Level of Education Completed by Survey Respondents<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Level of Education<\/th><th>Percentage of Respondents<\/th><\/tr><\/thead><tbody><tr><td>Postgraduate&nbsp;study&nbsp;or&nbsp;degree&nbsp;(master's,&nbsp;professional,&nbsp;or&nbsp;doctorate)<\/td><td>11%<\/td><\/tr><tr><td>College&nbsp;graduate&nbsp;(associate's&nbsp;or&nbsp;bachelor's)<\/td><td>30%<\/td><\/tr><tr><td>Some&nbsp;college<\/td><td>25%<\/td><\/tr><tr><td>High-school&nbsp;graduate&nbsp;(diploma,&nbsp;GED)<\/td><td>27%<\/td><\/tr><tr><td>Less&nbsp;than&nbsp;high&nbsp;school<\/td><td>4%<\/td><\/tr><tr><td>Prefer&nbsp;not&nbsp;to&nbsp;respond<\/td><td>2%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;=&nbsp;1,114<br>Note:&nbsp;Percentages&nbsp;may&nbsp;not&nbsp;total&nbsp;100&nbsp;percent&nbsp;due&nbsp;to&nbsp;rounding.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"className\":\"no-toc\"} -->\n<h2 class=\"no-toc\">Appendix B: Comparisons by Respondent Type\u200c<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"no-toc\"} -->\n<h3 class=\"no-toc\">Note&nbsp;about&nbsp;Respondent&nbsp;Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The group variable from the data set was used which assigns a category (i.e., adult, college, parent) to each respondent based on the survey panel recruitment. This group variable was used for the crosstabs instead of the screener questions related to college enrollment and children in school to address overlap in the groups (i.e., those respondents who reported being in two categories).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"no-toc\"} -->\n<h3 class=\"no-toc\">Opinions of Online Learning by Respondent Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Adults and college student respondents said that the option of enrolling in an online class at their local school district was very important (41 percent and 48 percent, respectively) compared to 29 percent of parent respondents (Exhibit B1).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B1.<\/strong> Importance of the Option of Enrolling in an Online Class at Their Local School District by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not At All Important<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>41%<\/td><td>41%<\/td><td>10%<\/td><td>7%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>48%<\/td><td>39%<\/td><td>11%<\/td><td>3%<\/td><\/tr><tr><td>Parents<\/td><td>29%<\/td><td>48%<\/td><td>18%<\/td><td>5%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Adult, college student, and parent survey respondents reported similar levels of importance related to access to different types of learning experiences. Between 62 percent and 69 percent said that face-to-face instruction was very important (Exhibit B2), and between 23 percent and 29 percent said fully online instruction was very important (Exhibit B3).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B2.<\/strong> Importance of Access to Face-to-face Instruction by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not at All Important<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>62%<\/td><td>26%<\/td><td>8%<\/td><td>5%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>65%<\/td><td>28%<\/td><td>8%<\/td><td>0%<\/td><\/tr><tr><td>Parents<\/td><td>69%<\/td><td>22%<\/td><td>8%<\/td><td>1%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B3.<\/strong> Importance of Access to Fully Online Instruction by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not at All Important<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>23%<\/td><td>38%<\/td><td>26%<\/td><td>12%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>29%<\/td><td>39%<\/td><td>24%<\/td><td>8%<\/td><\/tr><tr><td>Parents<\/td><td>24%<\/td><td>28%<\/td><td>35%<\/td><td>13%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Comparatively, almost half of college students (48 percent) said a mix of face-to-face and online instruction was very important, compared to just over one-quarter of parents (26 percent) (Exhibit B4). Of adult respondents, 38 percent said blended instruction was very important.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B4.<\/strong> Importance of Access to Blended Instruction by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not at All Important<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>38%<\/td><td>43%<\/td><td>12%<\/td><td>6%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>48%<\/td><td>44%<\/td><td>7%<\/td><td>2%<\/td><\/tr><tr><td>Parents<\/td><td>26%<\/td><td>47%<\/td><td>21%<\/td><td>5%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Respondents were asked to rate their level of agreement with a series of statements related to online learning. Of all college student respondents, 44 percent strongly agreed that knowing how to learn online is part of what it means to be college and career ready after high school, which is slightly higher than adult and parent respondents (39 percent and 36 percent, respectively) (Exhibit B5).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B5.<\/strong> Level of Agreement with the Statement, \"Knowing How to Learn Online Is Part of What it Means to be College and Career Ready After High School,\" by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>39%<\/td><td>48%<\/td><td>10%<\/td><td>3%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>44%<\/td><td>46%<\/td><td>9%<\/td><td>1%<\/td><\/tr><tr><td>Parents<\/td><td>36%<\/td><td>47%<\/td><td>14%<\/td><td>3%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of adult respondents = 810<br>Number of college student respondents = 160<br>Number of parent respondents = 356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Just over half of college student respondents (52 percent) strongly agreed that all students would benefit from developing the skills to be a successful online learner, compared to 32 percent of parent respondents (Exhibit B6).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B6.<\/strong> Level of Agreement with the Statement, \"All Students Would Benefit from Developing the Skills to Be a Successful Online Learner,\" by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>42%<\/td><td>46%<\/td><td>9%<\/td><td>3%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>52%<\/td><td>34%<\/td><td>12%<\/td><td>3%<\/td><\/tr><tr><td>Parents<\/td><td>32%<\/td><td>52%<\/td><td>13%<\/td><td>2%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>The different respondent types shared similar levels of agreement on whether Michigan high- school students should be required to take at least one online course prior to graduation (Exhibit B7), and whether they should be required to take at least one online course per year prior to graduation (Exhibit B8).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B7.<\/strong> Level of Agreement with the Statement, \"Michigan High-school Students Should be Required to Take At Least One Online Course Prior to Graduation,\" by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>36%<\/td><td>37%<\/td><td>19%<\/td><td>8%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>39%<\/td><td>32%<\/td><td>20%<\/td><td>9%<\/td><\/tr><tr><td>Parents<\/td><td>33%<\/td><td>37%<\/td><td>21%<\/td><td>8%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;= 160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B8.<\/strong> Level of Agreement with the Statement, \"Michigan High-school Students Should be Required to Take at Least One Online Course Each Year Prior to Graduation,\" by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>27%<\/td><td>37%<\/td><td>23%<\/td><td>13%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>29%<\/td><td>32%<\/td><td>24%<\/td><td>14%<\/td><\/tr><tr><td>Parents<\/td><td>24%<\/td><td>39%<\/td><td>27%<\/td><td>11%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"no-toc\"} -->\n<h3 class=\"no-toc\">Future of Online Learning by Respondent Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Between 22 percent and 28 percent of survey respondents said that it was very likely that students in grades six through 12 will take online courses before they graduate from high school (Exhibit B9).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B9.<\/strong> Likeliness Students Grades Six to 12 Will Take Online Courses Before They Graduate from High School, by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Very Likely<\/th><th>Somewhat Likely<\/th><th>Not That Likely<\/th><th>Not At All Likely<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>25%<\/td><td>45%<\/td><td>25%<\/td><td>5%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>28%<\/td><td>46%<\/td><td>23%<\/td><td>3%<\/td><\/tr><tr><td>Parents<\/td><td>22%<\/td><td>45%<\/td><td>24%<\/td><td>8%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Respondents shared that it was much more likely that students will take an online course when they go to college or vocational training\u2014between 43 percent and 49 percent (Exhibit B10). Only 37 percent of parents said that it is very likely students will take online courses when they join the workforce (Exhibit B11).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B10.<\/strong> Likeliness Students Grades Six to 12 Will Take Online Courses When They Go to College or Vocational Training by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Very Likely<\/th><th>Somewhat Likely<\/th><th>Not That Likely<\/th><th>Not At All Likely<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>43%<\/td><td>45%<\/td><td>9%<\/td><td>3%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>49%<\/td><td>39%<\/td><td>10%<\/td><td>2%<\/td><\/tr><tr><td>Parents<\/td><td>44%<\/td><td>41%<\/td><td>12%<\/td><td>4%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B11.<\/strong> Likeliness Students Grades Six to 12 Will Take Online Courses When They Join the Workforce by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Very Likely<\/th><th>Somewhat Likely<\/th><th>Not That Likely<\/th><th>Not At All Likely<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>41%<\/td><td>43%<\/td><td>12%<\/td><td>4%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>43%<\/td><td>43%<\/td><td>13%<\/td><td>2%<\/td><\/tr><tr><td>Parents<\/td><td>37%<\/td><td>49%<\/td><td>10%<\/td><td>3%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160&nbsp;Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Adult survey respondents estimated an average of 38 percent of K\u201312 students will enroll in online courses in the next year, compared to 46 percent estimated by college student respondents and 35 percent estimated by parent respondents (Exhibit B12). All survey respondents estimated more than half of K\u201312 students will enroll in online courses ten years from now (between 53 and 61 percent) (Exhibit B13).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B12.<\/strong> Estimated Percentage of K\u201312 Students That Will Enroll in Online Courses Next Year by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Number of respondents<\/th><th>Minimum<\/th><th>Maximum<\/th><th>Average<\/th><\/tr><\/thead><tbody><tr><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Adult<\/td><td>798<\/td><td>0%<\/td><td>100%<\/td><td>38%<\/td><\/tr><tr><td>College&nbsp;student<\/td><td>160<\/td><td>0%<\/td><td>100%<\/td><td>46%<\/td><\/tr><tr><td>Parent<\/td><td>353<\/td><td>0%<\/td><td>100%<\/td><td>35%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B13.<\/strong> Estimated Percentage of K\u201312 Students That Will Enroll in Online Courses Ten Years From Now by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Number of respondents<\/th><th>Minimum<\/th><th>Maximum<\/th><th>Average<\/th><\/tr><\/thead><tbody><tr><td>Adult<\/td><td>796<\/td><td>1%<\/td><td>100%<\/td><td>61%<\/td><\/tr><tr><td>College&nbsp;student<\/td><td>159<\/td><td>1%<\/td><td>100%<\/td><td>54%<\/td><\/tr><tr><td>Parent<\/td><td>347<\/td><td>0%<\/td><td>100%<\/td><td>53%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"no-toc\"} -->\n<h3 class=\"no-toc\">Demographics&nbsp;by&nbsp;Respondent&nbsp;Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Across all respondent types, most respondents identified as female (between 66 percent and 69 percent), while just under one-third identified as male (Exhibit B14). Of college student respondents, 4 percent identified as gender variant\/nonconforming, and 1 percent or less identified as transgender male or preferred not to respond.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B14.<\/strong> Gender Identity by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Female<\/th><th>Male<\/th><th>Gender variant\/non-conforming<\/th><th>Prefer not to respond<\/th><th>Prefer to self-describe<\/th><th>Transgender female<\/th><th>Transgender male<\/th><\/tr><\/thead><tbody><tr><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Adults<\/td><td>66%<\/td><td>32%<\/td><td>&lt;1%<\/td><td>1%<\/td><td>&lt;1%<\/td><td>&lt;1%<\/td><td>&lt;1%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>66%<\/td><td>29%<\/td><td>4%<\/td><td>1%<\/td><td>0%<\/td><td>&lt;1%<\/td><td>1%<\/td><\/tr><tr><td>Parents<\/td><td>69%<\/td><td>30%<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>&lt;1%<\/td><td>0%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Across all respondent types, most respondents were white (between 61 percent and 82 percent), while 24 percent of college student respondents were Black or African American and 11 percent were Asian (Exhibit B15).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B15.<\/strong> Race and Ethnicity by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>American Indian or Alaska Native<\/th><th>Asian<\/th><th>Black or African American<\/th><th>Hispanic, Latinx, or of Spanish origin<\/th><th>White<\/th><th>Other<\/th><th>Prefer not to respond<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>2%<\/td><td>2%<\/td><td>12%<\/td><td>2%<\/td><td>82%<\/td><td>0%<\/td><td>2%<\/td><\/tr><tr><td>College&nbsp;students<\/td><td>2%<\/td><td>11%<\/td><td>24%<\/td><td>8%<\/td><td>61%<\/td><td>2%<\/td><td>1%<\/td><\/tr><tr><td>Parents<\/td><td>1%<\/td><td>4%<\/td><td>15%<\/td><td>8%<\/td><td>76%<\/td><td>1%<\/td><td>1%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;adult&nbsp;respondents&nbsp;=&nbsp;810<br>Number&nbsp;of&nbsp;college&nbsp;student&nbsp;respondents&nbsp;=&nbsp;160<br>Number&nbsp;of&nbsp;parent&nbsp;respondents&nbsp;=&nbsp;356<br>Note:&nbsp;Percentages&nbsp;may&nbsp;total&nbsp;to&nbsp;more&nbsp;than&nbsp;100&nbsp;because&nbsp;more&nbsp;than&nbsp;one&nbsp;response&nbsp;was&nbsp;selected.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>For adult and parent survey respondents, 47 percent and 46 percent have an annual household income of less than $50,000, respectively (Exhibit B16). Of parent respondents, 19 percent have an income of $100,000 or more, compared to 13 percent of adult survey respondents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B16.<\/strong> Annual Household Income by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Less than $24,999<\/th><th>$25,000 to $49,999<\/th><th>$50,000 to $74,000<\/th><th>$75,000 to $99,999<\/th><th>$100,000 or more<\/th><th>Prefer not to respond<\/th><\/tr><\/thead><tbody><tr><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Adults<\/td><td>19%<\/td><td>28%<\/td><td>20%<\/td><td>12%<\/td><td>13%<\/td><td>7%<\/td><\/tr><tr><td>Parents<\/td><td>13%<\/td><td>33%<\/td><td>20%<\/td><td>13%<\/td><td>19%<\/td><td>2%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of adult respondents = 810<br>Number of parent respondents = 304<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Adult and parent survey respondents reported similar levels of education completed. For example, 28 percent of parent respondents were high-school graduates compared to 26 percent of adult respondents (Exhibit B17). In addition, 31 percent of adult respondents were college graduates compared to 28 percent of parent respondents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B17.<\/strong> Level of Education Completed by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Less than high school<\/th><th>High school graduate<\/th><th>Some college<\/th><th>College graduate<\/th><th>Post graduate study or degree<\/th><th>Prefer not to respond<\/th><\/tr><\/thead><tbody><tr><td>Adults<\/td><td>5%<\/td><td>26%<\/td><td>24%<\/td><td>31%<\/td><td>12%<\/td><td>2%<\/td><\/tr><tr><td>Parents<\/td><td>4%<\/td><td>28%<\/td><td>30%<\/td><td>28%<\/td><td>9%<\/td><td>1%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of adult respondents = 810<br>Number of parent respondents = 304<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Most of the college student and parent survey respondents graduated from high school in Michigan and attended college in Michigan (between 83 percent and 85 percent) (Exhibits B18 and B19).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B18.<\/strong> Location of High-school Education Completed by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Michigan<\/th><th>Another state<\/th><th>Other<\/th><th>Prefer not to respond<\/th><\/tr><\/thead><tbody><tr><td>College&nbsp;students<\/td><td>84%<\/td><td>13%<\/td><td>1%<\/td><td>3%<\/td><\/tr><tr><td>Parents<\/td><td>85%<\/td><td>15%<\/td><td>0%<\/td><td>0%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of college student respondents = 160<br>Number of parent respondents = 52<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B19.<\/strong> Location of College Education Completed by Respondent Type<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Respondent Type<\/th><th>Michigan<\/th><th>Another state<\/th><th>Other<\/th><th>Prefer not to respond<\/th><\/tr><\/thead><tbody><tr><td>College&nbsp;students<\/td><td>83%<\/td><td>16%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Parents<\/td><td>83%<\/td><td>15%<\/td><td>0%<\/td><td>2%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of college student respondents = 160<br>Number of parent respondents = 52<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"no-toc\"} -->\n<h3 class=\"no-toc\">Opinions of Online Learning by Online Enrollment Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Additional analyses were conducted on the opinions of online learning and whether parent survey respondents had a child who was enrolled in an online learning experience prior to the COVID-19 pandemic or not.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most parent survey respondents who had a child enrolled in a prior online learning experience said that the option of enrolling in an online class at their local school district was very important or somewhat important (86 percent), compared to 73 percent of parents who did not have a child enrolled in a prior online learning experience (Exhibit B20).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B20.<\/strong> Importance of Access to the Option of Enrolling in an Online Class at Their Local School District Opportunities by Child\u2019s Prior Online Learning Experience<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prior Online Learning Experience Status<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not at All Important<\/th><\/tr><\/thead><tbody><tr><td>Prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>37%<\/td><td>49%<\/td><td>13%<\/td><td>2%<\/td><\/tr><tr><td>No&nbsp;prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>26%<\/td><td>47%<\/td><td>21%<\/td><td>6%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents with prior online learning experience = 119<br>Number of respondents with no prior online learning experience = 237<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Just over half of parents who had a child in prior online learning experiences (54 percent) said that face-to-face instruction was very important, compared to 76 percent of parents who did not have a child enrolled in prior online learning (Exhibit B21).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B21.<\/strong> Importance of Access to Face-to-face Instruction by Child\u2019s Prior Online Learning Experience<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prior Online Learning Experience Status<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not at All Important<\/th><\/tr><\/thead><tbody><tr><td>Prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>54%<\/td><td>27%<\/td><td>17%<\/td><td>3%<\/td><\/tr><tr><td>No&nbsp;prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>76%<\/td><td>20%<\/td><td>4%<\/td><td>0%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents with prior online learning experience = 119<br>Number of respondents with no prior online learning experience = 237<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Comparatively, 39 percent of parents who had a child enrolled in a prior online learning experience said that access to fully online instruction was very important, compared to just 16 percent of parents who did not have a child enrolled in prior online learning (Exhibit B22).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B22.<\/strong> Importance of Access to Fully Online Instruction by Child\u2019s Prior Online Learning Experience<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prior Online Learning Experience Status<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not at All Important<\/th><\/tr><\/thead><tbody><tr><td>Prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>39%<\/td><td>30%<\/td><td>20%<\/td><td>10%<\/td><\/tr><tr><td>No&nbsp;prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>16%<\/td><td>27%<\/td><td>42%<\/td><td>15%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents with prior online learning experience = 119<br>Number of respondents with no prior online learning experience = 237<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Parents who had a child in a prior online learning experience were more likely to say that hybrid instruction is very important or somewhat important (82 percent), compared to 69 percent of parents who did not have a child in a prior online learning experience (Exhibit B23).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B23.<\/strong> Importance of Access to Blended Instruction by Child\u2019s Prior Online Learning Experience<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prior Online Learning Experience Status<\/th><th>Very Important<\/th><th>Somewhat Important<\/th><th>Not That Important<\/th><th>Not at All Important<\/th><\/tr><\/thead><tbody><tr><td>Prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>34%<\/td><td>48%<\/td><td>15%<\/td><td>3%<\/td><\/tr><tr><td>No&nbsp;prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>22%<\/td><td>47%<\/td><td>24%<\/td><td>6%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents with prior online learning experience = 119<br>Number of respondents with no prior online learning experience = 237<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Of parents who had a child enrolled in a prior online learning experience, 44 percent strongly agreed that knowing how to learn online is part of what it means to be college and career ready after high school, compared to 32 percent of parents who did not have a child enrolled in a prior online learning experience (Exhibit B24).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B24.<\/strong> Level of Agreement with the Statement, \"Knowing How to Learn Online is Part of What it Means to be College and Career Ready After High-school,\" by Child\u2019s Prior Online Learning Experience<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prior Online Learning Experience Status<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>44%<\/td><td>39%<\/td><td>12%<\/td><td>6%<\/td><\/tr><tr><td>No&nbsp;prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>32%<\/td><td>51%<\/td><td>15%<\/td><td>2%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents with prior online learning experience = 119<br>Number of respondents with no prior online learning experience = 237<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Both parent groups shared similar levels of agreement on whether all students would benefit from developing the skills to be a successful online learner\u2014between 84 and 86 percent strongly agreeing or somewhat agreeing (Exhibit B25).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B25.<\/strong> Level of Agreement with the Statement, \"All Students Would Benefit From Developing the Skills to Be a Successful Online Learner,\" by Child\u2019s Prior Online Learning Experience<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prior Online Learning Experience Status<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>34%<\/td><td>52%<\/td><td>11%<\/td><td>3%<\/td><\/tr><tr><td>No&nbsp;prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>32%<\/td><td>52%<\/td><td>15%<\/td><td>2%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents with prior online learning experience = 119<br>Number of respondents with no prior online learning experience = 237<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Of parents who had a child enrolled in a prior online learning experience, 41 percent strongly agreed that Michigan high-school students should be required to take at least one online course prior to graduation, compared to 30 percent of parents who did not have a child enrolled in a prior online learning experience (Exhibit B26).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B26.<\/strong> Level of Agreement with the Statement, \"Michigan High-school Students Should be Required to Take At Least One Online Course Prior to Graduation,\" by Child\u2019s Prior Online Learning Experience<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prior Online Learning Experience Status<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>41%<\/td><td>36%<\/td><td>16%<\/td><td>7%<\/td><\/tr><tr><td>No&nbsp;prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>30%<\/td><td>38%<\/td><td>24%<\/td><td>9%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents with prior online learning experience = 119<br>Number of respondents with no prior online learning experience = 237<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Similarly, 34 percent of parents who had a child enrolled in a prior online learning experience strongly agreed that high-school students should be required to take at least one online course each year prior to graduation, compared to just 19 percent of parents who did not have a child enrolled in a prior online learning experience (Exhibit B27).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B27.<\/strong> Level of Agreement with the Statement, \"Michigan High-school Students Should be Required to Take At Least One Online Course Each Year Prior to Graduation,\" by Child\u2019s Prior Online Learning Experience<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prior Online Learning Experience Status<\/th><th>Strongly Agree<\/th><th>Somewhat Agree<\/th><th>Somewhat Disagree<\/th><th>Strongly Disagree<\/th><\/tr><\/thead><tbody><tr><td>Prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>34%<\/td><td>39%<\/td><td>18%<\/td><td>8%<\/td><\/tr><tr><td>No&nbsp;prior&nbsp;online&nbsp;learning&nbsp;experience<\/td><td>19%<\/td><td>38%<\/td><td>31%<\/td><td>12%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents with prior online learning experience = 119<br>Number of respondents with no prior online learning experience = 237<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"no-toc\"} -->\n<h3 class=\"no-toc\">Future Enrollment Predictions by Online Enrollment Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Survey respondents who had enrolled in online courses in high school or college, and parent survey respondents who had a child who was enrolled in online learning prior to the pandemic, have higher estimated percentages of K\u201312 students who will enroll in online courses in the next year (between 44 percent and 48 percent) compared to those who did not (Exhibit B28).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B28.<\/strong> Estimated Average Percentage of K\u201312 Students Who Will Enroll in Online Courses in the Next Year by Online Enrollment Status<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Online Enrollment Status<\/th><th>Yes<\/th><th>No<\/th><\/tr><\/thead><tbody><tr><td>Online&nbsp;courses&nbsp;taken&nbsp;in&nbsp;high-school<\/td><td>48%<\/td><td>38%<\/td><\/tr><tr><td>Online&nbsp;courses&nbsp;taken&nbsp;in&nbsp;college<\/td><td>44%<\/td><td>45%<\/td><\/tr><tr><td>Child&nbsp;had&nbsp;prior&nbsp;enrollment&nbsp;in&nbsp;online&nbsp;learning<\/td><td>44%<\/td><td>30%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number of respondents who took online courses in high school = 140<br>Number of respondents who did not take online courses in high school = 72<br>Number of respondents who took online courses in college = 167<br>Number&nbsp;of&nbsp;respondents&nbsp;who&nbsp;did&nbsp;not&nbsp;take&nbsp;online&nbsp;courses&nbsp;in&nbsp;college&nbsp;=&nbsp;45<br>Number&nbsp;of&nbsp;respondents&nbsp;whose&nbsp;child&nbsp;had&nbsp;prior&nbsp;enrollment&nbsp;in&nbsp;online&nbsp;learning&nbsp;=&nbsp;118<br>Number&nbsp;of&nbsp;respondents&nbsp;whose&nbsp;child&nbsp;had&nbsp;no&nbsp;prior&nbsp;enrollment&nbsp;in&nbsp;online&nbsp;learning&nbsp;=&nbsp;235<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Survey respondents estimated similar percentages of K\u201312 students who will enroll in online courses ten years from now, regardless of their previous online enrollment status (between 51 percent and 57 percent) (Exhibit B29).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exhibit B29.<\/strong> Estimated Average Percentage of K\u201312 Students Who Will Enroll in Online Courses Ten Years From Now by Online Enrollment Status<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Online Enrollment Status<\/th><th>Yes<\/th><th>No<\/th><\/tr><\/thead><tbody><tr><td>Online&nbsp;courses&nbsp;taken&nbsp;in&nbsp;high-school<\/td><td>52%<\/td><td>55%<\/td><\/tr><tr><td>Online&nbsp;courses&nbsp;taken&nbsp;in&nbsp;college<\/td><td>54%<\/td><td>52%<\/td><\/tr><tr><td>Child&nbsp;had&nbsp;prior&nbsp;enrollment&nbsp;in&nbsp;online&nbsp;learning<\/td><td>57%<\/td><td>51%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Number&nbsp;of&nbsp;respondents&nbsp;who&nbsp;took&nbsp;online&nbsp;courses&nbsp;in&nbsp;high&nbsp;school&nbsp;=&nbsp;137<br>Number&nbsp;of&nbsp;respondents&nbsp;who&nbsp;did&nbsp;not&nbsp;take&nbsp;online&nbsp;courses&nbsp;in&nbsp;high&nbsp;school&nbsp;=&nbsp;72<br>Number&nbsp;of&nbsp;respondents&nbsp;who&nbsp;took&nbsp;online&nbsp;courses&nbsp;in&nbsp;college&nbsp;=&nbsp;164<br>Number&nbsp;of&nbsp;respondents&nbsp;who&nbsp;did&nbsp;not&nbsp;take&nbsp;online&nbsp;courses&nbsp;in&nbsp;college&nbsp;=&nbsp;45<br>Number&nbsp;of&nbsp;respondents&nbsp;whose&nbsp;child&nbsp;had&nbsp;prior&nbsp;enrollment&nbsp;in&nbsp;online&nbsp;learning&nbsp;=&nbsp;114<br>Number&nbsp;of&nbsp;respondents&nbsp;whose&nbsp;child&nbsp;had&nbsp;no&nbsp;prior&nbsp;enrollment&nbsp;in&nbsp;online&nbsp;learning&nbsp;=&nbsp;233<\/figcaption><\/figure>\n<!-- \/wp:table -->",
            "title": "Adult Perspectives of Online Learning: 2022 Michigan Virtual Survey Results",
            "excerpt": "Respondent Type Number of Respondents Percentage Adult 810 61.1% College&nbsp;student 160 12.1% Parent 356 26.8% Total 1,326 100% Key&nbsp;Findings\u200c Public opinions about online learning have remained fairly consistent among Michigan adults and college students since PSC began measuring these opinions. Although survey respondents reported the importance of access to and the benefits of online learning...",
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            "id": 75847,
            "path": "\/about\/news\/plymouth-canton-community-schools-teacher-awarded-2022-online-mentor-of-the-year\/",
            "author_id": 2,
            "timestamp": 1661979509,
            "content": "<!-- wp:paragraph -->\n<p><strong>PLYMOUTH, Mich.<\/strong> \u2013 Barbara A. Rutecki of Plymouth, Mich. was named <em>Michigan Virtual<\/em>\u2019s 2022 Online Mentor of the Year \u2013 a distinction given to a mentor who has demonstrated excellence in teaching and enhanced student success in the online classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since the inception of the awards in 2015, Michigan Virtual President and CEO Jamey Fitzpatrick has honored eight teachers with the distinction of <em>Michigan Virtual<\/em> Online Mentor of the Year.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Michigan Virtual<\/em> students work with skilled and passionate mentors who go through a selective process with the understanding that these mentors will provide customized support to students to help them succeed academically, mentally, and socially,\u201d said Fitzpatrick. \u201cBarbara first became a mentor in the summer of 2021 and since then, she has proven to be an effective and dedicated mentor who has already made a profound impact on the students fortunate enough to work alongside her.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rutecki has been a business education and computer teacher since 2001 in Plymouth-Canton schools. In her work serving as a <em>Michigan Virtual<\/em> mentor, Rutecki enjoys getting to know students in a more individual capacity and is truly focused on student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think the key to making anyone a good mentor or teacher is a true desire to help students be successful,\u201d Rutecki said. \u201cBeing a mentor takes some additional adjustments because our students are not face-to-face. That makes it more difficult to discern what we need to do to help individual students.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After receiving a Bachelor of Science in business education at Northern Illinois University, Rutecki went on to receive a Masters of Business Administration at Depaul University and a master's degree in career and technological workforce education from Eastern Michigan University.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rutecki wants students to know that they should take advantage of the online classes through <em>Michigan Virtual<\/em>, adding that, \u201cFor students who are graduating from high school and moving on to college and or beyond, I want them to know we all need help from time to time. Don\u2019t be afraid to ask for what you need.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception in 2015, eight mentors received the distinction of <em>Michigan Virtual<\/em> Online Mentor of the Year. Mentors of the Year are nominated by <em>Michigan Virtual<\/em> instructors who are in regular contact with both students and educators regarding student progress and success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To be selected for the Mentor of the Year distinction, mentors must be positive and proactive communicators with instructors and parents and assist as an ambassador for students to ensure their success. This distinguished award was established to set a bar for excellence and recognize the incredible mentors in the digital learning community. Learn more about <em>Michigan Virtual <\/em>mentors at <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org\/mentors<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Plymouth-Canton Community Schools teacher awarded 2022 online mentor of the year",
            "excerpt": "PLYMOUTH, Mich. \u2013 Barbara A. Rutecki of Plymouth, Mich. was named Michigan Virtual\u2019s 2022 Online Mentor of the Year \u2013 a distinction given to a mentor who has demonstrated excellence in teaching and enhanced student success in the online classroom. Since the inception of the awards in 2015, Michigan Virtual President and CEO Jamey Fitzpatrick...",
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            "id": 75845,
            "path": "\/about\/news\/oxford-teacher-named-2022-online-teacher-of-the-year\/",
            "author_id": 2,
            "timestamp": 1661979338,
            "content": "<!-- wp:paragraph -->\n<p><strong><em>Versions of this article were also published in\u00a0the <a href=\"https:\/\/www.theoaklandpress.com\/2022\/09\/05\/former-oxford-teacher-wins-virtual-teacher-of-the-year\/?fbclid=IwAR2Flb2I4P-oazhRVBiO9fbsml0lr9vHKlT_uAgmeQYvkBk7t0MoUaB9tkE\" target=\"_blank\" rel=\"noreferrer noopener\">Oakland Press<\/a> on September 5, 2022, and in the <a href=\"https:\/\/www.ourmidland.com\/news\/article\/Midland-native-named-2022-online-teacher-of-the-17430846.php\" target=\"_blank\" rel=\"noreferrer noopener\">Midland Daily News<\/a> on September 11, 2022. <\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>OXFORD, Mich. <\/strong>\u2013 Maria Wolbert of Oxford, Mich. was named<em> Michigan Virtual<\/em>\u2019s 2022 Online Teacher of the Year \u2013 an award given to an online instructor who has demonstrated excellence in the classroom and positively impacted students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since the inception of the awards in 2009, <em>Michigan Virtual<\/em> President and CEO Jamey Fitzpatrick has honored 16 teachers with the distinction of <em>Michigan Virtual<\/em> Online Teacher of the Year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"Given the increasing importance of online education, Maria\u2019s experience and technical background allow her to always be thinking about ways to improve the virtual learning environment,\u201d said Fitzpatrick. \u201cFrom Maria\u2019s nomination letters, it was clear she seeks to create an innovative learning environment that aligns with <em>Michigan Virtual<\/em>\u2019s mission. She is most deserving of the Online Teacher of the Year Award.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wolbert, who has been with <em>Michigan Virtual <\/em>since 2018 and teaches web development, business, IT, careers, and study skills, received several letters of support. Among them, Wolbert was praised as an \u201cengaged advocate for her students\u201d by Kevin Santer, a lead CTE instructor, who went on to share how she \u201cspends an extraordinary amount of time meeting with students, providing detailed feedback on assignments and developing rich supporting resources.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another colleague, Cheri Sclater, said the knowledge and resources Wolbert shared were instrumental to Sclater\u2019s success. Sclater wrote, \u201cThe details she provides within teacher feed posts to my questions and her willingness to help make her a superstar and an invaluable asset to <em>Michigan Virtual!<\/em>\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wolbert has taught across many school districts and as many grades, first beginning her career in 1986. She received her Bachelor of Science in education from Central Michigan and her master's degree in career and technical education from Wayne State University. Wolbert has been a member of numerous professional organizations, most recently serving as president of the K9 Stray Rescue League. She received <em>Michigan Virtual<\/em>\u2019s Commitment Award in 2018.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To be selected for the Teacher of the Year distinction, key criteria include a positive impact on students, continuous improvement of practice, and a vision for the future of online education. This distinguished award was created to set a bar for excellence and recognize the incredible teachers in the digital learning community.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Oxford teacher named 2022 online teacher of the year",
            "excerpt": "Versions of this article were also published in\u00a0the Oakland Press on September 5, 2022, and in the Midland Daily News on September 11, 2022. OXFORD, Mich. \u2013 Maria Wolbert of Oxford, Mich. was named Michigan Virtual\u2019s 2022 Online Teacher of the Year \u2013 an award given to an online instructor who has demonstrated excellence in...",
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        {
            "id": 75762,
            "path": "\/blog\/8-go-to-sel-tools-for-teachers\/",
            "author_id": 71,
            "timestamp": 1661530716,
            "content": "<!-- wp:paragraph -->\n<p>Social emotional learning \u2014 also known as \u201cSEL\u201d \u2014\u00a0 is a component of education that addresses the traditionally non-academic side of student development and learning.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The idea is that children should have ample opportunities to observe and practice the skills they\u2019ll need to manage their social interactions and emotions as they grow into productive adults.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this article, we\u2019ll explore why SEL is so crucial for students and share some useful tools educators can use to integrate SEL into their classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Social emotional learning: The official definition<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Before you start thinking about tools, it can be helpful to reflect on the outcomes you want for students when implementing SEL in your classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Let\u2019s start with the official definition crafted by the experts at the <a href=\"https:\/\/www.panoramaed.com\/blog\/casel-new-definition-of-sel-what-you-need-to-know\">Collaborative for Academic, Social, and Emotional Learning<\/a> (CASEL).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CASEL defines \u201csocial emotional learning\u201d as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cThe process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.\u201d&nbsp;&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They go on to break down SEL into five distinct categories. A well-constructed SEL program addresses students\u2019 cognitive, behavioral, social, and emotional needs and helps them to build skills in the following key areas:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Self-awareness<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Identifying emotions<\/li><li>Accurate self-perception<\/li><li>Recognizing strengths<\/li><li>Self-confidence<\/li><li>Self-efficacy<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Self-management<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Impulse control<\/li><li>Stress management<\/li><li>Self-discipline<\/li><li>Self-motivation<\/li><li>Goal-setting<\/li><li>Organizational skills<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Social awareness<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Perspective-taking<\/li><li>Empathy<\/li><li>Appreciating diversity<\/li><li>Respect for others<br><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Responsible decision-making<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Identifying problems<\/li><li>Analyzing solutions<\/li><li>Evaluating<\/li><li>Reflecting<\/li><li>Ethical responsibility<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Relationship skills<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Communication<\/li><li>Social engagement<\/li><li>Relationship-building<\/li><li>Teamwork<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These categories represent areas where you can bring in tools to help students build these fundamental skills necessary for managing emotions, maintaining healthy relationships, setting and reaching goals, and more.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>SEL shouldn\u2019t be based on a prescribed curriculum. Rather, it should reflect a <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\">student-centered<\/a> methodology designed to help address the individual learning needs that too often go unaddressed in traditional academic settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/f.hubspotusercontent40.net\/hubfs\/3943841\/2019%20CTAs%20%28S2%29\/2019%20Assets%20%28S2%29\/Infographics\/MichiganVirtual_SEL_infographic.pdf\"><em>Why SEL is critical to student success [infographic]<\/em><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Why is SEL so important for students?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s plenty of research backing up the claim that SEL is critical to both the current and future success of K-12 students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>First, students who don\u2019t have their social and emotional needs met tend to have <a href=\"https:\/\/casel.org\/fundamentals-of-sel\/what-does-the-research-say\/\">poorer academic outcomes<\/a> than those with adequate programs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many of the needs fulfilled by SEL also help maximize student learning. Consider Maslow\u2019s Hierarchy of Needs. SEL targets the upper portions of this diagram by helping students attain \u201cesteem\u201d and \u201clove and belonging.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image is-style-default\"><img src=\"https:\/\/lh6.googleusercontent.com\/dXZWotVK6J420lrgqrTqgWKINCf0VwXC0MaFeHLAvbG3rD3rK32G_dIMPp_uzQdvuWoOl65EhIshj2-wusDtCoYCrGSzBUTNLpKYaTO-6SBG9GdUfDgSyJtgaELFX1F7DhrK7fLOCkrpKSc6_qSlzQU\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Further, students without adequate SEL development are also at risk for a <a href=\"https:\/\/ajph.aphapublications.org\/doi\/full\/10.2105\/AJPH.2015.302630\">variety of negative outcomes<\/a>, including need for public assistance, substance abuse, emotional and behavioral issues, and criminal behavior and detention.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When SEL is implemented into the classroom with purpose and clarity, <a href=\"https:\/\/www.eif.org.uk\/report\/adolescent-mental-health-a-systematic-review-on-the-effectiveness-of-school-based-interventions\">research shows<\/a> a moderate reduction in infractions such as bullying, violence, cyberbullying, aggression, verbal abuse, and sexual harassment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beyond just decreasing negative outcomes, SEL has also been proven to increase social skills and reduce depression and anxiety among students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These are just a few reasons why teachers are looking for new tools to bring SEL into their classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What tools are available to me to integrate SEL into my class?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We\u2019ve compiled a list of tools that may be useful for teachers to help implement SEL into their classrooms. Check out some of our favorites below!<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><a href=\"https:\/\/www.panoramaed.com\/blog\/social-emotional-learning-curriculum\">Panorama Ed<\/a> \u2014 Provides information about how to construct your own SEL program, as well as a collection of 20+ tools for lesson-based, in-school, or after-school SEL.<\/li><li><a href=\"https:\/\/www.air.org\/resource\/are-you-ready-assess-social-and-emotional-learning-and-development-second-edition\">AIR\u2019s SEL Assessment<\/a> \u2014 A free toolkit for teachers, policymakers, or administrators to assess the landscape of SEL in their environment. This tool provides a decision tree for selecting the best methods to implement.<\/li><li><a href=\"https:\/\/www.edutopia.org\/social-emotional-learning\">Edutopia<\/a> \u2014 A host of videos, articles, and media that assist teachers in learning best practices for SEL and offer implementation ideas.&nbsp;<\/li><li><a href=\"https:\/\/www.teachthought.com\/learning\/develop-a-growth-mindset\/\">Growth Mindset Prompts<\/a> \u2014 Prompts to use in your classroom to get students to think and operate outside of their comfort zone.<\/li><li><a href=\"https:\/\/www.commonsense.org\/education\/SEL\">Common Sense Education<\/a> \u2014 Provides activities, ideas, articles, and videos for teachers to integrate SEL into their classrooms, separated by grade bands: <a href=\"https:\/\/www.commonsense.org\/education\/articles\/elementary-school-activities-to-promote-sel-in-digital-life\">K-5<\/a>, <a href=\"https:\/\/www.commonsense.org\/education\/articles\/middle-school-activities-to-promote-sel-in-digital-life\">6-8<\/a>, <a href=\"https:\/\/www.commonsense.org\/education\/articles\/high-school-activities-to-promote-sel-in-digital-life\">9-12<\/a>.<\/li><li><a href=\"https:\/\/www.teachthought.com\/pedagogy\/team-building-games-students\/\">10 Team Building Games for a Friendlier Classroom<\/a> \u2014 This resource contains descriptions and content for running games that promote cooperation, collaboration, and friendly communication in your classroom.<\/li><li><a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">Michigan Cares<\/a> \u2014 A comprehensive social emotional learning (SEL) program available to Michigan schools and districts at no cost.<\/li><li><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_plp_subject_area=social-emotional-learning\">Free online professional development<\/a> \u2014 These free online PD courses cover a variety of topics within SEL. Many of these courses were created in partnership with the Michigan Department of Education and offer SCECHs for Michigan teachers.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s important to remember that while many programs and tools exist, SEL will never be a one-size-fits-all curriculum because every classroom is different. The goal is to address students' social and emotional needs by offering them opportunities to build the skills in which they are struggling.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider using some of the available resources listed in this article to assess where your students\u2019 strengths and areas of growth lie. Couple this approach with your own observations of your students to get a better handle on what skills you need to work on as a class as well as at the individual level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once you\u2019ve evaluated where your students currently are, you can weave in reminders to practice certain behaviors, implement discussions and activities that promote cooperation and collaboration, and encourage students to consider other viewpoints and empathize with one another.<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/research\/publications\/understanding-inequity-in-michigan-k-12-online-education\/",
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            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Enrollment in online courses in Michigan has steadily increased since <a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noreferrer noopener\">legislation<\/a> passed in the late 2000s requiring online experiences for Michigan K-12 students and establishing online charter schools. During the 2020-21 school year \u2014 as a result of the COVID-19 pandemic and the resulting emergency remote instruction \u2014 online enrollments grew at previously unseen rates. Even before that, however, 8% of Michigan public school students took at least one online course, a number that increased to 29% of students in the 2020-21 school year (Freidhoff, 2020; 2022). While 8% may seem like a small percentage of students, this number accounts for more than 120,000 Michigan K-12 students. Depending on race and ethnicity, socio-economic status, and special education status, however, these students had markedly different outcomes in their online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This report is intended to explore K-12 online education from an equity perspective, and, more thoroughly, to understand if all Michigan K-12 students are receiving equitable education online. Equity, for the purposes of this report, is understood as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThe situation in which everyone is treated fairly according to their needs and no group of people is given special treatment.\u201d <\/p><cite>(Cambridge Dictionary, n.d.)<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>For a long time, language about \"equality\" in education was prevalent, ensuring that all students had the <em>same <\/em>access and opportunities. However, the focus on \u201csameness\u201d in equality leaves out the necessary types of individualized support needed for students to succeed \u2014 thus the switch to a focus on \"equity.\" This refocus prioritizes not simply treating every student the same but rather demonstrating respect for and a commitment to the success of every student (Education Reimagined, 2021).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This report is not intended to attribute specific conditions leading to the inequity, nor to prescribe quick fixes to increasing equity in online education in Michigan. Rather, this report aims to explore equity in online education in Michigan, whether it be equity in outcomes, funding, teaching, etc., as well as to explore data on outcomes for online students for specific populations of students. Finally, we conclude by highlighting online programs that are serving all students equitably and explore possible strategies to improve outcomes for students who are not currently being well served.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"equity\">Equity in Education in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The educational system in Michigan has historically been one in which affluent and predominantly white neighborhoods have had what the Michigan Civil Rights Commission calls \u201cstronger school systems,\u201d or, in other words, systems with greater opportunity for student success. Historically, economically disadvantaged neighborhoods and those of color often lack the same resources and educational opportunities as white neighborhoods (Michigan Civil Rights Commission, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"historical\">Historical Perspective<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although each school district in Michigan receives the same per-pupil funding from the state, a portion of funding for public schools comes from local tax revenue and is thus subject to variation in local property values. This system leads to the current disparity between \u201chigh performing\u201d and \u201cfailing\u201d schools, according to the Michigan Civil Rights Commission, and perpetuates generational poverty.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Disparities in technological equity are not constrained to education. According to <a href=\"https:\/\/www.digitalequityact.org\/stats-and-guidance\/\">Digital Equity Now<\/a> and research conducted by the Pew Research Center, just over half of African American (58%) and Hispanic (57%) adults have access to a laptop or desktop computer compared to 82% of white adults (Digital Equity Now, n.d.). Disparities exist for broadband access as well, with 66% of African Americans and 61% of Hispanic adults having broadband access compared to 79% of white adults. As of 2019, 36 million households did not subscribe to a broadband internet service. A majority of these households are in urban areas and cannot afford such services.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These statistics have real consequences for children. Even before the pandemic, nearly one in five teenagers reported being unable to complete homework assignments because they lacked a reliable internet connection (Digital Equity Now, n.d.). Digital Equity Now asserts that this digital divide or \u201chomework gap\u201d for students exacerbates existing income inequality and disproportionately affects communities of color, people with disabilities, and low-income families.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These disparities are clearly shown in national and state-level student achievement data. In Michigan in 2019, African American students had an average score on the National Assessment of Educational Progress Reading that was 25 percentage points lower than white students. On the same assessment, Hispanic students had an average score of 17 percentage points lower than white students (National Center for Education Statistics, n.d.). These disparities in educational attainment are not statistically different from disparities in 1998, suggesting that little progress has been made, at least in terms of making foundational education equitable, in the past two decades. Further, students who were eligible for the National School Lunch Program (determined by income and often used as an indicator of poverty status) scored 26 percentage points lower than students who were not eligible. Again, this disparity has gone unchanged since 1998.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Clearly, learning and educational achievement gaps were prevalent prior to the COVID-19 pandemic and associated school closures; however, it seems those gaps have only widened during the last 2 academic years. According to Katharine Strunk, Director of the <a href=\"https:\/\/epicedpolicy.org\/\">Education Policy Innovation Collaborative<\/a> (EPIC):<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThe learning gaps got bigger, and this is a major equity problem.\"&nbsp;&nbsp;<\/p><cite>(Mauriello, 2022, January 10)<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The EPIC group found that in the 2020-21 school year, African American students, Hispanic students, and students in poverty were more likely to start <em>and<\/em> end the school year \u201csignificantly behind grade level.\u201d Not only did these students start and remain behind, but great numbers of students from these groups fell behind during the school year. Specifically, 49% of African American students were behind in the fall compared with 66% in spring (representing a 17% change), and 35% of Hispanic students were behind in the fall compared with 43% in the spring (representing an 8% change). These numbers stand in contrast to the only 21% of white students behind in the fall and 24% in the spring (representing only a 3% change) (Kilbride et al., 2021). Test gaps also grew over the year for students in poverty (compared to those not in poverty) and for special education students (as compared to general education students).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, districts that maintained in-person schooling during the 2020-21 year typically started <em>and<\/em> ended the year with higher average student test scores than districts that were fully remote and\/or hybrid. Analyses confirmed that districts that offered only remote learning during 2020-21 experienced a reduction in math achievement growth that was twice as large as in-person districts. It should also be noted that schools that were identified as \u201clow performing\u201d before the pandemic were more likely to be using remote learning, not in-person instruction, during the 2020-21 academic year (Hopkins et al.,&nbsp; 2021).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"funding\">Equity &amp; Funding&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In researching school funding and equity, <a href=\"https:\/\/edtrust.org\/\">The Education Trust<\/a> found that in 27 states (Michigan among them), the highest poverty districts do not receive any additional funding despite their increased need (The Education Trust, 2018). <a href=\"https:\/\/midwest.edtrust.org\/\">The Education Trust-Midwest<\/a> also reported that Michigan is one of only 16 states providing less funding to its highest poverty districts. This disparity in funding translates to less experienced teachers, larger classes, and, ultimately, lower graduation rates and achievement levels (Michigan Achieves!, 2021). Multiple studies over multiple years have shown that Michigan\u2019s system of funding public education leaves many districts lacking sufficient resources (Michigan Department of Education, 2021).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/crcmich.org\/\">The Citizens Research Council of Michigan<\/a> asserts that more than two decades after school finance reform in 1994, Michigan\u2019s locally-driven school financing system based on \u201cdisparate property wealth\u201d fails to provide what they call \u201csafe, modern physical learning environments\u201d for students (Citizens Research Council of Michigan, 2022, March 2).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important to note that Michigan districts serving the most students of color did receive additional state and local funding compared to those serving the least amount of students of color (The Education Trust, 2018). Michigan increased the minimum per pupil <a href=\"https:\/\/www.michigan.gov\/documents\/sw_fndamts_11719_7.pdf\">State Aid Foundation Allowance<\/a> to $8700 in 2022, up $589 from the previous 2 years. Subsequent Michigan budget proposals call for a further increase in per pupil funding, from $8,700 to $9,135 (\u201cGov. Whitmer's 2023 Budget,\u201d<em> <\/em>2022). These increases, however, are standardized and do not take into account the needs of historically under-resourced populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There have been several proposals for making school funding more equitable in Michigan. The <a href=\"https:\/\/www.mackinac.org\/\">Mackinac Center for Public Policy<\/a> proposes shifting to a funding model wherein <em>student aid<\/em> takes precedence over <em>school aid<\/em>. Their proposal advocates for funding to be distributed based on individual student need regardless of educational setting and closer tracking of how and where student dollars are spent (Degrow, B. 2022).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Alternatively, the <a href=\"https:\/\/www.fundmischools.org\/resources\/\">School Finance Research Collaborative<\/a> recommends that the state adopt a weighted funding model that funds the educational needs of students in a way that reflects the additional costs of doing so (Augenblick, Palaich, and Associates &amp; Picus, Odden, and Associates, 2018). Approximately 30% of district funding comes from local sources through tax revenue. Thus, schools with higher property values receive more funding than low-income communities with lower property values and, therefore, less to tax. This additional funding is commonly used for building maintenance and upkeep, resulting in students in poorer areas \u2014 as well as urban and rural areas \u2014 \u201cattending class in dilapidated buildings\u201d (Mauriello et al., 2021, June 30). A \u201cneeds-based\u201d or weighted school funding model would provide additional funds for historically under-resourced schools and students, and those who require additional support, to meet state educational standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This report barely scratches the surface of the complexity and nuance of educational funding. We encourage readers to consult the resources linked above for additional context and understanding of educational funding at the national level and, more specifically, in the state of Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"teachers\">Equity &amp; Teachers&nbsp;&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers in Michigan, as well as nationwide, have been historically, and remain overwhelmingly white. According to a <a href=\"https:\/\/nces.ed.gov\/pubs2020\/2020142.pdf\">survey<\/a> by the U.S. Department of Education, nearly 80% of public school teachers are white (90% in Michigan), and less than 7% are African American (National Center for Education Statistics, 2020). These statistics are in sharp contrast to the public school student population demographics. In the 2020-21 school year, approximately 65% of Michigan public school students were reported as white.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>White teachers are overrepresented in Michigan public schools, and they also have the highest retention rate of any race or ethnicity. A 2021 <a href=\"https:\/\/ies.ed.gov\/ncee\/rel\/Project\/4656\">report<\/a> by the Regional Educational Laboratories found that white teachers had the highest average annual retention rate at 85%, while Asian and Black teachers had the lowest rate at 74% (Lindsay et al., 2021). The researchers also found that teacher retention rates were highest in districts that served lower percentages of students in poverty, higher percentages of white students, and those with strong English language proficiency.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The report does not assess the specific mechanisms behind the disparities in retention. What it does demonstrate, however, is that professionals of color are less likely to enter teaching, and, if they do, are less likely than white teachers to remain in their positions. This translates to fewer opportunities for students of color to be educated by teachers who share and understand their culture as well as provide a positive role model and supportive relationship for students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Low teacher retention ultimately leads to teacher shortages, a problem plaguing public education in Michigan, and one that was exacerbated by the COVID-19 pandemic. The Michigan Department of Education (MDE) recognizes this as well, stating: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThe teacher shortage is the biggest threat to public education. Too many students are beginning and ending a school year with long-term substitutes in their classrooms because no one is applying for the opening.\"<\/p><cite>(Michigan Department of Education, 2020)<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>As part of <a href=\"https:\/\/www.michigan.gov\/mde\/resources\/michigan-top-10-strategic-education-plan\/michigans-top-10-strategic-education-plan\">Michigan\u2019s Top Ten Strategic Education Plan<\/a>, the Michigan Board of Education and State Superintendent set goals around increasing the number of certified teachers in areas of shortage as well as setting metrics for increasing the number of teachers of color.\u00a0MDE has enacted a number of measures \u2014 including <a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-retention-supports\/diversity-and-equity-in-the-education-workforce\">professional development grants<\/a>, the <a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/ed-cert\/cert-guidance\/welcome-back-proud-michigan-educator-campaign\">Welcome Back Proud Michigan Educator campaign<\/a>, and the <a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-recruitment\/future-proudmieducator\">Future Proud MI Educator program<\/a> \u2014 designed to entice certified teachers back to the classroom as well as to attract a diverse group of new prospective teachers. Further, MDE has approved alternative routes to teacher education. One such model, deployed by the Detroit Public Community School District (DPCSD), is the <a href=\"https:\/\/www.detroitk12.org\/Page\/15346\">On the Rise Academy program<\/a>, which supports current DPCSD employees who are prospective teachers in obtaining their initial teacher certification. This program also supports currently certified teachers in obtaining additional endorsements in mathematics, science, and elementary education. The effectiveness of MDE\u2019s initiatives, and those of local districts, has yet to be determined.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"michigan\">Equity in Online Education in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"need\">The Need for Equity in Online Education<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Even prior to the pandemic, online education has expanded educational opportunities and access for hundreds of thousands of Michigan students. During the COVID-19 pandemic, however, online learning became an educational lifeline. Too many students, however, are unable to participate fully in online learning because they lack basic technology access. This lack of access is not randomly distributed, nor does it impact students equally. A <a href=\"https:\/\/www.nea.org\/sites\/default\/files\/2020-10\/NEA%20Report%20-%20Digital%20Equity%20for%20Students%20and%20Educators_0.pdf\">report<\/a> published by the National Education Association (NEA) states:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThis divide between those who have access and those who do not occurs in both urban and rural areas of the country and reflects historical structural biases, ableism, inequalities, and prejudices.\u201d <\/p><cite>(Public Policy Associates, Incorporated, 2020)<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Digital equity is paramount as online education continues to grow, and if not addressed, will continue to propagate the inequities that exist in general education. The NEA report goes on to assert that: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cStudents who do not have sufficient access to online learning resources cannot fully participate in remote learning. In effect, students who lack such access are barred from the virtual classroom.\u201d <\/p><cite>(Public Policy Associates, Incorporated, 2020)<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"definitions\">Definitions of Online Equity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Equity is a situation wherein everyone is treated fairly according to need. Thus, we define equity in online education as all students being treated fairly according to need, as well as the right of all students \u2014 regardless of race, poverty level, and special education status \u2014 to have access to, support throughout, and success in high-quality online education. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online equity also means ensuring all school-aged children have the technology necessary to fully participate in online learning, including computer access and access to affordable broadband internet (Public Policy Associates, Incorporated, 2020).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Equity is also more than the initial action of providing opportunities and support; it must also be a lens through which instructional practices and student supports are continuously reviewed, challenged, and revised. Using this approach, educators can ensure they are honoring student perspectives, adapting instruction to unique student needs, and using data to ensure equitable outcomes for all students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Equity in education, even online education, extends beyond the student. An equitable online education must also include finding ways to build trust between families, online education providers, and local support. This extends beyond simply disseminating information to families, rather it encompasses conversations and joint decisions making between families and providers (Charania, 2021). Moving toward equitable online education requires changes at all levels (i.e., classroom, school, district, state, and nationally), particularly <em>removing <\/em>barriers that disadvantage, marginalize, and exclude certain students, in addition to <em>building <\/em>systems that honor and respond to the unique circumstances and needs of each student (Education Reimagined, 2021). According to the Virtual Learning Leadership Alliance (VLLA):<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cEmbracing digital equity and doing the work to achieve it means all children will have the opportunity to engage in high-quality learning.\u201d <\/p><cite>(Virtual Learning Leadership Alliance, 2022, February 3)<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"technology\">Equity &amp; Technology&nbsp;&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In <a href=\"https:\/\/michiganachieves.com\/wp-content\/uploads\/sites\/2\/2021\/01\/Education-Trust-Midwest_The-Urgency-of-Now-Michigans-Educational-Recovery_January-13-2021.pdf\">The Urgency of Now: Michigan's Educational Recovery<\/a>, a poll of Michigan parents revealed that African American parents and parents of color were more likely than white parents to have their children learning remotely full-time during the 2020-21 school year. Eighty-one percent of African American parents reported their child was learning fully online compared to 63% of white parents (Michigan Achieves!, 2021).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This statistic by itself is not necessarily indicative of inequity; however, researchers at EPIC found in their analysis of state assessment data from the 2020-21 school year that districts that offered only remote learning experienced a reduction in math achievement growth that was twice as large as districts that offered in-person instruction (Kilbride et al., 2021). In a recent article posted on the Bridge Michigan website, Jennifer Mrozowski, director of communications for the Education Trust-Midwest, commented: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThis data makes clear what we feared: The children whose learning was most impacted by the pandemic are the students who are often the most underserved, including Black and economically disadvantaged students.\u201d<\/p><cite>(Virtual Learning Leadership Alliance, 2022, February 3)<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Certainly, these statistics become more troubling when we consider the disparity in lack of access to broadband internet and home computers. In a report prepared by the National Educational Association, it was noted that 419,036 school-aged children in Michigan lacked access to broadband internet and a home computer in 2020 (Public Policy Associates, Incorporated, 2020). This figure represents 26.5% of all school-aged children in Michigan who are lacking full access to participate in remote learning. White school-aged children and those not in poverty were more likely to have full access to these resources, with 80% of white school-aged children and 79% of school-aged children not in poverty having both broadband internet access and a home computer. This stands in contrast to just 64% of African American school-aged children, 66% of Hispanic school-aged children, and 53% of school-aged children in poverty who had full access to these resources.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"learning\">Equity &amp; Online Learning Programs<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There is no single or standard model of online learning from which we can assess equity in access or outcomes. In Michigan, as is the case nationally, online learning can comprise a very small part or the entirety of a student's educational experience, or somewhere in between. Online learning encompasses different educational models and programs which vary in many of their key elements. There are 10 defining dimensions that characterize an online learning program, including: comprehensiveness (supplemental vs. full time), reach (local, state, national, global), type, location, delivery, operational control, type of instruction, grade level, teacher-student interactions, and student-student interactions (Vanourek, &amp; Evergreen Education Group, 2011).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Commonly, these dimensions materialize as full-time cyber charter schools, full-time online learning programs run by districts or intermediate school districts (ISDs), part-time course offerings (also called supplemental programs) run by schools, or supplemental courses offered by third-party providers or state virtual schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Just as not all online learning is functionally equivalent, outcomes vary as well. In the 2019-20 school year, approximately three-quarters of students who took an online course in Michigan enrolled in part-time or supplemental courses. These students had higher course pass rates compared to full-time online students, with 59% of part-time online students passing their courses compared to 52% of full-time students. Course pass rates were also higher for students taking fewer virtual courses. Students taking just one or two courses passed 76% of their courses compared to the 52% pass rate for students taking five or more online courses (Freidhoff, 2021).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are no clear answers as to why those students enrolled in full-time online programs have less favorable outcomes than students who take supplemental online courses. However, given the disparity between students taking five or more courses and those taking one or two, it does seem that there are additional support structures that may be more critical for students in full-time online programs. Further, additional research is needed to determine if students of color and students in poverty are equally or overly represented in full-time online programs and if they are more likely to take five or more online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"statistics\">Statistics on Equity in Online Education in Michigan <\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Available data suggest that online education in Michigan is not equitable, which is to say that students in poverty, students of color, and special education students are not achieving the same level of success in their online courses as white, low poverty, and non-special education students. Due to the COVID-19 pandemic and shift to emergency remote learning and associated educational disruptions, statistics that follow in this report will be presented from both the 2019-20 and 2020-21 school years for comparison, as we suspect that the 2020-21 school year statistics may be anomalous and not indicative of lasting trends.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"students\">Students in Poverty<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to data from <a href=\"https:\/\/www.mischooldata.org\/\">Mischooldata.org<\/a>, in the 2019-20 school year, 68% of enrollments in online courses were from students who were in poverty (as compared to 66% of enrollments in 2020-21), which accounted for only 51% of the Michigan K-12 student population. Clearly, these students have access to online education; however, they were not achieving the same levels of success as their counterparts. The online course pass rate was 18 percentage points lower for students in poverty, achieving a 50% pass rate as compared to 68% for students not in poverty. (This compares to the 13 percentage point difference between students in poverty and students not in poverty during the 2020-21 school year, 69% for students in poverty compared to 82% for students not in poverty) (Freidhoff, 2021; 2022). So, while perhaps students in poverty may have equal access to online education broadly, they may not necessarily have equal access to high-quality online education, nor the support necessary to achieve success in their online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the 2019-20 school year, 3,228 students were enrolled in 11 or more online courses and did not pass any of their courses. Of these more than 3,000 students, 85% were students in poverty (Freidhoff, 2021). Given this statistic and the previous ones, it seems that <em>either <\/em>students in poverty are being enrolled in high numbers of online courses without being provided the necessary support to successfully complete these courses <em>and\/or<\/em> these students in poverty are being enrolled in low-quality online courses with little oversight and opportunity for success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students in poverty who took any number of virtual courses in the 2020-21 school year also performed more poorly than virtual learners not in poverty on state-level assessments. On the 2020-21 state assessments, students in poverty had proficiency rates roughly half that of students not in poverty for all four focal areas: evidence-based reading and writing (proficiency rate of 34% for students in poverty and 62% for students not in poverty), mathematics (13% for students in poverty and 37% for students not in poverty), science (7% for students in poverty, and17% for students not in poverty), and social studies (26% for students in poverty and 48% for students not in poverty) (Freidhoff, 2022).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"african\">African American Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While students from all races and ethnicities enroll in online courses in Michigan every year, African American students are the only minority sub-group who average over 10% of the enrollments. The small enrollment size of these groups makes comparisons difficult, and, as such, only African American students are discussed in detail in this section. For a full breakdown of enrollment trends of all students, please reference <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/?_pub_category=effectiveness-reports\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s K-12 Virtual Learning Effectiveness Reports<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From available data, it seems that the disparity in opportunities for achievement between white students and students of color persists in online education as well. In the 2020-21 school year, white students accounted for 55% of virtual students, while African American students accounted for 28% of students. These statistics show that white students were underrepresented and African American students are overrepresented in virtual learning compared to their statewide student populations (Freidhoff, 2022).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the 2019-20 school year, African American students had the lowest overall pass rate of all races or ethnicities at 45%, which was 15 percentage points lower than white students (a pass rate of 60%). For the 2020-21 school year, African American students had a pass rate of 75%, whereas white students had a pass rate of 73%, and the overall pass rate for all students was 74%. There is no clear or obvious reason as to why the pass rate for African American students increased so significantly during this school year, but what is clear from the 2020-21 data is that enrollment trends and outcomes for that school year were atypical.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Due to COVID-19 school closures, there were significantly more enrollments in online courses at the K-5 level, and many schools with no prior history of online learning enrolled large numbers of students. Enrollment and pass rate data is needed for subsequent years to determine if the 2020-21 data is the \u201cnew normal\u201d for virtual learning in Michigan or anomalous. It is likely, however, that this increased pass rate is not a trend that will continue beyond the 2020-21 or potentially the 2021-22 school year since the large gap in pass rate between African American and white students is the more stable trend. For school years between 2015 and 2019, African American students averaged pass rates in their virtual courses 13.5% lower than white students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, the data on African American students in virtual courses in Michigan suggest that African American students are being enrolled in virtual courses at a higher proportional rate than other races or ethnicities while simultaneously having the least successful outcomes in these courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"special\">Special Education Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Special education students have online course enrollments proportional to their statewide K-12 enrollments, making up about 12-13% of both populations, which may suggest that special education students have similar access to online education as general education students. The pass rates for special education students, however, are consistently lower than students not receiving special education services, with only 50% of enrollments considered \u201cpassing\u201d compared to 57% of general enrollments for the 2019-20 school year. (By contrast, for the 2020-21 school year, the pass rate for students receiving special education services was 69% compared to 74% for general education students) (Freidhoff, 2021; 2022).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students receiving special education services face several unique challenges when learning online. Individualized Education Plans (IEPs) are not typically written for students in the online environment; rather, they are primarily intended for in-person instruction. This leads to a lack of clarity around expectations for the student in their online course, as well as the allocation of support between the student's local school and their online course provider.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"strategies\">Strategies to Increase Equity in Online Education in Michigan&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"family\">Family Engagement<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One key strategy to increasing equity in online education, specifically in terms of access and outcomes, is to increase family engagement in online education. There is a strong positive relationship between family engagement and educational success for students (Borup et al., 2017). Family engagement, while not a complete solution to inequity in online education, is still a critical one and has the possibility of increasing student engagement and, thus, success in online courses. Borup et al. (2017) call for further understanding of the optimal levels and type of family engagement required for success. It is likely that increasing family understanding of online learning options as well as helping families understand how to better support their children in their online courses will be beneficial. Borup et al. (2017) advocate for the following, noting that online programs would likely see an increase in parental engagement if they:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Involve parents in the online course enrollment decisions,<\/li><li>Educate parents regarding the challenges of learning online and ways that parents can support their students,<\/li><li>Maintain regular contact with parents by sending them specific invitations to be involved, and<\/li><li>Assist parents in their monitoring activities by regularly emailing them progress reports and providing them with an online parent portal with displays that allow them to easily track student engagement and performance.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>MDE also recognized the importance of parental and family engagement in their 2020 report, <a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/ogs\/family_engagement\/mifamily_family_engagement_framework.pdf?rev=0c328ba369c249bd9eb8d145d307169e\">MiFamily: Michigan's Family Engagement Framework<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Christensen Institute, in its <a href=\"https:\/\/whoyouknow.org\/family-engagement-reimagined\/\">report<\/a> on family engagement, asserts that family engagement is no longer a beneficial-yet-optional facet of education. Rather, they advocate:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cFor schools committed to creating and sustaining equitable learning environments for students, finding ways to value and cultivate the resources inherent within families is no longer a nice-to-have. Effective family engagement hinges on trust and reciprocity between families and schools, not simply disseminating information.\u201d <\/p><cite>(Charania, 2021, p.3)<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"mentoring\">Mentoring and Support Services for Online Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan laws around online learning direct that districts assign a mentor, who is a professional employee of the district, to monitor online student progress, ensure access to the technology required to complete the courses, and ensure the student has access to the teacher of the online courses (Michigan Legislature, n.d.). The specific role and responsibilities of the mentor evolve throughout the semester, from choosing and enrolling in the right online course for the student to accessing the course and becoming familiar with the course learning management system or platform, to assessing student engagement and resolving any barriers to progress encountered by the student. Mentors play a critically important role in the success of online students; however, the quality and level of support provided to online students are variable and inconsistent statewide (Debruler, &amp; Green, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While mentors are not responsible for providing instruction \u2014 although they often do provide instructional support (de la Varre et al., 2011) \u2014 effective mentors are experts in the learning process (Borup, 2018). According to Borup (2018), mentors have three primary facilitating responsibilities as experts in the learning process:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Nurturing the student through developing a caring relationship and building a safe learning environment,&nbsp;<\/li><li>Monitoring and motivating the student, keeping them engaged with their course, and intervening when necessary, and&nbsp;<\/li><li>Encouraging communication between the student, parent, and online instructor.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Present and supportive mentors provide critical in-person support for online students and have the potential to impact student engagement by serving as a proxy for the teacher-student relationship.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"models\">Models of Educational Equity in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In 2021, the Education Trust-Midwest identified four Michigan schools as providing an equitable education to their students. Identification of the four programs was exhaustive, and researchers from the Education Trust-Midwest analyzed quantitative assessment, growth, and school performance data from the 2016 through the 2019 school years (data were unavailable for the 2020 school year due to assessment requirement waivers as a result of the COVID-19 pandemic). Researchers also conducted school site visits, which included interviews with stakeholders and qualitative assessments of the schools\u2019 learning environments. Based on this work, the following four schools were recognized as Building the Hope schools, which \u201cdemonstrate academic progress and growth and affirming culture for students of color, English language learners, and students from low-income backgrounds\u201d (\"<em>Modeling the way\", <\/em>2021, November 4).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The four schools awarded the Building the Hope designation were: Bennett Elementary of Detroit Public Schools Community District, Discovery Elementary of Kentwood Public Schools, Hamtramck Academy located in Hamtramck, and Jefferson Elementary of the South Redford School District. These schools serve predominantly students of color and those from low-income families; however, they have each demonstrated \u201cexceptional academic progress and growth for traditionally underserved students\u201d (\"<em>Modeling the way \", <\/em>2021, November 4). According to the research conducted by the Educational Trust-Midwest, these four schools are in the top 25 percent for academic proficiency or above average for student growth for all Michigan students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The four Building the Hope schools certainly faced challenges in providing an equitable education to their students, particularly during the COVID-19 school years (2020-21). However, despite these challenges, these schools have implemented innovative practices \u2014 practices that celebrate individualization and diversity, rather than trying to \u201caccount for it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"bennett\">Bennett Elementary School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.detroitk12.org\/bennett\">Bennett Elementary<\/a> is located within the Detroit Public Schools Community District. According to data pulled from <a href=\"http:\/\/mischooldata.org\">Mischooldata.org<\/a>, the school serves approximately 434 students, 79% of whom are Hispanic, 10% African American, and 10% white. Fifty-two percent of Bennett Elementary students are English language learners compared to the state average of 6%. Eighty-three percent of students are economically disadvantaged compared to the state average of 52%.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bennett Elementary was selected as a Building the Hope school because these students demonstrated \u201cexceptional academic growth,\u201d exceeding statewide average growth in English Language Arts and Math for three consecutive years. In addition to academic support and differentiated instruction that helped facilitate academic growth, Bennett Elementary prioritizes parental involvement by utilizing a translation app to communicate with parents who are not fluent in English. Bennett Elementary also employs an English language interventionist to help students grow in their English fluency.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"discovery\">Discovery Elementary School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.kentwoodps.org\/ourschools\/elementary-schools\/discoveryelementary\/\">Discovery Elementary<\/a> is located within Kentwood Public Schools. According to data pulled from <a href=\"http:\/\/mischooldata.org\">Mischooldata.org<\/a>, the school serves approximately 637 students, 32% of whom are white, 29% African American, 15% Asian, and 15% Hispanic. Twenty-nine percent of Discovery Elementary students are English language learners, well above the state average of 6%, and 69% are economically disadvantaged, also above the state average of 52%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Discovery Elementary was awarded the Building the Hope designation as both English language learners and economically disadvantaged students \u2014 along with many other subgroups \u2014 showed what the Education Trust-Midwest called, \u201cexceptional academic progress.\u201d Discovery students exceeded statewide proficiency in ELA and math for three consecutive years (\u201cModeling the way\u201d, 2021). According to the Education Trust-Midwest, this exceptional growth and achievement are due in part to Discovery\u2019s commitment to its diverse school community, evidenced by hosting cultural celebrations, incorporating a culturally-responsive curriculum, and addressing and overcoming language barriers. Further, Discovery utilizes small group instruction to support struggling students and individualizes instruction to meet student needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"hamtramck\">Hamtramck Academy<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.nhaschools.com\/schools\/hamtramck-academy\/en\">Hamtramck Academy<\/a> is a National Heritage Academy charter school located in Hamtramck, Michigan. According to data pulled from <a href=\"http:\/\/mischooldata.org\">Mischooldata.org<\/a>, the school serves approximately 541 students, 71% of whom are Asian, 14% white, and 10% African American. Fifty-nine percent of Hamtramck Academy students are English language learners, well above the state average of 6%, and 97% are economically disadvantaged, also well above the state average of 52%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hamtramck Academy was awarded the Building the Hope designation due to its demonstrated commitment to its exceptionally high number of economically disadvantaged students and English language learners. Asian students and economically disadvantaged students at Hamtramck Academy showed consistent academic progress and exceeded statewide proficiency rates for three consecutive years. Hamtramck Academy also demonstrated a commitment to honoring the cultures of its students and families. They focus on culturally responsive communication practices, including using Arabic and Bengali translators. Further, teachers individualize instruction and tailor instruction to meet individual student needs through ongoing student data monitoring.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"jefferson\">Jefferson Elementary School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/jefferson.southredford.org\/\">Jefferson Elementary<\/a> is located within the South Redford School District. According to data pulled from <a href=\"http:\/\/mischooldata.org\">Mischooldata.org<\/a>, the school serves approximately 251 students, 69% of whom are African American, 19% white, and 10% of two or more races. Sixty-four percent of their students are economically disadvantaged, well above the state average of 52%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As was true for the other recipients of the Building the Hope designation, Jefferson Elementary was selected due in part to the \u201cexceptional\u201d academic growth\" demonstrated by African American and economically disadvantaged students. Multiple groups of students, including these two groups, exceeded statewide average growth in English Language Arts and Math for three consecutive years. Jefferson Elementary is committed to supporting student growth, and part of this includes ensuring that students have an understanding of their current academic standing as well as setting academic goals. Additionally, Jefferson has created a school culture optimized for student success. Examples of this include (but are not limited to) reducing the stigma of remediation by engaging in targeted instruction with all students, decreasing suspension and overall discipline rates, and building teacher capacity related to accelerating student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Inequity in education has been a persistent issue in public education in Michigan for decades, and this trend has also thoroughly established itself in the online context as well. Recognizing this, the Michigan Department of Education developed a number of initiatives to address and hopefully rectify the issue of equity in education. Below are a few examples, although, certainly, this is not an exhaustive list.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2021, MDE hired Ran\u00e9 Garcia as the first <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-37818_34785-562419--,00.html\">Director of Diversity, Equity, and Inclusion<\/a> to lead a department responsible for creating and supporting initiatives designed to foster what MDE calls increased \u201cfairness and inclusion\u201d in Michigan public schools. MDE also leads the <a href=\"https:\/\/www.michigan.gov\/mde\/services\/school-performance-supports\/african-american-student-initiative\">African American Student Initiative (AASI)<\/a>, a professional development program for Michigan educators designed to encourage personal and professional transformation through a more comprehensive understanding of issues of race, racism, power, privilege, and systematic barriers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Also in 2021, MDE approved two innovative alternative routes to teacher certification. Detroit Public Schools Community District (DPCSD) <a href=\"https:\/\/www.detroitk12.org\/Page\/15346\">On the Rise Academy<\/a> was approved to support employees of DPCSD, including para-educators and academic interventionists, in obtaining their teaching certification, as well as current DPCSD teachers who want to obtain additional teaching endorsements in mathematics, science, and elementary education. The program at DPCSD is research-based and includes job-embedded professional development as well as coaching for newly certified teachers.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the efforts of MDE, other organizations and causes have stepped up to help address inequities in Michigan public education. One such organization, <a href=\"http:\/\/npfeschools.org\/\">New Paradigm Schools<\/a>, focuses on recruiting, training, and retaining high-quality educators of color in Michigan public schools. This program is intended to increase the diversity of Michigan educators in Detroit as well as statewide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>No single initiative or program can end decades of inequity in Michigan education, but steps can be taken to start addressing the problem of inequity, specifically in online education in Michigan. One such step could include providing equitable opportunities for high-quality online courses. Students of color and low-income students should have the same access to high-quality online courses, taught by Michigan-certified teachers, as white and affluent students. Online education has the unique opportunity to expand educational opportunities and offerings for students; however, this potential will not be fully realized until all Michigan students have access to high-quality online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, while Michigan requires all students taking an online course to be assigned a mentor, these individuals are intended to serve as onsite support for students, whereas actual levels of support vary greatly across districts and schools. Schools need to invest in success and provide high-quality onsite support for students enrolled in online learning, from helping advocate for students during enrollment to supporting online learners in their online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There is much work to be done to move Michigan closer to providing equitable online education for all students. This work is considerable, though not insurmountable. The problem of inequity has been well-identified. Now, it's time to invest resources and time to develop and implement solutions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Augenblick, Palaich, and Associates &amp; Picus, Odden, and Associates. (2018). Costing out the resources needed to meet Michigan\u2019s standards and requirements. Michigan School Finance Collaborative. <a href=\"https:\/\/www.fundmischools.org\/wp-content\/uploads\/2021\/06\/School-Finance-Research-Collaborative-Report.pdf\">https:\/\/www.fundmischools.org\/wp-content\/uploads\/2021\/06\/School-Finance-Research-Collaborative-Report.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cambridge Dictionary. (n.d.). Equity. Retrieved July 25, 2022 from <a href=\"https:\/\/dictionary.cambridge.org\/dictionary\/english\/equity\">https:\/\/dictionary.cambridge.org\/dictionary\/english\/equity<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Charania, M. Z. R. (2021). <em>Family engagement reimagined: Innovations strengthening family-school connections to help students thrive<\/em>. Christensen Institute. <a href=\"https:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2021\/09\/Families-9.28.pdf\">https:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2021\/09\/Families-9.28.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Citizens Research Council of Michigan. (2022, March 2). <em>If Michigan steps up to address school infrastructure needs, it must do so equitably.<\/em> <a href=\"https:\/\/crcmich.org\/if-michigan-steps-up-to-address-school-infrastructure-needs-it-must-do-so-equitably\">https:\/\/crcmich.org\/if-michigan-steps-up-to-address-school-infrastructure-needs-it-must-do-so-equitably<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Degrow, B. (2022). <em>From school aid to student aid: Modernizing K-12 funding in Michigan.<\/em> Mackinac Center for Public Policy. <a href=\"https:\/\/www.mackinac.org\/archives\/2022\/s2022-01.pdf\">https:\/\/www.mackinac.org\/archives\/2022\/s2022-01.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Digital Equity Now. (n.d.). <em>Stats and guidance<\/em>. #DIGITALEQUITYNOW. <a href=\"https:\/\/www.digitalequityact.org\/stats-and-guidance\/\">https:\/\/www.digitalequityact.org\/stats-and-guidance\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Education Reimagined. (2021). Practitioner\u2019s lexicon: What is meant by key terminology. <a href=\"http:\/\/education-reimagined.org\/wp-content\/uploads\/2021\/06\/Expanded-Lexicon-2021_FINAL.pdf\">http:\/\/education-reimagined.org\/wp-content\/uploads\/2021\/06\/Expanded-Lexicon-2021_FINAL.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R. (2022). <em>Michigan\u2019s k-12 virtual learning effectiveness report 2020-21<\/em>. Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R. (2021). <em>Michigan\u2019s k-12 virtual learning effectiveness report 2019-20<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Gov. Whitmer's 2023 Budget Puts Michiganders First, Invests Heavily in Students &amp; Classroom Learning. <\/em>(2022, February 9). Michigan.gov. Retrieved July 25, 2022, from <a href=\"https:\/\/www.michigan.gov\/whitmer\/news\/press-releases\/2022\/02\/09\/gov--whitmers-2023-budget-puts-michiganders-first-invests-heavily-in-students-classroom-learning#:~:text=The%20budget%20recommendation%20totals%20%2474.1,time%20funds%20for%20ongoing%20purposes\">https:\/\/www.michigan.gov\/whitmer\/news\/press-releases\/2022\/02\/09\/gov--whitmers-2023-budget-puts-michiganders-first-invests-heavily-in-students-classroom-learning#:~:text=The%20budget%20recommendation%20totals%20%2474.1,time%20funds%20for%20ongoing%20purposes<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kilbride, T., Hopkins, B., Strunk, K. O., &amp; Imberman, S. (2021). <em>K-8 Student Achievement and Achievement Gaps on Michigan\u2019s 2020-21 Benchmark and Summative Assessments<\/em>. Education Policy Innovation Collaborative. <a href=\"https:\/\/epicedpolicy.org\/k-8-student-achievement-and-achievement-gaps-on-michigans-2020-21-benchmark-and-summative-assessments\/\">https:\/\/epicedpolicy.org\/k-8-student-achievement-and-achievement-gaps-on-michigans-2020-21-benchmark-and-summative-assessments\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hopkins, B., Kilbride, T., &amp; Strunk, K. O. (2021). <em>Instructional delivery under Michigan districts\u2019 extended COVID-19 learning plans\u2014April update<\/em>. Education Policy Innovation Collaborative. <a href=\"https:\/\/epicedpolicy.org\/wp-content\/uploads\/2021\/05\/EPIC_ECOL_report_April2021.pdf\">https:\/\/epicedpolicy.org\/wp-content\/uploads\/2021\/05\/EPIC_ECOL_report_April2021.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lindsay, J., Jiang, J., Wan, C., &amp; Berry, N. G. (2021). Supports associated with teacher retention in Michigan. National Center for Education Evaluation and Regional Assistance at IES. <a href=\"https:\/\/ies.ed.gov\/ncee\/rel\/regions\/midwest\/pdf\/REL_2021108.pdf\">https:\/\/ies.ed.gov\/ncee\/rel\/regions\/midwest\/pdf\/REL_2021108.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mauriello, T. (2022, January 10). <em>Michigan students forced online by COVID learned less than those in schools. <\/em>Bridge Michigan. <a href=\"https:\/\/www.bridgemi.com\/talent-education\/michigan-students-forced-online-covid-learned-less-those-schools\">https:\/\/www.bridgemi.com\/talent-education\/michigan-students-forced-online-covid-learned-less-those-schools<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mauriello, T., French, R., &amp; Mart\u00ednez-Beltr\u00e1n, S. (2021, June 30). Michigan lawmakers pass \u2018historic\u2019 $17B plan for schools to close funding gap. Bridge Michigan. <a href=\"https:\/\/www.bridgemi.com\/michigan-government\/michigan-lawmakers-pass-historic-17b-plan-schools-close-funding-gap\">https:\/\/www.bridgemi.com\/michigan-government\/michigan-lawmakers-pass-historic-17b-plan-schools-close-funding-gap<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Mentor Guide to Online Learning<\/em>. (n.d.). Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Achieves! (2021). <em>The urgency of now: Michigan\u2019s educational recovery<\/em>. <a href=\"https:\/\/michiganachieves.com\/wp-content\/uploads\/sites\/2\/2021\/01\/Education-Trust-Midwest_The-Urgency-of-Now-Michigans-Educational-Recovery_January-13-2021.pdf\">https:\/\/michiganachieves.com\/wp-content\/uploads\/sites\/2\/2021\/01\/Education-Trust-Midwest_The-Urgency-of-Now-Michigans-Educational-Recovery_January-13-2021.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (2021). <em>Michigan Department of Education Annual Report 2020-2021<\/em>. <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/2021\/12\/17\/2020-21_MDE_Annual_Report_FINAL.pdf?rev=562b71ca88514dbeba79235f917a4e46\">https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/2021\/12\/17\/2020-21_MDE_Annual_Report_FINAL.pdf?rev=562b71ca88514dbeba79235f917a4e46<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (2020). <em>Michigan Department of Education Annual Report 2019-2020<\/em>. <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/top10\/MDE_Annual-2019-2020.pdf?rev=047cc226a18c43f08aca0c7e611c984a\">https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/top10\/MDE_Annual-2019-2020.pdf?rev=047cc226a18c43f08aca0c7e611c984a<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Civil Rights Commission. (2020). <em>Education equity in Michigan.<\/em> <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mdcr\/mcrc\/reports\/2020\/education-equity-mi.pdf?rev=212a224aeadf4188844b53d807234ed7\">https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mdcr\/mcrc\/reports\/2020\/education-equity-mi.pdf?rev=212a224aeadf4188844b53d807234ed7<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan legislature. Michigan Legislature - Section 388.1621f. (n.d.). Retrieved August 22, 2022, from <a href=\"http:\/\/www.legislature.mi.gov\/(S(rx0wsh2hcph1uzeqgep0xb5s))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\">http:\/\/www.legislature.mi.gov\/(S(rx0wsh2hcph1uzeqgep0xb5s))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Modeling the way for pandemic educational recovery, four Michigan schools honored for exceptional academic progress, growth for underserved students.<\/em>&nbsp; (2021, November 4). The Education Trust-Midwest. Retrieved July 25, 2022 from <a href=\"https:\/\/midwest.edtrust.org\/press-release\/modeling-the-way-for-pandemic-educational-recovery-four-michigan-schools-honored-for-exceptional-academic-progress-growth-for-underserved-students\/\">https:\/\/midwest.edtrust.org\/press-release\/modeling-the-way-for-pandemic-educational-recovery-four-michigan-schools-honored-for-exceptional-academic-progress-growth-for-underserved-students\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National Center for Education Statistics. (n.d.). <em>2019 Reading State Snapshot Report. <\/em><a href=\"https:\/\/nces.ed.gov\/nationsreportcard\/subject\/publications\/stt2019\/pdf\/2020014MI4.pdf\">https:\/\/nces.ed.gov\/nationsreportcard\/subject\/publications\/stt2019\/pdf\/2020014MI4.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National Center for Education Statistics. (2020). <em>Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2017\u201318 national teacher and principal survey. <\/em>Institute of Education Sciences. <a href=\"https:\/\/nces.ed.gov\/pubs2020\/2020142.pdf\">https:\/\/nces.ed.gov\/pubs2020\/2020142.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Public Policy Associates, Incorporated. (2020). Digital equity for students and educators. National Education Association. <a href=\"https:\/\/www.nea.org\/sites\/default\/files\/2020-10\/NEA%20Report%20-%20Digital%20Equity%20for%20Students%20and%20Educators_0.pdf\">https:\/\/www.nea.org\/sites\/default\/files\/2020-10\/NEA%20Report%20-%20Digital%20Equity%20for%20Students%20and%20Educators_0.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Education Trust. (2018). Funding gaps: An analysis of school funding equity across the U.S. and within each state. <a href=\"https:\/\/edtrust.org\/wp-content\/uploads\/2014\/09\/Funding-Gaps-2018-Report-UPDATED.pdf\">https:\/\/edtrust.org\/wp-content\/uploads\/2014\/09\/Funding-Gaps-2018-Report-UPDATED.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Vanourek, G., Evergreen Education Group. (2011). <em>An (Updated) primer on virtual charter schools: Mapping the electronic frontier. <\/em>National Association of Charter School Authorizers. <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED544289.pdf\">https:\/\/files.eric.ed.gov\/fulltext\/ED544289.pdf<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual Learning Leadership Alliance. (2022, February 3). <em>Digital equity gives all students a chance for success. <\/em><a href=\"https:\/\/www.virtuallearningalliance.org\/digital-equity-gives-all-students-a-chance-for-success\/\">https:\/\/www.virtuallearningalliance.org\/digital-equity-gives-all-students-a-chance-for-success\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Understanding Inequity in Michigan K-12 Online Education",
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            "content": "<h2>Elevate Your Professional Learning with TV Series and Book Studies<\/h2>\t\t\n\t\t<h5 style=\"text-align: left\">Where innovation and inspiration transform your practice as you watch or read content that\u2019s relevant to you.<\/h5>\t\t\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tStart the conversation\n\t\t\t\t\t<\/a>\n\t\t\t<h4>TV Series Studies<\/h4>\t\t\n\t\t<p>Yep, you read that right! It\u2019s like a book study, but instead of discussing chapters, you discuss episodes of TV shows relevant to educators. Our first \u201cTV series study\u201d launched in 2022, and the response is overwhelmingly positive! Join us to discover what\u00a0 Season 1 of <i>Ted Lasso<\/i> and <i>Abbott Elementary <\/i>can illuminate about teaching, learning, and the world of education.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/709-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h4>Key Dates<\/h4>\t\t\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Course Offering<\/th><th scope=\"col\">Registration Opens<\/th><th scope=\"col\">Registration Closes<\/th><th scope=\"col\">Coursework Due<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tfoot><tr><th colspan=\"4\" scope=\"col\">*The summer 2024 offerings of Ted Lasso &#038; Abbott Elementary are only available through our summer learning experience, PD in a Box. <a href=\"https:\/\/michiganvirtual.org\/professionals\/pdbox\/\">Learn more here<\/a>. <\/th><\/tr><\/tfoot>\n\t\t\t\t\t\t\t\t<tbody><tr><td>Ted Lasso TV Series Study<\/td><td>October 9th, 2023<\/td><td>October 20th, 2023<\/td><td>December 8th, 2023<\/td><\/tr><tr><td>Abbott Elementary TV Series Study<\/td><td>January 8th, 2024<\/td><td>January 19th, 2024<\/td><td>February 23rd, 2024<\/td><\/tr><tr><td>Ted Lasso TV Series Study<\/td><td>March 4th, 2024<\/td><td>March 18th, 2024<\/td><td>May 3rd, 2024<\/td><\/tr><tr><td>Abbott Elementary TV Series Study<\/td><td>May 6th, 2024<\/td><td>May 17th, 2024<\/td><td>June 21st, 2024<\/td><\/tr><tr><td>Ted Lasso TV Series Study*<\/td><td>June 14th, 2024*<\/td><td>August 2nd, 2024*<\/td><td>Check course end date<\/td><\/tr><tr><td>Abbott Elementary TV Series Study*<\/td><td>June 14th, 2024*<\/td><td>August 2nd, 2024*<\/td><td>Check course end date<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/iStock-1321195767-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h4>Book Studies<\/h4>\t\t\n\t\t<p>When it comes to reading, book studies provide educators with more structure, social connection, and accountability. The way we design them, these PD experiences strike the perfect balance of synchronous and asynchronous learning. We invite educators to read and reflect at their own pace with options for live check-in points and small-group discussions. Gather some colleagues and connect with us to discuss books like <i>EduProtocols<\/i>, <i>The Impact Cycle<\/i>, or <i>Rebound<\/i>. <\/p>\t\t\t\t\n\t\t\t<h4>Two pathways to join the conversations:<\/h4>\t\t\n\t\t\t<h6>For individual educators: Join one of our current studies<\/h6>\t\t\n\t\t<p>If you\u2019re an individual educator interested in joining a book or TV study, we offer ongoing self-paced online options for educators all across Michigan. Sign up for a course when it fits your schedule!<\/p><p><b>By participating in a book or TV study, you will\u2026\u00a0<\/b><\/p><ul><li style=\"font-weight: 400\">Get excited about learning something new<\/li><li style=\"font-weight: 400\">Read\/watch and reflect at your own pace<\/li><li style=\"font-weight: 400\">Swap insights &amp; strategies with peers<\/li><li style=\"font-weight: 400\">Earn SCECHs for reading\/watching!<\/li><\/ul>\t\t\t\t\n\t\t\t<h6>For administrators: Customize a book (or TV) study for your staff     <\/h6>\t\t\n\t\t<p>If you\u2019re a school or district leader, you may already have ideas in mind you\u2019d love to offer to staff as a book or TV study. Maybe you\u2019ve even considered hosting one before, but the logistics of running such a group one at scale took more time and energy than you had capacity. We\u2019ve got you covered. Our team routinely works with administrators across Michigan to host facilitated book or TV studies and other PD events.<\/p><p><b>By customizing a book or TV study, you can\u2026<\/b><\/p><ul><li style=\"font-weight: 400\">Create opportunities for staff to connect &amp; learn together<\/li><li style=\"font-weight: 400\">Offer an engaging, self-paced PD experience without the heavy lift<\/li><li style=\"font-weight: 400\">Set the pace and time of your book or TV study to fit staff needs<\/li><li style=\"font-weight: 400\">Choose books or shows relevant to your school or district improvement plan<\/li><li style=\"font-weight: 400\">Reward staff for learning new things, boosting their skills, and collaborating with peers<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tStart the conversation\n\t\t\t\t\t<\/a>\n\t\t\t<h4>What other Michigan educators<br>shared about their experience:<\/h4>\t\t\n\t\t\t\t\t\t\"It was relevant &amp; entertaining. The questions really got me thinking about my classroom &amp; colleagues.\"\t\t\t\t\t\n\t\t\t\t\t\t\"I would recommend this class to anyone! It was a breath of fresh air and the Ted Lasso series was a great connection to what we experience in the classroom.\"\t\t\t\t\t\n\t\t\t\t\t\t\"I really enjoyed this course. The new knowledge that I gained will be passed along to my teachers who did not attend the course \u2026 Thank you for an upbeat, information-filled course!\"\t\t\t\t\t\n\t\t\t\t\t\t\"I always enjoy talking with people about something we\u2019ve all read\/watched. It\u2019s great to hear various opinions and get different insights.\"\t\t\t\t\t\n\t\t\t\t\t\t\u201cI really like the format of the book study. This professional development was set up to reflect on our discoveries from the book and to relate that learning\/new knowledge to our practice. I like that we had the ability to post in the discussion forum and read about other professional educators' experiences. I also liked having the Zoom sessions with small group break-out sessions for meaningful, thoughtful dialogue and collaborative projects.\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cI really enjoyed this course. The new knowledge that I gained will be passed along to my teachers who did not attend the course\u2026 Thank you for an upbeat, information-filled course!\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cI always enjoy talking with people about something we've all read\/watched. It's great to hear various opinions and get different insights.\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cThank you for the relevant topic and opportunity to connect with other educators!\u201d\t\t\t\t\t\n\t\t\t<h4>Reach out to our team today!<\/h4>\t\t\n\t\t<p>If you are a school leader interested in customizing a book or TV study for your staff, fill out the form below. We will be in touch with you soon!<\/p>",
            "title": "Book Studies",
            "excerpt": "Elevate Your Professional Learning with TV Series and Book Studies Where innovation and inspiration transform your practice as you watch or read content that\u2019s relevant to you. Start the conversation TV Series Studies Yep, you read that right! It\u2019s like a book study, but instead of discussing chapters, you discuss episodes of TV shows relevant...",
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            "id": 74114,
            "path": "\/blog\/professional-learning-course-design-content\/",
            "author_id": 59,
            "timestamp": 1661263222,
            "content": "<!-- wp:paragraph -->\n<p><em>In this third post in a short series of three blogs about <\/em><a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/designing-effective-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>designing effective professional learning<\/em><\/a><em>, Senior Instructional Designer Rosalie Dunlap shares how Michigan Virtual\u2019s Instructional Product Development team is adjusting and modernizing their professional learning courses based on direct input from learners.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual\u2019s<\/em> Instructional Product Development (IPD) team designs courses for both student and professional learners. In order to ensure courses are designed effectively and meet <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\">standards of quality course design<\/a>, courses designed by <em>Michigan Virtual<\/em> must go through a <a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a> (QM) course review process. The review process is thorough, extensive, and intended to help organizations focus on quality assurance and continuous improvement of their online and blended learning courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The IPD team also solicits feedback from learners through an end-of-course survey. The team regularly reviews this feedback and takes learners\u2019 experiences into consideration when designing courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to their regular review of course feedback, Senior Instructional Designer Rosalie Dunlap decided to dig into this learner feedback more strategically. She was specifically interested in finding out what else she and other <em>Michigan Virtual<\/em> course designers could do to help meet the current needs of <em>professional <\/em>learners as well as how they could improve course design.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Analyzing Learner Feedback, Improving Course Design<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to better support professional learners, Rosalie constructed an extensive process to review and analyze learner feedback from several professional learning courses. Open-ended survey responses were gathered and analyzed on an individual course basis. Responses were categorized as either \u201csatisfied\u201d or \u201cunsatisfied\u201d comments, grouped in terms of commonality, and then analyzed by the percentage of learners that made each comment in order to look for trends.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Data from an additional user experience focus group study exploring the learner\u2019s perspective specifically in regards to <a href=\"https:\/\/casel.org\/fundamentals-of-sel\/\">social emotional learning<\/a> (SEL) modules within <em>Michigan Virtual<\/em> courses were also collected and analyzed. Learner feedback from this focus group study provided Rosalie and the IPD team with even deeper insights into the learner perspective and user experience related to their SEL modules within <em>Michigan Virtual<\/em> courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on her 12 years of experience in instructional course design and trends found within learner feedback, Rosalie outlined the following effective practices in regard to course content for professional learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>As you explore the sections below, consider how these effective practices can not only be particularly helpful to designers of online professional learning courses but also have some key takeaways for teachers who are creating or modifying their own online course content and educators who are evaluating the content of online courses.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Course Content Effective Practices<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Course Content<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>content that is clear, concise, and well organized&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>content that is directly applicable to their practice&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>content that is informative and relevant&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>content that includes examples of how to implement the concepts and ideas being addressed&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>when various perspectives are illustrated through videos, scenarios, stories, and examples<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Resources Included Within Courses<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>resources that are directly applicable to their practice<\/li><li>when they can download\/save a list of resources for future use<\/li><li>resources that can be shared directly with their students\/clients&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>that when a resource link opens outside of a Learning Management System, it is an optional part of the learning experience&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>not to pay for external resources<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Instructions and Feedback<\/strong>.<strong> <\/strong>Learners prefer:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>succinct instructions to help them understand what actions need to be taken &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>informative and comprehensive feedback after interactions.<\/li><li>everything the learner should interact with looks clickable and includes clear instructions&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Content Delivery Methods<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>when a wide variety of content delivery methods are used&nbsp;<\/li><li>when courses prompt them to reflect on their practice&nbsp;&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Discussion Boards<\/strong>.<strong> <\/strong>Learners prefer:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>when discussion board topics are directly applicable to their practice&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>when discussion boards allow them to see what other educators are doing in their practice&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>getting feedback on their ideas from their peers&nbsp;&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Videos<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>videos that are short, engaging, and easy to understand&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>videos that model how learners should do or use something&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>videos that have a play button and a thumbnail so learners understand they must click to start the video&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Voiceover<\/strong>.<strong> <\/strong>Learners prefer: &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>a natural, \"real person\" voice for narration and tend to tune out or mute a robotic-sounding voice&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>having all the voiceover content available in text<\/li><li>voiceover length that does not exceed 20-30 minutes per module&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Presentations. <\/strong>Learners prefer:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>less text and information on each slide, as it is easier<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Interactions<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>when all content is visible at all times<\/li><li>interactive activities&nbsp;&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By deeply analyzing feedback from professional learners on <em>Michigan Virtual <\/em>course design, Rosalie has equipped the rest of the Instructional Product Development team with considerations as to how they can design more effective professional learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the research gleaned many key takeaways and will help the IPD team better meet the needs of the educators they serve, it is important to keep in mind that learners' needs shift over time. It will be essential for Rosalie and her team to keep a constant pulse on what learners appreciate and prefer, as well as what they don\u2019t, and what their specific needs are in terms of their professional learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In demonstrating a willingness to continually improve, <em>Michigan Virtual<\/em> will position itself as an innovative thought leader committed to creating quality learning experiences for Michigan educators. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Designing Effective Professional Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In this <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/designing-effective-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">blog series<\/a>, <em>Michigan Virtual <\/em>Professional Learning Specialists and Course Designers provide insights\u2014based on direct input from learners via end-of-course survey data\u2014into how to design effective professional learning for teachers and school leaders.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is our hope that these blogs are helpful to designers of online PD courses or professional learning experiences, school leaders and teachers looking to make learning more student-centered, school leaders and teachers who are evaluating online courses or course content, and\/or teachers who are creating their own online course content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A special thanks to <em>Michigan Virtual\u2019s <\/em>Senior Instructional Designer Rosalie Dunlap for sharing her knowledge and expertise which informed this blog.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "Based on direct input from learners via end-of-course survey data, Michigan Virtual\u2019s Instructional Product Development team gleaned the effective practices outlined in this blog in order to improve their course development and better meet the needs of the educators whom they serve. ",
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            "path": "\/about\/news\/rfq-customer-identity-tool\/",
            "author_id": 2,
            "timestamp": 1661227200,
            "content": "<!-- wp:heading -->\n<h2>I.&nbsp; INTRODUCTION<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2122 is requesting Quotes for an identity management solution and services to support identity management for a select number of customers in a limited pilot. The identity management solution (hereinafter referred to as \u201cSolution\u201d) is to meet the needs of varied programs and products and provide a true single sign-on (SSO). The Solution allows external customers and internal customers true SSO to all resources the user has permission to access in our support system and learning services. In addition to a pilot program that would run from January through June of 2023, <em>Michigan Virtual<\/em> requests quotes for extending the service to a wider audience for a minimum of three years. Excluded from the Solution are users who are involved solely in Hubspot email campaigns, social media tracking, website interaction, and other customer-facing systems. &nbsp;By releasing this RFQ, <em>Michigan Virtual<\/em> makes no guarantee of any awards of work to any respondents now or in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>II.&nbsp; &nbsp; BACKGROUND OF <em>MICHIGAN VIRTUAL<\/em><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is a 501(c)(3) organization located in Lansing, Michigan, and was established by the State of Michigan in 1998 to expand the use of learning technologies with a focus to serve Michigan\u2019s K-12 community with quality online instructional services.&nbsp; Today, <em>Michigan Virtual<\/em> operates the <em>Michigan Virtual Learning Research Institute\u00ae,<\/em> the Professional Learning Portal, and the Student Learning Portal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>III.&nbsp; &nbsp; DESCRIPTION OF THE REQUEST<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is seeking a Solution that allows internal organizational users and external customers a permissioned single sign-on experience for our educational services (Professional Learners Portal and Student Learners Portal) and for support services currently provided through Freshdesk. Educational services include Learning Management and student information systems. Future applications for integration may be considered. It is our intent to select and implement a Solution for a six-month limited pilot with select customers and internal users. The Solution quote and contract should include the option to expand and extend the Solution for three years upon completion of the pilot evaluation in July 2023.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Solution providers should have 3 - 5 years experience providing identity and access management solutions for non-profit organizations. Educational experience is not required but is a plus. Educational non-profit pricing is a plus.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The technical requirements of the Solution are linked in <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1Z5vFaTGmky-CJypLkl35EwuWQTWZvNNN4pIwnAMiH20\/edit?usp=sharing\">this template<\/a>. Make a copy of the template to include with your quote that indicates how each requirement is met. There is a space for additional notes on each requirement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>IV. DELIVERABLES<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The expected deliverables for the Solution services and timeline are defined as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Work with <em>Michigan Virtual<\/em> to implement the Solution as a Pilot as outlined below.&nbsp;<ol><li>October 2022 - Train <em>Michigan Virtual<\/em> staff, assign roles, and set up sandbox integrated with the student and professional learner instances of Genius SIS and the Freshdesk instance.<\/li><li>December 2022 - Finalize workflows and testing.<\/li><li>January 2023 - Launch pilot.&nbsp;<\/li><li>June 2023 - Complete pilot.&nbsp;<\/li><li>July&nbsp; 2023 - Complete pilot analysis.<\/li><li>August 2023 - Continuance determination. Pilot for 6 months with a small number of internal and external users<\/li><li>Support - <em>Michigan Virtual<\/em> seeks a Solution with robust, virtual training sessions for our support staff and an extensive virtual knowledge base. The SLA uptime must be 99.5% or higher.<\/li><\/ol><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>V. QUOTE INSTRUCTIONS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>A. QUOTE CONTENT AND FORMAT<\/strong> <br>In order to simplify the evaluation process and obtain maximum comparability, <em>Michigan Virtual<\/em> requires that all responses to the RFQ be organized in the manner and format described below. Any relevant supplemental information should be included as attachments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong>Business Information. <\/strong>Describe your business including legal business name, the year the business was organized, legal status (corporation, partnership, sole proprietorship, etc.), and the state of incorporation. Detail your (organization\u2019s) experience with not-for-profits related to our request.<\/li><li><strong>Qualifications and Deliverables Review.<\/strong><ul><li>Define how you satisfy the experience requirements in Section III.<\/li><li>Provide pricing using the pricing format in <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/18h2Q77amne0025cVJr8I3PFRzfW5ojJ6AWz94Xf2Gp8\/edit?usp=sharing\">this link<\/a>.&nbsp; There are separate tables for One-Time Implementation Costs, Pilot Costs, and Annual Recurring Costs.<\/li><li>Define a schedule for this work with milestones.<\/li><\/ul><\/li><li><strong>Requirements Definition Process. <\/strong>Using the template provided in Section IV .1.h, attach the completed template to the quote in .xls or google worksheet format. Please include examples or documentation on how the requirement is met.&nbsp;<\/li><li><strong>Key Service Providers.<\/strong> Identify the individuals who will provide services, if awarded the work, and provide biographies.&nbsp; Include full contact information for the individuals.<\/li><li><strong>Client References.<\/strong> Provide the names and contact information for a minimum of three similarly sized clients for reference purposes and obtain permission for us to contact them.<\/li><li><strong>Nondisclosure Agreement (NDA).<\/strong> All entities wishing to submit a response to this RFQ are required to sign and submit <em>Michigan Virtual\u2019<\/em>s Nondisclosure Agreement along with their Quote in response to this RFQ.&nbsp; The NDA is available below.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>B. SELECTION CRITERIA<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following factors will be considered by<em> Michigan Virtual<\/em> in making the Award.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Fit between requirements and <em>Michigan Virtual<\/em>\u2019s needs.<\/li><li>Consultant\/SMEs ability to meet the defined timeline and understanding of the work services to be performed.<\/li><li>Quality of references.<\/li><li>Completeness of the Quote.<\/li><li>Value delivered in proportion to total expected expenses.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>C. CONFIDENTIALITY<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Contents of quotes, proposals, and or future contracts are confidential and will not be disclosed to any parties outside of <em>Michigan Virtual <\/em>during or after the review process. <em>Michigan Virtual<\/em>, as a private nonprofit corporation, is not currently subject to FOIA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>reserves the right to make the Award to the entity of its choosing, reflective of our understanding of needs, the audiences served and results desired rather than solely based on pricing or other combinations of factors.&nbsp; Further, this RFQ does not obligate <em>Michigan Virtual<\/em> to award any contract.&nbsp; We reserve the right to cancel the RFQ at our discretion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>D. RFQ QUESTIONS, DUE DATES, CONTACT<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are key dates to be aware of for this RFQ process.&nbsp; It is not uncommon for dates to change.&nbsp; Participating vendors will be notified of changes during the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Date<\/th><th>Item<\/th><\/tr><\/thead><tbody><tr><td><strong>Tuesday, August 23, 2022<\/strong><\/td><td>RFQ distributed<\/td><\/tr><tr><td><strong>Tuesday, August 30, 2022<\/strong><\/td><td>Written Vendor questions submitted to <em>Michigan Virtual<\/em><\/td><\/tr><tr><td><strong>Friday, September 9, 2022<\/strong><\/td><td><em>Michigan Virtual<\/em> responds to Vendor questions<\/td><\/tr><tr><td><strong>Tuesday, September 20, 2022<\/strong><\/td><td>Written Quotes due to <em>Michigan Virtual<\/em><\/td><\/tr><tr><td><strong>Thursday, September 29, 2022 through Friday, October 7, 2022<\/strong><\/td><td>Virtual 1-hour interviews for advancing vendors<\/td><\/tr><tr><td><strong>Monday, October 13, 2022 through Friday, October 14, 2022<\/strong><\/td><td>Reference checks for advancing vendors<\/td><\/tr><tr><td><strong>Thursday, October 20, 2022<\/strong><\/td><td>Begin contract negotiations<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Please direct all correspondence and questions related to this RFQ and the required elements as indicated below.<strong>&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Emailed questions are due by Tuesday, August 30, 2022. Responses to all submitted questions will be posted on Wednesday, September 7, 2022.<\/li><li>One (1) electronic copy of your Quote sent by email to the contacts below no later than noon EST on Tuesday, September 20, 2022<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The single point of contact for RFQ #08162022:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Julie Force<\/strong><br>Process\/Project Manager II<br>[email protected]<br><em>Michigan Virtual<\/em><br>920 Municipal Way<br>Lansing, MI 48917<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> reserves the right to not consider late or incomplete Quotes. Amendments to Quotes will be included in our review only when they are received by the above deadline.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/08\/RFQ-08162022-Customer-Identity-Tool-Project.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Customer Identity Tool RFQ<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/2020-21-Non-Disclosure-Agreement.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Non-Disclosure Agreement<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/09\/Customer-Identity-Tool-RFQ-Q-A.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Questions &amp; Answers<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->",
            "title": "RFQ: Customer Identity Tool",
            "excerpt": "I.&nbsp; INTRODUCTION Michigan Virtual\u2122 is requesting Quotes for an identity management solution and services to support identity management for a select number of customers in a limited pilot. The identity management solution (hereinafter referred to as \u201cSolution\u201d) is to meet the needs of varied programs and products and provide a true single sign-on (SSO). The...",
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        {
            "id": 74111,
            "path": "\/blog\/professional-learning-course-design-structure\/",
            "author_id": 59,
            "timestamp": 1660825292,
            "content": "<!-- wp:paragraph -->\n<p><em>In this second post in a short series of three blogs about <\/em><a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/designing-effective-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>designing effective professional learning<\/em><\/a><em>, Senior Instructional Designer Rosalie Dunlap shares how Michigan Virtual\u2019s Instructional Product Development team is adjusting and modernizing their professional learning courses based on direct input from learners.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual\u2019s<\/em> Instructional Product Development (IPD) team designs courses for both student and professional learners. In order to ensure courses are designed effectively and meet <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\">standards of quality course design<\/a>, courses designed by <em>Michigan Virtual<\/em> must go through an extensive internal review process and select courses undergo the <a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a> (QM) course review process. The review process is thorough, extensive, and intended to help organizations focus on quality assurance and continuous improvement of their online and blended learning courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The IPD team also solicits feedback from learners through an end-of-course survey. The team regularly reviews this feedback and takes learners\u2019 experiences into consideration when designing courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to their regular review of course feedback, Senior Instructional Designer Rosalie Dunlap decided to dig into this learner feedback more strategically. She was specifically interested in finding out what else she and other <em>Michigan Virtual<\/em> course designers could do to help meet the current needs of <em>professional <\/em>learners as well as how they could improve course design.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Analyzing Learner Feedback, Improving Course Design<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to better support professional learners, Rosalie constructed an extensive process to review and analyze learner feedback from several professional learning courses. Open-ended survey responses were gathered and analyzed on an individual course basis. Responses were categorized as either \u201csatisfied\u201d or \u201cunsatisfied\u201d comments, grouped in terms of commonality, and then analyzed by the percentage of learners that made each comment in order to look for trends.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Data from an additional focus group and surveys exploring the learner's perspective about a variety of Michigan Virtual courses were also collected and analyzed. Learner feedback from this focus group study provided Rosalie and the IPD team with even deeper insights into the learner perspective and user experience related to modules within <em>Michigan Virtual<\/em> courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on her 12 years of experience in instructional course design and trends found within learner feedback, Rosalie outlined the following effective practices in regards to assessment and measurement of learning within courses as well as the format, structure, appearance, and accessibility of courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>As you explore the sections below, consider how these effective practices can not only be particularly helpful to designers of online professional learning courses but also have some key takeaways for teachers who are creating or modifying their own online course content and educators who are evaluating the content of online courses.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Effective Practices: Assessment and Measurement of Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Format of Assessments<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>shorter, more frequent knowledge checks rather than long end-of-module\/course assessments<\/li><li>the ability to move forward in the course with a score less than 100%<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Assessment Content<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>assessments to align directly with the content in the course<\/li><li>assessments that have clear, straightforward questions<\/li><li>when assignment work products can be used in their practice<\/li><li>when <a href=\"https:\/\/www.nea.org\/professional-excellence\/professional-learning\/micro-credentials\">microcredentials<\/a> include rubrics and work samples to help them understand the expectations<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Assessment Feedback<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>getting feedback after each submission&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>assessments to include detailed, helpful feedback (ie. identifying questions answered incorrectly, addressing common misconceptions, summarizing key points, reteaching or linking back to aligned content)<\/li><li>assignments to be graded in a timely manner<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Effective Practices: Format, Structure, and Appearance of Courses<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Course Technology<\/strong>.<strong> <\/strong>Nearly three-quarters of learners access our courses via Google Chrome on a computer, so considerations should be made in terms of course design to account for that interoperability.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Course Length<\/strong>.<strong> <\/strong>Learners prefer:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>shorter courses that are quick to complete&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>the inclusion of time estimates on module start pages and longer components within the module&nbsp;&nbsp;&nbsp;<\/li><li>courses that are 1-6 <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/educator_services\/prof_learning\/scech_overview.pdf?rev=cb49f22e456b4a44ac4b1ad77f7e5d8e\">SCECHs<\/a> long&nbsp;&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Course Structure<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>online courses that augment and extend in-person PD&nbsp;&nbsp;&nbsp;<\/li><li>self-paced courses&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>when microcredentials include phases&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Course Navigation<\/strong>.<strong> <\/strong>Learners prefer:&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>the option to hide or condense navigation panels&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;<\/li><li>consistent instructions and navigation designs<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Welcome Page<\/strong>.<strong> <\/strong>Ensure the learner audience (the audience the lesson is intended for) is clearly communicated on the welcome page.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Course Accessibility<\/strong>. Ensure all content is available in written word to meet <a href=\"https:\/\/www.w3.org\/WAI\/standards-guidelines\/wcag\/\">Web Content Accessibility Guidelines<\/a> (WCAG).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By deeply analyzing feedback from professional learners on <em>Michigan Virtual <\/em>course design, Rosalie has equipped the rest of the Instructional Product Development team with considerations as to how they can design more effective professional learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the research gleaned many key takeaways and will help the IPD team better meet the needs of the educators they serve, it is important to keep in mind that learners' needs shift over time. It will be essential for Rosalie and her team to keep a constant pulse on what learners appreciate and prefer, as well as what they don\u2019t, and what their specific needs are in terms of their professional learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In demonstrating a willingness to continually improve, <em>Michigan Virtual<\/em> will position itself as an innovative thought leader committed to creating quality learning experiences for Michigan educators. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Designing Effective Professional Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In this <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/designing-effective-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">blog series<\/a>, <em>Michigan Virtual <\/em>Professional Learning Specialists and Course Designers provide insights\u2014based on direct input from learners via end-of-course survey data\u2014into how to design effective professional learning for teachers and school leaders.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is our hope that these blogs are helpful to designers of online PD courses or professional learning experiences, school leaders and teachers looking to make learning more student-centered, school leaders and teachers who are evaluating online courses or course content, and\/or teachers who are creating their own online course content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A special thanks to <em>Michigan Virtual\u2019s <\/em>Senior Instructional Designer Rosalie Dunlap for sharing her knowledge and expertise which informed this blog.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<h1>Step two: How do we gain an empathetic understanding of the problem at hand?<\/h1>\nFacebook\nTwitter\nLinkedIn\n\nSo, you\u2019re tackling a complex educational problem using design thinking?&nbsp;\n\nYou\u2019ve already completed the first step of this process \u2013 <a href=\"https:\/\/michiganvirtual.org\/how-to-start-solving-your-toughest-educational-challenges\/\">immersion<\/a>. You\u2019ve immersed yourself in the problem at hand and discovered the right questions to ask.&nbsp;\n\nNow, you\u2019re ready to conduct research to start answering those questions.\n<h5>Let\u2019s dive into step two of the design-thinking process: Discovery and synthesis.<\/h5>\n<h5>\n\t\t\t\t\t\tImmersion<\/h5>\nWhere you set the stage for a successful project by clearly defining your objective. In this stage, you will need to compile a list of what you do know and what you don\u2019t know about the challenge at hand.\n<h3>\n\t\t\t\t\t\tDiscovery &amp; Synthesis<\/h3>\nWhere you take the time to answer questions about what you don\u2019t know. You can do this by learning about the needs of people in your education community impacted by your solution.\n<h3>\n\t\t\t\t\t\tDesign<\/h3>\nWhere you brainstorm a wide variety of solutions to meet your education community\u2019s needs and then prioritize the most promising solutions.\n<h3>\n\t\t\t\t\t\tAssessment &amp; Refinement<\/h3>\nWhere you get feedback from your education community about the solutions you\u2019ve developed and make iterative changes to create an even more effective solution.\n\nIn this phase, you will gather insights into what the people in your community <i>actually <\/i>need and want.&nbsp;\n\nIn other words, it\u2019s time to bring empathy into the process.&nbsp;\n\nGaining the perspective of our education community is critical to ensuring we\u2019re solving for real people's needs and understanding their <i>behaviors<\/i>, <i>motivations<\/i>, and <i>experiences<\/i>.&nbsp;\n<p dir=\"ltr\" style=\"line-height: 1.38;margin-top: 0pt;margin-bottom: 0pt\"><\/p>\nWithout taking the time to discover these insights, we would just be guessing about our community\u2019s wants and needs or assuming that everyone\u2019s needs are the same \u2013 and as educators, we are all too aware that no two people, classrooms, schools, or families are exactly the same.\n\nOnce we\u2019ve gathered insight from our community, the next step will be compiling and synthesizing everything we\u2019ve heard. This process will help validate, create modifications, or eliminate our hypotheses, and ultimately help guide our efforts in designing a solution.\n\nTo apply this process to your educational setting, try following the steps below:\n<h3>1. Turn your knowledge gaps into a discussion guide<\/h3>\nBefore you start hosting focus groups with community members, you\u2019ll want to craft a \u201cdiscussion guide\u201d with a list of questions and conversation topics.\n\n<b>Pro tip<\/b>: It\u2019s helpful to use your list of knowledge gaps as a starting point for creating this discussion guide. Let what you don\u2019t yet know inspire questions that will help you fill those gaps!\n\nCreating a discussion guide also helps you make efficient use of your time with participants (the last thing anyone you want to do is waste another person\u2019s time by getting off-topic!).\n\nYou\u2019ll also want to think through how to tailor questions for each group in your study (e.g., teachers, students) or whether there are specific questions you can skip altogether for any given group. This step will help ensure that you\u2019re only spending time on the most relevant topic and targeting the conversation in a way that will provide you with useful knowledge.\n<h6><b>Tips for creating a discussion guide<\/b><\/h6>\n<ul>\n \t<li style=\"font-weight: 400\">Ask <i>open-ended questions<\/i> that will give you much richer insights than questions that can be answered with a simple \u201cyes\u201d or \u201cno.\u201d&nbsp;<\/li>\n \t<li style=\"font-weight: 400\">As much as possible, write your questions in an <i>unbiased <\/i>way. Even if there is a specific approach you feel is hands-down the best way to address your problem, try to keep questions about this approach neutral in how they\u2019re framed.<\/li>\n \t<li style=\"font-weight: 400\">&nbsp;Keep an <i>open mind<\/i> as you listen to participant responses.<\/li>\n<\/ul>\n<h6><b>Example in action: Crafting questions by group<\/b><\/h6>\nBuilding off the example used throughout <a href=\"https:\/\/michiganvirtual.org\/how-to-start-solving-your-toughest-educational-challenges\/\">the first article in this series<\/a>, our research team recently re-evaluated its future learning solutions to ensure they were still relevant and impactful in a pandemic-affected world.&nbsp;\n\nUsing the knowledge gaps we discovered in the immersion phase, we drafted a discussion guide for each group of participants in the education community. In our case, these groups included administrators, teachers, students, and parents.&nbsp;\n\nNext up, we organized our questions based on four key categories and tailored the questions to the role\/responsibilities each member plays in the community. One of these categories focused on learning management systems (LMSs) and curriculum content.&nbsp;\n\n<b>For this category, we asked teachers questions such as:<\/b>\n<ul>\n \t<li style=\"font-weight: 400\">Do you feel you have adequate content to deliver to your students remotely?<\/li>\n \t<li style=\"font-weight: 400\">What techniques are working to make the outside content you use personalized to your needs?<\/li>\n<\/ul>\n<b>By contrast, questions for students included:<\/b>\n<ul>\n \t<li style=\"font-weight: 400\">How do you feel about the classes your school is delivering for remote\/hybrid classes?<\/li>\n \t<li style=\"font-weight: 400\">Is the content you\u2019re learning in your remote\/hybrid classes created directly by your teachers or coming from other sources (like videos)? Which do you prefer, and why?<\/li>\n<\/ul>\nNow that we\u2019d created our discussion guides, it was time to schedule interviews!\n<h6><b>Apply this step: Prioritize the most relevant questions<\/b><\/h6>\nAs you prepare to have conversations with people in your education community, remember that you don\u2019t need to ask <i>every <\/i>question raised by your hypotheses to every person in the community.&nbsp;\n\nPre-plan your conversations with a discussion guide so that you\u2019re prepared to ask the most relevant questions within the allotted time.&nbsp;\n<h3>2. Conduct primary research sessions<\/h3>\nOnce your discussion guide(s) are ready, it\u2019s time to start talking to people. The type of research you\u2019ll be doing here is \u201cprimary\u201d research \u2013 in other words, collecting information directly from the source.\n\nThis stands in contrast to \u201csecondary\u201d research, which involves gathering and summarizing information that someone else has collected (such as when you search for information on Google!).&nbsp;\n\nThere are multiple ways you can approach primary research. Traditionally, this research is conducted live and in-person either through interviews or by going directly to where participants are to observe them in their natural environment \u2013 such as teaching in the classroom. These sessions can be done one-on-one or with a small group of participants.\n\nHowever, with the proliferation of virtual conferencing tools and growing familiarity with remote meetings, holding these research sessions in a remote environment has become an excellent alternative to in-person sessions. This is especially true when pulling in participants from a large geographic area.&nbsp;\n<h6><b>Tips for running a primary research session<\/b><\/h6>\n<b>Designate a conversation facilitator<\/b> to guide the group through the prepared questions. This will help keep the conversation flowing and ensure everyone in the group has a chance to voice their opinion. Having a facilitator is also helpful for one-on-one discussions.\n\n<b>Pre-plan how much time you want to dedicate to each section<\/b> of your discussion guide to make sure you don\u2019t run out of time before being able to address all of your main questions.\n<ul>\n \t<li><b>Consider a one-on-one format if your topic of conversation is more personal or sensitive in nature<\/b>, or if you need more in-depth or exploratory discussions.<\/li>\n \t<li><b>Limit the number of researchers who attend<\/b>. It can be overwhelming to have too many non-participants in the room, whether virtual or in-person. Generally, we choose to have two staff members attend sessions \u2013 one person to facilitate and one to take notes.<\/li>\n<\/ul>\n<b>Honor your participants\u2019 time. <\/b>Everyone\u2019s busy. Consider scheduling each discussion to last for no more than an hour.&nbsp;\n\n<b>Record your session,<\/b> so you can re-watch it if needed and share with other team members. (Also, be sure to let participants know you are recording and why!)\n\n<b>Encourage participants to turn on their cameras<\/b> if you\u2019re hosting a virtual session. This can lead to a livelier, more humanized conversation.\n<h6><b>Example in action: Crafting questions by group<\/b><\/h6>\nWhen we reached this stage, our group decided it would be most effective to have small group virtual video conference discussions. This choice made the most sense since this project began during the COVID-19 pandemic, and our target audience spanned a large geographic area (i.e., the state of Michigan!)\n\nEach group included 3-4 members of the education community, and we set up separate discussions with each group type from our community (e.g., groups of administrators, teachers, etc.).&nbsp;\n\n<b>During these conversations, we heard about a wide variety of needs that exist across Michigan\u2019s educational community, such as:<\/b>\n<ul>\n \t<li style=\"font-weight: 400\"><i>Administrators <\/i>and <i>teachers <\/i>told us about the desire for<i> bite-sized pieces of content<\/i> that teachers could blend into their own curriculum, so that they still feel ownership over what they\u2019re teaching, while having resources to keep their content fresh and engaging for students.&nbsp;<\/li>\n \t<li style=\"font-weight: 400\"><i>Students <\/i>and <i>parents <\/i>told us about their <i>communication needs<\/i>, particularly their need for an out-of-class resource to quickly get help with questions parents aren\u2019t equipped to answer for their kids.&nbsp;<\/li>\n \t<li style=\"font-weight: 400\"><i>District leaders <\/i>shared that they\u2019re trying to <i>incorporate social-emotional learning into the school day<\/i>. The need for trusting and authentic relationships is at the core of any approach that districts hope will succeed.<\/li>\n<\/ul>\n<h6><b>Apply this step: Choose your session structure<\/b><\/h6>\nAs you move into your research step, take the time to decide which approach is suitable for the topic you\u2019re working on \u2013 one-on-one or group sessions, in-person or remote\/online.&nbsp;\n\nThen, be ready to play an active role in moving the conversation along and keeping all participants on track with the questions you need to get answered.\n<h3>3. Synthesize what you\u2019ve learned<\/h3>\nLast but not least, it\u2019s time to synthesize all the knowledge you gathered during your primary research sessions.\n\nYou\u2019ve asked the right questions to the right people, and now you\u2019ve got a bunch of notes. It can be overwhelming to try to sort through all these findings and make sense of them.\n\nStart first by organizing your learnings and grouping similar findings together. As you group these findings, recurring themes will naturally emerge (e.g., common behaviors, pain points, workarounds, etc.).&nbsp;\n\nIt can also be helpful to categorize themes by whether your participants\u2019 underlying needs are <i>functional <\/i>(i.e., they want something to <i>function <\/i>differently) or <i>emotional <\/i>(i.e., they want to <i>feel<\/i> differently).\n\nParticipants usually can\u2019t solve the problem for you or articulate a perfect solution, but they can tell you how they <i>ideally <\/i>want something to work and how they want to feel as a result. Focus on the descriptive words they use to express their ideals.&nbsp;\n\nSometimes, your participants might offer suggestions based on how they work around issues. But it is important not to narrow your focus too soon by jumping to potential solutions prematurely. First, you need to get to the root of the problem. You need to understand it deeply before you\u2019re ready to start designing fixes.\n\nConsider the famous quote often attributed to Henry Ford:\n\n\u201c<b><i>If I had asked people what they wanted, they would have said faster horses.\u201d<\/i><\/b>\n\nRather than accepting the first solution offered, Ford kept digging into the human problems lurking beneath the many logistical nightmares of widespread travel by horseback. This laser focus led Ford to deliver the first mass-produced automobile.\n\nAfter you\u2019ve grouped your findings into themes, you\u2019ll next want to summarize your high-level insights. These insights should allow you to go back to your original hypotheses and see which are valid, which need to be modified, and which need to be eliminated.&nbsp;\n\nWith your research completed and synthesized, you now have the direction you need to start developing and designing solutions to meet your community\u2019s needs.\n<h6><b>Example in action:<\/b><\/h6>\nAfter completing our primary research, we compiled all the knowledge we had gained. We synthesized themes and noted differences between the different participant groups in our study.&nbsp;\n\nThe result of this synthesis was a list of key insights that validated the four categories we had hypothesized but, more importantly, informed us where the most significant opportunities lay to create relevant and impactful education solutions.&nbsp;\n\n<b>The four key themes that resulted were:<\/b>\n<ul>\n \t<li><b><i>Learning management system strategy &amp; curriculum content \u2013 <\/i><\/b>There is a strong desire for a diverse variety of micro-content that can be easily searched, selected, and blended in with teachers\u2019 own content to create a curriculum that meets district standards.<\/li>\n \t<li><b><i>Tools to improve effectiveness \u2013&nbsp; <\/i><\/b>There is a desire for digital assistance that can help teachers field frequently asked questions, and offer personalized guidance to students (without actually \u201cgiving them the answers\u201d).<\/li>\n<\/ul>\n<ul>\n \t<li><b><i>Engagement &amp; communication tools \u2013 <\/i><\/b>There is a need for an easy and central way to search for, track, and start new classroom-related communications.<\/li>\n \t<li><b><i>Personal &amp; professional development tools<\/i><\/b><b> \u2013 <\/b>Choice, flexibility (such as online availability), and access to relevant professional development content are essential to educators.<\/li>\n<\/ul>\n<h6><b>Apply this step: Choose your format for synthesizing information<\/b><\/h6>\nOnce you\u2019re ready to start synthesizing information collected during your research, start by getting it into a format that will help you stay organized.&nbsp;\n\nYou could use bulleted lists in a Word document or sticky notes on a classroom wall. There are also many online tools available for group brainstorming.&nbsp;\n\nOne of our go-to tools is <a href=\"https:\/\/miro.com\/index\/\">Miro<\/a>, a visual collaboration platform that allows teams to create virtual \u201csticky notes,\u201d sort and organize these notes, and easily track themes as they start to emerge.&nbsp;\n\nBetter yet, unlike real sticky notes, Miro boards can exist permanently without having to be taken down to make space for the next project.\n\nIt can be helpful to move your bullets or sticky notes around, grouping similar ideas together. And remember to dig deeper to focus on the underlying needs or human problems, rather than stopping at the product-level issues that participants may share.\n<h3>Bringing the pieces together<\/h3>\nCongratulations! You\u2019re now ready to apply step two of the design-thinking process \u2013 <i>discovery and synthesis<\/i> \u2013&nbsp; to your own complex challenge.&nbsp;\n\nThis phase will bring you deep insights into what people in your community want and need from the challenge you\u2019re tackling.&nbsp;\n\nTaking the time to empathize with your community \u2013 to understand the struggles they face each day and the things that make their lives just a little bit easier or more enjoyable \u2013 will let you put yourself in their shoes.\n\nEntering the problem from this perspective will allow you to eventually develop solutions that make a meaningful and positive impact on the people you\u2019re trying to serve.\n\nOnce you have your synthesized list of key insights, you\u2019re ready to move on to step three of the design-thinking process. Join us in the following article in this series, where we\u2019ll show you how to move beyond your list of insights to start designing solutions.\n\n<b><i>Could you use a little help? <\/i><\/b><i>You don\u2019t have to go about this process alone. Our research and consulting team at <\/i>Michigan Virtual<i> can partner with you on this journey to offer guidance and training as you move toward designing solutions perfect for your community. <\/i>",
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            "excerpt": "Step two: How do we gain an empathetic understanding of the problem at hand? Facebook Twitter LinkedIn So, you\u2019re tackling a complex educational problem using design thinking?&nbsp; You\u2019ve already completed the first step of this process \u2013 immersion. You\u2019ve immersed yourself in the problem at hand and discovered the right questions to ask.&nbsp; Now, you\u2019re...",
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            "id": 73782,
            "path": "\/research\/publications\/sel-pd-effectiveness-perceptions\/",
            "author_id": 72,
            "timestamp": 1660752055,
            "content": "<!-- wp:heading {\"level\":3} -->\n<h3><strong>Acknowledgements<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We would like to thank several Michigan Virtual colleagues for their help in conducting this research project: Kristen Crain, Stacey Schuh, Emily Sicilia, and Scott Watkins. We are grateful to all the educators who took time to participate in this study to share their experiences and advice. We hope the following report helps provide strategies to provide educators with effective and meaningful social and emotional learning professional development opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"intro\"><strong>Introduction and Need for Study<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As the world continues to face the trauma and loss experienced during the COVID-19 pandemic, addressing the social and emotional needs of educators, students, and communities is a top priority. Reactions to the COVID-19 pandemic emphasized the importance of meeting adult educators\u2019 social and emotional needs, too. Research has found that SEL curricula help students and communities grow; however, more research is needed on educators\u2019 perceptions of the effectiveness of the SEL training they pursue on their own or through their schools or districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As noted in <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\">Michigan Virtual\u2019s 2021 research study on meeting the social and emotional needs of Michigan educators<\/a>, social and emotional learning (SEL) is defined as \u201cthe ability to manage emotions, feel and show empathy for others, and establish caring, supportive relationships\u201d (Timke &amp; DeBruler, 2021). In addition to supporting students\u2019 growth, SEL is a skill and important concern for adults who work with students. In order to achieve a welcoming and supportive learning community for students and staff, schools need to strive to build \u201ca work environment in which staff feel supported, empowered, able to collaborate effectively and build relational trust, and also able to develop their social and emotional skills\u201d (<em>Social Emotional Learning Activities<\/em>,&nbsp; n.d.). One way to achieve such an environment is to offer educators professional learning opportunities to understand SEL and how it can be applied to their everyday work and life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Questions remain, though, about the impact SEL professional learning has on educators, especially if such training is offered online. Do educators feel that they have grown professionally? Do they feel like their social and emotional needs are addressed when they help their students advance their SEL skills? Do they find SEL training and supports helpful in becoming more effective educators? Do educators find pursuing SEL professional learning through an online platform to be effective?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This study starts to answer these questions by shedding light on the perceived effectiveness of online SEL training for educators. It also examines educators\u2019 impressions of how online SEL training impacts their job satisfaction, performance, and service to their students. If online SEL training is not seen as effective, it is hoped that adaptations can be made to such training to help educators feel more fulfilled in meeting their social and emotional needs while helping students meet theirs. Therefore, several research questions grounded this study:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>What do educators think about the effectiveness of the SEL training they have completed?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What do educators think about their own SEL competencies after completing SEL training?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What do educators see as effective SEL training? What do they see as ineffective SEL training? What adaptations should be made to SEL training to make it more effective?<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Methodology&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To answer this study\u2019s research questions, the Qualtrics\u2019 online survey software was used to collect data from educators who completed at least one online social and emotional professional learning course with Michigan Virtual in 2021. Michigan Virtual was chosen as the organization for this study because it offers a variety of online social and emotional learning courses for educators within and beyond the state of Michigan. Table 7 in the Appendix provides an overview of the 10 SEL professional learning courses that participants in this study could have taken in 2021.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to asking for general details about participants\u2019 roles within a school, this study\u2019s survey included a variety of open-ended and closed questions asking educators to reflect on the following topics:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Why they took their course(s)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What they found effective in their course(s)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What they learned about social-emotional learning<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How much and what they applied to their work<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How much they feel they can help students, their colleagues, and themselves achieve social-emotional learning skills<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Out of the 6,544 total educators who took at least one social and emotional professional learning course in 2021 through Michigan Virtual, 702 completed this study\u2019s survey. Although this report does not intend to generalize to all educators having taken online social-emotional learning courses, it does provide a close look at a significant number of educators\u2019 perspectives on their SEL professional learning online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To provide insights into what makes online social-emotional professional learning most effective for educators, the report is structured into five main parts. The first section provides general details about the educators who took this study\u2019s survey. The second section provides educators\u2019 general impressions of their SEL professional learning courses. The third section discusses the three large themes that emerged across open-ended survey responses. The fourth section provides practical implications. The fifth section concludes with thoughts about future support for teachers\u2019 social-emotional learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Educators Participating in Study<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Among the 702 educators who completed the survey for this study, a majority were teachers (67.24%). A majority of educators serving elementary school students also took the survey (33.76%). Close to 55% signed up for their courses on their own because social-emotional learning topics interested them. About 40% enrolled in their courses because their school or district required them to do so.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tables 1 and 2 provide an overview of the roles of educators who participated in the study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Role<\/th><th class=\"has-text-align-center\" data-align=\"center\">Number<\/th><th class=\"has-text-align-center\" data-align=\"center\">Percent<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>702<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>100%<\/strong><\/td><\/tr><tr><td>Teacher<\/td><td class=\"has-text-align-center\" data-align=\"center\">472<\/td><td class=\"has-text-align-center\" data-align=\"center\">67.24%<\/td><\/tr><tr><td>Support Staff<\/td><td class=\"has-text-align-center\" data-align=\"center\">66<\/td><td class=\"has-text-align-center\" data-align=\"center\">9.40%<\/td><\/tr><tr><td>Principal<\/td><td class=\"has-text-align-center\" data-align=\"center\">29<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.13%<\/td><\/tr><tr><td>School Counselor<\/td><td class=\"has-text-align-center\" data-align=\"center\">29<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.13%<\/td><\/tr><tr><td>Superintendent<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.03%<\/td><\/tr><tr><td>Other<\/td><td class=\"has-text-align-center\" data-align=\"center\">104<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.81%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 1.<\/strong> <em>Participants by Role.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>School Level<\/th><th class=\"has-text-align-center\" data-align=\"center\">Number<\/th><th class=\"has-text-align-center\" data-align=\"center\">Percent<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>702<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>100%<\/strong><\/td><\/tr><tr><td>Elementary<\/td><td class=\"has-text-align-center\" data-align=\"center\">237<\/td><td class=\"has-text-align-center\" data-align=\"center\">33.76%<\/td><\/tr><tr><td>Middle School<\/td><td class=\"has-text-align-center\" data-align=\"center\">124<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.66%<\/td><\/tr><tr><td>High School<\/td><td class=\"has-text-align-center\" data-align=\"center\">219<\/td><td class=\"has-text-align-center\" data-align=\"center\">31.20%<\/td><\/tr><tr><td>Other<\/td><td class=\"has-text-align-center\" data-align=\"center\">122<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.38%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 2.<\/strong> <em>Participants by School Level.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Teachers also represented the highest number of educators to take more than one online SEL professional learning course in 2021. Table 3 provides a breakdown of the number of educators who took more than one SEL course with Michigan Virtual in 2021.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Role<\/th><th class=\"has-text-align-center\" data-align=\"center\">Taking 2+ Courses<\/th><th class=\"has-text-align-center\" data-align=\"center\">Percent<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>172<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>100%<\/strong><\/td><\/tr><tr><td>Teacher<\/td><td class=\"has-text-align-center\" data-align=\"center\">123<\/td><td class=\"has-text-align-center\" data-align=\"center\">71.51%<\/td><\/tr><tr><td>Support Staff<\/td><td class=\"has-text-align-center\" data-align=\"center\">19<\/td><td class=\"has-text-align-center\" data-align=\"center\">11.05%<\/td><\/tr><tr><td>Principal<\/td><td class=\"has-text-align-center\" data-align=\"center\">9<\/td><td class=\"has-text-align-center\" data-align=\"center\">5.23%<\/td><\/tr><tr><td>School Counselor<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.49%<\/td><\/tr><tr><td>Superintendent<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.00%<\/td><\/tr><tr><td>Other<\/td><td class=\"has-text-align-center\" data-align=\"center\">15<\/td><td class=\"has-text-align-center\" data-align=\"center\">8.72%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 3.<\/strong> <em>Participants Who Took More than One SEL Course in 2021 with Michigan Virtual.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>The top courses taken by this study\u2019s participants included Michigan Virtual\u2019s introductory course <em>Social-Emotional Learning: Introduction to SEL<\/em> (41.78%), followed by <em>Take Care of Yourself: A Course in Well-Being and Self-Care<\/em> (16.45%), <em>Social-Emotional Learning: Trauma-Informed Support<\/em> (10.10%), and <em>Social-Emotional Learning: Integrating SEL into Culturally Responsive Classrooms<\/em> (8.58%). Table 7 in the Appendix provides a summary of what these courses cover.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"perceptions\"><strong>Educators\u2019 Perceptions of Online SEL Professional Learning Effectiveness<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The survey included a series of questions asking educators to reflect on the perceived effectiveness of the online SEL professional learning courses they took with Michigan Virtual. The top six elements that educators reported that they liked about their SEL course(s) included <em>learning how to help students advance their social and emotional learning competencies<\/em> (68.23%), <em>self-paced format<\/em> (62.25%), <em>the course(s) being online<\/em> (55.13%), <em>learning ways to make my classroom more equitable and inclusive<\/em> (46.58%), and <em>learning SEL terminology and theories<\/em> (36.04%).<em>&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>About three-quarters of educators found that they applied <em>much<\/em> or <em>a great deal<\/em> of what they learned through their SEL courses to their work. About 24% felt that they applied <em>little. <\/em>Only about 1.5% felt that they didn\u2019t apply any of their professional learning to their work. About two-thirds of the participants reported not seeking additional SEL resources after they completed their SEL professional learning course(s).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Among respondents indicating that they applied <em>a great deal<\/em> or <em>much <\/em>of what they learned from their courses, about 60% said they did so because they felt <em>motivated to do so because SEL is very important to them<\/em> and they <em>wanted to help others in their school and community<\/em>. About half of these respondents also indicated that <em>the training content was very applicable to their work<\/em> and that their <em>school values and cares about SEL, so they wanted to contribute new learning to those initiatives<\/em>.<em>nted to contribute to new learning to those initiatives<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As for those respondents who said that they applied <em>little<\/em> or <em>none<\/em> from their SEL courses, about 40% said that <em>they were already doing what the training recommended, so they didn\u2019t learn anything new<\/em>. One-third said that <em>they have too many things to do, so it is difficult to do anything new in their job<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When asked to self-report on a variety of statements, around 80% of participants <em>agreed<\/em> or <em>strongly agreed <\/em>that their SEL course(s) contributed to more confidence, engagement, fulfillment, and effectiveness in their jobs. Around 90% of educators reported that they <em>agreed<\/em> or <em>strongly agreed<\/em> with statements that their courses contributed to their ability to help students minimize stress and anxiety, identify a full range of emotions, be more cooperative, build empathy, be more self-aware, be comfortable asking for help, and pursue their own self-care. On a variety of statements related to their own SEL skills, about 85% of educators, on average, <em>agreed <\/em>or <em>strongly agreed<\/em> with statements that their SEL courses helped them with their own SEL needs and skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the most notable findings is that educators reported agreeing slightly more with being able to support and serve students compared to being able to help themselves after their course(s). Such a finding is not surprising given educators\u2019 primary objective to want to help their students before themselves. However, if educators do not feel that they can take care of their own social and emotional needs, there are major concerns, especially in the long term, for educators to feel satisfied, fulfilled, and supported in their jobs. As noted in a <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\">Michigan Virtual 2021 report showing significant teacher burnout<\/a> when teachers shared their self-assessments of their social-emotional needs. Moreover, there are worries about the impact of educators\u2019 challenges in meeting their social-emotional needs on teacher recruitment and retention, as explored with depth in a <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\">recent Michigan Virtual blog series on this topic<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tables 4\u20136 provide a summary of educators\u2019 self-assessments of their SEL skills and abilities after taking their online SEL professional learning courses with Michigan Virtual in 2021.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Statement<\/th><th class=\"has-text-align-center\" data-align=\"center\">Agree or Strongly Agree<\/th><\/tr><\/thead><tbody><tr><td>Feel more confident in doing my job.<\/td><td class=\"has-text-align-center\" data-align=\"center\">85.53%<\/td><\/tr><tr><td>Feel more engaged in my work.<\/td><td class=\"has-text-align-center\" data-align=\"center\">80.32%<\/td><\/tr><tr><td>Feel a career in education is fulfilling.<\/td><td class=\"has-text-align-center\" data-align=\"center\">80.92%<\/td><\/tr><tr><td>Feel more satisfied with my work.<\/td><td class=\"has-text-align-center\" data-align=\"center\">78.13%<\/td><\/tr><tr><td>Feel I serve students better.<\/td><td class=\"has-text-align-center\" data-align=\"center\">89.22%<\/td><\/tr><tr><td>Feel I contribute more to my school community.<\/td><td class=\"has-text-align-center\" data-align=\"center\">83.05%<\/td><\/tr><tr><td><strong>Average across all statements<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>83.05%<\/strong><\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 4.<\/strong> <em>Educators\u2019 Perceptions of SEL Courses Contributing to Higher Job Satisfaction and Effectiveness.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Statement<\/th><th class=\"has-text-align-center\" data-align=\"center\">Agree or Strongly Agree<\/th><\/tr><\/thead><tbody><tr><td>I can better help students minimize stress and anxiety.<\/td><td class=\"has-text-align-center\" data-align=\"center\">90.13%<\/td><\/tr><tr><td>I can better help students identify a full range of emotions.<\/td><td class=\"has-text-align-center\" data-align=\"center\">88.56%<\/td><\/tr><tr><td>I can better help students be more cooperative.<\/td><td class=\"has-text-align-center\" data-align=\"center\">87.54%<\/td><\/tr><tr><td>I can better help students build empathy.<\/td><td class=\"has-text-align-center\" data-align=\"center\">89.27%<\/td><\/tr><tr><td>I can better help students be more self-aware<\/td><td class=\"has-text-align-center\" data-align=\"center\">91.97%<\/td><\/tr><tr><td>I can better help students be comfortable asking for help.<\/td><td class=\"has-text-align-center\" data-align=\"center\">88.97%<\/td><\/tr><tr><td>I can better help students pursue their own self-care.<\/td><td class=\"has-text-align-center\" data-align=\"center\">87.11%<\/td><\/tr><tr><td><strong>Average across all statements<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>87.12%<\/strong><\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 5.<\/strong> <em>Educators\u2019 Perceptions of SEL Courses Contributing to Their Ability to Help Students<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Statement<\/th><th class=\"has-text-align-center\" data-align=\"center\">Agree or Strongly Agree<\/th><\/tr><\/thead><tbody><tr><td>I can better identify others\u2019 social and emotional needs.<\/td><td class=\"has-text-align-center\" data-align=\"center\">89.84%<\/td><\/tr><tr><td>I can better empathize more with other people.<\/td><td class=\"has-text-align-center\" data-align=\"center\">89.11%<\/td><\/tr><tr><td>I can better make my teaching more equitable and inclusive.<\/td><td class=\"has-text-align-center\" data-align=\"center\">88.27%<\/td><\/tr><tr><td>I can better identify my own social and emotional needs.<\/td><td class=\"has-text-align-center\" data-align=\"center\">85.67%<\/td><\/tr><tr><td>I can better pursue my own self-care.<\/td><td class=\"has-text-align-center\" data-align=\"center\">83.33%<\/td><\/tr><tr><td>I can better show more compassion toward myself.<\/td><td class=\"has-text-align-center\" data-align=\"center\">82.30%<\/td><\/tr><tr><td>I can better ask for help when I need it.<\/td><td class=\"has-text-align-center\" data-align=\"center\">79.89%<\/td><\/tr><tr><td>I can better find ways to achieve work-life balance.<\/td><td class=\"has-text-align-center\" data-align=\"center\">79.71%<\/td><\/tr><tr><td>I can better minimize my stress and anxiety.<\/td><td class=\"has-text-align-center\" data-align=\"center\">76.72%<\/td><\/tr><tr><td>I can better express my emotions as appropriate with students.<\/td><td class=\"has-text-align-center\" data-align=\"center\">85.92%<\/td><\/tr><tr><td>I can better express my emotions with trusted adults\/colleagues.<\/td><td class=\"has-text-align-center\" data-align=\"center\">83.45%<\/td><\/tr><tr><td><strong>Average across all statements<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>84.54%<\/strong><\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 6.<\/strong> <em>Educators\u2019 Perceptions of SEL Courses Contributing to Their Own SEL Needs and Skills.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"themes\"><strong>Educators Perceptions of Online SEL Professional Learning&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In evaluating educators\u2019 responses to open-ended responses, three major themes emerged about educators\u2019 perceptions of their online SEL professional learning. First, educators revealed that they appreciated the flexibility of completing their professional learning course(s) on their own schedule through an online platform. However, given the social and reflective nature of the topic of SEL, some educators felt that asynchronous SEL training should be supplemented by a synchronous component (either in-person or live online). Second, many educators appreciated learning the basics about SEL, but many wanted more specific content that would be useful for their specific role and function within a school. Third, educators enjoyed learning about the theories behind SEL, but many indicated the need to translate theory into practice and actionable steps they could take in their specific roles. Each of these themes will be discussed in turn before the report's implications and conclusion sections provide recommendations for professional learning coordinators and educators based on advice received from this study\u2019s participants through their open-ended responses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"theme1\">Theme 1: Educators Like Flexibility of Asynchronous Online Options But Want Live, Interactive Components, Too<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Two of the top three elements that educators liked about their SEL professional learning were that their courses were in a self-paced format and online, which two educators summarized succinctly: \u201cI'm glad to have access to quality courses like this. It feels like I am attending grad school all over again, but in the safety and convenience of my home. Plus, I can learn at my own pace!\u201d and \u201cThey are very easy to take, I can do them at school, when I have time, or at home.\u201d It is not surprising then that a significant number of participants wrote that they appreciated the flexibility that came with being able to complete their professional development coursework online and on their own time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, there were mixed feelings about the effectiveness of having SEL professional learning facilitated exclusively in an asynchronous manner online. A strong view was made by one educator: \u201cOnline training in SEL is an oxymoron. There are no good uses of SEL training through an online program.\u201d Although this participant did not elaborate on what would make an online SEL professional learning experience better, it is noteworthy because some educators may not find an asynchronous format amenable to building core SEL skills, such as the ability to communicate and express oneself clearly and with empathy. Another respondent provides some additional insights into this concern by indicating that interactive discussion would be helpful to taking their online SEL training to the next level (emphasis original): \u201cI WANT INTERACTIVITY: Learning the history and the importance of social emotional learning was very valuable. While we were given some examples\/scenarios to read through, I think it would be nice to have an open forum for teacher\/admin to discuss concerns we are seeing now (due to Covid) to help our students.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although the self-paced format was appreciated, some educators felt that the courses were too long and could be shortened to make them more manageable to avoid fatigue that comes with online learning. In particular, two participants noted the limits of basing asynchronous courses solely on reading: \u201cI felt it needed more than just reading. It was difficult to stay on task with just reading slides and articles.\u201d and \u201cWith the course I recently completed, I would prefer videos and a reader of the material to go along with my self-paced reading abilities; this would help keep me engaged with the learning content better\u2026\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Others indicated that they wanted resources or tools that would allow them to take their online SEL learning offline, such as having handouts or other checklists that are easy to refer to later: \u201cI wish any of the classes offered printable lists with all of the websites they suggest. There are too many to write down and I often can't find them later.\u201d and \u201cI think the SEL training was good, I would like a paper copy of a lot of this material to review over time.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"theme2\">Theme 2: Educators Want Lessons Tailored to Educators\u2019 Specific Roles<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators wanted to learn more about how SEL implementation could somehow be integrated into lessons that were already going to be done in their classroom, as two respondents noted: \u201c[I want to learn] ways to incorporate [SEL] into middle school core class WITHOUT giving up time from instruction\u201d and \u201c[I want to learn] things that can be tied into content. It is hard to find the time for students to rate their feelings and emotions when we are asked to teach bell-to-bell. Maybe if there was an add-on curriculum to what we have to teach (i.e. In history, how can we relate to these people and events?).\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some teachers wanted to learn how to apply and implement SEL lessons in very specific subjects, such as physical education, music, or mathematics, or at particular grade levels or with specific student populations, such as cognitively impaired students. Other teachers were interested in how to teach SEL and apply SEL principles in their teaching online: \u201c[It would help to learn] techniques on how to apply SEL in an online environment wherein students have all different start and end dates, rather than face-to-face synchronous learning.\u201d Other teachers wanted very specific skills that could help them work with students with specific needs and approaches, which could help broader school programs: \u201c[I want to see] continued connection to Trauma Informed or Belonging, Inclusion concepts. Marrying these concepts together brings opportunities across a wider array of school initiatives and school staff.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One teacher's lengthy response brought up what many other educators voiced about their hope and desire to learn how to support and empower students in ways that is possible based on teachers like them (emphasis added): \"Most of the information in the course was information I already knew. The course reinforced much of the previously learned\/understood knowledge and activities, but didn't really offer much new.&nbsp; I would really value SEL training that went a bit deeper to help students with resilience, and confidence. Training that <em>helped teachers, like me<\/em>, to help students let go of overwhelming, helpless, and negative thoughts. Training that <em>helped teachers, like me<\/em>, help students not be less occupied with the idea of perfection vs failure and allow themselves to be human- that mistakes and 'failures' often learn to deeper understanding and knowledge. <em>Help teachers, like me<\/em>, to identify our own biases regarding kids that we just don't like, for whatever our reasons are, and see these children as people who need us to see their value.\u201d In short, educators, especially teachers, are looking for online SEL professional learning opportunities that meet them <em>and<\/em> their students where they are.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"theme3\">Theme 3: Educators Want Lessons They Can Act Upon and Apply Immediately<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A significant number of educators felt appreciative of the opportunities to learn about theories about SEL, but they wanted lessons they can act upon and apply immediately in their roles. For example, one educator noted that they wanted specific ways to apply their learning to the classroom: \u201cI was very disappointed that there were no ideas or plans to help me bring this into my classroom.\u201d Another teacher felt the most useful actionable knowledge is what they could learn from their colleagues: \u201cI always prefer concrete examples that other schools are doing.&nbsp; I don't want to have to re-invent the wheel.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to wanting tangible actions they could take, many respondents worried about adding more responsibilities related to SEL to an already full plate. In particular, one participant wanted to know more about how they could enact their lessons in practical ways without being additionally burdensome: \u201c[I want to learn] more ways to apply in everyday classroom without taking more time away from curriculum.\u201d When asked what other knowledge they wished they learned through their courses, two teachers took this concern about work overload further by noting the need for administrators to recognize that implementing SEL requires added responsibilities requiring more time, energy, and resources: \u201c[I want to learn] how to get administrators to provide the necessary time and resources to address SEL needs.\u201d and \u201c[I want to learn about] bringing this knowledge to administrators who can implement strategies from the top down.\u201d Therefore, teachers feel a need for everyone to take SEL professional learning courses to better assess how effective SEL practices can be pursued in their schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\"><strong>Implications<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Based on the results of this study\u2019s survey of educators' perceptions of the effectiveness of their online professional SEL courses, several practical implications emerge to help educators take advantage of and maximize the flexibility of online formats to pursue <em>and<\/em> apply SEL professional learning opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pathways\">Provide Educators Tailored Pathways to Learning SEL Topics&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the significant findings of this study is that educators want to take their professional learning beyond the basics of social-emotional learning. They want to learn more about what applies to their specific roles within a school. They also want to learn more about how they can put this relevant SEL professional learning into action. One key implication for SEL professional learning is to give educators tailored pathways to learning SEL topics. This may require the creation of pre-enrollment self-assessment tools that will allow educators to examine their SEL interests and target learning opportunities that are most relevant and useful to them in their work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"combine\">Combine Asynchronous and Synchronous Learning Opportunities<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although asynchronous online professional learning opportunities bring the benefits of self-pacing and on-demand availability, this format may not work well for everyone. It would be helpful to combine asynchronous with synchronous learning opportunities. Live sessions do not necessarily need to be held in person. However, efforts should be made to make any live sessions interactive and participatory.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"buildcommunity\">Find Ways to Help Educators Build Communities of Support<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One frequent remark among participants was that learning about SEL was another necessity for educators in an already overloaded schedule. In designing and implementing SEL professional learning classes and programs, it is necessary to make learning opportunities shorter and more targeted. It is also important to provide educators with opportunities to work together to address common challenges that they face. Focusing on the \u201cself\u201d as being responsible in social-emotional learning can create undue hardships on educators who may already struggle to do everything they need to get done to do their jobs. As noted <a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/\">in a recent Michigan Virtual blog post<\/a> about helping teachers with the challenges of finding time to do their work, careful attention is needed to distinguish wider systemic problems that cannot be solved or addressed by an individual alone (Timke, 2022, Jan. 31). As one teacher wrote, \u201cThe need for SEL these days is due to pandemic teaching and the increased expectations of our jobs. It shouldn't be my job to learn how to deal with unrealistic expectations of systemic issues that are causing teacher burnout.\u201d By giving educators tailored, flexible, and interactive opportunities to learn about SEL, they will likely feel more supported and a part of a community of practice that is compassionate, understanding, and supportive.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\"><strong>Conclusion<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Social-emotional learning continues to be one of the most important professional learning topics for educators. Online formats are essential to making it effective, convenient, and flexible. In order to help educators maximize their learning online, SEL professional learning opportunities need to be relevant to what educators want and need to learn, tailored to educators\u2019 roles within schools and communities, and actionable. Courses should also consider educators\u2019 desire to learn from their colleagues through interactive tools and learning opportunities. By replicating the power of essential SEL skills\u2014clear and empathetic communication and collaboration\u2014through online professional learning tools, it is hoped that educators can find meaningful and enjoyable ways to share effective SEL practices, help their students, and, most importantly, meet their own social-emotional needs as they contribute to their communities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\"><strong>References &amp; Resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Our students need more than academics. <\/em>(n.d.). Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/sel\/#pd\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/sel\/#pd<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Social Emotional Learning Activities for Adults | CASEL \u2013 Casel Schoolguide<\/em>. (n.d.). Collaborative for Academic, Social, and Emotional Learning. <a href=\"https:\/\/schoolguide.casel.org\/focus-area-2\/overview\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/schoolguide.casel.org\/focus-area-2\/overview\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Tag: Teacher Recruitment &amp; Retention<\/em>. (n.d.) Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Timke, E. (2022, Jan. 31). <em>Time for Teachers: Importance of Distinguishing Systemic from Individual Barriers and Solutions<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Timke, E. &amp; DeBruler, K. (2021). <em>\u201cIt\u2019s just too much\u201d: Meeting the social and emotional needs of Michigan educators<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix\"><strong>Appendix<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>SEL Course Title<\/th><th>Description<\/th><\/tr><\/thead><tbody><tr><td><em><strong>Student Mental Health 101<\/strong><\/em><\/td><td>According to the National Institute of Mental Health, almost half of all adolescents experience mental illness. This fundamental course will focus on offering educators options and strategies for working with students with mental health issues. Through articles, videos, and interactive content, you will review current statistical trends, identify individuals in the school setting who are equipped to support these students, and explain how outside agencies can be part of the solution as well. You will also consider additional training to assist in responding to a student mental health crisis.<\/td><\/tr><tr><td><strong><em>Trauma-Informed Schools: A Whole School Approach<\/em><\/strong><\/td><td>The impacts of trauma on children can be numerous, affecting their bodies, brains, and abilities to learn and, unfortunately, remains a part of many students\u2019 lives throughout our school systems. In this course, you will identify key trauma statistics and terminology, and navigate strategies to support these students in the classroom and on a building-level. Through articles, videos, and interactive content, you will build your understanding of trauma-informed practices in order to handle behavior or situations that may arise through training and resources.<\/td><\/tr><tr><td><em><strong>Social-Emotional Learning: Adult SEL and Self-Care<\/strong><\/em><\/td><td>The challenges of current events on top of the typical stress surrounding learning environments can impact not only students but adults and educators as well. In this self-awareness course, you will learn about how prioritizing your own wellness and mental health can increase morale and improve school climate as well as your work\/life balance. You will be asked to reflect on how you personally experience burnout at school and gain resources and strategies that will help you support your overall well-being.<\/td><\/tr><tr><td><strong><em>Social-Emotional Learning: Creating a Professional Culture Based on SEL*<\/em><\/strong><\/td><td>Self-evaluation and growth of an educators\u2019 own social and emotional competencies can aid in fostering these skills in their students. This course focuses on creating a social-emotional learning (SEL) culture within a school. Specifically, you will engage in activities that grow educator social and emotional competencies, exploring ways in which adults can engage in self-care to avoid professional burnout. You will also practice self-awareness to address implicit biases that may influence interactions with students.<\/td><\/tr><tr><td><strong><em>Social-Emotional Learning: Embedding SEL Schoolwide*<\/em><\/strong><\/td><td>For social and emotional learning to have the greatest impact on students and staff, it must be woven into the fabric of everyday school life. This course will equip you with strategies for bringing SEL into daily classroom instruction and the school improvement planning process. You\u2019ll also learn how SEL connects with other important efforts that occur within a school (e.g., educator effectiveness, trauma-responsive practices, and cultural responsiveness).&nbsp;<\/td><\/tr><tr><td><em><strong>Social-Emotional Learning: Integrating SEL Into Culturally Responsive Classrooms*<\/strong><\/em><\/td><td>Being culturally aware enhances the effectiveness of teaching through social-emotional learning (SEL). This immersive course offers ways to integrate SEL into the daily work of classrooms, and engagement strategies for students that promote SEL. You will consider the cultural needs in your classroom while implementing social and emotional programming and practices, as well as how to face potential barriers to implementing SEL. In addition, you will gain multiple resources to further your skills in this area and use in your lessons.&nbsp;<\/td><\/tr><tr><td><strong><em>Social-Emotional Learning: Integrating SEL within Multi-Tiered System of Support (MTSS)<\/em><\/strong><\/td><td>It can be overwhelming for administrators and educators to know which initiatives to focus on and how to implement them in schools and classrooms. In this course, you will learn about the Multi-Tiered System of Support (MTSS) in Michigan and why it is important to integrate SEL into that framework. Through examples and resources, you will focus on reviewing what embedding SEL can look like in your school, learning what the essential components of MTSS are, and how to integrate various initiatives within an organized framework that supports effective learner outcomes.<\/td><\/tr><tr><td><strong><em>Social-Emotional Learning: Introduction to SEL*<\/em><\/strong><\/td><td>Many educators find it challenging to meet the social and emotional needs of their students to help them succeed academically. This introductory course provides an insight into social-emotional learning (SEL) and a pathway to the initial steps of integrating SEL into your school or district. You will hone key components as defined by MDE: the five core social and emotional competencies; the research underpinning SEL; and comprehensive benefits and positive outcomes of SEL for staff, students, families, and other stakeholders.<\/td><\/tr><tr><td><strong><em>Social-Emotional Learning: Trauma-Informed Support*<\/em><\/strong><\/td><td>In recent years, there has been an increase in understanding the influence that childhood traumatic experiences can have on students in their learning environments. This proactive course will show how social and emotional learning can offer students skills to help tackle those experiences. You will also gain more knowledge regarding trauma, how it impacts the developing brain, and thus, potentially, academic achievement.&nbsp;<\/td><\/tr><tr><td><em><strong>Take Care of Yourself: A Course in Wellbeing and Self-Care<\/strong><\/em><\/td><td>As an educator in our current climate, you may have been told to \u201ctake care of yourself\u201d and to \u201cfocus on your wellness\u201d but what are tangible steps to take to fulfill this well-meaning advice? This hands-on course will focus on your overall physical, emotional, and mental health in a way that feels relevant and measurable for educators, paying specific attention to areas of your life that directly impact your work-life balance. This self-paced course is designed as five days of self-care, with the suggestion that you might consider completing one unit per workday, with room for flexibility.<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><strong>Table 7.<\/strong> <em>SEL Professional Learning Courses Offered by Michigan Virtual in 2021.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><em>Important note to readers: <\/em>The courses listed in this table may not be reflective of the professional learning courses provided by Michigan Virtual at the time you are reading this report. This table is provided to document the courses that were provided in 2021 to better contextualize the findings of this report in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>*This course is part of a recommended social and emotional learning series.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Educators\u2019 Perceptions of Online SEL Professional Learning Courses",
            "excerpt": "This study assesses educators' perceptions of the effectiveness of the social-emotional learning (SEL) professional development courses they've completed online. Through a survey of 702 educators who completed at least one SEL professional learning course with Michigan Virtual in 2021, this report provides insights into what works well for educators in learning about SEL through online formats, what educators think about their own SEL competencies after completing online SEL training, and educators' recommendations on how to adapt online SEL professional learning courses to make them more relevant and applicable to their work.",
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            "path": "\/about\/news\/michigan-educators-encouraged-to-submit-their-amazon-wish-list-for-clear-the-list-campaign\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong><em>Versions of this article were also published on <a href=\"https:\/\/www.fox17online.com\/news\/local-news\/michigan\/teacher-wish-lists-due-sept-5-for-clear-the-list-campaign\" target=\"_blank\" rel=\"noreferrer noopener\">Fox 17<\/a>, <a href=\"https:\/\/www.wilx.com\/2022\/08\/16\/public-can-give-michigan-teachers-helping-hand-with-clean-list-campaign\/\" target=\"_blank\" rel=\"noreferrer noopener\">WILX 10<\/a>, and <a href=\"https:\/\/www.wlns.com\/news\/campaign-helps-teachers-collect-school-supplies\/\" target=\"_blank\" rel=\"noreferrer noopener\">WLSN 6<\/a> on August 16, 2022. <\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong> \u2014 As teachers prepare their classrooms for school later this month, educators are encouraged to submit their Amazon wish lists by Labor Day, September 5, for a chance to have their list purchased through a new \u2018<a href=\"https:\/\/michiganvirtual.org\/clearthelist\/\" target=\"_blank\" rel=\"noreferrer noopener\">Clear the List<\/a>\u2019 campaign.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Every year, teachers share their Amazon wish lists with friends and family, and through social media. To help ensure Michigan classrooms are prepared with resources to give teachers and students the best possible start to the year, <em>Michigan Virtual <\/em>has launched a \u2018Clear the List\u2019 campaign. When educators are better equipped for the new school year, outcomes improve for learners. In addition to collecting Michigan educator lists, the campaign website will link to all submitted wish lists for the public to contribute to as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIn the wake of the massive disruptions caused by COVID-19, we have an opportunity to take a step back and dream about what might be possible in education if we all work together,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cInnovation in education is only possible when the right resources are available for our educators and students. Clearing Michigan teacher lists is one of the easiest things we can do to help make that possible.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers are no exception to the impact of rising school supply costs and inflation, with many across the state turning to their own bank accounts and community support to prepare their classrooms. According to a report from <a href=\"https:\/\/newsdirect.com\/news\/teachers-spending-more-out-of-pocket-on-school-supplies-than-ever-before-852951135\" target=\"_blank\" rel=\"noreferrer noopener\">AdoptaClassroom.org<\/a>, teachers \u200b\u200bspend on average $750 of their own money each year on classroom supplies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For the past two decades, <em>Michigan Virtual<\/em> has helped teachers across the state through professional development opportunities. In addition, for the last few years, a \u2018Clear the List\u2019 movement has swept across the nation. This year, <em>Michigan Virtual<\/em> has decided to expand its efforts to help educators by bringing a \u2018Clear the List\u2019 campaign to Michigan by purchasing items on teachers\u2019 wish lists across the state.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan teachers have until Monday, September 5, 2022, to submit their Amazon wish list at <a href=\"https:\/\/michiganvirtual.org\/clearthelist\/\" target=\"_blank\" rel=\"noreferrer noopener\">MichiganVirtual.org\/ClearTheList<\/a>. All submitted wish lists will also be available on that website throughout the school year for other community members to contribute to.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan educators encouraged to submit their Amazon wish list\u00a0for \u2018Clear the List\u2019 campaign",
            "excerpt": "Versions of this article were also published on Fox 17, WILX 10, and WLSN 6 on August 16, 2022. LANSING, Mich. \u2014 As teachers prepare their classrooms for school later this month, educators are encouraged to submit their Amazon wish lists by Labor Day, September 5, for a chance to have their list purchased through...",
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            "id": 74117,
            "path": "\/blog\/3-tips-for-bringing-hope-into-the-alternative-classroom\/",
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            "timestamp": 1659980815,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-bringing-hope-into-the-alternative\/id1551347022?i=1000569051857\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/768burE09beBXGXEhd6l2H?si=Kyz-Xn19Qbm28l1DxbAOxw\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MTU1OGRmMmQtMTYwMy00OWIzLWFjYjctMjQ0MjBmODEzZDI3?sa=X&amp;ved=0CAUQkfYCahcKEwjI46_RifT4AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Bringing-Hope-Into-the-Alternative-Classroom-feat--Danielle-Bell-from-Romulus-Virtual-Learning-Center-e1kt6s3\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/JFGbqJ69XTvzXCp71UxAD_InGpc\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For students who struggle in the traditional classroom, alternative education programs can offer bastions of hope for the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, I chat with Danielle Bell, a teacher for <a href=\"https:\/\/www.romulusk12.org\/schools\/romulus-virtual-learning-center\">Romulus Virtual Learning Center<\/a>, who shares:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Common misconceptions about virtual learning,<\/li><li>Why hope is such a critical part of alternative education, and&nbsp;<\/li><li>Her top three tips for fellow educators<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Danielle using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-using-aac-to-foster-student-authenticity\/id1551347022?i=1000554184565\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/768burE09beBXGXEhd6l2H?si=Kyz-Xn19Qbm28l1DxbAOxw\">Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MTU1OGRmMmQtMTYwMy00OWIzLWFjYjctMjQ0MjBmODEzZDI3?sa=X&amp;ved=0CAUQkfYCahcKEwjI46_RifT4AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Bringing-Hope-Into-the-Alternative-Classroom-feat--Danielle-Bell-from-Romulus-Virtual-Learning-Center-e1kt6s3\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/JFGbqJ69XTvzXCp71UxAD_InGpc\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Danielle\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 tips for bringing hope into the alternative classroom<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#1. Patience is key<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most teaching positions require a great deal of patience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, Danielle says you need an extra dose of patience when teaching in an alternative education setting.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Life is challenging for many students who need alterative education. For example, many of Danielle\u2019s students face significant challenges outside of school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To support them, she sometimes has to extend deadlines and reach out multiple times before an assignment is finally submitted.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The key is being patient without giving up on them. She keeps reaching out \u2014 \u201cnagging,\u201d as she calls it \u2014 and lets her students know they <em>can <\/em>and <em>will <\/em>succeed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By believing in them, even when they don\u2019t believe in themselves, Danielle gently holds her students accountable for their success even when they feel it\u2019s outside of reach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#2. Perform wellness checks<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to Danielle, another part of inspiring hope is going beyond academics to check in on your student\u2019s social and emotional well-being.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cStudents suffered so much through the pandemic, mentally and psychologically,\u201d she says. \u201cEspecially in alternative ed, you have to continue to inspire despite whatever else is going on.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students let Danielle know they\u2019re going through personal challenges, she makes sure to check in on them periodically to see how they\u2019re coping.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sometimes, this just means listening and encouraging. Other times, it means putting a student in touch with professional help, a counselor they can talk to or maybe someone who can help them get a Bridge Card.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At times, Danielle admits, she feels like she\u2019s part social worker, part teacher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But like any good teacher, she does what\u2019s best for her students even when it\u2019s hard, supporting them as they navigate the balance between life and school and seek a better future for themselves.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#3. Create structure in your classroom<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Structure is another key to success in Danielle\u2019s classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over time, she and her colleagues at Romulus Virtual Learning Center have found that bringing additional touch-points with students leaves them with greater odds of success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For Danielle, this realization has resulted in scheduling more virtual meetings each week, during which time she can connect with her students and see how they\u2019re progressing in their online coursework.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because she works in an online setting, students sometimes enter her classroom with misconceptions. By providing a stronger sense of structure for her students, Danielle can clarify these expectations and coach them in the right direction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOnce you bring the structure in,\u201d she says, \u201ceverything else can fall into place.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cHope, to me, resonates throughout alternative education.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWhen you're comfortable, you don't usually do as well. But when you're uncomfortable \u2014 like I was telling some of my kids recently \u2014 that's where you rise up to the occasion. And that's what [Mrs. Lockridge] did for me when it came to writing\u2026 Whenever I got in uncomfortable situations when I went to college, even in the work world, I always thought about her and decided not to give up.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cTo see students come into the program who might not be doing well in the beginning, who by the end of the semester have gone up even one letter grade in their classes, that's a big accomplishment. It gives them hope that they can do it next semester, and then, the next semester. And before you know it, they'll be graduating high school.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Watch<\/strong>: <a href=\"https:\/\/michiganvirtual.org\/webinar\/building-an-online-credit-recovery-program-that-works\/\">Building an online credit recovery program that works<\/a><\/li><li><strong>Listen: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-learning-can-be-liberating-for-students-with-iep-and-504-plans\/\">Why online learning can be liberating for students with IEP and 504 plans<\/a><\/li><li><strong>Listen: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-reignite-love-for-learning-with-a-project-based-curriculum\/\">How to reignite love for learning with a project-based curriculum<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "3 tips for bringing hope into the alternative classroom",
            "excerpt": "Or listen on Apple, Spotify, Google, or another platform. Alternatively, you can read along with the transcript. For students who struggle in the traditional classroom, alternative education programs can offer bastions of hope for the future. In this episode of the BRIGHT podcast, I chat with Danielle Bell, a teacher for Romulus Virtual Learning Center,...",
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            "content": "<h2>2022 #ClearTheList for Michigan educators<\/h2>\t\t\n\t\t<h5 style=\"text-align: left\">Out of the more than 1,100 Michigan educators who submitted their classroom Amazon wish lists for a chance to have their list purchased,\u00a019 teachers\u00a0were chosen to have their lists cleared through the \u2018Clear the List\u2019 campaign by\u00a0<em>Michigan Virtual<\/em>.<\/h5>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/news\/9-michigan-educators-selected-out-of-1100-to-have-their-amazon-wish-lists-covered-by-clear-the-list-campaign\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\tRead the Press Release\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Submit your list!<\/h3>",
            "title": "Clear the List",
            "excerpt": "Submit your Amazon wish list for a chance to get your list cleared by Michigan Virtual. We'll also add your wish list to this page, so others can help support you too!",
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            "path": "\/blog\/grow-your-own-programs\/",
            "author_id": 72,
            "timestamp": 1659366366,
            "content": "<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-crisis-snapshot\/\" target=\"_blank\" rel=\"noreferrer noopener\">first blog<\/a> of <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\" target=\"_blank\" rel=\"noreferrer noopener\">this series<\/a> revealed that there has been a growing crisis in teacher recruitment and retention over the last decade across the country. The <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-in-michigan\/\" target=\"_blank\" rel=\"noreferrer noopener\">second blog<\/a> looked at challenges and potential solutions for teacher recruitment and retention in Michigan. The <a href=\"https:\/\/michiganvirtual.org\/blog\/supports-for-michigan-teacher-retention\/\" target=\"_blank\" rel=\"noreferrer noopener\">third blog<\/a> summarized the findings and implications of a 2021 U.S. Department of Education and Michigan Department of Education study on supports that are associated with higher teacher retention in Michigan. This last blog in the series will highlight the potential success of Grow Your Own programs to recruit young teachers in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Recruit young teaching talent through Grow Your Own programs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As noted in the <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-in-michigan\/\" target=\"_blank\" rel=\"noreferrer noopener\">second blog of this series<\/a>, the number of enrollments in and completions of teacher preparation programs in Michigan have been on the decline in the last decade. Given that young people in Michigan (and nationally) are not considering education careers because of heavy workloads, low pay, and the politicization of teaching, among other reasons, how can states adequately recruit and retain young teaching talent? <strong>Grow Your Own programs<\/strong> are one solution that has been proposed and seeing some success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/growyourownteachers.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Grow Your Own<\/a> is a nationwide phenomenon that seeks to help schools recruit future educators from among their students. Rather than exclusively seeking teachers from outside of a school and its community, Grow Your Own initiatives focus on working with young people interested in careers in education and provide them with pathways toward becoming certified teachers and education professionals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One prominent example comes from Illinois where the Grow Your Own Teachers organization works with state universities and local schools to develop pathways for students to become teachers, especially racially diverse individuals. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As <a href=\"https:\/\/growyourownteachers.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">the Grow Your Own Illinois\u2019 website states<\/a>, \u201cOur goal is to return teachers back home where [racially diverse students] can be leaders inside and outside classrooms. In large cities, rural areas, and everywhere in between, students deserve teachers with whom they can identify, connect, and excel.\u201d <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By providing students opportunities to connect with teachers and mentors in their communities as well as financial, academic, and social-emotional resources, Grow Your Own Teachers is paving the way for young people to have positive experiences and support going into a teaching career that may not have felt possible or desirable.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An important element of Grow Your Own programs like that found in Illinois is the creation of a long-term community of support that offers mentoring, advice, and effective practices, especially once participants embark on certified teaching roles. It is one thing to encourage young people to become teachers, but it is another to make young people feel like they are on a career path that is supported <em>and<\/em> enjoyable, worthwhile, and financially feasible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Grow Your Own Programs in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In <a href=\"https:\/\/www.michigan.gov\/mde\/News-and-Information\/Press-Releases\/2022\/01\/11\/SBE-Supports-Plan-to-Address-Michigan-Teacher-Shortage\" target=\"_blank\" rel=\"noreferrer noopener\">January 2022<\/a>, as part of the <a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-recruitment\/future-proudmieducator\" target=\"_blank\" rel=\"noreferrer noopener\">Future Proud Michigan Educator Initiative<\/a>, which seeks to grow and diversify Michigan\u2019s educator workforce, the Michigan State Board of Education recommended grants to initiate and support Grow Your Own programs in Michigan\u2019s K-12 schools. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Under Michigan\u2019s <a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-recruitment\/future-proudmieducator\/individuals-working-in-pk12-schools\/school-personnel-grant\" target=\"_blank\" rel=\"noreferrer noopener\">Grow Your Own Personnel Grant Program<\/a>, Local Education Agencies (LEAs), Public School Academies (PSAs), and Intermediate School Districts (ISDs) can apply to receive up to $10,000 \u201cto support non-certified employees working toward initial teacher certification or currently certified teachers looking to add an additional endorsement to a Michigan teaching certificate.\u201d The idea for these grants is to help prospective students become teachers and encourage existing teachers to expand their expertise to meet school and community needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to applying for state grants, some high schools offer courses that help young people better understand the education field and opportunities to become teachers. One such program is East Kentwood High School\u2019s Educators Rising two-year course where students observe teachers, study student learning styles, and facilitate lessons to groups of their peers. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a recent <a href=\"https:\/\/detroit.chalkbeat.org\/2022\/5\/25\/23140393\/teacher-shortage-michigan-grow-your-own-educators-rising-east-kentwood\" target=\"_blank\" rel=\"noreferrer noopener\">Chalkbeat Detroit <\/a>article notes about East Kentwood\u2019s program, students realize their strengths in \u201cleading class discussions, crafting lesson plans, and building relationships with students.\u201d Students also learn about \u201cprofessionalism, bias and equity, small group instruction, classroom management, lesson sequencing, culturally responsive teaching, and assessing learning.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>East Kentwood\u2019s program is part of the <a href=\"https:\/\/educatorsrising.org\/who-we-are\/\" target=\"_blank\" rel=\"noreferrer noopener\">Educators Rising nationwide network of affiliates<\/a> that seek to support students, especially students of color, in learning about and honing the skills necessary for a teaching career. As <a href=\"https:\/\/detroit.chalkbeat.org\/2022\/5\/25\/23140393\/teacher-shortage-michigan-grow-your-own-educators-rising-east-kentwood#:~:text=The%20grow%2Dyour%2Down%20concept%20isn%E2%80%99t%20new%2C%20but%20programs%20have%20proliferated%20over%20the%20last%20few%20years%20as%20a%20response%20to%20the%20teacher%20shortage.\" target=\"_blank\" rel=\"noreferrer noopener\">Chalkbeat Detroit<\/a> describes, such programs are not necessarily new, as long-standing programs such as the Future Educators Association (originally called Future Teachers of America), was founded in 1937.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other promising programs are developing in Michigan, including schools building their own future teachers curricula. For example, <a href=\"https:\/\/www.mlive.com\/news\/grand-rapids\/2022\/01\/michigan-doesnt-have-enough-teachers-of-color-this-high-school-program-is-trying-to-change-that.html\" target=\"_blank\" rel=\"noreferrer noopener\">Wyoming High School developed a teaching-focused course<\/a>; <a href=\"https:\/\/detroit.chalkbeat.org\/2022\/5\/25\/23140393\/teacher-shortage-michigan-grow-your-own-educators-rising-east-kentwood#:~:text=And%20Charlevoix%2DEmmet,in%20the%20area.\" target=\"_blank\" rel=\"noreferrer noopener\">Charlevoix-Emmet Intermediate School District created a Future Educator Academy<\/a>; and <a href=\"https:\/\/detroit.chalkbeat.org\/2021\/1\/14\/22231872\/the-detroit-districts-new-way-to-recruit-teachers-train-its-own-support-staff#:~:text=The%20district%20will%20begin%20recruiting%20applicants%20for%20the,could%20begin%20teaching%20in%20the%202021-22%20academic%20year.\" target=\"_blank\" rel=\"noreferrer noopener\">Detroit Public Schools Community District launched its Rise to Teach Initiative<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As leaders across the state of Michigan grapple with the challenges of recruiting and retaining teachers to fill vital and essential roles in our communities, there is hope that young people will be drawn to a meaningful career in education through Grow Your Own programs. Although these programs\u2019 impact on Michigan\u2019s teacher recruitment challenges has yet to be seen fully, one sees optimistic signs ahead. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As Shawn White, a student from East Kentwood High School, <a href=\"https:\/\/detroit.chalkbeat.org\/2022\/5\/25\/23140393\/teacher-shortage-michigan-grow-your-own-educators-rising-east-kentwood#:~:text=%E2%80%9CThis%20class%20opened%20another%20door%2C%20another%20opportunity%2C%E2%80%9D%20White%20said.%20%E2%80%9CTeaching%20is%20something%20I%20could%20see%20myself%20going%20into.%E2%80%9D\" target=\"_blank\" rel=\"noreferrer noopener\">said<\/a> about his experiences in participating in a Grow Your Own Program, \u201cThis class opened another door, another opportunity. Teaching is something I could see myself going into.\u201d Let\u2019s hope that other students have similar meaningful experiences and feel ready to take on the important role of being an educator in the state of Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Aguilar, R. (2020, December 2). <em>The importance of Grow Your Own programs to recruit teachers of color. <\/em>The Education Trust. <a href=\"https:\/\/edtrust.org\/the-equity-line\/the-importance-of-grow-your-own-programs-to-recruit-teachers-of-color\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/edtrust.org\/the-equity-line\/the-importance-of-grow-your-own-programs-to-recruit-teachers-of-color\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators Rising. (n.d.). <em>Who we are.<\/em> <a href=\"https:\/\/educatorsrising.org\/who-we-are\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/educatorsrising.org\/who-we-are\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gist, C., Bianco, M., &amp; Lynn, M. (2019). <em>Examining grow your own programs across the teacher development continuum: Mining research on teachers of color and nontraditional educator pipelines. <\/em>Journal of Teacher Education, Vol. 70(1): 13\u201325. <a href=\"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0022487118787504\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0022487118787504<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Grow Your Own Teachers. (n.d.). <em>What we do<\/em>. <a href=\"https:\/\/growyourownteachers.org\/what-we-do\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/growyourownteachers.org\/what-we-do<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (n.d.). <em>Future Proud MI Educator. <\/em><a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-recruitment\/future-proudmieducator\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-recruitment\/future-proudmieducator<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (n.d.). <em>Grow-Your-Own Programs School Personnel Grant.<\/em> <a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-recruitment\/future-proudmieducator\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-recruitment\/future-proudmieducator<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (2021). <em>Data for the goal: Increase the number of certified teachers in areas of shortage.<\/em> <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/2021\/11\/12\/Goal_7_-_Increase_Number_of_Teachers_Data_Sheet.pdf?rev=82b92c67cb3345ab80eee549f7eb7382\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/2021\/11\/12\/Goal_7_-_Increase_Number_of_Teachers_Data_Sheet.pdf?rev=82b92c67cb3345ab80eee549f7eb7382<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Education Trust. (n.d.). <em>Handout: Understanding the national shortage of teachers of color. <\/em><a href=\"https:\/\/edtrustmain.s3.us-east-2.amazonaws.com\/wp-content\/uploads\/2014\/09\/25142130\/Handout_Teacher-Diversity-National-Fact-Sheet.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/edtrustmain.s3.us-east-2.amazonaws.com\/wp-content\/uploads\/2014\/09\/25142130\/Handout_Teacher-Diversity-National-Fact-Sheet.pdf<\/a>&nbsp;&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The author would like to thank Christa Green, Kristen DeBruler, and Tracy Gieseking from the <em>Michigan Virtual Learning Research Institute<\/em> for their contributions and advice in developing this blog post.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n<div style=\"text-align:center !important\" class=\"wp-block-genesis-blocks-gb-cta gb-block-cta\"><div class=\"gb-cta-content\"><h2 class=\"gb-cta-title gb-font-size-32\" style=\"color:#115e6e\">Teacher recruitment &amp; retention in Michigan<\/h2><div class=\"gb-cta-text gb-font-size-32\" style=\"color:#32373c\"><p>This series explores the challenges facing Michigan education and solutions that might help recruit and retain educators.<\/p><\/div><\/div><div class=\"gb-cta-button\"><a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\" target=\"_self\" rel=\"noopener noreferrer\" class=\"gb-button gb-button-shape-rounded gb-button-size-medium\" style=\"color:#ffffff !important;font-family: Gotham, IBM Plex Serif, -apple-system, Roboto, Helvetica, Arial, sans-serif !important;font-size: 16px !important;font-weight: 700 !important;background-color:#f7941e\">Read more<\/a><\/div><\/div>\n<!-- \/wp:html -->",
            "title": "Bolstering Michigan's Teacher Recruitment through Grow Your Own Programs",
            "excerpt": "There is a teacher recruitment and retention crisis in Michigan and across the country. Why is there a crisis? What can be done? This last post in a blog series on teacher recruitment and retention summarizes the potential to address the crisis through Grow Your Own Programs.",
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            "path": "\/research\/publications\/student-centered-learning-at-berrien-springs-public-schools\/",
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            "content": "<!-- wp:genesis-blocks\/gb-profile-box {\"clientId\":\"6e24a24f-e51b-4b59-a45a-5bcda1afc248\",\"profileImgID\":73584,\"profileFontSize\":16} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-profile-box square gb-has-avatar gb-font-size-16 gb-block-profile gb-profile-columns\"><div class=\"gb-profile-column gb-profile-avatar-wrap\"><div class=\"gb-profile-image-wrap\"><figure class=\"gb-profile-image-square\"><img class=\"gb-profile-avatar wp-image-73584\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/BS-logo.png\" alt=\"\" \/><\/figure><\/div><\/div><div class=\"gb-profile-column gb-profile-content-wrap\"><h2 class=\"gb-profile-name\" style=\"color:#32373c\">Berrien Springs at a Glance<\/h2><p class=\"gb-profile-title\" style=\"color:#32373c\"><strong>Location<\/strong>: Berrien County, Michigan<br><strong>NCES Designation<\/strong>: Town: Fringe<br><strong>Number of School Buildings<\/strong>: 21<br><strong>Total Staff (FTE)<\/strong>: 318<br><strong>Classroom Teachers (FTE)<\/strong>: 165<br><strong>Number of Students Served<\/strong>: 3,711<br><\/p><div class=\"gb-profile-text\"><p>Source: <a href=\"https:\/\/nces.ed.gov\/ccd\/districtsearch\/district_detail.asp?Search=2&amp;DistrictID=2605430&amp;ID2=2605430&amp;details=\">NCES District Directory Information (2020-21 school year)<\/a><\/p><\/div><ul class=\"gb-social-links\"><\/ul><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-profile-box -->\n\n<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Case Studies in our Student-Centered Learning Case Study Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/public-schools-of-clk-student-centered-learning\/\"><em>Empowering Teachers and Capturing Kids\u2019 Hearts\u00ae: The Public Schools of Calumet, Laurium, and Keweenaw\u2019s Journey Toward Student-Centered Learning <\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/oxford-community-schools-makes-learning-student-centered\/ \"><em>Through Community and Culture, Oxford Community Schools Makes Learning Student-Centered<\/em><\/a><br><br><a class=\"lead\" href=\"\/research\/publications\/Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools\"><\/a><\/dd><a class=\"lead\" href=\"\/research\/publications\/Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools\">\n<\/a><\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the southwest corner of Michigan, approximately 10 miles east of the sandy beaches of Lake Michigan and 20 miles north of South Bend, Indiana, is the rural farming community of Berrien Springs, home to <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>. Also located in Berrien Springs is <a href=\"https:\/\/www.andrews.edu\/\">Andrews University<\/a>, which draws students, faculty, and staff from all around the world. Berrien Springs Public Schools reflect the diversity of their community with over 30 countries represented within the population of their students and staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Berrien Springs Public Schools (BSPS) includes <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/mars\/\">Mars Elementary<\/a> (PK-2), <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/sylvester\/\">Sylvester Elementary<\/a> (3-5), <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/middle-school\/\">Berrien Springs Middle School<\/a> (6-8), <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/high-school\/\">Berrien Springs High School<\/a> (9-12), <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/discovery-academy\/\">Berrien Springs Discovery Academy<\/a> (an alternative school serving students in grades 6-12), <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/virtual-academy\/\">Berrien Springs Virtual Academy<\/a> (KG-12), <a href=\"https:\/\/www.wmva.education\/middle-school-curriculum\/\">West Michigan Virtual Battle Creek Middle School<\/a> (6-8) and <a href=\"https:\/\/www.wmva.education\/high-school-curriculum\/\">High School<\/a> (9-12), as well as 16 <a href=\"https:\/\/www.linklearning.org\/\">Link Learning locations<\/a> (9-12) located throughout Michigan. BSPS main school buildings (Mars Elementary, Sylvester Elementary, Middle School, High School, Discovery Academy, and Virtual Academy) are conveniently located together on one central campus. While BSPS serves approximately 1,900 students on campus, they serve an additional 1,800 students statewide through their many Link Learning and West Michigan Virtual learning locations. In total, BSPS serves approximately 3,700 students, 57% of whom are White, 15% are Black, 17% are Hispanic or Latino, 6% are Asian, and 5% identify as \u201cother.\u201d Roughly 3% of students have an Individualized Education Plan (IEP) recommending service.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Driven by their commitment to what they call \u201cThe Shamrock Way,\u201d Berrien Springs Public Schools offers personalized learning opportunities where students can learn and grow in a caring environment. They are also committed to personalizing professional development for teachers so that they can experience personalized learning for themselves. By offering a variety of virtual learning options, career and technical education (CTE) pathways, work-based field programs, and an Early Middle College program as well as having a commitment to move from a standards-based to a competency-based model, a willingness to meet students where they are, and a dedicated effort to encourage students to take ownership of their learning and develop agency, BSPS is making learning student-centered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=zszheSxB6p8\\u0026amp;t=94s\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=zszheSxB6p8&amp;t=94s\n<\/div><figcaption class=\"wp-element-caption\">Berrien Springs Public Schools - The Shamrock Way (VC: BSPS website)<\/figcaption><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"setting\">Setting the Foundation for Student-Centered Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For several years prior to the COVID-19 pandemic in the spring of 2020, there was a growing emphasis placed on <a href=\"https:\/\/www.pblworks.org\/what-is-pbl\">project-based learning<\/a> throughout the district. Also known as PBL, project-based learning is a student-centered approach to learning in which students learn by doing\u2014by completing personally meaningful projects and engaging in real-world experiences that are often cross-curricular in nature. The district provided teachers with significant training, and several staff members traveled to California to visit <a href=\"https:\/\/www.hightechhigh.org\/\">High Tech High<\/a> in San Diego in order to see PBL in action. According to middle school principal Steve Spenner, when the district was really focused on project-based learning, \u201cI think that was some of the most powerful learning that took place.\u201d Students were encouraged to show evidence of their learning in a variety of ways. They held exhibition nights in the spring at both the middle and high schools to showcase student projects. At the high school, seniors invited community members, staff members, and parents to attend their senior project presentations in order to share their learning. The COVID-19 pandemic disrupted the growth of PBL throughout the district with staff turnover and the inability to host the exhibition nights; however, Spenner plans to rejuvenate this work through additional training to ensure staff members are comfortable moving in this direction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beginning in 2018-19, BSPS spent about 2 years working with <a href=\"https:\/\/www.modernteacher.com\/\">Modern Teacher<\/a>, an educational consulting organization helping school districts modernize learning at scale. During this time, educational consultants from Modern Teacher helped district staff assemble a strategic framework, begin to align their professional learning, and help them move towards their vision of <a href=\"https:\/\/www.iste.org\/explore\/personalized-learning\/turn-your-classroom-personalized-learning-environment\">personalized<\/a>, <a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/competency-based-education\/\">competency-based learning<\/a>. BSPS has been a standards-based district since 2013, using <a href=\"https:\/\/marzanoacademies.org\/interventions-and-initiatives\/reporting-and-grading\/\">Marzano\u2019s conversion tool<\/a> to convert numerical proficiency scores to letter grades when needed. However, out of their work with Modern Teacher as well as the need to address learning gaps with students due to the disruption in education caused by the COVID-19 pandemic, Berrien Springs recognized a need to renew their understanding around essential standards, learning targets, and proficiency scales.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality review team of BSPS teachers was assembled to evaluate the work being done to identify and unpack essential standards as well as to develop learning targets and proficiency scales. Teachers and administrators worked together to vertically align identified essential standards. Data from evaluations, state assessments, and classroom assessments (formative and summative) were analyzed to ensure that these different systems of feedback were aligned. This work continues to be ongoing. Administrators are now working to restructure their teacher evaluation system to ensure it is in alignment with how students are performing in terms of proficiency. There is no doubt everyone is working hard, but as a district, they want to make sure that everyone is working hard <em>on the right work<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The work that BSPS has done both past and present has set a foundation for learning that is student-centered. As Berrien Springs Public Schools Superintendent Dave Eichberg explained: \u201cThis work is the foundation to becoming a competency-based school, to at some point build out competencies so that we can get to a place where we are personalizing learning for every kid.\u201d At Berrien Springs, they believe in the importance of providing effective feedback and recognize the value that effective feedback can provide\u2014both in their teacher evaluations and in the classroom using proficiency scales and standards-based grading. They have conversations about the difference between praise and feedback and when each one is needed. They model how they hope teachers will give feedback to students in order to help students grow and develop a sense of ownership for their learning\u2014indicators of learning that is student-centered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cThis work is the foundation to becoming a competency-based school, to at some point build out competencies so that we can get to a place where we are personalizing learning for every kid.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Dave Eichberg, Berrien Springs Public Schools superintendent<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"PBIS\">Positive Behavioral Interventions and Supports (PBIS)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Berrien Springs Public Schools strives to meet the needs of all learners while seeking ways for students to reach their full potential. So it only makes sense that they have a strong Positive Behavioral Interventions and Supports (PBIS) program. <a href=\"https:\/\/www.pbis.org\/\">PBIS<\/a> is a three-tiered framework that provides support and interventions to students based on their needs and helps to create learning environments where all students succeed. Student data\u2014academic and non-academic\u2014are used to determine which tier of support or behavior intervention students need. <a href=\"https:\/\/michiganvirtual.org\/blog\/monitoring-student-needs-and-progress\/\" target=\"_blank\" rel=\"noreferrer noopener\">Monitoring students\u2019 non-academic needs in addition to their academic needs<\/a> helps teachers and staff consider the whole child, which is an important component of creating a student-centered learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>ROCKS, which stands for Respect, Ownership, Compassion, Knowledge, and Success, is the acronym that district staff use to represent their PBIS behavior expectations. Rather than having different behavior expectations in each building, Berrien Springs designed their PBIS system to be consistent K-12. ROCKS is visible <em>everywhere <\/em>throughout the district and reminders of positive character traits hang throughout hallways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":73590,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/BS-ROCKS-MS-1-1024x743.jpg\" alt=\"\" class=\"wp-image-73590\" \/><figcaption class=\"wp-element-caption\">PBIS Behavior Expectations<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>Because of their diverse and economically disadvantaged student demographic, BSPS has invested in PBIS support teacher positions throughout the district. These teachers work very hard to help students learn how to regulate their behavior and exemplify the ROCKS values. As a result of their PBIS program, all Berrien Springs students receive support and intervention based on their needs, and students who need it get individualized support. Students understand what is expected of them, and those expectations remain consistent. As Superintendent Eichberg shared: \u201cMy belief is that if you can't maintain a safe and orderly environment, learning can't happen.\u201d Berrien Springs\u2019 ROCKS values and PBIS framework encourage students to take ownership of their behavior and create a positive culture and environment for student-centered learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"SBG\">Standards-Based Grading<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a standards-based district, proficiency scales or learning scales are displayed in BSPS classrooms to help students understand how to evaluate their own learning and monitor their progress. Proficiency scales help to emphasize the importance of demonstrating competency or mastery of learning. While some BSPS teachers use general proficiency scales that can apply to any standard, the district is moving toward what some other teachers do: tailor the scales to specific standards to help students understand precisely what demonstrating mastery or proficiency looks like.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":73599,\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-full is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/4-Elementary-proficiency-scale-Sylvester-.jpg\" alt=\"\" class=\"wp-image-73599\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73600,\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-full is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/3-Elementary-proficiency-scale-Sylvester-.jpg\" alt=\"\" class=\"wp-image-73600\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73601,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/2-Elementary-proficiency-scale-Sylvester-.jpg\" alt=\"\" class=\"wp-image-73601\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73605,\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-full is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/1-Elementary-proficiency-scale-Sylvester-1-1.jpg\" alt=\"\" class=\"wp-image-73605\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73598,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/0-Elementary-proficiency-scale-Sylvester-.jpg\" alt=\"\" class=\"wp-image-73598\" \/><figcaption class=\"wp-element-caption\">General Proficiency Scales<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73604,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/High-School-proficiency-scale-2-1-741x1024.jpg\" alt=\"\" class=\"wp-image-73604\" \/><figcaption class=\"wp-element-caption\">Proficiency Scale for Specific Standards<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>In order to make standards-based grading work, <a href=\"https:\/\/www.schoology.com\/\">Schoology<\/a>, Berrien Springs\u2019 learning management system (LMS), is used by teachers and students to track results from both formative and summative assessments and progress toward standards represented on a 1-4 Marzano scale. <a href=\"https:\/\/www.powerschool.com\/\">Powerschool<\/a>, their student information system (SIS), houses students\u2019 numerically scaled progress and also translates these numbers to a traditional A-F letter grade for report cards. In a standards-based grading system like Berrien Springs\u2019, students are better equipped to understand and articulate where they are in their progression of learning in the midst of the learning process. For example, a BSPS senior noted how letter grades seem very finalized, like they represent her worth as a student. However, she feels that a numerical score of 1-4 more closely reflects where she is in her progression of learning, what she needs to do to improve, and how much learning she has left to do.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Through the use of proficiency scales, BSPS students and teachers are better equipped to talk about learning and to see learning as a progression. The same student above described how standards-based grading has allowed her to more accurately convey her learning. She has had opportunities to retake tests in order to demonstrate mastery at a later date. While she admitted that some students take advantage of opportunities to retake tests, she explained that providing multiple opportunities to demonstrate proficiency affords students the ability to learn at their own pace. Superintendent Eichberg stressed that this is precisely what they want for students: \u201cWe want students to be able to talk about their learning. It's just not about the grade. It's not about the end result. <em>It's about what's happening along the way with the learner<\/em>.\u201d When learning is student-centered, students can confidently talk about their learning and are active participants in the learning process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cWe want students to be able to talk about their learning. It's just not about the grade. It's not about the end result. It's about what's happening along the way with the learner.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Dave Eichberg, Berrien Springs Public Schools superintendent<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"learning\">Learning is Student-Centered at Mars and Sylvester Elementary<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Choice, voice, and learner agency were apparent throughout the <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) team\u2019s visit to both Mars and Sylvester Elementary Schools. Despite what the MVLRI research team was able to capture through observations, these student-centered classrooms don\u2019t actually look very different from any other classroom. What makes them student-centered is more about how the classroom and\/or building functions. As Berrien Springs curriculum director Angie Cramer noted: \u201cI don\u2019t think people realize that it [being student-centered] is not this huge massive shift in what we do. It\u2019s just being more <em>intentional <\/em>about what we do.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Classroom behavior expectations, developed together as a class, were displayed and signed by all students. Based on the acronym \u201cI PICK,\u201d students had opportunities to choose their own book to read, keeping in mind the book\u2019s purpose as well as their interest, comprehension, and knowledge of the words in the book. Directions were clearly displayed throughout the room, allowing students to be more self-directed\u2014a foundational piece to developing and exercising <a href=\"https:\/\/education-reimagined.org\/what-do-you-mean-when-you-say-student-agency\/\">student agency<\/a>. Based on their needs, students worked individually, with a partner, or in a small group with direct instruction provided by their teacher to practice their sight words. Each student had their own large metal key ring containing cards with appropriately leveled sight words hung on it. Based on choice, students practiced writing and working with their sight words in one of three different ways: forming the words with waxy sticks, writing them out with big crayons, or using letter stamps to spell each word. Throughout different learning spaces within classrooms, students worked on various activities such as word work, listening to books being read to them on an iPad, and reading independently.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cI don\u2019t think people realize that it [being student-centered] is not this huge massive shift in what we do. It\u2019s just being more intentional about what we do.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Angie Cramer, Berrien Springs Public Schools curriculum director<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":73623,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/ME-CR-994x1024.jpg\" alt=\"\" class=\"wp-image-73623\" \/><figcaption class=\"wp-element-caption\">Classroom Rules<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73618,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/Mars-Elementary-IPick-552x1024.jpg\" alt=\"\" class=\"wp-image-73618\" \/><figcaption class=\"wp-element-caption\">\"I PICK\"<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73625,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/sight-word-practice-2-1024x576.jpg\" alt=\"\" class=\"wp-image-73625\" \/><figcaption class=\"wp-element-caption\">Sight Word Practice<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"SEL\">Social-Emotional Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/schoolguide.casel.org\/what-is-sel\/what-is-sel\/\">Social-emotional learning<\/a> (SEL) is a big part of the learning process at both Mars and Sylvester Elementary. SEL instruction takes place daily with individual students as well as with small groups of students. In response to the SEL challenges that students are experiencing, these schools have implemented a program called <a href=\"https:\/\/truesuccesstools.org\/\">True Success<\/a> which helps to tie together their focus on both PBIS and SEL and also brings in a component of literacy instruction. True Success skills and lessons are provided to all staff so that SEL is not only a focus in individual or small group instruction but in the classroom as well. Mars Elementary Principal Dee Voss shared that she has seen a shift in student behavior and well-being since implementing this program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At Sylvester Elementary, <a href=\"https:\/\/www.zonesofregulation.com\/index.html\">Zones of Regulation<\/a>, a social-emotional learning framework and pathway to regulation, gives both students and staff a common language to describe and understand others\u2019 emotions. Having a common language helps staff more effectively work with students as they focus on students\u2019 individual needs, creating the conditions for them to be successful. The school established a trauma room, which serves as a space where these personalized interventions can take place as needed. Leading by example for others, Sylvester Elementary principal Amy Williams shared how she uses this space daily to provide individualized intervention for a student who needs extra physical exertion in order to be able to be focused and ready to learn in the classroom. Two therapy dogs\u2014Otis and Remy\u2014also spend time with students providing emotional support throughout the school day.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":73627,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/Otis-reading-1024x768.jpg\" alt=\"\" class=\"wp-image-73627\" \/><figcaption class=\"wp-element-caption\">Otis - therapy dog (PC: BSPS)<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73628,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/Remi-reading-819x1024.jpg\" alt=\"\" class=\"wp-image-73628\" \/><figcaption class=\"wp-element-caption\">Remy - therapy dog (PC: BSPS)<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"students\">Students WIN with What I Need Time<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When learning is student-centered, teachers frequently collect assessment data (summative and formative). Data become a part of the learning process and are used to adjust instruction for individual students. At both Mars Elementary and Sylvester Elementary, assessment data (<a href=\"https:\/\/www.nwea.org\/\">NWEA<\/a>, <a href=\"https:\/\/aimsweb222.weebly.com\/overview.html\">AIMSweb<\/a>, <a href=\"https:\/\/www.ixl.com\/\">iXL<\/a>) are used to place students into specific intervention blocks called WIN or \u201cWhat I Need.\u201d During their daily WIN time, everything in the building stops for 40 minutes and students move to their WIN group. The size of each WIN group varies and is based on what students need. For example, students who are significantly behind grade level may be working one-on-one with a highly qualified teacher or in a small group of up to three students. As Sylvester Elementary Principal Amy Williams explained: \u201cThe way that we're able to get such small-sized WIN groups is we have enrichment groups. So our music teacher and our gym teacher have about 26 kids apiece. During their WIN time, it's all choice-driven.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In their WIN groups, students have three goals: (1) become better readers, writers, and speakers; (2) graduate to an enrichment group; and (3) score \u201cproficient\u201d on the <a href=\"https:\/\/www.michigan.gov\/mde\/services\/student-assessment\/m-step\">M-Step<\/a>, Michigan\u2019s standardized state test. The elementary school leaders adapted WIN time from what is being done at other schools\u2014in fact, WIN time actually started in 2018-19 with a pilot program at Berrien Springs Middle School. Berrien Springs has invested in programming and additional positions among their staff in order to give students the individualized support they need. The social and emotional supports and interventions that are provided to students are great examples of student-centered learning\u2014recognizing that students need personalized supports in order to create the conditions for successful learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"choices\">Students have Choices at Berrien Springs Middle School<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/providing-voice-and-choice\/\" target=\"_blank\" rel=\"noreferrer noopener\">Choice<\/a>\u2014when students choose the learning path or process that works best for them\u2014is one of the key tenets of student-centered learning. At Berrien Springs Middle School (BSMS), teachers understand that not all students learn in the same way, so students are provided with choices in order to make learning more equitable and student-centered. As the MVLRI research team visited classrooms at the middle school, it was obvious that providing choices to students was a priority. Walking through the halls, student artwork and projects were displayed, reflecting choices in topics and outputs that demonstrate their learning. When visiting classrooms, students described how seeing the projects that other students complete and present is helpful to give them ideas for future projects and to allow them to demonstrate their learning in a more meaningful way. As one middle school student shared: \u201c[Having choices] is helpful because it makes you feel better about the work you are doing. You like it more, and it helps you grow as a learner.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students also have choices when it comes to the courses they take. At BSMS, students can choose to take some of their courses virtually, to take courses that will give them high school credit, and\/or to take courses based on their individual interests. Berrien Springs uses <a href=\"https:\/\/www.homeoftheshamrocks.org\/departments\/project-lead-the-way\/\">Project Lead The Way<\/a>\u00ae (PLTW) curriculum K-12. At the elementary level, <a href=\"https:\/\/www.pltw.org\/our-programs\/pltw-launch\">PLTW Launch<\/a> is used for their science curriculum; the high school has a PLTW STEM program that includes pathways in <a href=\"https:\/\/www.pltw.org\/our-programs\/pltw-engineering\">Engineering<\/a>, <a href=\"https:\/\/www.pltw.org\/our-programs\/pltw-biomedical-science\">Biomedical Science<\/a>, and <a href=\"https:\/\/www.pltw.org\/our-programs\/pltw-computer-science\">Computer Science<\/a>; and at the middle school, students can choose to take semester electives through a PLTW program called <a href=\"https:\/\/www.pltw.org\/our-programs\/pltw-gateway\">Gateway<\/a>. Through the completion of PLTW projects and the problem-based curriculum, students learn by doing. Students are empowered to apply their knowledge to problems, challenged to think critically, and encouraged to lead their own learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>BSMS uses the World of Work\u00ae curriculum in their Career courses. In Career courses, middle school students are introduced to the <a href=\"https:\/\/www.hawaiipublicschools.org\/DOE%20Forms\/CTE\/RIASEC.pdf\" data-type=\"link\" data-id=\"https:\/\/www.hawaiipublicschools.org\/DOE%20Forms\/CTE\/RIASEC.pdf\">RIASEC Career Test<\/a> to help determine what careers best fit their personality traits. Students\u2019 RIASEC codes are discussed throughout the year. A middle school student admitted that knowing their RIASEC test codes has \u201creally helped us [students] figure out what helped us learn best and how teachers can help us learn, too.\u201d Middle school students are developing skills needed for self-advocacy\u2014knowledge of themselves as a learner and the ability to communicate what they need in order to be successful. This is also evidence of <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">student voice<\/a>, another tenet of student-centered learning that the middle school is working towards. Not only does knowing their RIASEC test code help students, but it also helps teachers understand the individual needs of their students and how they learn best. Knowing this helps teachers personalize instruction for individual students and for individual classes. When teachers adjust their instruction and\/or personalize learning based on non-academic information (such as a RIASEC test code), they are making learning student-centered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201c[Having choices] is helpful because it makes you feel better about the work you are doing. You like it more, and it helps you grow as a learner.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Berrien Springs Middle School student<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"programs\">Programs and Pathways at Berrien Springs High School<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Berrien Springs High School (BSHS) offers many different programs, pathways, and options for students. These options give students the ability to pursue areas of their interests and to have hands-on learning in high school. One such opportunity is a Co-Op program that BSHS has with <a href=\"https:\/\/berrienresa.org\/a_s_d\/classrooms\/blossomland_learning_center\">Blossomland Learning Center<\/a>, a special education school just down the road from the Berrien Springs campus at Berrien RESA. As part of the Blossomland program, students work in a compensated capacity in a school setting with severely physically and mentally disabled students. Berrien Springs students are supported throughout the program and go through training in order to prepare them for the experience. A BSHS student described the program: \u201cI am a part of the Co-op program, which is where we allow students to work during the day instead of taking classes. I get to work in a classroom with great kids and great staff. I\u2019ve learned a lot about how to deal with situations that I wouldn't get the opportunity to consider in a regular high school setting. It's genuinely been one of the most rewarding things that I've gotten out of my high school experience, and I've only been there for two or three months now.\u201d As she proudly shared her experience in this program with the MVLRI research team, the other students and adults in the room listened intently as it was obvious how impactful this program has been for her. When learning is allowed to extend beyond the walls of the classroom, the impact it can have on students may be even more powerful than anticipated\u2014and is undoubtedly student-centered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"CTE\">Career and Technical Education Pathways<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Berrien Springs offers junior and senior high school students four different <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/high-school\/guidance-department\/career-technical-education\/\">career and technical education (CTE) courses<\/a>: Building Trades, Criminal Justice, EMT-Medic, and Fire Fighting. These pathway options allow students to get hands-on learning\u2014at their own pace\u2014while preparing themselves to be career and college ready. Some of these pathways enable students to earn certifications upon course completion. For example, students in the EMT program have the ability to sit for their licensure test upon graduation, and with successful completion, earn their certification and possibly have a job lined up upon graduation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to one high school student, the CTE program gives students opportunities to learn more about the things they are personally interested in or are curious about: \u201cI did the CTE program last year for firefighting. It was something I knew nothing about, but I saw that it offered a lot of skills that could better me as a person. So I completed the course, and now I can be a certified firefighter when I turn 18.\u201d The CTE program also provided him with opportunities to make connections with fire chiefs, police chiefs, and public safety chiefs while interacting with many other members of the Berrien Springs community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another student admitted that high school students, herself included, often don\u2019t know what they want to do for a career; however, through their CTE program, students have opportunities to explore their interests and possible career options: \u201cIt [our CTE program] gives us an opportunity to branch out and do different things. It helps us decide if that's what we want to do in the future.\u201d These CTE pathways allow students to explore their interests in a \u201csafe\u201d environment before actually going to college and declaring a major. Some students find out that what they thought they were interested in, they actually aren\u2019t.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>BSHS students also have the option to take additional CTE courses through the <a href=\"https:\/\/www.berrienresa.org\/programs\/career-technical-education\/cte-programs\" target=\"_blank\" rel=\"noreferrer noopener\">Berrien County RESA\u2019s CTE programs<\/a>. The Berrien County CTE offers additional pathways including Arts and Communication; Business, Management, Marketing, and Technology; Engineering, Manufacturing, and Industrial Technology; Health Science; Human Services; and Agriscience and Natural Resources. Whether students are taking CTE courses through the Berrien County RESA or one of the BSHS CTE courses, many are not taught right on the Berrien Springs campus. In terms of the logistics of the CTE program and getting students where they need to be, a CTE student shared: \u201cOur school has transportation for us. They take us and they bring us back every single day\u2026they are really on top of making sure that we have everything we need.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/hE0mXlKaLrk\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/hE0mXlKaLrk\n<\/div><figcaption class=\"wp-element-caption\">Berrien Springs Public Schools Career and Technical Education (VC: BSPS website)<\/figcaption><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"EMC\">Early Middle College and Flexible Pacing Options<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students who apply, interview, and are accepted into the Berrien County <a href=\"https:\/\/www.berrienresa.org\/programs\/berrien-early-middle-college\">Early Middle College Program<\/a> are able to earn credit for taking college courses in high school, which are paid for by the school district. In partnership with <a href=\"https:\/\/www.lakemichigancollege.edu\/\">Lake Michigan College<\/a> and <a href=\"https:\/\/www.swmich.edu\/\">Southwestern Michigan College<\/a>, this program gives students the ability to extend their high school experience by earning not only their high school diploma, but also earning substantial transferable college credits, a technical or career certificate, and the opportunity to begin a registered apprenticeship or earn an associate degree.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to earning college credit in high school, BSHS grants credit to students who can demonstrate a reasonable level of mastery (78% or better on an exam) in courses in which they are not enrolled. Credits are awarded on a \u201cpass\u201d basis only, count toward fulfillment of subject area\/sequence requirements, but are not included in students\u2019 grade point average. Superintendent Eichberg explained that the option to \u201ctest out\u201d of courses in this manner gives students the ability to move on when they are ready: \u201cWe allow kids to accelerate if they can demonstrate proficiency and mastery.\u201d In this way, individual student data are used to facilitate the progression of students based on the demonstration of competency\u2014not simply by moving through content on a predetermined schedule. This also gives students the ability to earn credits towards early graduation or to make room in their schedule for courses in which they are more interested. The opportunities that Berrien Springs Public Schools provides to students allow them to choose from many different pathways, have a voice in shaping their learning, and experience learning that is relevant, meaningful, and mastery-based. This is student-centered learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"agency\">Learner Agency, Self-Advocacy, and Relationships<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When learning is highly student-centered, not only do educators monitor student needs and adjust learning experiences and instruction accordingly, students monitor their own needs and advocate for themselves. In their <a href=\"https:\/\/microcredentials.digitalpromise.org\/explore\/2-monitoring-progress-helping-your-students-track-\"><a href=\"https:\/\/backpack.digitalpromise.org\/public\/badges\/iTbcGH2wTA2AMEn9u9cAcQ\">badge on progress monitoring<\/a> and helping students set their goals<\/a>, Digital Promise explains that learner agency has two main components: (1) knowledge of oneself as a learner, and (2) the learner\u2019s ability to articulate, create, or ask for the conditions necessary to meet one\u2019s learning needs. Through standards-based grading and an emphasis on proficiency or learning scales, Berrien Springs students develop the skills necessary to possess that knowledge of themselves as learners, what they need to be successful, as well as the ability to advocate for themselves.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As explained by a BSHS junior, most teachers lay out performance expectations in the form of a rubric at the beginning of each project\/assignment\/lesson which tells them exactly what they need to do to achieve each level of proficiency. They go over this again at the end of the unit, and some teachers also check in periodically with students regarding their progress and understanding throughout the unit. During a small group conversation between BSHS students, educators, and the MVLRI research team, one senior shared that grades are not merely assigned without justification\u2014rubrics paired with proficiency scales mean grades aren\u2019t left up for interpretation: \u201cI genuinely believe that I could go to any of the teachers I've had in my high school career and fight for my grade if I feel like I should have done better than what they gave me.\u201d Another student added, \u201cThey actually encourage us to do that.\u201d BSHS students reported that teachers consistently reiterate that students should come to see them if they ever have an issue with a grade. Another student added: \u201cAnd that's why I think a lot of people don't like standards-based grading because it has to be self-led. You can't sit back\u2014you have to be proactive when it comes to your grade.\u201d To hear students talk about the agency they have for their learning, the ownership they feel, and their comfort level in being involved in the learning process\u2014that is the point of making learning student-centered: <em>learning is not done to students, students are a part of the learning process.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a student-centered learning environment, grades become less about judgment from the teacher, but become more about evidence of learning. As a result, students must become comfortable advocating for themselves. In order to have this level of comfort between students and teachers, establishing trusting, personal relationships are key. \u201cI feel more inclined to talk to my teachers when I have a personal relationship with them. You learn better when you like who you are learning from,\u201d reflected a BSHS student. According to several students, when teachers talk to them as people, not as subordinates, it makes them feel like it\u2019s not <em>always <\/em>about learning. It can be as simple as teachers sharing how they are doing, something about their morning routine, or a funny personal story. \u201cThe teachers who greet me the most or that I see the most in the hallways are the ones who I form the closest relationships with,\u201d reported another BSHS student. This student added that when teachers make an effort to try and get to know him, to ask about things they know are going on in his life, this helps him to feel more connected to them. And as a result, he admitted that \u201cI try to do more in their class, to do my best.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cAnd that's why I think a lot of people don't like standards-based grading because it has to be self-led. You can't sit back\u2014you have to be proactive when it comes to your grade.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Berrien Springs High School student<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"virtual\">Virtual Learning Options<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Situated on the Berrien Springs campus, <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/virtual-academy\/\">Berrien Springs Virtual Academy<\/a> is a virtual learning option for students in grades 1-12. Their <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/virtual-academy\/curriculum\/full-time-1-5-catalog\/\">grades 1-5 program<\/a> allows parents to homeschool their child with the support of a certified teacher and offers a wide array of core academic classes through Lincoln Learning as well as elective classes through their <a href=\"https:\/\/www.berrienspringspartnership.com\/classes.html\">Parent Partnership<\/a> program. For students in grades <a href=\"https:\/\/www.homeoftheshamrocks.org\/schools\/virtual-academy\/curriculum\/full-time-6-12-catalog\/\">6-12<\/a>, the Virtual Academy offers an extensive variety of online courses including Virtual Plus Course offerings, homeschool partnership electives, PLTW\u00ae, CTE, dual enrollment, and co-op\/internships.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Steve Spenner, principal of Berrien Springs Middle School, explained that at the secondary level, \u201chaving the Virtual Academy here on campus allows our kids choice.\u201d Students are able to move throughout the campus to take virtual courses that may not be offered at the middle school or high school, or they may be courses that don\u2019t fit into their face-to-face schedule. At the same time, virtual students can come to the middle school or high school and take some courses in person. Being situated on a single campus affords students so many options. Virtual Academy staff work very hard to ensure that their program meets the needs of all students, and is all about choice and flexibility for both students and parents. \u201cWe're really able to give kids what they need and how they need it,\u201d remarked Berrien Springs Virtual Academy Principal Valerie Carr.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Berrien Springs not only offers its on-campus students a wide range of student-centered learning opportunities, they also offer several additional student-centered virtual learning options for students across the state of Michigan. <a href=\"https:\/\/www.wmva.education\/\">West Michigan Virtual Academy<\/a> provides students with a flexible and innovative approach to obtaining a high school diploma. Staff adapt to students\u2019 individual needs, allowing them to learn at any time, any place, and at any pace\u2014regardless of whether they learn at home or on their Battle Creek campus. <a href=\"https:\/\/www.successmichigan.org\/\">Success Virtual Learning Academy<\/a> is another online high school option for students ages 14-21 offering students a flexible schedule, self-paced virtual learning, and face-to-face support to fit students\u2019 unique needs and learning styles. With the support of on-site educators, students are empowered to take full control of their education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cWe're really able to give kids what they need and how they need it.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Valerie Carr, Berrien Springs Virtual Academy principal<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"link\">Link Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another student-centered virtual learning option for students is <a href=\"https:\/\/www.linklearning.org\/\">Link Learning<\/a>, a virtual high school for students ages 14-21. There are actually 16 Link Learning locations across the state of Michigan including three locations in Michigan\u2019s Upper Peninsula\u2014Escanaba, Marquette, and Menominee. Link Learning locations are established in partnership with Berrien Springs Public Schools and the local intermediate school district (ISD) where each facility is located. In total, these locations serve approximately 1,749 students who upon graduation, receive a Berrien Springs Public Schools diploma. When the MVLRI research team arrived at the Alpine Link Learning location, located in Grand Rapids, Michigan, for an onsite visit, they walked into an expansive facility with high ceilings, bright colors, and an open, flexible space where students and staff interact. Link Learning students who choose to come in person to work on their courses or to get support from teachers, mentors, and\/or other support staff have a variety of learning spaces from which they can choose.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":73633,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/Map-of-LL-locations.png\" alt=\"\" class=\"wp-image-73633\" \/><figcaption class=\"wp-element-caption\">Link Learning locations across Michigan<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":73639,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/LL-1-1024x576.jpg\" alt=\"\" class=\"wp-image-73639\" \/><figcaption class=\"wp-element-caption\">Link Learning - Alpine location (Grand Rapids, MI)<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>At Link Learning, staff pride themselves on their student-centered approach focused on meeting the needs of individual students. They realize that many students are there because of a lack of success in a traditional classroom as a result of not receiving the individualized approach and support that they need. Because of this, providing wraparound student supports is crucial. At Link Learning, staff take a dual support approach: each student has a teacher assigned to them as well as a mentor. The teacher is responsible for the student's academic needs, and the mentor is responsible for providing behavioral support as well as serving as a liaison between the student, teacher, school, and parent (if the student is under the age of 18).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the support of a teacher and mentor, Link Learning provides students with English Language Learning (ELL) support, support from a social worker, and special education support as needed. In recent years, the program experienced an increase in enrollment for special education students, perhaps because of this support. \u201cWe have a really good special ed program. In fact, our special ed students, on average, perform better than our general education students because of that extra layer of support,\u201d shared Executive Director of Link Learning Kristi Teall.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As well as providing students with the individualized supports they need, carefully monitoring student progress is a <em>big <\/em>part of Link Learning\u2019s recipe for student success. <a href=\"https:\/\/accountabilitypulse.com\/\">Pulse<\/a>, a district-developed data dashboard, is used to monitor student progress. Students take courses sequentially\u2014one at a time\u2014and work at their own pace with an expectation of maintaining regular progress within each course. On average, students complete about 3 \u00bd courses per year, although the goal is for each of them to complete closer to 12. Using Pulse, staff identify trends of student engagement and analyze different data points to determine where individual students are struggling, specifically. They have a <a href=\"https:\/\/mimtsstac.org\/ta-center-model\/multi-tiered-system-of-supports-mtss#:~:text=MTSS%20Definition,assets%20of%20the%20whole%20child.\">multi-tiered system of support<\/a> (MTSS) designed specifically for virtual learning and provide interventions based on the data collected. As Teall explained, the data that Pulse provides Link Learning staff sparks conversations about what the adults need to do to help support students: \u201cPulse was probably our first step in becoming student-centered. It is about looking at data to see what is going on with kids, trying to find out why some are or are not successful, and determining what we need to do to address some of those challenges that our students are facing.\u201d Monitoring student data and adjusting learning experiences accordingly is one of the <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">key tenets<\/a> of a student-centered learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the flexibility to work at their own pace and in a place that is comfortable for them, students have choices in many other areas of their learning. Link Learning offers optional clubs that students can choose to participate in such as eSports, 3D printing, model building, anime, arts and crafts, and parenting. Students also have the option to take dual enrollment courses through <a href=\"https:\/\/www.ferris.edu\/\">Ferris State University<\/a>, earning college credit while working towards their high school diploma. In addition, <a href=\"https:\/\/kcad.ferris.edu\/\">Kendall College of Arts and Design<\/a> offers several courses designed specifically for Link Learning students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At Link Learning, building relationships with students is at the core of who they are. According to staff, relationships <em>have <\/em>to come first. While some students do come on-site to the Link Learning locations for a quiet place to work or to get face-to-face support, more often than not, students work on their courses from home. This means that relationship building oftentimes occurs virtually, which requires mentors to get creative. A virtual <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/specialeducation\/familymatters\/FM1\/EDP_FactSheet.pdf?rev=2f3b6bb3a0534393ad3c97858ac8821e\">educational development plan<\/a> (EDP) is the mentors\u2019 starting point in terms of relationship building. To build a student\u2019s EDP, they focus on the individual student outside of the curriculum. Mentors listen to each student\u2019s story, provide them with hope by supporting them, and personalize their support based on the student\u2019s need. They reach out to all students at least once a week, even to those students who are on pace and doing well, to provide motivation and support. They find different ways to offer encouragement and to celebrate student success based on each student\u2019s preferred method of recognition (e.g., a handwritten note sent home, a certificate, a social media shout-out, a parent text or call, etc.)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/3kK1FOCsYwA\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/3kK1FOCsYwA\n<\/div><figcaption class=\"wp-element-caption\">Learn about Link Learning\u2019s vision, goals, and the ways they help students ages 14-21 pursue their educational objectives by giving them the resources they need in a place where they can succeed. (VC: LL website)<\/figcaption><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>Not only is Link Learning\u2019s approach to learning student-centered and personalized to each individual student and what they need, they also model the same approach with their staff. Staff have ownership of many of the structures that Link Learning has in place today. They are given a voice being included in many decision-making processes and are provided with individualized training and coaching. Staff also have opportunities to personalize their professional learning with optional micro-credentials based on what they are interested in and want to learn more about in order to increase their competency as educators. By experiencing personalized learning for themselves, staff have realized how important it is for learning to be personalized for their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cPulse was probably our first step in becoming student-centered. It is about looking at data to see what is going on with kids, trying to find out why some are or are not successful, and determining what we need to do to address some of those challenges that our students are facing.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Kristi Teall, executive director of Link Learning<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"steadying\">Steadying the Ship with a Clear Vision for Student-Centered Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While Berrien Springs has established a strong student-centered foundation, reflecting many of the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/\" target=\"_blank\" rel=\"noreferrer noopener\">core tenets of student-centered learning<\/a>, they believe they have a lot more work to do. They plan to build upon what they are currently doing to make learning more student-centered. General proficiency scales are being used in all classrooms to help measure learning on a scale from 1-4, allowing both teachers and students to more accurately discuss their level of proficiency as it relates to a learning target. However, their goal is for all teachers to create specific proficiency scales for individual learning targets that clearly indicate what students should be able to do at each level of proficiency. Berrien Springs is a standards-based district and uses <a href=\"https:\/\/marzanoacademies.org\/interventions-and-initiatives\/reporting-and-grading\/\">Marzano\u2019s conversion tool<\/a> to convert numerical proficiency scores to letter grades when needed. Ultimately, as Superintendent Eichberg explained, they plan to use their foundation of standards-based grading to move them towards becoming competency-based, towards personalizing learning for every student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to help their staff understand personalized learning and what it can mean for students, Berrien Springs is planning to restructure their professional learning system. By personalizing their professional development (PD), BSPS believes they will be able to more effectively meet the different learning needs of their teachers. They plan to implement badging and micro-credentialing for staff to help them hone in on personalized learning, but as Curriculum Director Angela Cramer stressed: \u201cThis shouldn\u2019t turn into a \u2018sit and get\u2019 PD delivery. We need to focus on delivering our PD in a student-centered model to teachers.\u201d Cramer also acknowledged the need for school districts to have more flexibility and autonomy to deliver professional development to teachers within the school day. She explained that providing 3 \u00bd&nbsp; days of PD to teachers at the beginning of the year, with an additional day in January, isn\u2019t enough to allow BSPS to change the current system in any significant way. \u201cSo until the education system says, \u2018We recognize we have to get away from how we do things and let our local school systems create systems that fit what they need and what's best for their kids\u2019\u2014until school districts get that, it's going to be very challenging to restructure that adult learning,\u201d stressed Cramer. It is the hope of Berrien Springs administration that by personalizing their PD model in any way they can, staff will better understand what making learning student-centered can mean for students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An additional area of focus for the district is being more intentional about teaching students <em>how <\/em>to take ownership of their learning and develop student agency. While several students that the MVLRI research team spoke to were clearly comfortable advocating for themselves and what they need as learners, BSPS wants to help <em>all <\/em>students develop these skills from an early age. Administrators recognize the importance of modeling for teachers what they hope teachers will, in turn, do with their students\u2014stressing the value of teachers receiving effective feedback, of showing them where they are on a rubric or proficiency scale rather than just stating they are doing a \u201cgreat job.\u201d Administrators encourage teachers to <em>prove <\/em>that they are meeting the standards outlined in their evaluations. BSHS Principal Ryan Pesce explained how he hopes that this translates into teachers emphasizing the same skills with their students: \u201cWe are modeling this for teachers and hope that this is how teachers will provide feedback for their students. In a student-centered environment, we look for that agency. We are meeting them where they are, because they're all different.\u201d In a student-centered learning environment, students are empowered to understand how they learn, to talk about the learning process, and to prove their learning in a way that makes sense to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As Berrien Springs Public Schools moves forward, pushing towards creating more student-centered learning opportunities for students, consistency will be paramount. Berrien Springs has always been innovative and encouraged staff to explore different ideas; however, they\u2019ve also realized that support needs to come in the way of \u201csteadying the ship,\u201d too. They need to continue their work of solidifying their essential standards to create a consistent scope and sequence between buildings and programs, allowing students to easily move back and forth between programs as needed. The use of standards-based grading proficiency scales needs to be consistent between classrooms and throughout buildings so students hear consistent language and can talk about their learning, regardless of the classroom or program in which they are learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Professional development needs to be personalized and provided consistently throughout the year\u2014from year to year\u2014to establish consistent knowledge and skills among staff despite turnover. There should be consistency in what they are doing while still allowing autonomy within different programs and different buildings based on their individual needs. With passionate educators and a commitment to consistency and improvement from administrators, they will get there. Most importantly, as Superintendent Eichberg excitedly shared, \u201cI\u2019m seeing administrators and teachers who are beginning to see the art of teaching from the lens of the learner. And that\u2019s making a huge difference.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":73641,\"width\":\"768px\",\"height\":\"432px\",\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"align\":\"center\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image aligncenter size-large is-resized is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/BerrienSpringsPublicSchools-1-1024x576.jpg\" alt=\"\" class=\"wp-image-73641\" style=\"width:768px;height:432px\" \/><figcaption class=\"wp-element-caption\">Vision Statement - Berrien Springs Public Schools<\/figcaption><\/figure>\n<!-- \/wp:image -->",
            "title": "Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools",
            "excerpt": "Driven by their commitment to what they call \u201cThe Shamrock Way,\u201d Berrien Springs Public Schools (BSPS) offers personalized learning opportunities where students can learn and grow in a caring environment. They are also committed to personalizing professional development for teachers so that they can experience personalized learning for themselves. This case study explores how through a variety of programs, pathways, and virtual learning options as well as a willingness to meet students where they are and a dedicated effort to encourage students to take ownership of their learning and develop agency, BSPS is making learning student-centered.",
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        {
            "id": 73862,
            "path": "\/about\/news\/michigan-hosts-bootcamp-for-educators-spurring-development-of-future-classroom-innovations\/",
            "author_id": 12,
            "timestamp": 1658931765,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 Teachers from across Michigan gathered virtually last week for the <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\">Michigan EdTech Innovation Bootcamp<\/a>, learning skills to develop their own ideas or businesses for classroom innovation. The Bootcamp was organized by Michigan Virtual with support from <a href=\"https:\/\/www.msufoundation.org\/spartaninnovations\" data-type=\"URL\" data-id=\"https:\/\/www.msufoundation.org\/spartaninnovations\">Spartan Innovations<\/a>, the <a href=\"https:\/\/entrepreneurship.msu.edu\/\">Burgess Institute<\/a>, and the <a href=\"https:\/\/michigansbdc.org\/\">Michigan Small Business Development Center<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMichigan teachers understand the challenges facing our schools, students and curriculum better than anyone else. Technology offers a solution to those challenges, but often lacks the support to bring ideas to life,\u201d said Jamey Fitzpatrick, president and CEO of Michigan Virtual. \u201cThe education technology industry has the expertise to bridge that gap, and our Edtech Innovation Bootcamp holds the potential to make real change happen within our classrooms.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators from Lake Orion, Riverview, Stockbridge, Livonia, Ann Arbor, Oxford, Sterling Heights, St. Clair, and Bay City participated in the Bootcamp between July 18 and 21. The Bootcamp allowed educators to explore and develop a business model for their idea or business while developing skills and identifying resources to bring innovation and entrepreneurship to the classroom. Some of the ideas that attendees were working on include a choose-your-own-adventure history app, a mobile laser design studio for STEAM activities, a blended school capturing the best of online and in-person learning, and a cube satellite for hands-on STEM learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe Bootcamp gave me the confidence to start my own business. I will also use the knowledge gained while practicing my pitch to improve my fundraising skills which allow me to continue to provide my students with better tools, equipment and experiences in my class,\u201d said Bob Richards, a high school science teacher from Stockbridge and the founder of QB-Sat, the first place winner of the Michigan EdTech Innovation Pitch Contest.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Bootcamp follows the <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">Michigan EdTech Innovation Pitch Contest<\/a>, which saw <a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-school-innovation-contest-awards-20000-to-ideas-in-stem-world-exploration-and-life-skills\/\">first, second, and third place awards given out at the end of June<\/a> to teachers from Stockbridge, Ann Arbor and Livonia. The $20,000 awarded to those winners will be used to develop a satellite-launch STEM and curriculum focused on engineering and space exploration, an audio\/visual encyclopedia exploration environment for early learners, and an online learning tool that integrates social emotional learning with academic practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given the wide interest from Michigan educators, Michigan Virtual plans to host the contest again in 2023. To learn more about the Contest and Bootcamp, visit <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">MichiganVirtual.org\/pitch<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan hosts bootcamp for educators, spurring development of future classroom innovations",
            "excerpt": "LANSING, Mich. \u2014 Teachers from across Michigan gathered virtually last week for the Michigan EdTech Innovation Bootcamp, learning skills to develop their own ideas or businesses for classroom innovation. The Bootcamp was organized by Michigan Virtual with support from Spartan Innovations, the Burgess Institute, and the Michigan Small Business Development Center. \u201cMichigan teachers understand the...",
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        {
            "id": 73836,
            "path": "\/blog\/modernizing-professional-learning\/",
            "author_id": 59,
            "timestamp": 1658847045,
            "content": "<!-- wp:paragraph -->\n<p><em>In this first post in a short series of three blogs about <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/designing-effective-professional-learning\" target=\"_blank\" rel=\"noreferrer noopener\">designing effective professional learning<\/a>, Senior Professional Learning Specialist <a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-building-agency-as-a-teacher\/\" target=\"_blank\" rel=\"noreferrer noopener\">Anne Perez<\/a> shares how Michigan Virtual\u2019s Professional Learning Services team has adjusted and modernized their professional learning for the educators with whom they work.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual\u2019s<\/em> Professional Learning Services team primarily delivers <a href=\"https:\/\/michiganvirtual.org\/professionals\/\" target=\"_blank\" rel=\"noreferrer noopener\">professional learning<\/a> in two ways: designing and facilitating <a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_role=teacher\" target=\"_blank\" rel=\"noreferrer noopener\">online learning courses<\/a>, as well as working with educators through personalized coaching services, synchronous training, and conference presentations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, once the COVID-19 pandemic struck, turning education upside down and causing schools to close their physical doors, the Professional Learning Services team was forced to immediately adjust their professional learning delivery in several ways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When enrollments in their four facilitated <a href=\"https:\/\/www.nea.org\/professional-excellence\/student-engagement\/tools-tips\/rethinking-classroom-blended-learning\">blended learning<\/a> courses <em>skyrocketed <\/em>from <strong>two course completions in February of 2020 to 983 course completions in April of 2020<\/strong>, members of the Professional Learning Services team made some adjustments to meet the current needs of teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They redesigned the four blended learning courses to be unfacilitated in an effort to both support the flexible schedules teachers had during remote teaching and accommodate the significantly higher number of enrollments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the same time, they updated the content to reflect tools and strategies that better supported the instructional designs they were using.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the same way, adjustments were needed to the team\u2019s in-person trainings and coaching services as working with educators in these formats was no longer an option during the pandemic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, the Professional Learning Services team realized that they couldn\u2019t simply take their in-person professional development (PD) and replicate it in an online format\u2014they needed to make some additional adjustments to their online PD courses to meet the changing needs of the educators they serve.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Necessary adjustments to meet the changing needs of educators<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Based on actual course enrollment data, the <em>Michigan Virtual<\/em> Professional Learning Services team observed an upward trend of increased enrollments in their shorter professional learning courses worth 1-2 <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/mde\/educator_services\/prof_learning\/scech_overview.pdf?rev=cb49f22e456b4a44ac4b1ad77f7e5d8e\">SCECHs<\/a> vs. those that were worth 3-4+ SCECHs\u2014even if there were more courses in the series.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consequently, they worked to break apart some of their longer courses into several series of shorter, more manageable courses to meet this immediate need.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As the topics of <a href=\"https:\/\/www.christenseninstitute.org\/blended-learning\/\">blended learning<\/a>, <a href=\"https:\/\/knowledgeworks.org\/get-inspired\/personalized-learning-101\/what-personalized-learning\/\">personalized learning<\/a>, <a href=\"https:\/\/michiganvirtual.org\/blog\/providing-voice-and-choice\/\" target=\"_blank\" rel=\"noreferrer noopener\">choice<\/a>, and technology\u2014topics they already addressed and offered course content on\u2014became instantly even <em>more <\/em>relevant, they worked to ensure the information they provided included the most updated research and resources.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a result of school closures related to the COVID-19 pandemic, the actual in-person component of blended learning (which incorporates both virtual and in-person learning) was removed, triggering the need for emergency remote teaching. For this reason, the Professional Learning Services team worked to help teachers determine how they could adapt in-person learning in a synchronous online learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They spent more time focusing on the actual elements of blended learning while giving teachers suggestions as to how they could incorporate the elements into whatever format they are teaching in.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Three key takeaways<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Interestingly, despite things returning to more familiar educational settings, Anne explained that many school districts and <a href=\"https:\/\/www.michiganallianceforfamilies.org\/isdresa\/\">intermediate school districts<\/a> continue to request <em>virtual <\/em>PD. Likewise, many conferences are still offering both an in-person and virtual option.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Perhaps unsurprisingly, Anne also admitted that according to their end-of-course survey data, learners appreciate the flexibility that unfacilitated online PD courses afford them, noting they enjoy working at their own pace around their own schedules and are able to complete their learning without having to step away from the classroom to do so.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on this input from learners via end-of-course survey data and in order to continue to meet the changing needs of educators, Anne outlined three key takeaways that <em>Michigan Virtual\u2019s<\/em> Professional Learning Services team has strived to implement as they modernize their professional learning offerings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>As you read, consider how these same approaches to modernizing professional learning for educators are just as important to keep in mind as effective practices for student learners\u2014and ways to make learning <\/em><a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>student-centered<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#1: Teachers need to experience and reflect on quality online learning in order to understand the student perspective&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Rather than providing a full-on lecture, provide more of a \u201clecture burst\u201d style of disseminating information.&nbsp;<\/li><li>Especially in an <a href=\"https:\/\/online.osu.edu\/resources\/learn\/whats-difference-between-asynchronous-and-synchronous-learning\">asynchronous<\/a> setting, providing clear directions is crucial.&nbsp;<\/li><li>Make sure to build in time for reflection.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Anne\u2019s team felt so passionately about the importance of teaching educators how to be reflective practitioners that they designed a course\u2014\u201d<a href=\"https:\/\/michiganvirtual.org\/course\/being-a-reflective-teacher-during-a-pandemic\/\" target=\"_blank\" rel=\"noreferrer noopener\">Being a Reflective Teacher During the Pandemic<\/a>\u201d\u2014to help them hone that skill. In the course, teachers drive their own learning based on self-reflection which helps teachers build their self-efficacy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They also designed and facilitated a virtual \u201c<a href=\"https:\/\/michiganvirtual.org\/professionals\/moving-forward\/\" target=\"_blank\" rel=\"noreferrer noopener\">Moving Forward\u201d workshop<\/a> to help educators and school administrators reflect upon what has been going well, what they might want to continue, and what they should consider improving.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#2: Incorporate effective practices&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By designing professional learning that incorporates these effective practices\u2014practices that are just as effective for student learners\u2014adult learners get a chance to experience it for themselves, and will hopefully be more likely to implement these effective practices in their own classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Make it meaningful and relevant<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>As much as possible, target the very specific needs of professional learners (elementary vs. secondary educators, educators teaching synchronously vs. asynchronously) rather than delivering the same PD regardless of learners\u2019 specific needs.&nbsp;<\/li><li>Provide relevant examples based on the LMS or technology learners already use to help make a connection to what is possible in their own classroom.&nbsp;<\/li><li>Make sure to consider what educators will need to know or have in place in order to implement the educational strategies discussed.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Offer choice in content and learning style&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Playlists made up of a variety of media within courses offer educators choice when exploring new content.&nbsp;<\/li><li>To prevent learners from losing access to the content provided within playlists, create a PDF of the playlist content for learners to download after completing the course.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Model practices and showcase examples<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Make sure to consider accessibility: font size, color contrast, verbal feedback vs. written feedback. A <a href=\"https:\/\/stoosepp.com\/icltc2021\/\">resource<\/a> developed by Stoo Sepp, Mona Wong, Vincent Hoogerheide, and Juan C. Castro-Alonso has some great tips for how to present information effectively in online courses. <em>Check out the clever visual demonstrations generated from using the sliders to really understand each tip!<\/em><\/li><li>Consider not only including a playlist made up of a mix of different media to showcase or model examples but also dividing content into smaller chunks.<\/li><li>For synchronous instruction, consider modeling <a href=\"https:\/\/support.google.com\/jamboard\/answer\/7424836?hl=en\">Jamboard<\/a> and <a href=\"https:\/\/padlet.com\/\">Padlet<\/a>.<\/li><li>For asynchronous instruction, consider modeling <a href=\"https:\/\/www.techlearning.com\/how-to\/what-is-flipgrid-and-how-does-it-work-for-teachers-and-students\">Flipgrid<\/a>.<\/li><li><a href=\"https:\/\/www.mentimeter.com\/\">Mentimeter<\/a> can be used to increase collaboration.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Provide flexibility with time throughout the design&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Allow teachers to choose how much time to spend exploring topics, and acknowledge that it will differ from learner to learner.&nbsp;<\/li><li>Consider offering both facilitated and unfacilitated learning opportunities. For example, some learners may want F2F interaction and facilitated discussions while others want the flexibility to simply read and digest material at their own pace.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>Create opportunities for learners to connect<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Offer both synchronous and asynchronous options for learners to connect.<\/li><li>A discussion board can be a great asynchronous option.&nbsp;<\/li><li>For synchronous learning, save time for sharing ideas with other learners.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#3: Know your target audience and seek feedback regularly<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is <em>so <\/em>important to know your audience. Understand who is going to be receiving your PD and tailor it to them as much as possible. Make the learners feel as if the PD is directed specifically for them!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Create surveys and review feedback.&nbsp;<\/li><li>Use feedback to understand what learners like, dislike, and find challenging.<\/li><li>Use feedback to inform future learning opportunities and course development.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By modernizing their professional learning, <em>Michigan Virtual\u2019s<\/em> Professional Learning Services team is also modeling effective practices for <a href=\"https:\/\/michiganvirtual.org\/blog\/why-are-schools-making-learning-student-centered\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They are showcasing and modeling for teachers the practices they hope teachers will implement in their own classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By experiencing PD that is personalized, incorporates <a href=\"https:\/\/michiganvirtual.org\/blog\/providing-voice-and-choice\/\" target=\"_blank\" rel=\"noreferrer noopener\">voice and choice<\/a>, and acknowledges their individual learning preferences (and is adjusted for them), the hope is that professional learners walk away with an increased sense of empathy for the student learner.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The goal is to also encourage professional learners to use some of these effective practices with their own students and make their classrooms more student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Designing Effective Professional Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In this <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/designing-effective-professional-learning\" target=\"_blank\" rel=\"noreferrer noopener\">blog series<\/a>, <em>Michigan Virtual <\/em>Professional Learning Specialists and Course Designers provide insights\u2014based on direct input from learners via end-of-course survey data\u2014into how to design effective professional learning for teachers and school leaders.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is our hope that these blogs are helpful to designers of online PD courses or professional learning experiences, school leaders and teachers looking to make learning more student-centered, school leaders and teachers who are evaluating online courses or course content, and\/or teachers who are creating their own online course content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A special thanks to <em>Michigan Virtual\u2019s <\/em>Senior Professional Learning Specialist <a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-building-agency-as-a-teacher\/\" target=\"_blank\" rel=\"noreferrer noopener\">Anne Perez<\/a> for sharing her knowledge and expertise which informed this blog.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-things-to-consider-when-implementing-restorative\/id1551347022?i=1000568097106\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/2UhvG0YGPiVKBkNj9L3MZI?si=xA9_dVkaQliJnvJ2iRXIvQ\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YTM0YzVhNzktZjdkYy00YzE4LWE1MmEtYjkzODQzMWZmNjZh?sa=X&amp;ved=0CAUQkfYCahcKEwjY_centOf4AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Things-to-Consider-When-Implementing-Restorative-Practices-feat--Eric-Graves-e1kigej\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/91ihYcoW1Gp1AnMDGPvyIuJEyic\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, I chat with Eric Graves, the former statewide coordinator for the <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">Michigan Cares<\/a> program, who shares:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Our collective perception of those who have wronged us,<\/li><li>What community healing requires of all of us, and&nbsp;<\/li><li>Three things to consider when implementing restorative practices.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Eric using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-things-to-consider-when-implementing-restorative\/id1551347022?i=1000568097106\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/2UhvG0YGPiVKBkNj9L3MZI?si=xA9_dVkaQliJnvJ2iRXIvQ\">Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YTM0YzVhNzktZjdkYy00YzE4LWE1MmEtYjkzODQzMWZmNjZh?sa=X&amp;ved=0CAUQkfYCahcKEwjY_centOf4AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Things-to-Consider-When-Implementing-Restorative-Practices-feat--Eric-Graves-e1kigej\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/91ihYcoW1Gp1AnMDGPvyIuJEyic\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Eric\u2019s full episode (which offers the fuller effect of his wisdom, energy, and examples), you can still benefit from a glimpse at his top three tips below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>3 things to consider when implementing restorative practices<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#1. Garner a deep understanding of what restorative practices <\/strong><strong><em>are <\/em><\/strong><strong>not<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are many misconceptions about restorative practices. Before implementing this approach in your school community, it\u2019s important to be well-versed in these nuances.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Restorative practices do <em>not <\/em>involve skipping over consequences. It\u2019s not a permissive, do-whatever-you-want system.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Restorative practices <em>are <\/em>a <a href=\"https:\/\/michiganvirtual.org\/blog\/restorative-justice-101-a-paradigm-shift-in-education\/\">paradigm shift<\/a> in how we deal with people who commit infractions in our communities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cPeople commit crimes for a good reason <em>to them<\/em>,\u201d says Eric. \u201cIf I'm going to teach you something new, I can't shame you. I have to help bring you back to this place where we restore you first, and then we can restore the community.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hurting people hurt people. Restorative practices offer those who commit crimes an opportunity to <em>restore<\/em> and <em>heal, <\/em>first themselves and then their community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf failure is not final, if people are allowed to make mistakes,\u201d Eric says, \u201cthen we create an environment where we can renew.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, it\u2019s an approach centered around <em>keeping <\/em>people in the community rather than pushing them away.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#2. Start getting community buy-in early<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Community buy-in is super important when implementing restorative practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first time a frustrated parent hears about restorative practices shouldn\u2019t be a time when a student didn\u2019t get expelled for behavior for which they historically would have been expelled.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Restorative practices are not a replacement for having appropriate protocols in place when a student\u2019s behavior is genuinely dangerous to their peers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Besides, if your new discipline system comes from a top-down mandate, people will naturally become resentful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cA lot of people in schools adopt a program because they've been told to do so,\u201d Eric adds. \u201cThen, in their hearts and in their minds, they're resentful.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To gain community buy-in, you\u2019ll need to have open conversations about restorative practices and informed empathy about why it is necessary.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#3. Build capacity with a comprehensive SEL curriculum<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Once you have buy-in from your community, you can start working on building out the foundation for restorative practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s where having a comprehensive social emotional learning (SEL) curriculum comes into play.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to <a href=\"https:\/\/casel.org\/fundamentals-of-sel\/\">CASEL<\/a>, the five pillars of SEL are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Self-awareness<\/li><li>Social awareness<\/li><li>Self-management<\/li><li>Responsible decision-making<\/li><li>Relationship skills&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These skills are critical both to preventing infractions from happening in the first place AND for helping all parties restore after a crime has been committed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf we don't have a sense of who we are, if we don\u2019t understand empathy, and if we don't know how to move from the conditioning of our past,\u201d says Eric, \u201cthen we can't move into the future.\u201c<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Restorative practices aren\u2019t easy. They ask us to reconcile some big feelings about those who have wronged us. This process can be emotionally difficult for all parties involved, even adults.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having an SEL curriculum in place prepares school communities for the kind of emotional work required to engage with restorative practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If your school could benefit from a free social emotional learning curriculum, check out <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">Michigan Cares<\/a>, which is available to all Michigan schools or districts at no cost. There\u2019s real-time data reporting for school leaders, mental health &amp; prevention content, and an option to add on a restorative justice program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThe purpose of discipline is to teach and not to punish.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWe build a way of restoring the individual who committed the offense first. That\u2019s a hard thing to grasp. But a person can't restore something when they don't fully understand it. You don't want a superficial apology.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cBefore you can restore something, you have to come to an understanding of what the good reason was behind it. And they're always good reasons. That's hard to understand. They're always good reasons <em>to them<\/em>. We have to ask: What was the good reason why you did what you did? And how did that work for you?\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSometimes we want to seek justice because we\u2019ve been taught it will heal us. But we know that that's not necessarily the truth.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cIt\u2019s a new way of thinking. It really moves away from our whole process of how we right wrongs in our society. It\u2019s not anti-consequences. It\u2019s a new way of keeping people in the community and saying, \u2018I'm not going to let you go.\u2019\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWe know that the law is reactionary and that there will never be enough laws to respond to the things that we all will do. If we\u2019re waiting for there to be enough violations to correct society, we're in trouble. We're going to need some different structures.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cHow do we restore an environment when someone has violated our sense of safety, violated our sense of dignity, and made us feel uncomfortable? That's the conversation that we need to have.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Explore: <\/strong><a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">Michigan Cares<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/how-zero-tolerance-policies-affect-michigan-students\/\">4 ways that zero-tolerance policies affect Michigan students [with infographics]<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/restorative-justice-101-a-paradigm-shift-in-education\/\">Restorative justice 101 \u2014 A paradigm shift in education [with infographics]<\/a><\/li><li><strong>Learn and earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-introduction-to-sel\/\">Social Emotional Learning: Introduction to SEL<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
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            "id": 73564,
            "path": "\/blog\/3-ways-to-bring-digital-literacy-into-your-classroom\/",
            "author_id": 32,
            "timestamp": 1657302164,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on<\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-ways-to-bring-digital-literacy-into-your-classroom\/id1551347022?i=1000567399834\"><em> Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/6quMajwiEPJJQtN4mGmkwQ?si=4oY9XxfORAKK-DjabL93dw\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YTE2ZmM5YmQtMGM5MS00ZTg2LTkyMGEtNWU4OTI3ZTliNWRh?sa=X&amp;ved=0CAUQkfYCahcKEwjImvabi-L4AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or<\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Ways-to-Bring-Digital-Literacy-Into-Your-Classroom-feat--James-Johnson-from-Kalamazoo-Public-Schools-e1k9u8o\"><em> another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/CKHoIS3of5L2upigYv60IKY905o\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Digital literacy skills are no longer a luxury. They\u2019re critical to a flourishing democracy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of BRIGHT, I chat with James Johnson, a social studies teacher at <a href=\"https:\/\/www.kalamazoopublicschools.com\/Domain\/9\">Loy Norrix High School<\/a> in Kalamazoo, who was recognized as a 2021-22 regional teacher of the year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, James shares:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Why digital literacy skills are fundamental to civic life<\/li><li>Examples of how he teaches these skills in his classroom<\/li><li>Three tried-and-true tips for fellow educators.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with James using the audio player above or by subscribing to the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a> in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-ways-to-bring-digital-literacy-into-your-classroom\/id1551347022?i=1000567399834\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/6quMajwiEPJJQtN4mGmkwQ?si=4oY9XxfORAKK-DjabL93dw\">Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YTE2ZmM5YmQtMGM5MS00ZTg2LTkyMGEtNWU4OTI3ZTliNWRh?sa=X&amp;ved=0CAUQkfYCahcKEwjImvabi-L4AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Ways-to-Bring-Digital-Literacy-Into-Your-Classroom-feat--James-Johnson-from-Kalamazoo-Public-Schools-e1k9u8o\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/CKHoIS3of5L2upigYv60IKY905o\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to James\u2019 full episode (which offers the fuller effect of his wisdom, energy, and examples), you can still benefit from a glimpse at his top three tips below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 ways to bring digital literacy into your classroom<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>#1. Build a routine around digital literacy<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Classrooms have routines for almost every aspect of education \u2014 homework, classwork, discussions, tests, etc.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>James\u2019 best advice for bringing digital literacy skills into your classroom is to make a routine out of it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Make it simple and adaptable, no matter your lesson or unit.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In James\u2019 classroom, for example, they use the acronym S.O.A.P.S. every time they analyze primary source materials.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>S.O.A.P.S. stands for <em>sourcing, occasion, audience, purpose, <\/em>and <em>subject. <\/em>An even more straightforward formula that James shares boils down to three essential questions borrowed from the website <a href=\"https:\/\/cor.stanford.edu\/\">Civic Online Reasoning<\/a> from Stanford University:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Who's behind the information?&nbsp;<\/li><li>What's the evidence?&nbsp;<\/li><li>What do other sources say about this information?&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>At first, this process may seem tedious, but by the end of the semester, it becomes habitual.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As this routine is modeled and reinforced throughout the year, students come to expect it and become quick in applying this formula to identify an author\u2019s potential biases.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>#2. Practice what you preach<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>James\u2019 second tip is more easily said than done:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Practice what you preach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As curious and thoughtful as they are, teachers aren\u2019t immune to bias and disinformation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe aren\u2019t exempt from the algorithms or our own psychology,\u201d says James. \u201cWe\u2019re just as prone to disinformation or misinformation as our students are.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since he began teaching a current events class, James has been more intentional about incorporating digital literacy into his personal life. He\u2019ll share anecdotes with his students about how he applies these strategies after getting fired up while browsing Twitter.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe need to be responsible digital citizens first,\u201d he adds, \u201cif we expect our students to be responsible digital citizens.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By practicing what he preaches, James builds trust with his students and demonstrates that digital literacy isn\u2019t just something you need to do for a class: These are skills that can shape the way you browse, engage, and learn for the rest of your life.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>#3. Don\u2019t reinvent the wheel \u2014 There are tons of free resources already out there!<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This one James can\u2019t emphasize enough:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Don\u2019t reinvent the wheel!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are <em>so <\/em>many websites and resources out there dedicated to teaching students digital literacy skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even better, many of these resources are free. Rather than creating materials from scratch, you can save a lot of time by first seeing what\u2019s out there.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can check out James\u2019 list of go-to resources on digital literacy featured at the bottom of this article under \u201crelated resources.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>My favorite quotes from this episode<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cReliable information is to civic health what clean water and proper sanitation are to public health. Never has so much information been at our fingertips as it is today. Whether this bounty will make us smarter and more informed or more ignorant and narrow-minded will depend on one thing: Our educational response to this challenge.\u201d (quoted from Sam Wineberg of <a href=\"https:\/\/cor.stanford.edu\/whats-at-stake\/\">Civic Online Reasoning<\/a>)<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cIt\u2019s in our nature to defend our position, whether it's something serious, like a political debate, or something sillier or more entertaining.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cOne thing we know about social media and the internet is that these programs have computer algorithms that learn about our preferences and then cater those digital experiences to match our patterns. So if someone starts gravitating toward disinformation, they can quickly wind up in a feedback loop or echo chamber. They need digital literacy skills then to evaluate this information.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWithout sounding overdramatic, I think our democracy is at stake. If we don't teach these skills, then people don't realize how the systems work and how their own psychology works. That's how disinformation spreads. When disinformation spreads, it influences our policies, and that can spiral very quickly. I don't want to sound overdramatic, but I do think these skills are essential to keeping our country going.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Explore: <\/strong><a href=\"https:\/\/cor.stanford.edu\/\">Civic online reasoning<\/a><\/li><li><strong>Explore: <\/strong><a href=\"https:\/\/sheg.stanford.edu\/history-lessons\">Stanford history education group<\/a><\/li><li><strong>Explore:&nbsp; <\/strong><a href=\"https:\/\/thinkport.org\/tps\/research-learning-modules.html\">Research learning modules<\/a><\/li><li><strong>Watch: <\/strong><a href=\"https:\/\/www.youtube.com\/playlist?list=PL8dPuuaLjXtN07XYqqWSKpPrtNDiCHTzU\">Crash course videos<\/a><\/li><li><strong>Explore: <\/strong><a href=\"https:\/\/www.readwritethink.org\/search\/learning_objectives\/789\">ReadWriteThink<\/a><\/li><li><strong>Explore: <\/strong><a href=\"https:\/\/c3teachers.org\/inquiries\/\">C3Teachers<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.amazon.com\/dp\/B07H9FWT73\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\">Why learn history (when it's already on your phone)<\/a> by Sam Wineburg&nbsp;<\/li><li><strong>Explore: <\/strong><a href=\"https:\/\/get.checkology.org\/\">Checkology<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "3 ways to bring digital literacy into your classroom",
            "excerpt": "This Kalamazoo teacher is passionate about teaching digital literacy skills to the next generation.",
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        {
            "id": 73484,
            "path": "\/blog\/esports-is-coming-to-a-school-near-you-heres-why-thats-a-good-thing\/",
            "author_id": 75,
            "timestamp": 1657216325,
            "content": "<!-- wp:paragraph -->\n<p>Like anything new and growing at a fast pace, esports can be a confusing topic. Today, we will explore the benefits of encouraging esports in schools using global examples and my personal experience with Rocket League esports.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>What is esports?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Do you remember a time when you couldn\u2019t explain something to the generation before you that you saw as an everyday part of your life? <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you watched television as a kid, you probably grew frustrated helping your grandparents figure out how their remote works every time you visited.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=m0zWiUGrzBk\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=m0zWiUGrzBk\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>As technology grows continuously faster, this generational gap grows wider. Many students participate in video games at such a high level that their cognitive abilities are more capable than our current comprehension.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This confusion caused by rapid changes in technology is best exemplified by esports. After all,<a href=\"https:\/\/hir.harvard.edu\/esports-part-1-what-are-esports\/\" target=\"_blank\" rel=\"noreferrer noopener\"> esports captures many genres of games<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Don\u2019t be discouraged if you haven\u2019t heard of them all or know the specifics of the game. After all, that\u2019s like knowing every traditional sport and board game you have ever seen.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So when someone tells you what their favorite game is and you are not familiar with it, it is not a reason to feel left behind but an opportunity to explore a new world! <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Esports crosses barriers<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:image {\"align\":\"left\",\"width\":367,\"height\":367} -->\n<div class=\"wp-block-image\"><figure class=\"alignleft is-resized\"><img src=\"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/e\/e0\/Rocket_League_coverart.jpg\" alt=\"The popular esports game Rocket League logo is shown against a backdrop of the game.\" width=\"367\" height=\"367\" \/><figcaption>Psyonix Studios, CC BY-SA 4.0, via Wikimedia Commons<\/figcaption><\/figure><\/div>\n<!-- \/wp:image --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:paragraph -->\n<p>In order to explain the benefits of esports without overwhelming you with the limitless possibilities, let\u2019s look at real-life examples through my favorite game: <a href=\"https:\/\/www.rocketleague.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Rocket League<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rocket League is like virtual soccer, and the objective is still to score in your opponents' goal. But in this game, you are not a person. You are a car.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:paragraph -->\n<p>Rocket League was first launched in 2015 and has held a multitude of global competitions. Over the short time of seven years, this game has captured the attention of many students and has encouraged them to work together and compete against each other regardless of their location.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This game\u2019s version of the Super Bowl is the <a href=\"https:\/\/esports.rocketleague.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Rocket League Championship Series<\/a> (RLCS). One of the significant advantages of esports is its inclusivity. If you have a reliable internet connection and a computer or console, you can play.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The RLCS initially only included teams from four regions. One of the regions left out was the Middle East. That\u2019s until SandRock Gaming emerged. The team\u2019s roster recently signed with Falcons Esports and just won 2nd place in the RLCS Spring Majors.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Discover how they made Rocket League a truly global game in this outstanding mini-documentary.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=aeG-M5nT7Zg\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"align\":\"center\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed aligncenter is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=aeG-M5nT7Zg\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>Any parent, student, and school faculty member can begin to play this game on a computer at no extra cost. This low barrier to entry makes esports more accessible to a larger student population than more traditional clubs and sports. In fact, <strong>47% of students in an esports club have never participated in any other extracurricular activity!<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is one of many games that cost little to operate and help connect students locally, internationally, and even globally. I have played against people from Europe, South America, and the Middle East\u2014something that never would have been possible while I was in high school.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important to note that not all video games in esports have to be hyper-competitive to benefit students. When I was younger, my parents only allowed a half-hour to play video games every night.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since then, research has shown that students engaging with video games also improve their <a href=\"https:\/\/www.gamesindustry.biz\/articles\/2020-08-12-new-research-shows-video-games-improve-literacy\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">literacy reading levels<\/a> and increase the amount of time spent reading as well!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Esports scholarships and careers<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The more esports continues to grow, the more opportunities students are receiving from participating. About $16 million in esports scholarships have been awarded so far and are increasing every year. (My friend's 14-year-old brother plays Rocket League and colleges have already sent him letters of interest!)&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many colleges are building esports spaces on campus to encourage participation. For example, <a href=\"https:\/\/www.ecaofmsu.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan State University<\/a> offers diverse esports opportunities, including broadcasting experience, daily events, and a community on Discord.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beyond high school and college, esports is projected to continue expanding. What does this mean? More job opportunities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beyond pro-level players, esports hires in nearly every field you can imagine. Layla Kayyod, Instructional Designer for the <a href=\"https:\/\/esports.dokkuapps.venturit.org\/my-campus-ties\/groups\/e-sports\/stories\/getting-started\">Michigan Virtual Introduction to Esports course<\/a>, says: \u201cThere are so many different career pathways that learners can take in the growing esports sector of the video gaming industry.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Companies like Twitch, Google, and even BBC are hiring marketing managers, engineers, artists, administrative assistants, animators, software developers, financial analysts, event management, and on and on.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Esports in school<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Esports is growing at a much faster rate than traditional sports. <a href=\"https:\/\/www.nea.org\/advocating-for-change\/new-from-nea\/esports-see-explosive-growth-us-high-schools\" target=\"_blank\" rel=\"noreferrer noopener\">According to the National Education Association<\/a>, \"Since 2018, when the National Federation of State High School Associations (NFHS) first recognized esports as an official sport,&nbsp;more than 8,600 high schools have started video-gaming teams.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of the most popular games played at the high school level include Rocket League, Minecraft, League of Legends, Overwatch, Super Smash Brothers, and Fortnite. The opportunities for inclusion and participation in the world of esports is unmatched by any other extracurricular options for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>More video games will be created every year that students will choose to participate in. So, what can we do to put these students in the best position to succeed?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Give students the opportunity to play and learn more at school!<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Remember that it is okay to not know everything about esports. Most clubs are created and coached by either staff or parents who know little about the games their students want to play.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Recently, Steve Forsberg from Ludington High School explained what it\u2019s like to become an esports coach and <a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-starting-an-esports-program-at-your-school\/\" target=\"_blank\" rel=\"noreferrer noopener\">offers a few tips to get started<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image\"><a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-starting-an-esports-program-at-your-school\/\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/ESports-Bright-Podcast.png\" alt=\"\" \/><\/a><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>For middle school students who are eager to participate but do not have access to esports clubs or are not yet old enough, we are offering an Introduction to Esports course this summer.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Learn more today<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In addition to covering topics like communication and health and wellness, Introduction to Esports will also have six live guest speakers who work in the world of esports to share their stories and answer any questions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-starting-an-esports-program-at-your-school\/\">L<\/a><a href=\"https:\/\/esports.dokkuapps.venturit.org\/my-campus-ties\/groups\/e-sports\/stories\/getting-started\">earn more about esports!<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether it is increasing the reading capacity or extracurricular activities for students, the scalable opportunities that esports provide make it an exciting opportunity all school districts must consider moving forward.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Esports is coming to a school near you (here's why that's a good thing!)",
            "excerpt": "Like anything new and growing at a fast pace, esports can be a confusing topic. Today, we will explore the benefits of encouraging esports in schools using global examples and my personal experience with Rocket League esports. What is esports? Do you remember a time when you couldn\u2019t explain something to the generation before you...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Superintendent Leadership Summit<\/h1>\t\t\n\t\t\t<h3>This full-day workshop will provide district leaders the opportunity to network with colleagues, share best practices, and consider strategies for designing new models of learning. Come ready to connect with a national thought leader, develop your professional network, and share best practices in leadership.<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/forms.gle\/UybSCfstHRPT4AEw5\" role=\"button\">\n\t\t\t\t\t\tRegister\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"1080\" height=\"1080\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/mhorn.png\" alt=\"Michael Horn\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Michael Horn<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"75\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/07\/FLC-Logo-Tagline-300x75.png\" alt=\"Future of Learning Council\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"81\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/michigan-virtual-logo-horizontal-transparent-300x81.png\" alt=\"Michigan Virtual Logo (Horizontal)\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>The Future of Learning Council and <i>Michigan Virtual<\/i> are hosting a\u00a0Superintendent Leadership Summit on <strong>August 1, 2022<\/strong>, with author and educational futurist <a href=\"https:\/\/michaelbhorn.com\/\">Michael Horn<\/a>. Michael is the co-founder and a distinguished fellow at the\u00a0Clayton Christensen Institute for Disruptive Innovation, a non-profit think tank. He has authored multiple books including, <em>\"Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns,\"<\/em> Amazon best-seller <em>\"Blended: Using Disruptive Innovation to Improve Schools,\"<\/em> and the soon-to-be-released <em>\"From Reopen to Reinvent: (Re)Creating School for Every Child.\"<\/em><\/p><p> He will be spending the day with Summit attendees sharing insights from his book and discussing how the future of learning is quickly becoming personalized. Attendees will also have in-depth conversations regarding challenges in setting the vision for learning and\u00a0leading this transformation process at the local district level.<\/p>\t\t\t\t\n\t\t\t<h2>Event Details<\/h2>\t\t\n\t\t<p><strong>DATE:<\/strong> <br \/>August 1, 2022 9:00 am \u2013 5:00 pm<\/p><p><strong>LOCATION:<\/strong> <br \/>Traverse City Area Public Schools Northwest Education Services Career Tech Center<\/p><p>880 Parsons Road Traverse City, MI 49686<\/p><p><strong>WHO:<\/strong> <br \/>Superintendents and State-wide Education Executives<\/p><p><strong>COST:<\/strong> <br \/>Future of Learning Council Members \u2013 Free<br \/>Non-Members - $100<\/p><p>Breakfast and Lunch Included<\/p>\t\t\t\t\n\t\t\t\n\t\t<p><strong>LODGING:<\/strong> Fairfield Inn and Suites, Traverse City. Rate is $239 + tax per night Reservation Link: Limited number of rooms so please reserve a room early<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/forms.gle\/UybSCfstHRPT4AEw5\" role=\"button\">\n\t\t\t\t\t\tRegister for the Summit\n\t\t\t\t\t<\/a>",
            "title": "Superintendent Leadership Summit",
            "excerpt": "The Future of Learning Council and Michigan Virtual are hosting a\nSuperintendent Leadership Summit on August 1, 2022, with author and educational futurist Michael Horn.",
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            "path": "\/blog\/3-tips-for-engaging-students-in-the-post-pandemic-classroom\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-engaging-students-in-the-post-pandemic\/id1551347022?i=1000566496401\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/6R0FLg8gvRpHLJI7RROAnY?si=mvWN3c08Tje0eXylcpMaXw\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YWVmMGVlNjItNTc2OC00ZTI2LTk4YTMtZDAxZmI2OGUzZGMx?sa=X&amp;ved=0CAUQkfYCahcKEwjwg4W29cH4AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or<\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Engaging-Students-in-the-Post-Pandemic-Classroom-feat--Janet-Swarthout-from-Caro-High-School-e1jv050\"><em> another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/W11V5zNhhIMmpJoUU6hacNMnQxE\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today\u2019s classrooms look different than they did before the COVID-19 pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, I chat with Janet Swarthout, a speech, drama, and debate teacher at Caro High School, who was honored as a 2021-22 regional teacher of the year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Her experience teaching through the pandemic,<\/li><li>How she\u2019s changed up her instruction to better meet student needs,<\/li><li>Her top three strategies for keeping students engaged in the post-pandemic classroom.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Janet using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-engaging-students-in-the-post-pandemic\/id1551347022?i=1000566496401\"> Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/6R0FLg8gvRpHLJI7RROAnY?si=mvWN3c08Tje0eXylcpMaXw\">Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YWVmMGVlNjItNTc2OC00ZTI2LTk4YTMtZDAxZmI2OGUzZGMx?sa=X&amp;ved=0CAUQkfYCahcKEwjwg4W29cH4AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Engaging-Students-in-the-Post-Pandemic-Classroom-feat--Janet-Swarthout-from-Caro-High-School-e1jv050\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/W11V5zNhhIMmpJoUU6hacNMnQxE\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Janet\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 tips for engaging students in the post-pandemic classroom<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>#1. Getting to know your students is more important than ever<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Relationship-building has always been an essential part of education. Still, Janet says that getting to know your students (and letting them get to know you) is even more critical post-pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a speech, drama, and debate teacher, for her first activity each semester, she asks students to speak about themselves for a full minute so that she and their peers can get to know them better.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In return, she tells them about her hobbies, why she loves teaching, and about Bumpkin, her miniature horse (pictured below).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":73384,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/06\/Bumpkin-and-Kooper-1024x687.png\" alt=\"\" class=\"wp-image-73384\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>\u201cThey need to know who I am,\u201d she says, \u201cso they can trust me with their education. They have to know I am a concerned, caring person.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today, Janet is also more explicit about letting students know her expectations up front and how they can get help if they need it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI set high expectations,\u201d she explains. \u201cBut I let them know right away that I'm not expecting anything that they\u2019re not capable of.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given the isolation students experienced during the pandemic, these pillars of trust and connection are more critical than ever before.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>#2. Keep your lessons shorter and more collaborative<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teaching has changed a lot since Janet first entered the classroom 40 years ago. Since the pandemic began, she has continued evolving her instructional approach to better meet student needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Upon returning to the classroom after remote learning, Janet found her students struggled to pay attention during long lectures and yearned for social interaction with their peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These days, she\u2019s found success in keeping her lessons <em>shorter <\/em>and her activities more <em>collaborative.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe thing I love about teaching is it's always going to change,\u201d she told me. \u201cA teacher needs to constantly reinvent themselves and their material to meet the needs of the students that we have today.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given how effective these changes have been for her students, Janet believes that these concise, interactive lessons will persist in her classroom long after the pandemic is over.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>#3. Draw connections to the future<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another instructional strategy that Janet has been more intentional about is drawing connections to the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cStudents often have a hard time thinking about their futures,\u201d she explains. \u201cThey don\u2019t know where they\u2019re going to be. They don\u2019t know what they\u2019re going to do.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a teacher, Janet then views it as her job to draw connections about how what students are learning will benefit them, whether it be for a future class, a career, or personal development.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now more than ever, she says this future orientation is vital.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the pandemic, many of her students were afraid they wouldn\u2019t have a future. The world as they knew it shut down.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By making more explicit connections to the future, Janet instills a sense of hope in her students. She reminds them that they <em>will<\/em> have a future and that the skills they\u2019re learning in class will help them shape this future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>My favorite quotes from this episode<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cI don't know that my classroom will ever look like it did pre-pandemic years, and I'm okay with that.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThese are our future leaders. They're our future politicians. They're our future doctors and lawyers. They\u2019re our future <em>everything. <\/em>So, we have to get students to see how important their education is. They have to see that even though they're only one person, they have an impact on everything that goes on in our world. My hope is that in the post-pandemic classroom, we take a look at how we view our students and set goals for them to become the people that we as a country as a nation as a world need them to be.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cTeaching children is a privilege, and it's not one that should be taken lightly.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cI keep falling in love with teaching over and over again. Every time a student grasps a concept, and I see that light bulb turn on, I think, \u2018Yes, this is why I do this.\u2019 I truly love my job, which is why I've done it for 40 years and still plan to keep doing it.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Related r<strong>esources<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Learn and earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/being-a-reflective-teacher-during-a-pandemic\/\">Being a Reflective Teacher During a Pandemic<\/a> (3 SCECHs)<\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.3plearning.com\/blog\/20-student-engagement-strategies-captivating-classroom\/\">20 student engagement strategies for a captivating classroom<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/educationtothecore.com\/2022\/01\/13-student-engagement-strategies-that-work\/\">13 student engagement strategies that work<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/jodidurgin.com\/how-to-increase-student-engagement\/\">10 strategies for increasing student engagement in 2022<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><strong>Read: <\/strong><a href=\"https:\/\/xfanatical.com\/blog\/education-technology-tools\/\">Top 10 education technology tools for schools in 2022<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.edarabia.com\/20-edtech-tools\/\">20 edtech tools for 2022<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.vivi.io\/best-interactive-classroom-technology-tools\/\">Best interactive classroom technology tools<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "3 tips for engaging students in the post-pandemic classroom",
            "excerpt": "This Michigan teacher is changing up her instruction to better meet the needs of her students in the post-pandemic classroom.",
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            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong> \u2014 Educators from Stockbridge, Ann Arbor, and Livonia have been chosen as the winners of the <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan EdTech Innovation Pitch Contest<\/a>, sharing $20,000 in business startup grants and legal and creative startup assistance. The concepts developed from the three winning pitches will be used to improve Michigan classrooms through innovation, technology, and firsthand educator experience.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAs an investor, we actually see being an educator as a huge plus. That is a sign that you understand the space, and we all know this ecosystem is so complex and it really is a huge plus that you have that experience behind you,\u201d explained Rachael Lee, a contest judge from GSV Ventures. \u201cWe want to see teachers creating these startups.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first-place prize went to Robert Richards, a science teacher in Stockbridge who will receive $10,000 in business startup grant funding, plus branding and logo design support, and legal consultation for QB-Sat, a satellite-launch STEM kit and curriculum focused on engineering and space exploration.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cQB-Sat provides an aerospace education curriculum that allows students to build a QB-sat following a blueprint type format, build the kits, and then provides the opportunity to launch them into space or fly them by other means such as drones or high altitude balloons,\u201d said Richards. \u201cWe\u2019re working with NASA Globe and putting together a curriculum to be funded by the National Science Foundation to provide QB-Sats for students around the world. Further, we\u2019ve secured an orbital launch and will be going to space in the first quarter of 2023.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The second-place winner went to Garret Potter from Ann Arbor, who created Everstory, an audio\/visual encyclopedia exploration environment for early learners. He will receive $6,000 in business startup grant funding, plus logo design support and legal consultation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI asked my students what they wanted to learn most - one said \u2018all the countries, and continents, and oceans!\u2019 and 13 of my 23 students spoke two languages at home, so understanding the world we live in was their highest priority, but even the state\u2019s most progressive social studies curriculum would not take them where they wanted to go,\u201d explained Potter. \u201cWhat if children had a resource they wanted to turn to before learning to read, where they could explore their curiosity on their own?\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The third-place winner went to Angela Jenkins and Julie Hamrick, teachers based in Livonia, who presented Selective, an online learning tool that integrates social emotional learning with academic practice. Selective will receive $4,000 in business startup grant funding, plus logo design support and legal consultation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cResearch shows that 85% of job success comes from well-developed soft and people skills. Therefore, teachers must include opportunities to develop these skills during class,\u201d explained Hamrick. \u201cAfter decades of focusing on cooperation and group work in education, the current ed-tech products we find most useful for practicing academics in classrooms concentrate on independent learning, which does not provide interaction, foster connection, or facilitate communication.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan EdTech Innovation Pitch Contest<\/a> is the result of a partnership between Michigan State\u2019s <a href=\"https:\/\/entrepreneurship.msu.edu\/\" target=\"_blank\" rel=\"noreferrer noopener\">Burgess Institute<\/a> for Entrepreneurship and Innovation, <a href=\"https:\/\/www.msufoundation.org\/spartaninnovations\" target=\"_blank\" rel=\"noreferrer noopener\">Spartan Innovations<\/a>, a subsidiary of MSU Foundation, and <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual<\/em><\/a>, to bring educators\u2019 ideas to life on ways to solve common classroom problems. Branding and legal support is being donated by <a href=\"https:\/\/michigancreative.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Creative<\/a> and <a href=\"https:\/\/www.fosterswift.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Foster Swift<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI was totally blown away with every pitch today. There are educators out there sitting on ideas like this, to make the world a better place, and they just haven\u2019t had an opportunity like this to share it,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em> and a pitch contest judge. \u201cHopefully this will serve as an incentive and an inspiration for those teachers.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The contest was open from April 4 through May 13, and finalists were notified in late May. All contest participants are eligible to attend a free Innovation Bootcamp the week of July 18. The Bootcamp is designed to help participants further explore and develop a business model around their idea while also introducing them to resources and supports that are available to entrepreneurs and innovators in Michigan, as well as opportunities to bring entrepreneurial and innovation lessons into schools and classrooms<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the contest and upcoming Bootcamp, visit <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\">michiganvirtual.org\/pitch<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan school innovation contest awards $20,000 to ideas in STEM, world exploration, and life skills",
            "excerpt": "LANSING, Mich. \u2014 Educators from Stockbridge, Ann Arbor, and Livonia have been chosen as the winners of the Michigan EdTech Innovation Pitch Contest, sharing $20,000 in business startup grants and legal and creative startup assistance. The concepts developed from the three winning pitches will be used to improve Michigan classrooms through innovation, technology, and firsthand...",
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            "path": "\/blog\/simulations-visualizations-and-interactives-when-to-use-them-why-you-should-use-them-and-where-to-find-them\/",
            "author_id": 71,
            "timestamp": 1655989427,
            "content": "<!-- wp:heading -->\n<h2>Simulations, Visualizations, Interactive Applications and their place in education.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Learning in the year 2022 looks vastly different than it did in the early days of education theory development. Education has evolved from the traditional one-room schoolhouse to the application of constructivist theories in classrooms, <a href=\"https:\/\/michiganvirtual.org\/blog\/challenges-opportunities-student-centered-learning\/\">student-centered<\/a> learning, flexible learning models, and the advent of improvements in <a href=\"https:\/\/knowledgeworks.org\/get-inspired\/personalized-learning-101\/what-personalized-learning\/\">personalized learning<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The shift away from drill, practice, memorization, and other more \u201ctraditional\u201d approaches to learning has given way to an emphasis on <a href=\"https:\/\/www.aeseducation.com\/blog\/what-are-21st-century-skills\">21st Century Skills<\/a> education, and frequently employs more inquiry, experiences, and problem-solving than ever before. Using simulations and visualizations in the classroom <a href=\"https:\/\/www.researchgate.net\/profile\/Nico-Rutten\/publication\/216743334_The_learning_effects_of_computer_simulations_in_science_education\/links\/5afd2386aca272b5d870827f\/The-learning-effects-of-computer-simulations-in-science-education.pdf\">can help address these skills<\/a>, and give students experiences they might not have otherwise.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The use of simulations, visualizations, and interactive applications in education has advanced from the medical procedure and flight simulation trainers that were reserved for the armed forces or medical school students, to full replication of legitimate scientific experiments and procedures designed and differentiated for elementary, middle, and high schoolers\u2014and it\u2019s usually all available for free or at a highly discounted rate.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are so many uses for these tools and they are more widely available than ever before. As a result, educators should be able to more easily learn to leverage technology and take advantage of them, especially when physical or financial resources are limited (free is always good right?).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using these tools in the classroom can<a href=\"https:\/\/elearningindustry.com\/simulations-and-games-making-learning-fun\"> decrease prep time for lessons, lower materials costs<\/a>, and help <a href=\"https:\/\/nap.nationalacademies.org\/read\/13078\/chapter\/1\">increase engagement, giving students a \u2018hands-on\u2019 experience<\/a> to help them grasp concepts that are less concrete or more difficult to immerse them in physically due to lack of resources (trust me, we ALL know THAT struggle).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;Next, we will present a list of resources and tools, separated by subject, that are beneficial for teachers to organize, plan, and supplement their existing lessons with digital interactives and simulations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources and tools for teachers<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Below are several FREE resources and sites with descriptions of what they are and some ways in which to use them. Many of these resources also have areas within their websites to which teachers have contributed greatly, including lesson plans, tips, lesson extensions, and additional resources to go alongside the content featured.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><a href=\"https:\/\/phet.colorado.edu\/\">PHET<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Created and supported by the University of Colorado Boulder, this website has a massive amount of resources for teachers and students of all ages. It contains over 159 simulations translated into 104 languages alongside 3,128 teacher-submitted lessons to accompany the activities and simulations. PHET makes an effort to modify and create activities and simulations for learners with special needs as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Searchable <a href=\"https:\/\/phet.colorado.edu\/en\/teaching-resources\/browse-activities\">database<\/a> of all activities - user-friendly and searchable by simulation name, type, subject, grade level, and language.<\/li><li><a href=\"https:\/\/phet.colorado.edu\/en\/teaching-resources\/tipsForUsingPhet\">Teacher guide<\/a> for using PHET, how to navigate the site, view resources, and contribute resources.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:genesis-blocks\/gb-container -->\n<div class=\"wp-block-genesis-blocks-gb-container gb-block-container\"><div class=\"gb-container-inside\"><div class=\"gb-container-content\"><!-- wp:html -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><a href=\"https:\/\/phet.colorado.edu\/en\/simulations\/filter?subjects=physics&amp;type=html,prototype\"><strong>Physics<\/strong><\/a><\/td><td><a href=\"https:\/\/phet.colorado.edu\/en\/simulations\/filter?subjects=chemistry&amp;type=html,prototype\"><strong>Chemistry<\/strong><\/a><\/td><td><a href=\"https:\/\/phet.colorado.edu\/en\/simulations\/filter?subjects=math&amp;type=html,prototype\"><strong>Math<\/strong><\/a><\/td><td><a href=\"https:\/\/phet.colorado.edu\/en\/simulations\/filter?subjects=earth-science&amp;type=html,prototype\"><strong>Earth Science<\/strong><\/a><\/td><td><a href=\"https:\/\/phet.colorado.edu\/en\/simulations\/filter?subjects=biology&amp;type=html,prototype\"><strong>Biology<\/strong><\/a>  <\/td><\/tr><tr><td><small>\u25cf Motion<br>\u25cf Sound, &amp; Waves&nbsp;<br>\u25cf Work, Energy, &amp; Power&nbsp;<br>\u25cf Heat &amp; Thermo&nbsp;<br>\u25cf Quantum Phenomena&nbsp;<br>\u25cf Light &amp; Radiation Electricity, Magnets, &amp; Circuits<\/td><td><small>\u25cf General Chemistry&nbsp;<br>- Atoms, Molecules, Atomic Structure<br>- Gasses<br>- Laws<br>- Density<br>- pH, Acids, &amp; Bases<br>- Waves<br>- Chemical Equations<br>- Concentration and Molarity<br>\u25cf Quantum Chemistry<\/td><td><small>\u25cf Math Concepts<br>- Number Lines, Ratios, &amp; Proportions<br>- Vectors<br>- Fractions<br>- Quadratics<br>- Equality<br>- Area Models<br>- Algebra &amp; Expressions<br>- Slope<br>- Unit Rates<br>- Functions<br>- Probability<br>\u25cf Math Applications<\/td><td><small>\u25cf Gasses<br>\u25cf Diffusion<br>\u25cf Density<br>\u25cf Greenhouse Effect<br>\u25cf Gravity<br>\u25cf Orbits<br>\u25cf Waves<br>\u25cf Pressure<br>\u25cf Blackbody Spectrum<\/td><td><small>\u25cf Natural Selection<br>\u25cf Gene Expression<br>\u25cf Polarity<br>\u25cf Neurons<br>\u25cf Color Vision<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:html --><\/div><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-container -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><a href=\"https:\/\/www.nobelprize.org\/educational\/\">Nobel Prize Educational Games and Simulations<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This website contains content centered around Nobel Prize laureates and their work. Lessons, activities, and interactives are featured here, specifically focused on high-impact projects from previous awards. Each simulation and application comes with useful teaching materials to go alongside the experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Simulators and Applications<ul><li>Science<ul><li><a href=\"https:\/\/educationalgames.nobelprize.org\/educational\/medicine\/bloodtypinggame\/?_ga=2.224819282.951441273.1654268018-1336682770.1654268018\">Blood Typing Game<\/a><\/li><li><a href=\"https:\/\/educationalgames.nobelprize.org\/educational\/medicine\/2001\/?_ga=2.164658551.951441273.1654268018-1336682770.1654268018\">The Cell Cycle<\/a><\/li><li><a href=\"https:\/\/educationalgames.nobelprize.org\/educational\/medicine\/mri\/?_ga=2.164658551.951441273.1654268018-1336682770.1654268018\">MRI<\/a><\/li><li><a href=\"https:\/\/educationalgames.nobelprize.org\/educational\/medicine\/vitamin_b1\/?_ga=2.192436578.951441273.1654268018-1336682770.1654268018\">Vitamin B1<\/a><\/li><li><a href=\"https:\/\/educationalgames.nobelprize.org\/educational\/chemistry\/chiral\/?_ga=2.192436578.951441273.1654268018-1336682770.1654268018\">Chirality<\/a><\/li><\/ul><\/li><li>Human Rights<ul><li><a href=\"https:\/\/educationalgames.nobelprize.org\/educational\/peace\/redcross\/?_ga=2.164658551.951441273.1654268018-1336682770.1654268018\">Prisoners of War<\/a><\/li><\/ul><\/li><li>Psychology<ul><li><a href=\"https:\/\/educationalgames.nobelprize.org\/educational\/medicine\/pavlov\/?_ga=2.192436578.951441273.1654268018-1336682770.1654268018\">Pavlov\u2019s Dog<\/a><\/li><\/ul><\/li><\/ul><\/li><li><a href=\"https:\/\/www.nobelprize.org\/nobel-prize-lessons-2021\/\">2021 Nobel Prize Lessons<\/a> - Each lesson comes with slides, a manual, and materials for teachers to teach a lesson on each prize from 2021. There are also lessons dating back to 2018 prize winners and a searchable database of all prize winners.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><a href=\"https:\/\/libguides.mines.edu\/oer\/simulationslabs\">Arthur Lakes Library OER Compilation<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This library keeps an up-to-date list of many different educational simulations, visualizations, and applications that have great applications for a variety of grade levels and subject areas. Each category listed below has a vast array of different types of simulations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/libguides.mines.edu\/oer\/simulationslabs#s-lg-box-23803633\">Engineering<\/a><\/li><li><a href=\"https:\/\/libguides.mines.edu\/oer\/simulationslabs#s-lg-box-23346129\">Life Sciences<\/a><\/li><li><a href=\"https:\/\/libguides.mines.edu\/oer\/simulationslabs#s-lg-box-23369825\">Medicine and Health Sciences<\/a><\/li><li><a href=\"https:\/\/libguides.mines.edu\/oer\/simulationslabs#s-lg-box-23378340\">Physical Sciences and Mathematics<\/a><\/li><li><a href=\"https:\/\/libguides.mines.edu\/oer\/simulationslabs#s-lg-box-23803577\">Social and Behavioral Sciences<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The library also has a <a href=\"https:\/\/libguides.mines.edu\/\">compilation of other resources<\/a> for teachers, organized by subject area, which is a wonderful tool as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><a href=\"https:\/\/demonstrations.wolfram.com\/\">WOLFRAM Demonstrations Project<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This site has 12,000+ interactive notebooks, simulations, visualizations, and applications selected and curated by Wolfram Research. Each category has several subcategories, and is easily searchable and user-friendly to find what you are looking for.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Much of the content is visualizations and simulations of events, rather than fully interactive applications, but there are still <em>many<\/em> interactive elements in each of the subject areas. This is an excellent site for supplementary materials for almost any subject.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?Mathematics#2\">Mathematics<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?Computation#3\">Computation<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?PhysicalSciences#5\">Physical Sciences<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?LifeSciences#195\">Life Sciences<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?BusinessSocialSystems#6\">Business &amp; Social Systems<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?SystemsModelsMethods#275\">Systems, Models, &amp; Methods<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?EngineeringTechnology#7\">Engineering &amp; Technology<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?OurWorld#8\">Our World<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?CreativeArts#9\">Creative Arts<\/a><\/li><li><a href=\"https:\/\/demonstrations.wolfram.com\/topics.php?MathematicaFunctionality#11\">Programming Functionality<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Multi-Disciplinary Multimedia Resource Sites<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These sites are filled with free resources and materials for teachers, including simulations, applications, and visualizations, but also including lesson plans and other teaching materials.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.ck12.org\/teacher\/\">CK-12<\/a> - open-source content and technology tools for teachers that are separated by subject, grade level, and language. Includes free customizable digital textbooks.<\/li><li><a href=\"https:\/\/www.edumedia-sciences.com\/en\/\">edu-Media<\/a> - open source content focused on interactive resources in math and science<\/li><li><a href=\"https:\/\/www.labxchange.org\/explore\">LabXchange<\/a> - digital science labs, videos, and activities<\/li><li><a href=\"http:\/\/mw.concord.org\/modeler\/index.html\">Molecular Workbench<\/a> - visual interactive simulations with lessons and embedded assessments. Includes model and lesson plan creation tools for teachers.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>When do I use these in my classroom?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.researchgate.net\/profile\/Nico-Rutten\/publication\/216743334_The_learning_effects_of_computer_simulations_in_science_education\/links\/5afd2386aca272b5d870827f\/The-learning-effects-of-computer-simulations-in-science-education.pdf\">Research<\/a> indicates that many simulation and interactive tools, when used to supplement a teacher\u2019s existing curriculum, can enhance learning. This means that teachers should look for areas in their lessons or courses where there is a lack of interactivity for the students or an area where students traditionally struggle in understanding and use simulations and visualizations as another way for students to see and interact with the content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The ability to personalize learning with these tools is also highly suggested, as this can help teachers differentiate instruction when using flexible learning models, and help make sure that each student gets what they need to succeed. Lastly, many of these interactive tools come with their own assessment tools, so they can be used as formative assessments for teachers to check understanding of a lesson, in order to see if students have mastered a concept.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Simulations, visualizations, and other similar interactive tools <a href=\"https:\/\/www.researchgate.net\/profile\/Nico-Rutten\/publication\/216743334_The_learning_effects_of_computer_simulations_in_science_education\/links\/5afd2386aca272b5d870827f\/The-learning-effects-of-computer-simulations-in-science-education.pdf\">can have great benefits for student learning<\/a> when used as tools to supplement learning. Take the time to navigate through some of these resources that were discussed here, and bring them into the classroom to help reduce some of the workloads, allow students time to explore concepts on their own, and integrate the use of technology into a variety of lesson topics!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Simulations, Visualizations, and Interactives: When to use them, why you should use them, and where to find them",
            "excerpt": "Simulations, Visualizations, Interactive Applications and their place in education. Learning in the year 2022 looks vastly different than it did in the early days of education theory development. Education has evolved from the traditional one-room schoolhouse to the application of constructivist theories in classrooms, student-centered learning, flexible learning models, and the advent of improvements in...",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on<\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-ways-to-support-students-experiencing-trauma-feat\/id1551347022?i=1000565622535\"><em> Apple<\/em><\/a><em>,<\/em><a href=\"https:\/\/open.spotify.com\/episode\/6K4NwNZ1W30JTJNCJlAgaB?si=kOmVkR5OT4OnLOZKz7h8eQ\"><em> Spotify<\/em><\/a><em>,<\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ODYwYTViYzQtYjUyZC00ODcxLWJlNjktMTNkODMyYmYzM2U3?sa=X&amp;ved=0CAUQkfYCahcKEwiQy76jx6D4AhUAAAAAHQAAAAAQAQ\"><em> Google<\/em><\/a><em>, or<\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Ways-to-Support-Students-Experiencing-Trauma-feat--Beth-Vonck-from-Washtenaw-International-Middle-Academy-e1jl1tj\"><em> <\/em><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the<\/em><a href=\"https:\/\/otter.ai\/u\/SWd7ZPg19-BknCLYXvUoqkZDc1Q\"><em> transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students sit down at their desks, you can\u2019t often tell what traumas they\u2019ve experienced that may be affecting their ability to learn that day.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of BRIGHT, I chat with Beth Vonck, a language and literature teacher for <a href=\"https:\/\/www.wihi.org\/\">Washtenaw International High School and Middle Academy<\/a>, who was honored as a 2021-22 regional teacher of the year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, Beth and I explore:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Why trauma-informed instruction is so critical to student success,<\/li><li>Examples of what this looks like in practice in Beth\u2019s classroom, and<\/li><li>Three guidelines for supporting students experiencing trauma.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong><em>A quick note on the content of this episode: <\/em><\/strong><em>As we discuss trauma experienced by young people, there are some brief mentions of sexual abuse, violence, mental illness, and suicide. Listener discretion is advised.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/-uuPVMXhHq0\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/-uuPVMXhHq0\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Beth using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-ways-to-support-students-experiencing-trauma-feat\/id1551347022?i=1000565622535\"> Apple<\/a>,<a href=\"https:\/\/open.spotify.com\/episode\/6K4NwNZ1W30JTJNCJlAgaB?si=kOmVkR5OT4OnLOZKz7h8eQ\"> Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ODYwYTViYzQtYjUyZC00ODcxLWJlNjktMTNkODMyYmYzM2U3?sa=X&amp;ved=0CAUQkfYCahcKEwiQy76jx6D4AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and<a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Ways-to-Support-Students-Experiencing-Trauma-feat--Beth-Vonck-from-Washtenaw-International-Middle-Academy-e1jl1tj\"> more<\/a>) or by reading along with the<a href=\"https:\/\/otter.ai\/u\/SWd7ZPg19-BknCLYXvUoqkZDc1Q\"> transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Beth\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 ways to support students experiencing trauma<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#1. Practice making students feel seen<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This may seem like a simple suggestion, but Beth greets every student as they come through her door.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given all the pressures teachers are under, it can certainly be easy to get busy or underestimate the power of welcoming each child into your classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With over 30 students in her class, this initial greeting is one place that Beth can build a personal relationship with each student and intervene if something is wrong.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cNames are powerful,\u201d Beth says.\u201cSometimes, this might be the only time an adult says a child\u2019s name in a whole day.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During our interview, Beth shared an incident from three days prior, where a student broke into tears upon being greeted. She got the young girl a chair and gave her a few minutes to decompress while her classmates filtered into the classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Upon talking to the student, it became clear that she was struggling with her mental health. As a result of that conversation, Beth was able to enlist help from her principal and get the student the help she needed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most days, Beth clarifies, the conversations are a bit more lighthearted. She compliments students on a new haircut or learns about a pet goldfish they got over the weekend.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By greeting students at the door, she has a chance to ensure her students feel seen and cared for.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#2. Avoid power struggles<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Beth\u2019s next suggestion is to avoid getting into power struggles with students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, when a student is disruptive, it may be tempting to say, \u201cI see what you\u2019re doing, and I need it stopped.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But too often, this leads to students becoming defensive. The result is that both you and the student are set up for failure.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beth explains that the more excited a student\u2019s emotions become, the more critical it is for their teacher to be calm to help them co-regulate.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To avoid power struggles, she does her best to reframe conversations about student behavior with key questions, such as, \u201cWhat do you need from me?\u201d and \u201cHow are you going to do that?\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider the following scenario: A student isn\u2019t working on an assignment when they\u2019re supposed to be. You could approach the student and say, \u201cYou need to get started on your assignment,\u201d but this would immediately put you in an adversarial relationship.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instead, Beth would say, \u201cWhat do you need from me to get started on this assignment?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWell, I guess I just need to do it,\u201d the student might respond.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To this, she could reply gently, \u201cOh, okay. Well, how are you going to do that?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beth speaks with a calm, compassionate tone. You can tell when she offers these examples that she brings genuine curiosity into her relationships with students rather than judgment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By intentionally avoiding power struggles, she creates space for her students to pause and reflect on what they need to succeed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#3. Assume good intentions<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Beth says that students don\u2019t seek to get on their teachers\u2019 nerves or give them a hard time. Even though it may <em>feel <\/em>intentional sometimes, there is always a root cause behind every behavior.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It isn\u2019t personal.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students experiencing high trauma are constantly scanning their environment, looking for triggers. A student could be triggered by something as simple as you speaking in way that reminds them of their mother. In this situation, the way they respond to you is not at all personal, even if it may feel that way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When assuming good intent in student behavior, you must first acknowledge that there <em>is<\/em> a root cause, whether or not you (or even the student) know what it is.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The hard thing to accept is that you may not be able to fix the root cause of the student\u2019s behavior, but you can at least reframe your own perspective to help them as best you can.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cYou can't always be that person to everybody at all times,\u201d Beth admits. \u201cBut knowing it's not about me, so I'm not going to take this personally, that\u2019s the big thing. You've got to assume those good intentions. Because a lot of times kids really do like you, and they really do want to please you.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By assuming good intentions, she sees beyond her student\u2019s current behavior and gently helps them move forward.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>My favorite quotes from this episode<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf we are not addressing the whole child, then we aren't addressing the child at all.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur job as teachers is trying to figure out how to teach a child who has kept a part of themselves hidden. To do that, we have to be able to understand what is impacting the child beyond our doors. That\u2019s what trauma is all about. Many times, the things students can't share \u2014 or are reluctant to share \u2014 are in the forefront of their brains when they come into our classrooms<em>. I didn't have breakfast. I didn't have dinner last night. Is somebody going to be home when I get there? My birthday is coming up. Am I going to have a birthday this year? Is my little sister going to get picked up from the bus? <\/em>All of these kinds of questions are what our kids are thinking about. We're not. We're standing in front of the class, saying, \u2018Okay, everybody, let's look at this sentence. Can you see a noun in this sentence? How about a verb? Let's talk about imagery.\u2019 Well, they could care less because the image in their head is not the same image that we have.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhat would make a straight, white female think I was hurting children just by asking about their family? It didn't occur to me. Because even though I wasn't raised in a traditional house, I was a traditional teacher. Now, I think differently. One of the things we do with students is \u2018I used to think, but now I think.\u2019 So, you know, \u2018Please don't hold against me what I used to think, because I'm not there now.\u2019 With trauma-informed education, we can all be in a different spot and forgive each other and ourselves for not knowing better. Like Maya Angelou says, \u2018When you know better, do better.\u2019 Now, I know better, and I'm certainly doing better.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen a child walks through the door, the parent has sent us the very best that they have. They walk through the door, and they look like every other child. When they're standing there, you cannot tell that they have a particular trauma. It's when they start doing an assignment or how they respond to you or others. That\u2019s where you begin to see the differences.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe first time I walked into the classroom, I knew I was home. I knew that this is what I was meant to do.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Read: <\/strong><a href=\"https:\/\/www.amazon.com\/Reaching-Teaching-Children-Who-Hurt\/dp\/1557669740\/ref=sr_1_1?crid=2QCIP9H4KVZ7D&amp;keywords=Reaching+and+Teaching+Children+Who+Hurt%3A+Strategies+for+Your+Classroom+by+Susan+Craig&amp;qid=1654784503&amp;sprefix=reaching+and+teaching+children+who+hurt+strategies+for+your+classroom+by+susan+craig%2Caps%2C688&amp;sr=8-1\">Reaching and teaching children who hurt: Strategies for your classroom<\/a> by Dr. Susan Craig<\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.amazon.com\/Cultivating-Genius-Culturally-Historically-Responsive\/dp\/1338594893\/ref=sr_1_2_sspa?crid=1HIS4JULS4QHN&amp;keywords=Cultivating+Genius+Muhammad&amp;qid=1654784571&amp;sprefix=cultivating+genius+muhammad%2Caps%2C73&amp;sr=8-2-spons&amp;psc=1&amp;spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUExMTVQNkI5MjM1WkJSJmVuY3J5cHRlZElkPUEwNDk3NzIyMlVHMzhZWEJYUjBVRCZlbmNyeXB0ZWRBZElkPUEwNTk3NTQzM0ZJQkcyT0JRN04zUSZ3aWRnZXROYW1lPXNwX2F0ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=\">Cultivating genius: An equity framework for culturally and historically responsive literacy<\/a> by Dr. Gholdy E. Muhammad<\/li><li><strong>Learn and earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/dln-trauma-informed-schools-a-whole-school-approach\/\">Trauma-Informed Schools: A Whole School Approach<\/a> (6 SCECHs)<\/li><li><strong>Learn and earn:<\/strong> <a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-trauma-informed-support\/\">Social Emotional Learning: Trauma-Informed Support<\/a> (6 SCECHs)<\/li><li><strong>Learn and earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/anti-racist-trauma-informed-practice-in-pre-k-12-education\/\">Anti-Racist Trauma-Informed Practice in Pre K-12 Education<\/a> (8 SCECHs)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
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            "content": "<!-- wp:paragraph -->\n<p><strong>HOUGHTON, Mich. <\/strong>\u2014 Calumet\u2019s Washington Middle School principal Joel Asiala was featured on a recent statewide series about innovation in Michigan classrooms, <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">the BRIGHT series<\/a>, for his work creating therapy dog programs in the schools where he has worked, and why they are critical to student engagement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI truly believe that if you can figure out how to work in an alternative setting and see success and bring that into your mainstream schools, you will be extremely successful. These are some of the students that struggle the most in your traditional classes. But they\u2019re just classes. They\u2019re just kids,\u201d said Asiala. \u201cIf you can figure out how to reach a population that struggles the most, that will only enhance your ability to reach the kids at the top, middle, and the bottom.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan is home to many outstanding educators. Now in its third season, the podcast and blog series from <em>Michigan Virtual<\/em> \u2014 BRIGHT: Stories of Hope &amp; Innovation in Michigan Classrooms \u2014 features inspirational Michigan educators known for their innovative approach to learning, what their classrooms look like, how these changes impact students, and what advice they have for fellow teachers looking to try something new. For its third season, the theme of the BRIGHT Podcast is \u201cThree Strategies,\u201d a chance to ask experts in the classroom to distill their wisdom into the top three things they want the rest of us to know.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThis is a student-first approach to learning in every way,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cMaking sure students feel safe, understood, and welcome at school is the most critical step, which paves the way for student education. These therapy dogs are one way to facilitate that environment. \u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic has shone a bright light on the opportunities for improvement in our educational system, and the perspectives highlighted in the BRIGHT series will help propel Michigan students and communities forward.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By discovering new ways to grow, <em>Michigan Virtual<\/em> is committed to learning from local educational leaders and making a difference in education. This means learning how best to leverage face-to-face, blended, and online learning innovations to meet the needs of everyone involved: teachers, students, parents, and schools alike.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWatching these dogs pull students out of their shells so they can engage with the material and with one another is such a testament to the impact they have on learning. Our job is to reach as many students as possible - this is one way to connect with students with whom we otherwise may not have a connection,\u201d continued Fitzpatrick.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-starting-a-therapy-dog-program-at-your-school\/\" target=\"_blank\" rel=\"noreferrer noopener\">Read and listen to Joel's BRIGHT series feature, <\/a>and see the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">full series of interviews<\/a>. For more information about <em>Michigan Virtual<\/em>, visit <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan principal shares his top strategies for starting a therapy dog program in schools\u00a0 \u00a0",
            "excerpt": "HOUGHTON, Mich. \u2014 Calumet\u2019s Washington Middle School principal Joel Asiala was featured on a recent statewide series about innovation in Michigan classrooms, the BRIGHT series, for his work creating therapy dog programs in the schools where he has worked, and why they are critical to student engagement. \u201cI truly believe that if you can figure...",
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            "id": 73110,
            "path": "\/about\/news\/ludington-assistant-principal-shares-why-starting-an-esports-program-at-his-school-helps-students-thrive\/",
            "author_id": 2,
            "timestamp": 1654699464,
            "content": "<!-- wp:paragraph -->\n<p><strong>LUDINGTON, Mich.<\/strong> \u2014 Ludington High School assistant principal Steve Forsberg was featured on a recent statewide series about innovation in Michigan classrooms, <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">the BRIGHT series<\/a>, for his work launching an esports program that provides opportunities for students who may not otherwise engage in school or team activities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe already have students that are already playing these games, so why wouldn\u2019t we bring them in, organize them, and have them do it together in a place where we can build some community and a positive culture?\u201d According to Forsberg, \u201cWhen students are a part of something in a school, their academic achievement, self-confidence, and mental health improve. There are all these intrinsic and side benefits to being a part of something.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan is home to many outstanding educators. Now in its third season, the podcast and blog series from <em>Michigan Virtual<\/em> \u2014 BRIGHT: Stories of Hope &amp; Innovation in Michigan Classrooms \u2014 features inspirational Michigan educators known for their innovative approach to learning, what their classrooms look like, how these changes impact students, and what advice they have for fellow teachers looking to try something new. For its third season, the theme of the BRIGHT Podcast is \u201cThree Strategies,\u201d a chance to ask experts in the classroom to distill their wisdom into the top three things they want the rest of us to know.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cStudent interest in esports is overwhelming,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cThere\u2019s communication, there\u2019s coordination, there\u2019s teamwork, and there\u2019s accountability. It has all the aspects of traditional athletics and extracurriculars, but engages with students who have other interests.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic has shone a bright light on the opportunities for improvement in our educational system, and the perspectives highlighted in the BRIGHT series will help propel Michigan students and communities forward.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By discovering new ways to grow, <em>Michigan Virtual<\/em> is committed to learning from local educational leaders and making a difference in education. This means learning how best to leverage face-to-face, blended, and online learning innovations to meet the needs of everyone involved: teachers, students, parents, and schools alike.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cFor educators, this might be a new arena. Students are excited to teach, grow and learn alongside one another and add an additional dynamic to the games they already love and are playing at home,\u201d continued Fitzpatrick.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-starting-an-esports-program-at-your-school\/\" target=\"_blank\" rel=\"noreferrer noopener\">Read and listen to Steve's BRIGHT series feature, <\/a>and see the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">full series of interviews<\/a>. For more information about <em>Michigan Virtual<\/em>, visit <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Ludington assistant principal shares why starting an esports program at his school helps students thrive\u00a0 \u00a0",
            "excerpt": "LUDINGTON, Mich. \u2014 Ludington High School assistant principal Steve Forsberg was featured on a recent statewide series about innovation in Michigan classrooms, the BRIGHT series, for his work launching an esports program that provides opportunities for students who may not otherwise engage in school or team activities. \u201cWe already have students that are already playing...",
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            "id": 73108,
            "path": "\/about\/news\/lake-shore-public-schools-media-specialist-shares-her-top-strategies-in-the-classroom-to-manage-student-mental-health\/",
            "author_id": 2,
            "timestamp": 1654698869,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2014 Jodie Kleymeer, a media specialist from Lake Shore Public Schools, was featured on a recent statewide series about innovation in Michigan classrooms, <a href=\"https:\/\/michiganvirtual.org\/bright\" target=\"_blank\" rel=\"noreferrer noopener\">the BRIGHT series<\/a>, for the practices she implements in her classroom to address student mental health.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cHoning these life skills can help you have more accurate focus and be more intentional, specifically with relationships. I realized that I had been feeling very disconnected from people, looking them right in the eye and still not hearing a thing they said. Mindfulness was a real lifeline for me to reconnect with people,\u201d shared Kleymeer. \u201cIt\u2019s brought me closer to my students.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan is home to many outstanding educators. Now in its third season, the podcast and blog series from <em>Michigan Virtual<\/em> \u2014 BRIGHT: Stories of Hope &amp; Innovation in Michigan Classrooms \u2014 features inspirational Michigan educators known for their innovative approach to learning, what their classrooms look like, how these changes impact students, and what advice they have for fellow teachers looking to try something new. For its third season, the theme of the BRIGHT Podcast is \u201cThree Strategies,\u201d a chance to ask experts in the classroom to distill their wisdom into the top three things they want the rest of us to know.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur students have experienced such upheaval, between COVID, a shifting learning environment and, of course, the everyday struggles that a student might face,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cThe ability to connect is so critical - pausing to devote a few minutes to intentional listening and focus gives students the opportunity to practice those relationship building blocks.\u201d\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic has shone a bright light on the opportunities for improvement in our educational system, and the perspectives highlighted in the BRIGHT series will help propel Michigan students and communities forward.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By discovering new ways to grow, <em>Michigan Virtual<\/em> is committed to learning from local educational leaders and making a difference in education. This means learning how best to leverage face-to-face, blended, and online learning innovations to meet the needs of everyone involved: teachers, students, parents, and schools alike.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe work Jodie is doing will benefit students for the rest of their lives. By teaching these skills, each student will be better prepared to succeed and thrive,\u201d continued Fitzpatrick.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-bringing-mindfulness-into-your-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">Read and listen to Jodie's BRIGHT series feature, <\/a>and see the <a href=\"https:\/\/michiganvirtual.org\/bright\" target=\"_blank\" rel=\"noreferrer noopener\">full series of interviews<\/a>. For more information about <em>Michigan Virtual<\/em>, visit <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Lake Shore Public Schools media specialist shares her top strategies in the classroom to manage student mental health\u00a0",
            "excerpt": "LANSING, Mich. \u2014 Jodie Kleymeer, a media specialist from Lake Shore Public Schools, was featured on a recent statewide series about innovation in Michigan classrooms, the BRIGHT series, for the practices she implements in her classroom to address student mental health.\u00a0 \u201cHoning these life skills can help you have more accurate focus and be more...",
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            "id": 73084,
            "path": "\/blog\/3-ways-to-make-your-math-classroom-more-equitable\/",
            "author_id": 32,
            "timestamp": 1654684680,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-ways-to-make-your-math-instruction-more-equitable\/id1551347022?i=1000564852967\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/1vQ7pEbD1rbcdxhmGXFY8n?si=LxLOfo3gRm-tIBCTcAKeUA\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/NDdjNDcwNzYtNTkzNi00MjNmLWFhNTgtZWQyNjMwOGI2MmU2?sa=X&amp;ved=0CAUQkfYCahcKEwiQ37GDjY_4AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Ways-to-Make-Your-Math-Instruction-More-Equitable-feat--Janine-Scott-from-Davis-Aerospace-Technical-High-School-e1jc97g\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/sjqioog7-69k8l7CEd9kOtN5Kvc\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Later this year, math teacher Janine Scott and the students in <a href=\"https:\/\/www.detroitk12.org\/davisaerospace\">Davis Aerospace Technical High School<\/a>\u2019s radio club will be talking with astronauts orbiting in space.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then again, Janine\u2019s school is pretty unique. Her students learn to fly airplanes and drones and prepare to earn their pilot\u2019s license.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Before becoming a teacher, Janine worked in corporate America as an engineer. One day, after getting really sick, she prayed that if she were to recover, she\u2019d find the strength to start over and follow her true passion: Teaching.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today, Janine runs a fascinating math classroom. It\u2019s loud and messy. Students do fun dances to learn about parabolas and other graphing functions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMy class is not a neat, prim, proper class,\u201d she laughed. \u201cPeople walk in, and they're like, \u2018What kind of math class is this?\u2019 And my answer is, \u2018It\u2019s the type of math class where kids actually learn.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But what\u2019s most inspiring about Janine\u2019s math classroom is the belief she inspires in her students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a math teacher, she actively works to combat \u201c<a href=\"https:\/\/en.wikipedia.org\/wiki\/Stereotype_threat\">stereotype threat<\/a>\u201d and the impact it can have on students, particularly her Black and brown students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt all boils down to a misunderstanding of <em>what <\/em>mathematics <em>is<\/em> and <em>who<\/em> is good at math,\u201d she says. \u201cEven adults think that certain populations aren\u2019t as good at math. They think you're an anomaly and an exception to the rule if you are good. Until we, as teachers and parents, understand that anybody can do mathematics \u2014&nbsp; because math is really <em>thinking<\/em> \u2014 we're going to be in trouble.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, I chat with Janine, who was honored as a <a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/recognition-programs\/teacher-leadership\/2020-2021-regional-teachers-of-the-year#:~:text=Grade%20Learning%20Community-,Michigan%20Teacher%20of%20the%20Year,profession%20as%20his%20second%20career.\">2020-21 regional teacher of the year<\/a>, representing the city of Detroit.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Together, we explore:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Why <em>belief <\/em>and <em>efficacy <\/em>are fundamental to the teaching of mathematics<\/li><li>Why \u201cstereotype threat\u201d can be so incredibly damaging in this subject area, and<\/li><li>Three ways to make your math instruction more equitable.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Janine using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-ways-to-make-your-math-instruction-more-equitable\/id1551347022?i=1000564852967\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/1vQ7pEbD1rbcdxhmGXFY8n?si=LxLOfo3gRm-tIBCTcAKeUA\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/NDdjNDcwNzYtNTkzNi00MjNmLWFhNTgtZWQyNjMwOGI2MmU2?sa=X&amp;ved=0CAUQkfYCahcKEwiQ37GDjY_4AhUAAAAAHQAAAAAQAQ\">Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Ways-to-Make-Your-Math-Instruction-More-Equitable-feat--Janine-Scott-from-Davis-Aerospace-Technical-High-School-e1jc97g\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/sjqioog7-69k8l7CEd9kOtN5Kvc\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Janine\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 ways to make your math instruction more equitable<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#1. Believe that your students can understand grade-level math<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to Janine, self-efficacy is perhaps the most important aspect of math instruction. You need to believe in <em>yourself, <\/em>and you need to believe in your <em>students.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This may not come as a real surprise to any seasoned teacher, but it is often easier said than done. It takes authenticity and intentionality.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt cannot be fake,\u201d insists Janine. \u201cYou have to believe it. Even when you\u2019re having a bad day.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a high school math teacher, Janine says many of her students aren\u2019t yet ready for grade-level math when they get into her classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cBut that\u2019s just it,\u201d she clarifies. \u201cThey\u2019re not ready <em>yet <\/em>for Algebra II or Precalculus. But they\u2019re super-duper ready to do math. They <em>have <\/em>mathematical thinking skills.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once <em>you <\/em>believe your students have the skills to reach grade-level math, they can come to believe it, too. This fundamental belief is essential to their ability to grow and progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#2. Create multiple points of entry into math problems<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Every student has <em>something <\/em>to contribute to every math problem, says Janine, which is why it\u2019s crucial to offer them multiple points of entry.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not every student may be able to solve each equation in full, but some of them may be able to work through the mechanics of the math. Others yet may be able to read or scribe the problem.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You might fail sometimes, she admits. You may still notice a student feeling left out, but finding ways for everyone to participate is a worthy goal to strive toward.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Take Precalculus, for example, which involves a lot of graphing. Some students may not yet be ready to solve complex, graph-based equations, but they may be able to identify its shape and what this shape means.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cEveryone can find the solution,\u201d Janine explains, \u201cwhether they graph it or solve it via equation. Even if they can\u2019t graph it, they can go on their graphing calculator and type in the equation.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By offering her students these multiple entry points, she helps build their belief that they can<em> <\/em>get there, even if they\u2019re not there yet.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>#3. Cultivate a deeper understanding of mathematics<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen am I ever going to use this?\u201d is a common refrain in most K-12 math classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Janine \u2014 who entered the teaching profession after working for years as an engineer \u2014 math teachers must be able to answer this question for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe can\u2019t give them some fake answer that doesn\u2019t exist,\u201d she says. \u201cYou have to understand where this stuff comes from and what it leads into.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider fire. There aren\u2019t too many people who can start a fire entirely from scratch, yet in daily life, so many of our tools and appliances rely on heat generation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMaybe if I have to, I could generate a fire,\u201d Janine explains. \u201cBut what\u2019s more important is that I understand the <em>power <\/em>of fire.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similarly, even if students are never again asked to read a cosine graph, the thinking skills acquired through learning pre-calculus are crucial to their development as human beings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another analogy Janine uses is weight training for football players.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI\u2019ve never seen a football player go out on the field during a game and start lifting weights,\u201d she adds. \u201cSo why do they do it? Conditioning. They\u2019re getting their muscles ready. Math is conditioning for our minds.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That said, Janine says it\u2019s also OK \u2014 and even a good thing \u2014 for students to see their teachers make mistakes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She tells her students, \u201cI have been a math teacher for longer than you\u2019ve been alive, and I <em>still <\/em>get X and Y mixed up\u2026 That doesn\u2019t make me dumb. That\u2019s me making a mistake, and I correct it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This display of vulnerability is a healthy part of students realizing that they don\u2019t need to be perfect to do mathematics.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cKids don\u2019t belong at desks. They belong wherever they learn the best.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMany people don't understand \u2018stereotype threat\u2019 and the huge impact it has on learners. Stereotype threat literally refers to the risk of confirming stereotypes about individuals based on their race, culture, identity, ethnicity, etc. When you confirm those stereotypes, whether good or bad, there's meaning to it. So, I try my very best to erase the negative stereotypes of my Black and brown kids, which tend to be: You live in the city of Detroit, so you're not good at math.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt all boils down to a misunderstanding of what mathematics <em>is <\/em>and <em>who <\/em>is good at math. Stereotype threat covers our students of color, our students in underserved communities, and our girls. It makes the students themselves think they're not good at math, but even we, as adults, don't think certain populations are as good at math. And if you are good, you're an anomaly and an exception to the rule of only-certain-populations-excel. So, until we as a society, and let me just narrow it down, until we as teachers and parents understand that anybody can do mathematics \u2014 because math is really <em>thinking <\/em>\u2014 we're going to be in trouble.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOne of my students even said, \u2018So Ms. Scott, you just keep talking about how math is just thinking skills. You just need us to get better. You don't care about how good we are. You just want us to be better when we leave.\u2019 And yes, that's my whole goal. I don't need you to be me. I need you to be you, and I need you to get better.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI tell my students all the time that math is a stairstep. If you miss a step, it can wreck you. But it doesn\u2019t make you less intelligent. It just holds you back. We have tools that can help you get past those little things\u2026 The second they start believing and say, \u2018You know what? I do have good thinking skills. Let me get this multiplication together. Let me get this division together. Let me get these fractions together. It's amazing how many times this has happened to my students and me.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>BRIGHT episode: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/why-growth-mindsets-are-so-important-for-student-success-in-math\/\">Why growth mindsets are so important for student success in math<\/a><\/li><li><strong>PD course:<\/strong> <a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=716%20\">Social Emotional Learning: Equity Elaborations&nbsp;<\/a><\/li><li><strong>PD course: <\/strong><a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=741%20\">Inquiry-Based Learning in Secondary Mathematics Education<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "3 ways to make your math instruction more equitable",
            "excerpt": "This Detroit teacher is fighting to challenge stereotypes about who is and isn\u2019t \u201cgood at math.\u201d\n",
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        {
            "id": 72821,
            "path": "\/blog\/supports-for-michigan-teacher-retention\/",
            "author_id": 72,
            "timestamp": 1654207860,
            "content": "<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-crisis-snapshot\/\" target=\"_blank\" rel=\"noreferrer noopener\">first blog<\/a> of <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\" target=\"_blank\" rel=\"noreferrer noopener\">this series<\/a> revealed that there has been a growing crisis in teacher recruitment and retention over the last decade across the country. The <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-in-michigan\/\" target=\"_blank\" rel=\"noreferrer noopener\">second blog<\/a> looked at challenges and potential solutions for teacher recruitment and retention in Michigan. This blog post summarizes the findings and implications of a 2021 <a href=\"https:\/\/ies.ed.gov\/ncee\/edlabs\/projects\/project.asp?projectID=4656\" target=\"_blank\" rel=\"noreferrer noopener\">U.S. Department of Education and Michigan Department of Education study<\/a> on supports that are associated with higher teacher retention in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Overview of <em>Supports Associated with Teacher Retention in Michigan <\/em>Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The U.S. Department of Education\u2019s Midwest Regional Education Laboratory (REL) teamed up with the Michigan Department of Education (MDE) to examine which supports are associated with higher teacher retention in Michigan. In particular, the study looked at the relationship between teacher retention rates and teachers\u2019 thoughts about the supports available to them to do their work and be satisfied in their jobs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The goal of the study was to identify effective teacher retention strategies in Michigan that can help ensure that all Michigan students have equitable access to high-quality teachers. The researchers aimed to understand what potential benefits and resources would encourage teachers to remain in their schools. By tracking local teacher retention rates across a six-year period (2013-14 to 2018-19) and comparing them to teachers\u2019 perceptions of supports offered by schools, this study presented the likelihood of teachers staying in their jobs if certain supports were offered to them. Although the findings do not indicate any causal links between school-provided supports and teacher retention, they give insight into what Michigan teachers perceive as positive steps to retain them in their positions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>General Retention Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The study provided insights into general teacher retention trends across Michigan. The researchers found that between 2013-14 and 2018-19, 75% of Michigan\u2019s 788 local education agencies had average retention rates higher than 80%. The median retention rate was 88.6%, and the range varied from 33% to 100% retention. The study defined local education agencies as traditional school districts and public school academies (i.e., charter schools). Intermediate school districts and regional education agencies were not included.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When examining average annual retention rates by age, the study found that teachers over the age of 60 had the lowest retention rates (73.8%), which shouldn\u2019t be too surprising given the prevalence of retirements for educators over 60 years old. The second-lowest retention rate was for the 25-34 age group (82.0%). Table 1 provides an overview of the average retention rates for various age groups.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1. <\/strong><em>Average annual teacher retention rates in Michigan by age group, 2013-14 to 2018-19.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td><strong>Age Group<\/strong><\/td><td><strong>Retention Rate<\/strong><\/td><\/tr><tr><td>24 or younger<\/td><td>85.9%<\/td><\/tr><tr><td>25\u201334<\/td><td>82.0%<\/td><\/tr><tr><td>35\u201344<\/td><td>85.3%<\/td><\/tr><tr><td>45\u201360<\/td><td>87.4%<\/td><\/tr><tr><td>61 or older<\/td><td>73.8%<\/td><\/tr><tr><td>No age reported<\/td><td>63.4%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p>An analysis of retention rates by race and ethnicity revealed that White teachers had the highest average annual retention rates (85%). Asian and Black teachers showed the lowest rates (73.9% and 73.8%, respectively).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2. <\/strong><em>Average annual teacher retention rates in Michigan by race and ethnicity, 2013-14 to 2018-19.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td><strong>Race\/Ethnicity<\/strong><\/td><td><strong>Retention Rate<\/strong><\/td><\/tr><tr><td>White<\/td><td>85.0%<\/td><\/tr><tr><td>American Indian\/Alaska Native<\/td><td>79.0%<\/td><\/tr><tr><td>Hispanic\/Latino<\/td><td>78.0%<\/td><\/tr><tr><td>Asian<\/td><td>73.9%<\/td><\/tr><tr><td>Black<\/td><td>73.8%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p>In terms of school type, traditional school districts had about a 14% higher average retention rate than public school academies (i.e., charter schools). Suburbs, towns, and rural areas had about a 10\u201314% higher retention rate than urban areas. The Detroit metro area had the lowest retention rate (78.4%) compared to other economic regions of the state (85.1%\u201387.7%). For a detailed breakdown of these comparisons, see Tables 3, 4, and 5. Figure 1 from the <a href=\"https:\/\/ies.ed.gov\/ncee\/rel\/regions\/midwest\/pdf\/REL_2021108_appendices.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">report\u2019s appendices<\/a> provides a detailed geographic representation of teacher retention rates across Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3. <\/strong><em>Average annual teacher retention rate in Michigan by school type, 2013-14 to 2018-19.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td><strong>School Type<\/strong><\/td><td><strong>Retention Rate<\/strong><\/td><\/tr><tr><td>Traditional School Districts<\/td><td>89.5%<\/td><\/tr><tr><td>Public School Academies (i.e., Charter Schools)<\/td><td>74.2%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 4. <\/strong><em>Average annual teacher retention rate in Michigan by school location, 2013-14 to 2018-19.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td><strong>School Location<\/strong><\/td><td><strong>Retention Rate<\/strong><\/td><\/tr><tr><td>Rural<\/td><td>89.4%<\/td><\/tr><tr><td>Suburban<\/td><td>88.5%<\/td><\/tr><tr><td>Town<\/td><td>85.7%<\/td><\/tr><tr><td>Urban<\/td><td>75.9%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 5. <\/strong><em>Average annual teacher retention rate in Michigan by economic region, 2013-14 to 2018-19. Figure 1 provides a visual representation of these regions.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td><strong>Economic Region<\/strong><\/td><td><strong>Retention Rate<\/strong><\/td><\/tr><tr><td>East<\/td><td>87.7%<\/td><\/tr><tr><td>Upper Peninsula<\/td><td>87.4%<\/td><\/tr><tr><td>West<\/td><td>87.4%<\/td><\/tr><tr><td>Northeast<\/td><td>87.2%<\/td><\/tr><tr><td>Northwest<\/td><td>87.1%<\/td><\/tr><tr><td>Southeast<\/td><td>86.8%<\/td><\/tr><tr><td>East Central<\/td><td>85.7%<\/td><\/tr><tr><td>Southwest<\/td><td>85.2%<\/td><\/tr><tr><td>South Central<\/td><td>85.1%<\/td><\/tr><tr><td>Detroit Metro<\/td><td>78.4%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1. <\/strong><em>Map of average annual teacher retention rate by economic region, 2013-14 to 2018-19 (as found in <\/em><a href=\"https:\/\/ies.ed.gov\/ncee\/rel\/regions\/midwest\/pdf\/REL_2021108_appendices.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>study appendices<\/em><\/a><em>).<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh4.googleusercontent.com\/FgPRXyXWM4zC_4dyBrnf0nqscMxVdYdAKMBrywsUeX5brK6N9AnX0OvxBgXP6ibXlE1U2ERjlpw6Bng30exezxOCQid6DRR84LkCPqM-IiDSStWtcFlJ5CBTuSsomkHYgRvZd-8F5U1T2k9CmA\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p>The report found that teacher retention rates were higher when a local education agency served lower percentages of economically disadvantaged students, higher percentages of White students, or higher percentages of students with strong English language skills and proficiency.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The study also examined the prevalence of various supports that local education agencies actually offered teachers. In addition to supporting new teachers, results from the study indicated that mentoring programs and regular supportive communication with school leaders were offered the most frequently (85.6% and 81.7%, respectively). In the area of compensation and benefits, 82.2% of teachers reported that they receive annual salary increases. Over 90% of teachers reported having schools provide rigorous and helpful evaluation tools, including formal classroom observation, opportunities for teachers to set goals, effectiveness reports based on student growth data, opportunities to receive feedback, informal classroom walk-throughs, and defined performance standards. Lastly, about 89% of teachers noted that their local education agencies provided professional development opportunities in the form of organized workshops, conferences, or training sessions. Very few teachers reported receiving the following support: reduced teaching schedules for class preparation, childcare benefits, financial incentives if in high-need subjects\/schools, and housing or mortgage assistance programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Supports Associated with Teacher Retention<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The researchers also used their survey to assess how much more likely teachers would be to stay in their jobs if they were offered particular supports. Evaluations that include opportunities for teachers to set goals consistently showed higher probabilities for teacher retention. Mentoring programs were also identified as being positively associated with teacher retention. Other helpful supports included professional development, new teacher orientation, regular supportive communication with school leaders, release time to prepare for teaching, and annual salary increases.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Table 6 provides a detailed overview of the increased likelihood a teacher will stay in their jobs if specific supports are offered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 6. <\/strong><em>Increased likelihood that Michigan teachers will stay in their jobs if certain supports are provided.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td><strong>Type of Local Education Agency and Support<\/strong><\/td><td><strong>% Point Difference<\/strong><\/td><\/tr><tr><td><em><strong>All Local Education Agencies (Traditional School Districts and Charter Schools)<\/strong><\/em><\/td><td><\/td><\/tr><tr><td>Evaluation Includes Opportunities for Teachers to Set Goals<\/td><td>+5.2<\/td><\/tr><tr><td>Mentoring Program<\/td><td>+2.2<\/td><\/tr><tr><td>New Teacher Orientation<\/td><td>+1.4<\/td><\/tr><tr><td>Regular Supportive Communication with School Leaders<\/td><td>+1.3<\/td><\/tr><tr><td><strong><em>Public School Academies (Charter Schools)<\/em><\/strong><\/td><td><\/td><\/tr><tr><td>Evaluation Includes Opportunities for Teachers to Set Goals<\/td><td>+16.3<\/td><\/tr><tr><td>Academy-Organized Professional Development<\/td><td>+12.7<\/td><\/tr><tr><td>Sufficient Instructional Resources<\/td><td>+12.0<\/td><\/tr><tr><td>Release Time to Participate in Professional Development<\/td><td>+6.2<\/td><\/tr><tr><td>Mentoring Program<\/td><td>+6.0<\/td><\/tr><tr><td><strong><em>Traditional School Districts<\/em><\/strong><\/td><td><\/td><\/tr><tr><td>Mentoring Program<\/td><td>+1.5<\/td><\/tr><tr><td>Regular Supportive Communication with School Leaders<\/td><td>+1.1<\/td><\/tr><tr><td>New Teacher Orientation<\/td><td>+1.1<\/td><\/tr><tr><td>Annual Salary Increases<\/td><td>+1.0<\/td><\/tr><tr><td><strong><em>Agencies Serving Large Percentages of Economically Disadvantaged Students<\/em><\/strong><\/td><td><\/td><\/tr><tr><td>Evaluation Includes Opportunities for Teachers to Set Goals<\/td><td>+14.4<\/td><\/tr><tr><td>Annual Salary Increases<\/td><td>+3.1<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Practical Implications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Based on the findings of the Midwest Regional Education Laboratory and MDE's study on supports associated with teacher retention, several practical implications emerged.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Disparities Among Teachers Need to be Understood and Addressed<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders need to recognize and understand that teachers of different backgrounds may face different challenges and circumstances impacting their job satisfaction, performance, and general desire to remain in their jobs. Given that this study found that retention rates are lower for teachers of color, supports should be tailored and based on the specific needs of various populations of teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Needs and Concerns of Teachers Who Serve Diverse Student Populations Need to be Understood and Addressed&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers who serve diverse student populations saw lower retention rates. For the sake of equitable access to quality teachers across Michigan, school districts and leaders should carefully understand what supports are needed for teachers serving diverse populations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Teachers Should Have More Opportunities to Have a Say in How They\u2019re Evaluated<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the supports most consistently and highly associated with teacher retention is giving teachers opportunities to determine how they are evaluated, including setting goals in their evaluations. School leaders should examine their evaluation mechanisms and work with teachers to create individually driven and tailored goal-setting procedures. Such conversations would give teachers greater feelings of being included and heard in their professional development.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings of the Midwest Regional Education Laboratory and MDE's <em>Supports Associated with Teacher Retention in Michigan <\/em>study point to the need to listen to and include teachers. When school leaders give teachers opportunities to set their own goals and share their needs and concerns to succeed in their jobs, teachers have greater feelings of respect and ownership over their work. Just as the education field stresses the need for students to be able to have voice and choice in their education, teachers should be afforded the same grace and opportunity in their careers. In the end, listening to and including teachers may be one of the simplest, most effective, and least costly paths to addressing the teacher retention crisis in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The author would like to thank Tracy Gieseking, Kristen DeBruler, Christa Green, and Chris Harrington from the <em>Michigan Virtual Learning Research Institute<\/em> for their contributions and advice in developing this blog post.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:html -->\n<div style=\"text-align:center !important\" class=\"wp-block-genesis-blocks-gb-cta gb-block-cta\"><div class=\"gb-cta-content\"><h2 class=\"gb-cta-title gb-font-size-32\" style=\"color:#115e6e\">Teacher recruitment &amp; retention in Michigan<\/h2><div class=\"gb-cta-text gb-font-size-32\" style=\"color:#32373c\"><p>This series explores the challenges facing Michigan education and solutions that might help recruit and retain educators.<\/p><\/div><\/div><div class=\"gb-cta-button\"><a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\" target=\"_self\" rel=\"noopener noreferrer\" class=\"gb-button gb-button-shape-rounded gb-button-size-medium\" style=\"color:#ffffff !important;font-family: Gotham, IBM Plex Serif, -apple-system, Roboto, Helvetica, Arial, sans-serif !important;font-size: 16px !important;font-weight: 700 !important;background-color:#f7941e\">Read more<\/a><\/div><\/div>\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Supports associated with teacher retention in Michigan",
            "excerpt": "There is a teacher recruitment and retention crisis in Michigan and across the country. Why is there a crisis? What can be done? This third post in a blog series on teacher recruitment and retention summarizes an important recent study on factors that help teacher retention in Michigan.",
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            "path": "\/about\/news\/five-michigan-educators-selected-as-finalists-in-classroom-innovation-contest\/",
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            "timestamp": 1654086845,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 Five Michigan educators have been chosen to advance as finalists in the <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\">Michigan EdTech Innovation Pitch Contest<\/a>. Each of the finalists will advance to a pitch presentation on June 22, where first, second, and third place winners will be chosen. Winners will share $20,000 in business startup grants and receive additional legal and creative startup assistance to implement their ideas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMichigan schools have an opportunity to benefit from anyone who has ever thought, \u2018I wish there was an app for that\u2019 in an educational setting,\u201d said Jamey Fitzpatrick, President and CEO at <em>Michigan Virtual<\/em>. \u201cThis contest is an opportunity for real Michigan educators to directly impact classrooms by turning their dreams into reality, with the goal of improving teaching and learning for years to come.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To enter the contest, Michigan educators and innovators must have submitted a written pitch by May 13 and finalists were notified the week of May 25. The <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\">Michigan EdTech Innovation Pitch Contest<\/a> finalists and their ideas are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Stephen Bodiya, a math teacher in Lake Orion<\/strong>, will present a standards-based digital grading tool that facilitates group grading to better track student progress.<\/li><li><strong>Angela Jenkins and Julie Hamrick, teachers in Livonia<\/strong>, will present Selective, an online learning tool that integrates social emotional learning with academic practice.<\/li><li><strong>Jacquelyn McPherson, an early childhood educator in Livonia<\/strong>, will present SocialCue, a digital resource for positive behavior interventions.<\/li><li><strong>Garret Potter, an educator and graduate student from Ann Arbor<\/strong>, will present Everstory, an audio\/visual encyclopedia exploration environment for early learners.<\/li><li><strong>Robert Richards, a science teacher in Stockbridge<\/strong>, will present QB-Sat, a satellite-launch STEM kit and curriculum focused on engineering and space exploration.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe know that those in the classroom setting are the best at identifying problems and finding solutions to help overcome barriers,\u201d said Frank Urban, Director of Venture Creation - Life Sciences with Spartan Innovations. \u201cThe ideas being brought to life through the Michigan EdTech Innovation Pitch Contest will help Michigan think big and provide support for the next ideas that will make learning more effective and supportive for all.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\">Michigan EdTech Innovation Pitch Contest<\/a> is the result of a partnership between Michigan State\u2019s <a href=\"https:\/\/entrepreneurship.msu.edu\/\">Burgess Institute<\/a> for Entrepreneurship and Innovation, <a href=\"https:\/\/www.msufoundation.org\/venture-creation\">Spartan Innovations<\/a>, a subsidiary of MSU Foundation, and <a href=\"https:\/\/michiganvirtual.org\/\">Michigan Virtual<\/a>, to bring educators\u2019 ideas to life on ways to solve common classroom problems.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe have the resources and expertise to help Michigan teachers bring their ideas to fruition,\u201d said Paul Jaques, Managing Director of Venture Creation with the MSU Burgess Institute for Entrepreneurship &amp; Innovation. \u201cOur hope through this contest is to support innovative and entrepreneurial ideas that can be brought back to the classroom to advance learning and teaching through the use of existing or new technology.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first place winner will receive $10,000 in business startup grant funding, plus branding and logo design support, and legal consultation. The second place winner will receive $6,000 in business startup grant funding, plus logo design support and legal consultation. The third place winner will receive $4,000 in business startup grant funding, plus logo design support and legal consultation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Branding and legal support is being donated by <a href=\"http:\/\/www.michigancreative.com\">Michigan Creative<\/a> and <a href=\"http:\/\/www.fosterswift.com\">Foster Swift<\/a>. All monetary prizes will be made available in the form of grants from <em>Michigan Virtual<\/em> to the winners. Winners who are not yet formed as companies are still eligible to receive the monetary prize provided they form and register a legal business entity within three months of winning. Entity formation assistance can be provided.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the grant funding for the top three winners, all participants are\u00a0 eligible to attend an Innovation Bootcamp the week of July 18. The Bootcamp, which is provided at no cost to all pitch contest participants, is designed to help participants further explore and develop a business model around their idea while also introducing them to resources and supports that are available to entrepreneurs and innovators in Michigan, as well as opportunities to bring entrepreneurial and innovation lessons into schools and classrooms<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the contest,\u00a0 visit <a href=\"https:\/\/michiganvirtual.org\/pitch\">MichiganVirtual.org\/pitch<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "LANSING, Mich. \u2014 Five Michigan educators have been chosen to advance as finalists in the Michigan EdTech Innovation Pitch Contest. Each of the finalists will advance to a pitch presentation on June 22, where first, second, and third place winners will be chosen. Winners will share $20,000 in business startup grants and receive additional legal...",
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            "path": "\/research\/publications\/online-teacher-recruitment-retention\/",
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            "content": "<!-- wp:heading {\"textAlign\":\"left\",\"level\":3} -->\n<h3 class=\"has-text-align-left\" id=\"acknowledgements\"><strong>Acknowledgements<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We would like to thank Cindy Hamblin, Executive Director of the Virtual Learning Leadership Alliance (VLLA), for her help in conducting this research project. We are grateful to all the VLLA members who took time to participate in this study to share their experiences and advice. We hope the following report and resources help provide strategies to recruit, support, and retain online teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\"><strong>Introduction and Need for Study<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to data collected from a <a href=\"https:\/\/static1.squarespace.com\/static\/602ea1c3e4b8d4663c414ef1\/t\/60f03be998ba4d74611aae5b\/1626356714617\/Educator+Survey+Findings+2021.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">2021 Launch Michigan educator survey<\/a>, two out of three Michigan educators would not recommend education as a career field (Launch Michigan, n.d.). In a recent <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\">MVLRI study on Michigan teachers and administrators\u2019 social and emotional needs<\/a>, nearly two-thirds of teachers surveyed considered leaving their jobs during the 2020-21 academic year (Timke &amp; DeBruler, 2021). Such findings do not signal an enthusiastic and optimistic outlook among teachers about their jobs and the future of education in Michigan and beyond.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Layered on top of these alarming concerns are the tremendous pressures that have been placed on teachers to shift to online teaching during emergency remote instruction due to the COVID-19 pandemic. Demand for online education has been on the rise for years and will only continue to increase (Tamm, 2022), but will there be enough professionals willing to teach online given the broader declines in teacher recruitment and retention? What keeps online teachers from staying in their jobs? What keeps people from becoming online teachers in the first place? And what has been done and can be done to address these concerns? This study examines the recruitment and retention of online teachers with an eye toward effective practices in averting a shortage of online teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This study builds off of the work of Dr. Kathryn Kennedy, who, in 2015, collaborated with the <a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Virtual Learning Leadership Alliance (VLLA)<\/a> to complete a <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\">cross-case analysis<\/a> of digital learning programs\u2019 teacher recruitment, hiring, training, support, evaluation, and retention (Kennedy, 2015). The resulting report featured case studies for each of the eight VLLA member programs that participated in Dr. Kennedy\u2019s study. At the start of each case study, key features of the program were highlighted. An analysis of the cases highlighting similarities and differences is presented at the end of the report. This new research report builds on that work and examines recruitment and retention practices through the lens of educators\u2019 social and emotional well-being.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"about_vlla\"><strong>Virtual Learning Leadership Alliance (VLLA)&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Originally founded in 2009 as the State Virtual Learning Alliance, the Virtual Learning Leadership Alliance is a national association of virtual learning programs across the United States. Its mission is \u201cto strengthen online learning through leadership, advocacy, expertise, and professional relationships\u201d (Virtual Learning Leadership Alliance, 2022). It consists largely of state virtual schools serving K-12 students. The VLLA represents 19 states (Alabama, Arkansas, Colorado, Georgia, Idaho, Illinois, Indiana, Massachusetts, Michigan, Missouri, Montana, New Mexico, North Carolina, North Dakota, Oregon, Pennsylvania, South Carolina, Virginia, Wisconsin). During the 2020-21 school year, VLLA members had 876,048 semester enrollments. During the 2020-21 school year, VLLA members had 876,048 semester enrollments. Among the 20 VLLA members, 16 hire their own teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because of the important role this organization plays in sharing expertise and experiences related to virtual learning programs, the <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) research team partnered with the VLLA for this study to better understand the dynamics of recruiting and retaining online teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1. <\/strong><em>States represented by the Virtual Learning Leadership Alliance (VLLA).<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh6.googleusercontent.com\/g2uZgEBrdjloJU2xEYqD1_mIx1RUxtbd4osHdgmwdR997LQWa_8wgcoSXehRiXLClT1sY84TfJggnxgDPMJakcMjRDnB1sx-HQTiJPpQFMujV7vD0f6pNkelqrnkRZvMedEzUq87Zr_6VXIRYQ\" alt=\"Map of the United States showing states highlighted if they have a Virtual Learning Leadership Alliance member. The states highlighted include Oregon, Idaho, Montana, North Dakota, Colorado, New Mexico, Arkansas, Missouri, Wisconsin, Michigan, Illinois, Indiana, Alabama, Georgia, South Carolina, North Carolina, Virginia, Pennsylvania, and Massachusetts.\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2. <\/strong><em>Virtual Learning Leadership Alliance (VLLA) members.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":72128,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/05\/image.png\" alt=\"A collage of logos for the Virtual Learning Leadership Alliance members.\" class=\"wp-image-72128\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Research Questions&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Several research questions grounded this study:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>What is the state of online teacher recruitment and retention among state-level online programs?<\/li><li>What are the challenges of recruiting online teachers to state-level online programs? What are effective strategies to overcome these challenges?<\/li><li>What are the challenges of retaining online teachers in state-level online programs? What are effective strategies to overcome these challenges?<\/li><li>What are some of the challenges new online teachers face in state-level online programs? What are effective strategies to help them overcome these challenges?<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"methodology\"><strong>Methodology&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To answer this study\u2019s research questions, Qualtrics\u2019 online survey software was used to collect data from VLLA member organization representatives who are involved with the recruitment and retention of online teachers. Member organizations were contacted through email with information on how to participate in this study. Using a variety of open- and closed-ended questions, the survey asked participants to provide the following detailed information about their organization:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>general faculty data (number of faculty and experience of faculty)<\/li><li>trends in recruitment and retention<\/li><li>effective strategies in recruiting and retaining online teachers<\/li><li>challenges in recruiting and retaining online teachers<\/li><li>new teacher orientation<\/li><li>support offered to teachers, including social and emotional support&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Thirty-five responses were received from 15 of the 16 VLLA members that hire teachers for their programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This report is structured in four main sections. Recruitment and retention will be discussed in turn, with a focus on challenges and effective practices identified by VLLA representatives for each. The report will conclude with a summary of practical implications and final thoughts on how to best move forward with the recruitment and retention of online teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"recruitment\"><strong>Recruitment&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the last 2 years, many VLLA members noted a significant increase in the hiring of online teachers, largely due to the rising demand for online learning options during the COVID-19 pandemic. A few noted stable hiring or modest increases (about 20-30%), but most indicated significant increases in hiring from two to six times the number of instructors compared to previous years. Such large numbers bode well for online teaching opportunities in the short term, but there is uncertainty about what will happen once COVID-19 stabilizes. Therefore, despite VLLA members\u2019 success in hiring online teachers in the last 2 years, they provide some important insights into challenges and effective practices that should be considered in implementing sustainable recruitment strategies in the long term.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"recruitment_challenges\"><strong>Challenges&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The most common recruitment challenge noted was the structure of many online teaching programs. Many respondents noted that most positions are part-time or hired on an adjunct basis. Some administrators had the impression that many teachers are not applying to work for VLLA programs because teaching part-time for them would add more to their already significant workloads, as detailed by one participant: \u201cFor part-time positions, teachers are thoroughly exhausted from all the challenges in their \u2018regular\u2019 full-time teaching position and do not want to seek additional work outside of their regular school day.\u201d Additionally, some program administrators noted that having enough student enrollments to support regular positions is a significant challenge.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As noted in Table 1, respondents reported what they considered to be the top three challenges of recruiting online teachers. Beyond the issue of part-time versus full-time positions, the top responses clustered around three other important topics. The first centers on compensation and benefits. VLLA representatives reported non-competitive compensation packages (54%) and private retirement plans that aren't compatible with public teacher pension systems (20%) being major concerns in recruiting online teachers. The second challenge is only having openings in specialized teaching areas that are difficult to fill, such as special education, foreign languages, science, and technology (57%). The third challenge is that online teaching programs were thought to be less well-known among prospective teachers looking for work (20%).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When respondents provided open responses about recruitment challenges, they cited online teaching being seen as less rigorous than face-to-face teaching and online teaching being associated with emergency remote learning. Such impressions indicate a need to make sure the general public and prospective online teachers see the value and rigor of online learning programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Top Three Challenges of Recruiting Online Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Count<\/th><th class=\"has-text-align-center\" data-align=\"center\">Percent<\/th><\/tr><\/thead><tbody><tr><td>We only offer part-time positions and applicants want to work full time<\/td><td class=\"has-text-align-center\" data-align=\"center\">26<\/td><td class=\"has-text-align-center\" data-align=\"center\">74%<\/td><\/tr><tr><td>We only have openings in specialized teaching areas that are very difficult to fill (e.g., special education, foreign languages, science, technology, etc.)<\/td><td class=\"has-text-align-center\" data-align=\"center\">20<\/td><td class=\"has-text-align-center\" data-align=\"center\">57%<\/td><\/tr><tr><td>My program\u2019s compensation packages (e.g., salary and benefits, yearly \u201cstep\u201d raises, etc.) are not as competitive as other programs<\/td><td class=\"has-text-align-center\" data-align=\"center\">19<\/td><td class=\"has-text-align-center\" data-align=\"center\">54%<\/td><\/tr><tr><td>My program is not well known among potential teachers looking for jobs<\/td><td class=\"has-text-align-center\" data-align=\"center\">7<\/td><td class=\"has-text-align-center\" data-align=\"center\">20%<\/td><\/tr><tr><td>Incompatibility with state employee retirement systems<\/td><td class=\"has-text-align-center\" data-align=\"center\">7<\/td><td class=\"has-text-align-center\" data-align=\"center\">20%<\/td><\/tr><tr><td>Applicants are apprehensive to work in a remote environment away from students<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><\/tr><tr><td>My program\u2019s calendar deviates from standard academic year calendars<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<\/td><td class=\"has-text-align-center\" data-align=\"center\">14%<\/td><\/tr><tr><td>Teaching online is perceived to be less prestigious than teaching in person<\/td><td class=\"has-text-align-center\" data-align=\"center\">3<\/td><td class=\"has-text-align-center\" data-align=\"center\">9%<\/td><\/tr><tr><td>Other (respondent-provided responses): online teaching is seen as less rigorous than face-to-face teaching, online teaching is associated with emergency remote learning, unstable or fluctuating enrollments\/schedules, technical knowledge\/expertise requirements, exhaustion from regular day jobs and inability to take on additional part-time work, small talent pool for certified teachers<\/td><td class=\"has-text-align-center\" data-align=\"center\">12<\/td><td class=\"has-text-align-center\" data-align=\"center\">34%<\/td><\/tr><\/tbody><\/table><figcaption><strong>Table 1. <\/strong><em>The Top Three Challenges of Recruiting Online Teachers.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"recruitment_effective_practices\"><strong>Effective Practices&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Virtual programs noted that they had the most success recruiting new part-time and full-time teachers through existing networks. Programs reported using social media, well-known job posting sites, and job boards specific to educational professionals in their state. Ultimately, programs reported that they preferred and most often found success through word-of-mouth and alerting current staff to openings and requesting recommendations. As one VLLA representative noted, \u201cWe encourage our present teachers to recommend their outstanding teacher friends. We seem to get the best teachers this way.\u201d Being a recommended employer of choice requires building and maintaining a strong and positive working culture and offering support that helps teachers meet their social and emotional needs. Or, as one VLLA administrator succinctly summarized, \u201cWe notify all current teachers and principals when we have openings so they can help share the word. We also work really hard at making the culture of our organization a place people want to be.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having structured orientation programs is another strategy that builds a positive, supportive culture. A vast majority of the programs that responded indicated having a required training and orientation process for new online teachers. Some programs reported that this process experienced significant upheaval during the past 2 school years in direct response to the sheer number of teachers being hired and onboarded\u2014one program noted going from \u201c40 to 900 full-time students overnight.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most common format for the required online orientation is a dual approach of providing information and instruction about online teaching in general as well as instruction on the specific learning management system (LMS), state requirements, instructional approach and expectations, policies, and procedures of the virtual program. Orientations are typically asynchronous and self-paced but are required to be completed before being assigned any student enrollments. In many programs, during the orientation process or shortly thereafter, new online teachers are assigned a mentor or coach\u2014an experienced online teacher to help guide them through onboarding and throughout their first semester or year of teaching with the virtual program. A full account of new teacher orientation and onboarding processes of the VLLA schools can be found in <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Recruiting, Training, Supporting, and Evaluating Online Teachers: A Cross-Case Analysis of Teaching Infrastructure Across Virtual Schools.<\/em><\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-testimonial {\"testimonialFontSize\":22} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-22 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>We encourage our present teachers to recommend their outstanding teacher friends. We seem to get the best teachers this way.<\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">VLLA Administrator<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading -->\n<h2 id=\"retention\"><strong>Retention&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Recruiting online teachers is only half the battle in running a stable online learning program. Implementing effective retention strategies is vital to making sure online teachers want to remain in their jobs. If there is a continuous attrition of online teachers, programs risk losing talented teachers with significant institutional knowledge and strong online teaching skills. There is also the actual costs of needing to recruit, hire, and train new teachers. According to the National School Boards Association (2019), it costs $10,000 on average to hire new teachers in rural areas and roughly $20,000 in urban areas. Such costs are significant for any school or education program given already limited budgets and resources. Therefore, VLLA members were called upon to help identify challenges and effective strategies in retaining online teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"retention_challenges\"><strong>Challenges&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are many challenges in retaining online teachers. To best understand them, VLLA representatives provided insights into general retention challenges faced by all online teachers. They also provided their observations about the challenges new online teachers face, which can be significant factors in keeping new online teachers in their jobs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"general_retention_challenges\">General Retention Challenges<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The most common challenges reported by virtual programs in the last 2 academic years (2020-21 and 2021-22) were quite evenly split between challenges specific to students and those specific to teachers. Programs reported significant challenges with students who were enrolled in online learning due to the COVID-19 pandemic. These students may not have been ready for online learning or may not have been provided the local school-level support necessary for learning online. Programs mentioned that a large number of enrollments came from students who were missing the necessary wrap-around support. As a result, these programs were considering developing support models specific to this type of enrollment in the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From the teacher side, challenges included filling positions requiring specific state certifications. Additionally, programs were challenged to hire, train, and prepare large numbers of teachers prior to the start of the school year. One program reported looking for ways to expedite the training while still providing the necessary preparation for new online teachers. Finally, as with many schools during the last 2 years, programs sought ways to ease some of the burden and reduce the workload on teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To understand how to retain online teachers, it is important to track the reasons for teachers leaving and target these areas accordingly. VLLA administrators indicated what they perceived as the top three reasons why online teachers left their jobs in the last 2 years: not offering full-time, permanent positions (63%); teachers having too many responsibilities and a lack of work-life balance (54%); and non-competitive compensation packages (49%). Others included limited opportunities for advancement (31%); preferring in-person teaching over online teaching (29%); and not having enough control over courses and content they teach (20%). Clearly, there is an opportunity for online programs to examine their compensation and job advancement structures, workload requirements for teachers, and ability to make online teaching enjoyable and rewarding for teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Administrator Perceptions on Reasons Why Online Teachers Have Left<\/th><th class=\"has-text-align-center\" data-align=\"center\">Count<\/th><th class=\"has-text-align-center\" data-align=\"center\">Percent<\/th><\/tr><\/thead><tbody><tr><td>My program could not offer a full-time, permanent position<\/td><td class=\"has-text-align-center\" data-align=\"center\">22<\/td><td class=\"has-text-align-center\" data-align=\"center\">63%<\/td><\/tr><tr><td>Teachers felt like there were too many job responsibilities and a lack of work-life balance<\/td><td class=\"has-text-align-center\" data-align=\"center\">19<\/td><td class=\"has-text-align-center\" data-align=\"center\">54%<\/td><\/tr><tr><td>My program was unable to provide competitive compensation packages (e.g., salary and benefits, yearly \u201cstep\u201d raises, etc.)<\/td><td class=\"has-text-align-center\" data-align=\"center\">17<\/td><td class=\"has-text-align-center\" data-align=\"center\">49%<\/td><\/tr><tr><td>Teachers felt there were limited opportunities for advancement<\/td><td class=\"has-text-align-center\" data-align=\"center\">11<\/td><td class=\"has-text-align-center\" data-align=\"center\">31%<\/td><\/tr><tr><td>Teachers did not enjoy teaching online; in-person teaching is preferable<\/td><td class=\"has-text-align-center\" data-align=\"center\">10<\/td><td class=\"has-text-align-center\" data-align=\"center\">29%<\/td><\/tr><tr><td>Teachers did not have sufficient control over the courses or content they teach<\/td><td class=\"has-text-align-center\" data-align=\"center\">7<\/td><td class=\"has-text-align-center\" data-align=\"center\">20%<\/td><\/tr><tr><td>Teachers found jobs in a related field outside of education<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<\/td><td class=\"has-text-align-center\" data-align=\"center\">14%<\/td><\/tr><tr><td>Teachers did not feel a sense of belonging in a school community<\/td><td class=\"has-text-align-center\" data-align=\"center\">3<\/td><td class=\"has-text-align-center\" data-align=\"center\">9%<\/td><\/tr><tr><td>Teachers did not feel a sense of connection with students<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">6%<\/td><\/tr><tr><td>Teachers did not feel supported to teach using online technologies<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><\/tr><tr><td>Other (respondent-provided responses): retirements, problems with transitioning to new technology, exhaustion, too demanding of job, more accountability and rigorous evaluation, unstable enrollments<\/td><td class=\"has-text-align-center\" data-align=\"center\">9<\/td><td class=\"has-text-align-center\" data-align=\"center\">26%<\/td><\/tr><\/tbody><\/table><figcaption><strong>Table 2. <\/strong><em>Administrator Perceptions on Why Online Teachers Have Left.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"new_teacher_challenges\">Challenges for New Online Teachers<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-crisis-snapshot\/\" target=\"_blank\" rel=\"noreferrer noopener\">As noted in a recent MVLRI blog on teacher recruitment and retention<\/a>, approximately 10% of new teachers do not stay in their jobs past the first year; 44% of teachers leave within 5 years of service (Timke, 2021). Thus, identifying the most significant challenges faced by new online teachers (especially those certified for the first time) could help mitigate the loss of valuable teaching talent.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The top five challenges for new online teachers, as reported by VLLA administrators, revolved around two key themes: adapting teaching to online environments and keeping up with workloads. Related to adapting teaching to online environments, 60% cited motivating students to engage in class activities being difficult. Forty percent reported that they thought learning a new learning management system (LMS) was especially challenging for new online teachers. Twenty percent felt that new online teachers found it difficult to provide feedback to students. Concerning workloads, 51% of respondents feel that keeping up with all the work\/tasks required to teach online was challenging. Related to this point, finding work-life balance was cited by 26% as a key problem area for new online teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All of these challenges indicate that online education programs should assist new online teachers with strategies to use their expertise in teaching and learning to develop competencies specific to online instruction. Moreover, it is necessary for online education programs to provide resources and support mechanisms focused on managing workloads and striking the right balance between professional and personal responsibilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Administrator Perceptions of Challenges for New Online Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Count<\/th><th class=\"has-text-align-center\" data-align=\"center\">Percent<\/th><\/tr><\/thead><tbody><tr><td>Motivating students to engage in class activities<\/td><td class=\"has-text-align-center\" data-align=\"center\">21<\/td><td class=\"has-text-align-center\" data-align=\"center\">60%<\/td><\/tr><tr><td>Keeping up with all the work\/tasks required to teach online<\/td><td class=\"has-text-align-center\" data-align=\"center\">18<\/td><td class=\"has-text-align-center\" data-align=\"center\">51%<\/td><\/tr><tr><td>Learning a new learning management system (LMS)<\/td><td class=\"has-text-align-center\" data-align=\"center\">14<\/td><td class=\"has-text-align-center\" data-align=\"center\">40%<\/td><\/tr><tr><td>Finding work-life balance (e.g., blending of work and home life)<\/td><td class=\"has-text-align-center\" data-align=\"center\">9<\/td><td class=\"has-text-align-center\" data-align=\"center\">26%<\/td><\/tr><tr><td>Providing feedback to students<\/td><td class=\"has-text-align-center\" data-align=\"center\">7<\/td><td class=\"has-text-align-center\" data-align=\"center\">20%<\/td><\/tr><tr><td>Feeling connected to their colleagues<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><\/tr><tr><td>Feeling connected with their students<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><\/tr><tr><td>Communicating with student parents\/guardians\/caregivers<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><\/tr><tr><td>Getting students to feel connected with one another<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<\/td><td class=\"has-text-align-center\" data-align=\"center\">14%<\/td><\/tr><tr><td>Adapting in-person learning activities and strategies to teach in digital learning environments<\/td><td class=\"has-text-align-center\" data-align=\"center\">4<\/td><td class=\"has-text-align-center\" data-align=\"center\">11%<\/td><\/tr><tr><td>Interpreting students\u2019 emotional and affective states online<\/td><td class=\"has-text-align-center\" data-align=\"center\">3<\/td><td class=\"has-text-align-center\" data-align=\"center\">9%<\/td><\/tr><tr><td>Reading students\u2019 non-verbal cues online<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">6%<\/td><\/tr><tr><td>Keeping track of students\u2019 progress<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">6%<\/td><\/tr><tr><td>Feeling connected with the school\u2019s community<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">3%<\/td><\/tr><tr><td>Developing\/recording asynchronous learning materials<\/td><td class=\"has-text-align-center\" data-align=\"center\">0<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><\/tr><tr><td>Other (respondent-provided response): learning new programs and systems<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">3%<\/td><\/tr><\/tbody><\/table><figcaption><strong>Table 3. <\/strong><em>Administrator Perceptions of Challenges for New Online Teachers.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"retention_effective_practices\"><strong>Effective Practices&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When analyzing effective retention strategies, several themes emerged: general retention practices, efforts to fight isolation and burnout, and the need to provide relevant social and emotional supports that aren\u2019t burdensome to teachers. Each of these themes will be detailed in turn.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"general_retention_practices\">General Effective Retention Practices<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Virtual programs reported using a number of strategies to encourage retention of their teaching staff, and frequently noted several strategies that worked in conjunction with one another to provide support for teachers and create an environment where teachers wanted to work. Among the most commonly reported practices were logistical policies such as being able to work anywhere there is a stable internet connection, ensuring a minimum number of enrollments and base pay, and opportunities to increase pay through teaching additional course sections. There were also professional practices such as providing new teachers with mentors, coaches, or guides during their first year; coordinating <a href=\"https:\/\/michiganvirtual.org\/blog\/connecting-teachers-a-community-of-practice\/\" target=\"_blank\" rel=\"noreferrer noopener\">communities of practice<\/a>; and (among the most common) offering professional development opportunities focused on teacher growth and leadership.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One participant commented that because of emergency remote teaching, some prospective online teachers may think they\u2019re experts in online teaching, but they face challenges when they teach primarily online: \u201cA new challenge is that all teachers now consider themselves having experience teaching online due to emergency remote teaching. That experience may not be a valid reflection of our expectations for online learning.\u201d This observation is important because some teachers may underestimate the efforts required to teach effectively online and overestimate their abilities to adjust their in-person teaching practices to online environments. Setting realistic expectations and offering adequate support to teach online are essential.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"sel_retention\">Retention Practices Focused on Social and Emotional Supports<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Virtual programs reported using social and emotional well-being practices such as reaching out frequently to teachers to solicit feedback and offer support. They also noted that they work to develop a supportive culture in which teachers feel valued, appreciated, and supported. Programs also mentioned including teachers in the programmatic change process by seeking their feedback and suggestions for growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Almost all participants (97%) agreed with the statement <em>Providing social and emotional supports to online teachers helps retain them in their jobs.<\/em> The most common reason for agreeing was that learners would suffer if teachers aren\u2019t supported. As one respondent summarized: \u201cIf teachers\u2019 emotional state is not supported, then they emotionally cannot support their students in their learning and social needs.\u201d Another VLLA member made a similar statement, but focused on the connection between teachers\u2019 and students\u2019 mental health: \u201cI think [social and emotional support] helps keep them sane and able to balance home and the hard job they are doing. If they are not healthy, they can't be there for their learners.\u201d Or, as one administrator aptly noted, \u201cYou cannot pour from an empty cup. This is true for teaching as well.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-testimonial {\"testimonialFontSize\":22} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-22 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>You cannot pour from an empty cup. This is true for teaching as well.<\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">VLLA Administrator<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"fight_burnout\">Need to Fight Isolation and Burnout<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some administrators noted that efforts should focus on making online teachers feel more appreciated and supported because working online can feel isolating. Isolation is especially a concern for new online teachers, as one respondent emphasized: \u201cIf new teachers do not receive support, they experience the \u2018lone ranger\u2019 syndrome where they feel they do not have access to people within the organization for help.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Others noted that teaching is a caring profession, and without providing resources to help teachers cope with a variety of stressors, they will only burnout, which is a detriment to the field: \u201cTeachers are hard-wired to work themselves to burnout. We have to help them invest in themselves so they can continue to invest in their students. For many teachers, they may not be receiving this investment from their f2f [face-to-face] school or other places. So this is a critical investment in retention.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another administrator responded similarly: \u201cTeacher burnout is real, and with the current state of educational politics, teachers need to feel valued and supported in all aspects of their professional and personal life. Teachers don't quit teaching, they quit situations\u2014so if we are able to support them socially and emotionally, we are more likely to retain them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One respondent connected teachers\u2019 well-being to better relationships with students and families: \u201cTeachers will burn out faster if they are not feeling supported or connected to the program mission. Respect for an online teacher's social and emotional well-being is critical. Healthy, happy online teachers\u2014just like classroom teachers\u2014are better communicators with students and families.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-testimonial {\"testimonialFontSize\":22} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-22 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>Teachers are hard-wired to work themselves to burnout. We have to help them invest in themselves so they can continue to invest in their students.<\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">VLLA Administrator<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"need_sustainable_sel\">Need for Relevant Social Emotional Supports that Aren\u2019t Burdensome<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Study participants cautioned how and what social and emotional supports are provided. Some worried about placing additional burdens and pressures on teachers to pursue \u201cself-care.\u201d One administrator made it clear that any social and emotional supports should not add to teachers\u2019 workloads: \u201c[Teachers] are frustrated by the 'self-care' movement in that unless there are responsibilities removed, asking them to find time for themselves is fruitless. Providing actual time in the schedule for actual self-care is valued but attending a PD [professional development] on self-care only adds to the burden they carry. Teachers value flexibility that comes with remote teaching but it doesn't mean the stress is reduced.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, supports should be relevant and genuine: \u201cIt is important for educational institutions to recognize their teachers as human beings, especially during times of high stress and demands. I think any efforts towards providing any support are laudable and important. I only answered \u2018agree\u2019 here because I've seen a lot of efforts that were in the name of providing support for teachers but didn't seem genuine or effective.\u201d Another administrator importantly emphasized that supports also need to be tailored to teachers\u2019 needs as online instructors: \u201cThere are some situations where the emotional and social supports are not what teachers need, particularly if they are pressed for time and are not feeling adept at the online model.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Almost all VLLA members found providing social and emotional supports make jobs more enjoyable, help teachers feel more appreciated, reduce feelings of isolation, and create communities of support. In the end, social and emotional supports were argued to increase teachers\u2019 ability to bring their best selves to contribute to a school\u2019s vision and purpose, as one participant succinctly summarized: \u201cPeople, in general, need to know that they are cared for before they can commit to a cause or mission of any organization.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-testimonial {\"testimonialFontSize\":22} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-22 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>[Teachers] are frustrated by the 'self-care' movement in that unless there are responsibilities removed, asking them to find time for themselves is fruitless. Providing actual time in the schedule for actual self-care is valued but attending a PD [professional development] on self-care only adds to the burden they carry. Teachers value flexibility that comes with remote teaching but it doesn't mean the stress is reduced.<\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">VLLA Administrator<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"sel_supports_offered\">Social and Emotional Supports Offered by VLLA Members<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although providing social and emotional support was deemed essential to teacher recruitment and retention, only 35% of respondents indicated that their programs offer online teachers such resources. As detailed in Table 4, the most frequently noted supports provided are teacher coaches and mentors, professional learning opportunities, making sure teachers know their voices matter and are valued, and instructional lead teachers providing advice and resources. Other notable supports include building community. Some indicated providing free counseling programs and time off for mental health, which are noteworthy given that most online teacher positions for these programs are part-time and likely not eligible for benefits.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Social and Emotional Supports Provided<\/th><th class=\"has-text-align-center\" data-align=\"center\">Count<\/th><th class=\"has-text-align-center\" data-align=\"center\">Percentage<\/th><\/tr><\/thead><tbody><tr><td>Coaches who mentor teachers<\/td><td class=\"has-text-align-center\" data-align=\"center\">8<\/td><td class=\"has-text-align-center\" data-align=\"center\">67%<\/td><\/tr><tr><td>Professional learning<\/td><td class=\"has-text-align-center\" data-align=\"center\">7<\/td><td class=\"has-text-align-center\" data-align=\"center\">58%<\/td><\/tr><tr><td>Make teachers know that their voices matter and are valued<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">50%<\/td><\/tr><tr><td>Instructional lead teachers<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<\/td><td class=\"has-text-align-center\" data-align=\"center\">42%<\/td><\/tr><tr><td>Regular check-in meetings for teachers to get to know each other, collaborate, and\/or support one another<\/td><td class=\"has-text-align-center\" data-align=\"center\">4<\/td><td class=\"has-text-align-center\" data-align=\"center\">33%<\/td><\/tr><tr><td>People available to listen (open door policy)<\/td><td class=\"has-text-align-center\" data-align=\"center\">3<\/td><td class=\"has-text-align-center\" data-align=\"center\">25%<\/td><\/tr><tr><td>Free assistance and counseling programs<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><\/tr><tr><td>Time off for mental health and other needs<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><\/tr><tr><td>Private social networking service for communication<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><\/tr><tr><td>Offer health and wellness information\/tips regularly<\/td><td class=\"has-text-align-center\" data-align=\"center\">2<\/td><td class=\"has-text-align-center\" data-align=\"center\">17%<\/td><\/tr><tr><td>Advocate for teachers<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><tr><td>Academic support instructors\/specialists available<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><tr><td>Health and wellness organizational interest group open to all<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><tr><td>Instructional observation and advice<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><tr><td>Open and honest communication<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><tr><td>Offer resources already provided through partners\/school district<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><tr><td>Solicit feedback from teachers regularly<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><tr><td>Virtual staff lounge with SEL resources<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><tr><td>Offer wellness and mindfulness opportunities\/experiences<\/td><td class=\"has-text-align-center\" data-align=\"center\">1<\/td><td class=\"has-text-align-center\" data-align=\"center\">8%<\/td><\/tr><\/tbody><\/table><figcaption><strong>Table 4. <\/strong><em>Social and Emotional Supports Some VLLA Members Provided Teachers.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\"><strong>Implications<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Based on VLLA members\u2019 feedback, several practical implications emerged for more effective recruitment and retention of online teachers, which are detailed below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"secure_positions\">Provide Secure Positions&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many VLLA members noted that they do not offer permanent, full-time positions, which they thought would be more attractive to many teachers. Therefore, it is necessary to think of creative models to offer more full-time positions, which would attract <em>and<\/em> retain online teachers. Moreover, it is necessary to closely study how compensation packages, including retirement planning, for online teachers compare to in-person teachers; providing comparable or better compensation may help recruit and retain online teachers more effectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"help_balance\">Help Online Teachers Balance Responsibilities&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Participants in this study noted that online teachers need help balancing their large amount of work, especially in using new digital teaching tools. Moreover, because online teachers typically work from home, they may need help creating boundaries between their work and personal responsibilities. Professional learning opportunities and tools focused on ways to streamline work and achieve work-life balance may lead to increased satisfaction teaching online. Regular meetings where teachers share strategies to balance their work would help build a community of practice, too.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"build_strong_culture\">Find Ways to Develop a Strong Working Culture Where Teachers Feel Appreciated and Connected to a Community of Practice&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because it was reported that online teaching can feel isolating at times, it would be beneficial to design ways for online teachers to socialize, build community, and share resources. Online learning programs should focus on ways to build a strong and supportive working culture where all teachers can contribute, grow, and bring their full selves to the work that they do. Mentoring and lead instructor programs can help achieve this goal while building a community of practice among new and veteran online teachers. In the end, VLLA members reported that word-of-mouth is one of the most effective recruitment strategies, so creating a strong working culture where online teachers enjoy what they do and who they work with is more likely to attract quality online teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"support_teacher_sel\">Support Teachers\u2019 Social and Emotional Well-Being<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Nearly all participants in this study agreed with the idea that social and emotional support is linked to teacher recruitment and retention. Many voiced concerns that students and programs suffer when teachers are unable to meet their own social and emotional needs. Programs should conduct climate surveys of teachers about their social and emotional well-being as well as the relevant supports desired to prevent teacher burnout. However, caution should be made to solicit teacher feedback as a regular component of existing communication structures rather than an add-on. Programs need to provide individualized tools but also think about systemic or program-wide changes that encourage teachers\u2019 social and emotional well-being (for a discussion of this topic, see the recent MVLRI blog <a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Importance of Distinguishing Systemic from Individual Barriers and Solutions<\/em><\/a><em>).<\/em>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\"><strong>Conclusion<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The demand for online teachers will only grow as digital learning expands, but online education programs need to be deliberate in their recruitment and retention strategies. Online teaching can sometimes feel isolating for teachers, so efforts should be made to build community and show support for teachers. Also, online education programs should recognize that teachers are looking for full-time positions, so to attract and retain high-quality online teachers, programs may have to offer more full-time or stable teaching positions. Having permanent, full-time online teachers can help retain institutional knowledge and minimize the time, energy, and resources required to constantly replace and train part-time teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lastly, it is essential to regularly assess the challenges online teachers face in their jobs from the time they are hired. Teachers\u2019 social and emotional needs should be a central focus of all recruitment, development, and retention strategies. Building a community of trust by checking in frequently with online teachers about how well (or not) they feel they are supported would help meet these goals. Understanding online teachers\u2019 needs shows a commitment to investing in them and valuing their significant contributions, which will only fuel students\u2019 success and the longevity of online education programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\"><strong>References<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Kennedy, K. (2015). <em>Recruiting, training, supporting, and evaluating online teachers: A cross-case analysis of teaching infrastructure across virtual schools<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/&nbsp;<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Launch Michigan. (n.d.). <em>Research<\/em>. <a href=\"https:\/\/www.launchmichigan.org\/research\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.launchmichigan.org\/research<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National School Boards Association. (2019, October 1). <em>Teacher retention: A growing problem<\/em>. <a href=\"https:\/\/www.nsba.org\/ASBJ\/Issues\/October\/Teacher-Retention\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.nsba.org\/ASBJ\/Issues\/October\/Teacher-Retention<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tamm, S. (2022, January 7). <em>100 essential e-Learning statistics for 2022. <\/em><a href=\"https:\/\/e-student.org\/e-learning-statistics\/#online-education-statistics\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/e-student.org\/e-learning-statistics\/#online-education-statistics<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Timke, E. (2021, August 17). <em>Teacher recruitment and retention: A snapshot of an ongoing crisis<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-crisis-snapshot\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-crisis-snapshot\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Timke, E. (2022, January 31). <em>Time for teachers: Importance of distinguishing systemic from individual barriers and solutions<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Timke, E. &amp; DeBruler, K. (2021). <em>\u201cIt\u2019s just too much\u201d: Meeting the social and emotional needs of Michigan educators.<\/em> Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual Learning Leadership Alliance. (2022, January 24). <em>About<\/em>. <a href=\"https:\/\/www.virtuallearningalliance.org\/about\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.virtuallearningalliance.org\/about\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Recruitment and Retention of Online Teachers",
            "excerpt": "Demand for online education has been on the rise for years and will only continue to increase, but will there be enough professionals willing to teach online given the broader declines in teacher recruitment and retention? What keeps online teachers from staying in their jobs? What keeps people from becoming online teachers in the first place? And what has been done and can be done to address these concerns? This study examines the recruitment and retention of online teachers with an eye toward effective practices in averting a shortage of online teachers.",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Earn MiRegistry credits<br>through <em>Michigan Virtual<\/em><\/h1>\t\t\n\t\t\tAre you a pre-service teacher or early childhood educator? Enroll in online courses to support your professional growth.\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_partner=miregistry\" role=\"button\">\n\t\t\t\t\t\tExplore MiRegistry Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Choose from more than 70 online courses and learn at your own pace!<\/h2>\t\t\n\t\t<p>MiRegistry members can receive credit for the <i>Michigan Virtual <\/i>courses listed below, as well as a Career Pathway e-Certificate, review and verification of credentials, along with other benefits.<\/p>\t\t\t\t\n\t\t\t\t<h4>Early Childhood Teacher<\/h4>\n\t\t\t\t<h4>Teacher Candidate<\/h4>\n\t\t\t\t<h4>Pre-Service Teacher<\/h4>\n\t\t\t\t<h4>Out of School Time Professional<\/h4>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"244\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/05\/miregistry1-1024x244.png\" alt=\"MiRegistry Logo\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>About MiRegistry<\/h3>\t\t\n\t\t<p>The Michigan Registry (<a href=\"https:\/\/www.miregistry.org\/\">MiRegistry<\/a>) supports professional growth of childcare and other <b>early childhood educators<\/b>, as well as <b>pre-service teachers<\/b>, <b>teacher candidates<\/b>, and <b>Out of School Time professionals<\/b>.<\/p>\t\t\t\t\n\t\t\t<h2>Available courses<\/h2>\t\t\n\t\t\t<h6>Explore our catalog to find 70+ courses in a variety of topics, including early literacy, health and safety training, teaching students with disabilities, social emotional learning, and more.\n<\/h6>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=miregistry\" role=\"button\">\n\t\t\t\t\t\tExplore All MiRegistry Courses\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=miregistry\" role=\"button\">\n\t\t\t\t\t\tExplore All MiRegistry Courses\n\t\t\t\t\t<\/a>",
            "title": "MiRegistry",
            "excerpt": "Earn MiRegistry creditsthrough Michigan Virtual Are you a pre-service teacher or early childhood educator? Enroll in online courses to support your professional growth. Explore MiRegistry Courses Choose from more than 70 online courses and learn at your own pace! MiRegistry members can receive credit for the Michigan Virtual courses listed below, as well as a...",
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            "content": "[rank_math_breadcrumb]\n\n\/*! elementor - v3.6.5 - 27-04-2022 *\/<br \/>\n.elementor-heading-title{padding:0;margin:0;line-height:1}.elementor-widget-heading .elementor-heading-title[class*=elementor-size-]&gt;a{color:inherit;font-size:inherit;line-height:inherit}.elementor-widget-heading .elementor-heading-title.elementor-size-small{font-size:15px}.elementor-widget-heading .elementor-heading-title.elementor-size-medium{font-size:19px}.elementor-widget-heading .elementor-heading-title.elementor-size-large{font-size:29px}.elementor-widget-heading .elementor-heading-title.elementor-size-xl{font-size:39px}.elementor-widget-heading .elementor-heading-title.elementor-size-xxl{font-size:59px}\n<h5>Careers @ Michigan Virtual<\/h5>\n<h1>Join a team of innovators dedicated to moving education forward!<\/h1>\n\/*! elementor - v3.6.5 - 27-04-2022 *\/<br \/>\n.elementor-widget-divider{--divider-border-style:none;--divider-border-width:1px;--divider-color:#2c2c2c;--divider-icon-size:20px;--divider-element-spacing:10px;--divider-pattern-height:24px;--divider-pattern-size:20px;--divider-pattern-url:none;--divider-pattern-repeat:repeat-x}.elementor-widget-divider .elementor-divider{display:-webkit-box;display:-ms-flexbox;display:flex}.elementor-widget-divider .elementor-divider__text{font-size:15px;line-height:1;max-width:95%}.elementor-widget-divider .elementor-divider__element{margin:0 var(--divider-element-spacing);-ms-flex-negative:0;flex-shrink:0}.elementor-widget-divider .elementor-icon{font-size:var(--divider-icon-size)}.elementor-widget-divider .elementor-divider-separator{display:-webkit-box;display:-ms-flexbox;display:flex;margin:0;direction:ltr}.elementor-widget-divider--view-line_icon .elementor-divider-separator,.elementor-widget-divider--view-line_text .elementor-divider-separator{-webkit-box-align:center;-ms-flex-align:center;align-items:center}.elementor-widget-divider--view-line_icon .elementor-divider-separator:after,.elementor-widget-divider--view-line_icon .elementor-divider-separator:before,.elementor-widget-divider--view-line_text .elementor-divider-separator:after,.elementor-widget-divider--view-line_text .elementor-divider-separator:before{display:block;content:\"\";border-bottom:0;-webkit-box-flex:1;-ms-flex-positive:1;flex-grow:1;border-top:var(--divider-border-width) var(--divider-border-style) var(--divider-color)}.elementor-widget-divider--element-align-left .elementor-divider .elementor-divider-separator&gt;.elementor-divider__svg:first-of-type{-webkit-box-flex:0;-ms-flex-positive:0;flex-grow:0;-ms-flex-negative:100;flex-shrink:100}.elementor-widget-divider--element-align-left .elementor-divider-separator:before{content:none}.elementor-widget-divider--element-align-left .elementor-divider__element{margin-left:0}.elementor-widget-divider--element-align-right .elementor-divider .elementor-divider-separator&gt;.elementor-divider__svg:last-of-type{-webkit-box-flex:0;-ms-flex-positive:0;flex-grow:0;-ms-flex-negative:100;flex-shrink:100}.elementor-widget-divider--element-align-right .elementor-divider-separator:after{content:none}.elementor-widget-divider--element-align-right .elementor-divider__element{margin-right:0}.elementor-widget-divider:not(.elementor-widget-divider--view-line_text):not(.elementor-widget-divider--view-line_icon) .elementor-divider-separator{border-top:var(--divider-border-width) var(--divider-border-style) var(--divider-color)}.elementor-widget-divider--separator-type-pattern{--divider-border-style:none}.elementor-widget-divider--separator-type-pattern.elementor-widget-divider--view-line .elementor-divider-separator,.elementor-widget-divider--separator-type-pattern:not(.elementor-widget-divider--view-line) .elementor-divider-separator:after,.elementor-widget-divider--separator-type-pattern:not(.elementor-widget-divider--view-line) .elementor-divider-separator:before,.elementor-widget-divider--separator-type-pattern:not([class*=elementor-widget-divider--view]) .elementor-divider-separator{width:100%;min-height:var(--divider-pattern-height);-webkit-mask-size:var(--divider-pattern-size) 100%;mask-size:var(--divider-pattern-size) 100%;-webkit-mask-repeat:var(--divider-pattern-repeat);mask-repeat:var(--divider-pattern-repeat);background-color:var(--divider-color);-webkit-mask-image:var(--divider-pattern-url);mask-image:var(--divider-pattern-url)}.elementor-widget-divider--no-spacing{--divider-pattern-size:auto}.elementor-widget-divider--bg-round{--divider-pattern-repeat:round}.rtl .elementor-widget-divider .elementor-divider__text{direction:rtl}\t\t\t<a href=\"https:\/\/phl.applitrack.com\/mvu\/onlineapp\/default.aspx?all=1\" role=\"button\">\nBrowse Open Positions\n<\/a>\nhttps:\/\/youtu.be\/t3va8truPho\n\n\/*! elementor - v3.6.5 - 27-04-2022 *\/<br \/>\n.elementor-widget-image{text-align:center}.elementor-widget-image a{display:inline-block}.elementor-widget-image a img[src$=\".svg\"]{width:48px}.elementor-widget-image img{vertical-align:middle;display:inline-block}\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/iStock-1128717611-1024x683.jpg\" alt=\"\" loading=\"lazy\">\n<h2>Work that makes a difference<\/h2>\n<h6>We believe in making a difference for students, educators and families<\/h6>\nToday's students learn differently. At <em>Michigan Virtual, <\/em>we believe that we have a responsibility to innovate K-12 learning by designing systems that are more <em>flexible <\/em>and more <em>equitable <\/em>to meet the needs of all students, no matter their situation.\n\n<a href=\"https:\/\/michiganvirtual.org\/why-work-with-us\/\" role=\"button\">\nWhy work with us\n<\/a>\n<h3>Diversity matters to us<\/h3>\nDiversity is more than just a value to us. It's a moral imperative and a critical component to innovation. To design education systems that meet the needs of <i>all <\/i>students, we <i>need <\/i>diverse perspectives from our staff. As an equal-opportunity, affirmative-action employer, we value and encourage applications from women and minorities.\n\n<a href=\"https:\/\/michiganvirtual.org\/about\/dei\/\" role=\"button\">\nOur diversity statement\n<\/a>\n<h2>A culture of caring<\/h2>\n<h6>We strive to make every employee feel valued<\/h6>\nWe know that company culture plays a key role in job satisfaction and employee retention. That's why we strive to cultivate a people-first culture where every team member feels welcome, heard, and valued.\n\n<a href=\"https:\/\/michiganvirtual.org\/why-work-with-us\/\" role=\"button\">\nOur awesome culture\n<\/a>\n<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/iStock-1210640953-1024x683.jpg\" alt=\"Young man using lap top - studying or working in the dusk at home\" loading=\"lazy\">\n<h3>\"Why I work for Michigan Virtual\"<\/h3>\n<strong>Ninety-two percent (92%)<\/strong> of our full-time team members reported being highly satisfied on our latest annual employee engagement survey. 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href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/learn.blend_.lead_.png\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-198c788a\" data-elementor-lightbox-title=\"learn.blend.lead\">\n<\/a>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/jeremy-anderson.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-198c788a\" data-elementor-lightbox-title=\"jeremy anderson\">\n<\/a>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/10\/DSC03297w.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-198c788a\" data-elementor-lightbox-title=\"All of our instructors stand together for a photo at the 2018 Collaboration of the Minds\">\n<\/a>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/05\/jamie-of-all-things.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-198c788a\" data-elementor-lightbox-title=\"jamie of all things\">\n<\/a>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/DSC_2453.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-198c788a\" data-elementor-lightbox-title=\"Staff Picnic Group Shot\">\n<\/a>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/DSC_7398.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-198c788a\" data-elementor-lightbox-title=\"Jamie and Jeff collaborating\">\n<\/a>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/01\/Hamilton-story-new-MV-style-4.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-198c788a\" data-elementor-lightbox-title=\"Hamilton story\">\n<\/a>\n<a href=\"https:\/\/phl.applitrack.com\/mvu\/onlineapp\/default.aspx?all=1\" role=\"button\">\nBrowse Open Positions\n<\/a>",
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            "content": "<h1>Consulting Services<\/h1>\t\t\n\t\t\t<h2>Your PK-12 innovation support team<\/h2>\t\t\n\t\t\tGet hands-on support &amp; guidance from a national bench of transformational leaders who\u2019ve been in your shoes.\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tLet's get to work\n\t\t\t\t\t<\/a>\n\t\t\t<h2>You\u2019re busy. <em>Really<\/em> busy. <br>We get it, and we\u2019re here to help.<\/h2>\t\t\n\t\t<p>You\u2019re a school leader with a vision, but you and your staff only have so much capacity. On top of your day-to-day responsibilities, perhaps you\u2019re struggling to find the time to breathe, let alone design, plan, and execute a major innovation. You need help, and you need it from a team of expert practitioners you can trust.\u00a0<\/p><p>With decades of <i>lived experience<\/i> in PK-12 innovation, our national bench of current and former school leaders are ready to work side-by-side with you to make your vision for student learning a reality. There are no standard packages or a set number of hours. Each consulting relationship is<strong> 100% customized to your needs.<\/strong><\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tPersonalized learning\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tBlended learning\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tOnline learning\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\tCompetency-based learning<br>\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t<h2>Our commitment to you<\/h2>\t\t\n\t\t<p><b>We will not pair you with a consultant who hasn\u2019t done this work first-hand.<\/b><b><br \/><\/b>You can rest assured that our consultants will have first-hand experience on any project on which they\u2019re consulting. You\u2019ll be paired with someone whose expertise matches your specific needs.<\/p><p><b>You will drive the terms of our agreement.\u00a0<br \/><\/b>Each consulting relationship is unique. We don\u2019t have standard \u201cpackages.\u201d We'll customize our services based on your specific requirements and vision, ensuring that you have complete control over the terms of our work together.<\/p><p><b>We will trust your local expertise. <\/b><b><br \/><\/b>We value and trust local expertise, collaborating with you to leverage your and your staff\u2019s unique insights and knowledge along the way.<\/p><p><b>We will prioritize communication &amp; community ownership.<br \/>PK-12 innovation isn\u2019t a race to the finish line. The process itself is transformative. Together, we'll engage with your community and maintain transparent communication, fostering shared ownership and support for your vision.<\/b><\/p><p><b>Our actions will speak louder than our words.<\/b><b><br \/><\/b>We\u2019re going to do a lot more than just sit around and discuss theory and ideas. We commit to demonstrating our dedication through tangible actions and results rather than relying solely on words and promises.<\/p><p><b>We will build in room for growth.<br \/><\/b>No project ever goes 100% as planned. Rather than leaving you roadblocked, we'll incorporate room for growth and learning, embracing the concept of failing forward and continuously refining our approach.<\/p><p><b>We\u2019re doing this to improve learning (not to churn a profit).\u00a0<br \/><\/b>As a <strong><a style=\"color: #ff9900\" href=\"https:\/\/michiganvirtual.org\/strategic-planning\/\">mission-driven<\/a><\/strong> nonprofit 501(c)(3), our primary goal will always be to further the bounds of student learning. We\u2019re not trying to sell you anything. We\u2019re here to help you, your staff, and your students thrive.<\/p>\t\t\t\t\n\t\t\t<h2>How we can help<\/h2>\t\t\n\t\t<p>We\u2019re willing to help with just about anything within the realm of PK-12 innovation, but below are a few areas in which our team really shines!<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Leadership Coaching for Innovation<\/a>\n\t\t\t\t\t<p><b>Your Situation:<\/b> You&#8217;re a forward thinker, passionate about transforming your school district and seeking to empower your school leaders and educators to utilize innovations to improve student achievement, but there are so many innovations exploding right now it is difficult to decipher what is the right one for your students. How will that innovation fit with the other initiatives and requirements on your plate or happening in your system? All the layers\u2026 considering the resources you have, the research supporting the innovation, the complex contexts of district\/community\/state and nation, and the change management aspects on top of your current responsibilities\u2013 that can be overwhelming.\u00a0<\/p><p><b>How We Can Help: <\/b>Let us be an intentional thought partner and coach for you! We can support you in knowing, doing, and being a transformational leader while also working with you on the whole system to implement and evolve your chosen innovation.\u00a0 We focus on both micro and macro thinking, behaviors\/actions, contexts, and systems in highly customized, responsive coaching cycles.<\/p><p><a href=\"https:\/\/michiganvirtual.org\/consulting\/leadership-coaching-innovation\/\">More about Leadership Coaching for Innovation \u2192<\/a><\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Journeys for AI Implementation &amp; Transformation<\/a>\n\t\t\t\t\t<p><b>Your Situation: <\/b>You know AI is not going away and has the potential to positively and fundamentally alter education and long term outcomes for students, educators, leaders and communities. AND (not but), you feel a tension with AI because it can also be a big, scary risk or have many unintended consequences as well. So you wonder where is the best place for your district to begin this AI transformation? What resources could you access and who\u2019s already ahead of the curve? How do you build an AI integrated system or evolve your district\u2019s vision, policy and practice to embrace AI as a catalyst for authentic learning?\u00a0<\/p><p><b>How We Can Help: <\/b>As a part of the Michigan Virtual AI Lab\u00a0and other national and international experts, can take you from wherever you are in your AI journey from investigation to implementation to transformation. We can work with you to consider the real depth and breadth of AI and rate of change that makes sense for your space with real action steps to innovate. We know sometimes it helps to see others doing this work in action and other times you just need a thought partner \u2013 so our team is the best at meeting you where you are in your context and providing what you need.\u00a0 <\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Strategic Planning &amp; Portrait of a Graduate<\/a>\n\t\t\t\t\t<p><b>Your Situation:<\/b> Your school or district needs a north star toward which you can align your time, resources, and curriculum. Whether you\u2019re looking to create a strategic plan, a portrait of a graduate, or both, you know this is a big job and could use assistance co-creating and developing ownership within your staff and community.<\/p><p><b>How We Can Help:<\/b> Many of our consultants have been a part of this process in their home districts and can assist you as you develop these guiding documents. We\u2019ll contribute every step of the way, actively involving your staff and community to build trust and a unified vision.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Micro-School Creation<\/a>\n\t\t\t\t\t<p><b>Your Situation:<\/b> You seek to offer more personalized learning options for students. Whether you\u2019re looking to improve learning outcomes for a particular segment of students or pilot an innovative learning model, your goal is to start small and build a pocket of change within your school or district.<\/p><p><b>How We Can Help: <\/b>Let us guide you in creating a micro-school that offers your students customized learning paths. We\u2019ll help you design, launch, and refine your micro-school for student success and optimal growth.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Virtual Program Quality and Continuous Improvement <\/a>\n\t\t\t\t\t<p><b>Your Situation:<\/b> Your current online learning program doesn\u2019t have the level of student and family engagement you desire. You\u2019re unhappy with course completion rates and seek to improve student outcomes.<\/p><p><b>How We Can Help:<\/b> Our experts can help you refine your existing virtual education program or design and implement a tailored program that meets your district\u2019s needs and is aligned with national quality standards.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Systemwide Transformation<\/a>\n\t\t\t\t\t<p><b>Your Situation:<\/b> You know that big change is necessary to transform learning and significantly improve student outcomes truly. You\u2019re ready to do the work but know it won\u2019t be easy. You\u2019ll need to rethink <i>everything <\/i>from schedules to staffing. You\u2019re ready to get started, but you need a roadmap and help from a team who\u2019s been there.<\/p><p><b>How We Can Help: <\/b>Our team is filled with national experts and tireless advocates for systemwide transformation, including (but not limited to) student-centered, personalized, online, blended, competency-based, and project-based learning models. You name the model, and odds are, someone on our team has likely led a similar transformation process back home. We\u2019ll help you plot out your course and work alongside you to build the foundation for these exciting changes in a way that ensures long-term sustainability.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>School Culture Work<\/a>\n\t\t\t\t\t<p><b>Your Situation:<\/b> You know that you first need to create a shift in your school culture for any larger changes to be effective. You\u2019re ready to plant the seeds that need nourishing before your community is prepared for systemwide transformation.<\/p><p><b>How We Can Help: <\/b>Our experts have been through this process before. It takes time and intentionality, but there are tried-and-true methods for fostering a strong, positive school culture. Allow us to help guide and assist you in cultivating your school culture from the ground up.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>K-12 Research<\/a>\n\t\t\t\t\t<p><b>Your Situation: <\/b>As a school or district leader, you\u2019re looking to not only address your unique challenges but also contribute to the larger field of K-12 innovation. You appreciate the value of research and want to explore action research or case study opportunities as part of your school\u2019s transformation journey.<\/p><p><b>How We Can Help: <\/b>As part of our consulting work, we recognize the importance of research and learning from experiences. Therefore, we aim to incorporate action research and case study opportunities whenever possible. This not only benefits your institution but also provides invaluable insights for the wider educational community. <\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Customized Professional Development &amp; Learning Opportunities<\/a>\n\t\t\t\t\t<p><b>Your Situation:<\/b> You are feeling buried by the many initiatives and innovations all around you as a leader, some of which you create, and others that are just handed to you. There is so much good work to be done but you only have so much time in the day.\u00a0 You know that for change to happen or initiative to sustain, individuals need learning opportunities. Your staff and colleagues are wanting authentic professional learning experiences that are differentiated for them and immediately usable, but laying out that complex professional learning plan, coordinating, and delivering such learning is a whole job in and of itself.\u00a0<\/p><p><b>How We Can Help: <\/b>Our consulting team of experts can support you and your district at whatever level of intensity needed from planning to coordinating and\/or delivery of customized professional development and learning opportunities for your staff and community.\u00a0 We have a vast network of incredible experts, consultants, coordinators and practitioners in the field that we can bring to you for the learning you want, the way you want and the outcomes you want. <\/p>\n\t\t<p>Looking for help with something else? Or perhaps you don\u2019t even really know what it is that you need help with yet? No worries. Whatever it is, someone on our team has been there before. Contact us by completing the form at the bottom of the page, and we can explore your particular situation in greater depth.<\/p>\t\t\t\t\n\t\t\t<h2>More About Us <\/h2>\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOur Team\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tMeet our High Quality, Diverse Team of Coaches &amp; Consultants\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/consulting\/team\">\n\t\t\t\t\t\tThe Who \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tLeadership Coaching for Innovation\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tEmpowering educational leaders like yourself to navigate the complexities of educational leadership and drive change\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/consulting\/leadership-coaching-innovation\">\n\t\t\t\t\t\tThe Coaching \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOur Resources\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tResearch, Resources, &amp; Stories of Success<br><em><strong>[coming soon]<\/strong><\/em>\t\t\t\t\t\n\t\t\t\t\t<a href=\"#\">\n\t\t\t\t\t\tThe Why \u2192\t\t\t\t\t<\/a>\n\t\t\t<h2>The Process<\/h2>\t\t\n\t\t<p>You know better than anyone that there\u2019s no simple fix to the challenges and concerns in PK-12 education, so our approach starts with getting to know you and your school community. Here\u2019s an overview of what the stages of this process look like.\u00a0<\/p><ol><li><b>Connect: <\/b>Connect with one of our expert practitioners.<\/li><li><b>Explore: <\/b>Discuss your school or district\u2019s specific needs.<\/li><li><b>Customize<\/b>: Co-create a customized process and timeline based on your priorities.<\/li><li><b>Take Action: <\/b>Collaboratively execute, monitor, and refine our work together.<\/li><\/ol><h5><b>Transforming education is what we do; it\u2019s who we are.<\/b><\/h5>\n<p>Our consulting services are operated by the <a style=\"color: #333333\" href=\"https:\/\/michiganvirtual.org\/research\/\"><i>Michigan Virtual Learning Research Institute <\/i><\/a>(<i>MVLRI<\/i>), a program within <i>Michigan Virtual<\/i>, a 501(c)(3) nonprofit that supports the growth and development of innovative and progressive learning models in Michigan\u2019s PK-12 schools.&nbsp;<\/p>\n<p>For more than two decades, <i>Michigan Virtual <\/i>has been pioneering the online and blended learning space. With the acquisition of the <a style=\"color: #333333\" href=\"https:\/\/www.instituteforteachingandleading.org\/\">Institute for Teaching and Leading<\/a> (i4tl), led by our Senior Director of Innovative School Design, Dr. Chris Harrington, we've expanded our reach to serve schools nationwide, shaping the future of education together.<\/p>\t\t\t\t\n\t\t\t<h2>Transforming education is what we do; it\u2019s who we are.<\/h2>\t\t\n\t\t<p>For more than 20 years, we\u2019ve supported Michigan educators in areas like online learning, blended learning, and student-centered learning.<\/p><p>You know better than anyone that there\u2019s no simple fix to the challenges and concerns in K-12 education, so our approach starts with getting to know you and your school community.<\/p><p><strong>Our approach is all about what YOU need...<\/strong><br \/>1. Connect with one of our expert practitioners<br \/>2. Discuss your school or district's specific needs<br \/>3. Co-create a customized process and timeline based on your priorities<br \/>4. Collaboratively execute, monitor, and refine our work together<\/p>\t\t\t\t\n\t\t\t<h6>Latest research<\/h6>\t\t\n\t\t\t<h2>Need an outside perspective? Reach out to our team!<\/h2>\t\t\n\t\t<p>If you are a PK-12 school leader, ISD\/RESA leader, or leader of another educational or non-profit organization, join us in cultivating an authentic organizational culture that thrives on innovation and continuous improvement!<\/p>",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-starting-an-esports-program-at-your\/id1551347022?i=1000558168468\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/3MFp4KbUCpCHe23R776B90?si=OZgonJ7NSEejCsjGVzPiCQ\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ODE4MjU4ZWMtMzY4Yi00ODZjLTg1OWMtZmQ0YTFkZjNiY2Q0?sa=X&amp;ved=0CAUQkfYCahcKEwjQ9NWYjrL3AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Starting-an-eSports-Program-at-Your-School-feat--Steve-Forsberg-from-Ludington-High-School-e1he8a3\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/GCdb5azvvQOvG1_MjICGfRv90s0\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s no surprise that being involved with organized school activities often boosts students\u2019 academic achievement, self-confidence, and mental health.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s part of what led Steve Forsberg \u2014 a self-described \u201ctraditional athletics person\u201d \u2014 to launch an esports team at <a href=\"https:\/\/www.lasd.net\/schools\/ludington-high-school\/\">Ludington High School<\/a>, where he\u2019s the assistant principal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you\u2019re unfamiliar, esports are video games played in a team-based, highly competitive setting. Popular games in the esports include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.playvs.com\/league-of-legends\">League of Legends<\/a><\/li><li><a href=\"https:\/\/www.playvs.com\/rocket-league\">Rocket League<\/a><\/li><li><a href=\"https:\/\/www.playvs.com\/super-smash-bros-ultimate\">Super Smash Bros. Ultimate<\/a><\/li><li><a href=\"https:\/\/www.playvs.com\/madden-nfl\">Madden NFL 22<\/a><\/li><li><a href=\"https:\/\/www.playvs.com\/splatoon-2\">Splatoon 2<\/a><\/li><li><a href=\"https:\/\/playvs.com\/mario-kart-8-deluxe\">Mario Kart 8 Deluxe<\/a><\/li><li><a href=\"https:\/\/playvs.com\/hearthstone\">Hearthstone<\/a><\/li><li><a href=\"https:\/\/playvs.com\/overwatch\">Overwatch<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>But, according to Steve, esports is about much more than video games.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cYes, it\u2019s kids playing video games,\u201d he explains, \u201cbut they're playing it on a team in a competitive atmosphere. There's communication, there's coordination, there's teamwork, and there's accountability. It has all the aspects of traditional athletics and extracurriculars.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another argument for why esports is so beneficial:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students are <em>already <\/em>playing these games at home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than having them isolated in their own homes \u2014 engaging in online communities <a href=\"https:\/\/www.wired.com\/story\/toxicity-in-gaming-is-dangerous-heres-how-to-stand-up-to-it\/\">infamous for their \u201ctoxicity\u201d<\/a> \u2014&nbsp; school leaders have the opportunity to bring students together who might not otherwise engage in extracurriculars.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Besides, with esports as <a href=\"https:\/\/newzoo.com\/insights\/trend-reports\/newzoo-global-esports-live-streaming-market-report-2022-free-version\/#:~:text=Esports%20will%20generate%20nearly%20%241.38,and%20%2B24.8%25%2C%20respectively.\">a billon-dollar industry and growing<\/a>, students have opportunities to grow their career and leadership skills through school-sanctioned activities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, Steve shares:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Some background information for those who aren\u2019t very familiar with esports,<\/li><li>Why these leagues are booming in popularity, and why they\u2019re so beneficial for students, and<\/li><li>His top three tips for starting an esports program at your school.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Steve using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-starting-an-esports-program-at-your\/id1551347022?i=1000558168468\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/3MFp4KbUCpCHe23R776B90?si=OZgonJ7NSEejCsjGVzPiCQ\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ODE4MjU4ZWMtMzY4Yi00ODZjLTg1OWMtZmQ0YTFkZjNiY2Q0?sa=X&amp;ved=0CAUQkfYCahcKEwjQ9NWYjrL3AhUAAAAAHQAAAAAQAQ\">Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Starting-an-eSports-Program-at-Your-School-feat--Steve-Forsberg-from-Ludington-High-School-e1he8a3\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/GCdb5azvvQOvG1_MjICGfRv90s0\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Steve\u2019s full episode (which offers the fuller effect of his wisdom, energy, and examples), you can still benefit from a glimpse at his top three tips below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>3 tips for starting an esports program at your school<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#1. Rest assured: You don\u2019t need esports knowledge to get started<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to Steve, you don\u2019t need gaming knowledge to start an esports program at your school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThere's still stuff [the students] talk about that I don't understand,\u201d he admits, \u201cand that's <em>okay. <\/em>You just need to want to connect with kids, give them opportunities to have fun together, and create a culture.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The students themselves are Steve\u2019s biggest source of support. The captains of each team help coach their peers and make sure he \u201cknows enough not to be dangerous.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, Steve says that learning new things daily is part of the fun of coaching an esports team.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhat attracted a lot of us to education in the first place is that we\u2019re voracious learners,\u201d he explains. \u201cI'm very open and honest with the kids. I tell them, \u2018I don't know what's going on, but I'm going to empower you.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, take it from Steve, who\u2019s been running a successful esports team for over a year now:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You don\u2019t need to be a gaming expert to give your students opportunities to participate in esports.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#2. Empower students to help you build &amp; grow your program<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At first, Steve was a little overwhelmed by the number of students who expressed interest in esports.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ludington High School has about 700 students, and approximately 50 said they\u2019d be interested in participating. That\u2019s certainly not an insignificant percentage of their student population.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, not every single one of these students stuck around, but Steve estimates that they are still able to impact 40-50 kids throughout the year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These students have been critical in helping Steve build and grow the program. They help with everything from fundraising and community events to jersey design and streaming online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Player coaches have also been a critical part of the esports ecosystem at Ludington.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While Steve plays more of a director-level role, helping to organize, administrate, and build a strong team culture, his captains are the ones who know the ins and outs of their games and help coach their peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Steve\u2019s advice?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cDon't be afraid to reach out to a core group of kids that you think are interested and have them help you grow your program.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#3. Connect with the Michigan High School Esports League<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Steve has only praise to share about the <a href=\"https:\/\/massp.com\/esports\">Michigan High School Esports League<\/a> (MHSEL), run by the <a href=\"https:\/\/massp.com\/\">Michigan Association of Secondary School Principals<\/a> (MASSP).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This group\u2019s guidance \u2014 and the resources available on their website \u2014 were critical to helping him get their esports program at Ludington launched and running.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Resources available through this group that Steve found invaluable included:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Templates for parent letters<\/li><li>Student interest surveys<\/li><li>Information on the benefits of esports for students<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>\u201cThey're phenomenal folks,\u201d he says. \u201cThey\u2019re just passionate about esports and getting kids involved in stuff. So if you have questions, needs, obstacles, concerns, reach out to them, and they will help you get it going.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Steve also says he\u2019s happy to talk with fellow school leaders, emphasizing that he\u2019d be willing to answer questions or put school leaders in touch with local peers already running esports programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe can walk through this together,\u201d says Steve, \u201cand grow this movement for kids.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>My favorite quotes from this episode<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cWhat hit a chord with me was that we already have students that are already playing these games, so why wouldn't we bring them in, organize them, and have them do it together in a place where we can build some community and a positive culture around it?\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cWe\u2019re running athletic eligibility for everybody on my team. They have to keep their grades up if they want to be on the team and compete. There are some great academic benefits. When students are a part of something in a school, their academic achievement, self-confidence, and mental health improve. There are all these intrinsic and side benefits to being a part of something. That\u2019s what really drew me to it.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cWe've got such an eclectic group of kids. For example, one of my captains is also an all-state tennis player. He\u2019s the traditional athlete, but he's also the captain of Rocket League. Then, I\u2019ve got other kids that might never have chosen to be involved in anything else now organized with our high school and putting on the orange and black.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Explore resources: <\/strong><a href=\"https:\/\/massp.com\/esports\">Michigan High School Esports League (MHSEL)<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "3 tips for starting an esports program at your school",
            "excerpt": "Esports is a billion-dollar industry and growing fast. That\u2019s just one of many reasons this assistant principal from Ludington is giving students who may not otherwise engage in school activities the critical opportunity to be part of a team.",
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            "timestamp": 1650981560,
            "content": "<h1>How did we do?<\/h1>\t\t\n\t\t\t<h3>Please use the form below to share your feedback. Your comments help us improve! We read each submission and may contact you to better understand your feedback.<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/support\/\" role=\"button\">\n\t\t\t\t\t\tLooking for support?\n\t\t\t\t\t<\/a>\n                \n                        <fieldset id=\"field_116_1\" data-js-reload=\"field_116_1\"><legend class='gfield_label gfield_label_before_complex'>Name(Required)<\/legend>\n                                                    \n                                                    <label for='input_116_1_3'>First<\/label>\n                                                    \n                                                    <label for='input_116_1_6'>Last<\/label>\n                        <\/fieldset><label class='gfield_label' for='input_116_4'>Email(Required)<\/label>\n                            \n                        <label class='gfield_label' for='input_116_5'>Phone (Optional)<\/label><label class='gfield_label'>How did we do?(Required)<\/label>1 - Poor, 10 - Excellent<table class='gsurvey-likert' id='input_116_7'><thead><tr><th scope='col' class='gsurvey-likert-choice-label'>1<\/th><th scope='col' class='gsurvey-likert-choice-label'>2<\/th><th scope='col' class='gsurvey-likert-choice-label'>3<\/th><th scope='col' class='gsurvey-likert-choice-label'>4<\/th><th scope='col' class='gsurvey-likert-choice-label'>5<\/th><th scope='col' class='gsurvey-likert-choice-label'>6<\/th><th scope='col' class='gsurvey-likert-choice-label'>7<\/th><th scope='col' class='gsurvey-likert-choice-label'>8<\/th><th scope='col' class='gsurvey-likert-choice-label'>9<\/th><th scope='col' class='gsurvey-likert-choice-label'>10<\/th><\/tr><\/thead><tbody><tr><td data-label='1' class='gsurvey-likert-choice'><\/td><td data-label='2' class='gsurvey-likert-choice'><\/td><td data-label='3' class='gsurvey-likert-choice'><\/td><td data-label='4' class='gsurvey-likert-choice'><\/td><td data-label='5' class='gsurvey-likert-choice'><\/td><td data-label='6' class='gsurvey-likert-choice'><\/td><td data-label='7' class='gsurvey-likert-choice'><\/td><td data-label='8' class='gsurvey-likert-choice'><\/td><td data-label='9' class='gsurvey-likert-choice'><\/td><td data-label='10' class='gsurvey-likert-choice'><\/td><\/tr><\/tbody><\/table><label class='gfield_label' for='input_116_8'>Which product or service are you providing feedback on?(Required)<\/label> <label class='gfield_label' for='input_116_6'>Comments<\/label><textarea name='input_6' id='input_116_6' class='textarea large' rows='10' cols='50'><\/textarea>\n          \n            \n            \n            \n            \n            \n            \n            \n                        <p style=\"display: none !important\"><label>&#916;<textarea name=\"ak_hp_textarea\" cols=\"45\" rows=\"8\"><\/textarea><\/label><\/p>\n                ",
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            "id": 71574,
            "path": "\/research\/publications\/oxford-community-schools-makes-learning-student-centered\/",
            "author_id": 59,
            "timestamp": 1650643713,
            "content": "<!-- wp:genesis-blocks\/gb-profile-box {\"clientId\":\"0de756d1-809c-4700-95fb-65a1ab4141ed\",\"profileImgID\":71579,\"profileFontSize\":16} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-profile-box square gb-has-avatar gb-font-size-16 gb-block-profile gb-profile-columns\"><div class=\"gb-profile-column gb-profile-avatar-wrap\"><div class=\"gb-profile-image-wrap\"><figure class=\"gb-profile-image-square\"><img class=\"gb-profile-avatar wp-image-71579\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/Oxford-Community-Schools-logo-Where-the-Globe-is-our-Campus.jpg\" alt=\"\" \/><\/figure><\/div><\/div><div class=\"gb-profile-column gb-profile-content-wrap\"><h2 class=\"gb-profile-name\" style=\"color:#32373c\">Oxford at a Glance<\/h2><p class=\"gb-profile-title\" style=\"color:#32373c\"><strong>Location<\/strong>: Oakland County, Michigan<br><strong>NCES Designation<\/strong>: Suburban: Large<br><strong>Number of School Buildings<\/strong>: 10<br><strong>Total Staff (FTE)<\/strong>: 727<br><strong>Classroom Teachers (FTE)<\/strong>: 394<br><strong>Number of Students Served<\/strong>: 5,792<\/p><div class=\"gb-profile-text\"><p>Source: <a href=\"https:\/\/nces.ed.gov\/ccd\/districtsearch\/district_detail.asp?ID2=2627240\">NCES District Directory Information (2020-21 school year)<\/a><\/p><\/div><ul class=\"gb-social-links\"><\/ul><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-profile-box -->\n\n<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Case Studies in our Student-Centered Learning Case Study Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/public-schools-of-clk-student-centered-learning\/\"><em>Empowering Teachers and Capturing Kids\u2019 Hearts\u00ae: The Public Schools of Calumet, Laurium, and Keweenaw\u2019s Journey Toward Student-Centered Learning <\/em><\/a><br><br><a class=\"lead\" href=\"\/research\/publications\/student-centered-learning-at-berrien-springs-public-schools\/ \"><em>Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools\"><\/a><\/dd><a class=\"lead\" href=\"\/research\/publications\/Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools\">\n<\/a><\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Located approximately 15 miles west of Detroit in the rolling hills of northern Oakland County is one of Michigan\u2019s PreK-12 International Baccalaureate school districts\u2014<a href=\"https:\/\/oxfordschools.org\/\">Oxford Community Schools<\/a>. The school district consists of five elementary schools (<a href=\"https:\/\/danielaxford.oxfordschools.org\/\">Daniel Axford Elementary<\/a>, <a href=\"https:\/\/clearlake.oxfordschools.org\/\">Clear Lake Elementary<\/a>, <a href=\"https:\/\/lakeville.oxfordschools.org\/\">Lakeville Elementary<\/a>, <a href=\"https:\/\/leonard.oxfordschools.org\/\">Leonard Elementary<\/a>, and <a href=\"https:\/\/oxfordelementary.oxfordschools.org\/\">Oxford Elementary<\/a>), <a href=\"https:\/\/oxfordmiddle.oxfordschools.org\/\">Oxford Middle School<\/a>, <a href=\"https:\/\/oxfordhigh.oxfordschools.org\/\">Oxford High School<\/a> which includes <a href=\"https:\/\/earlycollege.oxfordschools.org\/\">Oxford Schools Early College<\/a>, two alternative schools (<a href=\"https:\/\/bridges.oxfordschools.org\/\">Oxford Bridges High School<\/a> and <a href=\"https:\/\/crossroads.oxfordschools.org\/\">Oxford Crossroads Day School<\/a>), and <a href=\"https:\/\/virtualacademy.oxfordschools.org\/\">Oxford Virtual Academy<\/a>. Oxford Community Schools serves approximately 5,800 students, 93% of whom are white, and roughly 3% of Oxford students have an Individualized Education Plan (IEP) recommending service.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Geographically, it is one of the largest districts in southeastern lower Michigan as it stretches into five townships and two villages. Despite its close proximity to Detroit, Oxford\u2019s quaint downtown gives both locals and visitors a small-town feel. The downtown streets are lined with two- or three-story brick buildings which house restaurants and small businesses. Many of the town\u2019s small businesses have ties to the school district, and as a result, the community is close-knit. A strong sense of community is one of the many things that makes Oxford Community Schools unique. There is an obvious and intentional effort within Oxford to bring the school district and the community together as well as a strong sense of community within the school district itself.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oxford is driven by a culture of sustained improvement as they strive to ensure <em>all <\/em>students have access and opportunity as they meet students at their point of need. Their deliberate efforts to make learning <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered<\/a> are apparent throughout the district in many ways: an International Baccalaureate program fostering creative thinking and learner agency, a well-developed career and technical education program, an early college program empowering students to take ownership of their education, and a virtual academy customized to meet the needs of individual students. These student-centered programs of Oxford are driven by an empowered staff all rowing together in the same direction and guided by a shared vision for student success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"portrait\">Portrait of a Graduate: A Shared Vision for all Oxford Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our 2021 report <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/#Shift\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning in Michigan K-12 Schools: Factors that Impact Successful Implementation<\/a>, the <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) research team found that one of the key structures that school leaders are putting in place to support teachers in making the shift toward student-centered learning is creating a vision for the district. To be more than the district administration\u2019s vision or just a document that sits on a shelf, it should be developed with stakeholder input. Starting with the end in mind by creating a portrait of a graduate can help educators and school leaders consider what their vision is for learning when it is truly student-centered. It is something that can help to steer the ship, ensuring that districts stay the course and remain focused on the characteristics and competencies they believe are most important for students to acquire.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Developed with community input and stakeholder involvement, Oxford\u2019s <a href=\"https:\/\/cdnsm5-ss8.sharpschool.com\/UserFiles\/Servers\/Server_733753\/File\/Portrait%20of%20a%20Graduate%2012-Final.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Portrait of a Graduate<\/a> articulates their shared vision for all graduates as a result of their educational experiences in Oxford Community Schools. The Portrait of a Graduate outlines the <em>characteristics <\/em>(based on traits found in the <a href=\"https:\/\/www.ibo.org\/benefits\/learner-profile\/\">International Baccalaureate Learning Profile<\/a>), the <em>competencies <\/em>(skills required to be a productive citizen) they believe are necessary for all students to be successful, and the <em>conditions for learning<\/em> they envision will allow each student to develop to his or her potential. Completed in 2019, it took about a year and a half to develop as input was gathered from stakeholder surveys, literature on educational trends and 21st-century learning, data generated from the school district, requirements of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/OES_-_Michigan_Merit_Curriculum_-_Final_659056_7.pdf\">Michigan Merit Curriculum<\/a>, principles and practices of the International Baccalaureate Programme, and processes used to identify future employment opportunities and student career aspirations.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\",\"align\":\"center\"} -->\n<figure class=\"wp-block-gallery aligncenter has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":71602,\"width\":900,\"height\":514,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-resized is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/Portrait-of-Graduate-Graphic-1.png\" alt=\"\" class=\"wp-image-71602\" style=\"width:900px;height:514px\" \/><figcaption class=\"wp-element-caption\">Oxford's Portrait of a Graduate (PC: OCS website)<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>It is evident Oxford\u2019s Portrait of a Graduate is not just something superficial they have created, <em>it represents what they believe in<\/em>. As Ken Weaver, Oxford Community Schools superintendent explained: \u201cOur Portrait of a Graduate speaks to the whole child. It speaks to every facet that each child comes to us with as well as those they don\u2019t that we will help them develop.\u201d It is a summary of the work they are doing and represents their shared vision. The Portrait of a Graduate is visible <em>everywhere <\/em>throughout the school district, driving many of the decisions they make and serving as a constant reminder of their student-centered mentality. Assistant Superintendent of Elementary Instruction Anita Qonja-Collins believes that the Portrait of a Graduate is about making connections between district initiatives and the fact that <em>students are at the heart of their work<\/em>. \u201cThe student is at the center of all of it,\u201d stressed Qonja-Collins.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cOur Portrait of a Graduate speaks to the whole child. It speaks to every facet that each child comes to us with as well as those they don\u2019t that we will help them develop.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Ken Weaver, Oxford Community Schools superintendent<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"international\">International Baccalaureate Programme: Where the Globe is our Campus<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because the characteristics outlined in Oxford\u2019s Portrait of a Graduate are based on attributes in the <a href=\"https:\/\/www.ibo.org\/benefits\/learner-profile\/\">International Baccalaureate learner profile<\/a>, there is obvious cohesion between the <a href=\"https:\/\/www.ibo.org\/\">International Baccalaureate<\/a> (IB) Programme and the district\u2019s shared vision for their students. The IB Programme is a big part of who Oxford is as a district as all traditional Oxford students receive IB instruction in grades PreK-10 with the exception of students attending Oxford Virtual Academy, Bridges Alternative High School, and Crossroads Day School, as these programs are not IB authorized. The IB Programme serves as a curriculum framework that is balanced and appropriate to every student\u2019s age while offering a holistic approach to meeting the intellectual, social, and emotional needs of all Oxford students. The Programme is cross-curricular and student-centered in its nature as students are empowered to take ownership of their learning and are encouraged to become active, compassionate, and lifelong learners. Former Oxford Community Schools Superintendent Tim Throne explained that \u201cIn the last 6-10 years, our IB programs have strived to implement voice and choice for our traditional students. The way that we deliver our IB units and core content...a lot of that curriculum is written around different themes that are driven by student voice. Students have direction in terms of what they learn and what they present on. And once they get to the secondary level, they have choices in terms of classes that they want to take.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Throne, who worked in the district from 2000-2022 and served as superintendent from 2015-2022, noted that in order to become an International Baccalaureate school district, their teachers had to go through rigorous training and periodic recertification. Because the IB framework only serves to guide instruction and does not come with any prescribed curriculum, it is their teachers who are developing the content for their courses. Throne acknowledged that \u201cAt the end of the day, it\u2019s costly. But at the same time, it\u2019s our curriculum. Our people are writing it. They own it, and I think we are finally starting to get returns on our investment.\u201d Not only does the IB Programme provide voice and choice for students, but because teachers are writing the curriculum to go along with the IB framework, teachers also have voice, choice, <em>and<\/em> a sense of autonomy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cThe way that we deliver our IB units and core content...a lot of that curriculum is written around different themes that are driven by student voice. Students have direction in terms of what they learn and what they present on.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Tim Throne, former Oxford Community Schools superintendent<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"primary\">Primary Years Programme: Agents of their Own Learning, Partners in the Learning Process<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At the elementary level, all traditional PreK-5 Oxford students participate in the <a href=\"https:\/\/www.ibo.org\/programmes\/primary-years-programme\/\">Primary Years Programme<\/a> (PYP), which is organized into six themes: <em>who we are<\/em>, <em>where we are in place and time<\/em>, <em>how we express ourselves<\/em>, <em>how the world works<\/em>, <em>how we organize ourselves<\/em>, and <em>sharing the planet<\/em>. Each grade level has its own <a href=\"https:\/\/drive.google.com\/file\/d\/1kNEjVnCJOwe34QYTGoslfpNnQDKpZnzt\/view?usp=sharing\">central idea<\/a>, growing in complexity from Pre-K through fifth grade, for each of the six <a href=\"https:\/\/www.inspiringinquiry.com\/learningteaching\/transdisciplinary\">transdisciplinary<\/a> themes (curriculum revolves around real-world experiences without regard for discipline-specific understandings). The central ideas that each grade level has developed help teachers connect the IB themes to their curriculum and guide their instruction. The central ideas also serve as \u201cbig life lessons\u201d for students as teachers connect them and the six IB themes to <em>all <\/em>subject areas. As Courtney Morin, the IB coordinator for both Daniel Axford Elementary and Oxford Elementary, clarified: \u201cWe look at what we are teaching in math, reading, writing, and science during each six weeks under each of these themes so that we can highlight them for our learners to also teach them about life.\u201d In addition to developing an international mindset, teaching students <em>how <\/em>to learn and how learning connects to real-life are some of the main goals of the IB Programme.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As the MVLRI research team observed during classroom site visits, learning is very student-centered within the PYP. Students have <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">voice and choice<\/a> as they participate in decision-making and engage with multiple perspectives while developing an understanding of how they learn best. Students develop agency and ownership of their learning as they co-construct and reflect upon their learning goals and are provided with choices in their academic work in terms of projects, assessments, partners, and what they read.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During one lesson in particular, students sat together at the front of the room in different choice-based seating configurations: on the carpet, upside-down buckets with cushions fashioned for a seat, step stools, and in chairs. Through whole group and partner discussion, students identified character traits and themes from a book the class previously read. Students were encouraged to think deeply about the story\u2014about the characters, their motives, and possible themes. This particular lesson was also part of a writer\u2019s workshop activity built around proficiency scales. The class analyzed what it looked like to discuss and write about various themes using evidence to support their thinking and were given examples of what this would look like on a 1 (limited mastery of skill\/standard), 2 (partial mastery), or 3 (on track to mastery) proficiency scale. In addition to this particular activity providing a pathway for students to understand how to earn their scores, it was evident that there were many established routines as the lesson moved almost effortlessly between students turning and talking with a partner and having whole group discussions. Students were encouraged to, and felt very comfortable, sharing their ideas with the class.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":71606,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/20211108_102213-1024x576.jpg\" alt=\"\" class=\"wp-image-71606\" \/><figcaption class=\"wp-element-caption\">DA and OES IB Programme of Inquiry<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71607,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/20211108_095203-1024x576.jpg\" alt=\"\" class=\"wp-image-71607\" \/><figcaption class=\"wp-element-caption\">flexible seating options<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>The STEM and robotics classroom at Oxford Elementary, a new program as of the 2021-22 school year, is another way that students are provided with <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a> opportunities within the PYP. The classroom is bright and colorful, filled with wobble stools for student seating, tables that are easy to move and adjust, and a full set of iPads. Students learn how to code and see their coding skills brought to life through <a href=\"https:\/\/www.makewonder.com\/robots\/dash\/\">Dash the robot<\/a>. Through resources from Oxford\u2019s career and technical education program, much of the furniture and equipment have been funded for them. In addition to the STEM and robotics classroom, a STEMi truck funded by the Oakland County ISD travels around to all schools within Oakland County. The <a href=\"https:\/\/osedfoundation.org\/what-we-support\/stemi-mobile-innovation-station\/\">STEMi mobile innovation lab<\/a>, which launched in the spring of 2021, is brimming with different STEM activities aimed at engaging K-12 learners such as virtual reality goggles, collaborative robots, and autonomous vehicles that students learn how to code. Through both the STEM and robotics classroom and the STEMi, students will be better prepared for STEM opportunities at the middle and high school as well as build career awareness through these hands-on, student-centered learning experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":71615,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/20211108_100019-1024x576.jpg\" alt=\"\" class=\"wp-image-71615\" \/><figcaption class=\"wp-element-caption\">STEM\/robotics classroom<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71724,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/stem-and-robotics-2-1024x768.jpg\" alt=\"\" class=\"wp-image-71724\" \/><figcaption class=\"wp-element-caption\">STEM\/robotics classroom<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71725,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/Sphero-768x1024.jpg\" alt=\"\" class=\"wp-image-71725\" \/><figcaption class=\"wp-element-caption\">Dash the robot<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71620,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/STEMi1.jpg\" alt=\"\" class=\"wp-image-71620\" \/><figcaption class=\"wp-element-caption\">STEMi mobile innovation lab (PC: OCS)<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71621,\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-full is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/STEMi3.jpg\" alt=\"\" class=\"wp-image-71621\" \/><figcaption class=\"wp-element-caption\">inside the STEMi lab (PC: OCS)<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71727,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/STEMi4-1.jpg\" alt=\"\" class=\"wp-image-71727\" \/><figcaption class=\"wp-element-caption\">inside the STEMi lab (PC: OCS)<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>The Primary Years Programme culminates in 5th grade with an exhibition project. This project, and the work leading up to it, gives students the chance to exemplify the attributes of the IB learner profile, demonstrate knowledge and skills they have learned, and to have a voice in making a difference in their community. The exhibition project is very student-driven as students choose their own project based on a topic that is meaningful to them. Scaffolding and preparation take place throughout the years in the PYP to get students ready for this event and the work required of it. The actual exhibition event is a showcase of student work where both students and parents get to see many different forms of learning. Oxford Elementary School principal Jeff Brown described how a previous group of students investigated different types of cancer for their exhibition project. As part of the \u201cstudent-generated action\u201d component of their project, the students created tee shirts inviting others to ask them about their project and wore them around their local Meijer. As Brown explained, \u201cThis was their plan of how they wanted to share their learning with the world: choosing their own topic, doing the research, figuring out how they want to present it, and then actually doing something about it as a result.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Giving students <em>voice <\/em>and <em>choice<\/em>\u2014the opportunity to choose to learn the way they learn best and to direct some aspects of their learning\u2014helps to make students feel personally invested in their learning. It gives them a role in shaping and creating it, <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">resulting in higher levels of student engagement<\/a>, empowerment, and hopefully achievement. Brown stressed that the skills students develop during the PYP are skills that will not only better prepare them for middle and high school, but also for life: \u201cCommunication skills, research skills\u2014those are all of the approaches to learning that we keep coming back to because those are the skills that are really going to matter when they graduate from our K12 program and go out into the real world.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cThis was their plan of how they wanted to share their learning with the world: choosing their own topic, doing the research, figuring out how they want to present it, and then actually doing something about it as a result.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Jeff Brown, Oxford Elementary School principal&nbsp;<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"middle\">Middle Years Programme: Connecting Learning to Real-Life<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Similar to students participating in the Primary Years Programme, all traditional Oxford students in grades 6-10 participate in the <a href=\"https:\/\/www.ibo.org\/programmes\/middle-years-programme\/\">Middle Years Programme<\/a> (MYP). The MYP builds upon the knowledge and skills students develop during the PYP while highlighting intellectual challenge, communication, intercultural understanding, and global engagement\u2014encouraging students to make connections between what they are learning in the classroom and the world around them. The MYP consists of eight subject groups:<em> language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education,<\/em> and <em>design<\/em>. Within the curriculum, emphasis is placed on learning experiences that have context and are connected to students\u2019 lives, big ideas and conceptual understandings, approaches to learning that can help students apply knowledge and skills in unfamiliar contexts, community service, and learning to communicate in a variety of ways. Interdisciplinary learning\u2014integrating knowledge and skills from two or more subject areas\u2014is a big part of the MYP. Students in the Middle Years Programme complete at least one collaboratively planned interdisciplinary unit each year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learning within the MYP is very student-centered at Oxford Middle School and Oxford High School. As the MVLRI research team walked through hallways and visited classrooms, evidence of the commitment to Oxford\u2019s Portrait of a Graduate and the IB learner profile can be seen everywhere<em>. <\/em>In Neil Peruski\u2019s 6th grade English language arts classroom (<em>language and literature<\/em> MYP subject group), students demonstrated <a href=\"https:\/\/education-reimagined.org\/what-do-you-mean-when-you-say-student-agency\/\">agency and ownership<\/a> as they used a rubric to help revise each other\u2019s choice-based personal narrative writing. Rather than a teacher leading the conversation and providing revision suggestions for students, students were leading and driving this peer revision work. A large whiteboard in the classroom served as a \u201cword wall,\u201d encouraging students to consider replacing bland language with more interesting words or phrases. This whiteboard was student-driven, filled with their ideas and contributions, and emphasized that students had a voice and were shaping the learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":71624,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/20211108_104717-1024x576.jpg\" alt=\"\" class=\"wp-image-71624\" \/><figcaption class=\"wp-element-caption\">peer revising<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71626,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/20211108_104414-1-1024x400.jpg\" alt=\"\" class=\"wp-image-71626\" \/><figcaption class=\"wp-element-caption\">word wall<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>In Ms. House\u2019s Introduction to Spanish class (<em>language acquisition<\/em>), flags from different Spanish speaking countries hung from the ceiling, tissue paper flags called <a href=\"https:\/\/www.mexican-folk-art-guide.com\/papel-picado.html#.YhVFQejMKUk\">papel picado<\/a> were displayed on the walls, and books to introduce students to different cultures and customs from Spanish speaking countries lined the cabinets and ledges throughout the room. Students moved around the classroom with a partner completing a looping activity to practice translating English words to Spanish and vice versa. Incorporating movement into the lesson format encouraged even reluctant learners to become engaged in the learning process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Eighth-grade students in Taylor LaMagna\u2019s math class explained their thinking and demonstrated their approach to solving math problems in their own words. Vertical whiteboards hung from the walls around the room which allowed students to explain their thinking in a more visible way\u2014not only with their teacher but with their peers as well. On their Chromebooks (all Oxford students have a dedicated personal computing device), students used <a href=\"https:\/\/quizlet.com\/features\/live\">Quizlet Live<\/a> to solve math problems individually while contributing to their team\u2019s score. Through competition and collaboration, Ms. LaMagna has increased student engagement. As LaMagna noted, math class tends to be very structured and teacher-directed in terms of presenting the lesson, the notes, and the homework assignment. In order to make learning student-centered in her math classroom, LaMagna strives to help students make personal and real-world connections to what it is they are learning and to increase engagement. \u201cA huge part of that for me, being able to do that here at Oxford, is we are one-to-one. So the technology and programs that we have available for us to use in the classrooms helps a great deal,\u201d LaMagna admitted. She elaborated, explaining that for students who don\u2019t understand slope or how it can be represented, she makes connections to something that can be represented in multiple ways. She described an activity in which students used <a href=\"https:\/\/nearpod.com\/\">Nearpod<\/a> to explore a virtual reality 3D version of New York City and identified where they saw slopes throughout the city. LaMagna believes that making these connections between what they are learning in the classroom to the real world (a critical part of the MYP and Oxford\u2019s Portrait of a Graduate) really helps students who may struggle to grasp the concept the first time around.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cA huge part of that for me [making real-world connections to learning], being able to do that here at Oxford, is we are one-to-one. So the technology and programs that we have available for us to use in the classrooms helps a great deal.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Taylor LaMagna, Oxford Middle School math teacher<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>As part of the MYP <em>design <\/em>subject group and as a way to encourage students to make connections between what they are learning in the classroom and the world around them, 6th and 7th-grade students at Oxford Middle School (OMS) take Project Lead the Way\u00ae (PLTW) courses. PLTW\u00ae is an innovative engineering program that addresses the interests of middle school students while incorporating math, science, and technology standards. PLTW\u00ae is \"activity-oriented\" to show students how technology is used in engineering to solve everyday problems. Eighth-grade students can continue to take PLTW<sup>\u00ae<\/sup> courses or they can choose to take Introduction to Computer Programming, Newspaper, or Yearbook. OMS students also have the opportunity to participate on a <a href=\"https:\/\/oxfordmiddle.oxfordschools.org\/activities\/robotics\">robotics team<\/a>. Participation on the robotics team as well as engineering and technology courses like PLTW<sup>\u00ae<\/sup> and Introduction to Computer Programming can be continued throughout high school for Oxford students. At Oxford High School (OHS), students can participate on the robotics team (<a href=\"http:\/\/team2137.com\/\">Team 2137<\/a>) and\/or pursue an engineering pathway through their career and technical education program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In their final year of the MYP (10th grade), some OHS students explore an area of personal interest over an extended period called the <em>personal project<\/em>. The personal project is student-centered, designed to be completed independently, and is an opportunity for students to demonstrate what they have learned throughout grades 6-10. There are three elements that students must complete: <em>product or outcome<\/em>\u2014evidence of tangible or intangible results (what the student was aiming to achieve or create); <em>process journal<\/em>\u2014ideas, criteria, developments, challenges, plans, research, possible solutions, and progress reports; and <em>a report<\/em>\u2014an account of the project and its impact, including a bibliography and evidence from the process journal that documents students\u2019 development and achievements. In order to complete the personal project, students must utilize the self-management, research, communication, critical and creative thinking, and collaboration skills they have learned in the MYP.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"diploma\">Diploma Programme: Preparing Students to Become Active Participants in a Global Society<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Upon completion of the Middle Years Programme, Oxford students in 11th and 12th grade can choose to pursue the <a href=\"https:\/\/www.ibo.org\/programmes\/diploma-programme\/\">Diploma Programme<\/a> (DP). The DP curriculum is made up of six subject groups\u2014<em>language acquisition, studies in language and literature, individuals and societies, mathematics, sciences<\/em>, and<em> the arts<\/em>\u2014as well as the DP core, which requires students to reflect on the nature of knowledge, complete independent research, and undertake a project that usually involves community service. The PYP, MYP, and DP are all philosophically aligned, each centering on developing within students the attributes of the <a href=\"https:\/\/www.ibo.org\/benefits\/learner-profile\/\">IB learner profile<\/a>, which are the characteristics found in <a href=\"https:\/\/p8cdn4static.sharpschool.com\/UserFiles\/Servers\/Server_733753\/Image\/Portrait%20of%20a%20Graduate%2012-Final.pdf\">Oxford\u2019s Portrait of a Graduate<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To complete the Diploma Programme, students must write both a theory of knowledge essay as well as an extended essay. The theory of knowledge essay asks students to reflect on the nature of knowledge and on how to know what we claim to know. It is assessed through an oral presentation as well as a 1,600-word essay. The extended essay, which is also mandatory for all DP students, is an independent, self-directed piece of research resulting in a 4,000-word paper. Because the extended essay is self-directed, DP students have voice and choice in terms of their topic selection, how they develop their research question and argument, and how they communicate their ideas. An Oxford Diploma Programme student excitedly explained how the extended essay can be about anything you want, so \u201cno two students are doing the same thing.\u201d It does, however, need to fit into a subject like history, science, or math, and students are required to get guidance from a teacher in their research paper\u2019s respective subject.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Evidence of student-centered learning is found not only within the structure of the Diploma Programme but within the courses themselves. There are many courses students are required to take, which only leaves two elective slots for non-IB courses over DP students\u2019 junior and senior years, which <em>can <\/em>be limiting. However, as one Oxford DP student remarked: \u201cWithin the IB classes, there\u2019s definitely a lot of choice.\u201d They shared that it is often students who are leading and driving group discussions rather than the teacher, which students find very engaging. And when completing projects, teachers provide many avenues for choice, especially when it comes to the topic. Another Oxford DP student stressed how much they appreciated the ability to write about topics that interest them, even topics that may not be typically covered in traditional curriculum: \u201cHaving options definitely allows students to get more invested into their work and actually learn more, as opposed to just the content regurgitation that you get from other more traditional classes. Having choices on the larger assignments really helps me get more personally invested because I've chosen the topic.\u201d Despite the challenging coursework, it was clear that Oxford\u2019s Diploma Programme students find that having a choice of learning about what interests them results in increased student engagement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"high\">High School Pathways: Opportunities Only Found in Oxford<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An abundance of windows greeted the MVLRI research team as they walked up to Oxford High School. Natural light streamed into the school\u2019s main entrance, main office, and atrium where they later sat and talked with a group of students over lunch. These students were very talkative and eager to share about the different pathways and programs in which they are involved because of the opportunities available throughout the school district.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":71628,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/high-school-front-1024x576.jpg\" alt=\"\" class=\"wp-image-71628\" \/><figcaption class=\"wp-element-caption\">Oxford High School<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/earlycollege.oxfordschools.org\/\">Oxford Schools Early College<\/a> (OSEC) is one of the pathways that students were excited to discuss. During OSEC\u2019s 5-year program, students engage in both high school and college at the same time. Within the program, OSEC students earn transferable college credits, potentially up to an Associate\u2019s Degree, from <a href=\"https:\/\/www.macomb.edu\/\">Macomb Community College<\/a>, <a href=\"https:\/\/www.mcc.edu\/\">Mott Community College<\/a>, <a href=\"https:\/\/rochesteru.edu\/\">Rochester University<\/a>, or <a href=\"https:\/\/www.wccnet.edu\/\">Washtenaw Community College<\/a> before graduating with their high school diploma. Oxford Schools Early College offers both online and face-to-face instruction to empower students to take ownership of the format of their education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All early college students take a college preparatory course during their first year in the program, but as one OSEC student explained, \u201cFrom there, you can pretty much branch off into any path that you choose based on what fits your interests and your needs best. OSEC is basically centered around students having choices.\u201d This student went on to describe how the early college program is a great way to take classes based on their interests before actually going to college and declaring a major: \u201cOSEC really allows you to get that college experience but not in a college setting. So you get to test the waters to truly see what you like. I like how it's pretty much open-ended for you to pick your interests and follow them.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another OSEC student remarked how they find the smaller ratio between early college students and their counselors to be very beneficial in terms of being able to discuss future planning or any concerns they may have. They added that the early college mentors really get to know their students because thanks to weekly digital mentor messages, \u201cyou\u2019re in constant communication with them.\u201d Because OSEC mentors have their own classrooms, students have a quiet place to complete their online coursework as well as the ability to meet with a mentor pretty much anytime as opposed to a traditional high school mentor who will have classes throughout the day, limiting their availability. As a result, early college students find that mentors and counselors are approachable and available. As one OSEC student added: \u201cIt's nice having those people who are constantly available when you need them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cYou can pretty much branch off into any path that you choose based on what fits your interests and your needs best. OSEC is basically centered around students having choices.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Oxford Schools Early College student&nbsp;<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Oxford\u2019s <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/2._OCTE_4_Component_of_CTE_AtAGlance_723153_7.pdf\">career and technical education<\/a> (CTE) program is another student-centered pathway available to high school students. Oxford Community Schools actually boasts the second-largest CTE program in Michigan, offering <a href=\"https:\/\/oxfordhigh.oxfordschools.org\/academics\/classrooms\/design-_career___technical_education\">10 different state-approved programs<\/a>. They are state-funded and designed around the demonstration of competencies that are laid out by the <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-2629---,00.html\">Michigan Department of Education<\/a>. Within the Health Science CTE program, seniors have the option to take a 2-credit EMT block. This additional EMT pathway (added as of the 2020-21 school year) grew from a need for EMTs within the Oxford Community and is attributed to the close relationship between the community and the school district. Students who choose to participate in this EMT pathway spend first and second periods at the Oxford Fire Department (OXFD) as well as complete clinical hours outside of the school day. During the MVLRI research team\u2019s visit to the OXFD, they observed students working in pairs as they practiced giving CPR and pressurizing oxygen tanks. Within this pathway, students learn real-life skills that they will be required to demonstrate and apply if they work in the field while learning from actual practitioners. Upon successful completion, students are eligible to take the EMT exam in order to become certified emergency medical technicians. In fact, two Oxford students who went through this program now work at the Oxford Fire Department as EMTs. Demonstrating mastery of skills or competencies through participation in this program significantly increases students\u2019 likelihood of employability.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oxford\u2019s Auto Mechanics CTE program is designed to prepare students in grades 9-12 for a career in the area of automotive technology. Just like in the EMT program, students learn from instructors that have experience in the field. In fact, CTE instructors must have at least 4,000 hours of industry experience in order to be certified to teach. Students split their time between classroom-based learning and hands-on learning on the shop floor. During the MVLRI research team\u2019s visit, the auto shop was noisy and busy as students checked brakes, used diagnostic testing equipment, and implemented shop practices with cars donated either by the Oxford community or by General Motors. In order to participate in the program and handle equipment, students must be safety certified. And after their third year, students pursuing an <a href=\"https:\/\/nyadi.edu\/blog\/what-ase-certification-and-why-it-important\/\">ASE certification<\/a> sit for their state certification exam.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oftentimes, seniors have the opportunity to take part in a work-based placement program in which they may be paid for their work and also receive credit for the experience as long as the experience matches their <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/EDP_Fundamentals_Guide_703180_7.pdf\">Educational Development Plan<\/a> (EDP). As CTE coordinator Lisa Butts acknowledged, \u201cWhile work-based learning experiences are required by the state of Michigan for all CTE students, we are not only giving students opportunities for field trips and speakers but also putting them in real-life situations.\u201d For some students, it is the hands-on, student-centered, real-life experience that they gain from this program as well as others that keep them engaged and coming to school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both the Mechatronics and Engineering CTE programs provide students with opportunities to explore their interests in robotics and engineering. For some students, these programs also serve as a continuation of interests developed during elementary school STEM experiences and\/or middle school Project Lead the Way<sup>\u24c7<\/sup> courses. Craig Trombly, who teaches the four courses that comprise the Mechatronics program, recognizes this and knows that his classes are filled with a wide range of student abilities in terms of computer-assisted design (CAD). Therefore, he knows his students need to be able to move through courses and master competencies at their own pace, sorting out their own individual paths. Because students are at different levels and work at different paces, Mr. Trombly explains assignments at the beginning of class and then circulates the classroom to help guide and assist students as needed. As Trombly described: \u201cEverybody's learning at their own pace. So I've got to try to meet them where they are and help them move forward.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":71639,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/20211108_091503-1-815x1024.jpg\" alt=\"\" class=\"wp-image-71639\" \/><figcaption class=\"wp-element-caption\">EMT students<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71638,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/20211108_113807-1024x576.jpg\" alt=\"\" class=\"wp-image-71638\" \/><figcaption class=\"wp-element-caption\">Automotive Tech floor<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71641,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/20211108_115959-1024x576.jpg\" alt=\"\" class=\"wp-image-71641\" \/><figcaption class=\"wp-element-caption\">Mechatronics classroom<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>Looking at these programs through the lens of student-centered learning and listening to empowered learners share what having voice and choice means to them shines a light on the work of Oxford teachers and school leaders. Students shared that many of their projects are open-ended. While projects usually contain some requirements, students described having creative control as to what they design, create, and research. As a CTE student acknowledged: \u201cIt's a lot more exciting when you can make what you want to make and do it by yourself rather than going with the class. It's also really cool to see what everyone makes because everyone's going to end up with something different.\u201d Not only does having voice and choice allow students to express their own creativity and recognize it in others, having the ability to work at their own pace alleviates some pressure, admitted another student: \u201cIt\u2019s nice that you don\u2019t have to work at everyone else\u2019s pace if you don't fully understand something. You can take a whole class period instead of a half-hour to work on something if you need to.\u201d This student added that they believe the ability to work at their own pace leads to more meaningful learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Within these different pathways available to Oxford High School students, learning is personalized and tailored towards students\u2019 interests. While all Michigan students are required to have an EDP, Oxford firmly believes that an EDP is not just a document that students simply fill out and ignore. Steve Wolf, Oxford High School principal, stressed that it\u2019s something staff use to help students plan and explore career options; it\u2019s something that is revisited often: \u201cThey [students] look at their interests and their career aspirations and align that to what we offer within the district to identify what programs they want to go into and what pathways they want to take while they're in high school.\u201d Wolf acknowledged that offering so many different options for students <em>does <\/em>affect the master schedule as students come on and off-campus from other locations throughout the day. However, these opportunities that complicate scheduling also encourage students to become self-directed learners and to expand their learning beyond the walls of Oxford High School. They are precisely what creates empowered learners. The programs not only provide student-centered learning opportunities, but help to develop and nurture within students the characteristics found in both the IB learner profile and Oxford\u2019s Portrait of a Graduate. Oxford students are encouraged to be risk-takers, inquirers, and open-minded. Oxford students are encouraged to be reflective learners, effective communicators, and knowledgeable and principled global-minded individuals. Oxford\u2019s Portrait of a Graduate is visible throughout the district, committed to by staff, and their students are evidence of what both the school district and the community value.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cEverybody's learning at their own pace. So I've got to try to meet them where they are and help them move forward.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Craig Trombly, Oxford High School Mechatronics teacher<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"oxford\">Oxford Virtual Academy: Meeting the Needs of Individual Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After a short drive down Main Street, the MVLRI research team arrived at Oxford Virtual Academy. <a href=\"https:\/\/virtualacademy.oxfordschools.org\/\">Oxford Virtual Academy<\/a> (OVA) has been offering student-centered educational solutions for students and their families outside of the traditional brick-and-mortar classroom for over a decade. While students can choose to take virtual courses part- or full-time, their drop-in learning centers (K-5 and 6-12) serve as a structured place for students to work or to get specialized one-on-one help from a teacher, tutor, or counselor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The drop-in centers also provide OVA students with the ability to build relationships with their teachers as well as socialize and develop relationships with their peers. As OVA principal Janet Schell shared: \u201cWe try to provide different opportunities to bring students together, to collaborate, and just to get to know each other. If you don\u2019t ever come in, you don\u2019t connect other than Zoom. So we want students to come in as much as possible.\u201d Approximately 30% of their fully virtual students come into the drop-in centers at some point throughout the year. A variety of seating options are available for students including tables, individual workstations, and comfortable couches so they can work individually, with peers, or with a teacher or tutor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, the OVA facilities offer a space for students to learn hands-on. During the research team\u2019s visit, one student was working on a project related to his passion for music. He was learning how to electronically program a drum sequence through a digital interface to play in time with the music. The OVA facility provided him with the space and equipment to explore his passion for music as adults helped him troubleshoot issues and served as a sounding board for the learning process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cWe try to provide different opportunities to bring students together, to collaborate, and just to get to know each other. If you don\u2019t ever come in, you don\u2019t connect other than Zoom. So we want students to come in as much as possible.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Janet Schell, Oxford Virtual Academy principal<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In addition to their part- and full-time virtual options, Oxford Virtual Academy has a <a href=\"https:\/\/www.oxfordvirtualacademy.org\/hybrid\">hybrid pathway<\/a> that combines in-person, online, and at-home learning for students. The hybrid pathway is teacher mentored and parent facilitated, blending homeschooling and the most attractive aspects of traditional face-to-face education. With an increase in homeschooling due to the COVID-19 pandemic, the hybrid program has continued to grow leaps and bounds. As of the 2021-22 school year, enrollment is approximately 600 students throughout the two hybrid programs in Oxford\u2014<a href=\"https:\/\/www.oxfordhybridprimary.com\/\">Oxford Hybrid Primary<\/a> and <a href=\"https:\/\/www.oxfordhybridsecondary.com\/\">Oxford Hybrid Secondary<\/a>\u2014as well as several satellite locations throughout southeastern Michigan (Brighton, Farmington Hills, Grand Blanc, Hillsdale, and Shelby Township).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many OVA hybrid students spend two days each week learning in person at one of the hybrid campus locations and 3 days at home with a curriculum that is approved by the Oxford Community Schools Board of Education. The hybrid program is made up of elective coursework that students can opt into, and smaller class sizes increase the opportunity for student-driven learning guided by interest and engagement. In addition, assessments are often shaped by student choice\u2014how students choose to demonstrate their understanding of the content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Jordan Dennis, OVA assistant principal and former hybrid learning coordinator, noted that this hybrid program is not only student-centered, but parent- and community-centered as parent choice and community desire played a significant role in creating and shaping the hybrid learning program. Dennis admitted that it came to fruition purely based on parent input and community buy-in: \u201cThey [homeschool families] wanted a flexible schedule. They didn\u2019t want to be in a traditional public school classroom and fully online education wasn\u2019t cutting it for them. They wanted more support. They wanted some classroom experience, some hands-on things. Our hybrid program is giving them the resources that they want and need.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A flexible virtual program like OVA can be a great option for those students who struggle to balance school with other obligations like work or sports, which may require a time commitment that conflicts with the schedule of a typical school day and\/or requires significant travel. In fact, some OVA students are actors or are on traveling sports teams. While OVA\u2019s virtual courses offer students flexibility regarding <em>when <\/em>and <em>where <\/em>they want to learn, this does require students to take ownership of their learning and to have (or develop) <a href=\"https:\/\/education-reimagined.org\/what-do-you-mean-when-you-say-student-agency\/\">learner agency<\/a>, a key component of <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Aurora-Institute-Webinar-Year-in-Review-2021-State-Legislative-Snapshot-of-Student-Centered-Learning-December-2021.pdf\">student-centered learning<\/a>. Staff recognize this and work collaboratively to ensure students are given the support they need to do so. Ryan Moore, one of OVA\u2019s four counselors, explained that counselors work closely with mentors to tie everything together for students. Mentors serve as academic advisors and liaisons between students and teachers, while counselors focus on students\u2019 mental health, scheduling, future planning, personal social development, and career development.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"id\":71654,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/IMG_7050-1-1024x844.jpg\" alt=\"\" class=\"wp-image-71654\" \/><figcaption class=\"wp-element-caption\">Oxford Virtual Academy<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"id\":71649,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/IMG_7052-768x1024.jpg\" alt=\"\" class=\"wp-image-71649\" \/><figcaption class=\"wp-element-caption\">OVA learning lab<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>While <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81376_86454---,00.html\">multi-tiered systems of support<\/a> (MTSS) exist throughout all of Oxford\u2019s buildings, OVA believes their focus on MTSS needs to be more data-driven and intentional because of their virtual environment and the different needs of their students\u2014for example, a traditional student needing preferential seating versus a virtual student needing help to establish effective communication or maintain progress and pace within courses. OVA also has two different software services (<a href=\"https:\/\/www.goguardian.com\/\">GoGuardian<\/a> and <a href=\"https:\/\/www.gaggle.net\/\">Gaggle<\/a>) to monitor student activity, flag inappropriate activity, and promote a healthy and safe environment for students. Together, administrators and staff work diligently to ensure internal communication is both efficient and effective to best meet the needs of their students. OVA also has all of the wraparound services that a traditional school building would have to support students such as a social worker, special education instructor, counselor, mentor, learning coach, etc. Through careful <a href=\"https:\/\/michiganvirtual.org\/blog\/monitoring-student-needs-and-progress\/\" target=\"_blank\" rel=\"noreferrer noopener\">monitoring of student data<\/a>, OVA staff are meeting students\u2019 academic and non-academic needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From what the MVLRI research team observed during their visit and the conversations they had with empowered students and impassioned staff, to say that Oxford Virtual Academy is student-centered would be an understatement. OVA students excitedly shared that their teachers often offer different ways to approach the same assignment or even encourage students to come up with their own ideas. A student described how they took one of their teacher\u2019s final project ideas and adjusted it to better fit their interests: \u201cShe wanted me to write about the time capsule that I would make, but I wanted to actually<em> make it<\/em>. She was all on board with my idea. Whatever you want to do, teachers are on board with it, <em>always<\/em>. It's not just about what the teachers want you to do.\u201d Students clearly have voice and choice in shaping their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>OVA students acknowledged that their teachers are consistently doing exciting things to keep them engaged and motivated throughout the year such as designing STEAM week, offering lunch groups and optional Zoom sessions, holiday celebrations, and virtual field trips. A senior, who has been at OVA since 7th grade, said they find teachers easy to reach out to when they need help and explained that they always respond in a timely manner. Another student added: \u201cAnd even if it takes all day, they will help you. They always manage to help in some way.\u201d Staff work hard to not only make learning engaging, but to meet students where they are.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, OVA has developed partnerships within the Oxford community to offer personalized learning opportunities for students while meeting their unique needs through OVA\u2019s optional <a href=\"https:\/\/virtualacademy.oxfordschools.org\/cms\/One.aspx?portalId=735560&amp;pageId=10647464\">community-based learning experiences<\/a>. Through these community partnerships, businesses throughout Oxford host students throughout the week and help with student programming, offering interest-based experiences related to photography, karate, equestrian studies, and art among many others. Students may also take advantage of internship opportunities within some of these partnerships. OVA\u2019s intentional efforts to engage and connect with the community to provide these personalized experiences for students reinforce that Oxford\u2019s Portrait of a Graduate is not just OVA\u2019s vision for their students, it is the community\u2019s vision for student learning. It is a vision that was established with and that continues to be developed in partnership with the community. OVA students are encouraged to embody the characteristics that make up the learner profile, and Oxford Virtual Academy is truly designed to meet the needs of individual students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cShe wanted me to write about the time capsule that I would make, but I wanted to actually make it. She was all on board with my idea. Whatever you want to do, teachers are on board with it, always. It's not just about what the teachers want you to do.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Oxford Virtual Academy student<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"power\">The Power of \u201cTeam O\u201d<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is obvious that a strong collaborative culture exists among the staff of Oxford Community Schools. This culture was developed over time and is built upon their shared vision for all Oxford students as a result of their educational experiences\u2014their Portrait of a Graduate. The 10 characteristics that make up the Portrait of a Graduate, which are also the attributes that make up the International Baccalaureate learner profile, affirm a sense of intentional alignment that exists within the district. They strive to develop learners that are <em>balanced, communicators, inquirers, principled, thinkers, reflective, knowledgeable, caring, open-minded<\/em>, and<em> risk-takers<\/em>. As OVA counselor Ryan Moore reflected: \u201cWe want every kid to understand why they're in school based on what they see for themselves as in the future, <em>who <\/em>they see themselves as in the future.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oxford staff want every student to imagine themselves pursuing particular paths as an adult, and to try out some of those paths, because that often fuels their idea of themselves as a learner and drives them to become invested in their learning. To do this, Oxford has developed a vision for learning that is student-centered. Students\u2019 needs\u2014both academic and non-academic\u2014are continuously monitored. Students have voice and choice and are encouraged to take ownership of their learning. Learning is personalized, happens anytime and everywhere, and is becoming increasingly competency-based. Mechatronics teacher Craig Trombly admitted: \u201cIt\u2019s organized chaos at times, taking their ideas and interests into consideration. However, I feel that ultimately, my job is to let kids be awesome and find what lights their fire.\u201d At Oxford, they are doing exactly that.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cIt\u2019s organized chaos at times, taking their ideas and interests into consideration. However, I feel that ultimately, my job is to let kids be awesome and find what lights their fire.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Craig Trombly, Oxford High School Mechatronics teacher<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>What Oxford values and wants for their learners is built upon what they value as educators. There is a strong sense of community and culture that exists among them. They refer to it simply as \u201cTeam O.\u201d As Janet Schell explained, many staff members live in and\/or have children in the community, \u201cso when I'm dealing with a student, it's not just someone's child, it's my colleague\u2019s child.\u201d Schell feels that this gives Oxford a family and community-oriented vibe. There is also a culture of collaboration and innovative thinking. \u201cI can absolutely say that one of the joys of working for this district is the collaborative and innovative vibe. It\u2019s apparent right when you start working here,\u201d proclaimed Moore. He added that this collaborative and innovative vibe is not only for students, but for staff who want to try something new or who have an idea they want to implement with students. OVA hybrid learning coordinator Tracey Hurford shared that she sometimes has difficulty being innovative and taking risks; however, within Oxford, she feels it is encouraged to be a risk-taker and to just \u201cgrab the shovel and start digging.\u201d She and others added that part of their \u201cTeam O\u201d culture is the professional trust that they are extended, knowing that even if their idea doesn't work out, they have the freedom and support to try something new.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Oxford School District\u2019s culture of professional trust has led to an emphasis being placed on identifying personal passions and empowering teachers. Professional development (PD) is a big part of the culture at Oxford, particularly professional development that is designed by staff for staff. For example, an instructional leadership team made up of Oxford Middle School staff meets regularly with administrators to not only plan professional development, but to deliver it. Whether it is through a conversation or a survey, Oxford\u2019s administrators and instructional coaches consistently ask what topics <em>they <\/em>are interested in exploring and what content would benefit them the most. Oxford Virtual Academy instructional coach Karen Brown knows it would be foolish to think that one person could be the bearer of all information to be delivered to everyone else when they have so many knowledgeable staff members to lean on. Brown described the optional PD groups that OVA is establishing this year: \u201cThere\u2019s choice, there's ownership, and there's so much excitement because it's not about how someone's going to sit there and tell you what to do. It\u2019s about how we're going to create it and what we are going to come up with. We are deciding what we are looking for, what our questions are, and where we want to go with it.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oxford Elementary teacher Rachel Hart noted that they have a similar process at the elementary level in terms of including teachers in the development of PD: \u201cJust last Monday, we had an amazing elementary PD with several different choices. You designed your own day in terms of where you wanted to go, what you needed to see. It was led by staff members, and we even ended the day with optional yoga to restore ourselves. We were able to offer our feedback and then spend our time doing what we need.\u201d Gone are the days of a set PD calendar; Oxford\u2019s professional development is designed based on what staff need in the moment <em>in response to what students need<\/em>. Adults learn best when they are passionate about what it is they are learning\u2014it is student-centered learning for adults. By experiencing it for themselves, teachers may be more apt to want to replicate it in their own classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cThere\u2019s choice, there's ownership, and there's so much excitement, because it's not about how someone's going to sit there and tell you what to do. It\u2019s about how we're going to create it and what we are going to come up with. We are deciding what we are looking for, what our questions are, and where we want to go with it.\u201d&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Karen Brown, Oxford Virtual Academy instructional coach<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>\u201cTeam O\u201d is built on a culture of sustained improvement. Oxford is committed to making sure their programs are the best they can be for kids and are always looking to add new programs or build new partnerships based on what students want. Former Oxford Community Schools superintendent Tim Throne stressed that \u201cthe only way you can become your best is to learn and get better. And so that's pretty much expected of everybody, independent of your position title. This has helped ingrain an expectation as to how we want to work and play every day.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many schools have a portrait of a graduate, but in Oxford, it is everywhere: it is talked about, committed to, and visible in classrooms and in hallways. It is the essence of their goal and their mission. Teachers know they are trusted and empowered with the support of their administration to take risks in order to instill within Oxford students the characteristics of the Portrait of a Graduate\u2014and to make learning student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":71656,\"width\":\"430px\",\"height\":\"512px\",\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"align\":\"center\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image aligncenter size-large is-resized is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/Team-O-logo-860x1024.png\" alt=\"\" class=\"wp-image-71656\" style=\"width:430px;height:512px\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Through Community and Culture, Oxford Community Schools Makes Learning Student-Centered",
            "excerpt": "Driven by a culture of sustained improvement, support from the community, and a shared vision for student success (their Portrait of a Graduate), Oxford Community Schools is making learning student-centered. This case study details how through their K-12 International Baccalaureate program, well-developed career and technical education program, early college program that empowers students to take ownership of their education, and virtual academy that is customized to meet the needs of individual students, Oxford meets students at their point of need. ",
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            "path": "\/blog\/3-tried-and-true-tips-for-mentoring-online-learners\/",
            "author_id": 32,
            "timestamp": 1650554553,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em><strong>Or listen on<\/strong><\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tried-and-true-tips-for-mentoring-online-learners\/id1551347022?i=1000557489872\"><strong><em> Apple<\/em><\/strong><\/a><em><strong>, <\/strong><\/em><a href=\"https:\/\/open.spotify.com\/episode\/3aWnMgshg2sqJVojATZJB2?si=cPorJbiWQS6-hoOIMyGc3g\"><strong><em>Spotify<\/em><\/strong><\/a><em><strong>, <\/strong><\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MGIwZWVlZGYtYmM5Ny00NDdjLWJhOWItZmUyMTQ4ODFiNTk0?sa=X&amp;ved=0CAUQkfYCahcKEwiAqq-8nqD3AhUAAAAAHQAAAAAQAQ\"><strong><em>Google<\/em><\/strong><\/a><em><strong>, or<\/strong><\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tried-and-True-Tips-for-Mentoring-Online-Learners-feat--Debbie-Lynch-from-Michigan-Virtual-e1h4p22\"><strong><em> another platform<\/em><\/strong><\/a><em><strong>. Alternatively, you can read along with the<\/strong><\/em><a href=\"https:\/\/otter.ai\/u\/ECAFDBJFbsOduqay44SGofJOtKc\"><strong><em> transcript<\/em><\/strong><\/a><em><strong>.<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Research has shown that online students are <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/08923640802039040?journalCode=hajd20\">twice as likely to succeed if they have a dedicated mentor<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Debbie Lynch \u2014 outreach coordinator for mentors at <em>Michigan Virtual <\/em>\u2014 a mentor is someone who provides a personal connection to students who are learning virtually.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the State of Michigan, schools are <a href=\"http:\/\/www.legislature.mi.gov\/(S(rhlo3zfly4zpyghlsgwr5erp))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\">required to provide a mentor<\/a> for every student who chooses to take an online course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Unlike online instructors who are content experts, mentors help students stay on track and master the skills required for self-directed learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMentors are the liaison between the student, parent, and online teacher,\u201d explains Debbie. \u201cThey are an advocate for the student, but they are also the person that teaches the student to be an advocate for themselves.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A student might ask their online teacher questions about assignments, course content, grades, or feedback they\u2019ve received. By contrast, mentors typically help students practice time-management skills and stay motivated throughout their coursework.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, Debbie shares:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Stories from her many years as a mentor of online learners,<\/li><li>Why having a dedicated mentor makes students twice as likely to succeed in their online courses, and<\/li><li>Three tried-and-true tips for supporting online learners as a mentor.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/mBmi95yCyHo\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/mBmi95yCyHo\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Debbie using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tried-and-true-tips-for-mentoring-online-learners\/id1551347022?i=1000557489872\"> Apple<\/a>,<a href=\"https:\/\/open.spotify.com\/episode\/3aWnMgshg2sqJVojATZJB2?si=cPorJbiWQS6-hoOIMyGc3g\"> Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MGIwZWVlZGYtYmM5Ny00NDdjLWJhOWItZmUyMTQ4ODFiNTk0?sa=X&amp;ved=0CAUQkfYCahcKEwiAqq-8nqD3AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and<a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tried-and-True-Tips-for-Mentoring-Online-Learners-feat--Debbie-Lynch-from-Michigan-Virtual-e1h4p22\"> more<\/a>) or by reading along with the<a href=\"https:\/\/otter.ai\/u\/ECAFDBJFbsOduqay44SGofJOtKc\"> transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Debbie\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>3 tried-and-true tips for mentoring online learners<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#1. Keep your focus on relationship-building<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to Debbie, relationship-building is the foundation of successful mentoring.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the beginning of the academic term, it\u2019s important, she says, beyond all else, to set expectations and show students that you care.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cBe sympathetic and encouraging, especially for those students who aren\u2019t doing well,\u201d says Debbie. \u201cThey need your support. They don\u2019t need someone getting upset with them. You need to be flexible and patient.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Debbie has been in education for 40 years. For the first 33 years, she taught business and computers. Later, she became the online learning coordinator at her school, helping students register for online courses and serving as their mentor once they enrolled.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For one class period per day, students would meet in one of the school\u2019s computer labs. While students worked independently, Debbie would walk around the lab to support them. Still, she set aside time to meet with each student individually once per week to check in on their progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It can be helpful, she adds, to ask students, \u201cWhat does success look like for you?\u201d and \u201cWhat do you need to be successful?\u201d Often, students haven\u2019t considered the answers to these questions, and asking them can lead to a productive conversation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the end of the day, it was most important to Debbie that online learners felt comfortable, welcomed, and supported in her classroom. Mentors play a critical role in fostering this kind of supportive learning environment for online students at their schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen kids know you care about them,\u201d she adds, \u201cthey\u2019ll do pretty much anything for you.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#2. Communicate with your online students at least once per week<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Whether your students are meeting with you at your school building or virtually, Debbie says communicating with them at least once a week is crucial.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This communication could take many different forms. \u201cIt doesn\u2019t have to be Zoom or Google Hangout or face-to-face,\u201d she says. \u201cIt could be through email or texting, whatever the students are comfortable doing.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors also often act as liaisons between parents, students, and online instructors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Debbie used <a href=\"https:\/\/remind.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Remind.com<\/a> to send periodic updates to students and parents, reminding them to look over their pacing guides.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s also helpful to let online instructors know if something is going on in a student\u2019s life that prevents them from completing their coursework. For example, if they were absent with a prolonged illness, it wouldn\u2019t hurt to let the student\u2019s online teacher know why they may not be logging in as often.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By keeping everyone on the same page, mentors add extra layers of accountability into self-paced online learning environments and help their students stay on track to succeed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can find many free resources on mentoring online students \u2014 including example communication templates \u2014&nbsp; at <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org\/mentors<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#3. Clarify your policies and procedures upfront<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a mentor, it\u2019s critical to be clear about your policies, procedures, and expectations at the beginning of the term.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When Debbie was a mentor, she would start the semester off by walking students through an online course and clarifying her expectations. For example, in her computer lab, she set the expectation that students need to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Log into their online course daily<\/li><li>Read all emails and information provided by their online teacher, and&nbsp;<\/li><li>Check their pacing guides often.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Debbie would send a syllabus home to clarify her policies and procedures right off the bat. As an added step, she\u2019d have both students and parents sign the syllabus to acknowledge that they\u2019d read it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was important to her that both parties took the students\u2019 online course seriously.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cYou're not just coming to the computer room to hang out,\u201d she would tell students. \u201cThis is a real class that you're coming to every single day.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The rest of the term went much smoother after laying this groundwork during the first couple of weeks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>My favorite quotes from this episode<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Research has shown that students are twice as likely to succeed if they have a dedicated mentor\u2026 Taking an online class is a new experience for most students, so having that connection and support from the mentor is just crucial.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cMentors are not content experts. That's what our online teachers are\u2026 The mentor is the person that is there to teach students to be self-directed learners, teach them time-management skills, and motivate them to help keep them on pace so they'll be successful. They\u2019re like the cheerleader in the background.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cEven my brightest students struggled with online learning. These weren\u2019t the same students that struggled face-to-face necessarily. Some of those kids did better than some of my students that were getting all A's in school. You really have to be patient and flexible and meet them where they're at.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Great mentors empower students to make informed decisions, but also to understand the impact of their choices.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Explore: <\/strong><a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">Mentor resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
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        {
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            "path": "\/blog\/reviewing-michigans-k-12-virtual-learning-effectiveness-report\/",
            "author_id": 62,
            "timestamp": 1650553287,
            "content": "<!-- wp:paragraph -->\n<p><em><strong>This post was originally published by the<\/strong> <a href=\"https:\/\/www.digitallearningcollab.com\/blog\/2022\/4\/21\/reviewing-michigans-k-12-virtual-learning-effectiveness-report\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.digitallearningcollab.com\/blog\/2022\/4\/21\/reviewing-michigans-k-12-virtual-learning-effectiveness-report\" rel=\"noreferrer noopener\">Digital Learning Collaborative<\/a> on April 21, 2022. <\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The recently released <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report<\/em><\/a> for the 2020-21 school year provides a comprehensive, statewide view of all virtual learning in Michigan. The report findings highlight the tremendous impact of emergency closures and the sheer volume of districts turning to virtual learning during the pandemic. The report is based on pupil completion and performance data reported by public schools to the Michigan Department of Education and the Center for Educational Performance and Information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the 2020-21 school year, about 4 out of 5 Michigan public K-12 school districts had one or more virtual learners. On average, close to 3 out of 10 students took at least one virtually-delivered course. Imagine for a moment that we organized all virtual learners in the state from 2020-21 into multi-age groups of 25 students, roughly an average class size.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the average \u201cclassroom\u201d of virtual learners we would find that:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>2 students were new to the district<\/li><li>Half were female<\/li><li>11 were in grades 9-12; 5 were in grades 6-8; and 9 were in grades K-5<\/li><li>14 identified as White; 7 identified as African American or Black; 2 identified as Hispanic or Latino; and the rest identified as one or more races<\/li><li>3 used special education services<\/li><li>16 were in poverty<\/li><li>14 took all of their coursework for the year virtually<\/li><li>14 passed every virtual course they took; 7 passed some and failed some; and 4 didn\u2019t pass any<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Oh, and we would need 16,740 of these classroom groupings to account for the more than 418,500 students who used virtual learning in 2020-21. To put the scale of 418,500 learners into perspective, consider another fun fact about Michigan: The Mackinac Bridge, which connects Michigan\u2019s Upper and Lower Peninsulas, is the longest suspension bridge in the western hemisphere. The full length of the bridge is just shy of five miles long. Each Labor Day, the bridge closes for a public walk. If each of the virtual learners showed up for the walk, they alone would fill the bridge\u2014six times!*<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1.<\/strong> <em>The Mackinac Bridge<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":71695,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/50389185748_afa600f563_k-1024x426.jpg\" alt=\"Picture of the Mackinac Bridge\" class=\"wp-image-71695\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Photo Credit: \u201c<a href=\"https:\/\/www.flickr.com\/photos\/22875869@N02\/50389185748\/in\/photolist-2jLHKoC-2kCohCF-2jKPH5T-Rh9fQD-QbkZDQ-2xNWu-QbkZrW-y245ct-2xNTA-2xNSs-2jN8gnb-YRhY5m-2xNVd-2mFDNkf-2kCjbWj-oTKQkA-C9uJG-Qe9wJk-2kCjc6x-27w7Xhd-qC8Kmi-2jKxNG2-25dqu3S-2jKWcQW-2jLHVrZ-cMEhdC-cMEkWq-fag1fB-2kqSkAz-afri9r-4K1iHJ-5gU62M-4zwqwQ-2jkYxxd-7WJKGM-5gYs41-qACFL-8yGkAn-XnAXTA-3uWfr-ekcxbW-78C6mj-XCMSfp-KBngx5-23P9KnN-2mGxp1K-M8LfdW-Zqi5rN-etTcKm-55WczC\">Mackinac Bridge<\/a>\u201d by <a href=\"https:\/\/www.flickr.com\/photos\/22875869@N02\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mike<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/2.0\/\" target=\"_blank\" rel=\"noreferrer noopener\">CC BY-NC-ND 2.0<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The 2020-21 report is the ninth publication in the series. Over 80 data tables are included capturing data on virtual learners, enrollments, and pass rates. Figure 2 shows a few trends from the report series.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2.<\/strong> <em>Summary of Virtual Learning Metrics by School Year Since 2010-11<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":71696,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/ER21-Trends-Summary-2-1.png\" alt=\"Image depicts four line charts: Virtual Learners, Virtual Enrollments, # of Schools and Virtual Pass Rate.  In each case, there are huge increases for 2020-21 over the prior year.\" class=\"wp-image-71696\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>The large upticks in learners, enrollments, and schools may have been anticipated given the COVID-19 precautions. For instance, we saw a one-year increase of almost three million virtual enrollments. Only about 1 out of 10 virtual enrollments came from full-time virtual or cyber schools, which demonstrates the massive\u2014and likely temporary\u2014effect of the pandemic. During 2020-21, many districts ceased all in-person learning options and shifted learning to emergency models that frequently included some form of virtual learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What may be the most surprising gain is the 18% increase in the virtual pass rate. Such an increase could appear out of line with media reports and <a href=\"https:\/\/epicedpolicy.org\/wp-content\/uploads\/2022\/01\/EPIC_BenchmarkII_Rptv1_Dec2021.pdf\">other pandemic-focused virtual learning research, which have noted learning loss related to remote learning<\/a>. How might we explain that jump and, perhaps more importantly, can we expect it to continue? Here is how our team at <em>Michigan Virtual<\/em> thinks about the increase in the virtual pass rate, and why we conclude it is not likely to last. Consider the following four observations:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>First, over half of the virtual enrollments for the 2020-21 school year came from schools that didn\u2019t report any enrollments in the prior school year. These new schools had an 80% virtual pass rate, which lifted the state\u2019s overall rate. It is unclear if, but also unlikely that, all or most will continue their levels of virtual learning in the coming years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Second, there was a dramatic swing in the proportion of virtual enrollments from alternative education schools. In 2019-20, about half of the enrollments came from alternative education schools. In 2020-21, they represented only 1 out of 10 virtual enrollments. This change was not due to a drop in alternative enrollments; in fact, they grew by 13%. That growth, however, was dwarfed by the over 800% increase for general education schools. Given that the virtual pass rate for general education students trends about 20 percentage points higher than alternative education students, it seems likely the overall pass rate will drop since we predict the number of general education enrollments will fall quicker than the number of alternative education enrollments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Third, there was also a huge shift in the grade levels of virtual learners. While past editions of the report found that virtual learning was predominantly used at the high school level, the 2020-21 report found it more evenly distributed with close to 40% of the virtual enrollments coming from students in grades K-5. This drastic rise in the proportion of elementary enrollments seems to reflect districts suspending in-person learning options for part or all of the school year; therefore, it will likely be temporary. Since past performance data suggest that students in lower grades tend to perform better than students in higher grades, we predict that as the proportion of virtual enrollments in the lower grades drops, so too, will the virtual pass rate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, we hypothesize that schools were simply more lenient. The disruption to most schools, teachers, students, and families was extremely stressful. Many schools talked about \u201cgiving grace,\u201d which in some cases included things like lightening student workload expectations or even being more lenient with grading policies and practices. We anticipate that these exceptions will revert back to past expectations in the coming months.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The prediction of backsliding on the virtual pass rate does not paint the rosiest of pictures. That said, it is important to point out that meaningful differences sometimes appear when focusing on subgroups. For instance, a little more than one out of every three schools with virtual learning reported virtual pass rates of 80% or higher. In these schools, the 2020-2021 data show:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Higher performing schools supported various numbers of students, enrollments, and course offerings.<\/li><li>Both Local Education Agency (LEA) schools and Public School Academy (PSA) schools had higher performing schools, though PSAs had a higher percentage reaching this threshold.<\/li><li>Higher performing schools existed in rural, town, suburban, and city settings. Suburban and city schools were more likely to reach the 80% standard.<\/li><li>Higher performing schools saw more equitable outcomes among students of different races or ethnicities. African American or Black, Hispanic or Latino, and White students all achieved virtual pass rates of 90%.<\/li><li>Students in poverty from higher performing schools had a virtual pass rate of 89%. This was 20 percentage points higher than the average for all virtual learners in poverty.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These data points continue to add to the evidence that virtual learning can and does work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2020-21<\/em><\/a> is worth the read regardless of whether you work or live in Michigan or see yourself as an opponent or proponent of virtual learning. The report can provide informative benchmarks or even spur ideas for evaluating your local programs. And though I haven\u2019t checked, I am pretty sure it can be read in less time than it would take to walk the Mackinac Bridge!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>* For those interested in the math behind the bridge example, here is the logic: The Annual Mackinac Bridge Walk uses the two outside lanes of the bridge. Each lane is 12 feet wide by 26,372 feet long. In total, the two lanes reflect 632,928 square feet of road. Allocating each walker a scant 3 by 3 foot section of the road, about 70,325 people could fit on the two lanes at one time. 418,500 learners divided by 70,325 is 5.95, which I rounded up for simplicity.<\/em><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Reviewing Michigan's K-12 Virtual Learning Effectiveness Report",
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            "path": "\/blog\/3-tips-for-building-agency-as-a-teacher\/",
            "author_id": 32,
            "timestamp": 1649952418,
            "content": "<!-- wp:paragraph -->\n<p><em>Or listen on<\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-building-agency-as-a-teacher-feat-anne\/id1551347022?i=1000556441002\"><em> Apple<\/em><\/a><em>,<\/em><a href=\"https:\/\/open.spotify.com\/episode\/4mUiUqCqTYLHBAfRGiFqoV?si=UjBZEM6XRsKlJQd6hJAWPg\"><em> Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/OWU4MTU4YjEtZjlkOC00Y2JhLTg5MDgtOTZkOTJkZjg2ODNl?sa=X&amp;ved=0CAUQkfYCahcKEwiAi6L46Yz3AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or<\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Building-Agency-as-a-Teacher-feat--Anne-Perez-from-Michigan-Virtual-e1gqp7p\"><em> another platform<\/em><\/a><em>. Alternatively, you can read along with the<\/em><a href=\"https:\/\/otter.ai\/u\/ss9DXaK_6jTWULia3qajTScAvNI\"><em> transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On a beautiful October afternoon in 2018, English teacher Anne Perez got an iced coffee that changed her life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>OK, so perhaps that\u2019s a <em>tad <\/em>melodramatic, but it makes sense when you hear her tell the story.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was a moment of epiphany. The kind of learning moment that educators love to cultivate for their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anne was \u201csupposed\u201d to be grading the stack of Honors English papers she\u2019d just collected. Her husband was out of town, and she\u2019d just finished a busy day of teaching, making dinner, and shuffling her children to sports practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was the perfect day to be outside, so Anne decided to take her youngest son, Charles, to the park. While on the way there, she decided to treat herself to an iced coffee.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anne had the best intentions to get some grading done. But upon sitting on a park bench with the iced coffee in hand, she realized that what she needed most at that moment was to watch her son and enjoy the sunshine.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The next day, of course, her students started asking, \u201cDid you get those papers graded, Mrs. Perez?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She decided to be honest with them. She told them the story about Charles and the park and the iced coffee and the sunshine.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From the side of the classroom, a student shouted, \u201cYou just live your best life, Mrs. Perez! You get that iced coffee!\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At first, Anne just laughed, but then enter the epiphany.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI recognized what I needed,\u201d she explains. \u201cI articulated that need to my students, and by doing that, I started to see a change in myself and my mindset. More importantly, my students started to see change from me, and I started to see more moments of agency from them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After 15 years of teaching English, Anne now works for our<em> Michigan Virtual <\/em>team as a senior professional learning specialist. She facilitates workshops and other learning experiences for educators so that they, too, can recognize and leverage their agency to address recurring classroom challenges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, Anne and I chat about:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>How she defines \u201cagency\u201d and why it\u2019s essential for teachers<\/li><li>The moment she had an epiphany about agency in the classroom<\/li><li>Her top three tips for building this vital skill as a teacher<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/DHqmN-MYjY4\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/DHqmN-MYjY4\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Anne using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-building-agency-as-a-teacher-feat-anne\/id1551347022?i=1000556441002\"> Apple<\/a>,<a href=\"https:\/\/open.spotify.com\/episode\/4mUiUqCqTYLHBAfRGiFqoV?si=UjBZEM6XRsKlJQd6hJAWPg\"> Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/OWU4MTU4YjEtZjlkOC00Y2JhLTg5MDgtOTZkOTJkZjg2ODNl?sa=X&amp;ved=0CAUQkfYCahcKEwiAi6L46Yz3AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and<a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Building-Agency-as-a-Teacher-feat--Anne-Perez-from-Michigan-Virtual-e1gqp7p\"> more<\/a>) or by reading along with the<a href=\"https:\/\/otter.ai\/u\/ss9DXaK_6jTWULia3qajTScAvNI\"> transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Anne\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>3 tips for building agency as a teacher&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#1. Build in time for reflection&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Anne\u2019s first tip is to build in time for reflection. She acknowledges that this can be really difficult when you\u2019re already feeling overwhelmed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The problem is, of course, that if you don\u2019t step back to look at the bigger picture, it\u2019s nearly impossible to see what is and isn\u2019t within your control with clarity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br>The first step of building agency is figuring out your needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we\u2019re overwhelmed, our minds tend to automatically troubleshoot our problems using familiar methods. Creative problem-solving becomes difficult when we\u2019re in this mindset.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To make real changes, we first need to pause for long enough to think deeply about our successes, challenges, and needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At this stage, it can also be helpful to reflect on your strengths and values. Not sure what your strengths and values are? Check out the <a href=\"https:\/\/www.gallup.com\/cliftonstrengths\/en\/252137\/home.aspx\">CliftonStrengths assessment<\/a> or the <a href=\"https:\/\/www.viacharacter.org\/account\/register\">VIA character strengths survey<\/a> as a starting point.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When you know what your strengths and values are, it\u2019s simply easier to see what you want to keep, what you want to change, and what\u2019s within your power to control.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#2. Find your square squad<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If reflection is all about communicating your needs to <em>yourself, <\/em>then step two is about communicating your needs to <em>others<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s easy to get caught up in your own head. One effective way to see your situation from another perspective is to find your \u201csquare squad.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This term comes from <a href=\"https:\/\/brenebrown.com\/\">Bren\u00e9 Brown<\/a>. \u201cIt\u2019s basically four people,\u201d Anne explains. \u201cThese are the people with whom you can talk about anything. There\u2019s high trust and no judgment.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It can even be helpful to have folks in your square squad who are not fellow educators. Anne shares that she found this practice helpful during her year of agency exploration.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI could tell them about my needs, and they could hear it in a way that was solely for what I was saying,\u201d she says. \u201cThey could mirror it back to me.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Your square squad might have strategies that worked for them in similar situations with a different context. They might have books for you to read or people for you to meet.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But they don\u2019t <em>need <\/em>to have all the answers for you. It can be super helpful to have them listen to you and be a sounding board as you come up with your own solutions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once you have your square squad, you know who you can go to explore the situations you need to build your agency more deeply.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#3. Try to remain open-minded when growth opportunities present themselves<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Anne\u2019s third tip is more of a gentle reminder. If someone in your square squad offers you a suggestion, be open-minded and give it a try.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Read the book. Try talking to the person they said might be able to help. Step outside your comfort zone, at least a little bit.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For Anne, this growth opportunity presented itself in the form of a principal who was friends with one of her square squad members. Through talking to this person, it finally clicked for Anne that she was ready to take the next step in her career.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If she hadn\u2019t cultivated a growth mindset and reached out to this person, she might not have ended up making the career leap that led her to where she is today.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All three of these tips work together, she emphasizes, perhaps by necessity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt wasn't until I was doing all three in tandem,\u201d Anne admits, \u201cthat I saw real movement toward change and toward a place where I felt like I had more control.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>My favorite quotes from this episode<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen I think of \u201cagency,\u201d I use a very basic definition: When a person has the ability to think for themselves and make a decision that will then shape any experiences or the trajectory that they go on. Essentially, it\u2019s moving forward.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen I was in the classroom and challenges surfaced, or too many papers piled up, it would impact my sense of control. Sometimes, I would get lost or set in a certain way of doing things\u2026 I just needed to take a step back and ask, \u2018What decision can I make that I have some control over? What might improve this or move this forward?\u2019 Right now, I think reestablishing this [agency] for teachers is so important.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cPart of [agency] is recognizing your needs. When we don't take a moment to pause and think about these things \u2014 our successes, our challenges, and our needs \u2014 the brain begins to automatically troubleshoot with, \u2018Okay, well, I want to reduce this stressor, so let's just go about it the way that we always go about it.\u2019 But when you build in a little time for reflection, it can pull you outside of the normal path you might take and allow you to see the trajectory you want to work toward.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Read: <\/strong><a href=\"https:\/\/us.corwin.com\/en-us\/nam\/rebound-grades-k-12\/book277713\">Rebound: A playbook for rebuilding agency, accelerating learning recovery, and rethinking schools<\/a> by Douglas Fisher, Nancy Frey, Dominique Smith, and John Hattie<\/li><li><strong>Read: <\/strong><a href=\"https:\/\/jamesclear.com\/atomic-habits\">Atomic habits<\/a> by James Clear<\/li><li><strong>Read: <\/strong><a href=\"https:\/\/theeducationhub.org.nz\/strategies-for-developing-and-maintaining-self-efficacy-in-teachers\/\">Strategies for developing and maintaining self-efficacy in teachers<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.edsurge.com\/news\/2019-07-31-design-thinking-is-a-challenge-to-teach-and-that-s-a-good-thing\">Design thinking is a challenge to teach \u2014 and that's a good thing<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.edutopia.org\/article\/opening-door-professional-learning\">The pineapple chart method for teacher feedback and collaboration<\/a><\/li><li><strong>Discover: <\/strong><a href=\"https:\/\/www.gallup.com\/cliftonstrengths\/en\/252137\/home.aspx\">CliftonStrengths assessment<\/a><\/li><li><strong>Discover: <\/strong><a href=\"https:\/\/www.viacharacter.org\/account\/register\">VIA character strengths survey<\/a><\/li><li><strong>Reflect: <\/strong><a href=\"https:\/\/www.skillpacks.com\/self-reflection-techniques\/\">Self-reflection for enhanced performance at work<\/a><\/li><li><strong>Reflect: <\/strong><a href=\"https:\/\/docs.google.com\/document\/d\/1x_UeiiN38rgb9SQfs4yVrm_X_xYrJ2OFp6RP0glNUqg\/copy\">Agency reflection document for educators<\/a><\/li><li><strong>Learn and explore: <\/strong><a href=\"https:\/\/brenebrown.com\/hubs\/dare-to-lead\/\">Dare to lead hub<\/a> by Bren\u00e9 Brown&nbsp;<\/li><li><strong>Learn and earn:<\/strong> <a href=\"https:\/\/michiganvirtual.org\/course\/reaching-your-potential-through-self-advocacy\/\">Reaching your potential through self-advocacy<\/a><strong> <\/strong>(2 SCECHs)<\/li><li><strong>Learn and earn:<\/strong> <a href=\"https:\/\/michiganvirtual.org\/course\/take-care-of-yourself-a-course-in-wellbeing-and-self-care\/\">Take care of yourself: A course in wellbeing and self-care<\/a> (3 SCECHs)<\/li><li><strong>Learn and earn:<\/strong> <a href=\"https:\/\/michiganvirtual.org\/course\/being-a-reflective-teacher-during-a-pandemic\/\">Being a reflective teacher during a pandemic<\/a><strong> <\/strong>(3 SCECHs)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
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            "content": "<!-- wp:html -->\n<div class=\"well\"><strong>Note:<\/strong> This policy is in reference to courses provided through <em>Michigan Virtual's<\/em> Student Learning Portal (SLP). Separate <a href=\"\/policies\/purchasing-terms-conditions-pls\">purchasing terms &amp; conditions<\/a> apply to customers of our Professional Learning Portal (PLP) and other professional learning services.<\/div>\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>These Terms and Conditions apply to all customers purchasing courses from&nbsp;<em>Michigan Virtual<\/em>\u2019s Student Learning Portal. All customers must acknowledge and accept these Terms and Conditions before&nbsp;<em>Michigan Virtual<\/em>&nbsp;can supply the products\/services requested through&nbsp;<em>Michigan Virtual<\/em>. Submission of any enrollment within the Student Learning Portal (SLP) shall indicate customer\u2019s full understanding and agreement to the prices, refund\/credit policies and terms associated with said products\/services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Customer further understands, acknowledges and accepts that:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Student(s) will not be granted access to the purchased course(s) by&nbsp;<em>Michigan Virtual<\/em>&nbsp;staff until either full payment by credit card, or a Purchase Order or Consortium payment method has been selected in the SLP by eligible customers.<\/li><li>Parents must pay by credit card. Student(s) will not be granted access to the course(s) until payment has been received and processed.<\/li><li>Schools and other education service providers should refer to the Purchase Order and Consortium Order section below for details on invoicing and payment.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Completion Standard<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>&nbsp;has established that enrollments earning 60% or more of the total course points are considered a course completion. If a district cannot accept&nbsp;<em>Michigan Virtual<\/em>\u2019s stated course completion of 60% or more of the total course points, then the district is advised to not enroll students in&nbsp;<em>Michigan Virtual<\/em>&nbsp;courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Drop and Refund Policy<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The&nbsp;<em>Michigan Virtual<\/em>&nbsp;<a href=\"https:\/\/help.michiganvirtual.org\/en\/support\/solutions\/articles\/65000174310\">drop and refund policy<\/a>&nbsp;recognizes that class scheduling often requires some flexibility. As such,&nbsp;<em>Michigan Virtual<\/em>&nbsp;provides a full refund on enrollments that are dropped on or before the Drop for Refund End date as published in our enrollment calendar. Our policy also recognizes that&nbsp;<em>Michigan Virtual<\/em>&nbsp;incurs licensing, instructional, and other expenses at the time a refund end date is reached. As such, customers that withdraw a student after the refund deadline date are charged the full cost of the enrollment.&nbsp;<em>Michigan Virtual<\/em>&nbsp;does not provide a refund for enrollments that are dropped or withdrawn after a refund date.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Refund Deadline Date<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Please refer to the&nbsp;<em>Michigan Virtual<\/em>&nbsp;Enrollment Calendar(s) for specific refund deadline dates for Semester, Trimester and Summer terms. In Semester and Trimester terms, the refund date is specific to the selected class start date. For Essentials and Open Entry-Fixed End terms, the refund dated is calculated as 14 days from the enrollment creation date. Enrollments that are dropped prior to the refund deadline will have a status of Dropped_Grace and a refund entry will be made in the school or student ledger. Enrollments that are dropped after the refund deadline will have a status of Dropped, and no refund will processed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Withdrawals<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Customers that drop an enrollment after the refund deadline date will be charged the full cost of the enrollment.&nbsp;<em>Michigan Virtual<\/em>&nbsp;does not provide a refund for enrollments that are dropped after the enrollment\u2019s refund deadline date.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Refund Payments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Customers paying with credit card will be refunded by&nbsp;<em>Michigan Virtual<\/em>&nbsp;within 30 calendar days from the date that a course is dropped, provided that the drop was made before the refund deadline date. Customers that use a purchase order, including those participating in a Consortium, will only pay for actual enrollments at the time of invoice. Any enrollments with a status of \u201cDropped_Grace\u201d will not be included on an invoice, therefore eliminating any need for a refund payment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>School Purchase Orders and Consortium Orders<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Customers that use a Purchase Order or Consortium Order with&nbsp;<em>Michigan Virtual<\/em>&nbsp;will be invoiced for each enrollment after refund deadline dates have passed. The customer will be invoiced for all enrollments, excluding those with a status of \u201cDropped_Grace.\u201d Payment is due within 30 calendar days from the date of the invoice. Failure to issue timely payment to&nbsp;<em>Michigan Virtual<\/em>&nbsp;may result in suspension of enrollment rights and\/or removal of students from classes for whom payment has not been received.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In accordance with Michigan\u2019s State School Aid Act,\u00a0<em>Michigan Virtual<\/em>\u00a0offers student courses as part of its effort to serve as a statewide laboratory and quality model of instruction for implementing virtual learning solutions. As such, it is possible that research will be conducted on a course in which students are enrolled or on students\u2019 online experience. Non-personally identifiable data will be shared with researchers for these purposes. If for any reason a student does not want to participate in research activities or does not want his or her data to be used for research purposes, please send an email at any time to [email protected]. In that email, please include the student\u2019s first and last name, the email address the student uses when signing into the Student Learning Portal, as well as a sentence indicating that the student does not want to participate in research activities. Please use \u201cResearch\u201d in the subject line of the email. A student\u2019s participation in research is voluntary and there is no penalty if a student does not want to participate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:post-date \/-->",
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            "path": "\/blog\/integrating-stem-in-your-classroom-using-the-grand-challenges-for-engineering\/",
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            "content": "<!-- wp:heading -->\n<h2>What is STEM, and why should I be teaching it?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>STEM education has been gaining momentum since the turn of the millennium, largely because of the pace of technological advances and the rapidly changing job market that requires workers to be equipped with <a href=\"https:\/\/www.aeseducation.com\/blog\/what-are-21st-century-skills\">21st Century Skills<\/a>. These skills are frequently summarized to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Critical thinking<\/li><li>Creativity<\/li><li>Collaboration<\/li><li>Communication, information, and media literacy<\/li><li>Computing and ICT literacy<\/li><li>Cross-cultural understanding<\/li><li>Career and learning self-reliance<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><a href=\"http:\/\/www.csun.edu\/~SB4310\/How%20People%20Learn.pdf\">Learning<\/a> these skills is <a href=\"https:\/\/www.edweek.org\/technology\/top-u-s-companies-these-are-the-skills-students-need-in-a-post-pandemic-world\/2021\/03\">critical to being an employable adult<\/a> in an increasingly technological society that values <a href=\"https:\/\/nap.nationalacademies.org\/catalog\/12771\/exploring-the-intersection-of-science-education-and-21st-century-skills\">competency and critical thinking as highly transferable skills<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>STEM education is not simply focusing on the individual disciplines as the only avenue of success. It is teaching how the disciplines are integrated into a vast majority of real-world situations and how being proficient in the problem-solving processes inherent to science and engineering can result in a large variety of career pursuits.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>STEM education can also look very different from class to class and can be implemented in a <a href=\"http:\/\/dspace.vnbrims.org:13000\/xmlui\/bitstream\/handle\/123456789\/4213\/Assessment%20and%20Teaching%20of%2021st%20Century%20Skills%20Methods%20and%20Approach.pdf?sequence=1\">variety of ways<\/a>. Some courses are more student-centered. Others stick to more traditional teaching methods, and some use different learning models.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>No matter your approach, this guide will help give you ideas about how to integrate STEM throughout your lessons and curriculum and help you address the critical skills that your students will need to be successful in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Grand Challenges for Engineering and STEM<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"http:\/\/www.engineeringchallenges.org\/challenges.aspx\">Grand Challenges for Engineering<\/a> are a series of 14 problems that are common across the globe. They are varied in subject matter, which can make it very easy for almost every student in your classroom to address one that they are interested in (if not many of them!).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They were <a href=\"https:\/\/16mhpx3atvadrnpip2kwi9or-wpengine.netdna-ssl.com\/wp-content\/uploads\/2016\/12\/GrandChallenges.pdf\">developed by a panel of international scientists and engineers<\/a> at the request of the U.S. National Academy of Engineering in order to unite the world in solving some of the world\u2019s most pressing and critical problems, which means that they mesh nicely in addressing 21st Century Skills. Addressing these challenges is a great way to encourage students to see how STEM is integrated into the fabric of the real world outside of the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Grand Challenges are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Make solar energy economical<\/li><li>Provide energy from fusion<\/li><li>Develop carbon sequestration methods<\/li><li>Manage the nitrogen cycle<\/li><li>Provide access to clean water<\/li><li>Restore and improve urban infrastructure<\/li><li>Advance health informatics<\/li><li>Engineer better medicines<\/li><li>Reverse-engineer the brain<\/li><li>Prevent nuclear terror<\/li><li>Secure cyberspace<\/li><li>Enhance virtual reality<\/li><li>Advance personalized learning<\/li><li>Engineer the tools of scientific discovery<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These challenges are further categorized into four cross-cutting themes: Sustainability, Health, Security, and Joy of Living. These broad themes can make it a lot easier for you to integrate STEM into your lessons and classroom while still hitting the standards you are responsible for teaching, and without adding a lot of extra work to your plate.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the next section, we will discuss strategies and ideas for integrating them into your specific subject area.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Integrating STEM and the Grand Challenges for Engineering<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to integrate STEM into your classroom, you must first set a focal point for your instruction, which is why we introduced the Grand Challenges for Engineering. In classrooms with more student choice, this will allow students to focus on problem-solving in areas they are interested in. In classes that have more specific applications of STEM skills, you can still tie the application of those skills back to very real-world problems and issues.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whatever your environment, make sure that you set expectations at the beginning of your course that you will be addressing and teaching these challenges. Your introductory lesson\/first class, where you set classroom rules and expectations and get to know your students, is a wonderful opportunity to introduce them to the Grand Challenges and get them talking about what interests them as related to the challenges.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This can <em>really<\/em> help address the \u201cwell, when am I ever gonna use this\u201d questions that inevitably are thrown towards educators at some point during a course. Each of the Grand Challenges is strongly rooted in the real world and are real, existing problems that many students are already familiar with.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Online asynchronous vs. in-person<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Learning environments can make integrating STEM a difficult challenge depending on a teacher\u2019s teaching style, student learning style, and materials available.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hands-on STEM education can be especially challenging in asynchronous or largely online learning approaches (but <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\">here are some best practices<\/a> about how to maximize learning for those types of environments).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In-person learning easily lends itself to more flexible day-to-day planning regarding in-class pacing and content, and teachers are able to give more direct feedback to students in an efficient manner, but students frequently can not choose when or how to do assignments; choice can become limited.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online learning environments have more flexibility in how students can pace themselves given a set amount of time and content that they must complete. However, it can suffer from a lack of quick feedback loops that students can often benefit from in traditional classroom settings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to help take advantage of the strengths and address some of the weaknesses of these settings, try following these guidelines:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>In-Person settings:&nbsp;<ul><li>Introduce the Grand Challenges on the first day of class, and have students discuss some of the real-world challenges that intertwine with their interests.<ul><li>Hold a vote to determine a challenge or set of challenges that you can design assignments around if there is enough consensus.<\/li><\/ul><\/li><li>Provide opportunities for students to read, watch, or produce content related to the challenges they are interested in.<\/li><li>Use classroom discussions and lectures as opportunities to tie back to the challenges, and have students pose ideas about how they could address challenges differently once they have learned or mastered new things.&nbsp;<ul><li>Use the information you gather to help tailor assignments to students\u2019 interests and growth areas.<\/li><\/ul><\/li><\/ul><\/li><li>Online Asynchronous settings:<ul><li>Create an introduction assignment that introduces students to the challenges, and have them post in discussion boards about where their interests lie.&nbsp;<ul><li>Have the students pick three challenges after participating in the discussion board assignment that they will use as topic areas for any written\/short-answer assignments.<ul><li>Make sure you include questions, items, or assignments that allow students to refer back to how what they have learned relates to solving real-world problems by way of one of their grand challenges.<\/li><\/ul><\/li><\/ul><\/li><li>At critical intervals in the pacing of your course, consider adding a writing assignment or another discussion board assignment that allows students to talk freely about how what they are learning is connected to the challenges.<\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>STEM subjects<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>STEM subjects are generally the easiest to integrate because they allow teachers to match content to Grand Challenges that are tied to the standards of the course fairly easily.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, the Grand Challenge of <em>Improve Carbon Sequestration<\/em> can easily be tied to biology standards of the carbon cycle without much alteration.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While you can certainly do any or all of the things mentioned in the guidelines for online or in-person settings, consider taking it to the next level with this approach:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>The capstone course<ul><li>As mentioned previously, introduce the Grand Challenges at the outset of class, and use every opportunity to tie back to them as you teach the standards of the course. Continuously ask students to think about how to address the problems in the world with the knowledge they are gaining.<\/li><li>As you progress in the course and students start to gain comfort with how you are consistently bringing up the challenges, ask which Grand Challenge they are passionate about. Help cultivate that interest by allowing them to, whenever possible, complete assignments in ways that address their challenge of choice.<\/li><li>As a final assignment, have students propose a method for addressing their challenge of choice by either writing a research paper, actually performing experiments or developing prototypes, creating media, or other types of deliverables that demonstrate the student\u2019s understanding of their chosen challenge within the context of both the course content and the world at large, and give them a chance to display their critical thinking, creativity, communication, information, and media literacy skills.<\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>The arts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>STEM has also transformed into STEAM (adding the A for Arts) in many different circles, and this is an opportunity to do just that if you are a teacher in the Arts. Keep in mind that you want to keep it present throughout the entirety of your course rather than just a one-off lesson-- seamless integration as if it is by design, and of course, it is! Here are some ideas:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>If teaching drama or theater, remember that many current and historical pieces have ties to many of the challenges (sometimes older versions of them), and encourage students to discuss and pose questions about how those problems have been solved historically or how the characters in those plays or pieces of literature tried to solve problems or how they <em>could<\/em> have solved them. This helps them develop the collaborative problem solving and critical thinking skills that employers desire when selecting employees for a team role.<\/li><li>When teaching art in any medium, encourage students to create with the Grand Challenges in mind, and remind them that building awareness around problems and issues is a great way to bring the world together to help find solutions.<\/li><li>When teaching music, try connecting the content to the history or context in which the musical piece or theory was built around, and then encourage students to think about how music has been a medium that has helped address real-world problems, including many of the challenges, both in history and currently.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Non-STEM Subjects<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators that are outside of subjects that are traditionally seen as STEM content areas still have many opportunities to integrate STEM education and the Grand Challenges into their courses and lessons.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As explained earlier, it is important to address the Challenges and set expectations of tying assignments and content to them at the very beginning of the course. While some topics and assignments lean more clearly into addressing some Challenges over others, use your course content to tie back to them wherever possible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most importantly, you will need to collaborate with other teachers or course designers to try and create that cross-curricular connection, and ensure that it is not your course that drops students out of focusing on the Grand Challenges.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In environments where student cooperation is low or even largely impossible, just keep in mind that being consistent throughout the course from start to finish will allow you to keep students focused on how almost everything can be related to real-world problems and issues. Reiterate often that the content they are learning about will help them develop skills that have been historically or are currently used to address such problems.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Lesson Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Below are some handy resources and ready-to-go lesson plans for teachers that would like to get started integrating the Grand Challenges for Engineering into their curriculum and classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.rose-hulman.edu\/academics\/educational-outreach\/teacher-resources\/grand-challenges.html\">Rose-Hulman\u2019s Institute of Technology<\/a> - Includes lessons, courses, and short activities!<\/li><li><a href=\"https:\/\/goopenmichigan.org\/\">Michigan\u2019s Open Educational Resources<\/a><ul><li><a href=\"https:\/\/goopenmichigan.org\/courses\/the-grand-challenge\/view\">Engineering Better Medicines, Health Informatics, Engineering<\/a> - A full course on magnetism, MRIs, all culminating in solving healthcare problems!<\/li><li><a href=\"https:\/\/goopenmichigan.org\/courses\/the-grand-challenge-simulating-human-vision\/view\">Health Informatics and Engineering<\/a> - A three-lesson unit on understanding vision and how it works in animals and robotics.<\/li><li><a href=\"https:\/\/goopenmichigan.org\/courses\/x-prize-workshop-grand-challenges-in-energy-fall-2009\/view\">Aerospace Engineering and Energy<\/a> - A full course based on understanding aerospace engineering principles and projects that have been funded in the past. The unit\u2019s learning is assessed by students developing their own engineering tools and proposals!<\/li><li><a href=\"https:\/\/goopenmichigan.org\/courses\/17-484-comparative-grand-strategy-and-military-doctrine-fall-2004\">Military Science and Preventing Nuclear Terror<\/a> - A full course regarding military strategies during major modern conflicts and beyond, with some lessons centered on understanding how countries deter, prevent, and engage in nuclear conflicts.<\/li><li><a href=\"https:\/\/goopenmichigan.org\/courses\/fueling-sustainability-engineering-microbial-systems-for-biofuel-production-spring-2011\/view\">Biofuel and Sustainability<\/a> - A full course on sustainable energy that can be used to address multiple Grand Challenges.<\/li><\/ul><\/li><li><a href=\"https:\/\/www.nsta.org\/science-teacher\/science-teacher-marchapril-2021\/introducing-engineering-altruistic-stem-career\">Introducing Engineering as an Altruistic STEM Career | NSTA<\/a> - Lessons at the bottom.<\/li><li><a href=\"https:\/\/www.asee.org\/public\/conferences\/32\/papers\/9370\/download\">ASEE Middle School Curriculum<\/a> - A description of Grand Challenge implementation and lesson resources embedded in the paper and bibliography.<\/li><\/ul>\n<!-- \/wp:list -->",
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            "excerpt": "What is STEM, and why should I be teaching it? STEM education has been gaining momentum since the turn of the millennium, largely because of the pace of technological advances and the rapidly changing job market that requires workers to be equipped with 21st Century Skills. These skills are frequently summarized to: Critical thinking Creativity...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>2023-2024 pricing changes<\/h1>\t\t\n\t\t<p>Over the past two decades, <i>Michigan Virtual<\/i> has partnered with over 500 school districts and supported tens of thousands of students and teachers.\u00a0<\/p><p>As a nonprofit 501(c)(3), we\u2019re proud to offer quality student learning through hundreds of course offerings taught by qualified, Michigan-certified course instructors.<\/p>\t\t\t\t\n\t\t\t<h2>Pricing increase\n<\/h2>\t\t\n\t\t<h6>While our pricing has remained consistent over the past several years, the cost of student courses will increase starting in Fall 2023.<\/h6>\t\t\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">PLUS<\/th><th scope=\"col\">Previous price<\/th><th scope=\"col\">2023-24<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td>Base<\/td><td>$335<\/td><td>$350<\/td><\/tr><tr><td>Consortium<\/td><td>$320<\/td><td>$330<\/td><\/tr><tr><td>Out of state<\/td><td>$450<\/td><td>$480<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">AP<\/th><th scope=\"col\">Previous price<\/th><th scope=\"col\">2023-24<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td>Base<\/td><td>$425<\/td><td>$440<\/td><\/tr><tr><td>Consortium<\/td><td>$410<\/td><td>$420<\/td><\/tr><tr><td>Out of state<\/td><td>$480<\/td><td>$510<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Middle School<\/th><th scope=\"col\">Previous price<\/th><th scope=\"col\">2023-24<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td>Base<\/td><td>$335<\/td><td>$350<\/td><\/tr><tr><td>Consortium<\/td><td>$320<\/td><td>$330<\/td><\/tr><tr><td>Out of state<\/td><td>$450<\/td><td>$480<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Essentials<\/th><th scope=\"col\">Previous price<\/th><th scope=\"col\">2023-24<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td>Base<\/td><td>$240<\/td><td>$250<\/td><\/tr><tr><td>Consortium<\/td><td>$225<\/td><td>$230<\/td><\/tr><tr><td>Out of state<\/td><td>$290<\/td><td>$310<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">EdReady<\/th><th scope=\"col\">Previous price<\/th><th scope=\"col\">2023-24<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td>A la carte<\/td><td>$40<\/td><td>$50<\/td><\/tr><tr><td>Site<\/td><td>$15<\/td><td>$20<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">NetAcademy<\/th><th scope=\"col\">Previous price<\/th><th scope=\"col\">2023-24<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td>Base<\/td><td>$425<\/td><td>$425<\/td><\/tr><tr><td>Consortium<\/td><td>$425<\/td><td>$425<\/td><\/tr><tr><td>Out of state<\/td><td>$425<\/td><td>$425<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h2>Drop policy<\/h2>\t\t\n\t\t<h6><strong>Each student course has a specific drop policy.<\/strong><\/h6><p>Those dates will change slightly starting with Summer 2023 courses. Visit our calendar to review enrollment dates and these updated drop policy dates.<\/p>\t\t\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\tLooking for 2022-2023's Calendar?\n\t\t\t\t\t<\/a>\n\t\t\t<h2>We\u2019re here to help<\/h2>\t\t\n\t\t<p>We appreciate your understanding as we make these changes, and we\u2019re here to answer any questions you might have.<\/p><p>While our price and drop policy structures are changing, our mission remains the same: To advance both learning and teaching through research, practice, and partnerships.\u00a0<\/p><p>If you have questions or need further assistance, please <a href=\"https:\/\/michiganvirtual.org\/about\/support\/\">contact us<\/a>.<\/p>",
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        {
            "id": 71249,
            "path": "\/blog\/22-tech-tools-for-2022\/",
            "author_id": 33,
            "timestamp": 1649420158,
            "content": "<!-- wp:paragraph -->\n<p>Do you need to spice up your lesson plans? Add a little pizzazz to your classroom? Or just find a tech tool that makes life easier? <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I've compiled 22 Tech Tools for 2022. Each includes a brief description and some of the pros and cons. This list was originally presented at <a href=\"https:\/\/michiganvirtual.org\/macul\/\">MACUL<\/a> in March.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Tech tools: Content<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>1. <a href=\"https:\/\/bookcreator.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Book Creator<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\"><a href=\"https:\/\/bookcreator.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img style=\"width: 300px\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/icon-512-brighter.png\" alt=\"Book Creator logo: Rainbow\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Collaborative app\/website to build digital books<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Easy to build pages; allows students to focus on creativity; easy to share<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Younger students may feel overwhelmed with all the options; collaboration can be tricky<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>2. <a href=\"https:\/\/www.sutori.com\/en\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Sutori<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.sutori.com\/en\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh3.googleusercontent.com\/Zam7RB75NE9XJjZFgTF3G7NzzOdpxqWs12FtSVvIeR-Zzi3pcUnuWm-NXdhWIN_KXu9rx0sjHund0QBT9PIbeukMCoB6Z8AwTSnegDIKeXy7_Ci419PwlL_j-jnGiCg1oiv9EgkUE7oP\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Platform to create learning resources, presentation templates, collaborative presentations<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Range of media options; simple visual designs; templates for ease; connects with Google Classroom; can differentiate access level per person<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>May need to upgrade for full benefit; prebuilt timelines can vary in quality<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>3. <a href=\"https:\/\/mosamack.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Mosa Mack Science<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/mosamack.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh3.googleusercontent.com\/kZ9BuEwLijz165Xz0bRfcQNUYUO84VzK3E_OxxH6C4Bw-cBtVILPASc5WAxvtBdxNN5WHnY3aVSjjQCQLwt7ECUYdmjGpSOU4axEcmlt470vEoCm2ZIgKQhzdNj1J9WVSX8m3_epF62x\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online STEM lessons &amp; resources for 4th-8th grade<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Range of media options; simple visual designs; templates for ease; cReal world problems for kids to solve; F2F &amp; remote options; follows NGSS; lesson guides; GC integration<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>May need to upgrade for full benefit; prebuilt timelines can vary in Ss must have an email to access; some investigations are loosely linked to the problems presented in the initial video; $$ (one trial unit available; March promo)<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column {\"width\":\"100%\"} -->\n<div class=\"wp-block-column\" style=\"flex-basis:100%\"><!-- wp:heading {\"level\":3} -->\n<h3>4. <a href=\"https:\/\/gizmos.explorelearning.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Gizmos<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/gizmos.explorelearning.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh5.googleusercontent.com\/khfU3jVbvwVcMSxezi02j7gjARA4Lvi9HWB_YBfLfyeUsnIB2x0uKw_3VemCmrKHf2KDoYJxI8IwMjQSn0tlDTMoYjv6O-cgVk6yaXBNsAFhNGxV07djpVN8xP3nLc9YdByP5h1EFDpA\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Science &amp; math online simulations for 3rd - 12th grade<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Simple to use; cover nearly every topic in math &amp; science; extra resources &amp; assessments<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Lack of in-program audio or multilingual options; some Gizmos can be text-heavy; no LMS integration or Google log in<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>5. <a href=\"https:\/\/www.bookwidgets.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Book Widgets<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.bookwidgets.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh3.googleusercontent.com\/NIcCLOjowPYCam_GOy4u-jv_e5OMdOTavnm8uyJMSx08dS3DdtB46h0ne812pdm25SDKgYepLw6X8ADLS7DN1oyzINw0wibYZQowjlbKfm3Fhol8RnSXUZ18MLOzNIWQa_SOPtWnr3rG\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Create activities tailored to your content (like H5P but with backend data capability)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Useful widgets for all content areas; Lots of integration options (GC, Schoology, Microsoft, etc.).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students have to sign in; $; many widgets promote lower-level thinking; the organization of widgets may be clunky and confusing.<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>6. <a href=\"https:\/\/www.readworks.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Readworks<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.readworks.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh3.googleusercontent.com\/CttmuWyvfJBrNZh5EhVgIH3svFI9N2lz9I1A7507hxBxBWmSnLxEoTgtXNCNTXlugIUXEigdrdOaSE9P4DjEpkWVlKktlBPf11R5qMral24pQV5RP2jl33L2rYHEtshxB6ztW7HXLI-W\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Print and digital level text library<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Easy-to-find content for any subject; leveled reading passages are paired with detailed lesson plans and thorough comprehension activities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>LMS integration is limited to Google Classroom<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>7. <a href=\"https:\/\/www.clipular.com\/welcome\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Clipular<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":311,\"height\":295,\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image is-resized\"><a href=\"https:\/\/www.clipular.com\/welcome\" target=\"_blank\" rel=\"noopener\"><img src=\"http:\/\/quickfics.facultyinnovate.utexas.edu\/wp-content\/uploads\/2018\/02\/clipular-logo.png\" alt=\"clipular-logo - Quick FIC Solutions\" width=\"311\" height=\"295\" \/><\/a><\/figure>\n<!-- \/wp:image --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Easy screen capture tool<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Archives screenshot history; can create collections; download or drag and drop option<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Must use Chrome<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>8.  <a href=\"https:\/\/www.formative.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Formative<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.formative.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh6.googleusercontent.com\/wKVcy2p8yH9AlrCJVPyKtd1aqrRSW2ANOhF5TW3NIU-W5CJSgmbvpCgZvk72dx0ovmXNzc9UhddZisRUcEHQy8_BwZqfXk1NuClprwSECEpiXNfmQ0T7uFJhZNrcDBM7hDkpFxKvkPgf\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Digital assessment platform<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Quickly create simple or detailed assessments; real-time monitoring and feedback<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Could use more opportunities for collaboration; no family access<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>9. Open Educational Resources<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/goopenmichigan.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh5.googleusercontent.com\/wOr5PStioDTkPhTzV7BZ2D_TBXZ6W9RjnxknCfI-nTJBq0A6q_dPG9YYcELE57GjYx-xdooIjwSM0Iyb0vBH_yptNdTG4yiOAfnSwpbmU3KsrhLvseFEoY2VW38WRh3ydnGoIEdX_Kup\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Thousands of free and vetted educational resources<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Lots of lessons, tool integration; with the pandemic, getting more traction<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Can be overwhelming; difficult to find exactly what you need<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Tech tools: Engagement<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>10. <a href=\"https:\/\/www.blooket.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Blooket<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":283,\"height\":283,\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image is-resized\"><a href=\"https:\/\/www.blooket.com\/\" target=\"_blank\" rel=\"noopener\"><img src=\"https:\/\/pbs.twimg.com\/profile_images\/1093679004949856258\/tawJl90e_400x400.png\" alt=\"Blooket (@PlayBlooket) \/ Twitter\" width=\"283\" height=\"283\" \/><\/a><\/figure>\n<!-- \/wp:image --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Classroom engagement platform; same question set, different games<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Quirky games add variety; students stay engaged, even if they get behind<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Limited to multiple-choice questions; question set library lacks curation; younger players might create accounts after games<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>11. <a href=\"https:\/\/workspace.google.com\/products\/jamboard\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Jamboard<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/workspace.google.com\/products\/jamboard\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh6.googleusercontent.com\/skYnUO-HLIAFt0gGeGiXUaxEcU3ZR_HnW91K_z9oEGjoC8ALDvmTkVIjDcN8ldXc2pIu7TNpCylKTFrKsS21Xie88YRvhfCMRQBToVQiEHHi9NVf9gs4Wg1FXwmGbjbgIs8cNpl7r_fR\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Interactive Google whiteboard tool<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Pull files from Google Drive and collaborate while using Google Meet; add backgrounds\/templates to provide more options; duplicate<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Lacks ability to add media (videos, music, live links); one board is limited to 50 users at a time<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>12. <a href=\"https:\/\/legacy.smarttech.com\/en\/lumio\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Lumio<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":309,\"height\":309,\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image is-resized\"><a href=\"https:\/\/legacy.smarttech.com\/en\/lumio\" target=\"_blank\" rel=\"noopener\"><img src=\"https:\/\/yt3.ggpht.com\/43JUeRutE3lEjBUCDeVN90XqwLfhfln2BLqfP711xB9N_DZwCiMGgdzHCXDhcHLYjaCPzGEuxg=s900-c-k-c0x00ffffff-no-rj\" alt=\"Lumio by SMART - YouTube\" width=\"309\" height=\"309\" \/><\/a><\/figure>\n<!-- \/wp:image --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Engagement and lesson delivery platform<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Ready-made resources (activators, questioning &amp; reflecting, manipulatives, graphic organizers); Google integration; self-paced or whole group; premade lessons; real-time results; collaborative opportunities<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Time-consuming to build your own lessons; does not sync with LMS or GC<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>13. <a href=\"https:\/\/www.gimkit.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Gimkit<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":279,\"height\":279,\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image is-resized\"><a href=\"https:\/\/www.gimkit.com\/\"><img src=\"https:\/\/cdna.artstation.com\/p\/jobs\/images\/000\/014\/284\/thumb\/gimkitGIcon.jpg?1631630579\" alt=\"ArtStation - Character, Prop &amp; Terrain Designer at Gimkit\" width=\"279\" height=\"279\" \/><\/a><\/figure>\n<!-- \/wp:image --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Student engagement platform<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Minimal setup; promotes student agency, GC integration, different ways to play with the same questions<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students could focus on gameplay at the cost of content<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>14. <a href=\"https:\/\/empatico.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Empatico<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/empatico.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh6.googleusercontent.com\/3nIjAOhVjtFph9BW1Hh_0qdIIpFFuFrhpSXMPqYBG4o7yvOnG6z1xO5WJ7zHPwh5Pzbm-CLV_my-NocL6SgDScqfPKrBePRXThCOl6orNzjrPznbOCtI1QdR9MwG6equ28lu5RJFKMoZ\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Platform to connect to classrooms around the world<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Easy to set up and find classes; suggested activities are very helpful; Empatico Expedition challenges<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Due time zone differences, connecting live with another classroom across the globe might be challenging<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>15. <a href=\"https:\/\/www.peardeck.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">PearDeck<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.peardeck.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh4.googleusercontent.com\/L_PiJSB5bqR4a6zC6DPAsvRvTPJvt0V9c9_Va_tbmSrPRVvTsnNxYsH9Ek3qqRhbNrCbGfmVID-W2nYLtNVYHGa69GHqps6XFAA4qs_dM2bW91cSHP4vDBnICLpqk4Jrn85pX1sYdK2n\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Interactive presentation tool (self-paced and whole group options)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Use existing presentations; collect a variety of on-the-spot, useful data for instruction; integration into LMSs, including automatic grading on Schoology<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Takes time to create presentations; some activities (like drawing) can be tricky from phones<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>16. <a href=\"https:\/\/edpuzzle.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">EdPuzzle<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/edpuzzle.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh6.googleusercontent.com\/TudR1zPAquJ0XaphRXaGx880PEBTHNlcFAfwBtixX06ejOZVDresjmQ2BumM61TWJ2TnkOd6qS0gM-a-SX4mj_W_iMA21gQO47zEKw61aZaBpfZLeXyigddPd9J07VJMM-K_crNrNH9O\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Video editing, viewing &amp; data collection platform<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Add voice-overs, comments, resources, and quizzes to videos; Chrome extension; live vs independent mode options; audio responses; looking at student-created video options; EdPuzzle originals as YouTube issue workaround<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At times need to sort through multiple copies of the same video<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Tech tools: Accessibility<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>17. <a href=\"https:\/\/www.iorad.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">iorad<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.iorad.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh3.googleusercontent.com\/jdQadBJH2KmJO3QqGVqcwPa4dA3w7Zr65Qgq8l2q_amZKlsX4Z5oes_7N-n3ePtEkGHQSnqRybcTT54qfVzJHki7ZewYp3h0fUIBKbi9uxG--qqWmB9ZbCfiun5EKoPZLDR-lss-0nlJ\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tutorial builder<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Easy to navigate; Chrome extension available; voiceover options; language translation<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Can be glitchy, resulting in having user re-do tutorial; $$<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>18. <a href=\"https:\/\/www.mote.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Mote<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":278,\"height\":278,\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image is-resized\"><a href=\"https:\/\/www.mote.com\/\" target=\"_blank\" rel=\"noopener\"><img src=\"https:\/\/1.bp.blogspot.com\/-y0hPs9kAcao\/YAGjhM84u1I\/AAAAAAAB1-w\/kFtmNXXn8-gAYyqNz7bFBj28mLUC_SyiwCLcBGAsYHQ\/s400\/mote%2Bicon.jpg\" alt=\"Free Technology for Teachers: Mote - An Easier Way to Add Audio to Google  Slides\" width=\"278\" height=\"278\" \/><\/a><\/figure>\n<!-- \/wp:image --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Audio feedback<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Flexible, easy to use; Integrated into the Google suite.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Only works within the Google ecosystem; $$<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>19. <a href=\"https:\/\/chrome.google.com\/webstore\/detail\/mercury-reader\/oknpjjbmpnndlpmnhmekjpocelpnlfdi?hl=en\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Mercury Reader<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":292,\"height\":292,\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image is-resized\"><a href=\"https:\/\/chrome.google.com\/webstore\/detail\/mercury-reader\/oknpjjbmpnndlpmnhmekjpocelpnlfdi?hl=en\" target=\"_blank\" rel=\"noopener\"><img src=\"https:\/\/smartinwi.com\/wp-content\/uploads\/2020\/09\/mercury-reader-logo.png\" alt=\"\" width=\"292\" height=\"292\" \/><\/a><\/figure>\n<!-- \/wp:image --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Removes adds, clutter from text on website articles<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Removes adds, clutter from text on website articles<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Can be glitchy when toggling the reader on &amp; off<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Just for you<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>20. <a href=\"https:\/\/pdfcandy.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">PDF Candy<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":274,\"height\":274,\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image is-resized\"><a href=\"https:\/\/pdfcandy.com\/\"><img src=\"https:\/\/images.g2crowd.com\/uploads\/product\/image\/large_detail\/large_detail_118fc07a3e64d92d0fad22d6d2a253a6\/pdf-candy.png\" alt=\"PDF Candy Reviews 2022: Details, Pricing, &amp; Features | G2\" width=\"274\" height=\"274\" \/><\/a><\/figure>\n<!-- \/wp:image --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Free PDF editor\/converter<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Easy to use, lots of format options<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Only one task per hour in free version<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>21. <a href=\"https:\/\/www.headspace.com\/educators\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Headspace<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.headspace.com\/educators\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img src=\"https:\/\/lh3.googleusercontent.com\/SAURmIzJcfaRW7co6d5pgsluI0ebBPWjIrHwEtzeE4OuGgaeiqX9z-3CW2fbCw3-wmwjq68gmdaB2moOACfK5Xd1PyaV0XWeYqjM6DUE9jSxTyglNLOPHNcI1aFeNZAz0LeYoof4dS7J\" style=\"width: 300px\"><\/a><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Wellness app<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course-like structure makes it easy to build a meditation practice; free for educators; phone and web versions<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Sometimes tricky interface<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":3} -->\n<h3>22. <a href=\"https:\/\/www.overdrive.com\/apps\/libby\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Libby<\/a>\/<a href=\"https:\/\/www.overdrive.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Overdrive<\/a><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.overdrive.com\/apps\/libby\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img width=\"166px;\" height=\"166px;\" src=\"https:\/\/lh5.googleusercontent.com\/zXarnaQRG4SkRXGBY5YcKFQDIBJgxYDGiIPckf-t5tRxGBGzCKIt_D11oCRkr66hfpPHAIPKvBbjdWddEHkYuYKty_BWsBrHweI7g4Xf0F2BsxSFiv74dHesij_Saebh01kL4QQsAHXW\"><\/a><a href=\"https:\/\/www.overdrive.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img width=\"164px;\" height=\"164px;\" src=\"https:\/\/lh4.googleusercontent.com\/YwRwzUkFImadEH_MJczgs8LyGQicZI8n2VHxAJ6cLvUsAZqlw8pdxcJDgpWLmNg_Ynqo9-ZWuKcrr37c_Bdt2wC-wBXmDAwGkge2CW0xGi1AkkRHQKlNPMAOKdzp0BSRSaWlkY-IHhvO\"><\/a> <\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>What is it?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Ebooks, and audiobooks from your library<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pros<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Lots of titles available; can recommend titles; select loan time<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Cons<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>May have to wait for popular titles<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "22 Tech Tools for 2022",
            "excerpt": "Do you need to spice up your lesson plans? Add a little pizzazz to your classroom? Or just find a tech tool that makes life easier? I&#8217;ve compiled 22 Tech Tools for 2022. Each includes a brief description and some of the pros and cons. This list was originally presented at MACUL in March. Tech...",
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        {
            "id": 71228,
            "path": "\/blog\/3-tips-for-starting-a-therapy-dog-program-at-your-school\/",
            "author_id": 32,
            "timestamp": 1649240700,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on<\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-starting-a-therapy-dog-program-at-your\/id1551347022?i=1000555691556\"><em> Apple<\/em><\/a><em>,<\/em><a href=\"https:\/\/open.spotify.com\/episode\/7CX99F8qKHRPwlG9NR6KNi?si=695UXeNaT7ulIjJTNxJ6kg\"><em> Spotify<\/em><\/a><em>,<\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/M2QyNmViODktZTUyYi00ZDBjLTkyOGEtMjJlODk2MGVhMjkx?sa=X&amp;ved=0CAUQkfYCahcKEwjosuzx_fL2AhUAAAAAHQAAAAAQAQ\"><em> Google<\/em><\/a><em>, or<\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Starting-a-Therapy-Dog-Program-at-Your-School-feat--Joel-Asiala-from-Washington-Middle-School-e1gerfe\"><em> another platform<\/em><\/a><em>. Alternatively, you can read along with the<\/em><a href=\"https:\/\/otter.ai\/u\/WMW4cmJVtpUq2WIicYjw2MlmLqo\"><em> transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Joel Asiala started as the principal of <a href=\"https:\/\/www.clkschools.org\/horizons.php\">Horizons Alternative High School<\/a> right after the passing of Sweet Pea, a trained therapy dog belonging to one of the school\u2019s teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Staff and students alike missed their furry friend, who often came to visit them, so they asked Joel to bring in his family dog, Tucker, who happened to look an awful lot like their beloved Sweet Pea.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Joel\u2019s initial reaction was, \u201cI'm not bringing a dog to school. That's crazy.\u201d But members of his staff continued to encourage him, and finally, he agreed\u2026 and was astonished by the results.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One day while visiting the school, the friendly Labradoodle immediately made his way to the back of the classroom, where a student appeared angry and disengaged. Tucker laid his head on the student\u2019s lap, and the adults watched on as the student began to pet him.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The school social worker asked, \u201cWhat is your dog doing?\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To this, Joel replied, \u201cJust sit back and watch.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It wasn\u2019t long \u2014 maybe eight or ten minutes \u2014 before the student was smiling and talking. When Joel called Tucker back up to the front of the classroom, the student followed him.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThis is absolutely amazing,\u201d the social worker declared after watching this small miracle play out before him. \u201cWe need to get this in all of our schools.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today, Joel is the principal of <a href=\"https:\/\/clkschools.org\/middle.php\">Washington Middle School<\/a> in Michigan\u2019s northernmost school district, the <a href=\"https:\/\/clkschools.org\/\">Public Schools of Calumet, Laurium, and Keweenaw (CLK)<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our <a href=\"https:\/\/michiganvirtual.org\/research\">research team<\/a> took a trip to visit CLK in early 2022 and wrote an <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/\">in-depth report on their many student-centered learning initiatives<\/a>. It\u2019s worth a read to see how the therapy dog program complements a variety of other innovative programs designed to <a href=\"https:\/\/www.capturingkidshearts.org\/\">capture kids\u2019 hearts<\/a> and engage their passions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, I chat with Joel, and together we dig into:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>His district\u2019s \u201cstudent-first\u201d approach and various programs their piloting to capture kids\u2019 hearts<\/li><li>Why he got his family pet, Tucker, trained as a professional therapy dog<\/li><li>His top three tips for starting a therapy dog program at your school<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Joel using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-starting-a-therapy-dog-program-at-your\/id1551347022?i=1000555691556\"> Apple<\/a>,<a href=\"https:\/\/open.spotify.com\/episode\/7CX99F8qKHRPwlG9NR6KNi?si=695UXeNaT7ulIjJTNxJ6kg\"> Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/M2QyNmViODktZTUyYi00ZDBjLTkyOGEtMjJlODk2MGVhMjkx?sa=X&amp;ved=0CAUQkfYCahcKEwjosuzx_fL2AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and<a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Starting-a-Therapy-Dog-Program-at-Your-School-feat--Joel-Asiala-from-Washington-Middle-School-e1gerfe\"> more<\/a>) or by reading along with the<a href=\"https:\/\/otter.ai\/u\/WMW4cmJVtpUq2WIicYjw2MlmLqo\"> transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Joel\u2019s full episode (which offers the fuller effect of his wisdom, energy, and examples), you can still benefit from a glimpse at his top three tips for starting a therapy dog program at your school below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>3 tips for starting a therapy dog program at your school<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#1. Consider starting with a (hypoallergenic) adult dog with the right demeanor&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Everyone loves puppies, so it's tempting to begin there when you\u2019re looking to start a therapy dog program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But Joel says it can be better to start with a mature dog, either a current staff member\u2019s family pet or an adoptable adult dog that has the right demeanor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Why? It takes at least a year and a half to train a puppy to become a therapy dog, and there\u2019s always a chance that the dog still may not have the appropriate demeanor to be surrounded by kids all the time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It can be tough to make these decisions as a school leader, he admits, because many dog owners consider their pets to be family. But you have to be objective enough to determine which dog has the right personality to be around children in your school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What are you looking for in terms of a dog\u2019s demeanor? \u201cYou need to find a dog that is highly motivated by being pet and loved,\u201d Joel clarifies. \u201cOne that is really laid back, doesn\u2019t jump or bark, and isn\u2019t aggressive.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You\u2019ll also want to find a hypoallergenic dog that can be bathed regularly to avoid allergy issues.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another consideration: Therapy dogs should only be expected to work for a couple of hours per day to avoid overtaxing the dog. It\u2019s often best to start with a dog who can be a \u201cschool pet\u201d for most of the day when not officially \u201con the job.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s got to be natural,\u201d he says. \u201cThe easiest thing to do would be to find a dog with the right temperament and slowly introduce them. If you have even 60 or 70 kids running around, that dog will become overwhelmed very quickly.\u201d<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#2. Take equal care in selecting the right handler for your therapy dog<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cFinding the right dog is important,\u201d Joel told me, \u201cbut finding the right person is almost as important or if not more important.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider choosing someone who is going to be around the school a lot. As principal, Joel often walks around the school and visits classrooms, so it was a natural fit to get his family dog, Tucker, trained through a therapy program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When they wanted to expand the program, the school's trauma team asked staff to submit applications for serving as the handler and caretaker of their next therapy dog.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They chose Washington Middle School\u2019s secretary, Nora Dee, to serve as the handler for Bleau, the next furry addition to their school staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh6.googleusercontent.com\/iLSNDNIe26k0TdLmiTTwOHjopcsLAwWoySdWeL-FKnkltM1OQu5Pcofmq3iUS3ZRyQiZf6GsiMQFs0w1inTpfHIod2ed6MYqUxTIuGHBdqcpRD6wgT6gtymFojUw_HuCANlgSDwD\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>Caption: Meet Bleau, one of Washington Middle School\u2019s three therapy dogs.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cYou want someone willing to walk the dog around a lot,\u201d explains Joel. \u201cMaybe you have a teacher with two prep hours, and they\u2019re willing to do that. It takes a lot of time. It takes someone who is committed, who really wants to be with the dog, and believes in what it can do for the school.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#3. Remember: Patience is key when it comes to animal behavior<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This last part may seem obvious, but you must have patience when bringing a therapy dog or school pet into your school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cA dog is a dog,\u201d Joel explains. \u201cIt will go to the bathroom on the floor sometimes. It\u2019s not always going to do what you tell it to do. It\u2019s an animal, so you do need to have patience.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s important to acknowledge and build in time for someone to train the dog, clean up after them, make sure they have food and water, let them out to go to the bathroom, etc. All of these things take time and patience!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s also important to note that the dog may not be able to come to school every day, depending on what the handler is doing after work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As principal of his middle school, Joel cannot always bring his family dog, Tucker, to work. For example, on the day of our interview, he had two back-to-back meetings after school and didn\u2019t want to make Tucker wait around all night before going home.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Patience is a requirement, but ultimately, Joel reminds us, it\u2019s well worth the effort to see students smiling after spending time with one of their furry friends.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>My favorite quotes from this episode<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cIt's amazing when you see a kid that's having a bad day after a therapy dog comes up to them and sits down. Those frustrations melt away when they're on the floor with a dog rolling around. And I'll tell you: It's not only the students but the staff, too... I don't know all the research. I just know that it works.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cWhat we learned in our alternative school is you can do your social studies, you can do your science, you do your math, but if a kid doesn't have passion behind it, they're not going to do their best. At <\/em><a href=\"https:\/\/www.clkschools.org\/horizons.php\"><em>Horizons<\/em><\/a><em>, we allowed students to go to the makerspace or the gaming room once they were done with their work. We had eSports, and we had a lot of success with that\u2026 You find something they're passionate about, hone into it, and it's amazing stuff.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cI truly believe that if you can figure out how to work in the alternative setting and see success and bring that into your mainstream schools, you will be extremely successful. These are some of the students that struggle the most in your [traditional] classes. But they're just classes. They\u2019re just kids. No matter where you're at, kids are kids. If you can figure out how to reach a population that struggles the most, that will only enhance your ability to reach the kids at the top, middle, and the bottom.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cIf you look at any philosopher,&nbsp; Maslow or Piaget or anybody that you learn about education, you'll see that it\u2019s about making sure students are fed, making sure that they feel safe, making sure they feel understood, and maybe even going so far as to make sure they feel loved or accepted. If you can get these things down, teaching is the easiest part. Getting the information is the easiest part if you have those other things in place.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Related resources<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Read the full research report:<\/strong><a href=\"https:\/\/www.asha.org\/njc\/communication-bill-of-rights\/\"><strong> <\/strong><\/a><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-schools-of-clk-student-centered-learning\/\">Empowering teachers and Capturing Kids' Hearts\u00ae: The Public Schools of Calumet, Laurium, and Keweenaw's journey toward student-centered learning<\/a><\/li><li><strong>Learn more: <\/strong><a href=\"https:\/\/petpartners.org\/\">Pet Partners - Therapy dogs and other therapy animals<\/a><\/li><li><strong>Learn more: <\/strong><a href=\"https:\/\/www.capturingkidshearts.org\/\">Capturing Kids\u2019 Hearts program<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
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            "id": 71224,
            "path": "\/about\/news\/michigan-educational-innovation-contest-launched\/",
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            "content": "<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>$20,000+ and business startup support offered to top three winners<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014 <\/strong>Michigan residents are encouraged to submit their ideas for improving teaching and learning in a new <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\">Michigan EdTech Innovation Pitch Contest &amp; Bootcamp<\/a>. Through a partnership between Michigan State\u2019s <a href=\"https:\/\/entrepreneurship.msu.edu\/\">Burgess Institute<\/a> for Entrepreneurship and Innovation, <a href=\"https:\/\/www.msufoundation.org\/venture-creation\">Spartan Innovations<\/a>, a subsidiary of MSU Foundation, and <a href=\"https:\/\/michiganvirtual.org\/\"><em>Michigan Virtual<\/em><\/a>, \u00a0$20,000 in business startup grants and additional startup assistance is available for contest winners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe have the resources and expertise to help Michigan teachers bring their ideas to fruition,\u201d said Paul Jaques, Managing Director of Venture Creation with the MSU Burgess Institute for Entrepreneurship &amp; Innovation. \u201cOur hope through this contest is to support innovative and entrepreneurial ideas that can be brought back to the classroom to advance learning and teaching through the use of existing or new technology.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To enter the contest, Michigan educators and innovators must submit a written pitch between April 4 and May 13, 2022. Finalists will be notified by May 25 and advance to a final pitch presentation on June 22 where first, second, and third place winners will be chosen.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cToday\u2019s modern education system faces its own set of challenges. We know that those in the classroom setting are the best at identifying problems and finding solutions to help overcome barriers,\u201d said Frank Urban, Director of Venture Creation - Life Sciences with Spartan Innovations. \u201cWe have seen the EdTech sector trending positively and we have supported several startups in that space over the last few years. The Michigan EdTech Innovation Pitch Contest is designed to help us think big and provide support for the next big ideas to make learning more effective and supportive for all.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first-place winner will receive $10,000 in business startup grant funding, plus branding and logo design support, and legal consultation. The second-place winner will receive $6,000 in business startup grant funding, plus logo design support and legal consultation. The third-place winner will receive $4,000 in business startup grant funding, plus logo design support and legal consultation.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Branding and legal support is being donated by <a href=\"https:\/\/michigancreative.com\/\">Michigan Creative<\/a> and <a href=\"https:\/\/www.fosterswift.com\/\">Foster Swift<\/a>. All monetary prizes will be made available in the form of grants from <em>Michigan Virtual<\/em> to the winners. Winners who are not yet formed as companies are still eligible to receive the monetary prize provided they form and register a legal business entity within three months of winning. Entity formation assistance can be provided.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMichigan schools have an opportunity to benefit from anyone who has ever thought, \u2018I wish there was an app for that\u2019 in an educational setting,\u201d said Jamey Fitzpatrick, President and CEO at <em>Michigan Virtual<\/em>. \u201cEducation is rapidly evolving and this program is an opportunity for us to inspire those in and around education to develop and pursue innovative ideas that will improve teaching and learning for years to come.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the grant funding for the top three winners, anyone who submits a written pitch proposal is eligible to attend a Bootcamp the week of July 18. The Bootcamp, which is provided at no cost to all pitch contest participants, is designed to help participants further explore and develop a business model around their idea while also introducing them to resources and supports that are available to entrepreneurs and innovators in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The contest is open to any Michigan resident 18 and older who has clear ties to the state's education ecosystem. This may include but isn\u2019t limited to:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>PreK-12 teachers, administrators, paraprofessionals, counselors, school personnel,<\/li><li>Parents of PreK-12 school-aged children,<\/li><li>Students of any major attending a college or university in Michigan,<\/li><li>Faculty and staff from teacher prep programs at Michigan colleges and universities,<\/li><li>Staff from organizations that serve or support Michigan\u2019s PreK-12 system.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Michigan educators can earn 25 SCECH credits by participating in both the written pitch submission and the Bootcamp experience and reflecting on how the presented elements of innovation and entrepreneurship can be applied to improving both learning and teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the contest and submit an entry,\u00a0 visit <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/?utm_campaign=EdTech%20Pitch%20Contest&amp;utm_source=outreach&amp;utm_medium=print\">michiganvirtual.org\/pitch<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
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            "id": 67901,
            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/",
            "author_id": 62,
            "timestamp": 1648785540,
            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Effectiveness Reports<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2019-20<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2018-19<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2017-18<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/em><\/a><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button {\"style\":{\"border\":{\"radius\":\"2px\"}},\"jetEngineDynamicData\":{\"text\":{\"data_source\":\"object\"}}} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/03\/ER-2021-At-A-Glance.pdf\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">View Infographic<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button {\"style\":{\"border\":{\"radius\":\"2px\"}},\"jetEngineDynamicData\":[]} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/youtu.be\/ESgLkJn-5_4\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">Watch Report Overview<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->\n\n<!-- wp:heading -->\n<h2 id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This report presents analysis of information on virtual learners reported by schools to the state and shares findings in a highly consumable way to aid the evaluation of virtual learning programs. This year\u2019s report is the ninth edition of this annual publication and completes 11 years of data on K-12 virtual learning in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The report is organized into several sections. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report\u2019s methodology is captured in <a href=\"#appendix-a\" data-type=\"internal\" data-id=\"#appendix-a\">Appendix A<\/a>. Please note that in some tables and figures, the percentage data may not sum to 100% due to rounding.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Schools\">Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 id=\"School-Fast-Facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>707 school districts reported at least one virtual enrollment. This represented 79% of Michigan school districts.<\/li><li>2,207 schools reported at least one virtual enrollment, a year-over-year increase of 80%.<\/li><li>49% of this year's schools did not report a virtual enrollment the prior year. These schools added close to 2M enrollments with an 80% pass rate.<\/li><li>91% of the prior year's schools also reported virtual enrollments this year. They accounted for over 1.6M enrollments with a pass rate of 66%, 10 percentage points higher than their pass rate the prior year.<\/li><li>81% of the 2,207 schools with virtual enrollments had 100 or more virtual enrollments.<\/li><li>85% of schools with virtual enrollments had a general education school emphasis; 13% had an alternative education emphasis.<\/li><li>87% of schools with virtual learning were LEA schools.<\/li><li>LEA schools accounted for 76% of the virtual enrollments; PSA schools generated 24% of the virtual enrollments.<\/li><li>88% of virtual enrollments came from schools with part-time virtual learning options.<\/li><li>LEA schools had the most full-time virtual schools (81).<\/li><li>99.6% of virtual enrollments came from schools with 100 or more virtual enrollments.<\/li><li>About 40% of virtual enrollments came from students in grades 9-12.<\/li><li>35% of virtual enrollments came from suburban schools, the most of any locale.<\/li><li>Schools with a general education emphasis had a 76% virtual pass rate, outperforming those with an alternative education emphasis, which had a pass rate of 49%.<\/li><li>20% of schools had a school-wide virtual pass rate of 90% to 100%, a decline of eight percentage points.<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"number-of-districts\">Number of Districts and Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the 2020-21 school year, 707 districts reported having at least one virtual enrollment. This represented 79% of the 898 Michigan public school districts for the year. See the <a href=\"https:\/\/bit.ly\/3dDJzXf\">MI School Data Report<\/a> for a breakdown of the district count.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Within those districts, 2,207 schools reported virtual enrollments, 982 more than the prior year. Of the 1,225 schools reporting virtual enrollments in 2019-2020 (the prior year), 110 of them (9%) did not report any virtual enrollments in 2020-2021 (this year). Those schools accounted for a total of 17,539 virtual enrollments in 2019-2020. There were also 1,092 schools that reported virtual enrollments in 2020-2021 but had not reported any the prior year. These schools added almost 2M virtual enrollments this year and had a virtual pass rate of 80%. That means 51% (1,115) of schools in this year's dataset reported virtual enrollments in both 2019-20 and 2020-2021. These schools generated over 1.6M enrollments and had a pass rate of 66%, which was 10 percentage points higher than their rate in 2019-20. See <a href=\"#table-b1\" data-type=\"internal\" data-id=\"#table-b1\">Table B1<\/a>. Over 1M of those enrollments came from 291 schools that reported 1,000 or more enrollments than they did in 2019-20. See <a href=\"#table-b2\" data-type=\"internal\" data-id=\"#table-b2\">Table B2<\/a>. Taken together, the explosive enrollment growth observed was due to both the addition of new schools and the increased enrollments from pre-existing virtual programs. Through that growth, 45% of those schools had pass rates that were plus or minus 9 percentage points from the prior year. See <a href=\"#table-b3\" data-type=\"internal\" data-id=\"#table-b3\">Table B3<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-grade-level\">By Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Across the 2,207 schools, 3,647,493 virtual enrollments were provided. Students in 12th grade enrolled in the most virtual courses (385,211), representing approximately 11% of all virtual enrollments. There was considerable growth in the percentage of elementary and middle school virtual enrollments. In the 2019-20 school year, 81% of the virtual enrollments came from students in high school; in 2020-21, only 40% of virtual enrollments did. This is the first time that students in elementary and middle school accounted for the majority of the virtual enrollments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The overall pass rate for virtual enrollments was 74%, an increase of 18 percentage points over the prior year. See <a href=\"#table-g1\" data-type=\"internal\" data-id=\"#table-g1\">Table G1<\/a> for a more specific breakdown of all the completion statuses. This ranged from a high of 83% in elementary grades to a low of 60% in 9th grade. See <a href=\"#table-b4\" data-type=\"internal\" data-id=\"#table-b4\">Table B4<\/a> for more information. Unlike previous years, virtual learners passed their virtual courses at a higher rate (74%) than they passed their non-virtual courses (73%). See <a href=\"#table-b5\">Table B5<\/a>. As a point of comparison, the prior year the virtual pass rate was 12 percentage points lower than those students' non-virtual pass rate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-school-level-virtual-pass-rate\">By School-Level Virtual Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Of the 2,207 schools with virtual enrollments, 432 or 20% had school-level virtual pass rates of 90% to 100%. This was eight percentage points lower than the prior year. Fifty percent of the schools (1,113) had virtual pass rates of 70% or higher. See <a href=\"#table-b6\">Table B6<\/a>. In 2019-20, 56% of schools achieved 70% or higher pass rates. Thus, even though the overall pass rate in the state rose considerably, a slightly smaller percentage of schools experienced high levels of student performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-entity-type\">By Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>LEA schools (76%) and PSA schools (24%) accounted for almost all the virtual enrollments. The prior year the proportion was closer to 60\/40. Virtual enrollments came from 1,917 (87%) LEA schools while only 224 (10%) of the schools were PSAs. See <a href=\"#table-b7\">Table B7<\/a>. LEA schools had a lower pass rate (71%) than PSA schools (81%), a reversal from the prior year. See <a href=\"#table-b8\">Table B8<\/a> or, for a more in-depth look at the completion statuses, see <a href=\"#table-g2\" data-type=\"internal\" data-id=\"#table-g2\">Table G2<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-full-time-virtual-schools\">By Full-Time Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The number of full-time virtual schools (101) increased by 24 from the prior year. Eighty-one of the 101 full-time virtual schools (80%) were LEA schools. PSA schools (17) accounted for 17% of the full-time virtual schools. See <a href=\"#table-b9\">Table B9<\/a>. Despite the sizable difference in the number of schools, LEAs and PSAs each reported about half the full-time virtual students statewide. The pass rates were also remarkably similar with LEA schools having a 64% pass rate and PSA schools a rate of 65%. Those figures are 22 percentage points higher for LEA full-time virtual and seven percentage points higher for PSA cybers than the prior year. See <a href=\"#table-b10\">Table B10<\/a> and <a href=\"#table-g3\" data-type=\"internal\" data-id=\"#table-g3\">Table G3<\/a>. Overall, the number of virtual enrollments from full-time virtual schools grew from 306,495 in 2019-20 to 429,164 in 2020-21; however, as a percentage of all virtual enrollments, those coming from cyber or full-time virtual schools reflected just 12% of the 2020-21 total---34 percentage points lower than the prior year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quick note about full-time virtual schools: Historically, full-time virtual schools have only provided students with 100% of their learning online. Thus, it was safe to designate all enrollments from such a school as being part of a full-time virtual program. Over the last few years, however, LEAs have started to add full-time virtual options to their offerings. In some cases, this is as a separate school, which makes it analogous to the cyber schools. However, increasingly, it seems that schools are offering multiple forms of online learning from the same building code. This can be seen in the <em><a href=\"https:\/\/cepi.state.mi.us\/eem\/\">Education Entity Master<\/a><\/em> where schools can report educational settings including \u201cFull Virtual,\u201d \u201cFace Virtual,\u201d and \u201cSupplemental Virtual.\u201d See page 16 of the <em><a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/EEM_Glossary_Update_10.2016_FG_547502_7.pdf\">Educational Entity Master Glossary<\/a><\/em> for more information on these field values. This means that some schools report various forms of virtual (and sometimes non-virtual) learning from a single building code. Case in point, 18% of the enrollments from virtual learners in LEA full-time programs were not flagged as being delivered virtually, indicating what may be more of a hybrid approach.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-part-time-virtual-schools\">By Part-Time Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>About 95% of the schools offering virtual learning do so to supplement their face-to-face course offerings. These 2,106 schools, referred to in this report as part-time virtual schools, were predominantly LEA schools (87%). See <a href=\"#table-b11\">Table B11<\/a>. Eighty-two percent of the part-time virtual students were enrolled through LEA schools and 18% through PSA schools. LEA schools accounted for over 2.5M virtual enrollments or 79% of the part-time enrollments. In total, enrollments from part-time virtual schools accounted for 88% of all the virtual enrollments for the year. LEA schools had a pass rate of 72% whereas PSA schools had a pass rate of 87%. Overall, the pass rate for the part-time virtual schools (75%) was 10 percentage points higher than the rate for the full-time virtual schools (65%). See <a href=\"#table-b12\">Table B12<\/a> and <a href=\"#table-g4\" data-type=\"internal\" data-id=\"#table-g4\">Table G4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-school-emphasis\">By School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Eighty-five percent of schools with virtual learning were designated as General Education and produced close to 3.3M (90%) of the virtual enrollments. Schools with Alternative Education as their emphasis accounted for almost 360,000 (10%) of the virtual enrollments. See <a href=\"#table-b13\">Table B13<\/a>. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 76% virtual pass rate, whereas Alternative Education schools had a 49% virtual pass rate (see <a href=\"#table-b14\">Table B14<\/a> and <a href=\"#table-g5\" data-type=\"internal\" data-id=\"#table-g5\">Table G5<\/a>), though this varied by entity type. LEA schools, for instance, had a 73% virtual pass rate for General Education schools and a 52% virtual pass rate for Alternative Education schools. See <a href=\"#table-b15\">Table B15<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-number-of-virtual-enrollments\">By Number of Virtual Enrollments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Over 80 percent of schools with virtual enrollments had 100 or more virtual enrollments. These schools were responsible for 99.6% of the virtual enrollments (3,632,405). See <a href=\"#table-b16\">Table B16<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another trend that continued was that, in general, schools with fewer virtual enrollments per student performed better. Consider, for instance, that 29% of schools with an average of one to two virtual enrollments per virtual learner had a virtual pass rate of 90% to 100%, whereas only 16% of schools with an average of five or more virtual courses per virtual learner had a 90% to 100% pass rate. See <a href=\"#table-b17\">Table B17<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-locale\">By Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Suburban schools represented 33% of schools with virtual enrollments. Rural settings provided the second most schools with 32%. Suburban schools also tallied the largest percentage of the virtual enrollments at 35%. City schools were close behind providing 32% of the enrollments. Both Suburban and City schools each generated over 1M enrollments. Rural schools exceeded 750,000 while Town schools had just over 413,000. See <a href=\"#table-b18\" data-type=\"internal\" data-id=\"#table-b18\">Table B18<\/a>. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. Similarly, schools with fewer than 25 virtual enrollments were the second most likely scenario. See <a href=\"#table-b19\">Table B19<\/a>. Virtual pass rates varied by locale with Suburban schools having the highest virtual pass rate at 78% and Town schools having the lowest at 64%. See <a href=\"#table-b20\" data-type=\"internal\" data-id=\"#table-b20\">Table B20<\/a>. Both Suburban and City schools had over 40% of their schools achieve building-wide virtual pass rates of 80% or higher. See <a href=\"#table-b21\">Table B21<\/a>. For more information about locales, including definitions, please see page 25 of the <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/EEM\/EEM_Glossary.pdf?rev=04e90125e1984210866450a09632f3e4\" data-type=\"URL\" data-id=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/EEM\/EEM_Glossary.pdf?rev=04e90125e1984210866450a09632f3e4\"><em>Educational Entity Master Glossary<\/em><\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-school-poverty-levels\">By School Poverty Levels<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The overall level of poverty for a school yielded insightful analyses. Schools were categorized into one of four categories based on the percentage of all learners at the school (not just virtual learners) that qualified for free or reduced-price meals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Low Poverty (&lt;=25%)<\/li><li>Mid-Low Poverty (&gt;25% to &lt;=50%)<\/li><li>Mid-High Poverty (&gt;50% to &lt;=75%)<\/li><li>High Poverty (&gt;75%)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>From this perspective, 59% of both Low Poverty and High Poverty schools reported virtual learners in 2020-21. Mid-Low Poverty (66%) and Mid-High Poverty (70%) had the highest percentage. See <a href=\"#table-b22\">Table B22<\/a>. As points of comparison, the prior year saw Low Poverty and Mid-High Poverty at 38%, Mid-Low Poverty at 39%, and High Poverty at 27%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While High Poverty schools represented only 24% of schools with virtual programs (534), they accounted for 34% of the virtual enrollments. Mid-High Poverty schools accounted for 33% of the enrollments. Low Poverty schools, on the other hand, reported only 8% of the virtual enrollments. The virtual pass rate for Low Poverty schools was 85% compared to 69% for Mid-High Poverty schools and 72% for High Poverty schools. See <a href=\"#table-b23\">Table B23<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"courses\">Courses<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 id=\"fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Over 3.6M virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 74%.<\/li><li>Virtual enrollments were spread across 1,171 different course titles.<\/li><li>63% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li><li>The course titles with the highest enrollments for each core subject were: <ul><li>English Language and Literature: English 9, English 10, English 11, and English 12<\/li><li>Mathematics: Algebra I, Geometry, Algebra II, and Mathematics (grade 7)<\/li><li>Life and Physical Sciences: Biology, Chemistry, Science (grade 7), Science (grade 6)<\/li><li>Social Sciences and History: U.S. History\u2014Comprehensive, World History and Geography, Social Studies (grade 6), and Social Studies (grade 7)<\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"number-of-courses\">Number of Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The 3,647,493 virtual enrollments came from 1,171 different course titles, as determined by unique SCED codes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"courses-by-subject-area\">Courses by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>English Language and Literature was the subject area with the highest number of virtual enrollments (664,265)---18% of all virtual enrollments. Mathematics, Social Sciences and History, Life and Physical Sciences, and Fine and Performing Arts were the other subject areas with 10% or more of the virtual enrollments. In high enrollment subject areas (greater than 100,000 virtual enrollments), virtual pass rates varied from a low of 68% in Foreign Language and Literature to a high of 80% for Fine and Performing Arts. See <a href=\"#table-c1\">Table C1<\/a> and <a href=\"#table-g6\" data-type=\"internal\" data-id=\"#table-g6\">Table G6<\/a>. Fifteen of the 23 subject areas (including all four core subjects) had virtual pass rates that were equal to or greater than the non-virtual pass rates for these students, a change from past trends. See <a href=\"#table-c2\">Table C2<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"highest-virtual-enrollment-courses\">Highest Virtual Enrollment Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For English Language and Literature, the most highly enrolled in virtual courses were 9th, 10th, 11th, and 12th grade English\/Language Arts. Of those four, the pass rate was lowest for 9th grade English\/Language Arts (54%) and rose consistently for each subsequent grade level to finish at 70% for 12th grade English\/Language Arts. Three course titles were at the 6-8 grade level and another three were K-5. See <a href=\"#table-c3\">Table C3<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In Mathematics, Algebra I, Geometry, and Algebra II had the most enrollments. Three course titles were at the 6-8 grade level and four were K-5. The pass rate across the top 10 most enrolled-in virtual mathematics courses ranged from a low of 53% for Algebra I to a high of 83% in both Mathematics (grade 4) and Mathematics (grade 2). See <a href=\"#table-c4\">Table C4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Biology was the only course titles responsible for more than 10% of the virtual enrollments in Life and Physical Sciences courses. Chemistry and Physical Science also made the top ten list. There are three titles at the 6-8 grade level and four at K-5. Physical Sciences had the lowest pass rate (56%) of those in the top 10; the highest was 83% in three of the elementary science courses. See <a href=\"#table-c5\">Table C5<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For Social Sciences and History, only U.S. History\u2013Comprehensive yielded more than 10% of the virtual enrollments. World History and Geography, as well as Economics were the other high school courses in the top ten. There were three titles for 6-8 and four for K-5. Pass rates for the top 10 most enrolled in courses ranged from a low of 59% in World History and Geography to a high of 83% in several elementary social studies courses. See <a href=\"#table-c6\">Table C6<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thirty-four AP courses were taken virtually in 2020-21. AP English Language and Composition was the most popular course accounting for 14% of the 26,888 AP enrollments. The pass rate for AP courses taken virtually was 87%. See <a href=\"#table-c7\">Table C7<\/a>. The pass rate for non-virtual AP courses taken by virtual learners was 92%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"subject-area-enrollments-by-locale\">Subject Area Enrollments by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course enrollment patterns were quite consistent across locales. Each locale (Rural, Town, Suburb, City, and Not Specified) reported 14% of their enrollments in Life and Physical Sciences. In English Language and Literature, along with Mathematics, the difference across the locales was within two percentage points. See <a href=\"#table-c8\">Table C8<\/a>. Pass rates in virtual courses did vary across subject areas and locale. For instance, in English Language and Literature, the Town pass rate was 63% while the pass rate from Suburban schools was 76%. This trend of Suburban schools having the highest pass rate and Town schools having the lowest continued with the core subjects of Mathematics, Life and Physical Sciences, and Social Sciences and History. See <a href=\"#table-c9\">Table C9<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"subject-area-enrollments-by-gender\">Subject Area Enrollments by Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Males and females enrolled in subject areas in similar proportions. In the four highest enrollment subject areas (English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History), the proportion of enrollment from males and females was within one percent of each other. Pass rates did, however, show more variability by student sex. In 22 of the 23 subject areas (Transportation, Distribution, and Logistics being the lone exception), females outperformed males---a trend that has been consistent with past years. Females had a 75% pass rate whereas males had a 72% pass rate. See <a href=\"#table-c10\">Table C10<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"courses-by-virtual-method\">Courses by Virtual Method<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools classified the virtual courses into one of three methods: Blended Learning, Digital Learning, or Online Learning. See pages 350 and 351 of the <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/MSDS\/2020-21_Collection_Details.pdf?rev=c41bc3e9efa243328599978b98cf6e2c\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Student Data System Collection Details Manual Version 4.0<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Blended Learning - A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location and pace of instruction. For a course to be considered blended, at least 30% of the course content is delivered online.<\/li><li>Digital Learning - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li><li>Online Course - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time or location, or both. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-size: inherit\">Blended Learning enrollments accounted for 19% of the virtual enrollments and had a pass rate of 85%. Digital Learning totaled 7% of the enrollments with a 64% pass rate. Online courses represented most of the enrollments (74%) and yielded a pass rate of 72%. See <\/span><a style=\"font-size: inherit\" href=\"#table-c11\">Table C11<\/a><span style=\"font-size: inherit\">.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"students\">Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 id=\"student-fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>418,513 K-12 students took at least one virtual course which represented 29% of Michigan public school students.<\/li><li>Elementary and middle school students each tended to reflect about 6% to 7% of students; high school students reflected 10% to 13%.<\/li><li>55% of virtual learners passed all their virtual courses. Eleven percent of virtual learners did not pass any of their virtual courses.<\/li><li>Of the 67,014 students who did not pass any of their virtual courses, 25% took only one or two courses. Almost 41,000 students took and did not pass five or more virtual courses with 9,412 students taking and not passing 11 or more virtual courses.<\/li><li>Female students had a higher pass rate (75%) than did males (72%).<\/li><li>Students in poverty made up the majority of virtual learners (64%) and virtual enrollments (66%). Students in poverty also had a lower pass rate (69% v. 82%).<\/li><li>Part-time virtual learners had higher pass rates (75%) compared to full-time virtual learners (65%).<\/li><li>Students using special education services made up 13% of the virtual learners.<\/li><li>Pass rates were highest for students taking the most virtual courses. Students taking five or more virtual courses had a 74% pass rate compared to 68% for those taking three or four and 72% for those taking one to two.<\/li><li>White students represented 55% of virtual students; African Americans were 28%. This means that White students were underrepresented, and African American students were overrepresented compared to their percentages in the statewide student population.<\/li><li>Over 3.3M virtual enrollments were from students whose district was stable (all enrollments from the same district) throughout the year. These enrollments had a virtual pass rate of 77%.<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-student-grade-level\">By Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the 2020-21 school year, 418,513 Michigan K-12 students, approximately 29% of students in the state, took at least one virtual course. This was a 243% increase in the number of virtual learners compared to what was reported for 2019-20. Unlike prior years, the percentage of learners at each grade level was much more evenly distributed. Each of the elementary and middle school grade levels tended to be around 6% to 7% of the enrollments with each of the high school grade levels between 10% to 13%. See <a href=\"#table-d1\">Table D1<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-student-sex\">By Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There were slightly more males (210,161) enrolled in virtual courses than females (208,391), though from a percentage perspective, each represented about half of the population. Females had a 3% higher pass rate (75% compared to males at 72%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See <a href=\"#table-d2\">Table D2<\/a> and <a href=\"#table-g7\" data-type=\"internal\" data-id=\"#table-g7\">Table G7<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student-by-race\/ethnicity\">By Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>White students made up 55% of virtual students with African American students totaling the second highest percentage with 28%. Asian students had the only pass rate (91%) above 90%. See <a href=\"#table-d3\">Table D3<\/a> and <a href=\"#table-g8\" data-type=\"internal\" data-id=\"#table-g8\">Table G8<\/a>. This means that White students were underrepresented (compared to 64.97% of students in the state for the year), and African American students were overrepresented (as they reflected 17.72% of the student population). See <em><a href=\"https:\/\/bit.ly\/3lVpNJv\">Student Enrollment Count Report<\/a><\/em>. All Race\/Ethnicity groups reported considerably higher virtual pass rates this year compared to the prior year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student-by-poverty-status\">By Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Sixty-four percent of virtual learners were classified as living in poverty. This is about five percentage points higher than the prior year and 13 percentage points higher than the percentage of K-12 students statewide who were economically disadvantaged. See <em><a href=\"https:\/\/bit.ly\/3laATd1\">Student Enrollment Count Report<\/a><\/em>. Students living in poverty took 66% of the virtual enrollments for the year. The pass rate for students in poverty (69%) was 13 percentage points lower than students who were not in poverty (82%). See <a href=\"#table-d4\">Table D4<\/a> and <a href=\"#table-g9\" data-type=\"internal\" data-id=\"#table-g9\">Table G9<\/a>. In 2019-20, the performance gap was 18 percentage points.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A sizable change from the prior year, where that virtual pass rate for students in poverty was 20 percentage points lower than their non-virtual pass rate, is that students in poverty were reported to have a higher pass rate in their virtual courses (69%) than they did in their non-virtual courses (66%). Students not in poverty did slightly better in their non-virtual courses (two percentage points this year compared to 19 percentage points the prior year). See <a href=\"#table-d5\">Table D5<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>About two-thirds of virtual learners were in poverty in both Full-Time and Part-Time Virtual schools. The pass rate for full-time virtual learners in poverty was 58% compared to 71% for part-time virtual learners. See <a href=\"#table-d6\">Table D6<\/a>. In 2019-20, the virtual pass rate was slightly higher (two percentage points) for the part-time students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>About 15% of all Michigan K-12 students who attended Low Poverty schools were virtual learners. Twenty-six percent of the state\u2019s students in Mid-Low Poverty, and 24% of those in High Poverty schools were virtual learners. Thirty-five percent of students in Mid-High Poverty schools took virtual courses in the 2020-2021 school year. See <a href=\"#table-d7\">Table D7<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student-by-special-education\">By Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students using special education services made up 13% of the virtual learners and 14% of the virtual enrollments. These percentages were somewhat similar to the statewide percentage of students using special education services (13.47%) for the 2020-21 school year. See the <em><a href=\"https:\/\/bit.ly\/2N4ONRj\" data-type=\"URL\" data-id=\"https:\/\/bit.ly\/2N4ONRj\">Student Enrollment Counts Report<\/a><\/em>. Students using special education services had a virtual pass rate of 69% compared to 74% for those who did not. See <a href=\"#table-d8\">Table D8<\/a> and <a href=\"#table-g10\" data-type=\"internal\" data-id=\"#table-g10\">Table G10<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student-by-FT-or-PT\">By Full-Time or Part-Time<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Eleven percent of students (46,093) were enrolled in cyber or full-time virtual schools. Students in these schools accounted for 429,164 or 12% of the virtual enrollments for the year. The pass rate for full-time virtual students was 65%. Nine out of 10 virtual learning students were part-time virtual learners, taking some courses virtually to supplement their face-to-face schedule. This subset made up 88% of the virtual enrollments and had a pass rate of 75%. See <a href=\"#table-d9\">Table D9<\/a>. The 75% virtual pass rate was two percentage points higher than the non-virtual pass rate for these students. See <a href=\"#table-d10\">Table D10<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another way to conceptualize full\/part time status is to look at the percentage of a student's enrollments that were delivered virtually. There were large numbers of students (266,808) that had 75% or more of their enrollments reported as being delivered virtually. That student count is close to six times the number of students who attended cyber or full-time schools. Examination of pass rates showed students who had fewer than 25% of their enrollments delivered virtually and those who had 75% or more of their enrollments delivered virtually, outperformed the students in the middle two quartile groupings. See <a href=\"#table-d11\" data-type=\"internal\" data-id=\"#table-d11\">Table D11<\/a>. <a href=\"#table-d12\">Table D12<\/a> and <a href=\"#table-d13\" data-type=\"internal\" data-id=\"#table-d13\">Table D13<\/a> show how the percentage of students, enrollments, and pass rates changed for LEA schools and PSA Schools, respectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-mobility-status\">By Mobility Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the first time in this report series, mobility data were included as part of the data set. The mobility variable included the following statuses: stable, incoming, or outgoing. Some of the enrollments did not include information on this variable and were listed in the data tables as \"missing\". More information about this variable is available on the <a href=\"https:\/\/www.mischooldata.org\/student-mobility\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/student-mobility\/\">MI School Data Student Mobility page<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it came to district stability, over 3.3M (93%) of the virtual enrollments were classified as stable. The pass rate for stable enrollments was 77%. Incoming enrollments to a district represented 2% of the virtual enrollments and had a pass rate of 63%. See <a href=\"#table-d14\" data-type=\"internal\" data-id=\"#table-d14\">Table D14<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When looking at mobility from a poverty perspective, we get a more nuanced perspective. Ninety-two percent of virtual enrollments from students in poverty were stable compared to 95% for students who were not in poverty. The pass rate for stable, in poverty enrolls was 73% but rose to 84% for stable, not in poverty enrollments. For incoming virtual enrollments, there was a seven percentage point advantage for students who were not in poverty (69% v. 62%). See <a href=\"#table-d15\" data-type=\"internal\" data-id=\"#table-d15\">Table D15<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Looking at mobility from a locale perspective showed fairly consistent enrollment percentages across geographies. Town schools had the lowest percentage of stable enrollments (91%). Rural schools were next at 92%. Suburban schools reported 93% of their enrollments classified as stable. City schools reported the highest percentage of stable virtual enrollments with 94%. See <a href=\"#table-d16\" data-type=\"internal\" data-id=\"#table-d16\">Table D16<\/a>. Virtual pass rates showed wider discrepancies. Stable enrollments from Town schools had a 68% pass rate whereas the pass rate was 80% for Suburban schools. The incoming pass rates tended to lag the stable pass rates by double digits regardless of the locale. See <a href=\"#table-d17\" data-type=\"internal\" data-id=\"#table-d17\">Table D17<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A final mobility dimension explored this year was how enrollment and performance varied across full-time and part-time virtual schools. Full-time virtual or cyber schools had a lower percentage of their virtual enrollments designated as stable (86% v. 94%). The full-time pass rate for stable enrollments also lagged that of students from part-time virtual programs (69% v. 78%). See <a href=\"#table-d18\" data-type=\"internal\" data-id=\"#table-d18\">Table D18<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student-by-non-virtual-course-performance\">By Non-Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Part-time virtual learners with at least three non-virtual courses were classified into one of three categories based on their success in those non-virtual courses. The three categories were:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Passed all Non-Virtual Courses<\/li><li>Did Not Pass 1 or 2 Non-Virtual Courses<\/li><li>Did Not Pass 3 or More Non-Virtual Courses<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In total, 36% of virtual learners had at least three or more non-virtual enrollments. Of that group, 50% of students passed all their non-virtual courses, 15% did not pass one or two, and 34% did not pass three or more. There were clear differences in virtual pass rates between the three categories. Students passing all their non-virtual courses had a 67% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 54%, and those with the lowest non-virtual success had a virtual pass rate of only 46%. See <a href=\"#table-d19\">Table D19<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student-by-virtual-course-performance\">By Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Fifty-five percent of virtual learners passed every virtual enrollment they took. This was eight percentage points higher than the prior year. Sixteen percent did not pass any of their virtual enrollments, and 29% passed some, but not all their virtual enrollments. Students who passed all their virtual courses were responsible for 52% of the virtual enrollments. Students with mixed success generated 37% of the enrollments, and students who did not pass any of their virtual courses contributed 11% of the virtual enrollments (compared to 19% in 2019-20). See <a href=\"#table-d20\" data-type=\"internal\" data-id=\"#table-d20\">Table D20<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For the students who did not pass any of their virtual courses, 25% only took one or two virtual courses. On the other hand, 40,968 students did not pass five or more virtual courses, and 9,412 students did not pass 11 or more virtual courses. See <a href=\"#table-d21\" data-type=\"internal\" data-id=\"#table-d21\">Table D21<\/a> and <a href=\"#table-g11\" data-type=\"internal\" data-id=\"#table-g11\">Table G11<\/a>. Further analysis of students failing all their 11 or more virtual courses showed 92% of these students had a single school report data for them. Over 80% of these students came from part-time virtual programs. Over 1,500 students were using special education services (17%) and 7,499 of these students (80%) were in poverty.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What <a href=\"#table-g11\" data-type=\"internal\" data-id=\"#table-g11\">Table G11<\/a> makes clear is that for students who do not pass any of their virtual enrollments, \u201cwithdrawns\u201d were rampant. For the virtual enrollments from students who did not pass any of their virtual enrollments, 62% had a \u201cWithdrawn\u201d status (exited, failing, or passing) and another 7% were classified as \u201cIncomplete.\u201d For those taking 11 or more virtual courses, 49% had a \u201cWithdrawn\u201d status and 9% were marked \u201cIncomplete.\u201d In each case, only 29% and 41% of the virtual enrollments, respectively, were actually classified as \u201cCompleted\/Failed.\u201d Please see the section on <a href=\"#pass-rate-calculations\">Pass Rate Calculations<\/a> for more elaboration on the impact of such issues on pass rates.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student-by-virtual-usage\">By Virtual Usage<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Unlike prior years, virtual learners had the highest pass rates when they took five or more virtual courses. Students taking one to two virtual courses had a pass rate of 72% compared to a pass rate of 68% for those taking three to four virtual courses and a pass rate of 74% for students taking five or more virtual courses. About 16% of students fell under the description of taking one or two virtual courses; however, 75% were found to have taken five or more virtual courses during the year. See <a href=\"#table-d22\" data-type=\"internal\" data-id=\"#table-d22\">Table D22<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"student-by-state-assessment\">State Assessment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":3} -->\n<h3 id=\"state-assessment-fast-facts\">Fast Facts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>49% of 11<sup>th<\/sup>&nbsp;grade virtual learners who took the SAT scored proficient in the Reading\/Writing component. 26% tested proficient in Math.<\/li><li>Higher proficiency rates on state assessments were seen with higher non-virtual performance and with students who were not in poverty.<\/li><li>A higher percentage of part-time virtual learners reached levels of proficiency on state assessment measures than their full-time counterparts.<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-subject-area\">By Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>State assessment data can be used to provide an independent measure of student performance. Based on SAT and M-STEP data from students in 11<sup>th<\/sup>&nbsp;grade, virtual learners showed lower percentages reaching proficiency on the Evidence-Based Reading and Writing (SAT), Mathematics (SAT), Science (M-STEP) and Social Studies (M-STEP) examinations than the statewide proficiency rates. Forty-nine percent of the 11<sup>th<\/sup>&nbsp;grade virtual learners tested proficient in Evidence-Based Reading and Writing and about a quarter were proficient in Mathematics. For Science, only 13% tested proficient whereas Social Studies had 38% of the virtual learners reach proficiency. See&nbsp;<a href=\"#table-e1\" data-type=\"internal\" data-id=\"#table-e1\">Table E1<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-non-virtual-performance\">By Non-Virtual Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As expected, the percentage of virtual learners testing proficient on these state tests varied considerably when accounting for their non-virtual performance. For instance, students taking a minimum of three non-virtual courses and passing all of them had proficiency rates that exceeded the statewide average for each assessment. Students who did not pass one or two of their non-virtual courses and those not passing three or more of their non-virtual courses had much lower rates of proficiency. See&nbsp;<a href=\"#table-e2\" data-type=\"internal\" data-id=\"#table-e2\">Table E2<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-poverty-status\">By Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students in poverty consistently recorded proficiency rates that were considerably lower than their peers who were not in poverty. As examples, 34% of virtual learners in poverty scored proficient on the Evidence-Based Reading and Writing exam compared to 62% for those who were not in poverty. For Mathematics, only 13% of virtual learners in poverty scored proficient compared to 37% for those not in poverty. See&nbsp;<a href=\"#table-e3\" data-type=\"internal\" data-id=\"#table-e3\">Table E3<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"by-full-part-time-type\">By Full- or Part-Time Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students taking virtual courses in a part-time capacity had higher rates of proficiency on the assessments compared to full-time virtual learners. For some assessments, the gap was sizable; 10 percentage points for Mathematics and nine points for Evidence-Based Reading &amp; Writing. See&nbsp;<a href=\"#table-e4\" data-type=\"internal\" data-id=\"#table-e4\">Table E4<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"maps\">Maps<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Alpena-Montmorency-Alcona, Branch, Calhoun, and St. Clair County ISDs\/RESAs had at least 50% of students in their service areas take a virtual course in 2020-21. In total, there were 31 ISDs\/RESA with 25% or more of the students taking virtual courses. See Figure 2.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"figure-heading no-toc\"} -->\n<h3 class=\"figure-heading no-toc\"><strong>Figure 2.<\/strong> 2020-21 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":69410,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/2020-21-Non-Cyber_Percent_Students_Map-Updated-1024x1011.png\" alt=\"Map shows Michigan ISDs colored by the percentage of students who took at least one virtual course. All but three ISDs have some color of blue meaning they have at least 10% or more of their students taking a virtual course (non-cyber) in 2020-21. In contrast, 31 ISDs had 25% or more of its students with virtual enrollments; see the preceding paragraph for more detail.\" class=\"wp-image-69410\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>One in five students attending a PSA cyber school resided within the Wayne RESA service area. The Genesee, Ingham, Macomb, and Oakland ISD service areas were the only other ISDs with 1,000 or more of their resident students attending PSA cyber schools. Kent, Muskegon, Ottawa Area, and St. Clair County ISDs\/RESAs each had between 500 and less than 1,000 students from their area attending PSA cyber schools. See Figure 3.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"figure-heading no-toc\"} -->\n<h3 class=\"figure-heading no-toc\"><strong>Figure 3.<\/strong> 2020-21 Count of PSA Cyber School Students by Resident ISD<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":69412,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/2020-21-Cyber-Map-Count-Updated-1024x1011.png\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties are white meaning they have less than 100 PSA cyber students in 2020-21. Counties with the highest percentage include Genesee, Ingham, Macomb, Oakland, and Wayne counties.\" class=\"wp-image-69412\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 id=\"hp-schools\">Reflections on Higher Performing Schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As the above sections of the report make clear, virtual learning performance, in general, was quite mixed. The analyses in this section will focus exclusively on those schools that achieved pass rates of 80% or higher to glean a clearer picture of what virtual learning looked like for these schools and programs and how it might have differed, if at all, from the state statistics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There were 792 Michigan schools with virtual pass rates of 80% or higher, reflecting 36% of all schools in the state with virtual learners. These schools reported 179,766 virtual learners or about 43% of the state's virtual learners. When zooming in on these higher performing schools, the data show:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>Successful virtual programs can support various numbers of students, enrollments, and courses offerings<\/em> \u2013 These schools showed success with 10 or fewer students (12%) and 100 or more students (54%). See <a href=\"#table-f1\" data-type=\"internal\" data-id=\"#table-f1\">Table F1<\/a>. Some offered few enrollments (64 schools had one to nine virtual enrollments) while others offered many (over 600 schools had 100 or more). See <a href=\"#table-f2\" data-type=\"internal\" data-id=\"#table-f2\">Table F2<\/a>. They also varied in the numbers of course titles offered. About a quarter of schools offered 10 or fewer virtual courses titles. Close to another quarter had between 26 and 50 courses, and a third of the schools had students in more than 50 different virtual courses. See <a href=\"#table-f3\" data-type=\"internal\" data-id=\"#table-f3\">Table F3<\/a>.<\/li><li><em>LEA and PSA schools can offer successful virtual programs<\/em> \u2013 Thirty-three percent of LEA schools with virtual programs had schoolwide virtual pass rates of 80% or higher. For PSA schools, it was 52%. See <a href=\"#table-f4\" data-type=\"internal\" data-id=\"#table-f4\">Table F4<\/a>. Both traditional school districts and charter districts can run successful virtual programs.<\/li><li><em>Schools in cities, suburbs, towns, and rural settings are proving virtual learning success<\/em> \u2013 All locales had schools with virtual pass rates of 80% or higher. City and Suburban schools had over 40% of their schools reach this threshold whereas Rural and Town school were about half that. See <a href=\"#table-f5\" data-type=\"internal\" data-id=\"#table-f5\">Table F5<\/a>. These schools are proving virtual learning can succeed across the various geographies of the state, but that it appeared to be a bigger challenge in the Rural and Town settings.<\/li><li><em>These schools show strong results across students of different race\/ethnicities<\/em> \u2013 These higher performing schools also showed promise for equitable outcomes for students of different races and ethnicities. The pass rates for African American or Black, Hispanic or Latino, and White students were all 90%. Asian students had the highest pass rate at 96%. See <a href=\"#table-f6\" data-type=\"internal\" data-id=\"#table-f6\">Table F6<\/a>. For these schools, virtual programs appear to be approaching more equitable outcomes.<\/li><li><em>Students in poverty are succeeding in these virtual programs \u2013 <\/em>Recall that across the entire state, students in poverty had a pass rate (69%) that was 13 percentage points lower than those virtual students who were not in poverty. In these 792 schools, the virtual pass rate for students in poverty rose to 89%---much closer to the 93% virtual pass rate for the students in those schools who were not in poverty. Students in poverty continued to represent a large percentage of virtual learners (61%) and virtual enrollments (63%) in these schools, but a bit smaller than the 64% of virtual learners and 66% of virtual enrollments seen across all virtual programs across the state. See <a href=\"#table-f7\" data-type=\"internal\" data-id=\"#table-f7\">Table F7<\/a>. Additionally, virtual program success varied by a school\u2019s overall poverty level. Fifty-six percent of Low Poverty schools with virtual learners achieved virtual pass rates of 80% or higher. It was 39% of the Mid-Low Poverty schools, 25% of Mid-High Poverty schools, and 38% of High Poverty schools. See <a href=\"#table-f8\" data-type=\"internal\" data-id=\"#table-f8\">Table F8<\/a>. While these 201 High Poverty schools showed it is possible, it was considerably rarer than it was for Low Poverty schools.<\/li><li><em>Both full- and part-time programs can run effective virtual programs, but success is rarer for full-time programs<\/em> \u2013 Thirty-seven percent of part-time programs were able to yield schoolwide virtual pass rates of 80% or higher. It was considerably more difficult for full-time programs to achieve similar success. Only 15 of the 101 full-time programs (15%) reached the 80% pass rate mark. See <a href=\"#table-f9\" data-type=\"internal\" data-id=\"#table-f9\">Table F9<\/a>.<\/li><li><em>Both general education and alternative education programs reached 80% school-wide virtual pass rates<\/em> \u2013 There were 732 general education schools in Michigan that achieved schoolwide virtual pass rates of 80% or higher. These 732 schools represented 39% of general education schools with virtual programs. For alternative programs, 36 schools reached this mark. As a percentage of alternative programs, it represented just 13% of such schools, indicating that while possible, this threshold of success remains a sizable challenge. See <a href=\"#table-f10\" data-type=\"internal\" data-id=\"#table-f10\">Table F10<\/a>.<\/li><li><em>Virtual students can perform at or above their face-to-face performance level<\/em> \u2013 In these 792 schools, there were 24,335 virtual learners who took a minimum of three virtual courses and had data for a minimum of three non-virtual courses. Seventy-seven percent of these students had virtual pass rates that met or exceeded their non-virtual pass rates. See <a href=\"#table-f11\" data-type=\"internal\" data-id=\"#table-f11\">Table F11<\/a>.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This year\u2019s report represents the 11th year of data on the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist. As <a href=\"#table-1\">Table 1<\/a> makes clear, there was huge growth this school year compared to past years, evidence of the role virtual learning played during the COVID 19 pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-1\"><a href=\"#conclusion\">Table 1<\/a>.&nbsp;Summary of Virtual Learning Metrics by School Year Since 2010-11<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Year<\/strong><\/th><th><strong># of Virtual Learners<\/strong><\/th><th><strong># of Virtual Enrollments<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>2010-11<\/td><td>36,348<\/td><td>89,921<\/td><td>654<\/td><td>66%<\/td><\/tr><tr><td>2011-12<\/td><td>52,219<\/td><td>153,583<\/td><td>850<\/td><td>62%<\/td><\/tr><tr><td>2012-13<\/td><td>55,271<\/td><td>185,053<\/td><td>906<\/td><td>60%<\/td><\/tr><tr><td>2013-14<\/td><td>76,122<\/td><td>319,630<\/td><td>1,007<\/td><td>57%<\/td><\/tr><tr><td>2014-15<\/td><td>91,261<\/td><td>445,932<\/td><td>1,072<\/td><td>60%<\/td><\/tr><tr><td>2015-16<\/td><td>90,878<\/td><td>453,570<\/td><td>1,026<\/td><td>58%<\/td><\/tr><tr><td>2016-17<\/td><td>101,359<\/td><td>517,470<\/td><td>1,102<\/td><td>55%<\/td><\/tr><tr><td>2017-18<\/td><td>112,688<\/td><td>581,911<\/td><td>1,158<\/td><td>55%<\/td><\/tr><tr><td>2018-19<\/td><td>120,669<\/td><td>639,130<\/td><td>1,225<\/td><td>55%<\/td><\/tr><tr><td>2019-20<\/td><td>121,900<\/td><td>672,682<\/td><td>1,225<\/td><td>56%<\/td><\/tr><tr><td>2020-21<\/td><td>418,513<\/td><td>3,647,493<\/td><td>2,207<\/td><td>74%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>The large increase in learners, enrollments, and schools was likely anticipated by many given the COVID-19 precautions in place throughout the state. But what about the 18 percentage point increase in the virtual pass rate. How should we interpret that gain? It seems likely that key factors specific to COVID precautions could be responsible and that these factors may not be likely to continue long term. Consider the following four observations. First, 49% of the schools in the 2020-21 school year did not have any virtual learners the prior year. These new schools reflected over 1.9M enrollments or 55% of all virtual enrollments, and they showed a markedly higher pass rate at 80% compared to schools who were in the previous year\u2019s dataset which did see increased performance, but still had an overall virtual pass rate of 66%. Thus, new schools propped up the virtual pass rate. It remains to be seen how many of these schools will revert back to entirely in-person options in the coming years. Second, the percentage of virtual enrollments from alternative education schools dropped substantially from 2019-20 to 2020-21. In the 2019-20 school year, 47% of the virtual enrollments were from students in alternative education schools. In 2020-21, alternative education enrollments dropped to just 10% of the enrollments. This is particularly important because the pass rate gaps between these two groups are sizable. In both years, alternative education students had virtual pass rates in the 40s, whereas the virtual pass rate for general education students bumped up from 68% in 2019-20 to 76% in 2020-21. Third, there was also a huge shift in the grade levels of virtual learners. Consider that in 2019-20, 81% of the enrollments were from students in grades 9-12. That number was cut in half for 2020-21, with the K-5 population increasing from 8% in 2019-20 to 38% for 2020-21.&nbsp;At the same time, the trend that we have seen is that students in lower grades tend to perform better than students in higher grades. In 2020-21, for instance, students in grades K-5 had an 83% pass rate compared to 63% for high school students. We suspect that the emergency closures were the driving force behind this shift, and the drastic rise in the proportion of elementary enrollments will be temporary. A final factor that we think likely contributed to the increased pass rate is that schools were simply more lenient with grading policies and workload expectations than before the pandemic. The movement to virtual environments was enormously disruptive to many schools, teachers, students, and families. During this stressful period, many schools emphasized \u201cgiving grace,\u201d which in some cases may have included lightening student workload expectations or even being more lenient with grading policies and practices. The factors, and others, may help explain what could appear to be contradictions between the findings in this report and <a href=\"https:\/\/epicedpolicy.org\/wp-content\/uploads\/2022\/01\/EPIC_BenchmarkII_Rptv1_Dec2021.pdf\" data-type=\"URL\" data-id=\"https:\/\/epicedpolicy.org\/wp-content\/uploads\/2022\/01\/EPIC_BenchmarkII_Rptv1_Dec2021.pdf\">other pandemic-focused virtual learning research which has noted learning loss related to remote learning<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We share the perspective that the shift to emergency remote learning, much of which leveraged some version of virtual learning, left many students and communities with substandard learning options. Even if the leniency hypothesis has some truth to it, 16% of virtual learners didn't pass a single virtual course, and a little more than a quarter of schools had school-wide virtual pass rates of less than 50%, though these schools accounted for only 13% of state's virtual enrollments. What is clear is that the transition to virtual was highly uneven across the state, with some schools and communities more ready and capable of handling the shift. Even within the same school or community, families have reported highly variable experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On the positive side, the report also captures examples of schools and students benefiting from virtual learning. Over 40% of virtual learners were attending schools that had virtual pass rates of 80% or higher, and equity of outcomes was much closer to reality. Clearly, these schools add to the evidence that online learning can and does work for many schools and students. To date, however, these schools reflect the exception---the hope---rather than the rule. As school, community, and legislative leaders evaluate their virtual learning programs, the data provided in this report can serve as informative benchmarks, and the varied analyses can be used as models to understand local implementation success at a deeper level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders looking to take the next step forward with their virtual programs may find value in the many <a href=\"https:\/\/michiganvirtual.org\/resources\/\">free resources <\/a>that <em>Michigan Virtual<\/em> has authored. These resources include a series of <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">practical guides to online learning<\/a> designed for students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual <\/em>also provides <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\">quality reviews of supplemental online learning programs<\/a> to Michigan schools at no cost. There are also the <a href=\"https:\/\/www.nsqol.org\/\" data-type=\"URL\" data-id=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a>, which offer frameworks to evaluate online programs, online teaching, and online courses. Finally, educational leaders looking to communicate and collaborate with others around the future of learning may find value in the <a href=\"https:\/\/futureoflearningcouncil.org\/\" data-type=\"URL\" data-id=\"https:\/\/futureoflearningcouncil.org\/\">Future of Learning Council<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-a\">Appendix A - Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"covid-19-impact\">COVID-19 Impact<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Readers should note that the COVID-19 pandemic significantly disrupted school throughout the 2020-21 school year. Some school districts moved all or some of their learning to virtual options. Thus, caution is advised when comparing this year's findings with prior years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"about-the-data\">About the Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The data for this report came from the following sources:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Michigan Student Data System \u2013 School Year 2020-2021;<\/li><li>Educational Entity Master (EEM);<\/li><li>Michigan Student Data System Teacher Student Data Link (TSDL) \u2013 Collection Year 2020-2021; and<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2019-20<\/em><\/a> \u2013 Used for comparing this year\u2019s data with the 2019-20 school year.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Because the data for this report incorporates this variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enrollments classified as virtual in this report were treated as such due to the TSDL virtual method field indicating virtual delivery. Enrollments where the TSDL virtual method field was set to \u201cBlended Learning,\u201d \u201cDigital Learning,\u201d or \u201cOnline Course\u201d were treated as virtual. According to the <em><a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/MSDS\/2020-21_Collection_Details.pdf?rev=c41bc3e9efa243328599978b98cf6e2c\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Student Data Collection Manual Version 4.0<\/a><\/em>, the virtual method field indicates \"the type of virtual instruction the student is receiving.\u201d (See page 350).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In prior years of the report, additional strategies, such as keyword searches of the local course title field, were used to flag virtual enrollments. Past years demonstrate that such efforts yield a low percentage of the virtual enrollments, and therefore were discontinued with this school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"michigan-virtual-students\">Michigan Virtual Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because this report is published by <em>Michigan Virtual<\/em>, some people have falsely concluded that the data in this report is about <em>Michigan Virtual<\/em> students only. Quite the contrary, the data in this report represent K-12 virtual learning across all providers, and <em>Michigan Virtual<\/em> as a provider would reflect only a small percentage of the virtual enrollments covered in this report. Readers interested in <em>Michigan Virtual <\/em>specific results can find those published in its <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/Annual-Report-2020-21.pdf\"><em>Annual Report: 2020-21<\/em><\/a>, which include data on the number of students, districts, and enrollments served as well as its virtual pass rate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"enrollment-calculations\">Enrollment Calculations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Enrollment data for this report principally relies on data collected in the MSDS Student Course Component. See page 328 of the&nbsp;<a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY20-21_687071_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Student Data System Collection Details Manual Version 4.0<\/em><\/a> for more details about this collection. Through this collection, the State collects data for each course a student takes. It is important to note some key variations in the data collection that impact possible approaches to calculating enrollment counts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An example of known variation is the local naming conventions for course titles. For instance, one school may call a course \u201cEnglish 9\u201d, another \u201c9<sup>th<\/sup> Grade English,\u201d and yet another \u201cELA 9.\u201d The Student Course Component resolves this issue by requiring schools to report each enrollment with a Subject Area Code and a Course Identifier Code (SCED Course Code). These codes are created by the National Center for Education Statistics through the <a href=\"https:\/\/nces.ed.gov\/forum\/sced.asp\">School Courses for the Exchange of Data (SCED)<\/a> initiative. By using these standardized codes, we can compare data more readily across schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another important variation involves course sections. In addition to the course title and SCED Course Code, schools frequently parse a course title into multiple sections. For example, a school with trimester courses may break a course into three sections, one for each trimester. A semester-based school, on the other hand, may break up a course into two sections. Others have chosen to break their courses into even smaller units such as quarters while others report what seem to be course units or lessons. Sometimes, schools use course sections to differentiate the online and face-to-face components of courses. For our purposes, the key point is that there is not always one enrollment record per student per course title.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Multiple course sections for a single course title are not, in and of themselves, problematic. They could be resolved if a weighting variable---for instance, the fraction of a Carnegie unit each section represents---was collected. The State does collect a field, Credits Granted, in the Student Course Component that might be used. However, two main drawbacks significantly impair its use. The first is that the field is only required for Migrant-eligible and dual-enrolled students. As such, many enrollments do not have a reported value. The second hindrance is inconsistent reporting of data that do exist. In some cases, schools report the Carnegie unit that was possible to be earned (same value no matter the completion status of the enrollment), although others treat the field value as variable depending on how well the student did (e.g., report a 0.5 for a student with a \u201cCompleted\/Passed\u201d completion status, but a 0.0 for a student who had a \u201cCompleted\/Failed\u201d completion status). These drawbacks make the Credits Granted field unusable as a weighting variable.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The challenge of variable course sections reported is multiplied when more than one school entity reports on the same pupil. The data appear to contain instances of two or more schools reporting on the same enrollments. Flavors of this appear to be a school partnering with an ISD to provide special education services and both reporting the same enrollments. Another example appears to occur when a student transfers from one district and then enrolls in the same courses at the new school. <a href=\"#table-a1\" data-type=\"internal\" data-id=\"#table-a1\">Table A1<\/a> and <a href=\"#table-a2\" data-type=\"internal\" data-id=\"#table-a2\">Table A2<\/a> highlight enrollment variation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-a1\"><a href=\"#enrollment-calculations\" data-type=\"internal\" data-id=\"#enrollment-calculations\">Table A1<\/a>.&nbsp;2020-21 Virtual Enrollment Counts and Pass Rates by Number of Virtual Enrollments Per Student\/SCED Code Pair<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Enrolls per Student\/SCED Code Pair<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1<\/td><td>1,550,459<\/td><td>43%<\/td><td>72%<\/td><\/tr><tr><td>2<\/td><td>1,374,818<\/td><td>38%<\/td><td>73%<\/td><\/tr><tr><td>3<\/td><td>377,631<\/td><td>10%<\/td><td>76%<\/td><\/tr><tr><td>4<\/td><td>228,116<\/td><td>6%<\/td><td>80%<\/td><\/tr><tr><td>5<\/td><td>37,260<\/td><td>1%<\/td><td>65%<\/td><\/tr><tr><td>6 or More<\/td><td>79,209<\/td><td>2%<\/td><td>77%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-2\"><a href=\"#enrollment-calculations\" data-type=\"internal\" data-id=\"#enrollment-calculations\">Table A2<\/a>.&nbsp;2020-21 Percentage of Students by Total Student Enrollment Counts (Virtual and Non-Virtual) and Full- or Part-Time Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Enrollment Count (Virtual and Non-Virtual) <\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 5<\/td><td>10%<\/td><td>9%<\/td><\/tr><tr><td>6 to 10<\/td><td>26%<\/td><td>29%<\/td><\/tr><tr><td>11 to 15<\/td><td>49%<\/td><td>38%<\/td><\/tr><tr><td>16 to 20<\/td><td>10%<\/td><td>15%<\/td><\/tr><tr><td>21+<\/td><td>5%<\/td><td>9%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Given these data limitations, the enrollment counts and related data figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pass-rate-calculations\">Pass Rate Calculations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For this report, the pass rate was calculated based on data reported in the \u201cCompletion Status\u201d field. For more information about the Completion Status field, including definitions for each status, see page 345 of the <a href=\"https:\/\/www.michigan.gov\/-\/media\/Project\/Websites\/cepi\/MSDS\/2020-21_Collection_Details.pdf?rev=c41bc3e9efa243328599978b98cf6e2c\"><em>Michigan Student Data System Collection Details Manual Version 4.0<\/em><\/a>. Column one of Table A3 displays the various statuses reported by schools for the virtual enrollments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-a3\"><a href=\"#pass-rate-calculations\" data-type=\"internal\" data-id=\"#pass-rate-calculations\">Table A3<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited (No Credit Issued)<\/td><td>14,815<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>409,931<\/td><td>11%<\/td><\/tr><tr><td><span style=\"color: #115e6e\"><strong>Completed\/Passed<\/strong><\/span><\/td><td><span style=\"color: #115e6e\"><strong>2,684,021<\/strong><\/span><\/td><td><span style=\"color: #115e6e\"><strong>74%<\/strong><\/span><\/td><\/tr><tr><td>Incomplete<\/td><td>79,318<\/td><td>2%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>293<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>163<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>305,462<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>13,879<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>139,611<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>3,647,493<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Throughout this report, the pass rate simply represents the percentage of virtual enrollments with a status of \u201cCompleted\/Passed.\u201d Notice that the percentage of enrollments with a \u201cCompleted\/Passed\u201d status in Table A3 matches the statewide pass rate. This pass rate formula remains consistent with past reports.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Please keep in mind that calculating the pass rate in this manner will result in the lowest possible percentage. To illustrate why this is, consider the completion status of \u201cAudited (No Credit Issued).\u201d These virtual enrollments are not \u201cfailures\u201d per se, but act as such in the formula since they are added to the formula's denominator without impacting the numerator. Another example is enrollments with a completion status of \u201cIncomplete.\u201d About 2% of the virtual enrollments in this report were classified as \u201cIncomplete.\u201d As such, they are treated in the report\u2019s pass rate formula as zero passes, even though some may eventually be awarded a passing status. Finally, it is unclear how to best treat enrollments with a \u201cWithdrawn\u201d status. For instance, 4% of the virtual enrollments in 2020-21 were marked as \u201cWithdrawn\/Passing,\u201d meaning that the student was passing the course at the time the student was withdrawn. Should these enrollments be counted as failures? What about students whose enrollments were marked as \u201cWithdrawn\/Exited\u201d (8% of the virtual enrollments)? Based on the data available, there is no way to determine whether that exiting occurred in the first few weeks of class or the final weeks of class. The data do not provide insight into whether the student was re-enrolled in a different course or whether it was too late for re-enrollment in a credit-bearing opportunity for the student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The research team raises these issues because they represent questions for which there are no definitive answers. In the end, the team decided to report the pass rate as the percentage of all virtual enrollments that were reported as \u201cCompleted\/Passed.\u201d To provide readers with a better idea of the impact of this approach, additional data tables are provided in <a href=\"#appendix-f\" data-type=\"internal\" data-id=\"#appendix-f\">Appendix G<\/a> to allow interested readers in drawing their own conclusions and calculating their own formulas for many of the pass rates reported.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-b\">Appendix B - School Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b1\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B1<\/a>. Two Year Comparison (2019-20 and 2020-21) of Virtual Enrollment Data<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Years<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of 2020-21 Schools<\/strong><\/th><th><strong># of 2020-21 Enrolls<\/strong><\/th><th><strong>% of 2020-21 Enrolls<\/strong><\/th><th><strong>2020-21 Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>2019-20 Only<\/td><td>110<\/td><td>NA<\/td><td>17,539<\/td><td>NA<\/td><td>NA<\/td><\/tr><tr><td>2020-21 Only<\/td><td>1,092<\/td><td>49%<\/td><td>1,990,301<\/td><td>55%<\/td><td>80%<\/td><\/tr><tr><td>Both Years (2019-20 and 2020-21)<\/td><td>1,115<\/td><td>51%<\/td><td>1,657,192<\/td><td>45%<\/td><td>66%<\/td><\/tr><\/tbody><\/table><figcaption>Note: The 110 schools in the \"2019-20 Only\" row had 17,539 enrollments and a 51% pass rate for that year. The 1,115 schools in both years had a pass rate of 56% for 2019-20.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b2\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B2<\/a>. Virtual Enrollment Differences for Schools Reporting Virtual Learners in Both 2019-20 and 2020-21<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Year-to-Year Enroll Difference<br>(2020-21 minus 2019-20)<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>+1,000 or More<\/td><td>291<\/td><td>26%<\/td><td>1,086,240<\/td><td>66%<\/td><\/tr><tr><td>+500 to +999<\/td><td>136<\/td><td>12%<\/td><td>170,933<\/td><td>10%<\/td><\/tr><tr><td>+100 to +499<\/td><td>200<\/td><td>18%<\/td><td>156,330<\/td><td>9%<\/td><\/tr><tr><td>0 to +99<\/td><td>194<\/td><td>17%<\/td><td>42,392<\/td><td>3%<\/td><\/tr><tr><td>-1 to -99<\/td><td>165<\/td><td>15%<\/td><td>37,510<\/td><td>2%<\/td><\/tr><tr><td>-100 to -499<\/td><td>100<\/td><td>9%<\/td><td>58,894<\/td><td>4%<\/td><\/tr><tr><td>-500 to -999<\/td><td>12<\/td><td>1%<\/td><td>12,292<\/td><td>1%<\/td><\/tr><tr><td>-1,000 or More<\/td><td>17<\/td><td>2%<\/td><td>92,601<\/td><td>6%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,115<\/td><td>100%<\/td><td>1,657,192<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b3\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B3<\/a>. Virtual Pass Rate Differences for Schools Reporting Virtual Learners in Both 2019-20 and 2020-21<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Year-to-Year Pass Rate Difference<br>(2020-21 minus 2019-20)<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>50 or More Percentage Points Increase<\/td><td>18<\/td><td>2%<\/td><td>43,749<\/td><td>3%<\/td><\/tr><tr><td>25 to 49 Percentage Points Increase<\/td><td>39<\/td><td>3%<\/td><td>144,493<\/td><td>9%<\/td><\/tr><tr><td>10 to 24 Percentage Points Increase<\/td><td>105<\/td><td>9%<\/td><td>143,328<\/td><td>9%<\/td><\/tr><tr><td>0 to 9 Percentage Points Increase<\/td><td>188<\/td><td>17%<\/td><td>397,054<\/td><td>24%<\/td><\/tr><tr><td>1 to 9 Percentage Points Decrease<\/td><td>224<\/td><td>20%<\/td><td>355,182<\/td><td>21%<\/td><\/tr><tr><td>10 to 24 Percentage Points Decrease<\/td><td>217<\/td><td>19%<\/td><td>283,105<\/td><td>17%<\/td><\/tr><tr><td>25 to 49 Percentage Points Decrease<\/td><td>120<\/td><td>11%<\/td><td>123,430<\/td><td>7%<\/td><\/tr><tr><td>50 or More Percentage Points Decrease<\/td><td>35<\/td><td>3%<\/td><td>27,225<\/td><td>2%<\/td><\/tr><tr><td>NA - &lt; 10 Enrolls in One or Both Years<\/td><td>169<\/td><td>15%<\/td><td>139,626<\/td><td>8%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,115<\/td><td>100%<\/td><td>1,657,192<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b4\"><a href=\"#by-grade-level\">Table B4<\/a>.&nbsp;2020-21 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>% Change<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><th><strong>% Change from 19-20<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>224,165<\/td><td>6%<\/td><td>2601%<\/td><td>83%<\/td><td>23%<\/td><\/tr><tr><td>1<\/td><td>223,455<\/td><td>6%<\/td><td>2377%<\/td><td>83%<\/td><td>19%<\/td><\/tr><tr><td>2<\/td><td>229,116<\/td><td>6%<\/td><td>2219%<\/td><td>83%<\/td><td>20%<\/td><\/tr><tr><td>3<\/td><td>227,689<\/td><td>6%<\/td><td>2352%<\/td><td>83%<\/td><td>23%<\/td><\/tr><tr><td>4<\/td><td>236,093<\/td><td>6%<\/td><td>2488%<\/td><td>83%<\/td><td>19%<\/td><\/tr><tr><td>5<\/td><td>236,435<\/td><td>6%<\/td><td>2150%<\/td><td>83%<\/td><td>19%<\/td><\/tr><tr><td>6<\/td><td>262,044<\/td><td>7%<\/td><td>1394%<\/td><td>79%<\/td><td>17%<\/td><\/tr><tr><td>7<\/td><td>274,464<\/td><td>8%<\/td><td>1063%<\/td><td>75%<\/td><td>14%<\/td><\/tr><tr><td>8<\/td><td>289,211<\/td><td>8%<\/td><td>802%<\/td><td>74%<\/td><td>14%<\/td><\/tr><tr><td>9<\/td><td>345,047<\/td><td>9%<\/td><td>245%<\/td><td>60%<\/td><td>17%<\/td><\/tr><tr><td>10<\/td><td>366,531<\/td><td>10%<\/td><td>192%<\/td><td>62%<\/td><td>13%<\/td><\/tr><tr><td>11<\/td><td>348,032<\/td><td>10%<\/td><td>174%<\/td><td>64%<\/td><td>8%<\/td><\/tr><tr><td>12<\/td><td>385,211<\/td><td>11%<\/td><td>102%<\/td><td>67%<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>3,647,493<\/td><td>100%<\/td><td>442%<\/td><td>74%<\/td><td>18%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b5\"><a href=\"#by-grade-level\">Table B5<\/a>.&nbsp;2020-21 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure id=\"table-b5\" class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>83%<\/td><td>74%<\/td><\/tr><tr><td>1<\/td><td>83%<\/td><td>76%<\/td><\/tr><tr><td>2<\/td><td>83%<\/td><td>74%<\/td><\/tr><tr><td>3<\/td><td>83%<\/td><td>76%<\/td><\/tr><tr><td>4<\/td><td>83%<\/td><td>74%<\/td><\/tr><tr><td>5<\/td><td>83%<\/td><td>72%<\/td><\/tr><tr><td>6<\/td><td>79%<\/td><td>70%<\/td><\/tr><tr><td>7<\/td><td>75%<\/td><td>72%<\/td><\/tr><tr><td>8<\/td><td>74%<\/td><td>72%<\/td><\/tr><tr><td>9<\/td><td>60%<\/td><td>66%<\/td><\/tr><tr><td>10<\/td><td>62%<\/td><td>69%<\/td><\/tr><tr><td>11<\/td><td>64%<\/td><td>75%<\/td><\/tr><tr><td>12<\/td><td>67%<\/td><td>80%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>74%<\/td><td>73%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b6\"><a href=\"#by-school-level-virtual-pass-rate\">Table B6<\/a>.&nbsp;2020-21 Number and Percentage of Schools and Virtual Enrollments by School Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Pass Rate<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>0% to &lt;10%<\/td><td>93<\/td><td>4%<\/td><td>29,909<\/td><td>1%<\/td><\/tr><tr><td>10% to &lt;20%<\/td><td>53<\/td><td>2%<\/td><td>50,568<\/td><td>1%<\/td><\/tr><tr><td>20% to &lt;30%<\/td><td>91<\/td><td>4%<\/td><td>68,136<\/td><td>2%<\/td><\/tr><tr><td>30% to &lt;40%<\/td><td>138<\/td><td>6%<\/td><td>116,386<\/td><td>3%<\/td><\/tr><tr><td>40% to &lt;50%<\/td><td>203<\/td><td>9%<\/td><td>216,398<\/td><td>6%<\/td><\/tr><tr><td>50% to &lt;60%<\/td><td>238<\/td><td>11%<\/td><td>351,220<\/td><td>10%<\/td><\/tr><tr><td>60% to &lt;70%<\/td><td>278<\/td><td>13%<\/td><td>446,106<\/td><td>12%<\/td><\/tr><tr><td>70% to &lt;80%<\/td><td>314<\/td><td>14%<\/td><td>652,610<\/td><td>18%<\/td><\/tr><tr><td>80% to &lt;90%<\/td><td>367<\/td><td>17%<\/td><td>833,569<\/td><td>23%<\/td><\/tr><tr><td>90% to 100%<\/td><td>432<\/td><td>20%<\/td><td>882,591<\/td><td>24%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,207<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b7\"><a href=\"#by-entity-type\">Table B7<\/a>.&nbsp;2020-21 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure id=\"table-b7\" class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>47<\/td><td>2%<\/td><td>11,419<\/td><td>0%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>3<\/td><td>0%<\/td><td>179<\/td><td>0%<\/td><\/tr><tr><td>LEA School<\/td><td>1,917<\/td><td>87%<\/td><td>2,754,376<\/td><td>76%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>16<\/td><td>1%<\/td><td>8,399<\/td><td>0%<\/td><\/tr><tr><td>PSA School<\/td><td>224<\/td><td>10%<\/td><td>873,120<\/td><td>24%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,207<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b8\"><a href=\"#by-entity-type\">Table B8<\/a>.&nbsp;2020-21 Virtual Pass Rate by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>7,617<\/td><td>11,419<\/td><td>67%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>1,960,960<\/td><td>2,754,376<\/td><td>71%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>708,752<\/td><td>873,120<\/td><td>81%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,684,021<\/td><td>3,647,493<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b9\"><a href=\"#by-full-time-virtual-schools\">Table B9<\/a>.&nbsp;2020-21 Number and Percentage of Full-Time (FT) Virtual or Cyber School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of FT Schools<\/strong><\/th><th><strong>% of FT Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>1<\/td><td>1%<\/td><\/tr><tr><td>LEA School<\/td><td>81<\/td><td>80%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>2<\/td><td>2%<\/td><\/tr><tr><td>PSA School<\/td><td>17<\/td><td>17%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>101<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b10\"><a href=\"#by-full-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-full-time-virtual-schools\">Table B10<\/a>.&nbsp;2020-21 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of FT Students<\/strong><\/th><th><strong>% of FT Students<\/strong><\/th><th><strong># of FT Enrolls<\/strong><\/th><th><strong>% of FT Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>23,163<\/td><td>50%<\/td><td>206,917<\/td><td>48%<\/td><td>64%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>22,700<\/td><td>49%<\/td><td>221,278<\/td><td>52%<\/td><td>65%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>46,093<\/td><td>100%<\/td><td>429,164<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b11\"><a href=\"#by-part-time-virtual-schools\">Table B11<\/a>.&nbsp;2020-21 Number and Percentage of Part-Time (PT) Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of PT Schools<\/strong><\/th><th><strong>% of PT Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>46<\/td><td>2%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>3<\/td><td>0%<\/td><\/tr><tr><td>LEA School<\/td><td>1,836<\/td><td>87%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>14<\/td><td>1%<\/td><\/tr><tr><td>PSA School<\/td><td>207<\/td><td>10%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,106<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b12\"><a href=\"#by-part-time-virtual-schools\">Table B12<\/a>.&nbsp;2020-21 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of PT Students<\/strong><\/th><th><strong>% of PT Students<\/strong><\/th><th><strong># of PT Enrolls<\/strong><\/th><th><strong>% of PT Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>2,031<\/td><td>1%<\/td><td>10,614<\/td><td>0%<\/td><td>66%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>307,021<\/td><td>82%<\/td><td>2,547,459<\/td><td>79%<\/td><td>72%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>66,605<\/td><td>18%<\/td><td>651,842<\/td><td>20%<\/td><td>87%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>374,841<\/td><td>100%<\/td><td>3,218,329<\/td><td>100%<\/td><td>75%<\/td><\/tr><\/tfoot><\/table><figcaption><em><em>Note: Because some students took courses across multiple entity types, a student may be counted toward more than one type. The total row, however, reflects the number of unique students.<\/em><\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b13\"><a href=\"#by-school-emphasis\">Table B13<\/a>.&nbsp;2020-21 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>286<\/td><td>13%<\/td><td>359,397<\/td><td>10%<\/td><\/tr><tr><td>General Education<\/td><td>1,874<\/td><td>85%<\/td><td>3,276,963<\/td><td>90%<\/td><\/tr><tr><td>Special Education<\/td><td>43<\/td><td>2%<\/td><td>11,011<\/td><td>0%<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>4<\/td><td>0%<\/td><td>122<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,207<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b14\"><a href=\"#by-school-emphasis\">Table B14<\/a>.&nbsp;2020-21 Virtual Pass Rate by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>175,034<\/td><td>359,397<\/td><td>49%<\/td><\/tr><tr><td>General Education<\/td><td>2,503,040<\/td><td>3,276,963<\/td><td>76%<\/td><\/tr><tr><td>Special Education<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,684,021<\/td><td>3,647,493<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b15\"><a href=\"#by-school-emphasis\" data-type=\"internal\" data-id=\"#by-school-emphasis\">Table B15<\/a>.&nbsp;2020-21 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong>General Ed Pass Rate<\/strong><\/th><th><strong>Alternative Ed Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>73%<\/td><td>52%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>86%<\/td><td>34%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>76%<\/td><td>49%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b16\"><a href=\"#by-number-of-virtual-enrollments\">Table B16<\/a>.&nbsp;2020-21 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Enrolls Per School<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 9<\/td><td>101<\/td><td>5%<\/td><td>435<\/td><td>0%<\/td><\/tr><tr><td>10 to 19<\/td><td>67<\/td><td>3%<\/td><td>956<\/td><td>0%<\/td><\/tr><tr><td>20 to 29<\/td><td>52<\/td><td>2%<\/td><td>1,282<\/td><td>0%<\/td><\/tr><tr><td>30 to 39<\/td><td>30<\/td><td>1%<\/td><td>1,015<\/td><td>0%<\/td><\/tr><tr><td>40 to 49<\/td><td>36<\/td><td>2%<\/td><td>1,632<\/td><td>0%<\/td><\/tr><tr><td>50 to 59<\/td><td>28<\/td><td>1%<\/td><td>1,527<\/td><td>0%<\/td><\/tr><tr><td>60 to 69<\/td><td>20<\/td><td>1%<\/td><td>1,293<\/td><td>0%<\/td><\/tr><tr><td>70 to 79<\/td><td>26<\/td><td>1%<\/td><td>1,907<\/td><td>0%<\/td><\/tr><tr><td>80 to 89<\/td><td>25<\/td><td>1%<\/td><td>2,109<\/td><td>0%<\/td><\/tr><tr><td>90 to 99<\/td><td>31<\/td><td>1%<\/td><td>2,932<\/td><td>0%<\/td><\/tr><tr><td>100+<\/td><td>1,791<\/td><td>81%<\/td><td>3,632,405<\/td><td>100%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,207<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b17\"><a href=\"#by-number-of-virtual-enrollments\">Table B17<\/a>.&nbsp;2020-21 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Pass Rate<\/strong><\/th><th><strong>1 to 2 Virtual Courses \/&nbsp;Learner<\/strong><\/th><th><strong>3 to 4 Virtual Courses \/ Learner<\/strong><\/th><th><strong>5+ Virtual Courses \/ Learner<\/strong><\/th><\/tr><\/thead><tbody><tr><td>0% to &lt;10%<\/td><td>6%<\/td><td>6%<\/td><td>4%<\/td><\/tr><tr><td>10% to &lt;20%<\/td><td>2%<\/td><td>3%<\/td><td>2%<\/td><\/tr><tr><td>20% to &lt;30%<\/td><td>3%<\/td><td>3%<\/td><td>5%<\/td><\/tr><tr><td>30% to &lt;40%<\/td><td>5%<\/td><td>4%<\/td><td>7%<\/td><\/tr><tr><td>40% to &lt;50%<\/td><td>7%<\/td><td>6%<\/td><td>10%<\/td><\/tr><tr><td>50% to &lt;60%<\/td><td>9%<\/td><td>11%<\/td><td>11%<\/td><\/tr><tr><td>60% to &lt;70%<\/td><td>9%<\/td><td>13%<\/td><td>13%<\/td><\/tr><tr><td>70% to &lt;80%<\/td><td>12%<\/td><td>15%<\/td><td>15%<\/td><\/tr><tr><td>80% to &lt;90%<\/td><td>19%<\/td><td>15%<\/td><td>17%<\/td><\/tr><tr><td>90% to 100%<\/td><td>29%<\/td><td>25%<\/td><td>16%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b18\"><a href=\"#by-locale\">Table B18<\/a>.&nbsp;2020-21 Number and Percentage of Schools and Virtual Enrollments by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>711<\/td><td>32%<\/td><td>780,239<\/td><td>21%<\/td><\/tr><tr><td>Town<\/td><td>336<\/td><td>15%<\/td><td>413,325<\/td><td>11%<\/td><\/tr><tr><td>Suburb<\/td><td>718<\/td><td>33%<\/td><td>1,294,112<\/td><td>35%<\/td><\/tr><tr><td>City<\/td><td>427<\/td><td>19%<\/td><td>1,149,713<\/td><td>32%<\/td><\/tr><tr><td>Not Specified<\/td><td>15<\/td><td>1%<\/td><td>10,104<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>2,207<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b19\"><a href=\"#by-locale\">Table B19<\/a>.&nbsp;2020-21 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>1 to 24 Enrolls<\/strong><\/th><th><strong>25 to 49 Enrolls<\/strong><\/th><th><strong>50 to 74 Enrolls<\/strong><\/th><th><strong>75 to 99 Enrolls<\/strong><\/th><th><strong>100+ Enrolls<\/strong><\/th><th><strong>Total<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>8%<\/td><td>4%<\/td><td>3%<\/td><td>4%<\/td><td>81%<\/td><td>100%<\/td><\/tr><tr><td>Town<\/td><td>9%<\/td><td>2%<\/td><td>3%<\/td><td>2%<\/td><td>84%<\/td><td>100%<\/td><\/tr><tr><td>Suburb<\/td><td>9%<\/td><td>4%<\/td><td>3%<\/td><td>3%<\/td><td>82%<\/td><td>100%<\/td><\/tr><tr><td>City<\/td><td>8%<\/td><td>7%<\/td><td>4%<\/td><td>3%<\/td><td>78%<\/td><td>100%<\/td><\/tr><tr><td>Not Specified<\/td><td>13%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>87%<\/td><td>100%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b20\"><a href=\"#by-locale\">Table B20<\/a>.&nbsp;2020-21 Virtual Pass Rate by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><th><strong>% Change from 19-20<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>69%<\/td><td>22%<\/td><\/tr><tr><td>Town<\/td><td>64%<\/td><td>12%<\/td><\/tr><tr><td>Suburb<\/td><td>78%<\/td><td>22%<\/td><\/tr><tr><td>City<\/td><td>75%<\/td><td>16%<\/td><\/tr><tr><td>Not Specified<\/td><td>68%<\/td><td>8%<\/td><\/tr><\/tbody><tfoot><tr><td>Total <\/td><td>74%<\/td><td>18%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b21\"><a href=\"#by-locale\">Table B21<\/a>.&nbsp;2020-21 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>0% to 20% Pass Rate<\/strong><\/th><th><strong>20% to 40% Pass Rate<\/strong><\/th><th><strong>40% to 60% Pass Rate<\/strong><\/th><th><strong>60% to 80% Pass Rate<\/strong><\/th><th><strong>80% to 100% Pass Rate<\/strong><\/th><th><strong>Total<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>6%<\/td><td>11%<\/td><td>25%<\/td><td>30%<\/td><td>28%<\/td><td>100%<\/td><\/tr><tr><td>Town<\/td><td>6%<\/td><td>19%<\/td><td>28%<\/td><td>24%<\/td><td>23%<\/td><td>100%<\/td><\/tr><tr><td>Suburb<\/td><td>7%<\/td><td>7%<\/td><td>15%<\/td><td>27%<\/td><td>44%<\/td><td>100%<\/td><\/tr><tr><td>City<\/td><td>7%<\/td><td>8%<\/td><td>16%<\/td><td>22%<\/td><td>47%<\/td><td>100%<\/td><\/tr><tr><td>Not Specified<\/td><td>20%<\/td><td>7%<\/td><td>27%<\/td><td>20%<\/td><td>27%<\/td><td>100%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b22\"><a href=\"#by-school-poverty-levels\">Table B22<\/a>.&nbsp;2020-21 Number and Percentage of Schools with Virtual Enrollments by School Poverty Levels<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Poverty Category<\/strong><\/th><th><strong># of Schools with Virtual Learners<\/strong><\/th><th><strong># of MI Schools (All)<\/strong><\/th><th><strong>% of Schools<\/strong> <strong>with Virtual Learners<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low Poverty (&lt;=25%)<\/td><td>274<\/td><td>468<\/td><td>59%<\/td><\/tr><tr><td>Mid-Low Poverty (&gt;25% to &lt;=50%)<\/td><td>618<\/td><td>940<\/td><td>66%<\/td><\/tr><tr><td>Mid-High Poverty (&gt;50% to &lt;=75%)<\/td><td>774<\/td><td>1,108<\/td><td>70%<\/td><\/tr><tr><td>High Poverty (&gt;75%)<\/td><td>534<\/td><td>905<\/td><td>59%<\/td><\/tr><tr><td>Missing<\/td><td>7<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,207<\/td><td>3,421<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: All Michigan K-12 schools with building codes were used to calculate the state figures.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-b23\"><a href=\"#by-school-poverty-levels\" data-type=\"internal\" data-id=\"#by-school-poverty-levels\">Table B23<\/a>.&nbsp;2020-21 Number and Pass Rate of Virtual Enrollments by School Poverty Levels<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Poverty Category<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low Poverty (&lt;=25%)<\/td><td>261,893<\/td><td>309,333<\/td><td>8%<\/td><td>85%<\/td><\/tr><tr><td>Mid-Low Poverty (&gt;25% to &lt;=50%)<\/td><td>686,475<\/td><td>890,162<\/td><td>24%<\/td><td>77%<\/td><\/tr><tr><td>Mid-High Poverty (&gt;50% to &lt;=75%)<\/td><td>825,770<\/td><td>1,189,182<\/td><td>33%<\/td><td>69%<\/td><\/tr><tr><td>High Poverty (&gt;75%)<\/td><td>907,047<\/td><td>1,255,815<\/td><td>34%<\/td><td>72%<\/td><\/tr><tr><td>Missing<\/td><td>2,836<\/td><td>3,001<\/td><td>0%<\/td><td>95%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,684,021<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-c\">Appendix C - Course Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c1\"><a href=\"#courses-by-subject-area\">Table C1<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>2,371<\/td><td>0%<\/td><td>71%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>1,386<\/td><td>0%<\/td><td>76%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>31,571<\/td><td>1%<\/td><td>74%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>13,511<\/td><td>0%<\/td><td>67%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>85,394<\/td><td>2%<\/td><td>79%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>11,626<\/td><td>0%<\/td><td>77%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>664,265<\/td><td>18%<\/td><td>72%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>387,167<\/td><td>11%<\/td><td>80%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>118,092<\/td><td>3%<\/td><td>68%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>7,931<\/td><td>0%<\/td><td>73%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>2,800<\/td><td>0%<\/td><td>74%<\/td><\/tr><tr><td>Human Services<\/td><td>39,593<\/td><td>1%<\/td><td>76%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>513,444<\/td><td>14%<\/td><td>72%<\/td><\/tr><tr><td>Manufacturing<\/td><td>2,903<\/td><td>0%<\/td><td>84%<\/td><\/tr><tr><td>Mathematics<\/td><td>575,913<\/td><td>16%<\/td><td>70%<\/td><\/tr><tr><td>Military Science<\/td><td>5,223<\/td><td>0%<\/td><td>65%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>223,223<\/td><td>6%<\/td><td>77%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>110,048<\/td><td>3%<\/td><td>78%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>311,588<\/td><td>9%<\/td><td>77%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>3,768<\/td><td>0%<\/td><td>75%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>215<\/td><td>0%<\/td><td>87%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>534,136<\/td><td>15%<\/td><td>73%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>1,325<\/td><td>0%<\/td><td>86%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c2\"><a href=\"#courses-by-subject-area\">Table C2<\/a>.&nbsp;2020-21 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>71%<\/td><td>79%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>76%<\/td><td>82%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>74%<\/td><td>80%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>67%<\/td><td>81%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>79%<\/td><td>72%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>77%<\/td><td>76%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>72%<\/td><td>72%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>80%<\/td><td>78%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>68%<\/td><td>74%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>73%<\/td><td>86%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>74%<\/td><td>75%<\/td><\/tr><tr><td>Human Services<\/td><td>76%<\/td><td>74%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>72%<\/td><td>72%<\/td><\/tr><tr><td>Manufacturing<\/td><td>84%<\/td><td>79%<\/td><\/tr><tr><td>Mathematics<\/td><td>70%<\/td><td>70%<\/td><\/tr><tr><td>Military Science<\/td><td>65%<\/td><td>75%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>77%<\/td><td>75%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>78%<\/td><td>73%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>77%<\/td><td>76%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>75%<\/td><td>75%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>87%<\/td><td>80%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>73%<\/td><td>72%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>86%<\/td><td>82%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>74%<\/td><td>73%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c3\"><a href=\"#highest-virtual-enrollment-courses\">Table C3<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>English Language and Literature Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>English\/Language Arts I (9th grade)<\/td><td>61,360<\/td><td>9%<\/td><td>54%<\/td><\/tr><tr><td>English\/Language Arts II (10th grade)<\/td><td>57,811<\/td><td>9%<\/td><td>59%<\/td><\/tr><tr><td>English\/Language Arts III (11th grade)<\/td><td>49,701<\/td><td>7%<\/td><td>62%<\/td><\/tr><tr><td>English\/Language Arts IV (12th grade)<\/td><td>43,546<\/td><td>7%<\/td><td>70%<\/td><\/tr><tr><td>Language Arts (grade 8)<\/td><td>40,910<\/td><td>6%<\/td><td>72%<\/td><\/tr><tr><td>Language Arts (grade 7)<\/td><td>39,787<\/td><td>6%<\/td><td>73%<\/td><\/tr><tr><td>Language Arts (grade 6)<\/td><td>36,294<\/td><td>5%<\/td><td>77%<\/td><\/tr><tr><td>Language Arts (grade 5)<\/td><td>26,780<\/td><td>4%<\/td><td>84%<\/td><\/tr><tr><td>Language Arts (grade 4)<\/td><td>26,742<\/td><td>4%<\/td><td>84%<\/td><\/tr><tr><td>Language Arts (grade 2)<\/td><td>26,083<\/td><td>4%<\/td><td>82%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>409,014<\/td><td>62%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: % of Enrolls based on the overall total of 664,265 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c4\"><a href=\"#highest-virtual-enrollment-courses\">Table C4<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Mathematics Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Algebra I<\/td><td>63,374<\/td><td>11%<\/td><td>53%<\/td><\/tr><tr><td>Geometry<\/td><td>63,120<\/td><td>11%<\/td><td>58%<\/td><\/tr><tr><td>Algebra II<\/td><td>57,465<\/td><td>10%<\/td><td>64%<\/td><\/tr><tr><td>Mathematics (grade 7)<\/td><td>39,929<\/td><td>7%<\/td><td>73%<\/td><\/tr><tr><td>Mathematics (grade 6)<\/td><td>37,268<\/td><td>6%<\/td><td>77%<\/td><\/tr><tr><td>Mathematics (grade 8)<\/td><td>32,470<\/td><td>6%<\/td><td>69%<\/td><\/tr><tr><td>Mathematics (grade 5)<\/td><td>30,678<\/td><td>5%<\/td><td>82%<\/td><\/tr><tr><td>Mathematics (grade 4)<\/td><td>29,418<\/td><td>5%<\/td><td>83%<\/td><\/tr><tr><td>Mathematics (grade 3)<\/td><td>27,645<\/td><td>5%<\/td><td>82%<\/td><\/tr><tr><td>Mathematics (grade 2)<\/td><td>27,130<\/td><td>5%<\/td><td>83%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>408,497<\/td><td>71%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: % of Enrolls based on the overall total of 575,913 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c5\"><a href=\"#highest-virtual-enrollment-courses\">Table C5<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Life and Physical Sciences Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Biology<\/td><td>63,322<\/td><td>12%<\/td><td>57%<\/td><\/tr><tr><td>Chemistry<\/td><td>43,303<\/td><td>8%<\/td><td>63%<\/td><\/tr><tr><td>Science (grade 7)<\/td><td>36,788<\/td><td>7%<\/td><td>73%<\/td><\/tr><tr><td>Science (grade 6)<\/td><td>35,966<\/td><td>7%<\/td><td>79%<\/td><\/tr><tr><td>Science (grade 8)<\/td><td>33,932<\/td><td>7%<\/td><td>73%<\/td><\/tr><tr><td>Science (grade 5)<\/td><td>29,964<\/td><td>6%<\/td><td>83%<\/td><\/tr><tr><td>Science (grade 4)<\/td><td>28,965<\/td><td>6%<\/td><td>83%<\/td><\/tr><tr><td>Science (grade 3)<\/td><td>27,049<\/td><td>5%<\/td><td>82%<\/td><\/tr><tr><td>Physical Science<\/td><td>26,691<\/td><td>5%<\/td><td>56%<\/td><\/tr><tr><td>Science (grade 2)<\/td><td>26,012<\/td><td>5%<\/td><td>83%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>351,992<\/td><td>69%<\/td><td>72%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: % of Enrolls based on the overall total of 513,444 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c6\"><a href=\"#highest-virtual-enrollment-courses\">Table C6<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Social Sciences and History Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>U.S. History\u2014Comprehensive<\/td><td>57,626<\/td><td>11%<\/td><td>60%<\/td><\/tr><tr><td>World History and Geography<\/td><td>35,376<\/td><td>7%<\/td><td>59%<\/td><\/tr><tr><td>Social Studies (grade 6)<\/td><td>33,721<\/td><td>6%<\/td><td>78%<\/td><\/tr><tr><td>Social Studies (grade 7)<\/td><td>33,472<\/td><td>6%<\/td><td>75%<\/td><\/tr><tr><td>Social Studies (grade 5)<\/td><td>30,118<\/td><td>6%<\/td><td>83%<\/td><\/tr><tr><td>Social Studies (grade 8)<\/td><td>30,085<\/td><td>6%<\/td><td>74%<\/td><\/tr><tr><td>Economics<\/td><td>29,275<\/td><td>5%<\/td><td>65%<\/td><\/tr><tr><td>Social Studies (grade 4)<\/td><td>28,427<\/td><td>5%<\/td><td>83%<\/td><\/tr><tr><td>Social Studies (grade 3)<\/td><td>26,457<\/td><td>5%<\/td><td>83%<\/td><\/tr><tr><td>Social Studies (grade 2)<\/td><td>25,508<\/td><td>5%<\/td><td>83%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>330,065<\/td><td>62%<\/td><td>73%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: % of Enrolls based on the overall total of 534,136 for this subject area.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c7\"><a href=\"#highest-virtual-enrollment-courses\">Table C7<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>AP Course Title<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>AP 2-D Art and Design<\/td><td>74<\/td><td>0%<\/td><td>85%<\/td><\/tr><tr><td>AP Art History<\/td><td>264<\/td><td>1%<\/td><td>81%<\/td><\/tr><tr><td>AP Biology<\/td><td>1,282<\/td><td>5%<\/td><td>89%<\/td><\/tr><tr><td>AP Calculus AB<\/td><td>1,605<\/td><td>6%<\/td><td>88%<\/td><\/tr><tr><td>AP Calculus BC<\/td><td>514<\/td><td>2%<\/td><td>96%<\/td><\/tr><tr><td>AP Chemistry<\/td><td>900<\/td><td>3%<\/td><td>85%<\/td><\/tr><tr><td>AP Comparative Government and Politics<\/td><td>204<\/td><td>1%<\/td><td>94%<\/td><\/tr><tr><td>AP Computer Science A<\/td><td>808<\/td><td>3%<\/td><td>86%<\/td><\/tr><tr><td>AP Computer Science Principles<\/td><td>251<\/td><td>1%<\/td><td>73%<\/td><\/tr><tr><td>AP Drawing<\/td><td>317<\/td><td>1%<\/td><td>56%<\/td><\/tr><tr><td>AP Economics<\/td><td>46<\/td><td>0%<\/td><td>52%<\/td><\/tr><tr><td>AP English Language and Composition<\/td><td>3,831<\/td><td>14%<\/td><td>86%<\/td><\/tr><tr><td>AP English Literature and Composition<\/td><td>3,084<\/td><td>11%<\/td><td>90%<\/td><\/tr><tr><td>AP Environmental Science<\/td><td>710<\/td><td>3%<\/td><td>84%<\/td><\/tr><tr><td>AP European History<\/td><td>123<\/td><td>0%<\/td><td>89%<\/td><\/tr><tr><td>AP French Language and Culture<\/td><td>59<\/td><td>0%<\/td><td>78%<\/td><\/tr><tr><td>AP German Language and Culture<\/td><td>14<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Government<\/td><td>636<\/td><td>2%<\/td><td>89%<\/td><\/tr><tr><td>AP Human Geography<\/td><td>228<\/td><td>1%<\/td><td>89%<\/td><\/tr><tr><td>AP Macroeconomics<\/td><td>506<\/td><td>2%<\/td><td>91%<\/td><\/tr><tr><td>AP Microeconomics<\/td><td>373<\/td><td>1%<\/td><td>91%<\/td><\/tr><tr><td>AP Music Theory<\/td><td>183<\/td><td>1%<\/td><td>64%<\/td><\/tr><tr><td>AP Physics 1<\/td><td>245<\/td><td>1%<\/td><td>83%<\/td><\/tr><tr><td>AP Physics 2<\/td><td>9<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Physics C<\/td><td>266<\/td><td>1%<\/td><td>91%<\/td><\/tr><tr><td>AP Physics C: Mechanics<\/td><td>6<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Psychology<\/td><td>2,824<\/td><td>11%<\/td><td>85%<\/td><\/tr><tr><td>AP Seminar<\/td><td>133<\/td><td>0%<\/td><td>95%<\/td><\/tr><tr><td>AP Spanish Language and Culture<\/td><td>444<\/td><td>2%<\/td><td>87%<\/td><\/tr><tr><td>AP Spanish Literature and Culture<\/td><td>110<\/td><td>0%<\/td><td>93%<\/td><\/tr><tr><td>AP Statistics<\/td><td>1,260<\/td><td>5%<\/td><td>87%<\/td><\/tr><tr><td>AP U.S. Government and Politics<\/td><td>1,416<\/td><td>5%<\/td><td>89%<\/td><\/tr><tr><td>AP U.S. History<\/td><td>2,183<\/td><td>8%<\/td><td>88%<\/td><\/tr><tr><td>AP World History: Modern<\/td><td>1,980<\/td><td>7%<\/td><td>85%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>26,888<\/td><td>100%<\/td><td>87%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: An additional 1,826 enrollments had a course type listed as Advanced Placement, but did not match an AP SCED Code. Similarly, there existed 371 local course titles with AP in the title that did not have an AP SCED Code. Thus, it is very likely the data above underreports the number of students taking AP courses virtually. Pass Rates are not reported (NR) if there were fewer than 25 for that cell.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c8\"><a href=\"#subject-area-enrollments-by-locale\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-locale\">Table C8<\/a>.&nbsp;2020-21 Virtual Enrollments Percentage by Subject Area and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>% Rural<\/strong><\/th><th><strong>% Town<\/strong><\/th><th><strong>% Suburb<\/strong><\/th><th>% City<\/th><th><strong>% Not Specified<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>2%<\/td><td>2%<\/td><td>3%<\/td><td>2%<\/td><td>2%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>19%<\/td><td>18%<\/td><td>17%<\/td><td>19%<\/td><td>17%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>8%<\/td><td>9%<\/td><td>11%<\/td><td>13%<\/td><td>11%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><td>6%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Human Services<\/td><td>1%<\/td><td>1%<\/td><td>2%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>14%<\/td><td>14%<\/td><td>14%<\/td><td>14%<\/td><td>14%<\/td><\/tr><tr><td>Manufacturing<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Mathematics<\/td><td>16%<\/td><td>16%<\/td><td>15%<\/td><td>16%<\/td><td>17%<\/td><\/tr><tr><td>Military Science<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>7%<\/td><td>6%<\/td><td>7%<\/td><td>5%<\/td><td>9%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>4%<\/td><td>4%<\/td><td>4%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>8%<\/td><td>9%<\/td><td>8%<\/td><td>9%<\/td><td>6%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>16%<\/td><td>16%<\/td><td>15%<\/td><td>14%<\/td><td>16%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c9\"><a href=\"#subject-area-enrollments-by-locale\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-locale\">Table C9<\/a>.&nbsp;2020-21 Virtual Enrollment Pass Rates by Subject Area and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>Rural Pass Rate<\/strong><\/th><th><strong>Town Pass Rate<\/strong><\/th><th><strong>Suburban Pass Rate<\/strong><\/th><th><strong>City Pass Rate<\/strong><\/th><th><strong>Not Specified Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>67%<\/td><td>71%<\/td><td>77%<\/td><td>76%<\/td><td>NR<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>72%<\/td><td>78%<\/td><td>78%<\/td><td>78%<\/td><td>NR<\/td><\/tr><tr><td>Business and Marketing<\/td><td>75%<\/td><td>69%<\/td><td>75%<\/td><td>73%<\/td><td>76%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>58%<\/td><td>64%<\/td><td>70%<\/td><td>71%<\/td><td>90%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>70%<\/td><td>64%<\/td><td>84%<\/td><td>80%<\/td><td>83%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>77%<\/td><td>81%<\/td><td>81%<\/td><td>71%<\/td><td>57%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>68%<\/td><td>63%<\/td><td>76%<\/td><td>73%<\/td><td>64%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>75%<\/td><td>66%<\/td><td>83%<\/td><td>82%<\/td><td>74%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>64%<\/td><td>61%<\/td><td>69%<\/td><td>70%<\/td><td>72%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>71%<\/td><td>65%<\/td><td>82%<\/td><td>66%<\/td><td>NR<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>74%<\/td><td>63%<\/td><td>79%<\/td><td>73%<\/td><td>81%<\/td><\/tr><tr><td>Human Services<\/td><td>74%<\/td><td>72%<\/td><td>76%<\/td><td>77%<\/td><td>63%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>67%<\/td><td>64%<\/td><td>76%<\/td><td>74%<\/td><td>70%<\/td><\/tr><tr><td>Manufacturing<\/td><td>82%<\/td><td>78%<\/td><td>89%<\/td><td>87%<\/td><td>NR<\/td><\/tr><tr><td>Mathematics<\/td><td>65%<\/td><td>62%<\/td><td>74%<\/td><td>73%<\/td><td>61%<\/td><\/tr><tr><td>Military Science<\/td><td>NR<\/td><td>NR<\/td><td>81%<\/td><td>63%<\/td><td>NR<\/td><\/tr><tr><td>Miscellaneous<\/td><td>74%<\/td><td>65%<\/td><td>84%<\/td><td>73%<\/td><td>80%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>77%<\/td><td>69%<\/td><td>79%<\/td><td>85%<\/td><td>NR<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>74%<\/td><td>68%<\/td><td>80%<\/td><td>80%<\/td><td>65%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>73%<\/td><td>74%<\/td><td>79%<\/td><td>69%<\/td><td>NR<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>72%<\/td><td>NR<\/td><td>86%<\/td><td>92%<\/td><td>NR<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>68%<\/td><td>65%<\/td><td>77%<\/td><td>74%<\/td><td>62%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>93%<\/td><td>74%<\/td><td>87%<\/td><td>82%<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>69%<\/td><td>64%<\/td><td>78%<\/td><td>75%<\/td><td>68%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 25 virtual enrollments for that cell.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c10\"><a href=\"#subject-area-enrollments-by-gender\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-gender\">Table C10<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong># of Female Enrolls<\/strong><\/th><th><strong># of Male Enrolls<\/strong><\/th><th><strong>% of Female Enrolls<\/strong><\/th><th><strong>% of Male Enrolls<\/strong><\/th><th><strong>Female Pass Rate<\/strong><\/th><th><strong>Male Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>1,442<\/td><td>929<\/td><td>0%<\/td><td>0%<\/td><td>73%<\/td><td>67%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>327<\/td><td>1,059<\/td><td>0%<\/td><td>0%<\/td><td>81%<\/td><td>75%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>15,436<\/td><td>16,135<\/td><td>1%<\/td><td>1%<\/td><td>75%<\/td><td>72%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>7,282<\/td><td>6,229<\/td><td>0%<\/td><td>0%<\/td><td>71%<\/td><td>63%<\/td><\/tr><tr><td>Computer and Information Sciences<\/td><td>38,650<\/td><td>46,744<\/td><td>2%<\/td><td>3%<\/td><td>80%<\/td><td>78%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>4,550<\/td><td>7,076<\/td><td>0%<\/td><td>0%<\/td><td>79%<\/td><td>76%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>328,214<\/td><td>336,051<\/td><td>18%<\/td><td>18%<\/td><td>73%<\/td><td>70%<\/td><\/tr><tr><td>Fine and Performing Arts<\/td><td>199,257<\/td><td>187,910<\/td><td>11%<\/td><td>10%<\/td><td>80%<\/td><td>79%<\/td><\/tr><tr><td>Foreign Language and Literature<\/td><td>62,615<\/td><td>55,477<\/td><td>3%<\/td><td>3%<\/td><td>71%<\/td><td>64%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>5,626<\/td><td>2,305<\/td><td>0%<\/td><td>0%<\/td><td>76%<\/td><td>66%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>1,509<\/td><td>1,291<\/td><td>0%<\/td><td>0%<\/td><td>77%<\/td><td>71%<\/td><\/tr><tr><td>Human Services<\/td><td>20,560<\/td><td>19,033<\/td><td>1%<\/td><td>1%<\/td><td>77%<\/td><td>74%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>255,018<\/td><td>258,426<\/td><td>14%<\/td><td>14%<\/td><td>74%<\/td><td>71%<\/td><\/tr><tr><td>Manufacturing<\/td><td>663<\/td><td>2,240<\/td><td>0%<\/td><td>0%<\/td><td>85%<\/td><td>84%<\/td><\/tr><tr><td>Mathematics<\/td><td>285,441<\/td><td>290,472<\/td><td>16%<\/td><td>16%<\/td><td>72%<\/td><td>69%<\/td><\/tr><tr><td>Military Science<\/td><td>2,621<\/td><td>2,602<\/td><td>0%<\/td><td>0%<\/td><td>69%<\/td><td>60%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>109,051<\/td><td>114,172<\/td><td>6%<\/td><td>6%<\/td><td>78%<\/td><td>75%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>53,934<\/td><td>56,114<\/td><td>3%<\/td><td>3%<\/td><td>78%<\/td><td>77%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>149,002<\/td><td>162,586<\/td><td>8%<\/td><td>9%<\/td><td>78%<\/td><td>77%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>2,308<\/td><td>1,460<\/td><td>0%<\/td><td>0%<\/td><td>78%<\/td><td>68%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>128<\/td><td>87<\/td><td>0%<\/td><td>0%<\/td><td>88%<\/td><td>85%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>268,796<\/td><td>265,340<\/td><td>15%<\/td><td>14%<\/td><td>74%<\/td><td>71%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>187<\/td><td>1,138<\/td><td>0%<\/td><td>0%<\/td><td>80%<\/td><td>86%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,812,617<\/td><td>1,834,876<\/td><td>100%<\/td><td>100%<\/td><td>75%<\/td><td>72%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Pass Rate data are not reported (NR) if there were fewer<\/em> <em>than 25 virtual enrollments for that cell.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-c11\"><a href=\"#courses-by-virtual-method\" data-type=\"internal\" data-id=\"#courses-by-virtual-method\">Table C11<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Method<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Blended Learning<\/td><td>682,351<\/td><td>19%<\/td><td>85%<\/td><\/tr><tr><td>Digital Learning<\/td><td>265,111<\/td><td>7%<\/td><td>64%<\/td><\/tr><tr><td>Online Course<\/td><td>2,700,031<\/td><td>74%<\/td><td>72%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-d\">Appendix D - Student Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d1\"><a href=\"#by-student-grade-level\">Table D1<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Students with Percent Year over Year Change<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong>% Change from 1<\/strong>9-20<\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>24,167<\/td><td>6%<\/td><td>2,251%<\/td><\/tr><tr><td>1<\/td><td>24,851<\/td><td>6%<\/td><td>2,048%<\/td><\/tr><tr><td>2<\/td><td>24,634<\/td><td>6%<\/td><td>1,890%<\/td><\/tr><tr><td>3<\/td><td>24,546<\/td><td>6%<\/td><td>1,954%<\/td><\/tr><tr><td>4<\/td><td>24,636<\/td><td>6%<\/td><td>1,734%<\/td><\/tr><tr><td>5<\/td><td>25,086<\/td><td>6%<\/td><td>1,478%<\/td><\/tr><tr><td>6<\/td><td>27,905<\/td><td>7%<\/td><td>967%<\/td><\/tr><tr><td>7<\/td><td>28,941<\/td><td>7%<\/td><td>701%<\/td><\/tr><tr><td>8<\/td><td>31,266<\/td><td>7%<\/td><td>527%<\/td><\/tr><tr><td>9<\/td><td>39,916<\/td><td>10%<\/td><td>137%<\/td><\/tr><tr><td>10<\/td><td>43,331<\/td><td>10%<\/td><td>94%<\/td><\/tr><tr><td>11<\/td><td>45,611<\/td><td>11%<\/td><td>79%<\/td><\/tr><tr><td>12<\/td><td>54,710<\/td><td>13%<\/td><td>38%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>418,513<\/td><td>100%<\/td><td>243%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Because some students took courses across multiple grade levels, a student may be counted toward more than one grade level. The total row, however, reflects the number of unique students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d2\"><a href=\"#by-student-sex\" data-type=\"internal\" data-id=\"#by-student-sex\">Table D2<\/a>.&nbsp;2020-21 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Student Sex<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Female<\/td><td>208,391<\/td><td>50%<\/td><td>1,812,617<\/td><td>50%<\/td><td>75%<\/td><\/tr><tr><td>Male<\/td><td>210,161<\/td><td>50%<\/td><td>1,834,876<\/td><td>50%<\/td><td>72%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>418,513<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: A few students had enrollments where their sex was listed as male on some, but female on others.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d3\"><a href=\"#student-by-race\/ethnicity\">Table D3<\/a>.&nbsp;2020-21 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Race \/Ethnicity<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>African American or Black<\/td><td>115,210<\/td><td>28%<\/td><td>1,091,090<\/td><td>30%<\/td><td>75%<\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td>2,547<\/td><td>1%<\/td><td>19,430<\/td><td>1%<\/td><td>62%<\/td><\/tr><tr><td>Asian<\/td><td>9,948<\/td><td>2%<\/td><td>88,689<\/td><td>2%<\/td><td>91%<\/td><\/tr><tr><td>Hispanic or Latino<\/td><td>39,514<\/td><td>9%<\/td><td>345,441<\/td><td>9%<\/td><td>71%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td>344<\/td><td>0%<\/td><td>2,962<\/td><td>0%<\/td><td>71%<\/td><\/tr><tr><td>White<\/td><td>228,457<\/td><td>55%<\/td><td>1,892,936<\/td><td>52%<\/td><td>73%<\/td><\/tr><tr><td>Two or More Races<\/td><td>20,577<\/td><td>5%<\/td><td>189,125<\/td><td>5%<\/td><td>73%<\/td><\/tr><tr><td>Unknown<\/td><td>3,052<\/td><td>1%<\/td><td>17,820<\/td><td>0%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>418,513<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: The sum of the student rows exceeds the 418,513 total number because a few students had enrollments across multiple schools where one school listed the student as one race\/ethnicity, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d4\"><a href=\"#student-by-poverty-status\">Table D4<\/a>.&nbsp;2020-21 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>266,679<\/td><td>64%<\/td><td>2,413,022<\/td><td>66%<\/td><td>69%<\/td><\/tr><tr><td>No<\/td><td>151,626<\/td><td>36%<\/td><td>1,233,550<\/td><td>34%<\/td><td>82%<\/td><\/tr><tr><td>Unknown<\/td><td>209<\/td><td>0%<\/td><td>921<\/td><td>0%<\/td><td>31%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>418,513<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: <em>The sum of the student rows<\/em> exceeds the 418,513 number by one because one school reported \"yes\" and another \"no\" for the student. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d5\"><a href=\"#student-by-poverty-status\">Table D5<\/a>.&nbsp;2020-21 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><th><strong>Virtual Pass Rate - Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>69%<\/td><td>66%<\/td><td>4%<\/td><\/tr><tr><td>No<\/td><td>82%<\/td><td>83%<\/td><td>-2%<\/td><\/tr><tr><td>Unknown<\/td><td>31%<\/td><td>34%<\/td><td>-3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>74%<\/td><td>73%<\/td><td>0%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: The Virtual Pass Rate \u2013 Non-Virtual Pass Rate calculation was run prior to rounding. That rounding effect accounts for what may appear to be calculation errors.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d6\"><a href=\"#student-by-poverty-status\" data-type=\"internal\" data-id=\"#student-by-poverty-status\">Table D6<\/a>.&nbsp;2020-21 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Type<\/strong><\/th><th>% of Virtual Learners in Poverty<\/th><th>% of Virtual Enrolls from Learners in Poverty<\/th><th><strong>Pass Rate for Virtual Learners in Poverty<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>64%<\/td><td>65%<\/td><td>58%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>64%<\/td><td>66%<\/td><td>71%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>64%<\/td><td>66%<\/td><td>69%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d7\"><a href=\"#student-by-poverty-status\">Table D7<\/a>.&nbsp;2020-21 Number and Percentage of Students and Virtual Enrollments by School Poverty Levels<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Poverty Category<\/strong><\/th><th><strong># of Virtual Students<\/strong><\/th><th><strong># of All MI Students<\/strong><\/th><th><strong>% of Virtual Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low Poverty (&lt;=25%)<\/td><td>43,308<\/td><td>289,383<\/td><td>15%<\/td><\/tr><tr><td>Mid-Low Poverty (&gt;25% to &lt;=50%)<\/td><td>110,915<\/td><td>426,703<\/td><td>26%<\/td><\/tr><tr><td>Mid-High Poverty (&gt;50% to &lt;=75%)<\/td><td>134,883<\/td><td>385,167<\/td><td>35%<\/td><\/tr><tr><td>High Poverty (&gt;75%)<\/td><td>133,106<\/td><td>543,695<\/td><td>24%<\/td><\/tr><tr><td>Missing<\/td><td>667<\/td><td>0<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>418,513<\/td><td>1,437,612<\/td><td>29%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: <em><em>The sum of the student rows<\/em> exceeds<\/em> the 418,513 number because some students had enrollments across categories. The unique total was used to emphasize the true number of virtual students. Also, all Michigan K-12 schools with building codes were used to calculate the state figures.<\/em> The 1.4M total also reflects the number of unique MI K-12 students.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d8\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D8<\/a>.&nbsp;2020-21 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Special Education Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>55,802<\/td><td>13%<\/td><td>499,436<\/td><td>14%<\/td><td>69%<\/td><\/tr><tr><td>No<\/td><td>360,224<\/td><td>86%<\/td><td>3,130,237<\/td><td>86%<\/td><td>74%<\/td><\/tr><tr><td>Unknown<\/td><td>3,052<\/td><td>1%<\/td><td>17,820<\/td><td>0%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>418,513<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the 418,513 number because some students had enrollments across multiple schools where one school listed the student under a specific special education status, but the other school reported a different status. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d9\"><a href=\"#student-by-FT-or-PT\">Table D9<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments with Pass Rate by Full- or Part-Time Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Subset<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>46,093<\/td><td>11%<\/td><td>429,164<\/td><td>12%<\/td><td>65%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>374,841<\/td><td>90%<\/td><td>3,218,329<\/td><td>88%<\/td><td>75%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>418,513<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: <em><em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em><\/em> the 418,513 number because some students had enrollments in both full-time and part-time virtual schools. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d10\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D10<\/a>.&nbsp;2020-21 Pass Rate Comparison for Full- and Part-Time Virtual Learners<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Subset<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>65%<\/td><td>82%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>75%<\/td><td>73%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>74%<\/td><td>73%<\/td><\/tr><\/tfoot><\/table><figcaption>Note: There were 46,326 non-virtual enrollments reported for Full-Time Virtual students.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d11\"><a href=\"#student-by-FT-or-PT\">Table D11<\/a>. Number and Percentage of Virtual Enrollments with Pass Rates by Students' Percentage of Enrollments Delivered Virtually<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments an Individual Student Took Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>58,639<\/td><td>14%<\/td><td>103,418<\/td><td>3%<\/td><td>65%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>49,015<\/td><td>12%<\/td><td>260,628<\/td><td>7%<\/td><td>48%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>44,051<\/td><td>11%<\/td><td>374,118<\/td><td>10%<\/td><td>59%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>266,808<\/td><td>64%<\/td><td>2,909,329<\/td><td>80%<\/td><td>78%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>418,513<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d12\"><a href=\"#student-by-FT-or-PT\">Table D12<\/a>. Number and Percentage of Virtual Enrollments from LEA Schools Only with Pass Rates by Students' Percentage of Enrollments Delivered Virtually <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments Delivered Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>54,903<\/td><td>17%<\/td><td>95,491<\/td><td>3%<\/td><td>66%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>44,951<\/td><td>14%<\/td><td>236,520<\/td><td>9%<\/td><td>49%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>39,644<\/td><td>12%<\/td><td>331,129<\/td><td>12%<\/td><td>59%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>189,939<\/td><td>58%<\/td><td>2,091,236<\/td><td>76%<\/td><td>76%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>329,437<\/td><td>100%<\/td><td>2,754,376<\/td><td>100%<\/td><td>71%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d13\"><a href=\"#student-by-FT-or-PT\">Table D13<\/a>. Number and Percentage of Virtual Enrollments from PSA Schools Only with Pass Rates by Students' Percentage of Enrollments Delivered Virtually<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments Delivered Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>3,289<\/td><td>4%<\/td><td>5,781<\/td><td>1%<\/td><td>55%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>2,031<\/td><td>2%<\/td><td>9,712<\/td><td>1%<\/td><td>42%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>2,130<\/td><td>2%<\/td><td>16,568<\/td><td>2%<\/td><td>57%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>81,649<\/td><td>92%<\/td><td>841,059<\/td><td>96%<\/td><td>81%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>89,099<\/td><td>100%<\/td><td>873,120<\/td><td>100%<\/td><td>81%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d14\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D14.<\/a> Number and Percentage of Virtual Enrollments with Pass Rates by District Mobility <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>3,383,754<\/td><td>93%<\/td><td>77%<\/td><\/tr><tr><td>Incoming<\/td><td>57,779<\/td><td>2%<\/td><td>63%<\/td><\/tr><tr><td>Outgoing<\/td><td>188,140<\/td><td>5%<\/td><td>23%<\/td><\/tr><tr><td>Missing<\/td><td>17,820<\/td><td>0%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d15\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D15<\/a>. Number and Percentage of Virtual Enrollments with Pass Rates by District Mobility and Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong># of In Poverty Enrolls<\/strong><\/th><th><strong># of Not In Poverty Enrolls<\/strong><\/th><th><strong>% of In Poverty Enrolls<\/strong><\/th><th><strong>% of Not In Poverty Enrolls<\/strong><\/th><th><strong>In Poverty<br>Pass Rate<\/strong><\/th><th><strong>Not In Poverty<br>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>2,212,198<\/td><td>1,171,556<\/td><td>92%<\/td><td>95%<\/td><td>73%<\/td><td>84%<\/td><\/tr><tr><td>Incoming<\/td><td>47,392<\/td><td>10,387<\/td><td>2%<\/td><td>1%<\/td><td>62%<\/td><td>69%<\/td><\/tr><tr><td>Outgoing<\/td><td>146,587<\/td><td>41,553<\/td><td>6%<\/td><td>3%<\/td><td>19%<\/td><td>37%<\/td><\/tr><tr><td>Missing<\/td><td>6,845<\/td><td>10,054<\/td><td>0%<\/td><td>1%<\/td><td>52%<\/td><td>70%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>2,413,022<\/td><td>1,233,550<\/td><td>100%<\/td><td>100%<\/td><td>69%<\/td><td>82%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d16\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D16<\/a>. Percentage of Virtual Enrollments by District Mobility and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>% of Rural Enrolls<\/strong><\/th><th><strong>% of Town Enrolls<\/strong><\/th><th><strong>% of Suburban Enrolls<\/strong><\/th><th><strong>% of City Enrolls<\/strong><\/th><th><strong>% of Not Specified Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>92%<\/td><td>91%<\/td><td>93%<\/td><td>94%<\/td><td>87%<\/td><\/tr><tr><td>Incoming<\/td><td>2%<\/td><td>2%<\/td><td>1%<\/td><td>1%<\/td><td>6%<\/td><\/tr><tr><td>Outgoing<\/td><td>6%<\/td><td>6%<\/td><td>5%<\/td><td>5%<\/td><td>7%<\/td><\/tr><tr><td>Missing<\/td><td>0%<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d17\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D17<\/a>. Virtual Pass Rates by District Mobility and Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>Rural Pass Rate<\/strong><\/th><th><strong>Town Pass Rate<\/strong><\/th><th><strong>Suburban Pass Rate<\/strong><\/th><th><strong>City Pass Rate<\/strong><\/th><th><strong>Not Specified Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>73%<\/td><td>68%<\/td><td>80%<\/td><td>79%<\/td><td>72%<\/td><\/tr><tr><td>Incoming<\/td><td>58%<\/td><td>54%<\/td><td>69%<\/td><td>67%<\/td><td>57%<\/td><\/tr><tr><td>Outgoing<\/td><td>21%<\/td><td>22%<\/td><td>29%<\/td><td>18%<\/td><td>19%<\/td><\/tr><tr><td>Missing<\/td><td>47%<\/td><td>50%<\/td><td>68%<\/td><td>47%<\/td><td>48%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>69%<\/td><td>64%<\/td><td>78%<\/td><td>75%<\/td><td>68%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d18\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D18<\/a>. Percentage of Virtual Enrollments with Pass Rates by District Mobility and Full-Time (FT) or Part-Time (PT) Virtual Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>% of FT Enrolls<\/strong><\/th><th><strong>% of PT Enrolls<\/strong><\/th><th><strong>FT Pass Rate<\/strong><\/th><th><strong>PT Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>86%<\/td><td>94%<\/td><td>69%<\/td><td>78%<\/td><\/tr><tr><td>Incoming<\/td><td>4%<\/td><td>1%<\/td><td>51%<\/td><td>68%<\/td><\/tr><tr><td>Outgoing<\/td><td>10%<\/td><td>5%<\/td><td>28%<\/td><td>21%<\/td><\/tr><tr><td>Missing<\/td><td>1%<\/td><td>0%<\/td><td>60%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>65%<\/td><td>75%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d19\"><a href=\"#student-by-non-virtual-course-performance\">Table D19<\/a>.&nbsp;2020-21 Number and Percentage of Part-Time Virtual Students and Virtual Enrollments with Pass Rate by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Non-Virtual Performance<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Passed All NV Courses<\/td><td>75,714<\/td><td>50%<\/td><td>377,835<\/td><td>47%<\/td><td>67%<\/td><\/tr><tr><td>Did Not Pass 1 or 2 NV Courses<\/td><td>22,815<\/td><td>15%<\/td><td>111,907<\/td><td>14%<\/td><td>54%<\/td><\/tr><tr><td>Did Not Pass 3 or More NV Courses<\/td><td>51,417<\/td><td>34%<\/td><td>315,158<\/td><td>39%<\/td><td>46%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>149,946<\/td><td>100%<\/td><td>804,900<\/td><td>100%<\/td><td>57%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d20\"><a href=\"#student-by-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-virtual-course-performance\">Table D20<\/a>.&nbsp;2020-21 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Course Performance<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Passed All<\/td><td>231,240<\/td><td>55%<\/td><td>1,901,046<\/td><td>52%<\/td><td>100%<\/td><\/tr><tr><td>Passed Some, But Not All<\/td><td>120,259<\/td><td>29%<\/td><td>1,349,883<\/td><td>37%<\/td><td>58%<\/td><\/tr><tr><td>Didn't Pass Any<\/td><td>67,014<\/td><td>16%<\/td><td>396,564<\/td><td>11%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>418,513<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d21\"><a href=\"#student-by-virtual-course-performance\">Table D21<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Courses Not Passed<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 2<\/td><td>17,042<\/td><td>25%<\/td><\/tr><tr><td>3 to 4<\/td><td>9,004<\/td><td>13%<\/td><\/tr><tr><td>5 to 6<\/td><td>17,492<\/td><td>26%<\/td><\/tr><tr><td>7 to 8<\/td><td>9,113<\/td><td>14%<\/td><\/tr><tr><td>9 to 10<\/td><td>4,951<\/td><td>7%<\/td><\/tr><tr><td>11+<\/td><td>9,412<\/td><td>14%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>67,014<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-d22\"><a href=\"#student-by-virtual-usage\">Table D22<\/a>.&nbsp;2020-21 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Usage<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 2 Virtual Courses<\/td><td>66,307<\/td><td>16%<\/td><td>92,668<\/td><td>3%<\/td><td>72%<\/td><\/tr><tr><td>3 to 4 Virtual Courses<\/td><td>39,443<\/td><td>9%<\/td><td>144,365<\/td><td>4%<\/td><td>68%<\/td><\/tr><tr><td>5 or More Virtual Courses<\/td><td>312,763<\/td><td>75%<\/td><td>3,410,460<\/td><td>94%<\/td><td>74%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>418,513<\/td><td>100%<\/td><td>3,647,493<\/td><td>100%<\/td><td>74%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-e\">Appendix E - State Assessment Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-e1\"><a href=\"#by-subject-area\" data-type=\"internal\" data-id=\"#by-subject-area\">Table E1<\/a>. 2020-21 Comparison of Virtual and State Proficiency Rates on 11th Grade State Assessment Measures<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>49%<\/td><td>57%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>26%<\/td><td>35%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>13%<\/td><td>15%<\/td><\/tr><tr><td>Social Studies (M-STEP)<\/td><td>38%<\/td><td>44%<\/td><\/tr><\/tbody><\/table><figcaption><em>Note: Statewide assessment data were available from the&nbsp;<\/em>MI School Data Portal<em>.&nbsp;<\/em>SAT measures are on the <a href=\"https:\/\/www.mischooldata.org\/college-readiness\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/college-readiness\/\">College Readiness report<\/a>. The M-STEP measures can be found on the <a href=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\">High School State Testing Performance report<\/a>.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-e2\"><a href=\"#by-non-virtual-performance\" data-type=\"internal\" data-id=\"#by-non-virtual-performance\">Table E2<\/a>. 2020-21 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Pass All NV<\/strong><\/th><th><strong>Did Not Pass 1 or 2 NV<\/strong><\/th><th><strong>Did Not Pass 3 or More NV<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>66%<\/td><td>44%<\/td><td>28%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>41%<\/td><td>21%<\/td><td>12%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>18%<\/td><td>10%<\/td><td>6%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>50%<\/td><td>33%<\/td><td>23%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-e3\"><a href=\"#by-poverty-status\" data-type=\"internal\" data-id=\"#by-poverty-status\">Table E3<\/a>. 2020-21 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>In Poverty<\/strong><\/th><th><strong>Not In Poverty<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>34%<\/td><td>62%<\/td><td>49%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>13%<\/td><td>37%<\/td><td>26%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>7%<\/td><td>17%<\/td><td>13%<\/td><\/tr><tr><td>Social Studies (M-STEP) <\/td><td>26%<\/td><td>48%<\/td><td>38%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-e4\"><a href=\"#by-full-part-time-type\" data-type=\"internal\" data-id=\"#by-full-part-time-type\">Table E4<\/a>. 2020-21 State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>50%<\/td><td>41%<\/td><td>49%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>27%<\/td><td>17%<\/td><td>26%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>13%<\/td><td>11%<\/td><td>13%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>38%<\/td><td>33%<\/td><td>38%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-e\">Appendix F - Higher Performing Schools Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f1\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F1<\/a>. 2020-21 Number and Percentage of Schools with 80% or Higher Pass Rate by Student Count Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Student Count<\/strong><\/th><th><strong>School Count<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>10 or Fewer<\/td><td>94<\/td><td>12%<\/td><\/tr><tr><td>11 to 25<\/td><td>64<\/td><td>8%<\/td><\/tr><tr><td>26 to 50<\/td><td>72<\/td><td>9%<\/td><\/tr><tr><td>51 to 99<\/td><td>132<\/td><td>17%<\/td><\/tr><tr><td>100 or More<\/td><td>430<\/td><td>54%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>792<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f2\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F2<\/a>. 2020-21 Number and Percentage of Schools and Virtual Enrollments from Schools with 80% or Higher Pass Rate by Virtual Count Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Enroll Count<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Virtual Enrolls<\/strong><\/th><th><strong>% of Virtual Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 9<\/td><td>64<\/td><td>8%<\/td><td>276<\/td><td>0%<\/td><\/tr><tr><td>10 to 29<\/td><td>49<\/td><td>6%<\/td><td>979<\/td><td>0%<\/td><\/tr><tr><td>30 to 49<\/td><td>27<\/td><td>3%<\/td><td>1,067<\/td><td>0%<\/td><\/tr><tr><td>50 to 99<\/td><td>46<\/td><td>6%<\/td><td>3,447<\/td><td>0%<\/td><\/tr><tr><td>100 or More<\/td><td>606<\/td><td>77%<\/td><td>1,701,671<\/td><td>100%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>792<\/td><td>100%<\/td><td>1,707,440<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f3\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F3<\/a>. 2020-21 Number and Percentage of Schools with 80% or Higher Pass Rate by Number of Virtual Courses Offered<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Courses Offered<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>10 or Fewer<\/td><td>191<\/td><td>24%<\/td><\/tr><tr><td>11 to 25<\/td><td>154<\/td><td>19%<\/td><\/tr><tr><td>26 to 50<\/td><td>186<\/td><td>23%<\/td><\/tr><tr><td>More than 50<\/td><td>261<\/td><td>33%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>792<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f4\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F4<\/a>. 2020-21 Number and Percentage of Schools with 80% or Higher Pass Rate as a Percentage of All Virtual Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of Virtual Schools<\/strong><\/th><th><strong>% of Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>26<\/td><td>47<\/td><td>55%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>3<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>642<\/td><td>1,917<\/td><td>33%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>16<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>116<\/td><td>224<\/td><td>52%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>792<\/td><td>2,207<\/td><td>36%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f5\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F5<\/a>. 2020-21 Number and Percentage of Schools with 80% or Higher Pass Rate by Locale<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of Virtual Schools<\/strong><\/th><th><strong>% of Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>198<\/td><td>711<\/td><td>28%<\/td><\/tr><tr><td>Town<\/td><td>76<\/td><td>336<\/td><td>23%<\/td><\/tr><tr><td>Suburb<\/td><td>315<\/td><td>718<\/td><td>44%<\/td><\/tr><tr><td>City<\/td><td>199<\/td><td>427<\/td><td>47%<\/td><\/tr><tr><td>Not Specified<\/td><td>4<\/td><td>15<\/td><td>27%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>792<\/td><td>2,207<\/td><td>36%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f6\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F6<\/a>. 2020-21 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Race\/Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Race\/Ethnicity<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong># of Pass<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>African American or Black<\/td><td>60,676<\/td><td>528,547<\/td><td>586,356<\/td><td>90%<\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td>683<\/td><td>5,034<\/td><td>5,809<\/td><td>87%<\/td><\/tr><tr><td>Asian<\/td><td>6,684<\/td><td>59,914<\/td><td>62,566<\/td><td>96%<\/td><\/tr><tr><td>Hispanic or Latino<\/td><td>16,767<\/td><td>145,610<\/td><td>161,678<\/td><td>90%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td>132<\/td><td>1,053<\/td><td>1,235<\/td><td>85%<\/td><\/tr><tr><td>Two or More Races<\/td><td>8,972<\/td><td>83,170<\/td><td>91,699<\/td><td>91%<\/td><\/tr><tr><td>Unknown<\/td><td>745<\/td><td>1,963<\/td><td>2,555<\/td><td>77%<\/td><\/tr><tr><td>White<\/td><td>85,410<\/td><td>714,960<\/td><td>795,542<\/td><td>90%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>179,766<\/td><td>1,540,251<\/td><td>1,707,440<\/td><td>90%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f7\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F7<\/a>. 2020-21 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Pass<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Y<\/td><td>108,955<\/td><td>61%<\/td><td>948,574<\/td><td>1,070,200<\/td><td>63%<\/td><td>89%<\/td><\/tr><tr><td>N<\/td><td>70,743<\/td><td>39%<\/td><td>591,500<\/td><td>636,966<\/td><td>37%<\/td><td>93%<\/td><\/tr><tr><td>Unknown<\/td><td>68<\/td><td>0%<\/td><td>177<\/td><td>274<\/td><td>0%<\/td><td>65%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>179,766<\/td><td>100%<\/td><td>1,540,251<\/td><td>1,707,440<\/td><td>100%<\/td><td>90%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f8\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F8<\/a>. 2020-21 Number and Percentage of Schools with 80% or Higher Pass Rate by School Poverty Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Poverty Category<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong>% of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low Poverty (&lt;=25%)<\/td><td>154<\/td><td>19%<\/td><td>274<\/td><td>56%<\/td><\/tr><tr><td>Mid-Low Poverty (&gt;25% to &lt;=50%)<\/td><td>241<\/td><td>30%<\/td><td>618<\/td><td>39%<\/td><\/tr><tr><td>Mid-High Poverty (&gt;50% to &lt;=75%)<\/td><td>191<\/td><td>24%<\/td><td>774<\/td><td>25%<\/td><\/tr><tr><td>High Poverty (&gt;75%)<\/td><td>201<\/td><td>25%<\/td><td>534<\/td><td>38%<\/td><\/tr><tr><td>Missing<\/td><td>5<\/td><td>1%<\/td><td>7<\/td><td>71%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>792<\/td><td>100%<\/td><td>2,207<\/td><td>36%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f9\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F9<\/a>. 2020-21 Number and Percentage of Schools with 80% or Higher Pass Rate by Full- or Part-Time Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Full- or Part-Time Status<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong>% of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time<\/td><td>15<\/td><td>2%<\/td><td>101<\/td><td>15%<\/td><\/tr><tr><td>Part-Time<\/td><td>777<\/td><td>98%<\/td><td>2,106<\/td><td>37%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>792<\/td><td>100%<\/td><td>2,106<\/td><td>36%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f10\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F10<\/a>. 2020-21 Number and Percentage of Schools with 80% or Higher Pass Rate by School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>36<\/td><td>286<\/td><td>13%<\/td><\/tr><tr><td>General Education<\/td><td>732<\/td><td>1,874<\/td><td>39%<\/td><\/tr><tr><td>Special Education<\/td><td>NR<\/td><td>43<\/td><td>NR<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>NR<\/td><td>4<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>792<\/td><td>2,207<\/td><td>36%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-f11\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F11<\/a>. 2020-21 Number and Percentage of Students* from Schools with 80% or Higher Pass Rate by Pass Rate Difference Category<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Pass Rate Difference Category<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Virtual Less than Non-Virtual<\/td><td>5,486<\/td><td>23%<\/td><\/tr><tr><td>Virtual Meets\/Exceed Non-Virtual<\/td><td>18,849<\/td><td>77%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>24,335<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption>* Note: Only virtual learners who took a minimum of three virtual courses and three non-virtual courses are included in the table.<\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-f\">Appendix G - Completion Status Tables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g1\"><a href=\"#by-grade-level\" data-type=\"internal\" data-id=\"#by-grade-level\">Table G1<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>14,815<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>409,931<\/td><td>11%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>2,684,021<\/td><td>74%<\/td><\/tr><tr><td>Incomplete<\/td><td>79,318<\/td><td>2%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>293<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>163<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>305,462<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>13,879<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>139,611<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>3,647,493<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g2\"><a href=\"#by-entity-type\" data-type=\"internal\" data-id=\"#by-entity-type\">Table G2<\/a>.&nbsp;2020-21 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>ISD School % of Enrolls<\/strong><\/th><th><strong>ISD UEP %&nbsp;of Enrolls<\/strong><\/th><th><strong><strong>LEA School %&nbsp;of Enrolls<\/strong><\/strong><\/th><th><strong>LEA UEP %&nbsp;of Enrolls<\/strong><\/th><th><strong>PSA School %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>5%<\/td><td>3%<\/td><td>13%<\/td><td>5%<\/td><td>7%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>67%<\/td><td>91%<\/td><td>71%<\/td><td>78%<\/td><td>81%<\/td><\/tr><tr><td>Incomplete<\/td><td>2%<\/td><td>2%<\/td><td>2%<\/td><td>1%<\/td><td>3%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>26%<\/td><td>3%<\/td><td>9%<\/td><td>15%<\/td><td>5%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>1%<\/td><td>2%<\/td><td>4%<\/td><td>1%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: UEP = Unique Education Provider<\/em> <\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g3\"><a href=\"#by-full-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-full-time-virtual-schools\">Table G3<\/a>.&nbsp;2020-21 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>5,895<\/td><td>1%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>61,085<\/td><td>14%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>277,294<\/td><td>65%<\/td><\/tr><tr><td>Incomplete<\/td><td>30,425<\/td><td>7%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>28,660<\/td><td>7%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>6,027<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>19,778<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>429,164<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g4\"><a href=\"#by-part-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-part-time-virtual-schools\">Table G4<\/a>.&nbsp;2020-21 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>8,920<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>348,846<\/td><td>11%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>2,406,727<\/td><td>75%<\/td><\/tr><tr><td>Incomplete<\/td><td>48,893<\/td><td>2%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>293<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>163<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>276,802<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>7,852<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>119,833<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>3,218,329<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g5\"><a href=\"#by-school-emphasis\" data-type=\"internal\" data-id=\"#by-school-emphasis\">Table G5<\/a>.&nbsp;2020-21 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>Alt Ed % of Enrolls<\/strong><\/th><th><strong>Gen Ed %&nbsp;of Enrolls<\/strong><\/th><th><strong>Special Ed %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>2%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>18%<\/td><td>11%<\/td><td>5%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>49%<\/td><td>76%<\/td><td>53%<\/td><\/tr><tr><td>Incomplete<\/td><td>14%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>13%<\/td><td>8%<\/td><td>41%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>4%<\/td><td>1%<\/td><\/tr><\/tbody><tfoot><tr><td>Total <\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Reportable Programs and Vocational\/CTE are not reported here because each had fewer<\/em> <em>than 10 schools.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g6\"><a href=\"#courses-by-subject-area\">Table G6<\/a>.&nbsp;2020-21 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>English % of Enrolls<\/strong><\/th><th><strong>Math %&nbsp;of Enrolls<\/strong><\/th><th><strong>Science %&nbsp;of Enrolls<\/strong><\/th><th><strong>Social Sci %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>12%<\/td><td>14%<\/td><td>13%<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>72%<\/td><td>70%<\/td><td>72%<\/td><td>73%<\/td><\/tr><tr><td>Incomplete<\/td><td>2%<\/td><td>3%<\/td><td>2%<\/td><td>3%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>9%<\/td><td>9%<\/td><td>8%<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>4%<\/td><td>4%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g7\"><a href=\"#by-student-sex\" data-type=\"internal\" data-id=\"#by-student-sex\">Table G7<\/a>.&nbsp;2020-21 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>Males % of Enrolls<\/strong><\/th><th><strong>Females %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>10%<\/td><td>12%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>75%<\/td><td>72%<\/td><\/tr><tr><td>Incomplete<\/td><td>2%<\/td><td>2%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>8%<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g8\"><a href=\"#student-by-race\/ethnicity\" data-type=\"internal\" data-id=\"#student-by-race\/ethnicity\">Table G8<\/a>.&nbsp;2020-21 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>African American % of Enrolls<\/strong><\/th><th><strong>American Indian or Alaska Native %&nbsp;of Enrolls<\/strong><\/th><th><strong>Asian %&nbsp;of Enrolls<\/strong><\/th><th><strong>Hispanic or Latino %&nbsp;of Enrolls<\/strong><\/th><th><strong>White % of Enrolls<\/strong><\/th><th> <strong>Two or More Races % of Enrolls<\/strong><\/th><th><strong>Unknown % of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>11%<\/td><td>19%<\/td><td>3%<\/td><td>12%<\/td><td>11%<\/td><td>12%<\/td><td>5%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>75%<\/td><td>62%<\/td><td>91%<\/td><td>71%<\/td><td>73%<\/td><td>73%<\/td><td>61%<\/td><\/tr><tr><td>Incomplete<\/td><td>2%<\/td><td>4%<\/td><td>0%<\/td><td>3%<\/td><td>2%<\/td><td>2%<\/td><td>2%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>10%<\/td><td>9%<\/td><td>3%<\/td><td>9%<\/td><td>8%<\/td><td>8%<\/td><td>25%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>2%<\/td><td>6%<\/td><td>2%<\/td><td>4%<\/td><td>5%<\/td><td>4%<\/td><td>6%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption><em>Note: Only Race \/ Ethnicities with 1,000 or more students are reported in the table.<\/em><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g9\"><a href=\"#student-by-poverty-status\">Table G9<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>In Poverty % of Enrolls<\/strong><\/th><th><strong>Not In Poverty %&nbsp;of Enrolls<\/strong><\/th><th><strong>Unknown %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>13%<\/td><td>7%<\/td><td>6%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>69%<\/td><td>82%<\/td><td>31%<\/td><\/tr><tr><td>Incomplete<\/td><td>3%<\/td><td>1%<\/td><td>8%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>10%<\/td><td>6%<\/td><td>32%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>3%<\/td><td>21%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g10\"><a href=\"#student-by-special-education\">Table G10<\/a>.&nbsp;2020-21 Number and Percentage of Virtual Enrollments by Completion Status and Special Education Status<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>In Special Ed % of Enrolls<\/strong><\/th><th><strong>Not In Special Ed %&nbsp;of Enrolls<\/strong><\/th><th><strong>Unknown %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>13%<\/td><td>11%<\/td><td>5%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>69%<\/td><td>74%<\/td><td>61%<\/td><\/tr><tr><td>Incomplete<\/td><td>2%<\/td><td>2%<\/td><td>2%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>11%<\/td><td>8%<\/td><td>25%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>5%<\/td><td>4%<\/td><td>6%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3,\"className\":\"table-heading no-toc\"} -->\n<h3 class=\"table-heading no-toc\" id=\"table-g11\"><a href=\"#student-by-virtual-course-performance\">Table G11<\/a>.&nbsp;2020-21 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"className\":\"formatted-right\"} -->\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><span style=\"font-weight: 400\">Completion Status<\/span><\/th><th><span style=\"font-weight: 400\">At Least One % of Enrolls<\/span><\/th><th><span style=\"font-weight: 400\">11 or More %&nbsp;of Enrolls<\/span><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>29%<\/td><td>41%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Incomplete<\/td><td>7%<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Testing Out<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>37%<\/td><td>33%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>2%<\/td><td>2%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>23%<\/td><td>14%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n<!-- \/wp:table -->",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21",
            "excerpt": "Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2020-21 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.",
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            "path": "\/blog\/3-tips-for-bringing-mindfulness-into-your-classroom\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on<\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-bringing-mindfulness-into-your-classroom\/id1551347022?i=1000554959061\"><em> Apple<\/em><\/a><em>,<\/em><a href=\"https:\/\/open.spotify.com\/episode\/3oOpFxkPrdaIlRWMEXtkQr?si=9UNFwNsXSOCK-6lwKlRlyA\"><em> Spotify<\/em><\/a><em>,<\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/Mjc4MzAyMTgtNDQzOS00OGViLThlMmYtNzUzZGNjZmZkZmU4?sa=X&amp;ved=0CAUQkfYCahcKEwi42tWmpOH2AhUAAAAAHQAAAAAQAQ\"><em> Google<\/em><\/a><em>, or<\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Bringing-Mindfulness-into-Your-Classroom-feat--Jodie-Kleymeer-from-Lake-Shore-Public-Schools-e1g3fel\"><em> another platform<\/em><\/a><em>. Alternatively, you can read along with the<\/em><a href=\"https:\/\/otter.ai\/u\/b2M5lvq7UROisp1HKzCnnjzEKz4\"><em> transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Each year, empirical studies are added to the <a href=\"https:\/\/www.healthline.com\/nutrition\/12-benefits-of-meditation#11.-Can-decrease-blood-pressure\">mountain of research<\/a> demonstrating the benefits of mindfulness.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the K-12 classroom, mindfulness practices can deliver brief but effective <a href=\"https:\/\/www.slideshare.net\/TransformingEducation\/mindfulness-presentation-77313820\">social emotional interventions<\/a> for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Intrigued by the research and having experienced personal benefits from mindfulness, Jodie Kleymeer decided to bring these practices into her classroom, especially knowing that many of her students were struggling with their mental health.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Jodie is a media specialist for <a href=\"http:\/\/lakeshoreschools.org\/\">Lake Shore Public Schools<\/a>. These days, she typically spends the first five minutes of her Help Desk class practicing mindfulness with students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a>, Jodie and I explore:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Her personal journey in discovering mindfulness in the midst of the pandemic<\/li><li>The relationship between mindfulness, positivity, and mental health<\/li><li>Her top three tips for bringing mindfulness into the classroom<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/LrDteicjMyQ\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/LrDteicjMyQ\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Jodie using the audio player above or by subscribing to the<a href=\"https:\/\/michiganvirtual.org\/bright\"> BRIGHT podcast<\/a> in your app-of-choice (find us on<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-bringing-mindfulness-into-your-classroom\/id1551347022?i=1000554959061\"> Apple<\/a>,<a href=\"https:\/\/open.spotify.com\/episode\/3oOpFxkPrdaIlRWMEXtkQr?si=9UNFwNsXSOCK-6lwKlRlyA\"> Spotify<\/a>,<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/Mjc4MzAyMTgtNDQzOS00OGViLThlMmYtNzUzZGNjZmZkZmU4?sa=X&amp;ved=0CAUQkfYCahcKEwi42tWmpOH2AhUAAAAAHQAAAAAQAQ\"> Google<\/a>, and<a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Bringing-Mindfulness-into-Your-Classroom-feat--Jodie-Kleymeer-from-Lake-Shore-Public-Schools-e1g3fel\"> more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/b2M5lvq7UROisp1HKzCnnjzEKz4\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Jodie\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips for bringing mindfulness into your classroom below.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 strategies for bringing mindfulness into your classroom<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#1. Be interested in mindfulness &amp; have a strong why<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Jodie\u2019s number one strategy for fellow educators is to simply be interested in mindfulness. You don\u2019t have to be an expert, she says, but you do need to have a strong why.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider the adage, \u201cKids don't <em>care<\/em> how much you <em>know<\/em> until they <em>know<\/em> how much you <em>care<\/em>.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you are passionate about mindfulness and explore it on your own, you\u2019ll be more likely to find success in bringing it to your students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#2. Share research with your students<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Jodie also emphasizes the importance of sharing research on mindfulness with students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMany of my students struggle with anxiety and mental health and all kinds of different issues,\u201d she says. \u201cI tell my students, \u2018This is a tool you can use long after you leave my class.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many of the studies she cited came from a book she received for professional development called <a href=\"https:\/\/stressstop.com\/products\/maximizing-mindfulness\"><em>Maximizing Mindfulness &amp; Minimizing Stress<\/em><\/a><em> <\/em>by James Porter.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The studies in this book demonstrate how mindfulness can help rewire your brain, boost your immune system, reduce stress, improve your health, and lift your mood. By sharing this research with students, she helps them invest in the practice before trying it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>#3. Offer exposure &amp; choice to the many different types of mindfulness<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Jodie\u2019s final tip has two components: exposure and choice. First, she says, it\u2019s important to expose students to <a href=\"https:\/\/www.headspace.com\/meditation\/techniques\">different types of mindfulness<\/a>, of which there are many.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For the first three weeks of this semester, she spent between one and seven minutes of each class period trialing different mindfulness activities. Starting in week four, however, students could choose which type would be best for them each day.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These days, Jodie\u2019s students choose what type of mindfulness they\u2019d like to practice at the beginning of each class period. Some students may go to the corner of the room and stretch out, whereas others may sit still and focus on their breathing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt may take a while for you to get \u2018good\u2019 at it,\u201d she cautions them. \u201cEveryone starts in a different place, and that\u2019s OK.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So far, she reports, most of her students love having time for mindfulness at the beginning of class. Even students who don\u2019t struggle with anxiety and depression experience benefits and tell her that they enjoy the practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThey love getting relaxed,\u201d Jodie says. \u201cThey love getting focused.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cFor me, [mindfulness] is a lifeline to reaching your own emotional knowledge. It\u2019s a skill that you can hone like any other skill to help you have more accurate focus and be more intentional, specifically with relationships. Honestly, I realized that I had been feeling very disconnected from people, looking them right in the eye and still not hearing a thing they said. Mindfulness was a real lifeline for me to reconnect with people.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cDue to the pandemic and all the isolation, I\u2019d begun struggling with anxiety and depression again. Earlier in my life, when I struggled with those things, it was clear why I was depressed or anxious. This time around, I honestly couldn\u2019t identify a reason. I started learning about these mental health issues in a very real way, whereas I had never understood them before. . . It\u2019s brought me closer to my students. I'm open with them about my mental health struggles because I know they have them, too, and I don't want them to feel embarrassed or ashamed or guilty or less than because they're struggling with these things.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think it wouldn't even matter what technique I was doing. I think my students appreciate the fact that somebody cares enough about their mental health to try and help them. They're very open to [mindfulness].\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cTo me, truth is how you straddle the line between positivity and toxic positivity. If people ask me how I'm doing and I'm having a rough day, I tell them I'm having a rough day. I'm honest about it. I think where people get confused is they feel like you can't tell the truth that you're having a rough day, and that is false. The thing is that you don't want to just dwell on it. That's where you can get into the negativity that holds you back. If you're honest about what you're feeling in the moment, it leaves you room to process that emotion effectively.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Explore: <\/strong><a href=\"https:\/\/posproject.org\/our-story\/\">The positivity project<\/a><\/li><li><strong>Explore: <\/strong><a href=\"https:\/\/applieddigitalskills.withgoogle.com\/s\/en\/home\">Applied Google skills<\/a><\/li><li><strong>Learn: <\/strong><a href=\"https:\/\/www.slideshare.net\/TransformingEducation\/mindfulness-presentation-77313820\">Mindfulness: A key component of social emotional learning<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/stressstop.com\/products\/maximizing-mindfulness\">Maximizing mindfulness &amp; minimizing stress<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Mindfulness videos, apps, &amp; podcasts<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Student favorite: <\/strong><a href=\"https:\/\/youtu.be\/ABK0SYFxyEY\">3-minute mindfulness meditation for clarity<\/a><\/li><li><strong>Student favorite: <\/strong><a href=\"https:\/\/youtu.be\/cI4ryatVkKw\">Short meditation music - 3-minute relaxation, calming<\/a><\/li><li><strong>YouTube meditation: <\/strong><a href=\"https:\/\/youtu.be\/9tOJZQhO_Uw\">2-min breathe bubble exercise<\/a><\/li><li><strong>YouTube meditation: <\/strong><a href=\"https:\/\/youtu.be\/yxPV7_7eLtM\">2-minute mindful movement practice<\/a><\/li><li><strong>YouTube meditation: <\/strong><a href=\"https:\/\/youtu.be\/QfREanf59Sk\">5-minute meditation for positive thinking<\/a><\/li><li><strong>YouTube meditation: <\/strong><a href=\"https:\/\/youtu.be\/RDF0snTdLlI\">Relaxing wave breathing technique<\/a><\/li><li><strong>YouTube meditation: <\/strong><a href=\"https:\/\/youtu.be\/g95eloerZmw\">Guided mindfulness meditation on presence and focus - 5 minutes<\/a><\/li><li><strong>App:<\/strong> <a href=\"https:\/\/www.headspace.com\/educators\">Headspace for educators<\/a><\/li><li><strong>App: <\/strong><a href=\"https:\/\/insighttimer.com\/\">Insight Timer<\/a><\/li><li><strong>Podcast: <\/strong><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/the-mindful-minute\/id1277683423\">The mindful minute<\/a><\/li><li><strong>Podcast: <\/strong><a href=\"https:\/\/www.tarabrach.com\/guided-meditations\/\">Tara Brach<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
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            "id": 70644,
            "path": "\/blog\/3-strategies-for-using-aac-to-foster-student-authenticity-and-self-advocacy\/",
            "author_id": 32,
            "timestamp": 1648031580,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-using-aac-to-foster-student-authenticity\/id1551347022?i=1000554184565\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/5MLGxgeWuaoLJY3Ub0DSTN?si=75764cf576d4489a\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YTA3MjFmMjAtNzUyYS00OTY4LWI2NzQtZTdiZGRhZjI0OGRm?sa=X&amp;ved=0CAUQkfYCahcKEwjQmba62sr2AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Using-AAC-to-Foster-Student-Authenticity-and-Self-Advocacy-feat--Rachael-Langley-from-Eaton-RESA-e1fokki\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/uB_WuXUnJaeN38cIpI0zEIH8Bp0\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2016, a group of experts came together to create the <a href=\"https:\/\/www.asha.org\/njc\/communication-bill-of-rights\/\">communication bill of rights<\/a>. This list includes 15 fundamental human rights that every person has with regard to communication. A few examples include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>The right to <\/em><strong><em>request <\/em><\/strong><em>desired objects, actions, events, and people<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>The right to <\/em><strong><em>refuse <\/em><\/strong><em>or <\/em><strong><em>reject <\/em><\/strong><em>undesired objects, actions, events, or choices<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>The right to be<\/em><strong><em> addressed directly <\/em><\/strong><em>and not be spoken for or talked about in the third person while present<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The concept here is that <em>everyone <\/em>\u2014 including those with severe disabilities and\/or complex communication needs \u2014 has the right to communicate their thoughts and feelings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe disability rights movement is kind of one of the last human rights movements to push forward,\u201d says Rachael Langley, a speech-language pathologist and an AAC consultant for Eaton RESA. \u201cIt sounds so obvious, but we have to believe at our core that everyone has thoughts and feelings regardless of their perceived abilities or their disability.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For students with complex communication needs, the technology available today to help express their thoughts and feelings is better than ever before. This technology is broadly referred to as AAC \u2014 <em>augmentative and alternative communication <\/em>\u2014 and it can help students recover their right to communicate when their verbal speech cannot fully express their thoughts and feelings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, I chat with Rachael, and, together, we explore:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>What AAC is and why this technology is so important for students who have limited verbal speech to express all their thoughts.&nbsp;<\/li><li>Why the ability to communicate is a fundamental human right, particularly being able to express our needs and to say no.<\/li><li>Rachael\u2019s top three strategies for using AAC to foster authenticity and self-advocacy among students.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Rachael\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips for using AAC to foster student authenticity and self-advocacy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 strategies for using AAC to foster student authenticity and self-advocacy&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong><em>Give students access to a LOT of words.<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This one may seem counterintuitive at first. When working with students with complex communication needs, it may seem like a good idea to start with a small vocabulary list and then expand it. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Rachael, however, this is a common misconception. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSit next to a typically developing four-year-old for a while and think how many words they say in an hour,\u201d she says. \u201cAvoid that roadblock of wanting to limit or pick the words for someone else. That\u2019s way too much responsibility.\u201d <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As children develop linguistically, they need space to babble, practice, and play with <em>many <\/em>word combinations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong><em>Use AAC technology yourself when communicating with the student.<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>When working with a student who uses an AAC device, it can be helpful for you to practice using this technology to communicate with your student. This simple practice can yield many benefits. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>First off, it reduces the communicative burden on the learner who is typically required to code-switch between the adult\u2019s natural speech and their AAC tool. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Next, it can help model for the student how to translate between verbal speech and the options available on their device. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Last but not least, it can help foster empathy between adults and students. The adult gets a glimpse into what it is like to navigate this complicated device, and the student sees the adult struggling to learn alongside them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong><em>Build opportunities for students to say \u201cno\u201d in safe ways.<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The right to refuse is a <a href=\"https:\/\/www.asha.org\/njc\/communication-bill-of-rights\/\">core communication right<\/a>. If a student enjoys pressing their \u201cno\u201d button often, it may be tempting to limit children from the ability to use this particular button. But saying \u201cno\u201d is not only a fundamental human right, but it is also an integral part of the developmental process. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you have doubts about this, consider toddlers, who often seem to enjoy exercising this right religiously. Because children with complex communication needs are an incredibly vulnerable population, compliance-based instruction models can become dangerous when they reinforce the message that it\u2019s not okay to say \u201cno.\u201d <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Part of learning language is learning how to use this powerful gift responsibly. A student\u2019s refusal to participate may not be appropriate to grant in a situation where their clothing is soiled, or they need to get on the bus to go home. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Still, it is important to build opportunities for choice into the school day so children can practice saying \u201cno\u201d in safe ways. These little moments can be as simple as \u201cWould you like to sit here?\u201d or \u201cWould you like the purple cup?\u201d\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cThe disability rights movement is one of the last human rights movements to push forward. It sounds so obvious, but we have to believe at our core that everyone has thoughts and feelings regardless of their perceived abilities or their disability.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cThe real aha moment and the piece that grabs you is when\u2026 they give that look of \u2018Yeah, <\/em>that's <em>what I meant.\u2019 It affirms that they understand the purpose of the tool and that they now have another way to get their message out without waiting for an adult to guess what they need. That moment, that spark \u2014 whether it's in their eyes or a little smile \u2014 is really what fuels me because so many of our kids can't tell us in the same way what they're thinking or if we're on the right track. I see that little spark even in some of my students who have very little muscle control over their bodies. It could even be this little eyebrow twitch of like, \u2018Ah, yes, that's what I meant.\u2019 That's what fuels me to keep going.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cWe have to think about the potential danger of teaching a compliance based-model to students who are already pretty vulnerable. We don\u2019t want to teach them that their job is to do what adults tell them to do. Their job is to use their words to tell us what they want or don't want.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201c\u2018Complex communication needs\u2019 is a term that the population themselves came up with. They were saying: \u2018We don't want to be called nonverbal. Nonverbal means non-speaking and can imply non-thinking. But we have complex needs. We have ideas. We have thoughts, and we can get them out in some way.\u2019\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Learn: <\/strong><a href=\"https:\/\/www.asha.org\/njc\/communication-bill-of-rights\/\">The communication bill of rights<\/a><\/li><li><strong>Attend: <\/strong><a href=\"https:\/\/www.talkingaac.org\/\">#TalkingAAC conference<\/a><\/li><li><strong>Learn: <\/strong><a href=\"http:\/\/www.project-core.com\/\">Project core<\/a><\/li><li><strong>Watch: <\/strong><a href=\"https:\/\/youtu.be\/94d_h_t2QAA\">The first pizza ordered with a computer through MSU\u2019s Artificial Language Lab<\/a><\/li><li><strong>Watch: <\/strong><a href=\"https:\/\/youtu.be\/3H3e2MXV6iY\">TEDxMacatawa - Chris Klein - Seeing unique abilities<\/a><\/li><li><strong>Contact Rachael: <\/strong><a href=\"https:\/\/www.reachlanguage.com\/\">Reach language<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>AAC tools and apps<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.assistiveware.com\/products\/proloquo2go\">Proloquo2Go<\/a><\/li><li><a href=\"https:\/\/lampwflapp.com\/\">LAMP Words for Life<\/a><\/li><li><a href=\"https:\/\/touchchatapp.com\/\">TouchChat<\/a><\/li><li><a href=\"https:\/\/www.mycoughdrop.com\/\">CoughDrop&nbsp;<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "3 strategies for using AAC to foster student authenticity and self-advocacy",
            "excerpt": "This Michigan speech-language pathologist is fighting for every child\u2019s right \u2014 regardless of ability \u2014 to fully communicate their thoughts and feelings.\n",
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            "path": "\/professionals\/teacher-boost\/",
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            "content": "<h1>Teacher Boost<\/h1>\nHelping teachers replace traditional top-down, teacher-led instruction with more student-centered learning.\n\n<a href=\"https:\/\/www.eventbrite.com\/e\/teacher-boost-traverse-city-tickets-290877772247\">\nRegister for a Teacher Boost\n<\/a>\nhttps:\/\/youtu.be\/drSIhJhgM44\n<img width=\"1024\" height=\"512\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/teacherboostEventbrite-1024x512.jpg\" alt=\"\" loading=\"lazy\" \/>\n<h3>Why should I attend?<\/h3>\nIn student-centered environments, teachers have more time to meet individual needs. Students are more engaged and motivated because they are driving their own learning, with the encouragement of great coaching and mentoring. Their academic and non-cognitive skills improve, and they're better equipped for the complicated world.\n<h2>Teacher Boost helps you...<\/h2>\n<ul>\n \t<li>\n\t\t\t\t\t\t\t\nMotivate student engagement through encouragement and great coaching and mentoring.<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nGain understanding around how to nurture agency and release control, as well as how to become a better one-on-one coach by giving feedback and building relationships of trust.<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nExperience new ways to re-envision your role as an educator.<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nLearn successful methods for freeing up place, time, and pace to personalize learning.<\/li>\n<\/ul>\n<a href=\"https:\/\/www.eventbrite.com\/e\/teacher-boost-traverse-city-tickets-290877772247\">\nRegister for a Teacher Boost\n<\/a>\n<h3>What others have to say about Teacher Boost<\/h3>\nThe facilitators did a great job of modeling the ideas that we should be using with our own students. All directions, activities, and phrases were specifically chosen to help us in our own classrooms.\nTeacher Boost confirmed many of the practices that I already implement in my classroom while offering improvements that are valuable to my teaching.\nOne of the best, most practical PD sessions I\u2019ve encountered. I am motivated to get right into my class and put these strategies to use!\nI appreciated the facilitators' knowledge of the subject area - because they are former teachers!\nGreat PD to attend. I enjoyed being the student today instead of the educator and being able to share and take away ideas for real use in the classroom setting!\nTeacher Boost put me back in the teacher mindset in early August, when I still have time to implement new ideas and rethink the way my classroom works.\nI learned some new strategies that will help me have a better classroom environment.\nA very valuable day spent with great educators that care about making learning fun.\n<h2>We have options for you!<\/h2>\nWhether you're looking for an in-person workshop or an online experience, we can help!\n\n<b>\u00a0In-Person Teacher Boost: Full Day Agenda<\/b>\n<table>\n<thead>\n<tr>\n<th scope=\"col\">Module<\/th>\n<th scope=\"col\">Module Title<\/th>\n<th scope=\"col\">Format<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>Teacher Boost<\/strong><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>Welcome &#038; Introductions<\/td>\n<td>Whole Group<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>Establishing Routines<\/td>\n<td>Whole Group<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>Pre-Work<\/td>\n<td>In-Class Flipped Classroom<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>Introduction to Student-Centered Learning\nRed\nBlue\nGreen\nYellow<\/td>\n<td>Station Rotation<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>BREAK<\/strong><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>Building a Blended Learning Arc<\/td>\n<td>Flex<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>LUNCH<\/strong><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>Student Experience Project<\/td>\n<td>Flex &#038; Project-Based Learning<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>Close<\/td>\n<td>Whole Group<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nIf you are looking for more flexibility through an online workshop, please check out our <a href=\"https:\/\/docs.google.com\/document\/d\/1JN-odiLhSD63vLZ-0o2AA8Ea-9aoWj3_L3yuMFVcbu0\/edit#heading=h.4cvxy2557q4mthe\">Online Agenda Options<\/a>.\n<h2>Interested in hosting a Teacher Boost event for your staff?<\/h2>\nIf you're interested in hosting a Teacher Boost event for your staff, fill out the form below and one of our representatives will get back to you as soon as possible!",
            "title": "Teacher Boost",
            "excerpt": "Teacher Boost Helping teachers replace traditional top-down, teacher-led instruction with more student-centered learning. Register for a Teacher Boost Why should I attend? In student-centered environments, teachers have more time to meet individual needs. Students are more engaged and motivated because they are driving their own learning, with the encouragement of great coaching and mentoring. Their...",
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            "id": 70376,
            "path": "\/blog\/3-strategies-for-reinventing-learning-in-your-school-community\/",
            "author_id": 32,
            "timestamp": 1646826420,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-reinventing-learning-in-your-school\/id1551347022?i=1000552677730\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/6LRrpBD0EcMamwQCT4Is02?si=4t435pK4REOMVxcRs98M3g\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MmY2ZjViNWMtMWY5NC00ZjgxLTg1MDItN2RiNWU4NDBjNGI4?sa=X&amp;ved=0CAUQkfYCahcKEwig2LaImar2AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Reinventing-Learning-in-Your-School-Community-feat--Dr--Dave-Richards-from-the-Future-of-Learning-Council-e1f3g29\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/OJZ6FDxL3UV2zMAPEbubQdQDGOM\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What could K-12 education look like if we let go of our assumptions about what school is <em>supposed <\/em>to be and instead focused exclusively on designing learning experiences around <a href=\"https:\/\/michiganvirtual.org\/blog\/bright-whats-best-for-kids-feat-tanya-leon\/\">what's best for kids<\/a>?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, I chat with Dr. Dave Richards, an executive learning strategist for <em>Michigan Virtual<\/em>, former superintendent of Fraser Public Schools, and one of the founding members of the <a href=\"https:\/\/futureoflearningcouncil.org\/\">Future of Learning Council<\/a>, a group of Michigan school leaders dedicated to redefining learning to better meet the needs of our students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Together, we dive into Dave\u2019s:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Personal story of how school transformed his life as someone born into extreme poverty<\/li><li>Vision for what learning can be at its finest, and<\/li><li>Top three strategies for reinventing learning in your school community.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/XrolNAnwIdI\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/XrolNAnwIdI\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Dave using the audio player above or by subscribing to the BRIGHT podcast in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-reinventing-learning-in-your-school\/id1551347022?i=1000552677730\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/6LRrpBD0EcMamwQCT4Is02?si=4t435pK4REOMVxcRs98M3g\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MmY2ZjViNWMtMWY5NC00ZjgxLTg1MDItN2RiNWU4NDBjNGI4?sa=X&amp;ved=0CAUQkfYCahcKEwig2LaImar2AhUAAAAAHQAAAAAQAQ\">Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Reinventing-Learning-in-Your-School-Community-feat--Dr--Dave-Richards-from-the-Future-of-Learning-Council-e1f3g29\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/OJZ6FDxL3UV2zMAPEbubQdQDGOM\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Dave\u2019s full episode (which offers the fuller effect of his wisdom, energy, and examples), you can still benefit from a glimpse at his top three tips for reinventing learning in your school community below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 strategies for reinventing learning in your school community<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong><em>If you lead, you must read.<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>As a school leader, it\u2019s imperative that you stay current and constantly be scanning the horizon to get a pulse on what\u2019s coming. Everyone in your organization relies on you to cast the vision for the future.&nbsp; Figure out what you need to know and who you need to talk with to make your vision possible, then build your professional network accordingly.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong><em>Create a healthy sense of urgency.<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can create a healthy sense of urgency as a leader without making people feel like you\u2019re going to dismantle the current system. Foster a culture of continuous improvement and set the expectation that when it comes to the education of our children, we aren\u2019t going to settle for \u201cgood enough.\u201d Make this conversation a positive one. Celebrate current successes and cast a vision for the future. Don\u2019t just add more to someone\u2019s plate. Ask for their input and give them permission to take things <em>off <\/em>their plate. Whether they\u2019re a building principal, a school bus driver, or a custodian, it\u2019s vital that everyone in your district understands and can have productive conversations about your shared vision and mission for student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong><em>Hire amazing people.<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can\u2019t do this alone, and you don\u2019t want everyone to be just like you. It\u2019s crucial to hire amazing people and then empower them. Once everyone knows that they can drive the vision, they light up. If you have the right people in place and give them autonomy, they\u2019ll start looking for new and improved ways to bring your shared vision to life. Then, you, as a leader, can then take on the role of supporting them and getting out of their way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\"We're going to set you free. You demonstrate mastery, you demonstrate proficiency, and we're going to let you move at your pace. If you can move faster, let's make that happen. If you need more time, we need to create space for you to have that as well. And if you're gifted and creative, how can you express your learning in a way that maybe isn't what I'm used to?\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt's incredible. When kids begin to co-author their learning, you see the level of engagement just go through the roof. And that's because they're like, \u2018Wait, you're saying that I have a voice? That I can participate, know what I know, express what I don't know, and then lay out a plan for me? How could I not want to be a part of that?\u2019\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe flexibility in the mobility piece is being embraced everywhere, and schools are realizing that if they want to thrive, they need figure out how to design for mobility and bring flexibility around schedules and location.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"I'm not saying that our schools are broken. But I do believe that there's an opportunity right now to really, truly design learning rather than creating a structure of school.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen you focus on learning\u2026 the lens isn't about the bell schedule. It isn't about compliance. It\u2019s not about the structure of what we\u2019ve always done. It\u2019s not about trying to fit everything inside this box. When you focus on learning, there is no box. There is a creative canvas from which you can design.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Learn more: <\/strong><a href=\"https:\/\/futureoflearningcouncil.org\/\">The Future of Learning Council<\/a><\/li><li><strong>Learn more: <\/strong><a href=\"https:\/\/wmbridges.com\/about\/what-is-transition\/\">William Bridges\u2019 Transition Model<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.amazon.com\/Inevitable-Mass-Customized-Learning-Empowerment\/dp\/1470059053\/ref=tmm_pap_swatch_0?_encoding=UTF8&amp;qid=&amp;sr=\">Inevitable: Mass Customized Learning<\/a> by Charles Schwahn &amp; Beatrice McGarvey<\/li><li><strong>Get it in your inbox: <\/strong><a href=\"https:\/\/www.gettingsmart.com\/\">Getting Smart<\/a><\/li><li><strong>Get it in your inbox: <\/strong><a href=\"https:\/\/www.christenseninstitute.org\/\">Christensen Institute<\/a><\/li><li><strong>Get it in your inbox: <\/strong><a href=\"https:\/\/knowledgeworks.org\/\">KnowledgeWorks<\/a><\/li><li><strong>Listen or read:<\/strong> <a href=\"https:\/\/www.gettingsmart.com\/podcast\/michael-fullan-sees-global-momentum-for-deep-learning\/#:~:text=He%20points%20to%20six%20Cs,communication%2C%20creativity%20and%20critical%20thinking.\">Michael Fullan sees global momentum for deep learning<\/a><\/li><li><strong>Listen: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/bright-whats-best-for-kids-feat-tanya-leon\/\">What\u2019s best for kids?<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "3 strategies for reinventing learning in Your school community",
            "excerpt": "This former superintendent is leading the charge toward reinventing learning in Michigan.",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-making-sure-every-student-belongs\/id1551347022?i=1000551984406\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/4Xn2un9yLzWlwldix025A7?si=cflKtSYRS0-yGO_ULTJrLA\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/NWZiNzk2YWUtNTAzNC00ZTU4LTk0ZTEtNWQ3ZjBjYWY4OWU0?sa=X&amp;ved=0CAUQkfYCahcKEwjwn92v4Zv2AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Making-Sure-Every-Student-Belongs-feat--Dr--Bobbie-Goodrum-from-Farmington-Public-Schools-e1ep9io\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/LxXqf8VsejhkvFDeGfSe6fRN7Dg\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s a big difference between \u201ctolerance\u201d and \u201cbelonging.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can feel this distinction on a personal level by answering the question: Would you rather be <em>tolerated <\/em>in your community or feel like you <em>belong<\/em>?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, I chat with Dr. Bobbie Hayes Goodrum, assistant superintendent of diversity, equity, and inclusion at Farmington Public Schools. Together, we explore:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Dr. Hayes Goodrum\u2019s personal definitions of \u201cdiversity,\u201d \u201cequity,\u201d \u201cinclusion,\u201d and \u201cjustice,\u201d<\/li><li>Why this work is so essential in education,<\/li><li>Why the language we use matters, and&nbsp;<\/li><li>Three strategies for making sure every student belongs.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/ZAmlNA6gC5U\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/ZAmlNA6gC5U\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Dr. Hayes Goodrum using the audio player above or by subscribing to the BRIGHT podcast in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-making-sure-every-student-belongs\/id1551347022?i=1000551984406\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/4Xn2un9yLzWlwldix025A7?si=cflKtSYRS0-yGO_ULTJrLA\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/NWZiNzk2YWUtNTAzNC00ZTU4LTk0ZTEtNWQ3ZjBjYWY4OWU0?sa=X&amp;ved=0CAUQkfYCahcKEwjwn92v4Zv2AhUAAAAAHQAAAAAQAQ\">Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Making-Sure-Every-Student-Belongs-feat--Dr--Bobbie-Goodrum-from-Farmington-Public-Schools-e1ep9io\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/LxXqf8VsejhkvFDeGfSe6fRN7Dg\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Dr. Hayes Goodrum\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips for making sure every student belongs below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 strategies for making sure every student belongs<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong><em>See each and every student as an individual<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s really important to remember to see each student, each person, as an individual and not just as part of a group. \u201cDon\u2019t see a Black woman in front of you,\u201d says Dr. Hayes Goodrum. \u201cSee Bobbie.\u201d Seeing someone means listening to them, paying attention, and giving them the opportunity to tell you who they are before you\u2019ve already decided. We have a tendency to funnel people down to their most visible identity, but this may not be the identity that is the most personal or most affirming in the way that they see themselves.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong><em>Integrate student interests into the curriculum<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Regardless of what subject matter you teach, there are ways to integrate student interests into the subject matter. This step makes students more likely to engage with their teacher, their classmates, and subject matter. It helps students feel like they <em>belong <\/em>because a piece of their life has been integrated into the curriculum.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong><em>Show them that you care (and fake it \u2018til you make it)<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Perhaps the most important way to make sure students feel like they belong in school is just to care. This can minimally look like saying hello and goodbye to students, <a href=\"https:\/\/michiganvirtual.org\/blog\/when-school-feels-like-home-something-wonderful-happens\/\">learning their names<\/a>, or asking how their day is going. \u201cI don\u2019t say this lightly because I want you to authentically care,\u201d says Dr. Hayes Goodrum. \u201cBut fake it until you make it.\u201d Students often feel isolated, especially if not even the adults in the building are talking to them. It\u2019s clich\u00e9 but so true that \u201cstudents don\u2019t <em>care <\/em>how much you <em>know <\/em>until they <em>know <\/em>how much you <em>care<\/em>.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cI avoid using the word tolerance. I don't ever want to be tolerated. If you tolerate me, I don't feel like you're welcoming me. I don't feel like you have open arms toward me. I feel like you're begrudgingly saying, \u201cYou can stay.\u201d No thanks. I'm not looking for that type of relationship, and I don't think that our children in their relationship with school should feel tolerated. They should feel like, \u2018This is where I belong.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen we talk about belonging, we're talking about breaking down walls. Because when you don't feel like you belong, you feel like there's a wall around you, and that wall prevents you both from engaging with other people and engaging in content. There's plenty of research to support that belonging is a piece of self-esteem. All of these things have been found to be factors that impact how a student performs in school.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe always try to funnel people down to their most visible identity, which may not even be the identity that is most personal or most affirming to them in the way that they see themselves.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Learn and earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/geer-grant\/\">Register for new inclusive teaching and learning professional development courses<\/a><\/li><li><strong>Listen: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/valuing-vs-acknowledging-diversity-in-education\/\">Valuing vs. acknowledging diversity in education<\/a><\/li><li><strong>Listen<\/strong>: <a href=\"https:\/\/michiganvirtual.org\/blog\/when-school-feels-like-home-something-wonderful-happens\/\">When school feels like home, something wonderful happens<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "3 strategies for making sure every student belongs",
            "excerpt": "This assistant superintendent of DE&amp;I is on a mission to ensure every student in her district feels like they belong. ",
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        {
            "id": 70039,
            "path": "\/research\/effectiveness-reports\/",
            "author_id": 21,
            "timestamp": 1646077370,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Michigan\u2019s K-12 Virtual Learning Effectiveness Reports<\/h1>\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMichigan\u2019s K-12 Virtual Learning Effectiveness Report, 2022-23\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tBased on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2022-23 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/\">\n\t\t\t\t\t\tView Report\t\t\t\t\t<\/a>\n\t\t\t<h2>Previous Effectiveness Reports<\/h2>\t\t\n\t\t\t<h5>Sign Up for the Michigan Virtual Research Clearinghouse Quarterly Newsletter<\/h5>\t\t\n\t\t<p>Four times a year, we send out a digest of published scholarship in the area of K-12 online and blended learning (including our annual Effectiveness Report) \u2014 hand-picked by our Institute's researchers \u2014 with links to the full-text if you are interested in reading more.<\/p>",
            "title": "Effectiveness Reports",
            "excerpt": "Michigan\u2019s K-12 Virtual Learning Effectiveness Reports Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2022-23 Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2022-23 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses,...",
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            "path": "\/about\/news\/rfq-information-technology-assessment\/",
            "author_id": 2,
            "timestamp": 1645727504,
            "content": "<!-- wp:heading -->\n<h2>I.&nbsp; INTRODUCTION<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2122 is requesting Quotes for a review and analysis of our technology operations. This audit would consider our organizational goals, job positions, skill sets, and processes and make recommendations for optimization. Not to be included in the work are our technology platforms, software and hardware, and IT security. By releasing this RFQ, <em>Michigan Virtual<\/em> makes no guarantee of any awards of work to any respondents now or in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>II.&nbsp; &nbsp; BACKGROUND OF <em>MICHIGAN VIRTUAL<\/em><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em><em>Michigan Virtual<\/em> <\/em>is a 501(c)(3) organization located in Lansing, Michigan, and was established by the State of Michigan in 1998 to expand the use of learning technologies with a focus to serve Michigan\u2019s K-12 community with quality online instructional services. Today, <em>Michigan Virtual<\/em> operates the <em>Michigan Virtual Learning Research Institute\u00ae,<\/em> the Professional Learning Portal, and the Learning Services Student Learning Portal. The organization employs over 450 workers, with over half of these employees part time instructors for our Student Learning Services unit.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>III.&nbsp; &nbsp; DESCRIPTION OF THE REQUEST<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is seeking the services of an experienced firm for the examination and evaluation of our information technology operations, including related organization structure, skill sets, related policies, and practices. Given our strategic goals and the evolving marketplace, the desired outcome of this work is a detailed evaluation and analysis that supports these goals. The final report will include prioritized and detailed recommendations for optimizing to achieve these goals. It will address the information technology organizational structure including job positions for increased role clarity, necessary talent and skillsets, existing gaps, recommend reporting structures, identify gaps in policies and procedures, and how to close the gaps. Benchmark comparisons are to be included.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Currently, the primary IT functions occur in three units, Infrastructure (4 FTE), Technology Integrations (6 FTE), and Learning Applications (7 FTE). A fourth Unit, <em>Michigan Virtual Learning Research Institute<\/em> - Research (4 FTE plus the instructional Product Design unit - 11 FTE) might repurpose, develop or introduce new technologies for emerging markets. Most units do not report directly to the same leadership.\u00a0<br><em>Michigan Virtual<\/em> is looking for services from a company with experience serving similar sized and similar functioning non-profits and that is able to provide in their quote two (2) (redacted) reports from similar engagements. Educational experience is a plus.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>IV. DELIVERABLES<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The expected deliverables for the services and timeline are defined as: Work with <em>Michigan Virtual<\/em> to collect pertinent information related to the IT functions, processes, and operations including interviews, job descriptions, processes, and documentation. Comparison to similar organizations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Review of skill sets, current positions, reporting structures, and technology practices and procedures.<\/li><li>Analyze the information in the light of similar organizations and strategic goal achievement \/ alignment.\u00a0<\/li><li>Prepare a report by July 1, 2022 outlining findings, prioritized recommendations, best practice guidelines, and prioritized implementation plan.<\/li><li>Present to<em> Michigan Virtual<\/em> key findings and recommendations.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>V. QUOTE INSTRUCTIONS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>A. QUOTE CONTENT AND FORMAT<\/strong> <br>In order to simplify the evaluation process and obtain maximum comparability, Michigan Virtual requires that all responses to the RFQ be organized in the manner and format described below. Any relevant supplemental information should be included as attachments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong>Business Information. <\/strong>Describe your business including legal business name, the year the business was organized, legal status (corporation, partnership, sole proprietorship, etc.), and the state of incorporation. Detail your (organization\u2019s) experience with not-for-profits related to our request.<\/li><li><strong>Qualifications and Deliverables Review. <\/strong>Define how you satisfy the experience requirements in the proposal and provide pricing by the hour and the estimated hours for each deliverable.\u00a0<ul><li><a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1fO6zoZcBerlEBQCILDXrbGiXdu3vgI2e6SBUa7JOalw\/edit?usp=sharing\">Michigan Virtual: Technology Review - Quote Form<\/a><\/li><li>Attach two sample Technology Review reports. (Redacted is acceptable.)<\/li><\/ul><\/li><li><strong>Requirements Definition Process. <\/strong>Briefly outline the process you will use to complete the project and deliver the final report.<\/li><li><strong>Key Service Providers.<\/strong> Identify the individuals who will provide services, if awarded the work, and provide biographies. Include full contact information of each consultant and subject matter expert (SME).<\/li><li><strong>Client References.<\/strong> Provide the names and contact information for a minimum of three similarly sized clients for reference purposes and obtain permission for us to contact them.<\/li><li><strong>Nondisclosure Agreement (NDA).<\/strong> All entities wishing to submit a response to this RFQ are required to sign and submit <em>Michigan Virtual\u2019<\/em>s Nondisclosure Agreement along with their Quote in response to this RFQ. The NDA was included in the email granting access to the RFQ and is posted at <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/2020-21-Non-Disclosure-Agreement.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/2020-21-Non-Disclosure-Agreement.pdf<\/a><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>B. SELECTION CRITERIA<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following factors will be considered by<em> Michigan Virtual<\/em> in making the Award.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Preference given to Michigan-based businesses.<\/li><li>Fit between the Consultant and or SMEs skills and experience and <em>Michigan Virtual<\/em>\u2019s needs.<\/li><li>Consultant\/SMEs ability to meet the defined timeline and understanding of the work services to be performed.<\/li><li>Quality of references.<\/li><li>Completeness of the Quote.<\/li><li>Value delivered in proportion to fees proposed.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>reserves the right to make the Award to the entity of its choosing, reflective of our understanding of needs, the audiences served and results desired rather than solely based on pricing or other combinations of factors. Further, this RFQ does not obligate <em>Michigan Virtual<\/em> to award any contract. We reserve the right to cancel the RFQ at our discretion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>C. RFQ QUESTIONS, DUE DATES, CONTACT<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are key dates to be aware of for this RFQ process.&nbsp; It is not uncommon for dates to change.&nbsp; Participating vendors will be notified of changes during the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Date<\/th><th>Item<\/th><\/tr><\/thead><tbody><tr><td><strong>Thursday, February 24, 2022<\/strong><\/td><td>RFQ distributed<\/td><\/tr><tr><td><strong>Wednesday, March 2, 2022, at Noon EST<\/strong><\/td><td>Written Vendor questions submitted to <em>Michigan Virtual<\/em><\/td><\/tr><tr><td><strong>Monday, March 7, 2022<\/strong><\/td><td><em>Michigan Virtual<\/em> responds to Vendor questions<\/td><\/tr><tr><td><strong>Monday, March 14, 2022, at Noon EST<\/strong><\/td><td>Written Quotes due to <em>Michigan Virtual<\/em><\/td><\/tr><tr><td><strong>Thursday, March 24, 2022<\/strong><\/td><td>Virtual interviews for advancing consultants conclude<\/td><\/tr><tr><td><strong>Monday, March 28, 2022<\/strong><\/td><td>Asynchronous reference checks conclude<\/td><\/tr><tr><td><strong>Friday, April 1, 2022<\/strong><\/td><td>Begin contract negotiations with finalist<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Please direct all correspondence and questions related to this RFQ and the required elements as indicated below.<strong>&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Emailed questions are due by Wednesday, March 2, 2022 at Noon EST. Responses to all submitted questions will be e-mailed to vendors on March 7, 2022.<\/li><li>One (1) electronic copy of your Quote sent by email to the contacts below no later than Monday, March 14, 2022 at Noon EST and one (1) printed and signed hardcopy of your Quote delivered to the office. Note: The emailed Quote will count for meeting delivery requirements.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The single point of contact for RFQ #02242022:\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Julie Force<\/strong><br>Process\/Project Manager II<br>[email protected]<br><em>Michigan Virtual<\/em><br>920 Municipal Way<br>Lansing, MI 48917<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> reserves the right to not consider late or incomplete Quotes. Amendments to Quotes will be included in our review only when they are received by the above deadline.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/Technology-Review-RFQ.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Information Technology Assessment RFQ<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/2020-21-Non-Disclosure-Agreement.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">2020-21 Non-Disclosure Agreement<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->",
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            "path": "\/blog\/3-tips-for-managing-behaviors-in-the-classroom\/",
            "author_id": 32,
            "timestamp": 1645616700,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-managing-behaviors-in-the-classroom-feat\/id1551347022?i=1000551260377\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/4oCtUVWcqbXghvVFGQPKHi?si=7c98bc7ce7ad4979\"><em>Spotify<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Managing-Behaviors-in-the-Classroom-feat--Cheldora-Haynes-from-Martin-G--Atkins-Elementary-School-e1eeiqf\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/CnW38QQuwc7k8cZU-QkVBDQV1Xg\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After Cheldora Hayne\u2019s first year of teaching, she embarked on a quest to improve her classroom management.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThere has to be there has to be better out there,\u2019\u201d she told herself during this pivotal moment. \u201cPeople's classrooms can\u2019t look like this all the time.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Her quest began many years ago, and clearly, it paid off. Just this year, Cheldora was honored as a 2021-22 regional teacher of the year for her work with third-graders at <a href=\"https:\/\/www.gobearcats.net\/District\/Department\/16-Martin-G-Atkins-Elementary-School\">Martin G. Atkins Elementary School<\/a> in Bridgeport, MI.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, Cheldora and I talk about:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Her quest toward better classroom management,<\/li><li>Her philosophy on student agency and accountability, and<\/li><li>Her top three tips for managing behaviors in the classroom.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/Qr1nOVsUHCg\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/Qr1nOVsUHCg\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Cheldora using the audio player above or by subscribing to the BRIGHT podcast in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-managing-behaviors-in-the-classroom-feat\/id1551347022?i=1000551260377\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/4oCtUVWcqbXghvVFGQPKHi?si=7c98bc7ce7ad4979\">Spotify<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Managing-Behaviors-in-the-Classroom-feat--Cheldora-Haynes-from-Martin-G--Atkins-Elementary-School-e1eeiqf\">more<\/a>) or by reading along with the <a href=\"https:\/\/otter.ai\/u\/CnW38QQuwc7k8cZU-QkVBDQV1Xg\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. If you don\u2019t have time to listen to Cheldora\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at her top three tips for managing behaviors in the classroom below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 tips for managing behaviors in the classroom<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong><em>Prioritize parent communication<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Parent communication is the first thing Cheldora prioritized in her quest toward better classroom management. Even parents who may <em>seem <\/em>like they don\u2019t care, she says, still ultimately want the best for their children and don\u2019t want to send them to learn from a stranger. She makes calls to parents at the very beginning of the year and then regularly throughout. She also emphasizes the importance of having the first contact with a parent be a positive one. Classroom management becomes easier when parents and teachers work together as a unified team.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong><em>Maintain a strong focus on relationship-building<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>When it comes to classroom management, building positive relationships with students goes a long way. One piece of advice Cheldora offers is to aim for a ratio of five positive comments to every negative comment, even if these positive comments are as simple as \u201cHey, I\u2019m glad to see you today\u201d or \u201cYou look smart today.\u201d She reminds us that we don\u2019t always know what a student experienced at home or on the bus before entering our classrooms, making this strategy even more critical. When positive interactions form the foundation of their relationship with an educator, students and parents alike tend to be more receptive to critical feedback.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong><em>Set crystal clear expectations for EVERYTHING<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>There are expectations posted around Cheldora\u2019s classroom for just about everything. She doesn\u2019t assume any of her expectations are implied and seeks to make them explicit. She has clear expectations listed for using the pencil sharpener, sitting at the table, lining up for recess, interacting with a guest teacher, and keeping a water bottle at your desk, among many other daily school activities. Having these expectations posted around the room makes it exceptionally clear to students what is and is not allowed in her classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cSome of my middle schoolers who I\u2019d had previously stopped me and asked, \u2018Why do you call [your students] scholars?\u2019 So I said, \u2018Well, think about what a scholar <em>is <\/em>and what a scholar <em>does<\/em>. If I want you to do those things and behave like a scholar would, why would I call you anything else?\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSome people are like, \u2018Wait, <em>third grade<\/em>, and they\u2019re already looking at their own data? And, yes, they are. If we don't teach them agency in kindergarten, first grade, second grade, third grade, when else will we? Whose hands is it going to be in to give it to them? You are the captain of your own ship. I'm providing you with the strategies and the wherewithal to be the captain of your own ship. <em>You <\/em>need to leave here. Not me. I\u2019m going to be teaching third grade until kingdom come. This is what <em>you <\/em>need to do in order to get where you need to go.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cLearning is hard. It can be done, but it's hard to make it happen in chaos. I'm one of those people who if there's a hum going on somewhere, I'm re-reading the same line six times. I tell my scholars, \u2018If I'm like that, I know that some of y'all have to be like that, too. So, to make sure that everybody has an equal and fair chance to learn, be respectful of your neighbor.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI can't leave it to somebody else. I tell parents all the time, \u2018Yeah, they don't get to fail on my watch. They don't get to be their worst after nine months on my watch.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Explore: <\/strong><a href=\"https:\/\/www.pbisworld.com\/\">PBIS World: List of interventions by student behavior<\/a><\/li><li><strong>Read<\/strong>: <a href=\"https:\/\/explicitinstruction.org\/\"><em>Explicit Instruction: Effective &amp; Efficient Teaching<\/em><\/a><em> <\/em>by Anita L. Archer and Charles A. Hughes<\/li><li><strong>Explore: <\/strong><a href=\"https:\/\/buildingrti.utexas.org\/links-websites\/anita-archer%E2%80%99s-explicit-instruction-website\">Anita Archer\u2019s <em>Explicit Instruction<\/em> companion website<\/a><\/li><li><strong>Explore: <\/strong><a href=\"https:\/\/www.pinterest.com\/afewgoodshoes\/anita-archer\/\">Anita Archer board on Pinterest<\/a><\/li><li><strong>Read or listen: <\/strong><a href=\"https:\/\/teach4theheart.com\/classroom-reward-ideas\/\">60+ classroom reward ideas<\/a><\/li><li><strong>Read<\/strong>: <a href=\"https:\/\/www.weareteachers.com\/classroom-procedures-save-sanity\/\">12 must-teach classroom procedures and routines<\/a><\/li><li><strong>Learn &amp; earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_plp_subject_area=classroom-management\">Online PD courses on classroom management<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "3 tips for managing behaviors in the classroom",
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            "path": "\/blog\/3-ways-to-bring-computer-science-concepts-into-your-classroom\/",
            "author_id": 32,
            "timestamp": 1645011900,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-ways-to-bring-computer-science-concepts-into-your\/id1551347022?i=1000550538771\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/1OS6E5I6AwRzLMaQVuETsl?si=5SQY02wURFCnwt1FJ1dSdw\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/NzE4YmRmODgtNjMwNy00MDY5LTgyYWEtNjYxNzcwN2ZjNjg4?sa=X&amp;ved=0CAUQkfYCahcKEwio-dq-x_P1AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Ways-to-Bring-Computer-Science-Concepts-Into-Your-Classroom-feat--Kevin-Santer-from-Michigan-Virtual-e1e4hcg\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/NQSmp7wmiu7Cekrf8DOVVTlF2ic\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kevin Santer didn\u2019t have a typical journey into education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, he worked as a software developer for 20 years before becoming a teacher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kevin comes from a family of educators \u2014 28 of them, to be exact \u2014 so growing up, he heard many stories about what it was like to run a classroom. But his first true encounter with teaching occurred while running a training program for adults in the automotive industry.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThat was my first semi-formal taste of teaching,\u201d he admitted. \u201cIt was really exciting to recognize that I <em>like <\/em>doing this and feeling like, wow, I could actually be kind of <em>good <\/em>at this.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It took effort and sacrifice \u2014 to leave his job, go back to school, and get his teaching certificate \u2014 but, with the support of his wife and family, he made the career switch. He taught mathematics face-to-face for ten years before coming to <em>Michigan Virtual, <\/em>where he now serves as a lead instructor for our career and technical education courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/DCI3NQmkMWo\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/DCI3NQmkMWo\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>Kevin doesn\u2019t regret the jump from the corporate world to the classroom to this day.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThat tangible, right-there-in-your-face validation and feedback are <em>very <\/em>different from what you get in the large corporate world, no matter how positive your yearly review is,\u201d he told me. \u201cIt\u2019s nothing like those honest moments, or the goofy ones, right? I got to be a dorky math teacher and basically tell dad jokes and get kids to laugh at them. You can get a kick out of it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2019, Kevin was recognized as our <a href=\"https:\/\/michiganvirtual.org\/about\/news\/kevin-santer-named-2019-michigan-virtual-online-teacher-of-the-year\">Online Teacher of the Year<\/a> thanks to his skill and dedication to online students. The same year, he participated in a committee to help revise <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_65522-485702--,00.html\">Michigan\u2019s K-12 computer science standards<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kevin has a laid-back, empathetic aura about him. He seamlessly navigates between complex computer science concepts and \u201cdeeper philosophical waters.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Computer science, he says, is inherently interdisciplinary.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf you think about it,\u201d he implores. \u201cWhat do we use computers <em>for<\/em>? We use them for research. We use them in the hard sciences for analysis. We use them in finance and commerce. We use them in music. We use them in film. It\u2019s a set of tools already directed towards other disciplines.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even in the English classroom, he argues, computer science concepts can provide a helpful framework for problem-solving. For example, the concepts of \u201cdebugging\u201d could be used in peer review to dig deeper into why a student\u2019s topic sentence isn\u2019t working as effectively as it could be.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, Kevin uses the lens of computer science to explore what it really means to think critically and offers three strategies for bringing computer science concepts into the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Kevin using the audio player above or by subscribing to the BRIGHT podcast in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-ways-to-bring-computer-science-concepts-into-your\/id1551347022?i=1000550538771\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/1OS6E5I6AwRzLMaQVuETsl?si=5SQY02wURFCnwt1FJ1dSdw\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/NzE4YmRmODgtNjMwNy00MDY5LTgyYWEtNjYxNzcwN2ZjNjg4?sa=X&amp;ved=0CAUQkfYCahcKEwio-dq-x_P1AhUAAAAAHQAAAAAQAQ\">Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Ways-to-Bring-Computer-Science-Concepts-Into-Your-Classroom-feat--Kevin-Santer-from-Michigan-Virtual-e1e4hcg\">more<\/a>) or by reading along in the <a href=\"https:\/\/otter.ai\/u\/NQSmp7wmiu7Cekrf8DOVVTlF2ic\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever. Suppose you don\u2019t have time to listen to Kevin\u2019s full episode (which offers the fuller effect of his wisdom, energy, and examples), you can still benefit from a glimpse at some of my favorite quotes from Kevin and his top three tips for bringing computer science concepts into the classroom below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 ways to bring computer science concepts into the classroom<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong><em>Leverage the concept of \u201cdebugging\u201d<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>One popular concept in computer science is \u201cdebugging.\u201d You might hear this term when a programmer is trying to determine why their code or software isn\u2019t working. The process of \u201cdebugging\u201d can help students develop growth mindsets and strengthen their problem-solving skills. It\u2019s an approach for dissecting a problem, determining when things start to go wrong, and deciding where to focus their efforts toward solutions. This perspective asks students to navigate between the larger picture and the details to investigate questions such as: Why isn\u2019t this working yet? How will I know when I get the correct answer? How do I convince other people of my solution?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong><em>Examine and play with the rules in your discipline<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>From its inception, computer science has revolved around pattern recognition and rule formation. Students in any class can benefit from the rule-making and testing processes commonly employed by computer scientists. Rather than asking students to take someone else\u2019s word for it, you might invite your students to discover rules for themselves. For example, you could give students a set of sonnets and ask them to uncover the underlying pattern. You might then allow them to argue for their interpretation of the rules, investigate examples that bend the rules, and imitate or play with these rules by writing their own sonnets.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong><em>Recognize, label, and practice algorithms&nbsp;<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Algorithms are the building blocks that govern pretty much everything that happens on a computer. An algorithm is a set of instructions clear enough that a machine or another person can execute a process without ambiguity. By bringing algorithms into the classroom, students can learn to describe their processes in replicable ways. This concept can also assist in problem-solving. For example, if your class routinely runs into the same issue when lining up for recess, you could ask students, \u201cHow might we adjust our algorithm to prevent this problem from happening?\u201d Recognizing, labeling, and practicing algorithms invites students to slow down, break their process into clearly defined steps, and investigate solutions<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf you were to take a look at the computer science standards, you'd quickly recognize that they're bigger than just coding. They're bigger than just learning how to make a program in language X, Y, or Z. In fact, I usually connect it to probably the leading buzzword that an employer puts on a job posting. They're looking for critical thinkers, right? Computer science brings a set of tools and perspectives that let students become better critical thinkers.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c[Computer science] is already is cross-disciplinary, right? There is a small corner of computer science that is strictly about the theory of computer science, right? There is work that goes on there. But, if you think about it, what do we use computers <em>for<\/em>? We use them for research. We use them in the hard sciences for analysis. We use them in finance and commerce. We use them in music. We use them in film. It\u2019s a set of tools already directed towards other disciplines.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThen, there are the deeper philosophical waters. What does it mean to <em>think<\/em>? How do we <em>know <\/em>when a computer is thinking? And that leads to not just this abstract sci-fi topic, but what does it mean for <em>humans <\/em>to think? What's going on with various psychological processes? What happens to someone when they develop Alzheimer's and slowly lose what makes them <em>them<\/em>? There are deep waters that you can quickly connect to.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Learn &amp; earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/intro-to-computer-science-standards-for-k-5-educators\/\">Intro to computer science standards for K-5 educators<\/a> (Free, 3-SCECH PD course created with MDE)<\/li><li><strong>Learn &amp; earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/intro-to-computer-science-for-middle-school-educators\/\">Intro to computer science standards for middle school educators<\/a> (Free, 3-SCECH PD course created with MDE)<\/li><li><strong>Learn &amp; earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/intro-to-computer-science-for-high-school-educators\/\">Intro to computer science standards for high school educators<\/a> (Free, 3-SCECH PD course created with MDE)<\/li><li><strong>Listen: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/the-art-of-debugging-how-to-think-like-a-computer-scientist\/\">The art of debugging &amp; how to think like a computer scientist<\/a><\/li><li><strong>Listen: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/3-tips-for-coding-with-young-students\/\">3 tips for coding with young students<\/a><\/li><li><strong>Learn: <\/strong><a href=\"http:\/\/ct4edu.org\/\">Computational thinking resources for elementary teachers<\/a><\/li><li><strong>Read: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/using-computer-science-and-computational-thinking-in-the-kindergarten-classroom\/\">Using computer science and computational thinking in the kindergarten classroom<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
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            "content": "<!-- wp:genesis-blocks\/gb-profile-box {\"clientId\":\"77c1aa02-27eb-4af8-9907-01afce75c921\",\"profileImgID\":68779,\"profileFontSize\":16,\"profileAvatarShape\":\"round\",\"className\":\"glance\"} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-profile-box glance round gb-has-avatar gb-font-size-16 gb-block-profile gb-profile-columns\"><div class=\"gb-profile-column gb-profile-avatar-wrap\"><div class=\"gb-profile-image-wrap\"><figure class=\"gb-profile-image-square\"><img class=\"gb-profile-avatar wp-image-68779\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/CLK-logo-2-e1643747333989.png\" alt=\"\" \/><\/figure><\/div><\/div><div class=\"gb-profile-column gb-profile-content-wrap\"><h2 class=\"gb-profile-name\" style=\"color:#32373c\">CLK at a Glance<\/h2><p class=\"gb-profile-title\" style=\"color:#32373c\"><strong>Location<\/strong>: Houghton County, Michigan<br><strong>NCES Designation<\/strong>: Town: Remote<br><strong>Number of School Buildings<\/strong>: 5<br><strong>Number of Staff<\/strong>: 148<br><strong>Number of Students Served<\/strong>: 1,464<\/p><div class=\"gb-profile-text\"><p>Source: <a href=\"https:\/\/nces.ed.gov\/ccd\/districtsearch\/district_detail.asp?ID2=2607690\">NCES District Directory Information (2020-21 school year)<\/a><\/p><\/div><ul class=\"gb-social-links\"><\/ul><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-profile-box -->\n\n<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Case Studies in our Student-Centered Learning Case Study Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><br><a class=\"lead\" href=\"\/research\/publications\/oxford-community-schools-makes-learning-student-centered\/ \"><em>Through Community and Culture, Oxford Community Schools Makes Learning Student-Centered<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/student-centered-learning-at-berrien-springs-public-schools\/ \"><em>Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools\"><\/a><\/dd><a class=\"lead\" href=\"\/research\/publications\/Programs, Pathways, and Proficiency Scales Anchor Student-Centered Learning at Berrien Springs Public Schools\">\n<\/a><\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Nestled 30 miles south of the tip of the Keweenaw Peninsula of Michigan\u2019s Upper Peninsula is the northernmost K-12 school district in Michigan\u2014the <a href=\"https:\/\/www.clkschools.org\/district.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a> (CLK). This school district is made up of five buildings: CLK Elementary, Washington Middle School, Calumet High School, Horizons Alternative High School, and CLK Virtual. While Horizons is located in Mohawk, Michigan, the elementary, middle, and high school buildings are all connected on a single campus in Calumet, which is very convenient because Calumet gets an average of 208 inches of snowfall per year! Because the three buildings are connected,&nbsp;students and staff can move more easily between buildings as needed, regardless of the weather conditions. CLK serves approximately 1,500 students, 94% of whom are White. Roughly one out of every 10 students have an Individualized Education Plan (IEP) recommending service.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to Calumet\u2019s unique geographical location, it also has a unique history. Calumet sits at the center of Copper Country. It drew thousands to the area in the late 1800s and early 1900s as a copper mining town, but when the production of the mines slowed, many left to find work elsewhere. The mining history and decline in the town\u2019s population is evident in downtown Calumet, but so is <a href=\"https:\/\/www.nps.gov\/kewe\/learn\/photosmultimedia\/calumet-queen-city.htm\">an effort to preserve its history<\/a>, which is reflected within the community and the school district itself.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CLK\u2019s intentional focus on <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a> is apparent in many different ways throughout the district: a multi-age program at the elementary school, community partnerships and involvement, a parent advisory committee, and work being done in professional learning communities. The district offers students <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/2._OCTE_4_Component_of_CTE_AtAGlance_723153_7.pdf\">career and technical education programs<\/a>, virtual programs, and after-school programs to name a few. While in some ways the school district is just getting started, in other ways, they have had a student-centered approach to learning before they had a name for it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":68924,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/calumet-michigan-map-.jpg\" alt=\"\" class=\"wp-image-68924\" \/><figcaption class=\"wp-element-caption\">Calumet, MI: school district covers 419 square miles<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68922,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_112955-1024x576.jpg\" alt=\"\" class=\"wp-image-68922\" \/><figcaption class=\"wp-element-caption\">CLK Public Schools campus: high school, elementary, middle school<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"paving\">Paving a Path Towards Student-Centered Learning&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With the help of Lisa Sitkins of the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp<\/a>, a network of school districts who are early adopters of student-centered learning, CLK superintendent Chris Davidson started the district on a path towards student-centered learning in 2018. Davidson had been following <a href=\"https:\/\/www.marzanoresources.com\/hrs\/high-reliability-schools\/\">Marzano\u2019s High-Reliability Schools framework<\/a>, which provides indicators to empower school leaders to measure their progress towards attaining the five increasing levels of reliability:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:paragraph -->\n<p>     5 = Competency-Based Education<br>     4 = Standards-Referenced Reporting<br>     3 = Guaranteed and Viable Curriculum<br>     2 = Effective Teaching in Every Classroom<br>     1 = Safe, Supportive, &amp; Collaborative Culture (stable social-emotional learning environment)<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:group --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With this framework in mind and knowing that bringing competency-based education (CBE) into the district was his goal, Davidson focused on establishing a stable social-emotional learning (SEL) environment. District-wide professional development (PD) was provided by <a href=\"https:\/\/www.phfgive.org\/news\/podcast-capturing-kids-hearts-vern-hazard\">Vern Hazard<\/a> and <a href=\"https:\/\/www.capturingkidshearts.org\/\"><em>Capturing Kids\u2019 Hearts<\/em><\/a>\u00ae. This PD was instrumental in terms of affecting the importance of building relationships between staff and students and was the most positively reviewed PD that they have ever done. In fact, CLK Elementary was distinguished as a <a href=\"https:\/\/www.phfgive.org\/news\/clk-elementary-school-wins-national-award\">National Showcase School<\/a> for the 2020-2021 school year by the <em>Capturing Kids\u2019 Hearts<\/em>\u00ae program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Keeping in mind his goal of bringing competency-based education into the district, Davidson often discussed the concept of CBE and student-centered learning with the school board so they knew what they are and how they differ from traditional education. Then, when COVID-19 turned education upside down in 2020, he saw an opportunity to capitalize on the constant state of change. In December 2020, Davidson asked the school board for the go-ahead to start pushing towards CBE and to see what they could accomplish. When so many simply wanted to return to \u201cnormal,\u201d he knew that they couldn\u2019t afford to go back. As superintendent Davidson stressed, \u201cThis is the journey we should be on.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Small teams of teachers were established at the elementary, middle, and high schools to begin leading this student-centered work. Davidson pulled together specific teachers whom he knew were already interested in student-centered learning and CBE to form these teams. While these teachers were able to make significant progress at the elementary level, they ran into some challenges in grades 6-12 due to a lack of curriculum alignment. The middle and high school teams found their jumping in point with their curriculum alignment work which also helped them to realize there were gaps in <em>how <\/em>things were being taught, <em>what <\/em>was being taught, and <em>when <\/em>and <em>where <\/em>things were being taught. This process also uncovered the fact that they needed more parent input if significant changes were to be made. A parent advisory committee was established in February of 2021 with the intent to provide the superintendent with feedback and insight from the parents' perspective. In particular, feedback related to school processes, policies, initiatives, facilities, programs, and both curricular and extracurricular activities in order to ensure that the needs of parents and their families are included as decisions are made in the district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While curriculum alignment work was still in progress at the middle and high schools, the elementary teacher team finished theirs and decided their jumping-in point would be to create a multi-age \u201cschool within a school\u201d type model to be offered to students in grades 1-3. Davidson considers this program <em>phase one<\/em>: \u201cWe wanted to close that gap that existed between learners to make it more manageable for teachers to meet students where they're at, and we needed to get that flexibility built into the schedule,\u201d he explained. \u201cAnd to me, that was what was going to allow us to take that first step towards more student-centered learning.\u201d After the elementary teacher team presented the program to the school board, the program was presented to parents during the summer of 2021.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cWe wanted to close that gap that existed between learners to make it more manageable for teachers to meet students where they're at, and we needed to get that flexibility built into the schedule.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Chris Davidson, superintendent of the Public Schools of Calumet, Laurium, &amp; Keweenaw<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"elementary\">CLK Elementary: Breaking the Mold of Traditional Grade Levels&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Walking through the hallways and classrooms of <a href=\"https:\/\/www.clkschools.org\/elementary.php\">CLK Elementary<\/a>, it\u2019s clear as to why they were chosen to be a National Showcase School for the 2020-21 school year by the <em>Capturing Kids\u2019 Hearts<\/em>\u00ae program. Signs and posters encourage students to display positive, kind, and responsible behavior. Adults greet both students and staff alike. Outside each classroom hangs a sign inviting students and other adults to \u201cAsk Me About\u201d with three ideas listed, encouraging student-teacher conversations and hopefully relationship building as a result. Social contracts, developed together as a group and signed by each student, hang in each classroom. And almost immediately upon entering CLK\u2019s elementary school building, the MVLRI research team was greeted by Benny, the elementary school therapy dog.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Evidence of student-centered learning is apparent throughout CLK Elementary. There are several multipurpose learning spaces situated between the two main hallways of the school. These learning spaces are used for one-on-one or small group instruction as well as larger team meetings. Bulletin boards display student work, such as houses designed using software on an iPad and then brought to life with construction paper as well as pictures painted by a remote control <a href=\"https:\/\/sphero.com\/\">Sphero<\/a> ball that students code and control its direction, both of which were created in their STEAM classroom (science, technology, engineering, arts, and mathematics). In classrooms, posters and signs encourage students to take ownership of their learning using phrases like <em>\u201cWhat are you doing? What are you supposed to be doing? Are you doing it? What are you going to do about it?\u201d <\/em>Students are also encouraged to understand and take ownership of their grades as they are communicated by proficiency scales in student-friendly language.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column {\"width\":\"100%\"} -->\n<div class=\"wp-block-column\" style=\"flex-basis:100%\"><!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":68915,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/social-contract-2-2-865x1024.jpg\" alt=\"\" class=\"wp-image-68915\" \/><figcaption class=\"wp-element-caption\">social contract<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68829,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/Benny-986x1024.jpg\" alt=\"\" class=\"wp-image-68829\" \/><figcaption class=\"wp-element-caption\">Benny, CLK Elementary therapy dog  <\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68919,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_101837-1-799x1024.jpg\" alt=\"\" class=\"wp-image-68919\" \/><figcaption class=\"wp-element-caption\">proficiency scale<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p>But the most student-centered aspect of the Elementary is their CLK Engage program\u2014a multi-age program existing as a \u201cschool within a school\u201d type model for students in grades 1-3. Approximately 60 students opted in to the program by parents for the 2021-22 school year\u2014the program\u2019s first year. Three teachers, previously assigned to specific grade levels, guide the multi-age group of students providing leveled support to students based on their ongoing academic needs. Some students move up or down to the appropriate group for reading, writing, and math as needed based on results from pre-assessments given during August 2021. Movement is also determined by student progress demonstrated throughout the year. The three teachers think of it as sharing a multi-age classroom for language arts and math. Students aren\u2019t locked into any placement\u2014if the fit isn\u2019t working, they move the student and adjust accordingly. CLK Engage teacher Lynne Koivisto feels that this prevents students from getting unnecessarily frustrated while challenging the students who need it: \u201cWe are meeting students where they are and putting them where they need to be,\u201d remarked Koivisto.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CLK Engage teachers acknowledge that it can be difficult to combat the traditional grade-level mindset for students. As a result, the program was designed with some intentionality in order to establish the mindset of a learning community where teachers are shared. Students and teachers begin and end their day together as a whole group. During their \u201cMorning Meeting,\u201d a daily quote or character lessons are discussed to inspire motivation and positive behavior prior to launching students into their language arts groups. Each teacher takes a group of students based on their \u201clevel\u201d for this block of time. After lunch and recess, students move into their math groups\u2014again, based on their \u201clevel.\u201d Students return to their homeroom for science and social studies before ending the day together as a whole group for what they call \u201cLaunch.\u201d At the end of the day on \u201cFun Fridays,\u201d students are able to choose a classroom to spend time in based on the activity that each teacher is offering. At times, they have been able to pull in parents and community members to provide additional support as well as additional choices for students. The hope is that this may eventually turn into a <a href=\"https:\/\/www.weareteachers.com\/what-is-genius-hour\/\">Genius Hour<\/a> kind of concept, where students are provided more voice, choice, and self-directed learning opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cWe are meeting students where they are and putting them where they need to be.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite><em>Lynne Koivisto, CLK Engage teacher<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>During both the language arts and math blocks, students experience whole-class and small-group instruction as appropriate. Students have a variety of flexible seating options\u2014balance balls, wobble stools, and video rockers\u2014and demonstrate the ability to work independently and in small groups without constant teacher guidance. Technology is available and is used by students during some station rotations, which allows teachers to facilitate small-group instruction or to rotate between groups to guide learning. However, student-centered learning at the elementary level really hinges on the teacher, regardless of what technology is available. The district heard it loud and clear from parents of elementary students that while they felt technology was appropriate at times, it\u2019s not the solution.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.edutopia.org\/practice\/place-based-learning-connecting-kids-their-community#:~:text=Place%2Dbased%20learning%20engages%20students,culture%2C%20history%2C%20or%20people.&amp;text=They%20build%20communication%20and%20inquiry,their%20place%20in%20the%20world.\">Place-based learning<\/a> is an important, and growing, aspect of the CLK Engage program. They have been able to take several field trips out into the community to help students make connections between what they are learning in the classroom and the world around them. For example, during a unit on rocks, students took a field trip to explore and search for local rocks. This spurred interest and curiosity for rocks among students that has continued well beyond the length of the unit. The place-based component of the program gives students an opportunity to explore and to figure out what they are interested in, opening the door for more projects and encouraging students to find something they are passionate about.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another building block of the CLK Engage program is their student portfolios\u2014a collection of evidence of learning and documented academic growth. Teachers use the portfolios to not only share student growth with parents throughout the year and during parent conferences but also with students, enabling them to reflect on their own learning. Rather than using traditional letter grades or BE (beginning), DE (developing), and SE (secure), the Engage program uses a 5-point proficiency scale for grading and report cards. In addition to using the scale to communicate to students about their progress, teachers have found that using the 5-point scale is very helpful during parent conferences. Some teachers have even had students use their portfolios to share about and evaluate their own learning during parent conferences. The portfolios as well as student involvement in their learning and in conferences are evidence of some intentionality to develop student agency\u2014when students are active participants in their education, taking responsibility for their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CLK plans to expand the Engage program to grades 4 and 5 for the 2022-23 school year, depending on both teacher commitment as well as anticipated parent interest as the program, which has been very well-received so far. Davidson shared that he will be working with the CLK Engage teachers to develop an evaluation process to assess the effectiveness of the program as a whole. They plan to look at the program\u2019s effectiveness in meeting the needs of students, meeting parent expectations, growing students\u2019 confidence and engagement, as well as growing students\u2019 academic success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":68929,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/flexible-seating-1024x998.jpg\" alt=\"\" class=\"wp-image-68929\" \/><figcaption class=\"wp-element-caption\">group work: balance balls &amp; wobble stools<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68931,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/flexible-seating-2-1024x697.jpg\" alt=\"\" class=\"wp-image-68931\" \/><figcaption class=\"wp-element-caption\">independent reading: video rockers<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68933,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_101311-1024x576.jpg\" alt=\"\" class=\"wp-image-68933\" \/><figcaption class=\"wp-element-caption\">technology use during independent work<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"middle\">Washington Middle School: Makerspaces Spur Creativity and Cross-Curricular Connections<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At first, <a href=\"https:\/\/www.clkschools.org\/middle.php\">Washington Middle School<\/a> seems pretty traditional. However, after exploring the school a bit further and talking to their new principal, Joel Asiala (former principal at CLK\u2019s Horizons Alternative High School), it is evident that they are poised to make a shift towards creating a more student-centered learning model for students in grades 6-8. Just like at the elementary school, signs hang outside each classroom inviting students to \u201cAsk Me About\u201d with three ideas listed, encouraging student-teacher conversations and relationship building. Throughout the hallways, banners encourage students to exhibit positive behavior. In the robotics classroom, students learn programming and coding skills. Tables are arranged to encourage group work as each is equipped with a large screen, giving students the ability to project their ideas onto the screen to share and discuss with others. This robotics program gives students the ability to follow a STEM track\u2014to take an interest they may have developed in elementary school, grow it further, and then continue on with it in high school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the middle school, teachers meet monthly in one of three professional learning communities (PLCs), each with a different focus: <a href=\"https:\/\/mimtsstac.org\/ta-center-model\/multi-tiered-system-of-supports-mtss\">MTSS<\/a> (multi-tiered systems of support), school improvement, and CBE (competency-based education). The CBE group is working to create opportunities for students to apply their learning in ways that make sense to them and to determine ways both within and outside of the school day for kids to be more involved in school. They are also focused on identifying what they can do to slowly bring CBE components into the middle school over the next few years. Coming to the middle school from Horizons, where they are arguably leading the district in terms of their student-centered focus, Asiala is very excited to see what this middle school group can accomplish.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the more student-centered aspects of the middle school, and what Asiala described as their jumping-off point, are their makerspaces. They have three different makerspaces available to both students and staff: laser engravers, 3D printers, and Cricut machines. Asiala said the rooms have been very busy\u2014he can almost always hear the whir of the 3D printers and machines! These makerspaces have allowed students to take their ideas and turn them into creative projects. Some students choose to use the makerspaces for their quarterly marking period (MP) projects which increase in complexity and student-centeredness throughout the year. For example, in MP1, the project is as determined by their teacher. For MP2, students are able to choose how they want to present the information. In MP3, the project is cross-curricular\u2014students choose two subjects they want to integrate and the project must demonstrate learning in both subjects. The project counts as a grade for each class, with teachers grading their subject-specific components. And in MP4, the project must be cross-curricular across <em>all <\/em>subject areas. Students must determine the subject area they want to focus on (e.g., science, social studies, ELA, math, etc.) but then determine how to incorporate the other subjects into their project. These quarterly projects serve as a jumping-off point for the middle school into project-based learning as well as allowing students to incorporate their own interests into projects, giving them both <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">voice and choice<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thanks to <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Section_23b_Programs_720595_7.pdf\">Section 23b of Public Act 3 of 2021<\/a>, which provided funding to Michigan schools for either summer school or before\/after-school programs, Washington Middle School has been able to run after-school programs to both address student learning remediation and tap into students\u2019 interests. Through the student-centered offerings, students receive remediated instruction in both ELA and math to help make up for any learning loss or gaps created by the 2020-21 school year. Students can choose from a variety of options such as a publications group where they write a school newspaper, a science group where they learn about scientific technologies such as telescopes, a project-based group in which students can learn more about the laser engravers, and a school store group where students learn about calculating costs and what does and doesn\u2019t sell. The staff have been pleased with the student interest so far! The plan is to evaluate these after-school programs at the end of the 2021-22 school year to determine how they can change their traditional class structures to more deeply incorporate some of these student interests into classrooms and not just in the after-school programs and quarterly projects. Asiala admitted that their progress has been slow so far, but he also knows that there isn\u2019t a fast-forward button to a student-centered model. However, with the pieces the middle school has in place, they are clearly moving in the right direction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":68935,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_111930-1024x576.jpg\" alt=\"\" class=\"wp-image-68935\" \/><figcaption class=\"wp-element-caption\">robotics classroom<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68936,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_112442-1024x814.jpg\" alt=\"\" class=\"wp-image-68936\" \/><figcaption class=\"wp-element-caption\">English classroom<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68937,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/3d-printers-1024x684.jpg\" alt=\"\" class=\"wp-image-68937\" \/><figcaption class=\"wp-element-caption\">makerspaces: 3D printers<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"high\">Calumet High School: Pathways and Programs Personalize Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A short walk across the courtyard from the middle school takes us to <a href=\"https:\/\/www.clkschools.org\/high.php\">Calumet High School<\/a>. Just like at the elementary and middle school, banners throughout the building encourage students to exhibit positive behavior. Group science projects displayed throughout one hallway show different hypotheses that groups of students chose to test as well as their variables, procedures, and conclusions. Throughout the high school, the building\u2019s rich history blends with modern architecture and conveniences: students have access to both the historic study hall\u2014recently renovated to its original design\u2014and a two-story multipurpose space equipped with multiple seating arrangements and plenty of places to charge their school-issued personal devices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Calumet High School is all about giving students options and pathways geared towards their interests. In their applied arts programs, students can explore CAD (computer-assisted design), industrial tech, welding and metal fabrication (they have a newly renovated fabrication lab), carpentry, and industrial arts. Classrooms are brimming with industrial equipment donated by members of the community\u2014evidence of a great relationship between the community and the school district. Their career and technical education (CTE) program gives students the opportunity to explore automotive technology, health careers, construction trades, computer networking &amp; cybersecurity, welding and manufacturing, mechatronics, and graphic design among others. These programs allow teachers to gear learning towards student interests. For example, in industrial arts, students are given voice and choice in terms of what they would like to build. Students gave examples of designing and making a firepit, a swinging bench, coffee tables, end tables, a fishing rod rack, and shelves.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":68939,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_111539-1024x576.jpg\" alt=\"\" class=\"wp-image-68939\" \/><figcaption class=\"wp-element-caption\">two-story multipurpose space<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68940,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_114627-1024x576.jpg\" alt=\"\" class=\"wp-image-68940\" \/><figcaption class=\"wp-element-caption\">historic study hall<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68941,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_113408-1024x576.jpg\" alt=\"\" class=\"wp-image-68941\" \/><figcaption class=\"wp-element-caption\">industrial arts<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":69037,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_114057-1024x576.jpg\" alt=\"\" class=\"wp-image-69037\" \/><figcaption class=\"wp-element-caption\">CNC Lathe<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":69038,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_114353-1024x576.jpg\" alt=\"\" class=\"wp-image-69038\" \/><figcaption class=\"wp-element-caption\">carpentry<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":69040,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/lake-superior-1024x748.jpg\" alt=\"\" class=\"wp-image-69040\" \/><figcaption class=\"wp-element-caption\">student work<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p>In partnership with <a href=\"https:\/\/www.gogebic.edu\/welcome\/index.html\">Gogebic Community College<\/a>, Calumet\u2019s <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351_51178---,00.html\">early middle college program<\/a> gives students the opportunity to take a combination of both high school and college courses, allowing them to graduate with both a high school diploma and an associate\u2019s degree. As of January 2021, there were 156 students in the program (45% of the student population). Students also have the opportunity to test out of courses, meaning they can satisfy course completion requirements and then have room in their schedule to enroll in dual enrollment courses. The dual enrollment program gives students the ability to push themselves and take courses at local universities such as <a href=\"https:\/\/www.mtu.edu\/\">Michigan Tech<\/a>, earning college credits while in high school. Previously, traveling to the college campus had been an issue for students, but taking online courses has really mitigated that. These opportunities have resulted in an increase in CLK\u2019s college-bound students with an average of 64% of their students earning some postsecondary credit since 2018. The high school also offers a work-based placement program to seniors. This program, which started during the 2020-21 school year, has been a great way to build community partnerships. Despite having a limited number of partners in the community, CLK plans to continue building this program as it has been wildly popular. Students, some as early as sophomores, are coming to guidance counselors with ideas for what they want to do with their senior year and wanting to know what they can do to make their ideas a reality. This work-based placement program gives students voice\u2014the ability to direct their own learning in a way that is meaningful to them.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CLK\u2019s virtual program course catalog provides students with unique course offerings to choose from based on their interests. It affords students the opportunity to take courses that aren\u2019t offered face-to-face, courses that they couldn\u2019t otherwise take because of scheduling conflicts or to fill gaps in their schedule. Virtual courses give students the option to work at their own pace while learning how to be self-directed. However, not all students are inherently self-directed learners, and despite having the best intentions, some students struggle in virtual courses. As a result, the \u201conline learners\u2019 lounge\u201d (a virtual assistance course) was put in place for students struggling in their virtual courses. The physical instructional space is designed to be comfortable in terms of both furniture and aesthetics, giving students options to find an agreeable space to learn. While working on their courses, students are supervised by a mentor who gives students face-to-face accountability, provides additional progress monitoring, and emphasizes goal setting to keep students on pace, helping them develop skills needed to be self-reliant.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The North Star Battalion, CLK\u2019s JROTC program, is the second oldest JROTC program in the nation. Approximately 25% of the high school student population is enrolled in this program, which emphasizes student governance and leadership. The JROTC program\u2019s mission is to motivate young people to be better citizens, and they do that by getting students to appreciate their community by serving both the community and their school. There are many leadership opportunities provided within the program, so much so that they have a student office. Student cadets run each class using the military hierarchy as a guide to conducting daily school activities, and student staff help to plan for all of their major events. Within the program, JROTC instructors facilitate career intentions, opportunities, and experiences based on student interest. Instructor Mark Powell witnesses immense growth in students each year: \u201cIt means a lot when a cadet will do something they do not want to do but come to the realization that the team is more important than their individual agendas or preferences.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While there are aspects of the high school that are highly student-centered, they admittedly have more work to do. Just like at the middle school, a group of high school teachers chose to focus on student-centered learning for their PLC. They continue to consider ways in which they can incorporate student-centered learning into their classrooms and plan to try student-led seminars in the future. In order to provide teachers with the support they need to make their individual courses student-centered, high school administrators plan to structure professional development to be more personalized, allowing teachers to experience for themselves what learning is like when it is student-centered. They realize some teachers just need to see for themselves what student-centered learning looks like, so they also plan to build in opportunities for staff to observe other teachers who are stepping out of their comfort zones to try something new and different to improve learning for their students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":68943,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/IMG_1731-002-1024x768.jpg\" alt=\"\" class=\"wp-image-68943\" \/><figcaption class=\"wp-element-caption\">online learners' lounge<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68945,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_114949-1024x576.jpg\" alt=\"\" class=\"wp-image-68945\" \/><figcaption class=\"wp-element-caption\">JROTC hallway<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":68946,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_115910-1024x576.jpg\" alt=\"\" class=\"wp-image-68946\" \/><figcaption class=\"wp-element-caption\">JROTC student office<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"alternative\">Horizons Alternative High School: A \u201cStudent First\u201d Approach<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Located in Mohawk, Michigan, <a href=\"https:\/\/www.clkschools.org\/horizons.php\">Horizons Alternative High School<\/a> is home to approximately 70 students in grades 9-12. Horizons was established in 2005 due to a concerning number of students within CLK public schools who were struggling or had simply given up and dropped out of school. The program began with nearly 50 students and continued to grow steadily, resulting in a waiting list for students who could not yet be accommodated through the program. Students attending Horizons have the same graduation requirements as all other Calumet High School students and receive a Calumet High School diploma upon graduation. Students <em>want <\/em>to come to Horizons, and many opt into their program as an alternative to the more traditional high school experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\",\"sizeSlug\":\"full\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":69072,\"sizeSlug\":\"full\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-full is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/Horizons-1.jpg\" alt=\"\" class=\"wp-image-69072\" \/><figcaption class=\"wp-element-caption\">Horizons Alternative High School: Mohawk, Michigan (PC: CLK website)<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:paragraph -->\n<p>Before staff at Horizons knew what student-centered learning was, they coined what they call a \u201cstudent first\u201d approach to teaching. They know academics aren\u2019t a priority for some students, so they work with students on a more individual level\u2014finding out how to best work with and reach them. This includes helping students through things that are going on in their personal lives so they can be more focused and present at school. Staff begin each day by greeting kids as they get off the bus with a handshake or elbow bump and asking how they are doing before they even walk into the school building. As Horizons principal Darren Kinnuen admitted, \u201cOur students are going through so much \u2018under the surface\u2019 stuff.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both students and staff complete daily social and emotional check-ins, indicating their stress levels on a scale from 1-10 at both the beginning and end of each day. With these data, teachers are aware when students are coming into their classes at a heightened level of stress and are able to adjust their approach to these students accordingly, often providing more frequent check-ins with struggling students throughout the school day. Horizon\u2019s staff have recorded these stress levels since approximately 2018, so they are able to use the data to uncover trends and correlations over time. They are <a href=\"https:\/\/michiganvirtual.org\/blog\/monitoring-student-needs-and-progress\/\" target=\"_blank\" rel=\"noreferrer noopener\">continuously monitoring students\u2019 needs<\/a>, both academic and non-academic. To take it a step further, an associate professor at Michigan Tech is designing a mobile app that will streamline the process of collecting, storing, and analyzing social and emotional stress data. In the app, students will be able to log their stress levels themselves, indicate the specific source of their stress, and receive suggestions and resources to help mitigate that stress based on the source they indicated.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Up until the 2021-22 school year, as a way to lower stress levels, students at Horizons were able to spend time with the school\u2019s therapy dog, Tucker. Tucker is actually Joel Asiala\u2019s family dog, so when Asiala transitioned from his role as principal at Horizons to principal at Washington Middle School, logistically it made sense to take Tucker with him. Nevertheless, Horizons students have made it clear that they <em>really <\/em>want a therapy dog in the building. Thankfully, Horizons English teacher Luke Theisen got a new family dog, Daisy, who will soon be the school\u2019s <em>new <\/em>therapy dog. As of January 2022, CLK has three therapy dogs: Benny (CLK Elementary), Bleau, and <a href=\"https:\/\/www.upmatters.com\/news\/tucker-the-therapy-dog-offers-support-for-horizons-hs-students\/\">Tucker<\/a> (both at Washington Middle School). Benny and Bleau were provided to the district by a trauma-informed school grant from the nearby <a href=\"https:\/\/www.phfgive.org\/news\/clk-school-district-becomes-first-in-u.p.-with-therapy-dogs\">Copper Shores Community Health Foundation<\/a>. The grant helps support students struggling with mental and behavioral health issues. Whether students are spending one-on-one time with the therapy dogs or the dogs are in classrooms, seeking out those students who they sense are having a rough day, therapy dogs help to de-escalate students when they are at a high-stress level, returning them to a mindset in which they are more ready to learn.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Part of Horizons\u2019 student-centered mentality and \u201cstudent first\u201d approach is creating opportunities for student <a href=\"https:\/\/michiganvirtual.org\/blog\/providing-voice-and-choice\/\" target=\"_blank\" rel=\"noreferrer noopener\">voice and choice<\/a>. Some of their classes are project-based\u2014students create their own projects or choose from a variety of projects in order to experience new learning and demonstrate their understanding of related concepts and skills. Like the middle school, Horizons also has a dedicated STEM lab (science, technology, engineering, and mathematics) where students have access to laser engravers, 3D printers, laminating machines, and much more, all provided through generous donations from the community. Use of the STEM lab is very student-driven and allows students to create their own projects to demonstrate their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At Horizons, there is also a focus on learning through experiences. During the 2019-20 school year, the Lake Superior Stewardship Initiative formed a <a href=\"https:\/\/www.mininggazette.com\/news\/2019\/12\/lake-superior-stewardship-initiative-partners-with-horizons\/\">partnership<\/a> with Horizons, under which the school received a financial grant for students to serve as model stewards of the nearby Gratiot River Park. With the grant money, the school was able to pay a professional geologist to assist students with creating a geologic scavenger hunt at the park. In 2021, because of ongoing support through the grant, Horizons students created an interactive <a href=\"https:\/\/sites.google.com\/clkschools.org\/gratiotriverparkrocks\/home\">website<\/a> that explored the mouth of the Gratiot River and provided an informative virtual tour that could be helpful or interesting to tourists. On Friday afternoons, students have \u201celectives\u201d that are choice-based on student interest such as mushroom hunting, frisbee golf, guitar lessons, cooking classes, credit recovery time, eSports gaming, and more. Students use this time to pursue their interests, and it provides teachers with an opportunity to interact with students in a non-academic setting, which helps with relationship building.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Horizons is also focused on making a shift towards <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-approach-to-scl\/\" target=\"_blank\" rel=\"noreferrer noopener\">competency-based education<\/a>, where student progress is based on demonstrated mastery of learning. Two years ago, Horizons staff began developing their own competencies using <a href=\"https:\/\/building21.org\/open-resources\/competencies\/\">Building 21<\/a>, a learning model focused on designing competencies for students, as a reference. Their goal is to have a completely competency-based education program within the next 5 years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"linkTo\":\"none\"} -->\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><!-- wp:image {\"lightbox\":false,\"id\":69070,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/Bleau-PHF-1024x652.jpg\" alt=\"\" class=\"wp-image-69070\" \/><figcaption class=\"wp-element-caption\">Bleau, Washington Middle School therapy dog (PC: PHF)<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":69071,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/Horizons-students-Gratiot-River-stewards.png\" alt=\"\" class=\"wp-image-69071\" \/><figcaption class=\"wp-element-caption\">Horizons students with teacher Meg North at Gratiot River Park (PC: Horizons interactive website)<\/figcaption><\/figure>\n<!-- \/wp:image --><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"virtual\">Virtual Options and the Homeschool Partnership Program: Meeting the Diverse Needs of Students and Their Families<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.upva.net\/\">Upper Peninsula Virtual Academy<\/a> (UPVA) is a partnership program between CLK Schools and Gladstone Area Schools and serves as CLK\u2019s K-12 virtual school option. Students can choose to take UPVA\u2019s virtual courses either part- or full-time, up to 12 courses per student per year. Every course has a content-certified teacher, many who are from within the school district itself, and each student is assigned an adult mentor to help monitor their progress and grades. Students have the flexibility to work on their virtual courses at home. However, they may also choose to report to the new UP Virtual Academy building, located right in downtown Calumet, if they prefer. Having access to the physical location serves as a support for students as they can gain access to broadband internet as well as support from the UPVA staff, which was evident during our visit. As the MVLRI research team walked into the UPVA building, we were greeted by Heaven Hawkins, the administrative assistant of virtual programs. Hawkins, who fondly recounted her own experience attending Horizons Alternative School, described how just that morning, a student sat beside her while they completed their schoolwork. Hawkins understands how this physical learning space and the flexibility it affords students is so crucial for some.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who are part of CLK\u2019s <a href=\"https:\/\/keweenawfamilydiscoverycenter.com\/about\/\">homeschool partnership program<\/a> are always welcome to use the Virtual Center for mentoring, drop-in student support, or a focused space in which to learn. With many different learning spaces, some with the flexibility to accommodate different activities at the same time, students are able to work quietly on their own while staff provide individualized instruction as needed. When the Virtual Center is ready, CLK intends to use the building in order to grant students access to onsite, elective course options such as sewing, nature and survival, guitar, martial arts, robotics, and more, allowing students to extend their learning into areas of their passion or curiosities. The intention is that these virtual courses will offer an optional hands-on learning component and will be smaller in size, presenting more opportunities for instructors\u2014sometimes community experts\u2014to work closely with students, providing additional opportunities for personalization.&nbsp; <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CLK\u2019s homeschool partnership program has voice and choice built into it, offering options or creating new ones to meet the needs of both students and their families. Within the partnership, parents are responsible for core class instruction for their own children.&nbsp;Choosing a homeschool curriculum for core learning can be difficult and sometimes costly for families. CLK offers an option for families that want the homeschool experience but are willing to fully enroll their child as a CLK student for both core and elective learning. Utilizing <a href=\"https:\/\/www.bookshark.com\/virtual\">Bookshark Virtual<\/a>, parents have full access to the core curriculum, certified teacher(s), and a mentor to guide their child's learning. Brian Rajdl, the coordinator for shared time homeschool programs, admits that parents do, however, have many options to personalize the content to individual student interests: \u201cParents are an integral part of instruction, and we provide the certified staff and a curriculum that's mapped out day by day, week by week. But there's a lot of flexibility to substitute a book or do a different project.\u201d The homeschool partnership program curriculum is highly mastery-based, especially math, and the pace is flexible as described by a 9th-grade homeschool partnership student: \u201cI like being able to choose when I can do my school work. I can do some in the morning and then finish it later. It\u2019s very flexible, which is nice.\u201d Rajdl stressed that in the homeschool partnership program, a student-centered teaching approach leads to student-centered learning: \u201cMeet them where they\u2019re at, and pretty quickly, you\u2019ll need to get out of their way because it\u2019s become student-led.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong><em>\u201cParents are an integral part of instruction, and we provide the certified staff and a curriculum that's mapped out day by day, week by week. But there's a lot of flexibility to substitute a book or do a different project.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph --><cite>Brian Rajdl, Coordinator for Shared Homeschool Programs<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"moving\">Moving Forward and Making It Their Own<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While CLK Public Schools superintendent Chris Davidson says their district is just getting started in terms of making learning student-centered, many within the district admit that they have always had a student-centered mentality. Horizons Alternative High School English teacher Luke Thiesen believes they have done a lot of student-centered work within the district informally for years: \u201cOne of the things that we've come to realize in this process so far is that we\u2019ve been doing a lot of this already. It's not like we're redesigning the wheel. It's more like refocusing how we're doing it.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it comes to making learning student-centered, there\u2019s not a single right way, and it doesn\u2019t have to look the same within each school building. In fact, when looking across the entire school district, each building has taken its own approach. Administrators and teachers have gotten started where they were comfortable, and they incorporated what they learned from their <em>Capturing Kids\u2019 Hearts<\/em>\u00ae professional development as well as what they observed and learned from other schools, which Jen Davidson, CLK Engage teacher, admitted really helps. \u201cWe\u2019re making our own version. We picked things that we\u2019re comfortable with. We\u2019re using a little bit of what someone else is doing and making it our own,\u201d shared Davidson.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The CLK team\u2019s ability to begin this work in their own way is the result of the culture that exists within the district\u2014a culture of teacher empowerment, encouragement, trust, and of failing forward. Superintendent Davidson wants <em>teachers <\/em>to be driving this work to make learning student-centered and knows that developing the right culture is crucial. He hopes to develop a fearless teaching staff that is not afraid of failing. Starting the CLK Engage program was a <em>huge <\/em>step in the right direction, both in terms of making learning student-centered as well as empowering teachers, and is the result of impassioned educators and administrators who believe in the benefits for their students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CLK Engage teacher Heidi Koski found it frustrating to have students at multiple levels in the classroom and struggled with differentiation. She saw the creation of the CLK Engage program as an opportunity to finally meet her students where they are, especially because the teachers were able to design the program without many restrictions from administration. Jen Davidson elaborated, adding: \u201cI was ready to do something different and was given an opportunity to teach in a way that <em>I <\/em>wanted to teach.\u201d And for high school special education teacher Lisa Ruhman, it\u2019s simply been the permission and encouragement to try something new, something different, even if you\u2019re not sure how it\u2019s going to turn out: \u201cJust <em>try<\/em>. It\u2019s not going to be perfect, but teaching isn\u2019t perfect.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>Superintendent Davidson wants <em>teachers <\/em>to be driving this work to make learning student-centered and knows that developing the right culture is crucial. He hopes to develop a fearless teaching staff that is not afraid of failing.<\/strong><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Moving forward, Calumet High School principal Jenn Peters shared that the high school team is working to build capacity, building on some of the <em>informal <\/em>work they have been doing to make learning student-centered but now being more intentional and systematic. They hope to encourage their more traditional teachers to step out of their comfort zone and try something different\u2014something that puts more responsibility on the student, encouraging students to be more responsible for their own learning. They want to create opportunities for staff to share what they are trying and finding success with in their classrooms. The high school administration is also considering ways to personalize teachers\u2019 professional development and let them experience it for themselves in order to get them excited about what student-centered learning could look like in their own classrooms. It is evident that students and what is best for them are the core of the work they are doing in CLK. As elementary assistant principal Julie Giachino stressed, echoing Vern Hazard of <em>Capturing Kids\u2019 Hearts<\/em>\u00ae: \u201cOur first and foremost priority is to create relationships with our students because <em>once you have their hearts, you can open their minds<\/em>.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"lightbox\":false,\"id\":69222,\"width\":\"328px\",\"height\":\"765px\",\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"align\":\"center\"} -->\n<figure class=\"wp-block-image aligncenter size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/20211028_095604-3-439x1024.jpg\" alt=\"\" class=\"wp-image-69222\" style=\"width:328px;height:765px\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Empowering Teachers and Capturing Kids\u2019 Hearts\u00ae: The Public Schools of Calumet, Laurium, and Keweenaw\u2019s Journey Toward Student-Centered Learning",
            "excerpt": "This case study explores the motivations behind The Public Schools of Calumet, Laurium, and Keweenaw's shift towards making learning more student-centered. They are breaking the mold of traditional grade levels, spurring creativity and cross-curricular connections with makerspaces, personalizing learning with a multitude of programs and pathways, taking a \"student first\" approach, and meeting the diverse needs of students and their families. As a school district, they have made some intentional decisions, stepped outside of their comfort zone, harnessed their professional learning, and ultimately capitalized upon the constant state of change in education resulting from the COVID-19 pandemic, realizing that they can't afford to\u2014and don't want to\u2014return to \"normal.\"",
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            "path": "\/students\/calendar\/22-23\/",
            "author_id": 21,
            "timestamp": 1644210110,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>2022-2023 School Year Calendar<\/h1>\t\t\n\t\t<p>Never miss a thing with the\u00a0<em>Michigan Virtual<\/em>\u00a0enrollment calendar. Be in the know about important enrollment dates throughout the school year.<\/p>\t\t\t\t\n\t\t\t<h2>High School<\/h2>\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t\t\t\t\tSemester 1\n\t\t\t\t\t\t\t\t\tSemester 2\n\t\t\t\t\t\t\t\t\tTrimesters\n\t\t\t\t\t\t\t\t\tEssentials (Semester 1)\n\t\t\t\t\t\t\t\t\tEssentials (Semester 2)\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t\t\t\t\tDual Enrollment\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t\t\t\t\tSemester 1\n\t\t\t\t\t<h3>Semester 1<\/h3><h4>Early Start &#8211; Early End (Open Entry \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Open Entry Enrollment Window<\/li><li>Once the Term Begins, My Enrollment Date = My Start Date<\/li><li>All Start Date Options are in August<\/li><li>Early End Date Before the Winter Holidays<\/li><li>Consistent End Date, Regardless of My Enrollment\/Start Date<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Class Start<\/th><th>Class End<\/th><th width=\"20%\">Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td>The date I choose when I enroll, any date between 8\/12\/22 and 8\/26\/22<\/td><td><strong>FRIDAY<\/strong><br \/>12\/16\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/2\/22<\/td><td>Up to 14 Calendar Days from my Start Date, no later than 9\/9\/22<\/td><\/tr><\/tbody><\/table><h4>Traditional Semester Length (Staggered Start \/ End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options are All in January, After the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/19\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/26\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/13\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/9\/22<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/9\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/23\/22<\/td><\/tr><\/tbody><\/table><h4>Delayed Start (Staggered Start \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Variety of delayed enrollment dates<\/li><li>All Start Date options are later in the Fall (September or October)<\/li><li>Consistent End Date, regardless of Enrollment\/Start Date<\/li><li>End Date is later in January, well after the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/30\/22<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/23\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/7\/22<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/30\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/14\/22<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/7\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/21\/22<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/14\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/28\/22<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/21\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/4\/22<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/11\/22<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tSemester 2\n\t\t\t\t\t<h3>Semester 2<\/h3><h4>Traditional Semester Length (Staggered Start \/ End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options Range from Late-May through Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>5\/26\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/13\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/2\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/9\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/3\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/10\/23<\/td><\/tr><\/tbody><\/table><h4>Delayed Start (Staggered Start \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Variety of delayed start dates<\/li><li>All Start Date Options are Later in the Winter (Late-Jan. to mid-March)<\/li><li>Consistent End Date, Regardless of Enrollment\/Start Date<\/li><li>The End Date is in Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/17\/23<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/10\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/24\/23<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/3\/23<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/24\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/10\/23<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/17\/23<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/10\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/24\/23<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/31\/23<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tTrimesters\n\t\t\t\t\t<h3>Traditional Trimester Length (Staggered Start &amp; End)<\/h3><p><strong>Are these terms right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Shorter Term Length than Traditional Semesters<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>Start and End Date Options Avoid Weeks Coinciding with Major Holidays<\/li><\/ul><h4><strong>Trimester 1<\/strong><\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/19\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/18\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/30\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/30\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/9\/22<\/td><td><strong>FRIDAY<\/strong><br \/>12\/9\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/30\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/23\/22<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>12\/16\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/30\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/5\/22<\/td><\/tr><\/tbody><\/table><h4>Trimester 2<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/11\/22<\/td><td><strong>FRIDAY<\/strong><br \/>2\/10\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>11\/25\/22<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/18\/22<\/td><td><strong>FRIDAY<\/strong><br \/>2\/17\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/2\/22<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>3\/3\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/16\/22<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/9\/22<\/td><td><strong>FRIDAY<\/strong><br \/>3\/10\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/23\/22<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/30\/22<\/td><\/tr><\/tbody><\/table><h4>Trimester 3<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/10\/23<\/td><td><strong>FRIDAY<\/strong><br \/>5\/12\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/31\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/24\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>5\/19\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/31\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/3\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/24\/23<\/td><td><strong>FRIDAY<\/strong><br \/>5\/26\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/31\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/10\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/2\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/31\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/17\/23<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/10\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/9\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/31\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/24\/23<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/31\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/31\/23<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tEssentials (Semester 1)\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education) &#8211; Semester 1<\/h2><h3>Traditional Semester Length (Staggered Start &amp; End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options are All in January, After the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/19\/22<\/td><td><strong>FRIDAY<br \/><\/strong>1\/6\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/26\/22<\/td><td><strong>FRIDAY<br \/><\/strong>1\/13\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/9\/22<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><td><strong>FRIDAY<br \/><\/strong>1\/20\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/9\/22<\/td><td><strong>FRIDAY<br \/><\/strong>1\/27\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/23\/22<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<br \/><\/strong>2\/3\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/30\/22<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/23\/22<\/td><td><strong>FRIDAY<br \/><\/strong>2\/10\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/7\/22<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/30\/22<\/td><td><strong>FRIDAY<br \/><\/strong>2\/17\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/14\/22<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/7\/22<\/td><td><strong>FRIDAY<br \/><\/strong>2\/24\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/21\/22<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/14\/22<\/td><td><strong>FRIDAY<br \/><\/strong>3\/3\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/28\/22<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/21\/22<\/td><td><strong>FRIDAY<br \/><\/strong>3\/10\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/4\/22<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<br \/><\/strong>3\/17\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/11\/22<\/td><\/tr><tr><td><strong>Start 12<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/4\/22<\/td><td><strong>FRIDAY<br \/><\/strong>3\/24\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/18\/22<\/td><\/tr><tr><td><strong>Start 13<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/11\/22<\/td><td><strong>FRIDAY<br \/><\/strong>3\/31\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/25\/22<\/td><\/tr><tr><td><strong>Start 14<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/18\/22<\/td><td><strong>FRIDAY<br \/><\/strong>4\/7\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>12\/2\/22<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tEssentials (Semester 2)\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education) &#8211; Semester 2<\/h2><h3>Traditional Semester Length (Staggered Start &amp; End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options range from late-April through mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/2\/22<\/td><td><strong>FRIDAY<br \/><\/strong>4\/21\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/16\/22<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/9\/22<\/td><td><strong>FRIDAY<br \/><\/strong>4\/28\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/23\/22<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/16\/22<\/td><td><strong>FRIDAY<br \/><\/strong>5\/5\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>12\/30\/22<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>FRIDAY<br \/><\/strong>5\/26\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/13\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/2\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/9\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/3\/23<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/10\/23<\/td><\/tr><\/tbody><\/table><h3>Delayed Start (Open Entry \/ Fixed End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Open Entry Enrollment Window<\/li><li>Once the Term Begins, My Enrollment Date = My Start Date<\/li><li>All Start Date Options are later in the Winter (Late-January to Late-April)<\/li><li>Consistent End Date, Regardless of My Enrollment\/Start Date<\/li><li>The End Date is in Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Class Start<\/th><th>Class End<\/th><th width=\"20%\">Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td>The week I choose when I enroll, any Friday between 1\/30\/23 and 4\/28\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>4\/28\/23<\/td><td>Drop up to 14 Calendar Days from my Start Date, no later than 5\/11\/23<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t<h2>Advanced Placement<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/26\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/13\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/9\/22<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/13\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/2\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t<h2>EdReady<\/h2><p><em>Michigan Virtual<\/em>, in partnership with The NROC Project, will continue to offer free access to EdReady Math and EdReady English to Michigan families through the 2022-2023 school year. For further details, please visit our <a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady page<\/a> rather than enrolling in the Student Learning Portal (SLP).<\/p>\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t<h2>Summer Courses<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/12\/23<\/td><td><strong>FRIDAY<\/strong><br \/>7\/21\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>6\/30\/23<\/td><td><strong>FRIDAY<br \/><\/strong>5\/26\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/19\/23<\/td><td><strong>FRIDAY<\/strong><br \/>7\/28\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>6\/30\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/2\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/26\/23<\/td><td><strong>FRIDAY<\/strong><br \/>8\/4\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>6\/30\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/9\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>6\/2\/23<\/td><td><strong>FRIDAY<\/strong><br \/>8\/11\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>6\/30\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/16\/23*<\/td><\/tr><\/tbody><\/table><p><small>*Late enrollments occurring after 6\/3\/23 through 6\/30\/23 will have less than 14 days grace period to drop for refund, but no less than 5 calendar days from the enrollment date.<\/small><\/p>\n\t\t\t\t\t\t\t\t\tDual Enrollment\n\t\t\t\t\t<h3>Dual Enrollment Courses<\/h3><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Fall<br \/>16-week<\/strong><\/td><td><strong>MONDAY<\/strong><br \/>8\/22\/22<\/td><td><strong>FRIDAY<\/strong><br \/>12\/12\/22<\/td><td><strong>12 P.M. FRIDAY<\/strong><br \/>8\/26\/22<\/td><td><strong>FRIDAY<\/strong><br \/>8\/26\/22<\/td><\/tr><tr><td><strong>Fall<br \/>12-week<\/strong><\/td><td><strong>MONDAY<\/strong><br \/>9\/19\/22<\/td><td><strong>FRIDAY<\/strong><br \/>12\/12\/22<\/td><td><strong>12 P.M. FRIDAY<\/strong><br \/>9\/23\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/23\/22<\/td><\/tr><tr><td><strong>Spring<br \/>16-week<\/strong><\/td><td><strong>MONDAY<\/strong><br \/>1\/9\/23<\/td><td><strong>FRIDAY<\/strong><br \/>5\/5\/23<\/td><td><strong>12 P.M. FRIDAY<\/strong><br \/>1\/13\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/13\/23<\/td><\/tr><tr><td><strong>Spring<br \/>12-week<\/strong><\/td><td><strong>MONDAY<\/strong><br \/>2\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>5\/5\/23<\/td><td><strong>12 P.M. FRIDAY<\/strong><br \/>2\/10\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/10\/23<\/td><\/tr><\/tbody><\/table><h4>\u00a0<\/h4>\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t<h2>Chinese Language Courses<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<br \/><\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/9\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/3\/23<\/td><\/tr><\/tbody><\/table><h2>\u00a0<\/h2>\n\t\t\t<h2>Middle School<\/h2>\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t\t\t\t\tSemester 1\n\t\t\t\t\t\t\t\t\tSemester 2\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t\t\t\t\tSemester 1\n\t\t\t\t\t<h3>Semester 1<\/h3><h4>Early Start &#8211; Early End (Open Entry \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Open Entry Enrollment Window<\/li><li>Once the Term Begins, My Enrollment Date = My Start Date<\/li><li>All Start Date Options are in August<\/li><li>Early End Date Before the Winter Holidays<\/li><li>Consistent End Date, Regardless of My Enrollment\/Start Date<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Class Start<\/th><th>Class End<\/th><th width=\"20%\">Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td>The date I choose when I enroll, any date between 8\/12\/22 and 8\/26\/22<\/td><td><strong>FRIDAY<\/strong><br \/>12\/16\/22<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/2\/22<\/td><td>Up to 14 Calendar Days from my Start Date, no later than 9\/9\/22<\/td><\/tr><\/tbody><\/table><h4>Traditional Semester Length (Staggered Start \/ End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options are All in January, After the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/19\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/26\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/13\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/9\/22<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/9\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/23\/22<\/td><\/tr><\/tbody><\/table><h4>Delayed Start (Staggered Start \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Variety of delayed enrollment dates<\/li><li>All Start Date options are later in the Fall (September or October)<\/li><li>Consistent End Date, regardless of Enrollment\/Start Date<\/li><li>End Date is later in January, well after the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/30\/22<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/23\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/7\/22<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/30\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/14\/22<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/7\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/21\/22<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/14\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>10\/28\/22<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/21\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/4\/22<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>10\/28\/22<\/td><td><strong>FRIDAY<\/strong><br \/>11\/11\/22<\/td><\/tr><\/tbody><\/table><h3><br \/><br \/><\/h3>\n\t\t\t\t\t\t\t\t\tSemester 2\n\t\t\t\t\t<h3>Semester 2<\/h3><h4>Traditional Semester Length (Staggered Start \/ End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options Range from Late-May through Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/6\/23<\/td><td><strong>FRIDAY<\/strong><br \/>5\/26\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/13\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/2\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/9\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/3\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/27\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/10\/23<\/td><\/tr><\/tbody><\/table><h4>Delayed Start (Staggered Start \/ Fixed End)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Abbreviated Term Length<\/li><li>Variety of delayed start dates<\/li><li>All Start Date Options are Later in the Winter (Late-Jan. to mid-March)<\/li><li>Consistent End Date, Regardless of Enrollment\/Start Date<\/li><li>The End Date is in Mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/17\/23<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/10\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/24\/23<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/3\/23<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/24\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/10\/23<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/17\/23<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/10\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/24\/23<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/16\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/17\/23<\/td><td><strong>FRIDAY<\/strong><br \/>3\/31\/23<\/td><\/tr><\/tbody><\/table><h3><br \/><br \/><\/h3>\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t<h2>EdReady<\/h2><p><em>Michigan Virtual<\/em>, in partnership with The NROC Project, will continue to offer free access to EdReady Math and EdReady English to Michigan families through the 2022-2023 school year. For further details, please visit our <a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady page<\/a> rather than enrolling in the Student Learning Portal (SLP).<\/p>\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t<h2>Summer Courses<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/12\/23<\/td><td><strong>FRIDAY<\/strong><br \/>7\/21\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>6\/30\/23<\/td><td><strong>FRIDAY<br \/><\/strong>5\/26\/23<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/19\/23<\/td><td><strong>FRIDAY<\/strong><br \/>7\/28\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>6\/30\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/2\/23<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/26\/23<\/td><td><strong>FRIDAY<\/strong><br \/>8\/4\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>6\/30\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/9\/23<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>6\/2\/23<\/td><td><strong>FRIDAY<\/strong><br \/>8\/11\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>6\/30\/23<\/td><td><strong>FRIDAY<br \/><\/strong>6\/16\/23*<\/td><\/tr><\/tbody><\/table><p><small>*Late enrollments occurring after 6\/3\/23 through 6\/30\/23 will have less than 14 days grace period to drop for refund, but no less than 5 calendar days from the enrollment date.<\/small><\/p>\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t<h2>Chinese Language Courses<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<br \/><\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/2\/22<\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/16\/22<\/td><td><strong>FRIDAY<\/strong><br \/>9\/16\/22<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/20\/23<\/td><td><strong>FRIDAY<\/strong><br \/>6\/9\/23<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/3\/23<\/td><td><strong>FRIDAY<\/strong><br \/>2\/3\/23<\/td><\/tr><\/tbody><\/table><h2>\u00a0<\/h2>\n\t\t<h2>Drop and Withdrawal Policies for <em>Michigan Virtual<\/em> courses:<\/h2><ul><li>Enrollments that are dropped before the course start date or within five calendar days from making the enrollment are subject to a full refund.<\/li><li>Withdrawals after the drop date will be charged the full cost of the course to cover licensed material and instructor costs.<\/li><\/ul><p>Students\/schools are responsible for any materials required for the course unless otherwise specified. Please see the course syllabus for any required materials.<\/p>",
            "title": "2023 School Year Calendar",
            "excerpt": "2022-2023 School Year Calendar Never miss a thing with the\u00a0Michigan Virtual\u00a0enrollment calendar. Be in the know about important enrollment dates throughout the school year. High School *All times listed reflect the Eastern Time Zone. Semester 1 Semester 2 Trimesters Essentials (Semester 1) Essentials (Semester 2) Advanced Placement EdReady Summer Dual Enrollment Chinese Semester 1 Semester...",
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            "content": "<!-- wp:paragraph -->\n<p><strong><em>It\u2019s time to break through the stigma that comes with needing help to cope with mental and emotional challenges. Robust&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/social-emotional-learning-restorative-curriculum\/\">social-emotional learning programs<\/a>&nbsp;can teach students, staff and parents how to do this, as well as how to assist others who may need that same sort of help.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAre you okay?\u201d How many times have you heard that question? How do you usually respond? Most of us say we\u2019re fine even when we\u2019re not. Sometimes we say that because we don\u2019t want to talk about how we really feel. Sometimes we say that because the people asking aren\u2019t the ones we want to talk to. But sometimes we say that because we\u2019re afraid.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We\u2019re afraid of what others will think of us. We\u2019re afraid of how we\u2019ll feel. We\u2019re afraid of how others will feel. We\u2019re afraid.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we let fear keep us from admitting that we\u2019re not okay, even when people close to us ask us if we are, then we\u2019re pushing help away and whether we want to admit it or not, we\u2019re encouraging stigma.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cNo, I am not okay.\u201d It takes a lot of courage to say that. When we do, we open ourselves up to receive the help and support we need. But it also makes us face our fears.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Self-Harm Awareness<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>March was self-harm awareness month, and self-harm doesn\u2019t discriminate. It affects men and women of all ages. It even affects the students we serve in schools throughout the country. The most commonly known form of self-harm is cutting, but there are many more to look out for, including scratching, burning, carving, hitting and head-banging. People who self-harm frequently try to hide the effects of their behaviors. They have an unusual number of scars, cuts, scratches, bruises and other wounds that they hide under long pants and long sleeves, even in warm weather.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Self-harm isn\u2019t just physical. People who self-harm do so because of significant emotional and mental health issues. When they open up, people who self-harm often talk about feeling helpless, hopeless or worthless. And the numbers don\u2019t lie. In a recent&nbsp;<a href=\"https:\/\/navigate360.com\/2021-q1-zogby-safety-poll\/\">Navigate360 and Zogby Strategies Safety and Wellbeing Poll<\/a>, the alarming effects of the pandemic underscore the need to address mental health issues, including those surrounding self-harm and suicide. An overwhelming number of students reported experiencing anxiety and depression, with 56% saying they personally know someone who has considered self-harm or suicide. Sadly, less than one-third of these students believe their school is prepared to handle this issue.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We invite you to learn more about lessons available in&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/suite360-mental-health-prevention\/\">Suite360: Mental Health &amp; Prevention<\/a>, a program designed to teach students how to proactively care for their mental health and how to respond if their thoughts, feelings or actions keep them from doing what they need or want to do. Included in this program are lessons for middle and high school students about the prevention of suicide and self-harm.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Admitting When You\u2019re Not Okay<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the most important things we can do to prevent self-harm and even suicide is to talk. A key aspect of mental health care includes talking about what we feel, why we feel that way, and how those feelings affect our thoughts and actions. That\u2019s why it\u2019s so important that we teach students, parents and educators how to care for their mental health and why we should model healthy self-care skills. Suite360: Mental Health &amp; Prevention and new adult wellness lessons in&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/suite360-parent\/\">Suite360: Staff<\/a>&nbsp;support teachers, parents and other caregivers as they learn to care for their own mental health and how to support students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Encouraging Stigma<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>No one wants to admit that they encourage stigma, but we all do sometimes. We encourage stigma when we hold it all in out of fear. We encourage stigma when we don\u2019t want to get involved. We encourage stigma when we fail to learn about mental health and thus repeat stereotypes. Sometimes, we even encourage stigma when we offer advice. This is why we spent a considerable amount of time developing our Suite360 lessons for students in grades 6 \u2013 12 to focus on reducing stigma. We\u2019ve also included a lesson about supporting others that addresses the differences between helpful and unhelpful language. Students may know what they are saying is not right, but they may not fully understand how to say it differently. Our lessons help them connect the dots as they offer alternatives to make the adjustments necessary.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>No, I\u2019m Not Okay<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>I\u2019m the parent of a teenager diagnosed with several mental health conditions, and I\u2019m not okay. There are days when it\u2019s all I can do to keep my head above water. I usually throw myself into work during those times. But I admit that I sometimes encourage stigma, too. I tell people I\u2019m okay. I ignore calls from my best friend. And I get mad at people who offer advice. They mean well, but it\u2019s not like one piece of parental advice will do what the last nine years of therapy haven\u2019t. In those moments, I wish I hadn\u2019t spoken up at all. I feel the stigma of not being a good enough parent and of not doing enough for my son. In those moments, I\u2019m not okay. And that\u2019s okay.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we experience intense stress or trauma like many people around the world have experienced throughout this last year, we\u2019re not okay. This is the time when we need to offer support through patience, listening and learning about mental health care and how to respond when you or someone you know needs help.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Let\u2019s teach our students how to care for their mental health, and let\u2019s help others do the same.&nbsp;<a href=\"https:\/\/navigate360.com\/schedule-a-consultation\/\">Schedule a consultation with us<\/a>&nbsp;to learn more about the Suite360: Mental Health &amp; Prevention program, as well as Navigate360\u2019s new suicide prevention program designed to help schools create systems of care and support to prevent suicide. This is our future generation, and we need to use the tools we have to help our students reach their full potential and thrive.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/do-you-encourage-stigma\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Do You Encourage Stigma?",
            "excerpt": "It\u2019s time to break through the stigma that comes with needing help to cope with mental and emotional challenges. Robust&nbsp;social-emotional learning programs&nbsp;can teach students, staff and parents how to do this, as well as how to assist others who may need that same sort of help. \u201cAre you okay?\u201d How many times have you heard...",
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            "path": "\/blog\/3-strategies-for-coping-with-preventing-educator-burnout\/",
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            "timestamp": 1643820940,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-coping-with-preventing-educator\/id1551347022?i=1000549757770\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/5ckVmCWw9d06RXXaBGqcv6?si=Aqu0nj25Sn-xWVPEjrg8Nw\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ZmMwMmE1MDEtM2MyMS00Y2Y2LWE5NDQtNzQxNjRmZmEwNzNl?sa=X&amp;ved=0CAUQkfYCahcKEwjo-f3souH1AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Coping-With--Preventing-Educator-Burnout-feat--Molly-Davis-from-Wild-Goose-Counseling--the-Beautiful-Boundaries-Bootcamp-e1dppmb\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/wkma96mTF4UaXiCPF3iNTOCWhgQ\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This episode is a personal one for me.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I first met Molly Davis through her popular <a href=\"https:\/\/www.facebook.com\/WildGooseCou%E2%80%A6\">Wild Goose Counseling Facebook page<\/a>. So many of Molly\u2019s \u201cdoodles\u201d (as she affectionately refers to them) resonated with me so profoundly that I\u2019d stop my mindless scrolling and gape at my newsfeed, thinking, \u201cWow, other people feel that way, too??\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><a href=\"https:\/\/www.facebook.com\/WildGooseCounseling\/photos\/2712506662378492\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img width=\"624\" height=\"623\" src=\"https:\/\/lh4.googleusercontent.com\/DpdPqzGuckTID0fIVQGPIYZCEJi1fwtpS03aH0FgF8YB1z-D-wS8Lj__aZIbPUiO5iROmBZDRFyiGlgTrBo6Y1EDkCd4r9Y-dvFiF7014QSBRWDCZQ4FLWGJ0zwyTTXFPmr_5aev\"><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><a href=\"https:\/\/www.facebook.com\/WildGooseCounseling\/photos\/2675925109369981\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><img width=\"624\" height=\"676\" src=\"https:\/\/lh3.googleusercontent.com\/GFE0SHHrdMTjUcspVCytRX0mand897DLAGOOOXJfZSNYDEyuNGeLFDb-GHGl7Y4bK5NmHlYUyISiThjADjtaDtVjio3-hfONvLoRq_84xDvW0zN8juuX0STZhC_rj252MWckkh0V\"><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><a href=\"https:\/\/www.facebook.com\/WildGooseCounseling\/photos\/2596986610597165\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.facebook.com\/WildGooseCounseling\/photos\/2596986610597165\" rel=\"noreferrer noopener nofollow\"><img width=\"624\" height=\"608\" src=\"https:\/\/lh5.googleusercontent.com\/FhQ5Sdaaa5jcEcB072KzcibYZKW5VnhbX3A0Aiu2_eyVlcPKr-qmbIeF2A9XP5A-dqiS1bPCxfMVxkkHlS3wB9QbizTkhaVzyOyjWNKJp0Zu9triBtllr1VrAUrccJ0WDlwhIAX4\"><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After marveling at her doodles for months, I finally decided to enroll in Molly\u2019s 8-week <a href=\"http:\/\/boundaried.com\">Beautiful Boundaries Bootcamp<\/a>, which she describes as \u201cdesigned for professional women who may cognitively understand what boundaries are but struggle to implement them in everyday life, work, and relationships.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Needless to say, the experience was transformative, and I left empowered with many practical strategies and burgeoning friendships with other women across the globe undergoing similar journeys.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I invited Molly to speak with me on the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a> because a) she\u2019s a delightful human being, and b) her lessons on boundaries seemed <em>so <\/em>relevant to the struggles with burnout I was hearing from educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/UtPfXc9kR2I\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/UtPfXc9kR2I\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>Many educators are <em>helpers <\/em>and <em>givers. <\/em>They\u2019re drawn to the field of education to make a difference in the lives of their students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The work\/life boundaries in education were relatively permeable <em>before <\/em>the pandemic. But now more than ever, we\u2019re seeing skilled and passionate educators who LOVE what they do <a href=\"https:\/\/www.tiktok.com\/@mrferroni\/video\/7055338949056662831?is_from_webapp=1&amp;sender_device=pc&amp;web_id7054977269383398917\">choosing to leave the profession<\/a> to protect their own physical and mental health.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-in-michigan\/\">2021 survey<\/a>, two out of three Michigan educators said they did not recommend education as a career path and had considered leaving their jobs during the 2020-21 school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Further reading: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-in-michigan\/\"><strong><em>Teacher recruitment and retention in Michigan \u2013 Challenges and potential solutions<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The many factors contributing to educator burnout are complex. Molly doesn\u2019t claim to have all the answers, but she does offer an interesting perspective as a boundaries expert and a therapist who sees many teachers as clients.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Molly has an easy smile and a gentle warmth about her. It\u2019s comfortable to relax in her presence. In our interview, she admitted, \u201cI like pretty much love everybody I\u2019ve ever worked with.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s hard to walk away from a conversation with Molly without feeling just a little bit lighter. She has this extraordinary ability to make others feel seen, cared for, and empowered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In her compassionate way, Molly reminds us that, ultimately, we must be the stewards of our energy and health or we <em>will <\/em>burn out when presented with situations that ask more of us than we can sustainably give.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Though the primary goal of this conversation is to offer strategies for individual educators, we would be remiss to focus <em>exclusively <\/em>on the individual educator and not the systems that support them. Molly and I devote some time to exploring how widespread burnout in the teaching profession can be seen as a red flag in the need for systemic change.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, Molly dives into the relationship between boundaries and burnout, shares a bit of wisdom about how she walks this line as a professional counselor, and offers three strategies for coping with and preventing educator burnout.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Molly using the audio player above or by subscribing to the BRIGHT podcast in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-coping-with-preventing-educator\/id1551347022?i=1000549757770\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/5ckVmCWw9d06RXXaBGqcv6?si=Aqu0nj25Sn-xWVPEjrg8Nw\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ZmMwMmE1MDEtM2MyMS00Y2Y2LWE5NDQtNzQxNjRmZmEwNzNl?sa=X&amp;ved=0CAUQkfYCahcKEwjo-f3souH1AhUAAAAAHQAAAAAQAQ\">Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Coping-With--Preventing-Educator-Burnout-feat--Molly-Davis-from-Wild-Goose-Counseling--the-Beautiful-Boundaries-Bootcamp-e1dppmb\">more<\/a>) or by reading along in the <a href=\"https:\/\/otter.ai\/u\/wkma96mTF4UaXiCPF3iNTOCWhgQ\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever and that many are struggling with burnout. Suppose you don\u2019t have time to listen to Molly\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples), you can still benefit from a glimpse at some of my favorite quotes from Molly and her top three tips for coping with and preventing educator burnout below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 tips for coping with &amp; preventing educator burnout<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong><em>Remember that you are a renewable resource<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It can be helpful to think of yourself, for example, like a bamboo forest. You have an ever-filling energy bucket inside of you, but it needs time to refill. If you pour yourself out trying to meet all the needs, you will burn out, and the needs will still be there. In the long run, you will meet way more needs when treating yourself sustainably than when you give to the point of exhaustion and burnout.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong><em>Treat yourself sustainably<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Especially in education, carving out healthy work-life boundaries can be really tricky. However, Molly lovingly reminds us that if we don\u2019t treat ourselves sustainably, we <em>will <\/em>burn out. When work asks a lot of you, she says, it can be helpful to balance out your life with things that do the opposite. Everybody is different, but ultimately, it is up to us to determine what is needed for our own replenishment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong><em>Use burnout as a catalyst for change<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Burnout <em>can <\/em>be a catalyst for needed change. When you\u2019re experiencing burnout, it\u2019s essential to investigate <em>why. <\/em>What are you doing that you <em>don\u2019t <\/em>like? What are you doing that you <em>do <\/em>like? How can you do <em>more <\/em>of the things you love and <em>less <\/em>of the things you don\u2019t? Even though burnout is an incredibly unpleasant experience, it can be a gift if it ultimately leads to us living a life in greater alignment with our passions, joys, and values. Figure out what this looks like for you, Molly says, \u201cand get thee that way.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cThe kids will always be there. The needs will always be there. The workload will always be there. All of this stuff doesn't go away. If you pour yourself out for the next semester and give every single thing you've got to give, there will still be needs. When you're completely depleted, there will still be needs. If you make it your job to meet all the needs, if that\u2019s the boundary for you, to meet every last need, there will be no renewing of you. It\u2019s unsustainable, and you will burn out. But if you think of yourself as a renewable resource, like a bamboo forest, then you can harvest it, use it,&nbsp; and that's fantastic, but it needs some time to come back up. If you can start thinking about using yourself sustainably, then you can meet <\/em>some <em>needs, and you will meet way more needs that way than you will meet if you pour yourself out to the point of exhaustion.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cIf you don't want to burn out \u2014 I don't mean to be harsh here, I'm saying this lovingly but with firmness \u2014 it doesn't matter: You have to do <\/em>something<em>, or you <\/em>will <em>burn out. There <\/em>has<em> to be somewhere in there where you are remembering, \u2018I am a renewable resource, so I have to renew.\u2019\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cIt was very counterintuitive [as a professional counselor], and at first, I felt like I was being a real jerk\u2026 but I decided that I can care, and I can give 100% of myself from three o'clock to four o'clock when I see Jenny (I'm just making up a name here), but if I take Jenny with me, in my heart and in my mind, if she goes past three o'clock, then I'm not going to be here next year to help Jenny further or to help any other Jennys that may come along.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cWhen you as an educator are caught in a situation where you are using every healthy coping skill that you possibly can, and there's just simply no way <\/em>not <em>to burnout because the pressures on your shoulders are just too much, then that's not on you\u2026 Part of having good boundaries is understanding what is your responsibility and what isn't your responsibility. Sometimes, it\u2019s just nice to remember that this is actually supposed to be the system's job, and my system isn't doing it. I am just one little human. I can't do what a greater system is supposed to do.\"<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Special discount for BRIGHT podcast listeners<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There is a special discount for BRIGHT podcast listeners who sign up for <a href=\"https:\/\/www.boundaried.com\/\">Molly's boundaries program<\/a>. Mention this podcast and enjoy two extra weeks of live boundaries coaching added to your program package at no additional cost. That's 5 additional hours of live coaching help for free.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Watch: <\/strong><a href=\"https:\/\/www.boundaried.com\/\">Molly's free introductory boundaries course<\/a><\/li><li><strong>Follow<\/strong>: <a href=\"https:\/\/www.facebook.com\/WildGooseCou%E2%80%A6\">Wild Goose Counseling on Facebook<\/a> (therapy-related content and memes)<\/li><li><strong>Follow<\/strong>: <a href=\"https:\/\/www.facebook.com\/boundariedbootcamp\">Boundaried Bootcamp on Facebook<\/a> (daily boundaries doodles and related content)<\/li><li><strong>Follow:<\/strong> <a href=\"https:\/\/www.instagram.com\/boundariedbootcamp\/\">Boundaried Bootcamp on Instagram<\/a> (daily boundaries doodles and related content)<\/li><li><strong>Learn &amp; earn: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/take-care-of-yourself-a-course-in-wellbeing-and-self-care\/\">Take care of yourself: A course in wellbeing and self-care<\/a> (Free 3-SCECH PD course)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
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            "content": "<!-- wp:heading -->\n<h2>Did you know a teacher started Black History Month? <\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s only appropriate, then, that we compile a list of unique Black History Month resources for educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But first, let\u2019s go back to the beginning. It all started in 1915 with <a href=\"https:\/\/naacp.org\/find-resources\/history-explained\/civil-rights-leaders\/carter-g-woodson#:~:text=Known%20as%20the%20%E2%80%9CFather%20of,to%20the%20development%20of%20America.\" rel=\"nofollow\">Carter G. Woodson<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Woodson was dedicated to making African American history accessible to the everyday person. He wanted African Americans, and all Americans, really, to know the African American story and to see themselves in it because representation is power.\u201d <br>\u2014 Noelle Trent, National Civil Rights Museum<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Born to illiterate parents who were formerly enslaved, Woodson helped out on the family farm. As a teenager, he helped support his family by working in the coal mines of West Virginia.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/Dr._Carter_G._Woodson_1875-1950_Carter_G._Woodson_Home_National_Historic_Site_1915._18f7565bf62142c0ad7fff83701ca5f6.jpg\" alt=\"Black History Month founder Dr. Carter G. Woodson wears a tie and suit. He looks toward the left of the camera.\" class=\"wp-image-68811\" width=\"444\" height=\"564\" \/><figcaption>Dr. Carter G. Woodson (1875-1950), Carter G. Woodson Home National Historic Site, 1915.<\/figcaption><\/figure><\/div>\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>Education was everything to Woodson. His formal learning was intermittent, and he entered high school at age 20 and graduated two years later.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Woodson became a teacher and then a school principal. He pursued higher education and became the second African American person to earn a doctorate degree at Harvard University.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An esteemed educator and author, Woodson paid his dues to be a part of the American Historical Association, but he was barred from attending their conferences. History, as he saw it, failed to include the African American experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\">Resolved to include African American history in education, Woodson and a group of African American men founded the Association for the Study of Negro Life and History (now called the <a href=\"https:\/\/asalh.org\/\" rel=\"nofollow\">Association for the Study of African American Life and History<\/a>). This provided African American scholars with research and publication outlets.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSeize the opportunity to honor the too-often neglected accomplishments of Black Americans in every area of endeavor throughout our history.\u201d <br>\u2014 President Gerald Ford<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>A decade later, Woodson initiated <a href=\"https:\/\/www.learningforjustice.org\/magazine\/the-history-behind-black-history-month\" rel=\"nofollow\">Negro History Week<\/a> to coincide with the birthdays of Frederick Douglass and Abraham Lincoln. In 1969, students and educators at Kent State University proposed a full month. Seven years later, President Gerald Ford publicly recognized this proposal, and finally, in 1986, Congress designated the month of February as National Black History Month.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>And, to think, it all started with a teacher.<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As you peruse the following list, remember to incorporate these resources throughout the year. <a href=\"https:\/\/www.edutopia.org\/article\/teaching-black-history-culturally-responsive-ways\">Edutopia offers excellent advice<\/a> on how to make your classroom more culturally responsive, and <em>Michigan Virtual <\/em>offers a free, SCECH-bearing professional development course called <a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=736%20\">\u201cAnti-Racism and Social Justice in Teaching and Leadership\u201d<\/a> to incorporate this mindset in your teaching.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below, you will find unique Black History Month resources for teachers and a few special Michigan-specific resources to use in face-to-face or virtual classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thank you to <em>Michigan Virtual<\/em> Instructor Marie McDonald; Diversity, Equity, and Inclusion (DEI) Coach Tanya Cross; Director of Instruction Andrea McKay; and Assistant Director of Continuous Learning Emily Sicilia for contributing to this list. Additionally, a big thanks to DEI Committee member Terence Wilkerson and BRIGHT podcast host Nikki Herta for reviewing this material!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Please note: <\/em>These resources have not been thoroughly vetted, so please use your best judgment. Are we missing something? Let us know!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Black History Month Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><a href=\"https:\/\/docs.google.com\/presentation\/d\/1UJcs1nzRonxbTvpEr5FIpKmtHekvB3gcxbo_GNrzB98\/edit?usp=sharing\">Black History Month slideshow<\/a> <br>(<em>Michigan Virtual<\/em> Social Studies Instructor Marie McDonald teaches <a href=\"https:\/\/michiganvirtual.org\/course\/african-american-history\/\">African American History<\/a> and has generously provided this slideshow. Teachers can use any of this material in their courses!)<\/li><li><a href=\"https:\/\/www.thewright.org\/programs\/youth-speak-virtual-stage\">Youth Speak virtual stage at The Wright in Detroit<\/a> (video contest)<\/li><li><a href=\"https:\/\/michiganology.org\/stories\/d-augustus-straker-debunks-separate-but-equal\/#:~:text=In%20Ferguson%20v.,before%20the%20Michigan%20Supreme%20Court.\">Separate but equal case in Michigan<\/a> (audio and text)<\/li><li><a href=\"https:\/\/open.spotify.com\/episode\/4TN9DH4NGgenkUTPCBRL4i\">A Michigan resort town for African Americans<\/a> (podcast)<\/li><li><a href=\"https:\/\/features.apmreports.org\/historically-black\/\">Historically Black<\/a> (podcast)<\/li><li><a href=\"https:\/\/dp.la\/primary-source-sets\/jitterbugs-swing-kids-and-lindy-hoppers\">Swing dancing and jazz<\/a> (primary source set)<\/li><li><a href=\"https:\/\/guides.loc.gov\/african-american-history-online\/online-resources\">Digital collections at the Library of Congress<\/a> (primary sources list)<\/li><li><a href=\"https:\/\/blackhistorymonth.gov\/exhibits-and-collections\/\">Exhibits and collections<\/a> (primary sources list)<\/li><li><a href=\"https:\/\/www.amazon.com\/Tuskegee-Airmen-Illustrated-History-1939-1949\/dp\/1588382443\/ref=pd_sbs_1\/146-1609391-1663706?pd_rd_w=ohRGx&amp;pf_rd_p=4b6b5072-e9bd-4f30-a3af-a1f5d52978ec&amp;pf_rd_r=2F9MA0V4J2M5W5MBDFZB&amp;pd_rd_r=5c82b4f7-176b-42db-81fb-9d3a493d4c97&amp;pd_rd_wg=vSH8i&amp;pd_rd_i=1588382443&amp;psc=1&amp;asin=1588382443&amp;revisionId=&amp;format=4&amp;depth=1\">The only African American military pilots in WWII<\/a> (book)<\/li><li><a href=\"https:\/\/www.weareteachers.com\/african-american-artists-creativity\/\">African American artists and projects for the classroom<\/a> (article)<\/li><li><a href=\"https:\/\/www.learningforjustice.org\/magazine\/four-black-history-month-musthaves\">4 Black History Month must-haves<\/a> (article)<\/li><li><a href=\"https:\/\/www.forbes.com\/sites\/leahrosenbaum\/2021\/07\/10\/meet-the-pioneering-heart-surgeon-who-founded-americas-first-black-owned-hospital\/?sh=513aed546d67\">The pioneering heart surgeon and Idlewild founder<\/a> (article)<\/li><li><a href=\"https:\/\/www.nymetroparents.com\/article\/black-history-movies-for-kids\">Documentaries to watch<\/a> (video)<\/li><li><a href=\"https:\/\/www.youtube.com\/watch?v=3Ln3SMxfs-I\">10 Black History Month classroom ideas<\/a> (video)<\/li><li><a href=\"https:\/\/www.womenofthe6888th.org\/6888th-photo-videos\">The first African American women army corps unit deployed overseas in WWII<\/a> (videos, photos)<\/li><li><a href=\"https:\/\/artsandculture.google.com\/exhibit\/portraits-of-african-americans-national-portrait-gallery\/xQJisgUMzpY9Lw?hl=en\">Portraits of African Americans<\/a> (photos)<\/li><li><a href=\"https:\/\/www.nlbm.com\/storied\/\">Negro Leagues Baseball oral history<\/a> (audio)<\/li><li><a href=\"https:\/\/ideabook.aencmg.com\/Archives\/Idea_Book_Civil_Rights_Edition.pdf\">The Civil Rights Act of 1964<\/a> (teacher guide)<\/li><li><a href=\"https:\/\/www.nea.org\/professional-excellence\/student-engagement\/tools-tips\/black-history-month-lessons-resources\">NEA Black History Month<\/a> (lesson plans)<\/li><li><a href=\"https:\/\/teachrock.org\/lesson\/the-historical-roots-of-hip-hop\/\">The historical roots of hip hop<\/a> (lesson plan - register for free to access)<\/li><li><a href=\"https:\/\/www.weareteachers.com\/black-history-month-quotes-posters\/\">Free classroom posters<\/a> (printables)<\/li><li><a href=\"https:\/\/www.classroomdoodles.com\/black-history-month.html\">Black History Month coloring pages<\/a> (printables)<\/li><li><a href=\"https:\/\/www.slavevoyages.org\/voyage\/database#maps\">Trans-Atlantic slave trade<\/a> (interactive)<\/li><li><a href=\"https:\/\/learninglab.si.edu\/collections\/segregation-and-the-life-of-henrietta-lacks\/mUAJ5b3hYnFtdFTr\">Segregation and the Life of Henrietta Lacks learning lab<\/a> (interactive)<\/li><li><a href=\"https:\/\/www.loc.gov\/visit\/virtual-student-workshops\/\">Rosa Parks virtual student workshop (grades 5-8)<\/a> (interactive)<\/li><li><a href=\"https:\/\/s3.amazonaws.com\/prod-hmhco-vmg-craftcms-public\/black-history-month-timeline.pdf\">Cut-and-paste Civil Rights Movement project <\/a>(activity)<\/li><li><a href=\"https:\/\/docsteach.org\/activities\/teacher\/patent-analysis-lizzie-magies-board-game\">One of the first African-American women to receive a patent<\/a> (activity)<\/li><li><a href=\"https:\/\/docsteach.org\/activities\/teacher\/comparing-civil-war-recruitment-posters\">Comparing Civil War recruitment posters<\/a> (activity)<\/li><li><a href=\"https:\/\/www.hmhco.com\/blog\/black-history-month-writing-prompts\">Black History Month journal prompts<\/a> (activity)<\/li><li><a href=\"https:\/\/s3.amazonaws.com\/prod-hmhco-vmg-craftcms-public\/black-history-month-crossword-puzzle.pdf\">Black History Month crossword puzzle<\/a> (activity)<\/li><li><a href=\"https:\/\/docsteach.org\/activities\/teacher\/fannie-lou-hamer-and-voting-rights\">Fannie Lou Hamer and voting rights<\/a> (activity)<\/li><li><a href=\"https:\/\/www.blackpast.org\/wp-content\/uploads\/Jeopardy_Directions_2013.pdf\">Jeopardy board: African American firsts in sports<\/a> (activity)<\/li><li><a href=\"https:\/\/padlet.com\/nicolethelibrarian\/nbasekqoazt336co?fbclid=IwAR1RF0Jyn8CmWm6hsefI1R4dL-q0HfbWL_LnmozALysWupcrCvsmnHS4WpA&amp;utm_source=EdSurgeInstruct&amp;utm_medium=email&amp;utm_campaign=06-04-2020&amp;mkt_tok=eyJpIjoiWkRnNE9UZ3hPVEV5TWpZNSIsInQiOiJWZUYrRU1iOGdhSFwvUFwvT3NkZTFRVVgrZ1pCakpCNnZvODZGTzBCXC90MktCTWkxdng2dURWZ3NiejBnV0lWTjhMdHdLa3hTMGtsVUJtRlB5anpWRG14VFl3OFpBbVJRVHpCd3dpMHd3amRmOFh4TExseXlOeG5rWEYyQ1dSRHl2OCJ9\">Anti-racism resources for all ages<\/a> (Padlet)<\/li><li><a href=\"https:\/\/www.pewresearch.org\/social-trends\/2021\/03\/25\/the-growing-diversity-of-black-america\/\">The growing diversity of Black America<\/a> (report)<\/li><li><a href=\"https:\/\/www.adl.org\/media\/10922\/download\">10 ideas for teaching Black History Month<\/a> (PDF)<\/li><li><a href=\"https:\/\/www.amightygirl.com\/books\/history-biography\/history-united-states?cat=201\">Books to add to your inclusive library<\/a> (list)<\/li><li><a href=\"http:\/\/cdn.loc.gov\/project\/lcnet\/BlackHistory\/\">Shareable social media resources<\/a> (list)<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:html -->\n<div class=\"getty embed image\" style=\"background-color:#fff;display:inline-block;font-family:Roboto,sans-serif;color:#a7a7a7;font-size:11px;width:100%;max-width:594px\"><div style=\"padding:0;margin:0;text-align:left\"><a href=\"http:\/\/www.gettyimages.com\/detail\/116359628\" target=\"_blank\" style=\"color:#a7a7a7;text-decoration:none;font-weight:normal !important;border:none;display:inline-block\" rel=\"noopener\">Embed from Getty Images<\/a><\/div><div style=\"overflow:hidden;position:relative;height:0;padding:68.51852% 0 0 0;width:100%\"><\/div><\/div>\n<!-- \/wp:html -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>The photos above were taken in Idlewild, Michigan in September 1938. Idlewild, known as \"the Black Eden,\" was a resort community that catered to African Americans, who were excluded from other resorts prior to the passage of the Civil RIghts Act of 1964. Check out resource #4 and #12 to learn more.<\/h5>\n<!-- \/wp:heading -->",
            "title": "37 Black History Month resources for teachers",
            "excerpt": "Did you know a teacher started Black History Month? It\u2019s only appropriate, then, that we compile a list of unique Black History Month resources for educators. But first, let\u2019s go back to the beginning. It all started in 1915 with Carter G. Woodson.&nbsp; &#8220;Woodson was dedicated to making African American history accessible to the everyday...",
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            "path": "\/blog\/how-to-help-foster-self-awareness-in-students\/",
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            "content": "<!-- wp:paragraph -->\n<p>Self-awareness is a skill that many adults, let alone kids, struggle with. Fortunately, however, this skill can be cultivated in youth with the right social-emotional support\u2014and schools play an essential role in providing that. But before we dive into our strategies for supporting self-awareness development in students, let\u2019s first define self-awareness and discuss why it\u2019s so crucial for youth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What Is Self-Awareness?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As described by the Collaborative for Academic, Social, and Emotional Learning (CASEL),&nbsp;<a href=\"https:\/\/casel.org\/sel-framework\/\" target=\"_blank\" rel=\"noreferrer noopener\">self-awareness encompasses<\/a>&nbsp;\u201cthe abilities to understand one\u2019s own emotions, thoughts, and values and how they influence behavior across contexts.\u201d Self-awareness skills are important because they allow students to see themselves and their emotions clearly. This not only enhances students\u2019 ability to recognize their own strengths and limitations\u2014which can aid in their education\u2014but also fosters feelings of confidence and self-purpose.\u202f<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Self-Awareness Skills Lead to Better Student Outcomes<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As an educator, it\u2019s essential to consider the ways that self-awareness skills lead to better outcomes for students, including improved:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Academic performance<\/li><li>Conflict and stress management<\/li><li>Teamwork and collaboration<\/li><li>Goal achievement<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Self-awareness skills help students understand themselves and others, behave properly in the right settings, and make sense of their cultural identities. Social-emotional learning (SEL), the framework by which students come to hone their self-awareness skills, can also educate students on how to properly label their emotions. This can help them avoid mislabeling and projecting their emotions, which can lead to behavioral issues and other negative student outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How to Support Self-Awareness Development in Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools play an essential role in providing social-emotional learning support for students. In fact,&nbsp;<a href=\"https:\/\/navigate360.com\/2021-q1-zogby-safety-poll\/\" target=\"_blank\" rel=\"noreferrer noopener\">less than a third<\/a>&nbsp;of students believe in their school\u2019s capability to handle student mental health issues that could lead to self-harm or suicide. So, what can be done to address social-emotional learning for K-12 students to help them hone their self-awareness skills?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Address Challenges About Racial or Cultural Differences<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With the Black Lives Matter racial justice movement ongoing, it\u2019s essential for educators to address challenges about racial or cultural differences head-on to preserve individual safety and organizational culture. These conversations should be normalized throughout schools to help students and community members move forward productively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students have a safe space for honest dialogue with people they trust, it helps them grow as individuals who go on to build cultures of civility, safety, and understanding. These conversations can help develop self-awareness skills by asking students to examine their thoughts, feelings, and potential prejudices in a safe, educational environment that allows them to connect with and accept one another.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Address Mental Health and Emotional Issues<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Wellness and self-care are certainly having a moment, but as an educator, note that there\u2019s a big difference between prioritizing safety in words only\u2014through company emails, newsletters to parents, safety signage, etc.\u2014and backing those words with real, actionable support. And if schools don\u2019t properly address stress and mental health, they risk students engaging in violent behavior toward themselves and\/or those around them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is especially important to consider in light of the COVID-19 pandemic. The emotional fallout of this crisis will likely persist well into the future, presenting a clear opportunity to normalize the necessity for social-emotional learning across all ages (something that, with widespread adoption, could greatly improve our communities for years to come). You can show students that their mental health matters by providing tangible social-emotional learning support in schools through dedicated SEL curriculum.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Choosing the Right SEL Curriculum for Your District<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Did you know that 72% of principals at low-performing schools believe that a bigger focus on social-emotional learning would&nbsp;<a href=\"https:\/\/navigate360.com\/challenges\/\" target=\"_blank\" rel=\"noreferrer noopener\">greatly improve<\/a>&nbsp;students\u2019 abilities to stay on track to graduate? While encouraging social-emotional learning in schools within your district on an ad hoc basis is certainly better than having no support in place at all, a holistic approach to social-emotional learning provides much stronger outcomes for students. That\u2019s where Navigate360\u2019s&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/social-emotional-learning-restorative-curriculum\/\" target=\"_blank\" rel=\"noreferrer noopener\">Suite360 SEL curriculum<\/a>&nbsp;comes in.\u202fOur digital curriculum includes research-based courses that help turn necessary discipline into learning opportunities, enabling students to hone their self-awareness skills and reach better academic, emotional, and social outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the benefits of SEL and how it can help foster better student mental health at schools throughout your district,&nbsp;<a href=\"https:\/\/info.navigate360.com\/2021-complete-guide-to-social-emotional-learning\" target=\"_blank\" rel=\"noreferrer noopener\">click here<\/a>\u2014and feel free to&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/social-emotional-learning-restorative-curriculum\/#fsm_hubspot_form\" target=\"_blank\" rel=\"noreferrer noopener\">get in touch<\/a>&nbsp;with any questions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/how-foster-self-awareness-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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            "author_id": 65,
            "timestamp": 1643651194,
            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h3>Professional Learning Services<\/h3>\t\t\n\t\t\t<h1>A flexible online community for Michigan educators<\/h1>\t\t\n\t\t<p>Educators deserve comprehensive yet flexible professional development, to learn and grow, to connect and communicate. <\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/Professional-develoment-Michigan-Virtual-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>We\u2019ve provided professional development to Michigan educators for nearly 20 years! <\/h3>\t\t\n\t\t<p>Our Professional Learning Services team collaborates with subject-matter experts to develop timely, comprehensive, and action-oriented learning opportunities for teachers, administrators, mentors, and counselors.<\/p>\t\t\n\t\t\t<h5>Take one of <i>Michigan Virtual<\/i>\u2019s 300+ SCECH-bearing PD courses and let us do the SCECH processing! Last year, we processed more than 300,000 SCECHs.<\/h5>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/\" role=\"button\">\n\t\t\t\t\t\tExplore Our Course Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Most popular courses<\/h2>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mde-assessment-security\/\">\n\t\t\t\t<h4>MDE Assessment Security<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-introduction-to-sel\/\">\n\t\t\t\t<h4>Social-Emotional Learning: Introduction to SEL<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-3\/\">\n\t\t\t\t<h4>Essential Instructional Practices in Early Literacy: K-3 Essential 3<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/goopen-open-educational-resources-in-michigan\/\">\n\t\t\t\t<h4>#GoOpen: Open Educational Resources in Michigan<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/take-care-of-yourself-a-course-in-wellbeing-and-self-care\/\">\n\t\t\t\t<h4>Take Care of Yourself: A course in wellbeing and self-care<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/changing-minds-to-address-poverty-in-the-classroom\/\">\n\t\t\t\t<h4>Changing Minds to Address Poverty in the Classroom<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/bloodborne-pathogens\/\">\n\t\t\t\t<h4>Bloodborne Pathogens<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/being-a-reflective-teacher-during-a-pandemic\/\">\n\t\t\t\t<h4>Being a Reflective Teacher During a Pandemic<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<h3>District-provided professional development\u200b<\/h3>\t\t\n\t\t<p>Administrators often want to provide school- or district-wide professional development, and we are here to help. Through our Group Registration and Enrollment program, you can choose courses for your staff to complete or curate a catalog with courses for staff to choose. Additionally, we offer personalized coaching services for blended and online learning efforts, as well as face-to-face synchronous training.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\" role=\"button\">\n\t\t\t\t\t\tPD for schools and districts\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/iStock-956725740-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/610-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Professional development for mentors<\/h3>\t\t\n\t\t<p>Mentors play a critical role in supporting students but often do not receive as much training as they would like to perform this significant role. In addition to mentor resources such as our comprehensive <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\">mentor guide<\/a>, mentors can receive a <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\">free online learning review<\/a> and attend local <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/meetups\/\">mentor meetups<\/a>.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" role=\"button\">\n\t\t\t\t\t\tPD for mentors\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Professional development for counselors<\/h3>\t\t\n\t\t<p>From college counseling to military counseling and career exploration, we offer several PD courses specifically for counselors. Discover how to develop relationships with college admissions officers, understand military offerings for high school graduates, and guide students to be career-ready after graduation.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/counselors\/\" role=\"button\">\n\t\t\t\t\t\t PD for counselors\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/iStock-1155974947-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Don\u2019t take our word for it! <\/h2>\t\t\n\t\t\t<h5>Hear what Michigan teachers have said about our products\/services:<\/h5>\t\t\n\t\t<p>\u201cI love the tips that each section gave so you could see how improving in that area is simpler than maybe we thought it would be.\u201d<\/p>\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p>\u201c[This course] did what we should all do in our classroom: Start the process and show students how to carry that forward into the future.\u201d<\/p>\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p>\u201cI would like to thank you and all of your partners who made these courses available to me as an educator. I appreciate the time and effort that was put into this great project. Thanks again for all your support in the world of virtual learning.\u201d<\/p>\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t\t<h3>Frequently asked questions<\/h3>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">When will I receive my SCECH credits and certificate?<\/a>\n\t\t\t\t\t<p>You receive your Certificate of Completion within 12 hours of fully completing the course. You will receive your SCECH credits within 10 full business days of receiving your Certificate of Completion.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">Why should I participate in professional development?<\/a>\n\t\t\t\t\t<p>There are two reasons. First, your Michigan Professional Teaching Certificate expires after five years, and renewal requires 150 hours of education-related professional learning. Second, quality PD courses can help you master not only useful professional and personal skills but also aid in improving student outcomes.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">How do I sign up for a PD course?<\/a>\n\t\t\t\t\t<p>Access our Professional Learning Portal to view more than 250 courses. Select a course and click \u201cEnroll in this course.\u201d<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">How much does a course cost?<\/a>\n\t\t\t\t\t<p>We offer dozens of free, SCECH-bearing courses. The cost for individual courses is always listed and can range from free to around $200 based on the number of hours and SCECHs. <\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">I need help with a course! What do I do?<\/a>\n\t\t\t\t\t<p><a href=\"https:\/\/michiganvirtual.org\/about\/support\/\">Contact our Customer Care Team<\/a> with any questions or concerns you might have. They are available Monday through Friday, 7:30 a.m. to 5 p.m. EST.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">Which courses are available for Group Registration and Enrollment (GRE)?<\/a>\n\t\t\t\t\t<p>The GRE program is highly customizable and can include nearly every course we offer. Explore our <a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\">District-Provided Professional Development page<\/a> for more information.<\/p>\n\t\t\t<h2>Interested in learning more?<\/h2>\t\t\n\t\t<p>Please fill out the form below if you are interested in speaking to one of our professional development specialists about providing educators in your district with goal-focused professional learning opportunities.<\/p>",
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            "id": 67808,
            "path": "\/blog\/time-for-teachers-systemic-vs-individual\/",
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            "content": "<!-- wp:paragraph -->\n<p>In a <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\">recent <em>Michigan Virtual Learning and Research Institute<\/em> study<\/a>, 80% of teachers cited the lack of time as the top roadblock in meeting their social and emotional needs. <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-in-michigan\/\" target=\"_blank\" rel=\"noreferrer noopener\">A Michigan Virtual blog post on the teacher retention crisis in Michigan<\/a> notes an equally alarming set of statistics: 68% of Michigan educators cite excessive workloads negatively impacting their job satisfaction; 48% found abundant paperwork to be a major roadblock to enjoying their work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given all that teachers have on their plates, what can be done to maximize the time available to teachers? This <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/time-for-teachers\/\" target=\"_blank\" rel=\"noreferrer noopener\">Time for Teachers blog series<\/a> explores issues related to the persistent lack of time and excessive workloads reported by teachers. It also explores possible solutions. This first post centers on the importance of understanding the difference between systemic and individual barriers and corresponding solutions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Systemic vs. Individual Barriers and Solutions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Problems, like lack of time, impact individuals, organizations, and systems differently. Targeted solutions can best be pursued with an understanding of where they originate and how they affect individuals, organizations, and systems differently. Therefore, when formulating possible solutions, one must keep the distinction between <em>systemic<\/em> and <em>individual<\/em> in mind.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some problems are endemic to a larger system like a school district or a state\u2019s education structure. Certain policies or required procedures, while unintended, may pose significant challenges for all teachers or specific groups of teachers. For example, some teachers may have difficulty reaching test score thresholds because students may have more urgent learning needs that aren\u2019t covered in standardized tests. Systemic problems require organization- or system-wide approaches that impact a broader group and address biases and\/or system limitations. Systemic solutions often need significant coordination among many people after carefully considering modifying policies and procedures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Individual solutions involve people taking personal responsibility for locating resources to address the problems they face in their immediate environment. For example, a high school English teacher might have a lot of papers to review, but she discovers that students enjoy and are good at giving peer feedback if given some guidance and training. Rather than taking all the responsibility to mark up papers, the teacher can incorporate peer reviews as part of the evaluation process. Adjusting the feedback process can allow the teacher to do other things with her time. Individual solutions like this require considerable energy to find resources to solve problems within a particular context.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Knowing the difference between systemic and individual is important because individual teachers cannot solve systemic problems by themselves. For example, a teacher might have to comply with a mandate to complete the state\u2019s or a school district\u2019s paperwork regardless of whether it is time-consuming. However, the state or a school district could find ways to simplify paperwork or reporting processes. If asked, individual teachers may offer ways to streamline the steps involved, but it is unlikely they alone can change a process required across an extensive educational system. A teacher may develop a potential improvement in the system, but such a solution needs a shared commitment at a broader level if it is to become systemically beneficial.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A tremendous burden is placed on individuals when they are stuck spending precious time on system-wide barriers. When individual teachers are constantly seeking solutions for systemic barriers, individuals may feel frustrated, disillusioned, or resigned, which leads to decreased job satisfaction and possibly burnout. Such prolonged dissatisfaction and burnout will only worsen <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-crisis-snapshot\/\" target=\"_blank\" rel=\"noreferrer noopener\">the teacher recruitment and retention crisis<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finding time for teachers, thus, requires a careful and continuous look at the whole system. It also requires creative thinking about identifying and sharing potential system-wide solutions that empower and enable individual teachers to take actions with others who share a mutual investment in the educational system they are a part of.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>It is also essential to ask teachers how they would ideally like to manage their time. What parts of their job most excite them? Where do they find the most joy? By better understanding what teachers enjoy, solutions can align with what might increase teachers\u2019 satisfaction and well-being.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading -->\n<h2>Identifying Systemic vs. Individual Problems&nbsp;&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If teachers in a school or district cite a lack of time as a major impediment, a careful assessment of what is causing time-related problems is needed. Teachers can be encouraged to track what they spend time on and share that information with trustworthy administrators. Such an exercise uncovers what tasks consume their time, what creates challenges for managing their time, what resources they need, and where they prefer to focus their time and energy. Some questions to consider are the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Can policies and procedures that take an excessive amount of time be streamlined or eliminated?<\/li><li>What time-intensive tasks should be brought to the attention of school boards, state representatives, and state-level education officials?<\/li><li>Do some teachers have higher workloads than others? Are staffing levels adequate and equitable?&nbsp;<\/li><li>Are curricular goals too ambitious? Are there better ways to meet them?<\/li><li>Are there ways to streamline giving feedback to students and families?<\/li><li>Are new teachers in need of help and advice on how to manage their workloads?&nbsp;<\/li><li>Are adequate technologies available to help teachers do their jobs?<\/li><li>What resources could help teachers balance more effectively all they have to do?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Once various time-related problems are identified, it is essential to pinpoint the organizational level at which those problems would best be addressed (e.g., state, district, school, grade, and department). This way, problem-solving energies can be directed to where solutions are most likely to succeed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is also essential to place a high priority on minimizing the time involved in any process. One idea is to incorporate a survey or open discussion into regularly scheduled faculty and staff meetings, perhaps using one or more of the questions noted above. Conducting any survey requires administrators to create an environment where teachers feel comfortable and safe to openly and honestly share their experiences, concerns, and suggestions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is also essential to ask teachers how they would ideally like to manage their time. What parts of their job most excite them? Where do they find the most joy? By better understanding what teachers enjoy, solutions can align with what might increase teachers\u2019 satisfaction and well-being.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To restore time for teachers to do what they love, we must first understand what problems teachers face and where they want to spend their time. While it takes effort to survey teachers about their time concerns, the information allows districts, schools, and departments to better analyze the problems identified by teachers, keeping in mind the distinction between the system and the individual, and then adapt their approaches to implementing sustainable solutions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The next article in the <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/time-for-teachers\/\" target=\"_blank\" rel=\"noreferrer noopener\">Time for Teachers blog series<\/a> will provide examples of <em>systemic<\/em> problems and solutions. Other future articles will include examples of <em>individual<\/em> problems and solutions and advice on working with teachers to optimize their time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to thank Christa Green, Christopher Harrington, and Kristen DeBruler from the <em>Michigan Virtual Learning Research Institute<\/em> for their contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Tracy Gieseking<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tracy Gieseking\u2019s role as a senior research specialist with the&nbsp;<em>Michigan Virtual Learning Research Institute<\/em>&nbsp;provides a unique opportunity to collaborate with Michigan\u2019s education community. As online and blended learning reach an increasing number of K-12 students in Michigan, there is greater opportunity to learn from practitioners, research what\u2019s fueling success and share best practices. Tracy enjoys collaborating with others to provide solutions and build capacity. She holds a bachelor\u2019s in business leadership and much of her professional life has been with education-focused organizations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ed Timke<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Ed Timke is a research specialist for <em>Michigan Virtual Learning Research Institute<\/em>. Although he specializes in qualitative research \u2014 such as interviews, focus groups, ethnographies, and textual and visual analyses \u2014 he was trained in mixed methods research while in his doctoral program in communication and media at the University of Michigan. Ed has taught online and face-to-face courses on writing, research methods, global media and communication, the role of advertising in society, and intercultural communication at American University, Duke University, UC Berkeley, and the University of Michigan.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Time for Teachers: Importance of Distinguishing Systemic from Individual Barriers and Solutions",
            "excerpt": "Educators often cite a lack of time as one of their most significant stressors. How can we help teachers find the balance necessary to feel satisfied in their jobs and meet their social and emotional needs? This first post in the Time for Teachers blog series will distinguish systemic from individual barriers, which is essential to ensure that finding time for themselves is not an undue burden on individual teachers. Some challenges require state-, district-, and school-wide solutions.",
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            "path": "\/about\/news\/statement-on-gov-whitmers-2022-state-of-the-state\/",
            "author_id": 2,
            "timestamp": 1643320716,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong> The following statement can be attributed to Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf we\u2019ve learned anything from this pandemic, it\u2019s this: the future success of Michigan\u2019s education system is absolutely dependent on innovation with a focus on personalized learning approaches for all students. For the fourth year in a row, Michigan teachers and students have benefited from a call for historic levels of funding from Governor Gretchen Whitmer \u2013 at a time when our education system is experiencing an unprecedented and daunting challenge. No longer can we rely on the emergency remote learning which was implemented as a pandemic response with little advanced planning and preparation. Years of continued increased educational funding is helping to ensure high-quality flexible learning environments with proper supports to ensure successful student outcomes.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAfter more than two years of learning from home and in hybrid classrooms, parents across Michigan can agree that each of our children\u2019s unique learning styles are varied, and tailored programs for their individual needs are vital. We look forward to working with the Governor and Legislature in once again strengthening resources for Michigan\u2019s K-12 system so that we can ensure parents have the support they need, educators have the right tools to do their job, and students have the ability to succeed. To echo Gov. Whitmer: we at <em>Michigan Virtual<\/em> absolutely believe in Michigan and the strength and resiliency of our families, and look forward to working together in 2022.\u201d<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Statement on Gov. Whitmer\u2019s 2022 State of the State\u00a0",
            "excerpt": "LANSING, Mich. \u2014 The following statement can be attributed to Jamey Fitzpatrick, President and CEO of Michigan Virtual: \u201cIf we\u2019ve learned anything from this pandemic, it\u2019s this: the future success of Michigan\u2019s education system is absolutely dependent on innovation with a focus on personalized learning approaches for all students. For the fourth year in a...",
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            "path": "\/blog\/3-tips-for-setting-tracking-goals-with-students\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-setting-tracking-goals-with-students-feat\/id1551347022?i=1000549041086\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/6KFQCYFmLZgdjBvtWbAzvi?si=IH5wQyU9SNuM6RcAR600fw\"><em>Spotify<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Setting--Tracking-Goals-with-Students-feat--Sam-Sicilia-from-Waverly-Community-Schools-e1df1jg\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/kZxwO7DcVLZjlwPCp9HGifi0cqE\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sam Sicilia is passionate about setting and tracking goals with students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At face value, this topic might not <em>sound <\/em>like the most moving and inspirational thing in the world, but when you listen to him talk about it, you begin to see the true heart of this instructional practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>It\u2019s not really about productivity or analytics as much as the empowering effect that this process can have on students<\/strong><strong><em>.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s about making students\u2019 grades more <em>meaningful <\/em>to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s about giving them more <em>ownership <\/em>over their education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s about shifting <em>mindsets <\/em>away from \u201cHow can I get an \u2018A\u2019?\u201d to \u201cHow can I grow?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/VedzaNjXLN8\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/VedzaNjXLN8\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>I was introduced to Sam through his wife, Emily Sicilia, a colleague and friend of mine. Still, before our Zoom interview, I\u2019d never <em>actually <\/em>met him.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When Emily first suggested I interview Sam, it was in the early days of pandemic teaching before he had switched positions to serve as an instructional coach for his district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Now, obviously, Emily is a <em>tad <\/em><\/strong><strong>biased when it comes to Sam, but her praise for his reflective teaching practices still shines.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSam is constantly trying to figure out ways to connect with his students remotely,\u201d she told me. \u201cHe offers virtual one-on-one check-ins with his middle school students, hosts virtual help rooms during class where students can visit to ask questions, so they don't have to do it in front of the whole class, and continuously reflects and looks for ways to improve his instruction and delivery.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>During our conversation, Sam admitted that it\u2019s still weird not to<\/strong><strong><em> <\/em><\/strong><strong>be in a classroom in front of students after all those years as a teacher.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cYou definitely can\u2019t beat the sense of fulfillment of running a class and being in front of kids on a daily basis,\u201d he told me. \u201cI recognize that teachers are doing all the heavy lifting. As an instructional coach, I view my position as helping to lighten that load and make that heavy lift a little lighter.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sam, donning a Detroit Lions hat and a laid-back aura, immediately reminded me of all the cool teachers kids gravitate towards. You know, the super approachable kind with whom you could talk about anything.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can listen to my conversation with Sam using the audio player above or by subscribing to the BRIGHT podcast in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-setting-tracking-goals-with-students-feat\/id1551347022?i=1000549041086\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/6KFQCYFmLZgdjBvtWbAzvi?si=IH5wQyU9SNuM6RcAR600fw\">Spotify<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Setting--Tracking-Goals-with-Students-feat--Sam-Sicilia-from-Waverly-Community-Schools-e1df1jg\">more<\/a>) or by reading along in the <a href=\"https:\/\/otter.ai\/u\/kZxwO7DcVLZjlwPCp9HGifi0cqE\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Of course, we understand that educators are busier than ever and that many are struggling with burnout.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Suppose you don\u2019t have time to listen to Sam\u2019s full episode (which offers the fuller effect of his wisdom, energy, and examples), you can still benefit from a glimpse at some of my favorite quotes from Sam and his top three tips for setting and tracking goals with students below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 tips for setting &amp; tracking goals with students<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong><em>Set aside regular time in your class schedule<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Set a schedule and stick to it! If you don't set aside time regularly, there's always going to be something that comes up that\u2019s more pressing. In Sam\u2019s classroom, he embedded this process into the unit structure. Another great option is to implement this process during homeroom!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong><em>Focus on growth and continual improvement<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The focus should be more on <em>growth <\/em>and less on work <em>completion<\/em>. It can be helpful to give students something tangible to compare their progress before and after (e.g., pre- and post-tests). The goal is to focus on the <em>learning <\/em>taking place and shift the conversation from \u201cyou did it\u201d to \u201chow well did you do it?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong><em>Utilize technology to streamline &amp; lighten the load<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Teachers already have a lot on their plates. Sam\u2019s advice for getting started with goal tracking is to utilize what you already have. Any reporting data available that sheds light on student progress can be helpful. You can have students do their goal tracking on paper, but this method does present some logistical challenges. Formative assessment and spreadsheet tools are great places to start (e.g., Google Sheets, Google Forms, Kahoot). Check out Sam\u2019s sample grade-tracking spreadsheet in the \u201crelated resources\u201d section below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>My favorite quotes from this episode<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cIs school somewhere where you to to learn and grow, or is it just somewhere you go to get judged?\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cIt was a struggle before the pandemic, but during the pandemic, I feel like students have become more passive. . . as if school is just something that\u2019s happening around them. There's an underlying sense of powerlessness, as if their grades aren\u2019t something they\u2019ve earned but something their teacher gave them. It\u2019s about shifting their mindset so they realize that their actions affect their grades. It sounds obvious, but based on the behaviors you sometimes see, clearly, many students don\u2019t truly believe that. Giving students tools to visualize their progress can be really helpful, and there\u2019s a lot of research that backs that up.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cYeah, you\u2019re getting an A, and you probably will get an A, but that doesn\u2019t mean you\u2019ve mastered everything.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cWe can teach the best lesson in the world, but if students aren\u2019t in the right mindset to receive it, then there\u2019s a lot of wasted energy and effort. If we can get students to buy into the system a little bit and to feel like they can have success, then we're going to have more success in everything else that we do.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cIn the end, what's powerful about students setting goals and tracking their progress is that they do it. The workload should be on them and not on you as the teacher. For you, it should be mostly set up and then checking in on them and guiding them along. Because if students are just doing this out of compliance, it won\u2019t be as effective for them.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Note: <\/em><\/strong><em>Sam\u2019s samples and templates are in \u201cView only\u201d mode in Google Drive. If you\u2019d like to use them, first navigate to \u201cFile\u201d and then select either \u201cDownload\u201d or \u201cMake a copy.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Sample: <\/strong><a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1TK7kJTRxSEO3QaoJgax3VQnwW6kUjQw4_HWQv-w9o3s\/edit?usp=sharing\">Sample grade-tracking sheet<\/a><\/li><li><strong>Sample: <\/strong><a href=\"https:\/\/drive.google.com\/file\/d\/1_ZqMcOKgFeiIsn7KFiCG0fPqWA3gLwpq\/view?usp=sharing\">Screenshot of grade-tracking assignment in Google Classroom<\/a><\/li><li><strong>Template: <\/strong><a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1dv-wmOb4p25jwF-6jt5C7H7Z0UHQkUc4l4aV7GGAPow\/edit?usp=sharing\">Blank copy of grade-tracking sheet<\/a><\/li><li><strong>Template: <\/strong><a href=\"https:\/\/docs.google.com\/document\/d\/1TxtfC6Zhua2Wuuj6aDf_pxeRtqWE91D2Y24PrhCweFI\/edit?usp=sharing\">Goal-setting document&nbsp;<\/a><\/li><li><strong>Tool: <\/strong><a href=\"https:\/\/kahoot.com\/\">Kahoot<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "3 tips for setting &amp; tracking goals with students",
            "excerpt": "This instructional coach is pushing to make grades more meaningful to students. Check out Sam Sicilia\u2019s top three tips for setting and tracking student goals in the classroom!",
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            "id": 67282,
            "path": "\/blog\/the-importance-of-digital-learning-gen-z-and-gen-alpha-in-the-classroom\/",
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            "timestamp": 1643296080,
            "content": "<!-- wp:paragraph -->\n<p>As a modern-day educator, you probably have experience working with both Millennials and Generation Z students\u2014where Millennials are defined as those born between&nbsp;<a href=\"https:\/\/www.pewresearch.org\/fact-tank\/2019\/01\/17\/where-millennials-end-and-generation-z-begins\/\" target=\"_blank\" rel=\"noreferrer noopener\">1981 and 1996<\/a>&nbsp;and Generation Z are those born in the years after. But there\u2019s a new generation in town: Generation Alpha. The succeeding generation after Gen Z, these youngsters are the first generation born entirely within the 21st century. And as Gen Alpha students begin to enter school, educators are spending more and more time putting their heads together to determine the best ways to teach these digital natives. In this article, we\u2019re outlining key distinctions between Gen Z and Gen Alpha\u2014including their different learning preferences\u2014so you can tailor your curricula and support systems to prioritize your students\u2019 mental health, emotional wellbeing, and physical safety district-wide.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Gen Z<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Gen Z students were born between 1996 and 2010, making them middle-school and high-school aged with the tail end of the generation turning 18 in 2028.\u202f<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Key Characteristics<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Gen Z is our first true generation of digital natives. Born into a technological world, information has been placed at their fingertips and social media use has become the norm.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, many members of Gen Z hardly go a day without sustaining relationships through social media apps. A 2018 study found that 45% of adolescents surveyed reported that they were online \u201calmost constantly.\u201d Research is still ongoing on the link between social media and mental health, but a general&nbsp;<a href=\"https:\/\/www.ncmedicaljournal.com\/content\/81\/2\/116\" target=\"_blank\" rel=\"noreferrer noopener\">negative correlation<\/a>&nbsp;has already been established. Therefore, it makes sense that Gen Z is marked by an uptick in&nbsp;<a href=\"https:\/\/navigate360.com\/2021-q1-zogby-safety-poll\/\" target=\"_blank\" rel=\"noreferrer noopener\">anxiety and depression<\/a>&nbsp;and has a&nbsp;<a href=\"https:\/\/www.apa.org\/monitor\/2019\/01\/gen-z\" target=\"_blank\" rel=\"noreferrer noopener\">stronger likelihood<\/a>&nbsp;of reporting mental health concerns. And unfortunately,&nbsp;<a href=\"https:\/\/navigate360.com\/2021-q1-zogby-safety-poll\/\" target=\"_blank\" rel=\"noreferrer noopener\">less than a third<\/a>&nbsp;of students believe that their schools\u2014where they spend the majority of their time\u2014are prepared to handle student mental health issues that could lead to self-harm or suicide.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This generation is also incredibly diverse. They\u2019ll likely be the last generation in America that\u2019s predominantly white, with&nbsp;<a href=\"https:\/\/www.aecf.org\/blog\/what-are-the-core-characteristics-of-generation-z\/\" target=\"_blank\" rel=\"noreferrer noopener\">48% of their population<\/a>&nbsp;being comprised of Hispanic, Black, and Asian individuals. Their early years also saw the federal legalization of gay marriage and our first Black president. These demographics are essential for school administrators to consider, as a recent poll found that about&nbsp;<a href=\"https:\/\/navigate360.com\/surveying-teens-sense-safety-zogby-q2-2021\/\" target=\"_blank\" rel=\"noreferrer noopener\">half of teens (49%) and parents (51%)<\/a>&nbsp;are aware of a classmate or student who was bullied because of their race, sexual orientation, or income level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gen Z students have a lot to contend with, but you can tailor your district-wide curricula to help support them in these areas. For example, you can implement social-emotional learning (SEL) curriculum that focuses on developing self-awareness skills that help students cope with the fallout of daily social media use. SEL curriculum can also teach students social awareness and empathy, allowing them to embrace the diversity around them instead of seeing these differences in a negative light.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Learning Preferences<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When it comes to Gen Z in the classroom, digital savviness is the name of the game. As an educator, this knowledge can make a huge difference in the way you and your faculty communicate with and teach Gen Z students.\u202f<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For instance, knowing that Gen Z students are used to having information at their fingertips can help educators craft engaging lesson plans that meet them in their comfort zone. Curricula should include lessons that support critical thinking skills by teaching students how to sort through masses of information and determine what\u2019s valuable. Consider using apps, web-based platforms, and other digital resources to engage students on their level and allow them to truly connect to their lessons.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Gen Alpha<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Born between&nbsp;<a href=\"https:\/\/www.aecf.org\/blog\/what-is-generation-alpha\/\" target=\"_blank\" rel=\"noreferrer noopener\">2010 and 2025<\/a>, Gen Alpha will be the first generation born completely within the 21st century. And while Gen Z were our first true digital natives, Gen Alpha will mark a new digital age, given how quickly and exponentially technology advances. The oldest of these students are just beginning middle school after growing up with housemates like Amazon\u2019s Alexa and Apple\u2019s Siri, along with other ubiquitous technologies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Key Characteristics<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Gen Alpha is slated to be the&nbsp;<a href=\"https:\/\/prsay.prsa.org\/2019\/10\/17\/what-pr-pros-need-to-know-about-the-worlds-next-age-group-generation-alpha\/\" target=\"_blank\" rel=\"noreferrer noopener\">most racially diverse generation<\/a>&nbsp;in American history, and they\u2019re also more likely to grow up in non-traditional households. Given their vast diversity, these students will need social-emotional learning support more than ever. Honing social awareness skills can help make students more empathetic toward others, leading to greater tolerance and even a celebration of diversity. And students\u2019 abilities to connect with others positively have long-term benefits, include better college and career readiness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A unique digital savviness will also be a defining characteristic of their generation. Gen Alpha will be unimpressed by technological advances in \u201csmart\u201d devices like digital assistants,&nbsp;<a href=\"https:\/\/prsay.prsa.org\/2019\/10\/17\/what-pr-pros-need-to-know-about-the-worlds-next-age-group-generation-alpha\/\" target=\"_blank\" rel=\"noreferrer noopener\">considering them commonplace<\/a>. Along with this direct impact of rapidly advancing technology, the pervasiveness of tech will also have secondary effects. Consider that many parents are regularly immersed in their smartphones and that tech-wielding kids aren\u2019t spending as much in-person time playing in their neighborhoods as prior generations did. This could lead to a reduction in social-emotional learning support at home and in their communities, making schools\u2019 roles in providing SEL support even more important.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic will likely have lasting effects on Gen Alpha as well, although it\u2019s still too early to tell the extent. Spending the better part of a year attending primary school virtually, as many Gen Alpha students did, is bound to have an effect on development, especially when paired with reduced in-person extracurricular activities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Learning Preferences<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Like Gen Z, Gen Alpha will be incredibly comfortable with technology and used to being able to access information at a moment\u2019s notice. Rapid technological advancements, however, could have lasting effects on the attention spans of Gen Alpha students, something that educators will need to keep in mind when choosing curriculum.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A focus on cultivating critical thinking skills will also be essential for Gen Alpha students. Like Gen Z, they will be inundated with information, and their task will be to sort out what\u2019s valuable from the rest during their academic careers and beyond. Given Gen Alpha\u2019s distinct need for social-emotional learning support and their comfort with digital tools, it makes sense to provide SEL curriculum that\u2019s delivered digitally, like&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/social-emotional-learning-restorative-curriculum\/\" target=\"_blank\" rel=\"noreferrer noopener\">Suite360<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Meeting Students Where They Are<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Regardless of their differences, there\u2019s one thing that Gen Z and Gen Alpha have in common: growing up in a digital world. Technology certainly has its benefits; it will be essential to include technological delivery and research methods in curriculum for both generations. But it\u2019s also important to consider the effects that digital environments can have on social and emotional wellbeing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And that\u2019s why SEL curriculum should be an essential program in every school district. Both Gen Z and Gen Alpha students need schools to step into their role of providing social-emotional learning support to help them navigate life in the 21st century. SEL curriculum has a proven track record for&nbsp;<a href=\"https:\/\/casel.org\/sel-framework\/\" target=\"_blank\" rel=\"noreferrer noopener\">improving student outcomes<\/a>, especially when it\u2019s delivered in engaging, digital formats students are comfortable with, such as Suite360\u2014the&nbsp;<a href=\"https:\/\/navigate360.com\/evolution-labs-advancing-social-emotional-wellbeing-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">digital SEL curriculum<\/a>&nbsp;we offer at Navigate360.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/info.navigate360.com\/why-suite360s-social-emotional-learning-is-more-important-than-ever\" target=\"_blank\" rel=\"noreferrer noopener\">Click here to learn more about Suite360<\/a>&nbsp;and the many ways it can help both Gen Z and Gen Alpha students meet the challenges of their time. And don\u2019t hesitate to&nbsp;<a href=\"https:\/\/navigate360.com\/schedule-a-consultation\/\" target=\"_blank\" rel=\"noreferrer noopener\">get in touch<\/a>&nbsp;with any questions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/the-importance-of-digital-learning-gen-z-and-gen-alpha-in-the-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "The Importance of Digital Learning: Gen Z and Gen Alpha in the Classroom",
            "excerpt": "As a modern-day educator, you probably have experience working with both Millennials and Generation Z students\u2014where Millennials are defined as those born between&nbsp;1981 and 1996&nbsp;and Generation Z are those born in the years after. But there\u2019s a new generation in town: Generation Alpha. The succeeding generation after Gen Z, these youngsters are the first generation...",
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            "path": "\/policies\/purchase-order-toc\/",
            "author_id": 21,
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            "content": "<!-- wp:heading -->\n<h2>Goods &amp; Services Acceptance<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Seller agrees to perform the services (\u201cServices\u201d) and\/or provide the goods or Service deliverables (\u201cGoods\u201d) described in the purchase order, in accordance with the purchase order, scope of the work and these Terms and Conditions (\u201cAgreement\u201d). Seller\u2019s acceptance of a purchase order, shipment of Goods or commencement of Service, whichever occurs first, shall be deemed an acceptance of Michigan Virtual University (MVU)\u2019s offer to purchase contained (Goods and\/or Services) in this purchase order, and Seller shall be bound by the provisions of this Agreement, including all provisions set forth on the face the purchase order, unless Seller objects to such terms in writing prior to beginning performance. Any terms or conditions contained in any acknowledgement, invoice or communication of Seller, which are different from or additional to these terms and conditions, are objected to and rejected, but such proposal shall not be a rejection of this offer unless such variances are in the description, quantity, price or delivery schedule of the Goods or Services but shall be treated as a material alteration thereof, and this offer shall be deemed accepted by Seller without said additional or different terms. If this Agreement might be treated as an acceptance of Seller\u2019s prior offer, such acceptance is expressly made on condition of Seller\u2019s assent to these terms and shipment of the Goods or beginning performance of Services by Seller shall constitute such assent. MVU reserves the right to reschedule any delivery or cancel any purchase order without penalty at any time prior to shipment of the Goods or prior to commencement of any Services.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Payment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If no terms are specified, the net amount shall be payable within 30 days after the later of (i) delivery and acceptance of goods or other performance conforming with the terms of this Purchase Orders and (ii)receipt of correctly prepared invoice. If the price is not stated on this Order, the price shall be the lower of the (i) amount specified in the purchase order or (ii) Seller\u2019s quoted price. Applicable other charges (e.g. shipping costs, duties, customs, tariffs, imposts and government-imposed surcharges) shall be stated separately on the Seller\u2019s invoice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Warranty<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Seller expressly warrants that all Goods or Services under this purchase order (i) will be new, and will be free from defects in material and workmanship and to be of the quality, size and dimensions ordered and (ii) work performed under this purchase order be in conformity with all plans, specifications and other data incorporated as part of this purchase order. Seller warrants that the performance of Goods and Services under this Agreement will not conflict with or be prohibited by any other agreement or statutory restriction to which Seller is bound. Seller warrants that all Goods and Services delivered shall conform to all specifications for a period of 15 months from the date of delivery or for a period provided in Seller\u2019s standard warranty covering the warranty, whichever is longer. Seller agrees to replace, correct, or credit MVU\u2019s account for any defects of any goods or services not conforming to the foregoing warranty promptly, without expense to MVU, when notified of such nonconformity by MVU, provided MVU elects to provide Seller with the opportunity to do so.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Independent Contractor; Nonexclusive Agreement<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Seller is an independent contractor for all purposes, without express or implied authority to bind MVU. Neither Seller nor its employees, agents or subcontractors (\u201cSeller\u2019s Assistants\u201d) are agents or employees of MVU. Seller shall pay all costs and expenses incident to performing its obligations hereunder and shall provide its own supplies and equipment. This Agreement is nonexclusive. MVU may obtain Goods and\/or Services from, and Seller may provide its Services and\/or Goods to, others; so long as Seller does not breach this Agreement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Non-Profit Status<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MVU is a 501(c)(3) tax-exempt entity organized under the laws of the State of Michigan. Federal Tax ID 38-3414105.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Indemnity<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Seller shall indemnify and hold harmless MVU , its officers, directors, customers, agents and employees from and against any judgment liability, loss, damage or expense and to assume at Seller\u2019s own expense the defense of any claim or action brought by any person in connection with the Goods or Services provided under this Agreement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Confidentiality<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Seller agrees to keep confidential during and following termination or expiration of this Agreement all \u201cMVU Confidential Information\u201d (\u201cMVU CI\u201d) acquired in connection with its performance. \u201cMVU CI\u201d includes but is not limited to all information, whether written or oral, in any form, relating to the research, development, products, trade secrets, business plans, customers, vendors, finances, personnel data, Work Product and other material or information considered proprietary by MVU relating to MVU\u2019s current or anticipated business or affairs that is disclosed directly or indirectly to Seller. \u201cWork Product\u201d shall include, without limitation, all designs, discoveries, creations, works, devices, masks, models, work in progress, service deliverables, inventions, products, computer programs, procedures, improvements, developments, drawings, notes, documents, business processes, information and materials made, conceived or developed by Seller alone or with others which result from or related to the Services performed hereunder. MVU CI also means any third party\u2019s proprietary or confidential information disclosed to Seller in the course of providing Services or Goods to MVU. MVU CI does not include any information (i) which Seller lawfully knew without restrictions on disclosure before MVU disclosed it to Seller, (ii) which is now or becomes publicly known through no wrongful act or failure to act of Seller, (iii) which Seller developed independently without use of the MVU CI, as evidenced by appropriate documentation, or (iv) which is hereafter lawfully furnished to Seller by a third party as a matter of right and without restriction or disclosure. Seller may disclose MVU CI that is required to be disclosed pursuant to a requirement of a government agency or law so long as Seller provides prompt notice to MVU of such requirement prior to disclosure. Seller agrees not to copy, alter or directly or indirectly disclose any MVU CI. Seller agrees to limit its internal distribution of MVU CI only to those Seller\u2019s Assistants who need to know, and to take steps to ensure that the dissemination is so limited, including the execution by Seller\u2019s Assistants of nondisclosure agreements. Seller shall not use less than the degree of care and means that is uses to protect its own information of like kind, but in any event not less than reasonable care to prevent the unauthorized use of MVU CI. Seller further agrees not use the MVU CI except for performing hereunder and will not use such MVU CI for its own benefit or for the benefit of any third party. Mingling of MVU CI with Seller\u2019s information shall not affect the confidential nature or ownership of the same. Seller agrees not to design or manufacture any products that incorporate MVU Confidential Information. All MVU CI is and shall remain the property of MVU. Upon written request or the termination of this Agreement, Seller shall return, transfer or assign to MVU all MVU CI, including all Work Product and all copies thereof.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Noninterference With Business<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During and for 2 years immediately after the termination or expiration of this Agreement, Seller agrees not to unlawfully interfere with MVU\u2019s business in any manner, and agrees not to solicit or induce any employee or independent contractor to terminate or breach an employment, contractual or other relationship with MVU.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Termination<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MVU may immediately terminate this Agreement upon notice to Seller if Seller breaches this Agreement, files a petition in bankruptcy, becomes insolvent, or dissolves. Upon such termination, MVU shall pay Seller for those Services satisfactorily performed and those conforming Goods delivered to MVU through the date of termination, less appropriate offsets, including additional costs incurred in completing the Services. MVU may terminate this Agreement for any other reason upon 30 days\u2019 written notice to Seller. Seller shall cease performance under this Agreement on the date of termination specified in such notice. Upon such termination, MVU shall be liable to Seller only for those Services satisfactorily performed and those conforming Goods delivered to MVU through the date of termination, less appropriate offsets. Seller may terminate this Agreement upon written notice to MVU if MVU fails to pay Seller within 60 days after Seller notifies MVU in writing that payment is past due. Upon the expiration or termination of this Agreement for any reason: (a) the parties will be released from all obligations arising after the date of expiration or termination, except for those which by their terms survive such termination or expiration; and (b) Seller will promptly notify MVU of all MVU Confidential Information or any Work Product in Seller\u2019s possession and , at its expense and in accordance with MVU\u2019s instructions, will promptly deliver to MVU all such MVU Confidential Information and\/or Work Product.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Force Majeure<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MVU shall not be liable for any failure to perform caused by circumstances beyond its control which make such performance commercially impractical including, but not limited to, acts of God, acts of public enemy, fire, flood, acts of war, government action, accident, labor difficulties or shortage, inability to obtain materials, equipment or transportation. If MVU is so excused, either party may terminate the Agreement and MVU shall at its expense and risk, return any Goods received to the place of shipment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Severability; Survival of Obligations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If any provision of this Agreement shall be deemed to be invalid, illegal or unenforceable, the validity, legally and enforceability of the remaining provisions shall not be affected or impaired thereby. Any obligations and duties that by their nature extend beyond the expiration or termination of this Agreement shall survive the expiration of termination of this Agreement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Limitation of Liability<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MVU SHALL NOT BE LIABLE TO SELLER OR SELLER\u2019S ASSISTANTS, OR ANY THIRD PARTY FOR ANY INCIDENTAL INDIRECT, SPECIAL OR CONSEQUENTIAL DAMAGES ARISING OUT OF, OR IN CONNECTION WITH, THIS AGREEMENT, WHETHER OR NOT MVU WAS ADVISED OF THE POSSIBILITY OF SUCH DAMAGE.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Assignment; Waiver<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Seller cannot assign this Agreement or any of its rights or obligations hereunder without MVU\u2019s prior written consent. This Agreement shall inure to the benefit of, and be binding upon, the successors and assigns of MVU. A waiver of any default or of any term or condition of the Agreement shall be deemed to be a continuing waiver or a waiver of any other default or any other term or condition.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Notices<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All notices hereunder shall be in writing, shall be addressed to Seller or to an authorized MVU representative, and shall be considered given when (a) delivered personally, (b) sent by confirmed telex or facsimile, (c) sent by commercial overnight courier with written verification receipt, or (d) 5 days after having been sent, postage prepaid, by first class or certified mail.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Governing Law<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This Agreement shall be governed by the laws of the State of Michigan, excluding its conflict of law rules. The courts of Ingham County, Michigan shall have jurisdiction over all controversies arising out of, or relating to, this Agreement. The parties hereby expressly waive the applicability of the UN Convention on Contracts for the international Sale of Goods and it shall not apply to the terms and conditions of this Agreement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Entire Agreement; Modification<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This Agreement is the complete and final statement of the parties\u2019 agreement and supersedes any and all other prior and contemporaneous negotiations and agreements, whether oral or written, between them relating to the same subject matter. This Agreement may not be modified or amended except in writing, including a purchase order issued by MVU, signed by the parties.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Purchase Order Terms &amp; Conditions",
            "excerpt": "Goods &amp; Services Acceptance Seller agrees to perform the services (\u201cServices\u201d) and\/or provide the goods or Service deliverables (\u201cGoods\u201d) described in the purchase order, in accordance with the purchase order, scope of the work and these Terms and Conditions (\u201cAgreement\u201d). Seller\u2019s acceptance of a purchase order, shipment of Goods or commencement of Service, whichever occurs...",
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            "path": "\/about\/news\/international-day-of-education-gives-students-educators-opportunity-to-expand-skills\/",
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            "timestamp": 1643142762,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong> \u2014 Michigan school administrators, educators are encouraged to address issues of equity and inclusion in schools through free programming made possible by a collaboration between <em>Michigan Virtual<\/em>, Michigan State University and the University of Michigan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week marks the fourth annual \u201c<a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=http%3A%2F%2Flink.mediaoutreach.meltwater.com%2Fls%2Fclick%3Fupn%3D2L9gnuN9IVtj9aOrhxkN75UuFiiaEWUK2FhuqsmOcDMsE8XFP0D93SSikk9YrxUfyL189C6Xn82-2BRI5-2FV8eFyg-3D-3DGJms_r3h3pV-2FYiI3et4ShmJbJI-2FyGiV5fPFRD-2BGfXTAbn38bKBTA85eCfcYTXeH5ORMSo3ZqBsVwoyYSq29ioiQ12Hgx5LR-2BVNsZ-2BTE68kKRMM-2B1F5PGSws6rJ18GpDe-2F7Hu2atPGYsfWIMWDiniTl8ZqL8q3e-2F-2BAkNXuyNNYlLs-2BoV-2Bqc7FGBFMN8sdZGUladeMy3Yn3TYdLymFUWDkhnQorsFpd4ANNT90xtOxL7lpoShUsnM0J270KmIPIGh7be3bTT8UKuRo4fZg4opoMa64muk4gPSSCHFBd9Pp4IBgwOvP9PKNyZmBC62a-2BLIIYRmC4l09ZbA4WZn67RogALWfwXEHRXYOlL4fCq-2FX5JKeM9aX6i9U7DNx6g3plQewbx-2BOHsDj25DIyvulJ2OHmAJUQTA-3D-3D&amp;data=04%7C01%7Cnherta%40michiganvirtual.org%7C736fe2849ae945407f5508d9e021b325%7C5516aeff4fc9401d9f8508729045b29d%7C1%7C0%7C637787257627091562%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&amp;sdata=pWMLDLl7C1hRtWZcxjdEvn3w6vWm57eo2SLUdAgaoj0%3D&amp;reserved=0\" target=\"_blank\" rel=\"noreferrer noopener\">International Day of Education<\/a>,\u201d celebrated on January 24th annually, to recognize the role of education in peace and development, and to support transformative actions for inclusive, equitable and quality education for all students. The theme for this year\u2019s annual International Day of Learning is \u201cChanging Course, Transforming Education,\u201d which calls for a rebalancing of our relationships with each other, with nature, as well as with technology, bearing opportunities to address concerns of equity and inclusion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The collaboration between <em>Michigan Virtual<\/em>, Michigan State University and the University of Michigan has led to the creation of 14 modules, offered for free to Michigan schools, addressing issues of inclusive teaching and learning. These free professional learning modules have been made possible thanks to a $1.4 million investment from the Governor\u2019s Emergency Education Relief fund. These online courses outline current research and best practices for those teaching remotely.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"These modules offer educators the latest research and best practices for learning about and addressing topics central to the heart of being more inclusive and equitable members of society.\"<\/p><cite> Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em> <\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>\u201cThese modules offer educators the latest research and best practices for learning about and addressing topics central to the heart of being more inclusive and equitable members of society,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cThese free resources can help educators create a safe and comfortable learning environment designed to meet every student\u2019s unique needs and can continue to meet the challenges and opportunities that arise in a COVID-19 classroom.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The courses support learning about topics such as social interventions for students with autism spectrum disorder (ASD), family-school partnerships for students with disabilities, project-based learning, social justice, anti-racism, self-care, online learning for multilingual students, trauma-informed practice in PreK-12 education and more.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators and school administrators are encouraged to review the available resources and enroll at <a href=\"https:\/\/michiganvirtual.org\/geer-grant\/\">www.michiganvirtual.org\/geer-grant<\/a>. The modules are available at no cost to Michigan schools to work through at their own pace, and State Continuing Education Clock Hours will be awarded upon successful completion of the modules.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "International Day of Education gives students, educators opportunity to expand skills",
            "excerpt": "LANSING, Mich. \u2014 Michigan school administrators, educators are encouraged to address issues of equity and inclusion in schools through free programming made possible by a collaboration between Michigan Virtual, Michigan State University and the University of Michigan.&nbsp; This week marks the fourth annual \u201cInternational Day of Education,\u201d celebrated on January 24th annually, to recognize the...",
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            "id": 67278,
            "path": "\/blog\/the-impact-of-self-image-on-students-ways-educators-can-help-them-create-a-positive-one\/",
            "author_id": 74,
            "timestamp": 1643122800,
            "content": "<!-- wp:paragraph -->\n<p>A student\u2019s self-image is formed by experiences and relationships\u2014watch any stereotypical high school film, and you\u2019ll see the power of comparisons and social rankings in action. These identifying experiences are the ones that reinforce how students think and feel about themselves. And based on these views, they develop either a positive or negative self-image. So what happens when the image they see is distorted?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>K-12 educators can challenge distortions of self-image with social-emotional learning (SEL) strategies that teach adolescents how to develop healthier and more accurate views of themselves. Through restorative curricula, staff can provide students with the tools they need to fully assess their physical, mental, social, and emotional well-being.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What Impacts Student Self-Esteem &amp; Self-Image?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Everyday interactions affect the way students view themselves, others, and the world. For younger generations, including Generations Z and Alpha, the digital era has largely defined these encounters; access to information is now readily available at their fingertips, and digital connectivity is rapidly changing the way students are communicating. Instead of solely depending on lessons learned from direct experiences and in-class learning, students are developing self-image from indirect learning experiences that are largely virtual. For example, the recent need for distanced learning and hybrid models dramatically shifted the way K-12 students were educated in 2020. According to the&nbsp;<a href=\"https:\/\/www.census.gov\/library\/stories\/2020\/08\/schooling-during-the-covid-19-pandemic.html\" target=\"_blank\" rel=\"noreferrer noopener\">U.S. Census Bureau<\/a>, nearly 93% of households with school-aged children reported partaking in some form of virtual learning during the COVID-19 pandemic. The lack of interconnectivity that resulted in this sudden shift is a pattern that deeply affected student self-esteem and self-image, particularly for those students in low-income communities where access to computers and digital devices was limited. As students and staff return to in-person learning, developing social and emotional supports will be an essential part of rebuilding the educational system.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This past year reinforced the importance of viewing learning as a social, emotional, and academic process.&nbsp;<a href=\"https:\/\/www.forbes.com\/sites\/lindadarlinghammond\/2021\/04\/05\/accelerating-learning-as-we-build-back-better\/?sh=31a070df6722\" target=\"_blank\" rel=\"noreferrer noopener\">Brain research<\/a>&nbsp;behind this principle has shown that the way students perceive their own abilities is largely influenced by creating connections within a supportive, educational community. If this is the key to effective learning, educational systems recovering from the effects of the pandemic will need to support their staff with tools to recognize and assess the effects of trauma attached to past events. For example, the return to in-person learning will place a lot of emphasis on relationship-centered curricula that focuses on SEL to build better bonds within the educational community. These strategies will help staff in assessing the effects of trauma on students as they return to in-class sessions and address those effects by using an SEL curriculum that supports developing positive self-image in students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The pandemic also emphasized the growing need for advanced telecommunications capabilities in education, where\u00a031 million devices\u00a0were provided to K-12 students for use outside of the school. As access to computers, internet service, and digital devices continues to become more available to students in your district, the impact on student self-image will be influenced by:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Evolving Roles in Digital Spaces<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Relationships play a big part in the way students form self-image. In a digital age that\u2019s dominated by influencers and activists, adolescents have more opportunities to redefine their social roles and challenge traditional hierarchies. These defined roles are already rapidly changing and extend beyond parental involvement as virtual learning opportunities become more accessible to students. As roles continue to develop in digital spaces, educators will need tools to help K-12 students stay engaged and well-behaved in hybrid classroom environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Social Media &amp; Increased Vulnerability to Cyberbullying<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Social media is another driving force behind self-image in students. Younger generations communicate and express themselves almost exclusively through digital screens and the shift to remote learning has made telecommunication more accessible to students. What\u2019s more, social media usage has seen an&nbsp;<a href=\"https:\/\/www.statista.com\/statistics\/1106766\/media-consumption-growth-coronavirus-worldwide-by-country\/\" target=\"_blank\" rel=\"noreferrer noopener\">increase of 21%<\/a>&nbsp;since the pandemic. While social media is helping adolescents develop a sense of individuality within a larger community and has been shown to improve life satisfaction for&nbsp;<a href=\"https:\/\/www.security.org\/resources\/is-social-media-ruining-your-life\/\" target=\"_blank\" rel=\"noreferrer noopener\">70.4% of people<\/a>, social platforms are also altering the way students seek approval through comparisons\u2014both outcomes, positive or negative, impact self-image. These virtual interactions have also increased student vulnerability to cyberbullying. In fact, K-12 students who are bullied are more likely to have social media accounts, and&nbsp;<a href=\"https:\/\/cyberbullying.org\/tween-cyberbullying-in-the-united-states\" target=\"_blank\" rel=\"noreferrer noopener\">94% of teens<\/a>&nbsp;who had been cyberbullied said that it negatively affected their life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Body Image<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When it comes to navigating self-esteem in the digital era, body image has a lot of sway. Adolescence is a period of extreme vulnerability in students\u2014it\u2019s characterized by major changes in development: social, emotional, intellectual, and physical. Since self-esteem and body image are so closely linked, perceived imperfections can increase levels of stress and influence self-image. The growing reliance on video-conferencing tools and camouflaging programs in social media have further altered body image for students. According to the&nbsp;<a href=\"https:\/\/bdd.iocdf.org\/professionals\/prevalence\/#:~:text=Body%20Dysmorphic%20Disorder%20affects%201.7,United%20States%20alone%20have%20BDD.\" target=\"_blank\" rel=\"noreferrer noopener\">International OCD Foundation<\/a>, nearly 10 million people in the United States have body dysmorphic disorder (BDD). For students with BDD, perceived imperfections via social media platforms and online classes can be stressors that affect self-image.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Self-Esteem Activities for Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Through self-esteem activities that focus on developing core competencies for social-emotional learning (SEL), such as&nbsp;<a href=\"https:\/\/www.casel.org\/wp-content\/uploads\/2017\/08\/Sample-Teaching-Activities-to-Support-Core-Competencies-8-20-17.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">self-awareness<\/a>, students can learn how to view their substantial and virtual worlds in balance. These tools are designed to help adolescents develop a positive self-image through recognizing their feelings, thoughts, and influences on behaviors. Here are some ways that staff in your district can make a clear commitment to building self-esteem in students:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Cultivate Compassion<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Comparisons largely define how adolescents view themselves and others. With access to immediate information, most are introduced to labeled differences daily. The way students view diversity, however, can be challenged. By encouraging self-compassion and compassion for others, they can develop a positive self-image that doesn\u2019t stem from judgment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Teach Positive Self-Talk<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While self-image is impacted by experiences and relationships, it\u2019s also defined by the conscious mind. To coach this invisible voice, students can be taught positive self-talk techniques that can help them become more aware of their values and qualities. This can include lessons on the power of the inner critic, the benefits of using affirmations, and how to assess negative thoughts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Address Challenges<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Practice doesn\u2019t make perfect, and untangling this concept is an important step in developing self-esteem. Students can debunk the myth of perfection by learning more about the goal-setting process and coping strategies for stress and anxiety. With it, educators can help students acknowledge their efforts and celebrate the smaller accomplishments that they put towards achieving larger goals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Establish Personal &amp; Educational Goals<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The failure to meet an unattainable goal can diminish anyone\u2019s self-image. By improving goal-setting skills, students can learn how to manage their expectations without abandoning their ambitions. This is also an important part of establishing a positive growth mindset. Strategies used to establish and work towards these goals include learning how to set realistic goals and sustaining progress towards achievements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>SEL Strategies for Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For students to benefit from self-esteem activities, their educators must have access to consistent and engaging lesson plans. Social-emotional learning (SEL) curricula offer a great solution for districts. SEL is designed to streamline educational resources for your staff, giving them access to the tools they need to identify, understand, and manage students\u2019 mental and emotional health. Within&nbsp;<a href=\"https:\/\/casel.org\/wp-content\/uploads\/2020\/12\/CASEL-SEL-Framework-11.2020.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">CASEL\u2019s SEL framework<\/a>, counselors and educators can use strategies to encourage students to build, assess, and maintain a positive self-image with activities that develop:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Self-awareness<\/li><li>Self-management<\/li><li>Social awareness<\/li><li>Relationship skills<\/li><li>Responsible decision-making skills<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>When delivered in engaging, digital formats, the SEL curriculum has a proven track record for&nbsp;<a href=\"https:\/\/casel.org\/sel-framework\/\" target=\"_blank\" rel=\"noreferrer noopener\">improving student outcomes<\/a>&nbsp;when it comes to self-image. Suite360\u2014the&nbsp;<a href=\"https:\/\/navigate360.com\/evolution-labs-advancing-social-emotional-wellbeing-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">digital SEL curriculum<\/a>&nbsp;that Navigate360 offers\u2014features a comprehensive mental health and prevention lesson plan that\u2019s interactive and simple to use. For more information about Suite360 and how it can help students develop a positive self-image in your district, download&nbsp;<a href=\"https:\/\/info.navigate360.com\/why-suite360s-social-emotional-learning-is-more-important-than-ever\" target=\"_blank\" rel=\"noreferrer noopener\">Why Suite360\u2019s Social-Emotional Learning Is More Important Than Ever today<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/the-impact-of-self-image-on-students-ways-educators-can-help-them-create-a-positive-one\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "The Impact of Self-Image on Students &amp; Ways Educators Can Help Them Create a Positive One",
            "excerpt": "A student\u2019s self-image is formed by experiences and relationships\u2014watch any stereotypical high school film, and you\u2019ll see the power of comparisons and social rankings in action. These identifying experiences are the ones that reinforce how students think and feel about themselves. And based on these views, they develop either a positive or negative self-image. So...",
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            "id": 68011,
            "path": "\/blog\/3-tips-for-coding-with-young-students\/",
            "author_id": 32,
            "timestamp": 1642697827,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-coding-with-young-students-feat-nicole\/id1551347022?i=1000548331690\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/3OwJLouBrOf8PO3862JiFD?si=RjZ-1IbcS3egYOyqVF-BpA\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YTg0ZTI5ZjktZDIzMS00OWQzLTg5MDItNTdkOGFkYjcwZGQy?sa=X&amp;ved=0CAUQkfYCahcKEwj4_-ifg771AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Coding-with-Young-Students-feat--Nicole-Green-from-MacArthur-K-8-University-Academy-e1d4pt4\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/MBvbRRNvZq5qT6eICvayLHMrCD4\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I hadn\u2019t met Nicole Green before I interviewed her for this podcast. After marveling at her <a href=\"https:\/\/twitter.com\/hello_mrsgreen\/status\/1372584280178712576\">creative notetaking on Twitter<\/a> during the MACUL 2021 conference, a colleague suggested I reach out to her.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When I emailed her to ask if she\u2019d like to join me for an episode of the podcast, she replied, \u201cAs Junie B. Jones would say, \u201c\u2018Wowie wow-wow!\u2019 I would be honored to speak on your podcast!&nbsp; I'm excited to talk about coding with young students \u2014 it's one of my favorite subjects!\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After that, I had a feeling that we would get along well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to being my \u201cname twin\u201d (my legal first name is Nicole, but I go by Nikki), Nicole is a technology teacher for <a href=\"https:\/\/www.southfieldk12.org\/schools\/elem\/macarthur-k-8-university-academy\/\">MacArthur K-8 University Academy<\/a> in Southfield Public Schools. She has that infectious energy that many teachers of young children possess. Talking with her, you can\u2019t help but smile.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/bDWS7iwQTD0\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/bDWS7iwQTD0\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>A struggling student realizes his intelligence<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There were several parts of my conversation with Nicole that moved me deeply. She told me a story about a student who struggled with reading and writing but began to <em>thrive <\/em>as soon he started coding in her class. \u201cHe became a leader in the classroom,\u201d she told me. \u201cI remember him saying to me, \u2018Wow, I really am smart.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This story gave me chills. How powerful might this experience have been for a young boy who, based on his statement, may <em>not <\/em>have felt intelligent before seeing his own intelligence nurtured and appreciated in Mrs. Green\u2019s classroom?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Closing the gender &amp; racial gap in coding<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another neat thing about Nicole: She started a Girls Who Code club at her school. This organization\u2019s mission is to close the gender gap in the tech industry.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On the <a href=\"https:\/\/girlswhocode.com\/\">Girls Who Code website<\/a>, they report that in 1995, 37 percent of computer scientists were women, and, today, that percentage has dropped further to 24 percent. Their clubs aim to increase the number of young girls introduced to coding between the ages of 13 and 17, the age range in which they see the most significant drop-off in computer science interest.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Nicole is passionate about the benefits of teaching students how to code at a young age.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cBecause the world that we live in is so technology-dependent,\u201d she explains, \u201cexposing them to how these things work is kind of like opening the box. The district I teach in is mainly African American, so exposing them to this field is important because this could be something they decide to go into in the future.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The lesser-known history of the term \u201cdebugging\u201d (and a lesson in perseverance!)<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One video Nicole shares with her young students is the story of Grace Hopper.&nbsp; Grace was one of the first computer scientists <em>ever<\/em> and a rear admiral in the U.S. navy. She earned her Ph.D. in mathematics from Yale in 1934 and went on to join a team producing the first computers during World War II.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/Fg82iV-L8ZY\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/Fg82iV-L8ZY\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>Grace is responsible for the popular computing term \u201cdebugging,\u201d which she coined after a moth got trapped in the mechanisms of her team\u2019s prototype. Today, you can still see this infamous moth preserved along with Grace\u2019s notebook at the Smithsonian Museum.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Nicole says that Grace\u2019s story helps to teach her students perseverance. When they get frustrated, she\u2019ll echo back to this video and say, \u201cRemember Grace Hopper and how she didn't give up?\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe problem-solving, the perseverance,\u201d she told me with warm conviction, \u201cthere are so many big ideas that tie into coding. The little kids can do it, too, and they really enjoy it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3 tips for coding with young students<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In Nicole\u2019s full episode of <a href=\"https:\/\/michiganvirtual.org\/bright\/\">the BRIGHT podcast<\/a>, she shares her personal journey in learning to code, why she\u2019s so passionate about bringing these experiences into her classroom, and her top three strategies for coding with young students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above by subscribing to the BRIGHT podcast in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-tips-for-coding-with-young-students-feat-nicole\/id1551347022?i=1000548331690\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/3OwJLouBrOf8PO3862JiFD?si=RjZ-1IbcS3egYOyqVF-BpA\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YTg0ZTI5ZjktZDIzMS00OWQzLTg5MDItNTdkOGFkYjcwZGQy?sa=X&amp;ved=0CAUQkfYCahcKEwj4_-ifg771AhUAAAAAHQAAAAAQAQ\">Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Tips-for-Coding-with-Young-Students-feat--Nicole-Green-from-MacArthur-K-8-University-Academy-e1d4pt4\">more<\/a>) or by reading along in the <a href=\"https:\/\/otter.ai\/u\/MBvbRRNvZq5qT6eICvayLHMrCD4\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, we understand that educators are busier than ever and that many are struggling with burnout. Suppose you don\u2019t have time to listen to Nicole\u2019s full episode (which offers the fuller effect of her wisdom, energy, and examples). In that case, you can still benefit from a glimpse at her top three tips for coding with young students below!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:gallery {\"ids\":[68018,68019,68020],\"linkTo\":\"none\",\"align\":\"full\"} -->\n<figure class=\"wp-block-gallery alignfull columns-3 is-cropped\"><ul class=\"blocks-gallery-grid\"><li class=\"blocks-gallery-item\"><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/01\/Slide-1-1024x1024.png\" alt=\"\" data-id=\"68018\" data-full-url=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/01\/Slide-1.png\" data-link=\"https:\/\/michiganvirtual.org\/slide-1\/\" class=\"wp-image-68018\" \/><\/figure><\/li><li class=\"blocks-gallery-item\"><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/01\/Slide-2-1024x1024.png\" alt=\"\" data-id=\"68019\" data-full-url=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/01\/Slide-2.png\" data-link=\"https:\/\/michiganvirtual.org\/slide-2\/\" class=\"wp-image-68019\" \/><\/figure><\/li><li class=\"blocks-gallery-item\"><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/01\/Slide-3-1024x1024.png\" alt=\"\" data-id=\"68020\" data-full-url=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/01\/Slide-3.png\" data-link=\"https:\/\/michiganvirtual.org\/slide-3\/\" class=\"wp-image-68020\" \/><\/figure><\/li><\/ul><\/figure>\n<!-- \/wp:gallery -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong><em>Gamify the Process of Learning How to Code<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Gamification makes it fun for young students to learn how to code. <a href=\"https:\/\/codespark.com\/\">codeSpark Academy <\/a>is an excellent app for elementary students that gamifies the learning of foundational concepts. <a href=\"https:\/\/code.org\/\">Code.org<\/a> is another great resource for older students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong><em>Offer Opportunities for Creativity<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Get creative with coding! For example, <a href=\"https:\/\/codespark.com\/\">the codeSpark Academy app<\/a> has a creative section where students can use coding to create stories and games. Such opportunities allow students to use their burgeoning technology skills to collaborate, problem-solve, and think creatively.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong><em>Use Short Videos to Explain &amp; Reinforce Concepts&nbsp;<\/em><\/strong><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Video is powerful. Many engaging videos are available online explaining coding concepts to students in five minutes or less. For younger students, one great resource is <a href=\"https:\/\/scratchgarden.com\/\">Scratch Garden<\/a>, a website with a library of animated videos with songs about coding.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Explore: <\/strong><a href=\"https:\/\/docs.google.com\/presentation\/d\/e\/2PACX-1vQ0RD6u6FXzt5FCx1EyUJsVzVkv8PRdOcJ0_T-gIp5vz-m_KbcPOdoYRjicdLNxvngWZKKJOFx_NLlU\/pub?start=false&amp;loop=false&amp;delayms=3000&amp;slide=id.p\">Nicole\u2019s favorite resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
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            "content": "<!-- wp:paragraph -->\n<p>Social-emotional learning (SEL) can result in significant academic improvements for students. In fact, school districts in Chicago that partnered with the Collaborating Districts Initiative (CDI) from the Collaborative for Academic, Social, and Emotional Learning (CASEL) saw an&nbsp;<a href=\"https:\/\/casel.org\/key-findings\/\" target=\"_blank\" rel=\"noreferrer noopener\">improvement in student attendance<\/a>&nbsp;and an increase in the graduation rate from&nbsp;<a href=\"https:\/\/casel.org\/partner-districts\/chicago-public-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\">59.3% in 2012 to 77.5% in 2017<\/a>&nbsp;as a result of their long-term commitment to SEL. Social and emotional skills, though non-academic in nature, have profound effects on the performance of K-12 students during primary education and can contribute a great deal to their college and career readiness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Non-Academic Competencies That Can Prepare Students for College &amp; the Workforce<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are five core competencies of SEL that, once fully developed, can set students up for success in secondary education and their professional lives. These competencies are as follows:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Self-awareness \u2013 being cognizant of one\u2019s own emotions, strengths, and limitations<\/li><li>Self-management \u2013 managing emotions and behaviors to successfully achieve a goal<\/li><li>Social awareness \u2013 understanding and empathizing with others to make deeper connections<\/li><li>Relationship skills \u2013 being able to work with classmates or colleagues and manage conflicts when they arise<\/li><li>Responsible decision-making \u2013 taking an ethical approach to conduct across the spectrum of social interactions<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Implementing an SEL curriculum in a K-12 environment can set the stage for young students to develop healthy self-identities, better control over emotions and behavior, stronger relationships with others, effective conflict resolution skills, and more thoughtful decision-making\u2014all traits that are vital for success in college and the workforce.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Why These Competencies Matter for College &amp; Career Readiness<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research has shown that students who develop the five core competencies of SEL are better skilled at critical thinking and problem-solving, communication, and project leadership. They are adept at both working with others in a collaborative environment and successfully managing their individual responsibilities. The core competencies, in fact, directly fit into the quadrants of the College and Career Readiness and Success (CCRS) Organizer.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>What Is the CCRS Organizer?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The College and Career Readiness and Success (CCRS) organizer is a visual representation of the numerous elements that influence a student\u2019s ability to succeed in secondary education and the workforce. It was created by education professionals in early childhood development, technical education, and community colleges, as well as subject-matter experts in education non-profits and post-secondary institutions. The information in the organizer is arranged in four quadrants that collectively mirror a successful college and career readiness program: goals and expectations, outcomes and measures, resources and structures, and pathways and supports.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Goals &amp; Expectations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Defined as what they should know and be able to do while preparing for secondary and post-secondary education, goals and expectations of students include meeting the state\u2019s academic and technical standards, achieving secondary and post-secondary education requirements, and demonstrating social-emotional learning, critical thinking, and employability skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Outcomes &amp; Measures<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>How do educators know when students are meeting the criteria for successful college and career readiness? Indicators include completing educational courses, attaining credentials, graduating from high school, enrolling in college, earning industry certifications, and focusing strongly on a post-secondary career path.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Outcomes of SEL programs can also be measured at the district and school levels. District-level outcomes can include implementing an SEL curriculum across the district, integrating SEL within the existing academic curriculum, and creating systems for continued improvement. A clear SEL vision for a school, buy-in from and continued education for teachers, and classroom-based initiatives are all outcomes at the school level that can be measured for efficacy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Resources &amp; Structures<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To implement SEL in K-12 education and prepare students for college and career readiness, adequate resources are needed. Resources consist of funding, staffing, continued education opportunities, data systems, and community involvement. Feedback in the way of accountability, data-driven improvements, and evaluations of programs is also an important resource for SEL implementation and promoting college and career readiness in students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pathways &amp; Supports<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Institutions can support college and career readiness by making students aware of college and career paths, helping them choose which of those paths is ideal for their personal interests and goals, and equipping them with a well-rounded education that includes both cross-disciplinary and individualized learning strategies. Additional ways to support students as they plan for the future include helping them set specific goals and explore secondary and post-secondary options, as well as offering guidance on transitioning to college or a career.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Learn More About the Benefits of SEL<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For a deeper understanding of why administrators rely on Suite360\u2019s SEL expertise to help students succeed academically, socially, and emotionally, read&nbsp;<a href=\"https:\/\/info.navigate360.com\/why-suite360s-social-emotional-learning-is-more-important-than-ever\" target=\"_blank\" rel=\"noreferrer noopener\">Why Suite360\u2019s Social-Emotional Learning Is More Important Than Ever<\/a>&nbsp;today.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/how-sel-helps-college-and-career-readiness\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>Social-emotional learning (SEL) plays a huge role in human development for young people, helping them manage their emotions, show empathy to others, and maintain healthy relationships. In fact, research has shown that SEL, when properly implemented, can have dramatic positive outcomes for students, reducing problematic behaviors and improving academic performances. The efficacy of SEL in the classroom requires a well-established foundation of support, educators with developed SEL skills, and accurate data for continuous improvement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following social-emotional learning strategies can help superintendents plan, develop, and implement SEL curricula in public school systems and create a healthy culture of learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>1. Build a Foundation for Success<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The first step of implementing a successful social-emotional learning curriculum is to build a strong support system that not only includes staff, educators, and students, but also the students\u2019 families and the community at large. Together, all stakeholders develop an SEL plan that addresses the needs of the school system.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Develop a Support System<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Social-emotional learning is a long-term developmental strategy that will follow students throughout their education. It\u2019s imperative, therefore, that administrators involve all members of the school community to set a clear vision of what a successful SEL plan will look like. One way to do this is to establish an SEL team within the school system that can work collaboratively to share responsibilities of implementing the curriculum. This team should reflect the community\u2019s diverse culture in terms of gender, race, and background. With a strong internal team and open communication with families and the community, superintendents can begin planning an SEL program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Plan a Social-Emotional Learning Curriculum<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Involve all stakeholders, and review how important SEL is to a student\u2019s education. Then discuss the current state of SEL development in the local school system, how it got there, and where it should be. Set clear goals for a program that will elevate SEL development in young people to meet the standards of the community and allow for continuous improvement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>2. Establish Adult Social-Emotional Learning Opportunities<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For a social-emotional learning curriculum to be properly implemented, students will need a support structure that is also versed in SEL best practices. According to the Collaborating Districts Initiative from the Collaborative for Academic, Social, and Emotional Learning (CASEL), schools are more successful in implementing and bolstering SEL for students when educators also have finely tuned SEL skills. Superintendents should adopt district policies that provide workday time and resources for teachers to focus on their own social-emotional learning. One example can be taking a moment to reflect and connect personally during a weekly meeting. Administrators and educators who are adept at managing their emotions can help set the tone for the entire school system, encourage buy-in from all stakeholders, and create an SEL-supportive climate where students can learn valuable developmental skills that will have long-term impacts on their lives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>3. Implement SEL for Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A student\u2019s social-emotional learning is influenced not just by what happens in the classroom but also in their out-of-school interactions. Administrators and their SEL teams must have clear SEL strategies that affect and include the school system, the students\u2019 families, and the larger community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>SEL Strategies for Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With your SEL team, establish an evidence-based program that will keep educators engaged in social-emotional learning throughout the day. Set aside time and allot resources for your staff to collaborate with each other and implement the curriculum across the school system. SEL strategies should be integrated with every class subject as well as homeroom periods and campus assemblies. School leaders set the example for fostering an SEL-healthy climate. Look for opportunities to demonstrate best practices, visit classrooms on occasion to give helpful feedback to teachers, and support your educators with ongoing professional learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>SEL Outside of School<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Keep lines of communication open with students\u2019 families and encourage them to learn more about SEL, the impact it has on their children\u2019s development, and how they can foster an emotionally supportive climate at home. Establish partnerships within the community to ensure both educators and students have the support they need for SEL development with access to services and learning opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>4. Continuously Improve<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The social-emotional learning curriculum that you and your team create for your school system should be data driven so that it can continuously be improved. Allow stakeholders access to the data to foster a collaborative effort of staying on course, adapting from mistakes, and raising the standards of successful social-emotional learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learn more about implementing a social-emotional learning curriculum by reading&nbsp;<a href=\"https:\/\/info.navigate360.com\/why-suite360s-social-emotional-learning-is-more-important-than-ever\" target=\"_blank\" rel=\"noreferrer noopener\">Why Suite360\u2019s Social-Emotional Learning Is More Important Than Ever today<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/blog-strategies-for-better-sel-curriculum-implementation\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/navigate360.com\/blog-strategies-for-better-sel-curriculum-implementation\/\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<h2>EdTech<\/h2>\t\t\n\t\t\t<h2>PITCH CONTEST &amp; INNOVATION BOOTCAMP<\/h2>\t\t\n\t\t\t<h1>Do you have an <strong>innovative EdTech idea<\/strong>?<\/h1>\t\t\n\t\t\t<a href=\"#newsletter\">\n\t\t\t\t\t\t\t\t\tGet Connected!\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Spelling-Safari.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Success in Action: Spelling Safari Takes Off!<\/h2>\t\t\n\t\t<p>We're excited to celebrate the launch of <strong>Spelling Safari<\/strong>, created by our 2023 EdTech pitch contest winner, Jonathan Marceau! This innovative app personalizes spelling education for elementary students and can save educators over 100 hours a year. After his success in our pitch contest and Edtech Innovation Bootcamp, Jonathan is now bringing his vision to classrooms and homeschools everywhere.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/www.spellingsafari.com\/\">\n\t\t\t\t\t\t\t\t\tCheck out Spelling Safari\n\t\t\t\t\t<\/a>\n\t\t\t<h2>See you next year!<\/h2>\t\t\n\t\t<p>Thank you to everyone who participated in the 2024 EdTech Pitch Contest!<\/p><p>The first-place prize went to Valerie Rackley from <strong>MindWired Labs<\/strong> in Lapeer, Michigan. Valerie will receive $10,000 in business startup grant funding, plus branding and logo design support, and legal consultation. MindWired Labs provides affordable hands-on STEM education kits that let learners build and program fun projects like alarm sensors and vending machines, developing knowledge of embedded systems and IoT technologies along the way. Valerie\u2019s innovative approach to STEM education impressed the judges with its potential to inspire and educate students in a practical and engaging manner.<\/p><p><strong>The other finalists were:\u00a0<\/strong><\/p><p><strong>2.<\/strong> Devon Riter from <strong>CommunityConnect<\/strong> in Ann Arbor, Michigan. CommunityConnect is an online platform that helps K-12 teachers find and connect with community partners to design more authentic and engaging class projects.<\/p><p><strong>3. <\/strong>Jacob Marchywka from <strong>NoteClear<\/strong> in Taylor, Michigan. NoteClear is an AI-powered tool that helps students get more value from their classroom notes. By generating practice problems and summaries of past notes, students can easily review for quizzes and exams.<\/p><p><strong>4.<\/strong> Jasmine Woodruff from <strong>NexLevel Tech Solutions<\/strong> in Detroit, Michigan. NexLevel provides educational services on digital safety for children and parents, and tools to help parents monitor their child\u2019s online activity and safety.<\/p><p><strong>5.<\/strong> James (JC) Price from <strong>Paraillel<\/strong> in Southfield, Michigan. Paraillel is an AI-driven platform to help educators streamline curriculum development, student assessments, and data analysis, automating time-consuming tasks to allow educators more time for impactful teaching and instruction with students.<\/p><p><strong>Watch the full EdTech Pitch Contest event below!<\/strong><\/p>https:\/\/www.youtube.com\/watch?v=rPzoHvJAGAQ\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/news\/five-selected-as-finalists-in-michigan-virtuals-edtech-innovation-pitch-contest\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tRead the Press Release\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Contest Timeline<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>May 2024<\/strong> \u2014 Bootcamp Registration Opens\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>June 17-20, 2024<\/strong> \u2014 EdTech Bootcamp <br><em> 8:00 a.m. - 12:00 p.m.<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>July 7, 2024<\/strong> \u2014 Pitch Contest Round 1 Submissions Due\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Week of July 14, 2024<\/strong> \u2014 Prep Sessions for Finalists\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>July 18, 2024<\/strong> \u2014 Final Pitch Contest <br><em>3:00-5:00pm<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Pitch your concept!<\/h2>\t\t\n\t\t<p>If you\u2019ve got a brilliant idea for an EdTech tool that could transform teaching or learning, prepare to submit your pitch to the 2025 EdTech Pitch Contest. Winners will receive expert guidance and financial support to help turn their concept into a reality.\u00a0<\/p><p>You may or may not think of yourself as an entrepreneur. But consider this: who\u2019s better equipped than those already within our education system to invent creative solutions to the problems they experience on a daily basis?<\/p><p>This contest will be open to any adult (18+) resident of Michigan with clear ties to our state\u2019s education ecosystem. Don't miss this opportunity to make a difference in education!<\/p><p>Start preparing for the 2025 contest now. We will release more information, including the contest timeline and submission details, in spring 2025. Stay connected with us to receive the latest updates!\u00a0<\/p>\t\t\t\t\n\t\t\t<h3>Prepare for Success with Helpful Resources<\/h3>\t\t\n\t\t<p>As you gear up for the 2025 EdTech Pitch Contest, take advantage of this time to <a href=\"https:\/\/docs.google.com\/document\/d\/1QN_yVdomtOHrTnHVUL9Sx6XEmrJtDRMhpn35VMYplmc\/edit\">explore our pre-pitch supports<\/a> designed to set you up for success. These resources are packed with tips and tools to help refine your pitch and boost your confidence. By staying connected, you'll receive timely updates, valuable insights, and exclusive opportunities delivered right to your inbox.<\/p><p>Let's make your pitching journey smoother\u2014start preparing now and stay tuned for more details. Explore our resources and <a href=\"#newsletter\">sign up for our newsletter today<\/a>!<\/p>\t\t\t\t\n\t\t\t<h3>Watch the 2024 Pitch Contest<\/h3>\t\t\n\t\thttps:\/\/www.youtube.com\/watch?v=rPzoHvJAGAQ\t\t\t\t\n\t\t\t<h3>Contest Timeline<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>May 2024<\/strong> \u2014 Bootcamp Registration Opens\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>June 17-20, 2024<\/strong> \u2014 EdTech Bootcamp <br><em> 8:00 a.m. - 12:00 p.m.<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>July 7, 2024<\/strong> \u2014 Pitch Contest Round 1 Submissions Due\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Week of July 14, 2024<\/strong> \u2014 Prep Sessions for Finalists\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>July 18, 2024<\/strong> \u2014 Final Pitch Contest <br><em>3:00-5:00pm<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>EdTech Innovation Bootcamp<\/h2>\t\t\n\t\t\t<h5>June 17 - 20, 2024<\/h5>\t\t\n\t\t<p>Do you have a business idea that will improve teaching or learning through the use of technology? Then join us for our 2025 EdTech Innovation Bootcamp.\u202fWe\u2019ll help you explore the idea, develop a business model, and identify your next steps for making your idea a reality!\u00a0\u00a0<\/p><p><em><strong>There is no cost to attend and Michigan Educators can earn 20 SCECH credits for completing the full Bootcamp.<\/strong><\/em>\u00a0<em><strong>Space is limited. <\/strong><\/em><\/p><p>Stay tuned for more details on our next Bootcamp, dates will be announced early spring 2025. In the meantime, connect with us and keep up to date on the latest innovations in Michigan and our AI Lab.<\/p>\t\t\t\t\n\t\t\t<h5>Bootcamp Schedule<\/h5>\t\t\n\t\t\t\t\t<button id=\"e-n-tab-title-1428998601\" data-tab-index=\"1\" role=\"tab\" aria-controls=\"e-n-tab-content-1428998601\" style=\"--n-tabs-title-order: 1\">\n\t\t\t\tDay 1: June 17\t\t\t\n\t\t<\/button>\n\t\t\t\t<button id=\"e-n-tab-title-1428998602\" data-tab-index=\"2\" role=\"tab\" aria-controls=\"e-n-tab-content-1428998602\" style=\"--n-tabs-title-order: 2\">\n\t\t\t\tDay 2: June 18\t\t\t\n\t\t<\/button>\n\t\t\t\t<button id=\"e-n-tab-title-1428998603\" data-tab-index=\"3\" role=\"tab\" aria-controls=\"e-n-tab-content-1428998603\" style=\"--n-tabs-title-order: 3\">\n\t\t\t\tDay 3: June 19\t\t\t\n\t\t<\/button>\n\t\t\t\t<button id=\"e-n-tab-title-1428998604\" data-tab-index=\"4\" role=\"tab\" aria-controls=\"e-n-tab-content-1428998604\" style=\"--n-tabs-title-order: 4\">\n\t\t\t\tDay 4: June 20\t\t\t\n\t\t<\/button>\n\t\t\t\t\t\t\t<p>Getting started with the basics &#8211; Pitch Deck and Business Model Canvas, Customer Discovery and Product Development<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<p>Value Proposition, Knowing Your Competition, Legal 101 for Startups<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<p>Market Potential, Message and Customer Insights, All Things Artificial Intelligence (AI)<\/p>\t\t\t\t\t\t\n\t\t\t\t\t\t\t<p>Startup Milestones and Use of Funds, Financial Insights, Moving Forward<\/p>\t\t\t\t\t\t\n\t\t<p>Getting started with the basics - Pitch Deck and Business Model Canvas, Customer Discovery and Product Development<\/p><p>Value Proposition, Knowing Your Competition, Legal 101 for Startups<\/p><p>Market Potential, Message and Customer Insights, All Things Artificial Intelligence (AI)<\/p><p>Startup Milestones and Use of Funds, Financial Insights, Moving Forward<\/p>\t\t\t\t\n\t\t\t<a href=\"#newsletter\">\n\t\t\t\t\t\t\t\t\tStay Connected\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/mivu.az1.qualtrics.com\/jfe\/form\/SV_6gsTpZb9mdpjCmy\">\n\t\t\t\t\t\t\t\t\tRegister for free\n\t\t\t\t\t<\/a>\n\t\t\t<h6>Some EdTech Innovation Bootcamp topics will include:<\/h6>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tEntity formation and startup legal fundamentals\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tDeveloping a business model \n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tFinance 101 for startups\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tEducation market fundamentals\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tEntrepreneurial and startup support landscape\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tInnovation &amp; entrepreneurship in schools and classrooms\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tCustomer discovery and product-market fit\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Revisit the 2023 Pitch Contest!<\/h2>\t\t\n\t\t<p>Join us as we journey back to the excitement of last year's pitch contest. Rewatch the innovative ideas that captivated audiences and judges alike. Whether seeking inspiration for your own projects or simply relishing in the spirit of innovation, this retrospective is sure to ignite your imagination.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-edtech-pitch-contest-awards-22000-to-five-education-innovators\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tRead the Press Release\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtube.com\/watch?v=ZRaWhKHWrcU\t\t\t\t\n\t\t\t<h4>2024 Prizes<\/h4>\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t1st place\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\t$10,000\t\t\t\t\t<\/p>\n\t\t<p>\u00a0+ Startup legal and marketing consultations<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t2nd place\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\t$6,000\t\t\t\t\t<\/p>\n\t\t<p>+ Startup legal and marketing consultations<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t3rd place\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\t$4,000\t\t\t\t\t<\/p>\n\t\t<p>+ Startup legal and marketing consultations<\/p>\t\t\t\t\n\t\t\t<h6>The 4th and 5th place finalist will each receive $1,000.<br><\/h6>\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1QSgrM5GkYFh0TDTZPYncJzjxFFOlrGikkSuZ9EM5Rv4\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tOfficial Rules &amp; Guidelines\n\t\t\t\t\t<\/a>\n\t\t\t<h2>See you next year!<\/h2>\t\t\n\t\t<p>Thank you to everyone who participated in the 2023 EdTech Pitch Contest!<\/p>\n<p>The first-place prize went to Jonathan Marceau, a teacher at Monfort Elementary in the Utica Community School district, who will receive $10,000 in business startup grant funding, plus branding and logo design support, and legal consultation for <b>Spelling Safari<\/b>. Spelling Safari is a spelling curriculum reinvention and software solution providing elementary students with fun and adaptive learning.&nbsp;<\/p>\n<p><strong>The other finalists were:&nbsp;<\/strong><\/p>\n<ol>\n<li><strong>YouLearn<\/strong>, an AI-powered education platform offering customized content and smart tutoring, led by Advait Paliwal, a student at Michigan State University and a graduate of Troy High School.<\/li>\n<li><strong>eKinomy<\/strong>, a role-play game designed to bring international trade and economics to life for elementary and middle school students, led by Sharon Jessica and Zhixin Li, graduate students in the Marsal School of Education at the University of Michigan.<\/li>\n<li><strong>Spanish S.W.A.G.<\/strong>, an on-demand language learning program designed to make language acquisition fun, interactive, and accessible to all, led by Jessica Feliz, an educator who has served students in Battle Creek, Detroit, and Berkley. &nbsp;<\/li>\n<li><strong>BiPSE<\/strong>, a classroom and behavior management app that helps teachers, parents, and students better monitor and manage behavioral support programs, led by Lori Kuntz and Megan Hines from Roosevelt Elementary School in Lakeshore Public Schools (Stevensville, Michigan) and Tammy Claes, an Occupational Therapist with Berrien RESA in Berrien Springs, Michigan.&nbsp;<\/li>\n<\/ol>\n<p><strong>Watch the full EdTech Pitch Contest event below!<\/strong><\/p>https:\/\/youtube.com\/watch?v=ZRaWhKHWrcU\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-edtech-pitch-contest-awards-22000-to-five-education-innovators\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tRead the Press Release\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Contest Timeline<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>February 2023<\/strong> \u2014 Pre-pitch supports and resources become available on event website\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>March 20, 2023<\/strong> \u2014 Written pitch submission window opens\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>May 14, 2023<\/strong> \u2014 Written pitch submission window closes at 11:59pm\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>May 26, 2023<\/strong> \u2014 Finalists notified\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>June 29, 2023<\/strong> \u2014 Final pitch event (live online) at 4:00pm\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Week of July 17, 2023<\/strong> \u2014 Edtech Innovation and entrepreneurship bootcamp\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Prior year's winners<\/h3>\t\t\n\t\t\t<h4>2023<\/h4>\t\t\n\t\t<p><em>Read the <a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-edtech-pitch-contest-awards-22000-to-five-education-innovators\/\">2023 press release<\/a>.<\/em><\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>1st Place: Jonathan Marceau<\/strong>, a teacher at Monfort Elementary in the Utica Community School district, with Spelling Safari, a spelling curriculum reinvention and software solution providing elementary students with fun and adaptive learning.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>2nd Place: Jessica Feliz<\/strong>, an educator who has served students in Battle Creek, Detroit, and Berkley, with Spanish S.W.A.G., an on-demand language learning program designed to make language acquisition fun, interactive, and accessible to all\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>3rd Place: Advait Paliwal and David Yu<\/strong>, students at Michigan State University, with YouLearn, an adaptive learning model that allows educators to upload curriculum for students to work with AI tutors.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h4>2022<\/h4>\t\t\n\t\t<p><em>Read the <a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-school-innovation-contest-awards-20000-to-ideas-in-stem-world-exploration-and-life-skills\/\">2022 press release<\/a>.<\/em><\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>1st Place: Robert Richards<\/strong>, a science teacher in Stockbridge, with QB-Sat, a satellite-launch STEM kit and curriculum focused on engineering and space exploration.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>2nd Place: Garret Potter<\/strong>, an educator and graduate student from Ann Arbor, with Everstory, an audio\/visual encyclopedia exploration environment for early learners.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>3rd Place: Angela Jenkins and Julie Hamrick<\/strong>, teachers in Livonia, with Selective, an online learning tool that integrates social emotional learning with academic practice.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h4>Our 2024 Partners<\/h4>\t\t\n\t<a href=\"https:\/\/www.msufoundation.org\/spartaninnovations\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/05\/MSURF-stacked.png\" alt=\"MSURF-stacked\" loading=\"lazy\"><\/a><a href=\"https:\/\/michigansbdc.org\/\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/02\/MSBDC.png\" alt=\"MSBDC\" loading=\"lazy\"><\/a>\t\t\n\t\t\t<h4>Our 2024 Sponsors<\/h4>\t\t\n\t<a href=\"https:\/\/www.fosterswift.com\/\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/02\/logo.svgz\" alt=\"logo\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/01\/MC_logo_black.png\" alt=\"MC_logo_black\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/05\/MEA-CLL-Primary-Stacked-RGB.jpg\" alt=\"MEA Center for Leadership &amp; Learning\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/02\/Consumers.png\" alt=\"Consumers\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/case-logo.png\" alt=\"CASE Credit Union logo\" loading=\"lazy\"><\/a><a href=\"#\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/05\/dewpoint.jpg\" alt=\"dewpoint\" loading=\"lazy\"><\/a>\t\t\n\t\t\t<h4>Eligibility Guidelines<\/h4>\t\t\n\t\t<p>The pitch contest and Bootcamp are open to any adult (18+) resident of Michigan with clear ties to our state\u2019s education ecosystem. These may include but are not limited to:\u00a0\u00a0<\/p><ul><li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\">Teachers, administrators, paraprofessionals, counselors, or Pre-K-12 school personnel\u00a0<\/li><li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\">Parents of school-aged children (Pre-K-12)\u00a0<\/li><li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\">Students of any major attending a college or university in Michigan,\u00a0<\/li><li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\">Staff from teacher prep programs at colleges and universities in Michigan\u00a0<\/li><li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"5\" data-aria-level=\"1\">Staff from organizations that serve or support Michigan\u2019s Pre-K-12 education ecosystem.\u00a0<\/li><\/ul><p>Teams are eligible so long as one member is a resident of Michigan with a clear tie to Michigan\u2019s education ecosystem. No one may submit to the pitch contest as part of multiple teams, and no one may submit more than one idea.\u00a0\u00a0<\/p><p>For the pitch contest specifically, ideas and concepts pitched must be pre-startup, start-up, or early stage of development. Entities must be unformed or less than two years old. Entities must have less than $20,000 in prior outside investment.\u00a0\u00a0<\/p><p>Employees of organizing partners may submit a pitch and participate in the bootcamp but will not be eligible for prizes.\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"#bootcamp\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tRegister for Bootcamp\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Sign up for our EdTech Catalyst newsletter!<\/h2>\t\t\n\t\t<p>Be the first to know about upcoming EdTech events hosted by Michigan Virtual and our partners. Stay informed and inspired on the latest trends and developments in education technology\u2013all delivered straight to your inbox. Fill out the form below, and we\u2019ll keep you apprised of the latest and greatest!<\/p>",
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            "path": "\/blog\/how-stress-affects-the-teenage-brain\/",
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            "content": "<!-- wp:paragraph -->\n<p>K-12 students at all levels are experiencing tremendous changes both physically and mentally as they progress toward adulthood. Guiding students through this journey is one of the greatest rewards for educators\u2014but it also presents significant challenges, especially for those who work with adolescents. Experts at the American Academy of Child &amp; Adolescent Psychiatry say brain development accelerates rapidly during the teenage years, but the part of the brain responsible for reasoning matures later than the region that reacts to fear and anxiety. This makes teens and preteens especially susceptible to stress and accounts for their often-impulsive behavior.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moreover, according to recent studies cited by&nbsp;<a href=\"https:\/\/www.health.harvard.edu\/mind-and-mood\/protect-your-brain-from-stress\" target=\"_blank\" rel=\"noreferrer noopener\">Harvard Health Publishing<\/a>, chronic stress can have long-term effects on students\u2019 ability to learn. Coping with excessive amounts of stress on a daily basis can essentially rewire the brain to deal with basic \u201cfight-or-flight\u201d instincts while the memory storage and critical thinking functions that are needed for learning take a back seat. And some researchers say chronic stress can alter the brain\u2019s production of hormones and other chemicals, which may impair emotional control and contribute to the development of depression. In fact, the National Institutes of Health cites peer-reviewed studies of adolescent lab animals indicating significantly more intense and longer-lasting hormonal responses to stress when compared to the reactions of adults.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Sources of Stress for Adolescent Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Even before the coronavirus pandemic ushered in a whole new era of disrupted routines, threats to family livelihoods, and isolation from peers, educators were calling for solutions to ease the ever-increasing amount of stress on their adolescent students. And research backed up what teachers and counselors were observing. For example, a&nbsp;<a href=\"https:\/\/www.pewresearch.org\/social-trends\/2019\/02\/20\/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers\/\" target=\"_blank\" rel=\"noreferrer noopener\">2019 Pew Research Poll<\/a>&nbsp;found that 70% of surveyed teens identified stress as a major problem. Before that, the American Psychological Association\u2019s&nbsp;<a href=\"https:\/\/www.apa.org\/news\/press\/releases\/2018\/10\/generation-z-stressed#:~:text=The%20average%20perceived%20healthy%20level,great%20deal%20of%20stress%E2%80%9D).\" target=\"_blank\" rel=\"noreferrer noopener\">2018 Stress in America\u2122<\/a>&nbsp;survey results included a section on the stressors confronting Generation Z, then ages 15 to 21. Those stressors included gun violence, family separations, and highly publicized sexual harassment and assault cases. About 68% of Gen Z respondents reported being significantly stressed about the nation\u2019s future. And the surveyors concluded that members of Gen Z are far more likely than any previous generation to report their mental health as fair or poor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enter COVID-19 and the stressors that teens experienced over the course of 2020 and 2021.&nbsp;<a href=\"https:\/\/navigate360.com\/surveying-teens-sense-safety-zogby-q2-2021\/\" target=\"_blank\" rel=\"noreferrer noopener\">A survey conducted in April 2021<\/a>&nbsp;by Navigate360 and John Zogby Strategies indicated that stress is taking its toll on teens in multiple ways. For example:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Only 38% of teens are confident that school officials can create an atmosphere of physical and emotional safety in the classroom<\/li><li>Half of teens (49%) and parents (51%) are aware of a classmate or student who was bullied because of their race, sexual orientation or income level<\/li><li>3 in 5 teens (59%) say they know someone who has considered self-harm or suicide, up 3 points from the previous poll conducted in January<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Why Is This Important to Educators?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School administrators can take steps to improve school safety, address bullying, and reduce other stressors that often affect students on campus, but educators will never be able to eliminate the many sources of stress that children and teens face outside of school. A better solution is to give students the tools they need to manage their emotional responses to stress in healthy ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School districts can do just that by integrating an effective social-emotional learning (SEL) curriculum into their classrooms at all K-12 grade levels. SEL enhances academic programs by helping students develop the skills they need to understand diverse perspectives, manage stress, and control impulsive behavior. These are invaluable life skills that not only help students improve their academic performance but also prepare them for career success. In fact, the wide-ranging benefits of SEL have been documented by numerous studies, as listed in this article from&nbsp;<a href=\"https:\/\/www.edutopia.org\/blog\/why-sel-essential-for-students-weissberg-durlak-domitrovich-gullotta\" target=\"_blank\" rel=\"noreferrer noopener\">Edutopia.org<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>An SEL Curriculum for 21st-Century Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Suite360 is an&nbsp;<a href=\"https:\/\/navigate360.com\/evolution-labs-advancing-social-emotional-wellbeing-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">evidence-based social-emotional learning curriculum<\/a>&nbsp;that can help educators continue their academic focus while also teaching the critical life skills that set students up for success. Available from Navigate360, the curriculum is designed for delivery via technology that appeals to the digitally savvy generations of the 21st century. It can be implemented at all educational levels\u2014from preschool through high school and even into adulthood. And it\u2019s based on the SEL framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL), a pioneer in the field. This means the Suite360 SEL curriculum aligns with the&nbsp;<a href=\"https:\/\/casel.org\/sel-framework\/\" target=\"_blank\" rel=\"noreferrer noopener\">five CASEL core competencies<\/a>, which are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Self-awareness<\/li><li>Self-management<\/li><li>Social awareness<\/li><li>Relationship skills<\/li><li>Responsible decision-making<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>SEL is a proven approach that has already led to better student outcomes. For example, interventions that address these CASEL competencies have increased students\u2019 academic performance by 11 percentile points as compared with the performance of students who did not participate in an SEL program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the benefits of our SEL curriculum,&nbsp;<a href=\"https:\/\/info.navigate360.com\/why-suite360s-social-emotional-learning-is-more-important-than-ever\" target=\"_blank\" rel=\"noreferrer noopener\">download \u201cWhy Suite360\u2019s Social-Emotional Learning Is More Important Than Ever.\u201d<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/how-stress-affects-the-brain\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "How Stress Affects the Teenage Brain",
            "excerpt": "K-12 students at all levels are experiencing tremendous changes both physically and mentally as they progress toward adulthood. Guiding students through this journey is one of the greatest rewards for educators\u2014but it also presents significant challenges, especially for those who work with adolescents. Experts at the American Academy of Child &amp; Adolescent Psychiatry say brain...",
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            "id": 67787,
            "path": "\/blog\/3-strategies-for-providing-culturally-responsive-education-to-native-american-students\/",
            "author_id": 32,
            "timestamp": 1642002184,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>\u2026Or listen on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-providing-culturally-responsive-education\/id1551347022?i=1000547654190\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/3i3SRm68sK9xWHaMxeQRsa?si=GFo32YnvSiKVbVdCYQIlQw\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/OTMzZjhkMGItZjIwNS00ODFhLTgyZjItZmE5NjhhYjZmMzRl?sa=X&amp;ved=0CAUQkfYCahcKEwiAiPGoraz1AhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Providing-Culturally-Responsive-Education-to-Native-American-Students-feat--Tan-A-Hoffman-from-JKL-Bahweting-Anishnabe-School-e1cr176\"><em>another platform<\/em><\/a><em>. Alternatively, you can read along with the <\/em><a href=\"https:\/\/otter.ai\/u\/OTlF3ZKWCm51lGn_2sMM77t2WU4\"><em>transcript<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wow! I\u2019m so excited to share with you the first episode of our third season of <a href=\"https:\/\/michiganvirtual.org\/bright\/\">the BRIGHT podcast<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This season, we\u2019re trying something new. Our theme for this season is \u201c3 Strategies.\u201d Basically, what that means is we talk to educators who are experts on a certain topic and ask them to distill their wisdom into the <em>top three things<\/em> they want the rest of us to know.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To kick off Season 3, I have someone really special to introduce to you. Her name is Tan-A Hoffman, and she\u2019s a second-grade teacher at <a href=\"https:\/\/www.jklschool.org\/\">JKL Bahweting Anishnabe School<\/a> and a 2020-21 regional teacher of the year, representing her geographic area in Michigan\u2019s upper peninsula.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>There were many ways that my conversation with Tan-A challenged me to think more deeply.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cLet\u2019s look at our history books,\u201d she said. \u201cIf I\u2019m not from a picture of the 1830s, I am a caricature of myself\u2026 I am Anishinaabe not because of the way I look but because of my heart, the things that I know, and the cultural beliefs that I then follow. So, that\u2019s a big deal. When we think about a classroom, erasing these stereotypes is super important because we are invisible in your classroom.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>We are invisible in your classroom.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This statement lingered in my mind for weeks after our initial conversation. Tan-A has blonde hair and blue eyes. She told me that she didn\u2019t get over her \u201cPocahontas complex\u201d until her early 40s.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAs teachers,\u201d she continued, \u201cit's our responsibility to break down those barriers to help students understand that we are not the past. We are the present\u2026 It\u2019s really important that we educate students on the real American history\u2026 It matters. It matters to me. It matters to the students in my classroom, and it matters to the communities in which they live.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>We are not the past. We are the present.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this episode of <a href=\"https:\/\/michiganvirtual.org\/bright\/\">the BRIGHT podcast<\/a>, Tan-A shares some incredible stories, a brief bit of history, and three strategies for providing culturally responsive education to Native American students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can listen to the full conversation using the audio player above by subscribing to the BRIGHT podcast in your app-of-choice (find us on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/3-strategies-for-providing-culturally-responsive-education\/id1551347022?i=1000547654190\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/3i3SRm68sK9xWHaMxeQRsa?si=GFo32YnvSiKVbVdCYQIlQw\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/OTMzZjhkMGItZjIwNS00ODFhLTgyZjItZmE5NjhhYjZmMzRl?sa=X&amp;ved=0CAUQkfYCahcKEwiAiPGoraz1AhUAAAAAHQAAAAAQAQ\">Google<\/a>, and <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/3-Strategies-for-Providing-Culturally-Responsive-Education-to-Native-American-Students-feat--Tan-A-Hoffman-from-JKL-Bahweting-Anishnabe-School-e1cr176\">more<\/a>) or by reading along in the <a href=\"https:\/\/otter.ai\/u\/OTlF3ZKWCm51lGn_2sMM77t2WU4\">transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/CTsdlrIb-xA\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/CTsdlrIb-xA\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Read: <\/strong><a href=\"https:\/\/www.michigan.gov\/documents\/mdcr\/Anishinaabe_Resource_Manual_736915_7.pdf\">Anishinaabe resource manual<\/a>, created in 2021 by the Confederation of Michigan Tribal Education Departments<\/li><li><strong>Read: <\/strong><a href=\"https:\/\/www.amazon.com\/Culturally-Responsive-Teaching-Brain-Linguistically\/dp\/1483308014\">Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students<\/a> by Zaretta L. Hammond&nbsp;<\/li><li><strong>Watch: <\/strong><a href=\"https:\/\/www.ted.com\/talks\/rita_pierson_every_kid_needs_a_champion?language=en\">Rita Pierson: Every child needs a champion<\/a> (TED Talk)&nbsp;<\/li><li><strong>Watch: <\/strong><a href=\"https:\/\/www.michiganlearning.org\/read-write-roar\/\">Read, Write, ROAR!<\/a>, an English language arts program for kindergarten through third-grade learners hosted on the Michigan Learning Channel and PBS (Tan-A is one of the program\u2019s third-grade teachers!)<\/li><li><strong>Learn: <\/strong><a href=\"https:\/\/cmted.org\/\">The Confederation of Michigan Tribal Education Departments<\/a><\/li><li><strong>Learn: <\/strong><a href=\"http:\/\/miec.org\/about-miec\/resources\/\">Michigan Indian Education Council<\/a><\/li><li><strong>Learn<\/strong>: <a href=\"https:\/\/www.anishinaabemdaa.com\/?fbclid=IwAR1sXtq1VQYdHeb9BY07_fqVIBLf_IqKR69gLAgzMtiot1ymNJMn-Wlb20o#\/\">Anishinaabemdaa<\/a>, a website dedicated to resources about learning Anishinaabemowin, the language of the Anishinaabe nation<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
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            "content": "<!-- wp:paragraph -->\n<p>The Collaborative for Academic, Social, and Emotional Learning (CASEL) found that five core competencies provide the ideal foundation for high-quality social-emotional learning (SEL) curricula. Those competencies include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Based on immense research, CASEL concluded that this systemic approach to the SEL framework was key to establishing unbiased learning environments that enhance students\u2019 social, emotional, and academic needs across all key settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this article, we\u2019re taking a closer look at one of these areas of competence\u2014responsible decision making. This skill helps students develop the ability to not only recognize their impact on others but also identify the differences between good and bad decisions. Building this skill can also influence other CASEL core competencies, like social awareness and relationship skills. As part of an SEL curriculum, responsible decision-making skills can be integrated into schoolwide programs and educators can model strategies for students that encourage independent thinking in various situations. Before diving into SEL strategies for improving student decision-making skills, let\u2019s take a moment to consider the competency\u2019s essential elements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What Are the Elements of Responsible Decision Making?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As stated in CASEL\u2019s SEL framework, responsible decision making refers to one\u2019s \u201cability to make caring and constructive choices across diverse situations.\u201d To develop these skills, K-12 students must be taught how to comprehensively analyze problems by considering ethical implications and evaluating consequences. Other elements of responsible decision making\u2014<a href=\"https:\/\/casel.org\/sel-framework\/\" target=\"_blank\" rel=\"noreferrer noopener\">pulled from CASEL\u2019s interactive SEL framework<\/a>\u2014include the capacity to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Demonstrate curiosity and open-mindedness when faced with a problem<\/li><li>Approach situations logically<\/li><li>Identify solutions for personal and social problems<\/li><li>Anticipate consequences of actions for collective, social, and personal wellbeing<\/li><li>Recognize the usefulness of applying critical thinking skills in all situations<\/li><li>Reflect on individual responsibilities to promote personal, family, and community wellbeing<\/li><li>Evaluate the impact of decisions on a personal, interpersonal, communal, and institutional level<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Essentially, these core elements brand responsible decision making as a lifelong skill\u2014one that all students can apply both now and into adulthood. While teaching students responsible decision-making skills, educators should also consider how adult interactions influence the way kids make decisions. Ideally, SEL strategies should look at how students can be supported in making their own decisions as well as learn from natural consequences. The long-term goal is to help them confidently make responsible and independent choices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>SEL Strategies Educators Can Use to Improve Student Decision-Making Skills<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Here are some SEL tools and strategies that educators can use to foster elements of responsible decision making in the classroom, throughout the school, and within their families and communities:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Personal SEL Reflection<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/schoolguide.casel.org\/resource\/adult-sel-self-assessment\/\" target=\"_blank\" rel=\"noreferrer noopener\">Personal SEL Reflection<\/a>&nbsp;is a CASEL tool designed to help staff assess their personal strengths and promote schoolwide growth across all five CASEL competencies. Through self-reflection exercises, staff can develop strategies to address common themes that require responsible decision-making skills, such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Problem analysis<\/li><li>Identifying solutions<\/li><li>Reflection on impact<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This tool is very effective in group settings where individuals can discuss common themes and develop strategies that support the SEL framework. To get the most out of this activity, educators should think of specific situations relating to each themed statement. This tool also allows educators to collaborate with their colleagues to rate their strengths, compare challenges, and set goals to better utilize their responsible decision-making skills in future situations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Modeling SEL for Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/schoolguide.casel.org\/resource\/modeling-sel-as-a-staff\/\" target=\"_blank\" rel=\"noreferrer noopener\">Modeling SEL<\/a>&nbsp;is another CASEL exercise that staff can adapt schoolwide to demonstrate problem-solving strategies for students. By intentionally modeling positive examples of responsible decision-making skills, staff can seamlessly integrate SEL strategies into the school climate. This modeling activity is also a great opportunity for staff to engage in foundational learning on SEL practices both inside and outside of school. While it\u2019s targeted at students, it can be expanded to include schoolwide considerations for how staff should model adult SEL interactions with other staff members. This includes interactions with community partnerships and families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Establishing School and Family Partnerships<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This CASEL strategy emphasizes the importance of involving families in decisions that affect their children\u2019s learning\u2014a tool that educators can use to promote SEL practices both inside and outside of school. This strategy can be implemented by establishing school and family partnerships that support responsible decision-making skills.&nbsp;<a href=\"https:\/\/schoolguide.casel.org\/resource\/the-casel-guide-to-schoolwide-sel-essentials\/\" target=\"_blank\" rel=\"noreferrer noopener\">CASEL\u2019s Guide to Schoolwide SEL Essentials<\/a>&nbsp;suggests using this strategy to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Organize parent-teacher conferences and meetings that encourage family involvement.<\/li><li>Invite families to join decision-making committees, such as the SEL team, district committee, or school improvement team.<\/li><li>Encourage families to participate when school climate surveys are shared.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Ideally, well-executed SEL programs foster relationships across all key settings to provide students with a conducive learning environment that\u2019s supportive and engaging. And establishing these partnerships within CASEL\u2019s SEL framework is a great way to inspire those connections.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Long-Term Impacts of Teaching Responsible Decision-Making Skills<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A student\u2019s capacity to make constructive decisions will depend on their ability to analyze situations. These decisions will follow them throughout every stage of their lives, affecting the wellbeing of themselves and others. For these reasons, it\u2019s incredibly important that students learn to develop skills that support responsible decision making. And CASEL\u2019s SEL framework is the perfect model for stimulating that growth at every level. By demonstrating correct behaviors through SEL strategies that encourage responsible decision making, educators can help students better analyze situations, reflect on different perspectives, and evaluate consequences\u2014all of which encompasses the five CASEL competencies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you are interested in learning how Navigate360\u2019s Suite360: Student Curriculum aligns with the core competencies outlined by CASEL\u2014including responsible decision making\u2014<a href=\"https:\/\/info.navigate360.com\/suite360-navigate360-casel-brochure\" target=\"_blank\" rel=\"noreferrer noopener\">download our Suite360 a solution of Navigate360 + CASEL brochure<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/strategies-to-help-students-improve-decision-making-skills\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/navigate360.com\/strategies-to-help-students-improve-decision-making-skills\/\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "SEL Strategies Educators Can Use to Improve Decision-Making Skills in K-12 Students",
            "excerpt": "The Collaborative for Academic, Social, and Emotional Learning (CASEL) found that five core competencies provide the ideal foundation for high-quality social-emotional learning (SEL) curricula. Those competencies include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Based on immense research, CASEL concluded that this systemic approach to the SEL framework was key to establishing...",
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            "content": "<!-- wp:paragraph -->\n<p>Student behavior has been a challenge this school year, and teachers have had a hard time focusing on content when constantly dealing with these issues. Tammy Jackson and Mike Dahlinger share some ideas and resources to help make the next semester go a little smoother.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Managing the Classroom During Challenging Times",
            "excerpt": "Student behavior has been a challenge this school year, and teachers have had a hard time focusing on content when constantly dealing with these issues. Tammy Jackson and Mike Dahlinger share some ideas and resources to help make the next semester go a little smoother.",
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            "path": "\/blog\/10-new-years-resolutions-for-teachers-in-2022\/",
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            "content": "<!-- wp:heading {\"level\":4} -->\n<h4><strong>Written by: <\/strong>Holly Boleski &amp; Christy Trombetta<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As you count down from 10 to 1 this new year, help us count from 1 to 10 as we explore 10 new year's resolutions that teachers can take into their classrooms and personal lives in 2022.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because the past few years have been especially challenging for teachers, these resolutions focus on increasing teachers\u2019 happiness and decreasing their stress this year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>1. Shut It Down<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Shut down your computer at the end of the workday and do not open it again until the next workday. It\u2019s ok to let that email or text message you receive after hours sit until the next day.<br><br>Just because you can be easily reached outside of work hours, it doesn\u2019t mean you have to be available 24\/7. Setting these boundaries at work will allow you time to focus on the things that are important to you outside of the classroom and feel recharged and more focused when you start your next workday.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>2. Focus On What Works<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With the introduction of so many new digital tools, it\u2019s easy to get wrapped up in utilizing many in your classrooms. The problem is that we often get lost in everything we\u2019re managing, and maybe even a little bogged down by it all.<br><br>Think of a few tools that work for you and your students, even if they\u2019re old-fashioned, and get rid of the rest. You\u2019ll feel lighter and less stressed with less tools to manage.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>3. Be OK With Failure<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Have you ever seen someone fail at something and bounce right back? Do you wonder how they\u2019re capable of letting go of failure and simply moving forward? These resilient people likely see failure as a growth and learning opportunity and not a dead end.<br><br>Mindset strategies like <a href=\"https:\/\/www.youtube.com\/watch?v=hiiEeMN7vbQ\">Growth Mindset<\/a> and Failing Forward help us understand that by accepting our downfalls and failures and learning from them, we\u2019re likely to be happier with the failure we\u2019re experiencing and maybe even grow to appreciate it.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>4. Fill Your Bucket<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Find time in your life to do something that makes you happy and \u201cfills your bucket.\u201d Read, stroll the aisles of your favorite store, craft, hug someone, look at pictures of puppies online, hug a puppy.<br><br>Even if only for a few minutes, the time we spend doing the things we truly enjoy allows us to re-energize and pay that feeling forward when we need the energy later. After all, you can\u2019t take from an empty bucket.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>5. Take A Breath<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Whether literally or figuratively speaking, the air we breathe or the space we provide ourselves before responding can be life-changing. In moments of stress, take a minute to go outside and breathe in some fresh air. That fresh air can lower blood pressure and heart rate.<br><br>Need more? Have your morning coffee outside (with a warm coat or blanket, of course), take a quick walk around your building, or simply open a window. The same holds true for the figurative breaths we take when responding to stressful situations.<br><br>Instead of jumping to a response, take a moment to pause so you can be sure your response is not just a reaction. You\u2019ll find your responses to be more considerate and level-headed, which can often defuse a tough situation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>6. Be Kind to Yourself<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Do you find yourself complimenting others as you go about your day? We often find it easy to lift others up in this way but can be much harsher when thinking about ourselves. Try not to allow your thoughts about yourself to be overly critical.<br><br>Remember to treat yourself with the same respect and compassion that you show others. Give yourself grace to make mistakes, and don\u2019t expect perfectionism. We are all a work in progress.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>7. Ask for Help<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As teachers, we are really good at encouraging students to ask for help when they need it but often have trouble heeding our own advice. Many teachers are perfectionists by nature and like to do things their way. While there\u2019s nothing wrong with this, it can become overwhelming if you are taking on too much at one time. Give yourself a break once in a while and reach out for help when you need it. In addition, when help is offered to you, don\u2019t feel bad about accepting it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>8. Practice Gratitude<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the simplest things we can do to boost our mental health is to practice gratitude. Take note of the little things you are thankful for throughout your day. When you say \u201cthanks,\u201d consider what you are really grateful for.<br><br>Share your appreciation for others with them. Consider jotting down moments of gratitude in a journal that you can look back on when you need a little reminder of the things that make you smile.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>9. Protect Your Peace<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With social media and numerous media outlets consuming our life, it\u2019s easy these days to hear all the bad and crazy things that happen in our world. Try to recognize where the negativity is coming from and set boundaries that will limit the negativity you let in your life.<br><br>Try turning off the tv while getting ready for work or not checking Twitter before bed. Is it a coworker that you find is bringing you down? Limit the time you spend with them by having lunch together once a week instead of every day. Is a parent constantly calling wanting to talk about their student?<br><br>Try proactively scheduling a weekly meeting instead of being available to them on-demand. The more boundaries you set on this negativity, the better your mental health will be.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>10. Be More Inclusive<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Humans are social beings. We like to be included and have all experienced the not-so-great feeling of being excluded. Even if it doesn\u2019t bother you personally, recognize that others might not feel the same.<br><br>Practice being more inclusive by inviting others to events that you normally wouldn\u2019t, asking a new teacher to lunch, or asking that student who is hard to connect with to help you in class. Even the smallest cues of acceptance\u2014smiling in the hallways, nodding when you agree, or greeting a student by name\u2014go a long way in letting them know you accept them.<br><br>Plus, practicing these behaviors in front of your students is a great way to model inclusiveness for them too!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "10 New Year\u2019s Resolutions for Teachers in 2022",
            "excerpt": "From filling your bucket to creating boundaries, we created these resolutions to guide you during this irregular year.",
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            "path": "\/blog\/how-schools-can-address-individual-student-needs-anxiety-and-depression\/",
            "author_id": 74,
            "timestamp": 1641501780,
            "content": "<!-- wp:paragraph -->\n<p>Everyone experiences anxiety and low points from time to time, including children and teens. But when anxiety becomes excessive, it can disrupt normal function and learning and even require the support of a mental health professional. Similarly, consistent sadness or feelings of disinterest can be signs of depression, which puts kids at risk of self-harm.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Unfortunately, rates of anxiety disorders and depression are high among today\u2019s youth. A whopping&nbsp;<a href=\"https:\/\/www.gigglemagazine.com\/does-my-child-have-too-much-anxiety\/\">30% of adolescents<\/a>&nbsp;experience anxiety disorders, including generalized anxiety disorder and obsessive-compulsive disorder, in their lifetime.&nbsp;<a href=\"https:\/\/www.mhanational.org\/issues\/state-mental-health-america\">Almost 10%<\/a>&nbsp;of today\u2019s youth have severe major depression, and&nbsp;<a href=\"https:\/\/www.mhanational.org\/issues\/2020\/mental-health-america-youth-data\">13% have suffered<\/a>&nbsp;at least one major depressive episode in the past year. Adverse mental health in youth at this scale requires intervention not only by parents and communities, but also\u2014and perhaps most importantly\u2014by schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Growing Problem of Anxiety and Depression<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Anxiety and depression rates in youth have&nbsp;<a href=\"https:\/\/www.cdc.gov\/childrensmentalhealth\/features\/anxiety-depression-children.html\">increased over time<\/a>, and they\u2019re only being worsened by the COVID-19 crisis. Things like social isolation, interruptions in education, and both collective and individual trauma have all combined to raise rates of adverse mental health in students. And the return to in-person learning will add complications to the mix as students struggle to cope with learning loss and a return to school settings that may have changed dramatically.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The fact is that many students don\u2019t have the necessary support in place to help them navigate stressors and other risk factors for mental illness. Both parents and communities are still rebuilding from the fallout of COVID-19, sometimes resulting in a lack of attention to today\u2019s youth mental health right when they need it most. And according to a recent Navigate360\/Zogby Strategies Public Safety and Security survey,&nbsp;<a href=\"https:\/\/navigate360.com\/2021-q1-zogby-safety-poll\/\">56% of teens<\/a>&nbsp;say they know someone who\u2019s considered self-harm or suicide\u2014but only 32% believe their schools are prepared to handle the issue. As you know, school districts and government agencies are doing their best to respond to students\u2019 needs, but it\u2019s challenging to address such a wide variety of issues at such a large scale. That\u2019s why an individualized approach is essential to adopt on a school-wide level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Why an Individualized Approach is Necessary<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s no one-size-fits-all way for schools to provide individualized attention to students. Every student is different, from their distinct mental health needs to how they respond to stressors. Consider the fact, for instance, that things such as development, temperament, and unique experiences&nbsp;<a href=\"https:\/\/www.healthychildren.org\/English\/healthy-living\/emotional-wellness\/Pages\/Helping-Children-Handle-Stress.aspx\">are the foundation<\/a>&nbsp;for students\u2019 stress responses (according to the American Academy of Pediatrics). As a student services professional who deals with scores of different students each day, you see firsthand the variation in these attributes from student to student, leading to vastly different needs across the board.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s also essential to consider each student\u2019s age, socioeconomic circumstances, race, and sexual orientation when addressing anxiety and depression on an individual basis. According to Mental Health America, Black individuals have had the&nbsp;<a href=\"https:\/\/www.mhanational.org\/issues\/state-mental-health-america\">highest average percent<\/a>&nbsp;change over time for anxiety and depression, and Native Americans have had a similar correlation for suicidal ideation. And, of youth surveyed in 2020, almost 36% who reported experiencing frequent suicidal ideation identified as LGBTQ+.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s clear that students need individualized mental health support that addresses their needs as people, not just as students, as Dr. Crystal Ladwig says in the podcast episode&nbsp;<em><a href=\"https:\/\/opportunitythrives.com\/how-districts-are-supporting-sel-needs-right-now\/\">How Districts are Supporting Social Emotional Learning (SEL) Needs Right Now<\/a><\/em>. Investing in students as individuals this way pays off in the long term, leading to better outcomes in all areas of life. Taking the time to talk to students one-on-one, ask how they\u2019re feeling, and address the ways they\u2019ve been impacted by their experiences and COVID-19 is important for gauging individual needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>It might seem difficult to provide this level of support for your students with your current resources. One thing you can do to help the process go more smoothly is to equip your student body as a whole with the tools they need to grow their own social-emotional learning (SEL) skills. With practice in social-emotional learning, students gain valuable skills in self-awareness and social awareness, both of which can help them feel more confident navigating their life experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Why Social-Emotional Learning Matters<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students need to have their basic physical, social, and emotional needs met as individuals before they can truly thrive, and those needs have never been in greater deficit than they are today. The idea that our primary focus in schools should be on these needs before higher-order thinking goals and higher-level academic skills is called \u201cMaslow Before Bloom.\u201d This concept essentially describes that we need to put the horse before the cart, because students can\u2019t thrive academically, socially, or otherwise while they don\u2019t even have their basic needs met\u2014needs which have expanded post-pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You\u2019re not alone in addressing these needs for all students on a more holistic basis. Student services all across the country are grappling with these issues as well. And we at Navigate360 are here to provide our support in the form of comprehensive SEL curriculum that meets students where they are.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Our SEL Curriculum<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While addressing social-emotional learning on an ad hoc basis is better than not doing so at all, a comprehensive, school-wide approach can make a much larger impact. That\u2019s where Navigate360\u2019s SEL curriculum,&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/social-emotional-learning-restorative-curriculum\/\">Suite360<\/a>, comes in. Delivered digitally, our research-based, grade-specific courses help students improve on the Collaborative for Academic, Social, and Emotional Learning (CASEL)\u2019s&nbsp;<a href=\"https:\/\/casel.org\/sel-framework\/\">five core competencies<\/a>\u2014self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, \u2014all of which equip students to manage daily stressors and experiences that could lead to adverse mental health without them. Our SEL curriculum transforms necessary discipline into teaching moments, reducing stress and improving social, emotional, and academic outcomes across the board. When paired with individualized attention, our SEL curriculum can help students meet their basic needs, unlocking their future potential.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Together, we can help reduce anxiety and depression in our nation\u2019s youth\u2014one student at a time. To learn more about Suite360 or to ask any questions, don\u2019t hesitate to&nbsp;<a href=\"https:\/\/navigate360.com\/schedule-a-consultation\/\">schedule a consultation<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/strategies-for-counseling-students-with-anxiety\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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        {
            "id": 67233,
            "path": "\/blog\/how-schools-can-support-social-awareness-and-empathy-in-students-through-sel-curriculum\/",
            "author_id": 74,
            "timestamp": 1641327960,
            "content": "<!-- wp:paragraph -->\n<p>The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social awareness as, \u201cThe ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts,\u201d as well as, \u201cthe capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports..\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Considering how important this concept is, especially in a modern world full of shifting social needs and demographics, it is critical that schools provide a framework for students to develop a sense of social awareness and empathy towards their peers in order to successfully navigate their lives. The key to providing this framework is effectively implemented SEL curriculum.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Why Social Awareness is Important for Modern Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Compared to the generations that have come before them, Gen Z and Gen Alpha are far more racially and ethnically diverse. In fact, according to a&nbsp;<a href=\"https:\/\/www.pewresearch.org\/social-trends\/2020\/05\/14\/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far-2\/\">study<\/a>&nbsp;from the Pew Research Center, the percentage of students who identify as non-Hispanic White has fallen from 82% in 1969 to just 52% in 2019. That represents a radical shift in the ethnic makeup of students and illustrates the need for a recontextualizing of social awareness education to fit the needs and experiences of modern K-12 students. Facing such social diversity, students need guidance to experience and show empathy and develop a sense of social awareness and appreciation for the diversity of their peers and community. That\u2019s especially important for younger students who must also navigate these issues in the online space.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Utilizing SEL to Empower Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although students\u2019 needs are more varied now than ever, there are solutions for schools to address them holistically\u2014like social-emotional learning (SEL). Developed by CASEL, the&nbsp;<a href=\"https:\/\/casel.org\/sel-framework\/\">framework for SEL<\/a>&nbsp;education fosters knowledge, skills, and attitudes across five areas. These core competencies are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Self-awareness<\/li><li>Self-management<\/li><li>Social awareness<\/li><li>Relationship skills<\/li><li>Responsible decision-making<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>All five are key for students to learn and understand both social awareness and empathy, and SEL curriculum utilizes a range of lessons based on enforcing these skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Reaching a Generation of Digital Natives<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s common to hear Gen Z and Gen Alpha students described as \u201cdigital natives\u201d due to their regular and constant access to the internet and computers from a young age. And while these students certainly have plenty of advantages thanks to their digital skills, they also possess radically different needs and expectations than previous generations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For modern students, discussions about race, ethnicity, gender, sexual identity, and other areas that may have been taboo in past generations are now commonplace and ubiquitous. That fact, combined with contemporary problems\u2014like cyberbullying\u2014creates the need for a different type of curriculum that can reach students in a way they can easily understand and contextualize.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Today\u2019s Challenges Require a Modern Approach to SEL Curriculum<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Considering all the challenges facing educators and administrators, it only makes sense that SEL curricula would respond to the needs of current students. That\u2019s where Suite360 comes in. Featuring powerful software for administrators to track results, empowering lesson plans for students, and real-time professional development for teachers, Suite360 is the 21st-century strategy for implementing an SEL curriculum.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Suite360 offers digitally delivered lessons that are presented to students in a format they find relatable and easy to understand. Students throughout K-12 learn with lessons selected by administrators and educators based on their school\u2019s needs and featuring topics and subjects that are most relevant to their students. This way, administrators and educators can respond to the specific needs of their student body and the issues they face.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Improving Social Awareness and Empathy with Suite360<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Strengthening students\u2019 levels of social awareness is one of the core goals of SEL education, and Suite360 provides resources for educators and administrators to accomplish it. All students K-12 will find scaffolded lessons that are aimed at pertinent issues in their lives and informed by CASEL\u2019s framework for successful SEL implementation. That includes vital lessons, like:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Taking others\u2019 perspectives<\/li><li>Recognizing strength in others<\/li><li>Demonstrating empathy and compassion<\/li><li>Showing concern for the feelings of others<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>As students continue their SEL journey and learn more social-emotional skills, they become more adept at recognizing both their own social and emotional needs and those of others. By developing a student\u2019s entire social-emotional understanding broadly, individual skills, like empathy, are also strengthened. During their SEL education, students will continue to improve their social-emotional skills and be better-equipped to assist their peers in their own social-emotional journey, fostering an environment of empathy and understanding that can have positive impacts throughout the school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Connect Students, Parents, and Staff<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Traditionally, one of the most difficult parts of proper SEL implementation was getting all the adults in a student\u2019s life on the same page regarding ongoing lessons and education. With Suite360: Parent and Suite360: Staff, aligning the goals of everyone involved is easier than ever. Suite360: Parent features supporting lessons that give caregivers the tools to reinforce the education their students are receiving. Suite360: Staff provides resources for school staff to contextualize SEL lessons, as well as professional development and support for their own ongoing betterment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Lead Your Students Better with Suite360<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Improving the social awareness and empathy of your students is possible with proper SEL implementation.&nbsp;<a href=\"https:\/\/info.navigate360.com\/suite360-navigate360-casel-brochure\">Download our brochure<\/a>&nbsp;today to learn why SEL is more effective for students when it aligns with the competencies outlined by CASEL, and how Suite360 can help you realize those goals for your school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/how-sel-supports-social-awareness\/\" target=\"_blank\" data-type=\"URL\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social awareness as, \u201cThe ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts,\u201d as well as, \u201cthe capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize...",
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            "path": "\/blog\/the-case-for-districtwide-sel-initiatives\/",
            "author_id": 74,
            "timestamp": 1640713980,
            "content": "<!-- wp:paragraph -->\n<p>After the events of this past year, administrators are reexamining strategies used to address student behavior and improve educational intervention. With students and staff returning in full to classroom environments following a taxing year of stress, isolation and varied learning models, many will need help acclimating. A well-executed curriculum that focuses on integrating social-emotional learning strategies into existing programs will play a key role in supporting this change and student behavioral outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For social-emotional learning (SEL) to be successful, integration needs to happen at every level of the educational system, starting at the district level and funneling down into schools, classrooms, and communities. Through districtwide initiatives\u2014which include prioritizing adult SEL as well as providing ongoing data about SEL implementation and improvements\u2014superintendents can&nbsp;<a href=\"https:\/\/www.casel.org\/wp-content\/uploads\/2017\/11\/District-Key-Insights.pdf\">achieve systemic SEL<\/a>&nbsp;and instill confidence at every level. This establishes a solid social-emotional foundation that supports students and staff in this \u201c<a href=\"https:\/\/info.navigate360.com\/expert-panel-confronting-the-next-normal-with-a-focus-on-mental-health\">next normal<\/a>\u201d. With an emphasis placed on mental well-being, students will be able to better focus on their academics and achieve expected behavioral growth outcomes, such as higher attendance rates, lower suspension rates, and greater social-emotional competency.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Districtwide Collaboration for Systemic SEL Integration<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When districts support the integration of SEL instruction into existing programs, the curriculum becomes more manageable and positive outcomes become more systemic. Even moderate investments in a well-executed SEL program can benefit all settings\u2014the key is collaboration.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2011, the Collaborative for Academic, Social, and Emotional Learning (CASEL) helped districts embed SEL within existing learning programs and align social-emotional strategies with district-level activities. This positive growth model was supported by&nbsp;<a href=\"https:\/\/casel.org\/partner-district\/\">CASEL\u2019s Collaborating Districts Initiative (CDI)<\/a>\u2014a proposal that helped school districts across the country systemically integrate SEL into every work level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Through assessments conducted by the American Institutes for Research (AIR),&nbsp;<a href=\"https:\/\/www.air.org\/sites\/default\/files\/downloads\/report\/When-Districts-Support-and-Integrate-SEL-October-2016.pdf\">district findings from 2012 to 2015<\/a>&nbsp;supported the realization of the CDI within a step-by-step integration method, where district-level activities were successfully organized into four manageable categories:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Cultivate a commitment to the SEL vision by establishing communication and office expertise.<\/li><li>Identify district needs and align resources to support SEL integration.<\/li><li>Support SEL programming instruction through professional development opportunities.<\/li><li>Implement strategies that support the continuous development of SEL programming.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The results of the CDI on academic and behavioral outcomes through AIR\u2019s analysis were undeniable: Districts that participated, sustained growth during all four CDI years and developed capacities to support long-term SEL integration.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>District surveys collected in\u202f<a href=\"https:\/\/casel.org\/partner-districts\/chicago-public-schools\/\">Chicago<\/a>,\u202f<a href=\"https:\/\/casel.org\/partner-districts\/cleveland-metropolitan-school-district\/\">Cleveland<\/a>, and Anchorage during the CDI years also demonstrated positive and consistent trends in the academic and behavioral growth of students. And that includes districts\u2014like&nbsp;<a href=\"https:\/\/casel.org\/partner-districts\/anchorage-school-district\/\">Anchorage<\/a>\u2014where school climate was already showing an upward trajectory.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How Behavioral Outcomes Are Impacted by Well-Executed, Districtwide SEL Programs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Well-executed initiatives, like the CDI, helped promote SEL for all; it made the program achievable in diverse settings.&nbsp;<a href=\"https:\/\/casel.org\/key-findings\/\">CASEL\u2019s key findings<\/a>&nbsp;on the impact of the CDI on students and schools in Anchorage, Chicago, Cleveland,&nbsp;<a href=\"https:\/\/casel.org\/partner-districts\/austin-independent-school-district\/\">Austin<\/a>,&nbsp;<a href=\"https:\/\/casel.org\/partner-districts\/oakland-unified-school-district\/\">Oakland<\/a>, and&nbsp;<a href=\"https:\/\/casel.org\/partner-districts\/metropolitan-nashville-public-schools\/\">Nashville<\/a>&nbsp;showed behavioral improvements in the following categories:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Graduation rates<\/strong>&nbsp;\u2013 In Chicago, rates increased by 15%.<\/li><li><strong>Attendance<\/strong>&nbsp;\u2013 In four out of six districts, findings showed that attendance improved.<\/li><li><strong>Suspensions<\/strong>&nbsp;\u2013 Data showed a decline in suspensions in five districts, where data were collected.<\/li><li><strong>Social and emotional competence<\/strong>&nbsp;\u2013 Based on student and teacher surveys, districts participating in the initiative found that students\u2019 social and emotional competence had improved.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These district assessments also revealed that students felt more connected to their supportive learning communities after the districtwide implementation of the CDI. And that\u2019s an outcome that has continued to influence student behavior and support consistent growth in school environment and culture.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Long-Term Benefits of SEL Programs on Student Behavior<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With regard to adding a districtwide SEL program to curricula, the long-term outcomes\u2014particularly on student conduct, skill level, and academic performance\u2014are proof of the initiative\u2019s practical benefits. These expected outcomes were put to the test by CASEL, where evaluations were performed to gauge the effectiveness of SEL programs when compared to current school services. After the completion of SEL programs, researchers found that 22% fewer students showed conduct problems, 24% showed improved social behaviors as well as lower levels of distress, and 23% showed improved attitudes. Not only were these results in favor of the program\u2019s overall effectiveness, but a 2017 meta-analysis showed that the&nbsp;<a href=\"https:\/\/casel.org\/wp-content\/uploads\/2019\/12\/Practical-Benefits-of-SEL-Program.pdf\">practical benefits of an SEL program<\/a>&nbsp;were ongoing across the board\u2014in some cases, lasting up to 18 years after completion. These long-term benefits of districtwide SEL integration ultimately supported CASEL\u2019s five social and emotional competencies, with particular emphasis on self-management skills and self-awareness. All in all, the positive outcomes on student behavior supported a growth mindset that encouraged better mental health, future successes, and positive relationships.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Join the Districtwide Initiative for SEL Programming<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you\u2019re ready to join the initiative and improve student behavioral outcomes through well-executed SEL strategies, download this&nbsp;<a href=\"https:\/\/info.navigate360.com\/suite360-navigate360-casel-brochure\">Suite360 a Solution of Navigate360 + CASEL brochure<\/a>. With it, you can gain a deeper understanding of how our Suite360 SEL curriculum meets the industry\u2019s highest, most accepted standards through alignment with CASEL.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/the-case-for-districtwide-sel-initiatives\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "The Case for Districtwide SEL Initiatives",
            "excerpt": "After the events of this past year, administrators are reexamining strategies used to address student behavior and improve educational intervention. With students and staff returning in full to classroom environments following a taxing year of stress, isolation and varied learning models, many will need help acclimating. A well-executed curriculum that focuses on integrating social-emotional learning...",
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            "id": 67227,
            "path": "\/blog\/mitigating-the-risk-of-harm-to-self-and-others-on-both-sides-of-bullying\/",
            "author_id": 74,
            "timestamp": 1640108880,
            "content": "<!-- wp:paragraph -->\n<p>Bullying can take many forms\u2014physical, verbal, emotional, and cyber\u2014and has lasting effects on anyone involved. While much of the focus of bullying lands on the victim, and rightly so, it\u2019s also important to consider the person responsible for the behavior: the bully. Both bullies and victims of bullying are at risk.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe literature says clearly that both bullies and victims that are involved in bullying are at risk,\u201d says&nbsp;<a href=\"https:\/\/navigate360.com\/advisoryboard\/scott-poland-ed-d\/\">Dr. Scott Poland<\/a>, an internationally recognized expert on youth suicide who directs the Suicide and Violence Prevention Office at NSU Florida. \u201cNow, we\u2019re never going to be able to show purely a causal relationship because at the foundation of youth suicide is untreated [or] under-treated mental illness and adverse childhood experiences.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With this strong link between bullying and self-harm for both individuals involved in the behavior, school counselors and other personnel must understand this connection so they can screen students for suicidal ideation and provide the right support to meet their needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Suicide Risk in Bullies<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are a variety of reasons why someone might become a bully. In fact, some bullies may have been tormented by others and respond by repeating this behavior to those they perceive as less powerful. These bullies are referred to as bully-victims and may suffer from depression, anxiety, loneliness, and impulsiveness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Let\u2019s focus on bullies, not bully-victims, for a moment. What causes someone to physically or verbally harm others? It can be due to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Wanting to have power, which could be a result of a difficult home life where they may feel powerless<\/li><li>Seeing aggression and violent behavior from adults at home, which students repeat in the school setting<\/li><li>Having low self-esteem, masked by participating in aggressive behavior toward others<\/li><li>Having a prejudice against others due to their race, sexual or gender identity, religion, or special needs<\/li><li>Wanting attention they may be lacking in their home life<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s crucial for school counselors and other personnel to understand these underlying causes of bullying. Treating only the symptoms but not the cause is like continuously cleaning up a spill from a bucket full of water but not patching the hole from which the water came.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s also crucial for school counselors understand how bullying may be a reaction to anxiety, depression, or another mental illness so they can address those behaviors before they escalate into suicide or suicidal ideation. Suicide prevention programs that include suicide screenings and provide mental health resources to students are vital.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Suicide Risk in Victims of Bullying<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research into bullying has often centered on the bullying victim, and for good reason. These students are at&nbsp;<a href=\"https:\/\/www.stopbullying.gov\/bullying\/effects\">increased risk<\/a>&nbsp;of developing mental health issues, substance abuse problems, and suicidal ideation. Being bullied not only impacts a student\u2019s life today but can have ramifications for their future. Students who are bullied are more likely to experience:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Low self-esteem<\/li><li>Decreased academic achievement and school attendance<\/li><li>Depression and anxiety<\/li><li>Changes to their eating and sleeping habits<\/li><li>Difficulty maintaining friendships<\/li><li><a href=\"https:\/\/pediatrics.aappublications.org\/content\/132\/4\/720\">Psychosomatic disorders<\/a>&nbsp;such as stomachaches, headaches, high blood pressure, and skin rashes<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Consider the long-term impact that some of these behaviors can have on students. For example, due to decreased academic achievement and school attendance, a bullied individual may be inclined to drop out of school entirely. Furthermore, a student with increased depression and anxiety may become suicidal. Reporting instances of bullying and speaking frankly with students who are being bullied is the duty of all school personnel, especially school counselors and psychologists. There should be no hesitation in discussing the bullying behavior with them and conducting a suicide screening to give these students the support they need before the bullying leads to even worse outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Mitigating the Risk on Both Sides of Bullying<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>SEL programs and suicide awareness and prevention programs can work in tandem to provide schools with critical resources to help combat bullying. Navigate360\u2019s evidence-based SEL program,&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/social-emotional-learning-restorative-curriculum\/\">Suite360<\/a>&nbsp;provides curricula addressing topics affecting K-12 students today, including bullying prevention. With an evolving library of topics with content scaffolded by grade, Suite360 provides the SEL lessons students need to develop stronger personal and interpersonal skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We also now offer a one-of-a-kind solution to suicide awareness and prevention in schools, called&nbsp;<a href=\"https:\/\/navigate360.com\/safety-solutions\/guide-preventing-suicide\/\">GPS: Guide to Preventing Suicide<\/a>. Developed with Dr. Poland, the foremost expert on the subject, this program incorporates a variety of components crucial to helping educators prevent suicide and self-harm incidents across their schools. It includes:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Suicide awareness and prevention curriculum that exceeds state mandates and guidelines to help staff identify and aid students in crisis<\/li><li>A case management system to help guide staff through the suicide risk and behavioral threat assessment process<\/li><li>Anonymous tip reporting that provides a safe place for students to share concerns, enabling staff to proactively address critical events<\/li><li>Social Sentinel, an ethical approach to social media and email scanning technology that allows school administrators to stay ahead of harmful intentions<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Implementing these programs in tandem ensures schools are not only being proactive about bullying by reaching out to students with suicide risk before escalation occurs, but also that they are providing the social and emotional support that both bullies and victims need. In turn, this leads to a more positive, open learning environment where all students can thrive.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about this topic, download our free guide,&nbsp;<a href=\"https:\/\/info.navigate360.com\/expert-insights-on-youth-suicide-awareness-and-prevention-in-k-12-schools\">Expert Insights on Youth Suicide Awareness &amp; Prevention in K-12 Schools<\/a>. You can also get in touch with Navigate360 to schedule a safety consultation for your school by&nbsp;<a href=\"https:\/\/navigate360.com\/schedule-a-consultation\/\">contacting us today<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>If you or someone you know might be at risk of suicide, call the National Suicide Prevention Lifeline at 800-273-8255, text TALK to 741741 or visit Suicide Prevention Lifeline for additional information.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/mitigating-risk-of-harm-to-self-others-on-both-sides-bullying\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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        {
            "id": 67224,
            "path": "\/blog\/the-importance-of-emotional-intelligence-in-the-future-workforce\/",
            "author_id": 74,
            "timestamp": 1639676580,
            "content": "<!-- wp:paragraph -->\n<p>The world is changing rapidly and how work gets done is evolving. While we have witnessed this evolution over time, the critical nature of emotional intelligence became front and center during the pandemic. To begin&nbsp;<a href=\"https:\/\/www.researchgate.net\/publication\/343262687_An_Association_Between_Emotional_Intelligence_and_Performance_of_Workforce\">developing this essential quality<\/a>&nbsp;in the future workforce, schools can leverage social-emotional learning to teach \u201csoft skills\u201d such as collaboration, critical thinking, problem-solving, and conflict resolution.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What Is Emotional Intelligence?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Emotional intelligence is defined as the ability to manage one\u2019s own emotions and recognize the emotions of their peers. While the study of emotional intelligence can be traced back to 1964, it was Daniel Goleman\u2019s 1995 book,&nbsp;<em>Emotional Intelligence: Why It Can Matter More Than IQ<\/em>, that brought the concept onto the world stage. In his book, Goleman outlines five key traits of a person with strong emotional intelligence skills:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Self-Awareness<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A key first step toward emotional intelligence is to be fully cognizant of one\u2019s emotions, strengths, weaknesses, and values. Self-awareness allows for better decision making and recognition of how actions affect others.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Self-Regulation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Feeling a range of emotions is normal; how we react to them is what is important. Controlling negative feelings and impulses helps people adapt to changing circumstances that are beyond their control.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Social Skills<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Strong social skills, such as the ability to communicate effectively, help emotionally intelligent people improve relationships and build trust among peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Empathy<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A logical result of self-awareness is recognizing emotions in others and understanding their needs. Empathy leads to acceptance of others\u2019 viewpoints and helps hone social and emotional skills, such as conflict resolution.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Motivation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>People who have mastered the above skills are more likely to be productive, effective at their work, and inspirational to their peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How Emotional Intelligence Applies to Roles Across an Organization<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the past, strong social and emotional skills within the workplace were most in-demand for life coaches and counselors. Today, emotional intelligence affects all roles within an organization, including:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Individual Contributors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Employees in all types of organizations must be able to fluidly adapt to change and bring their ideas to the table in a collaborative effort with their colleagues, requiring developed self-awareness and self-regulation skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Customer-Facing Roles<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Practicing strong social and empathy skills can help customer-facing professionals connect with customers on an emotional level, which in turn can strengthen the customer\u2019s relationship with the company and retain their business.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Leadership<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A leader who displays a high level of emotional intelligence can help their team feel valued, trusted, and included, resulting in a more dedicated workforce. Mastery of motivation, empathy, and self-regulation skills are a hallmark trait of every great business leader.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How Emotional Intelligence Prepares Students for the Workplace<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Emotional intelligence is and will increasingly continue to be an important asset for students who are transitioning into the workforce. In fact, according to the Collaborative for Academic, Social, and Emotional Learning (CASEL), which analyzed the results of employer surveys spanning back to 2009, skills learned from social-emotional learning (SEL), such as communication, self-management, problem solving, collaborating with teams, and the ability to make ethical decisions, are a top priority for companies that are recruiting new hires. Let\u2019s revisit the core emotional intelligence competencies listed above and the key skills they help foster in the workforce:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Self-awareness<\/strong>&nbsp;\u2013 Flexibility, innovation, creativity, confidence, openness to growth<\/li><li><strong>Self-regulation<\/strong>&nbsp;\u2013 Works well under pressure, time management, budgeting, can work independently, attention to detail<\/li><li><strong>Social skills<\/strong>&nbsp;\u2013 Strong written and oral communication skills, conflict resolution, meeting clients\u2019 needs, works well with others<\/li><li><strong>Empathy<\/strong>&nbsp;\u2013 Ability to work with colleagues and clients from varying cultural backgrounds, respects individual differences, supervisory skills<\/li><li><strong>Motivation<\/strong>&nbsp;\u2013 Integrity and honesty, ethical decision making, ability to analyze information from different sources, critical thinking and problem solving, civic engagement<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>A Social-Emotional Learning Curriculum to Foster Emotional Intelligence<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another key finding of CASEL\u2019s review of employer surveys is that emotional intelligence skills are not only in high demand, but they\u2019re also the most difficult to find in prospective candidates. This lack of inherent social-emotional skills in younger people can be attributed to an increase in divorce rates of parents, two parents who work full time, isolation caused by the COVID-19 pandemic, and increased use of social media, which requires a different set of skills for interacting with others. Implementing a social-emotional learning curriculum within educational institutions is more important than ever for preparing students for success in their future careers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learn more by downloading the&nbsp;<a href=\"https:\/\/info.navigate360.com\/2021-complete-guide-to-social-emotional-learning\">2021 Complete Guide to Social-Emotional Learning today<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on&nbsp;<strong><a href=\"https:\/\/navigate360.com\/importance-of-emotional-intelligence-in-the-future-workforce\/\" target=\"_blank\" rel=\"noreferrer noopener\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "The Importance of Emotional Intelligence in the Future Workforce",
            "excerpt": "The world is changing rapidly and how work gets done is evolving. While we have witnessed this evolution over time, the critical nature of emotional intelligence became front and center during the pandemic. To begin&nbsp;developing this essential quality&nbsp;in the future workforce, schools can leverage social-emotional learning to teach \u201csoft skills\u201d such as collaboration, critical thinking,...",
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        {
            "id": 67220,
            "path": "\/blog\/the-case-for-sel-how-academic-stress-affects-student-mental-health\/",
            "author_id": 74,
            "timestamp": 1639503600,
            "content": "<!-- wp:paragraph -->\n<p>You\u2019re likely already aware that students today are facing&nbsp;<a href=\"https:\/\/navigate360.com\/2021-q1-zogby-safety-poll\/\">heightened mental health issues<\/a>, including staggering rates of anxiety and depression. A number of factors contribute to adverse mental health for K-12 students, including things such as cyberbullying and peer pressure, but perhaps one of the most prevalent is academic stress. Spanning all age groups and socioeconomic statuses, no student is immune to the pressure of academic performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Academic Pressure Affects Students of All Ages &amp; Situations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Academic stress is often associated with high school students as they prepare for college, but the reality is that younger students experience it as well. Students of all ages have to juggle the pressure to perform well academically with extracurriculars, homework, and standardized testing. And this is true for students in all socioeconomic situations, as well. In fact,&nbsp;<a href=\"https:\/\/www.nap.edu\/catalog\/25466\/vibrant-and-healthy-kids-aligning-science-practice-and-policy-to\">a recent study<\/a>&nbsp;on advancing health equity among American children performed by the National Academies of Sciences, Engineering, and Medicine found that students in \u201chigh-achieving schools,\u201d who commonly come from affluent families, are equally at risk of developing behavioral and mental problems as those living in foster care or poverty, those with incarcerated parents, and recent immigrants. This is essential knowledge for school psychologists, counselors, and administrators in order for them to provide proper mental health support for all of these at-risk individuals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Common Causes of School-Related Stress<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Knowing the most common causes of school-related stress can help you provide distinct mental health support for different students\u2019 unique needs. Researchers have identified the following as the most&nbsp;<a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED536513.pdf\">common contributors<\/a>&nbsp;to school-related stress:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Demanding academic content and excessive homework<\/li><li>High-stakes tests<\/li><li>Pressure from parents and to gain acceptance to prestigious universities<\/li><li>Developmentally inappropriate classrooms<\/li><li>Peer relationships<\/li><li>Lack of preparation<\/li><li>Academic kindergartens<\/li><li>Overbooked schedules<\/li><li>Pressure to maintain high grades and fear of failure<\/li><li>Conflicts with teachers<\/li><li>Transitioning to secondary school<\/li><li>Poor diet and lack of sleep<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>While these are common causes of school-related stress, it\u2019s important to note that every individual responds to stressors in different ways. The American Academy of Pediatrics cites development, experience, and a child\u2019s individual temperament as factors that contribute to a child\u2019s stress response. Age can play a role in&nbsp;<a href=\"https:\/\/www.healthychildren.org\/English\/healthy-living\/emotional-wellness\/Pages\/Helping-Children-Handle-Stress.aspx\">stress response<\/a>, as well; consider how something like a mid-year teacher change would be more stressful for a first-grader than a high school student. While there\u2019s no such thing as a one-size-fits-all approach to mental health support for students, building skills like&nbsp;<a href=\"https:\/\/navigate360.com\/the-complete-guide-to-emotional-learning\/\">social-emotional learning<\/a>&nbsp;(SEL) can help students of all ages and backgrounds handle stress better.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Consequences of Chronic Stress<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Without the right mental health support in place, stress can become chronic, leading to a number of adverse outcomes for students such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Physical illness<\/li><li>Anxiety and depression<\/li><li>Insufficient sleep<\/li><li>Irritability or volatility<\/li><li>Decrease in academic performance<\/li><li>Social withdrawal<\/li><li>Experimentation with drugs and alcohol<\/li><li>Cheating<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Often, these outcomes can create a vicious cycle for students who are already dealing with school-related stressors. For example, decreased academic performance as a result of school-related stress can worsen anxiety, leading to even worse academic outcomes. Insufficient sleep, anxiety, and irritability can also exacerbate the pressures of performing well on high-stakes tests and college interviews. And students often feel this pressure at home just as much as internally or in school. Consider the college admissions scandal termed Operation Varsity Blues, in which 33 parents&nbsp;<a href=\"https:\/\/www.newportinstitute.com\/resources\/mental-health\/academic-pressure\/\">paid more than $25 million<\/a>&nbsp;in bribes to get their kids into top-tier universities\u2014showing the extent of the lengths some parents will take to meet society\u2019s high academic standards for kids.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Fallout of COVID-19<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Unfortunately, school-related stressors have only been worsened by the COVID-19 crisis. Educators across the globe are concerned about learning loss as a result of the pandemic, and rightly so. As students return to in-person learning, they\u2019re having to reckon with this learning loss, leading to added pressure to \u201ccatch up\u201d academically.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 crisis has also exacerbated many of the common causes of school-related stress noted above. For example, some educators assigned excessive homework during virtual learning in order to \u201cmake up\u201d for time spent out of the classroom, or they understandably struggled to teach virtual lessons effectively as they grappled with the pandemic themselves. Despite the realities of the pandemic, students were not exempt from the pressure to maintain high grades, even while dealing with things like limited access to digital devices and internet, sick family members, and poor diet without access to school meals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How to Equip Students to Better Handle Stress<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While schools can certainly take action to reduce causes of school-related stress at the source\u2014revising testing and homework policies, shifting focus from grades to learning\/understanding, and promoting physically healthy behaviors, for example\u2014the reality is that school-related stressors can never be 100% eliminated. As such, every student needs to be taught tools to help them navigate stress as well as other challenges. And one of the most effective tools available is&nbsp;<a href=\"https:\/\/info.navigate360.com\/supporting-health-wellbeing-social-emotional-learning\">building social-emotional learning (SEL) skills<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>How Does SEL Help Relieve Academic Stress?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a framework that helps students manage their emotions, improve their self-awareness, and develop positive self-identities, social-emotional learning is instrumental in reducing academic stress. It\u2019s an essential skill that teaches students how to navigate causes of school-related stress, like peer relationships, changes to environment, and pressure to perform.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fortunately, there are simple ways to implement social-emotional learning curriculum in schools. In addition to school psychologists utilizing SEL strategies during counseling, SEL curriculum can also be implemented district-wide. SEL curriculum provides tangible lessons for students to grow their social-emotional learning skills, resulting in better academic, emotional, and social outcomes. And Navigate360\u2019s research-backed, grade-specific SEL curriculum\u2014Suite360\u2014is delivered digitally, meeting students where they are for maximum learning and understanding.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/info.navigate360.com\/why-suite360s-social-emotional-learning-is-more-important-than-ever\">Click here<\/a>&nbsp;to learn more about our SEL curriculum, or&nbsp;<a href=\"https:\/\/navigate360.com\/schedule-a-consultation\/\">schedule a consultation<\/a>&nbsp;to have your questions answered and get the ball rolling on providing the essential social-emotional learning support students need to navigate their stressors\u2014school-related and otherwise.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This article was originally published on <strong><a href=\"https:\/\/navigate360.com\/how-does-academic-stress-affect-mental-health\/\" data-type=\"URL\" data-id=\"https:\/\/navigate360.com\/how-does-academic-stress-affect-mental-health\/\">Navigate360.com<\/a><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-crisis-snapshot\/\" target=\"_blank\" rel=\"noreferrer noopener\">first blog<\/a> of <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\" target=\"_blank\" rel=\"noreferrer noopener\">this series<\/a> revealed that there has been a growing crisis in teacher recruitment and retention over the last decade across the country. This blog post focuses on the challenges and potential solutions for teacher recruitment and retention in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Challenges of Teacher Recruitment and Retention in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the <a href=\"https:\/\/static1.squarespace.com\/static\/602ea1c3e4b8d4663c414ef1\/t\/60f03be998ba4d74611aae5b\/1626356714617\/Educator+Survey+Findings+2021.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">2021 Launch Michigan educator survey<\/a>, two out of three Michigan educators would not recommend education as a career field. In a recent <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\">MVLRI study on Michigan teachers and administrators\u2019 social and emotional needs<\/a>, nearly two-thirds of teachers surveyed considered leaving their jobs during the 2020\u201321 academic year. Such findings do not signal an enthusiastic and optimistic outlook among teachers about their jobs and the future of education in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So what is the state of teacher recruitment and retention in Michigan? What is keeping teachers from staying in their jobs? What is keeping people from becoming teachers? And what can be done to address these concerns?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the last eight years, a striking trend has emerged in Michigan: the number of enrollments in and completions of teacher preparation programs have been on the decline. Figure 1 reveals that the number of enrollees declined by over 50% between 2013\u201314 and 2016\u201317. In more promising news, the number of enrollees increased roughly 25% between 2017\u201318 and 2019\u201320, but this number is still below the high in 2013\u201314. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, the number of completers of teacher preparation programs has declined by about 50% between 2013\u201314 and 2019\u201320. These data do not reflect how the COVID-19 pandemic has impacted teacher preparation programs. <a href=\"https:\/\/www.nytimes.com\/2021\/03\/27\/us\/covid-school-teaching.html\" target=\"_blank\" rel=\"noreferrer noopener\">Evidence suggests<\/a> that young people are not considering careers in education because of the stresses presented to overworked and underpaid teachers throughout the pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":644,\"height\":397} -->\n<figure class=\"wp-block-image is-resized\"><img src=\"https:\/\/lh3.googleusercontent.com\/VyRN2K85FD0azUaI3EgMQPbfKvS5agyJ8eGHokbxS0YnZ5zbFMfmZfHJm4TUpVYHgRLBIQbrk4yJ8XnQ-y-pOAYLoHoLJpTe40F3iWpUm02cHwsGBQWdjnO6V2WILUCieIxsj_nt\" alt=\"Bar chart reveals number of enrollees in teacher preparation programs in Michigan declined by half between 2013-14 and 2016-17 school years. Number of enrollees increased roughly 25% between 2017-18 and 2019-20 school years. Line shows that the number of completers of teacher preparation programs declined by about 50% 2013-14 and 2019-20.\" width=\"644\" height=\"397\" title=\"Teacher Preparation Program Enrollment in Michigan, 2013-2020\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em><a href=\"https:\/\/www.michigan.gov\/documents\/mde\/SBE_SEP_Presentation_740885_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Superintendent Michael Rice<\/a> revealed Michigan\u2019s general declining enrollments in teacher preparation programs in the last 8 years. Without an adequate number of people enrolling in and completing teacher preparation programs, Michigan\u2019s teacher shortage problem will likely worsen in the future.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p>When examining the student-to-teacher ratio in Michigan between the 2013\u201314 and 2020\u201321 school years (Figure 2), some general promising trends emerge. The number of students per teacher increased from about 14.1 in 2013\u201314 to 15.6 in 2016\u201317. The ratio declined each year from 2016\u201317 to 2020\u201321. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2020\u201321, the ratio was about 13 students per teacher in Michigan. Although these aggregate numbers present an overall improvement in the statewide student-to-teacher ratio, they mask challenges that are observed in specific districts unable to recruit and retain teachers for a variety of reasons, including difficult-to-fill subject areas and a lack of available teachers in particular parts of the state (<a href=\"https:\/\/www.record-eagle.com\/news\/northern-michigan-school-administrators-worry-about-future-of-staffing-in-education\/article_c824c64c-48ce-11ec-aa04-17701fa830da.html\" target=\"_blank\" rel=\"noreferrer noopener\">especially rural parts of the state in northern Michigan<\/a>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"width\":588,\"height\":363} -->\n<figure class=\"wp-block-image is-resized\"><img src=\"https:\/\/lh4.googleusercontent.com\/J2CAdzwCwAuLbGW2KqxIgpAID1DRNNnAU1EWKCJrCHiqaiPo-qrQWSF1CWh1YrChNZLGVqw7lQZC_UNBOpB4e5m04rl6yOT-zbkLXeGbHxe5yWRiX6udompenO3O4-a3AAEuklvu\" alt=\"Bar chart shows student-to-teacher ratio in Michigan between 2013-14 and 2020-21 school years. The number of students per teacher increased from about 14.1 in 2013-14 to 15.6 in 2016-17. The ratio declined each year from 2016-17 to 2020-21. In 2020-21, the ratio was about 13 students per teacher in Michigan.\" width=\"588\" height=\"363\" title=\"K-12 Student-to-Teacher Ratio in Michigan, 2013-2021\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>According to <a href=\"https:\/\/www.mischooldata.org\/staffing-count\/\" target=\"_blank\" rel=\"noreferrer noopener\">MI School Data<\/a>, the ratio of students to teachers in Michigan increased and then decreased in the last eight years. Although this might seem like a promising trend, aggregate\/statewide data may not reveal the teacher shortages found in specific schools and districts.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p>Many people may assume that low salaries have caused a teacher shortage in Michigan (Michigan teachers' average starting salary <a href=\"https:\/\/patch.com\/michigan\/across-mi\/here-s-how-michigan-ranks-teacher-pay\" target=\"_blank\" rel=\"noreferrer noopener\">ranked 33rd nationally in 2017\u201318<\/a>), but the 2021 Launch Michigan survey found that lack of support from lawmakers and policymakers was the top reason for why teachers are dissatisfied and may leave education. This reason was followed by overwhelming workloads and a general lack of respect for education as a profession.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 3<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td><strong>Impact on Career Satisfaction<\/strong><\/td><td><strong>2019<\/strong><\/td><td><strong>2021<\/strong><\/td><\/tr><tr><td>Lack of support from policymakers and politicians<\/td><td>72%<\/td><td>70%<\/td><\/tr><tr><td>Excessive workload<\/td><td>64%<\/td><td>68%<\/td><\/tr><tr><td>Lack of respect for the profession<\/td><td>66%<\/td><td>66%<\/td><\/tr><tr><td>Better salaries in other fields<\/td><td>60%<\/td><td>59%<\/td><\/tr><tr><td>Reductions in retirement benefits<\/td><td>59%<\/td><td>57%<\/td><\/tr><tr><td>Lack of support from parents or the public<\/td><td>47%<\/td><td>53%<\/td><\/tr><tr><td>Reductions in health insurance benefits<\/td><td>56%<\/td><td>52%<\/td><\/tr><tr><td>Excessive paperwork<\/td><td>n\/a<\/td><td>48%<\/td><\/tr><tr><td>Lack of resources to support student learning<\/td><td>51%<\/td><td>44%<\/td><\/tr><tr><td>Lack of support from supervisor<\/td><td>n\/a<\/td><td>36%<\/td><\/tr><tr><td>Lack of flexibility in role or schedule<\/td><td>n\/a<\/td><td>32%<\/td><\/tr><tr><td>Experience during COVID<\/td><td>n\/a<\/td><td>32%<\/td><\/tr><tr><td>Lack of professional development<\/td><td>17%<\/td><td>15%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><em>The <a href=\"https:\/\/static1.squarespace.com\/static\/602ea1c3e4b8d4663c414ef1\/t\/60f03be998ba4d74611aae5b\/1626356714617\/Educator+Survey+Findings+2021.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">2021 Launch Michigan survey<\/a> of 5,133 educators revealed what Michigan teachers think has a significant negative impact on their career satisfaction. Survey responses from a similar survey in 2019 are provided for comparison purposes.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.bridgemi.com\/talent-education\/michigan-education-chief-pushes-reforms-get-more-teachers-classrooms\" target=\"_blank\" rel=\"noreferrer noopener\">A recent Bridge Michigan article<\/a> cited other reasons for an acute shortage of teachers during the 2021\u201322 school year: burnout caused by the constant shifting between online and in-person teaching, worries about contracting COVID-19, and COVID-19 vaccine mandates. These reported reasons have fed into the number of teacher retirements going up by 44% between August 2020 and July 2021 (<a href=\"https:\/\/mea.org\/launch-michigan-educator-survey-results-show-causes-and-potential-solutions-to-educator-shortage\/#:~:text=Launch%20Michigan%2C%20a%20partnership%20of%20business%2C%20education%2C%20labor%2C,the%20state%E2%80%99s%20public%20schools%E2%80%94and%2C%20ultimately%2C%20the%20state%E2%80%99s%20economy.\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Education Association<\/a>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Therefore, the teacher shortage in Michigan is caused by multiple factors, but an underlying theme is a concern about job stability and satisfaction. <a href=\"https:\/\/mea.org\/launch-michigan-educator-survey-results-show-causes-and-potential-solutions-to-educator-shortage\/#:~:text=Launch%20Michigan%2C%20a%20partnership%20of%20business%2C%20education%2C%20labor%2C,the%20state%E2%80%99s%20public%20schools%E2%80%94and%2C%20ultimately%2C%20the%20state%E2%80%99s%20economy.\" target=\"_blank\" rel=\"noreferrer noopener\">Launch Michigan President Adam Zemke succinctly summarized<\/a> the state of teacher recruitment and retention in Michigan: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"When it comes to building Michigan\u2019s workforce for the future, educators are essential. We can\u2019t afford to sit by as retirements spike and enrollment in teacher preparation programs drops precipitously. We are in the midst of a crisis that is growing with each passing year, and the impact of COVID-19 on the profession has exacerbated the trend. As we work to reverse course, it makes tremendous sense for us to begin by asking teachers and other education professionals themselves which elements can do the most to keep them satisfied in their work.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2>Possible Solutions for Michigan\u2019s Teacher Recruitment and Retention Crisis<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Based on the various polls of Michigan teachers cited above, it is evident that teachers do not feel supported by legislators, policymakers, and the general public. To address these concerns, <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/SBE_SEP_Presentation_740885_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">in his November 9 presentation<\/a> to the Michigan State Board of Education, Michigan State Superintendent Michael Rice called for action to fight Michigan\u2019s teacher shortage. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>His presentation of possible solutions largely emphasized financial support, but there are important recommendations to provide social, emotional, and professional support to make teaching a more viable and sustainable career path. Superintendent Rice\u2019s main suggested solutions included the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Increase teacher salaries, especially entry-level salaries<\/li><li>Improve teaching and learning conditions in schools by focusing on teachers\u2019 experiences<\/li><li>Provide accelerated pathways for support staff to become teachers based on local community needs (<a href=\"http:\/\/origin-sl.michigan.gov\/documents\/mde\/Grow_Your_Own_Addressing_Vacancies_and_Shortages_620643_7.PDF\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cGrow Your Own\u201d programs<\/a>)<\/li><li>Reach out to retired and formerly certified teachers to see if they would like to return to teaching through a recertification waiver program (<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-5683_14795_83462-556448--,00.html\" target=\"_blank\" rel=\"noreferrer noopener\">Welcome Back Proud Michigan Educator Program<\/a>)<\/li><li>Provide tuition reimbursement for college students who commit to pursue teaching<\/li><li>Forgive student loans for teachers who are working to pay off student loans<\/li><li>Provide scholarships to high school seniors who aspire and commit to becoming teachers<\/li><li>Revive and strengthen teacher preparation programs in colleges in the Upper Peninsula and northern Lower Peninsula<\/li><li>Support mentoring of new teachers<\/li><li>Ease restrictions on accepting teacher licenses from other states&nbsp;&nbsp;<\/li><li>Simplify the pathway for people who graduated from teacher preparation programs but did not complete all requirements for certification<\/li><li>Expand eligibility for child-care reimbursement for students enrolled in teacher preparatory programs<\/li><li>Provide tuition reimbursement for the legislatively required reading course for certification<\/li><li>Offer stipends to defray living costs during student teaching<\/li><li>Fund district efforts to recruit and retain teachers, such as developing programs that work with students in grades 6-12 who have an interest in teaching<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Michigan Department of Education has also devised a <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Educator_Staffing_Strategic_Plan_612221_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Staffing Strategic Plan<\/a> to offer advice to schools, education preparation programs, and communities on how to recruit and retain teachers. This plan largely centers on building respect for teachers as well as making teachers feel supported and appreciated.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In <a href=\"https:\/\/static1.squarespace.com\/static\/602ea1c3e4b8d4663c414ef1\/t\/60f03be998ba4d74611aae5b\/1626356714617\/Educator+Survey+Findings+2021.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Launch Michigan\u2019s 2021 survey<\/a>, when Michigan educators were asked what changes would show more respect for educators, they cited the following as being impactful:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Increasing educators\u2019 salaries (81%)<\/li><li>Using more input from educators in policy decisions (77%)<\/li><li>Empowering classroom educators with more choice about what and how they teach (67%)<\/li><li>Creating additional supports in and out of school to address problems like poverty and trauma that make it hard for students to learn (64%)<\/li><li>Improving culture and leadership at the building level (57%)<\/li><li>Creating hybrid teaching\/leadership roles to promote career development of teachers without having to leave the classroom (36%)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It cannot be emphasized enough that any recruitment and retention plan should involve teacher input to make sure efforts are aligned with teacher needs and expectations. As President of the American Federation of Teachers (AFT) Michigan David Hecker stated in a <a href=\"https:\/\/mea.org\/launch-michigan-educator-survey-results-show-causes-and-potential-solutions-to-educator-shortage\/#:~:text=Launch%20Michigan%2C%20a%20partnership%20of%20business%2C%20education%2C%20labor%2C,the%20state%E2%80%99s%20public%20schools%E2%80%94and%2C%20ultimately%2C%20the%20state%E2%80%99s%20economy.\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Education Association (MEA) press release<\/a>:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"These survey findings tell us precisely what teachers want\u2014adequate, targeted professional development, fair evaluations that work well, adequate mentoring and support, sufficient compensation and benefits, and a reduction in their non-instructional workload. These are goals we can work together to develop for them.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As was noted in <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-crisis-snapshot\/\" target=\"_blank\" rel=\"noreferrer noopener\">the first blog in this series<\/a>, we are facing a teacher shortage crisis across the country. Whether it\u2019s young people\u2019s dwindling interest in becoming teachers, teacher burnout, or an increase in retirements, it is clear that the future of education in Michigan and beyond requires creative and swift action to recruit and retain quality teachers. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If we don't act now, we risk dire situations where schools may need to close or drastically adjust their school operations (for a discussion of recent examples, see <a href=\"https:\/\/eu.freep.com\/story\/news\/education\/2021\/10\/27\/michigan-schools-staff-closure-virtual\/8552362002\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Detroit Free Press<\/em><\/a> and <a href=\"https:\/\/www.bridgemi.com\/talent-education\/michigan-schools-are-closing-because-staff-shortages-get-used-it\" target=\"_blank\" rel=\"noreferrer noopener\">Bridge Michigan<\/a>). Solutions might require significant time and investment on the part of lawmakers, policymakers, districts, and communities. However, the long-term benefits for students, families, and communities outweigh any worries about the immediate short-term costs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Building on the potential solutions presented in this blog, an upcoming post in <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\" target=\"_blank\" rel=\"noreferrer noopener\">this blog series<\/a> will examine specific successful programs in Michigan to recruit and retain teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The author would like to thank Tracy Gieseking, Kristen DeBruler, Christa Green, and Christopher Harrington from the <em>Michigan Virtual Learning Research Institute<\/em> for their contributions and advice in developing this blog post.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Teacher recruitment and retention in Michigan - Challenges and potential solutions",
            "excerpt": "There is a teacher shortage in Michigan and across the country. Why is there a crisis? What can be done? This second post in a blog series on teacher recruitment and retention focuses on challenges and potential solutions in Michigan.",
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            "path": "\/about\/news\/rfq-k-12-learning-assessment-platform\/",
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            "content": "<!-- wp:paragraph -->\n<p><em>Revised December 10, 2021<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>I.\u00a0 INTRODUCTION<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2122 is requesting Quotes for an assessment authoring and distribution platform that delivers assessments seamlessly to users (students and teachers) and is Learning Management System (LMS) and device agnostic. For the purposes of this document \u201cassessments'' generally refers to quizzes and tests, although platforms that support other types of assignments (e.g. submit a file, discussion forums) are of interest as well. Support for <em>Michigan Virtual<\/em> authored assessments is a requirement, but solutions that also provided pre populated assessment items will be considered as well.&nbsp; The desired platform will support alignment of questions to standards\/competencies, development of assessments from item banks, and meet WCAG 2.0 AA accessibility standards including support for math\/science equations via MathML. Additionally, the platform should meet interoperability standards for QTI and LTI-type access provisioning. By releasing this RFQ, <em>Michigan Virtual<\/em> makes no guarantee of any awards of work to any respondents now or in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>II.&nbsp; &nbsp; BACKGROUND OF <em>MICHIGAN VIRTUAL<\/em><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is a 501(c)(3) organization located in Lansing, Michigan, and was established by the State of Michigan in 1998 to expand the use of learning technologies with a focus to serve Michigan\u2019s K-12 community with quality online instructional services. Today, <em>Michigan&nbsp; Virtual <\/em>offers online courses to students, professional development services to educators, and conducts research in the areas of blended and online learning.&nbsp; <em>Michigan Virtual <\/em>is funded through state and federal grants as well as tuition revenue. <em>Michigan Virtual <\/em>employs nearly 400 people located throughout the United States, with headquarters in Lansing, Michigan. Annual K-12 student enrollments are 40-50K represented by 20-25K students served. Additionally we are a service provider to over 500 schools.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>III.&nbsp; &nbsp; DESCRIPTION OF THE REQUEST<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is seeking quotes for a Software as a Service (SaaS) platform with the capabilities listed below in order to provide these services to K-12 school customers.&nbsp; The COVID 19 pandemic has accelerated the adoption of digital learning across the state. As a result many schools have or are implementing their own learning management systems (LMS).<em> Michigan Virtual<\/em> has an existing content management system, which allows course content to be authored and managed in one location and shared to other LMSs via LTI. We are looking for a similar solution for our assessments in order to author\/manage in a centralized platform and deploy assessments to customers across a variety of LMSs.&nbsp; To this end we have generated a high level list of requirements as outlined. Not all of the requirements need to be met for a solution to be considered.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>IV. REQUIREMENTS<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Vendors are asked to review the <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1IWMv6fuuLAP3gIg5J6PB8sXnugTjKgb-bDHKKjAkQpw\/edit?usp=sharing\">Learning Assessment Platform Requirements<\/a>&nbsp; for this RFQ. Self-rate the proposed software solution and describe the provision for each requirement as part of the Quote submission to <em>Michigan Virtual<\/em>. As noted on the Requirements, please make a copy with view permissions, and submit an electronic and hard copy as part of submitting the quote.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>V. SUBMISSION PROCESS, REQUIREMENTS, CONTENT, AND FORMAT<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to gather useful information and simplify the evaluation process <em>Michigan Virtual <\/em>requires that consistent documentation is provided by all vendors. Please follow the guidelines described below.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>A. Process.<\/strong> The process for selecting an assessment platform solution is described below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>RFQ and Non-Disclosure Agreement (NDA) posting to michiganvirtual.org.<\/li><li>Receipt form vendor of NDA to gain access to the Question and Answer session.<\/li><li>Vendors submit quotes.<\/li><li>Virtual demonstrations for advancing vendors.<\/li><li>Finalist Sandbox provisioning&nbsp;<\/li><li>Reference checks on finalists<\/li><li>Direction determination by <em>Michigan Virtual<\/em> and notice to vendors.<\/li><li>Contracting.<\/li><li>Pilot for Summer Term 2022.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>B. Non-Disclosure Agreement.<\/strong> The NDA is available on the webpage where the RFQ is posted and is linked in the Important Dates section. It guarantees all information provided to us will be treated confidentially.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>C. Quote.<\/strong> Responses to this RFQ are to be organized in the manner and format described below. Any relevant supplemental information should be included as attachments. <em>Michigan Virtual <\/em>is not subject to FOIA. As noted above, all documentation submitted is confidential and will not be disclosed to any parties outside of <em>Michigan Virtual<\/em>.&nbsp; All four sections noted below (from Business Information to Client References) must be included in your quote to be considered a complete submission. More details for each section appear below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong>Business Information<\/strong><ol><li>Describe your business including legal business name, year the business was organized, legal status (corporation, partnership, sole proprietorship, etc.) state of corporation, approximate number of staff in your firm and if you plan to subcontract any of this work.<\/li><li>Provide a brief narrative (no more than one page) that outlines the firm\u2019s strengths and distinguishing skills or capabilities related to your Assessment platform. Include key staff members who will serve on this team, including their credentials, related skill sets, billing rate and level of participation, along with contact information.<\/li><li>Describe your experience serving K12 educational nonprofits and how your assessment platform meets the unique needs of this space.<\/li><\/ol><\/li><li><strong>Requirements Satisfaction. <\/strong>With your proposal, please complete your answers to the<a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1IWMv6fuuLAP3gIg5J6PB8sXnugTjKgb-bDHKKjAkQpw\/edit?usp=sharing\"> Learning Assessment Platform Requirements<\/a> following criteria in the documentation. Use the Notes column to explain your ratings. As noted on the Requirements, please make a copy, with view permissions, and submit an electronic and hard copy as part of submitting a complete final proposal.<\/li><li><strong>Fees<\/strong>. Using the <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1IxEL9kVAmxZuwnElw0ztEZVi1qjzXaUeEhwzNw91Q50\/edit?usp=sharing\">Learning Assessment Platform Quote<\/a> template provided, please document the fees associated with providing the solutions we have described.&nbsp; As noted on the template, please make a copy, with view permissions, and submit an electronic and hard copy as part of submitting a complete final proposal. In the section\u2019s narrative, please also provide the following information:<ol><li>Define \u201cactive user\u201d, License and SLA levels and whether user accounts can be reused.<\/li><li>If your pricing model includes a \u201cperpetual license\u201d describe any additional ongoing costs such as maintenance, help desk support or other typical added cost support over the contract period.&nbsp;<\/li><li>Include for the past three years, the average percentage price change for your product each year in similar sized implementations.<\/li><li>Does your company offer an educational nonprofit discount, and if so, what percentage reduction does this represent?<\/li><li>Include an explanation of your firm\u2019s billing procedures.&nbsp;<\/li><\/ol><\/li><li><strong>Client References. <\/strong>Provide the names and full contact information for a minimum of three clients similar to <em>Michigan Virtual <\/em>with brief case histories of your work for them.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>V. SELECTION CRITERIA<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Only the quotes of vendors with current experience integrating with multiple LMSs and those that have submitted their NDA will be considered. <em>Michigan Virtual<\/em> selection of a vendor to provide an Assessment Platform will consider the factors below:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Fit between vendor\u2019s experience and tool capabilities, and <em>Michigan Virtual<\/em>\u2019s needs.<\/li><li>Experience serving other K12 organizations.<\/li><li>Level and methods of satisfying our Requirements.<\/li><li>Competitiveness and value delivered in proportion to fees proposed.<\/li><li>Quality of references.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It is important to note that <em>Michigan Virtual <\/em>reserves the right to make the Award to the vendor of its choosing, reflective of our understanding of needs, the audiences served and results desired rather than solely based on pricing or other combinations of factors. Further, this RFQ does not obligate <em>Michigan Virtual <\/em>to award any contract. We reserve the right to cancel the RFQ at our discretion.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>VI.&nbsp; RFP QUESTIONS, DUE DATES, CONTACT&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Here are key dates to be aware of for this RFQ process.&nbsp; It is not uncommon for dates to change.&nbsp; Participating vendors will be notified of changes during the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Date<\/th><th>Item<\/th><\/tr><\/thead><tbody><tr><td><strong>Thursday November 18, 2021<\/strong><\/td><td>RFQ is posted to the <em>Michigan Virtual<\/em> website with Non-Disclosure Agreement (NDA)&nbsp;<\/td><\/tr><tr><td><strong>Tuesday, November 30, 2021, 3 - 4 pm&nbsp;<\/strong><\/td><td>L<em>ive Q &amp; A session 3 - 4 pm EST. (Email for invite.)<\/em><\/td><\/tr><tr><td><strong><em>Tuesday, January 4, 2022 Noon EST<\/em><\/strong><\/td><td>Written Quotes due to <em>Michigan Virtual&nbsp;<\/em><\/td><\/tr><tr><td><strong>Tuesday, January 4, 2022<\/strong><\/td><td>Sandbox provisioning. <em>This is the preferred timeline for vendors who have a sandbox<\/em><\/td><\/tr><tr><td><strong>Tuesday &amp; Wednesday, January 11 &amp; 12, 2022<\/strong><\/td><td>Virtual Demonstrations for advancing vendors<\/td><\/tr><tr><td><strong><em>Tuesday - Thursday, February 1-3, 2022<\/em><\/strong><\/td><td>Hold for second round of virtual demonstrations by finalists<\/td><\/tr><tr><td><strong><em>Tuesday - Thursday, February 8-10, 2022<\/em><\/strong><\/td><td>Reference checks on finalists<\/td><\/tr><tr><td><strong><em>Friday, February 18, 2022<\/em><\/strong><\/td><td>Direction Determination. Sandboxes expire<\/td><\/tr><tr><td><strong>Friday, June 3, 2022<\/strong><\/td><td>Initiate Live Pilot<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Please direct all correspondence and questions related to this RFQ and the required elements as indicated below.<strong>&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Email the contact below by November 29, 2021 5 pm EST for access to the Virtual Live Q &amp; A Session on November 30, 2021 from 3 - 4 pm EST.&nbsp;<\/li><li>One (1) electronic copy of your quote with NDA sent by<strong> <\/strong>email to the contact below, and one (1) printed and signed hard copy of your quote no later than Noon EST, <em>Tuesday, January 4, 2022<\/em>. Please note that the submission of the emailed materials will be the measure of on-time delivery rather than the arrival of the printed materials.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The single point of contact for RFQ #11182021:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Julie Force<\/strong><br>Process\/Project Manager<br><em>Michigan Virtual<\/em><br>920 Municipal Way<br>Lansing, MI 48917<br><a>[email protected]<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/11\/RFQ_-Assessment-Platform-.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">K-12 Learning Assessment Platform RFQ<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/2020-21-Non-Disclosure-Agreement.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">2020-21 Non-Disclosure Agreement<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->",
            "title": "RFQ: K-12 Learning Assessment Platform",
            "excerpt": "Revised December 10, 2021 I.\u00a0 INTRODUCTION Michigan Virtual\u2122 is requesting Quotes for an assessment authoring and distribution platform that delivers assessments seamlessly to users (students and teachers) and is Learning Management System (LMS) and device agnostic. For the purposes of this document \u201cassessments&#8221; generally refers to quizzes and tests, although platforms that support other types...",
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        {
            "id": 66107,
            "path": "\/how-to-start-solving-your-toughest-educational-challenges\/",
            "author_id": 65,
            "timestamp": 1636478991,
            "content": "<h1>How to start solving your toughest educational challenges with design thinking<\/h1>\t\t\n\t\t\t<h4>(HINT: The first step may seem counterintuitive)<\/h4>\t\t\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t<p>Have you ever found yourself faced with a complex challenge or problem to solve? It could be a problem that you don\u2019t thoroughly understand yet, or perhaps a problem involving a \u201cmoving target\u201d as the situation evolves. It might be the type of problem that impacts several groups of people within your education community.<\/p><p>If these scenarios sound familiar to you, know that you\u2019re not alone. In the world of education, we often face challenges like these. Some are large-scale \u2014 such as redesigning your district\u2019s curricula \u2014 others are challenges we may tackle on a daily basis \u2014 such as tweaking a lesson plan.\u00a0<\/p><p>In this article, we\u2019ll walk you through the first phase of design thinking called\u00a0<i>\u201c<\/i>immersion\u201d\u00a0and show you how you can use it to start solving your toughest educational challenges.<\/p>\t\t\t\t\n\t\t\t<h3>Creating innovative solutions with design thinking<\/h3>\t\t\n\t\t<p>No matter what scale of challenge you are up against, the process of\u00a0<strong><a href=\"https:\/\/michiganvirtual.org\/blog\/what-is-human-centered-design\/\">human-centered\u00a0<i>design thinking<\/i><\/a><\/strong>\u00a0can help you find a meaningful solution. Especially when dealing with more complex challenges, this approach will not only help bring structure to an otherwise ambiguous feat but will also be more likely to lead you to a positive outcome.<\/p><p>You could spend months or even years studying the concept of \u201cdesign thinking,\u201d but to give you a quick primer, we define this process as:\u00a0<\/p><p><i>An iterative approach to solving a complex challenge while keeping the individuals impacted by the challenge at the center of the solution (that\u2019s where the \u201chuman-centered\u201d part comes in).\u00a0<\/i><\/p><p>The design-thinking process consists of a series of phases that help you determine a solution. You may hear experts using different names to refer to these phases, but in this article, we\u2019ll refer to them as follows:<\/p>\t\t\t\t\n\t\t\t<h5>The Four Stages of the Design-Thinking Methodology<\/h5>\t\t\n\t\t\t\t<h5>\n\t\t\t\t\t\tImmersion\t\t\t\t\t\n\t\t\t\t<\/h5>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tWhere you set the stage for a successful project by clearly defining your objective. In this stage, you will need to compile a list of what you do know and what you don\u2019t know about the challenge at hand.\n\t\t\t\t\t<\/p>\n\t\t\t\t<h3>\n\t\t\t\t\t\tDiscovery &amp; Synthesis\t\t\t\t\t\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tWhere you take the time to answer questions about what you don\u2019t know. You can do this by learning about the needs of people in your education community impacted by your solution.\t\t\t\t\t<\/p>\n\t\t\t\t<h3>\n\t\t\t\t\t\tDesign\t\t\t\t\t\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tWhere you brainstorm a wide variety of solutions to meet your education community\u2019s needs and then prioritize the most promising solutions.\t\t\t\t\t<\/p>\n\t\t\t\t<h3>\n\t\t\t\t\t\tAssessment &amp; Refinement\t\t\t\t\t\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tWhere you get feedback from your education community about the solutions you\u2019ve developed and make iterative changes to create an even more effective solution.\t\t\t\t\t<\/p>\n\t\t<p>Although we depict these stages in a linear fashion above, it\u2019s important to note that these phases may not always follow such a straightforward progression. As you work toward a solution, it\u2019s common to stumble upon opportunities to tweak or improve your process, which may cause you to restart any given phase.\u00a0<\/p><p>Over the next series of articles, we\u2019ll take you through the phases of the design-thinking process, beginning first with <i>immersion<\/i>. We\u2019ll explore how you can practice immersion in your daily work \u2014 no matter how big or small the challenge \u2014 and share some recent examples of how we have used this process to design learning innovations for Michigan schools.\u00a0<\/p><p>We hope the information shared here will help you develop innovative solutions that positively impact your education community back home!<\/p>\t\t\t\t\n\t\t\t<h3>Don\u2019t start with empathy\u2026 The counterintuitive first step of immersion<\/h3>\t\t\n\t\t<p>When solving a complex challenge, your instinct may be first to understand what the people affected by the solution want and need. But design-thinking experts know it\u2019s critical to back up a step first. Before we empathize with our community, we first need to know what questions we should even be asking.\u00a0<\/p>\t\t\t\t\n\t\t\t\t\t<blockquote>\n\t\t\t<p>\n\t\t\t\tIf I had an hour to solve a problem, and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask. For once I know the proper question, I could solve the problem in less than five minutes.\t\t\t<\/p>\n\t\t\t\t\t\t\t<footer>\n\t\t\t\t\t\t\t\t\t\t\t<cite>Albert Einstein<\/cite>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/twitter.com\/intent\/tweet?text=If+I+had+an+hour+to+solve+a+problem%2C+and+my+life+depended+on+the+solution%2C+I+would+spend+the+first+55+minutes+determining+the+proper+question+to+ask.+For+once+I+know+the+proper+question%2C+I+could+solve+the+problem+in+less+than+five+minutes.+%E2%80%94+Albert+Einstein&amp;url=https%3A%2F%2Fmichiganvirtual.org%2Fwp-admin%2Fadmin-ajax.php&amp;via=michiganvirtual\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tTweet\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/footer>\n\t\t\t\t\t<\/blockquote>\n\t\t<p>Albert Einstein once said, \u201cIf I had an hour to solve a problem, and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask. For once I know the proper question, I could solve the problem in less than five minutes.\u201d<\/p><p>As Einstein explains here, knowing the proper questions to ask is 95% of the battle when it comes to researching solutions. You can\u2019t just show up and ask people to talk and expect to walk away with focused insights.\u00a0<\/p><p>Consider the stereotypical therapist scenario where a patient is lying on the couch talking freely about their past. In this situation, the therapist isn\u2019t just blindly listening to their patient. Instead, they are trained to guide the conversation with curated questions that elicit emotional and functional insights into the patient\u2019s problems.\u00a0<\/p><p>It\u2019s ok to let people share openly about their situation, but to craft an efficient \u201cdiscovery activity,\u201d you must first have a well-defined plan with specific learning goals.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"965\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/Peanuts-Comic.gif\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>\u00a0<\/p><p>To discover these insights, you must immerse yourself in three aspects of your challenge:\u00a0<\/p><ol><li style=\"font-weight: 400\">A clear definition of your objective<\/li><li style=\"font-weight: 400\">A compilation of what you already know about the challenge at hand, and<\/li><li style=\"font-weight: 400\">A list of your knowledge gaps<\/li><\/ol>\t\t\t\t\n\t\t\t<h3>How do you know what you don\u2019t know?<\/h3>\t\t\n\t\t<p>It\u2019s often straightforward \u2014 though not necessarily <i>easy <\/i>\u2014 to define your objective and make a list of what you already know about a given challenge. It can be more difficult to formalize a list of your knowledge gaps. How do you know what you don\u2019t know?<\/p><p>To discover your knowledge gaps, you\u2019ll want to first start by creating hypotheses about where you <i>think <\/i>opportunities exist to solve a problem. When coming up with hypotheses, it\u2019s essential to keep a future-focused lens so that the solutions you come up with are relevant for where you\u2019re headed (vs. where you\u2019ve already been).\u00a0<\/p><p>These hypotheses will naturally reveal gaps in your knowledge. For example:<\/p><ul><li style=\"font-weight: 400\">What are the needs of your education community?\u00a0<\/li><li style=\"font-weight: 400\">What features do they find usable and appealing (versus impractical)?<\/li><li style=\"font-weight: 400\">What emotions do they want solutions to evoke?\u00a0<\/li><\/ul><p>Identifying these knowledge gaps will help us form the right questions to understand what is truly valuable to our community.<\/p><p>The process of creating hypotheses can inform your knowledge gaps. To get started, try the following four steps:<\/p>\t\t\t\t\n\t\t\t<h5>1. Review your current knowledge\u00a0<\/h5>\t\t\n\t\t<p>Get started by reviewing the information and data you currently have available around the challenge you\u2019re facing. As you go through this process, consider how this information may be impacted by trends in education that are shaping the industry\u2019s future.\u00a0<\/p><p><b>Example in action: Grouping solutions into categories<\/b><\/p><p>For example, <a href=\"https:\/\/michiganvirtual.org\/research\">our research team<\/a> recently identified the need to re-evaluate our learning solutions \u2014 both those already being used by schools and those in various stages of development\u2014\u00a0 to create a future set of solutions that will be relevant and impactful in a pandemic-affected world.\u00a0<\/p><p>We started by compiling <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\">our current research<\/a> and knowledge around effective blended and online learning practices; however, we made sure to consider this knowledge through a pandemic lens. We recognized that while some in our education community may be ready to snap back to the \u201cway things used to be,\u201d others had established a new baseline \u201cnormal\u201d that they would likely carry into the future.\u00a0<\/p><p>Through this lens, our examination led us to identify four categories of solutions that might have a significant impact on Michigan\u2019s education community:<\/p><ul><li style=\"font-weight: 400\"><b>Learning management system strategies &amp; curriculum content<\/b>, which help educators develop and deliver relevant and engaging content while organizing and storing that content in an easy-to-find way.<\/li><li style=\"font-weight: 400\"><b>Tools to improve effectiveness<\/b>, which create efficiencies, engage students in new ways, and tailor education approaches to individual styles.<\/li><li style=\"font-weight: 400\"><b>Engagement &amp; communication tools<\/b>, which help the education community engage with one another and ensure good communication between members.<\/li><li style=\"font-weight: 400\"><b>Personal &amp; professional development tools<\/b>, which provide access to\/help track career development and education-related achievements made by administrators, teachers, and students<\/li><\/ul><p><b>Apply this step: Analyze your data and forecast trends<\/b><\/p><p>To start addressing <i>your <\/i>challenge, tap into any data or research you or your district have regarding this challenge. This data could include results from surveys to your community, effective practices that people are using, case studies of failed approaches, etc.\u00a0<\/p><p>As you review this information, think about the trends you see happening in your district and the broader education industry. Consider how these shifts may open the opportunity to solve your problem in new ways. Next, it\u2019s time to think about the resources you have available to make new solutions come to life.<\/p>\t\t\t\t\n\t\t\t<h5>2. Critique your current tools and talents <\/h5>\t\t\n\t\t<p>Beyond the knowledge you already possess, you\u2019ll also need to dedicate time to understanding the tools and talents available to deliver on your (eventual) solutions. You\u2019ll need to assess the tools and technology at your disposal and which assets are missing.\u00a0<\/p><p>You also have to be honest about what expertise you or your team already <i>have <\/i>and what types of expertise you\u2019re missing. As you become more informed about what your community needs in the following stages of the design-thinking process, you will be able to identify which tasks are essential and then prioritize how you\u2019ll need to grow your talents and tools<\/p><p><b>Example in action: Designing an online tutoring service<\/b><\/p><p>For example, <a href=\"https:\/\/michiganvirtual.org\/research\">our research team<\/a> recently identified the need to re-evaluate our learning solutions \u2014 both those already being used by schools and those in various stages of development\u2014\u00a0 to create a future set of solutions that will be relevant and impactful in a pandemic-affected world.\u00a0<\/p><p>We started by compiling <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\">our current research<\/a> and knowledge around effective blended and online learning practices; however, we made sure to consider this knowledge through a pandemic lens. We recognized that while some in our education community may be ready to snap back to the \u201cway things used to be,\u201d others had established a new baseline \u201cnormal\u201d that they would likely carry into the future.\u00a0<\/p><p>Through this lens, our examination led us to identify four categories of solutions that might have a significant impact on Michigan\u2019s education community:<\/p><p>Our team applied this step by reassessing our education solutions. We explored solutions across the four key categories to better understand the needs they might fulfill. At the same time, we took a critical look at our resources to investigate whether or not we had the right talent and technologies to execute these solutions.<\/p><p>For example, one of the solutions we examined as part of our \u201cEngagement &amp; communication tools\u201d category focused on providing an online tutoring resource to students. To be effective, we identified that this solution would need to be <i>personalized <\/i>to students and provide them with <i>just-in-time <\/i>support.\u00a0<\/p><p>This realization allowed us to start thinking through which types of staffing and technology might play a role in making such a solution a reality and compare these needs to our currently available resources.<\/p><p><b>Apply this step: Consider local tools, experts, &amp; partners<\/b><\/p><p>As you think through your challenge, consider any specific resources you can tap into to bring your solution to life. These resources might include a digital tool your district uses, a co-worker who is a subject matter expert in a relevant area, or an external partner with whom your district has collaborated.\u00a0<\/p><p>Understanding the resources at your disposal will provide depth as you move to the next step of hypothesizing where your opportunities lie. If you see a gap in the resources available in this step, you may inadvertently uncover new areas of opportunity.<\/p>\t\t\t\t\n\t\t\t<h5>3. Create your hypotheses<\/h5>\t\t\n\t\t<p>Your next step will be to create a brief description of a new area of opportunity that may exist to solve your challenge (a hypothesis). Keep in mind that, at this point, your hypothesis will simply be an anecdotally supported statement. Although it may have sprung from an insight, your hypothesis isn\u2019t based on hard facts yet but is instead derived from personal experience or something you believe is possible.\u00a0<\/p><p>Try starting your hypothesis with, \u201cI think there\u2019s an opportunity to\u2026\u201d or \u201cI think there\u2019s a need for\u2026\u201d.<\/p><p><b>Example in action: Creating a hypothesis for an online tutoring service<\/b><\/p><p>For our initiative, we approached hypothesis generation by reviewing the four categories of objectives through the lens of our new, pandemic-affected world.\u00a0<\/p><p>This process allowed our team to form hypotheses about innovation opportunities that have changed or stayed the same since we initially conceived our solutions. It also allowed us to create hypotheses about new opportunities that now exist or may emerge in the future.<\/p><p>Going back to our example of designing an online tutoring resource for students, we reviewed all the information we had gathered to develop the following hypothesis:<\/p><p><i>We think there\u2019s an opportunity to offer an online \u201cspace\u201d to host tutoring sessions that will account for different learning preferences and various types of course topics.\u00a0<\/i><\/p><p><b>Apply this step: Reflect on the data you gathered in previous steps<\/b><\/p><p>As you start developing your hypotheses, remember to draw on all the information you have gathered so far in the immersion process. This data should include any best practices you have compiled, lessons learned regarding failed solutions, the direction your district or the industry is heading, and internal resources you have available (or recognize that you currently lack). The lessons you learned in these steps will help you to generate your hypotheses.\u00a0<\/p>\t\t\t\t\n\t\t\t<h5>4. Develop your list of knowledge gaps<\/h5>\t\t\n\t\t<p>The final step in this process is where we get to the point of identifying what we <i>don\u2019t<\/i> know. Start by looking at your hypotheses and determining the type of information that will help you validate (or disprove) your hypotheses. How might this information be obtained? These are your knowledge gaps.<\/p><p><b>Example in action: Knowledge gaps for an online tutoring service<\/b><\/p><p>Using the hypotheses we developed for our tutoring service initiative, we created a list of knowledge gaps in our current research that needed to be answered before determining if this concept was indeed a valid opportunity.<\/p><p>This process yielded the following questions:<\/p><ul><li style=\"font-weight: 400\">How are students matched with a tutor (e.g., right skills, personality, learning style)?<\/li><li style=\"font-weight: 400\">Do students have unique tutoring needs for remote classes versus in-person classes?<\/li><li style=\"font-weight: 400\">Could our current learning management systems offer an effective tutoring space?<\/li><\/ul><p>We recognized that not everyone in our community could answer each of the questions we wanted to ask. As we planned to move into the <i>discovery<\/i> phase of the design-thinking process, we knew that some questions would have to be posed to administrators or teachers while others would be more relevant to students and their parents.<\/p><p><b>Apply this step: Ask <\/b><b><i>how <\/i><\/b><b>and <\/b><b><i>why <\/i><\/b><b>questions<\/b><\/p><p>When you\u2019re ready to start creating your list of knowledge gaps, think about asking <i>how-<\/i> and <i>why<\/i>-based questions around each aspect of your hypothesis. By choosing <i>how- <\/i>and <i>why-<\/i>based questions, you help ensure that the information you collect will provide the answers you need to validate, eliminate, or revise your hypothesis.\u00a0\u00a0<\/p>\t\t\t\t\n\t\t\t<h3>Bringing the pieces together<\/h3>\t\t\n\t\t<p>Now that you have a list of your knowledge gaps, you are ready to translate these gaps into actual questions and conduct research to start answering them.<\/p><p>Completing the immersion phase will put you on the right track to solve the complex challenges you routinely face in your role as an educator. As you continue through the design-thinking process, the structure provided by each phase will help you turn what might otherwise seem like an overwhelming task into a highly intentional, step-by-step process. This approach will ultimately help you develop meaningful solutions that will have a positive impact on your community.\u00a0<\/p><p>You may be tempted to skip this first phase of immersion and jump right into asking questions to try to solve the problem at hand. Remember, however, as Einstein said, it\u2019s critical first to ensure you\u2019re asking the <i>right<\/i> questions. Once you know what problem you\u2019re trying to solve, you\u2019ll then be able to start working toward a solution with greater odds of success.<\/p><p>In the following article in this series, we\u2019ll dive into how to transform your list of knowledge gaps into a list of insights that will inform your future solutions.<\/p>\t\t\t\t\n\t\t\t<h2>The best of our current knowledge on digital learning<\/h2>\t\t\n\t\t<p>Our research over the last decade examines and explores educational practices in digital learning, including what works well now and what may be more relevant in the future.<\/p><p><b>Topics explored include:<\/b><\/p><ul><li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/\">Student-centered learning in Michigan K-12 schools<\/a><\/li><li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\">COVID emergency remote learning<\/a><\/li><li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-supporting-teachers\/\">Supporting teachers in virtual learning environments<\/a><\/li><li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/competency-based-education-equitable-learning-for-michigan-students\/\">Competency-based education<\/a><\/li><li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\">Social and emotional needs of Michigan educators<\/a><\/li><li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\">Online learner motivation<\/a><\/li><li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-instructional-support\/\">Student perceptions of online teacher and on-site mentor instructional support<\/a><\/li><li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/\">Supporting students with disabilities in K-12 online and blended learning<\/a><\/li><\/ul><p>You can check out all of the research produced by the <i>MVLRI <\/i>team in our <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\">publications archive<\/a> and on <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\">our blog<\/a>.<\/p>",
            "title": "How to start solving your toughest educational challenges",
            "excerpt": "How to start solving your toughest educational challenges with design thinking (HINT: The first step may seem counterintuitive) Facebook Twitter LinkedIn Have you ever found yourself faced with a complex challenge or problem to solve? It could be a problem that you don\u2019t thoroughly understand yet, or perhaps a problem involving a \u201cmoving target\u201d as...",
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            "content": "<!-- wp:heading -->\n<h2>What is CBE?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-based education (CBE) is a <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\">student-centered<\/a> methodology of instruction that incorporates elements of <a href=\"http:\/\/emis.matem.unam.mx\/journals\/ZDM\/zdm982r2.pdf\">constructivist philosophy<\/a>, <a href=\"https:\/\/www.aeseducation.com\/blog\/what-are-21st-century-skills\">21st Century Skills<\/a> education, and flexible learning models.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is fast becoming adopted by many learning institutions because of its focus on learning useful and applicable skills rather than broad content and an increased emphasis on student responsibility for learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This can mean that students feel like they have to do a lot on their own, and it\u2019s true; in CBE the teacher goes from being the Sage on the Stage to the Guide on the Side.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers act as facilitators of learning and guide the students as they struggle through learning different skills by monitoring their progress and providing feedback as they master each competency.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because this shift in dynamic can be so different for both students and teachers, we have curated a list of tools and resources to use alongside the other blog posts in this series to help equip everyone for success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This list is by no means exhaustive, but it is a great place to look at things all in one place as you either teach or participate in a CBE course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources and tools for teachers<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Resource Name<\/strong><\/td><td><strong>Subject(s)<\/strong><\/td><td><strong>Resource Types<\/strong><\/td><td><strong>Paid or Free<\/strong><\/td><\/tr><tr><td><a href=\"https:\/\/curriculum.eleducation.org\/\"><strong>ELeducation<\/strong><\/a><\/td><td>ELA<br>Life sciences<br>Social studies<\/td><td>Lesson planning tools<br>Texts<br>Professional development<\/td><td>Free<br>Optional Paid Content<\/td><\/tr><tr><td><a href=\"https:\/\/www.oercommons.org\/\"><strong>OER Commons<\/strong><\/a><\/td><td>All<\/td><td>Lesson planning tools<br>Activities<br>Full courses<br>Lectures<br>Texts<\/td><td>Free<br>Optional Paid Content<\/td><\/tr><tr><td><a href=\"https:\/\/www.khanacademy.org\/\"><strong>Khan Academy<\/strong><\/a><\/td><td>All<\/td><td>Lesson planning tools<br>Activities<br>Full courses<br>Lectures<br>Texts<\/td><td>Free<br>Optional Paid Content<\/td><\/tr><tr><td><a href=\"https:\/\/www.okcareertech.org\/educators\/resource-center\/competency-based-education-cbe\"><strong>OKC CBE Resources<\/strong><\/a><\/td><td>General CBE<\/td><td>Lesson planning tools<br>Readings<br>Rubrics<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.globallearninglandscape.org\/\"><strong>Global Learning Landscape<\/strong><\/a><\/td><td>General education tools<\/td><td>Links to platforms, websites,<br>and tech for teachers<\/td><td>Free<\/td><\/tr><tr><td><a href=\"http:\/\/education.com\/\"><strong>Education.com<\/strong><\/a><\/td><td>Math<br>Reading and writing<br>Typing<br>Coding<br>SEL<\/td><td>Lesson Planning Tools<br>Activities<br>Workbooks<br>Texts<br>Songs<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/cubeforteachers.com\/login\"><strong>Cube for Teachers<\/strong><\/a><\/td><td>General education Tools<\/td><td>Various-- teacher made and curated content<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.gonoodle.com\/\"><strong>GoNoodle<\/strong><\/a><\/td><td>ELA<br>Health<br>Math<br>Music<br>Science<br>Social studies<br>Spanish<\/td><td>Lesson planning tools<br>Videos<br>Activities<br>Blog Posts<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.ed.gov\/oii-news\/competency-based-learning-or-personalized-learning\"><strong>US Department of Education<\/strong><\/a><\/td><td>General CBE<\/td><td>Searchable database of CBE programs<br>Overviews of successful programs<\/td><td>Free<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2>Resources and tools for students <\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Resource Name<\/strong><\/td><td><strong>Subject(s)<\/strong><\/td><td><strong>Resource Types<\/strong><\/td><td><strong>Paid or Free<\/strong><\/td><\/tr><tr><td><a href=\"https:\/\/thesciencebank.org\/pages\/froguts\"><strong>Froguts<\/strong><\/a><\/td><td>Biology<\/td><td>Virtual labs<br>Videos<br>Lending library<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.physicsclassroom.com\/Physics-Interactives\"><strong>Physics Interactives<\/strong><\/a><\/td><td>Physics<\/td><td>Interactive simulations<br>Videos<br>Calculator<br>Study tools<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.sciencefriday.com\/\"><strong>Science Friday<\/strong><\/a><\/td><td>General science<\/td><td>Videos<br>Podcasts<br>Articles<br>Activities<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.cellsalive.com\/\"><strong>Cells alive!<\/strong><\/a><\/td><td>Biology<\/td><td>Virtual labs<br>Videos<br>Activities<br>Study tools<br>Presentations<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/ptable.com\/#\"><strong>Interactive Periodic Table<\/strong><\/a><\/td><td>General science<br>Chemistry<\/td><td>Study Tools<br>Videos<br>Printables<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/phet.colorado.edu\/\"><strong>PhET Simulations<\/strong><\/a><\/td><td>Physics<br>Chemistry<br>Math<br>Earth science<br>Biology<\/td><td>Interactive simulations<br>Virtual labs<br>Activities<br>Videos<br>Study tools<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.codecademy.com\/\"><strong>Codeacademy<\/strong><\/a><\/td><td>Computer science<\/td><td>Lessons<br>Coding tasks<br>Coding cheat sheets<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/academicearth.org\/\"><strong>Academic Earth<\/strong><\/a><\/td><td>All subjects<\/td><td>Full courses<br>Lessons<br>Videos<br>Activities<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/www.desmos.com\/\"><strong>Desmos<\/strong><\/a><\/td><td>MathematicsGeneral science<\/td><td>Calculator tools<br>Lessons<br>Assessments<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/betterexplained.com\/\"><strong>Better Explained<\/strong><\/a><\/td><td>MathematicsBasic computer science<\/td><td>Lessons<br>Articles<br>Videos<br>Blog posts<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/prezi.com\/\"><strong>Prezi<\/strong><\/a><\/td><td>Presentation software<\/td><td>Videos<br>Tutorials<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/www.canva.com\/\"><strong>Canva<\/strong><\/a><\/td><td>Presentation software<\/td><td>Videos<br>Tutorials<br>Social media Integrations<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/biteable.com\/\"><strong>Biteable<\/strong><\/a><\/td><td>Presentation software<\/td><td>Tutorials<br>Videos<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/www.ixl.com\/\"><strong>IXL<\/strong><\/a><\/td><td>All subjects<\/td><td>Full courses<br>Lessons<br>Videos<br>Activities<\/td><td>Free<br>Optional paid resources<\/td><\/tr><tr><td><a href=\"https:\/\/www.audacityteam.org\/\"><strong>Audacity<\/strong><\/a><\/td><td>Audio editor<\/td><td>Documentation<br>Tutorials<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.gimp.org\/\"><strong>Gimp<\/strong><\/a><\/td><td>Image editor<\/td><td>Documentation<br>Tutorials<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.openshot.org\/\"><strong>OpenShot<\/strong><\/a><\/td><td>Video editor<\/td><td>Documentation<br>Tutorials<br>Integrations<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/en.wikiversity.org\/wiki\/Wikiversity:Main_Page\"><strong>Wikiversity<\/strong><\/a><\/td><td>All subjects<\/td><td>Full courses<br>Lessons<br>Videos<br>Articles<br>Tutorials<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/www.duolingo.com\/\"><strong>Duolingo<\/strong><\/a><\/td><td>Foreign languages<\/td><td>Full courses<br>Lessons<br>Videos<br>App<\/td><td>Free<br>Optional paid resources<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While CBE is very much different from other types of learning, we hope that the tools listed here will be of help to learners and educators alike.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Remember that part of learning in CBE is productive struggle and persistence, both on the teacher and student sides! Keep going and achieve mastery.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more information on CBE, check out our previous research blogs <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-and-the-classroom-challenges\/\">about classroom challenges and CBE<\/a> and how <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">CBE is designed for student success<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Competency-Based Education Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Thank you for being a part of our Competency-Based Education blog series! Check out additional resources regarding CBE below:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-and-the-classroom-challenges\/\">&nbsp;Competency-based education and the classroom challenges<\/a><\/li><li>&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-and-parents\/\">My child is taking a competency-based course. What should I expect?<\/a><\/li><li>&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/4-differences-between-traditional-teaching-methods-and-competency-based-education\/\">4 differences between traditional teaching methods and competency-based education<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-in-mathematics\/\">&nbsp;Competency-based education in mathematics<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-in-science\/\">&nbsp;Competency-based education in science<\/a><\/li><\/ol>\n<!-- \/wp:list -->",
            "title": "Enter the matrix of competency-based education tools",
            "excerpt": "What is CBE? Competency-based education (CBE) is a student-centered methodology of instruction that incorporates elements of constructivist philosophy, 21st Century Skills education, and flexible learning models.&nbsp; It is fast becoming adopted by many learning institutions because of its focus on learning useful and applicable skills rather than broad content and an increased emphasis on student...",
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            "id": 65872,
            "path": "\/about\/news\/michigan-organization-receives-international-award-for-innovation-in-education-during-pandemic\/",
            "author_id": 2,
            "timestamp": 1635356246,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong> <em>Michigan Virtual<\/em>, a leading online education provider, has been named a winner of the <a href=\"https:\/\/www.innovationleader.com\/strategy-and-governance\/meet-the-2021-impact-award-winners\/1804.article\">2021 Impact Awards<\/a> by <a href=\"https:\/\/www.innovationleader.com\/about-il\">Innovation Leader<\/a>, an unbiased, independent media and events company focused on helping change-makers in large organizations deliver real impact.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cBeing named a 2021 Impact Award winner alongside the prestigious ranks of this year\u2019s and past winners is a testament to the dedication and tenacity of Michigan educators in the face of some of the most difficult challenges we\u2019ve encountered as a society,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cThe work being recognized has continued to evolve to adapt to schools\u2019 changing needs due to the pandemic, and we\u2019re honored to be a part of helping to ensure learning continues in a flexible, supportive, and effective manner for Michigan youth.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Being named a 2021 Impact Award winner alongside the prestigious ranks of this year\u2019s and past winners is a testament to the dedication and tenacity of Michigan educators in the face of some of the most difficult challenges we\u2019ve encountered as a society.\"<\/p><cite>Jamey Fitzpatrick, President &amp; CEO of Michigan Virtual<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Founded by award-winning journalists, Innovation Leader\u2019s annual Impact Awards honor companies that have achieved extraordinary innovation outcomes. <em>Michigan Virtual<\/em> is the only Michigan company to receive this year\u2019s award alongside the other national and international awardees.\u00a0 The 2021 winners include OTP Bank, Reliant (an NRG Company), United Way Worldwide, PwC Germany, USAA and State Farm, <em>Michigan Virtual<\/em>, and Unilever. The applicants were evaluated based on the overall value and impact they have delivered by a panel of judges from major organizations such as Oracle, CME Group, Hain Celestial, Atrium Health, Carhartt, Bose, Peloton, Fidelity Investments, Clorox, and more.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In early March 2020, a small group at <em>Michigan Virtual <\/em>held a week-long design sprint focused on making the non-profit\u2019s online high school courses more flexible so that they could be used by schools for both in-person and remote learning. <em>Michigan Virtual <\/em>did so with school closures due to weather, or absenteeism due to illness, in mind, as COVID-19 had yet to emerge into a full global pandemic \u2014 though by the end of the design sprint, it was apparent that the initiative might be applicable much sooner than the team anticipated. Within days, schools across the country were closing, and in the weeks and months that followed, the project quickly moved from idea to experimentation and feedback to implementation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> historically provided supplemental high school courses, delivered online and taught by a Michigan Virtual teacher. Students were typically from an in-person school and took online classes to supplement their in-person schedule. In response to COVID-19, however, schools quickly became interested in fully online schedules. To meet that need, Michigan Virtual defined a new delivery model, the Whole School model (now referred to as the <a href=\"https:\/\/michiganvirtual.org\/virtual-pathways\/\">Collaborative Partnership Model<\/a>), in which they provided the course content and trained teachers from local schools to deliver courses remotely to their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Among the challenges <em>Michigan Virtual<\/em> overcame:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Engaging with schools and educational leadership and monitoring public health information to determine the potential demand for fully online learning, and the ability of local schools to deliver online learning to their students, given challenges around device and internet availability.<\/li><li>Designing training for local teachers to quickly onboard them into a new online learning platform, a new set of content to teach, and a new method of teaching.<\/li><li>Standing up new processes for sales, finance, customer support, and back-end technical support (student enrollments, schedule changes, assigning teachers, content modifications, etc).<\/li><li>Working with partners and vendors to secure permissions to use course content that<em> Michigan Virtual <\/em>did not own in the new model, ensuring both a full catalog of high school offerings and, for the first time, a full middle school catalog.\u00a0<\/li><li>Doing all of that with a workforce that was 100 percent remote for the first time while running their core programs, which were experiencing record levels of enrollments.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Whole School model was deployed in mid-August 2020. A total of 30 middle and high schools across Michigan were powered by the newly-created model, helping to drive <em>Michigan Virtual<\/em>\u2019s \u201cstudents served\u201d metric up by nearly 20,000 over the prior year. Hundreds of other schools benefited from free course content and training modules made available in response to the pandemic. Feedback, collected continuously throughout the school year through surveys and focus groups with all stakeholders, has been positive. Work is underway to evolve the program as a future-of-learning model with benefits for both in-person and remote learning environments.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan organization receives international acclaim for innovation in education during pandemic",
            "excerpt": "LANSING, Mich. \u2014 Michigan Virtual, a leading online education provider, has been named a winner of the 2021 Impact Awards by Innovation Leader, an unbiased, independent media and events company focused on helping change-makers in large organizations deliver real impact. \u201cBeing named a 2021 Impact Award winner alongside the prestigious ranks of this year\u2019s and...",
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        {
            "id": 65802,
            "path": "\/blog\/cyberbullies-are-everywhere-cyberbullying-signs\/",
            "author_id": 68,
            "timestamp": 1635347327,
            "content": "<!-- wp:heading -->\n<h2>What does a bully look like?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Regina George. Draco Malfoy. Angelica Pickles. Bullies are everywhere. Some are easier to spot than others.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, what does a bully look like?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oftentimes, they\u2019re loud and have an in-charge attitude. Regina smacks her gum dismissively at you; Draco knocks you off your broom; &amp; Angelica steals your cookies. Classic bully moves.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>But bullying in 2021 and in real life can be harder to detect.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For National Bullying Prevention Month, we knew it\u2019d be a good time to share some of the signs and prevention strategies for educators. Our hope is that educators like you relay this information to your students and talk about cyberbullying in the classroom often.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>First, let\u2019s figure out what a bully looks like. The word \u201cbully\u201d can conjure up stereotypical ideas. Let\u2019s scratch that right now.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Chances are the bullies of your youth don\u2019t use quite the same methods as the bullies your students encounter.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A bully can be a manipulator, a conniver, a gaslighter. A bully can be of any sex, gender, race, ethnicity, age. A bully comes in all shapes and sizes and can change course throughout a single interaction. They\u2019re slippery and cunning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And with social media and the internet, bullies can follow students wherever they go.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:spacer {\"height\":30} -->\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\"><strong>Teach students about bullying through this FREE program<\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:spacer {\"height\":30} -->\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Can we really prevent bullying?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Don\u2019t worry. Like anything from unclogging a drain to signing up for insurance benefits (groan), everything is figure-out-able. Bullies are too. Students and educators just have to learn what to look for and then pay attention.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Called \u201ccyberbullying,\u201d this just means bullying that\u2019s happening through any number of digital spaces, from social media to online gaming platforms. It\u2019s the most pervasive and can be the most challenging to notice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But it\u2019s really, really crucial you stay observant.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:separator {\"className\":\"is-style-dots\"} -->\n<hr class=\"wp-block-separator is-style-dots\" \/>\n<!-- \/wp:separator -->\n\n<!-- wp:heading -->\n<h2>Face-to-face bullying vs. cyberbullying<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":65846,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/creative-christians-HN6uXG7GzTE-unsplash-1-1024x683.jpg\" alt=\"\" class=\"wp-image-65846\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>\u201cI've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This popular quote, misattributed to Maya Angelou, pinpoints the difference between face-to-face bullying and cyberbullying.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A malicious Snapchat that\u2019s been screenshot by a student and their peers will make sure that no one forgets what\u2019s said.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are significant <a href=\"https:\/\/www.thebullyproject.com\/which_is_worse_cyber_bullying_or_traditional_bullying\" target=\"_blank\" rel=\"noreferrer noopener\">differences between face-to-face bullying and cyberbullying<\/a>:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Exposure to cyberbullying can be 24 hours a day with no relief.<\/li><li>Cyberbullying can start small and balloon within moments.<\/li><li>A cyberbullying attack can hit a student from multiple angles via multiple platforms and mediums.<\/li><li>Cyberbullies can be completely anonymous.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Cyberbullying vs. trolling<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Are cyberbullies and trolls the same? Not quite.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both are forms of harassment that happen online, and according to one <a href=\"https:\/\/commons.erau.edu\/jdfsl\/vol11\/iss3\/5\/\" target=\"_blank\" rel=\"noreferrer noopener\">research study<\/a>, both cyberbullies and trolls are more extroverted, less agreeable, and have lower self-esteem than those who don\u2019t participate in either cyberbullying or trolling.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Trolls often use comments to cause their mayhem. They target strangers but can harass those they know. Stirring the pot makes them feel powerful, and engaging in offensive arguments is entertainment for trolls.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cyberbullies often know their victim and use various digital means to intimidate, humiliate, threaten, and get revenge.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Put simply, trolls tend to do what they do to gain attention, while cyberbullies do what they do to demean and inflict harm.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both hurt people.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:separator {\"className\":\"is-style-dots\"} -->\n<hr class=\"wp-block-separator is-style-dots\" \/>\n<!-- \/wp:separator -->\n\n<!-- wp:heading -->\n<h2>Does it matter if we spot cyberbullying?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":65847,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/dan-meyers-hluOJZjLVXc-unsplash-1024x683.jpg\" alt=\"Three signs on a metal fence read: Don't give up, You are not alone. You matter. The image is specific to this post and aimed to comfort those who are affected by cyberbullying.\" class=\"wp-image-65847\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Oh yes, it matters. Like, a lot.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are stories every week how cyberbullying results in suicide. Both bullying and suicide are preventable. We\u2014teachers, educators, parents, adults\u2014have an obligation to take notice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s hard when we\u2019re exhausted and busy, but if we don\u2019t, who will?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:spacer {\"height\":41} -->\n<div style=\"height:41px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\/\"><strong>Learn how to prevent adolescent suicide<\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:spacer {\"height\":41} -->\n<div style=\"height:41px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Did you know...<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.mibluesperspectives.com\/2020\/10\/12\/increase-in-cyberbullying-during-covid-19\/\" target=\"_blank\" rel=\"noreferrer noopener\">Cyberbullying increased an estimated 70%<\/a> in the first few months of COVID-19, possibly due to increased stress, isolation, decreased supervision online, and boredom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Twenty percent of middle and high school students <a href=\"https:\/\/nces.ed.gov\/fastfacts\/display.asp?id=719\" target=\"_blank\" rel=\"noreferrer noopener\">report being bullied each year<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who experienced bullying or cyberbullying are nearly <a href=\"https:\/\/www.researchgate.net\/profile\/Sameer-Hinduja\/publication\/327167587_Connecting_Adolescent_Suicide_to_the_Severity_of_Bullying_and_Cyberbullying\/links\/5b850858299bf1d5a72c9030\/Connecting-Adolescent-Suicide-to-the-Severity-of-Bullying-and-Cyberbullying.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">two times more likely <\/a>to attempt suicide.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Signs your student is getting cyberbullied<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you\u2019re an online teacher, it can be challenging to spot a cyberbully. Everyone knows trying to ask a teen about their life even face-to-face can require some stealth strategizing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>First, let\u2019s check out some signs that everyone should know about cyberbullying:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Obsessive checking of texts or social media sites<\/li><li>Withdrawing from family and friends<\/li><li>Frequent headaches, stomach aches, or feeling sick<\/li><li>Difficulty sleeping or frequent nightmares<\/li><li>Declining grades or loss of interest in learning and participating<\/li><li>Sudden loss of friends or avoidance of social situations<\/li><li>Feelings of helplessness or decreased self-esteem<\/li><li>Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide<\/li><li>Avoiding certain social activities and social situations<\/li><li>High anxiety about attending school or riding a school bus<\/li><li>Dropping grades or changes in school performance<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:separator {\"className\":\"is-style-dots\"} -->\n<hr class=\"wp-block-separator is-style-dots\" \/>\n<!-- \/wp:separator -->\n\n<!-- wp:heading -->\n<h2>How to actually spot the signs of cyberbullying<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"id\":65850,\"width\":708,\"height\":262,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/iStock-1151638580-1024x379.jpg\" alt=\"\" class=\"wp-image-65850\" width=\"708\" height=\"262\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Next, let\u2019s look at ways you can start to observe and identify when a student might be experiencing cyberbullying.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>1. Daily check-ins<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Daily check-ins have become a key opportunity to \u201cread the room,\u201d and have become quite popular among online instructors and blended learning teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Types of check-ins<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As all educators know, different approaches might resonate with some students more than others. And because students are human, what worked for them yesterday may not work for them today.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Former middle school teacher, John Spencer, <a href=\"https:\/\/spencerauthor.com\/student-check-ins\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">identifies nine types of check-ins<\/a> ranging from simple short texts via an online chat function to online surveys.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The latter seems to be the most favored among all grades. The perk of surveys is that the technology can help you identify patterns, which ultimately might help you see potential mental health concerns.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Platforms and software to create surveys:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/twitter.com\/Flipgrid\/status\/1244069770468655104\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Flipgrid<\/a><\/li><li><a href=\"https:\/\/education.microsoft.com\/en-us\/resource\/51059d22\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Microsoft Forms<\/a><\/li><li><a href=\"https:\/\/community.canvaslms.com\/t5\/Instructor-Guide\/How-do-I-create-a-survey-in-my-course\/ta-p\/782\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Canvas<\/a><\/li><li><a href=\"https:\/\/jenniferfindley.com\/free-daily-check-in-google-forms-distance-learning\/\">Google Forms<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>SEL pulse check<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Be sure to include questions that target social emotional learning (SEL). Don\u2019t know what SEL is or need a refresh? We offer plenty of <a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_plp_subject_area=social-emotional-learning\" target=\"_blank\" rel=\"noreferrer noopener\">PD courses<\/a> to help.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>(<strong>TIP<\/strong>: If you only take one course, I recommend <a href=\"https:\/\/michiganvirtual.org\/course\/take-care-of-yourself-a-course-in-wellbeing-and-self-care\/\" target=\"_blank\" rel=\"noreferrer noopener\">Take Care of Yourself<\/a>. The old adage of putting your oxygen mask on first is true. You can\u2019t spot a troubled student if your well-being isn\u2019t a priority. Easier said than done, right?)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below are some ways you can measure how your students are doing through SEL pulse checks:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>Use emojis. <\/em>They\u2019re popular for a reason, right? This can be a low-pressure way to understand the emotions of students of all abilities and learning differences.<\/li><li><em>Acknowledge.<\/em> Use specificity if available on the survey platform to acknowledge the emotion depicted from your student\u2019s emoji. Everyone wants to be heard.<\/li><li><em>Ask questions. <\/em>What was the best part of your week? What was the worst part of your week? How much energy do you have today? How have you been sleeping?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>2. <strong>Make anti-cyberbullying part of your classroom<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Cyberbullying permeates all subjects and grades. If your school or district does not have a curriculum focused on cyberbullying, consider adding a few simple measures to your lesson plans.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Remember: If you think cyberbullying doesn\u2019t exist among your students, you probably just haven\u2019t witnessed it because it can be hard to detect.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Use digital resources during class<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Harnessing the power of video to ignite a discussion about cyberbullying can be a great start. Ask your students to practice their digital sleuthing skills and share the resources they uncover. Here\u2019s an excellent animated overview on the subject:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=Jwu_7IqWh8Y\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=Jwu_7IqWh8Y\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Don\u2019t forget discussion questions<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Allow time for students to share their impressions of the video either asynchronously or synchronously. Tackle some key non-emotional concerns addressed in the video about privacy measures the students are taking. Bring this topic up often throughout the year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Assign online lessons<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"id\":65812,\"width\":440,\"height\":125,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/Logo-with-tagline.png\" alt=\"Lime green and teal broken lines that make a heart. To the right there is  teal text that says Michigan Cares: A helping hand for school communities\" class=\"wp-image-65812\" width=\"440\" height=\"125\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>While the video above makes an impact and hopefully discussion can help your students feel safer to share with you, many students will feel more comfortable learning and answering questions in a more private environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The state of Michigan recently funded a robust SEL and mental health program called <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Cares<\/a>. It includes several grade-specific lessons about cyberbullying. Students can be assigned specific lessons and their answers to end-of-lesson questions can be collected and measured.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>3. <strong>Share the signs with students and their families<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The truth is that teachers can only do so much. Families too. It takes a collective effort to spot the signs of a student being cyberbullied.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Share the cyberbullying signs listed earlier in this article with your students and their families a couple times during the school year. Keep this list close by as you engage with students. You never know what might resonate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:separator {\"className\":\"is-style-dots\"} -->\n<hr class=\"wp-block-separator is-style-dots\" \/>\n<!-- \/wp:separator -->\n\n<!-- wp:heading -->\n<h2><strong>What do you do if you suspect cyberbullying?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"id\":65862,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/iStock-1256279257-1024x683.jpg\" alt=\"Illustration of two women. One depicts sadness and the other is holding an umbrella over her. Both are shown as images within cell phones, depicting that their connection is virtual. A navy blue rain cloud appears over the sad woman's head. \" class=\"wp-image-65862\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>If a student discloses that they\u2019re facing cyberbullying, the first step is to acknowledge their experience. Ask \u201cwhat\u201d and \u201chow\u201d questions rather than \u201cwhy.\u201d They felt safe enough with you to share their experience; respect them enough to listen and safeguard their words.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Without a doubt, you must address a student\u2019s claim with your administrators. Each school has its own anti-bullying policies and procedures. Follow them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>What are the cyberbullying laws in Michigan?<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students and their families can now take legal action against cyberbullying. In 2019, a new cyberbullying law, Public Act 457, was enacted in Michigan. <a href=\"http:\/\/www.legislature.mi.gov\/documents\/2017-2018\/publicact\/pdf\/2018-PA-0457.pdf\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Per the law, it is illegal to cyberbully<\/a>. It describes cyberbullying as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Posting a message or statement on the internet about any other person that is intended to put someone in fear of bodily harm or death and expresses an intent to commit violence against the person.&nbsp;<\/li><li>Posting a message or statement with the intent to communicate a threat with the knowledge that it will be viewed as a threat.<\/li><li>Engaging in a pattern of harassing or intimidating behavior.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>If found guilty, a cyberbully can face up to 93 days in jail and\/or up to a $1,000 fine. If a pattern of intimidating is found, more severe consequences might be warranted.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:separator {\"className\":\"is-style-dots\"} -->\n<hr class=\"wp-block-separator is-style-dots\" \/>\n<!-- \/wp:separator -->\n\n<!-- wp:heading -->\n<h2><strong>Conclusion<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s <em>hard <\/em>being a student today. From Instagram envy to Twitter trolling, the world is bigger and can appear meaner than ever.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But, there are educators like <em>you<\/em>. If you\u2019ve read this, it\u2019s clear that you\u2019re already an advocate for students. They need you.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>How to report cyberbullying<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/support.google.com\/youtube\/answer\/2802027\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">How to report abuse on YouTube<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/support.snapchat.com\/en-US\/i-need-help\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">How to report abuse to Snapchat<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/help.instagram.com\/192435014247952\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">How to report abuse on Instagram<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Creating check-ins<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/girlsleadership.org\/wp-content\/uploads\/2020\/09\/Social-Emotional-Check-ins-for-Distance-Learning-copyright-Girls-Leadership.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Social-Emotional Check-ins for Distance Learning<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/schoolguide.casel.org\/uploads\/2018\/12\/CASEL_SEL-3-Signature-Practices-Playbook-V3.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">3 Signature Practices Playbook from CASEL<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learn more about...<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" target=\"_blank\" rel=\"noreferrer noopener\">Cyberbullying and how to support student mental health<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\/\" target=\"_blank\" rel=\"noreferrer noopener\">Adolescent suicide prevention<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/policies\/anti-bullying-policy\/\">Michigan Virtual\u2019s Anti-Bullying Policy<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/course\/solving-classroom-discipline-problems-ii\/\" target=\"_blank\" rel=\"noreferrer noopener\">Classroom management and discipline<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/restorative-justice-101-a-paradigm-shift-in-education\/\" target=\"_blank\" rel=\"noreferrer noopener\">Restorative justice<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/creating-a-supportive-learning-environment-for-online-students-communication-is-key\/\" target=\"_blank\" rel=\"noreferrer noopener\">Creating a supportive online learning environment<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Cyberbullies are everywhere. Do you know how to spot one?",
            "excerpt": "What does a bully look like? Regina George. Draco Malfoy. Angelica Pickles. Bullies are everywhere. Some are easier to spot than others. So, what does a bully look like? Oftentimes, they\u2019re loud and have an in-charge attitude. Regina smacks her gum dismissively at you; Draco knocks you off your broom; &amp; Angelica steals your cookies....",
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            "content": "<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is an equal opportunity employer committed to creating a diverse workforce. We embrace different voices, faces, ideas, and backgrounds and believe human diversity, the seen and unseen, drives innovation and creativity. We are building a <em>culture grounded in a climate<\/em> where everyone feels included, respected, and valued and is comfortable being their full, authentic self.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What we want to achieve over the long-term and how we approach the journey of embracing diversity, equity, and inclusion at <em>Michigan Virtual<\/em> are inextricably linked. Rather than focus on rules, compliance, or rigid dogma of \u201cpolitical correctness,\u201d our approach is growth-oriented: having candid conversations, offering recommendations, creating learning opportunities, inviting focus on ourselves rather than \u201cthem,\u201d and celebrating the learning we do together about our differences.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We believe online delivery models can expand educational opportunities for all learners regardless of their physical traits, religious and cultural beliefs, or personal identity. For more than 20 years,<em> Michigan Virtual<\/em> has played a role in reducing the learning opportunity gap for structurally disadvantaged students. For example, we make available 23 Advanced Placement (AP) courses to better serve the estimated 40 percent of Michigan high schools that do not offer AP courses locally. <em>Michigan Virtual<\/em> believes that all students can achieve at high levels and that equitable learning environments are essential to their success. As Michigan\u2019s largest provider of online professional development services for school personnel, we have also worked to significantly expand statewide access to free and low-cost professional learning on dozens of critical topics such as early literacy, teaching remotely during a pandemic, and social-emotional learning (SEL).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Unfortunately, disturbing inequities continue to leave children of color, LGBTQIA+<strong> <\/strong>students, English language learners, students with special needs, and impoverished children seriously behind in academic achievement. In addition, racism in the United States continues to be a persistent problem that has impacted every aspect of society. The COVID-19 pandemic has helped to further expose critical inequities in public education and widened the disparities. <em>Michigan Virtual<\/em> believes we can and must do more to eliminate barriers that prevent students and educators from participating in equitable and inclusive learning opportunities and environments.In 2019, as an offshoot of its Culture Committee, <em>Michigan Virtual<\/em> established a Diversity, Equity, and Inclusion (DEI) Committee to help guide organization-wide conversations, awareness activities, and training efforts. In addition, the <em>2021-23 Michigan Virtual Strategic Plan<\/em> approved by our Board of Directors includes an imperative new value statement: \u201cEmbrace Diversity, Equity, and Inclusion.\u201d Our journey with diversity, equity, and inclusion is expanding. We will lead by example to elevate our role as an employer of choice and quality educational services provider in the K-12 community.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/what-its-really-like-to-be-an-online-teacher-feat\/id1551347022?i=1000537711678\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/098ygTVT1n3mfSpeXsc5fX?si=Ea-c20FdRw-pKk420qgxXQ&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YjE3MGY0YjYtYTU4MC00Njg0LTgzMmYtOWQ1ZDlmZGQxOTQz?sa=X&amp;ved=0CAUQkfYCahcKEwiovJnP1rbzAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/What-Its-Really-Like-to-Be-An-Online-Teacher-feat--Amy-Smith-from-Michigan-Virtual-e18c57l\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This past year, many teachers got a taste of online teaching for the first time. But while some liked having the ability to work from home, many others expressed a deep longing to be back in the classroom with their students. One teacher <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\">described the transition<\/a> as moving from \u201cteaching in 3D\u201d to \u201cteaching in 2D.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But the truth is that <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\" target=\"_blank\" rel=\"noreferrer noopener\">the way seasoned online learning institutions conduct their virtual classrooms<\/a> looks quite different from what many teachers and students experienced during \u201cemergency remote teaching.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I chat with Amy Smith, a French and health teacher for <em>Michigan Virtual<\/em>, who was recognized as our <a href=\"https:\/\/www.wzzm13.com\/article\/news\/online-teacher-of-the-year-michigan-virtual-whitehall\/69-f6bb08d5-34bd-4474-9ebf-be5dfdf95ebd\" target=\"_blank\" rel=\"noreferrer noopener\">2020 Online Teacher of the Year<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Amy shares her honest insights into:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>A day-in-the-life of an online teacher<\/li><li>How it compares to face-to-face teaching<\/li><li>Three types of students she\u2019s seen thrive in online learning, and<\/li><li>What advice she has for those new to teaching online\u00a0<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Another nugget of wisdom from Amy came up after our interview:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>\u201cThere is an idea I didn\u2019t express fully in our talk. That idea is that simplicity isn\u2019t being lazy; in fact, I think it\u2019s the opposite. Often, these two things can be confused, that busyness or doing a lot of things means we\u2019re being effective, but I\u2019ve found that having the discipline to focus on fewer things allows for being more present in those things, and, therefore, more effective.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>In terms of teaching, this concept can be applied in many ways. So many teachers are stretched thin, and it can be very hard to say \u2018no\u2019 to doing more, but, in fact, concentrating on fewer things but at a deeper level may be just what teachers and students need. When a teacher is focused and present, students notice that and are invited to be focused and present. So, often, less really is more.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> You can listen to our conversation using the audio player above or <a href=\"https:\/\/otter.ai\/u\/oxlAF7hUF-9fnKHgcWNVpLY_LnY\" target=\"_blank\" rel=\"noreferrer noopener\">read the transcript<\/a>.  <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/e6asr5ofSVw\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/e6asr5ofSVw\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Book recommendation from Amy:<\/strong> <a href=\"https:\/\/www.suleikajaouad.com\/book\" target=\"_blank\" rel=\"noreferrer noopener\">Between Two Kingdoms \u2014 Suleika Jaouad<\/a><\/li><li><strong>Related article: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/all-the-things-i-wish-id-known-earlier-about-online-teaching\/\">All the things I wish I knew earlier about online teaching<\/a><\/li><li><strong>Related PD courses:<\/strong> <a href=\"https:\/\/michiganvirtual.org\/remote-teaching\/\" target=\"_blank\" rel=\"noreferrer noopener\">Practical strategies for online &amp; blended teaching<\/a><\/li><li><strong>Related resource: <\/strong><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/teacher-guide\/\" target=\"_blank\" rel=\"noreferrer noopener\">Teacher guide to online learning<\/a><\/li><li><strong>Research report: <\/strong><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\" target=\"_blank\" rel=\"noreferrer noopener\">Key strategies for engaging students in virtual learning environments<\/a><\/li><li><strong>Research report: <\/strong><a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan voices: an in-depth look at the experiences of educators, students, &amp; parents during emergency remote learning<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "What it\u2019s really like to be an online teacher",
            "excerpt": "Meet Amy Smith, recognized as the Michigan Virtual 2020 Online Teacher of the Year, who shares her honest insights into a day-in-the-life of an online teacher, how it compares to face-to-face teaching, and what advice she has for those who are new to teaching in an online environment.",
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            "path": "\/about\/news\/education-leaders-collaborate-to-offer-free-inclusive-learning-support-to-michigan-teachers\/",
            "author_id": 2,
            "timestamp": 1633357016,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 Through a partnership between Michigan Virtual, Michigan State University\u2019s College of Education, and the University of Michigan School of Education, Michigan teachers now have free access to newly developed professional learning content that offers current research and best practices for inclusive teaching and learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMichigan teachers are seeking resources to help them create more inclusive educational environments so that all students can reach their full potential. Working with our partners at the University of Michigan and Michigan State University represents an incredible opportunity to leverage our collective expertise to support our educators, and ultimately, Michigan youth,\u201d said Jamey Fitzpatrick, president and CEO of Michigan Virtual.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan and the nation are working to address systemic racism, a history of oppression, and equality for all regardless of race, gender, sexual orientation, or background. In addition, Michigan teachers, administrators, and support staff face many new challenges as schools strive to serve all student populations during the ongoing COVID-19 pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur approach in these modules is to focus on practices and habits of mind that educators can use to disrupt the inequities that have intensified since the emergence of COVID-19,\u201d said Elizabeth Moje, dean of the University of Michigan School of Education. \u201cGuided by the urgent needs expressed by fellow educators, we go beyond typical professional development offerings to provide resources for creating inclusive learning experiences, whether the classroom environment is virtual, hybrid, or in person.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The 14 modules in this new series will leverage the latest research and best practices for serving various special populations in face-to-face and remote settings and cover several important topics designed to promote inclusive teaching and learning, including social-emotional learning and trauma-informed education. These modules are being provided for free thanks to $1.4 million in federal funding for Michigan, as part of the Coronavirus Aid, Relief, and Economic Security (CARES) Act.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regarding the benefits of the content, Bryan Beverly, director of the Office of K-12 Outreach at Michigan State University and liaison for the project, stated:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI\u2019m excited for educators to engage in this new learning and hope that it strengthens their understanding of content areas, offers innovative approaches for connecting with students, and provides reflection opportunities about their practice as school and classroom leaders!\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Multiple educational roles, including school administrators, educators, counselors, and other support staff, will benefit from these courses. The modules provide between 5-10 hours of instruction each, and upon completion, educators will be awarded State Continuing Education Clock Hours (SCHECHs).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The listing of modules include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Anti-Racism and Social Justice Teaching and Leadership<\/li><li>Teaching Transition Skills to Students with Disabilities<\/li><li>Intensive Social Intervention for Elementary School Students with Autism Spectrum Disorder<\/li><li>Promoting Success for Students with Disabilities through Family-School Partnerships<\/li><li>How Can Project-Based Learning Support Elementary School Students in \u201cFiguring Out\u201d Science?<\/li><li>How Can Project-Based Learning Support Secondary Students in \u201cFiguring Out\u201d Science?<\/li><li>Social-Emotional Learning: Equity Elaborations<\/li><li>Social-Emotional Learning: Assessment Mechanisms<\/li><li>Social-Emotional Learning: Adult SEL and Self-Care<\/li><li>Social-Emotional Learning: Integrating SEL with MTSS<\/li><li>Inquiry-Based Learning in Secondary Science Education<\/li><li>Inquiry-Based Learning in Secondary Mathematics Education<\/li><li>Equity in Online Learning for Multilingual Students<\/li><li>Anti-Racist Trauma-Informed Practice in PreK-12 Education<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For more information or to view the modules, visit <a href=\"https:\/\/michiganvirtual.org\/geer-grant\">michiganvirtual.org\/geer-grant<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Education leaders collaborate to offer free inclusive learning support to Michigan teachers",
            "excerpt": "LANSING, Mich. \u2014 Through a partnership between Michigan Virtual, Michigan State University\u2019s College of Education, and the University of Michigan School of Education, Michigan teachers now have free access to newly developed professional learning content that offers current research and best practices for inclusive teaching and learning. \u201cMichigan teachers are seeking resources to help them...",
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        {
            "id": 64978,
            "path": "\/blog\/schools-leaders-support-teachers-student-centered-learning\/",
            "author_id": 59,
            "timestamp": 1633018500,
            "content": "<!-- wp:paragraph -->\n<p>In June of 2021, we published the report <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/#Why\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning in Michigan K-12 Schools: Factors That Impact Successful Implementation<\/a>. This study aimed to capture the ways in which Michigan schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To inform the report, we interviewed teachers and both building- and district-level administrators from five Michigan school districts: <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>, <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, <a href=\"https:\/\/www.oxfordschools.org\/\">Oxford Community Schools<\/a>, <a href=\"https:\/\/www.portlandk12.org\/index.aspx\">Portland Public Schools<\/a>, and the <a href=\"https:\/\/www.clkschools.org\/index.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a>. These school districts belong to a larger network of districts that are early adopters of <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a> called the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp (MiCoOp)<\/a>, which is led by Lisa Sitkins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This mini-series <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/student-centered-learning-in-michigan-k-12-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Student-Centered Learning in Michigan K-12 Schools<\/em><\/a>\u2014which is part of our larger <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning blog series<\/a>\u2014is meant to accompany the report and further explore the practical implications of the research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, the mini-series celebrates these schools as well as other K-12 schools throughout the state of Michigan who continue to work toward implementing student-centered learning models that include elements of digital learning, personalization, and <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">competency-based learning progressions<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We\u2019ve explored <a href=\"https:\/\/michiganvirtual.org\/blog\/why-are-schools-making-learning-student-centered\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>why <\/em>schools are making learning student-centered<\/a> as well as <em>how<\/em>\u2014by <a href=\"https:\/\/michiganvirtual.org\/blog\/providing-voice-and-choice\/\" target=\"_blank\" rel=\"noreferrer noopener\">providing voice and choice<\/a>, by <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-approach-to-scl\/\" target=\"_blank\" rel=\"noreferrer noopener\">taking a competency-based approach<\/a>, and by <a href=\"https:\/\/michiganvirtual.org\/blog\/monitoring-student-needs-and-progress\/\" target=\"_blank\" rel=\"noreferrer noopener\">monitoring student needs and progress<\/a>. We\u2019ve also described <a href=\"https:\/\/michiganvirtual.org\/blog\/challenges-opportunities-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">challenges and opportunities<\/a> schools may encounter along the way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this final post, we share and discuss ways that school leaders can support teachers as they make the shift towards student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Create a vision for the district<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order for any school district initiative to be successful, a well-thought-out vision developed over time with input from all relevant stakeholders should be clearly communicated to staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/school-leader-insights\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Leader Insights<\/a> blog series provides guidance and advice focused on developing and supporting digital learning programs, the advice pertains to developing any vision\u2014technology-related or not. The authors stress the importance of starting with the \u201cwhy,\u201d developing a <em>shared <\/em>vision, and ensuring there is motivation for those making the change.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Starting with the end in mind or the \u201cwhy\u201d by creating a <a href=\"https:\/\/portraitofagraduate.org\/\">Portrait of a Graduate<\/a> can help school leaders consider what their vision is for learning when it is truly student-centered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With teacher and community input, many school districts have begun developing their own Portrait of a Graduate, a vision for the district that visually explains the knowledge, skills, and qualities a graduate will need to demonstrate mastery throughout their education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s a statement of ambition for <em>all students<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A clear focus or vision from district administration can help to support teachers and other administrators move forward with student-centered learning as it helps to communicate the bigger picture.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-1316630723.jpg\",\"id\":63563,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.44\",\"y\":\"0.40\"},\"align\":\"full\",\"jetEngineDynamicData\":[]} -->\n<div class=\"wp-block-cover alignfull\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim-60 has-background-dim\"><\/span><img class=\"wp-block-cover__image-background wp-image-63563\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-1316630723.jpg\" style=\"object-position:44% 40%\" data-object-fit=\"cover\" data-object-position=\"44% 40%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> Starting with the end in mind or the \u201cwhy\u201d by creating a Portrait of a Graduate can help school leaders consider what their vision is for learning when it is truly student-centered.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Deliver intentional professional development<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When we asked teachers and school leaders about the structures that are in place to assist them in making the transition to student-centered learning, almost each and every conversation and survey response mentioned professional development in some respect.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What seemed <em>most <\/em>important to teachers is that professional development is relevant, engaging, and provided consistently over time. When professional development is delivered, discussed, and then revisited throughout the year or years, it has a much greater likelihood of being impactful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Several administrators shared how well-received and empowering some of their professional development is when it is delivered by their <em>own <\/em>teachers, providing them with an opportunity to showcase and share the skills that are their strengths.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some school districts are taking professional development a step further and <a href=\"https:\/\/aurora-institute.org\/cw_post\/personalizing-professional-learning-to-increase-student-growth-lessons-from-lindsay-unified-school-district\/\">personalizing it<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cHow we\u2019re guiding teachers in this process is very much the same as how we want teachers to guide students in their own learning process,\u201d explained Berrien Springs curriculum director Angela Cramer. She acknowledged that we learn from how things are modeled for us, and hopes that by <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">having the opportunity to personalize their own professional development<\/a>, teachers will be inspired to try these same personalized learning models for students in their own classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ensure professional development aligns with your school district\u2019s values and vision for student-centered learning. Professional development should be ongoing, engaging, collaborative, and personalized.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/565.jpg\",\"id\":60863,\"dimRatio\":50,\"focalPoint\":{\"x\":\"0.60\",\"y\":\"0.61\"},\"isDark\":false,\"align\":\"full\",\"jetEngineDynamicData\":[]} -->\n<div class=\"wp-block-cover alignfull is-light\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\"><\/span><img class=\"wp-block-cover__image-background wp-image-60863\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/565.jpg\" style=\"object-position:60% 61%\" data-object-fit=\"cover\" data-object-position=\"60% 61%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cHow we\u2019re guiding teachers in this process is very much the same as how we want teachers to guide students in their own learning process.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Provide internal and\/or external coaching<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the same spirit as personalizing professional development, some school districts are working on <a href=\"https:\/\/digitalpromise.org\/initiative\/instructional-coaching\/effective-coach-teacher-collaboration\/personalization\/\">personalizing coaching<\/a> for teachers and staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland Public Schools\u2019 curriculum director Simone Margraf explained that they provide coaching both internally from their own instructional coaches as well as from local Intermediate School District instructional coaches. Portland strives to ensure coaching is personalized to the particular group of teachers they are working with.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThese coaches are working with pods of content area teachers not at the assessment-level so much, but on the delivery of instruction\u2026on meeting the individual needs of students. So it\u2019s not about \u2018spray and pray\u2019 in that they all get the same thing, but making it about how this group needs this and this group needs that,\u201d described Margraf.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Coaching, either from internal staff or from consultants outside the district, can help support both teachers and school leaders as they make the shift to student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Design opportunities for collaboration<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a teacher, I never had enough time to collaborate with my peers. They had <em>so <\/em>many good ideas and creative lessons, but there just wasn\u2019t usually enough time built into the day to share, discuss, and develop them beyond a surface-level understanding.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Intentionally designing opportunities for <a href=\"https:\/\/www.nea.org\/professional-excellence\/student-engagement\/tools-tips\/benefits-collaboration\">collaboration<\/a> can give teachers time to work together to design creative student-centered learning opportunities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oxford Virtual Academy principal Janet Schell emphasized the importance of providing opportunities for teachers to work together in vertical alignment among various grade levels\u2014learning from each other; ensuring there is continuity as to what student-centered practices are implemented; and bridging gaps between elementary, middle, and high school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s really being a community of teachers and sharing what you know,\u201d added Tracey Hurford, Oxford Virtual Academy lead elementary teacher.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether it is through the establishment of <a href=\"https:\/\/www.edutopia.org\/article\/creating-effective-professional-learning-communities\">Professional Learning Communities<\/a>, <a href=\"https:\/\/michiganvirtual.org\/blog\/connecting-teachers-a-community-of-practice\/\" target=\"_blank\" rel=\"noreferrer noopener\">Communities of Practice<\/a>, and\/or designing formal processes for making curriculum decisions based on student data, give teachers time to <a href=\"https:\/\/www.schoology.com\/blog\/teacher-collaboration\">learn from each other and to collaborate<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Utilize technology to facilitate individual learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Technology can help enable student-centered learning opportunities, and allow teachers to spend more time working with students both individually and in small groups. Students can be physically together but working on individual learning activities at their own pace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Berrien Springs superintendent Dave Eichberg explained: \u201cOur one-to-one technology allows teachers to provide direct instruction and support to a group of students who have the same gap on a particular learning target without worrying about the rest of the class being disruptive or becoming disengaged.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology gives teachers the capacity to create a variety of learning activities for students of many different abilities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cA teacher can\u2019t teach 30 different lessons to 30 different kids every single hour. It becomes necessary to lean on technology to give students access to content and content knowledge,\u201d stressed Oxford Virtual Academy hybrid learning coordinator Jordan Dennis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology can help teachers bring student-centered learning to fruition in their own classrooms, freeing them up to facilitate individual learning experiences, and providing a plethora of pathway options for students as they work at their own pace.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/679.jpg\",\"id\":60923,\"dimRatio\":60,\"align\":\"full\",\"jetEngineDynamicData\":[]} -->\n<div class=\"wp-block-cover alignfull\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim-60 has-background-dim\"><\/span><img class=\"wp-block-cover__image-background wp-image-60923\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/679.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cA teacher can\u2019t teach 30 different lessons to 30 different kids every single hour. It becomes necessary to lean on technology to give students access to content and content knowledge.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Empower and support teachers<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As indicated in our survey data by both teachers and administrators, <em>empowering teachers to take risks<\/em> was the biggest support districts have put in place to support teachers in making the shift towards student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It can be difficult for teachers to give up tried and true routines to incorporate new pedagogy into the way they are used to teaching, but it\u2019s been the constant push and encouragement from administration that has made Hamilton Community Schools teachers feel so supported.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Andi Steaban, <a href=\"https:\/\/www.ascd.org\/blogs\/lets-empower-teachers-to-support-student-learning\">the support and professional trust<\/a> that Oxford Virtual Academy\u2019s administrative team has in their staff results in teachers who are <em>less <\/em>hesitant to take risks and <em>more likely<\/em> to look for opportunities to try new things, such as implementing student-centered learning strategies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not every student-centered strategy will work the first time, and it won\u2019t necessarily work for every student. That\u2019s okay, and that\u2019s the point of student-centered learning\u2014giving each individual student what they need and allowing them to progress at their own pace.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Keep in mind that the same flexibility should be afforded to teachers. Some will latch on and adapt quickly, and others will need more time and more support. Entrust teachers to make some instructional decisions for their students as they navigate the transition.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provide time, support, and encouragement to teachers who are willing to take risks and try new things.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Listen, tap into their expertise, and <a href=\"https:\/\/mdreducation.com\/2018\/10\/10\/student-centered-learning-environments\/\">empower <em>them<\/em><\/a><em> <\/em>to drive some of the work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Student-centered learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning blog series<\/a>, we lead a discussion about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:shortcode -->\n[elementor-template id=\"65304\"]\n<!-- \/wp:shortcode -->",
            "title": "How School Leaders Can Support Teachers in Making the Shift Toward Student-Centered Learning",
            "excerpt": "Common themes emerged around the supports that school leaders have put in place as their district makes the shift toward student-centered learning. We hope their insights and advice provide some guidance for other school leaders who may be just getting started.",
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            "path": "\/research\/publications\/vision-digital-learning-michigan-schools\/",
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            "content": "<!-- wp:heading -->\n<h2 id=\"acknowledgements\">Acknowledgements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The research team at <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) would like to thank the <a href=\"http:\/\/gomasa.org\/\">Michigan Association of Superintendents &amp; Administrators<\/a> (MASA), led by executive director Dr. Tina Kerr, for their partnership and contributions. Their insight and support were an integral part of this study.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"393\" height=\"180\" src=\"https:\/\/lh5.googleusercontent.com\/tGGySZh-NXblwI07z88YTScLL7FWDr8GWrbPOcWG0w1msyVE0zQVfbmRbj3OnXZiYCdIfS4WDCK2veR59t3tOzfvhI_erj-NcAETtPEkwy7P42hQE4XzajAaDSBBinq9YwzknGmD=s0\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders have pushed for many years to implement educational technology in ways that truly impact student learning. Those leaders recognized early on that the technology itself is but one of the many considerations needed to design and deliver a high quality digital learning program to all students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to the <a href=\"https:\/\/www.digitallearningcollab.com\/blog\/2021\/8\/3\/the-indicators-of-high-quality-digital-learning\">Digital Learning Collaborative<\/a>, there are common key indicators of high quality digital learning:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Teachers have an active role whether they are teaching online, face-to-face in a hybrid school, or both;&nbsp;<\/li><li>Professional development and ongoing teacher support are offered consistently throughout the year;<\/li><li>Within their courses, students interact not only with their teacher, but also with other students;&nbsp;<\/li><li>Students are provided with extensive support, academically and otherwise;&nbsp;<\/li><li>Communication with families is consistent;<\/li><li>Content is well-organized, flexible, accessible, and aligns with quality standards such as the <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a>; and<\/li><li>There is a focus on equity and access for all students.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In their <a href=\"https:\/\/tech.ed.gov\/publications\/digital-learning-guide\/school-leader\/\">School Leader Digital Learning Guide<\/a>, the U.S. Department of Education and the Office of Educational Technology emphasize that school leaders consider \u201chow digital learning can strengthen students\u2019 learning experiences, empower and engage students and teachers, and promote mastery and critical thinking and personalized learning.\u201d Additionally, they suggest considering \u201cthe access from school and from home that teachers and students have for digital teaching, learning, and assessment.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual Learning Research Institute<\/em><\/a> (MVLRI) works with school leaders in research and consulting capacities to better understand and guide both schools and districts to implement digital learning programs that are transformational and sustainable. MVLRI notes that as school districts design such digital learning programs, there are <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-vision-for-digital-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">six core components of digital learning<\/a> for school leaders to consider:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Establishing the purpose, or the \u201cwhy,\u201d for a program;<\/li><li>Understanding the interplay of curriculum, instruction, and assessment for a program;<\/li><li>Examining technology as a foundation for implementation and long-term impact;<\/li><li>Recognizing professional learning as a catalyst for change;<\/li><li>Shifting school operations to support digital learning; and&nbsp;<\/li><li>Leading toward long-term success.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>As school leaders consider the core components mentioned above, they should also consider what changes need to be made or what actions need to be taken to enact their vision for digital learning. For example, in what areas should they emphasize spending additional funding they may have? According to a 2021 <a href=\"https:\/\/marketbrief.edweek.org\/marketplace-k-12\/spending-tech-based-curriculum-jumps-pandemic-new-survey-leaders-finds\/?cmp=eml-enl-mb+20210809&amp;id=3163605&amp;mkt_tok=MjgzLVJVQS01NTUAAAF-yVluHE_-SaLOcLXstXE6A09ScKFWkpo5jA3T8dZ9zTLn5S-5iSMWplOiNiFHof381r6Fo_TTz_BrttdCWPX_edA_tL2OQyUsdQLxnMiHuLU\">EdWeek Market Brief<\/a> study, \u201cK-12 curriculum software and subscription spending grew at a higher rate than any other technology budget area for school districts last year, as their IT budgets mostly increased from the previous year.\u201d The study also revealed that many schools are increasing their budgets in the areas of computing devices, classroom peripheral and network technology, and cybersecurity solutions. Within the state of Michigan, specifically, school leaders are also ramping up efforts to acquire educational technology as a way to address both their current remote learning needs related to the COVID-19 pandemic as well as to position their schools and districts to further evolve their digital learning programs in the future.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"overview\">Study Overview<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study was designed to determine how Michigan schools are leveraging digital resources to meet the academic needs of students and their families both now and beyond pandemic learning. The MVLRI research team looked at the instructional strategies schools are moving toward, what digital resources are being used, and the myriad factors that are accelerating or hindering the use of digital resources. By understanding the different learning models, motivations, catalysts, and barriers for schools and districts in Michigan, the research team can provide insights and recommendations to all school leaders as a way to inform their strategies and actions moving forward.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"questions\">Research Questions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to explore how Michigan school districts are currently leveraging digital resources and how they plan to do so moving forward, our research questions were as follows:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>How are schools and districts throughout the state of Michigan leveraging digital resources to meet the academic needs of students and their families?<\/li><li>What catalysts exist (systemic, budgetary, policy, etc) that encourage or enable schools and districts throughout Michigan to leverage digital resources to meet the academic needs of their students and their families?<\/li><li>What are the barriers for schools and districts throughout the state of Michigan in leveraging digital resources to meet the academic needs of students and their families?<\/li><li>What statewide supports are needed to help Michigan schools and districts implement digital learning models that meet the academic needs of students and their families?&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"methodology\">Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This quantitative research study utilized an online survey to collect data. The online survey, which was distributed to K-12 school leaders across Michigan, generated 85 recorded responses which provide insight as to where Michigan schools have invested in technology and how technology was being used to support the teaching and learning process. The data collected also provide a glimpse into how schools and districts intend to move forward with digital learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"discussion\">Discussion of the Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"trajectory\">Trajectory of instructional strategies<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In a blog entitled <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-interplay-curriculum-instruction-assessment\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>School Leader Insights: The Interplay Between Curriculum, Instruction, and Assessment<\/em><\/a>, the relationship between curriculum, instruction, and assessment in designing digital learning experiences that align with a digital program\u2019s purpose is explored. Many digital learning options exist, yet not all digital learning modalities and technologies are well-suited to helping a school or district reach its instructional goals. Understanding the various possibilities and working with key stakeholders to make crucial decisions will heavily influence the trajectory to success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When looking towards the future, school leaders who participated in this research study anticipated using many of the same instructional strategies they were already using, only more so. The vast majority of leaders reported currently using formative assessments to a \u201cmoderate\u201d or \u201cgreat\u201d extent. When looking to the future, nearly 100% of the participating school leaders anticipated using formative assessments to a \u201cmoderate\u201d or \u201cgreat\u201d extent. Similar growth is represented to a slightly smaller degree with student voice and choice and standards-based assessments. Each was well-utilized currently, with moderate gains expected by school leaders in years to come. See Figure 1 for a detailed breakdown of the reported instructional strategies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Current Use of Instructional Strategies<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\"><img width=\"687\" height=\"479\" src=\"https:\/\/lh3.googleusercontent.com\/gyBsks1yACZEOBeuVC8fvCTYh9Y0ZPFXIVvbVjhp5Xyxd5VKmKQn65eC8v4kgMHlu1TM6Xi-BnrR7pDgf-LJEv5OVUcAHuuovyo1Nhx6eaSn4WVIe4CZJBEdS9ivH_k9zqFwTaH5=s0\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As reported by the participating school leaders, project-based learning was not currently being well-utilized; however, that instructional strategy is expected to increase in use and become one of the most utilized in years to come. Inquiry-based learning and competency-based education were expected to undergo similar, albeit smaller, increases (see Figure 2).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not all instructional strategies were expected to increase in use in future years. Despite being integral to emergency remote instruction during the COVID-19 pandemic, fully online learning showed a slight overall decrease in use to a \u201cmoderate\u201d and \u201cgreat\u201d extent. Similarly, place-based learning showed little expected growth in future years.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Future Use of Instructional Strategies<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\"><img width=\"630\" height=\"440\" src=\"https:\/\/lh6.googleusercontent.com\/AePmhsR4j1syd7x3R6PHRtrHi4Ebz5JD6cr6n9B8s5YX6qWAy2WbDtvz5NqHqwhSOTP9kb9cfBxTTtQet23LkxieH659VEUwCSmi46748-2Js77Ipnmo3Rj0xowqrWFiVG7isnOQ=s0\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"use\">Use of digital resources<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A digital learning initiative should align with the needs of the instructional program. Choosing and implementing technology as part of a digital learning program should center on the needs of students and teachers and should also consider the needs of the surrounding school community. Technology should align with and enable the established instructional vision that is driving the digital learning initiative, while also accounting for the existing curriculum, instruction, and assessment focus. Primary goals should be useability and support. Some critical questions to be discussed with all relevant stakeholders include:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Where does technology fit into meeting the objectives and student learning goals of the district?<\/li><li>What existing technology tools do we already have to help us meet these objectives both in the short and long term?<\/li><li>What <em>new <\/em>technology tools do we need to meet these objectives both in the short and long term?<\/li><li>What skills do students, teachers, and families need to use the technologies to meet the district\u2019s objectives?&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>As noted in the blog <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-technology-as-foundation\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>School Leader Insights: Technology as a Foundation<\/em><\/a>, enthusiasm and success come when people feel confident and supported in using the technology they need to meet the goals of a digital learning initiative (Harrington &amp; Timke, 2021).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In many ways, school leaders' use of digital resources mirrored their reported instructional strategy use in that they expect to continue to use well-used resources. Leaders reported using at least one computing device per student (1:1) and a district-wide learning management system (LMS) to a \u201cgreat\u201d extent, more so than any other digital resources. Leaders reported using other digital resources to a \u201cmoderate\u201d extent, including digital textbooks, digital assessments, and data dashboards. It was clear that these resources were not as widely used or as heavily relied upon as computing devices or an LMS. Figure 3 details the participating schools\u2019 reported use of digital resources.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 3<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Current Use of Digital Resources<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\"><img width=\"630\" height=\"440\" src=\"https:\/\/lh5.googleusercontent.com\/QIEcadTZKwTdJBaGZHoW98o5jzHL91WxJJABIaVYQGvrF1PxCveZObxeLq93BbXEd3M2yKuTjZYxqNe-dcewbjImREd9qPP4WDqVb5qUWvlneS359VCHTLu-bogqgfSOdS3mlRV3=s0\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While computing devices for each student and the districtwide LMS were still expected to be the most used digital instruction resources in the future, other resources are also projected to be used considerably more in the next few years. School leaders expect to use more digital content developed by their own teachers\/staff and use fewer resources purchased from a commercial content provider. Additionally, leaders expect to use student data dashboards to a much greater degree than they do currently (see Figure 4).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regardless of the degree of increased use of technology in the future, it is important to note that school leaders expect to rely heavily on digital resources for instruction. As is clear in Figure 4, most resources are expected to be used to a \u201cmoderate\u201d or \u201cgreat\u201d extent.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 4<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Anticipated Future Use of Digital Resources<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"left\"} -->\n<p class=\"has-text-align-left\"><img width=\"630\" height=\"440\" src=\"https:\/\/lh3.googleusercontent.com\/F-79oB0QgKnrf3gggWhAHT16TjUVNcu6FoKspqnjlxR2zohbk9oHsC85WsCqIw3UZdBcXLUnVp4RATA5a3YA8ajWUPsl7Rm-69_kiNMARlV7mrukyBbPQtnfD31thpy5KSZ4h7CY=s0\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders were also asked to identify the extent to which teachers, students, and\/or parents have realized particular benefits as a result of the digital resources used in their schools or districts. By far, the greatest benefit realized was the ability for students to learn anywhere, anytime. The combination of digital resources such as computing devices for each student, a district-wide LMS, and digital content (either created by their own staff or purchased from a third-party provider) has enabled students to engage with content and receive instruction even when physically separated from the teacher and school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Leaders also reported that increased communication between schools and families has increased to a \u201cmoderate\u201d or \u201cgreat\u201d extent as a result of digital resources. To a lesser extent, leaders reported that additional benefits of digital resources were realized, including teachers being able to work more effectively with small groups of students, learning becoming more personalized, and increased access to student performance data.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"factors\">Factors that encourage the use of digital resources<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As discussed above, school leaders reported robust use of digital technology resources overall, with some being used to a greater extent than others. When asked about factors that encourage the use of these digital resources, school leaders were quite clear in their collective response. According to these leaders, the greatest catalyst, by far, was the mindset of administrators. This response is intuitive, as school and district administrators \u201cset the tone\u201d for their respective buildings and staff and make most of the high-level decisions about school operations and future directions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Following administrator mindset as the most important catalyst for digital instructional resource use was teacher mindset, followed by state funding, and then educational research\u2014all of which were tightly grouped. Again, these responses are largely intuitive. Teachers are responsible for carrying out administrator directives and visions, which in turn are largely dependent on state funding and informed by educational research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Participating school leaders also reported that community mindset played an important role in encouraging the use of digital resources, although it was not one of the most significant roles. Clearly, it is important for a community to \u201cbuy into\u201d a school's or district\u2019s vision; however, they are not the single determining factor or influencer.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders were asked what other catalysts would help them move forward with their vision for utilizing digital instruction in the future. The two most important catalysts were state-level funding and relaxed state-level policies. This suggests that while leaders may have a grand vision for their schools, they are limited in many ways by perceived state bureaucracy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other important, but not critical, catalysts to realizing leaders' visions for digital resource adoption were \u201cinnovation zones,\u201d educational research, and partnerships with third-party organizations. These all ranked as moderately important and would serve to support the vision but not necessarily restrict or fully realize it in the same way as state-level funding or policy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"barriers\">Barriers that hinder the use of digital resources<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Overall, study participants seemed optimistic about the future use of digital resources in their schools and districts, with most noting barriers only hindered digital resource adoption to a \u201cslight extent\u201d or \u201cnot at all.\u201d That is not to say that some barriers were not hindering use to a \u201cgreat extent,\u201d however. Approximately one third of participating school leaders reported that broadband connectivity issues hindered their ability to leverage digital resources to a \u201cgreat\u201d extent.\u201d Additionally, slightly more than one fourth of the study\u2019s school leaders reported that resistance from teachers hindered their ability to leverage digital resources to a \u201cmoderate\u201d extent.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on responses from school leaders, the main challenge to leveraging digital resources is not in providing the technology itself, but rather in internet connectivity and policies surrounding digital technology utilization in schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 5<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Barriers to Digital Resource Utilization&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><img width=\"630\" height=\"440\" src=\"https:\/\/lh4.googleusercontent.com\/WjvDlQpah8vaQuWtLMQKBlvzv9oZGHM-qluTwobjfReQgkWjPyB_3iZai5d5sgPMy8Hm6d-iYDzzWcQHYhYX_RsupYN5LPCIkSqq_tTgP7VcUVuo3L0zTGooHVNaeKgdkZg2a4mf=s0\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The topics of internet connectivity and policies surrounding digital technology utilization were also reflected in survey open-ended responses when school leaders were asked what aspects of existing state-level policies hinder their ability to leverage digital resources effectively to meet the academic needs of students and families. The most frequently cited barrier was outdated state-level policies regarding student attendance requirements and pupil accounting. Lack of universal broadband access for students was also reported to be a significant barrier.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Alternatively, when school leaders were asked \u201cWhat statewide supports do you believe are needed to help Michigan schools and districts implement digital learning models that meet the academic needs of students and their families,\u201d broadband access was again frequently noted. Other themes that emerged were funding for replacement technology, changes to pupil accounting, and flexibility around state assessment and content standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\">Implications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Throughout the past two decades, we have seen significant increases in educational technology adoption in schools across the nation. More recently, school closures and ongoing concerns related to the COVID-19 pandemic have accelerated that adoption and use. The data collected in this study further support the belief that digital resource adoption and use in schools will continue to increase well into the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan perspectives on using digital resources share similarities with those of teachers and school leaders across the nation. An <a href=\"https:\/\/www.edweek.org\/technology\/how-covid-19-is-shaping-tech-use-what-that-means-when-schools-reopen\/2020\/06\">Education Week Special Report<\/a> on how COVID-19 is shaping technology use revealed that, \u201cIn nationally representative surveys of teachers and district leaders, the EdWeek Research Center found that teachers reported their ability to use technology was rising during the school closures, online instruction was taking hold in some form in most places, and one-to-one computing opportunities were expanding gradually.\u201d&nbsp; The report cited the differing opinions about technology between school leaders and teachers and aligns with Michigan perspectives in that leaders express greater optimism than teachers. In addition, shared concerns exist regarding policy and funding implications.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There is a convergence on the horizon. We continue to see significantly elevated levels of technology adoption, skill development, and use of technology throughout Michigan schools and districts. At the same time, school leaders within the state are striving to meet the needs of individual students through the design and implementation of student-centered learning models. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/\" target=\"_blank\" rel=\"noreferrer noopener\">Prior research conducted by the MVLRI research team<\/a> illustrated that the adoption of digital resources can serve as an accelerant for schools\u2019 and districts\u2019 future implementation of student-centered learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the heart of <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a> is providing students with more \u201cvoice\u201d in determining their educational pathways, more \u201cchoice\u201d in how they learn and demonstrate that learning, academic advancement based on the mastery of content and skills, and the use of data to inform instructional practice and direction. The instructional strategies that are predicted to be utilized more frequently in Michigan K-12 schools in the future, as reported by school leaders participating in this study, include the use of more formative assessments and the providing students with more voice and choice in their education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Formative assessments are a linchpin tool in student-centered learning environments. In order to understand where students are academically at any given time, teachers must collect student performance data frequently and regularly through such assessments. Ideally, students are provided a variety of options (i.e., \u201cchoice\u201d) in how they demonstrate their learning\u2014how they are formatively assessed. These assessment data are then used to help design or shape the forward direction of a given student\u2019s learning. In order to accomplish this, schools and districts are turning to technology-based solutions such as assessment platforms or adaptive learning software to collect these data as they can help streamline teachers\u2019 workflows and increase their efficiency, thus making teachers available to dedicate more time working individually with students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, teachers in a truly student-centered learning environment work collaboratively with students to help them understand what their performance data mean and how to use those data to determine the next steps for them to move forward. This collaboration helps students develop <a href=\"https:\/\/michiganvirtual.org\/blog\/increasing-learner-agency-through-continuous-monitoring-of-student-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\">agency or ownership of their learning<\/a> (i.e., \u201cvoice\u201d)\u2014another tenet of student-centered learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At a macro level, student-centered schools and districts use student data to help determine when students can advance or progress to the next grade level or grade band. Districtwide student performance data systems that integrate with an LMS and\/or a student information system are critical to this process. The school leaders participating in this study reported that providing at least one computing device for each student, the use of digital content and a districtwide LMS, and student data dashboards were technology resources that will be used more in the future. When these digital resources are integrated and used together as an integral part of the teaching and learning process, schools are then poised to be able to personalize education for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moving forward, school leaders would be wise to leverage educational research and to develop the mindsets of teachers, administrators, and community members in order to continue their efforts toward designing and implementing effective and sustainable digital learning programs that are student-centered. MVLRI provides many <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\" rel=\"noreferrer noopener\">research reports<\/a> and <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">research-based resources<\/a> to help school leaders accomplish this. These resources are freely available and can be found on the MVLRI website.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Throughout Michigan, we continue to see increased adoption and use of educational technology in K-12 schools and districts. While the impact of the COVID-19 pandemic may have accelerated this process, school leaders were already motivated to leverage technology in ways that provide student-centered or personalized learning experiences for their students. Unfortunately, there are still some significant barriers to implementing student-centered learning that exist, including a lack of internet connectivity for many students, a lack of funding for digital resources (e.g., computing devices, LMSs, students\u2019 home internet access, etc.), and outdated state-level policies regarding student attendance requirements and pupil accounting.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite these barriers, school leaders continue to push forward to design and implement learning models aimed at providing an equitable education for their students\u2014models that meet the needs of <em>all<\/em> students. These leaders will continue to rely upon digital resources to evolve their learning models to better serve their students. In addition, collaborative ideation and problem-solving among school leaders, <a href=\"https:\/\/www.michigan.gov\/mde\/\">Michigan Department of Education<\/a>, the Michigan state legislature, and other educational organizations such as <a href=\"http:\/\/gomasa.org\/\">Michigan Association of Superintendents &amp; Administrators<\/a> and the<a href=\"https:\/\/futureoflearningcouncil.org\/\"> Future of Learning Council<\/a> could also yield significant progress with breaking down existing barriers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Bradley, B. (2021, July 29). <em>Spending on tech-based curriculum jumps during the pandemic, new survey of IT leaders finds<\/em>. Education Week. <a href=\"https:\/\/marketbrief.edweek.org\/marketplace-k-12\/spending-tech-based-curriculum-jumps-pandemic-new-survey-leaders-finds\/?cmp=eml-enl-mb+20210809&amp;id=3163605&amp;mkt_tok=MjgzLVJVQS01NTUAAAF-yVluHE_-SaLOcLXstXE6A09ScKFWkpo5jA3T8dZ9zTLn5S-5iSMWplOiNiFHof381r6Fo_TTz_BrttdCWPX_edA_tL2OQyUsdQLxnMiHuLU\">https:\/\/marketbrief.edweek.org\/marketplace-k-12\/spending-tech-based-curriculum-jumps-pandemic-new-survey-leaders-finds\/?cmp=eml-enl-mb+20210809&amp;id=3163605&amp;mkt_tok=MjgzLVJVQS01NTUAAAF-yVluHE_-SaLOcLXstXE6A09ScKFWkpo5jA3T8dZ9zTLn5S-5iSMWplOiNiFHof381r6Fo_TTz_BrttdCWPX_edA_tL2OQyUsdQLxnMiHuLU<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bushweller, K. (2020, June 2). <em>How COVID-19 is shaping tech use. What that means when schools reopen<\/em>. Education Week. <a href=\"https:\/\/www.edweek.org\/technology\/how-covid-19-is-shaping-tech-use-what-that-means-when-schools-reopen\/2020\/06\">https:\/\/www.edweek.org\/technology\/how-covid-19-is-shaping-tech-use-what-that-means-when-schools-reopen\/2020\/06<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Green, C. &amp; Harrington, C. (2021). <em>Student-centered learning in Michigan K-12 schools: Factors that impact successful implementation<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C. &amp; Timke, E. (2021, September 9). <em>School leader insights: The interplay between curriculum, instruction, and assessment<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-interplay-curriculum-instruction-assessment\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/school-leader-insights-interplay-curriculum-instruction-assessment\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C. &amp; Timke, E. (2021, September 14). <em>School leader insights: Technology as a foundation<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-technology-as-foundation\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/school-leader-insights-technology-as-foundation\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C., Timke, E., &amp; Gieseking, T. (2021, September 7). <em>School leader insights: Institutionalizing a vision for digital learning<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-vision-for-digital-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/michiganvirtual.org\/blog\/school-leader-insights-vision-for-digital-learning\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Office of Educational Technology. (n.d.) <em>School leader digital learning guide<\/em>. United States Department of Education. <a href=\"https:\/\/tech.ed.gov\/files\/2021\/01\/School-Leader-Digital-Learning-Guide.pdf\">https:\/\/tech.ed.gov\/files\/2021\/01\/School-Leader-Digital-Learning-Guide.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Watson, J. (2021, August 4). <em>The indicators of high quality digital learning<\/em>. Digital Learning Collaborative. <a href=\"https:\/\/www.digitallearningcollab.com\/blog\/2021\/8\/3\/the-indicators-of-high-quality-digital-learning\">https:\/\/www.digitallearningcollab.com\/blog\/2021\/8\/3\/the-indicators-of-high-quality-digital-learning<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "A Vision of Digital Learning in Michigan K-12 Schools",
            "excerpt": "Schools and districts throughout Michigan continue to adopt educational technologies for the purposes of increasing student engagement and performance. This MVLRI research study explores how Michigan schools and districts are leveraging digital resources to meet the academic needs of students and their families both now and beyond pandemic learning. Specifically, the study focused on the instructional strategies schools are moving toward, what digital resources are being used, and the myriad factors that are accelerating or hindering the use of digital resources. ",
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            "title": "Michigan Cares Overview: A State-funded SEL and Mental Health Program for Michigan Schools",
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            "path": "\/blog\/the-fall-of-letter-grades-the-rise-of-comprehensive-learner-records\/",
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            "timestamp": 1633008375,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/the-fall-of-letter-grades-the-rise\/id1551347022?i=1000537007699\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/774rSWXvwnzFiP1t7LCRJM?si=xyo4VZdRQ2Si_L9vDJzjrg&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MDQwOWJjZmUtYjU3NS00MmFjLWE2NGQtZTUzOTVmNTMzODJl?sa=X&amp;ved=0CAUQkfYCahcKEwjon8yWzqTzAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/The-Fall-of-Letter-Grades--the-Rise-of-Comprehensive-Learner-Records-feat--Bruce-Umpstead-from-IMS-Global-Learning-Consortium-e182ifu\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many leaders in education believe there are better ways to represent a student\u2019s journey through their K-12 education than the traditional transcript, which typically depicts achievement through letter grades such as A\u2019s, B\u2019s, C\u2019s, etc.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What might a richer representation of a student\u2019s learning look like, and what would it take for us to get there?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I chat with Bruce Umpstead, director of statewide programs for <a href=\"http:\/\/www.imsglobal.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">IMS Global Learning Consortium<\/a>, who explains:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>What \u201ccomprehensive learner records\u201d are and why they\u2019re gaining traction in state education programs across the nation<\/li><li>Why these digital transcripts will be a crucial step toward building a competency-based future<\/li><li>How digital badging, learning analytics, and comprehensive learner records work together to form the foundation of data-driven student learning.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or <a href=\"https:\/\/otter.ai\/u\/oQy4iG3RgP1Ci_PRxmjiNNxlW9E\" target=\"_blank\" rel=\"noreferrer noopener\">read the transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/bDg4mD93fyQ\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/bDg4mD93fyQ\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Related article: <\/strong><a href=\"http:\/\/www.imsglobal.org\/activity\/comprehensive-learner-record\" target=\"_blank\" rel=\"noreferrer noopener\">Comprehensive learner record | IMS Global Learning Consortium<\/a><\/li><li><strong>Product directory: <\/strong><a href=\"https:\/\/site.imsglobal.org\/certifications\" target=\"_blank\" rel=\"noreferrer noopener\">Product certifications | IMS Global<\/a><\/li><li><strong>Tool mentioned in episode: <\/strong><a href=\"https:\/\/mastery.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mastery Transcript<\/a><\/li><li><strong>Related article: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/micro-credentialing-the-dawn-of-competency-based-professional-development\/\" target=\"_blank\" rel=\"noreferrer noopener\">Micro-credentialing &amp; the dawn of competency-based professional development<\/a><\/li><li><strong>Micro-credentials for educators: <\/strong><a href=\"https:\/\/michiganvirtual.org\/professionals\/micro-credentials\/\" target=\"_blank\" rel=\"noreferrer noopener\">Micro-credentials &amp; competency-based PD<\/a><\/li><li><strong>Related episode: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/are-grade-levels-getting-in-the-way-of-learning\/\">Are grade levels getting in the way of learning?<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "The fall of letter grades &amp; the rise of comprehensive learner records",
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            "id": 64953,
            "path": "\/research\/publications\/competency-based-education-equitable-learning-for-michigan-students\/",
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            "content": "<!-- wp:heading -->\n<h2 id=\"acknowledgements\">Acknowledgements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The research team at <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) would like to thank the Michigan Competency Consortium, now known as the <a href=\"https:\/\/futureoflearningcouncil.org\/\">Future of Learning Council<\/a>, for their partnership and contributions to this study. The Future of Learning Council is led by Dr. Dave Richards, executive learning strategist with <em>Michigan Virtual<\/em>. The research team would especially like to thank the Future of Learning Council member school districts for their partnership and participation in this study, particularly:\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Kelly Coffin, assistant superintendent of innovation and strategic initiatives for Farmington Public Schools;&nbsp;<\/li><li>Dave Eichberg, superintendent of Berrien Springs Public Schools;&nbsp;<\/li><li>Phil Jankowski, former assistant superintendent of Armada Area Schools;&nbsp;<\/li><li>Sarah Pazur, director of school leadership for Charter School Partners;&nbsp;<\/li><li>Chris Timmis, superintendent of Dexter Community Schools;&nbsp;<\/li><li>Tim Throne, superintendent, and Ken Weaver, deputy superintendent of curriculum and instruction for Oxford Community Schools;&nbsp;<\/li><li>Monique Uzelac, program director, and Sarah Giddings, curriculum coordinator for Washtenaw Alliance for Virtual Education;<\/li><li>and Carrie Wozniak, superintendent of Fraser Public Schools<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Without the generous contribution of their time, insight, and support, this study would not have been possible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":64954,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/09\/Future-of-Learning-Council-logo--1024x308.png\" alt=\"\" class=\"wp-image-64954\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the definition of competency-based education (CBE) changes slightly depending on the organization or the source, perhaps the most widely accepted definition in the field of education is from the <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a> <a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/\"><em>Competency<\/em>Works<\/a> program. <em>Competency<\/em>Works has defined competency-based education as a system-wide school model in which (a) students are empowered to develop and maintain agency over their learning; (b) assessment is evidence-based and empowers learners to grow; (c) students receive differentiated support based on their individual learning needs; (d) students progress through their curriculum based on evidence of mastery and not seat time; (e) students learn actively using different pathways and varied pacing; (f) strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of the school system; and (g) one in which rigorous, common expectations for learning are transparent, measurable, and transferable. <em>Competency<\/em>Works believes that the concept behind competency-based education is quite simple: learning should be measured by students demonstrating mastery of concepts and skills rather than by hours spent in a classroom on a topic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similarly, according to <a href=\"https:\/\/knowledgeworks.org\/\">KnowledgeWorks<\/a>, in a competency-based learning environment, each student gets what they need to reach their fullest potential through flexible pathways and differentiated support. Students have agency when it comes to collaboratively co-constructing these pathways, and measures of mastery incorporate community input to ensure pathways are culturally responsive. Competency-based education is based on the principle that <em>all <\/em>students can learn at high levels and often emerges as a systemic approach to ensuring personalization across a state, community, school district, and\/or throughout a school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order for a school to be competency-based, the Aurora Institute stresses that it\u2019s more than just allowing for flexible pacing or simply creating competencies. When aspects of a competency-based learning environment are implemented in isolation within a traditional model, the definition of CBE becomes distorted and may affect students\u2019 ability to fully realize its intended benefits. In order for a school to be truly competency-based, it requires system-wide changes which affect instruction, scheduling, and grading to name a few. Nationally recognized competency-based learning and assessment specialist Rose Colby believes that while grading practices are an aspect that need to change in order to move to a competency-based system, they should be the last thing that is tackled as changing grading alone is not enough to change the system.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At its core, competency-based education is driven by the need for equity\u2014no matter who is defining it. It is driven by the need for flexible structures which allow students to progress at their own pace after demonstrating mastery. It is driven by the need to foster deeper learning while equipping students with skills that will prepare them more effectively for entering their future after graduation. It is driven by the desire for <em>all <\/em>students to succeed, not just some.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"overview\">Study Overview<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study was conducted by <em>Michigan Virtual Learning Research institute<\/em> (MVLRI) to provide a snapshot of how some school districts within the state of Michigan are working toward the establishment of refined competency-based education models. Of particular interest to the MVLRI research team was gaining an understanding of the motivations behind transforming traditional, systemic practices to be more competency-based as well as the catalysts and barriers that school leaders experienced as they worked through their transformation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>MVLRI researchers also investigated some of the specific practices that school leaders have implemented in this study. As more and more school leaders and instructional staff throughout the nation seek to understand what competency-based education \u201clooks\u201d and \u201cfeels\u201d like in practice, the research team believed it was necessary to share some descriptive examples of how these practices manifested within the subject schools of this study. In addition, the MVLRI research team provides some direct recommendations to school leaders seeking to design and implement competency-based models within their schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"questions\">Research Questions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to explore the motivation school districts have for designing learning competencies as well as the innovative ways in which schools are already implementing competency-based learning components, our research questions were as follows:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>What motivates schools to design and implement competency-based education models for K-12 students?<\/li><li>In what ways are Michigan schools implementing competency-based education?<\/li><li>What are the catalysts and barriers for the implementation of competency-based education in K-12 schools and districts?<\/li><li>What are the design and implementation recommendations from MVLRI to Michigan K-12 schools and districts seeking to design and implement competency-based education models for students?&nbsp;&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"methodology\">Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This research study utilized a qualitative approach with data collection occurring through interviews of leaders from eight Michigan school districts. The following schools, representing various implementation stages of competency-based education, included: <a href=\"https:\/\/www.armadaschools.org\/\">Armada Area Schools<\/a>, <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>, <a href=\"https:\/\/www.charterschoolpartners.com\/\">Charter School Partners<\/a>, <a href=\"https:\/\/www.dexterschools.org\/\">Dexter Community Schools<\/a>, <a href=\"https:\/\/www.farmington.k12.mi.us\/\">Farmington Public Schools<\/a>, <a href=\"https:\/\/www.fraser.k12.mi.us\/\">Fraser Public Schools<\/a>, <a href=\"https:\/\/oxfordschools.org\/\">Oxford Community Schools<\/a>, and <a href=\"http:\/\/www.wavewashtenaw.org\/\">Washtenaw Alliance for Virtual Education<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the time when this study was conducted, the participating school districts were members of this Michigan Competency Consortium, which was a self-organized group of school leaders who collaborated with each other as each district designed and implemented their own competency-based learning models\u2014models aimed at meeting the unique needs of their individual school communities. This group is now known as the Future of Learning Council.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because the study was limited to just eight school districts, our findings are by no means generalizable to <em>all <\/em>schools in Michigan. Despite our efforts to include school districts that would represent a demographically and geographically diverse population, we were unable to include the perspective of an urban district. Participation in the study was also impacted by the disruption resulting from the COVID-19 pandemic and the subsequent challenges facing both teachers and school leaders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"discussion\">Discussion of the Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As we discuss the findings of this study, it is important to remember that each of the participating school districts are on a path towards competency-based education. While they have by no means reached their destination and still have work to do, getting started is an accomplishment in itself. They have each made working towards competency-based education a priority and have set in motion what they believe will work best for their students, their district, and their community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"vision\">From vision to reality<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Each of these school districts' paths towards competency-based education began with a vision\u2014a vision to improve learning outcomes for students. The challenge lies in bringing that vision to reality. In our conversations with school leaders as part of this study, some common themes emerged as they shared their visions for making learning competency-based.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Every school leader we interviewed had the growth of each and every individual student as a motivation and a priority in the design of their program. This was a non-negotiable. Knowing that each student in their district could perform better and achieve more if given the opportunity within a more student-centered academic structure, school leaders demonstrated a commitment to designing programs that identified and honored where students were academically at any given time, and then designed learning experiences that enabled students to move forward. \u201cWe knew our kids could do better,\u201d explained former assistant superintendent of Armada Area Schools Phil Jankowski. \u201cOur whole philosophy is to meet kids where they are.\u201d Superintendent of Oxford Community Schools Tim Throne also shared, \u201cThe traditional way of learning is not going to work for all kids.\u201d Throne elaborated indicating that their motivation for moving down the path of competency-based education was \u201c\u2026continually trying to create better systems that allow us to personalize, that allow students to have agency and to go as fast or as slow as they need in each of their courses, to give students opportunities to demonstrate mastery of competencies.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-testimonial {\"testimonialFontSize\":20} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-20 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>\u201cWe knew our kids could do better. Our whole philosophy is to meet kids where they are.\u201d <\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\">Phil Jankowski<\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">Former assistant superintendent of Armada Area Schools<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:paragraph -->\n<p>Another common theme related to the motivation for shifting to a competency-based learning model was the desire to provide more interdisciplinary learning experiences for students. Sarah Pazur, director of school leadership for Charter School Partners, explained that students within her schools\u2019 system \u201c\u2026are able to \u2018see\u2019 the connections between content areas.\u201d According to Pazur, Flex Tech High School\u2019s course content is highly integrated, meaning teachers of different academic subject areas collaborate and co-create real-world learning experiences for students so they discover and understand relationships between subject matter content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing equity in learning opportunities was another primary motivation for school districts to make the shift toward competency-based education. Superintendent of Fraser Public Schools Carrie Wozniak passionately shared, \u201cEquity is a huge conversation [in schools] right now, and CBE is a way to get there.\u201d At the heart of Fraser Public Schools\u2019 competency-based education program is their \u201c<a href=\"https:\/\/www.fraser.k12.mi.us\/portrait\">Portrait of a Graduate<\/a>,\u201d which defines the skills, attributes, and learning experiences the district believes all students need for lifelong success. Many schools throughout Michigan\u2014and across the nation\u2014have also developed similar portraits as a way to articulate what an equitable academic program should achieve.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other school leaders participating in this study agreed that in order to attain the goal of equity or realizing the vision of their Portraits, a higher degree of personalization and understanding the unique needs of each and every individual student is necessary. Monique Uzelac, program director for Washtenaw Alliance for Virtual Education (WAVE), emphasized the importance of connecting with students to truly understand both their academic and non-academic needs is the key to developing curricular pathways for students. Uzelac added that this approach is not only the responsibility of the school staff, but it is also the responsibility of the student; there is an expectation at WAVE that both the school\u2019s staff and the students co-create students\u2019 personalized learning pathways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>WAVE curriculum coordinator Sarah Giddings elaborated, stating \u201cI don't see competency-based programs being as successful if there isn't time for advising [students] because if you're trying to personalize learning plans, students truly are the driver of their learning.\u201d WAVE has seen tremendous success in this area as a result of intentionally building time into teachers\u2019 and students\u2019 schedules to have conversations about students\u2019 needs and interests and the co-creation of learning pathways that move each student forward. Specifically, teachers have one hour per student advisee per week built into their schedule. This individualized approach allows for elevated levels of both student and teacher empowerment. At WAVE, teachers are contracted for 230 days per year with a 40-hour work week. Their year-round schedule provides ample time and flexibility for this personalized interaction to occur.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-testimonial {\"testimonialFontSize\":20} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-20 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>\u201cWhat we are doing, not only serves our kids, but it [also] serves our staff.\u201d<\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\">Monique Uzelac<\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">Program director for Washtenaw Alliance for Virtual Education<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:paragraph -->\n<p>Superintendent of Berrien Springs Public Schools Dave Eichberg also strongly believes that competency-based education is a linchpin to providing equity and meeting the needs of all learners. \u201cI look at competency-based education as the conduit to personalized learning,\u201d Eichberg stated. As the school district began its conversations about making learning more personalized for students, Eichberg reported, \u201c[At Berrien Springs,] we began to ask ourselves, what needs to change in order for us to begin moving in the direction of meeting the learning needs of all students? As we read, went to professional learning, considered best practices, and read the research, it became very clear to us that our best hope of ever getting there was to work towards a competency-based model, towards personalizing learning for every kid.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The competency-based education effort in Dexter Public Schools has been evolving over the past several years, with significant strides being made through the adoption of their <em>Strategic Directions Framework for 2015-2020<\/em>, which included the development of their <a href=\"https:\/\/www.dexterschools.org\/learner-profile\"><em>Learner Profile<\/em><\/a>, which is akin to a <a href=\"https:\/\/portraitofagraduate.org\/\">Portrait of a Graduate<\/a>. During the summer of 2020 and under the leadership of superintendent Chris Timmis, further definition of the Profile continued through the development of district-wide competencies and related curriculum continua for each of the competencies. District leaders and instructional staff are now in the process of mapping curricular content that addresses the required state standards to learning experiences that provide pathways to competency attainment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The team at Fraser Public Schools also mapped their curriculum to their Profile of a Graduate. According to superintendent Carrie Wozniak, teachers have invested a significant amount of time developing their own digital content into their learning management system (LMS) instead of relying on an online course content provider. Wozniak also emphasized the importance of designing content and learning experiences within a framework\u2014such as the <a href=\"https:\/\/udlguidelines.cast.org\/\">Universal Design for Learning framework<\/a>\u2014that supports competency-based learning. Working within such a framework allows Fraser instructional staff to be very intentional about their instructional design, providing an unprecedented level of transparency and clarity for students and their families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-testimonial {\"testimonialFontSize\":20} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-20 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>\u201cThe kids know what their competencies are, they know what they have to do to move on to that next level.\u201d<\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\">Carrie Wozniak<\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">Superintendent of Fraser Public Schools<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:paragraph -->\n<p>Director of school leadership Sarah Pazur confirmed that the instructional team at Flex Tech High School also designed their learning experiences for students within a competency-based framework. The team started with a focus on crosswalking content and skill development standards as part of the development of core competencies. Developing and structuring content and learning experiences around these competencies, with an emphasis on project-based learning, became their focus as they designed and implemented their competency-based learning program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oxford Community Schools has taken a somewhat different approach to competency-based education and is partially through the development of a full, district-wide CBE program. The district has adopted a K-12 <a href=\"https:\/\/oxfordschools.org\/district\/international_baccalaureate_school_district\">International Baccalaureate<\/a> (IB) academic curriculum, and according to deputy superintendent of curriculum and instruction Ken Weaver, all of the district\u2019s traditional students experience the IB curriculum in grades K-10. As a result, they are evaluated within a standards-based framework. Students in eleventh and twelfth grades are not required to participate in the IB program; however, they have the opportunity to opt in to the program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Superintendent Tim Throne added, \u201cAre we the definition of competency-based? No, we probably aren\u2019t even halfway there yet. But we are moving in that direction. We are continually trying to create better systems that allow us to personalize, that allow students to have agency and to go as fast or as slow as they need in each of their courses, to give students opportunities to demonstrate mastery of competencies.\u201d Throne also explained that their <a href=\"https:\/\/oxfordschools.org\/cms\/one.aspx?portalId=733838&amp;pageId=87987233\">Portrait of a Graduate<\/a> work helped them understand how to more effectively deliver learning and what their ideal conditions for learning were. The Portrait is used by every Oxford school and program, and it serves as the bridge or common link between the IB and non-IB schools within the district. \u201cAlignment is key,\u201d added Throne. Oxford has been working on alignment for the last 7-10 years, and the Portrait helps to maintain consistency despite any staffing changes that may occur.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"barriers\">Barriers and catalysts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the participating school districts in this study are realizing success related to their competency-based education programs, their school leaders noted some significant barriers related to the design and implementation process. One of the most significant barriers was the resistance of some teachers and administrators because the education process in a competency-based model is much more transparent than in most traditional models. In a mature CBE model, students, families, and administrators generally have greater visibility into the instructional and assessment practices within classrooms. For many teachers, this is a significant concern and is often uncomfortable for them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Acclimating students, as well as the adults who support them, to a new way to experience education was also a barrier. School leaders shared that shifting to a model that provides personalized learning options and requires agency on the part of students necessitates extensive conversation and vision building. The process of developing a shared vision of competency-based education was different in every school district as the existing culture determined the degree of \u201cunteaching\u201d of traditional habits and changing mindsets that was necessary.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the implementation process, barriers related to managing the needed flexibility of student and teacher schedules as well as the necessary curricular resources emerged. In order to provide personalized learning experiences or pathways, district- and building-level leaders must be responsive to the needs of <em>all <\/em>students within their school district, and this likely means that traditional bell schedules, teaching assignment formats (e.g., face-to-face, online, blended, hybrid, etc.), and work hours will be called into question. Maintaining compliance with the Michigan Department of Education (MDE) as it pertains to seat time requirements and the reporting of grades were also reported to be a challenge for school leaders. Standardized, statewide assessments don\u2019t always measure what matters locally to a school or district, yet valuable time and resources are often committed to this process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In some instances, limitations of technology resources were a barrier for school districts. In order to provide equitable access to curricular opportunities, participating school districts relied on the extensive use of a digital curriculum. To a large extent, these school districts developed much of their own digital content, which was housed within an LMS. The creation of digital content and the development of a digital learning environment required an extensive amount of time and continues to be an ongoing process. In addition, school leaders needed to overcome limitations associated with accessing this digital curriculum by providing adequate access to computing devices\u2014often in the form of a computing device for every student\u2014as well as ensuring that students and staff had appropriate access to the internet. An additional technology barrier indicated by participating school districts was the integration of their LMSs to their student information systems and any other technology database used to track and monitor student performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While several barriers to the design and implementation of a competency-based learning model were identified, school leaders also indicated that some specific conditions and processes served as catalysts during their transition to being competency-based. Having an established and clearly articulated overarching vision of teaching and learning was reported as being critical by participating school leaders. For many school districts, this vision took the form of a Portrait of a Graduate or a similar representation. School districts without an existing documented vision made the development of one a top priority, incorporating various stakeholders in the visioning and strategic planning process to help establish the mindset needed for change.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although technology resources were listed as a barrier for some school districts, it was also reported as a catalyst for others. Some school leaders shared that they already had adequate computing devices for students, some digital content, and a robust LMS through which students interact with the digital content and their teachers. Having these resources in place provided a foundation for schools seeking to establish ubiquitous learning environments that provided a variety of learning formats for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The presence of a trusting and respectful school culture was also identified as a catalyst in making the shift from a traditional education model to one that is competency-based. Schools and districts that invested time into the development and maintenance of a culture that encouraged instructional risk-taking and placed value on developing collaborative relationships among the staff and students experienced quicker success as they implemented competency-based learning strategies. School leaders reported that staff readiness to make such a significant shift in the teaching and learning models within their schools required the willingness of teachers, and having a strong, positive culture was key to making the shift possible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Related to maintaining a strong, positive culture is the need to hire staff that have the mindset to drive change and innovate in the classroom. The design and implementation of an effective competency-based education model is a multi-year process, and during that time, school leaders will likely need to replace staff and administrators due to retirements and employment mobility within the district or state. Effective recruitment and hiring practices that identify and attract people who have the mindset to drive change and provide the proper guidance, support, and leadership to their peers was also identified as a catalyst.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The ongoing development and growth of both staff and administrators emerged as another catalyst for implementing a competency-based education model. Participating school leaders cited that professional development that was strategic and intentionally designed to help staff and administrators support competency-based learning was essential for the success of their school districts\u2019 implementation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The final catalyst that school leaders identified was consistency in leadership at the district and school building levels. In order to effectively create and maintain the conditions and processes referred to above as catalysts, stability in district- and building-level leadership is needed. Participating school leaders explained that where individual leaders remain in a school district for 3 or more years, the likelihood of instituting and maintaining change (i.e., a shift to competency-based education) is far greater as there is more continuity in terms of maintaining the established vision for teaching and learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\">Implications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings of this research study are based on the perspectives of leaders from eight Michigan school districts that have implemented competency-based education to some degree. Recommendations based on the expertise of these school leaders are provided here by MVLRI researchers to help administrators of other school districts\u2014both within and beyond Michigan\u2014as they design and implement competency-based learning in their schools and districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"why\">Establish a compelling \u201cwhy\u201d<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The process of designing and implementing a systemic, competency-based education program is complex and requires significant time and effort to accomplish. School leaders should first establish a strong and compelling \"why\"\u2014a future vision for learning in their school district. For some school districts, their Portrait of a Graduate serves as their vision, their beacon on the horizon that helps keep implementation efforts in focus when the process becomes challenging. For others, the vision may be articulated through a formal strategic planning process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A common strategy for developing a systemwide vision is to assemble a group of stakeholders that can serve as advocates and represent the needs of the greater school community. According to Kelly Coffin, assistant superintendent of innovation and strategic initiatives for Farmington Public Schools, the participation of various stakeholders in the strategic planning process can help establish the mindset needed for change. \u201cThe community has to be with you every step of the way. They can\u2019t see what they can\u2019t see,\u201d explained Coffin. WAVE program director Monique Uzelac and Oxford Community Schools deputy superintendent of curriculum and instruction Ken Weaver both agreed, suggesting that the process of developing a shared vision is an opportunity to pull stakeholders together to process thoughts and ideas that will coalesce into a forward-thinking vision of teaching and learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"ecosystem\">Establish a strong digital learning ecosystem<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With a compelling vision for teaching and learning developed and adopted, logistical work related to the alignment of curriculum, instructional practices, assessment methods, and supporting technology resources can be identified and executed. A well-designed digital learning ecosystem will provide options for students to learn in a variety of formats, regardless of where they are physically located.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Coupling high-quality digital content with research-based instructional and assessment practices within face-to-face, online, and blended learning environments is fundamental to providing flexible learning options for students and families. However, specific attention must also be given to the technology data systems&nbsp; (e.g., LMS, student information system, assessment system, etc.) that support the teaching and learning process. \u201cWe had a strong commitment to the philosophy and the approach, but we had to figure out how exactly, on the backend, how to make it work. We had to figure out how the [data] systems could fit our model,\u201d shared Sarah Pazur, director of school leadership for Charter School Partners. Her team had to get creative to find a student information system that would work with their competency-based and project-based philosophy; they had to work out scheduling challenges, and how to build in the advisory time that is so critical to their program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"nurture\">Nurture the empowerment of people<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders seeking to effect the change necessary to shift to competency-based education must create a school culture that is built upon trust and encourages strategic risk-taking. Developing such a culture will provide a foundation that nurtures the empowerment of individuals and their capacity to learn and to lead administrators, teachers, and students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School culture is positively impacted when school leaders are intentional about hiring or promoting staff with mindsets that support the intended vision of the school district. According to Dexter Community Schools superintendent Chris Timmis, it is important for school leaders to \u201cIdentify positive deviants within the organization. Find out who in [your] organization inspires and energizes you. These are the people that you want to have right along with you to do this work.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Intentionality behind the structuring of professional development is another way to empower staff. Personalizing learning or professional development for teachers, much like we ask teachers to do for their students, is an effective way to engage teachers and develop agency in their learning. Director of school leadership for Charter School Partners Sarah Pazur suggested that school leaders need to be patient when it comes to establishing an effective personalized professional development program, as the process takes time. \u201cYou have to go slow to go fast. Invest in professional development for the long haul,\u201d Pazur added.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"practice\">Practice effective change management&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Making a shift to competency-based education requires system-wide planning and support from the greater school community. School leaders would be wise to consider the principles of <a href=\"https:\/\/www.mindtools.com\/pages\/article\/newPPM_87.htm\">change management<\/a> with implementation being pre-planned, as much as possible, to provide transparency in the process and to allow traditional school structures to change at the proper time and pace.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Throughout the entire design and implementation of the competency-based learning program, the process of communicating with and involving stakeholders from the school community is essential. School leaders must recognize the make-up of their community and the divisions that may exist. Kelly Coffin, assistant superintendent of innovation and strategic initiatives for Farmington Public Schools, shared that school leaders need to be cognizant of the barriers that may exist in the change process, pay attention to them, and make sure to address them. Coffin explained, \u201cIt\u2019s easy to talk about this [CBE] and want it, but you need to build the capacity, the resilience, the strength, and the staff to lead through it.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As school leaders across the nation are seeking to provide equitable learning opportunities for the students they serve, many are looking to design and implement competency-based learning models in their schools. While the process of shifting from a traditional education model to one that is competency-based can be challenging, school leaders are motivated by the model\u2019s promise of greater relevance for students and an increase in engagement and performance for <em>all<\/em> students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual Learning Research Institute<\/em> conducted this study to share the ways in which some school districts within the state of Michigan have progressed in their journey to be more competency-based. While the participating schools have made great strides in this work and their students have been positively impacted, each school leader believes that there is room for growth and improvement within their programs. They believe their work is ongoing and that they need to continue to evolve their school districts\u2019 program to continually adjust to meet the needs of their students.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Competency-Based Education: A Path Towards Equitable Learning for Michigan Students",
            "excerpt": "As school leaders across the nation are seeking to provide equitable learning opportunities for the students they serve, many are looking to design and implement competency-based learning models in their schools. While the process of shifting from a traditional education model to one that is competency-based can be challenging, school leaders are motivated by the model\u2019s promise of equity and greater relevance for students and an increase in engagement and performance for all students.",
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            "timestamp": 1632492000,
            "content": "<!-- wp:paragraph -->\n<p>In June of 2021, we published the report <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/#Why\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning in Michigan K-12 Schools: Factors That Impact Successful Implementation<\/a>. This study aimed to capture the ways in which Michigan schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To inform the report, we interviewed teachers and both building- and district-level administrators from five Michigan school districts: <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>, <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, <a href=\"https:\/\/www.oxfordschools.org\/\">Oxford Community Schools<\/a>, <a href=\"https:\/\/www.portlandk12.org\/index.aspx\">Portland Public Schools<\/a>, and the <a href=\"https:\/\/www.clkschools.org\/index.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a>. These school districts belong to a larger network of districts that are early adopters of <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a> called the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp (MiCoOp)<\/a>, which is led by Lisa Sitkins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This mini-series <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/student-centered-learning-in-michigan-k-12-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Student-Centered Learning in Michigan K-12 Schools<\/em><\/a>\u2014which is part of our larger <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning blog series<\/a>\u2014is meant to accompany the report and further explore the practical implications of the research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, the mini-series celebrates these schools as well as other K-12 schools throughout the state of Michigan who continue to work toward implementing student-centered learning models that include elements of digital learning, personalization, and <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">competency-based learning progressions<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>In our discussions with teachers and school leaders as part of this study, it was clear that the work required to make learning student-centered is not necessarily easily done.<\/strong> There are many challenges that teachers and school leaders may face which complicate the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Change is never easy.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, as they say: \u201cnothing ventured, nothing gained.\u201d Without trying a different approach, we won\u2019t see any changes\u2014we can\u2019t keep doing the same thing expecting a different result.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>There are too many students for whom the traditional education system is not working. Too many students are falling through the cracks, being pushed onto the next unit or grade level before they are ready. Too many students have gaps in their learning that aren\u2019t being filled in.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Making the shift to student-centered learning will come with challenges, there\u2019s no doubt. <em>But with these challenges come opportunities.<\/em>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Opportunities to create different learning experiences and increase student engagement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Opportunities to put students in the driver's seat, allowing them to direct and design some aspects of their learning.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Opportunities to innovate\u2014to change the mold of what we believed learning <em>had <\/em>to be\u2014to create what learning <em>could <\/em>be.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a blog written by the Christensen Institute, Thomas Arnett argues that <a href=\"https:\/\/www.christenseninstitute.org\/blog\/in-2021-teachers-hold-a-key-to-transforming-conventional-instruction\/?utm_source=Ed%20Digest&amp;utm_medium=email&amp;utm_campaign=1%2F8%2F21\">the disruption to the traditional education system caused by COVID-19 has actually created the conditions that lead to change<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And teachers are the ones holding the key.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/brainstorming.jpg\",\"id\":41169,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-41169\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/brainstorming.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> Opportunities to innovate\u2014to change the mold of what we believed learning <em>had <\/em>to be\u2014to create what learning <em>could <\/em>be.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Earning teacher buy-in<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers are tired.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\">They\u2019ve been overworked and stretched too thin<\/a> over the past year and a half while working through the COVID-19 pandemic. They\u2019ve been told they had to move their materials online and teach remotely, then told they had to teach some students remotely while also teaching some students face-to-face.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers have seen district initiatives come and go. Sometimes the initiative that\u2019s so important one year seems to disappear the following year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So it\u2019s hard to blame them if they don\u2019t jump in with both feet when a new district initiative is presented. Earning teacher buy-in can be a challenge when school leaders want to implement a student-centered learning model that requires a different style of teaching than the more traditional teacher-centered approach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a student-centered learning model, teachers help guide and support students on their own individual paths. They may consider multiple and different ways to assess learning as opposed to a traditional exam that all students take.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For many teachers, moving towards a student-centered learning model requires a shift in their mindset. It may be difficult for teachers to imagine how it is realistically possible to implement this sort of a model in their own classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s the pedagogy piece,\u201d Portland\u2019s Simone Margraf explains. \u201cIt\u2019s understanding the difference between what they [teachers] have lived and breathed for so long and understanding the shift we want them to make and what it looks like.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Making learning more student-centered rather than teacher-centered may challenge some teachers\u2019 thinking.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Teachers might be hesitant to change what they are doing instructionally to take a more student-centered approach to learning because they feel that what they have been doing works. And it probably does for <\/strong><strong><em>many <\/em><\/strong><strong>students,<\/strong><strong><em> but it\u2019s not working for <\/em><\/strong><strong><em>all<\/em><\/strong><strong><em> students<\/em><\/strong><strong>.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is where a student-centered learning approach could help\u2014as an opportunity to give each student what they need when they need it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Gaining support from parents and the community<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For some students, the traditional model of learning works well. Parents tend to understand this more traditional model, too, and because it worked for them, some don\u2019t see a need for it to change.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Change can be difficult, especially when parents and\/or the community don\u2019t understand why a particular change is being made or if the change initially makes learning more challenging for their child.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland teacher Chandra Polasek admitted that some students may actually find learning in a student-centered classroom to be more challenging than in a regular class.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019ve put them in a box of \u2018get the right answer\u2019 by having them choose \u2018which one of these four is correct.\u2019 We\u2019ve trained them in that manner so much so that the creative thinking and problem solving is completely gone,\u201d said Polasek. \u201cThe independence in their thinking is gone and we have to find a way to reinsert that into the learning process so that learning is individualized, and owned, and intuitive, and curious, and fun again. I think we\u2019ve lost the fun because we\u2019ve told them that they need to be right when the learning is in the wrong.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students are challenged to think critically, to be more responsible for their own learning, some struggle at first because this student-centered style of learning is unfamiliar. Because this initial struggle may be a source of frustration for both students and parents, <a href=\"https:\/\/www.gettingsmart.com\/2019\/10\/10-strategies-for-schools-to-improve-parent-engagement\/\">communicating changes and providing clear expectations<\/a> should help to ensure parents understand any new processes and procedures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Typically, parents <em>want <\/em>to be involved in their children\u2019s education\u2014and in a student-centered learning environment, getting parents involved will give them a better understanding as to how to provide their child with needed support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When a school district makes the shift towards student-centered learning, <a href=\"https:\/\/hundred.org\/en\/articles\/looking-at-the-big-picture-the-role-of-parents-in-student-centered-learning\">it\u2019s an opportunity to involve parents and the community\u2014and having their support is critical<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/12\/checklist.jpg\",\"id\":29856,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-29856\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/12\/checklist.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cThe independence in their thinking is gone and we have to find a way to reinsert that into the learning process so that learning is individualized, and owned, and intuitive, and curious, and fun again. I think we\u2019ve lost the fun because we\u2019ve told them that they need to be right when the learning is in the wrong.\u201d <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Maintaining teachers\u2019 trust<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Having credibility in the eyes of teachers and maintaining the trust of staff are instrumental for any administrator\u2019s success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having credibility and trust are especially important when an administrator asks their staff to consider different pedagogical approaches such as <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anita Qonja-Collins, Assistant Superintendent of Elementary Education at Oxford Community Schools, admitted that there can be a perception that administrators don\u2019t know what\u2019s happening in the classroom because they are not in the trenches, actually doing the work. \u201cIt\u2019s really hard to have credibility in the work that you\u2019re driving forward without getting some pushback of \u2018you don\u2019t understand,\u2019\u201d said Qonja-Collins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She added that listening to teachers\u2014ensuring that teachers know you are aware of and understand their challenges\u2014is key to maintaining their trust and being able to implement new ideas and strategies with their support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Including teachers in the conversation right from the beginning is another opportunity to earn and maintain teachers\u2019 trust.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As Chris Davidson, Superintendent of the Public Schools of Calumet, Laurium, and Keweenaw, set in motion steps to establish and implement a student-centered mindset within his district, he established small teacher teams to begin designing competency-based models.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Davidson is using a student-centered approach with his teachers, putting <em>them <\/em>in the \u2018driver\u2019s seat\u2019 in terms of this process, but guiding them and providing them with resources.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe teachers will be driving this process. They will be building out these structures, building out these competencies, figuring out what it will look like in our buildings, and determining what spaces we are going to utilize.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/aurora-institute.org\/blog\/leadership-in-student-centered-equitable-learning-environments\/\">Including teachers in the conversation<\/a>, asking for their feedback, involving teachers in the decision-making process, and giving <em>them <\/em>some leadership opportunities can result in increased trust in administration.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Logistics<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When a school district or building wants to be <em>truly <\/em>student-centered, it requires changes beyond just the classroom. Logistical changes will need to be made in terms of scheduling, staffing, and how to measure students\u2019 academic progress and achievement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we make these changes, they must be based on what each individual student needs and not necessarily what is and has been convenient for adults.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology can also pose challenges for districts in terms of coordinating their current LMS capabilities with tracking mastery of competencies. Different LMSs track mastery differently (some don\u2019t work well in a standards-based system either), so it\u2019s important to consider grading implications.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It can be challenging and will take time to get all buildings within a school district to be on the same page with regards to implementation and the degree to which they are willing to do so.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think the biggest barrier is when schools see something [like competency-based education or student-centered learning], but all the aspects and facets of it aren\u2019t understood,\u201d disclosed Oxford Virtual Academy\u2019s Hybrid Learning Coordinator Jordan Dennis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThose need to be layered and built before you move in that direction and before you apply it.\u201d You can\u2019t just decide you want to implement competency-based education or student-centered learning and then start right away; it\u2019s a structural overhaul. Dennis further emphasized, \u201cConsider your curriculum, your goals, your philosophy\u2014your organization has to understand what competency-based education is. It has to want it and want to move in that direction.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The process of moving towards student-centered learning can be lengthy and involved. You\u2019ll need to design your competencies, train your teachers, talk with your community members, and talk with students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dennis feels it is very important for students to know what they are working towards because in a competency-based environment, the students are the drivers: \u201cYou really have to phase them into competency-based education. Start by giving kids more opportunities for goal setting or flexible pacing and then layer on top of that.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Designing learning that is student-centered can be an opportunity for students to learn how to drive their own learning, a skill that will benefit them long after they leave high school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1200327611.jpg\",\"id\":51236,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.49\",\"y\":\"0.31\"},\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-51236\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1200327611.jpg\" style=\"object-position:49% 31%\" data-object-fit=\"cover\" data-object-position=\"49% 31%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cConsider your curriculum, your goals, your philosophy\u2014your organization has to understand what competency-based education is. It has to want it and want to move in that direction.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic has presented the field of education with many challenges. While we\u2019ve heard some school leaders say that the pandemic has resulted in slowing their work towards making learning student-centered, others feel that the pandemic has only fueled it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s easy to get in a groove and continue comfortable routines. However, sometimes it takes a disruption to seriously consider deviating from conventional practices. <a href=\"https:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2021\/08\/Carpe-Diem.pdf\">The pandemic could quite possibly be the unexpected disruption that has been needed in education<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the more traditional model of education, too many students have slipped through the cracks, pushed on before they were ready. Too many students have had their progress hindered, prevented from moving forward to stay on pace with the rest of the class.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>While the more traditional model of education does work for some students, it has not worked for <\/strong><strong><em>all <\/em><\/strong><strong>students.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When learning is student-centered, it happens at a pace and in a place that works best for each individual student. Decisions are made based on what is best for students\u2014specifically, what is best for individual students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur focus as educators for so long has been on the teaching part of education,\u201d admitted Dave Eichberg. \u201cIn order for us to really embrace voice and choice, our focus has to shift. The lens through which we look at education has to be through the eyes of the learner.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Shifting to a more student-centered learning model can and will present many challenges, but it\u2019s also an opportunity to <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/innovation-zones-policy-flexibility-to-reimagine-and-modernize-k12-education-post-covid-19.pdf\">design learning differently<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our next and final blog in this mini-series will discuss how school leaders can support teachers in making the shift toward student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/07\/high-school-student-5.jpg\",\"id\":17067,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.38\",\"y\":\"0.48\"},\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-17067\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/07\/high-school-student-5.jpg\" style=\"object-position:38% 48%\" data-object-fit=\"cover\" data-object-position=\"38% 48%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cOur focus as educators for so long has been on the teaching part of education. In order for us to really embrace voice and choice, our focus has to shift. The lens through which we look at education <em>has <\/em>to be through the eyes of the learner.\u201d <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Student-centered learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning blog series<\/a>, we lead a discussion about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:shortcode -->\n[elementor-template id=\"65304\"]\n<!-- \/wp:shortcode -->",
            "title": "Challenges (and Opportunities) When Implementing Student-Centered Learning Models",
            "excerpt": "Shifting to a more student-centered learning model can and will present many challenges, but it\u2019s also an opportunity to design learning differently.",
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            "author_id": 32,
            "timestamp": 1632414906,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/why-online-learning-can-be-liberating-for-students\/id1551347022?i=1000536252650\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/0w5Oz3Jf15VysOXIsESS8d?si=XCYpSOeUTpq5XAVy-KhzZw&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/N2E5NzBmMDUtYzFiMy00MDJhLThjY2ItNGYwM2JlYzRjNzFj?sa=X&amp;ved=0CAUQkfYCahcKEwj4kKuPv5XzAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Why-Online-Learning-Can-Be-Liberating-for-Students-with-IEP-and-504-Plans-feat--Lisa-Rohde-from-Michigan-Virtual-e17mfq1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This past year, many students and their families struggled with a transition to fully remote learning. This held particularly true for students with IEP and 504 plans, who, on top of learning in a new way, also had their own unique needs that had to be met in order for them to be successful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although, of course, it\u2019s highly dependent on the student\u2019s personal situation, an asynchronous online environment CAN actually be liberating to some students with IEP and 504 plans.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I chat with Lisa Rohde, special education and instructional support manager at <em>Michigan Virtual<\/em>, who helps me understand:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>How an IEP or 504 plan might look different in a face-to-face vs. online setting<\/li><li>The pros and cons of online learning for students requiring accommodations<\/li><li>Examples of students who might thrive in an online learning environment<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or <a href=\"https:\/\/otter.ai\/u\/tuk1p7UZADDW7RFicultoops60M\" target=\"_blank\" rel=\"noreferrer noopener\">read the transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/3PfsPn5sG5k\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/3PfsPn5sG5k\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources\u00a0<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Related list: <\/strong><a href=\"https:\/\/michiganvirtual.org\/resources\/special-education\/\" target=\"_blank\" rel=\"noreferrer noopener\">List of resources for supporting special education students in online learning<\/a><\/li><li><strong>Related article:<\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-the-impetus-for-change\/\" target=\"_blank\" rel=\"noreferrer noopener\"> <\/a><a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-the-impetus-for-change\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student-centered learning: The impetus for change<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "Why online learning can be liberating for students with IEP and 504 plans",
            "excerpt": "Meet Lisa Rohde, special education and instructional support manager at Michigan Virtual, who shares some of the pros and cons of online learning for students requiring accommodations.",
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        {
            "id": 64757,
            "path": "\/blog\/school-leader-insights-leading-toward-success\/",
            "author_id": 54,
            "timestamp": 1632412800,
            "content": "<!-- wp:heading -->\n<h2>Leading in a digital culture<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To effectively implement change that supports a digital learning program, school leaders need to think about how they can foster a digital culture. Effective leadership practices often involve a focus on learning for an entire school community. The driving concern should be if and how students are meeting curricular goals through new digital learning opportunities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once a digital learning program takes off, teachers and staff should be able to find ways to continue to innovate and evolve their instructional and student support practices. Members of the broader community may then have options and resources that they did not have before. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders need to maintain diplomacy and flexibility to encourage a school or district to sustain new digital learning initiatives. Also, it is helpful to remember that technologies help teachers do their jobs; technologies are not a replacement for teachers and what they have been trained to do. Therefore, school leaders should consider some apt advice:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Let technology do what it does best, and let teachers do what they do best.<\/strong><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>By advocating for innovative changes that help teachers grow and learn as professionals, school leaders can maintain a positive work environment for teachers, which ultimately helps students and school communities advance their skills and knowledge through digital learning innovations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Be the \u201cchampion\u201d<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Shepherding a new digital learning program from conception to enactment requires much energy, willpower, and adaptability. In many ways, a digital learning program needs a champion who will be an instructional leader, an advocate, a counselor, and a cheerleader focused on making a vision turn into a reality. It is hoped that a champion's efforts then inspire teachers and staff to continue the momentum within the broader school community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Being a champion requires establishing a culture of trust, expectation, and innovation. School leaders need to communicate clearly and with transparency. They need to make sure all crucial stakeholders are included and <em>feel<\/em> included in the process from start to finish. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moreover, leaders need to help a school community recognize that there are opportunities for success as well as the chance that failure happens along the way. Together, everyone can \u201cfail forward\u201d by embracing risk-taking and reflecting on lessons learned as the process unfolds to achieve a digital learning program\u2019s underlying vision and purpose.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders should recognize that people look up to them and watch them as change is introduced and carried out. As such, they should model the desired behaviors they want to see in others within the community. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders become the exemplar of innovative change by being empathetic, diplomatic, available to listen, and open to modelling self-care. Or, as Indian leader Mahatma Gandhi famously advised, \u201cBe the change you wish to see in the world.\u201d\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To create change that leads to the successful implementation of a digital learning program, school leaders must reflect on their place as champions for the cause. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the same time, they should make sure that whatever technological resources are pursued align with the school\u2019s or district\u2019s instructional vision. When school community members are included and feel like their voices are taken seriously to realize this vision, more champions for digital learning emerge, which only help increase the chances of success in the long run.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Looking ahead<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As this <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/leadership\/school-leader-insights\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Leader Insights blog series<\/a> has emphasized, school and district leaders are the linchpin to the success of any digital learning program. Being intentional by listening to all members of the school community goes a long way to introducing and sustaining innovative change. This blog series provides advice and tools to be the leader and champion of a digital learning program:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Establish a clear purpose (a reason \u201cwhy\u201d) for a program<\/li><li>Understand the interplay of curriculum, instruction, and assessment for a program<\/li><li>Examine technology as a foundation for implementation and long-term impact<\/li><li>Recognize professional learning as a catalyst for change<\/li><li>Take a 360-degree look at school operations to support digital learning<\/li><li>Be a champion of a culture focused on learning, having clear expectations, being willing to innovate, and adapting as necessary to realize the vision of the initiative<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Moving forward, <em>Michigan Virtual Learning Research Institute<\/em> will continue to study what is necessary for leaders to successfully implement change in support of a school or district\u2019s vision of innovating through digital learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to thank Tracy Gieseking from the <em>Michigan Virtual Learning Research Institute<\/em> for her contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington, director of <em>Michigan Virtual Learning Research Institute,<\/em> has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ed Timke<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Ed Timke is a research specialist for <em>Michigan Virtual Learning Research Institute<\/em>. Although he specializes in qualitative research \u2014 such as interviews, focus groups, ethnographies, and textual and visual analyses \u2014 he was trained in mixed methods research while in his doctoral program in communication and media at the University of Michigan. Ed has taught online and face-to-face courses on writing, research methods, global media and communication, the role of advertising in society, and intercultural communication at American University, Duke University, UC Berkeley, and the University of Michigan.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "School Leader Insights: Leading Toward Success",
            "excerpt": "The School Leader Insights blog series provides school leaders with practical guidance and advice on how to develop and support digital learning programs within their schools and districts. Based on research and on-the-ground experiences working with school leaders, Michigan Virtual Learning Research Institute aims to identify and share effective practices with these school leaders to support their work and encourage their success. In this final blog post of the series, we discuss how to lead a new digital learning program toward success in the long term.",
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        {
            "id": 64755,
            "path": "\/blog\/school-leader-insights-shifting-school-operations\/",
            "author_id": 54,
            "timestamp": 1632240000,
            "content": "<!-- wp:heading -->\n<h2>Role of digital learning in an academic program<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To successfully roll out a digital learning program, implementation should not be done within a vacuum. Schools are complex organizations with many layers contributing to their operations. The various stakeholders responsible for school operations need to be included in the planning and implementation of any digital learning program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Previous blog posts in this series emphasized the <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-vision-for-digital-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">importance of understanding the underlying goals of a digital learning program<\/a>; <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-interplay-curriculum-instruction-assessment\/\" target=\"_blank\" rel=\"noreferrer noopener\">examining the interplay between curriculum, instruction, and assessment<\/a>; <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-technology-as-foundation\/\" target=\"_blank\" rel=\"noreferrer noopener\">thinking carefully about technology needs<\/a>; and <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">offering professional learning opportunities<\/a>. If logistical concerns of school operations are not also factored into enacting a digital learning program, implementation can be significantly hindered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When thinking of integrating a digital learning program within existing school operations, careful considerations are needed. School leaders need to remember that school operations often involve a finite number of dedicated facilities staff, limited budgets, and rigid and time-sensitive schedules. Thus, school leaders must think about how much a digital learning program will impact existing procedures, processes, and systems that keep a school functioning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders should reflect on the nature of a digital learning program. Is it supplemental to existing operations and more of an add-on that might not necessarily disrupt existing plans and procedures? <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Or is it something that needs to be highly integrated across many different school operations systems, plans, and procedures? Similarly, is a digital learning program a system-wide adaptation throughout a school, or is it an isolated program that targets a particular part of a school community?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Suppose a digital learning program is isolated or supplemental. In that case, there may not be a dramatic impact on existing school operations. However, coordination with relevant stakeholders still needs to occur to ensure a digital learning program can be enacted and function smoothly within a school\u2019s broader operational structure. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If a digital learning program is more integrated and systemic, even more significant discussions are needed with school operations leaders and staff to ensure that new and existing work can be managed well within the desired implementation timeline.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lastly, depending on the intensity and reach of the digital learning program, careful thought must be on expectations of how staff will use technologies and where and when they will use those technologies. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Such reflection requires attention to the most granular operational details to ensure interoperability of technologies and software as well as the availability of facilities staff to install and test new equipment properly.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Making room in day-to-day operations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Implementing a digital learning program requires careful planning, especially ensuring there are enough resources and support to keep day-to-day operations as smooth as possible. As noted about <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-technology-as-foundation\/\" target=\"_blank\" rel=\"noreferrer noopener\">doing careful assessments of what kinds of technology would best serve a digital learning program<\/a>, school leaders need to plan what technologies need to go where and when they should be installed, tested, and integrated into the learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Such planning means that school leaders need to make sure staff and contractors who know how to install technology and new equipment are available. Educational technologists and facilities staff are best equipped to implement technology installations and upgrades. They must be given adequate notice and time within their existing work schedules to help roll out a digital learning program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similarly, buying new equipment and technology is only one part of the budgeting process. There may be significant installation and operational expenses to keep in mind. New equipment installation may require specialized outside contractors. New furniture or room equipment might be required to situate and use technologies in the classroom properly. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Also, electrical lines and outlets may need to be added to allow technologies to be placed optimally within a classroom. Technology additions and upgrades may involve long-term operational costs, including increased electricity costs and outside maintenance contracts with technology vendors. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Therefore, school leaders need to see where a digital learning program fits into a school\u2019s facilities maintenance schedule and budget and have regular discussions with facilities staff to make sure any new work and procedures can be implemented and supported.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are many schedules to account for when schools are operating, especially teachers\u2019 teaching and prep schedules.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>If schools expect teachers to take on new roles in a digital learning program, they need to give teachers time to collaborate with other faculty and staff to plan and put the program\u2019s curricular goals into action.&nbsp;<\/strong><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Moreover, teachers need time to engage in professional learning opportunities, which could include mentorship programs, to enhance their teaching practices using new digital tools. Time must also be allocated in teachers\u2019 schedules for them to take on new responsibilities and build the skills necessary for a digital learning program to succeed. The same should be said for support staff and students who may be engaging with new technologies for the first time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrator support goes a long way in implementing any change within school operations. Effective school leaders are intentional in reaching out to all school community members to learn about and address their needs and concerns. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Change can be a source of stress for anyone, especially if it involves adding more responsibilities, developing new skill sets, and making adjustments to existing schedules. School leaders should work with teachers and staff to make sure that any new initiative does not derail existing priorities and operational procedures. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators should also work closely with teachers to develop programs and resources that help teachers grow their skills and better understand their expectations as they implement a new digital learning program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the end, a new digital learning program presents exciting opportunities to innovate and grow. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, for a school community to feel enthusiastic about the changes that will come, school leaders must have a full understanding of a program\u2019s impact on school operations at all levels\u2014from paying the electric bill to ensuring students\u2019 grades are released on time. Such an understanding requires listening to many school community members and being intentional about trying to help everyone do their best to keep a school running smoothly.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Looking ahead<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The final blog in this <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/leadership\/school-leader-insights\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Leader Insights series<\/a> will focus on how to lead a new digital program toward long-term success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up fo<\/a><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">r<\/a><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"> email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to thank Tracy Gieseking from the <em>Michigan Virtual Learning Research Institute<\/em> for her contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington, director of <em>Michigan Virtual Learning Research Institute,<\/em> has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ed Timke<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Ed Timke is a research specialist for <em>Michigan Virtual Learning Research Institute<\/em>. Although he specializes in qualitative research \u2014 such as interviews, focus groups, ethnographies, and textual and visual analyses \u2014 he was trained in mixed methods research while in his doctoral program in communication and media at the University of Michigan. Ed has taught online and face-to-face courses on writing, research methods, global media and communication, the role of advertising in society, and intercultural communication at American University, Duke University, UC Berkeley, and the University of Michigan.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "School Leader Insights: Shifting School Operations to Support Digital Learning",
            "excerpt": "The School Leader Insights blog series provides school leaders with practical guidance and advice on how to develop and support digital learning programs within their schools and districts. Based on research and on-the-ground experiences working with school leaders, Michigan Virtual Learning Research Institute aims to identify and share effective practices with these school leaders to support their work and encourage their success. In this blog post, we discuss the importance of shifting school operations to support digital learning. Significant implementation challenges arise without staying in touch and coordinating with a variety of stakeholders responsible for school operations.",
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            "content": "<!-- wp:paragraph -->\n<p>The article \"<a href=\"https:\/\/www.wzzm13.com\/article\/news\/local\/national-online-learning-day-the-ins-and-outs-of-virtual-learning\/69-af1b7447-64f7-4d0f-98e5-fcf303683ce1\">National Online Learning Day: The ins and outs of virtual learning<\/a>\" \u2014 originally published by WZZM Grand Rapids on September 15, 2021 \u2014 features an interview with Dr. Shannon Smith, our senior director of student learning, who shared some tips for students and parents to keep in mind to be successful in online learning.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "National Online Learning Day: The ins and outs of virtual learning",
            "excerpt": "The article &#8220;National Online Learning Day: The ins and outs of virtual learning&#8221; \u2014 originally published by WZZM Grand Rapids on September 15, 2021 \u2014 features an interview with Dr. Shannon Smith, our senior director of student learning, who shared some tips for students and parents to keep in mind to be successful in online...",
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            "path": "\/blog\/monitoring-student-needs-and-progress\/",
            "author_id": 59,
            "timestamp": 1631890800,
            "content": "<!-- wp:paragraph -->\n<p>In June of 2021, we published the report <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/#Why\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning in Michigan K-12 Schools: Factors That Impact Successful Implementation<\/a>. This study aimed to capture the ways in which Michigan schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To inform the report, we interviewed teachers and both building- and district-level administrators from five Michigan school districts: <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>, <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, <a href=\"https:\/\/www.oxfordschools.org\/\">Oxford Community Schools<\/a>, <a href=\"https:\/\/www.portlandk12.org\/index.aspx\">Portland Public Schools<\/a>, and the <a href=\"https:\/\/www.clkschools.org\/index.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a>. These school districts belong to a larger network of districts that are early adopters of <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a> called the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp (MiCoOp)<\/a>, which is led by Lisa Sitkins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This mini-series <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/student-centered-learning-in-michigan-k-12-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Student-Centered Learning in Michigan K-12 Schools<\/em><\/a>\u2014which is part of our larger <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning blog series<\/a>\u2014is meant to accompany the report and further explore the practical implications of the research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, the mini-series celebrates these schools as well as other K-12 schools throughout the state of Michigan who continue to work toward implementing student-centered learning models that include elements of digital learning, personalization, and <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">competency-based learning progressions<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>In our discussions with teachers and school leaders as part of this study, we learned about many different ways in which teachers are monitoring student needs and progress.<\/strong> Because of the COVID-19 pandemic and the <a href=\"https:\/\/www.theatlantic.com\/ideas\/archive\/2021\/09\/school-learning-loss-trauma-death\/619970\/\">resulting trauma it has caused<\/a>, this has never been more relevant or more important.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic brought to the surface many issues students face: Lack of reliable WiFi, lack of access to technology, food insecurities, and the lack of parental support at home to name a few.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As schools shut their doors and students logged onto Zoom with their cameras on (at least that was the goal) to continue learning remotely, teachers got a glimpse into students\u2019 home lives\u2014a glimpse that they never had before.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some teachers may never have realized the issues students were facing outside of their classroom. When students\u2019 basic needs aren\u2019t being met or they are experiencing trauma, it often results in academic struggles.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Joel Asiala, a principal with the Public Schools of Calumet, Laurium, and Keweenaw, stressed: \u201cIf you don\u2019t know what is going on with kids behind the scenes, you won\u2019t be successful in teaching them. We need to understand kids and what they are dealing with personally in order to reach them academically.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Monitoring students\u2019 non-academic needs <em>in addition<\/em> to their academic needs can help us truly consider the whole child.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-1254825698.jpg\",\"id\":62714,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.50\",\"y\":\"0.35\"},\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-62714\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-1254825698.jpg\" style=\"object-position:50% 35%\" data-object-fit=\"cover\" data-object-position=\"50% 35%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cIf you don\u2019t know what is going on with kids behind the scenes, you won\u2019t be successful in teaching them. We need to understand kids and what they are dealing with personally in order to reach them academically.\u201d&nbsp; <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Monitoring both academic and non-academic student needs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the four core tenets of a <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning environment<\/a> is the continuous monitoring of student needs\u2014both academic and non-academic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Monitoring students\u2019 academic needs based on their performance data can help teachers determine where students are excelling and where they have gaps in their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on performance data from <a href=\"https:\/\/www.cmu.edu\/teaching\/assessment\/basics\/formative-summative.html\">formative and summative assessments<\/a>, learning experiences should be adjusted to appropriately shape students\u2019 learning pathways. Some students may be ready to move on while others may need extra time and more individual or small group instruction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, in a student-centered learning environment, putting students at the center means really getting to know them <em>beyond <\/em>just academics\u2014it means understanding their interests, their passions, and what truly matters to them. These are considered non-academic needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Understanding a student\u2019s non-academic needs can help teachers connect the academic curricular pieces together in ways that work best for each individual learner.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learning can be geared towards their interests or passions. For example, if a student is interested in a particular career path or subject area, their schedule can be designed to include specific courses that are related to that field of study.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When learning is geared towards students\u2019 interests or passions, learning becomes more meaningful and can result in <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">increased student engagement<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/building-blocks.jpg\",\"id\":29007,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.47\",\"y\":\"0.98\"},\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-29007\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/building-blocks.jpg\" style=\"object-position:47% 98%\" data-object-fit=\"cover\" data-object-position=\"47% 98%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> Understanding a student\u2019s non-academic needs can help teachers connect the academic curricular pieces together in ways that work best for each individual learner.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>What does it look like in Michigan K-12 schools?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers and school leaders in Michigan are monitoring their students\u2019 needs in many different ways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/knowledgeworks.org\/resources\/learner-profiles-what-why-how\/\">Learner profiles<\/a> are one of the ways in which teachers are getting to know students and their individual needs as learners. Oxford\u2019s Anita Qonja-Collins shared that through learner profiles, they are \u201chelping students understand themselves and the choices they have in their education.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Beyond the obvious benefit of a teacher understanding their individual students\u2019 academic and non-academic needs, learner profiles can also help students to know themselves as learners.&nbsp;&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.greatschools.org\/gk\/articles\/advisory-the-most-important-class-in-high-school-isnt-what-you-think\/\">Advisory periods<\/a> are another way for teachers to track both the academic and non-academic needs of their students. At Portland High School, each day begins with a 25-minute advisory period called \u201ccadre.\u201d Cadre teachers are responsible for monitoring a group of approximately 20\u201325 students\u2019 progress.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThose are the kids that you take care of,\u201d explained Portland High School principal Jamie DeWitt. \u201cYou check in on them, find out how they are doing. You make sure that they\u2019re okay.\u201d It\u2019s a time for conversations, a time for teachers to connect with the students they are most worried about, and a time to build and maintain relationships.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/592.jpg\",\"id\":64086,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.49\",\"y\":\"0.35\"},\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-64086\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/592.jpg\" style=\"object-position:49% 35%\" data-object-fit=\"cover\" data-object-position=\"49% 35%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cThose are the kids that you take care of. You check in on them, find out how they are doing. You make sure that they\u2019re okay.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Tracking student achievement or performance data with a <a href=\"https:\/\/www.techlearning.com\/features\/what-is-a-student-information-system-and-how-does-it-work\">student information system<\/a> (SIS) and\/or a <a href=\"https:\/\/www.neolms.com\/what_is_an_lms\">learning management system<\/a> (LMS) is a way that many districts monitor and track student needs and progress.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Executive director of Link Learning for Berrien Springs Public Schools Kristi Teall described the \u201cPulse\u201d data dashboard that they use throughout the district to track student progress and identify trends of student engagement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThis was probably our first step in becoming student-centered,\u201d said Teall. \u201cIt is about looking at data to see what is going on with kids, trying to find out why some are or are not successful, and determining what might we do to address some of those challenges that our students are facing.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>When we can effectively monitor students\u2019 individual academic needs, we can also teach students to monitor their own needs. <\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By tracking their own academic progress, students are encouraged to take ownership of their learning, which helps them to develop the skills needed for <a href=\"https:\/\/education-reimagined.org\/what-do-you-mean-when-you-say-student-agency\/\">learner agency<\/a>\u2014knowledge of oneself as a learner. It is the learner\u2019s ability to articulate, create, or ask for the conditions necessary to meet one\u2019s learning needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Monitoring their own academic progress is an important life skill for students. It fosters <a href=\"https:\/\/www.edutopia.org\/blog\/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers\">metacognition<\/a> (awareness of one\u2019s own thought processes), which has been associated with higher levels of achievement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important to remember that while students should have opportunities to track their own progress, we can\u2019t assume that students know how to do this themselves. Monitoring student data should be a collaborative process with both students and teachers looking at the same data and discussing it together.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland teacher Chandra Polasek shared how, in her high school English Language Arts and Communications classes, she has quarterly grade conferences with her students. She described the conferences as collaborative conversations in which students articulate how they have met specific standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI got tired of grades being assigned simply based on what I\u2019ve recorded, whereas students might have evidence that shows they\u2019re really proficient in the standard\u2026it might have been that I just didn\u2019t see it or wasn\u2019t grading a particular assignment for it at the time,\u201d Polasek admitted.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s also a self-reflection aspect to these grade conferences. She encourages her students to determine where they excelled in each unit and what they want to and need to work on next. The conversations that take place during these quarterly grade conferences help students to develop learner agency as they monitor their own progress and learning needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learning that is student-centered in this way can help students develop both academic and non-academic skills transferable beyond the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/glenn-carstens-peters-203007.jpg\",\"id\":3842,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-3842\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/glenn-carstens-peters-203007.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cI got tired of grades being assigned simply based on what I\u2019ve recorded, whereas students might have evidence that shows they\u2019re really proficient in the standard\u2026it might have been that I just didn\u2019t see it or wasn\u2019t grading a particular assignment for it at the time.\u201d  <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Part of being a teacher is monitoring the needs of students, whether a classroom is student-centered or not. Every teacher does it in some way or another\u2014exit tickets, thumbs up\/thumbs down checks, individual student conferences, analyzing student assessment data, or listening to students explain something in their own words.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a face-to-face classroom, teachers can visually scan the class using social cues and students\u2019 facial expressions to get a general idea as to how many students seem confused, frustrated, or lost.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a virtual classroom, those visual cues don\u2019t exist. Many teachers found it to be more challenging to monitor the needs of their students during the pandemic when they were forced to teach remotely and may not have had much, if any, experience teaching online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During this time, we were reminded of the importance of <a href=\"https:\/\/www.goodmorningamerica.com\/wellness\/story\/teacher-tackling-mental-health-students-return-year-remote-79414581\">paying attention to more than just how students are doing academically<\/a> by focusing on students\u2019 <a href=\"https:\/\/www.edsurge.com\/news\/2019-05-07-why-social-emotional-learning-is-suddenly-in-the-spotlight\">social and emotional needs<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In classrooms that are student-centered (virtual <em>or <\/em>face-to-face), teachers monitor student needs more intentionally\u2014<em>and it\u2019s more than just data<\/em>. It is about understanding the whole child\u2014what they need both academically and non-academically\u2014and giving students the skills they need for success within and beyond the classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-centered learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning blog series<\/a>, we lead a discussion about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Monitoring Student Needs and Progress in a Student-Centered Classroom",
            "excerpt": "In a truly student-centered learning environment, it really goes beyond just data. Teachers and administrators should look at the whole child, considering both their academic and non-academic needs.",
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            "id": 64620,
            "path": "\/blog\/school-leader-insights-professional-learning\/",
            "author_id": 54,
            "timestamp": 1631808000,
            "content": "<!-- wp:heading -->\n<h2>Begin with the end in mind<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At the <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-technology-as-foundation\/\" target=\"_blank\" rel=\"noreferrer noopener\">end of the previous blog post<\/a> in this series, professional learning was emphasized as a critical concern when introducing new technology in any digital learning initiative. When teachers feel comfortable with their ability to leverage the technology available to them, they are set on a path toward success in helping their students and growing as professionals.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some might argue that digital learning goals will be easily within reach if you give teachers new technology. Procuring technology is only one part of the equation. Adequate training and professional learning need to be offered and available. However, a distinction should be made between training and professional learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Training <\/em>refers to providing nuts-and-bolts guidance on how to do specific tasks involving technology, such as accessing software, uploading PDF documents, or recording a class.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Professional learning<\/em> centers on higher-order strategies of using technology and other tools to achieve particular instructional and professional goals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some school community members may already have a lot of technical knowledge, so only offering training may be seen as tedious or unnecessary. School districts should provide professional learning to give teachers an opportunity to advance their instructional skills and abilities in serving students and the broader community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When a school district establishes professional learning goals, they should be aligned to the instructional vision of the district. This ensures that teachers\u2019 growth and development can have a direct positive impact on students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, professional learning goals need to align with how teachers are supervised and evaluated as well as where a school wants to be in meeting its curricular goals and objectives. When teachers see that they are rewarded for their commitment to growing as educational professionals, a school or district creates and encourages a culture of continuous learning and innovation which benefits the entire school community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Personalizing professional learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To implement an effective professional learning program, school leaders must understand the needs of adult learners. As noted in a <a href=\"https:\/\/digitalpromise.org\/2021\/09\/08\/creating-conditions-for-powerful-technology-use\/\">Digital Promise study on creating conditions to implement new instructional technologies<\/a>, teachers want professional learning lessons to be relevant, valuable, and immediately applicable.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>If relevance, utility, and application of lessons learned are not emphasized, adult learners will tend to tune out and not see professional learning opportunities as worth their time.<\/strong><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Professional learning should not follow a one-size-fits-all approach. School leaders need to provide teachers with a voice and a choice to pursue the opportunities that suit them, their needs, and their goals as professionals. A wide variety of options should be available, and teachers should be regularly surveyed about what topics and formats of professional learning interest them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders should use individual teacher data\u2014collected from sources such as classroom walkthroughs, formal observations, and student assessments\u2014to drive teachers\u2019 professional learning. Not only does this make professional learning tailored, but it makes any professional learning opportunity more relevant, useful, and accountable for teachers and those they serve. A focus should be on building instructional competencies that can be applied and demonstrated tangibly in the classroom. Understanding the ins and outs of technology through training is essential, but what is most valuable is guiding teachers on how to use technology to make their teaching more effective and enjoyable for them and their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A focus on competencies means that school leaders need to revisit teacher supervision and evaluation. Rather than treating teacher supervision as a top-down formalized evaluation exercise conducted once or twice per year, school leaders should embrace regular open dialogue with teachers focused on skill development that can advance and enhance their instructional practices in the short and long term.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By having recurring, informal conversations throughout the year, teachers and administrators can work <em>together<\/em> to identify strength areas to continue and opportunities to pursue for growth and improvement. When this process is continuous and intentional, the evaluation process becomes less confrontational. It focuses more on the reason teachers are evaluated in the first place\u2014to support teachers\u2019 ability to achieve excellence in their service to students and the school community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Role of the supervisor<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders play an important role in supervising teachers. The most effective supervision is focused on guiding professional growth and development rather than dictating from a position of authority. Giving teachers a voice and a choice in planning, implementing, and evaluating professional learning opportunities will go a long way to create a culture of agency among the instructional staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When educators feel empowered in their professional learning and growth, they feel more satisfied and confident in their work. They also will be more apt to support, contribute to, and champion new innovations in digital learning. When teachers feel invested in a digital learning program that empowers them and their students, they become catalysts of change.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Again, using individualized teacher data is essential to inform and shape the <em>co-creation<\/em> of professional learning experiences between school leaders and teachers. When teachers\u2019 unique needs, perspectives, and goals are taken into account, they feel more valued and ready to bring their best and fullest professional selves to enact a new digital learning initiative.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Looking ahead<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following blog in this <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/leadership\/school-leader-insights\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Leader Insights series<\/a> will focus on how to shift school operations effectively to advance the implementation of digital learning programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to thank Tracy Gieseking from the <em>Michigan Virtual Learning Research Institute<\/em> for her contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington, director of <em>Michigan Virtual Learning Research Institute,<\/em> has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ed Timke<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Ed Timke is a research specialist for <em>Michigan Virtual Learning Research Institute<\/em>. Although he specializes in qualitative research \u2014 such as interviews, focus groups, ethnographies, and textual and visual analyses \u2014 he was trained in mixed methods research while in his doctoral program in communication and media at the University of Michigan. Ed has taught online and face-to-face courses on writing, research methods, global media and communication, the role of advertising in society, and intercultural communication at American University, Duke University, UC Berkeley, and the University of Michigan.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "School Leader Insights: Professional Learning as a Catalyst for Change",
            "excerpt": "The School Leader Insights blog series provides school leaders with practical guidance and advice on how to develop and support digital learning programs within their schools and districts. Based on research and on-the-ground experiences working with school leaders, Michigan Virtual Learning Research Institute aims to identify and share effective practices with these school leaders to support their work and encourage their success. In this blog post, we discuss how professional learning programs for teachers can provide job satisfaction, improve digital learning outcomes for students, and serve as a catalyst for change. ",
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            "id": 64651,
            "path": "\/blog\/bringing-the-world-into-your-classroom-with-technology\/",
            "author_id": 32,
            "timestamp": 1631763491,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/bringing-the-world-into-your-classroom-with\/id1551347022?i=1000535396210\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/2HG10CdvyGK6fllmUkNVUZ?si=PmkqG0IpQKK9Gr77OTOLDg&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/YWQ5MDM5YjctMzM5Zi00NmU4LWE1MjktMzNmNzU5NWRhNjc4?sa=X&amp;ved=0CAUQkfYCahcKEwigveb1sILzAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Bringing-the-World-Into-Your-Classroom-with-Technology-feat--Natalie-Anderson-from-Saline-Area-Schools-e17c41k\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With so many new apps and programs out there, it\u2019s easy for even experienced teachers to feel dazzled and overwhelmed by all of the cool things you can do with technology in the classroom today.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I chat with Natalie Anderson, a fifth-grade teacher from <a href=\"https:\/\/www.salineschools.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Saline Area Schools<\/a> and the recipient of <a href=\"http:\/\/macul.org\/grants-and-awards\/\" target=\"_blank\" rel=\"noreferrer noopener\">MACUL\u2019s 2021 Innovative Teacher award<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>In this episode, we chat about:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Natalie\u2019s personal philosophy for using technology with students<\/li><li>Her go-to favorite tech tools, and<\/li><li>Her experience bringing hackathons, virtual museum visits, and Genius Hour into her fifth-grade classroom.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or <a href=\"https:\/\/otter.ai\/u\/-17J9rlm4qOaU1R3ycTRDBikBTs\" target=\"_blank\" rel=\"noreferrer noopener\">read the transcript<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/c0OaQ_6yvn4\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/c0OaQ_6yvn4\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Natalie\u2019s favorite tech tools:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/info.flipgrid.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Flipgrid<\/a><\/li><li><a href=\"https:\/\/www.gimkit.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Gimkit<\/a><\/li><li><a href=\"https:\/\/jamboard.google.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Google Jamboard<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Related episode:<\/strong> <a href=\"https:\/\/michiganvirtual.org\/blog\/how-can-we-make-school-a-place-students-want-to-be\/\" target=\"_blank\" rel=\"noreferrer noopener\">How can we make school a place students WANT to be?<\/a><\/li><li><strong>Related materials: <\/strong><a href=\"https:\/\/sites.google.com\/salineschools.org\/maculinnovativeteacher2021\/home\" target=\"_blank\" rel=\"noreferrer noopener\">Natalie\u2019s portfolio for the 2021 MACUL Innovative Teacher of the Year nomination<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "Bringing the world into your classroom with technology",
            "excerpt": "Meet Natalie Anderson, a fifth-grade teacher from Saline Area Schools and the recipient of MACUL\u2019s 2021 Innovative Teacher of the Year award.",
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            "id": 64614,
            "path": "\/blog\/school-leader-insights-technology-as-foundation\/",
            "author_id": 54,
            "timestamp": 1631635200,
            "content": "<!-- wp:heading -->\n<h2>Looking through a systemic lens<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Technology is one piece of the pie that can help execute a digital learning initiative, but it\u2019s not the first place school leaders should go.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One must remember that the technology used in a digital learning program should enable <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-vision-for-digital-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">the established vision<\/a> driving the initiative. Moreover, the chosen technological tools need to account for <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-vision-for-digital-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">the desired interplay between curriculum, instruction, and assessment<\/a>. Without aligning technology with the overarching vision to meet curricular and instructional goals, a digital learning program is set up for limited impact.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, if the goal is to have students use digital tools to learn outside of face-to-face classrooms, a school may not need a one-to-one (one computer per student) set-up in its classrooms. Instead, a school may better serve students by giving them laptops to use independently outside of the physical classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Therefore, in collaboration with the broader school community, school leaders need to conduct a gap analysis that looks at the current state of technology and the desired future state of technology. In addition to considering budgetary possibilities, all relevant stakeholders need to discuss some critical questions:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Where does technology fit into meeting the objectives and student learning goals of the district?<\/li><li>What existing technology tools do we already have to help us meet these objectives in the short and long term?<\/li><li>What new technology tools do we need to meet these objectives in the short and long term?<\/li><li>What skills do students, teachers, and families need to use the technologies to meet the district\u2019s objectives?&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In answering these questions, school leaders should consult a wide variety of school community members impacted by the potential technologies that could be used. Some helpful tools to conduct a gap analysis include surveys, focus groups, one-on-one discussions, town hall meetings, and classroom observations. Again, all relevant school community members should be consulted, including teachers, students, support staff, families, and members of the broader community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the end, when it comes to technology, what happens in schools should consider how people are using technology in their personal lives. A digital learning initiative should align with the needs of the instructional program as well as what the school community is doing with technology in all parts of their lives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Procuring technology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After initial discussions about the current and desired future state of technology, school leaders can start to enact a technology plan supporting a digital learning initiative. This requires forming a cross-functional team that draws from the expertise, experience, and perspectives of different constituencies within a school community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This cross-functional team needs to keep the digital learning program\u2019s vision in mind as they work together to identify viable options and carry out as smooth a transition process as possible. As pointed out in <a href=\"https:\/\/www.edweek.org\/technology\/how-to-make-the-best-tech-decisions-for-schools-a-downloadable-guide\/2021\/07\" target=\"_blank\" rel=\"noreferrer noopener\">a recent <em>Education Week<\/em> article on making sound tech decisions<\/a> and a <a href=\"https:\/\/digitallearning.setda.org\/planning\/#digital-transformation\" target=\"_blank\" rel=\"noreferrer noopener\">State Educational Technology Directors Association (SETDA) digital transformation guide<\/a>, a cross-functional team would need to\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>work together to identify gaps that need to be filled<\/li><li>assess the solutions available to meet those needs, especially with an eye to security, privacy, and accessibility concerns<\/li><li>conduct careful research about various solutions while input is solicited from end-users<\/li><li>test solutions with various members of the school community<\/li><li>craft clear purchasing and rollout plans to ensure systems are in place to introduce new technologies to an enthusiastic and well-informed community.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Once various technologies are identified, interoperability should be taken into account. Do all the chosen tools and platforms work well together? How integrated can and should they be? Are there any friction points that make using tools difficult? If there are barriers to using multiple tools needed to meet various digital learning goals, users\u2019 time can be wasted, leading to frustration toward a program and initiative.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Unfortunately, school leaders do not have a crystal ball to tell the future, but proactive steps can be taken to \u201cfuture-proof\u201d a digital learning initiative. Plans need to be in place to ensure smooth operations and anticipate the changing landscape of technology.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One must remember that technology ages and breaks. A school district needs a contingency plan for broken computers and network equipment. Computers and systems need to be updated and replaced regularly, so districts need a straightforward maintenance and upgrade schedule to ensure users\u2019 continued ability to work and learn. Also, bandwidth demands have increased over time, and they are likely to continue into the foreseeable future. So, long-term thinking about maintaining and increasing internet access speeds is needed. Lastly, a digital learning program should not be dependent on one particular piece of hardware or a specific manufacturer.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is vital to have forward-thinking technology specialists on staff who stay updated on the changing landscape of educational technologies and know effective practices in having maintenance and upgrade schedules. As emphasized by a <a href=\"https:\/\/digitalpromise.org\/2021\/09\/08\/creating-conditions-for-powerful-technology-use\/\">Digital Promise study on instructional technology<\/a>, not only does technology need to be seamless and stable, there also needs to be opportunities for teachers to learn tangible ways to put that technology to good use in their instructional practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Implementation and support<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders should not assume that once technology is rolled out that everything will run smoothly. Nor should they believe that all members of a school community are equally adept at using technology. Technology training and support resources are essential to the success of a digital learning program. Training and support should be a key component in the planning and deliberation around what technology options to pursue.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Choosing which technologies to roll out should consider the need to offer training and skills development opportunities to teachers, students, staff, and families. If no one knows how to use a particular platform or tool, it won\u2019t get used. Additionally, if a specific platform or tool is not intuitive or easy to learn how to use, there will be resistance to using that technology.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thought must also be put into making sure the school community feels comfortable using the technologies implemented, and if they have questions or concerns, it should be clear where they can go for help. If a particular technology resource requires significant training and skill development that cannot be provided with the resources available at a school, other options should be considered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the implementation process, attention needs to be paid to what tech support options are available to end-users. If teachers expect students to do work outside of standard classroom hours during the day, will there be tech support available if they need help? Will there be tech support available for students\u2019 families? How will teachers and support staff be able to troubleshoot particular technology-related questions in and out of the classroom? If significant tech support demand is required at all hours of the day to make sure these stakeholders can keep up with their work and learning, school districts need to invest in enough tech support resources and services.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the end, choosing and implementing technology in a digital learning program should center on the needs of the school community, especially the students and their teachers. Primary goals should be useability and support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Enthusiasm and success come when people feel confident and supported in using the technology they need to meet the goals of a digital learning initiative.<\/strong><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2>Looking ahead<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following blog in this <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/leadership\/school-leader-insights\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Leader Insights series<\/a> will focus on how professional learning programs for teachers can provide job satisfaction, improve digital learning outcomes for students, and serve as a catalyst for change.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to thank Tracy Gieseking from the <em>Michigan Virtual Learning Research Institute<\/em> for her contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington, director of <em>Michigan Virtual Learning Research Institute,<\/em> has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ed Timke<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Ed Timke is a research specialist for <em>Michigan Virtual Learning Research Institute<\/em>. Although he specializes in qualitative research \u2014 such as interviews, focus groups, ethnographies, and textual and visual analyses \u2014 he was trained in mixed methods research while in his doctoral program in communication and media at the University of Michigan. Ed has taught online and face-to-face courses on writing, research methods, global media and communication, the role of advertising in society, and intercultural communication at American University, Duke University, UC Berkeley, and the University of Michigan.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "School Leader Insights: Technology as a Foundation",
            "excerpt": "The School Leader Insights blog series provides school leaders with practical guidance and advice on how to develop and support digital learning programs within their schools and districts. Based on research and on-the-ground experiences working with school leaders, Michigan Virtual Learning Research Institute aims to identify and share effective practices with these school leaders to support their work and encourage their success. In this blog post, we discuss the importance of thinking deliberately about technology. Some might think that a digital learning initiative should start with technology. However, to leverage technology effectively to reach certain digital learning goals, leaders need to execute a project vision based on a clear understanding of the interplay between curriculum, instruction, and assessment and the needs of all members of a school community.",
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            "timestamp": 1631286840,
            "content": "<!-- wp:paragraph -->\n<p>In June of 2021, we published the report <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/#Why\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning in Michigan K-12 Schools: Factors That Impact Successful Implementation<\/a>. This study aimed to capture the ways in which Michigan schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To inform the report, we interviewed teachers and both building- and district-level administrators from five Michigan school districts: <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>, <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, <a href=\"https:\/\/www.oxfordschools.org\/\">Oxford Community Schools<\/a>, <a href=\"https:\/\/www.portlandk12.org\/index.aspx\">Portland Public Schools<\/a>, and the <a href=\"https:\/\/www.clkschools.org\/index.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a>. These school districts belong to a larger network of districts that are early adopters of <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\">student-centered learning<\/a> called the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp (MiCoOp)<\/a>, which is led by Lisa Sitkins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This mini-series <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/student-centered-learning-in-michigan-k-12-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Student-Centered Learning in Michigan K-12 Schools<\/em><\/a>\u2014which is part of our larger <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning blog series<\/a>\u2014is meant to accompany the report and further explore the practical implications of the research. In addition, the mini-series celebrates these schools as well as other K-12 schools throughout the state of Michigan who continue to work toward implementing student-centered learning models that include elements of digital learning, personalization, and <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">competency-based learning progressions<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>In our conversations with teachers and school leaders about what student-centered learning looks like within their school and\/or district, we inevitably discussed competency-based education.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This post will explore competency-based education, its relationship to student-centered learning, as well as the student-centered work Michigan schools are doing in terms of moving towards becoming competency-based.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Competency-based education: Key components and big ideas<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some schools are making learning student-centered by developing learning competencies. In a competency-based classroom, progress is measured based on demonstrating mastery of standards or competencies, and students don\u2019t move on to the next topic until they\u2019ve demonstrated mastery of the previous one.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/aurora-institute.org\/\">The Aurora Institute<\/a> (formerly iNACOL) <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/what-is-competency-based-education-an-updated-definition-web.pdf\">defines competency-based education<\/a> by seven core elements:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Students are empowered to make decisions about their learning<\/li><li>Assessment is meaningful and yields timely, relevant, and actionable evidence<\/li><li>Students receive support based on their learning needs&nbsp;<\/li><li>Students progress based on mastery, not seat time<\/li><li>Students advance along different pathways and at their own pace<\/li><li>Strategies to ensure equity for all students are embedded into the educational system<\/li><li>Rigorous, common expectations for learning are established<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Aurora Institute emphasizes that in a truly competency-based environment, all seven elements should be implemented and that strong implementation requires \u201cpolicies, pedagogy, structures, and culture that support every student in developing essential knowledge, skills, and dispositions.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than moving through lessons and units together as a class and measuring progress based on seat time or time spent on a topic, in a competency-based classroom, learning experiences are designed so that students progress on their own pathway and at their own pace.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is about designing learning in a way that allows students to move forward when they are ready while providing extra time and support to those who are not.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/learning-pathways.jpg\",\"id\":28078,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.52\",\"y\":\"0.54\"},\"contentPosition\":\"center center\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-28078\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/learning-pathways.jpg\" style=\"object-position:52% 54%\" data-object-fit=\"cover\" data-object-position=\"52% 54%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> In a competency-based classroom, progress is measured based on demonstrating mastery of standards or competencies, and students don\u2019t move on to the next topic until they\u2019ve demonstrated mastery of the previous one.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>The connection between competency-based education and student-centered learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student-centered learning<\/a> is a philosophy or an approach to education that is focused on meeting the needs of each student individually.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a student-centered learning environment, students and teachers work together collaboratively to design learning plans or pathways that meet the needs of each learner.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>So what exactly <\/strong><strong>is<\/strong><strong> the relationship between student-centered learning and competency-based education?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>One of the four core tenets of a student-centered learning environment is establishing competency-based learning progressions<\/em>\u2014the academic progression of students based on the demonstration of mastery or competence of predetermined standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CBE is a component of student-centered learning; it is a specific and deeper change rooted in a system designed to support student mastery and success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>CBE is a means to make learning student-centered.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Competency-based education in Michigan K-12 classrooms<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our discussions with teachers and school leaders, many acknowledge that of the four tenets of student-centered learning\u2014voice, choice, competency-based learning progressions, and the continuous monitoring of student needs\u2014making learning competency-based is the most challenging.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Being truly competency-based likely requires changes in scheduling, staffing, grading, assessments, curriculum, etc.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, despite the challenges associated with making learning competency-based, many schools are working towards establishing competencies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Within Oxford Community Schools, a K-12 <a href=\"https:\/\/www.ibo.org\/programmes\/\">International Baccalaureate<\/a> (IB) district, <a href=\"https:\/\/virtualacademy.oxfordschools.org\/home\">Oxford Virtual Academy<\/a> (OVA) offers a unique pathway for students that fuses homeschooling with the best parts of traditional education. By working in partnership with families, OVA provides rigorous academic preparation that is teacher mentored, parent-directed, and customized to meet the needs of students from all academic backgrounds.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Jordan Dennis, <a href=\"https:\/\/www.oxfordvirtualacademy.org\/hybrid\">Oxford Virtual Academy Hybrid Learning<\/a> Coordinator, admitted that while Oxford is very interested in competency-based education, in terms of implementation, they are not quite there.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt has to be driven by the teachers and by the community. And in order to do that, they need to understand its benefits and why it\u2019s something that is necessary,\u201d posed Dennis. \u201cNot just that it\u2019s better than the current model, that it\u2019s something that needs to be done in order to address the holes and the gaps in the current model.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Without an understanding of the gaps in the current, traditional model and the students for whom it isn\u2019t working, it may not seem like there is enough of a reason to make the change and move towards student-centered learning and\/or competency-based education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Public Schools of Calumet, Laurium, &amp; Keweenaw (CLK) is a small, rural school district in Michigan\u2019s Upper Peninsula. With the help of Lisa Sitkins from MiCoOp, who has provided tools and resources, Chris Davidson started CLK on a path toward CBE about two years ago.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Davidson has established some small teacher teams to begin thinking about and designing competency-based models. He shared that their goal is to have as many CBE components in place for the start of the 2021\u201322 school year as possible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019re actually looking at maybe starting with a school within a school-type model, which would allow for family choice,\u201d Davidson said. \u201cThis would allow those who want to stick to a more traditional model to have that choice. And for those who are interested in moving in this direction with us right out of the gate, they can move right with us.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While many teachers and school leaders recognize that the traditional model of education isn\u2019t working for <em>all <\/em>students, truly moving towards a competency-based or student-centered model requires change beyond the classroom...and may commence with smaller steps forward.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/education-background-1.jpg\",\"id\":18025,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-18025\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/education-background-1.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cIt has to be driven by the teachers and by the community. And in order to do that, they need to understand its benefits and why it\u2019s something that is necessary.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Standards-based grading and instruction: A step in the right direction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While being standards-based or using <a href=\"https:\/\/edulastic.com\/blog\/standards-based-grading\/\">standards-based grading<\/a>, a topic that came up in many of our conversations with school leaders, is not the same as being competency-based, it could be considered a precursor or a \u201cfirst step\u201d that districts may take.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In standards-based classrooms at Berrien Springs\u2019 <a href=\"https:\/\/www.sylvesterelementary.org\/standards-based.html\">Sylvester Elementary<\/a> and <a href=\"https:\/\/drive.google.com\/file\/d\/1mgF8u_76OR5QntQHW87lSVW_qSs3GiJh\/view\">Berrien Springs Middle School<\/a>, rather than using a traditional A-F letter grading system, teachers use a scale of 0\u20134. This reporting method and scale help them measure how well an individual student is doing in relation to specific grade-level standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students have the opportunity to re-do assignments and are encouraged to track their own progress related to the standards-based learning targets.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.portlandk12.org\/\">Portland Public Schools<\/a> teacher Chandra Polasek explained that her personal journey towards becoming more student-centered really began when she started reflecting more intently on the work she was doing as a teacher.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She realized that her instruction wasn\u2019t driven by competencies or any kind of proficiency with the standards: \u201cSo I started looking at how I can revise what I\u2019m doing to really give meaning to the standards and to what students take away.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the 2019-20 school year, she moved to fully utilizing standards-based grading and having conversations about proficiency. \u201cIt was a process of really looking at my rubrics, looking at my instruction, and changing my curriculum,\u201d said Polasek. \u201cIt took about six years of completely revising things.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She admits that while it was a lot of work, it was more of a personal challenge in looking closely at content and curriculum, giving up some of what she personally wanted to do in the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While schools are taking steps towards creating competencies and being competency-based, most are not quite there yet. However, a focus on standards, on mastery of those standards, and altering the grading system to reflect that could be considered a step in the direction of competency-based learning.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/online-learning-program.jpg\",\"id\":26982,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.50\",\"y\":\"0.69\"},\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-26982\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/online-learning-program.jpg\" style=\"object-position:50% 69%\" data-object-fit=\"cover\" data-object-position=\"50% 69%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cIt was a process of really looking at my rubrics, looking at my instruction, and changing my curriculum.\u201d <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Creating learning competencies and designing flexible learning opportunities that allow students to demonstrate mastery of these competencies on their own pathway and at their own pace is a piece of designing a learning environment that is student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>However, CBE is about more than just flexible pacing\u2014it is about designing learning to generate student success.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following resources may be helpful as you consider taking a competency-based approach to make learning student-centered:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.edutopia.org\/article\/4-strategies-implementing-standards-based-learning\">4 Strategies for Schools Shifting From Grades to Standards-Based Learning<\/a>: When the teachers and administrators at a middle school determined that A-F grades didn\u2019t align with their goals, they began a years-long shift in how they assess student learning.<\/li><li><a href=\"https:\/\/aurora-institute.org\/cw_post\/whats-new-in-k-12-competency-based-education-23\/\">What's New in K-12 Competency-Based Education (CBE)?<\/a>: The CompetencyWorks blog provides brief reviews of new resources and research, including:&nbsp;<ul><li>a new CBE school-design rubric;&nbsp;<\/li><li>video examples of CBE educator competencies;&nbsp;<\/li><li>a crosswalk between CBE principles and 20 EdTech tools, proficiency-based summative assessment resources;&nbsp;<\/li><li>a new book on shifting to a learner-centered paradigm; and&nbsp;<\/li><li>upcoming professional learning opportunities.&nbsp;<\/li><\/ul><\/li><li><a href=\"https:\/\/nasbe.nyc3.digitaloceanspaces.com\/2021\/05\/Patrick_May-2021-Standard.pdf\">Transforming Learning through Competency-Based Education<\/a>: In this article, Susan Patrick of the Aurora Institute explains how some states are adopting a range of policies to personalize student learning and move away from seat-time rules.<\/li><li><a href=\"https:\/\/aurora-institute.org\/cw_post\/competency-based-education-in-harrisburg-south-dakota\/\">Competency-Based Education in Harrisburg, South Dakota<\/a>: Travis Lape, Innovative Programs Director for the Harrisburg School District in South Dakota, was a presenter for the Introduction to Competency-Based Education breakout session at the Aurora Institute Symposium 2020. This blog post shares his remarks and selected slides.<\/li><li><a href=\"https:\/\/knowledgeworks.org\/wp-content\/uploads\/2021\/08\/finding-your-path-navigation-tool.pdf\">Finding Your Path: A Navigation Tool for Scaling Personalized, Competency-Based Learning<\/a>: This resource is designed to help learning communities understand the conditions for sustainable systems change and to develop and advance a strategic plan for district-wide transformation to personalized, CBE.<\/li><li><a href=\"https:\/\/aurora-institute.org\/cw_post\/five-big-ideas-for-learner-centered-competency-framework-design\/\">Five Big Ideas for Learner-Centered Competency Framework Design<\/a>: Competency frameworks are a critical feature of learner-centered schools and education systems. They define a set of important capabilities (e.g., reading critically, designing solutions, sustaining wellness) for college and career, civic engagement, and lifelong learning.<\/li><li><a href=\"https:\/\/knowledgeworks.org\/get-inspired\/personalized-learning-101\/what-personalized-learning\/\">What is Personalized Learning? What is Personalized Competency-Based Learning?<\/a>: In this blog, KnowledgeWorks provides a definition for personalized, competency-based learning as well as why school districts should choose personalized learning.&nbsp;<\/li><li><a href=\"https:\/\/aurora-institute.org\/cw_post\/empowering-students-through-the-lens-of-adaptive-competencies\/\">Empowering Students Through the Lens of Adaptive Competencies<\/a>: CBE in Chicago Public Schools&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The next blog in this series will explore how teachers continuously monitor student needs and progress in student-centered classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-centered learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning blog series<\/a>, we lead a discussion about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/blog\/what-kindergarten-bloggers-can-teach-us-about-wonder\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/what-kindergarten-bloggers-can-teach-us-about-wonder\/id1551347022?i=1000534674822\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/4A5J0hYLKef5d7b8KvcHic?si=HkvZtCUzSIys0KZIdTgQuA&amp;dl_branch=1\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MjY1OGRiNTItZTc1MS00MTkyLTgyNzAtYmY4NTQ3NmY3MTdm?sa=X&amp;ved=0CAUQkfYCahcKEwjQlJD1hvDyAhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/What-Kindergarten-Bloggers-Can-Teach-Us-About-Wonder-feat--Barb-Ozminkowski-from-Walled-Lake-Consolidated-Schools-e171v9h\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kindergarten is such a special time in a child's education. It's a time when the world is still rife with discovery, when dinosaurs are unbelievably cool, and when a magnifying glass can bring out new dimensions in the seemingly ordinary.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I chat with Barb Ozminkowski, a kindergarten teacher from Walled Lake who was an early adopter of technology in her classroom and has been blogging with her young students for years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>In this episode, we discuss:<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Her experience bringing educational technology into her kindergarten classroom<\/li><li>How and why she decided to introduce blogging to her young students, and<\/li><li>The moment she realized how much technology is too much technology.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or keep scrolling to read an edited version of the transcript!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/3nWR9EVQQJc\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/3nWR9EVQQJc\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Edited transcript<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Thank you so much, Barb, for joining us for this episode of BRIGHT. It's a pleasure to have you.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb:<\/strong> Thank you! It's a pleasure to be here.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:<\/em><\/strong><strong><em> <\/em><\/strong><strong><em>To kick us off, I was wondering if you could just tell us a little bit about yourself, about your school, and about your students.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb:<\/strong> I'm a Minnesota girl. I was raised in Minnesota, about 20 miles south of St. Paul, and went to school way up in Duluth, Minnesota. Very cold and snowy. When I finished my education degree and came back down to the Twin Cities, there were so many teachers laid off, and Minneapolis was on strike, so there were no jobs. I couldn't even substitute, which compared to today, we can't even <em>get <\/em>substitutes. It's just so ironic, but that was a long time ago.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anyway, I started working in an office and met a technician fixing RCA TVs and VCRs. He was from Wisconsin and got to know him and his wife \u2014 Tom and Chris \u2014&nbsp; and they said, \u201cWe think you'd get along with our friend Ozzie from Milwaukee.\u201d They kept talking about this idea, and he finally came up, and we had a blind date. Six weeks later, we were engaged, and actually Monday will be our 35th wedding anniversary, so that's kind of cool.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Congratulations!<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb: <\/strong>Thank you. So, I moved to Milwaukee and got married. When I moved there, I needed a couple of more classes in order to teach there. In the meantime, while I was taking those classes, I worked in a preschool with three- and four-year-olds. I really loved that. I knew I wanted to get into teaching, and some of my student teaching had been in kindergarten. We studied dinosaurs, so I was hooked.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anyway, I had my first son. I have two boys, but I had the first one, then started substituting, and then got hired as a kindergarten teacher. I taught in Wisconsin for about six years, and then for my husband's work, we moved out here to Michigan. We've been here about 25 years now.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I've spent most of my 25 years here in Walled Lake teaching kindergarten and a little bit of time in first grade. I've taught half-day, all-day, and alternate-day kindergarten. Now, we're at full-time kindergarten, which is exhausting at the beginning of the year, but we build our stamina \u2014 both the teachers and the kids \u2014 pretty quickly.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s a wide variety of abilities coming in with these kids. Some have been in preschool or daycare most of their lives, and they know how to go to school. They know how to sit down and listen to a story. Then, there\u2019s work time, and some students come into kindergarten ready to go. Some of them are reading and writing already, or just about ready to, and then you've got on the other end of the spectrum, you have those that can't write their name, haven't held scissors, or don't know letters, numbers, or counting. You also have everything in between. So, it's a wide variety, which I love actually. It works well. I just love watching all of them grow from where they're starting. It's pretty cool.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Thank<\/em><\/strong><strong><em> <\/em><\/strong><strong><em>you for sharing your journey. I'm told that you're a very innovative kindergarten teacher and that you've been using tech with your young students for quite some time. Could you tell us about how you use technology in your classroom to further student learning?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb: <\/strong>While I was all gung-ho at the beginning. Gosh, I remember when computers first came out, and we had dial-up internet. Oh my gosh, we couldn't figure out what this whole downloading thing was vs. uploading. It's just so funny to think of. But AOL was the first big thing with \u201cYou've Got Mail.\u201d It\u2019s so funny to think back on all that.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But I loved technology, and as we went along, we got computers in our classrooms for the teachers to use. It was fun to see all of the new resources that you could find online. I remember I found a teacher forum called <a href=\"http:\/\/www.proteacher.net\/\" target=\"_blank\" rel=\"noreferrer noopener\">ProTeacher<\/a>, one of those first kinds of forums where you could post questions and answer them in a thread. There were a bunch of different rooms, for example, for kindergarten teachers or special ed teachers. There was even a \u201cteacher's lounge'' where you could complain, I guess.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I haven't looked at that in years because, of course, now we have Pinterest and all these Facebook groups. I follow a lot of kindergarten ones. But around that time, they hired one of our teachers and turned her into a technology coach. She was trying to drum up interest, so she sent out an email asking teachers to join this afterschool technology group. We could share resources and things that were going on out there. I remember going to that group with a handful of people, and I\u2019m pretty close friends with some of those people still based on meeting there.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anyway, I remember the technology coach talking about podcasts. It wasn't <em>this <\/em>kind of podcast. It was children recording maybe a story they'd written or a response to something that the teacher read or some learning that they'd done. We also learned about <a href=\"https:\/\/voicethread.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">VoiceThread<\/a>, which you could use to take a video, image, or picture and put it into a slideshow. There were a couple of different ways that you could comment. You could make an audio comment, type in a comment, or do a collaboration piece. That was when we were just starting to hear about all this collaboration you could do with technology.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then, our technology coach mentioned something about blogging. And I thought, \u201cWow. Blogging? For kids?\u201d At the time, I was teaching first grade, and she told me about <a href=\"https:\/\/indianriver.instructure.com\/courses\/26290\/pages\/class-blogmeister\" target=\"_blank\" rel=\"noreferrer noopener\">Class Blogmeister [now retired]<\/a>. This great guy named David Warlick had put together a blogging platform for teachers and classrooms, and it was free, completely free, and really user-friendly. I loved it. The cool thing was that the teacher would set up the blog and make blog posts but then connected to that, each child had their very own blog. What was nice is every time a child blogs, I would get an email to approve it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Anyway, I got these first graders to blog. The first year I was <em>so <\/em>excited. It was <em>so <\/em>cool. Of course, it was also a great opportunity to talk to students about their online presence and safety. You know, don't put your phone number out there. We're not going to put our last names in there. All of those important things. It was just so cool. So, I started that in first grade, and we did that for a couple of years. Then, I went to kindergarten, and I thought, \u201cI bet I can get kindergarteners to do this, too.\u201d And, sure enough, we did it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There was another really cool thing we tried. It was usually me taking the kids to the computer lab \u2014&nbsp; just me and 20 something kids. I\u2019m not an octopus, you know, so it was hard to help all those kids at once. I couldn\u2019t do it. But I decided to type up directions and send them home and tell the parents, \u201cThis is what we're doing. Maybe you can help them at home one-on-one and show them how to do it.\u201d So, imagine me sitting at home at night, and I look at my email, and there's an email saying, \u201cBobby posted a blog post for you to approve.\u201d I was like, \u201cI've got bloggers!\u201d I got a couple of kids hooked, and they knew how to do it, so then I had a couple of extra helpers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Eventually, we got everybody blogging. It was <em>so<\/em>, <em>so<\/em> cool. Now, I was telling you about the different abilities that these kids had coming in. As a teacher, differentiation is about meeting children where they are and moving everybody along, whether they're at the beginning in terms of their skills, developing their skills, or they've got really good skills. You always want to move them along, so they can learn new things. This was a great way to do that because it was differentiated in itself. Those that were reading and writing could type sentences. They were hunting and pecking. It was tricky. It took a long time. But, then some of the kids were writing, \u201cI love mom.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Blogging was also a great way to teach spaces in between words. When they're writing with a pencil or pen, they often forget those spaces. But I could say, \u201cSee that big old spacebar?\u201d That helped teach kids to put the spaces between their words. If we still had some time \u2014 we'd be there for about 45 minutes in the computer lab \u2014&nbsp; I'd say, \u201cWhy do you love your mom?\u201d And they\u2019d say, \u201cOh, because she buys me toys.\u201d Then, I\u2019d say, \u201cOh, add that to your story. Add that to your story.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of the other kids would say, \u201cI can't blog. I don't know how.\u201d So, I\u2019d say, \u201cWell, you know how to spell \u2018cat,\u2019 right?\u201d And they\u2019d say, \u201cYeah, C-A-T.\u201d And I\u2019d say, \u201cOkay, so go find that. Type in C-A-T and then do a spacebar. Oh, and you know how to write \u2018love,\u201d right?\u201d They\u2019d say, \u201cYeah. L-O-V-E.\u201d And I\u2019d say, \u201cOh, type that in. Type that in. And you know \u2018pizza\u2019?\u201d They\u2019d say, \u201cOh, yeah! P-I-Z-Z-A.\u201d Some of them were just doing words. Some of my beginning kids were just hunting and pecking the alphabet. But they all felt successful, which was really cool.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:<\/em><\/strong><strong><em> <\/em><\/strong><strong><em>You were already kind of hinting at this, but how would you describe what this technology does for students? What does it allow them to do differently that they weren\u2019t able to do before?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb:<\/strong> I love this about it. They want us to be doing a writers\u2019 workshop every day in first grade, and then, maybe not every day but almost every day in kindergarten. That's getting the pencil to paper, which can be daunting for some kids. Some of them don't have the fine motor skills in their hands. It's physically hard for some of them, although many are very happy to be drawing pictures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Usually, we would go to the computer lab once a week because we had to share it with all the other classrooms. To offer writing time on the computer was just a really fun, novel thing to do. What it does is open up the audience for these kids. With our writing in the classroom, we try to publish some of those pieces and share them with the other kindergarten class or maybe our third-grade buddies. But that's a long process before you get a true audience for your little writers, and that's a motivating piece.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With blogging, I would tell the parents, \u201cCheck out your kid\u2019s blog today. You can log in, read it, and make a comment.\u201d Then \u2014 I don't know if we ever really got to this with my kindergarteners because it's a little tricky \u2014 but with older kids blogging, it's easy for them to go on their friends\u2019 blog posts and comment and ask questions. So, that was motivating, too.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:<\/em><\/strong><strong><em> <\/em><\/strong><strong><em>Are you still blogging today with your students?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb:<\/strong> Well, Class Blogmeister that I mentioned is no longer there. David decided to retire and archive the whole thing. As I told you, that one was free. Now, there is <a href=\"https:\/\/go.fan.school\/kidblog\" target=\"_blank\" rel=\"noreferrer noopener\">Kidblog [now fan.school]<\/a>. There's another one out there, too, but I can't think of what it is. I decided to bite the bullet and pay for Kidblog the last couple of years. I didn\u2019t do it this school year due to being back and forth with COVID, but I plan to get it going again next year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Are there any other cool tech tools you use in your class that you would like to share?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb: <\/strong>Well, I guess one thing I do want to share is that, at first, I was totally on board with this whole technology thing. I would attend the <a href=\"https:\/\/macul.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MACUL conference<\/a> for many years and learn so many things. Well, imagine my delight when I heard about some Ludington kindergarten teachers that had a 1:1 iPad program. So, of course, I had to go to that session. After listening to it, I thought, \u201cOh, yeah, yeah. That's what I want. That's what I want. I'm going to write a grant for that\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, there wasn't a grant available at the time to apply for at the time. I started looking at what I do day-to-day in the classroom and the technology I was already using. I thought, \u201cYou know what. . . this is enough. This is enough.\u201d We\u2019ve got a smartboard, which I\u2019ve had for many, many years now. That's interactive. It's a novel, fun thing. We've got a great math program with an online component that students can use to play the games and roll dice. They can move markers and practice the skills we're learning. But I started thinking, \u201cAn iPad for these kids all day, every day? No, no, they don't need that. They need magnifying glasses and rocks to look at and real worms and playdough and whiteboards.\u201d They're so into markers. Oh my gosh. We do so much with those.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I just couldn\u2019t imagine it. While I'm modeling things on the smartboard, the students usually sit there writing on their whiteboards. Instead, with iPads, they would be using their finger on a drawing app, which I guess could work, too. But I thought, \u201cNo, I need to draw the line there.\u201d That's when I stepped back and said, \u201cI'm pretty happy with what I have.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, I did write a grant with our foundation, which was where I got the smartboard. I wrote two subsequent grants. One was for just six iPads, iPad minis, about seven years ago. Knock on wood, but those babies are still working well. We also goo seven iPod Nanos that I found through this fabulous program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And back to differentiation again, there are these apps: <a href=\"https:\/\/apps.apple.com\/us\/app-bundle\/teachme-bundle\/id917736114\" target=\"_blank\" rel=\"noreferrer noopener\">TeachMe: Preschool, TeachMe: Kindergarten, and TeachMe: First Grade<\/a>. There's probably a second-grade one, too. You can download them onto the iPads, and then you don't need the internet, which is awesome because then the kids don't have to mess with that. I have six iPads, so when we rotate through centers a couple of times a week, the kids will spend 15 minutes on an iPad. Great. That's enough.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then, depending on their skills, if they are practicing beginning skills, I might have them make an account in the TeachMe: Preschool app. If they're advanced, they might be doing one in the first-grade app. And it's fantastic. They're tracing and being shown how to draw the number two. You have to start there, but then there's counting, addition, and subtraction, all the different skills they need. So, it's engaging and novel because we're not doing it all day, every day. It's been fantastic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:<\/em><\/strong><strong><em> <\/em><\/strong><strong><em>You make a good point. It's very easy to get all excited about technology and say, \u201cOh, I could do this. I could do this. I could do this.\u201d But it\u2019s cool to hear from a teacher about the process of realizing, \u201cNo, this is enough.\u201d Technology has become an increasingly large part of our lives, so I understand why it\u2019s important to have limits, especially at that young age. Because, as you said, they need magnifying glasses, too, and playtime. Kids, just like adults, are on their devices a lot, too, when they get home. You mentioned centers and that you have six iPads. Is that kind of like station rotation? Would you share more about how you use that and how it goes hand-in-hand with differentiation?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb:<\/strong> Definitely with the iPads. Because when they go to that station, they go to their iPad and find their assigned program, whether it's the blue one for TeachMe: Kindergarten or the red one for TeachMe: Preschool. Then, they look for their account and name, and it tracks what they're doing. It gets a little more and more challenging as they go. Those particular programs are just ideal for what I want them to be doing. They're practicing the skills that we've already worked on in the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I also want the kids to be up and moving around, so we\u2019ve done one fun center station right in the room where I\u2019ll put little cards around the room. Then, they\u2019ll have a recording sheet on a clipboard, and they think they're so cool, so they'll stick their pencil behind their ear and walk around. It might be finding words that have to do with springtime. Or it might be addition problems, where they have to figure out the addition problem and then write the answer down on their clipboard. Or we might have playdough or making some words or even just Legos \u2014 things to build those little muscles in their fingers, which is so important in kindergarten.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now, with the iPads, if you want to talk about changing technology and how things have changed over the years, here\u2019s a great story. So, as you know, books on tape didn't start as books on tape. They were vinyl records. When I began teaching in Michigan 25 years ago, I had a phonograph with little 45 records in my classroom. I think they were probably Disney stories. The kids would put the 45 record on that little turntable and listen to the book. It\u2019s funny to think about those old, scratched-up records.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Well, I moved away from that school, and it's funny, the teacher who took over that particular classroom has asked me many times over the years, \u201cDo you want these back, Barb? They\u2019re still in my class.\u201d I think one of us could make a killing on eBay with that old technology. But I have always said no.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Going from 45 records, the next step was cassette tapes. I used my Scholastic bonus points to buy a bunch of books on cassette tapes. But <em>then, <\/em>it changed to CDs, so then I bought them all over again using the bonus points. So, i.t wasn\u2019t a lot of cash out of my pocket, but then I had all of these CDs and the books to go along with it. <em>Then<\/em>, one day, I thought, \u201cI don't have to have a CD player. I can get these iPod Nanos, upload all of the books onto iTunes, and then put those onto the iPad or the iPads.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, at one of the other stations, the kids can rotate through these books on tape that are on the iPad Nanos. They can find the book because the book jacket icon is on there. They can tell what book it is, and, then, they can find the book in the pile and listen along to it. So, that's something that's changed a lot over the years that is kind of a funny journey.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Alright, so this past year was obviously quite challenging for many teachers and students. I\u2019ve heard this is true, particularly for kindergarten, pre-K, and first-grade teachers doing 100% virtual learning because the students are so young. I wondered if you wanted to reflect on some of these challenges and why it was so much harder with these young kids? Also, from your perspective, in a non-emergency situation, what are some of the best ways to incorporate virtual learning into the curriculum with little ones?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb: <\/strong>Well, imagine starting kindergarten online. It was quite crazy. It was hard. My colleagues and I have decades of experience. We were reaching out to our friends at other buildings who taught kindergarten who added additional decades of experience, and we were all in tears that first week. It was so hard.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The hardest thing was seeing the families and adults who were helping these children be so frustrated. I was kind of the go-to tech person at our building to help families with logging on and audio issues. You and I had audio issues at the beginning of this, so imagine grandparents trying to help a brand new kindergarten try to figure out audio problems. Really, it was getting parents to help. In the beginning, they knew that they needed to, but eventually, they were like, \u201cWe can't be by their side all day long to help them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, we were very careful about making a clickable schedule in Google Docs, so parents would know, \u201cOkay, at nine o'clock, click on this link to get to Mrs. O\u2019s classroom. Then, at 10 o'clock every day, we're going to have a 40-minute snack and recess break at 11:15 a.m. On Mondays, you will click on this link to go to the music Zoom room.\u201d It was about getting the adults to understand and bookmark our schedule and creating a consistent schedule for them to follow. That was the important thing.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another thing we found was that we needed to get stuff in the kids\u2019 hands. We put little things of playdough together. I don't typically do many worksheets, but in this situation, another teacher I work with said, \u201cYou know what, I think we need to have paper-pencil things for these kids to work on.\u201d So, we made a number of writing packets, counting packets, alphabet and handwriting packets. Things like that. We put together construction paper pieces, clipped them together, and said, \u201cWe're going to be making a project on this day.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We threw a glue stick and all of these things in a Ziploc bag. Then, we put them out on the blue bench outside the school. The parents, you know, lived right in the neighborhood, so they had a couple of days to swing by and pick up Johnny's Ziploc bag of materials. But then, we also had to say, \u201cDon't let them spread these materials all over the house. Just keep it right by the computer.\u201d Then, with the kids, I would hold something up and say, \u201cOkay, get out this Ten Frame. Can you find this in your bag? We're going to need this after snack today.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We found that it worked for parents because there was something concrete for the kids to work on. This worked well for the kids, too, to have something concrete to work on. But the whole thing was a lot of work. We did the materials pickup brigade a couple of times, and we were glad to see that go by the wayside in mid-November.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:<\/em><\/strong><strong><em> <\/em><\/strong><strong><em>Thanks for sharing that experience. It helps it sink in. I know teachers did so much during this past year, but hearing all those examples and everything extra you had to do. That\u2019s a lot of extra work that you did.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb:<\/strong> Well, the nice thing was as we realized we couldn't keep kindergarteners online from nine to four. We were usually done by about two o'clock with kindergarten. We looked at our \u201creturn to learn\u201d plan for the district, and they had copied some screen-time information that said five and six-year-olds should have only 90 minutes a day. 90 minutes!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Those first couple of weeks, we were trying to have the students online all day long. Then, we were supposed to do a big, end-of-the-day meeting to wrap it up. After we saw that statistic on screen time, we pared down our Zoom meetings to two in the morning and one after lunch. That was still more than 90 minutes. It was closer to two or two-and-a-half hours. Plus, most days, they also had half an hour of music and PE or an hour of art.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once additional Zoom classes were pared down, that helped. Then, in the afternoon, we would schedule one-on-one Zoom meetings with kids to assess them. We also put together work boards and choice boards. On the work board, we would have one must-do item. For example, on Monday, you're going to practice making the capital letter \u201cA\u201d and lowercase \u201ca.\u201dGet out your little packet and do them on the paper.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then, there was a choice board, where students could do different things. For example, they could find a scavenger hunt online to go outside and find all these different things that you might find in the fall. Print it off if you can print things off, otherwise don't worry about it. Just take a look at the listing, go outside, and look for these things.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another fun thing that the teachers did \u2014 because we collaborated, the three of us teachers \u2014 was we would make Zoom videos of ourselves reading a story with the book underneath the document camera. We posted all of them on a growing Google Slide. It could be a story that we had already read to the kids, but they always want to hear these stories over and over again. You know, we read Pete the Cat, but they\u2019d want more Pete the Cat stories because there's so many of them. So, we\u2019d say, \u201cOh yeah. We\u2019ll add some more to the \u201cgrowing stories.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But all of this made parents very happy because they knew the exact times they had to get online, and everybody became a lot happier.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:<\/em><\/strong><strong><em> <\/em><\/strong><strong><em>What is your vision for student learning? If it were up to you, what would you just really want to see for every single one of your kindergarten students?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb: <\/strong>I want to be sure that kids are getting those magnifying glasses in their hands and that they're getting experiences that really, really draw them in. We do a readers\u2019 workshop, a writers\u2019 workshop, and math and phonics. Sometimes, it can be way above some of the kids\u2019 heads. We need to find ways to differentiate. We've talked about that already, but it\u2019s about making sure that we're meeting them at their needs and moving them along.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>My colleague, Amy, said, \u201cYou know what, Barb, let's just have our classes pick something to study.\u201d So, my class picked tigers, and we read all these books about tigers. Oh my gosh, who doesn't love to learn about tigers? Just about as much as dinosaurs, right? But we wanted a real animal that's alive today. We found <a href=\"https:\/\/zoo.sandiegozoo.org\/live-cams\" target=\"_blank\" rel=\"noreferrer noopener\">live cams at San Diego Zoo<\/a>. Sometimes, we'd see nothing except for trees. But then, we'd see these big old Tigers sleeping and say, \u201cOh, he\u2019s moving! Oh, he swished his tail!\u201d It was so fun to see that.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Well, Amy's class picked spiders. Since spiders are in your house and on the playground, and in the classroom, these kids were finding them everywhere. It was just the most amazing learning ever. They could write about them. They could study them. They could get magnifying glasses. I always get back to those magnifying glasses. They loved it. Amy had to call a parent one day about something or another, and the parent said, \u201cOh, I have got to tell you that little Evan is just so excited about spiders. He can't wait to come home every day and tell us what he's learned, and he can't wait to go back to school in the morning to find out what new things he's going to learn about spiders.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Amy said to me, \u201cBarb, oh my gosh, this is magic. This is <em>magic<\/em>. No parent is telling me that their child is <em>this <\/em>excited about writers\u2019 workshop or readers\u2019 workshop or phonics.\u201d Yes, we need to teach those things, and we do. But what I want to see is that we have time for these kinds of things that are <em>true <\/em>learning. You can get measurement and estimation and writing and science in there. All those different skills can be included in the most inviting, wonderful way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The way that technology fits into this vision is that it just opens up our world more. You can find so many videos online, via Skype or Zoom with an expert, or even find a virtual field trip. I think we might be doing more of that next year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:<\/em><\/strong><strong><em> <\/em><\/strong><strong><em>All right, last question. What words of advice or encouragement would you offer to your fellow educators right now?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Barb: <\/strong>Step back from everything school-related if you can right now. Just breathe. Congratulate yourself. If you didn't retire or quit, you're going to come back and do it again. And, oh my gosh, the stories we're going to have to tell about this. One thing we did was create time capsules for our kids that we told them they could open up when they\u2019re a senior in high school. It was so fun this year. We added a mask in there. We found some printouts online that talked about all these different things that Oprah did. About all the toilet paper shortages. All these fun facts that we printed off. Then, I wrote a letter to the kids that said, \u201cRemember when we did this? Remember that?\u201d and \u201cYou guys will always be known as the COVID kindergarteners.\u201d So, that's kind of cool. The stories we will have to tell are crazy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I had to pack up my entire classroom \u2014 every book and paper clip and everything \u2014 because they loaded them all up into big storage vehicles on our property. They\u2019re completely gutting our building and redoing it. Right now, I don't want to think right about unpacking all those boxes and moving back in. It's going to be really cool and new, but I just can't. I have to walk away from that right now. We finished the school year on Friday, June 11. That afternoon, I went home, we packed our bags, jumped in the car, and my husband and I drove out to Colorado. We have a son and daughter-in-law out there that we haven\u2019t seen since their wedding in September 2019.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, we couldn't wait to get out there. To drive away that same day was just <em>so <\/em>good. Twenty-one hours away, you know, into the mountains. It was just what I needed: to do some hiking and completely unplug from the whole school thing. I see people on Facebook talking already about room decoration. You know, in the early elementary, it's all about the theme and how you're going to decorate your room and what's in the \u201cDollar Spot\u201d at Target for teachers. But I was like, \u201cNo, not yet. It\u2019s too soon.\u201d Yeah, the back-to-school sales are already up. But unplug. Yeah, unplug. Congratulate yourself. Find something different if you can. I know some can't. They're into summer school and whatnot.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Give yourself grace. I saw some teachers saying online, \u201cI'm a brand new kindergarten teacher, and I had to teach online all year.\u201d Can you imagine that? Oh my gosh. They said, \u201cI can't get my kids to write. Oh my gosh, I feel like such a failure.\u201d <em>No, no, no, no, no.<\/em> If anything was hard online, it was getting kids to write. Yes, we'll have some work to do when the kids come back to school in the fall. No, they\u2019re not writing, but it\u2019s okay. They\u2019ll be okay. Give yourself grace. We\u2019ve heard that a lot, but it's true.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>PD course series: <\/strong><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=%22Online%20Lessons%20with%20Littles%22\">Online les<\/a><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=%22Online%20Lessons%20with%20Littles%22\" target=\"_blank\" rel=\"noreferrer noopener\">s<\/a><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=%22Online%20Lessons%20with%20Littles%22\">ons with littles<\/a><\/li><li><strong>Mrs. O\u2019s classroom blog: <\/strong><a href=\"https:\/\/fan.school\/spaces?spaceId=2chn36kvg33jsc6v6zbp4gcow\" target=\"_blank\" rel=\"noreferrer noopener\">Room 2 monster bloggers 2019 2020<\/a><\/li><li><strong>Blogging tool: <\/strong><a href=\"https:\/\/go.fan.school\/kidblog\" target=\"_blank\" rel=\"noreferrer noopener\">fan.school (formerly Kidblog)<\/a><\/li><li><strong>Virtual field trip option: <\/strong><a href=\"https:\/\/zoo.sandiegozoo.org\/live-cams\" target=\"_blank\" rel=\"noreferrer noopener\">Live cams | San Diego Zoo<\/a><\/li><li><strong>Recommended app: <\/strong><a href=\"https:\/\/apps.apple.com\/us\/app-bundle\/teachme-bundle\/id917736114\" target=\"_blank\" rel=\"noreferrer noopener\">\u200eTeachMe bundle on the App Store<\/a><\/li><li><strong>Recommended article: <\/strong><a href=\"https:\/\/www.weareteachers.com\/best-virtual-field-trips\/\" target=\"_blank\" rel=\"noreferrer noopener\">25+ amazing educational virtual field trips<\/a><\/li><li><strong>Recommended article: <\/strong><a href=\"https:\/\/www.weareteachers.com\/directed-drawing-activities\/\" target=\"_blank\" rel=\"noreferrer noopener\">25 free and easy directed drawing activities anyone can do<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
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            "content": "<!-- wp:heading -->\n<h2>What is CBE?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-Based Education (CBE) is a <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\">student-centered<\/a> methodology of instruction that incorporates elements of <a href=\"http:\/\/emis.matem.unam.mx\/journals\/ZDM\/zdm982r2.pdf\">constructivist philosophy<\/a>, <a href=\"https:\/\/www.aeseducation.com\/blog\/what-are-21st-century-skills\">21st Century Skills<\/a> education, and flexible learning models. Competency-based teaching methods <a href=\"https:\/\/michiganvirtual.org\/blog\/4-differences-between-traditional-teaching-methods-and-competency-based-education\/\">differ from traditional teaching methods in pacing, structure, and goals<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CBE seeks to equip students with skills they can apply rather than have them memorize information that they could forget once they finish a course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For this reason, CBE can be a stark change from traditional methods that most students are familiar with. The <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351-322532--,00.html\">Michigan DOE<\/a> states this regarding CBE:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cA CBE system wherein students advance based upon demonstrated mastery requires a comprehensive assessment system that combines assessment for learning (formative assessment) that guides learning toward the achievement of explicit, measurable and transferable learning competencies with an assessment of learning (summative assessments) that provides students with the opportunity to demonstrate mastery aligned to learning objectives and competencies.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In science CBE courses, students are assessed on whether they can adequately use a skill rather than if they can select the correct answer on a multiple-choice exam.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students often use the scientific method in the subject area of the course to solve problems or demonstrate subject-specific skills such as balancing chemical equations (chemistry) or determine likely phenotypes of offspring given specific genetic information about parents (biology\/genetics).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This type of skill-focused approach has been shown effective even at the highest level of learning in science among <a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC2384214\/\">medical school students<\/a> and <a href=\"https:\/\/human-resources-health.biomedcentral.com\/articles\/10.1186\/1478-4491-10-43\">healthcare professionals<\/a>, as well as in K-12 education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students have sufficiently shown that they are capable of applying their skills and knowledge, then we say that they have achieved mastery in an area of study.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This can be done in a variety of ways, including large-scale projects such as prototyping or research studies; smaller-scale demonstrations or simulations; multimedia producibles that communicate information in innovative, engaging, or highly-digestible formats; or even more \u201ctraditional\u201d methods such as high marks on summative assessments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How is science different in a CBE environment?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Frequently in science education, there are a large number of standards that teachers need to \u201ccover\u201d and teach to students, which can lead to some subjects being emphasized more than others due to a large focus on high stakes testing in many classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CBE science courses still teach the same standards but focus on the <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351-322532--,00.html\">skills students will need to acquire<\/a> to be effective and contributing members of society, embedding them within lessons that have content revolving around the standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, consider the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/K-12_Science_Performance_Expectations_v5_496901_7.pdf\">Michigan Science<\/a> Standard HS-LS3-2: \u201cMake and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through <a href=\"https:\/\/www.yourgenome.org\/facts\/what-is-meiosis\">meiosis<\/a>, (2) viable errors occurring during replication, and\/or (3) mutations caused by environmental factors.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A traditional way to teach this standard may be to require students to read a chapter in a science textbook, listen to a short teacher lecture, complete a few worksheets, and maybe watch a video. Then, students would be required to take a chapter test, which would include a multiple-choice or written response portion that addressed the standard.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A CBE science course may include many of the same components as the traditional method but would also focus on the skills that compose the standard:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>Make and defend claims based on evidence<\/em> - This implies that students need to understand what is acceptable as evidence, and also implies that students need to be able to effectively communicate scientifically, which is a highly desired skill that science CBE seeks to build in students, <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351-322532--,00.html\">especially in Michigan<\/a>.&nbsp;<\/li><li><em>Understanding meiosis<\/em> - This implies that students understand what Meiosis is and why it is important. Students can demonstrate this by developing models that show the process (physical, digital, etc.) or construct a multimedia artifact that accurately depicts and teaches the process (this is communicating scientifically!).<\/li><li><em>Understanding DNA replication<\/em> - This implies that students understand what DNA is, why it must be replicated, and what can happen in the process. Students will need to be able to solve problems regarding cell division and inheritance of traits via genetic problems (Punnett squares and probabilities). This can be demonstrated, for example, by having students trace traits through their family tree and identifying genotypes and phenotypes of family members. Students could also construct a presentation regarding DNA replication and choose a disease\/condition that affects it, giving them a high degree of choice in the content produced.<\/li><li><em>Understanding mutations<\/em> - This implies that students understand what a mutation is and why certain mutations can be beneficial or harmful based on environmental conditions or the nature of the mutations themselves. Students could document\/collect\/organize real-world examples of mutations that they encounter every day in a variety of species, creating a shared database with others that could be a useful learning tool outside of the classroom once students have finished the course.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>A key difference in a CBE science course would be that students would be engaged in an activity where they must be able to effectively <em>make and defend claims <\/em>regarding the aforementioned topics.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Therefore, students would likely need to do such things as write a paper, engage in discussion or debate with others, and show how traits are passed from one generation to the next via a model, illustration, or constructed explanation (multimedia, oral, or audio-visual). The <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/C-BE_Definition_Digital_681752_7.pdf\">Michigan DOE<\/a> states this regarding assessment in CBE:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cTo achieve learning outcomes that include the application of knowledge and the development of skills and dispositions, assessment must be a meaningful and positive learning experience for students.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The instructor can set these competency-based expectations as criteria to display mastery, but students often have choices on how they go about displaying their mastery as well, which can lead to highly individualized assignments and projects.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students will also be provided with many resources by their teachers, such as reading material, videos, or other content to help give them context and understanding of the subjects they are studying.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>More of the responsibility for ingesting information is placed on the learner because of the flexible nature of CBE courses and their focus on staying student-centered through the use of constructivist strategies, as discussed earlier.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How do I make sure my student succeeds?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-based courses can be challenging for many students because of the change in pace and structure and can require that learners make adjustments. To make sure that students can be successful in competency-based science courses, consider the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students are expected to apply what they have learned. In science, this means actually being able to <em>do <\/em>science (replicate experiments, follow the scientific method) and <a href=\"https:\/\/www.gettingsmart.com\/2018\/10\/show-what-you-know-landscape-of-competency-based-education\/\"><em>show<\/em> their learning <\/a>of important concepts in a variety of ways that may not always include simple tests and worksheets (for example, designing prototypes, synthesizing existing research, producing multimedia, or developing a program or process).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Simply put, students will need to be able to produce and evaluate acceptable evidence to make logical conclusions. Because of the abundance of information that exists in the world today, this is more critical than ever.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources and tools for students&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students will find that much of the digestion of information in science CBE courses is firmly in their hands in many cases, as is the matter of showing what they learned.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are some tools to keep in mind for students as they endeavor to complete their CBE courses in science:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/thesciencebank.org\/pages\/froguts\">Froguts<\/a> - An online dissection and biology\/genetics tool that can be downloaded to desktops for offline use as well.<\/li><li><a href=\"https:\/\/www.physicsclassroom.com\/Physics-Interactives\">Physics Interactives<\/a> - A repository from physicsclassroom.com has many browser-based simulators and activities to help students understand many physics principles and concepts. There are also many other tools beyond simulations as well.<\/li><li><a href=\"https:\/\/www.sciencefriday.com\/\">Science Friday<\/a> - Videos and podcasts that are digestible for on-the-go learners on a variety of topics. They also boast <a href=\"https:\/\/www.sciencefriday.com\/educate\/\">replicable experiments and activities<\/a> for learning important science concepts, all conveniently organized by topic, grade level, and time-to-complete.<\/li><li><a href=\"https:\/\/www.cellsalive.com\/\">Cells alive!<\/a> - Many activities, videos, and repositories regarding biology-based topics.<\/li><li><a href=\"https:\/\/ptable.com\/#\">Interactive Periodic Table<\/a> - Awesome interactive tool for chemistry students; contains all the information you need regarding each element, including electron affinities, specific heat, electronegativities, and much more. Also includes the capability to provide the same information for isotopes and compounds.<\/li><li><a href=\"https:\/\/phet.colorado.edu\/\">PhET Simulations<\/a> - Award-winning simulations for all grade levels, including earth science, biology, physics, chemistry, and math.<\/li><li><a href=\"https:\/\/www.codecademy.com\/projects\">Codeacademy<\/a> - Focused on computer science, includes sample projects for learners to hone their skills, as well as <a href=\"https:\/\/www.codecademy.com\/resources\/cheatsheets\/all\">cheat sheets <\/a>for different programming languages and subjects.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While CBE in science courses can be a little daunting for students who are used to the traditional lecture-based mode of teaching, the experience of mastering skills and <em>doing<\/em> science can be highly beneficial. Remember that a student\u2019s number one resource should be their instructor as well and that teachers are always there to help and guide students as they learn.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more information on CBE, check out our previous research blogs <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-and-the-classroom-challenges\/\">about classroom challenges and CBE<\/a> and how <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">CBE is designed for student success<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Competency-Based Education Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our  <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/competency-based-learning\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/blog\/tag\/competency-based-learning\/\">Competency-Based Education Blog Series<\/a> , we explore CBE in terms of tools for parents, teachers, and students. Next month\u2019s topic will be Enter the Matrix of CBE Tools. Stay up to date on future blogs in this series by<a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"> signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Competency-based education in science",
            "excerpt": "What is CBE? Competency-Based Education (CBE) is a student-centered methodology of instruction that incorporates elements of constructivist philosophy, 21st Century Skills education, and flexible learning models. Competency-based teaching methods differ from traditional teaching methods in pacing, structure, and goals.&nbsp; CBE seeks to equip students with skills they can apply rather than have them memorize information...",
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        {
            "id": 64468,
            "path": "\/blog\/school-leader-insights-interplay-curriculum-instruction-assessment\/",
            "author_id": 54,
            "timestamp": 1631203200,
            "content": "<!-- wp:heading -->\n<h2>Relationship between curriculum, instruction, and assessment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To enact a particular digital learning initiative or program, school leaders must think carefully about the relationship between curriculum, instruction, and assessment. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As was mentioned in the <a href=\"https:\/\/michiganvirtual.org\/blog\/school-leader-insights-vision-for-digital-learning\" target=\"_blank\" rel=\"noreferrer noopener\">first blog post in this series<\/a> on the importance of identifying and articulating the \u201cwhy\u201d that drives a digital learning initiative, care must be taken to understand the many digital learning options available to a school community. All digital learning modalities and technologies are not suited for every initiative\u2019s underlying purpose, so understanding the various possibilities and working with key community stakeholders to make crucial decisions will put school leaders on a more likely path to success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Curriculum, instruction, and assessment are related and should be thought about carefully when pursuing digital learning innovations. That will help ensure the learning experiences match the underlying purpose of a digital learning initiative.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Curriculum<\/em> refers to a set of learning experiences assembled and sequenced together to reach particular learning outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Instruction<\/em> involves the type of learning experiences educators facilitate and students engage in, whether it be small-group instruction that is student-driven, inquiry-based instruction centered on critical thinking through dialogues, or project-based learning focused on hands-on work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Assessment<\/em> can take two forms. A summative assessment involves end-of-unit exams, midterms, and final exams for a set and structured lesson plan. Formative assessments involve teachers using ongoing, periodic assessments of various formats to inform or determine how future learning experiences (lessons or activities) will be shaped or adjusted to meet the needs of students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To design digital learning experiences, school leaders must take stock of what the curriculum, instruction, and forms of assessment will look like and need to be to meet an initiative\u2019s driving goals. The game can change significantly when digital resources are brought into the learning environment, so careful reflection is needed about curriculum, instruction, and design. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By being deliberate in thinking through these concerns, the many needs and wants among a school community\u2019s stakeholders are taken into account in enacting a digital learning initiative.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Designing digital learning experiences<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders should consider many different ways to design digital learning experiences once the desired curriculum, instructional modes, and forms of assessment are thought through carefully. These different approaches do not fit all curricula, ways of instructing, and desirable assessment approaches. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Meaningful conversations are needed among the many community stakeholders about the various options before any decisions are made about the technology and training necessary within a school community to enact a digital learning initiative. Technology and professional development will be the topics of forthcoming blogs in this series.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Buying or building content<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many digital learning service providers across the country may offer ready-made content to buy that can run full classes or supplement what is taught in the face-to-face classroom. Some providers also have opportunities for schools to build their own content or tailor pre-designed content within their digital curriculum based on their specific needs. Not all providers offer customization, and not all providers provide the resources necessary to help teachers design their own digital learning content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Deciding to buy or build content should not be made abruptly. School leaders need to continue to work with teachers and staff to determine which options work best for their program. A plug-and-play option may be best if teachers are not trained or do not have time to create (or learn how to create) their own digital learning content. However, such options may be rigid and not allow customization if teachers want to only offer some pre-packaged content as a supplement or add locally important topics not covered by a provider.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>A school community needs to decide between buying or building content based on the underlying vision for a digital learning initiative.<\/strong>&nbsp;<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>All options need to be on the table. The reflections about curriculum, instruction, and assessment always need to be top of mind in deciding what are the best-suited options for the school community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Instructional approaches<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When reflecting on what digital learning opportunities best suit a school community, one must remember different experiences and expectations around <a href=\"https:\/\/thebestschools.org\/resources\/synchronous-vs-asynchronous-programs-courses\/\">asynchronous versus synchronous learning<\/a>. In the former, students are expected to learn at their own pace in a time-shifted manner. In the latter, a teacher works with students in the moment to go through the content being taught in a digital learning environment. Teachers, students, and parents need to be carefully consulted about what works best for students and in what context.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As hinted earlier, one of the biggest concerns in designing curricula is the ability to customize the content of the materials being taught. Although there are national, state, and local standards to teach specific content for various subjects, teachers often have some wiggle room to provide tailored lessons based on current events and local customs and interests. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In looking at digital learning options, will there be flexibility if such flexibility is needed and valued in a school community? If a completely pre-packaged asynchronous digital learning environment is pursued in such a community, there is significant potential for disappointment among teachers, students, and parents. There is also a higher chance of a digital initiative failing because it does not align with the school community's values, needs, and interests.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Digital learning initiatives need to consider engagement carefully. All options do not offer the same energy and participation among teachers, students, and parents. Do students and parents want to work closely with others in a digital learning environment to forge unique paths to reaching various learning objectives? Do students and parents want a more self-guided learning experience where students learn independently with minimal interaction?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>The degree to which students, parents, and teachers want to be engaged with each other interpersonally needs to be taken into serious consideration when choosing a digital learning provider and platform.<\/strong><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Assessment approaches<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Digital learning platforms and programs offer different possibilities for assessment, too. Careful attention is needed about what assessments are possible and what the school community wants and needs to achieve specific curriculum goals. In a self-paced model, students are given more freedom to choose their own educational adventure. They can move through lessons at a tempo that fits their needs through digital tools that are often automated. This model is often advantageous for students who might master lessons quickly and move on to more advanced materials. However, this model may not be the best approach if students need more guidance, as seen in a paced model where assessments are timed in particular sequences and often closely overseen by teachers facilitating the educational journey.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some curricular goals focus on students' ability to express themselves and present their skills and knowledge in person. Having a purely asynchronous form of digital learning would not work well with such objectives. Therefore, if synchronous or face-to-face assessments are needed, a digital learning platform and program need to be developed with that goal in mind.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the last 30 years, there has been significant discussion about the power of data. There are many different data dashboards and other data collection tools in currently available digital learning platforms to monitor student engagement, performance, and progress through a curriculum. School leaders need to work with teachers, students, and parents to understand better what digital learning data are most valuable to drive instruction and gauge whether curricular goals are being met. In the end, school leaders, and the broader school community, need to keep the underlying purpose of a digital learning initiative in mind to drive all decisions that impact curriculum, instruction, and assessment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Looking ahead<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The next blog in this <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/school-leader-insights\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Leader Insights series<\/a> will focus on understanding the specific technologies required to implement a digital learning initiative. School leaders need to understand the many technology needs of teachers, staff, students, and parents to implement effective and innovative digital learning programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to thank Tracy Gieseking from the <em>Michigan Virtual Learning Research Institute<\/em> for her contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington, director of <em>Michigan Virtual Learning Research Institute,<\/em> has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ed Timke<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Ed Timke is a research specialist for <em>Michigan Virtual Learning Research Institute<\/em>. Although he specializes in qualitative research \u2014 such as interviews, focus groups, ethnographies, and textual and visual analyses \u2014 he was trained in mixed methods research while in his doctoral program in communication and media at the University of Michigan. Ed has taught online and face-to-face courses on writing, research methods, global media and communication, the role of advertising in society, and intercultural communication at American University, Duke University, UC Berkeley, and the University of Michigan.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "School Leader Insights: The Interplay Between Curriculum, Instruction, and Assessment",
            "excerpt": "The School Leader Insights blog series provides school leaders with practical guidance and advice on how to develop and support digital learning programs within their schools and districts. Based on research and on-the-ground experiences working with school leaders, Michigan Virtual Learning Research Institute aims to identify and share effective practices with these school leaders to support their work and encourage their success. In this blog post, we discuss the importance of understanding the relationship between curriculum, instruction, and assessment in designing digital learning experiences that align with the underlying purposes for why a digital learning initiative is pursued in the first place.",
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            "id": 64455,
            "path": "\/blog\/school-leader-insights-vision-for-digital-learning\/",
            "author_id": 54,
            "timestamp": 1631031525,
            "content": "<!-- wp:heading -->\n<h2>Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For years, school leaders have been pushing to implement educational technology in ways that truly impact student learning. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here at the <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI), we have been working with school leaders in research and consulting capacities to understand better and guide their schools and districts to design and implement digital learning programs that are transformational and sustainable. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are six core components of digital learning for school leaders to consider:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Establishing the purpose, or the \u201cwhy,\u201d for a program<\/li><li>Understanding the interplay of curriculum, instruction, and assessment for a program<\/li><li>Examining technology as a foundation for implementation and long-term impact<\/li><li>Recognizing professional learning as a catalyst for change<\/li><li>Shifting school operations to support digital learning<\/li><li>Leading toward long-term success<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Each of these components will be discussed, in turn, in this <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/school-leader-insights\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Leader Insights blog series<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This blog post focuses on implementing changes that lead to more digital learning in a school system\u2014having a clear and understandable purpose that drives a school community\u2019s motivation to enact that vision.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Starting with the \u201cwhy\u201d<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The digital learning programs found to be most effective and innovative are those that have a compelling \u201cwhy,\u201d a purpose that aligns with desired goals and outcomes shared by many members of a school community. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This compelling reason, the \u201cwhy,\u201d will provide the motivation needed to move a school community to do something differently. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Does the community want to make classrooms rich with technology? Does the community want to blend and integrate more digital learning opportunities in the classroom? Does the community want to develop its online programs? <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Each of these paths, or a combination of approaches, cannot be pursued without thinking about why a school community wants to pursue particular goals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders' initiatives will flounder without a guiding north star that takes many community stakeholders\u2019 perspectives into account based on compelling reasons for achieving particular goals. Moreover, as British-American author and speaker Simon Sinek notes in his book <em><a href=\"https:\/\/simonsinek.com\/product\/start-with-why\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Start with Why: How Great Leaders Inspire Everyone to Action<\/a><\/em>, one must continue to think about the \u201cwhy\u201d in the long term: \u201cAll organizations start with WHY, but only the great ones keep their WHY clear year after year.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Importance of leadership<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Defining the \u201cwhy\u201d cannot be determined by pulling a rabbit out of a hat or having only one leader\u2019s vision take over. Rather, arriving at the \u201cwhy\u201d requires careful deliberation and thoughtful actions on the part of school leaders <em>with<\/em> their school community. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having clarity of purpose matters because you will return to your vision as you encounter implementation challenges. Having a shared vision built with the broader school community allows you to have broad buy-in and shift implementation where and when you need to.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A leader <em>co-creates<\/em> an initiative\u2019s purpose and becomes the guiding force behind the other five components of school leadership in implementing digital learning initiatives, which will be addressed in future blogs in this series.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the end, an initiative\u2019s vision should be student-centered. It should describe where we want kids to be that will stand the test of time. It defines the bigger picture of what teaching and learning could look like in the next three to five years, where transformation can take shape. The underlying vision ties directly to how you view teaching and learning. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When widely shared among many members of a school community, the vision seamlessly becomes part of a school\u2019s culture for the future of all student learning. A vision that is developed through collaboration with the greater school community by talking with students, parents, teachers, administrators, and the business community, will become your beacon during times of uncertainty.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/tech.ed.gov\/publications\/digital-learning-guide\/school-leader\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">The U.S. Department of Education\u2019s Office of Education Technology stresses the importance of setting a clear vision and purpose with a school community<\/a>: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt is important for your digital learning leadership team to establish a set of straightforward, attainable goals. These goals should be rooted in sound learning principles and developed iteratively based on your school system or school objectives, data, and the needs of your community. These goals can be shared publicly for feedback from key stakeholders, and they should inform investments in digital tools, supporting digital infrastructure, training, and resources.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moreover, the Department of Education emphasizes that leaders should consider \u201chow digital learning can strengthen students\u2019 learning experiences, empower and engage students and teachers, and promote mastery and critical thinking and personalized learning. Also consider the access from school and from home that teachers and students have for digital teaching, learning, and assessment.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the end, getting to the \u201cwhy\u201d of a new digital learning initiative requires engagement with many school community members and careful consideration of what students want and need to learn and grow in the long term.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Motivation matters<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Leaders are instrumental in creating an environment that allows people to motivate themselves. They can clearly tie \u201cwhat\u2019s in it for me?\u201d to the desired change in practice and how that change impacts students\u2019 learning outcomes. Absent a compelling reason, and a rationale that all relevant stakeholders determine, it is difficult to sustain the motivation required for long-term, transformational change.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Effective leaders also recognize that any change cannot be dictated from above. Rather, a shared commitment emerges by including many school community members in establishing the goals and purposes for a digital learning program. Members of the community must feel vested in a particular initiative and will feel more motivated to see it succeed through support and action.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When the broader school community is included in establishing an initiative\u2019s purpose, they learn to trust school leadership and come to enable rather than block new, innovative ideas that school leaders may recommend. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As noted by <a href=\"https:\/\/positivepsychology.com\/benefits-motivation\/\">psychology expert Beata Souders<\/a>, it is essential to remember that people are motivated to pursue or accept change when their concerns, well-being, personal growth, and sense of purpose are taken into account.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>When a school community\u2019s energy is harnessed to reach a shared vision and goal, there is a motivation for change and opportunities to innovate, even if there was initial resistance or hesitation at the outset.<\/strong><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2>Tactical approaches<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Setting the purpose, or the \u201cwhy,\u201d for an online learning initiative may take a lot of time, but that is okay because the time spent to bring a school community together to craft a shared vision will only increase buy-in and motivation for it to succeed. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Implementing system-wide change is easier said than done, but if school leaders are deliberate in their approach to identifying the purpose for change that matters to a school community, chances of success rise.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When thinking about tactical approaches, it\u2019s crucial to distinguish consensus, where the goal is the agreement of everyone, from developing a shared vision, which involves negotiation, compromise, and mutual buy-in among possible competing priorities.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Developing a shared vision requires careful planning and dedicating a significant amount of time talking with as many relevant school community members as possible. This could mean conducting informal interviews and focus groups with administrators, staff, teachers, students, parents, and even local businesses. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As noted by the State Educational Technology Directors Association\u2019s <a href=\"https:\/\/digitallearning.setda.org\/planning\/#collaborative-leadership\"><em>Guide to Implementing Digital Learning<\/em><\/a>, achieving a shared vision requires the use of clear language throughout the process in addition to having \u201ccarefully defined target audiences, goals, methods, timelines, responsibilities and outcomes.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders, thus, need to rely on the following tactical skills to best get to understanding the \u201cwhy\u201d:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Listening<\/li><li>Negotiation<\/li><li>Diplomacy<\/li><li>Organization<\/li><li>Record-keeping<\/li><li>Clear and transparent communication<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, in order to get to the underlying purposes of enacting an online learning initiative, school leaders need to assess who within the broader school community needs to be consulted, work with them to learn more about their perspectives, and find ways to include those stakeholders in articulating and communicating the \u201cwhy\u201d that will serve as the throughline for when the initiative is carried out.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Looking ahead<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The next blog in this <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/school-leader-insights\/\" target=\"_blank\" rel=\"noreferrer noopener\">School Leader Insights series<\/a> will examine the interplay between curriculum, instruction, and assessment. Many roadblocks can emerge without a clear understanding of how these three elements relate when enacting a vision and purpose for a digital learning initiative.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington, director of <em>Michigan Virtual Learning Research Institute,<\/em> has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Ed Timke<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Ed Timke is a research specialist for <em>Michigan Virtual Learning Research Institute<\/em>. Although he specializes in qualitative research \u2014 such as interviews, focus groups, ethnographies, and textual and visual analyses \u2014 he was trained in mixed methods research while in his doctoral program in communication and media at the University of Michigan. Ed has taught online and face-to-face courses on writing, research methods, global media and communication, the role of advertising in society, and intercultural communication at American University, Duke University, UC Berkeley, and the University of Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Tracy Gieseking<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tracy Gieseking\u2019s role as a senior research specialist with the <em>Michigan Virtual Learning Research Institute<\/em> provides a unique opportunity to collaborate with Michigan\u2019s education community. As online and blended learning reach an increasing number of K-12 students in Michigan, there is greater opportunity to learn from practitioners, research what\u2019s fueling success and share best practices. Tracy enjoys collaborating with others to provide solutions and build capacity. She holds a bachelor\u2019s in business leadership and much of her professional life has been with education-focused organizations. <\/p>\n<!-- \/wp:paragraph -->",
            "title": "School Leader Insights: Institutionalizing a Vision for Digital Learning",
            "excerpt": "The School Leader Insights blog series provides school leaders with practical guidance and advice on how to develop and support digital learning programs within their schools and districts. Based on research and on-the-ground experiences working with school leaders, Michigan Virtual Learning Research Institute aims to identify and share effective practices with these school leaders to support their work and encourage their success. In this blog post, we discuss the process of developing a shared vision among school and district stakeholders and the process by which school leaders may institutionalize the vision for continued growth and sustainability.",
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            "path": "\/about\/news\/adolescent-suicide-prevention-for-schools-and-communities-online-resources-now-available-to-educators-and-communities-across-michigan\/",
            "author_id": 2,
            "timestamp": 1631023200,
            "content": "<!-- wp:paragraph -->\n<p><em><br><strong>This article was published in <a href=\"https:\/\/www.dbusiness.com\/daily-news\/dbusiness-daily-update-ev-maker-elms-in-troy-completes-key-pre-production-test-and-more\/\" target=\"_blank\" rel=\"noreferrer noopener\">DBusiness<\/a> on September 7, 2021,  in <a href=\"https:\/\/www.upmatters.com\/news\/michigan-news\/free-online-resources-available-for-adolescent-suicide-prevention-for-michigan-educators-and-communities\/\" target=\"_blank\" rel=\"noreferrer noopener\">WJMN<\/a> on September 8, 2021, and <a href=\"https:\/\/www.wlns.com\/news\/suicide-10th-leading-cause-of-death-in-michigan\/\" target=\"_blank\" rel=\"noreferrer noopener\">WLNS<\/a> on September 9, 2021.<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Courses offered at no cost to school administration, staff, and community members<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2013<\/strong> <a href=\"https:\/\/www.bcbsm.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Blue Cross Blue Shield of Michigan<\/a>, <a href=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Elementary &amp; Middle School Principals Association (MEMSPA)<\/a>, and <em><a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual<\/a><\/em> have partnered to address the alarming rates of adolescent suicide and provide guidance, resources, and supports that can be quickly deployed to schools and communities. Suicide is the second-leading cause of death for youth and young adults in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Reports of self-harm and suicide among youth increased significantly in 2020, according to Blue Cross data, with suicide attempts increasing 45% among 10- to 14-year-olds and 20% among 15- to 18-year-olds. As the COVID-19 pandemic exacerbated the growing behavioral health crisis particularly among adolescents in Michigan and across the nation, the partners have announced the launch of a new suicide prevention initiative that offers a series of five online courses on adolescent suicide prevention for educators, student leaders, health professionals, parent-teacher organizations and community members.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cBlue Cross is pleased to partner with Michigan Elementary &amp; Middle School Principals Association and <em>Michigan Virtual<\/em> to bring these resources to schools and communities across Michigan to reduce the risk for adolescent suicide,\u201d said Ken Hayward, Blue Cross Blue Shield of Michigan vice president and special assistant to the president for Community Relations. \u201cThis opportunity provides schools and communities with critical information and interactive experiences to help educators review their policies and practices, problem-solve, facilitate a peer-to-peer support program, and develop a comprehensive suicide prevention plan. Mental health and well-being are an important part of healthier school environments.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"This opportunity provides schools and communities with critical information and interactive experiences to help educators review their policies and practices, problem solve, facilitate a peer-to-peer support program and develop a comprehensive suicide prevention plan.\"<\/p><cite>Ken Hayward, Blue Cross Blue Shield of Michigan vice president and special assistant to the president for Community Relations<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Developed in collaboration with subject matter experts from the <a href=\"https:\/\/medicine.yale.edu\/psychiatry\/\" target=\"_blank\" rel=\"noreferrer noopener\">Yale School of Medicine Department of Psychiatry<\/a>, the <a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\" target=\"_blank\" rel=\"noreferrer noopener\">Adolescent Suicide Prevention Series<\/a> features five asynchronous courses. These free courses provide school administration and staff with the tools to identify the signs of students who are at risk of suicidal ideation, suicidal gestures, or completed suicide, and offer action steps to prevent and address these serious concerns. An additional course supports community members by helping them raise awareness on this emerging issue, reduce the stigma of mental health and counseling, and provide strategies to help others feel an important sense of connection and caring.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students will also be empowered through this initiative with leadership skills to become student ambassadors within their schools and communities. Student ambassadors can play a critical role in combating this issue by supporting their peers who may be distressed and helping them connect with resources and support when needed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe Michigan Elementary &amp; Middle School Principals Association is pleased to be a partner in an effort to provide resources and guidance for schools for suicide prevention and intervention,\u201d said Paul Liabenow, executive director of MEMSPA. \u201cWe have seen a dramatic increase in attempted and completed youth suicides across the state and in local communities. Our hope is that we raise awareness, increase school staff training and community support to help save student lives. We must make suicide prevention a top priority, it is our moral imperative.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"We have seen a dramatic increase in attempted and completed youth suicides across the state and in local communities. Our hope is that we raise awareness, increase school staff training and community support to help save student lives. We must make suicide prevention a top priority, it is our moral imperative.\u201d<\/p><cite>Paul Liabenow, executive director of MEMSPA<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>According to the results of a <a href=\"https:\/\/www.chegg.org\/covid-19-mental-health-2020\" target=\"_blank\" rel=\"noreferrer noopener\">2020 survey<\/a> from the American Foundation for Suicide Prevention of how high school and college students were coping with the pandemic, 56% of students said they were \u201cmoderately,\u201d \u201cvery,\u201d or \u201cextremely\u201d worried about their mental health. Additionally, half of all students reported experiencing anxiety, one-third reported experiencing depression and almost a quarter said they knew of someone with suicidal thoughts since the beginning of the pandemic. The study also found that 76% of students who sought counseling from their school found it helpful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWith suicide being the second-highest leading cause of death among adolescents, it\u2019s vital we address this issue head-on,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cWith the added stress brought about by the pandemic, these courses provide teachers and staff the tools to work with students on a difficult issue. We hope schools across Michigan can put these valuable resources to great use.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWith suicide being the second-highest leading cause of death among adolescents, it\u2019s vital we address this issue head-on.\"<\/p><cite>Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Each online course is provided at no cost. Teachers and administrators can earn State Continuing Education Clock Hours (SCECH) hours for professional development credit, a certificate and micro-credential. A School Administrator\u2019s Guide is provided to help administrators facilitate learning and discussion with their school and district staff. School leadership, teaching and support staff, administrative staff, and other members of school communities working with adolescents in Grades 5 and up are encouraged to enroll in one or all five of these courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Visit <a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\">www.michiganvirtual.org\/adolescent-suicide-prevention<\/a> to learn more about the courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\">###<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About Blue Cross Blue Shield of Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Blue Cross Blue Shield of Michigan, a nonprofit mutual insurance company, and the Blue Cross Blue Shield of Michigan Foundation are independent licensees of the Blue Cross and Blue Shield Association. BCBSM provides and administers health benefits to more than 4.6 million members residing in Michigan in addition to employees of Michigan-headquartered companies who reside outside the state. For more company information, visit <a href=\"https:\/\/www.bcbsm.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">bcbsm.com<\/a> and <a href=\"https:\/\/www.mibluesperspectives.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">MIBluesPerspectives.com<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About Michigan Elementary &amp; Middle School Principals Association (MEMSPA)<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MEMSPA is the vital knowledge network and voice for principals in Michigan, shaping effective solutions for everyday problems and emerging challenges. We are an engaged community of remarkable instructional leaders, furthering the practice of skillful leadership and connection with our peers. For more information, visit <a href=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">memspa.org<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "\u2018Adolescent Suicide Prevention for Schools and Communities\u2019 online resources now available to educators and communities across Michigan",
            "excerpt": "This article was published in DBusiness on September 7, 2021, in WJMN on September 8, 2021, and WLNS on September 9, 2021. Courses offered at no cost to school administration, staff, and community members LANSING, Mich. \u2013 Blue Cross Blue Shield of Michigan, Michigan Elementary &amp; Middle School Principals Association (MEMSPA), and Michigan Virtual have...",
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            "id": 64426,
            "path": "\/about\/news\/using-technology-and-relationship-building-to-make-this-school-year-a-success\/",
            "author_id": 24,
            "timestamp": 1630705546,
            "content": "<!-- wp:paragraph -->\n<p><em><strong>This opinion piece from our president and CEO, Jamey Fitzpatrick, was <a href=\"https:\/\/www.lansingstatejournal.com\/story\/opinion\/contributors\/viewpoints\/2021\/09\/01\/building-strong-relationships-key-online-learning\/5584349001\/\" target=\"_blank\" rel=\"noreferrer noopener\">originally published in the Lansing State Journal<\/a> on September 1, 2021.<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Last school year was not easy for our students, parents&nbsp;and teachers&nbsp;\u2014&nbsp;all whom deserve our praise for making the best of an extremely challenging situation as we continue to face the hardships of a global pandemic. It\u2019s still difficult to believe how much change we have dealt with in such a short time period.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite the difficulties they faced last year, our education community achieved many successes worthy of celebration. Our schools invested in technology and teacher training that will serve all of our students in the coming year, regardless of whether they learn in a face-to-face or online classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thanks to these investments in educational technology, remote learning became a viable option for their students and teachers in most districts. To reach students in this new environment, teachers developed skills using digital tools that helped their students continue learning from home. Further, students and parents learned valuable lessons about how the remote classroom works that will continue to benefit them in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The pandemic permanently altered the structure of where and when learning takes place, the definition of success, and our perception of our children\u2019s needs. As we move forward, it will be vital to continue to build upon the remote learning skills we developed last year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While we may not ever get back to the way things were before COVID-19 \u2014 and many argue that we should not strive to \u2014 we can use our growing knowledge of online and hybrid learning to make the education experience more accessible and equitable for Michigan students. This process will be ongoing as we continue researching effective practices and implementing new instructional strategies to support all students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Building solid relationships between students, parents, and teachers \u2014 regardless of where learning takes place \u2014 may be the most critical lesson we have learned.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Strong relationships can be built in an online environment. In fact, many of our online teachers at <em>Michigan Virtual<\/em> report surprise at the depth of the connections they're able to form with their online students. For some students, the online platform may even reduce social pressure and allow them to interact more comfortably with their teacher and their peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Throughout <em>Michigan Virtual<\/em>\u2019s 20 years of research and experience in virtual education, we\u2019ve found that building and maintaining relationships in an online learning environment requires students and teachers alike to develop new skills.&nbsp;Because research demonstrates that these relationships are crucial to student success, we keep relationship building at the heart of our professional development for online educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our teachers and parents have gone above and beyond to help our students receive the best education possible in a challenging environment. They\u2019ve embraced new technologies and spent untold hours learning and adapting to the needs of an emergency learning transition. This time spent was not wasted because it has prepared us to be better, more agile, and, ultimately, more successful educators and learners as we adapt to our \u201cnew normal.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While many aspects of the upcoming school year are still uncertain, we stand better prepared to deal with the challenges we will undoubtedly face. Thanks to everything we\u2019ve learned over the past 18 months \u2014 as well as continued improvements to educational technology \u2014&nbsp; our educators will be able to personalize learning and differentiate instruction for their students more now than ever before. We can conclude with certainty that this school year is sure to be better than the last.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, let\u2019s put the lessons of the 2020-2021 school year to work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our students deserve it.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Opinion: Using technology and relationship building to make this school year a success",
            "excerpt": "This opinion piece from our president and CEO, Jamey Fitzpatrick, was originally published in the Lansing State Journal on September 1, 2021. Last school year was not easy for our students, parents&nbsp;and teachers&nbsp;\u2014&nbsp;all whom deserve our praise for making the best of an extremely challenging situation as we continue to face the hardships of a...",
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            "path": "\/blog\/research-online-learning-in-higher-ed\/",
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            "content": "<!-- wp:paragraph -->\n<p>In 2020, we published a <a href=\"https:\/\/michiganvirtual.org\/publication_category\/research-in-review\">10 report series<\/a> summarizing the findings of all of the research we\u2019ve conducted to date. Nearly 100 resources were included in this review, and collectively they provide valuable insights for researchers and practitioners on many aspects of online teaching and learning, such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\">K-12 online best practices<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\">Online student motivation<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\">K-12 blended teaching and professional development<\/a>, and&nbsp;<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\">K-12 special populations<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This blog series is meant to accompany these reports and further explore the practical implications of those years of research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its establishment in 1998, <em>Michigan Virtual<\/em> has served Michigan educators and paid special attention to online learning in Higher Education<strong>.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our research in these areas has focused on topics such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Online field experiences for pre-service teachers<\/li><li>Evaluations of K-12 online teachers<\/li><li>The roles and responsibilities of on-site mentors&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These matters as well as resulting implications and best practices are further explored below. For more information on any of the topics below, please see the full research report on <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\">Online Learning in Higher Education<\/a>.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Michigan Virtual Research on Online Learning in Higher Education<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Distance education and online learning in higher education is a very well established field of scholarship. <em>Michigan Virtual<\/em>, with a focus on K-12 teaching and learning, has conducted minimal research at this level. That being said, there are still some important take-aways that can be applied to K-12 populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Massive open online courses (MOOCs) were quite popular several years ago as they promised to make knowledge available for free to more people than ever before. <em>Michigan Virtual<\/em>, with the help of external researchers, attempted to understand whether the benefits of MOOCs could be realized with the K-12 population, specifically high school aged students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/report-concludes-that-moocs-can-lead-to-positive-outcomes\/\">Through this work it was determined that K-12 learners may not be an appropriate target population for MOOCs<\/a>, as their learning needs are quite different from adult learning needs and MOOCs do not provide the necessary support for K-12 learners. While MOOCs may not be appropriate for K-12 learners, there may still be some benefits for K-12 teachers as a way to provide training and professional development effectively and at scale. However, more research is needed to determine if this is truly an effective model.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/mvlri.org\/blog\/about-26-of-undergraduates-at-degree-granting-postsecondary-institutions-took-a-distance-education-course-in-2012-13\/\"><em>Michigan Virtual<\/em> also studied the landscape of online learning at Michigan colleges and universities. In Michigan, private, non-profit higher education institutions had the highest proportion of exclusively distance education enrollments.<\/a> Private, four-year for-profit institutions had the lowest proportion of exclusively distance education enrollments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The percentage and proportion of online courses at public and private colleges and universities in Michigan are highly variable, suggesting that options for online courses are largely dependent on where learners are enrolled. More research is needed into how public and private colleges and universities are using online courses to meet learner needs and demand.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research at the higher education level is well established and can provide valuable insights into online learning overall. It is important, however, to consider the unique needs of K-12 online learners as compared to adults when determining which research findings to apply. K-12 learners, while not a uniform group by any means, have unique needs above and beyond those of both young adult and adult learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M. (2017). <em>Examining online research in higher education: What can we replicate in K-12?<\/em> Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-online-research-in-higher-education-what-can-we-replicate-in-k-12\/\"> https:\/\/michiganvirtual.org\/research\/publications\/examining-online-research-in-higher-education-what-can-we-replicate-in-k-12\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R. E. (2013). <em>What massive open online courses have to offer K\u201312 teachers and students<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/what-massive-open-online-courses-have-to-offer-k-12-teachers-students\/\"> https:\/\/michiganvirtual.org\/research\/publications\/what-massive-open-online-courses-have-to-offer-k-12-teachers-students\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R. &amp; Pytash, K. (2014, August 11). Exploring MOOCs for K-12 teachers and learners. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/blog\/exploring-moocs-for-k-12-teachers-and-learners\/\"> https:\/\/michiganvirtual.org\/blog\/exploring-moocs-for-k-12-teachers-and-learners\/<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R. E., Pytash, K. E., Merchant, W., &amp; Nigh, J. (2014). <em>Findings and reflections from the K-12 teaching in the 21st century MOOC<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/report-concludes-that-moocs-can-lead-to-positive-outcomes\/\"> https:\/\/michiganvirtual.org\/research\/publications\/report-concludes-that-moocs-can-lead-to-positive-outcomes\/<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2015, July 14). About 26% of undergraduates at degree-granting postsecondary institutions took a distance education course in 2012-13. <em>Michigan Virtual University<\/em>.<a href=\"https:\/\/mvlri.org\/blog\/about-26-of-undergraduates-at-degree-granting-postsecondary-institutions-took-a-distance-education-course-in-2012-13\/\"> https:\/\/mvlri.org\/blog\/about-26-of-undergraduates-at-degree-granting-postsecondary-institutions-took-a-distance-education-course-in-2012-13\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
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        {
            "id": 64410,
            "path": "\/blog\/the-past-present-and-future-of-online-course-design\/",
            "author_id": 32,
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/the-past-present-future-of-online-course-design\/id1551347022?i=1000533968872\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/1rxuK9mqtI3jFybL54HcUP?si=OhuOqxLLSGWBgG97brLMyg&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ZjY2MmZhNWYtZjJjNC00ZDYzLTkyNDktMGFiYzg3ZjBlZTI2?sa=X&amp;ved=0CAUQkfYCahcKEwi4wb6tu97yAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/The-Past--Present---Future-of-Online-Course-Design-feat--Kristi-Peacock-from-Michigan-Virtual-e16nr6k\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s no secret to say that online learning has changed a lot in the past couple of decades. After all, at the turn of the century, online courses were still being distributed on CD-ROMs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As technology evolves, the possibilities it offers to educators expand in kind. No longer does every student need to receive the same education as the rest of their peers. No longer are they required to learn at the same pace, in the same place, or at the same time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>,&nbsp; I chat with Kristi Peacock, a course development manager for <em>Michigan Virtual<\/em>, who has years of experience designing online courses for K-12 students and educators taking online professional development courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We talk about:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>What it means to be an instructional designer<\/li><li>What advice she has for educators designing their own online learning experiences for students, and&nbsp;<\/li><li>What she hopes the future will hold for this ever-evolving sector of education.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or keep scrolling to read an edited version of the transcript!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/Y5j9oOA08x4\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/Y5j9oOA08x4\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Edited transcript<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Thank you so much for joining me today, Kristi, for this episode of BRIGHT. To get us started, could you tell us a little bit about yourself and what drew you to education in the first place?&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>To be honest, the biggest thing is that if you looked up \u201clifelong learner\u201d in the dictionary, you'd find that I'm very much that person. I love to learn new things. It just made sense to me since I like to learn new things, I also like to share them. I think that made me just the epitome of what a teacher is supposed to be. I'm enthusiastic about learning new things, and I think that's contagious for students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I've taught elementary school teaching typing to kindergarten students, at the community college level, and everything in between, including gifted and talented and alternative ed. But my biggest asset ever, when it comes to teaching, has always been that I love to learn, and my enthusiasm spreads to students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Thank you for sharing that. I love hearing about people\u2019s journeys into education.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>My journey to getting to <em>Michigan Virtual<\/em> was actually kind of interesting, too. My husband was a public school administrator. So, what happened is \u2014 and I think most people who know much about public school administration realize that you move around a bit \u2014 I got really tired of setting up classrooms, taking down classrooms, and starting a new career every time we moved.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I'm very broadly certified in all the sciences and computer science. So, when we would move, what would happen is in one district, I might be teaching chemistry, and then in the next district, I'd be teaching eighth-grade physical science or environmental science. It was always this big mind shift.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When I was at Tahquamenon Area Schools, I served as a mentor teacher for all the students taking <em>Michigan Virtual<\/em> courses. That was back around 2001. When I saw our kids getting to take courses like German because it was their heritage, for example, or taking a course called Introduction to Logic, I thought, \u201cWow, I don't know what this <em>Michigan Virtual <\/em>thing is. But I love this.\u201d It leveled the playing field for students regardless of their socioeconomic background and their geography. That was really exciting to me.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I said to my husband, \u201cThis is something that I could get behind.\u201d Then, the next time we moved, there was actually a physics job posting. I applied, and I didn't get the physics job, but I did get AP Computer Science. So, I started as a contracted teacher teaching computer science for <em>Michigan Virtual<\/em>. Then, of course, when they posted the full-time jobs, I became the full-time science teacher. So, I was one of the first four full-time teachers for <em>Michigan Virtual<\/em>, and then I was no longer working on a contract basis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I loved it, but what happened is\u2026 Well, it's kind of David Young's fault. I don't know if you can put that in your video or not, but honestly, it was David Young's fault because I was working with him quite a bit. As full-time teachers, we worked kind of hand-in-hand with iPD (instructional product development) to improve some of the courses we were teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, I had started working with him back and forth, and he said to me, \u201cYeah, I was a teacher, too. But I found I could make a bigger impact as an instructional designer.\u201d And, of course, I'm like, \u201cExplain to me how that works.\u201d He said, \u201cWell, as an instructional designer, I'm building courses that can affect lots of kids, whereas a teacher, you can only affect the ones in your courses.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can only guess what happened from there. That rang in my head for a long time, and the next time an instructional design job opened, I applied, and I got it. I've been in instructional design ever since, and I just absolutely love the creative part of what I do.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So is that why you like being an instructional designer? Are there any other reasons you'd like to share?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi:<\/strong> I love the creativity part of it, and I love the sense that I have a big impact by working with other teachers and subject matter experts. We contract most of the subject matter experts. We don't actually have them on staff. But I have met some of the smartest people that I've ever met in my life. When we contract these people, I mean, they're truly experts in their field. It's really fun.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The first four courses that I ever built with <em>Michigan Virtual<\/em> were social studies courses. Social studies is about as far from my bivouac as you can get. I also built German courses. I built the first four semesters of German, and German was my lowest grade of my entire college career! I thought that they had made a big mistake. But the good thing is if you flip the table on that, there were times I caught them as experts talking over my head. I could say, \u201cWait a minute, I understand the Silk Road. We just talked about that in the last lesson. I understand that concept, but now we're talking about South America and Columbus, and I can't tie those two things together.\u201d The subject matter expert would be like, \u201cOh, you're right. I should probably put a paragraph in this lesson about that.\u201d And I said, \u201cWell, yeah. Because somebody like me doesn't get that.\u201d Our students benefit from that, too. That\u2019s why this has just been the perfect place for someone who loves to learn new things.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I like that. I really do. So, you've been an online instructor and a face-to-face teacher, and now you\u2019re an instructional designer. I'm curious if you could talk to me about what your experience was shifting from being an online teacher to an online course designer. What is the balance between those two roles? With the instructional designer designing the course and the teacher teaching it?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>When I was teaching online, I liked coaching students. Because that\u2019s more what I was doing since the content and assessments were provided for me. My role as an online teacher was being available and coaching the students. The difference between what I was doing in an online setting vs. what I was doing in a face-to-face setting was that, in a face-to-face setting, I had to go home every night and have my next day all prepared. Whether I had one prep or five preps, I had to have something to lead the students through the next day. Something to engage them in their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With<em> Michigan Virtual <\/em>and an online education, that work was provided for me. Then, I was the coach who had to prompt students, provide feedback, reach out to them if they weren't doing their work, and allow them another try at something after an explanation. I felt like I was more in a coaching role as an online teacher than in a face-to-face classroom. But also, for lack of a better word, I had to have some kind of a dog and pony show every day. And I didn't have to have a dog and pony show every day in online teaching, so I could focus on whether the students were doing on their assessments, whether they were keeping up, or whether they missed the target a little bit. I\u2019d focus on what I could say to the students or what I could provide to a student to get them over the hump to really understand a concept.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When I was teaching computer science, I taught the AP course, which is primarily a Java programming course. I knew that 90% of my students had no one else in their life in their world that could help them fix their program when it didn't run. So, it was all on me. There was no file, I can just go to my English teacher, and she'll show me how to write this. There was no other person more than likely in their world that could write Java code. It made me aware of how dependent on me and my feedback they were. Knowing that and having the ability to coach them through it helped both them and me be successful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I know many of our online teachers modify their courses and create some of their own side content, for example, to differentiate for students. But it is nice that they don't have to do it all on their own every night for the next day.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>I think that's what keeps me here, too. What fascinates me about moving forward in instructional design is that we have not fully matured what online learning looks like. I think we're in some form of metamorphosis, clearly, to move from the face-to-face to the online world. But if you ask me if we're there yet, I don't think so. I think we're going to do better at mastery-based learning where students can demonstrate competency.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you understood the Silk Road and how it affected Columbus and South America, maybe you don't need to learn it again. But if I don't understand it, then I <em>do <\/em>need to learn it again. I like where we're heading in terms of more individualized learning. My grandchildren will learn differently than I did, and they will clearly learn differently than my boys did, too. And I think that's exciting. I'm excited to be part of that.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I think you'll see us doing more packaged-based content, where we have concept packages instead of full-year courses. There's still going to be a need for full-year courses, but wouldn't it be cool if we could distribute them in blocks so that students were getting what they need but not getting what they already know?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: That was one of the better explanations of competency-based learning I've heard, and I'm here for it.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>I love the idea of competency-based learning vs. learning based on students' chronological age. We have to stop thinking that every fifth grader should be <em>here <\/em>and every 15-year-old should be <em>here <\/em>because that's not how it is.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Why is that not how it is?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>Because students are in all different places. I used to work as a quality control technician for Pepsi years ago, back when we used to get the glass bottles. I was the quality control person at one of the glass plants. Every time they would bring us a new glass, one of my jobs was to assess the quality of the bottles that came in. I could go, \u201cYeah, this one has bubbles. Chuck.\u201d I could get my calipers out, break the bottle, and say, \u201cToo thin. Junk.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We <em>don't <\/em>do that in public schools. Every student comes in our doors in a different place. We can't say, \u201cJunk.\u201d Not that we would want to if we could, but we have to take them from where they are when they walk in our doors and not tell them that they're behind. They're not behind. To them, they\u2019re right where they're supposed to be. So, let's take them from where they are now and move them forward.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I think competency-based learning and individualized instruction are key to that transformation. I worked in alternative education, and honestly, some of those students are not behind. They just have so many other distractions in their lives that school isn't their primary focus every day. We have to take them from where they are. We can't let them feel like they're junk. They're <em>not. <\/em>In fact, some of them are more intelligent in other ways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I've had alternative ed students show up to class and say, \u201cWant me to show you how to take a carburetor out of a snowmobile?\u201d You could open that snowmobile and ask me to find the carburetor, and that'd be task enough because I'm pretty sure I'd epic fail. Some of these kids have different intelligences. They're different. The same kid who wanted to show me how to take a carburetor apart probably couldn't read higher than the third-grade level. But it doesn't mean they're dumb. It doesn't mean they're behind. It just means that they're not at the place we <em>expect <\/em>them to be right at this moment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So, this past year, many teachers across the nation acted as impromptu instructional designers for their own online courses. I've heard this described as learning how to build the plane and fly it at the same time. This was understandably a challenging experience for many. As an instructional designer, do you have any thoughts or reflections you'd like to share on this experience that many teachers had?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>It\u2019s funny because I had a lot of office hours over this past year where I was working as an instructional designer with teachers in the field who were trying to do this. Every time, my response was to tell them, \u201cWhat you're being asked to do is literally impossible. So right now, you have to stop beating yourself up. You can't beat yourself up. You are doing your very best.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As an instructional designer, I\u2019ve built lots and lots and lots and lots of courses. Right now, I'm working on a year-long AP Computer Science Principles course. One semester of that takes me about three months to build. I\u2019m an experienced instructional designer. If you have four or five preps three weeks before school starts, and you're tasked with putting all of that online\u2026 That's not even doable. So whatever you did, whatever you accomplished to the best of your abilities, is a success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you made it through this year while building that plane and flying that plane at the same time, pat yourself on the back and say, \u201cI made it through. I brought students along.\u201d Was it perfect? No. But nothing about COVID has been perfect. Part of it is don't be hard on yourself. Because what you were asked to do was a very, very, very large task.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I know we can't possibly capture the full breadth of your expertise in just a few short minutes, but can you give us a little glimpse into your top tips for instructional design? What have you learned is most important when designing engaging online content for students?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>Engaging? It's easy because I don't think I've ever grown up, so it's easy to think like a student. With my experience in face-to-face teaching and online teaching, when I rolled over into instructional design, I had a feeling for what engages students and challenges them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I love <a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-reignite-love-for-learning-with-a-project-based-curriculum\/\" target=\"_blank\" rel=\"noreferrer noopener\">project-based learning<\/a>. I love to learn by doing and touching. Although I love to read, I know that I can engage students more if it's not just words on a page. One of my favorite things to do is build storyline interactions. I built a whole bunch of them for our forensic science course. Of course, I usually memorialize everybody I know, so now I'm going to need a character somewhere named Nikki in one of my little animations that I like to build.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What tool do you use for that?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>I use <a href=\"https:\/\/articulate.com\/360\/storyline\" target=\"_blank\" rel=\"noreferrer noopener\">Articulate Storyline<\/a> often. I have also built courses where I've used <a href=\"https:\/\/michiganvirtual.org\/blog\/powtoon-the-animated-video-making-software-that-can-help-you-explain-concepts-to-students\/\">PowToon<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you describe what a storyline interaction is, just in case someone doesn\u2019t know? What does it look like in an online course?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>Well, they can be animations, or they can have realistic pictures, but they allow students to interact with the content. Right now, I'm working on AP Physics C labs, and we're doing one on rotational motion. The plot is that this character is a secret agent, and terrorists or bad guys have infiltrated a warehouse. Up on the hill beside the warehouse is a non-functional antenna that rotates.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Well, this is in the rotational motion lesson in the AP Physics C, so there's a fan on the top of the factory, and our special agent has to lower himself down into the fan at just the right moment in between the opening of the blades. That way, he can get down and anchor his rope to this rotating antenna. Students have to figure out the period of the fan, you know, for how many seconds it is open and exactly when they have to drop to hit at the right time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The students are given a lot of data, but then they have to <em>use <\/em>the data. I think it's kind of fun. I'm not done with it, but we're making progress right now. I love to build those kinds of things to engage kids' creative side to use the data. It's one of the reasons I've always liked physics. I always tell kids physics isn't hard. It\u2019s just math with a purpose. Instead of doing 100 problems on a sheet of paper, you can figure something out with it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So, it's kind of like a story problem except for it's like brought to life and animated? That\u2019s so cool.&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>That's a good way to say it: Story problems brought to life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Alright, the same type of question and context. Can you give us your best tips and distill your wisdom for us, but this time on designing accessible online experiences for students? What have you found is most important in this area?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>This is a topic I'm really passionate about. When I came to work for <em>Michigan Virtual <\/em>\u2014 as I told you earlier in the interview \u2014 I drank the purple Kool-Aid about giving every student access to the courses that we're building. I loved that every student in the state of Michigan had access to German or Introduction to Logic and could learn these things. I thought it was fantastic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But what we have to jump to next is ensuring \u201cevery student\u201d includes those with differing abilities, cognitive abilities, visual abilities, hearing abilities, and all of the tactile abilities. Not every student or every person\u2019s disability is obvious when you look at them. It\u2019s really important as an instructional designer to think of these students at the beginning of a project. I try to tell teachers that I\u2019ve worked in the office hours this year: As you're putting your content online, think about the fonts you're using. If you're putting a video on that doesn't have a transcript, let's find a way to get one. When we make courses usable for all students, we make the best learning opportunity for every student, whether they have differing abilities or they don't have differing abilities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Think about it this way. In Tahquamenon Area Schools, we have the largest school district this side of the Mississippi. If you and I are classmates in a math class sitting next to each other, conceivably, you live 80 miles from me because the busing system in our geographic area is huge. It\u2019s super important that we understand that many of our students spend a lot of time in a car and on a bus. If that bus is noisy and I want to do my lesson on the way home, if it has a transcript on it, I can still do it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It's not just the student that can't hear because of a physical issue. It could be because there are too many people on the bus. There's a statistic in Michigan about the number of our students being parented by their grandparents. How do we know what grandma and grandpa can hear? Even if you can look at me and say, \u201cI have 30 kids in my class, and they can all see just fine and hear just fine. Let's just build something.\u201d You still don't know who's helping them. You don't know who else is in the picture.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These types of things are important to think through and not make assumptions about. Honestly, as you start designing something, make the assumption that you have students that don't hear well, students that don't see well, and students for whom tactically moving this mouse around all day long is exhausting or impossible. Make those kinds of assumptions when you build your course. Number one, so you don't have to go back and fix it later when that <em>does <\/em>happen to you, but also so you\u2019re making sure that every one of those students has the best opportunity for success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Thank you. All right, we got a few more questions if you have time. Can you tell me about your favorite teacher and why they were your favorite?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>You know, I've had many favorite teachers over the years because I happen to be a school nerd. I'm one of those people who loved school because I love to learn new things. But I would have to say the common denominator of the teachers that were my favorites was that they never raised their voices. They demanded and challenged me, but they didn't demand and challenge me without giving me what I needed or giving me an explanation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They were patient because not everybody gets it the first time. Those are some of the common threads. Patient. Willingly let me take it where I wanted to take it. Instead of just saying, \u201cYou get it, move along.\u201d If I thought I needed to learn more or wanted to engage more, they gave me more opportunities to engage with the material. Those were the type of teachers that meant a lot. Also, teachers who believed in me.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Yes, those are answers I've heard echoed across like the different interviews. They challenged me, but they gave me the tools. It's been cool to hear different answers from different people. I love it. Next, I'd like to hear about your vision for student learning. The way I break that down is: If it were up to you, what would you want to see for every single student?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>I would want us to think about how we can meet students where they are, instead of this chronological, moving-forward-anyway, you-didn\u2019t-make-the-mark sort of thinking. It\u2019s about taking students as they are when they come into our school \u2014 regardless of their chronological age \u2014 and moving them through their education based on their mastery of topics, not their birthday. We shouldn\u2019t assume that they should meet certain targets just because they\u2019re a certain age. Otherwise, we\u2019re not accounting for the differences in who they are as people and the experiences and assets they did or did not come to us with.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What would you say is the role of technology in that vision?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>It allows us to personalize learning to figure out where students are and build software that can remediate. I am the type of person who really has to reflect, and I know many students are, too. When you show me one time how to do a calculus problem on the whiteboard, but then I have to pack up my stuff and go home, I can't replay that in my head. Having the technology to start and stop the presentation that shows you how to do it means I can get to that part and pause it and rewind.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019m a huge Googler and YouTuber, so if I need to learn something new, that\u2019s where I go. I helped my son put new window motors in his car one time because it was expensive to have somebody else do it. We bought them cheap on Amazon, and then I sat with the laptop as we took apart the car door and followed it step by step. We didn't catch it all the first time. If someone had just done a demonstration for us but only did it once, we might have gotten pieces and parts of it. But the idea is that we could replay that video and see it over again. We could say, \u201cAh, how did he get that rivet out of there?\u201d Then, we could go back and watch it again before doing it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A big piece of technology in education will be providing students with an opportunity to learn content at their own pace. To replay and start over and go back tomorrow if they don't remember it. To watch it again. Because I can tell you, when we did that window motor, we had to play it all over again to do the second one even though we had a better idea of what we're doing. That first time was not enough to make us proficient enough to do it the second time. It would take more than that, and I haven't done any more window motors since that day, but I can tell you that I couldn't do it again right now without going back to that video. So, the idea that technology can provide opportunities for repetition for students is huge.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Awesome. What words of advice or encouragement would you offer educators right now?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristi: <\/strong>Stay true to who you are. If you're truly a lifelong learner \u2014 and I know many of my fellow educators are \u2014 we love to learn. That's why we're here. We hope to teach others. Hold on to that enthusiasm that you had when you first got into teaching. Don't get down on yourself or others. Keep learning, and don't be afraid to tell students what you're learning about and what you're reading about and your successes and failures at learning set to do something new.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I live on a lake, and I recently decided I was tired of my husband always going into town to buy worms to go fishing. I said, \u201cWe should build a worm farm.\u201d I did some studying, and I built my worm farm. I tried to follow all the rules that I learned on YouTube. I watched several videos, but when you go away for the weekend, and your garage heats up to 80 degrees, those worms don\u2019t do so well. So I made a mistake, but I'm willing to say I tried. I swung and missed, so I\u2019m going to do it again. This time, I'm going to put them in the basement because it's cold down there. No sunshine\u2019s going to get them down there.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I think it's okay to let students know when we fail. When you're trying to learn something new, you don\u2019t always do it perfectly the first time. I always tried to tell students we're going to learn this together. I don't know all the answers. You can't be afraid to start at the beginning. Even if you're older, it's okay. If you don't know something, seek out people who do. Don't be afraid to let your students know you're a lifelong learner, and don't <em>stop <\/em>being a lifelong learner. Model that behavior for them, and your enthusiasm for learning will be contagious.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Webinar: <\/strong><a href=\"https:\/\/michiganvirtual.org\/webinar\/accessibility-in-the-digital-age\/\" target=\"_blank\" rel=\"noreferrer noopener\">Accessibility in the digital age<\/a><\/li><li><strong>Article: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/powtoon-the-animated-video-making-software-that-can-help-you-explain-concepts-to-students\/\" target=\"_blank\" rel=\"noreferrer noopener\">Using PowToon to explain challenging concepts to students<\/a><\/li><li><strong>Free PD course: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-2-course-content-design\/\" target=\"_blank\" rel=\"noreferrer noopener\">Online national standards: Course content &amp; design<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\">   See also: Kristi on the Mitch Albom Show! <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/ze0xrVrV64Y\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/ze0xrVrV64Y\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
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            "path": "\/blog\/providing-voice-and-choice\/",
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            "content": "<!-- wp:paragraph -->\n<p>In June of 2021, we published the report <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/#Why\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning in Michigan K-12 Schools: Factors That Impact Successful Implementation<\/a>. This study aimed to capture the ways in which Michigan schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To inform the report, we interviewed teachers and both building- and district-level administrators from five Michigan school districts: <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>, <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, <a href=\"https:\/\/www.oxfordschools.org\/\">Oxford Community Schools<\/a>, <a href=\"https:\/\/www.portlandk12.org\/index.aspx\">Portland Public Schools<\/a>, and the <a href=\"https:\/\/www.clkschools.org\/index.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a>. These school districts belong to a larger network of districts that are early adopters of <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\">student-centered learning<\/a> called the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp (MiCoOp)<\/a>, which is led by Lisa Sitkins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This mini-series <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/student-centered-learning-in-michigan-k-12-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Student-Centered Learning in Michigan K-12 Schools<\/em><\/a>\u2014which is part of our larger <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning blog series<\/a>\u2014is meant to accompany the report and further explore the practical implications of the research. In addition, the mini-series celebrates these schools as well as other K-12 schools throughout the state of Michigan who continue to work toward implementing student-centered learning models that include elements of digital learning, personalization, and <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">competency-based learning progressions<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>In our conversations with teachers and school leaders about how they are making learning student-centered, talking about voice and choice is where the conversation typically begins.&nbsp;&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">voice and choice<\/a> are related and often discussed together, they are not interchangeable. <em>Choice<\/em> is when students choose, from a set of predetermined options provided for them, the path or process that works best for them. <em>Voice <\/em>is when students are actually responsible for and included in designing the learning options.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, voice and choice are both ways in which students are encouraged to take ownership of their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Providing voice and choice for families: Learning options&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Now, maybe more than ever before, students and their families have choices when it comes to learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because of the COVID-19 pandemic, many schools offered\u2014and are likely to continue to offer\u2014virtual learning options and hybrid options (a mix of both virtual and in-person instruction) for students and their families to choose from in addition to the more traditional face-to-face learning option.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Taking <em>choice <\/em>for families a step further, some school districts actually include parents and community members in the design of learning options, allowing them to have a <em>voice <\/em>in the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Within the community of Oxford, Michigan, there is a large homeschool population made up of parents who want their children to have different learning options, to have voice and choice, and to have more support. In listening to the voice of the community, learning options were designed to fit families\u2019 needs, namely <a href=\"https:\/\/www.oxfordvirtualacademy.org\/\">Oxford Virtual Academy<\/a> (OVA) and their <a href=\"https:\/\/www.oxfordvirtualacademy.org\/hybrid\">hybrid learning pathway<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThey [homeschool families] wanted a flexible schedule. They didn\u2019t want to be in a traditional public school classroom and fully online education wasn\u2019t cutting it for them,\u201d Jordan Dennis, OVA\u2019s hybrid learning coordinator said. \u201cThey wanted more support. They wanted some classroom experience, some hands-on things. So the hybrid program was that blend between a public school setting in a physical classroom with a more structured day, but with the flexibility in the pacing that is afforded to online students.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Just as teachers strive to incorporate voice and choice for students into student-centered learning environments, OVA school leaders listened to their community to understand what parents wanted and needed, designing learning options specifically to meet those needs.\u00a0\u00a0<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A traditional school model and schedule may not work well for students and\/or their families for many reasons such as involvement in traveling sports team, student work schedules, anxiety, bullying, a desire for more flexibility, or health issues that make in-school attendance difficult.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Allowing parents and the community to have a voice and giving them <a href=\"https:\/\/www.lansingstatejournal.com\/story\/opinion\/contributors\/viewpoints\/2021\/01\/20\/your-child-unique-look-different-learning-options\/6654321002\/\">choices in terms of their children\u2019s education<\/a> may help to bridge the gap between school and home\u2014resulting in stronger communication, collaboration, and support\u2014and may give students a chance to learn in a way that will allow them to succeed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-1249978400.jpg\",\"id\":63756,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-63756\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-1249978400.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cThey [homeschool families] wanted a flexible schedule. They didn\u2019t want to be in a traditional public school classroom and fully online education wasn\u2019t cutting it for them.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Providing voice and choice for students: Personalized learning pathways<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We know that not all students learn in the same way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some students need more or less time to master a skill. Some students need more small group or individual instruction to understand a new concept while others may be able to master it on their own. Students have different interests, strengths, weaknesses, learning styles, background knowledge, and learning needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Why is it then that in the traditional model of education, we expect students to learn in the same way at the same time?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is it because it\u2019s more convenient to design learning with a single plan? Is it because it\u2019s easier in terms of lesson planning and pacing through a unit to try and keep all students on the same page at the same pace? Or is it because it\u2019s easier to design and grade a single type of assessment?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Coming from the perspective of a former teacher, <em>I\u2019ll admit that it is. But it\u2019s not what is best for kids.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, this is how education was designed when I went to school, it was how I was taught to teach, and how I saw teaching modeled for me.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I was taught to come up with detailed lesson plans, stay on pace within each unit, make sure to cover the standards I was responsible for teaching, and maybe incorporate some differentiation here and there.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I was ill-prepared for the reality of a classroom of 20\u201330 students who learned at different paces, many who needed more individual attention and guidance than I could provide during the whole class, teacher-led instruction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>However<\/em>, instead of trying to make students learn along the same pathway at the same time, what if we provide opportunities for students to work at their own pace, allowing them to move forward when they are ready and giving them extra time and instruction when needed? What if we allow students to tap into their interests and use their strengths as it relates to the topics or standards being taught?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\">Providing choice can increase student engagement<\/a>, student performance, and students\u2019 perceived value of their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students have choices related to the format or content of their learning, the manner in which their learning is assessed, and\/or have a voice and some degree of control in the learning process, they are more likely to be active participants in their education, to take responsibility for their learning, and to be engaged in their own learning. This is evident in the Public Schools of Calumet, Laurium, and Keweenaw (CLK):&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cTwo of our classes are project-based\u2014one English and one social studies,\u201d explained Joel Asiala, principal at <a href=\"https:\/\/www.clkschools.org\/horizons.php\">Horizons<\/a>, an alternative high school within CLK. Students are able to come up with their own individual projects or \u201cchoose from a variety of projects in order to portray their understanding and demonstrate their learning.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Allowing students to <a href=\"https:\/\/www.edutopia.org\/article\/how-make-student-choice-work\">choose their own learning pathway<\/a>, to learn at their own pace, to have a voice in some aspects of their education, and\/or providing them with project-based learning opportunities are just some of the ways in which teachers are implementing voice and choice in Michigan K-12 classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Giving students a voice through leadership opportunities<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At the classroom-level, encouraging student voice and leadership by co-creating classroom rules or policies, rather than having teacher-created behavior expectations that are simply explained to them, can give students a sense of ownership and help to make them feel comfortable using their voice in other ways in the classroom.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another way to incorporate student voice in terms of leadership at the classroom level is to provide opportunities for students who have mastered a concept to explain it in their own words to a peer who may be struggling and may simply need to hear it explained another way, in a student\u2019s voice. Students benefit from hearing a concept explained in a peer\u2019s voice, and in turn, it benefits the student leader\u2019s learning as they think more deeply about the concept by explaining it to others.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During our interview, Will Heath, superintendent of Portland Public Schools, shared that he believes that there needs to be some intentionality behind creating leadership opportunities for students at the building and district levels.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Heath elaborated: \u201cWe have to actually set up avenues in which students feel that they have a voice\u2014more than just student council.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the chance for students to have a voice when it comes to building and district leadership may indeed not be as common, there are many <a href=\"https:\/\/www.americanprogress.org\/issues\/education-k-12\/news\/2021\/02\/17\/495853\/5-ways-include-student-voice-education-policymaking\/\">ways to include student voice in education policymaking at the school, district, and state level<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/building-blocks.jpg\",\"id\":29007,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-29007\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/building-blocks.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cWe have to actually set up avenues in which students feel that they have a voice\u2014more than just student council.\u201d <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When learning is student-centered, teachers design learning that is flexible and includes voice and choice. The learning pathway that each student takes doesn\u2019t have to look the same.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This may require teachers to completely shift the way they think about and approach teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As Dave Eichberg, superintendent of Berrien Springs Public School explained: \u201cOur focus, as educators, for so long has been on the teaching part of education. In order for us to really embrace voice and choice, our focus has to shift. The lens through which we look at education has to be through the eyes of the learner.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I couldn\u2019t agree more.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/582.jpg\",\"id\":64090,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.51\",\"y\":\"0.35\"},\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-64090\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/582.jpg\" style=\"object-position:51% 35%\" data-object-fit=\"cover\" data-object-position=\"51% 35%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> \u201cOur focus, as educators, for so long has been on the teaching part of education. In order for us to really embrace voice and choice, our focus has to shift. The lens through which we look at education has to be through the eyes of the learner.\u201d <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Student-centered learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning blog series<\/a>, we lead a discussion about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Making Learning Student-Centered: Providing Voice and Choice",
            "excerpt": "We know that not all students learn in the same way. Why is it then that in the traditional model of education, we expect students to learn along the same pathway at the same time? ",
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            "path": "\/blog\/research-teacher-prep-and-mentoring\/",
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            "timestamp": 1630675860,
            "content": "<!-- wp:paragraph -->\n<p>In 2020, we published a <a href=\"https:\/\/michiganvirtual.org\/publication_category\/research-in-review\">10 report series<\/a> summarizing the findings of all of the research we\u2019ve conducted to date. Nearly 100 resources were included in this review, and collectively they provide valuable insights for researchers and practitioners on many aspects of online teaching and learning, such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\">K-12 online best practices<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\">Online student motivation<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\">K-12 blended teaching and professional development<\/a>&nbsp;<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\">K-12 special populations<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This blog series is meant to accompany these reports and further explore the practical implications of those years of research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its establishment in 1998, <em>Michigan Virtual <\/em>has served Michigan educators and has paid special attention to educator <strong>professional development, K-12 online teacher preparation, on-site mentors.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our research in these areas has focused on topics such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Online field experiences for pre-service teachers<\/li><li>Evaluations of K-12 online teachers<\/li><li>The roles and responsibilities of on-site mentors&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These matters as well as resulting implications and best practices are further explored below. For more information on any of the topics below, please see the full research reports on <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\">teacher preparation and professional development<\/a> and <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\">on-site mentoring<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Preparation for Teaching Online<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At the time of publication of the reports, and still to some degree, <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-role-of-online-teaching-in-michigan-teacher-preparation-programs\/\">teacher preparation programs by and large are not preparing educators to teach fully online courses<\/a>. Clearly, not all teachers will teach fully online as face-to-face enrollments account for a significant majority nationwide; however, emergency remote instruction due to the COVID-19 pandemic has demonstrated a need for teachers to have at least minimal familiarity with online course platforms and effective practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While there is some coverage of blended learning in teacher preparation programs, the quality and focus of this content is highly variable and often not explored in depth.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As there is little preparation for teaching online in teacher preparation programs, online course providers most often implement their own training and orientation for new teachers. These programs vary greatly in terms of content, intensity, quality, and duration. Professional development has also emerged to help fill this need; however, the focus, quality, and intensity of these training programs are highly variable.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When selecting professional development programs to instruct educators on online teaching effective practices, those that use widely accepted national standards such as the <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a> are likely more robust than alternatives.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Importance of K-12 On-Site Mentors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/\">We know that building strong and trusting relationships with learners is essential for effective mentoring<\/a>. However, K-12 online learners indicated that they often turn to on-site mentors for instructional help when instructors are not immediately available.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Knowing this, it is important for mentors to have proper training in supporting online students academically as well as socially and emotionally. Mentors need not be experts in all academic fields, rather they must be trained in effective strategies for supporting learners and know where to direct learners who need additional subject matter expertise.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-online-learners-michigan-mentor-program-case-studies\/\">Anecdotally, we understand the importance of on-site mentors<\/a> for K-12 online learners in building supportive relationships with students and helping them navigate and complete their online courses. However, there needs to be additional research into the full effect high-quality mentoring can have on student outcomes\u2014particularly around how to scale high-quality mentoring as we know that oftentimes mentors are given very high numbers of online students to oversee.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers play a critical role in instruction regardless of if the instruction is face-to-face, fully online, or somewhere in between. Training for working effectively with remote students is critical now more than ever and should, at the very least in a small way, be part of traditional teacher preparation programs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, online teaching creates a need for an on-site mentor to provide real-time, proximal support for online learners. These individuals, while not officially responsible for instruction, are often the first line of support for students struggling with content in their online course. Online mentors need not know all subject areas but should know instructional support effective practices. They should also be able to connect students with individuals who are content experts, whether it be facilitating communication with the online teacher or connecting students with teachers in their face-to-face school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Effective teaching and instructional support are critical to success in online learning. However, too often, online learning is seen as \u201cfringe\u201d and not widespread enough to demand focused attention. Despite this, the pandemic has demonstrated that online learning should be a critical component of education at all levels.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Archambault, L., Kennedy, K., DeBruler, K., Shelton, C., Dalal, M., McAllister, L., &amp; Huyett, S. (2016). <em>Examining teacher education programs and field experiences in k-12 online learning environments<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-teacher-education-programs-and-field-experiences-in-k-12-online-learning-environments\/\"> https:\/\/michiganvirtual.org\/research\/publications\/examining-teacher-education-programs-and-field-experiences-in-k-12-online-learning-environments\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. (2016). <em>iEducator 21st century digital learning core: Program design and reflection<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ieducator-program-design-and-reflection\/\"> https:\/\/michiganvirtual.org\/research\/publications\/ieducator-program-design-and-reflection\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. (2018). <em>The role of online teaching in Michigan teacher preparation programs<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-role-of-online-teaching-in-michigan-teacher-preparation-programs\/\"> https:\/\/michiganvirtual.org\/research\/publications\/the-role-of-online-teaching-in-michigan-teacher-preparation-programs\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K., &amp; Kwon, J. B. (2017). <em>iEducator 21st century digital learning corps: iEd blog network analysis<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-blog-network-analysis\/\"> https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-blog-network-analysis\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. B., Stimson, R. (2017). <em>Helping online students be successful: Parental engagement<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\"> https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. B, &amp; Stimson, R. (2018). <em>Helping online students be successful: Student perceptions of online teacher and on-site mentor instructional support<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/\"> https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C., &amp; Stimson, R. (2019a). K-12 student perceptions of online teacher and on-site facilitator support in supplemental online courses. <em>Online Learning, 23<\/em>(4), 253-280.<a href=\"https:\/\/dx.doi.org\/10.24059\/olj.v23i4.1565\"> http:\/\/dx.doi.org\/10.24059\/olj.v23i4.1565<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C., &amp; Stimson, R. (2019b). Online teacher and on-site facilitator perceptions of parental engagement at a supplemental virtual high school. <em>International Review of Research in Open and Distributed Learning, 20<\/em>(2).<a href=\"https:\/\/doi.org\/10.19173\/irrodl.v20i2.4237\"> https:\/\/doi.org\/10.19173\/irrodl.v20i2.4237<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. &amp; Stimson, R. (2017) <em>Helping students be successful: Mentor responsibilities<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-mentor-responsibilities\/\"> https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-mentor-responsibilities\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. &amp; Stimson, R. (2019). Responsibilities of Online Teachers and On-Site Facilitators in Online High School Courses. <em>American Journal of Distance Education, 33<\/em>(1), 29-45.<a href=\"https:\/\/doi.org\/10.1080\/08923647.2019.1554984\"> https:\/\/doi.org\/10.1080\/08923647.2019.1554984<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kennedy, K. (2015). <em>Recruiting, training, supporting, and evaluating online teachers: A cross-case analysis of teaching infrastructure across virtual schools<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/\"> https:\/\/michiganvirtual.org\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B., DeBruler, K., &amp; Kennedy, K. (2017). <em>iEducator 21st century digital learning corps: iEd effectiveness<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-effectiveness\/\"> https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-effectiveness\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Linton, J. (2018). <em>Exploring preparation and support for K-12 online teachers<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/exploring-preparation-and-support-for-k-12-online-teachers\/\"> https:\/\/michiganvirtual.org\/research\/publications\/exploring-preparation-and-support-for-k-12-online-teachers\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Smith, S. (2018). Te<em>acher Evaluation and Effectiveness Report<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/teacher-evaluation-and-effectiveness-report\/\"> https:\/\/michiganvirtual.org\/research\/publications\/teacher-evaluation-and-effectiveness-report\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual Research on K-12 Online Teacher Preparation, Professional Development, &amp; On-Site Mentoring",
            "excerpt": "Teachers play a critical role in instruction regardless of if the instruction is face-to-face, fully online, or somewhere in between. Training for working effectively with remote students is critical now more than ever and should, at the very least in a small way, be part of traditional teacher preparation programs.",
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            "path": "\/webinar\/fall-2021-administration-of-the-sat-suite-of-assessments\/",
            "author_id": 12,
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            "content": "<!-- wp:paragraph -->\n<p>Recent Legislation in Michigan requires schools to make the following SAT Suite of assessments available to students in grades 9 through 12 in Fall 2021: the SAT in grade 12, PSAT\/NMSQT in grades 10 and 11, and the PSAT 8\/9 for Grade 9. Students may participate whether or not they tested in spring of 2021.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this webinar, the College Board Michigan Field Team addresses how to plan for and order assessments in the College Board Test Ordering System (TOS) for the Fall 2021 administration.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Fall 2021 Administration of the SAT Suite of Assessments",
            "excerpt": "Recent Legislation in Michigan requires schools to make the following SAT Suite of assessments available to students in grades 9 through 12 in Fall 2021: the SAT in grade 12, PSAT\/NMSQT in grades 10 and 11, and the PSAT 8\/9 for Grade 9. Students may participate whether or not they tested in spring of 2021....",
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            "path": "\/blog\/the-art-of-debugging-how-to-think-like-a-computer-scientist\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/the-art-of-debugging-how-to-think-like\/id1551347022?i=1000533072146\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/2cU1AdXd370TU8dL8PyPvX?si=TFYI61v7QiuugWc9Ff7i0A&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ZDIyMzk2YTItY2RlYS00ZGUyLTlmZTctNDVkYzUzMGIwZGEy?sa=X&amp;ved=0CAUQkfYCahcKEwi43sDWvczyAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/The-Art-of-Debugging--How-to-Think-Like-a-Computer-Scientist-feat--Dr--Aman-Yadav-from-Michigan-State-University-e16d9pa\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When you think of debugging, you probably don\u2019t think of math problems.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similarly, when you hear the term\u00a0\"computational thinking,\" the first thing that comes to mind probably isn\u2019t a high school art classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But there are parallels here. And the field of computer science has more to offer educators than meets the eye.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I chat with <a href=\"http:\/\/www.amanyadav.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Dr. Aman Yadav<\/a>, a professor of educational psychology and educational technology at Michigan State University, who sheds light on:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>The rich applications of both \u2018plugged\u2019 and \u2018unplugged computational thinking\u2019 for the K-12 classroom<\/li><li>The lesser-known field of justice-oriented computer science, and<\/li><li>&nbsp;The biased algorithms that govern our everyday lives.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or keep scrolling to read an edited version of the transcript!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/Wyr_OT0QfdY\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/Wyr_OT0QfdY\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Edited transcript<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Thank you for joining us today, Aman. To kick us off, can you tell us a little bit about yourself and what you do?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman:<\/strong> Thanks for having me. I'm a professor in the college of education at Michigan State University in the <a href=\"https:\/\/education.msu.edu\/cepse\/ed-tech\/\" target=\"_blank\" rel=\"noreferrer noopener\">educational psychology and educational technology program<\/a>. Broadly, I do research and teach courses within our educational technology master's program and our doctoral program in edtech.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>My research focuses on how elementary and middle school teachers can bring computational thinking and computer science into their classrooms to support disciplinary learning. At the elementary level, we have a project called <a href=\"https:\/\/ct4edu.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">CT4EDU<\/a>, where we're working with teachers to bring computational thinking into their math and science instruction. Again, the goal is to use CT \u2014 computational thinking \u2014 to enhance students' learning and understanding of mathematical and scientific ideas.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the middle school level, the project is called iCT. Because, you know, if you add an \u201ci'' in front of anything, it becomes cool, like \u201ciPhone\u201d or \u201ciPad.\u201d Within that project, we're working with middle school teachers to bring computational thinking into social studies, English language arts, and art. Those are the three disciplines at the middle school level. Often, when we think about computing, we don't think about how it intersects with those three disciplines. But broadly, yes, I teach courses in computer science education and do research in computer science education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So, you\u2019re a computational thinking expert, but not everybody listening may have heard of that term before. How would you define the term \u201ccomputational thinking\u201d? How do you describe it around the dinner table or to the educators who aren't familiar?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>You know, you could talk to ten people like me and might get ten different definitions of what \u201ccomputational thinking\u201d is and how we should do it. But it\u2019s a great question. The idea of computational thinking has been around since the 1980s when Seymour Papert, who was at MIT, talked about how computers can be used as a tool to think <em>with. <\/em>This gained popularity within K-12 education and higher education in 2006 after Jeannette Wing published an article on computational thinking.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Broadly, I would define \u201ccomputational thinking\u201d as a set of practices that computer scientists draw upon that everybody should learn. This includes practices like algorithm design and debugging. If I talk to somebody who might not know what an algorithm is \u2014 which has happened in some of my conversations with teachers \u2014 and they think, well, that's math, right? Or that\u2019s science. But designing an algorithm really means developing step-by-step instructions to solve a problem.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Debugging involves fixing and finding errors if these steps don't lead to the desired solution. Within computer science, an example is when you write code, but it doesn't work, so you debug it, right? You go back and fix it so that you can get the desired output. We also write algorithms in our daily lives when we write a recipe to cook something, and then we tweak the recipe to get the desired taste that we want. So, algorithm design and debugging are two of the practices used in computer science that fall within computational thinking.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So, you're kind of saying that you can take this framework, this way of thinking, these processes, and you can apply them to a variety of different problems? You said you\u2019ve been expanding computational thinking into the art classroom and the ELA classroom. Have you seen any interesting projects that have emerged from this work?&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>One of the goals of computational thinking is to bring more computationally rich experiences into the classroom. We can't just say, \u201cOh, just use algorithms,\u201d and then say, okay, you're done with computer science, right? That's one of my fears. We don't want computational thinking to serve as a checkbox for computer science experiences. We want teachers to bring in more computationally rich experiences.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An example within art might be teachers helping students use physical computing devices \u2014 such as <a href=\"https:\/\/www.arduino.cc\/\" target=\"_blank\" rel=\"noreferrer noopener\">Arduino<\/a> \u2014 to add lights and movement into their art projects. Then it\u2019s not just a 3D project. It\u2019s a 4D project, so to speak, because kids are creating these sculptures that can play music and have sensors that if you bring your hand near the face, they move because there's a light sensor there. They have these motors that allow them to move. That's an example of how computational thinking can be used to enhance our projects and art instruction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Very cool. I presume the student also then learns how to do some programming to power that tool?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>Yes, but it also goes back to the fact that they're using computational tools and devices and practices for their personal agency and to express their creativity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What advice would you give to a K-12 teacher who was intrigued by the concept of \u201ccomputational thinking\u201d? Perhaps it\u2019s a bit new to them, but they want to try it out in their classroom. Where would you advise that they start?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>Get in touch with us? I'm only half kidding. I love working with teachers. I\u2019ve learned a lot from working with teachers and being in classrooms. It keeps me grounded in problems of practice that teachers face.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One thing that we need to do is we need to make sure that teachers are supported in bringing computational thinking into their classroom. It\u2019s not intended to be an add-on to an already overburdened teacher. We need to make sure that computational thinking is used to support their disciplinary learning goals, right? How can CT support their students' learning in the content areas they're teaching, whether through using a computing device or without one?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With a computing device, the term here is \u201cplugged computational thinking.\u201d Without a computing device, the term is \u201cunplugged computational thinking.\u201d For teachers to bring CT into their classrooms, it's important first to explore what CT practices <em>are. <\/em>What does it mean to design an algorithm, to debug, or to decompose something?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Decomposition is another CT practice, which explores: How do you break a complex problem down into smaller, more manageable parts? Within math, a teacher could use decomposition as a way to help their students solve math problems. How can we break this complex math problem into smaller, more manageable problems that might be easier to solve, right?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To do that, it's first important to take a deep dive into what these practices are and how they intersect with your learning goals within whatever discipline you\u2019re teaching. Then, once they start, teachers start seeing connections between CT and their disciplinary learning goals. We also want to push their thinking to bring more computing-rich experiences into the classroom, so students see how CT practices are used in programming and using physical computing devices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: From your perspective, what is it that students walk away with after these activities? Why is it so exciting?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman<\/strong>: Yeah, so I'll give an example of \u201cunplugged computational thinking,\u201d so <em>not<\/em> using a computing device. In our work, the idea of \u201cdebugging\u201d has changed the culture of learning mathematics in elementary classrooms. Typically, you know, students might see math as if you get a <em>right<\/em> answer or you get a <em>wrong<\/em> answer. Debugging has changed how we approach math because it\u2019s <em>okay<\/em> not to get the right answer the first time. Because we can go back and debug it. What steps were wrong? How can we fix the errors that we had? That's huge, right?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even though our goal was to use computational thinking as an on-ramp to bring more computer science into the classroom, this finding shows that teachers are using CT as a metacognitive approach. They\u2019re providing kids with opportunities to think about their own thinking. That's been huge. It\u2019s an interesting finding that has implications for learning math, literacy, science, etc. We need those skills. It's not just all about computer science.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From a plugged computational thinking perspective, teachers can use a scratch programming environment to teach a math problem or allow students to explore a math idea. With this approach, kids interact with code, write code, or use an existing starter code. The \u201caha moments\u201d that they can have not only using a computer as an object to think <em>with<\/em>, as Seymour Papert would say, but also manipulating the objects on the computer. That's exciting, right? There\u2019s excitement and engagement in the classroom when a student debugs a code and gets it to work. That's phenomenal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: It's interesting because I recently spoke to another teacher on the podcast. When I asked her about her favorite teacher, she spoke about a specific instance in seventh grade where her math teacher explained to her it's okay if you get the problem wrong the first time. It was eye-opening to her because, as you described, many kids think with math, for whatever reason, that you have to get it right the first time. So, it\u2019s cool to hear you know that you're working on expanding that experience for kids all over the state.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>As I said earlier, that's been an interesting finding that we didn't expect. We're still using CT as an on-ramp for computer science, but it's having all these benefits for kids in disciplines where teachers are implementing CT.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The role that standardized testing has played is suggesting you need to get the right answer the first time. It pays into kids and teachers feeling pressure to make sure that kids solve the <em>right <\/em>way. But if we just approach how our teachers and students are approaching math now \u2014 and how the culture of learning math has changed \u2014\u00a0 that will naturally lead to increases in math scores. We\u2019re collaborating with teachers and schools in Oakland County here in Michigan. One teacher sent me a note that her math scores on the standardized testing went up since she started implementing computational thinking in a classroom. That's a huge result, a very important result.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Another passion area that you mentioned is justice-oriented computer science. I've never heard of that before, and I'm sure others are listening who haven\u2019t heard of it either. Can you tell us what that's all about and what applications it has for the K-12 classroom?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>There are two aspects to justice-oriented computer science that I think are important. One of them is broadening participation in computer science to get more women and students of color pursuing computer science. I think we have done a great job, but we're not there yet. We continue to build by increasing the number of women and Black and brown students taking computer science in Michigan and across the country.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>How do we continue to do that? One of the benefits of computer science I mentioned earlier is that it allows students to use their personal agency and express their creativity. We can build on that in computer science by leveraging and bringing students\u2019 lived experiences \u2014 and the communities in which they live \u2014 by centering these things in computer science classrooms. So, engaging community partners, families, and students into the design of the CS curriculum and teaching of the CS curriculum.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The second part of justice-oriented computer science is that we need to address the colorblind racism that exists in the computing industry. The discrimination and biases that structure our larger society are coded into technologies. An example of this is when the artificial intelligence in Google face recognition services organizes photos of Black youth into a folder labeled \u201cgorillas.\u201d That's an example of how colorblind racism, bias, and discrimination are baked into those technologies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We need to re-examine the basic assumptions of how technologies are designed and implemented, as well as the role computer science plays in the design and implementation of those technologies. We need to bring criticality to computer science in K-12 classrooms. We need to center our students' lived experiences, and we need to bring criticality to computer science and acknowledge the role of computer science in perpetuating racism in society.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So for the K-12 classrooms, is it, in part, just making students aware of these sorts of things? I think people tend to assume that algorithms are unbiased, that just because it's a computer, there isn't a bias.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>When we think of how a computer or an algorithm running behind it could be biased, there are plenty of examples. For example, facial recognition technology being biased by misidentifying Black and brown people. So when we assume that algorithms are not biased, but people continue to use them, then these algorithms and technologies continue to oppress and harm Black and brown communities. We need to address this.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We need to make sure that students who are studying computer science are aware of these biases. How is it that an algorithm designed for prison sentences is biased towards Black and brown men and gives sentencing guidelines to judges that put Black and brown men in prison for more time than white men for similar crimes? That algorithm is biased, right? Because it's using racialized data.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ruha Benjamin is a scholar who has a great book, <a href=\"https:\/\/www.ruhabenjamin.com\/race-after-technology\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Race After Technology<\/em><\/a>, that addresses many of these issues, which I think folks should definitely read. Another book is <a href=\"http:\/\/algorithmsofoppression.com\/about\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Algorithms of Oppression<\/em><\/a> by Dr. Safiya Umoja Noble, which is also worth reading.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: This could get us down a rabbit hole, but we'll see. Is the issue, in part, how the machine or the algorithm inherits the creator\u2019s bias? Or is that also what you described, where the data sets are biased that the machine is inputting?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>I think it's both. The data used to train these artificial intelligence algorithms is biased because it's racialized and gendered. But also, people that are designing the technologies are often white and Asian males, who don't have the same experiences that Black and brown men and women have had, which means these biases come into the design of technologies. So, I think it's both.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: The first path of justice-oriented computer science that you described was about incorporating students\u2019 lived experiences. You were talking about incorporating the communities in which students live into lessons. Are there any concrete examples that come to mind?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>Yeah, my colleague Michael Lachney and I, along with a couple of our graduate students, have been asking: What does the intersection of formal education and community-based design of computer science curriculum look like? One of the concrete things that teachers can do is go beyond the school walls and into community spaces where students live. So, I think that's one of the things that teachers need to do. We can\u2019t just drive into our schools from the suburbs, go to our classrooms, teach, and not be in those community spaces in which students live. I think that's incredibly important.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here\u2019s an example of what culturally responsive computing might look like that centers students and the community in a computer science classroom. My colleague Michael Lachney wrote this piece on how CRC \u2014 culturally responsive computing \u2014 can be used within a computer science classroom by making it meaningful to students, their families, and their communities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The example that we gave in that paper is of a high school computer science teacher and a cosmetologist collaborating to use these culturally situated design tools and programming them to design cornrow curves. Again, it\u2019s about bringing an example from students' lives into a formal computer science classroom. That's an example of what it can look like.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Very cool. Thank you. Something that's come up across these interviews that I've conducted is, when it comes to equity in education, a big part of it is giving exposure to all students, not just those who live in higher socioeconomic areas. It\u2019s about equal access to opportunity. One thing that strikes me, I suppose, is that, by incorporating this computational thinking in classrooms all over, you probably will naturally encourage more diversity and equity in computer science. Because then, women and students of color get the opportunity to participate at a young age and see that computer science is available to them as a career.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>Yeah, I think increasing the representation of Black and brown students in computer science at the K-12 level, as well as at the undergraduate level, is important, so we have increased representation in the computing industry. And I think the CT work does that, so when kids in elementary school are learning to code, they understand what algorithms are, what debugging is like, as they move through their K-12 education. Computer science is not something that only certain kinds of kids do, right? Everybody can engage in thinking computationally and in computer science.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The other part in terms of equity-focused and justice-oriented work, we can't just stop at increasing representation. We do need to address the colorblind racism that exists in the computing industry, as I mentioned earlier, by bringing criticality into computer science in K-12 classrooms, so it\u2019s not just something folks study at the undergraduate level or graduate level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you tell me about your favorite teacher and why they had such an impact on you?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>My favorite teacher was my high school English teacher, even though I went into engineering. It's clich\u00e9 to say, but she was the first teacher who really provided me with the wings to fly and pursue the things I wanted to pursue. She treated me respectfully. Early on in high school, I wasn't the most hardworking student, but she pushed my thinking in English, and that transferred to other areas within high school. She saw something in me.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I grew up in India. I went to high school and undergraduate in India. She gave me more responsibilities in ways that pushed me to do better in high school, which led to undergraduate and then a master's program and then to a Ph.D. When I was in high school, I don\u2019t think my parents expected that I would be getting a master's or a Ph.D. and end up as a full professor, but I attribute that to my high school English teacher, Mrs. Sharma.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Thank you. Ah, man. I love that question, and I love the answers I get. It\u2019s just good stuff, you know? This is another big question, but can you tell me about your vision for student learning? The way I break this down a bit is just to say: if it were up to you, Aman, what would you want to see for every student?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>You know, computer science is important, and it plays a huge role in my work. So, certainly, I do believe that we need all students to gain exposure to computer science. But if I had to pick, computer science doesn't make the cut for all students learning in K-12. Given what's happening in our society, all students need to learn about&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>how we continue to oppress and harm Black and brown communities and the role of the structures that are in place in our society.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We need to continue to do that. White supremacy is not just the Ku Klux Klan and people marching with tiki torches. It's a system of oppression that harms Black and brown communities, more so than others. I think that needs to be part of our conversations at the K-12 and undergraduate levels. As we start doing that, more of the criticality that I had mentioned wanting to see in computer science will naturally get there. So, I think that's what's important for all students to learn.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I think that does tie into what you've described as the second branch of justice-oriented computer science and culturally responsive computing. I\u2019m not an expert, so please correct me if I'm wrong, but I did watch a video on computational thinking, so I knew at least a little bit about your specialty before our interview, and it defined an algorithm as \u201ca set of rules.\u201d Perhaps that\u2019s too simplistic, but if you think of it that way, then there are many algorithms that run our society, too, right? So, maybe if a student can understand how an algorithm could be biased, they could also understand how something more abstract such as laws and governance might also fall prey to the same sort of biases.&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>Absolutely. I think that's a great point.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What words of advice or encouragement would you offer to educators right now?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Aman: <\/strong>That's a hard question. Because I think we need systemic change in how we treat education in this country and not hollow words of encouragement. Over the last 16 months, teachers have done an incredible job supporting our students in the classroom. I'm amazed at everything they did this past year, so I just don't want to say words that might come across as simply words for encouragement, right?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We need to take concrete steps to treat educators and teachers with respect and as professionals who know what's happening in their classrooms, not simply babysitting kids or opening schools so adults can go to work. I think the federal and state governments need to get teachers' voices in the room and at the table where decisions are being made. Politicians and school boards shouldn\u2019t be making all the decisions if they do not have a background in the classroom or have never stepped foot inside a classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I learn a lot from working with teachers and collaborating with teachers and being in classroom spaces. The happiest days of my work are when I'm in a classroom seeing teachers in action. So, thank you to all the teachers out there. You\u2019re amazing. I'm a big fan of public education and teachers. You know, teachers have made a huge difference in my life. We must recognize the work that teachers do. So, that\u2019s all I have to say. Treat teachers with respect. Treat them as professionals and as people that know what's going on in their classroom. Because they are the ones at the frontlines.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Dr. Yadav\u2019s website: <\/strong><a href=\"http:\/\/www.amanyadav.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Dr. Aman Yadav \u2013 Professor<\/a><\/li><li><strong>CT4EDU: <\/strong><a href=\"http:\/\/ct4edu.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Computational thinking resources for elementary teachers<\/a><\/li><li><strong>Recommended book: <\/strong><a href=\"https:\/\/www.ruhabenjamin.com\/race-after-technology\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Race After Technology<\/em><\/a><em> <\/em>by Ruha Benjamin\u00a0<\/li><li><strong>Recommended book: <\/strong><a href=\"http:\/\/algorithmsofoppression.com\/about\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Algorithms of Oppression<\/em><\/a> by Dr. Safiya Umoja Noble<\/li><li><strong>Related blog article: <\/strong>\u200b\u200b<a href=\"https:\/\/michiganvirtual.org\/blog\/using-computer-science-and-computational-thinking-in-the-kindergarten-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">Using computer science and computational thinking in the kindergarten classroom<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "The art of debugging &amp; how to think like a computer scientist",
            "excerpt": "Meet Dr. Aman Yadav, a professor of educational psychology and educational technology at Michigan State University, who shares his insights on the rich applications of both \"plugged\" and \"unplugged\" computational thinking for the K-12 classroom and sheds light on the biased algorithms that govern our everyday lives.",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>SEL professional development for educators<\/h1>\t\t\n\t\t<p>For many educators, it may seem a bit overwhelming to be responsible for fostering students' <a href=\"https:\/\/michiganvirtual.org\/sel\/\" target=\"_blank\" rel=\"noopener\">social emotional learning<\/a> (SEL) in addition to their academic success.<\/p><p>But <a href=\"https:\/\/casel.org\/impact\/\" target=\"_blank\" rel=\"noopener\">research shows<\/a> that a focus on SEL leads to dramatic improvements in academic performance, student behavior, and lifetime outcomes. In fact, a <a href=\"http:\/\/blogs.edweek.org\/edweek\/rulesforengagement\/SEL-Revised.pdf\" target=\"_blank\" rel=\"noopener\">2015 study from Columbia University<\/a> found an average return-on-investment of 11:1 for evidence-based SEL programs.<\/p><p>The following online professional development courses will help school staff learn and apply best practices for SEL in their classrooms.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"393\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/MDE_Logo_Color_544663_7-1024x393.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Free SEL series from MDE<\/h3>\t\t\n\t\t<p>In partnership with the <a href=\"https:\/\/www.michigan.gov\/mde\/\" target=\"_blank\" rel=\"noopener\">Michigan Department of Education<\/a>, we\u2019ve created a series of free online courses that inform educators on best practices in social emotional learning:<\/p>\t\t\t\t\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-introduction-to-sel\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tIntroduction to SEL\t\t\t\t\t<\/h4>\n\t\t\t\t6 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-creating-a-professional-culture-based-on-sel\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCreating a Professional Culture Based on SEL\t\t\t\t\t<\/h4>\n\t\t\t\t6 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-integrating-sel-into-culturally-responsive-classrooms\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tIntegrating SEL Into Culturally Responsive Classrooms \t\t\t\t\t<\/h4>\n\t\t\t\t6 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/plp.michiganvirtual.org\/?course=726\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tTrauma-Informed Support\t\t\t\t\t<\/h4>\n\t\t\t\t6 SCECHS\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-embedding-sel-schoolwide\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEmbedding SEL Schoolwide\t\t\t\t\t<\/h4>\n\t\t\t\t6 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/MEMSPA-Logo.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>SEL for school leaders series from MEMSPA<\/h3>\t\t\n\t\t<p>In partnership with the <a href=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Elementary and Middle School Principals Association<\/a>, we\u2019re also creating a series of online courses on key topics in social emotional learning for school leaders:<\/p>\t\t\t\t\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-embedding-sel-schoolwide\/\">\n\t\t\t\t\t\t\t\t\t<h5>\n\t\t\t\t\t\tEmbedding SEL Schoolwide \t\t\t\t\t<\/h5>\n\t\t\t\t6 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/memspa-sel-whole-child\/\">\n\t\t\t\t\t\t\t\t\t<h5>\n\t\t\t\t\t\tSEL &amp; Whole Child \t\t\t\t\t<\/h5>\n\t\t\t\t5 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/memspa-comprehensive-staff-well-being\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tComprehensive Staff Well-Being\t\t\t\t\t<\/h4>\n\t\t\t\t6 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/memspa-braiding-mtss-sel\/\">\n\t\t\t\t\t\t\t\t\t<h5>\n\t\t\t\t\t\tBraiding MTSS &amp; SEL\t\t\t\t\t<\/h5>\n\t\t\t\t9 SCECHs\n\t\t\t\t<\/a>\n\t\t\t<h3>Free SEL series in collaboration with Michigan State University and the University of Michigan<\/h3>\t\t\n\t\t<p>In partnership with the Michigan State University and the University of Michigan,\u00a0we\u2019ve created a series of free online courses that inform educators on best practices in social emotional learning:<\/p>\t\t\t\t\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-integrating-sel-within-mtss\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSEL: Integrating SEL with MTSS\t\t\t\t\t<\/h4>\n\t\t\t\t2 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-equity-elaborations\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial-Emotional Learning: Equity Elaborations\t\t\t\t\t<\/h4>\n\t\t\t\t1 SCECH\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-adult-sel-and-self-care\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSEL: Adult SEL and Self Care\t\t\t\t\t<\/h4>\n\t\t\t\t2 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-assessment-mechanisms\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSEL: Assessment Mechanisms\t\t\t\t\t<\/h4>\n\t\t\t\t3 SCECHs\n\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"977\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/GraphicsForBPW004946_AdolescentSuicidePreventionLogo-977x1024.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Adolescent Suicide Prevention<\/h3>\t\t\n\t\tIn partnership with Blue Cross Blue Shield of Michigan and MEMSPA, we're offering a series of five professional development courses about suicide prevention for adolescents.\u00a0\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\/\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Offer these courses to your entire staff!<\/h2>\t\t\n\t\t<p>If you\u2019re interested in partnering with us to offer your entire staff in this training, explore our District-Provided Professional Development options.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tGet started\n\t\t\t\t\t<\/a>",
            "title": "SEL PD for Educators",
            "excerpt": "SEL professional development for educators For many educators, it may seem a bit overwhelming to be responsible for fostering students&#8217; social emotional learning (SEL) in addition to their academic success. But research shows that a focus on SEL leads to dramatic improvements in academic performance, student behavior, and lifetime outcomes. In fact, a 2015 study...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Our students need more than academics.<\/h1>\t\t\n\t\t\t<p>Now more than ever, students need a rich education that goes beyond academics to support their social and emotional needs. Studies show that evidence-based SEL programs lead to improved academic performance and student behavior and yield an average return-on-investment of 11:1.<\/p>\t\t\n\t\t\t<h4>Now more than ever, students need a rich education that goes beyond academics to support their social and emotional needs.<\/h4>\t\t\n\t\t<p>Studies show that evidence-based SEL programs lead to improved academic performance and student behavior and yield an average return-on-investment of 11:1.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-949396052-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-670712598-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>The power &amp; promise of SEL<\/h2>\t\t\n\t\t<p>The evidence is increasingly clear that students benefit greatly from an education that goes beyond academics to foster their social &amp; emotional development.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/f.hubspotusercontent40.net\/hubfs\/3943841\/2019%20CTAs%20%28S2%29\/2019%20Assets%20%28S2%29\/Infographics\/MichiganVirtual_SEL_infographic.pdf\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tLearn more in this infographic\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Bring SEL to your school community<\/h3>\t\t\n\t\t<p>Incorporating social emotional learning into your school\u2019s curriculum requires a good deal of work. You\u2019ll need to create a cultural shift in your school, provide staff training, and curate educational content vetted by experts to support students and families. But you don\u2019t have to go about all this on your own.<\/p><p>Here are a few resources that can help you get started:<\/p>\t\t\t\t\n\t\t\t<h6>Professional development for school leaders &amp; staff<\/h6>\t\t\n\t\t<p>To create a culture of SEL at your school, staff and school leaders alike will need training in best practices. Created in partnership with MDE and MEMSPA, we\u2019ve designed online courses that offer educational leaders &amp; staff strategies for implementing SEL at their school.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professional-development-educators\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tExplore courses\n\t\t\t\t\t<\/a>\n\t\t\t<h6>Michigan Cares<\/h6>\t\t\n\t\t<p>With support from the state of Michigan, the most comprehensive mental health and prevention education program and social emotional learning (SEL) programming is now available to schools and districts!<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/?utm_campaign=Michigan%20Cares%20Portal&#038;utm_source=Press&#038;utm_medium=press)%20\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tGet started\n\t\t\t\t\t<\/a>\n\t\t\t<h6>Adolescent Suicide Prevention<\/h6>\t\t\n\t\t<p>Blue Cross Blue Shield of Michigan, Michigan Elementary and Middle School Principals Association (MEMSPA), and\u00a0<em>Michigan Virtual<\/em>\u00a0have partnered to offer a series of five professional development courses about suicide prevention for adolescents.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\/%20\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tEnroll today\n\t\t\t\t\t<\/a>\n\t\t\t<h2>An example of inspiring SEL leadership<\/h2>\t\t\n\t\t<p>Not sure where to start with creating a culture of SEL at your school? In this webinar, Dr. Joe Ricca, superintendent of White Plains Public Schools in New York, shares how he helped his school community embrace social emotional learning.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-an-effective-community-based-sel-program-in-your-school\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tSee how he did it\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Take a deeper dive.<\/h3>\t\t\n\t\t<p>Because social emotional learning is so critical to student wellbeing, we've curated a variety of articles, podcasts, and videos on the topic from researchers and experts in the field. If you find these resources helpful, <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noopener\">subscribe to the Digital Backpack<\/a> to stay up-to-date on our latest tips &amp; tricks for innovating student learning.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-1-adult-sel-and-well-being\/\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/09\/Webinar-YouTube-Thumbnail-2-1024x576.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-1-adult-sel-and-well-being-2\/\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/09\/sel2-2-1024x576.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-3-whole-school-sel-mental-health\/\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/09\/3session-2-1024x576.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>",
            "title": "SEL",
            "excerpt": "When was the last time a student at your school struggled with mental illness, behavioral issues, substance abuse, or bullying?  What support systems do you have in place to support students dealing with these struggles?\n\nNow more than ever, students need a rich education that goes beyond academics to support their social and emotional needs.",
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        {
            "id": 63780,
            "path": "\/about\/news\/michigan-schools-encouraged-to-take-advantage-of-free-state-funded-social-emotional-and-mental-health-program\/",
            "author_id": 2,
            "timestamp": 1629812384,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2014<em>\u00a0<a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Virtual<\/a>\u00a0<\/em>and<a href=\"https:\/\/navigate360.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">\u00a0Navigate360<\/a>\u00a0are encouraging Michigan schools and districts to implement the state-funded social and emotional learning and mental health resources provided by the<a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" target=\"_blank\" rel=\"noreferrer noopener\"> Michigan Cares<\/a>\u00a0program during the 2021-2022 school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are many emotional implications from the stress caused by a global pandemic. The U.S. Centers for Disease Control and Prevention recognizes the stress caused by this crisis and\u00a0<a href=\"https:\/\/www.cdc.gov\/mentalhealth\/stress-coping\/cope-with-stress\/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fdaily-life-coping%2Fmanaging-stress-anxiety.html\" target=\"_blank\" rel=\"noreferrer noopener\">recommends people prioritize their mental health during this time<\/a>. To help residents with this, the state of Michigan provided funding for the launch of the Michigan Cares program, with its lessons designed to support children in grades K-12.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cComing off of more than a year and a half of emergency remote learning, we encourage children, parents, and educators to make use of free resources from the Michigan Cares program that supports social emotional learning for Michigan students,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cThanks to the funding from the state of Michigan, the successful Michigan Cares program, launched during the COVID-19 pandemic, has been expanded to give schools and districts even more functionality and support free to schools and families through the 2021-2022 school year as we all recover from this crisis together.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Thanks to funding from the state of Michigan, the successful Michigan Cares program, launched during the COVID-19 pandemic, has been expanded to give schools and districts even more functionality.\"<\/p><cite>Jamey Fitzpatrick, president &amp; CEO of <em>Michigan Virtual<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The Michigan Cares program offers educators and families \u2014 children, teachers, and parents alike \u2014 free digital lessons focused on developing mental wellbeing, social and emotional skills which have become especially important in the wake of the COVID-19 crisis. The lessons help students continue to develop the human skills they\u2019ll need both during and after crises \u2014 such as stress management, emotional self-care, developing healthy coping techniques, feeling and showing empathy, and getting along and working with others. The lessons also provide teacher self-care courses to support educators as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe Michigan Cares program provides Michigan students crucial resources for social and emotional learning,\u201d said Senator Wayne Schmidt, 37th district, and chair of the K-12 and Michigan Department of Education Appropriations. \u201cI was proud to support funding for this program so that Michigan students would have access to these resources during the 2021-2022 academic year. I hope school districts, teachers and educators across Michigan will encourage use of this valuable program this coming year.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"The Michigan Cares program provides Michigan students crucial resources for social and emotional learning.\"<\/p><cite>Senator Wayne Schmidt<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019re honored to partner with <em>Michigan Virtual <\/em>and the state of Michigan to offer social and emotional learning and mental health resources for Michigan students this coming school year,\u201d said Navigate360 CEO, JP Guilbault. \u201cThis program will provide students, teachers and parents a valuable resource to help students deal with the toll on their mental wellbeing during this challenging time as we face the continuing public health crisis.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"This program will provide students, teachers and parents a valuable resource to help students deal with the toll on their mental wellbeing during this challenging time as we face the continuing public health crisis.\"<\/p><cite>JP Guilbault, Navigate360 CEO<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>School districts should sign up for the program by visiting\u00a0<a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org\/michigan-cares<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan schools encouraged to take advantage of free, State-funded social, emotional and mental health program",
            "excerpt": "LANSING, Mich. \u2014\u00a0Michigan Virtual\u00a0and\u00a0Navigate360\u00a0are encouraging Michigan schools and districts to implement the state-funded social and emotional learning and mental health resources provided by the Michigan Cares\u00a0program during the 2021-2022 school year. There are many emotional implications from the stress caused by a global pandemic. The U.S. Centers for Disease Control and Prevention recognizes the stress...",
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            "path": "\/blog\/competency-based-education-in-mathematics\/",
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            "content": "<!-- wp:heading -->\n<h2>What is competency-based education?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-based education (CBE) is a <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">student-centered<\/a> methodology of instruction that incorporates elements of <a href=\"http:\/\/emis.matem.unam.mx\/journals\/ZDM\/zdm982r2.pdf\">constructivist philosophy<\/a>, <a href=\"https:\/\/www.aeseducation.com\/blog\/what-are-21st-century-skills\">21st century skills<\/a> education, and flexible learning models.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CBE teaching methods <a href=\"https:\/\/michiganvirtual.org\/blog\/4-differences-between-traditional-teaching-methods-and-competency-based-education\/\">differ from traditional teaching methods in pacing, structure, and goals<\/a>. The end goal is not for students to \u201ccover the content,\u201d pass a test, or prepare for college or a specific career, but rather master skill sets that will allow students to successfully pursue their goals, no matter what they choose to do in life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more information about CBE, consider reading our other CBE blog posts and be on the lookout for upcoming research pieces on CBE.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How is mathematics different in a CBE environment?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Traditionally, mathematics education has relied on memorization and repetition, drill and practice, with little emphasis on why things are the way they are or with different approaches to <a href=\"https:\/\/www.researchgate.net\/profile\/Douglas-Clements-2\/publication\/258932205_Constructivist_learning_and_teaching\/links\/56f712c408ae7c1fda2fd76d\/Constructivist-learning-and-teaching.pdf\">learning mathematical procedures<\/a>. This type of approach lends itself to students acquiring <a href=\"https:\/\/www.researchgate.net\/profile\/Yigal-Rosen\/publication\/265160597_The_Differential_Learning_Achievements_of_Constructivist_Technology-Intensive_Learning_Environments_as_Compared_with_Traditional_Ones_A_Meta-Analysis\/links\/0deec528b92bbc3116000000\/The-Differential-Learning-Achievements-of-Constructivist-Technology-Intensive-Learning-Environments-as-Compared-with-Traditional-Ones-A-Meta-Analysis.pdf\">sharp computational skills<\/a> but <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ718122.pdf\">generally poorer complex problem-solving skills and conceptual understanding of mathematics itself<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CBE mathematics courses focus on <a href=\"https:\/\/research.acer.edu.au\/cgi\/viewcontent.cgi?article=1083&amp;context=resdev\">mathematical literacy<\/a>, which is defined as, \u201ca person\u2019s ability to apply their mathematical knowledge to practical situations.\u201d It takes more than simply knowing a mathematical procedure to be highly mathematically literate. For instance, if you read a child a book multiple times and the child eventually memorizes the words, you would not define that child as necessarily literate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While there are minor differences depending on who you ask, there is broad consensus amongst educators and researchers regarding the major competencies that are critical for a student to be mathematically literate. The following is a synthesis of what competencies are deemed critical to mastering mathematics skills and will likely be present in one form or another in almost any CBE math course:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Thinking and reasoning mathematically<\/strong> - To reason with mathematical logic to assess evidence or arguments, check a given justification, or provide a justification; as well as have the ability to devise a mathematical strategy to solve problems arising from the task or context.<\/li><li><strong>Posing and solving mathematical problems<\/strong> - To transform a real-world problem into a mathematical problem and interpret mathematical information in problem-solving situations.&nbsp;<\/li><li><strong>Mathematical modeling and representation<\/strong> - To create or use mathematical objects or relationships, including equations, formulas, graphs, tables, diagrams, and textual descriptions.&nbsp;<\/li><li><strong>Making use of mathematical symbols and formalisms<\/strong> - To understand, manipulate, and make use of symbolic expressions (e.g., algebra), and use procedures and definitions appropriately.<\/li><li><strong>Communicating mathematically<\/strong> - To read, decode, and interpret statements and math information, as well as have the ability to explain, present, and argue with mathematics.<\/li><li><strong>Making use of tools and technology<\/strong> - To use tools and technology that aid in mathematical procedures, such as analysis of data and complex calculations.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Most CBE math courses will cover these core competencies while addressing age-level appropriate content. For example, a second grade student\u2019s math competencies regarding problem-solving are not the same as a tenth grade student. These are the things that students need to master in order to be able to effectively make use of their mathematics education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How Do I Make Sure That My Student Succeeds?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>CBE courses can be challenging for many students because of the change in pace, as well as structure, and can require that learners make adjustments. In order to make sure that students can be successful in CBE mathematics courses, consider the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Mastery<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mastery of a skill includes conceptually understanding a mathematical procedure (e.g., why we use the order of operations, and why it is important). It also includes being able to effectively replicate a procedure and apply calculating skills and conceptual knowledge to solve realistic problems. Understand that while learning can feel like trial and error, students often have as many attempts at displaying mastery of a skill as they can muster.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Emphasis on solving problems and applying skills<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learning mathematics has shifted away from the memorize, drill, and repeat method that many parents participated in; there is a higher emphasis now on problem-solving. The more students possess these aforementioned competencies, the more able they will be to make use of their mathematical knowledge to solve problems that they are likely to face in the real world.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Grading<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students are \u201cgraded\u201d on how well they progress in a specific area of competencies, if they have achieved mastery, or how close they are to achieving it. This means that students pass courses when they have displayed sufficient evidence of mastery of the competencies covered in the course. They may master some competencies faster than others as progress and pace vary for each student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources and tools for students&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While a student\u2019s most valuable resource should be their instructor, here are some helpful tools and resources for students participating in CBE math courses. They include repositories of videos, explanations, and study aids for instances when a student may be trying to \u201cfigure it out\u201d on their own without the assistance of a teacher, as well as interactive tools and simulations that can assist in calculations or better understanding of a concept or process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/academicearth.org\/\">Academic Earth<\/a> - Contains free lectures on a variety of topics, including many real-world applications of math.<\/li><li><a href=\"https:\/\/www.desmos.com\/\">Desmos<\/a> - Includes a wealth of math learning resources for students (and teachers), including a <a href=\"https:\/\/www.desmos.com\/scientific\">scientific calculator<\/a>, a <a href=\"https:\/\/www.desmos.com\/calculator\">graphing calculator<\/a>, a <a href=\"https:\/\/www.desmos.com\/matrix\">matrix calculator<\/a>, <a href=\"https:\/\/www.desmos.com\/geometry\">geometry tools<\/a>, practice problems, and more.<\/li><li><a href=\"https:\/\/betterexplained.com\/\">Better Explained<\/a> - Includes articles, videos, lessons, and guides to help students learn some of the more difficult topics in mathematics.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A CBE math course may be a different animal than what many parents and students are prepared for, but the payoff for adapting to the learning curve is well worth it.<a href=\"https:\/\/files.eric.ed.gov\/fulltext\/EJ1150289.pdf\"> Research has indicated that mastering mathematics competencies will enable our students to better solve problems in a variety of settings<\/a> and that these competencies should be directly targeted by curriculum and teachers in math courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more information on CBE, check out our previous blogs <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-and-the-classroom-challenges\/\">about classroom challenges and CBE<\/a> and how <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">CBE is designed for student success<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Competency-Based Education Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/competency-based-learning\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/blog\/tag\/competency-based-learning\/\">Competency-Based Education Blog Series<\/a>, we explore CBE in terms of tools for parents, teachers, and students. Next month\u2019s topic will be student resources for success in science CBE courses. Stay up to date on future blogs in this series by<a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"> signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
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        {
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            "path": "\/research\/publications\/online-program-toolkit\/",
            "author_id": 54,
            "timestamp": 1629479256,
            "content": "<!-- wp:heading -->\n<h2 id=\"Leadership-&amp;-Planning\">Leadership &amp; Planning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To begin or maintain an effective teaching and learning online program, school leaders must develop a comprehensive strategy that proactively addresses the challenges and barriers they may encounter throughout the implementation process. The key aspect of such a strategy is the development of a carefully designed execution plan that is aligned with the current district mission and vision.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"LP-Considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Who are our key stakeholders for the program? How will we engage them? Consider\u2026<ul><li>Students<\/li><li>Parents<\/li><li>Teachers&nbsp;<\/li><li>Mentors<\/li><li>School Board members<\/li><li>Community members<\/li><\/ul><\/li><li>What are our overall goals\/outcomes for the online program?<\/li><li>What policies and procedures need to be in place to achieve our goals\/outcomes?<\/li><li>What processes and procedures will we adopt and use to ensure the successful implementation or refinement of our online program?<\/li><li>How will we know our program is successful?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":4} -->\n<h4>Key Action Steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li> Identify team\/staff members who will be a part of the online program, including <ul><li>Administrative leadership <\/li><li>Mentor(s)<\/li><li>Online teachers (if applicable)<\/li><\/ul> \n<\/li><li>Identify intended outcomes or goals for the online program.<\/li><li>Identify the critical success factors (CSF) that affect the attainment of the program outcomes or goals.<\/li><li>Develop the action plans needed to address the CSF by establishing essential conditions for success.<\/li><li>Develop the protocols and execution steps for the online program.<\/li><li>Develop the process for evaluating effectiveness of the online program.<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"lp-Resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/admin-guide\/\">Administrator Guide to Online Learning<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/policies\/\">Michigan Virtual policy example<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.gulllakecs.org\/glvp\" data-type=\"URL\">Gull Lake Program Example<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.oxfordvirtualacademy.org\/about-us)\" data-type=\"URL\" data-id=\"https:\/\/www.oxfordvirtualacademy.org\/about-us)\">Oxford Virtual Academy Example<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/)\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/)\">12 School Factors that Impact Successful Implementation<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Technology-&amp;-Tech-Support\">Technology &amp; Tech Support<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the primary challenges of creating an effective online learning environment is providing adequate levels of technology access to all students and instructional staff, regardless of whether they are working in school or at home. Providing the necessary technology resources and eliminating all barriers to accessing technical support should be a top priority.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"tt-Considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Do the students and staff involved in our online program have dedicated computing devices?<\/li><li>Are the computing devices used in our program compatible with the digital content used in our program?<\/li><li>Do the students and teachers of the online program have adequate internet access and bandwidth?<\/li><li>Are the computing devices used by students and staff configured to filter inappropriate website content, keeping us in compliance with the Children\u2019s Internet Protection Act (CIPA)?<\/li><li>How are we providing technical support for online students working in school or from home?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":4} -->\n<h4>Key Action Steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Ensure technology staff members are part of the online learning program planning process.<\/li><li>Determine which students will need computing devices to complete their online course work and provide these devices in a manner that supports the digital curriculum and also complies with FAPE.<\/li><li>Determine which students\/families to determine are in need of internet access and provide this access as needed.<\/li><li>Identify and implement a web content filtering solution for all devices used by the students and staff who are learning online.<\/li><li>Identify the roles needed to support technology in an online learning model and allocate personnel accordingly.<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"tt-Resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/digitallearning.setda.org\/operations\/tech-support\/\">Transformative Digital Learning: A Guide to Implementation<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/edtechmagazine.com\/k12\/article\/2020\/05\/how-it-staff-provide-tech-support-during-remote-learning-perfcon\">How IT Staff Provide Tech Support During Remote Learning<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Curriculum\">Curriculum<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Curriculum serves as the backbone of the online program. Your program will want to provide appropriate grade-level content for your students.&nbsp; To accomplish this, content may be purchased from existing curriculum providers (e.g., <em>Michigan Virtual<\/em>, Edgenuity, Pearson, Apex Learning, etc.) or it may be curated or developed by teachers within the school or district. Content that is curated or developed by teachers should be organized within a learning management system (LMS) or some type of learning platform.&nbsp;&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"c-Considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>What types of instructional strategies do you want our program to use? (self-paced learning, teacher-guided learning, synchronous learning, asynchronous learning, etc.)<\/li><li>Which providers offer solutions to our grade level and instructional strategy requirements?<\/li><li>Who should be involved in our evaluation, selection, and implementation of digital content processes?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":4} -->\n<h4>Key Action Steps for <em>Purchased Digital Content<\/em><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Reaffirm desired outcomes, goals, and instructional strategies of our online program.<\/li><li>Identify potential digital content solution providers and schedule product demonstrations.<\/li><li>Assemble a cross-functional team to participate in the digital content demonstrations and evaluate proposed solutions.<\/li><li>Plan and execute implementation of selected solution (including planning for ample training and professional learning).<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":4} -->\n<h4>Key Action Steps for <em>LMS Implementation and Content Creation\/Curation<\/em><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Reaffirm desired outcomes, goals, and instructional strategies of our online program.<\/li><li>Identify potential LMS providers and schedule product demonstrations.<\/li><li>Assemble a cross-functional team to participate in the LMS demonstrations and evaluate proposed solutions.<\/li><li>Plan time (two to three months) for teachers and instructional staff to create or curate digital content to be used within the LMS.<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"c-Resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/keepmichiganlearning.org\/guide-to-selecting-an-lms-for-k-12\/\">Guide to Selecting an LMS for K-12<\/a><\/li><li><a href=\"https:\/\/keepmichiganlearning.org\/resources\/\">K-12 Digital Content Repository&nbsp;<\/a><\/li><li><a href=\"https:\/\/lc.michiganvirtual.org\/\">Michigan Virtual <em>free <\/em>Course Content<\/a><\/li><li><a href=\"https:\/\/www.edelements.com\/selecting-digital-content-for-your-school-a-how-to-guide\">Ed Elements \u201cSelecting Digital Content for Your School: A How-To Guide\u201d<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"Professional-Learning\">Professional Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online learning is available for all students and will impact many staff members. It is important to identify the roles in your organization that will be involved with online learning. These staff members need individual training, according to their role, to ensure student success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pl-considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>How will we determine which staff members will be involved in online learning?&nbsp;&nbsp;<\/li><li>What criteria will we use to choose an appropriate mentor?<\/li><li>How will we train all staff members for their role in online learning?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":4} -->\n<h4>Key Action Steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Outline our program\u2019s staff.<\/li><li>Determine roles and responsibilities.<\/li><li>Develop an SEL support plan.<\/li><li>Choose staff members who will be involved with online learning and train accordingly. These could be special education teachers, paraprofessionals, counselors, etc.<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p><em>Note: <\/em>Choosing a mentor who is the right-fit is essential. They should be dedicated to the success of their students and be welcoming, supportive, and flexible. Their responsibilities should not be an add-on to their existing role.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pl-Resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">Michigan Virtual Mentor Website<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\">Mentor Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/sel\/#pd\">Social Emotional Learning &amp; Resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"Parent-&amp;-Family-Support\">Parent &amp; Family Support<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools connected to what their community and families view as an optimal online learning experience are able to engage family support to help learners succeed in virtual courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pf-Considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Have we defined for our staff and students the characteristics of successful online learners and given them opportunities to assess their skills?<\/li><li>What do families expect from our online learning program and are we prepared to meet these expectations?&nbsp;<\/li><li>What role will we ask families to play and how will we prepare them?&nbsp;<\/li><li>Who will we train to support <strong>all learners<\/strong> and their families before, during and after an online experience?&nbsp;<\/li><li>How will we gather feedback from students\/families and act on their suggestions?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":4} -->\n<h4>Key Action Steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Design a communication plan specifically for families that outlines our online program\u2014 the when, where, how and why students learn online.&nbsp;<\/li><li>Document academic, social emotional and special needs support available to learners and families.&nbsp;<\/li><li>Create a feedback loop from families to program staff and act on the feedback given.&nbsp;<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:genesis-blocks\/gb-container -->\n<div class=\"wp-block-genesis-blocks-gb-container gb-block-container\"><div class=\"gb-container-inside\"><div class=\"gb-container-content\"><\/div><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-container -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pf-Resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/\">Michigan Virtual Parent Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/#profile-of-a-successful-online-learner\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/#profile-of-a-successful-online-learner\">Profile of a Successful Online Learner&nbsp;<\/a><\/li><li><a href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\">Online Learner Readiness Rubric<\/a>&nbsp;<\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\">Strategies for Online Success (SOS)<\/a>&nbsp;<\/li><li><a href=\"https:\/\/www.iste.org\/standards\/iste-standards-for-students\">ISTE Standards for Students<\/a>&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"textAlign\":\"left\"} -->\n<h2 class=\"has-text-align-left\" id=\"Communication\">Communication<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Within any online program, effective communication is essential not only to the success of the program, but to student success. In order to create a supportive online learning environment for students, administrators, mentors, teachers, and parents must work together. Mentors can play a significant role in helping to bridge communication gaps between students, parents, and online instructors. The ways in which school leaders, program coordinators, mentors, and teachers communicate with each other as well as with students and parents must be well-planned to be effective.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"comm-Considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Are we clearly communicating the requirements for student eligibility within our program policies?&nbsp;<\/li><li>What roles and responsibilities do we expect your mentors and teachers to fulfill?&nbsp;<\/li><li>How often will our program coordinator check in with teachers and mentors?&nbsp;<\/li><li>Are teachers provided documentation on the requirements for teacher-student communication?&nbsp;<\/li><li>Within our program policies, are guidelines provided to students, parents, and teachers regarding communication frequency, methods, and expectations during an online course?<\/li><li>Do students and parents know how to communicate with teachers and mentors?&nbsp;<\/li><li>Will administrators provide teachers feedback based on online classroom observations regarding actions, communications, and student performance?&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":4} -->\n<h4>Key Action Steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Ensure that roles and responsibilities are clearly communicated to: \n<ul><li>Mentors <\/li><li>Teachers<\/li><li>Students <\/li><li>Parents <\/li><\/ul> \n<\/li><li>Ensure that students and parents understand how to communicate with their instructor(s).&nbsp;<\/li><li>Ensure that online teachers and mentors communicate frequently with students and parents regarding learner progress and strategies for supporting learner engagement.<\/li><li>Ensure that instructors have clearly defined expectations as to how often they will communicate with students as well as by what means (other than and in addition to emails).&nbsp;<\/li><li>Student accommodations, modifications, and\/or needs are communicated with appropriate school staff in order to ensure student success.<\/li><li>General course expectations and grading policies are clearly communicated to both students and parents.&nbsp;<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"comm-Resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/teacher-guide\/#communication\">Teacher Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/communicative-interactions-with-teachers-in-k-12-online-courses-from-the-student-perspective\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/communicative-interactions-with-teachers-in-k-12-online-courses-from-the-student-perspective\/\">Communicative Interactions with Teachers in K-12 Online Courses: From the Student Perspective<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/webinar\/tips-and-tricks-for-communicating-with-parents-and-students\/\">Tips and Tricks for Communicating with Parents and Students<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/communication-engagement-in-the-online-classroom\/\">Communication &amp; Engagement in the Online Classroom<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/creating-a-supportive-learning-environment-for-online-students-communication-is-key\/\">Creating a Supportive Learning Environment for Online Students: Communication is Key<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/online-student-success-triangle-students-mentors-parents\/\">Online Student Success Triangle \u2014 Students, Mentors, &amp; Parents<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/what-do-successful-k-12-online-programs-have-in-common\/\">What Do Successful K-12 Online Programs Have In Common?<\/a><\/li><li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">National Standards for Quality Online Programs<\/a>&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"textAlign\":\"left\"} -->\n<h2 class=\"has-text-align-left\" id=\"School-Operations\">School Operations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In an online program, many facets of standard school operations change. District and school leaders should consider the following aspects of school operations to meet the needs of their students, staff, and families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"so-Considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>What type of schedule is conducive to the success of our online program for both students and staff?<ul><li>How does this fit with your other traditional school schedules?<\/li><\/ul><\/li><li>Who else might students and staff need access to (school nurse, instructional support, clerical personnel, etc.)?&nbsp;<\/li><li>Where will students and staff meet, learn, and collaborate if they come onsite?<\/li><li>How might students access food to address scarcity issues?<\/li><li>How will students with special needs be accommodated?<\/li><li>How might the community play a role in supporting our online program (study spaces, resources, etc.)?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading {\"level\":4} -->\n<h4>Key Action Steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Identify the facets of school operations that might be different for our online program.<\/li><li>Identify essential personnel needed to support our online program.<\/li><li>Identify the learning spaces for students and staff who come onsite.<\/li><li>Identify and communicate expectations of school or district staff related to schedules and work performance during school closures.<\/li><li>Develop and execute a plan to provide special education services and accommodations to students for our online program.<\/li><li>Conduct outreach to community organizations to partner with to provide comprehensive support to students and families of our online program.<\/li><\/ul>\n<!-- \/wp:list --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"so-Resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/aurora-institute.org\/resource\/promising-practices-in-online-learning-management-and-operations-of-online-programs\/\">Promising Practices in Online Learning: Management and Operations of Online Programs<\/a><\/li><li><a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5df141f79e8178318274840b\/1576092155990\/DLC_KeepingPace_P4Q1.0.pdf\/\">A Guide for Starting and Growing a Digital Learning Program<\/a> (School Operations, pg. 9)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"support\">Need More Support?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Visit our \"<a href=\"https:\/\/michiganvirtual.org\/how-to-start-an-online-school-program\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/how-to-start-an-online-school-program\/\">How to Start an Online School Program<\/a>\" page with additional resources. <\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "<!-- wp:paragraph -->\n<p>The purpose of this document is to help you create and\/or maintain a quality online learning program that fits the needs of your students, no matter where you are on this journey. Much of what is covered in this toolkit reflects best practices found in the <a href=\"https:\/\/www.nsqol.org\/\">National Online Standards<\/a> (NSQ), which were developed by experts from across the country.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We have designed this toolkit with the intention of being brief, and to provide questions and actionable steps to help you support your students in online learning.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>There\u2019s no clear-cut definition of the term \u201cstrategic plan.\u201d Sure, there\u2019s a Wikipedia page, but my years in high school debate scared me from using that as a source.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So what is a strategic plan? What\u2019s <em>Michigan Virtual<\/em>\u2019s and why should you care?<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>OK, that\u2019s a lot of questions I just asked. Let\u2019s start with the first one.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>So, what is a strategic plan?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:image {\"id\":63562,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-1257111645-1024x383.jpg\" alt=\"\" class=\"wp-image-63562\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s a roadmap of sorts. For a nonprofit, a goal or goals are the destination. The mission, vision, and values help sort out the various paths to get there. But, which path is taken has a lot to do with strategizing. It\u2019s the difference between printing out Mapquest directions (remember that?) and using Google Maps to avoid wrecks and construction along the way.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>GPS isn\u2019t always perfect, though. So it\u2019s important to identify the key drivers throughout the journey. They\u2019re the road snacks along the way that keep you focused.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What\u2019s <em>Michigan Virtual<\/em>\u2019s strategic plan?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=UlNZKXqmA3k\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=UlNZKXqmA3k\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>As a nonprofit 501 (c)(3),&nbsp; Michigan Virtual must be deliberate about our goals. When we enacted the strategic plan for 2021\u20132023, our primary focus lies in supporting schools, educators, and families as they transform their vision for student learning from concept to reality.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can take a look at the entire strategic plan on <a href=\"https:\/\/michiganvirtual.org\/strategic-planning\/\">our website<\/a>. One of my favorite parts is described below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Lead. Collaborate. Build.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Three powerful words are responsible for driving our future work at Michigan Virtual: Lead, collaborate, and build. These drivers are important to us because they represent a culture, mindset, and drive toward continuous improvement, supporting our colleagues, and providing new models of learning through research and partnerships.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our commitment to this work stems from our belief that Michigan Virtual is uniquely positioned to help lead our state\u2019s charge toward next-generation learning models that yield greater student outcomes for all.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Our strategic plan at work (i.e., why you should care)<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>I don\u2019t know about you, but I understand big concepts when I see them in action. A few folks here at <em>Michigan Virtual <\/em>kindly shared their stories and how their work is integral to keeping us moving along that strategic plan roadmap.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Published exclusively on LinkedIn, our Strategic Plan Series dives into some of the most foundational aspects about what it is we do, where we want to go, and how we get it done. It\u2019s a glimpse into the world of ordinary folks doing extraordinary things to lead, collaborate, and build.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:media-text {\"mediaId\":63565,\"linkDestination\":\"custom\",\"mediaType\":\"image\",\"mediaWidth\":29} -->\n<div class=\"wp-block-media-text alignwide is-stacked-on-mobile\" style=\"grid-template-columns:29% auto\"><figure class=\"wp-block-media-text__media\"><a href=\"https:\/\/www.linkedin.com\/pulse\/4-ways-lead-learning-innovation-michiganvirtual\/\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/Christopher-Harrington.png\" alt=\"\" class=\"wp-image-63565 size-full\" \/><\/a><\/figure><div class=\"wp-block-media-text__content\"><!-- wp:heading -->\n<h2><a href=\"https:\/\/www.linkedin.com\/pulse\/4-ways-lead-learning-innovation-michiganvirtual\/\">LEAD<\/a><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington, director of the Michigan Virtual Learning and Research Instutute (MVLRI), explains what learning innovation is and isn\u2019t, as well as what leading in K-12 education in Michigan looks like.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:media-text -->\n\n<!-- wp:media-text {\"mediaId\":63567,\"mediaLink\":\"https:\/\/michiganvirtual.org\/shelia-burks-2\/\",\"linkDestination\":\"custom\",\"mediaType\":\"image\",\"mediaWidth\":29} -->\n<div class=\"wp-block-media-text alignwide is-stacked-on-mobile\" style=\"grid-template-columns:29% auto\"><figure class=\"wp-block-media-text__media\"><a href=\"https:\/\/www.linkedin.com\/pulse\/when-comes-dei-collaboration-matters-michiganvirtual\/\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/Shelia-Burks.png\" alt=\"\" class=\"wp-image-63567 size-full\" \/><\/a><\/figure><div class=\"wp-block-media-text__content\"><!-- wp:heading -->\n<h2><a href=\"https:\/\/www.linkedin.com\/pulse\/when-comes-dei-collaboration-matters-michiganvirtual\/\">COLLABORATE<\/a><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Shelia Burks, SCECH coordinator and chair of the diversity, equity, and inclusion committee, shares her journey at <em>Michigan Virtual<\/em> and what collaboration means in a remote work environment.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:media-text -->\n\n<!-- wp:media-text {\"mediaId\":63568,\"mediaLink\":\"https:\/\/michiganvirtual.org\/tara-bladlow\/\",\"linkDestination\":\"custom\",\"mediaType\":\"image\",\"mediaWidth\":29} -->\n<div class=\"wp-block-media-text alignwide is-stacked-on-mobile\" style=\"grid-template-columns:29% auto\"><figure class=\"wp-block-media-text__media\"><a href=\"https:\/\/www.linkedin.com\/pulse\/how-build-online-course-michiganvirtual\/?trackingId=dEhP2uuiS5cc792ce9vT0w%3D%3D\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/Tara-Bladlow.png\" alt=\"\" class=\"wp-image-63568 size-full\" \/><\/a><\/figure><div class=\"wp-block-media-text__content\"><!-- wp:heading -->\n<h2><a href=\"https:\/\/www.linkedin.com\/pulse\/how-build-online-course-michiganvirtual\/?trackingId=dEhP2uuiS5cc792ce9vT0w%3D%3D\">BUILD<\/a><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tara Bladow, lead instructional designer, gives a lesson on what it takes to build courses that educate students effectively and efficiently, and how to re-create that model.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:media-text -->\n\n<!-- wp:paragraph -->\n<p>Thank you Chris, Shelia, and Tara, and the rest of the staff at\u00a0<em>Michigan Virtual<\/em>\u00a0for exemplifying our values while supporting schools, educators, and families. From online courses for students and professional development for educators, to original research and learning innovation, we appreciate you.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual\u2019s Strategic Plan: Employee spotlight",
            "excerpt": "There\u2019s no clear-cut definition of the term \u201cstrategic plan.\u201d Sure, there\u2019s a Wikipedia page, but my years in high school debate scared me from using that as a source. \n<br><br>\nSo what is a strategic plan? What\u2019s Michigan Virtual\u2019s and why should you care? \n<br><br>\nOK, that\u2019s a lot of questions I just asked. Let\u2019s start with the first one.\n",
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        {
            "id": 63619,
            "path": "\/webinar\/an-lms-showcase-three-michigan-districts-exhibit-their-learning-management-systems-and-why-they-chose-them\/",
            "author_id": 21,
            "timestamp": 1629462078,
            "content": "<!-- wp:paragraph -->\n<p>In the modern educational marketplace, there are so many learning management system (LMS) providers that it can be difficult to sift through sales pitches and figure out which will be best for your school community. In this webinar, representatives from three Michigan school districts (Dexter Community Schools, Fraser Public Schools, and Dearborn Public Schools) share their journeys to LMS selection (feat. Summit Learning, Blackboard, itslearning, and Moodle).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Each district will share the deciding factors that led them to choose their current LMS, including how it aligns with their district\u2019s instructional framework and what the user experience looks like for students, parents, teachers, and support staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "An LMS Showcase: Three Michigan Districts Exhibit their Learning Management Systems and Why They Chose Them",
            "excerpt": "In the modern educational marketplace, there are so many learning management system (LMS) providers that it can be difficult to sift through sales pitches and figure out which will be best for your school community. In this webinar, representatives from three Michigan school districts (Dexter Community Schools, Fraser Public Schools, and Dearborn Public Schools) share...",
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            "presenter_0_name": "Dr. Sarah Pazur",
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            "path": "\/blog\/the-conflicted-history-achievable-future-of-social-emotional-learning\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/the-conflicted-history-achievable-future-of\/id1551347022?i=1000532363673\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/2bqQY3Hi7KkxejSsZaql1U?si=enfg8ZAfR_m4CaCocEGnwA&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/ZTBiNWU1MWEtYmE4MS00NTdiLWE2Y2EtZWI4YWNkZmVlOTZk?sa=X&amp;ved=0CAUQkfYCahcKEwjw6MKxmr3yAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/The-Conflicted-History--Achievable-Future-of-Social-Emotional-Learning-feat--Lauren-Kazee-from-Living-S-L-O-W-e162i5c\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For many of us adults, emotional awareness and mental health were not topics discussed either at school or at home while we were growing up.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But many in education are trying to shift this narrative for future generations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Why? <a href=\"https:\/\/casel.org\/impact\/\" target=\"_blank\" rel=\"noreferrer noopener\">Plenty of studies<\/a> show that investing in \u201csocial emotional learning\u201d can help schools decrease behavior referrals, boost academic achievement, and even save money in the long run.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s slow and challenging work, but the results speak for themselves, most significantly, of course, when our students thrive both academically and personally.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I chat with Lauren Kazee, one of Michigan\u2019s leading experts on social emotional learning, who:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Shares her personal definition of SEL<\/li><li>Dives into the conflicted history of this concept, and&nbsp;<\/li><li>Offers advice for educators looking to prioritize their own social and emotional wellness and model this behavior for their students.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or keep scrolling to read an edited version of the transcript!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/cdeLWrnIRuw\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/cdeLWrnIRuw\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Edited transcript<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Thank you so much for joining me today, Lauren. It's a pleasure to have you on the BRIGHT podcast. To get started,&nbsp; I wondered if you could tell us a little bit about yourself and what you do.&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>I\u2019m a social worker by trade, and I\u2019ve been in the field of social work for 1,000 years. I started out doing outpatient therapy in Cook County in Chicago, working with kids in the foster care system in inner-city Chicago, which was a heartbreaking experience. Eventually, that experience led me to working in schools. When I moved into Michigan, I worked as a school social worker and also did outpatient therapy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, I\u2019ve been a community mental health provider and a school provider, which has positioned me in a unique way to do social emotional learning work and school mental health work at the state level, just because I've been on both sides, you know, on the outside of the school and inside the school and always working around student mental health.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you speak to what drew you to education? What problems did you see that you wanted to help solve?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren<\/strong>: I don't know if I was necessarily drawn to education, per se. I was more drawn to the well-being of kids. I went into social work just because I knew I wanted to make a difference. It felt like adults were always making decisions for students or youth, and I wanted to be able to empower them and to give them a voice and give them a champion. I wanted to feel like somebody was fighting for them and advocating for them. Then I had children, and my youngest needed that same advocacy as she was going through school, which prompted my interest in the school system to ensure that students succeed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Schools are so stressed and overwhelmed with all of the requirements from No Child Left Behind and all of the academic achievements and benchmarks that sometimes we lose sight of the <em>person<\/em>. We're so busy trying to meet academic goals. Part of my passion is to help us to remember that we're all human. The adults in the building need some TLC, and the kids in the building need TLC. I just try to help us all remember that we're all people, and we all have feelings and emotions. It\u2019s important not to lose sight of that as we're trying to meet all of the academic requirements. I would say that's what pushed me to do this work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: That\u2019s very powerful. Thank you for sharing. So, you are one of our state's leaders in social emotional learning, and I was wondering if you could give us <\/em><\/strong><strong>your <\/strong><strong><em>definition of what \u201cSEL\u201d is and why it's so important that schools prioritize this work?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>Great question. You know, there\u2019s the <a href=\"https:\/\/casel.org\/what-is-sel\/\" target=\"_blank\" rel=\"noreferrer noopener\">standard \u201cSEL\u201d definition<\/a> that's nationally recognized, to which I subscribe. But on a more practical level, SEL is about establishing an environment that allows students to identify their emotions and regulate them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe they're feeling anxious about a test or a speech that they have to give in class. Or maybe there's some peer activity that's happening, or they\u2019re worried about bullying on a playground. Whatever the circumstances are that students face day in and day out across the K-12 spectrum \u2014 and even in college, too \u2014 we want students to feel like they are in an environment that is positive and safe and supportive. We want to be able to take the time to identify their emotions, handle them in a healthy and constructive way. We want them to learn how to interact with other students, whether they have the same belief system or look different.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s about helping them develop social interaction and communication skills and learn responsible decision-making skills. Then, all of this needs to be modeled by the adults in the school. Because it\u2019s hard for us to demand what we don't deliver. The adults need to exhibit these skills and model them for students while also allowing them to have the time to explore these different attributes themselves.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: It seems intuitive to me that that would also improve academics. I can see how there might be pushback if you\u2019re an administrator, for example, and you only have so many hours in the day. But when students can understand their emotions and make decisions, it makes sense that it would help bolster academics.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>Yeah, I mean, it's hard. Schools have so many competing priorities, right? The pressure from above and all of the academic expectations to meet all of these different benchmarks. It\u2019s hard. Often, schools don't feel the freedom to slow down the pace to address some of these needs in the learning environment. However, there are schools in Michigan and across the country that have prioritized mental health and social emotional learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe it doesn't flip a switch right away. It definitely takes some time to change the culture and the climate of the building. But in time, we\u2019ve found that it does have an impact. It helps behavior referrals. It helps academic achievement. It helps students and their interpersonal skills. It helps with emotional distress. It can be a cost-saving to the school. There are so many benefits. It's just hard to make that switch when you've got so many other competing priorities. But we'll get there.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I was wondering if we could talk about the history of SEL. When I was a student, I don't remember this coming up often, or at least I'd never heard that term. So, either it wasn't a priority, or maybe it wasn't always perceived as the role of the school to fill those shoes. What changed, and how has SEL evolved over the past decade or two?&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>That's a great question. You\u2019re right. I'm significantly older than you, and I agree with you on this. These weren't things that were talked about. But times have changed. I vividly remember when No Child Left Behind came on the scene and the reaction people had. I was a school social worker at the time, and the educators in the building had a very strong reaction to the requirements that needed to be met for graduation. I remember this shift of feeling like we were so focused on academic requirements that we started to miss that whole-child perspective.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In third grade, I remember having a really emotional time because my dad had some health complications. My third-grade teacher pulled me aside to sit next to her desk and gave me crackers. She was so nurturing because she knew that I was really worried about my dad's health. It was not a serious problem, but I didn't know that in third grade. But I remember that moment vividly, and that\u2019s an SEL practice right there. She was so much more in tune with how I was doing emotionally. She didn\u2019t say, \u201cOkay, Lauren, you need to keep going on your worksheet or keep reading.\u201d Instead, she said, \u201cTake the time that you need. Feel your feelings. Come sit by me. Eat some crackers.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, I think SEL is really just about good teaching and building those relationships with kids. It\u2019s about engaging with students and realizing that they're humans and that they have interests that go beyond learning about rocks, for example, or clouds. There are other things that make us tick as people. Whether we call it \u201cSEL\u201d or just \u201cgood teaching,\u201d it is about building relationships and engaging with the students. So I think these examples happen a lot more than perhaps we realize. There are so many good educators out there who do take the time to tune into students and find out their interests. But I think the No Child Left Behind and the shift to meet all these requirements may have taken us away from that.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now, we're starting to circle back. I think the silver lining of the pandemic is that we're starting to notice these needs more. Of course, there were emotional needs before the pandemic, but they were exacerbated <em>because <\/em>of the pandemic. I'm hoping that we'll start to shift our focus and maybe meet in the middle so that we're still thinking about academic requirements and achievement, but we're also remembering that we have whole children and humans that we're working with at the same time. Of course, we can\u2019t forget the adults either. They're exhausted. We can't forget them in the process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:&nbsp; I think you make an excellent point here about SEL being fundamentally about good teaching. Even when I reflect on the educators I've interviewed for this podcast, so many of them \u2014&nbsp; when asked about their favorite teacher or what brought them to teaching \u2014 speak about a teacher who did something as you described. Maybe they had a hard time in their life, but there was a teacher who knew they didn't need to worry about algebra at that moment and instead just needed a safe place to sleep or someone to talk to. Or maybe several of their teachers rallied together to support them during their time of need. These are the kinds of things that they talk about when they talk about why they became a teacher. Not just the academics. So, I think you're correct in saying that this isn't new. It's just we're talking about it more explicitly now.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>Yeah. I think we\u2019re using different language to describe it. You\u2019re right. We\u2019re being more explicit about it. We want to make sure that it's part of the fabric of education. We don't just focus on teaching to a test, as people often say, but that we really think about <em>all <\/em>of the elements that make us who we are and help us learn.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: There\u2019s another thing I\u2019m curious to hear your thoughts about. So, on the other hand, I think we must have a deeper awareness of topics like mental health now than we did before. You know, there's more research and discussion, and maybe we\u2019re just more open about it. Do you have any thoughts on how that has changed over time?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>It's interesting because I just had a conversation with somebody about this yesterday, about the difference around the stigma of mental health and how that seems to be changing. You know, social media is a blessing and a curse, right? It can help promote things that don't need to be promoted, but it can also help promote things that do.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Celebrities, I think, have done a great job through this pandemic of saying, \u201cI've had to go to therapy,\u201d or \u201cI needed to go talk to somebody about my feelings.\u201d I do think it's starting to shift as we see influencers talk about that more openly. It doesn't have as much of a negative connotation. There's much more openness and acceptance around needing outside help or talking about things that make us anxious or make us sad. I'm glad that we're getting to that place in our society where it's not so taboo to say, \u201cOh, I needed to go talk to somebody.\u201d I think that helps.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I have hope that we're moving in the right direction and normalizing that we're all on a continuum somewhere. With the pandemic, everybody has had some kind of anxiety or some kind of adjustment. It could be to one degree or the other. There are a couple of my friends who have said, \u201cMan, this has been great. I've loved being stuck at home.\u201d But then, there are others from whom this isolation has made them not do okay and made them feel more insecure and unstable. We're all on a continuum, and we all could use some support. It helps us to know that we're not alone.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Communities of color have been disproportionately affected. All of this social reckoning that we've had on top of a pandemic has also had its impact. I think the silver lining is that we\u2019re much more aware and much more explicit about focusing on racial justice and equity. That\u2019s one blessing that came out of some really difficult times as we face our truths as a society.&nbsp; There\u2019s a lot of trauma and anxiety, and it\u2019s not just students experiencing it. Adults have felt it across the board. We are going into the fall, and we've got to ensure that we've got the right supports in place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Across schools, we've seen numbers of suicide attempts increase exponentially throughout the pandemic, as well as levels of anxiety and depression. Parents are communicating the issues that their children are facing. We\u2019ve got our work cut out for us. I mean, we did before, but it's even greater now. We'll be trying to figure out how to support schools as we move into a new school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Of course, I wouldn't expect you to have any sort of perfect answer or solution. Because if you did, I\u2019m sure you\u2019d be doing it. But I wonder if you have any hopes for what this will look like as we move forward?&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>In the state of Michigan, to our credit, Governor Whitmer has signed legislation that allocates millions of dollars to go to intermediate school districts (ISDs). That\u2019s part of the contract work that I do for the state of Michigan is helping them figure out how those dollars are disseminated. So, these ISDs are now given funds to hire direct service providers to distribute support to the neediest districts or across their counties.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s some good work happening at the state level. Dr. Rice, the state superintendent, is a huge proponent of children's mental health supports and SEL. He's <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-74638_72831_72833-361321--,00.html\" target=\"_blank\" rel=\"noreferrer noopener\">convened a network<\/a> that I help him with that meets once a month and is made up of stakeholders from around the state trying to figure out how we can expand SEL and children's mental health resources, materials, and supports across the state.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There's some really good work that's happening. People are focusing on SEL, and the timing is perfect to have these things in place for the fall. No, we don't have all the answers. There's a huge provider shortage, and there's a huge teacher shortage. We definitely have gaps to fill. But the great thing is that our decision-makers at the top are thinking about these issues and prioritizing them. I\u2019m hopeful. To answer your question about my hopes, I hope that we can figure out ways to change the education system to reprioritize some of these needs and support schools in this way.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Many educators just began their summer breaks. Do you have any advice for educators who are looking to recharge and refill their batteries? Any self-care tips that you have for them?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>You know that's my thing, right? Teacher self-care. Yes, please stay in education. We need teachers. I have done a couple of training sessions for intermediate school districts in the last six weeks, and I have some more slated for August to talk about some different strategies for those in the education field as they prioritize themselves, especially in the summer when it\u2019s their time to recharge.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Coming out of the last couple of years has been a whirlwind, to say the least, and education is such a stressful profession anyway. But what I try to encourage teachers to do is first of all \u2014 back to SEL, right? \u2014&nbsp; is to be self-aware, like, to think about what their needs are and take the time to identify them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So many times, those of us in this arena are kind of in default mode, where we think about everybody else's needs ahead of our own. But that doesn't bode well for us down the line because we just get so burnt out or exhausted. I try to give people permission that it's okay to think about yourself and to think about your needs and to prioritize your wellness because we can't pour from an empty cup. That's what I say all the time. We <em>have <\/em>to fill our cups up first so that we have something to give to those around us. It\u2019s about giving people permission, that is <em>not <\/em>selfish to say, \u201cOh, I have to draw some boundaries here. I have to take some time for myself.\u201d It's okay to say no.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are little things that people can do. Of course, there are things like vacation and yoga or retreats or reading books, and all of those things will always be helpful. But there are also small things that we can do throughout our day to prioritize ourselves, and sometimes it's just learning to say no. It\u2019s about saying, \u201cI am not going to put myself through that\u201d or \u201cI don't have the energy for that, so I'm going to say no or that I can only go for two hours instead of four.\u201d It\u2019s about setting boundaries and figuring out what fills your cup up, so you can focus on those things and know that it's okay to do that.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Especially for women, I think, it tends to feel that way. Many of us are trained not to say no from a pretty young age, so being reminded that it's okay to say no is helpful.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>Right? That's the thing. I think women are often socialized to take care of everybody else. I call it the caregiver curse. We tend to put everybody else first, and then it's like, \u201cOh, wait, what about me?\u201d as we're dragging to bed or we're sick or we\u2019ve just worn ourselves out. Education is a female-dominated profession. None of this is to say that men don't suffer from this, too, because I know several men who will just <em>go go go<\/em> and<em> give, give, give<\/em>, in general, it\u2019s important for <em>everyone <\/em>to feel like they have this permission. Often we feel like it's selfish, right? If I take care of myself, then that means I'm not taking care of anybody else. But that's <em>okay<\/em>, sometimes. It's okay for people to fend for themselves.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Honestly, the new perspective that I've talked to educators about is that if we're always doing <em>for <\/em>everybody else, then that doesn't give that person \u2014 whether it's a student or a family member or a friend \u2014 the opportunity to figure it out for themselves. A small example is if I always did my kids\u2019 laundry, they would never learn to do their laundry. Now that they're adults, they <em>have <\/em>to do their laundry. They're not going to bring their laundry to my house (although they did in college). But now it's like, \u201cNo, you have to do your <em>own <\/em>laundry.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That's a small example, but if I always did it, they would never learn. It\u2019s the same thing across life. If we're always taking care and enabling or rescuing or inserting ourselves, then we may be jeopardizing other people from learning their own life lessons or having their own journey or their own evolution into something bigger and better. If we take away that opportunity for them, then they don't get it for themselves.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you tell me about your favorite teacher and why they were your favorite?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>When you have a person, an educator, who is invested in you, it motivates you to learn. That's how it was for me with my favorite teacher. She was my ninth-grade teacher, and she was so hard on me. There were red marks on my paper all the time in U.S. history. She\u2019d tell me, \u201cYou can do better. Go back and start over. Give it another chance.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And I <em>hated <\/em>that at first. But because she believed in me \u2014 because she pushed me and saw this potential in me \u2014&nbsp; my senior year of high school, I picked her for an elective because I thought, \u201cI want her. She's in my corner. She sees the good in me. She\u2019s pushing me. She's my champion.\u201d Even there, you know, kids are motivated by somebody who's in their corner, who sees the good in them, who believes in them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Research shows that when teachers instill hope and positivity, it helps kids do better academically and have better school success. There's so much to be said about positive relationships and the impact that it has on students. That was the primary element of my favorite teacher. But it also applied to the favorite teachers I had for my children or who I've worked with across the state. There are some stellar people out who are working hard for the sake of kids, and I hope that we can support them and their efforts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Alright, so my next question is kind of a big one. I would like to hear what your vision for student learning is. The way I break that down is to ask: If it were up to you, Lauren, what would you want to see for every student?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>I think, ultimately, my vision is that schools are safe places that feel like a safe haven for everybody. Not just for students but also teachers. When they come into the building, they shouldn\u2019t have to feel stressed or anxious or overwhelmed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s about having an environment that feels welcoming to all stakeholders, all of the people in the school community. There are places like that out there. Again, it doesn't happen overnight. You have to trust the process. But when you create that setting, people flourish. Students flourish. Educators flourish. People want to be there. Morale is high. I would love schools to be a byproduct of that.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>My little plug is for us to look at the research and put that into practice. One example is that schools start too early for secondary kids. There are <em>years <\/em>of research to show that we shouldn\u2019t start school before the crack of dawn for teenagers. It\u2019s proven, but yet we still start school before dawn. Even with Zoom school, we changed the way we did school, and it worked for some. Why do we now go back to our old bad habits?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To me, this is an opportunity for us to \u2014 like Dr. Rice said \u2014 go back to a <em>new <\/em>normal. Let's figure out ways to have a new normal. I\u2019m afraid that if we aren't intentional, we will just go back to old bad habits that weren't working for us before. If we can try to break that mold and follow the evidence, the research, and what works for both students and adults, then I think we're going to be in a good place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Alright, last question. Are there any other words of advice or wisdom that you'd like to share with educators out there right now?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lauren: <\/strong>This is what I would say. When I do trainings and consultation with districts, it can feel super overwhelming because it isn't a quick fix. Everybody wants a quick fix. Unfortunately, that's just not the way of education, especially when we've been doing things in a certain way for years. It takes time to turn the tide even a little bit.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>My words of advice are: If you are interested in pursuing SEL and focusing on student mental health, start where you are, use what you have, and do what you can. It's okay to start small. It's okay to start in one classroom. It\u2019s okay to look for those quick wins or that low-hanging fruit and to baby step it. Too often, we feel like we've got to run out of the gate at 60 miles per hour. Sure, maybe if everybody's ready to roll, and that's where you're at. But if you can, start small.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Start where you are, use what you have, do what you can, and it's okay to take those baby steps as long as you're moving in the right direction. You don't have to run but just move in the right direction. Things will work out the way that they're supposed to. That's what I've figured out in my old age is that so many times, the universe is working on our behalf. If we're trying to do the right thing, then things will often fall into place the way they're supposed to. Just don't lose sight. Don't get overwhelmed. Start small, take steps in the right direction, and you'll get there eventually.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>PD courses: <\/strong><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_plp_subject_area=social-emotional-learning\" target=\"_blank\" rel=\"noreferrer noopener\">Online PD on social emotional learning<\/a><\/li><li><strong>Lauren\u2019s training and consulting business: <\/strong><a href=\"https:\/\/livingslow.org\/about\/\" target=\"_blank\" rel=\"noreferrer noopener\">Living S.L.O.W.<\/a><\/li><li><strong>Statewide SEL work: <\/strong><a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-74638_72831_72833-361321--,00.html\" target=\"_blank\" rel=\"noreferrer noopener\">MDE - Social-Emotional Learning (SEL)<\/a><\/li><li><strong>National SEL organization: <\/strong><a href=\"https:\/\/casel.org\/\">Collaborative for Academic, Social, and Emotional Learning (CASEL)&nbsp;<\/a><\/li><li><strong>Blog series by Lauren: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\" target=\"_blank\" rel=\"noreferrer noopener\">Parenting in a pandemic<\/a><\/li><li><strong>Related podcast episode: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/podcast-sel-during-a-pandemic-with-lauren-kazee\/\" target=\"_blank\" rel=\"noreferrer noopener\">Podcast: SEL during a pandemic with Lauren Kazee<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\">  See also: Lauren on the Mitch Albom Show!<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/ZXGUycDqEjs\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/ZXGUycDqEjs\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "The conflicted history &amp; achievable future of social emotional learning",
            "excerpt": "Meet Lauren Kazee, one of Michigan\u2019s leading experts on social emotional learning or \u201cSEL,\u201d who shares her personal definition of SEL, dives into the history of this concept, and offers advice for educators looking to prioritize their own social and emotional wellness and model this behavior for their students. ",
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            "id": 63444,
            "path": "\/sel\/intervention-restorative-justice\/",
            "author_id": 65,
            "timestamp": 1629316059,
            "content": "<h1>Online intervention and restorative practices programming for Michigan schools\n<\/h1>\t\t\n\t\t\t<p>Transform school discipline into a restorative experience with <b>Suite360:Intervention<\/b>. <\/p>\t\t\n\t\thttps:\/\/youtu.be\/wURxZ2rwW_c\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/729-1024x683.jpeg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>A better approach to school discipline<\/h3>\t\t\n\t\t<p>When it comes to school discipline, the evidence is pretty clear: Zero-tolerance policies don\u2019t work and are, in fact, <a href=\"https:\/\/blog.michiganvirtual.org\/how-zero-tolerance-policies-affect-michigan-students\">damaging to students<\/a>.\u00a0<\/p><p>Restorative practices represent a paradigm shift in the way schools are thinking about discipline. Rooted in the reparation of harm, this approach asks educators to view students who commit infractions as <i>responsible community members<\/i> rather than <i>delinquents<\/i>.\u00a0 <\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/category\/restorative-practices\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tLearn more \n\t\t\t\t\t<\/a>\n\t\t\t<h2>Access a wide library of expert-developed lessons\n<\/h2>\t\t\n\t\t<p><strong>Suite360:Intervention<\/strong> offers schools an evolving and robust library of K-12 grade-appropriate, expert-developed digital lessons that align to <a href=\"https:\/\/casel.org\/\">CASEL competencies<\/a> and can be assigned to groups of students or an individual to address specific infractions.<\/p><h5><b>Topics include:<\/b><\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tDrugs, alcohol, and vaping\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tBullying and cyberbullying\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tTardiness and absenteeism\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tRespect\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tDigital citizenship\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tRacial equity\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tLGBTQ equity and tolerance\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tFighting and aggression\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tAcademic integrity\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tAnd more\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/215-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Use reporting tools to identify trends and maintain digital track records<\/h3>\t\t\n\t\t<p>The robust suite of reporting tools in the <strong>Suite360:Intervention<\/strong> program allows schools leaders to:<\/p><ul><li>Understand and manage their emotions<\/li><li>Set and achieve positive goals<\/li><li>Feel and show empathy for others<\/li><li>Establish and maintain positive relationships<\/li><li>Make responsible decisions<\/li><li>Recognize signs of poor mental health in themselves and others<\/li><li>Develop healthy coping techniques<\/li><\/ul>\t\t\n\t\t\t<h3>Aligned to CASEL's core social emotional learning competencies<\/h3>\t\t\n\t\t<p><strong>Suite360:Intervention<\/strong> is research-based, with much of the content aligned with the standards developed by the <a href=\"https:\/\/casel.org\/\">National Collaborative for Academic, Social, and Emotional Learning (CASEL)<\/a> and mapped to the grade-specific learning objectives published by various federal and state education boards.<\/p>\t\t\n\t\t\t<h3>Pricing<\/h3>\t\t\n\t\t<ul><li><strong>$2750 per building <\/strong><\/li><li><strong>$500 for service and support<\/strong><\/li><\/ul>\t\t\n\t\t\t<a href=\"#form\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tGet started\n\t\t\t\t\t<\/a>\n\t\t\t<h2>How two Michigan school districts used this programming<\/h2>\t\t\n\t\t<p><strong>Curious what this programming might look like in action?<\/strong> See how Port Huron Schools and Marion Public Schools implemented evidence-based social emotional learning and restorative practices programs in their schools.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/social-emotional-learning-and-restorative-justice-solutions\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tWatch webinar \n\t\t\t\t\t<\/a>\n\t\t\t<h3>Testimonials<\/h3>\t\t\n\t\t\t\t\t\t\t\t\t\t<cite>Meggan Mertz<br \/><small>Behavioral interventionist and coach at Port Huron Schools<\/small>\u200b\u201cRestorative practices are about doing with students. That\u2019s the primary component of the Suite360:Intervention program that we like. It\u2019s doing things with students, so they understand how their behavior affects others.\u201d<\/cite>\t\t\t\t\tRead More\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<cite>Chris Arrington<br \/><small> Former superintendent and elementary principal at Marion Public Schools<\/small>\u200b\u201cSuite360 has helped me be a better principal. When I have students who are referred to my office, I almost automatically assign a Suite360 lesson to the student. .. Sometimes,  it\u2019s frustrating because the program will tell them the exact thing that we tell them until we\u2019re blue in the face, but they tend to listen to the computer and their peers better than they do to us. But it\u2019s a good problem to have.\u201d<\/cite>\t\t\t\t\tRead More\t\t\t\t\n\t\t\t<h2>Ready to take the next step?<\/h2>\t\t\n\t\t<p><b>Have any questions? Want to learn more specifics about this program? Ready to take the next step?<\/b> Fill out the form below to speak with someone about how the Suite360:Intervention program can help you transform discipline in your school or district.<\/p>",
            "title": "Intervention &amp; Restorative Justice",
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        {
            "id": 63323,
            "path": "\/blog\/teacher-recruitment-retention-crisis-snapshot\/",
            "author_id": 72,
            "timestamp": 1629228605,
            "content": "<!-- wp:paragraph -->\n<p>Teachers are the bedrock of our schools and communities. They help students learn essential skills and knowledge to become contributing members of society. They are also essential workers assisting students in building critical social emotional learning (SEL) skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Unfortunately, recruiting and keeping qualified teachers has been challenging for many years.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to a <a href=\"https:\/\/www.nsba.org\/ASBJ\/Issues\/October\/Teacher-Retention\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">2019 National School Boards Association report<\/a>, teachers cite feelings of being unprepared, low pay, increasing job responsibilities, pressures to meet testing standards, and a lack of mentoring for not staying in the field of education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These challenges have been made worse by the increased professional and personal demands of the COVID-19 pandemic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the last two school years, teachers have faced increased workloads, rapidly and regularly changing work conditions, and a divisive political environment where their health and well-being have been sidelined or ignored.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This blog presents a summary of research about some trends around teacher recruitment and retention nationwide and in the state of Michigan. Some initial recommendations are provided to encourage thinking about how to recruit new teachers and retain existing ones.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This blog is part of a larger initiative by the <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) exploring topics of educator social and emotional well-being, support, and retention.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Long-term trends and impacts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There have been worries about teacher shortages for many years. Although the <a href=\"https:\/\/www.nsba.org\/ASBJ\/Issues\/October\/Teacher-Retention\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">2019 National School Boards Association report<\/a> indicated that while the number of teachers nationwide had increased steadily since 1989, retention has long been an issue. Approximately 10% of teachers leave within their first year, and 44% leave within five years. This high level of attrition leads to an increasing shortage of <em>experienced<\/em> teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The high cost to replace teachers places a strain on already limited resources. For rural districts, the average <a href=\"https:\/\/www.nsba.org\/ASBJ\/Issues\/October\/Teacher-Retention\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">cost to find a new teacher is about $10,000<\/a>; the cost is roughly double in urban districts. In the end, a shortage of teachers can threaten the stability of providing a quality education, as noted by an educator in the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MDE_Annual_708497_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">2020 Michigan Department of Education Annual Report<\/a>: \u201cThe teacher shortage is the biggest threat to public education. Too many students are beginning and ending a school year with long-term substitutes in their classrooms because no one is applying for the opening.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to a <a href=\"https:\/\/www.frontlineeducation.com\/solutions\/recruiting-hiring\/insights\/trends-in-teacher-preparation-programs\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Frontline Research &amp; Learning Institute analysis of teacher preparation programs<\/a>, Michigan saw nearly a 52% drop in teachers (2,671) graduating from teacher preparation programs between 2010 and 2018. During this timeframe, there was almost a 68% decrease in enrollments in teacher prep programs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To put these numbers into perspective, the Michigan K-12 student population decreased by about 5% during the same time (<a href=\"https:\/\/www.frontlineeducation.com\/solutions\/recruiting-hiring\/insights\/trends-in-teacher-preparation-programs\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Frontline Research &amp; Learning Institute<\/a>). This growing gap between the number of teachers and the number of students is concerning, especially given that a <a href=\"https:\/\/learningpolicyinstitute.org\/product\/coming-crisis-teaching\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">2016 study of teacher shortages by the Learning Policy Institute<\/a> shows this gap continues to grow significantly nationwide in the future (see Figure 1 graph provided by the Economic Policy Institute).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>A Learning Policy Institute study reveals severe long-term teacher shortages nationwide (graph courtesy of the <a href=\"https:\/\/www.epi.org\/publication\/the-teacher-shortage-is-real-large-and-growing-and-worse-than-we-thought-the-first-report-in-the-perfect-storm-in-the-teacher-labor-market-series\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Economic Policy Institute<\/a>).<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh4.googleusercontent.com\/mPfoTOI2tHUfSCiGIsWKjszXF9zQlyGZ3c4mV6lQapNRtGpEn3bVnnyhwHWDdET-DCuunSN6HFxEwyHM2ZJ8BofXnBx7-_jvQj2bPZSbFVZJ6bfuARc_i80LclIopZ-3tc2OIP75\" alt=\"Graph shows two lines. One line for demand for teachers and another line for supply of teachers. The data are for 2003-2025. The graphs indicate a teacher shortage by showing a gap between projected demand for teachers and projected estimated supply of teachers. The estimated gap begins in 2014 and gets wider through 2025. By 2025, the gap is roughly 100,000 teachers.\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:paragraph -->\n<p>The combination of teacher attrition and declining enrollments in teacher prep programs has led to a severe shortage of teachers in Michigan, as indicated by alarming news reports in the last 18 months (<a href=\"https:\/\/www.wilx.com\/2021\/07\/13\/michigan-facing-growing-teacher-shortage\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Crowe, August 12, 2021<\/a>; <a href=\"https:\/\/www.wlns.com\/news\/teacher-shortage-in-mid-michigan-its-been-a-rough-year\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Patel, June 23, 2021<\/a>; <a href=\"https:\/\/www.wxyz.com\/news\/perfect-storm-of-events-causing-teacher-shortage-crisis-in-michigan\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Russell, May 20, 2020<\/a>). Even more concerning is how the COVID-19 pandemic has worsened these trends just when maintaining a secure and stable education system is of utmost importance to our communities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:genesis-blocks\/gb-testimonial -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>\u201cThe teacher shortage is the biggest threat to public education. Too many students are beginning and ending a school year with long-term substitutes in their classrooms because no one is applying for the opening.\u201d<\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">Respondent for survey included in <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MDE_Annual_708497_7.pdf\">2020 Michigan Department of Education Annual Report<\/a><\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Crisis worsening during COVID-19 pandemic<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In an <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">MVLRI study on Michigan teachers and administrators\u2019 social and emotional needs<\/a>, nearly two-thirds of teachers surveyed considered leaving their jobs during the 202021 academic year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Approximately two-thirds of teachers felt overwhelmed by the amount of work they had to do and indicated they felt bothered by feeling down, depressed, anxious, or hopeless. Given that about 1 out of 4 teachers participating in the study were not offered any social and emotional supports during the 2020\u201321 academic year, there are alarm bells about how long teachers are willing and able to hold on. As one elementary teacher wrote, \u201cWe are constantly being told that we need to meet the social and emotional needs of our students and their families\u2026..where is the support for us? When I\u2019m empty, there is nothing I can give to anyone else!\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As noted earlier, such reported feelings and experiences are even more concerning given that Michigan\u2019s university students have a declining interest in pursuing teacher preparation programs, which brings up two pressing questions: What will happen to the future of K-12 education when teachers feel unsupported in the work they do? What can be done to recruit and retain teachers?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:genesis-blocks\/gb-testimonial -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p>\u201cWe are constantly being told that we need to meet the social and emotional needs of our students and their families\u2026..where is the support for us? When I\u2019m empty, there is nothing I can give to anyone else!\u201d\u00a0<\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">Michigan Elementary School Teacher quoted in <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/\" rel=\"noreferrer noopener\">MVLRI research report on social and emotional needs for educators<\/a><\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Initial thoughts on recruiting and retaining teachers<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Several innovative initiatives have been pursued within and beyond Michigan to attract new teachers and keep existing teachers in their schools:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Detroit\u2019s <a href=\"http:\/\/www.teach313.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Teach 313 program<\/a> offers monetary incentives to teachers to relocate to Detroit where there is a teaching shortage. The program also partnered with businesses and other organizations to offer teachers discounts to buy products and services they need.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li>The federal government has enacted student loan forgiveness and deferment programs to help states recruit teachers to fill positions where there are critical shortages (for example, see Michigan Department of Education\u2019s <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Critical_Shortages_-_Federal_Loan_Forgiveness_645742_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Critical Shortages Federal Loan Forgiveness Program<\/a>).<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li>Some states and school districts have offered to help teachers with the costs to become certified, especially in areas that are often difficult to fill, such as special education, science, and math (for example, see <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED587182.pdf#:~:text=The%20Florida%20Critical%20Teacher%20Shortage%20Program%20%28FCTSP%29%20had,certified%20and%20taught%20in%20a%20designated%20subject%20area.\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Florida\u2019s Critical Teacher Shortage Program<\/a>).<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li>Some states like Michigan have enacted mentoring program requirements that support new teachers by connecting them to experienced teachers (see a <a href=\"https:\/\/education.msu.edu\/green-and-write\/2017\/teacher-mentoring-a-policy-bright-spot-in-michigan\/#:~:text=The%20Michigan%20Department%20of%20Education%20%28MDE%29%20encourages%20mentorship,should%20be%20implemented%20in%20schools%2C%20suggesting%20the%20following%3A\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Michigan State University report<\/a> on Michigan\u2019s mentoring professional development requirements).<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>To assist and retain teachers, school districts can offer free or cost-effective social and emotional supports to take on the challenges of being a teacher (for example, see the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-educators-sel-needs\/#implications\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">implications section<\/a> of MVLRI\u2019s recent social and emotional learning study for educators).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although some of these initiatives require funding and community buy-in, today\u2019s investments are negligible compared to the long-term benefits a community gains when quality teaching talent is recruited and retained. When teachers feel supported and satisfied in their work, they are more likely to stay in their essential roles as educators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Communities at large ultimately benefit from a stable and adequate supply of teachers who provide future generations with the tools and guidance to build the skills and knowledge necessary to succeed and contribute to society.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Upcoming posts in <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/teacher-recruitment-and-retention\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">this blog series<\/a> will examine successful programs to recruit teachers as well as the importance of providing social and emotional supports in designing any teacher retention initiative.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The author would like to thank Tracy Gieseking, Kristen DeBruler, Christa Green, and Christopher Harrington from the <em>Michigan Virtual Learning Research Institute<\/em> for their contributions and advice in writing this blog post.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Teacher recruitment and retention: A snapshot of an ongoing crisis",
            "excerpt": "There is a teacher recruitment and retention crisis in Michigan and across the country. Why is there a crisis? What can be done? This first post in a blog series on teacher recruitment and retention provides a snapshot of the crisis and some initial recommendations on how to fight it. ",
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            "path": "\/blog\/the-beautifully-unclear-future-of-educational-technology\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/beautifully-unclear-future-educational-technology-feat\/id1551347022?i=1000531688764\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/0zhQmm2lKRXKJZMW3cW1db?si=_5N4Y_L5T2a3sFzhJ2hY5w&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MDY1ZGY0OGMtYThiZi00MDdhLWJiYTUtMzk3NmJmNWE3MmUw?sa=X&amp;ved=0CAUQkfYCahcKEwiw24qHyKnyAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/The-Beautifully-Unclear-Future-of-Educational-Technology-feat--Sarah-Wood-from-Kent-ISD-e15o2di\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s a strange \u2014 and somewhat uncomfortable \u2014 beauty to the fact that it\u2019s difficult, if not impossible, to predict how technology will shape the way we teach, learn, live, love, work, and play in the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I chat with Sarah Wood, an educational technology consultant for <a href=\"https:\/\/www.kentisd.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Kent Intermediate School District<\/a>. Over the past two years, Sarah has witnessed an exponential growth of the troubleshooting and technological skills of teachers in her school community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She\u2019s seen teachers bring new techniques into their face-to-face classrooms that they might have never tried before. They\u2019re asking more advanced questions and are eager to take the best of what they learned in the face of adversity to further student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or keep scrolling to read an edited version of the transcript!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Edited transcript<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you tell me more about what drew you to education in the first place and how that journey led you to where you are today?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>Hmm<strong>, <\/strong>I'm not gonna lie. When you think back to when you're a kid and you're playing in the basement with your friends or your siblings, I was always the one that was like, \u201cLet's play school.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I've always been passionate about working with kids. Even from a young age, whether it was babysitting or later coaching volleyball and basketball for middle school teams. I just had that gut feeling like education was my calling and that's where I needed to go.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, I went down that path, and I ended up going to Aquinas College, where I was able to take my love \u2014 not many people can say this but \u2014 my love of math and my love of computer science and combine that with an education degree and to put together into my passion for working with the schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I worked in a local public school district for 14 years as a technology and media specialist. Then, after 14 years there, I just recently transitioned to Kent ISD, where I've been for almost a year. I love that I can carry on that passion and still work with people and preach the good word of math and computer science.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:&nbsp; Yeah, and that's a pretty nice transition. You mentioned that you have a passion for educational technology, which makes sense with your role. I was wondering if you could talk more about what educational technology can do for students and how that benefits student engagement.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>It might be clich\u00e9 to say, but I was the student growing up where I needed <em>different <\/em>things. I was not someone to sit there and study vocab words or study dates in a history book and be able to really internalize what I was learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sure, I could regurgitate all those facts, but I never really felt that passionate about those things. I think that's where my passion for educational technology and engagement comes from. It\u2019s my desire to be that person that other people might need.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With educational technology, there's so much potential that allows students to not just <em>consume <\/em>information but also <em>produce <\/em>and be active contributors to not just their school community or their district, but also the global world, which is what we're preparing them to do in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Does a student project come to mind when you talk about the difference between consuming and creating information?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>&nbsp;As I mentioned, I\u2019m just recently out of the classroom teaching experience. In my last year in my previous district, I was split, so I was doing some fourth-grade STEM teaching and then also doing coaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As I was going through standards and asking myself what these kids needed and what we should spend more time on, it really came down to my feeling that the students didn't have a good grasp of <em>why <\/em>we have technology, why we're using it, and what the processes were behind technology. It's not just about opening up a computer and typing up a paper on GoogleDocs. There's a bigger reason we're doing some of these things.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I decided computational thinking was the avenue I wanted to take. Usually, when you say computational thinking, people give you a nice nod and say, \u201cOh, okay, that sounds great.\u201d But they don\u2019t really understand what it means. That\u2019s why I felt like it was a great opportunity to not only teach the students but also to model for other teachers different ways to do things.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I believe firmly that relationships are at the heart of all that I do as a teacher, so I really spent a lot of time getting to know my students and their interests. Because we were talking about technology, the students were always like, \u201cWhen can we play Minecraft? Are we gonna play Fortnite?\u201d And I\u2019d say, \u201cI'm going to say no to Fortnite at school.\u201d But then I started thinking more deeply about the whole Minecraft aspect and how that could be a great avenue to introduce computational thinking.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I started with their interests, and then what I did was develop a whole unit framed around computational thinking with a Minecraft theme. I had students creating digital comics, using hands-on materials to build pixel images, and doing the love-hate of brain games to really stretch their brains. They\u2019d be like, \u201cI love this. Oh, I hate this. This is so hard.\u201d And I\u2019d say, \u201cI love that. I love it when it's hard.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But they were coding with Minecraft. We did reading and explored how reading comes into the whole bigger picture. They were creating pixel art with Perler beads. They were using some augmented reality.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then, we brought it back full circle by exploring how they could become a bigger part of their community and give back. I had a station where they created sack supper lunch bags for Kids\u2019 Food Basket that was all Minecraft-themed. I challenged them to insert their little characters and some of the phrases they took away about computational thinking.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I don't think if I had framed it in another way that it would have been as engaging to them. Because let's be honest, computational thinking doesn't necessarily get people up out of their seats and saying, \u201cLet's go!\u201d So, it was a really great idea as far as implementation. Even at the beginning of the school year, students were like, \u201cDo remember when we did Minecraft?\u201d because it got cut short with the pandemic. They were like, \u201cCan we finish that up? Can we do more Minecraft?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was really awesome because that told me that my time spent investing in them and their personal interests made a huge impact on their learning and that they still wanted to continue it and they wanted to know more.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: This past year has obviously been somewhat of an anomaly in the world of educational technology. Can you speak at all to how you see your role shift? What are you seeing as a result of the past year in terms of the relationship between teachers and educational technology? What kinds of questions teachers are asking you? Any kind of reflections in that area?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>It's interesting because this is a conversation that has come up often in our education technology circles. How can we take what worked really well from the pandemic but also incorporate the things that we did pre-pandemic that worked really well and kind of merge those worlds together?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The biggest thing that I have seen is that teachers need their own personal cheerleaders. They need someone to let them know that they have done amazing things in this past year. Whether you feel it or not, think of where you were a year ago. Would you be doing the same things technology-wise, that you're doing now?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even their troubleshooting abilities are off the charts. Think of \u2014 especially with elementary students \u2014 when you're trying to connect audio and video and then have them interact with different websites. When you're in the classroom, that can sometimes be overwhelming, but now they\u2019re doing it virtually. It elevated everyone's skills and made me think differently about what the future of educational technology will be like.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It's funny because we always joke about \u2014 for example, with cars or computers \u2014 as soon as you buy it, it's already outdated or needs an update. Technology is just rapidly changing. We're really preparing our students for jobs that don't even exist yet. Everything that we've learned from this pandemic is truly going to shape this unknown future of how technology will be used.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I feel that it is my job to really help teachers not only realize how far that they've come, but the skills and abilities that they now have and what they can do moving forward. The questions I'm getting now are things like, \u201cOkay, I've used Google Docs for this. I've used Google Slides for this. What is something different that I can do with this? Do you know any other tools I can use?\u201d I would not have been getting those same questions a year ago, but teachers already have that confidence in themselves to do these things with their students. Now, they're challenging themselves, which in turn is challenging the students. It's just opened up such an awesome world.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Do you have any favorite tech tools that either you've used in the classroom as a teacher or that you've seen teachers use? I'm sure it's difficult to name just a few, but what comes to mind that you're really excited about?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>It might be a little clich\u00e9, but Google will forever be my go-to suite of tools. Because they\u2019re always changing. They're always updating their products because end users are really at the heart of their products. If they see there's a need \u2014 which, in education specifically, teachers are very vocal about what they wish they had to make a process easier \u2014 they really work with that feedback.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are so many ways that most people don\u2019t even know about in which Google Docs, Google Slides, and Google Sheets can be manipulated to do more than just recording information or slideshow presentations.&nbsp; For example, at the beginning of the school year, <a href=\"https:\/\/michiganvirtual.org\/blog\/guest-perspective-the-menagerie-myths-and-merits-of-the-bitmoji-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">Bitmoji classrooms<\/a> were huge, and Google Slides was the delivery tool of choice for those. Recently, I had a teacher who contacted me and said, \u201cHey, I've seen these <a href=\"https:\/\/kentisdbulletin.wordpress.com\/2021\/04\/21\/keep-calm-and-relax-on-on-demand\/\" target=\"_blank\" rel=\"noreferrer noopener\">virtual relaxation rooms<\/a>, and it reminds me of the Bitmoji classroom. Can you tell me more about it? How can I build my own?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, I ended up building a whole PD around it, and the other teachers that signed up said, \u201cI had no clue slides could be manipulated in this way to do this. It's really cool to see that.\u201d When they already understand the <a href=\"https:\/\/keepmichiganlearning.org\/wp-content\/uploads\/2020\/06\/UDL-Framework.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">principles of universal design<\/a> and good quality instructional design practices, suddenly it all comes together. They can see the use for these tools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One thing that I've been exploring that I haven\u2019t yet transitioned from my personal world to my educational world is really trying to think more about artificial intelligence applications. With my kids, I played with the <a href=\"https:\/\/www.wombo.ai\/\" target=\"_blank\" rel=\"noreferrer noopener\">Wombo<\/a> and <a href=\"https:\/\/apps.apple.com\/uy\/app\/voil%C3%A0-ai-artist-cartoon-photo\/id1558421405\" target=\"_blank\" rel=\"noreferrer noopener\">Voil\u00e0<\/a> apps \u2014 which I highly recommend for quality family entertainment if you want some good laughs \u2014 so lately I\u2019ve been thinking about how we can take those things that are intriguing to students and use them for educational purposes beyond just creating a fun avatar or a fun music video.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I love when students can see those tools that we're modeling, whether it's something that they're doing at home or they're seeing their teacher do it, and then say, \u201cWow, that was really cool. I want to do that myself.\u201d So many teachers have relied on a variety of EdTech tools in the past year. Tools like <a href=\"https:\/\/kahoot.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Kahoot<\/a> with quizzes were easy for teachers to deliver, didn't take a whole lot of time for them to create, and kids loved them. Now, kids are saying, \u201cI want to create a quiz for my friend on my favorite things.\u201d They're starting to see these tools and what they can do with them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I even saw students who were creating Google Sheets for their own daily planner or just tracking their daily responsibilities. It wasn't something that someone had told them to do or showed them step-by-step how to do, but they\u2019ve had enough experience with the tool that they want to take it to the next level in their personal lives. It's pretty awesome to see that.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: That's great. Thank you for sharing. When you think about the future of educational technology, what is it that you hope that teachers and students will be able to use technology to do in the future? Now, that's obviously a big question \u2014 one that you can't possibly really know the answer to with any degree of certainty \u2014 but what are some of your hopes and dreams?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>Technology is changing so rapidly. And that\u2019s a good thing. It's a blessing and a curse. We haven't always fully learned or adapted to one thing before, you know, the next update or the latest version or the next product comes out. But I think that also provides us with unlimited opportunities to do amazing things with what's at our fingertips.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In general, technology, not even just EdTech, is just so beautifully unclear. It\u2019s kind of limitless, and it's hard to predict its future. But by equipping students with the ability to adapt to that rapidly changing technology and then empowering them to be able to look a bit deeper at different ways these tools can be applied, we\u2019re really setting them up for success in the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I'm an outside-of-the-box thinker, so I always encourage students to ask, \u201c<em>Why<\/em>?\u201d I hope that they will always channel their inner toddler and keep on asking <em>why, why, why<\/em> because that's what's going to be driving technology development in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: That's a great answer to that question. I love that you said \u201cbeautifully unclear.\u201d It\u2019s like you're saying that you <\/em><\/strong><strong>hope <\/strong><strong><em>we can\u2019t predict the future, right? You're hoping that you don't already know because you want it to be something outside the box or something we couldn't even imagine right now. Something that will change the way that we think about something or change the solution to a problem or give us the ability to do that we weren't able to do before.&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>Exactly. We're preparing students today for jobs that don't exist yet. When I was going to school, being a <em>technology consultant<\/em> wasn't even something I had heard of There was never a point where I was like, \u201cYou know what? I want to teach people how to use technology.\u201d But that's what I'm doing, and I'm over here living my best life doing that.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even in my 15 years of experience in this profession, I look back to where I started to where I am today, and I\u2019m like, \u201cHoly moly, it has changed so much.\u201d I love to look back on how much I've personally grown and hopefully that the people around me have grown as a result.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Could you tell me about your favorite teacher who had an impact on your life and why they were your favorite?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>I think when you ask any teacher this question, right away, they think back and smile because they have that <em>one <\/em>person in their head who was a game-changer for them. For me, it was my seventh-grade teacher. She'd been teaching for a while, but when she came to my school, that was it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was her first year there, but holy moly, this woman just rocked my world. She was my math teacher, and math was something I told you I've come to love, but it was <em>not <\/em>something that came easily to me. I always had to work at it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She was the first teacher who said, \u201cHey, I believe in second chances, especially in math.\u201d I remember we\u2019d get our nightly homework, go home, do all of our math problems. Then, the next day, we\u2019d trade with a partner and correct our homework. When we got it back, we\u2019d have the opportunity to correct those mistakes and figure out where we went wrong.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For me, that was the first time someone ever said, \u201cHere, try it again.\u201d The goal was for me to be my best self and have a good understanding of what was being shared. No one had ever said before that it was okay to do it this way. That has always stuck with me, and it\u2019s where my \u201ctry it\u201d mentality came from. Because if you don't try, you\u2019ll never know. You might be great at it, or you might need to go back and fail forward again.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Wow, the fact that you remember that is wild to me. It\u2019s making me tear up because. . . I mean, the fact that you remember that seventh-grade teacher saying, \u201cTry this math problem again.\u201d Your teacher probably didn't realize that was a memory you would hold onto for so many years. It goes to show you don't always know the impact that you may have as a teacher.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>Absolutely. That may have been her personal teaching philosophy, or maybe someone along the way had said something like that to her. But, for me, that was a game-changer. It was where my world kind of flipped and where I realized math wasn\u2019t so bad. If you can start if you can try again, I guess math isn't so bad, right?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Yes, great. Thank you. Alright, this is another big question. I'm wondering if you can tell me about your vision for student learning, meaning if it were up to you, Sarah, what would you want to see for every student?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>For every student, I would want them to know that school and learning is<em> so <\/em>much more than just standards and content. There's so much that goes into the whole educational nurturing process that we provide for students each day. I would love for every student to be a collaborative communicator, but also a creative, critical thinker.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This can be done with or without technology, but obviously, with technology, it kind of steps up the game. I am a firm proponent of using technology, but if you're using technology just for the sake of using technology, that's not going to increase engagement. It could just even confuse students. It's counterproductive to what you would want to be doing.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I think it\u2019s about preparing students for being lifelong learners, and, as I mentioned earlier, encouraging them to always ask, \u201cWhy? Why am I doing this?\u201d I'm sure it drives every teacher nuts because it drives me nuts when you get asked, \u201cWhy? Why? Why?\u201d That\u2019s why parents often just respond, \u201cBecause I said so.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But giving them the opportunity to understand that <em>why <\/em>will allow them to be those collaborators, those communicators, those creators and critical thinkers that we want them to be. Because once they have those processes down, they can easily apply that to the content and to the world around them. I really would love students to see a bigger picture of education beyond just \u201cWe're doing math. We're doing science.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I think you kind of already touched on this, but in case you want to elaborate: What role would you say that technology plays in facilitating this vision?&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah: <\/strong>I think it goes back to what I mentioned before about fostering good digital citizens. Sometimes we assume because students live in this digital world that they already know how to do this. But we've seen time and time again that they need gentle reminders such as, \u201cNo, that's not an appropriate video.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We need to help them realize that even by <em>consuming<\/em>, they're impacting the world around them. Then, when they can consume in positive ways, they start to think differently, and it transitions them into the producing aspect of life. But really getting students to understand the bigger picture and have those good digital citizenship skills, where in their heart they <em>know<\/em>, you know, their inner voice or their conscience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That way, when they\u2019re creating and collaborating, whether it's online or offline, they're going to be making smarter choices. And that's what we want: Good, ethical leadership for our future where our students can see that technology can be a positive thing to change the world around them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What words of advice or encouragement would you offer to educators right now, in the face of this wild year?&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Sarah:<\/strong> I think about this a lot. We keep coming back to this idea that once we get back to \u201cnormal\u201d things will be fine. But our normal will not be the same as it was before, and I\u2019m kind of happy about that.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I hope that teachers and students can reflect upon these experiences and take what has worked really well. But then also look back and say, \u201cYou know what? I'm the person I am today, in this moment, because of the experiences that I had. Some of those experiences are positive. Some of those are growing experiences, but they all impact us in different ways.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I would love for not just teachers and students, but educators, in general, to keep an open mind for how they do things. Because technology is just changing so rapidly. And not just technology, but <em>education<\/em>. Keep an open mind, be willing to share what you're doing, listen to what others are doing, learn from each other, and just constantly keep that communication going.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There's so much that we can learn from each other when we're not always recreating everything. I think that's important. It\u2019s really just about being true to ourselves, knowing what's important, what our passions are, what drives us, and our goals. It\u2019s also about keeping ourselves grounded.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Being true to yourself is a good thing. It helps stay firm on things that are important to you. Sometimes, it\u2019s about just needing a reminder that moments are just that: a moment. It might be difficult, but we can always move on from that moment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Sarah\u2019s website: <\/strong><a href=\"https:\/\/myedtechworld.weebly.com\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>My Ed Tech World<\/strong><\/a><\/li><li><strong>A great article written by Sarah: <\/strong><a href=\"https:\/\/kentisdbulletin.wordpress.com\/2021\/04\/21\/keep-calm-and-relax-on-on-demand\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Keep calm and relax on... on demand<\/strong><\/a><\/li><li><strong>Related episode: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/where-does-tech-belong-in-teaching-a-conversation-with-amy-gwizdz-bob-harrison-from-dearborn-public-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Where does tech belong in teaching?<\/strong><\/a><\/li><li><strong>Tool recommendation: <\/strong><a href=\"https:\/\/kahoot.com\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Kahoot! | Learning games<\/strong><\/a><\/li><\/ul>\n<!-- \/wp:list -->",
            "title": "The beautifully unclear future of educational technology",
            "excerpt": "Meet Sarah Wood, an educational technology consultant for Kent Intermediate School District, who shares her reflections on the recent history, current state, and beautifully unclear future of technology in the classroom.",
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            "id": 62890,
            "path": "\/adolescent-suicide-prevention\/",
            "author_id": 65,
            "timestamp": 1628773767,
            "content": "<img width=\"977\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/GraphicsForBPW004946_AdolescentSuicidePreventionLogo-977x1024.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h1>Adolescent Suicide Prevention<\/h1>\t\t\n\t\t<p>Blue Cross Blue Shield of Michigan, Michigan Elementary and Middle School Principals Association (MEMSPA), and <i>Michigan Virtual<\/i> have partnered to offer a series of four professional development courses about suicide prevention for adolescents.<\/p><p>These free courses will provide school administration and staff with the tools to identify the signs of students who are at risk of suicidal ideation, suicidal gestures, or completed suicide, and offer action steps to prevent and address these serious concerns.<\/p>\t\t\t\t\n\t\t\t<h3>The facts<\/h3>\t\t\n\t\t\t<h6>Suicide is the second-highest leading cause of death in the United States for adolescents (CDC, 2019). A recent poll found:<\/h6>\t\t\n\t\t\t<h2><small>&gt;<\/small>50<small>%<\/small><\/h2>\t\t\n\t\t<p style=\"text-align: center\">of high school students experienced stress or anxiety this past year<\/p>\t\t\t\t\n\t\t\t<h2>46<small>%<\/small><\/h2>\t\t\n\t\t<p style=\"text-align: center\">of high school students feel anxious about returning to school or campus<\/p>\t\t\t\t\n\t\t\t<h2>1\/4<\/h2>\t\t\n\t\t<p style=\"text-align: center\">of high school students knew of someone with suicidal thoughts<\/p><p><i>Sources: <\/i><a href=\"https:\/\/unfoundation.org\/blog\/post\/covid-19-is-fueling-a-mental-health-crisis-for-the-worlds-youth\/\"><i>Dodson, 2020<\/i><\/a><i>; <\/i><a href=\"https:\/\/www.chegg.org\/covid-19-mental-health-2020\"><i>CHEGG, 2020<\/i><\/a><i>; <\/i><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC7363598\/\"><i>Racine et al., 2020<\/i><\/a><\/p>\t\t\t\t\n\t\t\t<h3>Adolescent Suicide Prevention Series<\/h3>\t\t\n\t\t<p>Developed with subject matter experts from the Yale School of Medicine Department of Psychiatry, the Adolescent Suicide Prevention Series features four asynchronous courses. Each professional development course is provided at no cost and is SCECH-bearing.<\/p><p>A School Administrator\u2019s Guide is included to help administrators facilitate learning and discussion with their school and district staff<\/p><p>School leadership, teaching and support staff, administrative staff, and other members of school communities working with adolescents in Grades 5 and up are encouraged to enroll in one or all four of these courses.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"921\" height=\"790\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/GraphicsForBPCourse1_InterventionSchoolPolicies.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h6>Adolescent Suicide Prevention: Intervention &amp; School Policies<\/h6>\t\t\n\t\t<p><strong>Free | 4 SCECHs<\/strong><\/p><p><strong>Strategize with school leaders and stakeholders to review your school\u2019s policies on suicide prevention and create a Suicide Action Plan.<\/strong><\/p><p>It is becoming an alarming reality that the number of deaths by suicide and attempted suicides is on the rise among teens and young people. This practical course provides background information and insight on how to recognize signs and risk factors of mental and\/or emotional distress with the intent to prevent and handle suicide-related crises. You will come to recognize your role as an educator and the responsibility schools hold to address students\u2019 safety and wellbeing as well as hear from experts in the field about how to support teens who may be at-risk.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li style=\"font-weight: 400\">Review information about teen suicide, including current data on suicide risk and incidence,<\/li><li style=\"font-weight: 400\">Recognize the symptoms of distress in teenagers and the signs that students might be at risk for suicide,<\/li><li style=\"font-weight: 400\">Describe practical tips for addressing teen suicide in schools, and<\/li><li style=\"font-weight: 400\">Identify school-based resources and strategies to prevent suicide and promote compassion and resilience.<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=729\" role=\"button\">\n\t\t\t\t\t\tEnroll today!\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"921\" height=\"790\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/GraphicsForBPCourse2_BestPractices_TeamApproach.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h6>Adolescent Suicide Prevention: Best Practices - A Team Approach<\/h6>\t\t\n\t\t<p><strong>Free | 3 SCECHs<\/strong><\/p><p>It can be overwhelming for educators and staff workers to know what to do regarding adolescent suicide and how to bring awareness to this. In this course, you\u2019ll learn about how to approach and provide information on referral, screening, and counseling. You\u2019ll be provided with recommendations for what you can do in the aftermath of a suicidal event. Through examples and resources, you will focus on knowing how to partner with families, learn about the Multi-Tiered Systems of Support Model, and look into your school\u2019s protocol for recovery.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Understand Dr. Mason and Dr. Staeheli\u2019s Compassionate School Mental Health model<\/li><li>Explore the Multi-Tiered Systems of Support<\/li><li>Review The Aftermath: A Protocol for Recovery and review your school\u2019s protocol for recovery<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=738\" role=\"button\">\n\t\t\t\t\t\tEnroll today!\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"397\" height=\"339\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Course3_Peer-to-Peer-Support.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h6>Adolescent Suicide Prevention: Peer-to-Peer Support<\/h6>\t\t\n\t\t<p><strong>Free | 3 SCECHs<\/strong><\/p><p>During this course, you will gain experience in how you will be able to support students who may be experiencing suicidal ideation. You will learn about two types of programs, peer-to-peer supports and Student Ambassador, that give peer support for individuals who are suicidal, depressed, or facing mental health challenges. Additional resources are provided, along with the opportunity to pause and reflect on how peer programs would support the needs in your building or district.<\/p><p><strong>In this course, you will:<\/strong><\/p><ul><li>Utilize additional resources to learn more in depth about plans, warnings, and additional training<\/li><li>Learn how you can build a coordinating or peer-to-peer team<\/li><li>Understand the guidelines on how to train ambassadors and program meetings<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=778\" role=\"button\">\n\t\t\t\t\t\tEnroll today!\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"921\" height=\"790\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/GraphicsForBPCourse4_Info_GeneralPublic.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h6>Adolescent Suicide Prevention: Information for the General Public<\/h6>\t\t\n\t\t<p><strong>Free<\/strong><\/p><p>Over the past 15 years, deaths by suicide have increased 24 percent in the United States. Suicide is now the second leading cause of death for adolescents, and surveys report that one in four youth considered suicide during the summer of 2020. Designed for the general public, this course provides background information on suicide, including warning signs, risk factors, myths vs. facts, and next steps for prevention. Schools may share this course with parent-teacher organizations to foster productive community conversations about suicide prevention.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=800\" role=\"button\">\n\t\t\t\t\t\tEnroll today!\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"921\" height=\"790\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/06\/Course5_CuratedResources_Update.jpg\" alt=\"5 Curated Resources\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h6>Suicide Prevention and Intervention Curated Resources<\/h6>\t\t\n\t\t<ul><li id=\"ext-gen76\"><a href=\"https:\/\/docs.google.com\/document\/d\/12OMqxRcGlrHJNzRsnowrZkUcXiHuBIIkuNAUQja38aM\/edit?usp=sharing\">Curated Resources: Google Doc Version<\/a><\/li><li><a href=\"https:\/\/drive.google.com\/file\/d\/16Qqkrb-MaQTpLcbl6FbuBP_F-gfurvNz\/view?usp=sharing\">Curated Resources: PDF Version<\/a><\/li><\/ul><p><em>Disclaimer: <\/em><em>The Adolescent Suicide Prevention Series should be completed in partnership with school leadership and school-based mental health supports. These courses are NOT intended to guide school staff in the individual level identification, diagnosis, or as clinical guidance for any mental health condition, emotional distress, or behavioral disturbance. Please refer specific, individual, or school-level questions to your school mental health support team.\u00a0<\/em><\/p>\t\t\t\t\n\t\t\t<h2>About this partnership<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"2500\" height=\"280\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/GraphicsForBPW004946_AdolescentSuicidePreventionPartnerLogos.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>Blue Cross Blue Shield of Michigan, the Michigan Elementary and Middle School Principals Association, and <em>Michigan Virtual<\/em> have partnered to bring this Adolescent Suicide Series of four courses focused on educators, community members, and students free of charge. The partners recognize the importance of children\u2019s mental health and well-being and together are working to prevent adolescent suicide in Michigan.<\/p><p><a href=\"https:\/\/www.bcbsm.com\/\">Blue Cross Blue Shield of Michigan<\/a> is the largest health insurer in Michigan, serving 4.5 million people, and they recently launched the <a href=\"https:\/\/www.bcbsm.com\/index\/about-us\/why-choose-us\/grants-and-contributions\/health-program-grants\/building-healthy-communities-program.html\">Building Healthy Communities Program<\/a> to improve the health of children by preventing chronic diseases, reducing obesity, and improving mental health and well-being.<\/p><p><a href=\"https:\/\/memspa.org\/\">Michigan Elementary and Middle School Principals Association (MEMSPA)<\/a> is a community of principals dedicated to advocating, leading, and learning.<\/p><p><a href=\"https:\/\/michiganvirtual.org\/\">Michigan Virtual<\/a> is a nonprofit 501(c) (3) corporation focused on advancing K-12 education through digitallearning, research, innovation, policy, and partnerships.<\/p>",
            "title": "Adolescent Suicide Prevention",
            "excerpt": "Adolescent Suicide Prevention Blue Cross Blue Shield of Michigan, Michigan Elementary and Middle School Principals Association (MEMSPA), and Michigan Virtual have partnered to offer a series of four professional development courses about suicide prevention for adolescents. These free courses will provide school administration and staff with the tools to identify the signs of students who...",
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            "path": "\/research\/publications\/key-strategies-for-supporting-teachers\/",
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            "timestamp": 1628520102,
            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction and Need for the Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In spring 2020, traditional K-12 schools and districts throughout the United States were forced to adopt emergency remote teaching and learning practices as a result of extended school closures caused by the COVID-19 pandemic. These practices relied heavily on the use of online curricular resources and remote learning tools; however, the effectiveness of these practices, in many instances, was lacking. School administrators in these traditional schools and districts struggled to provide the instructional leadership and support needed to effectively teach in a virtual or remote learning environment as the demands associated with operating a school under pandemic conditions were overwhelming.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the pandemic, some schools and districts did experience success within their academic programs as they already had implemented virtual learning programs prior to the spring 2020 school closures. The advanced planning and preparation of their virtual programs, including the development of their virtual learning environments and related pedagogical skills, enabled these schools and districts to shift more easily to a fully remote teaching and learning model. Furthermore, schools and programs whose primary learning format is virtual experienced the least disruption as the nation\u2019s educational system shifted to remote learning. The school leaders of established virtual schools or programs had already designed and implemented effective structures to help support teachers, students, and their families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This study, conducted by researchers at <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI), aimed to provide insights into the effective practices of school administrators who are experiencing high levels of success in their virtual schools or programs. The findings of this study should be particularly helpful to school administrators who are new to leading in a virtual or remote learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methodology\">Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This qualitative study utilized an online survey to collect data from 1,809 virtual educators (1,721 teachers and 88 supervising administrators), representing 17 statewide virtual schools or programs across the United States that have a combined 150 years of online and blended learning experience and more than a quarter of a million virtual course enrollments annually. It is important to note that the participants in this study were employed by virtual schools or programs that had well-established programs, professional learning processes, and teacher supervision practices that were developed and refined over time. The findings of this study represent an immense collection of knowledge and experience related to virtual teaching and learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online survey was developed in early February 2021, and data were collected over a 3-week period from late February through mid-March 2021. The data were compiled and analyzed throughout March 2021, and a <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">report specific to the key strategies for effective student engagement by the teachers of this study<\/a> was published in early April 2021. This report, focusing on the administrative support provided by the supervisors of these teachers, was made publicly available to all schools and districts in early August 2021.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"limitations\">Limitations of the Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings of this study represent the perceptions of teachers and supervising administrators of well-established statewide virtual schools and programs. While the intent of the study is to share effective practices with teachers and administrators new to teaching and leading within virtual learning environments, the practices are not generalizable to all schools across the nation as the participants of this study are working within mature virtual learning programs that have formal structures and supports for teachers and administrators to serve students and families in virtual learning environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"discussion\">Discussion of the Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Administrators representing 17 statewide virtual schools and programs shared their perspectives relating to the strategies they used to help support teachers educating students in a virtual learning environment. As a whole, the 88 participating administrators responsible for the supervision of virtual teachers within their programs spanned the entire PreK-12 spectrum. Approximately 97% of the administrator participants served programs at the high school level, 61% served at the middle school level, and 48% served at the elementary school level. These figures reflect the fact that some administrators are leading programs that include multiple grade levels.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, the experience levels of participating administrators varied. The majority of the administrators (72%) reported they had at least 5 years of experience as a leader of a virtual school or program, while only 6% reported having less than 1 year of experience in this role.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a report published in April 2021 by MVLRI titled, <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\"><em>Key Strategies for Engaging Students in Virtual Learning Environments<\/em><\/a>, the research team reported on the various ways in which the teachers of well-established virtual schools and programs (1,721 teacher participants) nurture the development of relationships with students and engage them in the virtual learning environment. This report and the April 2021 report are based on the same data collected. For this report, the data collected from virtual teachers and the administrators responsible for the supervision of these teachers were compiled and organized into the following themes: sources of teachers\u2019 professional learning, teachers\u2019 perceptions of administrative support, instructional design support, and pedagogical support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"sources-of-teachers-professional-learning\">Sources of Teachers\u2019 Professional Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Based on survey data collected from the 1,721 virtual teachers participating in this study, the most common source of professional learning for both full-time and part-time teachers were the mandatory opportunities provided by the teachers\u2019 virtual school or program, followed by any optional opportunities their school or program offered. To a lesser extent, teachers also reported additional professional learning experiences through informal peer mentoring with colleagues, attendance in virtual or face-to-face conferences, and participation in online courses and webinars provided by educational organizations. Participating teachers indicated that their undergraduate coursework through a college or university was the least common source of professional learning to help them develop the skills to be an effective virtual teacher. See Table 1 for a detailed distribution of professional learning sources reported by virtual teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Sources of Professional Learning for Virtual Teachers<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th><strong>Sources<\/strong><\/th><th class=\"has-text-align-center\" data-align=\"center\"><strong>Full-time Teacher<\/strong><\/th><th class=\"has-text-align-center\" data-align=\"center\"><strong>Part-time Teacher<\/strong><\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>393<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>1,328<\/strong><\/td><\/tr><tr><td>Mandatory opportunities provided by my virtual school\/program<\/td><td class=\"has-text-align-center\" data-align=\"center\">72.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">73.8%<\/td><\/tr><tr><td>Optional opportunities provided by my virtual school\/program<\/td><td class=\"has-text-align-center\" data-align=\"center\">59.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">60.1%<\/td><\/tr><tr><td>Informal peer mentoring with colleagues<\/td><td class=\"has-text-align-center\" data-align=\"center\">59.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">51.4%<\/td><\/tr><tr><td>Conferences (in-person or virtual)<\/td><td class=\"has-text-align-center\" data-align=\"center\">59.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">52.3%<\/td><\/tr><tr><td>Online courses provided by educational organizations<\/td><td class=\"has-text-align-center\" data-align=\"center\">54.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.9%<\/td><\/tr><tr><td>Webinars provided by educational organizations<\/td><td class=\"has-text-align-center\" data-align=\"center\">53.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.5%<\/td><\/tr><tr><td>Formal peer mentoring with colleagues<\/td><td class=\"has-text-align-center\" data-align=\"center\">32.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">26.6%<\/td><\/tr><tr><td>Graduate course work through a college or university<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">26.4%<\/td><\/tr><tr><td>Social media<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.2%<\/td><\/tr><tr><td>Undergraduate course work through a college or university<\/td><td class=\"has-text-align-center\" data-align=\"center\">15.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.9%<\/td><\/tr><tr><td>Other&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.2%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Teacher responses regarding their sources of professional learning were also disaggregated by the number of years of experience they have as a virtual teacher. Regardless of the number of years experience teaching in a virtual environment, the mandatory professional learning provided by virtual schools or programs remained the most widely utilized source for teachers and was consistent across all experience bands.The second most utilized source, optional opportunities provided by the virtual school or program, was used notably more by teachers with more years of virtual teaching experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This same trend of greater use of professional learning opportunities by teachers with more experience was reflected for the sources of attending face-to-face conferences and participating in online courses and webinars provided by educational organizations (see Table 2).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Preferences of Professional Learning Sources by Teacher Experience Level<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th><strong>Sources<\/strong><\/th><th class=\"has-text-align-center\" data-align=\"center\"><strong>Less than 1 year<\/strong><\/th><th class=\"has-text-align-center\" data-align=\"center\"><strong>1 - 4 years<\/strong><\/th><th class=\"has-text-align-center\" data-align=\"center\"><strong>5 - 10 years<\/strong><\/th><th class=\"has-text-align-center\" data-align=\"center\"><strong>More than 10 years<\/strong><\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>246<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>387<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>618<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>560<\/strong><\/td><\/tr><tr><td>Mandatory opportunities provided by my virtual school\/program<\/td><td class=\"has-text-align-center\" data-align=\"center\">68.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">67.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">73.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">68.6%<\/td><\/tr><tr><td>Informal peer mentoring with colleagues<\/td><td class=\"has-text-align-center\" data-align=\"center\">54.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">51.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.9%<\/td><\/tr><tr><td>Optional opportunities provided by my virtual school\/program<\/td><td class=\"has-text-align-center\" data-align=\"center\">47.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">53.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">60.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">60.4%<\/td><\/tr><tr><td>Conferences (in-person or virtual)<\/td><td class=\"has-text-align-center\" data-align=\"center\">43.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">47.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">52.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">55.4%<\/td><\/tr><tr><td>Webinars provided by educational organizations<\/td><td class=\"has-text-align-center\" data-align=\"center\">38.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">41.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">50.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">51.4%<\/td><\/tr><tr><td>Online courses provided by educational organizations<\/td><td class=\"has-text-align-center\" data-align=\"center\">37.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">42.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">49.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">53.2%<\/td><\/tr><tr><td>Formal peer mentoring with colleagues<\/td><td class=\"has-text-align-center\" data-align=\"center\">27.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">27.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">26.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.4%<\/td><\/tr><tr><td>Social media<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.8%<\/td><\/tr><tr><td>Graduate course work through a college or university<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">27.5%<\/td><\/tr><tr><td>Undergraduate course work through a college or university<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.1%<\/td><\/tr><tr><td>Other&nbsp;<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.4%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>The professional learning source ranked highest by teachers relative to effectiveness was the mandatory opportunities provided by their virtual schools or programs with 356 teachers reporting as such. While other sources of professional development were more widely used by participating teachers, sources such as informal peer mentoring with colleagues (reported by 309 teachers) and in-person or virtual conferences (reported by 208 teachers) ranked second and third, respectively, in terms of being more effective for teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"teachers-perceptions-of-administrative-support\">Teachers\u2019 Perceptions of Administrative Support<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The teachers participating in this study reported two primary areas in which they received general support from their supervising administrators. Being provided opportunities for professional development by their supervisor was reported by 78% of the teachers, and 77% indicated their supervisors provided support through the communication of clear expectations of the teachers and their work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The majority of responding teachers also identified other supports provided by administrators, which included direct guidance for teachers related to the use of effective virtual teaching strategies (71%), listening to teachers\u2019 concerns and partnering with the teachers to identify solutions to challenges (67%), and providing an outlet for discussion of effective practices for virtual teaching (63%). To a lesser extent, administrators were reported to have offered additional support such as establishing a supportive school culture that offers both the validation of the value of teachers\u2019 work and general social and emotional support. Responsive communication and feedback were also identified as supports provided by administrators. Please see Table 3 for a detailed distribution of general administrator support reported by virtual teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Teacher Perceptions of Support Provided by Supervising Administrators<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th><strong>Type of General Administrative Support<\/strong><\/th><th class=\"has-text-align-center\" data-align=\"center\"><strong>Total Teachers<\/strong><\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>1,721<\/strong><\/td><\/tr><tr><td>They provide professional development opportunities affiliated with my virtual school\/program<\/td><td class=\"has-text-align-center\" data-align=\"center\">78.3%<\/td><\/tr><tr><td>They communicate clear expectations of me and my work<\/td><td class=\"has-text-align-center\" data-align=\"center\">77.1%<\/td><\/tr><tr><td>They provide guidance and expertise on the use of virtual teaching strategies<\/td><td class=\"has-text-align-center\" data-align=\"center\">70.9%<\/td><\/tr><tr><td>They listen to my concerns and help identify solutions to challenges<\/td><td class=\"has-text-align-center\" data-align=\"center\">66.9%<\/td><\/tr><tr><td>They provide an outlet for discussion of best practices<\/td><td class=\"has-text-align-center\" data-align=\"center\">62.6%<\/td><\/tr><tr><td>They provide social\/emotional support to me as an educator<\/td><td class=\"has-text-align-center\" data-align=\"center\">49.7%<\/td><\/tr><tr><td>They provide other personnel needed to support students (counselors, coaches, mentors, specialists, etc.)<\/td><td class=\"has-text-align-center\" data-align=\"center\">47.5%<\/td><\/tr><tr><td>They provide guidance and expertise on the use of assessment strategies<\/td><td class=\"has-text-align-center\" data-align=\"center\">44.6%<\/td><\/tr><tr><td>They assist by engaging in conversations with families<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.7%<\/td><\/tr><tr><td>They provide me with extra time to develop content and assessments<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.0%<\/td><\/tr><tr><td>Other<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.5%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Teachers reported the top-ranked type of support provided by administrators, in terms of effectiveness, was the communication of clear expectations of the teachers\u2019 work with 433 teachers reporting as such. Supporting teachers by providing professional development opportunities emerged as the next highest ranked type of support (reported by 409 teachers). Listening to teachers\u2019 concerns and helping to identify solutions to challenges was ranked as the third most effective type of support as reported by 187 teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"instructional-design-support\">Instructional Design Support<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The 88 administrators participating in this study were asked to share the ways in which they nurtured the development of teachers\u2019 instructional design skills as they relate to digital learning environments. While 40% of the respondents indicated teachers in their schools or programs were not responsible for instructional design, the remainder offered their insight. Of these administrators, the vast majority (81%) reported they ensure professional opportunities related to instructional design are made available to teachers. A slight majority (53%) of administrators also indicated they provide support by offering one-on-one guidance and expertise related to the design and structuring of teachers\u2019 virtual courses. To a lesser extent, 36% of administrators provide teachers with extra time in their schedule to develop content and assessments as part of the support provided. Of these three types of support reported by administrators, ensuring professional development was available to teachers was ranked as most effective, while providing teachers with extra time in their schedule was ranked as least effective.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pedagogical-support\">Pedagogical Support<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Participating administrators were also asked to identify the ways in which they provide pedagogical support to teachers of virtual courses whom they supervise. Three primary methods of providing support were reported by administrators with 71% indicating they provided support and development to teachers through virtual course walkthroughs and\/or teacher observations. Ensuring professional development opportunities for teachers was also reported by a majority of the administrators with 63% identifying opportunities related to instructional practices (pedagogy) within a virtual learning environment and 61% citing professional development opportunities specific to the development of teacher-student relationships in these environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To a lesser extent, administrators provided peer mentors to new teachers or experienced teachers in need of extra support, and they ensured professional development related to the analysis and application of student performance data in a virtual setting was available to teachers. Other ways supervising administrators provided support was through one-on-one consultation with teachers and developing or connecting teachers to specific resources that can solve immediate needs or challenges individual teachers face. Please see Table 4 for a detailed distribution of pedagogical supports provided by administrators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 4<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Pedagogical Support Provided to Teachers by Administrators<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th><strong>Type of Pedagogical Support<\/strong><\/th><th class=\"has-text-align-center\" data-align=\"center\"><strong>Total Supervising Administrators<\/strong><\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>88<\/strong><\/td><\/tr><tr><td>I provide support and development to teachers through course walkthroughs and\/or teacher observations<\/td><td class=\"has-text-align-center\" data-align=\"center\">70.5%<\/td><\/tr><tr><td>I ensure professional development opportunities related to pedagogy in a virtual learning environment are available to teachers<\/td><td class=\"has-text-align-center\" data-align=\"center\">62.5%<\/td><\/tr><tr><td>I ensure professional development opportunities related to the development of teacher-student relationships in a virtual learning environment are available to teachers<\/td><td class=\"has-text-align-center\" data-align=\"center\">61.4%<\/td><\/tr><tr><td>I provide peer mentors to new teachers or experienced teachers in need extra support<\/td><td class=\"has-text-align-center\" data-align=\"center\">53.4%<\/td><\/tr><tr><td>I ensure professional development opportunities related to the analysis and application of student performance data in a virtual learning environment are available to teachers<\/td><td class=\"has-text-align-center\" data-align=\"center\">47.7%<\/td><\/tr><tr><td>I ensure professional development opportunities related to the design of assessments in a virtual learning environment are available to teachers<\/td><td class=\"has-text-align-center\" data-align=\"center\">34.1%<\/td><\/tr><tr><td>Other<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.8%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>The most effective type of pedagogical support cited by administrators was that of providing peer mentors to new teachers or experienced teachers in need of extra support, as reported by 26 administrators. Ensuring professional development related to the development of teacher-student relationships in a virtual learning environment ranked second in effectiveness with 14 administrators reporting as such. The third highest ranked method was providing support and development to teachers through course walkthroughs and\/or teacher observations (reported by 13 administrators).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"challenges-reported-by-teachers\">Challenges Reported by Teachers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When asked directly about the challenges associated with teaching virtually, teachers' responses to open-ended survey questions varied but coalesced into four main areas. Most responses spoke directly to the challenges associated with developing and maintaining student relationships, motivating and engaging students, instructional challenges, and personal challenges.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Developing and maintaining student relationships, along with motivating and engaging students, was the most frequently cited challenge by virtual teachers. Teachers noted that it is difficult to make their presence known online, and that they have to be very deliberate about building student relationships as there is no opportunity for casual conversations and interactions like in face-to-face classrooms. In the recent MVLRI report titled, <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\"><em>Key Strategies for Engaging Students in Virtual Learning Environments<\/em><\/a>, teachers noted a number of effective strategies for building relationships with students: the consistent use of multiple forms of communication, individualized and formative feedback, appealing to students individual interests, humanizing themselves, and using synchronous meetings to build a sense of community and strengthen relationships. While these strategies are effective for many virtual teachers, they do require considerable time and effort on the part of the teacher. Relationship-building in a virtual classroom is a deliberate, and multi-faceted effort.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual teachers also noted the challenges of motivating and engaging students online. Teachers specifically cited the distinct challenge of reaching students who ignore communication attempts and fall behind in their virtual courses. Even for students who \u201cshow up\u201d and appear to be completing their assignments, teachers reported missing physical or behavioral \u201ccues'' such as facial expressions or body language that subtly indicate student understanding or engagement. Again, virtual teachers reported appealing to student interest and making connections between that and the course content to engage students, as well as through the use of encouraging feedback. However, it is clear from teacher responses that virtual teaching requires new strategies beyond what is used in face-to-face classrooms to engage and motivate students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instructional challenges were also commonly noted by virtual teachers. Teachers identified some obvious technological challenges of teaching virtually such as broken links, internet outages, and having to learn how to use new technologies like a learning management system (LMS); however, several teachers also noted the challenge of transitioning from being a passive facilitator of online content to that of being an active virtual teacher. They mentioned specific challenges such as how to provide formative instruction when separated not only physically but also temporally (for asynchronous courses, which are the majority nationally) as well as how to scaffold student learning online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, teachers noted personal challenges associated with virtual teaching. These challenges are less about how to provide instruction or engage students and more about how teachers manage their own social and emotional health. Many virtual teachers shared challenges with setting clear work boundaries. Teachers reported having difficulty maintaining a work-life balance when the work is \u201calways there\u201d in the sense that students work at all hours of the day, and that work is completely online and always accessible. Teachers also frequently cited feelings of isolation and reported missing informal interactions with colleagues. They missed the camaraderie and support of their colleagues and feeling like they were a part of an instructional team. Many teachers also reported feelings of loss of connectedness with their students, which is closely related to the challenges of building and maintaining relationships. While there are effective strategies virtual teachers can employ to build relationships with students, those relationships remain markedly different than those in face-to-face classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"challenges-reported-by-administrators\">Challenges Reported by Administrators<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When administrators were asked through open-ended survey questions to reflect on the challenges faced by virtual teachers, they identified challenges similar to those reported by teachers. Administrators reported making connections with students and developing personal relationships as the greatest challenge to teaching virtually. They also shared that teachers often struggled to establish consistent and effective communication, and in turn, understand students' personal and family needs. Relatedly, some administrators also mentioned that their teachers struggled to support students with special needs, such as those with learning disabilities or non-native English Language Learners (ELL). Administrators also indicated that it could be difficult for teachers to do things like adapt the curriculum to meet the needs of individual students if they aren\u2019t clear on the best practices for virtual teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similar to the instructional challenges reported by teachers and detailed above, administrators reported that in addition to teaching content and providing feedback, virtual teachers were also tasked with helping students adjust to new ways of learning online as well as the increased accountability in virtual courses. Furthermore, instructional challenges noted by teachers, and echoed by administrators, were related to teachers helping students navigate issues with their personal technology or the LMS. Teachers may not always be comfortable with technology themselves, and troubleshooting at a distance, perhaps even asynchronously, can be challenging.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators also reported some of the same personal challenges faced by virtual teachers related to maintaining professional connections and work-life balance. Several administrators noted the lack of causal interaction and relationship-building, facilitated by working in a shared physical space, as a challenge faced by virtual teachers. This limited interaction with colleagues and peers can lead to feelings of isolation by virtual teachers and make it difficult to develop trust between teachers and administrators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When administrators were asked about challenges they themselves faced as administrators in virtual programs, they reported helping teachers support and engage students as their primary challenge. Relationship-building, between teachers and students, and administrators and teachers, was by far the most commonly cited challenge by administrators. Many administrators added that they struggled to provide effective solutions for teachers to help engage and motivate disengaged, uncommunicative, or unmotivated students.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Participating administrators elaborated, indicating that it was difficult to build relationships with teachers both professionally, having the time to observe their teaching and provide quality feedback, as well as personally, to develop trust and support with their staff. Administrators felt that trust between teachers and themselves was critical to having teachers accept administrators\u2019 feedback as well as helping teachers to trust administrative leadership and welcome programmatic change.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing the necessary levels of support for teachers, both in terms of keeping them engaged but not overwhelmed, as well as providing appropriate technology support for less technologically advanced teachers was also cited by administrators as a challenge. In addition, they also reported some logistical challenges associated with supporting virtual teaching such as limited funding to hire teachers in mentor or leadership positions and issues related to the coordination of part-time teacher schedules. Some administrators also shared that much like the participating teachers noted with their students, working remotely as an individual with limited interactions with the teachers whom they supervise can be a challenge because it can be difficult to understand teachers\u2019 knowledge gaps and provide appropriate and in-time support for them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\">Implications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The administrative support strategies discussed in this report are based on the reported needs of the 1,721 virtual teachers and the current practices of the 88 supervising administrators who participated in this study. These individuals worked within 17 well-established, statewide virtual schools or programs, in which providing high-quality virtual education was their primary focus. Recommendations based on the expertise of the participating teachers and administrators are provided here by MVLRI researchers to help administrators of both traditional and nontraditional schools and districts that have school leaders who are developing their skills and abilities to lead teachers in a virtual setting.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"provide-relevant-and-intentional-pd\">Provide Relevant and Intentional Professional Development<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Engaging in professional development opportunities is essential for the ongoing development of teachers\u2019 skills. Data collected in this study indicate that administrators who supervise virtual teachers should provide a combination of mandatory and optional professional learning opportunities that focuses on student engagement strategies, developing relationships with students, and the use of their school\u2019s or program's technology systems. Such opportunities could be led by the administrators, teachers, or perhaps a third party via conferences, webinars, or customized experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Different teachers have different needs, so administrators should be intentional about identifying the true needs of each virtual teacher whom they supervise. Through a collaborative teacher supervision process, the needs of each teacher can be identified, and professional learning experiences can be tailored in a way that is highly relevant and impactful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"ensure-mentorship\">Ensure Mentorship and Collaboration<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Providing ample opportunities for new virtual teachers to \u201csee\u201d effective virtual teaching, either during onboarding or through a mentorship opportunity with an experienced virtual teacher, was reported to be an effective way to develop teachers\u2019 virtual teaching skills. Administrators should create opportunities that allow teachers to work together to share effective virtual teaching practices. This type of job-embedded, ongoing professional development can be accomplished by establishing a peer mentoring program or protocol, coupled with shared access to teachers\u2019 virtual courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to establishing teacher-to-teacher collaboration opportunities, supervising administrators should be intentional about developing their own relationships with teachers and provide coaching based on individual teachers\u2019 needs. When administrators develop trusting relationships with teachers, they can be more effective in collaboratively identifying teachers\u2019 professional needs and supporting their growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"maintain-a-supportive-professional-culture\">Maintain a Supportive Professional Culture<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some teacher and administrator participants of this study reported that the feeling of isolation when working in a virtual setting can be a challenge. Administrators should intentionally build processes for virtual teachers to collaborate regularly, creating opportunities for teachers to share their knowledge and their effective practices with each other. In addition, nurturing such collaboration and the development of supportive relationships among the staff can be highly effective in creating a high-performing professional culture.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Effective communication between administrators and teachers is another key component to developing and maintaining a strong, positive culture within the school or district. Keeping lines of communication open throughout an organization encourages ongoing dialog relative to roles, responsibilities, and organizational priorities. Administrators should evaluate the communication practices that are currently in place in their organizations to determine whether changes are needed to ensure overall clarity of roles, responsibilities, and priorities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"healthy-work-life-boundaries\">Encourage Healthy Work-Life Boundaries<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Participating administrators reported struggling with their own work-life balance, yet also wanting to better support teachers in establishing firm work-life boundaries. Having clear expectations for teacher communication (e.g., responding to emails, providing feedback to students, communicating with parents, etc.) will help, but ultimately administrators need to model healthy work-life boundaries by not communicating or expecting communication outside of established work hours. In doing so, and respecting their own time, administrators can build a culture of trust and support where teachers feel like they, too, can reclaim their personal time and not be \u201con the clock\u201d all day and night.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"model-supportive-practices\">Model Supportive Practices<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are a number of different ways administrators can model supportive practices, both personally and professionally, and many of these reflect effective practices for teaching virtual K-12 courses. By modeling the actions described above in these recommendations, both district- and school-level administrators will demonstrate similar effective ways that teachers can support their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators should model the design of new learning opportunities (professional development) for teachers that reflects the administrator\u2019s understanding of the true needs of each teacher. Such opportunities may include offering a variety of options for teachers, which adds an element of personalization for them. Moreover, providing opportunities for teachers to learn together by sharing thoughts and ideas related to effective instructional practices (collaboration) is a proven way to empower teachers to take ownership of their own professional growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Honoring the needs of teachers as adult learners and providing relevance to their professional learning experiences has the potential to be a catalyst to developing and maintaining a highly-effective and positive work environment (culture). Administrators can further nurture the development of a positive school culture by providing clear and intentional communication around teacher responsibilities, performance expectations, and time management (work-life balance).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In spring 2020, the COVID-19 pandemic forced schools and districts across the nation to close their doors to face-to-face learning, and many were forced to implement \u201cmakeshift\u201d versions of virtual learning. This rapid transition to emergency remote teaching and learning resulted in learning experiences that, in many cases, fell short of the quality of learning that school leaders had hoped to achieve. To a large extent, leaders of traditional face-to-face schools struggled to support teachers who were pushed into the remote teaching format as a result of the school closures. It is the hope of the research team at <em>Michigan Virtual Learning Research Institute<\/em> that the strategies and recommendations resulting from this study will aid K-12 school and district administrators as they continue to refine and implement virtual learning within their own academic programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In many ways, the recommendations resulting from this study should seem logical. While education and pedagogy will change and evolve over time, providing relevant, engaging, and flexible professional learning will ensure that we are all constantly learning. School administrators must give teachers ample opportunity to learn from each other and collaborate. They must also lead by example\u2014 if we want teachers to have a healthy work-life balance and to promote a culture of trust, they need to see it being modeled for them. In the words of Helen Keller, \"Alone we can do so little; together we can do so much.\u201d<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/blog\/how-can-we-go-beyond-requirements-take-pressure-out-of-learning\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/how-can-we-go-beyond-requirements-take-pressure-out\/id1551347022?i=1000530957486\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/43exzY7KPu7u5fl6fWoaVb?si=_TbphEcAQ2ekFbwAPtSjPw&amp;dl_branch=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/N2Q4ZDg4ZWQtZjc2NS00MTcxLThlNWMtYjE2NDFjYmRiYWFk?sa=X&amp;ved=0CAUQkfYCahcKEwjo2rSa5pfyAhUAAAAAHQAAAAAQAQ\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/How-Can-We-Go-Beyond-Requirements--Take-Pressure-Out-of-Learning--feat--Erin-Carlson-from-Sandusky-Community-Schools-e15du9j\" target=\"_blank\" rel=\"noreferrer noopener\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It can be incredibly powerful for students to have opportunities to learn where there are no grades attached and they can connect to the intrinsic value of a learning experience, whether it be for the love of a good story or for the joy of making a positive impact in their home community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" rel=\"noreferrer noopener\">BRIGHT podcast<\/a>, I had the true delight of speaking with Erin Carlson, an English teacher at <a href=\"https:\/\/www.sandusky.k12.mi.us\/\" target=\"_blank\" rel=\"noreferrer noopener\">Sandusky Jr.\/Sr. High School<\/a> who shared her journey in creating requirement-free learning opportunities for her students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was immensely clear from our conversation that Erin is an incredible teacher who regularly goes above and beyond for her students. It is perhaps because of her ingenuity, enthusiasm, and devotion that she was honored as a <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-37818_34785-528087--,00.html\" target=\"_blank\" rel=\"noreferrer noopener\">2020-21 regional teacher of the year<\/a>, representing her geographic area in Michigan\u2019s thumb.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can listen to our conversation using the audio player above or keep scrolling to read an edited version of the transcript.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Here\u2019s a sneak peek at our conversation:<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/1JkrJjMkjc8\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"align\":\"center\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed aligncenter is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/1JkrJjMkjc8\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":62715,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/erins-book-bulliten-board.jpg\" alt=\"Photo of Erin\u2019s book bulletin board\" class=\"wp-image-62715\" \/><figcaption>Erin uses this bulletin board to showcase the books she\u2019s read over the past year for her students.<\/figcaption><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2><strong>Edited transcript<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you tell me a bit about what drew you to education in the first place and how that journey has led you to where you are today?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin: <\/strong>Since I was a young student, I always thought education was in my future. I used to play school all the time when I was a kid. My mom had a daycare when we were growing up, so I was always around younger kids. It was just something that I enjoyed: working with other kids. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, it kind of naturally fell into place when I went to college and decided that's what I wanted to do. It led me back to my home area. This is my 16th year teaching, and I've enjoyed it ever since.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: One of the things that you mentioned when we were talking before is that you have a passion for community service opportunities and learning \u201cbeyond the classroom walls.\u201d I was just wondering if you could tell me a little bit more about what this means and why it's so important for students.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin: <\/strong>Whenever I think about my favorite experiences as a student, what I remember about my teachers back from when I was in school is the little extra things that some of my teachers did for me. Those are the memories that stand out. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I've had this opportunity to bring in some different opportunities for my own students, and that just brings so much more joy to me as a teacher because I can connect with them beyond the subject matter.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most powerful thing that I started here at Sandusky has led to this \u201ccommunity service overhaul,\u201d we'll call it. I am the National Honor Society (NHS) advisor, but NHS requires students to have a certain GPA. A 3.5. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But I don't like that you have to be stuck to a certain grade point to do things in the community, so I found a way to advise a different organization to pull in all of those community service opportunities for any kid. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I worked with our <a href=\"https:\/\/www.kiwanis.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Kiwanis Club<\/a> here in Sandusky, and we started what's called a <a href=\"https:\/\/www.keyclub.org\/?gclid=CjwKCAjw0qOIBhBhEiwAyvVcfw6zyGGS9QGA2Tv7lshfXq9gwYaJuMPexZHFtPs3XC_N7H1U85MT7xoCME8QAvD_BwE\" target=\"_blank\" rel=\"noreferrer noopener\">Key Club<\/a>, which is a national organization.&nbsp;I like being the advisor of both of those because it does give me that opportunity to present those activities to any kid. It doesn't matter what your GPA is. It doesn't matter if you're a junior or senior, to whom the NHS is limited. This is open to seventh through 12th grades. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the most well-known events that we do five times per year here in Sandusky is our Flags of Remembrance project, which has been in place for probably five or six years now. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We\u2019ve allowed anyone in the community to buy one flag with a plaque of a veteran that they would like to commemorate. Five times per year, we put up flags and now have over 500 full-size flags on our courthouse lawn with those plaques next to each of the flags.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What I love most about these events is that you have such a variety of students that show up. You have the athletes, you have the kids that work in robotics, and you have the kids that, in some cases, are just looking for community service hours for their juvenile court system. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We have such a wide range of students that show up, and they work so well together because they have this common interest. A lot of times in school, you don't find that common interest. So, that's why I like those types of events to bring them all together.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of the other things that we've done: We put in a walking trail here in Sandusky with 20 pieces of exercise equipment around a mile-long path. It was fully student-led. They did all of the fundraising \u2014&nbsp; over $30,000 in a year \u2014 and placed that equipment on the Diamond Trail. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And again, so many different types of students came together in such a profound way to impact the community. Looking back, a lot of these kids have since graduated, but this is something they have placed in this community of which they can be proud. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They can bring their own children back to the trail. They get to have an impact in the town in which they grew up.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We work very closely with our VFW here. All of their fish fries --&nbsp; they have one every once a month, and then, during the Lenten season, they have one every Friday \u2014 our students are in there dishwashing with the veterans and just building connections with the community members. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Just because we're in the school building doesn't mean that we can't network and communicate with people outside of the school building. I think that does help bridge a gap that many communities face, especially when schools go for bond issues. You know, when people in the community don't see the school\u2019s impact, it's harder for them to vote for those bond issues. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We don't have that issue here. Because our kids are in the community, and they're making a difference.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We will be building a park this summer. Actually, it was supposed to be built last summer. We had all of the equipment, but it got put off because of COVID. Our students will be building the park. It's just a great opportunity for us to get involved. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They see teachers outside of the classroom, so that kind of humanizes us and lets them know that we're all doing something together.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you think of any examples off the top of your head of a particular student or group of students who benefited from this approach?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin: <\/strong>Yeah, actually. It was in 2017. One of the projects that the kids set out to do was to bring the Vietnam Memorial, the moving wall, to Sandusky. That was a huge task. This one student was incredibly shy as a sophomore when I had her first and didn't put herself out there very much. She was okay sitting in the back and watching throughout this project. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then, as the Flags of Remembrance projects grew, she started to take a very active role \u2014 still on the side, but in one-on-one conversations with people. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I think it completely transformed the way she sees things. She actually will be finishing up her teaching degree this year. She decided to go into teaching because of the impact that each of these service events had on her.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now, she wants to do the same thing for others. But she just grew and took on a completely different role as she went from her sophomore year to her senior year. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The confidence that she had after that was just incredible. I would never have guessed the things that she would be doing today. But I think it's her experiences doing the community service outside of the school that gave her the confidence to have discussions and network with other people outside of the school building.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Would you like to see a future where community service is more deeply embedded in the curriculum itself? Is that something like that you have a passion for or an interest in seeing happen?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin: <\/strong>I would love that. I know some schools require seniors to do some type of senior project. They have to have so many hours of community service. Some schools do require that. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, I also feel like sometimes, when you put a requirement on things like that, kids try to jump through too many hoops to say they did something, and they lose sight of the good endorphins they get from actually doing it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I think what we have going on here is working incredibly well. I have never had an event where we didn't have someone show up to work it, and, as I said, it's over 100 hours a semester of different types of volunteer work. Sometimes, I even have to shut it down because we have too many students showing up. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I sometimes think when you put a requirement on it, it takes away that feel-good thing. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019ve found from doing these that the kids aren't showing up for me, per se. They\u2019re showing up for themselves. And once you get them to one event, they're coming back all the time. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What's powerful to me is they\u2019re not doing it for the requirement. They're doing it for them because they can see the impact.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So, I explored <\/em><\/strong><a href=\"http:\/\/workingmomwonders.blogspot.com\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>your blog<\/em><\/strong><\/a><strong><em> a bit, and I was struck by one of your articles in which you described performing <\/em><\/strong><a href=\"http:\/\/highschoolclassroomideas.blogspot.com\/2015\/08\/read-aloud-for-high-school-students.html\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>an experiment in your classroom<\/em><\/strong><\/a><strong><em>, where you spent a few minutes of each class period reading aloud to students. You wrote, if you allow me to quote you for a moment, \u201cGiving up five to 10 minutes of my class for a couple of months was the most beneficial thing I could have done for those kids. They not only learned an important event in history, but they also learned how powerful a book can be if they allow themselves to bring it to life.\u201d I was wondering if you could just tell me a little bit about what this experience was like for you as a teacher and what it taught you.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin:<\/strong> I always reflect a lot on the things that I remember from school. From our elementary days, we can probably all go back and think of the books that our teachers read to us out loud. We remember those books forever because of that experience. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The blog post that you were reading was about when I had some ninth and 10th-grade students. They were a more challenging class in that they didn't like to read on their own. They needed to find some books, and they needed to bring back that love of reading.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And so I asked myself, \u201cHow can I bring back this love of reading to these kids? How can I show them that books are engaging? And how can I show them <em>how <\/em>to read?\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I sometimes think what happens in junior-high-age children is they sometimes read books because they <em>have <\/em>to read so many books for a grade, and they just read monotone to themselves. They forget to put that emotion back into the words. I think a read-aloud in high school is just as important as a read-aloud in elementary to bring back that love of reading and to show the kids how to read with emotion and bring back that story. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Yes, books are engaging, they are fun, but I need to show you how to read them again.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I have found that the kids love nonfiction, as long as it's told in a story form. They want to feel connected to the story. They always ask, \u201cIs this true?\u201d As soon as you tell them yes, it's true. They\u2019re so much more engaged. A couple of the books that I've read aloud that I still do today. I read aloud every day. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of the most powerful ones have been <a href=\"https:\/\/www.amazon.com\/dp\/B012LPXHUQ\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Terrible Typhoid Mary: A True Story of the Deadliest Cook in America<\/em><\/a> \u2014 that was the one that inspired the blog post. I read this before COVID-19 to a group of students, and then I read it again this year to my seventh graders. Tying the COVID-19 component to the Typhoid Mary story was very interesting and led to some incredible discussions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Telling the stories through the read-aloud provided so many other opportunities for discussion that I would have never had with these kids.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What's important to note, too, these read-alouds had zero assignments tied to them. The students were just listening to listen and to be engaged, and I think that took away some of the pressure that kids sometimes feel. Usually, when you're reading a book together, they know there will be a test or quiz, or they have to write something about it. This just took that away. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I had so many students that would have usually just shut down completely, but then, instead, when we\u2019d start a new book out loud, it ended up leading to some of the most powerful discussions because that pressure was gone.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another book that we've read was called <a href=\"https:\/\/www.amazon.com\/dp\/B0068M2GK6\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Never Fall Down<\/em><\/a>. It's about the Khmer Rouge and the stories that came out from that in the 1970s. These are events in history of which most of the kids had never even heard. Personally, I hadn't either. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We'd never gotten to that within our social studies curriculum most of the time. Knowing that something almost worse than the Holocaust happened <em>after<\/em> the Holocaust and listening to those stories, the opportunities for discussion and engagement were beyond anything I could have ever imagined.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I try to do many different types of genres, but nonfiction is definitely the most powerful with the kids. We just read the book <a href=\"https:\/\/www.amazon.com\/dp\/B07LC99P47\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Normal<\/em><\/a>, which is by the same author as <a href=\"https:\/\/www.amazon.com\/dp\/B00755MHXG\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Wonder<\/em><\/a><em>.<\/em> A lot of people have heard of <em>Wonder<\/em>, but this is a true story. <em>Normal<\/em> is the actual true story of the child that inspired her to write <em>Wonder<\/em>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I could go on and on about the different types of books that I read aloud, but it is just so powerful and only takes five to 10 minutes a day. In most cases, kids are asking me to continue, saying, \u201cPlease just keep reading. We can't stop there.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It helps to bring back that love of reading that I find that many junior high kids lose. After I started doing the read-alouds, I created an online class offered in Sandusky called \u201cGreat Books.\u201d A lot of kids had come to me and said, \u201cYou know, I just wish I had more time to read.\u201d After taking my class, they\u2019d say, \u201cI wish I could read more of these books.\u201d <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And so, I created that class, and it's just an hour within the day where students can read, reflect, and discuss it online. I had 36 students take the course last year, so that's a class that's growing. I get tons of feedback from those kids as they just need the time to read.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I can almost see a connection to what you were saying about community service. You said if you make it a requirement that takes away half of the joy of it. It sounds like that's also kind of what you're doing with the read-alouds. Because you're not making it an assignment, you're just making it something to do for the love of it or its intrinsic value. That's the connection I see between the two activities. I'm just curious what you think about that.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin: <\/strong>I think that is exactly what it is. Kids feel so much pressure. When you can give them something that they can enjoy and just grab onto and do for <em>them <\/em>instead of for a grade or some type of assignment, I think that's refreshing to them. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the end of every year, I do a personal growth literature circle with my juniors that takes reading outside of the standard curriculum that you would expect in an English classroom. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019ve found that instead of reading a classic at the end of the year, which most kids would expect to do in an 11th-grade English class, I ask them, \u201cWhat types of books are you going to pick up as an adult? Are you going to pick up a classic? Or are you going to pick up something that maybe that will help you within your career or your family life or something that will help you grow as an individual?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I have about 20 to 25 different personal growth books and three to four copies of each one. I let the kids pick out which personal growth book they want to read and put them into literature circles. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Often, this is a type of book that they've never read before. I get such great feedback after we're done with this activity because they find value in it, and it just gives them a purpose. They say, \u201cOh, well, this is something I could use later in life.\u201d <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They can find that connection. I try to think outside the box to give them those opportunities to find ways that reading can enhance their lives. I think that's my job as an English teacher, and those examples are ways that I can bring that to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One other thing that we've done in my English class is project-based learning. That\u2019s been pretty powerful and has had an impact on our school in general. About three years ago, I had a group of juniors, a very small class, who wanted to do something different. They're like, \u201cLet's do something where we can have an impact.\u201d So, I said, \u201cAlright, well, let's write down some ideas. Let's see what we can come up with.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Together, we created what we call the \u201cGiving Closet\u201d here at the school. The back closet in my classroom is full of food products and personal hygiene products, like shampoo, deodorant, laundry detergent, facewash, towels, blankets, clothing, and everything that a student might need. Not just in school, but mostly at home. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They came up with a system. They did all of the marketing for it. They did the press releases, tapes, recorded videos, and put them out to the school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The \u201cGiving Closet\u201d still exists today, and we\u2019ve had many students utilize it on a regular basis because of that project-based learning activity. None of our students have to worry about anything. I have students that will come to me most of the time through email. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because again, it\u2019s about taking away that pressure from the kids. It's hard for them to come and ask for help. They know it's there. I email regularly and say, \u201cRemember, we have these things. If you need them, email me and let me know.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Often, I just drop it in their locker during my conference hour, so there's no interaction whatsoever. It's just there for them. It\u2019s been four years now. Sometimes, kids will email me and say, \u201cMy shoes are falling apart. Can I please get some new shoes?\u201d Then, I can run up to Walmart on my conference hour, get new shoes, and have them for them by the end of the day.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, those are some activities that have had a really big impact on the kids. And it\u2019s had such a big impact on me, too, by being able to do that for the kids. That's what this is all about. These are things that I can't do just with a regular curriculum. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It's all about just making it <em>more<\/em>. That's what makes this job fun.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I wonder, would you tell me a little bit more about what project-based learning looks like in an English classroom? I've talked to a few people about <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-reignite-love-for-learning-with-a-project-based-curriculum\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>project-based learning on the podcast<\/em><\/strong><\/a><strong><em>, but I'm not sure I've spoken with an English teacher. How does that connect with the English curriculum?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin<\/strong>: So again, with the English curriculum, it's really easy to make anything work because we have speaking, listening, and writing, all of those skills kind of put together. For my students, I made it a lot about writing, but there\u2019s speaking and listening as well. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, a group of kids were our PR team, so they had to come up with the press releases and type up all of the posters and things that we hung around the school to let the kids know that the \u201cGiving Closet\u201d existed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another team worked on the recording,&nbsp; which tied into the speaking and listening standards. But the biggest ones are any type of writing activity that gets them outside of the typical five-paragraph essay. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We did research as well into the kinds of items that our students here might need. We also had to do some fundraising efforts, so the kids wrote letters to different sponsors. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Again, every single type of project can involve some kind of writing and speaking, so I think the English classroom is a great classroom to incorporate project-based learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What are three books that have resonated with you that you'd recommend?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin: <\/strong>Okay, so this is tough. I'll start with this because this has been pretty profound for me. I read a lot of books, and I try to read a lot of young adult books because I like to make recommendations to the kids. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the back of my classroom, I showcase all of the books I've read this year. I take pictures of them and hang them up, which is another great talking point with the kids. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They can see as I add new books up there, and they're like, \u201cOh, what was that about?\u201d I challenged myself this year to pick up a graphic novel and read it. I don't know what it was about them, but I just had these, I guess, preconceived notions about what a graphic novel was. But I had never read one before.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now, if I have to pick a genre that I'm going to go to the library to look for right now, it's a graphic novel, specifically memoirs or nonfiction stories within the graphic novel realm. I have learned so much about history and different ethnicities and races that I had never experienced before in my life. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With graphic novels, I can read one in a couple of hours, take so much from it, and then start a different one. I found this incredible love for them because of how much I can learn in a very short amount of time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.amazon.com\/dp\/B07ZY721P2\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>This is My America<\/em><\/a> was a young adult book that I read this year that had the biggest impact on me. I don't know if I wouldn't call it my favorite book, but I like to think of books as what taught me the most and gave me the best perspective. That book, along with <a href=\"https:\/\/www.amazon.com\/Dear-Justyce-Nic-Stone-ebook\/dp\/B084M62PXY\/ref=sr_1_1?dchild=1&amp;keywords=dear+justice&amp;qid=1628093803&amp;s=digital-text&amp;sr=1-1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Dear Justyce<\/em><\/a>, had the biggest impact. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Living in a rural community, I am sheltered, and I know our students here are sheltered. Reading books like those two, in particular, just opened my eyes to so much that I've never experienced or have been truly able to understand.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That's the message that I try to give my kids: You are going out into a very big world that you probably are not prepared for living in a small rural community. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is an opportunity for you to read these different types of novels where the character does not look like you to build empathy and understanding and know what other people are going through in this world.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Last year, I teamed up with a teacher in Flint, Michigan. She's a colleague that I had worked with before. We started a book club where any student could join from our schools. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We met on Zoom a couple of times and talked about a particular book that we had picked. Listening to different perspectives from her students and my students was just incredibly powerful. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s using books to bridge the gap between the kids and the experiences that they\u2019ve had. That's what's been most powerful and meaningful for me about the types of books that I choose to read.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Tell me about your favorite teacher and why they were your favorite.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin<\/strong>: I don't know if I have <em>one<\/em>. I think I have a few. Just because of the different experiences I've had, I have a favorite elementary teacher and a favorite high school teacher just because the experiences are so different. But it all comes back to who did the extra things with me. Those are the things that I remember. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This one particular teacher in elementary school did plays with us all the time. We were able to put on productions in our classroom. That was something that was different from what the other classrooms were doing.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In high school, it\u2019s a similar idea. There were three in particular that stand out to me, all in different subject areas, too. I think of a science teacher, an English teacher, and a social studies teacher that stand out to me. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They made things. . . I wouldn't say fun, but it was just <em>more<\/em>. They were personable with me, and you could tell that they cared. They had empathy for all students and provided different experiences that you wouldn't think of doing in a typical classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For instance, in the science classroom, we were always building things and doing different projects that took us outside of the textbook. My social studies teacher took a group of students to meet John McCain when he came to Michigan. Just things like that. My English teacher was also our drama teacher, so I got to be in the plays and productions. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It's just the extra things that they did to make class memorable and show that they cared.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What is your vision for student learning? I know this is a big question, but if it were up to you, what would you want to see for every student? What is at the heart of your vision?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Erin: I would say it\u2019s about having more flexibility and providing different opportunities for every type of learner. Sometimes in education, I feel like it's boxed in, and we have so many checkboxes to complete. I don't know that this truly provides the best opportunities for every single kid. So, I think flexibility within learning and providing those different opportunities for every kid would be huge.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We saw some of that this year with virtual learning. At the end of the year, I had 51 virtual students and about 150 in-person. You could tell which kids were thriving in the virtual environment. They were doing incredibly well, and I would love to continue to offer those opportunities for those kids and provide those different experiences for different kids. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We all learn differently. In public education, part of our goal should be to meet those different learners in different ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What words of advice or encouragement would you offer to educators right now?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Erin<\/strong>: Don't be afraid to try new things. Try to think outside of the box. These kids that we\u2019re teaching today are very different from the kids that we taught 15 years ago. Just continue learning and growing with them. We're all human. We all make mistakes, and we all have to learn as we grow. So, don't try to be perfect in any way, shape, or form, especially within this profession.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Admit when you\u2019re wrong and that we're learning with them. As we found a lot with technology during COVID, kids often know more about technology than adults. We have to work <em>with <\/em>them. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I don't think this is a profession where we can say that we are always the experts and you must always learn <em>from <\/em>us. This is a mutual experience, and we have to continue learning and growing with our students as we face whatever challenge comes our way next. We can't be afraid of these challenges. We just have to make the most of everything.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Erin\u2019s blog:<\/strong> <a href=\"http:\/\/workingmomwonders.blogspot.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Working mom wonders<\/a><\/li><li><strong>Erin\u2019s educational cooking channel: <\/strong><a href=\"https:\/\/youtube.com\/playlist?list=PL4n1u6wudVSt4ym8MSSBYWtzVnfciEmB3\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cCooking with Mrs. Carlson\u201d<\/a><\/li><li><strong>Community service organization: <\/strong><a href=\"https:\/\/www.keyclub.org\" target=\"_blank\" rel=\"noreferrer noopener\">Key Club International<\/a><\/li><li><strong>Related episode: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-reignite-love-for-learning-with-a-project-based-curriculum\/\" target=\"_blank\" rel=\"noreferrer noopener\">How to reignite love for learning with a project-based curriculum<\/a><\/li><li><strong>Related episode: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/how-can-we-make-school-a-place-students-want-to-be\/\" target=\"_blank\" rel=\"noreferrer noopener\">How can we make school a place students WANT to be?<\/a><\/li><li><strong>Related episode: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/bright-whats-best-for-kids-feat-tanya-leon\/\" target=\"_blank\" rel=\"noreferrer noopener\">What's best for kids<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Books mentioned by Erin<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.amazon.com\/dp\/B07ZY721P2\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\">This is My America<\/a><\/li><li><a href=\"https:\/\/www.amazon.com\/Dear-Justyce-Nic-Stone-ebook\/dp\/B084M62PXY\/ref=sr_1_1?dchild=1&amp;keywords=dear+justice&amp;qid=1628093803&amp;s=digital-text&amp;sr=1-1\" target=\"_blank\" rel=\"noreferrer noopener\">Dear Justyce<\/a><\/li><li><a href=\"https:\/\/www.amazon.com\/dp\/B012LPXHUQ\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\">Terrible Typhoid Mary: A True Story of the Deadliest Cook in America<\/a><\/li><li><a href=\"https:\/\/www.amazon.com\/dp\/B0068M2GK6\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\">Never Fall Down<\/a><\/li><li><a href=\"https:\/\/www.amazon.com\/dp\/B07LC99P47\/ref=dp-kindle-redirect?_encoding=UTF8&amp;btkr=1\" target=\"_blank\" rel=\"noreferrer noopener\">Normal<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\"> See also: Erin on the Mitch Albom Show! <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/AHyV2AR_u0A\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/AHyV2AR_u0A\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "How can we go beyond requirements &amp; take pressure out of learning?",
            "excerpt": "Meet Erin Carlson, an English teacher at Sandusky Jr.\/Sr. High School who shares her journey in creating requirement-free learning opportunities for her students.",
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        {
            "id": 62705,
            "path": "\/about\/news\/sara-sibble-of-hamilton-named-a-2021-online-teacher-of-the-year\/",
            "author_id": 2,
            "timestamp": 1628108480,
            "content": "<!-- wp:image {\"id\":62706,\"sizeSlug\":\"large\",\"linkDestination\":\"none\",\"className\":\"is-style-default\"} -->\n<figure class=\"wp-block-image size-large is-style-default\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/sara_sibble-1024x683.jpg\" alt=\"photo of Sara Sibble\" class=\"wp-image-62706\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2014 Sara Sibble, of Hamilton, Mich. has been named a 2021 <em>Michigan Virtual<\/em> Online Teacher of the Year \u2014 an annual distinction given to online instructors who have demonstrated excellence and made a positive impact in the online classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cNo year has been more challenging in the educational space than the past year, so for Sara to be able to cultivate an environment that ensures all students are able to learn effectively in their own ways is truly inspiring,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cSara embraces <em>Michigan Virtual<\/em>\u2019s commitment to diversity, equity, and inclusion, and it was evident in her nomination letters that her approach is having lasting, positive impacts on Michigan students, which makes her an ideal recipient of the Online Teacher of the Year award.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSara embraces <em>Michigan Virtual<\/em>\u2019s commitment to diversity, equity, and inclusion, and it was evident in her nomination letters that her approach is having lasting, positive impacts on Michigan students, which makes her an ideal recipient of the Online Teacher of the Year award.\"<\/p><cite>Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In a letter from Governor Gretchen Whitmer, Sibble was praised for her devotion to her students throughout the pandemic. Whitmer also stated: \u201cI would also like to take this opportunity to thank you for your tireless commitment to achieving equitable education for students in American Sign Language over the past 23 years. I truly appreciate your passion to educate, inspire, and encourage the next generation of leaders in our state.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"I would also like to take this opportunity to thank [Sibble] for [her] tireless commitment to achieving equitable education for students in American Sign Language over the past 23 years.\"<\/p><cite>Governor Gretchen Whitmer<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Since 2009, <em>Michigan Virtual<\/em> has annually honored outstanding online educators through this award. Sibble, awarded for her time as a Special Education Teacher for the Deaf and Hard of Hearing with Holland Public Schools since 2012, was praised for her creativity, flexibility and selflessness in ensuring her students are heard and given the right tools to ensure they succeed. She recently accepted a new position as Lead Teacher Consultant for the Deaf and Hard of Hearing with Ottawa Area Intermediate School District.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Among her nomination letters, Sibble was described as helping to turn the frightening stereotype of being deaf from a \u201cdisability\u201d into a beautifully unique ability. As a Special Education Teacher for the Deaf\/Hard of Hearing with Holland Public Schools, her ultimate goal is to create an environment that is completely deaf-inclusive.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cJust three years ago I joined the adventure of online teaching,\u201d said Sibble. \u201cWhat a gift online education - and more specifically <em>Michigan Virtual<\/em> - is to students all across Michigan. I\u2019m thrilled to be a part of it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWhat a gift online education - and more specifically <em>Michigan Virtual<\/em> - is to students all across Michigan. I\u2019m thrilled to be a part of it.\u201d<\/p><cite>Sara Sibble<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Sibble earned her Bachelor of Science in Child Development from Michigan State University and studied at Western Michigan University and Grand Rapids Community College for graduate studies. She previously held positions as a Great Start Readiness Program and Early Childhood Special Education Teacher at Holland Public Schools and first-grade teacher in the Lansing School District.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception in 2009, 15 teachers have received the distinction of being named a <em>Michigan Virtual<\/em> Online Teacher of the Year. To be selected, key criteria include a positive impact on students, continuous improvement of practice, and a vision for the future of online education. This distinguished award was created to set a bar for excellence and put a face to the incredible teachers in the digital learning community.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Sara Sibble, of Hamilton, named a 2021 Online Teacher of the Year",
            "excerpt": "LANSING, Mich. \u2014 Sara Sibble, of Hamilton, Mich. has been named a 2021 Michigan Virtual Online Teacher of the Year \u2014 an annual distinction given to online instructors who have demonstrated excellence and made a positive impact in the online classroom. \u201cNo year has been more challenging in the educational space than the past year,...",
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        {
            "id": 62702,
            "path": "\/about\/news\/catherine-vila-of-grand-haven-named-2021-online-mentor-of-the-year\/",
            "author_id": 2,
            "timestamp": 1628108124,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2014 Catherine Vila, of Grand Haven, Mich. has been named the 2021 <em>Michigan Virtual<\/em> Online Mentor of the Year \u2014 an annual distinction given to mentors of online students who have demonstrated excellence and made a positive impact on student success in the online classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAll <em>Michigan Virtual<\/em> students receive a trained and engaged mentor to provide additional, customized support with their academic needs, and of equal importance, the social and emotional support to succeed,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cWith all of the challenges surrounding education the past year, such as students facing anxiety, missing the classroom and their friends, and struggling with their studies, Catherine Vila has proven to be an effective and caring mentor for her students, and serves as a shining example of the benefit that having a mentor provides in an online setting.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Catherine Vila has proven to be an effective and caring mentor for her students, and serves as a shining example of the benefit that having a mentor provides in an online setting.\u201d<\/p><cite>Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Since 2015, <em>Michigan Virtual <\/em>has annually honored outstanding mentors of online students through this award. Vila, a Spanish Immersion Teacher with Zeeland Public Schools since 2019, places an emphasis on truly caring about her students in addition to supporting their academic success:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI made a commitment to get to know them personally, and to find something unique to love about each of them so I could form a solid relationship with my students. My goal was not only to give them mentor support in their studies, but also social and emotional support. I love inspiring them, motivating them, and advocating for them. They have learned self-discipline, organizational skills, effective time management and digital skills. They have learned how to navigate an online learning system. These skills will have an impact on them in the coming years,\u201d said Vila.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"I made a commitment to get to know them personally, and to find something unique to love about each of them so I could form a solid relationship with my students.\"<\/p><cite>Catherine Vila<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Vila earned her Michigan Teacher Secondary Certification in Spanish and ESL from Aquinas College. She previously held positions with the West Michigan Alliance of Immersion Educators, Innocademy, East Grand Rapids High School, and Wyoming Public Schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception in 2015, 15 mentors have received the distinction of being named a <em>Michigan Virtual<\/em> Online Mentor of the Year. Mentors of the Year are nominated by <em>Michigan Virtual <\/em>instructors who are in regular contact with school mentors regarding student progress and success. Among the criteria to be nominated, educators must be a positive and proactive communicator with instructors and parents, assist and act as an ambassador for students to ensure their success, and more. This distinguished award was created to set a bar for excellence and put a face to the incredible mentors in the digital learning community. Learn more about<em> Michigan Virtual <\/em>mentors at&nbsp;<a href=\"https:\/\/michiganvirtual.org\/mentors\" target=\"_blank\" rel=\"noreferrer noopener\">michiganvirtual.org\/mentors<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Catherine Vila, of Grand Haven, named 2021 Online Mentor of the Year",
            "excerpt": "LANSING, Mich. \u2014 Catherine Vila, of Grand Haven, Mich. has been named the 2021 Michigan Virtual Online Mentor of the Year \u2014 an annual distinction given to mentors of online students who have demonstrated excellence and made a positive impact on student success in the online classroom. \u201cAll Michigan Virtual students receive a trained and...",
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        {
            "id": 62691,
            "path": "\/about\/news\/grosse-iles-christy-trombetta-named-a-2021-online-teacher-of-the-year\/",
            "author_id": 2,
            "timestamp": 1628106469,
            "content": "<!-- wp:image {\"align\":\"center\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/christy_trombetta-1024x683.jpg\" alt=\"This image has an empty alt attribute; its file name is christy_trombetta-1024x683.jpg\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2014 Christy Trombetta, of Grosse Ile, Mich. has been named a 2021 <em>Michigan Virtual <\/em>Online Teacher of the Year \u2014 an annual distinction given to online instructors who have demonstrated excellence and made a positive impact in the online classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThis past year has presented untold challenges for students, so to receive a nomination from both a peer and a student praising a teacher for their efforts is both heartwarming and a testament to their efforts,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual.<\/em> \u201cChristy is a shining example of how remote learning can ensure student success, and more importantly, build bonds that empower and uplift our youth.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cChristy is a shining example of how remote learning can ensure student success, and more importantly, build bonds that empower and uplift our youth.\u201d<\/p><cite>Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In a letter from Governor Gretchen Whitmer, Trombetta was praised for her dedication and contribution to student success: \u201cOver the past year, you have shown exceptional commitment to your students and outstanding devotion to building a strong educational foundation in Michigan. This past year has been a difficult one, however, through your determination, insight, and leadership, you have persevered and instilled the joy of learning in countless students and led them to grow into strong, resilient individuals.\u201d\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"This past year has been a difficult one, however, through [Trombetta's] determination, insight, and leadership, [she has] persevered and instilled the joy of learning in countless students and led them to grow into strong, resilient individuals.\u201d<\/p><cite>Governor Gretchen Whitmer<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Since 2009, <em>Michigan Virtual <\/em>has annually honored outstanding online educators through this award. Trombetta, a senior math instructor with <em>Michigan Virtual <\/em>since 2018, was praised for her ability to help students master concepts by working with them on their unique challenges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Trombetta received multiple nomination letters, including one from a student, stating: \u201cOnce I reached out to Mrs. Trombetta I started getting better scores while genuinely understanding the content. Right now I\u2019m ahead of where I thought I would be thanks to her patience, teaching methods, and dedication.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Once I reached out to Mrs. Trombetta I started getting better scores while genuinely understanding the content. Right now I\u2019m ahead of where I thought I would be thanks to her patience, teaching methods, and dedication.\u201d<\/p><cite>One of Trombetta's online students<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Trombetta earned her Bachelor of Arts in Secondary Education from Western Michigan University, received her master's in Mathematics at Eastern Michigan University, and studied at the University of Michigan Dearborn for graduate studies. She previously held teaching positions with the Covenant House Academy Southwest, Westwood Community Schools, and Taylor Public Schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception in 2009, 15 teachers have received the distinction of being named a <em>Michigan Virtual <\/em>Online Teacher of the Year. To be selected, key criteria include a positive impact on students, continuous improvement of practice, and a vision for the future of online education. This distinguished award was created to set a bar for excellence and put a face to the incredible teachers in the digital learning community.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Grosse Ile\u2019s Christy Trombetta named a 2021 Online Teacher of the Year",
            "excerpt": "LANSING, Mich. \u2014 Christy Trombetta, of Grosse Ile, Mich. has been named a 2021 Michigan Virtual Online Teacher of the Year \u2014 an annual distinction given to online instructors who have demonstrated excellence and made a positive impact in the online classroom. \u201cThis past year has presented untold challenges for students, so to receive a...",
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            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a href=\"https:\/\/www.wvpublic.org\/section\/education\/2021-08-03\/researcher-making-virtual-learning-successful-requires-coordination-across-a-school-system\" target=\"_blank\" rel=\"noreferrer noopener\">Researcher: Making virtual learning successful requires coordination across a school system<\/a>\u201d \u2014 originally published by West Virginia Public Broadcasting on July 28, 2021 \u2014 features an interview on the <em>West Virginia Morning <\/em>show in which education reporter Liz McCormick speaks with Dr. Chris Harrington, director of the <a href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Michigan Virtual Learning Research Institute<\/em><\/a>, about what successful virtual learning looks like and why reliable internet access is more than just a luxury when it comes to online education. <\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/bringing-big-ideas-to-life-design-thinking-feat-david\/id1551347022?i=1000530261652\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/5QJQaxQNdRjDdRkXK0Uz2I?si=_o4D47yoSPS7RWYClsm1MA&amp;dl_branch=1\">Spotify<\/a>, <a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/MmRiZTA2YTctNzUwNi00MDBlLWE3YjYtNGMyODEyY2UyOTcy?sa=X&amp;ved=0CAUQkfYCahcKEwjw3Ke9_IXyAhUAAAAAHQAAAAAQAQ\">Google<\/a>, or <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Bringing-Big-Ideas-to-Life-With-Design-Thinking-feat--David-Byron-from-Sundberg-Ferar-e153mmk\/a-a67o74q\">another platform<\/a>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\">BRIGHT podcast<\/a>, I had the honor of interviewing David Byron, director of innovation strategy at Sundberg-Ferar, who has been sharing his experience as an industrial designer with the ambitious goal of bringing the concept of design thinking into K-12 education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For the past couple of years, my colleagues at <em>Michigan Virtual <\/em>have been working with David &amp; his team to determine what the most pressing problems teachers, administrators, parents, and students want to see solved in education and how we might come up with innovative solutions to address them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can see the initial findings of this research in a report titled \u201c<a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\">Michigan voices: An in-depth look at the experiences of educators, students, &amp; parents during emergency remote learning<\/a>\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this conversation, David shares how, by tapping into the tried &amp; true formula of design thinking, both students and educators can learn how to structure the process of bringing big ideas to life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Here\u2019s a sneak peek at our conversation:<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/5NwMC8lTf2U\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/5NwMC8lTf2U\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Interview transcript<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: To kick us off, I was wondering if you could just tell us a little bit about yourself and about Sundberg-Ferar.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David<\/strong>: Yeah. I've been here in Michigan for 21 years now, and it's the longest I've lived anywhere, so I\u2019d say I'm officially a Michigander. I came here from New Jersey, and growing up there, I I knew I always wanted to be a car designer. For many years, I didn't know what that path was, but I luckily found a book at Barnes and Noble on how to draw cars like a pro.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The author of that book said if you're interested in this career, look at <a href=\"https:\/\/www.collegeforcreativestudies.edu\/\">College for Creative Studies<\/a> in Detroit or Art Center in Pasadena. I have family in Wisconsin and Ohio, and I was in New Jersey, so I said well, Motor City makes sense. I applied and that's where I got in. I actually moved here sight unseen. I never even visited the campus and had never been to Detroit. I just packed up my Firebird and showed up in the Motor City.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When I got here, I was so excited to get into design and become a designer. I made it through the four-year program, which is just super intense. It's awesome because you're connected to professionals while you're going through the program. Many of the teachers are working full-time, and it kind of gave me the idea to do that myself and go back and teach later. But I designed cars for eight years&nbsp; \u2014 nothing but cars \u2014 and had a lot of fun and succeeded. I got some show cars on the covers of magazines, and I just really lived the dream.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But after the first eight years of going through that and then the economic crash of 2009, I became curious about designing other things because I had always been super passionate about just solving problems. I found a firm here in the Detroit area called <a href=\"https:\/\/sundbergferar.com\/\">Sundberg-Ferar<\/a> that does do car design but also designs other things, and I felt like it was a great fit.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, I came here, and I've been here for eight years now. In that time, I've been able to work on cars that can walk. There's an amazing project called Elevate and another one called Tiger that are robotic cars that I've been able to work on. But I've also worked in kitchen appliances and tools that are at Home Depot and Lowe's, security systems, parks that are being designed for the city of Detroit.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It's really just turned into more of the bigger questions that really interests me, which are: Are we solving the right problem? Before we sit down and start drawing sketches, have we even selected the right problem?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019ve really gotten more into strategy during the last few years at Sundberg-Ferar. That's actually how I met<em> Michigan Virtual <\/em>because we were talking about the strategy of professional development and how to use design to get more creative problem-solving into K-12 education. I am teaching that at the college level, so it began as a conversation with some of the guys I know at <em>Michigan Virtual, <\/em>which has led to some projects and kind of this really interesting collaboration between design and education that connects the dots between a lot of things in my life that I'm passionate about.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What drew you to education? What problems did you see there that you wanted to help solve?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David:<\/strong> I would say what draws me to education relates back to my childhood. I'm an obsessive learner. I get into any topic, and I go down rabbit holes. I just have to learn everything about something. So, I think back to my hunger for learning, and the people that enabled that for me, and how much I appreciated that.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then as I got older, I always had that passion to do that for others. That is, as soon as I felt like I was capable enough to speak the language of something or like I was an expert enough that I could actually share some wisdom with others, I just kind of felt like that was fulfilling the purpose to give back and acknowledging how much I appreciated those that had done that for me.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I love to do that with students, and that's why after I was out in the \u201creal world\u201d \u2014 four or five years into my professional career \u2014 I decided to go back to the College for Creative Studies and start teaching there.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the things that's evolved over the last few years for me is also being engaged in the <a href=\"http:\/\/www.michigandesigncouncil.org\/\">Michigan Design Council<\/a>. The Michigan Design Council's role is to celebrate design in Michigan. A part of that is K-12 awareness. A lot of designers have similar stories to mine in that they just stumbled into design or luckily found out about it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But we want kids to know that an industrial design career is just as viable as the ones you typically see when you're a kid and you take those career aptitude tests in school. I want industrial design to be on that list. To me, it\u2019s a passion to get design into the K-12 education world so it becomes ubiquitous like any other career opportunity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you tell us why the world needs more industrial designers?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David<\/strong>: Well, industrial design itself is the intersection of art and science. I have a Bachelor of Fine Arts degree. We go through the process of art being the emotional connection you have to an object or an experience or a brand that's created through art. The science side of it is using technology and processes and industry to create a tangible solution and determine how it actually will work and function.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The industrial designer is the role that bridges those two worlds and brings them together. I love the artistic piece and the emotional piece, but I also love the engineering side of it coming together to kind of create solutions that are sustainable. Because that's really the goal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you only satisfy one or the other, from a product experience, it's usually not sustainable. If it doesn't work, but you feel great about it, eventually you give up on it because it doesn't work. If it works great, but you really don't care, you have no emotional connection, then it\u2019s not going to succeed in the marketplace.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finding that right balance is really what drives me. You can apply problem solving skills to anything. Everybody wants to feel good about the experience of a product, and everybody wants it to work. So why not have more designers or people with design skills?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So, what is \u201cdesign thinking\u201d? I know you started to answer that question, but is there anything else you want to add?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David<\/strong>: So design thinking is a term that captures what designers have always known for decades, which is a step-by-step process that tries to solve problems with a real solution at the end. There's nuances within those processes you might see. You know, circles with iterations in the middle of them in infographics. They map out that process, but it really starts with looking at any situation, whether it be a product or an experience, and trying to solve a problem or just trying to make an experience better. Maybe it's not a problem, but you just want to make it a better experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Doing the research and empathizing is really critical. Then, sketching out an idea or communicating an idea, and being able to have open critique of that idea, and then throw it away. This is something I talk about with students. When I get the attention of a class, I say, \u201cDon't be afraid to fail, and don't use your eraser. Just start another idea. Just go on to the next idea.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s hard, and as we get older, we get more fear in our lives. We get more afraid to fail. But actually, as kids, we\u2019re really good at forgetting what we just did five minutes ago and starting another idea. So, kids are really natural designers and then the process moves into refining that idea and telling a story. Whether it's building a code in an app or sketching out something and then making a prototype, you need to create something.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In industrial design, we're focused on products, but that process applies to <em>anything<\/em>. You go through that research refinement phase to get to an end result. I think that's why it applies to where education is going with competency-based learning or project-based learning. The project-based model applies to design in such a seamless way. [The design thinking process] gives teachers and students something to grab onto and be able to repeat.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: I'm told that you have a unique perspective on how design thinking can be leveraged to advanced student learning. I'm wondering if we could talk a little bit more about what this means, first of all, and what it looks like in practice when done well.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David: <\/strong>Well, one side of that coin is getting design activities, design practices,and&nbsp; design thinking into the classroom. That\u2019s the student and teacher relationship and the activities that are happening in the classroom to help students think and try and fail and prototype better. In a way, that\u2019s the easier ask, which is: Can we do this in the classroom? As soon as you say that, everybody raises their hands and says, \u201cSure.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The other side of the coin is using this approach to actually help design the model or the framework of education. That's a bigger ask because there are so many stakeholders involved. You have, on one side, the parent and the student, and on the other side, you have the educators, but then you also have the administrators and the support staff and the community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When you look at this matrix, all these different individual needs have to be satisfied to make the whole system work, right?&nbsp; When they're not, there's so much frustration that happens between different stakeholders. There definitely needs to be more empathy \u2014 from top down or bottom up or however you want to say it \u2014 by all the different participants in education to see it from the other person's perspective.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I also think there needs to be more experimentation. There's hesitancy to fail. No one wants to sign up to try something and then when it doesn't work, have the finger pointed at them. That change needs to come from a systemic or leadership model to be able to give people the empowerment to fail.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I think education needs to have more doing and less talking. There are a <em>lot <\/em>of great ideas that get thrown around, but I see sometimes that they just have a hard time gaining traction and actually getting implemented.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe that's part of the fear or part of the model or the rigidity of the state level systems that we're trying to operate in.&nbsp; This corporate level of practices, I think, is an area that needs to be looked at. We need to enable teachers and administrators to take action and do what they need to do. That's where I think design thinking-type approaches can help enable that kind of change.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki:&nbsp; If you were to give advice to an individual teacher who wanted to dip their foot into design thinking, where would you suggest that they start? Even if they just wanted to use it in their classroom as a process to teach their students.&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David: <\/strong>So, I've actually got a great solution for that. There\u2019s a nonprofit I work with called the Michigan Design Council. We run an annual challenge called the <a href=\"http:\/\/www.michigandesigncouncil.org\/competition-informaton-and-application.html\">Michigan Design Prize<\/a>, or we call it the \u201cM Prize.\u201d It\u2019s a very easy entry into design. Each year, we launch a topic and then try to engage teachers to get that challenge brought into their classroom as an activity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is not a required curriculum. Nobody has to do it. It's completely voluntary, but teachers are always looking for something new and stimulating to get students to be interested in a project. They can reach out to us and we do introductions. I do half-hour Zoom intros with schools throughout the year. We have other designers that will participate and volunteer. One school near us does \u201cDesign Day.\u201d They have designers come in and work with students for two hours on their projects. We just did this through\u00a0Zoom recently. We have some resources to help them say, \u201cHere's our problem statement, and here's how you use design to solve it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, that's a great introduction. If someone is not familiar and wants to get into it, you can go to <a href=\"http:\/\/www.michigandesigncouncil.org\/\">MichiganDesignCouncil.org<\/a>, and you'll see the \u201cM Prize Annual Challenge\u201d there. The cool part is that we select 12 finalists throughout the state, three in each age group. Winners are paired with a professional designer as a mentor who will help take their finalist idea and realize it with professional design renderings and drawings. They get together, they collaborate, and they realize the design idea. Then, at the award ceremony, the designers present their version of the students\u2019 ideas. So, you could have a second grader who just has a really awesome idea, but you know, it was not there yet in terms of their drawing skills. Then, they get to work with the designer and the designer draws out their idea. They show it to them at the ceremony and jaws drop and parents cry. It\u2019s just an awesome experience to see that happen.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When teachers do it, they come back. They always come back the next year. They're like, \u201cOkay, we're doing it again next year.\u201d It\u2019s just been growing over the years that we've been doing. I think we're in our sixth or seventh year now.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you tell me about your favorite teacher, and why they were your favorite?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David: <\/strong>I can give you two quick answers. First, my fourth grade teacher was my favorite elementary teacher, Ms. Rainmaker. It was very unclear at the time, but very clear to me now as an adult, that the reason she was my favorite teacher is because she treated us much older than we were. There was this tone of voice that she had with us that was just like when she was talking to adults. I think it's really important with kids to speak to them with respect. There was this immediate respect that you had when you were in the room with her, so I definitely say she left a huge impression on me.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The other one has to be my high school art teacher who helped me get a portfolio together to get into art school.&nbsp; I didn\u2019t take art in my first couple years of high school because I thought I was going to be an engineer, so I had all my electives loaded up with technical drawing and engineering computer classes. Then, when I found out I wanted to go to a CCS, I needed eight or 10 pieces to get a portfolio together. I ended up dropping a bunch of classes, and I walked into her classroom when I'd never even met her yet. I'm in there with freshmen, and I'm a senior. So, senior year, I walk in and say to her, \u201cI want to go to art school, and I need 10 pieces in eight months. Can you help me do that?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For an art teacher to hear that. . .&nbsp; It was like a light bulb went off on her head. She was like, \u201cWell, of course. Let's get started.\u201d I took three periods of art senior year just to get this portfolio put together to get into art and design school. I spent after hours with her, and I did all these extra pieces. Here I was taking our freshman through junior-level classes, just spending as many hours as I could in the day with her in her classroom, doing all these pieces to get my vision of being a car designer realized. She helped me do that. I have to say that out of all my teachers K-12 that helped me get to where I am now, she's the one.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: How would you describe your vision for student learning? What I mean by that is, if it were up to you, what would you want to see for every student?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David: <\/strong>My number one goal for every student is that they know that they have value. They have value as an individual as a person. They have one-of-a-kind, God-given skills, that make them unique and make them important. I think that's what's really needed. I think the saddest thing maybe I can ever hear is when you're talking to an older high school student, and you ask, \u201cWhat are you good at?\u201d If they say \u201cnothing,\u201d that\u2019s heartbreaking. I really wanted kids to learn what their skills are and what opportunities are out there.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This holistic approach that we need in order to build kids into adults is rooted in them looking at opportunities and finding purpose. We need to arm them with an understanding of what their skills are. Everybody's different. Everybody's good at different things. We need to have processes in place that help them explore and then identify what they're good at and then see a roadmap to where that actually leads.&nbsp; Because some students are really good at something, but they have no idea where that's going to lead them in life. It\u2019s a failure if we don't show them the pathway to succeed with the skills that they have. So, that's really my vision.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: This year \u2014 and you know this well from interviewing many teachers, parents, students, etc.\u2014 this past year was a challenging one for teachers in the age of pandemic learning and teaching. Do you have any words of advice or encouragement that you'd like to offer educators right now in light of this?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>David: <\/strong>I would really love to just say to educators that you are enough. I think there's a lot of conversations I've had where people don't feel like they can do enough or that they are enough or that they're skilled enough. It's just that kind of that point of encouragement to say you <em>are<\/em> enough. There are pressures from above or from external circumstances or from the system with which they\u2019re working. It's hard.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It's easy to feel inadequate, but you are making a difference in students' lives. The relationships that you have if you're a classroom teacher. . . To the student, it means something to them. It really does. If you're a support person in the education field, you mean something to the teachers. What you do really does make a difference. I think we sometimes look at the overall issues and actually let that weigh us down and forget the day-to-day and one-on-one impact that can be made.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Annual contest: <\/strong><a href=\"http:\/\/www.michigandesigncouncil.org\/competition-informaton-and-application.html\">Michigan Design Prize<\/a><\/li><li><strong>Article: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/what-is-human-centered-design\/\">What is human-centered design?<\/a><\/li><li><strong>Research report: <\/strong>\u200b\u200b<a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\">Michigan voices: An in-depth look at the experiences of educators, students, &amp; parents during emergency remote learning<\/a><\/li><li><strong>Related blog: <\/strong><a href=\"https:\/\/sundbergferar.com\/thought-corner\/\">Sundberg-Ferar\u2019s \u201cThought Corner\u201d<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Bringing big ideas to life with design thinking",
            "excerpt": "Meet David Byron, director of innovation strategy at Sundberg-Ferar, a product innovation studio in Walled Lake, who explains how the tried &amp; true process of design thinking can help students and adults alike in solving complicated problems, such as the many and multifaceted issues facing the field of education today.",
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            "content": "<!-- wp:heading {\"textAlign\":\"left\",\"level\":3} -->\n<h3 class=\"has-text-align-left\" id=\"acknowledgements\"><strong>Acknowledgements<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We would like to thank several partners who helped us complete our study: <a href=\"https:\/\/livingslow.org\/about\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/livingslow.org\/about\/\" rel=\"noreferrer noopener\">SEL consultant Lauren Kazee<\/a>, Paul Liabenow and Taryn Hurley from the <a href=\"https:\/\/memspa.org\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/memspa.org\/\" rel=\"noreferrer noopener\">Michigan Elementary and Middle School Principals Association (MEMSPA)<\/a>, and Emily Mohr and Katharine Strunk from the <a href=\"https:\/\/epicedpolicy.org\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/epicedpolicy.org\/\" rel=\"noreferrer noopener\">Michigan State University Education Policy Initiative Collaborative (EPIC)<\/a>. We are grateful to all the educators who took time to participate in this study to share their experiences and advice. We hope the following report and resources help provide strategies to support the vital social and emotional needs of our educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:genesis-blocks\/gb-testimonial {\"className\":\"mentor_best_practice\"} -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial mentor_best_practice left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p><em>The school is a machine, teachers are the gears, students are the output. This year, administration has focused on the beauty of the machine and the quality of the output. No one is looking to maintain the gears. The gears are jamming, the gears are breaking, there are no replacement gears available. Please focus on the gears.<\/em><\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">MICHIGAN HIGH SCHOOL TEACHER<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction-and-need-for-study\"><strong>Introduction and Need for Study<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>K-12 teachers and administrators are among the most dedicated essential workers in communities across the country. However, research has shown that the well-being of these educators has been on the decline in recent years, especially during the 2020-21 academic year amid uncertainties of the COVID-19 pandemic (Babb et al.,&nbsp; 2020; Dickler, 2021; Kazee et al., 2020; Meltzer, 2020; Moss, 2021; Singer, 2020). Beyond the pressures to meet school and state benchmarks with additional COVID-19 related demands, K-12 educators need to mentor students, tailor lessons to students\u2019 varying needs, and manage student behavioral issues. More so than ever, K-12 educators have found themselves being continuously stretched thin and burned out (Babb et al., 2020; Dickler, 2021; <em>How Teachers Can Manage Burnout<\/em>, n.d.; Meltzer, 2020; Moss, 2021; <em>Pressure of COVID-19 Pandemic<\/em>, 2021; Pepin 2021; Singer 2020; Will 2021).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During a typical day, K-12 educators focus their attention on meeting students\u2019 educational, emotional, and physical needs, which may mean that they have to skip breaks and work outside normal working hours (all without extra pay) to ensure they complete necessary lesson planning and other administrative tasks. Concerning studies indicate that about 15% of US teachers leave their positions each year with 41% leaving the profession within their first 5 years (Kazee et al., 2020). A shortage of teachers amplifies these concerns because if educators are leaving the field, the prospects of replacing them dwindle (Russell, 2021). Thus, it is essential that the social and emotional learning (SEL) needs of K-12 Michigan educators are addressed and understood for the future of education in the state, especially as educator stress and fatigue have been exacerbated in the last year due to the COVID-19 pandemic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In news reports and surveys around COVID school closures and emergency remote learning, teachers reported worrying about the social and emotional well-being of their students (Babb et al., 2020; Dickler, 2021; Harris, 2021; Karnovsky, 2021; Meltzer, 2020; Moss, 2021; Natanson et al., 2021; Tseng, 2021; Singer, 2020; Will, 2021). Many teachers and administrators also indicated that they felt overwhelmed themselves. According to <a href=\"https:\/\/michiganvirtual.org\/blog\/podcast-sel-during-a-pandemic-with-lauren-kazee\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan-based SEL consultant Lauren Kazee<\/a>, in order for students to build their own SEL skills and maximize their learning, school teachers and administrators need to have their well-being and SEL needs met first.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"research-questions\"><strong>Research Questions&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With much of the focus on students\u2019 SEL needs during the COVID-19 pandemic, this study focuses on several questions to better understand how teachers\u2019 and administrators\u2019 SEL needs are being met:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>What is the current state of Michigan educators' emotional well-being?&nbsp;<\/li><li>What social and emotional support was offered by schools or districts to Michigan educators during the 2020-21 school year?&nbsp;<\/li><li>What effective strategies did educators implement to meet their own social and emotional needs?&nbsp;<\/li><li>How did Michigan districts support administrators\u2019 emotional well-being?&nbsp;<\/li><li>What are the challenges to providing social and emotional support to educators?<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This study, conducted by researchers at <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI), assesses the SEL resources and supports that have been used to help Michigan teachers and administrators. Through an online survey of 278 K-12 educators across the state of Michigan (166 teachers and 112 administrators), we examined what district and schoolwide resources have been leveraged, and what strategies teachers and administrators have used to help themselves, which ultimately benefits students, families, and communities. Additionally, attention was paid to the perceived effectiveness of these resources and strategies and challenges associated with their implementation. It should be noted that throughout this report, the word <em>educators<\/em> is used to refer to K-12 teachers and administrators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Through this study, by understanding Michigan K-12 educators\u2019 well-being and their SEL needs, we hope that teachers and administrators can find ways to meet their SEL needs and maintain a positive well-being, which will ultimately make their jobs more satisfying and fulfilling. We also hope that educators come to realize that they are not alone in facing similar struggles and that this report will help start and continue important conversations about how to provide SEL supports to them. Such supports not only help educators, but they also help students, families, and communities because educators can be most effective and feel most fulfilled in doing their jobs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n<p style=\"margin-bottom: 50px\"><\/p>\n<!-- \/wp:html -->\n\n<!-- wp:genesis-blocks\/gb-testimonial -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p><em>Knowledge about mental health prevalence is missing. Most teachers and administrators just aren't aware of how many students\/staff may be dealing with a mental health disorder. Increased awareness can increase understanding and compassion and potentially reduce frustration, anxiety, and\/or other emotions when working with staff\/students that are already struggling.<\/em><\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">MICHIGAN MIDDLE SCHOOL TEACHER<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading -->\n<h2 id=\"what-is-social-emotional-learning\"><strong>What is Social-Emotional Learning (SEL)?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/casel.org\/what-is-sel\/\" target=\"_blank\" rel=\"noreferrer noopener\">Collaborative for Academic, Social, and Emotional Learning (CASEL)<\/a> defines social and emotional learning (SEL) as the ability to manage emotions, feel and show empathy for others, and establish caring, supportive relationships (<em>What is SEL?<\/em>, n.d.). Through increased SEL, people are not only self-aware, but they also build empathy and compassion for others, which has been shown to address inequities and biases found in society (<em>Social Emotional Learning Activities<\/em>,&nbsp; n.d.).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, SEL is not just a learning objective for students. In order for students to build and achieve high levels of SEL, a systemic approach is required. According to <a href=\"https:\/\/schoolguide.casel.org\/focus-area-2\/overview\/\">CASEL\u2019s SEL framework<\/a>, it is necessary to understand community and family needs as well as have schoolwide cultures, practices, and policies that proactively create \u201ca work environment in which staff feel supported, empowered, able to collaborate effectively and build relational trust, and also able to develop their social and emotional skills\u201d (<em>Social Emotional Learning Activities<\/em>,&nbsp; n.d.). Therefore, if students are to benefit from SEL, teachers and administrators need to have their SEL needs understood and met just as much as students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Drawing from psychology, the <a href=\"https:\/\/www.simplypsychology.org\/big-five-personality.html\">\u201cBig Five'' Personality Model<\/a> is another way to conceptualize SEL, which the <a href=\"https:\/\/www.oecd.org\/education\/ceri\/social-emotional-skills-study\/about\/\">Organisation for Economic Co-Operation and Development (OECD)<\/a> is using in an ongoing multi-country study about social and emotional learning in schools (<em>About the OECD\u2019s Study<\/em>, n.d.). Within the OECD SEL study, the following traits are deemed important to building one\u2019s social and emotional skills:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>task performance (self-control, responsibility, persistence)<\/li><li>emotional regulation (stress resistance, optimism, emotional control)<\/li><li>collaboration (empathy, trust, cooperation)<\/li><li>openness (tolerance, curiosity, creativity)<\/li><li>engaging with others (sociability, assertiveness, energy)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>As <a href=\"https:\/\/measuringsel.casel.org\/use-big-five-model-sel-assessment-framework\/#:~:text=The%20Big%20Five%20factors%20include%20conscientiousness%20%28work%20ethic%3B,%28SEL%29%20is%20rife%20with%20%E2%80%9Cjingle%E2%80%9D%20and%20%E2%80%9Cjangle%E2%80%9D%20fallacies\">a CASEL article<\/a> notes, the application of the \u201cBig Five'' personality model to SEL does not mean that the goal is to make people cookie cutters of each other with the same personality traits (<em>On the Use of the Big Five Model<\/em>, n.d.). Rather, the idea is to meet students where they are and help them organize and regulate their social and emotional needs and skills to succeed in school, work, and life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:genesis-blocks\/gb-testimonial -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p><em>The demands being put on educators over the past year is just too much. Now that we are in-person, the responsibility of contact tracing and quarantining takes hours every week. And on top of everything else we need to do we now have to administer the M-STEP and WIDA. It is just too much being asked of us on top of our already stressful jobs and trying to keep ourselves and staff physically safe and mentally healthy.<\/em><\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">MICHIGAN ELEMENTARY SCHOOL ADMINISTRATOR<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading -->\n<h2 id=\"why-sel-matters\"><strong>Why SEL Matters<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When teachers and administrators are aware of what SEL is, they can help students achieve their own SEL needs and build valuable skills. However, educators\u2019 specific and unique SEL needs should also be addressed, understood, and considered in the workplace. Identifying these needs is especially important based on the demands brought on by the COVID-19 pandemic where remote and hybrid teaching have become regular modes of instruction, increasing educators\u2019 workloads and levels of stress, anxiety, and burnout.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are significant dangers in not meeting the SEL needs of teachers and administrators. When educators do not have an opportunity to work on their wellness and self-care needs, they may end up with compassion fatigue, which is \u201cthe sense of being overwhelmed, emotional numbing, and irritability people may experience when serving others\u201d (Kazee et al., 2020). Continuing to face this \u201ccost of caring,\u201d educators, like others in caretaking positions such as nurses and doctors, may become burned out based on their \u201cstate of emotional and mental exhaustion caused by stress, which can lead to lack of interest, low morale, and dissatisfaction\u201d (Kazee et al., 2020). When burnout is sustained over time, educators may face frustrating and ineffective performance in the classroom, which can lead to early exits from careers in education. When teachers and administrators continue to leave education at alarming rates, there are tremendous costs in managing this turnover. Therefore, it is vital to understand Michigan K-12 educators\u2019 SEL needs, roadblocks, and effective practices to help the future of education in the state.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:genesis-blocks\/gb-testimonial -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p><em>I am getting burnt out because of all of the things I'm required to do that are not actually teaching. This was a problem before the pandemic, but now it feels ridiculously overwhelming. I wish I could just teach.\u00a0 We should be given opportunities to take mental health days without having to make excuses (but then we run into a sub shortage).<\/em><\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">MICHIGAN MIDDLE SCHOOL TEACHER<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading -->\n<h2 id=\"methodology\"><strong>Methodology&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study used an anonymous survey through the Qualtrics online survey software to collect data from 278 K-12 teachers and administrators across the state of Michigan (166 teachers, 112 administrators) from mid-April to mid-May 2021. These educators were recruited by sending announcement emails and social media messages through several professional networks, including that of <a href=\"https:\/\/livingslow.org\/about\/\">SEL consultant Lauren Kazee<\/a>, the <a href=\"https:\/\/memspa.org\/\">Michigan Elementary and Middle School Principals Association (MEMSPA)<\/a>, Michigan State University\u2019s <a href=\"https:\/\/epicedpolicy.org\/\">Education Policy Initiative Collaborative (EPIC)<\/a>, and the State of Michigan\u2019s <a href=\"https:\/\/cepi.state.mi.us\/EEM\/PublicDatasets.aspx\">Center for Educational Performance and Information (CEPI)<\/a>. Questions asked participants to provide detailed information about their school\u2019s primary mode of instruction in the last year, academic level of teaching or administration (e.g., elementary, middle, high school), concerns about students\u2019 SEL needs, SEL training experience, self-reported assessments of burnout, identification of roadblocks to meeting educators\u2019 SEL needs, and effective practices to help meet SEL needs. Administrators were asked specific questions about the SEL support their schools or districts may have provided to them and their faculty and staff. In order to identify Michigan educators\u2019 SEL needs, and to gauge the urgency of implementing SEL supports in Michigan schools, this study asked participants to assess their burnout and frustration with their work using reliable and valid self-assessment measures found in other research studies on these topics (\u201cValid and Reliable Survey Instruments,\u201d n.d.). All participants were asked optional demographic questions including years of experience in K-12 education, gender, and race and ethnicity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The demographics of participants in this study did not correspond exactly with those reported by the Michigan Department of Education (MDE) for all sub-categories (see Tables 2-5 in <a href=\"#appendix\" data-type=\"internal\" data-id=\"#appendix\">Appendix<\/a> for a full breakdown), which may not make the findings generalizable. Also, the questionnaire, while anonymous, involved self-selected participants providing self-reported information, which may make the findings subject to social desirability bias. Despite these limitations, though, we feel strongly in the accuracy and importance of what is reported here by the Michigan educators who participated in our study. It lends support for further research and discussion of Michigan educators\u2019 SEL needs and how to meet them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:genesis-blocks\/gb-testimonial -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p><em>My decision to leave education this year has solely been based on burnout and inability to manage my physical, emotional and family wellness due to the tolls of my profession. 4 principals are leaving my district at the end of this year, and 4 of my district's directors left at some point in the last school year. This is an unusual and unfortunate trend in a profession that is so important and valuable.<\/em><\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">MICHIGAN ELEMENTARY SCHOOL ADMINISTRATOR<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading -->\n<h2 id=\"results-and-discussion-of-the-findings\"><strong>Results and Discussion of the Findings<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study aimed to assess Michigan educators\u2019 emotional well-being, social and emotional supports offered by schools and districts, effective strategies educators pursued on their own to meet their SEL needs, administrators\u2019 well-being and district-level support, and overall challenges educators face in meeting their SEL needs. This section covers what the study\u2019s survey revealed about each of these respective topics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"michigan-educators-emotional-well-being\"><strong>Michigan Educators\u2019 Emotional Well-Being<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The survey revealed alarming rates of burnout and frustration among Michigan educators, as discovered through a series of burnout and frustration indicators (see Tables 8-10 in <a href=\"#appendix\" data-type=\"internal\" data-id=\"#appendix\">Appendix<\/a>). A vast majority (84%) of all participants indicated that they felt burned out from work in the last month. Nearly three-quarters of administrators, and two-thirds of teachers felt that <em>all of the things they had to do were piling up so high that they could not overcome them<\/em>. A majority of teachers and administrators (over 60% for both groups) indicated that they were <em>bothered by feeling down, depressed, anxious, or hopeless<\/em>, and nearly two-thirds of educators <em>felt worried that work had disconnected them emotionally<\/em>. When the data are broken down by gender, women indicated higher burnout rates than men across all burnout indicators, especially for the general question, <em>In the last month, have you felt burned out from work?<\/em> (88.3% for women versus 73.7% for men). Such a difference lends support to the need to adapt SEL resources to specific groups of people; some educators, depending on the demographics in question, may be impacted more or in particular ways, which requires not taking a blanket approach to identifying and providing SEL supports to educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When self-reported burnout assessments are examined by occupational role, administrators reported higher levels of agreement with the statement, <em>In the last month,<\/em> <em>have you felt that all the things you have to do were piling up so high that you cannot overcome them?<\/em> (73.2% for administrators and 65.7% for teachers). Teachers had higher levels of agreement (71.1%) with the statement of being <em>bothered by feeling down, depressed, anxious, or hopeless<\/em> compared to administrators (64.2%). These figures indicate that a majority of educators are likely overwhelmed by the amount of work they have to do and need mental health support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When asked if they thought about leaving education within the last year, nearly two-thirds of teachers said yes; administrators reported feeling more hopeful about the future with less than half saying they considered leaving education. Nearly three-quarters of teachers were frustrated with the modality that their school used to teach in the last year, and administrators again were more optimistic about this. Among teachers, hybrid and asynchronous online\/remote teachers cited being frustrated with their teaching modality at higher rates compared to in-person and synchronous online\/remote teachers. When combined with the burnout figures noted above, all of these frustration indicators sound an alarm that teachers\u2019 dissatisfaction with their work and their feelings of being overwhelmed by new and continually increasing demands need to be addressed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All participants were also asked a series of five-point Likert scale questions where they evaluated their work and their comfort with expressing their emotions and seeking help. All educators had a strong agreement with the statement, <em>The work I do is meaningful to me<\/em>. However, when asked to evaluate the statements, <em>My work schedule leaves me enough time for my personal\/family life<\/em> and<em> I feel comfortable showing a range of emotions in my job, <\/em>neither administrators nor teachers felt more positively than neutral agreement or indifference. When asked to evaluate the statement,<em> I feel comfortable talking with someone at school if I need help,<\/em> only administrators reported slightly higher than neutral agreement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Responses show that Michigan educators find value in the work they do, but there are concerns about managing time and responsibilities, especially administrators. Although it may not seem alarming that all categories of educators were mostly neutral with expressing emotions and seeking help, such a tepid agreement with these statements should be cause for concern given two of SEL\u2019s core competencies: being able to express oneself emotionally without fear and seeking help from others when it is needed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"school-or-district-offered-social-and-emotional-support\"><strong>School or District Offered Social and Emotional Support&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan educators were asked what SEL supports were offered to them by their schools or districts. Over a third reported that they were offered <em>extra planning\/prep time<\/em>. About a third noted that <em>counseling services<\/em> were provided. A little over a quarter were offered <em>mindfulness exercises<\/em> (e.g. yoga, meditation). Additionally, as illustrated in Figure 1, when comparing what administrators and teachers reported as the SEL supports offered to them, teachers consistently reported at lower levels for all options except for <em>none<\/em>. This observation and the finding that a quarter of all educators noted that no SEL supports were offered to them during the 2020-21 academic year is rather alarming given the many stresses brought about by the COVID-19 pandemic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh3.googleusercontent.com\/FNVLAh6tONhaXP3K0-WFoEIfXsTaE5uBI7pLNBRnZ1w8ANr_QrxO0XFtrtSB7NRLbXDqJ4-N8fwPn_Tv7SUt47h6fMYCZjWdKLFUKaXu2cz7IjItHZOyK4uxwtlhS-HWy7R2JoTH\" alt=\"A horizontal bar chart presents the social-emotional learning supports offered by schools and districts to Michigan educators. Values are provided for all educators, administrators, and teachers for all categories of support. The table reveals extra planning\/prep time, counseling services, mindfulness, and none were the top four supports for all educators combined. See Table 11 in appendix for specific numbers and a full listing of all supports.\" title=\"Figure 1. SEL Supports Offered by Schools\/Districts to Educators\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 1.<\/strong> <em>SEL Supports Offered by Schools\/Districts to Educators (See Table 11 in <a href=\"#appendix\">Appendix<\/a> for Specific Numbers)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"educators-effective-strategies-for-meeting-their-own-social-and-emotional-needs\"><strong>Educators\u2019 Effective Strategies for Meeting Their Own Social and Emotional Needs&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While many educators reported needing more support from their schools and districts, they pursued strategies to meet their own SEL needs. Educators were asked to share effective practices that have helped meet their SEL needs. Nine themes emerged from participants\u2019 open-ended responses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Prioritizing Mental Health and Mindfulness. <\/strong>One of the top cited effective practices involved prioritizing mental health and mindfulness through the use of mindfulness mobile phone apps (e.g., Calm and Pause), which were provided by school districts in some cases. Other educators started or continued professional therapy or engaged with community mental health organizations and resources. Many educators took up meditation exercises, deep breathing, and visualizations. Some regularly prayed or engaged in spiritual pursuits. Several educators regularly rewarded themselves with massages or took time off to distance themselves from their work and pursue opportunities to \u201cget away.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Exercising and Physical Health. <\/strong>Another regularly mentioned strategy was exercise and focusing on one\u2019s physical health. Several participants mentioned that they bought new exercise equipment (e.g., indoor exercise bike) or found ways to continue their exercise routines that couldn\u2019t be done at a gym. Others focused on eating healthier, drinking more water, getting outdoors, sleeping more, and purposefully taking breaks throughout the workday (often involving walks in one\u2019s neighborhood).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Revisiting Hobbies. <\/strong>Many participants continued or took up hobbies they found relaxing and meaningful, such as watching favorite television shows and movies, playing video games, completing puzzles, reading, and doing crafts. A few educators noted that the pandemic gave them an opportunity to enjoy old hobbies they had not taken up for some time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Prioritizing, Boundary Setting, and Incentivizing. <\/strong>Given how this study\u2019s survey revealed educator feelings of being overwhelmed with the amount of work they have to do, it is no surprise that some effective strategies focused on saving time and setting clear boundaries between work and personal life. Many educators said that they set firm work-life boundaries by not doing work after a certain time of the day, not bringing work home from school, or turning on out-of-office automated messages on weekends. To balance many competing priorities, some educators noted that they kept priority task lists and only focused on the most essential and important things to do. Lastly, several educators gave themselves rewards such as a special treat (e.g., coffee, meal) for having accomplished something.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Utilizing Community Support. <\/strong>A significant number of educators said that they talked with friends and family regularly. Others, as noted earlier, joined community-based therapy and counseling. Some engaged in community support groups like <a href=\"https:\/\/www.happyteacherrevolution.com\/\">Happy Teacher Revolution<\/a>, an organization focused on supporting educators\u2019 mental health and wellness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Taking Digital Breaks. <\/strong>Given the intensity of using digital tools to teach and work during the COVID-19 pandemic, many educators said that they scheduled breaks from technology. In one case, a participant suggested putting technology in another room so one cannot be tempted to check emails or do work during a break.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Self-Acceptance and Resisting Perfectionism. <\/strong>Several educators said that they resisted the stress they felt by being perfectionists. These educators said that they lowered their expectations and let go if everything could not be completed \u201cperfectly.\u201d An educator noted it was necessary to be kind to oneself and realize that one can\u2019t always get everything done on a checklist. Telling oneself that essential tasks will get completed later was an effective way of managing the stress of trying to keep up with many responsibilities during uncertain times.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Creating Routines to Support and Encourage Time for SEL. <\/strong>Some participants pursued deliberative practices and routines that supported and encouraged social and emotional learning. Some teachers incorporated SEL strategies in classroom routines and activities. Other educators completed training to find better ways to use technology to make teaching and learning more efficient and minimize time pressures. Some participants met with colleagues at the same time each day\/week to check in and catch up.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Maladaptive Strategies. <\/strong>Although they are not strategies to emulate, a small number of educators were honest about their pursuit of maladaptive coping mechanisms. Some managed their stress and anxiety by consuming alcohol or legally permitted recreational substances.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"administrator-well-being-and-district-level-support\"><strong>Administrator Well-Being and District-Level Support<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Given administrators\u2019 important roles in overseeing policies, operations, and school\/district culture, this study\u2019s survey also asked administrators a specific question about strategies they pursued to support their SEL needs as school and district leaders. A question also assessed what district-level support administrators were provided. Administrators\u2019 responses to general questions about SEL were included in the overall educator strategies included above, but responses to administrator-focused questions are presented in this section. Overall, when administrators were asked, <em>What effective strategies has your school or district put into place to support your social and emotional needs as an administrator?, <\/em>their responses typically fell into one of three categories: no strategies, logistical strategies, and\/or personal strategies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Approximately half of the responses indicated that their school or district did not implement any strategies to support administrators' social and emotional needs. There was a feeling of discouragement among this group and assumptions that they were on their own. These administrators did, however, note strategies that they tried to implement with their staff, perhaps trying to fill the school or district-level gaps.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators who reported school- or district-level strategies indicated either personal (i.e., supporting the emotional well-being of an individual) or logistical supports providing an emotionally supportive environment. Administrators noted schools or districts offering new or increased leadership coaching and mentoring as administrators navigated the 2020-21 school year. Additionally, administrators reported that their districts offered access to mindfulness and meditation apps, as well as counseling and mental health services like tele-therapists. Finally, administrators cited increased collaboration among staff, which can provide social connections, emotional support, and collaborative problem solving.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Logistically, administrators reported having new or increased flexibility in their work location and to some degree their work hours (outside of school hours) as well as additional staffing during the 2020-21 academic year. Additional staffing took many forms in administrators' responses from one noting the hiring of a summer school coordinator to many others reporting the hiring of additional support staff in their building.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators were also asked what successful strategies they implemented to meet their own social and emotional needs, either in place of, or in addition to school or district-level supports. Unsurprisingly, these strategies closely mirror those of teachers overall with strategies around mindfulness, physical exercise, and boundary setting being the most common. As with district provided strategies, however, there were a number of administrators who noted that they did not pursue any strategies, often for lack of time or energy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Strategies around prioritizing mental health and mindfulness were most often cited. These included (but certainly aren\u2019t limited to) counseling and therapy, meditation and yoga, and prayer and bible study. Physical exercise was also commonly noted, including going to the gym, taking breaks from work to take a walk, and taking up new physical activities such as jogging or cycling.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, many administrators also reported setting more firm work life boundaries and making time with their families a priority. This strategy, however, was easier said than done and was contingent on a number of other factors that will be discussed further in the next section.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The role of the administrator is a unique one in that they are responsible for the social and emotional needs of their staff, yet face many of the same pressures\u2014likely more from the district\u2014and may not be receiving the support they offer to their own staff and need themselves.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"challenges-to-providing-social-and-emotional-support-to-educators\"><strong>Challenges To Providing Social and Emotional Support to Educators<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Providing SEL support to educators is an important goal, but implementation is easier said than done. Pursuing and providing SEL supports may seem daunting given the many responsibilities already placed on teachers and administrators to do their jobs within rigid time constraints. Therefore, in order to determine effective practices teachers and administrators can pursue, one must understand the challenges and roadblocks educators face to meet their SEL needs in the first place.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"general-challenges-for-teachers-and-administrators\"><strong>General Challenges for Teachers and Administrators<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In this study\u2019s survey, educators were asked to identify what they saw as the top three roadblocks they faced to meet their SEL needs. Among the nine options provided, the following were the top four roadblocks chosen: lack of time, too many responsibilities to get their job done, inability to socialize with colleagues, and SEL not being a priority in school\/district. Figure 2 provides a complete breakdown of the top roadblocks chosen among all educators participating in this study.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh3.googleusercontent.com\/tVwd5BEE6pqW9r1bucFy6OxVt2Px2SNYkuLzKAEAGYvi9d92G1W2_UY28vLYj5lu-SrCtUWnWeoBPKFfBt4_al3Wq7YPV7qrk8pW1NfKrnLhBFhdMHxSBhYDBbvL-SNe1mTa-X7X\" alt=\"A horizontal bar chart presents the roadblocks teachers and administrators reported they faced in meeting their SEL needs. Values are provided for all educators, administrators, and teachers for all possible roadblocks. The table reveals lack of time, too many job responsibilities, inability to socialize with colleagues, and SEL not being a priority in school and\/or district were the top four challenges faced by all educators combined. See Table 12 in appendix for specific numbers and a full listing of all roadblocks.\" title=\"Figure 2. Top Roadblocks to Meeting SEL Needs Reported by Educators Broken Down by Role\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 2.<\/strong> <em>Top Roadblocks to Meeting SEL Needs Reported by Educators, Broken Down by Role (See Table 12 in <a href=\"#appendix\" data-type=\"internal\" data-id=\"#appendix\">Appendix<\/a> for Specific Numbers)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These figures reinforce the observation that Michigan educators are most overwhelmed with the amount of work required to complete their jobs, with administrators feeling the burden slightly more than teachers. This may be attributed to the extra responsibilities administrators faced during the 2020-21 academic year, such as developing and revising new protocols as the COVID-19 pandemic unfolded. Given that educators have cited time and job responsibilities as the most significant roadblocks to meeting their SEL needs, attention should be paid to how to provide streamlined ways to incorporate SEL supports within everyday work and educating practices. Such roadblocks are not surprising given educators\u2019 finding tools to streamline their work to be a significant topic to address their SEL needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having nearly one out of four educators working in an environment where SEL is not seen as a priority is cause for concern, especially given what research reveals about educating in an environment not supportive of SEL needs. Educators have a higher chance of burning out and may leave the education field if their SEL needs are not met.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators were also given the opportunity to provide roadblocks that they encountered that were not on the survey list. These responses were grouped into the following key themes:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Operating in a constant state of crisis and change; no consistency in operations and too many last-minute changes without adequate notification or preparation<\/li><li>Working in a polarized political environment<\/li><li>SEL perceived as a sign of weakness or poor performance<\/li><li>Having to juggle multiple modes of instruction at the same time<\/li><li>Need to develop new systems, procedures, and forms of monitoring with little to no preparation time (e.g., hybrid learning, working with quarantined students, COVID requirements, and monitoring\/maintaining student attendance)<\/li><li>Inconsistent and limited guidance from school and district administrators as well as state-level officials<\/li><li>Administrators presenting overly complex solutions to various problems<\/li><li>Lack of student motivation or engagement<\/li><li>Lack of funding for schools\/districts to implement SEL supports<\/li><li>Balancing work and family obligations<\/li><li>Not enough support staff in classrooms<\/li><li>A focus on meeting students\u2019 SEL needs over that of faculty and staff<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"challenges-for-teachers-based-on-mode-of-instruction\"><strong>Challenges for Teachers Based on Mode of Instruction<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When teachers\u2019 responses to questions about challenges to meet their SEL needs were examined closely based on how they delivered their classes during the 2020-21 academic year, <em>lack of time<\/em> was ranked highly across all teachers surveyed, regardless of their primary mode of instruction. <em>Too many responsibilities to get my job done<\/em> was also cited as a major roadblock. Among asynchronous online\/remote teachers, <em>inability to socialize<\/em> was the second most chosen (83.3%) after <em>lack of time<\/em> (100%). Figure 3 provides a complete breakdown of teacher responses related to roadblocks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":62549,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/07\/image-1.png\" alt=\"A horizontal bar chart presents the roadblocks teachers faced faced in meeting their SEL needs. Values are provided for all teachers and broken down by teachers' primary mode of instruction (online asynchronous, online synchronous, hybrid, and in-person). The table reveals lack of time, too many job responsibilities, inability to socialize with colleagues, and SEL not being a priority in school and\/or district were the top four challenges faced by all teachers combined. Online asynchronous teachers reported inability to socialize with colleagues much more significantly than other teachers. See Table 13 in appendix for specific numbers and a full listing of all roadblocks.\" class=\"wp-image-62549\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong>Figure 3. <\/strong><em>Top Roadblocks to Meeting SEL Needs Reported by Teachers, Broken Down by Primary Mode of Instruction (See Table 13 in <a href=\"#appendix\">Appendix<\/a> for Specific Numbers)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All online teachers (synchronous and asynchronous) chose <em>inability to socialize<\/em> at higher rates than their in-person and hybrid counterparts, which flags the importance of providing teachers with opportunities to socialize when they teach exclusively online. This need is very apparent when examining how participants responded to the question, <em>At any point in the last month, have you worried work has disconnected you emotionally?<\/em> All asynchronous online\/remote teachers (n=6) responded \u201cYes\u201d to this prompt compared to two-thirds of in-person teachers, and slightly more than half of hybrid teachers and synchronous online\/remote teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although the total number of asynchronous online teachers was low, their responses deserve special attention given the nature of this mode of instruction. Asynchronous educators have no physical interactions with their students, and likely no physical interactions with other educators. This is apparent in their concerns about meeting their own social emotional needs, noting the inability to socialize with my colleagues as a significant roadblock, nearly double that of educators in other settings. Additionally, asynchronous educators reported increased concerns over student attendance and engagement, maintaining their own positive health, and socializing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators in asynchronous settings also reported the greatest feelings of frustration with the mode of education selected by their district as well as the highest percentage considering leaving education. For teachers who may not have had a choice in teaching asynchronously online, it seems the isolation from both students and fellow educators has weighed heavily on them during the 2020-21 academic year further highlighting the need for effective educator support strategies\u2014no matter the mode of education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:genesis-blocks\/gb-testimonial -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p><em>We are constantly being told that we need to meet the social and emotional needs of our students and their families.....where is the support for us? When I'm empty, there is nothing I can give to anyone else!<\/em><\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">MICHIGAN ELEMENTARY SCHOOL TEACHER<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\"><strong>Implications<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study surveyed 278 K-12 teachers and administrators in Michigan to assess several topics: the current state of Michigan educators\u2019 emotional well-being, what social and emotional supports schools or districts offered Michigan educators during the 2020-21 academic year,&nbsp; the effective strategies Michigan educators implemented to meet their own social and emotional needs, how Michigan districts supported administrators\u2019 emotional well-being, and the challenges of providing social and emotional support to Michigan educators. The survey revealed that over two-thirds of educators felt burned out or frustrated with their work and the amount of support and recognition they received. Across all educators, <em>lack of time<\/em> and <em>too many job responsibilities<\/em> were reported as the most significant roadblocks to meeting their SEL needs. During the 2020-21 Academic Year, the added responsibilities brought on by the constantly changing situation of the COVID-19 pandemic exacerbated these concerns. So how can schools and districts better support educators\u2019 SEL? There are several free and inexpensive ways schools, districts, administrators, and teachers can address and meet educators\u2019 SEL needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"show-concern-for-adult-sel-but-dont-force-it\"><strong>Show Concern for Adult SEL, But Don\u2019t Force It<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Unfortunately, nearly 25% of participants indicated that SEL is not a priority in their school and\/or district. Such findings are concerning given the high degree of burnout exhibited by those taking this study\u2019s survey. To help educators meet their SEL needs, schools and districts should first show that they understand and value SEL for both students and adults. Acknowledging that adults have their own social and emotional needs to be met in their challenging and rewarding roles as educators would go a long way in setting a tone that the well-being of everyone in the school matters. However, showing concern for SEL and providing SEL support should not be forced. There may be discomfort for some in pursuing SEL because they may prefer to seek out SEL support on their own. Some also may feel like addressing SEL for adults is another administrative burden to add on to their plates, as one educator stated: \u201cAdding SEL to the classroom feels like one more thing placed on teachers in the classroom when we are already overwhelmed.\u201d Therefore, it would be helpful to conduct a climate survey of adults within a school or district to see where they are in relation to burnout, compassion fatigue, SEL needs, and SEL support preferences.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"build-a-community-of-trust\"><strong>Build a Community of Empathy and Trust<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One easy way to show concern about educators\u2019 SEL needs is to build a community of empathy and trust. In addition to checking the pulse of how teachers and administrators feel, it would help to explicitly communicate that it is okay to not be okay and that all emotions can be expressed and shared with others, including students, without worry of being ostracized or punished. When educators are encouraged to bring their whole selves to the workplace, they can then more effectively manage and address their emotions while modeling good behavior among students and members of the community. Creating a community that values sharing and respects people\u2019s emotions and feelings will build trust and compassion, which encourages colleagues and students to support one another\u2019s SEL needs. Moreover, having administrators clearly state to everyone that it is okay to seek help and support from each other or from a list of available and recommended resources goes a long way to show that everyone is working in a caring and supportive school or district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"address-time-constraints-and-heavy-workloads\"><strong>Address Time Constraints and Heavy Workloads<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Time was the most significantly cited roadblock to meeting educators\u2019 SEL needs. When teachers and administrators feel overwhelmed by the amount of work they need to do within set time constraints, attention should be focused on examining workloads to make them more manageable for everyone. This may require an assessment of teaching and administrative assignments, a close look at curricula requirements and grading to see if any adjustments are needed to meet learning objectives in a more streamlined manner, and providing teachers and administrators with tools, resources, and advice on how to do their work more efficiently. By offering tools and resources that allow teachers and administrators to focus more on building a positive learning environment for their students (rather than checking off items from an administrative checklist), educators can focus on what most likely inspired many of them to pursue a career in education in the first place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"integrate-sel-into-everyday-work\"><strong>Integrate SEL into Everyday Work<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Related to the time constraints educators face, one strategy to meeting teachers\u2019 and administrators\u2019 SEL needs is to integrate SEL more organically into everyone\u2019s work. The goal would not be to tack on extra work or to jam more requirements into an already busy schedule. Two participants summarized this point succinctly: \u201cI think admin needs to stop PUSHING self-care, \u2018make sure you go home and focus on self-care!\u2019. They should provide opportunities for in-school self-care!\u201d and \u201cI think we need to look at offering these supports within the school day as much as possible, walking the walk by embedding self care plans and activities into staff evaluations, and talking about our feelings openly.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Therefore, one goal is to find ways to integrate SEL into tasks and meetings that are already required. For example, teachers can lead short meditation exercises in class, or administrators can facilitate short mindfulness exercises at the start of a meeting. Already planned in-service and training days can focus on SEL supports or at least incorporate some SEL-focused activities. Educators can also be encouraged and given time to earn professional development \u201ccredit\u201d within their schools or districts for completing courses related to SEL. Moreover, at the level of school policies and learning community philosophies, a statement related to supporting everyone\u2019s emotional and social well-being can be written, shared, and emphasized for all. This means that administrators need to take the lead in creating awareness around SEL and being intentional about communicating what supports are available to teachers to meet their SEL needs. Without doing so, there is a risk of teachers not feeling fully supported, as one participant noted: \u201cOur staff has been encouraged to do everything we can to meet the needs of our students, to the point where we are neglecting our own needs. There has not been much input about this from our administration, except for them to state \u2018We want you to take care of yourselves.\u2019 but they do not help us learn how to do so.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pursue-free-or-cost-effective-sel-supports\"><strong>Pursue Free or Cost-Effective SEL Supports<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Providing SEL support and resources do not need to be expensive. Many educators cited the use of free or inexpensive mindfulness apps like Calm or Pause. Teachers and administrators can also come together to share the free or cost-effective SEL supports that have worked for them within their local community. There may be support groups, exercise classes, hobby clubs, or other community-based activities that can help create a positive and supportive learning environment within and beyond the walls of the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"reward-and-recognize-educators\"><strong>Reward and Recognize Educators<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the simplest and most cost-effective ways to boost educator morale and feelings of accomplishment in the workplace is to reward and recognize the hard work educators do. One participant stated this quite clearly: \u201cMore needs to be done for teachers to prevent burn out. Make them feel needed and appreciated.\u201d Another educator suggested making sure the community better understood teachers\u2019 accomplishments and their needs: \u201cThe great efforts of our educators need to be more visible to parents and communities. Ideally, leading to increased support for teachers.\u201d A teacher also said the simple things like small treats can go a long way to start off a teacher\u2019s day on a happy note: \u201cBe flexible. Listen and support teachers. Bring them treats from time to time ... like Tim Horton's \u2018iced cappuccino\u2019 or whatever will help them start the morning on a positive note.\u201d Rewarding and recognizing teachers\u2019 and administrators\u2019 hard work within and beyond the walls of a school would make educators feel more appreciated for what they contribute to their communities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"encourage-and-find-time-for-sel-training\"><strong>Encourage and Provide Time for SEL Training<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One interesting survey finding is that those educators who engaged in SEL training reported lower burnout, frustration, and compassion fatigue rates. Although SEL training is not the sole determinant for more job satisfaction and higher levels of SEL support, providing and encouraging SEL training through free or cost-effective programs may magnify the benefits that come with pursuing other SEL supports. Again, caution should be made when offering SEL training to teachers and administrators. If the training is an additional requirement outside of regular working hours, SEL training may be seen as a burden. Providing training within the regular workday, or during anticipated, scheduled meetings or instructional in-service days should be considered to maintain enthusiasm for SEL training in a school or district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:genesis-blocks\/gb-testimonial -->\n<div style=\"background-color:#f2f2f2;color:#32373c\" class=\"wp-block-genesis-blocks-gb-testimonial left-aligned gb-font-size-18 gb-block-testimonial\"><div class=\"gb-testimonial-text\"><p><em>We need to check on each other. Everyone is so busy in their own classroom that it\u2019s hard to remember to make sure our colleagues are OK.<\/em><\/p><\/div><div class=\"gb-testimonial-info\"><h2 class=\"gb-testimonial-name\" style=\"color:#32373c\"><\/h2><small class=\"gb-testimonial-title\" style=\"color:#32373c\">MICHIGAN ELEMENTARY SCHOOL TEACHER<\/small><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-testimonial -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\"><strong>Conclusion<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study examined Michigan teachers\u2019 and administrators\u2019 emotional well-being, the social and emotional supports offered to them, effective strategies to meet their own social and emotional needs, and ways to overcome the challenges of providing social and emotional supports to educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the end, providing SEL support to teachers and administrators is necessary to build supportive and welcoming learning environments for everyone. Addressing the SEL needs of all adults in schools will model its importance for students, families, and communities. Educators will have opportunities to learn how to understand, manage, and express their emotions, which will help them serve as positive role models for students. Moreover, when educators\u2019 SEL needs are known, and educators are given time and permission to address them, steps can be taken to mitigate burnout, frustration, and compassion fatigue that have led to attrition and less effective teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Solutions do not need to be costly or time consuming. By taking the pulse of a school\u2019s or district\u2019s SEL needs and leveraging various free or low-cost digital and community resources to support educators, educators can feel supported and have outlets to seek the help that they need to be successful and satisfied in their roles in our schools and communities. SEL consultant Lauren Kazee emphasizes these concluding points through some advice she gives regularly in training across the state of Michigan: \u201cStart where you are. Use what you have. Do what you can. It's OK to take baby steps forward as long as you are moving forward. We didn't get to this place of feeling overwhelmed and burned out overnight. Unfortunately, things won't change overnight, but small steps can be taken to move forward and eventually get to where we want to be.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2 id=\"references\"><strong>References<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"className\":\"no-toc\"} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion no-toc gb-block-accordion\"><details><summary class=\"gb-accordion-title\">References<\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><em>About the OECD\u2019s study on social and emotional skills\u2014OECD<\/em>. (n.d.). OECD. <a href=\"https:\/\/www.oecd.org\/education\/ceri\/social-emotional-skills-study\/about\/\">https:\/\/www.oecd.org\/education\/ceri\/social-emotional-skills-study\/about\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Babb, J., Sokal, L., &amp; Trudel, L. E. (2020, June 16). <em>How to prevent teacher burnout during the coronavirus pandemic<\/em>. The Conversation. <a href=\"http:\/\/theconversation.com\/how-to-prevent-teacher-burnout-during-the-coronavirus-pandemic-139353\">http:\/\/theconversation.com\/how-to-prevent-teacher-burnout-during-the-coronavirus-pandemic-139353<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dickler, J. (2021, March 1). <em>More teachers plan to quit as Covid stress overwhelms educators<\/em>. CNBC.<a href=\"https:\/\/www.cnbc.com\/2021\/03\/01\/more-teachers-plan-to-quit-as-covid-stress-overwhelms-educators.html\"> https:\/\/www.cnbc.com\/2021\/03\/01\/more-teachers-plan-to-quit-as-covid-stress-overwhelms-educators.html<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harris, B. (2021, March 9). <em>Tears, sleepless nights and small victories: How first-year teachers are weathering the crisis<\/em>. The Hechinger Report.<a href=\"https:\/\/hechingerreport.org\/tears-sleepless-nights-and-small-victories-how-first-year-teachers-are-weathering-the-crisis\/\"> https:\/\/hechingerreport.org\/tears-sleepless-nights-and-small-victories-how-first-year-teachers-are-weathering-the-crisis\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>How teachers can manage burnout during the pandemic<\/em>. (n.d.). Rutgers Today. <a href=\"https:\/\/www.rutgers.edu\/news\/how-teachers-can-manage-burnout-during-pandemic\">https:\/\/www.rutgers.edu\/news\/how-teachers-can-manage-burnout-during-pandemic<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Karnovsky, S. (2021, February 28). <em>Teachers are expected to put on a brave face and ignore their emotions. We need to talk about it<\/em>. The Conversation. <a href=\"http:\/\/theconversation.com\/teachers-are-expected-to-put-on-a-brave-face-and-ignore-their-emotions-we-need-to-talk-about-it-153642\">http:\/\/theconversation.com\/teachers-are-expected-to-put-on-a-brave-face-and-ignore-their-emotions-we-need-to-talk-about-it-153642<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kazee, L., Brandow, C., and Cook, O. (2020). <em>Self-care and wellness: An important focus for staff implementing a school responder model<\/em>. National Center for Youth Opportunity and Justice. <a href=\"https:\/\/ncyoj.policyresearchinc.org\/img\/resources\/SelfCareWellnessBriefFinal-943347.pdf\">https:\/\/ncyoj.policyresearchinc.org\/img\/resources\/SelfCareWellnessBriefFinal-943347.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Meltzer, E. (2020, December 3). <em>\u2018Stretched thin\u2019: Superintendent survey highlights concerns with teacher burnout, learning loss<\/em>. Chalkbeat Colorado.<a href=\"https:\/\/co.chalkbeat.org\/2020\/12\/3\/22150072\/colorado-education-needs-assessment-teacher-burnout-learning-loss\"> https:\/\/co.chalkbeat.org\/2020\/12\/3\/22150072\/colorado-education-needs-assessment-teacher-burnout-learning-loss<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moss, J. (2021, February 10). <em>Beyond burned out. <\/em>Harvard Business Review.<a href=\"https:\/\/hbr.org\/2021\/02\/beyond-burned-out\"> https:\/\/hbr.org\/2021\/02\/beyond-burned-out<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Natanson, H., George, D. S., &amp; Stein, P. (2021, February 20). <em>More teachers are asked to double up, instructing kids at school and at home simultaneously. <\/em>Washington Post. <a href=\"https:\/\/www.washingtonpost.com\/local\/education\/teachers-remote-in-person-simultaneously\/2021\/02\/20\/8f466ff8-6bb9-11eb-9ead-673168d5b874_story.html\">https:\/\/www.washingtonpost.com\/local\/education\/teachers-remote-in-person-simultaneously\/2021\/02\/20\/8f466ff8-6bb9-11eb-9ead-673168d5b874_story.html<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>On the use of the big five model as a SEL assessment framework\u2014AWG<\/em>. (n.d.). Collaborative for Academic, Social, and Emotional Learning. <a href=\"https:\/\/measuringsel.casel.org\/use-big-five-model-sel-assessment-framework\/\">https:\/\/measuringsel.casel.org\/use-big-five-model-sel-assessment-framework\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Pressure of COVID-19 pandemic raises concerns about Michigan teachers getting burned out<\/em>. (n.d.). <a href=\"https:\/\/www.clickondetroit.com\/news\/local\/2020\/09\/29\/pressure-of-covid-19-pandemic-raises-concerns-about-michigan-teachers-getting-burned-out\/\">https:\/\/www.clickondetroit.com\/news\/local\/2020\/09\/29\/pressure-of-covid-19-pandemic-raises-concerns-about-michigan-teachers-getting-burned-out\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pepin, A. (2021, February 12). <em>Burnout prevention series aids aspiring and current teachers with pandemic fatigue.<\/em> The Appalachian.<a href=\"https:\/\/theappalachianonline.com\/burnout-prevention-series-aids-aspiring-and-current-teachers-with-pandemic-fatigue\/\"> https:\/\/theappalachianonline.com\/burnout-prevention-series-aids-aspiring-and-current-teachers-with-pandemic-fatigue\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Russell, K. (2021, May 20). <em>\u201cPerfect storm\u201d of events causing teacher shortage crisis in Michigan<\/em>. WXYZ Detroit 7.<a href=\"https:\/\/www.wxyz.com\/news\/perfect-storm-of-events-causing-teacher-shortage-crisis-in-michigan\"> https:\/\/www.wxyz.com\/news\/perfect-storm-of-events-causing-teacher-shortage-crisis-in-michigan<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Singer, N. (2020, November 30). <em>Teaching in the pandemic: \u201cThis is not sustainable.\u201d <\/em>The New York Times.<a href=\"https:\/\/www.nytimes.com\/2020\/11\/30\/us\/teachers-remote-learning-burnout.html\"> https:\/\/www.nytimes.com\/2020\/11\/30\/us\/teachers-remote-learning-burnout.html<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Social Emotional Learning Activities for Adults | CASEL - Casel Schoolguide<\/em>. (n.d.). Collaborative for Academic, Social, and Emotional Learning. <a href=\"https:\/\/schoolguide.casel.org\/focus-area-2\/overview\/\">https:\/\/schoolguide.casel.org\/focus-area-2\/overview\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Teaching: Before Rolling Out Post-Pandemic Plans, Let People Grieve<\/em>. (n.d.). Chronicle of Higher Education. <a href=\"https:\/\/www.chronicle.com\/newsletter\/teaching\/2021-03-04\">https:\/\/www.chronicle.com\/newsletter\/teaching\/2021-03-04<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tseng, A. (2021, March 3). <em>How can we support teachers and their mental health amid COVID-19? <\/em>Los Angeles Times.<a href=\"https:\/\/www.latimes.com\/california\/story\/2021-03-03\/how-to-help-teachers-mental-health-covid-19\"><em> <\/em>https:\/\/www.latimes.com\/california\/story\/2021-03-03\/how-to-help-teachers-mental-health-covid-19<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Valid and Reliable Survey Instruments to Measure Burnout, Well-Being, and Other Work-Related Dimensions. <\/em>(n.d.). National Academy of Medicine. <a href=\"https:\/\/nam.edu\/valid-reliable-survey-instruments-measure-burnout-well-work-related-dimensions\/\">https:\/\/nam.edu\/valid-reliable-survey-instruments-measure-burnout-well-work-related-dimensions\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>What is SEL?<\/em> (n.d.). Collaborative for Academic, Social, and Emotional Learning. <a href=\"https:\/\/casel.org\/what-is-sel\/\">https:\/\/casel.org\/what-is-sel\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Will, M. (2021, January 6). <em>As teacher morale hits a new low, schools look for ways to give breaks, restoration. <\/em>Education Week.<a href=\"https:\/\/www.edweek.org\/leadership\/as-teacher-morale-hits-a-new-low-schools-look-for-ways-to-give-breaks-restoration\/2021\/01\"> https:\/\/www.edweek.org\/leadership\/as-teacher-morale-hits-a-new-low-schools-look-for-ways-to-give-breaks-restoration\/2021\/01<\/a><\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2 id=\"additional-recommended-sel-resources-for-educators\"><strong>Additional Recommended SEL Resources for Educators<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24,\"className\":\"no-toc\"} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion no-toc gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Websites<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><a href=\"https:\/\/thecornerstoneforteachers.com\/\">Cornerstone for Teachers<\/a> - National Certified Board Teacher Angela Watson provides a variety of resources for teachers on how to stay motivated, find ways to minimize stress, and manage their many responsibilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.cultofpedagogy.com\/resilience\/\">Cult of Pedagogy, \u201c12 Ways Teachers Can Build Their Own Resilience\u201d<\/a> - This article provides a summary of key tips from Elena Aguila\u2019s book <em>Onward: Cultivating Emotional Resilience in Educators<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.happyteacherrevolution.com\/\">Happy Teacher Revolution<\/a> - A support network for teachers to collectively face the many challenges they face related to time, money, and emotional capacity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/livingslow.org\/\">LivingSLOW<\/a> - Michigan-based social-emotional learning consultant Lauren Kazee offers self-care and wellness advice and resources for educators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-74638_72831_72834-361321--,00.html\">Michigan Department of Education (MDE) Social and Emotional Learning Information<\/a> - The Michigan Department of Education (MDE) provides a variety of social and emotional learning information, programs, and resources for Michigan educators, families, and communities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/teacherselfcare.org\/\">Teacher Self-Care Conference<\/a> - Information about a regular conference focused on how to address and manage teacher stress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"http:\/\/www.thezenteacher.com\">Zen Teacher<\/a> - A veteran high school English teacher provides advice and resources on implementing self-care and wellness strategies in schools.<\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Assessments &amp; Trainings<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&amp;_plp_subject_area=social-emotional-learning&amp;_credit_type=scech\" target=\"_blank\" rel=\"noreferrer noopener\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&amp;_plp_subject_area=social-emotional-learning&amp;_credit_type=scech\">Free and low-cost SEL courses through Michigan Virtual (possibilities to earn State Continuing Education Clock Hours, SCECHs)<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"http:\/\/www.unified-solutions.org\/wp-content\/uploads\/2017\/08\/HANDOUT_Resiliency-Organizational-Self-Care-Checklist.pdf\">Gayle Thom, \u201cDeveloping Resiliency for Staff and Organizations\u201d<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.air.org\/sites\/default\/files\/downloads\/report\/Trauma-Informed_Organizational_Toolkit_0.pdf\">National Center on Family Homelessness and Center for Social Innovation, Organizational Toolkit<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/proqol.org\/\">Professional Quality of Life (for individuals)<\/a><\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Books<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p>Aguila, E. (2018). <em>Onward: Cultivating emotional resilience in educators<\/em>. Jossey Bass.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Brackett, M. (2019). <em>Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society to thrive<\/em>. Celadon Books.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Carlson, R. (2008). <em>Don\u2019t sweat the small stuff...and it\u2019s all small stuff: Simple ways to keep the little things from taking your life<\/em>. Hodder Mobius.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Connors, N. (2013). <em>If you don't feed the teachers they eat the students!: Guide to success for administrators and teachers<\/em>. Incentive Publications.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Covey, S. (1990). <em>The 7 habits of highly effective people: Powerful lessons in personal change<\/em>. Free Press.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mason, C., and Rivers Murphy, M. (2018). <em>Mindfulness practices: Cultivating heart centered communities where students focus and flourish.<\/em> Solution Tree Press.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Watson, A. (2019). <em>Fewer things, better: The courage to focus on what matters most<\/em>. Due Season Press and Educational Services.<\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Handouts\/Strategies\/Links<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><a href=\"http:\/\/www.ascd.org\/ascd-express\/vol15\/num13\/5-strategies-for-teacher-self-care.aspx\">Association for Supervision and Curriculum Development (ASCD), 5 Strategies for Teacher Self-Care<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.techlearning.com\/how-to\/how-to-reduce-teacher-stress\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.techlearning.com\/how-to\/how-to-reduce-teacher-stress\" rel=\"noreferrer noopener\">How to Reduce Teacher Stress<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.google.com\/search?q=teacher+self-care+tips&amp;rlz=1C1CHBF_enUS905US906&amp;oq=teacher+self-care+tips&amp;aqs=chrome..69i57j0i22i30l2j0i390.4603j0j7&amp;sourceid=chrome&amp;ie=UTF-8\">Self-care tips\/calendars\/activities<\/a><\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Videos<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p>Edutopia. (2017, May 8). <em>How do teachers change lives?<\/em><a href=\"https:\/\/www.youtube.com\/watch?v=omf9mPTHP9M\"> https:\/\/www.youtube.com\/watch?v=omf9mPTHP9M<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Google for Education. (2020, May 4). <em>2020 Teachers of the year on practicing self care<\/em>.<a href=\"https:\/\/www.youtube.com\/watch?v=n3pdoe1hfuE\"> https:\/\/www.youtube.com\/watch?v=n3pdoe1hfuE<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Prioritizing teacher self-care<\/em>. (n.d.). Edutopia. <a href=\"https:\/\/www.edutopia.org\/video\/prioritizing-teacher-self-care\">https:\/\/www.edutopia.org\/video\/prioritizing-teacher-self-care<\/a><\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-spacer -->\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-divider-size-1\"><hr style=\"height:30px\" \/><\/div>\n<!-- \/wp:genesis-blocks\/gb-spacer -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix\"><strong>Appendix<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Notes<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p>The following tables provide an overview of the composition of participants who took part in this study\u2019s survey. Some tables provide comparisons with 2020-21 K-12 Staffing Count data provided by the Michigan Department of Education\u2019s <a href=\"https:\/\/www.mischooldata.org\/staffing-count\/\">MI School Data site<\/a>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These data are provided to emphasize Michigan Virtual\u2019s efforts to be transparent in trying to be equitable and inclusive of diverse perspectives in its research. The following tables reveal that this study was roughly on par in reflecting the gender composition of Michigan\u2019s teachers and administrators. More efforts are needed in future research to include more teachers and administrators of color as well as early career educators.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Demographic Tables (Tables 1-5)<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><strong>Table 1<\/strong><br><em>MVLRI SEL Study Participants by Grade Level<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure id=\"table2\" class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Grade Level<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><\/tr><tr><td>Elementary School<\/td><td class=\"has-text-align-center\" data-align=\"center\">44.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">35.7%<\/td><\/tr><tr><td>Middle School<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.7%<\/td><\/tr><tr><td>High School<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">53.6%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2<\/strong><br><em>Comparison Between MVLRI SEL Study and Statewide Employment Statistics from Michigan Department of Education (Gender)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Gender<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<br>Statewide (MDE)<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<br>MVLRI Study<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<br>Statewide (MDE)<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<br>MVLRI Study<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>110,788<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>11,169<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><\/tr><tr><td>Female<\/td><td class=\"has-text-align-center\" data-align=\"center\">77.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">81.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">54.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">53.6%<\/td><\/tr><tr><td>Male<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">15.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">45.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">44.6%<\/td><\/tr><tr><td>Non-Binary<\/td><td class=\"has-text-align-center\" data-align=\"center\">n\/a<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">n\/a<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><\/tr><tr><td>Prefer Not to Say<\/td><td class=\"has-text-align-center\" data-align=\"center\">n\/a<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">n\/a<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.8%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 3<\/strong><br><em>Comparison Between MVLRI SEL Study and Statewide Employment Statistics from Michigan Department of Education (Race and Ethnicity)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Race and Ethnicity<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers <br>Statewide (MDE)<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers <br>MVLRI Study<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators <br>Statewide (MDE)<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators <br>MVLRI Study<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>110,788<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>11,169<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><\/tr><tr><td>Asian<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.7%<\/td><\/tr><tr><td>African American or Black<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.9%<\/td><\/tr><tr><td>Latino<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><\/tr><tr><td>Two or More Races<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><\/tr><tr><td>White<\/td><td class=\"has-text-align-center\" data-align=\"center\">90.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">90.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">84.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">91.1%<\/td><\/tr><tr><td>Prefer Not to Say<\/td><td class=\"has-text-align-center\" data-align=\"center\">n\/a<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">n\/a<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 4<\/strong><br><em>MVLRI SEL Study Participants (Years of Experience)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Years of Experience<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><\/tr><tr><td>1-3 Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.7%<\/td><\/tr><tr><td>4-9 Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">15.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.8%<\/td><\/tr><tr><td>10-14 Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">16.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.3%<\/td><\/tr><tr><td>15-19 Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">18.8%<\/td><\/tr><tr><td>20+ Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">42.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">70.5%<\/td><\/tr><tr><td>Prefer Not to Say<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 5<\/strong><br><em>Michigan Department of Education (MDE) Statewide Teacher and Administrator Staffing (Years of Experience)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Years of Experience<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>110,788<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>11,169<\/strong><\/td><\/tr><tr><td>1-3 Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">40%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.5%<\/td><\/tr><tr><td>4-10 Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.1%<\/td><\/tr><tr><td>11-15 Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">9.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">11.5%<\/td><\/tr><tr><td>16-20 Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">11.9%<\/td><\/tr><tr><td>21+ Years<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">17.0%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Educators' Modes of Instruction (Tables 6-7)<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><strong>Table 6<\/strong><br><em>Mode(s) of Instruction in Participants\u2019 Schools or Districts, April 2020-April 2021 (Participants Could Check All That Applied)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Mode of Instruction<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<\/th><th class=\"has-text-align-center\" data-align=\"center\">All<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>278<\/strong><\/td><\/tr><tr><td>In-Person<\/td><td class=\"has-text-align-center\" data-align=\"center\">57.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">65.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">60.4%<\/td><\/tr><tr><td>Hybrid<\/td><td class=\"has-text-align-center\" data-align=\"center\">54.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">46.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">51.1%<\/td><\/tr><tr><td>Online Synchronous<\/td><td class=\"has-text-align-center\" data-align=\"center\">26.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.9%<\/td><\/tr><tr><td>Online Asynchronous<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.9%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 7<\/strong><br><em>Teachers\u2019 Primary Modes of Instruction, April 2020-April 2021<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure id=\"table8\" class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Mode of Instruction<\/th><th class=\"has-text-align-center\" data-align=\"center\">Total Count<\/th><th class=\"has-text-align-center\" data-align=\"center\">Percentage<\/th><\/tr><\/thead><tbody><tr><td>In-Person<\/td><td class=\"has-text-align-center\" data-align=\"center\">80<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.2%<\/td><\/tr><tr><td>Hybrid<\/td><td class=\"has-text-align-center\" data-align=\"center\">59<\/td><td class=\"has-text-align-center\" data-align=\"center\">35.5%<\/td><\/tr><tr><td>Online Synchronous<\/td><td class=\"has-text-align-center\" data-align=\"center\">21<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.7%<\/td><\/tr><tr><td>Online Asynchronous<\/td><td class=\"has-text-align-center\" data-align=\"center\">6<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.6%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Burnout and Emotional Labor Indicators (Tables 8-10)<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><strong>Table 8<\/strong><br><em>Percentage Responding \u201cYes\u201d to Burnout Indicators (Self-Reports based on Last Month)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Burnout Indicator<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<\/th><th class=\"has-text-align-center\" data-align=\"center\">All<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>278<\/strong><\/td><\/tr><tr><td>Have felt burned out from work<\/td><td class=\"has-text-align-center\" data-align=\"center\">83.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">85.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">84.2%<\/td><\/tr><tr><td>Have felt that all things they had to do were piling up so high that they could not overcome them<\/td><td class=\"has-text-align-center\" data-align=\"center\">65.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">73.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">68.7%<\/td><\/tr><tr><td>Have been bothered by feeling down, depressed, anxious, or hopeless<\/td><td class=\"has-text-align-center\" data-align=\"center\">71.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">64.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">68.3%<\/td><\/tr><tr><td>Have worried work has disconnected them emotionally<\/td><td class=\"has-text-align-center\" data-align=\"center\">60.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">66.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">62.9%<\/td><\/tr><tr><td>Physical health interfered with ability to do their work<\/td><td class=\"has-text-align-center\" data-align=\"center\">31.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.9%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 9<\/strong><br><em>Average Likert Scale Ratings for Burnout and Emotional Labor Indicators by Role<\/em><br>1 = strongly disagree, 5 = strongly agree<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Indicator<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<\/th><th class=\"has-text-align-center\" data-align=\"center\">All<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>278<\/strong><\/td><\/tr><tr><td>The work I do is meaningful to me<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.58<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.61<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.59<\/td><\/tr><tr><td>My work schedule leaves me enough time for my personal\/family life<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.04<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.54<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.83<\/td><\/tr><tr><td>I feel comfortable showing a range of emotions in my job<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.15<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.15<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.15<\/td><\/tr><tr><td>I feel comfortable talking with someone at school if I need help<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.43<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.23<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.35<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 10<\/strong><br><em>Average Likert Scale Ratings for Burnout and Emotional Labor Indicators by Gender<\/em><br>1 = strongly disagree, 5 = strongly agree<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure id=\"table11\" class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Indicator<\/th><th class=\"has-text-align-center\" data-align=\"center\">Female<\/th><th class=\"has-text-align-center\" data-align=\"center\">Male<\/th><th class=\"has-text-align-center\" data-align=\"center\">Non-Binary<\/th><th class=\"has-text-align-center\" data-align=\"center\">Prefer Not <br>to Say<\/th><th class=\"has-text-align-center\" data-align=\"center\">All<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>196<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>76<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>1<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>5<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>278<\/strong><\/td><\/tr><tr><td>The work I do is meaningful to me<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.58<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.61<\/td><td class=\"has-text-align-center\" data-align=\"center\">5.00<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.60<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.59<\/td><\/tr><tr><td>My work schedule leaves me enough time for my personal\/family life<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.86<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.79<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.00<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.20<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.83<\/td><\/tr><tr><td>I feel comfortable showing a range of emotions in my job<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.08<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.38<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.00<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.60<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.15<\/td><\/tr><tr><td>I feel comfortable talking with someone at school if I need help<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.40<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.30<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.00<\/td><td class=\"has-text-align-center\" data-align=\"center\">2.60<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.35<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Social and Emotional Supports for Teachers and Administrators (Table 11)<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><strong>Table 11<\/strong><br><em>Social and Emotional Supports Offered Teachers and Administrators in Participants\u2019 School or District (Participants Could Check All That Apply)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure id=\"table12\" class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Supports Offered<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<\/th><th class=\"has-text-align-center\" data-align=\"center\">All<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>278<\/strong><\/td><\/tr><tr><td>Extra planning\/prep time<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">43.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">35.6%<\/td><\/tr><tr><td>Counseling services<\/td><td class=\"has-text-align-center\" data-align=\"center\">23.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">42.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">31.3%<\/td><\/tr><tr><td>Mindfulness exercises (e.g., yoga, meditation, etc.)<\/td><td class=\"has-text-align-center\" data-align=\"center\">19.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">36.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">26.6%<\/td><\/tr><tr><td>None<\/td><td class=\"has-text-align-center\" data-align=\"center\">32.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">16.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.9%<\/td><\/tr><tr><td>Digital social events\/happy hours<\/td><td class=\"has-text-align-center\" data-align=\"center\">15.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">30.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.6%<\/td><\/tr><tr><td>Self-care workshop\/in-serve sessions<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">20.1%<\/td><\/tr><tr><td>Self-care apps (e.g., Calm app)<\/td><td class=\"has-text-align-center\" data-align=\"center\">9.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">23.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.7%<\/td><\/tr><tr><td>Physical activity (e.g., going for short walk)<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.6%<\/td><\/tr><tr><td>Digital drop-in faculty\/staff lounge<\/td><td class=\"has-text-align-center\" data-align=\"center\">7.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">8.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">8.3%<\/td><\/tr><tr><td>Social media groups<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.8%<\/td><\/tr><tr><td>Other<\/td><td class=\"has-text-align-center\" data-align=\"center\">3.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">8.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">5.0%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Roadblocks to Meeting SEL Needs (Tables 12-13)<\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p><strong>Table 12<\/strong><br><em>Top Roadblocks to Meeting SEL Needs Reported by Educators<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure id=\"table13\" class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Roadblocks<\/th><th class=\"has-text-align-center\" data-align=\"center\">Teachers<\/th><th class=\"has-text-align-center\" data-align=\"center\">Administrators<\/th><th class=\"has-text-align-center\" data-align=\"center\">All<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>112<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>278<\/strong><\/td><\/tr><tr><td>Lack of time<\/td><td class=\"has-text-align-center\" data-align=\"center\">80.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">89.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">83.8%<\/td><\/tr><tr><td>Too many responsibilities to get my job done<\/td><td class=\"has-text-align-center\" data-align=\"center\">72.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">80.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">75.5%<\/td><\/tr><tr><td>Inability to socialize with my colleagues<\/td><td class=\"has-text-align-center\" data-align=\"center\">44.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">39.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">42.1%<\/td><\/tr><tr><td>SEL is not a priority in my school and\/or district<\/td><td class=\"has-text-align-center\" data-align=\"center\">27.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">21.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.8%<\/td><\/tr><tr><td>Little to no SEL resources are provided so I don\u2019t know where to look for help<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.0%<\/td><\/tr><tr><td>Too expensive or costly to pursue SEL supports<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.7%<\/td><\/tr><tr><td>Unable to take advantage of SEL supports because they are difficult to access (e.g., too far away, not reachable from home, etc.<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.4%<\/td><\/tr><tr><td>Technology to work remotely<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">1.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">8.6%<\/td><\/tr><tr><td>Too many SEL resources are provided so I don\u2019t know where to start<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">5.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.1%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 13<\/strong><br><em>Top Roadblocks to Meeting SEL Needs Reported by Teachers (Broken Down by Primary Mode of Instruction in 2020-21)<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Roadblocks<\/th><th class=\"has-text-align-center\" data-align=\"center\">In-Person<\/th><th class=\"has-text-align-center\" data-align=\"center\">Hybrid<\/th><th class=\"has-text-align-center\" data-align=\"center\">Online Synchronous<\/th><th class=\"has-text-align-center\" data-align=\"center\">Online Asynchronous<\/th><th class=\"has-text-align-center\" data-align=\"center\">All<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>80<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>59<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>21<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>6<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>166<\/strong><\/td><\/tr><tr><td>Lack of time<\/td><td class=\"has-text-align-center\" data-align=\"center\">73.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">88.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">76.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">100%<\/td><td class=\"has-text-align-center\" data-align=\"center\">80.1%<\/td><\/tr><tr><td>Too many responsibilities to get my job done<\/td><td class=\"has-text-align-center\" data-align=\"center\">68.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">74.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">81.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">66.7%<\/td><td class=\"has-text-align-center\" data-align=\"center\">72.3%<\/td><\/tr><tr><td>Inability to socialize with my colleagues<\/td><td class=\"has-text-align-center\" data-align=\"center\">43.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">37.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">52.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">83.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">44.0%<\/td><\/tr><tr><td>SEL is not a priority in my school and\/or district<\/td><td class=\"has-text-align-center\" data-align=\"center\">35.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">27.1%<\/td><\/tr><tr><td>Little to no SEL resources are provided so I don\u2019t know where to look for help<\/td><td class=\"has-text-align-center\" data-align=\"center\">11.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">11.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">33.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.5%<\/td><\/tr><tr><td>Technology to work remotely<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">15.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">14.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.3%<\/td><\/tr><tr><td>Too expensive or costly to pursue SEL supports<\/td><td class=\"has-text-align-center\" data-align=\"center\">11.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">22.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">13.3%<\/td><\/tr><tr><td>Unable to take advantage of SEL supports because they are difficult to access (e.g., too far away, not reachable from home, etc.<\/td><td class=\"has-text-align-center\" data-align=\"center\">12.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">8.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">9.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">10.2%<\/td><\/tr><tr><td>Too many SEL resources are provided so I don\u2019t know where to start<\/td><td class=\"has-text-align-center\" data-align=\"center\">5.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">8.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">9.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">6.6%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->",
            "title": "\u201cIt\u2019s Just Too Much\u201d: Meeting the Social and Emotional Needs of Michigan Educators",
            "excerpt": "This study assesses the SEL resources and supports that have been used to help Michigan teachers and administrators. Through an online survey of teachers and educators across Michigan, we examined what district and schoolwide resources have been leveraged, and what strategies teachers and administrators have used to help themselves, which ultimately benefits students, families, and communities. Additionally, attention was paid to the perceived effectiveness of these resources and strategies and challenges associated with their implementation. By understanding Michigan K-12 educators\u2019 well-being and their SEL needs, we hope that teachers and administrators can find ways to meet their SEL needs and maintain a positive well-being, which will ultimately make their jobs more satisfying and fulfilling. ",
            "slug": "meeting-educators-sel-needs",
            "modified_timestamp": 1727883481,
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                18469
            ],
            "post_type": "publication",
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            "job_title": "",
            "profile_picture": "",
            "time_commitment": "",
            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
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            "webinar_category": "",
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            "publication_category": "Motivation &amp; Social Emotional Learning",
            "publication_category_slug": "motivation-social-and-emotional-learning",
            "email": "",
            "ncaa_approval": "",
            "delivery_format": "",
            "facilitation": "",
            "credit_type": "",
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            "presenter_1_slug": "",
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            "thumbnails": {
                "full": "\/wp-content\/uploads\/2021\/06\/717.jpeg"
            }
        },
        {
            "id": 62329,
            "path": "\/blog\/why-are-schools-making-learning-student-centered\/",
            "author_id": 59,
            "timestamp": 1626964052,
            "content": "<!-- wp:heading -->\n<h2>Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In June of 2021, we published the report <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/#Why\" target=\"_blank\" rel=\"noreferrer noopener\">Student-centered learning in Michigan K-12 schools: Factors that impact successful implementation<\/a>. This study aimed to capture the ways in which Michigan schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To inform the report, we interviewed teachers and both building- and district-level administrators from five Michigan school districts: <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>, <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, <a href=\"https:\/\/www.oxfordschools.org\/\">Oxford Community Schools<\/a>, <a href=\"https:\/\/www.portlandk12.org\/index.aspx\">Portland Public Schools<\/a>, and the <a href=\"https:\/\/www.clkschools.org\/index.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These school districts belong to a larger network of districts that are early adopters of <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning<\/a> called the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp (MiCoOp)<\/a>. Led by Lisa Sitkins, these districts are redesigning public school through the collaborative sharing of ideas and resources. Districts leverage each other\u2019s strengths to create a culture of learning that empowers educators to personalize learning for every student. Professional development and networking opportunities within the MiCoOp inspire educators to take action in implementing successful, efficient, and effective learning models.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This mini-series <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/student-centered-learning-in-michigan-k-12-schools\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Student-centered learning in Michigan K-12 schools<\/em><\/a>\u2014which is part of our larger <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">student-centered learning blog series<\/a>\u2014is meant to accompany the report, further explore the practical implications of the research, and celebrate these schools as well as other K-12 schools throughout the state of Michigan who continue to work toward implementing student-centered learning models that include elements of digital learning, personalization, and <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noreferrer noopener\">competency-based learning progressions<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is our hope that the effective practices, guidance, and advice gleaned from the many innovative educators who so generously gave their time to participate in this study will help other school and district personnel overcome their own barriers to successful implementation of a more student-centered approach to learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>So, why <\/strong><strong><em>are <\/em><\/strong><strong>schools making learning student-centered? <\/strong>Through our research, several common themes emerged.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While there are many reasons for the \u201cwhy\u201d behind this work\u2014building student relationships, <a href=\"https:\/\/michiganvirtual.org\/blog\/increasing-learner-agency-through-continuous-monitoring-of-student-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\">increasing learner agency<\/a>, meeting students where they are, opportunities for deeper learning, filling in learning gaps\u2014we found that one reason was consistent: schools aren\u2019t making learning student-centered because it\u2019s easy, they are doing it because in our current model of education, <em>we are not reaching all students<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Equity: Meeting the learning needs of all students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Now\u2014maybe more than ever\u2014teachers are going to find that their classes are made up of students who have <em>very <\/em>different learning needs. Because of the pandemic and the resulting upheaval to the more traditional model of education that we were used to, learning was disrupted in some way or another for almost every student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Standards and content had to be prioritized...and reprioritized. Students learned remotely from home, in person at school, or in a hybrid format. And some flexed back and forth between different learning models throughout the past year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It will be crucial for teachers to determine where students have gaps in their learning. Those students will need time to revisit content and master skills that they may have missed. At the same time, other students will be ready to advance to the next topic, skill, or competency.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, the idea of students within the <em>same <\/em>classroom working at <em>different <\/em>paces, having <em>different <\/em>learning needs, and\/or mastering content <em>at different times<\/em> isn\u2019t new.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>We just haven\u2019t created conditions for learning that accommodate the different learning needs of all students.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.oxfordvirtualacademy.org\/\">Oxford Virtual Academy<\/a> (OVA) hybrid learning coordinator Jordan Dennis believes that becoming more student-centered will allow them to provide equitable learning experiences to meet students where they are and fill in learning gaps.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dennis explained, \u201cIf we design the educational experience around the student, we can provide more pathways and opportunities for them [students] to overcome those gaps.\u201d&nbsp;When learning is student-centered, educators are targeted and strategic about meeting the learning needs of students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Every <\/em>student gets what they need, not just the students who are falling behind.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/learning-pathways.jpg\",\"id\":28078,\"dimRatio\":60,\"contentPosition\":\"center center\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-28078\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/learning-pathways.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"If we design the educational experience around the student, we can provide more pathways and opportunities for them [students] to overcome those gaps.\" <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Increasing student engagement &amp; making learning more meaningful&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Think about a project you were involved in at work that you were personally interested in, passionate about, or that you developed and designed yourself.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Was your level of excitement, engagement, and passion for that project more or less than for a project that someone else just handed to you, explaining your involvement? <em>My guess is more.<\/em>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>It\u2019s the same for students.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When learning is student-centered, students have <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\">voice and choice<\/a>.&nbsp;They are: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...choosing to learn in a way that works best for them. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...designing projects that best demonstrate their mastery of content. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...taking more ownership of and engagement in their learning because they are personally invested in it. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assistant superintendent of elementary education for Oxford Community Schools Anita Qonja-Collins feels that increased student engagement as a result of student-centered learning leads to deep learning: \u201cTo me, it\u2019s all about engagement. When we are student-centered, there\u2019s going to be authentic engagement, and when there is authentic engagement, there\u2019s going to be deep learning.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By tapping into students\u2019 curiosities, relevance is created which results not only in deeper learning but in higher levels of student engagement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learning becomes more meaningful when students not only know <em>what <\/em>they are learning, but <em>why <\/em>they are learning it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/brainstorming.jpg\",\"id\":41169,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.50\",\"y\":\"0.50\"},\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\"><img class=\"wp-block-cover__image-background wp-image-41169\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/brainstorming.jpg\" style=\"object-position:50% 50%\" data-object-fit=\"cover\" data-object-position=\"50% 50%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"When we are student-centered, there's going to be authentic engagement, and when there is authentic engagement, there's going to be deep learning.\" <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Responding to a need for change<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic has changed how we view education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>We realized that learning doesn\u2019t have to happen within the walls of a school building; learning can happen anywhere.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual learning was not new, but it was a new way of learning and a new way of teaching for many. It opened our eyes to offering more options to both students and parents. It forced us to really focus on what is most important in education: increasing student engagement, building relationships with students, and student mental health.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It forced us to be more flexible. <em>What works for one student does not necessarily work for all students.<\/em>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That mentality is at the core of student-centered learning. When learning is student-centered, it happens at a pace and in a place that works best for each individual student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In our discussion with Angela Cramer, director of curriculum for Berrien Springs Public Schools, she suggested that maybe it\u2019s time that we stop trying to make education fit the traditional mold that we have used for so long.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It seems that the pandemic has brought to light the fact that we need to change our current approach to education in order to do what is best for <em>all <\/em>kids, not just most.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are many reasons why schools are moving towards student-centered learning. However, the reality is that in doing so, a lot has to change.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It may require giving up projects or revising units to better fit standards or learning competencies. It may require redesigning assessments to build in more options and more creativity. It may require building more flexibility into lesson plans.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Students aren\u2019t necessarily ready to move onto what\u2019s next when the unit ends.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We may have to shift our whole mentality of what teaching is and focus on what it could be.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Why? Because it\u2019s what\u2019s best for our students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe it\u2019s time that we shift the focus in education from teaching to learning\u2014and in doing so, focus on making learning more student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Student-Centered Learning blog series<\/a>, we lead a discussion about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>. . .Or listen instead on <\/em><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/how-might-artificial-intelligence-change-way-we-teach\/id1551347022?i=1000529565119\"><em>Apple<\/em><\/a><em>, <\/em><a href=\"https:\/\/open.spotify.com\/episode\/4l22Jg3Y6pI18ZNn2DhtRm?si=nr5bjXujShCbXHiel8kx7g&amp;dl_branch=1\"><em>Spotify<\/em><\/a><em>, <\/em><a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw\/episode\/NzU4OTNlMWItNDQ0Zi00Yzg5LThjYjYtNWViZDkzYWI1Yzll?sa=X&amp;ved=0CAUQkfYCahcKEwiIg8W4uPTxAhUAAAAAHQAAAAAQAQ\"><em>Google<\/em><\/a><em>, or <\/em><a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/How-Might-Artificial-Intelligence-Change-The-Way-We-Teach--feat--Lou-Aronson-from-Discourse-Analytics-e14os7d\"><em>another platform<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Woo-hoo! The BRIGHT podcast is officially back for Season 2!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over the past few weeks, I\u2019ve been busy interviewing a wide range of educators and innovators, and now my team and I are looking forward to sharing their stories with you every Wednesday for the rest of the summer and early fall.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For our first episode of Season 2, I had the honor of interviewing Lou Aronson, the CEO and founder of a company called <a href=\"https:\/\/www.discourseanalytics.com\/improve-student-outcomes\/\">Discourse Analytics<\/a>, which is leveraging artificial intelligence and machine learning to design tools that analyze student behavior and generate suggestions for meeting student needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I asked Lou to tell me more about how AI can be used to further student learning and what advice he has for educators who are perhaps feeling a bit skeptical about these new advancements in technology.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/YzN-ZRV0NGk\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/YzN-ZRV0NGk\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Interview transcript<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Hi, Lou! It\u2019s great to have you on the BRIGHT podcast. To get started can you tell us a little bit about yourself and what you do at Discourse Analytics?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lou: <\/strong>I have a somewhat unusual path into being the CEO and founder of an AI-based company that focuses on edtech. I was a practicing lawyer for 20-something odd years, and I did a lot of work in politics.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As part of my work, I had this idea to start a technology company that was a political social network. Our hypothesis was that issues mattered more to voters than demographics or party, that you don't vote for a particular person more often than not because of your demographics or the party you belong to, but the issue that matters most to you: gun rights, women's gynecologic health, marriage equality, food, etc.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even the way we use some of the terms can indicate a preference for certain aspects of those issues. I searched around about the topic and things of that nature for a couple of years while I was running my law firm.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then, in early 2011, I met my co-founder, Vijay Perincherry, who is an applied mathematician, and Vijay explained to me, the guy who got a one on his AP Calculus exam in high school, how math and applied mathematics \u2014 not statistics, but math \u2014 could be used to understand how people make decisions around politics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But what do we do? What is Discourse Analytics is the second part of that question, and, and D.A. \u2014 Discourse Analytics is a little bit of a mouthful, so we call it D.A. \u2014 is a prescriptive analytics company that uses artificial intelligence and machine learning that has been combined with things like cognitive science and behavioral economics to understand students using their mindsets, predict outcome areas of mastery and progression, and then create nudges or data objects, which are calls to action to help the student progress and overcome obstacles.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Maybe we could get concrete. Can you give me an example of what this might look like for a student?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lou<\/strong>: Most folks, I think, involved in this podcast are familiar with FAFSA verification in higher ed, right? The application process to get a student loan. The problem with FAFSA verification is roughly a third of all students who apply for federal aid get flagged for verification. Well, the process is so difficult, or non-user friendly, that roughly 40% of those people never complete their verification form and wind up dropping out of school because they don't get the money.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, we were able to take 17 data points from one of our partner institutions and build attitudinal profiles on each of the students. These students aligned to three primary think alike clusters. We named them. We had the <em>overwhelmed<\/em> students, the <em>procrastinators<\/em>, and the <em>overcommitted.<\/em>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We then delivered targeted messages, so you can already imagine the message to a procrastinator is going to be much different to an overwhelmed student than an overcommitted student. We did an A\/B test, and the control group got the standardized message of \u201cyou need to fill this stuff out.\u201d The test group got our targeted messaging, including two messages per week for three weeks. Over three weeks, we improved completion \u2014 not just click through and open rates \u2014 but the actual completion of the verification forms by 23%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, if you think about how it would work with a student, let\u2019s say a student is struggling with social emotional learning loss in high school. I know that this is something that's obviously top of mind for all of us these days, where a student is seemingly socially disconnected.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe that student has a nervous or a capricious or a fixed mindset, so we would be targeting a message back to that student to possibly get more involved in clubs or activities at the school, get more involved in maybe some outward-looking, community-based activities to feel more connected. Your connection is such an important part of the education experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If the student is having academic struggles, we could direct them \u2014 depending upon their profile \u2014 to a self-help portal for tutoring or to go see the teacher for extra help. Imagine a student with a disorganized profile that is having academic problems. We could route her a piece of content from LinkedIn Learn on how to better manage your schedule.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s how some of those pieces come into play. You can almost think about it as a demographically unbiased recommendation engine, like everybody experiences with Spotify, Hulu, Netflix, or Amazon.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I think that one of the biggest things that I try to work toward when I talk to folks is demystifying this and explaining that, you know, teaching is hard. It is. I have a lot of friends who are teachers. I spend a lot of time with teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over the past 20 years, there have been billions of dollars invested in education, but outcomes haven't changed. How can we allow teachers who have this desire to help people get educated do more?. Part of this is also making tools like ours less scary. It\u2019s not about replacing you, it's about augmenting you.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Especially considering the average number of students in a class is about 30 kids. If you consider that the average teacher has five classes or so, that's about 150 students, which is a lot for one person. We so often hear that teachers are incredibly overworked and stressed.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lou<\/strong>: Yeah, and I know this isn't the case, but let's just assume that a teacher taught five hours a day, that's 300 minutes a day, right? 300 minutes. That\u2019s two minutes per student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>People don't scale, and computers don't have intuition. But where we've started to get now is that AI can allow us to start having intuition to then let people scale.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: Can you tell me about who your favorite teacher was and why they were your favorite?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lou:<\/strong> There were three. I couldn't figure out which one was my favorite. There was Mrs. Kaplan, my AP English teacher in high school. There was Dr. Bach, who was my first-year writing professor at Michigan. Then, there was Professor Lieberthal, who was the head of the Chinese Studies Department at the University of Michigan when I was a student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What struck me about all three of them was they knew me and they wouldn't let me cut corners. Because I was a corner cutter.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: So, if there\u2019d been a Discourse Analytics in your LMS. . .&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lou:<\/strong> Yeah, if there was a synthetic profile for corner cutters. I was a good student, but they knew I could be better, and they challenged me to be better. They each taught me these little different things that stick with me all the time in terms of how to not use passive voice and how to not use indefinite pronoun references and how to be very specific about the stories that I'm telling and how I'm telling them and how I need to build an evidentiary foundation for my hypotheses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But they would not accept me not doing my best. That was sometimes painful, and it didn't always result in the best grade. In each one of those situations, I would say they were my favorite because they knew me, and I believed that they cared. That caring connection is one of the things that we see a lot of as being critical to unlocking improved outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: What would you say is your vision for student learning? So if it were up to you, what would you want to see for every single student?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lou<\/strong>: What I would like to see for every student is for the pathways for successful progression to have as many barriers removed from it as possible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There aren't many people in this world who are luckier than me. I didn't grow up in the richest family, but I grew up in a middle class family in a nice neighborhood, right? I never wanted for anything. A\u2019s were expected, but if I wasn't getting an A, my parents would either sit me down and make me do my homework or get me a tutor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It wasn't <em>if<\/em> I was going to college, it was <em>where<\/em> I was going to college. It was: What are you going to be when you grow up? A doctor? A lawyer? A business owner? There were never any limiters.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thinking about food, finances, and access to information, what I would love to be able to see is \u2014 and obviously, I think a lot of this because the way I see the world is driven by data \u2014 that there's a framework in place that allows organizations and governmental entities to unlock the the potential of an individual's data in such a way that can be beneficial to them at each stage along their pathway.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019d love to see that resources can be made available to them to remove obstacles when and if they appear, assuming they don't already have resources to remove those obstacles.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: One thing that really struck me, you know, when you were speaking earlier \u2014 especially now that I've had time to kind of let it percolate \u2014 is what you said about when you were talking about demographic information and how, as humans, demographic information, in particular, may bias us. We may see a student in a particular situation and make some assumptions about their behavior.&nbsp;<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>You seem to be saying this algorithm \u2014 I'm hesitant to use the term unbiased \u2014 is at least differently biased, so it has a different set of criteria that it\u2019s using to look through the data and evaluate.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>I think that's pretty fascinating to consider being a teacher and having the own your own stream of information \u2014 like you said, through your own intuition and your own experiences and your own filter \u2014 and having the ability to at least look at the recommendations coming from this less biased or differently biased system that's looking for different things.<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lou:<\/strong> I think the one thing I would like to say about how technology facilitates my vision is that technology is only going to be as good as the people who are putting it into practice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology is a tool, and you are still the prime mover and user of that tool. If you put a carpentry hammer in the hand of a carpenter, he's going to do some great work like you can see in the back of your room there. You put that in my hand, and it's going to look like Frankenstein's monster. It's just not going to do the same thing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>Nikki: If you were talking to a teacher who was looking to dip their toes into the use of AI and data to advance student learning in their classroom, what kind of advice would you give them?<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Lou: <\/strong>Don't be scared. Challenge yourself the way you challenge your kids. If you were a teacher of history, and a kid wasn\u2019t understanding what was taking place around the American Revolution, for example, you'd have to break it down into digestible bites.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What I would say to people is: Do you have Amazon Prime? Do you watch Netflix? Have you ever accepted a recommendation from Amazon or Netflix on a product or show? Have you ever clicked on a song that's been recommended to you by Spotify?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These are all user experiences that are being driven by data. We won't talk about Facebook and Instagram and some of the nefarious things around data in the way algorithms are working.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You\u2019re experiencing data and A.I. and technology and in almost every facet of your life. One of Henry Ford's great lines was \u201cIf I'd given my customers what they had wanted, I would have given them a faster horse.\u201d Elon Musk, on the other hand, has created a paradigm shift \u2014 whether you like him or not \u2014 in how we look at electric cars.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As teachers, you're sitting here at this really unique moment of time in which you have an entire generation who are being referred to as \u201cdigital natives\u201d and are being raised with technology in their hands at every point in time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Start trying to meet them where they are. Your lesson plans can change. The technology will continue to adapt and get better, and you'll get more power out of it. The reason you pay $110 a year for Amazon Prime is you're getting value, and this is how cloud and data and AI and platforms integrated with responsible business process change can really \u2014 on a scalable, one-to-one, and equitable basis across both learning and social emotional loss issues -- improve outcomes and overall learner progression for a lifetime.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/encoura.org\/five-vendors-to-watch-that-support-the-student-journey\/?mkt_tok=eyJpIjoiT1RabVpXTXpaVFZtTlRsaCIsInQiOiJEdjl6RitramNHYm9IdHc0NVFXOTRsTXhZRUhQeTI4TGtIU3RocXhzSmRURFpReUtwUEFFYXk4anBjZVJwc0R5anYyUUQ2M0ZQNXVUN2tVZkF4a3Z0aWNPV3R0UWxkQTJRYWR1dE8wWTBWbXQxS0toeHhzRlR4dmZ3YXdFMHI2RyJ9\">Five vendors to watch that support the student journey<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "How might artificial intelligence change the way we teach?",
            "excerpt": "Meet Lou Aronson, the CEO and founder of a company called Discourse Analytics. He shares his perspective on how artificial intelligence (AI) has the potential to transform the way we teach and learn.",
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            "path": "\/policies\/michigan-virtual-grading-policy-and-expectations\/",
            "author_id": 21,
            "timestamp": 1626267498,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Grading Window and Feedback<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instructors will score and provide feedback on student submitted assignments within 72 hours (96 hours for ELA and AP courses) of submission on typical business days, Monday-Friday.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Discussion-Based Assessments**<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Discussion-based assessments (DBAs) MUST be scheduled in advance with the instructor, according to the directions the instructor has posted in class. &nbsp;DBAs may not be available in the last three days before the end date.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>We strongly encourage students to avoid waiting until a deadline to schedule their DBAs as peak submission times can impact instructor availability.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Resubmission of Assignments**<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Students may resubmit assignments (turned in in good faith*) to demonstrate mastery. Mastery is defined as earning 80% or better.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assignment must be resubmitted within 2 weeks of the date it was graded.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tests and quizzes are not part of the resubmission policy, though there may be exceptions in Essentials courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Resubmissions of assignments are not available in the last week of the term without documented teacher approval (does not apply to verifiable technical issues).<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Exam Passwords and Password Distribution<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Many&nbsp;<em>Michigan Virtual<\/em>&nbsp;exams are password protected to ensure the integrity of the course material. &nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Passwords are available to mentors in advance of the exam by utilizing the <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000180426-locate-test-or-exam-passwords\">Insights Portal in Brightspace<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mentors are responsible for providing the password to the student.<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Passwords may be provided to a student in an emergency situation, but the mentor will be notified that a password has been provided.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Schools may indicate that they do not want instructors to share passwords with students under any circumstances by contacting&nbsp;<em>Michigan Virtual<\/em>&nbsp;Customer Care.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Submission of Final Scores and Course Completion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Due to scheduled data transfers from Learning Management System (LMS) grade centers to the student Learning Portal (SLP), it may require up to 24 hours for scores in the SLP to update scores in certain LMS.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>End of term final scores will be finalized and submitted within 5 business days after the student\u2019s end date.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Requests for early submission of final scores<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><em>Michigan Virtual<\/em>&nbsp;cannot honor last minute requests for early final scores due to the considerations listed (same day or next day requests)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000183114\">End Date Expectations<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Once a final score is submitted, students and mentors no longer have access to the course in the LMS.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Submission of Student Work<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>All work to be considered for official grading purposes must be submitted in and accessible in the Learning Management System.&nbsp;<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>No email or message submissions will be considered at any time.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Items submitted after the student\u2019s end date&nbsp;<strong><u>will not<\/u>&nbsp;<\/strong>be included in the final score.<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>This includes blank and\/or empty assignment submissions (may not be used as a time\/space holder), assignment formats the instructor cannot open, or documents the instructor does not have permission to view, including Google Docs or other cloud based documents.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\">Grading or Final Score Disputes<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Any scores in dispute must be addressed, in writing, by the course enroller (if a student is enrolled through a school, the school must make the request) to the&nbsp;<em>Michigan Virtual&nbsp;<\/em>Customer Care team within 60 calendar days of the final score submission to be considered for review.<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>The following must be submitted to be considered for review:<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Documentation (screenshot, emails, verifiable communication such as messages or texts that include date, time and names) indicating an error in grading or calculation.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Work must have a verifiable timestamp (submission receipts) to ensure the submission was made prior to the end of the course.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Requests for alternate teacher reviews of student work will not be honored.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>* Good faith submission demonstrates a student's best effort and does not include blank and\/or empty assignment submissions (may not be used as a time\/space holder), assignment formats the instructor cannot open, or documents the instructor does not have permission to view, including Google docs or other cloud based documents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>**Exceptions may apply in our Essentials courses.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "Grading Window and Feedback Instructors will score and provide feedback on student submitted assignments within 72 hours (96 hours for ELA and AP courses) of submission on typical business days, Monday-Friday. Discussion-Based Assessments** Discussion-based assessments (DBAs) MUST be scheduled in advance with the instructor, according to the directions the instructor has posted in class. &nbsp;DBAs...",
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        {
            "id": 62173,
            "path": "\/policies\/course-extension-policy\/",
            "author_id": 21,
            "timestamp": 1626267124,
            "content": "<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2122 instructors and administration strongly recommend that all students finish their online courses by the deadline of each given term. In the event a student is unable to complete the course in the given timeline, an extension request may be submitted. Delays in enrollment, perceived difficulty of the course, not earning the desired grade, or not using effective time management skills will not be considered as the basis for an extension. The active engagement and score criteria must be coupled with a circumstance that would have prevented the student from completing the course in the traditional time frame. <strong>For extensions that are granted, there will also be a $50 extension fee to cover the instructional and administrative costs involved in the extension.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>To be considered for an extension, the following conditions must be met:<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>The student must have earned 45%-59% of the total points available in the course.<\/li><li>The student must be actively engaged in the course (weekly attendance, completed homework\/quiz\/test submissions in the last week, weekly communication with the instructor, etc.).<\/li><li>Extension requests cannot be provided for Essentials courses due to the unique nature of their term.<\/li><li>Extensions must be requested\u00a0<strong>by the mentor<\/strong>\u00a0by submission of the\u00a0<a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSf3z3YZX-CDIFflj6mlF9hi3GlKwgYimoaKzNHprMIEyPDeoA\/viewform?c=0&amp;w=1\">Extension Application Form<\/a>.<\/li><li>The\u00a0<a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSf3z3YZX-CDIFflj6mlF9hi3GlKwgYimoaKzNHprMIEyPDeoA\/viewform?c=0&amp;w=1\" target=\"_blank\" rel=\"noreferrer noopener\">Extension Application Form<\/a>\u00a0must be submitted at least\u00a0<strong>five business days prior to the end of the term<\/strong>.<\/li><li>Previous extension approval does not provide basis for future extension requests. Further, repeated requests term to term will require a formal meeting with local school administration.<\/li><li>The student, guardian, mentor and school administrator must write, agree to, sign and submit a\u00a0<strong>course completion plan<\/strong>\u00a0that explicitly documents the student\u2019s plan to complete the course prior to the last day of the course. This could include a discrete number of assignments per day, points per day, hours spent in the course per day, etc. (see example below).<\/li><li>Extensions can be granted for\u00a0<strong>up to two weeks, with a monitoring review at the end of the first week<\/strong>. If adequate progress is\u00a0<strong>not made<\/strong>\u00a0in the first week, the extension may be\u00a0<strong>terminated<\/strong>.<\/li><li>In exceedingly rare occasions, extension requests beyond two weeks will be considered Extenuating Circumstance Extensions<em>. The host district must document and present extenuating circumstances to Michigan Virtual. The decision to grant Extenuating Circumstance Extensions<\/em> will be made on an individual basis. In exceedingly rare situations, a maximum extension of four weeks (28 days) past the original end date for the term may be considered.<\/li><li>No extensions will be granted during summer session due to end of the year maintenance in preparation for the fall session.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Once the extension request is received, the procedure is as follows:<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>The extension coordinator will review the request and completion plan and respond within two business days. If the course completion plan is approved, the agreed upon extension will be given an \u201cextension hard due date\u201d for both the instructor and student, with progress monitored in one-week increments. <strong>An invoice for the extension fee will also be processed at this time.<\/strong><\/li><li>If the extension coordinator denies an extension request, s\/he will document justification for why the extension should not be granted. This can include, but is not limited to:<ul><li>Failure to meet any or all of the conditions above, with detailed, supporting evidence, and<\/li><li>Rationale explaining why an extension is not in the student\u2019s best interest.<\/li><li>Denied extension requests may be appealed if additional rationale can be provided. The Director of Student Learning Services will make all final decisions for denied extension appeals.<\/li><\/ul><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>* Extenuating Circumstance Extensions include life altering events for the student involved. These may include but are not limited to an unpredicted serious medical issue that occurred during the term extension is requested, death of immediate family members, or significant changes in living arrangements (loss of or removal from home) that occurred during the term extension is requested and could not have been foreseen.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group {\"className\":\"well\"} -->\n<div class=\"wp-block-group well\"><!-- wp:heading -->\n<h2>Template for Student Completion Plan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>I,&nbsp;<strong>[Student Name]<\/strong>&nbsp;intend to complete&nbsp;<strong>[Course Name]<\/strong>&nbsp;by&nbsp;<strong>[Time]<\/strong>&nbsp;on&nbsp;<strong>[Date]<\/strong>, which is an extension of&nbsp; [enter length of time (ex: two days, one week, etc.)].<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>My goal is to complete the course with a&nbsp;<strong>[enter score]%<\/strong>.&nbsp; I have&nbsp;<strong>[# of assignments]&nbsp;<\/strong>left in the course.&nbsp; My plan for completion is as follows:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>[Student will want to list how many assignments they wish to complete each day or detail which assignments will be completed on each day]<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>I understand my instructor has 24 hours (not including weekends) to return any communications and 72 hours (not including weekends) to grade any assignments submitted. \u00a0<\/li><li>I understand that my extension can be terminated for failing to make adequate progress toward the goals outlined above.<\/li><li>I agree to communicate any struggles or confusion I have immediately to my instructor and\/or mentor.<\/li><li>I understand that after the end date and time listed above, no work will be accepted or earned for credit, even if I submit work over a weekend or after business hours.<\/li><li>I understand that a $50 extension fee will be assessed if the extension application is accepted and an extension plan is put in place.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Signed,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>[Student]&nbsp;<\/strong>on&nbsp;<strong>[Date]&nbsp;&nbsp;<\/strong>(**this date must be a minimum of 5 days before the end of the term)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>[Guardian(s)]<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>[Mentor]<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>[School Administrator]<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>(Please note that this plan must bear actual signatures\u2013typed names on a completion plan will not suffice.)<\/p>\n<!-- \/wp:paragraph --><\/div>\n<!-- \/wp:group -->",
            "title": "Course Extension Policy",
            "excerpt": "Michigan Virtual\u2122 instructors and administration strongly recommend that all students finish their online courses by the deadline of each given term. In the event a student is unable to complete the course in the given timeline, an extension request may be submitted. Delays in enrollment, perceived difficulty of the course, not earning the desired grade,...",
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            "path": "\/policies\/plagiarism-policy\/",
            "author_id": 21,
            "timestamp": 1626266851,
            "content": "<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">What is Plagiarism?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Plagiarism is the act of claiming the ideas, writings, images and other multimedia of others as one\u2019s own without crediting those sources. Plagiarism is academically dishonest and carries severe consequences, up to and including removal from the course for those who engage in this unethical behavior.\u00a0Uploading to or obtaining assignments from work-sharing websites is considered plagiarism.<strong><em>\u00a0Michigan Virtual<\/em>\u00a0does not tolerate plagiarism and any assignment, quiz or test that shows evidence of this will be awarded a zero. Additionally, a call to your mentor will be made and your school\u2019s plagiarism policy will be enforced on the first offense.\u00a0<\/strong>For more details on the application of our policies, please see our\u00a0<a href=\"https:\/\/michiganvirtual.org\/policies\/michigan-virtual-academic-integrity-matrix\/\">Academic Integrity Matrix<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4,\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h4 class=\"wp-block-heading\">Examples of plagiarism include, but are not limited to:<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Using ideas from another source without citing (giving credit to) that source.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Using direct wording&nbsp;of even short phrases (e.g., 5 or more words in a row)&nbsp;from another source (even a cited source) without quotation marks.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Slightly re-wording phrases from another source and passing the phrases as your own.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Passing off another student\u2019s work as your own, even if this work was given to you or posted on a work-sharing website.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Using images from another source without citing (giving credit to) that source.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Using computer code from another source without citing (giving credit to) that source.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Collaboration without differentiation to show which contribution is unique to each student in a group. &nbsp;Note: Group collaboration should not result in a common submission for all participants. Not all assignments permit group work; defer to your instructor if you have questions.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/9CtWqufUKzk\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/9CtWqufUKzk\n<\/div><\/figure>\n<!-- \/wp:embed -->",
            "title": "Plagiarism Policy",
            "excerpt": "What is Plagiarism? Plagiarism is the act of claiming the ideas, writings, images and other multimedia of others as one\u2019s own without crediting those sources. Plagiarism is academically dishonest and carries severe consequences, up to and including removal from the course for those who engage in this unethical behavior.\u00a0Uploading to or obtaining assignments from work-sharing...",
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        {
            "id": 62163,
            "path": "\/policies\/advanced-placement-ap-course-policy\/",
            "author_id": 21,
            "timestamp": 1626266644,
            "content": "<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Pacing and Due Dates<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>All sections of a course have the same pacing schedule and due dates.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>There ARE required due dates in Advanced Placement courses in order to ensure that coursework is completed prior to the nationally scheduled AP test dates.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Due dates are aligned to the Eastern Time Zone.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Late Assignments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Student receives a 20% reduction on the earned score for a late assignment, including tests and quizzes, turned in within one week of the due date.<br><em>Example: Late assignment worth 100 points, student earns 75 points on this assignment. &nbsp;Instructor will deduct 20% from 75 (15 points) for a recorded score of 60.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Student receives a 40% reduction on the earned score for a late assignment, including tests and quizzes, turned in more than a week late but prior to the last week of their term.<br><em>Example: Late assignment worth 100 points. &nbsp;Student earns 75 points on this assignment. Instructor will deduct 40% from 75 (30 points) for a recorded score of 45 points.<\/em>&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>In extenuating circumstances and in advance when possible, a student must work directly with instructor and mentor to develop and request reasonable alternative due dates on particular assignments\/tests in writing, in order to avoid a score reduction in assignment or exam grades.<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Extenuating circumstances include items beyond a student\u2019s control including an unpredictable, serious medical issue; the death of an immediate family member; a significant change in living arrangements like the loss or removal from home, or similar circumstance.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Resubmission of Assignments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Students may resubmit assignments (turned in in good faith*) to demonstrate mastery within 7 calendar days of the date it was graded (this does not include assignments submitted late).<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Mastery is defined as earning 80% or better.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tests and quizzes are not part of the resubmission policy.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Resubmissions of assignments are not available in the last week of the term without documented teacher approval (does not apply to verifiable technical issues).<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">Tests and Final Exams<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>All midterms and finals are expected to be proctored locally - \u201cproctored\u201d means that a local mentor is supervising the test as a student is taking it.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students are not allowed to resubmit a test, midterm, or final exam.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"jetEngineDynamicData\":[],\"gbResponsiveSettings\":[]} -->\n<h2 class=\"wp-block-heading\">End Dates<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Allow students to take the final exam after the AP Exam when encouraged or necessary by the student\u2019s school district.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A student cannot complete missed work to improve a score after the final exam\/project is completed<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>*Good faith submission demonstrates a student's best effort and does not include blank and\/or empty assignment submissions (may not be used as a time\/space holder), assignment formats the instructor cannot open, or documents the instructor does not have permission to view, including Google docs or other cloud based documents.<\/em><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Advanced Placement (AP) Course Policy",
            "excerpt": "Pacing and Due Dates Late Assignments Resubmission of Assignments Tests and Final Exams End Dates *Good faith submission demonstrates a student&#8217;s best effort and does not include blank and\/or empty assignment submissions (may not be used as a time\/space holder), assignment formats the instructor cannot open, or documents the instructor does not have permission to...",
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        {
            "id": 62153,
            "path": "\/case-study-students-thriving-online\/",
            "author_id": 65,
            "timestamp": 1626205829,
            "content": "<h1>Online learning offers benefits beyond curriculum<\/h1>\t\t\n\t\t\t<p>Students gain important life skills in addition to academic content<\/p>\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1EtO0S2Lv4M4MnRwxNdZdlQfqdxM-F3Jwtg0RbLgs3hA\/edit?usp=sharing\" role=\"button\">\n\t\t\t\t\t\tPrintable Version\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Prior to the COVID-19 global pandemic, many students throughout Michigan had little to no experience with online learning.<\/h3>\t\t\n\t\t<p>The coronavirus changed that for the vast majority of the state\u2019s K-12 learners. While there was the genuine worry \u2014 and reality \u2014 regarding learning loss during uncertain times, many students discovered that virtual education was a setting where they could thrive \u2014 and excel \u2014 in school.<\/p><p>In October 2020, the Pew Research Group <a href=\"https:\/\/www.pewresearch.org\/social-trends\/2020\/10\/29\/most-parents-of-k-12-students-learning-online-worry-about-them-falling-behind\/\">conducted a study<\/a> gauging parent attitudes toward online learning during the pandemic. The majority (76%) of parents whose children were receiving at least some online instruction were either highly satisfied or satisfied with their child\u2019s learning experiences.<\/p><p>From flexible schedules to specialized coursework access, <i>Michigan Virtual<\/i> helped students navigate a time like no other, offering a remote learning environment that safely met their educational and social-emotional needs. And in some cases, opened the eyes of many families to the multilayered benefits of online education.<\/p>\t\t\n\t\t\t<h2>\u2018I like being independent\u2019<\/h2>\t\t\n\t\t<p>Jocelyn Chislea had her first foray into online learning during her 10th grade year. The Freeland student took high school classes through <i>Michigan Virtual<\/i> as well as through Delta College.<\/p><p>\u201cI\u2019m a night owl,\u201d she shared. \u201cI liked that I could work at my own pace. I could work at 2 a.m. when I wanted to.\u201d<\/p><p>Jocelyn was enrolled in <i>Michigan Virtual\u2019s<\/i> Algebra 2 class taught by Liz Hoopfer. She liked the format immediately.<\/p><p>\u201cI like being independent,\u201d she said, explaining she\u2019s often bored in math classes held in person because she\u2019s typically so far ahead of the curriculum. \u201cI\u2019d sit there folding origami birds all class, and I\u2019d just have this mound on my desk because I\u2019m so bored.\u201d<\/p><p>But with Hoopfer\u2019s class, Jocelyn was able to work at her own pace.<\/p><p>\u201cI don\u2019t have to sit and listen to a teacher lecture about something I already know,\u201d Jocelyn said. \u201cIf I know it, I can go through it faster, and if I need to review it more, I can read more on it.\u201d<\/p><p>Hoopfer said Jocelyn\u2019s drive helped her succeed in the class.<\/p><p>\u201cShe\u2019s so thorough,\u201d Hoopfer said. \u201cShe would read the assignment and not only hit every single thing being asked on the first try, but she would go above and beyond that.\u201d<\/p><p>For class discussions, students were required to post a comment and then reply to comments posted by a classmate or two.<\/p><p>\u201cJocelyn was one of about five students I\u2019ve ever had who continually goes back and keeps that conversation going,\u201d Hoopfer said. \u201cShe cared to keep that discussion going throughout the term. And she was not just thorough \u2014 she was accurate. What she was contributing was mathematically accurate.\u201d<\/p><p>Jocelyn\u2019s mom, Jennifer Chislea, said that prior to taking online classes, Jocelyn was nervous talking with adults. But needing to advocate for herself in a new environment gave her a confidence boost.<\/p><p>\u201cI can tell she\u2019s more relaxed with that now,\u201d she said.<\/p><p>Hoopfer has worked as a full-time instructor for <i>Michigan Virtual <\/i>for six years and said the liberty online learning offers for students as well as teachers brought a measure of calm during the pandemic.<\/p><p>\u201cThat allowed students and families to have some much-needed flexibility,\u201d she said. \u201cA lot of my students weren\u2019t logging into our optional Zoom sessions because they had become full-time babysitters for their siblings because Mom and Dad were working away \u2014 or at home \u2014 and couldn\u2019t supervise the other kids. Some high schoolers were getting jobs because their parents got furloughed. The flexibility <i>Michigan Virtual<\/i> offers became one of the top benefits for families.\u201d<\/p><p>She said it also gave students a sense of confidence.<\/p><p>\u201cI tell students, \u2018Trust yourself before you trust the computer,\u2019 \u201d Hoopfer said.\u00a0<\/p>\t\t\n\t\t\t<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\" loading=\"lazy\" \/><\/figure><p>\u201cBeing online gives them that confidence to work at their own pace. They\u2019re not taking a test before they\u2019re ready. They can reach out to their teacher at any time without their peers knowing they need help.\u201d<\/p>\t\t\n\t\t<p>And when Jocelyn had questions for Hoopfer, it was easy to connect with her.<\/p><p>\u201cShe\u2019s very positive about everything, so you\u2019re not scared to ask,\u201d Jocelyn said.<\/p><p>Math comes easily to Jocelyn. The chance to take Algebra 2 online along with pre-calculus through Delta College helped her think about virtual learning options for the remainder of her education.<\/p><p>\u201cFor college purposes, if there are online classes, I\u2019ll probably want to take those more \u2014 especially the ones that are self-paced because I am very much a self-paced learner,\u201d she said.<\/p>\t\t\n\t\t\t<h2>Time management skills unlocked<\/h2>\t\t\n\t\t<p>Isabelle Monroe has wanted to take French ever since she was in pre-kindergarten.<\/p><p>Her family moved from Oklahoma to the small northern Michigan community of Gaylord seven years ago. When Isabelle entered Johannesburg-Lewiston High School, French wasn\u2019t offered. Her only language option was Spanish.<\/p><p>But Isabelle\u2019s mom, Jessi Monroe, who teaches in-person at the high school as well as online for <i>Michigan Virtual<\/i>, learned Isabelle could take French online, and they jumped at the chance. Taking French through <i>Michigan Virtual<\/i> was Isabelle\u2019s first experience with online learning.<\/p><p>\u201cI have a 4.0 GPA, so if I want to keep that, I have to finish the class by the deadline,\u201d she explained. That kept her motivated to stay on track.<\/p><p>Isabelle, who just completed 10th grade, said the self-paced nature of the course has helped her with her time management in school and in general.<\/p><p>\u201cAs a parent, I was nervous about that,\u201d Monroe said of Isabelle. \u201cBut now that she has this year of online learning under her belt that <i>Michigan Virtual<\/i> provided her, and she figured out what it took to be successful and how you need to make a schedule, I saw that she could handle it.\"<\/p><p>\u201cIt made the decision for her to start taking college classes in her junior year an easy one for us.\u201d<\/p><p>As an 11th grader in the fall, Isabelle will take college classes online through the local community college as well as another section of French through <i>Michigan Virtual<\/i>. She said she\u2019s excited about the next school year.<\/p><p>\u201cI kind of know what to expect,\u201d Isabelle said, \u201cso it helped me not stress out.\u201d<\/p>\t\t\n\t\t\t<h2>Increased comfort with tech<\/h2>\t\t\n\t\t<p>Jaci Hartman is the lead science instructor for <i>Michigan Virtual<\/i>, teaching physics, chemistry, and physical science courses. She\u2019s been in that role full time for four years, so she was ready to welcome the wave of students new to virtual learning due to the pandemic.<\/p><p>\u201cThe consistency we\u2019ve provided for students is nice,\u201d Hartman said. \u201cWe had students who would get quarantined, or the school would have to go virtual suddenly after being in person for a while. That back-and-forth for students and staff is hard, and it\u2019s no one\u2019s fault. But we were the constant. Having that one anchor point was a comfort to a lot of students. They knew what to expect with <i>Michigan Virtual<\/i>.\u201d<\/p><p>Suzy Kriser was one of those students. She navigated her senior year at East Lansing High School through a combination of online and in-person learning. She took finance and AP physics courses through <i>Michigan Virtual<\/i>.<\/p><p>\u201cI felt very comfortable with my teacher,\u201d Suzy said. \u201cI liked the relationship we had, which helped a lot in the class.\u201d<\/p><p>Hartman said Suzy asked great questions and regularly connected with her, making the class feel as though it was in person.<\/p><p>\u201cSuzy was one of my most interactive students,\u201d Hartman said. \u201cShe would regularly email me different questions. During the class, she\u2019d send me a picture of what she was doing because she was so excited about what she was learning. It felt like an in-person relationship where a student pops in your room to say, \u2018Guess what I just learned?!\u2019 \u201d<\/p><p>Suzy said the biggest benefit she saw from online learning was an increased level of comfort with technology \u2014 something that will be crucial for her in the fall when she heads down the road to Michigan State University to study engineering.<\/p><p>\u201cBefore the pandemic, I was not super into computers,\u201d she admitted. \u201cI almost never checked my email regularly because it was too much of a hassle to figure it out. But because of the online format, I now check my emails regularly and connect with my teachers more easily.\u201d<\/p><p>Hartman said those life skills that come along with online learning are a valuable benefit.<\/p><p>\u201cStudents who are successful in a virtual environment are willing to advocate for themselves,\u201d Hartman said. \u201cIf they have a question, they have to be willing to ask and not wait for the teacher to see their face and know they need to ask something.<\/p>\t\t\n\t\t\t<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\" loading=\"lazy\" \/><\/figure><p>\u201cIf they\u2019re willing to make connections, share a little about themselves and allow a community to develop for themselves, they find that support and connection they need.\u201d<\/p>\t\t\n\t\t<p>Building those skills and habits before heading off to postsecondary education and training gives students an important head start on self-management.<\/p><p>\u201cThat\u2019s the flexibility online learning offers that in-person doesn\u2019t,\u201d Hartman said. \u201cImagine going into college after having two full years of independently managing and advocating for yourself before paying thousands of dollars to learn how to do that.<\/p><p>\u201cWith online learning in high school, they\u2019re doing it with a safety net. By the time they get to college, they\u2019ll be more confident and have less stress.\u201d<\/p>",
            "title": "Case Study: Students Thriving Online",
            "excerpt": "Online learning offers benefits beyond curriculum Students gain important life skills in addition to academic content Printable Version Prior to the COVID-19 global pandemic, many students throughout Michigan had little to no experience with online learning. The coronavirus changed that for the vast majority of the state\u2019s K-12 learners. While there was the genuine worry...",
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            "id": 62039,
            "path": "\/blog\/4-differences-between-traditional-teaching-methods-and-competency-based-education\/",
            "author_id": 71,
            "timestamp": 1625686722,
            "content": "<!-- wp:heading -->\n<h2>What is competency-based education, and why are so many schools making the switch?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-Based Education (CBE) is a <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">student-centered<\/a> method that allows students to work asynchronously on their skills and show mastery in many different ways. This method differs from simply passing a summative assessment or exam.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a competency-based classroom, students have <em>choices<\/em> and <em>control<\/em> regarding what and how they learn. Most importantly, they have <em>flexibility<\/em> as to how they show what they have learned and mastered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CBE is a flip-flop of the teacher-centered methods that have been used for years and still are frequently used all over the world. In this mode of instruction, the teacher dictates what and how the students learn, as well as curates any content that is presented to them with very little student input.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many schools have been transitioning away from teacher-centered instruction to student-centered methods, like CBE, to allow students to learn at a pace and with the materials that suit them best.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When learning is competency-based, students often learn by \u201cdoing,\u201d which fosters creativity and curiosity because students are encouraged to show what they have learned in a variety of ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Traditional methods are also not akin to how the \u201creal world\u201d works. Once students become adults, the working world expects products to be made, problems to be solved, and skills to be used.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As adults, they <em>will<\/em> be expected to apply what they learn <em>successfully<\/em>, which is similar to what is expected in a competency-based classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For these reasons, student-centered learning is here to stay.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>\u201cThis is different\u2026I like the way it used to be!\u201d<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some students have difficulty adjusting to competency-based learning, especially if they have spent a considerable amount of time learning in a teacher-centered environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A competency-based classroom may also mean students are learning fully online or have large online components, resulting in a drastic departure from the norm for many students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are some common differences between a more traditional learning environment and one that is competency-based:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>1. Less social interaction<\/strong><br>Because CBE is often asynchronous or has asynchronous components, students may interact with their peers and teachers less than normal.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While lacking a physical space can take some getting used to, it can also allow students who are uncomfortable speaking in front of an entire class to still communicate with others effectively without the pressure and anxiety they may normally feel.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, less face-to-face time also means that students are less likely to be distracted by one another and be more efficient with their time spent learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>2. Time management<\/strong><br><br>Each student is unique, moves at a different pace, and learns best in a variety of ways.<br><br>This means that students in CBE environments will master things at different paces, and students will need to acquire self-discipline and time management skills in order to be successful.<br><br>Luckily, these skills are highly desired in the \u201creal world\u201d and valued by employers, so practicing these skills will be fruitful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>3. Overwhelmed by choice<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students are often used to very rigid and structured pacing with completion criteria for getting high marks in their classes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CBE is highly flexible in regards to time, content, and methods of displaying mastery.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students can become overwhelmed with the responsibility of learning that is now thrust upon them.<br><br>Ultimately, however, this will allow students to carve out their own processes for how to solve problems, honing their skills with a personal spin.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>4. Less explicit instruction<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In CBE courses, teachers are a resource for students, not the keeper of knowledge or master of the class.<br><br>This means that rather than dispersing all of their knowledge and expecting students to absorb it, teachers offer guidance and assistance while students investigate problems and develop their skills.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers function more like a facilitator of learning, and the students are the key component of which everything revolves around.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This can be a struggle for students who are uncomfortable with approaching their instructors when in need of assistance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It does, however, remove the barrier of social anxiety that many students face when asking for help in a traditional setting where their peers may be made aware of their struggles; it can be a great opportunity for students to learn to ask questions without any outside pressure.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How do I make sure that I succeed?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to succeed in a CBE environment, consider the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Use time management strategies<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just because the due date for a mastery project or assignment is the last day of the class does not mean that students can delay learning until the last two weeks. Students must regularly set aside time to work on assignments, watch videos and read, or discuss struggles with other students and the instructor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Review instructions and rubrics<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Rubrics are created by instructors in order to define the expectations for their courses. These documents will outline how to get display mastery and complete assignments for satisfactory marks in the course. Do not ignore them when completing assignments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Practice makes perfect<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In CBE, as in the real world when learning a skill, it often takes multiple attempts until a student gets it right. This means that revisions are a critical and normal component of learning; students will work until they have a product that shows they have mastered the skill or content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Become comfortable with asking for help<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instructors are an invaluable resource and are dedicated to helping students succeed. However, they can\u2019t help anyone if they don\u2019t know that they are struggling. Students should not be afraid to ask for help, such as if they don\u2019t know what step to take next.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Become familiar with the online components<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because CBE courses are largely asynchronous, most of the course materials may be online. Students should familiarize themselves with the platform that their course is on, locate important materials and pages, and understand how to navigate through all the content. This will allow them to quickly find resources, submit assignments, or connect with instructors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources and Tools for Students&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The number one resource in any course should be the instructor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They can provide students with invaluable feedback and help point them in the right direction. However, sometimes even instructors may not be aware of some resources that exist to help students complete assignments and master skills. Here are a few general resources:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/prezi.com\/\">Prezi<\/a>, <a href=\"https:\/\/www.canva.com\/create\/presentations\/\">Canva<\/a>, <a href=\"https:\/\/biteable.com\/\">Biteable<\/a> (Presentation tools)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.teachthought.com\/technology\/100-free-online-resources-for-students\/\">33 Free Tools for Learning<\/a> (Includes apps, programs, and websites)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/portfolium.com\/\">Portfolium<\/a>: (An online portfolio to keep track of assignments and projects, great for college applications\/r\u00e9sum\u00e9s)&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While CBE certainly has some differences from the traditional methods of teaching and learning, its impact on helping students gain valuable skills and knowledge cannot be contested.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As our technological society advances, so must our teaching and learning so that the students of tomorrow can be successful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although adjusting can be a struggle, nothing worthwhile is ever easy!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more information on CBE check out our previous blogs <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-and-the-classroom-challenges\/\">about classroom challenges and CBE<\/a> and how <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">CBE is designed for student success<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Competency-Based Education blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our CBE blog series, we explore CBE in terms of tools for parents, teachers, and students. Next month\u2019s topic will be student resources for success in math CBE courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stay up to date on future blogs in this series by<a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"> signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>Human-centered design is focused, action-oriented, and most of all, empathetic. Its tenets are similar to what it takes to be a good educator. Learn about the correlation between good human-centered design and education.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Human-centered design educates<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Human-centered design improves an experience by employing empathetic activities to solve a functional problem with a desired emotional result in a sustainable model. It is an approach to problem-solving that acknowledges and addresses the users\u2019 needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For this to be achieved, the human is kept at the center of the process from start to finish, from generating the initial insights to iterative experimentation, to evaluating the proposed solutions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For a design solution to result in an improved experience, it must also educate the user on how to properly navigate or operate the new solution, ideally without a manual.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Inherently, good design is rooted in successfully communicating new ways to think, feel, and behave that eliminate barriers and increase emotional satisfaction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Teachers are natural designers<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The act of teaching is rooted in creating good design and solving problems.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/07\/iStock-649355688.jpg\",\"id\":62013,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-62013\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/07\/iStock-649355688.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Teachers may not think of themselves as designers, but they are constantly empathizing with their students, iterating new solutions, and working to solve functional and emotional problems to maintain a classroom learning environment that builds trust and confidence.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>That sounds like good design to me.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If good design is at the foundation of a successful student and teacher relationship, we should be using design to develop the tools and techniques used at every level of the education experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All stakeholders including policymakers, administrators, teachers, parents, and students benefit from solutions developed through empathetic user research that is both comprehensive and inclusive of all user needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sustainable solutions that create change are neither top-down nor bottom-up. They include all participants at every level who are working to improve equity in a collaborative manner.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Design takes action<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>I often have the opportunity to speak to students about the annual <a href=\"http:\/\/michigandesigncouncil.org\/competition-informaton-and-application.html\">Michigan Design Prize<\/a>, and I begin by asking the question, \u201cWho can be a designer?\u201d I offer an answer: \u201cAnyone who creates a new solution to improve a functional or emotional experience is a designer.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>My answer doesn\u2019t diminish the years of practice and many failures (and successes) it takes to become a great professional designer; instead, it opens the door to these students who are developing the confidence to try.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In my experience collaborating with commercial and social industries, I\u2019ve discovered that professionals often experience the same hesitancy and \u201cfear of failure\u201d that second graders do. They\u2019re afraid to try something new. Even if they can get over the initial fear, they don\u2019t know where to begin.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/07\/iStock-587212496.jpg\",\"id\":62015,\"focalPoint\":{\"x\":\"0.42\",\"y\":\"0.73\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-62015\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/07\/iStock-587212496.jpg\" style=\"object-position:42% 73%\" data-object-fit=\"cover\" data-object-position=\"42% 73%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Students and professionals are often not short on ideas, but determining which ones are the best and tackling them can lead to action paralysis.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Going through the product development gauntlet with an experienced research and design team leads to action. Without action, it\u2019s just talk or groupthink, and many teams can\u2019t get their initial ideas out of the starting gate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Design is focused<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If a team can get through the first few steps and generate a bunch of good ideas, the natural reaction is to want to deploy them all at the same time. They think, \u201cIf three solutions are good, aren\u2019t five better?\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When clients serve a wide customer base, quantity can seem like a priority. This is a challenge for the education community attempting to equally serve every student or every teacher in every possible demographic or region.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Everyone in the K-12 world is a potential user or customer, right? But strategies with this goal often become watered down, inefficient and cumbersome.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/07\/iStock-1128717611-scaled.jpg\",\"id\":62020,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-62020\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/07\/iStock-1128717611-scaled.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">At <a href=\"http:\/\/sundbergferar.com\">Sundberg-Ferar<\/a> we have a design philosophy: \u201cStop trying to be all things to all people, start by being something to someone.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>To start, you must examine your core brand values, determine what makes you special versus your competition, and decide how that aligns with the functional and emotional attributes you identified in your research. All of the design work needs to focus on those synthesized models to deliver a solution that is clear in purpose, easy to use (that intuitive teaching aspect), and delivers a meaningful solution that users will want to return to often.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Design is vital to education<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Learning and teaching are vital to designing well, and well-designed experiences are vital to learning and teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Design can unleash the potential of educators and those serving the education community by giving them the confidence to innovate, provide research and development tools, synthesize opportunities, and create solutions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Education faces challenges at every step of the way from countless directions. Good design is vital to create scalable solutions for every stakeholder, from a small daily activity designed to improve student motivation to large administrative strategies created to improve statewide professional development.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Design is not easy, nor is it magic, but it gives developers and educators a roadmap to effectively learn something, try something, make something, and ultimately <em>do<\/em> something.<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/about\/news\/building-a-foundation-for-k-12-virtual-education-with-data\/",
            "author_id": 62,
            "timestamp": 1625232140,
            "content": "<!-- wp:paragraph -->\n<p><strong><em>This article was originally published in the <a href=\"https:\/\/www.detroitnews.com\/story\/opinion\/2021\/06\/30\/opinion-virtual-learning-can-work-michigan-students\/7811737002\/\">Detroit News<\/a> on June 30, 2021.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There is no shortage of topics on which we tend to separate into camps. When it comes to education, for instance, maybe you tend to favor traditional public schools over charter schools. Perhaps you want school to start after Labor Day rather than before or position yourself on a certain side in the phonics versus whole language debate. Or, dare I say, perhaps you share the perspective that addition should be taught from left to right instead of from right to left!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019ve spent over a decade studying K-12 online learning, which due to the pandemic, has gotten significant attention, and I have spent considerable time investigating and understanding the arguments of the camps for and against K-12 virtual learning. Each of the last eight years, I have also authored a comprehensive report, published by <em>Michigan Virtual<\/em>, on K-12 virtual learning in Michigan. The recently-released<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\"> <em>report<\/em><\/a><em> <\/em>for the 2019-2020 school year\u2013which reflects pre-pandemic data\u2013provides schools a foundation to build on to increase student success.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to the data, 60,000 Michigan K-12 students passed every single course they took online in the 2019-20 school year. For some students, that was a single course, but for others, it may have been 12 or more. Further, more than a quarter of Michigan K-12 schools with virtual learning had schoolwide pass rates of 90% to 100%. Clearly, some districts have figured out the formula for student success in online environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the biggest concerns with virtual education is equity. As an example, the overall virtual pass rate for African American or Black students in 2019-2020 was 15 percentage points below that of White students. At the same time, what we found when we looked at student virtual learning performance and race was that for schools with higher virtual learning outcomes (80% or higher virtual pass rates), the equity gap dramatically closes. In the 44% of schools who achieved 80% higher virtual pass rates or more, the virtual pass rate for African American or Black students was 86%, and the performance gap between it and the White rate dropped to four percentage points. This signals that schools who have overall success with online education have also found a way to achieve more equitable outcomes.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This pattern was also present when we looked at students in poverty. Students in poverty accounted for almost 70% of the virtual enrollments \u2014 despite only representing about 50% of Michigan K-12 students \u2014 and these students had a virtual pass rate that was 18 percentage points lower than it was for students who were not in poverty. Yet, for students in the more than 540 Michigan K-12 schools that had virtual pass rates of 80% or higher, the outcomes significantly improved. In these schools, students in poverty only generated about half of the virtual enrollments, meaning they were not being selected disproportionately to take online courses. More importantly, students in poverty passed their virtual courses 86% of the time, and the performance gap between them and students not in poverty closed to six percentage points. And these results happened in geographically diverse schools across the state:&nbsp;rural and urban communities, cities, towns, and suburbs alike. The data show that, when done well, virtual education can address equity barriers and achieve student success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For all of these reasons and more, we know that the current performance of Michigan K-12 virtual programs is inconsistent, though each year more schools demonstrate they can run effective and equitable virtual programs. School and community leaders should be engaging in discussions about what learning should look like and how it will be accessed by our diverse students and families. When those conversations explore online learning, I hope that the data shared in our <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\">Effectiveness Report<\/a> can lead to the dismantling of ineffective models while also contributing to the growth of successful virtual programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>About Joseph Friedhoff, Ph.D.<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Joe serves as a vice president for <em>Michigan Virtual<\/em>. He earned his Ph.D. in educational technologies from Michigan State University and is a nationally recognized researcher in the field of online and blended learning. He has taught in both face-to-face and online settings as well as at the secondary, undergraduate, and graduate levels.\u00a0<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Building a Foundation for K-12 Virtual Education with Data",
            "excerpt": "This article was originally published in the Detroit News on June 30, 2021. There is no shortage of topics on which we tend to separate into camps. When it comes to education, for instance, maybe you tend to favor traditional public schools over charter schools. Perhaps you want school to start after Labor Day rather...",
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            "path": "\/about\/news\/muskegon-public-schools-is-offering-a-unique-hybrid-learning-plan-for-fall-2021\/",
            "author_id": 2,
            "timestamp": 1625058720,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a href=\"https:\/\/www.mlive.com\/news\/muskegon\/2021\/06\/muskegon-public-schools-is-offering-a-unique-hybrid-learning-plan-for-fall-2021.html\">Muskegon Public Schools is offering a unique hybrid learning plan for fall 2021<\/a>\u201d \u2014 originally published in <em>MLive <\/em>on June 30, 2021 \u2014 overviews the unique hybrid learning plan that Muskegon Public Schools is launching in fall 2021. For students who seek a 100% virtual learning option, courses through <em>Michigan Virtual <\/em>will be available through the local ISD.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Muskegon Public Schools is offering a unique hybrid learning plan for fall 2021",
            "excerpt": "The article \u201cMuskegon Public Schools is offering a unique hybrid learning plan for fall 2021\u201d \u2014 originally published in MLive on June 30, 2021 \u2014 overviews the unique hybrid learning plan that Muskegon Public Schools is launching in fall 2021. For students who seek a 100% virtual learning option, courses through Michigan Virtual will be...",
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            "modified_timestamp": 1625231688,
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        {
            "id": 61186,
            "path": "\/about\/news\/effective-virtual-learning-programs-can-overcome-equity-barriers-achieve-student-success\/",
            "author_id": 2,
            "timestamp": 1623696584,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong> Prior to the COVID-19 pandemic, about 8%, or 121,900 students, took virtual courses in 2019-2020. While all students and educators were thrust into emergency remote learning for the past year, the recently released <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report<\/a> identifies some bright spots in virtual learning in Michigan that all schools should think about when restarting education in the fall. The data in this report show that, when done well, virtual education can address equity barriers and achieve student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe recently-released report for the 2019-2020 school year\u2013which reflects pre-pandemic data\u2013provides schools a foundation to build on to increase student success,\u201d said Joe Freidhoff, Ph.D., Vice President of <em>Michigan Virtual<\/em> and the report\u2019s author. \u201cSchool and community leaders should be engaging in discussions about what learning should look like post-pandemic and use the data shared in our report to dismantle ineffective models and contribute to the growth of successful educational programs going forward.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to the data, 60,000 Michigan K-12 students passed every single course they took online in the 2019-20 school year. For some students, that was a single course, but for others it may have been 12 or more. Further, more than a quarter of Michigan K-12 schools with virtual learning had schoolwide pass rates of 90% to 100%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of the more than 121,900 students who took virtual courses in 2019-20, over 80% of virtual enrollments came from high school students, and the most highly enrolled in virtual courses were those required for high school graduation. Sixty-eight percent of the virtual enrollments were from students who were in poverty. The overall pass rate for virtual courses (56%) was up from the past three years; however, there remains considerable variation in student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Racial equity remains an area of needed focus in educational structures. <\/strong>The overall virtual pass rate for Black students was 15 percentage points below that of White students. At the same time, what we found when we looked at student virtual learning performance and race was that for schools with higher virtual learning outcomes (80% or higher virtual pass rates), the equity gap dramatically closes. In the 44% of schools who achieved 80% higher virtual pass rates or more, the virtual pass rate for African American or Black students was 86%, and the performance gap between it and the White rate dropped to four percentage points. This signals that schools who have overall success with online education have also found a way to achieve more equitable outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><br><strong>Virtual success is not limited by economic opportunity, and can benefit students in low-income communities<\/strong>. Students in poverty accounted for almost 70% of the virtual enrollments\u2013despite only representing about 50% of Michigan K-12 students\u2013and these students had a virtual pass rate that was 18 percentage points lower than it was for students who were not in poverty. Yet, for students in the more than 540 Michigan K-12 schools that had virtual pass rates of 80% or higher, the outcomes significantly improved. In these schools, students in poverty only generated about half of the virtual enrollments, meaning they were not being selected disproportionately to take online courses. More importantly, students in poverty passed their virtual courses 86% of the time, and the performance gap between them and students not in poverty closed to six percentage points. And these results happened in geographically diverse schools across the state: rural and urban communities, cities, towns, and suburbs alike.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This year\u2019s report is the eighth edition of this annual publication and completes 10 years of data on K-12 virtual learning in Michigan. For more information about the Effectiveness Report, visit <a href=\"https:\/\/michiganvirtual.org\/\">michiganvirtual.org<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Effective virtual learning programs can overcome equity barriers, achieve student success",
            "excerpt": "LANSING, Mich. \u2014 Prior to the COVID-19 pandemic, about 8%, or 121,900 students, took virtual courses in 2019-2020. While all students and educators were thrust into emergency remote learning for the past year, the recently released Michigan\u2019s K-12 Virtual Learning Effectiveness Report identifies some bright spots in virtual learning in Michigan that all schools should...",
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        {
            "id": 61166,
            "path": "\/geer-grant\/",
            "author_id": 65,
            "timestamp": 1623691712,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Register for new inclusive teaching and learning professional development courses<\/h1>\t\t\n\t\t\tA new collaborative project between Michigan State University, the University of Michigan, and Michigan Virtual is providing online modules to educators to address the topic of inclusive teaching and learning.\t\t\n\t\t<p>Our state and nation continue to struggle with the need to address issues of racism, systems of oppression, equality for all regardless of race, gender, sexual orientation, or background, and individual bias.\u00a0<\/p><p>In addition, Michigan teachers, administrators, and support staff are facing many new challenges as schools strive to serve all student populations during the COVID-19 pandemic. <\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"73\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/logo_horizonal_green-300x73.png\" alt=\"Michigan State University Logo\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"79\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/University-of-Michigan-Logo-1024x576-1-300x79.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"81\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/michigan-virtual-logo-horizontal-transparent-300x81.png\" alt=\"Michigan Virtual Logo (Horizontal)\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>That\u2019s why Michigan State University, the University of Michigan, and <em>Michigan Virtual<\/em> have teamed up to provide online modules addressing these issues.<\/h2>\t\t\n\t\t<p>By utilizing GEER funding, these online modules are made available at no cost.<\/p><p>The series of fourteen modules will identify the latest research and best practices for serving a variety of special populations in face-to-face and remote settings, as well as cover several important topics designed to promote inclusive teaching and learning, including SEL and trauma-informed education. \u00a0<\/p>\t\t\t\t\n\t\t\t<h4><a href=\"https:\/\/recommendations.michiganvirtual.org\/registration\">Wondering where to start?<\/a><\/h4>\t\t\n\t\t<p>Michigan Virtual is proud to offer a personalized list of recommendations, based on your knowledge and experience with CASEL\u2019s social and emotional learning competencies. Select the button below to take a quick self-assessment to get your customized course recommendations.<\/p>\n<p>\n<a href=\"https:\/\/recommendations.michiganvirtual.org\/registration\">Take the self-assessment!<\/a><\/p>\t\t\t\t\n\t\t\t<h3>Inclusive teaching and learning in COVID-19 courses<\/h3>\t\t\n\t\t\t\t<h2>Anti-Racism and Social Justice Teaching and Leadership<\/h2>\n\t\t\t\t\t\t<strong>Michigan State University<\/strong><br>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=736\">\n\t\t\t\t\t\tEnroll Now\t\t\t\t\t<\/a>\n\t\t\t\t4 SCECHs\n\t\t\t\t<h2>Teaching Transition Skills to Students with Disabilities<\/h2>\n\t\t\t\t\t\t<strong>Michigan State University<\/strong><br>\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=795\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t4 Scechs\n\t\t\t\t<h2>Social Intervention for Elementary Students with ASD<\/h2>\n\t\t\t\t\t\t<strong> Michigan State University<\/strong>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=799\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t5 SCECHS\n\t\t\t\t<h2>Family-School Partnerships for Students with Disabilities<\/h2>\n\t\t\t\t\t\t<strong>Michigan State University<\/strong><br>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=798\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t4 SCECHs\n\t\t\t\t<h2>How can Project-Based Learning Support Elementary School Students in \u201cFiguring Out\u201d Science?<\/h2>\n\t\t\t\t\t\t<strong>Michigan State University<\/strong><br>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=739\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t5 SCECHs\n\t\t\t\t<h2>How can Project-Based Learning Support Secondary Students in \u201cFiguring Out\u201d Science?<\/h2>\n\t\t\t\t\t\t<strong>Michigan State University<\/strong><br>\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=740\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t5 SCECHs\n\t\t\t\t<h2>Social-Emotional Learning: Equity Elaborations<\/h2>\n\t\t\t\t\t\t<strong>Michigan Virtual<\/strong><br>\n<a href=\"https:\/\/arist.app\/orgs\/michigan-virtual\/courses\">Microlearning option for this course<\/a>\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=716%20\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t1 SCECH\n\t\t\t\t<h2>Social-Emotional Learning: Assessment Mechanisms<\/h2>\n\t\t\t\t\t\t<strong>Michigan Virtual<\/strong><br>\n<a href=\"https:\/\/arist.app\/orgs\/michigan-virtual\/courses\">Microlearning option for this course<\/a>\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=721\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t3 SCECHs\n\t\t\t\t<h2>Social-Emotional Learning: Adult SEL and Self-Care<\/h2>\n\t\t\t\t\t\t<strong>Michigan Virtual<\/strong><br>\n<a href=\"https:\/\/arist.app\/orgs\/michigan-virtual\/courses\">Microlearning option for this course<\/a>\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=719\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t2 SCECHs\n\t\t\t\t<h2>Social-Emotional Learning: Integrating SEL with MTSS<\/h2>\n\t\t\t\t\t\t<strong>Michigan Virtual<\/strong><br>\n<a href=\"https:\/\/arist.app\/orgs\/michigan-virtual\/courses\">Microlearning option for this course<\/a>\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=737\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t2 SCECHs\n\t\t\t\t<h2>Integrating SEL into an MTSS Framework Micro-Credential <\/h2>\n\t\t\t\t\t\t<strong>Michigan Virtual<\/strong><br>\nYou will be taken to Wondercert to create an account.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/app.wondercert.com\/requestsignup\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t2 SCECHs\n\t\t\t\t<h2>Inquiry-Based Learning in Secondary Science Education<\/h2>\n\t\t\t\t\t\t<strong>University of Michigan<\/strong><br>\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=742%20\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t9 SCECHs\n\t\t\t\t<h2>Equity in Online Learning for Multilingual Students<\/h2>\n\t\t\t\t\t\t<strong>University of Michigan<\/strong><br>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=744%20\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t9 SCECHs\n\t\t\t\t<h2>Anti-Racist Trauma-Informed Practice in PreK-12 Education<\/h2>\n\t\t\t\t\t\t<strong>University of Michigan<\/strong><br>\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=743%20\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t8 SCECHs\n\t\t\t\t<h2>Inquiry-Based Learning in Secondary Mathematics Education<\/h2>\n\t\t\t\t\t\t<strong>University of Michigan<\/strong><br>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/Registration.aspx?course=741%20\">\n\t\t\t\t\t\tEnroll now\t\t\t\t\t<\/a>\n\t\t\t\t10 SCECHs\n\t\t<p><i>The modules will be available online at no cost to Michigan school personnel in a non-facilitated format. State Continuing Education Credits will be awarded upon successful completion of modules. To address sustainability concerns, each project partner may also offer additional fee-based delivery options for the professional development modules that include facilitation, coaching, technical assistance, or other support services not covered by grant funds. Please note that as of December 20, 2021, learners who have enrolled in a course provided by the GEER grant may be contacted about participating in program evaluation to better understand the needs of our learners.<\/i><\/p>",
            "title": "GEER Grant",
            "excerpt": "Register for new inclusive teaching and learning professional development courses A new collaborative project between Michigan State University, the University of Michigan, and Michigan Virtual is providing online modules to educators to address the topic of inclusive teaching and learning. Our state and nation continue to struggle with the need to address issues of racism,...",
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        {
            "id": 61116,
            "path": "\/research\/publications\/student-centered-learning-in-michigan-k-12-schools-factors-that-impact-successful-implementation\/",
            "author_id": 59,
            "timestamp": 1623688109,
            "content": "<!-- wp:heading -->\n<h2 id=\"acknowledgments\">Acknowledgments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The research team at <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) would like to thank Lisa Sitkins of the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp (MiCoOp)<\/a> for her collaboration and partnership in this study as well as the MiCoOp member school districts. This group served as a base from which to conduct our research. We would <em>especially <\/em>like to thank Chris Davidson and the <a href=\"https:\/\/www.clkschools.org\/index.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a>, Dave Eichberg and <a href=\"https:\/\/www.homeoftheshamrocks.org\/\">Berrien Springs Public Schools<\/a>, Will Heath and <a href=\"https:\/\/www.portlandk12.org\/index.aspx\">Portland Public Schools<\/a>, Dave Tebo and <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, and Tim Throne and <a href=\"https:\/\/www.oxfordschools.org\/\">Oxford Community Schools<\/a> for being so generous with their time, effort, and support of this study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Michigan CoOp is a network of school districts that are early adopters of student-centered learning. Through collaborative sharing of ideas and resources, these districts are redesigning public school. Districts leverage each other\u2019s strengths to create a culture of learning that empower educators to personalize learning for every student. Professional development and networking opportunities within the Michigan CoOp inspire educators to take action in implementing successful, efficient, and effective learning models.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>The member schools believe:<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>student learning is the constant. Where they learn, when they learn, how they learn, or how long it takes them to learn are all variables.<\/li><li>students are unique and are entitled to their own personalized learning plan.<\/li><li>students need\/want a menu of synchronous and asynchronous options that span brick-and-mortar, online, and community involvement.<\/li><li>true cooperation (vs. competition) benefits districts, students, and teachers.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>The member schools support:<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>blended learning<\/li><li>community resource courses<\/li><li>competency-based education<\/li><li>distance learning<\/li><li>early\/middle college programs<\/li><li>individual personalized learning plans<\/li><li>multiple assessment tools<\/li><li>partnerships in education<\/li><li>personalized professional learning<\/li><li>project-based learning<\/li><li>student-directed learning<\/li><li>student growth models<\/li><li>virtual\/online education<\/li><li>year-round school<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"171\" height=\"129\" alt=\"MiCoOp\" src=\"https:\/\/lh5.googleusercontent.com\/PgQrw7qAMk9hYA5Yq9NTv_5v4nzUehI9Hei3olxQC5TgWAsR28crNwgbiKkKY-UUZRf06RrhBWUSZlLpxM4sJ_rYbUGo3sEoIdTXv4L48DTzMsL_2bOheiu66JB1SUfak6n_lDnq\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the more traditional teacher-centered model of education does work for some students, it does not work for <em>all. <\/em>Students are slipping through the cracks\u2014some are being pushed onto the next unit or grade level before they are truly ready while others have their learning stifled so they remain on pace with the rest of the class. For so long, we\u2019ve tried to make students fit into a model of education that was designed to efficiently impart knowledge and in which many decisions are made based on conveniences for adults rather than what is necessarily best for students. Our current education model is not equitable, and there are too many students for whom this model simply does not work. This necessitates a model that is designed for students\u2014one that is flexible enough to be driven by what each student needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning is an educational philosophy that is structured to meet the needs of each student. In a student-centered learning environment, teachers and students work collaboratively to co-create a personalized learning plan or pathway that best suits the needs of each individual learner. The teacher\u2019s role is more about facilitating learning rather than disseminating information, allowing students to drive their own learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As <em>we <\/em>define student-centered learning, we consider four main tenets:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>student voice,<\/li><li>student choice,<\/li><li>competency-based learning progressions, and&nbsp;<\/li><li>continuous monitoring of student progress (use of student performance data).<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>\"Student voice\" means teachers are including students in the co-creation of individual learning plans or pathways. Students who have \u201cvoice\u201d demonstrate an increased level of ownership of their learning. Giving students \"choice\" means providing options for students related to the format of their learning and, to a degree, the content of their learning. \"Competency-based learning progressions\" are established standards of expected performance that allow students to work towards competency along their own pathway, and at their own pace. \"Continuously monitoring student progress\" means conducting an ongoing analysis of student performance data and adjusting learning experiences based on the changing needs of each student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a <em>truly <\/em>student-centered learning environment, all aspects of a school community (curriculum, staffing, finances, technology, facilities, schedules, and community partnerships) are aligned in a way that focuses on the desired outcomes for each individual student, while also accounting for their differences. That is not to say that a student-centered learning environment cannot exist if all of the aspects above are not aligned. Student-centered learning can exist within an individual classroom, within a single grade-level subject, or it can exist within pockets of a single school building.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Overview\">Study Overview<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools throughout the state of Michigan continue to work toward implementing student-centered learning models that include elements of digital learning, personalization, and competency-based learning progressions. By connecting with district administrators, school administrators, and teachers through both a survey and interviews, this study aims to capture the ways in which some Michigan K-12 schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices. It is our hope that the effective practices, guidance, and advice gleaned from the many innovative educators who so generously gave their time to participate in this study will help other school and district personnel overcome their own barriers to successful implementation of a more student-centered approach to learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Questions\">Research Questions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As we developed the research questions for this study, we knew we wanted to find out how student-centered learning is being implemented, to what extent, and how administrators are supporting teachers as they make this shift. We knew we needed to share challenges and obstacles that both school leaders and teachers are facing as well as the positive outcomes they have realized\u2014or hope to realize\u2014in making learning more student-centered. We also knew we wanted to explore how the role of technology may or may not help teachers create and manage a student-centered learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our five research questions were as follows:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>How are teachers implementing the following tenets of student-centered learning?&nbsp;<ul><li>Voice<\/li><li>Choice<\/li><li>Competency-based learning progressions<\/li><li>Continuous monitoring of student progress (use of student performance data)<\/li><\/ul><\/li><li>How can school leaders and teachers go about making the shift to student-centered learning at the following levels?&nbsp;<ul><li>District (superintendent)<\/li><li>School building (principals)<\/li><li>Classroom (teachers)<\/li><\/ul><\/li><li>What challenges and obstacles do schools face when making the transition or considering making the transition to a student-centered learning environment?&nbsp;<\/li><li>What positive outcomes have been achieved after making the shift to a student-centered learning environment?&nbsp;<\/li><li>How are schools utilizing technology to facilitate creating and managing a student-centered learning environment?<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"methodology\">Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This qualitative study examined the perceptions and experiences of teachers and administrators of five Michigan school districts: Berrien Springs Public Schools, Hamilton Community Schools, Oxford Community Schools, Portland Public Schools, and the Public Schools of Calumet, Laurium, &amp; Keweenaw. Teachers and both building- and district-level administrators were surveyed through a combination of an online questionnaire and individual interviews.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As this study was developed, we recognized the need for readers to have a school included in the study with which they can identify closely, and to hear the school district\u2019s story told from those who are in the trenches\u2014innovating, leading, learning, and thriving in these student-centered learning environments. To that end, we targeted school districts that are both demographically and geographically diverse as well as schools that are in varying stages of student-centered learning implementation. It is our hope that this intention results in capturing and sharing a wide range of perspectives as well as varying degrees of challenges, successes, and opportunities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, this by no means makes our findings generalizable to <em>all <\/em>schools in Michigan as the study was limited to just five districts. Despite our efforts to include school districts that would represent a demographically and geographically diverse population, we were unable to include the perspective of an urban district. Participation in the study was also impacted by the disruption resulting from the COVID-19 pandemic and the subsequent challenges facing teachers and school leaders.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><img width=\"720\" height=\"615\" alt=\"Map of Michigan counties indicating the location of each participating school district. \" src=\"https:\/\/lh3.googleusercontent.com\/QQKCNyDSRupdOyH1nJFnELs0b-ovz-YXrAJ9ThE2dT4gjP-lwWoXC5HsteiL1ipmHaalIbgbucAwH3cjhDOu2ZSwMpupygqQ4oGWs7zV6ni4jNaeReYPLtsfy4RsY2ak0PVwumOC\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Discussion\">Discussion of the Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As we present the findings from our study, it should be evident that every school district has a different approach to student-centered learning. There is no \u201cone size fits all\u201d model that has surfaced or seemed to work. While each district has unique strengths and struggles, there are some common themes that emerged from both the interviews and the survey data. It is our intent to celebrate and honor the work of these school districts as well as inspire and encourage others to find their own jumping-in point towards making learning student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"Why\">Why Are Schools Making Learning Student-Centered?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our conversations with teachers and school leaders, there were many reasons for the \u201cwhy\u201d behind this work: building student relationships, increasing learner agency, meeting students where they are, opportunities for deeper learning, and filling in learning gaps. However, one reason was consistent: <em>they aren\u2019t making learning student-centered because it\u2019s easy, they are doing it because in our current model of education, we are not reaching all students.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Equity: Meeting the Learning Needs of <em>All <\/em>Students<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cAll means all,\u201d Tracey Jaggi, a curriculum coach from Berrien Springs, explained. \u201cIt [making learning more student-centered] really makes you aware of the individuality of students. I don\u2019t think that we can deliver on our responsibility to help every student grow if we aren\u2019t doing something along the lines of personalized instruction or competency-based education.\u201d Jaggi believes that the biggest benefit to becoming more student-centered as a school district is the ability to provide students with a more equitable learning experience.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Equity was a topic that came up in many of our conversations. Superintendent Dave Eichberg pointed out that Berrien Springs is a very diverse district both culturally and socio-economically. He believes moving the district towards being more student-centered and competency-based will help them meet the diverse learning needs of all their students. After his second year as superintendent, Eichberg reflected upon the work that they had done, considered their uniqueness, and asked himself as well as his staff if there was compelling evidence that they were meeting the learning needs of all of their students. They all agreed that while there was <em>some <\/em>evidence, that wasn\u2019t enough. This is what began their journey towards becoming more student-centered and competency-based. As Eichberg emphasized, \u201cOur best hope of ever being able to do that [meet the learning needs of all of their students] is to begin the journey down the path of competency-based education for the purpose of personalizing learning for all of our kids.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing equitable learning experiences is something that Oxford Virtual Academy (OVA) hybrid learning coordinator Jordan Dennis also feels strongly about. \u201cIt's a more equitable learning experience when you take education and form it around each individual child,\u201c Dennis said, rather than trying to make students fit into the traditional education model. He believes that becoming more student-centered will allow them to provide equitable learning experiences in terms of meeting students where they are and filling in learning gaps. \u201cIf we design the education experience around the student,\u201d Dennis explained, \u201cwe can provide more pathways and opportunities for them [students] to overcome those gaps.\u201d When learning is student-centered, educators are targeted and strategic about meeting the learning needs of students. <em>Every <\/em>student gets what they need, not just the students who are falling behind.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Meaningful\">Making Learning More Meaningful<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to Portland Public Schools middle school math teacher Alyssa Stemler, pedagogy that is student-centered can lead to more meaningful learning opportunities for students, giving them the \u201cwhy\u201d behind their learning: \u201cThey\u2019ve got to know why we\u2019re doing this. We go over that \u2018why\u2019 piece every day. \u2018Why are we learning what slope is? Where are we going to use that in the future?\u2019\u201d In her standards-based classroom, students not only know <em>what <\/em>they are learning but <em>why <\/em>they are learning it. Students are afforded multiple opportunities to demonstrate mastery, which she feels leads to an increased level of involvement in their own learning. As Stemler noted, \u201cKids love the fact that they get multiple chances at some of the standards. It encourages them to keep working at it.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Simone Margraf, curriculum director for Portland Public Schools, explained that in a student-centered learning environment\u2014if done correctly\u2014teachers will know where to guide students\u2019 instruction and students will be able to drive their own learning. \u201cThe classroom teacher will really know where their students are,\u201d Margraf said. Furthermore, she stressed, \u201cIf they\u2019re collecting evidence based upon skill mastery within that standard, then they know exactly where to guide students\u2019 instruction. It [student-centered learning] will drive instructional practice on a daily basis.\u201d Teachers will be able to give students very specific feedback, letting them know exactly what skills they have mastered and where they still have work to do. Each student will know what they know <em>and <\/em>what they don\u2019t know.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A student-centered learning environment can also make learning more meaningful by setting the foundation for students to be lifelong learners. \u201cKids are learning how they learn best, what their passions are, and what they want to pursue in life,\u201d said Tim Throne, superintendent of Oxford Community Schools, Michigan\u2019s only K-12 <a href=\"https:\/\/www.ibo.org\/programmes\/\">International Baccalaureate<\/a> (IB) district. At Oxford, all traditional students are part of their IB program up through 10th grade. Students can opt into the program for their last two years of high school. Throne stressed that the curriculum in both the <a href=\"https:\/\/www.ibo.org\/programmes\/primary-years-programme\/\">Primary Years Programme<\/a> and the <a href=\"https:\/\/www.ibo.org\/programmes\/middle-years-programme\/\">Middle Years Programme<\/a> is driven by student voice and choice: \u201cThey have direction in terms of what they learn and what they present on.\u201d When students are involved in the learning process\u2014when they have the opportunity to direct some aspects of their education and to study what matters to them\u2014learning becomes more meaningful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Engagement\">Increasing Student Engagement<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Angela Cramer, director of curriculum for Berrien Springs Public Schools, feels that one of the biggest benefits of establishing a student-centered learning environment is that it allows students to dig into their natural curiosities. \u201cKids have this innate ability, when they are <em>really <\/em>interested in something, to go the extra mile,\u201d she reflected. Similarly, assistant superintendent of Elementary Education for Oxford Community Schools Anita Qonja-Collins feels that increased student engagement as a result of student-centered learning leads to deep learning: \u201cTo me, it's all about engagement. When we are student-centered, there's going to be authentic engagement, and when there is authentic engagement, there's going to be deep learning.\u201d By tapping into students\u2019 curiosities, relevance is created which results not only in deeper learning, but in higher levels of student engagement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The increased student engagement that Chandra Polasek, a high school English teacher from Portland Public Schools, sees resulting from student-centered learning opportunities is helping her students see the bigger picture of what they are learning and make connections to other curriculum. \u201cThey have ownership and see purpose in their learning,\u201d she explained. \u201cThey see <em>why <\/em>the assignments matter and they see connections. They connect themselves with the world around them. They even begin to draw connections with other subjects so that it\u2019s cross curricular by their own vehicle.\u201d In her classroom, students are passionate about what they are doing and what they are learning. Polasek feels that creating learning opportunities that are student-centered is helping her \u201cput curiosity back into the school experience.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Change\">Responding to a Need for Change<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic has changed how we view education. Virtual learning is not new, but it was a new way of learning for many teachers and students. The adjustments and changes that educators had to make as a result of the pandemic opened not only their eyes to other methods of instruction, assessment, and learning, but also opened the eyes of both students and parents. Oxford\u2019s OVA\/OSEC principal Janet Schell believes that it\u2019s time that we \u201cchange the mindset of what people think learning is\u2014that it\u2019s so academic and it has to be in a classroom.\u201d When learning is student-centered, it happens at a pace and in a place that works best for each individual student. In our discussion with Angela Cramer, she questioned if maybe it\u2019s time that we stop trying to make education fit the traditional mold that we have used for so long. Maybe it\u2019s time that we shift the focus in education from teaching to learning\u2014and in doing so, focus on making learning more student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oxford\u2019s Tim Throne echoed that sentiment, admitting that the traditional model of education no longer works for every student. He believes that the pandemic has accelerated this mentality and shared that there is systemic pressure to provide more options for parents and students\u2014and to move in the direction of student-centered learning. Dave Eichberg of Berrien Springs acknowledged that when learning is student-centered, \u201clearning is more student-directed rather than teacher-directed.\u201d Even in a virtual learning environment, \u201cthe teacher\u2019s primary role is not to direct instruction. Their primary role is to support instruction.\u201d Eichberg also admitted that for him, it all boils down to making decisions because of what is best for kids. He posed the following line of thinking: \u201cWho are we here for? Are we here to serve students or are we here to meet the conveniences of adults? That\u2019s where some schools get in trouble. I\u2019ve gotten in trouble. I\u2019ve done some things as a superintendent out of convenience for adults. But it wasn\u2019t what is best for kids. To be here for kids, folks\u2014if that\u2019s what we\u2019re about, you\u2019ve got to understand, it\u2019s a rough ride.\u201d It seems that the pandemic has brought to light the fact that we need to change our current approach to education in order to do what is best for <em>all <\/em>kids, not just most.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"How\">How is Student-Centered Learning Being Implemented Within Michigan K-12 Schools?&nbsp;&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As described in the introduction, we define student-centered learning by four main tenets: student voice, student choice, competency-based learning progressions, and continuous monitoring of student progress (use of student performance data). In the sections that follow, we discuss ways in which Michigan teachers and school leaders are implementing each of the four tenets as well as the common themes that emerged from our data and discussions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Voice\">Voice and Choice&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Giving students choice means providing them with options, allowing students to deviate from what other students are doing and learn in a way that works best for them. Student voice refers to students having the ability to shape and design their own learning, co-creating their learning plan or pathway. Although voice and choice are related and often discussed together, they are not interchangeable.<em> Choice <\/em>is when students choose, from a set of predetermined options provided for them, the path or process that works best for them. <em>Voice<\/em> is when students are responsible for and included in designing the learning options. However, voice and choice are both ways in which students are encouraged to take ownership of their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"Families\">Providing Voice and Choice for Families<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to our survey results, one of the most common ways in which schools provide choice is by allowing students and their families to choose the format of learning that works best for them. For example, choosing from a face-to-face, online, or blended\/hybrid approach. \u201cThere are lots of ways to learn,\u201d Tracey Jaggi admits, \u201cand Berrien Springs embraces that.\u201d While the pandemic has increased the number of families that have chosen an online or hybrid learning option, these virtual learning options are not new. In fact, in many districts, virtual learning options were already experiencing growth prior to the pandemic. Dave Eichberg believes that the growth Berrien Springs has seen in their virtual learning programs is because of the emphasis they put on relationships, and because they are heavily skewed toward self-directed learning and student choice in terms of time, place, and pathways: \u201cOur virtual programs are heavily relationship-based. We are very intentional about connecting with students and building those relationships. We have employees who are called relationship managers and that\u2019s all they do\u2014manage relationships with those students who are engaged in virtual learning.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At Oxford, there is a strong emphasis on parent voice and community involvement. Janet Schell pointed out that Oxford has a large homeschool population and parents who are interested in partnering with a public school to do school at home. \u201cThis population really wanted their children to have their own pathways, they wanted voice and choice,\u201d Schell said. As they designed <a href=\"https:\/\/virtualacademy.oxfordschools.org\/\">Oxford\u2019s Virtual Academy<\/a> (OVA) as well as the <a href=\"https:\/\/www.oxfordhybridprimary.com\/\">Primary<\/a> and <a href=\"https:\/\/www.oxfordfusionacademy2.org\/\">Secondary<\/a> hybrid programs within it, school leaders listened to the needs of families within their community. \u201cThey [homeschool families] wanted a flexible schedule. They didn\u2019t want to be in a traditional public school classroom and fully online education wasn\u2019t cutting it for them,\u201d Jordan Dennis said. \u201cThey wanted more support. They wanted some classroom experience, some hands-on things. So the hybrid program was that blend between a public school setting in a physical classroom with a more structured day, but with the flexibility in the pacing that is afforded to online students.\u201d In listening to the voice of the community, learning options were designed to fit families\u2019 needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"Pathways\">Offering Personalized Pathways, Flexible Pace, and Project-Based Learning&nbsp;<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Allowing students to choose their own learning pathway, go at their own pace, and\/or providing them with project-based learning opportunities are some of the ways in which teachers are implementing voice and choice in Michigan K-12 classrooms. \u201cTwo of our classes are project-based: one English and one social studies,\u201d explained Joel Asiala, principal at <a href=\"https:\/\/www.clkschools.org\/horizons.php\">Horizons<\/a>, an alternative high school within the <a href=\"https:\/\/www.clkschools.org\/index.php\">Public Schools of Calumet, Laurium, &amp; Keweenaw<\/a> (CLK). Students are able to come up with their own individual projects or \u201cchoose from a variety of projects in order to portray their understanding and demonstrate their learning.\u201d CLK superintendent Chris Davidson added that some courses taught at their more traditional high school are also project-based and are taught in a more hands-on style, which he hopes will allow students to see learning as more of a pathway. Davidson shared his vision for learning as they work towards being more student-centered: \u201cWe\u2019re going to lay out that pathway for learning, that progression towards graduation. And we\u2019re going to support students along the way. But how they get there and the pace at which they go will definitely look different from student to student.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In our survey, teachers and school leaders from Oxford Community Schools indicated that students are able to influence their individual curriculum or learning experiences in many different ways. Janet Schell explained that students have voice and choice in terms of the type of courses they take and how they work through them: \u201cSome kids choose to design a course, take independent study at the high school level, or have choices in terms of how they take the course.\u201d Andi Steaban, who teaches science grades 6-8 at Oxford Virtual Academy (OVA), added that their asynchronous learning modality allows students to work through courses at their own pace. And Jordan Dennis admitted that a smaller setting does help, allowing them to provide some of these opportunities more easily: \u201cIn a hybrid learning community of 50-60 kids, a student\u2019s ability to direct and influence their own learning in a classroom setting of only 8-10 kids is significantly higher than in a high school setting with 2,000 kids.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"Leadership\">Creating Leadership Opportunities<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the results from our survey, students do not seem to have many opportunities for leadership roles at the district or building-level; however, opportunities at the classroom-level are much more common. Will Heath, superintendent of Portland Public Schools, believes that there needs to be some intentionality behind creating these leadership opportunities for students. As Heath described, \u201cWe have to actually set up avenues in which students feel that they have a voice\u2014more than just student council.\u201d Creating leadership opportunities for students at the district or building-level is one way to give students more of a voice in their education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Alyssa Stemler described the leadership opportunities she has created for her Portland middle school math students. She proudly told us that students feel comfortable with using their voice in her classroom, which she believes is a result of beginning the year by including her students in the process of setting up a \u201csocial contract\u201d of classroom expectations. Instead of providing the rules for her students, this aspect of classroom leadership is shared as they develop them together. She also provides leadership opportunities for students who have mastered a standard to teach that concept to other students in small groups. She feels that students can really benefit from hearing a concept explained in a peer\u2019s voice. In turn, it benefits the student leader\u2019s learning as they think more deeply about the concept by explaining it to others. \u201cIt\u2019s phenomenal to see them teaching in that way, having that leadership role,\u201d Stemler shared. She added that the resulting higher levels of student engagement stemming from creating opportunities like this have really changed her mindset: \u201cI saw the benefits once I gave more choice to my students. They had a voice in every aspect, whether we were learning or building the classroom environment\u2014it was their voice, not just mine.\u201d She believes that by focusing on student-centered learning and working to provide these leadership opportunities for her students, she has become a better teacher.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"Assessments\">Designing Opportunities for Voice and Choice Within Learning and Assessments<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur traditional students have voice and choice within the IB program,\u201d said Tim Throne as he described the International Baccalaureate (IB) program made available to all of Oxford\u2019s traditional K-12 students. At the end of the Primary and Middle Years Programmes, students do a major presentation on a topic of their choice, which is a culmination of several years of work. Throne noted, \u201cThey [students] provide direction in terms of what they learn and what they present on. And once they get to the secondary level, students have choices in terms of the classes that they want to take.\u201d Throne also described how the core content and curriculum provided within the IB programs are written around different themes\u2014themes that are driven by student voice and choice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland High School teacher Chandra Polasek incorporates voice and choice into her classroom by encouraging her students to demonstrate their learning in a way that appeals to them. For example, students might make a presentation, create a video or a podcast, or write an article. When appropriate, she offers her students a rubric with options that they can choose from with the last option as, \u201cif these don\u2019t work for you, see me and we will figure out a better way.\u201d Providing students with voice and choice allows students to tap into their interests and take ownership of their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Andi Steaban described how at OVA, their students have choice in terms of how to demonstrate their learning, whether it is through a typical assessment, a project, or a portfolio of their work. \u201cIt's about students being able to demonstrate their learning in a way that fits their own individual needs,\u201d Steaban said. As she clarified further, \u201cMany of our courses have assessments built-in, and they're very traditional\u2014multiple-choice, fill-in, some open-ended questions, etc. But we also allow students to show what they know based on a conversation or based on what they've turned in previously.\u201d She added that students also have choice as to how they submit assignments, admitting that technology tools have really opened up opportunities for students to do this in a variety of ways. Jordan Dennis echoed Steaban, and feels that assessments are a great way to incorporate student choice and can incorporate students\u2019 individual interests. Dennis suggested simply asking students, \u201cHow are you going to show me that you understand the content in this unit?\u201d Then wait to see what they come up with. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"CBE\">Competency-Based Learning Progressions<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some schools are making learning student-centered by developing learning competencies. Rather than moving through lessons and units together as a class and measuring progress based on seat time or time spent on a topic, in a competency-based classroom, learning experiences are designed so that students progress on their own pathway and at their own pace. Progress is measured based on demonstrating mastery of standards or competencies, and students don\u2019t move onto the next topic until they\u2019ve demonstrated mastery of the previous one. It is about designing learning in a way that allows students to move forward when they are ready while providing extra time and support to those who are not. Andi Steaban shared how at Oxford Virtual Academy, if students are successfully progressing and demonstrating mastery, a fifth-grade student may take a sixth-grade science course, or a student may take an eighth-grade language arts course in sixth grade. She explained that successful students who may be wary about trying something more challenging or advanced need encouragement to take academic risks like this. She emphasized the importance of \u201cbuilding relationships with students. If they try something new or challenging and it doesn\u2019t work out, make sure kids know we\u2019re going to be there to support them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With the help of Lisa Sitkins from MiCoOp, who has provided tools and resources, Chris Davidson started the Public Schools of Calumet, Laurium, &amp; Keweenaw (CLK) on a path towards competency-based education (CBE) about two years ago. Davidson has established some small teacher teams to begin thinking about and designing competency-based models. He shared that their goal is to have as many CBE components in place for the start of the 2021-22 school year as possible. \u201cWe\u2019re actually looking at maybe starting with a school within a school-type model, which would allow for family choice,\u201d Davidson said. \u201cThis would allow those who want to stick to a more traditional model to have that choice. And for those who are interested in moving in this direction with us right out of the gate, they can move right with us.\u201d CLK\u2019s Joel Asiala said that his Horizons Alternative High School teachers have really latched onto CBE. \u201cLast year we made the switch to the <a href=\"https:\/\/futureready.org\/ourwork\/\">Future Ready Framework<\/a>, looking at competencies and how we can break down competencies through <a href=\"https:\/\/building21.org\/open-resources\/competencies\/\">Building 21<\/a>,\u201d he explained. \u201cThe idea is that within the next 5 years we will have a completely competency-based education program.\u201d Building 21 is a learning model focused on designing competencies for students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on our survey responses, while some competency-based learning progressions exist within pockets of district programs, it is not a common practice for students to accelerate or decelerate their progress to different academic grade levels based on demonstrated mastery of content. Many teachers and school leaders acknowledge that this is the most difficult tenet of student-centered learning to implement. \u201cIt <em>has <\/em>to be driven by the teachers and by the community. And in order to do that, they need to understand its benefits and why it\u2019s something that is necessary,\u201d posed Oxford\u2019s Jordan Dennis. \u201cNot just that it\u2019s better than the current model, that it\u2019s something that needs to be done in order to address the holes and the gaps in the current model.\u201d Dennis also cautioned that if districts don\u2019t take the time to set a solid foundation of knowledge and to lay the groundwork, implementation of a competency-based model may be half-hearted and could end up doing more damage than good in the sense of systemic and long-lasting changes in reform.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"Standards\">Standards-Based Grading and Instruction: A Step in the Right Direction<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While <a href=\"https:\/\/edulastic.com\/blog\/standards-based-grading\/\">standards-based grading<\/a>, a topic that came up in many of our conversations, is not the same as being competency-based, it could be considered a precursor or a \u201cfirst step\u201d that districts may take. Berrien Springs\u2019 Tracey Jaggi explained that their journey towards becoming more student-centered began around 2011 when they moved towards a standards-based grading track, \u201cbeing very targeted and strategic about what our students needed in terms of instruction, and increasing student ownership of their learning.\u201d Berrien Springs Middle School has a standards-based grading <a href=\"https:\/\/drive.google.com\/file\/d\/1mgF8u_76OR5QntQHW87lSVW_qSs3GiJh\/view\">handbook<\/a> that outlines key concepts and guidelines. Sylvester Elementary principal Amy Williams shared that at the elementary level, Berrien Springs has moved away from a traditional style report card using letter grades, and transitioned to a <a href=\"https:\/\/www.sylvesterelementary.org\/standards-based.html\">Standards-Based Reporting Method<\/a> which uses a scale of 0-4. This reporting method and scale helps them measure how well an individual student is doing in relation to the grade-level standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland high school teacher Chandra Polasek described how her journey towards becoming more student-centered really began when she started reflecting more intently on the work she was doing as a teacher. She realized that her instruction wasn\u2019t driven by competencies or any kind of proficiency with the standards: \u201cSo I started looking at how I can revise what I\u2019m doing to really give meaning to the standards and to what students take away.\u201d During the 2019-20 school year, she moved to fully utilizing standards-based grading and having conversations about proficiency. \u201cIt was a process of really looking at my rubrics, looking at my instruction, and changing my curriculum,\u201d said Polasek. \u201cIt took about 6 years of completely revising things.\u201d She admits that while it was a lot of work, it was more of a personal challenge in looking closely at content and curriculum, giving up some of what she <em>personally <\/em>wanted to do: \u201cI had to ask myself, \u2018Is this really as important as I thought it was? Is this really the best vehicle for what I need kids to learn?\u2019\u201d It is clear that schools are taking steps towards creating competencies and being competency-based; however, they are not quite there yet.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Monitoring\">Continuous Monitoring of Student Needs and Progress<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Continuously monitoring student needs provides an opportunity for teachers to adjust or \u201cre-architect\u201d student learning experiences based on student performance data and the changing needs of each student. However, in a truly student-centered learning environment, it really goes beyond just performance data. Teachers and administrators should look at the <em>whole child<\/em>, considering both their academic <em>and <\/em>non-academic needs. There should be a focus on understanding kids, reaching kids, and on building relationships. As CLK\u2019s Joel Asiala reiterated, \u201cIf you don\u2019t know what is going on with kids behind the scenes, you won\u2019t be successful in teaching them. We need to understand kids and what they are dealing with personally in order to reach them academically.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"Students\">Getting to Know Students: Learner Profiles and Advisory Periods<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Learner profiles are one of the ways in which teachers are getting to know students and their individual needs as learners. Oxford\u2019s Anita Qonja-Collins shared that through learner profiles, they are \u201chelping students understand themselves and the choices they have in their education,\u201d which is a critical aspect of student-centered learning. At Portland High School, each day begins with a 25-minute advisory period called \u201ccadre.\u201d Cadre teachers are responsible for monitoring a group of approximately 20-25 students\u2019 progress. \u201cThose are the kids that you take care of,\u201d explained Portland High School principal Jamie DeWitt. \u201cYou check in on them, find out how they are doing. You make sure that they\u2019re okay.\u201d It\u2019s a time for conversations, a time for teachers to connect with the students they are most worried about, and a time to build and maintain relationships.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Joel Asiala described how about 5 years ago, before they even really knew what student-centered learning was, Horizons Alternative High School coined what they call a \u201cstudent first\u201d approach: \u201cWe began working with students and helping them through what was going on in their personal lives because we were finding out that academics weren\u2019t a priority for them. We wanted to create an environment in which students could be really \u2018present\u2019 when they are at school.\u201d They began greeting students at the start of the school day, focusing on their emotional well-being, as well as monitoring and recording the stress levels of both students and staff. The combination of these efforts have really helped them get to know their students and what they need on a more personal level in addition to understanding their academic needs and ensuring students are ready to learn.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"Achievement\">Tracking Student Achievement and Performance Data<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tracking student achievement or performance data with a <a href=\"https:\/\/www.techlearning.com\/features\/what-is-a-student-information-system-and-how-does-it-work\">student information system<\/a> (SIS) and\/or a <a href=\"https:\/\/www.neolms.com\/what_is_an_lms\">learning management system<\/a> (LMS) is a way that many districts monitor and track student needs and progress. Executive director of Link Learning for Berrien Springs Public Schools Kristi Teall described the \u201cPulse\u201d data dashboard that they use throughout the district to track student progress and identify trends of student engagement. \u201cThis was probably our first step in becoming student-centered,\u201d said Teall. \u201cIt is about looking at data to see what is going on with kids, trying to find out why some are or are not successful, and determining what might we do to address some of those challenges that our students are facing.\u201d Teall explained that they not only look at student data, they also look at data about their staff members to try and determine what is working instructionally as well as what may need to be adjusted. \u201cConversations began to take place around not just \u2018what\u2019 the data says, but \u2018why\u2019 it says that,\u201d Teall added, admitting that the adults have developed a more student-centered mindset as they\u2019ve learned more from their data.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oxford Virtual Academy (OVA) lead elementary teacher Tracey Hurford described their approach to tracking and using student performance data: \u201cWe look at student data to understand if a student is responding. If they aren\u2019t, we respond. And if they are, we respond with more challenges and more opportunities.\u201d Because students at OVA are expected to track their own learning progress through data, parents are coached in this process as well so that they can help support their child. Developing the skills to monitor and track their achievement or performance data will hopefully result in an increased sense of ownership of and engagement in their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 id=\"Collaborative\">Collaborative Conversations: Developing Learner Agency<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Learner agency is knowledge of oneself as a learner. It is the learner\u2019s ability to articulate, create, or ask for the conditions necessary to meet one\u2019s learning needs. Anita Qonja-Collins feels Oxford is very strategic about encouraging students to \u201cknow what works for them and be able to voice that as they develop their understanding of who they are as a learner,\u201d as they implement student-centered learning practices. A key component of learner agency is not only knowing oneself as a learner, but being able to articulate those needs. It is a collaborative process between student and teacher. At Berrien Springs, students use a <a href=\"https:\/\/betterlesson.com\/strategy\/10\/marzano-s-self-assessment-rubric\">rubric based on the work of Marzano<\/a> to self-assess their learning on a scale of 1-4. \u201cWe have invested time into teaching kids how to self-advocate\u2014to help them feel like they understand where they are and where they need to be,\u201d explained Amy Williams. The scale helps students evaluate their <em>own <\/em>work and determine the next step they should take in the learning process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland teacher Chandra Polasek shared how in her high school English Language Arts and Communications classes, she has quarterly grade conferences with her students. She described the conferences as collaborative conversations in which students articulate how they have met specific standards. \u201cI got tired of grades being assigned simply based on what I\u2019ve recorded, whereas students might have evidence that shows they\u2019re really proficient in the standard...it might have been that I just didn\u2019t see it or wasn\u2019t grading a particular assignment for it at the time,\u201d Polasek admitted. There\u2019s also a self-reflection aspect to these grade conferences. She encourages her students to determine where they excelled in each unit and what they want to and need to work on next. The conversations that take place during these quarterly grade conferences help students to develop learner agency as they monitor their own progress and learning needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"Challenges\">Challenges When Implementing Student-Centered Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Student-centered pedagogy can help students develop learner agency, increase student engagement, provide equitable learning experiences, and make learning more meaningful. However, that doesn\u2019t mean implementation can be done without challenges. According to results from our survey as well as echoed in several of our interviews, the biggest challenges school leaders and administrators face in working towards a more student-centered learning model are teacher support and buy-in, parental support and buy-in, and the ability to scale changes across the entire district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Earning\">Earning Teacher Buy-In<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Making learning student-centered requires a different style of teaching than the more traditional teacher-centered approach. In a student-centered learning model, teachers help guide and support students on their own individual paths. They may consider multiple and different ways to assess learning as opposed to a traditional exam that all students take. For many teachers, moving towards a student-centered learning model requires a shift in their mindset. It may be difficult for teachers to imagine how it is realistically possible to implement this sort of a model in their own classroom. \u201cIt\u2019s the pedagogy piece,\u201d Portland\u2019s Simone Margraf explains. \u201cIt\u2019s understanding the difference between what they [teachers] have lived and breathed for so long and understanding the shift we want them to make and what it looks like.\u201d Margraf feels that making learning more student-centered rather than teacher-centered may challenge some teachers\u2019 thinking.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers might be hesitant to change what they are doing instructionally to take a more student-centered approach to learning because they feel that what they have been doing works. And it probably does for many students, but it\u2019s not working for <em>all <\/em>students. This is where a student-centered learning approach could help, giving each student what they need, when they need it. Berrien Springs\u2019 Amy Williams is aware that for teachers, \u201cGoing out on a limb and doing something different is scary. It can be hard to convince teachers to walk out on that skinny branch and try something new.\u201d As Angela Cramer of Berrien Springs pointed out, \u201cIt\u2019s a lot of work for teachers to create <em>learning <\/em>opportunities rather than <em>teaching <\/em>opportunities.\u201d Teachers know they have the skills to do this work, but they may also realize that the work is going to be challenging and time consuming. It\u2019s not that teachers are afraid of taking on a challenge or averse to hard work\u2014they already work hard every day. The challenge is having the time and being provided the time to actually do the work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Gaining\">Gaining Support from Parents and the Community<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For some students, the more traditional model of learning works well. They are \u201cgood at school:\u201d memorizing material, taking tests, getting the right answer, and other indicators of success based on following a set formula. Parents tend to understand this more traditional model, too, and because it worked for them, some don\u2019t see a need for it to change. Portland\u2019s Chandra Polasek admitted that some students may actually find learning in a more student-centered classroom to be more challenging than in a regular class. \u201cWe\u2019ve put them in a box of \u2018get the right answer,\u2019 by having them choose \u2018which one of these four is correct.\u2019 We\u2019ve trained them in that manner so much so that the creative thinking and problem solving is completely gone,\u201d said Polasek. \u201cThe independence in their thinking is gone and we have to find a way to reinsert that into the learning process so that learning is individualized, and owned, and intuitive, and curious, and fun again. I think we\u2019ve lost the fun because we\u2019ve told them that they need to be right when the learning is in the wrong.\u201d When students are challenged to think critically, to be more responsible for their own learning, some struggle at first because this style of learning is unfamiliar. Because this initial struggle may be a source of frustration for both students and parents, providing clear expectations should help to ensure parents understand new processes and procedures and hopefully provide their support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When using a student-centered approach to learning, teachers may design learning competencies and assess learning according to mastery of those competencies. When grading according to mastery, teachers often use a measurement scale of 1-4 (for example, a 1 indicates the student is \u201cnot ready yet,\u201d 2 is \u201cprogressing,\u201d 3 is \u201cmastery,\u201d and 4 is \u201cexcellence\u201d) as opposed to traditional letter grades. Additionally, students don\u2019t have just one chance to show mastery, and there isn\u2019t a singular \u201cright way\u201d to demonstrate it. Students may be able to re-do assignments, choose their own way to demonstrate their learning, and revisit competencies to demonstrate mastery at a later date. \u201cGrades can be constantly changing because if a student eventually masters a standard, I\u2019m going to go back and adjust their grade to reflect that,\u201d explained Portland\u2019s Alyssa Stemler. She noted that some of these principles are new to parents, and they may not understand them at first. Several teachers and school leaders who participated in this study indicated that some parents struggle when their child isn\u2019t receiving a 4, even though receiving a 3 indicates they\u2019ve demonstrated mastery. Communicating with parents right away and explaining new policies are crucial steps to gaining their buy-in and support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Maintaining\">Maintaining Trust and Onboarding New Teachers<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Having credibility in the eyes of their teachers and maintaining the trust of their staff are instrumental for any administrator's success. Having credibility and trust are <em>especially <\/em>important when an administrator asks their staff to consider different pedagogical approaches such as student-centered learning. Oxford\u2019s Anita Qonja-Collins admitted that there can be a perception that administrators don\u2019t know what\u2019s happening in the classroom because they are not in the trenches, actually doing the work. \u201cIt\u2019s really hard to have credibility in the work that you\u2019re driving forward without getting some pushback of \u2018you don\u2019t understand,\u2019\u201d said Qonja-Collins. She added that listening to teachers\u2014ensuring that teachers know you are aware of and understand their challenges\u2014is key to maintaining their trust and being able to implement new ideas and strategies with their support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it comes to implementing student-centered learning, onboarding new teachers can also pose a challenge for administrators. Tracey Jaggi acknowledged that new teachers often come to Berrien Springs without a solid understanding of what student-centered learning is and how they can implement it in their classrooms. Adding the additional layer of onboarding new teachers to understand the direction the district is going in terms of moving towards student-centered learning to the general onboarding process can be a lot. \u201cIt\u2019s also a lot to ask them to communicate this to students and parents right away when they\u2019re barely understanding it themselves,\u201d said Jaggi. Knowing this, some administrators look to hire teachers that already have a student-centered mentality. \u201cHiring is the most important thing that we do. We look for that during interviews\u2014we look for teachers who have a student-centered mindset,\u201d said Will Heath of Portland Public Schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"Logistically\">Logistically, It\u2019s a Structural Overhaul<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think the biggest barrier is when schools see something [like competency-based education or student-centered learning], but all the aspects and facets of it aren\u2019t understood,\u201d disclosed OVA\u2019s Jordan Dennis. \u201cThose need to be layered and built before you move in that direction and before you apply it.\u201d You can\u2019t just decide you want to implement competency-based education or student-centered learning and then start right away; it\u2019s a structural overhaul. Dennis further emphasized, \u201cConsider your curriculum, your goals, your philosophy\u2014your organization has to understand what competency-based education is. It has to want it and want to move in that direction.\u201d Dennis added that the process of moving towards student-centered learning can be lengthy and involved. You\u2019ll need to design your competencies, train your teachers, talk with your community members, and talk with students. Dennis feels it is very important for students to know what they are working towards because in a competency-based environment, the students are the drivers: \u201cYou really have to phase them into competency-based education. Start by giving kids more opportunities for goal setting or flexible pacing and then layer on top of that.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology can also pose challenges for districts in terms of coordinating their current LMS capabilities with tracking mastery of competencies. Different LMSs track mastery differently (some don\u2019t work well in a standards-based system either), so it\u2019s important to consider grading implications. It can be challenging and will take time to get all buildings within a school district to be on the same page with regards to implementation and the degree to which they are willing to do so. \u201cThe transition from a traditional model to a student-centered model takes time,\u201d admitted one Hamilton Community Schools building administrator. CLK\u2019s Joel Asiala added that while there isn\u2019t a fast forward button or a quick road to a student-centered learning model, he is thankful his staff is completely on board with the work: \u201cWe went to a few different seminars for professional development, and they all said that getting your teachers to buy-in is the hardest part.\u201d When he and his team came back, Asiala asked his teachers what they thought about the concept of student-centered learning and the strategies provided during the professional development. \u201cThey were completely on board to do it,\u201d said Asiala. \u201cThey just took off with it and continue to take off with it. I\u2019m very fortunate with that.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"Shift\">How Schools Leaders Can Support Teachers in Making the Shift Toward Student-Centered Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Despite the challenges, making learning student-centered is a focus for many schools. From our discussions with Michigan teachers and school leaders as well as our survey data, common themes emerged around the steps and supports that school leaders have put in place as their district makes the shift toward student-centered learning. While there isn\u2019t a step-by-step guide, their insights and advice may provide some guidance or a jumping-off point for other school leaders just getting started.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"create\">Create a Vision for the District<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Starting with the end in mind by creating a Portrait of a Graduate can help school leaders consider what their vision is for learning when it is truly student-centered.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019ve been working to create our Portrait of a Graduate\u2014starting with the end through backward design,\u201d explained CLK superintendent Chris Davidson. With teacher and community input, many school districts across the country have begun developing their own <a href=\"https:\/\/portraitofagraduate.org\/\">Portrait of a Graduate<\/a>, a vision for the district that visually explains the knowledge, skills, and qualities a graduate will need to demonstrate mastery throughout their education. It\u2019s a statement of ambition for <em>all <\/em>students. It can sometimes be hard for teachers to see what their piece of the graduation process is, especially for elementary teachers. However, Anita Qonja-Collins believes that creating their <a href=\"https:\/\/oxfordschools.org\/UserFiles\/Servers\/Server_733753\/File\/Portrait%20of%20a%20Graduate%2012-Final.pdf\">Portrait of a Graduate<\/a> has helped Oxford make connections between district initiatives and the fact that students are truly at the heart of all of the work they are doing. A clear focus or vision from district administration is an important aspect of supporting teachers and other administrators in terms of moving forward with student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"deliver\">Deliver Intentional Professional Development<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Ensure professional development aligns with your school district\u2019s values. Professional development should be ongoing, engaging, collaborative, and personalized.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we asked teachers and school leaders about the structures that are in place to assist them in making the transition to student-centered learning, almost each and every conversation and survey response mentioned professional development in some respect. Administrators from Hamilton Community Schools said that, \u201cOur work with <a href=\"https:\/\/www.modernteacher.com\/\">Modern Teacher<\/a> has allowed the initial steps of this student-centered work to take place.\u201d Modern Teacher aims to redefine the student experience, helping a national network of innovative school districts develop instructional models fueled by modern pedagogy and tools. Berrien Springs administrators added that in addition to their own work with Modern Teacher, they provided professional development through sending both teachers and school leaders to conferences, such as the Aurora Institute. Both CLK and Berrien Springs administrators mentioned studying the work of Robert Marzano, and in particular, studying <a href=\"https:\/\/www.marzanoresources.com\/hrs\/high-reliability-schools\/\">Marzano\u2019s High-Reliability Schools framework<\/a>. Marzano\u2019s framework shows how effective practices work together and provides indicators to help empower school districts to measure their own progress and the impact on student achievement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland and Oxford administrators shared how well-received and empowering some of their professional development has been when it is delivered by their own teachers, providing them with an opportunity to showcase the skills that are their strengths. Jordan Dennis believes that a key component to successfully implementing a student-centered learning model is building a collaborative support network for teachers to \u201cengage with their fellow peers still in the classroom that have made that transition themselves.\u201d Dennis further added that, \u201cIn competency-based education, you\u2019re not a teacher in your own classroom any more. You\u2019re a collaborative network of teachers helping students. I think building that network of teachers who can teach other teachers how to do it is key.\u201d School districts are also setting up site visits to other schools for teachers to see student-centered learning in action. Dennis feels that in order to get teachers on board and excited, to help them really understand what student-centered learning looks like, \u201cyou have to see it to believe it.\u201d Site visits are one way that OVA has shown their teachers a working model.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.capturingkidshearts.org\/training\/teachers-and-campus-staff\/ckh1\">Capturing Kids\u2019 Hearts<\/a> is another vein of professional development mentioned by administrators and teachers from both CLK and Portland. Capturing Kids' Hearts equips professionals in K-12 education to implement transformational processes focused on social-emotional wellbeing, relationship-driven campus culture, and student connectedness. \u201cWe loved how it changed us, and how it changed our classrooms,\u201d shared Portland teacher Alyssa Stemler. Stemler feels that this particular professional development and the resulting aspects of student-centered learning that she has implemented in her classroom have actually helped improve her teacher evaluation results as well. \u201cThe Capturing Kids\u2019 Hearts mindset having so much of the student-centered piece\u2014<em>students <\/em>are problem solving, <em>students <\/em>are sharing their learning, <em>students <\/em>are teaching\u2014allows me to prove I am doing more of those proficiency bullet points because I have more examples to back it up,\u201d she admits. \u201cIt helps me to show more aspects of being a highly efficient and proficient teacher on that evaluation rubric.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some school districts are taking professional development a step further and <a href=\"https:\/\/aurora-institute.org\/cw_post\/personalizing-professional-learning-to-increase-student-growth-lessons-from-lindsay-unified-school-district\/\">personalizing it<\/a>. \u201cHow we\u2019re guiding teachers in this process is very much the same as how we want teachers to guide students in their own learning process,\u201d explained Angela Cramer of Berrien Springs. She acknowledged that we learn from how things are modeled for us, and hopes that by personalizing their own professional development, teachers will be inspired to try these same personalized learning models for students in their own classrooms. According to Dave Eichberg, for teachers to truly understand student-centered learning, and trust in it enough to want to make the shift themselves, they have to believe in it; they have to see the purpose, and it has to be meaningful for the individual. \u201cGive teachers the opportunity to experience personalized learning for themselves\u2014to see how effective it is and to see how it works,\u201d said Eichberg. It is this mentality that is leading some school districts to provide intentionality around professional development, empowering teachers to have choices and to guide their own learning process. \u201cIf we\u2019re saying we need to give students voice and choice, we need to do the same with our teachers,\u201d argued Janet Schell of Oxford Virtual Academy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"provide\">Provide Internal and\/or External Coaching<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Coaching, either from internal staff or from a consultant outside the district, can help both teachers and school leaders make the shift to student-centered learning.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Simone Margraf shared how Portland brought in professionals from outside the district to provide coaching sessions, professional development, and professional learning through articles distributed to their staff: \u201cThey helped us choose the right kinds of articles to layer that on and give those little nuggets of information to the staff. With every nugget of learning, we get a few more that want to learn more about it and try it.\u201d Portland is also providing coaching internally from their own instructional coaches as well as from local Intermediate School District instructional coaches. Portland is working on personalizing this coaching to the particular pod of teachers they are working with. \u201cThese coaches are working with pods of content area teachers not at the assessment-level so much, but on the delivery of instruction...on meeting the individual needs of students. So it\u2019s not about \u2018spray and pray\u2019 in that they all get the same thing, but making it about how this group needs this and this group needs that,\u201d explained Margraf. Anita Qonja-Collins shared that Oxford\u2019s internal instructional coaches are also providing professional learning for building administrators to ensure that they not only understand student-centered practices, that they know how to coach their teachers through the process as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"design\">Design Opportunities for Collaboration<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Whether it is through the establishment of Professional Learning Communities and\/or designing formal processes for making curriculum decisions based on student data, give teachers time to learn from each other and to collaborate.<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Focusing on curriculum alignment as well as intentionally designing opportunities for teachers to collaborate can help support teachers in the transition to student-centered learning. OVA\u2019s Janet Schell emphasized the importance of providing opportunities for teachers to work together in vertical alignment among various grade levels\u2014learning from each other, ensuring there is continuity as to what student-centered practices are implemented, and bridging gaps between elementary, middle, and high school. \u201cIt\u2019s really being a community of teachers and sharing what you know,\u201d noted Tracey Hurford. Kristi Teall shared how at Berrien Springs, teachers meet monthly in their Professional Learning Communities to discuss best practices and share both successes and challenges. \u201cIt\u2019s an opportunity for these teachers to work together without any direct leadership; just staff working together to help one another,\u201d said Teall.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland\u2019s Will Heath sees benefits in creating opportunities for teachers to see each other teach. \u201cThey\u2019re becoming better teachers themselves because they\u2019re learning by watching each other,\u201d said Heath. \u201cOur teachers are going to get better because of this. They\u2019re going to learn from each other more because they have to work together.\u201d When looking at inevitable challenges resulting from shifting to student-centered learning and considering possible solutions, Portland High School principal Jamie DeWitt emphasized the importance of administrators collaborating with teachers so that decisions are made together rather than making decisions for teachers: \u201cYou may need to flip your solutions to bring to light the one that is more student-centered or student-focused. By engaging in these conversations collaboratively and considering different solutions, it becomes more about what the school wants to do and what they are proud of, not what the principal decided we would do.\u201d Empower teachers through collaboration with other teachers as well as administration<strong>.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"utilize\">Utilize Technology to Facilitate Individualized Learning<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Technology can help create student-centered learning opportunities, and allow teachers to spend more time working with students both individually and in small groups.&nbsp;&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cBeing one-to-one [one computer for every student], in combination with the use of our learning management system, has really allowed us to integrate technology into instruction,\u201d claimed Berrien Springs superintendent Dave Eichberg. \u201cOur one-to-one technology allows teachers to provide direct instruction and support to a group of students who have the same gap on a particular learning target without worrying about the rest of the class being disruptive or becoming disengaged. Technology gives teachers the ability to create a variety of learning activities around any particular learning target.\u201d Students can be together while working on separate things at their own pace. Technology can help teachers develop a mindset for student-centered learning\u2014a mindset that recognizes that there are multiple ways to demonstrate mastery of content. \u201cIt [technology] can help to open teachers\u2019 eyes in terms of not being so rigid with what qualifies as assessment,\u201d explained Portland\u2019s instructional technology coach Justin Knull. Teachers can more effectively analyze student assessment data by using technology\u2014considering not only <em>what <\/em>the data say but <em>why <\/em>they say that\u2014and adjusting learning experiences accordingly. \u201cThis was probably our first step in becoming student-centered,\u201d shared Berrien Springs\u2019 Kristi Teall. \u201cIt is about looking at data to see what is going on with kids, trying to find out why some are or are not successful, and determining what might we do to address some of those challenges that our students are facing.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cTechnology is everything, and it is nothing. We know without a doubt that this does not happen without humans, without teachers,\u201d reflected OVA\u2019s Janet Schell. \u201cThe computer, the platform, the LMS\u2014they\u2019re just the tools. We simply leverage them to allow kids to learn in a way that fits their needs.\u201d This sentiment\u2014that technology is merely a tool, and what is most important is the teacher and the pedagogy behind how they use it to make learning student-centered\u2014was echoed in many of our conversations. \u201cI don\u2019t see competency-based education succeeding without the integration of technology,\u201d said Jordan Dennis. \u201cA teacher can\u2019t teach 30 different lessons to 30 different kids every single hour. It becomes necessary to lean on technology to give students access to content and content knowledge.\u201d Technology can help teachers bring student-centered learning to fruition in their own classrooms, freeing them up to facilitate individual learning experiences, and providing a plethora of pathway options for students as they work at their own pace. \u201cTo sustain competency-based education, you need flexibility, and I think technology grants you that. In a competency-based classroom, kids are on their own. Their projects look different, and now instead of leading instruction, you are the facilitator of instruction,\u201d explained Dennis.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"empower\">Empower and Support Teachers<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Provide time, support, and encouragement to teachers who are willing to take risks and try new things. Listen to teachers, tap into their expertise, and empower them to drive some of the work.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As indicated in our survey data by both teachers and administrators, \u201cempowering teachers to take risks\u201d was the biggest support districts have put in place to assist teachers in making the shift towards student-centered learning. It\u2019s been the constant push and encouragement from administration that has made Hamilton teachers feel so supported. It can be difficult for teachers to give up tried and true routines to incorporate new pedagogy into the way they are used to teaching. Having administrators who encourage teachers to take risks and try new ideas in support of student growth for each and every student is one of the ways in which Justin Knull sees Portland supporting their teachers as they move towards making learning student-centered. Simone Margraf agreed that this is one of Portland\u2019s biggest strengths as she acknowledged that, \u201cWe are so far from where we want to be. I think any one of us will say that. But I think one of the places where we are the strongest is in building up the individual teachers that are working in that direction, those teachers who are willing to look at an assessment differently for students.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Andi Steaban, the support and professional trust that Oxford Virtual Academy\u2019s administrative team has in their teachers results in teachers who are less hesitant to take risks and more likely to look for opportunities to try new things, such as implementing student-centered learning strategies. \u201cIt\u2019s all about giving teachers ownership and empowering them to make decisions,\u201d revealed Joel Asiala of CLK. \u201cIf they come to me with an idea, I tell them let\u2019s go for it. And if it fails, it fails. We\u2019ve tried a lot of things and some have failed. But that\u2019s okay.\u201d Not every strategy will work the first time, and it won\u2019t necessarily work for every student. That\u2019s okay, and that\u2019s the point of student-centered learning: giving each individual student what they need and allowing them to progress at their own pace. Keep in mind that the same flexibility should be afforded to teachers\u2014some will latch on and adapt quickly, and others will need more time and more support. Entrust teachers to make some instructional decisions for their students as they navigate the transition.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings in this study are based on survey data and conversations with Michigan teachers and school leaders from Berrien Springs Public Schools, Hamilton Community Schools, Oxford Community Schools, Portland Public Schools, and the Public Schools of Calumet, Laurium, &amp; Keweenaw. While each of these school districts had been moving in the direction of making learning student-centered prior to March 2020, the pandemic and the resulting extended school closures in some ways delayed and in other ways accelerated the pace of their progress. Administrators and teachers can only handle so much, and for the past year and a half, some have been merely trying to survive. \u201cIt\u2019s going to be challenging over the next year or so. The pandemic has brought to the surface many areas of need,\u201d admitted Angela Cramer of Berrien Springs. She acknowledged that the pandemic has really disrupted their plans in terms of moving this work forward; however, she also feels that it has sparked some very important conversations. \u201cThe pandemic has created its own challenges. But within the challenges, has also started some really good conversations that are going to help us establish some of the building blocks that we need to have in place to move this work [making learning student-centered] forward.\u201d <em>Could the pandemic be a catalyst for student-centered learning, an opportunity to design learning differently?<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Portland\u2019s Jamie DeWitt sees the pandemic and the current upheaval of the traditional model of education as an opportunity to evaluate where they are headed and what students really need. \u201cThe pandemic has allowed us to establish a new mindset because now the game is different. It's forced us as a team to think differently about what in education is right and what is the most important thing,\u201d DeWitt explained. \u201cWe know kids are struggling. We know staff are struggling. So knowing that, how do we re-establish appropriate ways for students to learn and to show us that they\u2019ve learned?\u201d She believes that a student-centered mindset of focusing on individual students, and students providing evidence of their learning can exist without having the rest of the necessary systems fully in place. \u201cIf we don\u2019t have a grade book that is standards-based or policies set in place, but we start to shift the way we work with kids and create systems to support the work, pieces can begin to fall into place. We need to focus on taking care of kids, making the learning happen, and getting evidence of the learning.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s easy to get in a groove and continue comfortable routines. However, sometimes it takes a disruption to seriously consider deviating from conventional practices. The pandemic could quite possibly be the unexpected disruption that was needed in education. In the more traditional model of education, too many students have slipped through the cracks, pushed on before they were ready. Too many students have had their progress hindered, prevented from moving forward to stay on pace with the rest of the class. While the more traditional model of education does work for some students, it has not worked for <em>all<\/em> students. \u201cThat\u2019s one of the positives of this pandemic\u2014we\u2019ve all engaged in a little bit of flexibility and grace with our students, and that\u2019s going to help with that choice and voice going forward,\u201d noted Justin Knull. When learning is student-centered, it happens at a pace and in a place that works best for each individual student. Decisions are made based on what is best for students\u2014specifically, what is best for individual students. \u201cOur focus as educators for so long has been on the teaching part of education,\u201d admitted Dave Eichberg. \u201cIn order for us to really embrace voice and choice, our focus has to shift. The lens through which we look at education has to be through the eyes of the learner.\u201d Each school district made it clear that while they by no means serve as an exemplar, they undoubtedly feel a need to make learning more student-centered. However, it\u2019s not something you can decide you want to do and immediately make it happen, especially when the implications are so widespread. Change is never easy, so start small\u2014just start somewhere. No matter where you find yourself in your journey towards student-centered learning, what is most important is that you are on it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Student-Centered Learning In Michigan K-12 Schools: Factors that Impact Successful Implementation",
            "excerpt": "While the more traditional teacher-centered model of education does work for some students, it does not work for all. By connecting with district administrators, school administrators, and teachers through both a survey and interviews, this study aimed to capture the ways in which some Michigan K-12 schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices. It is our hope that the effective practices, guidance, and advice gleaned from the many innovative educators who so generously gave their time to participate in this study will help other school and district personnel overcome their own barriers to successful implementation of a more student-centered approach to learning.",
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            "path": "\/about\/news\/negaunee-middle-school-teacher-recognized-for-his-innovative-teachings-in-the-classroom\/",
            "author_id": 2,
            "timestamp": 1623351060,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a href=\"https:\/\/www.upmatters.com\/news\/positively-u-p\/negaunee-middle-school-teacher-recognized-for-his-innovative-teachings-in-the-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\" data-type=\"URL\">Negaunee Middle School teacher recognized for his innovative teachings in the classroom<\/a>\u201d \u2014 originally published by UP Matters on June 10, 2021 \u2014 highlights the recognition of Negaunee middle school teacher, Kyle Saari, who was recently interviewed on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\">BRIGHT podcast<\/a> regarding his innovative teaching style. The article is based on the episode\u00a0titled\u00a0\u201c<a href=\"https:\/\/michiganvirtual.org\/blog\/how-can-we-make-school-a-place-students-want-to-be\/\" target=\"_blank\" rel=\"noreferrer noopener\">How Can We Make School A Place Students WANT To Be?<\/a>\u201d where Kyle demonstrates how when students are excited to be at school and take ownership over their learning, the results can be absolutely incredible.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Negaunee Middle School teacher recognized for his innovative teachings in the classroom",
            "excerpt": "The article \u201cNegaunee Middle School teacher recognized for his innovative teachings in the classroom\u201d \u2014 originally published by UP Matters on June 10, 2021 \u2014 highlights the recognition of Negaunee middle school teacher, Kyle Saari, who was recently interviewed on the BRIGHT podcast regarding his innovative teaching style. The article is based on the episode\u00a0titled\u00a0\u201cHow...",
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        {
            "id": 60671,
            "path": "\/about\/news\/flexible-personalized-models-and-family-engagement-key-to-successful-remote-learning\/",
            "author_id": 2,
            "timestamp": 1623073710,
            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. \u2014 In a <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">new qualitative study<\/a> from Michigan Virtual Learning Research Institute (MVLRI), educational researchers have found that schools and districts that had already implemented virtual teaching and learning practices fared better in the COVID-19 pandemic than counterparts without remote learning structures already in place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhile the COVID-19 pandemic has challenged our education system, unsurprisingly, we\u2019ve seen that schools that had invested in building supports for remote learning pre-pandemic were more successful in adapting to the changes required of schools during the past year,\u201d said Chris Harrington, Ed.D., Director of the MVLRI. \u201cThis analysis shows that <a href=\"https:\/\/www.bridgemi.com\/guest-commentary\/opinion-covid-will-change-michigan-education-long-after-pandemic\" data-type=\"URL\" data-id=\"https:\/\/www.bridgemi.com\/guest-commentary\/opinion-covid-will-change-michigan-education-long-after-pandemic\">we can indeed do virtual learning well<\/a> and the time to build those supports is prior to any emergent learning need, not during.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since mid-March 2020, traditional schools and districts throughout the United States were forced to adopt remote teaching and learning practices as a result of extended school closures caused by the COVID-19 pandemic. Schools and districts that had already implemented effective virtual teaching and learning practices prior to the COVID-19 outbreak experienced greater degrees of success than their counterparts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The size and span of this study with educators across the country makes it one of the most comprehensive of its kind. The study utilized an online survey of 1,809 virtual educators (1,721 teachers and 88 supervising administrators) representing 17 statewide virtual schools or programs with a combined 150 years of online and blended learning experience and more than a quarter of a million virtual course enrollments annually.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington adds: \u201cEvery single educator, parent and student should be commended for their resilience this past year. Looking at the schools and districts where we\u2019ve seen success, there are three major lessons we can glean from this study and take into account with our educational structures post-pandemic.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Schools must embrace flexible learning models.<\/strong> There is no such thing as a one-size-fits-all education system. When we try to apply standardized models to actual students, some will inevitably get left behind. What our students need is increased flexibility, more choice, and agility in the system designed to help them succeed in life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Education should be personalized using student-centered and competency-based systems. <\/strong>Every school has a unique set of needs and challenges, including some that may vary wildly between schools within the same district. Research shows that education is most effective when students have voice, choice, and agency over their own learning and are allowed to progress at their own pace as they demonstrate mastery of academic content and skills. Working alongside educators and communities who know their students best will help schools to create systems specifically designed for individual student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Family engagement is essential.<\/strong> As a result of virtual learning from the same house as stay-at-home working family members, caregivers and parents are more involved in education than ever before. Having family support at home, in addition to in a classroom (no matter the setting) is vital to student success. As we begin to restore some balance to family structures, now is the time to retain the active engagement of caregivers over the past year to ensure the success of students going forward.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducted by researchers at Michigan Virtual Learning Research Institute (MVLRI), this study aimed to provide practices for teachers and school administrators new to teaching and leading in a virtual or remote learning environment to understand the ways in which they could better engage students.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Flexible, personalized models and family engagement key to successful remote learning",
            "excerpt": "LANSING, Mich. \u2014 In a new qualitative study from Michigan Virtual Learning Research Institute (MVLRI), educational researchers have found that schools and districts that had already implemented virtual teaching and learning practices fared better in the COVID-19 pandemic than counterparts without remote learning structures already in place. \u201cWhile the COVID-19 pandemic has challenged our education...",
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            "path": "\/about\/news\/opinion-covid-will-change-michigan-education-long-after-the-pandemic\/",
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            "timestamp": 1622741612,
            "content": "<!-- wp:paragraph -->\n<p>The article \"<a href=\"https:\/\/www.bridgemi.com\/guest-commentary\/opinion-covid-will-change-michigan-education-long-after-pandemic\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.bridgemi.com\/guest-commentary\/opinion-covid-will-change-michigan-education-long-after-pandemic\" rel=\"noreferrer noopener nofollow\" class=\"rank-math-link\">OPINION | COVID will change Michigan education long after the pandemic<\/a>\" \u2014 originally published by\u00a0<em>Bridge Magazine\u00a0<\/em>on June 3, 2021 \u2014 shares the perspective of Chris Harrington, director of the Michigan Virtual Learning Research Institute, who explores the different ways that school will be different once the pandemic is over. The article is based on an episode of the\u00a0<a href=\"https:\/\/michiganvirtual.org\/bright\/\">BRIGHT podcast<\/a>\u00a0titled\u00a0\"<a href=\"https:\/\/michiganvirtual.org\/blog\/whats-the-secret-to-keeping-students-motivated-in-online-learning\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/blog\/whats-the-secret-to-keeping-students-motivated-in-online-learning\/\" rel=\"noreferrer noopener nofollow\" class=\"rank-math-link\">What's the Secret to Keeping Students Motivated in Online Learning?<\/a>\" where we interview Chris about his reflections on \u201cpandemic teaching,\u201d common misconceptions about online learning, and the findings of his team's landmark research study on keeping students engaged in virtual learning environments.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "OPINION | COVID will change Michigan education long after the pandemic",
            "excerpt": "The article &#8220;OPINION | COVID will change Michigan education long after the pandemic&#8221; \u2014 originally published by\u00a0Bridge Magazine\u00a0on June 3, 2021 \u2014 shares the perspective of Chris Harrington, director of the Michigan Virtual Learning Research Institute, who explores the different ways that school will be different once the pandemic is over. The article is based...",
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            "path": "\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-3-whole-school-sel-mental-health\/",
            "author_id": 12,
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            "content": "<!-- wp:paragraph -->\n<p>Session 3: Whole-School SEL &amp; Mental Health | Participants will be able to define and brainstorm what whole-school SEL they will work to implement and reflect on how to make whole-school SEL supports most effective.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "How to Build a Comprehensive SEL Program for Student AND Adult Well-Being, Session 3: Whole-School SEL &amp; Mental Health",
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            "path": "\/about\/news\/little-things-matter-to-students-jackson-county-principal-says-even-if-it-means-getting-slimed\/",
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            "content": "<!-- wp:paragraph -->\n<p>The article <a href=\"https:\/\/www.mlive.com\/news\/jackson\/2021\/06\/little-things-matter-to-students-jackson-county-principal-says-even-if-it-means-getting-slimed.html\" class=\"rank-math-link\">\u201c'Little things' matter to students, Jackson County Principal says \u2013 even if it means getting slimed\u201d<\/a> \u2014 originally published by\u00a0<em>MLive\u00a0<\/em>on June 2, 2021 \u2014 celebrates Ben Gilpin, a principal at Western\u2019s Warner Elementary School. Ben and his students exceeded their $500 fundraising goal, instead raising $3,000 for new classroom materials. To celebrate, Ben was slimed on the last day of school. The article is based on an episode of the\u00a0<a href=\"https:\/\/michiganvirtual.org\/bright\/\">BRIGHT podcast<\/a>\u00a0titled\u00a0<a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Whats-Best-for-Kids-feat--Tanya-Leon-from-Richards-Middle-School-ergolk\" rel=\"noreferrer noopener\" target=\"_blank\"><a href=\"https:\/\/michiganvirtual.org\/blog\/when-school-feels-like-home-something-wonderful-happens\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">\"When school feels like home\u201d<\/a><\/a>\u00a0where we interview Ben about how he makes each student feel <em>seen<\/em>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "\u2018Little things\u2019 matter to students, Jackson County principal says \u2013 even if it means getting slimed",
            "excerpt": "The article \u201c&#8217;Little things&#8217; matter to students, Jackson County Principal says \u2013 even if it means getting slimed\u201d \u2014 originally published by\u00a0MLive\u00a0on June 2, 2021 \u2014 celebrates Ben Gilpin, a principal at Western\u2019s Warner Elementary School. Ben and his students exceeded their $500 fundraising goal, instead raising $3,000 for new classroom materials. To celebrate, Ben...",
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            "content": "<p><strong>Resource Guide<\/strong><\/p>\t\t\n\t\t\t<h1>Michigan Blueprint for Comprehensive Student Recovery<\/h1>\t\t\n\t\t<p>In May 2021, Michigan\u2019s governor released the <strong><a href=\"https:\/\/www.michigan.gov\/documents\/dtmb\/MI_Blueprint_for_Comprehensive_Student_Recovery_725617_7.pdf\">MI Blueprint for Comprehensive Student Recovery<\/a><\/strong>. This multi-year plan for holistic, whole child recovery provides evidence-based and equity-driven recommendations to address challenges across many aspects of education. <i>Michigan Virtual <\/i>offers several resources that align with the MI Blueprint.<\/p><p>The governor appointed 29 members to form the Student Recovery Advisory Council, who developed the MI Blueprint. The council represents a diverse geographic and demographic perspective on behalf of communities, students, educators, and families.<\/p><p>The MI Blueprint is divided into five sections, with each section identifying challenges the council has found to be a priority. Below you will find the challenges and corresponding <i>Michigan Virtual <\/i>resources to address these challenges.<\/p>\t\t\n\t\t\tTable of Contents\t\t\t\t\t\t\t\n\t\t\t<h2>Wellness<\/h2>\t\t\n\t\t\t<h5>Challenges: Impacts on students\u2019 physical and mental health<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tIncomplete knowledge of the comprehensive wellness needs of students and families\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tHigh rates of unmitigated student mental health challenges, including symptoms of depression, anxiety, traumatic stress, racial trauma, and grief\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tDecrease in physical activity\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tUneven distribution of work across school staff and caseload volumes that make delivery of timely, effective mental health and wellness services impossible\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><th scope=\"col\">SCECHs<\/th><th scope=\"col\">Cost<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-creating-a-professional-culture-based-on-sel\/\"><strong>Social-Emotional Learning: Creating a Professional Culture Based on SEL<\/strong><\/a><\/td><td>Explore methods of self-care to better create a sustainable and culturally responsive SEL environment among staff and students<\/td><td>Educators<\/td><td>6<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-trauma-informed-support\/\"><strong>Social-Emotional Learning: Trauma-Informed Support<\/strong><\/a><\/td><td>Discover how social and emotional learning can offer students skills to combat traumatic experiences and succeed academically.<\/td><td>Educators<\/td><td>6<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-introduction-to-sel\/\"><strong>Social-Emotional Learning: Introduction to SEL<\/strong><\/a><\/td><td>Identify how to remove barriers to student success by embedding SEL across schools and districts<\/td><td>Educators<\/td><td>6<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/memspa-embedding-sel-schoolwide\/\"><strong>MEMSPA: Embedding SEL Schoolwide<\/strong><\/a><\/td><td>Micro-Credential for school and district leaders: \nShow how Social Emotional Learning (SEL) is embedded into your school&#8217;s learning environment and how it impacts academic achievement<\/td><td>School and District Leaders<\/td><td>6<\/td><td>$99<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/memspa-sel-whole-child\/\"><strong>MEMSPA: SEL &#038; Whole Child<\/strong><\/a><\/td><td>Demonstrate the value of a Whole School, Whole Community, Whole Child Model that incorporates SEL in your school<\/td><td>School and District Leaders<\/td><td>5<\/td><td>$99<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h5>Challenge: Educator burnout, low job satisfaction, and high staff turnover<\/h5>\t\t\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><th scope=\"col\">SCECHs<\/th><th scope=\"col\">Cost<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/take-care-of-yourself-a-course-in-wellbeing-and-self-care\/\"><strong>Take Care of Yourself: A Course in Well-being and Self-care<\/strong><\/a><\/td><td>Practice living your best and most balanced life while focusing on the five pillars of wellbeing.<\/td><td>Educators<\/td><td>3<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/being-a-reflective-teacher-during-a-pandemic\/\"><strong>Being a Reflective Teacher During a Pandemic<\/strong><\/a><\/td><td>Develop skills to transform your mindset, prioritize your well being, and rediscover your \u201cwhy\u201d for being a committed teacher.<\/td><td>Educators<\/td><td>3<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/moving-forward\/\"><strong>Moving Forward for District Teams &#038; Teachers Workshop<\/strong><\/a><\/td><td>We are happy to introduce a new practical workshop for teachers to help you prepare for the future. With so much to think about, where do you start? Don\u2019t worry \u2014 our experts are here to help you move forward.<\/td><td>Educators, School and District Leaders<\/td><td>3<\/td><td>$10 &#8211; $25<\/td><\/tr><tr><td><strong>Social-Emotional Learning: Adult SEL and Self-Care\n<br><small>** Coming soon<\/small><\/strong><\/td><td>Educators will learn to prioritize self-care as part of their SEL practice and model SEL skills for the students with whom they work.<\/td><td>Educators<\/td><td>2<\/td><td>FREE<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/memspa-comprehensive-staff-well-being\/\"><strong>MEMSPA: Comprehensive Staff Well-Being<\/strong><\/a><\/td><td>Micro-Credential for school and district leaders:\nReap the benefits of implementing a staff well-being program in your school<\/td><td>School and District Leaders<\/td><td>6<\/td><td>$99<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h5>Resources for Families<\/h5>\t\t\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><th scope=\"col\">Cost<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\"><strong>Michigan Cares Program<\/strong><\/a><\/td><td>Thanks to funding from the state of Michigan, we are able to provide Michigan families with FREE access to our Michigan Cares Portal. This online platform houses hundreds of lessons designed to help children in grades K-12 develop the skills required for social, emotional, and mental well-being. \n**Available through Summer 2021\n<\/td><td>Families, Students &#038;\nEducators\n<\/td><td>Free to Michigan Residents<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/sel-webinar\/\"><strong>Build a Comprehensive SEL Program for Student and Adult Well-Being\u200b<\/strong><\/a><\/td><td>Join Carla Tantillo Philibert for a trauma-informed approach to social emotional learning that unpacks the &#8220;how to&#8221; behind effective school-wide SEL implementation. <\/td><td>Families,\nEducators\n<\/td><td>Free<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h2>Academics<\/h2>\t\t\n\t\t\t<h5>Challenge: Students with unfinished learning<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tStudents who receive core instruction (those in Tier 1), but may have gaps due to unfinished academic learning\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tStudents with significant unfinished academic learning (students in Tiers 2 and 3)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tProviding educators with professional knowledge and training that empowers them to address students\u2019 unfinished learning and disengagement\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><th scope=\"col\">SCECHs<\/th><th scope=\"col\">Cost<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/distance-learning-playbook-book-study\/\"><strong>Distance Learning Playbook &#8211; Book Study<\/strong><\/a><\/td><td>In this online book study, you will read, reflect, apply, and connect your learnings from the Distance Learning Playbook. <\/td><td>Educators<\/td><td>7 + 5<\/td><td>$60<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/assessments-in-the-blended-classroom\/\"><strong>Assessments in the Blended Classroom<\/strong><\/a><\/td><td>Compare the benefits of different types of assessments and what will be most useful in your blended classroom.<\/td><td>Educators<\/td><td>4<\/td><td>$15<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-3-assessment\/\"><strong>Online National Standards 3: Assessment<\/strong><\/a><\/td><td>Explore the National Standards for Quality Online Teaching and Courses to measure student progress in your online classroom<\/td><td>Educators<\/td><td>2<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/differentiated-instruction-maximizing-learning-for-all\/\"><strong>Differentiated Instruction: Maximizing Learning For All<\/strong><\/a><\/td><td>Review strategies and tips for guidance in differentiating instruction to meet all students&#8217; learning needs.<\/td><td>Educators<\/td><td>4<\/td><td>Free<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h5>Challenge: Engaging students<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tStudents who are fully disengaged from school\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><th scope=\"col\">SCECHs<\/th><th scope=\"col\">Cost<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/online-teachers-guide-engagement\/\"><strong>Online Teacher\u2019s Guide: Engagement<\/strong><\/a><\/td><td>Explore methods and technology to engage students and develop connections in your online classroom.<\/td><td>Educators<\/td><td>2<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/online-lessons-with-littles-engagement\/\"><strong>Online Lessons with Littles: Engagement <\/strong><\/a><\/td><td>Learn tips to help engage preschoolers through kindergarteners in online instruction.<\/td><td>Educators<\/td><td>2<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/professionals\/blended-learning\/teacher-boost\/\"><strong>Teacher Boost<\/strong><\/a><\/td><td>Teacher Boost is a one-day workshop, targeted for busy classroom teachers who want to jump straight to practical implementation steps for student-centered, blended and online learning.<\/td><td>Educators<\/td><td>6<\/td><td>$50<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/eduprotocols-book-study\/\"><strong>EduProtocols Book Study<\/strong><\/a><\/td><td>This online book study explores Marlena Hebern and Jon Corippo&#8217;s, The EduProtocol: Field Guide Book 1 and how to implement these strategies.<\/td><td>Educators<\/td><td>5 + 5<\/td><td>$60<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/memspa-leading-student-engagement\/\"><strong>MEMSPA: Leading Student Engagement<\/strong><\/a><\/td><td>Assess the current state of student engagement in your building and design professional learning experiences to increase engagement.<\/td><td>School and District Leaders<\/td><td>12<\/td><td>$99<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h2>School culture and climate<\/h2>\t\t\n\t\t\t<h5>Challenges:<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tPerpetuation and exacerbation of inequities and disproportionalities, reinforcing barriers to educational opportunity for students of color and other marginalized populations\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><th scope=\"col\">SCECHs<\/th><th scope=\"col\">Cost<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-integrating-sel-into-culturally-responsive-classrooms\/\"><strong>Social-Emotional Learning: Integrating SEL into Culturally Responsive Classrooms<\/strong><\/a><\/td><td>Learn how to improve your classroom culture and engagement as you integrate SEL on a daily basis.<\/td><td>Educators<\/td><td>6<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-equity-elaborations\/\"><strong>Social-Emotional Learning: Equity Elaborations<\/strong><\/a><\/td><td>Educators will gain knowledge and skills to implement SEL, ensuring equity is explicitly incorporated into learning opportunities.<\/td><td>Educators<\/td><td>1<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-4-meeting-needs\/\"><strong>Online National Standards 4: Meeting Needs<\/strong><\/a><\/td><td>Recognize the National Standards for Quality that help you better meet students&#8217; needs online.<\/td><td>Educators<\/td><td>2<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/changing-minds-to-address-poverty-in-the-classroom\/\"><strong>Changing Minds to Address Poverty in the Classroom<\/strong><\/a><\/td><td>Employ practical classroom strategies to combat the effects of poverty on learning.<\/td><td>Educators<\/td><td>11<\/td><td>Free<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h2>Family and community engagement<\/h2>\t\t\n\t\t\t<h5>Challenge: Strained school-district-relationships.<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tStrained school-district-community relationships as a result of Covid-19\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><th scope=\"col\">SCECHs<\/th><th scope=\"col\">Cost<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/whole-child-continuous-improvement-a-deeper-understanding-mi-only\/\"><strong>Whole Child &#038; Continuous Improvement: A Deeper Understanding (MI only)<\/strong><\/a><\/td><td>Recognize the urgency in implementing the WSCC model, and connect WSCC to the Michigan Integrated Continuous Improvement Process.<\/td><td>Educators<\/td><td>5<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/memspa-sel-family-engagement\/\"><strong>MEMSPA: SEL &#038; Family Engagement<\/strong><\/a><\/td><td>Micro-Credential for school and district leaders:\nDemonstrate ways in which your school is successfully embedding SEL into family engagement practices<\/td><td>School and District Leaders<\/td><td>6<\/td><td>$99<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h5>Challenge: Lack of access to afterschool and summer programming.<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tLack of high-quality, accessible community-based afterschool and summer programming, and community schools\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/administrators\/guide-to-setting-up-an-online-summer-school-program\/\"><strong>Guide To Setting Up Online Summer School Program<\/strong><\/a><\/td><td>If you\u2019re considering setting up an online summer school program in your school or district, this guide will help you think through the process to determine what will be required and how it will benefit your students and school community.<\/td><td>School and District Leaders<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/students\/summer\/\"><strong>Summer Learning with Michigan Virtual<\/strong><\/a><\/td><td>This year, your children\u2019s needs may be a little different. If you\u2019re looking for ways to keep your children learning this summer with safe and structured educational opportunities, consider enrolling them in our online summer school programs<\/td><td>Students<\/td><\/tr><\/tbody>\n\t\t\t<\/table>\n\t\t\t<h2>Post-Secondary<\/h2>\t\t\n\t\t\t<h5>Challenges: Access to high-quality postsecondary pathways<\/h5>\t\t\n\t\t\t<table>\n\t\t\t\t<thead><tr><th scope=\"col\">Offering Title<\/th><th scope=\"col\">Description<\/th><th scope=\"col\">Audience<\/th><th scope=\"col\">SCECHs<\/th><th scope=\"col\">Cost<\/th><\/tr><\/thead>\n\t\t\t\t\t\t\t\t<tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/understanding-the-modern-military\/\"><strong>Understanding the Modern Military<\/strong><\/a><\/td><td>This resource-driven course will present you with information that will help in understanding an array of military career options and the education benefits that can support students in the pursuit of those careers.<\/td><td>Counselors<\/td><td>5<\/td><td>Free<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/career-counseling-building-a-resume\/\"><strong>Career Counseling: Building a Resume<\/strong><\/a><\/td><td>This course will show you how to advise students on creating resumes that are professional and in line with current hiring practices and industry trends.<\/td><td>Counselors<\/td><td>10<\/td><td>Free<\/td><\/tr><tr><td>College Counseling: The College Selection Process\n<br><small>** Coming soon<\/small>\n<\/td><td>This course will provide an introduction to theories and skills needed to work with students and families in the college selection process.<\/td><td>Counselors<\/td><td>16<\/td><td>Free<\/td><\/tr><\/tbody>\n\t\t\t<\/table>",
            "title": "Michigan Blueprint for Recovery",
            "excerpt": "Resource Guide Michigan Blueprint for Comprehensive Student Recovery In May 2021, Michigan\u2019s governor released the MI Blueprint for Comprehensive Student Recovery. This multi-year plan for holistic, whole child recovery provides evidence-based and equity-driven recommendations to address challenges across many aspects of education. Michigan Virtual offers several resources that align with the MI Blueprint. The governor...",
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            "path": "\/about\/news\/fraser-teacher-discusses-importance-of-personalized-learning-structures\/",
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            "content": "<!-- wp:paragraph -->\n<p>The article \"<a href=\"https:\/\/www.candgnews.com\/news\/fraser-teacher-discusses-importance-of-personalized-learning-structures-120753\" class=\"rank-math-link\">Fraser teacher discusses importance of personalized learning structures<\/a>\" \u2014 originally published by <em>C&amp;G Newspapers <\/em>on May 29, 2021 \u2014 celebrates Tanya Leon, an English teacher at Richards Middle School in <a href=\"https:\/\/www.fraser.k12.mi.us\/\" class=\"rank-math-link\">Fraser Public Schools<\/a>, and her dedication to personalized learning. The article is based on an episode of the&nbsp;<a href=\"https:\/\/michiganvirtual.org\/bright\/\" class=\"rank-math-link\">BRIGHT podcast<\/a>&nbsp;titled&nbsp;<a aria-label=\" (opens in a new tab)\" href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Whats-Best-for-Kids-feat--Tanya-Leon-from-Richards-Middle-School-ergolk\" rel=\"noreferrer noopener\" target=\"_blank\" class=\"rank-math-link\">\u201cWhat's Best for Kids\u201d<\/a>&nbsp;where we interview Tanya about her personalized approach to student learning.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Fraser teacher discusses importance of personalized learning structures",
            "excerpt": "The article &#8220;Fraser teacher discusses importance of personalized learning structures&#8221; \u2014 originally published by C&amp;G Newspapers on May 29, 2021 \u2014 celebrates Tanya Leon, an English teacher at Richards Middle School in Fraser Public Schools, and her dedication to personalized learning. The article is based on an episode of the&nbsp;BRIGHT podcast&nbsp;titled&nbsp;\u201cWhat&#8217;s Best for Kids\u201d&nbsp;where we...",
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            "path": "\/blog\/competency-based-education-and-parents\/",
            "author_id": 71,
            "timestamp": 1622221350,
            "content": "<!-- wp:heading -->\n<h2>What is CBE, and what makes it different from how things used to be?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-based education (CBE) is an approach to teaching and learning that focuses on the mastery of skill sets within a subject area rather than the imparting of knowledge over a broad set of topics and content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This approach is in contrast to students learning an entire curriculum and moving forward at a pre-defined pace regardless of their mastery level. <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">CBE shows progression<\/a> by encouraging students to work asynchronously on their skills and show mastery in many ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Competency-based education is in direct opposition to the teacher-centered transmission teaching paradigm, which has been a traditional teaching method for hundreds of years.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CBE emphasizes mastery of skills rather than completion of tasks. It often looks very much like the \u201ctry until you get it right\u201d approach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more information on CBE, read <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-education-and-the-classroom-challenges\/\">about classroom challenges and CBE<\/a> and how <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">CBE is designed for student success<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>My child is taking a CBE course. What should I expect?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a parent, it can sometimes be frustrating to try to help your child adjust to a new approach to learning when it varies significantly from how you were taught when you went to school. Not to mention that advancements in curriculum and instruction often mean that what your child is learning in high school might be what you learned after high school! Here are some highlights about CBE that you can expect to encounter:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Assignments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Traditionally, most courses are split into grading categories of homework, classwork, quizzes, and tests, with varying weights assigned to each category. While some of the elements may certainly exist in a CBE course, you can expect it to vary from the traditional structure quite significantly.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many assignments give students opportunities to explore and learn from a variety of sources at their own pace and provide the teacher with indicators of understanding, such as being able to put a concept into their own words, the ability to replicate a portion of a process independently, or even simpler things like being able to identify structures or understand critical vocabulary for a unit correctly.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instructors are an essential part of this process and generate valuable feedback for students as they learn. They act as a guide, curate resources for students to gain mastery throughout learning units, and help to determine when students are ready to move on.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, parents are also expected to be a part of this process in many capacities depending on their child\u2019s age and experience with CBE. Students might require assistance in building portfolios, producing deliverables (e.g., projects or other assignments), and adjusting to the new learning method asynchronously.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Assessments&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In CBE, an assessment is never reduced to a high-stakes summative exam (e.g., end-of-chapter tests, a midterm exam, or a final exam for a course).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assessments take place formatively over time, with instructors noting a student\u2019s progress (or lack thereof) in order to determine when it is appropriate to either indicate that the student has achieved mastery or assign them a task from which they can demonstrate their mastery on their own.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assessment in CBE is truly a longitudinal measure over time, and while it frequently includes summative or capstone projects, it is not a snapshot of what a student knows on quiz and test days.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Capstone projects are multifaceted tasks requiring students to demonstrate evidence of mastery in fields of study in a culminating assignment. For example, a CBE capstone project to demonstrate mastery of environmental and engineering principles might include performing research and designing a prototype to increase watering efficiency by 30% in dry climate settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Competency-based education changes the way instructors assess and grade students and what information students and parents have about their progress in a given area.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instead of giving a student an A in math, an instructor might demonstrate a student\u2019s mastery in various areas (Figure 1). It also means a change in the instructor-student dynamic, as CBE challenges students to become more independent, self-motivated learners in preparation for life after school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading -->\n<h2><img src=\"https:\/\/lh6.googleusercontent.com\/rccaJ3W5a-VwXxKoogyU523Qi2IqnHfD14i2Pvw-WrEktlRNATpnMPROV5jt9CIONP7T7XAAVLdpNy12_78eOnG5_7Pf4JVTOOSAujO9LVZfasKbVGtAfbtm3bCyd5vBpDmmKCQH\" width=\"517\" height=\"319\"><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><sub>Figure 1<\/sub><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Notice how Figure 1 above denotes specific skills that a student has made progress in mastering. This specific report on mathematics competencies indicates mastery at 100% progress in each category (e.g., adding fractions).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This approach opposes how many of us were \u201cgraded\u201d in the past, in which weighted averages identified progress and resulted in a letter grade.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Mastery<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We have discussed that mastery is what students seek to achieve in CBE rather than completing tasks and \u201ccovering the content.\u201d However, what does mastery truly mean in the context of CBE?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mastery, in most cases, refers to a student\u2019s ability to reliably perform a task without guidance and\/or demonstrate a skill and knowledge learned by producing some type of deliverable.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In more traditional learning environments, students often don\u2019t understand the material they are studying very well but are forced to move on as the learning unit progresses to stay on pace with the rest of the class.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Their unit and final grades are usually determined by whether they show mastery on a single test or series of tests. In CBE, some students will move through a unit quickly, and others may progress more slowly until mastery is achieved.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Frequently, mastery is achieved when a student produces an artifact that demonstrates their competency in a skill, process, or knowledge base. For example, a student might write a paper using various types of media to show themselves performing a task or explaining a concept. Another student might build a prototype or produce another form of a physical or digital product.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students often have a lot of choice in how they demonstrate mastery, with instructors understanding the criteria and the students exercising freedom in how they meet those criteria.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources and tools for parents&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When it comes to finding how to assist your child in a CBE environment best, the two most important resources will always be your child and their instructor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>First, make sure you take the time to talk to both, so you have a complete picture of what your child is attempting to master and what areas they may be struggling in.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Second, explore these resources and tools to help address any issues that may arise:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.forbes.com\/sites\/tomvanderark\/2020\/01\/21\/show-what-you-know-a-parents-guide-to-the-global-shift-to-competency\/?sh=24fe74157d94\">Show what you know<\/a><\/li><li><a href=\"https:\/\/hechingerreport.org\/why-a-high-performing-district-is-changing-everything-with-competency-based-learning\/\">Why a high-performing district is changing everything with competency-based learning<\/a><\/li><li><a href=\"https:\/\/www.ncld.org\/wp-content\/uploads\/2014\/11\/ncldcbeinfographicfinal.pdf\">CBE and students with learning and attention issues<\/a><\/li><li><a href=\"http:\/\/www.masterycollaborative.org\/#innovation-and-equity\">What is mastery, and what does it mean for families?<\/a><\/li><li><a href=\"https:\/\/academicjournals.org\/journal\/IJEAPS\/article-full-text-pdf\/0B4906263660\">Parental involvement in CBE<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-based education is definitely a shift away from the traditional methods of teaching and learning\u2014not just for students and teachers, but for parents as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It also can require a lot of participation from parents in the early stages of transition from one way of learning to another. Remember, instructors should always be your first line of communication when it comes to your child\u2019s learning. While there may be challenges, it does <em>not<\/em> mean that learning is not taking place.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Competency-based education blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our CBE blog series, we explore CBE and tools for parents, teachers, and students. Next month\u2019s topic will be student resources for success in CBE. Stay up to date on future blog articles in this series by<a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"> signing up for email notifications<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>Session 2: SEL Practices for Students | Participants will be able to identify the connections between SEL, suicide prevention, and trauma-informed practices as well as why these topics matter now more than ever.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>In 2020, we published a <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/publication_category\/research-in-review\">10 report series<\/a> summarizing the findings of all of the research we\u2019ve conducted to date. Nearly 100 resources were included in this review, and collectively they provide valuable insights for researchers and practitioners on many aspects of online teaching and learning, such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\">K-12 onsite mentoring<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\">K-12 online best practices<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\">Online student motivation<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\">K-12 blended teaching and professional development<\/a>, and&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup\/\" class=\"rank-math-link\">blog series<\/a> is meant to accompany these reports and further explore the practical implications of those years of research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Blended learning, teaching, and professional development<\/strong> was a focus of research for the <em>Michigan Virtual Learning Research Institute<\/em> over the last 8 years. While blended learning may share some characteristics with online learning, it has distinct challenges and features that necessitate consideration.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over the years, our research team has explored topics around blended learning, teaching, and professional development such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>The challenges of blended teaching<\/li><li>The professional development needs of blended teachers<\/li><li>Blended learning from the student perspective, and<\/li><li>Blended learning for students with disabilities<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These matters as well as resulting implications and best practices are further explored below. For more information on any of the topics below please see the full research reports on <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\">K-12 Blended Learning<\/a> and <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\">Blended Teaching and Professional Development<\/a>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Blended Teaching<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While there is not necessarily a \u201cprofile\u201d of a blended teacher, K-12 teachers practicing blended teaching do tend to exhibit common characteristics, such as flexibility and a focus on personalized instruction. Flexibility is essential to successful blended teaching as each day presents new challenges and opportunities. Keeping learning <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\">student-centered<\/a> and being open to student input are crucial components of personalized instruction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Blended teachers expressed a desire for support from school leadership for blended learning and collaboration among teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Blended teachers also tend to report a series of common challenges associated with implementing blended learning in their schools and classrooms, such as issues with:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Student access and equity<\/li><li>Technology and internet&nbsp;<\/li><li>Parental support and involvement<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;We share this information not to discourage others, but to provide transparency and help others overcome similar challenges. Keep in mind that even successful and experienced blended teachers encounter these challenges.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Support for Blended Teachers&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Administrator support, specifically in terms of professional development (PD) offerings and resources, allows teachers to experiment with blended learning and move out of their \u201ccomfort zone\u201d a bit.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Support from colleagues who are also implementing blended learning provides encouragement for teachers as well as just-in-time support and resources. When leadership isn\u2019t supportive and resources are not properly invested in blended learning, it can present a significant challenge to blended learning implementation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite the need for blended teaching PD, there are currently limited PD opportunities for K-12 teachers, including but not limited to a lack of college programs offering blended learning courses. There are resources for teachers on blended learning; however, it is usually up to the teacher to seek out these resources on their own.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As blended learning becomes more common, it will be crucial for school leaders to ensure blended teachers are supported by:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Providing continuous PD and coaching<\/li><li>Allowing time for educators to collaborate with their peers<\/li><li>Encouraging teachers to develop and modify resources and lessons<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>K-12 Blended Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The field of K-12 blended learning research is still growing and evolving, especially in regards to <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/\">K-12 blended learners with disabilities<\/a>. More research is needed to understand the unique challenges K-12 learners with disabilities face in blended learning environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The existing research has shown that K-12 teachers tend to have more positive perceptions overall of blended learning, more so than K-12 students who may initially struggle with self-regulation in blended settings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other studies focusing on K-12 blended learning have indicated that some K-12 students may initially struggle with blended learning, particularly around self-regulated learning and taking more control over their learning. Effective ways to support K-12 blended learners, particularly those with disabilities, is an area that is in need of further research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Blended Teaching and Learning References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Bruno, J. (2017a).<em>The changing role of educators: The blended teacher<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-teacher\/\">https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-teacher\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bruno, J. (2017b). <em>The changing roles of educators series: The instructional technologist<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-instructional-technologist\/\">https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-instructional-technologist\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bruno, J. &amp; Kennedy, K. (2016). <em>The changing role of educators: The blended learning coach<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-learning-coach\/\">https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-learning-coach\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeWitt, J. (2017). <em>District-level blended learning implementation: Readiness points and challenges<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/district-level-blended-learning-implementation-readiness-points-and-challenges\/\">https:\/\/michiganvirtual.org\/research\/publications\/district-level-blended-learning-implementation-readiness-points-and-challenges\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Graham, C. R., Borup, J., Pulham, E., &amp; Larsen, R. (2017). <em>K-12 blended teaching readiness: Phase 1-Instrument development<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/k-12-blended-teaching-readiness-phase-1-instrument-development\/\">https:\/\/michiganvirtual.org\/research\/publications\/k-12-blended-teaching-readiness-phase-1-instrument-development\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kennedy, K., &amp; Gerlach, J. (2017). <em>iEducator 21st century digital learning corps: Blended teaching and learning<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-blended-learning-teaching\/\">https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-blended-learning-teaching\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oliver, W. (2016, February 10). Teacher self-assessment for blended learning. <em>Michigan Virtual University.<\/em> <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-self-assessment-for-blended-learning\/\">https:\/\/michiganvirtual.org\/blog\/teacher-self-assessment-for-blended-learning\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. &amp; Dykman, B. (2014, December 17). More studies needed on blended learning for students with disabilities. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/more-studies-needed-on-blended-learning-for-students-with-disabilities\/\">https:\/\/michiganvirtual.org\/blog\/more-studies-needed-on-blended-learning-for-students-with-disabilities\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roberts, V. &amp; Stimson, R. (2016). <em>Professional learning for blended education: Michigan teacher case studies<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/professional-learning-for-blended-education-michigan-case-studies\/\">https:\/\/michiganvirtual.org\/research\/publications\/professional-learning-for-blended-education-michigan-case-studies\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Siko, J. (2014, October 20). Parent and student perceptions of blended learning. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/parent-and-student-perceptions-of-blended-learning\/\">https:\/\/michiganvirtual.org\/blog\/parent-and-student-perceptions-of-blended-learning\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stimson, R. S., Freidhoff, J. R., &amp; Kennedy, K. (2014). <em>Supporting online learners: Michigan mentor program case studies<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-online-learners-michigan-mentor-program-case-studies\/\">https:\/\/michiganvirtual.org\/research\/publications\/supporting-online-learners-michigan-mentor-program-case-studies\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Werth, L., Werth, E., Curtis, H., Kellerer, P., Kellerer, E., Reberry, S., &amp; Walker, N. (2016). Transforming rural K-12 education through blended learning: Student perspectives. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/transforming-rural-k-12-education-through-blended-learning-student-perspectives\/\">https:\/\/michiganvirtual.org\/research\/publications\/transforming-rural-k-12-education-through-blended-learning-student-perspectives\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research Round Up blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our Research Round Up blog series, we explore the practical implications from years of digital learning research. Next month\u2019s topic will be <strong>Michigan K-12 Online Learning Demographics, Effectiveness, Evaluation, Quality, &amp; Policy<\/strong>. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em><strong><em><strong><em><strong><em><strong><em><strong><em><strong>. . .Or listen instead on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/whats-secret-to-keeping-students-motivated-in-online\/id1551347022?i=1000522660677\" class=\"rank-math-link\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/6idWyOZs6HjHeyt5Pw50Go?si=0e03397d3ad648fb\" class=\"rank-math-link\">Spotify<\/a>, or <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Whats-the-Secret-to-Keeping-Students-Motivated-in-Online-Learning--feat--Dr--Chris-Harrington-from-the-Michigan-Virtual-Learning-Research-Institute-e11av0s\" class=\"rank-math-link\">a different platform<\/a>.<\/strong><\/em><\/strong><\/em><\/strong><\/em><\/strong><\/em><\/strong><\/em><\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, I had the honor of interviewing Dr. Chris Harrington, who serves as the director of the <a href=\"https:\/\/michiganvirtual.org\/research\"><em>Michigan Virtual Learning Research Institute<\/em><\/a>, where he leads a team of researchers who study the most effective practices for online and blended learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This year, Chris\u2019 research team released a landmark study \u2014 \u201c<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">Key Strategies for Engaging Students in Virtual Learning Environments<\/a>\u201d \u2014 based on a survey of over 1,800 virtual educators from 17 state virtual programs that are part of the nationwide <a href=\"https:\/\/www.virtuallearningalliance.org\/\">Virtual Learning Leadership Alliance<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Chris and his team are hopeful that the findings of this study can ignite a larger conversation on how educators can leverage the expertise of these seasoned virtual instructors to help boost the engagement of online learners everywhere.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>In this episode, we chat about:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Why student engagement served as such a challenge during \u201cpandemic teaching\u201d<\/li><li>Common misconceptions about online learning<\/li><li>The findings of his team\u2019s latest study on student engagement in online learning<\/li><li>The balance between synchronous and asynchronous instruction in the online learning environment<\/li><li>Advice for teachers looking to try new strategies for keeping students motivated in a virtual learning environment<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Related resources<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Research<\/strong>: <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">Key strategies for engaging students in virtual learning environments<\/a><\/li><li><strong>Research<\/strong>: <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\">Michigan voices: An in-depth look at the experiences of educators, students, &amp; parents during emergency remote learning<\/a><\/li><li><strong>Webinar<\/strong>: <a href=\"https:\/\/michiganvirtual.org\/webinar\/engaging-students-when-learning-from-home\/\">Engaging students when learning from home<\/a><\/li><li><strong>Explore<\/strong>: <a href=\"https:\/\/keepmichiganlearning.org\/\">Keep Michigan Learning: Free resources for Michigan educators<\/a><\/li><li><strong>Free PD series: <\/strong><a href=\"https:\/\/michiganvirtual.org\/remote-teaching\/\">Transitioning to Remote Teaching<\/a><strong>\u00a0<\/strong><\/li><li><strong>Virtual workshop: <\/strong><a href=\"https:\/\/michiganvirtual.org\/moving-forward\/\">Moving forward: A 2021 virtual workshop for school teams and teachers<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\">See also: Chris on the Mitch Albom Show!<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/pMdb0sCOriA\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/pMdb0sCOriA\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "What's the Secret to Keeping Students Motivated in Online Learning?",
            "excerpt": "Meet Dr. Chris Harrington, the director of the Michigan Virtual Learning Research Institute, who shares his reflections on \u201cpandemic teaching,\u201d common misconceptions about online learning, and the findings of his team's landmark research study on keeping students engaged in virtual learning environments.",
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            "path": "\/blog\/research-on-michigans-k-12-online-learning-demographics-effectiveness-evaluation-quality-policy\/",
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            "timestamp": 1621018472,
            "content": "<!-- wp:paragraph -->\n<p>In 2020, we published a <a href=\"https:\/\/michiganvirtual.org\/publication_category\/research-in-review\">10 report series<\/a> summarizing the findings of all of the research we\u2019ve conducted to date. Nearly 100 resources were included in this review, and collectively they provide valuable insights for researchers and practitioners on many aspects of online teaching and learning, such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\">K-12 blended teaching and professional development<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\">K-12 blended learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\">K-12 online best practices<\/a>, and&nbsp;<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\">K-12 special populations<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup\/\" class=\"rank-math-link\">blog series<\/a> is meant to accompany these reports and further explore the practical implications of those years of research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its establishment, the <a href=\"https:\/\/michiganvirtual.org\/research\/\">Michigan Virtual Learning Research Institute<\/a> has been a national leader in analyzing and reporting <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\">K-12 online learning demographics and effectiveness<\/a> across Michigan. During this same time, the Institute partnered with national experts on <strong>K-12 online learning evaluation and policy<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over the last several years, our research team has explored issues related to demographics, effectiveness, evaluation, and policy such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\">Michigan K-12 online students in poverty<\/a>,<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\">Online course pass rate by several factors<\/a>, and<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/\">Stakeholder perceptions of K-12 online evaluation<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These matters as well as resulting implications and best practices are further explored below. For more information on any of the topics below, please see the full research reports <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\">K-12 Online Learning Demographics &amp; Effectiveness<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\">Evaluation, Quality, &amp; Policy<\/a>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Demographics of Michigan K-12 Online Learners<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Overall, Michigan tends to match national K-12 online enrollment trends such as higher enrollments from female students and white students. However, Michigan is somewhat unique in that virtual schools in the state tend to serve more low-income students and students with disabilities. Between 2010-11 and 2018-19, the percentage of Michigan K-12 online students in poverty grew by about 50%.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>K-12 online enrollments in general grew significantly as well from 2010-11 to 2018-19, with the most common enrollment coming from supplemental enrollments at the high school level in core subject areas.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Michigan K-12 Online Learning Effectiveness<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The overall pass rate for K-12 online courses fell over 10%, from a high of 66% in 2010-11 to 55% in 2018-19. Over this same time period, it has become clear that students in online courses do better when they only take one or two online courses. Online students taking only a few virtual courses had pass rates around 76% compared to only 51% for students taking five or more online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While enrollments from students in poverty are growing, these students are generally less successful in their online courses. Online students in poverty have a pass rate of 48% compared to 69% for learners not in poverty. More needs to be done to support this growing population of online learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>K-12 online students who do well in their online courses were more active overall and seemed to leverage help resources more effectively than less successful students. This finding speaks to the importance of knowing <em>how<\/em> to learn effectively in an online learning environment and possessing or developing self-regulatory skills. Online programs and course providers should provide opportunities to scaffold such skills if they are not yet developed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>K-12 Online Evaluation and Policy<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There appears to be an appetite in the general public for high-quality online learning options. Michigan adults perceive online learning as important for K-12 students in order to prepare them for college and the workforce. While there are many online learning options available, schools report finding it difficult to ensure the courses are in fact high quality.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Part of the effort to ensure high-quality online learning options has been to train course developers by third party national online learning expert organizations such as <a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a>. Additionally, there has been a push to have online courses reviewed by third party experts to ensure they are of high quality.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Further, there is widespread agreement among educational stakeholders that there needs to be accountability for online learning. Based on the limited research conducted by <em>Michigan Virtual<\/em>, there did not seem to be a national, or even widely used model for approval and evaluation of K-12 online programs and blended programs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given the concerns from educational stakeholders and low performance associated with some online learning programs, perhaps there needs to be more rigorous review and regular evaluation of all online programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online learning in Michigan and nationwide has grown significantly in the last decade, as the demand for online programs and courses increases so does the need for evaluation, at all levels, accountability for providers, and data tracking who is benefiting from this growth and who is being left behind.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Michigan K-12 Online Learning Demographics, Effectiveness, Evaluation, Quality, &amp; Policy References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Archambault, L., Kennedy, K., Freidhoff, J. R., Bruno, J., DeBruler, K., &amp; Stimson, R. (2015). <em>Accountability in K-12 online learning course access programs: Stakeholder recommendations for policy and practice<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/accountability-in-k-12-online-learning-course-access-programs-stakeholder-recommendations-for-policy-and-practice\/\">https:\/\/michiganvirtual.org\/research\/publications\/accountability-in-k-12-online-learning-course-access-programs-stakeholder-recommendations-for-policy-and-practice\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M. K., Clark, T., DeBruler, K., &amp; Bruno, J. A. (2014). <em>Evaluation and approval constructs for online and blended courses and providers.<\/em> Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigan-virtual-report-examines-online-learning-policies-and-practices\/\">https:\/\/michiganvirtual.org\/research\/publications\/michigan-virtual-report-examines-online-learning-policies-and-practices\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M. K., Miron, G., &amp; Huerta, L. (2017). <em>Virtual schools in the U.S.: Case studies of policy, performance, and research evidence<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/virtual-schools-in-the-u-s-case-studies-of-policy-performance-and-research-evidence\/\">https:\/\/michiganvirtual.org\/research\/publications\/virtual-schools-in-the-u-s-case-studies-of-policy-performance-and-research-evidence\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Clark, T. (2016). <em>Quality assurance in K-12 online learning programs: Michigan case studies<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/quality-assurance-in-k-12-online-learning-programs-michigan-case-studies\/\">https:\/\/michiganvirtual.org\/research\/publications\/quality-assurance-in-k-12-online-learning-programs-michigan-case-studies\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K . &amp; Bae, J . (2016). <em>Educating students across locales: Understanding enrollment and performance across virtual schools<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/educating-students-across-locales\/\">https:\/\/michiganvirtual.org\/research\/publications\/educating-students-across-locales\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. &amp; Kwon, J. B. (2019, May 18). Educating AP Students Across Locales. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/educating-ap-students-across-locales\/\">https:\/\/michiganvirtual.org\/blog\/educating-ap-students-across-locales\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R. (2020). <em>Michigan\u2019s K-12 virtual learning effectiveness report 2018-19<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R., DeBruler, K., &amp; Kennedy, K. (2014). <em>Michigan\u2019s K-12 virtual learning effectiveness report<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lowes. S. &amp; Lin, P. (2017). <em>Student pathways through online algebra 1 courses<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-pathways-through-algebra-1-courses\/\">https:\/\/michiganvirtual.org\/research\/publications\/student-pathways-through-algebra-1-courses\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mann, B. (2018). <em>Racial and economic diversity trends in VCSs: An analysis of national enrollment data, 2015-16<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/racial-and-economic-diversity-trends-in-virtual-charter-schools-an-analysis-of-national-enrollment-data-2015-16\/\">https:\/\/michiganvirtual.org\/research\/publications\/racial-and-economic-diversity-trends-in-virtual-charter-schools-an-analysis-of-national-enrollment-data-2015-16\/<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2015a, March 12). Comparing virtual schools in Michigan to national trends identified in NEPC\u2019s recent national report. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-recent-national-report\/\">https:\/\/michiganvirtual.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-recent-national-report\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2017, April 25). Comparing Virtual Schools in Michigan to National Trends Identified in NEPC\u2019s Annual National Report, 2017. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-annual-national-report-2017\/\">https:\/\/michiganvirtual.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-annual-national-report-2017\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual University. (2013). <em>Michigan association for secondary school principals online learning survey report<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigan-association-for-secondary-school-principals-survey\/\">https:\/\/michiganvirtual.org\/research\/publications\/michigan-association-for-secondary-school-principals-survey\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Public Sector Consultants (2017). <em>Public awareness and views of K-12 online learning in Michigan 2017<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/<\/a>\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Public Sector Consultants (2019). <em>Public awareness and views of K-12 online learning in Michigan 2019<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/\">https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research Round Up blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our Research Round Up blog series, we explore the practical implications from years of digital learning research. Next month\u2019s topic will be <strong>Online Learning in Higher Education<\/strong>. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Research on Michigan\u2019s K-12 Online Learning Demographics, Effectiveness, Evaluation, Quality, &amp; Policy",
            "excerpt": "In 2020, we published a 10 report series summarizing the findings of all of the research we\u2019ve conducted to date. Nearly 100 resources were included in this review, and collectively they provide valuable insights for researchers and practitioners on many aspects of online teaching and learning, such as: K-12 blended teaching and professional development K-12...",
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            "author_id": 32,
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em><strong><em><strong><em><strong><em><strong><em><strong><em><strong>. . .Or listen instead on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/becoming-voice-for-voiceless-feat-kyron-harvell-from\/id1551347022?i=1000521741719\" class=\"rank-math-link\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/2HJiIaRWyvmUehP61FKAlJ?si=g7_uLgTUSIaLtOovGOHXeA\" class=\"rank-math-link\">Spotify<\/a>, or <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Becoming-a-Voice-for-the-Voiceless-feat--Kyron-Harvell-from-Lansing-Public-Schools-e10somc\" class=\"rank-math-link\">a different platform<\/a>.<\/strong><\/em><\/strong><\/em><\/strong><\/em><\/strong><\/em><\/strong><\/em><\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, I had the honor of interviewing Kyron Harvell, who serves as the director of the school culture and climate grant for <a href=\"https:\/\/www.lansingschools.net\/departments\/office-of-school-culture\/\" class=\"rank-math-link\">Lansing School District<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>His personal mission?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To serve as a voice for the voiceless in his school community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kyron\u2019s journey into education is an incredible one.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After our conversation, I was left inspired by how, day after day, he continues to fight to create the changes he knows are desperately needed in our schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>He\u2019s motivated by creating more equitable experiences for the children in his community than the ones that were available to him when he was a student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong><em>In this episode, we chat about:<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>His mission to serve&nbsp; as a voice for the voiceless<\/li><li>His journey from student in Flint \u2192 guidance counselor \u2192 school leader<\/li><li>His vision for cultivating an inclusive school culture with an emphasis on equitable access to learning opportunities, culturally responsive teaching practices, social emotional learning, and restorative justice.&nbsp;<\/li><li>Examples of the important work being done in Lansing through the <a href=\"https:\/\/www.lansingschools.net\/departments\/office-of-school-culture\/star-grant\/\">STAR grant<\/a> to create change in these areas<\/li><li>Why the \u201cCommon Core\u201d isn\u2019t common<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/jIeSJPz1uso\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/jIeSJPz1uso\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Related resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Learn more: <\/strong>About the <a href=\"https:\/\/www.lansingschools.net\/departments\/office-of-school-culture\/star-grant\/\">STAR grant<\/a> and the <a href=\"https:\/\/www.lansingschools.net\/departments\/office-of-school-culture\/\">Office of School Culture<\/a> at Lansing School District<\/li><li><strong>Other influential thinkers: <\/strong>Check out the work of two of Kyron\u2019s personal mentors: <a href=\"https:\/\/education.msu.edu\/about\/awards\/robbie-steward\/\">Dr. Robbie J. Steward<\/a> and <a href=\"https:\/\/lsa.umich.edu\/ncid\/people\/diversity-scholars-directory\/kalvin-daronne-harvell.html\">Dr. Kalvin DaRonne Harvell<\/a> (see his informative talk at Henry Ford College titled <a href=\"https:\/\/www.hfcc.edu\/news\/2019\/dr-kalvin-harvell-uncomfortable-alliance-racial-microaggressions-and-college-campus\">\"An uncomfortable alliance: Racial microaggressions and the college campus\"<\/a>).<\/li><li><strong>Article: <\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/restorative-justice-101-a-paradigm-shift-in-education\/\">Restorative justice 101 \u2014 A paradigm shift in education [with infographics]<\/a><\/li><li><strong>Webinar: <\/strong><a href=\"https:\/\/michiganvirtual.org\/resources\/webinar-social-emotional-learning-and-restorative-justice\/\">On-demand webinar: Social-emotional learning and restorative justice solutions<\/a><\/li><li><strong>PD course: <\/strong><a href=\"https:\/\/michiganvirtual.org\/course\/differentiated-instruction-maximizing-learning-for-all\/\">Differentiated instruction: Maximizing learning for all<\/a><\/li><li><strong>PD courses: <\/strong><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_plp_subject_area=social-emotional-learning\">Social emotional learning courses<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>See also: Kyron on the Mitch Albom Show!<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/XwBPH3t1Jt0\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/XwBPH3t1Jt0\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "Becoming a Voice for the Voiceless",
            "excerpt": "Meet Kyron Harvell, the director of the school culture and climate grant for Lansing School District, who shares his mission of serving as a voice for the voiceless in his school community. In this episode of BRIGHT, we explore how Kyron and his team are cultivating a culture of inclusivity in Lansing centered around equitable access to learning opportunities, culturally responsive practices, social emotional learning, and restorative justice.",
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            "path": "\/about\/news\/local-english-teacher-recognized-on-the-bright-podcast-for-her-commitment-to-personalized-learning\/",
            "author_id": 2,
            "timestamp": 1621012460,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.macombdaily.com\/local-news\/local-english-teacher-recognized-for-her-commitment-to-personalized-learning\/article_25325668-a12e-11eb-858c-e72aeac7ce7a.html\" target=\"_blank\" class=\"rank-math-link\">Local English teacher recognized for her commitment to personalized learning<\/a>\u201d \u2014 originally published by the <em>Macomb Daily<\/em>\u00a0on April 20, 2021 \u2014 celebrates the innovative teaching style of Tanya Leon, an English teacher at Richards Middle School in <a href=\"https:\/\/www.fraser.k12.mi.us\/\" class=\"rank-math-link\">Fraser Public Schools<\/a>. The article is based on an episode of the\u00a0<a href=\"https:\/\/michiganvirtual.org\/bright\/\" class=\"rank-math-link\">BRIGHT podcast<\/a>\u00a0titled\u00a0<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Whats-Best-for-Kids-feat--Tanya-Leon-from-Richards-Middle-School-ergolk\" target=\"_blank\" class=\"rank-math-link\">\u201cWhat's Best for Kids\u201d<\/a>\u00a0where we interview Tanya about her personalized approach to student learning.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Local English teacher recognized on the BRIGHT podcast for her commitment to personalized learning",
            "excerpt": "The article \u201cLocal English teacher recognized for her commitment to personalized learning\u201d \u2014 originally published by the Macomb Daily\u00a0on April 20, 2021 \u2014 celebrates the innovative teaching style of Tanya Leon, an English teacher at Richards Middle School in Fraser Public Schools. The article is based on an episode of the\u00a0BRIGHT podcast\u00a0titled\u00a0\u201cWhat&#8217;s Best for Kids\u201d\u00a0where...",
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            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.abc12.com\/2021\/05\/13\/flints-lighted-schoolhouse-model-recognized\/\" target=\"_blank\" class=\"rank-math-link\">Flint\u2019s \u201cLighted Schoolhouse\u201d model recognized<\/a>\u201d \u2014 originally published by the\u00a0<em>ABC 12 News<\/em>\u00a0on May 12, 2021 \u2014 highlights the innovative work of the <a href=\"https:\/\/crim.org\/communityed\/\" class=\"rank-math-link\">Flint Community Education Initiative<\/a> (Flint CEI) &amp; its \"lighted schoolhouse\" model that has historic roots in the city of Flint. The article is based on an episode of the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" class=\"rank-math-link\">BRIGHT podcast<\/a> titled <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/It-Takes-a-Village-to-Educate-a-Child-feat--Kerry-Downs-from-the-Flint-Community-Education-Initiative-et0qre\" class=\"rank-math-link\">\"It Takes a Village to Educate a Child\"<\/a> where we interview Kerry Downs, director of the Flint CEI.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Flint\u2019s \u201cLighted Schoolhouse\u201d model recognized on the BRIGHT podcast",
            "excerpt": "The article \u201cFlint\u2019s \u201cLighted Schoolhouse\u201d model recognized\u201d \u2014 originally published by the\u00a0ABC 12 News\u00a0on May 12, 2021 \u2014 highlights the innovative work of the Flint Community Education Initiative (Flint CEI) &amp; its &#8220;lighted schoolhouse&#8221; model that has historic roots in the city of Flint. The article is based on an episode of the BRIGHT podcast...",
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        {
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            "path": "\/grammars-wars\/",
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            "timestamp": 1620841556,
            "content": "<p>For Grades 7-12<\/p>\t\t\n\t\t\t<h1>GramMars Wars: English Language Arts App<\/h1>\t\t\n\t\t\t<p>Help your students strengthen their English grammar knowledge. <\/p>\t\t\n\t\thttps:\/\/youtu.be\/Zsy8lJwHs94\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"768\" height=\"768\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/05\/main-page-sample-768x768-1.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Summer\u2019s almost here, and there\u2019s one thing on most students\u2019 to-do list: Gaming.<\/h2>\t\t\n\t\t<p>The space-themed mobile app GramMars Wars helps students strengthen their English grammar knowledge. Players complete quizzes to defeat aliens. <strong>The more you learn, the more you achieve.\u00a0 <\/strong><\/p><p>Created by two brothers in Michigan, GramMars Wars facilitates learning through questions and lesson cards. <\/p>\t\t\t\t\n\t\t\t<h2>Learning concepts<\/h2>\t\t\n\t\t<p>Nouns, modifiers, verbs, pronouns, and tenses are some of the <strong>100+ learning concepts<\/strong> covered. GramMars Wars includes many topics from Common Core State Standards for English Language Arts.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"768\" height=\"768\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/05\/Tutorials-1-768x768-1.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>What users are saying<\/h2>\t\t\n\t\t<p style=\"text-align: center\">\u201cEngaging and entertaining, and educating the whole time. Hard to get my kids to put it down.\u201d<\/p><p style=\"text-align: center\"><strong>Brendon T.<\/strong><\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p style=\"text-align: center\">\u201cGreat for ESL learning! Helps engrain grammar concepts in a fun and fast way!\u201d<\/p><p style=\"text-align: center\"><strong>Gast\u00f3n D.<\/strong><\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p style=\"text-align: center\">\u201cHighly recommend to those learning English, those who want to improve their English, or those just looking for a fun game!\u201d<\/p><p style=\"text-align: center\"><strong>Rachelle T.<\/strong><\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t\t<h2>Additional resources<\/h2>\t\t\n\t\t<p><strong>Learn <a href=\"https:\/\/michiganvirtual.org\/webinar\/the-use-of-games-in-online-and-blended-courses\/\">how to use games in K-12 online and blended courses<\/a><\/strong><\/p><p><strong>Read <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/games-used-in-k-12-schools-a-research-perspective\/\">Games used in K-12 schools: A research perspective<\/a><\/strong><\/p>",
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            "excerpt": "For Grades 7-12 GramMars Wars: English Language Arts App Help your students strengthen their English grammar knowledge. Summer\u2019s almost here, and there\u2019s one thing on most students\u2019 to-do list: Gaming. The space-themed mobile app GramMars Wars helps students strengthen their English grammar knowledge. Players complete quizzes to defeat aliens. The more you learn, the more...",
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        {
            "id": 54488,
            "path": "\/sel-webinar\/",
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            "timestamp": 1620745291,
            "content": "<h1>How to Build a Comprehensive SEL Program for Student AND Adult Well-Being<\/h1>\t\t\n\t\t<p>Join Carla Tantillo Philibert for a trauma-informed approach to social emotional learning that unpacks the \"how to\" behind effective school-wide SEL implementation.\u00a0<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/05\/551.jpg\" title=\"\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>A 3-Part Webinar Series for Michigan Educators<\/h2>\t\t\n\t\t<p>Learn about best practices for supporting all students in every part of the school day, so SEL becomes an ongoing and overarching practice to be cultivated as part of school culture, rather than the occasional lesson, meeting, or check-in.\u00a0<\/p><p>Whether you are new to SEL or an expert in the discipline, Carla's innovative approach will empower you to target using SEL to build both your own and your students' self-awareness, regulation strategies, and relationship skills, so no student falls through the cracks.\u00a0<\/p><p><strong>This 3-part series is for all school stakeholders, including educators, support staff, and administrators.<\/strong><\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-1-adult-sel-and-well-being\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSession 1: Adult SEL and Well-Being\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tParticipants will be able to identify the connection between adult and student SEL, why both matter, and why adult well-being is foundational to successful SEL implementation. \t\t\t\t\t\n\t\t\t\t\t\t<strong>Watch recording<\/strong>\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/youtu.be\/DeWlJMS4GoE\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSession 2: SEL Practices for Students\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tParticipants will be able to identify the connections between SEL, suicide prevention, and trauma-informed practices as well as why these topics matter now more than ever.\t\t\t\t\t\n\t\t\t\t\t\t<strong>Watch recording<\/strong>\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-3-whole-school-sel-mental-health\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSession 3: Whole-School SEL and Mental Health\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tParticipants will be able to define and brainstorm what whole-school SEL supports they will work to implement and reflect on how to make whole-school SEL supports most effective.\n\t\t\t\t\t\t<strong>Watch recording<\/strong>\t\t\t\t\t\n\t\t\t\t\t\t<\/a>",
            "title": "Class Catalyst",
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            "content": "<h1>A seamless platform for educators\u2019 professional development<\/h1>\t\t\n\t\t\t<p>Michigan Virtual partners with school districts to elevate the delivery of state requirements<\/p>\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1EtO0S2Lv4M4MnRwxNdZdlQfqdxM-F3Jwtg0RbLgs3hA\/edit?usp=sharing\" role=\"button\">\n\t\t\t\t\t\tPrintable Version\n\t\t\t\t\t<\/a>\n\t\t\t<h3>For educators, anything that simplifies their work \u2014 and their lives \u2014 is valuable. Add a pandemic to the mix, and streamlining becomes more crucial than ever. <\/h3>\t\t\n\t\t<p>As school districts seek out professional development opportunities for their staff, finding a partner that offers a vast collection of customizable resources in an easy-to-use platform is a real treasure.<\/p>\t\t\n\t\t\t<h2>The ideal collaborator<\/h2>\t\t\n\t\t<p>Kyron Harvell, director of school culture and climate for the Lansing School District, said <i>Michigan Virtual<\/i>\u2019s customizable district-provided professional development program was a boon to his job.<\/p>\t\t\n\t\t\t<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\" loading=\"lazy\" \/><\/figure><p>\u201cI was trying to research all these different programs, but it was kind of like piecemealing things together,\u201d he said. \u201cMichigan Virtual was so ideal. This is the most comprehensive program that I\u2019ve seen.\u201d<\/p>\t\t\n\t\t<p>With an online catalog of about 250 professional development courses that can be bundled into thematic pathways to meet a school or district\u2019s improvement plan, <i>Michigan Virtual<\/i>\u2019s professional learning specialists help school leaders tailor a plan to their educators\u2019 needs.<br><\/p>\n<p>\u201cBecause the program can directly align with the change we want to make in our district in terms of equity and being culturally responsive and aware, <i>Michigan Virtual<\/i> was the ideal collaborator for us,\u201d Harvell said.<\/p>\n<p>Randall Hester, a STAR intervention specialist for the Lansing School District, describes himself as \u201cnot the most technically literate person.\u201d Yet, he found <i>Michigan Virtual<\/i>\u2019s online courses easy to navigate to complete his School Continuing Education Clock Hour (SCECH) requirements.<\/p>\n<p>\u201cI had to call the help desk because I couldn\u2019t get logged in and I thought, \u2018Uh-oh, here we go,\u2019\u201d he said. \u201cBut the people on the desk got me right where I needed to be.\u201d<\/p>\n<p>Hester said going through professional development in a virtual environment built his confidence, helping him and his colleagues reimagine how they approach work they typically do in-person.<\/p>\n<p>\u201cOur job is really an in-person job,\u201d he said. \u201cWe\u2019re supposed to be doing observations, walk-throughs, but this format helped us reestablish and realign what our goals were. Being able to do things virtually instead of being tied to the way we always did things helped us see we can be effective in this virtual learning platform.\u201d<\/p>\n<p>Hester said if he can do it, anyone can.<\/p>\n<p>\u201c<i>Michigan Virtual<\/i> has been a great resource,\u201d he said.<\/p>\n<p>For Harvell, the financial value is as important as the quality of courses offered.<\/p>\t\t\n\t\t\t<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\" loading=\"lazy\" \/><\/figure><p>\u201cOther curriculum isn\u2019t as strong as Michigan Virtual\u2019s and it costs more,\u201d he said. \u201cI was engaged in the work and the learning they provided. With other curricula, I wasn\u2019t really engaged.\u201d<\/p>\t\t\n\t\t\t<h2>Ease of use<\/h2>\t\t\n\t\t<p>Meeting state requirements in education is an ongoing process, of course, and while many educators may be excited to discover new ways to uplift and connect with their students through professional development courses, there are also nuts-and-bolts basics they need to learn.<\/p><p>\u201cThere have been some substantial changes in the law in a couple of areas in the past year,\u201d said Adam Blaylock, director of human resources for Lincoln Consolidated School District in Washtenaw County. Among the updates: Title IX has changed dramatically.<\/p><p>\u201cWe were able to take advantage of <i>Michigan Virtual<\/i> as a way of rolling out professional development around Title IX to our entire staff,\u201d he said. \u201cAnd it\u2019s in a bite-sized chunk that they can take care of when and how they are able to do it.\u201d<\/p><p>With\u00a0<i>Michigan Virtual<\/i>\u2019s district-provided professional development program, administrators can offer already busy teachers relevant, on-demand, and self-paced training options that align with a school or district\u2019s improvement plan.<\/p><p>Blaylock said managing compliance requirements through\u00a0<i>Michigan Virtual<\/i>\u2019s professional development program makes his job easier.<\/p>\t\t\n\t\t\t<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\" loading=\"lazy\" \/><\/figure><p>\u201cThe ease of use is really the fundamental benefit for me,\u201d he said. \u201cIt\u2019s one of the reasons we keep using\u00a0Michigan Virtual. It\u2019s something our staff are familiar with, and\u00a0Michigan Virtual\u00a0handles everything on the back end, which makes my life a lot easier.\u201d<\/p>\t\t\n\t\t<p>Blaylock could use some assistance \u2014 with a nearly 1-year-old child at home, his ability to choose asynchronous work options is essential.<\/p><p>\u201cTo do these PDs at 9 o\u2019clock at night or 2 o\u2019clock in the morning when you get woken up and can\u2019t go back to sleep is nice.\u201d<\/p><p>Blaylock said other organizations provide similar formats, and his team discusses a variety of PD options as their needs arise.<\/p><p>\u201cBut my experience working with\u00a0<i>Michigan Virtual<\/i>\u00a0has been positive, and it\u2019s something I\u2019m planning on continuing,\u201d Blaylock said.<\/p>\t\t\n\t\t\t<h2>A one-stop shop<\/h2>\t\t\n\t\t<p>Grand Ledge Public Schools is a bit of a superuser of <i>Michigan Virtual<\/i>\u2019s district-provided professional development program.<\/p><p>The district set up its own landing page through <i>Michigan Virtual<\/i> so teachers could log in and see all the professional development courses available to them.<\/p><p>\u201cIt put all of that PD in one place, kind of a one-stop shop, and it kept track of the SCECHs,\u201d said Bill Barnes, assistant superintendent for academic services for the Eaton County district.<\/p><p>\u201cWe required all teachers to view a couple of the modules \u2014 social-emotional learning, in particular \u2014 then they had the option of choosing from the other ones based on what was interesting to them or where they felt they needed to do some work.<\/p>\t\t\n\t\t\t<figure><img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/Bill-Barnes.png\" alt=\"\" loading=\"lazy\" \/><\/figure><p>\u201cIt really helped individualize and differentiate PD for our staff,\u201d Barnes said.<\/p>\t\t\n\t\t<p>The <i>Michigan Virtual<\/i> team also worked with a couple of Grand Ledge\u2019s teachers to build additional modules in their platform.<\/p><p>\u201cTaking the work our teachers were doing with videos and making it look like the rest of the <i>Michigan Virtual <\/i>PD was a nice feather in the cap for those Grand Ledge staff who put it together,\u201d Barnes said. \u201cIt also provided some really Grand Ledge-specific information to teachers who chose that module.\u201d<\/p>\t\t\n\t\t\t<h2>Best-kept secret in Michigan<\/h2>\t\t\n\t\t<p>For Cathy White, director of shared time services for South Redford School District, delivering professional development to staff is a bit more complex. She works with 19 different private schools in Michigan.<\/p><p>Through the district\u2019s shared-time program, she\u2019s managing public school teachers who are sent into private schools to provide instruction in electives, from Spanish to AP chemistry. And they all need access to professional development, wherever they are.<\/p><p>\u201cBecause they\u2019re in different locations, and the professional development needs to be state-approved,\u00a0<i>Michigan Virtual\u00a0<\/i>is an ideal partner,\u201d she said, noting the professional development they offer meets the Michigan Department of Education requirements for SCECHs.<\/p>\t\t\n\t\t\t<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\" loading=\"lazy\" \/><\/figure><p>\u201cMichigan Virtual is the top drawer in everything,\u201d she continued. \u201cThey handle it all virtually so teachers can do it whenever and wherever works for them.\u201d<\/p>\t\t\n\t\t<p>White has been in education for more than 40 years in the private school sector. She started hearing about <i>Michigan Virtual<\/i> a couple of decades ago as virtual education was beginning to emerge, and she watched them expand their online offerings.<\/p><p>\u201cThey are at the head of the pack in terms of what they develop, how they offer it, and how they facilitate it,\u201d she said. \u201cThese are high-level classes they\u2019re offering as professional development.<\/p><p>\u201cIt\u2019s almost the best-kept secret in the state of Michigan for educators,\u201d White said. \u201cI wish more teachers would take advantage of it.\u201d<\/p>\t\t\n\t\t\t<h2>The bottom line\u200b<\/h2>\t\t\n\t\t<p>\u201cThe benefit of working with Michigan Virtual is you know you\u2019re getting quality content. And if I have an issue or concern, I can reach out to people I actually know,\u201d Barnes said.\u00a0<\/p>\t\t\n\t\t\t<figure><img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/Bill-Barnes.png\" alt=\"\" loading=\"lazy\" \/><\/figure><p>\"I\u2019m not interacting with nameless vendors. I\u2019m interacting with the team at Michigan Virtual that I know well and have had multiple conversations with about any number of things over the last couple of years.\u201d<\/p>\t\t\n\t\t<p>Working through the pandemic \u2014 and learning to teach online while teaching online \u2014 was very much akin to building the bridge as you\u2019re crossing it, Barnes said.<br \/>\u201cWe didn\u2019t need a big philosophical shift because the pandemic did that for us,\u201d he said. Every phase created a new set of challenges.<br \/>\u201cMichigan Virtual\u2019s program delivered exactly what the teachers needed in that moment to launch their virtual classrooms.<\/p>",
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            "content": "<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/05\/Ann-Thomas-2.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Ann Thomas<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/01\/WJR_richards.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Dave Richards<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t<h1>WJR Learning Matters<\/h1>\t\t\n\t\t<p>Learning Matters is a new program on <a href=\"https:\/\/www.wjr.com\/\">WJR Radio (760 AM)<\/a>. Ann Thomas of WJR and Dave Richards of <em>Michigan Virtual<\/em> chat with some of Michigan's educational leaders about innovation and the future of learning.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"230\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/05\/WJR-AM-sitelogo.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>June 22, 2022:<\/h2>\t\t\n\t\t\t<h2>Preparing Educators for Future Learning<\/h2>\t\t\n\t\t<p>This month's edition of Learning Matters has University of Michigan School of Education Dean Dr. Elizabeth Birr Moje, Concord Community Schools Superintendent Becky Hutchinson, and Port Huron Area School District Superintendent Theo Kerhoulas discussing how they are readying themselves and their faculties for an ever-changing learning environment, using their previous experiences in the industry to prepare for the future.<\/p>\t\t\t\t\n\t\t\t\t\t\n\t\t\t<h2>May 25, 2022:<\/h2>\t\t\n\t\t\t<h2>Leading by Design<\/h2>\t\t\n\t\t<p>In this episode of Learning Matters, Chelsea Superintendent Dr. Julie Helber, Ypsilanti Community Schools Superintendent Dr. Alena Zachery-Ross, and Michigan Virtual Innovative School Design Senior Director Dr. Christopher Harrington talk about changing the learning and teaching process in the wake of the pandemic.<\/p>\t\t\t\t\n\t\t\t\t\t\n\t\t\t<h2>April 27, 2022:<\/h2>\t\t\n\t\t\t<h2>Reinventing Education<\/h2>\t\t\n\t\t<p>Guild Education Senior Strategist and author of the new book \"From Reopen to Reinvent: (Re)Creating School for Every Child\" Michael Horn talks about the improvements and changes that have happened, and that need to happen in the wake of COVID-19.<\/p>\t\t\t\t\n\t\t\t\t\t\n\t\t\t<h2>March 16, 2022:<\/h2>\t\t\n\t\t\t<h2>The Realities of Online Learning and Teaching<\/h2>\t\t\n\t\t<p>The COVID-19 pandemic created a sudden need for wide-scale online learning, a resource that was not refined enough for exclusive implementation. On today's episode, Michigan Virtual Lead Math Instructor Adair Aumock, Senior Director of Student Learning Services Dr. Shannon Smith, Business Teacher Katie Hansen, and Michigan Virtual Part-Time Health and Personal Fitness Instructor and Mattawan Community Schools Full-Time Middle School Physical Education Instructor Cory DeGroote give their take on the adaptations needed in the changing environment.<\/p>\t\t\t\t\n\t\t\t\t\t\n\t\t\t<h2>February 24, 2022:<\/h2>\t\t\n\t\t\t<h2>The Teacher Shortage and Potential Impact on Future Learning <\/h2>\t\t\n\t\t<p>School districts across the country are facing an increasingly difficult challenge in hiring and maintaining professional educators. The demand for teachers is outpacing the number of graduates from teacher preparation programs. Michigan Education Association President Paula Herbart, Michigan Association of Superintendents and Administrators Executive Director Dr. Tina Kerr, Novi Community School District Superintendent Dr. Steve Matthews give their take on the issue, and discuss what can be done to increase the job experience for teachers.<\/p>\t\t\t\t\n\t\t\t\t\t\n\t\t\t<h2>January 28, 2022:<\/h2>\t\t\n\t\t\t<h2>The Future of Learning <\/h2>\t\t\n\t\t<p>The future of learning is quickly being redefined as educators work diligently to design new models of learning in a post-pandemic environment. In this episode, we will speak with Michigan Virtual CEO Jamey Fitzpatrick, Dexter Community Schools Superintendent Dr. Chris Timmis, and former Fraser Public Schools Superintendent and now Executive Learning Strategist for Michigan Virtual, Dr. Dave Richards on the challenges learning leaders are facing and their efforts to establish the Future of Learning Council to support district leaders.<\/p>\t\t\t\t\n\t\t\t\t\t\n\t\t\t<h2>September 19, 2021:<\/h2>\t\t\n\t\t\t<h2>Looking Forward - Innovation in Learning<\/h2>\t\t\n\t\t<p>Leveraging tools and resources already available to Michigan schools, this discussion will highlight innovative solutions that encourage collaboration and partnerships, and the importance of implementing these changes to better serve schools and communities going forward.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/soundcloud.com\/michiganvirtual\" title=\"michiganvirtual\" target=\"_blank\" style=\"color: #cccccc;text-decoration: none\" rel=\"noopener\">michiganvirtual<\/a> \u00b7 <a href=\"https:\/\/soundcloud.com\/michiganvirtual\/learning-matters-looking-forward-innovation-in-learning\" title=\"Learning Matters: Looking Forward - Innovation in Learning\" target=\"_blank\" style=\"color: #cccccc;text-decoration: none\" rel=\"noopener\">Learning Matters: Looking Forward - Innovation in Learning<\/a>\t\t\n\t\t\t<h2>August 21, 2021:<\/h2>\t\t\n\t\t\t<h2>The Importance of Continuing Education for Teachers<\/h2>\t\t\n\t\t<p>This episode focuses on the importance of and pathways for professional development opportunities that strengthen skills, dispositions, and capacity so that educators are best positioned to support flexible learning models.\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/soundcloud.com\/michiganvirtual\" title=\"michiganvirtual\" target=\"_blank\" style=\"color: #cccccc;text-decoration: none\" rel=\"noopener\">michiganvirtual<\/a> \u00b7 <a href=\"https:\/\/soundcloud.com\/michiganvirtual\/learning-matters-the-importance-of-continuing-education-for-teachers\" title=\"Learning Matters: The Importance of Continuing Education for Teachers\" target=\"_blank\" style=\"color: #cccccc;text-decoration: none\" rel=\"noopener\">Learning Matters: The Importance of Continuing Education for Teachers<\/a>\t\t\n\t\t\t<h2>June 19, 2021:<\/h2>\t\t\n\t\t\t<h2>Flexible Learning Models for Michigan Schools<\/h2>\t\t\n\t\t<p>As Michigan schools prepare for education post-COVID-19, this discussion will explore delivery models and pathways that districts and schools can use to implement flexible learning models, including content and professional development support.<\/p><p>We will discuss post-pandemic learning and how schools will move forward to provide both personalization and flexibility for students and teachers.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/soundcloud.com\/michiganvirtual\" title=\"michiganvirtual\" target=\"_blank\" style=\"color: #cccccc;text-decoration: none\" rel=\"noopener\">michiganvirtual<\/a> \u00b7 <a href=\"https:\/\/soundcloud.com\/michiganvirtual\/flexible-learning-models-for-michigan-schools\" title=\"Learning Matters: Flexible Learning Models for Michigan Schools\" target=\"_blank\" style=\"color: #cccccc;text-decoration: none\" rel=\"noopener\">Learning Matters: Flexible Learning Models for Michigan Schools<\/a>\t\t\n\t\t\t<h2>May 22, 2021:<\/h2>\t\t\n\t\t\t<h2>Emergency Remote Learning: Lessons from COVID-19 <\/h2>\t\t\n\t\t<p>In this episode of Learning Matters, we cover lessons learned during the COVID-19 pandemic. Now a year into a pandemic that has completely disrupted the education system, this discussion will cover lessons learned and highlight schools that have successfully navigated these challenges to support their educators and students.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/soundcloud.com\/michiganvirtual\" title=\"michiganvirtual\" target=\"_blank\" style=\"color: #cccccc;text-decoration: none\" rel=\"noopener\">michiganvirtual<\/a> \u00b7 <a href=\"https:\/\/soundcloud.com\/michiganvirtual\/emergency-remote-learning-lessons-from-covid-19\" title=\"Emergency Remote Learning: Lessons from COVID-19\" target=\"_blank\" style=\"color: #cccccc;text-decoration: none\" rel=\"noopener\">Emergency Remote Learning: Lessons from COVID-19<\/a>\t\t\n\t\t\t<h2>New episodes are coming.<\/h2>\t\t\n\t\t\t<h2>Check back soon!<\/h2>",
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            "excerpt": "Ann Thomas Dave Richards WJR Learning Matters Learning Matters is a new program on WJR Radio (760 AM). Ann Thomas of WJR and Dave Richards of Michigan Virtual chat with some of Michigan&#8217;s educational leaders about innovation and the future of learning. June 22, 2022: Preparing Educators for Future Learning This month&#8217;s edition of Learning...",
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            "path": "\/blog\/the-delightful-power-of-music-to-make-learning-more-engaging\/",
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            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em><strong><em><strong><em><strong>. . .Or listen instead on<a rel=\"noreferrer noopener\" href=\"https:\/\/podcasts.apple.com\/us\/podcast\/bright-stories-of-hope-innovation-in-michigan-classrooms\/id1551347022\" target=\"_blank\"> Apple<\/a>, <a rel=\"noreferrer noopener\" href=\"https:\/\/open.spotify.com\/show\/74FIcFPPtCiVv0vHSsQDpn\" target=\"_blank\">Spotify<\/a>, or a <a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\">different platform<\/a>.<\/strong><\/em><\/strong><\/em><\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This week on the <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/bright\">BRIGHT podcast<\/a>, I had the honor of interviewing Ben Ashby \u2014 or Se\u00f1or Ashby as he\u2019s known in his Spanish classroom at <a href=\"https:\/\/www.zps.org\/\">Zeeland Public Schools<\/a> and to his online students at <a href=\"https:\/\/michiganvirtual.org\/students\/\"><em>Michigan Virtual<\/em><\/a><em>.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The person who <a href=\"https:\/\/michiganvirtual.org\/bright\/#nominate\">nominated<\/a> Ben described him as an innovative teacher who is \u201cYouTube famous in middle-school Spanish classrooms everywhere and [who] does a wonderful job of bridging his face-to-face and online teaching styles.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Needless to say, I was intrigued.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>During our conversation, Ben and I talked about:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>The role music plays in learning,<\/li><li>How online teaching has influenced the way he runs his face-to-face classroom and vice versa, and&nbsp;<\/li><li>His hopes for education as we look to the future.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Music plays a significant role in both Ben\u2019s online and face-to-face classrooms. On his <a href=\"https:\/\/www.youtube.com\/channel\/UC2D7LIPcsfrnxofka8Iw58g\">YouTube channel<\/a>, Ben shares hilarious songs and immersive language-learning videos to nearly 5,000 subscribers worldwide.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ben believes it offers a powerful way for students to engage with learning and cites research demonstrating its efficacy in aiding in language acquisition.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Here\u2019s a sneak peek of our conversation:<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/H1xArehyAuk\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/H1xArehyAuk\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>One of my favorite moments during this interview was when Ben advised teachers seeking to leverage online\/blended learning to make more engaging classroom activities. He says:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/iStock-1216453954.jpg\",\"id\":47735,\"dimRatio\":70,\"focalPoint\":{\"x\":\"0.51\",\"y\":\"0.87\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-47735\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/iStock-1216453954.jpg\" style=\"object-position:51% 87%\" data-object-fit=\"cover\" data-object-position=\"51% 87%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cIt\u2019s about using your strengths. You don't have to reinvent the wheel. You just have to kind of reinvent yourself a little bit.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Check out Se\u00f1or Ashby's interview on the Mitch Albom Show<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/UxJlPObUJD0\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/UxJlPObUJD0\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Videos from Se\u00f1or Ashby<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Channel Trailer<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/gX-ZA2bInxo\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/gX-ZA2bInxo\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Lev\u00e1ntense Music Video (Spanish Classroom Commands Rap)<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/rAuvHC_4jvw\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/rAuvHC_4jvw\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Locura De Marzo Tik Tok Challenge!<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/PNWm_hmx7IQ\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/PNWm_hmx7IQ\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Harry Potter Spanish Movie Talk (Comprehensible Input)<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/oXxO4LbEzLE\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/oXxO4LbEzLE\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2><strong>Additional resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"http:\/\/www.senorashby.com\/\">Se\u00f1or Ashby's website<\/a><ul><li><a href=\"http:\/\/www.senorashby.com\/locura-de-marzo.html\">Locura De Marzo competition<\/a><\/li><li><a href=\"https:\/\/www.google.com\/maps\/d\/u\/0\/viewer?mid=1871nmbo7-klHjcT4ynTGFbnDTJmOtlOq&amp;ll=33.7244879431357%2C-112.85710908401224&amp;z=2\">Map of Locura De Marzo participants around the world<\/a><\/li><\/ul><\/li><li><strong>Research study<\/strong>: <a href=\"https:\/\/eric.ed.gov\/?id=ED352834\">The effects of music upon second language vocabulary acquisition<\/a><\/li><li><strong>Research study<\/strong>: <a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/0305735614528833\">The efficacy of singing in foreign-language learning<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "The Delightful Power of Music to Make Learning More Engaging",
            "excerpt": "Meet Ben Ashby, a Spanish teacher at Zeeland Public Schools and an online Spanish instructor for Michigan Virtual. In this episode of BRIGHT, we talk about the role music plays in learning, how online teaching has influenced the way he runs his face-to-face classroom and vice versa, and his hopes for education as we look to the future.",
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            "path": "\/blog\/how-to-reignite-love-for-learning-with-a-project-based-curriculum\/",
            "author_id": 32,
            "timestamp": 1619817366,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em><strong>. . .Or listen instead on<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/bright-stories-of-hope-innovation-in-michigan-classrooms\/id1551347022\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"> Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/show\/74FIcFPPtCiVv0vHSsQDpn\" target=\"_blank\" aria-label=\"Spotify (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Spotify<\/a>, or a <a href=\"https:\/\/michiganvirtual.org\/bright\/\" target=\"_blank\" aria-label=\"different platform (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">different platform<\/a>.<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Recently, I had the great honor of interviewing Dr. Sarah Pazur for the <a href=\"https:\/\/michiganvirtual.org\/bright\/\" class=\"rank-math-link\">BRIGHT podcast<\/a>. She\u2019s the director of student leadership for <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.flextechschools.org\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">FlexTech High School<\/a>, which has three campuses in Brighton, Oakland, and Shepherd, Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I first met Sarah when we collaborated on the <a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Keep Michigan Learning website<\/a>, which <a href=\"https:\/\/keepmichiganlearning.org\/about\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">a team of innovative Michigan school leaders<\/a> created to support educators through the COVID-19 pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And goodness, every time I listened to Sarah speak, I learned something new and left inspired. This trend continued when I read her piercing and persuasive article, \u201c<a href=\"https:\/\/www.gettingsmart.com\/2020\/10\/myth-of-the-ideal-classroom\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Myth of the ideal classroom<\/a>\u201d which totally made me rethink some of the \u201ctensions\u201d between face-to-face and online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I knew we had to get her on the BRIGHT podcast to talk about her experiences and vision as a school leader. As one of my colleagues shared, \u201cSarah truly is a national treasure.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I learned so much from talking with Sarah, and I can\u2019t wait for you to learn from her, too.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Here\u2019s a sneak peek of our conversation:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/Y0ZkkLSKloY\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/Y0ZkkLSKloY\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>One of my favorite moments during this interview was when Sarah spoke about the power of project-based learning to reignite students\u2019 love of learning. She said:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/06\/iStock-1219335527.jpg\",\"id\":38353,\"dimRatio\":70,\"gradient\":\"cool-to-warm-spectrum\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-cool-to-warm-spectrum-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-38353\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/06\/iStock-1219335527.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cIt's so exciting to see that shift in their personalities. They love working on projects instead of working through worksheets. We just see this kind of transformation and a love of learning that just blossoms when they come to us.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>You can listen to the full episode in the player above, or check it out on <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/how-to-reignite-love-for-learning-project-based-curriculum\/id1551347022?i=1000519483848\" class=\"rank-math-link\">Apple<\/a>, <a href=\"https:\/\/open.spotify.com\/episode\/2iy98Yip3wbSOlicH7EVKh?si=AmO68rFtQkeGLP1gboLznA\" class=\"rank-math-link\">Spotify<\/a>, or <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/How-to-Reignite-Love-for-Learning-with-a-Project-Based-Curriculum-feat--Sarah-Pazur-from-FlexTech-High-Schools-e100a33\/a-a5duom8\" class=\"rank-math-link\">a different platform<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Related Resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/www.gettingsmart.com\/2020\/10\/myth-of-the-ideal-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">Myth of the ideal classroom<\/a><\/li><li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/kappanonline.org\/principal-dream-work-poetry-pazur\/\" target=\"_blank\" rel=\"noreferrer noopener\">The principal's dream work<\/a><\/li><li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/kappanonline.org\/sarah-pazur-recommends-the-manifesto-for-teaching-online\/\" target=\"_blank\" rel=\"noreferrer noopener\">Sarah Pazur recommends \u201cThe Manifesto for Teaching Online\u201d<\/a><\/li><li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/guest-perspective-the-menagerie-myths-and-merits-of-the-bitmoji-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">The menagerie, myths, and merits of the Bitmoji classroom<\/a><\/li><li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Keep Michigan Learning - Resources for Michigan Educators<\/a>\u00a0<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\"> See also: Sarah on the Mitch Albom Show! <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/82YMbApKlv0\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/82YMbApKlv0\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "How to Reignite Love for Learning with a Project-Based Curriculum",
            "excerpt": "For all students \u2014 but especially for those who struggle in the traditional classroom \u2014 project-based learning can offer an opportunity to rediscover the joy of learning. In this episode of BRIGHT, we talk to Dr. Sarah Pazur, the director of school leadership at FlexTech High School, who shares the why and how behind this vision for learning along with examples of some really cool projects that allowed students to explore their interests, meet core competencies, and have real-world impacts. ",
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                "full": "\/wp-content\/uploads\/2021\/04\/Bright-Sarah-Pazur-Featured-Image.png"
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        {
            "id": 50741,
            "path": "\/blog\/on-the-other-side-of-online-learning\/",
            "author_id": 69,
            "timestamp": 1619548217,
            "content": "<!-- wp:paragraph -->\n<p>What are students supposed to count on during times of uncertainty and change? Forced to suddenly move from a traditional face-to-face routine to a foreign landscape that doesn\u2019t make sense, how will kids adjust?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The path to online learning doesn\u2019t have to be confusing<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Hundreds of articles, tools, and strategies were hurdled at teachers last year as they transitioned from traditional, face-to-face teaching to online teaching, leaving many to wonder, <em><strong>Where do I start?<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\">Key strategies for engaging students in virtual learning environments<\/a><\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With a desire to meet the needs of their students and figure out how to teach in this new environment, teachers researched. They participated in professional development, attended webinars and trainings, determined not to let their students down.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While there are tons of tools, great strategies, and helpful articles published since the pandemic began, good old-fashioned teaching still holds true in online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are differences in pedagogy, primarily in the development and creation of online courses; however, educators don\u2019t need magical powers to be good at online learning because good face-to-face teachers already possess everything they need. They just might need a little training to figure out how to apply these stellar qualities in an online environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>A recipe for online learning<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When you strip away the bells and whistles, it\u2019s <strong>structure<\/strong>, <strong>consistency<\/strong>, and <strong>connection<\/strong> that lead to learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":53547,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/iStock-622427720-1024x683.jpg\" alt=\"\" class=\"wp-image-53547\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em><strong>Structure<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even more so than during \u201cnormal\u201d times, students crave <em>structure<\/em>. Being used to a daily bell schedule and knowing exactly where they belong each hour provides students a sense of clarity and certainty when so much of the world doesn\u2019t make any sense.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":53549,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/iStock-929884020-1024x683.jpg\" alt=\"Marking holidays in calendar\" class=\"wp-image-53549\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em><strong>Consistency<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Along with that structure comes a desire for <em>consistency<\/em>. Students benefit from knowing what to expect and what is expected of them. That does not mean that students must have daily virtual meetings every hour, but it does mean there are clear expectations every single day. For instance, if a face-to-face teacher ascribes to a pattern of daily or weekly schedules, maintaining something similar provides students some mental \u201csafety\u201d and a grounding function during otherwise chaotic periods.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":53548,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/iStock-1255718362-1024x683.jpg\" alt=\"\" class=\"wp-image-53548\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em><strong>Connection<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, <em>connection<\/em> cannot be underestimated. New-to-online teachers are learning what veteran online teachers have known for a while: Some students actually come out of their shells and connect more than they did in a traditional classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While tools can be helpful to facilitate online relationships, simple forms of communication are the best way to start, such as phone calls, virtual meetings, emails, and text messages. In addition to regularly connecting with the teacher, students benefit from opportunities to communicate with their peers in pairs and small and large groups.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><strong>See also: <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/all-the-things-i-wish-id-known-earlier-about-online-teaching\/\">All the things I wish I knew earlier about online teaching<\/a><\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although online learning may not be the best model for all students, many educators have found that some students excel in this new environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What does that mean for the future of education? What opportunities can schools provide to meet the learning needs now uncovered for our students?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now that educators have shown their ability to modify, adjust, and expand their skill set to meet their students\u2019 needs, are there new opportunities for teachers?<\/p>\n<!-- \/wp:paragraph -->",
            "title": "On the other side of online learning",
            "excerpt": "What are students supposed to count on during times of uncertainty and change? Forced to suddenly move from a traditional face-to-face routine to a foreign landscape that doesn\u2019t make sense, how will kids adjust? The path to online learning doesn\u2019t have to be confusing Hundreds of articles, tools, and strategies were hurdled at teachers last...",
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            "id": 53417,
            "path": "\/blog\/how-can-we-make-school-a-place-students-want-to-be\/",
            "author_id": 32,
            "timestamp": 1619211036,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Rather listen on<\/em><\/strong><em> <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/how-can-we-make-school-place-students-want-to-be-feat\/id1551347022?i=1000518372920\" class=\"rank-math-link\">Apple<\/a>? How about <a href=\"https:\/\/open.spotify.com\/episode\/0wArgNj9Nq91zQ1yVhoPRu?si=7f5b4b66bcbb487a\" class=\"rank-math-link\">Spotify<\/a>? <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/How-Can-We-Make-School-A-Place-Students-WANT-to-Be--feat--Kyle-Saari-from-Negaunee-Public-Schools-evhbvq\" class=\"rank-math-link\">View all available platforms\u2192<\/a><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Show notes<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Recently, I had the great honor of talking to Kyle Saari, who is a fifth-grade teacher at <a href=\"https:\/\/negaunee.k12.mi.us\/\" class=\"rank-math-link\">Negaunee Public Schools<\/a> in Michigan\u2019s Upper Peninsula.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I was introduced to Kyle by one of our online instructors who lives in Negaunee and whose two boys had him as a teacher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe work Kyle does in his classroom is amazing,\u201d she told me. \u201cHis engaging activities make learning fun and he is always pushing his students to new limits. He made every one of his students feel important. In this troubling time, he stood out above the rest and it was evident in my son's eyes every day. As a parent, I can see the importance, but more importantly, my boys feel loved by him.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wow! After hearing this high praise, I knew we had to get Kyle on the <a href=\"https:\/\/michiganvirtual.org\/bright\/\">BRIGHT podcast<\/a> to share his story.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Here\u2019s a sneak peek at our conversation:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/e9LedwR7Ukw\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/e9LedwR7Ukw\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>You can listen to the full podcast above, but here are a few of my favorite snippets from our conversation:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>The relationship between coaching &amp; teaching<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cThose two parts of my life \u2014&nbsp; both teaching and coaching \u2014 have been closely connected. But throughout this entire process, I've always considered myself a teacher-coach and not a coach-teacher. Because I think, the majority of skills that we can end up gaining and the core fundamentals come from truly the teaching profession, and then you take those skills, and then apply them on a basketball court, a tennis court, football field, or anywhere else.\u201d (9:10)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>The goal every day<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe want school to be a place that students <em>want <\/em>to be at, not a place where they <em>have <\/em>to be. When they get up in the morning, do they have some purpose to get ready and to enter with a smile on their face and enter with some energy? I think that's the number one goal every day. We always say in class, that if we can make you <em>smile<\/em>, if we can make you <em>laugh<\/em>, and if we can make you <em>think <\/em>that's a pretty complete day within the classroom. That's kind of where everything starts.\u201d (13:54)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Comfort \u2192 confidence<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cI believe that comfort leads to confidence. If [students] come into an environment and realize that they're going to be respected, that they can share their opinion, that they can share some stories of their own personal life, that they can fail, and that there's not an overwhelming large consequence on their shoulders, then when they are asked to step out of their comfort zone, I think they're more willing to do that.\u201d (14:26)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>The power of choice<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cSo whether it's on a small scale or something far larger, when [students] are empowered to make choices, they can find their passion. When they find their passion, hey, they're in a place that they <em>want <\/em>to be.\u201d (16:46)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Genius Hour<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen we started Genius Hour, we knew that it was going to be kind of a big risk. We do it every year, the first week of November, and it goes all the way until the end of the school year. It takes students a long time to come up with an idea. Some will be stuck brainstorming, and it appears like they're not doing too much. Then, all of a sudden, you see the light bulb go off and away they go. It\u2019s amazing. What it\u2019s taught me is as a teacher is that when we get out of their way, every now and then, they can surprise us in ways that we never imagined\u201d (17:34)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/using-genius-hour-to-help-students-cultivate-their-passions-and-transform-their-world\/\"><strong><em>Using Genius Hour to help students cultivate their passions and transform their world<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Learning to fail<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe had one girl, her goal was to cure cancer. She had a family member that was diagnosed with a certain cancer, and she wanted to do something about that. Kids are told a lot what they can't do. As teachers, I don't think that we should be in a role to tell them \u201cno,\u201d but instead, \u201cgo for it.\u201d It might seem pretty absurd for a fifth grader to take that on, but what she realized after a two month span was, \u2018Okay, I see why people haven't cured cancer yet.\u2019. . . The biggest thing, I think, is they're learning how to fail. They're learning what it takes to succeed. And they learn that they have ownership over their success.\u201d<strong> <\/strong>(20:47)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Practicing empathy<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe second thing we do before anything else is we just give them time to share, and it seems like the most basic thing in the world, but. . . What I think it does is it makes the environment real, and it makes it authentic for students. They see their classmates differently, too, when they have time to share. We always say that we want our students to practice empathy, but they can't practice empathy if they don't care for each other. By sharing in the morning, I think many of them they're able to gain that skill.\u201d (25:50)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Celebrating our successes<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think often we hear about how much in education needs to be reformed\u2026 but very rarely do we hear about the successes that take place. The fact that we were able to change modes of instruction within 24 to 48 hours across our entire country, in a public education setting, I think that's a tremendous success that should be talked about far more often.\u201d (34:02)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Overall reflections<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After my conversation with Kyle, I was left inspired by the community he has cultivated in his classroom to make learning immersive and student-driven.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From the way he invites students to empathize with their peers at the beginning of every class to innovative projects, like Genius Hour, that he uses to give them ownership over their learning, I couldn\u2019t help but think about how <em>fun <\/em>and <em>empowering <\/em>it must be to be a student in Kyle\u2019s fifth-grade classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>How would having such an experience in fifth grade change your lifelong relationship with learning?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>How might being empowered to tackle big projects at such a young age change the way you think about your role in society as an adult?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When classrooms operate like this \u2014 when students <em>want <\/em>to be there and are <em>excited <\/em>to learn \u2014 the results can be amazing.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thank you, Kyle, for everything you do to innovate and inspire learning in your classroom!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\">  See also: Kyle on the Mitch Albom Show!<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/QgAOUx0UmNI\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/QgAOUx0UmNI\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\">  <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "How Can We Make School A Place Students WANT to Be?",
            "excerpt": "Meet Kyle Saari, a fifth-grade teacher for Negaunee Public Schools, who reminds us that \u201ccomfort leads to confidence\u201d and that when students are excited to be at school and take ownership over their learning, the results can be absolutely incredible.",
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        {
            "id": 53363,
            "path": "\/resources\/special-education\/",
            "author_id": 65,
            "timestamp": 1619124024,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Meeting the needs of students with disabilities<\/h1>\t\t\n\t\t<p>Michigan schools are obligated to address the learning needs of students of <i>all<\/i> abilities, so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about accommodations, accessibility, and inclusive pedagogy, educators can apply best practices to meet all students\u2019 needs in their classrooms.<\/p>\t\t\t\t\n\t\t\t<h2>Special education resources\n<\/h2>\t\t\n\t\t<p>Below you will find a variety of free resources to ensure your students are receiving online instruction that meets their needs.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/access-for-all-a-guide-for-serving-students-with-disabilities-in-online-and-blended-learning-environments\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Access for all<\/h4>\n\t\t\t\t\t\tA guide for serving students with disabilities in online and blended learning environments\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/accessibility-in-the-digital-age\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Accessibility in the digital age<\/h4>\n\t\t\t\t\t\tA webinar to help teachers navigate the online teaching process and the importance of creating accessible digital lessons\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/policies\/accommodations-accessibility-guidelines\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Accommodations and accessibility guidelines<\/h4>\n\t\t\t\t\t\t<em>Michigan Virtual\u2019s<\/em> policy for online learning accommodations, including a few appropriate accessibility tools\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/accommodations-in-the-online-classroom\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Accommodations in the online classroom<\/h4>\n\t\t\t\t\t\tA webinar offering panelists\u2019 perspectives on accessibility and providing the different types of accommodations for remote students\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/differentiation-in-the-online-classroom\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Differentiation in the online classroom<\/h4>\n\t\t\t\t\t\tA webinar featuring two experienced online teachers who offer strategies for differentiating instruction in a virtual learning environment\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000174983-individualized-learning-plan-504-plan-suggested-accommodations\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Individualized education program (IEP) and 504 Plan online accommodations guide <\/h4>\n\t\t\t\t\t\tA resource containing suggestions for addressing accommodations in an online classroom\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/virtual-school-course-design-accommodating-students-with-disabilities\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Virtual school course design<\/h4>\n\t\t\t\t\t\tA research study publication that reveals barriers to accessible course design and strategies for addressing them\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Supporting students with disabilities in K-12 online and blended learning<\/h4>\n\t\t\t\t\t\tA publication supplying educational teams with content that will provide support for planning, implementation, and evaluation of programs and services for students with disabilities enrolled in online and blended learning environments\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/supporting-students-with-disabilities-in-remote-learning-environments\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h4>Supporting students with disabilities in remote learning environments<\/h4>\n\t\t\t\t\t\tA webinar sharing what educators need to know when supporting students with disabilities in an online environment, including advice for parents\t\t\t\t\t\n\t\t\t\t\t\t<\/a>",
            "title": "Special Education Resources",
            "excerpt": "Meeting the needs of students with disabilities Michigan schools are obligated to address the learning needs of students of all abilities, so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about accommodations, accessibility, and inclusive pedagogy, educators can apply best practices...",
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            "id": 52938,
            "path": "\/blog\/competency-based-education-and-the-classroom-challenges\/",
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            "timestamp": 1618509770,
            "content": "<!-- wp:heading -->\n<h2>What is Competency-Based Education?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Competency-Based Education (or CBE) is a system-wide school model in which students work towards attaining mastery of specific core competencies or skills within a subject area. Although it may sound relatively new to many educators, it has been talked about since the late 1980s<sup>1<\/sup> with regards to vocational education and has recently become more mainstream.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As opposed to a more traditional approach to education in which a student\u2019s learning progression is measured based on seat time, CBE is based on the mastery of predetermined \"competencies\" which focus on outcomes and real-world performance. Those of us who are familiar with the cutting edge of STEM education would also recognize this as analogous to 21st Century Skills education, which is built upon heavily researched methods regarding how students learn best.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Recently, many different education institutions have begun offering content that focuses on teaching and learning with regards to CBE. These resources can help explain what CBE is:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/xqsuperschool.org\/competency-based-education-cbe\/part1\" class=\"rank-math-link\">Show What You Know<\/a><\/li><li><a href=\"https:\/\/library.educause.edu\/resources\/2020\/3\/2020-educause-horizon-report-teaching-and-learning-edition\" class=\"rank-math-link\">2020 Educause Horizon Report<\/a><\/li><li><a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/competency-based-education\/\" class=\"rank-math-link\">Aurora Institute: Introduction to Competency-Based Education<\/a><\/li><li><a href=\"https:\/\/www.wgu.edu\/about\/competency-based-education\/what-is-cbe.html#close\" class=\"rank-math-link\">WGU: What is CBE?<\/a><\/li><li><a href=\"https:\/\/www.ecs.org\/wp-content\/uploads\/CBE-Toolkit-2017.pdf\" class=\"rank-math-link\">Lumina Foundation: CBE Toolkit<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Design<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Without the proper support, it can be challenging to design learning opportunities that reflect the principles of CBE. Teachers may fall back into old methods when they find themselves in new and difficult situations. It is the general consensus that any course can be designed using CBE principles so long as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>The course or field of study includes robust and valid competencies.<\/li><li>Students are able to learn at their own pace (asynchronous at times) and are supported in their learning by an instructor\/facilitator.<\/li><li>A variety of effective learning resources are available at any time and are reusable.<\/li><li>Assessments are secure and reliable\/valid.<sup>2<\/sup><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Here are a few resources that can help reduce your footwork when trying to design in a new space:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/curriculum.eleducation.org\/\">Life Sciences, ELA, and Social Studies<\/a><\/li><li><a href=\"https:\/\/www.engageny.org\/\">Common Core Math and ELA<\/a><\/li><li>General Resources: <a href=\"https:\/\/www.oercommons.org\/curated-collections\/122\">Odell Education<\/a>, <a href=\"https:\/\/www.khanacademy.org\/\">Khan Academy<\/a>, <a href=\"https:\/\/www.okcareertech.org\/educators\/resource-center\/competency-based-education-cbe\">OK CareerTech\u2019s CBE Resources<\/a>, <a href=\"https:\/\/www.globallearninglandscape.org\/\">HolonIQ 2021 Global Learning Landscape<\/a><\/li><li><a href=\"https:\/\/openupresources.org\/\">Middle School Math and ELA<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Assessment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When it comes to assessment, CBE breaks away from the end-all be-all summative assessment and traditional letter grading system that many of us as teachers are used to administering and also participating in as former students ourselves. CBE leans more towards a pass\/fail system with opportunities for achieving mastery more than one time after the initial assessment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because CBE seeks to have students demonstrate or show their mastery of a skill or concept, the assessment of their mastery can come in a variety of forms. This means that there is an element of <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" class=\"rank-math-link\">student choice<\/a> with regards to how individual students can display mastery. Assessing that mastery can be done via a rubric, a set of completion milestones, or even custom metrics that you and an individual student agree upon in some cases.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are some resources to see what assessment could look like in a CBE class:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/my.pblworks.org\/resources?f%5B0%5D=type%3A27\">Rubrics<\/a> from PBLWorks<\/li><li>Learning What Matters <a href=\"https:\/\/building21.org\/open-resources\/competencies\/\">Competency Framework<\/a><\/li><li>CBE Solutions free<a href=\"https:\/\/www.cbesolution.com\/personalized-competency-based-education\"> Frameworks<\/a> (and other paid resources)<\/li><li>AEI\u2019s : <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED557614.pdf\">Best Practices for Assessment in CBE<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Monitoring Student Progress<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because CBE moves away from the traditional letter grade system and high-stakes summative assessments, it can be difficult for teachers to monitor student progress throughout a unit when they don\u2019t have a series of homework, lab, classwork, and quiz grades to gauge (although this can be used as a sort of formative assessment).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Monitoring student progress in CBE is truly where the idea of \u2018teacher as a facilitator\u2019 actually comes to the front and center. Teachers must be able to track student progress in different masteries, which means constant and open communication between teachers and students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Free Platforms: <a href=\"https:\/\/gooru.org\/about\/\">Gooru<\/a>, <a href=\"https:\/\/www.summitlearning.org\/join-us\/program\">Summit Learning<\/a>, <a href=\"https:\/\/masterytrack.org\/\">MasteryTrack<\/a>, <a href=\"http:\/\/slate.is\/home\">Slate<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Transitioning to a competency-based education model can be a challenging task, especially when so many of us are spending so much of our time in the virtual classroom rather than the physical classroom. While many of the differences can seem daunting, in truth, it is what we do as teachers every unit: we track our students\u2019 performance and knowledge as the unit progresses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>The difference is, CBE asks that we allow our students to show their mastery in a variety of ways at their own pace, which at times can include multiple attempts to achieve mastery.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Think of it like this: if you fail your driver\u2019s license test, do you just get an F for driving and move on with life? NO! You go back, practice and learn more, and then try to show what you have learned by taking the test again.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s the same with CBE. The ways in which students can show mastery are inherently designed to allow students to play to their strengths. In a competency-based model, there are multiple pathways for students to achieve mastery with personalized learning opportunities along the way.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We look forward to helping you on <em>your pathway <\/em>to moving into the CBE space! Please check out one of our <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">previous blogs on CBE<\/a> for more information, and stay tuned \u2014 the topic for our next blog will be CBE and Parents: Challenges, FAQs, and Resources.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:separator {\"className\":\"is-style-wide\"} -->\n<hr class=\"wp-block-separator is-style-wide\" \/>\n<!-- \/wp:separator -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><sup>1<\/sup>Burke, J. W. (Ed.). (1989). <em>Competency-based education and training<\/em>. Psychology Press.<br><sup>2<\/sup>Johnstone, S. M., &amp; Soares, L. (2014). Principles for developing competency-based education programs. <em>Change: The Magazine of Higher Learning<\/em>, <em>46<\/em>(2), 12-19.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "What is Competency-Based Education? Competency-Based Education (or CBE) is a system-wide school model in which students work towards attaining mastery of specific core competencies or skills within a subject area. Although it may sound relatively new to many educators, it has been talked about since the late 1980s1 with regards to vocational education and has...",
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            "id": 52878,
            "path": "\/blog\/the-case-for-coaching-and-tutoring\/",
            "author_id": 71,
            "timestamp": 1618429273,
            "content": "<!-- wp:paragraph -->\n<p>In the almost 40 years since Ronald Reagan\u2019s <a href=\"https:\/\/web.archive.org\/web\/20201029222248\/https:\/\/www2.ed.gov\/pubs\/NatAtRisk\/index.html\"><em>A Nation at Risk<\/em> report<\/a> and subsequent education reforms, many programs have been developed to help students improve their academic\u00a0 achievement. Some of these programs included forms of tutoring or academic coaching as a way to increase academic achievement.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These programs by and large had mixed adoption, and mixed success, for a number of reasons, the foremost being No Child Left Behind\u2019s Supplementary Education Services which saw many schools and districts trying to work with outside agencies and partners for tutoring that became logistical and legal nightmares when trying to work with minors. And while the many prior programs overall may not have achieved their goals, tutoring still remains an effective support strategy when implemented correctly, which will be discussed later in this blog.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Benefits of Tutoring<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since the late 1970s, research has demonstrated&nbsp; that 1:1 human tutoring (online or in person) can have a wide variety of benefits for students, including gains in academic achievement, improved problem solving and critical thinking skills, better conceptual understanding, and growth in socioemotional learning components (Chi, Siler, Jeong, Yamauchi, &amp; Hausmann, 2001; Cohen, Kulik, &amp; Kulik, 1982; Kraft &amp; Falken, 2021; VanLehn, 2011; Wood, Bruner, &amp; Ross, 1976). Gains are especially evident for low achieving students in the areas of math and reading (Chappell, 2009).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Technological Tutoring Systems&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As technology has grown more advanced, researchers and developers have explored using it for a variety of educational applications, including tutoring. The most promising of these types of technologies are the intelligent tutoring systems or ITS.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>ITSs are self-paced, learner-led, highly personalized, and adaptive learning environments typically operated through a computer. These types of tutoring systems make use of two loops that select topics and tasks for learners based on their inputs (Steenbergen-Hu &amp; Cooper, 2013). These tutoring systems are typically most effective in settings that pose questions with definite solutions such as math, or development of a specific skill in a corporate or industrial environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>So Which Type of Tutoring Is Better?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The short answer is, it depends on the context.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In recent years, because of advances in ITS, in some cases it has been shown to be almost as effective as a human tutor (VanLehn, 2011). Most experts, however, still recommend ITS as a scaffold to assist teaching and learning and <em>not <\/em>as a tool to use low achieving students to \u2018close the gap.\u2019&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is because even in an intelligent and adaptive program, it is difficult to assess true conceptual understanding, critical thinking, and problem solving skills that are essential for learning (Mark &amp; Greer, 1993). Again, most research regarding the effectiveness of ITS is largely within the areas of mathematics or other areas that lend themselves to a program that can easily learn from a student\u2019s performance on defined tasks and is not yet suitable for more constructivist approaches like project-based learning (Jonassen,1996; Kulik &amp; Fletcher, 2016).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over time, human tutoring has been consistently shown to produce larger effect sizes than other forms of tutoring, including ITS, regarding achievement and regardless of subject area, and is associated with other positive learning outcomes outside of achievement as well (Chappell, 2009; Chappell, Arnold, Nunnery,&amp; Grant, 2015; Cohen, Kulik, &amp; Kulik, 1982; Kulik &amp; Fletcher, 2016). Reading and problem solving tutoring have been found to be especially effective. This is because human tutors are incredibly sensitive to other human patterns and emotions and can give students valuable feedback in a variety of contexts to help individualize the learning process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Tutoring Best Practices<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>So what makes a human tutor or tutoring program effective at what they do?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;Here are the best practices from the literature:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>The most effective tutors are highly qualified (have 4 year degrees) and are trained in a specific technique or curriculum for helping students.<\/li><li>In the most successful programs, tutoring looks more akin to what we would call academic coaching. Tutors meet with students in very small ratios (1:4 or less) on a consistent basis for an extended period of time (Kraft &amp; Falken, 2021). This allows the tutors and coaches to develop relationships with students and better connect with their students\u2019 lives and prior knowledge to create deeper learning experiences.&nbsp;<\/li><li>Programs that have outsourced tutors and coaches rather than embed them in the student\u2019s regular cadence have had <em>much less<\/em> success than programs that use tutors that students are familiar with, and with whom students have a personal connection. (Chappell, 2009; Kraft &amp; Falken 2021).&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>So, knowing what we know about tutoring and coaching, what could we do in our schools and classrooms given the challenges that we all face in the wake of one of the largest disruptions to traditional education in the 21st century?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Make tutors or coaches a regular part of the schedule with students similar to or actually as our RTI (Response to Intervention) or MTSS (Multi-tiered Systems of Support) time. Because most of us are online, we can take advantage of small windows of availability to meet with students at a regular cadence (daily, semi daily, or weekly intervals).<\/li><li>Ensure tutors are highly qualified and use a type of technique or curriculum that is research-based, possibly partnering with teachers in training from local colleges and universities.&nbsp;<\/li><li>Don\u2019t push students off to tutoring websites that charge by the minute or use chatbots as solutions-- make it part of their regular routine for maximum effectiveness.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research shows that tutoring, when implemented correctly, can have a plethora of positive effects, especially--but not limited to--low achieving students. It can be something that we can use to support students from slipping down the slope of learning loss that we all see approaching due to the challenges we are currently facing as educators. Not only that, but recent surveys amongst over 1,000 teachers, principals, and district administrators regarding learning loss among students due to the COVID-19 Pandemic present human tutoring and coaching as a highly desirable method for implementation due to its demonstrated effectiveness (Cavanaugh, 2021).<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/blog\/all-the-things-i-wish-id-known-earlier-about-online-teaching\/",
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            "timestamp": 1618337812,
            "content": "<!-- wp:paragraph -->\n<p>This past year forced most teachers, even those with decades of experience teaching in face-to-face classrooms, into a brand new way of teaching\u2013online! But what was new for many was my day-to-day work for many years, even those years prior to the COVID-19 pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These days, I use my experience to train and support educators in online teaching and learning. I am reminded that every day is a learning experience when you first start teaching online, and even the most veteran teachers will have those \u201cI wish someone would have told me\u2026\u201d moments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/603.jpg\",\"id\":47043,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.58\",\"y\":\"0.79\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/603.jpg);background-position:58% 79%\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Even the most veteran teachers will have those \u201cI wish someone would have told me\u2026\u201d moments.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>At <a href=\"https:\/\/michiganvirtual.org\/macul\/\">MACUL 2021<\/a>, I led a session with ten of my <a href=\"https:\/\/michiganvirtual.org\/about\/instructor-bios\/\" class=\"rank-math-link\">online instructor colleagues<\/a>, who together have a combined 60+ years in teaching online, to share the things we wish we\u2019d known earlier about online teaching. I am happy to share their insights with you today!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>1. Prioritize your home office to take care of your body<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The transition from moving all day in face-to-face classrooms to sitting at a computer screen all day can take a toll on your body. Consider using an app or timer to remind yourself to get up to walk and stretch, invest in an ergonomic chair and keyboard, and try wearing blue-light blocking glasses or install an app on your computer to reduce eye strain.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI wish I would have known the importance of building a home office that works for me,\u201d says Allison Gillie, online social studies instructor. \u201cI have developed routines to get me moving, added an amazing standing desk and mat, and found ways to give my body a break.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>2. Expect procrastination and plan to do something about it<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cI wish someone would have told me that my students would struggle so much with time management, would procrastinate a lot of their work, and would need a lot of support to stay motivated,\u201d says career and technology instructor Kirstie Swanson.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most teachers were taught face-to-face classroom management strategies to motivate students and encourage buy-in and participation. We all know those teachers that have perfected this art and can get their students working with as little as a glance in a student\u2019s direction. While this buy-in can look natural, it has taken a lot of skill and expertise on behalf of the classroom teacher to master.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In remote, asynchronous classrooms, where teachers are not physically present with their students, the art of motivation <em>especially<\/em> requires intentional communication and support. The best online instructors communicate expectations upfront, leverage local support, and work hard to make their online classrooms a place where students want to be.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>3. Building virtual relationships often come easier than in face-to-face classrooms<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most teachers feel called to this profession for one reason: To build relationships with students. Online teaching doesn\u2019t sacrifice student-teacher relationships. In fact, as lead career &amp; tech instructor, Kevin Santer, has learned, it can often be a medium for more reserved students to open up.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/pexels-cottonbro-5054213-1.jpg\",\"id\":51201,\"dimRatio\":90,\"customGradient\":\"linear-gradient(135deg,rgb(47,141,152) 0%,rgb(9,60,68) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-90 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/pexels-cottonbro-5054213-1.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(47,141,152) 0%,rgb(9,60,68) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:media-text {\"mediaId\":52832,\"mediaLink\":\"https:\/\/michiganvirtual.org\/kevin-santer-1\/\",\"mediaType\":\"image\",\"mediaWidth\":22,\"mediaSizeSlug\":\"full\",\"imageFill\":false} -->\n<div class=\"wp-block-media-text alignwide is-stacked-on-mobile\" style=\"grid-template-columns:22% auto\"><figure class=\"wp-block-media-text__media\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Kevin-Santer-1.png\" alt=\"\" class=\"wp-image-52832 size-full\" \/><\/figure><div class=\"wp-block-media-text__content\"><!-- wp:paragraph {\"placeholder\":\"Content\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-large-font-size\">\"I was prepared that building relationships would be different online. What I didn't realize was that I'd have the chance to reach students who might not get the same attention in a face-to-face.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Kevin Santer | <\/strong>lead career &amp; tech instructor<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:media-text --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Many new-to-online teachers share how surprised they are to hear from students who would normally be quiet and shy in face-to-face classrooms. Encourage these relationships by noting the essential things students share about their lives, remembering their hobbies, and asking them how they\u2019re doing in their other classes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Don\u2019t forget to share about yourself as well! Just like face-to-face classrooms, students in online classrooms want to know their teacher. Share about your alma-mater, your family, your pets, your weekend plans, or your favorite holiday dish! You never know what will spur connection.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>4. <\/strong>Establish boundaries and then establish more boundaries<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In a technology-driven world where we can always connect online, establishing boundaries for <em>how<\/em> and <em>when<\/em> students can reach you will help you achieve better work-life balance as an online teacher.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I recently deleted my email app from my phone, and it\u2019s <em>life-changing. <\/em>I no longer binge-check my email when I do not intend to, like when I am spending valuable time with my family, taking time for myself, or relaxing before bed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Emilia McGuckin, ELA instructor, shares her thoughts on the benefits of boundaries: \u201cI have learned that being available to students does not mean you have to be available 24\/7. Something as simple as closing my computer at the end of the day and keeping it closed until the next morning helps me separate work time from family time.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Establishing your availability can also help your students. Creating a schedule of when you will respond to students\u2019 queries isn\u2019t just burnout prevention for you; it also helps students gain independent problem-solving skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:shortcode -->\n[elementor-template id=\"52844\"]\n<!-- \/wp:shortcode -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>5.<\/strong> <strong>Give yourself some grace<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Even the most veteran teachers will be faced with a learning curve when online teaching. Don\u2019t be too hard on yourself. ELA instructor Caitlin Broton says, \u201cEven the best face-to-face teacher is going to flounder a bit at first, and that\u2019s okay.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Between learning lots of new technology, new ways of communicating, new classroom management strategies, there is a lot to take on. Instead of beating yourself up, reflect and take stock of all that you have learned and the ways you\u2019ve grown professionally.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Remember to ask for help when you need it! Just like we learned from our mentor teachers during our teacher training, look to those who know online teaching and do it well to offer you support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>6. Communicate, communicate, communicate<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The most effective online teachers have learned the value of communicating early, clearly, and often. Probably because they\u2019ve had one too many \u201cYou didn\u2019t tell me...\u201d or \u201cI didn\u2019t know...\u201d student conversations at the start of their online teaching career.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In face-to-face classrooms, where conversations often happen class-wide and on a whim, quickly getting everyone on the same page, communicating effectively to students online takes some planning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Communication in an online classroom requires you to be deliberate in sharing and reminding students of classroom policies and being transparent in your assignment instructions and grading practices.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, online teachers must provide clear communication with other stakeholders (e.g., parents, administrators, other teachers) so everyone is on the same page. Math instructor Christy Trombetta reiterates this when she says, \u201cI have found that reaching out frequently with instructions, reminders, motivation, progress checks, etc., is really key in helping students succeed online.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>7.<\/strong> <strong>Teaching online = teaching content and teaching technology<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Last year, the Michigan Department of Education estimated that about <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Item_5_PPT_SBE_Presentation_-_Learning_at_a_Distance_689378_7.pdf\">a third of students across Michigan do not have reliable access to a computer at home or internet access<\/a>. While we expect K-12 students to have been born and raised with digital skills, it\u2019s inaccurate and unfair to assume students will intuitively know how to learn online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/pexels-cottonbro-5054213-1.jpg\",\"id\":51201,\"dimRatio\":90,\"customGradient\":\"linear-gradient(135deg,rgb(47,141,152) 0%,rgb(9,60,68) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-90 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/pexels-cottonbro-5054213-1.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(47,141,152) 0%,rgb(9,60,68) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:media-text {\"mediaId\":52838,\"mediaLink\":\"https:\/\/michiganvirtual.org\/?attachment_id=52838#main\",\"mediaType\":\"image\",\"mediaWidth\":22,\"mediaSizeSlug\":\"full\",\"imageFill\":false} -->\n<div class=\"wp-block-media-text alignwide is-stacked-on-mobile\" style=\"grid-template-columns:22% auto\"><figure class=\"wp-block-media-text__media\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Alanna-Piedritis.png\" alt=\"\" class=\"wp-image-52838 size-full\" \/><\/figure><div class=\"wp-block-media-text__content\"><!-- wp:paragraph {\"placeholder\":\"Content\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-large-font-size\">\"It's easy to think our students are tech natives and I wish I would have known how much training and support they often need in technology use. I often teach technology just as much as my content.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Alanna Prieditis | <\/strong>lead world language instructor <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:media-text --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Alanna Prieditis, lead world language instructor, says that she wishes she would have known how much training and support students would often need with technology.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a seasoned online teacher, she now instructs students on how to use their online learning platforms and online tools first and provides thoughtful ongoing support throughout the term. She especially likes screen-recording resources like <a href=\"https:\/\/www.loom.com\/\">Loom<\/a>, which allows you to record a video with voice instruction and screen sharing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>8. Realize that your thoughts about online learning may be wrong<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>World languages instructor Judy Nixon shares, \u201cI wish someone had told me that all of my preconceived notions about online teaching and learning were wrong.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whereas Judy once thought that online learning might be impersonal, a bit dumbed down, possibly confusing, or altogether less valuable than face-to-face learning, she now sees the benefits online learning has for students, schools, and even teachers!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online learning provides something for everyone, such as:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Giving a student the ability to take a desired course that\u2019s not provided face-to-face at their local school,&nbsp;<\/li><li>Providing a student with a health issue to continue their education, or&nbsp;<\/li><li>Allowing an administrator to fill a teaching gap at their school.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Judy suggests current online teachers share their experiences with their face-to-face classroom colleagues, as it might demonstrate how fulfilling online teaching and learning can be:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=DPGyehFiEY8\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=DPGyehFiEY8\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>9.<\/strong> <strong>Organize your resources from day one<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The nature of online teaching and learning usually cultures a \u201cwork smarter, not harder\u201d mentality in those who do it well. Online teachers may be asked the same question several times in one day or need to share a re-teaching resource several times throughout the week.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Organize those common responses, resources, and links into documents and spreadsheets for easy copying and pasting. Spend time arranging the digital resources you create and use so that they can easily be referenced and reused in the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Science instructor Nicole Ehle reflects on how organizing your online teaching resources can help you be more efficient and also increase your effectiveness as an online teacher:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=faxL9HBJ2fM\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=faxL9HBJ2fM\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>10.<\/strong> <strong>Discard educational technology tools that aren\u2019t working<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After MACUL 2021, I had a notebook full of new apps, software, platforms, and ideas to try. Online teachers know that tech overwhelm is real. There is always a new tool to try, and tech innovation certainly is not slowing down.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/pexels-cottonbro-5054213-1.jpg\",\"id\":51201,\"dimRatio\":90,\"customGradient\":\"linear-gradient(135deg,rgb(47,141,152) 0%,rgb(9,60,68) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-90 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/pexels-cottonbro-5054213-1.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(47,141,152) 0%,rgb(9,60,68) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:media-text {\"mediaId\":52842,\"mediaLink\":\"https:\/\/michiganvirtual.org\/?attachment_id=52842#main\",\"mediaType\":\"image\",\"mediaWidth\":22,\"mediaSizeSlug\":\"full\",\"imageFill\":false} -->\n<div class=\"wp-block-media-text alignwide is-stacked-on-mobile\" style=\"grid-template-columns:22% auto\"><figure class=\"wp-block-media-text__media\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Heather-Murphy.png\" alt=\"\" class=\"wp-image-52842 size-full\" \/><\/figure><div class=\"wp-block-media-text__content\"><!-- wp:paragraph {\"placeholder\":\"Content\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-large-font-size\">\"Trying to use every new tool can create unintentional burdens for both you and your students. Start with one and add and discard as you become comfortable and you see they are working for your students.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Heather Murphy | <\/strong>lead ELA instructor <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:media-text --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Heather Murphy, lead ELA instructor, suggests we use what we like and toss what we don\u2019t. There is certainly no harm in trying a new tool or idea in your online classrooms\u2013in fact, it is recommended you do\u2013but also be mindful of not abandoning what\u2019s working for you and your students at the same time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ready to try a new tool in your online class? Be sure to learn them first by experimenting on your own, working with a fellow teacher, or doing some online research. After all, you can\u2019t help or support your students with technology that you barely understand yourself.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I hope you see some of yourself, your teaching, and your past year\u2019s work in the thoughts of these <em>Michigan Virtual <\/em>instructors. I also hope you leave with an expanded sense of what online teaching is all about and be better prepared to master your online classrooms of today and tomorrow!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Interested in becoming an online teacher? We\u2019re hiring! <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/about\/careers\/\">View open positions<\/a><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "All the things I wish I knew earlier about online teaching",
            "excerpt": "This past year forced most teachers, even those with decades of experience teaching in face-to-face classrooms, into a brand new way of teaching\u2013online! But what was new for many was my day-to-day work for many years, even those years prior to the COVID-19 pandemic. These days, I use my experience to train and support educators...",
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        {
            "id": 52725,
            "path": "\/about\/news\/rfq-middle-school-course-creation\/",
            "author_id": 2,
            "timestamp": 1618252546,
            "content": "<!-- wp:heading -->\n<h2>I. Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is releasing this Request for Quote as a means to create middle school content to meet Michigan education standards. By releasing this RFQ, <em>Michigan Virtual<\/em> makes no guarantee of any awards of work to any respondents now or in the future. Our preference of vendor(s) will deliver developed courses no later than July 1, 2021, however we will consider proposals with courses delivered no later than August 1, 2021. Completed courses will then become the property of <em>Michigan Virtual<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>II. Background of Michigan Virtual<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is a 501(c)(3) organization located in Lansing, Michigan, and was established by the State of Michigan in 1998 to expand the use of learning technologies with a focus to serve Michigan\u2019s K-12 community with quality online instructional services. Today, <em>Michigan Virtual<\/em> operates the <em>Michigan Virtual Learning Research Institute\u00ae<\/em>, Professional Learning Portal, and Learning Services Student Learning Portal. <em>Michigan Virtual<\/em> has traditionally served high school students with online asynchronous courses. However, in response to COVID-19 related changes to schooling, we have seen new demand for middle school (6-8) courses, especially in the core subject areas of English\/Language Arts, Math, Science, and Social Studies. We intend for the courses developed under this RFQ to be used by middle school teachers in Michigan in fully online or hybrid courses, with both assignments and assessments hosted in <em>Michigan Virtual\u2019s<\/em> instance of the Brightspace LMS from D2L and content hosted in <em>Michigan Virtual\u2019s<\/em> instance of CourseArc, integrated into Brightspace via LTI.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>III. Description of the Request<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is seeking an instructional design and course development company or companies to create complete middle school courses including content, assignments and assessments (grades 6-8) aligned to <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753---,00.html\" target=\"_blank\" aria-label=\"Michigan education standards (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan education standards<\/a>. Content should be comprehensive, and include standards-aligned documentation for digital curriculum in English\/Language Arts, Math, Science, Social Studies that is vertically and horizontally aligned and intentionally designed for all students, including English Learners and students receiving specialized services. Content should demonstrate a focus on diversity, equity and inclusion. <em>Michigan Virtual<\/em> will provide existing content in the desired subject areas that the vendor(s) may use to their discretion as a basis for the framework of each course and a source of select lesson content while building comprehensive courses. Regularly scheduled progress meetings will be scheduled between parties to ensure work meets <em>Michigan Virtual<\/em> quality standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To maintain a consistent look and feel, <em>Michigan Virtual<\/em> will provide a template in which courses should be created. <em>Michigan Virtual<\/em> also requires that if a vendor can only create courses in a specific subject area, they will create courses for all grade levels requested on that subject. E.g. Science for grades 6,7 and 8. Vendors may provide a quote on one or more of the desired subject areas. A full list of course expectations can be found by referencing <a href=\"#appendix-a\" class=\"rank-math-link\">Appendix A<\/a>. Ideally the content also includes the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Supplemental resources that utilize <a href=\"https:\/\/goopenmichigan.org\/\" target=\"_blank\" aria-label=\"Michigan\u2019s Open Educational Resources (OER) (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan\u2019s Open Educational Resources (OER)<\/a> #GoOpen<\/li><li>Inclusion of media elements that could potentially be used as standalone learning objects (e.g. videos, interactives, practice activities)<\/li><li>Content that is organized into smaller learning chunks so that pieces could be used for individual microlearning lessons.<\/li><li>Inclusion of standalone files for any of the above mentioned learning objects.<\/li><li>Metadata including alignment to standards and\/or clear documentation of alignment.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>IV. Technical Requirements for Request<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Final courses with both assignments and assessments will be hosted in <em>Michigan Virtual\u2019s<\/em> instance of our current learning platform, Brightspace. <em>Michigan Virtual\u2019s<\/em> preference is that content is developed in CourseArc. <em>Michigan Virtual<\/em> is willing to consider other content delivery proposals, however, <em>Michigan Virtual<\/em> would then require that the vendor supply all lesson scripts, media objects and attributions used to develop content. Please reference <a href=\"#appendix-b\" class=\"rank-math-link\">Appendix B<\/a> for all other technical requirements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>V. Key Deliverables<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Deliverables and tasks to achieve them noted below that will occur during implementation and include but may not be limited to the following elements:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Expected timeline for content testing, review and final delivery<\/li><li>Develop a regular cadence for progress and feedback checks between both parties<\/li><li>Access to demo course(s) and content for <em>Michigan Virtual<\/em> selection team at time of RFQ submission<\/li><li>Completeness of requirements listed in <a href=\"#appendix-a\" class=\"rank-math-link\">Appendix A<\/a> and <a href=\"#appendix-b\" class=\"rank-math-link\">Appendix B<\/a>.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>VI. Quote Instructions<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Quote Content and Format<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to simplify the evaluation process and obtain maximum comparability, <em>Michigan Virtual<\/em> requires that all responses to the RFQ be organized in the manner and format described below. Any relevant supplemental information should be included as attachments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong>Business Information.&nbsp; <\/strong>Describe your business including legal business name, year the business was organized, legal status (corporation, partnership, sole proprietorship, etc.) and state of corporation.&nbsp; Detail your (organization\u2019s) experience with not-for-profits related to our request.&nbsp;<\/li><li><strong>Qualifications and Deliverables Review.&nbsp; <\/strong>Define how you satisfy the needs and requirements in sections III ,IV, V.&nbsp;<\/li><li><strong>Key Service Providers.<\/strong> Identify the individuals who will provide services, including main point of contact, technical support staff, instructional design staff, etc. Include full contact information of consultant\u2019s\/SME\u2019s cited.<\/li><li><strong>Client References.<\/strong> Provide the names and contact information for a minimum of three similarly sized clients for reference purposes.<\/li><li><strong>Nondisclosure Agreement (NDA).<\/strong>&nbsp; All entities wishing to submit a response to this RFQ are required to sign and submit <em>Michigan Virtual\u2019<\/em>s Nondisclosure Agreement along with their Quote in response to this RFQ.&nbsp; The NDA was included in the email granting access to the RFQ.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Selection Criteria<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following factors will be considered by<em> Michigan Virtual<\/em> in making the Award.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Quality of course content<\/li><li>Ability to meet deadline of content delivery<\/li><li>Ability to meet requirements listed in <a href=\"https:\/\/michiganvirtual.org\/wp-admin\/post.php?post=52725&amp;action=edit#appendix-a\">Appendix A<\/a> and <a href=\"https:\/\/michiganvirtual.org\/wp-admin\/post.php?post=52725&amp;action=edit#appendix-b\">Appendix B<\/a>.<\/li><li>Value delivered in proportion to fees proposed<\/li><li>Completeness of the Quote<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>reserves the right to make the Award to the Vendor of its choosing, reflective of our understanding of needs, the audiences served and results desired rather than solely based on pricing or other combinations of factors. Further, this RFQ does not obligate <em>Michigan Virtual <\/em>to award any contract. We reserve the right to cancel the RFQ at our discretion.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>VII. RFQ Questions, Due Dates, Contact<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Here are key dates to be aware of for this RFQ process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>&nbsp;Important Dates&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Date<\/th><th>Item<\/th><\/tr><\/thead><tbody><tr><td>April 26, 2021<\/td><td>Written Quotes, signed NDA and availability of sample courses and content package due to <em>Michigan Virtual<\/em> by 5:00 p.m. EST<\/td><\/tr><tr><td>April 30, 2021<\/td><td>Contract negotiations begin<\/td><\/tr><tr><td>July 1, 2021<\/td><td>Completed courses are delivered to <em>Michigan Virtual<\/em><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Please direct all correspondence and questions related to this RFQ and the required elements as indicated below.<strong>&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Emailed questions are due<strong> <\/strong>by Noon, Monday, April 19, 2021.<\/li><li>One (1) electronic copy of your Quote sent by<strong> <\/strong>email to the contact below no later than 5:00 p.m. EST, Monday April 26, 2021.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The single point of contact for RFQ #04122021<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><a href=\"mailto:[email protected]\" class=\"rank-math-link\">Melissa Graeser<\/a><\/strong><br>Process\/Project Manager<br><em>Michigan Virtual<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>reserves the right to not consider late or incomplete proposals. Amendments to proposals will be included in our review only when they are received by the above deadline.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:buttons -->\n<div class=\"wp-block-buttons\"><!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/RFQ-20210412-Middle-School-Course-Creation.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">PDF Version of RFQ<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/2020-21-Non-Disclosure-Agreement.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Non-Disclosure PDF<\/a><\/div>\n<!-- \/wp:button -->\n\n<!-- wp:button -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link\" href=\"https:\/\/docs.google.com\/document\/d\/1jaxHTL5PjzvY5tmGBtQSWOUGvy-oUvVU1RB8pkZgDuY\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Questions &amp; Answers<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-a\">Appendix A - Course Requirements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> courses are generally developed to meet quality standards as defined by the <a href=\"https:\/\/www.qualitymatters.org\/qa-resources\/rubric-standards\/k-12-secondary-rubric\" target=\"_blank\" aria-label=\"Quality Matters (QM) K-12 rubric (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Quality Matters (QM) K-12 rubric<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Scale and Scope Requirements:<ul><li>6 to 8 units per semester-length segment of each course.<\/li><li>4 to 6 lessons within each unit.<\/li><li>45 to 65 graded assessments included in each semester-length segment of the course.<\/li><\/ul><\/li><li>Alignment requirements:<ul><li>Clearly written and measurable learning objectives at the Unit and Lesson level that are aligned to relevant Michigan standards.<\/li><li>Instructional content provided is clearly aligned to each learning objective.<\/li><li>Summative assessments aligned to each learning objective.<\/li><li>Provided documentation to demonstrate alignment of standards and learning objectives to course content and assessment.<\/li><\/ul><\/li><li>Lesson content requirements:<ul><li>Instructional content may include a variety of types of media and learning objects, but should be organized into coherent individual lessons.<\/li><li>Learning objectives addressed in the lesson should be stated at the beginning of each lesson (preferably in the format of \u201cI can\u2026\u201d statements).<\/li><li>Michigan standards addressed within the lesson should also be identified in each lesson.<\/li><li>Includes instructional content made up of a combination written text, images, video or other interactive elements.<\/li><li>Content must either be originally developed as part of this work or be available under a license for re-use that allows commercial re-use (some content will be shared from <em>Michigan Virtual<\/em> partners that meets this requirement and can be used).<\/li><li>All written material is at the 6-8 grade reading level or lower.<\/li><\/ul><\/li><li>Assessment Requirements:<ul><li>Each lesson should include formative assessment opportunities for each of the learning objectives identified in the lesson. Formative assessments include any form of test, quiz or practice activity meant to provide learners with an opportunity measure and receive feedback on their own learning. They are not graded and generally provide unlimited opportunities for practice (e.g. knowledge checks).<\/li><li>Each learning objective should be assessed in a summative assessment at the lesson and\/or unit level. Summative assessments include graded assignments including quizzes and tests, but also projects, written assignments, discussions, labs or any other activity submitted for a grade. Ideally, courses should use a variety of forms of summative assessments.<\/li><li>Each course should include a final exam.<\/li><li>Graded assignments and assessments should meet a ratio of 50:50 to 60:40 of teacher-graded to auto-scored assessments in each course.<\/li><li>Grade calculation should include discussions, assignments, lesson quizzes, unit tests, and final exams, but should exclude auto-scored practice quizzes or self-checks for understanding using interactive media that provide immediate feedback.<\/li><li>Include grading rubrics for teacher-graded discussions and assignments and answer keys for quizzes; the required format for assessment rubrics will also be supplied by <em>Michigan Virtual<\/em>.<\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-b\">Appendix B - Technical Requirements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Vendor content must be web accessible and ensure full compliance with WCAG 2.1 AA.<\/li><li>Detail technical support provided to <em>Michigan Virtual<\/em> including levels of support offered for course repair, clarifications or fixes.<\/li><li>Detail Voluntary Product Accessibility Template (VPAT) levels for course content and content hosting platforms, particularly under Section 508 and\/or WCAG 2.1 standards and include certification level - A, AA, or AAA levels if content will be developed outside of CourseArc.<\/li><li>Licensing commitment on the part of the content provider that the \u201c[Vendor] will make a good faith effort to resolve web accessibility issues pertaining to their proprietary content arising from formal complaint, made by end-users of [Vendor]s product enrolled through <em>Michigan Virtual<\/em>, of ADA non-compliance under Sections 504 and\/or 508 of the Rehabilitation Act of 1973. [Vendor] agrees to indemnify and hold harmless <em>Michigan Virtual<\/em> from any claims arising out of its failure to comply with Federal disability laws and regulations, including but not limited to those pertaining to web accessibility requirements.\u201d<\/li><li>Other communications and\/or marketing-related assistance as required to ensure compliance with our LMS Platform.<\/li><\/ul>\n<!-- \/wp:list -->",
            "title": "RFQ: Middle School Course Creation",
            "excerpt": "I. Introduction Michigan Virtual is releasing this Request for Quote as a means to create middle school content to meet Michigan education standards. By releasing this RFQ, Michigan Virtual makes no guarantee of any awards of work to any respondents now or in the future. Our preference of vendor(s) will deliver developed courses no later...",
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            "path": "\/blog\/why-growth-mindsets-are-so-important-for-student-success-in-math\/",
            "author_id": 32,
            "timestamp": 1618003854,
            "content": "<!-- wp:shortcode -->\n<div class=\"h4\" style=\"text-align: center;text-transform: uppercase\">Listen to the BRIGHT Podcast<\/div>\n<!-- \/wp:shortcode -->\n\n<!-- wp:paragraph -->\n<p>Many students come into Christy Trombetta\u2019s online math classroom thinking they are \u201cbad at math.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But more than reflecting their actual ability, what Trombetta has found is that this self-labeling reflects a <a href=\"https:\/\/www.mindsetworks.com\/science\/Impact\">\u201cfixed mindset.\u201d<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cA lot of students come in, and they're not very confident,\u201d she says. \u201cThey have this idea that they're just not very good at math. My vision for these students is that I can help them get there. I want them to get past that \u2018fixed mindset\u2019 of thinking that \u2018this is all I'm capable of\u2019 to a growth-mindset approach where they can know that their potential is boundless.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Teenager-in-Mathematics-Class.jpg\",\"id\":3887,\"dimRatio\":70,\"gradient\":\"vivid-cyan-blue-to-vivid-purple\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-vivid-cyan-blue-to-vivid-purple-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-3887\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Teenager-in-Mathematics-Class.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"I want them to get past that \u2018fixed mindset\u2019 of thinking that \u2018this is all I'm capable of\u2019 to a growth-mindset approach where they can know that their potential is boundless.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>By spending intentional time fostering <a class=\"rank-math-link\" href=\"https:\/\/www.mindsetworks.com\/science\/Impact\">\u201cgrowth mindsets\u201d<\/a> among her students, Trombetta helps them understand that their mathematical abilities are not set in stone.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instead, they are skills that can be honed over time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>She reminds us that there\u2019s no such thing as a student who is \u201cbad as math.\u201d&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instead, when a student says something like this, Trombetta pays attention and works closely with them over the semester to build their confidence. She takes this self-labeling as a signal that this student may need extra support to shift their inner dialogue from <em>I\u2019m bad at math<\/em> to <em>I can actually do this.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>From the face-to-face classroom to teaching math online<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Trombetta has been a teacher for nearly 20 years. Early in her career, she started off teaching face-to-face in the metro Detroit area. Then, after taking a few years off to raise her own children, she earned her master\u2019s degree in mathematics from Eastern Michigan University and has since been teaching students online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>When she first began teaching, the perception of online courses was very different than it is today.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think the impression at that time was very much that online classes are just easy, busy work. You just do the work, and you get the A,\u201d she says. \u201cI don't think that is necessarily the impression anymore. The quality of online courses has increased dramatically from the time that I started teaching online to now. Honestly, the improvement is amazing.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\"><strong><em>Are online courses \"easier\" than face-to-face course<\/em><\/strong><\/a><strong><em><a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\">s?<\/a><\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Trombetta says that technology has profoundly impacted the teaching profession in both face-to-face and online classrooms.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen I first began my career teaching, there wasn't a lot of technology,\u201d she explains. \u201cThere's so much more technology available to us now, and not just any technology, but <em>good <\/em>technology \u2014 tools that we can really utilize to engage the students' experience.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/546.jpg\",\"id\":47097,\"dimRatio\":70,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-47097\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/546.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cThere's so much more technology available to us now, and not just any technology, but <em>good <\/em>technology \u2014 tools that we can really utilize to engage the students' experience.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>One technology that Trombetta uses in her online math classroom is a drawing tablet (<a href=\"https:\/\/www.amazon.com\/Wacom-Drawing-Software-Included-CTL4100\/dp\/B079HL9YSF\/ref=sr_1_3?dchild=1&amp;keywords=wacom+intuos&amp;qid=1617994655&amp;sr=8-3\">this drawing tablet<\/a>, to be specific).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Before she had this tool, she says, it was rather cumbersome to write out math equations on her laptop when helping students solve problems.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Before Trombetta used the drawing tablet, she explains, \u201cI would have Microsoft Word open because there's a math editor in there. And I'd open all the symbols. But it was so time-consuming to do that. It's much easier now to just be able to write.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>A shift in mindset: From teaching <\/strong><strong><em>math <\/em><\/strong><strong>to teaching <\/strong><strong><em>students<\/em><\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since her first day in the classroom, Trombetta says that her entire teaching philosophy has changed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At first, she says, her focus was on teaching <em>math.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now, it\u2019s on teaching <em>students.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>The difference is more than rhetorical.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen I started out as a teacher,\u201d she says, \u201cI really felt like, \u2018I'm teaching math, and that's what I'm going to do. I'm good at math, and I can teach these students math, and it's going to be great.\u2019 My philosophy now is, \u2018Yes, I'm teaching math, I love math, and it's great. But really, I'm teaching <em>students<\/em>. And if I want them to learn the math, I have to get to know my students. So my approach now is much different. I get to know the students first <em>then <\/em>we work on the math.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/iStock-1224538576.jpg\",\"id\":52328,\"dimRatio\":60,\"gradient\":\"midnight\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-midnight-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-52328\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/iStock-1224538576.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"My approach now is much different. I get to know the students first <em>then <\/em>we work on the math.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Relationship-building is the cornerstone of Trombetta's online math classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>When she switched over to the online math classroom, she was surprised to find she was actually able to spend more one-on-one time with her students.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen I was a face-to-face teacher,\u201d she says, \u201cI spent a lot of time developing lessons. While I did have those relationships with my students, I don't think I spent nearly as much time doing that as I did trying to figure out how I would teach the math. It\u2019s nice having the curriculum already there, but still knowing that I can add extra resources for my students and make activities that I think will support their learning. Now I can focus a lot of my time on working with these students, meeting with them one-on-one, when necessary, and sending out communications to keep them on track.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>These intentional communications are vital in the online classroom.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIn a face-to-face classroom,\u201d Trombetta explains, \u201cyou can just have those conversations with the student when you see them in class. In the online classroom, we have to be so much more intentional about making sure these conversations happen.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Making math attainable for all<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are many good reasons that relationship-building is central to Trombetta\u2019s teaching philosophy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>But one fundamental reason is:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To reach students who already feel as though they\u2019re \u201cbad at math\u201d and \u201ccan\u2019t do it,\u201d she <em>needs <\/em>to first build trust with the student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen I encounter students that have this lack of confidence \u2014&nbsp; or math anxiety, as it's sometimes called,\u201d she says, \u201cI try to find out exactly where they are. If I can get the student to meet with me and have a real discussion about <em>why they haven't started their coursework yet<\/em> or <em>what's going on at home <\/em>or <em>how do you really feel about math,<\/em> then I can better know where to start with them and how to get them where they need to be .\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/189.jpg\",\"id\":48951,\"dimRatio\":70,\"gradient\":\"cool-to-warm-spectrum\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-cool-to-warm-spectrum-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-48951\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/189.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"If I can get the student to meet with me and have a real discussion about <em>why they haven't started their coursework yet<\/em> or <em>what's going on at home <\/em>or <em>how do you really feel about math,<\/em> then I can better know where to start with them and how to get them where they need to be .\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>This first conversation, often initiated by her, is critical in building this trust and letting her know she <em>wants <\/em>her students to succeed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>In practice, this relationship-building looks like:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Taking notes on each student and their progress<\/li><li>Doing check-ins, both with students who are doing well and those who aren\u2019t<\/li><li>Letting students know they can message her when they are stuck<\/li><li>Working with parents and providing them with resources<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Often, if a student\u2019s parent wasn\u2019t successful in math, they, too, might have some of their own math anxiety. That\u2019s why it can be essential to bring the parent into the conversation early on and get them on board for this growth mindset.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI don't want parents to feel like they can't help their kid because they didn't have a great math experience when they were a student,\u201d Trombetta says. \u201cI want them to have that confidence to sit side-by-side with their kid and say, \u2018We're going to figure this out together.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Over time, this support helps both parents and students gain confidence and self-sufficiency.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cEventually,\u201d she reports, \u201cthere will be fewer messages and fewer meetings between us because they won't need it as much. They will realize that they can do it on their own. It really does happen that way.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>A student transformed<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Trombetta shared one remarkable story that illuminated how <em>stifling <\/em>a \u201cfixed mindset\u201d can be for students and how <em>liberating <\/em>it can be once they finally begin to shift toward a \u201cgrowth mindset.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>One of Trombetta\u2019s students was caught cheating on an assignment.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than failing the student, however, she took a very different approach that was far more effective in the long run.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201c[The student] had submitted a couple of assignments that were another student\u2019s,\u201d says Trombetta. \u201cI noticed immediately that this was not her work, so I knew I had to reach out to this student and explain to her that submitting someone else's work as your own is never acceptable. But&nbsp; I also had to think about <em>why <\/em>she was doing this.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMost students don't cheat just because it's easier,\u201d she elaborates. \u201cMost students cheat because they don't think they're capable of doing it. The fear of getting a bad grade influences them into making a poor choice instead of reaching out for some help.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/08\/student-falling-asleep.jpg\",\"id\":17549,\"dimRatio\":70,\"gradient\":\"luminous-dusk\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-dusk-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-17549\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/08\/student-falling-asleep.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"Most students don't cheat just because it's easier. Most students cheat because they don't think they're capable of doing it.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p><strong><em>She took an empathetic approach to dealing with the situation rather than a punitive one.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI wanted her to know that this wasn\u2019t the end of the road because she cheated on a couple of assignments,\u201d Trombetta explains. \u201cI told her, \u2018We're not going to stop here. We're going to keep going. I know you can be successful in this class. You don't have to do this alone. Maybe you felt like you couldn't do this before, but we're going to start over and go back to square one. We're going to work on this, and I promise you, we'll get there.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>It took time, of course, but they did get there.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During their first couple of meetings, the student was embarrassed and had low confidence. Her head was down for most of the meeting. She wouldn\u2019t look Trombetta in the eye.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But Trombetta maintained a positive, cheerful attitude, and in time, she helped build the student\u2019s confidence, helping her shift from a<em> fixed mindset <\/em>to a <em>growth mindset.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now during their meetings, this student smiles<em>. <\/em>She\u2019s happy to be there. She\u2019s determined to finish her course and learn the material. The first thing she wants to do is show Trombetta the work she completed the day before.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cHer level of confidence has raised so much over a couple of weeks,\u201d Trombetta reports. \u201cI <em>know<\/em> this is a student that is not going to need me at the end of the semester. I know she is going to be okay going on to her next math class. It's been awesome to watch her grow in that way.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Embracing and learning from failure is an integral part of developing a growth mindset.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI want my students to know that I'm not mad at them because they made a mistake,\u201d Trombetta says. \u201cWe all make mistakes, and we're going to grow from those mistakes. And hopefully, we're not going to make that same mistake again. We'll be better for it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/586.jpg\",\"id\":47015,\"dimRatio\":70,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-47015\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/586.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cI want my students to know that I'm not mad at them because they made a mistake. We all make mistakes, and we're going to grow from those mistakes.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2><strong>Advice to fellow teachers: Give yourself grace &amp; embrace failure<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Trombetta has some advice for her fellow educators as we emerge together from the COVID-19 pandemic:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Let's give one another grace.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThis is a time like we have never experienced before,\u201d she says. \u201cAs teachers, I feel like we're trying something new. Right now, we're trying new ways to reach our students, and when we're trying these things, we're not always going to be successful at them. And that's okay.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1200327611.jpg\",\"id\":51236,\"dimRatio\":70,\"focalPoint\":{\"x\":\"0.48\",\"y\":\"0.70\"},\"gradient\":\"vivid-cyan-blue-to-vivid-purple\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-vivid-cyan-blue-to-vivid-purple-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-51236\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1200327611.jpg\" style=\"object-position:48% 70%\" data-object-fit=\"cover\" data-object-position=\"48% 70%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"Right now, we're trying new ways to reach our students, and when we're trying these things, we're not always going to be successful at them. And that's okay.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Teachers, too, need permission to make mistakes and learn from them. Things have been difficult over the past year, but we need to embrace both our failures <em>and <\/em>our successes to move forward.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>&nbsp;After all, isn\u2019t that what it means to have a growth mindset?<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><em><strong><a href=\"https:\/\/michiganvirtual.org\/moving-forward\/\" class=\"rank-math-link\">Invite a team from your school to this FREE half-day workshop &amp; develop a vision for moving forward<\/a><\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Additional resources for teaching math online<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Math memes on Instagram: <a href=\"https:\/\/www.instagram.com\/calculuscious\/?hl=en\">@calculuscious<\/a> and <a href=\"https:\/\/www.instagram.com\/minutemath\/?hl=en\">@minutemath<\/a><\/li><li><a href=\"https:\/\/www.amazon.com\/Wacom-Drawing-Software-Included-CTL4100\/dp\/B079HL9YSF\/ref=sr_1_3?dchild=1&amp;keywords=wacom+intuos&amp;qid=1617994655&amp;sr=8-3\">This drawing tablet<\/a>: Trombetta\u2019s favorite tool for working through math problems with students<\/li><li><a href=\"https:\/\/www.techsmith.com\/screen-capture.html\">Snagit<\/a>: Trombetta\u2019s favorite tool for taking screenshots of math problems<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\">See also: Christy on the Mitch Albom Show!<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/u1yzWUJasW4\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/u1yzWUJasW4\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "Why Growth Mindsets Are So Important For Student Success in Math",
            "excerpt": "Meet Christy Trombetta, an online math teacher at Michigan Virtual who has a particular knack for helping students develop growth mindsets in her online math classroom. When a student tells her they\u2019re \u201cbad at math,\u201d she takes this self-labeling as a signal that the student may need extra support to shift their inner dialogue from \u201cI\u2019m bad at math\u201d to \u201cI can actually do this.\u201d",
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            "content": "<!-- wp:paragraph -->\n<p>In this webinar, we will provide guidance on Public Act 3 of 2021 (Section 23b) funding to support summer school programs, credit recovery, and before- and after-school programing. Educational consultant Tammy Jackson will discuss how to apply for state funds to meet the application deadline of April 15th, 2021. Tammy will highlight what school principals from around the state are considering when planning summer learning options, as well as the challenges they are facing as we complete the 20-21 school year. Finally, we will share effective strategies and programs to support student learning, success, and mental health.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Section 23b Guidance: Supporting Summer Learning Programs",
            "excerpt": "In this webinar, we will provide guidance on Public Act 3 of 2021 (Section 23b) funding to support summer school programs, credit recovery, and before- and after-school programing. Educational consultant Tammy Jackson will discuss how to apply for state funds to meet the application deadline of April 15th, 2021. Tammy will highlight what school principals...",
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            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction and Need for the Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since mid-March 2020, many traditional schools and districts throughout the United States were forced to adopt remote teaching and learning practices as a result of extended school closures caused by the COVID-19 pandemic. Such practices often tried to imitate effective virtual or online learning; however, the results of these efforts fell short in many ways. As traditional face-to-face teachers worked tirelessly to implement effective virtual learning practices, they struggled because of a lack of formal professional learning experiences focused on pedagogy in these virtual environments. This \u201cpandemic teaching,\u201d as it has often been labeled, has been marked deeply by the failure to engage students learning remotely and the difficulty of rapidly developing the skills necessary to teach effectively in this format.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Schools and districts that had already implemented effective virtual teaching and learning practices prior to the COVID-19 outbreak experienced greater degrees of success than their counterparts mentioned above. Teachers and school leaders of established virtual schools or programs had invested time and energy in the development of effective pedagogical skills needed to help students achieve success in virtual or remote learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This study, conducted by researchers at <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI), aimed to provide promising practices for teachers and school administrators new to teaching and leading in a virtual or remote learning environment to understand the ways in which they could better engage students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methodology\">Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This qualitative study utilized an online survey to collect data from 1,809 virtual educators (1,721 teachers and 88 supervising administrators) representing 17 statewide virtual schools or programs with a combined 150 years of online and blended learning experience and more than a quarter of a million virtual course enrollments annually. It is important to note that the participants in this study were employed by virtual schools that had well-established virtual learning programs, professional learning processes, and teacher supervision practices that were developed and refined over several years. The findings of this study represent an immense collection of knowledge and experience related to virtual teaching and learning across the United States.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online survey was developed in early February 2021, and data were collected over a 3-week period from late February through mid-March 2021. The data were compiled and analyzed throughout March 2021, and the resulting report was made publicly available to all schools and districts in early April 2021.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"limitations\">Limitations of the Study<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings of this study represent the perceptions of teachers and supervising administrators of well-established statewide virtual schools and programs. While the intent of the study is to share promising practices with teachers and administrators new to teaching and leading within virtual learning environments, the practices are not generalizable to all schools in the United States as the participants of this study are working within mature virtual learning programs that have formal structures and supports for teachers and administrators to serve students and families in virtual learning environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"discussion\">Discussion of the Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teacher participants of this study provided responses through an online survey that gave us insight into their instructional practice. The vast majority of teacher participants (77%) served as a part-time virtual teacher, while 23% served as a full-time virtual teacher. In addition, the majority of these participants (65%) reported having at least 5 years of experience as a virtual teacher and\/or administrator. The remainder of the participants had less than 5 years of experience with (14%) reporting less than one year of experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Approximately 93% of the teacher participants served students at the high school level, 21% served at the middle school level, and 4% served at the elementary school level. These figures reflect the fact that some teachers are teaching students at multiple grade levels. The majority of the teachers participating in this study (75%) reported they taught primarily in an asynchronous virtual format while only 3% reported that they taught primarily synchronously. Approximately 16% of participants that responded to this question reported that they taught in an equal balance of asynchronous and synchronous formats.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The data collected from virtual teachers were compiled and organized into the themes of student engagement strategies and relationships with students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"student\">Student Engagement Strategies<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Survey data indicated the most common strategies used by both full-time and part-time teachers to engage students in a virtual environment were using multiple formats of content such as text-based articles, video, audio, etc.; making themselves available to students through scheduled office hours so they can connect or \u201cdrop in\u201d as needed; posting motivational\/relational announcements in their course(s); and including video\/audio recordings of themselves in their course(s). Various other strategies were also cited by responding teachers as listed in Table 1.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1<\/strong>.<br><em>Student Engagement Strategies Used by Full-time and Part-time Virtual Teachers<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Strategies<\/th><th class=\"has-text-align-center\" data-align=\"center\">Full-Time Teacher<\/th><th class=\"has-text-align-center\" data-align=\"center\">Part-Time Teacher<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>393.0<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>1,328.0<\/strong><\/td><\/tr><tr><td>I use multiple formats of content such as text-based articles, video, audio, etc.<\/td><td class=\"has-text-align-center\" data-align=\"center\">79.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">73.2%<\/td><\/tr><tr><td>I make myself available to students through scheduled office hours so they can connect or \u201cdrop in\u201d as needed<\/td><td class=\"has-text-align-center\" data-align=\"center\">77.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">74.0%<\/td><\/tr><tr><td>I post motivational\/relational announcements in my course(s)<\/td><td class=\"has-text-align-center\" data-align=\"center\">75.3%<\/td><td class=\"has-text-align-center\" data-align=\"center\">77.1%<\/td><\/tr><tr><td>I include video\/audio recordings of myself in my course(s)<\/td><td class=\"has-text-align-center\" data-align=\"center\">71.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">60.6%<\/td><\/tr><tr><td>I include activities in my course(s) such as discussion forums, journal entries, and\/or reflections<\/td><td class=\"has-text-align-center\" data-align=\"center\">70.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">70.2%<\/td><\/tr><tr><td>I connect one-on-one with students by telephone or video conferencing<\/td><td class=\"has-text-align-center\" data-align=\"center\">66.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">52.9%<\/td><\/tr><tr><td>I provide personalized remediation options for students in need<\/td><td class=\"has-text-align-center\" data-align=\"center\">66.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">61.9%<\/td><\/tr><tr><td>I provide frequent opportunities for formative assessments<\/td><td class=\"has-text-align-center\" data-align=\"center\">65.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">53.3%<\/td><\/tr><tr><td>I include interactive activities in my course(s) such as polls, quizzes, and\/or games<\/td><td class=\"has-text-align-center\" data-align=\"center\">62.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">46.7%<\/td><\/tr><tr><td>I interact synchronously (in \u201creal time\u201d) with groups of students through audio or video conferencing<\/td><td class=\"has-text-align-center\" data-align=\"center\">56.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">28.0%<\/td><\/tr><tr><td>I provide personalized enrichment options for students in need<\/td><td class=\"has-text-align-center\" data-align=\"center\">46.8%<\/td><td class=\"has-text-align-center\" data-align=\"center\">34.6%<\/td><\/tr><tr><td>I have students collaborate or work together on projects or activities<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">25.3%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Given the pedagogical differences relative to teaching in asynchronous and synchronous virtual learning environments, MVLRI researchers analyzed data specific to engaging students in these different virtual learning formats. In general, the strategies used by teachers of asynchronous courses and synchronous courses were used to a similar extent; however, teachers of asynchronous courses were more likely to use these strategies than teachers of synchronous courses. The exception to this statement is in relation to the use of the following strategies: providing frequent opportunities for formative assessments; including interactive activities in courses such as polls, quizzes, and\/or games; interacting synchronously (in \u201creal time\u201d) with groups of students through audio or video conferencing; and having students collaborate or work together on projects or activities. Here, teachers of synchronous courses were more likely to use these strategies (see Table 2).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 2<\/strong>.<br><em>Student Engagement Strategies Used by Teachers of Asynchronous and Synchronous Instruction<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><thead><tr><th>Strategies<\/th><th class=\"has-text-align-center\" data-align=\"center\">Asynchronous Instruction<\/th><th class=\"has-text-align-center\" data-align=\"center\">Synchronous Instruction<\/th><\/tr><\/thead><tbody><tr><td><strong>Total Count<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>1,348.0<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>48.0<\/strong><\/td><\/tr><tr><td>I post motivational\/relational announcements in my course(s)<\/td><td class=\"has-text-align-center\" data-align=\"center\">78.1%<\/td><td class=\"has-text-align-center\" data-align=\"center\">77.1%<\/td><\/tr><tr><td>I use multiple formats of content such as text-based articles, video, audio, etc.<\/td><td class=\"has-text-align-center\" data-align=\"center\">75.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">62.5%<\/td><\/tr><tr><td>I make myself available to students through scheduled office hours so they can connect or \u201cdrop in\u201d as needed<\/td><td class=\"has-text-align-center\" data-align=\"center\">75.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">64.6%<\/td><\/tr><tr><td>I include activities in my course(s) such as discussion forums, journal entries, and\/or reflections<\/td><td class=\"has-text-align-center\" data-align=\"center\">72.6%<\/td><td class=\"has-text-align-center\" data-align=\"center\">66.7%<\/td><\/tr><tr><td>I provide personalized remediation options for students in need<\/td><td class=\"has-text-align-center\" data-align=\"center\">63.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">56.3%<\/td><\/tr><tr><td>I include video\/audio recordings of myself in my course(s)<\/td><td class=\"has-text-align-center\" data-align=\"center\">62.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">52.1%<\/td><\/tr><tr><td>I provide frequent opportunities for formative assessments<\/td><td class=\"has-text-align-center\" data-align=\"center\">55.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">62.5%<\/td><\/tr><tr><td>I connect one-on-one with students by telephone or video conferencing<\/td><td class=\"has-text-align-center\" data-align=\"center\">54.2%<\/td><td class=\"has-text-align-center\" data-align=\"center\">43.8%<\/td><\/tr><tr><td>I include interactive activities in my course(s) such as polls, quizzes, and\/or games<\/td><td class=\"has-text-align-center\" data-align=\"center\">48.4%<\/td><td class=\"has-text-align-center\" data-align=\"center\">54.2%<\/td><\/tr><tr><td>I provide personalized enrichment options for students in need<\/td><td class=\"has-text-align-center\" data-align=\"center\">35.9%<\/td><td class=\"has-text-align-center\" data-align=\"center\">35.4%<\/td><\/tr><tr><td>I interact synchronously (in \u201creal time\u201d) with groups of students through audio or video conferencing<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.5%<\/td><td class=\"has-text-align-center\" data-align=\"center\">41.7%<\/td><\/tr><tr><td>I have students collaborate or work together on projects or activities<\/td><td class=\"has-text-align-center\" data-align=\"center\">24.0%<\/td><td class=\"has-text-align-center\" data-align=\"center\">29.2%<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Student engagement strategies used by the responding teachers of this study were generally consistent across all experience bands, which consisted of less than 1 year, 1-4 years, 5-10 years, and more than 10 years of experience. The only exceptions to this finding relates to the strategies of having students collaborate or work together on projects or activities; including interactive activities in courses such as polls, quizzes, and\/or games; including activities in courses such as discussion forums, journal entries, and\/or reflections; and providing frequent opportunities for formative assessments. These four strategies tended to be used by teachers more frequently as their experience as a virtual teacher increased.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The 1,721 participating teachers were asked to rank the student engagement strategies they used in order of perceived effectiveness. The strategy of using multiple formats of content such as text-based articles, video, audio, etc., emerged as being the most effective with 279 teachers reporting as such. The second highest ranked strategy in terms of effectiveness was connecting one-on-one with students by telephone or video conferencing (reported by 247 teachers).&nbsp; Teachers making themselves available to students through scheduled office hours so they can connect and \u201cdrop in\u201d was ranked third as reported by 201 teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The second and third ranked strategies as described above reinforced the MVLRI research team\u2019s existing belief that direct communication between students and teachers\u2014both synchronous and asynchronous\u2014are highly effective for engaging students. Teachers reported that in addition to synchronously communicating with students through telephone or video conferencing, the use of email and text messaging were also highly effective methods of communication. One teacher stated that \u201c[I am] sure to touch base via SMS (text message) with all my students weekly.\u201d Another reported, \u201cI provide ample opportunity for students to interact via email, and I reply almost immediately.\u201d &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another way of engaging with students reported by teachers included mailing paper cards and letters to maintain a connection or deliver extra information to the student. In contrast to this passive, one-way approach to engagement, teachers also actively engaged by encouraging two-way interaction. One teacher shared \u201c[I] text students weekly and ask them questions that they can answer to share more about themselves.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some teachers reported that providing timely and constructive feedback on students\u2019 work was another way that engages students. One teacher proudly shared, \u201cI provide as much timely, effective feedback as possible. I respond to student questions within 12 hours.\u201d Several other teachers supported the notion that feedback engages students especially well when the feedback is specific to individual performance or when it is accompanied by opportunities to revise and resubmit work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This report has discussed specific teacher actions and the role of communication as it relates to nurturing student engagement. Communication also plays a critical role in the development of relationships between students and teachers. There is a high degree of interdependence between communication, relationships, and student engagement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"relationships\">Relationships with Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When the online teachers participating in this study were asked about ways in which they built relationships with their students and what specific strategies they used, the teachers overwhelmingly reported using communication and feedback tailored to individual students. To a lesser extent, but still widely reported, teachers noted using online teaching best practices as a means to build relationships with students. While there were a number of best practices reported, teachers most often mentioned strategies such as posting \u201cWelcome\u201d videos, course announcements, teacher contact information and office hours, providing content in multiple formats, posting supplemental videos, and offering on-demand academic remediation sessions. One teacher remarked,&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I have a general welcome video on my course main page. I send a welcome email to students and their stakeholders right away. I post my contact information wherever I can. I encourage students to meet with me in real time and make it easy for them to do so, even though it is not required on their part.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Another indicated they \u201c[Provide] online discussion forums with either reflection prompts or deeper conceptual questions, offer office hour help times on Zoom and Google Meet, [and] record lessons of myself teaching for each topic.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important to note that while common themes across teacher responses are broken out and detailed in the subsections below, none of these themes exist in isolation. Individualization and customization are themes that ran throughout strategies from communication to feedback to the use of discussion boards and student surveys. One teacher noted,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I respond individually to each student every week. I make the responses personal. I am open to flexibility. Many students don't have internet access once they are home. During Covid, some end up quarantined and thus need flexibility in assignments. The bottom line is, I am here to help make them successful, not to fail!<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Feedback, while mentioned separately by several teachers, is for many teachers the primary form of communication with their students. One teacher remarked,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I think my most crucial and effective tool in building relationships with my students is my use of feedback. I provide detailed, specific feedback on every single assignment in my course. Some of it is corrective, but I mostly use it to encourage and motivate my students to keep working hard. That is my primary interaction with my students.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>What was clear from all the responses is that teachers have a strong desire to connect with students, to encourage them to open up, share their interests, and believe that there is a real, live teacher in their course who wants them to succeed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"communication\">Communication<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Communication was the most reported strategy for building and maintaining relationships with students. Teachers reported using email, text messaging apps, and phone calls, but even more importantly, they reported responding promptly to messages from students, using the students\u2019 names, being flexible with the students\u2019 preferred form of communication, and being consistent with their communications. Participating teachers reported the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I find that when I have been able to connect with a student through various forms of communication (email, text, one-on-one conferencing), our relationship becomes more personal, and students are more successful.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Connecting with students through the various ways of communication, such as phone calls, video conferencing, discussion forums, email, assignment feedback comments, etc. is always good when there is dialogue and we connect, and as a result, develop a comfortable teacher-student relationship.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Teachers also reported that building relationships with students online can be difficult, and that sometimes students do not want to interact. However, teachers continue to try and encourage students to open up throughout the duration of their course(s). As one teacher reported,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I do a lot of emailing and texting with students to help them feel comfortable with the course and to know there is a real teacher to help them. I ask them about their in-school and out-of-school activities, their jobs, their hobbies, their family.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Another teacher reinforced the need for persistent communication offering, \u201cI message them weekly - answer their messages to me within the day and leave comments\/feedback on all their submitted assignments.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"feedback\">Feedback<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Like communication, feedback was frequently reported by teachers as a relationship building strategy. Many teachers reported using feedback as the foundation for building a relationship with their students and as a place where they could connect with students. Others noted that feedback provided an opportunity to motivate their students, and that as the feedback was formative in nature, they were also able to encourage students and keep them engaged in the course. Teachers suggested that developing positive relationships with students can occur by providing effective feedback from the beginning of the relationship, and the feedback needs to be consistent, specific, and encouraging. One teacher elaborated, stating they ensure consistency \u201c\u2026by providing lots of individually-tailored feedback for students on every assignment they submit. I also offer specific suggestions to help them revise their response and resubmit and improve their score.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Much like the aspect of communication, teachers noted using specific strategies in their feedback. Teachers commented on the importance of using students\u2019 names and personal messages tailored to each student. One teacher shared,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I address them by name in feedback; I remember things about them (such as their nickname, favorite activities, etc.) and maintain positivity during live sessions and calls. I include relevant details about myself and my family in discussions so they also feel like they can get to know me as well.&nbsp;<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Another teacher offered, \u201cI use personal messages as feedback to students and remember the sandwich technique = commendation, remediation, commendation.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"appealing\">Appealing to Students\u2019 Interests<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In communicating with students and providing feedback, teachers often reported appealing to students\u2019 interests to make both more impactful. Teachers reported strategies such as surveying students on their interests, encouraging them to share about themselves on discussion boards, and learning about student interests as a way to connect. Again, teachers spoke to the importance of using students\u2019 names in their communications\u2014a simple yet highly effective strategy to let the student know they are important. One teacher emphasized this importance stating,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I speak to students on the phone and I try to find a common ground to relate to them other than the course such as their sport, activity, or interest. I email students and encourage them. I use the reminder app to motivate students. I post congrats on announcements with first names of students who completed a specific assignment or who have worked to complete assignments.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"humanizing\">Humanizing&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another strategy teachers reported for building relationships was their attempts to \u201chumanize\u201d themselves. Teachers reported wanting students to feel like there was a teacher in their course and not just an automated learning management system (LMS). Teachers reported different strategies for this including having face-time conversations with their students, with one teacher citing the importance of,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Having actual face-time with my students. Cameras on when we are one-to-one at least for a while. Being real and human in our live sessions and showing them that I am a person, too. Specific feedback given on assignments.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Sharing a bit about themselves alongside other course announcements is also a common practice for humanizing themselves as another teacher shared,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>This is a continual goal. I have found that doing announcements that share my personality\/hobbies\/interests and my life are received well and students have commented that they appreciated it. It's always a constant battle to get them to share back in response though. I have asked for them to share specific things, and I get a few responses but not many.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>These responses clearly show how teachers employ several complementary strategies in building relationships with their students\u2014utilizing strategies to connect with them and letting students know they are supported in their online course. Other teachers offered,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I try and relate content to their everyday lives. Also during live sessions, I try and talk to them about their day and let them see into my personal life to make it more personal.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>[I] start with introduction assignments where the students tell me a little about them, then [I] respond with similarities and differences from my life. I also reach out on email and phone as often as necessary and try to leave positive feedback or humorous notes as often as possible.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"synchronous\">Synchronous Meetings<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers who do not typically teach synchronously online still reported using synchronous communication with students as a way to build relationships with and among students. One teacher elaborated stating,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our class does a weekly or bi-weekly check-in Google Hangout meeting - I originally started it because I wanted to give extra academic support, but what happened is that kids started showing up and talking to one another instead. They love it, and I get the chance to know them a little better. The other thing I think that I do well is provide individualized video instructions for kids who have questions, and I make it a priority to give personalized feedback - using kids names and preferred names. Things like that.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Four other teachers shared their thoughts relating to the use of synchronous communication to build relationships:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Teaching kindergarten online is a unique challenge, and we take advantage of as much real-time interaction as we can with our students.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I consistently have Zoom sessions weekly. I offer two different times to provide an option for students.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I try to video conference as often as the students are willing so that we can talk about the course and so I can get to know the students.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>I invite students to meet me in the virtual classroom if they feel they want some live demonstrations or need clarification on any topic.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\">Implications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The student engagement and relationship-building strategies discussed in this report are based on the current practices provided by the 1,721 virtual teachers participating in this study. These individuals currently work within the school structures of 17 statewide virtual schools or programs, in which providing virtual education to students is their primary focus. The expertise of these individuals is provided as a way to aid teachers and administrators of both traditional and nontraditional schools and districts that have teachers and school leaders who are developing their skills and abilities as virtual educators. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"commit\">Commit to Foundational Strategies<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers new to educating students in a virtual environment (asynchronously and\/or synchronously) should be aware that the most common strategies used by virtual teachers participating in this study to engage students were posting motivational\/relational announcements in their course(s); making themselves available to students through scheduled office hours so they can connect or \u201cdrop in\u201d as needed; using multiple formats of content such as text-based articles, video, audio, etc.; and including activities in their course(s) such as discussion forums, journal entries, and\/or reflections. Committing the time and energy to learn how to implement these strategies would enable teachers to develop a strong foundation for ongoing student engagement in a virtual learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"grow\">Grow Toward Advanced Strategies<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings from this study also illustrate that as teachers gain more experience working in a virtual learning environment, the more likely they are to implement the more advanced student engagement strategies such as having students collaborate or work together on projects or activities; including interactive activities in courses such as polls, quizzes, and\/or games; including activities in courses such as discussion forums, journal entries, and\/or reflections; and providing frequent opportunities for formative assessments. For educators new to teaching in a virtual environment, these strategies may require developing additional skills to implement effectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"focus\">Focus on Highly Effective Strategies&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many teachers who have made a rapid transition to teaching virtually in traditional face-to-face schools and districts are responsible for teaching virtual students both asynchronously and synchronously. Those teachers who are delivering instruction synchronously could benefit greatly from the experience of the synchronous teachers who participated in this study. Specifically, the participating teachers reported that the most common synchronous strategies they used to engage students included interacting synchronously (in \u201creal time\u201d) with groups of students through audio or video conferencing; having students collaborate or work together on projects or activities; including interactive activities in courses such as polls, quizzes, and\/or games; and providing frequent opportunities for formative assessments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most highly ranked student engagement strategies reported by experienced teachers were using multiple formats of content such as text-based articles, video, audio, etc.; connecting one-on-one with students by telephone or video conferencing; and teachers making themselves available to students through scheduled office hours so they can connect and \u201cdrop in\u201d when needing assistance. Regardless of whether the learning environment is asynchronous or synchronous, all virtual teachers should strongly consider the implementation of these strategies as they were ranked as the most effective in engaging virtual students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"develop\">Develop Strong Relationships with Students&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the strategies identified in the previous three subsections can be extremely effective in promoting student engagement, the intentional development of strong relationships with students is an essential underpinning for ongoing engagement and overall student success. Relationships can be developed through practicing effective communication (asynchronously and synchronously) with students and providing them with meaningful and personalized feedback. In addition, developing a personalized understanding of individual students\u2019 interests and needs helps students understand teachers\u2019 level of care and concern for them. When students and teachers get to know each other at a deeper level, strong relationships develop, and students are far more likely to be engaged in their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic significantly disrupted schools during the 2020-21 school year, pushing teachers of traditional face-to-face schools and districts into a \u201cmakeshift\u201d version of virtual learning. While on the surface the newly adopted learning format resembled what we know to be effective virtual learning, this rapid transition highlighted the fact that many educators throughout the United States were unprepared for this shift, and many teachers and their students struggled to adapt to teaching and learning in this format.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The research team at <em>Michigan Virtual Learning Research Institute<\/em> designed and executed this study to distill the effective student engagement strategies that have been consistently and effectively implemented in 17 statewide virtual schools and programs across the nation. These strategies are being made available to teachers and school leaders for the purposes of enhancing teacher effectiveness and students\u2019 ability to successfully learn in the virtual environment.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Key Strategies for Engaging Students in Virtual Learning Environments",
            "excerpt": "The student engagement and relationship-building strategies discussed in this report are based on the current practices provided by the 1,721 virtual teachers participating in this study. These individuals currently work within the school structures of 17 statewide virtual schools or programs, in which providing virtual education to students is their primary focus. The expertise of these individuals is provided as a way to aid teachers and administrators of both traditional and nontraditional schools and districts that have teachers and school leaders who are developing their skills and abilities as virtual educators. ",
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            "path": "\/future-pme\/",
            "author_id": 65,
            "timestamp": 1617629846,
            "content": "<p>Future Proud Michigan Educator Explore<\/p>\t\t\n\t\t\t<h1>Empowering students grades 6\u201312 to embark on a meaningful teaching career<\/h1>\t\t\n\t\t<p>As a continuation of Michigan\u2019s efforts to grow and diversify the educator workforce, the Michigan Department of Education (MDE) launched the <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140--475817--,00.html\">Future Proud Michigan Educators (Future PME) initiative<\/a>. The Future PME initiative invites schools to expand access to future teacher programming through EXPLORE courses.<\/p>\t\t\t\t\n\t\t\t<h2>Get started<\/h2>\t\t\n\t\t<p>Future PME EXPLORE through Michigan Virtual includes one semester-long student course that can be implemented in either an individual or school-level format. Additionally, Michigan Virtual offers professional learning courses for educators who would like to facilitate the course or learn more about EXPLORE.<\/p>\t\t\t\t\n\t\t\t<h3>For future educators: Future PME EXPLORE student course\n<\/h3>\t\t\n\t\t<p>The Future Explore PME course is designed to raise student awareness of educational strategies, systems, and professions.\u00a0 Students\u00a0will examine educational issues\u00a0and\u00a0analyze\u00a0teaching and learning\u00a0practices.\u00a0 Students can explore this course offering here:\u00a0<a href=\"https:\/\/michiganvirtual.org\/course\/future-proud-michigan-educator\/\">https:\/\/michiganvirtual.org\/course\/future-proud-michigan-educator\/<\/a><\/p>\t\t\t\t\n\t\t\t<h3>For current educators: Future PME EXPLORE professional learning courses<\/h3>\t\t\n\t\tFuture Proud Michigan Educator: EXPLORE Course Planning: Designed for course instructors to plan how to facilitate their EXPLORE course, unit by unit.--<p>Teachers who are seeking resources for their own version of a Future PME EXPLORE course can find lessons and learning through the <a href=\"https:\/\/goopenmichigan.org\/curated-collections\/73\">Future PME Collection on #GoOpen Michigan<\/a>.<\/p><p>Learn more about the <a href=\"https:\/\/www.michigan.gov\/mde\/services\/ed-serv\/educator-recruitment\/future-proudmieducator\/explore\">Future Proud Michigan Educator EXPLORE Programs on Michigan.Gov<\/a><\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1920\" height=\"1280\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/iStock-1224538576.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Future educators will:<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tLearn how to identify the personal and systematic issues that influence education\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tParticipate in hands-on experiences to understand learning and teaching practices\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tGain knowledge about a range of topics, including healthy learning communities, culture and identity, educational equity and opportunity, equity pedagogy, college access, and clinical experiences\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tUse course content to plan and prepare for their own educational pathways\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Request more information about Future Proud Michigan Educators initiative<\/h2>",
            "title": "Future Proud Michigan Educators",
            "excerpt": "Future Proud Michigan Educator Explore Empowering students grades 6\u201312 to embark on a meaningful teaching career As a continuation of Michigan\u2019s efforts to grow and diversify the educator workforce, the Michigan Department of Education (MDE) launched the Future Proud Michigan Educators (Future PME) initiative. The Future PME initiative invites schools to expand access to future...",
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            "id": 52183,
            "path": "\/blog\/are-grade-levels-getting-in-the-way-of-learning\/",
            "author_id": 32,
            "timestamp": 1617396910,
            "content": "<!-- wp:shortcode -->\n<div class=\"h4\" style=\"text-align: center;text-transform: uppercase\">Listen to the BRIGHT Podcast<\/div>\n<!-- \/wp:shortcode -->\n\n<!-- wp:paragraph -->\n<p>What if there\u2019s something better than \u201cgrade levels\u201d to frame how students progress through the K-12 curriculum?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What if rather than basing academic progression on a student\u2019s age, we instead focused on what they <em>know <\/em>and can <em>do<\/em>?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mike Burde is an assistant superintendent at <a href=\"https:\/\/www.khps.org\/\">Kenowa Hills Public Schools<\/a>, where they have, as a district, embraced a concept they call <a href=\"https:\/\/www.khps.org\/personal-mastery\">\u201cpersonal mastery\u201d<\/a> in learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This means that rather than advancing based on time in a particular grade level, students advance only after they\u2019ve mastered the content of the class.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This approach stands in contrast to a more traditional \u201ctime-based model of advancement\u201d \u2014&nbsp; which many of us are probably familiar with and where all students learn at the same pace in grade bands.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The idea is: By mastering basic topics before moving onto more complex ones, students are less likely to fall behind their peers as lessons increase in difficulty. It\u2019s a way to ensure that <em>all<\/em> students can succeed, not just <em>some <\/em>or <em>most<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Empowered by this mission of learning for all, Kenowa Hills has become <a href=\"https:\/\/www.khps.org\/personal-mastery\">one of the earliest adopters of competency-based education in Michigan<\/a> and hopes to leverage this innovative approach to learning to eliminate gaps that can easily accumulate in the traditional model.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To accomplish this, they\u2019ve begun implementing <a href=\"https:\/\/www.marzanoresources.com\/hrs\/high-reliability-schools\">Marzano\u2019s concept of high-reliability schools<\/a>, which was developed by Dr. Robert Marzano and is the synthesis of 40 years of educational research. What resulted was a school-wide framework with five levels that schools can work toward to create competency-based learning for all students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The vision that Burde posits is one where students can demonstrate and master transferable skills at their own pace. He dreams of having students be able to leave Kenowa Hills with a \u201c21st-century transcript\u201d that outlines and provides evidence for the skills a student has mastered during their time in school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But there\u2019s a lot of work required to build a system like this, and you can\u2019t rush this work, Burde says.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Marzano\u2019s research, some fundamental pieces need to be in place for such a system to thrive, such as, first and foremost, having a safe, supportive, and collaborative school culture.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Throughout our conversation, we explored Burde\u2019s vision for learning, the roots of our current education system, and how they\u2019re working at Kenowa Hills to move toward \u201cpersonal mastery\u201d for all students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>A vision for learning developed from childhood<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Both of Burde\u2019s parents were educators. His father was a superintendent, and his mother was a middle school teacher, and both shaped his views on education at a very young age.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAll students succeeding is kind of common lingo in education now,\u201d he says, \u201cbut hearing those words was commonplace in my home. We had some great dialogue in the house when I was growing up. I got to see how transformative education was in my dad's own life and how it served as a pathway for him out of a pretty challenging situation.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>He credits his current vision for student learning to these early childhood experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>And what is his vision?&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe reality is,\u201d Burde explains, \u201cas a state and nation, we need all of our learners to be successful. Not most. Not 99%. We need <em>all <\/em>of them to be successful.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMy vision for education,\u201d he continues, \u201cis one where we transform into a system where we can ensure all students' success and where we lift up students' interests, passions, and areas where they're talented. We let them explore those in authentic ways, and we give them a pathway where they can leave our care confidently knowing the next step in their life.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What this looks like in practice is shifting away from academic progression based on<em> time spent<\/em> to one based on what students <em>know <\/em>and can <em>do<\/em> (i.e., competency-based).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/208.jpg\",\"id\":48969,\"dimRatio\":70,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/208.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">&nbsp;\"I think too often the traditional system was designed for the middle.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think too often the traditional system was designed for the middle,\u201d Burde says, \u201cyou know, students in the 25th to 75th percentile. But it missed the students in the 75th to 100 percentile and those in the 1st through the 25th. We've designed for the middle instead of designing for all. However, if we flip this upside down by getting away from this notion of grade levels and instead focusing on designing for the individual learner\u2019s needs, I think we can transform and accomplish our vision of ensuring all students are successful.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\"><strong><em>Competency-Based Progression: Designed for Student Success<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Marzano\u2019s concept of high-reliability schools<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One thinker who has been influential to Burde is Dr. Robert Marzano.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.marzanoresources.com\/hrs\/high-reliability-schools\">Marzano\u2019s framework for \u201chigh-reliability schools\u201d<\/a> takes its inspiration from industries like nuclear energy and air traffic control, where failure is not an option.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This innovative framework takes the criteria for \u201chigh reliability\u201d in business and translates these concepts to schools where advocates argue that similarly, failure should be considered acceptable given the import of the profession in shaping young minds.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>There are five levels to Marzano\u2019s framework.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The idea here is that the first three levels are foundational, which means schools need 1) a safe, supportive, and collaborative culture, 2) effective teaching in every classroom, and 3) a guaranteed and viable curriculum to implement levels 4 and 5 with any degree of efficacy (<strong>see Figure 1 below<\/strong>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh3.googleusercontent.com\/jkQFVM3OaaeNu87NjvfNVxCdoOfk6mvg46haDSVzBtuanBlUkJgDd0XD3q3S-UTIzFknfDycfQhdqMERfTBxtOFegBgvq-Fu9pEtcS3H_1zEiQOHSn76PzOaER08OFhbAiKQVQlj\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Figure 1: <\/em><\/strong><em>High-reliability schools framework from <\/em><a href=\"https:\/\/www.marzanoresources.com\/hrs\/high-reliability-schools\"><em>Marzano Resources<\/em><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Levels 4 and 5 are, respectively, standards-based reporting and competency-based education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since meeting Marzano in Colorado and undergoing training in this framework, leadership at Kenowa Hills has been developing iterative plans at both the building and district-level to design goals and action steps for each of these five levels.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To get started, they\u2019ve been highly intentional about cultivating a safe, supportive, and collaborative culture at their schools in Kenowa Hills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>A few initiatives that are underway toward this goal include:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Greeting students at the door each morning<\/li><li>Having students create \u201csocial contracts\u201d<\/li><li>Starting each morning with good news and celebrations<\/li><li>Focusing on diversity, belonging, and inclusion<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The work of creating a safe, supportive, and collaborative culture, Burde says, is ongoing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/people-2569234.jpg\",\"id\":43409,\"dimRatio\":70,\"customGradient\":\"linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/people-2569234.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"It\u2019s not a checklist. You're never, as a school or district, going to check off school culture and say you finally arrived. The reality is, culture and climate is something you need to continuously grow and improve upon.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s not a checklist,\u201d he says. \u201cYou're never, as a school or district, going to check off school culture and say you finally arrived. The reality is, culture and climate is something you need to continuously grow and improve upon.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Designing 21st-century transcripts<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Part of shifting toward a competency-based model for learning is defining what <em>skills <\/em>and <em>dispositions <\/em>matter most.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At Kenowa Hills, they\u2019ve been working on building out their <a href=\"https:\/\/www.khps.org\/profileofagraduate\">\u201cProfile of a Graduate,\u201d<\/a> which focuses on five skills and dispositions that they believe are essential for college and career readiness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>They want students to leave their care being:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>An Empowered Learner<\/li><li>A Complex Thinker &amp; Problem-Solver<\/li><li>A Responsible Collaborator<\/li><li>An Impactful Citizen, and<\/li><li>A Skilled Communicator<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1215185296.jpg\",\"id\":41939,\"dimRatio\":70,\"focalPoint\":{\"x\":\"0.41\",\"y\":\"0.57\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1215185296.jpg);background-position:41% 57%\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"We're trying to emphasize that learning is a lifelong adventure. We all learn while we're on the earth, that's how we are as humans, so we want students to feel empowered in their learning that they have agency and control over this process.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cRegardless of whether a student is college- or career-bound,\u201d Burde explains, \u201cwe feel like these skills and dispositions are essential. We want them to be a responsible collaborator, someone who works well with others in teams. We want them to be impactful citizens, so when they leave our care, they\u2019re equipped to be world-changers. We want skilled communicators as well as complex thinkers and problem-solvers. And then last, we want empowered learners. We're trying to emphasize that learning is a lifelong adventure. We all learn while we're on the earth, that's how we are as humans, so we want students to feel empowered in their learning that they have agency and control over this process.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of Burde\u2019s dreams is to have students leave Kenowa Hills with what he calls a \u201c21st-century transcript\u201d that offers a portfolio of evidence related to each of these skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhat if we could create a digital portfolio,\u201d he asks, \u201cwhere our learners could accumulate evidence and artifacts of them being a complex problem-solver over their time with us? So once students leave our care, they can go to college or a career and say, \u2018Let me show you how I am a complex problem solver. Let me show you how I am a good teammate and a responsible collaborator.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s the dream. Though Kenowa Hills isn\u2019t quite there yet, they\u2019re working their way up Marzano\u2019s five levels in a sustainable and effective manner.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/bright-whats-best-for-kids-feat-tanya-leon\/\"><strong><em>What's Best for Kids<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The difference between \u2018learning loss\u2019 and \u2018schooling loss\u2019<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Reflecting on the COVID-19 pandemic and its effect on education, Burde pointed out that there\u2019s a significant difference between \u2018learning loss\u2019 and \u2018schooling loss\u2019 that ought to be considered as we move forward.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI don't believe our students have encountered learning loss,\u201d he says. \u201cWhat they've encountered is a <em>pandemic<\/em>, and the result of the pandemic has been schooling loss. And that's much different than learning loss.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/stop-calling-it-learning-loss\/\"><strong><em>Stop calling it \"learning loss\u201d<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To address the vast array of student needs resulting from pandemic learning conditions, Burde says our best bet is to embrace competency-based education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1218988058.jpg\",\"id\":50691,\"dimRatio\":70,\"customGradient\":\"linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1218988058.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cIf we don't apply some of what we know about competency-based education, I think we're going to experience some struggles. It's not a one-size-fits-all solution. This gets to the heart of what competency-based education is about. It's about each and every student and what they need.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf we don't apply some of what we know about competency-based education,\u201d he says, \u201cI think we're going to experience some struggles. It's not a one-size-fits-all solution. This gets to the heart of what competency-based education is about. It's about each and every student and what they need.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we move forward, there are many questions worth considering here: How can we shift away from a system of academic progression based on grade level and toward one that revolves around personal mastery? How can we target students\u2019 individual needs at scale?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Without a doubt, it\u2019s going to be hard work. But with leaders like Burde forging our path forward, if there\u2019s one thing we\u2019re certain: it\u2019s that the future is bright.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Additional resources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.marzanoresources.com\/hrs\/high-reliability-schools\">Marzano High-Reliability Schools (HRS) framework<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.khps.org\/personal-mastery\">KHPS Personal Mastery<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.khps.org\/profileofagraduate\">KHPS Profile of a Graduate<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "Are Grade Levels Getting In The Way of Learning?",
            "excerpt": "Meet Mike Burde, assistant superintendent at Kenowa Hills Public Schools, who shares his vision for a system of schooling that goes beyond \u201ctime-based advancement\u201d and instead revolves around personal mastery.",
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            "path": "\/research\/publications\/guide-to-virtual-course-implementation\/",
            "author_id": 54,
            "timestamp": 1617076800,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"about\">About this Guide<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School administrators, teachers, counselors, mentors, parents, and students in Michigan need accurate information about the changes in educational policy that permit Michigan students to take online courses. This guide provides an overview of the policies found in Section 21f of the State School Aid Act and identifies basic implementation decisions schools need to explore.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most recently, the Michigan Legislature updated legislation regarding virtual courses in <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"http:\/\/www.legislature.mi.gov\/(S(q1nyeppqupzptrxfklefmhii))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Compiled Laws Section 388.1621f<\/a> to eliminate the language added in 2020 regarding COVID-19 remote learning. Given the gaps in preparedness to seamlessly shift quickly to fully remote teaching and learning in Michigan, it is reasonable to anticipate ongoing recalibration at the state and local level regarding education policy and practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan\u2019s interest in and commitment to digital alternatives to traditional instruction have a long history, spanning two decades of legislation and policy development. Some key milestones include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><td><strong>Year<\/strong><\/td><td><strong>Legislation<\/strong><\/td><td><strong>Public Act<\/strong><\/td><\/tr><\/thead><tbody><tr><td>2000<\/td><td>Enacted legislation to create the&nbsp;<em>Michigan Virtual School<sup>\u00ae<\/sup><\/em>&nbsp;(<em>MVS<sup>\u00ae<\/sup><\/em>) operated by the&nbsp;<em>Michigan Virtual University<\/em>.<\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/(S(tljwayfeqw22zo55pl00lk55))\/mileg.aspx?page=getobject&amp;objectname=mcl-380-1481&amp;query=on\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 230 of 2000<\/a><\/td><\/tr><tr><td>2004<\/td><td>Dedicated first-time appropriation support for K-12 online professional development.<\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2003-2004\/publicact\/pdf\/2004-PA-0351.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 351 of 2004<\/a><\/td><\/tr><tr><td>2006<\/td><td>Became the first state in the nation to pass a requirement that students have an \u201conline learning experience\u201d before graduating from high school.<\/td><td>P.A.&nbsp;<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2005-2006\/publicact\/pdf\/2006-PA-0123.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">123<\/a>&nbsp;&amp;&nbsp;<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2005-2006\/publicact\/pdf\/2006-PA-0124.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">124<\/a>&nbsp;of 2006<\/td><\/tr><tr><td>2008<\/td><td>Allowed school districts to seek a waiver of the state\u2019s pupil accounting rules to allow eligible full-time students to take all of their coursework online through a process implemented by Michigan\u2019s Superintendent of Public Instruction.<\/td><td>&nbsp;<\/td><\/tr><tr><td>2009<\/td><td>Allowed the formation of two full-time online charter schools.<\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2009-2010\/publicact\/pdf\/2009-PA-0205.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 205 of 2009<\/a><\/td><\/tr><tr><td>2012<\/td><td>Raised the enrollment cap for cyber schools and allowed up to 2% of Michigan\u2019s total public school enrollment (about 30,000) to participate in full-time programs.<\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2011-2012\/publicact\/pdf\/2012-PA-0129.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 129 of 2012<\/a><\/td><\/tr><tr><td>2012<\/td><td>Allowed traditional school districts, intermediate school districts, and community colleges (within the college\u2019s regional boundaries) to each authorize one \u201cschool of excellence that is a cyber school.\u201d Statewide authorizing bodies were limited to authorizing in aggregate a total of five cyber charters in 2013, 10 in 2014, and 15 after 2014.<\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2011-2012\/publicact\/pdf\/2012-PA-0129.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 129 of 2012<\/a><\/td><\/tr><tr><td>2012<\/td><td>Enacted legislation to create the&nbsp;<em>Michigan Virtual Learning Research Institute<\/em>&nbsp;within&nbsp;<em>Michigan Virtual University<\/em>.<\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2011-2012\/publicact\/pdf\/2012-PA-0201.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 201 of 2012<\/a><\/td><\/tr><tr><td>2013<\/td><td>Enacted legislation that allowed students in grades 5 to 12 to enroll in up to two online courses as requested by the pupil during an academic term, semester, or trimester.<\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/pdf\/2013-PA-0060.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 60 of 2013<\/a><\/td><\/tr><tr><td>2014<\/td><td>Revised grade levels to 6-12 and altering funding formula; initiated full launch and use of&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\">Michigan\u2019s Online Course Catalog<\/a> (MOCC)<strong>.&nbsp;<\/strong><\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/pdf\/2014-PA-0196.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 196 of 2014<\/a><\/td><\/tr><tr><td>2015<\/td><td>Revised Section 21f of the State School Aid Act to allow community colleges to offer online courses, require primary districts to assign mentors to online learners, and altered funding formula.<\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2015-2016\/publicact\/pdf\/2015-PA-0085.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 85 of 2015<\/a><\/td><\/tr><tr><td>2016<\/td><td>Revised Section 21f of the State School Aid Act to allow students in K-12 to participate while allowing districts to deny requests for students outside of grades 6-12.<\/td><td><a href=\"https:\/\/www.legislature.mi.gov\/documents\/2015-2016\/publicact\/pdf\/2016-PA-0249.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 249 of 2016<\/a><\/td><\/tr><tr><td>2017<\/td><td>Expands access to digital learning options for students in Michigan by establishing that public school students in grades K-12, with the consent of parent or legal guardian, may enroll in up to two online courses during an academic term from the courses listed in their district\u2019s local catalog or from&nbsp;MOCC<strong>.&nbsp;<\/strong><\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/documents\/2017-2018\/publicact\/pdf\/2017-PA-0143.pdf\">P.A. 143 of 2017<\/a><\/td><\/tr><tr><td>2020<\/td><td>Addressed the applicability of Section 21f to pandemic learning during the 2020-21 school year. <em>(15) The requirements under this section concerning virtual courses do not apply to virtual courses offered as part of pandemic learning. As used in this subsection, \"pandemic learning\" means a mode of pupil instruction provided as a result of the COVID-19 pandemic.<\/em> <\/td><td><a href=\"http:\/\/www.legislature.mi.gov\/(S(hu3x0jyrbvdgs3peirjc0s4c))\/mileg.aspx?page=getObject&amp;objectName=2020-HB-5911\" target=\"_blank\" rel=\"noreferrer noopener\">P.A. 147 of 2020<\/a> &nbsp;<\/td><\/tr><tr><td>2021<\/td><td>Eliminated the language added in 2020 to address pandemic learning during the 2020-21 school year.<\/td><td><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Public Sector Consultants, in cooperation with Michigan Virtual\u2122 surveyed 600 Michigan adults and 400 Michigan college students in February of 2019. These surveys were part of ongoing public opinion research conducted by\u00a0<em>Michigan Virtual<\/em>\u00a0to better understand the opinions, preferences, and beliefs of Michigan residents about online learning opportunities for high school students in the state. What they found is a majority in both groups view online learning as important, that it has value in preparing students for college, and that it will continue to grow in use. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan's K-12 Virtual Learning Effectiveness Report<\/a><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\" target=\"_blank\" rel=\"noreferrer noopener\">,<\/a> authored each year by Michigan Virtual revealed that the number of students taking virtual courses was over 159,000 during the 2022-23 school year. Actual enrollments totaled 1,027,705 representing 68% of Michigan districts. Students in grades 9-12 accounted for 73% of virtual enrollments, each elementary and middle school grade level tended to be around 2% to 5% of the virtual learners with each of the high school grade levels between 13% to 26%. While past editions of the report found that virtual learning was predominantly used at the high school level, the 2020-21 report found it more evenly distributed with elementary enrollments similar to those of high school grades. We suspect that the drastic rise in the proportion of elementary enrollments will be temporary.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a result of the legislation passed in 2013, students in grades K-12 enrolled in a public school academy (PSA) or public local district (including students enrolled through a district on a part-time basis, such as those participating in a shared time program) are eligible to enroll in up to two online courses during an academic term. A student may be enrolled in more than two online courses if the student's primary district determines that it is in the student\u2019s best interest, the student agrees with the recommendation of the district, and the district and student have developed an education development plan that is kept on file by the district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The adoption of Section 21f extends two levels of choice to students statewide: one level to choose online learning as a delivery option and one level to select specific course titles. This legislation creates a path for access to options and moves Michigan\u2019s educational decision-makers from considering \"if\" they are going to allow online learning to \"when\" and \"how\" they\u2019re going to offer online options.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to being a consumer of online courses, all Michigan school districts will need to determine if they also want to be a provider of online courses. School districts may partner with other public and private organizations to support their efforts in offering online courses to resident and nonresident students. Districts may use locally developed online learning solutions and\/or contract with third-party providers for content, delivery, and support services. The State School Aid Act includes provisions for community colleges to provide online courses through MOCC.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All LEAs (local education agency), PSAs (public school academy), ISDs (intermediate school district), community colleges, and Michigan Virtual are eligible to advertise online courses in the statewide catalog. Serving as a provider, school districts can offer online courses throughout the district or across the state. If an allowable reason for denial is not identified, districts must allow students to enroll in virtual courses if requested. For more information about how to prepare for and implement online learning in your district see the Michigan Virtual <a href=\"https:\/\/michiganvirtual.org\/about\/news\/planning-guide-for-online-and-blended-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Planning Guide for Online and Blended Learning<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"definitions-of-terms\">Definitions\/Clarification of Terms<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>People refer to learning that takes place using computers or other devices in a number of ways: digital learning, virtual learning, or e-learning, for example. Section 21f defines a specific model of online learning in which the course:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Is capable of generating a credit or grade;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The majority of the curriculum is delivered through the internet; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Allows students and their instructors to be separated by time, location, or both.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In addition to specific requirements for courses, Section 21f also requires that each course have a teacher of record. A teacher of record:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Holds a valid Michigan teaching certificate or a teaching permit recognized by the Michigan Department of Education (MDE);<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Is endorsed in the subject area and grade of the virtual course if applicable;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Is responsible for providing instruction, determining instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies and modifying lessons, reporting outcomes, and evaluating the effects of instruction and support strategies;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Has a personnel identification code (PIC) provided by the Center for Educational Performance and Information (CEPI); and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Is an instructor employed by or contracted through the providing community college, if the provider is a community college.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Under Section 21f, only online options that meet all these requirements (and are available to students in grades K-12) are considered an online course. However, the legislation does not prevent a district from offering online options that do not fit the Section 21f definition. A district can provide other online options as long as the options meet the requirements established in two sections of the MDE <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6605-22360--,00.html\" class=\"rank-math-link\">Pupil Accounting Manual<\/a>:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Section 5-O-A4: <em>4) The pupil was enrolled in the course on Count Day and the course title (as published in the course catalog or list) or board-approved course name is reflected on the pupil\u2019s class schedule and transcript.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Section 5-0-B5: <em>5) The course must be capable of generating credit toward a high school diploma. Earned credit is recorded on the pupil\u2019s transcript.<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"figure-1\">Figure 1<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Illustrates the opportunity for eligible students to enroll in online courses provided by their local district (resident primary district) and nonresident districts, Michigan Virtual, and community colleges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":53652,\"width\":\"1520px\",\"height\":\"620px\",\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Local-Statewide-Catalog-Illustration.svg\" alt=\"\" class=\"wp-image-53652\" style=\"width:1520px;height:620px\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>The state\u2019s pupil accounting rules equate the word \u201cenroll\u201d with counting pupils and the payment of the per pupil foundation allowance, or the splitting of FTE between two school districts. Under Section 21f, \u201c\u2026 allow pupils in grades K to 12 to enroll in online courses ...\u201d means to \u201callow pupils in grades K to 12 \u2018to take\u2019 online courses.\u201d Section 21f is about billing (School A pays School B), not the FTE\/foundation allowance splits.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"summary-of-section-21f\">Summary of Section 21f<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The digital learning initiative is about access, accountability, quality, and empowerment. The legislation creates the following policy framework:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Provides unprecedented statewide choice for students at two levels: one level to choose online learning as an instructional delivery option, and one level to select specific course titles from the statewide catalog of offerings from local districts, ISDs, community colleges, and Michigan Virtual;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Establishes mechanisms to govern the growth of online learning;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maintains a key role for schools in determining curriculum and the quality and rigor of the online courses they offer as well as the online courses they allow students to take; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Empowers districts to determine their level of engagement as an online learning provider.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The legislation delineates several policies and regulations for offering online courses and for enrollment in them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"district-responsibilities-and-parent-rights\">District Responsibilities &amp; Parent Rights<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Section 21f calls on school districts to support the expansion of online learning by:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Creating a link to the statewide catalog on the district website;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Allowing students from the district to take up to two online courses or more, with the conditions outlined in the Introduction, during an academic term;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Enrolling students in online course(s) and paying the expenses associated with the online course(s);<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Including the course(s) on the student schedule and granting academic credit for successful course completions;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Counting that credit toward graduation and subject area requirements;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adding the course to the student transcript, identifying the online course title as it appears in the syllabus;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Providing online students the same rights and access to technology as they provide to all other students; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Requiring parental consent before allowing a student to enroll in a course under Section 21f.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Districts are provided guidelines for managing course and student record oversight. School districts may establish course completion criteria for their students enrolled in online courses in the statewide catalog. It is expected that the criteria will not be substantially different from the course completion standards used for traditional face-to-face courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it comes to determining the letter grade included on student transcripts, districts should abide by their district policies or guidelines or create new ones to address any differences. Some districts may treat Section 21f courses the same way they do when recording credits for a new transfer student. Under Section 21f, a district is required to \u201cgrant appropriate academic credit and shall count that credit toward completion of graduation and subject area requirements\u201d as well as \u201cidentify the online course title as it appears in the online course syllabus.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some districts may already have established a policy or comprehensive mentoring program if they previously offered courses in a self-scheduled format as allowed by pupil accounting Administrative Rule 340.11. If a district is new to self-scheduled learning, the district should seek appropriate advice on what arrangement would best serve the educational interests of their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors must be professional employees of the district who monitor the pupil\u2019s progress, ensure the pupil has access to needed technology, are available for assistance, and ensure access to the teacher of record. Mentors are also responsible for a two-way interaction log as defined by the MDE Pupil Accounting Manual to verify participation in 21f courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"Districts-and-isds-acting-as-online-course-providers\">Districts and ISDs Acting as Online Course Providers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All districts and ISDs offering online course(s) as the course provider must:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Link to the statewide catalog from the district website;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ensure that the virtual course has been published in the pupil\u2019s primary district\u2019s catalog of board-approved courses or published in the statewide catalog of virtual courses maintained by <em>Michigan Virtual<\/em>;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assign to each pupil a teacher of record and provide the primary district with the personnel identification code assigned by CEPI for the teacher of record. If the provider is a community college, the virtual course must be taught by an instructor employed by or contracted through the providing community college; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Offer the virtual course on an open entry and exit method, or aligned to a semester, trimester, or accelerated academic term format.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>If the virtual course is offered to eligible pupils in more than one district, the following additional requirements must also be met:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Provide <em>Michigan Virtual <\/em>with a course syllabus in a form and manner prescribed by <em>Michigan Virtual <\/em>for inclusion in a statewide catalog of virtual courses;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Accept responsibility for the results of the course quality review for each course syllabus submitted to the statewide catalog even if the course is offered through a partnership with a third-party online course provider;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Identify a single price for each course title they elect to publish in the statewide catalog based on the limits identified in Section 21f; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide <em>Michigan Virtual<\/em>, not later than October 1 of each fiscal year, with an aggregated count of enrollments for each virtual course the provider delivered to pupils pursuant to this section during the immediately preceding school year, and the number of enrollments in which the pupil earned 60% or more of the total course points for each virtual course. This information can be reported through MOCC.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Districts are expected to apply the same registration deadlines for Section 21f options as they would for their traditional course offerings. As an online course provider, districts listing an online course in the state catalog must identify in the syllabus an open enrollment period. This information can help districts make a determination in a timely fashion to process enrollments or institute a random draw system if demand for a particular course exceeds capacity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School districts may choose to make their online courses available to their resident pupils only and still use MOCC to publicize the courses locally. Schools may also develop their own local catalog of online course titles. If an online course meets Section 21f requirements, then a course syllabus must be submitted to the statewide catalog in a form and method prescribed by MDE even if the course is only being offered within the district (see MOCC and Syllabi section). School districts are not required to make their online course offerings available to nonresident students and may limit enrollments to the students they claim for pupil accounting purposes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A district or community college shall determine whether it has capacity to accept applications for enrollment from nonresident students in online courses and may use that limit as the reason for refusal to enroll an applicant. If the number of nonresident applicants eligible for acceptance in an online course does not exceed the capacity of the district to provide the online course, the district will accept for enrollment all of the eligible nonresident students. If the number of nonresident applicants exceeds the district\u2019s capacity to provide the online course, the district will use a random draw system, subject to the need to abide by state and federal antidiscrimination laws and court orders. A district can institute reasonable rules and processes regarding appropriate timeframes for requesting an online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"community-colleges-acting-as-online-course-provider\">Community Colleges Acting as Online Course Provider<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In 2015, the ability for community colleges to offer online courses under Section 21f was added. While some of the requirements of local school districts and ISDs offering online courses also apply to community colleges, there are some differences as well. Refer to the table below for details.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><td>&nbsp; <strong>Requirement<\/strong><\/td><td><strong>LEAs\/PSAs\/ ISDs\/Michigan Virtual<\/strong><\/td><td><strong>Community Colleges<\/strong><\/td><\/tr><\/thead><tbody><tr><td>Provide <em>Michigan Virtual <\/em>with the course syllabus in a form and method prescribed by <em>Michigan Virtual <\/em>for inclusion in the statewide online course catalog.<\/td><td>x<\/td><td>x<\/td><\/tr><tr><td>Offer the course on an open entry\/exit method or aligned to a semester, trimester, or accelerated academic term format.<\/td><td>x<\/td><td>x<\/td><\/tr><tr><td>Provide no later than October 1 the number of enrollments in each course provided to pupils in the immediately preceding school year, along with the number of enrollments in which the pupil earned 60% or more of the total course points for each course.<\/td><td>x<\/td><td>x<\/td><\/tr><tr><td>Provide on its publicly accessible website a link to the course syllabi for all online courses offered.<\/td><td>x<\/td><td>&nbsp;<\/td><\/tr><tr><td>Provide on its publicly accessible website a link to the statewide catalog of online courses (http:\/\/micourses.org).<\/td><td>x<\/td><td>&nbsp;<\/td><\/tr><tr><td>Assign to each pupil a teacher of record and provide the primary district with the PIC (personnel identification code) for the teacher of record.<\/td><td>x<\/td><td>&nbsp;<\/td><\/tr><tr><td>Ensure that each online course provided under 21f generates postsecondary credit.<\/td><td>&nbsp;<\/td><td>x<\/td><\/tr><tr><td>Ensure that each online course provided under 21f is taught by an instructor employed by or contracted through the community college providing the course.<\/td><td>&nbsp;<\/td><td>x<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"denying-enrollment-requests\">Denying Enrollment Requests<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the legislation, school administrators may deny student requests to enroll in a virtual course for 10 reasons:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>The pupil is enrolled in any of grades K to 5.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has previously gained the credits that would be provided from the completion of the virtual course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is not capable of generating academic credit.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is inconsistent with the remaining graduation credits or career interests of the pupil.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has not completed the prerequisite coursework for the requested virtual course or has not demonstrated proficiency in the prerequisite course content.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has failed a previous virtual course in the same subject during the two most recent academic years.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is of insufficient quality or rigor. A primary district that denies a pupil's enrollment request for this reason shall enroll the pupil in a virtual course in the same or a similar subject that the primary district determines is of acceptable rigor and quality.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The cost of the virtual course exceeds the amount identified in subsection (9), unless the pupil or the pupil's parent or legal guardian agrees to pay the cost that exceeds this amount.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The request for a virtual course enrollment did not occur within the same timeline established by the primary school district for enrollment and schedule changes for regular courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The request for a virtual course enrollment was not made in the academic term, semester, trimester, or summer preceding the enrollment. This subdivision does not apply to a request made by a pupil who is newly enrolled in the primary district.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"section-21f-guidance-for-issues-related-to-denying-enrollment\">Section 21f offers additional guidance for issues related to denying enrollment:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Districts may also deny a student enrollment request in an online course if the student wants to take an online course but is already enrolled in a full course load.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Offering online learning options outside of Section 21f is not listed as a reason districts can use to deny a student from enrolling in an online course in the statewide catalog.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Districts are only required to enroll students in courses under Section 21f during the regular school year. The regular school year may, however, extend into what is traditionally considered the summer break if the student\u2019s school operates on a year-round, extended or balanced school calendar.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>If a pupil is denied enrollment in a virtual course by the pupil's primary district, the primary district shall provide written notification to the pupil of the denial, the reason or reasons for the denial, and a description of the appeal process. The pupil may appeal the denial by submitting a letter to the superintendent of the intermediate district in which the pupil's primary district is located. The letter of appeal shall include the reason provided by the primary district for not enrolling the pupil and the reason why the pupil is claiming that the enrollment should be approved.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The ISD superintendent or designee shall respond to the appeal within five days after it is received. If the ISD superintendent or designee determines that the denial of enrollment does not meet one or more of the reasons specified above, the primary district shall enroll the pupil in the virtual course.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"designated-rights-for-students-and-parents\">The legislation also designates rights for students and parents:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Students are able to request enrollment in up to two online courses per academic term from their local district catalog or the statewide catalog.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A student may be enrolled in more than two online courses in a specific academic term, semester, or trimester if the student's primary district determines it is in the best interest of the student, the student agrees with the recommendation of the district, and the district and student have developed an education development plan that is kept on file by the district.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Parents must provide consent as part of the student request process (unless the student is 18 years of age or an emancipated minor).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Parents may not enroll their students directly in an online course; school personnel must be involved in registering and enrolling students.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"status-quo\">Status Quo<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Not all established policies related to online and blended learning are affected by Section 21f:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Section 21f does not supersede the policies and regulations governing Schools of Excellence that are cyber schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students who take online courses onsite with a certified teacher present are not limited in the number of courses they can take (Section 5-O-A).<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"michigans-online-course-catalog\">Michigan\u2019s Online Course Catalog &amp; Syllabi<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan\u2019s catalog of online courses provides information about each course title in a syllabus format that includes more than a dozen required fields, including student performance data. The actual course content is not viewable in the statewide catalog; however, the statewide catalog provides core services that allow authorized school users to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Manage course offerings;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Add, edit, and delete course syllabi;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Advertise course offerings; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Search for course titles.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:image {\"id\":47347,\"width\":\"420px\",\"height\":\"55px\",\"sizeSlug\":\"full\",\"linkDestination\":\"custom\"} -->\n<figure class=\"wp-block-image size-full is-resized\"><a href=\"https:\/\/micourses.org\/\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/micourses-logo.svg\" alt=\"Michigan's Online Course Catalog\" class=\"wp-image-47347\" style=\"width:420px;height:55px\" \/><\/a><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Local school districts, intermediate school districts, Michigan community colleges, and <em>Michigan Virtual <\/em>may submit online course syllabi to the statewide catalog. Only online courses offered to nonresident students under Section 21f must be added to MOCC.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The mechanism for providing a course syllabus to <em>Michigan Virtual <\/em>is through MOCC. Through this website, districts are able to add, edit, copy, and delete their course syllabi. For more information on how to use the catalog website, and how to enroll a student in an online course, refer to the <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/about-mocc\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">About Michigan's Online Course Catalog<\/a> maintained by Michigan Virtual. The public is able to search the statewide catalog for course titles, but enrollments for students are not created here.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The focus of Section 21f is online courses, not blended learning programs that rely on some use of face-to-face interaction. Districts can continue to promote and use blended learning options, and there is no need to prepare and submit a syllabus for these types of offerings. A simple way to determine if the course meets the eligibility requirements of an online course is to ask if nonresident students could fully participate in the course with no need for in-person activities. If students need to participate in some face-to-face interactions, then the course probably does not meet the definition requirements of a 21f online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A district can add online course syllabi to the catalog at any time. All online course syllabi require the results of the course review be posted below the course description within the Additional Course Information section in the statewide catalog. For example, Michigan Virtual\u2019s Algebra 1A <a href=\"https:\/\/micourses.org\/course-details\/?id=67\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">course review<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School districts can select individual course titles that appear in the statewide catalog to also appear in their local district catalog. Districts may want to use this feature to let students and parents know which offerings in the statewide catalog are recognized by the district as high quality or preferred based on previous experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a condition of offering an online course to a nonresident, a district is responsible for producing an online course syllabus. Section 21f requires that an online course syllabus include all of the following components:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>An alignment document detailing how the course meets applicable state standards, or if the state does not have state standards, nationally-recognized standards.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course content outline, required course assessments, and course prerequisites.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Expectations for instructor contact time with the student learning online and other student-to-instructor communications.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Academic support available to the online learning student.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning outcomes and objectives.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The name of the institution or organization providing the online content.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The name of the institution or organization providing the teacher of record.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The course titles assigned by the district and the course titles and codes assigned by the National Center for Education Statistics (NCES) and searchable in the <a href=\"https:\/\/nces.ed.gov\/scedfinder\">School Courses for the Exchange of Data Finder<\/a>. The NCES codes are commonly referred to as SCED.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The number of students who do not live in the district who will be able to enroll in the course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The results of the online course quality review using the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/guide-for-online-course-review-process\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guide for Online Course Review Process<\/a> published by Michigan Virtual.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The price of the online course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Enrollment periods for the course, including drop policies and the timeline for random draw selections if demand for the course exceeds capacity.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The statewide catalog provides a link to the site that explains and\/or manages enrollment and registration processes for each online course provider. Enrollment and registration is addressed by the student\u2019s resident district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The statewide catalog contains additional consumer information for students, parents, school personnel, and policy makers:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>the number of enrollments in each online course in the previous year,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>the number of enrollments that earned 60% or more of the total course points for each online course in the previous year, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>the completion rate for each course.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"course-review-for-quality-and-rigor\">Course Review for Quality &amp; Rigor<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Section 21f requires that syllabi posted in the local district and the statewide online course catalog be reviewed for quality and rigor according to the <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/guide-for-online-course-review-process\/\" target=\"_blank\" rel=\"noreferrer noopener\">Guide for Online Course Review Process<\/a> developed by Michigan Virtual and subsequently approved by MDE. The process follows effective practices, includes state content standards, and uses nationally recognized online learning standards to evaluate the courses published by the International Association for K-12 Online Learning (iNACOL), now known as the <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/aurora-institute.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Aurora Institute<\/a>. iNACOL\u2019s <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2018\/10\/national-standards-for-quality-online-courses-2011.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">National Standards for Quality Online Courses<\/a> contains 52 standards that are divided among five sections:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true,\"type\":\"1\"} -->\n<ol style=\"list-style-type:1\"><!-- wp:list-item -->\n<li>Content<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Instructional Design<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Student Assessment<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Technology<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course Evaluation and Support<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Virtual Learning Leadership Alliance<\/a> (VLLA) and <a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Quality Matters<\/a> (QM) led a broad-based effort to revise the <a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">National Standards for Quality Online Learning<\/a>, building upon the work started by the iNACOL. The updated <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\">National Standards for Quality Online Courses<\/a> will be used as new courses go through a review and are added to MOCC. It is anticipated that both models for review will exist in the statewide catalog until periodic course review cycles eliminate the original review model. MDE and Michigan Virtual will not approve or reject courses submitted to the statewide catalog.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The district that is functioning as the online course provider under Section 21f is required to have board approval for the online courses they offer. The district that has students enrolling in an online course under Section 21f would not require board approval (unless the enrolling district and district providing the online course are the same). However, the responsibility rests with the district to evaluate the rigor and quality of the courses in which their students enroll.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When any eligible entity adds a course syllabus to MOCC, it is vouching for the quality of the online course. The entity may choose not to do its own review and instead accept a review conducted by another organization; in which case, it should confirm that the process used to conduct the review is in line with the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/guide-for-online-course-review-process\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guide for Online Course Review Process<\/a> for Michigan. If the review was conducted by an out-of-state organization, the eligible entity should confirm that the content portions of the review used the applicable Michigan curricular standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"paying-for-online-courses\">Paying for Online Courses<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Under Section 21f, school districts are required to use their foundation allowance or per pupil funds to \u201cpay for expenses associated with the online course or courses\u201d and to cover the \u201ccost of the online course.\u201d The cost of an online course is tied to the direct expenses associated with paying for it through enrollment\/tuition fees and includes required course materials such as learning kits, calculators, or textbooks that are in addition to the enrollment\/tuition fees. Section 21f identifies the maximum amount districts are required to pay for the enrollment\/completion of online courses available in the statewide catalog.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Districts offering online courses through the statewide catalog can generate revenue by enrolling nonresident pupils in their online course(s), but the district claiming the student for pupil accounting purposes will not see an increase in the per-pupil funding because the student takes one or more online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"course-payment-ceiling\">Course Payment Ceiling<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A district is not required to pay toward the cost of an online course an amount that exceeds 6.67% of the state's minimum foundation allowance or per pupil funds calculated in the State School Aid Act for the current fiscal year. See the <a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/Year\/2020\/05\/12\/sw_fndamts.pdf?rev=bb84d086172b44cebb854c9391edbcdd&amp;hash=14AB84CBB6B970A33FBC29CA790B70EA\">State Aid Foundation Allowance Parameters<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some school districts may operate under a traditional six-hour schedule and others may employ a modified block schedule. Regardless of the district\u2019s schedule, it may not establish a payment ceiling for online courses that is different from the 6.67% payment rule outlined in Section 21f.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"fte-count\">Full-Time Equivalent (FTE) Count<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Under Section 21f, the enrollment of a student in one or more online courses cannot result in a pupil counting for more than 1.0 FTE. Districts are not obligated to provide a student with a course load that exceeds a full-time schedule.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Under a shared time services agreement, non-public students can take non-core courses (such as band, music, art, etc.) at their local public school in a face-to-face setting, and the district is able to claim a portion of the FTE count for each pupil. This same type of arrangement can also be used for online course offerings that appear in a district\u2019s local catalog or the statewide catalog. Under these circumstances, the enrollment and attendance requirement can be satisfied if the pupil is in attendance on Count Day. It is possible that a non-public school student could enroll in a non-core course from their local district that is offered online from the statewide catalog options. In this situation, the non-public student is considered a partial FTE for the district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p> Since a global pandemic disrupted education, significant attention and subsequent research has focused on addressing the gaps in our preparedness as a nation to transition students and staff to a fully remote model of teaching and learning in the event of an emergency. Greater emphasis has been placed on the ability to seamlessly move between a traditional classroom and any time, any place, any pace learning systems. To reach such a state of flexibility requires transforming both individual and organizational behavior which is no small undertaking.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An influx of emergency funding from federal and state coffers is affording schools the opportunity to think broadly about what systems and processes are desirable. Students, families, communities, and schools are co-creating learning systems centered on the skills and abilities students must develop to compete in a global economy. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> Virtual learning, when done well, is an integral component of technology-enhanced teaching and learning. Michigan Virtual, in partnership with many other educational and community leaders, will continue to lead, collaborate and build upon decades of work to assure that all Michigan students have access to high quality virtual and blended learning. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research-and-resources\">Research and Resources for Online Learning Programs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2022-23<\/a>, produced annually, reflects continued growth in K-12 online enrollments in Michigan. The report provides school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information and insights for developing and supporting your online and blended learning program, please visit the following web pages on the&nbsp;<em>Michigan Virtual<\/em>&nbsp;website:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s Online Course Catalog<\/a>&nbsp;contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and&nbsp;<em>Michigan Virtual<\/em>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Backpack<\/a>&nbsp;blogs and BRIGHT podcasts share findings and expertise related to K-12 online and blended learning from both a state and national perspective.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/special-education-resources\/\" target=\"_blank\" rel=\"noreferrer noopener\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply effective practices in meeting the needs of all students in their classrooms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research Publications<\/a>&nbsp;that provide a foundation to examine, engage, and explore educational practices in the industry.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research Clearinghouse<\/a>&nbsp;contains references to important research and publications in the field of K-12 online and blended learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s Online Learning Law<\/a>&nbsp;page is dedicated to information on Michigan\u2019s Section 21f legislation. It includes resources and samples developed by and for schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A family of&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" rel=\"noreferrer noopener\">Guides to Online Learning<\/a>&nbsp;details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A page dedicated to&nbsp;<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mentors<\/a>, developed in partnership with school leaders and mentors, links educators to a professional learning community where they can ask questions, problem solve, and share ideas and resources with other mentors around the state including sample forms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The set of national standards for quality online programs, teaching, and courses&nbsp;have been a benchmark for online learning for more than a decade. <a href=\"https:\/\/www.nsqol.org\/the-standards\/\">All three sets of standards were updated<\/a> and published in 2019 by&nbsp;<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Quality Matters<\/a>&nbsp;and the&nbsp;<a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Virtual Learning Leadership Alliance<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The International Society for Technology in Education (ISTE) published&nbsp;<a href=\"https:\/\/www.iste.org\/standards\" target=\"_blank\" rel=\"noreferrer noopener\">Standards<\/a>&nbsp;to provide a framework for innovation in education and help educators and education leaders worldwide prepare learners to thrive in work and life.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Today\u2019s students must be prepared to thrive in a constantly evolving technological landscape. The&nbsp;<a href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\" rel=\"noreferrer noopener\">ISTE Standards for Students<\/a>&nbsp;are designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tools and samples developed to facilitate enrollment decisions:<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noreferrer noopener\">Strategies for Online Success<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Online Learning Agreement<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->",
            "title": "Guide to Virtual Course Implementation: Under Section 21f of the State School Aid Act",
            "excerpt": "Student access to any time and any place learning options has expanded under a new law in Michigan. Section 21f of Public Act 60 of 2013 allows students in grades 5 through 12 to take up to two courses online per academic term (with parental consent). Michigan is the seventh state in the U.S. to enable statewide choice at the course level through online learning options.",
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        {
            "id": 51666,
            "path": "\/blog\/a-forest-most-beautiful\/",
            "author_id": 32,
            "timestamp": 1616793569,
            "content": "<!-- wp:shortcode -->\n<div class=\"h4\" style=\"text-align: center;text-transform: uppercase\">Listen to the BRIGHT Podcast<\/div>\n<!-- \/wp:shortcode -->\n\n<!-- wp:paragraph -->\n<p>Sometimes, in education, we need to step back to see the forest for the trees.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other times, however, we need to remember that it\u2019s the variation between the trees themselves that makes the forest most beautiful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kelly Tillman is an art educator at Walled Lake Consolidated Schools. There, she teaches in a \u201cchoice-based\u201d art classroom where students are empowered to make creative decisions as though they were professional artists.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What does a \u201cchoice-based\u201d art curriculum look like? During our conversation, Tillman offered an example of an assignment that helped me better understand.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The way she was originally trained to teach art typically involved having all students create very similar pieces as modelled by the instructor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example: One assignment she used to give her students was asking them to draw a specific birch tree in the same exact style.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today, her choice-based classroom instead invites students into the creative process to create a tree in a style or medium that captivates them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-875114146.jpg\",\"id\":51668,\"dimRatio\":70,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-875114146.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"In choice-based learning for art, we're making the student the artist.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cIn choice-based learning for art, we're making the student the artist,\u201d she explains. \u201cI\u2019ll say, \u2018Okay, we're gonna draw trees. What kind of tree do <em>you <\/em>want to draw?\u2019 They might want to do it in a cartoon style or they want to make it 3D. They become the artist and they have to make those decisions on their own instead of me having to make all those decisions for them.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After hearing this example, I was awestruck by the image of an art classroom filled with trees of every shape, size, color, and medium.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Decorated by the finished projects, the classroom itself becomes a vibrant forest where \u2014&nbsp; instead of every art piece looking similar \u2014 each one embodies some aspect of the student\u2019s personality.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I couldn\u2019t help but think about how much more beautiful this forest would be than one in which all the trees look the same.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The benefits of choice-based learning<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A choice-based approach to art instruction is particularly effective at Walled Lake, where the student body itself is very diverse.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In her art classroom, Tillman works with students from many different backgrounds. She has students who are Chaldean, Japanese, British, Russian, Armenian, and more. At one point, she says, there were speakers of 50-60 different languages represented in her district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a result of her choice-based model for learning, Tillman\u2019s art classroom is a place where art of all styles and cultures can thrive.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since switching over to a choice-based classroom, she\u2019s found both improved student engagement and a reduction in behavioral issues.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cYou get more interesting answers to problems,\u201d she reflects. \u201cWhen you tell students they have to make the decisions, then they start thinking differently, and they think of things I never would have.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She attributes the reduction in behavioral issues and the increase in engagement to increased student agency.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1157334661.jpg\",\"id\":51669,\"dimRatio\":70,\"customGradient\":\"linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1157334661.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"Kids seem to want to participate because it\u2019s their work and their ideas. They\u2019re invested. They want to come, and they want to do the work.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cKids seem to want to participate,\u201d she says. \u201cBecause it\u2019s <em>their <\/em>work and <em>their ideas. <\/em>They\u2019re invested. They want to come, and they want to do the work.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\"><strong><em>How Implementing Voice &amp; Choice Can Improve Student Engagement<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Assessing a wide variety of student work<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One challenge that often arises with choice-based learning is assessment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I asked Tillman what tends to hold educators back from offering more choice in their classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Her answer?<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-671598848.jpg\",\"id\":51670,\"dimRatio\":70,\"focalPoint\":{\"x\":\"0.52\",\"y\":\"0.04\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-671598848.jpg);background-position:52% 4%\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">&nbsp;\"I think the thing that holds us back is fear.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think the thing that holds us back is fear,\u201d she says. \u201cSome people worry: If we open project-based learning or choice-based learning, how do we assess that a student is at grade level? How do we prove that the student is learning and meeting all the needs?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She says that there are no simple answers, but that teachers need to be trusted to find the push and pull to ensure all students are doing their best learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/we-need-to-give-our-teachers-the-professional-trust-they-deserve\/\"><strong><em>We need to give our teachers the professional trust they deserve<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another challenge: For teachers, the prospect of grading such a sheer variety of student assignments can seem overwhelming.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the three years since she began a choice-based curriculum, Tillman has learned a few lessons about assessing a wide variety of student work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMy old method was a rubric,\u201d she explains, \u201cbut I quickly realized it wasn\u2019t going to work because all of the students were doing different things. Now I've kind of moved to consider: How are students putting their objects together? What is the quality of the final project? Does this look like they did it in 20 seconds? Have they spent some time thinking about it? Do they have a purpose for how they wanted it to look? How did they meet the theme?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This assessment is more <em>process<\/em>-oriented, inviting students in to reflect on how and why they created their art the way they did.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tillman also believes grading ought to account for risk-taking and failure as well. After all, failure itself is a critical part of art, of innovation, and more broadly, of learning itself.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-496683565.jpg\",\"id\":51672,\"dimRatio\":70,\"customGradient\":\"linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-496683565.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cHow do you encourage a kid to experiment and explore, even when their experiment doesn\u2019t work out the way they had planned? How can we encourage failure and fit it within our current models for grading?\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cHow do you encourage a kid to experiment and explore,\u201d she asks, \u201ceven when their experiment doesn\u2019t work out the way they had planned? How can we encourage failure and fit it within our current models for grading? Or perhaps how can we change our model of grading to allow for failure?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In switching her classrooms over to a choice-based curriculum, Tillman modelled failing forward for her students as part of the innovation process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThere were a lot of failures,\u201d she reflects.&nbsp; \"I think that it\u2019s a cool thing when kids see a teacher fail. They\u2019d tell me, \u2018Oh, Miss Tillman, that did not go well.\u2019 It allowed me to change the conversation to: How do we learn from this? When they see me failing, I hope they feel more comfortable failing themselves.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Advice for teachers looking to try choice-based learning<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tillman does have some hard-won advice for fellow teachers looking to try choice-based learning in their classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-649355688.jpg\",\"id\":51673,\"dimRatio\":70,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-649355688.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"With any new model, it's best to go slow.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cWith any new model,\u201d she says, \u201cit's best to go slow.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When she moved to choice-based learning, she dove in right away with three classes at three different grade levels.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThat was the worst plan in the world,\u201d Tillman admits. \u201cIf I did it again, I\u2019d maybe start by just changing one lesson at a time and then eventually get to five lessons. Then, I\u2019d start shifting my whole methodology.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Another word of advice?<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cDon't start with your oldest students because they know the old way, and they might not want to go the new way.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The change to choice-based learning, she reflects, was easiest for her sixth-grade students who had just transitioned from elementary school to middle school. Since they were already learning in a new way, it was easier for them to anticipate and respond well to the choice-based curriculum at the same time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The role of technology<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>I asked Tillman about the role technology plays in her choice-based art classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are many uses, she explained, such as allowing students to create a digital portfolio where they can see how their own art has evolved over the years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But another critical consideration is preparing students for their future careers where technology is a ubiquitous part of professional life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-964701210.jpg\",\"id\":51674,\"dimRatio\":70,\"customGradient\":\"linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-964701210.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"It\u2019s important for kids to see that even if you're a painter or ceramicist, technology is a part of life. You have to embrace it. You can't forget that piece of it.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cTechnology is huge in the art world,\u201d she says. \u201cThe way artists are now selling and working is all based in technology. If you're forgetting that in the art room, you're forgetting a huge chunk of how artists are working in the real world. It\u2019s important for kids to see that even if you're a painter or ceramicist, technology is a part of life. You have to embrace it. You can't forget that piece of it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/using-google-slides-to-showcase-student-art-and-create-an-inviting-online-classroom\/\"><strong><em>Using Google Slides To Showcase Student Art And Create An Inviting Online Classroom<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Art projects as an option for differentiation<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many leaders in education are advocating for more student choice and agency in our schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Throughout our conversation, Tillman shared her hopes that more non-art teachers will begin offering art as an option for differentiation or project-based learning in their classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1132761925.jpg\",\"id\":51677,\"dimRatio\":70,\"focalPoint\":{\"x\":\"0.36\",\"y\":\"0.49\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1132761925.jpg);background-position:36% 49%\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"I'd love to see the arts included in all subject areas.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cI'd love to see the arts included in all subject areas,\u201d she says. \u201cIt might be a way for students to push that idea of choice instead of maybe taking a test to assess their learning. How might they demonstrate learning through one of the arts mediums?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It can be uncomfortable at first, she says, for non-art teachers to know how to grade an art project, but for some students, being able to express their learning through art can be much more effective and memorable than taking a test.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tillman gave an example of a school she visited in Washington D.C. where students performed a Hamilton-inspired musical based on their science unit instead of taking a test.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThey wrote the music and everything,\u201d she says. \u201cThe teacher reported that the students could tell you <em>everything<\/em> from that unit because they had memorized the songs.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The project was not for a theatre class, but a science class, and yet, it was incredibly effective at helping students memorize the key concepts. Not only were they excited to work on the project, but they remembered the content long after the unit was over.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>A beautiful metaphor for personalized learning<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After my conversation with Tillman, I couldn\u2019t help but think that her assignment example \u2014 in which each student designs a tree in a style of their choosing \u2014 serves as an apt metaphor itself for the power and promise of choice-based learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When every student submits a tree in a medium or style of their choice, what results is a gallery of art projects that reflects the full diversity of the students themselves. Rather than looking at a bunch of trees created in the same style, you instead are privy to a colorful forest that is far more beautiful than its homogeneous counterpart.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Though literal in Tillman\u2019s class, this metaphor extends beyond the art classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even in a science classroom or an English classroom or a social studies classroom, by offering students agency over their own learning, you allow them to bring their own unique flavor to class projects.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-539674322.jpg\",\"id\":51678,\"dimRatio\":70,\"minHeight\":430,\"minHeightUnit\":\"px\",\"customGradient\":\"linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-539674322.jpg);min-height:430px\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background\" style=\"background:linear-gradient(135deg,rgb(96,196,207) 0%,rgb(17,94,110) 100%)\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">When learning becomes theirs, students themselves become the artists, or the scientists, or the authors, or the historians.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>When learning becomes <em>theirs<\/em>, students themselves become the artists, or the scientists, or the authors, or the historians.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Every student is different, Tillman reminds us, and when we create space in our curriculum to honor these differences and allow students to be co-creators of their own learning, the wide array of work that results can be absolutely breathtaking.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "A Forest Most Beautiful",
            "excerpt": "Meet Kelly Tillman, an art educator at Walled Lake Consolidated Schools who teaches a choice-based art classroom and reminds us that \u2014  rather than stepping back to see the forest for the trees \u2014 it\u2019s often the variation between the trees themselves that makes the forest most beautiful.",
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        {
            "id": 48361,
            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/",
            "author_id": 62,
            "timestamp": 1616731200,
            "content": "<dl id=\"accordionTableOfContents\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"tableOfContentsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"tableOfContents\"><span class=\"accordion-title\">Table of Contents<\/span><span class=\"accordion-icon\">\u00a0<\/span><\/button><\/dt>\n \t<dd id=\"tableOfContents\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"tableOfContentsButton\"><a class=\"lead\" href=\"#introduction\">Introduction<\/a>\n<a class=\"lead\" href=\"#schools\">Schools<\/a>\n<a class=\"lead\" href=\"#courses\">Courses<\/a>\n<a class=\"lead\" href=\"#students\">Students<\/a>\n<a class=\"lead\" href=\"#student-by-state-assessment\">State Assessments<\/a>\n<a class=\"lead\" href=\"#maps\">Maps<\/a>\n<a class=\"lead\" href=\"#conclusion\">Conclusion<\/a>\n<a class=\"lead\" href=\"#appendix-a\">Appendix A - Methodology<\/a>\n<a class=\"lead\" href=\"#appendix-b\">Appendix - B School Tables<\/a>\n<ul>\n \t<li><a href=\"#table-b1\"><strong>Table B1.<\/strong> 2019-20 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/a><\/li>\n \t<li><a href=\"#table-b2\"><strong>Table B2.<\/strong> 2019-20 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses<\/a><\/li>\n \t<li><a href=\"#table-b3\"><strong>Table B3.<\/strong> 2019-20 Number and Percentage of Schools by School Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b4\"><strong>Table B4.<\/strong> 2019-20 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b5\"><strong>Table B5.<\/strong> 2019-20 Virtual Pass Rate by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b6\"><strong>Table B6.<\/strong> 2019-20 Number and Percentage of Full-Time (FT) Virtual or Cyber Schools<\/a><\/li>\n \t<li><a href=\"#table-b7\"><strong>Table B7.<\/strong> 2019-20 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/a><\/li>\n \t<li><a href=\"#table-b8\"><strong>Table B8.<\/strong> 2019-20 Number and Percentage of Schools with Part-Time (PT) Virtual Schools<\/a><\/li>\n \t<li><a href=\"#table-b9\"><strong>Table B9.<\/strong> 2019-20 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/a><\/li>\n \t<li><a href=\"#table-b10\"><strong>Table B10.<\/strong> 2019-20 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-b11\"><strong>Table B11.<\/strong> 2019-20 Virtual Pass Rate by School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-b12\"><strong>Table B12.<\/strong> 2019-20 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b13\"><strong>Table B13.<\/strong> 2019-20 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/a><\/li>\n \t<li><a href=\"#table-b14\"><strong>Table B14.<\/strong> 2019-20 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b15\"><strong>Table B15.<\/strong> 2019-20 Number and Percentage of Schools and Virtual Enrollments by Locale<\/a><\/li>\n \t<li><a href=\"#table-b16\"><strong>Table B16.<\/strong> 2019-20 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/a><\/li>\n \t<li><a href=\"#table-b17\"><strong>Table B17.<\/strong> 2019-20 Virtual Pass Rate by Locale<\/a><\/li>\n \t<li><a href=\"#table-b18\"><strong>Table B18.<\/strong> 2019-20 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-c\">Appendix - C Course Tables<\/a>\n<ul>\n \t<li><a href=\"#table-c1\"><strong>Table C1.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/a><\/li>\n \t<li><a href=\"#table-c2\"><strong>Table C2.<\/strong> 2019-20 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/a><\/li>\n \t<li><a href=\"#table-c3\"><strong>Table C3.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/a><\/li>\n \t<li><a href=\"#table-c4\"><strong>Table C4.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/a><\/li>\n \t<li><a href=\"#table-c5\"><strong>Table C5.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/a><\/li>\n \t<li><a href=\"#table-c6\"><strong>Table C6.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/a><\/li>\n \t<li><a href=\"#table-c7\"><strong>Table C7.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for AP Courses<\/a><\/li>\n \t<li><a href=\"#table-c8\"><strong>Table C8.<\/strong> 2019-20 Virtual Enrollment Percentage by Subject Area and Locale<\/a><\/li>\n \t<li><a href=\"#table-c9\"><strong>Table C9.<\/strong> 2019-20 Virtual Enrollment Pass Rates by Subject Area and Locale<\/a><\/li>\n \t<li><a href=\"#table-c10\"><strong>Table C10.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/a><\/li>\n \t<li><a href=\"#table-c11\"><strong>Table C11.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-d\">Appendix - D Student Tables<\/a>\n<ul>\n \t<li><a href=\"#table-d1\"><strong>Table D1.<\/strong> 2019-20 Number of Virtual Students with Percent Year over Year Change<\/a><\/li>\n \t<li><a href=\"#table-d2\"><strong>Table D2.<\/strong> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/a><\/li>\n \t<li><a href=\"#table-d3\"><strong>Table D3<\/strong>. 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/a><\/li>\n \t<li><a href=\"#table-d4\"><strong>Table D4.<\/strong> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d5\"><strong>Table D5.<\/strong> 2019-20 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d6\"><strong>Table D6.<\/strong> 2019-20 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/a><\/li>\n \t<li><a href=\"#table-d7\"><strong>Table D7.<\/strong> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/a><\/li>\n \t<li><a href=\"#table-d8\"><strong>Table D8.<\/strong> 2019-20 Number and Percentage of Students and Virtual Enrollments by Full- or Part-Time Type<\/a><\/li>\n \t<li><a href=\"#table-d9\"><strong>Table D9.<\/strong> 2019-20 Pass Rate Comparison for Full- and Part-Time Virtual Learners<\/a><\/li>\n \t<li><a href=\"#table-d10\"><strong>Table D10.<\/strong> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Non-Virtual (NV) Performance (Minimum of 3 Non-Virtual Enrollments)<\/a><\/li>\n \t<li><a href=\"#table-d11\"><strong>Table D11.<\/strong> 2019-20 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/a><\/li>\n \t<li><a href=\"#table-d12\"><strong>Table D12.<\/strong> 2019-20 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/a><\/li>\n \t<li><a href=\"#table-d13\"><strong>Table D13.<\/strong> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Virtual Usage<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-e\">Appendix - E State Assessment Measures Tables<\/a>\n<ul>\n \t<li><a href=\"#table-e1\"><strong>Table E1.<\/strong> 2019-20 Comparison of Virtual and State Pass Rates on 11<sup>th<\/sup> Grade State Assessment Measures<\/a><\/li>\n \t<li><a href=\"#table-e2\"><strong>Table E2.<\/strong> 2019-20 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/a><\/li>\n \t<li><a href=\"#table-e3\"><strong>Table E3.<\/strong> 2019-20 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-e4\"><strong>Table E4.<\/strong> 2019-20 State Assessment Proficiency Rates for Virtual Learners by Virtual Type <\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-f\">Appendix - F Completion Status Tables<\/a>\n<ul>\n \t<li><a href=\"#table-f1\"><strong>Table F1.<\/strong> 2019-20 Number and Percentage of Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f2\"><strong>Table F2.<\/strong> 2019-20 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/a><\/li>\n \t<li><a href=\"#table-f3\"><strong>Table F3.<\/strong> 2019-20 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f4\"><strong>Table F4.<\/strong> 2019-20 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f5\"><strong>Table F5.<\/strong> 2019-20 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-f6\"><strong>Table F6.<\/strong> 2019-20 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/a><\/li>\n \t<li><a href=\"#table-f7\"><strong>Table F7.<\/strong> 2019-20 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/a><\/li>\n \t<li><a href=\"#table-f8\"><strong>Table F8.<\/strong> 2019-20 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/a><\/li>\n \t<li><a href=\"#table-f9\"><strong>Table F9.<\/strong> 2019-20 Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-f10\"><strong>Table F10.<\/strong> 2019-20 Percentage of Part-Time Virtual Enrollments by Completion Status and Special Education Status<\/a><\/li>\n \t<li><a href=\"#table-f11\"><strong>Table F11.<\/strong> 2019-20 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/a><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Effectiveness Reports<\/span><span class=\"accordion-icon\">\u00a0<\/span><\/button><\/dt>\n \t<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2018-19<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2017-18<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/em><\/a><\/dd>\n<\/dl>\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/ER-2020-At-A-Glance-Web.pdf\" target=\"_blank\" rel=\"noopener\">View Infographic<\/a> <a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/2019-20-Effectiveness-Report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download PDF Version<\/a> <a class=\"btn\" href=\"https:\/\/youtu.be\/q3L917RKD-g\" target=\"_blank\" rel=\"noopener\">Watch Report Overview<\/a>\n<h2 id=\"Introduction\">Introduction<\/h2>\nThis report presents analysis of information on virtual learners reported by schools to the state and shares findings in a highly consumable way to aid the evaluation of virtual learning programs. This year\u2019s report is the eighth edition of this annual publication and completes 10 years of data on K-12 virtual learning in Michigan. Past reports are available through the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan Virtual<\/em> website<\/a>.\n\nThe report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report\u2019s methodology is captured in Appendix A. Please note that in some tables and figures, the percentage data may not sum to 100% due to rounding.\n<h2 id=\"Schools\">Schools<\/h2>\n<blockquote>\n<h3 id=\"School Fast Facts\">Fast Facts<\/h3>\n<ul>\n \t<li>613 school districts reported at least one virtual enrollment. This represented 68% of Michigan school districts.<\/li>\n \t<li>57% of the 1,225 schools with virtual enrollments had 100 or more virtual enrollments.<\/li>\n \t<li>75% of schools with virtual enrollments had a general education school emphasis; 24% had an alternative education emphasis.<\/li>\n \t<li>87% of schools with virtual learning were LEA schools.<\/li>\n \t<li>LEA schools accounted for 61% of the virtual enrollments; PSA schools generated 37% of the virtual enrollments.<\/li>\n \t<li>54% of virtual enrollments came from schools with part-time virtual learning options.<\/li>\n \t<li>LEA schools had the most full-time virtual schools (58).<\/li>\n \t<li>98% of virtual enrollments came from schools with 100 or more virtual enrollments.<\/li>\n \t<li>About 81% of virtual enrollments came from students in grades 9-12.<\/li>\n \t<li>34% of virtual enrollments came from suburban schools, the most of any locale.<\/li>\n \t<li>Schools with a general education emphasis had a 68% virtual pass rate, outperforming those with an alternative education emphasis, which had a pass rate of 43%.<\/li>\n \t<li>28% of schools had a school-wide virtual pass rate of 90% to 100%.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"number-of-districts\">Number of Districts and Schools<\/h3>\nFor the 2019-20 school year, 613 districts reported having at least one virtual enrollment. This represented 68% of the 901 Michigan public school districts for the year. See the <a href=\"https:\/\/bit.ly\/35UPRxs\">MI School Data Report<\/a> for a breakdown of the district count.\n\nWithin those districts, 1,225 schools reported virtual enrollments, the same number as the prior year. Of the 1,225 schools reporting virtual enrollments in 2018-2019 (the prior year), 145 of them (12%) did not report any virtual enrollments in 2019-2020 (this year). Those schools had accounted for a total of 18,333 virtual enrollments in 2018-2019. There were also 145 schools that reported virtual enrollments in 2019-2020 but had not reported any the prior year. These schools added 13,430 virtual enrollments this year.\n\nThat means 88% (1,080) of schools in the dataset reported virtual enrollments in both 2018-19 and 2019-2020. A total of 554 schools reported increased virtual enrollments (125,574 more) whereas 519 schools reported decreases in virtual enrollments (87,119 fewer). Seven schools reported the same number both years. Taken together, the annual growth in the number of virtual enrollments is due to increased enrollments from schools with pre-existing virtual programs rather than the addition of new schools with virtual learning programs.\n<h3 id=\"by-grade-level\">By Grade Level<\/h3>\nAcross the 1,225 schools, 672,682 virtual enrollments were taken. Students in 12th grade enrolled in the most virtual courses (190,850), representing approximately 28% of all virtual enrollments. The overall pass rate for virtual enrollments was 56%, a one percent increase over the prior three years. See <a href=\"#table-f1\">Table F1<\/a> for a more specific breakdown of all the completion statuses. This ranged from a high of 65% in 4th grade to a low of 42% in 9th grade. See <a href=\"#table-b1\">Table B1<\/a> for more information. Consistent with findings from previous years, virtual learners passed their virtual courses at a lower rate (56%) than they passed their non-virtual courses (78%). This gap is approximately the same as the prior year. See <a href=\"#table-b2\">Table B2<\/a>.\n<h3 id=\"by-school-level-virtual-pass-rate\">By School-Level Virtual Pass Rate<\/h3>\nOf the 1,225 schools with virtual enrollments, 341 or 28% had school-level virtual pass rates of 90% to 100%. More than half of schools (56%) had virtual pass rates of 70% or better. See <a href=\"#table-b3\">Table B3<\/a>.\n<h3 id=\"by-entity-type\">By Entity Type<\/h3>\nLEA schools (61%) and PSA schools (37%) accounted for almost all the virtual enrollments. Virtual enrollments came from 1,068 (87%) LEA schools while only 116 (9%) of the schools were PSAs. See <a href=\"#table-b4\">Table B4<\/a>. LEA schools had a higher pass rate (57%) than PSA schools (53%). See <a href=\"#table-b5\">Table B5<\/a> or, for a more in-depth look at the completion statuses, see <a href=\"#table-f2\">Table F2<\/a>.\n<h3 id=\"by-full-time-virtual-schools\">By Full-Time Virtual Schools<\/h3>\nThe number of full-time virtual schools (77) dropped by two from the prior year. Fifty-eight of the 77 full-time virtual schools (75%) were LEA schools. PSA schools (16) accounted for 21% of the full-time virtual schools. See <a href=\"#table-b6\">Table B6<\/a>. Forty-two percent of students attending full-time virtual schools did so at LEA schools with 58% attending a PSA school. Unlike the prior year, there was a sizable performance difference between these two types. LEA schools had a virtual pass rate of 42% (-9% from the prior year), and PSAs had a virtual pass rate of 58% (+9% from the prior year). See <a href=\"#table-b7\">Table B7<\/a> and <a href=\"#table-f3\">Table F3<\/a>. In total, 46% of virtual enrollments came from cyber or full-time virtual schools \u2013 the same percentage as the prior year.\n\nA quick note about full-time virtual schools: Historically, full-time virtual schools have only provided students with 100% of their learning online. Thus, it was safe to designate all enrollments from such a school as being part of a full-time virtual program. Over the last few years, however, LEAs have started to add full-time virtual options to their offerings. In some cases, this is as a separate school, which makes it analogous to the cyber schools. However, increasingly, it seems that schools are offering multiple forms of online learning from the same building code. This can be seen in the <em><a href=\"https:\/\/cepi.state.mi.us\/eem\/\">Education Entity Master<\/a><\/em> where schools can report educational settings including \u201cFull Virtual,\u201d \u201cFace Virtual,\u201d and \u201cSupplemental Virtual.\u201d See page 16 of the <em><a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/EEM_Glossary_Update_10.2016_FG_547502_7.pdf\">Educational Entity Master Glossary<\/a><\/em> for more information on these field values. This means that some schools report various forms of virtual learning from a single building code. In the 2019-20 dataset, 98% of the virtual enrollments reported by schools with the full-time virtual designation came from students who only had virtual enrollments reported by the school. This rate will be something worth tracking in subsequent years to see if that figure moves demonstrably.\n<h3 id=\"by-part-time-virtual-schools\">By Part-Time Virtual Schools<\/h3>\nAbout 94% of the schools offering virtual learning do so to supplement their face-to-face course offerings. These 1,148 schools, referred to in this report as part-time virtual schools, were predominantly LEA schools (88%). See <a href=\"#table-b8\">Table B8<\/a>. Eighty-seven percent of the part-time virtual students were enrolled through LEA schools and 11% through PSA schools. LEA schools accounted for almost 295,000 virtual enrollments or 80% of the part-time enrollments. In total, part-time virtual enrollments accounted for 54% of all the virtual enrollments for the year. LEA schools had a pass rate of 63% whereas PSA schools had a pass rate of 38%. Overall, the pass rate for the part-time virtual schools (59%) was over seven percentage points higher than the rate for the full-time virtual schools (52%). See <a href=\"#table-b9\">Table B9<\/a> and <a href=\"#table-f4\">Table F4<\/a>.\n<h3 id=\"by-school-emphasis\">By School Emphasis<\/h3>\nThree out of four schools with virtual learning were designated as General Education and produced 349,674 (52%) of the virtual enrollments. Schools with Alternative Education as their emphasis accounted for 317,720 (47%) of the virtual enrollments. See <a href=\"#table-b10\">Table B10<\/a>. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 68% virtual pass rate, whereas Alternative Education schools had a 43% virtual pass rate (see <a href=\"#table-b11\">Table B11<\/a> and <a href=\"#table-f5\">Table F5<\/a>), though this varied by entity type. LEA schools, for instance, had a 73% virtual pass rate for General Education schools and a 45% virtual pass rate for Alternative Education schools. See <a href=\"#table-b12\">Table B12<\/a>.\n<h3 id=\"by-number-of-virtual-enrollments\">By Number of Virtual Enrollments<\/h3>\nOver half of schools with virtual enrollments (57%) had 100 or more virtual enrollments. These schools were responsible for 98% of the virtual enrollments (656,837). As has been observed in previous years, schools with less than 10 virtual enrollments were the next highest percentage of schools with 14%; however, they generated less than .1% of the virtual enrollments. See <a href=\"#table-b13\">Table B13<\/a>.\n\nAnother trend that continued was that, in general, schools with fewer virtual enrollments per student performed better. Consider, for instance, that 37% of schools with an average of one to two virtual enrollments per virtual learner had a virtual pass rate of 90% to 100%, whereas only 16% of schools with an average of four or more virtual courses per virtual learner had a 90% to 100% pass rate. See <a href=\"#table-b14\">Table B14<\/a>.\n<h3 id=\"by-locale\">By Locale<\/h3>\nRural schools represented about 36% of schools with virtual enrollments. Suburban settings provided the second most schools with 31%. Suburban schools, however, tallied the largest percentage of the virtual enrollments at 34%. All four locales (urban, suburban, town, and rural) had more than 100,000 virtual enrollments. See <a href=\"#table-b15\">Table B15<\/a>. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. Similarly, schools with less than 25 virtual enrollments was the second most likely scenario. See <a href=\"#table-b16\">Table B16<\/a>. Virtual pass rates varied by locale with town schools having the highest virtual pass rate at 60% and city having the lowest at 47%. Both city schools (11%) and those not specified (14%) had the highest percentage of schools with pass rates less than 20%. See <a href=\"#table-b17\">Tables B17<\/a> and <a href=\"#table-b18\">B18<\/a>.\n<h3 id=\"by-school-poverty-levels\">By School Poverty Levels<\/h3>\nThe overall level of poverty for a school yielded insightful analyses. Schools were categorized into one of four categories based on the percentage of all learners at the school (not just virtual learners) that were in poverty:\n<ul>\n \t<li>Low Poverty (&lt;=25%)<\/li>\n \t<li>Mid-Low Poverty (&gt;25% to &lt;=50%)<\/li>\n \t<li>Mid-High Poverty (&gt;50% to &lt;=75%)<\/li>\n \t<li>High Poverty (&gt;75%)<\/li>\n<\/ul>\nIn comparison to all schools in Michigan in each category, the percentage of schools with virtual learners was consistent across Low (38%), Mid-Low (39%), and Mid-High (38%) Poverty schools. In contrast, only about 27% of the state\u2019s High Poverty schools had virtual learners. See <a href=\"#table-b19\">Table B19<\/a>.\n\nWhile High Poverty schools represented only 20% of schools with virtual programs (241), they accounted for 39% of the virtual enrollments. Mid-High Poverty schools accounted for 36% of the enrollments. The pass virtual pass rate for Low Poverty schools was 66% compared to 50% for High Poverty schools. See <a href=\"#table-b20\">Table B20<\/a>.\n<h2 id=\"courses\">Courses<\/h2>\n<blockquote>\n<h3 id=\"fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>672,682 virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 56%.<\/li>\n \t<li>Virtual enrollments were spread across 964 different course titles.<\/li>\n \t<li>67% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li>\n \t<li>The course titles with the highest enrollments for each core subject were:\n<ul>\n \t<li>English Language and Literature: English 9, English 10, English 11, and English 12<\/li>\n \t<li>Mathematics: Geometry, Algebra II, Algebra I, and Consumer Math<\/li>\n \t<li>Life and Physical Sciences: Biology, Chemistry, Earth Science, and Physical Science<\/li>\n \t<li>Social Sciences and History: U.S. History\u2014Comprehensive, Economics, World History\u2014Overview, and World History and Geography<\/li>\n<\/ul>\n<\/li>\n \t<li>The virtual pass rates for each core subject were:\n<ul>\n \t<li>English Language and Literature: 54%<\/li>\n \t<li>Mathematics: 52%<\/li>\n \t<li>Life and Physical Sciences: 54%<\/li>\n \t<li>Social Sciences and History: 58%<\/li>\n<\/ul>\n<\/li>\n \t<li>31 different Advanced Placement (AP) courses were taken virtually.<\/li>\n \t<li>The percentage of enrollments was fairly consistent by subject area across rural, town, suburban, and city schools.<\/li>\n \t<li>Online courses (defined as including a teacher in the virtual environment) produced 83% of the virtual enrollments. Digital learning (without a teacher in the virtual environment) and blended learning (some virtual, some face-to face instruction) each accounted for 8% of the virtual enrollments.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"number-of-courses\">Number of Courses<\/h3>\nThe 672.682 virtual enrollments came from 964 different course titles, as determined by unique SCED codes.\n<h3 id=\"courses-by-subject-area\">Courses by Subject Area<\/h3>\nEnglish Language and Literature was the subject area with the highest virtual enrollment with 129,014 enrollments \u2013 19% of all virtual enrollments. Mathematics, Social Sciences and History, and Life and Physical Sciences were the other subject areas with 10% or more of the virtual enrollments. In high enrollment subject areas (greater than 25,000 virtual enrollments), virtual pass rates varied from a low of 51% in Miscellaneous to a high of 58% for Social Studies and History as well as Fine and Performing Arts. See <a href=\"#table-c1\">Table C1<\/a> and <a href=\"#table-f6\">Table F6<\/a>. The virtual pass rates were consistently lower than the non-virtual pass rate for the virtual learners in their non-virtual courses, a trend observed in past years. Exceptions to this were Nonsubject Specific and Architecture and Construction. See <a href=\"#table-c2\">Table C2<\/a>.\n<h3 id=\"highest-virtual-enrollment-courses\">Highest Virtual Enrollment Courses<\/h3>\nFor English Language and Literature, the most highly enrolled in virtual courses were 9th, 10th, 11th, and 12th grade English\/Language Arts. Of those four, the pass rate was lowest for 9th grade English\/Language Arts (41%) and consistently rose for each subsequent grade level to finish at 62% for 12th grade English\/Language Arts. See <a href=\"#table-c3\">Table C3<\/a>.\n\nIn Mathematics, Geometry, Algebra II, and Algebra I had the most enrollments. The pass rate across the top 10 most enrolled-in virtual mathematics courses ranged from a low of 39% for Algebra I, Algebra I \u2013 Part 1, and Pre-Algebra to a high of 68% for Consumer Math. See <a href=\"#table-c4\">Table C4<\/a>.\n\nBiology, Chemistry, and Earth Science were the three course titles responsible for more than 10% of the virtual enrollments in Life and Physical Sciences courses. A quarter of all Life and Physical Sciences virtual courses were in Biology. Life and Physical Sciences-Other had the lowest pass rate (39%) of those in the top 10; the highest was Environmental Science at 60%. See <a href=\"#table-c5\">Table C5<\/a>.\n\nFor Social Sciences and History, the four course titles of U.S. History\u2013Comprehensive, Economics, World History\u2013Overview, and World History and Geography each yielded more than 10% of the virtual enrollments. Pass rates for the top 10 most enrolled in courses ranged from a low of 46% in U.S. History-Other to a high of 67% for Sociology. See <a href=\"#table-c6\">Table C6<\/a>.\n\nThirty-one AP courses were taken virtually in 2019-20. AP Psychology was the most popular course accounting for 19% of the 3,778 AP enrollments. The pass rate for AP courses taken virtually was 86%. See <a href=\"#table-c7\">Table C7<\/a>. The pass rate for non-virtual AP courses taken by virtual learners was 94%.\n<h3 id=\"subject-area-enrollments-by-locale\">Subject Area Enrollments by Locale<\/h3>\nCourse enrollment patterns were consistent across locales. For instance, Mathematics represented between 16% and 19% of the virtual enrollments for all (rural, town, suburban, city, and not specified) locales. The range was 2% (13% to 15%) for Life and Physical Sciences and 7% (14% to 21%) in English Language and Literature. See <a href=\"#table-c8\">Table C8<\/a>. Pass rates in virtual courses also varied across subject areas and locale. For instance, in English Language and Literature, pass rates fell between 44% for city schools to 59% for suburban schools. In Mathematics, pass rates ranged from 44% (city) to 54% (suburban and town). See <a href=\"#table-c9\">Table C9<\/a>.\n<h3 id=\"subject-area-enrollments-by-gender\">Subject Area Enrollments by Student Sex<\/h3>\nMales and females enrolled in subject areas in similar proportions. In the four highest enrollment subject areas (English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History), the proportion of enrollment from males and females was within one percent of each other. Pass rates did, however, show more variability by student sex; in most cases, females outperformed males \u2013 a trend that has been consistent with past years. Males had a 54% pass rate whereas females had a 58% pass rate. See <a href=\"#table-c10\">Table C10<\/a>.\n<h3 id=\"courses-by-virtual-method\">Courses by Virtual Method<\/h3>\nSchools classified the virtual courses into one of three methods: Blended Learning, Digital Learning, or Online Learning. See pages 356 and 357 of the <a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY19-20_652770_7.pdf\" target=\"_blank\" rel=\"noopener\"><em>Michigan Student Data System Collection Details Manual Version 4.0<\/em><\/a><em>.<\/em>\n<ul>\n \t<li>Blended Learning - A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction. For a course to be considered blended, at least 30% of the course content is delivered online.<\/li>\n \t<li>Digital Learning - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n \t<li>Online Course - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time or location, or both. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<\/ul>\n<span style=\"font-size: inherit\">Blended Learning enrollments accounted for 8% of the virtual enrollments and had a pass rate of 53%. Digital Learning also totaled 8% of the enrollments with a 52% pass rate. Online courses represented most of the enrollments (83%) and yielded a pass rate of 56%. See <\/span><a style=\"font-size: inherit\" href=\"#table-c11\">Table C11<\/a><span style=\"font-size: inherit\">.<\/span>\n<h2 id=\"students\">Students<\/h2>\n<blockquote>\n<h3 id=\"student-fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>121,900 K-12 students took at least one virtual course which represented 8% of Michigan public school students.<\/li>\n \t<li>86% of virtual learners were in high school; 32% were seniors and 21% were juniors.<\/li>\n \t<li>47% of virtual learners passed all their virtual courses. Twenty-one percent of virtual learners did not pass any of their virtual courses.<\/li>\n \t<li>Of the 25,780 students who did not pass any of their virtual courses, 41% took only one or two courses. Over 11,900 students took and did not pass five or more virtual courses with 3,228 students taking and not passing 11 or more virtual courses.<\/li>\n \t<li>Female students had a higher pass rate (58%) than did males (54%).<\/li>\n \t<li>Students in poverty made up the majority of virtual learners (59%) and virtual enrollments (68%). Students in poverty also had a lower pass rate (50% v. 68%).<\/li>\n \t<li>Part-time virtual learners had higher pass rates (59%) compared to full-time virtual learners (52%). This also included students in poverty (51% v. 49%).<\/li>\n \t<li>Students using special education services made up 12% of the virtual learners.<\/li>\n \t<li>Pass rates were higher for students taking fewer virtual courses. Students taking one or two virtual courses had a 76% pass rate compared to 52% for those taking five or more.<\/li>\n \t<li>White students represented 67% of virtual students; African-Americans were 17%.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"by-student-grade-level\">By Grade Level<\/h3>\nFor the 2019-20 school year, 121,900 Michigan K-12 students, approximately 8% of students in the state, took at least one virtual course. This was a 1% increase in the number of virtual learners compared to what was reported for 2018-19. Only about 6% of the state\u2019s virtual learners were in grades K-5. Grades 6-8 were responsible for about 9% of the virtual learners. High school grade levels generated 86% of the virtual learners. About 32% of virtual learners were high school seniors and 21% were juniors. See <a href=\"#table-d1\">Table D1<\/a>.\n<h3 id=\"by-student-sex\">By Student Sex<\/h3>\nThere were slightly more females (61,549) enrolled in virtual courses than males (60,367), though from a percentage perspective, each represented about half of the population. Females had a 4% higher pass rate (58% compared to males at 54%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See <a href=\"#table-d2\">Table D2<\/a> and <a href=\"#table-f7\">Table F7<\/a>.\n<h3 id=\"student-by-race\/ethnicity\">By Race\/Ethnicity<\/h3>\nWhite students made up 67% of virtual students with African American students totaling the second highest percentage with 17%. Asian students had the only pass rate (74%) above 60%. See <a href=\"#table-d3\">Table D3<\/a> and <a href=\"#table-f8\">Table F8<\/a>.\n<h3 id=\"student-by-poverty-status\">By Poverty Status<\/h3>\nFifty-nine percent of virtual learners were classified as living in poverty. This is about 8% higher than the percentage of 2019-20 K-12 students statewide who were economically disadvantaged. See <em><a href=\"https:\/\/bit.ly\/3llpt5E\">Student Enrollment Count Report<\/a><\/em>. Students living in poverty took 68% of the virtual enrollments for the year. The pass rate for students in poverty (50%) was 18 percentage points lower than students who were not in poverty (68%). See <a href=\"#table-d4\">Table D4<\/a> and <a href=\"#table-f9\">Table F9<\/a>.\n\nIn addition to the performance gap between those in poverty and those not in poverty, there were also differences in non-virtual pass rates. Virtual learners in poverty had a 70% pass rate in their non-virtual courses, 20 percentage points better than their virtual pass rate. Interestingly, students not in poverty had an 86% pass rate in their non-virtual courses, an improvement of 19 percentage points over their virtual pass rate. Thus, students in poverty had a slightly larger performance gap between their virtual and non-virtual pass rates than did students who were not in poverty. See <a href=\"#table-d5\">Table D5<\/a>.\n\nDifferences were apparent by virtual type. Sixty-nine percent of full-time virtual learners were in poverty compared to 55% of part-time virtual learners. The pass rate for full-time virtual learners in poverty was 49% compared to 51% for part-time virtual learners. See <a href=\"#table-d6\">Table D6<\/a>.\n\nAbout 6% of all Michigan K-12 students who attend Low Poverty schools were virtual learners. The percentage steadily climbed as the school\u2019s poverty level increased. Seven percent of the state\u2019s students in Mid-Low Poverty schools were virtual learners, and it was 10% for Mid-High. Eleven percent of students in High Poverty schools were taking courses online in the 2019-2020 school year. See <a href=\"#table-d7\">Table D7<\/a>.\n<h3 id=\"student-by-special-education\">By Special Education Status<\/h3>\nStudents using special education services made up 12% of the virtual learners and 13% of the virtual enrollments. These percentages are somewhat similar to the statewide percentage of students using special education services (13.41%) for the 2019-20 school year. See the <em><a href=\"https:\/\/bit.ly\/36mjSph\">Student Enrollment Counts Report<\/a><\/em>. Students using special education services had a virtual pass rate of 50% compared to 57% for those who did not. See <a href=\"#table-d8\">Table D8<\/a> and <a href=\"#table-f10\">Table F10<\/a>.\n<h3 id=\"student-by-FT-or-PT\">By Full-Time or Part-Time<\/h3>\nA little more than a quarter of students (32,976) were enrolled in cyber or full-time virtual schools. Students in these schools accounted for 306,495 or 46% of the virtual enrollments for the year. The pass rate for full-time virtual students was 52%. Three out of four virtual learning students were part-time virtual learners, taking some courses virtually to supplement their face-to-face schedule. This subset made up 54% of the virtual enrollments and had a pass rate of 59%. See <a href=\"#table-d9\">Table D9<\/a>. This rate is about 19% lower than their pass rate in face-to-face courses (78%). See <a href=\"#table-d10\">Table D10<\/a>.\n<h3 id=\"student-by-non-virtual-course-performance\">By Non-Virtual Course Performance<\/h3>\nPart-time virtual learners with at least three non-virtual courses were classified into one of three categories based on their success in those non-virtual courses. The three categories were:\n<ul>\n \t<li>Passed all Non-Virtual Courses<\/li>\n \t<li>Did Not Pass 1 or 2 Non-Virtual Courses<\/li>\n \t<li>Did Not Pass 3 or More Non-Virtual Courses<\/li>\n<\/ul>\nIn total, 61% of virtual learners had at least three or more non-virtual enrollments. Of that group, 48% of students passed all their non-virtual courses, 20% did not pass one or two, and 32% did not pass three or more. There were clear differences in virtual pass rates between the three categories. Students passing all of their non-virtual courses had an 82% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 67%, and those with the lowest non-virtual success had a virtual pass rate of only 43%. See <a href=\"#table-d11\">Table D11<\/a>.\n<h3 id=\"student-by-virtual-course-performance\">By Virtual Course Performance<\/h3>\nForty-seven percent of virtual learners passed every virtual enrollment they took. Twenty-one percent did not pass any of their virtual enrollments, and 32% passed some, but not all of their virtual enrollments. Students who passed all of their virtual courses were responsible for 30% of the virtual enrollments. Students with mixed success generated 52% of the enrollments, and students who did not pass any of their virtual courses contributed 19% of the virtual enrollments. These statistics are fairly similar to last year. See <a href=\"#table-d12\">Table D12<\/a>.\n\nFor the students who did not pass any of their virtual courses, 41% only took one or two virtual courses. On the other hand, 11,932 students did not pass five or more virtual courses, and 3,228 students did not pass 11 or more virtual courses. Further analysis of students failing all of their 11 or more virtual courses showed 87% of these students had a single school report data for them. Roughly half of these students came from part-time virtual programs. Over 540 students were using special education services (17%) and 2,728 of these students (85%) were in poverty. See <a href=\"#table-d13\">Table D13<\/a> and <a href=\"#table-f11\">Table F11<\/a>.\n\nWhat <a href=\"#table-f11\">Table F11<\/a> makes clear is that for students who do not pass any of their virtual enrollments, \u201cwithdrawns\u201d and \u201cincompletes\u201d were rampant. For the virtual enrollments from students who did not pass any of their virtual enrollments, 41% had a \u201cWithdrawn\u201d status (exited, failing, or passing) and another 21% were classified as \u201cIncomplete.\u201d For those taking 11 or more virtual courses, 35% had a \u201cWithdrawn\u201d status and 20% were marked \u201cIncomplete.\u201d In each case, only 27% and 32% of the virtual enrollments, respectively, were actually classified as \u201cCompleted\/Failed.\u201d Please see the section on <a href=\"#pass-rate-calculations\">Pass Rate Calculations<\/a> for more elaboration on the impact of such issues on pass rates.\n<h3 id=\"student-by-virtual-usage\">By Virtual Usage<\/h3>\nGenerally speaking, virtual learners did better when they took fewer virtual courses. Students taking one to two virtual courses had a pass rate of 76% compared to a pass rate of 63% for those taking three to four virtual courses and a pass rate of 52% for students taking five or more virtual courses. About 42% of students fell under the description of taking one or two virtual courses; however, 44% were found to have taken five or more virtual courses during the year. See <a href=\"#table-d14\">Table D14<\/a>.\n<h2 id=\"student-by-state-assessment\">State Assessment<\/h2>\n<blockquote>\n<h3 id=\"state-assessment-fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>State assessments for 2019-2020 were suspended due to the COVID-19 pandemic.<\/li>\n<\/ul>\n<\/blockquote>\nAnnual state assessments were not administered for the 2019-2020 school year due to the COVID-19 pandemic closures. As a result, no data exists to conduct such analyses for this year.\n<h2 id=\"maps\">Maps<\/h2>\nAlpena-Montmorency-Alcona, Berrien, COOR, Gogebic-Ontonagon, Mecosta-Osceola, and St. Joseph ISDs\/RESAs had at least 15% of students in their service areas take a virtual course in 2019-20. In total, there were 18 ISDs\/RESA with 10% or more of the students taking virtual courses. See Figure 2.\n\n<img class=\"aligncenter size-full wp-image-48681\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/2019-20-Non-Cyber_Percent_Students_Map-Updated.png\" alt=\"Map shows Michigan ISDs colored by the percentage of students who took at least one virtual courses. All but six ISDs have some color of blue meaning they have at least 5% of more of their students taking a virtual course (non-cyber) in 2019-20. In contrast, 18 ISDs had 10% or more of its students with virtual enrollments; see the preceding paragraph for more detail.\" width=\"1958\" height=\"1934\" \/>\u00a0 <strong>Figure 2.<\/strong> <em>2019-20 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD<\/em>\n\nOne in five students attending a PSA cyber school resided within the Wayne RESA service area. The Macomb and Oakland ISD service area were the only other ISDs with 1,000 or more students attending PSA cyber schools. Genesee, Kent, Ingham, and St. Clair County ISDs\/RESAs each had between 500 and less than 1,000 students from their area attending PSA cyber schools. See Figure 3.\n\n<strong><img class=\"aligncenter size-full wp-image-48739\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/2019-20-Cyber-Map-Count-Updated.png\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties are white meaning they have less than 100 PSA cyber students in 2019-20. Counties with the highest percentage cluster around the Wayne, Oakland, Macomb, Ingham, and Kent counties.\" width=\"1958\" height=\"1934\" \/>Figure 3.<\/strong> <em>2019-20 Count of PSA Cyber School Students by Resident ISD<\/em>\n<h2 id=\"conclusion\">Conclusion<\/h2>\nThis year\u2019s report represents the 10th year of data on the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist. See <a href=\"#table-1\">Table 1<\/a>. The use of virtual learning as evidenced by the number of virtual learners and virtual enrollments continued to grow. The number of schools remained constant, but the virtual pass rate rose for the first time in the last 4 years.\n<table id=\"table-1\" class=\"formatted-right\"><caption><a href=\"#conclusion\"><strong>Table 1.<\/strong><\/a> Summary of Virtual Learning Metrics by School Year Since 2010-11<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Year<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Learners<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrollments<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"60\">2010-11<\/td>\n<td style=\"text-align: right\" width=\"60\">36,348<\/td>\n<td style=\"text-align: right\" width=\"60\">89,921<\/td>\n<td style=\"text-align: right\" width=\"60\">654<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2011-12<\/td>\n<td style=\"text-align: right\" width=\"60\">52,219<\/td>\n<td style=\"text-align: right\" width=\"60\">153,583<\/td>\n<td style=\"text-align: right\" width=\"60\">850<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2012-13<\/td>\n<td style=\"text-align: right\" width=\"60\">55,271<\/td>\n<td style=\"text-align: right\" width=\"60\">185,053<\/td>\n<td style=\"text-align: right\" width=\"60\">906<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2013-14<\/td>\n<td style=\"text-align: right\" width=\"60\">76,122<\/td>\n<td style=\"text-align: right\" width=\"60\">319,630<\/td>\n<td style=\"text-align: right\" width=\"60\">1,007<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2014-15<\/td>\n<td style=\"text-align: right\" width=\"60\">91,261<\/td>\n<td style=\"text-align: right\" width=\"60\">445,932<\/td>\n<td style=\"text-align: right\" width=\"60\">1,072<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2015-16<\/td>\n<td style=\"text-align: right\" width=\"60\">90,878<\/td>\n<td style=\"text-align: right\" width=\"60\">453,570<\/td>\n<td style=\"text-align: right\" width=\"60\">1,026<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2016-17<\/td>\n<td style=\"text-align: right\" width=\"60\">101,359<\/td>\n<td style=\"text-align: right\" width=\"60\">517,470<\/td>\n<td style=\"text-align: right\" width=\"60\">1,102<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2017-18<\/td>\n<td style=\"text-align: right\" width=\"60\">112,688<\/td>\n<td style=\"text-align: right\" width=\"60\">581,911<\/td>\n<td style=\"text-align: right\" width=\"60\">1,158<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2018-19<\/td>\n<td style=\"text-align: right\" width=\"60\">120,669<\/td>\n<td style=\"text-align: right\" width=\"60\">639,130<\/td>\n<td style=\"text-align: right\" width=\"60\">1,225<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2019-20<\/td>\n<td style=\"text-align: right\" width=\"60\">121,900<\/td>\n<td style=\"text-align: right\" width=\"60\">672,682<\/td>\n<td style=\"text-align: right\" width=\"60\">1,225<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nThe overall pass rate remains a reason for pessimism. Successful implementations of virtual learning are outnumbered by poorly performing programs, and there are too many students having little to no success. Almost a quarter of students did not pass any of their virtual courses with over 11,900 students taking at least five virtual courses and passing none of them. These practices need to stop. They need to be replaced by the practices at the more than 540 Michigan schools with virtual pass rates of 80% or higher. In these higher performing schools, the data show:\n<ul>\n \t<li><em>Successful virtual programs can support various numbers of students, enrollments, and courses offerings<\/em> \u2013 These schools showed success with less than 10 students (32%) and more than 50 students (38%). Some offered few enrollments (over 100 schools had less than 10 virtual enrollments) while others offered many (over 200 schools had 100 or more). They also varied in the numbers of course titles offered. About 40% offered 10 or fewer virtual courses titles. About one in five had between 26 and 50 courses, and 14% of the schools had students in more than 50 different virtual courses.<\/li>\n \t<li><em>LEA and PSA schools can offer successful virtual programs<\/em> \u2013 Over 45 percent of LEA schools with virtual programs had schoolwide virtual pass rates of 80% or higher. For PSA schools, it was about one out of every three. Both traditional school districts and charter districts can run successful virtual programs.<\/li>\n \t<li><em>Schools in cities, suburbs, towns, and rural settings are proving virtual learning success<\/em> \u2013 There were more than 80 city and 80 town schools with virtual pass rates of 80% or higher. There were over 175 for suburban locales, and 199 of such schools in rural settings. These schools are proving virtual learning can succeed across the various geographies of the state.<\/li>\n \t<li><em>These schools show strong results across students of different race\/ethnicities<\/em> \u2013 Whereas a sizable performance gap exists for students based on their race\/ethnicity when looking at all virtual programs, those gaps close substantially for these 540+ schools. Consider that the pass rate for African-American or Black students was 86% in these schools (compared to 45% in the overall virtual population) and the gap between it and the White virtual pass rate in these schools dropped to 4% compared to 15% in the overall virtual population. For each known race\/ethnicity, the virtual pass rates were above 80%.<\/li>\n \t<li><em>Students in poverty are succeeding in these virtual programs \u2013 <\/em>Recall that across the entire state, students in poverty had a pass rate (50%) that was 18 percentage points lower than those virtual students who were not in poverty. For these 540+ schools, the virtual pass rate for students in poverty rose to 86% \u2014 much closer to the 92% virtual pass rate for the students in those schools who were not in poverty. Students in poverty continued to represent a large percentage of virtual learners (42%) and virtual enrollments (49%) in these schools, but quite a bit smaller than the 59% of virtual learners and 68% of virtual enrollments seen across all virtual programs across the state. Additionally, a school\u2019s overall poverty level was a strong predictor of virtual program success. Sixty-six percent of Low Poverty schools with virtual learners achieved virtual pass rates of 80% or higher virtual. It was 54% of the Mid-Low Poverty schools, 37% of Mid-High Poverty schools, and only 27% of High Poverty schools. While these 64 High Poverty schools showed it is possible, it is considerably rarer than it is for Low Poverty schools.<\/li>\n \t<li><em>Both full- and part-time programs can run effective virtual programs, but success is rarer for full-time programs<\/em> \u2013 These 540+ schools show that 47% of part-time programs were able to yield schoolwide virtual pass rates of 80% or higher. It was more difficult for full-time programs to achieve similar success. Only nine of the 77 full-time programs (12%) reached the 80% pass rate mark.<\/li>\n \t<li><em>Both general education and alternative education programs reached 80% school-wide virtual pass rates<\/em> \u2013 There were 494 general education schools in Michigan that achieved schoolwide virtual pass rates of 80% or higher. These 494 schools represented 54% of general education schools with virtual programs. For alternative programs, 45 schools reached this mark. As a percentage of alternative programs, it represented just 16% of such schools, indicating that while possible, this threshold of success remains a sizable challenge.<\/li>\n \t<li><em>Virtual students can perform at or above their face-to-face performance level<\/em> \u2013 In these 540+ schools, there were 7,500 virtual learners who took a minimum of three virtual courses and had data for a minimum of three non-virtual courses. Eighty percent of these students had virtual pass rates that met or exceeded their non-virtual pass rates.<\/li>\n<\/ul>\nClearly, these schools support the conclusion that online learning can and does work for many schools and students. We need more of these kinds of programs.\n\nThe data in this report can help schools and stakeholders evaluate their virtual learning programs. It can yield important insight and inform critical conversations about what is working and for whom it is working, and what is not working and under what circumstances those results are occurring. <em>Michigan Virtual<\/em> has created many <a href=\"https:\/\/michiganvirtual.org\/resources\/\">free resources <\/a>that can assist schools in reflecting upon and improving their virtual programs. These resources include an expanding series of practical guides designed for students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual <\/em>also provides quality reviews of their online learning programs to Michigan schools at no cost.\n<h2 id=\"appendix-a\">Appendix A - Methodology<\/h2>\n<h3>COVID-19 Impact<\/h3>\nReaders should note that the COVID-19 pandemic significantly disrupted school in the spring of this school year and likely impacted the data from the school year.\n<h3>About the Data<\/h3>\nThe data for this report came from the following sources:\n<ul>\n \t<li>Michigan Student Data System \u2013 School Year 2019-2020;<\/li>\n \t<li>Educational Entity Master (EEM);<\/li>\n \t<li>Michigan Student Data System Teacher Student Data Link (TSDL) \u2013 Collection Year 2019-2020; and<\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2018-19<\/em><\/a> \u2013 Used for comparing this year\u2019s data with the 2018-19 school year.<\/li>\n<\/ul>\nBecause the data for this report incorporates this variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.\n\nThe majority of enrollments classified as virtual in this report were treated as such due to the TSDL virtual method field indicating virtual delivery. However, this field is known to contain inaccuracies. For the purposes of this report, additional methods were used to identify enrollments with a high likelihood of having been delivered virtually. Each of the methods used, along with the percentage of enrollments it contributed to the total, are outlined below.\n<ul>\n \t<li>TSDL Virtual Method Flag = Yes. Enrollments where the TSDL virtual method field was set to \u201cBlended Learning,\u201d \u201cDigital Learning,\u201d or \u201cOnline Course\u201d were treated as virtual. According to the <em><a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY19-20_652770_7.pdf\" target=\"_blank\" rel=\"noopener\">TSDL Data Collection Manual<\/a><\/em>, the virtual method field \u201cindicates the type of virtual instruction the student is receiving. This could be virtual learning, online learning or computer courses; distance learning; or self-scheduled virtual learning\u201d (see page 356). This strategy yielded 99% (664,380) of the virtual enrollments.<\/li>\n \t<li>TSDL Local Course Title Field References <em>Michigan Virtual<\/em>. The strategy of searching the local course title field for common references to <em>Michigan Virtual<\/em> yielded less than 1% (1,112) of the virtual enrollments. The wild card search criteria for <em>Michigan Virtual <\/em>consisted of the following: \u2018%MI Virtual%\u2019, \u2018%Mich Virt%\u2019, \u2018%MIVHS%\u2019, \u2018%MIVS%\u2019, \u2018%MVS%\u2019, \u2018%MVU%\u2019, \u2018%VH\u2019, \u2018%MVHS%\u2019, \u2018%MIVU%\u2019, \u2018%VHS%\u2019, \u2018MV%\u2019, \u2018%MV\u2019, \u2018%Michigan Virtual%\u2019, \u2018%IS: MV%\u2019, \u2018%IS:MV%\u2019, \u2018%MI Virt%\u2019, \u2018%MV HS%\u2019, \u2018Virtual HS%\u2019, and \u2018Mich. Virtual High School%\u2019.<\/li>\n \t<li>Local Course Title Field References Common Third Party Providers. Searching the local course title field for common references to known third-party providers of virtual courses yielded less than 1% (2,331) of the virtual enrollments. The wild card search criteria for common third-party providers consisted of the following: \u2018%Apex%\u2019, \u2018APX%\u2019, \u2018%Aventa%\u2019, \u2018%BYU%\u2019, \u2018%Brigham%\u2019, \u2018%Compass%\u2019, \u2018%Edgen%\u2019, \u2018%2020%\u2019, \u2018%20\/20%\u2019, \u2018%20-20%\u2019, \u2018%E20%\u2019, \u2018%Edison%\u2019, \u2018%FLVS%\u2019, \u2018%FVS%\u2019, \u2018%GenNet%\u2019, \u2018%Gen Net%\u2019, \u2018%K12 Virtual%\u2019, \u2018%K12:%\u2019, \u2018%K12vs%\u2019, \u2018%Lincoln Int%\u2019, \u2018%Little Lincoln%\u2019, \u2018%- Lincoln%\u2019, \u2018%(Lincoln)%\u2019, \u2018%Lincoln\u2019, \u2018%UNL%\u2019, \u2018%Middlebury%\u2019, \u2018%Nova net%\u2019, \u2018%Novanet%\u2019, \u2018%Odyssey%\u2019,\u2018%Odware%\u2019, \u2018ODY%\u2019, \u2018%(OD%\u2019, \u2018%Edmentum%\u2019, and \u2018%Plato%\u2019.<\/li>\n \t<li>TSDL Local Course Title Field References Common Generic Labels for Online or Virtual Learning. Searching the local course title field for common references to online, distance, or virtual learning yielded 1% (4,859) of the virtual enrollments. The wild card search criteria for common generic labels for online or virtual learning consisted of the following: \u2018%Online%\u2019, \u2018%On-line%\u2019, \u2018%On line%\u2019, \u2018%onl\u2019, \u2018%onli\u2019, \u2018%onlin\u2019, \u2018%- OL\u2019, \u2018%-OL\u2019, \u2018%O\/L%\u2019, \u2018OL %\u2019, \u2018%STW%\u2019, \u2018%E-Learn%\u2019, \u2018%E-LRN%\u2019, \u2018%Virtual%\u2019, \u2018%- virt%\u2019, and \u2018%- DL\u2019.<\/li>\n<\/ul>\n<h3>Michigan Virtual Students<\/h3>\nIn past years of this report, data on <em>Michigan Virtual<\/em> students were presented with two known issues. First, because <em>Michigan Virtual<\/em> is not a school entity and its data are not part of the state data sets, <em>Michigan Virtual<\/em> and CEPI used a matching process to attempt to tie the records together. This was always an imperfect matching process where some students taking <em>Michigan Virtual<\/em> courses were not able to be linked in the data set and, therefore, under-reported on students taking courses with <em>Michigan Virtual<\/em>. The second issue was that even when the process yielded a match for a student, it could not be determined which virtual courses the student took with <em>Michigan Virtual<\/em> as opposed to another course provider. Faced with that dilemma, the approach taken was to count all virtually delivered enrollments for such students as being provided by <em>Michigan Virtual<\/em>, recognizing that not all were actually delivered by <em>Michigan Virtual<\/em>. Given these issues, reporting on <em>Michigan Virtual<\/em> students as a subset within the report ended with the 2017-18 report.\n\nHowever, <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Annual-Report-2019-20.pdf\"><em>Annual Report: 2019-20<\/em><\/a>\u00a0does contain information on its student enrollments. For instance, data are provided on the number of students served (over 18,100), districts served (over 60% of LEA Districts), enrollments served (over 32,600) and its pass rate (77.8%). For more information about <em>Michigan Virtual<\/em> enrollments for the same school year as this report, please see that annual report.\n<h3 id=\"pass-rate-calculations\">Pass Rate Calculations<\/h3>\nFor this report, the pass rate was calculated based on the values recorded in the \u201cCompletion Status\u201d field. For more information about the Completion Status field, including definitions for each status, see page 350 of the <a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY19-20_652770_7.pdf\"><em>Michigan Student Data System Collection Details Manual Version 4.0<\/em><\/a>. Column one of Table A1 displays the various statuses reported by schools for the virtual enrollments.\n<table id=\"table-a1\" class=\"formatted-right\"><caption><a href=\"#pass-rate-calculations\"><strong>Table A1.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>23,282<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>102,548<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #115e6e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>374,107<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>56%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>70,274<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>13<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>44<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>54,187<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>11,645<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>36,582<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>672,682<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nThroughout this report, the pass rate calculated simply represents the percentage of virtual enrollments with a status of \u201cCompleted\/Passed.\u201d Notice that the percentage of enrollments with a \u201cCompleted\/Passed\u201d status in Table A1 matches the statewide pass rate. This pass rate formula remains consistent with past reports. Please keep in mind that calculating the pass rate in this manner will result in the lowest possible percentage.\n\nTo illustrate why this is, consider the completion status of \u201cAudited (No Credit Issued).\u201d These virtual enrollments are not \u201cfailures\u201d per se; however, including these enrollments in the total counts adds to the formula\u2019s denominator without impacting to the numerator, the effect of which is to lower the percentage of other completion statuses including \u201cCompleted\/Passed.\u201d Another example is enrollments with a completion status of \u201cIncomplete.\u201d About 10% of the virtual enrollments in this report were classified as \u201cIncomplete.\u201d As such, they are treated in the report\u2019s pass rate formula as zero passes, even though some may eventually be awarded a passing status. Finally, it is unclear how to best treat enrollments with a \u201cWithdrawn\u201d status. For instance, 5% of the virtual enrollments in 2019-20 were marked as \u201cWithdrawn\/Passing,\u201d meaning that the student was passing the course at the time the student was withdrawn. Should these enrollments be counted as failures? What about students whose enrollments were marked as \u201cWithdrawn\/Exited\u201d (8% of the virtual enrollments)? There is no way to determine whether that exiting occurred in the first few weeks of class or the final weeks of class. The data do not provide insight into whether the student was re-enrolled in a different course or whether it was too late for re-enrollment in a credit-bearing opportunity for the student.\n\nThe research team raises these issues because they represent questions for which there are no definitive answers. In the end, the team decided to report the pass rate as the percentage of all virtual enrollments that were reported as \u201cCompleted\/Passed.\u201d To provide readers with a better idea of the impact of this approach, additional data tables are provided in Appendix F to allow interested readers in drawing their own conclusions and calculating their own formulas for many of the pass rates reported.\n<h3 id=\"data-limitations\">Data Limitations<\/h3>\nBecause of the methodology described above, some enrollments are counted as virtual in this report that should not be \u2013 either because they were mistakenly marked as virtual by the school and\/or because the local course title searches implemented by the research team yielded false positives. On the other hand, it is also safe to assume that some enrollments that should have been marked as virtual were not, both because they were not correctly flagged by the school and because the local course title did not give an indication of its virtual nature that aligned with the conventions used in the strategies outlined above. Consequently, the figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.\n\nOne final caveat for interpreting the results published in this report: There is clear variability in what schools report to the state as a \u201ccourse.\u201d Some records align well with reporting conventions outlined by the U.S. Department of Education under their School Codes for the Exchange of Data (SCED) (see the U.S. Department of Education\u2019s <a href=\"http:\/\/nces.ed.gov\/pubs2007\/2007341.pdf\"><em>School Codes for the Exchange of Data<\/em><\/a>). However, a review of the data suggests that many schools submit course records that may be better described as course units or lessons. Hence, while one district may report a single course for a child, for instance, Algebra I, another school might submit five such records, all with the same subject areas and course identifier codes, but with different local course IDs. <a href=\"#table-2\">Table A2<\/a> provides a glimpse into such reporting variability. Consider the part-time schools. For that group, 50% of the students had 11 to 15 courses reported (including both virtual and non-virtual enrollments), but 20% of part-time students had more than that. This issue is pointed out to alert readers that not all courses likely represent a semester- or trimester-length unit.\n<table id=\"table-2\" class=\"formatted-right\"><caption><a href=\"#data-limitations\"><strong>Table A2.<\/strong><\/a> 2019-20 Percentage of Students by Total Student Course Counts (Virtual and Non-Virtual) and Full- or Part-Time Schools<\/caption>\n<thead>\n<tr>\n<th><strong>Total Course Count by Student\u00a0<\/strong><\/th>\n<th>Full-Time<\/th>\n<th><strong>Part-Time\u00a0<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>1 to 5<\/td>\n<td>12%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>6 to 10<\/td>\n<td>29%<\/td>\n<td>22%<\/td>\n<\/tr>\n<tr>\n<td>11 to 15<\/td>\n<td>46%<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td>16 to 20<\/td>\n<td>9%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td>21+<\/td>\n<td>3%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-b\">Appendix - B School Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-b1\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table B1.<\/strong><\/a> 2019-20 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/caption>\n<thead>\n<tr>\n<th><strong>Grade Level<\/strong><\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>% of Enrolls<\/strong><\/th>\n<th><strong>% Change<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<th><strong>% Change from 18-19<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>K<\/td>\n<td>8,299<\/td>\n<td>1%<\/td>\n<td>-1%<\/td>\n<td>60%<\/td>\n<td>-14%<\/td>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>9,021<\/td>\n<td>1%<\/td>\n<td>-10%<\/td>\n<td>64%<\/td>\n<td>-5%<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>9,878<\/td>\n<td>1%<\/td>\n<td>-2%<\/td>\n<td>62%<\/td>\n<td>-7%<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>9,285<\/td>\n<td>1%<\/td>\n<td>-3%<\/td>\n<td>60%<\/td>\n<td>-12%<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>9,124<\/td>\n<td>1%<\/td>\n<td>-19%<\/td>\n<td>65%<\/td>\n<td>-6%<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>10,507<\/td>\n<td>2%<\/td>\n<td>-23%<\/td>\n<td>64%<\/td>\n<td>-3%<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>17,539<\/td>\n<td>3%<\/td>\n<td>-2%<\/td>\n<td>62%<\/td>\n<td>-3%<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>23,596<\/td>\n<td>4%<\/td>\n<td>3%<\/td>\n<td>62%<\/td>\n<td>-1%<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>32,051<\/td>\n<td>5%<\/td>\n<td>6%<\/td>\n<td>60%<\/td>\n<td>+1%<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>100,016<\/td>\n<td>15%<\/td>\n<td>3%<\/td>\n<td>42%<\/td>\n<td>+1%<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>125,511<\/td>\n<td>19%<\/td>\n<td>12%<\/td>\n<td>49%<\/td>\n<td>+1%<\/td>\n<\/tr>\n<tr>\n<td>11<\/td>\n<td>127,005<\/td>\n<td>19%<\/td>\n<td>8%<\/td>\n<td>56%<\/td>\n<td>+3%<\/td>\n<\/tr>\n<tr>\n<td>12<\/td>\n<td>190,850<\/td>\n<td>28%<\/td>\n<td>7%<\/td>\n<td>63%<\/td>\n<td>+3%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>672,682<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>5%<\/strong><\/td>\n<td><strong>56%<\/strong><\/td>\n<td><strong>+1%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b2\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table B2.<\/strong><\/a> 2019-20 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/caption>\n<thead>\n<tr>\n<th><strong>Grade Level<\/strong><\/th>\n<th><strong>Virtual Pass Rate<\/strong><\/th>\n<th><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>K<\/td>\n<td>60%<\/td>\n<td>54%<\/td>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>64%<\/td>\n<td>60%<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>62%<\/td>\n<td>58%<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>60%<\/td>\n<td>56%<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>65%<\/td>\n<td>58%<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>64%<\/td>\n<td>79%<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>62%<\/td>\n<td>70%<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>62%<\/td>\n<td>71%<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>60%<\/td>\n<td>73%<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>42%<\/td>\n<td>68%<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>49%<\/td>\n<td>74%<\/td>\n<\/tr>\n<tr>\n<td>11<\/td>\n<td>56%<\/td>\n<td>81%<\/td>\n<\/tr>\n<tr>\n<td>12<\/td>\n<td>63%<\/td>\n<td>83%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>56%<\/strong><\/td>\n<td><strong>78%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b3\" class=\"formatted-right\"><caption><a href=\"#by-school-level-virtual-pass-rate\"><strong>Table B3.<\/strong><\/a> 2019-20 Number and Percentage of Schools and Virtual Enrollments by School Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">0% to &lt;10%<\/td>\n<td style=\"text-align: right\" width=\"60\">59<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">20,970<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">10% to &lt;20%<\/td>\n<td style=\"text-align: right\" width=\"60\">24<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">23,546<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">20% to &lt;30%<\/td>\n<td style=\"text-align: right\" width=\"60\">49<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">46,203<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">30% to &lt;40%<\/td>\n<td style=\"text-align: right\" width=\"60\">68<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">80,873<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">40% to &lt;50%<\/td>\n<td style=\"text-align: right\" width=\"60\">74<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">94,379<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">50% to &lt;60%<\/td>\n<td style=\"text-align: right\" width=\"60\">111<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">92,162<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">60% to &lt;70%<\/td>\n<td style=\"text-align: right\" width=\"60\">151<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">133,540<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">70% to &lt;80%<\/td>\n<td style=\"text-align: right\" width=\"60\">146<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">67,628<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">80% to &lt;90%<\/td>\n<td style=\"text-align: right\" width=\"60\">202<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">62,356<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">90% to 100%<\/td>\n<td style=\"text-align: right\" width=\"60\">341<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<td style=\"text-align: right\" width=\"60\">51,025<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b4\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table B4.<\/strong><\/a> 2019-20 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of Schools<\/th>\n<th>% of Schools<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">29<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">9,069<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">1,068<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<td style=\"text-align: right\" width=\"60\">408,044<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">12<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">6,919<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">116<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">248,650<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b5\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table B5.<\/strong><\/a> 2019-20 Virtual Pass Rate by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Pass Count<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">4,699<\/td>\n<td style=\"text-align: right\" width=\"60\">9,069<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">233,025<\/td>\n<td style=\"text-align: right\" width=\"60\">408,044<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">4,000<\/td>\n<td style=\"text-align: right\" width=\"60\">6,919<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">132,383<\/td>\n<td style=\"text-align: right\" width=\"60\">248,650<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>374,107<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b6\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table B6.<\/strong><\/a> 2019-20 Number and Percentage of Full-Time (FT) Virtual or Cyber School<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of FT Schools<\/th>\n<th><strong>% of FT Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>1<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>58<\/td>\n<td>75%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>2<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>16<\/td>\n<td>21%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>77<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b7\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table B7.<\/strong><\/a> 2019-20 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th><strong># of FT Students<\/strong><\/th>\n<th><strong>% of FT Students<\/strong><\/th>\n<th><strong># of FT Enrolls<\/strong><\/th>\n<th><strong>% of FT Enrolls<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>13,756<\/td>\n<td>42%<\/td>\n<td>113,859<\/td>\n<td>37%<\/td>\n<td>42%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>19,046<\/td>\n<td>58%<\/td>\n<td>191,528<\/td>\n<td>62%<\/td>\n<td>58%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>32,976<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>306,495<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>52%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b8\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table B8.<\/strong><\/a> 2019-20 Number and Percentage of Part-Time (PT) Virtual Schools<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of PT Schools<\/th>\n<th><strong>% of PT Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>28<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>1,010<\/td>\n<td>88%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>10<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>100<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>1,148<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b9\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table B9.<\/strong><\/a> 2019-20 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th><strong># of PT Students<\/strong><\/th>\n<th><strong>% of PT Students<\/strong><\/th>\n<th><strong># of PT Enrolls<\/strong><\/th>\n<th><strong>% of PT Enrolls<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>1,634<\/td>\n<td>2%<\/td>\n<td>8,484<\/td>\n<td>2%<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>78,848<\/td>\n<td>87%<\/td>\n<td>294,185<\/td>\n<td>80%<\/td>\n<td>63%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>1,039<\/td>\n<td>1%<\/td>\n<td>6,396<\/td>\n<td>2%<\/td>\n<td>56%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>9,653<\/td>\n<td>11%<\/td>\n<td>57,122<\/td>\n<td>16%<\/td>\n<td>38%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>90,403<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>366,187<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>59%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Because some students took courses across multiple entity types, a student may be counted toward more than one type. The total row, however, reflects the number of unique students.<\/em>\n<table id=\"table-b10\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B10.<\/strong><\/a> 2019-20 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Emphasis<\/strong><\/th>\n<th width=\"60\"><strong># of Schools<\/strong><\/th>\n<th width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Alternative Education<\/td>\n<td style=\"text-align: right\" width=\"60\">289<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">317,720<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">General Education<\/td>\n<td style=\"text-align: right\" width=\"60\">920<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">349,674<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Special Education<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Vocational\/CTE<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b11\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B11.<\/strong><\/a> 2019-20 Virtual Pass Rate by School Emphasis<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>School Emphasis<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Pass Count<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Alternative Education<\/td>\n<td style=\"text-align: right\" width=\"60\">135,684<\/td>\n<td style=\"text-align: right\" width=\"60\">317,720<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">General Education<\/td>\n<td style=\"text-align: right\" width=\"60\">236,559<\/td>\n<td style=\"text-align: right\" width=\"60\">349,674<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Special Education<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Vocational\/CTE<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>374,107<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b12\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B12.<\/strong><\/a> 2019-20 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>General Ed Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Alternative Ed Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>68%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>43%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell.<\/em>\n<table id=\"table-b13\" class=\"formatted-right\"><caption><a href=\"#by-number-of-virtual-enrollments\"><strong>Table B13.<\/strong><\/a> 2019-20 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong># of Virtual Enrolls Per School<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"150\">1 to 9<\/td>\n<td style=\"text-align: right\" width=\"60\">176<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">720<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">10 to 19<\/td>\n<td style=\"text-align: right\" width=\"60\">77<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,079<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">20 to 29<\/td>\n<td style=\"text-align: right\" width=\"60\">64<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,575<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">30 to 39<\/td>\n<td style=\"text-align: right\" width=\"60\">44<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,500<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">40 to 49<\/td>\n<td style=\"text-align: right\" width=\"60\">27<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,197<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">50 to 59<\/td>\n<td style=\"text-align: right\" width=\"60\">30<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,619<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">60 to 69<\/td>\n<td style=\"text-align: right\" width=\"60\">25<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,607<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">70 to 79<\/td>\n<td style=\"text-align: right\" width=\"60\">29<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,152<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">80 to 89<\/td>\n<td style=\"text-align: right\" width=\"60\">23<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,947<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">9o to 99<\/td>\n<td style=\"text-align: right\" width=\"60\">26<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,449<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">100+<\/td>\n<td style=\"text-align: right\" width=\"60\">704<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">656,837<\/td>\n<td style=\"text-align: right\" width=\"60\">98%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b14\" class=\"formatted-right\"><caption><a href=\"#by-number-of-virtual-enrollments\"><strong>Table B14.<\/strong><\/a> 2019-20 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"40\"><strong>School Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"70\">1 to 2 Virtual Courses \/\u00a0 Learner<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>3 to 4 Virtual Courses \/ Learner<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>5+ Virtual Courses \/ Learner<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"40\">0% to &lt;10%<\/td>\n<td style=\"text-align: right\" width=\"70\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">10% to &lt;20%<\/td>\n<td style=\"text-align: right\" width=\"70\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">20% to &lt;30%<\/td>\n<td style=\"text-align: right\" width=\"70\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">30% to &lt;40%<\/td>\n<td style=\"text-align: right\" width=\"70\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">40% to &lt;50%<\/td>\n<td style=\"text-align: right\" width=\"70\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">50% to &lt;60%<\/td>\n<td style=\"text-align: right\" width=\"70\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">60% to &lt;70%<\/td>\n<td style=\"text-align: right\" width=\"70\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">70% to &lt;80%<\/td>\n<td style=\"text-align: right\" width=\"70\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">80% to &lt;90%<\/td>\n<td style=\"text-align: right\" width=\"70\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">90% to 100%<\/td>\n<td style=\"text-align: right\" width=\"70\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b15\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B15.<\/strong><\/a> 2019-20 Number and Percentage of Schools and Virtual Enrollments by Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">187<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">135,054<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">29<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">36,497<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">437<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">164,722<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Suburban<\/td>\n<td style=\"text-align: right\" width=\"60\">374<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<td style=\"text-align: right\" width=\"60\">228,414<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">198<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">107,995<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b16\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B16.<\/strong><\/a> 2019-20 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>1 to 24 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>25 to 49 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>50 to 74 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>75 to 99 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>100+ Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Total<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">26%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Suburban<\/td>\n<td style=\"text-align: right\" width=\"60\">26%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b17\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B17.<\/strong><\/a> 2019-20 Virtual Pass Rate by Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change from 18-19<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">-4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">+2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">+5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Suburban<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">-1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">+2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>+1%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b18\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B18.<\/strong><\/a> 2019-20 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>0% to 20% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>20% to 40% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>40% to 60% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>60% to 80% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>80% to 100% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Total<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Suburban<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b19\" class=\"formatted-right\"><caption><a href=\"#by-school-poverty-levels\"><strong>Table B19.<\/strong><\/a> 2019-20 Number and Percentage of Schools and Virtual Enrollments by School Poverty Levels<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Poverty Category<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of All MI Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Virtual Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Low Poverty (&lt;=25%)<\/td>\n<td style=\"text-align: right\" width=\"60\">172<\/td>\n<td style=\"text-align: right\" width=\"60\">453<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mid-Low Poverty (&gt;25% to &lt;=50%)<\/td>\n<td style=\"text-align: right\" width=\"60\">363<\/td>\n<td style=\"text-align: right\" width=\"60\">928<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mid-High Poverty (&gt;50% to &lt;=75%)<\/td>\n<td style=\"text-align: right\" width=\"60\">443<\/td>\n<td style=\"text-align: right\" width=\"60\">1,167<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">High Poverty (&gt;75%)<\/td>\n<td style=\"text-align: right\" width=\"60\">241<\/td>\n<td style=\"text-align: right\" width=\"60\">898<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Missing<\/td>\n<td style=\"text-align: right\" width=\"60\">6<\/td>\n<td style=\"text-align: right\" width=\"60\">0<\/td>\n<td style=\"text-align: right\" width=\"60\">NA<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>3,446<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>36%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: All Michigan K-12 schools with building codes were used to calculate the state figures.<\/em>\n<table id=\"table-b20\" class=\"formatted-right\"><caption><a href=\"#by-school-poverty-levels\"><strong>Table B20.<\/strong><\/a> 2019-20 Number and Pass Rate of Virtual Enrollments by School Poverty Levels<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Poverty Category<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Count<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Low Poverty (&lt;=25%)<\/td>\n<td style=\"text-align: right\" width=\"60\">40,623<\/td>\n<td style=\"text-align: right\" width=\"60\">61,307<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mid-Low Poverty (&gt;25% to &lt;=50%)<\/td>\n<td style=\"text-align: right\" width=\"60\">71,864<\/td>\n<td style=\"text-align: right\" width=\"60\">103,992<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mid-High Poverty (&gt;50% to &lt;=75%)<\/td>\n<td style=\"text-align: right\" width=\"60\">128,260<\/td>\n<td style=\"text-align: right\" width=\"60\">241,519<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">High Poverty (&gt;75%)<\/td>\n<td style=\"text-align: right\" width=\"60\">130,624<\/td>\n<td style=\"text-align: right\" width=\"60\">262,209<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Missing<\/td>\n<td style=\"text-align: right\" width=\"60\">2,736<\/td>\n<td style=\"text-align: right\" width=\"60\">3,655<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>374,107<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-c\">Appendix - C Course Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-c1\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table C1.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">1,146<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">150<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">9,402<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">4,159<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">11,229<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">2,620<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">129,014<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">40,889<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">38,654<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">3,578<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">896<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">8,087<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">93,463<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">164<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">117,399<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">59<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">47,037<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">754<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">50,696<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">2,023<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">142<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">111,056<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">65<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c2\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table C2.<\/strong><\/a> 2019-20 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c3\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C3.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>English Language and Literature Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">English \/ Language Arts I (9th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">22,990<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English \/ Language Arts II (10th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">22,904<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English\/Language Arts III (11th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">19,009<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English\/Language Arts IV (12th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">18,680<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Proficiency Development<\/td>\n<td style=\"text-align: right\" width=\"60\">4,157<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 8)<\/td>\n<td style=\"text-align: right\" width=\"60\">4,088<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">3,403<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">American Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">3,155<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 7)<\/td>\n<td style=\"text-align: right\" width=\"60\">3,054<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 6)<\/td>\n<td style=\"text-align: right\" width=\"60\">2,319<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>103,759<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>80%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>51%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 129,014 for this subject area.<\/em>\n<table id=\"table-c4\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C4.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Mathematics Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Geometry<\/td>\n<td style=\"text-align: right\" width=\"60\">23,215<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra II<\/td>\n<td style=\"text-align: right\" width=\"60\">20,951<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra I<\/td>\n<td style=\"text-align: right\" width=\"60\">18,736<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Consumer Math<\/td>\n<td style=\"text-align: right\" width=\"60\">8,383<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Pre-Algebra<\/td>\n<td style=\"text-align: right\" width=\"60\">5,047<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">4,636<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra I\u2014Part 1<\/td>\n<td style=\"text-align: right\" width=\"60\">4,467<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (grade 7)<\/td>\n<td style=\"text-align: right\" width=\"60\">3,547<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (grade 8)<\/td>\n<td style=\"text-align: right\" width=\"60\">3,023<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business Math<\/td>\n<td style=\"text-align: right\" width=\"60\">2,992<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>94,997<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>81%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>49%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 117,399 for this subject area.<\/em>\n<table id=\"table-c5\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C5.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Life and Physical Sciences Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Biology<\/td>\n<td style=\"text-align: right\" width=\"60\">23,607<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Chemistry<\/td>\n<td style=\"text-align: right\" width=\"60\">16,560<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Earth Science<\/td>\n<td style=\"text-align: right\" width=\"60\">10,152<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical Science<\/td>\n<td style=\"text-align: right\" width=\"60\">6,711<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Earth and Space Science<\/td>\n<td style=\"text-align: right\" width=\"60\">5,706<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Environmental Science<\/td>\n<td style=\"text-align: right\" width=\"60\">3,727<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">3,521<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physics<\/td>\n<td style=\"text-align: right\" width=\"60\">3,478<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Integrated Science<\/td>\n<td style=\"text-align: right\" width=\"60\">2,169<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (grade 8)<\/td>\n<td style=\"text-align: right\" width=\"60\">1,932<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>77,563<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>83%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>50%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 93,463 for this subject area.<\/em>\n<table id=\"table-c6\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C6.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Social Sciences and History Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">U.S. History - Comprehensive<\/td>\n<td style=\"text-align: right\" width=\"60\">19,163<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Economics<\/td>\n<td style=\"text-align: right\" width=\"60\">12,873<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">World History\u2014Overview<\/td>\n<td style=\"text-align: right\" width=\"60\">12,105<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">World History and Geography<\/td>\n<td style=\"text-align: right\" width=\"60\">11,190<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">U.S. Government - Comprehensive<\/td>\n<td style=\"text-align: right\" width=\"60\">7,776<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Psychology<\/td>\n<td style=\"text-align: right\" width=\"60\">5,343<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Civics<\/td>\n<td style=\"text-align: right\" width=\"60\">5,064<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Modern U.S. History<\/td>\n<td style=\"text-align: right\" width=\"60\">3,374<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">U.S. History\u2014Other<\/td>\n<td style=\"text-align: right\" width=\"60\">2,740<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sociology<\/td>\n<td style=\"text-align: right\" width=\"60\">2,684<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>82,312<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>74%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 111,056 for this subject area.<\/em>\n<table id=\"table-c7\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C7.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>AP Course Title<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">AP Art-History of Art<\/td>\n<td style=\"text-align: right\" width=\"60\">50<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Biology<\/td>\n<td style=\"text-align: right\" width=\"60\">162<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Calculus AB<\/td>\n<td style=\"text-align: right\" width=\"60\">152<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Calculus BC<\/td>\n<td style=\"text-align: right\" width=\"60\">95<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Chemistry<\/td>\n<td style=\"text-align: right\" width=\"60\">80<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Comparative Government and Politics<\/td>\n<td style=\"text-align: right\" width=\"60\">8<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Computer Science A<\/td>\n<td style=\"text-align: right\" width=\"60\">261<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Computer Science AB<\/td>\n<td style=\"text-align: right\" width=\"60\">69<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">90%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Computer Science Principles<\/td>\n<td style=\"text-align: right\" width=\"60\">6<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Economics<\/td>\n<td style=\"text-align: right\" width=\"60\">14<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP English Language and Composition<\/td>\n<td style=\"text-align: right\" width=\"60\">308<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">93%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP English Literature and Composition<\/td>\n<td style=\"text-align: right\" width=\"60\">197<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Environmental Science<\/td>\n<td style=\"text-align: right\" width=\"60\">122<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP European History<\/td>\n<td style=\"text-align: right\" width=\"60\">13<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP French Language and Culture<\/td>\n<td style=\"text-align: right\" width=\"60\">25<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP French Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">1<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Government<\/td>\n<td style=\"text-align: right\" width=\"60\">28<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Human Geography<\/td>\n<td style=\"text-align: right\" width=\"60\">83<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Macroeconomics<\/td>\n<td style=\"text-align: right\" width=\"60\">134<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Microeconomics<\/td>\n<td style=\"text-align: right\" width=\"60\">139<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Music Theory<\/td>\n<td style=\"text-align: right\" width=\"60\">58<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Physics 1<\/td>\n<td style=\"text-align: right\" width=\"60\">6<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Physics B<\/td>\n<td style=\"text-align: right\" width=\"60\">89<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Physics C<\/td>\n<td style=\"text-align: right\" width=\"60\">63<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Psychology<\/td>\n<td style=\"text-align: right\" width=\"60\">712<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Spanish Language and Culture<\/td>\n<td style=\"text-align: right\" width=\"60\">78<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Statistics<\/td>\n<td style=\"text-align: right\" width=\"60\">283<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Studio Art-Drawing Portfolio<\/td>\n<td style=\"text-align: right\" width=\"60\">2<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP U.S. Government and Politics<\/td>\n<td style=\"text-align: right\" width=\"60\">99<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">90%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP U.S. History<\/td>\n<td style=\"text-align: right\" width=\"60\">354<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP World History<\/td>\n<td style=\"text-align: right\" width=\"60\">87<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">93%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>3,778<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>86%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: An additional 440 enrollments had a course type listed as Advanced Placement, but did not match an AP SCED Code. Similarly, there existed local course titles with AP in the title that did not have an AP SCED Code. Thus, it is very likely the data above underreports the number of students taking AP courses virtually. Pass Rates are not reported (NR) if there were less than 25 for that cell. <\/em>\n<table id=\"table-c8\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-locale\"><strong>Table C8.<\/strong><\/a> 2019-20 Virtual Enrollments Percentage by Subject Area and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% City<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Not Specified<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Rural<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Suburb<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Town<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c9\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-locale\"><strong>Table C9.<\/strong><\/a> 2019-20 Virtual Enrollment Pass Rates by Subject Area and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">City Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Not Specified Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Rural Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Suburb<\/strong> Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Town Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<td style=\"text-align: right\" width=\"60\">93%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">96%<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<td style=\"text-align: right\" width=\"60\">93%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>47%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>52%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>59%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>60%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) is there were less than 25 virtual enrollments for that cell.<\/em>\n<table id=\"table-c10\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-gender\"><strong>Table C10.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Male Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Female Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% of Male Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Female Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Male Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Female Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">447<\/td>\n<td style=\"text-align: right\" width=\"60\">699<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">135<\/td>\n<td style=\"text-align: right\" width=\"60\">15<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">4,760<\/td>\n<td style=\"text-align: right\" width=\"60\">4,642<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">1,955<\/td>\n<td style=\"text-align: right\" width=\"60\">2,204<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">6,775<\/td>\n<td style=\"text-align: right\" width=\"60\">4,454<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">1,591<\/td>\n<td style=\"text-align: right\" width=\"60\">1,029<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">66,888<\/td>\n<td style=\"text-align: right\" width=\"60\">62,126<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">19,551<\/td>\n<td style=\"text-align: right\" width=\"60\">21,338<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">18,200<\/td>\n<td style=\"text-align: right\" width=\"60\">20,454<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">948<\/td>\n<td style=\"text-align: right\" width=\"60\">2,630<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">385<\/td>\n<td style=\"text-align: right\" width=\"60\">511<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">3,550<\/td>\n<td style=\"text-align: right\" width=\"60\">4,537<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">47,817<\/td>\n<td style=\"text-align: right\" width=\"60\">45,646<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">141<\/td>\n<td style=\"text-align: right\" width=\"60\">23<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">60,291<\/td>\n<td style=\"text-align: right\" width=\"60\">57,108<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">41<\/td>\n<td style=\"text-align: right\" width=\"60\">18<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">23,304<\/td>\n<td style=\"text-align: right\" width=\"60\">23,733<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">382<\/td>\n<td style=\"text-align: right\" width=\"60\">372<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">25,405<\/td>\n<td style=\"text-align: right\" width=\"60\">25,291<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">760<\/td>\n<td style=\"text-align: right\" width=\"60\">1,263<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">40<\/td>\n<td style=\"text-align: right\" width=\"60\">102<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">54,979<\/td>\n<td style=\"text-align: right\" width=\"60\">56,077<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">54<\/td>\n<td style=\"text-align: right\" width=\"60\">11<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>338,399<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>334,283<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>54%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>58%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Pass Rate data are not reported (NR) if there were less than 25 virtual enrollments for that cell.<\/em>\n<table id=\"table-c11\" class=\"formatted-right\"><caption><a href=\"#courses-by-virtual-method\"><strong>Table C11.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Method<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Blended Learning<\/td>\n<td style=\"text-align: right\" width=\"60\">52,036<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Digital Learning<\/td>\n<td style=\"text-align: right\" width=\"60\">55,694<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Online Course<\/td>\n<td style=\"text-align: right\" width=\"60\">556,650<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Missing<\/td>\n<td style=\"text-align: right\" width=\"60\">8,302<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-d\">Appendix - D Student Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-d1\" class=\"formatted-right\"><caption><a href=\"#by-student-grade-level\"><strong>Table D1.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Students with Percent Year over Year Change<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Grade Level<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change from 18-19<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">K<\/td>\n<td style=\"text-align: right\" width=\"60\">1,028<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">-5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">1<\/td>\n<td style=\"text-align: right\" width=\"60\">1,157<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">-9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">2<\/td>\n<td style=\"text-align: right\" width=\"60\">1,238<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">-6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">3<\/td>\n<td style=\"text-align: right\" width=\"60\">1,195<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">-16%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">4<\/td>\n<td style=\"text-align: right\" width=\"60\">1,343<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">-6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">5<\/td>\n<td style=\"text-align: right\" width=\"60\">1,590<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">-8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">6<\/td>\n<td style=\"text-align: right\" width=\"60\">2,616<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">-8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">7<\/td>\n<td style=\"text-align: right\" width=\"60\">3,614<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">+9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">8<\/td>\n<td style=\"text-align: right\" width=\"60\">4,989<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">+13%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">9<\/td>\n<td style=\"text-align: right\" width=\"60\">16,860<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">+1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">10<\/td>\n<td style=\"text-align: right\" width=\"60\">22,365<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">+3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">11<\/td>\n<td style=\"text-align: right\" width=\"60\">25,454<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">+1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">12<\/td>\n<td style=\"text-align: right\" width=\"60\">39,606<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>+1%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Because some students took courses across multiple grade levels, a student may be counted toward more than one grade level. The total row, however, reflects the number of unique students.<\/em>\n<table id=\"table-d2\" class=\"formatted-right\"><caption><a href=\"#by-student-sex\"><strong>Table D2.<\/strong><\/a> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Student Sex<\/strong><\/th>\n<th width=\"60\"><strong># of Students<\/strong><\/th>\n<th width=\"60\"><strong>% of Students<\/strong><\/th>\n<th width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Male<\/td>\n<td style=\"text-align: right\" width=\"60\">60,367<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">338,399<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Female<\/td>\n<td style=\"text-align: right\" width=\"60\">61,549<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">334,283<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>372,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: A few students had enrollments where their sex was listed as male on some, but female on others.<\/em>\n<table id=\"table-d3\" class=\"formatted-right\"><caption><a href=\"#student-by-race\/ethnicity\"><strong>Table D3.<\/strong><\/a> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Race \/Ethnicity<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">African American<\/td>\n<td style=\"text-align: right\" width=\"60\">20,537<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">145,268<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">American Indian or Alaska Native<\/td>\n<td style=\"text-align: right\" width=\"60\">1,144<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">5,785<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Asian<\/td>\n<td style=\"text-align: right\" width=\"60\">2,252<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">7,745<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hispanic or Latino<\/td>\n<td style=\"text-align: right\" width=\"60\">9,581<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">56,014<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Native Hawaiian or Pacific Islander<\/td>\n<td style=\"text-align: right\" width=\"60\">83<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">440<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">White<\/td>\n<td style=\"text-align: right\" width=\"60\">83,392<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">419,421<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Two or More Races<\/td>\n<td style=\"text-align: right\" width=\"60\">5,526<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">35,042<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">931<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,967<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 121.900 number because a few students had enrollments across multiple schools where one school listed the student as one race\/ethnicity, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d4\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D4.<\/strong><\/a> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Poverty Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">71,474<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">460,655<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">50,302<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<td style=\"text-align: right\" width=\"60\">211,501<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">124<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">526<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">26%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 121,900 number because a few students had enrollments across multiple schools where one school listed the student under a specific poverty status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d5\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D5.<\/strong><\/a> 2019-20 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Poverty Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate - Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">-20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">-19%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">26%<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">-2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>-22%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The Virtual Pass Rate \u2013 Non-Virtual Pass Rate calculation was run prior to rounding. That rounding effect accounts for what may appear a calculation error.<\/em>\n<table id=\"table-d6\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D6.<\/strong><\/a> 2019-20 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% of Virtual Learners in Poverty<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Virtual Enrolls from Learners in Poverty<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate for Virtual Learners in Poverty<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Full-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Part-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>59%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>68%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>50%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d7\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D7.<\/strong><\/a> 2019-20 Number and Percentage of Students and Virtual Enrollments by School Poverty Levels<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Poverty Category<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of All MI Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Virtual Students<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Low Poverty (&lt;=25%)<\/td>\n<td style=\"text-align: right\" width=\"60\">18,831<\/td>\n<td style=\"text-align: right\" width=\"60\">293,428<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mid-Low Poverty (&gt;25% to &lt;=50%)<\/td>\n<td style=\"text-align: right\" width=\"60\">31,499<\/td>\n<td style=\"text-align: right\" width=\"60\">439,982<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mid-High Poverty (&gt;50% to &lt;=75%)<\/td>\n<td style=\"text-align: right\" width=\"60\">40,775<\/td>\n<td style=\"text-align: right\" width=\"60\">412,345<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">High Poverty (&gt;75%)<\/td>\n<td style=\"text-align: right\" width=\"60\">32,261<\/td>\n<td style=\"text-align: right\" width=\"60\">306,483<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Missing<\/td>\n<td style=\"text-align: right\" width=\"60\">721<\/td>\n<td style=\"text-align: right\" width=\"60\">0<\/td>\n<td style=\"text-align: right\" width=\"60\">NA<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,451,938<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>8%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"TableFigureNote\"><em>Note: The total number of students exceeds the 121,900 number because some students had enrollments across categories. The unique total was used to emphasize the true number of virtual students. Also, all Michigan K-12 schools with building codes were used to calculate the state figures.<\/em><\/p>\n\n<table id=\"table-d8\" class=\"formatted-right\"><caption><a href=\"#student-by-special-education\"><strong>Table D8.<\/strong><\/a> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/caption>\n<thead>\n<tr>\n<th width=\"230\"><strong>Special Education Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">14,093<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">88,966<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">107,133<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<td style=\"text-align: right\" width=\"60\">580,749<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">931<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,967<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 121,900 number because a few students had enrollments across multiple schools where one school listed the student under a specific special education status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d9\" class=\"formatted-right\"><caption><a href=\"#student-by-FT-or-PT\"><strong>Table D9.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments with Pass Rate by Full- or Part-Time Status<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Virtual Subset<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Full-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">32,976<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">306,495<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Part-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">90,403<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">366,187<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 121,900 number because a few students had enrollments in both full-time and part-time virtual schools. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d10\" class=\"formatted-right\"><caption><a href=\"#student-by-FT-or-PT\"><strong>Table D10.<\/strong><\/a> 2019-20 Pass Rate Comparison for Full- and Part-Time Virtual Learners<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Virtual Subset<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Full-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">NA<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Part-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d11\" class=\"formatted-right\"><caption><a href=\"#student-by-non-virtual-course-performance\"><strong>Table D11.<\/strong><\/a> 2019-20 Number and Percentage of Part-Time Virtual Students and Virtual Enrollments with Pass Rate by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Non-Virtual Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Passed All NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">36,163<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">88,884<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Did Not Pass 1 or 2 NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">14,736<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">42,816<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Did Not Pass 3 or More NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">23,756<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">110,748<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>74,655<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>242,448<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>61%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d12\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table D12.<\/strong><\/a> 2019-20 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Virtual Course Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of\u00a0 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Passed All<\/td>\n<td style=\"text-align: right\" width=\"60\">57,423<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">198,706<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Passed Some, But Not All<\/td>\n<td style=\"text-align: right\" width=\"60\">38,697<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">346,699<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Didn't Pass Any<\/td>\n<td style=\"text-align: right\" width=\"60\">25,780<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">127,277<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d13\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table D13.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong># of Virtual Courses Not Passed<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">1 to 2<\/td>\n<td style=\"text-align: right\" width=\"60\">10,474<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">3 to 4<\/td>\n<td style=\"text-align: right\" width=\"60\">3,374<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">5 to 6<\/td>\n<td style=\"text-align: right\" width=\"60\">5,234<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">7 to 8<\/td>\n<td style=\"text-align: right\" width=\"60\">2,337<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">9 to 10<\/td>\n<td style=\"text-align: right\" width=\"60\">1,133<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">11+<\/td>\n<td style=\"text-align: right\" width=\"60\">3,228<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>25,780<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d14\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-usage\"><strong>Table D14.<\/strong><\/a> 2019-20 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/caption>\n<thead>\n<tr>\n<th width=\"70\"><strong>Virtual Usage<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"70\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"70\">1 to 2 Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">51,759<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">74,080<\/td>\n<td style=\"text-align: right\" width=\"70\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\">3 to 4 Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">16,072<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">56,039<\/td>\n<td style=\"text-align: right\" width=\"70\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\">5 or More Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">54,069<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">542,563<\/td>\n<td style=\"text-align: right\" width=\"70\">81%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>121,900<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>672,682<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>56%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-e\">Appendix - E State Assessment Tables<\/h2>\nState assessments were suspended for the 2019-2020 school year due to the pandemic.\n<h2 id=\"appendix-f\">Appendix - F Completion Status Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-f1\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table F1.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>23,282<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>102,548<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #115e6e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>374,107<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>56%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>70,274<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>13<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>44<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>54,187<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>11,645<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>36,582<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>672,682<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f2\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table F2.<\/strong><\/a> 2019-20 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>ISD School % of Enrolls<\/strong><\/th>\n<th><strong>LEA School %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>LEA UEP %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>PSA School %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>0%<\/td>\n<td>4%<\/td>\n<td>0%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>3%<\/td>\n<td>15%<\/td>\n<td>9%<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #115e6e\"><strong>52%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>57%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>58%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>53%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>5%<\/td>\n<td>10%<\/td>\n<td>1%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>36%<\/td>\n<td>8%<\/td>\n<td>9%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>4%<\/td>\n<td>5%<\/td>\n<td>24%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: UEP = Unique Education Provider<\/em>\n<table id=\"table-f3\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table F3.<\/strong><\/a> 2019-20 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>10,235<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>49,147<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #115e6e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>159,328<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>52%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>32,784<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>4<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>19,598<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>10,241<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>25,158<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>306,495<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f4\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table F4.<\/strong><\/a> 2019-20 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>13,047<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>53,401<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">214,779<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">59%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>37,490<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>9<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>44<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>34,589<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>1,404<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>11,424<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>366,187<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f5\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table F5.<\/strong><\/a> 2019-20 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>Alt Ed % of Enrolls<\/strong><\/th>\n<th><strong>Gen Ed %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Special Ed %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>7%<\/td>\n<td>1%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>15%<\/td>\n<td>15%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #115e6e\"><strong>43%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>68%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>35%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>18%<\/td>\n<td>4%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>10%<\/td>\n<td>6%<\/td>\n<td>59%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>1%<\/td>\n<td>2%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>7%<\/td>\n<td>4%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Reportable Programs and Vocational\/CTE are not reporting on here because each had less than 10 schools.<\/em>\n<table id=\"table-f6\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table F6.<\/strong><\/a> 2019-20 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>English % of Enrolls<\/strong><\/th>\n<th><strong>Math %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Science %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Social Sci %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>16%<\/td>\n<td>17%<\/td>\n<td>17%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #115e6e\"><strong>54%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>52%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>54%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>58%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>12%<\/td>\n<td>12%<\/td>\n<td>12%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>8%<\/td>\n<td>9%<\/td>\n<td>8%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f7\" class=\"formatted-right\"><caption><a href=\"#by-student-sex\"><strong>Table F7.<\/strong><\/a> 2019-20 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>Males % of Enrolls<\/strong><\/th>\n<th><strong>Females %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>4%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>16%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">54%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">58%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>11%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>9%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f8\" class=\"formatted-right\"><caption><a href=\"#student-by-race\/ethnicity\"><strong>Table F8.<\/strong><\/a> 2019-20 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>African American % of Enrolls<\/strong><\/th>\n<th><strong>American Indian or Alaska Native %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Asian %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Hispanic or Latino %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>White % of Enrolls<\/strong><\/th>\n<th><strong>Two or More Races % of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>7%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>3%<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>18%<\/td>\n<td>16%<\/td>\n<td>8%<\/td>\n<td>14%<\/td>\n<td>14%<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #115e6e\"><strong>45%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>53%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>74%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>51%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>60%<\/strong><\/span><\/td>\n<td><span style=\"color: #115e6e\"><strong>53%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>14%<\/td>\n<td>11%<\/td>\n<td>4%<\/td>\n<td>15%<\/td>\n<td>9%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>9%<\/td>\n<td>11%<\/td>\n<td>4%<\/td>\n<td>10%<\/td>\n<td>7%<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<td>7%<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Only Race \/ Ethnicities with 1,000 or more students are reported in the table.<\/em>\n<table id=\"table-f9\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table F9.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>In Poverty % of Enrolls<\/strong><\/th>\n<th><strong>Not In Poverty %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Unknown %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>4%<\/td>\n<td>3%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>18%<\/td>\n<td>10%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">50% <\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">68%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">26%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>12%<\/td>\n<td>7%<\/td>\n<td>17%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>9%<\/td>\n<td>5%<\/td>\n<td>36%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>6%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f10\" class=\"formatted-right\"><caption><a href=\"#student-by-special-education\"><strong>Table F10.<\/strong><\/a> 2019-20 Number and Percentage of Virtual Enrollments by Completion Status and Special Education Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>In Special Ed % of Enrolls<\/strong><\/th>\n<th><strong>Not In Special Ed%\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Unknown %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>3%<\/td>\n<td>4%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>18%<\/td>\n<td>15%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">50% <\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">57%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #115e6e\">36%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>10%<\/td>\n<td>11%<\/td>\n<td>17%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>11%<\/td>\n<td>7%<\/td>\n<td>20%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>3%<\/td>\n<td>2%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>6%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f11\" class=\"formatted-right\"><caption><span style=\"color: #1e1e1e\"><a href=\"#student-by-virtual-course-performance\">Table F11.<\/a> 2019-20 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/span><\/caption>\n<thead>\n<tr>\n<th><span style=\"font-weight: 400\">Completion Status<\/span><\/th>\n<th><span style=\"font-weight: 400\">At Least One % of Enrolls<\/span><\/th>\n<th><span style=\"font-weight: 400\">11 or More %\u00a0of Enrolls<\/span><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>11%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>27%<\/td>\n<td>32%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #115e6e\">Completed \/ Passed<\/span><\/td>\n<td><span style=\"color: #115e6e\">0%<\/span><\/td>\n<td><span style=\"color: #115e6e\">0%<\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>21%<\/td>\n<td>20%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>23%<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>6%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>12%<\/td>\n<td>13%<\/td>\n<\/tr>\n<tr>\n<td>Total<\/td>\n<td>100%<\/td>\n<td>100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2019-20",
            "excerpt": "Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2019-20 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 50 data tables at the end of the report.",
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            "path": "\/blog\/we-need-to-give-our-teachers-the-professional-trust-they-deserve\/",
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            "content": "<!-- wp:paragraph -->\n<p>This past year, more than ever, teachers across the nation have been struggling beneath the collective weight placed on their shoulders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>And yet, we've seen heroes emerge from our schools in the midst of pandemic learning. <\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I do not say this lightly or to increase the pressure placed on teachers. The Oxford Dictionary defines a \"hero\" as \u201ca person who is admired or idealized for courage, outstanding achievements, or noble qualities.\" <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our educators should be valued, recognized, and admired for the achievements and qualities they have demonstrated during this \"unprecedented\" time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite their extraordinary efforts, many teachers have felt diminished by media outlets, by social media commentary, by parents and community members, and, though perhaps not intentionally, sometimes by their own school leaders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>There are countless stories from teachers expressing that they felt as though nothing they did was ever \"enough.\"<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> Some teachers have felt a lack of trust in their professional expertise, noting the requirements of strict daily schedules to ensure they were fulfilling their job duties. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While structure and accountability are critical components in the education of children, teachers also need to feel respected as the highly educated, specially trained experts they are, most of whom would not remain in the field if not for their passion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1214307416-1.jpg\",\"id\":51207,\"dimRatio\":60,\"focalPoint\":{\"x\":\"0.69\",\"y\":\"0.28\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1214307416-1.jpg);background-position:69% 28%\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">While structure and accountability are critical components in the education of children, teachers also need to feel respected as the highly-educated, specifically trained individuals they are.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>I do not intend to point fingers. This has been a difficult time for all of us. Instead, I wonder how we can reframe the conversation to look at how to help teachers feel better supported moving forward. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>How can these feelings of failure or lack of support be relieved? What can educational leaders do to support their teachers?<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At <em>Michigan Virtual<\/em>, we have worked for years to develop clear and consistent expectations and a culture of growth for <a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\" class=\"rank-math-link\">our online teachers<\/a> both full- and part-time. The vast majority of our teachers are entirely remote, but we've built a network of supports throughout our team to ensure our instructors know they are never alone. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We encourage asking questions, which often means repeating ourselves many, many times. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>But it\u2019s worth it for a culture of trust. <\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our teachers are evaluated just like traditional brick-and-mortar teachers, which can be a little intimidating at first.  But we do our best to ensure each meeting is truly a discussion. We provide coaching walkthroughs prior to the evaluation so teachers know areas in which they are excelling and areas in which they can still grow. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>This evaluation process is designed to be feedback-centered and an opportunity for growth rather than penalty.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We are honored and proud to have some of the highest engagement scores for employees, in general, but specifically part-time, fully remote employees on the <a href=\"https:\/\/www.gallup.com\/access\/239210\/gallup-q12-employee-engagement-survey.aspx\" class=\"rank-math-link\">Gallup Q12 Employee Engagement survey<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During one of the most challenging years of their career, when we were asking more of them than ever, our teachers reported the highest satisfaction in our years of conducting the survey. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Why? We <em>expected <\/em>the stress of both their work and the world to result in a negative trend, but that wasn\u2019t the case. Our teachers felt heard, respected, and cared for above all else.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/iStock-1217210260.png\",\"id\":47610,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/iStock-1217210260.png)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Our teachers felt heard, respected, and cared for above all else.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>We contribute this high satisfaction to a focus on relationship-building and open communication. We emphasized the value of our teachers, provided the cheerleading they needed, and gave real and honest feedback and guidance. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We extended trust in their capacity to meet our expectations as professional educators unless and until shown otherwise, at which point we provided intervention and support \u2014 not a \"gotcha.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite our remote status, we sought opportunities to connect, check-in, and show that we care about our teachers as human beings. There has been a lot of discussion about social emotional learning (SEL) for students, but our teachers need some of the same supports.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Lastly, we stand up for our teachers. <\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We do not tolerate bullying, which has become all too common in the virtual world. That\u2019s not at all to say the teacher is always right. We are all capable of mistakes. Whether coming from students, parents, or other stakeholders, we expect dialogue to be respectful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As leaders, we do our research to understand the whole picture of a given situation and step in when words become combative, disrespectful, or downright dirty. (You\u2019d be astounded at some of the things that have been said in emails to teachers this year.)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This, above all else, seems to make a difference to our teachers. The knowledge that they will be held accountable if a mistake was made, but will not become a sacrificial lamb in the process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now more than ever, our teachers deserve our professional trust. As we move into the second half of the year, consider: What changes, big or small, can be implemented to support your teacher heroes?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/iStock-1188875323.jpg\",\"id\":34091,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/iStock-1188875323.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">As we move into the second half of the year, consider: What changes, big or small, can be implemented to support your teacher heroes?<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p> <\/p>\n<!-- \/wp:paragraph -->",
            "title": "We need to give our teachers the professional trust they deserve",
            "excerpt": "While structure and accountability are critical components in the education of children, teachers also need to feel respected as the highly educated, specially trained experts they are, most of whom would not remain in the field if not for their passion.",
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            "author_id": 65,
            "timestamp": 1616521983,
            "content": "<p>ENROLL NOW:<\/p>\t\t\n\t\t\t<h1>The virtual Flint Sit-Down Strike learning experience<\/h1>\t\t\n\t\t\t<h3><strong>It\u2019s December 30, 1936, in Flint, Michigan.<\/strong> You take your usual spot in the General Motors Plant Number One, except this time you sit down on the grimy, cold concrete along with hundreds of other workers. You\u2019re officially a part of what some historians refer to as \u201cthe strike heard \u2018round the world.\u201d<\/h3>\t\t\n\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"768\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/Flint-Sit-down-strike-768x576.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption><strong>1935:<\/strong> United Auto Workers formed and United Rubber Workers Union formed.<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"250\" height=\"193\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/MIHC-Logo-NEW-003-1.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Take your students on a trip back in history<\/h2>\t\t\n\t\t<p><em>Michigan Virtual\u00a0<\/em>has partnered with the Michigan History Center to launch the virtual Flint Sit-Down Strike learning experience. Take your students (grades 7-12) on an immersive trip back to the United States' first major auto industry labor dispute. Using a Problem-Based Learning model, students will analyze primary source documents while learning about a significant moment in Michigan history.<\/p>\t\t\t\t\n\t\t\t<h2>This learning experience includes...<\/h2>\t\t\n\t\t\t<h3>Module 1: Child Labor<\/h3><p>Students learn about labor laws and teenage employment in the 18th and 19th century. They interact with three historical child personas to understand what life looked like for someone their age.<\/p>\t\t\n\t\t\t<h3>Module 2: The Governors<\/h3><p>Students get a glimpse into governors\u2019 reactions to labor issues in Michigan and get an introduction to organized labor strikes.<\/p>\t\t\n\t\t\t<h3>Module 3: The Great Depression<\/h3><p>Students see the impact of the Great Depression on manufacturing work in Michigan and the resulting federal and state responses to the relationship between employee and employer.\n<\/p>\t\t\n\t\t\t<h3>Module 4: Sit-Down Strike<\/h3><p>Students are situated in the center of the Flint Sit-Down Strike.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"611\" height=\"497\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/aFyErbOv3mO-l27b_OxVdE1dEfgzesCff.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Tenjeta Calone, 10, picking berries during school day.<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t<h2>How to implement<\/h2>\t\t\n\t\t\t<h4>Educators can implement this learning experience through their LMS or Google Classroom. It\u2019s structured in such a way that teachers can use the content in blended learning. At the end of each module, students are provided with discussion questions.<\/h4>\t\t\n\t\t\t<a href=\"#form\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tEnroll now\n\t\t\t\t\t<\/a>\n\t\tThe <strong>Flint Sit-Down Strike<\/strong>\u00a0learning experience was made possible through the Archives of Michigan and is the culmination of several years of research and observation about a new direction in history education.\t\t\t\t\n\t\t\t<h2>Enroll in the virtual Flint Sit-Down Strike learning experience<\/h2>\t\t\n\t\tWe are in the process of making updates to this experience. Please check back soon for more information or email\u00a0<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener\">[email protected]<\/a>\u00a0for more details.",
            "title": "Flint Sit-Down Strike Learning Experience",
            "excerpt": "ENROLL NOW: The virtual Flint Sit-Down Strike learning experience It\u2019s December 30, 1936, in Flint, Michigan. You take your usual spot in the General Motors Plant Number One, except this time you sit down on the grimy, cold concrete along with hundreds of other workers. You\u2019re officially a part of what some historians refer to...",
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            "path": "\/blog\/it-takes-a-village-to-educate-a-child\/",
            "author_id": 32,
            "timestamp": 1616191075,
            "content": "<!-- wp:html -->\n<div class=\"h4\" style=\"text-align: center;text-transform: uppercase\">Listen to the BRIGHT Podcast<\/div>\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>Kerry Downs was a teacher for 18 years in Flint before she left for what she describes as the <em>only <\/em>role that would have taken her out of the classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Before this new opportunity arose, she was certain that she\u2019d be a teacher forever, the kind that had to be tapped on the shoulder and asked to retire.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>But her new position has brought with it opportunities she never would have thought possible.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It all started when folks from the <a href=\"https:\/\/crim.org\/\">Crim Fitness Foundation<\/a> showed up at her school looking to form a partnership.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At first, Downs was skeptical. She nodded politely, sure, but she didn\u2019t expect much. As a seasoned teacher, she was accustomed to receiving binders of information on flashy, new pedagogies that would soon enough be collecting dust on a shelf.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAfter teaching 18 years,\u201d she says,&nbsp; \u201cI had a shelf full of binders that were never going to provide a perfect answer. What my kids needed wasn't in a specific curriculum or a go-to strategy.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/569.jpg\",\"id\":46991,\"dimRatio\":70,\"gradient\":\"luminous-dusk\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-dusk-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-46991\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/569.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cAfter teaching 18 years, I had a shelf full of binders that were never going to provide a perfect answer. What my kids needed wasn't in a specific curriculum or a go-to strategy.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>But then these partners from the Crim kept showing up and built relationships with her students and their families. Eventually, Downs got curious to learn more about what this whole program was about.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Flash forward to today, and she\u2019s now leading the <a href=\"https:\/\/crim.org\/communityed\/\">Flint Community Education Initiative<\/a> (Flint CEI) as its executive director.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The work of this innovative organization has transformed her vision for education and solidified her belief that \u201cevery school should be a community school.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Community education &amp; the concept of the \u201clighted schoolhouse\u201d<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Community education has deep roots in the city of Flint.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the 1930s, C.S. Mott and Frank Manley originated the concept of a \u201clighted schoolhouse\u201d where the local schools were envisioned to serve as vibrant centers of community life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This model lived on in the city for some time, but eventually, the programs that were in place disbanded during educational shifts in the \u201980s and \u201990s.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen the city started working on their master plan for the city of Flint in 2012,\u201d Downs says, \u201cthey held these forums where they asked the community what they needed, and kind of unanimously, the community said it wanted community education back.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today, the Flint CEI has brought this \u201clighted schoolhouse\u201d model to 13 schools in Flint. At their elementary schools, community school directors stay after-hours until 7 p.m., and at high schools, they stay even later until 8 or 9 p.m.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThere's always someone at the building,\u201d she says, \u201cwhich really gives us an opportunity to have those school buildings be the hub of the neighborhood. We have a lot of partners stepping up to provide support under the guidance of the community school director with direct alignment with the school\u2019s vision alongside the principal and building staff.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What kinds of support does the Flint CEI offer to families in their community?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Downs explains that they have four main goals:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Increasing literacy rates<\/li><li>Improving attendance<\/li><li>Improving graduation rates<\/li><li>Having a positive neighborhood impact<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong><em>To accomplish these goals, they have six main components to their work:<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Expanded learning for kids<\/li><li>Health services<\/li><li>Adult education<\/li><li>Early education programs<\/li><li>Family engagement activities<\/li><li>Community &amp; economic engagement<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In many ways, this model goes beyond efforts to address the <a href=\"http:\/\/www.ascd.org\/whole-child.aspx\" class=\"rank-math-link\">\u201cwhole child\u201d<\/a> in education to address the \u201cwhole family\u201d and the \u201cwhole community.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe know that when we support the whole family,\u201d Downs explains, \u201cthe whole family thrives and kids do better. When the neighborhood is strong, we know that schools are even better supported.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1224835630.jpg\",\"id\":41940,\"focalPoint\":{\"x\":\"0.77\",\"y\":\"0.76\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-41940\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1224835630.jpg\" style=\"object-position:77% 76%\" data-object-fit=\"cover\" data-object-position=\"77% 76%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cWe know that when we support the whole family, the whole family thrives and kids do better.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p><strong><em>A cornerstone of their organization is listening.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur community directors never walk into a school assuming that they know what the needs are,\u201d she says. \u201cThey do a needs assessment and listen to find out: What are teachers and staff members noticing? What are parents listing as their needs? What are kids saying they want?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By listening first, they are able to step in to fill in gaps and address their community\u2019s most pressing needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Taking responsibility off the shoulders of teachers<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Back when Downs was still in the classroom, she recalls feeling most frustrated by the things she <em>couldn\u2019t <\/em>provide her students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAt night,\u201d she reflects, \u201cI\u2019d find myself driving home thinking, \u2018Gosh, I got to all the curriculum, and I was so intentional about making sure the kids got all the academic support they needed. But I don't think Jalen was wearing his glasses today.' Or 'Ashley wasn't in class again today, and I didn't call mom to find out why she wasn't there<em>.<\/em>\u2019 Time and time again, I found myself not being able to meet all of their needs. But if you have a class of 30 kids as a teacher, you just are never going to have enough time and energy to meet all of their needs. It was very clear to me.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Part of what she appreciates most about this model is the responsibility it takes off the shoulders of teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cFor so many years,\u201d she says, \u201cwe have asked teachers to be the answer to everything and to wear 10 different hats. We ask them to be a teacher and a counselor but also a family engagement specialist. What happens is it really takes a toll on our teachers. They should get to focus on being this lead educator and focus on making sure kids do great learning.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1214307416.jpg\",\"id\":51206,\"dimRatio\":70,\"focalPoint\":{\"x\":\"0.61\",\"y\":\"0.20\"},\"gradient\":\"luminous-dusk\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-dusk-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-51206\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1214307416.jpg\" style=\"object-position:61% 20%\" data-object-fit=\"cover\" data-object-position=\"61% 20%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cFor so many years, we have asked teachers to be the answer to everything.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Take, for example, the case of the student missing their glasses.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cNow we have community health workers a phone call away or an email message away,\u201d she says. \u201cThe teacher can say, \u2018Can you check on Jalen in my class and find out if mom needs help with glasses?\u2019 It might be they need eyeglass repair. Maybe he lost them or they need an appointment. The community health worker can help with this and does all the follow up to make it happen. It's a great opportunity to expand the network for our teachers and make sure that kids are supported.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Teaching kids to see the greatness within themselves<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The beauty of this model of community education shines most brightly when you look at stories of individual students and families whose lives have been changed for the better.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I asked Downs to share a couple of examples of stories that motivate her to do her best work every day.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>One story, in particular, came to mind.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe had a student who was struggling,\u201d she says. \u201cSchool just wasn't a priority for him, and he didn't have a lot of role models in his life. Mohammed Aboutawila, the community director at his school, stepped in to serve as a role model for him. Not only was he making sure that that student was getting what he needed, but he also created opportunities for that student to be a leader in school. He\u2019s graduated now, and he attributes a lot of the success that he saw at school and his desire to give back to the community to Mohammed. Because Mohammed saw greatness in him when he didn't see himself. And now he feels like he stepped into that greatness.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/pexels-keira-burton-6147066-1.jpg\",\"id\":50140,\"dimRatio\":70,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-50140\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/pexels-keira-burton-6147066-1.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"Mohammed saw greatness in him when he didn't see himself. And now he feels like he stepped into that greatness.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s hard to listen to Downs tell the story without tearing up.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen you have a first-grader who says the best part of their day is when they eat lunch with a success mentor,\u201d Downs says, \u201coh my goodness, that for me is the reason why we show up. It's why we get up every morning. It's our <em>why<\/em>.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Like usual, at the end of our conversation, I asked Downs about her favorite teacher.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Her answer told a powerful story that serves as a testament to the unparalleled ability of education to transform a student\u2019s life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI was one of those kids who someone might have predicted would not be successful,\u201d she shares. \u201cI had a really rough childhood. We lived in some serious poverty, and there was a lot of trauma in my childhood. But I can pick out teachers every year who made a difference. I don't think they had any idea what a difference they made in my life. That school was probably the most stable thing I had going in my life. But it really did inspire me to be a teacher and to be a person who shows up.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Surprising results: Community education goes virtual<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Like the rest of the world, during COVID-19, the Flint Community Education Initiative switched over to a virtual format for many of its programs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When they began this transition, Downs wasn\u2019t sure how effective it would be, but the results were surprising.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In many cases, they found MORE families were engaged than ever before because the barrier of transportation was removed and anonymity became an option.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, with family Zumba classes, they found greater participation with virtual options than they ever had with face-to-face classes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI never in a million years thought this was going to work,\u201d she admits. \u201cBut we found that some of our parents are better engaged in a virtual format.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Similarly, they\u2019ve found new ways to provide online opportunities for students.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI hope that the online opportunities we\u2019ve provided for students never go away,\u201d Downs says. \u201cWe figured out how to do a robotics team virtually. We figured out how to do nutrition lessons with families, where a nutritionist leads a lesson online and groceries are delivered to their doorstep. We\u2019ve offered virtual college tours to students at places we wouldn't even have thought to travel to in-person because of the distance or just a lack of opportunity. It removes the barrier of transportation, and we're opening doors for some families that maybe wouldn't have that opportunity. We have to be windows to the world, right? That\u2019s where online learning has been very powerful.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/globes-of-the-world-2.jpg\",\"id\":3908,\"gradient\":\"midnight\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-midnight-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-3908\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/globes-of-the-world-2.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"We have to be windows to the world for our students, right? That\u2019s where online learning has been very powerful.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>While some students have struggled to stay engaged with online learning from home, she says, others have really thrived in this model, particularly at the middle and high school level.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMy hope,\u201d she says, \u201cis that we don't let go of all that we've learned in the last year.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>It takes a village to educate a child<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After my conversation with Downs, I was left in awe of the way the Flint Community Education Initiative had devised such an effective and innovative way to leverage local partnerships to support their community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It seemed clear to me that every school, every community, and every family could benefit from having a model like this in place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The burden of educating the <a href=\"http:\/\/www.ascd.org\/whole-child.aspx\" class=\"rank-math-link\">\u201cwhole child\u201d<\/a> shouldn\u2019t be placed solely upon the already weary shoulders of our teachers. The rest of us \u2014 together, as a community \u2014 might need to step up to help fill some of the other gaps.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>It truly does take a village to educate a child.<\/em><\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When healthcare needs are addressed, when social emotional learning is provided, when students are safe and fed and cared for, academics also improve.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The work of the <a href=\"https:\/\/crim.org\/communityed\/\">Flint Community Education Initiative<\/a> validates this through its stories of student success and provides an effective model for other school districts to consider as they work toward partnering with local community organizations to support families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I asked Downs if she has any advice for educators looking to replicate a model for community education like this at home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI would get together with other teachers and identify your key priorities,\u201d she says, \u201cand then reach out to any of your local organizations. I would keep it very attainable. I would not overwhelm myself. If your first goal is to make sure that our kids are connected to a primary care physician and that they have some type of insurance program, then I\u2019d reach out to local health care organizations and let them know this is your interest and ask what they could put together for you.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In her experience, she has found that more often than not, local organizations and nonprofits are eager to invest in the schools in their communities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cPartners are ready to invest in our kids,\u201d Downs says. \u201cThat\u2019s our mindset. Everyone has an obligation to invest in our kids.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/265.jpg\",\"id\":48981,\"dimRatio\":70,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-70 has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-48981\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/265.jpg\" data-object-fit=\"cover\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"Partners are ready to invest in our kids. Everyone has an obligation to invest in our kids.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\">  See also: Kerry on the Mitch Albom Show!  <\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/_nGPYRvIShA\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/_nGPYRvIShA\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "It Takes a Village to Educate a Child",
            "excerpt": "Meet Kerry Downs, the executive director of the Flint Community Education Initiative who provides insight into the rich history of community education in Flint,  shares her belief that every school should be a community school, and reminds us that teachers alone shouldn\u2019t bear the burden of educating the \u201cwhole child.\u201d ",
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            "path": "\/about\/news\/statewide-collaboration-to-provide-free-professional-development-to-teachers\/",
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            "content": "<!-- wp:paragraph -->\n<p>LANSING, Mich. - <em>Michigan Virtual,<\/em> Michigan State Universit<em>y<\/em> and the University of Michigan join together in a statewide collaboration to provide online professional learning modules for Michigan\u2019s teachers. The goal is to outline current research and best practices for educators teaching remotely.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Each of the project\u2019s contributors\u2014MSU\u2019s College of Education, University of Michigan\u2019s School of Education and <em>Michigan Virtual<\/em>\u2014will share expertise in 6-9 free modules for teachers and educational leaders, all expected to be launched prior to Sept. 30, 2021.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The collaboration is funded by $1.4 million from the\u00a0<a href=\"https:\/\/oese.ed.gov\/offices\/education-stabilization-fund\/governors-emergency-education-relief-fund\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Governor\u2019s Emergency Education Relief Fund<\/a>\u00a0for Michigan, part of the Coronavirus Aid, Relief, and Economic Security (CARES) Act, and will be split by the three partners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThis will propel a new era of education,\u201d said\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Bryan Beverly<\/a>, director of the\u00a0<a href=\"https:\/\/education.msu.edu\/k12\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Office of K-12 Outreach<\/a>\u00a0and MSU\u2019s liaison for the project. \u201cThese modules will support educators\u2019 understanding of the effective use of technology, providing opportunities for students to explore content in various modes of instruction.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more than a year, MSU, U-M and <em>Michigan Virtual <\/em>have been in conversation about providing additional assistance to the state\u2019s educators. Following the switch to remote instruction during the COVID-19 pandemic, the need became more urgent, Beverly said.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>Our goal in course design is to do our best to&nbsp;\u2018walk the talk\u2019 of effective online learning. In other words, as we engage teachers in&nbsp;thinking about online&nbsp;teaching and learning through the lens of equity and inclusion, we want to model effective practices and provide a learning experience that is accessible, engaging and impactful. One way to do this is to engage teachers in \u2018meta-moments\u2019 where we call out our own design&nbsp;decisions and the theory behind them and ask participants to consider how they can apply these same ideas and practices in their own teaching.<\/p><cite>Darin Stockdill,&nbsp;design coordinator at the University of Michigan Center for Education Design, Evaluation and Research<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>MSU will lead three key areas in the modules, including:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Project-based learning\u2014led by\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Joe Krajcik<\/a>, director of the CREATE for STEM Institute and Lappan-Phillips Professor of Science Education, and\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Chris Reimann<\/a>, director of policy and strategic partnerships for CREATE for STEM<\/li><li>Culturally sustaining and anti-racist education, leadership and administration\u2014with expertise from Assistant Professor\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Jane C. Lo<\/a>, Associate Professor\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Alyssa Hadley Dunn<\/a>, Professor and Associate Dean\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Terah Venzant Chambers<\/a>\u00a0and Professor\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Gerardo L\u00f3pez<\/a><\/li><li>Inclusive education for students with special needs\u2014with expertise from Associate Professor\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Martin Volker<\/a>, Professor\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Gloria Lee<\/a>, Associate Professor\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Connie Sung<\/a>\u00a0and Assistant Professor\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Kristin Rispoli<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>MSU will also contribute to a module on social\/emotional learning, with direction from <em>Michigan Virtual<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI\u2019m glad that our college will add these modules to other ways we\u2019ve been working to assist educators during the pandemic,\u201d said Dean\u00a0<a href=\"https:\/\/education.msu.edu\/search\/[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Robert E. Floden<\/a>. \u201cI expect that K-12 instruction will continue to include remote learning in the coming years, so what educators learn will be of lasting value.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additional modules, led by experts from the University of Michigan and <em>Michigan Virtual<\/em>, will cover:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Trauma-informed practice online, informed by culturally sustaining and anti-racist practices<\/li><li>Inclusive education online for English Language learners<\/li><li>Inquiry-based learning and disciplinary literacy instruction online for upper elementary and secondary students<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The areas were identified by the\u00a0<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-5683_13651_95083---,00.html\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Governor\u2019s Education Advisory Council<\/a>, which\u00a0<a href=\"https:\/\/edwp.educ.msu.edu\/new-educator\/2020\/alumni-notes-11\/#advisory-council\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">includes four Spartan alumni<\/a>. The Council also provided guiding principles for the professional development suggesting, among other things, that the modules should be supportive of new and experienced teachers; provide opportunities for peer-based collaboration, coaching, reflection and discussion; and focus on anti-bias and social justice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>It is rewarding to collaborate with nationally recognized experts at MSU and UM to create a series of professional development modules that will be made available to all Michigan school personnel. I am confident these free training resources will help teachers, administrators and others make the transitions needed to support all learners in new and traditional learning environments.<\/p><cite>Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Each module will range from 5-10 hours and, upon completion of each, educators will be awarded State Continuing Education Clock Hours (SCECHs).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cPractitioners have been seeking additional ways to engage with all students, and are looking for strategies that particularly define ways to support each of those sub-groups, such as students with special needs,\u201d Beverly added. \u201cThese modules will help fill that gap.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>As the modules are launched, they will be featured on the Michigan Department of Education and the\u00a0<a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan Virtual<\/a>\u00a0websites.<\/em><\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "LANSING, Mich. &#8211; Michigan Virtual, Michigan State University and the University of Michigan join together in a statewide collaboration to provide online professional learning modules for Michigan\u2019s teachers. The goal is to outline current research and best practices for educators teaching remotely. Each of the project\u2019s contributors\u2014MSU\u2019s College of Education, University of Michigan\u2019s School of...",
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        {
            "id": 50573,
            "path": "\/blog\/eight-years-of-research-on-k-12-special-populations-and-motivation\/",
            "author_id": 55,
            "timestamp": 1615908120,
            "content": "<!-- wp:paragraph -->\n<p>In 2020, we published a <a href=\"https:\/\/michiganvirtual.org\/publication_category\/research-in-review\">10 report series<\/a> summarizing the findings of all of the research we\u2019ve conducted to date. Nearly 100 resources were included in this review, and collectively they provide valuable insights for researchers and practitioners on many aspects of online teaching and learning, such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\">K-12 online best practices<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\">Online student motivation<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\">K-12 blended teaching and professional development<\/a>, and&nbsp;<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\">K-12 special populations<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This blog series is meant to accompany these reports and further explore the practical implications of those years of research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the past 8 years Michigan Virtual has paid special attention to online <strong>special populations and subsequently online student motivation.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our research team has focused on topics such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Online credit recovery students<\/li><li>Online students with disabilities, and&nbsp;<\/li><li>The role of motivation in online courses<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These matters as well as resulting implications and best practices are further explored below. For more information on any of the topics below please see the full research report on <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\">K-12 online special populations<\/a> and <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\">motivation<\/a>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Online Credit Recovery Students&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students taking <em>Michigan Virtual<\/em> courses to recover failed credit represent a small percentage of total enrollments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While these students are a minority, on average they did worse in their online course than students who enroll for other reasons.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>However, not <\/strong><strong><em>all<\/em><\/strong><strong> credit recovery students struggle in their online courses.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, a majority demonstrated consistent work and passed their online course. Nevertheless, a small number showed less active engagement with their course, with little work throughout but a sharp increase in activity near the end of the semester.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These students demonstrated extremely poor course pacing as they were not able to stay on track with the suggested course progress.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For this group of students, who have already tried and failed to earn credit, it is important for teachers and mentors to pay close attention to pacing and keep these students on track.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Online Students with Disabilities<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>K-12 students with disabilities should be encouraged to enroll in online courses that align with their educational goals and, most importantly, be supported in their courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To ensure that all students can access all course material and be successful, online courses should be designed in accordance with industry standards regarding accessibility such as, but not limited to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/keepmichiganlearning.org\/wp-content\/uploads\/2020\/06\/UDL-Framework.pdf\">Universal Design for Learning (UDL)<\/a><\/li><li>Universal Design Principles, and&nbsp;<\/li><li>Web Content Accessibility Guidelines.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In addition, K-12 online teachers should have training and support to better serve students with disabilities, who, like other students, are learning both the content <em>and<\/em> how to learn online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given the complexities and challenges of teaching online students with disabilities, K-12 online teachers should be provided training and regular professional development on supporting online students with disabilities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Online Student Motivation<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>On average for Michigan Virtual courses, the more that students are interested in their online course, the higher their final course grades are.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Unsurprisingly, students who are interested in their courses and motivated to successfully complete their courses tend to have better course outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These students may even be able to refine their self-regulation skills in their online courses. Some of the most common feedback from K-12 online students is that their online course helped them learn better time management.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are, however, a smaller group of less motivated students who do not do as well in their online courses for a variety of reasons.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These lesser motivated&nbsp; students, while a minority, struggled more in their online courses than any other motivation group and attributed their performance largely to external factors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This group of students may benefit from increased student-teacher interactions and self-regulated learning skill building, beyond what is offered in an orientation course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Further research is needed in the area of motivation in <em>Michigan Virtual<\/em> courses, specifically into the role of self-regulated learning in successful course completion.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Key Takeaways on K-12 Special Populations and Motivation<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Carefully monitor students who enroll in online courses for credit recovery. Intervene early and often if they are not on pace with the course.&nbsp;<\/li><li>Encourage students with disabilities to enroll in online courses\u2014if this is desired by both the student and their family, as well as in line with their educational goals. Ensure that the online course and teacher are trained on how to best support each student\u2019s needs.&nbsp;<\/li><li>Much like in face-to-face courses, motivation plays a large and complex role in student success online. Teachers need to be aware of the self-regulation challenges of learning online and help students to develop these skills while also mastering the course content.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>MVLRI Research on K-12 Special Populations and Motivation<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Beck, D. (2017). <em>Games used in k-12 schools: A research perspective<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/games-used-in-k-12-schools-a-research-perspective\/\"> https:\/\/michiganvirtual.org\/research\/publications\/games-used-in-k-12-schools-a-research-perspective\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cozart, J. (2014, November 14). New research on affective and motivational factors of learning in online mathematics courses. <em>Michigan Virtual University<\/em>.<a href=\"https:\/\/michiganvirtual.org\/blog\/new-research-on-affective-and-motivational-factors-of-learning-in-online-mathematics-courses\/\"> https:\/\/michiganvirtual.org\/blog\/new-research-on-affective-and-motivational-factors-of-learning-in-online-mathematics-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Deschaine, M. (2018). <em>Supporting students with disabilities in k-12 online and blended learning<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/\"> https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/<\/a>&nbsp;&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R. E. (2010). <em>Understanding the role and applicability of K-12 online learning to support student dropout recovery efforts<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/understanding-the-role-and-applicability-of-k-12-online-learning-to-support-student-dropout-recovery-efforts\/\"> https:\/\/michiganvirtual.org\/research\/publications\/understanding-the-role-and-applicability-of-k-12-online-learning-to-support-student-dropout-recovery-efforts\/<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hung, A &amp; Rice, K. (2018). <em>Combining data and text mining to develop an early warning system using a deep learning approach<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/combining-data-and-text-mining-to-develop-an-early-warning-system-using-a-deep-learning-approach\/\"> https:\/\/michiganvirtual.org\/research\/publications\/combining-data-and-text-mining-to-develop-an-early-warning-system-using-a-deep-learning-approach\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017a). <em>Examining credit recovery learning profile from time-series clustering analysis<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-credit-recovery-learning-profile-from-time-series-clustering-analysis\/\"> https:\/\/michiganvirtual.org\/research\/publications\/examining-credit-recovery-learning-profile-from-time-series-clustering-analysis\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B.(2017b). <em>Examining credit recovery experience at a state virtual school<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-credit-recovery-experience-at-a-state-virtual-school\/\"> https:\/\/michiganvirtual.org\/research\/publications\/examining-credit-recovery-experience-at-a-state-virtual-school\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H., Zhang, Y., &amp; Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. <em>Computers &amp; Education<\/em>, <em>113<\/em>, 75-85.<a href=\"https:\/\/doi.org\/10.1016\/j.compedu.2017.05.014\"> https:\/\/doi.org\/10.1016\/j.compedu.2017.05.014<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lowes, S. (2014, September 8). Learning to learn online: A work in progress in helping students to learn self-regulation. <em>Michigan Virtual University<\/em>.<a href=\"https:\/\/michiganvirtual.org\/blog\/learning-to-learn-online-a-work-in-progress-in-helping-students-to-learn-self-regulation\/\"> https:\/\/michiganvirtual.org\/blog\/learning-to-learn-online-a-work-in-progress-in-helping-students-to-learn-self-regulation\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pace, J., Rice, M., Mellard, D., &amp; Carter, Jr., R. A. (2016). <em>Meeting the needs of students with disabilities in K-12 online learning: An analysis of the iNACOL standards for quality online programs<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/\"> https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. (2018). <em>Virtual school course design: Accommodating students with disabilities<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/virtual-school-course-design-accommodating-students-with-disabilities\/\"> https:\/\/michiganvirtual.org\/research\/publications\/virtual-school-course-design-accommodating-students-with-disabilities\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., Pace, J., Mellard, D. (2016). <em>Meeting the needs of students with disabilities in K-12 online learning: An analysis of the iNACOL standards for quality online teaching<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/\"> https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., Mellard, D., Pace, J., &amp; Carter, Jr., R. A. (2016). <em>Meeting the needs of students with disabilities in K-12 online learning: An analysis of the iNACOL standards for quality online courses<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/\"> https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rosenberg, J. &amp; Ranellucci, J. (2017, May 8). Student motivation in online science courses: A path to spending more time on course and higher achievement. <em>Michigan Virtual University.<\/em><a href=\"https:\/\/michiganvirtual.org\/blog\/student-motivation-in-online-science-courses-a-path-to-spending-more-time-on-course-and-higher-achievement\/\"><em> <\/em>https:\/\/michiganvirtual.org\/blog\/student-motivation-in-online-science-courses-a-path-to-spending-more-time-on-course-and-higher-achievement\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wormington, S. (2017, March 8). Is there more than one path to success in math? Patterns and predictors of students\u2019 motivation and achievement in online math courses. <em>Michigan Virtual University<\/em>.<a href=\"https:\/\/michiganvirtual.org\/blog\/is-there-more-than-one-path-to-success-in-math-patterns-and-predictors-of-students-motivation-and-achievement-in-online-math-courses\/\"> https:\/\/michiganvirtual.org\/blog\/is-there-more-than-one-path-to-success-in-math-patterns-and-predictors-of-students-motivation-and-achievement-in-online-math-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zhang, Y. &amp; Lin, C. H. (2019). Motivational profiles and their correlates among students in virtual school foreign language courses. <em>British Journal of Educational Technology, 51<\/em>.<a href=\"https:\/\/doi.org\/10.1111\/bjet.12871\"> https:\/\/doi.org\/10.1111\/bjet.12871<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research Round Up blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our Research Round Up blog series, we explore the practical implications from years of digital learning research. Next month\u2019s topic will be <strong>K-12 Special Populations and Motivation<\/strong>. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Eight Years of Research on K-12 Special Populations and Motivation",
            "excerpt": "Over the past eight years, Michigan Virtual has paid particular attention to online special populations and subsequently online student motivation. Our research team has focused on topics such as online credit recovery, supporting online students with disabilities, and the role of motivation in online courses.",
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            "path": "\/blog\/bright-the-life-affirming-role-of-authenticity-in-learning-feat-amos-briscoe\/",
            "author_id": 32,
            "timestamp": 1615562178,
            "content": "<!-- wp:html -->\n<div class=\"h4\" style=\"text-align: center;text-transform: uppercase\">Listen to the BRIGHT Podcast<\/div>\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>Authenticity is a key aspect of Amos Briscoe\u2019s teaching style, but it took him a while to figure that out.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After his first three years of teaching, Briscoe left the profession feeling as though he had failed. During those first few years, he never quite felt like himself when teaching \u2014 instead he felt a bit like an imposter or an actor on a stage in front of his students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Like Joy Taylor, who I spoke with in <a href=\"https:\/\/michiganvirtual.org\/blog\/valuing-vs-acknowledging-diversity-in-education\/\">a previous episode<\/a>, Briscoe now works for WAVE \u2014 the <a href=\"http:\/\/www.wavewashtenaw.org\/\">Washtenaw Alliance for Virtual Education<\/a>. There, he teaches art for students who needed an alternative to the traditional classroom model in order to thrive.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today, authenticity plays a significant role in Briscoe\u2019s classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhat does the future of learning look like?\u201d he asks. \u201cI know for me, it\u2019s going to be centered on relationships \u2014 knowing one another and realizing that education is a social activity. I want to tell jokes while I teach. I want to do life while I teach. And I want to teach because of <em>life<\/em>. It\u2019s easy to remove learning and teaching from the context that it belongs, and I\u2019m just trying to put it back.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>A journey toward authentic teaching<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Briscoe\u2019s path into teaching wasn\u2019t a typical one.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>He started off in a traditional classroom setting feeling like there was a disconnect between what he was doing and who he really was.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By the time he finally left the classroom after three years, he felt as though he had failed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When I asked him what happened during those three years, he told me:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI'll be honest, that it's not something that I've investigated as much as I should because it's painful. When I think back on it, it was really an old fashioned model. There was a sense in which when you're in front of an audience that you should know what you're talking about. You should be <em>giving <\/em>things to an audience that should be thankful for <em>receiving <\/em>them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Practices come from belief, he says, and his beliefs about teaching at the time led him to be someone he wasn\u2019t comfortable being.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI sort of felt like an actor on a stage,\u201d he admits. \u201cIt put me in a bad place. Somehow, I made it three years and never really felt myself. In those three years, I didn't feel like I was being honest in any way.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, after traveling and doing odd jobs around the country, Amos returned to the classroom, this time at <a href=\"http:\/\/www.wavewashtenaw.org\/\">WAVE<\/a>, where they offer \u201ca flexible, student-centered, project-based approach to learning for students who need an alternative to the traditional high school model.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here, his beliefs about learning were transformed and he was finally able to become the teacher he\u2019d always wanted to be.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen the system allowed me to have real, authentic relationships with people, I found a way forward,\u201d he says. \u201cWhen the system was causing me to be a performer, and to address students that I didn\u2019t know well\u2014 what sorts of lives they\u2019d led or problems they\u2019d had \u2014 that\u2019s when things were falling apart for me.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Learning as a social activity<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Briscoe\u2019s value of authenticity clearly translates to his view of what is most important in learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>He defines learning as a fundamentally social activity and articulates his feeling that there is some falseness to siloening learning into separate subject areas.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think learning is a social activity like any other,\u201d he says. \u201cThe problem that schools have to overcome is that it's pretty easy to remove that social context. It\u2019s easy to silo things into subject matters and pretend that some things, like social studies, exist over here in this place, but learning how to play the piano is over here and learning how to change a tire is in another place. This is all really the same activity. We learn for social reasons. These reasons are the motivators and the context. My vision for learning is building that social activity back in.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In his art classroom, social context brings a unique flavor to learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1251520430.jpg\",\"id\":51026,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1251520430.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"I feel like my fundamental responsibility as an art teacher is to show people that art isn\u2019t some high-up thing that they can\u2019t achieve.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cI feel like my fundamental responsibility as an art teacher is to show people that art isn't some high-up thing that they can\u2019t achieve,\u201d he explains. \u201cA lot of people say, \u2018I can't draw, or \u2018I can\u2019t learn another language\u2019 or \u2018I can\u2019t play music,\u2019 but these things are myths. It's my job to make art <em>theirs <\/em>and to see that they are artists <em>because <\/em>they were born a human being.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of his favorite teaching moments have come from breaking down those siloes and having authentic learning experiences with students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe young people I meet are often disillusioned with the way the world is,\u201d he says. \u201cI think they know things that we don\u2019t, and I\u2019m trying to find out what those things are and give them a platform to express those things. There are real things happening on places like Reddit and YouTube that go beyond any sort of lecture I\u2019ve heard in a public school. Kids are teaching other kids, and I want to somehow tap into this in my classroom.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Building authentic relationships online<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Though Briscoe designed his art curriculum to function in both a fully face-to-face and a fully virtual setting, he says that he\u2019s missed seeing his students in person since the COVID-19 pandemic began.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To create space for relationship-building in his currently 100% virtual classroom, he has begun hosting open-ended video conference sessions where students can come ask questions or share their thoughts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAny sort of relationship that is happening right now,\u201d he says \u201cis happening through video conferencing that is open-ended and not teacher led.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This statement echoes a theme I\u2019ve heard often from <a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\">our online teachers<\/a> at <em>Michigan Virtual<\/em>: Having an <a href=\"https:\/\/youtu.be\/CpGWsjcLZIM\">asynchronous online curriculum<\/a> can free teachers up to focus on building one-on-one relationships with students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They often say it shifts the teacher's role from serving as a \u201csage on a stage\u201d to instead serving as a \u201cguide on the side.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the beginning of his career, feeling pressure to be a \u201csage on a stage\u201d led Briscoe to feeling somehow like an imposter in his own classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But when he switched to occupying more of a facilitator role, he was able to make learning more authentic for his students and for himself.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/remote-teaching\/\"><strong><em>Transitioning to remote learning (free online PD for teachers)<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>A state of \u201cconstant experimentation\u201d during COVID-19<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Throughout our conversation, Briscoe and I also discussed how learning has looked different during COVID-19 and how he hopes the education system will evolve as a result.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt feels like it\u2019s been a state of constant experimentation that I'm hoping is going to lead to somewhere.\u201d he says. \u201cWe\u2019ve changed everything. We've changed our structure. We've tried to do so many different things.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This state of \u201cconstant experimentation\u201d has been exhausting, yes, he admits, but it also resulted in many new things that worked well and will continue to be incorporated into their curriculum even after the pandemic is over.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At WAVE, for example, they started hosting \u201cparent nights,\u201d where families share their reflections on what\u2019s working and what isn\u2019t.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAfter this is over, I hope people at least don't stop questioning things,\u201d he says. \u201cThat\u2019s one thing we've gained. For example, I thought we couldn't afford having Internet access and computers for every student, but it turns out we can. There are things we've learned and like priorities we\u2019ve reset that I hope don\u2019t stop.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>An ode to the life-affirming role of authenticity in learning<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All in all, our conversation was an ode to life-affirming role of authenticity in the learning process, particularly:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Being able to be your authentic self as an educator<\/li><li>Building authentic relationships with students<\/li><li>Creating authentic social contexts for learning<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>At the end of our conversation, I asked Brisoce about his favorite teacher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>His answer?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mr. Fred Rogers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In many ways, this answer brought everything full circle.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cDuring those first three years I was a teacher, what I was doing <em>wrong <\/em>is precisely what I see Mr. Rogers doin<em>g right,<\/em>\u201d Briscoe reflects. \u201cHe\u2019s super present, you know, and he puts his whole attention span towards the person he's talking to. He's listening deeply. When he's having a conversation with a person, he's able to be led wherever, and he'll find a teaching moment in that place. That's what I like about him. Things that we call \u2018social emotional learning\u2019 now, I watched him do those things without having a name for it. He was just being a good human being.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1251523280.jpg\",\"id\":51027,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/iStock-1251523280.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"I guess that\u2019s really my whole philosophy. Let\u2019s try to deal with stuff together and be present with one another.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cI guess that\u2019s really my whole philosophy,\" he summarizes. \u201cLet's try to deal with stuff together and be present with one another.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "The Life-Affirming Role Of Authenticity in Learning",
            "excerpt": "Meet Amos Briscoe, an art educator for the Washtenaw Alliance for Virtual Education (WAVE) who shares his journey going from feeling like an actor on a stage to bringing authenticity front and center in his classroom.",
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            "path": "\/blog\/research-on-k-12-online-best-practices\/",
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            "content": "<!-- wp:paragraph -->\n<p>In 2020, we published a <a href=\"https:\/\/michiganvirtual.org\/publication_category\/research-in-review\">10 report series<\/a> summarizing the findings of all of the research we\u2019ve conducted to date. Nearly 100 resources were included in this review, and collectively they provide valuable insights for researchers and practitioners on many aspects of online teaching and learning, such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\">K-12 online best practices<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\">Online student motivation<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\">K-12 blended teaching and professional development<\/a>, and&nbsp;<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\">K-12 special populations<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This blog series is meant to accompany these reports and further explore the practical implications of those years of research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the first themes to clearly distinguish itself during the analysis of the reports published by <em>Michigan Virtual<\/em> was <strong>best practices in K-12 online learning<\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over the last several years, our research team has explored factors for online student success such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"#reason-for-enrollment\" class=\"rank-math-link\">Reason for enrollment and likelihood of course success<\/a><\/li><li><a href=\"#student-pacing\" class=\"rank-math-link\">The relationship between student pacing and course outcomes<\/a><\/li><li><a href=\"#instructor-assignments\" class=\"rank-math-link\">Student preference for an performance on auto-graded and instructor-graded assignments<\/a><\/li><li><a href=\"#teacher-student-communication\" class=\"rank-math-link\">Teacher-student communication preferences, and&nbsp;<\/a><\/li><li><a href=\"#online-best-practices\" class=\"rank-math-link\">The role of instructor behaviors in student satisfaction<\/a>&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These matters as well as resulting implications and best practices are further explored below. For more information on any of the topics below please see the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\">full research report<\/a> on K-12 online best practices.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"reason-for-enrollment\">Reason For Enrollment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students have many different reasons for enrolling in their online course(s) and tend to register at different times during the registration period.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regardless of the actual <em>timing<\/em> of their enrollment\u2014so long as students are within the registration window and have enough time to complete their course\u2014they should be allowed to enroll.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Enrollment reason,<\/em><\/strong><strong> however, <\/strong><strong><em>does <\/em><\/strong><strong>seem to impact the likelihood of student success.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who enroll for reasons such as <em>credit recovery<\/em> or <em>personal learning preference<\/em> may need more careful monitoring as these enrollment reasons are associated with poor course outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"student-pacing\">Student Pacing&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online courses present unique challenges to students in that many are self-paced, which is to say that students are able to move through the course as they demonstrate competence without being on an assigned schedule.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who demonstrate <em>consistent<\/em>, on-pace progress through their course are more likely to be successful in their online courses than those who do not.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Resources such as course pacing guides can provide clear expectations for all students and provide a framework to follow for students who may struggle to successfully pace themselves.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with poor course pacing can fall behind and essentially \u201crun out of time\u201d to complete their courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While these students may demonstrate significant time investments near the end of the course, <em>it is not enough to successfully catch up<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Encouraging students to follow the pacing guide and attempting to intervene early in the course may be successful strategies for these students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"instructor-assignments\">Student Preference on Auto-Graded Compared to Instructor-Graded Assignments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Auto-graded assignments\u2014assignments that are graded by the LMS rather than the instructor\u2014allow students to practice concepts and gauge understanding in their online course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These can be a valuable tool for both online students <em>and <\/em>teachers when used alongside teacher-graded resources.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online students, however, tend to focus more of their effort on completing auto-graded course assignments rather than those that are teacher-graded.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This phenomenon may result from a perception that assignments that are manually teacher-graded are more complicated and involve more effort than those that can be auto-graded.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Nevertheless, because there is no subjectivity in grading for auto-graded items, students overall are awarded less points for these assignments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course designers and instructors should be aware of students overreliance on auto-graded assignments, and in particular, direct students who are behind in a course or struggling to focus on instructor-graded assignments as they have more impact on a student\u2019s overall grade.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"teacher-student-communication\">Teacher-Student Communication and Course Satisfaction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is clear from our research, and is intuitive to those in education, that communication between students and teachers is important to most students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students overall preferred using the messaging tools embedded in the LMS to communicate with teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having an easily accessible, established communication forum is <em>essential <\/em>to keeping students engaged and empowered in their online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who communicated more with their teachers reported higher satisfaction in their online course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students also reported higher levels of satisfaction with their online courses when their teachers engaged in more pedagogical behaviors rather than managerial ones related to the course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"online-best-practices\">Key Takeaways on K-12 Online Best Practices<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Take notice of the reason a student is enrolling in an online course as they may need more careful monitoring to ensure success.&nbsp;<\/li><li>Encourage the use of course pacing guides to assist students in maintaining a consistent pace and intervene early on if students are falling behind.&nbsp;<\/li><li>Emphasize the importance of not over relying on auto-graded assignments as they tend to actually represent a smaller percentage of the overall points in most courses.&nbsp;<\/li><li>Establish an easily accessible and clear communication channel back and forth between students and teachers.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>MVLRI Research on K-12 Online Best Practices<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017c). <em>Course engagement patterns in mathematics and non-mathematics courses<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/course-engagement-patterns-in-mathematics-and-non-mathematics-courses\/\"> https:\/\/michiganvirtual.org\/research\/publications\/course-engagement-patterns-in-mathematics-and-non-mathematics-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017d). <em>Exploring patterns of time investment using time-series clustering analysis<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/exploring-patterns-of-time-investment-in-courses-using-time-series-clustering-analysis\/\"> https:\/\/michiganvirtual.org\/research\/publications\/exploring-patterns-of-time-investment-in-courses-using-time-series-clustering-analysis\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017e). <em>Growth modeling with LMS data: Data preparation, plotting, and screening<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/growth-modeling-with-lms-data-data-preparation-plotting-and-screening\/\"> https:\/\/michiganvirtual.org\/research\/publications\/growth-modeling-with-lms-data-data-preparation-plotting-and-screening\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2018). <em>Learning trajectories in online mathematics courses<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/\"> https:\/\/michiganvirtual.org\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2019a). <em>Communicative interactions with teachers in K-12 online courses: From the student perspective<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/communicative-interactions-with-teachers-in-k-12-online-courses-from-the-student-perspective\/\"> https:\/\/michiganvirtual.org\/research\/publications\/communicative-interactions-with-teachers-in-k-12-online-courses-from-the-student-perspective\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. &amp; DeBruler, K. (2019, September 26). Pacing Guide for Success in Online Mathematics Courses. <em>Michigan Virtual<\/em>.<a href=\"https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/\"> https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H. (2019). <em>Auto-grading versus instructor grading in online english courses<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/auto-grading-versus-instructor-grading-in-online-english-courses\/\"> https:\/\/michiganvirtual.org\/research\/publications\/auto-grading-versus-instructor-grading-in-online-english-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H., Bae, J., &amp; Zhang, Y. (2019). Online self-paced high-school class size and student achievement. <em>Educational Technology Research and Development<\/em>, 67, 317- 336.<a href=\"https:\/\/doi.org\/10.1007\/s11423-018-9614-x\"> https:\/\/doi.org\/10.1007\/s11423-018-9614-x<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H., Zheng, B. &amp; Zhang, Y. (2016). Interactions and learning outcomes in online language courses: Online interactions and learning outcomes. <em>British Journal of Educational Technology<\/em>. <em>48<\/em>(3).<a href=\"https:\/\/doi.org\/10.1111\/bjet.12457\"> https:\/\/doi.org\/10.1111\/bjet.12457<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ranzolin, D. (2015, April 1). To serve and subsist: Reflections on finding the ideal registration window. <em>Michigan Virtual.<\/em><a href=\"https:\/\/michiganvirtual.org\/blog\/to-serve-and-subsist-reflections-on-finding-the-ideal-registration-window\/\"><em> <\/em>https:\/\/michiganvirtual.org\/blog\/to-serve-and-subsist-reflections-on-finding-the-ideal-registration-window\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zhang, Y. &amp; Lin, C. H. (2019). Motivational profiles and their correlates among students in virtual school foreign language courses. <em>British Journal of Educational Technology<\/em>, <em>51<\/em>(2).<a href=\"https:\/\/doi.org\/10.1111\/bjet.12871\"> https:\/\/doi.org\/10.1111\/bjet.12871<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zheng, B. (2018). <em>Exploring the impact of student-, instructor-, and course-level factors on student learning in online English language and literature courses<\/em>. Michigan Virtual University.<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/exploring-the-impact-of-student-instructor-and-course-level-factors-on-student-learning-in-online-english-language-and-literature-courses\/\"> https:\/\/michiganvirtual.org\/research\/publications\/exploring-the-impact-of-student-instructor-and-course-level-factors-on-student-learning-in-online-english-language-and-literature-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research Round Up blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our Research Round Up blog series, we explore the practical implications from years of digital learning research. Next month\u2019s topic will be <strong>K-12 Special Populations and Motivation<\/strong>. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Research on K-12 Online Best Practices",
            "excerpt": "One of the first themes to clearly distinguish itself during the analysis of the reports published by Michigan Virtual was best practices in K-12 online learning. Over the last several years, our research team has explored factors for online student success such enrollment reason, student pacing, teacher-student communication, and instructor role. ",
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            "path": "\/blog\/bright-whats-best-for-kids-feat-tanya-leon\/",
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            "content": "<!-- wp:html -->\n<div class=\"h4\" style=\"text-align: center;text-transform: uppercase\">Listen to the BRIGHT Podcast<\/div>\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>A few weeks ago, I had the honor of speaking with Tanya Leon, an English teacher at Richards Middle School in Fraser, MI known for her innovative classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019d spoken with Leon once before for <a href=\"https:\/\/michiganvirtual.org\/blog\/a-hopeful-perspective-as-cracks-in-our-education-system-are-revealed-we-need-to-dream-about-whats-possible\/\">an article I wrote about the future of learning<\/a>. Some of the insights she shared during that interview really challenged my thinking on our traditional model of schooling.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAre we doing things because it\u2019s the way we\u2019ve always done it?,\u201d she asked. \u201cOr because it\u2019s what\u2019s best for kids? If we move toward that second question, I think we will realize that for a large part of the population, the traditional model doesn\u2019t work.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/208.jpg\",\"id\":48969,\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/208.jpg)\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cAre we doing things because it\u2019s the way we\u2019ve always done it?,\u201d she asked. \u201cOr because it\u2019s what\u2019s best for kids? If we move toward that second question, I think we will realize that for a large part of the population, the traditional model doesn\u2019t work.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Our current education system allows some students to thrive, she says, but many still fall through the cracks.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf we\u2019re missing one kid, we\u2019re missing one kid too many,\u201d she says. \u201cI would argue, and I think every other educator would argue, that we miss way more than one kid in education all the time.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She herself was one of those students who <em>loved <\/em>school, and her daughter is the same way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>But her son had a different experience in the classroom.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe current structure was made for my oldest,\u201d says Leon. \u201cMy daughter is your typical booksmart. She gets schools, she loves school, and she nerds out on homework. She <em>misses <\/em>homework in the summer when she\u2019s not in school. My youngest has a very different brain. He\u2019s so smart, but because he\u2019s not a <em>sit-still-and-listen <\/em>smart, it took us longer to figure out how smart he was.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To figure out what her son needed to be successful, Leon did a lot of research, asked a lot of questions, and set up doctor\u2019s appointments. She learned how to be an advocate for her own child and it gave her personal motivation to fight for other children like him.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think he was my final push over the cliff of we-<em>have-<\/em>to-fix-this. We have to change this system so that we don't lose kids who are smart and gifted in their own way in the cracks because they don't sit still and listen for seven hours a day.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Rebuilding a system of schooling that\u2019s personalized for all<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tanya has a vision for a system of schooling that is personalized at scale. When she\u2019s not busy teaching in her English classroom at Richards Middle School, she also serves a personalized learning coach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Her classroom today looks very different than it did when she first started.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen I started teaching,\u201d Leon says, \u201cI was taught to design lessons and content and material for classes for my collective class. Now, I understand that shift is designing instead a partnership with the students and how they design their own learning experience in a way that will help give them the particular set of skills that they are going to need to be successful in the real world. It\u2019s understanding that every child needs something different.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Personalizing learning for <em>every<\/em> student may sound overwhelming to teachers who are already tasked with doing so much.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>But Leon says this is a common misconception about \u201cpersonalized learning.\u201d<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen people hear the term \u2018personalized learning,\u2019\u201d she says, \u201cthey often think that the teacher has to design 150 learning plans or however many kids you have. But it's about designing adaptable learning so that those students can customize it for <em>themselves <\/em>in a way that is meaningful and personalized for them. This helps them reach their goals, regardless of where they start.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cNobody knows themselves better than the kids,\u201d Leon argues. \u201cThey need to be a part of the process from start to end. They need a voice.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\"><strong><em>How Implementing Voice &amp; Choice Can Improve Student Engagement<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Developing authentic, transferable, real-world skills<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another key part of Leon\u2019s teaching philosophy has to do with helping students acquire authentic, transferable skills they\u2019ll need to thrive regardless of what their future path may hold.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI have been a teacher, a bartender, a consultant, and a server,\u201d says Leon. \u201cI have done a few jobs in my day. Never once in those jobs was I asked to sit and prove what I know on a worksheet or to only prove what I know by taking a test.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>What does this look like in practice?<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cVery<em> <\/em>few people get excited over taking a test,\u201d she says. \u201cBut if you ask them instead to design a prototype that will help feed their dog using the angles you learned in science, <em>now<\/em> you're having kids problem solve.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/game-study-fun-concept-happy-children-spending-tim-TC4Q42Q.jpg\",\"id\":50677,\"focalPoint\":{\"x\":\"0.44\",\"y\":\"0.33\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/game-study-fun-concept-happy-children-spending-tim-TC4Q42Q.jpg);background-position:44% 33%\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cVery few people get excited over taking a test,\u201d she says. \u201cBut if you ask them instead to design a prototype that will help feed their dog using the angles you learned in science, <em>now<\/em> you're having kids problem solve.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p><strong><em>This approach also prepares students to become active participants in their communities.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cImagine you're asking these students to one day design something for us as a community,\u201d she says. \u201cIf you want them to demonstrate how to use evidence to support a point, then that does not have to be an essay. Instead, it could be an amazing commercial or a PSA or a board proposal. That is a skill that they will very likely use later in life, but sitting and hammering out a five-paragraph essay or taking a multiple-choice test is not necessarily something that will become valuable in their daily lives.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>How has this influenced what learning looks like in Leon\u2019s classroom?<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe don't give tests anymore, at all really,\u201d she says. \u201cEverything that we do is more project-oriented.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>At the end of submitting these projects, students are proud.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen you take a test and get an A, you're proud. I know I used to be,\u201d Leon says. \u201cBut I'm <em>more<\/em> proud when I've <em>designed<\/em> something and when I've demonstrated my knowledge in a <em>unique<\/em> way that the kid next to me hasn't done. That\u2019s the philosophy behind the way that I want to assess kids, the way that I want my children assessed, and the way that I want to know that the person next to me at work has been assessed. I want to know that they haven't just taken tests really well, but that they know how to <em>speak<\/em> and <em>present<\/em> and <em>innovate<\/em> and <em>advocate<\/em>. If that's what I expect from everybody around me, that's what I have to expect from my students as well.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;\u201cAnd let's be honest,\u201d she adds. \u201cIt's so much more fun to grade this way.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\"><strong><em>Competency-Based Progression: Designed for Student Success<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Breaking away from the \u2018bell schedule\u2019<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For our school systems to be truly personalized and competency-based, Leon says we may need to rethink the traditional \u201cbell schedule\u201d in which <em>all<\/em> students learn at the same time from around 8:00 a.m. to 3:00 p.m.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe have to look at the structure of school as far as this eight-to-three time period goes,\u201d she says, \u201cWe have to look at fact that all kids belong in a seat for seven hours, as well as the fact that if they\u2019re 10 years-old, they belong in fifth grade, if they're 12, they belong in seventh grade. That's just not how kids work.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Every student learns differently.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some students need more time for a particular skill than their peers. Others may move very quickly. Some yet may have extenuating circumstances in their lives that make learning difficult at different times of day.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSome of my secondary students are being able to rush home to help take care of their siblings,\u201d Leon says. \u201cOthers can't function at 8 a.m. at all, and they don't come in until 10 a.m.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>In Leon\u2019s middle school English classroom, she puts this philosophy into practice by making timing flexible so long as students master particular competencies.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSome of my students are fantastic, critical readers who are good at questioning and analyzing and applying and advocating,\u201d she explains. \u201cBut the same student might struggle so much the second I say that we're going to work on communicating&nbsp; and presentation skills. It\u2019s important to be able to reallocate that time so that the students get the support they need when and where they need it and allow them to accelerate their learning when they don't need that extra support.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>She used an example from her personal life to illustrate this point.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019re renovating my basement right now. If you were to come to my house,\u201d she says, \u201cyou would have no clue how long it took me to do this wall behind me, but it was a long time. But it wouldn\u2019t matter how long it took so long as I did it right. I think that this is the philosophy that we need to have in schools. We need to get everyone to this point where we say they've mastered whatever skills they need to have mastered, but at the end of the day, it does not matter how quickly or slowly as long as they do that.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMoving students along before they\u2019ve mastered these skills is damaging,\u201d she says, \u201cand so is making them sit there once they've mastered it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Leon is also hopeful that our experiences learning from home during COVID-19 may have a silver lining.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOne thing that I think this pandemic has highlighted for us,\u201d she says, \u201cis that students can learn anywhere. Some might learn best in a classroom, but many have learned really effectively from home or from grandma's or from somewhere else. I think that while the pandemic has been detrimental in a lot of ways for a lot of people, it has shown us that maybe education doesn't just have to happen from eight-to-three in a brick-and-mortar building. Maybe we can start changing the system a little bit so that we can meet the needs of our learners in different ways.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Going beyond \u201cpandemic skills\u201d<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the past eight years now, Fraser Public Schools where Leon works has been a 1:1 school, which means that each student has had a personal iPad to use for learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over time, Leon has witnessed a change in how her students use technology as a device for learning and for problem-solving.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At first, of course, the iPads were new and shiny and students focused mostly on the apps and the games.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>But since then, this novelty has shifted into something more profound.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cNow, in year eight,\u201d she says, \u201cwe're seeing those kids just naturally know how to start problem solving with this device. It's removing so many barriers that I honestly didn't even know existed when I first started teaching, and they\u2019re organically removing these barriers for themselves at this point. It's fantastic.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>For some students, she adds, technology provides a crucial outlet for self-expression.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI remember during our first year 1:1,\u201d she reflects, \u201cI had this student who was very shy and withdrawn and never wanted to engage. Then, one day, we were doing an activity where I asked them to do a virtual discussion, and this kid had <em>so much to say. <\/em>I thought for a minute he'd been hacked, because I\u2019d never heard that much from him.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>The experience left Leon nearly in tears.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe way the device removed that barrier and allowed him to engage with our class was fascinating. I was sitting behind my screen almost in tears, thinking, <em>\u2018This kid has such powerful things to say. Why haven't I given him a different venue up until now to do that?<\/em>\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While many people are focused on \u201clearning gaps\u201d as a result of the COVID-19 pandemic, Leon argues that these gaps have <em>always <\/em>been there, but are merely exacerbated by pandemic learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Further, many students have acquired new skills during the pandemic<\/em><\/strong>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAll of these things that kids are doing with technology right now, they aren\u2019t \u2018pandemic skills,\u2019\u201d she says. \u201cThese are skills that students need long after this is over.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/stop-calling-it-learning-loss\/\"><em>Stop calling it \"learning loss\u201d<\/em><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In her own classroom, Leon has observed her students becoming more self-sufficient during pandemic learning. They\u2019ve been solving problems on their own before coming to ask her for help. This is critical, she says, during middle-school years when it\u2019s important for students to become the owners of their own learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All in all, Leon is hopeful that our experiences during pandemic learning will leave us a little more open to rebuilding a system that is better for <em>all <\/em>students, not just those students who thrive in the traditional model.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI'm hoping that educators everywhere are more open to continuing the conversation,\u201d she says. \u201cHow can we make sure we don't go back to normal and that we continue to remove barriers, to open doors, and to advocate for our kids?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
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            "content": "<h1>2020-2021 School Year Calendar<\/h1>\t\t\n\t\t<p>Never miss a thing with the\u00a0<em>Michigan Virtual<\/em>\u00a0enrollment calendar. Be in the know about important enrollment dates throughout the school year.<\/p>\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t<a href=\"\">Summer<\/a>\n\t\t\t\t\t\t\t\t\t<a href=\"\">High School (20 Weeks)<\/a>\n\t\t\t\t\t\t\t\t\t<a href=\"\">High School (13 Weeks)<\/a>\n\t\t\t\t\t\t\t\t\t<a href=\"\">Middle School (20 Weeks)<\/a>\n\t\t\t\t\t\t\t\t\t<a href=\"\">Dual Enrollment<\/a>\n\t\t\t\t\t\t\t\t\t<a href=\"\">Essentials<\/a>\n\t\t\t\t\t\t\t\t\t<a href=\"\">EdReady<\/a>\n\t\t\t\t\t\t\t\t\t<a href=\"\">Advanced Placement<\/a>\n\t\t\t\t\t\t\t\t\t<a href=\"\">Chinese<\/a>\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t<h2>Summer Courses<\/h2><p><a href=\"\/students\/summer\/\">Summer<\/a> course offerings include Plus, Essentials and limited Middle School courses<\/p><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Summer (10 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End**<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>4\/30\/21<\/td><td><strong>FRIDAY<\/strong><br \/>7\/9\/21<\/td><td><strong>3 P.M. TUESDAY<\/strong><br \/>7\/6\/21<\/td><td><strong>TUESDAY<br \/><\/strong>5\/25\/21<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/7\/21<\/td><td><strong>FRIDAY<\/strong><br \/>7\/16\/21<\/td><td><strong>3 P.M. TUESDAY<\/strong><br \/>7\/6\/21<\/td><td><strong>TUESDAY<br \/><\/strong>6\/1\/21<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/14\/21<\/td><td><strong>FRIDAY<\/strong><br \/>7\/23\/21<\/td><td><strong>3 P.M. TUESDAY<\/strong><br \/>7\/6\/21<\/td><td><strong>TUESDAY<br \/><\/strong>6\/8\/21<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/21\/21<\/td><td><strong>FRIDAY<\/strong><br \/>7\/30\/21<\/td><td><strong>3 P.M. TUESDAY<\/strong><br \/>7\/6\/21<\/td><td><strong>TUESDAY<br \/><\/strong>6\/15\/21<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>5\/28\/21<\/td><td><strong>FRIDAY<\/strong><br \/>8\/6\/21<\/td><td><strong>3 P.M. TUESDAY<\/strong><br \/>7\/6\/21<\/td><td><strong>TUESDAY<br \/><\/strong>6\/22\/21<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<br \/><\/strong>6\/4\/21<\/td><td><strong>FRIDAY<\/strong><br \/>8\/13\/21<\/td><td><strong>3 P.M. TUESDAY<\/strong><br \/>7\/6\/21<\/td><td><strong>TUESDAY<br \/><\/strong>6\/29\/21<\/td><\/tr><\/tbody><\/table><p><strong>Additional start options are available; however, students will have less than 10 weeks to complete their courses.<\/strong><\/p><p><strong>**The drop date for a refund for Essentials courses is 14 days after the start date.<\/strong><\/p>\n\t\t\t\t\t\t\t\t\tHigh School (20 Weeks)\n\t\t\t\t\t<h3>Flexible High School Courses (20 Weeks)<\/h3><h4>Semester 1<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semester 1<br \/>(20 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1\u2020<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/7\/20<\/td><td><strong>MONDAY<\/strong><br \/>12\/21\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/1\/20<\/td><\/tr><tr><td><strong>Start 2\u2020<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/14\/20<\/td><td><strong>MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/8\/20<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/21\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/8\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/15\/20<\/td><\/tr><tr><td><strong>Start 4*<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/28\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/15\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/22\/20<\/td><\/tr><tr><td><strong>Start 5**<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/4\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/22\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/29\/20<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/11\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/29\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>10\/6\/20<\/td><\/tr><\/tbody><\/table><p><strong>Additional start options are available; however, students will have less than 20 weeks to complete their courses.<\/strong><\/p><p><small>*Advanced Placement (AP) courses are only offered in the &#8220;Start 4&#8221; start times<br \/><\/small><small>**Chinese Language courses are only offered in the &#8220;Start 5&#8221; start times<br \/>\u2020The end date displayed in the Student Learning Portal (SLP) for Start 1 and Start 2 will be revised at the close of the enrollment window to reflect this variance from the 20-Week term.<\/small><\/p><h4>Semester 2<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semester 2<br \/>(20 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/27\/20<\/td><td><strong>FRIDAY<\/strong><br \/>4\/16\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/22\/20<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/4\/20<\/td><td><strong>FRIDAY<\/strong><br \/>4\/23\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/29\/20<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/11\/20<\/td><td><strong>FRIDAY<\/strong><br \/>4\/30\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>1\/5\/21<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/1\/21<\/td><td><strong>FRIDAY<\/strong><br \/>5\/21\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>1\/26\/21<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/8\/21<\/td><td><strong>FRIDAY<\/strong><br \/>5\/28\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/2\/21<\/td><\/tr><tr><td><strong>Start 6*<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/15\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/4\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/9\/21<\/td><\/tr><tr><td><strong>Start 7**<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/22\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/11\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/16\/21<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/29\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/18\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/23\/21<\/td><\/tr><\/tbody><\/table><p><strong>Additional start options are available; however, students will have less than 20 weeks to complete their courses.<\/strong><\/p><p>*Advanced Placement (AP) courses are only offered in the &#8220;Start 6&#8221; start times<br \/>**Chinese Language courses are only offered in the &#8220;Start 7&#8221; start times<\/p>\n\t\t\t\t\t\t\t\t\tHigh School (13 Weeks)\n\t\t\t\t\t<h3>Flexible High School Courses (13 Weeks)<\/h3><h4><strong>Trimester 1<\/strong><\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Trimester 1<br \/>(13 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/7\/20<\/td><td><strong>FRIDAY<\/strong><br \/>11\/6\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>10\/19\/20<\/td><td><strong>TUESDAY<br \/><\/strong>9\/1\/20<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/14\/20<\/td><td><strong>FRIDAY<\/strong><br \/>11\/13\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>10\/19\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/8\/20<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/21\/20<\/td><td><strong>FRIDAY<\/strong><br \/>11\/20\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>10\/19\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/15\/20<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/28\/20<\/td><td><strong>MONDAY<\/strong><br \/>11\/30\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>10\/19\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/22\/20<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/4\/20<\/td><td><strong>FRIDAY<\/strong><br \/>12\/4\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>10\/19\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/29\/20<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/11\/20<\/td><td><strong>FRIDAY<\/strong><br \/>12\/11\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>10\/19\/20<\/td><td><strong>TUESDAY<\/strong><br \/>10\/6\/20<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/18\/20<\/td><td><strong>FRIDAY<\/strong><br \/>12\/18\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>10\/19\/20<\/td><td><strong>TUESDAY<\/strong><br \/>10\/13\/20<\/td><\/tr><\/tbody><\/table><p><strong>Additional start options are available; however, students will have less than 13 weeks to complete their courses.<\/strong><\/p><h4>Trimester 2<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Trimester 2<br \/>(13 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/23\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/22\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>11\/17\/20<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/30\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/29\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>11\/24\/20<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/6\/20<\/td><td><strong>FRIDAY<\/strong><br \/>2\/5\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/1\/20<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/13\/20<\/td><td><strong>FRIDAY<\/strong><br \/>2\/12\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/8\/20<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/20\/20<\/td><td><strong>FRIDAY<\/strong><br \/>2\/19\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/15\/20<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/27\/20<\/td><td><strong>FRIDAY<\/strong><br \/>2\/26\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/22\/20<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/4\/20<\/td><td><strong>FRIDAY<\/strong><br \/>3\/5\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/29\/20<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/11\/20<\/td><td><strong>FRIDAY<\/strong><br \/>3\/12\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>1\/5\/21<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/1\/21<\/td><td><strong>FRIDAY<\/strong><br \/>4\/2\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>TUESDAY<\/strong><br \/>1\/26\/21<\/td><\/tr><\/tbody><\/table><p><strong>Additional start options are available; however, students will have less than 13 weeks to complete their courses.<\/strong><\/p><h4>Trimester 3<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Trimester 3<br \/>(13 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/8\/21<\/td><td><strong>FRIDAY<\/strong><br \/>4\/9\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/2\/21<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/15\/21<\/td><td><strong>FRIDAY<\/strong><br \/>4\/16\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/9\/21<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/22\/21<\/td><td><strong>FRIDAY<\/strong><br \/>4\/23\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/16\/21<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/29\/21<\/td><td><strong>FRIDAY<\/strong><br \/>4\/30\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/23\/21<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/5\/21<\/td><td><strong>FRIDAY<\/strong><br \/>5\/7\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>3\/2\/21<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/12\/21<\/td><td><strong>FRIDAY<\/strong><br \/>5\/14\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>3\/9\/21<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/19\/21<\/td><td><strong>FRIDAY<\/strong><br \/>5\/21\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>3\/16\/21<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/26\/21<\/td><td><strong>FRIDAY<\/strong><br \/>5\/28\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>3\/23\/21<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/5\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/4\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>3\/30\/21<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/12\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/11\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>4\/6\/21<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/19\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/18\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>4\/12\/21<\/td><td><strong>TUESDAY<\/strong><br \/>4\/13\/21<\/td><\/tr><\/tbody><\/table><p><strong>Additional start options are available; however, students will have less than 13 weeks to complete their courses.<\/strong><\/p>\n\t\t\t\t\t\t\t\t\tMiddle School (20 Weeks)\n\t\t\t\t\t<h3>Flexible Middle School Courses (20 Weeks)<\/h3><h4>Semester 1<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semester 1<br \/>(20 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1\u2020<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/7\/20<\/td><td><strong>MONDAY<\/strong><br \/>12\/21\/20<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/1\/20<\/td><\/tr><tr><td><strong>Start 2\u2020<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/14\/20<\/td><td><strong>MONDAY<\/strong><br \/>1\/4\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/8\/20<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/21\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/8\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/15\/20<\/td><\/tr><tr><td><strong>Start 4*<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/28\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/15\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/22\/20<\/td><\/tr><tr><td><p><strong>Start 5**<\/strong><\/p><\/td><td><strong>FRIDAY<\/strong><br \/>9\/4\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/22\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/29\/20<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/11\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/29\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>10\/6\/20<\/td><\/tr><\/tbody><\/table><p><strong>Additional start options are available; however, students will have less than 20 weeks to complete their courses.<\/strong><\/p><p><small>*Advanced Placement (AP) courses are only offered in the &#8220;Start 4&#8221; start times<\/small><br \/><small>**Chinese Language courses are only offered in the &#8220;Start 5&#8221; start times<br \/>\u2020The end date displayed in the Student Learning Portal (SLP) for Start 1 and Start 2 will be revised at the close of the enrollment window to reflect this variance from the 20-Week term.<br \/><\/small><\/p><h4>Semester 2<\/h4><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semester 2<br \/>(20 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/27\/20<\/td><td><strong>FRIDAY<\/strong><br \/>4\/16\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/22\/20<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/4\/20<\/td><td><strong>FRIDAY<\/strong><br \/>4\/23\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>12\/29\/20<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/11\/20<\/td><td><strong>FRIDAY<\/strong><br \/>4\/30\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>1\/5\/21<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/1\/21<\/td><td><strong>FRIDAY<\/strong><br \/>5\/21\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>1\/26\/21<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/8\/21<\/td><td><strong>FRIDAY<\/strong><br \/>5\/28\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/2\/21<\/td><\/tr><tr><td><strong>Start 6*<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/16\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/4\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/9\/21<\/td><\/tr><tr><td><strong>Start 7**<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/22\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/11\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/16\/21<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/29\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/18\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/23\/21<\/td><\/tr><\/tbody><\/table><p><strong>Additional start options are available; however, students will have less than 20 weeks to complete their courses.<\/strong><\/p><p>*Advanced Placement (AP) courses are only offered in the &#8220;Start 6&#8221; start times<br \/>**Chinese Language courses are only offered in the &#8220;Start 7&#8221; start times<\/p>\n\t\t\t\t\t\t\t\t\tDual Enrollment\n\t\t\t\t\t<h2>Dual Enrollment Courses<\/h2>\n<p><a href=\"\/students\/dual-enrollment\/\">Dual enrollment<\/a> courses follow unique start, end, and withdrawal dates for St. Clair County Community College (SC4)&#8217;s academic calendar.&nbsp;<\/p>\n<h4>Key Dates<\/h4>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Dual<br>Enrollment<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Fall<\/strong><\/td>\n<td><strong>MONDAY<\/strong><br>9\/21\/20<\/td>\n<td><strong>FRIDAY<\/strong><br>12\/18\/20<\/td>\n<td><strong>12 P.M. FRIDAY<\/strong><br>9\/25\/20<\/td>\n<td><strong>FRIDAY<br><\/strong>9\/25\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Spring<\/strong><\/td>\n<td><b>MONDAY<br><\/b>2\/8\/21<b><br><\/b><\/td>\n<td><b>FRIDAY<br><\/b>5\/7\/21<b><br><\/b><\/td>\n<td><b>FRIDAY<br><\/b>2\/12\/21<\/td>\n<td><b>FRIDAY<br><\/b>2\/12\/21<b><br><\/b><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>&nbsp;<\/h4>\n\t\t\t\t\t\t\t\t\tEssentials\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education)<\/h2>\n<a href=\"\/students\/essentials\/\">Essentials<\/a> courses have a flexible start date, but have a fixed end date. The Refund Date is calculated 14 days from the selected start date or the student&#8217;s enrollment date, whichever is later.\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Semester 1\n(20 weeks)<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1\u2020<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n8\/7\/20<\/td>\n<td><strong>MONDAY\n<\/strong>12\/21\/20<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n8\/20\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2\u2020<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n8\/14\/20<\/td>\n<td><strong>MONDAY\n<\/strong>1\/4\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n8\/27\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n8\/21\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>1\/8\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n9\/3\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n8\/28\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>1\/15\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n9\/10\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 5<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/4\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>1\/22\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n9\/17\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 6<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/11\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>1\/29\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n9\/24\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 7<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/18\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>2\/5\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n10\/1\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 8<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/25\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>2\/12\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n10\/8\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 9<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n10\/2\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>2\/19\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n10\/15\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 10<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n10\/9\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>2\/26\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n10\/22\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 11<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n10\/16\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>3\/5\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n10\/29\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 12<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n10\/23\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>3\/12\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n11\/5\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 13<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n10\/30\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>3\/19\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n11\/12\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 14<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n11\/6\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>3\/26\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n11\/19\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 15<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n11\/13\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>4\/2\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>WEDNESDAY<\/strong>\n11\/25\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 16<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n11\/20\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>4\/9\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n12\/3\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 17<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n11\/27\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>4\/16\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n12\/10\/20<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Semester 2\n(20 weeks)<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<tr>\n<td><strong>Start 18<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n12\/4\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>4\/23\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n12\/17\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 19<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n12\/11\/20<\/td>\n<td><strong>FRIDAY\n<\/strong>4\/30\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>WEDNESDAY<\/strong>\n12\/23\/20<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 20<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n1\/1\/21<\/td>\n<td><strong>FRIDAY\n<\/strong>5\/21\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n1\/14\/21<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 21<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n1\/8\/21<\/td>\n<td><strong>FRIDAY\n<\/strong>5\/28\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n1\/21\/21<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 22<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n1\/15\/21<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/4\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n1\/28\/21<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 23<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n1\/22\/21<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/11\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n2\/4\/21<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 24<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n1\/29\/21<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/18\/21<\/td>\n<td><strong>3 P.M. MONDAY<\/strong>\n4\/26\/21<\/td>\n<td><strong>THURSDAY<\/strong>\n2\/11\/21<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>Additional start options are available; however, students will have less than 20 weeks to complete their courses.<\/strong>\n<small>\u2020The end date displayed in the Student Learning Portal (SLP) for Start 1 and Start 2 will be revised at the close of the enrollment window to reflect this variance from the 20-Week term.<\/small>\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t<h2>EdReady Math &amp; English<\/h2>\n<p><a href=\"\/students\/edready\/\">EdReady Math &amp; EdReady English<\/a> have a flexible start date, but have a fixed end date. The Refund Date is calculated 25 days from the selected start date.<\/p>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>MONDAY<\/strong><br>8\/17\/20<\/td>\n<td><strong>FRIDAY<\/strong><br>9\/24\/21<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong><br>8\/6\/21<\/td>\n<td>*Calculated 15 days from the selected start date<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><small><em>EdReady is part of the non-profit NROC Project.<\/em><\/small><\/p>\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t<h2>Advanced Placement Courses<\/h2><p><a href=\"\/students\/high-school\/advanced-placement\/\">Advanced Placement (AP)<\/a> courses are only offered in the 20-Week Semester 1 &#8220;Start 4&#8221; start times and 20-Week Semester 2 &#8220;Start 6&#8221; start times<\/p><h3><strong>Semester 1<\/strong><\/h3><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semester 1<br \/>(20 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>AP Start<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/28\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/15\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/22\/20<\/td><\/tr><\/tbody><\/table><h3><strong>Semester 2<\/strong><\/h3><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semester 2<br \/>(20 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>AP Start<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/15\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/4\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/9\/21<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tChinese\n\t\t\t\t\t<h2>Chinese Language Courses<\/h2><p>Chinese Language courses are only offered in Semester 1 &#8220;Start 5&#8221; start times and Semester 2 &#8220;Start 7&#8221; start times<\/p><h3><strong>Semester 1<\/strong><\/h3><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semester 1<br \/>(20 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Chinese Start<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/4\/20<\/td><td><strong>FRIDAY<\/strong><br \/>1\/22\/21<\/td><td><strong>3 P.M. MONDAY<\/strong><br \/>11\/2\/20<\/td><td><strong>TUESDAY<\/strong><br \/>9\/29\/20<\/td><\/tr><\/tbody><\/table><h3><strong>Semester 2<\/strong><\/h3><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semester 2<br \/>(20 weeks)<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Chinese Start<\/strong><\/td><td><b>FRIDAY<\/b><br \/>1\/22\/21<\/td><td><strong>FRIDAY<\/strong><br \/>6\/11\/21<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/29\/21<\/td><td><strong>TUESDAY<\/strong><br \/>2\/16\/21<\/td><\/tr><\/tbody><\/table>\n\t\t<p>Drop and Withdrawal Policies for <em>Michigan Virtual<\/em> courses:<\/p><ul><li>Enrollments that are dropped before the course start date or within five calendar days from making the enrollment are subject to a full refund.<\/li><li>Withdrawals after the drop date will be charged the full cost of the course to cover licensed material and instructor costs.<\/li><\/ul><hr \/><p>Students\/schools are responsible for any materials required for the course unless otherwise specified. Please see the course syllabus for any required materials.<\/p>",
            "title": "2020-2021 School Year Calendar",
            "excerpt": "2020-2021 School Year Calendar Never miss a thing with the\u00a0Michigan Virtual\u00a0enrollment calendar. Be in the know about important enrollment dates throughout the school year. *All times listed reflect the Eastern Time Zone. Summer High School (20 Weeks) High School (13 Weeks) Middle School (20 Weeks) Dual Enrollment Essentials EdReady Advanced Placement Chinese Summer Summer Courses...",
            "slug": "20-21",
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        {
            "id": 50503,
            "path": "\/blog\/stop-calling-it-learning-loss\/",
            "author_id": 30,
            "timestamp": 1614785287,
            "content": "<!-- wp:paragraph -->\n<p>Since March of 2020, my two children have been learning remotely. During this time our family&nbsp; has learned a lot about the importance of advocating for what we need. Depending on the day, it might be space, support, or how to use ten frames (thank you, <a href=\"https:\/\/www.youtube.com\/watch?v=p6RaMGDPfJg\">YouTube<\/a>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While at a conference on education recently, I heard the term \u201clearning loss\u201d and immediately felt a pit in my stomach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>\u201cLoss\u201d seemed to imply that kids weren\u2019t learning and I vehemently disagree with that assertion.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I kept thinking about how negative the word \u201closs\u201d sounded when describing my children\u2019s experiences. It bothered me and made me feel as if all of the hard work done to support students wasn\u2019t being acknowledged or given the credit it deserves.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a former classroom teacher and the director of professional development for a non-profit organization, I have seen firsthand how much educators have been doing to support students all while juggling their own personal struggles with COVID.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While I will acknowledge learning may look different than before, I think it is important to build upon skills students have <em>gained <\/em>during this pandemic rather than focusing on what they have not.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/MicrosoftTeams-image-3.jpg\",\"id\":50507,\"focalPoint\":{\"x\":\"0.46\",\"y\":\"0.44\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/MicrosoftTeams-image-3.jpg);background-position:46% 44%\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">While I will acknowledge learning may look different than before, I think it is important to build upon skills students have <em>gained <\/em>during this pandemic rather than focusing on what they have not.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>A kindergartener learning to ask questions<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>My daughter started her experience as a kindergartener going face-to-face, which she will return to once her school allows for in-person learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When the pandemic hit, emergency remote learning was tough. She struggled with where to go to get instruction, and accessing her learning resources was not easy for any of us.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>However, over time she learned important skills that will benefit her for years to come.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of these skills include how to share ideas in a group, log in to multiple accounts, keep track of her schedule, and manage assignments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Just yesterday she yelled down from her room, \u201cI turned in my work all on my own. Mr. Wagner even left me a comment and I listened to it and now I\u2019m going to ask him a question!\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This moment made me smile as I realized just how much she has grown in terms of communication skills. In a face-to-face classroom, she may never have spoken up or asked questions like the one she asked Mr. Wagner on this assignment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":50509,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/MicrosoftTeams-image-5-1.jpg\" alt=\"\" class=\"wp-image-50509\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>A fifth-grader taking ownership of his learning<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>My son is in 5th grade. He is very responsible, probably more so than his parents, but struggles with organization. His experience with remote learning was rough at times due to changes in schedules and his overall understanding of utilizing online tools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>After some time, however, he began to show ownership of his learning.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>He asked for a calendar,started organizing his files, made sure he had all his materials ahead of time for classes, and followed up on feedback from his teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At one point at the beginning of remote learning, he asked me to reach out to his teacher about an assignment. I looked him in the eye and said, \u201cI don\u2019t have time to do this, you need to ask your teacher.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From that point on, he communicated with his teachers around questions he had. He learned to be an advocate for himself and his learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This skill will serve him well as a learner and contributor for the rest of his life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>A parent learning to let her children struggle<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Not only have my children grown during this period of emergency remote learning, but I, too, have also built new parenting skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I\u2019ve learned the importance of letting my children struggle, pushing them to advocate for themselves, and being flexible when faced with new challenges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I have learned that their teachers care for them and want them to succeed through their tireless efforts and dedication to making my kids feel cared for and supported. I will never be able to thank them enough or share how much they have positively impacted our family.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>An educator hoping we can reframe our thinking&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>I would encourage all of us to reframe our thinking when it comes to our opinions on pandemic learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>How can we use what has been gained to enhance learning moving forward?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>How can we assemble newly acquired skills such as grit and flexibility to better equip students when learning is difficult?&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Will we go back to the traditional way of learning, or will we use the knowledge we\u2019ve gained to provide more personalized options to meet students where they are?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we go back to the physical classroom, my hope is that we continue to have an online aspect of learning. I want my children to be prepared for future careers without bells and schedules.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>I want for them to be flexible when learning isn\u2019t taking place in a brick and mortar setting.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I want my children to continue to build upon what they have learned. To speak up for themselves and make connections with others in new ways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I want them to push forward when things are hard. We can and should do hard things.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Really, isn't education about acquiring skills to work through challenges, to think critically, and to ask for help when you need it?&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If so, my children have not <em>lost<\/em>, but rather <em>gained <\/em>new perspectives to face future challenges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/pexels-julia-m-cameron-4145190.jpg\",\"id\":50519,\"focalPoint\":{\"x\":\"0.31\",\"y\":\"0.72\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim has-background-gradient\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/03\/pexels-julia-m-cameron-4145190.jpg);background-position:31% 72%\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Really, isn't education about acquiring skills to work through challenges, to think critically, and to ask for help when you need it? 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            "excerpt": "I kept thinking about how negative the word \u201closs\u201d sounded when describing my children\u2019s remote learning experiences. It bothered me and made me feel as if all of the hard work done to support students wasn\u2019t being acknowledged or given the credit it deserves. ",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h5>Our Culture @ Michigan Virtual<\/h5>\t\t\n\t\t\t<h1>Work that makes a difference<\/h1>\t\t\n\t\t\t<a href=\"https:\/\/phl.applitrack.com\/mvu\/onlineapp\/default.aspx?all=1\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBrowse Teaching Positions\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/recruitingbypaycor.com\/career\/CareerHome.action?clientId=8a7883d07dc02468017de8056b840f40&#038;specialization=\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBrowse Other Positions\n\t\t\t\t\t<\/a>\n\t\t\t<h2>We believe in a culture of caring<\/h2>\t\t\n\t\t\t<h6>A people-first culture that strives to make every employee feel valued<\/h6>\t\t\n\t\t<p style=\"text-align: center\">\u00a0When you join our team, you get to do work on a daily basis that makes a difference for students, educators, and families in the state of Michigan. It's a privilege we take seriously.<\/p>https:\/\/youtu.be\/lytmnvTtGqU\t\t\t\t\n\t\t\t<h3>Diversity is more than just a value to us<\/h3>\t\t\n\t\t<p>Having a people-first culture means being inclusive of diversity in all forms and honoring all employee voices.\u00a0 For <em>Michigan Virtual<\/em> diversity is a critical component to innovation. As an equal-opportunity, affirmative-action employer, we value and encourage applications from women and minorities.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/dei\/\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tOur diversity statement\n\t\t\t\t\t<\/a>\n\t\t\t<h2>We strive for a healthy balance between work and life<\/h2>\t\t\n\t\t<p>The health, well-being, professional growth, and financial security of our employees matter deeply to us. Full-time employees receive the following benefits beginning their <strong>first day on the job<\/strong>:<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Career-Choice.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h5>When life happens, we have you covered<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tHealth savings account (HSA), <em>includes annual employer contribution<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tBlue Cross Blue Shield PPO high-deductible health plan, <em>includes preventive benefits covered at 100% and prescription coverage<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tDental &amp; vision insurance\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tLife and disability coverage\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tShort- and long-term disability benefits\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t403(b) retirement savings plan. <em>Our employer match will help you maximize your retirement savings goals<\/em>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tEmployee assistance program (EAP), for employee and family members\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Student-Desk.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h5>Work-life balance<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t20 days of vacation leave annually\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t5 days of sick leave annually \n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t5 days paid maternity\/paternity leave\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t10 paid holidays\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t1 day of educational service leave\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Standards.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h5>Optional employee-paid benefits<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tAdditional voluntary life and AD&amp;D insurance coverage\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tIdentity theft protection (Norton LifeLock)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tAccident insurance coverage (UNUM)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tCritical illness insurance coverage (UNUM)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Degree.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h5>Scholarship program<\/h5>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<em>Michigan Virtual<\/em> offers a limited number of online student courses to staff members\u2019 children (natural, foster, step, or adopted) via a scholarship program. \n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h6>Meet the culture committee<\/h6>\t\t\n\t\t\t<h2>Company culture plays a key role in job satisfaction and employee retention<\/h2>\t\t\n\t\t<p>That's why we strive to cultivate a people-first culture where every team member feels welcome, heard, and valued. Once per month, our culture committee \u2014 a group of colleagues representing departments from across the organization \u2014 meet to review anonymous staff suggestions, foster a positive company culture, and create opportunities for staff to connect with one another.<\/p>\t\t\t\t\n\t\t\t<h5>Diversity, equity, &amp; inclusion subcommitee<\/h5>\t\t\n\t\t<p>Having a people-first culture means being inclusive of diversity in all forms and honoring all employee voices. Our DE&amp;I subcommittee meets regularly to ensure <em>Michigan Virtual <\/em>is an equitable and inviting place to work.<strong> View our diversity statement \u2192<\/strong><\/p>\t\t\t\t\n\t\t\t<h5>Wellness subcommittee<\/h5>\t\t\n\t\t<p>Wellness comes in many forms \u2014 physical, mental, social, and financial to name a few. Our wellness subcommittee meets often to brainstorm ways that <em>Michigan Virtual <\/em>can foster the health &amp; well-being of employees by offering educational resources, staff challenges, training opportunities, fun events, and more.<\/p>\t\t\t\t\n\t\t\t<h5>Company-wide events<\/h5>\t\t\n\t\t<p>When the full staff gets together, we always have a good time. Every year, we host an array of company-wide events, often including an Annual Chili Cook-Off with guest judges, a holiday party, a pumpkin-carving contest, a company picnic, game nights, and more. We do our best to offer remote options for our colleagues who live outside of driving range so all can participate in these events alongside us.<\/p>\t\t\t\t\n\t\t\t<h2>The people who make it all possible<\/h2>\t\t\n\t\t\t<h6><a href=\"https:\/\/twitter.com\/MichiganVirtual\">Follow us @MichiganVirtual<\/a><\/h6>\t\t\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/DSC_1815-b.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"e150e0a\" data-elementor-lightbox-title=\"Group photo of our online instructors\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6NjI4MywidXJsIjoiaHR0cHM6XC9cL21pY2hpZ2FudmlydHVhbC5zaXRlLnN0cmF0dGljLmlvXC93cC1jb250ZW50XC91cGxvYWRzXC8yMDE3XC8wM1wvRFNDXzE4MTUtYi5qcGciLCJzbGlkZXNob3ciOiJlMTUwZTBhIn0%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/learn.blend_.lead_.png\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"e150e0a\" data-elementor-lightbox-title=\"learn.blend.lead\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTU1MjksInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOFwvMDZcL2xlYXJuLmJsZW5kXy5sZWFkXy5wbmciLCJzbGlkZXNob3ciOiJlMTUwZTBhIn0%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/jeremy-anderson.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"e150e0a\" data-elementor-lightbox-title=\"jeremy anderson\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjI1NjAsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOVwvMDNcL2plcmVteS1hbmRlcnNvbi5qcGciLCJzbGlkZXNob3ciOiJlMTUwZTBhIn0%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/10\/DSC03297w.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"e150e0a\" data-elementor-lightbox-title=\"All of our instructors stand together for a photo at the 2018 Collaboration of the Minds\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTg1ODcsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOFwvMTBcL0RTQzAzMjk3dy5qcGciLCJzbGlkZXNob3ciOiJlMTUwZTBhIn0%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/05\/jamie-of-all-things.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"e150e0a\" data-elementor-lightbox-title=\"jamie of all things\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTU0MzUsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOFwvMDVcL2phbWllLW9mLWFsbC10aGluZ3MuanBnIiwic2xpZGVzaG93IjoiZTE1MGUwYSJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/DSC_2453.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"e150e0a\" data-elementor-lightbox-title=\"Staff Picnic Group Shot\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6NjY3NCwidXJsIjoiaHR0cHM6XC9cL21pY2hpZ2FudmlydHVhbC5zaXRlLnN0cmF0dGljLmlvXC93cC1jb250ZW50XC91cGxvYWRzXC8yMDE3XC8wM1wvRFNDXzI0NTMuanBnIiwic2xpZGVzaG93IjoiZTE1MGUwYSJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/DSC_7398.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"e150e0a\" data-elementor-lightbox-title=\"Jamie and Jeff collaborating\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6Mzg1MiwidXJsIjoiaHR0cHM6XC9cL21pY2hpZ2FudmlydHVhbC5zaXRlLnN0cmF0dGljLmlvXC93cC1jb250ZW50XC91cGxvYWRzXC8yMDE3XC8wNVwvRFNDXzczOTguanBnIiwic2xpZGVzaG93IjoiZTE1MGUwYSJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/01\/Hamilton-story-new-MV-style-4.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"e150e0a\" data-elementor-lightbox-title=\"Hamilton story\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTA1NTQsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOFwvMDFcL0hhbWlsdG9uLXN0b3J5LW5ldy1NVi1zdHlsZS00LmpwZyIsInNsaWRlc2hvdyI6ImUxNTBlMGEifQ%3D%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/phl.applitrack.com\/mvu\/onlineapp\/default.aspx?all=1\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBrowse Teaching Positions\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/recruitingbypaycor.com\/career\/CareerHome.action?clientId=8a7883d07dc02468017de8056b840f40&#038;specialization=\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBrowse Other Positions\n\t\t\t\t\t<\/a>",
            "title": "Why work with us",
            "excerpt": "Our Culture @ Michigan Virtual Work that makes a difference Browse Teaching Positions Browse Other Positions We believe in a culture of caring A people-first culture that strives to make every employee feel valued \u00a0When you join our team, you get to do work on a daily basis that makes a difference for students, educators,...",
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            "content": "<!-- wp:paragraph -->\n<p>On Tuesday, February 23, 2021, hundreds of educators and administrators participated in the <a href=\"https:\/\/michiganvirtual.org\/teaching-for-today-tomorrow\">Teaching for Today &amp; Tomorrow conference<\/a> presented by Michigan Association of Secondary School Principals (MASSP) and <em>Michigan Virtual<\/em>. <a href=\"https:\/\/www.youtube.com\/watch?v=fXu-AveV2zY&amp;t=233s\">Mitch Albom shared a keynote address<\/a>, and speakers hosted eight illuminating breakout sessions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:buttons {\"align\":\"center\"} -->\n<div class=\"wp-block-buttons aligncenter\"><!-- wp:button {\"borderRadius\":2,\"style\":{\"color\":{\"gradient\":\"linear-gradient(135deg,rgb(247,148,30) 0%,rgb(247,148,30) 100%)\"}}} -->\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background\" style=\"border-radius:2px;background:linear-gradient(135deg,rgb(247,148,30) 0%,rgb(247,148,30) 100%)\" rel=\"https:\/\/michiganvirtual.org\/teaching-for-today-tomorrow\/\">Watch all the sessions now<\/a><\/div>\n<!-- \/wp:button --><\/div>\n<!-- \/wp:buttons -->\n\n<!-- wp:paragraph -->\n<p>While it\u2019s impossible to share everything we learned from the speakers and attendees, there are a few takeaways that we\u2019d like to share.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>1. Giving is living \u2014 that includes giving to yourself<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/twitter.com\/kaylamhorton\/status\/1364243512158527493\",\"type\":\"rich\",\"providerNameSlug\":\"twitter\",\"responsive\":true,\"className\":\"\"} -->\n<figure class=\"wp-block-embed is-type-rich is-provider-twitter wp-block-embed-twitter\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/twitter.com\/kaylamhorton\/status\/1364243512158527493\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>In Mitch Albom\u2019s keynote address, he said, \u201cgiving is living.\u201d As executive director of outreach at <em>Michigan Virtual,<\/em> Anne Craft, mentioned, \u201cteachers give and give and give.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators can\u2019t pour from an empty cup, as speaker and founder of <a href=\"https:\/\/livingslow.org\/about\/\">LivingSLOW<\/a>, Lauren Kazee, reminded attendees. Making a concerted effort every single day to manage stress is essential to avoiding compassion fatigue and burnout. But how? Lauren suggests:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Set boundaries<\/li><li>Say, \u201cNo, thank you.\u201d<\/li><li>Remember you have a choice<\/li><li>Create time limits (and stick to them!)<\/li><li>Write and repeat affirmations<\/li><li>Say, \u201cCan I think about it?\u201d<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>MASSP Executive Director, Wendy Zdeb, echoed this sentiment when she shared strategies for leading in the education space. She explained that while administrators must have \u201ctough skin\u201d and make difficult decisions regularly, they don\u2019t need to do it alone.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mark Thomas from Northview High School and Dr. Greg Dale from Duke University mentioned that reaching out to colleagues and cultivating a support system while leading during this unprecedented time is crucial for combatting feelings of isolation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>2. Don\u2019t be afraid to try out tech tools<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Emily Sicilia, Anne Perez, and Jeff Dungan from our professional learning team led two practical sessions, one of which was on bringing student-centered learning online. Some of our favorite tips for elementary and secondary teachers include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Create classroom jobs using a <a href=\"https:\/\/www.erintegration.com\/2020\/08\/03\/virtual-jobs-for-online-classrooms-and-distance-learning\/\">digital interactive bulletin board<\/a><\/li><li>Provide student choice with a <a href=\"https:\/\/catlintucker.com\/2020\/10\/choose-your-own-adventure\/\">choose your own adventure choice board<\/a><\/li><li>Provide students with a <a href=\"https:\/\/youtu.be\/7Vh02wSAx18\">single-point rubric<\/a><\/li><li>Use Google Forms to see how students are doing (see: <a href=\"https:\/\/docs.google.com\/forms\/d\/1UtXs8AK8uCBBjvADMVEWW_RLmyFnLduyJFc748G5Hpw\/viewform?edit_requested=true\">elementary check-in example<\/a> and <a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLScU6yfOHjdh58rdzxsOZezz1Ncf3zTf7ErkmFh1VX1HtX5Ymg\/viewform\">secondary check-in example<\/a>)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Jill Souza and Tara Bladow, two of our instructional designers, shared a bevy of <a href=\"https:\/\/mvu.coursearc.com\/content\/teaching-today-and-tomorrow-practical-tipcs-tools-and-techniques-teaching-online\/digital-tools\/tools\/\">free and low-cost tools<\/a> to create content and assessments for online courses, but, they noted, it\u2019s crucial to be thoughtful about the <a href=\"https:\/\/mvu.coursearc.com\/content\/teaching-today-and-tomorrow-practical-tipcs-tools-and-techniques-teaching-online\/organizing-digital-content\/design-organization-mind\">design organization<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>3. Let data guide your teaching experience<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Jeff Gerlach, our course development manager, led an invigorating session on creating an online learning experience that elicits engagement. As he said, \u201cinformation alone is not instruction.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using surveys and one-on-one feedback can be fruitful, but so too can determining your students\u2019 habits. Such habits can include the time of day learners are active, the content they view, and the time they spend on pages.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Be deliberate when creating and maintaining an online learning experience by asking the following questions:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":50283,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/Screen-Shot-2021-02-25-at-9.19.08-AM-1024x576.png\" alt=\"Action Research Cycle\" class=\"wp-image-50283\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2><strong>4. \u201cStudents have a lot to say\u2014we just need to listen\u201d<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/twitter.com\/EddieCollins34\/status\/1364206947042549762\",\"type\":\"rich\",\"providerNameSlug\":\"twitter\",\"responsive\":true,\"className\":\"\"} -->\n<figure class=\"wp-block-embed is-type-rich is-provider-twitter wp-block-embed-twitter\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/twitter.com\/EddieCollins34\/status\/1364206947042549762\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>Two of the most powerful moments of the conference belonged to students. Ife Martin, a spoken-word artist from Detroit, started the day with <a href=\"https:\/\/www.youtube.com\/watch?v=fXu-AveV2zY&amp;t=101s\">a poem about online learning during the pandemic<\/a>. In her conversation with our President &amp; CEO Jamey Fitzpatrick, Ife reminded us that students are trying the best they can.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the end of the conference, MASSP presented a panel of student leaders throughout Michigan. <a href=\"https:\/\/www.youtube.com\/watch?v=5GaVuFlIXOM\">Each shared the silver linings of the pandemic<\/a> and the benefits of online learning. From increased connection with their communities to better school-life balance, these students reminded us why educators do what they do.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As Mitch Albom told the educators in the audience, \u201cYou are making a difference. You\u2019ve <em>always<\/em> made a difference.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":50281,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/Teaching-for-Today-and-Tomorrow-Mitch-Albom-Michigan-Virtual-Conference.png\" alt=\"\" class=\"wp-image-50281\" title=\"You are making a difference. You've always made a difference. - Mitch Albom\" \/><\/figure><\/div>\n<!-- \/wp:image -->",
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            "path": "\/blog\/valuing-vs-acknowledging-diversity-in-education\/",
            "author_id": 32,
            "timestamp": 1614200195,
            "content": "<!-- wp:html -->\n<div class=\"h4\" style=\"text-align: center;text-transform: uppercase\">Listen to the BRIGHT Podcast<\/div>\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s a difference between <em>acknowledging <\/em>diversity in education and <em>valuing <\/em>it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt's not enough to acknowledge diverse perspectives,\u201d says Joy Taylor,&nbsp; a teacher consultant for WAVE \u2014 the <a href=\"http:\/\/www.wavewashtenaw.org\/\">Washtenaw Alliance for Virtual Education<\/a>. \u201cThat's like inviting somebody to the table and telling them they can't eat. It\u2019s not enough to <em>acknowledge <\/em>them, but we have to be sure to <em>value<\/em> them, too. \u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In her classroom, Taylor works with students who fell through the cracks in the traditional classroom and need additional support to succeed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to their website, <a href=\"http:\/\/www.wavewashtenaw.org\/\">WAVE<\/a> \u201coffers a flexible, student-centered, project-based approach to learning for students who need an alternative to the traditional high school model.\u201d&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cLearning in my classroom really aims at individuals,\u201c explains Taylor. \u201cI co-teach classes where I'm gauging to see if students get lost. And if they get lost, I work with them individually to make sure they\u2019re understanding the material.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Throughout my conversation with Taylor, I was struck by how the personalized approach to learning she articulated could be a mechanism by which we<em> <\/em>value the diversity of our students as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/pexels-julia-m-cameron-4144222-2.png\",\"id\":50139,\"focalPoint\":{\"x\":\"0.47\",\"y\":\"0.11\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"wide\"} -->\n<div class=\"wp-block-cover alignwide has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-50139\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/pexels-julia-m-cameron-4144222-2.png\" style=\"object-position:47% 11%\" data-object-fit=\"cover\" data-object-position=\"47% 11%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Every student is different, she reminds us, and we need school systems that are adaptable enough to truly value these differences.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe can't force our traditional ways on every student,\u201d she says. \u201cBut if we're patient, if we're innovative, if we work with them, I believe all of our students could accomplish what they set out to do.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In one case, Taylor\u2019s patience and one-on-one support had a big impact on a student who had all but given up on school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Making a difference for a student who had all but given up on school<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen I first came to WAVE,\u201d Taylor says, \u201cI had a student who was disengaged, but extremely bright according to test scores. She was classified emotionally impaired with depression, bipolar, and several things that were documented medically. She was also a transgender student who suffered with some high anxiety and was terrified to go outside. She hadn't been coming to school.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>It took some time for Taylor to build trust with this student.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>First, the two of them talked on the phone until she was comfortable enough to meet in a coffee shop in Ypsilanti. Slowly, over time, the student was able to develop trust with other teachers and then, eventually, come to class with other students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cEventually, the student started joining face-to-face class and <em>enjoyed <\/em>it,\u201d Taylor says. \u201cDid you hear me? <em>Enjoyed <\/em>it. I'm not saying that we never had any issues because she would have some times where she felt her anxiety and we would just go to a room talk, calm down, get water, and work through it. It just took time, but we built trust. We got to the point that when she was face-to-face, she was talking so much in the class that the teacher said she overtook the class because she was enjoying it so much, and this was coming from a person who had high anxiety and wasn't even able to go to the grocery store or go outside before.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2020, this student graduated, and Taylor says the staff at WAVE was in tears hearing her graduation speech to the other students about how she made it through. She has future plans to attend college for optometry.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSometimes our students are going through so much more than we see,\u201d Taylor reflects. \u201cOr what we allow ourselves to see. Yes, they have to pass the test. But in the meantime, we have to get them to the point where they <em>desire <\/em>to be at school. If we show an ounce of compassion, I think that makes all the difference in the world.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Offering students input in the educational process<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teaching is Taylor\u2019s second career. She started off in corporate America with a bachelor\u2019s degree in business management, but found herself lacking passion for what she did on a daily basis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After praying for purpose, she found it by remembering how much she enjoyed working with young people at her church when she used to teach Sunday School.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI recalled that I love having relationships with young people,\u201d she says. \u201cI like to see them blossom and assist them in achieving their goals and cultivating who they are. Because they have so much to say, it\u2019s just that we have to <em>listen<\/em>.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That last line in particular is powerful:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>They have so much to say. We just have to listen.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Taylor advocates for a system of education that offers students to offer input into their own learning. You can tell by the way she talks about her students that she really puts this philosophy into action in her classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think it\u2019s really important that we meet our students where they are and allow them to have input in their education,\u201d she says. \u201cAnd I'm not saying that they can say, \u2018Oh, I'm not doing that homework.\u2019 But instead, maybe they could say, \u2018You know what, this assignment is a little hard right now, can we start on something else?\u2019 Allowing them to be a part of the educational process can make a difference by allowing them to stay engaged and motivated.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The bigger picture: What else is needed to create equitable school systems?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>But, of course, there\u2019s a lot of work that needs to be done to create truly equitable school systems.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cEvery student needs to have the opportunity for a quality education, and it needs to be more than just lip service,\u201d she says. \u201cSome action needs to be put in place.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>When Taylor\u2019s own daughters began attending school, these opportunity gaps became abundantly clear to her.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMy children went to school in the suburbs,\u201d she explains, \u201cand they were introduced to some things that some of the students in the city where I worked in Detroit weren't introduced to. I thought that was so unfair, because some of our students have skills and talents that they never even were able to explore because they didn't even know about it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Her daughter, for example, had always loved art and had the opportunity to take an architecture course in high school. Through this class, she participated in a statewide competition and ended up winning second place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cEvery school should have these programs,\u201d she says. \u201cNot just the suburbs, or the schools in the Upper Peninsula or the schools in the more affluent parts of the state. \u201c<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The importance of teacher diversity<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another way we can improve equity in education, Taylor argues, is by valuing diversity in the hiring and recruiting of new teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Early on in her life, there was a teacher who left a big impression on her.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Her name was Teresa Sheffield. \u201cShe was the first Black teacher that I had,\u201d Taylor reflects. \u201cAnd she was so professional. I mean, she was dressed to the tee and was really engaging. She was the first Black teacher who made an impression. She was somebody who looked like me, you know.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>It\u2019s important, she says, for young children to see someone who looks like them in school.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen my children were going to school,\u201d Taylor says, \u201cthey only saw so many people that looked like them. Even though most of the teachers that they had were really good, at some point, you want to see somebody that looks like you because you can feel like they can relate to where you are. I think that's important.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>There\u2019s quantitative data that supports the importance of diverse representations in schools, too.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A 2018 study published in the Institute of Labor Economics titled <a href=\"https:\/\/www.iza.org\/publications\/dp\/10630\/the-long-run-impacts-of-same-race-teachers\">\u201cThe Long-Run Impacts of Same-Race Teachers\u201d<\/a> found that having at least <em>one<\/em> Black teacher in third through fifth grades reduced a Black student's probability of dropping out of school by 29 percent.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For very low-income Black males, the results were even greater, with their chance of dropping out falling by 39 percent.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These statistics bring gravity to the case Taylor makes for the importance of diverse representation among teaching staff. But, she reminds us, this has to go beyond merely hiring educators of diverse backgrounds.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>&nbsp;We also have to <\/strong><strong><em>value <\/em><\/strong><strong>what they bring to the table.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Extending mercy to one another<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Taylor has a lot of ideas for what\u2019s needed for equitable education reform. You can hear her vision unfold in greater detail in <a href=\"https:\/\/anchor.fm\/bright-mv\/episodes\/Valuing-vs--Acknowledging-Diversity-with-Joy-Taylor-from-WAVE-eql3e0\">our full-length interview<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But ultimately, my biggest takeaway from our interview had to do with her emphasis on the difference between <em>acknowledging <\/em>and <em>valuing <\/em>diversity in education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This thematic thread ran through our conversation down to the way Taylor approaches learning in her classroom, where each student\u2019s unique backgrounds, goals, and context is honored and they are able to offer input into their own educational process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By sharing with us her experiences at <a href=\"http:\/\/www.wavewashtenaw.org\/\">WAVE<\/a> as well as her success working 1:1 with students who were close to giving up on school, Taylor reminds that hope IS possible when we\u2019re patient and innovative, allowing students to move at their own pace, explore their own interests, and build trust with a caring educator whose diversity is honored alongside their own.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>One final take away from our conversation:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Everyone\u2019s struggling right now during the COVID-19 pandemic. Many parents are frustrated with kids at home while trying to work two or three jobs. Some teachers have had to hire people to take care of their children, so they can teach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe have to make sure that we're extending mercy to each other,\u201d Taylor implores us. \u201cIf we can learn to understand each other, I think we could really make this a team effort. Just be human. Just be kind.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\">See also: Joy on the Mitch Albom Show!<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/YkOpbBqS_jw\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/YkOpbBqS_jw\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:shortcode -->\n<div class=\"alignwide\">[elementor-template id=\"49551\"]<\/div>\n<!-- \/wp:shortcode -->",
            "title": "Valuing vs. Acknowledging Diversity",
            "excerpt": "Meet Joy Taylor, a teaching consultant from WAVE who reminds us that there\u2019s a big difference between ACKNOWLEDGING diversity in education and VALUING it. ",
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            "id": 49895,
            "path": "\/blog\/podcast-learning-like-an-innovator-with-the-henry-ford\/",
            "author_id": 2,
            "timestamp": 1613490780,
            "content": "<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>In this episode, we talk to Phil and Lucie from the Learning and Engagement Team at The Henry Ford. We discuss research that indicates that humans are innately innovative, especially in difficult situations. Yet innovation tends to happen in clusters in specific locations in the U.S. So why is that? Is there a key that might unlock greater opportunities? How might educators harness the habits of an innovator to unleash the innovator in all of their students? This, and a special preview of a new <em>Michigan Virtual<\/em> podcast on this episode of the Digital Backpack.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Here are some notes about the episode:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Phil\u2019s virtual background during our conversation was a photo of the <a href=\"https:\/\/www.thehenryford.org\/visit\/henry-ford-museum\/exhibits\/dymaxion-house\/\">Dymaxion House Exhibit at The Henry Ford Museum<\/a>.\u00a0<\/li><li>Lucie mentioned that her first virtual background she was displaying during our conversation was a photo of the clocktower, which is part of the museum building at The Henry Ford. The photo was taken from Greenfield Village during the <a href=\"https:\/\/www.thehenryford.org\/current-events\/calendar\/holiday-nights-in-greenfield-village\">Holiday Nights<\/a> celebration in December 2020. <a href=\"https:\/\/www.thehenryford.org\/explore\/blog\/behind-the-scenes-a-view-from-the-clocktower\/\">Behind the Scenes: A View from the Clocktower<\/a>.<\/li><li>Lucie changed her background to a picture of the Intersection of the <a href=\"https:\/\/www.thehenryford.org\/visit\/henry-ford-museum\/exhibits\/intersection-of-innovation\/\">Intersection of Innovation<\/a> exhibit at The Henry Ford.<\/li><li><a href=\"https:\/\/opportunityinsights.org\/paper\/losteinsteins\/\">Who Becomes an Inventor in America? The Importance of Exposure to Innovation<\/a> - Cited by Lucie as a major research basis for their work.\u00a0<\/li><li><a href=\"https:\/\/inhub.thehenryford.org\/\" class=\"rank-math-link\">inHub | Innovative Curricula and Learning Resources for Educators<\/a>\u00a0<ul><li><strong>Why inHub?<\/strong> - Create a virtual venue &amp; educational community that extends The Henry Ford\u2019s mission impact beyond our physical boundaries by leveraging advancements in our continuing digital transformation efforts.<\/li><li><strong>inHub Mission <\/strong>Empower all learners to activate their innovative mindset to help build a better future.<\/li><\/ul><\/li><li><a href=\"https:\/\/www.thf.org\/modeli\">Model i framework<\/a> - Features lesson plans centered on the Actions for grades 3-12<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>At the end of this episode is a preview of a new podcast from Michigan Virtual called <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/bright\/\">BRIGHT: Stories of Hope &amp; Innovation in Michigan Classrooms<\/a>. Be sure to check it out and subscribe!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Make sure to&nbsp;<a rel=\"ugc noopener noreferrer\" class=\"rank-math-link\" href=\"https:\/\/anchor.fm\/digitalbackpack\" target=\"_blank\">subscribe<\/a>&nbsp;to listen to future episodes!<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/blog\/where-does-tech-belong-in-teaching-a-conversation-with-amy-gwizdz-bob-harrison-from-dearborn-public-schools\/",
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            "content": "<!-- wp:paragraph {\"align\":\"center\",\"className\":\"h4\"} -->\n<p class=\"has-text-align-center h4\">Listen to the BRIGHT podcast<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n\n<!-- \/wp:html -->\n\n<!-- wp:spacer {\"height\":10} -->\n<div style=\"height:10px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<!-- \/wp:spacer -->\n\n<!-- wp:paragraph -->\n<p>The role of technology in our classrooms has never been so prominent, nor so strained as during the COVID-19 pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For many teachers, working from behind a screen was an incredibly difficult transition. They <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\" class=\"rank-math-link\">reported<\/a> feeling intense emotional sadness over the physical separation from students, with some even going so far as to describe feeling as they moved from \u201cteaching in 3D\u201d to \u201cteaching in 2D.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\"><strong><em>Michigan Voices: An In-Depth Look at the Experiences of Educators, Students, &amp; Parents During Emergency Remote Learning<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Two instructional technology coaches for Dearborn Public Schools \u2014 Amy Gwizdz and Bob Harrison \u2014 say that they\u2019re feeling the \u201cZoom fatigue\u201d themselves and are sensitive to the impact this has had on teachers everywhere.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>However, they also fear that the compounding effects of this phenomenon might lead to resistance against using technology in the classroom.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI personally will be very happy the day I don\u2019t have to get on Zoom, so I don\u2019t blame anybody,\u201d Gwizdz says. \u201cBut it is a double edged sword because there\u2019s a risk that people may end up resenting technology due to all the time they've spent in front of their computer. When we go back face-to-face, my fear is that people are going to put their Chromebooks on the cart and walk away from it.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Her learning partner offers a slightly different perspective:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI do think there's also another possibility,\u201d Harrison shares. \u201cI think a lot of teachers have really seen the benefit of using technology in education, and I\u2019m hopeful that when we do go back face-to-face that there will be a lot of teachers that are doing things with technology who weren\u2019t using technology before.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They\u2019re hopeful we can emerge from this crisis not <em>adverse <\/em>to technology in the classroom, but simply more <em>intentional<\/em> with it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The classrooms of the future<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>What role should technology continue to play in our classrooms once the reign of COVID-19 finally ends?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>According to Gwizdz and Harrison, the future lies in using technology to further <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" class=\"rank-math-link\">student-centered learning.&nbsp;<\/a><\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cStudent-centered learning operates around the idea of giving \u2018voice\u2019 and \u2018choice\u2019 to students, so they\u2019re driving their own instruction,\u201d says Gwizdz. \u201cIt\u2019s not a teacher-centered classroom where the teachers are making all the decisions. By giving students the opportunity to express their choices, you're going to actively increase their motivation and their engagement in your lessons.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>See also: <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" class=\"rank-math-link\"><strong><em>\u201cWhat exactly IS student-centered learning?\u201d<\/em><\/strong><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At the beginning, this approach can seem daunting for teachers, but after the initial investment, it can become more self-sustaining as students take more agency over their learning. As Gwizdz explains, \u201cWe like to say, \u201cWhy should the teachers have to do all the work? Let's let the students do some of the work.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>When leveraged strategically, technology should be used to take work <em>off <\/em>of teachers\u2019 plates and help them focus on the things that only they can do.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cHaving technology as another resource in the classroom is something that should help teachers take some responsibilities off of their plate,\u201d she says. \u201cWhen I was in the classroom, I used several different programs for either remediation or for enrichment. If I had students who needed extra help, there were videos or demonstrations that they could do online. If I had students who were ahead of schedule and needed some enrichment, there were other things that they could do online.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cFor some students,\u201d Gwizdz says, \u201ctechnology is their mode of transportation for knowledge. It\u2019s how they express themselves.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/184.jpg\",\"id\":48943,\"focalPoint\":{\"x\":\"0.50\",\"y\":\"0.65\"},\"gradient\":\"luminous-vivid-amber-to-luminous-vivid-orange\",\"align\":\"wide\"} -->\n<div class=\"wp-block-cover alignwide has-background-dim has-background-gradient\"><span aria-hidden=\"true\" class=\"wp-block-cover__gradient-background has-luminous-vivid-amber-to-luminous-vivid-orange-gradient-background\"><\/span><img class=\"wp-block-cover__image-background wp-image-48943\" alt=\"\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/184.jpg\" style=\"object-position:50% 65%\" data-object-fit=\"cover\" data-object-position=\"50% 65%\" \/><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cHaving technology as another resource in the classroom is something that should help teachers take some responsibilities off of their plate.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Technology solves problems\u2026 but not all problems.&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As instructional technology coaches for Dearborn Public Schools \u2014 Michigan\u2019s third largest school district with 1500 teachers and 34 separate school buildings \u2014 Gwizdz and Harrison say their role has shifted during the pandemic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe rubber really hit the road this year when everyone was forced to use digital tools,\u201d says Harrison. \u201cWe've been slowly transitioning into trying to help people be intentional about the way that they use technology to make deliberate and well-informed choices about the tools that they use, how they use them, and when they use them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This intentionality works best when approached through the lens of an instructional problem. \u201cTechnology solves a problem,\u201d he says. \u201cWhat is the problem that you're encountering? Is it appropriate to use technology to solve that problem?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe also try to have teachers start with the <em>why<\/em>,\u201d adds Gwizdz. \u201cWhy is it that you are choosing to use this tool? What is the instructional strategy behind the tool? What is it you're trying to get across to students? What do you want them to learn? And then we can talk about how we should get there.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Just because technology <em>can <\/em>solve instructional problems, however, doesn\u2019t mean it\u2019s appropriate in every learning situation.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI think one of the biggest epiphanies we\u2019ve had as technology coaches,\u201d Harrison explains, \u201cis acknowledging that there are times in a classroom when technology is not the answer. And, in fact, making the <em>deliberate <\/em>and <em>intentional <\/em>choice to not use technology actually solves the problem in some cases, as opposed to trying to force you know, a technological tool into that aspect of the classroom.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There\u2019s a lot to unpack here, but the vision for learning that this instructional technology coach duo evoke is a powerful one. They envision a system where students have more agency over their own learning and teachers can leverage technology to focus their time and energy on what they do best.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>To dive deeper into how technology can further student-centered learning, check out Gwizdz and Harrison\u2019s podcast, <\/em><\/strong><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/architechs-of-learning\/id1541761752\"><strong><em>ArchiTECHS of Learning<\/em><\/strong><\/a><strong><em>.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It will take some time for us to recover from the lingering effects of the stress, isolation, and Zoom fatigue experienced during COVID-19, especially our state\u2019s teachers, many of whom took on the near-overnight burden of reorganizing their professional lives to teach their students from behind a screen.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But as we look forward, there is reason to hope that some of the skills our educators have learned during this difficult time will help pave the path toward a brighter future.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"textAlign\":\"center\",\"level\":3} -->\n<h3 class=\"has-text-align-center\"><strong>See also: Amy and Bob on the Mitch Albom Show!<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/_YL4OyKUPHM\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/_YL4OyKUPHM\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:block {\"ref\":49563} \/-->",
            "title": "Where Does Tech Belong in Teaching?",
            "excerpt": "Meet Amy Gwizdz &amp; Bob Harrison, an instructional technology coach duo from Dearborn Public Schools with insights on how to leverage technology to create student-centered classrooms.",
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            "content": "<h1>Transitioning to Remote Teaching: Advanced Placement Edition<\/h1>\nWhether you are new to teaching AP courses remotely or a seasoned veteran, this free course has resources for you!\n\n<a href=\"https:\/\/plp.michiganvirtual.org\/?course=690\" target=\"_blank\" role=\"button\" rel=\"noopener\">\nEnroll Now\n<\/a>\nhttps:\/\/youtu.be\/vDqZIAhq15A\n<h3>\n\t\t\t\t\t<strong>Teacher Advocacy<\/strong><\/h3>\n<h3>\n\t\t\t\t\t<strong>12 hrs<\/strong><\/h3>\n<h3>\n\t\t\t\t\t<strong>Self-Paced<\/strong><\/h3>\n<h3>\n\t\t\t\t\t<strong>12 SCECHs<\/strong><\/h3>\n<h3>\n\t\t\t\t\t<strong>Credit Type: SCECH<\/strong><\/h3>\n<h4>With remote teaching and learning becoming more prevalent in today\u2019s world, you may be wondering how curriculum for your Advanced Placement classroom will transfer to online instruction.<\/h4>\nThis comprehensive course will cover general tips and support for transitioning to online teaching and more specific information about the resources available to you for teaching AP courses online. Learn how to access the College Board\u2019s quality, vetted digital content for the AP classroom and how to navigate assessments as an important aspect of AP instruction.\n\n&lt;img src=&quot;https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/michael-rice.jpg&quot; alt=&quot;Dr. Michael F. Rice <br \/><small>State Superintendent of Public Instruction \"&gt;\n<cite>Dr. Michael F. Rice\n<small>State Superintendent of Public Instruction \u201cMichigan Virtual and the College Board deserve praise for their work to increase access to quality AP programming for all Michigan students, regardless of zip code, consistent with the fourth goal of our new state strategic education plan.  I appreciate the dedication to meaningful professional development for AP teachers to ensure curriculum fidelity online, especially important at this time.\u201d<\/small><\/cite><small>\t\t\t\t\tRead More\t\t\t\t<\/small>\n\n<small>\u201cMichigan Virtual and the College Board deserve praise for their work to increase access to quality AP programming for all Michigan students, regardless of zip code, consistent with the fourth goal of our new state strategic education plan. I appreciate the dedication to meaningful professional development for AP teachers to ensure curriculum fidelity online, especially important at this time.\u201d\n<h5>Dr. Michael F. Rice\n<small>State Superintendent of Public Instruction<\/small><\/h5>\n<h4>In this course, you will:<\/h4>\n<ul>\n \t<li>Access a remote teaching readiness checklist and rubric to help streamline your transition,<\/li>\n \t<li>Understand how to build relationships using online communication tools,<\/li>\n \t<li>Explore recommendations from other teachers using the AP Classroom digital resources,<\/li>\n \t<li>Identify options for formative and summative assessments using the AP Classroom materials, and<\/li>\n \t<li>Recognize the need for adaptation and flexibility in an online learning environment.<\/li>\n<\/ul>\n&lt;img src=&quot;https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/trevor-packer-e1612816318253.jpg&quot; alt=&quot;Trevor Packer  <br \/><small>Senior Vice President, AP and Instruction at The College Board\"&gt;\n<cite>Trevor Packer\n<small>Senior Vice President, AP and Instruction at The College Board\"The AP Program has long been impressed by Michigan Virtual\u2019s dedication to expanding AP opportunities through virtual coursework. As we\u2019ve seen this past year, the American education system has much to learn about effective virtual instruction, and we applaud Michigan Virtual for being in the vanguard of these efforts.\"<\/small><\/cite><small>\t\t\t\t\tRead More\t\t\t\t<\/small>\n\n<small>\"The AP Program has long been impressed by Michigan Virtual\u2019s dedication to expanding AP opportunities through virtual coursework. As we\u2019ve seen this past year, the American education system has much to learn about effective virtual instruction, and we applaud Michigan Virtual for being in the vanguard of these efforts.\"\n<h5>Trevor Packer\n<small>Senior Vice President, AP and Instruction at The College Board<\/small><\/h5>\n<h2>This is a FREE course offering to all Michigan teachers!\u200b<\/h2>\n<a href=\"https:\/\/plp.michiganvirtual.org\/?course=690\" target=\"_blank\" role=\"button\" rel=\"noopener\">\nEnroll Now\n<\/a>\n\n<\/small><\/small>",
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            "excerpt": "Transitioning to Remote Teaching: Advanced Placement Edition Whether you are new to teaching AP courses remotely or a seasoned veteran, this free course has resources for you! Enroll Now Teacher Advocacy 12 hrs Self-Paced 12 SCECHs Credit Type: SCECH With remote teaching and learning becoming more prevalent in today\u2019s world, you may be wondering how...",
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            "content": "<p>A MICHIGAN VIRTUAL PODCAST<\/p>\t\t\n\t\t\t<h1><strong>BRIGHT:<\/strong> Stories of Hope &amp; Innovation in Michigan Classrooms<\/h1>\t\t\n\t\t\t\t<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw==\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/podcasts.google.com\/feed\/aHR0cHM6Ly9hbmNob3IuZm0vcy80ODI0Mjk5Yy9wb2RjYXN0L3Jzcw==\">\n\t\t\t\t\t\tGoogle Podcasts\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/bright-stories-of-hope-innovation-in-michigan-classrooms\/id1551347022\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/bright-stories-of-hope-innovation-in-michigan-classrooms\/id1551347022\">\n\t\t\t\t\t\tApple Podcasts\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/pca.st\/riadw8in\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/pca.st\/riadw8in\">\n\t\t\t\t\t\tPocket Casts\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/open.spotify.com\/show\/74FIcFPPtCiVv0vHSsQDpn\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/open.spotify.com\/show\/74FIcFPPtCiVv0vHSsQDpn\">\n\t\t\t\t\t\tSpotify\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/anchor.fm\/bright-mv\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/anchor.fm\/bright-mv\">\n\t\t\t\t\t\tSubscribe to our audio podcast\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/www.youtube.com\/michiganvirtual?sub_confirmation=1\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/www.youtube.com\/michiganvirtual?sub_confirmation=1\">\n\t\t\t\t\t\tSubscribe to our video podcast\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\thttps:\/\/www.youtube.com\/watch?v=_bqNELPAyzs\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.meemic.com\/\">\n\t\t\t\t\t\t\t<img width=\"426\" height=\"168\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<p><a href=\"https:\/\/www.meemic.com\/\">Brought to you in part by <strong>Meemic Insurance Company<\/strong>, Insurance for Educators.<\/a><\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1920\" height=\"1328\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/iStock-1225070980-1.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<p>Our latest episode<\/p>\t\t\n\t\t\t<h2>3 Tips for Bringing Hope Into the Alternative Classroom (feat. Danielle Bell from Romulus Virtual Learning Center)<\/h2>\t\t\n\t\t<p>For students who struggle in the traditional classroom, alternative education programs can serve as bastions of hope for the future. In this episode of BRIGHT, we chat with Danielle Bell, a teacher for Romulus Virtual Learning Center, who sheds light on some common misconceptions about virtual learning, explores why hope is such a critical part of alternative education, and offers three tips for her fellow educators on bringing hope into the alternative classroom.<\/p>\t\t\t\t\n\t\t\t\t\t\n\t\t\t<h3>Take a peek<\/h3>\t\t\n\t\thttps:\/\/www.youtube.com\/watch?v=jIeSJPz1uso\t\t\t\t\n\t\t\t<a href=\"https:\/\/youtube.com\/playlist?list=PLEr3aBYwhAcffL5adVNpr_ofr0zWv2tLZ\" role=\"button\">\n\t\t\t\t\t\tWatch more videos\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Recent episodes<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/category\/podcast\/bright\/\" role=\"button\">\n\t\t\t\t\t\tView All Episodes\n\t\t\t\t\t<\/a>",
            "title": "Bright Podcast",
            "excerpt": "Michigan is home to so many outstanding educators. In this podcast, powered by Michigan Virtual, we talk to inspirational Michigan educators known for their innovative approach to learning and hear first-hand what their classrooms look like, how these changes impact students, and what advice they have for fellow educators looking to try something new.",
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            "path": "\/webinar\/data-driven-sel-a-new-grant-opportunity-for-michigan-schools\/",
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            "content": "<!-- wp:paragraph -->\n<p>At a time when children\u2019s mental health is paramount, schools now have an opportunity to utilize expanded online services and functionality building upon a free statewide social-emotional learning (SEL) program launched earlier this year. The new $100,000 grant is made possible by Evolution Labs in partnership with Michigan Virtual. While the lessons have been available for free since April, this new grant program is made possible through additional resources from Evolution Labs in partnership with Michigan Virtual to ensure greater functionality so school administrators can add local student rostering to assign, monitor, and track the use of these free lessons. Michigan schools are required to deliver social and emotional learning to students, a skillset that has become especially critical during the COVID-19 pandemic. This grant program is designed to help schools deploy a local social and emotional learning program remotely to their students by using an effective, quality, turnkey systems approach for students, teachers, and parents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Apply: <\/strong><em>This grant has expired.<\/em><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Data-Driven SEL \u2014 A New Grant Opportunity for Michigan Schools",
            "excerpt": "At a time when children\u2019s mental health is paramount, schools now have an opportunity to utilize expanded online services and functionality building upon a free statewide social-emotional learning (SEL) program launched earlier this year. The new $100,000 grant is made possible by Evolution Labs in partnership with Michigan Virtual. While the lessons have been available...",
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        {
            "id": 27351,
            "path": "\/research\/publications\/guide-for-online-course-review-process\/",
            "author_id": 54,
            "timestamp": 1609559280,
            "content": "<!-- wp:heading -->\n<h2 id=\"about\">About this Guide<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This guide is intended to share how to review online courses using a model designed by Quality Matters and based upon the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\" class=\"rank-math-link\">National Standards for Quality Online Courses<\/a>. The online course review process detailed here draws from nationally-recognized best practices, national online learning standards, State of Michigan content standards, and <em>Michigan Virtual\u2019s<\/em> substantial experience with reviewing online courses and online educational content. The set of <a rel=\"noreferrer noopener\" href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" class=\"rank-math-link\">national standards for quality<\/a> have been a benchmark for online learning for more than a decade. The standards were originally created by the <a class=\"rank-math-link\" href=\"https:\/\/aurora-institute.org\/about-us\/our-story\/\">Aurora Institute<\/a> (formerly iNACOL) and were updated in 2019 by&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\">Quality Matters<\/a>&nbsp;(QM) and the&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\">Virtual Learning Leadership Alliance<\/a> (VLLA).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Enacted in October 2013, <a class=\"rank-math-link\" href=\"http:\/\/www.legislature.mi.gov\/(S(q1nyeppqupzptrxfklefmhii))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\">Section 21f of the State School Aid Act<\/a> established that public school pupils in 6th through 12th grade (with the consent of parent or legal guardian if the student is under 18 unless the pupil is an emancipated minor) may enroll in up to two online courses during an academic term (semester or trimester). Online course offerings may be selected either from the syllabi available within the district catalog of online courses at the pupil\u2019s resident district or from those available in <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan\u2019s Online Course Catalog<\/a> (MOCC) maintained by <em>Michigan Virtual\u00ae<\/em>. The catalog houses the online course syllabi that are made available by Michigan school districts, public school academies, intermediate school districts, community colleges, and those provided by <em>Michigan Virtual School\u00ae <\/em>(MVS).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a condition of offering an online course, either as part of a district catalog or MOCC, a providing district is responsible for producing an online course syllabus. Section&nbsp;21f(14)(g) requires that an online course syllabus include all of the following components:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>The state academic standards addressed in an online course.<\/em><\/li><li><em>The online course content outline.<\/em><\/li><li><em>The online course required assessments.<\/em><\/li><li><em>The online course prerequisites.<\/em><\/li><li><em>Expectations for actual instructor contact time with the online learning pupil and other pupil-to-instructor communications.<\/em><\/li><li><em>Academic support available to the online learning pupil.<\/em><\/li><li><em>The online course learning outcomes and objectives.<\/em><\/li><li><em>The name of the institution or organization providing the online content.<\/em><\/li><li><em>The name of the institution or organization providing the online instructor.<\/em><\/li><li><em>The course titles assigned by the providing district and the course titles and course codes from the National Center for Education Statistics (NCES) school codes for the exchange of data (SCED).<\/em><\/li><li><em>The number of eligible nonresident pupils that will be accepted by the district in the online course.<\/em><\/li><li><em>The results of the online course quality review using the guidelines and model review process published by Michigan Virtual\u00ae.<\/em><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It is important to note several things about Michigan\u2019s Online Course Catalog:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>Michigan Virtual\u00ae<\/em> does <em>not<\/em> review district online courses.<\/li><li>The catalog is not where a student <em>enrolls<\/em> in a course. It is simply a compilation of online courses offered by a variety of course providers, including schools, where Michigan students can compare and choose online courses after comparing course syllabi. It is recommended that the student, parent and school academic advisor work together to select course(s). A course provider includes in MOCC a link to where enrollment information for their courses can be located.&nbsp; &nbsp;<\/li><li>While the course syllabi must be in the catalog, when a district adds an online course syllabus, the district will select whether the course is publicized in the district catalog only, the state catalog only, or both. Districts may request a unique URL to link to their website and display only their district\u2019s catalog of online courses.<\/li><li>Users can find detailed information about the functionality of MOCC in the <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/help-resources\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">help resources<\/a>.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"guidelines\">Guidelines to Offer Online Courses&nbsp;&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For each online course a providing district makes available either through its own district catalog or MOCC, the results from a review must be included in the online course syllabus.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"online\">Online Course Quality Standards Second Edition<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The National Standards for Quality Online Courses were first published by iNACOL (now the Aurora Institute) in 2007. The <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2018\/10\/national-standards-for-quality-online-courses-2011.pdf\">second version <\/a>released in 2011 is the initial version implemented in Michigan\u2019s Online Course Catalog. Drawing from research and online learning experts from across the U.S., the 2011 course standards provide a list of 52 standards divided among five sections. Descriptions of the five sections are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>Content<\/em> (13 Standards) \u2013 The course provides online learners with multiple ways of engaging with learning experiences that promote their mastery of content and are aligned with state or national content standards.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><em>Instructional Design <\/em>(11 Standards) <em>\u2013 <\/em>The course uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on student needs; and provides ample opportunities for interaction and communication \u2014 student to student, student to instructor, and instructor to student.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><em>Student Assessment <\/em>(7 Standards) \u2013 The course uses multiple strategies and activities to assess student readiness for and progress in course content and provides students with feedback on their progress.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><em>Technology <\/em>(11 Standards) \u2013 The course takes full advantage of a variety of technology tools, has a user-friendly interface, and meets accessibility standards for interoperability and access for learners with special needs.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><em>Course Evaluation and Support <\/em>(10 Standards) \u2013 The course is evaluated regularly for effectiveness, using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up-to-date, both in content and in the application of new research on course design and technologies. Online instructors and their students are prepared to teach and learn in an online environment and are provided support during the course.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Instead of the five-point scale (0, 1, 2, 3, 4) iNACOL originally suggested, the review process for the online courses in Michigan uses a three-point scale. Reviewers will be asked to rate a standard as \u201cNot Met,\u201d \u201cPartially Met,\u201d or \u201cFully Met.\u201d This rating system simplifies categories both for the reviewers and the consumers of the reviews.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> developed, as a supplemental resource, a three-point rubric for each of the 52 standards based on feedback from school representatives who were looking for more guidance on how to conduct a quality review. The <a class=\"rank-math-link\" href=\"https:\/\/micourses.org\/resources\/pdf\/MVU_iNACOL_3pt_Rubric.pdf\">Rubric<\/a> was developed by modifying a similar resource from the Texas Education Agency\u2019s <a class=\"rank-math-link\" href=\"https:\/\/txvsn.org\/Home\">Texas Virtual School Network<\/a> &nbsp;(TxVSN), and with the consultation of several helpful resources developed by the <a class=\"rank-math-link\" href=\"https:\/\/clrn.org\/\">California Learning Resource Network<\/a> (CLRN).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"third\">Online Course Quality Standards Third Edition<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The third edition of the National Standards for Quality Courses released in 2019 is significantly different when compared to the previous version. Seven <em>s<\/em><em>tandards<\/em> have replaced the five <em>sections<\/em> noted above. The seven standards are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Standard A: Course Overview and Support<\/li><li>Standard B: Content<\/li><li>Standard C: Instructional Design<\/li><li>Standard D: Learner Assessment<\/li><li>Standard E: Accessibility and Usability<\/li><li>Standard F: Technology<\/li><li>Standard G: Course Evaluation<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Detailed descriptions of the changes are available in the <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/09\/NSQCourses_ChangeDocument2019.pdf\">Overview of Changes to Third Edition in 2019<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"quality\">Quality Matters Process<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\">Quality Matters<\/a>, a non-profit organization and recognized leader in quality assurance for online learning, offers online course review services for K-12 and higher education courses. The QM review process includes a proprietary course review rubric and ensures that review teams, consisting of experienced teachers and instructional designers, have received appropriate training in online course review standards and processes. The results of formal QM reviews can also be in the form of an <em>alternative course review report<\/em>, and rated along the same scale of \u201cNot Met\u201d, \u201cPartially Met\u201d, and \u201cFully Met,\u201d and be in compliance with Michigan\u2019s legislative guidelines. It is also important to note that formal QM reviews do not include certain standards that are part of the National Standards for Quality Online Courses. QM has produced a <a href=\"https:\/\/nam12.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.nsqol.org%2Fwp-content%2Fuploads%2F2019%2F09%2FNSQCourses_QMStandardsCorelation2019.pdf&amp;data=01%7C01%7Cktomaselli%40michiganvirtual.org%7Cbd5de041e6e142d8046508d843a6eda3%7C5516aeff4fc9401d9f8508729045b29d%7C1&amp;sdata=RWos8GDe6EbWOoI8ZkEukSmMvkulZzLoR1gDAdnYN7w%3D&amp;reserved=0\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">correlation document<\/a> to show the alignment between editions of the K-12 Secondary Rubric.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"review\">Review of Online Course<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The purpose of the online course review process detailed below is to share with districts an approach to conducting a review that aligns with best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"oversight\">Review Oversight<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Districts should consider appointing a person\u2014a review manager\u2014to lead and oversee the review process. Where possible, including additional individuals to serve on a review oversight committee is preferable. The review manager and\/or the review oversight committee is responsible for selecting course reviewers, providing training to the reviewers, and making sure the review process is completed on schedule.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"selecting\">Selecting Reviewers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course reviews should be completed by at least two reviewers with a more optimal number being between three and five. Teams this size limit the number of reviewers that need to be recruited, help keep training and management efforts down, and yet still provide multiple perspectives on course quality.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To protect the integrity of the review process, reviewers should be selected through a process that minimizes to the greatest extent possible any conflicts of interest that could bias their review. For instance, districts that rely on third-party course providers for their online course(s) should neither rely exclusively on the review materials supplied by the third-party provider nor should they use reviewers who are associated with the third-party provider. Similarly, if the district has created its own online courses, it is best to solicit at least one or more reviewers who are outside the district, perhaps approaching other districts or an intermediate school district. In the case of the <em>Michigan Virtual School\u00ae<\/em>, courses developed by <em>MVS<\/em> are reviewed by teams that incorporate external reviewers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important when selecting reviewers and assembling review teams that a range of expertise be represented. Subject matter experts who have specialized knowledge both in the substance of the Michigan content standards themselves but also in pedagogical practices that best facilitate their acquisition will be important. It is also important to include reviewers who are knowledgeable about attributes of quality online course design, instructional methodology, and their impacts on student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"training\">Training Reviewers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Even though the reviewers selected should have substantial expertise, it is essential that reviewers receive training specific to the review process. Training course reviewers accomplishes the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Familiarizes reviewers with the review guidelines, resources, processes, and timelines.<\/li><li>Introduces and standardizes vocabulary and language used in the review process to increase shared comprehension.<\/li><li>Increases inter-rater reliability, meaning that any one of the reviewers on the team is more likely to rate the item with the same score as another reviewer.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Prior to the training session, it will be helpful to provide reviewers with access to the <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\">National Standards for Quality Online Courses<\/a>. The previous <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2018\/10\/national-standards-for-quality-online-courses-2011.pdf\">iNACOL National Standards for Quality Online Course, Version 2,<\/a> is also available<em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the training session, it may be helpful to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Conduct a brief review of the documents provided to reviewers ahead of time and answer questions reviewers have about the resources.<\/li><li>Model the process by selecting a sample online course to review. Ask each reviewer to rate the sample course against each of the 45 standards.<\/li><li>Ask reviewers to discuss any challenges they experienced once they have had time to rate each standard.<\/li><li>Look specifically at items that everyone scored similarly. Select a few of those items and ask reviewers to share their decision-making process for rating the standards that way. Did reviewers arrive at these similar scores in the same way?<\/li><li>Look specifically at items that reviewers rated differently. How did reviewers arrive at these scores? Can the group arrive at consensus for the most appropriate rating for that item?<\/li><li>Provide the reviewers with the number of reviews they will be expected to complete, instructions for how they will submit the results of their reviews, and the deadline for when reviews should be completed.<\/li><li>Discuss any questions or concerns reviewers have about the review process.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It is estimated that it will take between 2-3 hours to review the sample course using the standards. Districts may want to schedule a single training session where the reviews and the subsequent discussion are conducted the same day. Another option is to have a brief meeting to answer questions and review the standards, then provide a few days for reviewers to conduct their reviews and bring them back together to discuss the rating experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"conducting\">Conducting a Course Review<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Important steps to complete when conducting the actual course review include the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Provide reviewers with the link to and access information for the course(s) they are assigned to review.<\/li><li>Make sure reviewers understand the process for submitting their standards ratings for a course to the review manager. For instance, <em>Michigan Virtual<\/em> is a QM member and uses their review process.<\/li><li>Agree upon a set amount of time for reviewers to complete their independent reviews. Plan for 10-12 hours per course review and consider other factors such as review team members' schedules and the time of year.<\/li><li>Assemble the reviewers once the independent reviews are submitted. A single set of ratings agreed upon by all reviewers is needed to complete the review. Work to resolve any discrepancies in ratings for all standards.<\/li><li>Once the reviewers agree on the final ratings, the ratings become finalized and represent the results that are to be shared in the online course syllabus. &nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pilot\">Pilot Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A school district, ISD, or <em>Michigan Virtual<\/em> may wish to offer a newly developed virtual course that, due to the course development timeline, will not be able to have a course review conducted on it prior to the start of a semester. In such a case, the district, ISD, or <em>Michigan Virtual<\/em> is permitted to create an offering for the course in MOCC and must indicate the pending status of the review by doing the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>In the Course Description field, include: \u201cThis course is being offered in a pilot phase and has not been through a full review against the online course standards. Any course that has not yet been reviewed is marked as \u2018Pilot: Review Pending\u2019 to alert schools, parents, and students to this fact. Because of this, a school may choose to, but is not required to, deny a pupil enrollment request in this course out of concern over rigor or quality.\u201d<\/li><li>Under the course review section, select the rating of \u201cPilot: Review Pending\u201d for any standard that has not yet been reviewed and indicate in the comment for that standard that the course is in a pilot phase and that the review is pending.<\/li><li>In the overall notes section of a course review, select the date of review as the expected date of completed review and include: \u201cThis course is being offered in a pilot phase and has not been through a full review against the online course standards. Any standard that has not yet been reviewed is marked as \u2018Not Met\u2019 to alert schools, parents, and students to this fact. Because of this, a school may choose to, but is not required to, deny a pupil enrollment request in this course out of concern over rigor or quality.\u201d<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Districts, ISDs, and <em>Michigan Virtual<\/em> may only offer a pilot course without a completed course review for one academic term (semester, trimester, etc.). Subsequent offerings of the course must include the results of the course review.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"documenting\">Documenting the Review Process<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is suggested that review teams maintain accurate records of each review conducted, including supporting documentation used during the review. This documentation could include original rubrics used by each team member, including their own individual ratings for each standard and corresponding comments or suggestions to be considered by the review team as a whole. Additional supporting documentation may include screenshots of the actual course interface with comments or suggestions that relate to specific standards being reviewed. Maintaining this documentation ensures that accurate ratings for each standard for each course can be verified in MOCC.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"including\">Including Review Results in MOCC<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> currently maintains MOCC. In order for districts to offer online courses, they <a class=\"rank-math-link\" href=\"https:\/\/micourses.org\/new-user-or-vendor-request\/\">request<\/a> a user account and are provided a unique district-specific code. After using that code to login to MOCC, a district can add multiple users who have the ability to add, edit, and delete the district\u2019s online course syllabi. Below is a snapshot of how a review result appears in the course syllabus in MOCC.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":46197,\"width\":624,\"height\":471,\"sizeSlug\":\"full\"} -->\n<figure class=\"wp-block-image size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/12\/image.png\" alt=\"This image shows an expanded course review section of a course on the Michigan Online Course Catalog (micourses.org). There is an expanded 'Course Evaluation and Support' tab outlining the criteria, rating, and comments for each section of the required 'iNACOL Online Course Quality Standards' course review.\" class=\"wp-image-46197\" width=\"624\" height=\"471\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>As part of the syllabus listing process, districts use an interface that allows them to select a standard\u2019s rating from a drop-down menu. There is also the ability to download a preformatted Microsoft Excel spreadsheet, add the ratings and comments for each standard, and upload the results to attach them to the syllabus. Users can find more information about the functionality of MOCC by reviewing the <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/help-resources\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">help resources<\/a> posted on the <em>Michigan Virtual <\/em>website.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"review\">Review Cycle<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Maintaining online course quality does not end with the initial online course review. Any model must incorporate a cycle of review to assure the online courses remain in alignment with Michigan\u2019s content standards and legislative requirements for MOCC as either or both are updated.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>QM\u2019s process for review outlined in this guide is one example of a review process that is based on years of research and continuous improvement. There are other models that exist and are omitted here only for the sake of brevity. What is important is that an online course review process is chosen with an understanding of the requirements of Michigan\u2019s Online Course Catalog.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"research\"><strong>Research and Resources for Online Learning Programs<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21<\/a>, produced annually, reflects continued growth in K-12 online enrollments in Michigan. The report provides school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information and insights for developing and supporting your online and blended learning program, please visit the following web pages on the&nbsp;<em>Michigan Virtual<\/em>&nbsp;website:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\">Michigan\u2019s Online Course Catalog<\/a>&nbsp;contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and&nbsp;<em>Michigan Virtual<\/em>.&nbsp;<\/li><li>The&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\">Digital Backpack<\/a>&nbsp;blog that shares findings and expertise related to K-12 online and blended learning from both a state and national perspective.&nbsp;&nbsp;&nbsp;&nbsp;<\/li><li>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a href=\"https:\/\/michiganvirtual.org\/special-education-resources\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply best practices in meeting the needs of all students in their classrooms.<\/li><li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\">Research Publications<\/a>&nbsp;that provide a foundation to examine, engage, and explore educational practices in the industry.&nbsp;<\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\">Research Clearinghouse<\/a>&nbsp;contains references to important research and publications in the field of K-12 online and blended learning.<\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\">Michigan\u2019s Online Learning Law<\/a>&nbsp;page is dedicated to information on Michigan\u2019s Section 21f legislation. It includes resources and samples developed by and for schools.&nbsp;<\/li><li>A family of&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\">Guides to Online Learning<\/a>&nbsp;details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.&nbsp;&nbsp;<\/li><li>A page dedicated to&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\">Mentors<\/a>, developed in partnership with school leaders and mentors, links educators to a professional learning community where they can ask questions, problem solve, and share ideas and resources with other mentors around the state including sample forms.&nbsp;&nbsp;<\/li><li>The set of national standards for quality online programs, teaching, and courses&nbsp;have been a benchmark for online learning for more than a decade. <a href=\"https:\/\/www.nsqol.org\/the-standards\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">All three sets of standards were updated<\/a> and published in 2019 by&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\">Quality Matters<\/a>&nbsp;and the&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\">Virtual Learning Leadership Alliance<\/a>.&nbsp;&nbsp;&nbsp;<\/li><li>The International Society for Technology in Education (ISTE) published&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\" target=\"_blank\">Standards<\/a>&nbsp;to provide a framework for innovation in education and help educators and education leaders worldwide prepare learners to thrive in work and life.<\/li><li>Tools and samples developed to facilitate enrollment decisions:&nbsp;<ul><li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\">Strategies for Online Success<\/a><\/li><li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\">Online Learner Readiness Rubric<\/a>&nbsp;<\/li><li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\">Online Learning Agreement<\/a><\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Guide for Online Course Review Process",
            "excerpt": "For each online course a providing district makes available either through its own district catalog of online courses or the statewide catalog of online courses, the results from a review using the International Association for K-12 Online Learning\u2019s (iNACOL) National Standards for Quality Online Course Standards, Version 23 must be included in the online course syllabus.",
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            "id": 46284,
            "path": "\/blog\/best-of-2020\/",
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            "timestamp": 1609195484,
            "content": "<!-- wp:paragraph -->\n<p>This year has been a challenging one, without a doubt. Educators everywhere have gone above and beyond to keep students safe and learning in the midst of a global pandemic. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This year, our team published a lot of content to help educators quickly adapt to connecting with students in online environments. This content took a variety of forms, including blog articles, podcasts, webinars, research articles, and more. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Here's a list of our top-viewed content from 2020:<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Top Article: <\/strong><a aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/blog\/23-team-building-activities-for-staying-connected-in-a-remote-work-environment\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">23 Team-Building Activities For Staying Connected In A Remote Work Environment<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Top Webinar: <\/strong><a href=\"https:\/\/michiganvirtual.org\/webinar\/simple-strategies-for-learning-continuity-during-school-closures\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Simple Strategies for Learning Continuity During School Closures<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Top Podcast: <\/strong><a aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/blog\/podcast-sel-during-a-pandemic-with-lauren-kazee\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">SEL During A Pandemic With Lauren Kazee<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Top Research Publication: <\/strong><a aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Supporting Students with Disabilities in K-12 Online and Blended Learning<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Top Teaching Tip: <\/strong><a aria-label=\" (opens in a new tab)\" href=\"https:\/\/youtu.be\/s1QCcQLz7VI\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Building Student Stamina in Virtual Breakout Rooms<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Additional resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To see a full list of the free resources we released in 2020 to help Michigan schools during the pandemic, check out our <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" target=\"_blank\" class=\"rank-math-link\">Learning Continuity Resources page<\/a>. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here's hoping for a better 2021 \u2014 where we can take everything we learned in 2020 and apply this experience in a safer, more stable learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thank you, educators, for everything you've done this year to support students.  We know it's been difficult, but your thoughtfulness, courage, and perseverance in the face of adversity continue to astound us.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em><a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/subscribe\" target=\"_blank\" class=\"rank-math-link\">Subscribe here<\/a> to get our latest resources on learning innovation sent directly to your inbox.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->",
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            "id": 45863,
            "path": "\/blog\/16-holiday-gift-ideas-for-the-online-teachers-in-your-life\/",
            "author_id": 66,
            "timestamp": 1608319477,
            "content": "<!-- wp:paragraph -->\n<p>Have an online educator on your holiday shopping list this year? Not only do I work with a team of talented remote educators, but I\u2019m also fortunate to have several educator friends and family members in my circle.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I know firsthand how tough it\u2019s been for many teachers to make the shift from in-person to remote instruction, so this holiday season, I wanted to show them some extra love.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s why I rounded up this list of 16 gift ideas to make the online teaching experience easier, better, and, yes, more fun.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#1 Dual-screen laptop monitor for a more efficient workplace<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Managing multiple screen tabs while teaching is tough. I know a few teachers who have started using a second monitor to stay organized and efficient. This<a href=\"https:\/\/www.mobilepixels.us\/products\/duex?variant=14717293166658&amp;gclid=Cj0KCQiAk53-BRD0ARIsAJuNhpspXyWscHFMfT3iXPAwHqiU0YAb3Xfwto_X74fvhVHQMIrEc0chd_IaAkOGEALw\"> <\/a><a href=\"https:\/\/www.mobilepixels.us\/products\/duex?variant=14717293166658&amp;gclid=Cj0KCQiAk53-BRD0ARIsAJuNhpspXyWscHFMfT3iXPAwHqiU0YAb3Xfwto_X74fvhVHQMIrEc0chd_IaAkOGEALw\">DUEX Pro<\/a> dual screen laptop monitor would make remote teaching less stressful for the teachers in your life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#2 Tripod for recording videos<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators often rely on their phones to make quick videos and virtual demos. This<a href=\"https:\/\/www.amazon.com\/UBeesize-Extendable-Bluetooth-Aluminum-Lightweight\/dp\/B07NWC3L95\/ref=redir_mobile_desktop?ie=UTF8&amp;aaxitk=tMaS5hZ4NB7akUs1J56RUQ&amp;hsa_cr_id=8748522780001&amp;ref_=sbx_be_s_sparkle_mcd_asin_0\"> <\/a><a href=\"https:\/\/www.amazon.com\/UBeesize-Extendable-Bluetooth-Aluminum-Lightweight\/dp\/B07NWC3L95\/ref=redir_mobile_desktop?ie=UTF8&amp;aaxitk=tMaS5hZ4NB7akUs1J56RUQ&amp;hsa_cr_id=8748522780001&amp;ref_=sbx_be_s_sparkle_mcd_asin_0\">UBeesize Tripod<\/a> with Bluetooth remote for cell phones means teachers can film hands-free anywhere, anytime.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#3 Removable green screen for setting fun backgrounds<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Speaking of video, we all know the hippest online teachers have the most interesting Zoom backgrounds. Help a teacher friend up their <a href=\"https:\/\/www.shutterstock.com\/search\/zoom+background?kw=zoom+virtual+background+images&amp;c3apidt=p58416604918&amp;gclid=Cj0KCQiAk53-BRD0ARIsAJuNhpvmuRg3wIlPBhfj4j-LN0ibvTWa-5saWY92Wo-TYnLRqjdyuWn9XTUaAko7EALw_wcB&amp;gclsrc=aw.ds\">digital background<\/a> game with this <a href=\"https:\/\/thewebaround.com\/product\/the-big-shot\/\">removable green screen<\/a> that easily slides on and off the back of a chair.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#4 USB document camera for annotating texts<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online teaching isn\u2019t only slide decks and videos. Teachers often need to model hands-on concepts in real time. This<a href=\"https:\/\/www.amazon.com\/Document-THUSTAND-Definition-Visualiser-Portable\/dp\/B0868H9NN8\"> <\/a><a href=\"https:\/\/www.amazon.com\/Document-THUSTAND-Definition-Visualiser-Portable\/dp\/B0868H9NN8\">Thustand USB Document Camera<\/a> could be extremely helpful for annotating a text or demonstrating a scientific principle.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#5 Self-heating mug for keeping the coffee warm<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Drinking coffee from a mug is an underrated luxury, but many coffee drinking educators have to opt for insulated thermoses to ensure hot coffee while they\u2019re constantly on the go. Why not have the best of both worlds with this<a href=\"https:\/\/ember.com\/products\/ember-mug-2?variant=30843977826389&amp;a=1&amp;a=1&amp;a=1&amp;a=1&amp;gclid=Cj0KCQiAk53-BRD0ARIsAJuNhpuqiZOkDm_w_bw-PIm4RTR0kxDrxjgDptK8aXrE-wi3DHXuteLfqS4aAr-CEALw_wcB\"> <\/a><a href=\"https:\/\/ember.com\/products\/ember-mug-2?variant=30843977826389&amp;a=1&amp;a=1&amp;a=1&amp;a=1&amp;gclid=Cj0KCQiAk53-BRD0ARIsAJuNhpuqiZOkDm_w_bw-PIm4RTR0kxDrxjgDptK8aXrE-wi3DHXuteLfqS4aAr-CEALw_wcB\">Ember self-heating mug<\/a>? Whether in-person or online, teachers will love the option to sit and sip at their leisure.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#6 Gourmet desk snacks for a well-deserved workday treat<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just like when they\u2019re teaching in person, online teachers work non-stop with little time to eat. When they can\u2019t get to the fridge, they need portable snacks to keep hunger at bay. Educators deserve the good stuff like these<a href=\"https:\/\/www.mouth.com\/products\/snack-it-to-me?utm_medium=cpc&amp;utm_source=google&amp;utm_campaign=Google%20Shopping&amp;gclid=Cj0KCQiAk53-BRD0ARIsAJuNhpvCUvutRRXIayZMb3KJrTVinwFNBvnG9xF05gXTC1CSfOrL9nu1e4caAnZWEALw_wcB#variant=12556094963746\"> <\/a><a href=\"https:\/\/www.mouth.com\/products\/snack-it-to-me?utm_medium=cpc&amp;utm_source=google&amp;utm_campaign=Google%20Shopping&amp;gclid=Cj0KCQiAk53-BRD0ARIsAJuNhpvCUvutRRXIayZMb3KJrTVinwFNBvnG9xF05gXTC1CSfOrL9nu1e4caAnZWEALw_wcB#variant=12556094963746\">gourmet desk snacks<\/a> from Mouth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#7 Sit-to-stand laptop holder for boosting physical activity<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For many teachers and administrators, the sudden shift to remote learning meant a sudden shift to a more sedentary lifestyle.&nbsp; This<a href=\"https:\/\/www.amazon.com\/Nulaxy-Ergonomic-Convertor-Adjustable-Compatible\/dp\/B07YTHMM3B\/ref=sr_1_8?dchild=1&amp;keywords=standing+desk+converter+for+laptop&amp;pd_rd_r=e0c9d199-80e7-4ab3-8608-a7b417bf7c31&amp;pd_rd_w=Fv65F&amp;pd_rd_wg=gc7Ab&amp;pf_rd_p=0ec05f25-9534-48fe-9c3e-40b89957230e&amp;pf_rd_r=2WQYRT2MY9Z42RKG0MKZ&amp;qid=1606945426&amp;sr=8-8\"> <\/a><a href=\"https:\/\/www.amazon.com\/Nulaxy-Ergonomic-Convertor-Adjustable-Compatible\/dp\/B07YTHMM3B\/ref=sr_1_8?dchild=1&amp;keywords=standing+desk+converter+for+laptop&amp;pd_rd_r=e0c9d199-80e7-4ab3-8608-a7b417bf7c31&amp;pd_rd_w=Fv65F&amp;pd_rd_wg=gc7Ab&amp;pf_rd_p=0ec05f25-9534-48fe-9c3e-40b89957230e&amp;pf_rd_r=2WQYRT2MY9Z42RKG0MKZ&amp;qid=1606945426&amp;sr=8-8\">sit-to-stand laptop holder<\/a> helps educators move between sitting and standing positions for more physical movement and variety during the day.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#8 Comfortable desk chair for long periods of sitting<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When educators do have to spend long periods of time sitting, a comfortable desk chair is a must. This <a href=\"https:\/\/ergoal.com\/\">Ergoal chair<\/a> is certainly a splurge item, but if back and neck pain are serious problems, it is a worthwhile investment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#9 Blue light glasses for reducing eye strain<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Increased screen time is also taking its toll on the eyes. Consider buying your favorite educator a pair of<a class=\"rank-math-link\" href=\"https:\/\/www.warbyparker.com\/blue-light-glasses\"> on-trend blue light glasses<\/a> from Warby Parker. After all, teachers shouldn\u2019t have to sacrifice style for vision health.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#10 USB headset for minimizing background noise<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>More practical than posh, this<a href=\"https:\/\/www.logitech.com\/en-us\/products\/headsets\/h390-usb-headset.981-000014.html#buy&amp;addisttype=gpla\"> <\/a><a href=\"https:\/\/www.logitech.com\/en-us\/products\/headsets\/h390-usb-headset.981-000014.html#buy&amp;addisttype=gpla\">USB Computer Headset<\/a> minimizes background noise with a noise-cancelling mic. Enhanced digital audio means enhanced communication between teachers and students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#11 Tabletop fountain for ambient background noise<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Sometimes ambient noise can be a good thing. Bring the soothing sounds of nature inside with a <a href=\"https:\/\/www.wayfair.com\/outdoor\/sb1\/tabletop-outdoor-fountains-c215440-a6676~19210.html?refid=GX434403196467.~b&amp;position=&amp;network=g&amp;pcrid=434403196467&amp;device=c&amp;targetid=dsa-416332767568&amp;channel=GoogleIntent&amp;gclid=Cj0KCQiAk53-BRD0ARIsAJuNhpttTCHG3ZZ370bSEZtKJFl7O8iWlWs7VDrfO4KT-9lpx-z5T1CM6YgaAgyuEALw_wcB\">tabletop fountain<\/a> and help the online teacher in your life unplug and unwind.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#12 Fragrant candles for a soothing workplace<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Candles <a href=\"https:\/\/youtu.be\/_L5Xkb78KxY\">may be cliche<\/a>, but really, who doesn\u2019t love a luxury scent? A softly flickering candle on the desk is a small perk of teaching from home. Educators won\u2019t mind getting one of these <a href=\"https:\/\/www.byredo.com\/us_en\/cotton-poplin-candle-240g\">upscale Byredo<\/a> candles or one of these <a href=\"https:\/\/www.theblackhome.com\/product-page\/pharaoh\">intoxicating fragrances<\/a> from The Black Home by Neffi Walker.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#13 Erasable wall calendar decal for staying organized<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online teaching schedules are complex and often fluid. An<a href=\"https:\/\/www.etsy.com\/market\/wall_calendar_decal\"> <\/a><a href=\"https:\/\/www.etsy.com\/market\/wall_calendar_decal\">erasable wall calendar decal<\/a> is a must-have home office addition for teachers who need to stay organized, yet flexible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#14 Furry slippers for ultimate comfiness<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We know that remote teaching is likely to continue throughout the winter. Make working at home cozier (and more fashionable) with these<a href=\"https:\/\/www.confetti-boutique.com\/collections\/fur-slides-slippers\"> <\/a><a href=\"https:\/\/www.confetti-boutique.com\/collections\/fur-slides-slippers\">furry slippers<\/a> from The Confetti Boutique. Or for next-level comfort, try these<a href=\"https:\/\/www.zappos.com\/p\/tempur-pedic-windsock\/product\/8615297?PID=100102749&amp;AID=14044464&amp;utm_source=Skimlinks&amp;splash=none&amp;utm_medium=affiliate&amp;cjevent=b4bc68cb34ec11eb817b001e0a240613&amp;utm_campaign=5370367&amp;utm_term=100102749&amp;utm_content=14044464&amp;zap_placement=74968X1583755X5daa1970f1ebb6c4fe1366c01eb63d89\"> <\/a><a href=\"https:\/\/www.zappos.com\/p\/tempur-pedic-windsock\/product\/8615297?PID=100102749&amp;AID=14044464&amp;utm_source=Skimlinks&amp;splash=none&amp;utm_medium=affiliate&amp;cjevent=b4bc68cb34ec11eb817b001e0a240613&amp;utm_campaign=5370367&amp;utm_term=100102749&amp;utm_content=14044464&amp;zap_placement=74968X1583755X5daa1970f1ebb6c4fe1366c01eb63d89\">Tempur-Pedic<\/a> slippers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#15 Electric blanket for keeping warm<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the ultimate in home office hygge this winter, consider gifting your favorite online educator a<a href=\"https:\/\/www.target.com\/p\/62-x-50-microplush-electric-throw-blanket-biddeford-blanket\/-\/A-52512122?preselect=53590599#lnk=sametab\"> <\/a><a href=\"https:\/\/www.target.com\/p\/62-x-50-microplush-electric-throw-blanket-biddeford-blanket\/-\/A-52512122?preselect=53590599#lnk=sametab\">Microplush electric throw blanket<\/a> so they can stay toasty while teaching.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>#16 \u2013 Gift cards for multipurpose benefits<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Finally, as both my wise sister who is a math teacher, and my gifted sister-in-law who teaches special education reminded me, whether in-person or online, we are all still the same educators and willfully accept gift cards to Teachers Pay Teachers, Amazon, Starbucks, and Target.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"block-b2aede78-94ba-487b-ae0a-2b719700bef0\"><strong> But let's not forget what teachers really need.<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>I had fun assembling this list for my fellow educators, but in the end, I have not forgotten that the best gifts we can give teachers \u2014 the ones they truly deserve \u2014 are livable wages, affordable health care plans, and professional respect.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you plan to show your love with one of these gift ideas, consider, too, how you will support and advocate for teachers through civic engagement in the new year.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong> At a time when children\u2019s mental health is paramount, schools now have an opportunity to utilize expanded online services and functionality building upon a free statewide social-emotional learning (SEL) program launched earlier this year. The new grant is made possible by Evolution Labs in partnership with Michigan Virtual.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using Federal GEERS dollars, the Whitmer Administration funded <a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-prioritizes-emotional-and-mental-wellbeing-of-families-with-launch-of-new-michigan-cares-program\/\" class=\"rank-math-link\">Michigan Cares<\/a> earlier this year to offer educators and Michigan families \u2014 children, teachers, and parents alike \u2014 free digital lessons focused on developing social, emotional, and mental wellbeing skills, which have become especially important in the wake of the COVID-19 crisis. While the lessons have been available for free since April, this new grant program is made possible through additional resources from Evolution Labs in partnership with Michigan Virtual to ensure greater functionality so school administrators can add local student rostering to assign, monitor and track the use of these free lessons.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan schools are required to deliver social and emotional learning to students, a skillset which has become especially critical during the COVID-19 pandemic. This grant program is designed to help schools deploy a local social and emotional learning program remotely to their students by using an effective, quality, turnkey systems approach for students, teachers, and parents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The COVID-19 pandemic has an emotional impact on everyone. The U.S. Centers for Disease Control and Prevention <a href=\"https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/daily-life-coping\/managing-stress-anxiety.html\" class=\"rank-math-link\">recognizes the stress caused by the COVID-19 pandemic<\/a> and the fear and anxiety that many are feeling, children included. According to the American Academy of Pediatrics, while a child\u2019s reaction to a crisis may vary widely depending on their individual experience, <a href=\"https:\/\/www.lansingstatejournal.com\/story\/opinion\/contributors\/viewpoints\/2020\/11\/18\/we-should-helping-families-and-children-cope-pandemic-stress\/6263315002\/\" class=\"rank-math-link\">children and adolescents are especially emotionally vulnerable<\/a> to their experiences during a disaster.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Cares, designed by <a href=\"https:\/\/www.evpco.com\/\" class=\"rank-math-link\">Evolution Labs<\/a>, is a research and evidence-based social and emotional learning program offered by Michigan Virtual. The student program consists of thousands of educational videos, articles, activities, surveys, heuristics reflections, and lessons on topics critical to students\u2019 mental health, social, emotional, and behavioral needs. The student curriculum is accompanied by companion programs for parents, educators and administrators \u2014 including the ability to assign, track and monitor courses so that educators can best support students. Much of the content is aligned with the <a href=\"https:\/\/casel.org\/\" class=\"rank-math-link\">National Collaborative for Academic, Social, and Emotional Learning (CASEL)<\/a> standards, and mapped to the grade-specific learning objectives published by various federal and state education boards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A webinar to introduce the grant program and to demonstrate the Michigan Cares dashboard will be held on Thursday, December 17 at 11 am. To register and to apply for the grant, schools should visit <a href=\"https:\/\/michiganvirtual.org\/sel-grants\/\" class=\"rank-math-link\">MichiganVirtual.org\/SEL-Grants<\/a>. Award decisions are being made on a rolling, first-come, first-served basis. For more information about Michigan Cares, visit <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" class=\"rank-math-link\">MichiganVirtual.org\/MichiganCares<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "LANSING, Mich. \u2014 At a time when children\u2019s mental health is paramount, schools now have an opportunity to utilize expanded online services and functionality building upon a free statewide social-emotional learning (SEL) program launched earlier this year. The new grant is made possible by Evolution Labs in partnership with Michigan Virtual. Using Federal GEERS dollars,...",
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            "content": "<h1>We'd love your feedback<\/h1>\t\t\n\t\t\t<p>Your opinion matters to us! Education is changing faster than ever, and so are we. If you had an awesome experience with <em>Michigan Virtual<\/em>, please write a review on Google or Facebook.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/g.page\/michiganvirtual\/review?kd\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tReview us on Google\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/www.facebook.com\/michiganvirtual\/reviews\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tReview us on Facebook\n\t\t\t\t\t<\/a>\n\t\t\t<h3>What educators are saying...<\/h3>\t\t\n\t\t<p>\u201cThis was the best online class I have ever taken. I was intimidated by the 12 hours, but it was so informative.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p>\u201cI\u2019m allowed to work at my own pace and navigate the content on my own time. The flexibility of<em> Michigan Virtual<\/em>\u00a0courses is AMAZING!\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p>\u201cThe flow of the course made it easy to follow the content without any stress, The quiz lets you know that you've gained important knowledge, and there were a ton of resources given!!\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p>\u201cThe classroom scenarios with student work really helped with questioning techniques and supporting student learning and engagement.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p>\u201cThis PD was very organized. There was no guessing of what to click on next or where to navigate. It was structured well and easy to know that all components were completed.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t\t<h3>What our students are saying...\n<\/h3>\t\t\n\t\t<p>\u201cBeing a Michigan Virtual Student has opened up the possibilities for me. I finally have excitement for what the following years have to offer, and can\u2019t wait to be involved with more classes. Michigan Virtual has made learning the absolute best experience for its students and allows everyone to grow in a great learning environment.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t\t<h4>Brooklyn<\/h4>\t\t\n\t\t<p>\u201cWhen it comes to online learning, there is no better place to learn than on Michigan Virtual.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t\t<h4>Maris<\/h4>\t\t\n\t\t<p>\u201c[Michigan Virtual] is like an \u2018online family\u2019 to me and I would not want to advance my education with anyone else. I have had such a great experience with Michigan Virtual, and hope that others do too.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t\t<h4>Briana<\/h4>",
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        {
            "id": 44627,
            "path": "\/research\/publications\/learning-continuity-in-michigan-plans-and-perceptions-from-spring-2020-emergency-remote-instruction\/",
            "author_id": 59,
            "timestamp": 1606251764,
            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With the COVID-19 related school closures in spring 2020 and the need to modify learning models for the start of the 2020-21 school year, Michigan schools were pushed to adopt remote instruction and student support. This research study seeks to understand the learning continuity plans formulated by districts, as well as teacher, parent, and student perceptions of how these plans were executed. The study will draw upon original <em>Michigan Virtual Learning Research Institute <\/em>(MVLRI) research as well as published studies by researchers at Michigan State University, the University of Michigan, Sundberg-Ferar, and the Institute for Teaching and Leading. These resources will be reviewed and synthesized to bring out a more comprehensive understanding of the experience of transitioning to remote learning from the perspective of stakeholders involved.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This research study is needed to help schools and districts in Michigan and across the United States understand the impact of their planning, implementation strategies, and related actions on the effectiveness of remote or distance learning programs. As a result of the nationwide disruption of K-12 education caused by the COVID-19 pandemic, MVLRI anticipates that K-12 schools and districts will be seeking to proactively design effective remote learning programs in the event of a prolonged COVID-19 pandemic or other significant events that cause extended school closures. The findings from this particular study will help inform school leaders of the continuity plan strategies and actions that have been most effective in planning for future situations necessitating remote or distance learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"research\">Research Questions<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This research study had two primary research questions. First, how did Michigan schools and districts respond to the extended school closures in spring 2020 caused by the COVID-19 pandemic? And second, how were these responses perceived by school or district stakeholders (e.g., students, families, teachers, administrators, etc.)? Each of the sections under findings will be formatted in such a way to answer each research question. Initially, findings will be presented related to what schools planned to do during emergency remote instruction in spring 2020, followed by stakeholder perceptions gathered through multiple avenues.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"data\">Data Sources<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To answer the research questions and understand how schools approached the initial emergency shift to remote instruction as well as teacher, parent, and student reactions, research was collected internally by MLVRI researchers through reviewing a random sample of district Continuity of Learning Plans (Plans) and by reviewing research collected by other organizations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In spring 2020, the Governor of Michigan instructed all school districts across the state to ensure their Plans were appropriate, equitable, and accessible for students and families, ensuring every student who needed it had access to an appropriate computing device with an ability to connect to the internet, to continue to provide mental health care services for students, and to continue to provide meals for families in need. In order to ensure school districts\u2019 Plans addressed these concerns, the state of Michigan issued a template for school districts to use which consisted of 15 questions to which districts were expected to respond. The Plan template, which can be found on the <a class=\"rank-math-link\" href=\"https:\/\/www.michigan.gov\/documents\/mde\/MICLPlan.FINAL_685762_7.pdf\">Michigan.gov website<\/a>, was developed in collaboration with the governor\u2019s office, Michigan Association of Intermediate School Administrators, and the Michigan Council of Charter School Authorizers. Generally, the questions asked districts to describe the alternative modes of instruction they planned to use including content delivery, outreach, and communication; plans to monitor student learning; budget and additional expenditures; and plans to support students both academically and emotionally.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A total of 543 open-active public LEA districts were identified through the <a class=\"rank-math-link\" href=\"https:\/\/cepi.state.mi.us\/eem\/\">Center for Educational Performance and Information Educational Entity Master<\/a>. Of the 543 districts, 100 were randomly selected by MVLRI researchers for review and analysis of their Plan; a partial report of this was published as a <a href=\"https:\/\/michiganvirtual.org\/blog\/district-plans-for-shifting-to-remote-instruction-in-spring-2020\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">blog<\/a> on the <em>Michigan Virtual<\/em> website. Researchers at the Educational Policy Innovation Collaborative (EPIC) at Michigan State University similarly analyzed school districts\u2019 Plans; however, their analysis and <a class=\"rank-math-link\" href=\"https:\/\/epicedpolicy.org\/how-did-michigan-school-districts-plan-to-educate-students-during-covid-19\/\">resulting report<\/a> included Plans from all 813 school districts in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Michigan Virtual<\/em> also collaborated with Sundberg-Ferar<\/a> to conduct small group interviews with approximately 65 participants including students, parents, teachers, and administrators from across Michigan. These interviews were intended to gain insights into their personal experiences with the shift to emergency remote instruction in spring 2020.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington and LeBlanc (2020) captured and <a class=\"rank-math-link\" href=\"https:\/\/static1.squarespace.com\/static\/58b6471486e6c03c662ce3a6\/t\/5eea194efcebef2ab3d53fc4\/1592400240184\/Brief_1_v12.pdf\">reported<\/a> the stories of three schools and districts beyond the state of Michigan that made the shift to emergency remote instruction with what they consider to be a high level of success. Interviews with the school leaders describe their efforts during the transition and how leveraging digital curriculum helped to position them for success. While this research was conducted with Michigan schools, it is included because it provided an additional perspective on schools nationwide in comparison to Michigan.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, this report also utilized <a class=\"rank-math-link\" href=\"https:\/\/soe.umich.edu\/sites\/default\/files\/2020-08\/K-12TeacherandParentSurveyResultsfromRemoteLearningDuringCOVID.pdf\">research<\/a> conducted by Carter et al. (2020) at the University of Michigan, and again, researchers at the EPIC at Michigan State University. Carter et al. (2020) distributed a survey to both teachers and parents via social media, listservs, and email groups between March and May 2020, and the researchers collected nearly 3,000 responses. The second <a href=\"https:\/\/epicedpolicy.org\/how-did-michigan-educators-respond-to-the-suspension-of-face-to-face-instruction-due-to-covid-19\/\">resource<\/a> out of EPIC built off their earlier work and sought to understand educators\u2019 responses to the transition to emergency remote instruction. Researchers conducted a statewide survey in partnership with several Michigan education associations and received approximately 8,500 responses from teachers and over 300 responses from principals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"findings\">Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"district\">District Plans for Alternative Modes of Instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As Michigan school districts developed their Plans for remote learning and completed a <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MICLPlan.FINAL_685762_7.pdf\">Continuity of Learning Plan<\/a> (Plan) template to be filled out and posted on their website, one aspect that schools were required to address was how they planned to provide instruction in a manner other than in-person. In the study of 813 Michigan school districts conducted by EPIC out of Michigan State University, researchers found that while there were many differences among the ways in which schools approached remote learning, what remained consistent was that most schools indicated that virtual or digital instruction was going to be used as the primary format to deliver distance learning content (Lovitz et al., 2020). While most districts indicated that hard copy media was only going to be used as an alternative mode of instruction for students without internet access, 11% of the districts studied planned to use hard copy media as their primary mode of instruction (Lovitz et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similar to the findings above, 95% of districts studied by MVLRI<em> <\/em>indicated that they planned to provide a \u201chybrid\u201d model of instruction (DeBruler &amp; Green, 2020). Traditionally, a hybrid model of instruction refers to a blend of traditional in-person instruction with online instruction. However, a hybrid model in this sense simply indicates that teachers planned to use multiple modes of learning (both digital and hard copy media) to meet the needs of all students. For example, DeBruler &amp; Green (2020) found that while a vast majority of districts indicated they would use both digital instructional content and paper copies of instructional material, only a handful of districts planned to use <em>only <\/em>digital or <em>only <\/em>paper-based resources.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to facilitate emergency remote instruction as specified in district Plans, roughly half of the districts studied by MVLRI indicated that they needed to<sup>__<\/sup>and were able to<sup>__<\/sup>purchase devices (tablets or computers) for their students (DeBruler &amp; Green, 2020). Roughly one-third of districts indicated that they purchased wireless internet hot-spots out of necessity for their students (DeBruler &amp; Green, 2020). Similarly, Lovitz et al. (2020) found that most districts (79%) planned to provide devices and internet access to at least some students while some districts (15% for electronic devices and 7% for internet access) planned to provide them to <em>all <\/em>students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"perceptions\">Perceptions of Districts\u2019 Implementation of Instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Based on teachers\u2019 perceptions of instruction implementation, districts and schools were largely unprepared for remote instruction. As soon as school districts developed their Plans for remote learning in spring 2020, most teachers were asked to shift their instruction from in-person to online. Approximately 33% of teachers were asked to make the shift to remote instruction less than one week after the school closures, 24% were asked after one to two weeks following school closures, another 33% were asked to shift to remote instruction three to four weeks after closures, and the remaining 5% made the shift after five or more weeks (Carter et al., 2020). Teachers' feelings on preparedness to make the shift to remote instruction varied, as well. About 33% of teachers felt well prepared but approximately a quarter (26%) felt unprepared to teach remotely. Schools and districts maintained high expectations for remote learning despite a majority of teachers feeling at most only somewhat prepared, and students facing serious issues of access and equity (Carter et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During spring 2020, online, <a href=\"https:\/\/www.brynmawr.edu\/blendedlearning\/asynchronous-vs-synchronous-learning-quick-overview\">asynchronous<\/a> resources were the primary instructional tool used by 32% of teachers, while 22% of teachers reported using live online class sessions as their primary form of instruction (Carter et al., 2020). Whatever the primary resources used, teachers felt that remote instruction was more work than face-to-face teaching with 59% of teachers reporting this sentiment (Carter et al., 2020). Teachers were concerned with the increased workload in transitioning content to be compatible with remote instruction and the likely increased workload of teaching in a hybrid or blended environment (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Only about a fifth of teachers (18%) felt that their districts provided well organized professional development to help them in the shift to emergency remote instruction, and nearly a third (30%) did not feel that their district provided adequate professional development (Carter et al., 2020). To compensate for the lack of organized and coordinated district-level professional development, teachers reported using their own networks, seeking out resources on their own (Cummings et al., 2020), and also reported more collaboration among peers (Michigan Virtual, 2020). Most teachers expressed a desire to learn more about remote instruction but felt that professional development should focus first on how to teach remotely and then explore online resources and tools, this way tools can be utilized to enhance instruction (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Based on responses from teachers, it seems that schools and districts were also unprepared technology-wise for the shift to emergency remote instruction. According to teachers, only 23% of their districts provided a device for every K-12 student. Further, 64% of teachers did not regularly use a learning management system prior to the COVID-19 pandemic (Carter et al., 2020). In addition, nearly half of the responding teachers reported that prior to remote instruction, students were not asked to access technology at home. It is unsurprising then that 60% of teachers reported that students struggled either \u201csomewhat\u201d or \u201ca lot\u201d to access necessary technology independently (Carter et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A majority of teachers (60%) felt that the number of applications or websites they asked students to access (most often 3, 4, or 5) was the right amount. However, parents did not necessarily agree. In fact, 33% of parents felt they were asked to access too many applications for their child (Carter et al., 2020). Further, teachers and parents differed on the accessibility of applications as 69% of teachers felt the resources were accessible at home whereas only 39% of parents agreed. This discrepancy matters as parents and students were much less likely to fully participate when they felt that the resources were too difficult to access (Carter et al., 2020). The discrepancy is startling, 79% of students who reported that resources were easily accessible fully participated in their remote learning compared to only 0.5% of students who had difficulty accessing resources (Carter et al., 2020).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"plans\">District Plans for Communication Expectations and Teacher-Student Contact<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to ensure that there was some form of regular communication back and forth from school to home, school leaders made sure to outline their teacher-student communication expectations in their district\u2019s Plan. Although expectations differed in terms of the frequency of these teacher-student interactions, Lovitz et al. (2020) found that <em>most <\/em>districts specified how often student check-ins must take place, and nearly all of those suggested a weekly frequency. Specifically, 92% of Continuity of Learning Plans required teachers to check in <em>frequently <\/em>with individual students, and 84% of Plans required that teachers check in with students via one-on-one meetings (Lovitz et al., 2020). However, a review of district Plans found that only 62% of districts indicated an expectation that teachers would make contact with every student at least once per week. Additionally, approximately half of the districts indicated an expectation that teachers would reach out if student participation was lacking.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Office hours were mentioned frequently in district Plans as a way to provide an opportunity for teacher-student interaction. A review of Plans found that just over half of districts indicated that their teachers planned to provide \u201coffice hours'' or \u201cdirect contact times\u201d for students. At Prospect Mountain High School in Alton, New Hampshire, teachers actually planned to designate three hours of each school day towards office hours (Harrington &amp; LeBlanc, 2020). While designating that much time for office hours each day was not found to be typical, it did provide both students and parents a significant window of time in which they could reach out to teachers directly. Some districts mentioned the use of spreadsheets to track contact that was made with students and to serve as a record of such communications.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"communication\">Perceptions of Districts\u2019 Communication Expectations and Teacher-Student Contact<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research conducted by <em>Michigan Virtual<\/em> found that during the shift to emergency remote instruction, 56% of parents expressed that communication from their child\u2019s school was consistent throughout the closings. Many parents, however, also reported feeling overwhelmed with the amount of communication and the disparate nature of the communication. Some, but not all, parents reported that communication from their child\u2019s school improved over time as schools realized the volume and medium of communication was potentially overwhelming, with email emerging as the most likely form of communication (Carter, et al., 2020; Cummings et al., 2020; Michigan Virtual, 2020). Teachers, however, did report other methods such as holding virtual office hours and holding virtual tutoring sessions, albeit to a lesser degree than other forms of instruction (Cummings et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers also expressed that they were thankful the shift to emergency remote instruction in spring 2020 happened when relationships with students and parents were already well established. Relatedly, they were worried about building new relationships in a 100% remote or even blended learning environment in fall 2020 (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"engagement\">District Plans for Measuring Engagement, Attendance, and Participation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The ways in which school districts planned to measure student engagement, attendance, and participation varied widely, ranging from schools not providing many details at all to providing a very detailed Plan. In an analysis of Plans, MVLRI researchers found that roughly half of the districts studied had highly detailed plans for evaluating student participation and providing feedback, while the other half of districts more simply indicated that feedback would be provided. Approximately 66% of districts studied indicated that they planned to use a combination of \u201cinteraction, communication, and assignment completion\u201d to evaluate student participation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington and LeBlanc (2020) found that schools planned to measure attendance by student engagement in coursework and their communications with teachers. One particular school in their study, Taos Academy Charter School located in Taos, New Mexico, wanted to keep a \u201cbusiness-as-usual\u201d mindset as much as possible, holding synchronous classes via video conferencing, but reducing students\u2019 mandatory attendance in enrichment courses to provide students and their families some flexibility (Harrington &amp; LeBlanc, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"attendance\">Perceptions of Districts\u2019 Plans for Measuring Engagement, Attendance, and Participation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Student engagement and participation was highly variable during the shift to emergency remote instruction with differing perceptions between parents and teachers. While 61% of parents reported that their students fully participated in all remote learning activities, only 7% of teachers reported that all of their students participated in all remote learning activities (Carter et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Generally, while over 50% of teachers reported that more than half of their students participated in some remote instruction, 12% of teachers reported student participation of less than 10% (Carter, et al., 2020). Teachers perceived the asynchronous learning options (those done whenever the student wanted and not at a specific time like a video call) elicited the highest level of participation from students (Carter, et al., 2020). This is not surprising as these activities could be completed when it was most convenient for the student and parents. However, while being able to make their own schedule was appealing to some students, learning to effectively manage their time was a real challenge for others (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers reported that attendance and keeping students engaged with schoolwork were the most significant challenges of remote teaching (Cummings et al., 2020). When asked about potential reasons for low student participation and engagement or lack thereof, teachers reported motivation as the main issue. Lack of access to either a computing device or internet was only reported by 17% of teachers as the main reason for low engagement (Carter et al., 2020). However, this was still a very real barrier and is discussed in detail in a later section. Teachers also expressed the need for a better understanding of what motivates students in remote learning environments as the traditional emphasis on grades no longer seemed to be a strong enough motivator (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"content\">District Plans for Delivering Content and Support to Special Populations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As school leaders put together their Plans, one of the questions asked districts to describe how they intended to deliver content in multiple ways to ensure access to learning for all students. While the question did not specifically ask schools to address the needs of English Language Learners (ELL) or students with disabilities, Lovitz et al. (2020) found that 70% of Michigan school districts participating in their study indicated that they would make accommodations or modifications for students who have Individualized Education Plans (IEPs), have 504 plans, are designated as ELL, or high school seniors. Fewer districts (26%) addressed providing accommodations for ELL in their Plans, and for the most part, those that did included minimal details regarding the specific accommodations offered or how they would be provided. Even fewer plans (19%) mentioned specific accommodations that districts planned to make for high school seniors as they closed out their high school career in a remote setting (Lovitz et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>MVLRI researchers found that 58% of districts planned to provide some level of support to one or more of the above populations of students, while slightly less than half of the district Plans reviewed (42%) made no mention of a plan to provide any level of support to the above populations of students anywhere in their documentation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"support\">Perceptions of Districts\u2019 Plans for Delivering Content and Support to Special Populations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Unsurprisingly, delivering content and support to students in special populations was uniquely challenging during emergency remote instruction. Teachers and principals working in schools with reportedly lower English Language Arts (ELA) achievement, lower student socioeconomic status, and less access to broadband internet reported being more worried about the impacts of the shift to emergency remote instruction (Carter et al., 2020). Teachers in these districts and schools reported sending home more physical resources than their peers in other districts as a way to overcome some of the perceived barriers to students (Cummings et al., 2020). These concerns turned out to be legitimate ones as Carter et al. (2020) found that students in <a href=\"https:\/\/www2.ed.gov\/programs\/titleiparta\/index.html\">Title I<\/a> schools (which typically have lower English Language Arts (ELA) achievement, lower student SES, and less access to broadband internet) tended to participate less in remote learning than students in non-Title I schools based on responses from both teachers and parents.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"assessment\">District Plans for Changes to Assessment, Assignments, and Instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The move to remote learning resulted in many changes to the typical delivery of instruction. It is no wonder that school leaders and teachers needed to make changes to the design and delivery of assignments and assessments, as well. Some districts specified different guidelines, based on grade levels, for instructional time, lessons, and independent school work (Lovitz et al., 2020). These districts indicated that less time was to be spent on instructional activities for younger children but increased with each grade level or grade level band. Many school districts suggested that teachers also simplify assignments and instruction, focusing on essential content only, while making informal checks for understanding by giving more formative assessments (Harrington &amp; LeBlanc, 2020). Approximately one-third of Michigan school districts planned to adopt a \u201cno harm\u201d grading policy in which students\u2019 final grades couldn\u2019t be lower than the grade they would have earned prior to school building closures (Lovitz et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"assignments\">Perceptions of Districts\u2019 Plans for Changes to Assessment, Assignments, and Instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers reported many concerns related to assessment, assignments, and instruction. A vast majority of teachers and administrators, 85% and 91% respectively, reported concerns over students missing instructional time (Cummings et al., 2020). Concerns were also expressed surrounding who or what was supplying online content as well as the ability of schools and districts to purchase content or create their own (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Nearly three-quarters of teachers also reported challenges with remote instruction, such as consistent internet access and lack of technology training for students, facilitating student participation remotely, and lack of family assistance with learning activities (Cummings et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parents expressed concerns with remote instruction, as well. Nearly one-third (32%) of parents felt that they were doing the work of a full-time teacher for their child (Carter et al., 2020). Additionally, parents were not clear on how their child\u2019s teachers wanted content taught and wished they had been provided with more clear expectations (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"mental\">District Plans for Supporting the Mental Health and Emotional Well Being of Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During the school closures in the spring of 2020, school leaders were asked to indicate in their Plan how they intended to provide mental health support for students affected by the state of emergency. As required by Michigan\u2019s Executive Order, almost every Continuity of Learning Plan (99.6%) specified ways in which students\u2019 social-emotional learning and\/or mental health needs would be addressed (Lovitz et al., 2020). While the majority of district Plans specified resources for students\u2019 mental health and nutrition needs, the far majority (82%) specified that they would provide access to site counselors and other mental health professionals, and just over one third indicated that they would provide referrals to outside sources as needed to further meet mental health needs (Lovitz et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To assess mental health needs, one-fifth of districts indicated that they intended to survey all students (DeBruler &amp; Green, 2020). Approximately half of the districts described well-developed plans for supporting student mental health as well as coordinating school personnel and resources to reach out to students in need of additional support (DeBruler &amp; Green, 2020).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"health\">Perceptions of Districts\u2019 Plans for Supporting the Mental Health and Emotional Well Being of Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The health, well-being, and safety of both students and teachers were of paramount importance for teachers, parents, and students. Early in the shift to emergency remote instruction, there was an emphasis on supporting teachers' efforts to stay connected with their students and parents (Michigan Virtual, 2020). Educators reported an intense sadness over the physical separation from their students as well as the loss of the human interaction and spontaneity of a physical classroom environment (Michigan Virtual, 2020). A vast majority of teachers and principals reported having concerns regarding the long-term economic impact of the pandemic on their students as well as concerns over students losing access to critical supports and services often fulfilled by the school, such as free\/reduced meals and counseling services (Cummings et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both parents and teachers were concerned about consistent parental support in a safe home environment and access to technology to support remote instruction. Teachers were concerned that if either was not present, students would not be able to stay on track academically with their peers (Michigan Virtual, 2020). Some students reported that the remote learning environment felt more emotionally safe, with decreased peer and academic pressure. High school students expressed happiness over the shift to emergency remote instruction, again reporting that it relieved a lot of the pressure associated with grades and assignment deadlines (Michigan Virtual, 2020). However, the remote environment presented its own challenges with older students reporting feelings of embarrassment with their homes resulting in a refusal to attend or to fully engage with video conference meetings (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"technological\">Districts\u2019 Technological Challenges<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While some school districts were more prepared for the transition to remote learning than others, it is fair to say that nearly every district experienced technological challenges of some sort. Some schools found that they had areas within their district without reliable internet access, which caused obvious connectivity issues for students. The widespread geography of some rural districts led some others to plan for instruction without the use of any technology at all (DeBruler &amp; Green, 2020). While only 10% of districts indicated being fully 1:1 (each student being provided with their own appropriate computing device) prior to implementing their Plan, it is no wonder that a vast majority of districts noted challenges with adopting alternative modes of instruction, many of which had to do with access to devices and to the internet (DeBruler &amp; Green, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The technology challenges experienced by many school districts led to a need to work with local internet service providers to ensure internet connectivity at home for some students as much as possible. In many cases, tech departments had to prepare for the remote use of technology as well as to revamp the way technical support was provided to both students and staff (Harrington &amp; LeBlanc, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"challenges\">Perceptions of Districts\u2019 Technological Challenges<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the shift to emergency remote instruction necessitated, for most schools at least, the adoption of some level of technology-facilitated instruction or communication, the degree to which this happened statewide varied considerably. Educators expressed a concern that much of their effort during remote instruction was focused on overcoming technology hurdles leaving less time for actual instruction (Michigan Virtual, 2020). Teachers in 1:1 schools reported that students had an easier time independently using their technology and accessing resources than teachers who were not in 1:1 schools (Carter et al., 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A major concern during the shift to emergency remote instruction was student access to devices and the internet (Cummings et al., 2020; Michigan Virtual, 2020). Teachers often reported that many households in their districts not only did not have a computer or the internet, but they often lacked physical supplies such as pencils, paper, etc. required to work and learn from home. Teachers, parents, and students also reported that it was difficult for students to find a quiet place to work and that family stressors, of all kinds, were a major barrier to overcome and likely impacted motivation and performance (Michigan Virtual, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Taken together, the wealth of research published on districts\u2019 transition to emergency remote instruction provides a multidimensional overview of how schools approached a wholly new experience. In many cases, districts and schools were unprepared for remote instruction with little prior experience in using individual devices, learning management systems, or connecting with homebound students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The stories that emerged both from district plans as well as perceptions of parents and teachers tells of individuals or groups of teachers doing whatever they could to continue to provide instruction and support for their students. Experiences of coordinated district or whole school efforts were not as prevalent suggesting that there is considerable room for growth and improvement at the district or school level to both support and equip teachers to provide remote instruction as well as prepare and support students engaged in remote learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This report was intended to provide a glimpse into the chaos, confusion, innovation, and dedication to teaching that occurred in spring 2020 in public schools in Michigan and around the country. This report is part of a two-part series, the second of which will explore education in Michigan in fall 2020, lessons learned from emergency to planned remote instruction, and recommendations from the MVLRI research team on how schools can position themselves to thrive moving forward.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Carter, V., Terry, C., and Kolb, L. (2020). <em>K-12 teacher and parent experiences with remote learning during COVID<\/em>. School of Education, University of Michigan. <a class=\"rank-math-link\" href=\"https:\/\/soe.umich.edu\/sites\/default\/files\/2020-08\/K-12TeacherandParentSurveyResultsfromRemoteLearningDuringCOVID.pdf\">https:\/\/soe.umich.edu\/sites\/default\/files\/2020-08\/K-12TeacherandParentSurveyResultsfromRemoteLearningDuringCOVID.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cummings, A., Kilbride, T., Turner, M., Zhu, Q., and Strunk, K.O. (2020). <em>How did Michigan educators respond to the suspension of face-to-face instruction due to COVID-19? An analysis of educators\u2019 responses to the 2020 EPIC COVID-19 survey.<\/em> Education Policy Innovation Collaborative. <a href=\"https:\/\/epicedpolicy.org\/how-did-michigan-educators-respond-to-the-suspension-of-face-to-face-instruction-due-to-covid-19\/\">https:\/\/epicedpolicy.org\/how-did-michigan-educators-respond-to-the-suspension-of-face-to-face-instruction-due-to-covid-19\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. &amp; Green, C. (2020).<em> District plans for shifting to remote instruction in spring 2020<\/em>.&nbsp;Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/blog\/district-plans-for-shifting-to-remote-instruction-in-spring-2020\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/district-plans-for-shifting-to-remote-instruction-in-spring-2020\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C. &amp; LeBlanc, E. (2020). <em>Preparing for emergency remote teaching and learning<\/em>. Institute for Teaching and Leading. <a href=\"https:\/\/static1.squarespace.com\/static\/58b6471486e6c03c662ce3a6\/t\/5eea194efcebef2ab3d53fc4\/1592400240184\/Brief_1_v12.pdf\">https:\/\/static1.squarespace.com\/static\/58b6471486e6c03c662ce3a6\/t\/5eea194efcebef2ab3d53fc4\/1592400240184\/Brief_1_v12.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lovitz, M., Kilbride, T., Turner, M., &amp; O. Strunk, K. (2020). <em>How did Michigan school districts plan&nbsp;to educate students during COVID-19? An analysis of district continuity of learning plans<\/em>. Education Policy Innovation Collaborative. <a href=\"https:\/\/epicedpolicy.org\/wp-content\/uploads\/2020\/07\/CoL_Policy_Brief.pdf\">https:\/\/epicedpolicy.org\/wp-content\/uploads\/2020\/07\/CoL_Policy_Brief.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual. (2020). <em>Emergency remote learning immersion &amp; critical takeaways<\/em>. Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/michigan-voices\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Learning Continuity in Michigan: Plans and Perceptions From Spring 2020 Emergency Remote Instruction",
            "excerpt": "With the COVID-19 related school closures in spring 2020 and the need to modify learning models for the start of the 2020-21 school year, Michigan schools were pushed to adopt remote instruction and student support. This research study seeks to understand the learning continuity plans formulated by districts, as well as teacher, parent, and student perceptions of how these plans were executed. ",
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            "content": "<h1>COVID-19 Response<\/h1>\t\t\n\t\t\t<h2><strong>Free resources for Michigan schools &amp; educators<\/strong><\/h2>\t\t\n\t\t\t<h3>Below is a summary of the work <I>Michigan Virtual<\/i> has done to support Michigan's K-12 community at no cost as they transitioned to remote learning options during the COVID-19 pandemic and beyond.<\/h3>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Simulation.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>District &amp; Educator Planning Tools<\/h2>\t\t\n\t\t<p>To help school leaders assess the readiness of their district for remote learning, Michigan Virtual created several guidance documents, including a <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/School-Closure-Learning-Continuity-Readiness-Rubric.pdf\">School Closure Readiness Rubric<\/a>, <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/Learning-Continuity-Planning-Considerations-for-School-Leaders.pdf\">Planning Considerations for School Leaders<\/a>, <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Teaching-Continuity-Readiness-Checklist.pdf\">Teaching Continuity Readiness Checklist &amp; Rubric<\/a>, and <a href=\"https:\/\/docs.google.com\/document\/d\/1LklBYuZC5xw7HUFg31KRcXV0oGNsx4S4D9ER0M9kH2I\/view\">Student Learning Readiness Checklist Template<\/a>.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Group-Class-512-150x150.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Expanded Student Learning Options<\/h2>\t\t\n\t\t<em>Michigan Virtual<\/em> significantly expanded options for districts to use their own teachers to teach their students using Michigan Virtual digital content and its learning management system. These models are both financially viable and situationally flexible for schools to use for face-to-face, hybrid, and full-time virtual delivery options. For the start of the 2020-21 school year, these models are supporting 45,000 more enrollments than a year ago. <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\">View all the updates.<\/a>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Professional-Training.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Free Professional Development for Educators<\/h2>\t\t\n\t\t<p>Since March 1, Michigan Virtual has provided nearly 146,000 <a href=\"https:\/\/michiganvirtual.org\/professionals\/\">online professional development enrollments<\/a> (over 228,000 SCECHs) for educators seeking to improve their skills in multiple areas, including <a href=\"https:\/\/michiganvirtual.org\/transitioning-to-remote-learning\/\">remote teaching strategies<\/a>.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Cloud-Library-512-150x150.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Free Digital Course Content<\/h2>\t\t\n\t\t<p>Teaching online is not simply a matter of putting lessons meant to be taught face-to-face in a digital format. There is a unique pedagogy to creating online content and Michigan Virtual has helped schools to ease their transition to an online format with <a href=\"https:\/\/lc.michiganvirtual.org\/\">free access to high-quality digital content<\/a> from over 70 of our online courses as well as to<a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\"> EdReady Math &amp; English<\/a>, personalized learning programs for math (grades 4-12) and English (grades 8-12).<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Professor-Female-512-150x150.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Statewide Expert Work Group<\/h2>\t\t\n\t\t<p>Michigan Virtual established the <a href=\"https:\/\/keepmichiganlearning.org\/about\/\">Learning Continuity Work Group<\/a> comprised of two-dozen online and blended learning practitioners from around the state to develop resources for the coming academic year. The Work Group created a collection of free resources to help teachers and school administrators assess their remote teaching readiness, guide decisions about online learning platforms, and access a crowd-sourced repository of K-12 digital content that can be found on the new <a href=\"https:\/\/keepmichiganlearning.org\/\">Keep Michigan Learning website<\/a>.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Community.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Online Community for Educators<\/h2>\t\t\n\t\t<p>We created the <a href=\"https:\/\/www.facebook.com\/groups\/142810840355968\/?ref=bookmarks\">Keep Michigan Learning Facebook group<\/a> as an active community where educators can share resources and best practices in online and blended learning activities. There are currently over 3,700 active members.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Online-Counseling.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Virtual Office Hours for Educators <\/h2>\t\t\n\t\t<p>Educators supporting students through distance learning now have the opportunity to participate in <a href=\"https:\/\/michiganvirtual.org\/professionals\/virtual-office-hours\/\">free sessions<\/a> in which they can ask questions and seek expert advice from veteran online teachers and instructional designers.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Webinar-512-150x150.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Webinar Series<\/h2>\t\t\n\t\t<p>With help from guest experts, Michigan Virtual has created <a href=\"https:\/\/michiganvirtual.org\/webinars\/?_webinar_subject_area=learning-continuity\">a series of 14 short on-demand webinars<\/a> (approx. 30 minutes each) that offer tips, tricks, and best practices for remote teaching and learning as well as discussions on policy and whole-school planning.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Mind-Mapping.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Mental Health &amp; Social Emotional Learning (SEL)<\/h2>\t\t\n\t\t<p>We have launched the <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">Michigan Cares<\/a> program to provide over 500 free mental health and SEL lessons for families with support from the state, <a href=\"https:\/\/michiganvirtual.org\/sel\/#pd\">a series of free online courses for educators<\/a> created in partnership with MDE, and a <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\">blog series on parenting during a pandemic<\/a>.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Vision.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Design-Thinking Research<\/h2>\t\t\n\t\t<p>Michigan Virtual and <a href=\"https:\/\/sundbergferar.com\/\">SundbergFerar<\/a>, an internationally recognized, Michigan-based design firm conducted a <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\">qualitative research project<\/a> focused on capturing authentic stories and experiences from administrators, teachers, parents, and students to influence actionable plans moving forward to make the future of education, whether face-to-face, blended, or virtual more impactful for students.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Potential-512-150x150.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Web Accessibility &amp; Supporting Students with Disabilities<\/h2>\t\t\n\t\t<p>One of the biggest barriers to online education for students with disabilities is the lack of web accessibility. To meet this need, Michigan Virtual has <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/#accessibility\">compiled a list of resources<\/a> that provide guidance on these topics.<\/p>",
            "title": "Covid Response",
            "excerpt": "COVID-19 Response Free resources for Michigan schools &#038; educators Below is a summary of the work Michigan Virtual has done to support Michigan&#8217;s K-12 community at no cost as they transitioned to remote learning options during the COVID-19 pandemic and beyond. District &#038; Educator Planning Tools To help school leaders assess the readiness of their...",
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        {
            "id": 44170,
            "path": "\/resubscribe\/",
            "author_id": 21,
            "timestamp": 1605193853,
            "content": "<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/MV_Logo.svg\" alt=\"Michigan Virtual Logo\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h1>Resubscribe to Michigan Virtual Emails<\/h1>\t\t\n\t\t<p>To resubscribe to emails from <em>Michigan Virtual<\/em>, please follow the instructions below.<\/p>\t\t\n\t\t\t<!--[if lte IE 8]&gt;-->\n",
            "title": "Resubscribe",
            "excerpt": "Resubscribe to Michigan Virtual Emails To resubscribe to emails from Michigan Virtual, please follow the instructions below.",
            "slug": "resubscribe",
            "modified_timestamp": 1605197889,
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        {
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            "author_id": 65,
            "timestamp": 1604958263,
            "content": "<h1>Partner Communications<\/h1>\t\t\n\t\t<p>As we approach the holidays, I am reminded of this quote from Lao Tzu. \u201cThe wise do not lay up their own treasures. The more they give to others, the more they have for themselves.\u201d I sincerely thank you for all that you give every day on behalf of all of us at <i>Michigan Virtual<\/i>.<\/p><p>Please take a look at the content we\u2019ve gathered to share with your members. We also ask that you reshare our social media posts when you see content relevant to your members. You might find it helpful to set up alerts if you haven\u2019t already done so.\u00a0<\/p><p>Thank you for your partnership. Because of you, we can share our resources more widely and significantly impact student success in Michigan. If you have any questions, please don\u2019t hesitate to follow up with me at<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Anne-Craft-Michigan-Virtual.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>Sincerely,<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"71\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/anne-craft-signature-300x71.png\" alt=\"Anne Craft Signature for letter to partners\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>Anne Craft<\/p><p>Executive Director of Outreach<\/p><p><i>Michigan Virtual<\/i><\/p>\t\t\n\t\t\t<h2>Listen<\/h2>\t\t\n\t\t\t<h5><a href=\"https:\/\/michiganvirtual.org\/learning-matters\/\">Check out the latest episode of Learning Matters<\/a><\/h5>\t\t\n\t\t<p>Learning Matters is a program on WJR Radio (760 AM). Hosts Ann Thomas of WJR and Anne Craft of <i>Michigan Virtual <\/i>chat with some of Michigan\u2019s educational leaders about innovation and the future of learning. The most recent episode on September 19 highlights how tools and resources already available to Michigan schools can be leveraged to better serve our communities.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on email\n\t\t\t\t\t\t\t\t\t\tEmail\t\t\t\t\t\t\t\t\t\n\t\t\t<h5><a href=\"https:\/\/michiganvirtual.org\/bright\/\">Listen to BRIGHT Podcast Season 2<\/a><\/h5>\t\t\n\t\t<p>And that\u2019s a wrap! Listen to the entire second season of the BRIGHT podcast anywhere you get your podcasts. Michigan is home to so many outstanding educators. In this podcast, powered by <em>Michigan Virtual<\/em>, we talk to inspirational Michigan educators known for their innovative approach to learning and hear first-hand what their classrooms look like, how these changes impact students, and what advice they have for fellow teachers looking to try something new.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on email\n\t\t\t\t\t\t\t\t\t\tEmail\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Attend<\/h2>\t\t\n\t\t\t<h5><a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\/\">Take Free PD courses in adolescent suicide prevention (in partnership with Blue Cross Blue Shield of Michigan &amp; MEMSPA)<\/a><\/h5>\t\t\n\t\t<p>In partnership with Blue Cross Blue Shield of Michigan and MEMSPA, two free SCECH-bearing courses are now open for registration. Developed with subject matter experts from the Yale School of Medicine Department of Psychiatry, this series aims to address the rising concern of adolescent suicide. Learn to recognize the symptoms, identify school-based strategies, and know what to do in the aftermath of a suicidal event.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on email\n\t\t\t\t\t\t\t\t\t\tEmail\t\t\t\t\t\t\t\t\t\n\t\t\t<h5><a href=\"https:\/\/michiganvirtual.org\/course\/the-impact-cycle-book-study\/\">Sign up for a book study launching in January<\/a><\/h5>\t\t\n\t\t<p>Educators can earn 13 SCECHs through a facilitated book study hosted by Professional Learning Services. Dive into <i>The Impact Cycle<\/i> by Jim Knight and identify ways in which you can apply the teachings. Since this is a synchronous PD course, participants will have opportunities to collaborate with peers as well.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on email\n\t\t\t\t\t\t\t\t\t\tEmail\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Act<\/h2>\t\t\n\t\t\t<h5><a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">Implement free district- and school-wide SEL programming<\/a><\/h5>\t\t\n\t\t<p>With support from the state of Michigan, the most comprehensive mental health and prevention education program and social emotional learning (SEL) programming is now available to schools and districts at no cost! This highly customizable, scaffolded curriculum contains more than 1,000 lessons that address real issues that K-12 students encounter every day. Administrators can utilize free data reporting to see the real-time effectiveness of the SEL and mental health lessons.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on email\n\t\t\t\t\t\t\t\t\t\tEmail\t\t\t\t\t\t\t\t\t\n\t\t\t<h5><a href=\"https:\/\/www.youtube.com\/watch?v=pKDnG4Xkfjo\">Watch the webinar \u2013 Michigan Cares Overview: A State-funded SEL and Mental Health Program for Michigan Schools<\/a><\/h5>\t\t\n\t\t<p>See the data-reporting features available for the free program Michigan Cares. Administrators can assess student progress and see real-time data. Reporting features include student and teacher usage\/engagement, as well as the impact on class or school climate.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on email\n\t\t\t\t\t\t\t\t\t\tEmail\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Read<\/h2>\t\t\n\t\t\t<h5><a href=\"https:\/\/michiganvirtual.org\/blog\/cyberbullies-are-everywhere-cyberbullying-signs\/\">Cyberbullies are everywhere. Do you know how to spot one?<\/a><\/h5>\t\t\n\t\t<p>This recent blog post shares how cyberbullying can affect nearly all students and how educators can teach and address concerns of cyberbullying in their classrooms.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on email\n\t\t\t\t\t\t\t\t\t\tEmail\t\t\t\t\t\t\t\t\t\n\t\t\t<h5><a href=\"https:\/\/michiganvirtual.org\/blog\/enter-the-matrix-of-competency-based-education-tools\/\">Enter the matrix of competency-based education tools<\/a><\/h5>\t\t\n\t\t<p>More than 20 tools and resources for teachers and students are compiled to help strengthen approaches in competency-based education.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tShare on email\n\t\t\t\t\t\t\t\t\t\tEmail",
            "title": "Partner Communication",
            "excerpt": "Partner Communications As we approach the holidays, I am reminded of this quote from Lao Tzu. \u201cThe wise do not lay up their own treasures. The more they give to others, the more they have for themselves.\u201d I sincerely thank you for all that you give every day on behalf of all of us at...",
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            "content": "<h1>Teaching Tips &amp; Tricks Newsletter<\/h1>\n<h2>Teachers are busy people<\/h2>\nWhen you\u2019re juggling multiple roles every day, finding extra time to innovate learning for your students can be challenging to say the least.\n<h2>Subscribe today!<\/h2>\n<h3>That\u2019s why we created our<\/h3>\n<h2>Teaching Tips &amp; Tricks Newsletter<\/h2>\nIn these emails, we\u2019ll periodically send you tips &amp; tricks that are QUICK and EASY to implement in your classroom that can have a big impact on student learning.&nbsp;\n<h3>\n\t\t\t\t\t\tSometimes, we'll send <strong>short written tips<\/strong> from our professional learning team.<\/h3>\n<h3>\n\t\t\t\t\t\tOther times, you'll receive <strong>brief video recordings<\/strong> from experts &amp; educators.<\/h3>\n<h3>\n\t\t\t\t\t\tThese tips &amp; tricks will always take <strong>less than 5 minutes<\/strong> to digest.<\/h3>\n<h2> If you\u2019re looking for simple strategies to improve your remote &amp; blended teaching, you\u2019ve come to the right place!<\/h2>\n<h3>TEACHING TIPS &amp; TRICKS<\/h3>\nhttps:\/\/youtu.be\/O_ieaKx4etghttps:\/\/www.youtube.com\/watch?v=s1QCcQLz7VIhttps:\/\/youtu.be\/7Vh02wSAx18\n<a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\">\n<img width=\"1024\" height=\"184\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/the-digital-backpack-1-1024x184.png\" alt=\"\" loading=\"lazy\">\t\t\t\t\t\t\t\t<\/a>\n<h2>Unpacking Innovation\u2026 One Step at a Time!\u200b<\/h2>\nHave you checked out&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\">our blog<\/a>&nbsp;and&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/category\/podcast\/\">the Digital Backpack podcast<\/a>&nbsp;yet? On&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\">our blog<\/a>, we do a lot of writing on the future of learning and share even more tips &amp; tricks for teachers. In&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/category\/podcast\/\">the Digital Backpack podcast<\/a>, Jeff Gerlach interviews both Michigan educators and national experts to dig deeper into pressing issues in education. Check them out &amp; subscribe today to get our latest content delivered to your inbox every Thursday!",
            "title": "Teaching Tips and Tricks",
            "excerpt": "When you\u2019re juggling multiple roles every day, finding extra time to innovate learning for your students can be challenging to say the least.",
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        {
            "id": 43480,
            "path": "\/sel\/michigancares\/",
            "author_id": 21,
            "timestamp": 1603807762,
            "content": "<!-- Global site tag (gtag.js) - Google Analytics -->\n\t\t\t\t\t\t\t\t\t\t<img width=\"1\" height=\"1\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/MV_Logo.svg\" alt=\"Michigan Virtual Logo\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h1>Help your child manage their emotions &amp; mental health.<\/h1>\t\t\n\t\t\t<p>Gain access to hundreds of <strong>FREE <\/strong>K-12<b> <\/b>digital lessons on mental health &amp; social emotional well-being with the <i>Michigan Cares Portal.<\/i><\/p>\t\t\n\t\t\t<a href=\"https:\/\/360.michiganvirtual.org\/?utm_campaign=Michigan%20Cares%20Portal&#038;utm_source=Internal&#038;utm_medium=el-campaign#sign_up\" target=\"_blank\" role=\"button\" rel=\"noopener noreferrer\">\n\t\t\t\t\t\tCreate a free account\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Free videos and lessons for Michigan families<\/h2>\t\t\n\t\t<p>Thanks to funding from the state of Michigan, we are able to provide Michigan families with FREE access to our <em>Michigan Cares Portal<\/em>. This online platform houses hundreds of lessons designed to help children in grades K-12 develop the skills required for social, emotional, and mental well-being.\u00a0<\/p>\t\t\n\t\t\t<h3>What will my child learn?<\/h3>\t\t\n\t\t<p>The lessons included in our <em>Michigan Cares Portal <\/em>cover a variety of topics that help children in grades K-12 learn to:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tUnderstand and manage their emotions\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSet and achieve positive goals\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tFeel and show empathy for others\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tEstablish and maintain positive relationships\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tMake responsible decisions\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tRecognize signs of poor mental health in themselves and others\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tDevelop healthy coping techniques\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Topics covered<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tMental health\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tStress management\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tTime management\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tGoal-setting\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tNutrition and wellness\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tAnger management\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tBullying\/hazing\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSocial media use (pressures and responsible use)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tDrugs &amp; Alcohol (vaping)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tBystander intervention\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSocial awareness\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tAcademic success\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tRespect\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tCommunity service\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tAnd hundreds more!\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"https:\/\/360.michiganvirtual.org\/?utm_campaign=Michigan%20Cares%20Portal&#038;utm_source=Internal&#038;utm_medium=el-campaign#sign_up\" target=\"_blank\" role=\"button\" rel=\"noopener noreferrer\">\n\t\t\t\t\t\tCreate a free account\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Parent &amp; educator lessons included!<\/h2>\t\t\n\t\t<p>It\u2019s no easy feat to help children improve their social and emotional skills. Because of this, each student lesson is accompanied by a parent lesson that offers tips to help you have smart conversations with your children on these tricky topics.<\/p><p>Michigan educators can also benefit from this portal, which contains lessons specifically designed for school staff. In addition, school staff can view all lessons available to both parents and students to help facilitate the social emotional learning process among families.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/360.michiganvirtual.org\/?utm_campaign=Michigan%20Cares%20Portal&#038;utm_source=Internal&#038;utm_medium=el-campaign#sign_up\" target=\"_blank\" role=\"button\" rel=\"noopener noreferrer\">\n\t\t\t\t\t\tCreate a free account\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Available for free until the end of the 20-21 school year<\/h2>\t\t\n\t\t<p>The&nbsp;<em>Michigan Cares Portal&nbsp;<\/em>will be freely available to parents, students, and educators in Michigan until the end of the 20-21 school year to provide continued emotional and mental support to students as we all recover from this crisis together.&nbsp;<\/p>\t\t\n\t\t\t\t\t<a href=\"https:\/\/360.michiganvirtual.org\/?utm_campaign=Michigan%20Cares%20Portal&#038;utm_source=Internal&#038;utm_medium=el-campaign#sign_up\" target=\"_blank\" rel=\"noopener noreferrer\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tGetting started\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tTo access the digital lessons in our <em>Michigan Cares Portal<\/em>, click on the link below. You will be directed to the portal website, where you will be asked to create an account. After following the instructions provided, you will gain immediate access to lessons for children and parents. \t\t\t\t\t\n\t\t\t\t\t\tCreate a free account\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Interested in customizing this program for your school\/district?<\/h2>\t\t\n\t\t<p>If you're interested in customizing the Michigan Cares program to meet the unique needs of your school or district for a nominal fee, fill out the form below. One of our representatives will reach out to you ASAP to get the conversation started!<\/p>",
            "title": "Michigan Cares (Campaign Version)",
            "excerpt": "During times of crisis, our children need extra support to process their emotions. Our Michigan Cares Portal offers Michigan families free digital lessons that help children in grades 3-12 develop the skills required for social, emotional, and mental wellbeing.",
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        {
            "id": 43103,
            "path": "\/about\/news\/state-superintendent-joins-michigans-leading-online-education-board-of-directors\/",
            "author_id": 2,
            "timestamp": 1602680129,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong> State Superintendent of Public Instruction Dr. Michael F. Rice has joined the Board of Directors of&nbsp;<em>Michigan Virtual<\/em>. Rice was appointed state superintendent in 2019 and is the fifth top school chief in Michigan to serve on the&nbsp;<em>Michigan Virtual<\/em>&nbsp;Board since its inception in 1998.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cHaving Dr. Rice join the&nbsp;<em>Michigan Virtual<\/em>&nbsp;Board of Directors is a wonderful addition,\u201d stated Board Chair Brian Broderick, Executive Director of the Michigan Association of Non-Public Schools. \u201cHis professional background in public education and deep personal passion to serve all students regardless of their zip code will strengthen our commitment to providing all students with innovative learning options.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>&nbsp;partners with more than 500 districts in the state of Michigan to provide online courses and supplemental programs for Michigan students and professional development for educators. It is the parent organization of the <em>Michigan Virtual Learning Research Institute<\/em>. <em>Michigan Virtual<\/em>&nbsp;is governed by a 16-member board of directors representing business and education communities.&nbsp;<em>Michigan Virtual<\/em>\u2019s mission is to advance both learning and teaching through research, practice, and partnerships.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cFor more than 20 years, <em>Michigan Virtual<\/em>&nbsp;has played a valuable role in partnering with Michigan schools and school districts to share online professional development and online learning experiences, with a commitment to quality and innovation,\u201d Rice said. \u201c<em>Michigan Virtual<\/em> has provided significant leadership during the pandemic and has made available many free resources and support services to students, parents, and educators. I look forward to a strong, ongoing partnership with <em>Michigan Virtual<\/em>.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prior to his start at the Michigan Department of Education, Dr. Rice served 17 years as a local district superintendent: 12 years as superintendent in Kalamazoo, Michigan and five as superintendent in Clifton, New Jersey. Dr. Rice began his career in public education in the Washington, D.C. Public Schools, where he taught high school French and founded and coached an award-winning speech and debate program. He graduated from Yale University with a bachelor\u2019s degree in psychology with honors and from New York University with a master\u2019s degree and doctoral degree in public administration, also with honors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to Rice and Broderick, the <em>Michigan Virtual<\/em> Board members are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Amanda Wagenschutz<\/strong>, (Vice-Chair) Executive Director of Employee Experience Delivery for Consumers Energy&nbsp;&nbsp;<\/li><li><strong>Darrell Burks<\/strong>, (Secretary\/Treasurer) CPA, Former Partner, PricewaterhouseCoopers<\/li><li><strong>Prentiss Brown<\/strong>, Attorney, Prentiss M. Brown, P.C.<\/li><li><strong>Robert Filka<\/strong>, CEO, Home Builders Association of Michigan&nbsp;<\/li><li><strong>Jamey Fitzpatrick<\/strong>,&nbsp;<em>Michigan Virtual<\/em>&nbsp;President &amp; CEO<\/li><li><strong>Brendan Guenther<\/strong>, Chief Academic Digital Officer at Michigan State University<\/li><li><strong>Daniel Kiblawi<\/strong>, Former President and CEO of Egelhof Controls Corporation<\/li><li><strong>Kevin Miller<\/strong>, Superintendent, St. Clair County Regional Educational Service Agency&nbsp;<\/li><li><strong>Michael Shoudy<\/strong>, Executive Director, Michigan Education Association<\/li><li><strong>Deborah Snyder<\/strong>, President, St. Clair County Community College<\/li><li><strong>Rossi Ray-Taylor<\/strong>, President &amp; CEO, Ray.Taylor and Associates, LLC<\/li><li><strong>Stephanie Teasley<\/strong>, Research Professor, School of Information, University of Michigan<\/li><li><strong>Jeff Williams<\/strong>, Director, Community Data and Research Lab at the Dorothy A. Johnson Center for Philanthropy in Grand Valley State University<\/li><li><strong>Wendy Zdeb<\/strong>, Executive Director, Michigan Association of Secondary School Principals<\/li><\/ul>\n<!-- \/wp:list -->",
            "title": "State Superintendent joins Michigan\u2019s leading online education  board of directors",
            "excerpt": "LANSING, Mich. \u2014 State Superintendent of Public Instruction Dr. Michael F. Rice has joined the Board of Directors of&nbsp;Michigan Virtual. Rice was appointed state superintendent in 2019 and is the fifth top school chief in Michigan to serve on the&nbsp;Michigan Virtual&nbsp;Board since its inception in 1998. \u201cHaving Dr. Rice join the&nbsp;Michigan Virtual&nbsp;Board of Directors is...",
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        {
            "id": 43397,
            "path": "\/about\/news\/st-patrick-high-school-offers-michigan-virtual-courses\/",
            "author_id": 2,
            "timestamp": 1602447725,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.sentinel-standard.com\/news\/20201011\/randy-hodge-st-patrick-high-school-courses\" target=\"_blank\" class=\"rank-math-link\">Randy Hodge: St. Patrick High School courses<\/a>\u201d \u2014 originally published by the <em>Ionia Sentinel-Standard<\/em> on October 11, 2020 \u2014 overviews the various courses offered at St. Patrick High School in a letter from principal Randy Hodge. In this letter, Hodge mentions that all St. Patrick High School students have the opportunity to take any of the courses offered by <em>Michigan Virtual.<\/em><\/p>\n<!-- \/wp:paragraph -->",
            "title": "St. Patrick High School offers Michigan Virtual courses",
            "excerpt": "The article \u201cRandy Hodge: St. Patrick High School courses\u201d \u2014 originally published by the Ionia Sentinel-Standard on October 11, 2020 \u2014 overviews the various courses offered at St. Patrick High School in a letter from principal Randy Hodge. In this letter, Hodge mentions that all St. Patrick High School students have the opportunity to take...",
            "slug": "st-patrick-high-school-offers-michigan-virtual-courses",
            "modified_timestamp": 1603398480,
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            "id": 43400,
            "path": "\/about\/news\/covid-19-has-made-our-world-more-virtual-here-are-three-reasons-why-this-is-a-good-thing\/",
            "author_id": 2,
            "timestamp": 1602188889,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.weforum.org\/agenda\/2020\/10\/covid-19-has-made-our-world-more-virtual-heres-why-that-could-be-a-good-thing\/\" target=\"_blank\" class=\"rank-math-link\">COVID-19 has made our world more virtual. Here are three reasons why this is a good thing<\/a>\u201d \u2014 originally published by the <em>World Economic Forum<\/em> on October 8, 2020 \u2014 explores three major ways that COVID-19 has made our world more virtual and the benefits that these shifts may have. In their discussion of virtual learning in K-12 schools and higher education, they cite the fact that <em>Michigan Virtual <\/em><a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\" class=\"rank-math-link\">Advanced Placement courses<\/a> \"recorded higher scores than their in-class peers over the past three years.\"<\/p>\n<!-- \/wp:paragraph -->",
            "title": "COVID-19 has made our world more virtual. Here are three reasons why this is a good thing",
            "excerpt": "The article \u201cCOVID-19 has made our world more virtual. Here are three reasons why this is a good thing\u201d \u2014 originally published by the World Economic Forum on October 8, 2020 \u2014 explores three major ways that COVID-19 has made our world more virtual and the benefits that these shifts may have. In their discussion...",
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        {
            "id": 42900,
            "path": "\/strategic-plan-documents\/",
            "author_id": 21,
            "timestamp": 1602104247,
            "content": "<h2>I Lead. I Collaborate. I Build.<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"92\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/lcb-horizontal-internal-1024x92.png\" alt=\"I Lead. I Collaborate. I Build.\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h1>Downloadables for Michigan Virtual's Strategic Plan for 2020-2023<\/h1>\t\t\n\t\t<p>As part of Michigan Virtual's strategic plan, we're hoping that you reflect on your own job and responsibilities and can tie your work to our new strategic initiatives (seen below). To help inspire you, we've created a printable poster, desktop wallpaper, and have updated the Michigan Virtual official Google Slide template to match our strategic plan.<\/p><p>At the bottom of this page, we also invite you to share how you relate to our new initiatives by submitting either a video submission, a blog post, or even an audio recording.<\/p>\t\t\n\t\t\t<a href=\"#wallpaper\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tWallpaper\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#zoom\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tZoom Backdrop\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#poster\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tPoster\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#presentation\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tSlide Template\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/12\/2020-MV-Strategic-Plan.pdf\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tOur Strategic Plan\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#form\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tSubmit Content\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#submissions\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tContent Submissions\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=D8cVmn3EFG4\t\t\n\t\t\t<h2>Our Drivers<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>Lead<\/strong> by providing thought leadership\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>Collaborate<\/strong> by engaging with partners\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>Build<\/strong> by creating scalable solutions\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Our Goals<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tImprove <strong>outcomes<\/strong> for Michigan learners by leading research, development, deployment, and dissemination of innovative and effective practices.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tIncrease <strong>access<\/strong> to high-quality learning opportunities and resources.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tEstablish <em>Michigan Virtual<\/em> as a <strong>thought leader<\/strong> and the preferred statewide learning partner for Michigan schools and educators.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Our Initiatives<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Enable Flexible Learning Models for Michigan Schools<\/strong><br><small>Provide pathways for schools to use Michigan Virtual content, consulting, and professional learning supports in a variety of delivery models.<\/small>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Redesign and Scale Professional Learning for Michigan<\/strong><br><small>Develop pathways for the use of Michigan Virtual professional learning and services to train staff in flexible models which develop skills, dispositions, and capacity for life-long learning.<\/small>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Inspire Innovation in Learning and Teaching<\/strong><br><small>Develop innovative solutions for schools through collaboration with partners.<\/small>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1920\" height=\"1280\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/mv-wallpaper-mockup.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Desktop Wallpapers<\/h2>\t\t\n\t\t<p>Download the 'I Lead. I Collaborate. I Build.' wallpapers below by opening the link, right clicking, and saving the file to a location on your computer.<\/p><p>Users with Microsoft Surface devices should use the 1440x900 link. Most users with external monitors should use the 1920x1080 link.<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/[email protected]\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t1366x768\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/[email protected]\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t1440x900\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/[email protected]\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t1680x1050\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/[email protected]\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t1920x1080\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1920\" height=\"1080\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/Zoom-Backdrop.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Zoom Wallpaper<\/h2>\t\t\n\t\t<p>Download the 'Lead. Collaborate. Build.' zoom backdrop below by opening the link, right clicking, and saving the file to a location on your computer.<\/p><p><strong>Note: Please refrain from using the desktop wallpaper as a Zoom backdrop (containing <em>'I Lead. I Collaborate. I Build.'<\/em>).<\/strong><\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/Zoom-Backdrop.png\" target=\"_blank\" rel=\"noopener\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tDownload Zoom Backdrop\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/support.zoom.us\/hc\/en-us\/articles\/210707503-Virtual-Background#h_a0886d8e-7a49-4053-87e8-a012459c4104\" target=\"_blank\" rel=\"noopener\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tUsing the Zoom Backdrop\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1344\" height=\"1724\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/[email protected]\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Printable Poster<\/h2>\t\t\n\t\t<p>Download the 'I Lead. I Collaborate. I Build.' poster using the download button below. Save the PDF file and print on your own home printer at full size.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/MV-Strategic-Plan-Poster.pdf\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tDownload Poster\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1BNBPNC3jent6r5eECOC-yoGN9MhPwT7blmLBhgsNFk4\/copy\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1920\" height=\"1079\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/[email protected]\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Presentations<\/h2>\t\t\n\t\t<p>The official Google Slide template for\u00a0<em>Michigan Virtual<\/em> is available for internal employee use. This slide template includes the above resources, as well as content and activity recommendations that follow best practices for teaching adult learners.<\/p><p>Use the download below to create a copy of the official slide template. Please create a new copy for every slide deck created.<\/p><p><strong><small><i>Note: You must be signed in to your Michigan Virtual Google account to access the slide template.<\/i><\/small><\/strong><\/p>\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1BNBPNC3jent6r5eECOC-yoGN9MhPwT7blmLBhgsNFk4\/copy\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tPresentation Template\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1Tlf8g_lckVVy-QPFRNz-Voe8o4-MUyQ4Zs_n7WLw9DQ\/view\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tPresentation Style Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Michigan Virtual Strategic Plan Content Submissions<\/h2>\t\t\n\t\tYour participation is crucial to this plan's success, and we're inviting you to create a video, audio file, blog post, or anything you want that helps you display how your work at Michigan Virtual ties into the strategic plan!<br \/><br \/>Each month at a Monday morning staff meeting, an employee submission will be randomly featured, sharing what was created. The person who submitted the selected piece will receive a $25 Amazon gift card.\t\t\n\t\thttps:\/\/youtu.be\/4ZlgOBgVcb0\t\t\n\t\t\tAn example of a video submission by Herbie Gaylord.\t\t\n\t\t<h2>Instructions:<\/h2><ul><li>Create a blog post or record a video or audio file (no longer than two minutes in length please) where you tell us about how your position helps Michigan Virtual reach our strategic initiatives.<\/li><li>Create the blog post in Google Docs, or upload the video to YouTube or cloud storage, or save the audio file for uploading to the following form.<\/li><li>Fill out the following form and submit the links to these files (or upload your audio file directly).<\/li><\/ul><p><strong>Video Tips:<\/strong> <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/Michigan-Virtual-Guide-to-Filming-at-Home.pdf\" target=\"_blank\" rel=\"noopener\">Michigan Virtual Guide to Filming at Home<\/a><\/p>\t\t\n\t\t\t<h2>Content Submissions<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"699\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/people-2569234-1024x699.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Re-imagining instructional design to help reach strategic initiatives<\/h3>\t\t\n\t\t\tBy Jill Souza\t\t\n\t\t<p>At Michigan Virtual, our design thinking is changing to keep pace with our strategic initiatives. We are developing new and innovative ways to enable flexible learning models and cultivating more collaborative partnerships. I recently met with a Whole School instructor who had signed up for our free Office Hours program. She joined our virtual meeting and immediately burst into tears. She was just so overwhelmed with concern for her students and for all that they and she are being asked to do, that she did not even know where to start. Fortunately, we were able to talk through her concerns and come up with some strategies for using MV content in flexible ways for both her online and face-to-face students. That conversation, along with those I have had with other Michigan teachers, has stuck with me and changed the way I think about my job. As I build new courses or redesign existing ones, I will remember what I\u2019ve learned from the teachers I\u2019ve connected with and strive to make Michigan Virtual course more flexible, more accessible, and even better than ever.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Strategic Plan in Action: A Haiku<\/h3>\t\t\n\t\t\tBy Scott Watkins\t\t\n\t\t<p>A stakeholder speaks<\/p><p>We listen and take action<\/p><p>Learning is improved<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Michigan Virtual\u2019s Drivers, Goals, Initiatives, and Me<\/h3>\t\t\n\t\t\tBy Kristi Peacock\t\t\n\t\t<p>I drank the Michigan Virtual Kool-Aid many years ago when, as a classroom teacher, I saw how students in rural districts benefited from having access to our courses. For the first time, I saw how Michigan Virtual leveled the playing field for these students by providing them with access to the same courses as students from bigger, wealthier districts.<\/p><p>Because schools and teachers are currently being pushed and prodded into online learning to a much larger scale than they ever probably envisioned, my daily job as an instructional designer is evolving from simply designing and building courses to include finding ways to coach teachers on how to be more proficient at using our content with their students as well as finding ways for them to incorporate some of their ideas and past face-to-face activities into our courses so that they can maintain some level of autonomy in their online classrooms.<\/p><p>I believe this change exemplifies the importance of Michigan Virtual\u2019s role in education. I can see how allowing teachers access to our high-quality course content and professional development continues this leveling of the playing field because students benefit from both well-developed and easily accessible content and well-trained teachers.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Lives Changed<\/h3>\t\t\n\t\t\tBy Julie Force\t\t\n\t\t<p>Working in a support position at<i> Michigan Virtual the opportunity to see first-hand the<\/i> lives changed by the work of the organization is rare. I believe in what we do. This belief drives me daily. Success stories from learners energize me.<\/p><p>This year full of challenges also provided two first-hand success stories to treasure. The first came on a flight home from Florida just as Michigan began closing her schools. The airline's computers were down and we could not check-in, get seat assignment, or check our bags. As a result, I was seated with strangers in the place of family.<\/p><p>No one stays a stranger long. The young man to my left was traveling to say goodbye to his best friend deploying to Afghanistan. The young woman, Sue, in the window seat was returning to the UP to spend her college Spring break with family. During our chat I was asked where I work and what I do.<\/p><p>Sue got very animated when she heard\u00a0 <i>Michigan Virtual<\/i>. She explained that because of <i>Michigan Virtual<\/i> she was now in her second year of medical school and of her plans to specialize in female health. She credited <i>Michigan Virtual<\/i> for making the difference. You see, her high school did not offer the advanced classes she needed to get into a pre-med college program. Because of what we do she was on the cusp of realizing her dreams.<\/p><p>The second experience concerned my grandson\u2019s virtual return to school this fall. He was so excited to have the same elementary teacher this year as last year. (Everyone agrees the teacher is a treasure.) It was obvious she had spent a great deal of time over the summer break learning and implementing best practices for her virtual class. She made the students\u2019 transitions to online learning easy. My daughter commented about the teacher, \u201cShe\u2019s done her homework on how to teach online.\u201d I was proud to be able to say, \u201cAnd <i>Michigan Virtual<\/i> helped.\u201d\u00a0<\/p><p>Across the state, we have helped educators adapt to their new environment with proven best practices based upon over 20 years of experience. Leading the way for today, tomorrow and beyond. So proud.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Lead. Collaborate. Build.<\/h3>\t\t\n\t\t\tBy Mable Fox\t\t\n\t\t<p>Lead, Collaborative, Build I am excited about our strategic plan and its action-based drivers to lead, collaborate, and to build on behalf of school districts throughout Michigan. As I consult with leaders of rural, suburban, and urban school districts, I view my role to adapt our products and services to meet the needs of each districts' uniqueness. I will meet their needs through the lens of thoughtful and meaningful leadership, engaging diverse partners, and building solutions to meet the needs of all stakeholders.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Lead. Collaborate. Build.<\/h3>\t\t\n\t\t\tBy Angela Shields\t\t\n\t\t<p>With our new strategic plan to Lead, Collaborate and Build, I am energized to partner with school community leaders to develop customized solutions.\u00a0 By embracing the diversity of each community throughout our state, Michigan Virtual solidifies our position as a thought leader in the educational industry.\u00a0 In developing innovative solutions, we expand high quality education access to <i>every learner<\/i> in Michigan and create a model for other states to emulate.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>I Lead. I Collaborate. I Build.<\/h3>\t\t\n\t\t\tBy Brennan Tanner\t\t\n\t\t<p>I do not lead a team however I lead users through their experience<\/p><p>I Lead. I Build. I Collaborate.<\/p><p>While my building of content is limited, I build users confidence through my support<\/p><p>I Lead. I Build. I Collaborate.<\/p><p>I may not be creative, but through collaboration I help create<\/p><p>I Lead. I Build. I Collaborate.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Wild Ideas<\/h3>\t\t\n\t\t\tBy Cheri Fraser\t\t\n\t\t<p>Every day as a member of Michigan Virtual\u2019s Learning Applications team, I learn a lot and I have a lot of fun. Ideas come our way and sometimes we throw ideas out as well. So I have always loved puzzles. Jigsaw puzzles, logic puzzles, sudoku, word search, you name it. I think of my job as many little puzzles all interconnected into one giant puzzle. The giant puzzle is all of our student information systems and learning management systems. First step, collaborate. Work together as a team to brainstorm and test out ideas. We also work with other teams in the organization during this step. Then, we build. Once we have how we will work with the idea, we get to build it in the systems. You name it, we can build it, but we can\u2019t build it without you! Thank you to all of my coworkers who like to work with me on wild ideas!<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>I Build.<\/h3>\t\t\n\t\t\tBy Kristen Crain\t\t\n\t\t<p><strong>I build.<\/strong> The Learning Applications team works in collaboration with various teams at Michigan Virtual to build scalable solutions to deliver online learning. I\u2019m energized by brainstorming and coming with creative solutions to technical problems. We have built in processes that help our team be able to quickly respond to the changing landscape of learning and also be prepared to respond to big shifts in priorities. Another way we build is we work on customized solutions to the Student Information System that help meet the changing needs of our customers. Various stakeholders share feedback with our team and we work closely with a development team to design, test and deploy new solutions on a regular basis. In any given year, we work to build and deploy about 10 new features to the Student Information we know makes a positive impact on our customers and internal users.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>I Lead. I Collaborate. I Build.<\/h3>\t\t\n\t\t\tBy Lenna Stockwell\t\t\n\t\tAs a member of the Learning Applications team at Michigan Virtual, I feel that I lead, I collaborate, and I build, in more ways than one! When I first started at Michigan Virtual, I was a part of the Customer Care team. I was able to <b>build<\/b> on the experience that I gained in that department and <b>collaborate<\/b> with other teams within the organization to find the place where I fit best. As a part of Learning Applications, we <b>collaborate<\/b> with pretty much every team within the organization to make sure that our Learning Management Systems and Student Information Systems are functioning correctly and the best possible atmosphere for all learners, both students and professional learners, to continue to <b>lead<\/b> in learning and innovation within the arena of digital learning. We continue to support the development and <b>build<\/b> new platforms and systems to make learning a smooth process for all Michigan Virtual learners.\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>I Lead. I Collaborate. I Build.<\/h3>\t\t\n\t\t\tBy Amy Marrah\t\t\n\t\t<p>Being a member of the Learning Applications team, much of my job is \u201cbehind the scenes\u201d building, maintaining, and improving the services\/systems we provide to schools and partners. You and I dream it, we build it, and then together we improve it.<\/p><p>I get the chance to do what I do best everyday and I wouldn\u2019t have it any other way.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"512\" height=\"384\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/12\/question-mark.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Strategic Initiative Connection to My Role<\/h3>\t\t\n\t\t\tBy Tracy Gieseking\t\t\n\t\t<h4>Searching<\/h4><p>My role with the research institute centers on asking questions and reflecting on answers and data \u2013 which invariably lead to more questions and searching.<\/p><h4>Connections<\/h4><p>What do we know about teaching &amp; learning? What learning models show promise in improving outcomes for students? What can we build upon? What hasn\u2019t been tried yet? What if \u2026? What are we producing through our Plans &amp; Benchmarks that will change how we Lead\/Collaborate\/Build next year?<\/p><h4>Research to Practice<\/h4><p>What practices, innovations and \u2018failing forwards\u2019 in teaching and learning are happening in Michigan, and in other states\/countries? What can we share about our research with the wider community? What can we recommend for Michigan based on other research?<\/p><h4>Possibilities<\/h4><p>What research-driven models in online and blended learning can be applied by practitioners today and make a measurable difference? What will we learn to use tomorrow after conducting research in Michigan schools today? What innovative solutions will our collaborations with partners lead to? <\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>The Strategic Plan and Me, Julie Milder<\/h3>\t\t\n\t\t\tBy Julie Milder\t\t\n\t\t<p>I just started teaching for Michigan Virtual in September. It was what I had hoped would be my retirement job. It is and I am loving it. I feel like it is my job, with every student, every day, to help them believe that they \u201ccan use digital learning to reach their full potential\u201d. As long as I can keep that belief alive, I can help them achieve and succeed in their classes.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Mentoring to Enhance the Strategic Plan<\/h3>\t\t\n\t\t\tBy Debbie Lynch\t\t\n\t\t<p>I used to be a high school teacher, I taught part-time for Michigan Virtual, and I was an enroller and mentor for Michigan Virtual students at my school. When I had questions I would always contact my salesperson. Looking back, he didn\u2019t have time to answer all of my mentor questions but he gladly did. There was no designated support person for mentors at Michigan Virtual.<\/p><p>Because I taught part-time for Michigan Virtual and lived close to Lansing, I would stop in the office from time to time and loved the culture! I wondered if everyone was really that nice and it looked like they loved their job and were having fun at the same time. Four years ago I was hired to be the first Mentor Coordinator at Michigan Virtual. Looking back, I don\u2019t know how the sales team had the time to answer mentor questions and do their job. It is great that now they can make a sale at a school and then I can come in and train their enrollers and mentors! When I hired into Michigan Virtual full-time, I found that the culture here was just as it had seemed years earlier. It is an amazing place to work with amazing people! I am so happy that mentors across the state now have that support. Research shows that a student is twice as likely to pass if they have an engaged mentor! I am beyond excited to be that person at Michigan Virtual and truly love what I do everyday!<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>I Lead. I Collaborate. I Build.<\/h3>\t\t\n\t\t\tBy Anne Perez\t\t\n\t\t<h4>I lead.<\/h4><p><strong>L<\/strong>everage the use of technology to model student centered learning<br \/><strong>E<\/strong>ncourage educators to share their expertise and resources <br \/><strong>A<\/strong>pproach challenges as opportunities<br \/><strong>D<\/strong>evelop meaningful professional learning experiences<\/p><h4>I collaborate.<\/h4><p><strong>C<\/strong>onnect with educators through Office Hours<br \/><strong>O<\/strong>pen channels of communication <br \/><strong>L<\/strong>earn from others<br \/><strong>L<\/strong>isten to listen<br \/><strong>A<\/strong>pply what I\u2019ve learned<br \/><strong>B<\/strong>elieve we can solve problems when we work together<br \/><strong>O<\/strong>ffer support <br \/><strong>R<\/strong>epresent the needs of teachers and their students<br \/><strong>A<\/strong>spire to always do better<br \/><strong>T<\/strong>hank educators for all that they do each and every day<br \/><strong>E<\/strong>mpower learners to recognize their strengths<\/p><h4>I build.<\/h4><p><strong>B<\/strong>rainstorm how to solve the challenges classroom teachers face<br \/><strong>U<\/strong>nlock possibilities in creative ways<br \/><strong>I<\/strong>nclude opportunities for educators to self-reflect <br \/><strong>L<\/strong>ook for best practices that increase student-centered learning<br \/><strong>D<\/strong>iscover new skills of my own<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>I Lead. I Collaborate. I Build.<\/h3>\t\t\n\t\t\tBy Kathy McCurley\t\t\n\t\t<p>What exactly does a Learning Technology &amp; Systems Development Specialist do? (Besides having trouble remembering their job title?) One of my favorite ways to explain it is that I solve puzzles that come my way. I help find solutions for problems. I see my role as one that connects threads together, weaving them and adding in new strands to help things get done in the most efficient way possible. Sometimes the threads are there in front of me and I only need to place them. Sometimes they must be discovered or even created to complete the picture. This challenging diversity is one of the things that I love about my role at Michigan Virtual; it\u2019s always changing, there\u2019s always a new puzzle to solve.<\/p><p>Collaboration is at the heart of solving each of these puzzles, after all, creating solutions is not a solitary sport. Integrations could even be considered collaborations between software solutions, thereby making the central premise of Technology Integrations to be that of collaboration. How can a process be streamlined? How can we find the data to guide decisions? These are questions that can be explored and hopefully answered through collaboration and integration. These are the questions that drive many of the puzzles and projects that come to not only me, but my entire team.<\/p>\t\t\n\t\t\t<h3>I Lead. I Collaborate. I Build.<\/h3>\t\t\n\t\t\tBy David Milne\t\t\n\t\thttps:\/\/www.youtube.com\/watch?v=dNVLschc3nQ\t\t\n\t\t\t<h3>I Lead. I Collaborate. I Build.<\/h3>\t\t\n\t\t\tBy Jennifer Brown\t\t\n\t\thttps:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/Jennifer-Brown-Flipgrid.mp4\t\t\n\t\t\t<h3>Today I will...<\/h3>\t\t\n\t\t\tBy Kimberly Garvison\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1jdqXAXQDyt_Q9JvLICULWfkRGXQMnUM4TOKY2nZe3ZQ\/present\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1920\" height=\"1081\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/02\/Kimberly-Garvison-Strategic-Plan.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"614\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/paperplanes-1024x614.jpg\" alt=\"Group of paper plane in one direction and with one individual pointing in the different way, can be used leadership\/individuality concepts.( 3d render )\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>I Lead. I Collaborate. I Build: A Tanka<\/h3>\t\t\n\t\t\tBy Caitlin Broton\t\t\n\t\t<p>Guide students alongside<br \/>the vast English language to<br \/>comprehend\/create\/value<br \/>viewpoints shared through written words<br \/>to someday <b>lead<\/b> our society.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-1316630723-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3><a href=\"https:\/\/michiganvirtual.org\/blog\/michigan-virtuals-strategic-plan-employee-spotlight\/\">Michigan Virtual\u2019s Strategic Plan: Employee Spotlight<\/a><\/h3>\t\t\n\t\t\tBy Sarah Hill\t\t\n\t\t<p>There\u2019s no clear-cut definition of the term \u201cstrategic plan.\u201d Sure, there\u2019s a Wikipedia page, but my years in high school debate scared me from using that as a source.<\/p><p>So what is a strategic plan? What\u2019s Michigan Virtual\u2019s and why should you care?<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/michigan-virtuals-strategic-plan-employee-spotlight\/\" role=\"button\">\n\t\t\t\t\t\tRead Sarah's Blog Post\n\t\t\t\t\t<\/a>",
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            "content": "<h2>Student Guide to Online Learning<\/h2>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/student-guide\/\" role=\"button\">\n\t\t\t\t\t\tRead now\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Listen to the BRIGHT podcast<\/h2>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/bright\" role=\"button\">\n\t\t\t\t\t\tListen now\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Earn SCECHs for self-care<\/h2>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/take-care-of-yourself-a-course-in-wellbeing-and-self-care\/\" role=\"button\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Read the newest study from the Research Institute<\/h2>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/key-strategies-for-engaging-students-in-virtual-learning-environments\/\" role=\"button\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t<h2>READ THE BLOG<\/h2>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/category\/summer-learning\/\" role=\"button\">\n\t\t\t\t\t\tExplore our Blog\n\t\t\t\t\t<\/a>",
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            "path": "\/blog\/guest-perspective-the-menagerie-myths-and-merits-of-the-bitmoji-classroom\/",
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            "content": "<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"The scene is memory and therefore nonrealistic. Memory takes a lot of poetic license. It omits some details; others are exaggerated according to the emotional value of the articles it touches, for memory is seated predominantly in the heart. The interior is therefore rather dim and poetic.\"<\/p><cite><em>\u2014 Stage directions, 1.3\u00a0The Glass Menagerie\u00a0by Tennessee Williams<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong><em>This article was originally published in <a href=\"https:\/\/hybridpedagogy.org\/bitmoji-classroom\/\">Hybrid Pedagogy on September 24, 2020.<\/a><\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Part fun, part fantastical escape and\u00a0<a href=\"https:\/\/www.edsurge.com\/news\/2020-06-25-feeling-nostalgic-for-in-person-schooling-that-may-hurt-our-chance-to-rethink-it\">part nostalgia<\/a>, the Bitmoji classroom is an emergent cultural artifact that reflects a pervasive misunderstanding about distance learning pedagogy: that online learning is meant to simply replicate face-to-face (f2f) learning, albeit with a few flourishes. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators don\u2019t have to forfeit fun for quality online learning, but they do need to understand how to employ digital tools like Bitmoji classrooms to achieve authentic learning outcomes with their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/iStock-1171328428.jpg\",\"id\":33939,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/iStock-1171328428.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Educators don\u2019t have to forfeit fun for quality online learning, but they do need to understand how to employ digital tools like Bitmoji classrooms to achieve authentic learning outcomes with their students.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>As virtual learning becomes a more significant part of mainstream K-12 schooling, districts must commit to a compelling vision for online instruction that maximizes the modality\u2019s capabilities, without forcing online education to become a two-dimensional shell of the f2f classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/firstmonday.org\/ojs\/index.php\/fm\/article\/view\/3171\/3049\">The Digital Visitor and Digital Resident<\/a>&nbsp;continuum model provides districts a useful framework for understanding online learning and its potential. Using this visitor\/resident model as a heuristic, educators can look beyond the scrim of novelty and ensure their students are engaging in meaningful learning activities, not just hype.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When Bitmoji classrooms emerged on the scene in March, many teachers used them to approximate their real-life classrooms, but most teachers took the opportunity to create their dream teaching spaces. And it was no wonder. The dearth of education funding for things like education technology and 21st century seating arrangements is real, and the Bitmoji classroom offered a chance to pretend otherwise.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/desks-in-classroom.jpg\",\"id\":30009,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/desks-in-classroom.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">When Bitmoji classrooms emerged on the scene in March, many teachers used them to approximate their real-life classrooms, but most teachers took the opportunity to create their dream teaching spaces. <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Teachers built classroom scenes that included everything from cozy couches, tech tools, reading nooks, inspirational posters, and coffee stations, to twinkle lights, disco balls, and chandeliers. They longed to include resources that, in real life, their districts could not afford: Smartboards, Elmo document projectors, flexible seating upgrades, Mac computer labs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators tried to achieve the ideal, but also the hyper-real. For instance, teacher and blogger Amie Bentley of&nbsp;<a href=\"https:\/\/glittermeetsglue.com\/virtual-bitmoji-classroom\/\">Glitter Meets Glue<\/a>&nbsp;offered several graphics packages, one of which was the Virtual Classroom Organization Templates Expansion Pack, a graphics bundle of images of plastic bins, binder clips, folders, and clipboards. Teachers were mesmerized by these function-less, fetishistic spaces augmented with fantastical baubles. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They flooded&nbsp;<a class=\"rank-math-link\" href=\"https:\/\/glittermeetsglue.com\/virtual-bitmoji-classroom\/\">her comment boxes&nbsp;with wishlists for their virtual classrooms:<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>I would love a middle school one too! Just like others commented\u2026 smart board, flexible seating, cabinets, desk, posters, \u2026once created can other images be added? I\u2019m a language teacher\u2026. so I would love to spice it up\u2026<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>Any plans to make a media center version? I\u2019m thinking a bookshelf with spots to put books on display (for read-aloud recordings), a Smart Board, a computer, cute decor, etc. I love your other designs!<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>It was like teachers were playing an educator version of The Sims. Building Bitmoji classrooms was cathartic, an escapist fantasy for instructors who felt overwhelmed and frustrated by the sudden school closures. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/learning.jpg\",\"id\":40043,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/learning.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">It was like teachers were playing an educator version of The Sims. Building Bitmoji classrooms was cathartic, an escapist fantasy for instructors who felt overwhelmed and frustrated by the sudden school closures. <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Teachers were using them to fill a void, a longing for the physical classroom and the familiarity of in-person instruction. One way to satisfy this longing was to simulate a happy, well-organized, well-funded modern classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In&nbsp;<a href=\"https:\/\/www.press.umich.edu\/9900\/simulacra_and_simulation\">Simulacra and Simulation,<\/a>&nbsp;Baudrillard says this of simulation:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>When the real is no longer what it was, nostalgia assumes its full meaning. There is a plethora of myths of origin and of signs of reality\u2014a plethora of truth, of secondary objectivity, and authenticity. Escalation of the true, of lived experience, resurrection of the figurative where the object and substance have disappeared.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Baudrillard\u2019s insight presciently describes the way that educators have attempted to replace the reality of f2f teaching with its Bitmoji representation, and the result is a simulacrum (a copy without an original) of teaching. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Their obsession with outfitting a faux learning environment was a distraction that soothed teachers and entertained students, but failed to translate into dynamic learning experiences. Put plainly, the Bitmoji classroom contains the symbols of learning, but lacks the substance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In his essay,&nbsp;<a href=\"https:\/\/journals.sagepub.com\/doi\/full\/10.1177\/2096531120928082\">\u201cTofu is Not Cheese: Rethinking Education Amid the COVID-19 Pandemic,\u201d<\/a>&nbsp;education professor and author Yong Zhao elaborates on the false equivalency between in-person and online teaching: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cIf the purpose of moving online is simply to make online education fill in the void created by school closures, it is a tremendous waste of the potentials.\u201d <\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In other words, there is not a 1:1 correlation between f2f teaching and online teaching, and the longer we ignore that fact and try to make online a simple substitute for in-person instruction, the more our students miss out.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instead of using these simulacra as the equivalent of in-person instruction, teachers can leverage them as playful complements to more authentic digital pedagogy. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1189984971.jpg\",\"id\":41936,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1189984971.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Instead of using these simulacra as the equivalent of in-person instruction, teachers can leverage them as playful complements to more authentic digital pedagogy.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>To create authentic digital learning experiences, educators should consider the visitor\/resident continuum.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The visitor\/resident continuum challenges&nbsp;<a href=\"https:\/\/www.marcprensky.com\/writing\/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf\">Marc Prensky\u2019s popular digital native\/digital immigrant dichotomy<\/a>. In the native\/immigrant model, Pensky refers to \u201cdigital natives\u201d as students who belong to a certain age group and who grew up speaking the \u201clanguage of the internet.\u201d <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A \u201cdigital immigrant\u201d would be a student who was not born into the digital world and adopts technology skills as if learning a non-native language. David White and Alison Le Cornu\u2019s new visitor\/resident model is more useful because:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>It shifts the focus from an individual's age and background to the way they interface with online tools and applications<\/li><li> It is a continuum, so individuals can move from visitor to resident type behaviors at any given time depending on purpose and context, and <\/li><li>One mode doesn\u2019t have more inherent value over another.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The problem with using the Bitmoji classroom as a stand-in for the physical classroom is that it keeps students almost exclusively in the digital visitor mode. When a student is in&nbsp;<a href=\"https:\/\/www.jisc.ac.uk\/full-guide\/evaluating-digital-services\">digital visitor mode<\/a>&nbsp;they go online to complete a specific task. In this mode, they rarely interact with others. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1215185296.jpg\",\"id\":41939,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1215185296.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">The problem with using the Bitmoji classroom as a stand-in for the physical classroom is that it keeps students almost exclusively in the digital visitor mode. When a student is in&nbsp;digital visitor mode&nbsp;they go online to complete a specific task. In this mode, they rarely interact with others.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Even though we might think of the Bitmoji classroom as an interactive space, most are menus of hyperlinks \u2014 a Google Slide that contains cute and clickable images that take students to individual tasks. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, students might click on the title of a lesson posted on the image of the whiteboard and it takes them to complete a worksheet. They might click on an image of a book on a shelf and get an audio recording of the author reading it. They might click a computer screen and be transported to play an enrichment game on Funbrain. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In these scenarios, students are clicking things to be checked off of a list. When they engage with a virtual space in this way, they aren\u2019t using any of the other functions endemic to digital pedagogy, like global collaboration, group processing, and authentic research investigations\u2014some of the potentials to which Zhao alluded.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What would it look like to create learning experiences for the digital resident? For one, resident experiences are less like playlists and more like projects. These projects may not have clickable referents on the Google Slide; instead they are complex and interdisciplinary investigations that require the student to engage with the internet as a researcher. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/student-centered-learning.jpg\",\"id\":30075,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/student-centered-learning.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">What would it look like to create learning experiences for the digital resident? For one, resident experiences are less like playlists and more like projects. These projects may not have clickable referents on the Google Slide; instead they are complex and interdisciplinary investigations that require the student to engage with the internet as a researcher.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>When a student is in digital resident mode, they use the Web as a place to express opinions, a place to form and build relationships. They develop a digital persona that remains a part of the digital landscape after they sign off. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to White and Le Cornu:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cResidents see the Web primarily as a network of individuals or clusters of individuals who in turn generate content.\u201d <\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In other words, the resident sees the virtual classroom as a way to generate and process content within a network of other individuals. This description echoes the skills that students practice and acquire through&nbsp;<a href=\"https:\/\/www.pblworks.org\/yes-you-can-facilitate-pbl-remotely\">project-based learning<\/a>, or what they might do when they engage in authentic online discussions through Twitter chats, the comments section of a news article, or interest-based discourse communities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zhao reminds us:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cOnline education cannot replace all functions schools play in our society, but it can do a lot more than being a lesser version of f2f schooling.\u201d <\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>To fully realize the potential of online learning, and ensure it is not a lesser version of in-person schooling, teachers should create experiences where students play the roles of digital visitors&nbsp;<em>and<\/em>&nbsp;digital residents. White and Le Cornu\u2019s model doesn\u2019t privilege the resident over the visitor because both modes have their purpose.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/iStock-1083700040-web.jpg\",\"id\":32157,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/iStock-1083700040-web.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">To fully realize the potential of online learning, and ensure it is not a lesser version of in-person schooling, teachers should create experiences where students play the roles of digital visitors&nbsp;<em>and<\/em>&nbsp;digital residents.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Instead, teachers can implement the model according to the learning outcomes and how they want students to engage with content, that is, when it makes sense to be a visitor vs. a resident.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it comes to Bitmoji classrooms, teachers should be mindful of their power and their purpose \u2014 of how they fit into the larger scope and sequence of the visitor-resident continuum. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Avatar-teachers and cartoonish landscapes bring humor and levity to virtual school. When used as an organizational platform to archive commonly used templates and tools, or to deliver an attention-grabbing class message, they can be the launch point into more meaningful learning and collaboration. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In other words, they should be used as visitor portals and pit stops, not final destinations. The merits of the Bitmoji classroom do not lie in how well they approximate f2f classrooms, but in how they help students feel connected to their school community or access the potentials of the global classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/choose-your-own-path.jpg\",\"id\":34665,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/choose-your-own-path.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">In other words, they should be used as visitor portals and pit stops, not final destinations. The merits of the Bitmoji classroom do not lie in how well they approximate f2f classrooms, but in how they help students feel connected to their school community or access the potentials of the global classroom.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:genesis-blocks\/gb-layouts \/-->",
            "title": "Guest Perspective: The Menagerie, Myths, and Merits of the Bitmoji Classroom",
            "excerpt": "Bitmoji classrooms exploded during emergency remote instruction in Spring 2020. Bitmoji classrooms are two-dimensional scenes depicting a teacher-created avatar in a drawn classroom environment; the scenes feature a variety of imaginary objects.",
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        {
            "id": 42729,
            "path": "\/strategic-planning\/",
            "author_id": 21,
            "timestamp": 1601572269,
            "content": "<h2>2025-2030<br>Michigan Virtual<br> Strategic Plan<\/h2>\t\t\n\t\t\t<h1>Education is changing faster than ever, and so are we.<\/h1>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/09\/MV_Strategic-Plan-External_FINAL.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload the Strategic Plan PDF\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=-wsL5eShnh0\t\t\t\t\n\t\t\t<h2>What we do.<\/h2>\t\t\n\t\t<p>Michigan Virtual continues to engage in impactful initiatives to support Michigan\u2019s K-12 system. Consistent with its mission to maximize learning and teaching by bringing together the best in people and technology, Michigan Virtual supports Michigan K-12 schools by providing:<\/p><ul><li>Best-in-class online courses for students in grades 6-12 taught by highly qualified, Michigan-certified teachers, as well as online content to power local virtual programs.<\/li><li>Practitioner-oriented research in ed tech innovation, as well as in online and blended learning that tracks outcomes of the entire sector.<\/li><li>Flexible, scalable, on-demand, and job-embedded professional development for educators in partnership with our state\u2019s leading educational organizations.<\/li><li>Expert consulting services to help administrators enhance virtual programs, create micro-schools, develop strategic plans, drive systemwide transformations, foster positive school culture, and integrate research for sustainable success and growth.<\/li><\/ul><p>Last year, over 170,000 students used an online instructional service or enrolled in a supplemental course from Michigan Virtual. In addition, we provided more than 95,000 school and daycare personnel with professional development programming, serving 99% of all LEAs, 100% of public school academies, and 77% of all nonpublic schools in the state.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"888\" height=\"752\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/08\/Screenshot-2024-08-27-at-1.46.56\u202fPM.png\" alt=\"Strategic Priorities and Accelerants\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption><\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t<h2>\nOur mission, vision, &amp; values\n<\/h2>\t\t\n\t\t<p>The following mission, vision, and values represent who we are as an organization and the values we aim to embody in our everyday work:<\/p>\t\t\t\t\n\t\t\t<h4>Our Mission<\/h4>\t\t\n\t\t\tMaximize learning and teaching by bringing together the best in people and technology.\t\t\n\t\t\t<h4>Our Vision<\/h4>\t\t\n\t\t\t<h2>Be Michigan\u2019s leader for innovation in education.<\/h2>\t\t\n\t\t\t<h4>Our Values<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Put Learners First<\/strong><br>We believe learners are central to our mission and vision.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Act with Integrity<\/strong><br>We are respectful, honest, accountable, and trustworthy with each other and our stakeholders.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Champion Diversity<\/strong><br>We seek different voices, faces, ideas, backgrounds and believe human diversity, the seen and unseen, drives innovation and creativity.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Commit to Excellence<\/strong><br>We provide quality products, services, and relationships to satisfy all stakeholders.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<strong>Cultivate Creativity<\/strong><br>We inspire curiosity and innovative problem solving.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Our Strategic Priorities<\/h2>\t\t\n\t\t\t<h3>What we are focused on<\/h3>\t\t\n\t\t<h4><strong>Drive Educational Change<\/strong><\/h4><p>Urgency is increasing in our stakeholders to design, develop, and deploy new educational models that serve diverse learner needs. We partner with educational leaders and empower them with the tools and insights needed for transformation, positioning ourselves as thought leaders in forecasting and adapting to emerging trends in the future of learning. Key to our strategy is forming collaborative partnerships with like-minded educational organizations. These alliances enhance our capacity to introduce and implement innovative and transformational learning models, ensuring learning communities are well-prepared for the future.<\/p><h4>Broaden Student Pathways<\/h4><p>Many students have difficulty seeing the relevance of their learning, struggle with engagement, and often do not have a clear vision for their future. We will enrich students\u2019 educational journey by expanding access to a diverse array of engaging core and high-interest elective offerings. We\u2019ll focus on preparing students for success beyond school, equipping them with the skills and knowledge needed for both college and careers. To achieve this, we aim to collaborate with Michigan employers, higher education institutions, education associations, and industry partners to integrate a variety of approaches, such as job-ready certifications, real-world project-based learning, virtual internships, tutoring services, career coaching, and innovative capstone experiences. These approaches will embrace a mix of traditional semester-length delivery models as well as new flexible learning structures.<\/p><h4>Power Professional Learning<\/h4><p>Michigan sits on top of an unprecedented need for talent development. We will scale our professional learning services while providing positive experiences that people want to tell their friends and colleagues about. We will accomplish this by partnering with Michigan organizations and others whose work directly or indirectly impacts students, education personnel, or the educational system. We will offer high-quality, in-person and online options that reach more than 100,000 learners while maintaining fidelity, affordability, and designing with all learners in mind.<\/p>\t\t\t\t\n\t\t\t<h2>Our Strategic Accelerants<\/h2>\t\t\n\t\t\t<h3>What helps us achieve our priorities<\/h3>\t\t\n\t\t<h4>Evolve Digital Ecosystems<\/h4><p>Users expect secure systems that are easy to use. We commit to evolving our digital ecosystem to address both needs. By \u201cdigital ecosystem\u201d we mean the infrastructure and technologies we use to provide services to our stakeholders or support our staff. By providing safe, secure, yet easy to use platforms, we believe we will accelerate the work on our three strategic priorities.<\/p><h4>Be a Talent Destination<\/h4><p>Our employees are our most valuable assets. We want to attract and retain top-tier talent. We do this by making <em>Michigan Virtual\u00a0<\/em>an exceptional place to work where people get to do engaging work with interesting people, have appropriate flexibility and work-life balance, and are compensated fairly.<\/p><h4>Promote Fiscal Health<\/h4><p>To achieve our priorities and fulfill our mission, we must be financially prudent. This means investing in new areas of growth and advancement while also operating in a sustainable and responsible manner. Striking the proper balance will allow us to better serve our stakeholders through increased offerings and quality service.<\/p>\t\t\t\t\n\t\t\t<h2>Our Priority Metrics<\/h2>\t\t\n\t\t\t<h3>How we will measure success<\/h3>\t\t\n\t\t<h4>1. DRIVE Educational Change<\/h4><p><strong>Ignite Transformation<\/strong><br \/>Cultivate engagement in at least 400 learning communities to test, adopt, or scale a portfolio of educational innovations.<\/p><p><strong>Grow Impact<\/strong><br \/>100 or more learning communities self-report actionable implementation of new learning models and innovations for local needs based on support from Michigan Virtual.<\/p><p><strong>Sustain Diverse Partnerships<\/strong><br \/>Maintain multi-year partnerships in at least 25% of the learning communities while focusing on at least 25% of the communities identified as high-need areas by the state annually.<\/p><h4>2. BROADEN Student Pathways<\/h4><p><strong>Expand Access<\/strong><br \/>Expand college and career readiness enrollments from 4,000 to 8,000 or more annually.<\/p><p><strong>Grow External Partners<\/strong><br \/>Develop at least 10 strategic alliances with employers, higher education institutions, or education\/business<br \/>associations that result in expanded career pathway programming for Michigan\u2019s secondary students.<\/p><p><strong>Offer Real World Opportunities<\/strong><br \/>Develop and launch at least 15 student-facing educational offerings or services that include new and compelling features such as flexible learning structures, certification readiness, real-world project-based learning, virtual internships, tutoring services, career coaching, or innovative capstone experiences.<\/p><h4>3. POWER Professional Learning<\/h4><p><strong>Scale Learning<\/strong><br \/>Double completed professional learning hours from 750,000 to 1.5M or more annually.<\/p><p><strong>Inspire Ambassadors<\/strong> <br \/>70% of respondents will give us a 9 or 10 (out of 10) annually to the following question: \u201cHow likely is it that you would recommend <em>Michigan Virtual<\/em> to a friend or colleague?\u201d<\/p>\t\t\t\t\n\t\t\t<h2>Our Accelerant Metrics<\/h2>\t\t\n\t\t\t<h3>How we measure success<\/h3>\t\t\n\t\t<h4>Evolve Digital Ecosystems<\/h4><p><strong>Ensure Security and Data Privacy<\/strong><br \/>Achieve compliance with internationally recognized security controls (e.g., CIS Critical Security Controls v8, IG1 and IG2) and data governance standards (e.g., TrustEd Apps).<\/p><p><strong>Offer Ease of Use<\/strong><br \/>75% of respondents will agree or strongly agree that our systems and processes are easy to use.<br \/>We will assess in 5 areas:<\/p><ul><li><strong>Overall<\/strong> - Michigan Virtual is easy to use.<\/li><li><strong>Search<\/strong> - Michigan Virtual makes it easy to find what I am looking for.<\/li><li><strong>User Management<\/strong> - Michigan Virtual makes it easy to create a user account or recover my<br \/>login information.<\/li><li><strong>Registration\/Enrollment<\/strong> - Michigan Virtual makes it easy to enroll in a course.<\/li><li><strong>Pacing\/Grading<\/strong> - Michigan Virtual makes it easy to see how well I am doing in my course.<\/li><\/ul><h4>Be a Talent Destination<\/h4><p><strong>Maintain Employee Satisfaction<\/strong><br \/>90% or more of staff are highly satisfied with working at <em>Michigan Virtual<\/em>.<\/p><h4>Promote Fiscal Health<\/h4><p><strong>Balance Budgets<\/strong><br \/>Operate in the black except for Board-approved strategic uses of reserves. <\/p>\t\t\t\t\n\t\t\t<h2>What's next?<\/h2>\t\t\n\t\t\t<h3>Building together toward a better future<\/h3>\t\t\n\t\t<p>As we look forward to the ambitious and necessary work in this Strategic Plan, we\u2019re reminded about the role <em>Michigan Virtual<\/em> plays as a statewide leader for learning and innovation.<\/p><p><em>Michigan Virtual<\/em> continues to shape and illuminate educational innovations throughout Michigan's K-12 system. As we move forward, we are excited to explore new approaches in classrooms, conduct research, and develop visionary experiences for the future of learning.<\/p><p>Our goal is to expand student experiences and improve student outcomes by embracing diverse perspectives and innovative ideas. If you're interested in exploring partnerships and possibilities with <em>Michigan Virtual<\/em>, we invite you to reach out and discover how we can learn and work together!<\/p>\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tReach out to us\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Our Board of Directors<\/h2>\t\t\n\t\t<p>Our board of directors governed the creation of this strategic plan by positing a vision for what\u2019s needed to move Michigan education forward and laying a clear framework for how <em>Michigan Virtual<\/em> is uniquely positioned to contribute to this vision. The powerful thinkers on our volunteer board of directors represent business, industry, higher education, K-12 education, and state government.<\/p>\t\t\t\t\n\t\t\t<h2>Let's work together.<\/h2>\t\t\n\t\t<p>Did any of this resonate with you? We invite you to reach out to our innovation team if you\u2019re interested in exploring a partnership with us around any of our strategic goals or initiatives.<\/p><p>Fill out the 2-question survey below, and one of our team members will get in touch with you.<\/p>",
            "title": "Strategic Plan",
            "excerpt": "2025-2030Michigan Virtual Strategic Plan Education is changing faster than ever, and so are we. Download the Strategic Plan PDF What we do. Michigan Virtual continues to engage in impactful initiatives to support Michigan\u2019s K-12 system. Consistent with its mission to maximize learning and teaching by bringing together the best in people and technology, Michigan Virtual...",
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        {
            "id": 42651,
            "path": "\/research\/publications\/committing-to-quality-online-learning\/",
            "author_id": 59,
            "timestamp": 1601405415,
            "content": "<!-- wp:heading -->\n<h2 id=\"the\">The need for standards of quality<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As an increasing number of schools and districts throughout the state of Michigan are including an online learning format in their academic programs, there is a related and growing need to ensure students are receiving the highest quality education in this format. Having a set of nationally-recognized \u201cstandards of quality\u201d for schools and districts will help school leaders plan for the development of high-quality online courses, instructional practices, and school- or district-wide programs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> has maintained a long-lasting relationship with two education entities that have been at the forefront of virtual learning in the United States: the <a href=\"https:\/\/www.virtuallearningalliance.org\/\">Virtual Learning Leadership Alliance<\/a> (VLLA) and <a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a> (QM). When these organizations teamed up to revise the outdated national online learning standards developed by the International Association for K-12 Online Learning (now called <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a>), <em>Michigan Virtual <\/em>stepped into leadership roles in the development of the new <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a>. Through their participation, <em>Michigan Virtual<\/em> remains poised to serve all Michigan schools as they move forward with the ongoing development of their own online learning programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The need for <em>Michigan Virtual\u2019s <\/em>expertise has been amplified by the COVID-19 pandemic as schools and districts across the state are relying heavily on the use of online or virtual learning to help with their <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">continuity of learning<\/a> during the 2020-21 school year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"overview\">Overview of the National Standards for Quality Online Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The National Standards for Quality Online Courses, Programs, and Teaching<em> <\/em>have been the most widely used and accepted benchmark for states, districts, and schools that use an online learning model or are working towards incorporating one. With a goal of providing the K-12 online and blended learning community with an updated, refreshed set of openly licensed standards to help evaluate and improve online courses, online teaching, and online programs, the VLLA, QM, and expert project contributors began their work. The standard sets, updated in 2019, include standards for quality online programs, quality online courses, and quality online teaching. Each individual standard is accompanied by a set of indicators as well as explanations and examples, which will allow for a variety of program types to understand the standards as they relate to their unique model and needs. The standards will be continuously and regularly revised and updated in order to reflect the most current research and best practices in the field of online and blended learning and to serve as a useful benchmark for schools, districts, and statewide programs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">National Standards for Quality Online Programs<\/a> are intended to provide guidance and serve as a framework to improve online and blended learning programs. The standards address the principles of a quality online program including components of quality online teaching and quality course design and are broken down into the following 14 standard categories:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Mission Statement<\/strong>: With a focus on learning, clearly convey online program purpose and goals. The mission statement serves as a guide for day-to-day operations and for future strategic planning.&nbsp;<\/li><li><strong>Governance<\/strong>: A governance structure is developed with transparent roles and responsibilities designed to ensure long-term success. Governance members are knowledgeable about K-12 online learning and collaborate with the leadership team to implement policies and procedures that are in alignment with state accrediting agencies.&nbsp;<\/li><li><strong>Leadership<\/strong>: In a quality online program, the leadership team is responsible to the governance body and responsible for setting and meeting goals in support of the program\u2019s mission.&nbsp;<\/li><li><strong>Planning<\/strong>: In order to reflect upon and improve organizational effectiveness, leadership should engage in regular strategic planning. Goals should be updated annually and shared throughout the organization.&nbsp;<\/li><li><strong>Organizational Staff<\/strong>: Staff are qualified, well-trained, and provided with ongoing support and the resources needed to achieve organizational goals and oversee the instructional learning environment.&nbsp;&nbsp;<\/li><li><strong>Financial and Material Resources<\/strong>: Plan for and manage financial and material resources in order to accomplish the organization\u2019s mission and vision.&nbsp;<\/li><li><strong>Equity and Access<\/strong>: Policies and practices ensure that all learners are able to access the program, and accommodations are made to meet a variety of student needs.&nbsp;<\/li><li><strong>Integrity and Accountability<\/strong>: Leadership provides regular and timely updates on progress towards goal attainment, alignment to standards, student learning achievement, and meeting or exceeding industry standards related to course rigor.&nbsp;<\/li><li><strong>Curriculum and Course Design<\/strong>: Instructional design methods are implemented to enable effective online instruction for all courses and licensed content. Courses utilize regularly evaluated technology, and content is aligned with appropriate learning standards.&nbsp;&nbsp;<\/li><li><strong>Instruction<\/strong>: Leadership ensures excellent teaching is provided for students through instruction that is guided by evidence-based practices, self-assessment, inclusivity, academic integrity of assignments and assessments, and using learning analytics to inform changes in pedagogy and instructional practices.&nbsp;<\/li><li><strong>Assessment and Learner Performance<\/strong>: Multiple methods are used to assess student progress towards stated learning goals, including formative assessments, as well as providing timely, effective feedback.&nbsp;<\/li><li><strong>Faculty and Staff Support<\/strong>: Faculty and staff are provided with regular feedback regarding their performance and that of their students, professional development opportunities aligned to the National Standards for Quality Online Teaching, and timely and effective technical support.&nbsp;<\/li><li><strong>Learner and Parent\/Guardian Support<\/strong>: Support services are provided to both guardians and learners to address their varying needs, including academic advising, and to ensure learner success.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<\/li><li><strong>Program Evaluation<\/strong>: Regular program evaluations, both internal and external, are conducted to inform all processes that affect teaching and learning.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\">National Standards for Quality Online Courses<\/a> provide a framework for schools, districts, and agencies to improve online learning courses. The standards should be modified to meet the individual needs of users and can be used as a tool to guide decision making. The standards are separated into the following seven categories:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Course Overview and Support<\/strong>: Overall course design and policies, as well as learner expectations, are available and made clear to the learner at the beginning of the course.&nbsp;<\/li><li><strong>Content<\/strong>: Various content options that promote student mastery of course content that are aligned with state or national standards are provided within each course as well as measurable objectives that state what learners will be able to demonstrate upon course completion.&nbsp;<\/li><li><strong>Instructional Design<\/strong>: Instructional materials, activities, resources, and assessments are aligned to standards, engage all learners, and promote achievement of stated competencies and academic goals.&nbsp;<\/li><li><strong>Learner Assessment<\/strong>: Various assessment strategies are used throughout the course and are geared towards learning and engagement. Assessments are linked to stated course competencies, and learners are provided with feedback on their progress.&nbsp;<\/li><li><strong>Accessibility and Usability<\/strong>: Course design reflects a commitment to accessibility and usability so that all learners can easily access and interact with all course materials and components.&nbsp;<\/li><li><strong>Technology<\/strong>: Course technologies promote learning and support course competencies without impeding the learning process.&nbsp;<\/li><li><strong>Course Evaluation<\/strong>: Course content and design are kept up to date and evaluated regularly for effectiveness. Findings from course evaluations are used as a basis for improvement.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">National Standards for Quality Online Teaching<\/a> provide a framework for schools, state agencies, statewide online programs, and other interested educational institutions to improve online teaching and learning. While the instructional philosophies and models for online teaching vary widely, these standards serve as guidance but provide flexibility. The National Standards for Quality Online Teaching are broken down into the following eight categories:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Professional Responsibilities<\/strong>: The online teacher has academic credentials in the field in which he\/she is teaching and keeps up to date with the best practices in online teaching and learning pedagogy.&nbsp;<\/li><li><strong>Digital Pedagogy<\/strong>: The online teacher supports learning, uses digital technologies thoughtfully, and recognizes the impact of using (or not using) digital tools on learning.&nbsp;<\/li><li><strong>Community Building<\/strong>: To build a supportive online learning community, learner-learner interaction and collaboration are encouraged but are guided by expectations for appropriate behavior.&nbsp;<\/li><li><strong>Learner Engagement<\/strong>: Learner success and engagement is promoted through interactions with peers, with other stakeholders, and in learning activities. Learner agency is encouraged and the online teacher enables a learner-customized pace.&nbsp;<\/li><li><strong>Digital Citizenship<\/strong>: Standards for learner behavior related to technology use are established. The online teacher creates learning opportunities to model and promote digital citizenship.&nbsp;<\/li><li><strong>Diverse Instruction<\/strong>: Instruction is personalized based on learners\u2019 diverse needs. Data are used to identify those learners who need additional support.&nbsp;<\/li><li><strong>Assessment and Measurement<\/strong>: Online assessments are reliable, valid, and varied to accurately measure learner progress and achievement of learning objectives. Assessment data are used to create personalized learning experiences based on learners\u2019 needs.&nbsp;<\/li><li><strong>Instructional Design<\/strong>: Instructional resources are created to engage all learners and to ensure learner achievement of academic goals.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"promotion\">Promotion of the standards in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>continues to promote the National Standards for Quality Online Learning throughout the state of Michigan through the writing of blog posts and reminders of their availability through social media and website publications. In their <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, <em>Michigan Virtual <\/em>referenced and discussed the standards throughout the series in several posts, tying topics back to the standards while promoting and clarifying the meaning of individual standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, the National Standards for Quality Online Programs standard of <em>Program Evaluation<\/em> was discussed in the blog <a href=\"https:\/\/michiganvirtual.org\/blog\/what-do-successful-k-12-online-programs-have-in-common\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">What Do Successful K-12 Online Programs Have in Common?<\/a>, the standard of <em>Leadership <\/em>was discussed in the blog <a href=\"https:\/\/michiganvirtual.org\/blog\/instructional-leadership-supporting-online-teachers\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Instructional Leadership: Supporting Online Teachers<\/a>, the standard of <em>Faculty and Staff Support<\/em> was discussed in the blog <a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-teachers-need-ongoing-professional-development\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Why Online Teachers NEED Ongoing Professional Development<\/a>, and the standard of <em>Learner and Parent\/Guardian Support <\/em>was discussed in the blog <a href=\"https:\/\/michiganvirtual.org\/blog\/creating-a-supportive-learning-environment-for-online-students-communication-is-key\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Creating a Supportive Learning Environment for Online Students: Communication is Key<\/a>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, the National Standards for Quality Online Teaching standard of <em>Learner Engagement <\/em>was discussed in the blog <a href=\"https:\/\/michiganvirtual.org\/blog\/communication-engagement-in-the-online-classroom\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Communication &amp; Engagement in the Online Classroom<\/a>, the standard of <em>Diverse Instruction<\/em> was discussed in the blog <a href=\"https:\/\/michiganvirtual.org\/blog\/online-student-support-and-enrichment\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Online Student Support and Enrichment<\/a>, and the standard of <em>Professional Responsibilities <\/em>was discussed in the blog <a href=\"https:\/\/michiganvirtual.org\/blog\/connecting-teachers-a-community-of-practice\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Connecting Teachers: A Community of Practice<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> also offers <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">online program reviews<\/a> to Michigan K-12 schools and districts with supplemental online learning programs at no cost to the schools. These program reviews are directly aligned to the National Standards for Quality Online Programs and present an opportunity for schools to reflect on what\u2019s working in their programs and which areas to modify in order to increase program effectiveness. Programs are analyzed based on existing evidence, and schools receive customized feedback and targeted resources related to their future growth areas. Schools are also provided an opportunity to discuss their results with our researchers and to ask questions tailored to their needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In developing the review process, <em>Michigan Virtual<\/em> identified key areas of successful supplemental online programs rooted in the National Standards for Quality Online Programs:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Program foundation<\/li><li>Curriculum, instruction, and assessment<\/li><li>Teacher and mentor support<\/li><li>Student and parent support<\/li><li>Communication, and&nbsp;<\/li><li>Program evaluation<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Through conducting these online program reviews, <em>Michigan Virtual<\/em> aims to help schools and districts increase student achievement in online learning as well as to help them align their practices to the National Standards for Quality Online Programs.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"raising\">Raising the quality of online learning in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As Michigan schools continue to develop and expand their online or virtual learning opportunities for students, it is highly recommended that they incorporate the National Standards for Quality Online Learning into the design, implementation, and ongoing refinement of their programs as a way to ensure that students experience high-quality learning. To that end, <em>Michigan Virtual<\/em> has created a series of online professional learning courses for teachers and administrators that are grounded in the NSQOL standards. The courses are designed to help schools increase the quality of their online courses, the related instructional practices, and the strength of their online learning programs, in general. The four courses are self paced, provide an opportunity for educators to receive <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-5683_14795_83468-457786--,00.html\">SCECHs<\/a> upon course completion, and are available at no cost to educators. Each course is designed to support educators by helping them to modify existing practices in a remote or blended learning environment in ways that are aligned with the National Standards for Quality Online Learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In <a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-1-getting-started\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Course 1: Getting Started<\/a>, educators are introduced to the National Standards for Quality Online Learning. The course focuses specifically on the quality online Teaching standards of <em>Digital Pedagogy<\/em>, <em>Digital Citizenship<\/em>, and <em>Community Building<\/em>. Upon completion of the course, educators should be able to promote clear expectations and guidance for learners in online courses as well as to examine indicators of (a) successful digital pedagogy practices, (b) impactful community building practices, and (c) practices that help to foster students\u2019 digital citizenship.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-2-course-content-design\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Course 2: Course Content and Design<\/a> focuses specifically on the quality online Course standards of <em>Content <\/em>and <em>Instructional Design <\/em>and the quality online Teaching standard of <em>Learner Engagement<\/em>. Upon completion of the course, educators should be able to examine indicators that promote learner engagement as well as to examine indicators of effective instructional design and effective content identification, alignment, and use.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-3-assessment\/\" target=\"_blank\">Course 3: Assessment<\/a> focuses specifically on the Course standard of <em>Learner Assessment<\/em> and the Teaching standard of <em>Assessment and Measurement<\/em>. Upon completion of the course, educators should be able to examine indicators that support assessment variety, alignment, learner progress, and learner needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a aria-label=\"Course 4: Meeting Needs (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-4-meeting-needs\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Course 4: Meeting Needs<\/a> focuses specifically on the Course standard of <em>Accessibility &amp; Usability<\/em> and the Teaching standard of <em>Diverse Instruction<\/em>. Upon completion of the course, educators should be able to examine indicators of diverse instruction and indicators that promote accessibility and usability.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Throughout each course, specific examples (with links to resources) are provided as to how teachers can meet specific standards at both the elementary and secondary levels. Educators are invited to add their own ideas and suggestions, interact thoughtfully with the course content, and reflect upon their own teaching practices. The courses provide a plethora of ideas that teachers can immediately implement in their own classrooms or within their own courses to improve their instructional pedagogy and align it more closely with the National Standards for Quality Online Learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The National Standards for Quality Online Courses is also used in the quality review process required for virtual courses to be included in <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan's Online Course Catalog<\/a>. The course syllabus includes the result of the Course Review with the rating and comments by standard.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As the number of students and teachers who are learning and teaching in some form of an online format continues to grow, schools and state-level leaders are encouraged now, more than ever, to engage with <em>Michigan Virtual <\/em>in order to learn more about how to increase the quality and impact of their online or virtual learning programs. Whether that means encouraging teachers to complete the series of online professional learning courses geared towards exploring the National Standards for Quality Online Learning, engaging with <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">blogs<\/a> and other content, signing up for a free online program review, or just exploring the wealth of resources available on their <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">website<\/a>, <em>Michigan Virtual<\/em> is committed to providing quality online learning experiences for all of their students and serving as a resource for others who share the same commitment to quality online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Committing to Quality Online Learning",
            "excerpt": "As an increasing number of schools and districts throughout the state of Michigan are including an online learning format in their academic programs, there is a related and growing need to ensure students are receiving the highest quality education in this format. Having a set of nationally-recognized \u201cstandards of quality\u201d for schools and districts will help school leaders plan for the development of high-quality online courses, instructional practices, and school- or district-wide programs. ",
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            "id": 42410,
            "path": "\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/",
            "author_id": 55,
            "timestamp": 1601401421,
            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"findings\">K-12 Online Program Evaluation, Quality, and Policy Core Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Evaluation and approval of K-12 online and blended programs and courses vary widely by state, but there are five common areas: level of evaluation, approval requirements, geographic reach, delivery model, and evaluation and approval procedures.<\/li><li>Educational stakeholders were largely in agreement that there should be clear expectations of accountability for everyone involved in online K-12 education.&nbsp;<\/li><li>K-12 online providers reported a number of effective input practices to assure quality; however, they still reported significant challenges related to learner outcomes.&nbsp;<\/li><li>Michigan adults felt that it was important for older K-12 learners to have the option to enroll in online courses.<\/li><li>Michigan adults viewed K-12 online learning as important to prepare learners for college and future success.&nbsp;<\/li><li>Educational stakeholders were using K-12 online learning but had concerns about quality and overall were more focused on blended learning.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"quality\">K-12 Online Program Evaluation and Quality<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Barbour, Clark, DeBruler, and Bruno (2014) found that there was no consistent national model of evaluation or approval of K-12 online or blended programs or courses. That is to say that there was no singular process that states or school districts used in either approving K-12 online or blended courses or programs, or evaluating existing programs or courses. As public education is largely left up to individual states, there is also no consistent national model encouraged by the federal government. Even with the considerable variability between states in approval and evaluation processes, five consistent areas for consideration were identified:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Level of evaluation and approval.&nbsp;<\/li><li>Approval requirement.&nbsp;<\/li><li>Geographic reach.&nbsp;<\/li><li>Delivery model.&nbsp;<\/li><li>Evaluation and approval procedures (Barbour, et al., 2014).&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>There was also widespread agreement among Michigan educational stakeholders that there should be clear expectations of accountability for everyone involved:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Clear communications of expectations and awareness.&nbsp;<\/li><li>Addition of learner support structures including on-site mentors.&nbsp;<\/li><li>Specific guidelines for teacher of record and mentor of record role.&nbsp;<\/li><li>Changes to state reporting guidelines including statewide reporting and performance.&nbsp;<\/li><li>Updates to course catalog including learner and parent reporting and feedback.<\/li><li>Additional Requirement of Online Course Syllabi under Section 21f.<\/li><li>Pilot the use of Michigan interim assessments for online courses as end of course (EOC) exams.&nbsp;<\/li><li>Updates to course review process (Archambault, Kennedy, Freidhoff, Bruno, DeBruler, &amp; Stimson, 2015).&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In a case study with K-12 online providers in Michigan, Clark (2016) found that effective internal evaluation practices seemed to converge on three main areas: learners, courses, and teachers. For learners, online providers developed and implemented personalized learning plans, used a variety of learning modalities and instructional support strategies, and took advantage of local mentor support. For courses, online providers utilized standards-aligned course reviews, planned curriculum development cycles, and targeted the use of adaptive release in online courses. For teachers, online providers created professional development groups and communities, and teacher start-of-course checklists. These same schools also noted some challenges, which did not converge as cleanly as the effective practices, but could be encapsulated by the following five concepts:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Rapid program growth and expanding capacity while maintaining quality.<\/li><li>Low learner mastery and\/or overall course performance leading to learners not earning credit towards graduation.&nbsp;<\/li><li>Variability in local support.&nbsp;<\/li><li>Variability in course format and rigor.&nbsp;<\/li><li>Funding special education services.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"policy\">K-12 Online Policy<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For years, Michigan adults have consistently viewed online learning as important and expect it to continue to grow. Over 70% of respondents of two Public Sector Consultant surveys since 2014 (Michigan residents) felt that it is somewhat or very important for middle and high school learners to have the option of enrolling in an online course at their local school district. (Public Sector Consultants, 2017; Public Sector Consultants, 2019)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, Michigan college learners saw value in taking online courses at the K-12 level as a way to prepare for college. This sentiment was shared by Michigan adults who viewed knowing how to learn online as critical to future success (Public Sector Consultants, 2017; Public Sector Consultants, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Nearly three-quarters of Michigan adults thought that high school learners should take at least one online course prior to graduation, a 10% increase from 2014 (Public Sector Consultants, 2017; Public Sector Consultants, 2019). In a survey of secondary school principals in 2013, 87% had learners enrolled in an online course (Michigan Virtual University, 2013).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From 2014 to 2019, a majority of high school learners shifted from saying that a few or none of their online courses (62%) used a learning management system (LMS) to responding that all or most (54%) of their courses used an LMS (Public Sector Consultants, 2017; Public Sector Consultants, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educational stakeholders reported that standards alignment, quality, and rigor were among the most important considerations in selecting online providers. Once selected, satisfaction with online courses varied greatly by vendor (Michigan Virtual University, 2013). While online learning was happening at a majority of secondary schools in Michigan in 2013, most schools were focused on solutions for blended learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"resources\">K-12 Online Program Evaluation, Quality, and Policy Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Based on the consistent findings of the Michigan statewide surveys, there appeared to be an appetite in the general public for high-quality online learning options. These options should be available; however, schools were finding it difficult to ensure high-quality courses for their students. <em>Michigan Virtual<\/em> was already responding to this appetite by offering high-quality courses and providing free online program reviews. <em>Michigan Virtual<\/em> course developers were trained by Quality Matters to assure that course content, learning activities and materials, and assessments were aligned with learning objectives and state or national standards. Further, developed courses also underwent third-party reviews with Quality Matters and were revised until a Quality Matters certification was achieved. <em>Michigan Virtual<\/em> program reviews were offered free to Michigan K-12 schools with supplemental online learning programs (i.e. not full-time cyber schools). The reviews allowed districts to reflect on what was working in their programs and ways to increase effectiveness.&nbsp;<\/li><li>Michigan adults perceived online learning as important for K-12 learners to prepare them for college and felt that learners should have the option to enroll in online courses. Educational stakeholders also valued online learning; however, they reported serious concerns about quality and were more focused on blended learning which incorporates digital and internet learning but is not exclusively online.&nbsp;<\/li><li>Educational stakeholders agreed that there should be accountability for online learning. Based on the limited research conducted by <em>Michigan Virtual<\/em> there did not seem to be a national, or even widely used model for approval and evaluation of K-12 online programs and blended programs. Given the concerns from educational stakeholders and low performance associated with some online learning programs, perhaps there needed to be more rigorous review and regular evaluation of online programs.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Archambault, L., Kennedy, K., Freidhoff, J. R., Bruno, J., DeBruler, K., &amp; Stimson, R. (2015). <em>Accountability in K-12 online learning course access programs: Stakeholder recommendations for policy and practice<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/accountability-in-k-12-online-learning-course-access-programs-stakeholder-recommendations-for-policy-and-practice\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/accountability-in-k-12-online-learning-course-access-programs-stakeholder-recommendations-for-policy-and-practice\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M. K., Clark, T., DeBruler, K., &amp; Bruno, J. A. (2014). <em>Evaluation and approval constructs for online and blended courses and providers.<\/em> Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigan-virtual-report-examines-online-learning-policies-and-practices\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/michigan-virtual-report-examines-online-learning-policies-and-practices\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Clark, T. (2016). <em>Quality assurance in K-12 online learning programs: Michigan case studies<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/quality-assurance-in-k-12-online-learning-programs-michigan-case-studies\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/quality-assurance-in-k-12-online-learning-programs-michigan-case-studies\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual University. (2013). <em>Michigan association for secondary school principals online learning survey report<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigan-association-for-secondary-school-principals-survey\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/michigan-association-for-secondary-school-principals-survey\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Public Sector Consultants (2017). <em>Public awareness and views of K-12 online learning in Michigan 2017.<\/em> Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Public Sector Consultants (2019). <em>Public awareness and views of K-12 online learning in Michigan 2019<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: K-12 Online Program Evaluation, Quality, and Policy",
            "excerpt": "While there is widespread agreement about the value of online courses, quality remains a significant concern. Educational stakeholders largely agree that there should be clear expectations and accountability for online programs and course providers however practice of this remains fragmented and inconsistent.",
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            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"findings\">K-12 Online Learner Motivation Core Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Michigan Virtual K-12 online learners matched motivation profiles found in face-to-face courses.<\/li><li>A majority of K-12 online learners reported that their online course helped them learn better time management.&nbsp;<\/li><li>Amotivated K-12 online learners, while a minority, struggled more in their online courses than any other motivation profile group and attributed their performance largely to external factors.&nbsp;<\/li><li>The more K-12 online learners were interested in their online course, the higher their final course grades were on average.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>While <em>Michigan Virtual <\/em>has only conducted or sponsored a limited amount of research on K-12 online learner motivation, there are still some worthwhile findings from that work. Learners in <em>Michigan Virtual <\/em>courses had motivation profiles that were similar to those found in learners in face to face courses (Wormington, 2017). Specifically, profiles of highly motivated by any means, intrinsically motivated and confident, and amotivated were found in <em>Michigan Virtual <\/em>courses. In another study on motivation, it was found that motivational profiles differed significantly across enrollment reasons (i.e., credit recovery, elective, or requirement) (Zhang &amp; Lin, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Traditional performance-focused profiles were not found, which could be attributed to the change in context changing how performance indicators present. The highly motivated by any means, intrinsically motivated and confident, and average motivation group had equally high exam scores throughout the semester and reported similar engagement and self-regulation (Wormington, 2017). Lowes (2014) also found that a majority of learners indicated that the greatest benefit of taking an online course was that it helped them learn to manage their time well. Similarly, in foreign language courses, Lin, Zhang, and Zheng (2017) found that learning strategies, not motivation profiles, predicted learners' course success. One area that may hold promise in helping both engage learners and develop self-regulatory skills is gaming (Beck, 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It may be that some highly motivated learners with self-regulation skills are able to refine and practice those skills in their online course, while learners who are not as motivated or lack the necessary skills struggle to engage with their courses in a substantial way. Unsurprisingly, Rosenberg and Ranellucci (2017) also found that while there are a variety of motivational factors that influence learners, the more interested in the course learners were, the higher their final course grade tended to be.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Compared to the other motivation profiles, in Wormington (2017), the amotivated group had lower exam scores (by about 15 to 25 points) and reported more negative self-perceptions. This group of amotivated learners was less likely to attribute their poor performance to internal controllable factors (e.g.,effort, use of study strategies, time spent on course), which according to the researcher, suggests the learners felt like they were unable to change the factors influencing their performance (Wormington, 2017). Cozart (2014) suggested that when teachers identify learners who are seemingly withdrawn from the course or amotivated, it may be indicative of a deeper issue. Cozart (2014) also suggested that increasing teacher-learner, as well as learner-learner interactions may help learners manage their emotions more effectively and ultimately increase motivation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"resources\">K-12 Online Learner Motivation Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Learners who are interested in their courses and motivated to successfully complete their courses tend to have better course outcomes. These learners may even be able to refine their self-regulation skills in their online courses. However, there are a smaller group of amotivated learners who do not do as well in their online courses for a variety of reasons. This group of learners may benefit from increased learner-teacher interactions and self-regulated learning skill building, beyond what is offered in an orientation course. Further research is needed in the area of motivation in <em>Michigan Virtual<\/em> courses, specifically into the role of self-regulated learning in successful course completion.&nbsp;<\/li><li>While it is not reasonable to expect all online learners to be interested in their online courses (e.g., courses required for high school graduation, courses to recover credit), online courses that are specifically of interest to learners may provide a space to acclimate to online learning and develop some self-regulated learning skills. <em>Michigan Virtual<\/em> offers such interest based courses, specifically the Minecraft summer learning course and summer language learning courses.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Beck, D. (2017). <em>Games used in k-12 schools: A research perspective<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/games-used-in-k-12-schools-a-research-perspective\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/games-used-in-k-12-schools-a-research-perspective\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cozart, J. (2014, November 14). New research on affective and motivational factors of learning in online mathematics courses. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/new-research-on-affective-and-motivational-factors-of-learning-in-online-mathematics-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/new-research-on-affective-and-motivational-factors-of-learning-in-online-mathematics-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H., Zhang, Y., &amp; Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. <em>Computers &amp; Education<\/em>, <em>113<\/em>, 75-85. <a class=\"rank-math-link\" href=\"https:\/\/doi.org\/10.1016\/j.compedu.2017.05.014\">https:\/\/doi.org\/10.1016\/j.compedu.2017.05.014<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lowes, S. (2014, September 8). Learning to learn online: A work in progress in helping students to learn self-regulation. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/learning-to-learn-online-a-work-in-progress-in-helping-students-to-learn-self-regulation\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/learning-to-learn-online-a-work-in-progress-in-helping-students-to-learn-self-regulation\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rosenberg, J. &amp; Ranellucci, J. (2017, May 8). Student motivation in online science courses: A path to spending more time on course and higher achievement. <em>Michigan Virtual University. <\/em><a href=\"https:\/\/michiganvirtual.org\/blog\/student-motivation-in-online-science-courses-a-path-to-spending-more-time-on-course-and-higher-achievement\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/student-motivation-in-online-science-courses-a-path-to-spending-more-time-on-course-and-higher-achievement\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wormington, S. (2017, March 8). Is there more than one path to success in math? Patterns and predictors of students\u2019 motivation and achievement in online math courses. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/is-there-more-than-one-path-to-success-in-math-patterns-and-predictors-of-students-motivation-and-achievement-in-online-math-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/is-there-more-than-one-path-to-success-in-math-patterns-and-predictors-of-students-motivation-and-achievement-in-online-math-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zhang, Y. &amp; Lin, C. H. (2019). Motivational profiles and their correlates among students in virtual school foreign language courses. <em>British Journal of Educational Technology, 51<\/em>. <a href=\"https:\/\/doi.org\/10.1111\/bjet.12871\">https:\/\/doi.org\/10.1111\/bjet.12871<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: K-12 Online Learner Motivation",
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            "author_id": 55,
            "timestamp": 1601401257,
            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Findings\">K-12 On-Site Mentoring Core Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Two of the most important roles of a K-12 on-site mentor are building relationships with and motivating online learners.&nbsp;<\/li><li>K-12 on-site mentoring activities change and evolve throughout the course of the semester.&nbsp;<\/li><li>The roles and responsibilities of a K-12 on-site mentor and K-12 online teacher often overlap.&nbsp;<\/li><li>The quality of support provided by K-12 facilitators or on-site mentors tends to vary widely.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Among the resources related to K-12 on-site mentors, several mentors indicated that building relationships with and motivating learners are a significant component of their responsibility as an on-site mentor (Borup et al., 2018; Borup et al., 2019b). Borup et al. (2018) explained that on-site mentors are primarily charged with developing relationships with learners and motivating them to fully engage in learning activities. However, mentors indicated that their responsibilities change throughout the semester (Borup &amp; Stimson, 2017). In a study of 12 online teachers and 12 on-site mentors, mentors stated that building relationships is something that they focus on right away at the beginning of the semester. Then, by week 3 or 4, when things started to \u201creally settle down,\u201d mentors were able to focus more on motivating learners. Towards the end of the semester, mentors shifted their focus to closely monitoring learner progress and encouraging learners to complete their course(s). Building successful relationships with learners early in the semester is a \u201ckey to success\u201d indicated by mentors (Borup &amp; Stimson, 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In other resources, analyses found that while both the teachers and the on-site facilitators or mentors assumed extensive and complex roles, their responsibilities were overlapping but complementary (Borup &amp; Stimson, 2019). Learners indicated that they tended to turn to an on-site mentor for immediate instructional support because it is \u201cjust easier to talk to someone in person\u201d (Borup et al., 2018). Even though some responsibilities tended to be specifically assigned to a teacher or a mentor, there was often an overlap that occurs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other resources indicated that the quality of the support that was provided by facilitators or on-site mentors varied quite widely. Interviewed teachers stated that while mentors play a critical role in learners\u2019 learning and the quality of mentoring varies greatly across schools, successful mentors adapt their efforts to the needs of their learners (Borup et al. 2018). Some mentors found that requiring their learners to report to a computer lab each day allowed them to more easily and effectively fulfill their responsibilities (Borup &amp; Stimson, 2019). To improve the quality of the support that mentors provide, on-site mentors should be provided the time and professional development to help ensure that they are able to support learners successfully (Borup et al., 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors also largely believed that learners would be more likely to succeed in their online course when parents took an active role in supporting their learners (Borup, Chambers, &amp; Stimson, 2019a). This support can take the form of advising students on enrollments, monitoring performance, motivating learners, and assisting as needed. Unfortunately, mentors also found that parents tended to be under-engaged and did not always engage learners in these ways largely because they were unclear about their own responsibilities (Borup, Chambers, Stimson, 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators of online learning programs should be continually reminded of the importance of having good, quality mentors as a part of their program. The value to a learner that a good mentor provides cannot be underestimated. Because the quality of the support provided by mentors varies widely, it is also recommended that additional guidelines for successful mentors are published and that these resources are made easily accessible for mentors, teachers, and program administrators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"Resources\">K-12 On-Site Mentoring Practical Implications and Actionable Resources<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>We know that building strong and trusting relationships with learners is essential for effective mentoring. However, K-12 online learners indicated that they often turn to on-site mentors for instructional help. Knowing this, it is important for mentors to have proper training in supporting online students academically as well as socially and emotionally. Mentors need not be experts in all academic fields, rather they must be trained in effective strategies for supporting learners and know where to direct learners who need additional subject matter expertise.&nbsp;<\/li><li><em>Michigan Virtual<\/em> provides many resources for on-site mentors, and given what we have learned about mentoring is that it is important to keep providing resources such as the Mentor Guide to Online Learning and other resources to mentors.&nbsp;<\/li><li>There is considerable qualitative research around the roles and responsibilities of mentors as well as on-site mentor and K-12 online learner perceptions. What is less known, however, is the actual impact an engaged and supportive mentor has on K-12 online learners. More research is needed in this area to understand the full impact of an on-site mentor and how they contribute to successful course completion and how effective mentoring can be effectively scaled.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"References\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. B., Stimson, R. (2017). <em>Helping online students be successful: Parental engagement<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. B, &amp; Stimson, R. (2018). <em>Helping online students be successful: Student perceptions of online teacher and on-site mentor instructional support<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C., &amp; Stimson, R. (2019a). K-12 student perceptions of online teacher and on-site facilitator support in supplemental online courses. <em>Online Learning, 23<\/em>(4), 253-280. <a href=\"http:\/\/dx.doi.org\/10.24059\/olj.v23i4.1565\">http:\/\/dx.doi.org\/10.24059\/olj.v23i4.1565<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C., &amp; Stimson, R. (2019b). Online teacher and on-site facilitator perceptions of parental engagement at a supplemental virtual high school. <em>International Review of Research in Open and Distributed Learning, 20<\/em>(2). <a href=\"https:\/\/doi.org\/10.19173\/irrodl.v20i2.4237\">https:\/\/doi.org\/10.19173\/irrodl.v20i2.4237<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. &amp; Stimson, R. (2017) <em>Helping students be successful: Mentor responsibilities<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-mentor-responsibilities\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-mentor-responsibilities\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. &amp; Stimson, R. (2019). Responsibilities of Online Teachers and On-Site Facilitators in Online High School Courses. <em>American Journal of Distance Education, 33<\/em>(1), 29-45. <a href=\"https:\/\/doi.org\/10.1080\/08923647.2019.1554984\">https:\/\/doi.org\/10.1080\/08923647.2019.1554984<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: K-12 On-Site Mentoring",
            "excerpt": "The role of an on-site mentor changes and evolves throughout the semester but it remains critical to students, particularly in terms of relationship building and motivating online learners. On-site mentors can have a profoundly positive impact on students, however the quality and level of support provided is inconsistent across the state.",
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            "path": "\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/",
            "author_id": 55,
            "timestamp": 1601401192,
            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Findings\">K-12 Online Teacher Preparation and Professional Development Core Findings&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>The number of teacher education programs that offer field experiences in K-12 online or blended teaching is very limited, and the quality of the content is highly variable.<\/li><li>Teacher preparation programs are not preparing educators for teaching in a digital setting.&nbsp;<\/li><li>K-12 online teacher orientation and professional development programs vary greatly in intensity and duration.&nbsp;<\/li><li>Not all state virtual schools have teacher evaluation processes in place, and for those that do, the processes vary widely.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"Preparation\">K-12 Online Teacher Preparation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While K-12 online education continues to gain acceptance, the need for teachers to have the knowledge and experience to teach in an online or blended setting is increasingly more important. However, practical hands-on field experiences are widely absent from many teacher preparation programs. In a 2016 study of teacher preparation programs across the United States, only 4.1% of those surveyed (15 programs) reported offering a field experience in an online setting (Archambault et al., 2016). This was actually an increase from 2010 when 1.3% of responding programs (7 programs) reported offering a field experience in an online or blended setting. So while there has been an increase, the actual number of teacher education programs that offer such field experiences is actually quite small. In the coming years, it is the hope that more teacher preparation programs offer field experiences that incorporate online or blended teaching, giving teachers experience in this new reality of the teaching profession.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, the quality of the content in the available teacher preparation programs is highly variable. In a 2018 study of Michigan teacher preparation programs, only 25% of the participating programs had an educational technology course that addressed online and blended learning and also asked learners to design lessons and assessments within an LMS (DeBruler, 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While a majority of the approved teacher preparation programs in Michigan (22 out of 30) required an educational technology course as part of the required curriculum for prospective teachers, only about half of these programs (9) included online or blended content into their course (DeBruler, 2018). However, all of these courses were instructional technology or educational technology-focused, rather than focused exclusively on online or blended teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, the quality of these courses and alignment to the Mi-TASC standards or the Michigan Roadmap: Transforming Education was variable (DeBruler, 2018). As educational technology instruction becomes more integrated into general education courses, it would serve prospective teachers well if programs filled the available space in these courses with more online and blended learning content in order to better prepare teachers for scenarios in which teaching in an online or blended setting is very possible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"Development\">K-12 Online Teacher Professional Development<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the most significant findings to come out of reviewing research that <em>Michigan Virtual <\/em>has done related to online teacher professional development is that when teachers participate in new online teacher professional development and orientation programs provided by their virtual schools and K-12 districts, the duration and intensity of these programs varies greatly. In a study of eight full-time online teachers, new online teacher professional development programs ranged from 18 hours to a semester-long experience (Linton, 2018). Many of the newly graduated educators taking part in a two-year teaching assignment with <em>Michigan Virtual <\/em>indicated that they received little or no training in online teaching in their teacher preparation programs (DeBruler, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>New K-12 online teachers also indicated that the support for quality online teaching was provided primarily by their peers via professional learning communities and mentoring (Linton, 2018). The disparity in rigor and the lack of a thorough professional development program compounds the struggles that some new online teachers face. In a 2015 study of state virtual schools, it was found that most, but not all, have required professional development for their teachers and most, but not all, offer mentor teachers for all new hires (Kennedy, 2015).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To give these new teachers the support that they need, several other resources (Kennedy, 2015; Linton, 2018; and DeBruler, 2016) indicated that as part of the onboarding and orientation process, their online teachers were provided with a mentor or coach to help guide them. <em>Michigan Virtual<\/em> also developed the iEducator program, a full-time teaching assignment for recent graduates of Michigan teacher preparation programs that included coaching and extensive professional development. New online teachers that were part of the iEducator program at <em>Michigan Virtual <\/em>indicated that while they were provided with a full-time teacher coach as part of their onboarding and orientation process, they would have benefitted from even more scheduled meetings with their coaches (DeBruler, 2016). Professional development has a direct impact on K-12 online student success. Historically, the iEducator instructor group was equal with the full-time instructor group in terms of student final course scores, but had final course scores that lagged behind the lead instructor group. However, after the first year of the iEducator program and the intensive professional development, the gap in scores between the iEducators and the lead instructor group became statistically non-significant (Kwon, DeBruler, &amp; Kennedy, 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Part of that iEducator professional development included teachers maintaining a professional blog. On its own, the blog network did not seem to be an effective means of building or maintaining the professional learning community. However, the blogs themselves served a dual purpose, first as a place for iEducators to write and reflect on their teaching experiences in the program: the blogs succeeded at this purpose. The second purpose, however, of using the blogs and associated comment sections as one place to foster and maintain the iEducator network, seemed to be less successful (DeBruler &amp; Kwon, 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As part of their standard K-12 online teacher professional development, most state virtual schools have a teacher evaluation process; however, these evaluation processes vary markedly, and there does not seem to be one model that has more widespread use than another (Kennedy, 2015). As part of the evaluation process for their<em> <\/em>online teachers, <em>Michigan Virtual <\/em>implemented the use of the Danielson Model rubric, which provides a more multifaceted view of teaching practices and allows administrators to better align professional development needs and support services. For example, if a teacher received a rating lower than expected in the area of setting instructional outcomes (Danielson component 1c), their supervisor could provide support in the area of writing learning targets and determine additional professional development opportunities in which the teachers could continue to grow this ability (Smith, 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Practical\">K-12 Online Teacher Preparation and Professional Development Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Teacher preparation programs are not preparing teachers for the reality of teaching in many classrooms today. While it is true that most teachers will not be fully online teachers, moves to emergency remote instruction and many schools already moving towards a more blended model of instruction necessitate that pre-service teachers graduate with at least a rudimentary understanding of teaching online.<\/li><li>Teacher evaluations are a critical part of providing actionable feedback to teachers regarding successful areas of practice and areas in need of development, and in many states they are required for recertification. Evaluations are no less crucial for online teachers than they are for face-to-face teachers. Frameworks for the evaluation of online teachers need to be developed by the field of K-12 online education. Frameworks that capture the reality and challenges of online teaching and are based on research established best practices.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"References\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Archambault, L., Kennedy, K., DeBruler, K., Shelton, C., Dalal, M., McAllister, L., &amp; Huyett, S. (2016). <em>Examining teacher education programs and field experiences in k-12 online learning environments<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-teacher-education-programs-and-field-experiences-in-k-12-online-learning-environments\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/examining-teacher-education-programs-and-field-experiences-in-k-12-online-learning-environments\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. (2016). <em>iEducator 21st century digital learning core: Program design and reflection<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ieducator-program-design-and-reflection\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/ieducator-program-design-and-reflection\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. (2018). <em>The role of online teaching in Michigan teacher preparation programs<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-role-of-online-teaching-in-michigan-teacher-preparation-programs\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/the-role-of-online-teaching-in-michigan-teacher-preparation-programs\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K., &amp; Kwon, J. B. (2017). <em>iEducator 21st century digital learning corps: iEd blog network analysis<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-blog-network-analysis\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-blog-network-analysis\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kennedy, K. (2015). <em>Recruiting, training, supporting, and evaluating online teachers: A cross-case analysis of teaching infrastructure across virtual schools<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B., DeBruler, K., &amp; Kennedy, K. (2017). <em>iEducator 21st century digital learning corps: iEd effectiveness<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-effectiveness\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-effectiveness\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Linton, J. (2018). <em>Exploring preparation and support for K-12 online teachers<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/exploring-preparation-and-support-for-k-12-online-teachers\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/exploring-preparation-and-support-for-k-12-online-teachers\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Smith, S. (2018). Te<em>acher Evaluation and Effectiveness Report<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/teacher-evaluation-and-effectiveness-report\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/teacher-evaluation-and-effectiveness-report\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: K-12 Online Teacher Preparation and Professional Development",
            "excerpt": "Despite growing enrollments at the K-12 level, by and large teacher preparation programs are not preparing teachers to practice online. Few programs offer content on online teaching and it remains highly variable for those that do. ",
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            "path": "\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/",
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            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Findings\">Online Learning in Higher Education Core Findings&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Massive Open Online Courses (MOOCs) are not well understood by the K-12 learning community.&nbsp;<\/li><li>K-12 learners may not be an appropriate target population for MOOCs.<\/li><li>Although they may not be appropriate for K-12 learners, MOOCs may hold some K-12 educational benefits, particularly for teachers.&nbsp;<\/li><li>While the field of K-12 online and blended learning research is still relatively young, it is growing.&nbsp;<\/li><li>Research on adult learners in online and blended settings, while not perfectly analogous, can still offer insights into promising practices in the field of K-12 online and blended education.&nbsp;<\/li><li>Private, non-profit higher education institutions in Michigan have the highest proportion of exclusively distance education enrollments. Private, four-year for-profit institutions had the lowest proportion of exclusively distance education enrollments.&nbsp;<\/li><li>Distance education enrollments in Michigan public four-year universities are lower than the national average. Distance education enrollments at public two-year and private for-profit four-year schools are higher than the national average.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"MOOCs\">MOOCs<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MOOCs, although popular some time ago for their free, largely enrichment learning opportunities, are, according to some researchers, misunderstood by K-12 education stakeholders (Ferdig &amp; Pytash, 2014). These researchers suggested participating in multiple MOOC experiences to fully understand them, although some caution should be exercised here as there is limited research as to the actual educational benefits of MOOCs.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Limited research on MOOCs suggests they may not be a good fit for K-12 learners. In one study involving K-12 learners, pre-service teachers, and in-service teachers, K-12 learners were least likely to engage with or enjoy the MOOC (Ferdig, Pytash, Merchant, &amp; Nigh, 2014). K-12 learners spent the least amount of time in the MOOC and were least likely to report that they wanted to participate in another one (Ferdig et al,, 2014). In the same study, in-service teachers were the most active participants, although this was likely because there was an external incentive tied to their participation (Ferdig et al., 2014).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a review of existing research, there was some evidence that MOOCs may have some practical uses for K-12 learners and teachers. For learners, MOOCs may offer effective supplemental learning opportunities with diverse cultural and interdisciplinary perspectives (Ferdig, 2013). With respect to teachers, there was some evidence that MOOCs may be an effective tool for professional development, and to establish or increase teacher feelings of community (Ferdig, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"Practices\">Higher Education Research Best Practices<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There is a growing body of research literature in higher education that relates to K-12 online and blended learning. While the populations are different, there are lessons from higher education that can inform several aspects of research on K-12 online and blended learning, and in turn, practice. For instance, Barbour (2017) advocated for looking at the model in higher education of using theoretical or conceptual frameworks to guide research, the use of validated instruments, and a focus on clearly defining characteristics of what is being studied.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Practically, Barbour (2017) noted that there are promising online learning practices in research with adult populations that K-12 practitioners can look to for guidance. Two examples of this are the use of learning analytics to track learner progress and provide additional as-needed supports, and the use of educational theory in practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"Trends\">Distance Education Trends<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Within the state of Michigan in the 2012-2013 school year:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Fifteen schools were identified as degree-granting, four-year public institutions with 239,538 undergraduate enrollments. Of those, 11.5%, were enrolled in at least one distance education course, and 3% were enrolled exclusively in distance education courses.&nbsp;<\/li><li>Thirty schools were identified as Title IV degree-granting, public two-year colleges with 222,286 undergraduate enrollments. Of those, 15.4% were enrolled in at least one distance education course, and 7.9% were enrolled exclusively in distance education courses.&nbsp;<\/li><li>Fifty one schools were identified as private, nonprofit Title IV institutions with 108,188 undergraduate enrollments. Of those, 12.9% were enrolled in at least one distance education course, and 15.9% were enrolled exclusively in distance education courses.&nbsp;<\/li><li>Fifteen schools were identified as private, four-year for-profit schools. Of their total enrollments, 14.6% were enrolled in at least one distance education course, and 1.9% were enrolled exclusively in distance education courses (MVLRI, 2015b).&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In the 2013-14 school year, 14.5% of undergraduates at public four-year universities in Michigan took at least one distance education course, a lower tally than the figure of 21.8% nationwide during the 2012-13 school year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Online\">Online Learning in Higher Education Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>MOOCs do not seem well suited to K-12 learner populations. They may, however, be beneficial for use with K-12 online and blended teachers as a way to provide scalable professional development. Enrollments in MOOCs are largely decreasing year after year, and it is not recommended at this point to invest resources in that type of educational solution.&nbsp;<\/li><li>The percentage and proportion of online courses at public and private colleges and universities in Michigan are highly variable, suggesting that options for online courses are largely dependent on where learners are enrolled. More research is needed into how public and private colleges and universities are using online courses to meet learner needs and demand.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"References\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M. (2017). <em>Examining online research in higher education: What can we replicate in K-12?<\/em> Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-online-research-in-higher-education-what-can-we-replicate-in-k-12\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/examining-online-research-in-higher-education-what-can-we-replicate-in-k-12\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R. E. (2013). <em>What massive open online courses have to offer K\u201312 teachers and students<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/what-massive-open-online-courses-have-to-offer-k-12-teachers-students\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/what-massive-open-online-courses-have-to-offer-k-12-teachers-students\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R. &amp; Pytash, K. (2014, August 11). Exploring MOOCs for K-12 teachers and learners. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/blog\/exploring-moocs-for-k-12-teachers-and-learners\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/exploring-moocs-for-k-12-teachers-and-learners\/<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R. E., Pytash, K. E., Merchant, W., &amp; Nigh, J. (2014). <em>Findings and reflections from the K-12 teaching in the 21st century MOOC<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/report-concludes-that-moocs-can-lead-to-positive-outcomes\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/report-concludes-that-moocs-can-lead-to-positive-outcomes\/<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2015, July 14). About 26% of undergraduates at degree-granting postsecondary institutions took a distance education course in 2012-13. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/mvlri.org\/blog\/about-26-of-undergraduates-at-degree-granting-postsecondary-institutions-took-a-distance-education-course-in-2012-13\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/mvlri.org\/blog\/about-26-of-undergraduates-at-degree-granting-postsecondary-institutions-took-a-distance-education-course-in-2012-13\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: Online Learning in Higher Education",
            "excerpt": "Research on online learning in higher education still has the potential to inform online learning at the K-12 level, despite several key differences. This is important as the field of K-12 research while growing still remains smaller overall than online learning in higher education. ",
            "slug": "mvlri-research-in-review-online-learning-in-higher-education",
            "modified_timestamp": 1727882038,
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                18366
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        {
            "id": 42423,
            "path": "\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/",
            "author_id": 55,
            "timestamp": 1601401076,
            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"Introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Findings\">K-12 Blended Learning Core Findings&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Research on K-12 blended learning and K-12 blended learners with disabilities is lacking.<\/li><li>K-12 learners report some initial struggles with blended learning, particularly around self-regulated learning.&nbsp;<\/li><li>K-12 teachers have overall positive perceptions of blended learning, much more so than learners do.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>K-12 blended learning is a diverse and vast field of research. MVLRI has sponsored or conducted limited research in this area on different sub-topics including blended learning and learners as well as learner, parent, and teacher perceptions of blended learning and blended learning effectiveness.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Research in the area of blended learning and learners with disabilities is limited and more work needs to be done in this area to understand how to best support learners with disabilities in this type of learning environment (Rice &amp; Dykman, 2014). Even with limited research, we do know that curriculum that is thoughtfully designed and done so in accordance with Universal Design Principles has the potential to help all learners, including those with disabilities, more effectively learn course content (Rice &amp; Dykman, 2014). Specific requirements of accommodations for learners with disabilities in blended learning environments and online course design requirements vary widely by state (Rice &amp; Dykman, 2014).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers tend to have a much more positive view of blended learning than learners (Werth, et al., 2016). When learners were asked about blended learning environments, they responded that they desire more communication, particularly face-to-face communication. Learners also reported feeling overwhelmed when they had multiple classes using multiple LMS platforms (Siko, 2014). When asked whether blended learning increased their engagement or excitement, responses were split with some learners indicating that it did while others indicated it did not (Werth, et al. 2016). The same was true when asked if the blended learning classroom built a sense of community among the learners in the course (Werth, et al., 2016). It seems, based on these limited results, that blended learning, like online learning, presents many non-academic challenges. While blended learning may solve some academic\/content problems, in doing so it may create new challenges to be aware of during program design and implementation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learners did report some positive perceptions of blended learning including feeling like it increased (or at least didn\u2019t decrease) communication between teachers, learners, and families (Stimson, Freidhoff, &amp; Kennedy, 2014; Werth et al, 2016). Learners also reported that while the amount of self-regulation required by blended learning was difficult, initially it did lead them to learn better time management (Siko, 2014), increase their ability to find helpful resources, and encourage them to take more responsibility for their own learning (Werth et al., 2016). Learners also noted increased access to resources, greater independence, and greater understanding alongside the increased responsibilities of learning within a K-12 blended learning environment (Stimson et al., 2014).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"Resources\">K-12 Blended Learning Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><em>Michigan Virtual<\/em> has conducted little research, as has the larger field around K-12 blended learners with disabilities. This is an area where more research is needed to understand the unique challenges K-12 learners with disabilities face in blended learning environments. Adhering to Principles of Universal Design is a good first step in ensuring all learners can access course content; however, there is wide variance in how programs are required to accommodate K-12 learners with disabilities in their blended courses.&nbsp;<\/li><li>K-12 blended teachers reported more positive perceptions of blended learning than do learners, who articulate self-regulated learning as a challenge in the blended environment. As discussed in K-12 Online Learner Motivation, self-regulation appears to be an area of necessary development and growth for online <em>and<\/em> blended learners. This is an area in need of further research, particularly to determine learners' apprehensions around blended learning, and how to best address and support K-12 blended learners.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. &amp; Dykman, B. (2014, December 17). More studies needed on blended learning for students with disabilities. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/more-studies-needed-on-blended-learning-for-students-with-disabilities\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/more-studies-needed-on-blended-learning-for-students-with-disabilities\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Siko, J. (2014, October 20). Parent and student perceptions of blended learning. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/parent-and-student-perceptions-of-blended-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/parent-and-student-perceptions-of-blended-learning\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stimson, R. S., Freidhoff, J. R., &amp; Kennedy, K. (2014). <em>Supporting online learners: Michigan mentor program case studies<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-online-learners-michigan-mentor-program-case-studies\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/supporting-online-learners-michigan-mentor-program-case-studies\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Werth, L., Werth, E., Curtis, H., Kellerer, P., Kellerer, E., Reberry, S., &amp; Walker, N. (2016). <em>Transforming rural K-12 education through blended learning: Student perspectives<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/transforming-rural-k-12-education-through-blended-learning-student-perspectives\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/transforming-rural-k-12-education-through-blended-learning-student-perspectives\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: K-12 Blended Learning",
            "excerpt": "K-12 teachers have overall positive perceptions of blended learning, often times more positive than students who report struggling with aspects of self-regulation. Research in this area, and particularly among students with disabilities in blended learning contexts is lacking.",
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            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"findings\">K-12 Blended Teaching and Professional Development Core Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>K-12 teachers practicing blended learning exhibited common characteristics such as flexibility, a focus on personalized instruction, and a desire for applicable professional learning.&nbsp;&nbsp;<\/li><li>Educators implementing blended teaching practices often faced issues of access and equity, which can make blended teaching more difficult.&nbsp;<\/li><li>K-12 teachers implementing blended learning practices indicated a common need for additional support from school leadership and a desire for collaboration among colleagues.&nbsp;<\/li><li>There were limited formal professional development (PD) opportunities for K-12 blended teachers, including a lack of college programs offering blended learning PD. Online resources had been developed to address this gap but they were largely patchwork at this point.&nbsp;<\/li><li>Any professional development aimed at K-12 blended teachers needs to address teachers\u2019 desires to work with and learn from other teachers.&nbsp;<\/li><li>Most K-12 blended teachers were using self-assessment measures or self-directed measures to learn more about blended learning.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"teaching\">K-12 Blended Teaching<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In reviewing blended teaching resources, educators implementing blended learning practices in their teaching commonly exhibited certain characteristics such as comfort with risk and flexibility, a focus on personalized instruction and attention for learners, and a desire for applicable professional learning (Bruno, 2017a).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prior to starting their blended teaching and learning experience at <em>Michigan Virtual<\/em>, most of the <a href=\"https:\/\/ieducators.edublogs.org\/sample-page\/\">iEducators<\/a> (recent graduates of Michigan teacher preparation programs who want to kick-start their career with a full-time, two-year online teaching assignment with <em>Michigan Virtual<\/em>) had some prior knowledge of blended learning stemming from content within their teacher preparation program, through their own personal research and\/or training, and\/or through their prior work experience (Kennedy &amp; Gerlach, 2017). However, their knowledge and experience were very limited. After observing blended master teachers in the field, these iEducators shared the reality of what they observed through blogs and Google Classroom discussions. Many iEducators commented on the issues of access and inequity that they saw these teachers facing, such as schools lacking the proper technology to support blended teaching and administration that is completely resistant or not supportive of teachers\u2019 implementation. The reality of what they saw was that administrators expect teachers to provide students with individualized support in schools that don\u2019t necessarily have the technology to support this effort (Kennedy &amp; Gerlach, 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers implementing blended teaching practices indicated how much they valued leadership that was supportive of change, and that it gave them the encouragement and confidence to continue experimenting and making changes in their classroom (Bruno, 2017a).&nbsp;This support helped to establish a comfortable and trusting relationship conducive to positive change in instruction (Bruno, 2017b).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Blended teaching resources also indicated not only the common need for teachers to feel supported but also the need for teachers to receive support through professional learning and coaching<em> <\/em>in order to further their blended teaching practices. Teachers need time to learn and to develop new lessons and strategies, while leaders recognize the need for access to experts to help guide the district forward with just-in-time support (Bruno, 2017b; DeWitt, 2017). District supported coaching is essential for the growth and development of blended learning strategies in classrooms (DeWitt, 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to coaching, teachers implementing blended learning need to collaborate with colleagues and share resources as they implement blended learning practices in their classrooms (Bruno &amp; Kennedy, 2016). Blended learning coaches encourage teachers they work with to build an active professional learning network, which has helped them to form a culture of collaboration. In this culture, teachers share what they are doing and engage in conversations with other educators to push their thinking (Bruno &amp; Kennedy, 2016). Change takes time, and teachers need to be provided the time to collaborate with their colleagues, the time to make changes to the ways that they are used to providing instruction, and they need to be given the support in which to make these changes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When implementing blended teaching, resources remain a challenge and a barrier that all districts need to overcome. This not only includes technology and financial resources but human resources as well. Teachers need time to learn and develop new lessons and strategies while leaders recognize the need for access to experts to help guide the district forward with just-in-time support (DeWitt, 2017). To maintain a consistent vision for what blended teaching looks like, district leaders and teachers should engage in planning and goal setting right from the beginning (DeWitt, 2017). Additionally, there is limited formal research work related to blended teaching competencies and no clarity or consensus exists regarding the distinctive skills needed for blended teaching (Graham et al., 2017). To meet this need, a set of <a href=\"https:\/\/edtechbooks.org\/k12blended\">open and freely available resources around blended teaching competencies<\/a> was created to support individuals, schools, and districts in their quest to develop blended teaching skills (Graham et al., 2018).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"development\">K-12 Blended Professional Development<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While <em>Michigan Virtual<\/em> has only conducted a limited amount of research in regards to K-12 blended professional development, there are some notable findings that have surfaced from this work. First and foremost, teachers seemed to be learning about blended learning in more informal or even self-directed methods (Oliver, 2016; Roberts &amp; Stimson, 2016). This is due to limited formal professional development opportunities as well as a lack of college programs offering blended learning PD. This overall lack of PD, coupled with underdeveloped resources for teachers, is making blended learning implementation even more difficult for teachers. Michigan teachers indicated that despite a lack of resources provided through higher education programs and a lack of resources provided within their own schools and districts, many teachers were able to find blended learning resources on their own online (Robers &amp; Stimson, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To help meet this need, free resources have been developed such as <a href=\"https:\/\/blendedpractice.com\/\">The Blended Practice Profile<\/a>, a free survey that allows teachers to gauge their teaching practices and uses software to identify blended teachers\u2019 understanding and application of blended learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many teachers indicated using self-directed learning and creating workgroups to work with and learn from other teachers (Roberts &amp; Stimson, 2016). Teachers frequently reported how dependent they are on their peers (Oliver, 2016; Roberts &amp; Stimson, 2016). Providing opportunities for collaboration between and among teachers is key to making blended learning and professional learning experiences successful (Roberts &amp; Stimson, 2016). Oliver (2016) also found that teachers had a desire to not only gauge their own level of blended learning implementation but also to be able to compare that to others with similar experience and in a similar teaching environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because of the lack of formal blended learning PD opportunities through higher education institutions and districts, and the fact that mentorship and coaching programs are perceived to significantly increase teacher confidence, it is recommended that more formal blended learning PD opportunities, both in and out of higher education programs, be made available.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"resources\">K-12 Blended Teaching and Professional Development Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Research has shown how much teachers implementing blended learning practices need support on many levels. Support from their administrators, support in terms of professional development and resources, and support from their colleagues. Having leadership that is supportive of change gives blended teachers confidence to try something new that may be out of their comfort zone. When leadership isn\u2019t supportive, and resources are not properly invested in blended learning, it presents a significant challenge to blended learning implementation.&nbsp;<\/li><li>Providing continuous PD and coaching as well as time for educators to collaborate with their peers in developing and modifying resources and lessons are crucial aspects to ensure blended teachers have the support they need. Research has also shown the desire of blended educators to have collaborative opportunities to not only work with their peers, but to learn from them, as well (Roberts &amp; Stimson, 2016). This should also be an important component of any blended learning PD program.&nbsp;<\/li><li>Research has also shown the lack of blended learning pedagogy and resources being included in teacher preparation programs (Robers &amp; Stimson, 2016). Without a foundation of this knowledge in place upon entering the classroom, teachers may struggle with implementing something of which they have no prior knowledge or experience. As K-12 online education continues to gain acceptance, including knowledge of blended learning, pedagogy in teacher preparation programs will provide teachers with the foundation of knowledge from which they can rely on when they enter the classroom.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Bruno, J. (2017a).<em>The changing role of educators: The blended teacher<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-teacher\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-teacher\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bruno, J. (2017b). <em>The changing roles of educators series: The instructional technologist<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-instructional-technologist\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-instructional-technologist\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bruno, J. &amp; Kennedy, K. (2016). <em>The changing role of educators: The blended learning coach<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-learning-coach\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-learning-coach\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeWitt, J. (2017). <em>District-level blended learning implementation: Readiness points and challenges<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/district-level-blended-learning-implementation-readiness-points-and-challenges\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/district-level-blended-learning-implementation-readiness-points-and-challenges\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Graham, C. R., Borup, J., Pulham, E., &amp; Larsen, R. (2017). <em>K-12 blended teaching readiness: Phase 1-Instrument development<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/k-12-blended-teaching-readiness-phase-1-instrument-development\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/k-12-blended-teaching-readiness-phase-1-instrument-development\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kennedy, K., &amp; Gerlach, J. (2017). <em>iEducator 21st century digital learning corps: Blended teaching and learning<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-blended-learning-teaching\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-blended-learning-teaching\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Oliver, W. (2016, February 10). Teacher self-assessment for blended learning. <em>Michigan Virtual University.<\/em> <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-self-assessment-for-blended-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/teacher-self-assessment-for-blended-learning\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roberts, V. &amp; Stimson, R. (2016). <em>Professional learning for blended education: Michigan teacher case studies<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/professional-learning-for-blended-education-michigan-case-studies\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/professional-learning-for-blended-education-michigan-case-studies\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: K-12 Blended Teaching and Professional Development",
            "excerpt": "Despite growth in online and blended learning there remains limited opportunities for formal teacher professional development in these areas. While there are resources they are largely patchwork and teachers often seek out informal resources.",
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            "path": "\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/",
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            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"findings\">Michigan K-12 Online Learning Demographics and Effectiveness Core Findings&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Michigan matches national K-12 online enrollment trends such as higher enrollment from females, white learners, and non-English language learners.&nbsp;<\/li><li>Michigan was unique in that virtual schools in the state tended to serve more low-income learners and learners with disabilities.&nbsp;<\/li><li>State virtual schools nationwide tend to over-serve rural learners.&nbsp;<\/li><li>Both the number of K-12 learners taking an online course and the number of K-12 online enrollments grew significantly from 2010-11 to 2018-19.&nbsp;<\/li><li>The most common type of K-12 online enrollment (high school level, part-time, core subject) remained consistent from 2010-11 to 2018-19.&nbsp;<\/li><li>The percentage of K-12 learners in poverty taking online courses grew by about 50% from 2010-11 to 2018-19.&nbsp;<\/li><li>The overall pass rate for K-12 online courses fell over 10%, from a high of 66% in 2010-11 to 55% in 2018-19.<\/li><li>Virtual learners seem to have better outcomes when they take only a couple virtual courses, with pass rates of 76% when taking one or two courses compared to 51% for those taking five or more virtual courses.&nbsp;<\/li><li>Online learners in poverty are less successful overall in their online courses. They have an average pass rate of 48%, whereas online learners who are not in poverty have a pass rate of 69%.<\/li><li>About half of all virtual learners pass all their enrollments, a quarter of virtual learners do not pass any of their online courses, sometimes taking up to 11 virtual courses and passing none of them.&nbsp;<\/li><li>K-12 learners who passed their online courses were more active in their courses overall and seemed to leverage help resources more effectively than those who failed.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"demographics\">K-12 Online Learning Demographics<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the 2013-14 and 2014-15 school years, Michigan matched some national trends in online enrollment such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>More females than males were enrolled in virtual schools.<\/li><li>Fewer minority learners were enrolled in virtual schools. An analysis of virtual charter schools also found that these types of schools tended to have higher percentages of white learners (Mann, 2018).&nbsp;<\/li><li>Virtual school learners were less likely than face-to-face learners to be English language learners (MVLRI, 2015a; MVLRI, 2017a). An analysis of virtual charter schools also found that these schools tended to be less diverse.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For the same years, virtual schools in Michigan served higher percentages of low-income learners (Barbour, Miron, &amp; Huerta, 2017) and learners with disabilities than the overall state average. DeBruler and Kwon (2019) found similar overrepresentation with rural learners in online courses, including advanced level courses in both 2013-14 and 2018-19.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overrepresentation of rural learners was also found in a majority of state virtual schools surveyed, suggesting this trend is not unique to Michigan (DeBruler &amp; Bae, 2016). In a majority of schools, rural learners had the lowest or second-lowest (learners from cities had the overall lowest probability of success) probability of success in their online courses. While there was some commonality across state virtual schools, each virtual school, its diverse geographic context, and the learners it serves all interacted to produce unique profiles of learner success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"effectiveness\">K-12 Online Learning Effectiveness&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>, using data supplied by the Center for Educational Performance and Information and the Michigan Department of Education has been reporting on virtual learning in Michigan since 2014. The 6 years of reports included data starting in the 2010-11 school year. Since that time, the number of learners taking a virtual course has more than tripled in the state from over 36,000 in 2010-11 to over 120,000 in 2018-19 (Freidhoff, DeBruler, &amp; Kennedy, 2014; Freidhoff, 2020). These learners accounted for nearly 90,000 virtual enrollments in 2010-11 and almost 640,000 in 2018-19.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some trends have remained consistent from 2010-11 to 2018-19, such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Schools with part-time virtual learners were responsible for a majority of virtual enrollments.&nbsp;<\/li><li>A vast majority of virtual enrollments came from high school learners.&nbsp;<\/li><li>The most highly enrolled in virtual courses were those required for high school graduation.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>However, demographics of who is enrolling in virtual courses have changed in the nearly decade of data. In 2010-11, 41% of virtual enrollments were from learners in poverty. That percentage has risen to approximately 66% in 2018-19 (Freidhoff, DeBruler, &amp; Kennedy, 2014; Freidhoff, 2020).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The overall pass rate for virtual enrollments in Michigan was 66% in 2010-11 but has since fallen to 55% as online learning has grown more prevalent in the state (Freidhoff, DeBruler, &amp; Kennedy, 2014; Freidhoff, 2020). Clearly, large numbers of learners are struggling in their virtual courses. While we can\u2019t know for certain why this is, there are some interesting differences between learners who pass their virtual courses and those who do not. On average, learners who passed their online courses were more active than those who failed (Lowes &amp; Lin, 2017). They had more logins, page clicks, and hours spent in their courses. Passing learners, as a group, also tended to stay closer to the suggested pacing guide in the course. Failing learners, as a group, tended to fall further behind in the course as the semester progressed. Importantly, however, there was a great deal of learner-to-learner variation within this group, and staying on pace or poor pacing alone did not mean a learner would pass or fail their course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both passing learners and those that failed spent most of their time in the course accessing lessons; however, passing learners spent a larger proportion of time on additional lesson resources and accessing help (Lowes &amp; Lin, 2017). From this, it seems that passing learners took better advantage of help resources in the course than did failing learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Taking more virtual courses is not typically advantageous for learners as they seem to have better outcomes when they only take a couple virtual courses concurrently, with pass rates of 76% when taking one or two courses compared to 51% for those taking five or more virtual courses. Overall, about half of all virtual learners pass all their enrollments, a quarter of virtual learners do not pass any of their online courses, sometimes taking up to 11 virtual courses and passing none of them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Further, online learners in poverty face additional challenges and are less successful overall in their courses. They have an average pass rate of 48% whereas online learners who are not in poverty have a pass rate of 69%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"resources\">Michigan K-12 Online Learning Demographics and Effectiveness Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>K-12 online learners in poverty face distinct challenges in their online courses. Online learners in poverty are less likely to pass their online course with an overall pass rate of 48% compared to 69% (over 20% higher) for online learners not in poverty. Further, online learners in poverty, even though they are less likely to have successful course outcomes, are on average enrolled in more online courses than learners not in poverty. While they represent just over half of all K-12 online learners, they account for two-thirds of all enrollments. Taking more than two online courses is also associated with a lower course pass rate (51%) than taking one or two online courses (76%). The exact nature of the relationship is unclear; however, what is clear is that Michigan K-12 online learners in poverty are more likely to be enrolled in larger numbers of online courses and less likely to pass those courses. This is an area for future research that can have a clear and direct impact on the state overall pass rate by supporting some of the most at-risk learners.&nbsp;<\/li><li>There are a large number of Michigan online learners who pass their online courses seemingly without much trouble, approximately half of all online enrollments fall into this category. However, the other half of enrollments are much less successful. A quarter of all enrollments pass some but not all of their courses. The final quarter, 25% of online learners, do not pass any of their online courses. Of this group, 41% took only one or two online courses, however 14% took 11 or more online courses and did not pass any. A vast majority of the learners who took and failed 11 or more courses were from a single full-time virtual program and 81% percent were learners in poverty.&nbsp;<ul><li>First, there needs to be further research into what barriers these students are facing and how to better support them in their online courses.&nbsp;&nbsp;<\/li><li>Second, it is unacceptable that a student would fail all of their online courses, sometimes up to 11 courses. Students who do not demonstrate the competencies for online learning need to be offered intensive support and training in how to learn online and be allowed to demonstrate competency in one or two online courses before taking a full course load online.&nbsp;<\/li><\/ul><\/li><li>K-12 learners who passed their online courses were more active within their courses overall and seemed to leverage help resources more effectively than those who failed. This finding speaks to the importance of knowing how to learn online and self-regulatory skills. Online programs should not discriminate against learners who do not yet possess such competencies, rather they should offer opportunities for learners to develop these skills. <em>Michigan Virtual<\/em> offers an orientation course, Strategies for Online Success, which did not demonstrate a significant effect on course outcomes. However, it may be that the orientation modules, when targeted to the most at-risk students and coupled with on-site support, would be more impactful.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M. K., Miron, G., &amp; Huerta, L. (2017). <em>Virtual schools in the U.S.: Case studies of policy, performance, and research evidence<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/virtual-schools-in-the-u-s-case-studies-of-policy-performance-and-research-evidence\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/virtual-schools-in-the-u-s-case-studies-of-policy-performance-and-research-evidence\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K . &amp; Bae, J . (2016). <em>Educating students across locales: Understanding enrollment and performance across virtual schools<\/em>. Michigan Virtual University. <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/educating-students-across-locales\/\">https:\/\/michiganvirtual.org\/research\/publications\/educating-stude<\/a><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/educating-students-across-locales\/\" target=\"_blank\" aria-label=\"n (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">n<\/a><a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/educating-students-across-locales\/\">ts-across-locales\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DeBruler, K. &amp; Kwon, J. B. (2019, May 18). Educating AP Students Across Locales. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/educating-ap-students-across-locales\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/educating-ap-students-across-locales\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R. (2020). <em>Michigan\u2019s K-12 virtual learning effectiveness report 2018-19<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R., DeBruler, K., &amp; Kennedy, K. (2014). <em>Michigan\u2019s K-12 virtual learning effectiveness report<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lowes. S. &amp; Lin, P. (2017). <em>Student pathways through online algebra 1 courses<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-pathways-through-algebra-1-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/student-pathways-through-algebra-1-courses\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mann, B. (2018). <em>Racial and economic diversity trends in VCSs: An analysis of national enrollment data, 2015-16<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/racial-and-economic-diversity-trends-in-virtual-charter-schools-an-analysis-of-national-enrollment-data-2015-16\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/racial-and-economic-diversity-trends-in-virtual-charter-schools-an-analysis-of-national-enrollment-data-2015-16\/<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2015a, March 12). Comparing virtual schools in Michigan to national trends identified in NEPC\u2019s recent national report. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-recent-national-report\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-recent-national-report\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2017, April 25). Comparing Virtual Schools in Michigan to National Trends Identified in NEPC\u2019s Annual National Report, 2017. <em>Michigan Virtual University<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-annual-national-report-2017\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-annual-national-report-2017\/<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: Michigan K-12 Online Learning Demographics and Effectiveness",
            "excerpt": "Online learning enrollments in Michigan have grown significantly in the last decade, with a majority of enrollments at the high-school level and matching national online enrollment demographics. Pass rates from online courses have fallen as enrollments have grown, and students tend to be most successful when they take only a couple virtual courses. ",
            "slug": "mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness",
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            "publication_category": "Effective Practices",
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        {
            "id": 42400,
            "path": "\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/",
            "author_id": 55,
            "timestamp": 1601400756,
            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/\"><em>K-12 Online Best Practices<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"findings\">K-12 Online Special Learner Populations Core Findings&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Overall, credit recovery learners did more poorly in their online courses than learners who take the course for other reasons.&nbsp;<\/li><li>The number of learners taking the same mathematics course for credit recovery increased as the school year progressed.<\/li><li>A majority of credit recovery learners exhibited course behaviors, such as persistent work, similar to the majority of learners. A small number, however, showed less active engagement followed by final spikes in course work or procrastination.&nbsp;<\/li><li>Failing credit recovery learners tended to exhibit extremely poor course pacing.<\/li><li>Teacher type did not significantly impact credit recovery learner outcomes.&nbsp;&nbsp;&nbsp;<\/li><li>K-12 online program standards need to better support learners with disabilities and include specific considerations.<\/li><li>K-12 online teachers may require additional training and support to better serve learners with disabilities who often need help learning the content and understanding how to learn online.&nbsp;<\/li><li>K-12 online courses should be designed to adhere to principles of Universal Design for Learning and be accessible for all learners.&nbsp;<\/li><li>K-12 online learners with disabilities should be encouraged to enroll in online courses appropriate with their educational goals and supported in such courses.&nbsp;<\/li><li>Learners drop out of school for a variety of reasons; K-12 online programs and courses may offer solutions to some of these reasons.&nbsp;<\/li><li>Learners at-risk of dropping out need additional instructional and personal support, including re-engagement efforts and individual education plans.&nbsp;<\/li><li>Relevant data are critical in identifying and supporting learners at risk of dropping out. Some models can accurately predict failure as early as 8 weeks in the semester.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"recovery\">K-12 Online Credit Recovery<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Following general enrollment trends, most credit recovery course enrollments were at the high school level. The most frequent course subject for credit recovery was mathematics, and most credit recovery enrollments came from suburban or rural areas. Overall, credit recovery learners did more poorly in their online courses than learners taking the course for other reasons. The pass rate for credit recovery enrollments was 62% compared to the general pass rate of 85%.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The number of learners taking the same mathematics course for credit recovery increased as the school year progressed. That is, more learners took the course for credit recovery in the spring than fall, and more in the summer than in the spring (Kwon, 2017a). Learners seemed to be enrolling in courses to recover credit lost in previous semesters.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A majority of credit recovery learners exhibited similar learning behaviors, such as persistent work throughout the semester. There were some credit recovery learners who did display procrastination or an overall lack of course work throughout with a final spike of activity near the end of the semester (Kwon, 2017a). The number of learners in this group increased as the number of credit recovery learners overall increased each semester.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Credit recovery learners who ultimately failed the course unsurprisingly exhibited extremely poor pacing throughout (Kwon, 2017b). While the converse is not true, that <em>all <\/em>learners with poor pacing will fail the course, it is an indicator to the online teacher that the learner may be at risk of failing and may need additional interventions or support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Credit recovery enrollments taught by full-time <em>Michigan Virtual<\/em> teachers had a higher overall group mean score than other credit recovery enrollments. However, there was no statistically significant difference in learner outcomes based on teacher type (Kwon, 2017b). This suggests that while the group of credit recovery learners in courses led by full-time teachers had higher scores, their outcomes (passing or failing the course) were the same as credit recovery learners with other teacher types.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"disabilities\">K-12 Online Learners with Disabilities<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research on learners with disabilities conducted or sponsored by MVLRI tended to focus on four themes through the lens of learners with disabilities: online programs, online teaching, online courses, and online learners with disabilities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a review of the iNACOL (now the Aurora Institute) National Standards for Quality Programs, researchers concluded that there was room for considerably more language dedicated to programmatic needs of learners with disabilities (Pace, Rice, Mellard, &amp; Carter, 2016). There was also the assertion that many learners with disabilities may be counseled out or dissuaded from enrolling in online courses. Should those learners with disabilities be admitted into online courses, they may hide their disability status either intentionally or unintentionally, often with the understanding that support may be limited to the typical supports available to all learners (Pace et al., 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the typical supports available to all learners is an on-site mentor, a requirement in Michigan. The quality of support that on-site mentors provide varies across schools and more research is needed that examines the practices of successful on-site mentors (Rice, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With respect to teaching, there was an assertion that online teachers not only need to understand the overall complexities of teaching learners with disabilities, but also with the online setting, including the needs to different sub-groups of learners with disabilities (Rice, Pace, &amp; Mellard, 2016). In addition, teachers and course designers may need to consult with professionals to support learners who are deaf, hard of hearing, or visually impaired (Deschaine, 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Overall, there was general consensus that online teachers require training and support to meet the needs of learners with disabilities. Technology may allow teachers to personalize their online classes and meet the academic and non-academic needs of learners with disabilities (Rice, Pace, &amp; Mellard, 2016). Online teachers need to be aware that high learner load and physical separation, however, may make it more difficult to provide each learner with the types and levels of support they need (Rice, 2018). One area of critical support for all learners, but particularly learners with disabilities, is developing and supporting social-emotional learning and self-regulation (Rice et al. 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With respect to online courses, first and foremost, it is important to note that online courses are held to the same Federal laws protecting the rights of learners with disabilities (Rice, Mellard, Pace, &amp; Carter, 2016). With this in mind, courses should be designed to adhere to Universal Design Principles (Rice et al., 2016). Such well-designed courses benefit not only learners with disabilities but <em>all <\/em>learners by allowing them to easily access and thoughtfully engage with the course content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course designers must also understand how individual educational needs affect the educational expectation and progression through the course (Deschaine, 2018) and that learners with disabilities may benefit uniquely from engaging with the content through multiple means and working with peers in their online courses (Rice et al., 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, it is important to note that online learners with disabilities face unique challenges in addition to those faced by all learners, such as not only learning the content but learning to learn online. Because of this, learner attrition rates are higher in online courses than in face-to-face courses (Rice, 2018). Online programs, teachers, and course designers need to understand that learners with disabilities may need additional peer or instructional support (Deschaine, 2018). Most importantly, learners and parents need to be advocates for the needs of the learner in the online or blended class (Deschaine, 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"learners\">K-12 Online At-Risk Learners&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are a number of individual and institutional factors contributing to learner dropout. Many learners drop out of school for academic reasons such as they were failing or were unprepared by elementary and middle school, or for personal reasons such as they became a parent, to get a job, or to care for a family member. Dropout solutions that directly address the reasons learners drop out are most effective (Ferdig, 2010). For many of these reasons, online programs and the features of online courses (anytime, anywhere, any pace) may offer a solution to some challenges of high school completion (Ferdig, 2010).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online learners at risk of dropping out need instructional support and personal support from their online teacher (and on-site mentor, if applicable). If learners were at risk of dropping out for motivational reasons, any retention effort must attempt to re-engage the learner (Ferdig, 2010). Individual instruction plans, coupled with innovative instruction, can be used to re-engage previously disengaged learners (Ferdig, 2010). Retention efforts must also focus on communication with learners, keeping them on pace with their coursework and supported throughout the online course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There is a critical need for the collection and use of data towards drop-out prevention (Ferdig, 2010). Early warning systems can help online teachers identify at-risk learners and prevent learners from dropping out (Ferdig, 2010). One such early warning system was studied for use with <em>Michigan Virtual <\/em>courses. The 2018 study conducted by Hung and Rice (2018) adopted a Deep Learning algorithm (previous models had used a Machine Learning algorithm to some success) to identify at-risk learners in the eighth week of the semester.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The predictive model was constructed using learner demographic variables, online behaviors, and online discussions (Hung &amp; Rice, 2018). The predictive model used the constructed learner profile (common indicators for early warning) as well as the learner\u2019s participation level (online behaviors and discussion). The results from the study indicated that the Deep Learning model was slightly better than the previous Machine Learning model and that the inclusion of the online discussions improved the overall predictive accuracy of identifying learners at risk of failing (Hung &amp; Rice, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"implications\">K-12 Online Special Learner Populations Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>While many credit recovery learners exhibit consistent pacing through the course, there are some that exhibit engagement patterns that are not associated with success in online courses such as low engagement with a final spike in activity near the end of the semester. Given that this population has already tried and failed to earn credit, it is important that credit recovery learners who do not exhibit a consistent pattern of course engagement have early additional teacher intervention and support.&nbsp;<\/li><li>Online programs and providers, particularly those that serve credit-recovery and other at-risk populations, should have re-engagement policies and procedures for learners who are not making significant course progress by a predetermined date.<\/li><li>Given the complexities and challenges of teaching online learners with disabilities, K-12 online teachers should be provided training and regular professional development on supporting online learners with disabilities. <em>Michigan Virtual<\/em> has this as part of their new teacher onboarding process, and it is revisited regularly throughout the year.&nbsp;<\/li><li>Policies and procedures should be in place to support students with disabilities in their online courses. <em>Michigan Virtual<\/em> works with the learners local schools to develop a plan to provide the necessary accommodations both online and face-to-face students.&nbsp;<\/li><li>To ensure that all learners can access all course material and be successful in their online courses, online courses should be designed in accordance with industry standards regarding accessibility such as, but not limited to, the Universal Design for Learning (UDL), Universal Design Principles, and Web Content Accessibility Guidelines. While <em>Michigan Virtual<\/em> has not formally adopted the UDL framework, course design adheres to standards (Quality Matters) that are consistent with the UDL framework.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Deschaine, M. (2018). <em>Supporting students with disabilities in k-12 online and blended learning<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/<\/a>&nbsp;&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R. E. (2010). <em>Understanding the role and applicability of K-12 online learning to support student dropout recovery efforts<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/understanding-the-role-and-applicability-of-k-12-online-learning-to-support-student-dropout-recovery-efforts\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/understanding-the-role-and-applicability-of-k-12-online-learning-to-support-student-dropout-recovery-efforts\/<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hung, A &amp; Rice, K. (2018). <em>Combining data and text mining to develop an early warning system using a deep learning approach<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/combining-data-and-text-mining-to-develop-an-early-warning-system-using-a-deep-learning-approach\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/combining-data-and-text-mining-to-develop-an-early-warning-system-using-a-deep-learning-approach\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017a). <em>Examining credit recovery learning profile from time-series clustering analysis<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-credit-recovery-learning-profile-from-time-series-clustering-analysis\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/examining-credit-recovery-learning-profile-from-time-series-clustering-analysis\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B.(2017b). <em>Examining credit recovery experience at a state virtual school<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/examining-credit-recovery-experience-at-a-state-virtual-school\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/examining-credit-recovery-experience-at-a-state-virtual-school\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pace, J., Rice, M., Mellard, D., &amp; Carter, Jr., R. A. (2016). <em>Meeting the needs of students with disabilities in K-12 online learning: An analysis of the iNACOL standards for quality online programs<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. (2018). <em>Virtual school course design: Accommodating students with disabilities<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/virtual-school-course-design-accommodating-students-with-disabilities\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/virtual-school-course-design-accommodating-students-with-disabilities\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., Pace, J., Mellard, D. (2016). <em>Meeting the needs of students with disabilities in K-12 online learning: An analysis of the iNACOL standards for quality online teaching<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., Mellard, D., Pace, J., &amp; Carter, Jr., R. A. (2016). <em>Meeting the needs of students with disabilities in K-12 online learning: An analysis of the iNACOL standards for quality online courses<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: K-12 Online Special Learner Populations",
            "excerpt": "Research suggests that online learners with disabilities, those at risk of dropping out, and those taking courses for credit recovery benefit from additional assistance and instructional support. These learners can benefit from online courses however those courses and the accompanying instruction need to be responsive to the unique needs of these learners. ",
            "slug": "mvlri-research-in-review-k-12-online-special-learner-populations",
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            "path": "\/research\/publications\/mvlri-research-in-review-k-12-online-best-practices\/",
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            "content": "<!-- wp:html -->\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Other Reports in the MVLRI Research in Review Series<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" aria-labelledby=\"PastReportsButton\" hidden=\"\"><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-special-learner-populations\/\"><em>K-12 Online Special Learner Populations<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-michigan-k-12-online-learning-demographics-and-effectiveness\/\"><em>Michigan K-12 Online Learning Demographics and Effectiveness<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-teaching-and-professional-development\/\"><em>K-12 Blended Teaching and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-blended-learning\/\"><em>K-12 Blended Learning<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-online-learning-in-higher-education\/\"><em>Online Learning in Higher Education<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-teacher-preparation-and-professional-development\/\"><em>K-12 Online Teacher Preparation and Professional Development<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-on-site-mentoring\/\"><em>K-12 Onsite Mentoring<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-learner-motivation\/\"><em>K-12 Online Learner Motivation<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/mvlri-research-in-review-k-12-online-program-evaluation-quality-and-policy\/\"><em>K-12 Online Program Evaluation, Quality, and Policy<\/em><\/a><br><\/dd>\n<\/dl>\n<!-- \/wp:html -->\n\n<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since its creation in 2013 through 2020, the Michigan Virtual Learning Research Institute (MVLRI)&nbsp;at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by MVLRI but rather only those publications including original research on K-12 blended and online learning. The nearly 100 resources represent research conducted internally by MVLRI staff, research conducted by partners at universities, colleges, and educational organizations, and covers a vast range of topics including, but not limited to, K-12 online best practices, online student motivation, K-12 blended teaching and professional development, and K-12 special populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, MVLRI sought to identify, review, and synthesize the original research published in the past 6 years. Again, not every blog or report published via the MVLRI.org website was included, only those containing original research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in the interest of brevity. A full reference list is provided at the end of this document noting the resources that contributed to this report.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"methods\">Methods<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Resources for inclusion in the synthesis were identified through the MVLRI.org website in the \u201cPublications\u201d and \u201cBlogs\u201d sections. All published blogs and reports were assessed to determine if they included original research. Those that did were included for synthesis. Once the approximately 100 resources containing original research were identified, each blog or report was reviewed and given up to three keyword tags. The following fields were also completed for each of the 100 resources: what we already know about the topic of research, what the resource adds, and implications for policy and practice. Resources were then thematically grouped and keywords were refined and combined. For example, K-12 online program evaluation and quality was combined with K-12 online program policy because although distinct, the themes were related and spoke to many of the same concepts and conclusions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the 10 thematic categories were identified, the resources within that category were reviewed again, both for accuracy in interpretation and to determine its relationship to other resources in the same category. Out of this process, the core findings and practical implications were identified. What is presented below is the synthesized understanding from the original research included. Because of the process, not every finding of every resource could be included, rather resources were reviewed to form a broad understanding of each theme and to identify what MVLRI has contributed and learned in the 6 years since it was formed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"findings\">K-12 Online Best Practices Core Findings<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Timing of registration for K-12 online courses does not seem to predict learner success.&nbsp;<\/li><li>Online K-12 learners who demonstrate linear progress throughout the semester comprise the highest performing learning trajectory group.<\/li><li>Time spent in an online course does not always equate to positive outcomes as significant time spent near the end of a course can be indicative of little progress in the early stages of the course.&nbsp;<\/li><li>Project-based assignments and text-resources contributed positively to learner success in K-12 online English courses, low knowledge activities detracted from success.&nbsp;<\/li><li>Online K-12 learners tend to focus more heavily on auto-graded course items when in fact teacher-graded items contributed more positively to learner success.&nbsp;<\/li><li>The relationship between online K-12 class size and learner success is typically reverse-U shaped; however, the degree to which class size contributes to learner success varies by content area.&nbsp;<\/li><li>Teacher-learner communication is important to online K-12 learner satisfaction and success, and learners largely prefer LMS embedded messaging tools.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"timing\">Registration Timing&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There tends to be an assumption that learners who enroll later in the registration window are less likely to succeed in their course for any number of reasons, such as motivations for taking the course and ability to pre-plan and enroll early. However, data collected from an online K-12 learning management system (LMS) do not support the assumption that learners who register late for a course have less chance for success. Instead, enrolling in the second week of a course, learners have an equal probability of passing or failing said course (Ranzolin, 2015).\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"trajectories\">Learning Trajectories<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Growth mixture modeling (GMM) found several different learning trajectory profiles in online K-12 mathematics courses. The first profile was that of nearly linear, on-pace progression, constituting approximately three-quarters of enrollments. This profile was more common in advanced placement (AP) courses likely because students in such courses move through them in a cohort model, whereas most other online courses are self-paced (Kwon, 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The second was a profile marked by a steep increase in learner scores near the end of the semester (Kwon &amp; DeBruler, 2019). Success with this profile required learners to earn a significant portion of course points in the final month(s) of the course, which was largely unattainable by a majority of learners (Kwon &amp; DeBruler, 2019). Additionally, learners enrolled in foundation courses such as Algebra and Geometry, and who indicated enrollment reasons of credit recovery or personal learning preference were more likely to show unpromising learning trajectories (Kwon, 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The third profile was one of hardly any progress over the semester; the learners did not show any \u201cbursts\u201d of activity nor did they consistently proceed through their course. Learners who ultimately withdrew from their courses showed this pattern of unpromising growth. The number of possible course points earned by these learners grew very little from the start to near the end of the semester (Kwon, 2017e).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A final profile was marked by strong early achievement (Kwon &amp; DeBruler, 2019). High performing groups, those with the greatest probability of success in their online course, tend to demonstrate more robust, linear progress from the beginning to the end of the semester (Kwon &amp; DeBruler, 2019). This group, however, is not always representative of the class overall, rather the largest group featured a spike in time invested in the course during a particular time (like the final weeks of a course) (Kwon, 2017c). This strategy was more common in the fall and spring semesters than in the summer semester (Kwon, 2017d).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because of this and findings from other studies, there does not appear to be a clear relationship between greater amount of time spent in course and\/or multiple peaks of time in course and success. The strategy of little involvement with a final surge is a common one, and one that is successful in some content areas and courses but not others (Kwon, 2017c).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"design\">Course Design<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A study conducted of <em>Michigan Virtual<\/em> English language and literature (ELL) courses found that project-based assignments were beneficial for learners and that text-based learning resources, such as teacher guides, helped learners achieve better learning outcomes (Zheng, 2018). Also important to learner success was learner autonomy in their learning through things such as promoting discussion, exchanging feedback, and encouraging learners\u2019 sense of audience and authorship.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conversely, low-level knowledge activities, such as remembering, had a negative impact on learning outcomes (Zheng, 2018).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Still specific to ELL courses, there were more auto-graded course items (individual questions on an auto-graded quiz) than teacher-graded; however, the teacher-graded items accounted for a larger percentage of course points (Lin, 2019). The proportion of auto-graded work varied considerably between courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learners attempted to earn a higher percentage of auto-graded course points, yet they actually earned a higher percentage of course points from teacher-graded work. This is because teachers awarded a higher percentage of points attempted (Lin, 2019). Further analysis indicated that neither the percentages nor the point totals earned from auto-graded coursework affected learners\u2019 pass rates (Lin, 2019). If learners are struggling with their overall workload, they may want to concentrate more of their efforts on coursework that is teacher-graded rather than on auto-graded coursework as they are more likely to do (Lin, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"size\">Class Size<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The relationship between class size and learners\u2019 final course grade is a reverse-U shape for math, social science, and \u201cother\u201d subject areas (arts, etc.). For these content areas, as class size increases, so does final course grade to a certain point (peak class size of 38 for mathematics; 42 for social science; about 35 for \u201cother\u201d). For foreign language and science, final grades increased as class size increased to the peak (15 for foreign language; 35 for science) and then decreased; however, this relationship was not statistically significant. Class size in English language and literature (ELL) did not have an impact on learner final grade (Lin, Bae, &amp; Zhang, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"interactions\">Teacher-Learner-Content Interactions<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teacher-learner interaction and communication are important in K-12 online courses, so much so that learning outcomes and overall course satisfaction are significantly related to teacher-initiated communications such as a welcome message, course announcements, and feedback (Kwon, 2019a; Lin, Zheng, &amp; Zhang, 2016). Further, learners who perceived communication as the best part of online learning were more likely to engage with course content and be satisfied with the course overall (Kwon, 2019a). Zhang &amp; Lin (2020) did not find a relationship between teacher-learner interactions and learners' learning satisfaction; however, this is contradictory to several previous studies and may be an area where more specifically focused, empirical research is needed. In the Zhang &amp; Lin (2019) study, only learner-content interactions were predictive of learner learning satisfaction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of the various mediums for teacher-learner communication, K-12 online learners preferred messaging tools embedded within the LMS. Learners who took better advantage of the message tools (as evidenced through more out-going messages) were more successful in their courses (Kwon, 2019a). This was particularly true for mathematics and AP courses (Kwon, 2019a).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zhang &amp; Lin (2019) also found that for teachers, pedagogically focused behaviors were a significant positive predictor of learner satisfaction, whereas managerial behaviors were a significant negative predictor. Their results suggest that improvements in learner-content interaction may help to increase learner satisfaction, and an increase in teacher-learner interaction may also benefit learner satisfaction (Lin, Zheng, &amp; Zhang, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"best\">K-12 Online Best Practices Practical Implications and Actionable Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Reason for enrollment, not timing, seem to impact learners' probability of success, so long as learners are within the registration window, and presumably have ample time to complete their course, they should be permitted to enroll. It may, however, be helpful to flag learners who indicated enrollment reasons of \u201ccredit recovery\u201d or \u201cpersonal learning preference\u201d for more careful monitoring during the early weeks of the course. We know that learners who show little progression early in the semester are unlikely to make significant progress and are likely to withdraw from the course. It is recommended to have established early monitoring procedures for monitoring and following up with these learners.&nbsp;<\/li><li>The most successful group of online learners are those who demonstrate consistent, on-pace progress through their courses. Because of this, online programs and course providers should continue to provide, and strongly encourage students to follow, pacing guides. They should not require that learners strictly adhere to the pacing guides (with the exception of AP courses and the final end of course deadline) without conducting research into the benefits and possible unintended consequences of such a requirement. This may be an area of interesting research in that the \u201cany pace\u201d concept on online learning may not actually be one that is beneficial to learner success.&nbsp;<\/li><li>Autograded items like quizzes offer learners an opportunity to practice and solidify understanding of course concepts; they also relieve some of the burden of assessment from online teachers. However, learners tend to over-invest their time and effort in auto-graded items for which they are awarded less points and which contribute little to the overall course progress and progression. When designing new courses, or updating courses online programs and course providers should be cognizant of learners over-reliance on autograded items and use them in targeted and specific ways as we also know that project-based assignments led to better course outcomes than memorization tasks. Additionally, when developing interventions for learners who are behind in their courses, it may be more advantageous for learners to focus their time and effort on instructor-graded items, and less on auto-graded. This research should be expanded out beyond ELL courses to determine the true impact of these assessments for other content areas.&nbsp;<\/li><li>There seems to be a complicated relationship between the number of learners in an online course and learner outcomes. While <em>Michigan Virtual<\/em> has some data on optimal class size, it is recommended that more research on this topic is conducted to more clearly determine the nature and strength of this relationship before developing any specific policies.&nbsp;<\/li><li>It is clear from research sponsored by <em>Michigan Virtual<\/em>, and intuitive to those in education, that communication between learners and teachers is important to most learners. Learners reported a preference for messaging tools embedded in the LMS. Online programs and course providers<em> <\/em>should continue to encourage learners to communicate with teachers through the LMS messaging tool. Online learners who communicated more with their teachers reported higher course satisfaction; however, course satisfaction is unlikely to increase broadly by requiring communication of all learners.<\/li><li>Online learners were more satisfied with their online courses when their teachers engaged in pedagogical behaviors, rather than managerial ones. Reducing the amount of managerial tasks that online teachers must complete likely frees up time for teachers to work closely with learners, which in turn increases learner satisfaction. Online programs and course providers should continue to work closely with course designers and instructional staff to decrease the amount of managerial work of online teachers.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017c). <em>Course engagement patterns in mathematics and non-mathematics courses<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/course-engagement-patterns-in-mathematics-and-non-mathematics-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/course-engagement-patterns-in-mathematics-and-non-mathematics-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017d). <em>Exploring patterns of time investment using time-series clustering analysis<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/exploring-patterns-of-time-investment-in-courses-using-time-series-clustering-analysis\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/exploring-patterns-of-time-investment-in-courses-using-time-series-clustering-analysis\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017e). <em>Growth modeling with LMS data: Data preparation, plotting, and screening<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/growth-modeling-with-lms-data-data-preparation-plotting-and-screening\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/growth-modeling-with-lms-data-data-preparation-plotting-and-screening\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2018). <em>Learning trajectories in online mathematics courses<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2019a). <em>Communicative interactions with teachers in K-12 online courses: From the student perspective<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/communicative-interactions-with-teachers-in-k-12-online-courses-from-the-student-perspective\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/communicative-interactions-with-teachers-in-k-12-online-courses-from-the-student-perspective\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. &amp; DeBruler, K. (2019, September 26). Pacing Guide for Success in Online Mathematics Courses. <em>Michigan Virtual<\/em>. <a href=\"https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/pacing-guide-for-success-in-online-mathematics-courses\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H. (2019). <em>Auto-grading versus instructor grading in online english courses<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/auto-grading-versus-instructor-grading-in-online-english-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/auto-grading-versus-instructor-grading-in-online-english-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H., Bae, J., &amp; Zhang, Y. (2019). Online self-paced high-school class size and student achievement. <em>Educational Technology Research and Development<\/em>, 67, 317- 336. <a href=\"https:\/\/doi.org\/10.1007\/s11423-018-9614-x\">https:\/\/doi.org\/10.1007\/s11423-018-9614-x<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lin, C. H., Zheng, B. &amp; Zhang, Y. (2016). Interactions and learning outcomes in online language courses: Online interactions and learning outcomes. <em>British Journal of Educational Technology<\/em>. <em>48<\/em>(3). <a href=\"https:\/\/doi.org\/10.1111\/bjet.12457\">https:\/\/doi.org\/10.1111\/bjet.12457<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ranzolin, D. (2015, April 1). To serve and subsist: Reflections on finding the ideal registration window. <em>Michigan Virtual. <\/em><a href=\"https:\/\/michiganvirtual.org\/blog\/to-serve-and-subsist-reflections-on-finding-the-ideal-registration-window\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/blog\/to-serve-and-subsist-reflections-on-finding-the-ideal-registration-window\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zhang, Y. &amp; Lin, C. H. (2019). Motivational profiles and their correlates among students in virtual school foreign language courses. <em>British Journal of Educational Technology<\/em>, <em>51<\/em>(2). <a href=\"https:\/\/doi.org\/10.1111\/bjet.12871\">https:\/\/doi.org\/10.1111\/bjet.12871<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Zheng, B. (2018). <em>Exploring the impact of student-, instructor-, and course-level factors on student learning in online English language and literature courses<\/em>. Michigan Virtual University. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/exploring-the-impact-of-student-instructor-and-course-level-factors-on-student-learning-in-online-english-language-and-literature-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">https:\/\/michiganvirtual.org\/research\/publications\/exploring-the-impact-of-student-instructor-and-course-level-factors-on-student-learning-in-online-english-language-and-literature-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "MVLRI Research in Review: K-12 Online Best Practices",
            "excerpt": "While context remains unique and unquestionably important for online learning, research suggests best practices such as consistent learner progression, teacher-learner communication, and the value of project-based learning may positively impact student learning outcomes. Similarly research also suggests elements such as registration timing and time spent in the online course do not contribute significantly to learner success. ",
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            "content": "<!-- wp:paragraph -->\n<p>This brief on social and emotional learning (SEL) is based on a research study conducted by <em>Michigan Virtual Learning Research Institute (MVLRI)<\/em>. During this study, several school districts within the state of Michigan were surveyed and interviewed to discuss the impact of the Suite360 program within their schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"social\">Social and emotional learning in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Across the country, social and emotional learning has been rising in importance as schools continually seek to assist students with navigating both their home and academic lives. According to the <a href=\"https:\/\/casel.org\/what-is-sel\/\">Collaborative for Academic, Social, and Emotional Learning (CASEL)<\/a>, \u201cSocial and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.\u201d In Michigan, the emphasis of educating the \"whole child\" has risen to be among the highest of priorities. As part of <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/SBE_MDE_Priorities_431241_7.pdf\">Michigan's Top 10 in 10 Years initiative<\/a>, school districts are moving beyond focusing solely on students' academic needs, and they are addressing students' cognitive, physical, behavioral, social, and emotional needs as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> supports this initiative by providing the Suite360 program to schools and districts throughout the state. Suite360 is a student curriculum that consists of a curated library of thousands of educational videos, articles, activities, surveys, heuristics reflections, and lessons on topics critical to students' social, emotional, and behavioral needs. Suite360 is research and evidence-backed, with content aligned to the standards developed by CASEL and mapped to the grade-specific learning objectives published by various federal and state education boards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Suite360 student curriculum is accompanied by a companion program for parents and professional development for staff and administrators. Curriculum topics for students are assigned by school district personnel as needed. The Suite360 program also has a restorative justice program for students who need extra support with conduct and behavior. This particular program is often used to help support students as part of a school\u2019s or district's detention or suspension program. According to associate principal Kyle Meteyer of Lake Orion High School in Michigan, \u201cSuite360 meets students where they\u2019re at and gives them the opportunity to learn a little bit about why they\u2019re in ISS in the first place and how they can improve their decision-making. If districts are looking for ways to comply with restorative practices, Suite360 is a good fit.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"positive\">Positive impacts of Suite360<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Suite360 is a student curriculum delivered in a digital format, spanning multiple digital platforms. Available via the web or through a mobile app, Suite360 aims to reach students where they are in their digital world. School leaders within Michigan have noted that the curriculum has been met with positive results as the video content and curriculum, in general, is very relatable, featuring students or celebrities that capture the interest of students. Chris Arrington, principal at Marion Public Schools elaborated stating, \u201cI think for us when we talk about helping kids and parents deal with tough topics and conversations \u2026 from our estimation, that the tech platform of 360 evens the playing field between the haves and have nots.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders have also cited the use of Suite360 has provided them and their teachers with meaningful data that informs conversations with parents. These data have been instrumental in fostering ongoing collaboration between school personnel and parents and guardians. Meggan Mertz, behavior interventionist and coach at Port Huron Area School District in Michigan, noted, \u201cIn order to reach kids, we really need to understand them.\u201d Data provided through the use of Suite360 help school leaders accomplish this.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of the school districts surveyed during this study, several school leaders indicated that the use of Suite360 has positively impacted overall school climate. These claims by Michigan schools further validate the findings of a 2018 <a href=\"https:\/\/www.air.org\/sites\/default\/files\/downloads\/report\/School-Climate-and-Social-and-Emotional-Learning-Integrative-Approach-January-2018.pdf\">study conducted by the Edna Bennet Pierce Prevention Research Center at Pennsylvania State University<\/a>. According to the research center, \u201cSchool climate and social and emotional learning (SEL) \u2026 are [both] necessary to build healthy schools, are co-influential, and benefit each other. A positive school climate creates the conditions for SEL; the social and emotional competence of each member of the school community, both individually and collectively, affects school climate\u201d (p. 2).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A natural positive effect of healthy school climates is the overall improvement of school-wide student behaviors. In a <a href=\"https:\/\/learningpolicyinstitute.org\/sites\/default\/files\/product-files\/Educating_Whole_Child_REPORT.pdf\">2018 report on improving school climate to support student success<\/a>, Darling-Hammond and Cook-Harvey reported, \u201cCrafting school and classroom environments that support and encourage positive student behavior as well as learning requires recognizing that academic, social, and emotional learning are interconnected\u2014and that they can be explicitly taught\u201d (p. 22).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders participating in this study reported that they have seen a direct positive impact on student behavior as a result of the use of Suite360. Conversations with these leaders also indicated that the longer their school or district has been focusing on a whole-child approach to educating students, the greater the results. These results include the improved academic achievement of students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"implementation\">Implementation factors and recommendations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools and districts that have successfully implemented the Suite360 program shared a similar process that included community outreach, internal visioning, the development and execution of an implementation strategy, and ongoing program evaluation. While the specific actions related to each aspect of the process varied from school to school, <em>MVLRI<\/em> recommends the following to schools seeking to implement such a program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"community\">Community outreach<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a way to truly understand the needs of their greater school community, school leaders should open dialogue with various stakeholder groups to identify some of the needs and challenges students face both within and beyond the walls of the school. While involving teachers, school staff, and students in the process of identifying the focus of need is essential, school leaders would benefit from expanding these conversations to local civic organizations, church groups, athletic associations, and similar organizations that include children.&nbsp; Such conversations will allow school leaders to gain a more comprehensive view of student needs and allow them to identify which components of Suite360 would best meet their needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"internal\">Internal visioning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Once data have been collected through community outreach, school leaders should form an internal visioning team to analyze the data and form a comprehensive vision of how the Suite360 program can be used to meet the needs of students. This process requires a cross-functional team to not only develop a shared vision for the school or district, but also to identify the specific goals of the social and emotional learning program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"development\">Development and execution of an implementation strategy<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With a firm vision and the related goals in place, school leaders will be ready to organize a full implementation team. This team should be charged with the responsibility of developing the implementation strategy that not only includes the specific steps to implementing the Suite360 program, but it should also include a realistic timeline for the implementation. Key aspects of the implementation will center on the availability of technology devices for students and staff, adequate technology system infrastructure, and professional development or training for teachers, support staff, administrators, and parents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"ongoing\">Ongoing program evaluation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The effectiveness of the school's or district\u2019s SEL program, and the impact of Suite360, should be evaluated on a regular basis. It is recommended that an initial evaluation of the program be conducted approximately 6 months of the start of the initial implementation. During this evaluation, school leaders should assess the progress the school or district has made toward the specific goals of the overall SEL program. Adjustments or changes to the processes and procedures that support the program should be made at this time, if necessary. In general, the program should be evaluated at least annually after the first year of operation. It is also recommended that as new staff members are employed within the school or district, that a formal onboarding or orientation to the SEL program and the use of Suite360 occurs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As schools and districts throughout the nation, and in Michigan specifically, continue to address the social and emotional needs of students, they should consider a formal approach to the design and implementation of an SEL program. Consideration should also be given to the use of the Suite360 program as it has demonstrated effectiveness in schools that participated in this study.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For more information about SEL and how schools and districts can navigate the challenges associated with the current COVID-19 pandemic, please visit the <em>Michigan Virtual<\/em> website to listen to a podcast recording titled, <a href=\"https:\/\/michiganvirtual.org\/blog\/podcast-sel-during-a-pandemic-with-lauren-kazee\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">SEL During a Pandemic with Lauren Kazee<\/a>. Other resources can also be found on this website by visiting the <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan Cares<\/a> web page. Here, Michigan school leaders can find hundreds of free resources to use to support their SEL programs.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Addressing Social and Emotional Learning with the Suite360 Program",
            "excerpt": "Across the country, social and emotional learning has been rising in importance as schools continually seek to assist students with navigating both their home and academic lives. In Michigan, the emphasis of educating the \"whole child\" has risen to be among the highest of priorities. As part of Michigan's Top 10 in 10 Years initiative, school districts are moving beyond focusing solely on students' academic needs, and they are addressing students' cognitive, physical, behavioral, social, and emotional needs as well.",
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            "path": "\/blog\/podcast-design-thinking-in-schools-with-ariel-raz\/",
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            "content": "\n\nAriel Raz is the Head of Learning Collaborations with the&nbsp;<a href=\"https:\/\/dschool.stanford.edu\/programs\/k12-lab-network\" target=\"_blank\" rel=\"ugc noopener noreferrer\">Stanford d.school k12 Lab<\/a>. In this episode, we chat with Ariel about design thinking and how it can be used in K-12 schools to unlock innovation. Ken Dirkin, Executive Director of the&nbsp;<a href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\" rel=\"ugc noopener noreferrer\">Michigan Virtual Learning Research Institute<\/a>&nbsp;joins us to unpack our conversation with Ariel.\n<h3>Here are some notes about the episode:<\/h3>\n<ul>\n \t<li>Learn about the&nbsp;<a href=\"https:\/\/dschool.stanford.edu\/about\" target=\"_blank\" rel=\"ugc noopener noreferrer\">Stanford d.school<\/a>&nbsp;and the&nbsp;<a href=\"https:\/\/dschool.stanford.edu\/programs\/k12-lab-network\" target=\"_blank\" rel=\"ugc noopener noreferrer\">K12 Lab<\/a> program<\/li>\n \t<li>Ariel supports Check out&nbsp;<a href=\"http:\/\/www.arielraz.com\/designthinking\" target=\"_blank\" rel=\"ugc noopener noreferrer\">Ariel\u2019s design thinking portfolio<\/a><\/li>\n \t<li>Learn about projects that the d.school is engaged in:&nbsp;<a href=\"https:\/\/dschool.stanford.edu\/k12-lab-network\/safety\" target=\"_blank\" rel=\"ugc noopener noreferrer\">School Safety<\/a><a href=\"https:\/\/dschool.stanford.edu\/k12-lab-network\/safety\" target=\"_blank\" rel=\"ugc noopener noreferrer\">,&nbsp;<\/a><a href=\"https:\/\/dschool.stanford.edu\/k12-lab-network\/puzzles\" target=\"_blank\" rel=\"ugc noopener noreferrer\">Deeper Learning Puzzle Bus<\/a>,&nbsp;<a href=\"https:\/\/dschool.stanford.edu\/k12-lab-network\/designing-the-president\" target=\"_blank\" rel=\"ugc noopener noreferrer\">Designing the President<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=podcast%20pd\" target=\"_blank\" rel=\"ugc noopener noreferrer\">Podcast PD<\/a>&nbsp;is a great way to extend your learning while listening to the Digital Backpack.<\/li>\n<\/ul>\nMake sure to&nbsp;<a href=\"https:\/\/anchor.fm\/digitalbackpack\" target=\"_blank\" rel=\"ugc noopener noreferrer\">subscribe<\/a>&nbsp;to listen to future episodes!",
            "title": "Podcast: Design Thinking in Schools with Ariel Raz",
            "excerpt": "Ariel Raz is the Head of Learning Collaborations with the&nbsp;Stanford d.school k12 Lab. In this episode, we chat with Ariel about design thinking and how it can be used in K-12 schools to unlock innovation. Ken Dirkin, Executive Director of the&nbsp;Michigan Virtual Learning Research Institute&nbsp;joins us to unpack our conversation with Ariel. Here are some...",
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        {
            "id": 42487,
            "path": "\/blog\/looking-ahead-how-to-thrive-in-and-beyond-the-2020-21-school-year\/",
            "author_id": 54,
            "timestamp": 1601065623,
            "content": "<!-- wp:paragraph -->\n<p>We began our <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\">student-centered learning blog series<\/a> by exploring <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\">what student-centered learning<\/a> is in a theoretical sense, defining the relationship between <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/close-relatives-student-centered-learning-and-blended-learning\/\" target=\"_blank\">student-centered learning and blended learning<\/a>, and taking an inside look at <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/an-inside-look-student-centered-learning-at-alpena-public-schools\/\" target=\"_blank\">what student-centered learning looks like in practice<\/a>.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We discussed the <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-the-impetus-for-change\/\" target=\"_blank\" class=\"rank-math-link\">motivating factors<\/a> behind why some schools make the shift towards student-centered learning as well as the <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-catalysts-for-change\/\" target=\"_blank\" class=\"rank-math-link\">catalysts that may facilitate change<\/a> and give student-centered learning momentum.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In our <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/stories-from-the-field-student-centered-learning\/\" target=\"_blank\" class=\"rank-math-link\">Stories from the Field: Student-Centered Learning<\/a> mini-series, we celebrated and highlighted the successes of three different Michigan schools that are embracing student-centered learning: <a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-at-hamilton-community-schools\/\">Hamilton Community Schools<\/a>, <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-at-flextech-high-schools\/\" target=\"_blank\" class=\"rank-math-link\">FlexTech Schools<\/a>, and <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-at-fraser-public-schools\/\" target=\"_blank\" class=\"rank-math-link\">Fraser Public Schools<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And in our <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/engage-and-empower-learners\/\" target=\"_blank\" class=\"rank-math-link\">Engage and Empower Learners<\/a> mini-series, we have revisited the core tenets of student-centered learning\u2014<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" class=\"rank-math-link\">voice and choice<\/a>, <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" class=\"rank-math-link\">competency-based progression<\/a>, and <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/increasing-learner-agency-through-continuous-monitoring-of-student-needs\/\" target=\"_blank\" class=\"rank-math-link\">continuous monitoring of student needs<\/a>\u2014to explain how student-centered learning supports learning continuity.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Last spring, as schools closed their doors due to the pandemic, as teachers (some for the first time) were asked to move their instruction online, and as students (some for the first time) were asked to learn online, schools were given some grace and forgiveness as we were all adjusting to our \u201cnew normal.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the transition to remote teaching and learning was easier for some, it is safe to say that many struggled.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, as we begin another school year, <em>failure is not an option.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This school year, we have two choices: <strong>survive or thrive.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We conclude this series by looking ahead\u2014looking ahead with the intent of exploring what changes can we make now to better prepare our schools, our teachers, and our students for success not only this year, but in the years to come.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/innovation.jpg\",\"id\":23376,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/innovation.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">As we begin another school year, <em>failure is not an option.<\/em> <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">This school year, we have two choices: <strong>survive or thrive.<\/strong><\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Survival mode<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For those school administrators who are trying to survive this year by sustaining their pre-covid model of education, we understand. It\u2019s understandable to want to mimic how education occurred prior to the pandemic but in a remote learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some school administrators are reporting that even parents want \u201cschool\u201d to return to the way it was, insisting that their children aren\u2019t disciplined enough to complete their work on their own when they aren\u2019t provided with the structures of synchronous instruction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, implementing and enforcing strict rules like <em>requiring that students always have video on, that they follow along from home with classroom instruction on hybrid learning days, prohibiting the use of virtual backgrounds, making a virtual learning day just as long as an in-person learning day, and forbidding snacking during class<\/em> are not necessarily the answer.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, could the lack of self-discipline and initiative on the part of students simply exist because students have never been given the opportunity to learn these skills before now?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>We can\u2019t expect students to have the capacity for <\/strong><a class=\"rank-math-link\" href=\"https:\/\/education-reimagined.org\/what-do-you-mean-when-you-say-student-agency\/\"><strong>learner agency<\/strong><\/a><strong> when they have never been provided with opportunities to practice.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The way to thrive is to innovate&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Rather than trying to survive by sustaining a pre-covid model while teaching in a remote or hybrid learning environment, some innovative schools are looking for opportunities to advance their vision and consider new possibilities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We have come to learn that some of the pre-covid structures that have existed in our schools but limited our ability to implement change such as bell schedules, <a class=\"rank-math-link\" href=\"https:\/\/www.michigan.gov\/documents\/mde\/Flexible_Learning_Document_3_458395_7.pdf\">seat time<\/a>, and the physical limitation of teachers solely delivering instruction in-person, are no longer a necessity for learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>How can we institutionalize a different kind of practice\u2014one that is not dependent on the physical presence of teachers and students together, one that meets the unique needs of every individual student, one that keeps in mind the stress that teachers, students, and families are already under\u2014and deliver instruction otherwise?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Innovative schools are looking to structure what has traditionally been done in the past in ways that are better, easier, and\/or faster\u2014not only for teachers and administrators, but for students and families as well\u2014so that when the previous practices are pulled away, people don\u2019t revert back to their old ways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are schools that are ready to take advantage of this opportunity and to <a href=\"https:\/\/michiganvirtual.org\/blog\/a-hopeful-perspective-as-cracks-in-our-education-system-are-revealed-we-need-to-dream-about-whats-possible\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">dream about what\u2019s possible<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>So what can we do between now and life post-pandemic to create an improved learning model and to help students thrive?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Design opportunities for student-centered learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As you contemplate the possibilities that the future of learning holds, we encourage you to consider incorporating <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">the components of student-centered learning<\/a> at appropriate levels, wherever it is possible. And if you already implement some student-centered practices, continue to nurture them. It will help both you and your students grow not only now, but also into the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In our discussions with school leaders, many have indicated that those school districts that implemented some student-centered learning principles prior to the pandemic made the transition to remote learning and teaching more easily.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cFor us to shift to fully remote learning, we only had to shift slightly, modifying content somewhat as we already had the infrastructure and protocols in place to support remote learning,\u201d said Carrie Wozniak, superintendent of <a href=\"https:\/\/www.fraser.k12.mi.us\/Page\/1\" class=\"rank-math-link\">Fraser Public Schools<\/a>. \u201cBeing student-centered already, we simply stayed focused on student learning instead of figuring out how to teach remotely. This allowed our teachers to focus more on learning, rather than emergency remote teaching. They didn\u2019t need to entirely shift their focus.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning means focusing more on <em>student learning<\/em> than on creating content and structuring lessons.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1189984971.jpg\",\"id\":41936,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/iStock-1189984971.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cBeing student-centered already, we simply stayed focused on student learning instead of figuring out how to teach remotely. This allowed our teachers to focus more on learning, rather than emergency remote teaching. They didn\u2019t need to entirely shift their focus.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Let them choose. Let them show what they know.&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another way we can help our students thrive both now and in the future is to find opportunities to give students choice. Building choice into instruction and assessments gives students an element of control.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than trying to keep the lesson content, delivery, and assessments the same whether students are learning face-to-face, in a hybrid environment, or remote, <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">building choice into instruction and assessments has the potential to create greater levels of student motivation and engagement<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are some additional resources that explain how to create opportunities for student choice and what it looks like in the classroom:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/researchmap.digitalpromise.org\/ask_a_researcher\/offering-students-choice-assignments-lead-greater-engagement\/\">Does Offering Students a Choice in Assignments Lead to Greater Engagement?<\/a><\/li><li><a href=\"https:\/\/www.edutopia.org\/article\/putting-students-charge-their-learning\">Putting Students in Charge of Their Learning<\/a><\/li><li><a href=\"https:\/\/medium.com\/synapse\/10-ways-to-incorporate-student-choice-in-your-classroom-e07baa449e55\">10 Ways to Incorporate Student Choice in Your Classroom<\/a><\/li><li><a href=\"https:\/\/www.kqed.org\/mindshift\/52421\/what-giving-students-choice-looks-like-in-the-classroom\">What Giving Students Choice Looks Like in the Classroom<\/a><\/li><li><a href=\"https:\/\/achievethecore.org\/aligned\/centering-student-voice-choice-remote-classroom\/\">Centering Student Voice &amp; Choice in a Remote Classroom<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Building choice into instruction and assessment can give teachers a more accurate picture of what students <em>really <\/em>know as students have the opportunity to demonstrate their learning in a way that makes the most sense to them, not the single option offered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the remote learning environment that many teachers and students are finding themselves in, teachers may not be able to be as dependent on summative assessments because of the increased concerns of academic integrity. As a result, teachers may want to rely more on formative assessments to more closely and frequently monitor student needs and assess student learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you can create assessments and design learning opportunities now\u2014to whatever extent that you can\u2014that incorporate voice and choice, that give students an opportunity to demonstrate their understanding in a way that highlights their strengths, it will help students thrive and gives them a chance to develop skills needed for learner agency.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSchools that have created the conditions for student agency are going to have an easier time with rapid or extended closures because students aren\u2019t waiting on the adults or the system to tell them what to do,\u201d says Dr. Sarah Pazur, director of school leadership at <a href=\"http:\/\/flextechschools.org\/\" class=\"rank-math-link\">FlexTech High School<\/a>. \u201cThey [students] are inspired by the work they\u2019re doing because they had a voice in shaping and designing it\u2014they created it and it doesn\u2019t live in the school building. When the student drives the learning, the arbitrary structures like class periods and teacher-driven lessons in the form of worksheets or rote learning tasks become obsolete.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When schools and teachers can create these student-centered learning environments, the responsibility to move forward is really on the students. They have the resources they need, they know the learning path they are on, and they are engaged and motivated to advance.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/brainstorming.jpg\",\"id\":41169,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/brainstorming.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cThey [students] are inspired by the work they\u2019re doing because they had a voice in shaping and designing it\u2014they created it and it doesn\u2019t live in the school building.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Provide ongoing professional development<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While some teachers will naturally thrive in a situation like the one we are currently in, where things are new and challenging and unpredictable, others will really struggle. Neither teachers nor administrators necessarily know how to make student-centered learning work, especially when many are teaching and learning remotely.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is crucial that ongoing professional development is put in place to help these teachers. As you consider what to incorporate into your professional development plan, make sure to keep in mind the following considerations:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>District level vs. building level needs<\/strong>: There will be varying professional development needs within your district. It may be appropriate to have district-level professional development with some autonomy and flexibility for differences at the building level.&nbsp;<\/li><li><strong>Teacher needs<\/strong>: Satisfying the needs of your teachers should be your first priority. Help them be effective and functional whether they are teaching in a virtual or a hybrid model. Help them understand what good instruction looks like and how to slowly filter in <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">voice and choice<\/a>. <em>*Remember to be sensitive to the fact that some of your teachers may be struggling with home obligations, especially those with little ones, in addition to their teaching obligations.&nbsp;<\/em><\/li><li><strong>Focus on assessment<\/strong>: As we discussed above, assessment strategies will need to change. Teachers may need to focus more on <a class=\"rank-math-link\" href=\"https:\/\/www.aeseducation.com\/blog\/formative-vs.-summative-assessments-what-do-they-mean#:~:text=In%20a%20nutshell%2C%20formative%20assessments,has%20learned%20throughout%20a%20course.\">formative assessments rather than summative assessments<\/a>. Also, keep in mind that assessment may look very different at the high school compared to the middle school or elementary levels. Make sure to incorporate the building-level flexibility that we mentioned earlier.&nbsp;<\/li><li><strong>Parents<\/strong>: Make sure to work with parents and keep their needs in mind. Remember that in a remote learning environment, teachers are delivering instruction in students\u2019 homes. This has given teachers a glimpse of what home life is like for some students. <em>*Remember to be sensitive to the fact that some of these parents are trying to work a full-time job while helping their children with their school work.&nbsp;<\/em><\/li><li><strong>Social-emotional component<\/strong>: Recognize that many students and their families may be feeling isolated and experiencing added stress. Are there ways you can embed <a href=\"https:\/\/michiganvirtual.org\/blog\/supporting-your-childs-social-and-emotional-needs-during-school-closures\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">social-emotional components<\/a> into communications with families? Newsletters with suggestions probably won\u2019t be enough. Families\u2019 needs are shifting, and developing relationships with them is essential.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>While the ideas above do not form an exhaustive list, incorporating these components into the professional development you design for your teachers should help. In addition, it is crucial that professional development is ongoing for it to be successful long-term.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the best ways to incorporate ongoing professional development is to build time into teachers\u2019 schedules dedicated specifically for collaboration. Teachers need more time to collaborate\u2014to share information about students, to share best practices in instruction, and to help each other grow.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Give teachers the opportunity to learn from each other.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Shape the building blocks of a new model now<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This virtual or hybrid model that many educators are now working in out of necessity is actually being recognized by some families and students as a better way to learn and to receive their education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the pandemic is under control and some schools move back to their traditional model of only offering face-to-face instruction, that may not be acceptable to some families. This need for remote learning may actually force some schools into offering a hybrid model...and force them to play catch up to those schools who were early adopters and already have it figured out.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than being behind the curve, perhaps we can take advantage of the current situation and the removal of some constraints that have been barriers to student-centered learning to try some new strategies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We should begin to pay particular attention to what is currently working for students and families through a student-centered lens, grab onto those things, and consider how we can keep them in place even after the pandemic subsides.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Can you build upon and enhance your current model by adding in some student-centered learning principles?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s not about throwing out what was done before, it\u2019s about determining what we are going to bring with us to a new model. It\u2019s about adding and enhancing,\u201d says Dave Tebo of <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Will you spend this school year in survival mode or will you look for opportunities to innovate and allow your students to thrive?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What will you bring with you to a new model?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/steps.jpg\",\"id\":29987,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/steps.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cIt\u2019s not about throwing out what was done before, it\u2019s about determining what we are going to bring with us to a new model. It\u2019s about adding and enhancing.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Looking Ahead: How to Thrive in (and Beyond) the 2020-21 School Year",
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            "content": "\n\nAdam Rubin is a Founder and Partner with <a href=\"https:\/\/www.2revolutions.net\/\">2Revolutions<\/a>, an education design lab. In this episode, we chat with Adam about his organization\u2019s approach to supporting schools, districts, and education agencies to clarify goals for student learning, identify the barriers that are in the way, and use the design lab model to design and test methods that help make the shift happen. Rather than coming with the method in hand, Adam shares his view that it\u2019s important to build solutions around the local context.\n<h3><span style=\"font-weight: inherit\">Here are some notes about the episode:<\/span><\/h3>\n<ul>\n \t<li style=\"font-weight: inherit\"><a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-3-319-78580-6_7\"><span style=\"font-weight: inherit\">Unlocking the Future of Learning by Redesigning Educator Learning<\/span><\/a><span style=\"font-weight: inherit\"> - This chapter by Adam and Ali Brown makes an argument for why rethinking professional learning has the power to transform education systems moving forward.<\/span><\/li>\n \t<li style=\"font-weight: inherit\"><span style=\"font-weight: inherit\">2Revolutions partnered with Virginia Beach City Public Schools to <\/span><a href=\"https:\/\/virginiabeachand2revstory.squarespace.com\/\"><span style=\"font-weight: inherit\">build an innovative and integrative community<\/span><\/a><span style=\"font-weight: inherit\">, this is a good example of the design lab model in practice.<\/span><\/li>\n \t<li style=\"font-weight: inherit\"><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=podcast%20pd\"><b>Podcast PD<\/b><\/a><span style=\"font-weight: inherit\"> is a great way to extend your learning while listening to the Digital Backpack.<\/span><\/li>\n<\/ul>\n<span style=\"font-weight: 400\">Make sure to<\/span><a href=\"https:\/\/anchor.fm\/digitalbackpack\"> <b>subscribe<\/b><\/a><span style=\"font-weight: 400\"> to listen to future episodes!<\/span>",
            "title": "Podcast: Why the Same Learning Model Won't Work for Every School with Adam Rubin",
            "excerpt": "Adam Rubin is a Founder and Partner with 2Revolutions, an education design lab. In this episode, we chat with Adam about his organization\u2019s approach to supporting schools, districts, and education agencies to clarify goals for student learning, identify the barriers that are in the way, and use the design lab model to design and test...",
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        {
            "id": 42211,
            "path": "\/research\/publications\/flexible-start-for-k-12-online-courses-michigan-virtual-case-study\/",
            "author_id": 61,
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            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Exploring ways in which online learning can meet the unique needs of all students in Michigan schools, a team of <em>Michigan Virtual<\/em> staff investigated how online learning programs are structured to accommodate flexible start and end dates for students taking online courses. Interviews with several virtual programs in Michigan and a look at virtual schools in other states provided a sense of how some schools enabled flexible enrollment options. Factors unique to Michigan that may facilitate or hinder the adoption of this enrollment practice were considered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"school\">School Calendar<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most districts in the United States begin school in August, having local control over their start date. According to the <a href=\"https:\/\/nces.ed.gov\/programs\/statereform\/tab5_14.asp\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">National Center for Education Statistics (NCES)<\/a>, Michigan is one of only three states that mandates a post-Labor Day start for students. In response to the 2005 law designed to boost state tourism during the months of August and September, the Michigan Department of Education (MDE) began issuing waivers for permission to start earlier. The state allows an individual school district to apply for an annual waiver and allows an intermediate school district (ISD) to obtain a 3-year waiver that covers all of its local districts. In 2019, 196 districts had such permission to start early. That count includes 47 of the 56 ISDs, meaning there may be many more schools that begin in August. We don\u2019t know definitively because MDE does not track the total number of schools within an ISD that are starting school before the Labor Day weekend.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One reason schools choose to start early is to align their academic calendar with dual enrollment programs that allow high school students to take college courses. Students can dual enroll at a local college through the <a aria-label=\" (opens in a new tab)\" href=\"http:\/\/www.legislature.mi.gov\/(S(1umwgt25qnhbhe2nkfsup3k5))\/documents\/mcl\/pdf\/mcl-Act-160-of-1996.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Post Secondary Enrollment Options Act<\/a>, which requires that high schools permit up to 10 dual enrollment courses during the 4 years of high school, and less if they start in later grades. Early\/Middle College Programs are unique, individual partnerships formed by a school and a post secondary institution. They do not necessarily have to follow the same academic calendar as the rest of the students enrolled in the participating college or university. They often also occur at separate campus locations. According to <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.michigan.gov\/documents\/mde\/MDE_Fast_Fact_379573_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">MDE Fast Facts 2018-19<\/a>, 142 Early Middle Colleges provided more than 13,000 enrollments to high schoolers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another reason cited is that of local control\u2014a community should have the ability to decide what is best regarding their academic calendar. It is common for Michigan students to lose days of instruction due to inclement weather during winter. Some schools feel an early start affords greater flexibility for how missed days are added back to the school calendar in order to ensure students receive the state-mandated days of instruction. A push for adopting balanced calendars, where students would get a 6-week summer break from late June to early August is gaining increased support. Balanced calendars are considered a promising strategy to reduce the education loss that happens over the summer, which is disproportionately felt by students in poverty. Commonly referred to as the \u201csummer slide,\u201d research suggests that reducing the length of time students are away from learning improves their ability to begin a school year ready for new content and reduces the need for remediation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The greater challenge for students in poverty, however, remains access. A <a href=\"https:\/\/quello.msu.edu\/broadbandgap\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">recent study<\/a> conducted by the Quello Center at Michigan State University and Merit Network found that <em>\u201cstudents who do not have access to the Internet from home or are dependent on a cell phone alone for access perform lower on a range of metrics, including digital skills, homework completion, and grade point average. They are also less likely to intend on completing a college or university degree. A deficit in digital skills compounds many of the inequalities in access and contributes to students performing lower on standardized test scores, such as the SAT, and being less interested in careers related to science, technology, engineering, and math.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"flexibility\">Flexibility for Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Similar to the need for schools to have a greater degree of control over their calendars, individual students also have a need to customize their schedules. Interviews with several Michigan schools, whose virtual learning programs are growing, revealed a commitment to finding ways to keep students learning when they encounter life-changing events. A couple of the examples identified as reasons why flexibility is imperative were:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>A health-related or other unexpected life circumstance that causes a student to leave school midway through a term.<\/li><li>Dual enrollment where a student is taking a college course through a local college and prefers to complete their college course first and then focus on their virtual course(s) later in a term.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>A flexible enrollment window throughout a term assists a face-to-face teacher in transitioning a student to a virtual teacher so that a student continues learning from where they left off in their course work. Flexibility also gives students the option to adjust the hours per day as well as the number of weeks devoted to a virtual course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This type of personalization places students in control of how and when they learn. The schools we spoke to said they experienced increased achievement and completion rates in virtual courses when arranging these types of alternatives. However, they also cautioned that they are careful when making these decisions as a student must possess strong time management skills and a desire to succeed. While there is emerging research on the broader concept of personalized learning and its benefits, a review of existing research specific to the impact of students completing a virtual course on a schedule they customize has yet to be conducted.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"course\">Course Choice&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Additional flexibility for students and families is also enabled through <a href=\"http:\/\/www.legislature.mi.gov\/(S(f4xh5x04f4phsq2wiibwcfmr))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Section 21f of the Michigan State School Aid<\/a>, which allows students in grades 6 through 12, who are enrolled in a Michigan public local district or public school academy (not including full-time cyber schools), to take up to two online courses per academic term with consent from their parent or guardian. According to <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan's K-12 Virtual Learning Effectiveness Report - 2018-19<\/a>, about 8% of all K-12 students in the state\u2014over 120,000 students\u2014took virtual courses in 2018-19. These students generated 639,130 virtual enrollments which came from 931 different course titles, as determined by unique SCED codes. It is reasonable to expect that growth in virtual learning will continue in Michigan as it has over the past 7 years this report has been published by the Michigan Virtual Learning Research Institute (MVLRI). For those interested, <a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5e61341d879e630db4481a01\/1583428708513\/DLC-KP-Snapshot2020.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Snapshot 2020 A review of K-12 Online, Blended and Digital Learning<\/a> published by the Digital Learning Collaborative, presents a broader picture of what\u2019s occurring across the nation as online, blended, and digital learning expand options for K-12 students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/micourses.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan's Online Course Catalog<\/a>, which is populated with online course titles and syllabi submitted by local school districts, intermediate school districts, and <em>Michigan Virtual<\/em>, serves as a clearinghouse from which students, families, and schools may choose online courses. Course syllabi include information such as course descriptions, course outlines, pricing, and more. The site is intended to be a general source of information for families, students, and schools to provide them with the information needed to make enrollment decisions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"case\">Case Study with a Statewide Virtual School<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A case study with <em>Michigan Virtual<\/em> details their approach to address the growing number of virtual learners seeking flexibility in beginning and completing an online course based on their personal circumstances and abilities. Taking an incremental approach that accommodates approximately 80% of users\u2019 needs, <em>Michigan Virtual<\/em> decided to offer courses with expanded start dates over 6 consecutive weeks and a fixed end date. The 6-week period mirrors the school start patterns across the state. Beginning in the 2020-21 school year, <em>Michigan Virtual<\/em> launched an <a href=\"https:\/\/michiganvirtual.org\/students\/calendar\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Open Entry - Fixed End<\/a> calendar for high school courses for 20-week (semester) and 13-week (trimester) terms. Schools were able to select the pattern that best meets their students' needs and the school\u2019s academic calendar.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"project\">Project Synopsis<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> worked with a broad swath of practitioners including curriculum administrators, mentors, and superintendents among a host of others to document the complexities involved in delivering a quality virtual course experience to students in a way that provides flexibility to begin and complete coursework at the student level and allows schools to meet Michigan\u2019s reporting schedule established by the state\u2019s common core calendar (after Labor Day) or an early start waiver (before Labor Day). A framework was developed detailing the complexities of implementing flexible start and end dates and identifying potential pathways toward solutions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"team\">Project Team&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <em>Michigan Virtual<\/em> project team was led by the Learning Services team which serves K-12 students. Additional project team members included representatives from Infrastructure, Learning Applications and Technology Integrations, Customer Care, Sales, Marketing, and Planning Services as well as MVLRI\u2019s Instructional Product Development team.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"milestones\">Milestones (Developed in February 2020)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At the start, the team identified the major events for the project and estimated an achievable timeline. A review of <em>Michigan Virtual\u2019s<\/em> course calendar led the team to decide to implement a solution in Fall, 2020.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The project team determined major events as <em>communication<\/em> (internal and external messaging), user <em>feedback<\/em> on the proposed solution, <em>training<\/em> for staff (instructors, customer care and sales teams) and <em>feedback<\/em> during fall 2020 to inform <em>adjustments<\/em> for future terms in the 2020-21 school year. <em>Evaluating implementation<\/em> in December 2020 and <em>planning a Phase 2<\/em> incorporating more extensive user feedback were additional milestones identified. Recognizing that time constraints did not allow for more extensive planning, the project team made a decision to separate work into a second phase in the next year. Phase 2 will include investigating new instructor pay models and schedule configurations. This work is expected to occur in tandem with prioritizing LMS customizations and modifying existing business practices affected by any LMS modification decisions. &nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other considerations by the project team included refraining from modifying the existing teacher pay structure, mitigating any adverse effect on course sales, and recognizing the impact on users related to launching a new learning management system (LMS) at the same time as the expanded course start dates.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"course\">Course-Related Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The team looked at what courses were most conducive to providing multiple start dates. Next came the identification of courses that were not conducive for one reason or another such as Advanced Placement (AP) courses and Chinese language courses. AP courses were designed to be completed prior to a single, nationwide AP exam date, set by the College Board for each subject. Chinese courses had limitations in the availability of instructors as well as operated synchronous weekly lab sessions that did not lend themselves to a flexible calendar. Concurrently, <em>Michigan Virtual<\/em> continued its normal course development and update cycle for the school year.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"training\">Training<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During May and early June 2020, training in the new Brightspace LMS was developed and delivered to online instructors. Training also included the <em>Michigan Virtual<\/em> Customer Care and Sales teams.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"communication\">Communication<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Internal communication included regularly scheduled meetings among the project team. Project updates were shared during weekly \u201call staff\u201d meetings when appropriate. Other meetings were scheduled as problems arose and solutions were investigated.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>External communications were designed and delivered as milestones were reached. The fall 2020 implementation required a broader approach to messaging in preparation for the start of a new school year. That messaging brought together the launch of both the new LMS and the expanded course start dates.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"technology\">Technology Dependencies<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual\u2019s<\/em> Student Learning Portal (SLP) is used by its customers to manage students and staff, enroll students in online courses, and pay for the courses. The project team worked to design how the expansion to six enrollment start dates for a subset of course offerings would become functional in the SLP. The technical solution was to give schools a choice to choose either their start date or their end date. The start date was preferred, and application customizations occurred to support the solution. Team members tested the functionality until it was released for fall 2020.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During initial project planning, consideration was given to delaying the deployment of parent\/child relationship courses for fall 2020 to a future term because of higher internal priorities. However, the team agreed to revisit the scope of this change, wanting to have as much functionality in place as soon as possible. Other actions related to the fall 2020 implementation included changes resulting from the summer 2020 LMS pilot and preparation of the course catalog and instructor assignments for fall 2020.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"fall\">Fall 2020 Implementation<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Beginning in August, 2020, <em>Michigan Virtual<\/em> launched the flexible start course calendar for the majority of course offerings. After the enrollment window for fall courses expires, the project team will begin to define Phase 2 of this project.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The growing number of content providers and instructional models in the virtual, blended, and digital learning space are likely to meet the demand for student-centered solutions that allow schools to customize options for their virtual learners. More and more Michigan school districts are creating their own programs dedicated to virtual learning as another avenue to attract and retain students. Districts are also collaborating with one another and with ISDs in order to maintain quality online learning experiences and expand solutions for students. Flexibility and student-centered learning will continue to drive options and innovations in virtual learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, temporary solutions for students to learn remotely for a defined period of time were not a factor in the scope of this project. <em>Michigan Virtual\u2019s<\/em> effort to implement flexible start dates is intended to serve schools committed to permanent online learning choices for students. However, it should be noted that the emergency shift to remote learning during the spring 2020 semester due to the global pandemic will likely affect this project. As the 2020-21 school year begins in Michigan, schools are still determining how and when they will return to buildings, including what delivery methods of teaching will occur\u2014from fully returning to school, to fully online, or some combination of both.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Flexible Start for K-12 Online Courses: Michigan Virtual Case Study",
            "excerpt": "Exploring ways in which online learning can meet the unique needs of all students in Michigan schools, a team of Michigan Virtual staff investigated how online learning programs are structured to accommodate flexible start and end dates for students taking online courses. Interviews with several virtual programs in Michigan and a look at virtual schools in other states provided a sense of how some schools enabled flexible enrollment options.",
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            "content": "[rank_math_breadcrumb]\n<h1>How Can We Help?<\/h1>\nHaving trouble using one of our products\/services? We can help! Our Customer Care Team is devoted to answering your questions and providing you with the support you need. If you need help, start out by exploring our online resources \u2014 such as our Frequently Asked Questions and How-To Guides.&nbsp; If you\u2019re still having trouble, feel free to submit a help ticket, and one of our representatives will get back to you ASAP!\n\n<img width=\"1024\" height=\"821\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/undraw_questions_75e0-1024x821.png\" alt=\"woman holding a question mark\">\n<h2>Contact Our Customer Care Team<\/h2>\nConnect with us Monday through Friday from 7:30 a.m. to 5:00 p.m. After hours, customers may leave a voicemail, create a web form ticket or email customer care. The&nbsp;<em>Michigan Virtual<\/em>&nbsp;Customer Care Center team will respond as early as possible on the next business day.\n\n<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=ms\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nSubmit a Help Ticket\n<\/a>\n<h2>Frequently Asked Questions<\/h2>\nOur Customer Care Team has created a list of our Top 10 Frequently Asked Questions. If you\u2019re having issues using our products and services, start here!\n\n<a href=\"https:\/\/michiganvirtual.org\/customer-care-faqs\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nView FAQs\n<\/a>\n<h2>How-To Guides<\/h2>\nOur Knowledge Base offers a robust array of how-to guides that lead learners step-by-step through common processes to ensure a successful experience. Get help with technical questions, resources and more.\n\n<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nExplore Our Knowledge Base\n<\/a>\n<h2>How-To Guides<\/h2>\nWe do our best to make sure your experience remains uninterrupted with us, but there may be times when we need to perform maintenance on various systems. On this page, you can find updates regarding our&nbsp;system maintenance and service interruptions.\n\n<a href=\"https:\/\/michiganvirtual.org\/service\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nView Service Updates\n<\/a>\n<h2>Submit a Help Ticket<\/h2>\nStill can\u2019t find what you\u2019re looking for? Submit a help ticket and one of our customer care representatives will get back to you as soon as possible.\n\n<a href=\"https:\/\/help.mivu.org\/index.php?\/Tickets\/Submit\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nSubmit a Help Ticket\n<\/a>",
            "title": "Support [Draft]",
            "excerpt": "How Can We Help? Having trouble using one of our products\/services? We can help! Our Customer Care Team is devoted to answering your questions and providing you with the support you need. If you need help, start out by exploring our online resources \u2014 such as our Frequently Asked Questions and How-To Guides.&nbsp; If you\u2019re...",
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            "id": 42014,
            "path": "\/blog\/tips-and-tricks-for-communicating-with-parents-and-students\/",
            "author_id": 54,
            "timestamp": 1600360816,
            "content": "<!-- wp:paragraph -->\n<p>As the 2020-21 school year begins, most students and teachers are experiencing a start to the school year that is like no other. Whether you find yourself starting the year with in-person instruction, using a hybrid model, or teaching completely online, communicating effectively with parents and students is an important part of a teacher\u2019s job and something that you <em>may <\/em>find to be more challenging while teaching remotely.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So as we transition back into teaching and learning this fall, we thought it might be helpful to revisit a few of the <a href=\"https:\/\/michiganvirtual.org\/webinars\/?_webinar_subject_area=learning-continuity\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Learning Continuity webinars<\/a> that we recorded earlier this spring. This webinar, in particular, will give you strategies that you can implement right away!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the webinar, \u201c<em>Tips and Tricks for Communicating with Parents and Students<\/em>,\u201d Stacey Schuh (<em>Michigan Virtual\u2019s<\/em> director of professional learning), Alex Rogers (kindergarten teacher at Holt Public Schools), Sam Sicilia (English teacher at Waverly High School), and Kristin Koch (senior ASL instructor at <em>Michigan Virtual<\/em>) discuss several different topics related to communicating with students and parents.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We hope you enjoy watching the webinar as Stacey, Alex, Sam, and Kristin explain and discuss the various resources and tips that they have in store for you, as well as what practices they find to be both effective and ineffective.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We have outlined the topics and tips below as well as linked the resources for you to make the content easier to refer back to and use! Enjoy!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:core-embed\/youtube {\"url\":\"https:\/\/youtu.be\/g4ew2MkIMB8\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed-youtube wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/g4ew2MkIMB8\n<\/div><\/figure>\n<!-- \/wp:core-embed\/youtube -->\n\n<!-- wp:heading -->\n<h2>Examples of means of communication<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.remind.com\/\">Remind<\/a>: allows you to text parents<\/li><li><a href=\"https:\/\/voice.google.com\/u\/0\/about\">Google Voice<\/a>: a great way to call families from your personal phone<\/li><li><a href=\"https:\/\/zoom.us\/\">Zoom<\/a>: video conferencing<\/li><li>Old fashioned snail mail<\/li><li>Email or phone call&nbsp;<\/li><li><a href=\"https:\/\/edu.google.com\/products\/classroom\/?modal_active=none\">Google Classroom<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Tips for communication<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Consider including parents in email communications with students<\/li><li>Stick with what means of communication you have already established<\/li><li>Build upon what has already been used&nbsp;<\/li><li>Keep it simple and consistent<\/li><li>Make sure students have opportunities to see you face-to-face<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Lessons learned<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Be flexible and understanding<\/li><li>Remember to connect with students on a personal level<\/li><li>Try to simplify and\/or minimize communication so as not to overwhelm parents<\/li><li>Establish tools and strategies that work when learning is in the classroom <em>or <\/em>from home<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Suggestions for educator support<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Keep it light and be consistent<\/li><li>Make a daily schedule for yourself&nbsp;<\/li><li>Maintain connections with students<\/li><li>Make sure students know you are there for them and available to answer any questions<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Resources for communication<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><a href=\"https:\/\/voicethread.com\/\">Voicethread<\/a><\/li><li><a href=\"https:\/\/www.loom.com\/\">Loom<\/a><\/li><li><a href=\"https:\/\/meet.google.com\/\">Google Meet<\/a><\/li><li><a href=\"https:\/\/www.remind.com\/\">Remind<\/a><\/li><li><a href=\"https:\/\/classroom.google.com\/\">Google Classroom<\/a><\/li><li><a href=\"https:\/\/info.flipgrid.com\/\">Flipgrid<\/a><\/li><\/ol>\n<!-- \/wp:list -->",
            "title": "Tips and Tricks for Communicating with Parents and Students",
            "excerpt": "During this time of remote learning, what are some best practices in the ways you communicate with your students and their parents? In this webinar, we\u2019ll explore examples and tips for communication, specific tools and resources to aid this process, and lessons learned from applying these practices.",
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        {
            "id": 41967,
            "path": "\/blog\/increasing-learner-agency-through-continuous-monitoring-of-student-needs\/",
            "author_id": 54,
            "timestamp": 1600360662,
            "content": "<!-- wp:paragraph -->\n<p>Whether your school is starting the year with in-person instruction, using a hybrid model, or teaching completely online, you will need to be flexible. You may even be asked to shift back and forth between different models of instruction throughout the school year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regardless of what learning environment you and your students find yourselves in, this is a challenging time for both teachers and students alike. So it is crucial that you have processes in place to monitor your students\u2019 needs\u2014both academic and non-academic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, in a learning environment that is designed to be student-centered, continuously monitoring student needs may not only be more easily accomplished, but can also lead to opportunities for learner agency by also encouraging students to learn more about themselves and how they learn best.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we wrap up our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, this is the third post of four in our mini-series, <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/engage-and-empower-learners\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Engage and Empower Learners: How Student-Centered Learning Supports Learning Continuity<\/em><\/a>. In this mini-series, we discuss how adopting student-centered learning principles can actually help school leaders and teachers facilitate the transition to this \u201cnew normal\u201d of teaching and learning while still nurturing student growth.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this post, we will be revisiting a core tenet of student-centered learning: <em>continuous monitoring of student needs<\/em>. We will explore this concept in more depth to understand why implementing student-centered principles into the learning environment can improve student engagement and make teaching <em>and<\/em> learning, no matter what environment you and your students find yourselves in, more student-focused.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":43290,\"sizeSlug\":\"full\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Student-Centered-Learning-Revised.png\" alt=\"\" class=\"wp-image-43290\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2>Continuous monitoring of student needs: Going beyond data<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As we discussed in the <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">first post<\/a> of our student-centered learning blog series, one of the core characteristics of a student-centered learning environment is the <em>continuous monitoring of student needs <\/em>through the ongoing analysis of student data.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Continuously monitoring student needs provides an opportunity for teachers to adjust or \u201cre-architect\u201d student learning experiences based on the changing needs of each student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, in a truly student-centered learning environment, it really goes beyond just data. Teachers and administrators should look at the <em>whole child<\/em>, considering both their academic <em>and <\/em>non-academic needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Non-academic student needs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In a student-centered learning environment, putting students at the center means really getting to know them beyond the academics\u2014understanding their interests, their passions, and what truly matters to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Understanding the <em>non-academic<\/em> needs of the student can help teachers connect the <em>academic <\/em>curricular pieces together in ways that work best for that individual learner. For example, if you find out a student has a passion for cars, you may suggest they take some career and technical education courses. Or if a student is really interested in science, you can help them gear their curriculum to be more science intensive.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Knowledge of students\u2019 non-academic needs and interests can help teachers and school leaders make more meaningful decisions for individual students, especially when there is a collaborative process with students in place to facilitate these discussions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>How can we effectively monitor students' non-academic needs?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some schools monitor students\u2019 non-academic needs by building an advisory period into student schedules on a regular basis. During the advisory period, students meet with an advisor or academic coach who serves as an advocate for each student in their group.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The academic coach or advisor gets to know the students on both an academic and a personal level. It is their responsibility to see if students are having any general issues and to make sure that each student has what they need to succeed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some schools use <a class=\"rank-math-link\" href=\"https:\/\/knowledgeworks.org\/resources\/learner-profiles-what-why-how\/\">learner profiles<\/a> as a way to monitor students' non-academic needs. In their learner profile, students can share their strengths, challenges, aspirations, interests, and talents.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Coupling learner profile data with student achievement data can help teachers, advisors, and school administrators get to know individual students and can help to guide students in an educational direction based on their interests.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, a caveat to consider is that while advisory periods, academic coaches, and learner profiles are always implemented with the best of intentions, they shouldn\u2019t be something that is simply <em>layered on<\/em>. To be effective, they have to be viewed as a central piece of the school\u2019s education process. Otherwise, they may be pushed to the side when competing priorities arise.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Placing importance on considering the non-academic <em>and <\/em>academic needs of individual students can also help students learn more about themselves and how <em>they <\/em>learn best.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Academic student needs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In a student-centered learning environment, it is crucial to monitor the academic needs of students in order to make decisions that appropriately shape their learning pathways. Monitoring students\u2019 academic needs can help determine where students are excelling and where they have gaps in their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One source for identifying students\u2019 academic needs is their student-achievement data. While state testing data can help to shape overarching district decisions (e.g., How is the district\u2019s overall math achievement?), that is only <em>one <\/em>piece of a student\u2019s academic performance puzzle. It is the formative and summative assessments that are the <em>real data<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Frequent formative and summative assessments tell a much bigger and more meaningful story of student learning, one that more accurately describes the academic needs of individual students. However, keep in mind that if the assessment isn\u2019t designed well, you won\u2019t get the data or the answers that you are looking for.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>How can we effectively monitor students' academic needs?&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Technology can help streamline the process of gathering data and tracking student academic performance for use by both teachers and students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.techlearning.com\/features\/what-is-a-student-information-system-and-how-does-it-work\">Student information systems<\/a>, such as PowerSchool or Skyward, give teachers an easy way to track student performance over time and can help in identifying students\u2019 academic needs. A <a href=\"https:\/\/www.lexialearning.com\/blog\/advantages-learning-management-systems-k-12-classrooms\" class=\"rank-math-link\">learning management system<\/a> (LMS), such as Brightspace or Canvas, provides teachers a central space for digital assessment and grading tools and offers ways to streamline the process of tracking grades. An LMS also provides students with a central space to locate learning materials and track their own progress and grades.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most importantly, technology makes it feasible for teachers to track <em>individual <\/em>student data and monitor <em>individual <\/em>student academic needs.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we can effectively monitor students\u2019 individual academic needs, we can also teach students to monitor their <em>own <\/em>needs. By tracking their own academic progress, students are encouraged to take ownership of their learning, which helps them to develop the skills needed for <a href=\"https:\/\/education-reimagined.org\/what-do-you-mean-when-you-say-student-agency\/\">learner agency<\/a>.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In their <a class=\"rank-math-link\" href=\"https:\/\/microcredentials.digitalpromise.org\/explore\/2-monitoring-progress-helping-your-students-track-\">microcredential on student progress monitoring<\/a>, Digital Promise explains that learner agency has two main components:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Knowledge of oneself as a learner<\/li><li>The learner\u2019s ability to articulate, create, or ask for the conditions necessary to meet one\u2019s learning needs<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>While it is a teacher\u2019s responsibility to know how students are doing overall, students themselves rarely know.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Monitoring their own academic progress is an important life skill for students. It fosters <a href=\"https:\/\/www.edutopia.org\/blog\/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers\">metacognition<\/a> (awareness of one\u2019s own thought processes), which has been associated with higher levels of achievement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, there are a few caveats to consider. While students should have opportunities to track their own progress, we can\u2019t <em>assume <\/em>that students know how to do this themselves. Monitoring student data should be a collaborative process with both students and teachers looking at the same data and discussing it together.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Monitoring and setting their own goals and progress made towards those goals can help students own their learning and become more personally invested in the process. As Dr. Sarah Pazur, <a href=\"https:\/\/www.flextechschools.org\/\">FlexTech\u2019s<\/a> Director of School Leadership, shared:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cStudent-centered learning mirrors what happens in life and the workplace; you have to set goals, take action, manage your time, reflect and revise, and have a belief in yourself that you can improve.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning can help students develop both academic and non-academic skills transferable beyond the classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Continuous monitoring of student needs and learning continuity<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is important to remember that when we talk about continuously monitoring student needs, we must mesh both academic and non-academic monitoring to get the <em>whole <\/em>picture of each learner.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Understanding a student\u2019s non-academic needs can oftentimes help us to make better informed decisions about their academic needs, increasing their chances of engagement in the learning process and academic success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learning management systems help to capture academic data and put it in formats that are more useful to both students and teachers. And the availability of technology is making monitoring student needs\u2014and student-centered learning in general\u2014more possible, especially when students are 1:1 (each student has an appropriate learning device).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The reality is that some of this monitoring of student needs is sometimes a bit more straightforward in a face-to-face setting. In a face-to-face classroom, teachers can more easily monitor understanding and learning because they can <em>see <\/em>it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When teachers who have little or no prior online teaching experience are asked to teach online, monitoring student needs is something that may be a struggle without the visual cues they are used to seeing from students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, when students have <em>voice <\/em>and <em>choice <\/em>in terms of demonstrating their understanding\u2014when they can show their learning in a way that makes sense to them\u2014teachers should be able to more easily monitor students\u2019 needs and assess their learning, no matter if they are teaching remotely or face-to-face.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final thoughts&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In talking to school leaders and teachers, those schools that had an easier time making the shift to remote learning last spring did so because they were able to leverage the processes and the technology they already had in place.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Schools that already had elements of student-centered learning\u2014whose students were used to having <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">voice and choice<\/a>, used to progressing in a competency-based learning environment, and used to monitoring their own learning\u2014made that shift much more easily. As Dr. Pazur explained in a previous <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">post<\/a>,&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSchools that have created the conditions for student agency are going to have an easier time with rapid or extended closures because students aren\u2019t waiting on the adults or the system to tell them what to do. They [students] are inspired by the work they\u2019re doing because they had a voice in shaping and designing it\u2014they created it and it doesn\u2019t live in the school building. When the student drives the learning, the arbitrary structures like class periods and teacher-driven lessons in the form of worksheets or rote learning tasks become obsolete.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Isn\u2019t that the goal? Inspired students. Students who see that learning doesn\u2019t live only inside the classroom. Students who see connections to real-world situations. Students who have opportunities to work at their own pace and to show what they know in a way that makes sense to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who understand how they learn best and can monitor their own learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning is about more than just putting students at the center of education. It is about giving each student the opportunity for success. It is about designing learning to be flexible and adaptable for <em>each learner<\/em>, not just the average student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is about understanding the whole child\u2014what they need both academically and non-academically\u2014and giving students the skills they need for success within and beyond the classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Increasing Learner Agency Through Continuous Monitoring of Student Needs",
            "excerpt": "Student-centered learning is about more than just putting students at the center of education. It is about giving each student the opportunity for success. It is about designing learning to be flexible and adaptable for each learner, not just the average student. It is about understanding the whole child\u2014what they need both academically and non-academically\u2014and giving students the skills they need for success within and beyond the classroom. ",
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            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.digitallearningcollab.com\/blog\/2020\/9\/15\/online-schools-and-courses-are-seeing-a-fall-semester-enrollment-surge\" target=\"_blank\" class=\"rank-math-link\">Online schools and courses are seeing a fall semester enrollment surge<\/a>\u201d \u2014 originally published by the <em>Digital Learning Collaborative <\/em>on September 15, 2020 \u2014 overviews online programs and schools across the country who are experiencing tremendous enrollment surges due to COVID-19. In this article, <em>Michigan Virtual<\/em>'s enrollment growth is cited, which included more than 37,000 virtual course\u00a0enrollments in Fall of 2020, an 184% increase, and an additional 30,000 enrollments in free content that Michigan districts can use with their own teachers. <\/p>\n<!-- \/wp:paragraph -->",
            "title": "Online schools and courses are seeing a fall semester enrollment surge",
            "excerpt": "The article \u201cOnline schools and courses are seeing a fall semester enrollment surge\u201d \u2014 originally published by the Digital Learning Collaborative on September 15, 2020 \u2014 overviews online programs and schools across the country who are experiencing tremendous enrollment surges due to COVID-19. In this article, Michigan Virtual&#8216;s enrollment growth is cited, which included more...",
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            "path": "\/blog\/a-hopeful-perspective-as-cracks-in-our-education-system-are-revealed-we-need-to-dream-about-whats-possible\/",
            "author_id": 2,
            "timestamp": 1600199381,
            "content": "<!-- wp:paragraph -->\n<p>The cracks in our education system are showing, and educators everywhere are feeling it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In Zoom rooms across the country, outstanding teachers with more than 20 years of experience in the classroom report feeling like it\u2019s their first day on the job all over again. . . except for this time without proper training.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe kids who keep me up at night,\u201d says Tanya Leon, an English teacher at Richards Middle School, \u201care the ones who need food at school, who need love at school, and who need to be told that they are valuable.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>The gaps in education between the haves and the have-nots were present far before remote learning, but now they\u2019re exacerbated, impossible to ignore.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cTeachers are suddenly having to shift a one-size-fits-all model into video conferences, and it\u2019s exposing the inequities in our system,\u201d says Susan Patrick, President &amp; CEO of the <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container\"><!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/student-learning-online.jpg\",\"id\":40901,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/student-learning-online.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cTeachers are suddenly having to shift a one-size-fits-all model into video conferences, and it\u2019s exposing the inequities in our system.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover --><\/div><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading -->\n<h2><strong>Embracing a growth mindset<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In times like these, it\u2019s perhaps temptingly easy to point fingers and allocate blame for the systemic inequities in education that are becoming more apparent by the day and our collective lack of preparedness to adapt to flexible learning models.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But with the stress of a global pandemic bearing down on everyone, it may be better to give one another grace and instead seek to foster the growth mindset we so desperately wish to instill in our students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>It might as well be the motto of 2020:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Things aren\u2019t going quite the way that we had hoped. . . Alright. Now, what can we learn from it? How can we do better in the future?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI don\u2019t think it\u2019s anybody\u2019s fault. I don\u2019t think there\u2019s anybody to blame. But I think this opens the door to the future,\u201d says Amy Gwizdz, a technology coach at Dearborn Public Schools. \u201cHopefully, people can realize that this was a fluke, yes, but good blended instruction and good online learning is not a fluke.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/colorful-doors.jpg\",\"id\":40368,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/colorful-doors.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cI don\u2019t think it\u2019s anybody\u2019s fault. I don\u2019t think there\u2019s anybody to blame. But I think this opens the door to the future.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>So what does that doorway to the future look like? Can we pause for a minute to dream?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Taking a moment to dream: How can we reimagine what \u2018school\u2019 looks like?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We interviewed several innovative educators from around the country and asked them to dream about what a better system of schooling might look like. You can see some of their responses in the video below:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:core-embed\/youtube {\"url\":\"https:\/\/youtu.be\/K5FffedmCss\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"align\":\"wide\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed-youtube alignwide wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/K5FffedmCss\n<\/div><\/figure>\n<!-- \/wp:core-embed\/youtube -->\n\n<!-- wp:paragraph -->\n<p>A common thread among responses was a desire to question the efficacy of a one-size-fits-all model of education in which all students are in the <em>same <\/em>room learning the <em>same <\/em>content at the <em>same <\/em>time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThere is no \u2018one-size-fits-all\u2019 approach to education,\u201d says Gwizdz. \u201cEducation is messy.&nbsp; All students are not created equal. Our kids are the ones who we fail when we try to impose any clear-cut, standardized, or one-size-fits-all on them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/brainstorming.jpg\",\"id\":41169,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/brainstorming.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cThere is no \u2018one-size-fits-all\u2019 approach to education. Education is messy.&nbsp; All students are not created equal. Our kids are the ones who we fail when we try to impose any clear-cut, standardized, or one-size-fits-all on them.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cAs we move forward, I hope our biggest question is,\u201d Leon poses, \u201care we doing things because it\u2019s the way we\u2019ve always done it? Or because it\u2019s what\u2019s best for kids? If we move toward that second question, I think we will realize that for a large part of the population, the traditional model doesn\u2019t work.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Most educators can call to mind far too many examples of students at their school who were failed by the one-size-fits-all approach.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf we\u2019re missing one kid, we\u2019re missing one kid too many,\u201d adds Leon. \u201cI would argue, and I think every other educator would argue, that we miss way more than one kid in education all the time.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But how do we move away from this one-size-fits-all approach to something more personalized that meets each student\u2019s unique needs?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Student-centered learning as the horizon<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many educational leaders believe that the future lies in pushing toward <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\">student-centered learning models<\/a> that offer students agency over their own education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIn the traditional model, you have a captive audience,\u201d says Dr. Sarah Pazur, director of school leadership at <a href=\"http:\/\/flextechschools.org\">FlexTech High School<\/a>. \u201cThe teacher is in control. But when you destabilize that situation and you can\u2019t control when students are logging in or what they\u2019re doing, all of a sudden you have to ask: What do I <em>believe <\/em>about learning? How can we leverage the tools we have so students can have more control instead of the teacher controlling the pace, the time, and the place of learning?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/desks-in-classroom.jpg\",\"id\":30009,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/desks-in-classroom.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"In the traditional model, you have a captive audience<a href=\"http:\/\/flextechschools.org\/\" class=\"rank-math-link\">. <\/a>The teacher is in control. But when you destabilize that situation and you can\u2019t control when students are logging in or what they\u2019re doing, all of a sudden you have to ask: What do I <em>believe <\/em>about learning?\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s scary, she admits, to let go of that control. Especially when that control is taken from you as quickly as it was when schools began shutting down back in March and teachers no longer had all of their students in front of them in the same room.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s a different type of classroom. It functions differently at its core,\u201d explains Dr. Chris Harrington, director of the <a href=\"https:\/\/michiganvirtual.org\/research\"><em>Michigan Virtual Learning Research Institute<\/em><\/a>. \u201cTeachers have to do things differently to keep students engaged. It has to be far more deliberate and intentional. When kids have more control over their learning \u2014 more voice, more choice, and more agency \u2014 they will be more likely to <em>choose <\/em>to stay engaged.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/student-centered-learning.jpg\",\"id\":30075,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/student-centered-learning.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cIt\u2019s a different type of classroom. It functions differently at its core.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>When students are empowered to take agency over their own education \u2014 taking directive to explore the subjects, projects, and questions that ignite their passion for learning at their own pace \u2014 the results can be incredible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What does this look like in action? You can learn more about student-centered learning and see examples of Michigan schools that have achieved great results through this way in our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\">student-centered learning blog series<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The difficulty of personalizing learning at scale<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Of course, it\u2019s not news to any seasoned educator that personalization matters in learning. Historically, the problem has been that it\u2019s difficult to personalize learning at scale. There are plenty of reasons a one-size-fits-all model of education has prevailed for so long.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In most classrooms, there\u2019s a ratio of one teacher per 20-30 students. Before recent advancements in technology, tailoring each student\u2019s learning to their unique needs was near impossible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Good teachers have <em>always <\/em>made adjustments to accommodate individual students where needed, but a truly student-centered approach to learning is exceedingly difficult to implement without access to digital tools and digital content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/choose-your-own-path.jpg\",\"id\":34665,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/choose-your-own-path.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Good teachers have <em>always <\/em>made adjustments to accommodate individual students where needed, but a truly student-centered approach to learning is exceedingly difficult to implement without access to digital tools and digital content.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>To make it feasible requires significant rethinking of the traditional classroom as we understand it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Indeed, reimagining school as<em> student-centered<\/em> rather than <em>teacher-led <\/em>requires an incredibly efficient system in which both the strengths of teachers and the strengths of technology are optimally leveraged.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhat I would suggest that folks think about is: How can you leverage online learning to make the most of what it can do?\u201d says Tom Arnett, senior research fellow for the <a href=\"https:\/\/www.christenseninstitute.org\/\">Christensen Institute<\/a>. \u201cIs there a way to cover a lot of the foundational content in an asynchronous format using online learning resources so that that time when you are face-to-face \u2014 whether that be over Zoom or in a brick-and-mortar classroom \u2014 you can really focus that time on what teachers do best and what matters most for students in terms of deepening learning, engaging students in meaningful activities, and connecting socially?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/student-teacher-high-five.jpg\",\"id\":31107,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/student-teacher-high-five.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"Is there a way to cover a lot of the foundational content in an asynchronous format using online learning resources so that that time when you are face-to-face \u2014 whether that be over Zoom or in a brick-and-mortar classroom \u2014 you can really focus that time on what teachers do best?\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2><strong>Where teachers really shine<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Playing on the strengths of teachers often means having them focus on the <em>relationships <\/em>they\u2019re building with their students. After all, most educators know from first-hand experience that this is where true learning happens: When students form personal connections to their teacher and to the subject matter.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe number one thing we can do right now for our students is to build community and get to know them,\u201d says Leon. \u201cIf we don\u2019t know what they need, we\u2019ll never be able to advocate for the changes we need to make in education.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s not just the academic stuff that matters either,\u201d says Dr. Harrington. \u201cThe question for each student should always be: What does this particular human being need right now?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/adult-and-kids-hand-heart.jpg\",\"id\":33358,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/adult-and-kids-hand-heart.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cThe question for each student should always be: What does this particular human being need right now?\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen we\u2019re no longer physically distanced,\u201d asks Monique Uzelac, program director at the Washtenaw Alliance for Virtual Education, \u201care we going to go back to putting kids in groups and putting them through things at the same pace, or can we look at this as an opportunity to mix that up and develop structures that can offer more flexibility?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>A hidden benefit: More agile &amp; resilient school systems<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Initial studies are coming out that suggest that schools that had already embraced a competency-based, student-centered learning model were more prepared for the abrupt shift to remote learning last spring.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/\">statewide survey of emergency remote learning<\/a>, educators in districts with a <a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\">competency-based curriculum<\/a> (a key tenet of student-centered learning) reported managing the emergency transition relatively well. Many districts that were not yet practicing the model suggested that they hoped to transition in the Fall because it seemed to keep more students motivated to participate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Other emerging research suggests that fostering a culture of student agency can actually help schools become more resilient to change.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOne really exciting thing that we\u2019re seeing is that schools with a focus on learner agency have had a smoother transition to remote learning,\u201d says Chelsea Waite, a research fellow for the <a href=\"https:\/\/www.christenseninstitute.org\/\">Christensen Institute<\/a>. \u201cSo often we see student agency only as an outcome \u2014 that we need to build this in students for the long-term \u2014 but as you build it, I think, it can be built back into the model. Students can give back and be relied upon in the learning community and not just be recipients of learning.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/06\/iStock-1183054925.jpg\",\"id\":36754,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/06\/iStock-1183054925.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cSo often we see student agency only as an outcome \u2014 that we need to build this in students for the long-term \u2014 but as you build it, I think, it can be built back into the model. Students can give back and be relied upon in the learning community and not just be recipients of learning.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>According to Heather Staker, founder of <a href=\"https:\/\/www.readytoblend.com\/\">Ready to Blend<\/a>, creating student-centered learning environments will help us be more agile the next time we face school closures for any reason.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe schools that are led by the most forward-thinking leaders,\u201d she says, \u201cand that have teachers with a growth-mindset and entrepreneurial spirit will be most capable of saying: \u2018We need to redesign a bit of what we\u2019re doing in our face-to-face environments so if there comes a time where we need to close down for 14 days or a month, that won\u2019t be a crisis anymore. We actually have a flexible learning environment that can accommodate that.\u2019\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The long road ahead<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Change is rarely easy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s hard work to reimagine what school looks like, especially when the traditional model of schooling is one in which most of us were raised during the formative years of our lives.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAlmost all educators are in school because they were successful and thrived in school,\u201d says Leon, \u201cso telling them that the system that created them doesn\u2019t always work is a difficult conversation to have. It can feel like an attack on you, even if that\u2019s not the intent.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/05\/classroom.jpg\",\"id\":14027,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/05\/classroom.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\u201cAlmost all educators are in school because they were successful and thrived in school, so telling them that the system that created them doesn\u2019t always work is a difficult conversation to have. It can feel like an attack on you, even if that\u2019s not the intent.\u201d<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>Most agree that changes of this scale cannot happen overnight, nor in one summer in the midst of a global pandemic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt takes a lot of discussion with your community to make this level of change,\u201d says Wendy Zdeb, executive director of the Michigan Association for Secondary School Principals. \u201cWhen people are already in a time of stress and you\u2019re not able to bring people in to have those conversations, that\u2019s challenging. There\u2019s a give-and-take when you talk about innovating because you also have to realize where people are. You have to take into consideration your school community and everything that\u2019s going on and be realistic about that.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The power of transformational leadership<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>\u201c<\/strong>We\u2019ve been talking about reforming education and changing the way we teach for 15 years that I remember,\u201d says Tina Kerr, executive director of the Michigan Association of Superintendents and Administrators. \u201cWith this crisis, it has created an opportunity for us to actually have change occur.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>What will it take to make this dream a reality where every student\u2019s learning experience is tailored to their own unique needs, circumstance, and interests?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Dr. Harrington, <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-catalysts-for-change\/\">transformational leadership<\/a> is half the battle. \u201cIt takes a transformational school leader to make a change like this,\u201d he says. \u201cYou have to do a lot of work cultivating the soil in your school community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/mentor-arrow.jpg\",\"id\":29270,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/mentor-arrow.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">\"It takes a transformational school leader to make a change like this. You have to do a lot of work cultivating the soil in your school community.\"<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:heading -->\n<h2><strong>The need for hope<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The long road ahead isn\u2019t possible without hope.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What makes us optimistic is that we <em>have <\/em>many bright, resourceful, and transformational educational leaders in Michigan, many of whom we were grateful to interview for this article.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>COVID-19 has been an incredibly challenging time for many. Now, more than ever, it\u2019s important that we give one another grace. We can\u2019t expect change to happen overnight.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>But we can dream of a better system and begin asking our communities to dream alongside us.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We can plant the seeds of change and reimagine a vision of school that is more flexible, student-centered, competency-based, and personalized to the needs of each individual child\u2019s unique academic, social, and emotional needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Things are hard right now, which means it\u2019s more important than ever to keep our eyes firmly fixed on the horizon, and never stop asking, as Leon suggests:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Are we doing things because it\u2019s the way we\u2019ve always done it? Or because it\u2019s what\u2019s best for kids?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The latter should <em>always <\/em>be our goal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/young-woman-dreaming.jpg\",\"id\":42113,\"dimRatio\":60,\"align\":\"full\"} -->\n<div class=\"wp-block-cover alignfull has-background-dim-60 has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/09\/young-woman-dreaming.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\">Are we doing things because it\u2019s the way we\u2019ve always done it? Or because it\u2019s what\u2019s best for kids?<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Taking a moment to dream: How can we reimagine what \u2018school\u2019 looks like?",
            "excerpt": "It might as well be the motto of 2020: Things aren\u2019t going quite the way that we had hoped. . . Alright. Now, what can we learn from it? How can we do better in the future?",
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            "id": 41887,
            "path": "\/middle-school-draft\/",
            "author_id": 65,
            "timestamp": 1599758120,
            "content": "[rank_math_breadcrumb]\n<h1>Middle School Find Excitement in Education<\/h1>\n<em>Michigan Virtual<\/em>&nbsp;Middle School courses are offered in English Language Arts, Mathematics, Science, Social Studies, World Languages and Electives. These broad areas of study are taught by highly-qualified, Michigan-certified educators to help pave the path to success.\n<h2>Michigan Virtual Middle School Plus courses<\/h2>\nMiddle School&nbsp;<em>Michigan Virtual<\/em>&nbsp;Plus courses are in the semester format. There are limited middle school courses available in the summer, including Math Tracks, Science Tracks and Algebra 1 \u2014 Testing Out. However, students who wish to earn advanced high school credit can do so with the approval of their high school. Interested students should check with their high school counselor.\n\n<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=ms\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nView Middle School Courses\n<\/a>\n<h2>\n\t\t\t\t\t\t1+2=Success<\/h2>\n<strong>Mathematics<\/strong>\nNo matter your mathematical skill level, we\u2019ve got a course for you.\n\n<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/mathematics\/\">\nLearn More \u2192\t\t\t\t\t<\/a>\n<h2>\n\t\t\t\t\t\tRead, write, succeed<\/h2>\n<strong>English Language<\/strong>\nWith a multitude of topics to choose from, our team of qualified instructors will help you develop the skills you need for high school and beyond.\n<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/english-language\/\">\nLearn More \u2192\t\t\t\t\t<\/a>\n<h2>\n\t\t\t\t\t\tUnder the microscope<\/h2>\n<strong>Science<\/strong>\nMichigan Virtual\u2019s diverse catalog offers online courses that put modern technology and scientific trends into perspective. The basis of success is our virtual labs, where students take an interactive approach toward learning.\n<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/science\/\">\nLearn More \u2192\t\t\t\t\t<\/a>\n<h2>\n\t\t\t\t\t\tExplore your world<\/h2>\n<strong>Social Studies<\/strong>\nThe world can be so much more than what you see on a map, explore geography, history, and leadership with Michigan Virtual.\n<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/social-studies\/\">\nLearn More \u2192\t\t\t\t\t<\/a>\n<h2>\n\t\t\t\t\t\tBilingual and brilliant<\/h2>\n<strong>World Languages<\/strong>\nOur World Language courses offer students the tools to become bilingual and explore the culture and history of the nations in which each language was derived.\n<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/world-languages\/\">\nLearn More \u2192\t\t\t\t\t<\/a>\n<h2>\n\t\t\t\t\t\tElect to learn more<\/h2>\n<strong>Other<\/strong>\nExplore more with elective courses. Find your passions and follow them to your dreams.\n<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/other\/\">\nLearn More \u2192\t\t\t\t\t<\/a>",
            "title": "Middle School [Draft]",
            "excerpt": "Middle School Find Excitement in Education Michigan Virtual&nbsp;Middle School courses are offered in English Language Arts, Mathematics, Science, Social Studies, World Languages and Electives. These broad areas of study are taught by highly-qualified, Michigan-certified educators to help pave the path to success. Michigan Virtual Middle School Plus courses Middle School&nbsp;Michigan Virtual&nbsp;Plus courses are in the...",
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            "id": 41600,
            "path": "\/blog\/competency-based-progression-designed-for-student-success\/",
            "author_id": 54,
            "timestamp": 1599752820,
            "content": "<!-- wp:paragraph -->\n<p>Last spring, with little or no time to prepare, teachers transitioned to teaching online\u2014an environment in which many had little or no prior teaching experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And some students discovered they didn\u2019t know <em>how <\/em>to learn outside of the classroom or without direct instruction from their teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether your school is starting the year with in-person instruction, using a hybrid model, or teaching completely online, you will need to be flexible. You may even be asked to shift back and forth between different models of instruction throughout the school year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we wrap up our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, this is the second post of four in our mini-series, <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/engage-and-empower-learners\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Engage and Empower Learners: How Student-Centered Learning Supports Learning Continuity<\/em><\/a>. In this mini-series, we discuss how adopting student-centered learning principles can actually help school leaders and teachers facilitate the transition to this \u201cnew normal\u201d of teaching and learning while still nurturing student growth.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this post, we will be revisiting a core tenet of student-centered learning: <em>competency-based progression<\/em>. We will explore this concept in more depth to understand why implementing student-centered principles into the learning environment can improve student engagement and make teaching <em>and<\/em> learning, no matter what environment you and your students find yourselves in, more student-focused.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":43290,\"sizeSlug\":\"full\",\"className\":\"content-align: center\"} -->\n<div class=\"wp-block-image content-align: center\"><figure class=\"aligncenter size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Student-Centered-Learning-Revised.png\" alt=\"\" class=\"wp-image-43290\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2>What is competency-based progression?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As we discussed in the <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">first post<\/a> of our student-centered learning blog series, one of the core characteristics of a student-centered learning environment is<em> competency-based progression<\/em>\u2014the academic progression of students based on the demonstration of mastery or competence of predetermined standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a competency-based classroom, students don\u2019t move onto the next topic until they have demonstrated mastery of the previous topic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2019, <a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/\">Competency Works<\/a>, an initiative of the <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a> (formerly iNACOL), revised their previous working definition of competency-based education. Their <a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/what-is-competency-based-education-an-updated-definition-web.pdf\">revised 2019 definition of competency-based education<\/a> is as follows:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.&nbsp;<\/li><li>Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.&nbsp;<\/li><li>Students receive timely, differentiated support based on their individual learning needs.<\/li><li>Students progress based on evidence of mastery, not seat time.&nbsp;<\/li><li>Students learn actively using different pathways and varied pacing.&nbsp;<\/li><li>Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.&nbsp;<\/li><li>Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Aurora Institute emphasizes that in a truly competency-based environment, all seven elements should be implemented and that strong implementation requires \u201cpolicies, pedagogy, structures, and culture that support every student in developing essential knowledge, skills, and dispositions.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Now that we understand what competency-based learning is, let\u2019s make sure we understand what it is not.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Relationship to other teaching pedagogies&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Differentiated instruction<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With <a class=\"rank-math-link\" href=\"http:\/\/www.ascd.org\/publications\/books\/108028\/chapters\/[email protected]\">differentiated instruction<\/a>, teachers focus on collecting student data and then based on that data, sorting students into different groups. These groups are then given different supports or modifications of the same lesson or assignment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The class typically still progresses together at the same pace, with different groups of students receiving different support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Differentiated instruction can <em>support <\/em>a competency-based approach; however, it is still very teacher-led in terms of <em>teachers <\/em>deciding whether or not to slow down or speed up the lesson or unit based on the overall needs of the class.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Blended learning and personalized learning<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Both blended and personalized learning are <em>delivery models <\/em>that school districts may use to <em>support <\/em>competency-based learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a class=\"rank-math-link\" href=\"https:\/\/www.christenseninstitute.org\/blended-learning-definitions-and-models\/\">Blended learning<\/a> is a format or a method of learning which combines traditional face-to-face instruction with online experiences that work together as an integrated experience for students. Models include Station Rotation, Flipped Classroom, and Enriched Virtual, among others.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With a <a class=\"rank-math-link\" href=\"https:\/\/institute4pl.org\/\">personalized learning<\/a> approach, students have some degree of control over their curricular pacing and learning pathways towards achieving standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While blended and personalized learning can support a competency-based progression, it is more than flexible pacing, differentiated support, or a combination of face-to-face and online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Competency-based learning is a deeper change rooted in a system designed to support student mastery and success.&nbsp;&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Empowering learners and supporting learning continuity<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In schools designed with a competency-based model, digital learning is a common practice for students, and technology helps teachers manage the process of managing competency-based learning progressions.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some <a class=\"rank-math-link\" href=\"https:\/\/elearningindustry.com\/what-is-an-lms-learning-management-system-basic-functions-features\">learning management systems<\/a> are actually designed to adaptively release content as students demonstrate mastery of the previous learning objectives and standards. When courses are built this way, students are truly allowed to be in the driver\u2019s seat.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Self-paced content progressions foster student agency and ownership of learning.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a competency-based learning environment, students are not as dependent on the teacher to disseminate information and provide directions. Learning experiences are designed so that students can progress at their own pace based on demonstrated competencies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a competency-based learning environment, students are used to utilizing <a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>voice <\/em>and <em>choice<\/em><\/a><em> <\/em>to shape their learning pathways and to demonstrate their understanding of the content. So when students need to learn at home because of extended school closures, their learning is far less disrupted than a student functioning in a more traditional school environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a previous <a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-at-fraser-public-schools\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">blog<\/a>, superintendent of Fraser Public Schools, Carrie Wozniak, explained how this was the case for their teachers during Fraser\u2019s transition to remote learning caused by the COVID-19 pandemic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWe have a digital ecosystem. For us to shift to fully remote learning, we only had to shift slightly, modifying content somewhat as we already had the infrastructure and protocols in place to support remote learning. Our teachers already had their curricular resources in our LMS, so when we went fully remote, it wasn\u2019t a lot of work, actually. Being student-centered already, we simply stayed focused on student learning instead of figuring out how to teach remotely. This allowed our teachers to focus more on learning, than emergency remote teaching. They didn\u2019t need to entirely shift their focus.\u201d&nbsp;<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>When learning is <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">designed to be student-centered<\/a>\u2014competency-based, personalized, and flexible in terms of pace and place\u2014learning is not limited to being teacher-led in a classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Challenges and opportunities<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just as students need to have agency\u2014to be active participants in their education, taking responsibility for their learning, and being given some degree of control in the process\u2014teachers need to have agency, as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers need to be empowered to make critical decisions about their students and their learning on a daily basis. They need to be provided with a system of support and professional development to help them feel knowledgeable and confident enough to transition their way of thinking. To empower their students, teachers need an organization that is empowered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>A true competency-based approach requires deep and widespread change.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Paradigm shift<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Transitioning to teaching with competency-based progression may require you to break your own paradigm of what you know and believe education to be.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The education model that I grew up in was not competency-based. It was based on seat time. As a class, we progressed through the lessons and units together, at the same time.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The teacher preparation program that I went through was not competency-based either. I learned how to design lessons and assessments\u2014the traditional whole-class \u201cteach, memorize, test\u201d fixed mindset.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So I\u2019m not surprised that many teachers, myself included, do not know <em>how <\/em>to teach with a mastery-based approach to learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In hindsight, I learned how to be a good teacher in terms of the content and covering it efficiently. However, I wish I had learned more about how to design learning opportunities that would ensure <em>all <\/em>of my students not only learned the content but had the flexibility to go at their own pace and with the specific support that they needed.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Competency-based learning may require a deeply rooted shift in our mindset and our values as we consider what we know about education and what we believe it should be.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Opportunities<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Perhaps right now\u2014during a time where things in education are anything <em>but <\/em>traditional\u2014is the perfect time to experiment with competency-based learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many teachers are not delivering synchronous (real-time, live) daily lessons. Instead, they are providing a lesson and related content for students to access throughout the week. Students are inadvertently being provided with flexibility in terms of place and pace.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether they realize it or not, students are being given opportunities for empowerment: they are making daily decisions about their learning, working at their own pace, and figuring out a schedule that works best for them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ready or not, remote learning has given students some degree of control in their education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Competency-based education is about more than just flexible pacing, it is about designing learning to generate student success.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is about designing learning in a way that allows students to move forward when they are ready and provides extra time and support to those who are not.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, let me make sure I\u2019ve made one very important point clear.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although it can be misconstrued, the role of the teacher is <em>not <\/em>any less important in a competency-based model. It\u2019s just different. If anything, it is <em>more <\/em>important.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a competency-based learning environment, students are <em>less <\/em>dependent on their teachers to deliver the actual content, but they are <em>more <\/em>dependent on their teachers for individual support and guidance as they help shape students\u2019 learning pathways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a competency-based learning environment, because a teacher\u2019s role is not as heavily focused on delivering content, <em>their time is freed up to actually teach.<\/em> Teachers can focus on building relationships and working closely with individual students, which is what teachers do best.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we transition into another school year faced with many uncertainties, maybe it doesn\u2019t make sense to try and get back to \u201cnormal.\u201d Maybe the need for learning continuity and remote learning actually provides us with an opportunity to look at teaching and learning differently.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe this is an opportunity to rethink what we know and believe education to be.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe this is an opportunity to make learning more student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/blog\/you-can-do-this-transitioning-to-remote-teaching-learning\/",
            "author_id": 54,
            "timestamp": 1599752583,
            "content": "<!-- wp:paragraph -->\n<p>Whether your school is starting the year with in-person instruction, using a hybrid model, or teaching completely online, you will need to be flexible. You may even be asked to shift back and forth between different models of instruction throughout the school year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So as we transition back into teaching and learning this fall, we thought it might be helpful to re-highlight a few of the <a href=\"https:\/\/michiganvirtual.org\/webinars\/?_webinar_subject_area=learning-continuity\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Learning Continuity webinars<\/a> that we recorded earlier this spring. This webinar in particular will give you strategies that you can implement right away!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the webinar, \u201c<em>You Can Do This! Transitioning to Remote Teaching &amp; Learning<\/em>,\u201d <em>Michigan Virtual<\/em> staff members and former educators Anne Perez, Emily Sicilia, Andrea McKay, and Dr. Chris Harrington discuss several different topics and provide strategies that can help you get your school year started smoothly. They also offer many resources that may help to make the transition to remote teaching a little easier.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We hope you enjoy watching the webinar as Anne, Emily, and Andrea explain and discuss the various resources and tips that they have in store for you, as well as what practices they find to be both effective and ineffective.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We have outlined the topics and tips below and linked the resources for you to make the content easier to refer back to and use! Enjoy!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:core-embed\/youtube {\"url\":\"https:\/\/youtu.be\/2kDOt4WlwdA\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed-youtube wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/2kDOt4WlwdA\n<\/div><\/figure>\n<!-- \/wp:core-embed\/youtube -->\n\n<!-- wp:heading -->\n<h2>Getting started<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Stick with what\u2019s already familiar<\/li><li>Simple is best<\/li><li>Account for half the time as some things take longer than expected<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Communicating with students and parents<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Be mindful of the frequency and volume of communications<\/li><li>Maintain consistency with where to access updates<\/li><li>Decide on a platform to use<\/li><li>Make sure communications are purposeful and meaningful&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Finding and delivering content<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Use familiar tools or platforms to deliver content<\/li><li>Consider time frame and pacing&nbsp;<\/li><li>Keep in mind the number of devices in each household<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Building relationships<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Consider live check-ins<\/li><li>Make use of regular videos or discussions<\/li><li>Identify a place for community interaction<\/li><li>Be mindful of academic and non-academic relationship building<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Designing assessments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Are there tools you already use?&nbsp;<\/li><li>Consider modifying assignments or projects<\/li><li>Offer choice in task and demonstration<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Key takeaways<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Start with the familiar<\/li><li>Design with flexibility in mind<\/li><li>Consider needs for communication<\/li><li>Use the opportunity to build relationships<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><a href=\"https:\/\/www.readworks.org\/\">ReadWorks<\/a><\/li><li><a href=\"https:\/\/www.raz-kids.com\/\">RAZKids<\/a><\/li><li><a href=\"https:\/\/www.prodigygame.com\/\">Prodigy<\/a><\/li><li><a href=\"https:\/\/www.ixl.com\/math\/\">IXL<\/a><\/li><li><a href=\"https:\/\/www.khanacademy.org\/\">Khan Academy<\/a><\/li><li><a href=\"https:\/\/newsela.com\/\">Newsela<\/a><\/li><li><a class=\"rank-math-link\" href=\"https:\/\/goopenmichigan.org\/\">#GoOpenMichigan<\/a><\/li><li><a href=\"https:\/\/lc.michiganvirtual.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan Virtual Free Content<\/a><\/li><li><a href=\"https:\/\/quizizz.com\/\">Quizizz<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Learning Continuity Page<\/a><\/li><li><a href=\"https:\/\/drive.google.com\/file\/d\/1Dl_7x0Kv4bGAk8xRIwTCl6YJh3y2pKMu\/view\">Slide Deck as PDF<\/a><\/li><\/ol>\n<!-- \/wp:list -->",
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            "timestamp": 1599677990,
            "content": "<!-- wp:heading -->\n<h2 id=\"background\">Background<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This report arose from discussions by <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) researchers with mentors of virtual learners across the state of Michigan who routinely expressed uncertainty and, quite frankly, a bit of anxiety, around how to report their virtual learners on Count Day. In a system that relies on funding based on the number of students in attendance on Count Day and the fact that not all virtual learners attend school regularly, one can understand their concerns. What follows is a summary of what practitioners shared about their Count Day reporting experiences, an outline of Count Day requirements, of which virtual learners are a small portion, and a potential path toward creating a resource that gives practitioners steps to prepare for reporting virtual learners.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"what\">What is Virtual Learning?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education (MDE), in the Pupil Accounting Manual, Section 5-O-D: VIRTUAL LEARNING OPTIONS, describes virtual learning as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Virtual learning is a method of receiving academic instruction in courses in which the pupil is registered and the courses are taken through a digital learning environment. Virtual learning may be offered at a supervised school facility during the day as a scheduled class period or through self-scheduled learning where pupils have some control over the time, location, and pace of their education. Virtual learning includes, but is not limited to, online learning and computer-based learning, where the delivery of instruction may incorporate a combination of software, technology, and the Internet.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Virtual courses may be selected from the local, board-approved, course catalog, or pupils may select courses from the statewide virtual course catalog (<a class=\"rank-math-link\" href=\"https:\/\/micourses.org\">https:\/\/micourses.org<\/a>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Unless otherwise required by the district, physical attendance is not a requisite of this section. Such would be the case if a district offers blended virtual learning opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The requirements in this section apply unless the virtual learning is a supplemental component of a course or unless it is an eligible virtual course under Section 5-A, Section 5-G-A, or Section 5-G-B.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"know\">What Do We Know About Virtual Learners?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Virtual learners in Michigan represent about 7% of Michigan\u2019s public school students. The majority of virtual learning in Michigan is delivered by traditional public schools who supplement their face-to-face offerings with virtual courses as part of a student\u2019s class schedule. Each year, MVLRI reports on what\u2019s happening with Michigan schools and students regarding virtual learning in its <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\">Michigan's K-12 Virtual Learning Effectiveness Report<\/a>. Based on pupil performance data reported by public schools to MDE and the Center for Educational Performance and Information (CEPI), the Effectiveness Report highlights virtual course enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The trajectory of virtual learning for the past several years reveals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Growth in the number of schools launching and\/or expanding virtual learning options<\/li><li>Growth in the number of students choosing virtual courses&nbsp;<\/li><li>Growth in the number of courses offered by virtual learning providers, including schools creating and offering their own virtual courses<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Effectiveness Report is designed to communicate some key findings about virtual learning in Michigan as it evolves over time. Some of these findings have influenced changes MDE has made in the requirements specific to reporting virtual learners on count day.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"is\">What is Count Day?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Count Day is when all public schools in the state of Michigan, commonly known as Local Education Agencies (LEAs), tally the number of students attending their schools. Count information is critical to districts, because each student translates into state funding. Count Days and school funding in Michigan are mandated through the State School Aid Act.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The attendance requirement states that pupils must be in attendance and receive instruction in all classes on the Count Days. For this reason, districts across the state encourage parents to be sure their children come to class on this day.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan has two official Count Days - the first Wednesday in October and the second Wednesday in February. These counts are used to determine the amount of state aid each district will receive. The largest portion of an LEA's funding is based on the October Count Day attendance figures (90%), and the remaining 10% comes from the February attendance figures. According to MDE, the calculation of funding the schools receive is based on a blend of both spring and fall student count data. The blend is based on the prior school year\u2019s spring count, and the current school year\u2019s fall count.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan\u2019s Regional Education Service Agencies (RESAs) and Intermediate School Districts (ISDs) staff pupil accounting offices that work with local school districts to ensure that both the local districts and RESA\/ISD have an accurate count of students, verify that all MDE procedures are followed, and serve as a resource to local districts. Additionally, the State School Aid Act mandates that MDE require each district, public school academy, and RESA\/ISD to have a pupil membership audit by a RESA\/ISD auditor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to MDE\u2019s <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MDE_PUPIL_MEMBERSHIP_AUDITING_MANUAL_2019-2020_FINAL_1-14-20_678303_7.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Pupil Membership Auditing Manual<\/a>, a <em>desk<\/em> audit is performed for every district each count. A desk audit is a limited review of the district\u2019s documentation and must be done for each building, in all districts, for every count period. MDE requires a <em>field<\/em> audit be done on high school buildings at least once every 2 school years and on all middle school and elementary school buildings at least once every 4 school years. In addition to the requirements of the desk audit, the field audit requires the ISD auditor to visit the district building being audited to review pupil membership records in depth. Specific procedures are found in the <em>Conducting the Field Audit <\/em>section of the auditing manual. After completion of the audits, narratives of the results are sent to MDE, as well as to the districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>MDE maintains the state\u2019s <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6605-22360--,00.html\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Pupil Accounting Manual<\/a> (PAM) and the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MDE_PUPIL_MEMBERSHIP_AUDITING_MANUAL_2019-2020_FINAL_1-14-20_678303_7.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Pupil Membership Auditing Manual<\/a>. The manuals contain the most extensive and accurate guidance on what LEAs need to report on virtual learners for Count Day and how to report in a way that can easily be audited. It is worth noting that in years where the state\u2019s budget approval is delayed, updates to the manuals prior to the start of school are also typically delayed. MVLRI research discovered that school personnel become less confident that following the previous year\u2019s guidelines will ensure they are doing what\u2019s required for the current year. MDE understands this, affirms that using the existing PAM is appropriate, and that the manual is updated soon after the state budget is final. Discussions with LEA practitioners also revealed variations in how practitioners interpret the manual language and translate it into practice. Assistance with the interpretation and application of the content of the manual from other practitioners is available through state-wide organizations such as the <a href=\"https:\/\/mpaaa.org\/index.php\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan Pupil Attendance and Accounting Association<\/a> (MPAAA) and <a href=\"https:\/\/www.msbo.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan School Business Officials<\/a> (MSBO) if you are a member.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>MVLRI\u2019s research also sought to better understand the concerns and dependencies associated with Count Day reporting. Some common themes emerged during our discussions with school personnel who support virtual learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Those who support students taking virtual courses play a crucial role in their districts in assuring every virtual learner is funded<\/li><li>They want to ensure their records meet the standards of their pupil accounting auditor<\/li><li>They want to ensure students are given Count Day expectations at the start of their online course so that October\u2019s Count Day reporting requirements are met&nbsp;<\/li><li>They want to spend more time helping students and less time compiling Count Day reports that are audit-approved and use technology tools to generate electronic records&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"are\">Are Schools Reporting Virtual Learners Correctly?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Academic mentors who support students taking virtual courses clearly recognize the importance of having every student count when it comes to funding. In reality, however, there are times where mentors change from year-to-year, sometimes after the start of online courses in a given school year. In such instances, the mentors may not receive adequate training to understand what\u2019s expected for Count Day. Mentor stories reflect similar wishes for an easier, less time-intensive way to report virtual learning so they can \u201cfocus on helping students succeed.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"two\">Two-Way Communication<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MDE\u2019s <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6605-22360--,00.html\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Pupil Accounting Manual<\/a> (PAM), in Section 5-O-D Virtual Learning Options, explains the reporting requirements and defines two-way interaction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><em>3) Two-way Interaction<\/em><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Two-way interaction is the communication that occurs between the teacher of record or mentor and pupil, where one party initiates communication and a response from the other party follows that communication. Responses must be to the communication initiated by the teacher of record or mentor, and not some other action taken.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>This interaction may occur through, but is not limited to, means such as email, telephone, instant messaging, or face-to-face conversation. Parent or guardian facilitated two-way interaction may be required if the pupil is in grades K-5 and does not yet possess the skills necessary to participate in two-way interaction unassisted.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Two-way interactions are expected to continue throughout the course, even when not being used for membership purposes. The two-way interactions must relate to a virtual course on the pupil\u2019s schedule and pertain to course content or progress.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the same section, the four-week time period to record the two-way interaction is also defined.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>4) <em>Two-way Interaction Calendar<\/em><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>When used for membership purposes, a pupil must complete at least 1 two-way interaction per week for each week of the 4-week count period.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>The first week in which participation is measured begins on Count Day (Wednesday) and continues through the following Tuesday. Each consecutive week starts on Wednesday and ends on the following Tuesday, for a total of 4 weeks including the week that began on Count Day. The district shall maintain an activity log that documents details of two-way interactions for each pupil.<\/em> An illustration of the calendar used for this purpose appears in Figure 1 below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":38370,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/07\/Brief-1-Table-Screenshot-1-1024x603.jpg\" alt=\"\" class=\"wp-image-38370\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><em>If a school break is scheduled during the count period and is 4 days or longer, the requirement for weekly two-way interaction does not apply for that week. If instruction has been canceled districtwide during a week for 3 school days or longer, the requirement for weekly two-way interaction does not apply for that week.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Note: For a pupil who transitions from an online environment where weekly two-way interactions are required to a seated environment where regular attendance is required, physical attendance in scheduled courses may be considered when determining if this requirement is satisfied. For pupils transitioning from a virtual environment to homebound or hospitalized services, or to home-based instruction, the participation requirements of the applicable section begins at the point of transition in the program.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Source: <\/em><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.michigan.gov\/documents\/mde\/2019-20_Pupil_Accounting_Manual_672533_7.pdf\" target=\"_blank\"><em>MDE Pupil Accounting Manual<\/em><\/a><em>, 2019-20. Section 5-0-D-4<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most frequently expressed confusion for schools related to how best to document the student two-way communication requirement for a virtual course. The purpose of documenting two-way interaction in a virtual course is the same as in the face-to-face setting -- to assure a student can demonstrate what they are learning in their course. In a given school year, student experiences can range from a student taking a single course at school during the day to a student taking every course virtually and never being in a physical school building. Examples for schools from MDE for the various virtual learner scenarios was suggested as a way to mitigate confusion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Variations in documentation practices by schools ranged from paper records organized by student name in three-ring binders, to the use of applications like <em>remind.com<\/em> and <em>Google Forms,<\/em> to the use of reports generated from course provider learning management systems (LMSs). A student\u2019s record of progress on Count Day is dependent on the course provider and the reports that can be generated from the school\u2019s LMS. In situations where an instructor is grading student work, there may be a lag in progress updates during the review of student work and grading. In a course that is auto-graded, progress is dependent solely on the student completing their assigned work. Those in a school (or RESA\/ISD) well-versed in the idiosyncrasies related to reporting pupils on Count Day may not be known to the people working day-to-day with virtual learners. Transferring this information to the virtual program staff within a school can be easily accomplished through some structured training.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"virtual\">What Resources Exist on How to Report Virtual Learners?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A recent webinar with MDE entitled <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/webinar\/count-day-reporting-for-virtual-learners\/\" target=\"_blank\">Count Day Reporting for Virtual Learners<\/a> hosted by <em>Michigan Virtual<\/em>, shared a number of things LEAs can do to establish sound practices for reporting virtual learners. During the webinar, MDE personnel responded to school practitioner questions and recognized that we are all working on how best to assure virtual learning is provided in a way that is best for student success. MDE also encouraged school personnel to communicate with their auditor at least annually as a best practice. MDE noted that the LEA\u2019s auditor is in the best position to validate for the school that the process they intend to use is the most effective and efficient way to facilitate the reporting of virtual learners. MDE also emphasized the best practice of archiving and backing up reports - whether electronic, paper, or both - for a minimum of two full school years prior to the current school year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"providing\">Providing Guidance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Designing a process for practitioners to report virtual learners, which they can adapt to their own environment, may be a reasonable extension to this research. Schools need a way to transfer knowledge about virtual learning requirements and their processes to any mentor or staff new to a school\u2019s online program. Experienced mentors suggest incorporating best practices such as acclimating students at the start of the course to what is expected for Count Day, and including tips like celebrating Count Day as a way to motivate students and encourage their presence, could ease the burden of last-minute scrambling on Count Day encountered by some schools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>MVLRI produced six <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guides to Online Learning<\/a> which incorporate best practices for supporting virtual learners. Adding to this family of Guides a section related to Count Day reporting best practices may be one pathway MVLRI can promote the practices supported by MDE.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MVLRI\u2019s continued collaboration with MDE, MPAAA, and school-based mentors\/practitioners can contribute to documented best practices for reporting virtual learners on Count Day. Designing a mechanism to annually adjust and enhance best practices as legislation changes and reporting capability evolves seems to be a reasonable action. Expanding communication channels to distribute these best practices, perhaps in August and January of each year, can also increase the confidence of school staff involved in Count Day reporting that their process is sound and will lead to a smooth audit of their virtual program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Count Day: Making Every Virtual Learner Count",
            "excerpt": "This report arose from discussions by Michigan Virtual Learning Research Institute (MVLRI) researchers with mentors of virtual learners across the state of Michigan who routinely expressed uncertainty and, quite frankly, a bit of anxiety, around how to report their virtual learners on Count Day. In a system that relies on funding based on the number of students in attendance on Count Day and the fact that not all virtual learners attend school regularly, one can understand their concerns. What follows is a summary of what practitioners shared about their Count Day reporting experiences, an outline of Count Day requirements, of which virtual learners are a small portion, and a potential path toward creating a resource that gives practitioners steps to prepare for reporting virtual learners.  ",
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            "id": 41742,
            "path": "\/our-course-difference-draft\/",
            "author_id": 65,
            "timestamp": 1599672669,
            "content": "https:\/\/youtu.be\/njjeM1NnKDg[rank_math_breadcrumb]\n<h1>Not all online courses are created equal.<\/h1>\n<em><strong>Research<\/strong><strong>&nbsp;shows<\/strong><\/em>:&nbsp;Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.\n\n<a href=\"https:\/\/michiganvirtual.org\/students\/courses\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nExplore our course catalog\n<\/a>\nhttps:\/\/youtu.be\/njjeM1NnKDg\n<h2>When your students take our online courses, they receive the following supports and benefits:<\/h2>\n<img width=\"1024\" height=\"539\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/10\/Pass-Rate-1024x539.png\" alt=\"Online Course Pass Rate (2017-18) -- Statewide Avg = 55%, Michigan Virtual = 84%\">\n<h2>#1 \u2014 The opportunity for success<\/h2>\nOur student pass rate is significantly higher \u2014 more than 25 percentage points higher \u2014 than the statewide average for virtual learning. You can learn more about our state\u2019s virtual pass rate by exploring the latest&nbsp;<a href=\"https:\/\/mvlri.org\/research\/effectiveness-report\/\" target=\"_blank\" rel=\"noopener noreferrer\">K-12 Virtual Learning Effectiveness Report<\/a>&nbsp;from the&nbsp;<a href=\"https:\/\/mvlri.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Michigan Virtual Learning Research Institute<\/em><\/a>.\n<h2>#2 \u2014 Highly-qualified instructors, not just content presenters<\/h2>\nMany online course providers offer students a) no teacher at all, or b) a \u201cteacher\u201d who simply presents content, but does not offer students personalized feedback on their assignments. Here at&nbsp;<em>Michigan Virtual,&nbsp;<\/em>we want our students to thrive in their online courses, so we put significant effort into hiring highly-qualified, Michigan-certified teachers and training them in best practices for online instruction.\n\n<img width=\"1024\" height=\"538\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/10\/DSC03297w-1024x538.jpg\" alt=\"All of our instructors stand together for a photo at the 2018 Collaboration of the Minds\">\n<img width=\"1024\" height=\"538\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/10\/DSC03297w-1024x538.jpg\" alt=\"All of our instructors stand together for a photo at the 2018 Collaboration of the Minds\">\n<h2>#2 \u2014 Highly-qualified instructors, not just content presenters<\/h2>\nMany online course providers offer students a) no teacher at all, or b) a \u201cteacher\u201d who simply presents content, but does not offer students personalized feedback on their assignments. Here at&nbsp;<em>Michigan Virtual,&nbsp;<\/em>we want our students to thrive in their online courses, so we put significant effort into hiring highly-qualified, Michigan-certified teachers and training them in best practices for online instruction.\n<h2>Here's how our instructors help your students succeed:<\/h2>\n<ul>\n \t<li>Because our instructors are&nbsp;<strong>highly qualified in their subject area<\/strong>, they will help your students master the content of their course.<\/li>\n \t<li>Because our instructors offer students&nbsp;<strong>personalized feedback on their assignments<\/strong>, they will help your students harness their strengths and target learning gaps.<\/li>\n \t<li>Because online pedagogy varies significantly from face-to-face pedagogy, our instructors are trained in a rigorous, 4-week course on online pedagogy and receive ongoing professional development throughout the year. This means that your students will receive&nbsp;<strong>quality instruction that is tailored to the online learning environment.&nbsp;<\/strong><\/li>\n<\/ul>\n<h2>#3 \u2014 Trained mentors who track student progress and guide success<\/h2>\nIn the State of Michigan, schools are required to provide an on-site mentor for every student who chooses to take an online course. Why? Because mentors provide critical support to online learners. By developing a face-to-face connection, keeping students on schedule, and providing guidance and support, mentors make online courses less overwhelming and more manageable for students.\n\nThe problem many mentors face, however, is that they do not receive adequate training on how to support their students. That\u2019s why we offer all of our mentors a&nbsp;<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noopener noreferrer\">myriad of free training opportunities in best practices<\/a>&nbsp;for mentoring online students. When mentors are prepared for their job responsibilities, they better serve online learners and facilitate greater student outcomes.\n\n<img width=\"1024\" height=\"684\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/mentor-image-1024x684.jpg\" alt=\"Male teacher helping student on computer\">\n<img width=\"1024\" height=\"684\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/mentor-image-1024x684.jpg\" alt=\"Male teacher helping student on computer\">\n<h2>#3 \u2014 Trained mentors who track student progress and guide success<\/h2>\nIn the State of Michigan, schools are required to provide an on-site mentor for every student who chooses to take an online course. Why? Because mentors provide critical support to online learners. By developing a face-to-face connection, keeping students on schedule, and providing guidance and support, mentors make online courses less overwhelming and more manageable for students.\n\nThe problem many mentors face, however, is that they do not receive adequate training on how to support their students. That\u2019s why we offer all of our mentors a&nbsp;<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noopener noreferrer\">myriad of free training opportunities in best practices<\/a>&nbsp;for mentoring online students. When mentors are prepared for their job responsibilities, they better serve online learners and facilitate greater student outcomes.\n\n<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/586211160-1024x683.jpg\" alt=\"School children using laptop with teacher in the classroom\">\n<h2>#4 \u2014 Comprehensive course selection<\/h2>\nOften, when students turn to online learning, they\u2019re looking for&nbsp;<em>more&nbsp;<\/em>options. For example, maybe they want to take an AP course or study a subject not offered in their school. Here at&nbsp;<em>Michigan Virtual,&nbsp;<\/em>we are constantly expanding our catalog to meet the needs and captivate the curiosities of our students.\n\nWe offer&nbsp;<a href=\"https:\/\/michiganvirtual.org\/students\/courses\/\" target=\"_blank\" rel=\"noopener noreferrer\">over 200 online courses and electives<\/a>&nbsp;for Michigan students \u2013 including&nbsp;<a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\" target=\"_blank\" rel=\"noopener noreferrer\">24 AP courses<\/a>,&nbsp;<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages\" target=\"_blank\" rel=\"noopener noreferrer\">seven world languages<\/a>, new&nbsp;<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\" target=\"_blank\" rel=\"noopener noreferrer\">Essentials courses<\/a>&nbsp;for credit recovery and&nbsp;<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/\" target=\"_blank\" rel=\"noopener noreferrer\">over 40 core courses and electives for middle schoolers<\/a>.\n\nAdditionally, over 140 of our offerings pass the accreditation by the NCAA for student-athletes. We offer all these courses to help students pursue knowledge in the subjects that captivate them, as well as to help small districts retain the best students, supporting their efforts to compete with larger schools with broader curricula.&nbsp;\n<h2>#5 \u2014 Award-winning &amp; accredited course content<\/h2>\nPart of our success lies in the use of&nbsp;a third party to evaluate our courses to ensure they meet Michigan\u2019s merit requirements. As a member of&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/quality-matters\/\">Quality Matters<\/a>&nbsp;\u2014 a nonprofit organization and recognized leader in quality assurance for online learning \u2014 we have access to:\n<ul>\n \t<li>Excellent course peer review processes<\/li>\n \t<li>Professional development opportunities, and<\/li>\n \t<li>Standardized rubrics to evaluate and improve the courses we offer to students.<\/li>\n<\/ul>\nIn 2017, we received the&nbsp;<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/\"><i>Quality Matters Make a Difference for Students Award for Outstanding Impact by a K-12 Organization.<\/i><\/a>\n\nIn 2005, we were&nbsp;<a href=\"https:\/\/michiganvirtual.org\/students\/accreditation\/\" target=\"_blank\" rel=\"noopener noreferrer\">accredited by AdvancED<\/a>, a non-profit, non-partisan organization that conducts rigorous, on-site reviews of a variety of educational institutions and systems to ensure that all learners are receiving a quality education. We were subsequently re-accredited in 2010 and 2016.\n\n<img width=\"825\" height=\"825\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/10\/qualitymatters.png\" alt=\"Quality Matters Logo\">\n<img width=\"825\" height=\"825\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/10\/qualitymatters.png\" alt=\"Quality Matters Logo\">\n<h2>#5 \u2014 Award-winning &amp; accredited course content<\/h2>\nPart of our success lies in the use of&nbsp;a third party to evaluate our courses to ensure they meet Michigan\u2019s merit requirements. As a member of&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/quality-matters\/\">Quality Matters<\/a>&nbsp;\u2014 a nonprofit organization and recognized leader in quality assurance for online learning \u2014 we have access to:\n<ul>\n \t<li>Excellent course peer review processes<\/li>\n \t<li>Professional development opportunities, and<\/li>\n \t<li>Standardized rubrics to evaluate and improve the courses we offer to students.<\/li>\n<\/ul>\nIn 2017, we received the&nbsp;<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/\"><i>Quality Matters Make a Difference for Students Award for Outstanding Impact by a K-12 Organization.<\/i><\/a>\n\nIn 2005, we were&nbsp;<a href=\"https:\/\/michiganvirtual.org\/students\/accreditation\/\" target=\"_blank\" rel=\"noopener noreferrer\">accredited by AdvancED<\/a>, a non-profit, non-partisan organization that conducts rigorous, on-site reviews of a variety of educational institutions and systems to ensure that all learners are receiving a quality education. We were subsequently re-accredited in 2010 and 2016.\n\n<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/07\/high-school-student-9-1024x683.jpg\" alt=\"Confident student works on writing assignment\">\n<h2>#6 \u2014 Focus on concept-mastery<\/h2>\nWhen a student enrolls in one of our courses, we want them to leave the course having mastered the concepts they signed up to learn. Part of the beauty of online courses lies in the flexible nature of learning, which allows students to work at their own pace and wait until concepts are mastered before moving onto the next lesson.\n\nWe emphasize&nbsp;<i>quality&nbsp;<\/i>and&nbsp;<i>comprehension&nbsp;<\/i>in every single course that we offer. By breaking down subject matter into core concepts and evaluating students at critical milestones, we meet students where they are and help them to set the pace of their own learning.&nbsp;\n<h2>Explore our course catalog.<\/h2>\nWe offer over 200 online courses and electives for high school and middle school students in Michigan \u2013 including 24 AP courses, seven world languages, new Essentials courses for credit recovery and over 40 core courses and electives for middle schoolers. Explore our course catalog today!\n\n<a href=\"https:\/\/michiganvirtual.org\/students\/courses\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nExplore our course catalog\n<\/a>",
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        {
            "id": 41685,
            "path": "\/blog\/podcast-diversity-understanding-self-and-embracing-the-conflict\/",
            "author_id": 2,
            "timestamp": 1599669671,
            "content": "\n\nIn this episode, we chat with Dr. Jay Marks, Diversity and Equity Consultant with <a href=\"https:\/\/www.oakland.k12.mi.us\/\">Oakland Schools<\/a> (Michigan). We discuss the topics of race, culture, social justice, and inequities that exist in the K-12 system. We discuss how Dr. Mark\u2019s experiences have shaped him over his 30-year career in education, the approach and impact of the work he\u2019s currently doing, and he provides recommendations for how individuals can contribute to more inclusive school systems.\n<h3>Here are some notes about the episode:<\/h3>\n<ul>\n \t<li style=\"font-weight: 400\">You can register for workshops, facilitated by Dr. Marks and his colleagues, within Oakland Schools\u2019 <a href=\"https:\/\/www.oakland.k12.mi.us\/educators\/professional-learning-calendar\">Professional Learning Calendar<\/a>. If you are interested in learning more about topics discussed in this episode, the <a href=\"https:\/\/events.oakland.k12.mi.us\/coe\/coe_p1_all.aspx?oc=10&amp;cc=coee&amp;classid=CUL\">Climate Culture<\/a> category might be of particular interest to you.<\/li>\n \t<li style=\"font-weight: 400\">Dr. Marks quotes Dr. Martin Luther King Jr.'s, \u201cThe ultimate tragedy is not the oppression and cruelty by the bad people but the silence over that by the good people.\u201d Related to this sentiment, Dr. King spoke about the construct of time, it\u2019s constructive and destructive power, and urged good people to not wait on April 14, 1967, during his <a href=\"https:\/\/www.youtube.com\/watch?v=sctENM_d77g\">speech that day at Stanford University<\/a>.<\/li>\n \t<li style=\"font-weight: 400\">Dr. Marks distinguishes between not being racist and anti-racist. There is a large body of literature to be absorbed on this topic. Being <a href=\"https:\/\/nmaahc.si.edu\/learn\/talking-about-race\/topics\/being-antiracist\">Anti-Racist<\/a> from the Smithsonian National Museum of African American History &amp; Culture is a good primer to begin your journey if you\u2019re just starting out.<\/li>\n \t<li style=\"font-weight: 400\">Dr. Marks suggested forming <a href=\"https:\/\/www.racialequitytools.org\/act\/strategies\/caucus-affinity-groups\">affinity groups<\/a> as a means for white educators to learn more about racism, anti-racism, and to explicitly examine the impact of whiteness on the K-12 system.<\/li>\n \t<li style=\"font-weight: 400\">Dr. Marks discusses leveraging privilege in ways that give voice to those who are marginalized. We recommend developing your skills as an ally to be explicit in doing this work. <a href=\"https:\/\/www.tolerance.org\/magazine\/spring-2018\/how-to-be-an-ally\">How to Be an Ally<\/a> from Teaching Tolerance is a good place to start learning.<\/li>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/neaedjustice.org\/\">NEA EdJustic<\/a>e engages and mobilizes activists in the fight for racial, social, and economic justice in public education. <a href=\"https:\/\/neaedjustice.org\/black-lives-matter-at-school\/\">The Black Lives Matter at School<\/a> section contains resources for engaging in racial justice activism as an educator.<\/li>\n \t<li style=\"font-weight: 400\">Dr. Marks mentioned donating to causes important to you if you have difficulty giving your time. Jeff has supported classrooms via <a href=\"https:\/\/www.donorschoose.org\/\">Donors Choose<\/a> in the past. It\u2019s a platform to fund classroom projects and activities that individual teachers are hoping to offer their students. You might consider searching for classrooms in need of support relating to topics of social justice, cultural responsiveness, and other topics of value to you.<\/li>\n \t<li style=\"font-weight: 400\">In the Unpack, Jeff makes references to deep culture, implicit bias, and cultural frame of reference. If you\u2019re interested in learning more about culturally responsive teaching, we recommend reading <a href=\"https:\/\/www.amazon.com\/Culturally-Responsive-Teaching-Brain-Linguistically\/dp\/1483308014\">Culturally Responsive Teaching &amp; The Brain<\/a> by Zaretta Hammond.<\/li>\n \t<li style=\"font-weight: 400\">In The Unpack, Justin recommends listeners check out the podcast series, <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/nice-white-parents\/id1524080195\">Nice White Parents<\/a>.<\/li>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=podcast%20pd\">Podcast PD<\/a> is a great way to extend your learning while listening to the Digital Backpack.<\/li>\n<\/ul>\nMake sure to&nbsp;<a href=\"https:\/\/anchor.fm\/digitalbackpack\" target=\"_blank\" rel=\"noopener ugc noreferrer\">subscribe<\/a>&nbsp;to listen to future episodes!",
            "title": "Podcast: Diversity \u2014 Understanding self and embracing the conflict with Dr. Jay Marks",
            "excerpt": "In this episode, we chat with Dr. Jay Marks, Diversity and Equity Consultant with Oakland Schools (Michigan). We discuss the topics of race, culture, social justice, and inequities that exist in the K-12 system. We discuss how Dr. Mark\u2019s experiences have shaped him over his 30-year career in education, the approach and impact of the...",
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            "id": 41451,
            "path": "\/about\/news\/ap-courses-go-online-at-three-rivers-community-schools\/",
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            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a rel=\"noreferrer noopener\" href=\"http:\/\/www.threeriversnews.com\/schools\/closer-look-lincoln-learning-part-ii\" target=\"_blank\">A Closer Look At Lincoln Learning: Part II<\/a>\u201d \u2014 originally published in the\u00a0<em>Three Rivers Commercial News<\/em>\u00a0on September 1, 2020 \u2014 is the second in a two-part series about virtual learning options at Three Rivers Community Schools. For AP courses, leaders at Three Rivers are choosing to offer <em>Michigan Virtual<\/em> online courses as their virtual option for high school students.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "AP courses go online at Three Rivers Community Schools",
            "excerpt": "The article \u201cA Closer Look At Lincoln Learning: Part II\u201d \u2014 originally published in the\u00a0Three Rivers Commercial News\u00a0on September 1, 2020 \u2014 is the second in a two-part series about virtual learning options at Three Rivers Community Schools. For AP courses, leaders at Three Rivers are choosing to offer Michigan Virtual online courses as their...",
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        {
            "id": 41452,
            "path": "\/online-advanced-placement-courses-draft\/",
            "author_id": 65,
            "timestamp": 1599160895,
            "content": "[rank_math_breadcrumb]\nEARN COLLEGE CREDIT AT YOUR OWN PACE\n<h1>Online Advanced Placement Courses<\/h1>\n<h2>Our teachers make the difference<\/h2>\nOur online Advanced Placement courses are taught by highly-qualified, Michigan-certified teachers. These courses provide a flexible pathway for students to gain college credit in a manner that fits their schedules and their learning preferences. We offer 23 AP courses in a variety of subjects and languages!\n\n<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=hs\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nExplore all of our online high school courses\n<\/a>\n<img width=\"1024\" height=\"695\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/undraw_podcast_q6p7-1024x695.png\" alt=\"girl working on computer studiously\">\n<img width=\"1024\" height=\"740\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/undraw_moving_forward_lhhd-1024x740.png\" alt=\"moving forward\">\n<h2>Student Pass Rate<\/h2>\nOver the past three years, 70 percent of the AP Exam scores reported to&nbsp;<em>Michigan Virtual<\/em>&nbsp;were 3s, 4s and 5s. This puts our pass rate on AP Exams about six percentage points higher than the state of Michigan average.\n<h2>23 Online Advanced Placement Courses!<\/h2>\n<em>Michigan Virtual<\/em> offers online Advanced Placement Courses in:\n<ul>\n \t<li>AP Art History<\/li>\n \t<li>AP Biology<\/li>\n \t<li>AP Calculus AB<\/li>\n \t<li>AP Calculus BC<\/li>\n \t<li>AP Chemistry<\/li>\n \t<li>AP Chinese Language<\/li>\n \t<li>AP Computer Science<\/li>\n \t<li>AP Computer Science Principles<\/li>\n \t<li>AP English Language &amp; Composition<\/li>\n \t<li>AP English Literature &amp; Composition<\/li>\n \t<li>AP Environmental Science<\/li>\n \t<li>AP French Language<\/li>\n \t<li>AP Human Geography<\/li>\n \t<li>AP Macroeconomics<\/li>\n \t<li>AP Microeconomics<\/li>\n \t<li>AP Physics 1<\/li>\n \t<li>AP Physics 2<\/li>\n \t<li>AP Physics C<\/li>\n \t<li>AP Psychology<\/li>\n \t<li>AP Spanish Language<\/li>\n \t<li>AP Statistics<\/li>\n \t<li>AP US Government and Politics<\/li>\n \t<li>AP US History<\/li>\n<\/ul>\n<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=hs\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nExplore all of our online high school courses\n<\/a>",
            "title": "Online Advanced Placement Courses [ Draft]",
            "excerpt": "EARN COLLEGE CREDIT AT YOUR OWN PACE Online Advanced Placement Courses Our teachers make the difference Our online Advanced Placement courses are taught by highly-qualified, Michigan-certified teachers. These courses provide a flexible pathway for students to gain college credit in a manner that fits their schedules and their learning preferences. We offer 23 AP courses...",
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            "author_id": 2,
            "timestamp": 1598989191,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.monroenews.com\/news\/20200901\/public-school-back-to-class-announcements\" target=\"_blank\" class=\"rank-math-link\">Public school \u2018back to class\u2019 announcements<\/a>\u201d \u2014 originally published in the <em>Monroe News<\/em>&nbsp;on September 1, 2020 \u2014 overviews the back-to-school plans for several Michigan school districts. Included is Ida Public Schools, who will be using <em>Michigan Virtual <\/em>as an online option for students in grades 6-12.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Public school \u2018back to class\u2019 announcements",
            "excerpt": "The article \u201cPublic school \u2018back to class\u2019 announcements\u201d \u2014 originally published in the Monroe News&nbsp;on September 1, 2020 \u2014 overviews the back-to-school plans for several Michigan school districts. Included is Ida Public Schools, who will be using Michigan Virtual as an online option for students in grades 6-12.",
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        {
            "id": 41103,
            "path": "\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/",
            "author_id": 54,
            "timestamp": 1598975791,
            "content": "<!-- wp:paragraph -->\n<p>As we approach fall 2020, schools are preparing for a \u201cnew normal,\u201d which will most likely be far from it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether schools are starting the year with in-person instruction, using a hybrid model, or teaching completely online, schools and teachers will need to be flexible. They may have to shift back and forth between different models of instruction throughout the school year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we wrap up our <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\">Student-Centered Learning blog series<\/a>, this is the first post of four in our mini-series, <em><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/engage-and-empower-learners\/\" target=\"_blank\">Engage and Empower Learners: How Student-Centered Learning Supports Learning Continuity<\/a><\/em>. In this mini-series, we will discuss how adopting student-centered learning principles can actually help school leaders and teachers facilitate the transition to this \u201cnew normal\u201d of teaching and learning while still nurturing student growth.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this first post, we will be revisiting two core tenets of student-centered learning: <em>voice<\/em> and <em>choice<\/em>. We will explore each one in more depth to understand why implementing student-centered principles into the learning environment can improve student engagement and make teaching <em>and<\/em> learning, no matter what environment you and your students find yourselves in, more student-focused.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":43290,\"sizeSlug\":\"full\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Student-Centered-Learning-Revised.png\" alt=\"\" class=\"wp-image-43290\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2>Student choice: Tapping into learners\u2019 strengths<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As we discussed in the first post of our student-centered learning blog series, \u201c<a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">What Exactly IS Student-Centered Learning?<\/a>\u201d, giving students <em>choice <\/em>means providing them with options and <em>allowing students to choose what works best for them.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Giving students <em>choice <\/em>can mean giving students the ability to choose:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>the way in which they want to learn content,&nbsp;<\/li><li>the process they use to learn the content,&nbsp;<\/li><li>when they learn the content, and\/or&nbsp;<\/li><li>how to demonstrate their understanding of the content.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Giving students choice can provide an opportunity for learners to tap into their passions and strengths, allowing them to deviate from what <em>everyone <\/em>is doing and <em>learn in a way that makes sense to them.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Improving student engagement<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We know that during this time of distance learning, one of the challenges that schools have faced is disengaged students. This lack of student engagement can be a result of inequities in terms of technology, a lack of self-discipline and motivation, and\/or not having a workspace at home that is conducive to learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, the disengagement of students is a challenge for schools, whether instruction is virtual or face-to-face. So it is no wonder that this doesn\u2019t improve, and can, in fact, be more challenging in an online learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, the school leaders that we have worked with and spoken to indicated seeing higher levels of engagement in remote learning environments <em>when students have choice<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether students have options related to the format of their learning, the content of their learning, or the manner in which their learning is assessed, providing choice can increase student engagement, student performance, and students\u2019 perceived value of their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student voice: Encouraging student agency<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As it relates to creating a student-centered learning environment, <em>voice <\/em>refers to students having the ability to <em>shape and design their own learning, co-creating their learning plan or pathway.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Giving students <em>voice <\/em>may involve encouraging students to:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>share their ideas or understanding,<\/li><li>design their own project or unit,&nbsp;<\/li><li>set goals and monitor their own learning, and\/or<\/li><li>lead a conference, discussion, or presentation.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Related to the idea of voice is the concept of <em>student agency<\/em>\u2014when students are active participants in their education, taking responsibility for their learning, and being given some degree of control in the process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With student agency, the amount of control should vary from grade level to grade level, keeping in mind the degree of control that is age appropriate for students to have.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important to note the overlap that exists with voice, student agency, and with choice. Here is one way to think about it: <em>choice<\/em> encourages students to choose, from a set of options provided for them, the path or process that works best for them. <em>Voice<\/em> is when students are responsible for or included in designing their learning options.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Choice, voice, and student agency are <em>all <\/em>ways in which students are encouraged to take ownership of their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Increased student ownership<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our conversations with school leaders and teachers, we know that those schools that already implement student voice and agency in their learning model made the transition to remote learning much more easily.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the blog, \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-at-flextech-high-schools\/\" target=\"_blank\" class=\"rank-math-link\">Student-Centered Learning At FlexTech High Schools<\/a>,\u201d <a href=\"https:\/\/www.flextechschools.org\/\">FlexTech\u2019s<\/a> Director of School Leadership, Dr. Sarah Pazur, shared:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSchools that have created the conditions for student agency are going to have an easier time with rapid or extended closures because students aren\u2019t waiting on the adults or the system to tell them what to do. They [students] are inspired by the work they\u2019re doing because they had a voice in shaping and designing it\u2014they created it and it doesn\u2019t live in the school building.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Students who already had that agency expectation were able to move forward academically much more easily than others who have never had the experience of taking ownership of or shaping the path of their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And their teachers, who were already functioning in a student-centered learning environment, continued to focus more on continued student learning rather than on teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Incorporating voice can help students take ownership of their learning and rely less on their teacher to direct the process, resulting in higher levels of student engagement, empowerment, and hopefully achievement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools will look different this fall, there\u2019s no doubt about that. However, the need to rapidly adopt virtual learning is no longer an emergency. We knew it was coming.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So what can we do differently this time?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What changes can we make now to benefit students not only for this school year, but in the years to come?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Giving students <em>voice <\/em>and <em>choice<\/em>\u2014the opportunity to choose to learn the way they learn best and to direct some aspects of their learning\u2014helps to make students feel <em>personally invested<\/em> in their learning and gives them a role in shaping and creating it rather than it being simply delivered to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the blog, \u201c<a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-at-hamilton-community-schools\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning At Hamilton Community Schools<\/a>,\u201d superintendent of <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, Dave Tebo explained:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cGiving choice gives voice, but it requires a leap of faith, which is difficult for teachers to take\u2014to empower students to make the decisions for themselves. Giving students ownership of their learning is a key component of a student-centered approach.\u201d&nbsp;<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>No matter what environment teachers and students find themselves in, hopefully it is one where students are:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u2026deciding for themselves based on their interests and strengths<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u2026given opportunities to design some part of their learning&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u2026empowered, excited, and engaged<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We encourage you to take a leap of faith. Try something different. Voice and choice may be just what you <em>and <\/em>your students need.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-centered learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-layouts \/-->",
            "title": "How Implementing Voice &amp; Choice Can Improve Student Engagement",
            "excerpt": "Schools will look different this fall, there\u2019s no doubt. However, the need to rapidly adopt virtual learning is no longer an emergency. We knew it was coming. So what can we do differently this time?  ",
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        {
            "id": 41109,
            "path": "\/about\/news\/coping-with-anxiety-during-a-pandemic\/",
            "author_id": 2,
            "timestamp": 1598906009,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.mlive.com\/public-interest\/2020\/08\/put-your-kids-on-a-news-diet-and-other-tips-to-coping-with-anxiety-during-a-pandemic.html\" target=\"_blank\" class=\"rank-math-link\">Put your kids on a 'news diet' and other tips to coping with anxiety during a pandemic<\/a>\u201d \u2014 originally published by <em>MLive<\/em>&nbsp;on August 31, 2020 \u2014 explores tips &amp; resources that parents can use to help their children deal with pandemic-related anxiety. One resource mentioned is <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" class=\"rank-math-link\">Michigan Cares<\/a>, a library of free K-12 lessons and videos on mental health &amp; social emotional learning that will be freely available to Michigan families until the end of the 2020-21 school year.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Put your kids on a 'news diet' and other tips to coping with anxiety during a pandemic",
            "excerpt": "The article \u201cPut your kids on a &#8216;news diet&#8217; and other tips to coping with anxiety during a pandemic\u201d \u2014 originally published by MLive&nbsp;on August 31, 2020 \u2014 explores tips &amp; resources that parents can use to help their children deal with pandemic-related anxiety. One resource mentioned is Michigan Cares, a library of free K-12...",
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        },
        {
            "id": 40975,
            "path": "\/limited-course-capacity\/",
            "author_id": 21,
            "timestamp": 1598633434,
            "content": "<h1>Limited Course Capacity<\/h1>\t\t\n\t\t\t<h3>We\u2019re sorry to inform you that we have reached capacity for several of our Semester 1 and Trimester 1 courses. You'll notice when attempting to enroll students in our Student Learning Portal that some courses are unavailable. While we are no longer accepting new enrollments for these courses at this time, many courses continue to remain open for enrollment.<\/h3>\t\t\n\t\t<p>With many students across the state 100% remote, demand for our online courses is greater than ever before. Because every course we offer is taught by a Michigan-certified teacher, this high volume of enrollments has created capacity issues for our teachers who provide each and every student with individual feedback.<\/p><p>While the <em>Michigan Virtual <\/em>team anticipated and planned for significant increases in student enrollments this Fall, the increased demand we\u2019ve experienced has been unprecedented. As a result, we are taking steps to hire even more part-and full-time teachers to support larger numbers of student enrollments for Semester 2 as well as for Trimester 2 and 3.\u00a0<\/p><p>For schools that still need online learning options this year, please <a href=\"https:\/\/michiganvirtual.org\/virtual-pathways\/#form\">fill out the form at the bottom of our virtual pathways page<\/a> to meet with someone to discuss other solutions. While some of our teacher-led courses are full, we may still have the capacity to help you in upcoming terms or can discuss timing to implement a whole-school or collaborative program in which local teachers from your school\/district use our online course content to teach students. We also have <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\">free course content and resources<\/a> available for you to use.<\/p><p>We know this is an incredibly stressful time for all, and we\u2019re sorry if the courses you\u2019re looking for are unavailable. We never want to turn away a student who wants to learn from us. Our top concern, however, is student success, and we have a policy to not take on additional enrollments if we cannot guarantee that all students will have a quality online learning experience.\u00a0<\/p><p>We appreciate your patience and understanding as we navigate the unusually high volume of enrollments we are receiving.<\/p>",
            "title": "Limited Course Capacity",
            "excerpt": "Limited Course Capacity We\u2019re sorry to inform you that we have reached capacity for several of our Semester 1 and Trimester 1 courses. You&#8217;ll notice when attempting to enroll students in our Student Learning Portal that some courses are unavailable. While we are no longer accepting new enrollments for these courses at this time, many...",
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            "id": 41090,
            "path": "\/about\/news\/what-to-know-about-k12-online-schools\/",
            "author_id": 2,
            "timestamp": 1598550196,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.usnews.com\/education\/k12-online-schools-guide#questions\" target=\"_blank\" class=\"rank-math-link\">What to Know About K-12 Online Schools<\/a>\u201d \u2014 originally published by the <em>U.S. News<\/em>\u00a0on August 27, 2020 \u2014 answers commonly asked questions regarding K-12 online schooling, such as: What is an online school? How are online schools different? How should parents be involved? What does an online school cost? How are online schools accredited? What questions should parents ask? In answering these questions, <em>Michigan Virtual <\/em>President &amp; CEO, Jamey Fitzpatrick, is quoted sharing what we've learned from our experience with 20 years of K-12 online learning. Also featured throughout are quotes from other leading members of the <a href=\"https:\/\/www.virtuallearningalliance.org\/\" class=\"rank-math-link\">Virtual Learning Leadership Alliance<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "What to Know About K-12 Online Schools",
            "excerpt": "The article \u201cWhat to Know About K-12 Online Schools\u201d \u2014 originally published by the U.S. News\u00a0on August 27, 2020 \u2014 answers commonly asked questions regarding K-12 online schooling, such as: What is an online school? How are online schools different? How should parents be involved? What does an online school cost? How are online schools...",
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        {
            "id": 40595,
            "path": "\/blog\/district-plans-for-shifting-to-remote-instruction-in-spring-2020\/",
            "author_id": 54,
            "timestamp": 1598543211,
            "content": "<!-- wp:paragraph -->\n<p>On April 2nd, 2020, Governor Whitmer signed an <a href=\"https:\/\/www.michigan.gov\/whitmer\/0,9309,7-387-90499_90705-524032--,00.html\">executive order<\/a> instructing all K-12 schools to close for the remainder of the 2019-2020 school year. In doing so, the Governor's office, in conjunction with the <a href=\"https:\/\/www.gomaisa.org\/\">Michigan Association of Intermediate School Administrators<\/a> and the <a href=\"https:\/\/www.michiganauthorizers.com\/\">Michigan Council of Charter School Authorizers<\/a>, developed a <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MICLPlan.FINAL_685762_7.pdf\">Continuity of Learning Plan<\/a> (Plan) template to be filled out by each district and posted on their website.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Continuity of learning plan requirements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Governor instructed districts to ensure their Plans were appropriate, equitable, and accessible for students and families, ensuring every student who needed it had access to an appropriate device with an ability to connect to the internet, to continue to provide mental health care services for students, and to continue to provide meals for families in need.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Plans consisted of 15 questions to which districts were expected to respond. The full set of questions can be found on the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MICLPlan.FINAL_685762_7.pdf\">Michigan.gov website<\/a>. Generally, the questions asked districts to describe the alternative modes of instruction they planned to use including content delivery, outreach and communication, plans to monitor student learning, budget and additional expenditures, and plans to support students academically and emotionally.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Methodology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A total of 543 open-active public LEA districts were identified through the <a href=\"https:\/\/cepi.state.mi.us\/eem\/\">Center for Educational Performance and Information Educational Entity Master<\/a>. Of the 543 districts, 100 were randomly selected by The Michigan Virtual Learning Research Institute (MVLRI) for review and analysis of their Plan. Of the 100 districts, 98 had Plans publicly available (in at least some format) on their website. Most Plans were easily accessible; however, for 13 districts, their Plans were deemed very difficult to locate by MVLRI.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research motivation<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>MVLRI was interested in understanding the districts\u2019 responses to the Governor's executive order closing all school buildings and facilities, as well as the specific details and concerns of districts as they moved to emergency remote instruction. In particular, MVLRI was interested in understanding the alternative models of instruction schools planned to adopt, challenges associated with these models (including budget), as well as how districts intended to support students academically, socially, and emotionally.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What alternative modes of instruction did districts intend to adopt? What are the associated challenges with these?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Key Findings:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>A vast majority of districts indicated they would use both digital instructional content <em>and<\/em> paper copies of instructional material. Only a handful of districts planned to use only digital <em>or <\/em>only paper-based resources.<\/li><li>A vast majority of districts indicated challenges with adopting alternative methods of instruction, primarily around access to devices and the internet.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Alternative modes of instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When shifting to emergency remote instruction, 95% of the districts studied indicated they would provide a \u201chybrid\u201d model of instruction, meaning they intended to make content available digitally but also described how they would provide hard copies of instructional materials for those students who needed it. However, a few of these \u201chybrid model\u201d districts noted that digital content would be secondary or supplementary and would not necessarily be the primary method of lesson delivery. A sampling of districts noted the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>We will offer every student educational enrichment opportunities through hard copy instructional materials such as workbooks, grade-level instructional packets, and reading books. We will also offer many other educational opportunities through virtual learning. We will not be handing out devices to students under this plan and will not be providing internet hot spots. The only students that will receive laptops are those students enrolled in a college class. Note - students will not be penalized for lack of access to electronic learning platforms.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>The primary method of delivery, regardless of internet access, will be a hard copy for all students. Any online opportunities are secondary to the hard copy packets.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Given the reality of the digital divide, schools will first provide non-digital access to content. All digital content may be seen as enrichment and will not be used to assess learning and growth.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Three of the districts included in this study&nbsp; indicated that they would be using a \u201ctechnology-based only\u201d method of lesson delivery. Their individual responses to this question included the following details:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>We plan to use Canvas, a learning management system (LMS), for remote learning. A device will be made available for those students who have internet access but do not have a device. Hot spots will be provided to students who have a device but do not have internet access.&nbsp;<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>We believe that we have the resources to avoid the hard copy approach, but we are also prepared to create and distribute them if necessary.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Paper packets will only be used in the instance that a student does not have internet connectivity\u2014all students have a device.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>On the other hand, two of the districts included in this study responded that they would be using a \u201cnon-tech based\u201d method of lesson delivery. Their responses to this question included the following details:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>We will be using relevant and engaging individualized work packets for our K-8 students in all subject areas (E.L.A., Math, Science, and Social Studies), including Specials classes (Art, Spanish, P.E., and Music). These meet our students\u2019 needs best because the majority of our students don\u2019t have access to technology and parents requested the paper materials.&nbsp;<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Teachers and parapros will deliver instructional packets to the students\u2019 homes each week and pick up the previous week\u2019s assignments at the same time. Pick-up\/delivery of assignments will utilize non-contact delivery procedures.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Challenges with emergency remote instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When asked if there were challenges associated with emergency remote instruction and adopting alternative modes of instruction, 87% of districts indicated \u201cyes.\u201d While this question in the Plan did not specifically ask districts to specify any challenges they face in providing alternative modes of instruction, the districts that did so describe challenges worth noting. Many districts indicated challenges with internet access\u2014some due to areas without reliable internet access or due to the widespread geography of their district. When asked if <em>all <\/em>students have existing technology, only 10% of districts indicated yes. Nearly 80% of districts indicated no and 10% did not indicate a response.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Access to technology<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While only 10% of the districts indicated being fully 1:1, meaning each student has a designated computing device available to them, prior to implementing their Plan, two districts indicated that they were able to deploy enough devices to be 1:1 currently. Three districts indicated that they were able to provide a device to any student that did not have access to one. Two districts indicated that they are able to be 1:1 in some grades, but not all. One district indicated that students without wifi access may also choose to receive a USB drive with assignments that can be accessed on a device from home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To facilitate emergency remote instruction as specified in district Plans, half of the districts indicated that they needed to, and were able to, purchase devices (tablets or computers) for their students. Roughly one-third of districts indicated that they purchased wireless internet hot-spots out of necessity for their students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Responses from schools varied but included details that described the struggles that some of these school districts faced, which were underscored by the pandemic and the need to suddenly teach remotely:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Our finance and technology departments identified a strategy to transform laptops into Chromebooks, load protective internet software for at-home learning, and deploy electronic devices that includes deploying 3500 laptops and nearly 800 hotspots to students throughout the county through a partnership with FedEx.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Our district covers 364 square miles and is home to 1,030 pre-K through 12 students from four townships. This rural area presents multiple barriers to learning at home. Concerns of device availability, access to connectivity, and parental support for learning in some homes require us to respond in multiple ways to the \u201cnew\u201d way of completing the 2019-2020 school year.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>According to our local survey, 15% of the entire district does not have access to reliable internet.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Only 72% of our students have internet access in their homes.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Some districts also described challenges associated with student access to devices (tablets or computers), noting that the shift to emergency remote instruction has exposed and made more relevant the challenges their students face regularly, such as poverty, homelessness, and chronic absenteeism.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>This health crisis has intensified significant, pre-existing challenges in our district. Over 82% of our students receive federally funded free or reduced lunch. Over 60% of our students are enrolled in our Schools of Choice program, which requires them to travel a substantial distance to and from school from a city outside of our district\u2019s boundaries. Over 30% of our student population is considered chronically absent due to a litany of inequities that exist in our surrounding area and 25% of our students are transient. The nexus of all of the aforementioned demographics have forced our district to place a significant emphasis on basic and social-emotional needs while maintaining high expectations and academic rigor for remote learning.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Additionally, one school district noted a struggle they experienced in regards to student use of devices on private home networks as opposed to use on school networks: <em>&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>The Children\u2019s Internet Protection Act requires that if the district assigns laptops for student home use, the device must have internet-safe filtering purchased and installed. District devices are compliant when on the school network, however, we cannot currently control URL filtering on private home networks. We are researching options for future home use student devices.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Challenges facing rural districts<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan\u2019s unique geography also presents challenges specifically for remote, rural districts. Several of these districts serve very few students\u2014certainly less than 100, with some only serving 15-20 students. In their Plans, these districts that are almost exclusively K-8, indicate serving the specific needs of their students often largely without technology but through packets or other printed materials.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>We are a K-8 rural district and only have 69 students. The internet is not really required in our plan. On Mondays, when students pick up their food delivery, each student will receive a special treat bag and ideas for activities at home to stay busy.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>We are a K-6 district and are using instructional packets only\u2014no technology.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Considering all of the challenges that school districts were facing, it is no surprise that there were additional costs associated with this shift to remote learning and teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Additional expenditures associated with the shift to emergency remote instruction<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Seventy-four percent of the districts indicated additional expenditures associated with building closures and moving to emergency remote instruction. These expenditures included items such as mailing costs, printing costs, fuel and mileage, learning supplies, technology, personnel time, etc. Twenty-six percent indicated no additional costs or did not specify the total expense or the necessary expenditures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The average cost of additional expenditures for the 74% of districts that provided detailed budgets was $110,003.74. When sorted by amount, the median (or middle) cost was $51,675.00, with one district anticipating as little as $300.00 in additional costs and yet another anticipating nearly $1,000,000.00 in additional expenditures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While school districts faced the challenge of determining how to transition teachers and students to remote instruction, children were met with significant challenges of their own. <em>How would they continue learning without the face-to-face support of their teachers? How could they deal with the stress and anxiety of the situation caused by the pandemic? How would they get the meals they were accustomed to receiving at school?&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How do districts intend to support students academically, socially, and emotionally?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Key Findings:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>One-fifth of districts indicated that they intended to survey students to assess mental health needs. About half of the districts described well-developed plans for supporting student mental health as well as coordinating school personnel and resources to reach out to students in need of additional support.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Mental health supports<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Of the 98 districts analyzed, 19% indicated that they would be surveying all students to assess their mental health needs as part of their focus on student mental health. While surveying students was not a requirement of their Plan, it was encouraging that so many school districts indicated that they had already done this or intended to do so. Even districts without the intent to survey students intended to provide mental health support to students during the shift to emergency remote instruction. Responses around providing mental health support were placed in one of three categories: well-developed, indicated, or not indicated.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Responses we considered to be \u201cwell-developed\u201d described strategies that were more hands-on and thorough. For example, the response may include specific details as to how counselors planned to reach out to at-risk students or describe a tiered process for meeting students' needs. To be categorized as \u201cwell-developed,\u201d the response needed to describe specific steps that the district planned to take to make the mental health of their students a priority.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We categorized 41% of the responses to this question as \u201cwell-developed\u201d with respect to student mental health supports, beyond what would be minimally expected. An example of a \u201cwell-developed\u201d response is provided below:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>The district will follow a tiered model of support to determine needs for equity, access, and mental health while making weekly contact. If a need is presented, the teacher will elevate that need to the principal to determine the necessary follow-up. Members of building-level \u201cStudent Support Teams,\u201d led by the principal and consisting of school service workers, behavior specialists, and assistant principals will help connect the family to school counselors, ISD social workers and school psychologists, and outside agencies. The principal will also hold weekly meetings with teachers to identify any additional students or families in need.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>We placed 58% of the responses into the \u201cindicated\u201d category as they provided a response that was mostly hands-off, general, and somewhat vague, primarily describing where resources can be found if students\/parents need them. An example of an \u201cindicated\u201d response can be found below:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>All of our staff members are sensitive to the needs of the students and families we serve. We have a group of qualified staff members (counselors and social workers) that are available as a resource for students\/families in need of support. Our district focus has been to meet all of the needs of our students and families. All of our staff members, no matter what role they play in the district, know that they will be a source of comfort for students. We recognize that interaction and communication will vary greatly, but we are all committed to ensuring that our students are safe, happy, and healthy.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>One response was categorized as \u201cnot indicated\u201d as the district did not provide any information to answer this question.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Social emotional learning supports<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Twenty percent of districts described strategies for providing <a class=\"rank-math-link\" href=\"https:\/\/casel.org\/what-is-sel\/#:~:text=Social%20and%20emotional%20learning%20(SEL,relationships%2C%20and%20make%20responsible%20decisions.\">social-emotional learning<\/a> (SEL) support to their students within their Plan. Some districts even dedicated a specific portion of their Plan to discuss their strategies for SEL support. Examples of such support include:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Development of a social-emotional task force led by building counselors<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Embedding social-emotional learning activities and resources into learning plans<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Creation of a twenty-four-hour hotline specifically for SEL support<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Use of Suite 360 [a web-based software program]<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>Each building has a student support specialist (SSS). A major component of their job responsibility has always been to provide leadership and guidance related to social-emotional and mental health and they will continue to perform in this capacity, contacting students and providing generalized support.&nbsp;<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>The school district will provide social-emotional lessons and activities for students and parents to engage in at home weekly.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>On Fridays, a virtual social-emotional lesson using the Positivity Project (P2P) will be taught to all students so that families end the week on a central theme for that week (e.g., 'love of learning,' 'enthusiasm,' etc.).<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>While 39% of districts studied only <em>mentioned <\/em>social-emotional support, 41% did not mention it anywhere in their Plan. It is important to note, however, that the Plan instructions did not <em>require <\/em>that districts outline SEL-specific supports, just that they continue to support the mental health of their students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In this study conducted by MVLRI, there was incredible variation in district Plans to continue instruction amidst the closing of school buildings and facilities. For a vast majority of districts, emergency remote instruction and providing alternative modes of instruction included at least some aspects of digital learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The shift to emergency remote instruction is by no means a simple one, but it is one that every district in the state was required to make in April 2020, and it is one that will happen again in some form during the 2020-2021 school year. In our analysis, some districts seemed better prepared to handle that shift. It was not a consequence of having available funding or resources, although those certainly helped to provide solutions, but a willingness to accept the situation and develop a Plan that continued to put all students at the center, considering student and family needs at the most basic level.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This blog represents a small subset of the items analyzed for a larger report on Michigan districts\u2019 responses to COVID-19 school closures and the shift to emergency remote instruction. That analysis will be published with a forthcoming report that will also include districts\u2019 responses to <a href=\"https:\/\/www.michigan.gov\/documents\/whitmer\/MI_Safe_Schools_Roadmap_FINAL_695392_7.pdf\">MI Safe Schools Roadmap<\/a>. For more on this topic view the <a href=\"https:\/\/epicedpolicy.org\/how-did-michigan-school-districts-plan-to-educate-students-during-covid-19\/\">Learning Continuity Plan Analysis<\/a> by the <a href=\"https:\/\/epicedpolicy.org\/\">Education Policy Innovation Collaborative<\/a> (EPIC) at Michigan State University.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors\u00a0<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. DeBruler is the Research Manager at MV. She has been in the field of K-12 online education for nearly a decade and joined Michigan Virtual in 2012. During that time she conducted research on preparing K-12 online teachers and supporting K-12 students. Some of that work focused specifically on K-12 online teacher preparation, K-12 online learner demographics and success at several state virtual schools, and learning trajectories in K-12 online mathematics courses. Dr. DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University and has experience teaching at the Master's level, both face-to-face and online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for Michigan Virtual in 2018. As a Research Specialist with the Michigan Virtual Learning Research Institute, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators not only in Michigan, but nationwide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "District Plans for Shifting to Remote Instruction in Spring 2020",
            "excerpt": "Should we go fully digital, use paper copies, or use a hybrid model? How will we assess the technology needs of our students? Should we arrange for meal pick up, delivery, or some combination? How will we manage and monitor student learning? How will we continue to meet the social-emotional needs of our students? These are just some of the questions that school leaders faced as they developed their plans for continued learning after school doors were shuttered for the year due to the coronavirus pandemic. ",
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            "content": "<!-- wp:paragraph -->\n<p>As part of our <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\">Student-Centered Learning blog series<\/a>, this is the third installment of three in our mini-series, <em><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/stories-from-the-field-student-centered-learning\/\" target=\"_blank\">Stories from the Field: Student-Centered Learning<\/a>. <\/em>In this mini-series, we celebrate and highlight the successes of three different Michigan schools that are embracing student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These same schools are also featured in our recently published report, \u201c<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning: In Principle and in Practice<\/a>.\u201d In this report, we share the principles of student-centered learning, the rationale behind the philosophy, and the stories behind some of the innovative approaches being utilized by districts not only across the country, but right here in Michigan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In <em>this <\/em>article, superintendent of Fraser Public Schools, Ms. Carrie Wozniak, shares some of the exciting ways in which they give their students flexible learning options and <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">make learning student-centered<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Innovate. Learn. Lead.&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Prior to spending the last 2 years as the superintendent of <a href=\"https:\/\/www.fraser.k12.mi.us\/Page\/1\">Fraser Public Schools<\/a> in Fraser, Michigan, Carrie Wozniak spent 7 years as their assistant superintendent of curriculum and instruction. So she understands the ins and outs of the journey this school district has been on towards a more student-centered approach to education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Through a combined effort of staff, parents, and their Board of Education, Fraser is changing the traditional view of school to a new personalized, engaging, and customized learning environment for each student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fraser\u2019s <a href=\"https:\/\/www.fraser.k12.mi.us\/strategicplan\">strategic plan<\/a> for 2019-2023 centers on four main goals:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Goal 1 <strong>Teaching Practices:<\/strong> Implementing deeper learning through the Universal Design for Learning framework&nbsp;<\/li><li>Goal 2 <strong>Learning Partnerships:<\/strong> Building stronger relationships among our students, staff, and the community<\/li><li>Goal 3 <strong>Learning Environment: <\/strong>Providing a climate and culture for learning where students are engaged and motivated<\/li><li>Goal 4 <strong>Digital Ecosystem:<\/strong> Leveraging technology to accelerate and add value to learning<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>A centerpiece of their strategic plan is Fraser\u2019s <a href=\"https:\/\/www.fraser.k12.mi.us\/portrait\">Portrait of a Graduate<\/a>, which defines what their students need for success after high school. Their 6Cs of deeper learning competencies are:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Critical Thinking<\/li><li>Communication<\/li><li>Creativity<\/li><li>Character<\/li><li>Collaboration<\/li><li>Citizenship<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>At Fraser, students are given both voice and choice in their learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students are 1:1 with technology. All high school students have a MacBook and all K-8 students have an iPad, which helps them access digital curriculum housed within an LMS. <a href=\"https:\/\/www.blackboard.com\/\">Blackboard<\/a> is the LMS used for their secondary students, and <a href=\"https:\/\/itslearning.com\/us\/\">itsLearning<\/a> is used at the elementary level.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Through their strategic plan, Fraser is <a href=\"https:\/\/vimeo.com\/359548688\">designing learning for all<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Competency-Based Learning &amp; the Universal Design for Learning Framework<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Fraser\u2019s transition to a <a href=\"https:\/\/www.teachthought.com\/learning\/what-is-competency-based-learning\/\">competency-based learning<\/a> (CBL) environment began many years ago.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Their CBL model is based on using a <a href=\"http:\/\/www.cast.org\/our-work\/about-udl.html#.Xw4JsChKhPZ\">Universal Design for Learning<\/a> (UDL) framework. Every teacher at Fraser has gone through UDL training, which helped to improve their lesson design and helped them focus on meeting the needs of <em>all <\/em>of their students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>By using a competency-based approach in a UDL framework, students are given options to show what they know.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the UDL training, 11 of Fraser\u2019s teachers have gone through training to become 21st-century literacy coaches. These teachers\/coaches teach 50% of the time and spend the other 50% coaching at one of the schools throughout the district.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This coaching model has been used throughout Fraser Public Schools for over 7 years, and it really gives the district a sense of balance between top-down and bottom-up communication.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wozniak feels that leadership must \u201cconnect the dots\u201d for their schools in terms of their work from year to year. She feels that the district-wide coaching provided by trained members of their own staff is a part of this balance\u2014helping teachers to see the bigger picture, the \u201cwhy\u201d behind their work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Advice and Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For schools and districts that have not already adopted student-centered learning principles, Wozniak sees student engagement and satisfying the personalization needs of students and families as being <a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-the-impetus-for-change\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">compelling reasons for making such a shift<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She emphasized that schools must be purposeful in their design.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThese days, students are different. There is an expectation of choice from students and families. Everybody has choices in their lives outside of school, and they now expect that from education,\u201d noted Wozniak.<em>&nbsp;<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>She also believes that Fraser\u2019s transition to remote learning caused by the COVID-19 pandemic was actually easier because they already employed a student-centered approach to learning and both students and teachers were used to utilizing technology and their LMS on a daily basis. Wozniak explained:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWe have a digital ecosystem. For us to shift to fully remote learning, we only had to shift slightly, modifying content somewhat as we already had the infrastructure and protocols in place to support remote learning. Our teachers already had their curricular resources in our LMS, so when we went fully remote, it wasn\u2019t a lot of work, actually. <em>Being student-centered already, we simply stayed focused on student learning instead of figuring out how to teach remotely. This allowed our teachers to focus more on learning, than emergency remote teaching. They didn\u2019t need to entirely shift their focus.\u201d&nbsp;<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>When learning is <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" class=\"rank-math-link\">designed to be student-centered<\/a>\u2014competency-based, personalized, and flexible in terms of pace and place\u2014learning is not limited to being teacher-led in a classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning is collaborative, student-driven, and meaningful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As you consider making a shift to a more student-centered learning model, how can you design learning opportunities which allow you to focus more on student-learning and less on teaching?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Can you design learning opportunities that allow for student voice and choice and can extend beyond the walls of your classroom?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Your students are ready. <em>Are you?&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Student-Centered Learning at Fraser Public Schools",
            "excerpt": "Competency-based learning. Asking kids to do things rather than know things. Designing learning for all. Just some of the ways in which at Fraser, learning drives innovation. ",
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            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.schoolnewsnetwork.org\/2020\/08\/25\/students-have-choice-of-face-to-face-online-learning\/\" target=\"_blank\" class=\"rank-math-link\">Students have choice of face-to-face, online learning<\/a>\u201d \u2014 originally published by the <em>School News Network<\/em>\u00a0on August 25, 2020 \u2014 overviews how Caledonia Community Schools is leveraging online options, including <em>Michigan Virtual <\/em>course content, to support remote students during the 2020-21 school year.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Students have choice of face-to-face, online learning",
            "excerpt": "The article \u201cStudents have choice of face-to-face, online learning\u201d \u2014 originally published by the School News Network\u00a0on August 25, 2020 \u2014 overviews how Caledonia Community Schools is leveraging online options, including Michigan Virtual course content, to support remote students during the 2020-21 school year.",
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            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.hollandsentinel.com\/news\/20200818\/more-than-700-zps-students-opt-for-online-learning\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">More than 700 ZPS students opt for online learning<\/a>\u201d \u2014 originally published by the <em>Holland Sentinel<\/em>\u00a0on August 18, 2020 \u2014 overviews a recent decision by Zeeland Public Schools to offer online courses through <em>Michigan Virtual <\/em>to students as an alternative to face-to-face learning for the 2020-21 school year. Ten percent of the district's students \u2014 roughly 740 students \u2014 have selected this option and will be mentored by a Zeeland Public Schools teacher in addition to being taught by a <em>Michigan Virtual <\/em>instructor.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "More than 700 ZPS students opt for online learning",
            "excerpt": "The article \u201cMore than 700 ZPS students opt for online learning\u201d \u2014 originally published by the Holland Sentinel\u00a0on August 18, 2020 \u2014 overviews a recent decision by Zeeland Public Schools to offer online courses through Michigan Virtual to students as an alternative to face-to-face learning for the 2020-21 school year. Ten percent of the district&#8217;s...",
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            "id": 39890,
            "path": "\/blog\/student-centered-learning-at-flextech-high-schools\/",
            "author_id": 54,
            "timestamp": 1597774260,
            "content": "<!-- wp:paragraph -->\n<p>As part of our <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\">Student-Centered Learning blog series<\/a>, this is the second installment of three in our mini-series, <em><a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/stories-from-the-field-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Stories from the Field: Student-Centered Learning<\/a>. <\/em>In this mini-series, we celebrate and highlight the successes of three different Michigan schools that are embracing student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These same schools are also featured in our recently published report, \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/\" target=\"_blank\">Student-Centered Learning: In Principle and in Practice<\/a>.\u201d In this report, we share the principles of student-centered learning, the rationale behind the philosophy, and the stories behind some of the innovative approaches being utilized by districts not only across the country, but right here in Michigan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In <em>this <\/em>article, FlexTech\u2019s Director of School Leadership, Dr. Sarah Pazur, shares some of the exciting ways in which they give their students flexible learning options and make learning student-centered.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-centered by design<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At <a href=\"https:\/\/www.flextechschools.org\/\">FlexTech<\/a>, student-centered learning is at the heart of everything they do.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is a project-based learning school, focused on students as individuals, and was founded on <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">student-centered learning principles<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>FlexTech is a <a class=\"rank-math-link\" href=\"https:\/\/www.flextechschools.org\/apps\/pages\/index.jsp?uREC_ID=1623571&amp;type=d&amp;pREC_ID=1762036\">21st-century school<\/a> and has three campuses located in <a href=\"https:\/\/brighton.flextechschools.org\/\">Brighton<\/a>, <a href=\"https:\/\/novi.flextechschools.org\/\">Novi<\/a>, &amp; <a href=\"https:\/\/shepherd.flextechschools.org\/\">Shepherd<\/a>, Michigan. FlexTech\u2019s Director of School Leadership, Dr. Sarah Pazur, shared:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe are student-centered by design. Student projects are governed by a framework, but students can pitch modifications to projects, tailoring them to their own interests. They can pitch their own deliverables to show mastery, giving students voice and agency.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Their curriculum is entirely <a class=\"rank-math-link\" href=\"https:\/\/www.youtube.com\/watch?v=zy_2R0AitZw&amp;feature=youtu.be\">project-based<\/a>, built on competency-based learning progressions. Self-assessment practices are used in all classes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>FlexTech is unique in the sense that it was <em>designed <\/em>with formal student-centered learning principles in mind.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Students have a voice<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At FlexTech, they focus on really getting to know students as individuals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Dr. Pazur, \u201cWe use \u2018learner profiles,\u2019 where students describe what they want the adults in the building to know about them, how they learn, how they like to receive feedback, what they are passionate about.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students keep a portfolio of their learning and present their \u201csenior chronicle\u201d to a panel of adults (their advisor, administration, community members, etc.) during the end of their senior year. During this presentation, they both defend and celebrate their learning. They share what they have learned during their high school experience as well as their goals and dreams for the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students can also participate in student-led clubs and advisory boards. They are part of the decision making at the school level. Dr. Pazur explained:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWhen students have a voice, they feel ownership over everything \u2014 the whole school. It\u2019s not just about them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At FlexTech, this model gives students permission to choose rather than deciding for them. Dr. Pazur feels that this model helps students feel that they are part of a community \u2014 it\u2019s part of their school culture.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Choice of time, place, and pace of learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At FlexTech, students have agency over scheduling. Within a block scheduling format, there are different flexible schedule options available allowing students to dual enroll, work around a job, pursue a passion, or play a sport outside of school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pazur explained that FlexTech\u2019s competency-based <a class=\"rank-math-link\" href=\"https:\/\/www.flextechschools.org\/apps\/pages\/index.jsp?uREC_ID=1623614&amp;type=d&amp;pREC_ID=1762056\">approach to learning<\/a> is based on Michigan\u2019s state standards and includes the use of mastery-based progress reports and transcripts.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe are competency-based and give kids permission to use their time how they need to in order to complete projects. Students can move at their own pace through courses. This removes barriers related to time, place, and pace.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of her favorite quotes is from Mike Schmoker: \u201c<em>If you want students to solve complex problems, you have to give them complex problems to solve.<\/em>\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to Dr. Pazur, while it is scary and tempting to resort back to \u201cadult control,\u201d kids learn how to problem-solve and to manage their time and their learning when you give them the permission to try managing it themselves.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Empowering students. Removing the barriers related to time, place, and pace. Student-centered learning.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Advice and final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Pazur noted that in a traditional school model, the transition to a more student-centered learning model would be an overhaul and requires a mindset change as you can\u2019t design student schedules around adult conveniences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cYou can start small and slowly implement more student voice, but until you really take a look at the system as a whole, you will only get so far. It is important to take a holistic view of your curriculum, instruction, assessment, schedule, culture \u2014 this works together to empower or disempower students. <em>Embrace the fact that kids will make good choices, poor choices, and everything in between, but they won\u2019t get better until they can authentically practice being in control of their education.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sometimes there are <a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-catalysts-for-change\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">situations that serve as a springboard for change<\/a>, providing more of a reason behind doing what seemed too difficult to do before.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe the recent extended school closures across the nation and need for remote learning is one of those situations. As Dr. Pazur explained:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSchools that have created the conditions for student agency are going to have an easier time with rapid or extended closures because students aren\u2019t waiting on the adults or the system to tell them what to do. They [students] are inspired by the work they\u2019re doing because they had a voice in shaping and designing it \u2014 they created it and it doesn\u2019t live in the school building. <em>When the student drives the learning, the arbitrary structures like class periods and teacher-driven lessons in the form of worksheets or rote learning tasks become obsolete.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As you consider making changes within your school or within your classroom to make learning more student-centered, how can you create situations that allow your students to have a voice, to shape and design their learning?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>How will your students drive their own learning and not only inspire themselves, but inspire you?&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>In our Success in Online Learning blog series, we covered many topics such as <a href=\"https:\/\/michiganvirtual.org\/blog\/setting-online-learners-up-for-success\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">setting up online learners for success<\/a>, <a href=\"https:\/\/michiganvirtual.org\/blog\/what-do-successful-k-12-online-programs-have-in-common\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">commonalities between successful K-12 online programs<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/blog\/the-hidden-heroes-of-successful-online-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">the hidden heroes of successful online courses<\/a> among others. We discussed <a href=\"https:\/\/michiganvirtual.org\/blog\/online-student-support-and-enrichment\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">supporting online students through enrichment<\/a>, <a href=\"https:\/\/michiganvirtual.org\/blog\/research-study-do-orientation-modules-contribute-to-student-success-in-the-online-classroom\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">orientation modules<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/blog\/online-student-success-triangle-students-mentors-parents\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">the triangle of student success<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We explored <a href=\"https:\/\/michiganvirtual.org\/blog\/what-if-michigan-had-elearning-days\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">eLearning days<\/a>, <a href=\"https:\/\/michiganvirtual.org\/blog\/connecting-teachers-a-community-of-practice\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">communities of practice<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/blog\/communication-engagement-in-the-online-classroom\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">communication and engagement in an online classroom<\/a>. And we insisted that <a href=\"https:\/\/michiganvirtual.org\/blog\/instructional-leadership-supporting-online-teachers\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">online teachers need support from their instructional leaders<\/a> and <a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-teachers-need-ongoing-professional-development\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">ongoing professional development<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We conclude this series by discussing how an online learning program can create a supportive learning environment for online students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below, we highlight some best practices and advice in terms of effectively managing relationships and maintaining regular and meaningful communications between administrators, students, parents, mentors, and teachers, all with the intent of creating a supportive learning environment for online students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What does a supportive online learning environment look like?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the standard of \u201clearner and parent\/guardian support\u201d found in the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">National Standards for Quality Online Programs<\/a>, establishing standards for teacher communications with learners and parents\/guardians is a key component to a supportive online program.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Examples of this may include some form of monthly communication to parents and students, weekly pacing charts, a Student Information System that provides parents with access to student data, and\/or communication regarding course pacing guides.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On-site mentors usually help to facilitate some of the communication between teachers, parents\/guardians, and students. However, it is important to note that a supportive partnership between online teachers, parents, and students will not look the same in each online learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Relationship management, responsibilities, and communication<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to create a supportive online learning environment for students, administrators, mentors, teachers, and parents must work together. Relationships amongst these key stakeholders must be nurtured and are essential to ensuring students receive the support they need, when they need it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Administrators: Be involved<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Being involved in the online learning program is one of the most important ways in which an administrator can help to create a supportive online learning environment for students. Administrators can encourage parent involvement by letting them know <em>how <\/em>they can get involved\u2014making sure they know pacing guides exist, communicating deadlines and expectations, and sharing student course data points.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators should <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/admin-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">understand the opportunities that online learning affords students<\/a> and the reasons why students may want to take an online course. It is up to an administrator to provide the structure for an online learning program and to be flexible enough to adapt and change that structure as needed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators must also be willing to address the challenges that mentors face and provide them with the support they need. Establishing clear expectations and defining responsibilities for mentors will set the framework for a supportive online learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Mentors: Build relationships<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As mentors are typically the face-to-face support students receive when working in their online course during school hours, building relationships with students is the most impactful way in which they can create a supportive learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors should establish routines and meet regularly with students, discussing progress on course pacing guides as well as tracking grades and assignment completion. Being available for students when they have questions and need support is a key responsibility of a mentor; however, support may be needed outside of typical school hours.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In creating a supportive online learning environment, the mentor can play a significant role in helping to <a href=\"https:\/\/michiganvirtual.org\/blog\/online-student-success-triangle-students-mentors-parents\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">bridge communication gaps between students, parents<\/a>, and online instructors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Teachers: Focus on communication<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The most important way in which an online instructor can create a supportive learning environment is to <a href=\"https:\/\/michiganvirtual.org\/blog\/communication-engagement-in-the-online-classroom\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">communicate frequently<\/a> and in a timely manner with both students and mentors. When students have to wait too long for a response to their question, issue, or for feedback, they begin to feel unimportant and frustrated.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Getting to know their students, and at the same time, making sure students know their online instructor is a <em>real <\/em>person who genuinely cares about their success are crucial components of a supportive online learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Monitoring student progress and motivating students as they advance through their course are additional ways teachers can ensure students feel supported. Teachers should consider reaching out to both the student and the mentor to communicate issues and concerns as they arise.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online teachers should provide structure within their courses, communicating deadlines and expectations clearly and up front. Consider copying parents on emails to students and communicating behavior policies (for example, anti-bullying policies) to both parents and students, as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Parents: Be present<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just as the mentor is the face-to-face support for students when completing online coursework in a school setting, parents are the face-to-face support when students complete online coursework outside of school or at home.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Educational support at home from parents<\/a> is important in <em>any <\/em>online course, but especially when learning remotely due to the current pandemic.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important that parents understand the differences and similarities between online and traditional face-to-face courses. Know <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/student-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">what makes a successful online student<\/a> and understand the challenges that online courses present.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While online courses can be convenient in terms of scheduling, some students find themselves unprepared for the <a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">reality of online learning<\/a>. Because online courses require students to be more responsible in terms of managing their time and completing assignments, it is crucial that parents understand <a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">what is expected of students<\/a>, both from their online instructor and their mentor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Hopefully it is evident that a supportive learning environment for online students requires school administrators, online instructors, mentors, and parents to work together.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Each stakeholder is responsible for different aspects of support, but there is clearly a lot of overlap between the roles. These individuals who support students in their online coursework must not only communicate with the student, but communicate with each other.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most importantly, there should be unified expectations in terms of assignment completion, quality of work, behavior, and academic integrity that are communicated not only to the students, but to all parties involved.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The more cohesively that school administrators, online instructors, mentors, and parents communicate and work together, the more supported students will feel and the more successful they will be in their online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In what capacity will <em>you <\/em>serve to create and shape a supportive learning environment for online learners?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Additional resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guides to Online Learning<\/a>: Created by researchers at the Michigan Virtual Learning Research Institute\u00ae, our family of free guides will introduce you to the world of online learning. Inside each guide, you\u2019ll find key definitions, research findings, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<ul><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/admin-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Administrator Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Mentor Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/teacher-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Teacher Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Parent Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/student-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student Guide to Online Learning<\/a><\/li><\/ul><\/li><li><a href=\"http:\/\/media.mivu.org\/institute\/pdf\/MentorProfiles15.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Supporting Online Learners: Michigan Mentor Program Case Studies<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/online-student-success-triangle-students-mentors-parents\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Online Student Success Triangle \u2014 Students, Mentors, &amp; Parents<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/01\/helping-students-be-successful-mentor-responsibilities.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Helping Online Students Be Successful: Mentor Responsibilities<\/a><\/li><li><a class=\"rank-math-link\" href=\"https:\/\/www.researchgate.net\/publication\/258246131_The_Adolescent_Community_of_Engagement_Framework_A_Lens_for_Research_in_K-12_Online_Learning_Environments\">The Adolescent Community of Engagement Framework: A Lens for Research in K-12 Online Learning Environments<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual<\/em> in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. DeBruler is the Research Manager at <em>Michigan Virtual<\/em>. She has been in the field of K-12 online education for nearly a decade and joined Michigan Virtual in 2012. During that time, she conducted research on preparing K-12 online teachers and supporting K-12 students. Some of that work focused specifically on K-12 online teacher preparation, K-12 online learner demographics and success at several state virtual schools, and learning trajectories in K-12 online mathematics courses. Dr. DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University and has experience teaching at the Master's level, both face-to-face and online.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Creating a Supportive Learning Environment for Online Students: Communication is Key",
            "excerpt": "What does a supportive online learning environment look like? Administrators, parents, mentors, and teachers must work together and communicate effectively. While overlap in responsibilities is inevitable, each has a defined role in shaping an online learning environment conducive to student success. ",
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            "content": "<!-- wp:paragraph -->\n<p>As part of our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, this is the first installment of three in our mini-series, <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/stories-from-the-field-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Stories from the Field: Student-Centered Learning<\/em><\/a><em>. <\/em>In this mini-series, we celebrate and highlight the successes of three different Michigan schools that are embracing student-centered learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These same schools are also featured in our recently published report, \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/\" target=\"_blank\">Student-Centered Learning: In Principle and in Practice<\/a>.\u201d In the report, we share the principles of student-centered learning, the rationale behind the philosophy, and the stories behind some of the innovative approaches being utilized by districts not only across the country, but right here in Michigan.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In <em>this <\/em>article, superintendent of Hamilton Community Schools, Dave Tebo, shares some of the exciting ways in which they give their students flexible learning options and make learning more student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Thinking outside the box<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Prior to spending the last 10 years as the superintendent of <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a> located in Hamilton, Michigan, Dave Tebo spent 4 years as a superintendent at Michigan Center Schools. After serving in this role for some time, Tebo has come to realize that \u201cas a superintendent, you can\u2019t scare parents, you don\u2019t want to be the bad guy. As a result, it\u2019s hard to implement ideas that are outside the box.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We know that when it comes to education, some teachers, parents, and administrators are most comfortable with a style similar to what they experienced, insisting,&nbsp; \u201cWhat\u2019s wrong with the old system? We turned out just fine.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>But Tebo knows that school doesn\u2019t have to look like it used to \u2014 we can always improve.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>He admits, however, that at Hamilton, the shift towards implementing a more student-centered learning philosophy was made easier because test scores were already good, families were already supportive, and they already had eager students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hamilton was a community that was <a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-catalysts-for-change\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">ready for a change<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Embracing their strategic plan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although Hamilton\u2019s transition towards student-centered learning had been in progress for quite some time, Tebo said that he feels the real work has been done in the last 5-6 years when they really began to embrace their strategic plan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2015, Hamilton Community Schools entered into a <a href=\"https:\/\/michiganvirtual.org\/professionals\/hamilton\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">collaborative partnership<\/a> with <em>Michigan Virtual <\/em>to increase student engagement and achievement through the implementation of personalized and blended learning strategies.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hamilton saw that this work would complement the continuous work they were already doing in regards to <a class=\"rank-math-link\" href=\"https:\/\/www.hamiltonschools.us\/for-parents\/standards-based-grading\/\">standards-based grading<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>They knew that grades didn\u2019t necessarily correlate to success.<\/em>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Their goal was to more closely align their grading to focus on standards and to track students\u2019 understanding of or struggles with individual standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers were trained in cohorts and learned the <a href=\"https:\/\/michiganvirtual.org\/professionals\/blended-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">blended learning coaching model<\/a> in an effort to make learning more personalized for their students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then in 2017, Hamilton updated its <a href=\"https:\/\/www.hamiltonschools.us\/strategic-plan\/\">vision and mission statement<\/a> and in 2018 adopted an <a class=\"rank-math-link\" href=\"https:\/\/www.hamiltonschools.us\/downloads\/district_files\/hamiltonschools_thrive_logo_1_page.pdf\">Instructional Model<\/a>, coining the phrase \u201cEach Will Thrive\u201d based on this updated vision. The model is based on four pillars:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>a safe educational environment,&nbsp;<\/li><li>rigorous instruction and assessment,&nbsp;<\/li><li>a modern learning culture, and<\/li><li>personalized learning.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Out of their instructional model grew an increased focus on personalizing learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Giving students choice<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At Hamilton, students have choices and opportunities as the district offers some <a class=\"rank-math-link\" href=\"https:\/\/www.hamiltonschools.us\/schools\/hvs\/online-classes\/community-partner-classes\/\">Project-Based Learning<\/a> (PBL) classes and <a class=\"rank-math-link\" href=\"https:\/\/www.hamiltonschools.us\/schools\/hvs\/online-classes\/\">online classes<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students also have the option to enroll in the <a href=\"https:\/\/www.hamiltonschools.us\/schools\/hvs\/\">Hamilton Flex Virtual School<\/a>, which is part of their new Hamilton Flex Program. This program provides their students with even more learning options to choose from.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As the <a href=\"https:\/\/www.hamiltonschools.us\/downloads\/district_files\/hamiltonlearningoptions.pdf\">learning options graphic<\/a> shows, students can choose from one of four learning programs to best suit their needs:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Hamilton - Traditional<\/li><li>Hamilton - Online<\/li><li>FLEX - Blended<\/li><li>FLEX - Virtual<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>By offering these additional learning options, students have the opportunity to choose the path that is right for them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Choice + voice = student-centered learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tebo believes that the school district has made their greatest gains in giving students choice and voice and says that the next step is pushing them together.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cGiving choice gives voice, but it requires a leap of faith, which is difficult for teachers to take \u2014 to empower students to make the decisions for themselves. Giving students ownership of their learning is a key component of a student-centered approach.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Empowering students to take ownership of their own learning is <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">what student-centered learning is all about<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Advice and final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When making the shift to a more student-centered learning model, Tebo stressed the importance of giving patience and grace, both to yourself and to others, and being willing to ask for help.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIt\u2019s not a sign of weakness to ask for help. You may have to say \u2018I don\u2019t know\u2019 more than \u2018I know,\u2019 and that\u2019s okay.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>He also pointed out that when transitioning to a more student-centered learning model, there is no quick and easy path, so you need to play the long game.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cYou may not be able to see your work through to completion yourself and it may outgrow you as a leader. However, you may be the one to get the ball rolling and to get the work started.<em> Just remember: it\u2019s not about throwing out what was done before, it\u2019s about determining what we are going to bring with us to a new model. It\u2019s about adding and enhancing.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, as you get the ball rolling, what aspects of your current educational structure will you bring with you to your new student-centered learning model?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning: what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/blog\/lms-selection-and-implementation-best-practices\/",
            "author_id": 54,
            "timestamp": 1597073559,
            "content": "<!-- wp:heading -->\n<h2>Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As more and more schools are adopting the use of digital content to support their online and blended programs, the selection and implementation of an appropriate learning management system (LMS) is being elevated to top priority.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the recently published report, <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/lms-selection-and-implementation-michigan-virtual-case-study\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">LMS Selection and Implementation: Michigan Virtual Case Study<\/a>, we investigated best practices associated with identifying and evaluating learning management systems that can meet the customized needs of schools and districts.&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, we documented <em>Michigan Virtual\u2019s<\/em> LMS evaluation, selection, and implementation process, which took place during the 2019-2020 school year.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below, we provide a glimpse into the key insights and recommendations that resulted from this work; however, make sure to read <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/lms-selection-and-implementation-michigan-virtual-case-study\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">the report<\/a> referenced above for a detailed account of the selection and implementation process.&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What factors should schools and districts consider?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When considering the general features and characteristics that schools should look for when selecting and evaluating an LMS, organizations such as Canvas (2019), itsLearning (2019), Lambda Solutions (2019), Moodle (Gill, 2019), and the eLearning Industry (Pappas, 2014) indicate there are several factors that should be taken into consideration:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Alignment<\/strong>: Make sure to consider alignment to your district\u2019s goals, now and in the future.&nbsp;<\/li><li><strong>Total costs<\/strong>: Are there hidden costs or costs you will incur only down the road?&nbsp;<\/li><li><strong>Reliability of the platform<\/strong>: Ask for evidence of uptime.<\/li><li><strong>Support<\/strong>: How much training and support will you get and at what cost? Will you have access to live support or be simply given an email address?&nbsp;<\/li><li><strong>Simplicity<\/strong>: How easy is the platform to navigate? How intuitive is it for a new user?&nbsp;<\/li><li><strong>References<\/strong>: What have other customers reported about the LMS?&nbsp;<\/li><li><strong>Testing<\/strong>: Make sure that you have the ability to test and interact with the platform prior to committing to a purchase.&nbsp;<\/li><li><strong>Reporting<\/strong>: Do the reports that can be generated give you the information you need?&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The LMS evaluation process can be time-consuming and challenging, so you may also want to consider using an <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1NVMuwyJ8Xw_w4t9zan1FSreUIPkVujx1CJivkIOiqxM\/edit#gid=23665612\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">LMS Evaluation Tool<\/a> in order to more easily evaluate, record, and compare features across several LMSs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What are the key processes that schools and districts should follow?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Based on <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/lms-selection-and-implementation-michigan-virtual-case-study\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Michigan Virtual<\/em>\u2019s LMS selection and implementation process<\/a>, these are the processes we followed and recommend.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>First steps<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Draft a <a href=\"https:\/\/docs.google.com\/document\/d\/1d0V2Eh20DABB6cTXAqJLr48dvCGu76TiqWUxYD9K-xY\/edit?usp=sharing\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">statement of work<\/a> (SOW) to help define your plan and ensure the successful execution of the project.&nbsp;<\/li><li>Assemble your team, which includes identifying team leads and making sure that roles and responsibilities are clearly defined.<\/li><li>Define and prioritize the general features and characteristics that you feel are most important to consider when evaluating each possible LMS solution. You may want to gather these solution requirements into an <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1c8_-y3uodDQa5obTfX1ncYTBaZEu2P5K8a0XV2LWdJk\/edit?usp=sharing\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">LMS requirements spreadsheet<\/a>.<\/li><li>Put together the <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/MichiganVirtualLearningManagementSystem.RFP10252019.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">request for proposal<\/a> (RFP) which includes a list of important dates and deadlines, a detailed description of the request, the submission process and requirements, and the selection process to be used to determine the successful solution.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>LMS selection<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Consider asking vendors to complete a <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1C_lthz4-yfHfTO7jMLO5Ee3-ZemMD2Bj0LDFCwKz6f0\/edit?usp=sharing\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Technical, Functional, System, and User Requirements spreadsheet<\/a> with ratings and notes as well as a <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1KJsmSKJqn02pHDy_OMjbbsshjDiriNlljQr635p3kDU\/edit?usp=sharing\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Cost Proposal Matrix<\/a> indicating both non-recurring and recurring costs.&nbsp;<\/li><li>Complete your initial \u201c<a class=\"rank-math-link\" href=\"https:\/\/talentedlearning.com\/lms-sandbox-how-to-play-for-keeps\/\">sandbox<\/a>\u201d reviews of the LMS environment for each vendor.&nbsp;<\/li><li>Carefully analyze the proposals before awarding your preferred vendor the work.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>LMS implementation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Create both an internal and external communication plan and develop related resources.&nbsp;<\/li><li>Coordinate with the LMS vendor to put training in place for teachers, administrators, instructional designers, and system administrators.&nbsp;<\/li><li>Prior to beginning any course development or course migration work, set-up and configure the LMS environment.&nbsp;<\/li><li>Begin the work of migrating your courses into your new LMS. Migration of <em>Michigan Virtual\u2019s<\/em> approximately 250 courses proved to be a time-consuming and labor-intensive process.<\/li><li>Consider piloting a limited number of courses in your new LMS environment to a select group of students. End of course surveys can provide very valuable feedback.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>LMS launch<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Prior to the full launch of your new LMS, your courses will need to progress through the four-course content migration milestones: content staged, content built, testing complete, and master created.&nbsp;<\/li><li>Once the LMS launches, it will be important for your team to continue to dedicate time and effort towards fixing and updating the courses as it is expected that courses will continue to need attention, particularly during their initial offerings.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>What challenges and opportunities exist within the process?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Challenges<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Timeline<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the biggest challenges facing <em>Michigan Virtual\u2019s<\/em> LMS implementation team was its tight timeline. <em>Michigan Virtual<\/em> began its work in October 2019, with a deadline for implementation by August 1, 2020.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, according to itsLearning (2019), the LMS selection process should ideally begin two years before full implementation and requires significant planning. While <em>Michigan Virtual was<\/em> successful and able to stick to their deadline, it was challenging and it is important to recognize that this process does not happen overnight.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Expect the unexpected<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another challenge within the process was making sure to have the right people and processes in place to make decisions, to facilitate completion of the work, and to handle curveballs, like unexpected situations and challenges, as they arise. The <em>Michigan Virtual<\/em> LMS team had to be flexible and make many adjustments throughout their LMS journey.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Opportunities<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Increased competitive advantage<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On the other hand, the LMS selection and implementation process afforded <em>Michigan Virtual <\/em>some opportunities, such as the ability to choose a solution that would help keep the organization competitive by offering an enhanced experience for their students and customers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Increased flexibility and efficiency<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.d2l.com\/k-12\/products\/core\/\">Desire 2 Learn (D2L)\u2019s<\/a> ability to configure a system in unique ways that<em> Michigan Virtual<\/em> needed was one of the major aspects that made their product and service stand out against other competitors who didn\u2019t offer that flexibility. It also gave them increased efficiency, the opportunity to streamline some operations, and a more impactful\/mutually beneficial partnership in transitioning from two LMS vendors to one.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final thoughts and recommendations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Whether you are considering implementing an LMS for the first time or transitioning to a new one, assembling a team that is well-organized and made up of talented, dedicated, and passionate people will make the work and the process possible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Take the time to discover what is most important to your school or organization as you begin the selection process. The right LMS could create increased efficiencies for your organization and provide exciting opportunities and a better experience for your students and customers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Additional resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/lms-selection-and-implementation-michigan-virtual-case-study\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">LMS Selection and Implementation: Michigan Virtual Case Study<\/a>: a more detailed account of the information and selection process described above, as well as a detailed account of <em>Michigan Virtual\u2019s<\/em> LMS selection and implementation process.&nbsp;<\/li><li><a href=\"https:\/\/keepmichiganlearning.org\/guide-to-selecting-an-lms-for-k-12\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guide to Selecting an LMS for K-12<\/a>: developed by a workgroup of classroom teachers, building administrators, and district-level leaders<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Canvas. (2019). <em>13 Must-haves for Buying a K-12 Learning Management Platform<\/em>. Instructure.&nbsp;<a href=\"https:\/\/www.instructure.com\/canvas\/sites\/blog.canvaslms\/files\/2019-08\/13_Must_Haves_Buyers_Guide_ep_R3.pdf\">https:\/\/www.instructure.com\/canvas\/sites\/blog.canvaslms\/files\/2019-08\/13_Must_Haves_Buyers_Guide_ep_R3.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gill, S. (2019). <em>Top five factors to consider when choosing a learning platform<\/em>. Moodle. <a href=\"https:\/\/moodle.com\/news\/top-five-factors-to-consider-when-choosing-a-learning-platform\/\">https:\/\/moodle.com\/news\/top-five-factors-to-consider-when-choosing-a-learning-platform\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>itsLearning. (2019). <em>How to choose the best LMS for your district.<\/em> <a href=\"https:\/\/itslearning.com\/us\/k-12\/resources\/how-to-choose-the-best-k12-lms\/\">https:\/\/itslearning.com\/us\/k-12\/resources\/how-to-choose-the-best-k12-lms\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lambda Solutions. (2019). <em>LMS consideration guide: How to get the LMS you need to meet your goals<\/em>. <a href=\"https:\/\/www.lambdasolutions.net\/resources\/whitepapers-ebooks\/lms-consideration-guide\">https:\/\/www.lambdasolutions.net\/resources\/whitepapers-ebooks\/lms-consideration-guide<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pappas, N. (2014). <em>11 tips for choosing the best learning management system (2018 Update)<\/em>. eLearning Industry. <a href=\"https:\/\/elearningindustry.com\/11-tips-choosing-best-learning-management-system\">https:\/\/elearningindustry.com\/11-tips-choosing-best-learning-management-system<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual<\/em> in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. DeBruler is the Research Manager at <em>Michigan Virtual<\/em>. She has been in the field of K-12 online education for nearly a decade and joined Michigan Virtual in 2012. During that time, she conducted research on preparing K-12 online teachers and supporting K-12 students. Some of that work focused specifically on K-12 online teacher preparation, K-12 online learner demographics and success at several state virtual schools, and learning trajectories in K-12 online mathematics courses. Dr. DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University and has experience teaching at the Master's level, both face-to-face and online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<h1>Michigan Voices:<\/h1>\n<h1>An In-Depth Look at the Experiences of Educators, Students, &amp; Parents During Emergency Remote Learning<\/h1>\nWhat can we learn from the \u201cliving prototype\u201d of emergency remote learning during COVID-19?\n\n<a href=\"https:\/\/docs.google.com\/document\/d\/1EtO0S2Lv4M4MnRwxNdZdlQfqdxM-F3Jwtg0RbLgs3hA\/edit?usp=sharing\" role=\"button\">\nPrintable Version\n<\/a>\n<h2>Emergency Remote Learning: A Living Prototype<\/h2>\nBetween March and June 2020, statewide school closures due to the COVID-19 pandemic caused major disruptions in both learning and daily life for students, parents, teachers, and school leaders alike.&nbsp;\n\nAs a result of the pandemic, teachers and school leaders struggled with the abrupt and unprecedented need to shift from a face-to-face learning environment to a 100% remote learning environment. Meanwhile, at home, parents struggled to support their children while also juggling their own professional responsibilities. Students struggled with an unfamiliar learning environment and newfound social isolation.\n\nThe situation unfolded quickly with most educators scrambling to provide what became known as \u201cemergency remote learning,\u201d a band-aid approach to online learning necessitated by the rapidity with which it was deployed.&nbsp;\n\nMost educators understood intuitively that maintaining the same quality of education they were providing their students before the pandemic was not possible. Yet, they did the best they could to facilitate learning using all the tools available to them.&nbsp;\n\nStill, major equity issues quickly became apparent for students who did not have access to an internet-connected device or whose parents could not be available in the same capacity to support them during this period of home learning.\n\nThe emergency remote learning that took place on this scale and for this duration was a phenomenon for which most schools were largely unprepared. What this situation did offer, however, was a period of collective innovation and action, an opportunity to reflect on what was essential for learning, and a \u201cliving prototype\u201d that we could study and evaluate to better prepare for the future.\n<h2>Design-Thinking Research<\/h2>\nWith a desire to reflect and learn from this moment in educational history, <a href=\"https:\/\/michiganvirtual.org\/\"><em>Michigan Virtual <\/em><\/a>collaborated with <a href=\"http:\/\/sundbergferar.com\/welcome\/\">Sundberg-Ferar<\/a>, an internationally recognized, Michigan-based design firm who conducted a qualitative research project focused on capturing authentic stories and experiences from administrators, teachers, parents, and students.&nbsp;\n\nThe ultimate goal of this project was to influence actionable plans moving forward to make the future of education \u2014&nbsp; whether face-to-face, blended, or virtual \u2014 more impactful for students. In order to accomplish this goal, however, we first had to capture immediate in-the-moment insights from these groups to understand their pain points, uncover success stories, and listen to their perspectives on the future of remote learning.\n\nThe methods used to conduct this study included 17 small-group video interviews with a total of approximately 65 participants, representing students, parents, teachers, and administrators from across the state. Comments shared in these 60-90 minute interviews were supported by responses participants provided in a written questionnaire that was emailed to them prior to the group session.\n\nInsights gleaned through these interviews were myriad, but essentially fell into four main categories, which we will explore further in this report:\n<figure><a href=\"#sel\"><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Mind-Mapping.svg\" alt=\"\"><\/a><\/figure>\n<h4><a href=\"#sel\">Social &amp; Emotional Well-Being<\/a><\/h4>\nWhat were the social and emotional effects of emergency remote learning on educators, students, and parents? <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/#sel\"><strong>Skip ahead\u2192<\/strong><\/a>\n<figure><a href=\"#pedagogy\"><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Standards.svg\" alt=\"\"><\/a><\/figure>\n<h4><a href=\"#pedagogy\">Pedagogy<\/a><\/h4>\nWhat did we learn about pedagogy during this time? What motivates students to learn in remote environments without grades? What do we need to do in the future to address the needs of educators to enact sound pedagogy in a remote environment? <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/#pedagogy\"><strong>Skip ahead\u2192<\/strong><\/a>\n<figure><a href=\"#technology\"><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Live-Webinar.svg\" alt=\"\"><\/a><\/figure>\n<h4><a href=\"#technology\">Technology<\/a><\/h4>\nWhat did we learn from the technological hurdles faced by educators, parents, and students during this period of emergency remote learning? <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/#technology\"><strong>Skip ahead\u2192<\/strong><\/a>\n<figure><a href=\"#equity\"><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Right-to-Education.svg\" alt=\"\"><\/a><\/figure>\n<h4><a href=\"#equity\">Equity<\/a><\/h4>\nWhat equity concerns emerged during this period of emergency remote learning? How might we innovate to address equity gaps in the future? <a href=\"https:\/\/michiganvirtual.org\/research\/michigan-voices\/#equity\"><strong>Skip ahead\u2192<\/strong><\/a>\n\nIn this report, we overview common themes from these interviews, sharing quotations from participants along the way to capture the lived experiences of students, parents, educators, and school leaders during this tumultuous time in education.\n\nAt the end of each section, you will notice areas labelled \"Initial Hypotheses\" and \"Knowledge Gaps.\" Here, we share out our initial ponderings as we begin to chart the design-thinking process to its conclusion. The \"Initial Hypotheses\" capture our \"What if?\" questions that lend themselves toward potential innovative solutions to problems revealed in the interviews. \"Knowledge Gaps\" reveal the questions we ought to answer before we proceed toward designing potential solutions and testing hypotheses.\n\nBy nature, design thinking begins with action-oriented research. Our goal in studying this period of emergency remote thinking is not purely academic, but rooted in a desire to design better learning experiences for all students, regardless of whether they are learning in a face-to-face, remote, or blended learning environment.\n<h2>Social Emotional Well-Being<\/h2>\nAcross all interviews, the health, well-being and safety of students and educators in Michigan emerged as a dominant theme. By far the greatest emphasis was on the immediate need for administrators and instructional support teams to communicate with teachers and assist in their efforts to stay connected with their students and parents.\n<h3>Educators<\/h3>\n<h4>Highlights<\/h4>\n<ul>\n \t<li>Positive: Tremendous excitement to \"re-think\" education<\/li>\n \t<li>Negative: Widespread sadness and depression on losing human interaction<\/li>\n<\/ul>\n<figure><img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Innovation.svg\" alt=\"\"><\/figure>\n<h4>The Positive<\/h4>\nThere was a lot of excitement about the opportunity to re-evaluate \"the system\" and shift away from seat time and standardized tests toward more personalized, competency-based learning. Many feel this shift is important to allow educators to make a stronger impact on students.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/2-Way-Communication.svg\" alt=\"\"><\/figure>\n<h4>The Negative<\/h4>\nAll educators shared intense emotional sadness over the physical separation from students, the loss of daily spontaneity, and the full sensory engagement of human-to-human interaction. Many educators described the feeling of moving from \u201cteaching in 3D\u201d to \u201cteaching in 2D.\u201d\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Online-Course.svg\" alt=\"\"><\/figure>\n<h4>Uncertainty Over Role<\/h4>\nMany teachers felt unsure about whether their daily tasks were meeting the expectations of their leadership. Many worried about having a clearly defined role in a future blended learning environment.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Community.svg\" alt=\"\"><\/figure>\n<h4>Concern About Starting Relationships in a Remote Environment<\/h4>\nTeachers were extremely thankful that this emergency situation happened when relationships with students and parents were already well established. They expressed extreme concern about beginning new relationships in a 100% remote or blended environment. Frequent mention was made of the appeal of \u201clooping\u201d (i.e., multi-year teaching) or a version of this. Many expressed the need for a much more robust \u201chand-off\u201d between teachers next year and in the future.\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cThis 100% remote experience feels \u2018really clunky\u2019 and lost the spirit of the classroom.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cThese last two months proved we don\u2019t need to keep doing things the same old way, there are other ways to learn and the Fall can\u2019t be a restart of how things have always been.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cI\u2019m not interested in teaching this way. I got into education for human interaction. That\u2019s been ripped away.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cThe year I looped was my best year teaching because of the relationships I built.\u201d\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\"><\/figure>\n<h4>Initial Hypotheses<\/h4>\n<strong>Based on participant data, we can\u2019t help but wonder. . .\n<\/strong>\n<ul>\n \t<li>What if we could create a modified looping homeroom model for primary where an advisor\/homeroom teacher stays with students K-3 and 4-6 to maintain more consistency, while academics transition yearly as normal?<\/li>\n \t<li>\nWhat if we could improve teacher-to-student-to-parent connections through routine individual or small group remote touchpoints?<\/li>\n \t<li> What if we could leverage \u201cteam\u201d teaching to build in more individualized time for these touchpoints?<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Wisdom.svg\" alt=\"\"><\/figure>\n<h4>Knowledge Gaps<\/h4>\n<strong>Here are some questions that would be beneficial to answer before designing potential solutions:<\/strong>\n<ul>\n \t<li>What are other educators around the world doing to create multi-year relationships at K-5 grade levels?<\/li>\n \t<li>How do teachers establish emotional connections and assess student well-being using remote tools when there is limited physical contact in a blended model?<\/li>\n \t<li>\nHow can we best utilize existing and expanding online training for all educators and provide remote instruction by experienced instructors to discuss the issues and share ideas and examples of successful remote techniques?<\/li>\n<\/ul>\n<h3>Students<\/h3>\n<h4>Highlights<\/h4>\n<ul>\n \t<li>Positive: Reduction in stress from new autonomous schedule and flexible deliverables<\/li>\n \t<li>Negative: Loneliness from lack of social interaction and embarrassment of home life<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Group-Class.svg\" alt=\"\"><\/figure>\n<h4>Reduced Peer Pressure<\/h4>\nFor some students the remote learning environment felt more emotionally safe than the classroom environment, with less peer pressure related to how you look, what you wear, or related to academics if a student was struggling. This also eliminated the fear of unexpectedly being called upon to answer a question or speak in front of the class.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Maths.svg\" alt=\"\"><\/figure>\n<h4>Reduced Academic Pressure<\/h4>\nHigh school students expressed genuine happiness with the switch to 100% remote learning, suggesting it took pressure off them in terms of grades and deadlines while allowing them to work in a more flexible manner that fit their personal preferences.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Live-Webinar.svg\" alt=\"\"><\/figure>\n<h4>Embarrassment Over Home Situation<\/h4>\nOlder students were more likely to be embarrassed about their homes.  Because of this, some refused to attend or engage in Zoom meetings, or opted to keep their cameras off during these sessions, in the desire to stay \u201canonymous.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cI feel relaxed. I love the freedom to make my own schedule. I\u2019m still doing 4 hours of work per day, but I can move my time around and do it when it works best for me.\"\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cMy African American girls will not video until their hair can get done. Their mothers won\u2019t even allow it!\u201d\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\"><\/figure>\n<h4>Initial Hypotheses<\/h4>\n<strong>Based on participant data, we can\u2019t help but wonder. . .\n<\/strong>\n<ul>\n \t<li>What if we could reduce the sadness and \"separation anxiety\" experienced by students through a better understanding of what actually constitutes social engagement at different age\/grade levels?<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Wisdom.svg\" alt=\"\"><\/figure>\n<h4>Knowledge Gaps<\/h4>\n<strong>Here are some questions that would be beneficial to answer before designing potential solutions:<\/strong>\n<ul>\n \t<li>What are the critical elements of social engagement which cause stress when human interaction is lost?<\/li>\n \t<li>\nHow can we help kids find their way into and through self-directed studies?<\/li>\n \t<li>\nHow to adaptively evaluate their progress and provide ongoing motivation tailored to each student?<\/li>\n \t<li>\nHow do you help students self-identify unproductive paths and self assess to creative corrective action?<\/li>\n<\/ul>\n<h3>Parents<\/h3>\n<h4>Highlights<\/h4>\n<ul>\n \t<li>Looking for transparency to set clear expectations of their involvement<\/li>\n \t<li>Desire controlled and efficient frequency of communication<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Online-Counseling.svg\" alt=\"\"><\/figure>\n<h4>Unsure of Teacher Expectations<\/h4>\nParents were not sure \"how\" their children\u2019s teachers wanted content to be taught, so they felt they couldn\u2019t help effectively and wanted more transparent expectations.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Brainstorming.svg\" alt=\"\"><\/figure>\n<h4>Communication Overload<\/h4>\nParents felt that too much disparate content and communication was also happening. Some said it got better over time as the schools realized that the volume of incoming communication was overwhelming.\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cIt\u2019s not my role.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cI don\u2019t have enough time or experience to really help.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cTake me out of this equation!\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cI\u2019m receiving volumes of messages from administrators, coaches, each teacher\u2026 It\u2019s nearly unmanageable.\u201d\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\"><\/figure>\n<h4>Initial Hypotheses<\/h4>\n<strong>Based on participant data, we can\u2019t help but wonder. . .\n<\/strong>\n<ul>\n \t<li>What if parent projects could improve their understanding of teacher intent?<\/li>\n \t<li>What if we put parents into the online learning role during a parent-teacher-night-style activity to familiarize parents with teachers, their methods and their expectations for the students?<\/li>\n \t<li>\nWhat if we could assist parents by increasing their familiarity with current instructional methods and leverage communication tools to involve them in the education of their children, creating more ownership over student success and appreciation for the work teachers do?<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Wisdom.svg\" alt=\"\"><\/figure>\n<h4>Knowledge Gaps<\/h4>\n<strong>Here are some questions that would be beneficial to answer before designing potential solutions:<\/strong>\n<ul>\n \t<li>What is the parent\u2019s role in the future? A co-teacher? How much parent instruction is even realistic?<\/li>\n \t<li>What if no support is available? How do we prevent those without parental support from falling further behind?<\/li>\n \t<li>\nWhat resources will parents need to become effective \"assistants\" to teachers and students in the context of online teaching?<\/li>\n<\/ul>\n<h2>Pedagogy<\/h2>\nFinding themselves thrust full-time into remote learning models, many participants voiced some optimism over the opportunity to rethink, re-evaluate and improve the way they teach and the way students learn.&nbsp;\n\nLong-held concerns about the value of standardized tests, traditional class structures, grading systems, student-seat-time and other measures were temporarily tossed aside. Teachers felt liberated to focus on intentional instruction and optimistic to use the tools and techniques learned in the emergency remote experience to become more effective educators and build career value going forward.&nbsp;\n\nMany viewed this moment in time as a potential paradigm shift that will accelerate their ideal vision of the future of education into a more near-term reality.\n<h3>Student Motivation<\/h3>\n<h4>Highlights<\/h4>\n<ul>\n \t<li>Student motivators varied by grade level (i.e., elementary, middle, and high school)<\/li>\n \t<li>Desire to move away from grades as a source of student motivation and instead focus on fostering an intrinsic love of learning<\/li>\n \t<li>Students appreciated having the autonomy to govern their own schedule, but others struggled greatly with time management<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Group-Class.svg\" alt=\"\"><\/figure>\n<h4>Top Motivators by Grade Level<\/h4>\nBased on student interviews, we noted the following trends underlying student motivation at different grade levels:\n<ul>\n \t<li>\n<strong>Elementary \u2014<\/strong> Elementary students did not want to lose freedoms from their parents (e.g., phone time, Nintendo, TV time).<\/li>\n \t<li><strong>\nMiddle School \u2014<\/strong> Many middle school students were motivated by heavy academic pressure with a fear of falling behind. Students were concerned about not being ready for high school or not being prepared for the right course load come high school.<\/li>\n \t<li><strong>\nHigh School \u2014<\/strong> High school students have more adult or peer-level relationships that are focused on mutual respect. If teachers showed they cared and tried hard, students tried hard in response. They cared less about the grades, or lack of grades, but they simply didn\u2019t want to let their teacher down.<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Search-Knowledge.svg\" alt=\"\"><\/figure>\n<h4>Rethinking Grading Practices<\/h4>\nEducators expressed a need for better understanding of what motivates students in a remote learning model. Many shared a belief that traditional education practices rely too heavily on grades to motivate student participation and should be adjusted to focus more on the intrinsic love of learning.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Specialization.svg\" alt=\"\"><\/figure>\n<h4>Student Voice<\/h4>\nMany of those interviewed believe it is more important now than ever before to understand how an individual student learns best and mold instructional support accordingly.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Career-Choice.svg\" alt=\"\"><\/figure>\n<h4>Student Autonomy<\/h4>\nMany students (though not all) appreciated the ability to make their own schedules to accomplish work. For others, learning to effectively manage their time was a real challenge.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\"><\/figure>\n<h4>Initial Hypotheses<\/h4>\n<strong>Based on participant data, we can\u2019t help but wonder. . .\n<\/strong>\n<ul>\n \t<li>What if we could increase participation and learning by offering a variety for deliverables needed to complete assignments?<\/li>\n \t<li>\nWhat if we made multi-subject projects more relatable by connecting the content with real world applications and future value?<\/li>\n \t<li>\nWhat if we developed online assessment tools for students that classify which learning strategies they best engage with? What if we could tune learning curriculum and lesson plans according to different learning preferences?<\/li>\n \t<li>\nWhat if we focused primary school in-building time on social\/behavioral learning and pushed most academic learning and practice time remotely for the majority of students, even down to the kindergarten level?<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Wisdom.svg\" alt=\"\"><\/figure>\n<h4>Knowledge Gaps<\/h4>\n<strong>Here are some questions that would be beneficial to answer before designing potential solutions:<\/strong>\n<ul>\n \t<li>What motivates students, especially in remote learning, at each grade level, and from different lifestyles?<\/li>\n \t<li>\nWhat learning practices and content are best done where? At home versus in school\/class?<\/li>\n \t<li>\nHow do teachers guide students through learning leaps within topics and not just incremental growth? How are \u201cah-ha!\u201d moments realized at home, remotely?<\/li>\n \t<li>\nWhat primary level learning\/absorption\/retention skills work well at home?<\/li>\n<\/ul>\n<h3>Educator Needs, Desires, &amp; Concerns<\/h3>\n<h4>Highlights<\/h4>\n<ul>\n \t<li>We need to focus on effective learning techniques first, tools second.<\/li>\n \t<li>Educators in districts with a competency-based learning curriculum reported managing the emergency transition relatively well.<\/li>\n \t<li>There is concern that by teaching both in the classroom AND online, teachers will be asked to do double the work.<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Professional-Training.svg\" alt=\"\"><\/figure>\n<h4>Need for Professional Development<\/h4>\nFor most educators, the shift to remote learning was completely new, and they desired to learn new techniques and best practices for teaching in this environment.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Learning-Tools.svg\" alt=\"\"><\/figure>\n<h4>Learning First, Tools Second<\/h4>\nExperienced educators stressed that remote professional development should focus first on effective learning techniques, then move on to remote tools that can be leveraged to implement these techniques.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/University.svg\" alt=\"\"><\/figure>\n<h4>Competency-Based Learning<\/h4>\nEducators in districts with a competency-based learning curriculum reported managing the emergency transition relatively well. Many that were new to CBL or not yet practicing the model wished they were and suggested that they hoped to transition to more CBL style techniques in the Fall because it seemed to keep more students motivated to participate.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Mentoring.svg\" alt=\"\"><\/figure>\n<h4>New Collaborations<\/h4>\nEducators were surprised about the level of new collaboration taking place amongst their peers and hope this will continue to break down silos going forward.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Skill-Development.svg\" alt=\"\"><\/figure>\n<h4>Celebrating Superstars<\/h4>\nSome leaders recommended that remote learning superstars should be identified statewide, whoever they are, and get them out in front of the rest to show the best tools and techniques.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Brain-Training.svg\" alt=\"\"><\/figure>\n<h4>Increased Workload<\/h4>\nMany teachers expressed concern that by teaching both in the classroom AND online, they\u2019d be asked to do double the work. For most educators, moving from an in-person to an online learning environment is not just a transition, but a translation of content. There was widespread fear that in a future blended learning environment, their workloads could increase significantly.\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cMoving in person to online is not just a transition, but a translation of content. It\u2019s completely new.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cPD should focus on good remote learning and teaching techniques, regardless of the tool, then dive into the tools and how to utilize them.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cA classroom and a virtual teacher?! That\u2019s double the work!\u201d\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\"><\/figure>\n<h4>Initial Hypotheses<\/h4>\n<strong>Based on participant data, we can\u2019t help but wonder. . .\n<\/strong>\n<ul>\n \t<li>What if we removed separate classrooms at the primary level to maximize teacher expertise? What if we enabled teachers to contribute in areas where they are an expert and students could benefit improved subject matter expertise?<\/li>\n \t<li>\nWhat if we moved to a \u201chealthcare model\u201d of education? What if we had a \u201cprimary care educator\u201d assigned to each student who remained consistent throughout building life, generating year-over-year feedback, monitoring overall SEL, and guiding students to specialists per subject matter?<\/li>\n \t<li>\nWhat if we had \u201cshifts\u201d for secondary school teachers to support blended learning and allow staff to be active when students are active? What if we offered flexible teaching hours, including morning shifts and evening shifts?<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Wisdom.svg\" alt=\"\"><\/figure>\n<h4>Knowledge Gaps<\/h4>\n<strong>Here are some questions that would be beneficial to answer before designing potential solutions:<\/strong>\n<ul>\n \t<li>Are teachers OK with redistributing\/sharing their authority, or do they feel this diminishes their value?<\/li>\n \t<li>\nWill teachers feel a loss in value if their individual intellectual expertise is being diminished, shared, or redistributed?<\/li>\n \t<li>\nShould teams have specific SEL support staff roles to focus some on academics and others on SEL?<\/li>\n<\/ul>\n<h2>Technology<\/h2>\nWhile all school districts were forced to engage in some level of technology-assisted communication and learning during the emergency shut down, the rate of adoption of these technologies was inconsistent. Despite efforts to institute efficient and effective distance learning strategies, the ease with which school districts were able to \u201cflip the switch\u201d varied significantly.\n<h4>Highlights<\/h4>\n<ul>\n \t<li>Educators need to, and want to, embrace technology as a tool to improve personalized instruction and this experience gave many optimism for the future.<\/li>\n \t<li>Educators are concerned about acquiring quality remote content, or having teachers create it, while knowing how to best deliver it in a way that promotes teacher, student and parent participation.<\/li>\n \t<li>Many stakeholders are worried about where their school will get online content and if it\u2019s quality material.<\/li>\n \t<li>Schools need a robust technology platform and many band-aids were used to finish this year. Many are asking if now is the right time to make the change to a higher investment LMS or stay the course?<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Simulation.svg\" alt=\"\"><\/figure>\n<h4>Technology Hurdles Impeded Learning Quality<\/h4>\nEducators at all levels expressed concern that during the emergency transition to remote learning, so much of their effort had to focus on overcoming technology hurdles, little time or mental capacity was left for worrying about the actual quality of teaching and learning that was going on.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Reading-Online.svg\" alt=\"\"><\/figure>\n<h4>Concerns About Content Quality<\/h4>\nMany stakeholders were worried about where online content was coming from, and wonder where they can get quality, vetted content in the future. Administrators wonder how much they will have to budget for purchasing content or creating it on their own.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Mentoring.svg\" alt=\"\"><\/figure>\n<h4>Peer Learning Among Teachers<\/h4>\nCollaboration was important for many educators in learning to use new tech tools. Many found peer instruction much more effective than learning from traditional resources.  Numerous stories were cited of teachers stepping up and sharing tips and tricks to help get their colleagues through the tough times.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Home-Education.svg\" alt=\"\"><\/figure>\n<h4>Virtual Learning Spaces<\/h4>\nTeachers began to experiment with enhanced \u201cvirtual\u201d classrooms graphics to make the digital experience feel more personalized and fun. Progressive teachers found it engaging, but many teachers found it overwhelming to keep up with the tech-savvy teachers. The overall student engagement impact of these efforts is also still unknown. Teachers are unsure whether it made a difference or whether they should continue the added effort to customize virtual classrooms in the future.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Virtual-Education.svg\" alt=\"\"><\/figure>\n<h4>Learning Management Systems<\/h4>\nHeading into next Fall and beyond, administrators said they will be assessing and determining their district LMS strategy for the near and long term. Those already using a full LMS system said they are growing PD to maximize its effectiveness. Districts on the doorstep of assessing an LMS are expediting that effort, and districts on the outside are now trying to assess if disparate tools such as Google Classroom or Seesaw are enough, or if they also need to jump into a full LMS.\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cAn LMS is all about how it\u2019s rolled out. Slow roll. To throw it out there all at once would be too overwhelming.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cRemote professional development that includes the introduction of new technologies needs to be introduced with a clear benefit to educators' craft in mind, with proper pedagogy introduced before the nuts and bolts of the technology tool itself are taught.\u201d\n<figure><img width=\"200\" height=\"200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/teal-quotation-marks-eps-Converted.png\" alt=\"\"><\/figure>\n\u201cThis is the first time in my 20 year career I\u2019ve ended the day feeling guilty that I couldn\u2019t do a great job giving my staff the quality I\u2019m used to providing and the tools they need to be their best.\u201d\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\"><\/figure>\n<h4>Initial Hypotheses<\/h4>\n<strong>Based on participant data, we can\u2019t help but wonder. . .\n<\/strong>\n<ul>\n \t<li>What if we could overcome educator reluctance to adopt new methods through guided PD with clearly outlined tools as well as when, why, and step-by-step examples of how to use each tool?<\/li>\n \t<li>\nWhat if we could create classroom \u201cremote tech kits\u201d for schools with limited IT capacity, so teachers can set up their own cameras, run live classes, and record them at the same time for remote, asynchronous participation and integration with their LMS?<\/li>\n \t<li>\nWhat if we could incorporate gamification that motivates students to advance based on their \"measured\" and \"rewarded\" grasp of material?<\/li>\n \t<li>\nWhat if we created a self-assessment tool to help districts evaluate stakeholder needs and create a near-term (Fall launch) and long-term strategy?<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Wisdom.svg\" alt=\"\"><\/figure>\n<h4>Knowledge Gaps<\/h4>\n<strong>Here are some questions that would be beneficial to answer before designing potential solutions:<\/strong>\n<ul>\n \t<li>What synchronous and asynchronous strategies for remote learning apply across different tech tools; subjects; and individual needs, ages, and aptitudes?<\/li>\n \t<li>\nWhat are the latest simple and effective tech tools being used nationally, even globally, for novice and expert users?<\/li>\n \t<li>\nWho would be responsible for designing the content of gamified education materials? Are they available for purchase from other sources? Is there training for schools and districts to develop their own games?<\/li>\n \t<li>\nA high percentage of parents are considering alternative options to send their kids back to school this Fall. If they do choose a remote option, what criteria is front and center when picking the remote option?<\/li>\n \t<li>\nWhat platforms have the most robust or comprehensive set of integration tools, such as linking to chat apps or third parties like Seesaw?<\/li>\n \t<li>\nWhat are students attracted to when it comes to remote learning? What are their dislikes? What flexibility is offered by available LMS systems?<\/li>\n \t<li>\nWhat do parents think and how are they making decisions about what works for their families and their choice for Fall enrollment?<\/li>\n<\/ul>\n<h2>Equity<\/h2>\nEducators are truly heroes who often put the needs of others before their own. Even though they may try, each educator alone cannot be responsible for fixing all the socio-economic issues in the world. This pandemic has reminded us that it takes a full community effort to create change, and we need to focus on maximizing our resources and motivating every stakeholder to be their best.&nbsp;\n\nAt the core of an equitable remote education were two topics stressed by all stakeholders: <i>consistent parental or guardian support<\/i> to provide a healthy and safe home environment (e.g.,&nbsp; meals to eat and a quiet place to work) and <i>access to learning tools <\/i>(e.g., Wi-Fi-enabled laptops and common classroom analogue tools). Educators stressed that if either element was missing or inconsistent, students will be fighting an uphill battle and highly likely to fall behind their peers.&nbsp;&nbsp;\n<h4>Highlights<\/h4>\n<ul>\n \t<li>We desperately need to maximize our resources to fight against the growing divide between the \u201chaves\u201d and the \u201chave-nots.\u201d<\/li>\n \t<li>Now is the time to utilize the collective strengths of the local community and help supplement educator efforts with valuable life skills.<\/li>\n \t<li>The reliance on schools to provide structured weekday childcare has never been more evident.<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Home-Education.svg\" alt=\"\"><\/figure>\n<h4>Home Environment<\/h4>\nEducators shared that many households in their districts did not have access to the internet through a connected device or even basic analogue materials from which to work. Basic essentials such as having a dedicated space in the home where the student can work were often overlooked or unavailable. Students, parents, and teachers shared difficult situations with stressors such as large, multi-sibling families; students living in multiple locations with split guardianship; older students caring for younger siblings; and parents being preoccupied with working from home for their own job. All of these situations and many more lead to poor performance and lowered student motivation.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Community.svg\" alt=\"\"><\/figure>\n<h4>Community Resources &amp; Career\/Life Skills<\/h4>\nThere was an increased desire from all stakeholders to work together to maximize the community\u2019s \u201cpeople and places\u201d resources from local mentorship to the use of facilities such as makerspaces, design studios, and local businesses.\n<ul style=\"margin: 10px 0\">\n \t<li>\n<strong>People \u2014<\/strong> Bring the best out of school staff, mentors, parents and utilize the talent and power of the local community and experts accessible through online access.<\/li>\n \t<li><strong>\nPlaces \u2014<\/strong> Learning happens everywhere, in schools, in homes, and in the community at businesses, corporate partners, and learning centers. Let\u2019s mobilize learning!<\/li>\n<\/ul>\nEducators said this is the time more than ever to utilize the collective strengths of the local community and help supplement educator efforts with valuable life skills.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/University.svg\" alt=\"\"><\/figure>\n<h4>The Problem with Childcare<\/h4>\nThe reliance on schools to provide structured weekday childcare has never been more evident. Many households do not have an adult at home five days a week able to support remote learning. Future school schedules that are blended or fully remote will be a challenge for many. If a safe place to remotely learn is not available at home, or childcare is needed, some parents and educators expressed a need for schools to look at expanded childcare options for at risk students to be safely on school campuses all five weekdays.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\"><\/figure>\n<h4>Initial Hypotheses<\/h4>\n<strong>Based on participant data, we can\u2019t help but wonder. . .\n<\/strong>\n<ul>\n \t<li>What if we could maximize accessibility and technology to get content from the best sources, and then use local assets (e.g., educators, career development) to build skills and apply the knowledge to tangible growth through apprenticeship and mentorship programs?<\/li>\n \t<li>\nWhat if we could expand student horizons using master-class-style learning opportunities in addition to teachers? What if students could have access to the global leading thinkers and practitioners within a topic but also to local experts with whom they could build direct relationships?<\/li>\n \t<li>\nWhat if we could fill the gap for students who do not have a healthy home environment to engage with remote learning by dedicating areas of the school building that go beyond \u201cchildcare\u201d to offer a productive place for high-risk students to spend their \u201coff\u201d days in a supervised safe place?<\/li>\n \t<li>\nWhat if we could use school buildings for educator workspaces and collaboration so they could work together to create better remote learning experiences?<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Wisdom.svg\" alt=\"\"><\/figure>\n<h4>Knowledge Gaps<\/h4>\n<strong>Here are some questions that would be beneficial to answer before designing potential solutions:<\/strong>\n<ul>\n \t<li>What mentorship services are already available in school districts around the country? What type of certification would be required for someone to become a mentor and be a \"good fit\" for that student?<\/li>\n \t<li>\nHow do we align students on a path that utilizes their skillsets?\nWhat community organizations are readily available that could help students?<\/li>\n \t<li>\nHow will employers create flexibility for parent work schedules when district plans may vary?<\/li>\n \t<li>\nWhat type of on-campus childcare is best supported by parent support staff or coaches? Where will funding for childcare come from? If districts do not have the budget, could this come from other sources?\nHow would students feel who are not \"in\" the childcare program? Would there be a stigma or jealousy?<\/li>\n<\/ul>\n<h2>High-Level Takeaways<\/h2>\nWhile the COVID-19 pandemic caused deep disruptions to the end of the 2019-20 school year, it also launched by necessity a period of rapid innovation and collective thinking among Michigan educators.\n\n<strong>Here are some of the high-level takeaways from these interviews:<\/strong>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Innovation.svg\" alt=\"\"><\/figure>\n<h4>Need for Short- and Long-Term Thinking<\/h4>\nDistricts need near-term strategic advice for implementing remote learning next year (e.g., an LMS plan), but also long-term visionary innovation as many educators view this moment in time as a paradigm shifting opportunity.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Vision.svg\" alt=\"\"><\/figure>\n<h4>Cautious Optimism &amp; Shifting Paradigms<\/h4>\n&gt;Many teachers are stressed about the logistics of next Fall but are optimistic about the big picture shift in education this crisis may produce.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Group-Class.svg\" alt=\"\"><\/figure>\n<h4>A Push for Student-Centered Learning<\/h4>\nThis shift will require new professional development strategies and a deeper understanding of student-centered learning.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Educational-Vision.svg\" alt=\"\"><\/figure>\n<h4>Research Needed on Student Motivation<\/h4>\nNew research efforts should be launched to study intrinsic motivators that stimulate and create eager learners. The psychology of motivation needs to be an integral part of educator training.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Online-Counseling.svg\" alt=\"\"><\/figure>\n<h4>The Role of the Teacher<\/h4>\nThe abrupt push into remote learning caused a lot of uncertainty for teachers regarding their role in facilitating student learning. Many wondered: Am I a content creator? Am I a facilitator? If I am not creating content for my classroom, how do I show my expertise? What does it mean if I\u2019m getting content from another expert? Overall teachers sought greater clarity on what their role should be in the remote learning environment and what their daily tasks should look like.\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Student-Profile.svg\" alt=\"\"><\/figure>\n<h4>The Case for Regional Consistency<\/h4>\nRegionally consistent Fall launch plans will help families and employers adjust to a much more fluid and inconsistent weekday schedule.\n<h2>Next Steps<\/h2>\nThe Sundberg-Ferar and <i>Michigan Virtual <\/i>teams have proposed several next steps for moving forward:\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Mind-Mapping.svg\" alt=\"\"><\/figure>\n<h4>Social &amp; Emotional Well-Being<\/h4>\n<ul>\n \t<li>Improve the student-teacher remote relationship<\/li>\n \t<li>\nEmbrace technology as a tool to improve instruction<\/li>\n \t<li>\nProvide parental instruction and gain community buy-in<\/li>\n \t<li>\nExplore emotional development<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Standards.svg\" alt=\"\"><\/figure>\n<h4>Pedagogy<\/h4>\n<ul>\n \t<li>Clearly define the role of the teacher in the remote learning environment<\/li>\n \t<li>\nExplore methods to improve learning and the transfer of knowledge<\/li>\n \t<li>\nDive deeper into what motivates student to learn<\/li>\n \t<li>\nMaximize teacher effectiveness<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Live-Webinar.svg\" alt=\"\"><\/figure>\n<h4>Technology<\/h4>\n<ul>\n \t<li>Develop an LMS strategy<\/li>\n \t<li>\nExplore methods and tools to improve student engagement<\/li>\n \t<li>\nEnhance virtual learning spaces<\/li>\n<\/ul>\n<figure><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Right-to-Education.svg\" alt=\"\"><\/figure>\n<h4>Equity<\/h4>\n<ul>\n \t<li>Maximize community resources to develop student career and life skills<\/li>\n \t<li>\nExplore childcare options<\/li>\n<\/ul>\n<h2>Related Resources<\/h2>\nPowered by the <a href=\"https:\/\/keepmichiganlearning.org\/about\/\"><i>Michigan Virtual Learning Continuity Workgroup<\/i><\/a>, the <a href=\"https:\/\/keepmichiganlearning.org\/\">Keep Michigan Learning website<\/a> houses a collection of free tools and resources intended to support and empower teachers and school leaders as they design remote and blended learning experiences for their students during the COVID-19 pandemic and beyond, including:\n<figure><a href=\"https:\/\/keepmichiganlearning.org\/teacher-self-assessment-tool\/\"><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Career-Choice.svg\" alt=\"\"><\/a><\/figure>\n<h4><a href=\"https:\/\/keepmichiganlearning.org\/teacher-self-assessment-tool\/\">Teacher Self-Assessment Tool &amp; Personalized PD Playlist Generator<\/a><\/h4>\nThis interactive self-assessment tool asks teachers to evaluate their readiness to effectively reach and teach students in a remote or blended learning environment. Upon filling out this checklist, teachers will receive an automated playlist of PD options based on their unique growth areas. <a href=\"https:\/\/keepmichiganlearning.org\/teacher-self-assessment-tool\/\"><strong>Assess your readiness\u2192<\/strong><\/a>\n<figure><a href=\"https:\/\/keepmichiganlearning.org\/guide-to-selecting-an-lms-for-k-12\/\"><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Reading-Online.svg\" alt=\"\"><\/a><\/figure>\n<h4><a href=\"https:\/\/keepmichiganlearning.org\/guide-to-selecting-an-lms-for-k-12\/\">Guide to Selecting an LMS for K-12<\/a><\/h4>\nTrying to decide which learning management system (LMS) is the right fit for your school or district? Unsure if now is the best time to implement one? Curious about how popular LMSs compare to one another? This free guide can help you answer these questions and determine which path forward will be best for your students and staff. <a href=\"https:\/\/keepmichiganlearning.org\/guide-to-selecting-an-lms-for-k-12\/\"><strong>Get started with an LMS\u2192<\/strong><\/a>\n<figure><a href=\"https:\/\/keepmichiganlearning.org\/resources\/\"><img width=\"80\" height=\"80\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Search-Knowledge.svg\" alt=\"\"><\/a><\/figure>\n<h4><a href=\"https:\/\/keepmichiganlearning.org\/resources\/\">Crowd-Sourced Repository of K-12 Digital Content<\/a><\/h4>\nYou can use this repository to find, share, and rate both free and paid digital content options that can be used in your K-12 classroom. Because this repository is crowd-sourced, each resource listed has been submitted by a fellow educator who believes in the value of this resource to meet the unique learning needs of K-12 students. <a href=\"https:\/\/keepmichiganlearning.org\/resources\/\"><strong>Find, rate, or submit content\u2192<\/strong><\/a>\n\nThe creation of these resources was driven by the research trends that emerged from these interviews. For schools looking for educator professional development, LMS guidance, and quality online content, these free resources may prove helpful.\nTable of Contents",
            "title": "Michigan Voices: An In-Depth Look at the Experiences of Educators, Students, &amp; Parents During Emergency Remote Learning",
            "excerpt": "Michigan Voices: An In-Depth Look at the Experiences of Educators, Students, &amp; Parents During Emergency Remote Learning What can we learn from the \u201cliving prototype\u201d of emergency remote learning during COVID-19? Printable Version Emergency Remote Learning: A Living Prototype Between March and June 2020, statewide school closures due to the COVID-19 pandemic caused major disruptions...",
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            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.digitallearningcollab.com\/blog\/2020\/8\/5\/addressing-a-problem-of-practice-through-research-partnerships-how-should-you-prepare-students-for-online-learning\" target=\"_blank\" class=\"rank-math-link\">Addressing a problem of practice through research partnerships: How should you prepare students for online learning?<\/a>\u201d \u2014 originally published by the <a href=\"https:\/\/www.digitallearningcollab.com\/\" class=\"rank-math-link\">Digital Learning Collaborative<\/a>\u00a0on August 5, 2020 \u2014 summarizes the results of our joint study on the efficacy of online learning preparation programs and raises questions such as: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Should an orientation be optional or mandatory?<\/li><li>What content is important for an orientation? Is an orientation focused on how to use the specific learning management system more effective than an orientation focused on skills for learning online?<\/li><li>What is the purpose of an orientation? Should it screen out students who are not prepared to learn online or should it prepare all students to be successful?<\/li><li>When are students enrolling in online courses? Do you need to differentiate students\u2019 onboarding experiences based on when they enroll?<\/li><li>What supports are being provided throughout the course to help students be successful in online learning? Are they effective?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Addressing a problem of practice through research partnerships: How should you prepare students for online learning?",
            "excerpt": "The article \u201cAddressing a problem of practice through research partnerships: How should you prepare students for online learning?\u201d \u2014 originally published by the Digital Learning Collaborative\u00a0on August 5, 2020 \u2014 summarizes the results of our joint study on the efficacy of online learning preparation programs and raises questions such as: Should an orientation be optional...",
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            "path": "\/about\/news\/amy-smith-of-whitehall-named-2020-online-teacher-of-the-year\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong>Versions of this article were also published in the\u00a0<em><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.shorelinemedia.net\/white_lake_beacon\/news\/amy-smith-of-whitehall-named-2020-online-teacher-of-the-year\/article_4a53dc67-65f5-584c-a396-407a6df5c5a2.html\" target=\"_blank\" class=\"rank-math-link\">Shoreline Times<\/a><\/em> and <em><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/www.wzzm13.com\/article\/news\/online-teacher-of-the-year-michigan-virtual-whitehall\/69-f6bb08d5-34bd-4474-9ebf-be5dfdf95ebd\" target=\"_blank\" class=\"rank-math-link\">WZZM13<\/a><\/em> on August 5, 2020. It was also shared on<em> <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/mitechnews.com\/esd\/whitehall-woman-named-michigan-online-teacher-of-the-year\/\" target=\"_blank\" class=\"rank-math-link\">MiTechNews.com<\/a><\/em> on August 8, 2020.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:media-text {\"align\":\"\",\"mediaId\":7882,\"mediaType\":\"image\",\"mediaWidth\":37,\"verticalAlignment\":\"center\",\"imageFill\":false} -->\n<div class=\"wp-block-media-text is-stacked-on-mobile is-vertically-aligned-center\" style=\"grid-template-columns:37% auto\"><figure class=\"wp-block-media-text__media\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/amy_smith-web.jpg\" alt=\"Photo of Amy Smith\" class=\"wp-image-7882\" \/><\/figure><div class=\"wp-block-media-text__content\"><!-- wp:paragraph {\"align\":\"left\",\"placeholder\":\"Content\u2026\",\"fontSize\":\"medium\"} -->\n<p class=\"has-text-align-left has-medium-font-size\"><strong>LANSING, Mich. \u2014 <\/strong>Amy Smith, of Whitehall, Mich. has been named the 2020 <em>Michigan Virtual<\/em> Online Teacher of the Year \u2014 an annual distinction given to an online instructor who has demonstrated excellence and made a positive impact in the online classroom.<\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:media-text -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWhile the past and upcoming school year have presented challenges for all educators, Amy has done an outstanding job in demonstrating her competency in instilling a thirst of knowledge and passion for the language and culture in her students in an online environment,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual. <\/em>\u201cAs we look toward the future of education, we\u2019re incredibly proud to honor an instructor who sets such a strong example for the role virtual education can play in students\u2019 success.\u201d&nbsp;<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Since 2009, <em>Michigan Virtual <\/em>has annually honored an outstanding online educator through this award. Smith, a French language and health instructor, was praised for her passion at being able to translate virtual teaching to true student success. Increasingly, many Michigan high schools are not able to offer a variety of world language courses, compared to <em>Michigan Virtual<\/em> which offers courses including Spanish, French, German, Latin, Japanese, Chinese, and American Sign Language.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cI know firsthand through my own students' feedback that a positive relationship with an online teacher has an enormous impact on the students\u2019 wellbeing and success, both at a personal level and on an academic level,\u201d said Smith. \u201cI have come to truly appreciate the adaptability and flexibility of online learning to meet both learner and teacher needs, circumstances and aspirations.\u201d&nbsp;<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Smith, holding degrees from Hope College in Holland, Grand Valley State University in Grand Rapids, and Western Governors University in Utah, has been a <em>Michigan Virtual<\/em> instructor since 2015. She previously held positions as an adjunct French professor and teacher with Muskegon Community College in Muskegon, Hillcrest High School in Utah, Canyons Virtual High School in Utah and Lakeview High School in Battle Creek.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In congratulatory letters from state leaders, Governor Gretchen Whitmer noted that over the course of this past year\u2019s events, Amy has shown exceptional commitment and dedication to her students and to building a strong educational foundation in Michigan. Further, State Superintendent Dr. Michael Rice indicated the outstanding praise that she has received from students and mentors alike is proof of the tremendous impact that teachers can have on their students, whether they teach in a face-to-face environment or a digital one.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception in 2009, 14 teachers have received the distinction of being named a<em> Michigan Virtual <\/em>Online Teacher of the Year. To be selected, key criteria include a positive impact on students, continuous improvement of practice, and a vision for the future of online education. This distinguished award was created to set a bar for excellence and put a face to the incredible teachers in the digital learning community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-layouts \/-->",
            "title": "Amy Smith, of Whitehall, named 2020 Online Teacher of the Year",
            "excerpt": "Versions of this article were also published in the\u00a0Shoreline Times and WZZM13 on August 5, 2020. It was also shared on MiTechNews.com on August 8, 2020. LANSING, Mich. \u2014 Amy Smith, of Whitehall, Mich. has been named the 2020 Michigan Virtual Online Teacher of the Year \u2014 an annual distinction given to an online instructor...",
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        {
            "id": 39482,
            "path": "\/students\/virtual-options-fall\/",
            "author_id": 32,
            "timestamp": 1596057401,
            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h1>Parents are seeking options.<\/h1>\t\t\n\t\t<p>Are you looking for virtual school options for your child this Fall? Explore ways you can enroll your child in <i>Michigan Virtual<\/i> online courses by either partnering with your local school or homeschooling. <\/p>\t\t\n\t\t\t<a href=\"#get-started\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tGet Started\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/CpGWsjcLZIM\t\t\n\t\t\t<h2>There\u2019s no playbook for parenting in a pandemic.\n<\/h2>\t\t\n\t\t<p>There are no easy answers right now. Parents around the country are put in a difficult position of determining what\u2019s best for their children, weighing the risks of COVID-19 against the personal and professional challenges associated with at-home learning.\u00a0<\/p><p>If you\u2019re looking for ways to enroll your child in virtual courses this Fall without sacrificing the quality of their education, we may be able to help. <i>Michigan Virtual <\/i>offers over 250 online courses for students in grades 6-12. Every course we offer is taught by highly qualified, Michigan-certified teachers who is an expert in their subject area.<\/p>\t\t\n\t\t\t<a href=\"#get-started\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tGet Started\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"738\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/undraw_fatherhood_7i19.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\thttps:\/\/youtu.be\/njjeM1NnKDg\t\t\n\t\t\t<h2>Our teachers make the difference<\/h2>\t\t\n\t\t<p>With over 20 years of research and experience in online learning, we\u2019ve learned a thing or two about what drives student success in the virtual classroom. Here\u2019s what we know: Online students need <i>more <\/i>support, not less, in order to succeed in their virtual courses. Student success is amplified by having multiple supportive adults who help them stay on track throughout their online learning journey, including an <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/teacher-guide\/\" target=\"_blank\" rel=\"noopener\">online instructor<\/a>, <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noopener\">mentor<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" rel=\"noopener\">parent<\/a>.<\/p><p>That\u2019s why each of our <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\" target=\"_blank\" rel=\"noopener\">250+ online courses<\/a> is taught by a highly qualified, Michigan-certified teacher who is an expert in their subject area and rigorously trained in best practices for online pedagogy. When it comes to effective learning, it\u2019s the <i>teachers <\/i>who make the difference. Online courses are no exception to this age-old rule.<\/p>\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tWhat Makes Our Courses Different?\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The results speak for themselves<\/h2>\t\t\n\t\t<p>Our <a href=\"\/research\/\">research-based<\/a> solutions leverage the latest data and proven methodologies to increase student success.<\/p>\t\t\n\t\t\t<h2>How can my student take <em>Michigan Virtual<\/em> courses this Fall?<\/h2>\t\t\n\t\t<p>Since <i>Michigan Virtual <\/i>does not grant diplomas, you will either need to partner with your local school district or choose to homeschool your child if you would like to enroll your child in our online courses this Fall.\u00a0Here's some information on both paths to help you get started:<\/p>\t\t\n\t\t\t<h3>Partnering with your local school district<\/h3>\t\t\n\t\t<p>Most students who take <em>Michigan Virtual<\/em> online courses do so through their local school district, where online coursework serves as a supplement to their face-to-face learning. By law, students taking online courses in Michigan through a public school institution must be assigned a <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noopener\">local mentor<\/a> who provides support and monitors their progress.&nbsp;<\/p>\n<p>Did you know that Michigan students have the legal right to take online courses through <a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noopener\">Section 21f of the State School Aid Act<\/a>? This law applies to grades 6-12 and counts for up to two online courses per academic term. It can even allow for <em>more<\/em> than two online courses per term&nbsp;<a href=\"http:\/\/www.legislature.mi.gov\/(S(kh003tzb1bqnu4pwgt4kkhbx))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\">if certain conditions are met<\/a>.<\/p>\n<p>If you're interested in enrolling your student in our online courses, we recommend first asking your local school the <a href=\"https:\/\/michiganvirtual.org\/students\/virtual-options-fall-2020\/#questions\">questions listed below<\/a> first. Then, when you're ready, you can&nbsp;use <a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/#enrollment-request\">this form to create an enrollment request PDF<\/a>&nbsp;that you can send to the person responsible for online registrations at your school.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" role=\"button\">\n\t\t\t\t\t\tCreate An Enrollment Request\n\t\t\t\t\t<\/a>\n\t\t\t<h3>homeschooling<\/h3>\t\t\n\t\t<p>If you have explored your local school\u2019s virtual options and are not happy with them, another option at your disposal is homeschooling. In the national context, Michigan as a state is fairly lenient with its homeschool requirements.\u00a0<\/p><p>Parents who choose to homeschool in Michigan are not required by law to report to the state unless special education services are required. There are, however, specific laws regarding what subjects must be covered in homeschool classrooms. <a href=\"https:\/\/www.michigan.gov\/documents\/home_schools_122555_7.pdf\" target=\"_blank\" rel=\"noopener\">View Michigan\u2019s homeschool requirements here\u2192<\/a><br \/><\/p><p>If you choose to homeschool your child this Fall, you may choose to have your child take <i>Michigan Virtual <\/i>online courses as part of their homeschool curriculum. Learn more by downloading our free <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" target=\"_blank\" rel=\"noopener\">Definitive Guide to Online Homeschool Programs<\/a>.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" role=\"button\">\n\t\t\t\t\t\tExplore Homeschool Programs\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Questions to Ask Your Local School\u200b<\/h2>\t\t\n\t\t<p>If you're not sure where to begin, here are some questions you might want to ask your local school to get the conversation started about enrolling your child in <em>Michigan Virtual<\/em> online courses.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">Who at our school handles online course registration?<\/a>\n\t\t\t\t\t<p>To start, it will be important to find out who handles online course registrations at your school and make sure you&#8217;re talking to this person. They will best be able to answer the following questions. If you&#8217;re not sure who this person is, we recommend calling the front desk at your high school or middle school to find out.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">My student is in __ grade \u2014 What are the required classes to reach graduation?<\/a>\n\t\t\t\t\t<p>If your student&#8217;s Fall schedule hasn&#8217;t been determined yet, you may need to check with your child&#8217;s school counselor to figure out which courses they will need to take this year to stay on track for graduation. Explore <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\">our student course catalog<\/a> to find equivalent courses that fit these requirements and double check with your counselor to ensure they will count as intended.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">Will the school pay for these courses?  If not, how many courses will they pay for?<\/a>\n\t\t\t\t\t<p>This is an important question to have answered before you enroll.\u00a0By law, Michigan students have the legal right to take online courses through <a style=\"background-color: #ffffff;font-size: 1.6rem\" href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noopener\">Section 21f of the State School Aid Act,<\/a> so your school should cover\u00a0<em style=\"font-size: 1.6rem\">at least\u00a0<\/em>two online courses if your student is in grades 6-12. It can allow for more\u00a0than two online courses per\u00a0<a style=\"background-color: #ffffff;font-size: 1.6rem\" href=\"http:\/\/www.legislature.mi.gov\/(S(5osmuzf2apjayrvkes4ggwga))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\">if certain conditions are met<\/a>.<\/p><p><em><b> Check out <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/21f-infographic.pdf\">this infographic<\/a> to get a quick overview of 21f legislation, relevant criteria, and reasons your request can be legally denied. When you&#8217;re ready, you can use <a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/#enrollment-request\">this form to generate an enrollment request<\/a> that can be shared with the person who handles online registrations at your school.<\/b><\/em><\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">Will my student receive credit on their official transcript if they pass these courses?<\/a>\n\t\t\t\t\t<p>This is another important question to ask the person who handles online registrations at your school. Before you enroll, be sure to clarify that your child&#8217;s online courses will be included on their official transcript if they pass.\u00a0<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">What does our school consider to be a passing grade in an online course?<\/a>\n\t\t\t\t\t<p>Once your student completes an online course through through <em>Michigan Virtual,\u00a0<\/em>they will receive a completion certificate displaying a percentage. It will be the local school&#8217;s responsibility to convert this percentage to a grade value based on their grading policy. Some schools have different grading standards for online courses than they do for face-to-face courses. It&#8217;s important to inquire about this before you enroll so you and your student both know what success looks like in their online course.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">By what date do my student's online courses need to be completed in order to earn credit?<\/a>\n\t\t\t\t\t<p>To accommodate the wide variety of school calendars in Michigan, we offer many different start and end dates for our online courses, which you can see on\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/calendar\/\">our calendar<\/a>.<\/p><p>Before picking a start date for your child&#8217;s online courses, you should first ask by what date your student will need to <em>complete<\/em> their online coursework in order to earn credit. Once you have this date, you will be able to choose an enrollment window that works best for your child.<\/p><p>For example, if your child attends a school that requires students finish their first term before winter break, you might first look for the appropriate end date and work backwards from there.<\/p><p><em><strong>Once you have enrolled a student in their online course, you will not be able to change the end date you\u2019ve selected, so exercise caution when choosing your enrollment window!<\/strong><\/em><\/p>\n\t\t\t<h2>Prepare yourself &amp; your child for success<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/a-whole-school-approach-to-virtual-learning.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"545\" height=\"706\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/Parent-Guide-Cover.png\" alt=\"Cover to the parent guide to online learning\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h3>Learn best practices for supporting your child in our FREE <i>Parent Guide to Online Learning<\/i> (New Content)<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tView guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Additional Resources for Parents<\/h2>\t\t\n\t\tWe have a variety of free resources available to help parents prepare themselves and their children for online learning, including:\n<ul>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" rel=\"noopener\">Free Parent Guide to Online Learning<\/a> (new content)<\/li>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/student-guide\/\" target=\"_blank\" rel=\"noopener\">Free Student Guide to Online Learning<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" target=\"_blank\" rel=\"noopener\">Definitive Guide to Online Homeschool Programs<\/a><\/li>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" rel=\"noopener\">Online Learner Readiness Rubric<\/a><\/li>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noopener\">Strategies for Online Success Student Orientation Modules<\/a><\/li>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noopener\">Information on Your Rights within Michigan\u2019s Online Learning Law<\/a><\/li>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\" target=\"_blank\" rel=\"noopener\">Blog Series on Parenting During a Pandemic<\/a><\/li>\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" target=\"_blank\" rel=\"noopener\">Free Mental Health &amp; Social Emotional Lessons for Michigan Families\u00a0<\/a><\/li>\n<\/ul>\nDid you find these resources helpful? <a href=\"https:\/\/michiganvirtual.org\/subscribe\">Subscribe here<\/a> if you\u2019d like to receive email updates on the latest <i>Michigan Virtual <\/i>news and resources related to parents.\t\t\n\t\t\t<h2>Ready to enroll?<\/h2>\t\t\n\t\t<p>To enroll your homeschool student in\u00a0<em>Michigan Virtual\u00a0<\/em>online courses, explore our course catalog for subjects customized for your child. If you have any questions, check out our Parent &amp; Guardian FAQs, or contact our Customer Care Center.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tExplore Course Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-parent-guardian-faqs\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tRegister to Homeschool\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tCreate an Enrollment Request\n\t\t\t\t\t<\/a>",
            "title": "Parents Seeking Virtual Options for Fall 2020",
            "excerpt": "Parents are seeking options. Are you looking for virtual school options for your child this Fall? Explore ways you can enroll your child in Michigan Virtual online courses by either partnering with your local school or homeschooling. Get Started There\u2019s no playbook for parenting in a pandemic. There are no easy answers right now. Parents...",
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        {
            "id": 39417,
            "path": "\/about\/news\/coursearc-develops-tool-that-enables-sharing-of-course-content-across-counties-and-states\/",
            "author_id": 2,
            "timestamp": 1595946813,
            "content": "<!-- wp:paragraph -->\n<p>The article, \"<a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.coursearc.com\/course-content-sharing-vlla\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">CourseArc Develops Tool that Enables Sharing of Course Content Across Counties and States<\/a>,\" describes a new feature developed by CourseArc, a popular content authoring and management tool, that allows for the quick and easy sharing of high-quality online course content \"in a time where collaborative virtual learning needs to happen at breakneck speed.\" <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a member of the <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Virtual Learning Leadership Alliance<\/a>, <em>Michigan Virtual <\/em>is grateful for the opportunity to be among earlier adopters of this feature, which allows us to share our award-winning course content with partner schools in need of virtual lessons and assignments to keep their students learning in remote environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To learn more about the innovative models that <em>Michigan Virtual <\/em>has designed to share online course content with partner schools, visit: <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/virtual-pathways\/\">https:\/\/michiganvirtual.org\/virtual-pathways\/<\/a> <\/p>\n<!-- \/wp:paragraph -->",
            "title": "CourseArc Develops Tool that Enables Sharing of Course Content Across Counties and States",
            "excerpt": "The article, &#8220;CourseArc Develops Tool that Enables Sharing of Course Content Across Counties and States,&#8221; describes a new feature developed by CourseArc, a popular content authoring and management tool, that allows for the quick and easy sharing of high-quality online course content &#8220;in a time where collaborative virtual learning needs to happen at breakneck speed.&#8221;...",
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            "path": "\/blog\/do-orientation-modules-contribute-to-student-success-in-the-online-classroom\/",
            "author_id": 56,
            "timestamp": 1595349924,
            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h2>Share this post<\/h2>\t\t\n\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\tShare on pinterest\n\t\t\t\t\t\t\t\t\t\tPinterest\t\t\t\t\t\t\t\t\t\n\t\thttps:\/\/youtu.be\/9xEFZpiLD4A\t\t\n\t\t\t<h2>Presented By:<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Resources<\/h2>\t\t\n\t\t<ul><li>Research Study: <a href=\"https:\/\/michiganvirtual.org\/blog\/research-study-do-orientation-modules-contribute-to-student-success-in-the-online-classroom\/\">Do Orientation Modules Contribute To Student Success In The Online Classroom?<\/a><\/li><\/ul>\t\t\n\t\t\t<h2>You might also like...<\/h2>",
            "title": "Do Orientation Modules Contribute To Student Success In The Online Classroom?",
            "excerpt": "Dr. Chris Harrington has a conversation with three accomplished researchers (Erin Stafford and Jacqueline Zweig of the Education Development Center, Joe Freidhoff of Michigan Virtual) to discuss the details of their recent study focused on the impact of an orientation on the success of online learners. ",
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        {
            "id": 38796,
            "path": "\/research\/publications\/lms-selection-and-implementation-michigan-virtual-case-study\/",
            "author_id": 59,
            "timestamp": 1595277166,
            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As more and more schools are adopting the use of digital content to support their online and blended programs, schools and districts are raising the selection and implementation of an appropriate learning management system\/platform (LMS) as a top priority. During the 2019-20 school year, <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\"><em>Michigan Virtual<\/em><\/a> evaluated, selected, and implemented a new learning management system through which the majority of its online student courses are delivered. The <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\"><em>Michigan Virtual Learning Research Institute<\/em><\/a> (MVLRI) documented this process and is sharing the experience with schools and districts within and beyond Michigan that are considering the adoption of a new LMS.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> investigated best practices associated with identifying and evaluating learning management systems\/platforms that can meet the customized needs of schools and districts. In addition, <em>Michigan Virtual<\/em> collected data from research, literature, and practical experiences from schools and districts within and beyond the state of Michigan to understand the challenges and opportunities experienced regarding the implementation and maintenance of such systems\/platforms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"literature\">Literature Review<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When considering the general features and characteristics that schools should look for when selecting and evaluating an LMS, organizations such as Canvas (2019), itsLearning (2019), Lambda Solutions (2019), Moodle (Gill, 2019), and the eLearning Industry (Pappas, 2014) indicate there are several factors that should be taken into consideration:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Alignment: <\/strong>Make sure to consider alignment to your district\u2019s goals, now and in the future.&nbsp;<\/li><li><strong>Total costs: <\/strong>Are there hidden costs or costs you will incur only down the road?&nbsp;<\/li><li><strong>Reliability of the platform: <\/strong>Ask for evidence of uptime.<\/li><li><strong>Support: <\/strong>How much training and support will you get and at what cost? Will you have access to live support or be simply given an email address?&nbsp;<\/li><li><strong>Simplicity: <\/strong>How easy is the platform to navigate? How intuitive is it for a new user?&nbsp;<\/li><li><strong>References<\/strong>: What have other customers reported about the LMS?&nbsp;<\/li><li><strong>Testing: <\/strong>Make sure that you have the ability to test and interact with the platform prior to committing to a purchase.&nbsp;<\/li><li><strong>Reporting: <\/strong>Do the reports that can be generated give you the information you need?&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>When considering the general features and characteristics schools should look for when selecting and evaluating an LMS, the <a href=\"https:\/\/elearningindustry.com\/11-tips-choosing-best-learning-management-system\">eLearning Industry<\/a> suggests that you should make sure to not only consider alignment to your district\u2019s goals, now and in the future, but also take into consideration the needs of your audience as you consider different options (Pappas, 2014). Speaking of audience needs, both <a href=\"https:\/\/moodle.com\/news\/top-five-factors-to-consider-when-choosing-a-learning-platform\/\">Moodle<\/a> and <a href=\"https:\/\/drive.google.com\/file\/d\/1FZwIzhS32bIGHcNBbJXs2zUYUl3uCjwZ\/view?usp=sharing\">ItsLearning<\/a> emphasize that an LMS needs to be easy to use and quick to master (Gill, 2019; itsLearning, 2019). Busy educators and new users will be slow to adopt or avoid using the platform altogether if it is not intuitive.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As you begin to consider various LMS options, <a href=\"https:\/\/drive.google.com\/file\/d\/1FeETminlKuxnV9sfVnynYRKRltRQkfNE\/view?usp=sharing\">Lambda Solutions<\/a> (2019) emphasizes the need to consider the <em>total cost<\/em> of the platform.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/elearningindustry.com\/assessing-return-on-investment-open-source-vs-proprietary-lms\">Proprietary systems<\/a> will have licensing costs as well as other additional costs, such as upgrading and maintaining the system.&nbsp;<\/li><li>On the other hand, with <a href=\"https:\/\/elearningindustry.com\/assessing-return-on-investment-open-source-vs-proprietary-lms\">open source<\/a> systems, such as Moodle, <a href=\"https:\/\/open.edx.org\/\">Open edX<\/a>, <a href=\"https:\/\/www.totaralearning.com\/\">Totara Learn<\/a>, and <a href=\"https:\/\/www.instructure.com\/canvas\/\">Canvas<\/a>, even though the software itself can be obtained at no cost, there are costs to hosting and optimizing the software even though it is maintained, modified, and enhanced by users in the global community.<\/li><li>Districts may also want to consider the <a href=\"https:\/\/www.talentlms.com\/blog\/your-lms-why-saas-and-how-saas\/\">software-as-a-service<\/a> (SasS) model in the cloud to get started without the expenses of a full-scale commitment. Cloud hosting can reduce initial capital costs and provide savings over time.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Don\u2019t forget to consider seemingly <a href=\"https:\/\/elearningindustry.com\/true-cost-of-a-learning-management-system#:~:text=Setup%20fees%20are%20one%2Doff,fees%20of%20up%20to%20%2425%2C000.\">hidden costs<\/a> or costs that you will only incur down the road after the initial purchase.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As you think ahead and consider the bigger picture in terms of costs, make sure to ask each LMS provider you are considering for evidence of reliability, references, as well as what support they provide. Both <a href=\"https:\/\/www.instructure.com\/canvas\/sites\/blog.canvaslms\/files\/2019-08\/13_Must_Haves_Buyers_Guide_ep_R3.pdf\">Canvas<\/a> (2019) and Lambda Solutions (2019) emphasize the importance of a reliable provider that can guarantee fast response rate times. These organizations also state that an uptime guarantee of 99.5% or higher, with little or no exceptions for maintenance, is possible. Also, make sure to consider how much training and support you will receive and at what cost. Will you have access to live support or simply be given an email address to contact? Don\u2019t forget to also ask for references to ensure that what customers are reporting about the LMS is consistent with what the provider is stating they will deliver.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And finally, make sure that you have the ability to test and interact with the platform as you evaluate your options. The eLearning Industry (Pappas, 2014) suggests asking each LMS vendor for a live demonstration or a trial period so that you can see the platform in action. Lambda Solutions (2019) explains that most vendors will provide a \u201c<a href=\"https:\/\/talentedlearning.com\/lms-sandbox-how-to-play-for-keeps\/#:~:text=An%20LMS%20sandbox%20is%20a,plan%20for%20our%20selection%20team.%E2%80%9D\">sandbox<\/a>\u201d for you to complete your own testing, run reports, and interact with the system. Do the reports that can be generated give you the information that you need? What reports are automatically generated for you?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You may also want to consider using an <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1NVMuwyJ8Xw_w4t9zan1FSreUIPkVujx1CJivkIOiqxM\/edit#gid=23665612\">LMS Evaluation Tool<\/a> in order to more easily evaluate, record, and compare features across several LMSs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"case\">Case Study: <em>Michigan Virtual<\/em><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>is a 501(c)(3) organization located in Lansing, Michigan. It was established by the State of Michigan in 1998 to expand the use of learning technologies with a focus on serving Michigan\u2019s K-12 community with quality online instructional services. Today, <em>Michigan Virtual <\/em>offers online courses to students, professional development services and courses to teachers, and also runs <em>MVLRI<\/em> which is internationally-recognized for its research in online and blended learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For almost two decades, <em>Michigan Virtual<\/em> used a self-hosted LMS as its K-12 learning management system, which had served it well. However, in recent years most LMS providers have shifted their resources to <a href=\"https:\/\/www.learnupon.com\/blog\/benefits-cloud-based-lms\/\">cloud-based<\/a> Software as a Solution (SaaS) models. A cloud-based SaaS solution improves uptime, offers continuously improving features that are not available in a self-hosted LMS, and increases operational efficiencies for the entire organization. <em>Michigan Virtual<\/em> knew it needed a SaaS LMS that was device-agnostic and offered existing integration with its student information system, <a href=\"https:\/\/www.geniussis.com\/Education.html\">Genius SIS<\/a>. It also knew<em> <\/em>that an LMS change, even with the same provider's SaaS version, would require a rebuild of all existing online courses in their current LMS in order to provide their teachers and students with a better experience and to allow customers flexibility in course offerings including start and end dates. It also saw an opportunity to reduce the cost of hosting two different LMSs\u2014one for adult professional learners and one for students\u2014as well as acquire a long-term partner solution.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"first\">First Steps\u2014Deadline: October 25, 2019<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For its professional learning courses, <em>Michigan Virtual<\/em> was already using the <a href=\"https:\/\/www.d2l.com\/\">Desire to Learn (D2L) Brightspace LMS<\/a>. In October 2019, D2L was brought in to demonstrate their K-12 LMS, Brightspace, to a cross-functional group within <em>Michigan Virtual <\/em>to gain a better perspective of it as an option for its student learning courses. Though the demonstration showed it to be a viable option, the notable differences between what <em>Michigan Virtual<\/em> wanted out of an LMS to serve its student population varied enough from the key features that were used in selecting Brightspace for its adult population. Therefore, it was decided that the best course of action was to create a formal team and issue a request for proposals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"statement\">Statement of Work<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The team tasked with carrying out this endeavor began their work in October 2019 with an aggressive deadline of implementation by August 1, 2020. The project manager began by drafting a <a href=\"https:\/\/docs.google.com\/document\/d\/1d0V2Eh20DABB6cTXAqJLr48dvCGu76TiqWUxYD9K-xY\/edit?usp=sharing\" class=\"rank-math-link\">statement of work<\/a> (SOW) to help define the plan and ensure the successful execution of the project. The SOW outlined the project description, objectives, a timeline of deliverables and dates, planned personnel, success factors, key assumptions, and constraints.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"team\">Team Composition<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As the SOW came together, the project manager and the identified team leads began to finalize their teams and make sure that roles and responsibilities were clearly defined. To make sure that departments not only had proper representation, but that team members weren\u2019t involved in meetings unnecessarily, a Core Team, an Advisory Team, and an Extended Team were created.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Core Team was made up of nine members including an <em>executive sponsor<\/em>, <em>co-team leads<\/em>, a <em>project manager<\/em>, and five <em>subject matter experts<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>The <em>executive sponsor<\/em> authorized the work, performed contracting and negotiations, provided feedback on progress and barriers to the team, and gave final approval of risk mitigation implementation.&nbsp;<\/li><li>The <em>co-team leads<\/em> collaborated with the sponsor, communicated progress to the organization, functioned as decision-makers on day-to-day tactical decisions during the project, and ensured that identified results were delivered according to identified deliverables and the timeline.&nbsp;<\/li><li>The <em>project manager<\/em> contributed to deliverables development, overall project direction, and ensured effective project execution; facilitated project collaboration and communication; documented key decisions and guiding principles; managed and escalated issues and risk; created documentation; and managed project closing activities.&nbsp;<\/li><li>The <em>subject matter experts<\/em> provided input on key deliverables, outcomes, and timing from the course catalog and vendor management perspective, instructional perspective, and technology and data integrations perspective; performed the work of the project and produced the deliverables; and communicated with functional units to ensure needed awareness of project work.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Advisory Team included 14 members. These stakeholders provided just-in-time specialized information or support to the Core Team from their area of expertise, advised to support informed decisions, maintained awareness of the progress in the project, participated in mid- and end-project reviews, and stood in for core team members if they were ever unable to participate.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Extended Team\u2019s main purpose was to assist in the testing and provisioning of course content for the new LMS. The team of 15 stakeholders provided support in the testing and migration process, communicated findings according to processes developed, maintained awareness of the progress in the project, and participated in mid- and end-project reviews.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"defining\">Defining and Prioritizing Requirements<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With the project outlined and teams assembled,<em> Michigan Virtual<\/em> set out to define and then prioritize the general features and characteristics it felt were important to consider when evaluating each possible LMS solution. The team gathered these solution requirements into an <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1c8_-y3uodDQa5obTfX1ncYTBaZEu2P5K8a0XV2LWdJk\/edit?usp=sharing\">LMS requirements spreadsheet<\/a> that was organized by category, feature, and criticality (for example, \u201cmust-have\u201d or \u201cnice to have\u201d). The team then prioritized these requirements to assist them when rating vendors\u2019 proposals, making sure to take into consideration the goals of the organization, both now and in the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"issuing\">Issuing the Request for Proposal<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At the same time and with guidance from the team, the project manager put together the <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/MichiganVirtualLearningManagementSystem.RFP10252019.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">request for proposal<\/a> (RFP) which was posted on the <em>Michigan Virtual<\/em> website on October 25, 2019. The RFP included a list of important dates pertinent to the LMS vetting and selection process, a detailed description of the request, the submission process and requirements, and the selection process to be used to determine the successful solution. In the RFP, <em>Michigan Virtual<\/em> explained that while it reached out to secure responses from pre-identified vendors, consideration may be given to others, but it was not guaranteed. It also indicated that only vendors who have functional integrations with their LMS to Genius SIS would be considered.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The team did post an <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/LMS-RFP-Time-line-Amendment_PDF.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">amendment to the timeline<\/a>, which mainly indicated an earlier date of presenting an award notice to the vendors (December 16, 2019, instead of late January\/early February 2020). This timeline adjustment would give the vendor and the team more time for setup and testing prior to the target date of February 29, 2020, at which time the pilot environment would be launched and made available to students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"december\">LMS Selection\u2014Deadline: December 16, 2019<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"proposals\">RFP Proposals<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Four LMS providers and other interested vendors were invited to respond to the <em>Michigan Virtual<\/em> RFP with a letter of intent and non-disclosure agreement (NDA) due by November 1, 2019. While formal written proposals weren\u2019t due until November 15, 2019, the letter of intent allowed <em>Michigan Virtual<\/em> to pre-screen on price, <a href=\"https:\/\/www.w3.org\/TR\/UNDERSTANDING-WCAG20\/conformance.html\">WCAG 2.0 AA satisfaction<\/a>, and other factors. The two-way NDA afforded early LMS sandbox access and the exploration of the vendors\u2019 LMSs so that high-level testing of requirements could be completed by members of the selection team.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As part of their proposals, vendors were asked to complete a <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1C_lthz4-yfHfTO7jMLO5Ee3-ZemMD2Bj0LDFCwKz6f0\/edit?usp=sharing\">Technical, Functional, System, and User Requirements spreadsheet<\/a> with ratings and notes. The spreadsheet, which was organized by categories, listed and described approximately 100 LMS features that were most important to the <em>Michigan Virtual<\/em> team. Vendors were asked to rate each feature and provide a narrative to explain each rating. The LMS selection team used this spreadsheet to identify which features each vendor could or could not customize, which features were on the roadmap to be released in the next year, and which features would be delivered by a third-party vendor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Vendors were also asked to complete a <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1KJsmSKJqn02pHDy_OMjbbsshjDiriNlljQr635p3kDU\/edit?usp=sharing\">Cost Proposal Matrix<\/a> indicating both non-recurring and recurring costs. For the non-recurring costs, such as startup costs, data migration, and training, vendors were asked to specify the price if <em>Michigan Virtual <\/em>did the maximum amount of work for the conversion or if the vendor performed this work. For the recurring costs such as software, licensing, hosting, maintenance and support, training, and yearly recurring costs, vendors were asked to specify the cost in years one, two, and three. This matrix provided <em>Michigan Virtual<\/em> with a clearer picture of total costs for each vendor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"finalists\">Selection of Finalists<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By November 15, 2019, all four vendors had submitted LMS proposals. The LMS selection team finished their initial sandbox reviews and analysis of the proposals and selected two finalists to continue to the next step.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Over the next month, sandbox testing continued for the two finalist vendors, and <em>Michigan Virtual\u2019s<\/em> LMS selection team began to conduct vendor reference checks. Full testing and vendor demonstrations were completed for both finalist vendors. Feedback from testers was incorporated into the scoring sheets, and the five voting team members ranked their preferred vendor based upon the criteria set forth in the RFP:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>The fit between the vendor\u2019s experience and capabilities and <em>Michigan Virtual\u2019s<\/em> needs<\/li><li>Experience serving other organizations<\/li><li>Level and methods of satisfying the requirements<\/li><li>Effectiveness of planned implementation approach&nbsp;<\/li><li>Competitiveness and value delivered in proportion to fees proposed&nbsp;&nbsp;<\/li><li>Quality of references<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"selection\">LMS Selection<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After evaluating the two finalists, team members believed both LMS options were viable, but there was a split as to which was the preferred option. In the end, executive leadership made the decision to award <a class=\"rank-math-link\" href=\"https:\/\/www.d2l.com\/\">Desire2Learn (D2L)<\/a> and their <a class=\"rank-math-link\" href=\"https:\/\/www.d2l.com\/k-12\/products\/core\/\">K-12 Brightspace LMS<\/a> the work. Examples of factors that put D2L over the top in the final decision-making process included a) the determination that both platforms would serve students, schools, the organization well; b) that the existing working relationship with D2L had been productive and this would allow the organization to concentrate its efforts into a single platform across both its student and professional learning offerings, leading issues of scale and reduced complexity; and c) the Brightspace system was viewed as providing greater feature control as part of the native system whereas the other finalist seemed to leverage third-party integrations to a larger extent, and a greater level of comfort that the D2L implementation plan was achievable within the tight timeline that <em>Michigan Virtual<\/em> had set for the migration. By December 30, 2019, contracting was completed and the implementation framework was created.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"implementation\">LMS Implementation\u2014Deadline: August 7, 2020<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"internal\">Internal and External Communication&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After announcing the decision to their staff, the <em>Michigan Virtual<\/em> team published the K-12 Brightspace Implementation Google Site it had been preparing. This site shared information about the teams including their roles, responsibilities, and strengths; a link to the K-12 Brightspace Q &amp; A; and a link to the topics and recordings of the LMS Sneak Peeks.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sneak Peeks were 25-minute sessions held every other week as a way for the<em> Michigan Virtual<\/em> LMS implementation team to demonstrate and share the exciting features and changes of the new K-12 LMS with internal staff. It also provided an opportunity for both teachers and staff to ask questions and express concerns. These sessions were well-attended and covered topics such as instructor view vs. student view, discussion boards, quizzes, the <a class=\"rank-math-link\" href=\"https:\/\/www.d2l.com\/resources\/videos\/evaluate-faster-with-quick-eval-in-brightspace\/\">Quick Eval tool<\/a>, the mentor view, standard or default course design parameters adopted during the migration, rebuilding of content and assessments, and the announcements tool.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a means to provide support documentation to all of their users (including students, guardians, mentors, professionals, and affiliation users), over the years, <em>Michigan Virtual <\/em>has created an extensive collection of <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/\" target=\"_blank\">Knowledge Base (KB) articles<\/a>. Throughout the LMS implementation process, members of the team planned and wrote many additional K-12 Brightspace KB articles specific to <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/bs-students\/\" target=\"_blank\">students<\/a>, <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/bs-affiliation\/\" target=\"_blank\">affiliation users<\/a>, and <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/bs-mentor\/\" target=\"_blank\">mentors<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"training\">Training<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It was important for the LMS implementation team to coordinate early on with D2L and put plans into place for training instructors, instructional designers, and system administrators. Initial full-time instructor training was split up into four different sessions, and instructors were split into two different cohorts. Instructor training for cohort one was held on February 18, 2020, and February 24, 2020; training for cohort two was held on February 27, 2020, and March 2, 2020; and training for system administrators was held on March 11-12, 2020.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Brightspace training of <em>Michigan Virtual <\/em>instructors continued from May 11, 2020, through August 7, 2020, and included components for both part-time and full-time instructors via an instructor training course. With all instructors trained by August 7, 2020, they were ready for the fall launch of the LMS on August 8, 2020. Training also took place for <em>Michigan Virtual\u2019s<\/em> Customer Care and Sales teams.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"configuration\">LMS Set-up and Configuration<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In January 2020, after investigating and exploring a few Brightspace environments, the team determined the K-12 environment that would work best for their student learners. While the team waited for delivery of this LMS environment from D2L, work was initiated to draft the LMS homepage and widgets, and a custom homepage widget was created. Course settings as well as gradebook settings were tested and reviewed in the Demo and Professional Brightspace instances. Once the new environment was delivered on February 4, 2020, the team began extensive work establishing initial systems configurations as well as initial user roles and permissions for those taking part in the course migration work. The team also determined configuration variables to establish default assessment settings, variations in the user interface based upon user roles, as well as display and calculation settings for the LMS gradebook. There was a sizable amount of work that took place to set-up and configure the LMS environment before any course development or course migration could begin.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"migration\">Course Migration and Course Set-up Work<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Once the LMS environment was set up and configured, the team needed to hit the ground running in terms of migrating their courses from their self-hosted LMS over to Brightspace, including those courses that <em>Michigan Virtual <\/em>designed themselves as well as the third-party vendor courses which are hosted in <em>Michigan Virtual\u2019s<\/em> LMS. Migration of these approximately 250 courses proved to be a time-consuming and labor-intensive process which required establishing configuration variables and default settings to be applied by system administrators and instructional designers; designing a course template; staging individual development course shells; some combination of importing, copying, or rebuilding content and assessments to new course shells; testing the content and assessments from student and instructor roles; conducting quality assurance vetting to verify the intended application of desired course and LMS tool settings; troubleshooting and resolving issues reported by testers; more testing; and creating master course shells from which individual course sections can be copied each academic term throughout the school calendar year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course migration work was prioritized based on which courses were needed for the two different pilots\u2014three courses for the 2020 Trimester 3 pilot and 34 courses for the 2020 summer pilot\u2014and which courses needed to be ready for the fall 2020 and spring 2021 terms. The course migration work for <em>Michigan Virtual <\/em>courses was mainly completed internally by the <em>Michigan Virtual<\/em> Instructional Product Development (iPD) team, Learning Services-Student team, and Learning Applications team; however, some of the work was contracted out to additional course developers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This first phase of this work took place in January and February 2020 and entailed:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>testing of content copying to new courses<\/li><li>course developer contracting<\/li><li>providing course vendors with course shells<\/li><li>finalizing the master course template shell<\/li><li>reviewing and refining the course migration process<\/li><li>and finalizing blueprints for the first iteration of course migration.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In February 2020, the first three courses that were needed for the Trimester 3 pilot were created. In March 2020, the second phase of the course migration process began. The LMS implementation team measured progress of the 233 total courses (both <em>Michigan Virtual <\/em>courses and vendor courses) by tracking weekly completion of the following four major course migration milestones:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Courses staged<\/li><li>Content built<\/li><li>Content reviewed<\/li><li>Master created (which signals completion for that course)<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>By the end of March 2020, the course migration teams realized a cadence in their content migration work. When the course content was ready to be reviewed and tested, much of this work was done by <em>Michigan Virtual <\/em>instructors (both full-time and part-time instructors). The implementation team created video tutorials for instructors assigned to course testing, and a process was created for indicating, escalating, tracking, and resolving issues as they arose at any point throughout the course migration or course testing processes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the week of July 24, 2020, the course migration team began course copying for fall for those courses needed during Semester 1, Trimester 1, and Trimester 2.&nbsp;Course migration of <em>all <\/em>courses, including the final set up of courses to be ready for student access, was completed by July 31, 2020.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"challenges\">Challenges in the LMS Implementation Process<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The LMS implementation team experienced many challenges throughout this process, which was to be expected. As they arose initially, issues and challenges were tracked in a Google Sheet by categories such as <em>issue type, status, reporter, owner,<\/em> and <em>specific comments<\/em>. As issues were resolved, they were moved to a \u201cclosed\/canceled\u201d tab on the spreadsheet to track the history. As the quantity and frequency of reported issues escalated, the implementation team adopted the use of a reporting form within their project and task management software, <a class=\"rank-math-link\" href=\"https:\/\/www.wrike.com\/\">Wrike<\/a>, which provided the report as a task initially assigned to designated members. The designated members could then verify the reported issue, prioritize the work, delegate the assignment to others in the organization, track related communications, and update the status of the task through completion or cancellation\/rejection.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, one of the challenges that the team faced had to do with a \u201cforce completion\u201d feature that was offered in <em>Michigan Virtual\u2019s<\/em> previous LMS. This feature helped to maintain the integrity of tests and quizzes, preventing students from navigating away from their testing window. While a \u201cforce completion\u201d feature wasn\u2019t an option offered by Brightspace, a decision was made to implement time limits during tests and quizzes to accomplish a similar outcome. Adjustments needed to be made to quiz and test settings as well as gradebook settings and several other general quiz issues.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, there were issues with importing course content from their self-hosted LMS, including the import of images in quiz answers, quizzes containing unique item types that lacked a one-to-one equivalent in the new LMS, or quizzes originally designed with HTML and CSS styling that overrode the default fonts and styles otherwise applied by Brightspace during import processes. Often, the <em>Michigan Virtual<\/em> implementation team determined that the most expedient solution required creativity and altering the design of course components during the rebuild process, though at times the team relied upon submission of support cases to dedicated personnel at D2L.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was also deemed necessary to adopt an anti-plagiarism tool to replace the tool provided within <em>Michigan Virtual\u2019s<\/em> previous LMS. Two options provided via third-party integrations were considered and evaluated. After viewing demonstrations, exploring testing, and reviewing proposals, the team decided to move forward with <a class=\"rank-math-link\" href=\"https:\/\/www.turnitin.com\/\">Turnitin<\/a>. With contracting completed and training sessions scheduled, Turnitin was implemented in courses during the summer 2020 pilot.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"easier\">What Made the Implementation Process Easier<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the LMS implementation team did experience their fair share of challenges during this process, there were some aspects of the work that actually made the transition easier for the team. For example, all of the work <em>Michigan Virtual<\/em> did to produce standardized class experiences across their courses made the migration of these courses into the new LMS easier. In addition, the team had also completed work to build content into <a class=\"rank-math-link\" href=\"https:\/\/www.coursearc.com\/\">CourseArc<\/a>, a content authoring tool that integrates with the LMS via <a class=\"rank-math-link\" href=\"https:\/\/www.imsglobal.org\/basic-overview-how-lti-works\">Learning Tool Interoperability<\/a> (LTI), so that the content was more portable during the migration.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A consistent cadence of meetings allowed for frequent opportunities to share discoveries, clarify challenges, and seek solutions among those leading teams of personnel involved in executing assigned tasks. This cadence also facilitated the ability of team members to pose questions and seek input and advice from individuals possessing disparate, but relevant experience. The team also benefited from the designation of a single channel (the reporting form within their project and task management software, Wrike, described above) through which all those involved could report issues and have them auto-assigned to specific staff to begin the process of validating, troubleshooting, or reassigning work required to resolve the reported issues. Additionally, the team\u2019s adoption of a clear delineation of decision-making and consultative roles allowed for clarity in necessary communication channels and provided purpose to meeting objectives based on the composition of those in attendance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another aspect that made this implementation process go more smoothly was changing the \"We can't\" or \"It can't\" conversations into \"What would it take?\", \"What resources can help make this happen?\", or \"Can we make the change over time?\" conversations. The shift of the team\u2019s mindset facilitated a smoother process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pilots\">2020 Brightspace Pilots&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"February\">Trimester 3 Pilot: February 29 \u2014 June 12, 2020<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>On February 29, 2020, the Trimester 3 pilot kicked off very smoothly with 43 students and 20 mentors. The number of participating students rose to 61 by the close of the enrollment period on April 10, 2020. The pilot consisted of three courses\u2014American Sign Language 1A, Civics, and American Literature B\u2014taught by three different full-time <em>Michigan Virtual<\/em> instructors. As part of the pilot, a mid-course survey and an end-of-course survey was pushed out onto the course homepage for both students and mentors. Feedback from these surveys was extremely valuable to the implementation team as they continued their work, making adjustments and improving the user experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"June\">Summer Pilot: June 8 \u2014 August 14, 2020<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After the Trimester 3 pilot kicked off, the team\u2019s focus shifted to readiness for the summer pilot, which began June 8 with 664 students. The summer pilot consisted of 33 elective <em>Michigan Virtual <\/em>courses including Business Ethics, Career Planning, Criminology, Digital Photography, and Economics of Personal Finance, as well as one vendor course. An end-of-course survey was pushed out again to students during the summer pilot. In addition to the mid-course and end-of-course surveys, the team completed a mid-project review with internal participants and D2L. Feedback was analyzed to see where improvements in the implementation process could be made.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"fall\">Fall Launch\u2014August 7, 2020<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <em>Michigan Virtual<\/em> implementation team planned for and tested within the mentor role, which Brightspace calls the \u201cauditor role.\u201d In addition, a communication plan and a flexible scheduling plan were completed in early June 2020, resulting in the launch of a <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/2020-upgrades\/\" target=\"_blank\" class=\"rank-math-link\">landing page<\/a> to communicate LMS and flexible scheduling updates to customers.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In preparation to launch the LMS for the fall in early August, the team continued their work to finish the migration of all courses to Brightspace. This work included consulting on <em>Michigan Virtual<\/em> content, adding vendor content, and testing, as well as the setup, testing, and creation of master course shells. As mentioned above, this work was completed by July 24 so that the team could begin course copying for fall for those courses required for Semester 1, Trimester 1, and Trimester 2.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As course testing continued and issues were reported, the <em>Michigan Virtual<\/em> implementation team and iPD team remained persistent in their efforts to address these issues and determine solutions to make sure courses are functioning properly. As of the close of business July 16, 2020, the team\u2019s course migration progress was shown in the table below:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Table 1<\/strong>. <em>Michigan Virtual\u2019s Course Migration Progress as of July 16, 2020<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"align\":\"center\",\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table aligncenter is-style-stripes\"><table><thead><tr><th class=\"has-text-align-center\" data-align=\"center\">Course content migration phases<\/th><th class=\"has-text-align-center\" data-align=\"center\"><em>Michigan Virtual<\/em> courses (summer &amp; fall)<\/th><th class=\"has-text-align-center\" data-align=\"center\">Vendor courses&nbsp; (summer &amp; fall)<\/th><th class=\"has-text-align-center\" data-align=\"center\">Total courses migrated<\/th><th class=\"has-text-align-center\" data-align=\"center\">% of total courses migrated (233*)<\/th><\/tr><\/thead><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Content staged<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">98<\/td><td class=\"has-text-align-center\" data-align=\"center\">135<\/td><td class=\"has-text-align-center\" data-align=\"center\">233<\/td><td class=\"has-text-align-center\" data-align=\"center\">100%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Content built<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">98<\/td><td class=\"has-text-align-center\" data-align=\"center\">126<\/td><td class=\"has-text-align-center\" data-align=\"center\">224<\/td><td class=\"has-text-align-center\" data-align=\"center\">96%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Testing complete<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">91<\/td><td class=\"has-text-align-center\" data-align=\"center\">122<\/td><td class=\"has-text-align-center\" data-align=\"center\">213<\/td><td class=\"has-text-align-center\" data-align=\"center\">91%<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Master created<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\">67<\/td><td class=\"has-text-align-center\" data-align=\"center\">71<\/td><td class=\"has-text-align-center\" data-align=\"center\">138<\/td><td class=\"has-text-align-center\" data-align=\"center\">59%<\/td><\/tr><\/tbody><\/table><figcaption><em>Note<\/em>: *233 is the total number of courses (<em>Michigan Virtual<\/em> and vendor combined) that progressed through the four-course content migration milestones prior to the start of the Fall 2020 term on August 7, 2020.&nbsp;<br><\/figcaption><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:paragraph -->\n<p>Other upcoming events and milestones include:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>September 30, 2020: Sunset the legacy LMS<\/li><li>October 30, 2020: Course conversion will be completed<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It will be important for the team to continue to dedicate time and effort to fixing and updating courses with the launch of the fall semester. While the team has done its best to prepare the courses, more will be learned as students use the system, and it is expected that courses will continue to need attention, particularly during their initial offerings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"success\">Success Factors<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During the transition to the new LMS and after it was launched, the following success factors and measurement goals were outlined as shown below:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>80% Customer satisfaction<\/li><li>80% Instructors are highly confident (post-training)<\/li><li>99.9%&nbsp;System uptime<\/li><li>80% Internal user satisfaction<\/li><li>90% Genius SIS functionality&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"implications\">Implications for Schools<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"advice\">Advice and Lessons Learned<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Prior to any vendor product demonstration, make sure that a core team is formed, roles are clear, and the project development phase is completed including defining the problem, the constraints, and the requirements of the project. <\/strong>Organizations indicate that when evaluating and selecting an LMS, the first crucial step is to assemble a diverse team made up of representatives from all stakeholder groups impacted by the LMS implementation. This will help ensure that the selected product meets the needs of all stakeholders and will also help to earn stakeholders\u2019 buy-in and support throughout the process. When choosing key stakeholders, Lambda Solutions (2019) suggests you consider including end-users, administrators, instructional designers, managers, and a representative from HR, your IT\/IS department, and your marketing department.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Make sure to consider the vision of the school district or organization.<\/strong><em> <\/em>It is important to consider the bigger picture and the reasons behind why you are doing this work and what you want learning to look like. Doing so may help you identify and perhaps break away from existing assumptions or ways of doing things that may be holding a school back.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Michigan Virtual\u2019s<\/em> work towards selecting a new LMS began with the recognition that it could be better serving students. <\/strong>The initial demonstration of the K-12 Brightspace LMS followed. However, at this point, a team had not been formed, roles were not clear, the problem and constraints were not defined, nor had requirements been defined. In hindsight, this put some future core team members on the defensive, especially as some had a preference for another LMS or at least to explore the possibilities that may be realized by exploring other LMS providers. While the intent of this demonstration was to avoid the cost and time of issuing an RFP, the trust costs were high and the team only came together in agreement when executive leadership shared the rationale for the LMS decision that was made.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>In order to make the selection and implementation process as smooth as possible, take the time to assemble a team made up of competent and highly skilled individuals who are knowledgeable in all of the necessary areas. <\/strong>If you don\u2019t have these people in-house, give yourself more time. <em>Michigan Virtual\u2019s<\/em> implementation team mapped out this process. The team prioritized work, thoughtfully determined interdependent pieces, and came up with contingency plans. Due to the tight timeline, in the beginning, the team felt like it was an impossible feat to get this LMS fully up and running by August 2020. But as team members expressed concerns and barriers were removed, belief began to build. Attitudes changed as departments stepped up and helped one another. Don\u2019t underestimate the value of assembling the right people to complete this work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Including someone with a fresh perspective can be a critical component of a successful team. <\/strong>While it is crucial to have highly skilled individuals, knowledgeable in all necessary areas, on your team, these individuals may have developed habits or ways of solving a problem that only made sense in the old system. This may lead to a tendency to want to solve issues the same way in a new system. This can be a difficult mindset to overcome\u2014to free people to think more openly, including why certain processes exist in the first place. Many times, it takes someone who is not as familiar with existing processes to point out new ways of seeing challenges as well as opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Once you\u2019ve assembled your team, make note of what is and isn\u2019t working. <\/strong>What are the pain points and limitations of your current LMS or lack thereof? Define the goals of your school district or organization and make sure to plan for the future. What LMS features and functionalities are critical in supporting your goals and vision for the future and what features are \u201cnice to have\u201d?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>The added value and importance of having a good project manager to lead this highly skilled team you have just assembled are of utmost importance. <\/strong>A good project manager puts measures in place that allow the team to complete their work, keeps the team focused, and is willing to ask the tough questions. A good project manager will also help you identify gaps and point out risks. They will help you meet deadlines and keep the project on track. They will also keep the team encouraged and help to mitigate issues as they arise.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Prior to any vendor demonstrations, communicate roles and responsibilities clearly. Have a strategy to handle questions and manage time. <\/strong>A large group of participants was invited to <em>Michigan Virtual\u2019s<\/em> initial D2L demonstration of the K-12 Brightspace without clear roles and a defined communication process. As a result, the demonstration could not be completed in the four hours allotted and went unfinished. In future vendor demonstrations, the roles of participants were made clear and a visual tool and a timekeeper were used for communicating the time allotted for each section covered in the demonstration. Additionally, during future demonstrations, questions were submitted and then prioritized via a monitored Google Document. All questions were answered, though some were answered asynchronously after the demonstration. This was found to be very effective and was an essential part of the successful vendor demonstrations with a large team.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>When comparing features across multiple LMSs, you may want to take into consideration native capacity versus required third-party integrations. <\/strong>One of the challenges that the team found with the LMS comparison is that many providers said their systems could do just about anything. Some had native capacity built in to accomplish the desired task, but others said their systems could do it through third-party integration. That dynamic between what is native to the LMS versus what required third-party integration was a dynamic that the <em>Michigan Virtual<\/em> LMS selection team considered heavily.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Make sure to take into consideration the school district or organization\u2019s strategy and goals for the future. <\/strong>A move to a new LMS should consider a time horizon of at least five years. The amount of work involved with switching is voluminous and also cost-prohibitive, so it is important to know the direction you want to head. One of <em>Michigan Virtual\u2019s<\/em> long-term goals was to reduce the number of technology systems staff had to operate, an example of a short-term benefit. On the other hand, the longer-term perspective assisted conversations about perceptions of system shortfalls. The belief that some of these identified issues were more of a year one concern, but likely could be addressed in years 2-5, changed the perception of how big a problem was. Prior to executing a contract, <em>Michigan Virtual<\/em> identified some of its key heartburn issues and got agreement from D2L to collaborate and work toward solutions for them over the long term.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>The LMS selection and implementation process is a lengthy one.<\/strong> According to itsLearning (2019), the LMS selection process should ideally begin two years before full implementation and requires significant planning in terms of assembling the implementation team, defining the organization\u2019s LMS goals, conducting needs assessments, evaluating products, and choosing a solution.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There were several factors underlying <em>Michigan Virtual\u2019s<\/em> decision to accelerate their timeline to accomplish this work including the additional costs and inefficiencies of hosting two K-12 LMSs, needing to provide improved user experience, and the immediate need to provide schools with a more flexible enrollment schedule, which was not an option with their previous LMS provider.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another factor behind expediting this process was that if <em>Michigan Virtual<\/em> remained self-hosted after performing a particular update of their legacy LMS required by October 2020, it would become unsupported by this previous LMS provider. Moving into an unsupported status was an unacceptable option for executive leadership; however, moving to the previous provider's hosted SaaS instance of the LMS would entail migrating all of their courses to that new LMS environment. Therefore, if <em>Michigan Virtual<\/em> was faced with having to do this work, regardless of the provider, it was deemed time to look at other viable LMS products and vendors before committing to the work at hand. The timeline itself was driven by the need to have support for their LMS after October 1, 2020.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Make sure to allow some flexibility in your project timeline. <\/strong>Even if an LMS vendor has an integration process that seems like it should be smooth, migrating courses to a new LMS is often a messy process, and you will very likely run into some issues. Because the <em>Michigan Virtual<\/em> model required flexibility to accommodate unique offerings of all of the different types of courses offered from seven different course providers, this process was quite complicated. Authorization had to be given from each vendor to remove their course from the legacy LMS and move it to Brightspace. Most vendors insisted on course rebuilds. Expect that you will have some unanticipated issues along the way and afford your team some flexibility in that regard. While it is critical to work toward clearly articulated targets and milestones, your implementation team will benefit from adequate time and discretionary authority to make adjustments to priorities and pivot toward new solutions as issues are identified and various paths toward resolution explored.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"reflections\">Reflections<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>D2L\u2019s ability to configure a system in unique ways that <em>Michigan Virtual<\/em> needed was one of the major aspects that made their product and service stand out against other competitors who didn\u2019t offer that flexibility. <em>Michigan Virtual<\/em> has full-time teachers, lead teachers, part-time teachers, mentors, managers, and administrators\u2014all who needed different permissions and specific access configurations. D2L offered significant flexibility in terms of the structure of these different roles and their permissions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>D2L also built flexibility into their system and into their structure in many aspects, which appealed to <em>Michigan Virtual<\/em> as they work with so many different schools that need information to be submitted or accessed in unique ways. D2L offered flexibility in terms of how to access different grading options and ways to access content. Customizations called \u201cwidgets\u201d could be purchased, which would allow <em>Michigan Virtual<\/em> to expand the functionality of available content on their homepage to suit specific organizational and course needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> believed the Brightspace solution would keep their organization competitive, offering an enhanced experience for their students and customers. With the Brightspace LMS, <em>Michigan Virtual <\/em>customers would receive improved web accessibility and mobile device friendliness. Common with SaaS LMS versions, D2L offers continuous delivery of monthly updates, eliminating downtime of the system, as well as improved uptime. Additionally, as new features are released, <em>Michigan Virtual<\/em> will not be forced to adopt them right away. Newly released features can be placed into a sandbox for further exploration and testing, which can provide time for training to be developed. Then, when there is a convenient training period, the new features can be released.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Increased efficiency was another attractive aspect of <em>Michigan Virtual\u2019s<\/em> move to D2L. The Brightspace LMS affords efficiencies for teachers in terms of communication and automation of some manual processes, efficiencies for students in terms of course access and information (especially if students have more than one course), and internal efficiencies for <em>Michigan Virtual<\/em>. Managing only one system means some of the software and development work of the <em>Michigan Virtual<\/em> Technology Integrations Department can be streamlined and increases automation of many very necessary, but very time-consuming tasks.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instead of managing two vendor relationships, only managing one for both sides of their organization makes that relationship much more impactful. The relationship between <em>Michigan Virtual<\/em> and D2L represents a much bigger investment and a stronger partnership where each can benefit from the other\u2019s mutual expertise.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"final\">Final Thoughts<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Whether you are considering implementing an LMS for the first time or transitioning to a new one, it is our hope that the information in this report helps you with your process in some way. While the LMS selection and implementation process requires a lot of planning and work, assembling a team that is well-organized and made up of talented, dedicated, and passionate people will make the work and the process possible. Take the time to discover what is most important to your school or organization as you begin the selection process. The right LMS could create increased efficiencies for your organization and provide exciting opportunities and a better experience for your students and customers. We hope that the challenges that <em>Michigan Virtual <\/em>LMS teams faced throughout the selection and implementation process, as well as the lessons learned, help to give you an informed place from which to start or from which to continue your work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Canvas. (2019). <em>13 must-haves for buying a k-12 learning management platform<\/em>. Instructure.&nbsp;<a href=\"https:\/\/www.instructure.com\/canvas\/sites\/blog.canvaslms\/files\/2019-08\/13_Must_Haves_Buyers_Guide_ep_R3.pdf\" class=\"rank-math-link\">https:\/\/www.instructure.com\/canvas\/sites\/blog.canvaslms\/files\/2019-08\/13_Must_Haves_Buyers_Guide_ep_R3.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gill, S. (2019). <em>Top five factors to consider when choosing a learning platform<\/em>. Moodle.&nbsp;<a href=\"https:\/\/moodle.com\/news\/top-five-factors-to-consider-when-choosing-a-learning-platform\/\">https:\/\/moodle.com\/news\/top-five-factors-to-consider-when-choosing-a-learning-platform\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>itsLearning. (2019). <em>How to choose the best LMS for your district.<\/em> <a href=\"https:\/\/itslearning.com\/us\/k-12\/resources\/how-to-choose-the-best-k12-lms\/\">https:\/\/itslearning.com\/us\/k-12\/resources\/how-to-choose-the-best-k12-lms\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lambda Solutions. (2019). <em>LMS consideration guide: How to get the LMS you need to meet your goals<\/em>. <a href=\"https:\/\/www.lambdasolutions.net\/resources\/whitepapers-ebooks\/lms-consideration-guide\">https:\/\/www.lambdasolutions.net\/resources\/whitepapers-ebooks\/lms-consideration-guide<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pappas, N. (2014). <em>11 tips for choosing the best learning management system (2018 Update)<\/em>. eLearning Industry. <a href=\"https:\/\/elearningindustry.com\/11-tips-choosing-best-learning-management-system\">https:\/\/elearningindustry.com\/11-tips-choosing-best-learning-management-system<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "LMS Selection and Implementation: Michigan Virtual Case Study",
            "excerpt": "As more and more schools are adopting the use of digital content to support their online and blended programs, schools and districts are raising the selection and implementation of an appropriate learning management system\/platform (LMS) as a top priority. During the 2019-20 school year, Michigan Virtual evaluated, selected, and implemented a new learning management system through which the majority of its online student courses are delivered. The Michigan Virtual Learning Research Institute (MVLRI) documented this process and is sharing the experience with schools and districts within and beyond Michigan that are considering the adoption of a new LMS. ",
            "slug": "lms-selection-and-implementation-michigan-virtual-case-study",
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        {
            "id": 38792,
            "path": "\/research\/publications\/student-centered-learning-in-principle-and-in-practice\/",
            "author_id": 59,
            "timestamp": 1595276372,
            "content": "<!-- wp:heading -->\n<h2 id=\"practice\">What is Student-Centered Learning?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning is a philosophy or an approach to education that is designed to meet the needs of each student individually. In their post \u201c<a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">What Exactly IS Student-Centered Learning?<\/a>\u201d, Harrington and DeBruler (2019) shared, <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"align\":\"left\"} -->\n<blockquote class=\"wp-block-quote has-text-align-left\"><p>\u201cIn a truly student-centered learning environment, teachers and students work collaboratively to co-create a learning plan or pathway that best suits the needs of each individual learner. In a student-centered learning environment, the teacher helps to create an environment that is personal to each student\u2019s learning needs. The teacher serves as an architect of each student\u2019s learning experience.\u201d&nbsp;<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning may include some components of blended learning or personalized learning models, such as a flipped classroom, station rotation, or competency-based learning, and you are likely to see students using technology. However, true student-centered learning is more than that. No matter what model is used, student-centered learning will look like students and teachers working together to choose a path for learning that works best for <em>each individual learner.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"what\">What Do Organizations and Experts Have to Say?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A student-centered learning model has four main characteristics:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>voice,&nbsp;<\/li><li>choice,<\/li><li>competency-based progression, and<\/li><li>continuous monitoring of student needs (Harrington &amp; DeBruler, 2019).&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>In a truly student-centered learning environment, students have voice and choice.<\/em> According to Susan Patrick, Aurora Institute President and CEO and co-founder of CompetencyWorks, \u201cStudents co-construct their goals and have \u2018voice and choice\u2019 in determining what, how, when, and where the learning occurs\u201d (Bouffard, 2019). Rather than a teacher leading students through a lesson where the students are all doing the exact same thing at the exact same time, the teacher serves more as a facilitator of the learning, helping to give each student the support that they need when and where they need it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>In a truly student-centered learning environment, learning is competency-based. <\/em>In order to advance through a unit, students must demonstrate mastery of the individual concepts before moving on. As Erin Figula, director of professional learning at LEAP Innovations stated, \u201cStudents advance based on demonstrated competency, not time spent on a subject\u201d (Bouffard, 2019). Competency-based progression acknowledges the fact that all students learn differently and should be allowed to progress at different paces while still demonstrating their knowledge.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>In a truly student-centered learning environment, there is continuous monitoring of student needs.<\/em> Technology is used to help monitor students\u2019 progress and to help both teachers and students evaluate and adjust learning pathways. \u201cAssessment can be formal or informal, summative or formative, observational, anecdotal, via portfolios, rubrics, or projects, but ongoing monitoring of student progress is key to personalization of the learning experience\u201d (Harrington &amp; LeBlanc, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"student\">Student-Centered Learning, Blended Learning, Personalized Learning, &amp; Customized Learning: Related, But Not the Same<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While student-centered learning, blended learning, and personalized learning are all closely related, they are not, in fact, interchangeable.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Student-centered learning is an <em>educational philosophy<\/em> or approach to learning that places students\u2019 needs and interests at the forefront of the operations and decision-making of a school or district. Conversely, blended learning is a <em>format or a method of learning<\/em> experienced by students. In short, blended learning combines traditional face-to-face instruction with online experiences that work together as an integrated experience for students.\" (Harrington &amp; DeBruler, 2019)<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In the same \u201cfamily\u201d of educational concepts, in a personalized learning approach, students have some <em>degree of control<\/em> over their curricular pacing and learning pathways towards achieving standards. Customized learning is a variation of personalized learning that provides a <em>deeper<\/em>, <em>more entirely customized <\/em>learning experience for each child.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So to pull it all together, <em>student-centered learning is an approach that aligns all aspects of a school community (curriculum, staffing, finances, technology, facilities, schedules, community partnerships, etc.) in a way that truly focuses on the desired outcomes for each individual student, while accounting for the differences of each student. <\/em>Blended learning, personalized learning, and customized learning are all models that schools and school districts may choose to implement in order to create a student-centered learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"centered\">Student-Centered Learning: Why is it Such a Good Idea?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As our society becomes increasingly more dependent on technology, it is even more important that students graduate high school prepared with the knowledge and the 21st-century skills they need to enter the workforce and\/or further their education. School districts are realizing the importance of starting this preparation early on and are also recognizing that the education models that have traditionally been used, such as the teacher-led, one-size-fits-all model, are not helping students become digitally literate or equipping them with the skills they need for their futures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As Dr. Sarah Pazur, director of school leadership at <a href=\"https:\/\/www.flextechschools.org\/\">FlexTech High Schools<\/a>, stated, \u201cStudent-centered learning mirrors what happens in life and the workplace; you have to set goals, take action, manage your time, reflect and revise, and have a belief in yourself that you can improve.\u201d Dr. Pazur added, \u201cStudents need to learn how to leverage resources and make connections between prior learning and the problem at hand.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a student-centered learning environment, students are encouraged to be more self-directed, to take control of their own learning, and to understand how they learn best. Learning is more self-directed, allowing students to learn in a way that ultimately works best for them and encouraging them to go at their own pace. Mastery of knowledge and skills is encouraged and expected, which has been shown to lead to a deeper understanding of concepts. This all leads to more engaged, responsible learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"okay\">Okay, But What Does Student-Centered Learning Really Look Like?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In a student-centered learning environment, technology is usually a key component as it can help to better prepare and equip students with skills they will need for continuing their education beyond high school and\/or when entering the workforce. Technology is often provided in a 1:1 ratio where each student has their own computing device. Schools implementing a student-centered learning model also usually have some sort of digital curriculum and many use a <a href=\"https:\/\/elearningindustry.com\/what-is-an-lms-learning-management-system-basic-functions-features\">Learning Management System<\/a> (LMS). Technology and the data features of an LMS can help track student progress and provide high-quality, ongoing feedback to both students and teachers to help guide the learning process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important to note that technology-based instruction does not imply that student-centered learning is taking place. John Armstrong, the Director of Technology and Information Services for Joliet Public Schools (Joliet, IL), added:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"We\u2019ve been through a big shift in philosophy whereas before it was \u2018Hey, we were able to afford to buy this program, so just use it and the kids will get better!\u2019 and now it\u2019s \u2018What specific resources and tools do we need to select purposely to give our children to help them achieve?\u2019 Before it was more like throwing technology against the wall to see what sticks, and now it\u2019s a more purposeful selection.\" (Digital Learning Collaborative [DLC], 2020)<\/p><\/blockquote>\n<!-- \/wp:quote --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:paragraph -->\n<p>Used correctly, technology can greatly support key practices of a student-centered learning environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In reality, student-centered learning looks very different from school to school. It all depends on the degree of implementation that each district or each school chooses to pursue. In some school districts, their student-centered learning environment looks like some degree of technology-rich personalized learning, blended learning, or customized learning where the teacher serves as more of a guide or a facilitator of the learning instead of the traditional teacher-led model. Some school districts may choose to take it a step further, implementing additional components such as flexible scheduling options, offering alternative pathways to graduation, placing students into learning bands rather than placing students by traditional grade levels, or even using Marzano-scale proficiency levels as opposed to the more traditional letter grade scale. As Dave Tebo, superintendent of Hamilton Community Schools reminds us, \u201cGrades don\u2019t necessarily correlate to success.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>No matter what the degree of implementation is, school districts that choose to move to a more student-centered learning model are doing so because they realize that what has traditionally been done in the past, what is easiest to continue to do because \u201cthat\u2019s just the way that it has been done\u201d or what their traditional bell schedule permits, is not necessarily what is best for students. Schools that choose to implement student-centered learning are doing so because they are realizing that in order to overcome the challenges that they may be facing (declining test scores or graduation rates, lack of student engagement, low achievement, etc.), schools may need to make changes that are difficult, but that are made keeping in mind what is best for students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"learning\">Student-Centered Learning: Put Into Practice<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Not all student-centered learning models look the same. The following are just a few examples of some of the innovative approaches being utilized by school districts across the country.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Crossroads FLEX High School<\/strong> \u2014 Cary, North Carolina<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Providing choice by offering flexible learning options for students following outside pursuits<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Serving students in grades 9-12 since August 2016, <a href=\"https:\/\/www.wcpss.net\/crossroadsflexhs\">Crossroads FLEX High School<\/a> focuses on helping students take advantage of opportunities they are presented because of their talents and abilities, despite the time commitments that are required. The Crossroads FLEX building offers an open and flexible learning space, ideal for these students whose outside activities and interests interrupt the traditional school day. While students do have to spend 10-15 hours per week on-site, they have the option to attend school anytime between 7:30 am - 5 pm Monday through Friday, giving them choice and flexibility. Students can also choose to take courses face-to-face or virtually through the <a href=\"https:\/\/ncvps.org\/\">North Carolina Virtual Public School<\/a> (NCVPS) to alleviate scheduling conflicts. As the Dean of Students, Natarshia Sharpe says, \u201c...our goal is for students to feel connected, even when they are away. For us, school goes along with you wherever you go\u201d (DLC, 2020).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Virtual Learning Academy Charter School<\/strong> \u2014 Exeter, New Hampshire<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Voice and choice: Offering variety in supplemental online learning<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Founded in 2007, <a href=\"https:\/\/vlacs.org\/\">Virtual Learning Academy Charter School<\/a> (VLACS) serves over 12,000 students in grades 6-12 and has plans to expand into grades 4-5. While approximately 400 students take courses from VLACS full-time, 72% of their students take courses supplementally and 15% are homeschooled. Because VLACS uses open enrollment, students can start anytime and work at a flexible pace. Their 300+ course offerings are divided into three different \u201cJourneys.\u201d The first journey is a \u201cTraditional Course,\u201d offering flexible, asynchronous learning. Through <a class=\"rank-math-link\" href=\"https:\/\/vlacs.org\/curriculum\/badges\/\">badging<\/a>, students can see what learning looks like outside of the traditional classroom by earning competencies and pursuing industry certifications. The second journey is \u201cProjects\u201d which take 3-4 weeks and targets a single competency. Students are placed in fictional scenarios where they create learning artifacts true to the industry they are interested in. The third journey is \u201cExperiences\u201d which allows students to create their own learning adventure. Students propose their own experience and then work with their teacher to design what the learning competencies will look like. At VLACS, students can choose their own journey, or even combine journeys, forging their own paths in the design of their learning (DLC, 2020).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>High Tech High<\/strong> \u2014 San Diego, California<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Making learning authentic and applicable to the real world<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Founded as a charter school in 2000, <a href=\"https:\/\/www.hightechhigh.org\/\">High Tech High<\/a> (HTH) has grown into a school development organization made up of a growing network of K-12 charter schools. Students at HTH are encouraged to use their schools\u2019 wealth of technology to pursue projects in subjects that they are passionate about. Students engage in project-based learning, often related to community-based issues and real-world problems, using curriculum based on personalization, adult world connection, and common intellectual mission. \u201cThe leadership at HTH believes that giving their students the freedom to pursue their passions, and providing them with the tools to do so in a professional, authentic manner, results in students who are more engaged than students forced to work on projects of little or no interest to them\u201d (Moller &amp; Reitzes, 2011). Most of their assessments are performance-based, culminating in a performance or product. Juniors participate in a semester-long internship in a field of their interest and HTH schools boast that 100 percent of their students attend college with 80 percent attending a four-year school. \u201cFrom the ground up, technology enables many of the innovative practices at HTH\u201d (Moller &amp; Reitzes, 2011).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Governor Mifflin School District<\/strong> \u2014 Shillington, Pennsylvania<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Connecting to the world through student-centered learning<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to better prepare their students for the future, <a href=\"https:\/\/www.governormifflinsd.org\/\">Governor Mifflin School District<\/a> (GMSD) implemented K-12 one-to-one Chromebooks and offers students three primary learning modalities: traditional classroom instruction (with technology-enhanced experiences), formal blended learning opportunities, or fully online opportunities. By leveraging their devices, digital curriculum, and varied learning modalities, students and families are afforded more choice when it comes to their learning. In working towards a more developed student-centered learning model, the district launched a pilot program at the start of the 2018-19 school year called the \u201cStudent-Centered Learning Experience\u201d or \u201cSCLE.\u201d As part of this program, teachers have developed courses that include competency-based progressions, resulting in students becoming more self-directed and developing an even greater degree of agency in their learning. As one SCLE student stated, \u201cI like to come to school now. I don\u2019t feel anxious about school anymore because I can control more things.\u201d Both students and teachers a GMSD have embraced the concept of anytime, anywhere learning. (Harrington &amp; LeBlanc, 2019).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Westminster Public Schools<\/strong> \u2014 Adams County, Colorado<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Rethinking the system of education: Competency-based learning<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To better serve a highly-mobile and at-risk population of students, <a href=\"https:\/\/www.westminsterpublicschools.org\/\">Westminster Public Schools<\/a> (WPS), whose mantra is \u201cwhere education is personal,\u201d fully implemented a Competency-Based System (CBS) of learning. In order for students to move on to the next concept in their curriculum, they must master the previous one, focusing on their learning targets. Students understand that with this system, not everyone will have the same pathway to mastery because each student has the ability to move at their own pace. Resulting from their student-centered learning efforts, WPS teachers and administrators have seen improved academic achievement, higher graduation rates, and improved student growth. A WPS teacher described her own experiences by saying, \u201c[Adopting competency-based learning is] absolutely the right thing for kids \u2014 and it is absolutely the hardest thing I have ever done in my life\u201d (Harrington &amp; LeBlanc, 2019).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And that is what student-centered learning is all about \u2014 <em>doing what is right for kids<\/em>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"in\">Student-Centered Learning in Michigan schools<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Throughout schools in Michigan, student-centered learning models are being implemented in varying degrees and to various depths. School leaders at three innovative schools shared some of the exciting ways in which they are making learning more student-centered.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"hamilton\"><strong>Hamilton Community Schools<\/strong> \u2014 Hamilton, Michigan<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Prior to spending the last 10 years as the superintendent of <a href=\"https:\/\/www.hamiltonschools.us\/\">Hamilton Community Schools<\/a>, Dave Tebo spent 4 years as a superintendent at Michigan Center Schools. After serving in this role for some time, Tebo has come to realize that \u201cas a superintendent, you can\u2019t scare parents, you don\u2019t want to be the bad guy. As a result, it\u2019s hard to implement ideas that are outside the box.\u201d He admits, however, that at Hamilton, the shift towards implementing a more student-centered learning philosophy was made easier because test scores were already good, families were already supportive, and they already had eager students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although Hamilton\u2019s transition had been in progress for quite some time, Tebo said that he feels the real work has been done in the last 5-6 years when they really began to embrace their strategic plan. In 2015, Hamilton Community Schools entered into a <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/professionals\/hamilton\/\" target=\"_blank\" class=\"rank-math-link\">collaborative partnership<\/a> with <em>Michigan Virtual <\/em>to increase student engagement and achievement through the implementation of personalized and blended learning strategies. Hamilton saw that this work would complement the continuous work they were already doing in regards to <a href=\"https:\/\/www.hamiltonschools.us\/for-parents\/standards-based-grading\/\" class=\"rank-math-link\">standards-based grading<\/a> and competency-based learning. Teachers were trained in cohorts and learned the blended learning coaching model. Then in 2017, Hamilton updated its <a href=\"https:\/\/www.hamiltonschools.us\/strategic-plan\/\" class=\"rank-math-link\">vision and mission statement<\/a> and in 2018 adopted an <a href=\"https:\/\/www.hamiltonschools.us\/downloads\/district_files\/hamiltonschools_thrive_logo_1_page.pdf\" class=\"rank-math-link\">Instructional Model<\/a>, coining the phrase \u201cEach Will Thrive\u201d based on this updated vision. The model is based on four pillars: a safe educational environment, rigorous instruction and assessment, a modern learning culture, and personalized learning. Students have additional choices and opportunities as Hamilton offers a few <a href=\"https:\/\/www.hamiltonschools.us\/schools\/hvs\/online-classes\/community-partner-classes\/\">Project-Based Learning<\/a> (PBL) classes, <a href=\"https:\/\/www.hamiltonschools.us\/schools\/hvs\/online-classes\/\">online courses<\/a>, as well as the option to enroll in the <a href=\"https:\/\/www.hamiltonschools.us\/schools\/hvs\/\" class=\"rank-math-link\">Hamilton Flex Virtual School<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tebo believes that the school district has made their greatest gains in giving students choice and voice and says that the next step is pushing them together. \u201cGiving choice gives voice, but it requires a leap of faith, which is difficult for teachers to take \u2014 to empower students to make the decisions for themselves. Giving students ownership of their learning is a key component of a student-centered approach.\u201d He also pointed out that when transitioning to a more student-centered learning model, there is no quick and easy path, so you need to play the long game. <em>\u201cIt\u2019s not about throwing out what was done before, it\u2019s about determining what we are going to bring with us to a new model. It\u2019s about adding and enhancing.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"flextech\"><strong>FlexTech High Schools<\/strong> \u2014 Brighton, Novi, &amp; Shepherd, Michigan<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At <a href=\"https:\/\/www.flextechschools.org\/\">FlexTech High Schools<\/a>, student-centered learning is at the heart of everything they do \u2014 it is a project-based learning school, founded on student-centered learning principles. FlexTech Director of School Leadership, Dr. Sarah Pazur, shared:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWe are student-centered by design. Student projects are governed by a framework, but students can pitch modifications to projects, tailoring them to their own interests. They can pitch their own deliverables to show mastery, giving students voice and agency. We are competency-based and give kids permission to use their time how they need to in order to complete projects. Students can move at their own pace through courses. This removes barriers related to time, place, and pace.\u201d&nbsp;<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>FlexTech\u2019s competency-based approach to learning is based on Michigan\u2019s state standards and includes the use of mastery-based progress reports and transcripts.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>FlexTech is unique in the sense that it was <em>designed <\/em>with formal student-centered learning principles in mind. Their curriculum is entirely project-based, built on competency-based learning progressions. Self-assessment practices are used in all classes. At FlexTech, they focus on really getting to know students as individuals. According to Dr. Pazur, \u201cWe use learner profiles, where students describe what they want the adults in the building to know about them, how they learn, how they like to receive feedback, what they are passionate about.\u201d At FlexTech, this model gives students permission to choose rather than deciding for them. Dr. Pazur says that this model helps students feel that they are part of a community, it\u2019s part of their school culture. \u201cWhen students have a voice, they feel ownership over everything \u2014 the whole school. It\u2019s not just about them.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Pazur noted that in a traditional school model, the transition to a more student-centered learning model would be an overhaul and requires a mindset change as you can\u2019t design student schedules around adult conveniences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cYou can start small and slowly implement more student voice, but until you really take a look at the system as a whole, you will only get so far. It is important to take a holistic view of your curriculum, instruction, assessment, schedule, culture \u2014 this works together to empower or disempower students. <em>Embrace the fact that kids will make good choices, poor choices, and everything in between, but they won\u2019t get better until they can authentically practice being in control of their education.\u201d<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"fraser\"><strong>Fraser Public Schools<\/strong> \u2014 Fraser, Michigan<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Prior to spending the last 2 years as the superintendent of <a class=\"rank-math-link\" href=\"https:\/\/www.fraser.k12.mi.us\/Page\/1\">Fraser Public Schools<\/a>, Carrie Wozniak spent 7 years as their assistant superintendent of curriculum and instruction. So she understands the ins and outs of the journey this school district has been on towards a more student-centered approach to education. Fraser is changing the traditional view of school to a new personalized, engaging, and customized learning environment for each student. Students are given both voice and choice in their learning. At Fraser, students are 1:1 with technology \u2014 all high school students have a MacBook and all K-8 students have an iPad. In addition, they provide a digital curriculum housed within an LMS. <a href=\"https:\/\/www.blackboard.com\/\">Blackboard<\/a> is the LMS used for their secondary students, and <a href=\"https:\/\/itslearning.com\/us\/\">itsLearning<\/a> is used at the elementary level.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fraser\u2019s transition to a <a href=\"https:\/\/www.teachthought.com\/learning\/what-is-competency-based-learning\/\">competency-based learning<\/a> (CBL) environment began many years ago. Their CBL model is based on using a <a href=\"http:\/\/www.cast.org\/our-work\/about-udl.html#.Xw4JsChKhPZ\">Universal Design for Learning<\/a> (UDL) framework. Every teacher at Fraser has gone through (UDL) training, which helped to improve their lesson design and helped them focus on meeting the needs of <em>all <\/em>of their students. By using a competency-based approach in a UDL framework, students are given options to show what they know. In addition to the UDL training, 11 of Fraser\u2019s teachers have gone through training to become 21st-century literacy coaches. These teachers\/coaches teach 50% of the time and spend the other 50% coaching at one of the schools throughout the district. This coaching model has been used throughout Fraser Public Schools for over 7 years and it really gives the district a sense of balance between top-down and bottom-up communication.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For schools and districts that have not already adopted student-centered learning principles, Wozniak sees student engagement and satisfying the personalization needs of students and families as being compelling reasons for making such a shift. She emphasized that schools must be purposeful in their design. \u201cThese days, students are different. There is an expectation of choice from students and families. Everybody has choices in their lives outside of school, and they now expect that from education,\u201d noted Wozniak.<em> <\/em>She also believed that Fraser\u2019s transition to remote learning caused by the COVID-19 pandemic was actually easier because they already employed a student-centered approach to learning and both students and teachers were used to utilizing technology and their LMS on a daily basis. Wozniak explained:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWe have a digital ecosystem. For us to shift to fully remote learning, we only had to shift slightly, modifying content somewhat as we already had the infrastructure and protocols in place to support remote learning. Our teachers already had their curricular resources in our LMS, so when we went fully remote, it wasn\u2019t a lot of work, actually. <em>Being student-centered already, we simply stayed focused on student learning instead of figuring out how to teach remotely. This allowed our teachers to focus more on learning, than emergency remote teaching. They didn\u2019t need to entirely shift their focus.\u201d&nbsp;<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning is about meeting students where they are and giving them what they need, but doing so in a way that meets the needs of each student individually. It is about giving students the ability to direct their own learning, go at their own pace, and demonstrate what they know in a way that truly shows their understanding. The ways in which school districts accomplish this personalization of student learning can vary, but it is clear that <em>true <\/em>student-centered learning is more than just providing students with a computer and a technology-rich learning environment. It requires turning traditional education, traditional classrooms, and traditional ways of thinking upside down. Dr. Sarah Pazur, FlexTech's director of school leadership, would agree. \u201cYou kind of have to blow the whole thing up \u2014 it\u2019s hard to start small as there are many interconnected pieces.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While there are indeed many interconnected pieces that make up a student-centered learning system, Dave Tebo, superintendent of Hamilton Community Schools, cautions against being afraid of change and knows sometimes getting started is the hardest part. \u201cYou may not be able to see your work through to completion yourself and it may outgrow you as a leader. However, you may be the one to get the ball rolling and to get the work started,\u201d Tebo explained. To truly implement student-centered learning, it requires the alignment of all aspects of a school community: curriculum, staffing, finances, technology, facilities, schedules, community partnerships, etc. If starting small by implementing pieces and parts in phases or through a pilot program is what makes the most sense for your district and your community, start there.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Doing what is best for students isn\u2019t always easy but sometimes there are situations that serve as a springboard for change, providing more of a reason behind doing what seemed too difficult to do before. Maybe the recent extended school closures across the nation and need for remote learning is one of those situations. As Dr. Pazur explained:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSchools that have created the conditions for student agency are going to have an easier time with rapid or extended closures because students aren\u2019t waiting on the adults or the system to tell them what to do. <em>They [students] are inspired by the work they\u2019re doing because they had a voice in shaping and designing it \u2014 they created it and it doesn\u2019t live in the school building.<\/em> When the student drives the learning, the arbitrary structures like class periods and teacher-driven lessons in the form of worksheets or rote learning tasks become obsolete.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Isn\u2019t that the goal? Inspired students. Students who see that learning doesn\u2019t live inside the classroom. Students who see connections to real-world situations. Students who have opportunities to work at their own pace and show what they know in a way that makes sense to them. Maybe with those goals in mind, the difficult conversations and discomfort that tends to exist with change are worth it.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Bouffard, S. (2019). <em><a href=\"https:\/\/learningforward.org\/wp-content\/uploads\/2019\/08\/what-does-personalized-learning-mean-experts-weigh-in.pdf\" class=\"rank-math-link\">What does personalized learning mean? Experts weigh in<\/a>.<\/em> The Learning Professional, 40(4), 28-31. https:\/\/learningforward.org\/wp-content\/uploads\/2019\/08\/what-does-personalized-learning-mean-experts-weigh-in.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Digital Learning Collaborative. (February 2020). <em><a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5e61341d879e630db4481a01\/1583428708513\/DLC-KP-Snapshot2020.pdf\" class=\"rank-math-link\">Snapshot 2020: A review of k-12 online, blended, and digital learning<\/a><\/em>. https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5e61341d879e630db4481a01\/1583428708513\/DLC-KP-Snapshot2020.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C. &amp; DeBruler, K. (2019, October 22). <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" class=\"rank-math-link\"><em>What Exactly IS Student-Centered Learning?<\/em> [Blog post]<\/a>. https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C. &amp; DeBruler, K. (2019, November 21). <a href=\"https:\/\/michiganvirtual.org\/blog\/close-relatives-student-centered-learning-and-blended-learning\/\" class=\"rank-math-link\"><em>Close relatives: Student-centered learning and blended learning<\/em> [Blog post]<\/a>. https:\/\/michiganvirtual.org\/blog\/close-relatives-student-centered-learning-and-blended-learning\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Harrington, C. &amp; LeBlanc, E. (2019). <em><a href=\"https:\/\/static1.squarespace.com\/static\/58b6471486e6c03c662ce3a6\/t\/5d2d4cc034226700015e7924\/1563249944915\/2018_i4tl_Customized_Learning_Full_Report.pdf\" class=\"rank-math-link\">The intersection of personalization, technology, and leadership - Research into customized learning<\/a><\/em>. Institute for Teaching and Leading, LLC. https:\/\/static1.squarespace.com\/static\/58b6471486e6c03c662ce3a6\/t\/5d2d4cc034226700015e7924\/1563249944915\/2018_i4tl_Customized_Learning_Full_Report.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moeller, B. &amp; Reitzes, T. (2011). <em><a href=\"https:\/\/www.edc.org\/sites\/default\/files\/uploads\/Integrating-Technology-with-Student-Centered-Learning.pdf\" class=\"rank-math-link\">Integrating technology with student-centered learning<\/a><\/em>. Nellie Mae Educational Foundation. https:\/\/www.edc.org\/sites\/default\/files\/uploads\/Integrating-Technology-with-Student-Centered-Learning.pdf<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Student-Centered Learning: In Principle and in Practice",
            "excerpt": "Student-centered learning is a philosophy or an approach to education that is designed to meet the needs of each student individually. In the following report, MVLRI researchers provide a rationale for student-centered learning and provide multiple examples of student-centered learning models being implemented in schools throughout the country.\nThree different Michigan school leaders discuss their districts\u2019 innovative approaches towards student-centered learning, offering advice for anyone who is considering moving towards a more student-centered learning model.",
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            "content": "<!-- wp:paragraph -->\n<p>Education is an ever-evolving organism, especially online education. As new tools, strategies, and pedagogy emerge, how can teachers keep up?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And teachers are <em>already <\/em>busy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What if there was a place where teachers could go to get support, to get or share new ideas, and to connect with their peers?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That is precisely the intention behind communities of practice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this article, we define \u201ccommunity of practice,\u201d explore what makes them so powerful for teacher development, dive into an example from our 2015 iEducator program, and offer a list of various communities available to help Michigan educators connect with one another and refine their craft.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What is a community of practice?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u201cCommunities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly\u201d (Wenger, 2014).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A community of practice is a group of individuals with similar roles and responsibilities coming together to share ideas and best practices. They spend time discussing important topics, asking questions and sharing answers. Experts are invited to share best practices. They discuss problems of practice and see if anyone in the community can offer solutions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is a support network for individuals with common interests.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While they can be formed in any domain (artists, engineers, environmentalists, etc.), communities of practice are designed to bring people together with the intent of engaging in collective learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Collaborate and connect with colleagues<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Communities of practice can provide a way for teachers to remain plugged into current best practices and to collaborate.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">National Standards for Quality Online Teaching<\/a> and <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">Quality Online Programs<\/a> discuss the importance of being reflective, pursuing professional development (PD), including providing and encouraging mentoring programs and providing PD opportunities aligned to these standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing teachers with forums in which they can remain connected to their practice and connected to their colleagues, especially during this tumultuous time, is essential.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, remaining connected to colleagues is much more commonly done in a face-to-face setting. Whether teachers needed to move their teaching online temporarily or are experienced online teachers, the opportunities for communities of practice specifically for supporting online teachers are lacking.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is also crucial to provide support and resources for new teachers, particularly new online teachers who can easily feel isolated from their peers and may not have any previous online teaching experience.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Below we offer a glimpse into a rich community of practice that was created with <em>Michigan Virtual<\/em>\u2019s iEducator program and how it helped new teachers acclimate to the world of online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>A community of practice: The <em>Michigan Virtual<\/em> iEducator program<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The catalyst for the <a href=\"https:\/\/ieducators.edublogs.org\/sample-page\/\">iEducator (iEd) program<\/a> was <em>Michigan Virtual\u2019s <\/em>internal need for quality online teachers. Through creating this program, however, the organization discovered the true power of authentic communities of practice for new teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Launched in 2015, this program was designed in order to build a community of practice and support for instructors new to <em>Michigan Virtual<\/em>. It was created because the organization recognized that the first few years of teaching and the associated experiences are critical to a new teacher\u2019s development and to determining whether or not these teachers will remain in the profession.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers in the iEducator program were given a two-year contract. During year one, after an intensive orientation and onboarding program, the iEds had a lighter load of students in order to accommodate other program obligations such as completing weekly <a href=\"https:\/\/ieducators.edublogs.org\/\">blogging<\/a>, attending required weekly webinars, and attending weekly one-on-one meetings with their instructional coach, who was an experienced online teacher.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These activities helped teachers cultivate their community or practice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Weekly webinars<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As part of the iEducator program, weekly <a href=\"https:\/\/youtu.be\/UgDuXajvyNA\">webinars<\/a> were hosted and moderated by lead and full-time <em>Michigan Virtual <\/em>instructors, providing an opportunity for teachers to learn from each other. Each webinar focused on a different iNACOL strand aligned to a specific standard and had a coinciding blogging task.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These standards have since been updated by the <a href=\"https:\/\/www.virtuallearningalliance.org\/\">Virtual Learning Leadership Alliance<\/a> (VLLA) and <a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a> (QM) and were renamed the <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The webinars provided continuous professional development, keeping teachers connected to best practices. The coinciding blogging gave teachers an opportunity to reflect on and discuss their learning with their peers. Learning from and discussing these topics with their colleagues helped to nurture a community of learning for all <em>Michigan Virtual<\/em> instructors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Weekly blogging<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Designed with the intent of building a community of practice, the purpose of the blogs was to serve as:&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>A place for iEds to respond to prompts and reflect on what they were learning from week to week&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A public-facing space where iEds could build an online presence, interacting with one another and having thoughtful discussions about their teaching, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A space to record their growth over the course of their teaching.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Blended instruction in practice&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During year two, iEds received a normal caseload of students. In addition, they partnered with blended instructors, visiting their classrooms to observe blended learning teaching implemented in a face-to-face setting.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This provided the iEds with an opportunity to learn from and interact with other teachers, giving them strategies they could implement in their classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Results and reflections&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the iEd program initially attracted a very large number of applicants, the pool was much smaller in subsequent years and the program did not continue after the first three cohorts were completed. This may have been due to significantly fewer teachers entering teacher-prep programs as Michigan was experiencing a teacher shortage during this time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The combination of individual coaching, webinars, and blogging provided opportunities for these online teachers to engage and interact with each other, to learn about research-based best practices related to online learning, to reflect on their own teaching practices, and to develop as educators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the program, these new teachers, most of whom were new to online teaching and teaching in general, grew very connected to their instructional coaches. They learned so much from the incredible support they had been given \u2014 so much so that many wished to stay with <em>Michigan Virtual <\/em>after their two-year contracts ended. Thankfully, <em>Michigan Virtual <\/em>was able to hire a few on as full-time online instructors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The iEducator program is no longer active, but there are many other avenues for Michigan educators looking to participate in teaching communities, which we explore below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Resources for connecting<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>True collegial groups among teachers, in any context, still remain the exception and not the norm in many schools, and <em>especially for online teachers.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online teachers lose that proximity to other teachers that face-to-face teachers are often afforded.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But any teacher can face isolation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As mentioned in the last blog in this series on <a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-teachers-need-ongoing-professional-development\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">professional development<\/a>, part of finding relevant and necessary PD requires online teachers to identify areas where they are in need of growth and then seek out resources or learning communities to supplement these areas.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While they are not communities of practice in the truest sense of the definition, the following are some additional resources that provide a space for educators to collaborate and a forum in which to promote thought leadership related to online teaching and learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Social media<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Keep Michigan Learning <a href=\"https:\/\/www.facebook.com\/groups\/142810840355968\">Facebook Group<\/a> was designed to support educators with a focus on remote teaching. It is a community created to share resources and best practices in online and blended learning activities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.facebook.com\/groups\/TTOMOOC\/\">Teachers Teaching Online Public Group<\/a> is another Facebook group designed to facilitate discussion surrounding the world of online teaching and learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.facebook.com\/groups\/Temporaryschoolclosuresupport\">Global Educator Connected<\/a> Facebook group was created with the intent of increasing educator-to-educator support and collaboration related to online learning during school closures. Their goal is to have an impact on learning by offering a collaborative space.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Twitter has tons of weekly or monthly <a href=\"https:\/\/sites.google.com\/site\/twittereducationchats\/education-chat-official-list\">Ed Chats<\/a> that are awesome support networks.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Webinars<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> has an entire archive of <a href=\"https:\/\/michiganvirtual.org\/webinars\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">webinars<\/a> that are specifically focused on topics related to online learning. You can also sign up to receive notifications for upcoming webinars so you can watch them live, giving you the opportunity to interact with the facilitators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Online communities for teachers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Consider joining the <a href=\"https:\/\/onlinelearningconsortium.org\/\">Online Learning Consortium<\/a> as a <a href=\"https:\/\/onlinelearningconsortium.org\/join\/free\/\">community member<\/a>. Community membership is free and is a great introduction to the quickly and ever-evolving field of online education. While this collaborative community is geared towards higher education, their focus is on advancing quality digital teaching and learning experiences, which is beneficial for the K-12 community, as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>California Casualty compiled a list of their <a href=\"https:\/\/mycalcas.com\/2017\/11\/11-online-communities-teachers\/\">11 Favorite Online Communities for Teachers<\/a>, which includes the <a href=\"https:\/\/www.discoveryeducation.com\/community\/den-community\/\">Discovery Educator Network<\/a>, <a href=\"https:\/\/www.edthena.com\/\">EdThena<\/a>, and <a href=\"https:\/\/thecurrent.educatorinnovator.org\/\">The Current<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What could a true community of practice for online teachers look like?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A hallmark of the <em>Michigan Virtual<\/em> iEducator program was the desire to create a community of practice and support among the cohort of educators, a collegial group of teachers in the truest sense.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This desire to create a supportive, effective working community of educators was based on the belief that new teaching,<em> and particularly online teaching<\/em>, can be challenging even for confident and knowledgeable teachers and that some of these challenges could be mitigated by creating a supportive professional environment with collegiality between educators and mentorship from experienced full-time instructors.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Imagine there is a:&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...place for educators to come together in <em>real time<\/em> and ask questions, share resources, remain plugged into current best practices, and to collaborate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...community that evolves naturally to address commonly shared interests and problems.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...forum in which educators address their issues, learn from the group, and ultimately become better at what they do.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To fully realize the benefits of a community such as this, teachers must find value in the community. They must be committed to sustaining the support and encouraging evolution of the group. They must encourage and support different levels of participation and new perspectives.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Could a new community of practice, specifically for online educators, one providing ongoing support, an extension of professional development, be created?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Wenger, E. (2014). <em><a href=\"https:\/\/www.wenger-trayner.com\/introduction-to-communities-of-practice\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.wenger-trayner.com\/introduction-to-communities-of-practice\/\" rel=\"noreferrer noopener\">Communities of practice: A brief introduction<\/a>. <\/em>https:\/\/www.wenger-trayner.com\/introduction-to-communities-of-practice\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual<\/em> in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. DeBruler is the Research Manager at <em>Michigan Virtual<\/em>. She has been in the field of K-12 online education for nearly a decade and joined Michigan Virtual in 2012. During that time, she conducted research on preparing K-12 online teachers and supporting K-12 students. Some of that work focused specifically on K-12 online teacher preparation, K-12 online learner demographics and success at several state virtual schools, and learning trajectories in K-12 online mathematics courses. Dr. DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University and has experience teaching at the Master's level, both face-to-face and online.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "True collegial groups among teachers, in any context, still remain the exception and not the norm in many schools \u2014 especially for online teachers.",
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            "id": 38962,
            "path": "\/blog\/student-centered-learning-catalysts-for-change\/",
            "author_id": 54,
            "timestamp": 1594926928,
            "content": "<!-- wp:paragraph -->\n<p>In the last article in our blog series, <a href=\"https:\/\/michiganvirtual.org\/blog\/student-centered-learning-the-impetus-for-change\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning: The Impetus For Change<\/a>, we walked you through some of the paradigm shifts that led to the idea of <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">student-centered learning<\/a>, one area of education that is already very student-centered, the transformative benefits of this approach for students, and tips for moving forward at your school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this article, we will discuss catalysts that school leaders should pay attention to \u2014 indicators of readiness for a change. We will also discuss how a particular style of leadership can spark innovation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Catalysts&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to Merriam-Webster, a <a class=\"rank-math-link\" href=\"https:\/\/www.merriam-webster.com\/dictionary\/catalyst\">catalyst<\/a> is something that \u201cprovokes or speeds significant change or action.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Encyclopedia Brittanica explains that <a href=\"https:\/\/www.britannica.com\/science\/catalyst\">in chemistry<\/a>, a catalyst is any substance that increases the rate of reaction without being consumed itself. For example, enzymes are naturally occurring catalysts that are responsible for many biochemical reactions. With the help of a catalyst, molecules that would have taken years to react now take seconds.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A catalyst increases the speed with which something changes, pushing it forward, giving it momentum.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Are there situations or circumstances in education that serve as catalysts, facilitating change and giving student-centered learning momentum?&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Facilitating change in education<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The transition to a student-centered learning model can be challenging; however, there are catalysts that can accelerate some of the necessary changes, helping to launch schools forward.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While these catalysts <em>can <\/em>help facilitate and encourage change, their existence alone is not necessarily indicative of readiness for such a shift. Some adjusting and nurturing of these situations and relationships may very well be necessary.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, while these situations and relationships <em>can <\/em>be catalysts for change, they can also be barriers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Catalyst #1: Student-focused administrators, teachers, and unions<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Making the shift towards a student-centered learning model is hard work in the beginning as even the nature of day-to-day activities and tasks change significantly.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a student-centered learning environment, a teacher\u2019s role shifts fundamentally to becoming more of a learning guide, <a href=\"https:\/\/michiganvirtual.org\/blog\/an-inside-look-student-centered-learning-at-alpena-public-schools\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">an architect of the learning environment<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This shift and the resulting changes can be hard to understand, to get used to, and to accept.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers need to feel supported by their administration and by their union. They need to know that they have a voice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When educators and administrators are all <em>truly <\/em>focused on student learning rather than conveniences for adults, difficult conversations can be easier to have and tough decisions can be easier to make.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A healthy, collaborative, student-focused, and forward-thinking relationship between the school, the administrative team, the teachers, and the teachers\u2019 union can be a catalyst, facilitating a smoother shift to a more student-centered model.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Catalyst #2: Access to technology &amp; digital curriculum<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While providing all students with access to technology does not necessitate a student-centered learning environment, it definitely helps to pave the way. Giving students their own devices allows for significantly more opportunities for individual student choice \u2014 choices such as path, place, and pace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing access to a digital curriculum paired with individual student access to technology allows teachers to create and implement digital tools that students can use independently.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students are given opportunities to work independently, to make some choices for themselves, and to access learning materials at their own pace, the teacher is no longer the dispenser of knowledge and learning is not limited to the physical classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Catalyst #3: Professional development<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With the goal of moving to a more student-centered learning model, professional development (PD) should be highly focused on the <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">tenets of student-centered learning<\/a>: voice, choice, competency-based progression, and continuous monitoring of student needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing PD that is focused on these tenets helps to create an understanding among staff of the importance as well as the need for and benefits of a change such as this.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether it is accomplished through peer observation via video or face-to-face through school visits, PD can help teachers and leaders understand what student-centered learning looks like in practice and accelerate school districts\u2019 readiness.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Catalyst #4: A healthy relationship with the community<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some parents maintain a more traditional view of school \u2014 they feel that school should be similar to how it was when they were kids.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, the competency-based grading practices and learning progressions of a student-centered learning model are far from traditional. When all that parents know and are familiar with are points, grades, and class rankings, it\u2019s not surprising that all parents aren\u2019t on board.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having healthy dialogue and a high level of trust between the school and the community, parents in particular, can help to facilitate a shift towards student-centered learning. When this is the case, parents are usually much more likely to embrace change.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The importance of transformational leadership<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Leadership has <em>everything <\/em>to do with these catalysts.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Leadership style can determine if the catalysts serve to encourage change or impede change as a barrier.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/an-inside-look-student-centered-learning-at-alpena-public-schools\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">In schools that we have visited and studied<\/a>, those that have made significant progress towards becoming <em>truly <\/em>student-centered have done so because the leaders, both at the superintendent and building levels, demonstrate the characteristics of <a class=\"rank-math-link\" href=\"https:\/\/www.cio.com\/article\/3257184\/what-is-transformational-leadership-a-model-for-motivating-innovation.html\">transformational leadership<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Transformational leaders themselves are catalysts for sparking innovation and change.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They encourage and inspire creativity. They value open, honest communication. They encourage their employees to see the bigger picture and challenge the status quo. They empower employees to innovate and to problem solve.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While it is important for school leaders to pay attention to these signs of readiness for change, don\u2019t lose sight of the fact that leadership style is crucial and can serve either to nurture or deteriorate these relationships and situations \u2014 these catalysts for student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The recent shift in education to emergency remote teaching and learning underscored some of the gaps in how we are meeting student needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many school districts faced, or are still facing, a lack of technology.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The traditional educational model of face-to-face learning \u2014 alongside structures that tend to be more teacher-centered than student-centered \u2014&nbsp; have created a dependency on the role of the teacher.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students are not usually empowered in this traditional model. There is often a lack of self-directed learning, and students are not engaged in the learning process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>How ready is your school district to make a change towards student-centered learning?&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>How many of these catalysts already exist in your school district?<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>How ready are your school leaders for transformational leadership?&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Making the transition to a more student-centered learning model can be challenging. However, the existence of some of these catalysts can help to make some of the necessary but difficult conversations easier.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Look for and nurture these catalysts \u2014 indicators of readiness for a change \u2014 indicators that a flame of change may already be lit.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning, what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with the Aurora Institute (formerly iNACOL) and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Student-Centered Learning: Catalysts for Change",
            "excerpt": "Are there naturally occurring situations or circumstances in education that serve as catalysts, facilitating change and giving student-centered learning momentum?",
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        {
            "id": 38489,
            "path": "\/blog\/conversations-on-continuity-educators-discuss-the-future-of-education-in-the-face-of-covid-19\/",
            "author_id": 56,
            "timestamp": 1594220208,
            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h2>Share this post<\/h2>\t\t\n\t\t\t\t\t\t\t\tShare on facebook\n\t\t\t\t\t\t\t\t\t\tFacebook\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\tShare on linkedin\n\t\t\t\t\t\t\t\t\t\tLinkedIn\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\tShare on twitter\n\t\t\t\t\t\t\t\t\t\tTwitter\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\tShare on pinterest\n\t\t\t\t\t\t\t\t\t\tPinterest\t\t\t\t\t\t\t\t\t\n\t\thttps:\/\/www.youtube.com\/watch?v=K5FffedmCss\t\t\n\t\t\t<h2>Presented By:<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Resources<\/h2>\t\t\n\t\t<ul>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\">Learning Continuity Resources<\/a><\/li>\n \t<li><a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Keep Michigan Learning<\/a><\/li>\n<\/ul>\t\t\n\t\t\t<h2>You might also like...<\/h2>",
            "title": "Conversations on Continuity: Educators discuss the future of education in the face of COVID-19",
            "excerpt": "In this video, Dr. Chris Harrington talks to educational leaders from across the state and nation about the impact of the extended school closures on schools and districts. They compare the teaching and learning we're experiencing today due to rapid shifts to remote learning models to what we know to be effective online and digital learning and discuss new opportunities on the horizon for schools and what we've learned during this emergency remote learning period.",
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        {
            "id": 38232,
            "path": "\/research\/publications\/learning-continuity-planning-considerations-for-school-leaders\/",
            "author_id": 56,
            "timestamp": 1594153957,
            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During the 2019-20 school year, Michigan schools faced extended closures due to inclement weather. Today, we face the possibility of mandatory closures due to future pandemic outbreaks in our communities. Increasingly, school leaders are recognizing the need to prepare their districts for remote learning in the event of extended closures due to natural disasters, public health emergencies, or any other extraordinary circumstances that might arise.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following planning considerations offer school leaders actionable advice on how they can leverage digital instructional content and remote teaching practices to provide learning opportunities for all students in the event of unanticipated and extended school closures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Shifting to a remote or virtual learning model requires thoughtful planning and coordination, and school leaders are advised that this particular document is not intended to serve as a step-by-step guide for rapid shifts to emergency remote instruction. Rather it should be used to thoughtfully inform the development of an extended continuity of learning plan to be used in the event that their schools or districts experience extended closures in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Interruptions to learning can take a variety of forms and may have wide-ranging impacts on the ability of education organizations to deliver learning services. In this context, school leaders must find ways to simplify the delivery of learning as well as those services that support diverse learners, families within the community, and district operations in a time of crisis.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Five tenets are used as an overarching lens through which all the following sections should be viewed. These tenets include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"keep-it-simple\">Keep it simple&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Remote learning can present challenges under normal conditions. In the context of interruption to normal operations, these challenges will be compounded both for internal and external stakeholders. In such a situation, it is recommended that leaders keep processes and practices simple and focus on instructional and operational aspects that are most essential to help streamline the planning and communication process. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"leverage-current-resources\">Leverage current resources&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When developing plans for learning continuity, it is wise to rely on those resources that are already at your disposal. Situations that result in an interruption of learning can also limit the ability to acquire new or additional resources, so school leaders should plan based on current resources and capacities. This includes personnel. Leaders should rely on those who have experience with remote learning to help guide and support their peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"build-on-micro-level-successes\">Build on micro-level successes<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a school or district moves through the process of shifting to remote learning, it will likely experience challenges along the way. School leaders have an opportunity to provide encouragement and create positive momentum by celebrating smaller, micro-level successes. Building morale and confidence is essential for leaders to maintain momentum in the face of these challenges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"set-and-manage-expectations-for-students-parents-and-educators\">Set and manage expectations for students, parents, and educators&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A successful transition to remote learning hinges on establishing clear expectations for all stakeholders in this new model for learning. The transition to remote learning will shift responsibilities within and outside the organization. Having a clear plan in place for all parties will help all stakeholders plan appropriately. Communicating this plan is critical and most effective when school leaders are thoughtful in the content, timing, and consistency of all communications. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"take-care-of-each-other\">Take care of each other<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Events that interrupt the learning process may have wide-reaching impacts on internal and external stakeholders. School leaders must be mindful of the circumstances segments of the learning community may be in, and they should be prepared to be flexible. School leaders should deliberately lead conversations and the development of strategies and actions that can help reduce stress, anxiety, worry, illness, and financial struggles within the entire school community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The spirit of the tenets should underpin all decisions made throughout a school leader\u2019s process of planning for learning continuity. The following sections of this document will present leaders with a framework by which a plan can be devised and carried out. Each section will provide leaders with key discussion points as well as actionable steps that can be taken during the planning and implementation process. In addition, researchers from the <a href=\"https:\/\/michiganvirtual.org\/research\/\">Michigan Virtual Learning Research Institute (MVLRI)<\/a> share some lessons learned from the March 2020 nationwide emergency school closures that are included throughout the various sections of this document.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Specific actions school leaders can take to prepare their schools or districts for remote teaching and learning may be placed into seven general categories:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Leadership and planning<\/li><li>Technology and technical support<\/li><li>Curriculum resources \u2014 digital content<\/li><li>Professional learning \u2014 instructional practices<\/li><li>Parent and family support<\/li><li>Communication<\/li><li>School operations<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Throughout the rest of this document, we offer guidance and considerations for school leaders as they create remote learning and teaching plans. As school leaders move to implement such plans, we highly recommend they form a cross-functional team within their school or district to coordinate the various activities required to shift to a remote learning model that is productive for students, families, and staff during extended school closures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"leadership-and-planning\">Leadership and planning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"lap-considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To maintain effective teaching and learning during extended school closures, school leaders must develop a comprehensive strategy that proactively addresses the challenges and barriers they may encounter throughout the implementation of their learning continuity plan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A key aspect of such a strategy is the development of a carefully designed execution plan. Similar to the crisis management strategies already established in schools and districts across the state, execution strategies should be aligned with actions and tactics already adopted and practiced by schools and districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.michigan.gov\/documents\/safeschools\/mi_ready_schools_emergency_planning_toolkit_370277_7.pdf\">MI Ready Schools Emergency Planning Toolkit<\/a> is a widely recognized document that contains guidance and advice for school leaders on how to develop and execute a learning continuity plan. In particular, some of the recommendations from the U.S. Department of Education in this document highlight key characteristics of an effective emergency management plan (see Figure 1).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-container -->\n<div class=\"wp-block-genesis-blocks-gb-container gb-block-container\"><div class=\"gb-container-inside\"><div class=\"gb-container-content\"><!-- wp:paragraph -->\n<p><em>Figure 1: Characteristics of an Effective Emergency Management Plan<\/em><\/p>\n<!-- \/wp:paragraph --><\/div><\/div><\/div>\n<!-- \/wp:genesis-blocks\/gb-container -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh4.googleusercontent.com\/qUz8Al1wihHVcoC-WzrL3PDWdKPrvVnCqjACaxgebhBnJZfctGFmwG3AKPvz4hopWNIFKspnhwgirK78kZg8UTEed1ajRdrDT7gway5H5FmLV9iuEQSAkJXyvsx29cFcktxQGHsu\" alt=\"Characteristics of an Effective Emergency Management Plan:\nEstablishes Crisis Response Team (CRT) with National Incident Management System, Demonstrates collaboration with local community, Reflects an &quot;all-hazards&quot; approach, Obtains and documents School Board approval, Aligns with federal, state, and local emergency management plans, Contains specific plans for accommodating individuals with disabilities or special needs, Provides a timeline for maintaining\/updating the plan\" \/><figcaption>Source: Michigan Department of Education. (2011). <a href=\"https:\/\/www.michigan.gov\/documents\/safeschools\/mi_ready_schools_emergency_planning_toolkit_370277_7.pdf\" class=\"rank-math-link\">MI Ready Schools Emergency Planning Toolkit<\/a>.<\/figcaption><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Using a strategic and operational planning process within a school setting makes it possible to manage an entire life cycle of implementing a remote learning model. Within a multi-phase strategic and operational planning process, priorities are established and the expected levels of performance and capability requirements are determined. A sound planning process provides the standard for assessing the current organizational capabilities, helps define further organizational essentials, and delineates the needs of all stakeholders affected by a remote learning model.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"lap-taking-action\">Taking action<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When making a rapid transition to remote learning, normal systems and functions of departments and teams are likely to be interrupted. School and district leaders may need to realign or create new teams to ensure a smooth transition to the new learning environment. A rapid transition to remote learning can come as a shock to the system, so these leaders will need to narrow the focus of the organization to provide stability and to ensure selected operations can be maintained.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Generally, a school or district will use its senior leaders for strategic and operational planning related to learning continuity. School or district leaders should begin by developing a comprehensive list of the people they need on their cross-functional team who will not only make the necessary decisions that enable remote learning, but who will also be accountable for executing the action plans associated with these decisions. Please see Appendix A for a document format that can be used to develop this list.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When designing a remote learning program, school or district leaders should consider using a three-phase approach to program design and implementation. These phases are: <em>Planning<\/em>, <em>Executing<\/em>, and <em>Evaluating<\/em>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the <em>Planning<\/em> phase, the leadership team should begin by discussing the intended outcomes of their remote learning program. Once these outcomes have been articulated and documented, the team will need to identify the essential conditions \u2014 or critical success factors (CSFs) \u2014 that must be established to execute the plan. These CSFs should account for specific requirements established by state-level agencies as they pertain to state-approved e-Learning or continuity of learning days. In addition, specific action plans will need to be identified for each CSF. Developing CSFs and action plans around core aspects of school or district operations is typical.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <em>Execution<\/em> phase is triggered when an extended school closure occurs. It is during this time that school or district leaders put the learning continuity plan into action. The duration of this phase will continue until the school closure ends.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While ongoing evaluation should occur throughout the execution of a remote learning program, the formal <em>Evaluating<\/em> phase should occur soon after the school closure ends. The purpose of this phase is to allow school and district leaders to debrief on the successes and challenges experienced during the school closure and to make adjustments to the learning continuity plan in an effort to increase the overall effectiveness of the plan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Developing the list of CSFs for a learning continuity plan requires significant thought and collaboration by the entire cross-functional leadership team. CSFs identified by the team are likely to include the areas of technology; curriculum, instruction, and assessment; professional learning; parent and family support; communication; and processes related to operational logistics. All CSFs developed should be documented and written in a way that all relevant stakeholders can understand. In addition, the identified CSFs should be measurable and time-bound, meaning the targeted establishment date for each CSF should be identified.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the CSFs have been documented, attention needs to turn to the development of action plans for each of the CSFs. Each action plan should identify timelines and activities, including specific benchmarks or milestones, to help ensure the CSF establishment process maintains momentum and stays on pace. Please see Appendix B for a template that can be used to document the identified CSFs and related action plan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"lap-key-action-steps\">Key action steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Identify members of the learning continuity cross-functional planning team.<\/li><li>Identify intended outcomes or goals of the remote learning program.<\/li><li>Identify the critical success factors (CSFs) that affect the attainment of program outcomes or goals.<\/li><li>Develop the action plans needed to address the CSFs \u2014 establishing the essential conditions for success.<\/li><li>Develop the protocols and execution steps for the learning continuity plan.<\/li><li>Develop the process for evaluating the effectiveness of the learning continuity plan.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"lap-lessons-learned\">Lessons learned&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Failing to plan is the same as planning to fail<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Inadequate planning for remote learning has a direct negative impact on the level of effectiveness of the teaching and learning process during times when schools and districts need to shift to this type of learning environment. Having a well-defined and actionable plan not only provides specific steps to implement remote learning, but it also gives the students, families, and school staff the confidence to be successful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Involve the right people<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At the core of successful planning is the active engagement of a cross-functional team representing the various functions within the school community. Omitting key stakeholders can significantly decrease the possibility of proactively addressing possible areas of concern.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Focus on people, processes, and technology<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Relationships are at the heart of our school systems, and maintaining the relationships between students, families, and school personnel may very well determine the level of success of any learning continuity plan. Processes and procedures often leverage technology in this type of learning environment, and school leaders should consider the interplay among all three factors when designing their learning continuity plans. In addition, school leaders should focus on what they can control and not on those things they cannot control related to these factors.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"lap-resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following resources produced by <em>Michigan Virtual <\/em>will be helpful to school leaders seeking to use digital content and online learning methodologies to support their remote learning efforts:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/admin-guide\/\">Administrator Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/MV_Schoolboard_Guide_Web.pdf\">School Board Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">Learning continuity resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Additional learning continuity resources can be found on <a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" aria-label=\"Keep Michigan Learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Keep Michigan Learning<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"technology-and-technical-support\"><strong>Technology and technical support<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"tech-considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the primary challenges of creating an effective remote learning environment is providing adequate levels of technology access to all students and instructional staff. Specifically, the following aspects of technology are needed for students and instructional staff working at home or in some other non-school location:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"tech-access-to-computing-devices\">Access to computing devices<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For students to work consistently in a remote learning environment, they will each need to access digital content and related web-based technology systems on a regular basis. Schools and districts are advised to use discretion regarding the amount of screen time required of students to complete their course work. Ideally, it is recommended that each student has a dedicated computing device available to them; however, students can also be successful in situations when they need to share a computing device with other members of their household. In addition, instructional staff members who will be interacting with students through a web-based platform also will need this same level of access to computing devices. Although a smartphone may suffice in some instances, it is not the preferred type of device to be used in most remote learning environments. Instead, a laptop computer or a Chromebook is recommended. In some instances, tablet computers (e.g., iPads) may also be a sufficient option; however, there are some limitations and incompatibilities that may be experienced when using this type of device.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"tech-high-speed-internet-access\">High-speed internet access<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since remote learning frequently relies on digital content that contains multimedia, high-speed internet access for each student working at home is highly recommended. This access may be in the form of broadband connectivity from local internet service providers or through the use of cellular networks (e.g., mobile hotspots or tethering to smartphones). If using cellular networks, school leaders must recognize that restrictions on individual families\u2019 wireless data plans may need to be adjusted, and they should account for this need as they plan guidance for families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"tech-web-content-filtering\">Web content filtering<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most schools receive <a href=\"https:\/\/www.fcc.gov\/general\/e-rate-schools-libraries-usf-program\">federal E-rate funding<\/a>, which means schools will need to provide some degree of web content filtering for all school-issued devices (for both students and instructional staff) to maintain compliance with the <a href=\"https:\/\/www.fcc.gov\/consumers\/guides\/childrens-internet-protection-act\">Children's Internet Protection Act (CIPA)<\/a>. While it is likely schools and districts have such filtering in place on computer networks within their physical school buildings, individual student devices may not be configured to be filtered when taken home by students and staff. School leaders need to be sure the appropriate web content filtering occurs for each school-owned device used offsite.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"tech-technical-support\">Technical support for students and staff<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In addition to providing computing devices, internet access, and appropriate levels of web-content filtering, school leaders also need to develop and implement a remote technical support program to help students and staff when they experience technical issues with their devices and network access.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Among the primary solutions a school\u2019s or district\u2019s technology staff could provide include traditional, synchronous, real-time communications by telephone. While this method may be beneficial, it should be coupled with additional channels for two-way communication with students and staff. Such channels could include the use of instant messaging or a text-based chat feature included as part of the school\u2019s or district\u2019s web-based technology help desk ticketing system.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The communication methods described above will help address most technical issues students and staff may experience. There may be some instances, however, where technology staff members may need to log into a computing device remotely to adjust the settings or reconfigure the device. To accomplish this, the school\u2019s or district\u2019s technology staff will need to have the technical ability to remotely access student and staff devices through reliable software and secure network connections.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"tech-taking-action\">Taking action<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the transition to remote learning, it is essential to consider the role of technology in the plan.&nbsp; While the desire may be to move all students online, this may not be logistically possible depending upon the resources at your school\u2019s or district\u2019s disposal. When developing the teaching and learning portion of the continuity plan, school leaders should include technology professionals who are responsible for devices, safety and security (filtering), software, other associated hardware, and technology integration. Though these individuals may not normally be a part of decisions within the school or district, their expertise will be necessary to ensure devices and software will be compatible with anticipated teaching strategies. Furthermore, their input can be helpful in identifying and avoiding potential issues that may arise due to use of specific platforms or programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To make use of digital curriculum, students and staff will need computing devices to access digital content. School leaders should determine the extent to which students will need computing devices. When transitioning to remote learning, be sure to implement with respect to providing all students with access to a <a href=\"https:\/\/www2.ed.gov\/about\/offices\/list\/ocr\/docs\/edlite-FAPE504.html\">free and appropriate public education (FAPE)<\/a>. If it is determined only certain grades are moving to a remote learning model that requires access to digital content, be sure there are enough devices to provide for all learners at those levels \u2014 this includes out-of-district students. Plans need to be made to provide access to computing devices in an equitable manner.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is likely that if the school\u2019s or district\u2019s learning continuity plan relies on the use of digital content (multimedia, animations, videos, video conferencing), students and their families will require high-speed internet access in their homes. School leaders should survey families to ascertain which households have the speed of internet access required to support the digital learning that is expected. Families lacking the minimum level of access needed will require help from school personnel to acquire such access. School personnel should contact local internet service providers to help determine what solution(s) would work best for students in need and secure such services for the families.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders need to implement measures to help ensure the online safety of students when using online digital resources. This includes configuring all school-owned devices (for students and staff) to filter web content in compliance with CIPA and any additional standards of protection deemed appropriate by the school or district. The existing on-site filtering solution within a physical school building may be configured to satisfy this need depending on the individual solution, but other cloud-based web content filtering services are widely available and may need to be considered. School leaders should consult with their technology staff to identify the best solution to implement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Closure to schools may reduce personnel needs in certain areas while increasing needs in other areas. Your continuity plan should consider this shift in balance and reallocate personnel to account for change. An example may be to assign technology coaches, department heads, or library media specialists to the role of technology training or support. School disciplinarians may be used in different capacities due to the decrease in discipline issues. In the event of a closure, it should be all hands on deck to meet demands of the shift.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"tech-key-action-steps\">Key action steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Ensure technology staff members are part of the learning continuity planning process.<\/li><li>Determine which students will need computing devices and provide these devices in a manner that supports the digital curriculum and also complies with FAPE.<\/li><li>Survey students and families to determine which are in need of internet access and provide this access as needed.<\/li><li>Identify and implement a web content filtering solution for all devices used by students and staff.<\/li><li>Identify roles needed to support technology in a remote learning model, and reallocate personnel accordingly.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"tech-lessons-learned\">Lessons learned<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Be sure technology staff are involved in planning<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since remote learning generally relies on the use of technology for communications and digital learning, it is important to include technology staff members early in the learning continuity planning process. Failure to do so may result in inadequate technology capabilities that reduce the ability for students, families, and staff to teach and learn effectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Don\u2019t assume student-owned computing devices will suffice<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While it is convenient to believe students may be able to use their personal computers or smartphones to complete their digital course work, the fact is not all of these devices are able to meet the minimum technical requirements to access digital content effectively. Providing school-owned devices will help ensure students can complete their digital assignments as expected while also protecting students online through the use of a web content filter.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>The more bandwidth the better<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Accessing digital content requires a relatively high level of internet bandwidth. School leaders who fail to consider that each student\u2019s or staff member\u2019s household may have multiple computing devices connecting to the internet (each consuming bandwidth) risk seeing reduced academic productivity. Ensuring the appropriate level of bandwidth for each student\u2019s or staff member\u2019s household is essential.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Be proactive with regard to online safety<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Proactively implementing web content filtering capabilities on all school-owned computing devices before moving to a remote learning model is wise. It may be difficult to implement a filtering solution on devices once students and staff take them home because some solutions require software to be installed on the devices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Staff roles are likely to change<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Providing technical support through the same model used on-site in a physical school building may not be as effective in a remote learning model. It is likely that faster support may be provided by adjusting some of the roles and responsibilities of teachers, paraprofessionals, and support staff to include basic troubleshooting and technical support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"tech-resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following resource produced by <em>Michigan Virtual <\/em>will be helpful to school leaders seeking to use digital content and technology to support their remote learning efforts:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">Learning continuity resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>More learning continuity resources can be found on <a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" aria-label=\"Keep Michigan Learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Keep Michigan Learning<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"curriculum-resources\">Curriculum resources \u2014 digital content<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"curriculum-considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The use of digital content is a common way for students and instructional staff to work in a remote learning environment. Schools and districts should address the following aspects of providing digital content to provide the most effective learning experience for students:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"curriculum-subject-specific-content\">Subject-specific content<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Schools and districts should provide appropriate K-12 digital content for all students learning in a remote learning environment. To accomplish this, content may be purchased from existing curriculum providers (e.g., <em>Michigan Virtual<\/em>, Edgenuity, Pearson, Apex Learning, etc.) or it may be curated or developed by teachers within the school or district. Content that is curated or developed by teachers should be organized within a learning management system (LMS) or some type of learning platform.&nbsp; &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"curriculum-lms\">Learning management systems or platforms<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Curriculum providers often provide an LMS that contains their digital content, assessments, communication tools, and a course gradebook. In many cases, these providers offer teacher training and technical support for those users who will be interfacing with the LMS.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Schools and districts seeking to develop their own digital courses will need to implement their own LMS or learning platform (e.g., Brightspace, Blackboard, Moodle, Canvas, Google Classroom, etc.). When pursuing this option, the development or curation of content will need to be done by school or district staff, with limited assistance from the LMS or platform provider.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"curriculum-taking-action\">Taking action<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders seeking to purchase digital content bundled within an LMS from a provider should begin by reflecting on the established outcomes or goals of the remote learning program. In addition, leaders and instructional specialists should come to a consensus on the types of instructional strategies that should be used in a remote learning environment (e.g., self-paced learning, teacher-guided learning, synchronous learning, asynchronous learning, etc.). Having agreement and a shared understanding will be extremely helpful when evaluating different digital content solutions from providers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a next step, curriculum leaders, building-level administrators, and instructional specialists should collaboratively develop a list of digital curriculum providers that offer solutions for the grade levels that will be learning remotely. This list will be used to schedule virtual or on-site demonstrations of the digital content solutions the school or district is considering. Upon the execution of these demonstrations to a cross-functional group of stakeholders, the appropriate school personnel should contact provider references (current or past customers) to gain greater insight regarding the quality of the providers\u2019 product and services. Using the data collected through the demonstrations and the reference contacts, the cross-functional group should reconvene and discuss the solutions being considered and make a decision as to which solution should be implemented.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the school or district determines the solution to be implemented, specific plans will need to be made to implement the solution. This implementation should include the technical configuration of the solution system as well as the training and professional learning related to use and maintenance of the solution and system.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Typically, the steps and processes involved with the evaluation, selection, and implementation of a purchased digital content solution will span two to six months depending on the scope of implementation. Therefore, school leaders will need to allow enough time for this process to unfold effectively.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders looking to implement an LMS in which they could create or curate content will need to allow extra time for the evaluation, selection, and implementation. This process should begin in a manner similar to that of purchasing content within a provider\u2019s LMS \u2014 by revisiting the remote learning program\u2019s desired outcomes and goals as well as identifying the types of instructional strategies that should be used in a remote learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once again, a cross-functional team should be assembled to develop a list of LMS providers offering solutions that align with the previously identified desired outcomes and instructional strategies. The process of evaluating and implementing the selected LMS will be similar in nature to that of the digital content solution mentioned previously; however, it is likely that the implementation process (including training and professional learning) will be more complex and could span an additional two to three months.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Once the LMS is implemented completely, teachers and other instructional staff can begin to create content within the system or add curated content as desired. School leaders should expect this process to be ongoing, but plan for two to three months of teachers\u2019 time for the design and launch of basic courses within the system. Advance planning is required for the adoption of an LMS and the building of course content within the system, and this fact must be considered when designing a learning continuity plan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"curriculum-key-action-steps-for-purchased-digital-content\">Key action steps for purchased digital content<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Reaffirm desired outcomes, goals, and instructional strategies of the remote learning program.<\/li><li>Identify potential digital content solution providers and schedule product demonstrations.<\/li><li>Assemble a cross-functional team to participate in the digital content demonstrations and evaluate proposed solutions.<\/li><li>Plan and execute the implementation of the selected solution (including planning for ample training and professional learning).<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"curriculum-key-action-steps-for-lms-implementation\">Key action steps for LMS implementation and content creation\/curation<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Reaffirm desired outcomes, goals, and instructional strategies of the remote learning program.<\/li><li>Identify potential LMS providers and schedule product demonstrations.<\/li><li>Assemble a cross-functional team to participate in the LMS demonstrations and evaluate proposed solutions.<\/li><li>Plan and execute the implementation of the selected solution (including planning for ample training and professional learning).<\/li><li>Plan time (two to three months) for teachers and instructional staff to create or curate digital content to be used within the LMS.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"curriculum-lessons-learned\">Lessons learned<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Test before you buy!<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Similar to test-driving a car prior to making the purchase, school leaders should require providers of digital content and LMSs to allow school personnel to work within a demonstration environment (sometimes called a \u201csandbox\u201d) to test the products being considered. This practice will reveal more deeply whether the product meets expectations. School leaders who rely on a provider\u2019s sales pitch sometimes make purchases that don\u2019t necessarily meet the needs of the school or district.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Provide both training and professional learning opportunities<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders should ensure that training opportunities related to the functionality and support of the digital content solution or LMS is available to all staff who are expected to interface with the systems. Instructional staff, in particular, should be provided with additional professional learning that goes beyond the basic functionality training and helps develop the pedagogical knowledge and skills of these staff members. Failure to do so increases the chance of less effective use of the resources.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>There are no shortcuts \u2014 this takes time<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The process of effectively evaluating and selecting a digital content or LMS solution by a cross-functional team requires deep conversation and consideration. In addition, the process of implementing these types of solutions and executing effective training and professional development can be complex and require significant time. Attempts to condense recommended evaluation and implementation timelines increases the risk of errors and missteps.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"curriculum-resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following resource produced by <em>Michigan Virtual <\/em>will be helpful to school leaders seeking to use digital content and technology to support their remote learning efforts:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">Learning continuity resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Additional learning continuity resources can be found on <a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" aria-label=\"Keep Michigan Learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Keep Michigan Learning<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"professional-learning\"><strong>Professional learning \u2014 instructional practices<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pl-considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As is the case with students, there is a common misconception that once a teacher is skilled in face-to-face instruction, they can easily switch to teaching in a different format (e.g. blended or online learning). As each format has its own unique pedagogies and purposes, switching to a new manner of instruction is not something school leaders can expect their staff or students to embrace overnight with proficient results.<br><br>For instructional staff to effectively transition to remote teaching, they require training and professional development in a few key areas:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pl-training-on-using-the-lms\">Training on using the LMS<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Regardless of whether schools use a curriculum provider or design their own digital courses, instructional staff will need training on how to use the adopted LMS. Ideally, school leaders planning this professional development should allow for approximately two to three months of lead time for the scheduling and execution of training that extends over time. However, in urgent situations when the shift to remote learning must be done rapidly, such training and the related timeline may need to be compressed in a way that allows instructional staff to begin working in the new environment while receiving the training simultaneously.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>For schools using a curriculum provider,<\/em><\/strong><strong> <\/strong>we recommend contacting your provider to see if they can schedule a training, which is typically included as part of the course content purchasing agreement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>For districts developing their own digital content<\/em><\/strong>, instructional staff will need specific training on using the LMS or learning platform adopted by the school or district. This training can typically be provided by the LMS or platform provider or other qualified trainers, and schools and districts should reach out to the provider for details on training options and fees. Training for all instructional staff involved in the development of their own digital content should also include aspects of web accessibility and compliance with federal disability laws.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pl-professional-development-on-effective-online-instruction\">Professional development on effective online instruction<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although some educators believe anyone can teach online or that it\u2019s easy to do so, it takes a different skill set and practice to be a proficient online instructor. If your teachers will be providing remote instruction to students, they will also require professional development on best practices for online teaching. Once again, it is recommended that two to three months of lead time is planned for the scheduling and execution of the professional learning sessions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To effectively teach online, instructional staff will need to learn how to manage a digitally supported course in a way that supports students with diverse learning abilities. They will need to learn how to build relationships with students in a new way, provide meaningful feedback using digital communication tools, and assess student needs in a teaching environment that lacks traditional social cues. You can learn more about key differences between online and face-to-face instruction in our <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/teacher-guide\"><em>Teacher Guide to Online Learning<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>For schools using a curriculum provider,<\/em><\/strong> your teachers will require training on effectively teaching in a virtual environment, which is sometimes available for additional fees through your provider, although not all providers offer this option.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If your curriculum provider\u2019s online courses are taught by certified teachers, then your instructional staff may have the greatest impact by serving in a mentor capacity to your students, providing an additional pillar of support to facilitate strong student outcomes. You can learn more about the role of the mentor in the online classroom on our <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">Mentor Resources page<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>For districts developing their own digital content<\/em><\/strong><strong>, <\/strong>your teachers will require training on effectively teaching in a virtual environment. Since your staff will be developing or curating digital content on their own, they will typically need to identify and secure this professional development from a third-party source or rely on their own internal expertise to develop the skills necessary for teachers to be successful teaching in this type of learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pl-professional-development-on-effective-course-design\">Professional development on effective course design<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Designing learning experiences for students in a virtual environment is very different from designing experiences in a face-to-face classroom. Student success in remote learning environments is greatly affected by the manner in which the components of the digital course are structured. If your staff will be designing their own digital course content, they will need professional development in this area to create effective online learning experiences for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>For schools using a curriculum provider,<\/em><\/strong> the design of the course content is typically already completed in a way that reflects effective instructional design, and professional development on effective course design may not be needed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>For districts developing their own digital content, <\/em><\/strong>instructional staff will require professional development on the effective design of virtual courses. We recommend providing expert professional development to help instructional staff navigate the new challenges they will experience in designing an effective virtual learning environment. The time required to develop the instructional design skills of teachers and staff varies; however, schools and districts must assume this will be an ongoing process that spans several months.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While it is possible to rapidly provide initial training in the development of virtual courses, the practice of ongoing course development and refinement will be necessary. School leaders should plan to provide professional learning opportunities related to instructional design for teachers and instructional staff throughout their first year of virtual teaching.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"pl-taking-action\">Taking action<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An overarching recommendation for this section is to emphasize simplicity. Be explicit about the tools the organization recommends using. The tools should be consistent with the expected instructional strategies to be utilized as part of the school\u2019s or district\u2019s remote learning program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The backbone of any digital learning program is the LMS; this system is essential to the delivery of digital content in a remote learning program. Regardless of the platform used, it is best to use the tools students, their families, and instructional staff are most familiar with. Ensure that staff know the basics of navigating and adding content to the LMS and that the students\u2019 expectations of use are clearly communicated to students and their families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When planning for continuity of learning, instructional design principles should be kept simple and streamlined. While a large body of research and discussion exists regarding instructional design, it is important not to overwhelm newcomers to remote teaching. In the transition to remote learning, emphasis should be placed on basic elements that are necessary to ensure all students have access to the necessary resources. Wherever possible, include tools and training that support diverse learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teaching remotely requires a different set of skills when compared to the traditional classroom. Though there is overlap in skill sets, being a veteran teacher in the face-to-face environment doesn\u2019t always guarantee success in the remote environment. When conducting professional learning on instruction in the remote learning environment, start by focusing on elements that are essential to getting an online course started.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When designing professional learning opportunities, school leaders should leverage the tools and personnel that are already established and familiar to staff. To accommodate various readiness levels of your staff regarding your chosen tools, reach out to product vendors to inquire about professional learning access. Often, professional learning opportunities may be available for free or at a reduced rate. Alternatives can include access to video tutorials that can be found on provider websites or even on YouTube. In-house experts can also be used to expand the pool of resources to train staff on the use of an LMS.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If professional learning is offered online through video conferencing tools, it is recommended these sessions are recorded so staff can return to or catch up on sessions at a later time. In addition, gathering feedback during professional learning sessions can help reveal unanswered questions and potential future topics of training or professional learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online professional learning experiences may be new to school or district personnel. The <a href=\"https:\/\/tech.ed.gov\/wp-content\/uploads\/2014\/11\/Section-5-Online-Professional-Learning-Quality-Checklist-FINAL.pdf\">Online Professional Learning Checklist<\/a>, developed by the U.S. Department of Education, can serve as a resource for school leaders developing and implementing professional learning. Though the environment in which training and professional learning may vary, the principles of strong professional learning delivery remain intact. It is recommended that trainers set clear objectives for learning, provide a variety of resources to allow learners to access the learning, and provide a feedback cycle to assess learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When planning professional learning for teaching in virtual or online environment, school leaders should do the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Provide planning time where possible. <\/strong>The shift to the online environment may require significant adjustments in planning and preparation.<\/li><li><strong>Break up professional learning into small segments.<\/strong> Avoid planning daylong professional learning sessions. Providing small segments of instruction followed by the opportunity to apply new concepts helps internalize new learning.<\/li><li><strong>Provide staff the opportunity to engage with the learning at a developmentally appropriate level.<\/strong> Use provider resources, training, or in-house experts to help expand your capacity to deliver targeted instruction.<\/li><li><strong>Communicate clearly and concisely where staff can access resources and assistance. <\/strong>For example, create a staff directory that allows staff to act as on-call experts.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pl-key-action-steps\">Key action steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Survey leaders and instruct staff to determine their actual needs regarding professional learning.<\/li><li>Design professional learning opportunities for school leaders and staff, keeping in mind best practices for adult learners.<\/li><li>Assess the effectiveness of professional learning efforts to continuously improve the process and provide relevant opportunities in the future.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pl-lessons-learned\">Lessons learned<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>You don\u2019t know what you don\u2019t know<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is important to ask school leaders and staff what their needs are so relevant professional learning opportunities are provided. Assuming all professional learners need the same professional learning experiences is likely to result in disengaged learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Keep it simple<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Providing simple, straightforward professional learning experiences where teachers can directly apply new learning will be well-received by leaders and staff and is likely to yield the greatest results. Complex and lengthy professional learning experiences are often less effective as educators shift to remote teaching and learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Model good instruction<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders should ensure that professional learning related to remote teaching and learning is designed to place participants in the same type of learning environment as their students. For example, if students will be using an LMS to learn content and practice skills, then professional learning for teachers should include learning experiences in the LMS so teachers experience what it is like to learn in that same environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pl-resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following resources produced by <em>Michigan Virtual<\/em> will be helpful to school leaders seeking to structure or provide professional learning to support their remote learning efforts:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/08\/Teachers-Guide.pdf\">Teacher Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/mentorguide_508.pdf\">Mentor Guide to Online Learning<\/a><\/li><li><a class=\"rank-math-link\" href=\"https:\/\/plp.mivu.org\/Registration.aspx?section=4422\">Introduction to Online Course Facilitation: Practical Knowledge (online course)<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">Learning continuity resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Additional learning continuity resources can be found on <a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" aria-label=\"Keep Michigan Learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Keep Michigan Learning<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"parent-and-family-support\">Parent and family support<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"family-considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During extended school closures, it is likely that students will need additional support from parents, guardians, or other family members as they continue with their school work. The adults in the home play a critical role in helping students stay motivated and access the resources they need to be successful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"family-technology-needs\">Technology needs<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In a remote learning environment, the use of technology is essential, and the adults in a student\u2019s home can play a significant role ensuring technology is available and used appropriately. Often, the school or district will provide a computing device for students; however, providing internet access and monitoring the safe use of technology typically becomes the responsibility of the parent or guardian.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders should provide guidance for the adults at home related to supporting student technology needs. In addition, clear direction should be provided to the adults at home by the instructional staff regarding the channels of communication that should be used to seek additional help and support for students learning remotely.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"family-distraction-free-learning-environments\">Distraction-free learning environments<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The physical home learning environment in which the student is likely to work during extended school closures will need to be a place that is conducive to learning. School leaders and instructional staff should provide guidelines for parents and guardians that help them create and maintain a distraction-free home learning environment and regular routines that nurture student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"family-special-educaiton-and-disability-accommodations\">Special education and disability accommodations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders must also be aware that not all students may be well-adapted to learning remotely. Additional supports should be provided to parents aimed at helping them work with their children to adapt to this new learning format. School leaders and instructional staff must provide special education and disability accommodations for students who need them. Direct and proactive conversations with parents should be initiated by school leaders prior to shifting to a remote learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"family-social-and-emotional-support\">Social and emotional support<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since schools often serve as a channel for some students and families to access social services, school leaders should develop a plan to provide remote access to specialized school personnel such as guidance counselors and school psychologists. Access to these professionals will guide families to mental health and other related services. In addition, these staff members could also shift their typical responsibilities to conduct regular wellness checks with students in partnership with teachers. This type of proactive activity, in collaboration with teacher efforts, can help ensure students are well-supported both academically and emotionally while working in a remote learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"family-taking-action\">Taking action<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders know a parent or family member is the child's first and most important teacher. When parents and families are involved in their child's learning, the child will do better and feel better about school. School leaders can begin to help parents and family members ensure a child\u2019s academic success by identifying a student\u2019s at-home technology needs, providing tips on how to create a distraction-free learning environment, supporting special education and disability accommodations, and providing access to social and emotional support systems.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School personnel should take specific, proactive action to identify student technology needs to ensure the success of a remote learning model that utilizes digital curriculum. Technology needs include access to computing devices and appropriate internet bandwidth to support all users within student households. If there are technology deficiencies in student households, school leaders should provide access or at least provide guidance to the family of the students related to acquiring access themselves.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders and teachers know learning can be difficult, and having an appropriate physical environment where learning occurs is critical. For students learning remotely, getting into a learning zone can be especially difficult at home because the discipline and routine of attending class is removed. Home now becomes the learning zone, and school leaders must provide guidelines to create a distraction-free learning space where a child can focus and learn productively at home. Please see Appendix C for a template that can be used by school leaders to help students and families create an effective learning environment at home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When implementing a remote learning model, school leaders need to develop a plan to meet the requirements put forth by the U.S. Department of Education, Office of Civil Rights Compliance, and the Office of Special Education Programs (OSEP). The plan should detail the supports, services, and accommodations students typically receive in the brick-and-mortar school environment as well as how they are received in a remote learning environment. It is clear that a school or district is required to work with parents and families to develop a plan for working with students remotely; therefore, school or district personnel must develop individual student plans in collaboration with parents and families for the provision of special education services and accommodations. School leaders should ensure the following for case managers and students:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>All case managers and students have access to technology resources that are specific to collaboration, documentation, and the completion of digital assignments and projects, as related to individual students\u2019 Individualized Educational Plans (IEPs) and related services. This includes digital content, learning management systems, student management systems, digital communication tools, relevant apps, software, online subscriptions, etc.<\/li><li>All case managers have access to a parent and family letter that acknowledges remote group instruction privacy concerns.<\/li><li>All case managers have access to a parent permission letter to conduct online or remote instruction.<\/li><li>All case managers have access to collaboration tools to conduct virtual IEP meetings.<\/li><li>All case managers have access to language for an IEP addendum, if a district chooses this option.<\/li><li>All case managers will work collaboratively with general education teachers to ensure accommodations and\/or modifications are provided in the general education setting.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>School leaders must also pay attention to the social and emotional health of students participating in remote learning. Isolation does occur and school leaders need to be cognizant of its impact. Connectedness becomes even more critical, and providing social and emotional support systems to students, parents, and families promotes the overall wellness of our students and families. Teachers also play an important role by engaging all students in classroom discussions, offering responsibility and choice, and communicating with warmth and support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To effectively prepare for providing social and emotional support for students and families in a remote learning environment, school leaders should proactively communicate with students and families about the possible need to shift to remote learning in the future. This conversation would better prepare students and families if and when such a shift is required.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, school leaders should develop a communication protocol that includes instructional and support staff responsibilities to conduct regular check-in or wellness calls to students and families while working remotely for extended periods of time. These calls can help school personnel understand and address concerns related to student anxiety, depression, loneliness, frustration, or other health and safety issues. An effective outreach or communication protocol will ensure the connectedness students and families need during extended periods of remote learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"family-key-action-steps\">Key action steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Prior to shifting to a remote learning model, identify the household technology capabilities and needs of students and their families.<\/li><li>Establish effective two-way lines of communications with parents and families of students.<\/li><li>Provide guidance and direction to students, parents, and families on how to create distraction-free learning environments at home that are conducive to learning.<\/li><li>Develop and communicate to staff and parents\/families the protocols for providing special education services and accommodations for students in need.<\/li><li>Develop a plan to conduct regular outreach and wellness checks to help support the health and safety of students and their families.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"family-lessons-learned\">Lessons learned<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Proactively plan for technology needs<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Once a school closure occurs, identifying and providing for the technology needs of students learning remotely becomes quite difficult. School leaders should proactively identify and plan for all technology access needs (computing devices and internet access) for remote learners prior to school closures to help ensure the smoothest continuity of learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Focus on student and family wellness first<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For effective learning to occur, students need to have their most basic needs met first. School leaders must be aware of and provide assistance to families in need of food and health-related services. Failure to address these foundational needs is likely to result in lower student engagement and performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Go beyond compliance<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When planning to provide special education services and accommodations for students in remote learning environments, school leaders should develop plans that go beyond compliance with state and federal guidelines. Simple compliance does not actually ensure students are receiving all of the supports they need to be academically successful. School personnel should develop supports that truly impact students academically, socially, and emotionally.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"family-resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following resources produced by <em>Michigan Virtual<\/em> will be helpful to school leaders seeking to support parents and families in their remote learning efforts:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/parentguide.pdf\">Parent Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/studentguide.pdf\">Student Guide to Online Learning<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">Learning continuity resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Additional learning continuity resources can be found on <a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" aria-label=\"Keep Michigan Learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Keep Michigan Learning<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"communication\">Communication<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"comm-considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When shifting to a school- or district-wide remote learning model, the ways school leaders and instructional staff communicate with students and parents also shifts. Extended school closures often result in limited physical access to the school and its personnel, so the use of electronic communications between stakeholders typically intensifies. School leaders must plan for the specific ways they will communicate with internal stakeholders (e.g., students, parents, and staff) as well as external stakeholders (e.g., citizens, businesses, and the local community).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"comm-internal-stakeholders\">Internal stakeholders<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Communication with internal stakeholders most likely can be maintained through established email communications and messaging through data systems such as the school\u2019s or district\u2019s student information system, learning management system, or a dedicated emergency calling system. In a time of extended school closures, school leaders will need to revisit the frequency and content of their existing communications and modify it appropriately to bridge the gap between what has been done traditionally and what needs to be done going forward when school operations shift to a remote environment.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"comm-external-stakeholders\">External stakeholders<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Messaging to external stakeholders is also likely to change as organizations and individuals throughout the greater school community will be affected by students working remotely either at home or in alternative learning spaces within the community. Keeping the school community apprised of developments relating to the school closure on a regular basis will help to maintain confidence in the school or district and has the potential to inspire a sense of comfort or stability that may very well be needed within the community. Of course, specific attention to the content, mode, frequency, and consistency of the messaging will need to be carefully determined by school leaders. While issuing formal press releases and using traditional media outlets may yield some effective results in communicating information, many of these stakeholders will continue to rely on local school and district websites and social media for critical information and announcements.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"comm-authoritative-information-sources\">Authoritative information sources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In general, school leaders are advised to leverage existing authoritative sources of information during times of crisis that result in extended school closures. This can be accomplished by providing direct links or feeds to sources such as state or governmental departments including the U.S. Department of Health and Human Services (HHS), the Centers for Disease Control and Prevention (CDC) and others. Channeling information directly from these sources will result in the most accurate and timely way of disseminating key information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"comm-taking-action\">Taking action<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Planning for effective communication during extended school closures must begin well in advance of such closures. School leaders should begin the process by identifying all the various stakeholder groups within the school community \u2014 including internal and external stakeholders. Once these groups are identified, school personnel should determine which communication channels are most effective for the dissemination and collection of information relative to each stakeholder group. It is not uncommon for different stakeholder groups to prefer different channels of communication. While some groups may prefer email communications, website announcements, or social media posts, others may prefer phone calls or printed announcements and newsletters. School leaders may use the template located in Appendix D to help organize the communication preferences of various groups within their school community.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With the stakeholder group preferences identified, school leaders should direct their attention to identifying the personnel responsible for communicating with each stakeholder group. Clearly articulated roles and responsibilities of school personnel are necessary when it comes to the execution of a well-developed communication plan. Typically, district-level administrators are responsible for communicating district-level information, and school-level administrators are usually responsible for communicating school-level information. Specific course-related information is most often communicated to students and families by individual teachers. It is likely that multiple people within a school or district will be responsible for providing communications at different levels; however, school leaders should consider identifying one person as the communication coordinator responsible for ensuring the proper execution of the school\u2019s or district\u2019s overall communication plan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since multiple levels of communication within a school or district are often necessary, school leaders should take steps to ensure all communications are coordinated and streamlined. Inundating students, parents, and other stakeholders with uncoordinated or excessive communication can be overwhelming, so school leaders should develop a regular communication schedule that balances the right amount of information with the proper frequency.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another action school leaders could take regarding communication is the tone of the communications to stakeholders. Remote learning caused by school closures tends to create an element of anxiety or uneasiness among students, families, and school staff. For this reason, school leaders should proactively provide appropriate transparency in communications and also add elements of positivity and hope. Demonstrating care and compassion in communications coupled with demonstrating confidence and competence will help alleviate some of these anxieties.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Appendix E of this document contains tables designed to guide school leaders in addressing different stakeholder groups based on messaging priorities. While this resource is generalized in its current format and focused on internal stakeholders, school leaders are encouraged to adapt the content of this resource to external stakeholders and to suit the unique needs of their schools or districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the communication structures put in place as recommended previously in this document, school leaders must recognize that their school\u2019s or district\u2019s website will be the central repository for information regarding the school\u2019s or district\u2019s responses to extended school closures. It is essential that all processes regarding communication pertaining to public announcements required by law do not get lost during the situation or crisis that prompted the school closures. These postings and announcements should remain in the same location they appeared on the school or district website before the situation or crisis, even as meetings and events move online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During a time of extended school closures, the school community will look to the school or district for support in a variety of areas ranging from academics to basic needs that might not be met during times of crisis. The school or district website should also contain links to trusted government or agency websites that can provide authoritative information to stakeholders during the school closures. In addition, all messaging on the website should be clear and transparent. School leaders should consider creating a webpage dedicated to the school closure response that is linked from the main page and separated into the following categories:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Trusted information<\/strong> from trusted local, state, and federal authorities.<\/li><li><strong>School or district communications<\/strong> including both present and past correspondences regarding the response to the crisis, which will increase transparency and trust.&nbsp;<\/li><li><strong>Community resources<\/strong> including meals, mental and physical safety supports, and vetted agencies offering assistance to families in need.&nbsp;<\/li><li><strong>Educational plan<\/strong> for learning and working remotely, which includes the school's or district\u2019s learning continuity plan and expectations for students and families.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"comm-key-action-steps\">Key action steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Identify stakeholder groups within the school community along with the appropriate communication channels for each group.<\/li><li>Clarify roles and responsibilities of school personnel assigned to communicate with stakeholder groups.<\/li><li>Define the scope of communications to be sent to stakeholders along with a schedule for such communications to ensure coordination and mitigate overwhelming stakeholders.<\/li><li>Publish guidance for stakeholders and learning continuity plans on the school or district website leading up to and throughout the duration of extended school closures.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"comm-lessons-learned\">Lessons learned<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Be proactive with developing a communication plan<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A school\u2019s or district\u2019s communication plan (as it relates to extended school closures) should be developed prior to the actual need to execute the plan. Developing the plan reactively as an emergency school closure is occurring will likely result in inefficient or incomplete communication, confusion among stakeholders, and delays in communicating time-sensitive information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Communicate regularly and in a coordinated manner<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Developing a standard schedule and protocol for communicating with stakeholders is necessary to provide coordinated messaging that is accurate and consistent. Failure to coordinate messaging often results in stakeholders becoming frustrated or overwhelmed with excessive or redundant messages from multiple school personnel.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Prepare your website in advance<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Publishing pertinent and thorough information in a logical and organized manner to the school or district website can be time consuming. Most website platforms have the ability to develop webpages in an \u201cunpublished\u201d setting, which can then be activated instantly when needed. Pre-populating learning continuity plans and related information in advance will allow school leaders to communicate essential information quickly for the benefit of stakeholders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"comm-resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following resources produced by <em>Michigan Virtual<\/em> will be helpful to school leaders seeking to design and implement communication strategies that support their remote learning efforts:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">Learning continuity resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Additional learning continuity resources can be found on <a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" aria-label=\"Keep Michigan Learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Keep Michigan Learning<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"school-operations\">School operations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"school-ops-considerations\">Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During extended school closures, many facets of standard school operations will change. Schools and districts should consider the following aspects of school operations to ensure the safety of students, staff, and parents:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"school-ops-facility-maintenance\">Facility maintenance&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The maintenance of facilities and compliance with state and federal regulations require administrators to keep the operations of a school running even during extended school closures. Depending on the circumstances of the school closure, the physical school building may still be available to stakeholders on a limited basis. If this is the case, school leaders will need to implement appropriate controls as recommended by authoritative agencies such as the CDC, HHS, or other state and federal agencies to ensure the safest and healthiest possible work environment. This may include limiting access to school facilities, adding staff to monitor the facility entrance(s) and log visitors, and conducting screenings as may be necessary to ensure compliance with government directives. In addition, the school should advertise its hours of access and rules regarding limitations on access via its website.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To effectively enable extended periods of remote teaching and learning during school closures, school leaders may need to modify employee schedules to adapt to employees\u2019 personal and family needs, including a blend of on-site and work-from-home options as may be appropriate. As previously mentioned, information technology support services should also be available to staff and students. School health services provided by the school nurse may also need to be made available for students and families at a consultative level. Provisions for essential administrative, clerical, and custodial personnel to continue to work on-site in the school buildings should also be made in the event that such a presence is needed to keep school operations functioning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"school-ops-community-meal-programs\">Community meal programs<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since many families in schools and districts rely on the free and reduced meal program, school leaders must have a plan in place to continue providing such services to these families. Schools may consider having food service employees continue to report to work as needed and as long as it is safe to do so. The work assignments of these individuals could be shifted to execute a plan to coordinate pick-up and\/or delivery of meals for qualifying students and families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"school-ops-special-education-and-accommodations\">Special education and accommodations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Special education and other related services will also need to continue through the period of extended school closures. It is recommended that special education personnel within a school or district review all student IEPs and 504 plans to evaluate the need for modifications, intervention, and\/or future compensatory services. School leaders should implement the necessary technology tools and procedures so student case managers can conduct instruction and assessment in the same manner as other certified teaching staff, with the same minimum assessment expectations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"school-ops-community-partnerships\">Community partnerships<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Supporting students and families during extended school closures can be greatly enhanced if school leaders collaborate with community partners such as community centers, public libraries, churches, civic organizations, and local businesses. Such partnerships can alleviate technology access challenges that some families may face (e.g., availability of computing devices, internet access, etc.).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"school-ops-taking-action\">Taking action<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To appropriately address the areas of facility maintenance, community meal programs, special education services and accommodations, and community partnerships, school leaders \u2014 the superintendent, directors of elementary and secondary education, director of special education, director of technology, director of facilities, and director of business services \u2014 will need to consider all facets of school operations. Of course, the first priority is always the safety and security of students, parents, families, and staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When developing a comprehensive learning continuity plan, school leaders should consult with their pre-existing emergency management plan to leverage processes and procedures that have already been established. Such emergency management plans typically contain processes to take time-sensitive actions. During a school closure, a school leader must anticipate time-sensitive actions by first identifying essential employees and then creating a controlled, safe, and healthy environment. Employee scheduling will require modifications to meet employer, personal, and family needs. School leaders need to be agile to blend on-site and remote work from home. Essential employees could include administration, technology support, food service workers, maintenance and custodial staff, school health services, and administrative professionals. The school leaders must ensure the physical buildings and infrastructure are maintained to keep school operations functioning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the most basic needs students will have during the time of extended school closure will be related to obtaining meals they typically receive while they are in attendance in a school building. School leaders need to thoroughly plan to provide meals to students who qualify for their school\u2019s or district\u2019s free or reduced meal program. In this planning, school personnel must consider the availability of food, the identification of staff deemed as essential employees, availability of funding, and distribution logistics.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the area of special education and accommodations, shifting to a remote learning environment requires thoughtful discussion and planning on how to deliver instruction, assessment, and services specific to the requirements of students\u2019 IEPs and 504 plans. Ensuring that case managers and staff have all the technology resources and procedures necessary to fulfill this responsibility is an expectation of the school leader, and it is recommended that leaders consult with trained special education staff on the provisions that need to be put in place to meet the FAPE requirements put forth by the U.S. Department of Education, Office of Civil Rights Compliance, and the Office of Special Education Programs. Additionally, ample support needs to be provided to the case managers who are delivering the specialized instruction, assessment, and special education services.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In an effort to supplement the modified school operations caused by extended school closures, school leaders should investigate partnerships with organizations within the local community for the benefit of students and their families. Such actions by a school leader could create a \u201cnested\u201d community system in which there was a pathway to connect a school or district to local, regional, and statewide partners. This system could address individual and collective needs based on a shared understanding about the various needs of a school district and its stakeholders. By partnering with community entities, school leaders could support all families. A coherent system in a school district, identifying community partners, could lead to an enhanced local, regional, and statewide network. When the nested system is connected and aligned, positive outcomes could result for students, their families, and school personnel alike.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"school-ops-key-action-steps\">Key action steps<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Identify the facets of school operations that are impacted by extended school closures along with the essential personnel needed to support learning continuity through remote teaching and learning.<\/li><li>Identify and communicate expectations of school or district staff related to schedules and work performance during school closures.<\/li><li>Develop and communicate an execution plan to provide food services to students and families in need during school closures.<\/li><li>Develop and execute a plan to provide special education services and accommodations to students in need during school closures.<\/li><li>Conduct outreach to community organizations to partner with them to provide comprehensive support to students and families during school closures.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"school-ops-lessons-learned\">Lessons learned<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Keep your emergency management plan updated<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many schools have discovered through the extended school closures caused by the COVID-19 pandemic their emergency management plans were inadequate in providing learning continuity during these closures. As a result, school personnel were tasked with rapidly developing learning continuity plans that were below the level of quality that school leaders desired. School leaders should proactively update their current emergency management plans to address future needs for highly effective learning continuity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5>Seek alternative ways to provide meals to students and families<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During extended school closures caused by the COVID-19 pandemic, many schools struggled to coordinate the preparation and distribution of meals for students in need. School leaders should consult with leaders in other districts to discuss the strategies they used in an effort to improve their own plans to provide food services to students in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"school-ops-resources\">Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following resources produced by <em>Michigan Virtual<\/em> will be helpful to school leaders seeking to modify school operations in ways that support their remote learning efforts:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">Learning continuity resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Additional learning continuity resources can be found on <a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" aria-label=\"Keep Michigan Learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Keep Michigan Learning<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"engaging-students-with-limited-access\">Engaging students with limited access<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The use of computing devices and internet-based resources (e.g., websites, digital curriculum, email, video conferencing, etc.) is certainly the most efficient way for students, teachers, and parents to interact frequently and effectively throughout the remote learning process. However, we need to recognize not all students and families will have access to these devices or to the internet. Therefore, school leaders will need to consider alternatives to providing an effective learning experience for students in such scenarios.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"printed-materials\">Printed materials<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The most significant differences in providing remote education for students without access to technology or the internet include the format of learning materials and the processes related to exchanging materials and information between students, teachers, and parents. School leaders should anticipate that the primary source of content provided to students without internet access will be printed materials. This content, including assignments and assessments, will need to be developed or curated by instructional staff members and then delivered to students in the safest and most practical way. Once students have engaged with the content and completed assessments, their completed work will need to be returned to the teachers for grading and feedback.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"non-internet-based-digital-options\">Non-internet-based digital options&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is also possible for some forms of digital content and assessments to be used even without access to the internet if the school or district is able to provide a computing device. Digital content can be provided on USB drives or other media such as DVDs. While this may help reduce the need for some printed material, the processes of delivering this content to students will most likely be similar. The exchange of both printed and digital materials to and from students will most likely require advanced planning as the delivery process will require additional time to complete.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"engaging-students-accommodations\">Accommodations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders will also need to consider how accommodations related to IEPs and 504 plans will be provided to students. In an online learning environment, some of these services may be provided through online tools such as email, chat rooms, and video conferencing. Since these tools are internet-based, however, providing such services to students without internet access will require a different approach. Supporting students through telephone conversations and limited, appropriate face-to-face interactions may be the most practical way to serve students depending on their needs. Teachers and school leaders should maintain a detailed log of what services are being provided to students in need as well as the frequency of these services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"presence-and-community\">Presence and community<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The final aspect of teaching remote learners who do not have internet access is creating a sense of presence and connectedness. Students who are not able to connect to instructional staff and their peers through video conferencing, email, chatrooms, and discussion boards are at risk of feeling more isolated than their peers who work online. Instructional staff who communicate regularly with students and their families will create opportunities to provide academic support as well as student engagement and accountability. Instructional staff should have a plan that includes a regular schedule and method of outreach to students, and they should maintain a communication log that details the content and frequency of such communications.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Without a doubt, there are many challenges that come with the ability of schools to provide remote instruction to all students. There are issues of equity that need to be addressed so all students have access to an internet-connected device, particularly in our poor and rural communities. Schools will need to provide teacher training and professional development, prepare students and parents for online learning, and expand schoolwide access to digital tools and learning content. There are many significant steps that will need to be taken before Michigan schools can provide students with equitable and effective learning continuity in such situations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But, the fact of the matter is that emergency situations, such as the COVID-19 outbreak this year, cannot be anticipated and, therefore, we need to do our best to prepare our schools for learning continuity in the event we face a similar situation in the future. Even in average years, Michigan students lose days or weeks of school to inclement weather. Advances in technology are transforming education and the ability of educators to reach students at any time and in any place. Learning no longer needs to stop when brick-and-mortar school buildings are closed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As educational leaders, we have a responsibility to work together to prepare our schools, our teachers, our students, and our communities for more flexible models of learning that shift but do not halt in the face of school closures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We\u2019re stronger when we work together. By collaborating in creative, strategic, and forward-thinking ways, we can overcome the challenges at hand and create adaptive educational supports and policies conducive to providing learning continuity in emergency situations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-a\"><strong>Appendix A<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"cross-functional-planning-team-sheet\">Cross-Functional Planning Team Sheet<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>District-Level<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><th>Team member name<\/th><td><\/td><\/tr><tr><th>Role within school or district<\/th><td><\/td><\/tr><tr><th>Area of accountability<\/th><td><\/td><\/tr><tr><th>Email<\/th><td><\/td><\/tr><tr><th>Telephone<\/th><td><\/td><\/tr><tr><th>Preferred method of contact<\/th><td><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>School-Level<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><th>Team member name<\/th><td><\/td><\/tr><tr><th>Role within school or district<\/th><td><\/td><\/tr><tr><th>Area of accountability<\/th><td><\/td><\/tr><tr><th>Email<\/th><td><\/td><\/tr><tr><th>Telephone<\/th><td><\/td><\/tr><tr><th>Preferred method of contact<\/th><td><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>Student-Family-Level<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><th>Team member name<\/th><td><\/td><\/tr><tr><th>Email<\/th><td><\/td><\/tr><tr><th>Telephone<\/th><td><\/td><\/tr><tr><th>Preferred method of contact<\/th><td><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:column -->\n\n<!-- wp:column -->\n<div class=\"wp-block-column\"><!-- wp:heading {\"level\":4} -->\n<h4>Community<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><th>Team member name<\/th><td><\/td><\/tr><tr><th>Email<\/th><td><\/td><\/tr><tr><th>Telephone<\/th><td><\/td><\/tr><tr><th>Preferred method of contact<\/th><td><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-b\"><strong>Appendix B<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"critical-success-factors-and-action-plans\">Critical Success Factors and Action Plans<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Intended Outcome #1:<\/strong> All students will be able to progress throughout the school district\u2019s approved curriculum in either a face-to-face or remote learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Critical Success Factor #1:<\/strong> All students have access to digital curriculum, computing devices, access to the internet, and responsive technical support while working remotely and in school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Action Step or Activity<\/th><th>Accountable Team Member<\/th><th>Target Completion Date<\/th><th>Estimated Costs<\/th><th>Resources Needed<\/th><th>Risk Factors or Barriers<\/th><\/tr><\/thead><tbody><tr><td><em>Example:<\/em><br>Provide all students grades K-12 with a computing device to use at home<\/td><td><em>Example:<\/em><br>Dr. Virtual. Director of Technology<\/td><td><em>Example:<\/em><br>August 1, 2020<\/td><td><em>Example:<\/em><br>$800,000(2000 devices at a cost of $400 per device)<\/td><td><em>Example:<\/em><br>Funds from budgetary reserve<br>Technology staff availability<\/td><td><em>Example:<\/em><br>Time needed for device configuration and distribution to students<\/td><\/tr><tr><td>Action Step #1:<\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Action Step #2:<\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Action Step #3:<\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><tr><td>Action Step #3:<\/td><td><\/td><td><\/td><td><\/td><td><\/td><td><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-c\"><strong>Appendix C<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"establishing-an-effective-home-learning-environment\">Establishing an Effective Home Learning Environment<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School leaders can help students and their families create effective home learning environments by guiding them through the activities and establishing the conditions on the checklist below:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Provide a dedicated space to learn<\/li><li>Ensure the workspace is clean and organized<\/li><li>Minimize distractions<\/li><li>Take regular breaks<\/li><li>Develop a daily routine - meals, school work, exercise, and socialization<\/li><li>Ensure access to necessary technology<\/li><li>Focust the appropriate use of technology<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-d\"><strong>Appendix D<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"stakeholder-communication-channel-preferences\">Stakeholder Communication Channel Preferences<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":true} -->\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Stakeholder Group<\/th><th>Communication Preference<\/th><th>Header Label<\/th><\/tr><\/thead><tbody><tr><td><strong>Internal Stakeholders<\/strong><\/td><td><\/td><td><\/td><\/tr><tr><td>Students<\/td><td><\/td><td><\/td><\/tr><tr><td>Parents<\/td><td><\/td><td><\/td><\/tr><tr><td>Teachers<\/td><td><\/td><td><\/td><\/tr><tr><td>Non-instructional staff<\/td><td><\/td><td><\/td><\/tr><tr><td>Administrators<\/td><td><\/td><td><\/td><\/tr><tr><td>School Board Members<\/td><td><\/td><td><\/td><\/tr><tr><td><strong>External Stakeholders<\/strong><\/td><td><\/td><td><\/td><\/tr><tr><td>Business owners<\/td><td><\/td><td><\/td><\/tr><tr><td>Civic organizations<\/td><td><\/td><td><\/td><\/tr><tr><td>Churches<\/td><td><\/td><td><\/td><\/tr><tr><td>Legislators<\/td><td><\/td><td><\/td><\/tr><tr><td>News media<\/td><td><\/td><td><\/td><\/tr><tr><td>Citizens<\/td><td><\/td><td><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading -->\n<h2 id=\"appendix-e\"><strong>Appendix E<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"internal-stakeholder-messaging-priorities\">Internal Stakeholder Messaging Priorities<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"communication-from-district-administration-to-building-level-leaders\"><strong>Communication from District Administration to Building-Level Leaders<\/strong><em> - Lead with Empathy<\/em><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prioritized Topic<\/th><th>Message: District leaders should offer not only <em>what<\/em> building leaders should communicate, but also provide common language for sharing the information.<\/th><\/tr><\/thead><tbody><tr><td><strong>Safety<\/strong><\/td><td>Principals and building leaders need the shared language the school or district will use in defining how the organization will work to keep students and staff safe during the time of school closures. Safety is often referenced in the mission of the school or district, and any communication should refer back to that language.&nbsp;&nbsp;<\/td><\/tr><tr><td><strong>Expectations<\/strong><\/td><td>The school and district district staff will be moving to work from home. Messaging should include how that impacts administrators - payroll, purchase orders, timesheets.<br>Building leaders should know what to share with their students, parents, and staff about what they can expect in the way of availability of administration each day.&nbsp;&nbsp;&nbsp;Essential staff documentation should be sent to building leaders with explanations on how and when to use the documentation.<br>School leaders should be provided with clear language on how the school or district plans to proceed with learning continuity including grades, attendance, academic calendar changes, etc.<br>School leaders should be provided with clear language on what can be expected from teachers as it pertains to collective bargaining.&nbsp;&nbsp;<br>School leaders should be provided with clear language regarding expectations of students and parents.&nbsp;&nbsp;<br>District leaders should communicate who will be managing community resources and how building-level leaders can guide students and families to those resources.&nbsp;&nbsp;<\/td><\/tr><tr><td><strong>Equity<\/strong><\/td><td>District leaders should communicate how the school or district will be identifying gaps in student experiences through surveys that provide the data that will inform decisions and adjustments to plans.&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"communication-from-building-level-leaders-to-teachers-and-staff\"><strong>Communication from Building-Level Leaders to Teachers\/Staff<\/strong><em> - Lead with Empathy<\/em><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prioritized topic<\/th><th>Message: Building leaders are the closest leader to the teachers and should engage in the type of communication they expect their teachers to use when working with parents and students. This is informed by the language and direction shared at the school district level.<\/th><\/tr><\/thead><tbody><tr><td><strong>Safety<\/strong><\/td><td>Building leaders should provide teachers and staff with answers to the following questions:How will building leaders keep the teachers and staff safe during these times.&nbsp;Are teachers and staff allowed into the school buildings?&nbsp;&nbsp;If teachers and staff need to come into school, what steps have been taken to ensure a safe environment?&nbsp;&nbsp;What are the protocols to be used when entering and leaving the school?&nbsp;&nbsp;<br>Building leaders should communicate how teachers and staff can guide students and families to school district and community resources.&nbsp;&nbsp;<\/td><\/tr><tr><td><strong>Expectations<\/strong><\/td><td>Building leaders should communicate the expectations about how much communication teachers and staff should have with families.&nbsp;&nbsp;<br>Building leaders should offer teachers and staff the common language to be used when talking with students and families regarding learning continuity plans.<br>Building leaders should communicate the expectations about how teachers and staff will be supported in working with students and families. This includes the professional learning process and timeline that will lead to the expectations of building online content or working within a third-party digital content provider.&nbsp;&nbsp;<br>Building leaders should communicate expectations of making contact with each student in the school district at least once and, if that is not possible, who needs to know to ensure the safety of that student.&nbsp;<br>Building leaders should communicate minimum expectations of contact with students and families.&nbsp;<br>Building leaders should share how teachers and staff, students, and families can respond to technology issues that impede learning.&nbsp; This should include guides, emails, online forms, and phone numbers of whom to contact when issues arise.<br>Building leaders should communicate how they will be observing teachers in this new, more transparent learning environment.&nbsp;<br>Building leaders should create a mechanism for teachers and staff to share their needs in this new learning environment.<\/td><\/tr><tr><td><strong>Equity<\/strong><\/td><td>Building leaders should communicate and collaborate with student services personnel on the supports available to students, teachers, and staff when inequities are recognized either through performance or needs identified through an IEP or 504 Plan that might not initially have be met in this learning environment.&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"communication-from-teachers-and-staff-to-students-and-families\"><strong>Communication from Teachers and Staff to Students\/Families<\/strong><em> - Lead with Empathy<\/em><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Prioritized topic<\/th><th>Message: Teachers and staff are closer to the students and their families than any other part of the school or district. This relationship offers the opportunity to lead students and families down a previously unknown path with (at least perceived) confidence.<\/th><\/tr><\/thead><tbody><tr><td><strong>Safety<\/strong><\/td><td>Teachers and staff should communicate how they can offer resources and support to students and families in the form of knowledge or directions to school district and community resources.<\/td><\/tr><tr><td><strong>Expectations<\/strong><\/td><td>Teachers and staff should communicate with students and families that they need to have regular contact with students as an academic point as well as student safety support. In addition, they should share with students and families what \u201cregular communication\u201d means.&nbsp;&nbsp;&nbsp;<br>Teachers and staff should communicate with students and families on how to navigate the remote learning experience through screencast, video conferencing, or telephone calls.&nbsp;&nbsp;<br>Teachers and staff should communicate expectations for their students based on the school\u2019s or district\u2019s interpretation of the established learning continuity plan and what it means for the student.&nbsp;<br>Teachers and staff should communicate changes in grading and attendance expectations based on school or district decisions.&nbsp;<br>Teachers and staff should communicate how students and families can respond to issues involving technology that impede learning<br>Teachers and staff should share best practices in working from home.&nbsp;&nbsp;<br>Teachers and staff should share how students and families can reach out for help during this time.&nbsp;<\/td><\/tr><tr><td><strong>Equity<\/strong><\/td><td>Teachers and staff should communicate and collaborate with student services personnel on the supports available to students and families when inequities are recognized either through performance or needs identified through an IEP or 504 Plan that might not initially have been met in this learning environment.&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->",
            "title": "Learning Continuity: Planning Considerations for School Leaders",
            "excerpt": "During the 2019-20 school year, Michigan schools faced extended closures due to inclement weather.  Increasingly, school leaders are recognizing the need to prepare their districts for remote learning in the event of extended closures due to natural disasters, public health emergencies, or any other extraordinary circumstances that might arise. The following planning considerations offer school leaders actionable advice on how they can leverage digital instructional content and remote teaching practices to provide learning opportunities for all students in the event of unanticipated and extended school closures. ",
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            "path": "\/blog\/mentoring-through-a-pandemic\/",
            "author_id": 57,
            "timestamp": 1594057515,
            "content": "<!-- wp:paragraph -->\n<p>We are certainly living in uncharted waters right now. Who would have ever thought that we would be remote learning and teaching for the final 3 months of the 2019-20 school year?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Despite mandated closures, schools have a huge responsibility to continue to teach all students, even those that do not have a device or internet at home.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So let\u2019s start there. Your school district has a plan for the continuation of learning. Now you, as a mentor\/teacher, must carry out that plan to the best of your ability.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are some tips to help you get started:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Finding &amp; Using Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One teacher recently told me that there are so many resources out there on remote learning that she is overwhelmed and doesn\u2019t know where to start.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here\u2019s my advice: First, remember that you are not alone and everyone is in the same position! Then take two or three of the resources that you find most relevant and start there.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Remember, you don\u2019t have to use every resource all at once. Once you have mastered those first few resources, look for more, if they are needed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you are a mentor and a teacher and do not have access to your textbook or lesson plans and\/or your students do not have their textbooks at home, <em>Michigan Virtual<\/em> is currently offering <a href=\"https:\/\/lc.michiganvirtual.org\/\">free content in over 70 of their courses to educators and parents<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can just drop this content into your LMS or Google Classroom. This is one option to help students bridge the gap before the start of the next school year. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can view <a href=\"https:\/\/lc.michiganvirtual.org\/\">this free content here<\/a>, along with a weekly checklist template.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Communicating with Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We all know that communication is critical.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important to consider how you will communicate with your remote students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Does your school district require you to complete a communication log? Do you have to make contact with your students each week?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If so, Zoom, Google Hangout, Remind.com, etc. are great tools for communication. Many of these products are free to use, and those that previously required a license may be free for now.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some media companies are also providing <a href=\"https:\/\/www.fox2detroit.com\/news\/media-companies-to-offer-free-internet-to-low-income-families-during-coronavirus-crisis?fbclid=IwAR0F98jhEfrH_sXZBaXSHUKSp1VCsQAX3Iommua6YZEXWSFWiMi376TL_7s\">free or low-cost internet to low-income families during this crisis<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It also must be difficult for parents, who are working from home and need a device, to coordinate with their school-age children who also need a device during the day for school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some schools have purchased devices and passed them out&nbsp;to students, but we have to remember that some students will still not have access to a computer or to the internet.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To address this, some school districts are passing out paper packets for students who do not have access to technology during their meal distributions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One innovative but perhaps not scalable solution that some schools are using involves having parked buses loaded with Wi-Fi in neighborhoods to provide internet access for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One student told her mentor that she can sit in her car in the school parking lot to be connected to the school\u2019s Wi-Fi.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School districts are doing the best they can to reach as many of their students as possible!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Addressing Students\u2019 Social Emotional Needs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Ask yourself: What is your school district doing to address the social and emotional issues of your students?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is difficult for adults to wrap their heads around all that is going on right now, and it must be even harder for our students. Thanks to funding from the State of Michigan, <em>Michigan Virtual <\/em>is now offering an excellent resource for <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/?utm_campaign=Michigan%20Cares%20Portal&amp;utm_source=Press&amp;utm_medium=press\">free mental health &amp; social-emotional learning resources<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Relationships with students are key to being a supportive and effective mentor. Now more than ever, students need these relationships.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One mentor expressed that she has virtual office hours every day for students. One day a student attended and didn\u2019t have anything academic to talk about, she just wanted to talk.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In these troubling times, just being available for students can be enough. For some students who have a difficult homelife, having a caring and supportive mentor can make a meaningful difference.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Especially now, students need to know that someone cares about them. While it may seem challenging, it is possible to build strong relationships with students through technology.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/search-institute.org\">Search Institute<\/a> has some great resources for how to build strong relationships with our students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual has<\/em> also produced <a href=\"https:\/\/michiganvirtual.org\/webinars\">several webinars<\/a> to help support teachers in communicating with parents, engaging students when learning from home, accommodations in the online classroom and many more! These webinars are also relevant for mentors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another great resource to share with parents is our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\">blog series on Parenting During a Pandemic<\/a>, in which state SEL expert, Lauren Kazee, offers tips for supporting students\u2019 social and emotional needs during times of crisis.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Handling Passwords &amp; Proctoring Exams&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many school districts have policies that require tests, midterms, and final exams to be proctored by their mentor at school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>How will schools handle these policies now everyone is fully remote?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One way has been for schools to give the password directly to the students. This isn\u2019t ideal, but given the current situation, schools have had to forgo their original policy so students have the opportunity to finish their classes. Some mentors are even asking parents to proctor the exam and giving the password directly to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other schools are proctoring final exams using Zoom or another online method, but this may not be scalable.&nbsp;In the case of proctored exams, students typically sign up for a time slot and the mentor can supervise the student taking the exam.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, this option is very time consuming, and some mentors do not have the time or capability of proctoring final exams.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Every school district has to choose the best option for their mentor and students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Still Need Help?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>What else do you need to help you and your students through this remote learning experience?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.facebook.com\/groups\/142810840355968\">Keep Michigan Learning<\/a> facebook page has over 3000 members that are posting resources and asking questions as we are all in this together!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You are also welcome to join our <a href=\"https:\/\/plp.mivu.org\/Registration.aspx?section=697\">Online Mentor Community<\/a> to collaborate with other mentors. You can participate in discussion boards, share resources, and ask questions of other mentors.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Celebrating Your Accomplishments<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators are under a lot of pressure right now. Take a pause to celebrate your victories. Ask yourself: what has been my biggest accomplishment during this time?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You may think you don\u2019t have any, but think about where you were almost three months ago and what you have learned and accomplished since then!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a result of the emergency remote learning, many mentors have expressed that they have learned more technology skills during this time period than ever before.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some have said that they just never had time to look into these resources, but having been forced to try new things, they are excited because they will be able to use some of these resources when they go back to their face-to-face classrooms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Perhaps this situation will show schools that blended and online learning does have a place in our classrooms and that we are going to have to do more to meet the needs of all of our students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Mentor Forum<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/mentor-forum\/\">Mentor Forum blog series<\/a>, we discuss the role of mentors and mentoring in K-12 digital learning. Our hope with this series is to highlight the importance of mentoring, provide valuable resources, and further the discussion on best practices for mentoring online learners. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Mentoring Through a Pandemic",
            "excerpt": "We are certainly living in uncharted waters right now. Who would have ever thought that we would be remote learning and teaching for the final 3 months of the 2019-20 school year?&nbsp; Despite mandated closures, schools have a huge responsibility to continue to teach all students, even those that do not have a device or...",
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            "path": "\/about\/news\/statewide-work-group-launches-website-and-initial-resources-to-support-flexible-learning-models-for-20-21-school-year\/",
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            "timestamp": 1593432000,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong>\u200b The Learning Continuity Work Group convened by <em>Michigan Virtual<\/em> has released a new website to help Michigan educators prepare for the coming academic year. The website, \u200b<a class=\"rank-math-link\" href=\"https:\/\/keepmichiganlearning.org\/\">Keep Michigan Learning\u200b<\/a>, provides a collection of free resources to help teachers and school administrators assess their remote teaching readiness, guide decisions about online learning platforms, and access a crowd-sourced K-12 digital content repository.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Launched in April, the 25-member\u200b <a href=\"https:\/\/keepmichiganlearning.org\/about\/\" class=\"rank-math-link\">Statewide Learning Continuity Work Group<\/a>\u200b is composed of experienced teachers, principals, superintendents, technology directors, and other leaders who possess a deep understanding of instructional design, online\/blended learning, and non-traditional delivery models. The Work Group is co-chaired by Dr. John VanWagoner, new Superintendent of Traverse City Public Schools and Dr. David Richards, former superintendent and President Core2Edge, LLC. Over the past three months, the panel of experts created the tools housed at <a href=\"https:\/\/keepmichiganlearning.org\/\" class=\"rank-math-link\">\u200bKeep Michigan Learning\u200b<\/a> to help plan for the return to school in the fall that will support fluid face-to-face, hybrid and 100% online teaching solutions that may need to shift with little notice based on public health data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cThe Keep Michigan Learning website is another important resource to help guide Michigan teachers, administrators, and families through the pandemic,\u201d said State Superintendent Dr. Michael Rice. \u201cWe are all learning about how to deliver quality education in this new and challenging environment. Having trusted resources that have been developed and\/or vetted by Michigan educators is a great asset.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cSchools are facing historic challenges as they work over the summer months to develop plans to serve students with quality learning options for the 2020-21 school year. On behalf of all teachers and administrators in Michigan, I want to express my heartfelt gratitude to members of the \u200b<em>Learning Continuity Work Group <\/em>\u200bwho volunteered countless hours to develop practical tools and resources to share with their colleagues statewide,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cCOVID-19 has been a brutal and disruptive force for our schools and has negatively impacted educators, students, and parents. Working together, I am confident we can leverage our collective energy and ingenuity to make lemonade out of lemons. We have an opportunity to think outside the box and develop impactful learning models for all students while keeping them healthy.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"We owe it to our children to find a way to give them quality educational options during this pandemic. We are in uncharted waters and there is significant value in convening a group of thought leaders from around the state to examine barriers and identify practical solutions,\" said Dr. Gerald Hill, superintendent of West Bloomfield School District and member of the Learning Continuity Work Group. \"No one has all the answers and we need to rely on each other to get through this difficult period. I am very impressed by the initial resources developed by the Work Group. I know school leaders will find them useful.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School administrators are encouraged to visit \u200b<a href=\"https:\/\/keepmichiganlearning.org\/\" class=\"rank-math-link\">Keep Michigan Learning<\/a>\u200b to utilize the following free resources:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/keepmichiganlearning.org\/teacher-self-assessment-tool\/\" class=\"rank-math-link\"><strong>Teacher Self-Assessment Tool and Personalized Professional Development Playlist Generator <\/strong><\/a><br>This interactive self-assessment tool asks teachers to evaluate their readiness to effectively reach and teach students in a remote or blended learning environment. Upon filling out this checklist, teachers will receive an automated playlist of PD options based on their unique growth areas.<\/li><li><strong><a class=\"rank-math-link rank-math-link rank-math-link\" href=\"https:\/\/keepmichiganlearning.org\/guide-to-selecting-an-lms-for-k-12\/\">Learning Management System K-12 Selection Guide<\/a><\/strong><br>This free guide will help educators and school leaders decide which learning management system (LMS) is the right fit for their school or district if they are prepared to implement an LMS, and how popular LMSs compare to one another to determine which path forward will be best for their school.<\/li><li><strong><a class=\"rank-math-link rank-math-link\" href=\"https:\/\/keepmichiganlearning.org\/resources\/\">Crowd-Sourced K-12 Digital Content Repository<\/a><\/strong><br>This crowd-sourced repository contains resources listed by fellow educators and can be used to find, share, and rate both free and paid digital content options that can be used in the K-12 classroom.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p> In addition to developing these resources for school leaders, the Work Group is also conducting qualitative research that captures human stories and identifies key knowledge gaps to help influence possible solutions for new delivery models with the help of Sundberg-Ferar, a nationally recognized design thinking firm headquartered in Michigan. A report of those findings will be published in the coming weeks. <\/p>\n<!-- \/wp:paragraph -->",
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        {
            "id": 37708,
            "path": "\/how-to-start-an-online-school-program\/",
            "author_id": 21,
            "timestamp": 1592921843,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>How to Start an Online School Program<\/h1>\t\t\n\t\t\t<p>Looking to start a virtual program in your K-12 school\/district or expand your existing program? Explore the free, research-based tools and resources below to get started designing a high-quality online learning program built around student success.\n<\/p>\t\t\n\t\t\t<h2>Let us do the heavy lifting.<\/h2>\t\t\n\t\t<p>Setting up a high-quality remote or blended learning program requires a lot of work. To help you achieve your school or district's vision for learning, we've dramatically reimagined our course models to offer content-only options, LMS support, teacher training, and more.<\/p><p>Whether you're looking to start a virtual program, incorporate digital content into your face-to-face classrooms, or offer a hybrid model, we have a variety of options to help you get started and design virtual pathways optimized for student success.<\/p>\t\t\t\t\n\t\t\t<h2>Questions to consider when starting a virtual learning program<\/h2>\t\t\n\t\t<p>The resources and tools linked below answer frequently asked questions about how to start an online school program and offer advice on research-based best practices, including planning and leading for student success, choosing an LMS, finding online content, setting up a mentor program, preparing teachers and students, planning for pupil accounting, and more.\u00a0<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/Learning-Continuity-Planning-Considerations-for-School-Leaders.pdf\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tWhat are the key planning considerations?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tThe following planning document offers school leaders actionable advice on how they can leverage digital instructional content and remote teaching practices to provide learning opportunities for all students in the event of unanticipated and extended school closures.\t\t\t\t\t\n\t\t\t\t\t\tPlanning Considerations\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow do I lead my school in best practices for online learning?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tCreated by researchers at the <em>Michigan Virtual Learning Research Institute\u00ae,<\/em> our family of free guides will introduce you to the world of online learning. Inside each guide, you\u2019ll find key definitions, research findings and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses. \t\t\t\t\t\n\t\t\t\t\t\tFree Guides to Online Learning\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/keepmichiganlearning.org\/guide-to-selecting-an-lms-for-k-12\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow do I decide whether or not I need an LMS?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tTrying to decide which learning management system (LMS) is the right fit for your school or district? Unsure if now is the best time to implement one? Curious about how popular LMSs compare to one another? This free guide can help you answer these questions and determine which path forward will be best for your students and staff.\t\t\t\t\t\n\t\t\t\t\t\tFree Guide to Choosing an LMS\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/keepmichiganlearning.org\/resources\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow do I find online content for my classroom?\t\t\t\t\t<\/h3>\nYou can use this repository to find, share, and rate both free and paid digital content options that can be used in your K-12 classroom. Because this repository is crowd-sourced, each resource listed has been submitted by a fellow educator who believes in the value of this resource to meet the unique learning needs of K-12 students.\t\t\t\t\t\n\t\t\t\t\t\tK-12 Digital Content Repository\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/mentors\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow do I set up an effective mentor program?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tMentors provide critical support to online learners. By developing a face-to-face connection, keeping students on schedule, and providing guidance and support, mentors make online courses less overwhelming and more manageable for students.\t\t\t\t\t\n\t\t\t\t\t\tMentor Resources\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/keepmichiganlearning.org\/teacher-self-assessment-tool\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow do I prepare teachers for remote teaching?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tThis interactive self-assessment tool asks teachers to evaluate their readiness to effectively reach and teach students in a remote or blended learning environment. Upon filling out this checklist, teachers will receive an automated playlist of PD options based on their unique growth areas.\t\t\t\t\t\n\t\t\t\t\t\tTeacher Self-Assessment Tool\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/wp-content\/uploads\/2017\/06\/online_learner_readiness_rubric.pdf\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow do I assess student readiness for online learning?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tStudents vary in their readiness for virtual learning. The Online Learner Readiness Rubric helps evaluate a student\u2019s preparedness for virtual learning on eight dimensions.\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\tView the Rubric\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow do I prepare students for remote learning?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tStrategies for Online Success (SOS) is a free orientation to learning online geared towards preparing students for the transition from taking courses in-person to taking them online.\t\t\t\t\t\n\t\t\t\t\t\tFree Student Orientation Course\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/#accessibility\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow do I create accessible learning experiences and support students with disabilities? \t\t\t\t\t<\/h3>\n\t\t\t\t\t\tThinking about providing your students with at-home learning experiences, but worried about web accessibility issues or supporting students with disabilities? We've created a list of resources to help you address these topics.\t\t\t\t\t\n\t\t\t\t\t\tAccessibility Resources\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/webinar\/count-day-reporting-for-virtual-learners\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow does pupil accounting work with virtual learners?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tWhen count day comes around, it\u2019s important for your district to have a process in place to report your virtual learners and receive appropriate state funding. In this webinar, special guest, Brian Ciloski, a departmental analyst with MDE, discusses Michigan laws regarding count day requirements, share best practices for reporting virtual learners, and provide resources that can assist you through this process.\t\t\t\t\t\n\t\t\t\t\t\tCount Day Webinar\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/resources\/21f\/#resources\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tAre there any templates I can use to get started? \t\t\t\t\t<\/h3>\n\t\t\t\t\t\tWe have free templates that may be useful to those starting an online learning program, including sample communications, checklists for online learning coordinators, and a student and parent agreement. \t\t\t\t\t\n\t\t\t\t\t\tExplore Resources\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow can I support students' social and emotional needs? \t\t\t\t\t<\/h3>\n\t\t\t\t\t\tDuring times of crisis, our students need extra support to process their emotions. Our Michigan Cares Portal offers Michigan families and educators FREE digital lessons designed to help students in grades K-12 develop the skills required for social, emotional, and mental well-being. This portal will be freely available until the end of the 20-21 school year.\t\t\t\t\t\n\t\t\t\t\t\tFree Mental Health &amp; SEL Resources\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/research\/online-program-reviews\/\">\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tHow can I get feedback on my online learning program?\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tWe offer free reviews to Michigan K-12 schools with supplemental online learning programs (i.e. not full-time cyber schools). This opportunity allows districts to reflect on what\u2019s working and what areas they could improve to enhance their program\u2019s effectiveness. \t\t\t\t\t\n\t\t\t\t\t\tOnline Program Reviews\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Keep Michigan Learning webinar series<\/h2>\t\t\n\t\t<p>To help Michigan educators keep students learning during the COVID-19 pandemic, we produced a series of short webinars (approx. 30 minutes each) that offer tips, tricks, and best practices for remote teaching and learning.<\/p><p><em>Brought to you in part by\u00a0<a href=\"https:\/\/www.meemic.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow sponsored\" aria-label=\"Meemic Insurance Company (opens in a new tab)\">Meemic Insurance Company<\/a>, Insurance for Educators.<\/em><br \/><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" width=\"200\" height=\"79\" \/><\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinars\/\">\n\t\t\t\t\t\t\t\t\tView All Webinars\n\t\t\t\t\t<\/a>",
            "title": "How to Start an Online School Program",
            "excerpt": "How to Start an Online School Program Looking to start a virtual program in your K-12 school\/district or expand your existing program? Explore the free, research-based tools and resources below to get started designing a high-quality online learning program built around student success. Let us do the heavy lifting. Setting up a high-quality remote or...",
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            "author_id": 12,
            "timestamp": 1592573579,
            "content": "<h1>New Models for the 20-21 School Year<\/h1>\t\t\n\t\t<p>Dear School Leader,<\/p><p><i>Michigan Virtual<\/i> has been engaged in conversation with district leaders across the state working to create plans to return to learning during the 20-21 school year. Most districts are planning to return to face-to-face instruction using digital content, with many offering a fully online model as an option.<\/p><p><i>Michigan Virtual<\/i> has a number of solutions available to districts including content-only courses, either hosted in our learning management system or in yours. While we work to get comprehensive information available on our website, we are more than ready to begin discussions regarding how we can serve your district. Whether it is free content, full courses, professional learning for your teaching staff, or a hybrid model, my team and I are available to help.<\/p><p>If you would like to explore these solutions, please fill out the form below and we will be in contact shortly to set a time to meet.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/tsoria2020-ok1xnhl1xpeeju5v81ij8kxpq93x4pby6w5nv8fqvk.jpg\" title=\"Thomas Soria\" alt=\"Thomas Soria\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>Thank you,<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Thomas-Soria-or7tbiz4l6hh7qj2nj8pfu5qcaidn8yiewdq4uwyhq.jpg\" title=\"Thomas Soria&#8217;s signature\" alt=\"Thomas Soria's signature\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p><strong>Thomas Soria<\/strong><br \/>Director of School Partnerships, Michigan Virtual<\/p>\t\t\n\t\t\t<h3>Learn more about the new options for the 20-21 school year.<\/h3>\t\t\n\t\t[gravityform id=90 title=false description=false ajax=false]",
            "title": "New Model for the 20-21 School Year",
            "excerpt": "New Models for the 20-21 School Year Dear School Leader, Michigan Virtual has been engaged in conversation with district leaders across the state working to create plans to return to learning during the 20-21 school year. Most districts are planning to return to face-to-face instruction using digital content, with many offering a fully online model...",
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            "id": 36147,
            "path": "\/blog\/why-online-teachers-need-ongoing-professional-development\/",
            "author_id": 54,
            "timestamp": 1591309761,
            "content": "<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">National Standards for Quality Online Teaching<\/a> and <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">Quality Online Programs<\/a> both discuss the importance of PD from the perspective of teachers seeking out their own opportunities and the responsibility of programs to offer quality PD.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What is offered to teachers, however, needs to be tailored to the specific needs of teachers at that time. In addition, teachers can benefit from being proactive in seeking out relevant PD opportunities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Teacher-Led Professional Development<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While still evolving, what we know about how children learn is a well-established field. Our understanding of what it takes for learners to be successful in their online courses, however, is ever-growing and being refined. Because of this, it is crucial that online teachers continuously receive PD (both formal and informal) that increases their knowledge and skills related to online learning and how to be an effective online teacher.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Part of finding relevant and necessary PD requires online teachers to identify areas where they are in need of growth and then seek out resources or learning communities to supplement these areas.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether through formal continuing education resources or informal ones, like social media groups and virtual meetups, teachers ought to be reflective about their own areas for growth and be active, engaged participants in expanding their online pedagogy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Program-Led Professional Development<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another option to consider is program-led PD, in which online providers or programs offer teachers specific PD related to online learning. For example, <em>Michigan Virtual<\/em> offers PD to any educator through the <a href=\"https:\/\/plp.mivu.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Professional Learning Portal<\/a> but also has internal PD specific to <em>Michigan Virtual <\/em>teachers. The <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">National Standards for Quality Online Programs<\/a> direct programs to provide a \u201cwide variety of professional development opportunities.\u201d\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Standards also echo conventional wisdom on PD that it be both <em>consistent <\/em>and <em>timely<\/em>. Consistency is important as repetition builds knowledge and skills as well as sets the expectation for continual growth and development.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conventional wisdom with adult learners also tells us that the PD content needs to be timely and relevant to the teachers\u2019 immediate needs. If programs try to deliver too much content at one time, much of it will be forgotten due to sheer volume or the fact that teachers were not ready for certain aspects of the content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is better to build PD consistently, over time and on concepts leading towards mastery of a skill or understanding of new knowledge.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One form of ongoing, just-in-time PD can be assigning a mentor or lead teacher to work with new online teachers. This relationship provides personalized PD to the new online teacher, giving them the opportunity to work with and learn from an experienced and effective online teacher who can help them solve any issues that may arise.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2019s <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/admin-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Administrator Guide to Online Learning<\/a> discusses the importance of professional development, not just for online teachers but for on-site mentors as well. Specifically, it calls out ongoing professional development as an online learning best practice, one that is increasingly necessary given the rapidly changing nature of technology.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>PD is critically important to the success of any online program. But more than simply offering PD, program leaders should encourage online teachers to identify real, pressing pedagogical needs and seek out targeted PD to address those needs. More so than simply checking a box or meeting a state requirement, PD has the real opportunity to develop effective online teachers and, in turn, foster successful online learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" aria-label=\"Success in Online Learning blog series (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. DeBruler is the Research Manager at MV. She has been in the field of K-12 online education for nearly a decade and joined Michigan Virtual in 2012. During that time she conducted research on preparing K-12 online teachers and supporting K-12 students. Some of that work focused specifically on K-12 online teacher preparation, K-12 online learner demographics and success at several state virtual schools, and learning trajectories in K-12 online mathematics courses. Dr. DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University and has experience teaching at the Master's level, both face-to-face and online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for Michigan Virtual in 2018. As a Research Specialist with the Michigan Virtual Learning Research Institute, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators not only in Michigan, but nationwide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Why Online Teachers NEED Ongoing Professional Development",
            "excerpt": "In our last post on instructional leadership, we touched on the issue of professional development (PD) and the necessity of providing online teachers with ongoing training, support, and PD. This post will expand on the critical importance of PD for new online teachers and ongoing PD for all online teachers. \n",
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        {
            "id": 36680,
            "path": "\/blog\/student-centered-learning-the-impetus-for-change\/",
            "author_id": 54,
            "timestamp": 1591309189,
            "content": "<!-- wp:heading -->\n<h2>Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>More and more, schools are trying hard to shift to more <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\" class=\"rank-math-link\">student-centered learning environments<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, doing so can be quite difficult.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Making a system-wide shift to a truly student-centered learning model requires a great amount of effort coupled with a strong strategy for implementation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Specifically, making this shift requires a growth mindset, time, technology, and stakeholder buy-in.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While this process may be challenging and may not be easy, the benefits to students and teachers can be incredible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this article, we\u2019ll walk you through a few paradigm shifts that led to student-centered learning, one area of education that already does student-centered learning really well, the transformative benefits of this approach for students, and tips for moving forward at your school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Industrial Age education model<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For a long time, the education model in the United States has been very \u201cIndustrial Age.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Think about what classrooms looked like 200 years ago \u2014 they don\u2019t look drastically different from classrooms today.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Like assembly lines in a factory, schools have mass-produced learning for decades. In many instances today, teachers still lecture from the front of the class to students sitting in rows of desks. Students move from classroom to classroom every 45 minutes when the bell rings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s what we\u2019re used to.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And even with the inclusion of some technology in the classroom, for the most part, students learn the same teacher-directed content at the same pace, at the same time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s just how things have been.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider a classroom of roughly thirty students, all with unique and individual needs, then add on the constant pressure of meeting ever-increasing state standards. How can <em>one <\/em>teacher possibly be expected to pull off individualized instruction for each and every one of them?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Given the requirements and challenges that teachers face on a daily basis, it\u2019s understandable that this task might seem daunting.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Times are changing<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Let\u2019s take a look at different paradigms that have shifted the way we think about education over the years.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In an attempt to understand the learning modality that worked best for each student, education soon became all about answering the question: How can we reach each child?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers focused on reaching each student by identifying their <a href=\"https:\/\/digest.bps.org.uk\/2018\/04\/03\/another-nail-in-the-coffin-for-learning-styles-students-did-not-benefit-from-studying-according-to-their-supposed-learning-style\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">learning style<\/a> (kinesthetic, auditory, or visual) through a <a href=\"https:\/\/www.gadoe.org\/Curriculum-Instruction-and-Assessment\/Special-Education-Services\/Documents\/IDEAS%202014%20Handouts\/LearningStyleInventory.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">learning style inventory<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During their lessons, teachers made sure to present information using all three styles. At times, students could even choose the way they wanted to demonstrate their learning based on their preferred learning style.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Then came the shift to <a href=\"https:\/\/resilienteducator.com\/classroom-resources\/examples-of-differentiated-instruction\/\">differentiated instruction<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators collected and analyzed data for each of their students. Then, based on the data, put students into roughly three different groups.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers were expected to differentiate their lessons by the <em>content <\/em>(what students learn), <em>process <\/em>(how students learn), or <em>product <\/em>(how students demonstrate knowledge).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This meant creating three different lesson plans for each lesson, which was a <em>lot <\/em>of work for teachers, not only in terms of lesson preparation but also in terms of classroom management.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Is student-centered learning really a new concept?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For decades, we have tried to make learning relevant, to <a href=\"https:\/\/www.edutopia.org\/blog\/powerful-classroom-lessons-it-all-begins-hook-bob-lenz\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">hook<\/a> kids, to bring them along.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We have tried <a href=\"http:\/\/www.readwritethink.org\/files\/resources\/lesson_images\/lesson924\/kwl.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">KWL charts<\/a>, <a href=\"https:\/\/edventures.com\/blogs\/stempower\/student-grouping-strategies-to-maximize-engagement\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">grouping strategies<\/a>, <a href=\"https:\/\/www.cde.ca.gov\/ls\/fa\/bp\/documents\/bestpracticeflex.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">flexible learning models<\/a>, and we\u2019ve tried to make learning more individualized for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But it\u2019s <em>really <\/em>hard to do.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, there is <em>one <\/em>aspect of education that we have been able to make very individualized and student-centered: <strong>special education<\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To create an individualized education plan (IEP) for special education students, the IEP team gathers together to consider multiple aspects of the child based on their uniqueness and what each individual child needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The team considers their learning environment, what they need academically and socially, and what accommodations or extra supports are necessary.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In special education, every student has an IEP because for these students, we try to find out exactly what they each need \u2014 academically, socially, emotionally, and physically.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We find that if we can identify needs in these areas, we should be able to help them advance in an impactful way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>This is student-centered learning.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, applying this concept to all students doesn\u2019t always work well in a traditional school setting.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning requires making systemic changes to what students and teachers do on a regular basis, which can be a huge barrier for implementation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Students\u2019 futures depend on it!<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In many schools across the nation, the way education is currently delivered is very much done so in a way that doesn\u2019t reflect the real world.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Rather than preparing students for our past, we should be preparing them for their future.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following are a few reasons why some schools are making the shift to student-centered learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Attendance issues &amp; lack of engagement<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Attendance issues can, in many instances, be attributed to a lack of student engagement or to students seeing a lack of relevance in what they are learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If we really want to prepare kids for their future, we should be designing education to be more inquiry-based, using project-based learning and real-world scenarios that provide the relevance that students seek.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Let\u2019s minimize the degree to which we are teaching to the tests.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We need to make more connections for students and help them discover how to apply formulas to situations beyond the walls of their classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Academic reasons<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When students have voice and choice in how they learn, interest and engagement increase.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than telling students, <em>this is what we are learning and how we are learning it<\/em>, giving them appropriate levels of voice and choice increases their sense of ownership in the learning process and can actually increase academic performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Increased family engagement<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We find that when an effective student-centered learning environment (one with <em>voice <\/em>and <em>choice <\/em>and <em>ownership<\/em>) is implemented, families also tend to be more engaged.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than struggling to get students to complete homework that may lack relevance in their eyes, when learning becomes more student-centered, students tend to become more invested in what they are learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, both students and parents are more supportive of the learning process.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Teacher burnout<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Making the transition from a traditional teaching style to student-centered learning can admittedly be very difficult.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But once teachers get there, many indicate finding a whole different level of meaning in their work. Behavior issues stemming from uninterested and disengaged students dramatically decrease.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many teachers even report feeling more energized, finding increased work satisfaction, and feeling like they are partners with their students in their work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How schools can move forward<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although moving to a student-centered learning model has many benefits, it is often not easy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Designing and implementing student-centered learning environments requires:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...breaking traditional paradigms or going against traditional philosophies of education.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...changing traditional practices and patterns.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...planning ahead and putting in more work in the beginning - a <em>lot <\/em>of work.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...rethinking how you run your school. Structures that typically exist like bell schedules and school calendars can make this transition difficult. However, does it make sense to keep these structures in place because \u201c<em>that\u2019s just the way it\u2019s always been done<\/em>\u201d?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...handling resistance from teachers. Initiative fatigue is real. Student-centered learning may be hard for teachers to envision. It will likely require a lot of work and they will have a lot of questions. <em>What does it look like? Okay, so this is what we are doing, but how? I already don\u2019t have enough time \u2014 how am I going to find the time to do this?&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>...considering the <em>big picture<\/em> and making changes to staffing, professional development, technology, curriculum, finance, and facilities as needed to support a systemic effort.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>But it\u2019s worth doing.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student-centered learning shows students that learning doesn\u2019t have to be boring and appear meaningless. By making learning more student-centered, learning can be:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>self-directed<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>project-based<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>guided by their interests<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>relevant and applicable to their lives<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>connected to their community<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>With guidance, let\u2019s encourage students to become independent learners and to direct their own learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Let\u2019s encourage them to develop problem-solving skills that will help prepare them for life outside of the classroom, for their future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Catalysts for change<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Next month, we will explore some of the catalysts that facilitate change in making learning more student-centered. Maybe your school and your community are more ready than you think!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Student-Centered Learning Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning, what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" class=\"rank-math-link\">signing up for email notifi<\/a><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\"c (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">c<\/a><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" class=\"rank-math-link\">ations<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a research specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators within and beyond Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>The article \"<a href=\"https:\/\/www.edsurge.com\/news\/2020-05-28-pandemic-may-finally-push-online-education-into-teacher-prep-programs\" class=\"rank-math-link\">Pandemic May (Finally) Push Online Education Into Teacher Prep Programs<\/a>\" \u2014 originally published in <em>EdSurge <\/em>on  May 28, 2020 \u2014 makes a case for why current school closures as a result of COVID-19 should push teacher prep programs to place a greater emphasis on online and blended learning pedagogy. In making this case, author Rebecca Koenig cites research from the <em><a href=\"https:\/\/michiganvirtual.org\/research\" class=\"rank-math-link\">Michigan Virtual Learning Research Institute<\/a> <\/em>on factors that contribute to student success in online courses.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:paragraph -->\n<p>Has the COVID-19 pandemic completely changed your summer school plans? Would you like to have tips to create a successful online summer school program? In this webinar, Ann Arbor Public Schools' leadership share their programs and strategies that provide opportunities and access for students to fill academic gaps, along with accelerating students so that they meet their academic potential in high school - all in an online environment. Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><em>Brought to you in part by <a aria-label=\"Meemic Insurance Company (opens in a new tab)\" href=\"https:\/\/www.meemic.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow sponsored\" class=\"rank-math-link\">Meemic Insurance Company<\/a>, Insurance for Educators.<\/em><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"\" class=\"wp-image-35680\" width=\"213\" height=\"84\"><\/figure>\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "\n\nIn this episode, we chat with Lauren Kazee about the impact COVID-19 is having on our social and emotional wellness. We discuss what social-emotional learning (SEL) is, how it\u2019s been used to help students in schools, and how we can all benefit by understanding and living by the basic tenets of SEL especially during times of high stress and trauma. We also welcome Justin Bruno in his official debut as co-host of the Digital Backpack!\n<h3>Here are some notes about the episode:<\/h3>\n<ul>\n \t<li>Lauren provides an overview of <a href=\"https:\/\/casel.org\/what-is-sel\/\">social-emotional learning<\/a>, focusing on the ability of both children and adults to identify what they are feeling and how their emotions impact their actions and interactions with others. Prioritizing SEL, she explains, allows students to put themselves in a better frame of mind and is conducive to more successful academic learning.<\/li>\n \t<li>We discuss how a universal SEL focus can be implemented in a <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_65803_86454---,00.html\">multi-tiered system of support<\/a> to serve all students as a \u201cpreventative\u201d approach, as well as how it can be more targeted to serve students with different and greater needs.<\/li>\n \t<li>While we don\u2019t have a wealth of available data yet because of its recency, we know that the Covid-19 crisis can be especially trying for students and families, as evidenced by an <a href=\"https:\/\/www.michiganradio.org\/post\/michigan-could-see-32-increase-suicides-following-covid-19-crisis\">increase in call volume to crisis hotlines<\/a>. We also know that the teaching profession is already among the <a href=\"https:\/\/www.theguardian.com\/education\/2019\/feb\/25\/teachers-experience-more-stress-than-other-workers-study-shows\">most stressful occupations in the country<\/a>, so it's incredibly important for educators to prioritize their own social and emotional wellbeing in order to better serve students.<\/li>\n \t<li>Educators are <a href=\"https:\/\/www.detroitnews.com\/story\/news\/education\/2020\/04\/16\/michigan-schools-think-outside-box-remote-learning-plans\/5124678002\/\">thinking outside of the box<\/a> and in <a href=\"https:\/\/www.mlive.com\/news\/2020\/03\/flint-area-teachers-cruise-neighborhoods-to-stay-hello-to-students-amid-coronavirus-shutdown.html\">creative ways<\/a> to show students that they care for and support them, helping maintain an emotional connection during a difficult time.<\/li>\n \t<li>We also mention a <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\">recent blog series<\/a> that Lauren authored that focuses on SEL as it pertains to parents, which provides an overview of the concepts and practical tips for integrating social-emotional learning during this time of school closures.<\/li>\n \t<li>If you\u2019re interested in learning more about SEL to support K-12 students, the <a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">Michigan Cares<\/a> portal provides families and educators with free digital lessons designed to help students develop the skills required for social, emotional, and mental well-being.<\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=podcast%20pd\">Podcast PD<\/a> is a great way to extend your learning while listening to the Digital Backpack.<\/li>\n<\/ul>\nMake sure to&nbsp;<a href=\"https:\/\/anchor.fm\/digitalbackpack\" target=\"_blank\" rel=\"noopener ugc noreferrer\">subscribe<\/a>&nbsp;to listen to future episodes!",
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            "excerpt": "In this episode, we chat with Lauren Kazee about the impact COVID-19 is having on our social and emotional wellness. We discuss what social-emotional learning (SEL) is, how it\u2019s been used to help students in schools, and how we can all benefit by understanding and living by the basic tenets of SEL especially during times...",
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            "id": 35846,
            "path": "\/blog\/research-study-do-orientation-modules-contribute-to-student-success-in-the-online-classroom\/",
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            "content": "<!-- wp:paragraph -->\n<p>Learning online can be an adjustment for many students. It is widely believed that providing students with an orientation to online learning helps them better understand the novel challenges and expectations of learning online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This was the guiding assumption behind a joint research project by the <a href=\"https:\/\/www.edc.org\/\">Education Development Center<\/a>, <a href=\"https:\/\/www.michigan.gov\/mde\/\">Michigan Department of Education<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Michigan Virtual<\/em><\/a>, funded by the <a href=\"https:\/\/ies.ed.gov\/\">Institute of Education Sciences<\/a> at the U.S. Department of Education.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The study included data from over 1,700 first-time online students enrolled in an online course with <em>Michigan Virtual<\/em> in the fall 2018 semester. Students were randomly assigned to either the control group or the treatment group. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students in the control group received the typical <em>Michigan Virtual <\/em>course supports including support of a live teacher, an onsite mentor, technical support through the customer care center, a course pacing guide, help resources that connect to a live teacher, and a unit on navigating the LMS. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to those supports, students in the treatment group were also given access to an online learning orientation, titled <a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Strategies for Online Success<\/a>.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Strategies for Online Success<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Strategies for Online Success (SOS) course consisted of three modules:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Module 1: Online Learning Basics<\/li><li>Module 2: Skills for Online Learning<\/li><li>Module 3: Online Learning Technologies<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The three modules were sandwiched between a pre-assessment and post-assessment to understand what students knew before and after the orientation. The modules included interactive components such as videos, card sorts, self-checks, and additional resources for download. The orientation was estimated to take around an hour and a half to two hours to complete.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>So Is Orientation the Answer?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Unfortunately, there was no significant difference in course outcomes between students encouraged to take the orientation and those with access only to typical supports.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>About half of the students in the orientation group completed at least one of the five orientation components and about a third completed all five components. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who completed the orientation did have higher 8th-grade achievement scores on average than those who did not complete it, suggesting some key differences in student characteristics between members of the treatment group.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It may be that for highly motivated and traditionally successful students, encouragement to complete the orientation was sufficient; however, this same encouragement may not be enough for students who struggle academically. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, these students would likely benefit from additional learning supports, such as targeted and specific communications from their online teacher and regular progress checks.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In both the control and treatment groups, approximately 75% of students completed their course (earned at least 60% of the total course points). The remaining 25% either dropped their course early in the semester or did not complete their online course. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This meant that the orientation did not have a significant impact on students' course outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Considerations for Implementing an Online Orientation<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the online orientation in this study did not have a significant effect on student outcomes, that is not to say that there is no value in an online learning orientation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> Instead, this study revealed that there are a number of considerations that must go into implementing an orientation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example: Is it required? Is it designed for all students regardless of enrollment time or reason? These considerations may impact the student experience and the relative benefits of the orientation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to the researchers, it is yet to be determined if having students drop their online course during the \u201cgrace period\u201d (typically a few-week period early in the semester when students are able to drop their course without penalty) after completing the orientation is a positive outcome or whether the goal of the orientation is, in fact, to prepare and retain all students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this study, being assigned the orientation had a different effect on on-time enrollers compared to late enrollers. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For on-time enrollers, being assigned the orientation resulted in an increased relative risk of dropping during the grace period as opposed to failing the course, whereas it decreased the relative risk for late enrollers. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Researchers hypothesized that this may be because the orientation may alert students that they are not yet ready for the rigors of their online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If the goal of an orientation is to prepare all students then additional supports beyond the orientation may be needed for these students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Properly supporting online learners requires a multifaceted approach that targets learners\u2019 academic, social, and emotional needs. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Results from this study suggest that while an orientation to online learning at the beginning of a course may not significantly impact student success, it is possible that it could contribute to a larger sustained onboarding and support effort throughout a course to keep students on pace and engaged in their online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" aria-label=\"Success in Online Learning blog series (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Acknowledgments\u00a0<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Special thanks to Erin Stafford and Jacqueline Zweig of the Education Development Center for their partnership on this study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305L170008 awarded to Education Development Center (PI: Jacqueline Zweig). The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research result used data collected and maintained by the Michigan Department of Education (MDE) and\/or Michigan\u2019s Center for Educational Performance and Information (CEPI). Results, information and opinions solely represent the analysis, information and opinions of the author(s) and are not endorsed by, or reflect the views or positions of, grantors, MDE and CEPI or any employee thereof.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:heading -->\n<h2>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2018-19<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This year's <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\">effectiveness report<\/a> is the seventh in the series that looks at pupil completion and performance data reported by Michigan public schools to the Michigan Department of Education or the Center for Educational Performance and Information and highlights enrollment trends, completion rates, and the statewide impact of online courses. From this year\u2019s report:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>About 8% of all K-12 students in the state\u2014over 120,000 students\u2014took virtual courses in 2018-19. These students generated almost 640,000 virtual course enrollments and were present in two-thirds of Michigan public school districts. Schools with part-time virtual learners were responsible for the majority of virtual enrollments. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>About four out of five virtual enrollments came from high school students, and the most highly enrolled in virtual courses were those required for high school graduation. Two-thirds of the virtual enrollments were from students who were in poverty. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The overall pass rate for virtual courses (55%) remained the same as the past two years; however, there remains sizable variation in student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can dive into the details and additional findings from <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\">this report here<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Online Learning Journal&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A new issue of the <a href=\"https:\/\/olj.onlinelearningconsortium.org\/index.php\/olj\/index\"><em>Online Learning Journa<\/em>l<\/a> was published by the<a href=\"https:\/\/onlinelearningconsortium.org\/\"> Online Learning Consortium<\/a>. The journal includes 14 articles spanning three sections:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Faculty, professional development, and online teaching<\/li><li>Students, community, and online learning,<\/li><li>Empirical studies.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Topics range from \u201cshifting teaching and learning online\u201d to \u201cstudent preferences for learning resources in online programs,\u201d as well as \u201cusing structured pair activities online\u201d to \u2018\u201che validity and usefulness of an online course evaluation rubric.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research Roundup Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup-blog-series\/\" class=\"rank-math-link\">this series<\/a>, our team of researchers provide monthly updates on the latest K-12 online, blended, and innovative learning research, reports, standards, and other noteworthy resources published nationally and internationally. Our hope with this series is to inform the educational community of the latest digital learning research in order to better serve students. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual<\/em> in 2018. As a Research Specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators not only in Michigan, but nationwide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "March and April Research Round Up",
            "excerpt": "What\u2019s new in the world of K-12 research on online, blended, and innovative learning? This month, we take a look at Michigan's K-12 Virtual Learning Effectiveness Report and a recent edition of the Online Learning Journal. \n",
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            "content": "<h1>Online Courses for Students<\/h1>\t\t\n\t\t\t<h3>Partnering with your school to bring you more choices<\/h3>\t\t\n\t\t\t<a href=\"\/courses\/students\/\" role=\"button\">\n\t\t\t\t\t\tCourse Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/administrators\/\" role=\"button\">\n\t\t\t\t\t\tFor School Leaders\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=CpGWsjcLZIM\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows:<\/strong> Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\tOur Difference\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/njjeM1NnKDg\t\t\n\t\t\t<h2>Popular categories<\/h2>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/cybersecurity\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCybersecurity Training\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts%2Csocial-studies&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEnglish Language Arts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCareer-Oriented Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=19-20-summer&#038;_ncaa_approved=approved\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNCAA-Approved\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Studies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSix World Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMathematics\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science&#038;_course_term=19-20-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tScience\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/courses\/students\/\" role=\"button\">\n\t\t\t\t\t\tEnroll Now\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The results speak for themselves<\/h2>\t\t\n\t\t<p>Our <a href=\"\/research\/\">research-based<\/a> solutions leverage the latest data and proven methodologies to increase student success.<\/p>\t\t\n\t\t\t<h2>What questions do you have about online learning?<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"545\" height=\"706\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/Student-Guide-Cover.png\" alt=\"Cover to the student guide to online learning\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Educate yourself on best practices for online learning with our family of free guides for students, parents, mentors, teachers, administrators, and school boards.<\/h3>\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\tStudent Guide\n\t\t\t\t\t<\/a>\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\tAll Guides\n\t\t\t\t\t<\/a>",
            "title": "Students [NEW]",
            "excerpt": "Online Courses for Students Partnering with your school to bring you more choices Course Catalog For School Leaders Our Course Difference Research shows: Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online...",
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            "content": "<!-- wp:paragraph -->\n<p>Do you feel like you\u2019re on an island while mentoring online students in our current remote learning environment? In this webinar, seasoned online mentors share tips and tricks to help you through this difficult time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hear them discuss free resources and tools to help you foster successful mentoring relationships, increase communication with parents, support students' social and emotional health, and survive exams.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><em>Brought to you in part by <a href=\"https:\/\/www.meemic.com\/\" target=\"_blank\" aria-label=\"Meemic Insurance Company (opens in a new tab)\" rel=\"noreferrer noopener nofollow sponsored\" class=\"rank-math-link\">Meemic Insurance Company<\/a>, Insurance for Educators.<\/em><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
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        {
            "id": 35339,
            "path": "\/professionals\/computer-science-standards-courses\/",
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            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h1>Michigan Computer Science Standards PD Courses<\/h1>\t\t\n\t\t\t<p>In partnership with the <i>Michigan Department of Education<\/i>, we have developed courses that provide an overview of Michigan's K-12 Computer Science Standards and demonstrate how they can be integrated with existing teaching practices.<\/p>\t\t\n\t\t\t\t<h2>Intro to Computer Science Standards for K-5 Educators<\/h2>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=605\">\n\t\t\t\t\t\tEnroll Now &rarr;\t\t\t\t\t<\/a>\n\t\t\t\t<h2>Intro to Computer Science for Middle School Educators<\/h2>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=622\">\n\t\t\t\t\t\tEnroll Now &rarr;\t\t\t\t\t<\/a>\n\t\t\t\t<h2>Intro to Computer Science for High School Educators<\/h2>\n\t\t\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=728\">\n\t\t\t\t\t\tEnroll Now &rarr;\t\t\t\t\t<\/a>\n\t\t\t<h2>Why is computer science so important?<\/h2>\t\t\n\t\t<p><strong>URGENCY:<\/strong> Across the country, and specifically in Michigan, there is an urgency to prepare students with strong computer science skills that equip them to navigate new and emerging innovations. \u201cThe ubiquity of personal computing and our increasing reliance on technology have changed the fabric of society and day-to-day life\u201d (K12 CS Framework, 2016). Computer science is identified among the top 50 growth areas in our state, while Michigan employers have identified workforce gaps with thousands of computer science jobs going unfilled. A computer science education can lead to a high tech, high-wage sustainable career, with available computing jobs in Michigan growing at three times the average growth rate (<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/CompSci_Standards_Accessible_Final_655284_7.pdf\">Sawyer, presentation May 2018<\/a>).<\/p><p><strong>EQUITY:<\/strong> At the same time, students lack access to opportunities for learning the very skills in demand. Access gaps have been identified in several areas including gender, geography, and socioeconomics. In adopting the Computer Science Standards, the Michigan Department of Education and schools across the state are committing to Michigan learners that they will be provided equitable access to computer science opportunities regardless of where they live in the state, or the demographics of the schools they attend. The K12 CS Framework, a foundational document for Michigan\u2019s Computer Science Standards, \u201cprovides a unifying vision to guide computer science from a subject for the fortunate few to an opportunity for all\u201d (p. 3). It addresses what \u201cequitable access\u201d looks like: When equity exists, there are appropriate supports based on individual students\u2019 needs so that all have the opportunity to achieve similar levels of success\u2026The result of equity is a diverse classroom of students, based on factors such as race, gender, disability, socioeconomic status, and English language proficiency, all of whom have high expectations and feel empowered to learn (<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/CompSci_Standards_Accessible_Final_655284_7.pdf\">p. 23<\/a>).<\/p><p>Computer science is relevant to all content areas because it utilizes the power of computers to solve problems. Computer science involves computational thinking practices like decomposition, pattern recognition, abstraction, algorithmic design and debugging, which can be used in any content area. These courses will provide examples of implementation in various content areas.<\/p><p><em><strong>\"By applying computer science as a tool for learning and expression in a variety of disciplines and interests, students will actively participate in a world that is increasingly influenced by technology.\"<\/strong><\/em> \u2014 from <a href=\"https:\/\/k12cs.org\/a-vision-for-k-12-computer-science\/\">A Vision for K\u201312 Computer Science<\/a><\/p>\t\t\n\t\t\t<h2>Intro to Computer Science Standards for K-5 Educators<\/h2>\t\t\n\t\t<p>For Michigan\u2019s students to be competitive in the 21st-century economy, it is critical that they have access to computer science learning opportunities. Why? Because they need to develop skills and aptitudes in computer science that equip them to navigate new and emerging innovations.\u00a0In partnership with the <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, 'Helvetica Neue', Arial, sans-serif, 'Apple Color Emoji', 'Segoe UI Emoji', 'Segoe UI Symbol'\">Michigan Department of Education<\/em>, we have developed a course that provides an overview of Michigan's K-12 Computer Science Standards and demonstrate how they can be integrated with existing teaching practice in a K-5 classroom setting.<\/p>\t\t\n\t\t\t<h4>After completing this course, you will be able to:<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tExplain why computer science education is urgent\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tExplain the importance of equity in computer science education\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tDefine computer science\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSummarize the implications of the Michigan K-12 Computer Science Standards\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tGenerate ideas for integrating computer science into the classroom\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tUtilize resources that help integrating computer science into the classroom\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=605\" role=\"button\">\n\t\t\t\t\t\tRegister Now!\n\t\t\t\t\t<\/a>\n\t\t\t<h2>INTRO TO COMPUTER SCIENCE FOR MIDDLE SCHOOL EDUCATORS<\/h2>\t\t\n\t\t<p>Computer science increasingly permeates our student\u2019s futures in their options for higher education and career choices. This foundational course demonstrates why equitable access to computer science opportunities is imperative for Michigan students, and how Michigan\u2019s K-12 Computer Science Standards can be leveraged for effective instruction at the middle school level. You will be given examples and tools for successfully integrating computer science education into existing content areas through activities geared toward middle schoolers and be given the opportunity to create your own lessons.<\/p>\t\t\n\t\t\t<h4>In this course, you will:<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tExplain why computer science education is urgent in Michigan\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tCreate a document that can be used to advocate for equitable computer science education\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSummarize the implications of the Michigan K-12 Computer Science Standards as they pertain to middle schoolers\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tDevelop a lesson plan that introduces computer science to middle schoolers\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tUtilize resources that help integrate computer science into your classroom\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=622\" role=\"button\">\n\t\t\t\t\t\tRegister Now!\n\t\t\t\t\t<\/a>\n\t\t\t<h2>INTRO TO COMPUTER SCIENCE FOR HIGH SCHOOL EDUCATORS<\/h2>\t\t\n\t\t<p>Having the opportunity to study computer science is critical for all high school students to remain competitive in the real world, both inside and outside of the technology field. This course demonstrates why equitable access to computer science is imperative for Michigan students and how Michigan\u2019s K-12 Computer Science Standards can be leveraged for effective instruction at the high school level. Explore a framework that will relate core concepts and core practices for a board and deep level of understanding of computer science as well as successful implementation models.<\/p>\t\t\n\t\t\t<h4>In this course, you will:<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tUnderstand why computer science education should be equitable and urgent\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSummarize the implications of the Michigan K-12 Computer Science Standards\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tGenerate ideas for integrating computer science into all subject areas\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tUtilize resources at every skill level for learning coding, building apps, and more\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/?course=728\" role=\"button\">\n\t\t\t\t\t\tRegister Now!\n\t\t\t\t\t<\/a>",
            "title": "Computer Science Standards Course",
            "excerpt": "In partnership with the Michigan Department of Education, we have developed a course that demonstrates why equitable access to computer science opportunities is imperative for Michigan students and demonstrates how Michigan\u2019s K-12 Computer Science Standards can be leveraged for effective instruction at the K-5 level.",
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            "id": 35311,
            "path": "\/blog\/instructional-leadership-supporting-online-teachers\/",
            "author_id": 54,
            "timestamp": 1588946147,
            "content": "<!-- wp:paragraph -->\n<p>While many school leaders feel comfortable supporting teachers in a face-to-face setting, some school leaders have little to no experience working with or supporting teachers in an online environment. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whether you are working with teachers or in an online environment for the first time or this is familiar territory, we all know that successful online programs require very strong leadership.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We also know that school administrators have a LOT of responsibilities, one being instructional leadership. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to understand what you can do to be an effective leader, we will first define what instructional leadership is, why it matters, and what effective online teaching looks like.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What is Instructional Leadership?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">NSQOL Quality Online Programs standards<\/a> define the standard of \u201cleadership\u201d as:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>\u201cThe leadership of a quality online program is accountable to the program\u2019s governance body and is responsible for setting and meeting the operational and strategic goals in support of the program\u2019s mission and vision statements.\u201d<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In the subsequent indicators, key objectives are included, such as maintaining knowledge of trends in the educational environment and providing a productive collaborative environment for learning and work to take place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can see examples of these indicators in \u201cStandard C\u201d of the <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">NSQOL Quality Online Programs Standards<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School leaders focused on <strong>instructional leadership<\/strong> are not only concerned with their administrative and programmatic leadership duties \u2014 they make teaching and learning their priority. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They involve themselves in the curriculum, the instruction, and in helping to mold and support effective teachers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Why Does Instructional Leadership Matter?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Opportunities for school leaders to show understanding about and vision for developing successful online programs typically occur at the professional level. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, the <em>impact <\/em>of instructional leadership occurs at home, at the district and school building level, where the superintendent and principals set the tone and expectations for students, staff, parents, vendors, and community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A successful online program requires strong leadership. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most school administrators may not have much experience establishing and maintaining online learning programs, but many have a good start on the endeavor and can and do provide ideas, encouragement, and support to their colleagues who are at earlier stages of development.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators at all levels are important advocates for online learning policies and options that expand opportunities for students and prepare them to be successful digital citizens in post-secondary studies and their work lives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Learn more about strategies for successful online learning leadership in our <\/em><\/strong><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/admin-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Administrator Guide to Online Learning<\/em><\/a><em>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What Does Effective Online Teaching Look Like?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Effective instructional leaders know what is expected of their online teachers, understand what effective online teaching looks like, and give their online teachers the support that they need.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As outlined in the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">NSQOL Quality Online Teaching standards<\/a> and as discussed in <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/08\/Teachers-Guide.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Teacher Guide to Online Learning<\/a>, some of the core responsibilities of the online teacher include:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Digital Pedagogy: <\/strong>Use digital pedagogical tools to foster communication, collaboration, encourage learner interaction, and monitor and motivate learner engagement.&nbsp;<\/li><li><strong>Community Building: <\/strong>Facilitate interactions and collaboration among online learners, their parents\/guardians, and the student\u2019s on-site mentor to create a supportive online community.&nbsp;<\/li><li><strong>Diverse Instruction: <\/strong>Personalize instruction, implement accommodations and modifications indicated on 504s and IEPs, provide opportunities for differentiation, and understand the variety of culturally diverse students that teachers may provide instruction to online.&nbsp;<\/li><li><strong>Assessment and Measurement<\/strong>: Design reliable and valid assessments to pinpoint areas for further instruction and make sure to offer meaningful feedback.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>By more clearly understanding the role of the online teacher, school leaders are able to provide them with appropriate support so they can in turn better support their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How Can School Leaders Support Online Teachers?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>So given what we know about their core responsibilities, how can you <strong>best <\/strong>support your online teachers? <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are some suggestions based on information in <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/admin-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Administrator Guide for Online Learning<\/a> and the <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">NSQOL Quality Online Programs standards<\/a>:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Participate in ongoing professional development to maintain disciplined knowledge of educational trends<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Technology, pedagogy, and best practices in online teaching are changing very rapidly, so it is crucial that administrators at all levels participate in professional development in order to meet the challenges of online learning and to provide the optimum learning environment for students, teachers, and staff.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Offer best practices and guidance<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When leadership exhibits knowledge of and support for best practices in online learning, your teachers will feel more comfortable exploring new strategies and stepping out of their comfort zone to implement them in their classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Provide your online teachers with ongoing training, support, and professional development, which are aligned to the National Standards for Quality Online Teaching<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Professional development specifically for online teaching is crucial for the success of not only your online program but also of your online teachers. Whether they are new to teaching online or not, teachers need <em>ongoing <\/em>professional development specifically related to online learning pedagogy in areas such as:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Student motivation<\/li><li>Interaction and involvement between students in the course and the teacher<\/li><li>How to differentiate and personalize instruction in the online learning environment<\/li><li>Meeting the learning support needs of special education students in the online learning environment<\/li><li>Effective communication (email, discussion posts, tone of writing, etc.)<\/li><li>Comprehensive formative assessment techniques for the online learning environment<\/li><li>Academic integrity<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Create a teaching environment supportive of change<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p> Give your online teachers the trust, confidence, and support to try new things and take risks.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Provide your online teachers with regular, timely feedback in the form of evaluations of their performance and student achievement<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Make sure to use consistent, clear measures. Evaluations and timely feedback help teachers determine areas in which they excel and also areas for improvement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Offer your online teachers opportunities for collaboration and encourage participation in a mentoring program<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Provide teachers newer to online learning with a more seasoned mentor who can help guide them. Ensure that your online teachers are provided with opportunities to collaborate, share ideas, build relationships, and learn from each other.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Final Thoughts<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Strong, invested leadership is critical in that it sets the direction of the K-12 online learning program. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Leadership is responsible for steering the program towards its mission and taking steps to achieve that mission. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Support your online teachers where they are, giving them what they need and making sure to give them the confidence and support to try new things.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the most important ways that you can support your online teachers will be discussed in the next blog post in our <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\">Success in Online Learning blog series<\/a>, which will be all about professional development.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" aria-label=\"Success in Online Learning blog series (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual <\/em>in 2018. As a Research Specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators not only in Michigan, but nationwide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Instructional Leadership: Supporting Online Teachers",
            "excerpt": "Supporting your online teachers seems like it should be easy, but what do they really need? Where should you start? In this article, we explore what it means to be a good instructional leader and give you some guidance as to how you can get started. ",
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            "id": 31751,
            "path": "\/resources\/guides\/teacher-guide\/",
            "author_id": 21,
            "timestamp": 1588799700,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"about-this-guide\">About this Guide<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2122 and the Michigan Virtual Learning Research Institute\u00ae (MVLRI\u00ae) have produced the <em>Teacher Guide to Online Learning<\/em> to support those new to teaching online. It is based on two Michigan Virtual courses: the first an orientation course for iEducators (new teachers who are recent graduates of Michigan teacher preparation programs who have been selected for a two-year digital learning teaching assignment with Michigan Virtual); and the second a Professional Learning course for online facilitators.<strong>&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This guide is one of a family of <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\">Guides to Online Learning<\/a> that detail the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"acknowledgements\">Acknowledgements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Teacher Guide to Online Learning would not have been possible without the guidance and valuable contributions from many experienced and dedicated professionals in the field of K-12 online learning. Special thanks to Michigan Virtual\u2019s Student Learning leadership and the many authors of Michigan Virtual\u2019s iEducator course and Professional Learning online learning facilitation course whose expertise and experience helped direct the structure of this guide. Michigan Virtual lead instructors and other staff as well provided valuable feedback during the review of this resource.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We are especially indebted to the members of the Virtual Learning Leadership Alliance (VLLA) who contributed their time, attitudes, artifacts, and expertise through personal interviews, group discussions, and written responses that were used to bring this guide alive through voices from the field. Specifically, we would like to recognize and thank the following online teachers for their contributions: Carrie Madden and Mallory Kirkland (Georgia Virtual School); Robert Selzler (Idaho Digital Learning); Kristen Koch, Annette Gleason, and Adam Knapp (Michigan Virtual); Caitlyn Skinner and Jenny Lovering (Montana Digital Academy); and Annette Walaszek and Jon Oestrich (Wisconsin Virtual School). Additionally, special thanks to Dana Breed (Stevens Point), Erik Hanson (Appleton eSchool), Dawn Nordine (Wisconsin Virtual School), David Parr (Arise Virtual Academy), Janean Ranis (Cameron), and Dan Tenuta (Kenosha eSchool), and members of the Wisconsin eSchool Network and Wisconsin Digital Learning Collaborative (WDLC) for their valuable contributions to the teacher guide. Lastly, many thanks to MVLRI fellow, Rebecca Parks, for gathering and selecting quotes and original content from the interviews she conducted with our experts: the teachers who are teaching online learners in Michigan and across the country.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"what-is-online-learning-and-how-does-it-work\">What is Online Learning and How Does It Work?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"a-working-definition-of-online-learning\">A Working Definition of Online Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Aurora Institute (formerly the International Association for K-12 Online Learning) describes online learning this way in its publication <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/aurora-institute.org\/resource\/a-national-primer-on-k-12-online-learning-2nd-edition\/\" target=\"_blank\">A National Primer on K-12 Online Learning 2nd Edition<\/a>:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online learning is characterized by a structured learning environment, to enhance and expand educational opportunities, providing instruction that is teacher-led, and may be synchronous (communication in which participants interact in the same time space such as videoconferencing) or asynchronous (communication that is separated by time such as email or online discussion forums), and accessed from multiple settings (in school and\/or out of school buildings).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additional ways that online learning is being used in the K-12 space:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>&nbsp;expanding the range of courses available to students, especially in small, rural or inner-city schools, beyond what a single school can offer;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>providing highly qualified teachers in subjects where qualified teachers are unavailable;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>providing flexibility to students facing scheduling conflicts;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>affording opportunities for at-risk students, elite athletes and performers, dropouts, migrant youth, pregnant or incarcerated students, and students who are homebound due to illness or injury to continue their studies outside the classroom;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>providing credit recovery programs for students that have failed courses and\/or dropped out of school, allowing them to get back on track to graduate;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>helping students that are currently performing below grade-level to begin catching-up through blended learning;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>&nbsp;addressing the needs of the millennial student;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>providing on-demand online tutoring;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>&nbsp;increasing the teaching of technology skills by embedding technology literacy in academic content; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>providing professional development opportunities for teachers, including mentoring and learning communities.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cThe online learning environment allows teachers to impact a much broader demographic of students, as opposed to the neighborhood kids within the surrounding district. This makes the real-life experiences and connections so much more exciting and enriches the learning experiences for everyone.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"differences-and-similarities\">Differences and Similarities<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although some educators believe that \u201canyone\u201d can teach online or that it\u2019s easy, it takes a different skill set and practice to be a proficient online instructor. In fact, many profess that teaching online makes them an even better face-to-face teacher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cWhether the students are in front of you in a classroom or behind you in an email, they all have different personalities that you need to hone in on and work with to meet their learning needs.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;What are the similarities between face-to-face and online teaching?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>You are an expert in your field.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>You build relationships with students and create a learning community.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>You evaluate student performance through written assignments and assessments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>You create supplemental resources for your students\u2019 needs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>You seek to connect classroom lessons with the real world.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cMany online learning experiences provide students with the same learning opportunity as face-to-face instruction, but with a different delivery method. In online instruction, students are given the chance to work one-on-one with their instructor such that both can focus on the individualized needs of that student. Students are able to work at their own pace, allowing them to have ownership in their learning. This is not always possible in a face-to-face classroom.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"what-are-the-differences-between-face-to-face-and-online-teaching\">What are the differences between face-to-face and online teaching?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Students will contact you individually.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>You develop relationships in a different way.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>There are more opportunities for individualization.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students will communicate with you and work on their courses at all hours.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students may begin the course at different times of the calendar year and not progress through the course all together at the same time, depending on the online learning program model.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students may have greater discretion concerning the order in which they complete their lessons so may skip around in online content and need to be redirected to go back and complete tasks, depending on the online learning program model.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>You may not physically see your students. Unless you use video conferencing, for example, communication will be primarily via email, the learning management system (LMS) message system, graded feedback, phone, texting, etc.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan students have an onsite mentor to help support them and act as a liaison among students, parents, and you if need be. (See more about mentors later in this guide.)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The content is often already created for you, depending on the online learning program model.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cIn the online classroom, I do not have the luxury of reading students\u2019 body language to gauge their level of understanding while teaching. Instead, I have to rely almost entirely on tangible data points like assignment submissions, discussion posts, questions, and other work to inform student mastery. But this takes practice and lots of open and honest communication between me and each student. It takes time, but it is time well spent when the students find great success in their online class.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cI can develop a much more personal relationship with my students in the online environment. In a face-to-face classroom, you can easily get the surface relationship in a 45 minute period before they move on to the next class, but the online environment allows me to meet individually with a student in need for whatever time is needed to address academic concerns and personalize growth.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"why-students-choose-online-learning\">Why Students Choose Online Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students want to learn online for a variety of reasons. You may not know why your students are in your online course, but what brought them there has an impact on their motivation and often on their success. The Foundation for Blended and Online Learning along with Evergreen Education Group published a report based on surveys, focus groups, and interviews with students along with other data. Why Students Choose Blended and Online Schools distinguishes three primary reasons students pursue online and blended learning (using both online and face-to-face learning in the same course): academics, social-emotional health and safety, and interests and life circumstances.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cEach student has a unique reason that led them to online learning, but together we find commonalities within the learning environment to build a healthy and supportive community of learners.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"why-teachers-choose-online-teaching\">Why Teachers Choose Online Teaching<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Today\u2019s teachers have many reasons for entering the online learning environment. Many teachers choose online teaching for one or more of the following reasons:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Life changes (pregnancy, young children, relocation, health concern(s), family concern(s), etc.) prevent them from working outside of their home;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Their home location is in an area with an unreasonable commute to a school;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>They have a desire to be challenged with a new modality of teaching;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>They aspire to reach a wide demographic of students who are interested in a specialty area of learning that the teacher can provide;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>They\u2019ve been encouraged to teach online by a school\/district leader to expand their professional growth and experience or to participate in a district online program; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>They are looking for more flexible hours or supplemental income.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Whatever the reason, many teachers openly embrace this challenge and find great satisfaction and success in this teaching modality; however, new online teachers quickly learn that there are additional skills and knowledge required for this position. This guide is intended to provide new online teachers\u2014or those exploring the possibility of teaching online\u2014support in making that transition.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"the-online-learning-environment\">The Online Learning Environment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Despite the many positive aspects of online learning, certain hidden, unknown, and invisible forces that you may or may not be aware of can affect your ability to teach and your students\u2019 ability to learn in the online environment. As with any relationship or situation, the online learning environment presents challenges for both students and teachers. The Foundation for Blended and Online Learning (2017) published a report on <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/static1.squarespace.com\/static\/59c3f229197aeabbd2a556b2\/t\/5afde15c70a6adead81fed55\/1526587747644\/FOBL_WhyStudentsChoose.pdf\" target=\"_blank\">why students choose blended and online schools<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"the-online-student\">The Online Student<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Students come with various academic levels.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students come from a variety of backgrounds and have various life experiences.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students have various levels of technological ability, and their access to technology and the internet varies.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students are used to working in a very different educational environment and may not have all the skills required for successful online learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students probably have no previous experience with their online instructors.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cThe asynchronous teaching and learning challenges of the online classroom can require a great deal of organization and flexibility on the behalf of the teacher. In some online programs, students are allowed to enroll at random times during the course, complete and submit work at different times, and ask questions that may be behind or ahead of where the teacher is at the moment. When this happens, the teacher needs to address each student exactly where they are in the course to value the individual learning process.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"the-online-teaching-and-learning-environment\">The Online Teaching and Learning Environment<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because of the asynchronous delivery of courses:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Students may work at a different pace than the instructor.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students may work at a different pace than other students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Giving and receiving timely feedback can be a challenge.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It isn\u2019t always easy for an instructor to see:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Evidence of learning,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Evidence of struggle, or<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Evidence of understanding.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Students have ultimate control over their time and attention, therefore:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>How does the instructor help students stay engaged with their learning?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How does the instructor help students become successful thinkers and learners?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What are the limits of the instructor\u2019s ability to help students stay engaged and be successful thinkers and learners?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Recognizing these potential sources of friction can help a new and\/or seasoned online teacher prepare positive solutions or employ methods to minimize or avoid these pitfalls and create a positive learning experience for everyone. This guide addresses these potential challenges while also providing numerous suggestions and effective practices to make the online teaching and learning experience exciting and positive for instructors and students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"your-online-work-environment\">Your Online Work Environment<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Being efficient in managing your time when working online may be the key to balancing your work and personal life. Prepare to be physically, digitally, and mentally organized so that you are not only efficient, but can enjoy that balance between work life and home life. Begin by securing a workspace conducive to being a productive instructor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"tips-for-organizing-your-physical-workspace\">Tips for Organizing Your Physical Workspace<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Tips for choosing your location:<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Set up a space that is separate from your family life and area.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Choose a closed off space that will allow for quiet and privacy.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider a door with a lock or a \u201cdo not disturb\u201d sign if you live with others.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"caution\"} -->\n<blockquote class=\"wp-block-quote caution\"><!-- wp:paragraph -->\n<p>Because you will be spending the majority of your day working on a computer, repetitive motions such as wrist pain can be a common ailment. Your physical activity level will be reduced if you choose to sit most of the day, and eventually you may notice a negative impact on your energy level. You must carefully structure your remote work environment so that it is not only conducive to productivity, but is conducive to your health and welfare at the same time.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Get enough sleep, eat healthy, and exercise. This is sedentary work so rest your eyes, wrists, and back. Stretch periodically.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Design your space to allow you to minimize distractions and help you focus:<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Find a private space in your home (preferably with a door) that can be dedicated to your work as a teacher.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Set up your computer in an area with good light. Lights should be directed toward the side of or behind your line of vision.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make sure you have high speed internet service with antivirus and malware protection software to protect you and your students\u2019 systems.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider a desk you can raise and lower to avoid the negative health effects of sitting for long periods of time.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use a comfortable, supportive, and perhaps ergonomic chair as you will likely be sitting for long periods of time.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Have computer paper, pens, and notebooks on hand.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do not slump or round your shoulders as fatigue will quickly set in.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider using a foot rest that allows you to push back into your chair.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Communicate proactively to those sharing your living space of the need to respect your workspace and work hours.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I always make sure my office is clean and organized because I find it helps keep me focused on the students and not the \u201cother\u201d things that need to be done around the house.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"organizing-your-digital-space\">Organizing Your Digital Space<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Today millions of pieces of information bombard us at lightning speed. Just as you reduce chaos by organizing your physical workspace, you want to achieve the same goal of keeping your digital world organized. In order to relieve stress and be a more productive online teacher, it is essential for you to develop and maintain an organized digital workspace that promotes maximum efficiency and helps you locate files and items more readily.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Habits for a Productive Digital Workspace<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Business experts offer these tips for making your digital workspace a productive place to work:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Clear your virtual desktop. Get all those icons off the startup menu that makes your system run slower.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Scan paper documents, when possible, and place them in folders.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use clear file names so you can easily retrieve them later. Alphabetize file names and be consistent in your filing system.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Get the folders for all the classes you teach set up and organized as soon as possible.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Archive emails in folders labeled with the course name and term.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Create shortcuts on your desktop for programs, folders, and websites you use frequently.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Create bookmarks for common internet sites.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use a calendar with deadlines and note priorities.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Before a new course begins, I prepare my Google Docs and run through my check lists to be sure I am fully prepared for the first day of classes.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Organizing Your Email<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Email will likely be the primary way you communicate with your students, their mentors, and parents\/guardians. You likely already have years of experience using email, but using it as the primary means of communication for online instruction requires an organizational and workflow strategy conducive to this type of work. The better you are able to plan and stick to a solid email management strategy early on, the better you will be able to stay engaged with students and others on a daily basis. This is critical to establishing and maintaining good relationships with all those involved.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I am very organized, keeping track of all important dates within my Outlook Calendar. In the past couple of years I have converted my documents over to my Google Folder so I can continue to work on them from any place at any time. Keeping my inbox cleaned out each day is also important. I have several email folders so I can easily locate a message when needed.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Organizing Your Calendar<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In addition to email management, schedule management is another tremendously important skill for an online teacher in order to stay in sync with everyone in your virtual environment. Scheduling and coordinating time to meet with your students, mentors, and colleagues and blocking out appropriate time to attend to your instructional duties all take place within your calendar. When used effectively, your calendar can be one of your best allies in making sure you stay on top of your schedule.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Having an intentional and deliberate set of routines and boundaries while working from home will also allow you to be as productive and energized as possible:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Maintain a routine<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Set a schedule<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Establish mental goals for the day<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Get dressed for work<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Before the start of a new course, I fill in my Outlook Calendar that I share with all the stakeholders I will be working with over the next few months. I add in my designated office hours with my contact information; I enter in my general course outline, due dates for assignments, quiz and test dates, and anything else that is pertinent to my students, mentors, and parents. I find that doing this ahead of time helps me feel organized and prepared each week and also keeps me accountable to my own schedule.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"maintain-a-healthy-life-balance-and-manage-your-workload\">Maintain a Healthy Life Balance and Manage Your Workload<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because we live in a \u201cconnected\u201d world, there is a danger of not being able to disconnect from your work life, so it may interfere in other aspects of your personal life. A few helpful hints can assist you in avoiding these potential pitfalls and provide you with the healthy life balance needed for a happy and successful career.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Create a manageable work schedule that clearly defines your working hours and non-working hours for your students, parents\/guardians, and yourself. Be diligent in maintaining these working hours, and do not feel guilty about taking advantage of your non-working hours. Set boundaries. Clearly post your office hours in your course and on your webpage.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Prioritize your tasks so the most important critical tasks are done first when your energy is the highest. Learn to say \u201cNo\u201d to noncritical tasks. Map out weekly goals and to-do lists and put them where you can see them during your workday. Using electronic to-do lists can help keep you on track.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be sure to remain focused on and diligent about your designated work schedule when you are working. When you are \u201coff,\u201d be sure to disconnect and do not feel guilty about not checking email or texts. Resist the tendency to work all of the time. Your personal time is just as valuable as your professional time. Do not feel guilty for leaving the work behind during your \u201cdown time,\u201d and help yourself by walking away from your electronic devices when you are \u201coff.\u201d<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Give yourself a timeout to help you refocus your energies and reflect on the work ahead.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reach out for help when things get tough. Identify others at your school, via social media, or in an online professional learning network (PLN) who can provide support.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Open separate email accounts, texting numbers, and other social media modes to balance your personal life with your professional life. This will help keep you from checking your course-related email and feeling like you need to react to student issues during your designated personal time.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Establish Professional Connections<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers can experience isolation just like their students do when they move away from a face-to-face environment. You can address the stress of feeling like you\u2019re all alone and on your own in several ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>&nbsp;Build relationships with fellow online teachers in your online school through chatrooms, video collaborations, phone calls, and other resources that allow for open and honest communication and sharing of ideas. Consider the EdWeb.net Community, the ISTE Standards Community, The Educator\u2019s PLN, Classroom 2.0, Teacher Square, and Twitter. These sites offer incredible opportunities to connect with other educators around the globe and to begin developing your own professional online identity.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ask questions and share effective practice ideas with other teachers. Be open to sharing resources to enhance student learning. Often your colleagues can be your best resource.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Actively engage in professional development opportunities and professional learning communities.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I intentionally close my computer down at the end of the day and do not return to it until the next morning. I have found that I do more successful work when I allow myself to be with my family on my off days and avoid working during that time.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Some of my best resources came from my fellow colleagues. I quickly learned to ask questions and seek ideas from those who are even a few months more seasoned than me.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I quickly learned that I needed to set up a routine for reading assignments, grading, responding to emails, and addressing gaps that I see students having in the class.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Setting a Daily Routine<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Having a plan of attack for the day will help you mentally prepare for the day\u2019s events. Below is a common routine that successful online instructors have used to manage their time efficiently.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Daily Instructor Tasks<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Check and answer email.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Compose a weekly group email to the entire class via the LMS message function. For the first week, request a response to ensure your messages are received and get students started interacting with you via email.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Check and answer messages within the LMS.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Grade student work.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make phone calls to parents\/guardians, mentors, and students to build support for helping the student be successful.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Send regular updates to parents\/guardians and mentors.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Track student progress.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Help students learn time management skills through use of any pacing elements available in your course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make expectations clear.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reach out to a PLN or colleagues to seek the wisdom of those who have lived and breathed online teaching before you.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Establishing Classroom Rules and Procedures<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Making your classroom expectations clear from the onset of class will save time and energy down the road. Remember that many of your students are new to the online learning environment, so you will have to guide them in terms of appropriate behavior, your expectations, and protocols required in your classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing structure to your classroom helps eliminate stress on students. Help provide them that structure so they can become independent, disciplined learners. Ultimately, you also want to create a safe learning environment, one that is conducive to learning and in which students are respectful of the online instructor and each other.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I keep our classroom rules positive, short, and to the point.<br><br>1) Participate Enthusiastically<br>2) Work to the Best of Your Ability<br>3) Be Honest and Let Your Personality Shine<br>4) Use Encouraging and Positive Language<br>5) Ask Questions and Communicate Effectively.<br><br>These rules are always posted on the course homepage and listed as a box in my weekly newsletter. It keeps everyone focused and acts as a constant reminder of my expectations.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Classroom Rules<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Establish a consistent method and format for submitting assignments within the LMS. Emailing assignments outside of the LMS classroom is not a good practice. Some LMSs time and date stamp each individual student assignment, validating that it was submitted and when. There will be instances when parents\/guardians refute a claim that their student did not submit an assignment. The LMS usually contains a course database that collects all login data, click information, amount of time spent in certain areas of the course, and course assignment submission logs to provide individual student data.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do not accept assignments until students learn to submit them correctly in the first few modules. Make this a teachable moment. Students and parents\/guardians may push back, but the goal is to make students accountable for their own learning, and that goes hand-in-hand with having a disciplined approach in following the classroom rules and procedures. Consider some practice activities before getting into the modules themselves. Mentors may already be working with students on these kinds of new skills.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make directions clear. Provide an additional tutorial if need be to clear up any confusion about what is required. Explain the assignment in a different manner, use screenshots, make a video, provide an audio recording or even meet in real time with the student via the LMS or a Google Hangout, for example, to clear up any misunderstandings in how to proceed. Simple but complete rubrics can help to clarify expectations and provide clear concise directions.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Basic Tasks for Reaching Every Student Successfully<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em>Start of Course<\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Reach out to students who haven\u2019t started the course, as well as the mentors and parents\/guardians of those students, at least twice before the drop deadline.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learn how to pronounce students\u2019 names, or find out what nicknames they prefer to use.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Bond with the student so they see you as a real person who is there to help them.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Create a personal welcome in the course LMS, and introduce yourself to students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make navigational materials readily available.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make fun videos to keep students engaged and interested.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reach out to students who haven\u2019t gotten started.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide quick turnaround of assignments while material is fresh in students\u2019 minds.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make contact just to see how students are doing.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Build relationships with online learners\u2019 mentors.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Call students who have not completed the first unit of work for a phone conference.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em>Mid-Course<\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Contact students who are lagging behind.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Encourage students not to give up.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Acknowledge bright spots.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Set up times to meet to discuss challenges.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide \u201cre-navigation\u201d to get back on pace.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Start talking about the end of course date several weeks in advance.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Acknowledge the time crunch: Send out calendars with remaining weeks for students to re-organize the remaining work and make a plan for completion.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Create a course countdown.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Verify when students\u2019 schools need their grades, and create custom end dates as needed.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maintain a high level of encouragement to complete the course well.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Get grades in as soon as possible once students finish the course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ask for student feedback at the end of each unit.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"responsibilities-of-the-online-teacher\">Responsibilities of the Online Teacher<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"relationship-building\">Relationship Building<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One distinguishing feature of online learning is that all interactions must be sought out intentionally and supported. Online learning environments do not have the affordance of natural social opportunities that fully face-to-face environments do. Online facilitators don\u2019t have the ability to read body language, see students visibly struggling, or informally build rapport with a \u201cHow\u2019s it going?\u201d check in. We must develop and refine instruments that aide the teacher in engaging with students in ways that promote deep learning fellowship.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Building relationships with students in fully online settings may require the use of different and more intentional strategies than in face-to-face classrooms. One of the most utilized strategies is through the use of communications and feedback tailored to individual students. Experienced online teachers use communication to convey to students that they are present in the course and that they care about the student. This is done through prompt replies to student messages, flexibility in mode of communication (email, text, video call), and individualizing messages with the students name and interests.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another way to build a relationship with online students is through the use of online teaching effective practices. Strategies such as posting \u201cWelcome\u201d videos, course announcements, teacher contact information and office hours, providing content in multiple formats, posting supplemental videos, and offering on-demand academic remediation sessions serve to humanize the instructor and help students feel more welcome and oriented in their online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Creating a human-to-human bond with your online students, as well as with their parents\/guardians and the student\u2019s local online mentor, is critical in determining student success in your online course. This can be accomplished through effective individual and group communication, encouraging engagement in the course, productive and growth-focused feedback, and multiple opportunities for students to ask questions and learn in a way that is meaningful to them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"communication\">Communication<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Effective communication promotes an effective learning environment, whether face-to-face or online, and is arguably the most important (as well as most frequent) activity online instructors engage in. Communication can make or break your students\u2019 experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cCommunication skills are the most important teaching skills and instrumental to becoming a successful online instructor. In fact, effective and positive communication skills may be more important than instructor content knowledge. Communication is the make-it or break-it key to letting students know that we are real people who care about their success.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"why-is-communication-important\">Why Is Communication Important?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We know that how a student feels about learning greatly affects the student\u2019s retention and performance in a particular subject, so we want students to feel positive about as many aspects of their learning environment as possible. Unlike in the face-to-face learning environment, in some programs, teachers simply do not control many aspects of the online environment, for example, which LMS is used, the look and feel of the course, the specific course content, and in many cases, how the student work is graded. However, you do have control over a foundational element in students\u2019 online experiences: communication.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cThe number one key to being a great online teacher is to be an excellent communicator. You do not need to be an extrovert to be a good communicator; instead, you need to have an online relationship with someone. You can be an introvert and have a huge impact on your students through your computer.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Creating a human bond with your online students is critical in determining their success in your online course. It takes skill, time, energy, and heart to build a professional academic relationship with each and every student and maintain the positive connection throughout the course that contributes to their success. As a facilitator of online learning, you will quickly realize that you simply cannot leave anything unsaid.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"setting-the-tone\">Setting the Tone<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In your online course, you will want to be the first one to communicate because you are responsible for setting the tone for the type of experience students will have. The first contact is when and where that begins.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An instructor must take a number of actions to officially welcome students, mentors, and parents\/guardians to the online experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"welcome-letter\">Welcome Letter<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instructors should send their students and the mentors who work with those students a welcome letter containing at least the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instructor contact info<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Office hours<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course start and end dates<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course requirements and expectations<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A professional-looking instructor picture<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Keep in mind that your students and others involved in their support will see you as a real individual if you share information about yourself, including your interests and outside activities. Each recipient requires different consideration.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I start the course with a welcome letter and a few pictures of me in a casual environment. This helps my students see me as a real person, not just 26 letters behind a keyboard. I keep it light in tone but am sure to lay out my expectations, office hours, and any other pertinent information they may need to know.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Students<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As you compose your first communication, consider the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Kick off the learning experience with a positive and professional message. Show that you are excited to work with the student and that you are approachable.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Post the letter in the course info area of your LMS and in the announcements area, too.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Send the welcome letter within five business days of the start of the course or within five business days of a student joining the course. Remember to send the letter to each new student who adds once the term starts.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>As you create these opening communications, keep in mind how you want students to feel the minute they sign into your classroom. In addition to a welcome letter, video announcements are an opportune way to personalize your course. Remember, announcements are students\u2019 first impression of you, your teaching style, and your presence in the course itself.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cOnline teachers need to be comfortable enough to record themselves\u2014not necessarily their face but their voice\u2014so that students can hear that they are a real person behind the keyboard and make a true human connection.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>At the beginning of a term, you will have many students to welcome. You may wish to set up a list (such as a class roster spreadsheet) to indicate that you have sent a welcome to each student and mentor. As the term progresses, more students may be enrolled. You can add them and their mentors to the spreadsheet, too. Some instructors gather other info on these same sheets from the students\u2019 letter of introduction and exchanges with mentors, essentially creating a database about their students for easy reference.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>The first assignment in my online class is for the students to read my welcome letter and then respond with their own brief introduction. This serves a dual purpose: I get to know each student and their interests, and I can assess their understanding of the classroom discussion board and submitting assignments.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Parents<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is also a good idea to send a letter of introduction to the parents\/guardians, if possible, because they are a very important and often over-looked member of the students\u2019 support system. This is your first chance to establish positive contact. Remember that they may not understand anything about the online course and may not even know their student is taking an online course. Encourage them to contact you with any questions or concerns and supply all your contact information so they can communicate using the method of their choice. Be sure to let them know that the student has a mentor at their school and who the mentor is if you can. Contact the parents\/guardians at least one additional time during the course to share something positive about their student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I send a welcome letter to both the student and the parent introducing myself. I briefly share my interests outside the classroom, provide my contact information and office hours, and offer other pertinent information about the class. Even if I do not make voice contact with the parents\/guardians, I like knowing that I have reached out to them and let them know I am available to help in any way.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Mentors<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan law requires that online students be assigned a mentor employed by the school from which they enroll. The mentor\u2019s role is to support the students in their online learning experience. Schools approach this position differently, but mentor responsibilities often include everything from getting a student enrolled to keeping students on pace to dealing with LMS challenges. Mentors often act as a liaison between students and their teachers and help students learn to learn online. They are critical to student success and to helping students stay engaged and on pace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Introduce yourself to the mentors and send a copy of your introduction and student welcome letter to them.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Email one student welcome letter to each mentor so the mentor is aware of what the students have received from you so they can reinforce your expectations and directions. Personalize each letter by indicating the students\u2019 first and last names as well as which course they are in. Many times mentors oversee many students, and it will help establish good rapport with mentors for you to specify which of their students are in your course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Work with the mentors to understand what may be impeding a student\u2019s progress, diffuse tense situations, break down communication barriers, or address other unique situations that develop.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Discuss student progress with mentors to keep them informed of the students\u2019 work\u2014and vice versa.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>If your course contains password-protected tests, consider having a separate mentor welcome letter and student welcome letter. Include the passwords in the mentor letter but not in the student letter. The mentors will thank you!<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"announcements\">Announcements<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The main way you will communicate with your class as a whole is through announcements. The announcements page serves as the homepage for your course; it\u2019s always the first thing that students see when they come to class. The announcements are like a timeline that stays open throughout the semester. Students will be able to see the current week\u2019s announcement and all previously released announcements, so remind them to check that area of the LMS regularly.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"tech_tool\"} -->\n<blockquote class=\"wp-block-quote tech_tool\"><!-- wp:paragraph -->\n<p><strong>Tools to Enhance Announcements<br><\/strong>There are many tools that you can use to present information through announcements. Not every tool is appropriate for every type of announcement, but consider using one or more of these tools when providing supplemental information, a personal introduction, or an important reminder for your class.<br>\u2022 Animoto\u2014Create videos from images, great for a personal intro video.<br>\u2022 Jing or Camtasia Relay\u2014Create simple screenshots or videos to present an alternative explanation of content for students.<br>\u2022 YouTube or TeacherTube\u2014Share an inspirational or helpful video to supplement the course content.<br>\u2022 Keynote, PowerPoint, or Google Slides\u2014Create your announcement as a visually-appealing slide, save it as an image file (.jpeg, .gif, etc.), and upload it as an image in announcements.<br>\u2022 Pixton or ToonDoo\u2014Create a comic strip to illustrate a concept or provide a reminder of course policy.<br>\u2022 PowToon\u2014Produce an animated video to communicate important information.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Announcements are an opportunity to personalize your course and customize the experience for your students. Share your passions and provide helpful supplemental materials according to students\u2019 needs. Make the announcements page an area that students are drawn to\u2014consider how to keep it interesting so that they will read, listen to, and view the important messages you are communicating to them. Include images and video where helpful, but be sure to abide by principles of Copyright and Fair Use (see more on this later in the guide).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Format your text in helpful ways, such as using bold, various text sizes, colors, and highlighting to demonstrate the most important elements of your message. At the same time, too much of these techniques can make your announcement seem unprofessional. It can also end up being distracting or hard to navigate. Try to use formatting as a visual way to capture students\u2019 attention and highlight important aspects without being distracting and keeping accessibility guidelines in mind. The best announcements strike a balance between attractive formatting, inspiration, and helpful information that together enhance the students\u2019 experience in your course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/691\/01\/\" target=\"_blank\">The Purdue Online Writing Lab<\/a> \u2013 OWL \u2013 provides an overview of Visual Rhetoric, or how visual images communicate meaning.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I send out a Sunday Announcement Update each week in my online class. These allow me to give praise to the efforts of specific students or the class as a whole, provide tips or additional resources to enhance prior learning, and share an overview of what will be discussed in the upcoming week.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph {\"className\":\"best_practice\"} -->\n<p class=\"best_practice\">Post a minimum of one announcement per week containing at the least a reminder of that particular week\u2019s pacing goals and a motivational message or supplemental content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"className\":\"best_practice\"} -->\n<p class=\"best_practice\">Make it as easy as possible for students to access any resource you include in your announcement. Post a live hyperlink or embed it within the announcement. If you use an image, size it appropriately so the content may be viewed easily but it doesn\u2019t take up the majority of the screen.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"individualized-communication\">Individualized Communication (email, messages, phone, and texting)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Much of your communication as an online instructor will be highly individualized personal email or phone calls to a student, mentor, or parent. Each time we communicate individually with another person, we are sending multiple messages\u2014some intended and some not intended. It is a common saying that 90% of communication is nonverbal, such as body language, tone, the timing of the response, and the method of the response. Since much of our online communication is lacking body language and often tone of voice, it is crucial that we pay close attention to our delivery techniques.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As teachers, we have the privileged position of modeling a personal, polite, positive, and professional communication style for our students to emulate. This is particularly important because most students do not have much experience with or understanding of netiquette.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teacher Caitlyn Skinner from Montana Digital Academy created this form to learn more about her students and improve communication.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p><strong>On the Same Page<br>Caitlyn Skinner, Montana Digital Academy<br><br>The purpose of answering these questions<\/strong>: I will better understand you, you will better understand the course and you will have the opportunity to better understand me (ask questions!)<br><br>1. What name do you prefer to go by?<br>2. Where are you from, and what do you like to do most where you live?<br>3. Why are you taking an online course in English this summer?<br>4. How many online courses have you taken before?<br>5. Our email accounts are EXTREMELY important in keeping the lines of communication open. Did you send me an email from your [school\/ course\/LMS] account, to my [school\/course\/LMS] account?<br>6. What will help you succeed in this course?<br>7. What may prevent you (physical, educational, family-related issues, etc.) from succeeding in this course?<br>8. What specific problems are you having, if any, getting started on the coursework?<br>9. Do you have any vacation, camp, or similar plans that may require some extra planning to stay on pace in the class? Please list any\/all that you know about.<br>10. What specific goals do you have for this course?<br>11. What type of communication do you prefer \u2014 email, chat, phone, text? If it\u2019s a number that may not be in the [course\/LMS], please list it in your answer.<br>12. What are my office hours? [add hint for finding your office hours here]<br>13. What is the name of the mentor or mentors assigned to you at your school?<br>14. Whom would it be best to contact regarding your grades and progress? (Please provide email or phone number.)<br>15. Are you aware that a summer course has the same amount of work that a course has during the school year?<br>16. Is there anything else you would like me to know?<br>17. Is there anything else you would like to know about me or the course?<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Consider the Four \"P's\" of good communication: personal, polite, positive, and professional.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Personal<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Whether communicating via phone, email, or in person, show the recipients\u2014mentors, students, parents\/guardians\u2014that you are interested in their well-being and are happy to serve them. Use the person\u2019s name, and try to foster relationships whenever possible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I start my email using the student\u2019s preferred name, just as I would if we were in a face-to-face setting. This is a small act that can make a huge impact on building a relationship with each student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Polite<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s important to remember that\u2014like you\u2014the person on the other side of the screen has joys and trials and everything in between. As in a face-to-face environment, you will have tense moments of communication. It\u2019s not a matter of \"if,\" it\u2019s a matter of \"when.\" Resolve to treat the person with respect and dignity even when you feel you aren\u2019t receiving the same treatment. Never respond in a way that could be interpreted as curt or rude. This can be more challenging when you do not have the advantage of seeing body language and facial expressions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When I receive an email from a frustrated student or parent, I do not respond immediately. I give myself permission to wait several hours to construct a well-worded, positive response. This also allows me, when needed, to contact the student\u2019s mentor or another professional that may have an alternative insight to the situation to give the student the best possible, positive, and polite response.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Positive<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Keep a friendly \u201cI am on your side\u201d tone to all communication. Let your positivity influence those around you. It\u2019s likely your students will experience some negativity during their online learning experience, whether it\u2019s confusion over course content, difficulty navigating the course, or struggles with time management. Each point of contact with you should leave a positive impression. How students feel about their learning has a huge impact on the overall effectiveness of their learning experience. As you know from face-to-face experiences, one negative point of contact can do damage that is very difficult to reverse, and it\u2019s all the more difficult to detect when you can\u2019t see the individual\u2019s reaction. One personal, positive communication with you can completely stabilize the experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>The tone of an email is critical. No matter what the situation, I am always going to assume the best of each situation and avoid anything that might sound accusatory or judgmental.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Professional<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Proofread and revise your communication in order to attain a professional tone and level of quality. Read the message out loud to yourself to hear how it sounds. Once you hit the \"send\" button, it cannot be taken back. Check for typos, lack of clarity, and areas of potential misunderstanding. Avoid sarcasm as it does not translate well in online communication. Never use slang, texting lingo, or all caps. Model appropriate grammar and mechanics; for example, follow capitalization rules and use proper punctuation. Above all, maintain a tone that communicates value for the other person.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I use email as a way to coach students on the differences between social and professional communication. If a student sends me an email that begins with \"Yo,\" I might respond with \"Sup Dawg,\" answer their questions, and then use this teachable moment to instruct the student how to professionally and effectively construct an email.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The same suggestions about formatting announcements applies here, e.g., using bold, italics, color, etc., to demonstrate the most important parts of your message.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I quickly learned never to use red to emphasize a word or phrase in an email. Although red grabs attention, it is almost always seen as negative or scolding. Green or blue are my best font color choices when I feel I need to highlight with color.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Finally, one of the greatest challenges of individualized communication is ensuring that the message you are sending is the message the student, the parent\/guardian, or the mentor is receiving. Since your facial expressions and body language are not visible to your students, the tone you establish in your messages must be clear to avoid misinterpretation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>When I write an email, I start by writing what I want to say. Then I re-read it with my student eyes or my parent eyes to see if I am receiving the same message as intended. It takes time, but I only get one chance to portray an accurate email, so that time is well spent.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Responding to an email as soon as it comes in almost never seems to be a good idea. I give myself some \"think time\"\u2014anywhere from 10 minutes to four hours, even if the initial email is positive. This allows me to consider my words carefully, ask advice if necessary, and make sure my tone is positive, or at least neutral, so as to not be interpreted wrong.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"phone-communication\">Phone Communication<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Phone communication with a student or mentor is just as appropriate\u2014if not more appropriate\u2014and more efficient at certain times. Often a simple phone call can clear up a lot of confusion, and a live conversation can allow for a much quicker and clearer resolution to a detailed issue than several back-and-forth emails. Just pick up the phone and call. The same basic principles of the Four Ps \u2014 personal, polite, positive, and professional \u2014 apply. Remember to document phone conversations, too, noting date, time, subject, and any important details.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"caution\"} -->\n<blockquote class=\"wp-block-quote caution\"><!-- wp:paragraph -->\n<p>Some issues may warrant the precision and clarity of written communication. Email and messages from the LMS and your work-related email create a paper trail which can be referenced later if needed.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>In the first week of each course, I set a goal to contact each student and parent by phone to introduce myself, give them a voice to my name, and prove that I am not a robot. This one action has made a significant difference in the positive relationship connection I develop with my students throughout the rest of the course.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"texting\">Texting<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some students\u2014and parents\/guardians\u2014prefer to communicate via text. Meet students where they are comfortable and likely to engage in communication, but always keep the Four Ps in mind. Many instructors have realized the sheer power of harnessing the most accessible and comfortable format for students. Some instructors, upon giving out a number for texting, start hearing regularly from students who have rarely (if ever) made contact previously.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"tech_tool\"} -->\n<blockquote class=\"wp-block-quote tech_tool\"><!-- wp:paragraph -->\n<p>Some instructors have set up a Google Voice account to use for texting with students. This way, you don\u2019t have to give out your personal cell number. Texts can be routed directly to your Gmail account and you can respond to them on any device you wish. See (https:\/\/voice.google.com\/) for more information on Google Voice.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I have a separate work text number that I give to all my students to use. Throughout the week, I send random short messages of praise or encouragement to select students, reminding them that I am truly an advocate for their success. I can also be a bit more casual in this form of communication, allowing me to send positive emojis or gif\u2019s to enhance my message.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Learn the students\u2019 communication preference\u2014email, LMS messages, texting, or phone. You can collect this information using a Google form, for example. Note preferences where you can access them efficiently, a student roster spreadsheet, for example, and use them when you contact your students.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"guidelines-for-facilitating-a-class-discussion\">Guidelines for Facilitating a Class Discussion<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many online courses also have discussion activities in which students post comments in an asynchronous discussion board within the LMS. Some of these discussion activities are very simple (such as providing an objective response), whereas others include providing carefully-written responses that demonstrate mastery of complex concepts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many students see discussion boards as a hoop to jump through to earn points. An instructor\u2019s goal in discussion activities is to facilitate the conversation to keep it moving in the intended direction. An instructor\u2019s presence in the discussion board keeps students engaged in the content and classroom community. Take care not to be too involved. It is not necessary to reply to each post, but be mindful of responding to every student regularly. You will want to demonstrate principles of polite, professional communication while affirming and correcting students\u2019 understanding of the concept at hand. Please keep in mind that all posts, both yours and the students\u2019, are public, so any comments made on the discussion board should be positive while you prompt and facilitate the conversation. Any individual feedback for students should be made in the grade book feature of the LMS and kept private.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I use the \"feedback sandwich\" when facilitating class discussions. To build a meaningful discussion, I start with saying \"I really liked how you did this but have you considered (enter idea here).\" Then I tell the students that they can obtain extra points if they email me a response to this idea within a certain timeframe. This tends to keep the discussion going and build in higher level thinking skills that meet their level of growth.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Provide a model response in the general discussion instructions\/rubric initially to show students what you expect.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Adhere to the same standards of behavior online as you would face-to-face. Be honest, respectful, and polite.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Take time to think about your response before you begin typing. Re-read it before you post it. Be brief but clear and concise. If you would like to share a long article, post the URL and citation for it.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Move the discussion forward by adding to or expanding on comments already made.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Always monitor online discussions and contribute when appropriate. Your presence will help maintain positive expectations for student behavior, circumventing instances of inappropriate comments or bullying.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Link to prior knowledge or make personal connections.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ask clarifying questions to encourage students to dig deeper into their understanding of a concept.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Incorporate key terms and other vocabulary from the content.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Encourage students to support their opinions by linking back to the lesson content or citing their sources.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teach students that if they agree or disagree with a comment, they should state why.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teach students to evaluate the validity of arguments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use the online discussion as a tool to challenge students\u2019 thinking and help the group generate new or expanded ideas.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Avoid generalizations about entire groups of people, including racial, ethnic, religious, gender, sexual preference, or other stereotypes.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide grading rubrics for discussion board posts that include all expectations and examples of moving the discussion forward.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"communication-through-social-media\">Communication Through Social Media<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>From the golden days of MySpace to the explosion of Facebook, teachers continually explore new methods to interact, engage, and communicate with their students that seem most comfortable to them. As fast as these modes of communication are changing, so are novel ways for using them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Understanding that this generation is driven by social media, I created a private YouTube and Facebook page that I share with my students only. I create videos, upload funny or motivational pictures, post announcements or upcoming events, and give \u201cshout outs\u201d to students using this medium to make a more personal connection with my students.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"caution\"} -->\n<blockquote class=\"wp-block-quote caution\"><!-- wp:paragraph -->\n<p>While it\u2019s obvious that there are a lot of benefits to using various social media platforms in the classroom, there are also many things that teachers must consider and be aware of when integrating these resources into their learning environments.<br><br>\u2022 Get student permission before using names.<br>\u2022 Never share student grades or other personal information.<br>\u2022 Have parents\/guardians sign a release form at the start of the year for sharing student images, names, video, and\/or work.<br>\u2022 Avoid sending personal messages to students in social media.<br>\u2022 Create a specific classroom\/teacher account for sites like Snapchat and Instagram.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"engaging-students\">Engaging Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Were you a student who excitedly raised your hand to answer a teacher\u2019s question, or did you avoid the attention? The online learning environment can increase the likelihood of students\u2019 responses, whether they are extroverts or introverts. Online instructors can influence student engagement and bring back enthusiasm for learning or inspire it for the first time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cThe online learning environment allows every student to have a \"voice\" in the classroom, ultimately enriching the learning from multiple perspectives.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cWhen an online teacher recognizes and validates every student\u2019s input in the discussion board, it allows the individual to see value in their own ideas and opinions. This can be the best way to engage students in their own learning process and build intrinsic motivation to continue to grow in the subject.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"motivating-learners\">Motivating Learners<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Think back to the aura of excitement during the first day of the school year. If we can capitalize on this excitement in the initial impressions of our online courses, we can tap into a student\u2019s intrinsic motivation to learn.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Motivation depends on a student\u2019s personality. Quiet students often share their voices more in an online culture because they feel comfortable and not like the spotlight is on them. I typically individualize this motivation in my personal feedback and emails and use bitmojis to add a little fun and excitement.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Motivation is an emotion or desire within a person that causes the person to take action. People will usually take action for one primary reason: to achieve a goal. People motivate themselves; we are not able to motivate others. However, as teachers and online facilitators, we can influence motivation through the learning environment we create. We can encourage and support students and contribute to their motivation through tangible extrinsic rewards for a job well done or more personal intrinsic rewards that will propel a student to push forward and succeed. In the field of brain-based research, studies show that providing a learning environment that is safe\u2014where students feel comfortable taking risks and sharing their thoughts\u2014promotes learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p><strong>Do you run a \"not yet\" classroom?<\/strong> Consider Carol Dweck's Growth Mindset research as portrayed in <a href=\"https:\/\/www.ted.com\/talks\/carol_dweck_the_power_of_believing_that_you_can_improve\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">her TED Talk<\/a>. In a \"not yet\" classroom, we create an environment where it is acceptable for students to make mistakes, use initial failures to learn more, and see the experience as a growth opportunity.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<br><\/strong><em>\u201cI am always surprised at how professionals are so quick to tell us how to motivate students. In my experience, we cannot motivate teenagers to do anything, but we certainly can UNMOTIVATE students. I can make them do the work in the course, but I cannot make them LIKE the course. Instead, I focus on the things that I can control and be myself. I can show them how excited the content makes me and find engaging ways to deliver the content while providing an open mind to their questions and choices to prove their understanding. If I am too rigid, I will quickly lose them\u2014and that is the kiss of death in an online classroom.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"assessment\">Assessment<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>You are an educator, so by the very nature of your profession, you want to help others succeed. Assessment is a powerful tool to support student growth and promote success in an online environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider these strategies for assessment as an online facilitator:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Offer feedback on student written work in Google Docs (via comment feature), connected to task learning objectives, during their drafting process.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Embed short quizzes in between new learning modules to help you and students understand where they are and where they need to be before moving forward.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Set up a discussion board where students reflect on their learning and you respond with both acknowledgments of evidence of their learning as well as questions to extend their thinking.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Online classes allow for many different ways to assess students. They are not only tested on their expressive skills with special assignments where they create a script and sign it but also a midterm and final where they must put together all the materials and use all the skills they have learned throughout the course. I use discussion boards, quizzes, and practice assignments to formatively assess how the students are doing and pinpoint areas for further instruction.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"grading-and-feedback\">Grading and Feedback<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Grading, providing feedback, and the communication that accompanies these two tasks are probably where online instructors spend 90% of their time and energy. It\u2019s also difficult to describe grading and feedback as a discrete activity, as they incorporate so many facets of teaching: relationship building, coaching, instructing, correcting, redirecting, encouraging, communicating with various stakeholders, and more.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One thing that many online instructors appreciate about the online format is that they are freed up from daily lesson planning and content delivery because the courses often already contain those elements. Instead, they can spend their time and energy individually coaching each student. This coaching role is manifested in the activities surrounding grading and feedback.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Students need much more support and feedback in the online environment than in a traditional course. This is because students may feel alienated in the virtual classroom and they are still getting used to learning outside the face-to-face classroom experience. Using effective feedback strategies will enable the instructor to identify and meet individual student needs as well as encourage students to participate and continue to participate at a high level.<\/p>\n<!-- \/wp:paragraph --><cite><a class=\"rank-math-link rank-math-link\" rel=\"noreferrer noopener\" href=\"http:\/\/www.ion.uillinois.edu\/resources\/tutorials\/communication\/feedback.asp\" target=\"_blank\">Illinois Online Network<\/a><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"meaningful-feedback\">Meaningful Feedback<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>How can we stimulate our online learners to be actively engaged in class throughout the academic term? Beyond an enthusiastic warm welcome letter, interesting and helpful announcements, and encouraging participation in class discussions, grading and feedback can effectively result in students feeling motivated.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Components of Meaningful Feedback<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The acronym REPLY is a practical way to organize the key components of quality online feedback on assignments and assessments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em>R = Responsive.<\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instructors should establish, publicize, and maintain expectations for grading and providing feedback for student assignment submissions. Timely feedback is critical because students may have forgotten what they submitted if the feedback takes too long. The idea behind timely feedback is to capture and use the students\u2019 connection to their work while they still care about it. Capitalize on the students\u2019 interest in the work before they move on in the course. Timely feedback also allows the student to incorporate that feedback into future work in the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em>E = Effective.<\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At best, an instructor reflects back to students a realistic picture of their progress. Therefore, feedback should be very specific. Make comments that speak to the assignment\u2019s objectives, keeping in mind the context of what the student has been learning throughout the course. If your course incorporates the use of rubrics, use them to assess the students work. Avoid general, broad comments such as \u201cGood job.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em>P = Positive.<\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Feedback should not be merely corrective. Always acknowledge when the student is making an effort and what the student is doing well so that they continue with those behaviors. Make sure you maintain a positive tone throughout your writing. Read (and reread) your comments to assure that a positive tone is maintained, even if the nature of your feedback may be primarily corrective.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em>L = Learning.<\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Expand the learning opportunity for students. Point out a few suggestions for improving the assignment. Fill in any perceived gaps in student understanding. At the same time, don\u2019t overwhelm the student (and yourself) by pointing out every little thing that can be improved. Make your feedback positive, helpful, and memorable by focusing on a limited number of attainable improvements for the student to consider. Provide an opportunity for growth by allowing students to learn from your feedback and try the assignment again. Remember, an environment in which students feel safe to try alleviates the highly motivational fear of failure. Learning when they understand failing is a positive aspect of learning and it\u2019s okay to take risks as a way to move forward. The goal is for students to master the content, not simply move on in the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6 class=\"wp-block-heading\"><em>Y = You (Personal).<\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Personal feedback helps you build a relationship with each student. Students who feel you care about them and their success are more likely to be successful. Use greetings and closings. Use their name. It makes the students feel valued and communicates that you are speaking specifically to them, not using a canned response.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p><strong>R<\/strong> Responsive\u2014Provide a timely response to student questions.<br><strong>E<\/strong> Effective\u2014Offer specific comments aligned to the assignment\u2019s objectives.<br><strong>P<\/strong> Positive\u2014Use words that give off a positive connotation.<br><strong>L<\/strong> Learning\u2014Include suggestions for how the assignment can be improved.<br><strong>Y<\/strong> You\u2014Make it personal and not just a standard response.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>If I was in the face-to-face classroom, I would be walking around and supporting students by answering questions and guiding their work. The online environment doesn\u2019t allow for me to do this as easily, so I allow my students to submit most of their assignments in draft form first and receive growth-focused feedback from me. Then they have the option of redoing their work for a final grade within a designated time frame. This is my way of providing \u201con the spot\u201d guidance in an online forum and continuously encouraging best efforts.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"other-types-of-meaningful-feedback\">Other Types of Meaningful Feedback<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Praise and Encouragement<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Much of your instructional tasks are reactive, such as answering emails and grading assignments. However, the skilled teacher will be proactive, reaching out to students when instructor contact can be helpful and taking time to celebrate student achievement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Consider making a quick phone call or email each week to encourage one or two students who have done an outstanding job on their coursework, have shown sound character, or who have made solid steps to improve their progress. Or highlight excellent student work each week in an announcement and display the example for other students to see so that they have a good model. You could schedule a task like this into your online calendar as a recurring appointment so that you\u2019re reminded to do it each week. Such tasks do not take long, yet they may yield great results in terms of encouraging students to continue their focus and stay on pace. This type of activity also helps to strengthen the teacher-student relationship, which in turn becomes an important element in the students\u2019 motivation to learn.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Many students know that if they are struggling, a teacher will reach out to help. However, most students are not expecting a phone call or email from a teacher when they are doing something well. I find that praising students for a job well done is just as important as reaching out to the struggling students for help; therefore, I try to recognize the good work and efforts of at least three students each week.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Redirection and Clarification<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While grading student work, you may find that students are missing some key knowledge or skills needed to succeed in a lesson. Perhaps they are missing essential prior knowledge, there is an academic integrity issue, or they seem to have some real difficulties in navigating the online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In situations like these, mere feedback isn\u2019t enough. Don\u2019t let a situation like this continue for long. Pick up the phone or open your email and reach out to the mentor and student. When you take the initiative to reach out to the mentor and student to address the issue early, it\u2019s much more likely that the student will have a successful and enjoyable experience in your course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>When I provide feedback, I encourage my students to respond back, even if it is a short message confirming they received my message. If I do not hear back within two days, I find an alternative way to communicate my message to the students to ensure that they received my feedback and answer any questions they have. This also shows the students that I am committed to helping them succeed and builds trust in our relationship.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Schedule regular time during your week to look for students who may be behind or skipping lots of assignments. Reach out to them. Document that you reached out, and schedule a follow-up call in a week to see if they have progressed. Contact their mentors to alert them to your action and enlist their support. They may be aware of extenuating circumstances the students have not shared, too.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"meeting-secondary-students-special-needs\">Meeting Secondary Students\u2019 Special Needs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the one-size-fits-all approach is still prevalent in many educational settings and may be what most students experience, online options can be very personalized, and there are many technology enhancements that assist students in learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"ieps-and-504s\">504s and IEPs<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/special-education\/\" target=\"_blank\" rel=\"noreferrer noopener\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply effective practices in meeting the needs of all students in their classrooms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even though most student-centered educators truly believe that all students can learn, they are quick to add the caveat that all students do not learn at the same pace, time, or in the same manner. The entire gamut of online learners will arrive within your online classes, from gifted and talented learners to those with severe learning disabilities. Understanding the struggles of those with disabilities or extreme challenges can be a life altering paradigm shift in terms of how we apply our knowledge and instructional strategies to assist them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"ieps-speaking-the-same-language\">IEP and 504 Learners: Speaking the Same Language<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some terminology often used in IEPs and 504 plans may not be familiar to many teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Accommodation<\/strong>: makes the work accessible, but does not substantially change the work, e.g., testing in a separate setting, reading the text aloud, reduced amount of work, etc.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Modification<\/strong>: the subject matter is changed by being significantly below grade level or changing what the test measures. By making modifications based on the student\u2019s IEP you are leveling the playing field, making it possible for those students to have the same chance of success as students without IEPs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Differentiation<\/strong>: planning instruction based on individual student interests, needs, and abilities to include students with disabilities, gifted, etc. The instructor may, for example, provide real-life problems, create a new assignment, focus on visuals, use current events, create movies, review games, or use flashcards as instructional strategies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>IEPs<\/strong>: the Individual Education Plan is written by the local school. The committee includes parents\/guardians, administrators, support personnel, and other student advocates. The plan identifies modifications to be made based upon the student\u2019s abilities and limitations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>IEPs are identified by the school district or mentor in my online program. I keep a separate, private worksheet of the student and his\/her accommodations. When I use one of these noted accommodations, I make sure to note this with a date and short description of the accommodation in my worksheet to keep accurate records for future reference.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p>504 Learners: Michigan Department of Education has prepared <a href=\"https:\/\/www.michigan.gov\/mde\/services\/health-safety\/content\/504-toolkit\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/www.michigan.gov\/mde\/services\/health-safety\/content\/504-toolkit\" rel=\"noreferrer noopener\">a quick reference guide<\/a> regarding learners with 504 plans.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"using-different-modalities-to-reach-students\">Using Different Modalities to Reach Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"how-great-teachers-teach-struggling-learners\">How Great Teachers Teach Struggling Learners<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Great teachers share some commonalities in how they approach teaching. They continually refine their teaching craft, devote energy and effort to their approach, and reflect on how to make a lesson better and more accessible the next time. Great teachers also present content in a variety of ways to enhance student learning and make the lesson come alive using authentic and meaningful techniques. They may use videos, personal stories and storyboards, songs, or even art to enhance the content and appeal to a variety of student learning preferences. When teaching struggling learners, you may want to begin with step number one below and take the individual learner through a specific learning process for success. Keep in mind that the intended outcome is small steps of success, not giant leaps of learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Activate prior knowledge<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make learning connections<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Manage the instructional learner level<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Model the desired responses<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide opportunities for lots of guided practice<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p>For more ideas about how to present material in different modalities, visit <a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/vark-learn.com\/strategies\/\" target=\"_blank\">VARK Strategies<\/a>.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p><strong><em>Universal Design for Learning<br><\/em><\/strong>When differentiating instruction online, one of the frameworks to use is that of the Universal Design for Learning. It helps the instructor meet students where they are. Here are the key concepts for applying UDL in your learning environment:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>1. Principle I: Provide Multiple Means of Representation (the \u201cwhat\u201d of learning)<br>2. Principle II: Provide Multiple Means of Action and Expression (the \u201chow\u201d of learning)<br>3. Principle III: Provide Multiple Means of Engagement (the \u201cwhy\u201d of learning)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a aria-label=\"Learn more about UDL (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"http:\/\/www.cast.org\/our-work\/about-udl.html#.XqNNy2hKhPY\" target=\"_blank\">Learn more about UDL<\/a>, or view the <a aria-label=\"UDL Scan Tool (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"http:\/\/www.centerononlinelearning.res.ku.edu\/udl-scan-tool\/\" target=\"_blank\">UDL Scan Tool<\/a>.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>I often help my students beyond the content by creating videos with Jing. This allows students to hear my voice AND see the concept taught in a different format, and I can go at a pace that is appropriate for that individual.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Many struggling learners lack the prerequisite knowledge required to be successful in the course in which they are enrolled. Particularly by high school, many struggling students have been passed on without attaining even a proficient level of understanding of key concepts and learning building blocks required for success. They typically don\u2019t know how to learn. That\u2019s where your expertise as a professional educator comes into play.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p>Put together by the School of Education at William and Mary, here is a comprehensive collection of different <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/education.wm.edu\/centers\/ttac\/resources\/articles\/teachtechnique\/\" target=\"_blank\">instructional strategies<\/a> delineated by discipline and\/or learning disability to help you help your students learn.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Practical instructional strategies used by online instructors to help struggling students: write clear directions, provide examples, create an assignment checklist with the pacing guide, use rubrics to clarify, make the learning relevant to the individual student, provide alternative options to meet the desired goal, provide instruction using multiple modalities, e.g., voice, video, written email, screen captures, synchronous real-time sessions.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Use the learners preferred communication method such as: texting, email, phone. They are more prone to be in touch and communicate using the communication method that\u2019s more helpful to them.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"teaching-culturally-diverse-students\">Teaching Culturally Diverse Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An online teaching experience may require a fuller understanding of the variety of culturally diverse students you may provide instruction to online as well as the educational settings and expectations of the learning experience and environment of their native culture. You may encounter students who are new to the U.S. Not only are they adapting to a new language, but a new way of life and societal norms as well. Build a relationship with these students, respect them, provide opportunities for them to practice their new behaviors, and use guided feedback as they become acclimated to online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Annie Shibata, Ph.D., a cross-cultural trainer, researcher, and lecturer, suggests these strategies for helping students succeed in the online learning environment:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><!-- wp:list-item -->\n<li>Keep the language standard and as much as possible, culture neutral. Avoid using slang, idiomatic expressions and culture specific humor and references.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make expectations about online learning clear. Some students may come from societies or cultures where students are not expected to be responsible for their own learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be accessible. Some students are used to hierarchical systems where the instructor is the \u201cexpert,\u201d thus these students are likely to feel more lost in the online (classroom) and need more instructor contact.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learn about other cultures, but remember that the linkage between culture and learning styles are affected by age, gender, and individual experiences and preferences.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Avoid making generalizations about individuals based on superficial knowledge about the group. Understand your own teaching and learning style preferences, and your assumptions about learning. Cultural self-awareness by instructors is crucial. Uncover your own hidden biases.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understand your target audience. If the target audience is in America, then a reasonable expectation is that students will make accommodations to the American learning process.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Students in the online environment will be learning new skills as they are learning course content. Be prepared for challenges related to self-regulation, time management, accountability, and communication. The move from face-to-face to online learning requires a lot of adjustment for students. Look to your students\u2019 mentors for support. Share your perspective with them and offer to collaborate on solutions because they\u2019re working with students on the same set of new skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Consider having all students write an introduction to you. As we have seen, learning preferences and culture have a number of variables involved.<br><br><strong>Example<\/strong>:<br>a. My experience with online learning is________________.<br>b. Having to put my ideas in writing and share them with other students on the discussion board makes me feel ______________ because _______________.<br>c. I\u2019m taking this class online because _______________.<br>d. In this course, I\u2019m most worried about _______________.<br>e. In order to be successful in this class, I need the instructor to ______________.<br>f. I do\/do not prefer to work in groups.<\/p>\n<!-- \/wp:paragraph --><cite>From Annie Shibata, Ph.D.<\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"netiquette-guidelines\">Netiquette Guidelines<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online students may feel anonymous given the fact that they cannot see you and you cannot see them. Their appropriate behavior online will need to be guided in this new environment to maximize the learning potential of all students and provide everyone a safe environment. This is particularly evident when it comes to communicating with their teachers and other students via email, text, and discussion boards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Helping your online students realize that the expectation of appropriate behavior in the online classroom is no different than in a brick-and-mortar schoolroom needs to be presented deliberately. There are certain behaviors that are expected of everyone within the confines of that classroom including the interaction with instructors and their peers. Because this is a new experience for online learners, they need guidance and support to develop their own Four Ps of communication and feedback to learn how to be personal, polite, positive, and professional. You can find many samples of netiquette guidelines on the internet. Select one and share it with your students by placing it in the resource area of your LMS, or check with the students\u2019 mentors and reinforce what they\u2019re doing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>Some teachers ask that their students to sign and return guidelines to pledge themselves to following them. Some teachers go as far as getting parents\/guardians to sign as well to say that they will check in with their students to ensure they\u2019re following the guidelines and being respectful of others.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"copyright-and-fair-use-guidelines-for-teachers\">Copyright and Fair Use Guidelines for Teachers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To ensure you are following proper copyright protocol, consider the following suggestions before using and\/or copying materials within your online courses:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Link to a copyrighted source that\u2019s available online unless that violates terms of use.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Embed YouTube videos because embedding is a form of linking and the YouTube license is sufficient for use.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use copyrighted material without permission if it is covered under Fair Use.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Fair Use is permitted under certain conditions when your use contributes to society. See the resource box on this page to learn the four factors of Fair Use.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"resource\"} -->\n<blockquote class=\"wp-block-quote resource\"><!-- wp:paragraph -->\n<p>This job aid provides a quick reference specifically for teachers regarding copyright and Fair Use. <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" rel=\"noreferrer noopener\" href=\"https:\/\/halldavidson.app.box.com\/s\/5ct0wrbdqz43vrmszbdh2q5nma5uis97\" target=\"_blank\">Copyright and Fair Use Guidelines for Teachers<\/a><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"tech_tool\"} -->\n<blockquote class=\"wp-block-quote tech_tool\"><!-- wp:paragraph -->\n<p>When in doubt of a copyright infringement, ask the owner of the work for permission. Use Public Domain resources whenever possible. Also, provide the appropriate attribution to the work such as pictures you may use online. <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link rank-math-link\" rel=\"noreferrer noopener\" href=\"https:\/\/creativecommons.org\/\" target=\"_blank\">Creative Commons<\/a> provides easy to use licenses to reuse materials. Check out royalty-free images to use in online courses:<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/images.all4ed.org\/\" target=\"_blank\">EDUimages<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/pixabay.com\/\" target=\"_blank\">Pixabay<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.pexels.com\/\" target=\"_blank\">Pexels<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.flickr.com\/\" target=\"_blank\">Flickr<\/a> \u2014 filter search results by Creative Commons license<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/commons.wikimedia.org\/\" target=\"_blank\">Wikimedia<\/a> \u2014 all images are either Creative Commons or Public Domain<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"how-to-cite-sources\">How to Cite Sources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>What are the benefits of properly citing one\u2019s sources of information?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Gives credit where credit is due.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provides a trail so that other people can locate the sources you used.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provides evidence of your research.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Helps you avoid plagiarizing and is a good model for students.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Many quick reference guides for properly citing your sources are available online. Provide several to your students or create your own based on your favorite resources and post it in your course resources area in your course LMS.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"what-is-not-copyright-protected\">What Is Not Copyright Protected?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Facts<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ideas<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A joke that is not written down<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A song that is sung but is not written down<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Short names or slogans<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Titles, names, short phrases, and slogans; familiar symbols or designs; mere variations of typographic ornamentation, lettering, or coloring; mere listings of ingredients or contents.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Items that are common property with no original author such as calendars, rulers, etc.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Works in the public domain or the federal government<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"what-is-copyright-protected\">What Is Copyright Protected?<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Websites, presentations, published music, reports, etc. \u2014 any original work created in tangible form<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Anonymous works until 95 years after publication<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The HTML code used to create web pages<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Graphics, pictures, or charts from other websites<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Commercial software<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"plagiarism\">Plagiarism<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Typically, students do not get a lot of instruction about plagiarism and the consequences. Many people suspect the online environment is rife with cheating and plagiarism. Post your expectations for original and cited work in your course and provide guidelines or online sources students can use as a reference. Contact mentors if you need support with particular students or assignments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"detecting-plagiarism-online\">Detecting Plagiarism Online<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Conduct a web search by copying and pasting several lines of the document into the search engine to find a match on the internet. Follow your teacher radar if an assignment doesn\u2019t feel right and raises a red flag with you.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Check the time and date stamp of when the assignment was submitted. Most LMSs provide time and date stamps for all assignments submitted within the course. If a student submits several assignments within a very short time frame, this may be an indication of inappropriate assignment sharing with another individual.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ask if the student is using a flash drive to save his\/her work and then submits all work at the same time.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ask the student if the author of the document is a relative who registered the software (like Word, PowerPoint, etc.) on the computer the student uses for online classes.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ask if the student used a public computer such as at the school\u2019s computer lab and forgot to logout which may have allowed someone else to access the course without the student\u2019s knowledge. The mentors should be able to help you verify if the student was working on a computer in an online learning lab.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p>When I see an assignment that does not appear to be the student\u2019s original work, I assume that the error is on my end and clarify by asking a few questions. In my follow-up feedback, I ask the student specific questions that would expand on their work to check for true understanding of the material. I may also ask for specific references and\/or resources that the student used to help in completing the assignment. This almost always clarifies whether plagiarism is a factor in the completed assignment.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"preventing-poor-choices-like-cheating-and-plagiarism\">Preventing Poor Choices Like Cheating and Plagiarism<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Be sure students understand what constitutes plagiarism and how to cite sources.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide students and mentors your expectations for the assessment setting (e.g., no phones, browsers closed).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Develop good relationships with students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Emphasize learning and mastery over accountability and completion.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Proctored assessments can be set up to help verify who is taking an exam. For example, the instructor password-protects a test and provides the password to the mentor at the local school who then goes to that student\u2019s computer, types in the password, and the test then opens up for the student. This solution takes coordination on the part of the student, mentor, and instructor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If possible, where the course design provides a test bank of questions which can be randomly selected for each test taker or the order of the questions can be rearranged, take advantage of those options to help maintain the integrity of the assessment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you suspect that someone else may be taking an assessment for your online student, then set up a mutually agreeable time in which you can conduct a verbal assessment with the student to validate your concerns.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"standards-for-online-education\">Standards for Online Education<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the quality of the course you\u2019re teaching may be out of your hands, know that other agencies and organizations provide oversight and\/or guidelines that contribute to a quality online teaching and learning experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"course-quality\">Course Quality<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/www.qualitymatters.org\" target=\"_blank\">Quality Matters<\/a> (QM) is the global organization leading quality assurance in online and innovative digital teaching and learning environments. QM's mission is to \u201cpromote and improve the quality of online education and student learning nationally and internationally through:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Development of current, research-supported, and practice-based quality standards and appropriate evaluation tools and procedures.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Recognition of expertise in online education quality assurance and evaluation.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Fostering a culture of continuous improvement by integrating QM Standards and processes into organizational plans to improve the quality of online education.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Providing professional development in the use of rubrics, tools and practices to improve the quality of online education.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Peer review and certification of quality in online education.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"curriculum-quality\">Curriculum Quality<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Quality at the curricular level is informed primarily by state adopted standards, including the Michigan Merit Curriculum (MMC), the Common Core State Standards (CCSS), and nationally recognized standards, such as those established by the College Board for Advanced Placement (AP) courses. It is important that courses are aligned to state or national standards to ensure that students earn appropriate credit towards meeting their academic goals (e.g., graduation or certificate).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research-and-resources-for-online-learning-programs\"><strong>Research and Resources for Online Learning Programs<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21<\/a>, produced annually, reflects continued growth in K-12 online enrollments in Michigan. The report provides school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information and insights for developing and supporting your online and blended learning program, please visit the following web pages on the&nbsp;<em>Michigan Virtual<\/em>&nbsp;website:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s Online Course Catalog<\/a>&nbsp;contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and&nbsp;<em>Michigan Virtual<\/em>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Backpack<\/a>&nbsp;blog that shares findings and expertise related to K-12 online and blended learning from both a state and national perspective.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/special-education-resources\/\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply effective practices in meeting the needs of all students in their classrooms.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research Publications<\/a>&nbsp;that provide a foundation to examine, engage, and explore educational practices in the industry.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research Clearinghouse<\/a>&nbsp;contains references to important research and publications in the field of K-12 online and blended learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s Online Learning Law<\/a>&nbsp;page is dedicated to information on Michigan\u2019s Section 21f legislation. It includes resources and samples developed by and for schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A family of&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" rel=\"noreferrer noopener\">Guides to Online Learning<\/a>&nbsp;details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A page dedicated to&nbsp;<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mentors<\/a>, developed in partnership with school leaders and mentors, links educators to a professional learning community where they can ask questions, problem solve, and share ideas and resources with other mentors around the state including sample forms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The set of national standards for quality online programs, teaching, and courses&nbsp;have been a benchmark for online learning for more than a decade. <a href=\"https:\/\/www.nsqol.org\/the-standards\/\">All three sets of standards were updated<\/a> and published in 2019 by&nbsp;<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Quality Matters<\/a>&nbsp;and the&nbsp;<a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Virtual Learning Leadership Alliance<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The International Society for Technology in Education (ISTE) published &nbsp;<a href=\"https:\/\/www.iste.org\/standards\" target=\"_blank\" rel=\"noreferrer noopener\">Standards<\/a>&nbsp;to provide a framework for innovation in education and help educators and education leaders worldwide prepare learners to thrive in work and life.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li>Today\u2019s students must be prepared to thrive in a constantly evolving technological landscape. The&nbsp;<a href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\" rel=\"noreferrer noopener\">ISTE Standards for Students<\/a>&nbsp;are designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tools and samples developed to facilitate enrollment decisions:<!-- wp:list -->\n<ul><!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noreferrer noopener\">Strategies for Online Success<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Online Learning Agreement<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Whether you are a teacher, mentor, parent, student, counselor, administrator, school board member, or someone else who has an interest in online learning, we welcome your feedback and questions and invite you to email us at <a href=\"mailto:[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">[email protected]<\/a>.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->",
            "title": "Teacher Guide to Online Learning",
            "excerpt": "About this Guide Michigan Virtual\u2122 and the Michigan Virtual Learning Research Institute\u00ae (MVLRI\u00ae) have produced the Teacher Guide to Online Learning to support those new to teaching online. It is based on two Michigan Virtual courses: the first an orientation course for iEducators (new teachers who are recent graduates of Michigan teacher preparation programs who...",
            "slug": "teacher-guide",
            "modified_timestamp": 1700496033,
            "term_ids": [],
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            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"about-this-guide\"><strong>About this Guide<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This guide has been prepared by <em>Michigan Virtual<\/em>\u2122, through its <em>Michigan Virtual Learning Research Institute<\/em>\u00ae, with the assistance and insight of experienced mentors, instructors, administrators, and customer service representatives from <em>Michigan Virtual<\/em>. While Michigan has a few full-time online programs or cyber schools (schools that deliver 100% of their instruction online), at this point in time the majority of online learning is delivered by traditional public schools that supplement their face-to-face offerings with online enrollments, allowing students to take a small number of online courses as part of their class schedule. This guide focuses primarily on the issues and circumstances related to the role of a mentor in a supplemental online learning program, though much of the information applies equally to full-time online programs and schools as well as blended instruction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"acknowledgements\"><strong>Acknowledgements<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Thank you to mentors across the state who devote time, effort, and energy to supporting online learners. Special thanks to <em>Michigan Virtual<\/em>\u2122 mentors who contributed to the effective practices presented in this resource: Danielle Beller, John Burnett, Lyn DeCarlo, Leona Hein, Brendan Howard, Julie Howe, Kim Killinger, Mary Lafrenz, Jonathan Logan, Jay Miller, Sherie Manzo, Susan Rathburn, Leisha Shaler, and Joseph Wenzel. Additional thanks to Jered Borup, an Associate Professor in the Division of Learning Technologies at George Mason University, for his contributions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\"><strong>Introduction<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors are critical partners in ensuring student success in navigating the virtual learning journey. The mentor, student, parent, and online instructor form a team to help students become proficient online learners and successfully complete their courses. Mentors are also known as online or on-site facilitators, learning coaches, and local supports.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This resource is intended to provide an understanding of the fundamental elements of mentoring or coaching students for success with online courses. The guide describes the roles and responsibilities of the mentor and contains tools to prepare mentors for working with online learners. We hope you find this resource helpful and, if you are a mentor, that you enjoy mentoring. Thank you for your dedication.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors know that parental involvement and support of online learners is extremely important. From determining if online learning is a good choice, to providing a space for studying at home to monitoring student progress every week, to communicating with mentors, parents have a great impact on student success. Companions to this guide, the <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Parent Guide to Online Learning<\/a> and <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/student-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student Guide to Online Learning<\/a>, contain detailed information about online learning, the characteristics of a successful online learner, and how to prepare for learning online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"online-learning-options\"><strong>Online Learning Options<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Michigan Legislature, in <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">Section 21f of Public Act 196 of 2014<\/a>&nbsp;established that Michigan public school pupils in sixth through 12th grade (with the consent of a parent or legal guardian, if the student is under 18, or an emancipated minor) may enroll in up to two online courses during an academic session. This <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/21f-infographic.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Virtual Learning Infographic<\/a> was developed to provide a visual representation of the law.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"michigans-online-course-catalog\"><strong>Michigan\u2019s Online Course Catalog<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\">Michigan's Online Course Catalog<\/a> contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and <em>Michigan Virtual<\/em>. All courses in the catalog include results of a quality assurance review using nationally recognized standards. The information in these reviews will assist parents, students, and school personnel in making the best possible choices for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"mentor-requirements\"><strong>Michigan\u2019s Mentor Requirements for Online Learning<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Current Michigan legislation requires that online learners have a mentor under the conditions as described in the Michigan Department of Education\u2019s (MDE) <a href=\"https:\/\/www.michigan.gov\/mde\/services\/financial-management\/state-aid\/publications\/pupil-accounting-manual-pam\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/www.michigan.gov\/mde\/services\/financial-management\/state-aid\/publications\/pupil-accounting-manual-pam\" rel=\"noreferrer noopener\">Pupil Accounting Manual<\/a> (PAM). A mentor is defined as a professional employee of the district, who monitors the pupil's progress, ensures the pupil has access to needed technology, is available for assistance, and ensures access to the teacher of record. A mentor may also serve as the teacher of record under certain circumstances.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By requiring that each online student be provided with an on-site mentor, Michigan has provided important leadership. However, research specific to the impact a mentor has on a student\u2019s success in an online course is relatively new. It is known that on-site mentoring is not being implemented with the same fidelity across students and schools in Michigan. The same holds true for training a mentor for their roles and responsibilities. As research is conducted and effective practices for mentoring emerge, policies can become more specific and mentors can become better prepared to mentor students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p>Mentors shared effective practices in several sections; their contributions are indicated by Lightbulb graphic.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"the-mentor-role\"><strong>The Mentor Role<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The importance of the mentor in an online course is grounded in the understanding that learning online requires different skills and knowledge than those in a more traditional in-person setting. A <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/why-mentors-matter-a-conversation-with-jered-borup\/\" target=\"_blank\">conversation with Jered Borup<\/a>, an Associate Professor in the Division of Learning Technologies at George Mason University, discusses the mentor practices crucial to ensuring successful student outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"mentor-fundamentals\"><strong>Mentor Fundamentals<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors serve as the liaison between the student, online instructor, parents, and administration. Some mentors are part-time paraprofessionals, and mentors often fill other roles in the school, such as a teacher, counselor, media center specialist, and even an administrator. Many people have the misconception that online learners don\u2019t have the benefit of the traditional human relationships established in the face-to-face classroom. In fact, the mentor provides that personal connection for students learning virtually: effective mentors work with the students every day, support them and build trusting relationships. Many students come to see their mentors as teachers, regardless of the mentor\u2019s educational preparation to teach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In some schools, mentors are part of the school\u2019s multi-tiered system of support and do more than support online learning. They engage with others in the school, contributing to a vision of the whole student and his\/her personalized learning. Mentors are one more adult who knows the student and provides perspective and support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"common-mentor-responsibilities\"><strong>Common Mentor Responsibilities&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Assist with enrollment.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ensure the chosen course is approved by the school and meets the student\u2019s graduation requirements.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Monitor student progress weekly and help the student stay on track to complete the course successfully and on time.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Manage classroom\/labs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Establish and communicate clear expectations and guidelines.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Communicate with the online instructor, school administrators, and parents using email, text messaging, and phone.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Establish rapport with students and encourage academic success.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Meet with the student as needed (in person when possible or virtually if necessary) and keep records of the meetings.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assign final grade to the student transcript after the score is submitted by the online instructor.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Respond to instructor email.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Act as liaison between the course, the course instructor, and the student.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Advocate for the student.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Help interpret instructor feedback by reviewing the assignment and the rubric or grading standards with the student.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teach and encourage students to be self-directed, independent learners who are responsible for their coursework, but ensure resources are available to help them succeed.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Create a learning environment that is welcoming, supportive, and flexible enough to meet individual student needs.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Connect students to a teacher in the building with subject area knowledge when necessary.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Report virtual learners for pupil count days and archive records for audit purposes.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"the-benefits-of-online-learning\"><strong>The Benefits of Online Learning<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students take online courses for a variety of reasons. As outlined in a <a href=\"https:\/\/michiganvirtual.org\/blog\/how-effective-is-online-learning-in-michigan\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">blog post<\/a> by<em> Michigan Virtual Learning Research Institute<\/em>\u00ae(2017), online learning is being used with K-12 students to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Expand the range of courses available to students beyond what a single school can offer;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Allow flexibility to students facing scheduling conflicts;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Afford opportunities for elite athletes and performers, migrant youth, pregnant, at-risk, or incarcerated students, and students who are homebound due to illness or injury, to continue their studies outside the traditional classroom;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide credit recovery programs for students that have failed courses and\/or dropped out of school, allowing them to get back on track to graduate;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Help students who are currently performing below grade-level to begin catching-up through blended learning;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Personalize instruction for the needs of individual students;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide on-demand online tutoring; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Increase the teaching of technology skills by embedding technology literacy in academic content.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Students may be online full time, taking all their courses over the Internet, or they may be part-time online students, that is, supplementing the courses they take at their school with online courses \u2013 including during summer. From the student\u2019s point of view, online learning is attractive because it is:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>Personalized to my needs and learning goals.<\/strong> When students select their courses, they take greater ownership.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Flexible so that I can try different ways to learn.<\/strong> Online learning allows scheduling to accommodate health, athletic, job and family circumstances.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Interactive and engaging to draw me in.<\/strong> Students meet people outside their community in a safe environment, and multimedia used in online learning provides different ways of learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Relevant to the life I\u2019d like to lead.<\/strong> Students gain more experience using the 21st century technology tools used in college and in the workplace.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Paced by my own progress measured against goals I understand.<\/strong> Students can move faster or slower through assignments and track their own progress toward their goals.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Constantly informed by different ways of demonstrating and measuring my progress.<\/strong> Educational technology can measure and share student progress quickly.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Collaborative with faculty, peers, and others, unlimited by proximity.<\/strong> Students can access learning materials and resources \u2013 including local, state, and national experts \u2013 using online communication tools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Responsive and supportive when I need extra help.<\/strong> Communicating outside the typical school day is supported by the online learning culture. Many students \u2013 and teachers \u2013 report they spend more time interacting online than in the face-to-face classroom.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Challenging but achievable, with opportunities to become an expert in an area of interest.<\/strong> Online learning reinforces lifelong learning skills and promotes information literacy and communication skills as well as thinking and problem-solving skills.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Available to me as much as it is to every other student. <\/strong>Online learning can direct the talents of some of the most skilled educators to the most underserved populations. A zip code does not have to determine learning options any more.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>List based on previous work of Next Generation Learning Challenges<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p>Mentors and instructors who require more accountability from students show greater success.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p>Online courses are not the right choice for everyone. Students can sometimes be the best ones to talk to other students and communicate what is different from the traditional classroom.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"traits-of-successful-online-learners\"><strong>Traits of Successful Online Learners<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"assessing-student-readiness-for-online-learning\"><strong>Assessing Student Readiness for Online Learning<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Not all students are well prepared for online learning. If your school does not have a means of evaluating whether a student has the characteristics and skills required for success in learning online, quick assessments are available. <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a> and <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noreferrer noopener\">Strategies for Online Success<\/a> can assist you and your students in understanding how prepared they are for this learning option. Online courses require hard work and are not \u201ceasier\u201d than traditional classes. The blog post <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\" target=\"_blank\" rel=\"noreferrer noopener\">Are online courses \"easier\" than face-to-face courses?<\/a> discusses five important reasons behind why they should not be easier.\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, they may be more time consuming because students are using a new and unfamiliar method to access the course and materials and will experience different challenges than they have with face-to-face instruction. Using the Readiness Rubric, online learners can evaluate their basic skills and competencies in the following areas:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Technology Skills<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Work &amp; Study Habits<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning Style<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Technology\/Connectivity<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Time Management<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Interest\/Motivation<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reading\/Writing Skills<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Support Services<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>School processes differ in how the student gains access to online courses. Whether this discussion takes place when the counselor and student are engaged in academic planning or as a student is being enrolled in courses for the next semester, reviewing important school information such as attendance, grades, and test records is another important step in determining whether online learning is a good fit for each individual student \u2013 regardless of the reason for taking a course online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Attention to a student\u2019s motivation for enrolling in an online course can go a long way toward eventual success. Students are most successful when there is a genuine desire to succeed; i.e., if I pass this course, I will reach my goal of graduation, acceptance to a particular college, a desired occupation, etc. Conversely, students are more likely to fail an online course when there is little motivation; i.e., my counselor made me take this course; I don\u2019t need this credit to graduate; it doesn\u2019t matter if I pass or fail, so who cares?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"profile-of-a-successful-online-learner\"><strong>Profile of a Successful Online Learner<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instructors with years of online teaching experience agree that students who have successful, satisfying experiences learning online share several critical characteristics. Review these characteristics and answer these questions for and with potential online learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong><em>Good Time Management:<\/em><\/strong> Can the student create and maintain a study schedule throughout the semester without face-to-face interaction with a teacher?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Effective Communication:<\/em><\/strong> Can the student ask for help, make contact with other students and the instructor online, and describe any problems she\/he has with learning materials using email, text messaging and\/or the telephone?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Independent Study Habits:<\/em><\/strong> Can the student study and complete assignments without direct supervision and maintain the self-discipline to stick to a schedule?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Self-Motivation:<\/em><\/strong> Does the student have a strong desire to learn skills, acquire knowledge, and fulfill assignments in online courses because of an educational goal? Can she\/he maintain focus on that goal?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Academic Readiness:<\/em><\/strong> Does the student have the basic reading, writing, math and computer literacy skills to succeed in the class?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Technologically Prepared<\/em>:<\/strong> Is the student prepared to use constantly evolving technology to learn? The International Society for Technology in Education&nbsp; (ISTE) published a set of <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\">Standards for Students<\/a> designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"best_practice\"} -->\n<blockquote class=\"wp-block-quote best_practice\"><!-- wp:paragraph -->\n<p><strong>A Special Note About Time Commitment<\/strong> Experienced mentors and online instructors agree that time management is one of the skills most critical to success. Students who cannot manage time and assignments without direct supervision usually struggle to be successful learners online. Students should expect and <strong>be able to spend five to ten hours a week per course.<\/strong><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"mentor-preparation\"><strong>Mentor Preparation<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors must be knowledgeable about school policies and procedures, the courses each student is taking, and students\u2019 technology needs. They must also support students in managing their online learning experiences. The lists below provide a starting place for getting ready to mentor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"self-assessment\"><strong>Self-Assessment<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Ask yourself the following questions as you contemplate your role as mentor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Do you know or are you willing to learn the skills associated with online learning?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you comfortable with computers and willing to help students that may not be?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you able to participate in a mentor training course or program?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you willing to participate in a mentor learning network?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you able to use strategies that will help motivate students to stay focused?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you a good manager of time? Can you teach that skill?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you a goal-setter? Can you teach that skill?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do you know or are you willing to learn how to support and facilitate learning when you\u2019re not the teacher?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do you know how to assist students in a flexible learning environment?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you ready to recruit and screen students for online learning?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do you have experience communicating regularly online?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do you have experience working with students to find solutions to potential problems?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you prepared to advocate for online learning in your school?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are you willing to work with parents, instructors, counselors, the technology coordinator, and administration to ensure program success?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-related\"><strong>Student Related<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Review FERPA, acceptable use, security, anti-bullying, plagiarism, and other school policies. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review academic records of students requesting to take online courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review the results of the <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a> with the student before registering for class(es).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Suggest students think about their own learning style, strengths, and weaknesses, and consider how prepared they are to learn online. <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link rank-math-link\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\">Strategies for Online Success<\/a> is free and geared towards preparing students for the transition from taking courses in-person to taking them online.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Discuss academic records, rubric results, and enrollment decisions with the student (and parent(s) if the student is not yet 18 years of age or an emancipated minor).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Determine whether students will be working in a designated space at school (classroom or lab, for instance) or outside class hours at home or another location.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider scheduling students in the same course at the same time. Orient students to course in a group initially: read introductory email from instructor together, review syllabus, and pacing guide or assignment, and assessment calendar.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review the email you may have received for each student\/course that contains the course name, Learning Management System (LMS) web address, and student login information.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be aware when a student is entering a course that is already in progress and assist him or her in adjusting the pacing to reflect the number of weeks the student will actually have to work on their course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Prepare your own orientation resources (including check-in and reporting procedures, communications protocol, email and file management suggestions, mentor and student responsibilities, count day expectations, etc.).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Plan your ongoing communication strategy.<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Request students report weekly progress to you or determine processes and expectations that work for your situation and individual students taking into account the district\u2019s calendar for reporting student progress.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider steps for adjustments; i.e., communicate with parents; require students work at school until back on pace if students fall behind.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"parent-related\"><strong>Parent Related<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Provide a contract for students and parents to sign. Many schools have developed their own contracts such as this <a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" rel=\"noreferrer noopener\">Online Learning Agreement<\/a>.\u00a0\u00a0<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider an orientation for students and parents to help them become aware of the time commitment for online courses and answer any questions.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Encourage and remind parents to ask their students to log on weekly so they can view the grade book together and keep an eye on student progress.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"course-related\"><strong>Course Related<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Become familiar with the LMS for each course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Determine how you can view student progress in each course. Providers may have different requirements.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Find course instructor contact information and communicate to the instructor any student accommodations needed prior to the first day of class.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Prepare to proctor tests and exams. See course information from provider or contact course instructor.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Know where to go for help before the course begins.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review course syllabi, assessment calendar, and pacing guide or assignment log as soon as possible or by the end of the first week at the latest.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"one-course-or-two\"><strong>One course or two?<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Is this the student\u2019s first online course? If so, it may be wise to enroll in a single course to gain experience and be successful. On average, students had the highest \u201cCompleted\/Passed\u201d rates in their virtual courses when they took one to two virtual courses in a year. Students who took five or more virtual courses in a year tended to have lower \u201cCompleted\/Passed\u201d rates, according to <a href=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\">Michigan's K-12 Virtual Learning Effectiveness Report<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"technical-requirements\"><strong>Technical Requirements<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Find course requirements in course syllabi and\/or in <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" aria-label=\"Michigan's Online Course Catalog (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan's Online Course Catalog<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Check your school\u2019s technology policies to ensure that firewalls are open for course websites, and pop-up blockers and add-ins do not prevent a student\u2019s ability to progress in a course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make sure computer equipment is up-to-date and easy for students to access.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review the course syllabus for any unique recommendations, such as web browser, headset for listening and recording, webcam capability, etc.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Determine if the student has access to a printer.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"day-1-of-course\"><strong>Day 1 of Course<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A previous section provides detailed strategies about how to prepare to mentor online learners. Below you will find suggestions from experienced mentors that they present to students as a group or individually.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>I provide each student with the details for his\/her course, including the course name, LMS web address, and student login information so he\/she can begin the course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I direct students to read the instructor guidelines and become acquainted with how to navigate within the LMS and how the course is organized. Encourage them to play around with the system. Start clicking away and find out what each tab does, then read through the syllabus and calendar.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I hold a group meeting \u2013 if online learners meet in a lab, classroom, or media center \u2013 to complete paperwork and provide orientation to policies and protocols that may be different from their traditional classes (e.g., attendance, weekly or monthly report requirement, Netiquette, pacing guides, how to get help, etc.).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I encourage students to carefully read instructions and contact the instructor if they have any questions.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I sit down with them and ask what they need to be successful.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I gather individualized information to help personalize the student\u2019s learning.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"day-to-day-routine\"><strong>Day-to-Day Routine<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instructors, parents, and mentors know how important routine is in helping students develop good learning habits. Mentors have noted the following as part of their regular routine:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>As students come in, I greet them. After they log in, I give brief reminders \u2013 including to let me know what they need, what\u2019s important to their success. This provides a structural start to the day. They like that.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I settle them in, get them working, give them quiet, and do a walk-around. If I have to have more of a conversation, I ask them up to my desk.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I created a spreadsheet for attendance broken down by class and hour. Every day, they initial the sign-in sheet on my classroom door and go to the library to do their work. I talk with them before school, after school, or look for them during lunch if I need to follow up on an issue.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I seat students at assigned computers when using school resources to help with classroom management, emphasizing it is their space and their responsibility to maintain. It also makes it easier to locate keystrokes or assignments and address issues with assignments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I sit where I can see the computer screens and monitor computers, if possible, to block access to games, control the screen and, see keystrokes, not only to see if they\u2019ve been where they shouldn\u2019t have been, but also to recover lost assignments.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Some programs have dedicated space for online learners. In those settings, mentors take attendance every day. In other programs, students use the library, hallways, student commons, or cafeteria \u2013 anywhere they are comfortable \u2013 to do their coursework. Most schools have online learners who are allowed to work off-campus, either because they are seat time waiver students, have met specific criteria for the privilege, or have arranged to work from home for health or other personal reasons.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"common-support-strategies\"><strong>Common Support Strategies&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>If the students sign in for the mentoring period, they\u2019re more likely to do work on a daily basis. It provides a little more structure and accountability.<\/li><li>On Day 1, show students how to log in, see what the rules in the class are, open tabs, access the discussion board, submit assignments \u2013 the things they haven\u2019t done before.<\/li><li>Don\u2019t wait to see if a student needs assistance \u2013 whether it\u2019s tutoring or another student support service. Have something in place. Know the students and classes they have, be prepared for where you will direct them if they need something extra.<\/li><li>Maintain policy that the mentor must be able to see the student\u2019s screen when he\/she is taking a test.<\/li><li>Meet with other mentors as a professional learning community, whenever possible, to support each other, establish norms, share effective  practices and successes, and get ideas about alternative strategies when something doesn\u2019t work. <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\"><a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">Mentors | Michigan Virtual<\/a><\/a> page includes ideas to consider. <\/li><li>It\u2019s important that you establish communication guidelines with students at the start of the course.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Communication&nbsp; - <\/em><\/strong>How often will students report progress to you? If students\u2019 progress is not meeting expectations, what are the consequences? Will students need to report to school until courses are up-to-date? How will parents help in this matter? Please communicate often with instructors for assistance.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Provide students assistance in learning to compose messages to other students and especially their instructors. This may be the first time a student has had to communicate in writing without the benefit of face-to-face opportunities for requesting or sharing information.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Show students how to advocate for themselves. If they don\u2019t get a response to a message board entry, suggest the student add the comment to an email to the instructor and copy the mentor. This puts the student in direct contact with the instructor. When the instructor includes the mentor in the reply as well, it creates dialogue among all three parties. Everyone needs a reminder of the relationship element of learning, and the student learns how to send a good message, too.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Add student and mentor notes to mid-semester report cards. The student note to parents should include how many weeks are left in the course, how many points they have, and what they have to do to finish. Students take responsibility for action, and mentors have a chance to give parents positive feedback about their student and\/or suggestions for support.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Time management \u2013 <\/em><\/strong>For many students, taking multiple online courses can be overwhelming. Students need guidance in managing their online courses. One strategy is to focus on two courses at a time in the first half of the term and spend the second half of the term on the other courses. To consider this arrangement, determine what your school needs regarding verification of students in courses during the state-required time period for seat time waiver reporting. Communicate with instructors to inform them of the students\u2019 scheduling decisions. Instructors may have some ideas to assist you.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Add due dates to pacing guide, syllabi, and assignment and assessment calendars.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Help students set goals to keep current and stay on pace.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review pacing guide or assignment calendar with students during face-to-face updates to keep them on pace.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong><em>Earning the right to work off-site \u2013 <\/em><\/strong>If you work with students who need assistance in becoming self-directed in their learning, consider starting them in a structured school environment to monitor their engagement and understanding of online learning. They can earn the privilege of working outside the school setting through consistent performance and\/or by achieving a certain level of successful completion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"contact\"><strong>Contact<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors, instructors, and administrators present at a Virtual School Summit held at <em>Michigan Virtual<\/em> in June 2013 commented about the vital nature of the mentor\u2019s support, supervision, and encouragement and credited the mentor with creating and nurturing an environment that leads to course completion. First and foremost, participants recommended regular contact between mentors and students, administrators and mentors, instructors and mentors, instructors and students, and everyone and parents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors interviewed for<strong> <\/strong><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-online-learners-michigan-mentor-program-case-studies\/\" target=\"_blank\">Supporting Online Learners: Michigan Mentor Program Case Studies<\/a> agree about the importance of establishing contact and maintaining relationships.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-contact\"><strong>Student contact<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Daily contact between students and mentors is best.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Successful students receive consistent contact from mentors and instructors regarding feedback and progress.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A face-to-face weekly meeting between student and mentor where the student discusses her\/his progress helps students develop responsibility for their own learning and an understanding of accountability.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"administrator-contact\"><strong>Administrator contact<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Administrators should check in with mentors on a monthly or weekly basis to ensure that mentors know their work and dedication is appreciated by the school.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"instructor-contact\"><strong>Instructor contact<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>The online instructor should contact both the student and the mentor at the beginning of the course \u2014 preferably via a phone call or video conference since email is so easily overlooked by students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Mentors suggest periodic contact with the instructor \u2014 not just because of a crisis.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"learning-management-systems\"><strong>Learning Management Systems&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most online courses have a Learning Management System \u2013 commonly referred to as an LMS \u2013 that contains the tools a student uses to take an online course. Students gain access to and turn in their assignments, communicate with the instructor and other students, and keep track of their progress and grades through the LMS. The instructor uses the LMS to post announcements, communicate with the students, provide access to graded assignments and more.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course navigation menus vary from class to class or provider to provider, but they all contain similar features. The most important items are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong><em>Announcements \u2013 <\/em><\/strong><em>The instructor will post important announcements about the course here.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Course Information \u2013 <\/em><\/strong><em>This area includes important elements, such as the course pacing guide, assignments, and the assignment and assessment calendar.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Instructor Information \u2013 <\/em><\/strong><em>Look here for how to contact the instructor and other basic information about him\/her.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Messages \u2013 <\/em><\/strong><em>Students can communicate easily with the instructor and one another from this location.<\/em><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong><em>Grades \u2013 <\/em><\/strong><em>Information about grades, graded assignments with feedback, and rubrics can be found here.<\/em><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"monitoring-student-progress\"><strong>Monitoring Student Progress&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Parents and mentors can monitor student progress and grades by asking their student to log in and explain his\/her grade book progress and points. You can also request permission from the course provider for viewing students\u2019 records. Below, several mentors shared their effective practices for monitoring student progress:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>I check in with each student every week. I ask them to pull up their gradebook and go around and look at the feedback from their instructor with them at their seat. I can pull them up to my desk, but they like that I go around to them.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Once a week I have an informal conversation about the progress report with each student. I seek out the ones who aren\u2019t making progress more often. Some students I have little contact with.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I meet with students when necessary \u2013 in person when possible but virtually if need be. Face-to-face is preferable, although many students email weekly progress reports.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I ask each student to log in to his\/her course and review progress, percentage score, and teacher comments in the grade book with him\/her.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I make sure they\u2019re on task: check with them daily, look at their grades, print out a progress report when available, and hand it to them or ask them to print it out every week and turn it in every Friday. I give an extra percentage point for doing that throughout the semester.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>I remind them every week where we are in the semester, make sure they\u2019re keeping track on paper and on the computer, and encourage them to get ahead.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"protecting-student-assignments\"><strong>Protecting Student Assignments<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Students need access to saved files from any location. Help them establish a place to save work \u2013 a flash drive, web storage, etc. \u2013 and develop a regular habit of backing up their assignments. This safeguard may prevent loss of content and frustration if an LMS refreshes while students are working on assignments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Students are encouraged to develop assignments in a word processing program, save the document in rich text format, and copy\/paste to the LMS to submit work.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"characteristics-of-a-good-mentor\"><strong>Characteristics of a Good Mentor<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"from-mentors-of-online-learners-in-michigan-high-schools\"><strong>From Mentors of Online Learners in Michigan High Schools<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An effective mentor is someone who is dedicated to the success of his or her students and creates a learning environment that is welcoming and supportive and more importantly \u2014 flexible \u2014 to meet individual student needs. The mentors in Michigan contributing to this guide shared their thoughts on those characteristics they practice that have a positive influence on their students\u2019 experience in learning online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em>\u201cBeing able to put yourself in the student\u2019s shoes and listen. Being sympathetic and encouraging \u2013 especially with those students who are not doing well. Bringing the human aspect into the online world.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><cite><em>John Burnett, Houghton Lake High School<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em>\u201cThe key is having a relationship with the students. The students have to trust you and like you.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><cite><em>Mary Lafrenz, Mattawan High School<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em>\u201cHave some knowledge of the hardware and software, or at least knowledge of resources to call for help. Some knowledge of the course material is helpful, too, and the ability to research and find information to help guide students through their courses.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><cite><em>Leona Hein, Niles Senior High School<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em>\u201cI know the students and the other classes they have. I already know where I\u2019m going to send them if they have problems. I don\u2019t wait to see if a student needs tutoring, I have that in place. I make sure they know, \u2018I always have your back; I am always here.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><cite><em>Leisha Shaler, Saginaw Arts and Sciences Academy<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em>\u201cPay attention to email, know the kids, help select courses that are a good fit, and do what you can to help this be a positive experience for the student.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><cite><em>Danielle Beller, East Grand Rapids High School<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em>\u201cYou need to be a full-time mentor, and you need to be available. They will come to you for help. Check-in with each student every week: pull up your gradebook, go around and check their progress, see their feedback \u2014 at their seat. They like that. You ask \u2018How can I help? What do you need? What\u2019s working and what\u2019s not?\u2019 You want kids to come to you. You don\u2019t want them to feel like they\u2019re alone and there isn\u2019t someone to help.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><cite><em>Lyn DeCarlo, Coopersville High School<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em><em>\u201cBe there for the students but also act as a teacher and encourage them to be self-motivated and responsible while making sure the resources are available to help them succeed.\u201d<\/em><\/em><\/p>\n<!-- \/wp:paragraph --><cite><em><em>Kim Killinger, Stockbridge High School<\/em><\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em><em>\u201cBe a good, resilient problem solver, know about your students, and be aware of their expectations. Connect with them and develop a relationship. Look them in the eye, engage in dialogue with them, develop rapport and mutual respect, and look at the rubrics, the course, and their GPA with them.\u201d<\/em><\/em><\/p>\n<!-- \/wp:paragraph --><cite><em><em>Jay Miller, DeWitt High School<\/em><\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em>\u201cBe flexible and patient. Motivate them. Share your experience as an online learner with them.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><cite><em>Brendan Howard, Gull Lake High School<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"mentor_best_practice\"} -->\n<blockquote class=\"wp-block-quote mentor_best_practice\"><!-- wp:paragraph -->\n<p><em>\u201cClosely monitor students and course content, and ensure students are engaged in activities that promote their academic progress. Have strong communication and collaboration skills. Be organized and possess creative problem solving and intervention skills.\u201d<\/em><\/p>\n<!-- \/wp:paragraph --><cite><em>Julie Howe, Three Rivers High School<\/em><\/cite><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\"><strong>Conclusion<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Great mentors make student learning and progress visible, empowering them to make informed decisions and understand the impact of their choices. By setting initial expectations for students and modeling the process, students gain the ability to meet or exceed goals and set high standards for themselves.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors are central to helping students learn in deep and meaningful ways. Whether students choose an \u201cA La Carte\u201d model of online learning \u2014 where students take one online course as part of their larger face-to-face curriculum, or choose online learning as their preferred method to learn, mentors provide an incredibly personalized experience for their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While mentors may not have subject matter expertise relevant to the online courses in which their students are participating, they still facilitate instructional support provided by an online teacher, often being the first to recognize when a student is struggling with a particular concept or assignment. The constant pulse-checking mentors do with their students allows them to work with an online teacher to customize instruction and support based on their students\u2019 needs. This is particularly important with those who are still developing the ability to regulate their own learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, learning in an online course can take place anytime and anywhere and as such mentors must be adept at using technology and connectivity tools, working synchronously and asynchronously with students to answer questions as they arise. This ever-present support structure helps students feel a personal connection to their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Perhaps the greatest benefit mentors provide for students is a deep knowledge about their individual interests, motivations, and strengths. This relationship can guide students\u2019 choices in future online courses and learning paths, especially when school counselors do not have the resources or time to help inform enrollment decisions at such a detailed level.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Whether you are a teacher, mentor, parent, student, counselor, administrator, school board member, or someone else who has an interest in online learning, we welcome your feedback and questions and invite you to email us at <a aria-label=\" (opens in a new tab)\" href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">[email protected]<\/a>.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research-and-resources-for-online-learning-programs\"><strong>Research and Resources for Online Learning Programs<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\">Michigan's K-12 Virtual Learning Effectiveness Report<\/a>, produced annually, reflects continued growth in K-12 online enrollments in Michigan. The report provides school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information and insights for developing and supporting your online and blended learning program, please visit the following web pages on the <em>Michigan Virtual<\/em> website:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s Online Course Catalog<\/a>&nbsp;contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and&nbsp;<em>Michigan Virtual<\/em>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The&nbsp;<a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Backpack<\/a>&nbsp;blog that shares findings and expertise related to K-12 online and blended learning from both a state and national perspective.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/special-education-resources\/\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply effective practices in meeting the needs of all students in their classrooms.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\">Research Publications<\/a>&nbsp;that provide a foundation to examine, engage, and explore educational practices in the industry.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\">Research Clearinghouse<\/a>&nbsp;contains references to important research and publications in the field of K-12 online and blended learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\">Michigan\u2019s Online Learning Law<\/a>&nbsp;page is dedicated to information on Michigan\u2019s Section 21f legislation. It includes resources and samples developed by and for schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A family of&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\">Guides to Online Learning<\/a>&nbsp;details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A page dedicated to&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\">Mentors<\/a>, developed in partnership with school leaders and mentors, links educators to a professional learning community where they can ask questions, problem solve, and share ideas and resources with other mentors around the state including sample forms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The set of national standards for quality online programs, teaching, and courses&nbsp;have been a benchmark for online learning for more than a decade. <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/the-standards\/\">All three sets of standards were updated<\/a> and published in 2019 by&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\">Quality Matters<\/a>&nbsp;and the&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\">Virtual Learning Leadership Alliance<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The International Society for Technology in Education (ISTE) published &nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\" target=\"_blank\">Standards<\/a>&nbsp;to provide a framework for innovation in education and help educators and education leaders worldwide prepare learners to thrive in work and life.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Today\u2019s students must be prepared to thrive in a constantly evolving technological landscape. The&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\">ISTE Standards for Students<\/a>&nbsp;are designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tools and samples developed to facilitate enrollment decisions:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\">Strategies for Online Success<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" class=\"rank-math-link\">Online Learning Agreement<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->",
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            "excerpt": "About this Guide This guide has been prepared by Michigan Virtual\u2122, through its Michigan Virtual Learning Research Institute\u00ae, with the assistance and insight of experienced mentors, instructors, administrators, and customer service representatives from Michigan Virtual. While Michigan has a few full-time online programs or cyber schools (schools that deliver 100% of their instruction online), at...",
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            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"about-this-guide\">About This Guide<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This guide has been prepared by <em>Michigan Virtual<\/em>\u2122, through its <em>Michigan Virtual Learning Research Institute<\/em>\u00ae, with review and support from the <a href=\"https:\/\/www.masb.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan Association of School Boards<\/a>, to acquaint school board members with K-12 online learning. The guide includes general information about K-12 online learning, successful attributes of online learners and online programs, and Michigan-specific requirements that all districts need to abide by. It also references many practical resources for more in-depth study.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While Michigan has full-time online programs or cyber schools (schools that deliver 100% of their instruction online), growth is occurring in the number of LEAs adding full-time virtual options to their offerings. The majority of online learning is delivered by traditional public schools that supplement their face-to-face offerings with online enrollments, allowing students to take a small number of online courses as part of their class schedule. This guide focuses primarily on supplemental online learning, though much of the information applies equally to full-time online programs and schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"letter-from-masb-and-michigan-virtual\">Letter From MASB &amp;<em> Michigan Virtual<\/em><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online learning continues to grow at all levels, from kindergarten to graduate school. Increasingly, individuals of all ages and backgrounds are leveraging the power of the internet to informally learn more about photography, travel, art, history, or a new language. In addition, record numbers are pursuing online degrees or certificate programs as part of their formal education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>More than 10 years ago, Michigan adopted the nation\u2019s first online learning requirement for high school graduation. This policy recognizes the importance of teaching students how to learn effectively in new environments, which is essential for future learning. From an infrastructure standpoint, we have witnessed many exciting changes, including expanded access to smartphones, tablets, fully networked schools, and free Wi-Fi services in many communities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It has never been easier for K-12 students to enroll in online courses provided by local schools, intermediate school districts, postsecondary institutions, private companies, and nonprofit organizations. Through support from local schools, public and nonpublic students can access a growing variety of online courses, ranging from anthropology to business ethics to computer programming.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The choices are growing, and online course enrollments have increased exponentially. Unfortunately, academic success hasn\u2019t always kept pace and too many students are failing online courses. Online learning can be a powerful option to help students address a variety of needs, but a large number of schools appear to only use this innovative delivery model for low-achieving students. Others have not developed sufficient internal systems to support students enrolled in online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We believe local boards of education can play a larger policy role to improve the effectiveness of their districts\u2019 online learning programs. To that end, the Michigan Association of School Boards and Michigan Virtual have partnered to create this practical guide to help introduce school board members to the key policy considerations and best practices of K-12 online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We hope you find this guide beneficial in answering your basic questions and helpful when you need additional references and resources for more in-depth study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"lightbox\":false,\"id\":34901,\"width\":630,\"height\":165,\"sizeSlug\":\"full\"} -->\n<figure class=\"wp-block-image aligncenter size-full is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/Signature.png\" alt=\"Don Wotruba, Executive Director at MASB; Jamey Fitzpatrick, President &amp; CEO of Michigan Virtual\" class=\"wp-image-34901\" style=\"width:630px;height:165px\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research has shown that online learning is academically effective and can provide meaningful alternatives for students who need greater flexibility with their education, due to individual learning preferences, health conditions, employment responsibilities, lack of success with traditional school environments or to pursue advanced coursework. Michigan policy leaders have nurtured an environment to foster more options and expanded choices for students and online learning. Many of these policies were created to allow students to accelerate and personalize their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The outcomes for Michigan K-12 students with online courses have been mixed. <em><a href=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report<\/a><\/em> is an annual report that has benchmarked key measures of K-12 online learning in Michigan since 2010-11. Readers are encouraged to review the report. Table 1 makes clear the explosive growth seen due to the pandemic subsided substantially, but the numbers remained well above pre-pandemic levels. Many trends witnessed in past years continue to exist.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Local boards of education play a key role in interpreting state guidelines and developing local policies that reflect their community standards. With the information in this guide and in conjunction with other online learning guides for parents, students, and mentors and informed by the latest research, school board members can help craft online learning programs in their districts that better achieve the desired student-learning outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This guide is one of a family of <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" rel=\"noreferrer noopener\">Guides to Online Learning<\/a> that detail the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses. They discuss the opportunities online learning offers, and the challenges teachers, parents, guardians, mentors, and educational decision-makers face to increase the likelihood of student success in their online courses.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21<\/a> has been released. The most recent report is quite different from the previous year in that it details what occurred in Michigan as Covid-19 created the urgent need to close schools and shift to remote learning. Readers are encouraged to review the report which adds a few new analyses, and year-over-year comparisons as well as several tables that explored student mobility.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction-to-online-learning\">Introduction To Online Learning&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An online or virtual course is defined in the <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">State School Aid Act<\/a> (MCL 388.1621f, 2017) as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>a course of study that is capable of generating a credit or a grade and that is provided in an interactive learning environment where the majority of the curriculum is delivered using the internet, and in which pupils may be separated from their instructor or teacher of record by time, location or both.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>It is important to note that some online courses do not include an embedded instructor \u2014 schools instead assign a local teacher as the teacher of record. Online courses without an embedded instructor appear to work best for students who have demonstrated independent learning skills or have a significant interest in the content area of a particular course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online learning is also being leveraged by districts to provide professional development opportunities for school personnel. Through online learning, districts are finding solutions that limit the amount of time teachers have to be out of the classroom, as well as individualizing the professional learning opportunities to align with the professional development needs of each staff member.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students take online courses for a variety of reasons. As outlined in the <em>Michigan Virtual<\/em> <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/student-guide\/#why-do-students-choose-online-learning\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student Guide to Online Learning<\/a>, online learning is being used with K-12 students to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Expand the range of courses available to students beyond what a single school can offer;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Allow flexibility to students facing scheduling conflicts;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Afford opportunities for elite athletes and performers, migrant youth, pregnant, at-risk, or incarcerated students, and students who are homebound due to illness or injury, to continue their studies outside the traditional classroom;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide credit recovery programs for students that have failed courses and\/or dropped out of school, allowing them to get back on track to graduate;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Help students who are currently performing below grade-level to begin catching-up through blended learning;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Personalize instruction for the needs of individual students;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide on-demand online tutoring; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Increase the teaching of technology skills by embedding technology literacy in academic content.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"how-online-learning-is-similar-and-different-from-face-to-face\">How Online Learning Is Similar and Different from Face-to-Face<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because online learning is still new to many school staff and students, it is common for there to be misunderstandings about online courses \u2014 specifically how they are similar to and different from face-to-face learning (for more about the similarities and differences between online and face-to-face learning, see the <em>Michigan Virtual <\/em><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/teacher-guide\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Teacher Guide to Online Learning<\/em><\/a>).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A primary example relevant to the students\u2019 direct experience and directly affecting success rates is that people often believe that online courses are easier. Online courses require hard work and are not \u201ceasier\u201d than traditional classes. The blog <a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Are online courses \"easier\" than face-to-face courses?<\/a> discusses five important reasons behind why they should not be easier.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, they may be more time consuming because students are using a new and unfamiliar method to access the course and materials and will experience different challenges than they have with face-to-face instruction. The student has to learn the same content knowledge as the face-to-face course but has to do so in an unfamiliar learning environment; students have to develop skills for navigating the online course, self-regulation strategies for staying on pace to complete the course, and new ways of asking for help when they have a question, all without being in the same physical location as their online teacher. However, the learning platform being used may be unique to the online school or program, while the technology and learning applications are often found in today\u2019s brick and mortar schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One way to see what a virtual class is like is to explore <a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Strategies for Online Success<\/a> (SOS). SOS is an orientation to learning online geared toward preparing students for the transition from taking courses in-person to taking them online. It consists of three modules which include interactive components, such as videos, self-checks, and resources for students to download.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Online Teacher<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>Many online learning experiences provide students with the same learning opportunity as face-to-face instruction, but with a different delivery method. In online instruction, students are given the chance to work one-on-one with their instructor such that both can focus on the individualized needs of that student. Students are able to work at their own pace, allowing them to have ownership in their learning. This is not always possible in a face-to-face classroom.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"why-students-choose-online-learning\">Why Students Choose Online Learning&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students want to learn online for a variety of reasons. <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/www.futureof.school\/\" target=\"_blank\" rel=\"noreferrer noopener\">The Future of School<\/a> (previously named The Foundation for Online Learning), along with <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/www.evergreenedgroup.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Evergreen Education Group<\/a> (2017), published a <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED589983.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/files.eric.ed.gov\/fulltext\/ED589983.pdf\" rel=\"noreferrer noopener\">report<\/a> based on surveys, focus groups, and interviews with students, along with other data. The report identified three broad reasons students pursued online and blended learning: 1) academics, 2) social-emotional health and safety, and 3) interests and life circumstances.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students may be interested in enrolling in online courses because their schools cannot or do not offer the class face-to-face, for example, Advanced Placement (AP). AP courses are a common request because schools often do not have qualified teachers in the subject areas or enough students to provide the courses face-to-face. Sometimes, students turn to online courses to overcome a scheduling conflict, and some use online courses for elective credit and personal enrichment \u2014 including taking courses over the summer. Many schools and students also use online courses for credit recovery. In this case, caution is advised. For several years, Michigan student data described in <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2019-20<\/em><\/a> indicates that many students tend not to be successful when placed in online courses for credit recovery purposes unless they receive consistent, specialized support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"profile-of-a-successful-student\">Profile Of A Successful Student&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students who have a successful, satisfying experience learning online tend to share several critical characteristics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Good Time Management: <\/strong>The student creates and maintains a consistent study schedule throughout the semester and is able to do so without significant prodding from a teacher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p><strong>Online Student<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>\"I wish I had used my time wisely and used the pacing guide more. It helped me set specific due dates. I just didn\u2019t work on my class as hard as I should have.<\/em>\" <\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>Effective Communication: <\/strong>The student knows when and how to ask for help and is able to clearly describe any problems she\/he is having with the learning materials using email, texting and\/or the telephone. This includes seeking help from the online instructor, a mentor, or even other students in the online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p><strong>Online Student<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>I enjoyed the interaction with classmates in the form of discussion board posts that allowed us to debate and discuss our ideas. It allowed me to share my opinions with my peers and see different sides of situations.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>Independent Study Habits: <\/strong>The student studies and completes assignments without direct supervision and maintains the self-discipline to stick to a schedule.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p><strong>Online Student<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>I really like being able to relax and just work on my class and finishing my work early to the best of my ability.<\/em>\" <\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>Self-Motivation: <\/strong>The student has a strong desire to learn skills, acquire knowledge, and fulfill assignments in online courses because of an educational goal and can maintain focus on that goal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Academic Readiness: <\/strong>The student has the basic reading, writing, math and computer literacy skills to succeed in the class.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Technologically Prepared:<\/strong> The student knows how to open, create and\/or save a document; use various technology tools (e.g., dictionary, thesaurus, grammar checker, calculator); and identify various file formats (e.g., .docx, .xlsx, .pdf, .jpg).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p><strong>Online Student<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>I really enjoyed doing the listening and speaking activities in my Japanese class. I felt like in a regular class I wouldn\u2019t get to listen to such a fluent speaker so many times. I can literally just click the repeat button and keep speaking after the speaker. In class, they only say it one to two times.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>One to Two Online Courses or a History of Success: <\/strong>Students enrolled in traditional schools tend to perform better in their online courses when they only take one or two online courses at a time. Unless a student has already proven they can be successful taking one or two online courses, it is not advisable to provide them with more.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Data examined in Michigan\u2019s Effectiveness Reports over the last several years have made it clear that success in face-to-face courses is correlated with success in online courses. Further, students who struggle with face-to-face courses also tend to struggle in online courses. Laying the groundwork for student success in online courses requires preparing the students and their parents\/guardians for this new experience and maintaining a robust network of wraparound support for students, parents\/guardians, mentors, and other staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, counselors and teachers often use the <em>Michigan Virtual<\/em> <a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Online Learner Readiness Rubric<\/a> to help students understand what is required of a successful online learner. If adults supporting the student can identify areas in the rubric where the students are challenged, they can determine what needs to be addressed to best support students in those areas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"supports-required-for-successful-students\">Supports Required For Successful Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most K-12 students benefit from a structured learning environment that is well supported \u2014 whether in face-to-face classrooms or virtual learning environments. Successful online students tend to be surrounded by a team of adults who are focused on the students\u2019 success. For each of these groups \u2014 parents\/guardians, counselors, mentors, online teachers, and peers \u2014 the support role is even more important when students are taking the course to recover credit. It often takes more time and more effort to help these students stay involved and on pace and complete their courses successfully.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"parents-and-guardians\">Parents\/Guardians<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Parents are an integral partner in the team that can affect student success. Their responsibilities may be a little different when their students are enrolled in online courses. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Recent research<\/a> (Borup, et al., 2017) involving interviews with online teachers and school-based mentors found that teachers and mentors believed that students would most likely succeed in online courses when parents\/guardians:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Advised students on their course enrollments;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Monitored student performance and progress;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Motivated students to more fully engage in learning activities;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Organized and managed student learning at home; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assisted students as they worked on assignments.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The same research suggests that online programs might see an increase in parental engagement by:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Involving parents\/guardians in online course enrollment decisions;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Educating parents\/guardians about learning online and how they can support their students;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maintaining regular contact with parents\/guardians by inviting them to be involved in specific ways; and&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assisting parents\/guardians in keeping up on their students\u2019 academic performance by regularly providing student progress reports and offering an online parent portal, so they can easily track student engagement and performance.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"counselors\">Counselors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School processes differ in how the student gains access to online courses. Some schools have registrars. Others have <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">mentors<\/a> enroll students and, in many places, counselors fill that role. Whether this discussion takes place when the counselor and student are engaged in academic planning or as a student is being enrolled in courses for the next semester, reviewing important school information such as attendance, grades and test records is another important step in determining whether online learning is a good fit for each individual student \u2014 regardless of the reason for taking a course online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Attention to a student\u2019s motivation for enrolling in an online course can go a long way toward eventual success. Students are most successful when there is a genuine desire to succeed: e.g., if I pass this course, I will reach my goal of graduation, acceptance to a particular college, a desired occupation, etc. Conversely, students are more likely to fail an online course when there is little motivation: e.g., my counselor made me take this course; I don\u2019t need this credit to graduate; it doesn\u2019t matter if I pass or fail, so who cares?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When determining whether online courses are appropriate, key student traits to look at to predict a good fit are:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Motivation&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Attendance&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Grades&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Test Records<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"mentors\">Mentors&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many people have the misconception that online learners don\u2019t have the benefit of the traditional human relationships established in the face-to-face classroom. On the contrary, the school-based mentor provides that important personal, usually face-to-face connection for students learning virtually: effective mentors work with the students every day, support them, and build trusting relationships.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In some districts, mentors are part of the school\u2019s multi-tiered system of support and do more than support online learning. They engage with others in the school, contributing to a vision of the whole student and his\/her personalized learning. Mentors may be part-time paraprofessionals, although mentors often fill other roles in the school, such as teachers, counselors, media center specialists and even administrators. One common characteristic of successful online programs seems to be having a person who is responsible for mentoring online students full time. Regardless of who they are and what else they do, mentors are an indispensable adult who knows the student and provides perspective and support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"online-teachers\">Online Teachers&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some models of online learning tend not to include an online teacher, including many credit recovery models. Just like in face-to-face settings, an online teacher can be instrumental in student success. Many teachers and students report that online learning offers the opportunity to develop closer relationships than a face-to-face environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While that may seem counterintuitive, consider that online students are asked to respond to all teacher questions, not just the few times they get called upon in class. Also, in many cases, the student response is seen only by the teacher, not like a public classroom setting where their peers are listening and perhaps judging their responses. It is not surprising that teachers and students alike develop close relationships.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"online-learning-in-michigan\">Online Learning In Michigan&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Thanks to the <a href=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\">Effectiveness Report<\/a> on online learning in Michigan, we know that:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>666 school districts reported at least one virtual enrollment.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Over half of the 1,914 schools with virtual enrollments had 100 or more virtual enrollments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Over 208,000 Michigan K-12 students took at least one virtual course, which represented 14% of Michigan public school students.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Schools are disproportionately enrolling students in poverty into online courses. On average, schools tend also to be enrolling students who are struggling academically in their face-to-face courses or for a subject in which a student has failed rather than for advanced coursework or for a subject in which the student is proficient.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The overall pass rate for virtual courses (69%) was down five percentage points from the prior year but remained much higher than pre-pandemic levels. The pass rate is low because of cases where students are being provided with large numbers of virtual courses without passing any of them. Restricting the number of virtual courses a student can take to one or two at a time until the student demonstrates successful completion might dramatically improve the statewide pass rate.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Some districts are clearly more effective in using virtual learning than others. Twenty-three percent of schools had a school-wide virtual pass rate of 90% to 100%.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Research also suggests that Michigan adults are not very informed about Michigan\u2019s online learning laws. A <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">survey<\/a> conducted by Public Sector Consultants from February 12-17, 2019 of 600 Michigan adults found that only 23% of those surveyed were aware of Michigan\u2019s online learning graduation requirement and 33% were aware that middle school and high school students were allowed to take up to two online courses per academic term. Despite the lack of awareness, these same adults tended to hold a favorable view of online learning, including 77% indicating that it was very important (38%) or somewhat important (39%) for students in middle school and high school to have the option of enrolling in an online class at their local district.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to the 600 Michigan adults, 400 Michigan college students were surveyed. Seventy-seven percent of these Michigan college students indicated that in looking back at their path to college, they believe they would have benefitted from more online learning opportunities in high school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"michigans-online-learning-requirement\">Michigan\u2019s Online Learning Requirement<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As mentioned above, Michigan students are required to have an online learning experience in order to graduate from high school. This requirement was adopted in 2006 as part of the <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_38924---,00.html\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan Merit Curriculum<\/a> and was intended to prepare K-12 students for the digital world they will encounter in higher education, their future workplaces and in their personal lives. Schools were provided with flexibility in how they could fulfill the online learning requirement \u2014 in part due to the vast difference in technology access and readiness of schools in 2006. The options included:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Take an online course&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Complete a meaningful online experience of at least 20 hours&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Complete the meaningful online experience of at least 20 hours incorporated into the required courses of the MMC&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>While Michigan was the first state in the country with such a requirement, several other states have since followed suit. These states have adopted more stringent requirements than Michigan, requiring students take an online course rather than have a 20-hour minimum experience. More information regarding education legislation passed by state legislatures from the 2008 session to present can be accessed by using this <a href=\"https:\/\/www.ncsl.org\/research\/education\/education-bill-tracking-database.aspx\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">searchable database<\/a> that is available from the website of the <a href=\"https:\/\/www.ncsl.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">National Conference of the State Legislature<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"section-21f-of-the-state-school-aid-act\">Section 21f of the State School Aid Act&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since 2013, Section 21f of the <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">State School Aid Act<\/a> has required Michigan public schools to honor parent or student requests for enrollment in up to two online courses per academic term or more if parents, students and school leadership agree that more than two are in the best interest of the child. Eligible courses for enrollment include those published in the student\u2019s school district\u2019s catalog of board approved courses or from those in <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan's Online Course Catalog<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The purpose of the statewide catalog of course offerings is to assist schools, parents, and students in making informed decisions when selecting among the variety of online providers. Each course contains information such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Syllabus&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Description&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Prerequisites&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course Outcomes&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course Structure&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Required Assessments&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Academic Support Available&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Past Student Performance<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"reasons-for-denial\">Reasons for Denial<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While the Act specifies some reasons a school district may choose to deny the parent or student request, the number of denial reasons are few and narrow in scope. Denial reasons include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>The pupil is enrolled in any grade K-5.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has previously gained the credits that would be provided from the completion of the virtual course.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is not capable of generating academic credit.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is inconsistent with the remaining graduation credits or career interests of the pupil.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has not completed the prerequisite coursework for the requested virtual course or has not demonstrated proficiency in the prerequisite course content.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has failed a previous virtual course in the same subject during the two most recent academic years.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is of insufficient quality or rigor. A primary district that denies a pupil's enrollment request for this reason shall enroll the pupil in a virtual course in the same or a similar subject that the primary district determines is of acceptable rigor and quality.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The cost of the virtual course exceeds 6.67% of the minimum foundation allowance for the current fiscal year, unless the pupil or the pupil's parent or legal guardian agrees to pay the cost that exceeds this amount.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The request for a virtual course enrollment did not occur within the same timeline established by the primary school district for enrollment and schedule changes for regular courses.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The request for a virtual course enrollment was not made in the academic term, semester, trimester or summer preceding the enrollment. This subdivision does not apply to a request made by a pupil who is newly enrolled in the primary district.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Act expressly prohibits districts from denying enrollment requests for reasons other than those mentioned above and those listed are optional \u2014 the district may choose not to block an enrollment request, even if one of the denial reasons may exist (for instance, a request from a student in grades K-5).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"district-responsibilities-under-21f\">District Responsibilities Under 21f&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Regardless of whether a district decides to provide their own online courses, <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">the Act<\/a> requires all Michigan school districts to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Allow students from the district \u2014 with the exception of those mentioned on the previous page \u2014 to take up to two online courses or more during an academic term;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Include a link on the district\u2019s website to the statewide catalog of online courses;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Document parental consent before enrolling a student in an online course;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Pay the cost of the online course. Only if a course fee is in excess of 6.67% of the state\u2019s minimum foundation allowance may a parent be asked to pay \u2014 and only for the excess amount. A review of online course offerings available to Michigan students today indicates that over 90% of online courses cost between $300 and $400 for a single semester course (additional information can be found by reviewing the <a href=\"https:\/\/michiganvirtual.org\/research\/consumer-awareness\/#cost-structures\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Consumer Awareness Report \u2013 Cost Structure<\/a>);<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assign each student a mentor;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Include the course(s) on the student schedule using the online course title as it appears in the district catalog or the statewide catalog;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide online students with the same rights and access to technology as the district provides to all other students; and&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Grant academic credit for successful course completions, including toward graduation and subject area requirements.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Districts may deliver online courses as part of the Act. Online courses offered may be restricted only to district students or can include district students and students statewide. For online courses restricted to in-district students, the district must:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Ensure that each virtual course has been published in the district\u2019s catalog of board-approved courses or published in the statewide catalog of virtual courses maintained by Michigan Virtual;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assign to each student a teacher of record; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Offer the virtual course on an open entry and exit method or aligned to a semester, trimester, or accelerated academic term format.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>If the virtual course is also offered to students outside of the district, the following additional requirements must be met:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Provide <em>Michigan Virtual<\/em> with a course syllabus in a form and manner prescribed by <em>Michigan Virtual<\/em> for inclusion in a statewide catalog of virtual courses;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assign each student a teacher of record and provide schools with students from outside the district with the personnel identification code assigned by the Center for Performance and Information (CEPI) for the teacher of record;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ensure a course quality <a aria-label=\"review (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/guide-for-online-course-review-process\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">review<\/a> is conducted for each course syllabus and submit the results of each review through the statewide catalog of online courses \u2014 including for courses offered in partnership with a third party online course provider (each review examines quality from the perspective of 52 nationally-recognized standards. More information about how to conduct a course review is detailed in the <a aria-label=\"Guide to Online Course Review Process (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/guide-for-online-course-review-process\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guide to Online Course Review Process<\/a> for Michigan);<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Identify a single price for each course title; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide <em>Michigan Virtual<\/em>, not later than October 1 of each fiscal year, with the number of enrollments for each virtual course the district delivered and the number of those enrollments in which students earned 60% or more of the total course points.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"pupil-accounting-considerations\">Pupil Accounting Considerations&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Districts should be aware of the state rules for counting students in membership and the required documentation for verifying participation in virtual courses. These rules appear in Section 5-O-D of the Michigan Department of Education\u2019s (MDE) <a href=\"https:\/\/www.michigan.gov\/mde\/services\/financial-management\/state-aid\/publications\/pupil-accounting-manual-pam\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/www.michigan.gov\/mde\/services\/financial-management\/state-aid\/publications\/pupil-accounting-manual-pam\" rel=\"noreferrer noopener\">Pupil Accounting Manual<\/a> (PAM). This section also provides definitions and requirements for staff tasked with providing instruction and supporting learners in online environments. Each virtual enrollment must be assigned a \"teacher of record\" who is responsible for providing instruction, determining instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies and modifying lessons, reporting outcomes, and evaluating the effects of instruction and support strategies. The teacher of record may also coordinate the distribution and assignment of the responsibilities defined above with other teachers participating in the instructional process for the course. A teacher of record is required to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Hold a valid Michigan teaching certificate or a teaching permit recognized by the Department for the grade level being instructed through the virtual course. Note: The teacher must also hold a teaching certificate or teaching permit that is endorsed in the subject area of the course and the teacher must be highly qualified if applicable.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Have a personnel identification code provided by the Center for Educational Performance and Information (<a href=\"https:\/\/www.michigan.gov\/cepi\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">CEPI<\/a>).&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be employed by the district, as applicable under Section 1231 of the Revised School Code (MCL 380.1231)<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Each virtual enrollment must also be assigned a mentor of record, who is a professional employee of the district, who monitors the pupil's progress, ensures the pupil has access to needed technology, is available for assistance, and ensures access to the teacher of record. A mentor may also be the teacher of record if the mentor meets the definition of a teacher of record and the district is the provider for the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"sample-questions-to-ask-district-administrators\">Sample Questions To Ask District Administrators<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Here are some examples of questions that may help facilitate conversations with district administrators about online learning options.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"communication-questions\">Communication<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>How is the district communicating online learning options to staff, parents\/guardians, and students?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How and when are students expected to make a request for an online course? When are the enrollment deadlines? Are there orientation opportunities for parents and students? Building administrators should be able to explain the school\u2019s processes which should align with <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">legislation and requirements<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>When were district websites and handbooks last reviewed for language about online learning? (see <em>Michigan Virtual Learning Research Institute<\/em> (2017) for <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/blog\/how-michigan-school-handbooks-present-information-about-online-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">recommendations<\/a>).<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"online-provider-questions\">Online Providers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>What online providers are used in the district, and how were these providers selected?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What quality assurances do we have from providers about their alignment to Michigan standards and to <a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">nationally recognized course quality standards<\/a>?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What steps does the district take to ensure that online students are able to be counted in membership and therefore eligible to receive state payment?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How does the district budget for online courses provided by third-party providers?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do all online courses have a teacher to provide support alongside the mentor?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are background checks on online teachers occurring and how are teachers being added to the district\u2019s Registry of Education Personnel?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What plan, if any, does the district have to offer full-time online programs (district virtual school) to their own students or others?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Do any plans include details about:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Contract requirements with third-party providers?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Student recruitment and information sharing campaigns?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Enrollment and student monitoring procedures?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assurance of student count requirements?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teacher effectiveness and overall student performance?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Program evaluation to ensure it is serving its intended purpose?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Attending to <a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">national standards<\/a>?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Accessibility guidelines?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-selection-questions\">Student Selection<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>For what purposes or for what student populations are school personnel recommending online learning options to students? (be sure it aligns with the <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">legislative requirements<\/a>)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What does the student handbook indicate are reasons for denial? (the online learning policy and student handbook should not include denial reasons that are outside the law, such as limiting online enrollment to credit recovery students only)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>When enrolling credit recovery students in online courses, is extra support provided from the mentor and the online instructor?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-supports-questions\">Student Supports<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>What kinds of training and support is the district providing to parents\/guardians, counselors, and mentors to prepare them to best support online learners?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What spaces does the district provide onsite to support online learners, and what technologies or staffing are available in those spaces to help students be successful in their online courses?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"grades-and-transcripts-questions\">Grades and Transcripts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Are the grading scales used in online courses the same as those used in face-to-face courses?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Does an online course appear on a student schedule and transcript the same as a face-to-face class would?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How do online courses impact student class rankings?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-performance-questions\">Student Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>How many students are taking online courses, and how many are taking more than one to two courses per semester?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How does the pass rate for district students in online courses compare to the pass rate for those same students in their face-to-face courses?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How does the district\u2019s pass rate in online courses compare to statewide pass rates for online courses published annually through <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report<\/a>?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"policy-questions\">Policy<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>When were the district's online learning policies last reviewed for adherence to recent changes in state requirements?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are your policies and annual changes communicated to all stakeholders?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are district students meeting the <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">state\u2019s online learning requirement<\/a>?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>When developing online program policies, are <a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">national standards<\/a> considered?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"evaluation-questions\">Evaluation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Has an external consultant, organization, or accrediting body ever conducted a review of the district's online program? (<em>Michigan Virtual Learning Research<\/em> <em>Institute <\/em>offers a <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">free program review<\/a> to Michigan schools.)<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many Michigan districts are implementing high-quality online learning options for their students \u2014 too many are not. The effective practices and data shared in this guide can help school boards evaluate their online learning programs and take steps to improve student learning outcomes. Working alongside parents, students, and school personnel, school board members can positively impact their districts\u2019 online programs to assure every person can use digital learning to reach their full potential.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>We welcome your feedback and questions and invite you to email us at <a href=\"mailto:[email protected]\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">[email protected]<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research-and-resources-for-online-learning-programs\">Research and Resources for Online Learning Programs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21<\/a>, produced annually, reflects continued growth in K-12 online enrollments in Michigan. The report provides school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information and insights for developing and supporting your online and blended learning program, please visit the following web pages on the&nbsp;<em>Michigan Virtual<\/em>&nbsp;website:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s Online Course Catalog<\/a>&nbsp;contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and&nbsp;<em>Michigan Virtual<\/em>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The&nbsp;<a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Backpack<\/a>&nbsp;blog that shares findings and expertise related to K-12 online and blended learning from both a state and national perspective.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/special-education-resources\/\" target=\"_blank\" rel=\"noreferrer noopener\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply effective practices in meeting the needs of all students in their classrooms.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\">Research Publications<\/a>&nbsp;that provide a foundation to examine, engage, and explore educational practices in the industry.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\">Research Clearinghouse<\/a>&nbsp;contains references to important research and publications in the field of K-12 online and blended learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\">Michigan\u2019s Online Learning Law<\/a>&nbsp;page is dedicated to information on Michigan\u2019s Section 21f legislation. It includes resources and samples developed by and for schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A family of&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\">Guides to Online Learning<\/a>&nbsp;details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A page dedicated to&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\">Mentors<\/a>, developed in partnership with school leaders and mentors, links educators to a professional learning community where they can ask questions, problem solve, and share ideas and resources with other mentors around the state including sample forms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The set of national standards for quality online programs, teaching, and courses&nbsp;have been a benchmark for online learning for more than a decade. <a href=\"https:\/\/www.nsqol.org\/the-standards\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">All three sets of standards were updated<\/a> and published in 2019 by&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\">Quality Matters<\/a>&nbsp;and the&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\">Virtual Learning Leadership Alliance<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The International Society for Technology in Education (ISTE) published &nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\" target=\"_blank\">Standards<\/a>&nbsp;to provide a framework for innovation in education and help educators and education leaders worldwide prepare learners to thrive in work and life.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Today\u2019s students must be prepared to thrive in a constantly evolving technological landscape. The&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\">ISTE Standards for Students<\/a>&nbsp;are designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tools and samples developed to facilitate enrollment decisions:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\">Strategies for Online Success<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" rel=\"noreferrer noopener\">Online Learning Agreement<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"key-terms\">Key Terms<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Below are definitions for some commonly used words or phrases that may be helpful when engaging in discussions about online learning:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Blended Learning:<\/strong> <a href=\"https:\/\/www.christenseninstitute.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">The Christensen Institute<\/a> defines <a href=\"https:\/\/www.christenseninstitute.org\/blended-learning-definitions-and-models\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">blended learning<\/a> as a formal education program, in which a student learns 1) at least in part through online learning, with some element of student control over time, place, path, and\/or pace; 2) at least in part in a supervised brick-and-mortar location away from home; and 3) the modalities along each student\u2019s learning path within a course or subject are connected to provide an integrated learning experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Mentor: <\/strong> An onsite mentor monitors student progress and supports the students as they work through an online course, serving as the liaison between the student, online instructor, parents, and administration. Some mentors are paraprofessionals, others fill other roles in the school such as counselor or media center director. A mentor does not always have to be a teacher to support online learners successfully; however, in many cases, the mentor must have a Michigan teaching certificate and be employed by the school district. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Online Instructor and Online Facilitator:&nbsp;<\/strong>The state recognizes two roles for teachers in online courses: instructor and facilitator. Districts must determine what the course requires and what it is they want the teacher to do and identify them by one of the two distinctions. See MDE\u2019s&nbsp;<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Online_Instruction_529850_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Online or Computer-based Instruction<\/a>&nbsp;for explicit definitions and delineation of the differences between the two. It is also important to note that some online courses do not include an embedded instructor \u2014 instead schools assign a local teacher as the teacher of record. Online courses without an embedded instructor appear to work relatively better for students that have demonstrated independent learning skills or have significant interest in the content area of a particular course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learning Management System (LMS): <\/strong>The password-protected LMS houses the online course. Through the LMS, students access courses and related documents and activities; assignments are exchanged between students, the online instructor, and often the mentor; and communication among students and the instructor takes place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Provider (also often referred to as a Vendor):<\/strong> The provider is the source of the online course. The provider may be a school, a school district, a community college, <em>Michigan Virtual<\/em>\u2122 or another third-party entity, including colleges, universities and private companies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Credit Recovery:<\/strong> Some students choose or are assigned to online courses when they need to repeat a class they have failed that is required for their program or graduation. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Credit Forward:&nbsp;<\/strong>Some students take online courses to advance in their studies because their school doesn\u2019t offer the prerequisites, for example.<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/administrators\/guide-to-setting-up-an-online-summer-school-program\/",
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            "content": "<p>If you\u2019re considering setting up an online summer school program in your school or district, this guide will help you think through the process to determine what will be required and how it will benefit your students and school community.<\/p>\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\tDownload .PDF Copy\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Introduction<\/h2>\t\t\n\t\t<p data-id=\"24ccfd86\" data-element_type=\"widget\" data-widget_type=\"theme-post-excerpt.default\">Typically, during the summer, it\u2019s important for kids to have <em>less <\/em>structure than usual, so they can relax and recharge. This year, in the face of a pandemic, the needs of our students may be a little different. They'll need routines &amp; structured learning opportunities in a way they didn't in years past.<\/p>\n<p data-id=\"24ccfd86\" data-element_type=\"widget\" data-widget_type=\"theme-post-excerpt.default\">Furthermore, parents are experiencing a lot of uncertainty regarding their existing summer plans, including face-to-face summer camps, programs, and sports. Our <a href=\"https:\/\/michiganvirtual.org\/students\/summer\/\" rel=\" noopener\">online summer programs<\/a> provide safe alternatives that allow students to keep learning and potentially even earn school credit.<\/p>\n<p>As a result, many Michigan schools are exploring online summer learning options as a way to offer students opportunities to earn grade-based credits and provide additional means for learning continuity.&nbsp;<\/p>\n<p>Even in average years, it is predicted that <a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\">students lose about one month\u2019s worth of learning over the summer<\/a>. In math and reading, these predictions are even more drastic, with an estimated two months of learning loss in some studies.<\/p>\n<p>This atrophy wastes valuable time in school at the beginning of the next Fall when students have to relearn much of what was lost over the summer. Some estimates suggest that <a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers spend up to&nbsp;<i>six weeks&nbsp;<\/i>each Fall re-teaching old material<\/a>.<\/p>\n<p><strong>The worst part?<\/strong>&nbsp;Research shows that the summer slide has its greatest impact on students of low socioeconomic status, whose parents are not able to provide the same summer learning opportunities as wealthier parents. Though we're currently in an unusual situation, in normal years, this might include summer camps, educational trips to museums and zoos, or the purchase of books and other school supplies.<\/p>\n<p>In fact, some even claim that summer learning explains&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\">up to two-thirds of the income-based achievement gap<\/a>.<\/p>\n<p><b>Together, these statistics ought to inspire us to act.<\/b><\/p>\n<p>When it comes to summer learning, most school administrators would love to provide families in their districts with summer learning options, but there are many logistical challenges involved with the creation of a sustainable summer school model (e.g., budgeting and staffing).<\/p>\n<p>There are a few distinct benefits to setting up an online summer learning program. In particular, this path allows you to:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tProvide your students with safe &amp; structured summer learning options \n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tReduce strain on staff by relying on state-certified online instructors\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tImprove graduation rates at your school by allowing students to participate in summer credit advancement or credit recovery\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tDesign a system that is cost-neutral or revenue-positive\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>If you\u2019re considering setting up an online summer school program in your school or district, this guide will help you think through the process to determine what will be required and how it will benefit your students and school community.<\/p><p>Woven throughout this guide are examples and quotations from school leaders at <a href=\"https:\/\/www.northvilleschools.org\/apps\/pages\/summer\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">Northville Public Schools<\/a>\u00a0and\u00a0<a href=\"https:\/\/www.brightonk12.com\/\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">Brighton Area Schools<\/a> \u2014 who shared tips for how they\u2019ve found success with online summer learning in a <a href=\"https:\/\/youtu.be\/R9r7jm7p8VA\">webinar<\/a> we hosted.<\/p>\t\t\n\t\t\t<h2>Getting Started<\/h2>\t\t\n\t\t<h3>Types of summer learning programs<\/h3>\n<p>For many, \u201csummer school\u201d brings to mind a slew of preconceived notions and misconceptions. In popular media, for example, summer school is often presented in a punitive light, something students are forced to complete as a form of remedial education.<\/p>\n<p>But in reality \u2014 at least in the way many of our partner schools implement summer learning programs \u2014 this couldn\u2019t be further from the truth. The umbrella concept of summer learning has evolved far beyond credit recovery and has come to include everything from:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tTraditional face-to-face classes taken over the summer (during normal years)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOnline summer courses\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tKindergarten readiness programs (during normal years)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tEvents at the local community center or library (during normal years)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tPractice workbooks\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tReading challenges\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tApps and video games with educational content\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Part of the beauty in summer learning lies in its flexibility. You can pick and choose the options you\u2019re able to offer that fit your staffing capacity, budget, and the needs of your students at different grade levels.<\/p><h3>A local example<\/h3><p>Take Northville Public Schools as an example.<\/p><p style=\"margin-bottom: 0px\">Over the past several years, they\u2019ve taken great strides to grow the quantity and quality of summer learning options they offer to local students. A few of the options they offer (at least during normal circumstances) include:<\/p>\u00a0\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tA face-to-face kindergarten readiness program \u2014 Designed to help students transition into kindergarten the following year\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t4 face-to-face courses in civics, economics, honors geometry, and PE\/Health  \u2014 Typically with 25-30 enrollments each\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOnline courses through Michigan Virtual \u2014 With over 1,000 enrollments from both Northville students and interested students from surrounding districts\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<h3 style=\"margin-top: 6rem\">Types of students who benefit from summer learning<\/h3>\n<p>Historically, summer learning has been associated with credit recovery. This makes sense since students who fail courses during the academic school year need to make them up, and summer break provides them with ample opportunity to do so.<\/p>\n<p>But as research and awareness on the&nbsp;<a style=\"color: #f7931d;font-weight: 400\" href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201csummer slide\u201d<\/a>&nbsp;grows, many have begun thinking about summer break differently, reimagining it as an opportunity for flexible and continued growth rather than a vacation from learning itself.<\/p>\n<p>Increasingly, we have found students participating in summer learning as a means of&nbsp;<i>credit acceleration&nbsp;<\/i>rather than&nbsp;<i>credit recovery.&nbsp;<\/i>In our&nbsp;<a style=\"color: #f7931d;font-weight: 400\" href=\"https:\/\/youtu.be\/R9r7jm7p8VA\">webinar<\/a>, both Northville and Brighton express witnessing a massive growth in the number of students taking online summer courses for credit acceleration.<\/p>\n<blockquote>\n<p>\u201cWe\u2019re seeing more of our advanced students taking summer courses, and we\u2019ve had an increase in early graduates who are getting into college earlier. We\u2019ve gotten to the point where the right kids are taking the right courses,\u201d says Henry Vecchioni, principal of Brighton High School. \u201cThe number one reason for students to take credit ahead has always been to open up more room in their schedules and create flexibility, since there are so many requirements now. It really has allowed them to take the courses that they want at the next level.\u201d<\/p>\n<\/blockquote>\n<p><i>Keep reading to learn more in,&nbsp;<\/i><i><a style=\"color: #f7931d;font-weight: 400\" href=\"https:\/\/michiganvirtual.org\/blog\/seven-reasons-why-your-high-achieving-students-benefit-from-online-summer-school-options\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201c7 reasons why your high-achieving students deserve online summer learning options.\u201d<\/a><\/i><\/p>\n<h3>Selecting programs for your district<\/h3>\n<p>When it comes to your district, you know what\u2019s best for your students. While popular subjects may have enough demand to justify a face-to-face summer section, the strict scheduling of this model can be difficult for some families\u2019 summer schedules, particularly if their students have travel plans, extracurricular camps, or will be working over the summer.<\/p>\n<p>On the other hand, some students may be too young or simply not ready for the kind of self-directed learning that the online environment necessitates and benefit from having onsite options.<\/p>\n<blockquote>\n<p>\u201cI think that face-to-face is really important for some students who just might not be ready for online,\u201d says Dr. Sandra Brock, director of instructional programs and services at Northville. &nbsp;\u201cThat being said, we have a variety of different families here. The online model really allows them to travel during the summer and be flexible and self-paced. For students who are recovering credits&nbsp;<i>and&nbsp;<\/i>students who are really trying to accelerate.\u201d<\/p>\n<\/blockquote>\n<h3>Involve key stakeholders from the beginning<\/h3>\n<p>Before getting too far in planning your online summer learning program, make sure to involve key stakeholders, such as school counselors, administrative staff, and\/or community education offices.<\/p>\n<p>Why? First off, it\u2019s important that they are aware of the summer learning options available to your students.<\/p>\n<p>Secondly, if you involve them early on in the process, they may provide you with valuable feedback and help you solidify and optimize key processes!<\/p>\n<blockquote>\n<p>\u201cTalk to your stakeholders first,\u201d says Dr. Brock of Northville. \u201cSee what the needs are for summer education. It\u2019s really important that courses are offered that the students want to take, and this differs from district to district. Gauge what the needs are for students in your area, and then make sure that planning and logistics are very clear. People are a little bit less connected during the summer, so the more that you can be very organized and clear with your communication the better.<\/p>\n<\/blockquote>\t\t\n\t\t\t<h2>Three Models for Online Summer Learning<\/h2>\t\t\n\t\t<p>While there are many different ways you can run an effective summer learning program, the remainder of this guide will focus on our area of expertise: online summer learning. Every year, we work with schools across the state of Michigan to offer their students online summer courses, and each school does it a little bit differently.<\/p><p>Here are the most common models for online summer programs we see schools using:<\/p><h3>Model #1 \u2014 Parent- or student-led approach<\/h3><p>Some of the schools we work with choose to take parent- or student-led approach to offering online summer learning programs. What this means is they allow students to earn credit for taking online summer courses, but provide few school-sanctioned supports (e.g., a mentor, lab space, or proctored exam). \u00a0In this model, parents and students are the primary responsible units for ensuring student success.<\/p><h3>Model #2 \u2014 School-sponsored, minimal supports provided<\/h3><p><b><\/b>Other schools take a more active role by encouraging students to take online courses over the summer and providing students with some supports to help them succeed. Often times, the schools using this model will actively promote summer learning options to students through school counselors or schoolwide communications. A mentor may be paid a stipend to work remotely to check in with parents and hold students accountable for completing their coursework, but a lab space is typically not provided for students to work.<\/p><h3>Model #3 \u2014 School-sponsored, highly supportive<\/h3><p>The model that often yields the highest student outcomes is a school-sponsored online learning program with high levels of student support. In this model, the school pays a mentor or several mentors (depending on program size) to run a summer lab space where students have the option to come work on their online coursework. This mentor serves an active role in holding students accountable and also provides a safe, positive learning environment with stable internet access.<\/p><p>To fund these student supports, schools using this model typically ask parents to pay for summer courses and raise the price of each course to cover the cost of paying mentors and keeping a lab space open during the summer.<\/p><p><b>NOTE: <em>Given that having dedicated face-to-face lab space may not be an option this summer, it's even more important to ensure you invest in highly supportive mentors to facilitate student success. This can be an effective option when mentors are trained, highly communicative, and work diligently to keep students accountable for their summer work.<\/em><\/b><\/p><h3>Which model is most conducive to student success?<\/h3><p>You can find student success in any of these models, but generally, we see the highest and most consistent student outcomes in schools that use Model #3. Why? Because we know from research that online learners perform best when they receive the appropriate supports.<\/p><p>Before continuing the rest of the steps in this guide, you may want to start thinking about which model will work best for your school.<\/p>\t\t\n\t\t\t<h2>Student Supports<\/h2>\t\t\n\t\t<p>When it comes to online learning, students need just as much support as their face-to-face peers, if not more since they are learning the <i>same <\/i>content in an <i>unfamiliar <\/i>learning environment.<\/p>\n<p>Students are far more likely to succeed in their online courses when provided with a high degree of support.<\/p>\n<p>Here are a few key pillars of support you might consider providing to students in your online summer learning program:<\/p>\n<h3>Local mentors<\/h3>\n<p>Under the traditional summer school model, students return to their classrooms and are instructed by a teacher in a manner that\u2019s familiar to them.<\/p>\n<p>When it comes to online learning, however, this support system looks a little bit different.<\/p>\n<p>When reflecting upon their high student success rates for online learners, both Dr. Brock from Northville and Mr. Vecchioni from Brighton were clear to signify how crucial it has been to have dedicated\u00a0<i>mentors<\/i>\u00a0supporting their online summer learners.<\/p>\n<p>Though we cannot speak for all online learning providers, our courses at\u00a0<i>Michigan Virtual\u00a0<\/i>include a highly qualified, Michigan-certified teacher who is an expert in their subject matter. Because of this, the work of<i>\u00a0content instruction<\/i>,\u00a0<i>providing feedback,\u00a0<\/i>and\u00a0<i>grading student work\u00a0<\/i>does not fall squarely on the mentor\u2019s shoulders.<\/p>\n<p>Rather, the mentor provides a unique but critical support for the online learner by serving as:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tA steward of the student\u2019s progress\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tA caring liaison between student, teacher, and parent, and\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tA face-to-face connection, if needed\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<blockquote><p>\u201cThe way that we implement our program,\u201d explains Dr. Brock, \u201cthe kids have an onsite Northville high school teacher \u2014 we call them teacher-mentors \u2014 who are available all summer at one of our schools in the computer lab. Therefore, they have a highly qualified online teacher AND a Northville High School teacher who is supporting them if they need it. I think this definitely helps with our success rates.\u201d<\/p><\/blockquote><p>Lynette Daig \u2014 who is a certified math teacher at Brighton High School and the recipient of our 2016 Mentor of the Year award \u2014\u00a0 shared her insights with us on what role mentors play in an online summer learning program.<\/p><p>When it comes to best practices for supporting online learners over the summer, she says:<\/p><blockquote><p>\u201cI try to start off the summer with a good, strong start. I give students a very detailed email outline and informational flyer about everything they need to know for the summer. I check their scores and results, and if I see that kids are struggling, I\u2019ll send them screenshots and say, \u2018This is the area you need to work on.' You have to keep a close eye on the students, to monitor them, and keep them and their parents posted about where they are and what they need to do to reach their final goal.\u201d<\/p><\/blockquote><p>The truth is that \u2014 for online learners \u2014 a diligent mentor can have a big impact on student success.<\/p><blockquote><p>\u201cSometimes, online communication sans a face-to-face conversation can be challenging\u201d says Dr. Brock. \u201cOur mentors are really good at communicating with students, but now we\u2019ve been CC-ing the parents, just so everyone\u2019s on the same page.\u201d<\/p><\/blockquote><p>For both schools, dedicating the time and resources necessary to implement these supports has been reflected in their high student success rates.<\/p><blockquote><p>\u201cThe bottom line is about the people you have working for you in this,\" said Mr. Vecchioni. \"Summer learning programs are only as good as the people overseeing it. I think we\u2019re lucky in Brighton to have Lynette \u2014 and I think Sandra is lucky with the staff that she has in Northville. If you\u2019re going to start a summer learning program, <i>invest\u00a0<\/i>in that staff member. Don\u2019t come up short.\u201d<\/p><\/blockquote><p><em><strong>You can learn more about the important role that mentors play in the success of online learners on our <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">Mentors Make a Difference page.<\/a> We also offer an affordable <a href=\"https:\/\/plp.mivu.org\/?course=398\">online PD course on mentor training<\/a>.<\/strong><\/em><\/p>\t\t\n\t\t\t<h3>Dedicated lab space<\/h3>\t\t\n\t\t<p>Though perhaps not a feasible option this year, during normal years we generally recommend that schools set aside lab space for students to come work on their online coursework over the summer.\u00a0<\/p><p>Having a computer lab open during the summer provides students a positive learning environment. This is particularly important if students have a distracting home environment, trouble with time management, or an unstable internet connection.<\/p><p>Typically, mentors make themselves available during lab time to support online learners. Some schools keep lab space open every day during typical school hours. Others set aside one or two days per week for students to come work on their coursework with their mentor.<\/p><p><em><b>Given that having dedicated face-to-face lab space may not be an option this summer, it's even more important to ensure you invest in highly supportive mentors to facilitate student success.<\/b><\/em><\/p>\t\t\n\t\t\t<h3>Proctored final exam<\/h3>\t\t\n\t\t<p>Some schools with online summer learning programs choose to have each student\u2019s final exam proctored to ensure the validity of exam results.<\/p>\n<p>Proctoring the final exams of online learners adds an extra layer of security to ensure all students have fully mastered the content they studied in their online summer course before earning credit for these courses.\u00a0<\/p>\t\t\n\t\t\t<h2>Common Challenges<\/h2>\t\t\n\t\t<h3>Challenges with face-to-face programs<\/h3>\n<p>When it comes to traditional, face-to-face programming, both Northville and Brighton express that it\u2019s difficult for many students to work class times into their busy schedules.<\/p>\n<blockquote>\n<p>\u201cWe have too many students who cannot follow a traditional schedule,\u201d says Vecchioni, \u201cwhich is why we have been really embracing the online model.\u201d<\/p>\n<\/blockquote>\n<h3>Challenges with online summer programs<\/h3>\n<p>With online learning, a different set of challenges arise.<\/p>\n<p>For some students, the temptation to procrastinate is strong.<\/p>\n<p>At Northville, \u2014 where students are required to come take their final exam proctored by a mentor \u2014 school computer labs become busy spaces in August, right before the school year starts.<\/p>\n<p>This is another reason that mentors play such an important role in keeping students on track throughout the summer, so they are not rushing to complete at the end of the term.<\/p>\n<p><b>Another challenge:<\/b><\/p>\n<blockquote>\n<p>\u201cAcademic honesty can be an issue, and we do have to follow our Board Policy,\u201d says Dr. Brock. \u201cWe\u2019re very clear about our expectations up front. . . But we also have students come to the school and take their final onsite, which helps with that academic integrity and honesty piece.\u201d<\/p>\n<\/blockquote>\n<p>In our online courses, we take academic honesty very seriously, and our Michigan-certified online teachers are trained to use tools that detect plagiarism to help mitigate any potential issues as well. The online teacher, mentor, student, and parent work as a team to make sure every student is supported and thriving.<\/p>\n<h3>Costs vs. benefits<\/h3>\n<p>Despite the challenges, however, both schools are clear in echoing that the pros outweigh the cons.<\/p>\n<p>At the end of the summer, it\u2019s worth it to have students who are able to make room in their schedule for AP courses or dual enrollment, recover credits, and move forward toward their goals.<\/p>\n<p>Students and parents in their districts express immense gratitude for having these opportunities.<\/p>\n<p>\u00a0<\/p>\t\t\n\t\t\t<h2>Policies &amp; Logistics<\/h2>\t\t\n\t\t<p>If you're considering setting up an online summer learning program at your school, you may still have some logistical questions.<\/p>\n<p>Below we overview some different processes you will want to solidify as you establish an online summer learning program, including enrolling students, sharing grades, finances, replacing grades, and indicators of success.<\/p>\n<h3>Enrolling students &amp; sharing grades<\/h3>\n<p>Before communicating learning options to students and parents, make sure you\u2019ve created a tried-and-true registration and credit submission process that will work well for <i>all\u00a0<\/i>key stakeholders.<\/p>\n<p>You\u2019ll want to make sure that it\u2019s perfectly clear how students and parents should enroll in their online summer courses AND how they will receive credit for completed coursework.<\/p>\n<h6>Questions to consider:<\/h6>\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWho will be enrolling students in online summer courses? Parents? Counselors? Someone else?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWho will be paying for summer courses? If the school is enrolling students, but parents will be paying for courses, how will you capture their payment information?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tHow will parents\/students share course completion certificates with your school to ensure students earn credit for completed coursework?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<h3>Finances<\/h3>\n<p>Though pay models for summer learning vary from district to district, both Northville and Brighton structure their programs so that parents are responsible for course costs.<\/p>\n<p>This cost is critical for providing the support systems that students need to succeed. For both of these programs, the cost of courses is used to pay mentors a stipend and keep a lab space open during the summer.<\/p>\n<p>To ensure equitable access, however, both Northville and Brighton offer scholarship programs for students whose families cannot afford the cost of summer learning.<\/p>\n<blockquote>\n<p>\u201cWe have a process to support every student who asks for financial assistance,\u201d says Dr. Brock. \u201cWe try to make sure everyone has access to summer programming that wants it.\u201d<\/p>\n<\/blockquote>\n<h3>Grade replacement<\/h3>\n<p>Especially when it comes to credit recovery, students and parents often have questions about whether or not the grade received in their summer online course will\u00a0<i>replace\u00a0<\/i>the grade they received when taking the course in a previous semester or school year.<\/p>\n<p>To prevent students and parents from being frustrated if they are\u00a0<i>unable\u00a0<\/i>to replace their grade, it is best to develop a policy on grade replacement and communicate this policy clearly to parents, students, school counselors, and other key stakeholders upfront.<\/p>\n<h3>Indicators of success<\/h3>\n<p>We asked both Northville and Brighton what indicators of success they looked for when evaluating their summer learning programs year after year.<\/p>\n<p>They shared that student success rates for summer learning vary based on students\u2019 unique motivations for enrollment.<\/p>\n<p>Both Northville and Brighton both consistently have found high pass rates \u2014 between \u00a090-95 percent pass \u2014 among students who take online courses for purposes of <i>credit acceleration.<\/i><\/p>\n<p>This number, however, is typically more variable among\u00a0<i>credit recovery<\/i>\u00a0populations, due to the complexities of each student\u2019s unique situation.<\/p>\n<p>That being said, both schools emphasized another important variable of success:<\/p>\n<p>Growth.<\/p>\n<blockquote>\n<p>\u201cThe best PR for this is the students themselves,\u201d says Mr. Vecchioni. \u201cIf the kids are coming back, you\u2019re doing something right.\u201d<\/p>\n<\/blockquote>\t\t\n\t\t\t<h2>Parent Support &amp; Communication<\/h2>\t\t\n\t\t<p>One major aspect of running a summer learning program, whether face-to-face or online, is communication with parents.\u00a0<\/p>\n<p>It's important that parents are informed about what options are available to their students, how they should register, what their role will be, and how to keep track of their student's progress.<\/p>\n<p>Particularly for online summer learners, communication is key for helping students and parents understand and acclimate to the world of online learning and its unique expectations.<\/p>\n<p>There are many communication channels you can use to accomplish this goal:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tA summer school webpage\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tA meeting where parents can come learn more &amp; ask questions (perhaps held virtually in the current circumstances)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tEmails to students and parents\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tFlyers posted around your school (or sent via email)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tBrochures available in the school counselor and\/or principal\u2019s office (or sent via email)\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSocial media postings\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSnail mail to parents\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Here are a few key communication methods we've seen work well for school districts with successful summer learning programs:<br><\/p>\n<h3>Summer school webpage<\/h3>\n<p>One school that has done a great job communicating summer learning options to students is Northville Public Schools with their <a href=\"https:\/\/www.northvilleschools.org\/apps\/pages\/summer\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">summer programs webpage<\/a>.<\/p>\n<p>This webpage provides all key information relevant to their summer school program, including FAQs, downloadable versions of pamphlets, and who you should contact if you have questions.<\/p>\n<blockquote>\n<p>\u201cUpfront communication with parents is really pivotal to our program.\u201d says Dr. Brock from Northville. \u201cHaving everything posted \u2014 especially online since we\u2019re in such a digital era \u2014 saves us from a lot of email and parent phone calls. We really try to have everything \u2014 including the pamphlet, the FAQs, the contact info \u2014 all in one spot. I probably copy-and-paste that link 300 times between now and June 16th.\u201d<\/p>\n<\/blockquote>\n<h3><b>Parent night<\/b><\/h3>\n<p>One strategy that we have found to be particularly effective is hosting a summer learning open house for parents and students. This open house doesn\u2019t have to be anything extensive, but it can be incredibly helpful to set aside a one-hour informational session and Q&amp;A for students and parents interested in online summer learning.<\/p>\n<p>A few helpful topics you might cover during this open house include:<\/p>\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhat is online learning? What does it look like from the perspective of an online learner?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhere do students log in to their online courses?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tHow do parents view their student\u2019s progress?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tHow should students submit completion certificates to earn credit for their summer courses?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tHow can students be successful in their online learning?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tAs a parent, how should I best support my online learner?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhat is the role of the mentor? \u2014\u00a0If applicable\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhat is the role of the online instructor? \u2014 If applicable\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhy and when should students attend lab time? \u2014 If applicable\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWhy do students need to have their final exam proctored \u2014\u00a0If applicable\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n<p><em>If you\u2019re unsure about the answers to some of these questions, you can find many tips, tricks, and best practices in our\u00a0<a href=\"https:\/\/mvlri.org\/resources\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">free guides to online learning<\/a>.<\/em><\/p>\n<p><em>If you are using Michigan Virtual courses to power your summer learning program, we encourage you to share our <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-student-quick-start-guide\/\" target=\"_blank\" rel=\"noopener noreferrer\">Student Quick Start Guide<\/a>\u00a0and\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-parent-guardian-faqs\/\" target=\"_blank\" rel=\"noopener noreferrer\">Parent\/Guardian FAQs<\/a>\u00a0with students and parents as well.<\/em><\/p>\n<p>\u00a0<\/p>\n<h3>Ongoing communications<\/h3>\n<p>While it's important to inform parents about your summer school options upfront, it's also important to ensure that there are ongoing communications with parents about student progress throughout the summer.<\/p>\n<p>We have found that student pass rates significantly improve when parents receive regular updates from a mentor on their student\u2019s progress.<\/p>\n<p>Having a third party involved in this process helps keep students more accountable and on track to complete their coursework on time, rather than rushing to finish the bulk of their work in the last week of the semester.<\/p>\n<p>Talk to your mentor(s) ahead of time to make sure they have a process in place for communicating with parents and students about student progress!<\/p>\n<p><strong><!-- \/wp:paragraph --><\/strong><\/p>\t\t\n\t\t\t<h2>Conclusion<\/h2>\t\t\n\t\t<p>While perhaps not exhaustive, we hope this guide has helped you start thinking of ways to set up an effective online summer learning program in your district or improve your existing program.<\/p>\n<p>If you\u2019re curious to learn how other schools have gone about creating highly successful summer learning programs for their students, check out\u00a0<a href=\"https:\/\/youtu.be\/R9r7jm7p8VA\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">this webinar recording<\/a>\u00a0where we talk to representatives at Brighton and Northville schools about what they\u2019ve found effective in their programs.<\/p>\n<p>\u00a0<\/p>\n<h6><b>Interested in exploring what it might look like to set up an online summer program powered by <\/b><b><i>Michigan Virtual?<\/i><\/b><\/h6>\n<p>Fill out\u00a0<a href=\"https:\/\/michiganvirtual.org\/administrators\/summer-schoolwide\/\" target=\"_blank\" rel=\"noopener noreferrer\">the form on this page<\/a>\u00a0and one of our representatives will get in touch with you!<\/p>\n<!-- \/wp:paragraph -->\t\t\n\t\t\tTable of Contents",
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            "excerpt": "If you\u2019re considering setting up an online summer school program in your school or district, this guide will help you think through the process to determine what will be required and how it will benefit your students and school community. Download .PDF Copy Introduction Typically, during the summer, it\u2019s important for kids to have less...",
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            "timestamp": 1587496121,
            "content": "<!-- wp:paragraph -->\n<p>Think of a time in your life when you felt totally overwhelmed. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maybe you were grieving the loss of a loved one. Perhaps you or someone you know experienced severe physical pain or injury. Or it was the loss of a job. It could even be this current time of uncertainty we are facing now as a state and a nation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Suddenly, many things you may have taken for granted seem at risk or out of your control. You may feel completely alone, wondering if and when things will be set right.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>What is \"trauma\" and how does it affect our children?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These kinds of events can be <strong><em>traumatic<\/em><\/strong><em>. <\/em>Trauma is defined as \u201can <strong><em>event<\/em><\/strong>, series of events, or set of circumstances that is <strong><em>experienced<\/em><\/strong> by an individual as physically or emotionally harmful or threatening and has lasting adverse <strong><em>effects<\/em><\/strong> on the individual's functioning and physical, social, emotional, or spiritual well-being.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Children can be traumatized by events like the loss or separation from a loved one or prolonged disruption to routines.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> These situations may be harmful or feel threatening to the youth, which could have a lasting effect on how they manage interacting with peers or adults, their ability to follow directions, as well as potential physical and emotional implications.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In our current situation, you could be facing a lot of uncertainty about the future of work and education, missing in-person contact with friends and extended family, and facing the potential loss of loved ones.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> This can all take its toll. Many people are experiencing events that can have a lasting impact on their mental health.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One thing to keep in mind about trauma, however, is that it cannot be measured. How we perceive experiences and how we feel when going through those experiences are highly personal. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Events can impact different people in vastly different ways.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The ability to return to being healthy and hopeful after difficult situations is called resilience. It is important to help our children build resilience, even in a situation like we are experiencing now.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>How do we build resilience?&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Positive reinforcement and attention influence how children develop and mature.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Washtenaw County Trauma Collaborative, on behalf of The Michigan Department of Health and Human Services, offers <a href=\"https:\/\/www.michigan.gov\/documents\/mdhhs\/Your_Child_Brain_Growth_600973_7.pdf\">strategies on how to build resilience in youth<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>As we\u2019ve learned, trauma can impact the development of the brain. <\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/supporting-your-childs-social-and-emotional-needs-during-school-closures\/\">Social-emotional learning<\/a> (SEL) supports children who have experienced trauma as it helps them develop or improve their ability to recognize what they are feeling (self-awareness), manage those feelings individually (self-management), resolve any conflict peacefully (social awareness, relationship skills, and make good decisions (responsible decision-making).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Specifically, SEL can help youth&nbsp;who have experienced loss or trauma:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Develop skills to identify, talk about and regulate feelings<\/li><li>Build and enhance communication and social skills<\/li><li>Develop healthy coping skills to manage strong feelings and stress<\/li><li>Break down barriers to talking about difficult topics and advocate for needs<\/li><li>&nbsp;Promote safety skills in children that can act as primary prevention or buffer the experience of future trauma.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>Here are some tips to help lessen your child\u2019s experience of loss:&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Keep up with your regular routine as much as you can.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Daily routines have likely changed quite a bit in the last month or so. Try to find a new normal, so your child knows what to expect throughout the day. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using specific anchor points that remain the same each day can be helpful, such as mealtimes or dedicated times for play. Consider posting a schedule so everyone can see it and knows what to expect.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We all want to feel in control, especially in uncertain situations. Try to find areas where your child can make their own decisions, such as what clothes to wear, the sequence of their school work, what activities to do for brain breaks, etc.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Communicate expectations for desired behavior. <\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Acknowledge and reinforce when your child is behaving in a way that is positive and acceptable. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Offering praise can be as simple as saying, \u201cI like the way you are focused and working hard on your assignment\u201d or \u201cThank you for sharing with your sibling.\u201d&nbsp; <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is also understandable that children will feel frustrated. Give them constructive, healthy ways to communicate these feelings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> Is it okay for them to hit a cushion? Is it okay to shout out loud when you are really angry? Is it okay to go into your room and close your door for some alone time? <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing these outlets and limits will help them process their feelings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Anticipate difficulties and provide additional support.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the case that your child may experience the loss of a loved one or has a friend grieving a loss of their own, preparing to have delicate conversations can make them more effective if the need arises. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Resources from the <a href=\"https:\/\/childrengrieve.org\/\">National Alliance for Grieving Children<\/a> can be helpful if needed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Lastly, the following resources may be helpful when supporting children who are coping with trauma:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/newhopecenter.net\/\">New Hope Center for Grief Support<\/a>&nbsp;<\/li><li><a href=\"https:\/\/thriveglobal.com\/stories\/maintaining-your-emotional-immunity-during-covid-19\/\">Maintaining Your Emotional Immunity During Covid-19<\/a><\/li><li><a href=\"https:\/\/www.nasponline.org\/resources-and-publications\/resources-and-podcasts\/school-climate-safety-and-crisis\/health-crisis-resources\/helping-children-cope-with-changes-resulting-from-covid-19\">Helping Children Cope With Changes Resulting From COVID-19<\/a><\/li><li><a href=\"https:\/\/indd.adobe.com\/view\/924b5436-fca0-4a15-901a-9233134766e4\">Responding to Change and Loss<\/a>&nbsp;<\/li><li><a href=\"https:\/\/trailstowellness.org\/materials\/resources\/covid-19-resources#for-students-covid-19-resources\">TRAILS \u2014 COVID-19 Resources<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In the face of this pandemic, we\u2019re all experiencing trauma in our own ways. It\u2019s important to recognize the physical and\/or emotional effects that this difficult situation is having on you and your family members.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Parenting through trauma: What to do when things get difficult",
            "excerpt": "Think of a time in your life when you felt totally overwhelmed. Maybe you were grieving the loss of a loved one. Perhaps you or someone you know experienced severe physical pain or injury. Or it was the loss of a job. It could even be this current time of uncertainty we are facing now...",
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            "id": 34619,
            "path": "\/blog\/parenting-in-a-pandemic-encouraging-positive-behaviors-and-self-discipline\/",
            "author_id": 63,
            "timestamp": 1587158025,
            "content": "<!-- wp:paragraph -->\n<p>As everyone continues to stay home to stay safe, new routines may have begun to normalize for parents and their children. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As this new way of life continues, behavior patterns also begin to adjust. Everyone begins to settle into their \u201cnew normal,\u201d adapting to online learning and finding new interests to keep everyone entertained.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Early on during this quarantine period, chances are you noticed changes in your child\u2019s behavior. Disruption to their routines, combined with their own fears and the visible stress of adults in the home, are all things that test their social and emotional wellness. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sometimes children misbehave in situations like this because they haven\u2019t yet developed the ability to verbally communicate what they are feeling. Acting out is&nbsp; their way of telling you, \u201cI\u2019m feeling something on the inside and I need support.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Take advantage of your time together with your child to help them grow and develop these social emotional skills. In this article, we give an overview of how to help your child grow in their ability to manage and maintain positive behaviors.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Positive Behavior and Self-Discipline<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In schools, behavior management strategies are used to create a safe and productive learning environment. They help students develop the social and emotional skills that they need to be successful in school and beyond.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a parent with your child at home, you can use some of these strategies to help your child continue to learn and manage their behaviors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To start, <a href=\"https:\/\/www.verywellfamily.com\/positive-discipline-basics-1095043\">positive discipline practices<\/a> are effective in the short-term for steering your child away from behaviors that add stress to your relationship or could cause them harm. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These strategies are also beneficial in the long-term because they help your child learn behaviors that will enable them to be happy and successful as they mature into adulthood.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using positive discipline will help you and your child focus on the social and emotional causes of their misbehaviors. Getting to the root of issues will help them learn how to better identify and name what they are feeling and find new ways to manage those emotions. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not only does this help set your child up to use these skills for a lifetime, but it will also help bring more calm to your home. And who doesn\u2019t need that, especially these days?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In his book on school discipline, <a href=\"https:\/\/books.google.com\/books?id=ThzVsBTsUfoC&amp;pg=PA63&amp;lpg=PA63&amp;dq=Use+praise+and+rewards+strategically+and+wisely,+with+the+aim+of+developing+self-discipline.&amp;source=bl&amp;ots=ni3rB5HhgC&amp;sig=ACfU3U1CBqZ1jjaXo33k4SAuC69EnzO-fw&amp;hl=en&amp;sa=X&amp;ved=2ahUKEwjRvaPciMjoAhVkAp0JHVZeAWsQ6AEwAHoECA0QJw#v=onepage&amp;q=Use%20praise%20and%20rewards%20strategically%20and%20wisely%2C%20with%20the%20aim%20of%20developing%20self-discipline.&amp;f=false\">George Bear (2010)<\/a> shares strategies to reduce misbehavior, promote positive behavior, and grow the students\u2019 social and emotional skills. Here are some of the strategies you might find useful as a parent:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Use praise and rewards strategically and wisely, with the aim of developing self-discipline.<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Tell your child when they are behaving in positive ways. Be specific about why it\u2019s helpful to you and to others. Guiding your child to notice their positive behaviors and why they are helpful will encourage them to behave in similar ways in the future. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, saying something like, \u201cJohn, I really like the way you are putting away your toys now that you are done playing with them.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Build and maintain positive child-adult relationships, with a balance of structure and support.<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research shows that combining authority and guidance is a good approach when helping children learn social and emotional skills. Children need boundaries, and to learn that if they test these boundaries, there will be consequences. This helps them to grow their decision-making skills. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, you could say \u201cYou have until 1:00 to do your homework. If it isn\u2019t done by then, then you lose TV time.\u201d This gives them boundaries and lets them know the outcome if they decide not to stay within them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Children also need to know that they will be supported through both success and disappointment. Make it clear to your child that you love them even if you don\u2019t like how they are acting. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing support and guidance allows your child to develop self-discipline over time. Like the scaffolding on a tall building, parents can provide more or less support overtime to meet children where they are in their development.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:core-embed\/youtube {\"url\":\"https:\/\/www.youtube.com\/watch?v=rgomsxUVa2U\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed-youtube wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=rgomsxUVa2U\n<\/div><\/figure>\n<!-- \/wp:core-embed\/youtube -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Provide models of social and moral problem-solving, emotion regulation, and responsible behavior.<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Children are always learning by watching how the adults in their life behave. Model for your child the behaviors you want to see from them. Seeing you make helpful and healthy life choices and explaining why you make those choices can be a powerful learning tool.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Provide multiple opportunities to apply social, emotional, and moral abilities.<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just like with any sport, hobby, or skill that takes practice to improve, the same is true for your child\u2019s social, emotional, and moral abilities. Your child needs opportunities to practice their self-discipline skills. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Social and emotional skills are best learned by using them in everyday life. Look for opportunities throughout the day to help reinforce the development of these skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Use disciplinary encounters as teachable moments to develop self-discipline.<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Making mistakes is part of learning. Talk with your child about their behaviors and how they connect to the consequences. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Guide them to think about alternative positive behaviors that they might choose in similar situations that will happen in the future. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ask them, \u201cWhat do you think you could have done differently to have a better outcome?\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Try this<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Practice social and emotional skills throughout the day\/week.<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Talk to your children about social and emotional themes in the books they read, the videos they watch, their school work, or the news of the day.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Ask them how they think characters might have felt in a particular situation.<\/li><li>Why might people feel a certain way?<\/li><li>Were their behaviors positive?<\/li><li>What could they do next?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Treat misbehavior as an ask for help<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Everyone reacts differently to stressful situations. Misbehaviors can be signs that someone is having difficulty coping.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> Discuss your own feelings throughout the day. Let your child know when you\u2019re happy, sad, or angry. Describe the reasons you feel that way. Encourage your child to share their feelings and reasons as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learn more:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.commonsensemedia.org\/blog\/how-to-talk-to-kids-about-difficult-subjects\">How to Talk to Kids About Difficult Subjects<\/a><\/li><li><a href=\"https:\/\/www.michigan.gov\/documents\/mde\/COVID-19_EDUCATORS_GUIDE_686373_7.pdf#page=11\">Educator\u2019s Guide to Supporting SEL Needs (Child Reactions and Help Strategies on pg 11)<\/a><\/li><li><a href=\"https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/daily-life-coping\/managing-stress-anxiety.html\">Stress and Coping<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Treat misbehavior as a learning opportunity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Sometimes you miss a shot in basketball. That\u2019s why players practice shooting and get tips from the coach. See misbehaviors as a chance to do some coaching with your child toward greater self-discipline.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learn more:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.responsiveclassroom.org\/punishment-vs-logical-consequences\/\">Logical consequences<\/a><\/li><li><a href=\"https:\/\/www.verywellfamily.com\/examples-of-positive-discipline-1095049\">4 Examples of Positive Discipline<\/a><\/li><li><a href=\"https:\/\/www.loveandlogic.com\/a\/info\/blog\/post\/consequences-are-better-than-punishment\">Consequences are Better Than Punishment<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Try to find your \u201cnew normal\u201d<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The pandemic likely has everyone feeling a little \u201coff.\u201d Try to maintain the routines that help your child feel safe and happy. Continue to work on establishing new routines that bring structure to this \u201cnew normal\u201d we\u2019re living in.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learn more:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.pbis.org\/resource\/supporting-families-with-pbis-at-home\">Supporting Families with PBIS at home<\/a><\/li><li><a href=\"https:\/\/www.nhpr.org\/post\/coping-coronavirus-family#stream\/0\">Coping With Coronavirus As A Family<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Being together at home like this can be an opportunity for more connection and support and, sometimes, greater conflict. Behavior management techniques can help tame misbehaviors and disagreements in the short-term while supporting your child\u2019s self-discipline skills for the long-term.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Parenting in a Pandemic<\/strong> (Blog Series)<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With students home from school, social emotional learning strategies can help parents support their children\u2019s overall wellbeing in the face of global stress from the COVID-19 pandemic. In <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\" class=\"rank-math-link\">this blog series<\/a>, we offer strategies to help parents support students\u2019 social and emotional needs during this disruptive time. If you\u2019d like to receive notifications when new blogs in this series are available, you can <a class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\">subscribe to our blog here. <\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Parenting in a pandemic: Encouraging positive behaviors and self-discipline",
            "excerpt": "As everyone continues to stay home to stay safe, new routines may have begun to normalize for parents and their children. As this new way of life continues, behavior patterns also begin to adjust. Everyone begins to settle into their \u201cnew normal,\u201d adapting to online learning and finding new interests to keep everyone entertained. Early...",
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        {
            "id": 34576,
            "path": "\/blog\/23-team-building-activities-for-staying-connected-in-a-remote-work-environment\/",
            "author_id": 27,
            "timestamp": 1587147712,
            "content": "<!-- wp:paragraph -->\n<p>Most of us are proficient in how to complete the tasks and responsibilities of our positions while working remotely. We have the tools we need to perform our job functions and we have the technical skill to do so. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But how do we remain connected to each other virtually? How do we foster a collaborative team environment and avoid feelings of isolation while working remotely for extended periods of time? <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>David Young, Director of Instructional Product Development at <em>Michigan Virtual<\/em>, has been managing a mostly full-time remote team for many years. We asked him to share some helpful strategies for maintaining a positive team culture while everyone is working from home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>His advice? A robust remote team culture should contain elements from each of these three areas:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong>Planned Remote Team Building Activities: <\/strong>These are scheduled, intentional activities for teams or groups of people coming together remotely for the specific purpose of building team culture and camaraderie.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:list {\"ordered\":true,\"start\":2} -->\n<ol start=\"2\"><li><strong>Informal Remote Team Building Activities:<\/strong> These are informal activities that can take place throughout the workday, but are not formally planned or scheduled. Think of them as the water-cooler type conversations or serendipitous interactions that happen throughout the course of a normal workday in any face to face office environment.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:list {\"ordered\":true,\"start\":3} -->\n<ol start=\"3\"><li><strong>Suggested Norms for Remote Teams: <\/strong>These are suggested norms or best practices that foster culture and connection when working with remote teams.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In this article, we share 23 team-building activities David's team uses to build connection while working remotely. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Planned Remote Team-Building Activities<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These are scheduled, intentional activities for teams or groups of people coming together remotely for the specific purpose of building team culture and camaraderie. Examples may include \u201cicebreakers\u201d for the beginning of meetings, games, or specific \u201cgetting to know you\u201d questions. You can take any of these ideas and incorporate them into already scheduled meetings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#1 \u2014 <em>Kids and Pets Meeting&nbsp;<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>They are around us now anyway, so consider planning a meeting or using part of an existing one to introduce your kids and pets to your team.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#2 \u2014 <em>GeoGuessr Game<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One team member \u201cdrives\u201d while the others watch and make guesses about where in the world you are. <a href=\"https:\/\/www.geoguessr.com\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Play here<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#3 \u2014 <em>3 Things in 3 Minutes<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Break into small groups using Zoom. Everyone partners up with someone, ideally a person they don\u2019t know well. Each pair has three minutes to discover three things they have in common that go beyond the obvious, like \u201cWe\u2019re both in this room together\u201d or \u201cWe\u2019re both wearing glasses.\u201d After three minutes, everyone shares what they\u2019ve learned with the group. Discoveries get pretty specific and have ranged from \u201cWe both have an adopted 11-year-old daughter from Guatemala\u201d to \u201cOur moms went to high school together in Detroit!\u201d (<a href=\"https:\/\/www.ideo.com\/blog\/5-exercises-that-break-down-barriers\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">IDEO 5 Exercises That Break Down Barriers<\/a>)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#4 \u2014 <em>Whose Life Is It Anyway?<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Each person brings photos of their life (e.g., house, room, stuff, friends, etc.). The only rule is they can\u2019t be in the images. When the group comes together, each person puts up their photos, and everyone has to guess whose life is whose. After each person is revealed, they have an opportunity to share a few components from their lives that are represented in the photographs (<a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.ideo.com\/blog\/5-exercises-that-break-down-barriers\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">IDEO 5 Exercises That Break Down Barriers<\/a>).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#5 \u2014 <em>Virtual Coffee Hour and\/or Happy Hour<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Prepare conversation-starter prompts, then let the magic happen! Here are some examples to get you started:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Bring your favorite coffee mug and tell the group about it.<\/li><li>Share the recipe for your favorite cocktail or party snack.<\/li><li>What was your first car? Bonus points if you can share a photo.<\/li><li>What was your favorite April Fool\u2019s joke (you\u2019ve ever played or that\u2019s been played on you!)<\/li><li>What is your favorite movie character? Explain what made this character special from a social and\/or contextual point of view.<\/li><li>Share a quote from a favorite book or author.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#6 \u2014 <em>Trivia Time!<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Trivia and other quiz show type formats work well digitally and can be as casual (verbally asking the questions) or as fancy (using Kahoot or other services) as you like.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#7 \u2014 <em>Share Your Dream Home<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Each team member finds their dream home listing on <a href=\"https:\/\/www.zillow.com\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Zillow<\/a> (or any other real estate site) and shares it with the rest of the group.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#8 \u2014 <em>Drawasaurus&nbsp;<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An MS Paint-quality drawing and guessing game that you can play on your computer or phone. You can set up private rooms for your team to play in. Games are quick and very funny. <a href=\"https:\/\/www.drawasaurus.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Play here<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#9 \u2014 <em>LSAT Logic Games Question of the Day<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Varsity Tutors always has a different LSAT Logic Games Question of the Day ready at your disposal! If you\u2019re just looking to get a quick review into your busy day, our LSAT Logic Games Question of the Day is the perfect option. Can you work as a team to figure these questions out? Check them out <a href=\"https:\/\/www.varsitytutors.com\/lsat_logic_games-question-of-the-day\">here<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#10 \u2014 <em>If You Were a Course Name, What Would You Be?<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Use your first, middle, and last initials to create a course title. For example: KWD = \u201cKnow, Want to Know, and Don\u2019t Care\u201d (you know, like a KWL chart).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#11 \u2014 <em>What\u2019s On Your Phone Checklist<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Each person makes a copy of <a href=\"https:\/\/docs.google.com\/drawings\/d\/1FIcGr-TaCwPqr7Uyc0hllqmpQoZkTXb1HRt5gkp0bC4\/edit\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">this Google Drawing<\/a>. Type an \u201cX\u201d in the box beside each item you have on your phone and see who can get the most!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#12 \u2014 <em>Emoji Song Titles&nbsp;<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Guess the names of song titles written with only emojis\u2026 then, write your own for the rest of the team to guess. <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/docs.google.com\/presentation\/d\/1HHUDZZickWaJJjVneZa9VUYTaw05kd2lW4KphCoEIp8\/edit?usp=sharing\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Play here<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#13 \u2014 <em>Collaboratively Build a Song<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Use Chrome Music Lab\u2019s <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/musiclab.chromeexperiments.com\/Kandinsky\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Kandinsky tool<\/a> to make visual art into music. Choose a team member to act as the artist. Each person describes a shape and the shape\u2019s location to the artist round-robin until everyone has gone. For example, you might say \u201cdraw a large square in the upper right corner\u201d or \u201cdraw a short diagonal line across the left side.\" When everyone\u2019s shapes have been drawn, the artist will share their screen and sound and play the song until no one can stand it anymore!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#14 \u2014 <em>Merriam-Webster Time Traveler<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Use the <a href=\"https:\/\/www.merriam-webster.com\/time-traveler\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Merriam-Webster Time Traveler website<\/a> to look up words that were first used the year you were born. Find your favorite word and share it with the group.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#15 \u2014 <em>The Oregon Trail<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Play <a href=\"https:\/\/archive.org\/details\/msdos_Oregon_Trail_The_1990\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">The Oregon Trail<\/a> together. Choose one person as the leader who can share their screen and control the game, but then let team members take turns making decisions as they are needed. Try not to die of dysentery!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#16 \u2014 <em>The WayBack Machine<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Use the <a href=\"https:\/\/archive.org\/web\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Wayback Machine<\/a> to have each team member find and share a website that they used to enjoy or frequent in the past.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#17 \u2014 <em>Favorite _____ Meeting<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Have everyone wear or bring a favorite item to a meeting. For example, ask everyone to wear their favorite hat or shirt. Or meet from your favorite vacation spot using the virtual background feature in Zoom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Informal Remote Team-Building Activities&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These are also informal activities that can take place throughout the workday, but are not formally planned or scheduled. Think of them as the water-cooler type conversations or serendipitous interactions that happen throughout the course of a normal workday in any face-to-face office environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#18 \u2014 <em>Group Chats<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Maintain group chats for teams that are working together on an ongoing basis. Your team probably already has this, but encourage people to share informal updates, including personal updates and milestones in the chat group throughout the day. Take the initiative to do so yourself! Also encourage people to ask questions or offer support in the group chat (rather than to individuals). This helps with the kind of informal conversations that happen in the open office when we \u201coverhear\u201d each other\u2019s work and are able to contribute.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#19 \u2014 <em>Group Chats - Conversation Starters<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Try one of the following activities to get conversation going in your group chats:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Share a gif\/meme that expresses your current mood<\/li><li>What is one item on your desk\/workspace? Why is it there? (Try to go beyond the \u201cusual\u201d of laptop, keyboard, pencil)<\/li><li>Share \"Throwback Thursday\" pictures<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#20 \u2014 <em>Virtual Lunch<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Invite a group of people to eat together in Zoom over lunch.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#21 \u2014 <em>Group Co-Working Time<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Log into a video chat on Zoom or Teams for the purpose of working individually, together. Keep the video chat open as you work on individual projects alongside your coworkers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#22 \u2014 <em>Check in on Someone<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This one is simple: Just take a few moments to reach out to someone via chat, email or phone and ask them how they are doing. Think about reaching out to team members you don\u2019t interact with as much or have not heard from recently.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>#23 \u2014 <em>Virtual Walks&nbsp;<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Invite a person or group of people to join together in zoom, on the phone, or in teams ,and go out for a walk!&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Suggested Norms for Remote Teams<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These are suggested norms or best practices that foster culture and connection when working with remote teams. They are not required, but ideas that have worked on some teams for maintaining and fostering a positive team environment remotely.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Unless there is a compelling reason not to, conduct your virtual calls and meetings with video on<\/strong>. This may seem silly or unnecessary, but it goes a long way toward maintaining connection with your remote colleagues.&nbsp;&nbsp;<\/li><li><strong>In group calls, remain muted if you are not talking.&nbsp;<\/strong><\/li><li><strong>If you get interrupted on a video call, turn your video off <\/strong>until you are able to pay attention again.&nbsp;<\/li><li><strong>Whenever possible, include options for all team members to respond and participate<\/strong> in discussions in live meetings. For example, ask for people to respond to a question via chat, rather than verbally, or use the tools in zoom to poll everyone if you have a question, rather than hearing from one or two people.&nbsp;<\/li><li><strong>Err on the side of asking questions or requesting help\/support <\/strong>in your team chat rather than side chats with individuals. This mimics more of the open-office environment where people overhear things and are able to jump in and offer assistance or a different perspective.&nbsp;<\/li><li><strong>Be patient.<\/strong> Extend grace.&nbsp;<\/li><li><strong>Take time for self-care and mental breaks. <\/strong>We don\u2019t work in an office. Things like informal conversations at the coffee station or dropping by someone's desk for a friendly\/ brief conversation are not afforded to remote workers. Take a moment to stretch, take a walk, call a loved one, or pet a dog\/cat.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2><strong>External Resources for Remote Team Building<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.teambonding.com\/program-type\/virtual-and-remote-team-building\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Virtual &amp; Remote Team Building<\/a><\/li><li><a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.teambonding.com\/5-team-bondingtips-for-remote-employees\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">5 Virtual Team Building Activities That Work<\/a><\/li><li><a aria-label=\" (opens in a new tab)\" href=\"https:\/\/museumhack.com\/virtual-team-building-for-remote-teams\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">51 Fun Virtual Team-Building Activities for Remote Teams<\/a><\/li><li><a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.quizbreaker.com\/team-building\/remote-activities\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Remote Team-Building Activities<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "23 Team-Building Activities for Staying Connected in a Remote Work Environment",
            "excerpt": "Most of us are proficient in how to complete the tasks and responsibilities of our positions while working remotely. We have the tools we need to perform our job functions and we have the technical skill to do so. But how do we remain connected to each other virtually? How do we foster a collaborative...",
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            "path": "\/about\/news\/michigan-prioritizes-emotional-and-mental-wellbeing-of-families-with-launch-of-new-michigan-cares-program\/",
            "author_id": 2,
            "timestamp": 1587126160,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2014 During times of crisis, children need extra support to process their emotions. Beyond academic resources, one of the most challenging areas for many educators supporting students remotely is emotional and mental health. Beginning today, the newly launched Michigan Cares program offers educators and Michigan families \u2014 children, teachers, and parents alike \u2014 free digital lessons focused on developing social, emotional, and mental wellbeing skills, which have become especially important in the wake of the COVID-19 crisis.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWe have faced an unprecedented crisis over the past month, and, in these uncertain times, having access to mental health resources is crucial,\u201d said Governor Whitmer. \u201cThe Michigan Cares program will help students, parents, and educators across the state access the resources they need during this time. I\u2019m proud to work with <em>Michigan Virtual <\/em>and every other organization that wants to step up to help Michiganders access help while we continue fighting COVID-19.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>There are many emotional implications from the stress caused by a global pandemic. The U.S. Centers for Disease Control and Prevention recognizes the stress caused by this crisis and <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/daily-life-coping\/managing-stress-anxiety.html\" target=\"_blank\">recommends people prioritize their mental health during this time<\/a>. To help residents with this, the State of Michigan provided funding for the launch of the Michigan Cares program, with its lessons designed to support children in grades K-12.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cAs parents balance working from home, adjusting to a new routine, and caring for their children, the Michigan Cares program provides healthy, practical content for educators, parents, and children,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cHaving access to free digital resources on how to develop coping skills and manage emotions will allow Michigan communities to respond to the growing mental challenges so that we may emerge from this crisis stronger and healthier.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>For the past two years, <em>Michigan Virtual <\/em>has partnered with <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/evpco.com\/\" target=\"_blank\">Evolution Labs<\/a> to offer a <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/sel\/\" target=\"_blank\">subscription service to schools for social-emotional learning support<\/a>. This robust web and mobile program provides a scaffolded solution to help students, educators, and parents navigate the mental health and social emotional needs of children. The program \u2014 aligned with recommendations from the Collaborative for Academic, Social, and Emotional Learning (CASEL) \u2014 offers students access to age and developmentally appropriate content to help them understand how to care for their mental health, how to cope with intense feelings and anxiety, and how to seek help.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The lessons also help students continue to develop the human skills they\u2019ll need both during this crisis--&nbsp; such as digital citizenship, cyberbullying and stress management \u2014 as well as skills they will need when the crisis is over \u2014 such as time management, emotional self-care, and getting along and working with others. Digital companion guides support educators and parents by providing talking points about each student topic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSocial and emotional supports were very important before the pandemic.&nbsp; They are even more so now,\u201d said Dr. Michael Rice, State Superintendent at the Michigan Department of Education. \u201cAs such, I am appreciative that <em>Michigan Virtual<\/em> is providing this new free resource for children, parents, and educators, as we all work to navigate these choppy waters.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>School districts are encouraged to take advantage of this free resource in their learning continuity plans. For more information, visit <a href=\"https:\/\/michiganvirtual.org\/michigan-cares\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">michiganvirtual.org\/michigan-cares<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan prioritizes emotional and mental wellbeing of families with launch of new Michigan Cares program",
            "excerpt": "During times of crisis, children need extra support to process their emotions. Beyond academic resources, one of the most challenging areas for many educators supporting students remotely is emotional and mental health. Beginning today, the newly launched Michigan Cares program offers educators and Michigan families \u2014 children, teachers, and parents alike \u2014 free digital lessons focused on developing social, emotional, and mental wellbeing skills, which have become especially important in the wake of the COVID-19 crisis.",
            "slug": "michigan-prioritizes-emotional-and-mental-wellbeing-of-families-with-launch-of-new-michigan-cares-program",
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            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"about-this-guide\">About this Guide<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This guide has been prepared by <em>Michigan Virtual\u2122<\/em>,&nbsp;through its<em> Michigan Virtual Learning Research Institute<\/em><sup>\u00ae<\/sup>, with review and support from <a class=\"rank-math-link\" href=\"http:\/\/gomasa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MASA<\/a>, <a class=\"rank-math-link\" href=\"https:\/\/massp.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">MASSP<\/a>, <a class=\"rank-math-link\" href=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MEMSPA<\/a>, and <a class=\"rank-math-link\" href=\"http:\/\/www.gomaisa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MAISA<\/a>&nbsp;to acquaint administrators \u2013 including superintendents, principals, curriculum directors, and other district and building-level decision-makers \u2013 with online learning. The guide includes general information about K-12 online learning, successful attributes of online learners and online programs, and Michigan-specific requirements of all districts, as well as financial considerations, instructional leadership effective practices, and topical compliance concerns. At the end of the guide is a list of free practical resources, many of which are cited throughout the guide, for more in-depth study of important aspects of online teaching and learning. While Michigan has full-time online programs or cyber schools (schools that deliver 100% of their instruction online), at this point in time the majority of online learning is delivered by traditional public schools that supplement their face-to-face offerings with online enrollments, allowing students to take a small number of online courses as part of their class schedule. This guide focuses primarily on the issues and circumstances related to supplemental online learning, though much of the information applies equally to full-time online programs and schools as well as blended instruction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"acknowledgements\">Acknowledgements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A resource of this scope is valuable because it is built on the work, research, experience, and thinking of many people. <em>Michigan Virtual<\/em> would like to thank the <a href=\"http:\/\/gomasa.org\/\" class=\"rank-math-link\">Michigan Association of Superintendents &amp; Administrators<\/a>, <a href=\"https:\/\/massp.com\/\" class=\"rank-math-link\">Michigan Association of Secondary School Principals<\/a>,&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/memspa.org\/\" target=\"_blank\" class=\"rank-math-link\">Michigan Elementary and Middle School Principals Association<\/a>, and <a rel=\"noreferrer noopener\" href=\"http:\/\/www.gomaisa.org\/\" target=\"_blank\" class=\"rank-math-link\">Michigan Association of Intermediate School Administrators<\/a>&nbsp;for their support; the many reviewers for their feedback; John Watson of<a rel=\"noreferrer noopener\" href=\"https:\/\/www.evergreenedgroup.com\/\" target=\"_blank\" class=\"rank-math-link\"> Evergreen Education Group<\/a> for his insight; Evergreen Education Group for permission to use their national summary tables and figures; and Rebecca Parks, MVLRI fellow, for her invaluable assistance in the writing of this guide.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"supporting-organizations\">Supporting Organizations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:html -->\n<div class=\"row\">\n<div class=\"tablet-col-1-4\"><a href=\"http:\/\/gomasa.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/masa-logo.png\" alt=\"MASA Logo\"><\/a><\/div>\n<div class=\"tablet-col-1-4\"><a href=\"https:\/\/massp.com\" target=\"_blank\" rel=\"noopener noreferrer\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MASSP-logo.jpg\" alt=\"MASSP Logo\"><\/a><\/div>\n<div class=\"tablet-col-1-4\"><a href=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/MEMSPA-Logo.png\" alt=\"MEMSPA Logo\"><\/a><\/div>\n<div class=\"tablet-col-1-4\"><a href=\"http:\/\/www.gomaisa.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignnone\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MAISA.png\" alt=\"MAISA Logo\"><\/a><\/div>\n<\/div>\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> would like to thank <a href=\"http:\/\/gomasa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MASA<\/a>, <a href=\"https:\/\/massp.com\" target=\"_blank\" rel=\"noreferrer noopener\">MASSP<\/a>, <a href=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MEMSPA<\/a>, and <a href=\"http:\/\/www.gomaisa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MAISA<\/a> for their assistance with reviewing this guide and promoting it to their members.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a rel=\"noreferrer noopener\" class=\"rank-math-link btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/admin-guide-letter.pdf\" target=\"_blank\">Read the Letter of Support<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research has shown that online learning is academically effective and can provide meaningful alternatives for students who need greater flexibility with their education due to individual learning preferences, health conditions, employment responsibilities, lack of success with traditional school environments, or to pursue advanced coursework. Michigan policy leaders have nurtured an environment to foster more options and expanded choice for students and online learning.&nbsp;Many of these policies were created to allow students to accelerate and personalize their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The outcomes for Michigan K-12 students with online courses have been mixed. <a href=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report<\/a> is an annual report that has benchmarked key measures of K-12 online learning in Michigan since 2010-11. Readers are encouraged to review the report. Table 1 makes clear the explosive growth seen due to the pandemic subsided substantially, but the numbers remained well above pre-pandemic levels. Many trends witnessed in past years continue to exist.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The goal of this guide is to help school administrators implement highly successful online programs such as these. Used in conjunction with other\u202f<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">online learning guides for parents, students and mentors<\/a>\u202fand informed by the\u202flatest research, school and district administrators can leverage the information and effective practices herein to effectively design online programs, appropriately staff them, and adequately support students to succeed online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Many online learning experiences provide students with the same learning opportunity as face-to-face instruction, but with a different delivery method. In online instruction, students are given the chance to work one-on-one with their instructor such that both can focus on the individualized needs of that student. Students are able to work at their own pace, allowing them to have ownership in their learning. This is not always possible in a face-to-face classroom.<\/em> \u2014 Online Teacher<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction-to-online-learning\">Introduction to Online Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An online or virtual course is defined in Section 21f of the&nbsp;<a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">State School Aid Act<\/a> (MCL 388.1621f, 2017) as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u2026 a course of study that is capable of generating a credit or a grade and that is provided in an interactive learning environment where the majority of the curriculum is delivered using the Internet and in which pupils may be separated from their instructor or teacher of record by time, location, or both.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As outlined in the <em>Michigan Virtual<\/em>&nbsp; <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/student-guide\/#why-do-students-choose-online-learning\" target=\"_blank\" aria-label=\"Student Guide to Online Learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Student Guide to Online Learning<\/a>, online learning is being used with K-12 students to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Expand the range of courses available to students beyond what a single school can offer;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Allow flexibility to students facing scheduling conflicts;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Afford opportunities for elite athletes and performers, migrant youth, pregnant, at-risk, or incarcerated students, and students who are homebound due to illness or injury, to continue their studies outside the traditional classroom;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide credit recovery programs for students that have failed courses and\/or dropped out of school, allowing them to get back on track to graduate;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Help students who are currently performing below grade-level to begin catching-up through blended learning;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Personalize instruction for the needs of individual students;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide on-demand online tutoring; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Increase the teaching of technology skills by embedding technology literacy in academic content.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"national-perspective-and-trends\">National Perspective and Trends<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online learning for K-12 schools emerged into mainstream education over 20 years ago. It began with full-time online and supplemental programs through state virtual schools and private vendor companies, but was closely followed by individual districts, schools, and collaborative consortia providing supplemental online classes to meet the diverse needs of the students they serve. According to the <a href=\"https:\/\/www.digitallearningcollab.com\/\"><\/a><a class=\"rank-math-link\" href=\"https:\/\/www.digitallearningcollab.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Learning Collaborative<\/a> in its <a class=\"rank-math-link\" href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5e61341d879e630db4481a01\/1583428708513\/DLC-KP-Snapshot2020.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a><a href=\"https:\/\/www.digitallearningcollab.com\/blog\/2022\/2\/3\/digital-learning-snapshot-2022-released\" data-type=\"link\" data-id=\"https:\/\/www.digitallearningcollab.com\/blog\/2022\/2\/3\/digital-learning-snapshot-2022-released\">Annual Report, Snapshot 2020 A review of K-12 online, blended, and digital learning<\/a>, 32 states allowed online schools to operate and drew 375,000 FTE students (less than 1% of all K-12 students in the United States) in the 2018-19 school year. Even in states that have had online schools for two decades or more, few states have more than 2% of their students enrolled in full-time online schools, and no state has more than 4%.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Supplemental online courses are full courses that provide credit towards grade advancement or graduation, that are not part of a full-time online program. They include content (text, graphics, videos, etc.) and assessments. The course includes an online teacher, often employed by the course provider, who is in regular contact with students via online communications tools and telephone. Much instruction is asynchronous, sometimes augmented by real-time lessons. The course is housed within a technology platform, which is usually a learning management system.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>State virtual schools make up one category of online course provider, and collectively served 1,015,760 supplemental course enrollments. No other national data sources are available to determine how many online courses are completed nationwide. A reasonable guess is that the number is several million. Other providers of online courses include companies, non-profit organizations, intermediate units, and school districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In 2020, a dramatic shift to remote learning occurred as the nation navigated the impact of a global pandemic on education. It will likely be years before we really understand what changes from pandemic learning are temporary and what shifts in online learning permanently influence how we learn and teach in the future. With so many people affected by working and educating remotely, this may prove to be the opportune time to meld what serves the whole learner well with what is newly possible with emerging technologies.&nbsp; &nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similar to the most recent report on Michigan\u2019s virtual learning effectiveness, the Digital Learning Collaborative\u2019s <a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/61fbf37739a0f21c1334f108\/1643901817943\/DLC-Snapshot2022.pdf\">Annual Report Snapshot 2022<\/a> is valuable reading as it seeks to illuminate not only the digital learning response during the pandemic, including aspects of emergency remote learning, but also to look at prior data, and to anticipate a post-pandemic education future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"online-learning-in-michigan\">Online Learning in Michigan<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Thanks to the Effectiveness Report on online learning in Michigan, we know that: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>666 Michigan public school districts reported at least one virtual enrollment;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Over half of the 1,914 schools with virtual enrollments had 100 or more virtual enrollments;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Over 208,000 Michigan K-12 students took at least one virtual course which represented 14% of Michigan public schools;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Schools are disproportionately enrolling students in poverty into online courses. On average, schools tend also to be enrolling students who are struggling academically in their face-to-face courses or for a subject in which a student has failed rather than for advanced coursework or for a subject in which the student is proficient.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The overall pass rate for virtual courses (69%) was down five percentage points from the prior year but remained much higher than pre-pandemic levels. The pass rate is low because of cases where students are being provided with large numbers of virtual courses without passing any of them. Restricting the number of virtual courses a student can take to one or two at a time until the student demonstrates successful completion might dramatically improve the statewide pass rate.\u202f&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Some districts are clearly more effective in using virtual learning than others. Twenty-three percent of schools had virtual pass rates of 90% to 100%.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Research also suggests that Michigan adults are not very informed about Michigan\u2019s online learning laws. A <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/\" class=\"rank-math-link\">survey with 600 Michigan adults<\/a> conducted by Public Sector Consultants in February of 2019 found that only 23% of those surveyed were aware of Michigan\u2019s online learning graduation requirement and 33% were aware that middle school and high school students were allowed to take up to two online courses per academic term. Despite the lack of awareness, these same adults tended to hold a favorable view of online learning including 77% indicating that it was very important (38%) or somewhat important (39%) for students in middle school and high school to have the option of enrolling in an online class at their local district. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"implementation-issues-and-best-practices-for-stakeholders\">Implementation Issues &amp; Effective Practices for Stakeholders<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Michigan Department of Education (MDE) and Michigan legislation establishes the primary foundational requirements for compliance and implementation of online programs. These have been summarized in other sections of this guide and are spelled out in the <a aria-label=\"Guide to Virtual Course Implementation (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/guide-to-virtual-course-implementation\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guide to Virtual Course Implementation<\/a>&nbsp;and in various documents available at the end of this report. The following sections include both stipulations from the legislation and numerous effective practices to assist schools or districts with their planning and implementation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"communication\">Communication<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Communicate clearly and consistently about online learning options to staff, parents\/guardians, and students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Post your policies and information related to online learning on your website, including any materials about how and when students are expected to make a request for an online course. Also include enrollment deadlines and orientation opportunities for parents and students. Building administrators should be able to explain the school's processes which should align with <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">legislation and requirements<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review your student handbooks annually and update them to reflect current policies and expectations (see Michigan Virtual Learning Research Institute (2017) for <a class=\"rank-math-link rank-math-link\" rel=\"noreferrer noopener\" href=\"https:\/\/mvlri.org\/blog\/how-michigan-school-handbooks-present-information-about-online-learning\/\" target=\"_blank\">recommendations<\/a>).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide links on your website to <a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\">Michigan\u2019s Online Course Catalog<\/a> and other resource documents, such as <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" aria-label=\"role-specific guides to online learning (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">role-specific guides to online learning<\/a>.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"online-providers\">Online Providers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Identify what online provider or providers are used in the district and understand how they were selected.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Explore quality assurances from providers about their alignment to Michigan standards and to <a class=\"rank-math-link\" href=\"http:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">nationally-recognized course quality standards<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Outline steps the district will take to ensure that online students are able to be counted in membership and therefore are eligible to receive state payment.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Weigh the benefits and cost of developing your own courses versus purchasing them from a third-party provider.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Verify that the online courses you select have a teacher or arrange for a teacher of record to provide support alongside the mentor, especially if it is a credit recovery course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understand how background checks on the online teachers are occurring and how the teachers are added to the district's Registry of Educational Personnel.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Determine whether the district wants to offer full-time online programs (district virtual school) to their own students or others, including details about, for example,<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Contract requirements with third party providers<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Student recruitment and information sharing campaigns<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Enrollment and student monitoring procedures<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assurance of student count requirements<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Teacher effectiveness and overall student performance<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Program evaluation to ensure it is serving its intended purpose<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Attending to national standards<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Accessibility guidelines<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-selection\">Student Selection<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Review your policy to be sure it aligns with the <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">legislative requirements<\/a> such as student eligibility or reasons for taking an online course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Verify that your student handbook includes the denial reasons that are stipulated in the law and no others. For example, your online learning policies and student handbook should not include denial reasons that are outside the law, such as limiting online enrollment to credit recovery students only.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be especially careful enrolling credit recovery students in online courses. They will probably require extra support from the mentor, the parents\/guardians, and the online instructor if the credit recovery vendor provides one; most often they do not.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-supports\">Student Supports<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Offer a variety of training and support to parents\/guardians, counselors, and mentors to prepare them to best support online learners.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide space onsite to support online learners, preferably a designated lab with a full-time mentor assigned.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Identify clearly for staff, students, and parents\/guardians what technologies or staffing are available in the online learning spaces to help students be successful in their online courses and provide contact information.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"grades-and-transcripts\">Grades and Transcripts<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Verify that the grading scales used in online courses align with those used in face-to-face courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Verify that the online course appears on student schedules and transcripts as a face-to-face class would.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Determine the impact online courses may have on student class rankings.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-performance\">Student Performance<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Compare the pass rate for district students in online courses to the pass rate for those same students in their face-to-face courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Compare your district or school\u2019s pass rate in online courses to statewide pass rates for online courses published annually through <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21<\/a>.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"policy\">Policy<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Develop online learning policies based on successful models and strategies.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review them annually for adherence to recent changes in state requirements.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Communicate your policies and annual changes to all stakeholders via your website and using other forms of communication you employ with students and parents\/guardians.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Know how your school or district\u2019s students are meeting the <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">state\u2019s online learning requirement<\/a> (See MCL 380-1278a(1)(b)).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review and consider <a rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"http:\/\/www.nsqol.org\/\" target=\"_blank\">national standards<\/a> as you develop online program policies.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"evaluation\">Evaluation<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Engage an external consultant, organization, or accrediting body to conduct an external review of your online program. <em>Michigan Virtual Learning Research Institute<\/em> offers a free <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">program review<\/a> to Michigan schools.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"the-administrator-role\">The Administrator Role<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Administrators are often recognized as the first line of leadership in any school, online or brick and mortar. The administrator holds many roles within the school and navigates each one to create a learning community that focuses on providing a quality education and vision of success for their students. They are responsible for managing funds and cultivating leadership within the school community while effectively managing teachers, mentors, paraprofessionals, parents\/guardians, and students and bringing them all together to develop a strong and effective learning environment. They are charged with many objectives that need to work seamlessly together, but often they find themselves thrust into the position with many unanswered questions. In the online learning environment, these questions or unknowns can be even more challenging as this learning environment is not well known to many administrators \u2013 especially those new to their role \u2013 and spans a smaller but growing demographic.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As each situation is unique, so are the questions and concerns that administrators have when establishing or maintaining a successful online program. Creating a specific checklist is close to impossible, but the general themes that administrators need to focus their attention on can be somewhat summarized in a few points. John Watson, Founder of <a rel=\"noreferrer noopener\" href=\"https:\/\/www.evergreenedgroup.com\/\" target=\"_blank\" class=\"rank-math-link\">Evergreen Education Group<\/a> (personal communication, March 22, 2018), identified five broad encompassing areas that administrators of local online programs should be aware of in their leadership role:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Online learning is complicated. With so many components to consider \u2013 course, program, school, students, teachers, parents, school hours, calendar \u2013 the administrator will need to consider how the program or course will work in concert with all the other factors.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Many people have views regarding online learning that are unsupported, or only partially supported, by evidence.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Developing a successful program will take longer than expected; therefore, it is very important to set reasonable expectations from the start.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The online content and platform are not going to make or break the program, as long as the decisions are made thoughtfully, strategically, and with the end user \u2013 the student \u2013 in mind.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Successful programs are often created by a strong leader; they are rarely created by committees.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Online learning doesn\u2019t look like a regular class. Everyone is doing something different.<\/em> \u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"common-misunderstandings-about-online-learning\">Common Misunderstandings about Online Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Even with the expansive research and reports surrounding the digital learning landscape, some common misconceptions or misunderstandings about online learning remain. Some of these misconceptions may create gaps that prohibit growth, while others may be the source of confusion among administrative leadership and trickle down to other stakeholders in the school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"misunderstanding-1\">Misunderstanding #1: Classroom teachers can easily be successful in teaching online classes.<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although public school teachers understand the pedagogy involved in educating students in their instructional area, research has shown that teachers are not prepared to teach online classes and require professional development focusing specifically on online learning pedagogy to meet the unique needs of their learners and understand the dynamics of the virtual delivery of courses (Barbour &amp; Unger Harrison, 2016). Professional development specifically for online teaching is imperative for successful students and teachers (Davis &amp; Rose, 2007).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"misunderstanding-2\"><strong>Misunderstanding #2:&nbsp; The biggest constraint when implementing online courses is surrounding the technology components.<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>John Watson from Evergreen Education Group states that although technology can indeed be a barrier, there are other constraints that create far more challenges than the high-tech aspects. Such challenges are often cultural, behavioral, and organizational. Administrators should be aware that buy-in from stakeholders is critical to a successful online learning program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"misunderstanding-3\"><strong>Misunderstanding #3:&nbsp; Online learning is very similar to what students experience in their brick-and-mortar schools except that the instruction is completed online<\/strong>.<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although the standards and competencies required for students to learn are often the same in both the brick-and-mortar forum and the online forum, the differences expand far beyond delivery. Administrators must recognize and account for the 24\/7 accessibility of the online coursework and all the factors that come with a school that is \u201cnever closed.\u201d Negotiating access in the community; adapting procedures to support grading and open student enrollment; reporting for students, parents, teachers, and mentors; discipline; technological support; and course evaluation must all be looked at through varied lenses (Davis &amp; Rose, 2007).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"misunderstanding-4\"><strong>Misunderstanding #4: Online learning is easy for students to adapt to and be successful.<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although students may be proficient in using technology in their everyday world, using technology for learning requires active instruction and support from the teacher and the mentor. This active instruction requires time to teach the habits and effective practices for a successful online learner. Using technology to acquire information, organize thoughts, create and share documents and\/or assignments, and learn the educational concepts being taught does not come naturally but requires more direct, step-by-step instruction before students can pick up these habits. This requires implicit instruction from the adults, often 1:1 mentoring, and a great deal of trial and error between the teacher and the student. Expectations need to be spelled out clearly, and often teachers need to reach out to students numerous times to help them navigate the course and learning methods. This takes a considerable amount of time from the teacher, the mentor, and the student, and often is a task that is required in addition to the subject content being taught. Administrators need to recognize the need for this type of intensive coaching on both the mentors\u2019 and the teachers\u2019 behalf, especially at the beginning of a new course for new online learners. They also need to allow for this mentoring time during the academic instruction, recognizing that the preparation and instruction time may even double for the online instructor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, online courses can vary in the level of difficulty, complexity, and expectations just as they would in a traditional face-to-face class (Wicks, 2010). Collaboration between students may exist or the students may have to work independently, also determined by the online class expectations and format.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"misunderstanding-5\"><strong>Misunderstanding #5: Online learning is less expensive than traditional face-to-face instruction.<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The technological infrastructure required for a quality online program can easily resemble the financial budget required for a brick-and-mortar school (Wicks 2010). Depending on the hardware and software chosen for the program, the teacher-student ratios in the online class, the mentors, and the additional faculty and staff needed to manage the \u201cbehind the scenes\u201d interworkings of the online program, the digital learning school can be equivalent to the cost of the traditional learning model.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"how-online-learning-is-similar-and-different-from-face-to-face\">How Online Learning Is Similar and Different from Face-to-Face<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because online learning is still new to many school staff and students, it is common for there to be misunderstandings about online courses \u2014 specifically how they are similar to and different from face-to-face learning (for more about the similarities and differences between online and face-to-face learning, see the <em>Michigan Virtual<\/em> <a class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/teacher-guide\/\">Teacher Guide to Online Learning<\/a><em>)<\/em>. A primary example relevant to the students\u2019 direct experience and directly affecting success rates is that people often believe that online courses are easier. Certainly some online courses are less challenging than what a student experiences face-to-face, but several years of data collected from end-of-course surveys indicate that most often, students report online courses to be at least as challenging \u2014 if not more so \u2014 than what they experience in their face-to-face courses. This tends to be because the student has to learn the same content knowledge as the face-to-face course but has to do so in an unfamiliar learning environment; students have to develop skills for navigating the online course, self-regulation strategies for staying on pace to complete the course, and new ways of asking for help when they have a question, all without being in the same physical location as their online teacher. However, the learning platform being used may be unique to the online school or program, while the technology and learning applications are often found in today\u2019s brick and mortar schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"why-students-choose-online-learning\">Why Students Choose Online Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students want to learn online for a variety of reasons. The Foundation for Blended and Online Learning (2017) published a <a class=\"rank-math-link\" href=\"https:\/\/static1.squarespace.com\/static\/59c3f229197aeabbd2a556b2\/t\/5afde15c70a6adead81fed55\/1526587747644\/FOBL_WhyStudentsChoose.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">report on why students choose blended and online schools.<\/a>&nbsp;The report authors used surveys, focus groups, and interviews with students, along with other data to create the report. The report identified three broad reasons students pursue online and blended learning: 1) academics, 2) social-emotional health and safety, and 3) interests and life circumstances. Students may be interested in enrolling in online courses because their schools cannot or do not offer the class face-to-face, for example, Advanced Placement (AP). AP courses are a common request because schools often do not have qualified teachers in the subject areas or enough students to provide the courses face-to-face. Sometimes, students turn to online courses to overcome a scheduling conflict, and some use online courses for elective credit and personal enrichment \u2014 including taking courses over the summer. Many schools and students also use online courses for credit recovery. In this case, caution is advised. For several years, Michigan student data described in <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21<\/a> indicates that many students tend not to be successful when placed in online courses for credit recovery purposes unless they receive consistent, specialized support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Sometimes parents and students alike are surprised at how difficult the work may be and how much time a student will have to spend trying to learn it.<\/em> \u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>The level of thoughtful focus necessary for a quality online learning experience is something most K-12 students have never been asked to do. Even in a blended course, they only scratch the surface of how disciplined they must be to be successful.<\/em>&nbsp; \u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"profile-of-a-successful-student\">Profile of a Successful Student<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students who have a successful, satisfying experience learning online tend to share several critical characteristics:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Good Time Management:&nbsp;<\/strong>The student creates and maintains a consistent study schedule throughout the semester and is able to do so without significant prodding from a teacher.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Effective Communication:&nbsp;<\/strong>The student knows when and how to ask for help and is able to clearly describe any problems she\/he is having with the learning materials using email, texting and\/or the telephone. This includes seeking help from the online instructor, a mentor, or even other students in the online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Independent Study Habits:&nbsp;<\/strong>The student studies and completes assignments without direct supervision and maintains the self-discipline to stick to a schedule.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Self-Motivation:&nbsp;<\/strong>The student has a strong desire to learn skills, acquire knowledge, and fulfill assignments in online courses because of an educational goal and can maintain focus on that goal.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Academic Readiness:&nbsp;<\/strong>The student has the basic reading, writing, math, and computer literacy skills to succeed in the class.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Technologically Prepared:&nbsp;<\/strong>The student knows how to open, create, and\/or save a document using word processing applications (e.g., Microsoft, Google, or other cloud-based tools); use various technology tools (e.g., dictionary, thesaurus, grammar checker, calculator); and identify, download, and convert various file formats (e.g., doc, xls, pdf, jpg).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>One to Two Online Courses or a History of Success: <\/strong>Students enrolled in traditional schools tend to perform better in their online courses when they only take one or two online courses at a time. Unless a student has already proven they can be successful taking one or two online courses, it is not advisable to enroll them in more.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Data examined in Michigan\u2019s Effectiveness Reports over the last several years have made it clear that success in face-to-face courses is correlated with success in online courses. Further, students who struggle with face-to-face courses also tend to struggle in online courses. Laying the groundwork for student success in online courses requires preparing the students and their parents\/guardians for this new experience and maintaining a robust network of wraparound support for students, parents\/guardians, mentors, and other staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"supports-required-for-successful-students\">Supports Required for Successful Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most K-12 students benefit from a structured learning environment that is well supported \u2014 whether in face-to-face classrooms or virtual learning environments. Successful online students tend to be surrounded by a team of adults who are focused on the students\u2019 success. For each of these groups \u2014 parents\/guardians, counselors, mentors, online teachers, and peers \u2014 the support role is even more important when students are taking the course to recover credit. It often takes more time and more effort to help these students stay involved and on pace and complete their courses successfully.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>It\u2019s really hard to get the parents to understand that this kid has an actual class that in the near future is going on your report card. Grades count. Grades matter.<\/em> \u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>I have a form [the students] have to take home and talk about with their parents. Their parents have to sign the form saying that it\u2019s okay that they take a certain class.<\/em> \u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"parents-and-guardians\">Parents\/Guardians<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Parents\/Guardians are integral partners in student support; however, their responsibilities may be a little different when their students are enrolled in online courses. The level of parental engagement that students need is, in part, determined by the level of mentoring support provided at the students\u2019 local brick-and-mortar school. Many students who are not provided the time and space to learn at school will have to learn at home. Then the organizing and managing responsibilities shift to the parent (Hasler Waters, Menchaca, &amp; Borup, 2014).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For this reason, school counselors and\/or onsite mentors should be working to educate parents\/guardians before a student registers for an online course. It is common for parents\/guardians to be unaware that their students are enrolled in any online courses (Borup, Chambers, &amp; Stimson, 2017). One means of introducing online learning to parents is the <a rel=\"noreferrer noopener\" href=\"https:\/\/mvlri.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" class=\"rank-math-link\">Parent Guide to Online Learning<\/a>. The guide details what online learning is and introduces some of the benefits online learning offers. It also includes information about the characteristics of successful online learners and how to help students prepare for learning online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\" target=\"_blank\" class=\"rank-math-link\">Helping Online Students Be Successful: Parental Engagement<\/a><em>,<\/em>&nbsp;Borup, Chambers, and Stimson (2017), reported that teachers and mentors expressed beliefs that students were most likely to succeed in online courses when parents\/guardians:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Advise students on their course enrollments;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Participate in an orientation with their students;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understand the challenges that students face in online learning and the ways that they can help their students overcome those challenges;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Receive a contract or agreement outlining responsibilities and expectations for student, parent, online teacher, teacher of record, and mentor \u00a0(See <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mentor Guide to Online Learning<\/a>\u00a0and the student and parent <a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Online Learning Agreement<\/a><a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\"><\/a> for samples);<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Receive school policy information, including reasons for denial and how the course figures into the student\u2019s academic record;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Monitor student performance and progress;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Motivate students to more fully engage in learning activities;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Organize and manage student learning at home; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assist students as they work on assignments.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>They also found that parental engagement in online programs may increase when staff:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Involve parents\/guardians in online course enrollment decisions;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Educate parents\/guardians about learning online and how they can support their students;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maintain regular contact with parents\/guardians by inviting them to be involved in specific ways;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Communicate in the mode parents prefer, whether it is phone, email, letter, face-to-face in person or using an app, or via a designated Facebook page.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assist parents\/guardians in keeping up on their students\u2019 academic performance by regularly providing student progress reports and offering an online parent portal so they can easily track student engagement and performance.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Mentors and teachers agree that most students require consistent support from parents\/guardians; however, if the online students attend a daily lab with an active mentor, parents\u2019 responsibilities are similar to those for students in face-to-face courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"counselors\">Counselors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School processes differ in how the student gains access to online courses. Some schools have registrars, others use mentors to enroll students, and in many places, counselors fill that role. Whether discussion about online options takes place when the counselor and student are engaged in academic planning or as a student is being enrolled in courses for the next semester, reviewing vital school information such as attendance, grades, and test records is another important step in determining whether online learning is a good fit for each individual student \u2014 regardless of the reason for taking a course online. Those advising students should also consider a readiness check, such as the easily administered <a rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\">Online Learner Readiness Rubric<\/a>&nbsp;or the <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\">Strategies for Online Success<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Counselors, mentors, and students and their parents\/guardians \u2013 whoever is involved in assisting the student with course selection \u2013 should review the full syllabus of a course, not just the title and course description, in order to understand recommended prerequisite coursework; device or technical requirements and limitations; required textbooks, lab kits, software downloads; and other additional costs or materials not provided online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Attention to a student\u2019s motivation for enrolling in an online course can go a long way toward eventual success. Students are most successful when there is a genuine desire to succeed; i.e., if I pass this course, I will reach my goal of graduation, acceptance to a particular college, a desired occupation, etc. Conversely, students are more likely to be less successful in an online course when there is little motivation; i.e., my counselor made me take this course; I don\u2019t need this credit to graduate; it doesn\u2019t matter if I pass or fail, so who cares? Those advising students and creating information and orientation materials \u2013 counselor, teacher, mentor, curriculum advisor, or administrator \u2013 should be aware of recent research by Kwon (2017) published in her report&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/mvlri.org\/research\/publications\/examining-credit-recovery-experience-at-a-state-virtual-school-2\/\" target=\"_blank\" class=\"rank-math-link\">Examining Credit Recovery Experience at a State Virtual School<\/a> that showed students taking virtual classes for credit recovery or based on their learning preference did not perform as well as students who took classes for other reasons such as scheduling conflicts or personal interest.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Mentors provide the human relationship that is sometimes missing in online learning.<\/em> - Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"mentors\">Mentors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many people have the misconception that online learners don\u2019t have the benefit of the traditional human relationships established in the face-to-face classroom. On the contrary, the school-based mentor provides that important personal, usually face-to-face connection for students learning virtually: effective mentors work with the students every day, support them, and build trusting relationships.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In some districts, mentors are part of the school\u2019s multi-tiered system of support and do more than support online learning. They engage with other school staff at all levels, contributing to a vision of the whole student and his\/her personalized learning. Many mentors are part-time paraprofessionals, although mentors often fill other roles in the school, such as a teacher, counselor, media center specialist, and even an administrator.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If administrators and staff already recognize low parental engagement at their school, one effective intervention they can implement is to provide their online students with a set time and place to learn in the presence of an active mentor. In fact, research has found that students who learned in a facilitated lab were almost twice as likely to pass their online courses as students who were not required to attend a lab (Roblyer, Davis, Mills, Marshall, &amp; Pape, 2008). The most successful online programs tend to have someone who is devoted to mentoring online students full time. Regardless of what other roles they fulfill, mentors are indispensable adults who know the student and provide perspective, support, and encouragement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"online-teacher\">Online Teacher<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While some models of online learning tend not to provide an online teacher, including many credit recovery models, an online teacher can be instrumental in student success \u2013 just as they are in face-to-face settings. The online teacher provides direct coaching toward achieving course goals through personalized feedback on assignments and progress. Many teachers and students report that online learning offers the opportunity to develop closer relationships than a face-to-face environment. While that may seem counter-intuitive, consider that online students are asked to respond to all teacher questions \u2014 not just the few times they get called upon in a face-to-face class \u2013 and that in many cases, the student response is only seen by the teacher, unlike a public classroom setting where their peers are listening and perhaps judging their responses. It is not surprising that outside the demands and challenges of a face-to-face classroom, both teachers and students alike can develop close relationships.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On the other hand, some students in programs with high success rates expressed contrary opinions. For instance, research by Borup, Chambers, and Stimson (2018a) found that some online students resisted developing relationships with their online teachers. One of the students in their focus group found the thought of building a relationship with an online teacher to be weird. Others didn't see a need for such a relationship, instead advocating that it was more important to develop a strong relationship with their mentor teacher. It may be that whether the relationship is with the mentor or the online teacher is less important and what is most important is that a strong relationship with one of them exists.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"peers\">Peers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While other students are not a primary source of support to online learners, as mentors, parents\/guardians, and other adults are, peers are still valuable assets in the learning process. Borup, Chambers, and Stimson (2018a &amp; 2018b) documented how other online learners provided support:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Source of information when making a decision about a particular online course or about learning online in general,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Sources of encouragement when the peer has taken online courses before,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Study resource when the peer has taken the same online course before or is taking it concurrently,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reassurance about learning in a new format, including guidance in how to navigate the online course and work with the mentor and online teacher, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>General support and collegiality when online learners work on their courses in a lab setting or otherwise designated space.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"hot-to-establish-and-maintain-a-successful-online-program\">How to Establish and Maintain a Successful Online Program<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Watson and Gemin (2009) discussed key ideas to consider when establishing an online program in the <a class=\"rank-math-link rank-math-link\" rel=\"noreferrer noopener\" href=\"https:\/\/www.inacol.org\/resource\/promising-practices-in-online-learning-management-and-operations-of-online-programs\/\" target=\"_blank\">Promising Practices<\/a> series published by the Aurora Institute (formerly iNACOL). The first step is to determine the type of online program that would meet stakeholder needs and the goals associated with this program. Asking basic questions to identify a problem, determining the need, and outlining the purpose is essential to starting an online program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some key questions that administrators of online programs should keep at the forefront of their daily activities may be:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>What educational problem are we trying to solve? What goal are we trying to reach?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What is our geographic reach?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How long will it take to reach this goal, and what are the steps along the way?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How does every stakeholder feel about this effort?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Then, as the administrator begins to establish the online program, he\/she might want to reflect on and review the following questions:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Have we reached our goals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Where are we on the trajectory towards our goals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How does every stakeholder feel about this effort?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are we managing efforts towards continuous improvement?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These high-level questions help to build a solid foundation for an online program; however, these questions and the sub-questions that will emerge, should be reviewed often and honestly to maintain a successful online program for a long period of time (See the District Strategy Framework in the resources for more information). In addition, remember the following elements in an online learning program that lead to greater success for students:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Methods for how best to manage the everyday operations of the online program \u2013 including the teachers, mentors, paraprofessionals, parents, and students \u2013 are essential components to identify and contemplate.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ways to develop a strong and effective learning environment, manage funds, and cultivate leadership within the school community are also frequent considerations for discussion and reflection.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Additional attributes to consider include the curriculum that will be used, the demographics of students, and the teachers and mentors selected for this program and their understanding of the online learning methodology and purpose.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<p>The <a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a>, initially created by the <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a> (formerly&nbsp; iNACOL), have been updated by <a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a> and the <a href=\"https:\/\/www.virtuallearningalliance.org\/\">Virtual Learning Leadership Alliance<\/a>. These three sets of standards provide a framework for schools, districts, state agencies, statewide online programs and other interested educational organizations to improve online and blended learning programs. The standards are intended to provide guidance while providing maximum flexibility for the users.<\/p>\n\n<!-- wp:paragraph -->\n<p>Beyond online and blended learning, are other terms such as digital learning and remote learning. Each, while distinct, share commonalities which makes them useful in expanding the scope of things to consider while building on what is already in place. The <a href=\"https:\/\/www.digitallearningcollab.com\/\"><\/a><a href=\"https:\/\/www.digitallearningcollab.com\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Digital Learning Collaborative<\/a> offers&nbsp;<a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5df141f79e8178318274840b\/1576092155990\/DLC_KeepingPace_P4Q1.0.pdf\/\"><\/a><a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5df141f79e8178318274840b\/1576092155990\/DLC_KeepingPace_P4Q1.0.pdf\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">A Guide for Starting and Growing a Digital Learning Program<\/a> and another focused on <a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5cae3ab453450a796d113a2b\/1554922176485\/s\/dlc-kp_planningforquality_20.pdf\/\"><\/a><a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5cae3ab453450a796d113a2b\/1554922176485\/s\/dlc-kp_planningforquality_20.pdf\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">continuous improvement<\/a>. The <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/learning-continuity-planning-considerations-for-school-leaders\/\" class=\"rank-math-link\"><\/a><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/learning-continuity-planning-considerations-for-school-leaders\/\">Learning Continuity: Planning Considerations for School Leaders<\/a> offers school leaders actionable advice on how they can leverage digital instructional content and remote teaching practices to provide learning opportunities for all students in the event of unanticipated and extended school closures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"factors-and-features-tied-to-success\">Factors &amp; Features Tied to Success<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Successful online learning programs require planning and support in the areas outlined below, most of which also pertain to the face-to-face environment. The nature of online learning is ever-changing; it demands special attention, adjustment to some existing elements and processes, and continued creative problem-solving as well as knowledge of practical research-based effective practices. The resources at the end of the guide provide an extensive introduction to and foundation for many of these practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"factors-program-development\">Program Development<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Invest in time for staff to engage in strategic planning for online learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use practical resources to help structure a thorough strategic plan, such as the <a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/PlanningGuide-2012.pdf\" target=\"_blank\"><\/a><a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/MVU_RPT_PlanningGuide.pdf\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/MVU_RPT_PlanningGuide.pdf\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Planning Guide for Online and Blended Learning<\/a> (Michigan Virtual University, 2012) and other publications found at the end of the guide.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Invest in time to visit\/investigate other programs, and include teachers and other staff in the visits\/investigation.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Participate in and\/or create professional learning networks (PLNs) and professional learning communities (PLCs).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Verify the quality of the individual courses using national standards such as those listed in the resources (ISTE, and Quality Matters); attend to how the online course is created, supported, and maintained; and check how often it is revised.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"factors-mentors\">Mentors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Provide the opportunity for mentor professional development, beginning with initial orientation to the position and the online program and lasting throughout the individual\u2019s online career, as for teachers and other student support personnel.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide professional, technical, and learning resources for mentors to support online students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maintain a manageable work-load for mentors.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Establish a mentor position dedicated specifically for supporting online learners, not as an addition to other duties.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>If the students don't have the opportunity to work in the school, then I think more expectations are put on the parents to play more of a role in monitoring the progress of the student: making sure they're understanding the material, contacting me if the student is struggling and needs after-hours help with some of the work, setting up time [for additional support].<\/em> \u2013 Online teacher<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"factors-technology\">Technology<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Provide access to and support for technology required for online courses as stipulated by your course provider.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide space, preferably a dedicated lab, where online students can receive support from their mentor(s) and support each other.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maintain devices provided to students enrolled in your school or district.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide tech support for students and mentors who are aware of common issues with the online courses your students are taking.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be prepared to accommodate student need for 24\/7 access and the lack of internet access for some students outside of the brick-and-mortar school.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"factors-students\">Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Offer time and opportunity to assess students\u2019 preparedness for online learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide devices and technological support.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide and maintain student support resources \u2013 academic, technological, and human (mentors, counselors, special services).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide orientation for parents and students to set expectations, introduce the LMS and technology needed to be successful, discuss the policies for grading and student conduct, and review the related portions of your student handbook.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Develop a system for documenting how students\u2019 IEPs and 504s are met in the online environment.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"factors-courses\">Courses<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Compute the cost of the staff and technology required to develop your own courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider the difference in expense between developing your own courses or purchasing them from a third party provider.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Plan for the review and include the cost of ensuring quality reviews (internal or external) of the courses your school or district develop using an established and, preferably, a nationally recognized process. (See the resources for suggestions.)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Verify that third party content under consideration has been reviewed, or include time and resources for doing the review process in-house.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Identify the student supports included by providers when considering third party options.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Include teachers for oversight and support for the mentors and students if you choose any courses that do not come with one.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"factors-teachers\">Teachers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Offer professional development topics specifically related to online teaching and learning if teachers are expected to teach or oversee online courses, for example:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Student motivation,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Interaction and involvement between students in the course and the teacher,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How to differentiate and personalize instruction in the online learning environment,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Meeting the learning support needs of special education students in the online learning environment,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Effective communication (email, discussion posts, tone of writing, etc.)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Comprehensive formative assessment techniques for the online learning environment, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Academic integrity<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Establish a calendar and specific processes for evaluating and coaching online teachers.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understand and encourage collaborative work with your students\u2019 mentors.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"factors-parental-involvement\">Parental Involvement<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Include parents\/guardians in some phase of strategic planning for your online learning program and in its review and improvements as well.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Introduce parents early to your online learning options, policies, and contact people.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Determine how parents will monitor or access their students' course content in the LMS, if they will be provided a parent role with login credentials to monitor their students\u2019 progress and assist in their work, and if there will be planned or automated progress reporting to parents from the student data within the LMS.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide an orientation that includes both parents\/guardians and students so they hear the same message together. Record these interactions so they can be shared with those who could not attend and archived as support materials.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Communicate regularly about your online program and any policy changes.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Use parents\u2019 preferred mode of communication and offer choices: letters, email, text, phone, Facebook, Google Hangout, Skype, Zoom.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Offer face-to-face opportunities for parents\/guardians and online learners to talk with mentors and program administrators.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide resources \u2013 print, online, and in person \u2013 for parents\u2019 ongoing engagement in their students\u2019 online experience.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make sure parents have access to the LMS and understand how to access their students\u2019 progress in the course.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"instructional-leadership\">Instructional Leadership<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A successful online program requires strong leadership. Most school administrators may not have much experience establishing and maintaining online learning programs, but many have a good start on the endeavor and can and do provide ideas, encouragement, and support to their colleagues who are at earlier stages of development. In addition, practical research about online learning environments and student success has been and is being done, so we know a lot more about effective practices than we did even three years ago.&nbsp;See the resources and references at the end of the guide for relevant research-based publications.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While opportunities to show understanding about and vision for developing successful online programs and services occur at the professional level, the impact of instructional leadership occurs at home, at the district and school building level, where the superintendent and principals set the tone and expectations for students, staff, parents, vendors, and community. Administrators at all levels are important advocates for online learning policies and options that expand opportunities for students and prepare them to be successful digital citizens in post-secondary studies and their work lives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"best-practices-for-using-online-learning\"><strong>Effective Practices for Using Online Learning<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"build-on-the-strengths-and-experience-of-those-who-are-a-little-further-along\">Build on the Strengths and Experience of Those Who Are a Little Further Along<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you\u2019re just getting started, establish and promote a PLC focused on issues specific for administrators in the same position. If you have been building a program, establish and promote a PLC focused on the issues you\u2019re tackling and invite colleagues in a similar spot, as well as those further along. While you\u2019re at it, encourage the establishing of PLCs at the building or district level for other staff who will be intimately involved, such as teachers, counselors, and mentors.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The same can be said for PLNs. Both are very accessible means of learning more about what you already know and what you need to learn and provide the opportunity to collaborate and build relationships with colleagues.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"participate-in-ongoing-professional-development\">Participate in Ongoing Professional Development<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Because technology, pedagogy, and effective practices are changing very rapidly, ongoing professional development is critical. It is important for administrators at all levels to participate in professional development in order to meet the challenges of embracing online learning options effectively and to provide the optimum learning environment for the students, teachers, staff, parents\/guardians, and the community that you serve. Other staff involved in online learning will also require professional development to stay on target with effective practices. Michigan\u2019s educational organizations such as MEMSPA, MASSP, and MASA are a source of opportunities for further training, education, and collaboration as well as support in moving into this new territory.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"offer-best-practices-and-guidance\">Offer Effective Practices and Guidance<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When leadership exhibits knowledge of and support for effective practice in online learning \u2013 including blended learning, supplemental instruction, and full-time online cyber schools \u2013 others feel more comfortable exploring new strategies and techniques. It is incumbent upon administrators and other district and school level decision-makers to set the tone for school staff\u2019s exploration of educational technology and commitment to new teaching and learning strategies specific to online environments. Everyone operates more successfully when they are prepared and understand the challenges and strategies that characterize the approaches.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Blended Learning<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For many districts and schools, blended learning can be the gateway to understanding how online teaching strategies can enhance and improve student learning. Some districts or schools are making the transition to online options by beginning with blended learning. Many teachers have begun employing blended learning strategies and techniques in their face-to-face classrooms. Some schools and districts have embraced blended learning and have been encouraging and often providing professional development for their teachers to expand and embrace this practice. For more about the blended teaching experience, see the resources at the end of this guide.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Supplemental Instruction<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most schools choose to support the interest in online learning by purchasing courses from third party providers that supplement the face-to-face courses students take. Once staff have some experience with courses, they often begin developing their own local solutions. Good course development requires knowledge of design principles and associated learning technologies as well as a review and evaluation process to see that the courses meet quality standards such as those set by <a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Quality Matters<\/a> and the <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">National Standards for Quality Online Learning<\/a>. See the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">National Standards for Quality Online <\/a><a href=\"https:\/\/michiganvirtual.org\/wp-admin\/post.php?post=34460&amp;action=edit#appendices\">Courses<\/a>&nbsp;for more information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":5} -->\n<h5 class=\"wp-block-heading\">Full Online Cyber<\/h5>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some leadership choose the option of creating a program that serves students within a district and offers curriculum that is completely online. Traditionally, full online cyber schools have been charter cybers, but more growth is occurring in local schools creating their own full time cyber programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"collaborate-with-other-schools-and-districts\">Collaborate with Other Schools\/Districts<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The level of understanding of and enthusiasm for online learning varies. Collaborating with another school or district that is a little further along in their program development may make the transition a little more comfortable. PLCs, PLNs, organizational special interest groups (SIGs), can all provide a venue for discussing vision, strategies, and implementation and for troubleshooting as well. SETDA\u2019s&nbsp;<a rel=\"noreferrer noopener\" href=\"http:\/\/digitallearning.setda.org\/planning\/#collaborative-leadership\" target=\"_blank\" class=\"rank-math-link\">Transformational Digital Learning: A Guide to Implementation<\/a> may prove a valuable resource in collaborating with others.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"plan-ahead\">Plan Ahead<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Planning is an area where a PLC, PLN, or SIG could play a significant role by providing a venue for administrators to share their experience and describe what they have learned and what they would do differently. Those who have not yet developed a clear vision for their online program might benefit from reviewing the strategic plan for an established, successful program as a model. Include internal and external stakeholders in the strategic planning for your online options or program. While students and parents, as well as school staff, are often unaware of the nature, benefits, and challenges of online learning, ongoing transparency and regular communication are required for healthy, trusting relationships. Strategic planning for such a large endeavor also cannot be undervalued. Review the sample District Strategy Framework in the resources at the end of this report for questions to help you focus on important elements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"prepare-for-assessment-and-reporting\">Prepare for Assessment &amp; Reporting<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course assessment differs as broadly in the online environment as it does in the face-to-face classroom. However course assessments may require that students are proctored. This is less of a problem when you have a dedicated lab and mentor available. In order to be prepared, it is important that all concerned know what to expect from the provider.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Schools or districts in the early stages of program development may not be aware that the 21f legislation established that online courses be seen as equivalent to face-to-face when it comes to transcript information. The law requires that online course grades and performance be reported on transcripts just as face-to-face courses would.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"establish-multiple-parent-and-guardian-communication-strategies\">Establish Multiple Parent\/Guardian Communication Strategies<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Parents\/guardians are integral to student support and success in online learning as in the face-to-face classroom, perhaps more so because the student is expected to work independently \u2013 both inside and outside of regular school hours. Because of the many competing responsibilities parents juggle and the problems associated with homelessness, lack of internet service, and sometimes literacy skills, maintaining communication can be a challenge. Mentors report using the regular channels of email, letters sent home with students, letters sent through the mail, phone calls, and school functions to share information. Some mentors have had more success getting responses by using a Facebook page designated for administrative communication with online learners and their parents or guardians.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"establish-faculty-alignment-and-communication\">Establish Faculty Alignment &amp; Communication<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As always, clear and consistent communication has a significant impact on the acceptance of changes in the teaching and learning workplace. Staff at all levels should have a shared understanding of your district or school\u2019s online learning options to aid in broad acceptance, encourage support at all levels for students, and represent the opportunities for online learning with other stakeholders in a positive and productive light. Faculty are especially important because they have the potential to develop or enhance their capacity for online teaching, and they often play an advisory role when students are looking for courses. See the Supports for Successful Students section of this guide for additional effective practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"professional-development-and-support-for-mentors\">Professional Development and Support for Mentors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Professional development for teachers and mentors in the online learning environment must be a high priority for the success of online learners. Educators and mentors in online environments have unique learning needs that require additional pedagogy awareness and practice to meet the needs of their students and establish their own understanding of the online format and instructional delivery. Research indicates that professional development for teachers and mentors must be ongoing, specific, and relevant to the K-12 online learning and mentoring format, personalized for the individual, and modeled in its instruction. School and district administrators lay the groundwork for a successful virtual learning environment for staff and students by incorporating professional development opportunities in their annual planning and by being aware of and sharing a variety of free resources. SETDA\u2019s <a rel=\"noreferrer noopener\" href=\"http:\/\/digitallearning.setda.org\/planning\/#collaborative-leadership\" target=\"_blank\">Transformative Digital Learning: A Guide to Implementation<\/a> may prove a valuable resource in understanding the context of and recommendations for technology policies and practices related to creating a successful online learning environment. <em>Michigan Virtual<\/em> offers support, resources, and professional development opportunities for mentors regardless of the provider the school or district uses. Current mentor resources and opportunities are available on the <em>Michigan Virtual<\/em> <a aria-label=\"Mentor page (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Mentor page<\/a> to anyone interested in connecting with those who are a primary source of support to online learners. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"michigans-online-learning-requirement\">Michigan\u2019s Online Learning Requirement <\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With the adoption of the Michigan Merit Curriculum (MMC) in 2006, Michigan students are required to have an online learning experience in order to graduate from high school. This requirement was aimed at preparing K-12 students for the digital world they will encounter in higher education, their future workplaces, and in their personal lives (Michigan Department of Education, 2006). Schools were provided with flexibility in how they could fulfill the online learning requirement \u2014 in part due to the vast difference in technology access and readiness of schools in 2006. Today, the requirement can be satisfied by students either through taking an online course or by having an integrated online experience in each of their MMC required courses (Michigan Department of Education, 2017). While Michigan was the first state in the country with such a requirement, several other states have since followed. The Digital Learning Collaborative\u2019s publication,&nbsp;<a aria-label=\"Course Choice A review of policy and practice (opens in a new tab)\" href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5db050c4601361685ec7b4bd\/1576088979862\/DLC_CourseChoice2019.pdf\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Course Choice A review of policy and practice<\/a> (2019), &nbsp;provides a broader national perspective.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"section-21f-of-the-state-school-aid-act\">Section 21f of the State School Aid Act<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since 2013, the <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">State School Aid Act<\/a> (MCL 388.1621f, 2017) has required Michigan public schools to honor parent or student request for enrollment in up to two online courses per academic term or more if parents, students, and school leadership agree that more than two are in the best interest of the child. Eligible courses for enrollment include those published in the student\u2019s school district\u2019s catalog of board-approved courses or from those in <a class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\"><\/a><a class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\">Michigan's Online Course Catalog<\/a>, a statewide catalog of virtual courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The purpose of the statewide catalog of course offerings is to assist schools, parents, and students in making informed decisions when selecting among the variety of online providers. Each course contains information such as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Syllabus,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Description,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Prerequisites,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course outcomes,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course structure,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Required assessments,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Resources,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Course review,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Academic support available, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Past student performance.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>While the Act specifies some reasons a school district may choose to deny the parent or student request, the number of denial reasons are few and narrow in scope. Denial reasons include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>The pupil is enrolled in any of grades K to 5.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has previously gained the credits that would be provided from the completion of the virtual course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is not capable of generating academic credit.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is inconsistent with the remaining graduation credits or career interests of the pupil.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has not completed the prerequisite coursework for the requested virtual course or has not demonstrated proficiency in the prerequisite course content.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The pupil has failed a previous virtual course in the same subject during the two most recent academic years.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The virtual course is of insufficient quality or rigor. A primary district that denies a pupil's enrollment request for this reason shall enroll the pupil in a virtual course in the same or a similar subject that the primary district determines is of acceptable rigor and quality.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The cost of the virtual course exceeds 6.67% of the minimum foundation allowance for the current fiscal year, unless the pupil or the pupil's parent or legal guardian agrees to pay the cost that exceeds this amount.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The request for a virtual course enrollment did not occur within the same timeline established by the primary school district for enrollment and schedule changes for regular courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The request for a virtual course enrollment was not made in the academic term, semester, trimester, or summer preceding the enrollment. This subdivision does not apply to a request made by a pupil who is newly enrolled in the primary district.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Act expressly prohibits districts from denying enrollment requests for reasons other than those mentioned above, and those listed are optional: the district may choose not to block an enrollment request even if one of the denial reasons may exist (for instance, a request from a student in grades K-5).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"district-responsibiliteis-under-21f\">District Responsibilities under 21f<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Regardless of whether a district decides to provide their own online courses, the Act requires all Michigan school districts to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Allow students from the district \u2014 with the exception of those mentioned above \u2014 to take up to two online courses or more during an academic term;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Include a link on the district\u2019s website to the statewide catalog of online courses;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Document parental consent before enrolling a student in an online course;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Pay the cost of the online course. Only if a course fee is in excess of 6.67% of the state\u2019s minimum foundation allowance may a parent be asked to pay \u2014 and only for the excess amount. The range of cost for a semester-length course can be viewed in <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/michiganvirtual.org\/research\/consumer-awareness\/#cost-structures\" target=\"_blank\" aria-label=\"Consumer Awareness report (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Consumer Awareness report<\/a>;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assign each student a mentor;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Include the course(s) on the student schedule using the online course title as it appears in the district catalog or the statewide catalog;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide online students with the same rights and access to technology as the district provides to all other students; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Grant academic credit for successful course completions including toward graduation and subject area requirements.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Districts may deliver online courses as part of the Act. Online courses offered may be restricted only to district students, or can include district students and students statewide. For online courses restricted to in-district students, the district must:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Ensure that each virtual course has been published in the district\u2019s catalog of board-approved courses or published in the statewide catalog of virtual courses maintained by <em>Michigan Virtual<\/em>;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assign to each student a teacher of record; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Offer the virtual course on an open entry and exit method, or aligned to a semester, trimester, or accelerated academic term format.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>If the virtual course is also offered to students outside of district, the following additional requirements must be met:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Provide&nbsp;<em>Michigan Virtual&nbsp;<\/em>with a course syllabus in a form and manner prescribed by <em>Michigan Virtual&nbsp;<\/em>for inclusion in a statewide catalog of virtual courses;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assign each student a teacher of record and provide schools with students from outside the district with the personnel identification code assigned by the Center for Performance and Information (CEPI) for the teacher of record;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ensure a course quality review is conducted for each course syllabus in adherence to the process outlined in the <a aria-label=\"Guide to Online Course Review Process (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/guide-for-online-course-review-process\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guide for Online Course Review Process<\/a> and submit the results of each review through the statewide catalog of online courses \u2014 including for courses offered in partnership with a third-party online course provider;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Identify a single price for each course title; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide&nbsp;<em>Michigan Virtual<\/em>, not later than October 1 of each fiscal year, with the number of enrollments for each virtual course the district delivered and the number of those enrollments in which students earned 60% or more of the total course points.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> maintains a robust set of <a aria-label=\"Section 21f resources (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Section 21f resources<\/a> including an infographic that provides a visual overview of the legislation, and many other practical resources for implementing a high quality online program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"pupil-accounting-considerations\">Pupil Accounting Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Districts should be aware of the state rules for counting students in membership and the required documentation for verifying participation in virtual courses. These rules appear in Section 5-O-D of the <a rel=\"noreferrer noopener\" href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6605-22360--,00.html\" target=\"_blank\" class=\"rank-math-link\">Michigan Pupil Accounting Manual<\/a>&nbsp;published by MDE. This section also provides definitions and requirements for staff tasked with providing instruction and supporting learners in online environments. Each virtual enrollment must be assigned a \"teacher of record\" who is responsible for providing instruction, determining instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies and modifying lessons, reporting outcomes, and evaluating the effects of instruction and support strategies. The teacher of record may also coordinate the distribution and assignment of the responsibilities defined above with other teachers participating in the instructional process for the course. A teacher of record is required to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Hold a valid Michigan teaching certificate or a teaching permit recognized by the Department for the grade level being instructed through the virtual course. Note: The teacher must also hold a teaching certificate or teaching permit that is endorsed in the subject area of the course and the teacher must be highly qualified if applicable.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Have a personnel identification code provided by the Center for Educational Performance and Information.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be employed by the district, as applicable under Section 1231 of the Revised School Code (MCL 380.1231).<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Each virtual enrollment must also be assigned a mentor of record, who is a professional employee of the district, who monitors the pupil's progress, ensures the pupil has access to needed technology, is available for assistance, and ensures access to the teacher of record. A mentor may also be the teacher of record if the mentor meets the definition of a teacher of record and the district is the provider for the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"financial-considerations\">Financial Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Some expenses for online learning, such as the services provided to all students, are covered in a school or district budget as they would be for students enrolled in the school\u2019s face-to-face program; for example, access to the media center and its resources, enrollment services, and IEP support are all extended to online learners. Some expenditures are specific to online learning, such as mentors, online learning labs, and courses from third party providers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Under Section 21f, school districts are required to use their foundation allowance or per pupil funds to \u201cpay for expenses associated with the online course or courses\u201d and to cover the \u201ccost of the online course.\u201d The cost of an online course is tied to the direct expenses associated with paying for it through enrollment\/tuition fees and includes required course materials such as learning kits, calculators, or textbooks that are in addition to the enrollment\/tuition fees. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A district is required to pay up to 6.67 percent of the <a aria-label=\"state\u2019s minimum foundation allowance (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/www.michigan.gov\/documents\/sw_fndamts_11719_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">state\u2019s minimum foundation allowance<\/a> or per pupil funds calculated in the State School Aid Act for the current fiscal year toward the cost of an online course. A district is not required to pay an amount that exceeds 6.67% of the state\u2019s minimum foundation allowance or per pupil funds toward the cost of an online course. For example, using the state\u2019s minimum foundation allowance of $8,700 for the 2021-22 school year, a district is not required to pay more than $580.29 for a virtual course. The pupil or the pupil\u2019s parent or legal guardian may choose to pay the cost difference for the virtual course if it exceeds the district\u2019s maximum cost obligation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some school districts may operate under a traditional six-hour schedule and others may employ a modified block schedule. Regardless of the district\u2019s schedule, it may not establish a payment ceiling for online courses that is different from the 6.67 percent payment rule outlined in Section 21f. For more information, see&nbsp;<em>Michigan Virtual<\/em>'s <a aria-label=\"Guide to Virtual Course Implementation (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/guide-to-virtual-course-implementation\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Guide to Virtual Course Implementation<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many Michigan districts are implementing high-quality online learning options for their students \u2014 too many are not. The effective practices and data shared in this guide provide administrators a comprehensive perspective from which to evaluate their online learning programs and take steps to improve student learning outcomes. Working alongside parents\/guardians, students, school board members, and school personnel, administrators can increase the efficacy of their online programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>We welcome your feedback and questions and invite you to email us at <a href=\"mailto:[email protected]\">[email protected]<\/a>.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research-and-resources-for-online-learning-programs\">Research and Resources for Online Learning Programs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21<\/a>, produced annually, reflects continued growth in K-12 online enrollments in Michigan. The report provides school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information and insights for developing and supporting your online and blended learning program, please visit the following web pages on the&nbsp;<em>Michigan Virtual<\/em>&nbsp;website:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/micourses.org\/\" target=\"_blank\">Michigan\u2019s Online Course Catalog<\/a>&nbsp;contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and&nbsp;<em>Michigan Virtual<\/em>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\">Digital Backpack<\/a>&nbsp;blog that shares findings and expertise related to K-12 online and blended learning from both a state and national perspective.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a href=\"https:\/\/michiganvirtual.org\/special-education-resources\/\"><\/a><a href=\"\/resources\/special-education\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply effective practices in meeting the needs of all students in their classrooms.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research Publications<\/a>&nbsp;that provide a foundation to examine, engage, and explore educational practices in the industry.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research Clearinghouse<\/a>&nbsp;contains references to important research and publications in the field of K-12 online and blended learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s Online Learning Law<\/a>&nbsp;page is dedicated to information on Michigan\u2019s Section 21f legislation. It includes resources and samples developed by and for schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A family of&nbsp;<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" rel=\"noreferrer noopener\">Guides to Online Learning<\/a>&nbsp;details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A page dedicated to&nbsp;<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mentors<\/a>, developed in partnership with school leaders and mentors, links educators to a professional learning community where they can ask questions, problem solve, and share ideas and resources with other mentors around the state including sample forms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The set of national standards for quality online programs, teaching, and courses&nbsp;have been a benchmark for online learning for more than a decade. <a href=\"https:\/\/www.nsqol.org\/the-standards\/\">All three sets of standards were updated<\/a> and published in 2019 by&nbsp;<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Quality Matters<\/a>&nbsp;and the&nbsp;<a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Virtual Learning Leadership Alliance<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The International Society for Technology in Education (ISTE) published &nbsp;<a href=\"https:\/\/www.iste.org\/standards\" target=\"_blank\" rel=\"noreferrer noopener\">Standards<\/a>&nbsp;to provide a framework for innovation in education and help educators and education leaders worldwide prepare learners to thrive in work and life.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Today\u2019s students must be prepared to thrive in a constantly evolving technological landscape. The&nbsp;<a href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\" rel=\"noreferrer noopener\">ISTE Standards for Students<\/a>&nbsp;are designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tools and samples developed to facilitate enrollment decisions:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noreferrer noopener\">Strategies for Online Success<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" rel=\"noreferrer noopener\">Online Learning Agreement<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:group -->\n<div class=\"wp-block-group\"><!-- wp:genesis-blocks\/gb-accordion {\"className\":\"no-toc\"} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion no-toc gb-block-accordion\"><details><summary class=\"gb-accordion-title\">Key Terms<\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p>Below are some commonly used words or phrases that may be helpful when engaging in discussions about online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Blended Learning:&nbsp;<\/strong><a href=\"https:\/\/www.christenseninstitute.org\/blended-learning-definitions-and-models\/\" target=\"_blank\" rel=\"noreferrer noopener\">The Christensen Institute<\/a>&nbsp;defines blended learning as a formal education program in which a student learns 1) at least in part through online learning, with some element of student control over time, place, path, and\/or pace; 2) at least in part in a supervised brick-and-mortar location away from home; and 3) the modalities along each student\u2019s learning path within a course or subject are connected to provide an integrated learning experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Mentor:&nbsp;<\/strong>An onsite mentor monitors student progress and supports the students as they work through an online course, serving as the liaison between the student, online instructor, parents, and administration. Some mentors are paraprofessionals, others fill other roles in the school such as counselor or media center director. A mentor does not always have to be a teacher to support online learners successfully; however, in many cases, the mentor must have a Michigan teaching certificate and be employed by the school district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Online Instructor and Online Facilitator:&nbsp;<\/strong>The state recognizes two roles for teachers in online courses: instructor and facilitator. Districts must determine what the course requires and what it is they want the teacher to do and identify them by one of the two distinctions. See MDE\u2019s&nbsp;<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Online_Instruction_529850_7.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Online or Computer-based Instruction<\/a>&nbsp;for explicit definitions and delineation of the differences between the two. It is also important to note that some online courses do not include an embedded instructor \u2014 instead schools assign a local teacher as the teacher of record. Online courses without an embedded instructor appear to work relatively better for students that have demonstrated independent learning skills or have significant interest in the content area of a particular course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learning Management System (LMS):&nbsp;<\/strong>The password-protected LMS houses the online course. Through the LMS, students access courses and related documents and activities; assignments are exchanged between student, online instructor, and often the mentor; and communication among students and instructor takes place.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Provider or Vendor:&nbsp;<\/strong>The provider is the source of the online course. The provider may be a school, a school district, a community college,&nbsp;<em>Michigan Virtual<\/em>,or another third-party entity, including colleges, universities and private companies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Credit Recovery:&nbsp;<\/strong>Some students choose or are assigned to online courses when they need to repeat a class they have failed that is required for their program or graduation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Credit Forward:&nbsp;<\/strong>Some students take online courses to advance in their studies because their school doesn\u2019t offer the prerequisites, for example.<\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"className\":\"no-toc\"} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion no-toc gb-block-accordion\"><details><summary class=\"gb-accordion-title\">District Strategy Framework<\/summary><div class=\"gb-accordion-text\"><!-- wp:paragraph -->\n<p>Schools and districts have many decisions to make about the online options they will provide their students. As with any initiative, establishing and maintaining a successful online program requires planning, ongoing oversight, and participation from internal and external stakeholders. The questions below are meant to help administrators gather information that leads to a comprehensive strategy, shape a program that meets the needs of their community and maintain a thoughtful, strategic approach to offering online options to their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Questions to Ask to Establish an Online Program:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>What educational problem are we trying to solve by offering an online opportunity to our students?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What goals do we want to achieve in our online program?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What steps will we take to achieve our goals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How will we know when we achieve our goals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What is our timeline, including time to assess our progress as well as reach our goals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How and when will we redirect our efforts if we notice we are not moving forward with our goals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Will we include parents and other community stakeholders in our planning?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How do our stakeholders feel about our overarching goals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What can we do to achieve authentic buy-in from our stakeholders?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What personnel will we identify to begin this online program?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What specific training and support do our faculty and staff need to begin the online program?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Will we be able to dedicate space for our online learners and mentor(s)?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>When will we accomplish an initiatives inventory of the building\/district so we can allocate resources that have the most impact and allow for a sustainable online program?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Will we use locally developed courses or choose from Michigan\u2019s Online Course Catalog or both?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What is our course adoption timeline?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Will learner-content, learner-teacher, and learner-learner interactivity be low or high?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Will students have a lot of facetime or no facetime with teachers?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Will learners be independent and self-paced or collaborative and class-paced or somewhere in between?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Will curriculum and instruction be flexible or structured?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Questions to Ask to Maintain a Successful Online Program:<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>How are we assessing success toward meeting our goals?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are we moving forward in achieving our identified goals? How do we know?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Where are we on the trajectory toward meeting our goals according to our established timeline?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Have we had to redirect our efforts in achieving our goals? Why did this happen?&nbsp; What made our redirect successful\/unsuccessful?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are we ensuring this is part of our annual school improvement efforts and reporting so we have appropriate monetary and professional development supports in place to have a successful program for students?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What are our areas of needed improvement? Are we following our identified redirect plan with fidelity?&nbsp; If no, why not?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What specific training and support do our faculty and staff need to maintain the online program?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are we seeking feedback from stakeholders?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are we celebrating student successes as well as lessons learned by sharing student stories with parents\/guardians and stakeholders?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are we managing efforts toward continuous improvement?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are we informing our stakeholders of the progress we are making toward meeting our goals? Is this enough or do we need to do more to relay information and seek feedback? Are they satisfied with the program? What would they change?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are we keeping up with the effective practices for professional development and support for our faculty and staff? How do we know?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"className\":\"no-toc\"} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion no-toc gb-block-accordion\"><details><summary class=\"gb-accordion-title\">Advice from Mentors to Administrators<\/summary><div class=\"gb-accordion-text\"><!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Approximately 93% of my students who have taken an online class said they enjoyed their experience and would take an online class again, and approximately 95% of my students felt extremely supported by their online instructor.&nbsp; These learning opportunities are enriching student learning and growth.<\/em>&nbsp;\u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Occasionally the mentors identified superintendents as the driving force behind online programs and the development of mentor capacity. More often it was their building principals. The mentors spoke appreciatively of the willingness of their administrators to explore online opportunities and engage in developing solutions to ongoing changes, including making their support known throughout the school and sometimes defending online options.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The broad question, \u201cWhat advice would you offer to administrators about online learning?\u201d yielded four general suggestions:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Be involved.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Support the mentors.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understand the opportunity.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide structure.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>I\u2019m very lucky. My principal couldn\u2019t be more supportive. If students are behind, and I can\u2019t think of any other way to help, I send them to the academic counselor who sits together with the student to figure it out. If that doesn\u2019t work, the principal talks with the student.<\/em>&nbsp;\u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Be Involved<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Understand 21f.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Know the mentoring program.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Keep in touch with what the students are doing.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Participate in orientation for students and parents.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Build broad support among staff.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Address internal obstacles.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Address the fears, for example staffing and technology gaps.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Find out what works and what doesn\u2019t.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Bring all the student support systems together: counseling, registrar, special services, teachers, mentors.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Support the mentors and the students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Visit the online learning space weekly to see firsthand what the mentor and students do and to show the students you\u2019re interested.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Ask to see who\u2019s doing well and who needs a wake-up call.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Mentors should be full time. You have to be available on the weekends and evenings. You don\u2019t want students to feel like there isn\u2019t someone to help them.<\/em>&nbsp;\u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Support the Mentors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Ask for programmatic input from the mentor(s).<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Provide learning resources.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Support professional development.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understand how time consuming it is to mentor successfully.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Johnny has a deaf uncle but can\u2019t take sign language because we don\u2019t offer it. All you have to see is that it\u2019s opening the opportunity to extend to kids learning something they otherwise wouldn\u2019t have access to at school. So many higher education programs are going to online or hybrid instruction. We need to expose students to curriculum and experiences they don\u2019t have access to before they are paying thousands of dollars at college.<\/em>&nbsp;\u2013 Mentor and Full-time Teacher<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Understand the Opportunity<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Know why online learning appeals to some students.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Know why a student belongs in an online course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Acknowledge that students can learn online.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Acknowledge that not all students are online learners.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Establish that online courses are as valid as any other class taken during the day.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Know the limitations and advantages of courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>See that online learning experiences are part of college and career readiness.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Understand the impact of giving students control over their learning environment and independence.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Be aware that online courses are rigorous and are just as difficult if not more challenging than traditional classes.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><em>Deadlines and structure are not built into some courses. In order to ensure success, supports for timely completion must be provided by another means: the mentor.<\/em>&nbsp;\u2013 Mentor<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\">Provide a Structure<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Establish expectations and responsibilities for mentors.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Share preliminary guidelines and structure for the program.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Identify dedicated space for online learners and mentor.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Make mentoring a full-time assignment when the number of online students warrant.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Know what you want from the program.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Have a plan for the future, but be prepared to develop and adapt as you go.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Establish ground rules for the program and include them in a student and parent contract.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assure the IT team are prepared to provide the kind of support mentors and online students require.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion --><\/div>\n<!-- \/wp:group -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M. K., &amp; Unger Harrison, K. (2016). Teachers' perceptions of k-12 online: Impacting the design of a graduate course curriculum. J<em>ournal of Educational Technology Systems, 45<\/em>(1).&nbsp;doi:10.1177\/0047239516637072<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. J. &amp; Stimson, R. (2018a).&nbsp;<em><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/\" class=\"rank-math-link\">Helping online students be successful: Student perceptions of online teacher and on-site mentor facilitation support<\/a>.<\/em>&nbsp;Lansing, MI: Michigan Virtual University. Retrieved from https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. J, &amp; Stimson, R. (2018b).&nbsp;<em><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/\" class=\"rank-math-link\">Helping online students be successful: Student perceptions of online teacher and on-site mentor instructional support<\/a><\/em>. Lansing, MI: Michigan Virtual University. Retrieved from&nbsp;https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C. B., Stimson, R. (2017). <em><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\" class=\"rank-math-link\">Helping online students be successful: Parental engagement<\/a><\/em>. Lansing, MI: Michigan Virtual University. Retrieved from https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Davis, N., &amp; Rose, R. (2007). <em><a href=\"https:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/NACOL_Professional-development-for-virtual-schooling.pdf\" class=\"rank-math-link\">Research committee issues brief: Professional development for virtual schooling and online learning<\/a><\/em>. Retrieved from&nbsp;https:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/NACOL_Professional-development-for-virtual-schooling.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Digital Learning Collaborative.<em> <a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5e61341d879e630db4481a01\/1583428708513\/DLC-KP-Snapshot2020.pdf\">Annual Report, Snapshot 2020 A review of K-12 online, blended, and digital learning<\/a><\/em> Retrieved from&nbsp;https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5e61341d879e630db4481a01\/1583428708513\/DLC-KP-Snapshot2020.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hasler Waters, L., Menchaca, M. P., &amp; Borup, J. (2014). Parental involvement in K-12 online and blended learning. In R. E. Ferdig &amp; K. Kennedy (Eds.), <em><a href=\"https:\/\/ndownloader.figshare.com\/files\/12212645\" class=\"rank-math-link\">Handbook of research on K-12 online and blended learning<\/a><\/em> (pp. 325\u2013346). ETC Press. Retrieved from&nbsp;https:\/\/ndownloader.figshare.com\/files\/12212645<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kwon, J. B. (2017). <em><a href=\"http:\/\/media.mivu.org\/institute\/pdf\/creditrec.pdf\" class=\"rank-math-link\">Examining credit recovery experience at a state virtual school<\/a><\/em>. Lansing, MI: Michigan Virtual University. Retrieved from http:\/\/media.mivu.org\/institute\/pdf\/creditrec.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"http:\/\/www.legislature.mi.gov\/(S(0bjf4a3spkc1b3sxhkgiclwh))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\" class=\"rank-math-link\">MCL 388.1621f<\/a>. (2017). Retrieved from&nbsp;http:\/\/www.legislature.mi.gov\/(S(0bjf4a3spkc1b3sxhkgiclwh))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education (n.d.). <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6605-22360--,00.html\" class=\"rank-math-link\">Pupil accounting manual (PAM)<\/a>. Retrieved from&nbsp;https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6605-22360--,00.html<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (2017). <em><a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Complete_MMC_FAQ_August_2014_467323_7.pdf\" class=\"rank-math-link\">Michigan merit curriculum high school graduation requirements<\/a><\/em>. Retrieved from&nbsp;https:\/\/www.michigan.gov\/documents\/mde\/Complete_MMC_FAQ_August_2014_467323_7.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (2006). <em><a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Online10.06_final_175750_7.pdf\" class=\"rank-math-link\">Michigan merit curriculum guidelines: Online experience<\/a><\/em>. Retrieved from&nbsp;https:\/\/www.michigan.gov\/documents\/mde\/Online10.06_final_175750_7.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual Learning Research Institute. (2017, January 31). <em><a href=\"https:\/\/michiganvirtual.org\/blog\/how-michigan-school-handbooks-present-information-about-online-learning\/\" class=\"rank-math-link\">How Michigan school handbooks present information about online learning [Blog Post]<\/a><\/em>. Retrieved from https:\/\/michiganvirtual.org\/blog\/how-michigan-school-handbooks-present-information-about-online-learning\/<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Miron, G., Shank, C., &amp; Davidson, C. (2018). <em><a href=\"https:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2018\" class=\"rank-math-link\">Full-time virtual and blended schools: Enrollment, student characteristics, and performance<\/a>.<\/em> Boulder, CO: National Educational Policy Center. Retrieved from&nbsp;https:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2018<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National Conference of State Legislatures. (n.d.). <em><a href=\"https:\/\/web.archive.org\/web\/20180617011948\/http:\/\/www.ncsl.org\/research\/education\/online-learning-as-graduation-requirement.aspx\" class=\"rank-math-link\">Online learning<\/a><\/em>. Retrieved from&nbsp;https:\/\/web.archive.org\/web\/20170919232039\/ http:\/\/www.ncsl.org:80\/research\/education\/online-learning-as-graduation-requirement.aspx<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Public Sector Consultants (2019).&nbsp;<a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/\"><em>Public awareness and views of K-12 online learning in Michigan 2019<\/em><\/a>. Lansing, MI: Michigan Virtual University. Retrieved from https:\/\/mvlri.org\/research\/publications\/public-awareness-views-k-12-online-learning-michigan-2019\/.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., &amp; Pape, L. (2008). Toward practical procedures for predicting and promoting success in virtual school students. <em>American Journal of Distance Education, 22<\/em>(2), 90\u2013109.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Foundation for Blended and Online Learning. (2017). <em><a href=\"https:\/\/static1.squarespace.com\/static\/59c3f229197aeabbd2a556b2\/t\/5afde15c70a6adead81fed55\/1526587747644\/FOBL_WhyStudentsChoose.pdf\" class=\"rank-math-link\">Why do students choose blended and online schools? The \"end of average\" requires personalized learning environments<\/a><\/em>. The Foundation for Blended and Online Learning and Evergreen Education Group. Retrieved from&nbsp;https:\/\/static1.squarespace.com\/static\/59c3f229197aeabbd2a556b2\/t\/5afde15c70a6adead81fed55\/1526587747644\/FOBL_WhyStudentsChoose.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Watson, J., &amp; Gemin, B. (2009). <em><a href=\"https:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/iNACOL_promising-practices-in-online-learning-management-and-operations.pdf\" class=\"rank-math-link\">Management and operations of online programs: Ensuring quality and accountability<\/a><\/em>. Vienna, VA: iNACOL. Retrieved from&nbsp;https:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/iNACOL_promising-practices-in-online-learning-management-and-operations.pdf<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wicks, M. (2010)<em>. <a href=\"https:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/iNCL_NationalPrimerv22010-web1.pdf\" class=\"rank-math-link\">A national primer on k-12 online learning (Version 2)<\/a><\/em>. Vienna, VA: iNACOL. Retrieved from&nbsp;https:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/iNCL_NationalPrimerv22010-web1.pdf<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Administrator Guide to Online Learning",
            "excerpt": "About this Guide This guide has been prepared by Michigan Virtual\u2122,&nbsp;through its Michigan Virtual Learning Research Institute\u00ae, with review and support from MASA, MASSP, MEMSPA, and MAISA&nbsp;to acquaint administrators \u2013 including superintendents, principals, curriculum directors, and other district and building-level decision-makers \u2013 with online learning. The guide includes general information about K-12 online learning, successful...",
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            "content": "<!-- wp:paragraph -->\n<p>Online student support and enrichment are essential to successful online programs. So much so that <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">The National Standards for Quality Online Teaching<\/a> released by Quality Matters (QM) and the Virtual Learning Leadership Alliance (VLLA) address this in Standard F: Diverse Instruction,&nbsp; which guides the online instructor to <em>personalize instruction based on a learner's diverse academic, social, and emotional needs.&nbsp;<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Monitoring Student Progress<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Monitoring student progress is the first step in providing online student support and enrichment, as monitoring by the instructor and or the LMS can identify students who need either remediation or enrichment interventions. While learning management systems are becoming more sophisticated and may be able to identify learners in need of intervention, online instructors need to be able to use both qualitative and quantitative data to identify learners who need additional support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Intervention with Accommodations&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online instructors need to pay special attention to learners with disabilities and those from traditionally underserved groups. Once online instructors have identified students who require additional support or accommodations, there are a series of steps they should undertake:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Communicate with appropriate school staff about specific accommodations if others are needed for those accommodations.&nbsp;<\/li><li>Create alternative formats of course materials, transcripts to go along with video or audio content, or images to accompany written material.&nbsp;<\/li><li>If further interventions are necessary, recommend assistive technologies, where appropriate, to meet learners\u2019 needs.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Intervention with Enrichment&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online instructors should not only be monitoring for students who require accommodations or for students who are at-risk, they should also be monitoring for students who may need enrichment interventions. These enrichment interventions can be provided by offering additional opportunities for personalized learning and additional learner growth.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In online classrooms that practice student centered learning, this is something that online instructors do regularly. For more on student-centered learning check our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\">student-centered blog series<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Opportunities for personalized learning and enrichment may also take the form of providing supplemental materials and additional resources. Online instructors can do this by providing support and a designated place for sharing the various talents and skills of online learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online instructors have many and varied responsibilities, some are similar to those of face-to-face instructors and some are new to the environment. Access to both qualitative and quantitative data regarding student progress and needs, while not unique to the online environment, is amplified. As a result, teachers have quick access to a large amount of data to monitor and intervene as necessary and to support students in a variety of ways.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" aria-label=\"Success in Online Learning blog series (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nationwide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual<\/em> in 2018. As a Research Specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators not only in Michigan, but nationwide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Online Student Support and Enrichment",
            "excerpt": "We\u2019ve talked previously about monitoring student progress as an essential responsibility of online instructors. Today\u2019s blog post will dive deeper into instructor responsibilities around monitoring student progress, including providing support services or enrichment opportunities to students. These services are incredibly important as they can make the difference between student success and students failing to thrive in their online courses. ",
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            "content": "<!-- wp:paragraph -->\n<p>In this conversation with Dr. Mark Deschaine, Associate Professor of Educational Leadership at the University of Mississippi, we discuss what educators need to know when supporting students with disabilities in online learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Supporting Students with Disabilities in Remote Learning Environments",
            "excerpt": "In this conversation with Dr. Mark Deschaine, Associate Professor of Educational Leadership at the University of Mississippi, we discuss what educators need to know when supporting students with disabilities in online learning environments. Brought to you in part by Meemic Insurance Company, Insurance for Educators.",
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            "content": "<!-- wp:paragraph -->\n<p>How can we best support parents who are working AND teaching from home? In this webinar, our panelists discuss working remotely while looking after children, resources for teachers to share with parents, and the importance of self-care.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Tips for Supporting Parents",
            "excerpt": "How can we best support parents who are working AND teaching from home? In this webinar, our panelists discuss working remotely while looking after children, resources for teachers to share with parents, and the importance of self-care. Brought to you in part by Meemic Insurance Company, Insurance for Educators.",
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            "content": "<!-- wp:paragraph -->\n<p>As educators who have been separated from your colleagues and students, how are you connecting with other educators during this time? In this webinar, our panelists share the methods they've been using to stay in touch, how to collaborate and share their talents remotely, and how to continue building relationships in an online environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you want to support Holt Public Schools' effort to 3D print face shields for medical workers, view this <a aria-label=\"informational graphic (opens in a new tab)\" class=\"rank-math-link rank-math-link\" rel=\"noreferrer noopener nofollow\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/Face-Shields-Donations-2.png\" target=\"_blank\">informational graphic<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Teacher Support, Finding Others to Collaborate with and Lean On",
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            "path": "\/about\/news\/free-series-launched-to-help-prepare-educators-for-remote-learning\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong> \u2014 As Michigan\u2019s educators explore how to serve their students during school building closures, they now have a unique personal growth opportunity to learn new skills and best practices when teaching outside of the physical classroom. To help Michigan educators, <em>Michigan Virtual<\/em> today launched a <a href=\"https:\/\/michiganvirtual.org\/transitioning-to-remote-learning\/\" class=\"rank-math-link\">free six-part remote learning transition series<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This new series will help educators prepare for providing remote learning to students, directly in line with Governor Whitmer\u2019s Executive Order <a href=\"https:\/\/www.michigan.gov\/whitmer\/0,9309,7-387-90499_90705-524032--,00.html\" class=\"rank-math-link\">2020-35<\/a>, closing school buildings for the remainder of the school year. Included in the order is a provision encouraging districts to utilize activities aimed at preparing for alternative modes of instruction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cMillions of professionals around the globe, including doctors, counselors, ministers and social workers are embracing ingenuity and transforming their skills and technology readiness so they can continue to provide vital services during the COVID-19 pandemic. Now is the time to invest in our teachers\u2019 professional development so they can leverage new delivery models to reach students during this prolonged crisis,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cOur educational structure will forever be impacted by the extended school closures; using this time to learn will support and strengthen Michigan teachers\u2019 ability to serve students in the future.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The new six-part, self-paced series features examples and resources for reaching students, providing content, building relationships, social-emotional learning, and more. Each course also offers two State Continuing Education Clock Hours upon completion and is available free to all teachers. The courses allow for choice as teachers are able to move freely through the content, including:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Getting Started<\/strong> - This course will explore examples of remote teaching and reflect on considerations that should be taken into account when transitioning to remote teaching.<\/li><li><strong>Communication<\/strong> - This course will convey how to build relationships using online communication and explore available online tools.<\/li><li><strong>Digital Content<\/strong> - This course will help educators organize and explore tools that can be used to create and distribute digital content.<\/li><li><strong>Digital Assessment<\/strong> - This course will underscore the importance of assessments and assessment strategies, as well as explore tools to facilitate online assessment.<\/li><li><strong>Adapting<\/strong> - This course is focused on the importance of flexibility in remote teaching, as well as how an educator might meet the individual needs of their students online.<\/li><li><strong>Social-Emotional Learning Support<\/strong> - This course focuses on the importance of addressing social-emotional learning online, family support for remote learning, and educator self-care.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In response to the COVID-19 school closures, <em>Michigan Virtual<\/em> immediately began ramping up content and resources. <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">Learning Continuity Resources<\/a>, including free course content for educators and students as well as the creation of the online community <a href=\"https:\/\/www.facebook.com\/groups\/142810840355968\/\" class=\"rank-math-link\">Keep Michigan Learning<\/a>, were launched after Gov. Whitmer\u2019s initial school closure Executive Order <a href=\"https:\/\/www.michigan.gov\/whitmer\/0,9309,7-387-90499_90705-521595--,00.html\" class=\"rank-math-link\">2020-5<\/a>. Most recently, recognizing the challenges associated with remote teaching and the importance of learning continuity planning, the <a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-announces-statewide-learning-continuity-work-group\/\" class=\"rank-math-link\"><em>Michigan Virtual <\/em>Learning Continuity Work Group<\/a> was launched on April 6, 2020. The Work Group, composed of 21 education experts is working to help plan for the \u201cnew normal\u201d and accelerate the adoption of innovative teaching models that support students learning remotely and online.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Free series launched to help prepare educators for remote learning",
            "excerpt": "LANSING, Mich. \u2014 As Michigan\u2019s educators explore how to serve their students during school building closures, they now have a unique personal growth opportunity to learn new skills and best practices when teaching outside of the physical classroom. To help Michigan educators, Michigan Virtual today launched a free six-part remote learning transition series.&nbsp; This new...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Practical strategies for online &amp; blended teaching.<\/h1>\t\t\n\t\t<p>Unsure where to start with online or blended teaching? Have some ideas, but need more resources? <em>Michigan Virtual<\/em> has designed a variety of free and low-cost PD courses to support online &amp; blended teaching to help you get started.<\/p><p>We know that one of the best ways to support our students online is to experience it for ourselves as a learner. Join us as we provide you not only an online experience but provide examples and resources as you begin to build this online learning experience for your students.<\/p>\t\t\t\t\n\t\t\t<h3><i>Michigan Virtual<\/i> Micro-credential courses<\/h3>\t\t\n\t\t<p>Comprised of eight expert-designed courses aligned with the National Standards for Quality Online Learning, our <strong>Online Teaching &amp; Learning (OTL)<\/strong> series equips educators with the skills and knowledge necessary to bring high-quality online instruction to their students.<\/p><table><thead><tr><th colspan=\"2\">Level 1 Courses<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-introduction-to-online-teaching-and-learning\/\">OTL Level 1 - Introduction to Online Teaching and Learning<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-setting-up-your-online-classroom\/\">OTL Level 1 - Setting Up Your Online Classroom<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-student-engagement\/\">OTL Level 1 - Student Engagement<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-communicating-in-online-classrooms\/\">OTL Level 1 - Communicating in Online Classrooms<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-grading-and-feedback\/\">OTL Level 1 - Grading and Feedback<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-discussion-boards\/\">OTL Level 1 - Discussion Boards<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-course-content\/\">OTL Level 1 - Course Content<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-supporting-exceptional-students\/\">OTL Level 1 - Supporting Exceptional Students<\/a><\/td><\/tr><\/tbody><\/table><table><thead><tr><th colspan=\"2\">Level 2 Courses<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-effective-otl\/\">OTL Level 2 \u2013 Effective OTL<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-academic-integrity\/\">OTL Level 2 \u2013 Academic Integrity<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-classroom-management\/\">OTL Level 2 \u2013 Classroom Management<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-term-management\/\">OTL Level 2 \u2013 Term Management<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-class-data-and-progress\/\">OTL Level 2 \u2013 Class Data and Progress<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-assessments\/\">OTL Level 2 \u2013 Assessments<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-student-support\/\">OTL Level 2 \u2013 Student Support<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-community-building\/\">OTL Level 2 \u2013 Community Building<\/a><\/td><\/tr><\/tbody><\/table>\t\t\t\t\n\t\t\t<h3>blended teaching courses<\/h3>\t\t\n\t\t<p>We have a variety of free and low-cost online professional development courses that give teachers the opportunity to earn SCECHs while exploring best practices for blended instruction and classroom design.\u00a0<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/modern-classrooms-project-essentials\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tModern Classrooms Project Essentials\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/goopen-open-educational-resources-in-michigan\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\t#GoOpen: Open Educational Resources\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/instructional-practices-with-technology\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tInstructional Practices with Technology\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/blended-classroom-design\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tBlended Classroom Design\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/digital-content-in-the-blended-classroom\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tDigital Content in the Blended Classroom\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/podcast-pd-growing-student-agency-and-implementing-google-classroom\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tPodcast PD: Student Agency &amp; Google Classroom\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/assessments-in-the-blended-classroom\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tAssessments in the Blended Classroom\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/podcast-pd-google-forms-failure-free-failing-and-cbe\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tPodcast PD: Google Forms, Failure-Free Failing &amp; CBE\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/introduction-to-blended-learning-for-school-leaders\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tBlended Learning for School Leaders\t\t\t\t\t<\/h4>\n\t\t\t\tNEW!\n\t\t\t\t<\/a>\n\t\t\t<a href=\"\/courses\/professionals\/\">\n\t\t\t\t\t\t\t\t\tExplore our PD catalog\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\n\t\t\t<h3>online lessons with littles courses<\/h3>\t\t\n\t\t<p>Online learning can be tough for our little ones. This course series offers tips and tricks for teaching little ones (both preschool and kindergarten) online.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-lessons-with-littles-an-overview\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tOnline Lessons with Littles: An Overview\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-lessons-with-littles-planning\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tOnline Lessons with Littles: Planning\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-lessons-with-littles-engagement\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tOnline Lessons with Littles: Engagement\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\n\t\t\t<h3>national online standards series<\/h3>\t\t\n\t\t<p>We have developed a series of free online professional development courses that inform educators about the <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a>. View these courses below.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-1-getting-started\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNational Online Standards 1: Getting Started\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-2-course-content-design\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNational Online Standards 2: Course Content &amp; Design\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-3-assessment\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\t National Online Standards 3: Assessment\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-4-meeting-needs\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\t National Online Standards 4: Meeting Needs\t\t\t\t\t<\/h4>\n\t\t\t\tNEW!\n\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/virtual-office-hours\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tTalk to an advisor who's been there\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tAre you struggling with any aspects of remote teaching? Set up a virtual office hours appointment &amp; talk to an advisor who's been there. This is a free service designed to support Michigan educators during this difficult time.\t\t\t\t\t\n\t\t\t\t\t\tSchedule a Free Appointment\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tAdditional resources for teaching continuity\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tAre you looking for ways to keep your students engaged during online learning due to the COVID-19 outbreak? Here, you'll find a variety of free resources designed to help schools evaluate and prepare for providing students with learning continuity.\t\t\t\t\t\n\t\t\t\t\t\tVisit Learning Continuity Page\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Keep Michigan Learning <\/h2>\t\t\n\t\t\t<p>A webinar series of best practices for emergency remote learning<\/p>\t\t\n\t\t\t<a href=\"#\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\t\tView All\n\t\t\t\t\t<\/a>",
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            "path": "\/blog\/your-brain-in-crisis-why-its-so-hard-to-learn-during-difficult-times\/",
            "author_id": 63,
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            "content": "<!-- wp:paragraph -->\n<p>It\u2019s 10 o\u2019clock in the morning, and you glance at your to-do list. You have emails to send, phone calls to make, school lessons to complete with your child(ren). With the whole day ahead of you, you feel hopeful you will be able to get so much accomplished.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Yet somehow by the time dinner rolls around, you may be surprised by the fact that you made little to almost no progress on any of those tasks.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our country is going through a time of massive disruption, which impacts our daily lives and routines. In the midst of this upheaval, perhaps you or your children have found it more difficult to focus and concentrate?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is not unusual. It has to do with the way that our brains are wired.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>The science behind your inability to focus<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Think back to when you were in school. Were there some subjects that you enjoyed more than others? Did you find it easier to learn the subjects that you liked? In the subjects that you disliked, did you find it harder to make progress in your learning?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are certain areas in our brain that control our social and emotional skills. These areas of the brain influence how we react to emotional events and how we show empathy. But even more surprisingly, they influence how we process information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our feelings at any given moment affect the amount of information we can process.&nbsp; Negative emotions, such as fear, anger, or anxiety (which many people are feeling these days) are linked to less activity in the part of the brain that is responsible for thinking.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Positive emotions, such as joy, gratitude, hope, or amusement are associated with more activity in this area. Research has shown that when children experience positive emotions they can more easily make connections to the thinking part of their brain.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Watch the first 6 minutes of this video to learn more: <\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:core-embed\/youtube {\"url\":\"https:\/\/www.youtube.com\/watch?v=o9fVvsR-CqM\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"className\":\"wp-embed-aspect-4-3 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed-youtube wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-4-3 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=o9fVvsR-CqM\n<\/div><\/figure>\n<!-- \/wp:core-embed\/youtube -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In the current situation, where most of us are isolated from our friends and certain family members, where schedules have changed considerably, and where we cannot partake in many of our usual activities, negative feelings can arise more often than usual. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This impacts our ability to work and learn.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>What can you do about it?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>So how can we balance our feelings and our need to be productive? How can we help our children grow and learn even during a crisis?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A first step is self-awareness (which is an SEL skill) and being aware of one\u2019s feelings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Maybe your child is:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>Sad <\/em>because they can\u2019t play with friends?&nbsp;<\/li><li><em>Happy<\/em> to not have school?<\/li><li><em>Afraid<\/em> to lose family members or to get sick?<\/li><li><em>Excited<\/em> to use all their free time to do something they usually would not do?<\/li><li><em>Angry<\/em> because they cannot do their normal activities?<\/li><li><em>Pleased<\/em> that your family gets to spend more time together?<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Or maybe they cycle through each of those emotions or experience a combination of all those feelings at different times.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Depending on the age of your child, different strategies might help them become more aware of what they are feeling:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>For small children (toddler age): <\/em>Can they act out their feelings by pretending to be an animal? What animal are they today? How does that animal move today?<\/li><li><em>For elementary school children<\/em>: Can they draw a picture? What colors feel right today? What feelings do they associate with those colors?<\/li><li><em>For teenagers: <\/em>Do they have a journal, either on paper or in digital form? Some might want to take a picture and describe why that picture reflects their feelings. Some might want to write a fictional story or a poem. Many adolescents use music to communicate how they feel. <\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>If you find that your children are having a difficult time staying focused, consider trying one of those strategies. Giving them time, space, and tips to identify what they are feeling, validating their feelings, and helping them work through them will allow them to redirect their attention to the task at hand.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Other tips to encourage productivity in an uncertain situation:&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><em>Try sticking to a routine as much as possible.<\/em> Young people do better when they know what to expect and have<em> <\/em>consistency during the day.&nbsp;<ul><li><em>Consider writing up a schedule. <\/em>Display it somewhere where everyone can see it. Maybe use color codes to show different activity times for the day.&nbsp;<\/li><li><em>Think of a signal (like a chime or music) to show the <\/em>transition between the one block of time and the next.<\/li><li>Include brain breaks and physical activity.&nbsp;<\/li><\/ul><\/li><li>At the same time: <em>Allow them some choice<\/em>.&nbsp;<ul><li>Let them choose where they will do their <em>work.<\/em><\/li><li>Let them pick what you do together during<em> playtime<\/em>.<\/li><li>Let them choose what they will <em>read <\/em>or <em>write <\/em>about.<\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s important to acknowledge that these uncertain times impact how we feel and how our children feel, which in turn impacts how we think and what we are capable of focusing on. Be patient and kind to yourself and to your children. Allow for feelings to be felt, express positivity and reassurance, and have realistic expectations, and simply do the best you can.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is how our brains are wired to work best.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Parenting in a Pandemic<\/strong> (Blog Series)<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With students home from school, social emotional learning strategies can help parents support their children\u2019s overall wellbeing in the face of global stress from the COVID-19 pandemic. In <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\" class=\"rank-math-link\">this blog series<\/a>, we offer strategies to help parents support students\u2019 social and emotional needs during this disruptive time. If you\u2019d like to receive notifications when new blogs in this series are available, you can <a class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\">subscribe to our blog here. <\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Your brain in crisis: Why it\u2019s so hard to learn during difficult times",
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        {
            "id": 34053,
            "path": "\/webinar\/engaging-students-when-learning-from-home\/",
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            "timestamp": 1586280469,
            "content": "<!-- wp:paragraph -->\n<p>Are you missing your students like crazy right now? Working from home has been showing its challenges for both parents and teachers, so know that you are not alone! In this webinar, two teachers from different environments share tips for keeping in touch with children\/students right now. This is a deep dive and relational look into the life of the parents who are acting in dual roles as educators while trying to balance life at home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Engaging Students When Learning from Home",
            "excerpt": "Are you missing your students like crazy right now? Working from home has been showing its challenges for both parents and teachers, so know that you are not alone! In this webinar, two teachers from different environments share tips for keeping in touch with children\/students right now. This is a deep dive and relational look...",
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            "content": "<!-- wp:paragraph -->\n<p>During this time of remote learning, what are some best practices in the ways you communicate with your students and their parents? In this webinar, we'll explore examples and tips for communication, specific tools and resources to aid this process, and lessons learned from applying these practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
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            "content": "<!-- wp:paragraph -->\n<p>During this time, when students are learning from home, what does educating the whole child mean to you? In this webinar, we learn how to support your students' basic needs in a remote environment. We cover the importance of building relationships with parents &amp; students, what self-care looks like, and some helpful reminders in this challenging time of at-home learning.  <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
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            "excerpt": "During this time, when students are learning from home, what does educating the whole child mean to you? In this webinar, we learn how to support your students&#8217; basic needs in a remote environment. We cover the importance of building relationships with parents &amp; students, what self-care looks like, and some helpful reminders in this...",
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            "id": 33932,
            "path": "\/blog\/self-care-for-parents-why-you-need-to-take-care-of-yourself-first\/",
            "author_id": 63,
            "timestamp": 1586188372,
            "content": "<!-- wp:paragraph -->\n<p>Attention all passengers:\n<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>In an emergency, a mask will drop from a container above your seat. Please fit the yellow cup over your nose and mouth and place the elastic strap around the back of your head. Pull on the hose to begin the flow of oxygen. <strong>Please put on your mask before you help the person sitting next to you.<\/strong><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Anyone who has flown on an airplane has likely heard these directions before taking flight. Those sitting next to you might be your children. Helping them after you help yourself might fight against your natural instinct to protect them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But if they were to panic, which is likely in a scary situation, it might be a struggle to help them get on their mask. Supplying yourself with oxygen first, in a cabin that has lost pressure, will leave you in better condition to help your child. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a similar way, our ability to support the social and emotional wellness of our children starts with caring for our own wellness first. This article provides an overview of key social and emotional skills that are important for adults to possess and model for their children.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Social Emotional Learning For Adults <\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>From an early age, we begin to learn by observing those around us. Parents and educators know well that children are excellent observers of adult behavior. Children are constantly developing new skills through observation, imitation, and feedback. They also pay attention to what behaviors get them in trouble and behaviors that help good things to happen to them. Children learn to repeat behaviors that will help them get rewarded. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This concept, known as social learning theory, is highly relevant to social emotional learning (SEL). To develop social and emotional skills, young people need to continually see these skills modeled and reinforced by adults who are important to them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a parent, deepening your own social and emotional skills not only helps you but helps your child, too. With schools closing, parents are taking on an increased responsibility to keep their children learning. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Research shows: <\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers who have strong, positive relationships with their students are less likely to experience burnout themselves. Teachers who have learned strategies for controlling their own emotions are better at dealing with the stress of teaching over time. Like parenting, it\u2019s an emotional job! This is particularly important for those adults who have experienced trauma themselves. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, teachers who are able to remain calm during stressful events are more likely to provide students with a safe, supportive environment. This allows students to feel more comfortable taking intellectual risks. This can be true at home as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Just like teachers, who use SEL effectively to foster learning, parents can, too. If you are able to remain calm despite all the stressors that surround you during this time, your child will draw a feeling of safety from your behavior. In this bubble of safety, your child is more likely to thrive while learning from home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>With this in mind, parents can use a wide range of social and emotional skills to be effective role models. Among the most important are the abilities to: <\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Watch and manage your own emotions<\/li><li>Listen to and understand your child\u2019s feelings and viewpoints<\/li><li>Let your child know that you believe their feelings and experiences are real and thank them for talking to you about them<\/li><li>Notice your own emotional reactions to your child\u2019s behavior<\/li><li>Remember child misbehavior isn\u2019t personal. Instead, see unwanted behavior as a child\u2019s way to communicate. They need attention or help to learn better ways to feel safe<\/li><li>Remain calm when your child\u2019s behavior is challenging, and<\/li><li>Maintain healthy boundaries and take the time you need for yourself.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Things to Try<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Now that you have an understanding of the importance of taking care of yourself first and modeling healthy behavior, here are a few ideas to get started applying these skills:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><em>Check-in with yourself<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Pay attention to your own feelings. Acknowledge the stress and anxiety that you might be carrying with you. Everyone reacts differently to stressful situations, and this pandemic gives us plenty of things to worry about. Do your best to be honest about not being \u201cOK.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learn more:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li> <a href=\"https:\/\/childrengrieve.org\/education\/online-learning\/10-education\/213-covid-19-tbd-reducing-anxiety\" class=\"rank-math-link\">Strategies for Managing Anxiety and Fear for You and Your Children<\/a><\/li><li> <a href=\"https:\/\/www.nimh.nih.gov\/about\/director\/messages\/2020\/coping-with-coronavirus-managing-stress-fear-and-anxiety.shtml\" class=\"rank-math-link\">Coping With Coronavirus: Managing Stress, Fear, and Anxiety<\/a><\/li><li> <a href=\"https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/daily-life-coping\/managing-stress-anxiety.html\" class=\"rank-math-link\">Mental Health and Coping During COVID-19<\/a><\/li><li> <a class=\"rank-math-link rank-math-link\" href=\"https:\/\/www.independent.co.uk\/life-style\/health-and-families\/coronavirus-anxiety-how-to-tackle-a9370106.html\">Coronavirus: How to curb your anxiety about COVID-19 virus according to psychologists<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><em>Prioritize your own self-care <\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>What usually makes your day or week feel fulfilling? Chances are you are feeling the loss of \u201cnormal.\u201d Maybe you are someone who goes to the gym every day and now you\u2019re struggling to get a workout in. You might feel lonely going weeks without seeing or talking to colleagues, friends or family. The lines between work and your personal life might be blurring.&nbsp; Find ways to continue, modify, or develop new self-care routines for yourself. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learn more:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.npr.org\/sections\/coronavirus-live-updates\/2020\/03\/26\/822114301\/covid-19-self-care-tips-from-the-world-health-organization\">COVID-19 Self Care: Tips From The World Health Organization<\/a><\/li><li><a href=\"https:\/\/hr.uw.edu\/coronavirus\/self-care\/\">Self-care | Working during COVID-19<\/a><\/li><li><a href=\"https:\/\/www.scientificamerican.com\/article\/how-to-prevent-loneliness-in-a-time-of-social-distancing\/\">How to Prevent Loneliness in a Time of Social Distancing<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><em>Check-in with your child about their feelings and perspectives.<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Children will need your help to process world events and their own loss of \u201cnormal.\u201d Remember that your child is observing the behavior of the adults around them and learning through observation, imitation, and feedback. Be mindful of your own behavior. Be kind, assume best intentions in your child\u2019s actions, and share your feelings about what\u2019s going on in the world and in your home in healthy, constructive, and hopeful ways. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Learn more:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/eq.org\/learn\/courses\/parents\/\">EQ 101 parenting with emotional intelligence<\/a><\/li><li><a href=\"https:\/\/www.who.int\/docs\/default-source\/coronaviruse\/helping-children-cope-with-stress-print.pdf?sfvrsn=f3a063ff_2\">Helping children cope with stress during the 2019-nCoV outbreak<\/a><\/li><li><a href=\"https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/daily-life-coping\/talking-with-children.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fcommunity%2Fschools-childcare%2Ftalking-with-children.html\">Talking with children about Coronavirus Disease 2019<\/a><\/li><li><a href=\"https:\/\/www.cdc.gov\/childrenindisasters\/helping-children-cope.html\">Caring for Children in a Disaster<\/a><\/li><li><a href=\"https:\/\/casel.org\/covid-resources\/\">SEL Resources During Covid-19<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p> In this difficult time, it\u2019s important to think about the opportunities we all have to create stronger family units. One of the things you can work on during all this family time is forging healthier relationships with yourself and your family. While doing this work, however, it\u2019s important that you take care of your own social and emotional needs first. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Without doing this, you will not be well enough to help your child grow their social and emotional wellness. These are frustrating and scary times. Do your best to model healthy behavior for your kids and give yourself grace when you\u2019re not at your best! <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>This post contains an excerpt from the <a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&amp;_course_search=social%20emotional%20learning\">Social Emotional Learning for Educators series<\/a> in the <a href=\"https:\/\/michiganvirtual.org\/professionals\/\" class=\"rank-math-link\">Michigan Virtual Professional Learning Portal<\/a>. Educators can enroll in these courses, provided by the Michigan Department of Education, at no cost.<\/em><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2><strong>Parenting in a Pandemic<\/strong> (Blog Series)<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With students home from school, social emotional learning strategies can help parents support their children\u2019s overall wellbeing in the face of global stress from the COVID-19 pandemic. In <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\" class=\"rank-math-link\">this blog series<\/a>, we offer strategies to help parents support students\u2019 social and emotional needs during this disruptive time. If you\u2019d like to receive notifications when new blogs in this series are available, you can <a class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\">subscribe to our blog here. <\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Self-care for parents: Why you need to take care of yourself first",
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            "path": "\/about\/news\/michigan-virtual-announces-statewide-learning-continuity-work-group\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich.<\/strong> \u2014 Recognizing the importance of learning continuity planning in the wake of the COVID-19 school closures, <em>Michigan Virtual<\/em> today announced the creation of the <strong><em>Michigan Virtual Learning Continuity Work Group<\/em><\/strong>. The Work Group, composed of 21 education experts will help plan for the \u201cnew normal\u201d and accelerate the adoption of innovative teaching models that support students learning remotely and online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cEducators need to quickly come together to make plans to prepare for learning continuity and new delivery models during this emergency which could impact the 2020-2021 school year,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>, Michigan\u2019s leading voice in online education as a nonprofit organization with more than 20 years of experience. \u201cOur goal is to provide a framework of practical recommendations to school district and state leaders on developing instructional strategies that ensure students\u2019 learning continues.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><strong>The expert panel supports three critical areas for Michigan:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>React to potential ideas, policies, and guidance for school leaders and policymakers around remote and online learning, access,      and equity issues.<\/li><li>Identify and create recommended strategies for leaders to consider as they implement remote and online learning.<\/li><li>Explore new scalable delivery models that enable effective anytime, anyplace and any pace teaching and learning.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The Work Group is co-chaired by two recognized leaders in Michigan\neducation, Dr. David Richards, former superintendent of Fraser Public Schools\nand coordinator of the Michigan Competency Consortium and Dr. John VanWagoner,\nsuperintendent of Alpena Public Schools. Both individuals have extensive\nleadership experience with personalized learning and the systemic shift towards\na blended learning environment that supports online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cThe Work Group represents a great cross-section of leaders with expertise that will guide our thinking about how to assist local school districts in transitioning to new models of instruction,\" said Dr. Richards. \"I am optimistic Michigan's school community will rise to the challenge this crisis has presented to us. We will look back at this time in history as a turning point for the implementation of flexible delivery models that enable effective anytime, any place, and any pace teaching and learning.\"<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cDue to the COVID-19 emergency, our students, parents, and educators are living through a surreal time in our state\u2019s history,\u201d said Dr. VanWagoner. \u201cWe are racing to find practical strategies and tactics to help our system of public education respond in thoughtful ways that benefit our children.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In response to the crisis, <em>Michigan Virtual<\/em> continues to develop and share a <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">variety of support services<\/a> to help students, parents and educators make the transition to remote learning, including:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/#pd\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Free \u2014 online \"how-to\" training for teachers<\/a>,&nbsp;<\/li><li><a href=\"https:\/\/lc.michiganvirtual.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Free \u2014 statewide access to digital content for students<\/a>,&nbsp;<\/li><li><a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/#accessibility\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Free \u2014 resources on web accessibility and supporting students with disabilities<\/a><\/li><li><a href=\"https:\/\/nam05.safelinks.protection.outlook.com\/?url=http%3A%2F%2Ficm-tracking.meltwater.com%2Flink.php%3FDynEngagement%3Dtrue%26H%3D3ZUQjNycMu7D%252Fe%252Bm%252FOmi3Qi1eTNrfRb0HcFplK3KYerw%252B6SfjwwI9qq72wdKIynG3Fnj%252BRGk2q8Yy%252FZqLzVEXQ0rDTBhS06Bz%252Fk6RuDwd%252BVAc9fKITENPPqPI86TWGDL%26G%3D0%26R%3Dhttps%253A%252F%252Fwww.facebook.com%252Fgroups%252F142810840355968%252F%26I%3D20200406133956.00000f8ba272%2540mail6-53-ussnn1%26X%3DMHwxMDQ2NzU4OjVlOGIyNWZkNzU2YjFjOGUzMjM0YTJiZTs%253D%26S%3DsXaEVj0R1M5hNACnGDX5BeGTRm2zTXRbONoKoD4S7iQ&amp;data=01%7C01%7Cacraft%40michiganvirtual.org%7C3e02f49493c04c8dde5e08d7da2fff31%7C5516aeff4fc9401d9f8508729045b29d%7C1&amp;sdata=yuhuiiQy7VzVWwASKRZqZUzuQCvwpanH7VIQ%2FuHQ4%2Bs%3D&amp;reserved=0\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Free  \u2014 access to a statewide learning discussion board and community on Facebook<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>The<em> Michigan Virtual<\/em> Learning Continuity Work Group members:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mr. Jamey Fitzpatrick, CEO\/President, <em>Michigan Virtual <\/em><br> Dr. David Richards, President, Core2Edge, LLC, <strong>Co-Chair<\/strong><br> Dr. John VanWagoner, Superintendent, Alpena Public Schools, <strong>Co-Chair<\/strong><br> Dr. Jeff Bush, Principal, Kent Innovation High School at Kent ISD<br> Mr. Steve Carlson, Principal, Sandusky Jr\/Sr High School<br> Ms. Anupam Chugh, Manager, Instructional Technology, Wayne RESA <br> Dr. Kelly Coffin, Assistant Superintendent, Traverse Bay Area ISD<br> Mr. Christopher Davidson, Superintendent, Public Schools of Calumet-Laurium-Keweenaw<br> Mr. Steve Dickie, Teacher and Instructional Technology Coordinator, Divine Child Catholic High School<br> Mr. Ben Gilpin, Principal, Warner Elementary School - Western School District<br> Ms. Amy Gwizdz, Technology Instructional Coach, Dearborn Public Schools<br> Dr. Gerald Hill, Superintendent, West Bloomfield School District<br> Mr. Andy Mann, Director - Director, Regional Educational Media Center (REMC) - Muskegon ISD<br> Ms. Gianna Mrozek, Assistant Principal, Oxford Virtual Academy <br> Dr. Sarah Pazur, Director of School Leadership, FlexTech High Schools <br> Dr. Beth Rayl, Chief Academic Officer, Plymouth-Canton Community Schools<br> Ms. Patricia Sattler, Principal, Mercy High School<br> Ms. Kelly Tillman, Teacher and Technology Teacher Leader, Geisler Middle School - Walled Lake Consolidated Schools<br> Dr. Christopher Timmis, Superintendent, Dexter Community Schools<br> Ms. Monique Uzelac, Director WAVE Alternative Education Program - Washtenaw ISD <br> Ms. Carrie Wozniak, Superintendent, Fraser Public Schools<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual Announces Statewide Learning Continuity Work Group",
            "excerpt": "LANSING, Mich. \u2014 Recognizing the importance of learning continuity planning in the wake of the COVID-19 school closures, Michigan Virtual today announced the creation of the Michigan Virtual Learning Continuity Work Group. The Work Group, composed of 21 education experts will help plan for the \u201cnew normal\u201d and accelerate the adoption of innovative teaching models...",
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            "content": "<!-- wp:paragraph -->\n<p>Are you feeling overwhelmed about transitioning your classroom into a remote learning environment? In this webinar, we share simple strategies for getting started, communicating with students and parents, finding and delivering content, building relationships, and designing assessments. You can do this!  <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "You Can Do This! Transitioning to Remote Teaching &amp; Learning",
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        {
            "id": 34113,
            "path": "\/about\/news\/education-groups-largely-support-whitmer-k-12-order\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong>This article was originally published by <a href=\"https:\/\/www.gongwer.com\/programming\/index.cfm\" class=\"rank-math-link\"><em>Gongwer News Service<\/em><\/a> on April 2, 2020.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Lansing, Mich. \u2014 <\/strong>Governor Gretchen Whitmer's executive order suspending in-person K-12 education for the rest of the 2019-20 school year was greeted Thursday with support from numerous state education associations and leaders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a \ufb02urry of statements in response to the governor's lengthy order, o\ufb03cials acknowledged quickly developing, obtaining approval and enacting distance learning plans will be di\ufb03cult as each district has di\ufb00erent levels of resources.<br>Favoring the executive order were the executive directors of the Michigan Association of Superintendents and Administrators, the Michigan Association of Intermediate School Administrators, the Michigan Association of School Boards and the Michigan Association of Secondary School Principals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"This is a challenging time, but learning has never been limited to the school building or the school day,\" the four executive directors said in a group statement. \"While there is no substitute for in-person instruction, we are con\ufb01dent that in the face of great challenges, Michigan's students and educators will rise to the occasion.\"<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Detroit Public Schools Community District Superintendent Nikolai Vitti thanked the governor for the decisions she has made on K-12 schools, saying her leadership is the type needed in the current situation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"She listens to leaders, considers di\ufb00erent viewpoints, and then acts decisively,\" Mr. Vitti said. \"Our district sta\ufb00 has been working hard since school was closed to develop a new learning framework that will o\ufb00er learning opportunities for PreK-12 students in literacy, mathematics, science and social studies. This will include lessons for physical education and art as well.\"<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>He said the district's new learning platform will be released April 14. E\ufb00orts to work with the business community are underway to provide all families with internet access and a tablet with a goal to have things in place sometime in May.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Association of Nonpublic Schools board members said they have been working hard to keep students' lessons going. MANS Executive Director Brian Broderick said the governor has done a good job given the extraordinary circumstances facing the state.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Her job has grown exponentially, and we know she cares deeply about Michigan's students,\" Mr. Broderick said. \"Similarly, MANS looks forward to a continued partnership with its public school colleagues during this<br>di\ufb03cult time.\"<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Dan Quisenberry, executive director of the Michigan Association of Public School Academies, said the governor made the right decision in \ufb01nding a balanced approach to addressing education. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"While students and teachers might not be returning to their buildings, teaching and learning will continue,\" Mr. Quisenberry said. \"We owe nothing less to our students. What we've seen throughout this di\ufb03cult period is that students still want to learn and teachers still want to teach. We applaud Gov. Whitmer for making the right decision to allow that to continue.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Some organizations, while understanding the need for the order, had concerns over elements of it and made suggestions for future education policy changes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Great Lakes Education Project Executive Director Beth DeShone expressed concern that by allowing for attendance and measurement requirements to be waived in the order, some students could fall through the cracks and parents may not understand the education gaps their children face in the fall.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ms. DeShone said the state should as a result of the outbreak consider a shift from seat-time requirements for students to a mastery-based system to have them demonstrate subject mastery through various assessments. These could include portfolios, testing and showing knowledge through various assignments, she said.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Now is the time to embrace meaningful changes that put the unique needs of students \ufb01rst, by making comprehension of content a priority instead of focusing on arbitrary calendar or seat-time requirements,\" Ms. DeShone said. \"Allowing for a balanced calendar and online learning will support this move to mastery, but we need to also ensure that every student receives the education they need and deserve during this crisis and for the years that will follow.\"<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Some groups pointed to the need for improving equity between districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Just as it will take months or possibly years for the world's families, health systems and economies to recover from COVID-19, the educational recovery for students also will take months and probably years,\" Education Trust-Midwest Executive Director Amber Arellano said. \"For thousands of Michigan students, future academic outcomes are at stake, as well as life outcomes such as lifetime job earnings.\"<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Ms. Arellano said the outbreak is pointedly showing the wide di\ufb00erences between districts across the state in what services they can provide to students. She said policymakers need to address these disparities when the crisis is over.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> President and CEO Jamey Fitzpatrick also touched on equity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Concerns about not being able to reach all children equally today are warranted and justi\ufb01ed,\" Mr. Fitzpatrick said. \"We need to educate the children we can with the systems we have in place while urgently building the capacity to serve more students as quickly as possible, assuring both access and equity. Our educational structure has been forever changed by this pandemic: we are addressing the many challenges and de\ufb01ning the ways in which remote learning can be implemented.\"<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>School Finance Research Collaborative Project Director Robert McCann echoed statements by other groups on equity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"For schools to be successful in supporting Michigan students through the crisis, they will need lawmakers to step up, provide badly needed funding immediately, and \ufb01x Michigan's broken funding formula to ensure schools have the \ufb02exibility they need going forward,\" Mr. McCann said.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>O\ufb03cials with the Tri-County Alliance for Public Education said working to meet the requirements of the governor's order will be di\ufb03cult.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\"Educators have already stepped up to provide essential academic and emotional support to our students and our focus will remain on helping them through this ongoing crisis and successfully welcoming them back to their classrooms in the Fall,\" Walled Lake Schools Superintendent Kenneth Gutman said.<\/p><\/blockquote>\n<!-- \/wp:quote -->",
            "title": "Education Groups Largely Support Whitmer K-12 Order",
            "excerpt": "This article was originally published by Gongwer News Service on April 2, 2020. Lansing, Mich. \u2014 Governor Gretchen Whitmer&#8217;s executive order suspending in-person K-12 education for the rest of the 2019-20 school year was greeted Thursday with support from numerous state education associations and leaders. In a \ufb02urry of statements in response to the governor&#8217;s...",
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        {
            "id": 33615,
            "path": "\/about\/news\/statement-from-michigan-virtual-regarding-statewide-school-closures-2\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2014 To reduce the spread of Coronavirus in Michigan, today Governor Gretchen Whitmer signed <a href=\"https:\/\/content.govdelivery.com\/attachments\/MIEOG\/2020\/04\/02\/file_attachments\/1417518\/EO%202020-35.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Executive Order 2020-35<\/a>, which orders all K-12 school buildings to close for the remainder of the school year \u2014 unless restrictions are lifted \u2014 and ensures continuity of learning by setting guidelines for remote learning. In response, <em>Michigan Virtual<\/em> President and CEO Jamey Fitzpatrick issued the following statement:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cMichigan is facing an unprecedented crisis. Our world is fighting a global pandemic that has implications impacting our everyday lives, including the ability of our children to spend time together in their classrooms. Governor Gretchen Whitmer today called for the closure of schools for the remainder of the school year. This is by no means a light or easy decision, yet we applaud her leadership at such a critical time. While best protecting our overall health and safety, we must also recognize that there will be long-term implications for educators and parents as they navigate this development in the months to come. Michigan must work together to better prepare for closures, and utilize innovative remote learning opportunities to ensure the academic success of our students moving forward. Concerns about not being able to reach all children equally today are warranted and justified. We need to educate the children we can with the systems we have in place while urgently building the capacity to serve more students as quickly as possible, assuring both access and equity. Our educational structure has been forever changed by this pandemic: we are addressing the many challenges and defining the ways in which remote learning can be implemented. We look forward to working with Gov. Whitmer, the legislature, the Michigan Department of Education, and school leaders in the months ahead to put solutions in place for our youth, and for the future of education as a whole.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->",
            "title": "Statement from Michigan Virtual regarding statewide school closures",
            "excerpt": "LANSING, Mich. \u2014 To reduce the spread of Coronavirus in Michigan, today Governor Gretchen Whitmer signed Executive Order 2020-35, which orders all K-12 school buildings to close for the remainder of the school year \u2014 unless restrictions are lifted \u2014 and ensures continuity of learning by setting guidelines for remote learning. In response, Michigan Virtual...",
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        {
            "id": 33765,
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            "author_id": 12,
            "timestamp": 1585832400,
            "content": "<!-- wp:paragraph -->\n<p>What is an accommodation in an online environment, and how does it differ from a modification? In this webinar, our panelists share some resources and expertise related to providing accommodations for remote students, walk through the different types of accommodations, and conduct an exercise determining whether specific examples are considered modifications or accommodations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Accommodations in the Online Classroom",
            "excerpt": "What is an accommodation in an online environment, and how does it differ from a modification? In this webinar, our panelists share some resources and expertise related to providing accommodations for remote students, walk through the different types of accommodations, and conduct an exercise determining whether specific examples are considered modifications or accommodations. Brought to...",
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            "modified_timestamp": 1589547475,
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            "timestamp": 1585672464,
            "content": "<h1>Strategies for Online Success<\/h1>\t\t\n\t\t\t<h3>Strategies for Online Success (SOS) is an orientation to learning online geared towards preparing students for the transition from taking courses in-person to taking them online.<\/h3>\t\t\n\t\t\t<h2>About SOS<\/h2>\t\t\n\t\t<p>Strategies for Online Success (SOS) is an orientation to learning online geared towards preparing students for the transition from taking courses in-person to taking them online. It consists of three modules:<\/p><ol><li>Online Learning Basics<\/li><li>Skills for Online Learning<\/li><li>Online Learning Technology<\/li><\/ol><p>The modules include interactive components, such as videos, self-checks, and resources for students to download. Some of the key learning outcomes include:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tRecognize the importance of goal setting and the elements of SMART goals.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tIdentify when to ask for help and who to contact.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tIdentify strategies for employing netiquette and respectful communication in an online course.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tIdentify strategies for managing time, managing distractions, and combating procrastination.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tIdentify ways in which you can organize your online and physical learning environments.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tRecognize basic Internet search techniques and operators.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tRecognize strategies for setting up and managing digital files.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Access Course Units &amp; Lessons<\/h2>\t\t\n\t\t\t<h3>Module 1: Online Learning Basics<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/1-1-online-vs-classroom-learning\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t1.1 Online vs. Classroom Learning\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/1-2-how-onlline-courses-work\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t1.2 How Online Courses Work\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/1-3-right-tools\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t1.3 The Right Tools\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Module 2: Skills for Online Learning<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/2-1-learning-strategies\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t2.1 Learning Strategies\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/2-2-communication-strategies\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t2.2 Communication Strategies\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/2-3-success-strategies\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t2.3 Success Strategies\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h3>Module 3: Online Learning Technology<\/h3>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/3-1-internet-search-strategies\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t3.1 Internet Search Strategies\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/3-2-course-communication-tools\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t3.2 Course Communication Tools\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t<a href=\"https:\/\/mvu.coursearc.com\/content\/strategies-online-success\/3-3-managing-digital-documents\/introduction\/\">\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t3.3 Managing Digital Documents\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>",
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            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/",
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            "content": "<dl id=\"accordionTableOfContents\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"tableOfContentsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"tableOfContents\"><span class=\"accordion-title\">Table of Contents<\/span><span class=\"accordion-icon\">\u00a0<\/span><\/button><\/dt>\n \t<dd id=\"tableOfContents\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"tableOfContentsButton\"><a class=\"lead\" href=\"#introduction\">Introduction<\/a>\n<a class=\"lead\" href=\"#schools\">Schools<\/a>\n<a class=\"lead\" href=\"#courses\">Courses<\/a>\n<a class=\"lead\" href=\"#students\">Students<\/a>\n<a class=\"lead\" href=\"#student-by-state-assessment\">State Assessments<\/a>\n<a class=\"lead\" href=\"#maps\">Maps<\/a>\n<a class=\"lead\" href=\"#conclusion\">Conclusion<\/a>\n<a class=\"lead\" href=\"#appendix-a\">Appendix A - Methodology<\/a>\n<a class=\"lead\" href=\"#appendix-b\">Appendix - B School Tables<\/a>\n<ul>\n \t<li><a href=\"#table-b1\"><strong>Table B1.<\/strong> 2018-19 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/a><\/li>\n \t<li><a href=\"#table-b2\"><strong>Table B2.<\/strong> 2018-19 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses<\/a><\/li>\n \t<li><a href=\"#table-b3\"><strong>Table B3.<\/strong> 2018-19 Number and Percentage of Schools by School Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b4\"><strong>Table B4.<\/strong> 2018-19 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b5\"><strong>Table B5.<\/strong> 2018-19 Virtual Pass Rate by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b6\"><strong>Table B6.<\/strong> 2018-19 Number and Percentage of Full-Time (FT) Virtual or Cyber Schools<\/a><\/li>\n \t<li><a href=\"#table-b7\"><strong>Table B7.<\/strong> 2018-19 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/a><\/li>\n \t<li><a href=\"#table-b8\"><strong>Table B8.<\/strong> 2018-19 Number and Percentage of Schools with Part-Time (PT) Virtual Schools<\/a><\/li>\n \t<li><a href=\"#table-b9\"><strong>Table B9.<\/strong> 2018-19 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/a><\/li>\n \t<li><a href=\"#table-b10\"><strong>Table B10.<\/strong> 2018-19 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-b11\"><strong>Table B11.<\/strong> 2018-19 Virtual Pass Rate by School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-b12\"><strong>Table B12.<\/strong> 2018-19 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b13\"><strong>Table B13.<\/strong> 2018-19 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/a><\/li>\n \t<li><a href=\"#table-b14\"><strong>Table B14.<\/strong> 2018-19 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b15\"><strong>Table B15.<\/strong> 2018-19 Number and Percentage of Schools and Virtual Enrollments by Locale<\/a><\/li>\n \t<li><a href=\"#table-b16\"><strong>Table B16.<\/strong> 2018-19 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/a><\/li>\n \t<li><a href=\"#table-b17\"><strong>Table B17.<\/strong> 2018-19 Virtual Pass Rate by Locale<\/a><\/li>\n \t<li><a href=\"#table-b18\"><strong>Table B18.<\/strong> 2018-19 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-c\">Appendix - C Course Tables<\/a>\n<ul>\n \t<li><a href=\"#table-c1\"><strong>Table C1.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/a><\/li>\n \t<li><a href=\"#table-c2\"><strong>Table C2.<\/strong> 2018-19 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/a><\/li>\n \t<li><a href=\"#table-c3\"><strong>Table C3.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/a><\/li>\n \t<li><a href=\"#table-c4\"><strong>Table C4.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/a><\/li>\n \t<li><a href=\"#table-c5\"><strong>Table C5.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/a><\/li>\n \t<li><a href=\"#table-c6\"><strong>Table C6.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/a><\/li>\n \t<li><a href=\"#table-c7\"><strong>Table C7.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for AP Courses<\/a><\/li>\n \t<li><a href=\"#table-c8\"><strong>Table C8.<\/strong> 2018-19 Virtual Enrollment Percentage by Subject Area and Locale<\/a><\/li>\n \t<li><a href=\"#table-c9\"><strong>Table C9.<\/strong> 2018-19 Virtual Enrollment Pass Rates by Subject Area and Locale<\/a><\/li>\n \t<li><a href=\"#table-c10\"><strong>Table C10.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/a><\/li>\n \t<li><a href=\"#table-c11\"><strong>Table C11.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-d\">Appendix - D Student Tables<\/a>\n<ul>\n \t<li><a href=\"#table-d1\"><strong>Table D1.<\/strong> 2018-19 Number of Virtual Students with Percent Year over Year Change<\/a><\/li>\n \t<li><a href=\"#table-d2\"><strong>Table D2.<\/strong> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/a><\/li>\n \t<li><a href=\"#table-d3\"><strong>Table D3<\/strong>. 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/a><\/li>\n \t<li><a href=\"#table-d4\"><strong>Table D4.<\/strong> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d5\"><strong>Table D5.<\/strong> 2018-19 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d6\"><strong>Table D6.<\/strong> 2018-19 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/a><\/li>\n \t<li><a href=\"#table-d7\"><strong>Table D7.<\/strong> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/a><\/li>\n \t<li><a href=\"#table-d8\"><strong>Table D8.<\/strong> 2018-19 Number and Percentage of Students and Virtual Enrollments by Full- or Part-Time Type<\/a><\/li>\n \t<li><a href=\"#table-d9\"><strong>Table D9.<\/strong> 2018-19 Pass Rate Comparison for Full- and Part-Time Virtual Learners<\/a><\/li>\n \t<li><a href=\"#table-d10\"><strong>Table D10.<\/strong> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Non-Virtual (NV) Performance (Minimum of 3 Non-Virtual Enrollments)<\/a><\/li>\n \t<li><a href=\"#table-d11\"><strong>Table D11.<\/strong> 2018-19 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/a><\/li>\n \t<li><a href=\"#table-d12\"><strong>Table D12.<\/strong> 2018-19 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/a><\/li>\n \t<li><a href=\"#table-d13\"><strong>Table D13.<\/strong> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Virtual Usage<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-e\">Appendix - E State Assessment Tables<\/a>\n<ul>\n \t<li><a href=\"#table-e1\"><strong>Table E1.<\/strong> 2018-19 Comparison of Virtual and State Pass Rates on 11<sup>th<\/sup> Grade State Assessment Measures<\/a><\/li>\n \t<li><a href=\"#table-e2\"><strong>Table E2.<\/strong> 2018-19 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/a><\/li>\n \t<li><a href=\"#table-e3\"><strong>Table E3.<\/strong> 2018-19 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-e4\"><strong>Table E4.<\/strong> 2018-19 State Assessment Proficiency Rates for Virtual Learners by Virtual Type <\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-f\">Appendix - F Completion Status Tables<\/a>\n<ul>\n \t<li><a href=\"#table-f1\"><strong>Table F1.<\/strong> 2018-19 Number and Percentage of Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f2\"><strong>Table F2.<\/strong> 2018-19 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/a><\/li>\n \t<li><a href=\"#table-f3\"><strong>Table F3.<\/strong> 2018-19 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f4\"><strong>Table F4.<\/strong> 2018-19 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f5\"><strong>Table F5.<\/strong> 2018-19 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-f6\"><strong>Table F6.<\/strong> 2018-19 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/a><\/li>\n \t<li><a href=\"#table-f7\"><strong>Table F7.<\/strong> 2018-19 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/a><\/li>\n \t<li><a href=\"#table-f8\"><strong>Table F8.<\/strong> 2018-19 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/a><\/li>\n \t<li><a href=\"#table-f9\"><strong>Table F9.<\/strong> 2018-19 Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-f10\"><strong>Table F10.<\/strong> 2018-19 Percentage of Part-Time Virtual Enrollments by Completion Status and Special Education Status<\/a><\/li>\n \t<li><a href=\"#table-f11\"><strong>Table F11.<\/strong> 2018-19 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/a><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Effectiveness Reports<\/span><span class=\"accordion-icon\">\u00a0<\/span><\/button><\/dt>\n \t<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2017-18<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/em><\/a><\/dd>\n<\/dl>\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/ER-2019-At-A-Glance-Web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Infographic<\/a> <a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/WEB-Effectiveness-Report-2018-19.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download PDF Version<\/a> <a class=\"btn\" href=\"https:\/\/www.youtube.com\/watch?v=5eOT4yVGELU\" target=\"_blank\" rel=\"noopener\">Watch Report Overview<\/a>\n<h2 id=\"Introduction\">Introduction<\/h2>\nThis report presents analysis of information on virtual learners reported by schools to the state and shares findings in a highly consumable way to aid the evaluation of virtual learning programs. This year\u2019s report is the seventh edition of this annual publication. Past reports are available through the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan Virtual<\/em> website<\/a>. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report\u2019s methodology is captured in Appendix A. Please note that in some tables and figures, the percentage data may not sum to 100% due to rounding.\n<h2 id=\"Schools\">Schools<\/h2>\n<blockquote>\n<h3 id=\"School Fast Facts\">Fast Facts<\/h3>\n<ul>\n \t<li>608 school districts reported at least one virtual enrollment. This represents two-thirds of Michigan school districts.<\/li>\n \t<li>Over half of the 1,225 schools with virtual enrollments had 100 or more virtual enrollments.<\/li>\n \t<li>75% of schools with virtual enrollments had a general education school emphasis; 24% had an alternative education emphasis.<\/li>\n \t<li>88% of schools with virtual learning were LEA schools.<\/li>\n \t<li>LEA schools accounted for 58% of the virtual enrollments; PSA schools generated 39% of the virtual enrollments.<\/li>\n \t<li>54% of virtual enrollments came from schools with part-time virtual learning options.<\/li>\n \t<li>LEA schools had the most full-time virtual schools (59).<\/li>\n \t<li>98% of virtual enrollments came from schools with 100 or more virtual enrollments.<\/li>\n \t<li>About 79% of virtual enrollments came from students in grades 9-12.<\/li>\n \t<li>31% of virtual enrollments came from suburban schools, the most of any locale.<\/li>\n \t<li>Schools with a general education emphasis had a 65% virtual pass rate, outperforming those with an alternative education emphasis, which had a pass rate of 42%.<\/li>\n \t<li>26% of schools had a school-wide virtual pass rate of 90% to 100%.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"number-of-districts\">Number of Districts<\/h3>\nFor the 2018-19 school year, 608 districts reported having at least one virtual enrollment. This represented over two-thirds of the 905 Michigan public school districts for the year. See the <a href=\"http:\/\/bit.ly\/38eTzAI\">MI School Data Report<\/a> for a breakdown of the district count. Within those districts, 1,225 schools reported virtual enrollments, an increase of 67 schools from the prior year.\n<h3 id=\"by-grade-level\">By Grade Level<\/h3>\nAcross the 1,225 schools, 639,130 virtual enrollments were taken. Students in 12<sup>th<\/sup> grade enrolled in the most virtual courses (178,058), representing approximately 28% of all virtual enrollments. The overall pass rate for virtual enrollments was 55%, the same as the prior two years. See <a href=\"#table-f1\">Table F1<\/a> for a more specific breakdown of all the completion statuses. This ranged from a high of 74% in kindergarten to a low of 41% in 9<sup>th<\/sup> grade. See <a href=\"#table-b1\">Table B1<\/a> for more information. Consistent with findings from previous years, virtual learners passed their virtual courses at a lower rate (55%) than they passed their non-virtual courses (76%). This gap is smaller than the past year due to the non-virtual pass rate for students dropping from 79% to 76%. See <a href=\"#table-b2\">Table B2<\/a>.\n<h3 id=\"by-school-level-virtual-pass-rate\">By School-Level Virtual Pass Rate<\/h3>\nOf the 1,225 schools with virtual enrollments, 316 or 26% had school-level virtual pass rates of 90% to 100%. A little more than half of schools had virtual pass rates of 70% or better. See <a href=\"#table-b3\">Table B3<\/a>.\n<h3 id=\"by-entity-type\">By Entity Type<\/h3>\nLEA schools (58%) and PSA schools (39%) accounted for almost all the virtual enrollments. Virtual enrollments came from 1,072 (88%) LEA schools while only 110 (9%) of the schools were PSAs. See <a href=\"#table-b4\">Table B4<\/a>. LEA schools had a higher pass rate (58%) than PSA schools (49%). See <a href=\"#table-b5\">Table B5<\/a> or, for a more in-depth look at the completion statuses, see <a href=\"#table-f2\">Table F2<\/a>.\n<h3 id=\"by-full-time-virtual-schools\">By Full-Time Virtual Schools<\/h3>\nThe number of full-time virtual schools was up from 70 to 79 in 2018-19. Fifty-nine of the 79 full-time virtual schools (75%) were LEA schools. PSA schools accounted for 20% of the full-time virtual schools. See <a href=\"#table-b6\">Table B6<\/a>. Close to 40% of students attending full-time virtual schools did so at LEA schools with about 60% attending a PSA school. The pass rates between these two entity types were fairly close with full-time virtual LEA schools at 51% and PSA schools at 49%. See <a href=\"#table-b7\">Table B7<\/a> and <a href=\"#table-f3\">Table F3<\/a>. In total, 46% of virtual enrollments came from cyber or full-time virtual schools \u2013 three percent higher than last year.\n<h3 id=\"by-part-time-virtual-schools\">By Part-Time Virtual Schools<\/h3>\nAbout 94% of the schools offering virtual learning do so to supplement their face-to-face course offerings. These 1,146 schools, referred to in this report as part-time virtual schools, were predominantly LEA schools (88%). See <a href=\"#table-b8\">Table B8<\/a>. Eighty-six percent of the part-time virtual students were enrolled through LEA schools and 10% through PSA schools. LEA schools accounted for over 275,000 virtual enrollments or 80% of the part-time enrollments. In total, part-time virtual enrollments accounted for 54% of all the virtual enrollments for the year. LEA schools had a pass rate of 61% whereas PSA schools had a pass rate of 50%. Overall, the pass rates for the part-time virtual schools (60%) was over 10 percentage points higher than the rate for the full-time virtual schools (49%). See <a href=\"#table-b9\">Table B9<\/a> and <a href=\"#table-f4\">Table F4<\/a>.\n<h3 id=\"by-school-emphasis\">By School Emphasis<\/h3>\nThree out of four schools with virtual learning were designated as General Education and produced 357,347 (56%) of the virtual enrollments. Schools with Alternative Education as their emphasis accounted for 277,894 (43%) of the virtual enrollments. See <a href=\"#table-b10\">Table B10<\/a>. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 65% virtual pass rate, whereas Alternative Education schools had a 42% virtual pass rate (see <a href=\"#table-b11\">Table B11<\/a> and <a href=\"#table-f5\">Table F5<\/a>), though this varied by entity type. LEA schools, for instance, had a 74% virtual pass rate for General Education schools and a 44% virtual pass rate for Alternative Education schools. See <a href=\"#table-b12\">Table B12<\/a>.\n<h3 id=\"by-number-of-virtual-enrollments\">By Number of Virtual Enrollments<\/h3>\nOver half of schools with virtual enrollments (55%) had 100 or more virtual enrollments. These schools were responsible for 98% of the virtual enrollments. As has been observed in previous years, schools with less than 10 virtual enrollments were the next highest percentage of schools with 18%; however, they only generated .1% of the virtual enrollments. See <a href=\"#table-b13\">Table B13<\/a>. Another trend that continued was that, in general, schools with fewer virtual enrollments per student performed better. Consider, for instance, that 36% of schools with an average of one to two virtual enrollments per virtual learner had a virtual pass rate of 90% to 100%, whereas only 15% of schools with an average of four or more virtual courses per virtual learner had a 90% to 100% pass rate. See <a href=\"#table-b14\">Table B14<\/a>.\n<h3 id=\"by-locale\">By Locale<\/h3>\nRural schools represented about 34% of schools with virtual enrollments. Suburban settings provided the second most schools with 31%. Suburban schools, however, tallied the largest percentage of the virtual enrollments at 31%. All four locales had more than 100,000 virtual enrollments. See <a href=\"#table-b15\">Table B15<\/a>. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. Similarly, schools with less than 25 virtual enrollments was the second most likely scenario. See <a href=\"#table-b16\">Table B16<\/a>. Virtual pass rates varied by locale with suburban schools having the highest virtual pass rate at 60% and those not specified having the lowest at 50%. Both city schools (16%) and those not specified (27%) had the highest percentage of schools with pass rates less than 20%. See <a href=\"#table-b17\">Tables B17<\/a> and <a href=\"#table-b18\">B18<\/a>.\n<h2 id=\"courses\">Courses<\/h2>\n<blockquote>\n<h3 id=\"fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>639,130 virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 55%.<\/li>\n \t<li>Virtual enrollments were spread across 931 different course titles.<\/li>\n \t<li>66% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li>\n \t<li>The course titles with the highest enrollments for each core subject were:\n<ul>\n \t<li>English Language and Literature: English 9, English 10, English 11, and English 12<\/li>\n \t<li>Mathematics: Geometry, Algebra II, Algebra I, and Consumer Math<\/li>\n \t<li>Life and Physical Sciences: Biology, Chemistry, Earth Science, and Physical Science<\/li>\n \t<li>Social Sciences and History: U.S. History\u2014Comprehensive, Economics, World History and Geography, World History\u2014Overview<\/li>\n<\/ul>\n<\/li>\n \t<li>The virtual pass rates for each core subject were:\n<ul>\n \t<li>English Language and Literature: 51%<\/li>\n \t<li>Mathematics: 49%<\/li>\n \t<li>Life and Physical Sciences: 51%<\/li>\n \t<li>Social Sciences and History: 55%<\/li>\n<\/ul>\n<\/li>\n \t<li>29 different Advanced Placement (AP) courses were taken virtually.<\/li>\n \t<li>The percentage of enrollments was fairly consistent by subject area across rural, town, suburban, and city schools.<\/li>\n \t<li>Online courses (defined as including a teacher in the virtual environment) produced 82% of the virtual enrollments. Digital learning (without a teacher in the virtual environment) and blended learning (some virtual, some face-to face instruction) each accounted for about 9% and 8% of the virtual enrollments, respectively.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"number-of-courses\">Number of Courses<\/h3>\nThe 639,130 virtual enrollments came from 931 different course titles, as determined by unique SCED codes.\n<h3 id=\"courses-by-subject-area\">Courses by Subject Area<\/h3>\nEnglish Language and Literature was the subject area with the highest virtual enrollment with 119,337 enrollments \u2013 19% of all virtual enrollments. Mathematics, Social Sciences and History, and Life and Physical Sciences were the other subject areas with 10% or more of the virtual enrollments. In high enrollment subject areas (greater than 25,000 virtual enrollments), virtual pass rates varied from a low of 49% in Mathematics to a high of 65% for Miscellaneous. See <a href=\"#table-c1\">Table C1<\/a> and <a href=\"#table-f6\">Table F6<\/a>. The virtual pass rates were consistently lower than the non-virtual pass rate for the virtual learners in their non-virtual courses, a trend observed in past years. See <a href=\"#table-c2\">Table C2<\/a>.\n<h3 id=\"highest-virtual-enrollment-courses\">Highest Virtual Enrollment Courses<\/h3>\nFor English Language and Literature, the most highly enrolled in virtual courses were 9<sup>th<\/sup>, 10<sup>th<\/sup>, 11<sup>th<\/sup>, and 12<sup>th<\/sup> grade English\/Language Arts. Of those four, the pass rate was lowest for 9<sup>th<\/sup> grade English\/Language Arts (39%) and consistently rose for each subsequent grade level to finish at 55% for 12<sup>th<\/sup> grade English\/Language Arts. See <a href=\"#table-c3\">Table C3<\/a>. In Mathematics, Geometry, Algebra II, and Algebra I were the virtual courses with the highest enrollments. The pass rate across the top 10 most enrolled-in virtual mathematics courses ranged from a low of 35% for Algebra I to a high of 64% for Consumer Math. See <a href=\"#table-c4\">Table C4<\/a>. Biology, Chemistry, and Earth Science were the three course titles responsible for more than 10% of the virtual enrollments in Life and Physical Sciences courses. A quarter of all Life and Physical Sciences virtual courses were taken in Biology. Biology also had the lowest pass rate (42%) of those in the top 10; the highest was Science (grade 8) at 62%. See <a href=\"#table-c5\">Table C5<\/a>. For Social Sciences and History, the four course titles of U.S. History\u2013Comprehensive, Economics, World History and Geography, and World History\u2013Overview each yielded more than 10% of the virtual enrollments. Pass rates for the top 10 most enrolled in courses ranged from a low of 41% in World History and Geography to a high of 65% for Psychology. See <a href=\"#table-c6\">Table C6<\/a>. Twenty-nine AP courses were taken virtually in 2018-19. AP Psychology was the most popular course accounting for 22% of the 3,742 AP enrollments. The pass rate for AP courses taken virtually was 84%. See <a href=\"#table-c7\">Table C7<\/a>. The pass rate for non-virtual AP courses taken by virtual learners was 93%.\n<h3 id=\"subject-area-enrollments-by-locale\">Subject Area Enrollments by Locale<\/h3>\nCourse enrollment patterns were consistent across locales. For instance, Mathematics represented between 16% and 18% of the virtual enrollments for all (rural, town, suburban, city, and not specified) locales. The range was also 3% (11% to 14%) for Life and Physical Sciences and 7% in English Language and Literature. See <a href=\"#table-c8\">Table C8<\/a>. Pass rates in virtual courses also varied across subject areas and locale. For instance, in English Language and Literature, pass rates fell between 39% for not specified schools to 56% for suburban schools. In Mathematics, pass rates ranged from 35% (not specified) to 53% (suburban). See <a href=\"#table-c9\">Table C9<\/a>.\n<h3 id=\"subject-area-enrollments-by-gender\">Subject Area Enrollments by Student Sex<\/h3>\nMales and females enrolled in subject areas in similar proportions. In the four highest enrollment subject areas (English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History), the proportion of enrollment from males and females was within one percent of each other. Pass rates did, however, show more variability by student sex; in most cases, females outperformed males \u2013 a trend that has been consistent with past years. See <a href=\"#table-c10\">Table C10<\/a>.\n<h3 id=\"courses-by-virtual-method\">Courses by Virtual Method<\/h3>\nSchools classified the virtual courses into one of three methods: Blended Learning, Digital Learning, or Online Learning. See page 402 of the <a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY18-19_v1.0_623424_7.pdf\"><em>Michigan<\/em><em> Student Data System Collection Details Manual Version 1.0.<\/em><\/a>\n<ul>\n \t<li>Blended Learning - A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction. For a course to be considered blended, at least 30% of the course content is delivered online.<\/li>\n \t<li>Digital Learning - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n \t<li>Online Course - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time or location, or both. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<\/ul>\nBlended Learning enrollments accounted for 8% of the virtual enrollments and had a pass rate of 49%. Digital Learning totaled 9% of the enrollments with a 54% pass rate. Online courses represented the majority of the enrollments (82%) and yielded a pass rate of 55%. See <a href=\"#table-c11\">Table C11<\/a>.\n<h2 id=\"students\">Students<\/h2>\n<blockquote>\n<h3 id=\"student-fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>120,669 K-12 students took at least one virtual course which represented 8% of Michigan public school students.<\/li>\n \t<li>85% of virtual learners were in high school; 33% were seniors and 21% were juniors.<\/li>\n \t<li>49% of virtual learners passed all their virtual courses. Twenty-three percent of virtual learners did not pass any of their virtual courses.<\/li>\n \t<li>Of the 27,663 students who did not pass any of their virtual courses, 41% took only one or two courses. Over 12,550 students took and did not pass five or more virtual courses with 3,778 students taking and not passing 11 or more virtual courses.<\/li>\n \t<li>Female students had a higher pass rate (57%) than did males (53%).<\/li>\n \t<li>Students in poverty made up the majority of virtual learners (57%) and virtual enrollments (66%). Students in poverty also had a lower pass rate (48% v. 69%).<\/li>\n \t<li>Part-time virtual learners had higher pass rates (60%) compared to full-time virtual learners (49%). This also included student in poverty (52% v. 43%).<\/li>\n \t<li>Students using special education services made up 11% of the virtual learners.<\/li>\n \t<li>Pass rates were higher for students taking fewer virtual courses. Students taking one or two virtual courses had a 76% pass rate compared to 51% for those taking five or more.<\/li>\n \t<li>White students represented 68% of virtual students; African-Americans were 17%.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"by-student-grade-level\">By Grade Level<\/h3>\nFor the 2018-19 school year, 120,669 Michigan K-12 students, approximately 8% of students in the state, took at least one virtual course. This was a 7% increase in the number of virtual learners compared to what was reported for 2017-18. Only about 7% of the state\u2019s virtual learners were in grades K-5. Grades 6-8 were responsible for about 9% of the virtual learners. High school grade levels generated 85% of the virtual learners. About 33% of virtual learners were high school seniors and 21% were juniors. See <a href=\"#table-d1\">Table D1<\/a>.\n<h3 id=\"by-student-sex\">By Student Sex<\/h3>\nThere were slightly more females (61,089) enrolled in virtual courses than males (59,593), though from a percentage perspective, each represented about half of the population. Females had a 4% higher pass rate (57% compared to males at 53%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See <a href=\"#table-d2\">Table D2<\/a> and <a href=\"#table-f7\">Table F7<\/a>.\n<h3 id=\"student-by-race\/ethnicity\">By Race\/Ethnicity<\/h3>\nWhite students made up 68% of virtual students with African American students totaling the second highest percentage with 17%. Asian students had the only pass rate (76%) above 60%. See <a href=\"#table-d3\">Table D3<\/a> and <a href=\"#table-f8\">Table F8<\/a>.\n<h3 id=\"student-by-poverty-status\">By Poverty Status<\/h3>\nFifty-seven percent of virtual learners were classified as living in poverty. This is about 7% higher than the percentage of K-12 students statewide who were eligible for free or reduced lunch (50%) in the fall of 2018. See the <a href=\"https:\/\/www.mischooldata.org\/Other\/DataFiles\/StudentCounts\/HistoricalFreeAndReducedLunchCounts.aspx\"><em>Fall State Free and Reduced Lunch Count file for the 2018-19 school year<\/em><\/a>. Students living in poverty took 66% of the virtual enrollments for the year. This is the same percentage as the prior year. The pass rate for students in poverty (48%) was 21 percentage points lower than students who were not in poverty (69%). See <a href=\"#table-d4\">Table D4<\/a> and <a href=\"#table-f9\">Table F9<\/a>. In addition to the performance gap between those in poverty and those not in poverty, there were also differences in non-virtual pass rates. Virtual learners in poverty had a 68% pass rate in their non-virtual courses, 20 percentage points better than their virtual pass rate. Interestingly, students not in poverty had an 85% pass rate in their non-virtual courses, an improvement of 16 percentage points over their virtual pass rate. Thus, students in poverty had a larger performance gap between their virtual and non-virtual pass rates than did students who were not in poverty. See <a href=\"#table-d5\">Table D5<\/a>. Differences were apparent by virtual type. Sixty-seven percent of full-time virtual learners were in poverty compared to 54% of part-time virtual learners. The pass rate for full-time virtual learners in poverty was 43% compared to 52% for part-time virtual learners. See <a href=\"#table-d6\">Table D6<\/a>.\n<h3 id=\"student-by-special-education\">By Special Education Status<\/h3>\nStudents using special education services made up 11% of the virtual learners and 13% of the virtual enrollments. These percentages are somewhat similar to the statewide percentage of students using special education services (13.3%) for the 2018-19 school year. See the <a href=\"http:\/\/bit.ly\/30DNUkX\"><em>2018-19 Special Education Data Portraits: Disability Snapshot<\/em><\/a>. Students using special education services had a virtual pass rate of 48% compared to 56% for those who did not. See <a href=\"#table-d7\">Table D7<\/a> and <a href=\"#table-f10\">Table F10<\/a>.\n<h3 id=\"student-by-FT-or-PT\">By Full-Time or Part-Time<\/h3>\nAbout a quarter of students (31,176) were enrolled in cyber or full-time virtual schools. Students in these schools accounted for 295,234 or 46% of the virtual enrollments for the year. The pass rate for full-time virtual students was 49%. Three out for four virtual learning students are part-time virtual learners, taking some courses virtually to supplement their face-to-face schedule. This subset made up 54% of the virtual enrollments and had a pass rate of 60%. See <a href=\"#table-d8\">Table D8<\/a>. This rate is about 16% lower than their pass rate in face-to-face courses (76%). See <a href=\"#table-d9\">Table D9<\/a>.\n<h3 id=\"student-by-non-virtual-course-performance\">By Non-Virtual Course Performance<\/h3>\nPart-time virtual learners with at least three non-virtual courses were classified into one of three categories based on their success in those non-virtual courses. The three categories were:\n<ul>\n \t<li>Passed all Non-Virtual Courses<\/li>\n \t<li>Did Not Pass 1 or 2 Non-Virtual Courses<\/li>\n \t<li>Did Not Pass 3 or More Non-Virtual Courses<\/li>\n<\/ul>\nIn total, 62% of virtual learners had at least three or more non-virtual enrollments. Of that group, 47% of students passed all their non-virtual courses, 19% did not pass one or two, and 34% did not pass three or more. There were clear differences in virtual pass rates between the three categories. Students passing all of their non-virtual courses had an 82% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 67%, and those with the lowest non-virtual success had a virtual pass rate of only 39%. See <a href=\"#table-d10\">Table D10<\/a>.\n<h3 id=\"student-by-virtual-course-performance\">By Virtual Course Performance<\/h3>\nForty-nine percent of virtual learners passed every virtual enrollment they took. Twenty-three percent did not pass any of their virtual enrollments, and 28% passed some, but not all of their virtual enrollments. Students who passed all of their virtual courses were responsible for 31% of the virtual enrollments. Students with mixed success generated 48% of the enrollments, and students who did not pass any of their virtual courses contributed 21% of the virtual enrollments. These statistics are remarkably similar to last year. See <a href=\"#table-d11\">Table D11<\/a>.\n\nFor the students who did not pass any of their virtual courses, 41% only took one or two virtual courses. On the other hand, 12,559 students did not pass five or more virtual courses, and a staggering 3,778 students did not pass 11 or more virtual courses. Further analysis of students failing all of their 11 or more virtual courses showed 87% of these students had a single school report data for them. Over 2,500 of these students were primarily or exclusively enrolled through full-time virtual programs. Over 560 students were using special education services (15%) and slightly fewer than 3,100 of these students (81%) were in poverty. See <a href=\"#table-d12\">Table D12<\/a> and <a href=\"#table-f11\">Table F11<\/a>.\n\nWhat <a href=\"#table-f11\">Table F11<\/a> makes clear is that for students who do not pass any of their virtual enrollments, \u201cwithdrawns\u201d and \u201cincompletes\u201d were rampant. For the virtual enrollments from students who did not pass any of their virtual enrollments, 47% had a \u201cWithdrawn\u201d status (exited, failing, or passing) and another 20% were classified as \u201cIncomplete.\u201d For those taking 11 or more virtual courses, 44% had a \u201cWithdrawn\u201d status and 23% were marked \u201cIncomplete\u201d. In each case, only 28% and 30% of the virtual enrollments, respectively, were actually classified as \u201cCompleted\/Failed.\u201d Please see the section on <a href=\"#pass-rate-calculations\">Pass Rate Calculations<\/a> for more elaboration on the impact of such issues on pass rates.\n<h3 id=\"student-by-virtual-usage\">By Virtual Usage<\/h3>\nGenerally speaking, virtual learners did better when they took fewer virtual courses. Students taking one to two virtual courses had a pass rate of 76% compared to a pass rate of 64% for those taking three to four virtual courses and a pass rate of 51% for students taking five or more virtual courses. About 44% of students fell under the description of taking one or two virtual courses; however, 42% were found to have taken five or more virtual courses during the year. See <a href=\"#table-d13\">Table D13<\/a>.\n<h2 id=\"student-by-state-assessment\">State Assessment<\/h2>\n<blockquote>\n<h3 id=\"state-assessment-fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>44% of 11<sup>th<\/sup> grade virtual learners who took the SAT were proficient in the Reading\/Writing component. A quarter tested proficient in Math.<\/li>\n \t<li>Higher proficiency rates were seen with higher non-virtual performance and with students who were not in poverty.<\/li>\n \t<li>A higher percentage of part-time virtual learners reached levels of proficiency on state assessment measures than their full-time counterparts.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"assessment-by-subject-area\">By Subject Area<\/h3>\nState assessment data can be used to provide an independent measure of student performance. Based on SAT and M-STEP data from students in 11<sup>th<\/sup> grade, virtual learners showed lower percentages reaching proficiency on the Evidence-Based Reading and Writing (SAT), Mathematics (SAT), and Social Studies (M-STEP) examinations than the statewide proficiency rates. Forty-four percent of the 11<sup>th<\/sup> grade virtual learners tested proficient in Evidence-Based Reading and Writing and about a quarter were proficient in Mathematics. For Social Studies, 37% of the virtual learners reach proficiency. See <a href=\"#table-e1\">Table E1<\/a>.\n<h3 id=\"assessment-by-non-virtual-performance\">By Non-Virtual Performance<\/h3>\nAs would be expected, the percentage of virtual learners testing proficient on these state tests varied considerably when accounting for their non-virtual performance. For instance, students taking a minimum of three non-virtual courses and passing all of them had proficiency rates that exceeded the statewide average for each of tests. Students who did not pass one or two of their non-virtual courses and those not passing three or more of their non-virtual courses had much lower rates of proficiency. See <a href=\"#table-e2\">Table E2<\/a>.\n<h3 id=\"assessment-by-poverty-status\">By Poverty Status<\/h3>\nStudents in poverty consistently recorded proficiency rates that were about 30 percentage points lower than their peers who were not in poverty. As an example, 29% of virtual learners in poverty scored proficient on the Evidence-Based Reading and Writing exam compared to 60% for those who were not in poverty. See <a href=\"#table-e3\">Table E3<\/a>.\n<h3 id=\"assessment-by-ft-or-pt-type\">By Full- or Part-Time Type<\/h3>\nStudents taking virtual courses in a part-time capacity had higher rates of proficiency on the assessments compared to full-time virtual learners. The gap was sizable; ranging from a high of 19 percentage points on the mathematics assessment to a low of 14 on the social studies exam. See <a href=\"#table-e4\">Table E4<\/a>.\n<h2 id=\"maps\">Maps<\/h2>\nAlpena-Montmorency-Alcona, Berrien, COOR, Gogebic-Ontonagon, Jackson, St. Joseph, and Tuscola ISDs\/RESAs had at least 15% of students in their service areas take a virtual course in 2018-19. In total, there were 22 ISDs\/RESA with 10% or more of the students taking virtual courses. See Figure 2.\n\n<img class=\"wp-image-2645 size-full aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/2018-19-Non-Cyber_Percent_Students_Map-Updated.png\" alt=\"Map shows Michigan ISDs colored by the percentage of students who took at least one virtual courses. All but four ISDs have some color of blue meaning they have at least 5% of more of their students taking a virtual course (non-cyber) in 2018-19. In contrast, 22 ISDs had 10% or more of its students with virtual enrollments; see the preceding paragraph for more detail.\" width=\"1958\" height=\"1934\" \/> \u00a0 <strong>Figure 2.<\/strong> <em>2018-19 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD<\/em>\n\nOne in five students attending a PSA cyber school resided within the Wayne RESA service area. The Macomb and Oakland ISD service area were the only other ISDs with 1,000 or more students attending PSA cyber schools. Genesee, Kent, and Ingham ISDs each had between 500 and less than 1,000 students from their area attending PSA cyber schools. See Figure 3.\n\n<img class=\"wp-image-2646 size-full aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/2018-19-Cyber-Map-Count-Updated.png\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties are white meaning they have less than 100 PSA cyber students in 2018-19. Counties with the highest percentage cluster around the Wayne, Oakland, Macomb, Ingham, and Kent counties.\" width=\"1958\" height=\"1934\" \/> <strong>Figure 3.<\/strong> <em>2018-19 Count of PSA Cyber School Students by Resident ISD<\/em>\n<h2 id=\"conclusion\">Conclusion<\/h2>\nThis year\u2019s report represents the ninth year of data on the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist. See <a href=\"#table-1\">Table 1<\/a>. The use of virtual learning as evidenced by the number of virtual learners, virtual enrollments, and schools with virtual learners continues to grow. At the same time, performance in virtual courses has been stagnant over the past several years.\n<table id=\"table-1\" class=\"formatted-right\"><caption><a href=\"#conclusion\"><strong>Table 1.<\/strong><\/a> Summary of Virtual Learning Metrics by School Year Since 2010-11<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Year<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Learners<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrollments<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"60\">2010-11<\/td>\n<td style=\"text-align: right\" width=\"60\">36,348<\/td>\n<td style=\"text-align: right\" width=\"60\">89,921<\/td>\n<td style=\"text-align: right\" width=\"60\">654<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2011-12<\/td>\n<td style=\"text-align: right\" width=\"60\">52,219<\/td>\n<td style=\"text-align: right\" width=\"60\">153,583<\/td>\n<td style=\"text-align: right\" width=\"60\">850<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2012-13<\/td>\n<td style=\"text-align: right\" width=\"60\">55,271<\/td>\n<td style=\"text-align: right\" width=\"60\">185,053<\/td>\n<td style=\"text-align: right\" width=\"60\">906<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2013-14<\/td>\n<td style=\"text-align: right\" width=\"60\">76,122<\/td>\n<td style=\"text-align: right\" width=\"60\">319,630<\/td>\n<td style=\"text-align: right\" width=\"60\">1,007<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2014-15<\/td>\n<td style=\"text-align: right\" width=\"60\">91,261<\/td>\n<td style=\"text-align: right\" width=\"60\">445,932<\/td>\n<td style=\"text-align: right\" width=\"60\">1,072<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2015-16<\/td>\n<td style=\"text-align: right\" width=\"60\">90,878<\/td>\n<td style=\"text-align: right\" width=\"60\">453,570<\/td>\n<td style=\"text-align: right\" width=\"60\">1,026<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2016-17<\/td>\n<td style=\"text-align: right\" width=\"60\">101,359<\/td>\n<td style=\"text-align: right\" width=\"60\">517,470<\/td>\n<td style=\"text-align: right\" width=\"60\">1,102<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2017-18<\/td>\n<td style=\"text-align: right\" width=\"60\">112,688<\/td>\n<td style=\"text-align: right\" width=\"60\">581,911<\/td>\n<td style=\"text-align: right\" width=\"60\">1,158<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2018-19<\/td>\n<td style=\"text-align: right\" width=\"60\">120,669<\/td>\n<td style=\"text-align: right\" width=\"60\">639,130<\/td>\n<td style=\"text-align: right\" width=\"60\">1,225<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nThe overall pass rate remains a reason for pessimism. Successful implementations of virtual learning are outnumbered by poorly performing programs, and there are too many students having little to no success. Almost a quarter of students did not pass any of their virtual courses with over 12,550 students taking at least five virtual courses and passing none of them. These practices need to stop. They need to be replaced by the practices at the more than 500 Michigan schools with virtual pass rates of 80% or higher. In these higher performing schools, the data show:\n<ul>\n \t<li><em>Successful virtual programs can support various numbers of students, enrollments, and courses offerings<\/em> \u2013 These schools showed success with less than 10 students (36%) and more than 50 students (41%). Some offered few enrollments (over 100 schools had less than 10 virtual enrollments) while others offered many (over 200 schools had 100 or more). They also varied in the numbers of course titles offered. About 40% offered 10 or fewer virtual courses titles. About a quarter had between 26 and 50 courses, and over 10% of the schools had students in more than 50 different virtual courses.<\/li>\n \t<li><em>LEA and PSA schools can offer successful virtual programs<\/em> \u2013 Over 40 percent of LEA schools with virtual programs had schoolwide virtual pass rates of 80% or higher. For PSA schools, it was about one out of every three. Both traditional school districts and charter districts can run successful virtual programs.<\/li>\n \t<li><em>Schools in cities, suburbs, towns, and rural settings are proving virtual learning success<\/em> \u2013 There were more than 75 city and 75 town schools with virtual pass rates of 80% or higher. There were just shy of 150 for suburban locales, and almost 190 of such schools in rural settings. These schools are proving virtual learning can succeed across the various geographies of the state.<\/li>\n \t<li><em>These schools show strong results across students of different race\/ethnicities <\/em>\u2013 Whereas a sizable performance gap exists for students based on their race\/ethnicity when looking at all virtual programs, those gaps close substantially for these 500+ schools. Consider that the pass rate for African-American or Black students is 90% in these schools (compared to 43% in the overall virtual population) and only lags the White virtual pass rate in these schools by 1% (compared to 16% in the overall virtual population). For each of the known race\/ethnicities, the virtual pass rate ranges between 88% to 93% for these schools.<\/li>\n \t<li><em>Students in poverty are succeeding in these virtual programs<\/em> \u2013 Recall that across the entire state, students in poverty had a pass rate (48%) that was 21 percentage points lower than those virtual students who were not in poverty. For these 500+ schools, the virtual pass rate for students in poverty rose to 88% - much closer to the 92% virtual pass rate for the students who were not in poverty. Students in poverty continued to represent a large percentage of virtual learners (40%) in these schools, but quite a bit smaller than the 57% seen in all virtual programs across the state.<\/li>\n \t<li><em>Both full- and part-time programs can run effective virtual programs<\/em> \u2013 These 500+ schools show that over 40% of part-time programs were able to yield schoolwide virtual pass rates of 80% or higher. It appears a bit more difficult for full-time programs, but 12 of the 79 full-time programs also achieved this success benchmark.<\/li>\n \t<li><em>Both general education and alternative education programs reached 80% school-wide virtual pass rates<\/em> - There were over 450 general education schools in Michigan that achieved schoolwide virtual pass rates of 80% or higher. This was one out of every two general education schools with virtual programs. For alternative programs, 42 schools reached this mark. As a percentage of alternative programs, it represented just 14% of such schools, indicating that while possible, this threshold of success remains a sizable challenge.<\/li>\n \t<li><em>Virtual students can perform at or above their face-to-face performance level \u2013 <\/em>In these 500+ schools, there were over 6,000 virtual learners who took a minimum of three virtual courses and had data for a minimum of three non-virtual courses. Eighty-one percent of these students had virtual pass rates that met or exceeded their non-virtual pass rates.<\/li>\n<\/ul>\n<h2 id=\"appendix-a\">Appendix A - Methodology<\/h2>\n<h3>About the Data<\/h3>\nThe data for this report came from the following sources:\n<ul>\n \t<li>Michigan Student Data System \u2013 School Year 2018-2019;<\/li>\n \t<li>Educational Entity Master (EEM);<\/li>\n \t<li>Michigan Student Data System Teacher Student Data Link (TSDL) \u2013 Collection Year 2018-2019; and<\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2017-18<\/em><\/a> \u2013 Used for comparing this year\u2019s data with the 2017-18 school year.<\/li>\n<\/ul>\nBecause the data for this report incorporates this variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.\n\nThe majority of enrollments classified as virtual in this report were treated as such due to the TSDL virtual method field indicating virtual delivery. However, this field is known to contain inaccuracies. For the purposes of this report, additional methods were used to identify enrollments with a high likelihood of having been delivered virtually. Each of the methods used, along with the percentage of enrollments it contributed to the total, are outlined below.\n<ul>\n \t<li>TSDL Virtual Method Flag = Yes. Enrollments where the TSDL virtual method field was set to \u201cBlended Learning,\u201d \u201cDigital Learning,\u201d or \u201cOnline Course\u201d were treated as virtual. According to the TSDL Data Collection Manual, the virtual method field \u201cindicates the type of virtual instruction the student is receiving. This could be virtual learning, online learning or computer courses; distance learning; or self-scheduled virtual learning\u201d (see page 402 of the <a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY18-19_v1.0_623424_7.pdf\"><em>Michigan Student Data System Collection Details Manual Version 1.0<\/em><\/a>). This strategy yielded 99% (631,667) of the virtual enrollments.<\/li>\n \t<li>TSDL Local Course Title Field References <em>Michigan Virtual<\/em>. The strategy of searching the local course title field for common references to <em>Michigan Virtual<\/em> yielded less than 1% (864) of the virtual enrollments. The wild card search criteria for <em>Michigan Virtual <\/em>consisted of the following: \u2018%MI Virtual%\u2019, \u2018%Mich Virt%\u2019, \u2018%MIVHS%\u2019, \u2018%MIVS%\u2019, \u2018%MVS%\u2019, \u2018%MVU%\u2019, \u2018%VH\u2019, \u2018%MVHS%\u2019, \u2018%MIVU%\u2019, \u2018%VHS%\u2019, \u2018MV%\u2019, \u2018%MV\u2019, \u2018%Michigan Virtual%\u2019, \u2018%IS: MV%\u2019, \u2018%IS:MV%\u2019, \u2018%MI Virt%\u2019, \u2018%MV HS%\u2019, \u2018Virtual HS%\u2019, and \u2018Mich. Virtual High School%\u2019.<\/li>\n \t<li>Local Course Title Field References Common Third Party Providers. Searching the local course title field for common references to known third-party providers of virtual courses yielded less than 1% (2,333) of the virtual enrollments. The wild card search criteria for common third-party providers consisted of the following: \u2018%Apex%\u2019, \u2018APX%\u2019, \u2018%Aventa%\u2019, \u2018%BYU%\u2019, \u2018%Brigham%\u2019, \u2018%Compass%\u2019, \u2018%Edgen%\u2019, \u2018%2020%\u2019, \u2018%20\/20%\u2019, \u2018%20-20%\u2019, \u2018%E20%\u2019, \u2018%Edison%\u2019, \u2018%FLVS%\u2019, \u2018%FVS%\u2019, \u2018%GenNet%\u2019, \u2018%Gen Net%\u2019, \u2018%K12 Virtual%\u2019, \u2018%K12:%\u2019, \u2018%K12vs%\u2019, \u2018%Lincoln Int%\u2019, \u2018%Little Lincoln%\u2019, \u2018%- Lincoln%\u2019, \u2018%(Lincoln)%\u2019, \u2018%Lincoln\u2019, \u2018%UNL%\u2019, \u2018%Middlebury%\u2019, \u2018%Nova net%\u2019, \u2018%Novanet%\u2019, \u2018%Odyssey%\u2019,\u2018%Odware%\u2019, \u2018ODY%\u2019, \u2018%(OD%\u2019, \u2018%Edmentum%\u2019, and \u2018%Plato%\u2019.<\/li>\n \t<li>TSDL Local Course Title Field References Common Generic Labels for Online or Virtual Learning. Searching the local course title field for common references to online, distance, or virtual learning yielded less than 1% (4,266) of the virtual enrollments. The wild card search criteria for common generic labels for online or virtual learning consisted of the following: \u2018%Online%\u2019, \u2018%On-line%\u2019, \u2018%On line%\u2019, \u2018%onl\u2019, \u2018%onli\u2019, \u2018%onlin\u2019, \u2018%- OL\u2019, \u2018%-OL\u2019, \u2018%O\/L%\u2019, \u2018OL %\u2019, \u2018%STW%\u2019, \u2018%E-Learn%\u2019, \u2018%E-LRN%\u2019, \u2018%Virtual%\u2019, \u2018%- virt%\u2019, and \u2018%- DL\u2019.<\/li>\n<\/ul>\n<h3>Michigan Virtual Students<\/h3>\nIn past years of this report, data on <em>Michigan Virtual<\/em> students were presented with two known issues. First, because <em>Michigan Virtual<\/em> is not a school entity and its data are not part of the state data sets, <em>Michigan Virtual<\/em> and CEPI used a matching process to attempt to tie the records together. This was always an imperfect matching process where some students taking <em>Michigan Virtual<\/em> courses were not able to be linked in the data set and, therefore, under-reported on students taking courses with <em>Michigan Virtual<\/em>. The second issue was that even when the process yielded a match for a student, it could not be determined which virtual courses the student took with <em>Michigan Virtual<\/em> as opposed to another course provider. Faced with that dilemma, the approach taken was to count all virtually delivered enrollments for such students as being provided by <em>Michigan Virtual<\/em>, recognizing that not all were actually delivered by <em>Michigan Virtual<\/em>.\n\nIn preparing this year\u2019s report, it was determined that the impact these two issues had on the data were significant enough to render the reporting value moot. However, <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/2018-2019-Michigan-Virtual-Annual-Report.pdf\"><em>Annual Report for 2018-19<\/em><\/a>\u00a0does contain information on its student enrollments. For instance, data are provided on the number of students served (over 16,900), districts served (over 60% of LEA Districts), enrollments served (over 30,100) and its pass rate (82%). For more information about <em>Michigan Virtual<\/em> enrollments for the same school year as this report, please see that annual report.\n<h3 id=\"pass-rate-calculations\">Pass Rate Calculations<\/h3>\nFor this report, the pass rate was calculated based on the values recorded in the \u201cCompletion Status\u201d field. For more information about the Completion Status field, including definitions for each status, see page 396 of the <em>Michigan<\/em><em> <a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY18-19_v1.0_623424_7.pdf\">Student Data System Collection Details Manual Version 1.0<\/a><\/em>. Column one of Table A1 displays the various statuses reported by schools for the virtual enrollments.\n<table id=\"table-a1\" class=\"formatted-right\"><caption><a href=\"#pass-rate-calculations\"><strong>Table A1.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>10,957<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>99,927<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #f7941e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>350,594<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>55%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>65,162<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>42<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>112<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>64,013<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>16,334<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>31,989<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>639,130<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nThroughout this report, the pass rate calculated simply represents the percentage of virtual enrollments with a status of \u201cCompleted\/Passed.\u201d Notice that the percentage of enrollments with a \u201cCompleted\/Passed\u201d status in Table A1 matches the statewide pass rate. This pass rate formula remains consistent with past reports. Please keep in mind that calculating the pass rate in this manner will result in the lowest possible percentage.\n\nTo illustrate why this is, consider the completion status of \u201cAudited (No Credit Issued).\u201d These virtual enrollments are not \u201cfailures\u201d per se; however, including these enrollments in the total counts adds to the formula\u2019s denominator without impacting to the numerator, the effect of which is to lower the percentage of other completion statuses including \u201cCompleted\/Passed.\u201d Another example is enrollments with a completion status of \u201cIncomplete.\u201d About 10% of the virtual enrollments in this report were classified as \u201cIncomplete.\u201d As such, they are treated in the report\u2019s pass rate formula as zero passes, even though some may eventually be awarded a passing status. Finally, it is unclear how to best treat enrollments with a \u201cWithdrawn\u201d status. For instance, 5% of the virtual enrollments in 2018-19 were marked as \u201cWithdrawn\/Passing,\u201d meaning that the student was passing the course at the time the student was withdrawn. Should these enrollments be counted as failures? What about students whose enrollments were marked as \u201cWithdrawn\/Exited\u201d (10% of the virtual enrollments)? There is no way to determine whether that exiting occurred in the first few weeks of class or the final weeks of class. The data do not provide insight into whether the student was reenrolled in a different course or whether it was too late for reenrollment in a credit-bearing opportunity for the student.\n\nThe research team raises these issues because they represent questions for which there are no definitive answers. In the end, the team decided to report the pass rate as the percentage of all virtual enrollments that were reported as \u201cCompleted\/Passed.\u201d To provide readers with a better idea of the impact of this approach, additional data tables are provided in Appendix F to allow interested readers in drawing their own conclusions and calculating their own formulas for many of the pass rates reported.\n<h3 id=\"data-limitations\">Data Limitations<\/h3>\nBecause of the methodology described above, some enrollments are counted as virtual in this report that should not be \u2013 either because they were mistakenly marked as virtual by the school and\/or because the local course title searches implemented by the research team yielded false positives. On the other hand, it is also safe to assume that some enrollments that should have been marked as virtual were not, both because they were not correctly flagged by the school and because the local course title did not give an indication of its virtual nature that aligned with the conventions used in the strategies outlined above. Consequently, the figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.\n\nOne final caveat for interpreting the results published in this report: There is clear variability in what schools report to the state as a \u201ccourse.\u201d Some records align well with reporting conventions outlined by the U.S. Department of Education under their School Codes for the Exchange of Data (SCED) (see the U.S. Department of Education\u2019s <a href=\"http:\/\/nces.ed.gov\/pubs2007\/2007341.pdf\"><em>School Codes for the Exchange of Data<\/em><\/a>). However, a review of the data suggests that many schools submit course records that may be better described as course units or lessons. Hence, while one district may report a single course for a child, for instance, Algebra I, another school might submit five such records, all with the same subject areas and course identifier codes, but with different local course IDs. <a href=\"#table-2\">Table A2<\/a> provides a glimpse into such reporting variability. Consider the part-time schools. For that group, 48% of the students had 11 to 15 courses reported (including both virtual and non-virtual enrollments), but 21% of part-time students had more than that. This issue is pointed out to alert readers that not all courses likely represent a semester- or trimester-length unit.\n<table id=\"table-2\" class=\"formatted-right\"><caption><a href=\"#data-limitations\"><strong>Table A2.<\/strong><\/a> 2018-19 Percentage of Students by Total Student Course Counts (Virtual and Non-Virtual) and Full- or Part-Time Schools<\/caption>\n<thead>\n<tr>\n<th><strong>Total Course Count by Student\u00a0<\/strong><\/th>\n<th>Full-Time<\/th>\n<th><strong>Part-Time\u00a0<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>1 to 5<\/td>\n<td>12%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>6 to 10<\/td>\n<td>29%<\/td>\n<td>22%<\/td>\n<\/tr>\n<tr>\n<td>11 to 15<\/td>\n<td>43%<\/td>\n<td>48%<\/td>\n<\/tr>\n<tr>\n<td>16 to 20<\/td>\n<td>11%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td>21+<\/td>\n<td>5%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-b\">Appendix - B School Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-b1\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table B1.<\/strong><\/a> 2018-19 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/caption>\n<thead>\n<tr>\n<th><strong>Grade Level<\/strong><\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>% of Enrolls<\/strong><\/th>\n<th><strong>% Change<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<th><strong>% Change from 17-18<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>K<\/td>\n<td>8,356<\/td>\n<td>1%<\/td>\n<td>11%<\/td>\n<td>74%<\/td>\n<td>+4%<\/td>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>10,029<\/td>\n<td>2%<\/td>\n<td>23%<\/td>\n<td>69%<\/td>\n<td>+2%<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>10,118<\/td>\n<td>2%<\/td>\n<td>-4%<\/td>\n<td>69%<\/td>\n<td>+8%<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>9,578<\/td>\n<td>1%<\/td>\n<td>-4%<\/td>\n<td>71%<\/td>\n<td>+0%<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>11,229<\/td>\n<td>2%<\/td>\n<td>-3%<\/td>\n<td>71%<\/td>\n<td>+2%<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>13,656<\/td>\n<td>2%<\/td>\n<td>16%<\/td>\n<td>67%<\/td>\n<td>-2%<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>17,924<\/td>\n<td>3%<\/td>\n<td>6%<\/td>\n<td>66%<\/td>\n<td>+1%<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>22,931<\/td>\n<td>4%<\/td>\n<td>0%<\/td>\n<td>63%<\/td>\n<td>+0%<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>30,283<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<td>60%<\/td>\n<td>+1%<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>97,326<\/td>\n<td>15%<\/td>\n<td>8%<\/td>\n<td>41%<\/td>\n<td>+0%<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>112,447<\/td>\n<td>18%<\/td>\n<td>10%<\/td>\n<td>48%<\/td>\n<td>+2%<\/td>\n<\/tr>\n<tr>\n<td>11<\/td>\n<td>117,195<\/td>\n<td>18%<\/td>\n<td>13%<\/td>\n<td>53%<\/td>\n<td>-2%<\/td>\n<\/tr>\n<tr>\n<td>12<\/td>\n<td>178,058<\/td>\n<td>28%<\/td>\n<td>13%<\/td>\n<td>59%<\/td>\n<td>-3%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>639,130<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>10%<\/strong><\/td>\n<td><strong>55%<\/strong><\/td>\n<td><strong>0%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b2\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table B2.<\/strong><\/a> 2018-19 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/caption>\n<thead>\n<tr>\n<th><strong>Grade Level<\/strong><\/th>\n<th><strong>Virtual Pass Rate<\/strong><\/th>\n<th><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>K<\/td>\n<td>74%<\/td>\n<td>51%<\/td>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>69%<\/td>\n<td>65%<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>69%<\/td>\n<td>67%<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>71%<\/td>\n<td>55%<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>71%<\/td>\n<td>59%<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>67%<\/td>\n<td>72%<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>66%<\/td>\n<td>81%<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>63%<\/td>\n<td>68%<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>60%<\/td>\n<td>69%<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>41%<\/td>\n<td>66%<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>48%<\/td>\n<td>73%<\/td>\n<\/tr>\n<tr>\n<td>11<\/td>\n<td>53%<\/td>\n<td>79%<\/td>\n<\/tr>\n<tr>\n<td>12<\/td>\n<td>59%<\/td>\n<td>81%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>55%<\/strong><\/td>\n<td><strong>76%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b3\" class=\"formatted-right\"><caption><a href=\"#by-school-level-virtual-pass-rate\"><strong>Table B3.<\/strong><\/a> 2018-19 Number and Percentage of Schools by School Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">0% to &lt;10%<\/td>\n<td style=\"text-align: right\" width=\"60\">80<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">10% to &lt;20%<\/td>\n<td style=\"text-align: right\" width=\"60\">34<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">20% to &lt;30%<\/td>\n<td style=\"text-align: right\" width=\"60\">55<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">30% to &lt;40%<\/td>\n<td style=\"text-align: right\" width=\"60\">77<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">40% to &lt;50%<\/td>\n<td style=\"text-align: right\" width=\"60\">72<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">50% to &lt;60%<\/td>\n<td style=\"text-align: right\" width=\"60\">121<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">60% to &lt;70%<\/td>\n<td style=\"text-align: right\" width=\"60\">135<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">70% to &lt;80%<\/td>\n<td style=\"text-align: right\" width=\"60\">147<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">80% to &lt;90%<\/td>\n<td style=\"text-align: right\" width=\"60\">188<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">90% to 100%<\/td>\n<td style=\"text-align: right\" width=\"60\">316<\/td>\n<td style=\"text-align: right\" width=\"60\">26%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b4\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table B4.<\/strong><\/a> 2018-19 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of Schools<\/th>\n<th>% of Schools<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">28<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">8,420<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">1,072<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<td style=\"text-align: right\" width=\"60\">368,579<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">15<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">11,638<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">110<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">250,493<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b5\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table B5.<\/strong><\/a> 2018-19 Virtual Pass Rate by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Pass Count<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">5,013<\/td>\n<td style=\"text-align: right\" width=\"60\">8,420<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">214,941<\/td>\n<td style=\"text-align: right\" width=\"60\">368,579<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">8,060<\/td>\n<td style=\"text-align: right\" width=\"60\">11,638<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">122,580<\/td>\n<td style=\"text-align: right\" width=\"60\">250,493<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>350,594<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b6\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table B6.<\/strong><\/a> 2018-19 Number and Percentage of Full-Time (FT) Virtual or Cyber School<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of FT Schools<\/th>\n<th><strong>% of FT Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>1<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>59<\/td>\n<td>75%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>3<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>16<\/td>\n<td>20%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>79<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b7\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table B7.<\/strong><\/a> 2018-19 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th><strong># of FT Students<\/strong><\/th>\n<th><strong>% of FT Students<\/strong><\/th>\n<th><strong># of FT Enrolls<\/strong><\/th>\n<th><strong>% of FT Enrolls<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>11,740<\/td>\n<td>38%<\/td>\n<td>92,885<\/td>\n<td>31%<\/td>\n<td>51%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>18,916<\/td>\n<td>61%<\/td>\n<td>199,694<\/td>\n<td>68%<\/td>\n<td>49%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>31,176<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>295,234<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>49%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b8\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table B8.<\/strong><\/a> 2018-19 Number and Percentage of Part-Time (PT) Virtual Schools<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of PT Schools<\/th>\n<th><strong>% of PT Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>27<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>1,013<\/td>\n<td>88%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>12<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>94<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>1,146<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b9\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table B9.<\/strong><\/a> 2018-19 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th><strong># of PT Students<\/strong><\/th>\n<th><strong>% of PT Students<\/strong><\/th>\n<th><strong># of PT Enrolls<\/strong><\/th>\n<th><strong>% of PT Enrolls<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>1,502<\/td>\n<td>2%<\/td>\n<td>7,698<\/td>\n<td>2%<\/td>\n<td>58%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>78,753<\/td>\n<td>86%<\/td>\n<td>275,694<\/td>\n<td>80%<\/td>\n<td>61%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>2,164<\/td>\n<td>2%<\/td>\n<td>9,705<\/td>\n<td>3%<\/td>\n<td>80%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>9,433<\/td>\n<td>10%<\/td>\n<td>50,799<\/td>\n<td>15%<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>91,181<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>343,896<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>60%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b10\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B10.<\/strong><\/a> 2018-19 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Emphasis<\/strong><\/th>\n<th width=\"60\"><strong># of Schools<\/strong><\/th>\n<th width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Alternative Education<\/td>\n<td style=\"text-align: right\" width=\"60\">290<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">277,894<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">General Education<\/td>\n<td style=\"text-align: right\" width=\"60\">916<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">357,347<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Reportable Program<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Special Education<\/td>\n<td style=\"text-align: right\" width=\"60\">17<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3,829<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Vocational\/CTE<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b11\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B11.<\/strong><\/a> 2018-19 Virtual Pass Rate by School Emphasis<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>School Emphasis<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Pass Count<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Alternative Education<\/td>\n<td style=\"text-align: right\" width=\"60\">115,960<\/td>\n<td style=\"text-align: right\" width=\"60\">277,894<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">General Education<\/td>\n<td style=\"text-align: right\" width=\"60\">232,583<\/td>\n<td style=\"text-align: right\" width=\"60\">357,347<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Reportable Program<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Special Education<\/td>\n<td style=\"text-align: right\" width=\"60\">1,992<\/td>\n<td style=\"text-align: right\" width=\"60\">3,829<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Vocational\/CTE<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>350,594<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b12\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B12.<\/strong><\/a> 2018-19 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>General Ed Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Alternative Ed Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>65%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>42%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell.<\/em>\n<table id=\"table-b13\" class=\"formatted-right\"><caption><a href=\"#by-number-of-virtual-enrollments\"><strong>Table B13.<\/strong><\/a> 2018-19 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong># of Virtual Enrolls Per School<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"150\">1 to 9<\/td>\n<td style=\"text-align: right\" width=\"60\">221<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">897<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">10 to 19<\/td>\n<td style=\"text-align: right\" width=\"60\">84<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,187<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">20 to 29<\/td>\n<td style=\"text-align: right\" width=\"60\">49<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,195<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">30 to 39<\/td>\n<td style=\"text-align: right\" width=\"60\">36<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,250<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">40 to 49<\/td>\n<td style=\"text-align: right\" width=\"60\">34<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,510<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">50 to 59<\/td>\n<td style=\"text-align: right\" width=\"60\">22<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,198<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">60 to 69<\/td>\n<td style=\"text-align: right\" width=\"60\">22<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,417<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">70 to 79<\/td>\n<td style=\"text-align: right\" width=\"60\">23<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,702<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">80 to 89<\/td>\n<td style=\"text-align: right\" width=\"60\">29<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,474<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">9o to 99<\/td>\n<td style=\"text-align: right\" width=\"60\">26<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,454<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">100+<\/td>\n<td style=\"text-align: right\" width=\"60\">679<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">623,846<\/td>\n<td style=\"text-align: right\" width=\"60\">98%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b14\" class=\"formatted-right\"><caption><a href=\"#by-number-of-virtual-enrollments\"><strong>Table B14.<\/strong><\/a> 2018-19 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"40\"><strong>School Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"70\">1 to 2 Virtual Courses \/\u00a0 Learner<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>3 to 4 Virtual Courses \/ Learner<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>4+ Virtual Courses \/ Learner<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"40\">0% to &lt;10%<\/td>\n<td style=\"text-align: right\" width=\"70\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">10% to &lt;20%<\/td>\n<td style=\"text-align: right\" width=\"70\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">20% to &lt;30%<\/td>\n<td style=\"text-align: right\" width=\"70\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">30% to &lt;40%<\/td>\n<td style=\"text-align: right\" width=\"70\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">40% to &lt;50%<\/td>\n<td style=\"text-align: right\" width=\"70\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">50% to &lt;60%<\/td>\n<td style=\"text-align: right\" width=\"70\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">60% to &lt;70%<\/td>\n<td style=\"text-align: right\" width=\"70\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">70% to &lt;80%<\/td>\n<td style=\"text-align: right\" width=\"70\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">80% to &lt;90%<\/td>\n<td style=\"text-align: right\" width=\"70\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">90% to 100%<\/td>\n<td style=\"text-align: right\" width=\"70\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b15\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B15.<\/strong><\/a> 2018-19 Number and Percentage of Schools and Virtual Enrollments by Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">188<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">127,395<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">37<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">50,187<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">422<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">159,755<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Suburban<\/td>\n<td style=\"text-align: right\" width=\"60\">381<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<td style=\"text-align: right\" width=\"60\">195,895<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">197<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">105,898<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,225<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b16\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B16.<\/strong><\/a> 2018-19 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>1 to 24 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>25 to 49 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>50 to 74 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>75 to 99 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>100+ Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Total<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sub<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">26%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b17\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B17.<\/strong><\/a> 2018-19 Virtual Pass Rate by Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change from 17-18<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">+11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">-9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sub<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">+0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">-1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>0%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b18\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B18.<\/strong><\/a> 2018-19 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>0% to 20% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>20% to 40% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>40% to 60% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>60% to 80% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>80% to 100% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Total<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sub<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-c\">Appendix - C Course Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-c1\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table C1.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">960<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">260<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">8,572<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">3,285<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">11,110<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">4,203<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">119,337<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">39,973<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">37,669<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">4,070<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">935<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">1,497<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">86,673<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">74<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">110,384<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">134<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">52,657<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">713<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">48,431<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">2,074<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">150<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">105,844<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">125<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c2\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table C2.<\/strong><\/a> 2018-19 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<td style=\"text-align: right\" width=\"60\">90%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>76%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c3\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C3.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>English Language and Literature Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">English \/ Language Arts I (9th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">22,570<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English \/ Language Arts II (10th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">20,599<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English\/Language Arts III (11th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">17,944<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English\/Language Arts IV (12th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">17,652<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 8)<\/td>\n<td style=\"text-align: right\" width=\"60\">3,977<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 5)<\/td>\n<td style=\"text-align: right\" width=\"60\">3,060<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 7)<\/td>\n<td style=\"text-align: right\" width=\"60\">2,979<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">2,488<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 4)<\/td>\n<td style=\"text-align: right\" width=\"60\">2,335<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">American Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">2,291<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>95,895<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>80%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>48%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 119,337 for this subject area.<\/em>\n<table id=\"table-c4\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C4.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Mathematics Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Geometry<\/td>\n<td style=\"text-align: right\" width=\"60\">21,817<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra II<\/td>\n<td style=\"text-align: right\" width=\"60\">19,009<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra I<\/td>\n<td style=\"text-align: right\" width=\"60\">18,071<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Consumer Math<\/td>\n<td style=\"text-align: right\" width=\"60\">7,533<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra I-Part 1<\/td>\n<td style=\"text-align: right\" width=\"60\">4,990<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Pre-Algebra<\/td>\n<td style=\"text-align: right\" width=\"60\">4,611<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">3,965<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (grade 7)<\/td>\n<td style=\"text-align: right\" width=\"60\">3,336<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (grade 8)<\/td>\n<td style=\"text-align: right\" width=\"60\">2,996<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra I\u2014Part 2<\/td>\n<td style=\"text-align: right\" width=\"60\">2,926<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>89,254<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>81%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>46%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 110,384 for this subject area.<\/em>\n<table id=\"table-c5\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C5.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Life and Physical Sciences Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Biology<\/td>\n<td style=\"text-align: right\" width=\"60\">21,426<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Chemistry<\/td>\n<td style=\"text-align: right\" width=\"60\">15,062<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Earth Science<\/td>\n<td style=\"text-align: right\" width=\"60\">9,918<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical Science<\/td>\n<td style=\"text-align: right\" width=\"60\">6,676<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physics<\/td>\n<td style=\"text-align: right\" width=\"60\">3,309<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Earth\/Space Science<\/td>\n<td style=\"text-align: right\" width=\"60\">3,234<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Environmental Science<\/td>\n<td style=\"text-align: right\" width=\"60\">3,202<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">2,358<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Earth and Space Science<\/td>\n<td style=\"text-align: right\" width=\"60\">1,946<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (grade 8)<\/td>\n<td style=\"text-align: right\" width=\"60\">1,878<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>69,009<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>80%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>48%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 86,673 for this subject area.<\/em>\n<table id=\"table-c6\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C6.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Social Sciences and History Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">U.S. History - Comprehensive<\/td>\n<td style=\"text-align: right\" width=\"60\">16,718<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Economics<\/td>\n<td style=\"text-align: right\" width=\"60\">12,200<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">World History and Geography<\/td>\n<td style=\"text-align: right\" width=\"60\">11,855<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">World History\u2014Overview<\/td>\n<td style=\"text-align: right\" width=\"60\">11,671<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">U.S. Government - Comprehensive<\/td>\n<td style=\"text-align: right\" width=\"60\">7,185<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Psychology<\/td>\n<td style=\"text-align: right\" width=\"60\">5,010<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Civics<\/td>\n<td style=\"text-align: right\" width=\"60\">4,885<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Modern U.S. History<\/td>\n<td style=\"text-align: right\" width=\"60\">3,574<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sociology<\/td>\n<td style=\"text-align: right\" width=\"60\">3,002<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">U.S. History\u2014Other<\/td>\n<td style=\"text-align: right\" width=\"60\">2,701<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78,801<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>74%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>52%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 105,844 for this subject area.<\/em>\n<table id=\"table-c7\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C7.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>AP Course Title<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">AP Art-History of Art<\/td>\n<td style=\"text-align: right\" width=\"60\">54<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Biology<\/td>\n<td style=\"text-align: right\" width=\"60\">167<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Calculus AB<\/td>\n<td style=\"text-align: right\" width=\"60\">137<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Calculus BC<\/td>\n<td style=\"text-align: right\" width=\"60\">92<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Chemistry<\/td>\n<td style=\"text-align: right\" width=\"60\">137<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Comparative Government and Politics<\/td>\n<td style=\"text-align: right\" width=\"60\">5<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Computer Science A<\/td>\n<td style=\"text-align: right\" width=\"60\">221<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Computer Science AB<\/td>\n<td style=\"text-align: right\" width=\"60\">32<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Economics<\/td>\n<td style=\"text-align: right\" width=\"60\">9<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP English Language and Composition<\/td>\n<td style=\"text-align: right\" width=\"60\">219<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP English Literature and Composition<\/td>\n<td style=\"text-align: right\" width=\"60\">251<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Environmental Science<\/td>\n<td style=\"text-align: right\" width=\"60\">106<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP European History<\/td>\n<td style=\"text-align: right\" width=\"60\">6<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP French Language and Culture<\/td>\n<td style=\"text-align: right\" width=\"60\">23<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Government<\/td>\n<td style=\"text-align: right\" width=\"60\">47<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Human Geography<\/td>\n<td style=\"text-align: right\" width=\"60\">52<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Macroeconomics<\/td>\n<td style=\"text-align: right\" width=\"60\">213<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Microeconomics<\/td>\n<td style=\"text-align: right\" width=\"60\">189<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Music Theory<\/td>\n<td style=\"text-align: right\" width=\"60\">80<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Physics B<\/td>\n<td style=\"text-align: right\" width=\"60\">77<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Physics C<\/td>\n<td style=\"text-align: right\" width=\"60\">46<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Psychology<\/td>\n<td style=\"text-align: right\" width=\"60\">809<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Spanish Language and Culture<\/td>\n<td style=\"text-align: right\" width=\"60\">97<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Statistics<\/td>\n<td style=\"text-align: right\" width=\"60\">243<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Studio Art-Drawing Portfolio<\/td>\n<td style=\"text-align: right\" width=\"60\">1<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Studio Art-General Portfolio<\/td>\n<td style=\"text-align: right\" width=\"60\">3<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP U.S. Government and Politics<\/td>\n<td style=\"text-align: right\" width=\"60\">77<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP U.S. History<\/td>\n<td style=\"text-align: right\" width=\"60\">197<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP World History<\/td>\n<td style=\"text-align: right\" width=\"60\">152<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>3,742<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>84%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: An additional 519 enrollments had a course type listed as Advanced Placement, but did not match an AP SCED Code. Similarly, there existed local course titles with AP in the title that did not have an AP SCED Code. Thus, it is very likely the data above underreports the number of students taking AP courses virtually. Pass Rates are not reported (NR) if there were less than 25 for that cell. <\/em>\n<table id=\"table-c8\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-locale\"><strong>Table C8.<\/strong><\/a> 2018-19 Virtual Enrollments Percentage by Subject Area and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% City<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Not Specified<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Rural<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Suburb<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Town<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c9\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-locale\"><strong>Table C9.<\/strong><\/a> 2018-19 Virtual Enrollment Pass Rates by Subject Area and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">City Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Not Specified Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Rural Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Suburb<\/strong> Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Town Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">96%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<td style=\"text-align: right\" width=\"60\">93%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>51%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>50%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>51%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>60%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>58%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) is there were less than 25 virtual enrollments for that cell.<\/em>\n<table id=\"table-c10\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-gender\"><strong>Table C10.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Male Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Female Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% of Male Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Female Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Male Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Female Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">335<\/td>\n<td style=\"text-align: right\" width=\"60\">625<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">216<\/td>\n<td style=\"text-align: right\" width=\"60\">44<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">95%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">4,195<\/td>\n<td style=\"text-align: right\" width=\"60\">4,377<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">1,429<\/td>\n<td style=\"text-align: right\" width=\"60\">1,856<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">6,656<\/td>\n<td style=\"text-align: right\" width=\"60\">4,454<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">2,465<\/td>\n<td style=\"text-align: right\" width=\"60\">1,738<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">61,114<\/td>\n<td style=\"text-align: right\" width=\"60\">58,223<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">18,768<\/td>\n<td style=\"text-align: right\" width=\"60\">20,393<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">17,276<\/td>\n<td style=\"text-align: right\" width=\"60\">20,393<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">1,230<\/td>\n<td style=\"text-align: right\" width=\"60\">2,840<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">420<\/td>\n<td style=\"text-align: right\" width=\"60\">515<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">342<\/td>\n<td style=\"text-align: right\" width=\"60\">1,155<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">43,846<\/td>\n<td style=\"text-align: right\" width=\"60\">42,827<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">64<\/td>\n<td style=\"text-align: right\" width=\"60\">10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">56,070<\/td>\n<td style=\"text-align: right\" width=\"60\">54,314<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">71<\/td>\n<td style=\"text-align: right\" width=\"60\">63<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">26,093<\/td>\n<td style=\"text-align: right\" width=\"60\">26,564<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">381<\/td>\n<td style=\"text-align: right\" width=\"60\">332<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">23,719<\/td>\n<td style=\"text-align: right\" width=\"60\">24,712<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">825<\/td>\n<td style=\"text-align: right\" width=\"60\">1,249<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">64<\/td>\n<td style=\"text-align: right\" width=\"60\">86<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">51,453<\/td>\n<td style=\"text-align: right\" width=\"60\">54,391<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">98<\/td>\n<td style=\"text-align: right\" width=\"60\">27<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>317,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>322,000<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>53%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>57%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Pass Rate data are not reported (NR) if there were less than 25 virtual enrollments for that cell.<\/em>\n<table id=\"table-c11\" class=\"formatted-right\"><caption><a href=\"#courses-by-virtual-method\"><strong>Table C11.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Method<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Blended Learning<\/td>\n<td style=\"text-align: right\" width=\"60\">51,266<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Digital Learning<\/td>\n<td style=\"text-align: right\" width=\"60\">57,092<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Online Course<\/td>\n<td style=\"text-align: right\" width=\"60\">523,309<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Missing<\/td>\n<td style=\"text-align: right\" width=\"60\">7,463<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-d\">Appendix - D Student Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-d1\" class=\"formatted-right\"><caption><a href=\"#by-student-grade-level\"><strong>Table D1.<\/strong><\/a> 2018-19 Number of Virtual Students with Percent Year over Year Change<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Grade Level<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change from 17-18<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">K<\/td>\n<td style=\"text-align: right\" width=\"60\">1,085<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+21%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">1<\/td>\n<td style=\"text-align: right\" width=\"60\">1,278<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+36%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">2<\/td>\n<td style=\"text-align: right\" width=\"60\">1,324<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+18%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">3<\/td>\n<td style=\"text-align: right\" width=\"60\">1,416<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+23%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">4<\/td>\n<td style=\"text-align: right\" width=\"60\">1,429<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">5<\/td>\n<td style=\"text-align: right\" width=\"60\">1,732<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+23%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">6<\/td>\n<td style=\"text-align: right\" width=\"60\">2,848<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">+21%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">7<\/td>\n<td style=\"text-align: right\" width=\"60\">3,319<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">-3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">8<\/td>\n<td style=\"text-align: right\" width=\"60\">4,429<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">-4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">9<\/td>\n<td style=\"text-align: right\" width=\"60\">16,611<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">+3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">10<\/td>\n<td style=\"text-align: right\" width=\"60\">21,631<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">+6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">11<\/td>\n<td style=\"text-align: right\" width=\"60\">25,117<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">+8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">12<\/td>\n<td style=\"text-align: right\" width=\"60\">39,634<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<td style=\"text-align: right\" width=\"60\">+7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>120,669<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>+7%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Because some students took courses across multiple grade levels, a student may be counted toward more than one grade level. The total row, however, reflects the number of unique students.<\/em>\n<table id=\"table-d2\" class=\"formatted-right\"><caption><a href=\"#by-student-sex\"><strong>Table D2.<\/strong><\/a> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Student Sex<\/strong><\/th>\n<th width=\"60\"><strong># of Students<\/strong><\/th>\n<th width=\"60\"><strong>% of Students<\/strong><\/th>\n<th width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Males<\/td>\n<td style=\"text-align: right\" width=\"60\">59,593<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">317,130<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Females<\/td>\n<td style=\"text-align: right\" width=\"60\">61,089<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">322,000<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>120,669<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: A few students had enrollments where their sex was listed as male on some, but female on others.<\/em>\n<table id=\"table-d3\" class=\"formatted-right\"><caption><a href=\"#student-by-race\/ethnicity\"><strong>Table D3.<\/strong><\/a> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Race \/Ethnicity<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">African American<\/td>\n<td style=\"text-align: right\" width=\"60\">20,073<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">123,688<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">American Indian or Alaska Native<\/td>\n<td style=\"text-align: right\" width=\"60\">1,073<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">5,375<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Asian<\/td>\n<td style=\"text-align: right\" width=\"60\">2,279<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">7,775<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hispanic or Latino<\/td>\n<td style=\"text-align: right\" width=\"60\">9,287<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">52,457<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Native Hawaiian or Pacific Islander<\/td>\n<td style=\"text-align: right\" width=\"60\">115<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">445<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">White<\/td>\n<td style=\"text-align: right\" width=\"60\">82,103<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">413,892<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Two or More Races<\/td>\n<td style=\"text-align: right\" width=\"60\">5,280<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">31,930<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">1,069<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3,568<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>120,669<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 120,669 number because a few students had enrollments across multiple schools where one school listed the student as one race\/ethnicity, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d4\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D4.<\/strong><\/a> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Poverty Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">68,666<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">419,462<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">51,870<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<td style=\"text-align: right\" width=\"60\">219,105<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">133<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">563<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>120,669<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 120,669 number because a few students had enrollments across multiple schools where one school listed the student under a specific poverty status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d5\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D5.<\/strong><\/a> 2018-19 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Poverty Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate - Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">-20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">-16%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">-15%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>76%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>-21%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d6\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D6.<\/strong><\/a> 2018-19 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% of Virtual Learners in Poverty<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Virtual Enrolls from Learners in Poverty<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate for Virtual Learners in Poverty<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Full-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Part-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>57%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>66%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>48%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d7\" class=\"formatted-right\"><caption><a href=\"#student-by-special-education\"><strong>Table D7.<\/strong><\/a> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/caption>\n<thead>\n<tr>\n<th width=\"230\"><strong>Special Education Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">13,864<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">83,328<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">106,031<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<td style=\"text-align: right\" width=\"60\">552,234<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">1,069<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3,568<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>120,669<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 120,669 number because a few students had enrollments across multiple schools where one school listed the student under a specific special education status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d8\" class=\"formatted-right\"><caption><a href=\"#student-by-FT-or-PT\"><strong>Table D8.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments with Pass Rate by Full- or Part-Time Status<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Virtual Subset<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Full-Time - Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">31,176<\/td>\n<td style=\"text-align: right\" width=\"60\">26%<\/td>\n<td style=\"text-align: right\" width=\"60\">295,234<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Part-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">91,181<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">343,896<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>120,669<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d9\" class=\"formatted-right\"><caption><a href=\"#student-by-FT-or-PT\"><strong>Table D9.<\/strong><\/a> 2018-19 Pass Rate Comparison for Full- and Part-Time Virtual Learners<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Virtual Subset<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Full-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">NA<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Part-Time Virtual<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>76%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d10\" class=\"formatted-right\"><caption><a href=\"#student-by-non-virtual-course-performance\"><strong>Table D10.<\/strong><\/a> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Non-Virtual Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Passed All NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">35,490<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">83,557<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Did Not Pass 1 or 2 NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">14,398<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">43,049<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Did Not Pass 3 or More NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">25,278<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">114,340<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>75,166<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>240,946<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>59%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d11\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table D11.<\/strong><\/a> 2018-19 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Virtual Course Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of\u00a0 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Passed All<\/td>\n<td style=\"text-align: right\" width=\"60\">59,188<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">196,323<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Passed Some, But Not All<\/td>\n<td style=\"text-align: right\" width=\"60\">33,818<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<td style=\"text-align: right\" width=\"60\">305,701<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Didn't Pass Any<\/td>\n<td style=\"text-align: right\" width=\"60\">27,663<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">137,106<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>120,669<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d12\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table D12.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong># of Virtual Courses Not Passed<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">1 to 2<\/td>\n<td style=\"text-align: right\" width=\"60\">11,367<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">3 to 4<\/td>\n<td style=\"text-align: right\" width=\"60\">3,737<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">5 to 6<\/td>\n<td style=\"text-align: right\" width=\"60\">5,105<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">7 to 8<\/td>\n<td style=\"text-align: right\" width=\"60\">2,310<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">9 to 10<\/td>\n<td style=\"text-align: right\" width=\"60\">1,366<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">11+<\/td>\n<td style=\"text-align: right\" width=\"60\">3,778<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>27,663<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d13\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-usage\"><strong>Table D13.<\/strong><\/a> 2018-19 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/caption>\n<thead>\n<tr>\n<th width=\"70\"><strong>Virtual Usage<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"70\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"70\">1 to 2 Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">53,619<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">76,061<\/td>\n<td style=\"text-align: right\" width=\"70\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\">3 to 4 Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">16,516<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">57,254<\/td>\n<td style=\"text-align: right\" width=\"70\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\">5 or More Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">50,534<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">505,815<\/td>\n<td style=\"text-align: right\" width=\"70\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>120,669<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>639,130<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-e\">Appendix - E State Assessment Tables<\/h2>\n<table id=\"table-e1\" class=\"formatted-right\"><caption><a href=\"#assessment-by-subject-area\"><strong>Table E1.<\/strong><\/a> 2018-19 Comparison of Virtual and State Pass Rates on 11<sup>th<\/sup> Grade State Assessment Measures<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment Measure<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>State Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Statewide assessment data were available from the <\/em><a href=\"https:\/\/www.mischooldata.org\/DistrictSchoolProfiles2\/AssessmentResults\/AssessmentHighSchoolProficiency.aspx\">MI School Data Portal<\/a><em>.\u00a0<\/em>\n<table id=\"table-e2\" class=\"formatted-right\"><caption><a href=\"#assessment-by-non-virtual-performance\"><strong>Table E2.<\/strong><\/a> 2018-19 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass All NV Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Did Not Pass 1 or 2 NV Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Did Not Pass 3 or More NV Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-e3\" class=\"formatted-right\"><caption><a href=\"#assessment-by-poverty-status\"><strong>Table E3.<\/strong><\/a> 2018-19 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virt. Learners in Poverty<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virt. Learners Not in Poverty<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>All Virtual Learners<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-e4\" class=\"formatted-right\"><caption><a href=\"#assessment-by-ft-or-pt-type\"><strong>Table E4.<\/strong><\/a> 2018-19 State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"120\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Part-Time\u00a0<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Full-Time<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>All Virtual<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"120\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-f\">Appendix \u2013\u00a0F Completion Status Tables<\/h2>\n<table id=\"table-f1\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table F1.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>10,957<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>99,927<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #f7941e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>350,594<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>55%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>65,162<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>42<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>112<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>64,013<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>16,334<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>31,989<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>639,130<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f2\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table F2.<\/strong><\/a> 2018-19 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>ISD School % of Enrolls<\/strong><\/th>\n<th><strong>LEA School %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>LEA UEP %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>PSA School %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>0%<\/td>\n<td>3%<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>3%<\/td>\n<td>16%<\/td>\n<td>6%<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #f7941e\"><strong>60%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>58%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>69%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>49%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>3%<\/td>\n<td>10%<\/td>\n<td>2%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>28%<\/td>\n<td>9%<\/td>\n<td>19%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<td>0%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>4%<\/td>\n<td>2%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: UEP = Unique Education Provider<\/em>\n<table id=\"table-f3\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table F3.<\/strong><\/a> 2018-19 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>6,370<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>44,470<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #f7941e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>145,494<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>49%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>35,678<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>40<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>27,852<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>13,948<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>21,382<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>295,234<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f4\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table F4.<\/strong><\/a> 2018-19 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>4,587<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>55,457<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">205,100<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">60%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>29,484<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>42<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>72<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>36,161<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>2,386<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>10,607<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>343,896<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f5\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table F5.<\/strong><\/a> 2018-19 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>Alt Ed % of Enrolls<\/strong><\/th>\n<th><strong>Gen Ed %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Special Ed %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>3%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>16%<\/td>\n<td>16%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #f7941e\"><strong>42%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>65%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>52%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>20%<\/td>\n<td>3%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>14%<\/td>\n<td>7%<\/td>\n<td>41%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>1%<\/td>\n<td>3%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Reportable Programs and Vocational\/CTE are not reporting on here because each had less than 10 schools.<\/em>\n<table id=\"table-f6\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table F6.<\/strong><\/a> 2018-19 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>English % of Enrolls<\/strong><\/th>\n<th><strong>Math %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Science %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Social Sci %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>17%<\/td>\n<td>18%<\/td>\n<td>17%<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #f7941e\"><strong>51%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>49%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>51%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>55%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>11%<\/td>\n<td>12%<\/td>\n<td>12%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>10%<\/td>\n<td>11%<\/td>\n<td>10%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>6%<\/td>\n<td>5%<\/td>\n<td>4%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f7\" class=\"formatted-right\"><caption><a href=\"#by-student-sex\"><strong>Table F7.<\/strong><\/a> 2018-19 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>Males % of Enrolls<\/strong><\/th>\n<th><strong>Females %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>17%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">53%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">57%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>10%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>11%<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>3%<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f8\" class=\"formatted-right\"><caption><a href=\"#student-by-race\/ethnicity\"><strong>Table F8.<\/strong><\/a> 2018-19 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>African American % of Enrolls<\/strong><\/th>\n<th><strong>American Indian or Alaska Native %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Asian %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Hispanic or Latino %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>White % of Enrolls<\/strong><\/th>\n<th><strong>Two or More Races % of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>4%<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>20%<\/td>\n<td>17%<\/td>\n<td>8%<\/td>\n<td>14%<\/td>\n<td>15%<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #f7941e\"><strong>43%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>52%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>76%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>49%<\/strong><\/span><\/td>\n<td><span style=\"color: #f79400\"><strong>59%<\/strong><\/span><\/td>\n<td><span style=\"color: #f79400\"><strong>51%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>12%<\/td>\n<td>11%<\/td>\n<td>3%<\/td>\n<td>15%<\/td>\n<td>9%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>11%<\/td>\n<td>13%<\/td>\n<td>5%<\/td>\n<td>12%<\/td>\n<td>9%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>3%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>3%<\/td>\n<td>2%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>7%<\/td>\n<td>4%<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<td>4%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Only Race \/ Ethnicities with 1,000 or more students are reported in the table.<\/em>\n<table id=\"table-f9\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table F9.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>In Poverty % of Enrolls<\/strong><\/th>\n<th><strong>Not In Poverty %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Unknown %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>18%<\/td>\n<td>11%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">48% <\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">69%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f79400\">6%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>12%<\/td>\n<td>7%<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>12%<\/td>\n<td>7%<\/td>\n<td>40%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>3%<\/td>\n<td>1%<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>6%<\/td>\n<td>4%<\/td>\n<td>23%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f10\" class=\"formatted-right\"><caption><a href=\"#student-by-special-education\"><strong>Table F10.<\/strong><\/a> 2018-19 Number and Percentage of Virtual Enrollments by Completion Status and Special Education Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>In Special Ed % of Enrolls<\/strong><\/th>\n<th><strong>Not In Special Ed%\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Unknown %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>1%<\/td>\n<td>2%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>20%<\/td>\n<td>15%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">48% <\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">56%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f79400\">34%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>8%<\/td>\n<td>10%<\/td>\n<td>23%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>12%<\/td>\n<td>10%<\/td>\n<td>19%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>4%<\/td>\n<td>2%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>6%<\/td>\n<td>5%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f11\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table F11.<\/strong><\/a> 2018-19 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>At Least One % of Enrolls<\/strong><\/th>\n<th><strong>11 or More %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>4%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>28%<\/td>\n<td>30%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">0%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">0%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>20%<\/td>\n<td>23%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>28%<\/td>\n<td>22%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>7%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>12%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2018-19",
            "excerpt": "Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2018-19 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 50 data tables at the end of the report.",
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            "content": "<!-- wp:paragraph -->\n<p>What does differentiation look like in the online classroom? How do you offer students voice and choice in their learning when everyone is working from home? In this webinar, two experienced online teachers offer strategies for differentiating instruction in the virtual learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Differentiation in the Online Classroom",
            "excerpt": "What does differentiation look like in the online classroom? How do you offer students voice and choice in their learning when everyone is working from home? In this webinar, two experienced online teachers offer strategies for differentiating instruction in the virtual learning environment. Brought to you in part by Meemic Insurance Company, Insurance for Educators.",
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            "content": "<!-- wp:paragraph -->\n<p>Our children react to what they see on the news as well as how they see us react to sudden unemployment, sickness, and the loss of life that COVID-19 threatens.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During this time, it is important to remember the influence that social and emotional factors have on your family\u2019s overall wellbeing. Without these needs being met, it will be difficult to keep your student learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following article provides parents with an overview of the process known as \u201csocial emotional learning,\u201d offering a basic definition and strategies for supporting students\u2019 social and emotional needs during a disruptive event such as this one.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Defining \u201csocial emotional learning\u201d<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Social emotional learning (SEL) is broadly understood as a process through which people build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and in life.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>SEL develops social skills, such as self-awareness, self-management, and social awareness. Developing such competencies fosters positive social skills, reduces conduct problems, diminishes emotional stress, and improves academic performance.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, when we develop social and emotional competencies, our ability to form relationships and build social awareness increases, enhancing our ability to connect with individuals of diverse perspectives, cultures, languages, histories, identities, and abilities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>SEL competencies<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan identifies five social and emotional competencies that represent a variety of social and emotional skills. The five competencies, introduced below, will be explored in greater depth throughout this blog series:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Self-awareness<\/strong>: The ability to accurately recognize one\u2019s emotions and thoughts and their influence on behavior.<\/li><li><strong>Self-management<\/strong>: The ability to regulate one\u2019s emotions, thoughts, and behaviors effectively in different situations.&nbsp; &nbsp;<\/li><li><strong>Social awareness<\/strong>: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. <\/li><li><strong>Relationship skills:<\/strong> The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.&nbsp; <\/li><li><strong>Responsible decision making:<\/strong> The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others. <\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The following video from the <a href=\"https:\/\/casel.org\/\" class=\"rank-math-link\">Collaborative for Academic, Social, and Emotional Learning (CASEL)<\/a> provides more detail on the SEL competencies and their relevance for parents.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=y2d0da6BZWA\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=y2d0da6BZWA\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2>How can I support my child\u2019s social emotional learning right now?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Now that you have an overview of the social emotional learning process and competencies, what can you do to support your child\u2019s SEL needs at this time?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Here are a few ideas to get started:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Allow time to talk about feelings with your child<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In these uncertain times, children can feel a variety of emotions. It is important to allow space for conversations about their feelings to take place.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This can be especially difficult if parents and children are adapting to considerably different schedules. However, you don\u2019t have to have a formal sit-down discussion to accomplish this, and it shouldn\u2019t feel forced.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It might be something as simple as a quick check-in, a chat while making dinner together, or while cuddling on the couch.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sometimes children will talk or act out their feelings during playtime. Pay attention and allow for these outlets in healthy ways. Acknowledge their feelings, validate them and offer support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Model healthy coping behaviors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When life feels out of control, it is easy to default to unhealthy habits.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We want to find things that we can control. It\u2019s important to remember children look to adults as role models.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;Try to find healthy outlets for potential stress that could be experienced during this time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>For example, you could:<\/strong>&nbsp; <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Take time to get outside. Nature can be soothing, take a walk or play in the yard.&nbsp;<\/li><li>Make healthy snack choices.&nbsp;<\/li><li>Unplug from devices at different intervals and enjoy creative play.&nbsp;<\/li><li>Ensure everyone is getting good rest.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These are small ways to make sure you and your family stay healthy. In addition, here are some <a href=\"https:\/\/www.cdc.gov\/socialmedia\/videos\/covid-19\/asl\/managing-stress\/managing_anxiety_covid19_asl.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">helpful resources for managing anxiety and stress<\/a> from the Centers for Disease Control &amp; Prevention.\u00a0<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Encourage responsible decision-making.&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Times where everyone is at home provide&nbsp;wonderful opportunities to help your child develop important SEL skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>For example, you could:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Allow your children to begin to make decisions about when they will do assigned classwork or expected chores.&nbsp;<\/li><li>Help your child think about potential outcomes based on the decisions they make.&nbsp;<\/li><li>Walk them through how to weigh choices about ways to spend their time, how to prioritize tasks, and how to think through potential consequences.&nbsp;&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These are especially important skills to have in the future and can be helpful in times where schedules may be in flux.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, keep in mind that social and emotional skills are refined over a lifetime. Take small steps in supporting your child during this particularly difficult time, and give yourself and child grace as you try it out in your home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>This post contains an excerpt from the <\/em><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&amp;_course_search=social%20emotional%20learning\"><em>Social Emotional Learning for Educators series<\/em><\/a><em> in the <a href=\"https:\/\/michiganvirtual.org\/professionals\/\" class=\"rank-math-link\">Michigan Virtual Professional Learning Portal<\/a>. Educators can enroll in these courses, provided by the Michigan Department of Education, at no cost.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Parenting in a Pandemic<\/strong> (Blog Series)<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With students home from school, social emotional learning strategies can help parents support their children\u2019s overall wellbeing in the face of global stress from the COVID-19 pandemic. In <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\" class=\"rank-math-link\">this blog series<\/a>, we offer strategies to help parents support students\u2019 social and emotional needs during this disruptive time. If you\u2019d like to receive notifications when new blogs in this series are available, you can <a class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\">subscribe to our blog here. <\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Supporting your child's social and emotional needs during school closures",
            "excerpt": "Right now, parents and children across the globe are under a lot of stress. On top of this, parents are being asked to do even more to support the academic needs of their children than ever before. While it's easy to focus on the logistical concerns of living through a global pandemic, we also need to tend to the emotional impact such events can have both on ourselves and our children.",
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            "id": 33188,
            "path": "\/blog\/what-does-research-say-about-mentoring-online-students\/",
            "author_id": 54,
            "timestamp": 1585313864,
            "content": "<!-- wp:paragraph -->\n<p>Onsite mentors, sometimes called \u201consite facilitators\u201d or simply \u201cmentors,\u201d are a critical support component for K-12 online students. So far, in this blog series, we\u2019ve discussed <a href=\"https:\/\/michiganvirtual.org\/blog\/strategies-for-mentoring-online-students\/\">strategies for mentoring online students<\/a>, <a href=\"https:\/\/michiganvirtual.org\/blog\/revisiting-mentor-voices\/\">heard from mentors themselves<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/blog\/why-mentors-matter-a-conversation-with-jered-borup\/\">talked with leading experts about the importance of mentoring<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We also know there is a wealth of research, <a href=\"https:\/\/michiganvirtual.org\/?swpengine=publications&amp;s=mentor\">some conducted by <em>Michigan Virtual<\/em><\/a>, on mentoring. In this article, we answer the question: What does this research say about mentoring online students? Can it inform how we prepare our mentors and how they can best serve our students?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While it is true that mentors are not charged with teaching content, research has found that mentors often <em>do <\/em>provide instruction, particularly if the mentor is a certified teacher (de la Varre, Keane, &amp; Irvin, 2011).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, as their role is defined, mentors are not <em>expected <\/em>to provide instruction, as that is the role of the online teacher. Instead, Borup (2018) suggests that mentors need to be experts in the <em>learning process<\/em>, not the content, to ensure that everything is running smoothly for the student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This concept of a mentor as the learning expert typically manifests in three broad facilitating responsibilities (Borup, 2018):&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong>Nurturing the student<\/strong> through developing a caring relationship and building a safe learning environment.&nbsp;<\/li><li><strong>Monitoring and motivating the student<\/strong>, keeping them engaged with their course, and intervening when necessary.&nbsp;<\/li><li><strong>Encouraging communication <\/strong>between the student, parent, and online instructor.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These three broad facilitating responsibilities are reflected in work by Borup, Chambers, and Stimson (2019) who, through a survey and focus group with over 100 students, found that a majority of mentor support was focused in seven areas. The seven areas fit well within the three broad facilitating responsibilities and are discussed in greater detail in the following section.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Nurturing Students<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Developing Caring Relationships&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While online students can develop close relationships with online instructors, they still benefit greatly from the physical, onsite support of a mentor. Mentors serve as the \u201cperson on the ground\u201d for students, as someone physically present that they can turn to for help and support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Advising Students Regarding Course Enrollments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The field of online learning research has moved from asking <em>if<\/em> online works to asking <em>under what conditions<\/em> does online learning work. When considering this revised question,&nbsp; the first important condition is often centered around online course enrollments. What course fits best with the student\u2019s educational goals, requirements, and maturity level? Based on research from Freidhoff et al. (2015), mentors largely agree that online learning is not right for every student and would like to see students make choices more in line with their current learning strengths.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Orienting Students to Online Learning Procedures and Expectations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Orienting students is closely related to advising as it can help prepare students who are new to online learning or who may not quite yet possess the skills necessary to learn successfully online. The mentors in the study by Freidhoff et al. (2015) also noted that for students to be successful online, some just need better preparation and a more substantial orientation to online learning than their mentors have been able to provide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Monitoring and Motivating<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Motivating Students To More Fully Engage In Learning Activities&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A large part of the job of the online mentor is to monitor student progress through their online courses, as well as to motivate students when they are falling behind in their courses. Another important role mentors play is to ensure that students are fully engaging with the course content and not just moving quickly through the course at a surface level.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Organizing and Managing Student Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors frequently report that helping students with time management is a significant responsibility (Freidhoff et al., 2015). In addition to helping students with time management, mentors are often responsible for organizing the physical learning spaces where students complete their online coursework during the regular school day.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Instructing Students Regarding Course Content<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As stated previously, instructing students regarding course content is the primary responsibility of the online instructor; however, mentors frequently report providing instruction. This may be the case when learners need immediate support to keep moving forward with the content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Encouraging Communication<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Facilitating Interaction&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors frequently report helping students with effective written communication, specifically helping students learn to convey questions or concerns to their teacher (Freidhoff, et al., 2015). Mentors report several strategies for this including helping students draft emails that are clear and direct in asking for help.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Conclusion<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research on mentoring seems to converge on what mentors frequently report: that mentors have many responsibilities and wear many hats. Clearly, mentors play an integral role in supporting online students, particularly those who are still developing the ability to regulate their own learning.&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. (2018). On-site and online facilitators: Current and future direction for research. In K. Kennedy and R. Ferdig (Eds.), <em>Handbook of research on K-12 online and blended learning (2nd ed.). <\/em>(pp. 423-442). ETC Press.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Chambers, C.B., &amp; Stimson, R. (2019). K-12 student perceptions of online teacher and on-site facilitator support in supplemental online courses. <em>Online Learning, 23<\/em>(4), 253- 280. doi:10.24059\/olj.v23i4.1565<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>de la Varre, C., Keane, J., &amp; Irvin, M. J. (2011). Dual perspectives on the contribution of on-site facilitators to teaching presence in a blended learning environment. <em>Journal of Distance Education<\/em>, <em>25<\/em>(3). Retrieved from <a href=\"http:\/\/www.jofde.ca\/index.php\/jde\/article\/viewArticle\/751\/1285\">http:\/\/www.jofde.ca\/index.php\/jde\/article\/viewArticle\/751\/1285<\/a> &nbsp;&nbsp;&nbsp; <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Freidhoff, J. R., Borup, J., Stimson, R. J., &amp; DeBruler, K. (2015). Documenting and sharing the work of successful on-site mentors. Journal of Online Learning Research, 1(1), 107\u2013128.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Mentor Forum<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/mentor-forum\/\">Mentor Forum blog series,<\/a> we discuss the role of mentors and mentoring in K-12 digital learning. Our hope with this series is to highlight the importance of mentoring, provide valuable resources, and further the discussion on best practices for mentoring online learners. Stay up to date on future blogs in this series by <a href=\"\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nationwide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for <em>Michigan Virtual<\/em> in 2018. As a Research Specialist with the <em>Michigan Virtual Learning Research Institute<\/em>, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators not only in Michigan, but nationwide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->",
            "title": "What Does Research Say About Mentoring Online Students?",
            "excerpt": "There exists an ever growing body of research on mentoring online students. In this article we seek to answer the question: What does this research tell us about mentoring K-12 online students? ",
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            "id": 34109,
            "path": "\/about\/news\/educators-step-up-to-fill-distance-learning-gap\/",
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            "content": "<!-- wp:heading {\"level\":6} -->\n<h6>District, charter, private schools adapt while state officials wait<\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong><em>This article was originally published by <a href=\"https:\/\/www.mackinac.org\/educators-step-up-to-fill-distance-learning-gap\" class=\"rank-math-link\">Mackinac Center for Public Policy<\/a> on March 26, 2020.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A March 20&nbsp;<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Guidance_Instructional_Time_684374_7.pdf\">memo<\/a>&nbsp;from the Michigan Department of Education declared that emergency online education would not count toward a school\u2019s required number of instructional hours. The declaration added confusion and frustration to the state-ordered school building closures prompted by the COVID-19 coronavirus.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Among those most upset by the discouraging&nbsp;<a href=\"https:\/\/www.mackinac.org\/mde-memo-sends-wrong-message\">message<\/a>&nbsp;in the department\u2019s memo were educators in places like the West Bloomfield School District, which had already acted quickly to&nbsp;<a href=\"https:\/\/www.detroitnews.com\/story\/news\/education\/2020\/03\/13\/michigan-schools-assignment-teach-kids-without-classrooms\/5034339002\/\">prepare<\/a>. While the&nbsp;<a href=\"https:\/\/www.detroitnews.com\/story\/opinion\/columnists\/ingrid-jacques\/2020\/03\/25\/jacques-crisis-reveals-school-leadership-woes\/2906926001\/\">gap in state leadership<\/a>&nbsp;has left students and teachers in the lurch, many schools and teachers are pressing on to meet student needs even as they adapt to the new landscape.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One Oakland County district was well prepared for digital learning long before the current crisis. As the governor ordered buildings to be closed,&nbsp;<a href=\"https:\/\/www.mackinac.org\/CS2012-01\">Oxford\u2019s virtual school<\/a>&nbsp;has just continued with most of its usual activities. Its teachers are accustomed to using remote learning tools like Zoom to help their students, although many are now facing the added responsibility of educating their own children at home.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The U.S. Department of Education recently issued a strong&nbsp;<a href=\"https:\/\/www2.ed.gov\/about\/offices\/list\/ocr\/frontpage\/faq\/rr\/policyguidance\/Supple%20Fact%20Sheet%203.21.20%20FINAL.pdf\">statement<\/a>&nbsp;that federal requirements to appropriately serve students with disabilities should not hinder attempts to expand the reach of online instruction. Oxford Virtual Academy principal Janet Schell says that her team has only had to adjust slightly how it serves students with special needs. Staffers are no longer able to meet them in person, but they are using a wide range of digital tools. \u201cWe\u2019re really keeping an eye on our kids who are saying they\u2019re down or struggling,\u201d Schell said.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Elsewhere, many Michigan families are reportedly seeking to enroll their children into cyber schools \u2014 public charter schools that primarily provide instruction online. But, with the two official count periods already completed, current law won\u2019t allow funds to follow the student to the new school for the rest of the academic year. A spokesperson for&nbsp;<a href=\"https:\/\/www.miprepschool.org\/\">Michigan International Prep School&nbsp;<\/a>says it has taken in about 70 more students since the shutdown, but serving more without getting additional funds would cause too much of a strain.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Examples abound of brick-and-mortar charter schools that have adjusted their approach to engage and support students during the emergency building closure. Staff members from southwest Detroit\u2019s&nbsp;<a href=\"https:\/\/www.facebook.com\/groups\/431030413732765\/\">Escuela Avancemos Academy<\/a>&nbsp;have delivered packets of schoolwork and food bags (repurposing school lunch dollars) to children's homes, serving a community that includes many native Spanish speakers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers at both Escuela and another nearby charter school, Dearborn\u2019s Advanced Technology Academy, continue to use Google Classroom to share educational resources and interact with their mostly economically disadvantaged student populations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to chief financial officer Robert Wittmann, Advanced Technology Academy is preparing for a fully virtual program, should building closures be extended beyond the current April 13 deadline. He says most students already have access to devices, with enough others available from the school to lend out to meet the need. The school is also surveying families to see who still lacks home internet access, as different providers step up by&nbsp;<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_65803-387715--,00.html?fbclid=IwAR1mOrTPRSqmzEMUWbyxVTLJyO8IEhuqRJv1itr2cNeOv2vJ__RTFL_q1xI\">offering reduced-rate services<\/a>&nbsp;to low-income families across Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Eagle Village, a rural residential treatment facility located in Osceola County, continues to&nbsp;<a href=\"https:\/\/www.mackinac.org\/measuring-success-in-alternative-education\">partner<\/a>&nbsp;with the Lighthouse Academy charter school to educate and care for the abused and neglected youths on its campus. Teachers rapidly put together a special academic plan to meet the new educational challenges associated with social distancing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur team is going above and beyond with great thought, focused on goals for each youth and creatively, creating a sense of normalcy, structure and meaning in each day,\u201d said Carol Hyble, Eagle Village\u2019s vice president of advancement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers at another charter school,\u00a0<a href=\"https:\/\/www.mackinac.org\/classical-charter-schools-on-the-rise-in-michigan\" class=\"rank-math-link\">Ivywood Classical Academy<\/a>, quickly crafted new lesson plans to modify their delivery for educating students at home. Meanwhile, unaffected by the Education Department\u2019s memo, a diverse set of nonpublic schools \u2014 from\u00a0<a href=\"https:\/\/www.mackinac.org\/22760\">Detroit Cristo Rey High School<\/a>\u00a0to\u00a0<a href=\"https:\/\/everestcatholic.org\/\">Everest Collegiate High School and Academy<\/a>\u00a0in Clarkston and\u00a0<a href=\"https:\/\/www.mackinac.org\/many-michigan-families-sacrifice-for-choice\">Calvary Baptist Academy<\/a>\u00a0in Midland \u2014 quickly transitioned to distance learning programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the department\u2019s memo classifies current public school online learning as supplemental, the state-funded nonprofit<em> Michigan Virtual <\/em>is\u00a0<a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\">sharing<\/a>\u00a0digital teacher training and student learning tools at no cost to help fill the gap. It also created the fast-growing Facebook group\u00a0<a href=\"https:\/\/www.facebook.com\/groups\/142810840355968\/\">Keep Michigan Learning<\/a>, one of several emerging social media\u00a0<a href=\"https:\/\/www.facebook.com\/miedchoice\/\">venues<\/a>\u00a0for parents and educators to share practical advice and encouragement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As the call to&nbsp;<a href=\"https:\/\/www.bridgemi.com\/guest-commentary\/opinion-michigan-must-embrace-digital-age-now-or-watch-its-students-suffer\">embrace the digital age<\/a>&nbsp;takes on more relevance, local educators are generating effective responses. State officials have an opportunity to lead. It\u2019s time not only to fully support schools in providing online learning but also in ensuring that funds reach students wherever their educational needs are being met.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Educators Step Up to Fill Distance Learning Gap",
            "excerpt": "District, charter, private schools adapt while state officials wait This article was originally published by Mackinac Center for Public Policy on March 26, 2020. A March 20&nbsp;memo&nbsp;from the Michigan Department of Education declared that emergency online education would not count toward a school\u2019s required number of instructional hours. The declaration added confusion and frustration to...",
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            "content": "<!-- wp:paragraph -->\n<p>With educators all over the globe suddenly creating online experiences for students, there are important issues of web accessibility that need to be considered to ensure these learning experiences are available for all students as well as the adults who help them with their online coursework. For teachers new to this process, it can be overwhelming to navigate the many resources and guidelines out there on web accessibility. In this webinar, we walk you through a brief history of web accessibility and offer both mindsets and practical tips for creating accessible online lessons for all.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Accessibility in the Digital Age",
            "excerpt": "With educators all over the globe suddenly creating online experiences for students, there are important issues of web accessibility that need to be considered to ensure these learning experiences are available for all students as well as the adults who help them with their online coursework. For teachers new to this process, it can be...",
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            "presenter_1_name": "Jeff Gerlach",
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            "path": "\/webinar\/planning-for-learning-continuity-during-extended-school-closures\/",
            "author_id": 12,
            "timestamp": 1584622800,
            "content": "<!-- wp:paragraph -->\n<p>Dr. Chris Harrington hosts a panel discussion on what school leaders should consider when planning for a transition to remote learning during extended school closures. Our panelists explore how school leaders can gauge capacity in their community, investigate challenges they may face when implementing remote learning, provide technical support to students and instructional staff, train teachers on best practices for remote teaching, offer accommodations for students, and take immediate steps during emergency situations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Planning for Learning Continuity During Extended School Closures",
            "excerpt": "Dr. Chris Harrington hosts a panel discussion on what school leaders should consider when planning for a transition to remote learning during extended school closures. Our panelists explore how school leaders can gauge capacity in their community, investigate challenges they may face when implementing remote learning, provide technical support to students and instructional staff, train...",
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            "presenter_1_name": "Jamey Fitzpatrick",
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            "path": "\/about\/news\/free-online-educational-content-for-students-educators-released-in-response-to-covid-19-school-closures\/",
            "author_id": 2,
            "timestamp": 1584535053,
            "content": "<!-- wp:heading {\"level\":6} -->\n<h6><em>Michigan Virtual releases free quality enrichment material to support parents, educators at home<\/em><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em><strong>This article was also published in <a href=\"https:\/\/mitechnews.com\/internet-of-things\/michigan-virtual-offers-free-online-education-in-response-to-school-closures\/\" class=\"rank-math-link\">MITechNews.com<\/a> on March 22, 2020.<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2013 To keep students learning during the extended school closures, Michigan families now have access to free digital content from <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\" class=\"rank-math-link\">over 70 high-quality online learning courses<\/a> youth can access from home. In addition, educators also have access to a host of online professional development resources to strengthen their skill sets and best support their students and schools during the closures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cWithin the past week, parents and educators across the state have begun to actively search for solutions to keep their children engaged and learning during the Coronavirus-related school closures,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cAfter ensuring our families are healthy and safe at home, many families will be able to benefit from this newly free digital content designed to keep Michigan youth learning even while not at school.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>To help students engage in quality learning from home, the only statewide non-profit online education provider in Michigan is sharing its content from more than 70 of their online courses for free.<em> Michigan Virtual <\/em>provides <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\">over 200 online courses for students<\/a> in grades 6-12. For students currently enrolled in a <em>Michigan Virtual<\/em> course, those courses have not been disrupted by the closures. The newly free enrichment content was pulled from courses about English language arts, mathematics, science, social studies, visual and performing arts, world languages, and more, and includes course content that aligns with the Michigan Merit Curriculum. Example content includes Algebra, Earth Science, U.S. History and Geography, and Entrepreneurship. While most of the content is geared toward high school students, some is appropriate for middle school-aged students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, school closures provide an opportunity for educators to focus on their professional development. With more than <a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/\">250 online courses<\/a> for educators on topics ranging from literacy essentials for elementary teachers, instructional coaching techniques, educators can return to their classes armed with a strengthened skill set, including <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\">courses<\/a> focused on training teachers on how to teach in online and blended learning environments. Many courses are free, and teachers can earn State Continuing Education Clock Hours required to keep their certifications current.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the school closures protect the health of educators and students, they could create unintentional mental stress. To combat this, teachers are encouraged to access a series of <a href=\"https:\/\/michiganvirtual.org\/sel\/#pd\">five social-emotional learning courses<\/a> developed jointly by the Michigan Department of Education and <em>Michigan Virtual<\/em>. These courses were developed to support the social, emotional and behavioral needs of youth with the goal of preparing students for overall life success now and in the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSince the closures began, it is evident that parents and districts are actively looking for resources to help students and educators. To meet that need, <em>Michigan Virtual <\/em>is releasing this content to do its part in supporting learning continuity plans and overall student academic success,\u201d added Fitzpatrick.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Michigan education professionals are also encouraged to access additional <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\">online learning resources<\/a>, such as a rubric for evaluating a school\u2019s online learning preparedness, a webinar series featuring best practices for online learning, and a newly launched <a href=\"https:\/\/www.facebook.com\/groups\/142810840355968\/about\/\">Facebook Group<\/a> specifically designed for sharing resources and best practices during the closures. Within the first week, the group has already grown to more than 1,600 educators and parents looking for quality educational content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School districts are encouraged to stay up to date about the latest regarding COVID-19 at <a href=\"https:\/\/nam02.safelinks.protection.outlook.com\/?url=http%3A%2F%2Flink.email.dynect.net%2Flink.php%3FDynEngagement%3Dtrue%26H%3D5eXH0qSKdBRphS6WO4YlQwwSTi8wtQOqejFjZKiddbCzZ5Bbl4XDYZe2136byztdZN2PDwTKj%252BbXaM9fQLtVHvoiByLpq3WUTILr%252FeI3yhA9saVADqdD5LvI4q%252BcwB8NluONsACq%252Bck%253D%26G%3D0%26R%3Dhttps%253A%252F%252Fwww.michigan.gov%252Fcoronavirus%26I%3D20200312161901.000005f1f90a%2540mail6-43-usnbn1%26X%3DMHwxMDQ2NzU4OjVlNmE1Y2I3YjM0MDBkYTcyMDg3MjcwMjs%253D%26S%3Df2R7-HD5TQo9UupUd1HS7r-HT-2K7vXETC6Fm4nfDhY&amp;data=02%7C01%7C%7C3a3c520a68344446357008d7c6a118dd%7C9cfc7a932f314f23a405f13f61450720%7C0%7C0%7C637196267531561805&amp;sdata=5k8sUwCDy%2FEC%2F5qLsiK2KtWtaA2cdXriwIqsCEt4ikU%3D&amp;reserved=0\">michigan.gov\/coronavirus<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n<!--HubSpot Call-to-Action Code --><span class=\"hs-cta-wrapper\" id=\"hs-cta-wrapper-4db92562-d6c0-4c2f-969c-4d4b53492af7\"><span class=\"hs-cta-node hs-cta-4db92562-d6c0-4c2f-969c-4d4b53492af7\" id=\"hs-cta-4db92562-d6c0-4c2f-969c-4d4b53492af7\"><!--[if lte IE 8]&gt;<div id=\"hs-cta-ie-element\"><\/div>&lt;![endif]--><a href=\"https:\/\/cta-redirect.hubspot.com\/cta\/redirect\/3943841\/4db92562-d6c0-4c2f-969c-4d4b53492af7\"><img class=\"hs-cta-img\" id=\"hs-cta-img-4db92562-d6c0-4c2f-969c-4d4b53492af7\" style=\"border-width:0px\" src=\"https:\/\/no-cache.hubspot.com\/cta\/default\/3943841\/4db92562-d6c0-4c2f-969c-4d4b53492af7.png\" alt=\"View All Resources\"><\/a><\/span> hbspt.cta.load(3943841, '4db92562-d6c0-4c2f-969c-4d4b53492af7', {}); <\/span><!-- end HubSpot Call-to-Action Code --><br>\n<!-- \/wp:html -->",
            "title": "Free online educational content for students, educators released in response to COVID-19 school closures",
            "excerpt": "Michigan Virtual releases free quality enrichment material to support parents, educators at home This article was also published in MITechNews.com on March 22, 2020. LANSING, Mich. \u2013 To keep students learning during the extended school closures, Michigan families now have access to free digital content from over 70 high-quality online learning courses youth can access...",
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            "id": 32490,
            "path": "\/about\/news\/statement-from-michigan-virtual-regarding-statewide-school-closures\/",
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            "timestamp": 1584103983,
            "content": "<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014<\/strong> Tonight Governor Gretchen Whitmer, State Superintendent Michael Rice, and Chief Medical Executive Dr. Joneigh Khaldun called for the closure of schools statewide to reduce the spread of Coronavirus in Michigan. In response, Michigan Virtual President and CEO Jamey Fitzpatrick issued the following statement:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cMichigan\u2019s leaders made a difficult decision tonight \u2014 one that protects our communities, families, and youth \u2014 by calling for the temporary closure of schools across the state to protect the health and wellbeing of Michigan residents. During this unexpected closure, I implore educational leaders across Michigan to assess where they stand with their learning continuity plans and consider practical strategies that support continued learning. I also urge parents to double down on their children\u2019s education and work collaboratively with schools and teachers to support the academic success of our youth. There are steps that can be taken today to leverage existing innovations with digital platforms, e-learning, and online tools that will make our state stronger and more prepared to prevent educational gaps in the future. In 2020, opportunities abound for ensuring quality education both inside and outside of the classroom. We applaud Gov. Whitmer for taking this proactive stance and look forward to working together towards making these opportunities accessible and equitable for all.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->",
            "title": "Statement from Michigan Virtual regarding statewide school closures",
            "excerpt": "LANSING, Mich. \u2014 Tonight Governor Gretchen Whitmer, State Superintendent Michael Rice, and Chief Medical Executive Dr. Joneigh Khaldun called for the closure of schools statewide to reduce the spread of Coronavirus in Michigan. In response, Michigan Virtual President and CEO Jamey Fitzpatrick issued the following statement: \u201cMichigan\u2019s leaders made a difficult decision tonight \u2014 one...",
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            "id": 32411,
            "path": "\/about\/news\/detroit-area-schools-close-to-plan-for-online-classes\/",
            "author_id": 2,
            "timestamp": 1584047206,
            "content": "<!-- wp:paragraph -->\n<p>The article \u201c<a href=\"https:\/\/www.detroitnews.com\/story\/news\/education\/2020\/03\/12\/detroit-area-schools-close-plan-online-classes-coronavirus\/5031113002\/\" class=\"rank-math-link\">Detroit area schools close to plan for online classes<\/a>\u201d \u2014 originally published in<em> <\/em>the <em>Detroit News<\/em> on March 12, 2020 \u2014 overviews Detroit Public Schools' efforts to prepare for remote teaching in light of possible extended school closures due to COVID-19. In this article, <em>Michigan Virtual <\/em>President &amp; CEO, Jamey Fitzpatrick, is quoted with advice for schools exploring remote teaching options during the outbreak. In addition, a link is provided to the <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\" class=\"rank-math-link\">School Closure Learning Continuity Readiness Rubric<\/a> created by <em>Michigan Virtual<\/em> to help Michigan schools evaluate their readiness to provide online learning continuity options during this time.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Detroit area schools close to plan for online classes",
            "excerpt": "The article \u201cDetroit area schools close to plan for online classes\u201d \u2014 originally published in the Detroit News on March 12, 2020 \u2014 overviews Detroit Public Schools&#8217; efforts to prepare for remote teaching in light of possible extended school closures due to COVID-19. In this article, Michigan Virtual President &amp; CEO, Jamey Fitzpatrick, is quoted...",
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        {
            "id": 32287,
            "path": "\/about\/news\/cdc-recommends-schools-implement-e-learning-plans\/",
            "author_id": 2,
            "timestamp": 1584030609,
            "content": "<!-- wp:heading {\"level\":4} -->\n<h4><strong><br><em>Readiness tool launched to assist Michigan schools, students during school closure<\/em><\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. <\/strong>\u2014 Recent reports indicate nearly 300 million students worldwide are not attending school because of Coronavirus (COVID-19). Increasingly, schools in Michigan are beginning to explore strategies to ensure learning continuity during planned or unexpected school closures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Centers for Disease Control and Prevention (CDC) has published <a href=\"https:\/\/www.cdc.gov\/coronavirus\/2019-ncov\/community\/schools-childcare\/guidance-for-schools.html\" class=\"rank-math-link\">Interim Guidance for Administrators of US Childcare Programs and K-12 Schools<\/a>. The CDC indicates that schools should continue to collaborate, share information, and review plans with local health officials to help protect the whole school community. The guidance also states that plans should be designed to minimize disruption to teaching and learning and implement e-learning plans, including digital and distance learning options as feasible and appropriate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cAs with weather-related closures, schools should continue to put student safety issues first, while also taking steps to develop local learning continuity plans,\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>. \u201cWe need to address important access and equity issues, however, a large percentage of Michigan's students have a smartphone and\/or access to an internet-connected computer at home that could support the continuation of learning.\u201d\u00a0\u00a0<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>While teachers in Michigan are using online and blended teaching strategies to supplement today\u2019s modern classroom, most schools are not prepared technologically to shut down for extended periods of time and transition all instructional activities to an online format. In an effort to support statewide preparedness activities, <em>Michigan Virtual<\/em> has created a<a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\"> School Closure Learning Continuity Readiness Rubric<\/a>. Schools can use this free resource to assess a variety of planning considerations to support the creation of local learning continuity plans.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSchools are encouraged to think about how they can leverage past investments in educational technology to support student learning if they have to close their doors because of health concerns,\u201d said Dr. John Van Wagoner, superintendent of Alpena Public Schools. \u201cIn the coming weeks or months, school districts in Michigan may need to close physically, but hopefully, keep learning open.\u201d\u00a0<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The Michigan Department of Health and Human Services (MDHHS) is working closely with healthcare providers, local public health departments, and the CDC to actively monitor the status of COVID-19 in Michigan. Closing schools as a preventative measure to slow the spread of COVID-19 could create\u00a0unintended impacts on students, parents, and educators. In addition to creating challenges for working parents, closing schools could also impact access to food for low-income students, create academic stress for students and lead to learning gaps. School districts are encouraged to stay up-to-date about the latest regarding COVID-19 at <a href=\"https:\/\/www.michigan.gov\/coronavirus\" class=\"rank-math-link\">michigan.gov\/coronavirus<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>\u201cSchool officials should monitor the fast-changing status of COVID-19 and continue preparedness activities to review and update their emergency operations plans,\u201d said Dr. Christopher Timmis, superintendent of Dexter Community Schools. \u201cWe need to do everything possible to protect the health and safety of Michigan\u2019s students and educators, and when possible, work with experts like <em>Michigan Virtual<\/em> to help us design and prepare our instruction to create supportive solutions to provide continuity of learning. This will take time and we\u2019re grateful that partners like <em>Michigan Virtual <\/em>are poised to support our educators and students.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual <\/em>has created a <a href=\"https:\/\/www.facebook.com\/groups\/142810840355968\/about\/\">Facebook Group<\/a> to support educators through school closures by creating a community to share resources and best practices in online and blended learning activities.\u00a0 In the coming weeks,<em> Michigan Virtual <\/em>will provide <a href=\"https:\/\/michiganvirtual.org\/learning-continuity\/\">other free resources<\/a> for teachers and administrators to connect and share, and a webinar series covering a wide range of topics related to learning continuity planning such as effective strategies for online teaching, integrating high-quality digital content into existing courses,\u00a0 digital infrastructure, training, stakeholder communications, accommodations, etc.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since its inception in 1998, <em>Michigan Virtual<\/em> has delivered over 300,000 online course enrollments to middle\/high school students and more than 200,000 online professional development enrollments to educators. <em>Michigan Virtual<\/em> developed the nation\u2019s first state-level research institute focused on best practices for K-12 online learning. The nonprofit organization has trained more than 1,000 Michigan educators on how to teach in online\/blended environments, and published dozens of research-based guides, reports and case studies that reflect best practices in K-12 online and blended learning. In addition, as a member of the Virtual Learning Leadership Alliance (VLLA),<em> Michigan Virtual <\/em>staff were active participants in drafting the new National Standards for Quality Online Teaching, the National Standards for Online Courses and the National Standards for Quality Online Programs that were published in 2019.\u00a0<br><\/p>\n<!-- \/wp:paragraph -->",
            "title": "CDC Recommends Schools Implement E-Learning Plans",
            "excerpt": "Readiness tool launched to assist Michigan schools, students during school closure LANSING, Mich. \u2014 Recent reports indicate nearly 300 million students worldwide are not attending school because of Coronavirus (COVID-19). Increasingly, schools in Michigan are beginning to explore strategies to ensure learning continuity during planned or unexpected school closures. The Centers for Disease Control and...",
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            "content": "<!-- wp:paragraph -->\n<p>In this webinar, Emily Sicilia walks teachers through easy-to-implement examples of using Google Slides, SeeSaw, and Google Classroom to communicate with and deliver content to students in the event of extended school closures. Her best advice? Keep it simple, create a routine, and, if possible, stick to tools with which you, your students, and your parents are already comfortable.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Brought to you in part by Meemic Insurance Company, Insurance for Educators.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":35680,\"width\":213,\"height\":84,\"sizeSlug\":\"large\"} -->\n<figure class=\"wp-block-image size-large is-resized\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" class=\"wp-image-35680\" width=\"213\" height=\"84\" \/><\/figure>\n<!-- \/wp:image -->",
            "title": "Simple Strategies for Learning Continuity During School Closures",
            "excerpt": "In this webinar, Emily Sicilia walks teachers through easy-to-implement examples of using Google Slides, SeeSaw, and Google Classroom to communicate with and deliver content to students in the event of extended school closures. Her best advice? Keep it simple, create a routine, and, if possible, stick to tools with which you, your students, and your...",
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            "content": "<h3>Are you looking for ways to keep your students engaged during the extended school closures due to the COVID-19 outbreak? Below you'll find a variety of free resources designed to help schools evaluate and prepare for providing students with learning continuity.<\/h3>\t\t\n\t\t\t\t\n\n    <!--Generated by IJSVG (https:\/\/github.com\/iconjar\/IJSVG)-->\n    \n    \n    \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n    \n\t\t\t\t\n\t\t\t\t<h3>\n\t\t\t\t\t\tFree mental health resources for students\t\t\t\t\t\n\t\t\t\t<\/h3>\n\t\t<p>During times of crisis, our students need extra support to help them manage their mental health and process their emotions. Thanks to funding from the state of Michigan, we\u2019re launching our new Michigan Cares program to provide over 1,300 FREE lessons and videos to K-12 students, parents, and educators on developing critical skills required for mental, social, and emotional wellbeing.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/michigan-cares\/\" role=\"button\">\n\t\t\t\t\t\tMichigan Cares Program\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Keep Michigan Learning Website<\/h2>\t\t\n\t\t<p>Powered by the\u00a0<a href=\"https:\/\/keepmichiganlearning.org\/about\/\"><em>Michigan Virtual<\/em>\u00a0Learning Continuity Workgroup<\/a>, this website houses a collection of tools and resources intended to support and empower teachers and school leaders as they design remote and blended learning experiences for their students during the COVID-19 pandemic and beyond.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/keepmichiganlearning.org\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tVisit Keep Michigan Learning\n\t\t\t\t\t<\/a>\n\t\t\t<h5>Teacher self-assessment tool &amp; personalized PD playlist generator<\/h5>\t\t\n\t\t<p>This interactive self-assessment tool asks teachers to evaluate their readiness to effectively reach and teach students in a remote or blended learning environment. Upon filling out this checklist, teachers will receive an automated playlist of PD options based on their unique growth areas.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/keepmichiganlearning.org\/teacher-self-assessment-tool\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tAssess Your Readiness\n\t\t\t\t\t<\/a>\n\t\t\t<h5>Guide to selecting an LMS for K-12<\/h5>\t\t\n\t\t<p>Trying to decide which learning management system (LMS) is the right fit for your school or district? Unsure if now is the best time to implement one? Curious about how popular LMSs compare to one another? This free guide can help you answer these questions and determine which path forward will be best for your students and staff.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/keepmichiganlearning.org\/guide-to-selecting-an-lms-for-k-12\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tGet Started with an LMS\n\t\t\t\t\t<\/a>\n\t\t\t<h5>Crowd-sourced repository of K-12 digital content<\/h5>\t\t\n\t\t<p>You can use this repository to\u00a0<em>find,\u00a0<\/em><em>share,\u00a0<\/em>and\u00a0<em>rate\u00a0<\/em>both free and paid digital content options that can be used in your K-12 classroom. Because this repository is crowd-sourced, each resource listed has been submitted by a fellow educator who believes in the value of this resource to meet the unique learning needs of K-12 students.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/keepmichiganlearning.org\/resources\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tFind, Submit, or Rate Content\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Free access to Michigan Virtual course content during school closures\u200b<\/h2>\t\t\n\t\t<p>For the duration of these closures,\u00a0<em><i>Michigan Virtual\u00a0<\/i><\/em>will be offering the content of over 70 of our high-quality online courses FREE to educators and parents as a resource to supplement student learning.<\/p><p>This course content includes all digital lessons; however, it does not include assessments and is non-credit bearing. It is intended to provide educators and parents with enrichment materials they can use to keep students engaged and learning during school closures.<\/p><p><b><i>The free access to this course content will end after September 30, 2023.<\/i><\/b><\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/lc.michiganvirtual.org\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tAccess Course Content\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Organize student learning with our weekly checklist template <\/h2>\t\t\n\t\t<p>If you're using our free course content to supplement student learning during school closures, check out this weekly checklist template to help you organize activities for your student(s).<\/p><p>This template will help you organize the content you want to provide your students, instructions on what they should do with the content, and lastly how\/if you want them to assess their understanding. <\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1LklBYuZC5xw7HUFg31KRcXV0oGNsx4S4D9ER0M9kH2I\/view\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tView Checklist &amp; Examples\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Join the statewide discussion on learning continuity\u200b<\/h2>\t\t\n\t\t<p>We'd like to invite you to join a statewide conversation about how we can keep Michigan students learning during extended school closures.\u00a0<\/p><p>Our Keep Michigan Learning Facebook group is intended to facilitate discussion among Michigan educators on how we can share best practices for learning continuity and move forward together.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/www.facebook.com\/groups\/142810840355968\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tJoin the Facebook Group\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Post-Pandemic Learning Model Support<\/h2>\t\t\n\t\t<p>Michigan Virtual is working to support a new statewide initiative to assist school leaders as they develop post-pandemic learning models. The mission of the<a href=\"https:\/\/futureoflearningcouncil.org\/\"> Future of Learning Council<\/a> (FLC) is to provide a structured environment for Michigan leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning with other innovative school leaders. In order to accomplish this mission, the FLC has established a professional collaboration with Michigan Virtual. FLC members believe we have a unique opportunity to chart a new course regarding the structure of schools by blending the best of our traditional instructional models with an intentional focus on innovations in learning to better serve all children.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/futureoflearningcouncil.org\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tVisit the Future of Learning Council\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/Learning-Continuity-Planning-Considerations-for-School-Leaders.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/iStock-1083700040-web-omby4ulo7wake6kn5tvg1inqrsjp19yxg4h7gc2ce8.jpg\" title=\"iStock-1083700040-web\" alt=\"iStock-1083700040-web\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Learning Continuity: Planning Considerations for School Leaders<\/h2>\t\t\n\t\t<p>The following guide offers school leaders actionable advice on how they can leverage digital instructional content and remote teaching practices to provide learning opportunities for all students in the event of unanticipated and extended school closures.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/learning-continuity-planning-considerations-for-school-leaders\/\" role=\"button\">\n\t\t\t\t\t\tView the Planning Document\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Teaching-Continuity-Readiness-Checklist.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/desks-in-classroom-oj51dl3255kksfx9ffglma9t8yd0hfxm2ehozo2ngg.jpg\" title=\"Path between desks in a classroom\" alt=\"desks in classroom\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Transitioning to Remote Learning (PD series for educators)<\/h2>\t\t\n\t\t<p>Unsure where to start with remote teaching? Have some ideas, but need more resources? We've designed a series of six 2-SCECH, self-paced courses designed to provide you will examples and resources on how to reach your students via remote teaching.<\/p><p>Courses include topics such as building relationships, digital content, assessments, and SEL supports. You are free to move through the courses as they pertain to your needs and interests, as they are designed to allow for choice and are not dependent upon prior course knowledge.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/transitioning-to-remote-learning\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tView Courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Teaching-Continuity-Readiness-Checklist.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1000\" height=\"1294\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Teaching-Continuity-Readiness-Checklist-Preview.png\" alt=\"Teaching Continuity Readiness Checklist Preview\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Teacher Continuity Readiness Checklist\u200b<\/h2>\t\t\n\t\t<p>Effective remote instruction requires different skill sets, tools, and practices than teachers may be accustomed to using in the face-to-face classroom. That being said, there are many simple adjustments teachers can make for quick adaptation to remote teaching. The following checklist is designed to help teachers self-assess their readiness for providing teaching continuity during extended school closures. Tool and resource recommendations are included in each category.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Teaching-Continuity-Readiness-Checklist.pdf\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tDownload the Checklist\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Teacher-Continuity-Readiness-Rubric.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"3400\" height=\"2200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Teaching-Continuity-Readiness-Rubric-Preview.png\" alt=\"Teaching Continuity Readiness Rubric Preview\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Teacher Continuity Readiness Rubric\u200b<\/h2>\t\t\n\t\t<p>As schools move forward and develop current and future plans for providing learning continuity during extended closures, one critical aspect worth considering is teacher readiness for remote instruction. The following rubric is designed to help school leaders evaluate staff readiness for remote instruction based on ten categories rooted in research on effective online teaching.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Teacher-Continuity-Readiness-Rubric.pdf\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tDownload the Rubric\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/School-Closure-Learning-Continuity-Readiness-Rubric.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"850\" height=\"550\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/School-Closure-Learning-Continuity-Readiness-Rubric-2.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>School Closure Learning Continuity Readiness Rubric<\/h2>\t\t\n\t\t<p><i>Michigan Virtual<\/i> has created a School Closure Learning Continuity Readiness Rubric that schools can use as an evaluation and planning tool.\u00a0<\/p><p>Download the rubric below, or by clicking\/tapping on the image of the rubric.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/School-Closure-Learning-Continuity-Readiness-Rubric.pdf\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tDownload the Rubric\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Keep Michigan Learning webinar series<\/h2>\t\t\n\t\t<p>To help Michigan educators and parents keep students learning during school closures, we're producing a series of short webinars (approx. 30 minutes each) that offer tips, tricks, and best practices for remote teaching and learning.<\/p><p><em>Brought to you in part by\u00a0<a href=\"https:\/\/www.meemic.com\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow sponsored\" aria-label=\"Meemic Insurance Company (opens in a new tab)\">Meemic Insurance Company<\/a>, Insurance for Educators.<\/em><br \/><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/meemic_logo.png\" alt=\"Meemic Insurance Company\" width=\"200\" height=\"79\" \/><\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinars\/\" role=\"button\">\n\t\t\t\t\t\tView All Webinars\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Free professional development on online &amp; blended learning<\/h2>\t\t\n\t\t<p>Wondering how you might provide your students with at-home learning experiences? Unsure of how best to reach your students during extended school closures?&nbsp;<\/p>\n<p>We're currently waiving the registration fee for our online courses on best practices for blended and online learning. These courses offer educators a variety of resources and tools for facilitating at-home learning.<\/p>\n<p><b><i>In addition, we have a new online Coronavirus prevention course available for educators.<\/i><\/b><\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/transitioning-to-remote-learning\/\">\n\t\t\t\t\t\t\t\t\t\t6 Transitioning to Remote Learning Courses (2 SCECHs each)\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/goopen-open-educational-resources-in-michigan\/\">\n\t\t\t\t\t\t\t\t\t\t#GoOpen: Open Educational Resources in Michigan (4 SCECHs)\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/blended-classroom-design\/\">\n\t\t\t\t\t\t\t\t\t\tBlended Classroom Design (4 SCECHs) \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/assessments-in-the-blended-classroom\/?swpmtx=ad0e50acc6861a410bae2475d35fc420&#038;swpmtxnonce=965dd89e0d\">\n\t\t\t\t\t\t\t\t\t\tAssessments in the Blended Classroom (4 SCECHs) \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/digital-content-in-the-blended-classroom\/?swpmtx=dd90193c6b0d07fa1230556df5267ded&#038;swpmtxnonce=2cc9a6167d\">\n\t\t\t\t\t\t\t\t\t\tDigital Content in the Blended Classroom (4 SCECHs) \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/instructional-practices-with-technology-101\/?swpmtx=400481428edf9b946066c159536168e4&#038;swpmtxnonce=994be197db\">\n\t\t\t\t\t\t\t\t\t\tInstructional Practices with Technology 101 (6 SCECHs) \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/podcast-pd-google-forms-failure-free-failing-cbe\/?swpmtx=ee546a437abae4afd6294aca113965a0&#038;swpmtxnonce=0fcc2fd5bb\">\n\t\t\t\t\t\t\t\t\t\tPodcast PD: Google Forms, Failure-Free Failing &amp; CBE (4 SCECHs) \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/podcast-pd-growing-student-agency-and-implementing-google-classroom\/?swpmtx=f5b5a232b493193977b9b7e2b4817969&#038;swpmtxnonce=b8b0f04307\">\n\t\t\t\t\t\t\t\t\t\tPodcast PD: Growing Student Agency and Implementing Google Classroom (5 SCECHs) \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/podcast-pd-screencasting-the-future-of-education\/?swpmtx=474dd2a9d399d758975c3e7b6a3d089d&#038;swpmtxnonce=de101c34dd\">\n\t\t\t\t\t\t\t\t\t\tPodcast PD: Screencasting, the Future of Education (4 SCECHs) \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-1-getting-started\/\">\n\t\t\t\t\t\t\t\t\t\tNational Online Standards 1: Getting Started\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-2-course-content-design\/\">\n\t\t\t\t\t\t\t\t\t\tNational Online Standards 2: Course Content &amp; Design\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-3-assessment\/\">\n\t\t\t\t\t\t\t\t\t\tNational Online Standards 3: Assessment\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/online-national-standards-4-meeting-needs\/\">\n\t\t\t\t\t\t\t\t\t\tNational Online Standards 4: Meeting Needs\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/introduction-to-blended-learning-for-school-leaders\/\">\n\t\t\t\t\t\t\t\t\t\tIntroduction to Blended Learning for School Leaders \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/corona-virus-prevention-course\/?swpmtx=020c9175286cfd138576620c4d70c8e2&#038;swpmtxnonce=3c178196a5\">\n\t\t\t\t\t\t\t\t\t\tCoronavirus Prevention Course\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p><em><b>Looking for other PD <\/b><b>options<\/b><b>? <\/b>Our professional catalog has over 250 courses for educators on a variety different topics, including literacy, social emotional learning, and more. Come learn with us!<\/em><\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professionals\" role=\"button\">\n\t\t\t\t\t\tExplore Professional Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Resources on web accessibility and supporting students with disabilities<\/h2>\t\t\n\t\t<p>Thinking about providing your students with at-home learning experiences, but worried about web accessibility issues or supporting students with disabilities? Here are some resources to help address these topics:<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/accessibility\/\">\n\t\t\t\t\t\t\t\t\t\t26 free web accessibility tools for schools, educators and students\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/accessibility\/\">\n\t\t\t\t\t\t\t\t\t\t3 web accessibility video blogs\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www2.ed.gov\/about\/offices\/list\/ocr\/frontpage\/faq\/rr\/policyguidance\/Supple%20Fact%20Sheet%203.21.20%20FINAL.pdf\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\t\t\tSupplemental fact sheet addressing the risk of COVID-19 in preschool, elementary and secondary schools while serving children with disabilities \n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/\">\n\t\t\t\t\t\t\t\t\t\tSupporting students with disabilities in K-12 online and blended learning\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/access-for-all-a-guide-for-serving-students-with-disabilities-in-online-and-blended-learning-environments\/\">\n\t\t\t\t\t\t\t\t\t\tAccess for all: A guide for serving students with disabilities in online and blended learning environments\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1JkNm-lgPKhMBhPUTwQOhUdQiNCYo2pWFOoh2X202DwE\/view\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\t\t\tIndividualized education plan (IEP) and 504 plan suggested accommodations\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/figshare.com\/articles\/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_\/6686813\/1\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\t\t\tHandbook of research on K-12 online and blended learning (second edition)<br><em><small>See Chapter 14 - The Emerging Research Base for Online Learning and Students with Disabilities (pp. 189-205)<\/small><\/em>\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"http:\/\/www.centerononlinelearning.res.ku.edu\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\t\t\tCenter on Online Learning and Students with Disabilities\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Home internet options for the economically disadvantaged<\/h2>\t\t\n\t\t<p>The Michigan Department of Education has compiled a list of low-cost internet options available to economically disadvantaged families in Michigan.\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_65803-387715--,00.html\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tView List\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Parenting in a Pandemic<\/h2>\t\t\n\t\t\t<p>A blog series for parents<\/p>\t\t\n\t\t<p>With students home from school, social emotional learning strategies can help parents support their children\u2019s overall well-being in the face of global stress from the COVID-19 pandemic.<\/p><p>In this blog series, we offer strategies to help parents support students\u2019 social and emotional needs during this disruptive time. If you\u2019d like to receive notifications when new blogs in this series are available, you can\u00a0<a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">subscribe to our blog here<\/a>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/parenting-in-a-pandemic\/\" role=\"button\">\n\t\t\t\t\t\tView all\n\t\t\t\t\t<\/a>\n\t\t\t<h2>23 team-building activities for staying connected in a remote work environment<\/h2>\t\t\n\t\t<p>Most of us are proficient in how to complete the tasks and responsibilities of our positions while working remotely. We have the tools we need to perform our job functions and we have the technical skill to do so.<\/p><p>But how do we remain connected to each other virtually? How do we foster a collaborative team environment and avoid feelings of isolation while working remotely for extended periods of time?<\/p><p>David Young, Director of Instructional Product Development at\u00a0<em>Michigan Virtual<\/em>, has been managing a mostly full-time remote team for many years. We asked him to share some helpful strategies for maintaining a positive team culture while everyone is working from home.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/23-team-building-activities-for-staying-connected-in-a-remote-work-environment\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tView article\n\t\t\t\t\t<\/a>\n\t\t<h2>Statement from our President and CEO on statewide school closures:<\/h2><p>\u201cMichigan is facing an unprecedented crisis. Our world is fighting a global pandemic that has implications impacting our everyday lives, including the ability of our children to spend time together in their classrooms.\u201d Governor Gretchen Whitmer\u00a0<a href=\"https:\/\/content.govdelivery.com\/attachments\/MIEOG\/2020\/04\/02\/file_attachments\/1417518\/EO%202020-35.pdf\">called for the closure of schools for the remainder of the school year<\/a>.<\/p><p>\u201cThis is by no means a light or easy decision, yet we applaud her leadership at such a critical time. While best protecting our overall health and safety, we must also recognize that there will be long-term implications for educators and parents as they navigate this development in the months to come. Michigan must work together to better prepare for closures, and utilize innovative remote learning opportunities to ensure the academic success of our students moving forward.<\/p><p>\u201cConcerns about not being able to reach all children equally today are warranted and justified. We need to educate the children we can with the systems we have in place while urgently building the capacity to serve more students as quickly as possible, assuring both access and equity.<\/p><p>\u201cOur educational structure has been forever changed by this pandemic: we are addressing the many challenges and defining the ways in which remote learning can be implemented. We look forward to working with Gov. Whitmer, the legislature, the Michigan Department of Education, and school leaders in the months ahead to put solutions in place for our youth, and for the future of education as a whole.\u201d<\/p>",
            "title": "Learning Continuity Resources",
            "excerpt": "Are you looking for ways to keep your students engaged during the extended school closures due to the COVID-19 outbreak? Below you&#8217;ll find a variety of free resources designed to help schools evaluate and prepare for providing students with learning continuity. Free mental health resources for students During times of crisis, our students need extra...",
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            "id": 31781,
            "path": "\/blog\/communication-engagement-in-the-online-classroom\/",
            "author_id": 54,
            "timestamp": 1583772722,
            "content": "<!-- wp:paragraph -->\n<p>Our latest blog series has covered some of the basics on <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/success-in-online-learning\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">how to help students succeed in the online classroom<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Throughout this series, a few key themes have surfaced, including the importance of:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/blog\/online-student-success-triangle-students-mentors-parents\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Parent and mentor support&nbsp;<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/what-do-successful-k-12-online-programs-have-in-common\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Programmatic supports<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/blog\/the-hidden-heroes-of-successful-online-courses\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Effective course design<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Today we're going to take a deep dive into two other key elements in the equation for student success in the online classroom:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Communication<strong> <\/strong>and engagement.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The two are closely related to one another, with communication being one fundamental component of student engagement in an online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>What does communication look like in an online class?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Communication in an online course takes a variety of different forms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, communication can be a tool instructors use to establish and grow a relationship with learners. It can also take the form of course announcements and personalized messages of encouragement with learners that serve to relay information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Communication can also be used to help learners master course content.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As in any class, it is critical for online instructors to provide timely and detailed feedback to learners on their submitted work, so learners can see where they have mastered course material and where they still have gaps in their knowledge or understanding.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, online instructors can use real-time, quick communications to check in with learners to ensure they are able to access course resources and are able to complete their required course work within a reasonable time frame. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These check ins also serve to maintain relationships between online instructors and learners as they indicate to learners that someone is there to help and cares about their course experience. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>What does engagement look like in an online class?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Learner engagement and communication are key elements in the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#D\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">National Standards for Quality Online Teaching<\/a>, which describes the standard of \u201clearner engagement\u201d by saying:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;\u201c<em>The online teacher promotes learner success through interactions with learners and other stakeholders and by facilitating meaningful learner engagement in learning activities.\u201d<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it comes to online learning, the quantity and quality of engagement is ultimately left up to the student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That being said, online instructors still have a number of responsibilities regarding engagement in the online course. It is their job to support each student's agency and independence in the course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While it is up to online instructors to provide ample support for their students, it is up to the student to maintain control over their pace and progression.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This can be achieved through the online instructor helping the student identify a learner-customized path through the course that is in line with their goals and interests.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>How are communication and engagement related?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Despite the fact that online learners have agency over their course progression, instructors still have a responsibility to monitor learner progress and performance through a variety of tools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This monitoring is crucial in that it helps teachers identify learners who are progressing appropriately and those who are in need of intervention to achieve their learning goals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is here where communication and engagement interact as online instructors must communicate frequently with not only the learner but the mentor, parents, and other stakeholders to develop strategies to support learner engagement for struggling students.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Communication and engagement are critical elements of any learning experience, particularly so in online environments where instructors can use a variety of strategies to both communicate with and support online learners. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\"> Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\"> signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Communication &amp; Engagement in the Online Classroom",
            "excerpt": "Most teachers would agree that communication and engagement are key factors for student success in any classroom. In the online classroom, however, these variables play out a little differently than they might in a face-to-face setting. In this article, we break down what communication looks like in an online course, who is responsible for student engagement, and, finally, how communication and engagement interact in practice. ",
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            "id": 31779,
            "path": "\/blog\/january-and-february-research-round-up\/",
            "author_id": 54,
            "timestamp": 1583769240,
            "content": "<!-- wp:heading -->\n<h2>Learning to Teach Mathematics Online<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When we discuss K-12 online learning, we often take the perspective of the learner and under what conditions they are most successful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, teachers, too, face similar initial learning challenges in the online context and must learn how to teach effectively online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While online learning presents students with new opportunities, it also presents new pedagogical challenges for instructors.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Specifically, little is known about the effectiveness of online mathematics teaching to strengthen preservice teachers\u2019 subject-matter knowledge and pedagogical skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A recent chapter in the <a href=\"https:\/\/www.igi-global.com\/book\/handbook-research-online-pedagogical-models\/233144\"><em>Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education<\/em><\/a> titled \u201c <a href=\"https:\/\/www.igi-global.com\/chapter\/learning-to-teach-mathematics-online\/243509\">Learning to Teach Mathematics Online: An Action Research Study<\/a>\u201d investigates how online instructors can teach mathematics in a way that leads to mathematical understanding.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Coaching Instructional Coaches<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An article, \u201c<a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0742051X19303920\">Coaching Our Coaches: How Online Learning Can Address the Gap in Preparing K-12 Instructional Coaches<\/a>,\u201d published in <a href=\"https:\/\/www.journals.elsevier.com\/teaching-and-teacher-education\"><em>Teaching and Teacher Education<\/em><\/a><em> <\/em>looked at why educators in an online coaching program sought professional development and how learning experiences fostered professional growth.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Researchers used a qualitative case study of four participants and found that educators prioritized the need to define and organize their work as coaches.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>They also found that the online platform supported professional growth through job-embedded assignments and that activities were most impactful when responsive to authentic problems of practice.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, researchers concluded that the experience of learning and interacting online enabled participants to flexibly map learning to their specific school context(s).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Value of Project-Based Learning &amp; High-Level Knowledge Activities<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many research articles published on K-12 online learning investigate its overall effectiveness compared to face-to-face learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A study, \u201c<a href=\"https:\/\/www.sciencedirect.com\/science\/article\/abs\/pii\/S0360131520300518\">The Impact of Learner-, Instructor-, and Course-Level Factors on Online Learning<\/a>,\u201d recently published in <a href=\"https:\/\/www.journals.elsevier.com\/computers-and-education\"><em>Computers &amp; Education<\/em><\/a> instead looked at the relationships between the elements of K-12 online courses and their students\u2019 learning outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Researchers used student-, instructor-, and course-level data from over 900 high school level English language and literature enrollments and found that project-based assignments and high-level knowledge activities were beneficial to learning outcomes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Interestingly, these beneficial learning outcomes were not seen among students who took the course for credit recovery purposes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>A Framework for Affective, Behavioral, &amp; Cognitive Engagement in Online Courses<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An article, \u201c<a href=\"https:\/\/link.springer.com\/article\/10.1007%2Fs11423-020-09744-x\">Academic Communities of Engagement: An Expansive Lens for Examining Support Structures in Blended and Online Learning<\/a>,\u201d published in <a href=\"https:\/\/link.springer.com\/journal\/11423\"><em>Educational Technology Research and Development<\/em><\/a> shares the Academic Communities of Engagement (ACE) framework, which describes a student\u2019s ability to engage affectively, behaviorally, and cognitively in an online or blended course independently and with support.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The framework examines how a student\u2019s ability to engage in online or blended courses increases with support from two types of communities: course communities and personal communities. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to researchers, individuals within each community have varying skills and abilities to support student engagement, and a student is most likely to reach the necessary engagement for academic success with active support from both.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research Roundup Blog Series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In <a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup-blog-series\/\">this series<\/a>, our team of researchers provide monthly updates on the latest K-12 online, blended, and innovative learning research, reports, standards, and other noteworthy resources published nationally and internationally. Our hope with this series is to inform the educational community of the latest digital learning research in order to better serve students. Stay up to date on future blogs in this series by<a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"> signing up for email notifications<\/a>!\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "January &amp; February Research Round Up",
            "excerpt": "What\u2019s new in the world of K-12 research on online, blended, and innovative learning? This month, we take a look at learning to teach mathematics online, coaching instructional coaches, the value of project-based learning and high-level knowledge activities, and a framework for affective, behavioral, and cognitive engagement in online courses. ",
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            "path": "\/about\/news\/michigan-virtual-college-board-team-up-to-expand-ap-access-to-high-schoolers\/",
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            "content": "<!-- wp:paragraph -->\n<p> The article \"<a href=\"https:\/\/www.mlive.com\/news\/grand-rapids\/2020\/03\/michigan-virtual-college-board-team-up-to-expand-ap-access-to-high-schoolers.html\" class=\"rank-math-link\">Michigan Virtual, College Board team up to expand AP access to high schoolers<\/a>\" \u2014 originally published in <em>MLive <\/em>on March 6, 2020 \u2014 overviews the partnership between <em>Michigan Virtual <\/em>and the College Board to strengthen AP access in Michigan high schools. <\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual, College Board team up to expand AP access to high schoolers",
            "excerpt": "The article &#8220;Michigan Virtual, College Board team up to expand AP access to high schoolers&#8221; \u2014 originally published in MLive on March 6, 2020 \u2014 overviews the partnership between Michigan Virtual and the College Board to strengthen AP access in Michigan high schools.",
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        {
            "id": 31641,
            "path": "\/macul\/",
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            "timestamp": 1583530032,
            "content": "<h1>Thank you, MACUL 2024!<\/h1>\t\t\n\t\t\t<p>Visit us at Booth 237 for a free cup of coffee!<\/p>\t\t\n\t\t<p>We had a blast with you all in Grand Rapids! Below, we have made all of our session slide decks available; feel free to share them with colleagues who could not attend MACUL, and please reach out to <em>Michigan Virtual <\/em>if we can support your school community with professional learning, artificial intelligence guidance, or school consulting services!<\/p><p>If you need a pick-me-up at any point during the conference, drop by <strong>Booth 237\u00a0<\/strong>in the Exhibit Hall for a free cup of coffee or tea. Over in<strong> Grand Gallery C<\/strong>, we\u2019ll also be hosting the following tip-filled sessions on effective practices for online and blended teaching, so be sure to check those out!<\/p>\t\t\t\t\n\t\t\t<p>* While supplies last.<\/p>\t\t\n\t\t\t<h2>Presentations<\/h2>\t\t\n\t\t\t<h3>Wednesday, March 13<\/h3>\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tFrom Vision to Reality: Cultivating and Pitching Your Innovative Education Ideas\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<strong>1 p.m. \u2014 Scott Watkins | Grand Overlook D<\/strong>Through a systematic approach led by innovation leaders from <i>Michigan Virtual<\/i>, attendees will assess the feasibility of their ideas, gather constructive feedback, and learn to craft compelling pitches, empowering them to transform innovative concepts into impactful solutions for classrooms across the state.\t\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1mY_eSMHo_J645qofcP8MRqwL3G62Dfefz_oMI_Xkoog\/edit?usp=sharing\">\n\t\t\t\t\t\tView Slides\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Thursday, March 14 | Grand Gallery C <\/h3>\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\t[At Least 18] Tech Tools for Your 2024 Classroom\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<strong>10:00 a.m. - 11:00 a.m. \u2014 Emily Sicilia<\/strong>\nBack by popular demand for a fourth year! Join us for the jam-packed session that shares the latest tech tools you can use to engage and assess your students. You will be introduced to at least 18 innovative tech tools that can help you personalize learning in your classroom and better serve your students (and maybe even make your life easier). This session offers opportunities for exploration and discussion about how you can intentionally integrate tools in your classroom to promote student success. \t\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1ThZjyEidQsV1qqs2CbyrlnmHI4qxVmTWVy0qnZfZzUQ\/edit?usp=sharing\">\n\t\t\t\t\t\tView Slides\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tFrom Traditional to Transformative: Innovations in Professional Learning\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<strong>1:00 p.m. - 2:00 p.m. \u2014 Anne Perez<\/strong>\nJoin us as we uncover what educators in Michigan want and need in a professional learning experience and showcase innovations that have led to successful teaching and learning outcomes. During this session, you\u2019ll discover how leveraging pop culture can captivate educators, understand the significance of offering choice, and consider the importance of flexibility in professional learning. We'll share key takeaways from our findings and practical ideas to engage your staff effectively. Leave inspired and equipped to create a professional learning culture where innovation and excellence thrive hand in hand!\t\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1qLTffYduglYh2GZGiPKIJ1x6s3nw7xuxmFcSVXfIvgk\/edit?usp=sharing\">\n\t\t\t\t\t\tView Slides\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tOnline Teaching and Learning Microcredential Courses by <i>Michigan Virtual<\/i>\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<strong>2:30 p.m. - 3:30 p.m.  \u2014 Holly Boleski, Christy Trombetta<\/strong>\nExplore our Online Teaching &amp; Learning professional learning series to support educators transitioning from emergency remote learning to high-quality online instruction. With eight expert-designed courses aligned with National Standards for Quality Online Learning, educators gain the skills and micro-credentials necessary to confidently navigate virtual classrooms. This series not only enhances teaching capacity but also provides educators with tangible credentials to showcase their expertise in online instruction on various platforms.\t\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1AzdvLtqWR08OEj2FOsFhZh7xup7PxZTOaHJtnqBVujU\/edit?usp=sharing\">\n\t\t\t\t\t\tView Slides\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tThe AI Integrated Classroom\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<strong>4:00 p.m. - 5:00 p.m. \u2014 Justin Bruno<\/strong>\nThis session delves into the transformative impact of Artificial Intelligence (AI) on education, highlighting its potential for personalized learning while addressing challenges such as data privacy and bias. Attendees will participate in discussions on ethical considerations and teacher-AI collaboration, gaining practical strategies to integrate AI into their classrooms. Through concrete examples and case studies, educators will gain insights into successful AI integration, fostering a vision of technology and human ingenuity redefining the educational landscape.\t\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1BsY_qkbmlf1yORp_pUWJPMRqgcWJyFABZoSSDpZcAIA\/edit?usp=sharing\">\n\t\t\t\t\t\tView Slides\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Friday, March 15 | Grand Gallery C<br><\/h3>\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tInclusive Engagement: Using Universal Design for Learning (UDL) to Spark Excitement, Tackle Challenges, and Motivate Learners\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<strong>10:00 a.m. - 11:00 a.m. \u2014 Danielle Peck<\/strong>\nAre you searching for new ways to spark curiosity and encourage sustained motivation in your classroom? Universal Design for Learning, or UDL, might be just what you\u2019re looking for. In this session, you\u2019ll gain an introductory understanding of UDL and its equitable framework for engaging all learners. You\u2019ll also learn about tech tools you can use to increase options for engagement, ensuring every one of your students is invested in what they\u2019re learning. Walk away from our session with strategies that you can add to your classroom to transform your practice immediately.\t\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1cCntYNGv1GSDvCuE9pItwi-r9rRn_ap43LBXl1BzHvA\/edit?usp=sharing\">\n\t\t\t\t\t\tView Slides\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tBeyond the Screen: Transformative Strategies for Online Education\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<strong>11:30 a.m. - 12:30 p.m. \u2014 Kristen DeBruler<\/strong>\nJoin the Michigan Virtual Learning Research Institute (MVLRI) as they present their empirical research findings on online and blended learning. The session will focus on relevant and actionable research findings specific to student engagement in online settings, effective practices in teacher professional development for online education, and leadership strategies for the virtual realm. The presentation will conclude with an interactive discussion with MVLRI researchers, allowing attendees to ask questions and share insights. This is a valuable opportunity for those looking to understand and improve the effectiveness of online and blended learning programs. \t\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1FJ05DNpwD2n2DFE3gxIoMbvJLV2eXK08G01I7vyqhAk\/edit?usp=sharing\">\n\t\t\t\t\t\tView Slides\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tBuilding a Communicative World Language Course\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<strong>1:00 p.m. - 2:00 p.m. \u2014 Kimberly Garvison, Erica De Sousa<\/strong>In today's digital age, the realm of education is continuously evolving, especially when it comes to language learning. This presentation will delve into the exciting realm of creating asynchronous communicative world language courses. Our primary focus will be on Instructional Design principles, course structure rationale, strategies for implementing communicative instruction using storytelling, technology tools, and the art of fostering active, engaged learners through language acquisition instruction and topics relevant to learners.\t\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1KvGLCTNK7YBtpRHqnuBUAdvxX2HeBGZna_QcwbSuyVo\/edit?usp=sharing\">\n\t\t\t\t\t\tView Slides\n\t\t\t\t\t<\/a>\n\t\t\t<h2>6 must-know online summer learning options for Michiganders with K-12 students  <\/h2>\t\t\n\t\t<p>As summer approaches, educators and school leaders are often on the lookout for engaging and innovative learning opportunities to recommend to families in their community or to consider for their own children.\u00a0<\/p><p><a href=\"https:\/\/hubs.la\/Q01NRMyF0\"><i>Michigan Virtual<\/i><\/a> offers an extensive range of flexible online summer courses, camps, and programs that can easily fit into busy summer schedules.\u00a0<\/p><p>In this blog post, we explore six exciting virtual summer learning options that every Michigander with K-12 students should know about.<\/p><p><b><i>Note: If you're a school leader interested in offering these options to families in your community, <\/i><\/b><a href=\"https:\/\/hubs.la\/Q01NRMP70\"><b><i>visit this page for more information<\/i><\/b><\/a><b><i>.<\/i><\/b><\/p><h6><b>150+ online summer courses taught by Michigan teachers (Grades 9-12)<\/b><\/h6><p><i>Michigan Virtual<\/i> offers over 150 online high school courses over the summer taught by Michigan-certified instructors.\u00a0<\/p><p>These 10-week courses cover core subjects and intriguing electives such as Archaeology, Astronomy, Film Studies, and Introduction to Artificial Intelligence.\u00a0<\/p><p>The courses are self-paced, making them perfect for students with busy summer schedules.\u00a0<\/p><p>Many schools accept <i>Michigan Virtual\u2019<\/i>s summer courses for credit, but families should always check with their school counselor first to make sure!\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/hubs.la\/Q01NRMXp0\">\n\t\t\t\t\t\tBrowse the summer catalog \u2192 \n\t\t\t\t\t<\/a>\n\t\t<h6><b>Live coding &amp; game design camps (Ages 8-14)<\/b><\/h6><p>These 4-day live online coding and game design camps from <i>Michigan Virtual <\/i>and WizKid Learning offer opportunities for students to make friends while learning new skills.\u00a0<\/p><p><b>Four upcoming camps will be held in July\/early August:<\/b><\/p><ul><li style=\"font-weight: 400\"><strong><a href=\"https:\/\/hubs.la\/Q01NRN0T0\">Roblox Game Design Camp<\/a><\/strong> (Ages 8 - 10)<\/li><li style=\"font-weight: 400\"><strong><a href=\"https:\/\/hubs.la\/Q01NRN4S0\">Game Design with Scratch Camp<\/a><\/strong> (Ages 8 - 10)<\/li><li style=\"font-weight: 400\"><strong><a href=\"https:\/\/hubs.ly\/Q01NRNvW0\">Game Design with Python Camp<\/a><\/strong> (Ages 11 - 14)<\/li><li style=\"font-weight: 400\"><strong><a href=\"https:\/\/hubs.ly\/Q01NRNvg0\">Roblox Game Design Camp<\/a><\/strong> (Ages 11 - 14)<\/li><\/ul><p>Kids who\u2019ve taken these camps reported to parents that they were super informative AND a blast.\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/hubs.la\/Q01NRPb40\">\n\t\t\t\t\t\tSee the full camp schedule \u2192\n\t\t\t\t\t<\/a>\n\t\t<h6>Introduction to esports course (Grades 6-12)<\/h6><p>Do your students play Fortnite, League of Legends, Overwatch, Super Smash Brothers, Mario Kart, or Rocket League?\u00a0<\/p><p>These are just a few popular games in the <a href=\"https:\/\/hubs.ly\/Q01NRPvz0\">billion-dollar (and rapidly expanding!) esports industry<\/a>.\u00a0<\/p><p>This non-credit bearing, introductory course provides students with the foundational skills to thrive in this exciting new world, including:<\/p><ul><li style=\"font-weight: 400\">A look into the art and design that goes into a video game<\/li><li style=\"font-weight: 400\">Why caring for your mental and physical health matters\u00a0<\/li><li style=\"font-weight: 400\">What goes behind advertising and content creation<\/li><li style=\"font-weight: 400\">Career pathways and transferable 21st-century skill-building.<\/li><\/ul><p>For just $39.99, students gain access to exciting lesson content and recordings with industry leaders in esports!<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/hubs.ly\/Q01NRPzl0\">\n\t\t\t\t\t\tDive into the exciting world of esports \u2192\n\t\t\t\t\t<\/a>\n\t\t<h6><b>Online credit recovery courses (Grades 9-12)<\/b><\/h6><p><i>Michigan Virtual<\/i>\u2019s online credit recovery courses are an excellent option for students struggling with a subject and needing extra support to catch up.\u00a0<\/p><p>Each course is taught by a highly-qualified, Michigan-certified teacher endorsed in the subject area and grade level related to students\u2019 credit recovery needs.\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/hubs.ly\/Q01NRPQt0\">\n\t\t\t\t\t\tView all credit recovery courses\u2192\n\t\t\t\t\t<\/a>\n\t\t<h6><b>Free personalized math lessons with EdReady Math (Grades 4-12)<\/b><\/h6><p>EdReady Math is a free program that diagnoses a student's current math proficiency and generates a personalized lesson playlist to help them improve.\u00a0<\/p><p>It's perfect for students in grades 4-12 working on math skills, whether they're struggling, at grade level, or ahead of the curve. <\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/hubs.la\/Q01NRP-S0\">\n\t\t\t\t\t\tGet EdReady Math for free\u2192\n\t\t\t\t\t<\/a>\n\t\t<h6><b>Free college-level English preparation with EdReady English (Grades 8-12)<\/b><\/h6><p>EdReady English is a free program that helps students in grades 8-12 master critical skills and concepts to prepare for college-level English.\u00a0<\/p><p>With personalized lessons, students can work at their own pace from anywhere with an internet connection.\u00a0<\/p><p>EdReady English diagnoses a student's current level of proficiency and creates a personalized lesson plan to help them master essential skills.\u00a0<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/hubs.ly\/Q01NRPQt0\">\n\t\t\t\t\t\tGet EdReady English for free\u2192\n\t\t\t\t\t<\/a>\n\t\t\t<h4>Meet Our Presenters<\/h4>\t\t\n\t\t\t<h4>Innovative educators wanted! Win up to $10,000 in the 2024 EdTech Pitch Contest.<\/h4>\t\t\n\t\t<p><strong>Do you have an innovative idea for the next big edtech tool?<\/strong><\/p><p>If you\u2019ve got a brilliant idea for an edtech tool that could transform teaching or learning, submit your pitch to the 2023 EdTech Pitch Contest. Winners will receive expert guidance and financial support to help turn their concept into a reality.<\/p><p>You may or may not think of yourself as an entrepreneur. But consider this: who\u2019s better equipped than those already within our education system to invent creative solutions to the problems they experience on a daily basis?<\/p><p><a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\"><b>Official Rules &amp; Guidelines<\/b><\/a><\/p>\t\t\t\t\n\t\t\t<h3>what's your dream pd plan?<\/h3>\t\t\n\t\t<p>Seriously, if you had to design your ideal PD plan, what would it look like? Would you want more options? More relevancy to your students? More flexibility? The opportunity to learn from home?<\/p>\n<p>With over 200 online PD courses and face-to-face training options, our goal is to empower you to take your teaching to the next level on a schedule that works for you.&nbsp;<\/p>\t\t\t\t\n\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/scech\/\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/scech\/\">\n\t\t\t\t\t\tSCECH Courses \u2192\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/compliance\/\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/compliance\/\">\n\t\t\t\t\t\tCompliance Courses \u2192\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mypd\/\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mypd\/\">\n\t\t\t\t\t\tDesign Your Own PD Plan \u2192\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">\n\t\t\t\t\t\tMentor Training \u2192\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/literacyessentials.org\/\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/literacyessentials.org\/\">\n\t\t\t\t\t\tLiteracy Essentials \u2192\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/\">\n\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t<h3>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/\">\n\t\t\t\t\t\tSocial Emotional Learning \u2192\t\t\t\t\t<\/a>\n\t\t\t\t<\/h3>\n\t\t\t<a href=\"\/courses\/professional\/\">\n\t\t\t\t\t\tExplore our professional catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h1>Thank you for visiting us at MACUL 2023!<\/h1>\t\t\n\t\t\t<p>Grab your slide decks from our sessions below! <\/p>\t\t\n\t\t<p>If you need a pick-me-up at any point during the conference, drop by <strong>Booth 419<\/strong> in the Exhibit Hall for free coffee or tea. Over in<strong> Room 252A<\/strong>, we\u2019ll also be hosting the following tip-filled sessions on effective practices for online and blended teaching.<\/p>\t\t\t\t\n\t\t\t<a href=\"#sessions\">\n\t\t\t\t\t\tOur Sessions\n\t\t\t\t\t<\/a>\n\t\t\t<p>* While supplies last.<\/p>\t\t\n\t\t\t<h2>Subscribe to the Michigan Virtual blog, and you\u2019ll receive a free $5 Starbucks gift card.* <\/h2>\t\t\n\t\t\t<p>You\u2019ll also be entered to win one of our small giveaway prizes (valued at $75) and large giveaway prizes (valued at $175).<\/p>\t\t\n\t\t\t<p>* While supplies last.<\/p>",
            "title": "MACUL 2024",
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            "content": "<h1>Enter to win a basket of prizes!<\/h1>\n<h3>Complete our brief survey below for a chance to win one of six prize baskets with Biggby coffee, an awesome travel mug, and a signed copy of <i>Through the Lens of Serendipity<\/i> by Allyson Apsey.<\/h3>",
            "title": "MACUL Survey",
            "excerpt": "Enter to win a basket of prizes! Complete our brief survey below for a chance to win one of six prize baskets with Biggby coffee, an awesome travel mug, and a signed copy of Through the Lens of Serendipity by Allyson Apsey.",
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            "path": "\/about\/news\/michigan-virtual-launches-initiative-to-grow-advanced-placement-opportunities\/",
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            "content": "<!-- wp:paragraph -->\n<p><strong>This article was published in the <em><a href=\"https:\/\/www.lmtonline.com\/news\/article\/Michigan-Virtual-launches-initiative-to-grow-15102254.php\" class=\"rank-math-link\">Laredo Morning Times<\/a><\/em> on March 3, 2020<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Non-Profit College Board and Michigan Virtual partner to expand AP access to students across the state<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>LANSING, Mich. \u2014 <\/strong><em>Michigan Virtual<\/em> today announced a new initiative with the College Board to significantly increase student participation and performance in high-quality Advanced Placement (AP) coursework delivered online. The initiative is designed to strengthen AP access across Michigan high schools, particularly in schools with no existing AP courses, often located in rural areas with no local higher education institutions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cIf we want our children to be able to compete in today\u2019s global economy, we need to ensure that all children have access to challenging coursework and more specifically to Advanced Placement coursework,\u201d said State Superintendent Dr. Michael Rice. \u201cThis is a matter of equity and opportunity for our Michigan children. I appreciate the collaboration between the College Board and <em>Michigan Virtual<\/em> to address this critical need, especially for our small, rural schools.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Efforts to expand student participation in AP courses support Governor Gretchen Whitmer\u2019s policy goal to have 60% of Michigan adults achieve some form of postsecondary credential \u2014 degree or otherwise \u2014 by 2030. More than 50% of Michigan public schools do not have a robust AP program. The College Board defines a robust AP program as one that offers at least five AP courses. Unfortunately, 39% of Michigan public high schools offer no AP courses. Moreover, a majority (55%) of all rural schools don't offer a single AP course, and 76% of rural high schools don't have robust AP programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cMichigan\u2019s commitment to providing all students with access to AP classes\nis anchored in the fact that the difference in salaries between college\ngraduates and others is higher than it\u2019s been in decades,\u201d said Trevor Packer,\nthe head of Advanced Placement Program at the College Board. \u201cThese classes can\nhelp thousands of Michigan students get a head start on college, reducing the\ntime and money it takes to earn a bachelor\u2019s degree.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Increasingly, students are capitalizing on virtual AP offerings to engage in courses currently unavailable to them at their local school \u2014 expanding access to challenging, college-level coursework for all Michigan students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cOur partnership will include research to examine student engagement, persistence and performance in online AP courses to inform future strategies to further improve outcomes,\u201d said Mr. Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cWe have established a goal to increase College Board exams taken by students who use <em>Michigan Virtual<\/em> coursework by 2,000 by 2025.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Last year, <em>Michigan Virtual <\/em>provided nearly 3,000 online AP enrollments in 23 different course titles.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The partnership will draw from new National Standards for Quality Online Teaching, the National Standards for Online Courses and the National Standards for Quality Online Programs. As a member of the Virtual Learning Leadership Alliance (VLLA), <em>Michigan Virtual<\/em> staff were active participants in drafting the new national standards in partnership with <a href=\"https:\/\/nam05.safelinks.protection.outlook.com\/?url=http%3A%2F%2Ficm-tracking.meltwater.com%2Flink.php%3FDynEngagement%3Dtrue%26H%3DqJ9juQrYQnz1cqUgIm8psgUQ75z%252Bv%252FUt%252BmzLgDhho6nnEEJMrQdYl0XqDyebPVMs1AOpiiUYRXl%252Bh9qqomFiGzFA4N5p0BA%252FxUb%252Fxv0srZlkrHrqQ1nWHRoEvknY%252BnvSufOMVusS%252F0Y%253D%26G%3D0%26R%3Dhttps%253A%252F%252Fmichiganvirtual.org%252Fresources%252Fquality-matters%252F%26I%3D20200303144611.00000597a2a8%2540mail6-42-usnbn1%26X%3DMHwxMDQ2NzU4OjVlNWU2ZDNhMGJmYzRiOWViOTgxMWY3ZTsxfDEwNDY3NTk6dHJ1ZTs%253D%26S%3DPRdW6NbKS3D3eJAU7dfKeqNKqnMi157ET2m_g3_obFw&amp;data=01%7C01%7Cacraft%40michiganvirtual.org%7C674b7cb2a3484c1d840708d7bf81afc6%7C5516aeff4fc9401d9f8508729045b29d%7C1&amp;sdata=czkhDGJLqdhUlDDUfb3cRt2wrEfHZqi2oVeK7UunHZY%3D&amp;reserved=0\">Quality Matters<\/a>. The work of the partnership will also focus on model teacher training resources to meet the specific needs of online instructors and local mentors.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> has committed the resources of the <em>Michigan Virtual Research Learning Institute<\/em> for the pilot and expects to publish initial findings in 2021.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Michigan Virtual Launches Initiative to Grow Advanced Placement Opportunities",
            "excerpt": "This article was published in the Laredo Morning Times on March 3, 2020 Non-Profit College Board and Michigan Virtual partner to expand AP access to students across the state LANSING, Mich. \u2014 Michigan Virtual today announced a new initiative with the College Board to significantly increase student participation and performance in high-quality Advanced Placement (AP)...",
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            "id": 32133,
            "path": "\/blog\/digital-learning-day-ways-to-support-successful-online-learning\/",
            "author_id": 2,
            "timestamp": 1582819980,
            "content": "<!-- wp:paragraph -->\n<p><strong>Originally published by the <a href=\"https:\/\/www.edc.org\/blog\/digital-learning-day-ways-support-successful-online-learning?utm_source=edc&amp;utm_medium=staff&amp;utm_content=online&amp;utm_campaign=project\" class=\"rank-math-link\">Education Development Center<\/a> on February 27, 2020<\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>February 27 is Digital Learning Day, set aside \u201cto actively spread innovative practices and ensure that all youth have access to high-quality digital learning opportunities no matter where they live.\u201d<sup><a href=\"https:\/\/www.edc.org\/blog\/digital-learning-day-ways-support-successful-online-learning?utm_source=edc&amp;utm_medium=staff&amp;utm_content=online&amp;utm_campaign=project#foot1\">1<\/a><\/sup>\u00a0For practitioners and researchers like us, this is a day we can all get behind. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Digital learning is happening in and around schools all the time. National estimates from 2015-16 indicated that 57.5% of public high schools offered courses entirely online.<sup><a href=\"https:\/\/www.edc.org\/blog\/digital-learning-day-ways-support-successful-online-learning?utm_source=edc&amp;utm_medium=staff&amp;utm_content=online&amp;utm_campaign=project#foot2\">2<\/a><\/sup>\u00a0Yet rigorous research is limited for K\u201312 online learning, which means that determining effective approaches to delivering content and supporting students in an online context can be challenging.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Schools and districts are searching for evidence to guide them in deciding where to spend their online learning resources. And options abound\u2014from course providers to learning management systems to ways to prepare and support online learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To help build a research evidence base, the <a href=\"https:\/\/www.edc.org\/\" class=\"rank-math-link\">Education Development Center<\/a> has partnered with\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\">Michigan Virtual<\/a>\u00a0and\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.michigan.gov\/mde\/\" target=\"_blank\">Michigan Department of Education<\/a>\u00a0to examine whether an\u00a0<a href=\"https:\/\/www.edc.org\/orientation-answer-students-online-course-success-maybe-not\" class=\"rank-math-link\">online orientation will help students successfully complete their online courses<\/a>. We presented at the Digital Learning Annual Conference (DLAC) this week, which sparked a discussion about how best to prepare students for online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conversations among researcher and practitioner colleagues continued at DLAC, which highlighted the policy and practice questions that still need to be studied and the importance of trusted information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> Yet, answers to these questions can only become reality if researchers, state and local education agencies, and online learning providers work together to better understand students\u2019 needs, to study interventions, and to make sense of data in the rapidly changing world of online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Researchers need practitioners<\/strong>&nbsp;to ensure that questions are relevant, and that data are accessible, usable, and protected.<\/li><li><strong>Practitioners need researchers<\/strong>&nbsp;to understand the data and options available through learning management systems, to work through the challenges of linking data sets, and to make sense of what is happening with students in their online courses.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>As we celebrate Digital Learning Day 2020, we encourage researchers, practitioners, and online program developers to continue to improve online instruction, expand inclusive and equitable access to online courses, and support students to be successful online. We hope you will find a partner and join us!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Digital Learning Day: Ways to Support Successful Online Learning",
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            "id": 31734,
            "path": "\/about\/news\/rfq-summer-minecraft-experience\/",
            "author_id": 2,
            "timestamp": 1582749166,
            "content": "<!-- wp:paragraph -->\n<p>Are you skilled in Minecraft: Education Edition and interested in helping to build an engaging and fun summer learning experience? <em>Michigan Virtual<\/em> is seeking a contractor to develop a Minecraft summer learning experience for 3rd through 8th graders using the Minecraft Education Edition (M:EE). The project will involve creating a new Minecraft World that students can download and work in. The world will be the \u201ccourse shell,\u201d containing challenge instructions, directions, examples, videos, and links to additional resources.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Description of the request<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The contractor selected for this project\nshould anticipate working collaboratively alongside <em>Michigan<\/em>\u200b<em> Virtual<\/em> in order to\nensure that work is performed on-schedule, on-budget, and based on our\nrequirements. As an organization, we\u2019re open to what the final world will look\nlike, but expect that the vendor selected would share their expertise in the\ndesign of this Minecraft experience, though we envision something with a park\nor forest-like setting with a map that participants follow from the \u201cWelcome\nCenter\u201d to each challenge in the world.&nbsp; <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We envision the learner being dropped into\nthe \u201cWelcome Center\u201d where they will find initial instructions, game play tips,\nand a map that lists the challenges and how they can find them in the world.\nOnce the participant navigates to a challenge location they will be presented\nwith instructions for the challenge in that area, including a way to document\nand submit their work. Each challenge should include a basic challenge that any\nparticipant could complete, as well as a \u201clevel up\u201d aspect of the challenge,\nsuch as using coding as a skill, for more advanced participants. Examples of\nthe world and visual examples on page 5.&nbsp;\n<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Desired characteristics of the\ndeliverable created include: <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>This\nproduct should be FUN! We are aiming to make this a fun and enjoyable learning\nopportunity that still allows students to exercise valuable skills in a\nnon-academic setting. <\/li><li>The\nbuild download size needs to be constrained enough to be able to work on a\nvariety of devices. <\/li><li>\u201cEaster\nEggs\u201d are encouraged! <\/li><li>The\nexperience must be intuitive enough that a facilitator is not needed. If the\nparticipant needs help, the resources provided in the Welcome Center should be\nsufficient and self-explanatory so that students can participate with minimal\nsupport. <\/li><li>Learners\nare easily able to submit their work. This is to allow some work to be\nshowcased on a website or forum. The work will not be graded or evaluated. <\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Required Elements<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>A Welcome Center: <\/strong>This will serve as a \u201chome base\u201d from which learners will begin their\u200b\u00a0\u00a0\u00a0\u00a0  experience and partake in warm-up exercises before beginning work on the challenges.\u00a0 They will also return here after each challenge to access a \u201cmailbox\u201d from which they can submit their work. The participants will also get to meet \u201cVirtual Camp Counselor Steve\u201d who will help guide them through the world. The getting started exercises should consist of pre-work challenges or training activities that include signs with basic instructions and embedded welcome videos and instructions to prompt users through tasks, including: <ul><li>General navigation and movements <\/li><li>Map reading <\/li><li>Digging for water <\/li><li>Identify your coordinates <\/li><li>\u201cBack to Start\u201d <\/li><li>Initial instructions <\/li><li>Book and Quill feature \u201cCamp Journal\u201d <\/li><li>Exporting your builds <\/li><li>Adding items to your inventory\/crafting table<\/li><li>A \u201cMailBox\u201d that instructs students how how to submit their work upon completing a challenge <\/li><li>The Welcome Center will also house links to resources and other elements that might be helpful for students as they work on their challenges. After completing the Welcome Center exercises, the participant should receive instructions and a map for getting to the challenges, which they can work on in any order they choose. <\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><strong>A Survival 101 Challenge:<\/strong> In this challenge, learners will need to amass resources and build\u200b  structures to address their basic survival needs of food, water, and shelter.\u00a0 This challenge area should include: <ul><li>A welcome from NPC Camp Counselor Steve <\/li><li>Water sources (lakes, rivers, etc.)\u00a0 <\/li><li>Various opportunities for food (seeds to plant, animals to corral, orchards, etc.) <\/li><li>A few options of materials to construct their shelter (trees to cut down, etc.) <\/li><li>\u201cLevel Up\u201d challenge: have your agent build your shelter <\/li><li>A \u201cmailbox\u201d (near Steve) for learners to submit work <\/li><li>A unique animal to collect <\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><strong>VIP Dream Home Challenge:<\/strong> In this challenge, learners will interview a friend or family member\u200b and build their dream home based on their identified interests and needs.\u00a0 <ul><li>A welcome from NPC Camp Counselor Steve <\/li><li>Various types of material learners can use to build their house <\/li><li>\u201cLevel Up\u201d challenge: Code your agent to build a room in your house <\/li><li>A \u201cmailbox\u201d (near Steve) for learners to submit work <\/li><li>A unique animal to collect <\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><strong>Book\/Movie Setting:<\/strong> In this challenge, learners will build a scene from their favorite book or movie. <ul><li>A welcome from NPC Camp Counselor Steve <\/li><li>Various types of material learners can use to build their setting <\/li><li>A blank sign for the title <\/li><li>\u201cLevel Up\u201d challenge: Code your agent to build a room in your house <\/li><li>A \u201cmailbox\u201d (near Steve) for learners to submit work <\/li><li>A unique animal to collect <\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><strong>Build Your Own Town Challenge:<\/strong> In this challenge, learners will construct a town that includes a recognizable infrastructure, including a water source(s), food source(s), transportation, health and safety features, and entertainment for its citizens.\u00a0 The following elements should be included: <ul><li>A welcome from NPC Camp Counselor Steve <\/li><li>Water sources (lakes, rivers, etc.)\u00a0 <\/li><li>Various opportunities for food (seeds to plant, animals to corral, orchards, etc.) <\/li><li>Lots of materials to construct buildings <\/li><li>\u201cLevel Up\u201d challenge: Code your Agent to build an entertainment venue for your town\u00a0 <\/li><li>A \u201cmailbox\u201d (near Steve) for learners to submit work <\/li><li>A unique animal to collect <\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul><li><strong>Create a Museum or Zoo:<\/strong> In this challenge, learners will use the items or animals they\u2019ve\u200b\u00a0\u00a0\u00a0  collected through work on each of the other challenges to build a zoo.\u00a0 (This challenge can be near the \u201cBuild Your Town\u201d challenge.)\u00a0 The following elements should be included: <ul><li>A welcome from NPC Camp Counselor Steve <\/li><li>Lots of materials to construct buildings\/containment areas <\/li><li>\u201cLevel Up\u201d challenge: Code your Agent to build a containment area for one of your animals <\/li><\/ul><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Submit Your Interest and Quotation <\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Responses must be organized in\nthe manner and format described below. Submissions must be sent electronically\nin .pdf format. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li><strong>Contractor Information\u00a0 <\/strong><ol><li>Please provide your legal name, your past experience, and your legal status as a contractor (corporation, partnership, sole proprietorship, etc.) and state of corporation or state of residence. Also include your contact information, including phone, email, and mailing address. Also include whether you will be completing the work or if you expect others to be involved in the project, either as employees or subcontractors to you.\u00a0\u00a0 <\/li><\/ol><\/li><li><strong>Statement of Interest <\/strong><ol><li>Provide a short statement of interest that includes why you are interested, confirmation of your availability to complete the work in the desired timeframe, your related experience, an estimate of the hours and budget you estimate requiring to complete the work (only an estimate, we\u2019ll refine it with you as we also refine the work plan), and any recommendations you have for improving on the planned experience.\u00a0 We also welcome any questions that you have. <\/li><\/ol><\/li><li><strong>Related Experience <\/strong><ol><li>Examples of past work or experiences that illustrate your ability and experience with Minecraft: Education Edition.\u00a0 <\/li><\/ol><\/li><li><strong>Project Work Plan <\/strong><ol><li>Describe your proposed approach to completing the work as described in this RFQ. <\/li><\/ol><\/li><li><strong>Pricing<\/strong><ol><li>Provide an estimate of hours that you anticipate being required to complete the work associated with this RFQ, as well as a total estimated budget for completing the work. A final budget for this work will be determined based on discussions with the selected vendor. <\/li><\/ol><\/li><li><strong>References<\/strong><ol><li>Provide the names, title, and contact information of references for a minimum of one similar project or work experience. <\/li><\/ol><\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Correspondence<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Please direct all correspondence and questions related to this RFQ and the required elements to the <em>Michigan Virtual<\/em> single point of contact shown below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Melissa Graeser<\/strong><br><em>Project Manager<\/em><br>Michigan Virtual<em><br><\/em>920 Municipal Way, Lansing, MI 48917<br><a href=\"mailto:[email protected]\">[email protected]<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:separator {\"className\":\"is-style-default\"} -->\n<hr class=\"wp-block-separator is-style-default\" \/>\n<!-- \/wp:separator -->\n\n<!-- wp:heading -->\n<h2>Important Dates<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><strong>Wednesday, February 26, 2020<\/strong> - RFQ is posted to the <em>Michigan Virtual<\/em> website with Non-Disclosure Agreement.<\/li><li><strong>Monday, March 9, 2020<\/strong> - Questions due to <em>Michigan Virtual<\/em><\/li><li><strong>Friday, March 13, 2020 at noon<\/strong> - Written quotations due to <em>Michigan Virtual<\/em><\/li><li><strong>Wednesday, March 18, 2020<\/strong> - Award notification to Vendors<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><a class=\"btn\" rel=\"noopener noreferrer\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/Minecraft-RFQ-Summer-2020.pdf\" target=\"_blank\">RFQ: Summer Minecraft Experience<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a class=\"btn\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/Michigan-Virtual-Confidentiality-and-Non-Disclosure-Agreement.pdf\" target=\"_blank\">Nondisclosure Agreement<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Other Items<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By releasing this RFQ, <em>Michigan Virtual<\/em>\u200b makes no guarantee of any awards of work to any respondents now or in the future. Additionally, portions of the RFQ may be awarded to multiple Vendors, and coordination and cooperation of effort between Vendors may be required. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan\nVirtual<\/em>\u200b\nwill own all copyrights, trademarks, intellectual property, and multimedia\nassets associated with any content created with this Minecraft initiative. No\ncopying or further distribution of this Minecraft initiative will be permitted\nunder this agreement. <\/p>\n<!-- \/wp:paragraph -->",
            "title": "RFQ: Summer Minecraft Experience",
            "excerpt": "Are you skilled in Minecraft: Education Edition and interested in helping to build an engaging and fun summer learning experience? Michigan Virtual is seeking a contractor to develop a Minecraft summer learning experience for 3rd through 8th graders using the Minecraft Education Edition (M:EE). The project will involve creating a new Minecraft World that students...",
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            "path": "\/blog\/what-if-michigan-had-elearning-days\/",
            "author_id": 54,
            "timestamp": 1582577499,
            "content": "<!-- wp:paragraph -->\n<p>Despite having an<a href=\"https:\/\/www.digitallearningcollab.com\/online-learning-graduation-requirements\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\"> online learning graduation requirement<\/a>, as well as<a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\"> 21f<\/a> legislation that requires schools to provide students up to two online courses per semester, Michigan is <em>not <\/em>one of the 14 U.S. states that have an eLearning day policy, in spite of having only six allotted snow days per year, and in some years like 2019, running well past that number due to dangerous or inclement weather.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What are eLearning days?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>eLearning days, also known as cyber days, online learning days, virtual days, or blizzard bag days, are a way for schools to continue to provide learning opportunities to students when complications such as weather, extended illnesses, or natural disasters arise.&nbsp; <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, they can help schools avoid adding days to the end of the school year and provide an alternative learning option for students in extenuating circumstances.<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, while eLearning days can be a great solution to mitigate some of these issues, there are many accompanying challenges that schools and school districts need to consider in order to provide an effective learning opportunity for <em>all <\/em>students.&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Who\u2019s using eLearning days?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are currently about 14 states that have some sort of eLearning day policy (DLC, 2019). However, many differences exist among them in terms of how eLearning days are implemented and managed.&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, in<a href=\"https:\/\/eoc.sc.gov\/sites\/default\/files\/Documents\/eLearning\/eLearning%20Memo%20to%20Supers%20for%20Participation%2C%2005222019-E.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\"> South Carolina<\/a> and<a href=\"http:\/\/ilga.gov\/legislation\/publicacts\/101\/101-0012.htm\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\"> Illinois<\/a>, individual school districts are required to apply for an eLearning pilot program.&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In<a href=\"https:\/\/www.education.pa.gov\/Teachers%20-%20Administrators\/School%20Services\/Pages\/FID.aspx\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\"> Pennsylvania<\/a>, students and teachers are not required to have access to technology and an Internet connection as paper and pencil options are provided during these \u201cflexible instruction days.\u201d&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, attendance verification, expectations, and requirements vary widely among the states that do have some sort of eLearning policy.&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In<a href=\"http:\/\/ilga.gov\/legislation\/publicacts\/101\/101-0012.htm\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\"> Illinois<\/a>, teachers must be able to verify at least five clock hours of instruction or schoolwork on an eLearning day (DLC, 2019). In<a href=\"https:\/\/eoc.sc.gov\/sites\/default\/files\/Documents\/eLearning\/eLearning%20Memo%20to%20Supers%20for%20Participation%2C%2005222019-E.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\"> South Carolina<\/a>, teachers must be able to verify 5.5 hours for elementary school students and six hours for secondary students.&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to state-level policies on eLearning, a number of universities and K-12 districts or ISDs have experimented with eLearning days when confronted with severe weather or widespread illness such that an entire building or campus needs to shut down.&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>eLearning days can be useful tools when physically attending school is unsafe or pragmatically impossible. However, when applied without proper planning and clear, consistent implementation, eLearning days are unlikely to extend instruction in any meaningful way.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>eLearning Days Only Work Well When Implemented Well<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At the end of the day, simply having an eLearning day policy does <em>not <\/em>mean that schools will execute it well. If teachers and administrators are not well practiced then it is unlikely students will see any real success on eLearning days. Schools need to have proper training in place for their teachers so that they are able to facilitate learning effectively.&nbsp;<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example:<br><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Both students <\/strong><strong><em>and <\/em><\/strong><strong>parents<\/strong> need to have clearly defined roles and responsibilities.<\/li><li><strong>Students <\/strong>will need to understand what is expected of them in terms of demonstrating their learning and documenting time spent in each course.&nbsp;<\/li><li><strong>Teachers <\/strong>need to know how to verify student attendance as well as how and when to make themselves available for student questions.&nbsp;<\/li><li><strong>Schools <\/strong>need to take students with special learning needs (504s, IEPs, ESL) into consideration and make sure that accommodations are put into place so that they can be successful, too.&nbsp;<\/li><li><strong>And most importantly, LEAs, PSAs, and ISDs<\/strong> need to understand that even the best-laid plans need to be adjusted and revised.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>All in all, for eLearning days to live up to their full potential, schools will need to gather feedback and make necessary adjustments from year to year to ensure that when eLearning opportunities are offered, they are an effective learning opportunity for all students, teachers, and parents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our<a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\"> Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by<a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\"> signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christa Green<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Christa received her master\u2019s in Curriculum and Instruction from Kent State University, as well as a bachelor\u2019s degree in Business Administration. She taught middle school language arts and social studies for seven years before coming to work for Michigan Virtual in 2018. As a Research Specialist with the Michigan Virtual Learning Research Institute, Christa enjoys using her passion for education, curriculum, research, and writing to share and shape best practices in online and blended learning with other educators not only in Michigan, but nationwide.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Kristen DeBruler<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Christopher Harrington<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "What if Michigan Had eLearning Days?",
            "excerpt": "With eLearning, students can learn from home when extenuating circumstances (such as snow storms) prevent them from being able to attend their brick-and-mortar schools. Many states in the U.S. have eLearning policies, but Michigan's not one of them. Why is that and what would it look like if we did have eLearning days?",
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            "content": "<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Language-Learning.svg\" alt=\"\" loading=\"lazy\">\n<h1>Summer Language Boost<\/h1>\nFor Grades 8-12\n\nKeep your Spanish, French, or German skills sharp with these online summer programs powered by Lingco Language Labs' artificial intelligence-driven software.\n\n<a href=\"#form\" role=\"button\">\nEnrollment Currently Closed\n<\/a>\n<img width=\"573\" height=\"808\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/lingco-screen-ipad.svg\" alt=\"\" loading=\"lazy\">\n<h2>Don\u2019t let summer language loss erode your students' hard-earned fluency!<\/h2>\nWhen you don\u2019t use your language skills, you begin to lose them. With Summer Language Boost, students go beyond ineffective \u201cskill and drill\u201d practices by completing artificial intelligence-driven activities designed to keep their language skills sharp over the summer.\n\nThese summer programs are designed for students who already have a foundation in either Spanish, French, or German, for example, by having completed one year or more of the language either at their local school or online.\n\nThe goal of this summer program is increased language acquisition and avoidance of language loss. By practicing their language skills in an immersive format, students maintain and gain fluency by ingraining skills more deeply into their brains' language centers.\n\nThese lessons and activities offer a more rigorous summer program than available in free language learning apps, which tend to be introductory in nature and focused on vocabulary drills rather than on true language acquisition.\n\n<a href=\"#form\" role=\"button\">\nEnroll Now\n<\/a>\n<h2>The problem with free language learning apps<\/h2>\nWhile free language learning apps are certainly appealing, the truth is that this type of software \u2014 while helpful for introductory vocabulary or preparing for week-long vacation abroad \u2014 is not designed with the appropriate level of rigor for students who have already completed a year of a world language. They focus more on \u201cskill and drill\u201d vocabulary exercises and memorization and less on true language acquisition.\n\nThese free apps are not commonly used in actual language learning classrooms for these reasons. By contrast,&nbsp;<a href=\"https:\/\/www.lingco.io\/\">Lingco Language Labs <\/a>was designed specifically for college-level classrooms with extensive feedback from instructors and students and is currently being implemented at universities all across the United States.\n\n<img width=\"512\" height=\"512\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/spain.png\" alt=\"\" loading=\"lazy\">\n<h2>Summer Spanish Boost<\/h2>\n<i>\u00a1Hola! \u00bfHabla usted Ingl\u00e9s?<\/i> For students looking to keep their Spanish skills sharp this summer, we offer:\n<p style=\"margin-bottom: 0;font-weight: bold\">Spanish 1 Boost<\/p>\n<b>Spanish 1 Boost <\/b>is intended to help students who have taken one year of Spanish practice the skills they've learned and commit them to memory.\n<img width=\"512\" height=\"512\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/france.png\" alt=\"French Flag (Rounded)\" loading=\"lazy\">\n<h2>Summer French Boost<\/h2>\n<em>Bonjour! Tu parles fran\u00e7ais?<\/em> For students looking to keep their French skills sharp this summer, we offer two options:\n<p style=\"margin-bottom: 0;font-weight: bold\">French 1 Boost<\/p>\n<p style=\"margin-bottom: 0;font-weight: bold\">French 2 Boost<\/p>\n<b>French 1 Boost<\/b> is intended for students who have already taken one year of French and are seeking to practice the skills they've learned and commit them to memory. For students who have taken more than one year of French, we recommend taking the <b>French 2 Boost<\/b> as a refresher.\n<img width=\"512\" height=\"512\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/germany.png\" alt=\"German Flag (Rounded)\" loading=\"lazy\">\n<h2>Summer German Boost<\/h2>\n<i> Guten Tag! Sprichst du deutsch?<\/i> For students looking to keep their German skills sharp this summer, we offer two options:\n<p style=\"margin-bottom: 0;font-weight: bold\">German 1 Boost<\/p>\n<p style=\"margin-bottom: 0;font-weight: bold\">German 2 Boost<\/p>\n<b>German 1 Boost <\/b>is intended to help students who have taken one year of German practice the skills they've learned and commit them to memory. For students who have taken more than one year of German, we recommend taking the <b>German 2 Boost <\/b>as a refresher.\n<h2>Pricing  &amp; Calendar<\/h2>\nFor $<b>49.95<\/b>, your child will receive access to the program you have purchased until Labor Day (September 6, 2021). During this time, your child can use the program to boost their language skills and take their fluency to the next level!&nbsp;\n<h2><strong>Access Begins:<\/strong>\nJune 7, 2021<\/h2>\n<h2><strong>Last Day to Register:<\/strong>\nJuly 31, 2021<\/h2>\n<h2><strong>Access Ends:<\/strong>\nSeptember 6, 2021<\/h2>\n<a href=\"#form\" role=\"button\">\nEnroll Now\n<\/a>\n<h2>How does it work?<\/h2>\nDuring these online summer programs, students will be guided through interactive lessons from <em>Michigan Virtual<\/em>'s award-winning online courses. Rather than learning to recite rules from a grammar book, students will build language proficiency that can be applied to real-world conversations.\n\nAlong the way, students will engage with activities from <a href=\"https:\/\/www.lingco.io\/\" target=\"_blank\" rel=\"noopener\">Lingco Language Labs<\/a>\u2019 AI-driven language software that automatically adjusts its difficulty level based on student performance and offers instant feedback.\n\n<a href=\"#form\" role=\"button\">\nEnroll Now\n<\/a>\n<h2>Your student will:<\/h2>\n<ul>\n \t<li>\n\t\t\t\t\t\t\t\t\t\tMaintain and gain fluency in Spanish, French, or German by practicing language skills<\/li>\n \t<li>\n\t\t\t\t\t\t\t\t\t\tGo beyond ineffective \u201cskill and drill\u201d vocabulary exercises to engage with rich language acquisition activities<\/li>\n \t<li>\n\t\t\t\t\t\t\t\t\t\tBuild language proficiency that can be applied to real-world conversations rather than simply learning to recite rules from a grammar book<\/li>\n \t<li>\n\t\t\t\t\t\t\t\t\t\tLearn from interactive lessons developed by professional course designers fluent in French and German<\/li>\n \t<li>\n\t\t\t\t\t\t\t\t\t\tComplete Lingco\u2019s AI-driven language activities that use adaptive learning to adjust difficulty level based on student performance<\/li>\n \t<li>\n\t\t\t\t\t\t\t\t\t\tReceive instant feedback from Lingco\u2019s artificial intelligence tool<\/li>\n \t<li>\n\t\t\t\t\t\t\t\t\t\tLeave program with a progress report showcasing strengths and areas for improvement that can be shared with parents and next year\u2019s language teacher<\/li>\n \t<li>\n\t\t\t\t\t\t\t\t\t\tEnter next school year primed and ready to learn new information rather than re-learning forgotten skills<\/li>\n<\/ul>\n<img width=\"119\" height=\"42\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/Lingco-Logo.svg\" alt=\"Lingco Logo\" loading=\"lazy\">\n<h2>About Lingco Language Labs<\/h2>\nA Michigan native, Seth Killian was a junior in college when he first began designing the language learning platform that is now <a href=\"https:\/\/www.lingco.io\/\" target=\"_blank\" rel=\"noopener\">Lingco<\/a>. It all started when he wanted to study abroad in France, but his parents told him that he could not go unless he learned enough French to survive.\n\nSeth tried a lot of different apps, but he was frustrated because none of them accurately took into account his prior knowledge. They were all either too easy or too difficult. After finding a tutor who was able to teach him enough French to successfully study abroad, Seth began building a system to give each student their own personalized experience.\n\nWhile earning his degree in Computer Science at Michigan State University, Seth gained the skills he needed to make Lingco a reality. Since its launch in 2018, Lingco has been integrated into classrooms in high schools, colleges, and universities across the nation.\n<h2>Technical Requirements<\/h2>\nBefore you register, here are a few things you should know the technical requirements for running our Summer Language Learning programs:\n<ul>\n \t<li><strong>Runs best on laptops\/desktops with Google Chrome \u2014 <\/strong>For the best experience, we recommend that you use Google Chrome as your internet browser on a desktop or laptop computer only. Some activities will not display properly or function at all on other devices or with other browsers.&nbsp;<strong><em>This program does NOT work well with iPads or mobile devices.<\/em><\/strong><\/li>\n \t<li><strong>Working microphone required \u2014 <\/strong>Some activities include voice recognition, so you will need to make sure that your computer has a working microphone. There are also many activities that include spoken language that you will need to listen to and understand to complete the activity. To get the best experience, we recommend that you find a comfortable and quiet place to explore these activities.<\/li>\n<\/ul>\n<h2>Enroll in Summer Language Boost!<\/h2>\n<strong>Note on enrolling multiple children:&nbsp;<\/strong><em>If you are enrolling multiple children in Summer Language Boost you will need to fill out this form separately for each child, using a unique email address for each.&nbsp;<\/em>\n\nThank you for your interest in Summer Language Boost! Registration is currently closed.",
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            "id": 32131,
            "path": "\/about\/news\/michigan-students-to-benefit-from-enhanced-online-learning-services\/",
            "author_id": 2,
            "timestamp": 1582214880,
            "content": "<!-- wp:paragraph -->\n<p><strong>Published in <a href=\"https:\/\/www.globenewswire.com\/news-release\/2020\/02\/20\/1987966\/0\/en\/MICHIGAN-STUDENTS-TO-BENEFIT-FROM-ENHANCED-ONLINE-LEARNING-SERVICES.html\" class=\"rank-math-link\"><em>Global Newswire<\/em><\/a> on February 20, 2020<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>D2L Chosen to Provide Learning Management by Michigan Virtual<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kitchener, Waterloo, Feb. 20, 2020 (GLOBE NEWSWIRE) -- Global learning technology leader D2L announced today that <em>Michigan Virtual<\/em> has selected D2L\u2019s Brightspace platform as its learning management system.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019ve always used a learning management system (LMS), but we wanted to move to an innovative and cloud-hosted platform in order to better serve our students and educators,\u201d said Joseph Freidhoff, vice president of <em>Michigan Virtual<\/em>. \u201cAfter extensive testing of multiple platforms, we chose Brightspace because its flexibility supports how we teach our students. We\u2019re excited and eager to give new tools to our instructors and mentors to save them time and more easily communicate, in order to better support all our virtual learners.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to <em>Michigan Virtual<\/em>, Brightspace offered several advantages to meet their needs in better serving students and assisting educators, including:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Flexibility<\/strong>:\u00a0Brightspace serves students across multiple grades and allows them to move through courses at their own pace and schedule. This includes supporting multiple term start-and-end dates, as Michigan allows districts to have different dates.<\/li><li><strong>Personalization<\/strong>:\u00a0The ease of personalization is important to students and instructors managing multiple cohorts of students. This includes providing reports that will allow mentors of both students and instructors to better track and support progress.<\/li><li><strong>A True Partnership<\/strong>:\u00a0Both<em> Michigan Virtual <\/em>and D2L are committed to continual improvement and ensuring quality results \u2013 an alignment that will greatly benefit the students and educators served by this partnership.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>\u201c<em>Michigan Virtual<\/em> is a recognized leader and innovator in online learning, so we are especially excited to be partnering with them,\u201d says Lee Poteck, vice president, education at D2L. \u201cIt\u2019s a great fit, and both companies are already benefiting from this collaboration.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a non-profit and research-based organization, <em>Michigan Virtual<\/em> works to ensure that courses and educators are focused on providing quality, integrated courses that work together for the overall success of student learning and comprehension. To do so, <em>Michigan Virtual<\/em> uses a third party (<a rel=\"noreferrer noopener\" href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\">Quality Matters<\/a>) to evaluate course designs against research-based online course design standards that lead to student success. This partnership with D2L will strengthen <em>Michigan Virtual<\/em>\u2019s ability to provide quality services and successful results to educators and learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>ABOUT BRIGHTSPACE<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Brightspace is a\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/products\/cloud\/\" target=\"_blank\">cloud-based<\/a>\u00a0learning platform that makes online and blended learning easy, flexible and smart. Brightspace is a quantum leap beyond traditional Learning Management System (LMS) \u2013 it is easy to drag-and-drop content to create engaging courses, supports all\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/products\/#mobile\" target=\"_blank\">mobile devices<\/a>, has industry-leading up-time, and is\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/accessibility\/\" target=\"_blank\">built with accessibility in mind for all learners.<\/a>\u00a0Plus, Brightspace enables the future of learning with a gaming engine,\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/products\/leap\/\" target=\"_blank\">adaptive learning<\/a>,\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/products\/#video\" target=\"_blank\">video management<\/a>, intelligent agents, templated interactives for course design, full support for outcomes or\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/topics\/competency-based-education\/\" target=\"_blank\">competency-based learning<\/a>, and actionable\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/topics\/learning-analytics\/\" target=\"_blank\">learning analytics<\/a>. D2L\u2019s Brightspace was recently named the\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/resources\/assets\/ovum-report\/\" target=\"_blank\">#1 LMS for Next-Gen Online Teaching and Learning<\/a>\u00a0by Ovum Research and #1 in Adaptive Learning by\u00a0<em>eLearning Magazine<\/em>. In addition, Aragon Research included D2L in its highly coveted\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/aragonresearch.com\/hot-vendors-in-learning-2016\/\" target=\"_blank\">Hot Vendors In Learning list<\/a>. To learn more, visit the\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/www.d2l.com\/enterprise\/\" target=\"_blank\">Corporate<\/a>\u00a0page on our website.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>ABOUT MICHIGAN VIRTUAL<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>\u2122 (formally known as <em>Michigan Virtual University<\/em>\u00ae) provides online courses and support programs for Michigan students, professional development for educators and is the parent organization of the <em>Michigan Virtual Learning Research Institute<\/em>\u00ae. Visit us at\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\">michiganvirtual.org<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>ABOUT D2L<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>D2L believes learning is the foundation upon which all progress and achievement rests. Working closely with organizations globally, D2L has transformed the way millions of people learn online and in the classroom. Learn more about D2L for schools, higher education and businesses at&nbsp;<a href=\"http:\/\/www.d2l.com\/\" rel=\"noreferrer noopener\" target=\"_blank\">www.D2L.com<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u00a9 2020 D2L Corporation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The D2L family of companies includes D2L Corporation, D2L Ltd, D2L Australia Pty Ltd, D2L Europe Ltd, D2L Asia Pte Ltd, and D2L Brasil Solu\u00e7\u00f5es de Tecnologia para Educa\u00e7\u00e3o Ltda.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All D2L marks are trademarks of D2L Corporation. Please visit D2L.com\/trademarks for a list of D2L marks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table -->\n<figure class=\"wp-block-table\"><table class=\"\"><tbody><tr><td><strong>D2L CONTACT<\/strong><br>Dana Dean<br>Director of Awareness<br>(416) 593-0364<br>[email protected]<\/td><td><strong>MICHIGAN VIRTUAL CONTACT<\/strong><br>Anne Craft<br>Executive Director of Outreach<br>(517) 324-5373<br>[email protected]<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->",
            "title": "Michigan students to benefit from enhanced online learning services",
            "excerpt": "Published in Global Newswire on February 20, 2020 D2L Chosen to Provide Learning Management by Michigan Virtual Kitchener, Waterloo, Feb. 20, 2020 (GLOBE NEWSWIRE) &#8212; Global learning technology leader D2L announced today that Michigan Virtual has selected D2L\u2019s Brightspace platform as its learning management system. \u201cWe\u2019ve always used a learning management system (LMS), but we...",
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            "author_id": 54,
            "timestamp": 1581626860,
            "content": "<!-- wp:paragraph -->\n<p>So far in our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we have looked at how to <a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/blog\/setting-online-learners-up-for-success\/\" target=\"_blank\">plan and set up online students for success<\/a>, as well as <a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/blog\/what-do-successful-k-12-online-programs-have-in-common\/\" target=\"_blank\">program and course elements<\/a> designed to support online students.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We\u2019ve discussed how mentors serve as a <a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/blog\/why-mentors-matter-a-conversation-with-jered-borup\/\" target=\"_blank\">critical in-person support at school for the online learner<\/a> but haven\u2019t yet discussed at length how parental support, in conjunction with mentor support, operates to better serve students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The role of the parent in online learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\" target=\"_blank\">Parental engagement and support<\/a> are critically important to student success in any learning environment, including online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the mentor offers face-to-face support in the school environment, the parent offers support in the home environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parental support is critical to student success, regardless of course format.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, in the case of an online course, students may require extra parental support outside of school in order to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Access and navigate technology&nbsp;<\/li><li>Understand course expectations and requirements, and<\/li><li>Complete course work.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>The relationship between mentors &amp; parents<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you conceptualize the relationship between students, mentors, and parents as a triangle with students at the top, the line connecting mentors and parents becomes important as well. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":31147,\"sizeSlug\":\"large\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/Online-Student-Success-Triangle-929x1024.png\" alt=\"The Online Student Success Triangle infographic: Students, Parents, Mentors\" class=\"wp-image-31147\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>This relationship starts even before the student enrolls in the online course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Parents and mentors need to have an understanding of:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Why an online course was selected for the student<\/li><li>If the student is ready for such a course, and&nbsp;<\/li><li>How the course will impact the students academic trajectory.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>It is common for either the school or parent to select an online course for the student; however, both need to be informed in order to best support the student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Once enrolled, parents and mentors both need to have a solid understanding of the online course including but not limited to:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Access <\/strong>- How a student logs into an course and views content<\/li><li><strong>Expectations <\/strong>- How often a student is expected to engage in the course and for what duration<\/li><li><strong>Progression <\/strong>- How a student moves through a course and at what pace<\/li><li><strong>Help resources <\/strong>- Where a student messages teachers and accesses help resources.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Both parents and mentors need to present a unified front to students regarding the amount of time and quality of work that is expected of students in the online course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Students as active participants in this relationship<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another important element of the success triangle is the student taking an active role in the relationship between the student and mentor and student and parent.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we say \u201cactive role,\u201d what we mean is that the student communicates openly and honestly with both the mentor and parent about the online course and any challenges they may be facing. This also means seeking help when needed from the mentor or parent and possibly the online instructor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many online courses have mentor or parent dashboards, but often times issues with progress are not flagged until it is too late.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s why students need to be active and vocal participants in their online learning just as they are expected to be in their face-to-face classrooms. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parental support is beneficial to student success in any learning context. In the online learning context, the addition of mentor support creates an optimal support structure for online learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by <a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristen DeBruler<\/strong><br>\nDr. Kristen DeBruler received her doctorate in Educational Psychology \nand Educational Technology from Michigan State University. She taught in\n the Master of Arts in Educational Technology program at Michigan State \nUniversity for three years. Her work focuses on K-12 online learning \npolicy in Michigan and nation wide as well as understanding online \nlearning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><br>\nDr. Christopher Harrington has served public education as a teacher, an \nadministrator, a researcher, and a consultant for more than 25 years and\n has experience assisting dozens of school districts across the nation \nin the design and implementation of blended, online, and personalized \nlearning programs. He has worked on local, regional, and national \ncommittees with iNACOL and various other education-based organizations \naimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Online Student Success Triangle \u2014 Students, Mentors, &amp; Parents",
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            "id": 31139,
            "path": "\/blog\/using-google-forms-to-innovate-your-assessment-practices\/",
            "author_id": 30,
            "timestamp": 1581625060,
            "content": "<!-- wp:heading -->\n<h2>Why use Google Forms in the classroom?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Well, first off, it is free and is part of the Google Suite of Applications. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not only can you utilize Google Forms as a teacher, but your students can as well. Your students can engage with data collection and view that data in multiple formats.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Secondly, it is fairly easy to use, and all of your form responses can be found by simply clicking \u201dResponses,\u201d allowing you to see data visually or in spreadsheet form.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Have a formative quiz you want to administer <em>and have it automatically graded with feedback<\/em>?&nbsp;&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Google Forms can do that.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Want to give the students a quick survey and get the results instantly?&nbsp;&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Forms can do that, too.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Finally, Google forms is easy to share with others. All you have to do is simply share a link.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How should I use Google Forms?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To create a Google Form, visit your Google Drive and under the \u201cMore\u201d section you will see \u201cForm.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What you may not know is that if you hover your cursor over that \"Form\" area, you have the option to create a new form or pick from already created templates such as exit slips, assessments, and course evaluations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh6.googleusercontent.com\/v_RHtHBP_eNPXlfII54TVAwJxwS3VVpwYiQl58zdvuqsTl4jFAbfjHFaEUWlto1kXoyBZjf0aqleVtQSa-geQjICYvoHmxZZmkqmXWQLhxxbRXDtCnQIttKvsVO5bn_8VN6MBepZ\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As previously mentioned, while Google Forms can be used to gather information, such as feedback from others, it can also be used as a self-grading quiz.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Users have the option to choose what type of questions they would like to ask and can even send students to a different section of the form based on their answers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A fairly new addition to Google Forms also allows you to pull in questions from previously created forms.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This means if you have created other Google Forms you can pull questions from those items.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh4.googleusercontent.com\/bH6IXBStiY-2gJtqjI3smRYvMv2SMe1R5V0NRZfKKbSdmEaa7yJsHBVIzqSQ59DlLodH8iKIHeTb9_77j6JkLHdNim-LiraoAcVO2tU8fyoHz_YaAb0HaYQvZO5a5VKFhzUabkN4\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Another tip:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you are using Google Forms to give a formative assessment, there is an option to use <a href=\"https:\/\/support.google.com\/docs\/answer\/7634943?hl=en\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\"\u201cLocked Mode\u201d on Chromebooks (opens in a new tab)\">\u201cLocked Mode\u201d on Chromebooks<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This way, respondents won\u2019t be allowed to open tabs or other applications while taking this quiz.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Note<\/strong>: this only works if you are using a district-managed Chromebook.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image -->\n<figure class=\"wp-block-image\"><img src=\"https:\/\/lh4.googleusercontent.com\/TA88DEbjCwhosiKAMkIhXuqQO-g_l_OJjJosNA-CTulv4nFi1YPfLbB975JdYA4gbSaj0U65VUiXVyKd4YL78mRgtR1eIOtwyF_pYTtQs2u7RhQcBaaRNWP0si5Knnvh3G9EBHYC\" alt=\"\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Want to know more about how you can use Google Forms? <\/strong>Check out the<a href=\"https:\/\/support.google.com\/docs\/answer\/6281888?hl=en&amp;ref_topic=6063584\"> Google Help Center <\/a>for more information.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Using Google Forms in your classroom? <\/strong>&nbsp;We would love to hear how you are utilizing this tool!<br><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Using Google Forms to innovate your assessment practices",
            "excerpt": "Google Forms is not a new tool. It\u2019s been around for quite some time; however, a number of recent updates have made this tool one you will want to use in your classroom. In this article, we will walk you through some innovative ways to use Google Form for student surveys, quizzes, and assessments.",
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        {
            "id": 31123,
            "path": "\/blog\/using-image-annotation-tools-to-bring-assignments-to-life\/",
            "author_id": 30,
            "timestamp": 1581623448,
            "content": "<!-- wp:paragraph -->\n<p>As an educator and a mom, I have had many opportunities to interact with the Harry Potter series.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s exciting to see how all of the different story elements come to life in the movies, including scenes in which the artwork quite literally comes <em>alive.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wouldn\u2019t it be great if, just like at Hogwarts, you could create living images for your classroom?\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, posters that allowed students to interact with content or to even create their own content?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Well, look no further because we have two interactive image tools that will bring your images to life, with very little lift!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Tool #1: Classtools.net\u2019s Image Annotator<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"http:\/\/classtools.net\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Classtools.net<\/a> has a basic tool called <a href=\"https:\/\/www.classtools.net\/hotspot\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Image Annotator<\/a> you and your students can use.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This image annotator only allows the addition of web links, but it would be great to use in conjunction with Google Docs or sharing websites for students to do research.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This tool is very simple to use: upload an image and click on the picture where you would like your resource link to appear.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not only can you embed the photo into your own website, but you can also share using a link or QR Code.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Even better yet?<\/strong> It\u2019s completely free to use.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\"} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img src=\"https:\/\/lh3.googleusercontent.com\/w1w9OUkuHx-P4jh0fvLEz24jZap3dCw-4gPEQoBv8ga_CGpGUJYjQFvht61FZFZ05vTCyazPYi7ZptW8nHX6vbiz6eBZ8bb90XucsGc3kHZ5DDECtC3qBe-P_nvDqBbcg4bIFjNu\" alt=\"\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2>Tool #2: Thinglink<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.thinglink.com\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Thinglink <\/a>is not a new tool, but it has recently become very popular with teachers.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This incredible little website and iPad app allow you to upload images and \u201ctag\u201d certain portions of that image to create an interactive image.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This means, for example, that if students are learning about the water cycle, you can create a Thinglink they can interact with in order to learn about each portion of the cycle.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can add text, audio, video, and embed the image on your own blog or webpage.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Check out some of these <a href=\"http:\/\/thinglinkblog.com\/virtual-field-trips\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">virtual field trips<\/a> that have been created using this tool.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s important to know that while teachers can create Thinglinks for free, there is a cost for student accounts, should you want your students to create their own.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Already using Image Annotator and Thinglink?<\/strong> We would love to hear how you are using these tools in your classroom!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Using image annotation tools to bring assignments to life",
            "excerpt": "Looking for ways to make your classroom resources more interactive? In this article, we share two free image annotation tools that teachers can use to bring assignments to life in their classroom.",
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        {
            "id": 31105,
            "path": "\/blog\/using-autocrat-to-showcase-student-work\/",
            "author_id": 30,
            "timestamp": 1581620344,
            "content": "<!-- wp:paragraph -->\n<p>Most teachers have sent home communication showcasing their students\u2019 work in the classroom.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, these communications might highlight a student showing leadership, compassion for others, hard work, or creativity.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a parent, I have found these notes buried at the bottom of my son or daughter\u2019s backpack weeks later.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:cover {\"url\":\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/student-trophy.jpg\",\"id\":31110,\"align\":\"wide\"} -->\n<div class=\"wp-block-cover alignwide has-background-dim\" style=\"background-image:url(https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/student-trophy.jpg)\"><div class=\"wp-block-cover__inner-container\"><!-- wp:paragraph {\"align\":\"center\",\"placeholder\":\"Write title\u2026\",\"fontSize\":\"large\"} -->\n<p class=\"has-text-align-center has-large-font-size\"> Sometimes these time-consuming accolades get missed in the everyday chaos that is life. <\/p>\n<!-- \/wp:paragraph --><\/div><\/div>\n<!-- \/wp:cover -->\n\n<!-- wp:paragraph -->\n<p>This got me thinking about a Google add-on that I used years ago and had forgotten about:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/gsuite.google.com\/marketplace\/app\/autocrat\/539341275670\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Autocrat<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This add-on allows you to create a form where submissions can populate a Google Doc.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, a teacher could fill out a form by selecting a list of characteristics a student has exhibited and automatically generate a letter through Autocrat.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This letter could be easily emailed or copied and pasted into a <a href=\"https:\/\/www.remind.com\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Remind<\/a> message sent out to families.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not only can teachers use this for communication in their classrooms, but they could also use it to create missing library book lists or lesson plans by identifying different fields in Autocrat.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Autocrat can be a bit tricky, but we\u2019ve included a video below explaining how it can be set up:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:core-embed\/youtube {\"url\":\"https:\/\/www.youtube.com\/watch?time_continue=42\\u0026amp;v=JpqEHW3CZhU\\u0026amp;feature=emb_logo\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"align\":\"wide\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed-youtube alignwide wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?time_continue=42&amp;v=JpqEHW3CZhU&amp;feature=emb_logo\n<\/div><\/figure>\n<!-- \/wp:core-embed\/youtube -->\n\n<!-- wp:paragraph -->\n<p><strong>Already using Autocrat?<\/strong> We would love to hear how you are using this tool.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Using Autocrat to showcase student work",
            "excerpt": "As a teacher, it's great to showcase student work, but it can be time-consuming to compile and share these accolades with parents. In this article, we walk through how teachers can use the Google add-on Autocrat to showcase student work in an efficient way.",
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            "path": "\/about\/news\/e-learning-in-ontario-way-of-the-future-or-an-ineffective-teaching-model\/",
            "author_id": 2,
            "timestamp": 1581525930,
            "content": "<!-- wp:paragraph -->\n<p>The article \"<a href=\"https:\/\/www.theglobeandmail.com\/canada\/article-e-learning-way-of-the-future-or-an-ineffective-teaching-model\/\">E-learning in Ontario: Way of the future or an ineffective teaching model?<\/a>\" \u2014 originally published in Canada's <em>Globe and Mail<\/em> on February 12, 2020 \u2014 explores research on the promise and pitfalls of e-Learning in light of Ontario's proposed online learning requirement and includes quotations from an interview with our vice president, Joe Friedhoff, and citations from the <em><a href=\"https:\/\/michiganvirtual.org\/research\/\">Michigan Virtual Learning Research Institute<\/a><\/em>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "E-learning in Ontario: Way of the future or an ineffective teaching model?",
            "excerpt": "The article \"E-learning in Ontario: Way of the future or an ineffective teaching model?\" \u2014 originally published in Canada's Globe and Mail on February 12, 2020 \u2014 explores research on the promise and pitfalls of e-Learning in light of Ontario's proposed online learning requirement and includes quotations from an interview with our vice president, Joe Friedhoff, and citations from the Michigan Virtual Learning Research Institute.",
            "slug": "e-learning-in-ontario-way-of-the-future-or-an-ineffective-teaching-model",
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        {
            "id": 30912,
            "path": "\/resources\/guides\/parent-guide\/",
            "author_id": 21,
            "timestamp": 1581364230,
            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"about-this-guide\"><strong>About this Guide<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This guide has been prepared by <em>Michigan Virtual<\/em>\u2122, through its <em>Michigan Virtual Learning Research Institute<\/em>\u00ae (MVLRI), with the insight of experienced mentors, instructors, administrators, and customer service representatives from <em>Michigan Virtual<\/em>. It is intended for parents, guardians, counselors, and others who guide students in their decision about whether online courses are a good option for their personal circumstance. It\u2019s focus is on middle and high school students. In it, you will find information about:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>what to consider and in what sequence;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>what to expect from your student\u2019s school, academically and financially&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>what role you play in supporting your student\u2019s virtual learning success<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>what a virtual course experience is like -- getting started through a student\u2019s transcript<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>what is different when a student is <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.michigan.gov\/documents\/home_schools_122555_7.pdf\" target=\"_blank\">homeschooled<\/a>&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>While the context presented here is specific to Michigan, much of the information is translatable to any parent and student considering whether and how best to learn in a virtual environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction-to-online-learning\"><strong>Introduction to Online Learning<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Thanks to an annual report on online learning in Michigan, statistics are available on the use and performance of K-12 students in an online environment. Based on data presented in <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2021-2022<\/a>, we know that:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>666 of Michigan school districts reported at least one virtual enrollment. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>57% of the 1,914 schools with virtual enrollments had 100 or more virtual enrollments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>208,000 K-12 students took at least one virtual course, which represented 14% of Michigan public school students.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Over 1.4 million virtual course enrollments were generated by these students (a significant decrease from the previous year). <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>64% of virtual enrollments came from schools with part-time virtual learning options.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>63% of virtual enrollments were from students in poverty. <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>57% of virtual enrollments came from schools with 100 or more virtual enrollments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The overall pass rate for virtual courses was 69%. The pass rate for students in poverty was 64% compared to 78% for those not in poverty.  <\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Some districts are clearly more effective in using virtual learning than others. Twenty-three percent of schools had school-wide virtual pass rate of 90% to 100%.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The 2021-22 data represents the 12th year of examining&nbsp;the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist.&nbsp;The large increase in learners, enrollments, and schools was likely anticipated by many given the COVID-19 precautions in place throughout the state.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Effectiveness Reports over the last several years have made it clear that success in face-to-face courses is correlated with success in online courses. Further, students who struggle with face-to-face courses also tend to struggle in online courses. Laying the groundwork for student success in online courses requires preparing the students and their parents\/guardians for learning online and maintaining a robust network of wraparound support for students, parents\/guardians, mentors, and other staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Research also suggests that Michigan adults are not very informed about Michigan\u2019s online learning laws. A <a class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2019\/\">survey<\/a> conducted by Public Sector Consultants from February 12-17, 2019 of 600 Michigan adults found that only 23% of those surveyed were aware of Michigan\u2019s online learning graduation requirement and 33% were aware that middle school and high school students were allowed to take up to two online courses per academic term. Despite the lack of awareness, these same adults tended to hold a favorable view of online learning, including 77% indicating that it was very important (38%) or somewhat important (39%) for students in middle school and high school to have the option of enrolling in an online class at their local district.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was in 2006 that the Michigan Legislature adopted a policy that Michigan students have an online learning experience as a high school graduation requirement. This policy was the first of its kind in the nation. In 2013, the Michigan Legislature expanded student access to digital learning options through <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noreferrer noopener\">Section 21f of the State School Aid Act<\/a>. At a high level, what that means to you is:&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Students in grades 6-12 are eligible to enroll in up to two online courses during an academic term. Students may enroll in more than two online courses when parents, students, and school leadership agree that more than two are in the best interest of the student.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The act requires schools to cover the costs of the online courses and specifies the circumstances and dollar amount.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The act specifies the reasons where denying an online course is permissible and why.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>There are differences between students enrolled in a public local district, a public school academy and students that are homeschooled.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/21f-infographic.pdf\" target=\"_blank\">Virtual Learning Infographic<\/a> was developed to provide a visual representation of the law and includes the denial reasons.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This guide<em> <\/em>is one in a <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\">family of free guides<\/a> that introduce the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses. They discuss the opportunities online learning offers, and the challenges teachers, parents, guardians, mentors, and educational decision-makers face to increase the likelihood of student success in their online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"michigans-online-course-catalog\"><strong>Michigan\u2019s Online Course Catalog<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\">Michigan's Online Course Catalog<\/a> contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and <em>Michigan Virtual<\/em>. All courses in the catalog include results of a quality assurance review using nationally recognized standards. The information in these reviews will assist parents, students and school personnel in making the best possible choices for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"why-students-choose-online-learning\"><strong>Why Students Choose Online Learning<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students want to learn online for a variety of reasons. The Foundation for Blended and Online Learning (2017) published a report on <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED589983.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/files.eric.ed.gov\/fulltext\/ED589983.pdf\" rel=\"noreferrer noopener\">why students choose blended and online schools<\/a>. The report authors used surveys, focus groups, and interviews with students, along with other data to create the report. The report identified three broad reasons students pursue online and blended learning:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Academics;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Social-emotional health and safety; and&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Interests and life circumstances.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Students may be:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>full-time learners - taking all of their courses virtually;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>part-time learners - adding online courses to what they take at school; or<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>summer learners - enriching, recovering or advancing learning during summer months.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The student\u2019s ultimate goal for completing a course significantly impacts their choices. Attention to a student\u2019s motivation for enrolling in an online course can go a long way toward eventual success. Students are most successful when there is a genuine desire to succeed; i.e., if I pass this course, I will reach my goal of graduation, acceptance to a particular college, a desired occupation, etc. Conversely, students are more likely to fail an online course when there is little motivation; i.e., my counselor made me take this course; I don\u2019t need this credit to graduate; it doesn\u2019t matter if I pass or fail, so who cares?&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Today\u2019s learning environments are changing. From the student\u2019s point of view, online learning is attractive because it is:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>Personalized to my needs and learning goals.<\/strong> When students select their courses, they take greater ownership.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Flexible so that I can try different ways to learn.<\/strong> Online learning allows scheduling to accommodate health, athletic, job and family circumstances.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Interactive and engaging to draw me in.<\/strong> Students meet people outside their community in a safe environment, and multimedia used in online learning provides different ways of learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Relevant to the life I\u2019d like to lead.<\/strong> Students gain more experience using the 21st century technology tools used in college and in the workplace.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Paced by my own progress measured against goals I understand.<\/strong> Students can move faster or slower through assignments and track their own progress toward their goals.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Constantly informed by different ways of demonstrating and measuring my progress.<\/strong> Educational technology can measure and share student progress quickly.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Collaborative with faculty, peers, and others, unlimited by proximity.<\/strong> Students can access learning materials and resources \u2013 including local, state, and national experts \u2013 using online communication tools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Responsive and supportive when I need extra help.<\/strong> Communicating outside the typical school day is supported by the online learning culture. Many students \u2013 and teachers \u2013 report they spend more time interacting online than in the face-to-face classroom.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Challenging but achievable, with opportunities to become an expert in an area of interest.<\/strong> Online learning reinforces lifelong learning skills and promotes information literacy and communication skills as well as thinking and problem-solving skills.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Available to me as much as it is to every other student. <\/strong>Online learning can direct the talents of some of the most skilled educators to the most underserved populations. A zip code does not have to determine learning options any more.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>List based on previous work of Next Generation Learning Challenges<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"first-things-first\"><strong>First Things First<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As a parent, your role in helping your student decide if online learning is the most effective way for him\/her to learn is extremely important. According to the State School Aid Act, you must give your permission for your student to take online classes. Before you sign off, you want to be confident your student is well suited to learn online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"assessing-student-readiness-for-online-learning\"><strong>Assessing Student Readiness for Online Learning<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Not all students are well prepared for online learning. Parents, counselors and teachers often use the <em>Michigan Virtual<\/em> <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" rel=\"noreferrer noopener\" href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\">Online Learner Readiness Rubric<\/a> to help students understand what is required of a successful online learner. When adults supporting the student can identify areas in the rubric where the students are challenged, they can determine what needs to be addressed to best support students in those areas. <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\">Strategies for Online Success<\/a> can assist a student in understanding how prepared she\/he is for this learning option. Online courses require hard work and are not \u201ceasier\u201d than traditional classes. The blog <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\" target=\"_blank\">Are online courses \"easier\" than face-to-face courses?<\/a> discusses five important reasons behind why they should not be easier.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, they may be more time consuming because students are using a new and unfamiliar method to access the course and materials and will experience different challenges than they have with face-to-face instruction. Using the Readiness Rubric, online learners can evaluate their basic skills and competencies in the following areas:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Technology Skills<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Work &amp; Study Habits<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning Style<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Technology\/Connectivity<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Time Management<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Interest\/Motivation<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reading\/Writing Skills<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Support Services<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Discuss with your student those areas where he\/she feels less ready so you can both decide ahead of time what support is available if needed. Staying on pace during the course is a key strategy for success.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"profile-of-a-successful-online-learner\"><strong>Profile of a Successful Online Learner<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Once you decide your student is likely to be successful, you have additional issues to consider. Instructors with years of online teaching experience agree that students who have a successful, satisfying experience learning online share several critical characteristics. Review these characteristics and answer these questions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>Good Time Management:<\/strong> Can your student create and maintain a study schedule throughout the semester without face-to-face interaction with a teacher?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Effective Communication:<\/strong> Can your student ask for help, make contact with other students and the instructor online, and describe any problems she\/he has with learning materials using email, text messaging and\/or the telephone?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Independent Study Habits:<\/strong> Can your student study and complete assignments without direct supervision and maintain the self-discipline to stick to a schedule?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Self-Motivation:<\/strong> Does your student have a strong desire to learn skills, acquire knowledge, and fulfill assignments in online courses because of an educational goal? Can she\/he maintain focus on that goal?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Academic Readiness:<\/strong> Does your student have the basic reading, writing, math and computer literacy skills to succeed in the class?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Technologically Prepared:<\/strong> Is your student prepared to use constantly evolving technology to learn? The International Society for Technology in Education&nbsp;(ISTE) published a set of <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" rel=\"noreferrer noopener\" href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\">Standards for Students<\/a> designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Below are a few comments from Michigan students after completing their online course that reinforce the value of the critical characteristics above.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>I enjoyed the interaction with classmates in the form of discussion board posts that allowed us to debate and discuss our ideas. It allowed me to share my opinions with my peers and see different sides of situations.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>I really enjoyed doing the listening and speaking activities in my Japanese class. I felt like in a regular class I wouldn\u2019t get to listen to such a fluent speaker so many times. I can literally just click the repeat button and keep speaking after the speaker. In class they only say it one to two times.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>I wish I had used my time wisely and used the pacing guide more. It helped me set specific due dates. I just didn\u2019t work on my class as hard as I should have.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"parent_best_practice\"} -->\n<blockquote class=\"wp-block-quote parent_best_practice\"><!-- wp:paragraph -->\n<p><strong>A Special Note About Time Commitment<\/strong><br>Experienced mentors and online instructors agree that time management is one of the skills most critical to success. Students who cannot manage time and assignments without direct supervision usually struggle to be successful learners online. Students should expect and <strong>be able to spend five to 10 hours a week per course<\/strong>.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"considerations-before-you-decide\"><strong>Considerations Before You Decide&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-considerations\"><strong>Student Related<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Consider how 1-2 hours a day per course will be balanced with your student\u2019s other commitments and life in general.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Let your student choose the specific online course(s) whenever possible. Attention to a student\u2019s motivation for enrolling in an online course can go a long way toward eventual success.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Discuss academic records, rubric results, and enrollment decisions with your student and school.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider where your student will be working -- in a designated space at school (classroom or lab, for instance) or outside class hours at home or another location.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider how many online courses your student will take. If attending a full-time online cyber school or participating in a seat time waiver program, the school is required to provide a computer and Internet access.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"course-considerations\"><strong>Course Related<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Are you or the school paying for the course? Districts can and do pay for online courses according to Section 21f of the State School Aid Act.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Is your student an athlete needing courses that are <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"http:\/\/www.ncaa.org\/\" target=\"_blank\">NCAA<\/a> approved?&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Has the online course provider earned accreditation from a recognized regional or national accrediting body?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Will successful completion of the course generate credit?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What course requirements, guidelines or additional information does the provider share on the school\u2019s website or in <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\">Michigan's Online Course Catalog<\/a>?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What kind of data does the course provider have about course completion rates?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Has the course been reviewed against quality standards, and if so, do they meet your expectations?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"school-support\"><strong>School Support<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>After you and your student make some key decisions, you are prepared to talk with your student\u2019s academic advisor and\/or other staff involved in the school\u2019s online program. Communication between student, parent, mentor and online instructor are critical to student success in online learning. Below are some examples of questions that may help facilitate conversations with your school about online learning options.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-support\"><strong>Student Related&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"student-selection-support\"><strong>Student Selection<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Can any student take online courses?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Does the school\u2019s website and student handbook have information about online learning?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Does the school assess students to determine how prepared they are to learn online?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"student-supports-support\"><strong>Student Supports<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>What kinds of training and support are provided to parents\/guardians, counselors and mentors to prepare them to best support online learners?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do all online courses have a teacher to provide support alongside the mentor?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What spaces does the district provide onsite to support online learners, and what technologies or staffing are available in those spaces to help students?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>When enrolling to recover credit, is extra support provided from the mentor and the online instructor?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>If a student has an <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6598_88186_88204---,00.html\" target=\"_blank\">Individualized Education Program<\/a> (IEP), how is support provided?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"grades-and-transcripts-support\"><strong>Grades and Transcripts<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Are the grading scales the same as those used in face-to-face courses?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Does an online course appear on a student schedule and transcript the same as a face-to-face class would?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How do online courses impact student class rankings?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What is the consequence if a course is not successfully completed?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"school-related-supports\"><strong>School Related&nbsp;<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>School processes differ in how the student gains access to online courses. Some schools have registrars. Others have mentors enroll students and, in many places, counselors fill that role. Whether this discussion takes place when the counselor and student are engaged in academic planning or as a student is being enrolled in courses for the next semester, reviewing important school information such as attendance, grades and test records is another important step in determining whether online learning is a good fit for each individual student \u2014 regardless of the reason for taking a course online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"enrollment\"><strong>Enrollment<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>How and when are students expected to request an online course? Is there paperwork required?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>When are the enrollment and drop deadlines?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Who will pay for and enroll students in course(s) during the school year?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How will I know who the mentor is and how to contact them?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"learning-environment\"><strong>Learning Environment<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Does the school or course provider offer an orientation for parents, students, and mentor for the Learning Management System (LMS) used by the student to take the course?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What kind of feedback and support does the online instructor provide?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What types of assistance does the mentor provide?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How are tests and exams handled?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Who provides the technology and technical support needed for the course(s)?<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Checks technology policies to ensure that firewalls are open for course websites, and pop-up blockers and add-ins do not prevent a student\u2019s ability to progress in a course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Makes sure computer equipment is up-to-date and easy to access.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reviews the course syllabus for any unique recommendations, such as web browser, headset for listening and recording, webcam capability, etc.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Determines if the student has access to a printer.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"course\"><strong>Course&nbsp;<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Do online courses meet academic requirements and are they approved for credit?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Are there prerequisites for online courses? Has your student met the prerequisites?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Does the course have e-texts or are textbooks required? If textbooks are required, who pays for them?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Does the course meet NCAA Eligibility Requirements for potential Division I and II student athletes?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How flexible are the due dates for course assignments and tests?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What is expected during absences from school such as holidays or closures due to weather or other emergencies?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>When can a student drop the course if he\/she finds it too difficult or encounters challenges?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How do students receive their final grades?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"parent\"><strong>Parent<\/strong><strong>&nbsp;<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>What does the school expect from a parent during an online course?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What access, if any, will a parent have to monitor student progress in a course?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What technology and equipment, if any, should a parent provide at home?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do parents receive progress reports for online courses from school in the same manner as face-to-face courses?&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"advice-for-parent-guardian\"><strong>Advice for Parent\/Guardian<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Before class starts and until the course is completed:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Reinforce that online courses are as important as face-to-face courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Help your student establish and maintain a regular schedule for working on his\/her virtual course daily.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Review the syllabus with your student and define expectations.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Agree on incentives and consequences.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Set up a study space, including the technology required, and be prepared to resolve technical issues that may come up.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Monitor your student\u2019s progress weekly.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-checklist\"><strong>Student Checklist<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>The student has the basic computer skills needed to navigate the course and complete and submit assignments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The student has sufficient time in his\/her schedule and understands that online courses often take as much or more time than face-to-face courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The course fits in the student\u2019s academic plan and the student needs the credits.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The student knows the course grade will become part of the academic record.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The student has a place to work and the technology needed to submit assignments.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The school provides a mentor or another adult to support the student\u2019s online learning and the student knows who the mentor is and how to contact him\/her.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The student knows the importance of the course syllabus and the start and end dates of the course.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The student is able to ask for help from the online instructor and respond to the instructor via email, text, phone, or in person.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The student has support for her or his IEP.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>You and the student know where to go for help and who can resolve technical issues.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In the end, if you decide your student is not quite ready for online learning, you can prepare him or her for a successful experience in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Build online fluencies and talk about what your student is ready for and what areas might need some work. Use the online learning readiness rubric to decide where best to focus your efforts.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Look at course provider websites for webinars and resources directed at parents and students.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Talk with the person at your student\u2019s school who is most familiar with online learning \u2013 your school\u2019s mentor, curriculum specialist or counselor \u2013 and ask what materials or suggestions they have to help.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider enrolling in an enrichment course during summer so your student can gain confidence in learning online and you can assess his\/her strengths and what skills to work on.&nbsp;<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"additional-parent-resources\">Additional parent resources<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Here are some additional resources that you may find useful as you learn how you can best help your child:&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan Cares Portal<\/a>:  Michigan cares about the emotional and mental well-being of our children. During times of crisis, our students need extra support to process their emotions. <em>Michigan Virtual\u2019s<\/em> Michigan Cares Portal offers Michigan families and educators FREE digital lessons designed to help students in grades K-12 develop the skills required for social, emotional, and mental well-being. Each child lesson is accompanied by a parent lesson that offers tips for having conversations with your child and helping them work on these skills. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/webinar\/ace-framework\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">ACE Framework Webinar<\/a>:  Drawing on current research in the field, Dr. Jered Borup presents the Adolescent Community of Engagement (ACE) framework for examining support systems in online learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/www.learntechlib.org\/p\/112371\/\">The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning<\/a>:  This paper describes the Adolescent Community of Engagement (ACE) framework as a lens to guide research and design in adolescent online learning environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/why-mentors-matter-a-conversation-with-jered-borup\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Why Mentors Matter: A Conversation With Jered Borup<\/a>:  Why are on-site mentors so important for online students? In this article, Dr. Jered Borup, a digital learning researcher and professor at George Mason University, dives into research that supports the critical role that mentors play in highly successful online learning programs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a class=\"rank-math-link\" href=\"https:\/\/www.michigan.gov\/documents\/mde\/MIFamily_Family_Engagement_Framework_683447_7.pdf\">Michigan\u2019s Family Engagement Framework<\/a>:  Michigan\u2019s Family Engagement Framework was developed by the Michigan Department of Education (MDE) Family Engagement Stakeholder\u2019s Committee, inclusive of MDE staff, program, school, and community leaders and in partnership with the Council of Chief State School Officers (CCSSO) and the National Association for Family, School, and Community Engagement (NAFSCE). The development of this guide was a collaborative effort to combine research and effective practices to provide resources integrating family engagement into the school and program improvement process. This tool is for programs, school districts, and schools to use in developing and expanding home-school-program partnerships to support learning and healthy development.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\"><strong>Conclusion<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many Michigan districts are implementing high-quality online learning options for their students, yet too many are not. The effective practices and data shared in this guide can help parents discuss online learning opportunities with their school.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parents are an integral partner in the team that can affect student success even though their responsibilities may be a little different in online courses. <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\" target=\"_blank\">Recent research<\/a> (Borup, et al., 2017) involving interviews with online teachers and school-based mentors found that teachers and mentors believed that students would most likely succeed in online courses when parents\/guardians:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Advised students on their course enrollments;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Monitored student performance and progress;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Motivated students to more fully engage in learning activities;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Organized and managed student learning at home; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assisted students as they worked on assignments.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The same research suggests that online programs might see an increase in parental engagement by:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Involving parents\/guardians in online course enrollment decisions;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Educating parents\/guardians about learning online and how they can support their students;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Maintaining regular contact with parents\/guardians by inviting them to be involved in specific ways; and&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Assisting parents\/guardians in keeping up on their students\u2019 academic performance by regularly providing student progress reports and offering an online parent portal, so they can easily track student engagement and performance.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Whether you are a teacher, mentor, parent, student, counselor, administrator, school board member, or someone else who has an interest in online learning, we welcome your feedback and questions and invite you to email us at <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"mailto:[email protected]\" target=\"_blank\">[email protected]<\/a>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research-and-resources-for-online-learning-programs\"><strong>Research and Resources for Online Learning Programs<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\">Michigan's K-12 Virtual Learning Effectiveness Report, 2020-21<\/a>, produced annually, reflects continued growth in K-12 online enrollments in Michigan. The report provides school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information and insights about online and blended learning, please visit the following web pages on the <em>Michigan Virtual<\/em> website:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan's Online Course Catalog<\/a> contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and <em>Michigan Virtual<\/em>.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noreferrer noopener\">Digital Backpack<\/a> blog that shares findings and expertise related to K-12 online and blended learning from both a state and national perspective.&nbsp;&nbsp;&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/special-education-resources\/\" target=\"_blank\" rel=\"noreferrer noopener\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply effective practices in meeting the needs of all students in their classrooms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research Publications<\/a> that provide a foundation to examine, engage and explore educational practices in the industry.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\" rel=\"noreferrer noopener\">Research Clearinghouse<\/a> contains references to important research and publications in the field of K-12 online and blended learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan's Online Learning Law<\/a> page is dedicated to information on Michigan\u2019s Section 21f legislation. It includes resources and samples developed by and for schools.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A family of&nbsp;<a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" rel=\"noreferrer noopener\">Guides to Online Learning<\/a>&nbsp;details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A page dedicated to <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mentors<\/a>, developed in partnership with school leaders and mentors, links educators to a professional learning community where they can ask questions, problem solve and share ideas and resources with other mentors around the state including sample forms.&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The set of national standards for quality online programs, teaching, and courses&nbsp;have been a benchmark for online learning for more than a decade.&nbsp;<a class=\"rank-math-link\" href=\"https:\/\/www.nsqol.org\/the-standards\/\" target=\"_blank\" rel=\"noreferrer noopener\">All three sets of standards were updated<\/a>&nbsp;and published in 2019 by&nbsp;<a class=\"rank-math-link\" href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Quality Matters<\/a>&nbsp;and the&nbsp;<a class=\"rank-math-link\" href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Virtual Learning Leadership Alliance<\/a>.&nbsp;&nbsp;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The International Society for Technology in Education (ISTE) published <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\" target=\"_blank\" rel=\"noreferrer noopener\">Standards<\/a> to provide a framework for innovation in education and help educators and education leaders worldwide prepare learners to thrive in work and life.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Today\u2019s students must be prepared to thrive in a constantly evolving technological landscape. The <a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\" rel=\"noreferrer noopener\">ISTE Standards for Students<\/a> are designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tools and samples developed to facilitate enrollment decisions:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a aria-label=\" (opens in a new tab)\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noreferrer noopener\">Strategies for Online Success<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" rel=\"noreferrer noopener\">Online Learning Agreement<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
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            "content": "<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"about-this-guide\">About this Guide<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This guide has been prepared by <em>Michigan Virtual<\/em>\u2122, through its Michigan Virtual Learning Research Institute\u00ae (MVLRI), with the insight of experienced students, mentors, instructors, administrators, and customer service representatives from <em>Michigan Virtual<\/em>. It is intended for students, parents, guardians, counselors, and others who guide students in their decision about whether online courses are a good option for their personal circumstance. Its focus is on middle and high school students. In this guide, you will find:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Questions to help you decide if online learning is right for you,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Characteristics of successful online learners,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Suggestions for how to prepare for learning online, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Comments and advice from students about their experience with virtual classes.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>This guide is one of a family of <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\">Guides to Online Learning<\/a> that details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"introduction-to-online-learning\">Introduction to Online Learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online learning is a great option for many students and can be a very effective way to learn. Because taking virtual courses is quite different from taking face-to-face courses at school, it\u2019s very important you know what you\u2019re getting into and what kind of support you\u2019ll need to be successful before classes start. Research shows that students who are well prepared and well supported for this new experience do better in their classes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was in 2006 that the Michigan Legislature adopted a policy that Michigan students have an online learning experience as a high school graduation requirement. This policy was the first of its kind in the nation. In 2013, the Michigan Legislature expanded student access to digital learning options through <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\">Section 21f of the State School Aid Act<\/a>.<sup> <\/sup>This <a class=\"rank-math-link rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/21f-infographic.pdf\">Virtual Learning Infographic<\/a> was developed to provide a visual representation of the law and includes the denial reasons.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"michigans-online-course-catalog\">Michigan\u2019s Online Course Catalog<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a class=\"rank-math-link rank-math-link\" href=\"https:\/\/micourses.org\/\">Michigan's Online Course Catalog<\/a> contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and <em>Michigan Virtual<\/em>. All courses in the catalog include results of a quality assurance review using nationally recognized standards. The information in these reviews will assist parents, students, and school personnel in making the best possible choices for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are many different providers of online courses, so each course and your experience in that course environment may be very different. Start and end dates and when and how you need to be present online for class may differ, too. To see what your options are, look at a course in the catalog where you can see:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>the syllabus,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>the course description,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>course outcomes,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>how the course is structured,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>the prerequisites,<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>required assessments, and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>the academic support available to you.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Because online learning is still new to many school staff and students, it is common for there to be misunderstandings about online courses \u2014 specifically how it compares to a student\u2019s face-to-face experience. A primary example is that people often believe that online courses are easier<em>.<\/em> When done well, an online course is as robust as the same course delivered face-to-face. The blog <a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\" target=\"_blank\">Are online courses \"easier\" than face-to-face courses?<\/a> discusses five important reasons behind why they should not be easier.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In reality, particularly when new to an online course, the student has to learn the same content knowledge but has to do so in an unfamiliar learning environment. Students have to develop skills for navigating the online course, self-regulation strategies for staying on pace to complete the course, and new ways of asking for help when they have a question, all without being in the same physical location as their online teacher. The learning platform used may be unique to the online school or program, but the technology and learning applications are often familiar to students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"why-do-students-choose-online-learning\">Why Do Students Choose Online Learning?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students want to learn online for a variety of reasons. The Foundation for Blended and Online Learning (2017) published a report on <a href=\"https:\/\/static1.squarespace.com\/static\/59c3f229197aeabbd2a556b2\/t\/5afde15c70a6adead81fed55\/1526587747644\/FOBL_WhyStudentsChoose.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">why students choose blended and online schools<\/a>. The report authors used surveys, focus groups, and interviews with students, along with other data to create the report. The report identified three broad reasons students pursue online and blended learning:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>academics;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>social-emotional health and safety; and&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>interests and life circumstances.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Students may be:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>full-time learners - taking all of their courses virtually;&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>part-time learners - adding online courses to what they take at school; or<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>summer learners - enriching, recovering, or advancing learning during summer months.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>A student\u2019s ultimate goal for completing a course significantly impacts their choices. Attention to a student\u2019s motivation for enrolling in an online course can go a long way toward eventual success. Students are most successful when there is a genuine desire to succeed; i.e., if I pass this course, I will reach my goal of graduation, acceptance to a particular college, a desired occupation, etc. Conversely, students are more likely to fail an online course when there is little motivation; i.e., my counselor made me take this course; I don\u2019t need this credit to graduate; it doesn\u2019t matter if I pass or fail, so who cares?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From the student\u2019s point of view, online learning is attractive because it is:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>Personalized to my needs and learning goals.<\/strong> When students select their courses, they take greater ownership.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Flexible so that I can try different ways to learn.<\/strong> Online learning allows scheduling to accommodate health, athletic, job and family circumstances.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Interactive and engaging to draw me in.<\/strong> Students meet people outside their community in a safe environment, and multimedia used in online learning provides different ways of learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Relevant to the life I\u2019d like to lead.<\/strong> Students gain more experience using the 21st century technology tools used in college and in the workplace.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Paced by my own progress measured against goals I understand.<\/strong> Students can move faster or slower through assignments and track their own progress toward their goals.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Constantly informed by different ways of demonstrating and measuring my progress.<\/strong> Educational technology can measure and share student progress quickly.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Collaborative with faculty, peers, and others, unlimited by proximity.<\/strong> Students can access learning materials and resources \u2013 including local, state, and national experts \u2013 using online communication tools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Responsive and supportive when I need extra help.<\/strong> Communicating outside the typical school day is supported by the online learning culture. Many students \u2013 and teachers \u2013 report they spend more time interacting online than in the face-to-face classroom.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Challenging but achievable, with opportunities to become an expert in an area of interest.<\/strong> Online learning reinforces lifelong learning skills and promotes information literacy and communication skills as well as thinking and problem-solving skills.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Available to me as much as it is to every other student. <\/strong>Online learning can direct the talents of some of the most skilled educators to the most underserved populations. A zip code does not have to determine learning options any more.<\/li>\n<!-- \/wp:list-item --><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><em>List based on previous work of Next Generation Learning Challenges<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"profile-of-a-successful-online-learner\">Profile of a Successful Online Learner<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Instructors with years of online teaching experience agree that students who have a successful, satisfying experience learning online share several critical characteristics. Review these characteristics and answer these questions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><strong>Good Time Management:<\/strong> Can you create and maintain a study schedule throughout the semester without face-to-face interaction with a teacher?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Effective Communication:<\/strong> Can you ask for help, make contact with other students and the instructor online, and describe any problems you have with learning materials using email, text messaging, and\/or the telephone?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Independent Study Habits:<\/strong> Can you study and complete assignments without direct supervision and maintain the self-discipline to stick to a schedule?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Self-Motivation:<\/strong> Do you have a strong desire to learn skills, acquire knowledge, and fulfill assignments in online courses because of an educational goal? Can you maintain focus on that goal?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Academic Readiness:<\/strong> Do you have the basic reading, writing, math, and computer literacy skills to succeed in the class?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><strong>Technologically Prepared:<\/strong> Are you prepared to use constantly evolving technology to learn? The International Society for Technology in Education&nbsp;(ISTE) published a set of <a href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Standards for Students<\/a> designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p><strong>A Special Note About Time Commitment<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Experienced mentors and online instructors agree that time management is one of the skills most critical to success. Students who cannot manage time and assignments without direct supervision usually struggle to be successful learners online. Students should expect and <strong>be able to spend five to 10 hours a week per course<\/strong>.<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"student-comments\">Student Comments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Below are comments from Michigan students after completing their online course that reinforce the value of the critical characteristics above.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>\"<em>I liked how easy it was to navigate the course and how I could work on it at home and school.\" <\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>\"<em>This is too much work compared to regular school classes.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p><em>\"I enjoyed the scrapbook assignments that made us use current news to apply our course knowledge in an explanation of the environmental issue at hand<\/em><span style=\"font-size: inherit\">.<\/span>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p><em>\"It is difficult for many students to complete these labs if they do not have access to all the materials or a computer at home.\" <\/em><\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>\"<em>I like that even though I have actually never seen my teacher, I know she\u2019s there because she comments on all of my work telling me what I did good on or what I need to improve on.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>\"<em>I wish I had used my time wisely and used the pacing guide more. It helped me set specific due dates. I just didn\u2019t work on my class as hard as I should have.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p><em>\"I liked how different the experience was. It was not like my usual classes!<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>\"<em>I really enjoyed doing the listening and speaking activities in my Japanese class. I felt like in a regular class I wouldn\u2019t get to listen to such a fluent speaker so many times. I can literally just click the repeat button and keep speaking after the speaker. In class, they only say it one to two times.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>\"<em><em>This class was really hard for me. I would not recommend this to somebody that has a hard time learning by themselves or somebody who needs a class full of people to help them.<\/em><\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>\"<em>I really enjoyed everything in this class. I was able to learn everything that I have struggled with before.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"student_quote\"} -->\n<blockquote class=\"wp-block-quote student_quote\"><!-- wp:paragraph -->\n<p>\"<em style=\"font-size: inherit\">I enjoyed the interaction with classmates in the form of discussion board posts that allowed us to debate and discuss our ideas. It allowed me to share my opinions with my peers and see different sides of situations.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"assessing-student-readiness-for-online-learning\">Assessing Student Readiness for Online Learning<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Learning online is different and takes some additional skills, but virtual courses are just as important as any other course. Your online course grades are part of your permanent school record. Talk with your parents or guardian and guidance counselor about why you are interested in online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Not all students are well prepared for online learning. Use this one-page rubric created by <em>Michigan Virtual<\/em> to help you understand what is required of a successful online learner: <a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Online Learner Readiness Rubric<\/a>. Be honest and identify those areas you think could be a problem. The rubric asks you to evaluate your basic skills and competencies in the following areas:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Technology Skills<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Work &amp; Study Habits<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Learning Style<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Technology\/Connectivity<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Time Management<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Interest\/Motivation<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Reading\/Writing Skills<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Support Services<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><a aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\">Strategies for Online Success<\/a> is an orientation to learning online aimed at preparing students for the transition from taking courses in-person to taking them online. It consists of three modules that include interactive components, such as videos, self-checks, and resources you can download:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Online Learning Basics<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Skills for Online Learning<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Online Learning Technology<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Mentor\/Online Teacher<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>Any pace, any place, any time learning sounds great, and it is for some students. Most students like the flexibility of being able to study when and where it is convenient for them. However, any pace can be a problem. Some courses don\u2019t have specific due dates for every assignment, quiz, or test. Many students comment in their end-of-semester surveys that they would like specific deadlines for assignments so they cannot put things off and get behind so easily. Remember that you have to take full responsibility for your time management and complete and submit assignments and assessments on time.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"considerations-before-you-decide\">Considerations Before You Decide<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Your decision about which course you take online is an important one. The class and grade you receive go on your permanent record, just like your other courses. Ask yourself these questions and discuss your options with your parents\/guardians and counselor before you decide what course(s) you want to take:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Is the course content something that interests you?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How will you balance the 1-2 hours a day per course to work on assignments with your other commitments and life in general?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Where will you work on your course -- in a designated space at school (classroom or lab, for instance) or outside class hours at home or another location.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How many online courses will you take?&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What prerequisites do you need?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What kind of assignments will you have?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>What software is required?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>How much contact will you have with the teacher and other students?<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Do you have any special needs that require adaptive technology to take the class online?<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Schedule an appointment for you and your parent\/guardian with your guidance counselor, or the person at your school who registers students for classes. If you are <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">homeschooled<\/a>, in some cases, you may need to be enrolled through a school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/learner_agreement.pdf\" rel=\"noreferrer noopener\">Online Learning Agreement<\/a> is meant to acknowledge acceptance of the identified roles and responsibilities for students and parents that request online courses under Section 21f of the State School Aid Act.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Mentor\/Online Teacher<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>If you\u2019re an athlete, remember to see that the course you want to take meets <\/em><a href=\"http:\/\/www.ncaa.org\/student-athletes\/play-division-i-sports\" class=\"rank-math-link\"><em>NCAA guidelines<\/em><\/a><em>.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Mentor\/Online Teacher<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>Talk with other students who have taken virtual courses. They can tell you about their ups and downs and may spark some questions you\u2019d like to ask your school support person before you commit to an online course.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"what-kind-of-support-will-you-have\">What Kind Of Support Will You Have?&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When you take a class in school, your teacher and other students are in the room with you if you have questions. You have a place to sit and books and materials to work with close by. Maybe a laptop or tablet, too. When you learn virtually, your school may have another place for you to work on your course (for example, the library\/media center or a special lab), but you may be responsible for creating your own space both at school and at home. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you have an Individualized Education Plan (IEP) or a 504 Plan through your school, ensure that this information has been shared with your online course provider. Make sure to communicate your specific learning needs with both your online teacher and your mentor. This will help to ensure everyone is on the same page regarding accommodations and what is expected of you. Make sure to advocate for yourself if your learning needs are not being adequately met.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You also need to know how to contact and ask for help from the people involved in your online learning:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Course Instructor: <\/strong>The person who is teaching your virtual course is the first one to go to when you have questions about assignments or resources.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Mentor:<\/strong> Michigan law requires that students learning online have a person assigned by your school to support you in your online learning experience. If you are homeschooled, this may be your parent or guardian.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Technology Staff: <\/strong>Most schools have people who oversee the computer labs and learning technology and may be able to help with any technology questions or problems you have.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Help Desk: <\/strong>Some online providers have a contact email or phone number in case you have issues with the course that your mentor, parent, or instructor can\u2019t resolve.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Parent\/Guardian:<\/strong> Your parents or guardians may have access to your course, too. It is best if they check in with you regularly to be sure you are keeping up and help maintain the space identified for you to use as a study area. If you are homeschooled, your parent or guardian is probably your mentor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Peers: <\/strong>Friends who have taken virtual courses can encourage you and be a big help in troubleshooting. Classmates in your online course can also show or tell you about course features or assignments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Others: <\/strong>Some schools have additional staff who support online learners, for example, counselors or the librarian or media center staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Mentor\/Online Teacher<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>You must be willing and able to contact your online instructor. Many students are afraid to do this, but your success depends on it.<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote {\"className\":\"teacher_quote\"} -->\n<blockquote class=\"wp-block-quote teacher_quote\"><!-- wp:paragraph -->\n<p><strong>Mentor\/Online Teacher<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"<em>We know students do best when they spend time on their online course every day. How full is your schedule with your face-to-face classes, employment, extracurricular and other activities? Do you have time during the evenings and on weekends to work on your course?<\/em>\"<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>After careful consideration, if you decide you are not quite ready for online learning, you can prepare to take a course in the future.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Build online fluencies and talk about what you are ready for and what areas need some work. Use the online learning readiness rubric to decide where to focus your efforts.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Look at course provider websites for webinars and resources directed at parents and students.&nbsp;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Talk with the person at school who is most familiar with online learning \u2013 your school\u2019s mentor, curriculum specialist or counselor \u2013 and ask what materials or suggestions they have to help.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Consider enrolling in an enrichment course during summer so you can gain confidence in learning online.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"conclusion\"><strong>Conclusion <\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many students are finding success incorporating online courses into their academic and career goals. Fully online programs, early college opportunities and other innovative education models are expanding possibilities at a much more rapid pace than ever before. Schools and parents recognize that <strong>students<\/strong> must influence what and how they learn in the 21st century based on their long-term academic and career aspirations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Whether you are a teacher, mentor, parent, student, counselor, administrator, school board member, or someone else who has an interest in online learning, we welcome your feedback and questions and invite you to email us at <a href=\"mailto:[email protected]\" class=\"rank-math-link\">[email protected]<\/a>.&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"research-and-resources-for-online-learning-programs\">Research and Resources for Online Learning Programs<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\" target=\"_blank\" rel=\"noreferrer noopener\"><\/a><a href=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" target=\"_blank\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/research\/effectiveness-reports\/\" rel=\"noreferrer noopener\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report<\/a>, produced annually, reflects continued growth in K-12 online enrollments in Michigan. The report provides school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities. The report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information and insights for developing and supporting your online and blended learning program, please visit the following web pages on the&nbsp;<em>Michigan Virtual<\/em>&nbsp;website:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/micourses.org\/\" target=\"_blank\">Michigan\u2019s Online Course Catalog<\/a>&nbsp;contains syllabi information (such as state academic standards, prerequisites, instructor contact time expectations, available academic support, and outcomes and objectives) as well as enrollment and course dates for online courses made available by Michigan school districts and&nbsp;<em>Michigan Virtual<\/em>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\">Digital Backpack<\/a>&nbsp;blog that shares findings and expertise related to K-12 online and blended learning from both a state and national perspective.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Michigan schools are obligated to address the learning needs of students of all abilities so everyone has equitable access to education. When students have the tools to learn according to their abilities, everyone wins. By learning more about <a href=\"https:\/\/michiganvirtual.org\/special-education-resources\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">accommodations, accessibility, and inclusive pedagogy<\/a>, educators can apply best practices in meeting the needs of all students in their classrooms.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/\" target=\"_blank\">Research Publications<\/a>&nbsp;that provide a foundation to examine, engage, and explore educational practices in the industry.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\">Research Clearinghouse<\/a>&nbsp;contains references to important research and publications in the field of K-12 online and blended learning.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\">Michigan\u2019s Online Learning Law<\/a>&nbsp;page is dedicated to information on Michigan\u2019s Section 21f legislation. It includes resources and samples developed by and for schools.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A family of&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\">Guides to Online Learning<\/a>&nbsp;details the world of online learning from the perspective of the people integral to creating a positive learning experience. Each guide outlines key definitions, research and resources, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>A page dedicated to&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\">Mentors<\/a>, developed in partnership with school leaders and mentors, links educators to a professional learning community where they can ask questions, problem solve, and share ideas and resources with other mentors around the state including sample forms.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The set of national standards for quality online programs, teaching, and courses&nbsp;have been a benchmark for online learning for more than a decade. <a href=\"https:\/\/www.nsqol.org\/the-standards\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">All three sets of standards were updated<\/a> and published in 2019 by&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\">Quality Matters<\/a>&nbsp;and the&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\">Virtual Learning Leadership Alliance<\/a>.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>The International Society for Technology in Education (ISTE) published &nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\" target=\"_blank\">Standards<\/a>&nbsp;to provide a framework for innovation in education and help educators and education leaders worldwide prepare learners to thrive in work and life.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>Today\u2019s students must be prepared to thrive in a constantly evolving technological landscape. The&nbsp;<a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\">ISTE Standards for Students<\/a>&nbsp;are designed to empower student voice and ensure that learning is a student-driven process.<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>Tools and samples developed to facilitate enrollment decisions:<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\">Strategies for Online Success<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Online Learner Readiness Rubric<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a rel=\"noreferrer noopener\" class=\"rank-math-link\" href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\">Online Learning Agreement<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->",
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            "excerpt": "About this Guide This guide has been prepared by Michigan Virtual\u2122, through its Michigan Virtual Learning Research Institute\u00ae (MVLRI), with the insight of experienced students, mentors, instructors, administrators, and customer service representatives from Michigan Virtual. It is intended for students, parents, guardians, counselors, and others who guide students in their decision about whether online courses...",
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            "content": "The editorial \"<a href=\"https:\/\/www.lansingstatejournal.com\/story\/opinion\/contributors\/viewpoints\/2020\/01\/29\/viewpoint-school-choice-empowers-families-and-children\/4595806002\/\" target=\"_blank\" rel=\"noopener noreferrer\">Choose the right school for your child<\/a>\" \u2014 originally published in the Lansing State Journal on January 29, 2020 \u2014 expresses author Andrew R. Campanella's view that parents ought to carefully consider what schooling options are most appropriate for their children during National School Choice Week. In his list of options, he cites <em>Michigan Virtual\u00a0<\/em>courses as one online learning option beneficial to students in our state.",
            "title": "Opinion: Choose the right school for your child",
            "excerpt": "The editorial &#8220;Choose the right school for your child&#8221; \u2014 originally published in the Lansing State Journal on January 29, 2020 \u2014 expresses author Andrew R. Campanella&#8217;s view that parents ought to carefully consider what schooling options are most appropriate for their children during National School Choice Week. In his list of options, he cites...",
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            "id": 30337,
            "path": "\/blog\/december-research-round-up\/",
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            "content": "<h2>Is training teachers to teach online really preparing them for the reality of online teaching?<\/h2>\nAn article published in the <i>American Journal of Distance Education<\/i>, <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/08923647.2020.1692553?utm_medium=email&amp;utm_source=EmailStudio&amp;utm_campaign=JME00769A+VIB_3495573_JB\" target=\"_blank\" rel=\"noopener noreferrer\">The Effects of Training on Instructor Beliefs about and Attitudes toward Online Teaching<\/a> addressed this exact question.\n\nThe study conducted by Karen E. Brinkley-Etzkorn examined the relationship between one approach to training new online teachers and their beliefs around online teaching over the course of and after the training.\n\nThe study used teachers\u2019 program application essays, evaluation conducted after the training, and a follow up survey to teachers after they redesigned their online course.\n\nTeachers were most optimistic about their course and skills\/knowledge development immediately following the training and much less so after teaching the online course.\n\nThe researcher notes that multiple teachers in the study cited a need for additional training or ongoing training and support.\n<h2>What do students comprehend when they read digital versus paper texts?<\/h2>\nThis study, <a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.3102\/0002831219890300\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students<\/a> published in the <a href=\"https:\/\/journals.sagepub.com\/home\/aer\" target=\"_blank\" rel=\"noopener noreferrer\"><i>American Educational Research Journal<\/i> <\/a>explored reading comprehension among middle-grade students on a variety of text formats with a variety of comprehension supports.\n\nOverall, reading on paper was somewhat supportive of comprehension for longer text.\n\nResearchers also reported that students highlighted more when reading paper versus digital texts but that paper highlighting was negatively related to comprehension, likely because students highlight unimportant areas of text.\n\nAdditionally, researchers found other digital (digital highlighting) and paper text (looking back) behaviors that were associated with better comprehension.\n<h2>Why are enrollments in teacher preparation programs declining?<\/h2>\n<i>Education Week<\/i>\u2019s teacher blog featured an article, <a href=\"http:\/\/blogs.edweek.org\/teachers\/teaching_now\/2019\/12\/enrollment_teacher_preparation_declining_fast.html\" target=\"_blank\" rel=\"noopener noreferrer\">Enrollment in Teacher-Preparation Programs Is Declining Fast. Here's What the Data Show<\/a> by Madeline Will.\n\nThe post reports on data analyzed by the Center for American Progress and concludes that there was a 28 percent decline in students completing teacher-preparation programs from 2010 to 2018.\n\nNine states, one of which was Michigan, saw a decline in enrollment of over 50 percent during that same 8 year period.\n\nThe post also discusses alternative teacher preparation programs and how those may be impacting the field overall.\n<h2>Online Learning Journal \u2014 Special Conference Issue<\/h2>\n<a href=\"https:\/\/olj.onlinelearningconsortium.org\/index.php\/olj\/index\" target=\"_blank\" rel=\"noopener noreferrer\">Online Learning Journal<\/a>, published by the <a href=\"https:\/\/onlinelearningconsortium.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Online Learning Consortium<\/a>, released a Special Conference Issue: American Educational Research Association (AERA) Online Teaching and Learning SIG.\n\nThe articles highlighted in this special issue report on the findings of many of the 66 selected proposals on online teaching and learning.\n\nTopics include issues of quality in a variety of settings from both teacher and student perspectives, community development online, faculty mentoring, and instructor perceptions of award-wining courses.\n<h2>Research Round Up blog series<\/h2>\nIn our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup-blog-series\/\">Research Round Up blog series<\/a>, we compile recent research on K-12 online learning in Michigan and across the nation. This series is designed to provide resources for researchers and practitioners to stay up to date with with what we know about online teaching and learning. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">signing up for email notifications<\/a>!\n<h2>About the authors<\/h2>\n<strong>Kristen DeBruler<\/strong>\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.\n\n<strong>Christopher Harrington<\/strong>\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.",
            "title": "December Research Round Up",
            "excerpt": "Each month our team of researchers highlights K-12 online, blended, and innovative learning research, reports, standards, and other noteworthy resources published nationally and internationally in the preceding weeks. Our hope with this series is to inform the educational community of the latest digital learning research in order to better serve students.",
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        {
            "id": 30311,
            "path": "\/blog\/why-mentors-matter-a-conversation-with-jered-borup\/",
            "author_id": 2,
            "timestamp": 1579285680,
            "content": "<!-- wp:heading -->\n<h2><b>Why are on-site mentors so important? Online students have their instructor and parents, right? So, what role do mentors fill?<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\" target=\"_blank\" rel=\"noopener noreferrer\">MVLRI\u2019s annual effectiveness report<\/a> has found that students who take both online and in-person courses are less likely to pass their online courses than their in-person courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is an important finding but perhaps not surprising to those familiar with K-12 online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learning online requires <a href=\"https:\/\/michiganvirtual.org\/blog\/why-online-courses-shouldnt-be-easy\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">different skills and knowledge<\/a> than that required to learn in a more traditional in-person setting.<\/p>\n<!-- \/wp:paragraph -->\n\n<p>In fact, some have argued that it is harder for students to \u201clearn how to learn online\u201d (Lowes &amp; Lin, 2015) than it is to actually learn the course material (Roblyer, Feeman, Stabler, &amp; Scheidmiler, 2007).<\/p>\n<p>Highly-skilled and self-regulated students are able to learn online with little or no support from others. However, the majority of students require support to succeed online.<\/p>\n<p>Online teachers are content and pedagogical experts allowing them to provide students with important supports that others can\u2019t.<\/p>\n\n<!-- wp:paragraph -->\n<p>However, their physical separation from students combined with the high student loads that are common in online learning can make it challenging for teachers to both recognize students\u2019 needs and provide them with all of the support they require.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This is especially true when students are not proactively requesting support or are unresponsive to teachers\u2019 communication attempts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parents\u2019 physical proximity and unique relationship with students make them an especially important source of support. However, parents are likely unfamiliar with successful strategies for learning online. Furthermore, parental involvement has been highly elusive for certain student populations making it difficult for programs to rely too heavily on their support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While online teachers and parents each play an important role in students\u2019 learning, their abilities to impact students\u2019 learning can be limited.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p> As a result, on-site mentors (also called facilitators) play an especially important role by providing students with the support that online teachers and parents either find difficult or impossible to provide. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>On-site mentors can provide students with the physical presence that online teachers can\u2019t.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This allows mentors to be the <a href=\"https:\/\/michiganvirtual.org\/blog\/strategies-for-mentoring-online-students\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">eyes and ears for online teachers<\/a> because mentors can more easily develop relationships with students, monitor their learning, and motivate them to more fully engage in learning activities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When students need to communicate with their online teacher, the mentor can help to facilitate those communications. Similarly, mentors can help students to interpret the messages they receive from their teacher to avoid miscommunications.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors also have a better understanding of how to learn online so they are in a better position than parents to familiarize students with online learning expectations and systems.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students\u2019 support needs are more likely to be met when they are supported by a mentor in addition to their online teachers and parents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, to be effective at their job, mentors need to have adequate space, time, and training to be successful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roblyer (2006) explained that effective mentors \u201care made, not born\u201d (Roblyer, 2006, p. 34) and research has found that mentors who receive professional development are more effective than those who don\u2019t (Hannum et al., 2008; Staker, 2011).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Research has also found that providing students with a dedicated space and time to learn allows students to be more successful compared to those students with more flexibility in when and where they work (Roblyer et al., 2008).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>Michigan requires that every online student have a mentor. Do you think more states should do this?<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By requiring that each online student be provided with an on-site mentor, Michigan has provided important leadership that I hope other states follow.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, on-site mentoring is not being implemented with the same fidelity across students and schools in Michigan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This may be in part because <a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Section 21f of Michigan Public Act No, 60<\/a> (2013) simply stated, \u201can on-site mentor must be assigned and available for assistance to the pupil. The on-site mentor will monitor the pupil\u2019s progress in the course\u201d (p. 5-O-A-1).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As we work to identify best mentoring practices, these types of policies can become more specific and mentors can be better prepared to fulfill those responsibilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>How can schools with limited resources (e.g., financial limitations, building space limitations) still invest in mentors?<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentoring will not come free.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are some things that schools can consider when selecting and preparing mentors in order to make the most of schools\u2019 limited funds. In some contexts, the mentor is required to be a certified teacher (Watson, Murin, Vashaw, Germin, &amp; Rapp, 2011).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, in general, in-person teachers lack the needed understanding of online learning and the challenges that students face in those environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a result, it may not be the best use of teachers whose time is especially valuable and costly to the school district.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather than using certified teachers as mentors, Chicago Public Schools hired candidates with associate degrees and then provided them with 10 hours of professional development prior to serving as a mentor and 20 additional hours of professional development during their first year.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These mentors then worked in a classroom with 30 students and were paid an hourly wage considerably less than what it would cost to employ a certified teacher (Staker, 2011).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Furthermore, when we (Borup &amp; Stimson, 2019) sampled 12 of the most successful mentors in Michigan, we found that one of them only had a high school diploma.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>She was highly successful, however, because she was able to easily build trusting, motivating relationships with students, in part because she was a mother who had children at the school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>Are there resources for new mentors or mentors looking for advice or help?<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Perhaps the best thing that a new mentor can do is to meet with other mentors. However, that may not be possible or practical in some school districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>MVLRI\u2019s <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/mentorguide_508.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Mentor Fundamentals: A Guide for Mentoring Online Learners<\/a> provides a helpful guide to understanding mentoring responsibilities. MVLRI has also organized an online community of mentors with virtual and in-person events.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>More information about these and other supports can be found on our <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">Mentors page<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you are interested in reading more about the research surrounding on-site mentors, I recommend reading my review of the literature in the <a href=\"http:\/\/press.etc.cmu.edu\/index.php\/product\/handbook-of-research-on-k-12-and-blending-learning-second-edition\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">Handbook of Research on K-12 Online and Blended Learning (2nd ed.)<\/a> (see Borup, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>References<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. (2018). On-site and online facilitators: Current and future direction for research. In K. Kennedy and R. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed.). (pp. 423-442). ETC Press. Retrieved from: <a href=\"http:\/\/repository.cmu.edu\/etcpress\/82\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">http:\/\/repository.cmu.edu\/etcpress\/82\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. &amp; Stimson, R. (2019). Responsibilities of Online Teachers and On-Site Facilitators in Online High School Courses. American Journal of Distance Education, 33(1), 29-45.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lowes, S., &amp; Lin, P. (2015). Learning to learn online: Using locus of control to help students become successful online learners. Journal of Online Learning Research, 1(1), 17\u201348.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Public Act \u00a7 No. 60. (2013). Retrieved from <a href=\"http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/htm\/2013-PA-0060.htm\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\"http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/htm\/2013-PA-0060.htm (opens in a new tab)\">http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/htm\/2013-PA-0060.htm<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roblyer, M. D. (2006). Virtually successful: Defeating the dropout problem through online programs. The Phi Delta Kappan, 88(1), 31\u201336.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roblyer, M D, Davis, L., Mills, S. C., Marshall, J., &amp; Pape, L. (2008). Toward practical proce- dures for predicting and promoting success in virtual school students. American Journal of Distance Education, 22(2), 90\u2013109.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roblyer, M. D., Freeman, J., Stabler, M., &amp; Schneidmiler, J. (2007). External Evaluation of the Alabama ACCESS Initiative Phase 3 Report. Eugene, OR: International Society for Technology in Education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Staker, H. (2011). The rise of K-12 blended learning: Profiles of emerging models. Learning. Innosight Institute. Retrieved from <a href=\"http:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2013\/04\/The-rise-of-K-12-blended-learning.emerging-models.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">http:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2013\/04\/The-rise-of-K-12-blended-learning.emerging-models.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Watson, J., Murin, A., Vashaw, L., Gemin, B., &amp; Rapp, C. (2011). Keeping pace with K-12 online learning: An annual review of policy and practice. Learning. Evergreen Education Group. Retrieved from <a href=\"https:\/\/www.evergreenedgroup.com\/s\/KeepingPace2011.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">https:\/\/www.evergreenedgroup.com\/s\/KeepingPace2011.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Mentor Forum<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/mentor-forum\/\">Mentor Forum blog series<\/a>, we discuss the role of mentors and mentoring in K-12 digital learning. Our hope with this series is to highlight the importance of mentoring, provide valuable resources, and further the discussion on best practices for mentoring online learners. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Author<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Jered Borup is the professor-in-charge of the Integration of Online Learning in Schools Master\u2019s and Certificate programs that are devoted to improving teacher practices in online and blended learning environments. Previous to earning his Ph.D. at Brigham Young University, Jered taught history at a junior high school for six years. He has also taught online and blended courses since 2008. His current research interests include developing online learning communities and identifying support systems that adolescent learners require to be successful in online environments. A full list of his publications can be found <a href=\"https:\/\/sites.google.com\/site\/jeredborup\/\">here<\/a>.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Why Mentors Matter: A Conversation with Jered Borup",
            "excerpt": "Why are on-site mentors so important for online students? In this article, Jered Borup, a digital learning researcher and professor at George Mason University dives into research that supports the critical role that mentors play in highly successful online learning programs.",
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            "content": "<!-- wp:paragraph -->\n<p>For the 54% of Michigan counties that don\u2019t have colleges within their geographic borders, online learning is the only way students can access dual enrollment opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online dual enrollment options are changing the game by allowing students across the state to earn college credit and meet Michigan Transfer Agreement requirements. Even schools with a college 10 minutes down the road can reap the benefits of online dual enrollment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this webinar, we explore how bringing online dual enrollment to your school can keep students in your building, avoid transportation and scheduling issues, and offer all families in your community affordable opportunities for college access.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "For the 54% of Michigan counties that don\u2019t have colleges within their geographic borders, online learning is the only way students can access dual enrollment opportunities. Online dual enrollment options are changing the game by allowing students across the state to earn college credit and meet Michigan Transfer Agreement requirements. Even schools with a college...",
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            "path": "\/blog\/the-hidden-heroes-of-successful-online-courses\/",
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            "content": "<!-- wp:paragraph -->\n<p>Last month, our team discussed key systemic program supports for K-12 online learning based on the <a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\" target=\"_blank\">National Standards for Quality Online Programs<\/a> released by&nbsp;Quality Matters (QM) and the Virtual Learning Leadership Alliance (VLLA). This month we discuss key elements of quality online courses and quality online instructional design.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To see more elements related to effective online learning courses, please review the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">National Standards for Quality Online Courses<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When conjuring up an image of an online course, one may imagine content housed within a&nbsp;learning management system (LMS). And while this is an accurate depiction, there is so much more operating in successful online courses to facilitate student learning. In this post, we discuss the importance of course overview and supports, accessibility and usability, and course evaluation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Course Overview and Support<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>By the time students reach high school, they have had several years to learn the structure of their face-to-face courses, where to go, how material is presented and accessed, how they are assessed, and where to go for help and support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The same cannot be said of online courses, of which the largest population of students is supplemental. That is to say that they are taking one or two online courses in addition to their face-to-face curriculum, and for many it may be their first time taking a course online. Online courses are&nbsp; structured differently, often with all or most of the material accessible right at the start of the course, rather than a teacher pacing for the whole group each day.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Arguably, one of the largest differences is the physical and temporal distance between students and teachers which drastically changes how students are able to ask for and receive help and support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because of this, it is so important that online courses make it clear how the course is structured, how to move through the course, and most importantly how to ask for help from the online instructor. This means a course syllabus is provided as well as a recommended pacing guide so students can work at their own pace but understand their progress within the larger context of the course. This also means that minimum technology requirements are provided to ensure that students are able to access all the course materials.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learner expectations and grading policies must also be clearly defined as again, many students are new to online courses and may not be aware of the necessary commitment required to be successful.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Accessibility and Usability<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Pacing guides and syllabi are immensely helpful, but they operate under the assumption that a course is easy to navigate, intuitive to use, and that the structure of the course itself is not a barrier to student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Accessibility and usability addresses Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act (ADA) by following (Web Content Accessibility Guidelines) WCAG 2.0 AA standards, but it is so much more. Adherence to universal design principles ensures that <i>all<\/i> students are able to access all course content and activities as well as easily navigate and interact with all course components.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This translates to online courses that are logical in structure and most importantly, consistent. This also means that the course facilitates readability and that it provides content and materials to meet the needs of diverse learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Course Evaluation<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The final unsung hero of successful online courses is course evaluation. In our last post, which covered <a href=\"https:\/\/michiganvirtual.org\/blog\/what-do-successful-k-12-online-programs-have-in-common\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">commonalities of successful online programs<\/a>, we discussed the importance of program evaluations. Online courses, too, need regular evaluations for effectiveness and use of a variety of assessment strategies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Importantly, online courses need to be regularly updated to include new research and insights in the domain as well as updated technology and learning strategies. Online courses should be on a schedule of review and updated through a continuous improvement cycle based on the findings from the ongoing reviews.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Like the systematic supports we discussed previously, these elements of successful online courses operate behind the scenes. It is not clear to students that a course is under evaluation; however, the results are apparent in that they contribute to high quality, effective online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The same is true for overview and support, and accessibility and usability. When these elements are operating successfully they are largely invisible, but when they are not, it is apparent and ultimately student learning suffers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>,  we discuss all things K-12 online learning in Michigan and across the  nation. Our hope with this series is to provide a primer on K-12 online  learning, cover established and emerging topics, and provide relevant  research and resources. Stay up to date on future blogs in this series  by <a rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the Authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristen DeBruler<\/strong><br>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nationwide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><br>Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.<\/p>\n<!-- \/wp:paragraph -->",
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            "path": "\/blog\/many-notable-people-among-homeschool-success-stories\/",
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            "content": "<span style=\"font-weight: 400\">The A-list of those who got their educational start through homeschool is a testament to this approach of learning.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Many of these successes credit the out-of-classroom opportunities \u2013 those that brought lessons to life in a very hands-on way. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Add in the almost limitless number of <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" target=\"_blank\" rel=\"noopener noreferrer\">homeschool online classes<\/a> as well as schedules that allow children to excel in athletics and the arts, it soon becomes easy to see how these homeschool attributes can lead a young person to future success.<\/span>\r\n\r\n<span style=\"font-weight: 400\">It\u2019s also important to note that these success stories debunk <a href=\"https:\/\/michiganvirtual.org\/blog\/get-the-facts-on-homeschoolers-the-homeschool-curriculum-in-michigan\/\" target=\"_blank\" rel=\"noopener noreferrer\">many of the myths surrounding homeschool<\/a>, including limited socialization, challenges beyond primary school, and lack of involvement in extracurricular activities.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Ready to take a peek at some famous homeschoolers from across history and careers? Let\u2019s check them out!<\/span>\r\n<h2><b>Famous Homeschool Students<\/b><b> Who Made it Big<\/b><\/h2>\r\n<h3><b>#1 George Washington &amp; U.S. Presidents<\/b><\/h3>\r\n<span style=\"font-weight: 400\">Going back quite a bit in history, we find that our first U.S. President, George Washington, was among many distinguished politicians, including 14 presidents, who got a great start with homeschool. <\/span>\r\n\r\n<span style=\"font-weight: 400\">While eLearning wasn\u2019t to come onto the scene for another couple of centuries, our early founders likely enjoyed self-paced education and relied on their motivation to excel.<\/span>\r\n<h3><b>#2 Whoopi Goldberg &amp; The Stars<\/b><\/h3>\r\n<span style=\"font-weight: 400\">One of two children of a single, working mother, Whoopi Goldberg began acting at the tender age of 8 with the Hudson Guild Theater.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> An advocate for dyslexia, she was not diagnosed with the condition until later in life. She was homeschooled during her youth before struggling in high school, eventually dropping out at 17 due to her condition. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Despite these challenges, Goldberg has gone on to win numerous acting awards and has a star on the Hollywood Walk of Fame.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Numerous <\/span><a href=\"https:\/\/us.starsinsider.com\/celebrity\/372368\/studious-stars-celebrities-that-were-homeschooled\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">thespians and musicians<\/span><\/a><span style=\"font-weight: 400\"> join Goldberg on the list of famous homeschoolers, including Dakota Fanning, Ryan Gosling, Justin Timberlake, Emma Watson, Jena Malone, and Hilary Duff.<\/span>\r\n<h3><b>#3 Olympians &amp; Elite Athletes<\/b><\/h3>\r\n<span style=\"font-weight: 400\">The time and dedication required to become an amazing sports figure make homeschooling a great choice for young athletes and their parents. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Heisman Trophy winner Tim Tebow, gymnast Simone Biles, and tennis greats Venus and Serena Williams are among the many homeschooled athletes who\u2019ve gone on to become some of the best in the world.<\/span>\r\n<h3><b>#4<\/b> <b>The Artists<\/b><\/h3>\r\n<span style=\"font-weight: 400\">You can count renowned artists Leonardo da Vinci, Claude Monet, and Jamie Wyeth among those who rose to success through homeschool programs. <\/span>\r\n\r\n<span style=\"font-weight: 400\">With them are composers John Philip Sousa, Irving Berlin, and Wolfgang Amadeus Mozart. Pretty impressive, right?<\/span>\r\n\r\n<span style=\"font-weight: 400\">Not to be forgotten are the literary geniuses, including George Bernard Shaw, C.S. Lewis, Walt Whitman, and Laura Ingalls Wilder. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Just imagine the essays they handed in while being homeschooled.<\/span>\r\n\r\n<span style=\"font-weight: 400\">A little too old school for you? <\/span>\r\n\r\n<span style=\"font-weight: 400\">While quite a different genre, modern homeschooled artists include Taylor Swift, Selena Gomez, Christina Aguilera, Justin Bieber, and the Jonas Brothers.<\/span>\r\n<h3><b>#5 Business Entrepreneurs<\/b><\/h3>\r\n<span style=\"font-weight: 400\">Perhaps all that good homeschooling meant breaks with fast, delicious snacks. <\/span>\r\n\r\n<span style=\"font-weight: 400\">The likes of Colonel Harland Sanders (KFC), Ray Kroc (McDonald\u2019s), and Dave Thomas (Wendy\u2019s) would lead one to believe so since they were all homeschooled.<\/span>\r\n\r\n<span style=\"font-weight: 400\">The same skills needed for nontraditional learning also fuel the entrepreneurial spirit. Self-motivation and a zeal for learning are common traits also needed for business success. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Inventors Orville and Wilbur Wright, Thomas Edison, Benjamin Franklin, and Alexander Graham Bell likely got the spark for ingenuity at an early age through their homeschool explorations.<\/span>\r\n\r\n<span style=\"font-weight: 400\">The list of famous, smart, and super talented people who enjoyed the educational perks of homeschooling goes on and on. <\/span>\r\n\r\n<span style=\"font-weight: 400\">It is a veritable collection of who\u2019s who, representing acclaimed scientists, statespeople, legal minds, educators, and others whose early years were obviously shaped by their individual homeschool experiences.<\/span>\r\n\r\n<span style=\"font-weight: 400\">And, a special note on homeschool parents: they, too, are accounted among the many success stories.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> Not to be outdone by their offspring, many have achieved their own great acknowledgments. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Well-known parents include Will Smith, Robert Frost, Kelly Preston, and John Travolta as well as all whose children have contributed their talents back to society.<\/span>\r\n\r\n<span style=\"font-weight: 400\">While all of us may not achieve this level of stardom, it\u2019s important to remember that homeschoolers \u2013 just like any child \u2013 have the ability to do great things given the right educational jump start on life.<\/span>\r\n\r\n<strong><i>Michigan Virtual can help open the door to your child\u2019s own success story by <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">supplementing a homeschool education with high-quality online courses<\/a>.<\/i><\/strong>\r\n<h2><strong>Sources<\/strong><\/h2>\r\nFabian-Weber, N. (2014). <a href=\"https:\/\/thestir.cafemom.com\/celebrity_moms\/172992\/10_superfamous_homeschool_success_stories\/116362\/tim_tebow\/6\" target=\"_blank\" rel=\"noopener noreferrer\">10 Super-Famous Homeschool Success Stories<\/a>.\u00a0<em>Cafe Mom.<\/em>\r\n\r\nFamoushomeschoolers.net. <a href=\"http:\/\/www.famoushomeschoolers.net\/presidents.html#.XhNOwEdKiUl\">U.S. Presidents<\/a>.\r\n\r\nKulp, K. (2019). <a href=\"https:\/\/www.homeschoolacademy.com\/blog\/famous-homeschoolers\/\" target=\"_blank\" rel=\"noopener noreferrer\">Famous Homeschoolers<\/a>. Bridgeway.\r\n\r\nOHara, K. (2015). <a href=\"https:\/\/www.careeraddict.com\/top-8-home-schooled-celebrities\" target=\"_blank\" rel=\"noopener noreferrer\">Top 8 Home Schooled Celebrities<\/a>.\u00a0<em>Career Addict.<\/em>\r\n\r\nRadsken, J. (2018). <a href=\"https:\/\/news.harvard.edu\/gazette\/story\/2018\/02\/three-harvard-students-on-lessons-of-homeschooling\/\" target=\"_blank\" rel=\"noopener noreferrer\">Homeschooled En Route to Harvard<\/a>.\u00a0<em>The Harvard Gazette.<\/em>\r\n\r\nRoot, W. A. (2012). <a href=\"https:\/\/www.foxnews.com\/opinion\/how-my-child-went-from-home-school-to-harvard-and-yours-can-too\" target=\"_blank\" rel=\"noopener noreferrer\">How My Child Went From Home School to Harvard and Yours Can, Too<\/a>. <em>Fox News.<\/em>\r\n\r\nStars Insider. (2019). <a href=\"https:\/\/www.starsinsider.com\/celebrity\/369549\/studious-stars-celebrities-that-were-homeschooled\" target=\"_blank\" rel=\"noopener noreferrer\">Studious Stars: Celebrities That Were Homeschooled<\/a>.\r\n\r\nTop Education Degrees. (2018). <a href=\"https:\/\/www.topeducationdegrees.org\/successful-people-who-were-homeschooled\/\" target=\"_blank\" rel=\"noopener noreferrer\">30 Successful People Who Were Homeschooled<\/a>.\r\n\r\n&nbsp;",
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            "excerpt": "With the flexibility and discipline required by homeschooling, it\u2019s no wonder that so many homeschoolers have gone on to amazing careers. Homeschool success stories run the range from top Harvard grads and elite athletes to actors, musicians, and more. In this article, we showcase both historical and recent famous figures who got their start through homeschooling.",
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        {
            "id": 30000,
            "path": "\/blog\/important-questions-to-ask-your-online-homeschool-program-provider\/",
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            "content": "<span style=\"font-weight: 400\">You\u2019ve decided to <a href=\"https:\/\/michiganvirtual.org\/blog\/why-choose-an-online-homeschool-program-for-your-child\/\" target=\"_blank\" rel=\"noopener noreferrer\">supplement your homeschool program with online learning<\/a>. That\u2019s fantastic! <\/span>\r\n\r\n<span style=\"font-weight: 400\">Now, make the most out of your decision by asking the right questions to your online homeschool program provider.<\/span>\r\n\r\n<span style=\"font-weight: 400\">The provider\u2019s answer to these questions will help you decide if the program is the best one for you and your student. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Their responses will provide important insights on levels of support, curriculum, testing, instructors, and more.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Sound good? Let\u2019s get started!<\/span>\r\n<h2><b>Technology<\/b><\/h2>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">What tech equipment is needed for the online class my homeschooler wants to take?<\/span>\r\n<ul>\r\n \t<li>PC or Apple?<\/li>\r\n \t<li>Operating system?<\/li>\r\n \t<li>Memory (RAM)?<\/li>\r\n \t<li>Internet speed?<\/li>\r\n \t<li>Peripheral equipment (e.g., webcam, headphones, microphone, speakers, printer, flash drive, etc.)<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">How do I get tech support when needed?<\/span>\r\n<ul>\r\n \t<li>Is there a <a href=\"https:\/\/michiganvirtual.org\/about\/support\/\" target=\"_blank\" rel=\"noopener noreferrer\">help desk<\/a> I can call?<\/li>\r\n \t<li>Are there <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/\" target=\"_blank\" rel=\"noopener noreferrer\">well-defined steps for getting support<\/a>?<\/li>\r\n \t<li>Chat, email, or phone number?<\/li>\r\n \t<li>How long will I wait for assistance?<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><span style=\"font-weight: 400\">Does the provider offer free resources designed to support students and help them succeed in their online course?<\/span><\/li>\r\n<\/ul>\r\n<span style=\"font-weight: 400\">The right technology is one of the first steps to <a href=\"https:\/\/michiganvirtual.org\/blog\/4-tips-for-supporting-your-homeschool-student-with-online-classes\/\" target=\"_blank\" rel=\"noopener noreferrer\">getting your homeschool student prepared <\/a><\/span><span style=\"font-weight: 400\">for eLearning<\/span>\r\n\r\n<span style=\"font-weight: 400\"> Keep the information you learn, from asking the questions above, when shopping for tech gear so that you can easily find the right equipment.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> Also, keep in mind that many computer dealers will help you with set up and offer tech support.<\/span>\r\n<h2><b>Courses<\/b><\/h2>\r\n<span style=\"font-weight: 400\">Yes, there are many questions when it comes to coursework since it\u2019s really the most important aspect of online programs for your homeschooler. <\/span>\r\n\r\n<span style=\"font-weight: 400\">You want to make sure you and your student are confident in the program and that it provides the best educational opportunities.<\/span>\r\n\r\n<strong>Here are a few questions you might consider asking about an online homeschool program's courses:<\/strong>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Does the course my student wishes to take fulfill <a href=\"https:\/\/www.michigan.gov\/documents\/home_schools_122555_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">your state\u2019s required courses <\/a><\/span><span style=\"font-weight: 400\">of study?<\/span><\/li>\r\n \t<li>Does the online homeschool course(s) my student wishes to take require prerequisites?<\/li>\r\n \t<li>Can my homeschooler take courses without being enrolled in a local school?<\/li>\r\n \t<li>How rigorous are the courses? Will they challenge my student to master concepts before moving onto subsequent lessons?<\/li>\r\n \t<li>How strict are the course assignment due dates?<\/li>\r\n \t<li>Are test dates rigid or does the program offer some flexibility?<\/li>\r\n \t<li>What is the approximate daily time commitment my student should expect?<\/li>\r\n \t<li>How long should it take my student to complete the course?<\/li>\r\n \t<li>Does the course require textbooks or e-texts?<\/li>\r\n \t<li>How and when will my homeschooler receive a final grade?<\/li>\r\n \t<li>What is the process (and getting reimbursement) for <a href=\"https:\/\/michiganvirtual.org\/policies\/drop-policy\/\" target=\"_blank\" rel=\"noopener noreferrer\">dropping an online course<\/a>?<\/li>\r\n \t<li>Does the program offer <a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\" target=\"_blank\" rel=\"noopener noreferrer\">Advanced Placement courses <\/a>and <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages%2Cother%2Cvisual-performing-arts%2Chealth-physical-education\" target=\"_blank\" rel=\"noopener noreferrer\">elective classes<\/a>?<\/li>\r\n \t<li>Has the course been reviewed against <a href=\"https:\/\/www.nsqol.org\/the-standards\/\" target=\"_blank\" rel=\"noopener noreferrer\">national quality standards for online learning<\/a>? If so, does it meet your needs and expectations?<\/li>\r\n<\/ul>\r\n<h2><b>Instructors<\/b><\/h2>\r\n<span style=\"font-weight: 400\">One of the many positives of online learning is the one-on-one time a student can have with the instructor. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Your homeschooler may already be accustomed to not having to vie for a teacher\u2019s attention, but it can be helpful for them to receive individualized feedback from instructors who are experts in the subject area they are studying in their course. <\/span>\r\n\r\n<strong>The following questions will provide important information on how communication will take place with an online instructor:<\/strong>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Is there an instructor in the course who will provide my student with feedback and guidance?<\/span><\/li>\r\n \t<li>Are instructors highly qualified in their subject area?<\/li>\r\n \t<li>Are instructors trained in best practices for teaching online students?<\/li>\r\n \t<li>Is the instructor available to answer questions and provide support?<\/li>\r\n \t<li>How long can I expect to wait for an instructor to reply to my questions?<\/li>\r\n<\/ul>\r\n<strong><em>To learn more about the training we offer our highly qualified online instructors, check out <a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"noopener noreferrer\">\"Our Course Difference.\"<\/a><\/em><\/strong>\r\n<h2><b>Additional Questions<\/b><\/h2>\r\n<strong>A few additional questions you may consider asking include:<\/strong>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Is the program accredited by a recognized regional or national <a href=\"https:\/\/michiganvirtual.org\/students\/accreditation\/\" target=\"_blank\" rel=\"noopener noreferrer\">accrediting body<\/a>?<\/span><\/li>\r\n \t<li>Does the program follow <a href=\"https:\/\/www.nsqol.org\/the-standards\/\" target=\"_blank\" rel=\"noopener noreferrer\">national online teaching standards or guidelines<\/a>?<\/li>\r\n \t<li>Is there data available from the provider on course completion rates?<\/li>\r\n<\/ul>\r\n<span style=\"font-weight: 400\">The list of questions can go on but using the information provided here will get you started on your way to selecting the best online courses for your homeschool student.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> Even after enrollment, you should continue to ask questions as they arise to ensure complete satisfaction and, most importantly, the best education for your child.<\/span>\r\n\r\n<em><strong>Getting answers to all your questions regarding online learning can help provide peace of mind for parents and great opportunities for your homeschooler.<\/strong> <strong>Michigan Virtual provides a <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">wealth of trusted resources<\/a> to assist you in this journey.<\/strong><\/em>\r\n<h2><strong>Sources<\/strong><\/h2>\r\n<em><span style=\"font-weight: 400\">Lynch, M. (2015). <a href=\"https:\/\/www.theedadvocate.org\/3-critical-questions-we-must-ask-about-the-k-12-online-learning-trend\/\" target=\"_blank\" rel=\"noopener noreferrer\">3 Critical Questions We Must Ask About the K-12 Online Learning Trend<\/a>.\u00a0The Edvocate.<\/span><\/em>\r\n\r\n<em>Michigan Department of Education (2019).\u00a0<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351_81352_35175---,00.html\" target=\"_blank\" rel=\"noopener noreferrer\">Nonpublic and Home School<\/a>.<\/em>\r\n\r\n<em>Michigan Virtual Learning Research Institute. (2017).\u00a0<a href=\"https:\/\/michiganvirtual.org\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer\">Parent Guide to Online Learning<\/a>.<\/em>\r\n\r\n<em>OnlineEducation.com. <a href=\"https:\/\/www.onlineeducation.com\/guide\/online-learning-faqs\" target=\"_blank\" rel=\"noopener noreferrer\">FAQs: How Online Courses Work<\/a>.<\/em>\r\n\r\n<em>Understood.org.\u00a0<\/em><em><a href=\"https:\/\/www.understood.org\/en\/school-learning\/choosing-starting-school\/home-schooling\/questions-to-ask-about-online-schools-a-printable-checklist\" target=\"_blank\" rel=\"noopener noreferrer\">Questions to Ask About Online Schools<\/a>.<\/em>",
            "title": "Important Questions to Ask Your Online Homeschool Program Provider",
            "excerpt": "Are you considering supplementing your homeschooler's education with an online program? Unsure of what to look for in a quality program? Look no further. We've compiled a list of questions for you to ask an online provider before choosing what's best for your child. ",
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        {
            "id": 29994,
            "path": "\/blog\/4-tips-for-supporting-your-homeschool-student-with-online-classes\/",
            "author_id": 2,
            "timestamp": 1578068302,
            "content": "<span style=\"font-weight: 400\">As the parent of a homeschool student, you already have made an important decision in your child\u2019s education. <\/span>\r\n\r\n<span style=\"font-weight: 400\">In doing so, you provide endless support and serve as both parent and mentor to your child.<\/span>\r\n\r\n<span style=\"font-weight: 400\">While considering the many learning approaches available to today\u2019s students, you know that <\/span><span style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/blog\/why-choose-an-online-homeschool-program-for-your-child\/\" target=\"_blank\" rel=\"noopener noreferrer\">online courses may be an effective way to supplement your child\u2019s homeschool education<\/a>. <\/span>\r\n\r\n<span style=\"font-weight: 400\">If you have opted to incorporate eLearning, you, too, have done your homework on the best programs and their fit with your homeschooler\u2019s learning style.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Now, both you and your child are excited to get started. Equipped with the following helpful tips, parents of homeschool students can help them enjoy a great education experience.<\/span>\r\n<h2><b>Tip #1: Tech (and Not-So-Tech) Prep<\/b><\/h2>\r\n<span style=\"font-weight: 400\">While it may be a no-brainer that a computer is necessary for online classes, the type, speed, memory, software, and techno-gadgets may not be so easy to pick. <\/span>\r\n\r\n<span style=\"font-weight: 400\">While different programs require various tech components, here are some homeschool basics:<\/span>\r\n<ul>\r\n \t<li><b>Computer<\/b><span style=\"font-weight: 400\">: The type of computer \u2013 PC or Apple \u2013 often depends on your student\u2019s area of study. While both can do similar things, PCs and tablets are most often preferred by those who don\u2019t need the Mac attachments for design and art. Most important is that the computer is reliable, fits your homeschooler\u2019s personal needs, and has the basics (e.g., monitor, keyboard, mouse, updated operating system, and adequate RAM).<\/span><\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li><b>Internet<\/b><span style=\"font-weight: 400\">: Today\u2019s online courses typically require a high-speed internet connection. Some rural areas may have difficulty acquiring this service. So, it\u2019s important to make sure your home or local library has internet that\u2019s available and reliable.<\/span><\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li><b>Software: <\/b><span style=\"font-weight: 400\">Online course requirements may vary depending on the program and subject matter. Basic software, such as Microsoft Office, Adobe Reader, and security, are often a good place to start in addition to any specialized software needed for your learner\u2019s online course.<\/span><\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li><b>Tech gadgets: <\/b><span style=\"font-weight: 400\">Your homeschooler may need some additional equipment to enhance his or her online learning experience. These include a webcam, noise-canceling headphones, a microphone, and speakers.<\/span><\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li><b>Old school supplies: <\/b><span style=\"font-weight: 400\">Yes, you read that right. Pens, pencils, and paper are standbys for taking notes and a personal planner helps keep your student on track with deadlines, assignments, and tests.<\/span><\/li>\r\n<\/ul>\r\n<span style=\"font-weight: 400\">With these items readily available, you will help prepare your student for the excitement of online learning and all the possibilities it offers to enrich their education.<\/span>\r\n<h2><b>Tip #2: Give Your Student Space<\/b><\/h2>\r\n<span style=\"font-weight: 400\">We knew that headline would get your attention. <\/span>\r\n\r\n<span style=\"font-weight: 400\">By space, we\u2019re referring to <a href=\"https:\/\/michiganvirtual.org\/blog\/4-easy-steps-to-prepare-homeschoolers-for-elearning-success\/\" target=\"_blank\" rel=\"noopener noreferrer\">creating the right learning environment for your homeschooler<\/a>, especially if they are enrolled in an online school.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Knowing your child gives you an advantage in helping create a unique space that\u2019s right for him or her. <\/span>\r\n\r\n<span style=\"font-weight: 400\">If she prefers a quiet, isolated nook in the house, designate that area especially for her. <\/span>\r\n\r\n<span style=\"font-weight: 400\">On the other hand, if you have a child who loves being in the center of everything and can still focus, just about any place in your home can work.<\/span>\r\n\r\n<span style=\"font-weight: 400\">The goal is to have somewhere your student can jump on the computer, engage in their lessons, complete assignments, and take tests.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> This doesn\u2019t have to mean an expensive new addition to your home, but a place that\u2019s dedicated and customized to your child\u2019s learning style.<\/span>\r\n<h2><b>Tip #3: Be Both a Parent <\/b><b>and<\/b><b> a Mentor<\/b><\/h2>\r\n<span style=\"font-weight: 400\">You already have a handle on parenting. So, let\u2019s turn our attention to mentoring your homeschool student who has supplemented a homeschool education with online classes.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Here at <em>Michigan Virtual, <\/em>we define a <\/span><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\"><span style=\"font-weight: 400\">mentor<\/span><\/a><span style=\"font-weight: 400\"> as the liaison between the student and online instructor. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Many people have the misconception that online learners don\u2019t have the benefit of the traditional human relationships established in the face-to-face classroom.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> In fact, the mentor provides that <a href=\"https:\/\/michiganvirtual.org\/blog\/mentoring-as-personalized-learning\/\" target=\"_blank\" rel=\"noopener noreferrer\">personal connection for students learning virtually<\/a>. <\/span>\r\n\r\n<span style=\"font-weight: 400\">In the case of homeschool students, the parent serves in the role of mentor, working with the students every day, support them and build trusting relationships.<\/span>\r\n\r\n<strong>Ways you can serve as a mentor to your child include:<\/strong>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\"><strong>Helping your homeschool student select technology<\/strong> that will serve him or her today and into tomorrow. Technology does get outdated quickly, so select equipment that has the capacity to add memory and software that comes with online updates.<\/span><\/li>\r\n \t<li><strong>Talking to your homeschool student about his or her <a href=\"https:\/\/michiganvirtual.org\/blog\/4-easy-steps-to-prepare-homeschoolers-for-elearning-success\/\" target=\"_blank\" rel=\"noopener noreferrer\">perfect space for online learning<\/a><\/strong>. Together, you can create an environment that encourages learning both on- and offline.<\/li>\r\n \t<li><strong>Sharing life and work experiences that relate to the topic your child is studying online<\/strong>. This helps bring online lessons alive and keeps them memorable.<\/li>\r\n \t<li><strong>Helping your homeschool learner stay on track<\/strong> with online classes, reading assignments, and tests.<\/li>\r\n \t<li><strong>Discussing progress and goals<\/strong>, perhaps at the end of each day or week. Writing them down is a great way to keep them in focus.<\/li>\r\n<\/ul>\r\nAs a homeschool parent, you may benefit from checking out both our free <a href=\"https:\/\/michiganvirtual.org\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer\">parent guide to online learning<\/a>\u00a0<em>and\u00a0<\/em>our free <a href=\"https:\/\/michiganvirtual.org\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer\">mentor guide to online learning<\/a>.\r\n<h2><b>Tip #4: Know Where to Get Help<\/b><\/h2>\r\n<span style=\"font-weight: 400\">Unless you\u2019re a computer technician or a certified teacher, there will come a time when your homeschool student needs some help or additional resources for an online program. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Don\u2019t feel bad if you don\u2019t have all the answers because assistance is just a phone call, chat or email away.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Online programs, such as <em>Michigan Virtual<\/em>, provide several ways to contact them for help. <\/span>\r\n\r\n<span style=\"font-weight: 400\">This includes the course instructor <\/span><span style=\"font-weight: 400\">teaching the virtual course. <\/span><span style=\"font-weight: 400\">The teacher is typically the first one to go to when your child has questions about assignments or resources.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Is your student unable to upload an assignment or download a lesson? <\/span><span style=\"font-weight: 400\">The <\/span>Help Desk<span style=\"font-weight: 400\">\u00a0can serve as a great resource either through email or by phone for issues that you cannot resolve.<\/span>\r\n\r\n<span style=\"font-weight: 400\">And, let\u2019s not forget your child\u2019s peers,<\/span> <span style=\"font-weight: 400\">who are familiar with eLearning. <\/span>\r\n\r\n<span style=\"font-weight: 400\">They can provide encouragement and help in troubleshooting. <\/span><span style=\"font-weight: 400\">Other students in your child's online course may also share information about course features and assignments.<\/span>\r\n\r\n<span style=\"font-weight: 400\">With these helpful tips in hand, you can help make your student\u2019s online classes a welcome addition to your homeschool curriculum.<\/span>\r\n\r\n<strong><i>Among the many resources offered by Michigan Virtual are <a href=\"https:\/\/michiganvirtual.org\/guides\/\">free research-based guides on online learning <\/a><\/i><i>for both parents and students.<\/i><\/strong>\r\n<h2><strong>Sources<\/strong><\/h2>\r\n<em>International Association for K-12 Online Learning. (2010). <a href=\"https:\/\/www.edreform.com\/wp-content\/uploads\/2012\/02\/NACOL_PP-ParentsGuide-lr.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Parent's Guide to Choosing the Right Online Program<\/a>.<\/em>\r\n\r\n<em>Michigan Virtual Learning Research Institute. (2017). <a href=\"https:\/\/michiganvirtual.org\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer\">Mentor Guide to Online Learning<\/a>.<\/em>\r\n\r\n<em>Michigan Virtual Learning Research Institute. (2017). <a href=\"https:\/\/michiganvirtual.org\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer\">Parent Guide to Online Learning<\/a>.<\/em>\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;",
            "title": "4 Tips for Supporting Your Homeschool Student with Online Classes",
            "excerpt": "Homeschool parents, especially those who have never taken an online class themselves, may feel a little unsure about how to support their child who has chosen to take an online course. As a parent, you'll naturally have questions about how to best help your child succeed in their online homeschool program. Here are 4 tips to help you get started. ",
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            "author_id": 2,
            "timestamp": 1578064812,
            "content": "<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">As a homeschooler, you may not need the latest fall fashions or brand name backpack, but you\u2019ll definitely want to make sure you have everything in order to avoid any unanticipated pitfalls.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Follow the easy steps provided below, and you can confidently begin your online school journey. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If at any point along the way, you want to learn more about these skills, check out our <a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noreferrer noopener\">Strategies for Online Success (SOS),<\/a> which will walk you through the process of preparing for an online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>For more information, check out the <a href=\"https:\/\/michiganvirtual.org\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer\">free guides to online learning for parents and students<\/a> created by researchers at the&nbsp;<em><a href=\"https:\/\/michiganvirtual.org\/research\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Virtual Learning Research Institute<\/a>.<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>Step 1: Have all the supplies you need<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Computer. Check.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Software. Check.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Environment. Check.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Yes, it really is that easy if the online course you selected provides this information as part of its welcome process. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">With technology changing so quickly, it\u2019s important to double-check the computer requirements since it\u2019s your main connection for eLearning.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">The type of computer \u2013 PC or Apple \u2013 often depends on your area of study. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">While both can do similar things, PCs and tablets are most often preferred by those who don\u2019t need the Mac attachments for design and art. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Most important is that your computer is reliable, fits your personal needs, and has the basics you\u2019ll need (e.g., monitor, keyboard, mouse, updated operating system, and adequate RAM).<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Today\u2019s online courses typically require a high-speed internet connection. Some rural areas may have difficulty acquiring this service. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">So, it\u2019s important to make sure your home or local library has internet that\u2019s available and reliable.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">In addition, you may need some other equipment to enhance your learning experience. Possible items include a webcam, noise-canceling headphones, a microphone, and speakers.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><b>What software will you need?<\/b><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\"> Again, online course requirements may vary depending on the program and subject matter. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Basic software, such as Microsoft Office, Adobe Reader, and security, are often a good place to start in addition to any specialized software you may need for your online course.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Other low-tech items you will want to have in hand are pens, pencils, paper, and even an old school personal planner to keep you on track with coursework, deadlines, and tests.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>Step 2: Create a space that\u2019s good for learning<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">So, this step is as unique as you are. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Do you enjoy being in the center of activity and are you able to block out background noise? <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Or, do you prefer absolute quiet, soft music, and comfy chairs for studying?<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">By taking a really good look at yourself and how you learn best, you can make your online school space exactly as you like it. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>A couple of things to keep in mind as you create your work area:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Make sure it\u2019s a personal space that matches your study habits.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">While \u201chomeschool\u201d may include the word \u201chome,\u201d you may want to consider a library, coffee shop, or a public building as your perfect learning space.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Make sure that there is at least one place that you can always count on for optimal learning and completing course work.<\/span><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>Step 3: Know where to find help<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Your tech is ready <\/span><span style=\"font-weight: 400\">and your personalized space is enticing you to learn. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Now, you just need to make sure you have the resources at your fingertips should a problem arise.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Online programs, such as <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Michigan Virtual<\/em><\/a>, provide several ways to contact them for help. They include:<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><b>Course instructor,<\/b><span style=\"font-weight: 400\"> who may teach the virtual course, is a great resource to help support you and provide feedback as you navigate the course.<\/span><\/li><li><b>Mentor,<\/b><span style=\"font-weight: 400\">&nbsp;who for homeschoolers is often your parent or guardian.<\/span><\/li><li><b>Help Desk,<\/b><span style=\"font-weight: 400\"> that you can contact either through email or by phone for issues that your parent or instructor cannot resolve.<\/span><\/li><li><b>Parent, <\/b><span style=\"font-weight: 400\">who may have access to your course and can check-in to see if you\u2019re keeping up.<\/span><\/li><li><b>Peers, <\/b><span style=\"font-weight: 400\">who are familiar with eLearning, can encourage you and help in troubleshooting. Others in your online course also can tell you about course features and assignments.<\/span><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">As you can see, there are many who are available to assist when you may need it. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Knowing that you have supports in place gives you the confidence to achieve great results in your online classes.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>Step 4: Take a big, deep breath<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">You\u2019ve got this! Not only should you enjoy online learning but know that you are embarking on a path that will lead you well through life.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Computer skills, coupled with self-motivation and time management, are secondary experiences gained through your coursework. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">These capabilities <\/span><span style=\"font-weight: 400\">better prepare<\/span><span style=\"font-weight: 400\"> eLearners<\/span><span style=\"font-weight: 400\">&nbsp;<\/span><span style=\"font-weight: 400\">for college coursework as compared to traditional classroom learners. <\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Now, that\u2019s something to smile about.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><i>Online courses from Michigan Virtual enhances learning opportunities for homeschool students. Check out our <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">200+ eClasses available to middle and high school students<\/a>.<\/i><\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>Sources<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>eLearners.com. <a href=\"https:\/\/www.elearners.com\/education-resources\/online-learning\/how-to-prepare-for-your-first-online-course\/\" target=\"_blank\" rel=\"noopener noreferrer\">10 Ways to Prepare for Your First Online Course.&nbsp;<\/a><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual Learning Research Institute. (2017). <a href=\"https:\/\/michiganvirtual.org\/guides\/\">Student Guide to Online Learning<\/a>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual Learning Research Institute. (2017). <a href=\"https:\/\/michiganvirtual.org\/guides\/\">Parent Guide to Online Learning<\/a>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Northeastern University. (2019). <a href=\"https:\/\/www.northeastern.edu\/graduate\/blog\/tips-for-taking-online-classes\/\" target=\"_blank\" rel=\"noopener noreferrer\">8 Strategies for Getting the Most Out of an Online Class<\/a>.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Tomar, D. A. <a href=\"https:\/\/thebestschools.org\/magazine\/online-college-essential-tools\/\" target=\"_blank\" rel=\"noopener noreferrer\">15 Essential Tools for Online College<\/a>. TheBestSchools.org.<\/em><\/p>\n<!-- \/wp:paragraph -->",
            "title": "4 Easy Steps to Prepare Homeschoolers for eLearning Success",
            "excerpt": "You\u2019ve done your homework on eLearning and are ready to power up the computer for your first online course. What comes next? What can you do to best prepare for educational success? Just like back-to-school checklists, an online school has its own set of to-dos. Here are 4 steps to get you started.\r\n",
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            "id": 29973,
            "path": "\/blog\/is-an-online-program-right-for-your-michigan-homeschooler\/",
            "author_id": 2,
            "timestamp": 1578062341,
            "content": "No one knows your child better than you do.\r\n\r\nIs your young learner self-motivated and enjoy independent exploration? Does your teen like the challenge of advanced placement classes or learning a world language?\r\n\r\n<span style=\"font-weight: 400\">These are just some of the types of questions parents will want to consider when deciding if an online course is right for their child. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Armed with the knowledge of your child\u2019s learning style and research on the many online learning options available today, you can have confidence in your educational choices.<\/span>\r\n\r\n<b><i>Fill out our research institute\u2019s <\/i><\/b><a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><b><i>Online Learner Readiness Rubric<\/i><\/b><\/a><b><i> to see if your child is ready to take an online course.<\/i><\/b>\r\n<h2><b>The Facts <\/b><b>About eLearning &amp; What They Mean for Your Child<\/b><\/h2>\r\n<span style=\"font-weight: 400\">There are many <a href=\"https:\/\/michiganvirtual.org\/blog\/get-the-facts-on-homeschoolers-the-homeschool-curriculum-in-michigan\/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions<\/a> that persist about homeschooling.<\/span>\r\n\r\n<span style=\"font-weight: 400\">With the rapid growth of online courses available today, it can create confusion on which program is right for your student. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Again, asking plenty of questions and doing your homework will help you select not only the best eCourses but the program that will help your homeschooler excel.<\/span>\r\n\r\n<span style=\"font-weight: 400\">While online courses can appear similar on the surface, it\u2019s important to get as much information as you can on these particular items:<\/span>\r\n<h3><strong>Pace of learning<\/strong><\/h3>\r\n<span style=\"font-weight: 400\">The beauty of both homeschooling and online school is that a student can work at his or her own rate. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Do know that <\/span><span style=\"font-weight: 400\">while there may not be deadlines for assignments, there can be firm start and end dates for courses. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Also, if a student is taking an AP class, there are deadlines in those<\/span><span style=\"font-weight: 400\">.<\/span>\r\n<h3><strong>Support for Online Learners<\/strong><\/h3>\r\n<span style=\"font-weight: 400\">Due to the nature of online courses, it\u2019s important to have technical support and help available when your student needs it. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Does the program have a <\/span><span style=\"font-weight: 400\">devoted helpline, pacing guides, resources on how to succeed, and other assets designed for student success?<\/span>\r\n<h3><strong>Instructors<\/strong><\/h3>\r\n<span style=\"font-weight: 400\">Some online providers do not offer an instructor. If that\u2019s important to you or your student, make sure to ask.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> Some programs, like <em>Michigan Virtual<\/em>, provide highly qualified instructors who are experts in their subject matter and able to provide individual feedback on assignments<\/span>\r\n<h3><strong>Social Interaction<\/strong><\/h3>\r\n<span style=\"font-weight: 400\">As the parent of a homeschooler, you already know how to keep your child connected with others and the community. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Often cited among common homeschool pros and cons, social development also can present similar concerns, though it is generally seen as more of a <a href=\"https:\/\/michiganvirtual.org\/blog\/get-the-facts-on-homeschoolers-the-homeschool-curriculum-in-michigan\/\" target=\"_blank\" rel=\"noopener noreferrer\">misconception<\/a> than reality.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Does the eLearning program include a safe community where students can connect with the instructor and peers? Are teachers available in a variety of ways, including chat and text? <\/span>\r\n\r\n<span style=\"font-weight: 400\">These questions and others will help you better understand \u2013 and select \u2013 the best curriculum for you and your student.<\/span>\r\n<h3><strong>Types of Online Courses<\/strong><\/h3>\r\n<span style=\"font-weight: 400\">There\u2019s much more to a K-12 education than the core curriculum. <\/span>\r\n\r\n<span style=\"font-weight: 400\">While <\/span><a href=\"https:\/\/www.michigan.gov\/mde\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">Michigan law<\/span><\/a><span style=\"font-weight: 400\"> requires homeschoolers to receive instruction in <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics\" target=\"_blank\" rel=\"noopener noreferrer\">math<\/a>, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science\" target=\"_blank\" rel=\"noopener noreferrer\">science<\/a>, reading, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts\" target=\"_blank\" rel=\"noopener noreferrer\">English<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies\" target=\"_blank\" rel=\"noopener noreferrer\">social studies<\/a>, i<\/span><span style=\"font-weight: 400\">n all grades, eLearning can open a whole world of learning opportunities. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Does your child love <\/span><a href=\"https:\/\/michiganvirtual.org\/cybersecurity\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">computers and technology<\/span><\/a><span style=\"font-weight: 400\">? The <\/span><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=visual-performing-arts\"><span style=\"font-weight: 400\">arts<\/span><\/a><span style=\"font-weight: 400\">? <\/span>\r\n\r\n<span style=\"font-weight: 400\">Or does taking <\/span><a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">AP courses<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/michiganvirtual.org\/students\/dual-enrollment\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">earning college credits<\/span><\/a><span style=\"font-weight: 400\"> drive your child? <\/span>\r\n\r\n<span style=\"font-weight: 400\">See which online program offers a variety of subjects and <\/span><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages%2Cother%2Cvisual-performing-arts%2Chealth-physical-education\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">electives<\/span><\/a> <span style=\"font-weight: 400\">to explore.<\/span>\r\n<h3><strong>Flexibility<\/strong><\/h3>\r\n<span style=\"font-weight: 400\">Homeschooling, as well as online study, means your child is not bound to a brick-and-mortar classroom.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> Family trips, sports schedules, and extracurricular activities don\u2019t have to be sacrificed in order to learn. <\/span>\r\n\r\n<span style=\"font-weight: 400\">In fact, incorporating these activities into your child\u2019s education enhances education and social interactions. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Make sure the online program you\u2019re considering supports the flexibility that fits your family\u2019s lifestyle.<\/span>\r\n<h3><strong>Qualifications, Accreditations, and Certifications<\/strong><\/h3>\r\n<span style=\"font-weight: 400\">Not all online programs are created equal. <\/span>\r\n\r\n<span style=\"font-weight: 400\">To guarantee the best educational outcomes for your student, check to see if the program has earned any endorsements or qualifications from <\/span><a href=\"https:\/\/michiganvirtual.org\/resources\/quality-matters\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">reputable, third-party sources<\/span><\/a><span style=\"font-weight: 400\">. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Ask if the <\/span><a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">instructors are highly qualified in their subject area<\/span><\/a><span style=\"font-weight: 400\"> and if the program is accredited by a <\/span><a href=\"https:\/\/michiganvirtual.org\/students\/accreditation\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">regional or national accrediting body<\/span><\/a><span style=\"font-weight: 400\">. <\/span>\r\n\r\n<span style=\"font-weight: 400\">With the growth of both public and private programs, this information can often reveal the best choice for your homeschooler.<\/span>\r\n\r\n<span style=\"font-weight: 400\">As you learn more about online classes, you will discover whether they are a good fit for your child. Some may want to start slowly, trying out one course that seems right for him or her. <\/span>\r\n\r\n<span style=\"font-weight: 400\">You can always add additional courses if your student has enjoyed it and wants to complement their homeschool curriculum.<\/span>\r\n\r\n<strong><i>Find out if online programs are right for your homeschooler with <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" rel=\"noopener noreferrer\">over 200 parent and student resources<\/a> from Michigan Virtual.<\/i><\/strong>\r\n<h3><strong>Sources<\/strong><\/h3>\r\n<em>Boyington, A. (2019). <a href=\"https:\/\/www.niche.com\/blog\/is-an-online-k-12-school-right-for-your-child\/\" target=\"_blank\" rel=\"noopener noreferrer\">Is an Online K-12 School Right for Your Child?<\/a> Niche.com.<\/em>\r\n\r\n<em>Harris O'Hanlon, L. (2012). <a href=\"https:\/\/www.parents.com\/kids\/education\/elementary-school\/virtual-elementary-school-should-you-enroll-your-kids\/\" target=\"_blank\" rel=\"noopener noreferrer\">Virtual Elementary School: Should You Enroll Your Kids?<\/a> Parents.com.<\/em>\r\n\r\n<em>Tynan-Wood, C. (2015). <a href=\"https:\/\/www.greatschools.org\/gk\/articles\/virtual-schools\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Reality of Virtual School<\/a>s. Greatschools.org.<\/em>\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">\u00a0<\/span>",
            "title": "Is an Online Program Right for Your Michigan Homeschooler?",
            "excerpt": "As a parent, you want the very best for your child. That\u2019s especially true when it comes to education and the tools you select as part of a\u00a0homeschool curriculum. How do you know if an online program is right for your homeschooler? In this article, we offer a few tips to help you decide.",
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        {
            "id": 29969,
            "path": "\/blog\/podcast-engaging-with-stem-and-the-community\/",
            "author_id": 48,
            "timestamp": 1578057785,
            "content": "<span data-mce-type=\"bookmark\" style=\"display: inline-block;width: 0px;overflow: hidden;line-height: 0\" class=\"mce_SELRES_start\">\ufeff<\/span>\r\n\r\n\r\nIn this episode, we\u2019re joined by Spencer Kiper, a STEM educator and the 2019 Louisiana State Teacher of the Year. We focus our conversation on STEM education, the opportunities that have come along with state teacher of the year platform, and how he\u2019s leveraging his opportunities to support his students. Justin Bruno joins to help unpack the conversation with Spencer.\r\n<h3>Here are some notes about the episode:<\/h3>\r\n<ul>\r\n \t<li>Check out\u00a0<a href=\"https:\/\/spencerkiper.com\/\" target=\"_blank\" rel=\"noopener ugc noreferrer\">Spencer\u2019s Professional Website.<\/a><\/li>\r\n \t<li><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=podcast%20pd\" rel=\"noopener ugc\">Podcast PD<\/a>\u00a0is a great way to extend your learning while listening to the Digital Backpack.<\/li>\r\n \t<li>Have thoughts about something you heard on this episode? Leave a\u00a0<a href=\"https:\/\/anchor.fm\/digitalbackpack\/message\" target=\"_blank\" rel=\"noopener ugc noreferrer\">voice message<\/a>\u00a0to tell us about it! Your voice message could appear on a future episode.<\/li>\r\n<\/ul>\r\nMake sure to\u00a0<a href=\"https:\/\/anchor.fm\/digitalbackpack\" target=\"_blank\" rel=\"noopener ugc noreferrer\">subscribe<\/a>\u00a0to listen to future episodes!",
            "title": "Podcast: Engaging with STEM and the Community",
            "excerpt": "\ufeff In this episode, we\u2019re joined by Spencer Kiper, a STEM educator and the 2019 Louisiana State Teacher of the Year. We focus our conversation on STEM education, the opportunities that have come along with state teacher of the year platform, and how he\u2019s leveraging his opportunities to support his students. Justin Bruno joins to...",
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        {
            "id": 29956,
            "path": "\/blog\/top-5-challenges-of-elearning-how-michigan-homeschoolers-can-overcome-them\/",
            "author_id": 2,
            "timestamp": 1578001237,
            "content": "As a parent of a homeschooled child, you\u2019ve likely already considered the pros and cons of your child\u2019s educational path.\r\n\r\nThe choice to homeschool, of course, also comes with many other issues as you embark on this educational journey.\r\n\r\n<em>Will my child enjoy e-learning? What if help is needed while taking an online class?<\/em>\r\n\r\nThese are all valid questions that deserve thoughtful consideration. That\u2019s why we do our best to provide you with answers on <a href=\"https:\/\/michiganvirtual.org\/blog\/how-do-online-homeschool-programs-work-in-michigan\/\" target=\"_blank\" rel=\"noopener noreferrer\">how eLearning works<\/a> so that you and your child can effectively address challenges head-on for a robust educational experience.\r\n\r\n<strong>Here are some of the top challenges presented by online classes and helpful tips for tackling them head-on:<\/strong>\r\n<h2>Challenge #1: Self-Motivation<\/h2>\r\nOne of the many benefits of homeschooling is the flexibility it allows for a child to learn at his or her own pace. \r\n\r\nThis flexibility, however, can quickly become a challenge if a student is not committed to putting in the required time to complete online courses and textbook work in a timely manner.\r\n\r\nWhile the same is true of traditional classroom learning, self-motivation is especially key for homeschoolers who supplement their curriculum with eLearning. \r\n\r\nIt can be tempting to become lax when it comes to consistent, daily instruction from an online resource.\r\n\r\nThe good news is that online classes can help a homeschooler develop skills that will successfully serve them throughout their lives. \r\n\r\nTime management, independent motivation, and adopting new methods for learning are essential competencies for college, the workplace, and beyond.\r\n<h2>Challenge #2: Tech Abilities<\/h2>\r\nYes, today\u2019s young people are typically ahead of the curve when it comes to technology. There are, however, some homeschoolers who may struggle with the ins and outs of eLearning.\r\n\r\nGetting set up, logging in, selecting the correct online courses, submitting homework, and asking questions can seem daunting tasks in themselves. \r\n\r\nPicking the best online program\u00a0can help navigate these potential pitfalls so the student can focus on subject matter.\r\n\r\nTo anticipate possible technical challenges associated with e-courses, it's important to pick an online provider that offers a strong support system for students, including a toll-free phone line, an online troubleshooter, and easy-to-follow FAQs. \r\n\r\nOther resources are the knowledge base, customer care, or submitting a ticket to the provider\u2019s website. Instructors also will often help a student with technology issues within their course through avenues such as a voicethread.\r\n\r\nOften, homeschoolers enrolled in online classes adapt very quickly to eLearning. Plus, they get the added advantage of honing their computer skills as they prepare for college and careers.\r\n<h2>Challenge #3: Social Interaction<\/h2>\r\nIt's a <a href=\"https:\/\/michiganvirtual.org\/blog\/get-the-facts-on-homeschoolers-the-homeschool-curriculum-in-michigan\/\" target=\"_blank\" rel=\"noopener noreferrer\">common misconception<\/a> that homeschoolers don't receive any social interaction outside of their families.\r\n\r\nIn fact, homeschoolers already have a leg up when it comes to the need for daily, face-to-face interaction with teachers and peers. \r\n\r\nWhile each student\u2019s curriculum is unique to them, textbooks, hands-on experiences, and community engagement are some of the more common learning tools used for educating a child at home.\r\n\r\nStill, some parents may have concerns over the amount of screen time their child experiences in a day. \r\n\r\nIt\u2019s important to know that online classes are given by an instructor. During this time, however, the homeschooler has the opportunity to pause the course, get up and stretch, or even take a walk to process the information.\u00a0\r\n\r\nAs far as peer interaction, homeschoolers participate in all kinds of extracurricular activities to keep them in touch with other young people. There also are <a href=\"https:\/\/www.thehomeschoolmom.com\/homeschooling-in-michigan\/homeschool-organizations-support-groups\/\">groups organized just for Michigan students who learn at home<\/a>.\r\n<h2>Challenge 4: Teacher Interaction<\/h2>\r\nMany online providers do not have teacher-led courses. This does often provide a significant challenge to learning since there\u2019s no one for students to connect with to make lessons meaningful and provide them with feedback.\r\n\r\nDue to the virtual nature inherent of eLearning, it is so important to make sure that the online course you select is taught by <a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\">highly qualified teachers<\/a>. \r\n\r\nThat's why we ensure that every single one of <a href=\"https:\/\/youtu.be\/njjeM1NnKDg\">our instructors<\/a> has these credentials and interacts frequently with their students to answer questions, clarify lessons, and provide guidance.\r\n\r\nIt's important you select a program that has teachers who are a) highly qualified in their subject area and b) receiving ongoing and continuous training in best practices for online teaching.\u00a0\r\n<h2>Challenge #5: Technical Difficulties<\/h2>\r\nThe power goes out and with it goes your online session. The reality is that network connections, browser capabilities and other technical issues do arise from time to time with eLearning. \r\n\r\nUnfortunately, these problems are not often preventable and are a fact of life in a tech-driven world. Traditional classrooms often face similar struggles with technology.\r\n\r\nHowever, the flexibility of homeschooling means technical disruptions like these can provide the time to continue learning through other means.\r\n\r\nStudying art history when the network goes down? A trip to the local art museum can equate to a hands-on (or rather eyes-on) education complemented by a conversation with a knowledgeable docent. \r\n\r\nOr, if the dreaded black screen appears on the computer in the middle of a\u00a0<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages&amp;_course_search=Spanish\" target=\"_blank\" rel=\"noopener noreferrer\">Spanish<\/a> lesson, a surprise visit to a bilingual grandmother will help the student practice conversational Spanish.\r\n\r\nShort of having a generator and 100% reliable wi-fi, the best bet for handling technical problems is to have a backup plan. \r\n\r\n<strong>Here are a few ideas so that learning can continue:<\/strong>\r\n<ul>\r\n \t<li>Check the local library for free wi-fi and computer use.<\/li>\r\n \t<li>Pair online lessons with hands-on activities throughout the community.<\/li>\r\n \t<li>Keep the Help Desk phone number handy for the online program.<\/li>\r\n<\/ul>\r\nWith a bit of preparation and self-motivation, homeschool students can enjoy learning about an array of subjects through online courses. At the same time, they will develop critical skills to position them for future success.\r\n\r\n<i>Michigan Virtual offers <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">200+ online homeschool programs<\/a> complete with technical support and teachers to provide ongoing guidance.<\/i>",
            "title": "Top 5 Challenges of eLearning &amp; How Michigan Homeschoolers Can Overcome Them",
            "excerpt": "Just like any learning process, the addition of online courses to a homeschool curriculum can present several challenges. In this article, we go over some of the top challenges presented by online classes and helpful tips for tackling them head-on.",
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        {
            "id": 29949,
            "path": "\/blog\/what-do-homeschoolers-like-about-online-programs\/",
            "author_id": 2,
            "timestamp": 1577996431,
            "content": "<span style=\"font-weight: 400\">As a parent, you\u2019ve already made a significant investment in your child by choosing to educate him or her at home. <\/span>\r\n\r\n<span style=\"font-weight: 400\">The reason for your decision is as unique as your children. Or, perhaps, your older learner presented the idea to you as an alternative or better way for them to earn their high school diploma.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Whatever the motive, many have found that online programs can help them complete their coursework, pursue academic interests and earn credits toward college. <\/span>\r\n\r\n<em><strong>Find out more about how students can succeed with online learning in our downloadable <a href=\"https:\/\/mvlri.org\/resources\/guides\/student-guide\/#_ga=2.84616281.1583373980.1570643708-190363601.1565625431\" target=\"_blank\" rel=\"noopener noreferrer\">student<\/a> and <a href=\"https:\/\/mvlri.org\/resources\/guides\/parent-guide\/#_ga=2.84616281.1583373980.1570643708-190363601.1565625431\" target=\"_blank\" rel=\"noopener noreferrer\">parent<\/a> guides.<\/strong><\/em>\r\n<h2><b>Top 8 reasons homeschool students like online programs<\/b><\/h2>\r\n<span style=\"font-weight: 400\">Getting any student, especially a teenager, to share what they like about education may seem a daunting task. There are, however, many resources, vlogs, and blogs \u2014 <a href=\"https:\/\/www.youtube.com\/results?search_query=What+do+homeschool+students+like+about+taking+online+programs%3F\" target=\"_blank\" rel=\"noopener noreferrer\">some from students themselves<\/a> \u2014 on the benefits of online learning.<\/span>\r\n\r\n<span style=\"font-weight: 400\">While learning in your PJs is a pretty decent perk, there are other attributes that contribute to an excellent, well-rounded education. <\/span>\r\n\r\n<strong>Here, the <a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Virtual Learning Leadership Alliance<\/a> notes the top eight to help you decide if online courses will complement your homeschool program:<\/strong>\r\n<h3><span style=\"font-weight: 400\">\u00a0<\/span><b>#1 Flexible<\/b><\/h3>\r\n<span style=\"font-weight: 400\">While a typical public school day begins with the early morning bell and ends later in the afternoon, online learners<\/span> <span style=\"font-weight: 400\">can start and stop their classwork when they choose. <\/span>\r\n\r\n<strong>Yes, some parents set up a schedule for their homeschooler. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">Others, especially those with older students, may provide them with the flexibility to do their studies when they want\u2026 as long as they are showing progress.<\/span>\r\n\r\n<span style=\"font-weight: 400\">And, the ability to work outside a rigid schedule opens the door to extracurricular activities, field trips, and hands-on learning outside of the home.<\/span>\r\n<h3><span style=\"font-weight: 400\">\u00a0<\/span><b>#2 Accessible<\/b><\/h3>\r\n<span style=\"font-weight: 400\">Whether in Marquette or Monroe, all homeschoolers can have the same access to high-quality online courses and electives. All that\u2019s needed is a computer, wi-fi, and a commitment to virtual learning.<\/span>\r\n\r\n<strong>Plus, some of the most skilled educators are available to teach those who may reside in the most underserved populations. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">This means that no matter where a child lives, they can get a high-quality education and embark on their future from a level playing field with their peers.<\/span>\r\n<h3><span style=\"font-weight: 400\">\u00a0<\/span><b>#3 Relevant<\/b><\/h3>\r\n<span style=\"font-weight: 400\">Today, the world moves at lightning speed. Equipping homeschool students with the tools they\u2019ll need for success is essential to a K-12 education. <\/span>\r\n\r\n<span style=\"font-weight: 400\">An online program with a robust, modern curriculum is key to success after high school.<\/span>\r\n\r\n<span style=\"font-weight: 400\">In addition to <\/span><span style=\"font-weight: 400\">Michigan\u2019s required courses<\/span><span style=\"font-weight: 400\">, a student will benefit from courses that are relevant to their interests as well as a future career. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Explore programs that offer a variety of subjects that not only cover the basics but offer <a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\" target=\"_blank\" rel=\"noopener noreferrer\">AP coursework<\/a> and an array of <\/span><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages%2Cother%2Cvisual-performing-arts%2Chealth-physical-education\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">electives<\/span><\/a><span style=\"font-weight: 400\"> as well.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Plus, homeschoolers who enroll in online classes gain the 21st-century<\/span><span style=\"font-weight: 400\">\u00a0technology skills used in college and the workplace.<\/span>\r\n<h3><b>#4 Personalized<\/b><\/h3>\r\n<span style=\"font-weight: 400\">One of the best parts of homeschooling is the ability for a child to learn at his or her own pace and in a manner that delivers positive outcomes. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Some students master specific subjects easier than others. Others excel at diligently reviewing lessons and notes before moving on.<\/span>\r\n\r\n<strong>Virtual school allows each style of learner to enjoy success and at their own pace. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">They are not bound to move ahead when their classmates do.<\/span>\r\n<h3><b>#5 Interactive<\/b><\/h3>\r\n<span style=\"font-weight: 400\">The multimedia used in online programs engage and encourage the student to learn subject material in a variety of ways. They do so in a safe setting and meet people outside their own community.<\/span>\r\n\r\n<strong>The best online courses also provide ongoing access to educators, tech support, and a convenient help desk. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">Teacher-led courses provide an interactive environment that stimulates learning and offers homeschoolers assistance as they need it to complete coursework.<\/span>\r\n<h3><b>#6 Collaborative<\/b><\/h3>\r\n<span style=\"font-weight: 400\">Parents, students, and educators come together for the good of the student. After all, it\u2019s successful learners who support online programs, recommending them to their peers and others.<\/span>\r\n\r\n<strong>The very nature of virtual learning expands beyond geographic boundaries and socioeconomic characteristics. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">This broadens a student\u2019s mind and removes barriers to education.<\/span>\r\n<h3><b>#7 Self-paced<\/b><\/h3>\r\n<span style=\"font-weight: 400\">Similar to the flexibility noted earlier, a child can learn at his or her own pace without feeling the constraints of a typical classroom setting. <\/span>\r\n\r\n<strong>Thus, online homeschooling removes peer stigmas and permits a faster learner to move ahead at a rate that meets their learning style.<\/strong>\r\n\r\n<span style=\"font-weight: 400\">With this, however, comes the discipline of completing the coursework or seeking help from the online educator. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Setting individual goals and recording progress are useful in a student\u2019s individual journey.<\/span>\r\n<h3><b>#8 Challenging<\/b><\/h3>\r\n<span style=\"font-weight: 400\">While online courses require certain learning skills, they also offer many opportunities to become a subject expert, explore topics of interest, and take advanced coursework. <\/span>\r\n\r\n<span style=\"font-weight: 400\">These challenges, once achieved, position students for lifelong learning and information literacy. <\/span>\r\n\r\n<strong>The thirst for knowledge carries them throughout life.<\/strong>\r\n\r\n<span style=\"font-weight: 400\">In addition, homeschoolers develop study habits, communication skills, and problem-solving abilities that will serve them well in college, the workplace and beyond.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Explore the many reasons an online program can benefit a homeschool student.\u00a0<\/span>\r\n\r\n<i><span style=\"font-weight: 400\">Learn more about <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">online courses for your homeschooler with Michigan Virtual<\/a>.<\/span><\/i>\r\n\r\n&nbsp;\r\n<h2>Sources<\/h2>\r\n<i><span style=\"font-weight: 400\">Kessler, C. <\/span><\/i><a href=\"https:\/\/raisinglifelonglearners.com\/10-things-i-love-about-homeschooling-a-gifted-kids-perspective-2\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400\">10 Things I Love About Homeschooling: A Gifted Kid\u2019s Perspective<\/span><\/i><\/a><i><span style=\"font-weight: 400\">. Raising Lifelong Learners.<\/span><\/i>\r\n\r\n<i><span style=\"font-weight: 400\">National Center for Educational Statistics. (2017). <\/span><\/i><a href=\"https:\/\/nces.ed.gov\/blogs\/nces\/post\/a-fresh-look-at-homeschooling-in-the-u-s\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400\">Blog: A Fresh Look at Homeschooling in the US.<\/span><\/i><\/a>\r\n\r\n<i><span style=\"font-weight: 400\">Online Learning Consortium. (2018). <\/span><\/i><a href=\"https:\/\/onlinelearningconsortium.org\/read\/access-and-accessibility-in-online-learning\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400\">Access and Accessibility in Online Learning: Issues in Higher Education and K-12 Contexts.<\/span><\/i><\/a>",
            "title": "What Do Homeschoolers Like About Online Programs?",
            "excerpt": "With more than 1.7 million homeschoolers in the U.S., it comes as no surprise that both children and their parents are enjoying the benefits of homeschooling as compared to the traditional classroom. In this article, we walk through the top 8 reasons that homeschoolers enjoy online homeschool programs.",
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        {
            "id": 29933,
            "path": "\/blog\/why-choose-an-online-homeschool-program-for-your-child\/",
            "author_id": 2,
            "timestamp": 1577994023,
            "content": "Homeschooling opens the door to so many wonderful educational opportunities. \r\n\r\nNot bound by classroom walls, textbooks, and a rigid schedule, the homeschooler can explore subject areas using a variety of approaches. \r\n\r\nEven better, hands-on learning, field trips, and community engagement bring to life the study of <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics\" target=\"_blank\" rel=\"noopener noreferrer\">math<\/a>, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science\" target=\"_blank\" rel=\"noopener noreferrer\">science<\/a>, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts\" target=\"_blank\" rel=\"noopener noreferrer\">English<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies\" target=\"_blank\" rel=\"noopener noreferrer\">social studies<\/a>.\r\n\r\n<strong>That same flexibility can mean supplementing a homeschool curriculum with an <a href=\"https:\/\/michiganvirtual.org\/blog\/how-do-online-homeschool-programs-work-in-michigan\/\" target=\"_blank\" rel=\"noopener noreferrer\">online program<\/a>. <\/strong>\r\n\r\nWhile <a href=\"https:\/\/www.michigan.gov\/documents\/home_schools_122555_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan law<\/a> requires the study of core subjects noted above, online schooling provides avenues for a child to explore their unique interests and learn at their own pace.\r\n\r\nOnline schooling offered by trusted educational resources, such as <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" target=\"_blank\" rel=\"noopener noreferrer\">those we offer here at Michigan Virtual<\/a><i>,<\/i> are led by trained online instructors who are available to provide guidance and answer questions.\r\n<h2>Online courses cover subjects from advanced programming to world literature<\/h2>\r\nHas your child always loved animals? They may be able to take an online course on <a href=\"https:\/\/michiganvirtual.org\/course\/veterinary-science-the-care-of-animals-cp\/\" target=\"_blank\" rel=\"noopener noreferrer\">veterinary science<\/a> and the care of animals.\r\n\r\nOr, does your teen enjoy crunching numbers and exploring data? Probability and <a href=\"https:\/\/michiganvirtual.org\/course\/probability-statistics\/\" target=\"_blank\" rel=\"noopener noreferrer\">statistics<\/a> will engage his or her mind with conducting studies, anticipating patterns and employing statistical inference to draw conclusions.\r\n\r\nIf the fine arts capture your learner\u2019s attention, there\u2019s a broad palette of online programs worth exploring, including <a href=\"https:\/\/michiganvirtual.org\/course\/art-120-art-appreciation\/\" target=\"_blank\" rel=\"noopener noreferrer\">art appreciation<\/a>, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies&amp;_course_search=history\" target=\"_blank\" rel=\"noopener noreferrer\">history<\/a>, <a href=\"https:\/\/michiganvirtual.org\/course\/digital-photography\/\" target=\"_blank\" rel=\"noopener noreferrer\">digital photography<\/a> and <a href=\"https:\/\/michiganvirtual.org\/course\/middle-school-guitar-1b\/\" target=\"_blank\" rel=\"noopener noreferrer\">guitar<\/a>. There are even <a href=\"https:\/\/michiganvirtual.org\/course\/music-appreciation-odyssey\/\" target=\"_blank\" rel=\"noopener noreferrer\">music appreciation<\/a> electives that open the mind to new ways of thinking about music.\r\n\r\nSo, whether it\u2019s studying traditional coursework or exploring new interests, homeschool online programs provide options that enhance and engage the education experience.\r\n<h2>Online schooling eases the workload for busy parents of homeschoolers<\/h2>\r\nA trusted education resource is like having the best educators right in your home. \r\n\r\n<strong>Parents are the first, and often the best teachers of their children. Yet, it\u2019s difficult to be an expert in every subject.<\/strong>\r\n\r\n Some excel in mathematics and can discern geometry, trigonometry, and calculus without batting an eye. Others can quote the world\u2019s literary geniuses and speak several languages.\r\n\r\nWhen, however, a subject arises that is unfamiliar or not considered since high school, parents can have confidence in supplementing their homeschool curriculum with an online program. \r\n\r\n<strong>With many to choose from, here a few helpful tips on selecting the best for you and your homeschooler:<\/strong>\r\n<h3>Tip #1<\/h3>\r\n<em>Pick a program with highly qualified instructors who are experts in their subject matter<\/em>\r\n<h3>Tip #2<\/h3>\r\n<em>Make sure this program offers ongoing support when your child has questions or needs support.<\/em>\r\n<h3>Tip #3<\/h3>\r\n<em>Find out if your local school district offers free online courses for homeschool students.<\/em>\r\n<h3>Tip #4<\/h3>\r\n<em>Study the list of courses to make sure Michigan-required courses are offered as well as Advanced Placement classes and career-oriented electives.<\/em>\r\n<h3>Tip #5<\/h3>\r\n<em>Know what grade levels the courses are designed for so you can determine if it\u2019s a K-12 online school or for specific grade levels only.<\/em>\r\n<h3>Tip #6<\/h3>\r\n<strong> <\/strong><em>Ask if the program offers summer enrichment programs so learning doesn\u2019t cool down when the weather heats up.<\/em>\r\n<h3>Tip #7<\/h3>\r\n<em>Check to see if the program has a quality curriculum that has been evaluated by a third-party vendor.<\/em>\r\n\r\nWith the right online partner, homeschool students can enjoy a variety of learning opportunities, explore interests, and know that the curriculum will enrich their minds. \r\n\r\nParents have the comfort of knowing they are doing the best for their child by offering them a robust educational experience.\r\n<h2>Prepping for college with a homeschooling online program<\/h2>\r\nIn addition to offering variety and self-paced learning, online courses help prepare young people for their next steps in life.\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/blog\/get-the-facts-on-homeschoolers-the-homeschool-curriculum-in-michigan\/\" target=\"_blank\" rel=\"noopener noreferrer\">Myths<\/a>\u00a0regarding the readiness of homeschoolers to enter college just don\u2019t hold up when you consider their experiences and outcomes.\r\n\r\n<strong>Here are just a few of the advantages of virtual education when it comes to preparing students for college and beyond:<\/strong>\r\n<ul>\r\n \t<li><strong>Computer skills <\/strong>learned early in life that will be beneficial in the post-secondary environment. Taking online computer courses on topics like programming, cybersecurity, and social media can provide students with a functional knowledge of computers and technology that will benefit them in the future.<\/li>\r\n \t<li><strong>Time management<\/strong> experienced with self-paced online classes. Homeschoolers are not restricted to one classroom or building, so they learn how to manage their studies, community events, and extracurricular activities.<\/li>\r\n \t<li><strong>Study skills <\/strong>are as instrumental to homeschoolers as they are to their peers in other education settings. You may choose to seek out online courses specifically designed to strengthen study skills and strategies to increase students\u2019 performance.<\/li>\r\n \t<li><strong>Openness to new ideas<\/strong> is developed through engagement in a variety of interdisciplinary subjects, such as psychology, hospitality and tourism, and world languages. This is critical to the college-bound teen as they embark on careers, meet new people, and prepare for the modern workforce.<\/li>\r\n<\/ul>\r\nHomeschooling is an investment in a child\u2019s education and future. Complementing a homeschool curriculum with online courses can generate new interests and ideas.\u00a0\r\n\r\n<strong><i>Supplement a homeschool program with <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">Michigan Virtual online courses<\/a> taught by highly qualified, state-certified teachers.<\/i><\/strong>\r\n<h2>Sources<\/h2>\r\n<i>Michigan Department of Education. (2019).\u00a0<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351_81352_35175---,00.html\" target=\"_blank\" rel=\"noopener noreferrer\">Nonpublic and Home School.<\/a><\/i>",
            "title": "Why Choose An Online Homeschool Program For Your Child?",
            "excerpt": "Online learning allows homeschoolers to study foreign languages, take advanced coursework, and learn in a safe environment. In this article, we walk through some of the top reasons parents choose to supplement their child's homeschool education with online programs and offer tips for parents considering this option.",
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            "path": "\/blog\/how-do-online-homeschool-programs-work-in-michigan\/",
            "author_id": 2,
            "timestamp": 1577991050,
            "content": "With significant growth in both computer-based learning and homeschooling, it\u2019s no surprise that the number of online homeschool programs have exploded as well.\r\n\r\nAs you explore the idea of virtual courses, keep in mind your child\u2019s learning habits so you can choose the best homeschool curriculum for education success.\r\n\r\n<strong>In Michigan, alternative schooling such as homeschool comes with a variety of resources and curriculums. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">Some public school districts even offer free online courses to homeschool students. Check with your local school to find out more.<\/span>\r\n<h2><b>Finding the right online homeschool program for your child\u2019s unique interests<\/b><\/h2>\r\n<span style=\"font-weight: 400\">Flexibility, along with developing a <\/span><span style=\"font-weight: 400\">curriculum<\/span><span style=\"font-weight: 400\"> that aligns with your child\u2019s unique interests, are among the best aspects of a homeschool education. <\/span>\r\n\r\nIf you choose to enhance your child\u2019s learning experience, online courses offer the basics as well as those that capitalize on interests and learning styles.\r\n\r\n<span style=\"font-weight: 400\">In Michigan, <\/span><a href=\"https:\/\/www.michigan.gov\/documents\/home_schools_122555_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">state law<\/span><\/a><span style=\"font-weight: 400\"> requires instruction in <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics\" target=\"_blank\" rel=\"noopener noreferrer\">math<\/a>, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science\" target=\"_blank\" rel=\"noopener noreferrer\">science<\/a>, reading, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts\" target=\"_blank\" rel=\"noopener noreferrer\">English<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies\" target=\"_blank\" rel=\"noopener noreferrer\">social studies<\/a>. in all grades. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Additionally, for grades 10 through 12, homeschoolers also must learn about the U.S. Constitution, the Michigan Constitution, <\/span><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies&amp;_course_search=U.S.%20history\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">U.S. history<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies&amp;_course_search=government\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">present form of government<\/span><\/a><span style=\"font-weight: 400\"> in the state of Michigan and political subdivisions and municipalities.<\/span>\r\n\r\n<strong>Outside of the required instruction, a whole world of education awaits your child through online learning. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">Here at <em>Michigan Virtual<\/em>, for example, we offer 40 courses specifically designed for <\/span><a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">middle school students<\/span><\/a><span style=\"font-weight: 400\"> and over 200 for <\/span><a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/\"><span style=\"font-weight: 400\">high schoolers<\/span><\/a><span style=\"font-weight: 400\">. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Add in <a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\" target=\"_blank\" rel=\"noopener noreferrer\">23 AP courses<\/a>, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages\" target=\"_blank\" rel=\"noopener noreferrer\">seven world languages<\/a>, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts\" target=\"_blank\" rel=\"noopener noreferrer\">electives<\/a>, and more for an exciting and robust homeschool curriculum that best prepares your child for the future.<\/span>\r\n<h2><b>Steps for getting ready for \u2018virtual school\u2019<\/b><\/h2>\r\n<span style=\"font-weight: 400\">You\u2019ve made the decision to incorporate an online homeschool program into your child\u2019s learning experience<\/span>\r\n\r\n<span style=\"font-weight: 400\"> Now, what are your next steps?<\/span>\r\n\r\n<strong>Let\u2019s start with technology and a few questions to consider:<\/strong>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Are there technical requirements for the courses your child would like to take?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Can you provide the technology needed?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Are there well-defined steps for getting tech support?<\/span><\/li>\r\n<\/ul>\r\n<strong>Next, you\u2019ll want to create a learning environment that best supports your child, by answering questions like:<\/strong>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Does the online program offer an orientation that walks you through the basics, including technology needs, uploading homework, and taking exams?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Is there an instructor who will provide feedback and support?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">How quickly will your student receive feedback and grading from their instructor?<\/span><\/li>\r\n<\/ul>\r\n<span style=\"font-weight: 400\">Finally, you and your child will want to select the <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\" target=\"_blank\" rel=\"noopener noreferrer\">online homeschool courses<\/a> that provide standard disciplines and those that make the most of your child\u2019s interests. <\/span>\r\n\r\n<strong>You\u2019ll want to determine the following:<\/strong>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Are there prerequisites for the online course?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Can my child take the course without being enrolled in a local school?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">What is the time commitment?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Can my child drop the course if it is too difficult?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Does the course meet quality standards?<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Are the instructors certified to teach?<\/span><\/li>\r\n<\/ul>\r\n<strong>As your child embarks on an online learning adventure, you\u2019re likely to have more questions along the way.\u00a0 <\/strong>\r\n\r\n<span style=\"font-weight: 400\">Picking the best homeschool curriculum will give you access to educators and representatives who can effectively address your inquiries.<\/span>\r\n<h2><b>Enjoy the experience of alternative schooling<\/b><\/h2>\r\n<span style=\"font-weight: 400\">You\u2019ve already made the important decision to homeschool. <\/span>\r\n\r\n<span style=\"font-weight: 400\">That\u2019s a major investment of your time and energy so that your child can have the best education in the right environment. <\/span>\r\n\r\n<strong>Adding an online component can enhance and broaden the education journey.<\/strong>\r\n\r\n<span style=\"font-weight: 400\">To support your decision for online courses, national experts have published 10 attributes to describe <\/span><a href=\"https:\/\/mvlri.org\/resources\/guides\/parent-guide\/#_ga=2.3345396.518950460.1569429366-190363601.1565625431\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">Next Generation Learning models,<\/span><\/a> which include:\r\n<h3><strong>#1. Personalized to child\u2019s needs and learning goals. <\/strong><\/h3>\r\n<em><span style=\"font-weight: 400\">When learners pick their courses, they take greater ownership.<\/span><\/em>\r\n<h3><strong>#2. Flexible so the child can try different ways to learn. <\/strong><\/h3>\r\n<i><span style=\"font-weight: 400\">Online learning allows scheduling to accommodate health, athletic, job and family circumstances.<\/span><\/i>\r\n<h3><strong>#3. Interactive and engaging to draw the child in.<\/strong><i> <\/i><\/h3>\r\n<i><span style=\"font-weight: 400\">Homeschoolers meet people outside their community in a safe environment. Multimedia used for online learning provides different ways of learning.<\/span><\/i>\r\n<h3><strong>#4. Relevant to life the child wants to lead. <\/strong><\/h3>\r\n<i><span style=\"font-weight: 400\">The<\/span><\/i> <i><span style=\"font-weight: 400\">child gains more experience learning on modern technology tools that are also used in college and the workplace.<\/span><\/i>\r\n<h3><strong>#5. Paced by the child\u2019s progress measured against goals he or she understands. <\/strong><\/h3>\r\n<i><span style=\"font-weight: 400\">Homeschoolers can move faster or slower through assignments and track their progress toward their goal.<\/span><\/i>\r\n<h3><strong>#6. Constantly informed by different ways of demonstrating and measuring progress.<\/strong><\/h3>\r\n<i><span style=\"font-weight: 400\">Educational technology can measure and share progress quickly.<\/span><\/i>\r\n<h3><strong>#7. Collaborative with educators, peers, and others while not limited by proximity. <\/strong><\/h3>\r\n<i><span style=\"font-weight: 400\">Children can access learning materials and resources using online communication tools.<\/span><\/i>\r\n<h3><strong>#8. Responsive and supportive when the homeschooler needs extra help. <\/strong><\/h3>\r\n<i><span style=\"font-weight: 400\">Communicating outside the typical school day is supported by the online learning culture. Many learners \u2013 and teachers \u2013 report they spend more time interacting online than in the typical school classroom.<\/span><\/i>\r\n<h3><strong>#9. Challenging but achievable with opportunities to become an expert in an area of interest. <\/strong><\/h3>\r\n<i><span style=\"font-weight: 400\">Online learning reinforces lifelong learning skills and promotes information literacy and communication skills as well as thinking and problem-solving skills.<\/span><\/i>\r\n<h3><strong>#10. Available<\/strong><span style=\"font-weight: 400\"><strong> to the child as much as it is to every other learner.<\/strong> <\/span><\/h3>\r\n<i><span style=\"font-weight: 400\">Online learning can direct the talents of some of the most skilled educators to the most underserved populations. A zipcode does not have to determine learning options.<\/span><\/i>\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">Equipped with the facts and accurate information, you and your child will enjoy all the benefits of the homeschool online curriculum.\u00a0<\/span>\r\n\r\n<i><span style=\"font-weight: 400\">Offering more than <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">200 online courses<\/a>, Michigan Virtual can provide your homeschooler with an exceptional K-12 education.<\/span><\/i>\r\n\r\n<i><span style=\"font-weight: 400\">\u00a0<\/span><\/i>\r\n<h2><strong>Sources<\/strong><\/h2>\r\n<em><span style=\"font-weight: 400\">Michigan Department of Education (2019). <\/span><span style=\"font-weight: 400\"><a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351_81352_35175---,00.html\" target=\"_blank\" rel=\"noopener noreferrer\">Nonpublic and Home School<\/a>.<\/span><\/em>\r\n\r\n<em><span style=\"font-weight: 400\">Martin, J. (2012)<\/span><span style=\"font-weight: 400\">. <a href=\"https:\/\/www.parents.com\/kids\/education\/home-schooling\/homeschooling-101-what-is-homeschooling\/\" target=\"_blank\" rel=\"noopener noreferrer\">Homeschooling 101: What is homeschooling?<\/a> Parents.com<\/span><\/em>\r\n\r\n<em><span style=\"font-weight: 400\">How Stuff Works.com. <a href=\"https:\/\/people.howstuffworks.com\/question382.htm\" target=\"_blank\" rel=\"noopener noreferrer\">How does homeschooling work?<\/a><\/span><\/em>\r\n\r\n<em><span style=\"font-weight: 400\">Soucy, C. <a href=\"https:\/\/study.com\/academy\/popular\/how-does-homeschooling-work.html\" target=\"_blank\" rel=\"noopener noreferrer\">How does homeschooling work?<\/a> Study.com<\/span><\/em>",
            "title": "How Do Online Homeschool Programs Work in Michigan?",
            "excerpt": "Wondering how online homeschool programs work in Michigan? While plenty of information resides on the internet, it can be a bit overwhelming to sort through the facts, myths, and plethora of opinions on the topic. In this article, we offer some useful tips to help homeschool parents select the right online program for their children.\r\n\r\n\u00a0",
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        {
            "id": 29926,
            "path": "\/blog\/an-inside-look-student-centered-learning-at-alpena-public-schools\/",
            "author_id": 54,
            "timestamp": 1577972514,
            "content": "<h2><span style=\"font-weight: 400\">Breaking tradition<\/span><\/h2>\r\n<span style=\"font-weight: 400\">As human beings, we sometimes have a tendency to slip into a <\/span><i><span style=\"font-weight: 400\">comfort zone, <\/span><\/i><span style=\"font-weight: 400\">especially when we are facing a heavy workload or are under pressure to meet deadlines.\u00a0<\/span>\r\n\r\n<b>During these times, we also tend to choose efficiency over effectiveness.\u00a0<\/b>\r\n\r\n<span style=\"font-weight: 400\">Kris Copping, a high school English teacher in Alpena Public Schools (APS), is simply <\/span><i><span style=\"font-weight: 400\">not<\/span><\/i><span style=\"font-weight: 400\"> that kind of a person.\u00a0<\/span>\r\n\r\n<b>Kris has made a commitment to put the needs of her students over her own convenience.<\/b>\r\n\r\n<span style=\"font-weight: 400\">Like many of us, Kris\u2019s experience as a student was heavily teacher-centric. While many of the practices and school structures that were in place while she was a learner were student-focused, some of the school structures and practices were based on the efficiency and convenience of school operations, and not necessarily on the ideal learning experience for students.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Kris\u2019 commitment to her students pushed her to rethink how she teaches, and she has shifted her practice in a way that focuses on student-centered learning experiences.<\/span>\r\n<h2><span style=\"font-weight: 400\">Commitment at all levels<\/span><\/h2>\r\n<span style=\"font-weight: 400\">Fueled by the support of school superintendent John VanWagoner and the APS <\/span><a href=\"https:\/\/www.alpenaschools.com\/schools\/secondary-schools\/aces-academy\/about-aces-academy\/\"><span style=\"font-weight: 400\">ACES Academy<\/span><\/a><span style=\"font-weight: 400\"> director Laura Stibitz, Kris has created a learning environment that uses technology to foster opportunities for personalized instruction for her students.\u00a0<\/span>\r\n\r\n<b>Students are far more engaged in Kris\u2019 English course since the adoption of a blended learning format.<\/b>\r\n<h2><span style=\"font-weight: 400\">Technology as a catalyst<\/span><\/h2>\r\n<span style=\"font-weight: 400\">In Kris\u2019 course, each student has dedicated access to a Chromebook computer as well as <\/span><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\"><span style=\"font-weight: 400\">digital content provided by Michigan Virtual<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">While the technology is not the focus of the students\u2019 learning experience, it does play a critical role in making student-centered learning possible, allowing students to work at different paces and to demonstrate mastery through a variety of assessment formats.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">Students are heavily engaged with the digital curriculum, but it is the way that Kris has structured her students\u2019 experience that is having the most significant impact on student learning.<\/span>\r\n<h2><span style=\"font-weight: 400\">Teacher as an architect<\/span><\/h2>\r\n<span style=\"font-weight: 400\">Students in Kris\u2019 classroom experience learning in a variety of ways, including direct face-to-face instruction (whole group and small group), independent online learning, and one-on-one coaching support provided by Kris.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">Using formative student performance data, Kris adjusts her instructional approach on a weekly or daily basis to help move each student forward academically.\u00a0<\/span>\r\n\r\n<b>When introducing a new topic to students, Kris will often provide whole group instruction using the course digital content.\u00a0<\/b>\r\n\r\n<span style=\"font-weight: 400\">This approach includes verbal, visual, and text-based resources to accommodate the various learning preferences of her students.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">Other times, Kris will have students engage independently with the digital curriculum. These online experiences include both formative and summative assessments, and Kris promptly analyzes each student\u2019s performance to determine if students need additional support.\u00a0<\/span>\r\n\r\n<b>In many cases, this additional support occurs in the form of one-on-one coaching for individual students in need.\u00a0<\/b>\r\n\r\n<span style=\"font-weight: 400\">According to Kris, \u201cThe activities and assessments within the digital curriculum allow for this one-on-one time with students. They [Students] can work independently while I provide the coaching needed for other students.\u201d<\/span>\r\n\r\n<span style=\"font-weight: 400\">The learning environment that Kris provides for her students has created multiple pathways for students to be successful learners.\u00a0<\/span>\r\n<h2><span style=\"font-weight: 400\">Student-centered practices<\/span><\/h2>\r\n<span style=\"font-weight: 400\">A simple walkthrough of Kris\u2019 high school English class will reveal some classic components of <\/span><a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\"><span style=\"font-weight: 400\">student-centered learning<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span>\r\n\r\n<b>Just ask any of her students, and they will share that they have <\/b><b><i>choice<\/i><\/b><b> in the way that they demonstrate mastery of content and skills.\u00a0<\/b>\r\n\r\n<span style=\"font-weight: 400\">Digital technology is available, but some students feel strongly about using more traditional methods such as \u201cpencil and paper\u201d assignments or assessments that don\u2019t require the use of a Chromebook.\u00a0<\/span>\r\n\r\n<b>Students in Kris\u2019 class move through their course work at different rates.\u00a0<\/b>\r\n\r\n<span style=\"font-weight: 400\">In response to this variation, Kris provides the ability for each individual student the opportunity to move on to new content, even if that means students are at many different places within the course.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">She noted that \u201cthere are several students in my class who are very independent and very capable of progressing in this way.\u201d\u00a0<\/span>\r\n\r\n<b>This example of <\/b><b><i>competency-based progression<\/i><\/b><b> is another core component of student-centered learning<\/b><span style=\"font-weight: 400\">.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Kris\u2019 <\/span><i><span style=\"font-weight: 400\">ongoing monitoring and analysis of her students\u2019 academic performance data<\/span><\/i><span style=\"font-weight: 400\"> is the keystone for her successful implementation of the student-centered learning environment.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">This analysis of data is what drives her instructional approaches on a weekly and daily basis and the pathways she creates for each student.<\/span>\r\n<h2><span style=\"font-weight: 400\">Classroom culture matters<\/span><\/h2>\r\n<span style=\"font-weight: 400\">It is clear that Kris\u2019 classroom is a student-centered classroom.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">While her use of data, the opportunities for student choice, and the existence of competency-based learning progressions help to support this definition, Kris will be the first to tell anyone that the culture of the classroom plays a critical role in making this environment successful.<\/span>\r\n\r\n<b>Kris proudly confessed to her students that she is learning how to work within a student-centered environment built upon a blended learning format right alongside them.<\/b>\r\n\r\n<span style=\"font-weight: 400\">\u00a0\u201cI told them that we are in this together, we will learn together.\u201d\u00a0<\/span>\r\n\r\n<b>This partnership between the students and their teacher has developed a culture of mutual respect, understanding, and sincere desire to help each other succeed.\u00a0<\/b>\r\n\r\n<span style=\"font-weight: 400\">Kris elaborated \u201cI have really enjoyed the fact that we are all learning how to do this together. I really like being here!\u201d<\/span>\r\n<h2>Student-Centered Learning Blog Series<\/h2>\r\n<span style=\"font-weight: 400\">In our Student-Centered Learning blog series, we lead a discussion each month about student-centered learning, what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <\/span><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"><span style=\"font-weight: 400\">signing up for email notifications<\/span><\/a><span style=\"font-weight: 400\">!<\/span>\r\n<h2>About the authors<\/h2>\r\n<strong>Christopher Harrington<\/strong>\r\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.\r\n\r\n<strong>Kristen DeBruler<\/strong>\r\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.",
            "title": "An Inside Look: Student-Centered Learning at Alpena Public Schools",
            "excerpt": "In a previous blog post, we defined student-centered learning in a theoretical sense. In this blog post, we get a glimpse into what a student-centered classroom looks and feels like in practice. Alpena Public Schools high school English teacher Kris Copping shares how she works in partnership with her students to create a student-centered learning environment.",
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            "path": "\/blog\/revisiting-mentor-voices\/",
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            "content": "<!-- wp:heading -->\n<h2>Mentor Voices<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/success-totally-virtual-program\/\"><span style=\"font-weight: 400\">Success in a Totally Virtual Program<\/span><\/a><span style=\"font-weight: 400\"> details one now mentor and former teacher navigating supportive relationships with students taking online courses in light of the limited face-to-face contact. This story reflects the challenges of not only supporting first-time online learners, but students who may be struggling with mental health issues as well.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/student-made-anyway\/\"><span style=\"font-weight: 400\">The Student Who Made It Anyway<\/span><\/a><span style=\"font-weight: 400\"> tells the story of working with students who everyone else has given up on, and who struggle to build positive relationships with adults. The mentor in this story did not give up on the student, rather they built a relationship with the student based on mutual respect and helped them understand the value of not only completing coursework towards a goal but following through on their word.&nbsp;&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/getting-to-know-billy\/\"><span style=\"font-weight: 400\">Getting to Know Billy<\/span><\/a><span style=\"font-weight: 400\"> recounts the slow but meaningful relationship-building that took place between the mentor and a student in a fully online public school. While online learning has the perception of little interaction between instructors and students, this story serves as an example of how mentors go above and beyond to build and maintain relationships with students, supporting their academic development as well as their social and emotional development.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/creating-conditions-promote-success-online-learning\/\"><span style=\"font-weight: 400\">Creating Conditions that Promote Success in Online Learning<\/span><\/a><span style=\"font-weight: 400\"> focuses on some small things mentors can do that have a big impact on their students. This mentor advocates for setting clear expectations and being upfront with students about the commitments in their online course. One-on-one individual check-ins with students and weekly digital communications are suggested as good ways to keep in touch with students and keep them aware of their obligations. Finally, this mentor praises good organization as essential to keeping up with students in different courses and focuses on student success as the benchmark to strive towards.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/rural-virtual-learning\/\"><span style=\"font-weight: 400\">Rural Virtual Learning<\/span><\/a><span style=\"font-weight: 400\"> details the challenges in building and growing an online learning program in a rural school with declining enrollment and limited teacher and infrastructure resources. The conscious effort to help students succeed has been critical to the success of this online program. This was accomplished through parent meetings, student online orientation trainings, regular digital communication, extra support for credit-recovery students, and early planning and preparation.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/reflections-of-a-fourth-year-mentor\/\"><span style=\"font-weight: 400\">Reflections of a Fourth-Year Mentor<\/span><\/a><span style=\"font-weight: 400\"> shares knowledge gained through four years of trial and error in mentoring students in a fully online program. This mentor provides foundational, practical advice and strongly suggests asking students about their available technology as well as their skill in using that technology. Relatedly, this mentor ensures students are able to successfully navigate their online courses. Sometimes, a students\u2019 lack of progress may mean technological or logistical roadblocks exist, and shortcomings in progress are not caused by a students\u2019 lack of effort or ability. Finally and most importantly, building relationships with students is critically important.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/building-relationships\/\"><span style=\"font-weight: 400\">Building Relationships<\/span><\/a><span style=\"font-weight: 400\"> recounts the set up of an online program in a public school district and discusses how critical relationship-building is to student success in online courses. Building relationships between mentors and online instructors and coordinating efforts to best serve students is also extremely important.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/blog\/relationship-before-rules-equals-rejoicing\/\"><span style=\"font-weight: 400\">Relationship Before Rules Equals Rejoicing<\/span><\/a><span style=\"font-weight: 400\"> discusses using <\/span><a href=\"https:\/\/www.search-institute.org\/our-research\/development-assets\/developmental-assets-framework\/\"><span style=\"font-weight: 400\">The Developmental Assets Framework <\/span><\/a><span style=\"font-weight: 400\">with students as a way to not only get to know students better, but to teach them important life skills to be successful beyond school. Through this development and a focus on relationships and student effort, this mentor has seen positive results.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Takeaways From Revisiting Mentor Voices<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">By and large, the single most important thing mentioned by mentors of both fully online and face-to-face students is the singular importance of building a relationship with students.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">This relationship is so powerful because it holds students accountable to someone, gives students a place to look for support--both technological and emotional, and provides students an advocate in what can be an unfamiliar and intimidating place.&nbsp;<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Of course pragmatic recommendations such as dedicated online course work space, individual student meetings, weekly student check-ins and progress checks, online student orientations, and parental involvement matter greatly to student success, but it is the relationships mentors build with students that provide the most meaning for mentors and propel students to success online.<\/span><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Mentor Forum<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/mentor-forum\/\">Mentor Forum blog series<\/a>, we discuss the role of mentors and mentoring in K-12 digital learning. Our hope with this series is to highlight the importance of mentoring, provide valuable resources, and further the discussion on best practices for mentoring online learners. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>About the authors<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Kristen DeBruler<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Christopher Harrington<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><span style=\"font-weight: 400\">Dr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.<\/span><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Revisiting Mentor Voices",
            "excerpt": "In 2017 and 2018, the Michigan Virtual Learning Research Institute published a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learning environment to help students be successful. We thought it worthwhile to revisit these posts and again hear firsthand what mentors had to say about the work they actually do day to day and what it means to them.",
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        {
            "id": 29777,
            "path": "\/blog\/get-the-facts-on-homeschoolers-the-homeschool-curriculum-in-michigan\/",
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            "content": "<span style=\"font-weight: 400\">Do homeschoolers get enough socialization? Are parents qualified to teach? Can my homeschooled child get into college? These rank among some of the top questions surrounding homeschoolers.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Let\u2019s take a look at some of the most popular myths so you and your family can make the education choices that are right for you.<\/span>\r\n<h2><b>Homeschool Myth #1: Homeschoolers don\u2019t get socialized because they\u2019re only around their family.<\/b><\/h2>\r\n<span style=\"font-weight: 400\">This mainstream misconception just doesn\u2019t match reality on several levels.<\/span>\r\n\r\n<span style=\"font-weight: 400\"> First, children who are homeschooled in Michigan often have more opportunities to build relationships and engage in their communities because they aren\u2019t confined to one classroom or building. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Hands-on learning, educational trips, extracurricular activities, and volunteerism provide a homeschool advantage to learners at every level.<\/span>\r\n\r\n<strong>Think about it this way:<\/strong>\r\n\r\n<span style=\"font-weight: 400\"> A homeschooler learning about modern art can bring a lesson to life with a trip to the city museum, joining a drop-in art group, or talking with a local muralist. These activities not only provide subject knowledge but opportunities to speak with others from diverse backgrounds.<\/span>\r\n\r\n<span style=\"font-weight: 400\">If you\u2019re still not convinced, two studies conducted by researchers found that homeschooled children are <\/span><a href=\"http:\/\/patricialines.com\/files\/homeschooling%20comes%20of%20age.htm\"><span style=\"font-weight: 400\">equally \u201cwell-adjusted\u201d and show fewer behavioral problems<\/span><\/a><span style=\"font-weight: 400\"> than their peers.<\/span>\r\n<h2><b>Homeschool Myth #2: Parents aren\u2019t trained to be teachers.<\/b><\/h2>\r\n<span style=\"font-weight: 400\">The same people who taught their children to walk and talk are actually very well equipped to adopt a homeschool program for their children. <\/span>\r\n\r\n<strong>Who knows their child better than a parent?<\/strong>\r\n\r\n<span style=\"font-weight: 400\">Parents who homeschool their children already have taken the role of mentor by deciding that this is the best education option. <\/span>\r\n\r\n<span style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">Online courses complement the homeschool curriculum<\/a>, providing additional opportunities for parents to mentor and support their child in a one-on-one learning environment.<\/span>\r\n\r\n<strong>Still not convinced? <\/strong>\r\n\r\n<span style=\"font-weight: 400\">A quick Google search turns up literally hundreds of resources, including homeschool curriculum, online school programs, and more. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Of course, just like anything you may find on the internet, it\u2019s important for parents to carefully review this information.<\/span>\r\n\r\n<span style=\"font-weight: 400\">When it comes to online homeschool programs, <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> offers a<\/span>\u00a0<a href=\"https:\/\/mvlri.org\/resources\/guides\/parent-guide\/#_ga=2.104132224.1688284240.1565625431-190363601.1565625431\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">Parent Guide<\/span><\/a> <span style=\"font-weight: 400\">that answers many of the questions related to online learning. <\/span>\r\n\r\n<strong>Here are a few key items to consider when choosing the best online homeschool program for your child:<\/strong>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Certified<\/span><a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\"> <span style=\"font-weight: 400\">online learning programs<\/span><\/a><\/li>\r\n \t<li><span style=\"font-weight: 400\">Access to <a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\">highly qualified, Michigan-certified teachers<\/a> who provide guidance and feedback<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Variety of courses, including <a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\">Advanced Placement<\/a> for college credit<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Customized to your child\u2019s learning style<\/span><\/li>\r\n<\/ul>\r\n<span style=\"font-weight: 400\">Equipped with this knowledge, the parent-as-teacher role gets a boost with trusted support, valuable resources, and engaging education programs.<\/span>\r\n<h2><b>Homeschool Myth #3: Only a stay-at-home parent can homeschool their child.<\/b><\/h2>\r\n<span style=\"font-weight: 400\">Parents who select homeschooling for their children represent a cross-section of the U.S. population. <\/span>\r\n\r\n<a href=\"https:\/\/nces.ed.gov\/pubsearch\/pubsinfo.asp?pubid=2016096rev\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">Homeschooling in the United States<\/span><\/a><span style=\"font-weight: 400\">, a comprehensive study by the Department of Education\u2019s National Center for Education Statistics, reveals diversity of race, income, and reasons for selecting a homeschool education. <\/span>\r\n\r\n<span style=\"font-weight: 400\">This research also found that homeschool households include two-parent, one-parent, and non-parental guardians.<\/span>\r\n\r\n<strong>Equipped with excellent learning programs and reliable resources, families of all different makeups can successfully have their children learn at home. <\/strong>\r\n\r\nCommon traits shared among these families, however, are patience, self-discipline, and carefully selected courses that fit their child.\r\n\r\n<span style=\"font-weight: 400\">With some diligence and the right support, today\u2019s families can enjoy the experience of the homeschool advantage.<\/span>\r\n<h2><b>Homeschool Myth #4: Homeschoolers don\u2019t learn the right subjects and have a hard time getting into college.<\/b><\/h2>\r\n<span style=\"font-weight: 400\">The state of Michigan has basic requirements that all students, including homeschoolers, must satisfy in order to graduate. A parent considering homeschooling should familiarize themselves with the law, so they can choose the best option for their family.<\/span>\r\n\r\n<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351_81352_35175---,00.html\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan\u2019s homeschool law<\/a> includes the following provisions:\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Parents have the right to educate a child at home in an organized educational program<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Parents assign homework, gives tests and grades these tests as well as issue report cards, transcripts and diplomas<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Instruction must include <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics\" target=\"_blank\" rel=\"noopener noreferrer\">math<\/a>, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science\" target=\"_blank\" rel=\"noopener noreferrer\">science<\/a>, reading, <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts\" target=\"_blank\" rel=\"noopener noreferrer\">English<\/a>, and <a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies\" target=\"_blank\" rel=\"noopener noreferrer\">social studies<\/a> in all grades<\/span><\/li>\r\n<\/ul>\r\n<strong>Since homeschoolers develop exceptional self-discipline and considerable online skills, some of the nation\u2019s top colleges seek them out. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">Just like other students, their grades, the curriculum they pursued, and SAT\/ACT test scores all play a factor in college admissions. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Some additional suggestions for homeschool students include providing details on extracurricular activities, earning college credits while in high school, and the reasoning for selecting homeschool.<\/span>\r\n<h2><b>Homeschool Myth #5: Kids in homeschool don\u2019t get to participate in extracurricular activities.<\/b><\/h2>\r\n<span style=\"font-weight: 400\">Opportunities to participate in numerous events abound for all children, including homeschoolers. <\/span>\r\n\r\n<span style=\"font-weight: 400\">From youth leagues, camps, local theater groups, scouting, and church functions, the sky\u2019s the limit for young people. <\/span>\r\n\r\n<span style=\"font-weight: 400\">The real challenge is for modern parents who must orchestrate all the comings and goings of their children.<\/span>\r\n\r\n<strong>Homeschoolers can pursue their interests and learn new things just like everyone else. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">A more flexible schedule coupled with not being confined to a school building offer these students the chance to embark on all kinds of activities. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Plus, many public and nonpublic schools welcome homeschoolers to join their peers on the field, in the music hall and clubs. Check with your local school to find out more.<\/span>\r\n\r\n<strong>In Michigan, the <a href=\"http:\/\/gulllakeschools.net\" target=\"_blank\" rel=\"noopener noreferrer\">Gull Lake Virtual Partnership<\/a> serves as an excellent example of a public school\u2019s use of online courses to enhance the education experience.<\/strong>\r\n\r\n<span style=\"font-weight: 400\">The partnership \u201cstrives to offer meaningful and personalized learning opportunities for students to grow and thrive as they discover their own unique talents.\u201d Fully online classes, blended learning, and early college are opportunities offered to all students, including homeschoolers.<\/span>\r\n\r\n<span style=\"font-weight: 400\">If you still have doubts about extracurricular participation, a look at some famous homeschoolers should put your mind at ease. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Actresses Whoopi Goldberg and Jennifer Love Hewitt, former national security advisor Condoleeza Rice and football great Tim Tebow all got their education starts through homeschool. Look at them now!<\/span>\r\n<h2><b>Homeschool Myth #6: Very few people are homeschooled.<\/b><\/h2>\r\n<span style=\"font-weight: 400\">While \u201cbig\u201d is subjective, let\u2019s just say that there are enough homeschoolers to fill the University of Michigan\u2019s \u201cBig House\u201d over 15 times, Ford Field more than 26 times, and DTE Energy Music Theater 111 times.<\/span>\r\n\r\n<strong>At 1.7 million and climbing, homeschooling has taken hold in the U.S. <\/strong>\r\n\r\n<span style=\"font-weight: 400\">Parents report several important reasons for this increase. According to the <a href=\"https:\/\/nces.ed.gov\/pubsearch\/pubsinfo.asp?pubid=2016096rev\" target=\"_blank\" rel=\"noopener noreferrer\">National Center for Educational Statistics<\/a>, they include:<\/span>\r\n<ul>\r\n \t<li><span style=\"font-weight: 400\">Concern about the school environment, such as safety, drugs, or negative peer pressure<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Dissatisfaction with academic instruction at other schools<\/span><\/li>\r\n \t<li><span style=\"font-weight: 400\">Desire to provide religious instruction<\/span><\/li>\r\n<\/ul>\r\n<h2><b>Homeschool Myth #6: It\u2019s cheating to use online homeschool programs.<\/b><\/h2>\r\n<span style=\"font-weight: 400\">There is no shame in adding online courses to your homeschool curriculum. <\/span>\r\n\r\n<span style=\"font-weight: 400\">In fact, parents should relish in the fact that they have made a thoughtful investment in their children\u2019s education. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Plus, they\u2019ve opened up a whole new world of opportunities for advanced coursework, a variety of electives, and honing tech and time management skills.<\/span>\r\n\r\n<strong>The right online program for your homeschool student will allow him or her to explore interests while also covering required coursework. <\/strong>\r\n\r\nBest of all, parents can further personalize learning for individual students\u2019 needs.\r\n\r\n<span style=\"font-weight: 400\">Whatever the reason, the decision to homeschool is unique to each Michigan family. <\/span><span style=\"font-weight: 400\">Just as each child learns and discovers differently so, too, is the journey for homeschoolers. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Equipped with the facts, resources, and support, parents can make an informed choice that best prepares their child for the future.<\/span>\r\n\r\n<i><span style=\"font-weight: 400\">Offering more than <a href=\"https:\/\/michiganvirtual.org\/students\/homeschool-programs\/\">200 online courses<\/a>, Michigan Virtual can provide your homeschooler with an exceptional 6-12 education.<\/span><\/i>\r\n\r\n<i><span style=\"font-weight: 400\">\u00a0<\/span><\/i>\r\n<h2><strong>Sources<\/strong><i><span style=\"font-weight: 400\">\u00a0<\/span><\/i><\/h2>\r\n<em>Lines, P. M. (2000). <a href=\"http:\/\/patricialines.com\/files\/homeschooling%20comes%20of%20age.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Homeschooling comes of age<\/a>.<\/em>\r\n\r\n<i><span style=\"font-weight: 400\">Michigan Department of Education. (2019). <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-81351_81352_35175---,00.html\" target=\"_blank\" rel=\"noopener noreferrer\">Nonpublic and Home School.<\/a><\/span><\/i>\r\n\r\n<i><span style=\"font-weight: 400\">National Center for Educational Statistics. (2017). <a href=\"https:\/\/nces.ed.gov\/blogs\/nces\/post\/a-fresh-look-at-homeschooling-in-the-u-s\" target=\"_blank\" rel=\"noopener noreferrer\">Blog: A Fresh Look at Homeschooling in the US.<\/a><\/span><\/i>\r\n\r\n<i><span style=\"font-weight: 400\">National Household Education Surveys Program (NHES). (2016).\u00a0<a href=\"https:\/\/nces.ed.gov\/pubsearch\/pubsinfo.asp?pubid=2017102\" target=\"_blank\" rel=\"noopener noreferrer\"> Parent and Family Involvement in Education: Results from the National Household Education Surveys Program of 2016.<\/a><\/span><\/i>\r\n\r\n<i><span style=\"font-weight: 400\">Redford, J., Battle, D., and Bielick, S. (2012). <\/span><\/i><a href=\"https:\/\/nces.ed.gov\/pubsearch\/pubsinfo.asp?pubid=2016096rev\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400\">Homeschooling in the United States: 2012<\/span><\/i><\/a><i><span style=\"font-weight: 400\">. National Center for Education Statistics.<\/span><\/i>\r\n\r\n<i><span style=\"font-weight: 400\">Top Education Degrees. <a href=\"https:\/\/www.topeducationdegrees.org\/biggest-misconceptions-about-homeschooling\/\" target=\"_blank\" rel=\"noopener noreferrer\">30 common misconceptions about homeschoolers &amp; homeschooling.<\/a><\/span><\/i>\r\n\r\n<i><span style=\"font-weight: 400\">Werrell, B. (2017). <a href=\"https:\/\/blog.connectionsacademy.com\/9-biggest-myths-homeschooling\/\">9 Biggest Myths About Homeschooling<\/a>, Connections Academy<\/span><\/i>\r\n\r\n&nbsp;\r\n\r\n&nbsp;",
            "title": "Get the Facts on Homeschoolers &amp; the Homeschool Curriculum in Michigan",
            "excerpt": "Just like many things in life, misconceptions and myths abound when it comes to homeschoolers. If you have thought about educating your child at home, you\u2019ll want accurate information and answers to all your questions. In this article, we will help you navigate through the myriad of information and give you the facts you need to make an informed decision.",
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            "id": 29730,
            "path": "\/about\/news\/marion-national-recognition-whole-child\/",
            "author_id": 2,
            "timestamp": 1576254112,
            "content": "<strong>MARION, Mich. \u2013<\/strong> Marion Elementary School has been named a 2019 National ESEA Distinguished School, a distinction that only up to 100 schools throughout the country receive annually, by the National Association of ESEA State Program Administrators (NAESPA).\n\n\u201cMarion Elementary School prides itself in serving rural, northern Michigan families. While we have seen education funding diminish in recent years, Marion Public Schools has not and will not allow this to prevent a barrier to quality education,\u201d said Chris Arrington, Marion Elementary School principal, and Marion Public Schools superintendent. \u201cAs a result of our commitment to and investment in our youth to ensure quality education that benefits the Whole Child, we are honored to receive this national recognition.\u201d\n\nThe Elementary and Secondary Education Act (ESEA) provides resources for vulnerable students and federal grants to state educational agencies to improve the quality of public elementary and secondary education. As a National ESEA Distinguished School, Marion is one of only two schools from Michigan that has received this national recognition for exceptional student achievement for 2019. Marion Public Schools prioritizes investment in a Whole Child philosophy: one that strategically focuses on connecting with students to ensure success in both the classroom and throughout life.\n\nWith an original goal in mind of improving academic scores, Marion\u2019s staff realized that while curriculum, instruction, and assessment are important, those things will never be more important than connecting with young hearts, minds, and spirits. Thanks in part to a partnership with <em>Michigan Virtual<\/em>, Marion Elementary School implemented programming that complements traditional classroom learning and supplements with creative and engaging educational opportunities for both students and staff. The changes that Marion made include:\n<ul>\n \t<li>Implemented <a href=\"https:\/\/michiganvirtual.org\/sel\/\">\u200bSuite 360<\/a>\u200b to \u200b<a href=\"https:\/\/youtu.be\/wURxZ2rwW_c\">prioritize social-emotional learning<\/a>\u200b topics with both students and parents<\/li>\n \t<li>Improved math outcome scores by tailoring educational supports for students based on their specific math learning needs through Rocket Math<\/li>\n \t<li>Strengthened their reading curriculum to focus on overall reading skills, including phonics acquisition and phonetic awareness, through program supports such as Reading Street, iRead and System44<\/li>\n \t<li>Recommitted to Professional Development for staff, especially around implementation of the \u200b<a href=\"https:\/\/literacyessentials.org\/\">Essential Instructional Practices for Early Literacy<\/a><\/li>\n<\/ul>\n\u201cBy investing in the Whole Child philosophy, we have demonstrated to our students, parents, and staff that we value investments in our students as people. We recognize that by connecting with students as a person first, then focus on test scores, we can better prepare our students for success \u2014 which is exactly what we\u2019ve done,\u201d added Arrington.\n\nThe National ESEA Distinguished Schools Program began in 1996 and recognizes qualifying federally funded schools for the outstanding academic achievements of their students. The NAESPA is a membership organization made up of State ESEA Program Administrators, and their staff charged with managing their state federal education program. They ensure compliance with federal regulations, but more importantly, work to see that all children \u2014 especially those living in economically disadvantaged conditions \u2014 have the opportunity to receive a high-quality education. More information about all National ESEA Distinguished Schools is available at\u200b <a href=\"http:\/\/www.ESEAnetwork.org\" target=\"_blank\" rel=\"noopener noreferrer\">www.ESEAnetwork.org<\/a>\u200b.",
            "title": "Marion Elementary School receives national recognition for investing in the \u200bWhole Child",
            "excerpt": "MARION, Mich. \u2013 Marion Elementary School has been named a 2019 National ESEA Distinguished School, a distinction that only up to 100 schools throughout the country receive annually, by the National Association of ESEA State Program Administrators (NAESPA). \u201cMarion Elementary School prides itself in serving rural, northern Michigan families. While we have seen education funding...",
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            "path": "\/about\/news\/online-education-accessibility-and-equity\/",
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            "timestamp": 1576171582,
            "content": "<a href=\"https:\/\/www.blogtalkradio.com\/edutalk\/2019\/12\/11\/on-line-education-and-accessibility\" target=\"_blank\" rel=\"noopener noreferrer\">A recent episode of Education Talk Radio<\/a> features an interview with Krista Tomaselli, <em>Michigan Virtual<\/em>'s director of instructional product development, and John J Hood, the superintendent of Okemos Public Schools, during which they discuss accessibility and equity in online education as well as the new national standards for excellence in online learning.",
            "title": "Education Talk Radio: Online education, accessibility, and equity",
            "excerpt": "A recent episode of Education Talk Radio features an interview with Krista Tomaselli, Michigan Virtual&#8216;s director of instructional product development, and John J Hood, the superintendent of Okemos Public Schools, during which they discuss accessibility and equity in online education as well as the new national standards for excellence in online learning.",
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        {
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            "path": "\/webinar\/career-readiness-in-computer-programming-networking-and-cybersecurity\/",
            "author_id": 21,
            "timestamp": 1575986451,
            "content": "<!-- wp:paragraph -->\n<p>How can we better prepare our students for careers in I.T.? What can we do, as educators, to provide them with pathways to acquire the technical skills required for performing job duties related to programming, networking, and cybersecurity?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this free webinar, you\u2019ll hear from Dr. Jim Darga and Rich Lamb about\u00a0<a href=\"https:\/\/pinckneycti.org\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Pinckney Cyber Training Institute\u2019s<\/a>\u00a0innovative model for preparing students for careers in I.T., which began as an after-school club and has evolved into a statewide, online program that received national attention for helping students earn career-oriented certifications in the areas of computer programming, networking, and cybersecurity.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You will get a sneak peek inside Pinckney\u2019s\u00a0<a href=\"https:\/\/michiganvirtual.org\/cybersecurity\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">cyber training courses<\/a>\u00a0and learn more about how you may be able to use CTE funds to offer these online courses to your students.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Career Readiness in Computer Programming, Networking, and Cybersecurity",
            "excerpt": "How can we better prepare our students for careers in I.T.? What can we do, as educators, to provide them with pathways to acquire the technical skills required for performing job duties related to programming, networking, and cybersecurity? In this free webinar, you\u2019ll hear from Dr. Jim Darga and Rich Lamb about\u00a0Pinckney Cyber Training Institute\u2019s\u00a0innovative...",
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        {
            "id": 29629,
            "path": "\/blog\/november-research-round-up\/",
            "author_id": 54,
            "timestamp": 1575925552,
            "content": "<h2>Tools for \u201cReal World Learning\u201d<\/h2>\n<a href=\"https:\/\/digitalpromise.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Promise<\/a>, a nonprofit educational research organization, launched a suite of resources for educators and administrators on what they call \u201c<a href=\"https:\/\/realworld.digitalpromise.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Real World Learning<\/a>.\u201d This suite of resources offers help at every level including a roadmap to help guide schools through the process of integrating authentic, life-relevant learning experiences into their academic programs. The suite also includes case studies of schools and districts across the country, examples of Real World Learning, and a list of organizations eager to partner to implement Real World Learning.\n<h2>What do we mean by flexibility in distance education?<\/h2>\nAn article in the <a href=\"https:\/\/www.tandfonline.com\/toc\/cdie20\/current\" target=\"_blank\" rel=\"noopener noreferrer\"><i>Journal of Distance Education<\/i><\/a> by George Veletsianos titled, <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/01587919.2019.1681893\" target=\"_blank\" rel=\"noopener noreferrer\">An analysis of flexible learning and flexibility over the last 40 years of Distance Education<\/a> explores research published in distance education over the past 40 years around the concept of flexible learning.\n\nHis work identified six primary themes: \u201cthe qualities of flexibility as affording \u2018anytime, anyplace\u2019 learning; flexibility as pedagogy; liberatory or service-oriented aspects of flexibility; limitations of flexibility, especially in terms of technology, the constraints of time and space, as well as cultural differences; flexibility as a quality needed by instructors and instructional designers themselves; and critiques of flexibility as a concept.\u201d\n\nClearly, given the numbers and variation of themes, flexibility is a highly complex concept but one that is commonly referenced in K-12 online and blended learning (primarily the concepts of \u201canytime, anyplace\u201d learning).\n<h2>The evolution of distance education?<\/h2>\nAn article in the <a href=\"https:\/\/www.tandfonline.com\/toc\/cdie20\/current\" target=\"_blank\" rel=\"noopener noreferrer\"><i>Journal of Distance Education<\/i><\/a> by Aras Bozkurt titled, <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/01587919.2019.1681894\" target=\"_blank\" rel=\"noopener noreferrer\">Intellectual roots of distance education: a progressive knowledge domain analysis<\/a> explores the evolution of distance education as an educational construct through social network analysis. Bozkurt suggests that distance education is an interdisciplinary field that is also part of mainstream education.\n\nUsing progressive knowledge domain analysis, Bozkurt identified that distance education originated from social learning theories, and over time, specific distance education related theories began to emerge. Bozkurt also identified a paradigm shift in distance education in the 2000s, attributed to the development and widespread adoption of online networked technologies.\n<h2>How students collaborate online<\/h2>\nAn article in <a href=\"https:\/\/journals.sagepub.com\/home\/ldm\" target=\"_blank\" rel=\"noopener noreferrer\"><i>E-Learning and Digital Media<\/i><\/a> titled, <a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/2042753019882562\" target=\"_blank\" rel=\"noopener noreferrer\">Learning through collaboration: A networked approach to online pedagogy<\/a> looked at collaborative learning in an online undergraduate course. The study analyzed the conversation, thinking, and media that students produced during their collaboration.\n\nThis work is interesting as much of the research in online learning both at the secondary and post-secondary level explores learning in asynchronous environments. This research looks at synchronous collaboration between students, as well as their joint engagement with technology and how that drives their learning and collaboration.\n<h2>Research Round Up blog series<\/h2>\nIn our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup-blog-series\/\">Research Round Up blog series<\/a>, we compile recent research on K-12 online learning in Michigan and across the nation. This series is designed to provide resources for researchers and practitioners to stay up to date with with what we know about online teaching and learning. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">signing up for email notifications<\/a>!\n<h2>About the authors<\/h2>\n<strong>Kristen DeBruler<\/strong>\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.\n\n<strong>Christopher Harrington<\/strong>\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.",
            "title": "November Research Round Up",
            "excerpt": "Each month our team of researchers highlights K-12 online, blended, and innovative learning research, reports, standards, and other noteworthy resources published nationally and internationally in the preceding weeks. Our hope with this series is to inform the educational community of the latest digital learning research in order to better serve students.    ",
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            "id": 29404,
            "path": "\/blog\/close-relatives-student-centered-learning-and-blended-learning\/",
            "author_id": 54,
            "timestamp": 1574371248,
            "content": "<h2><span style=\"font-weight: 400\">Not the Same<\/span><\/h2>\r\n<span style=\"font-weight: 400\">As we continue to work with schools and districts of all shapes and sizes, we often find ourselves engaged in conversations that use the terms \u201cstudent-centered learning\u201d and \u201cblended learning\u201d interchangeably. The fact of the matter is that, while these two terms are closely related, they are really not the same thing.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Last month, we published a blog post that explained the <\/span><a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\"><span style=\"font-weight: 400\">characteristics of student-centered learning<\/span><\/a><span style=\"font-weight: 400\">. Student-centered learning is an <\/span><i><span style=\"font-weight: 400\">educational philosophy <\/span><\/i><span style=\"font-weight: 400\">or approach to learning that places students\u2019 needs and interests at the forefront of the operations and decision-making of a school or district.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">Conversely, <\/span><a href=\"https:\/\/www.christenseninstitute.org\/blended-learning-definitions-and-models\/\"><span style=\"font-weight: 400\">blended learning<\/span><\/a><span style=\"font-weight: 400\"> is a <\/span><i><span style=\"font-weight: 400\">format or a method of learning<\/span><\/i><span style=\"font-weight: 400\"> experienced by students. In short, blended learning combines traditional face-to-face instruction with online experiences that work together as an integrated experience for students.<\/span>\r\n<h2><span style=\"font-weight: 400\">Another way to look at the difference<\/span><\/h2>\r\n<span style=\"font-weight: 400\">Student-centered learning could be a guiding approach to learning within a school that utilizes a blended learning format. This means that the overall educational experience of a student is driven by a collaboration between students and teachers (and even parents!) and considers the individual needs, interests, and abilities of a student when determining curriculum and learning experiences (student-centered learning). Each student\u2019s format of learning is likely to be different based on their needs, interests, and abilities.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">For some students, the combination of online and face-to-face learning experiences (blended learning) may be a fantastic option. For others, it might not be. Blended learning is a format of learning, among a variety of other formats, that could play a role in delivering a student-centered learning experience. Other formats could include the purely traditional face-to-face instructional model that limits the use of technology or a fully online experience in which real-time interaction with a teacher is limited or non-existent.<\/span>\r\n<h2><span style=\"font-weight: 400\">The extended family<\/span><\/h2>\r\n<span style=\"font-weight: 400\">So we now see that student-centered learning and blended learning are not really the same thing, but we do recognize that they are related. Other relatives within this \u201cfamily\u201d are educational concepts or approaches such as <\/span><a href=\"https:\/\/institute4pl.org\/\"><span style=\"font-weight: 400\">personalized learning<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/www.mclalliance.org\/aboutmcl\/\"><span style=\"font-weight: 400\">customized learning<\/span><\/a><span style=\"font-weight: 400\">, which are often built upon a foundation of the use of digital tools and resources.<\/span>\r\n\r\n<span style=\"font-weight: 400\">In a personalized learning environment, students have a<\/span><i><span style=\"font-weight: 400\"> degree of control <\/span><\/i><span style=\"font-weight: 400\">over their curricular pacing and pathways as well as <\/span><i><span style=\"font-weight: 400\">variations in content<\/span><\/i><span style=\"font-weight: 400\"> based on their \u201cpersonal pathway\u201d to achieving established standards.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">Similarly, customized learning is a variation of personalized learning that embraces a deeper philosophy of <\/span><i><span style=\"font-weight: 400\">customizing the entire learning experience of child<\/span><\/i><span style=\"font-weight: 400\"> to be aligned with academic, career, and life goals.<\/span>\r\n<h2><span style=\"font-weight: 400\">What does this all mean?<\/span><\/h2>\r\n<span style=\"font-weight: 400\">While blended learning, personalized learning, and customized learning are all intended to help each individual student grow based on their own individual wants and needs, there are some distinct differences. The common thread through all of these education concepts is that they are all approaches or methods aimed at placing students at the center of learning.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Student-centered learning is an approach that aligns all aspects of a school community (curriculum, staffing, finances, technology, facilities, schedules, community partnerships, etc.) in a way that truly focuses on the desired outcomes for each individual student, while accounting for the differences of each student.<\/span>\r\n\r\n<span style=\"font-weight: 400\">A blended school model, personalized learning, and customized learning approaches could all be adopted by a school to create a student-centered learning environment. How a particular school or district creates a student-centered learning environment will vary from district to district or from school to school depending on the specific needs of the student and school community populations.<\/span>\r\n<h2><span style=\"font-weight: 400\">Celebrating uniqueness!<\/span><\/h2>\r\n<span style=\"font-weight: 400\">Next month, we will feature a blog post on a school that has adopted components of student-centered learning to highlight the uniqueness of the school and to illustrate how it is accommodating the needs of its specific community.<\/span>\r\n<h2>Student-Centered Learning Blog Series<\/h2>\r\n<span style=\"font-weight: 400\">In our Student-Centered Learning blog series, we lead a discussion each month about student-centered learning, what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <\/span><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"><span style=\"font-weight: 400\">signing up for email notifications<\/span><\/a><span style=\"font-weight: 400\">!<\/span>\r\n<h2>About the authors<\/h2>\r\n<strong>Christopher Harrington<\/strong>\r\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.\r\n\r\n<strong>Kristen DeBruler<\/strong>\r\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.",
            "title": "Close Relatives: Student-Centered Learning and Blended Learning",
            "excerpt": "As school leaders, we sometimes confuse the labels that we place on educational strategies and models. This happens frequently when we talk about \u201cblended learning\u201d and \u201cstudent-centered learning,\u201d two closely related terms with distinct meanings. In this article, the research team of Michigan Virtual Learning Research Institute (MVLRI) discusses how student-centered learning relates to the ideas and promise of blended learning.",
            "slug": "close-relatives-student-centered-learning-and-blended-learning",
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        {
            "id": 29376,
            "path": "\/research\/publications\/auto-grading-versus-instructor-grading-in-online-english-courses\/",
            "author_id": 21,
            "timestamp": 1574278127,
            "content": "<h2>Background<\/h2>\nAutomatic grading is a pedagogical tool with the dual advantages of reducing teachers\u2019 workloads and providing instant feedback to students, and has been used in many subjects, including computer science (Sherman, Bassil, Lipman, Tuck, &amp; Martin, 2013), science (Wang, Chang, &amp; Li, 2008), and English Language Arts (ELA; Wilson, 2018). Alongside the growing popularity of Massive Open Online Courses, it has become even more prevalent in online courses than in face-to-face ones (Kay, Reimann, Diebold, &amp; Kummerfeld, 2013). However, the effects of automatic grading on students\u2019 learning outcomes in online high-school courses are not yet clear.\n\nAccordingly, the purpose of this study is to examine the under-researched relationship between a range of variables associated with auto-graded coursework, on the one hand, and student performance, on the other.\n\nIts research questions are as follows:\n<ol>\n \t<li>Did students in courses with a high proportion of auto-graded work obtain higher grades than those in courses with a low percentage of such work?<\/li>\n \t<li>Within each of these two grading methods, how well do points earned and points attempted predict student performance?<\/li>\n<\/ol>\n<h2>Methods<\/h2>\n<h3>Research Site<\/h3>\nThis study utilized a dataset covering all students enrolled in ELA courses in 2017-18 at an accredited state-wide virtual school in the Midwestern United States.\n<h3>Data<\/h3>\nInitially, the data included 864 enrollments in the 2017-18 courses mentioned above. After excluding students who withdrew from their courses (n=16) or dropped them (n=110), this yielded a sample size of 738 enrollment records pertaining to 505 students.\n\n<strong>Enrollments by completion status.<\/strong> Among the 738 course completions that will be utilized for further analysis, the number of passes was 604 and the number of fails, 134.\n\n<strong>Enrollments by student.<\/strong> None of the 505 individuals who completed their enrollments were enrolled in more than five courses during the school year in question, and only 2% of them took three or more courses, as shown in Table 1.\n<table width=\"260\">\n<caption><strong>Table 1.<\/strong> Number of Enrollments per Student<\/caption>\n<thead>\n<tr>\n<th width=\"87\">Enrollment<\/th>\n<th width=\"87\">Frequency<\/th>\n<th width=\"87\">Percentage<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"87\">1<\/td>\n<td width=\"87\">296<\/td>\n<td width=\"87\">58.61<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">2<\/td>\n<td width=\"87\">199<\/td>\n<td width=\"87\">98.02<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">3<\/td>\n<td width=\"87\">7<\/td>\n<td width=\"87\">99.41<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">4<\/td>\n<td width=\"87\">2<\/td>\n<td width=\"87\">99.8<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">5<\/td>\n<td width=\"87\">1<\/td>\n<td width=\"87\">100<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>Students by gender.<\/strong> Among the 505 sampled students, 299 (59.2%) were females and 206 (40.8%) were males.\n\n<strong>Class size. <\/strong>The target enrollments were distributed across 27 course sections, which on average each had 27.33 students (<em>SD<\/em>=14.66).\n\n<strong>Distribution of grades by section. <\/strong>Across all course sections, the average final score was 71.26 (SD=28.44).\n<table width=\"531\">\n<caption><strong>Table 2.<\/strong> Final Scores by Course Section<\/caption>\n<thead>\n<tr>\n<th width=\"87\">Course ID<\/th>\n<th width=\"271\">Course Title<\/th>\n<th width=\"87\">Students<\/th>\n<th width=\"87\">Final Score<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"87\">18807<\/td>\n<td width=\"271\">American Literature A: English 11-12<\/td>\n<td width=\"87\">37<\/td>\n<td width=\"87\">71.42<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18808<\/td>\n<td width=\"271\">American Literature A: English 11-12<\/td>\n<td width=\"87\">37<\/td>\n<td width=\"87\">78.50<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18809<\/td>\n<td width=\"271\">American Literature A: English 11-12<\/td>\n<td width=\"87\">43<\/td>\n<td width=\"87\">73.46<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18810<\/td>\n<td width=\"271\">American Literature A: English 11-12<\/td>\n<td width=\"87\">11<\/td>\n<td width=\"87\">82.31<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19692<\/td>\n<td width=\"271\">American Literature A: English 11-12<\/td>\n<td width=\"87\">36<\/td>\n<td width=\"87\">60.50<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18812<\/td>\n<td width=\"271\">American Literature B: English 11-12<\/td>\n<td width=\"87\">12<\/td>\n<td width=\"87\">70.89<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19693<\/td>\n<td width=\"271\">American Literature B: English 11-12<\/td>\n<td width=\"87\">44<\/td>\n<td width=\"87\">80.51<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19694<\/td>\n<td width=\"271\">American Literature B: English 11-12<\/td>\n<td width=\"87\">52<\/td>\n<td width=\"87\">73.25<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19695<\/td>\n<td width=\"271\">American Literature B: English 11-12<\/td>\n<td width=\"87\">34<\/td>\n<td width=\"87\">73.49<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18878<\/td>\n<td width=\"271\">British Literature A: English 11-12<\/td>\n<td width=\"87\">44<\/td>\n<td width=\"87\">81.56<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18879<\/td>\n<td width=\"271\">British Literature A: English 11-12<\/td>\n<td width=\"87\">24<\/td>\n<td width=\"87\">69.49<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18880<\/td>\n<td width=\"271\">British Literature A: English 11-12<\/td>\n<td width=\"87\">8<\/td>\n<td width=\"87\">58.53<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19728<\/td>\n<td width=\"271\">British Literature A: English 11-12<\/td>\n<td width=\"87\">23<\/td>\n<td width=\"87\">71.60<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18882<\/td>\n<td width=\"271\">British Literature B: English 11-12<\/td>\n<td width=\"87\">17<\/td>\n<td width=\"87\">65.72<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19729<\/td>\n<td width=\"271\">British Literature B: English 11-12<\/td>\n<td width=\"87\">44<\/td>\n<td width=\"87\">74.29<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19730<\/td>\n<td width=\"271\">British Literature B: English 11-12<\/td>\n<td width=\"87\">34<\/td>\n<td width=\"87\">78.71<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19731<\/td>\n<td width=\"271\">British Literature B: English 11-12<\/td>\n<td width=\"87\">3<\/td>\n<td width=\"87\">85.73<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18913<\/td>\n<td width=\"271\">English 10A<\/td>\n<td width=\"87\">29<\/td>\n<td width=\"87\">70.16<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18914<\/td>\n<td width=\"271\">English 10A<\/td>\n<td width=\"87\">23<\/td>\n<td width=\"87\">70.90<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19777<\/td>\n<td width=\"271\">English 10A<\/td>\n<td width=\"87\">13<\/td>\n<td width=\"87\">30.06<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18916<\/td>\n<td width=\"271\">English 10B<\/td>\n<td width=\"87\">10<\/td>\n<td width=\"87\">50.26<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19778<\/td>\n<td width=\"271\">English 10B<\/td>\n<td width=\"87\">24<\/td>\n<td width=\"87\">72.93<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19779<\/td>\n<td width=\"271\">English 10B<\/td>\n<td width=\"87\">43<\/td>\n<td width=\"87\">55.40<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18918<\/td>\n<td width=\"271\">English 9A<\/td>\n<td width=\"87\">35<\/td>\n<td width=\"87\">74.06<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19780<\/td>\n<td width=\"271\">English 9A<\/td>\n<td width=\"87\">7<\/td>\n<td width=\"87\">41.73<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">18920<\/td>\n<td width=\"271\">English 9B<\/td>\n<td width=\"87\">7<\/td>\n<td width=\"87\">64.46<\/td>\n<\/tr>\n<tr>\n<td width=\"87\">19781<\/td>\n<td width=\"271\">English 9B<\/td>\n<td width=\"87\">44<\/td>\n<td width=\"87\">76.94<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Measures<\/h2>\n<strong>Types of graded work by course.<\/strong> As used in this paper, the term \u201cpiece of graded work\u201d is defined as any discrete item that can be marked. Thus, on an auto-graded quiz,\nthe term is applied to the answer to each question, not to the whole quiz. Likewise, on an instructor-graded test consisting of short-answer responses, a \u201cpiece of graded work\u201d would mean any one of the answers, but not the whole test. An essay, however, is treated a single \u201cpiece of graded work.\u201d\n\nUnsurprisingly, small differences \u2013 including in assessment methods \u2013 were found among different sections of the same courses. Therefore, to calculate descriptive statistics at the course level, data were first aggregated to the section level. Hereafter, the term \u201ccount\u201d will be used to refer to the number of auto-graded and instructor-graded pieces of work in a given course. Across all the sampled courses, the mean auto-graded count was 72.1 and the mean instructor-graded count, 49.3; and auto-graded work represented 57.5% of all work.\n\n<strong>Points earned.<\/strong> Five measures relating to points earned were calculated. The first was \u201cmax points\u201d, referring to the maximum number of points that all the auto- or instructor-graded work in a given course was worth. The average max points figure for auto-graded work was 86.8, while that for instructor-graded work was 755.75 points.\n\nThe second, \u201c% of max points\u201d, was the percentage of all available points that each grading category represented, regardless students completed it or not. For auto-graded work, it was 10.2%, while for instructor-graded work it was 89.8%.\n\nThird, \u201cpoints earned\u201d comprised the number of points each individual student earned by correctly completing a piece of work of either grading type. In light of the above-mentioned slight differences in the sections within each course, points earned were first aggregated to section level, and then aggregated to course level. The average student in the sample earned 55.1 points from auto-graded work, and 523.1 points from instructor-graded work.\n\nFourth, \u201c% of points earned against all\u201d was calculated as the points earned for each piece of work divided by max points, to illustrate the composition of final grades by grading type. Auto-graded work represented 6.5% of max points, and instructor-graded work, 62.2%.<a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a>\n\nLastly, \u201c% of points earned within type\u201d consisted of the points earned within each grading category, divided by the max points for that category. On average, students earned 60.3% of the points available on their courses\u2019 auto-graded work, and 69.4% of the points available on their instructor-graded work.\n\n<strong>Points attempted.<\/strong> Additionally, \u201cpoints attempted\u201d indicated the number of points students tried to gain at the course level in each grading category, regardless of their success. Across the whole sample, average points attempted was 77.6 (auto-graded) and 577 (instructor-graded). \u201c% of points attempted within type\u201d was also calculated \u2013 with \u201ctype\u201d referring to grading category \u2013 as 88.2% in the auto-graded category, and 69.4% in the instructor-graded category. Finally, \u201c% of points attempted earned within type\u201d refers to the proportion of points attempted that students actually received in each grading category. On average, the sampled individuals earned 69.4% of auto-graded points attempted, and 88.7% of instructor-graded points attempted.\n<table width=\"542\">\n<caption><strong>Table 3.<\/strong> Descriptive Statistics of Grading Approaches across Courses<\/caption>\n<thead>\n<tr>\n<th width=\"204\">Measures<\/th>\n<th width=\"86\">Type<\/th>\n<th width=\"61\">Mean<\/th>\n<th width=\"61\">SD<\/th>\n<th width=\"61\">Min<\/th>\n<th width=\"69\">Max<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"204\"># pieces of work<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">72.14<\/td>\n<td width=\"61\">30.21<\/td>\n<td width=\"61\">43<\/td>\n<td width=\"69\">126<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">49.25<\/td>\n<td width=\"61\">6.52<\/td>\n<td width=\"61\">41<\/td>\n<td width=\"69\">58<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">% pieces of work<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">57.47<\/td>\n<td width=\"61\">10.86<\/td>\n<td width=\"61\">46.30<\/td>\n<td width=\"69\">75.45<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">42.53<\/td>\n<td width=\"61\">10.87<\/td>\n<td width=\"61\">24.55<\/td>\n<td width=\"69\">53.70<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">Max points<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">86.80<\/td>\n<td width=\"61\">35.39<\/td>\n<td width=\"61\">50<\/td>\n<td width=\"69\">148<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">755.75<\/td>\n<td width=\"61\">80.08<\/td>\n<td width=\"61\">665<\/td>\n<td width=\"69\">872<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">% of max points<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">10.23<\/td>\n<td width=\"61\">3.98<\/td>\n<td width=\"61\">5.93<\/td>\n<td width=\"69\">17.90<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">89.79<\/td>\n<td width=\"61\">3.99<\/td>\n<td width=\"61\">82.13<\/td>\n<td width=\"69\">94.07<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">Points earned<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">55.14<\/td>\n<td width=\"61\">30.33<\/td>\n<td width=\"61\">22.66<\/td>\n<td width=\"69\">109.20<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">523.09<\/td>\n<td width=\"61\">71.51<\/td>\n<td width=\"61\">426.30<\/td>\n<td width=\"69\">650.50<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">% of points earned against all<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">6.48<\/td>\n<td width=\"61\">3.45<\/td>\n<td width=\"61\">2.53<\/td>\n<td width=\"69\">13.19<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">62.20<\/td>\n<td width=\"61\">6.67<\/td>\n<td width=\"61\">54.51<\/td>\n<td width=\"69\">72.14<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">% of points earned within type<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">60.27<\/td>\n<td width=\"61\">12.62<\/td>\n<td width=\"61\">42.67<\/td>\n<td width=\"69\">78.80<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">69.43<\/td>\n<td width=\"61\">8.14<\/td>\n<td width=\"61\">57.96<\/td>\n<td width=\"69\">78.20<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">Points attempted<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">77.62<\/td>\n<td width=\"61\">34.14<\/td>\n<td width=\"61\">41.82<\/td>\n<td width=\"69\">135.00<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">576.99<\/td>\n<td width=\"61\">84.26<\/td>\n<td width=\"61\">468.00<\/td>\n<td width=\"69\">732.20<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">% of points attempted within type<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">88.18<\/td>\n<td width=\"61\">7.40<\/td>\n<td width=\"61\">76.03<\/td>\n<td width=\"69\">94.94<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">69.43<\/td>\n<td width=\"61\">8.14<\/td>\n<td width=\"61\">57.95<\/td>\n<td width=\"69\">78.20<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"204\">% of attempted points earned within type<\/td>\n<td width=\"86\">Auto<\/td>\n<td width=\"61\">69.44<\/td>\n<td width=\"61\">9.60<\/td>\n<td width=\"61\">56.55<\/td>\n<td width=\"69\">82.92<\/td>\n<\/tr>\n<tr>\n<td width=\"86\">Instructor<\/td>\n<td width=\"61\">88.73<\/td>\n<td width=\"61\">3.63<\/td>\n<td width=\"61\">81.3<\/td>\n<td width=\"69\">93.82<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Data Analysis<\/h3>\nStata 13 software was used to perform all the quantitative analyses for this study. To answer the first research question, regarding the relationship between student performance and the composition of auto-graded work, hierarchical linear modeling (HLM) with likelihood estimates was performed, within which level 1 was the student and level 2, the course. A series of two-level models were fit. Model 1 was the unconditional model, showing overall course-related random effects. As their respective level-2 variables, Model 2 included the count of auto-graded pieces of work; Model 3, the proportion of work that was auto-graded; Model 4, max points on auto-graded work; and Model 5, the percentage of all points represented by auto-graded work. Model 6 added both the percentage of auto-graded work and that of all points represented by auto-graded work as level-2 variables. However, the number of auto-graded pieces of work and the maximum points on auto-graded work were not included in Model 6, to avoid multicollinearity.<a href=\"#_ftn2\" name=\"_ftnref2\">[2]<\/a>\n\nTo answer the second research question, regarding the predictive power of points earned and attempted, chi-square automated interaction detection (CHAID) was performed using Stata\u2019s CHAID module. This decision-tree technique is commonly used to discover the relationships among variables by iteratively searching for the split points of independent variables and merging them together to arrive at the best-fitting model. Given that this study had no a priori hypothesis regarding the relationship between its independent variables and student performance, CHAID was an appropriate tool for providing initial insights into such relationships. After the decision trees were created, Model 7 used multiple variables related to points earned, by grading type; Model 8, multiple variables related to points attempted, also by grading type; and Model 9, all the variables that were identified as significant by Models 7 and 8. The dependent variable in Models 7, 8 and 9 was whether students passed their course or not.\n<h2>Results<\/h2>\n<h3>Proportion of Auto-graded Work<\/h3>\nDespite the total amount of auto-graded work in the sample being higher than that of instructor-graded work, the former represented a much lower percentage of all points. This was because the average piece of auto-graded work was worth just 1.2 points, as compared to 15.4 points for its instructor-graded counterpart. In addition, the proportion of auto-graded work within a given course varied widely, from a low of 46.3% to a high of 75.5%; and the spread in the proportion of instructor-graded work was almost identical, ranging from 24.6% to 53.7%.\n\nThe percentage of all points earned on auto-graded coursework by the maximum points available ranged from 2.5 to 13.2 (SD=3.45), and on instructor-graded work, from 54.5 to 72.1 (SD=6.67), indicating that the variation in points earned was smaller in the former grading category. This is not surprising, as many more points were available within instructor-graded work. However, when looking at the percentages of points earned within each such category, auto-graded work exhibited a wider variation (SD=12.62) than instructor-graded work did (SD=8.14). Students attempted to obtain a higher percentage of the available points when auto-grading was used (M=88.2, SD=7.40), yet earned a higher percentage of points from their instructor-graded work (M=69.4, SD=8.14), because in the latter case, a higher percentage of the points attempted were awarded. In other words, the fact that students attempted more points on their auto-graded coursework might not have contributed much to their final grades.\n<h3>Comparison of Courses with High and Low Percentages of Auto-grading<\/h3>\nModel 1, the unconditional model, estimated overall mean attainment across courses as 69.7% of max points (see Table 4). The between-course (level-2) variance in attainment was estimated as 75.9 points, and the within-course\/between-student (level-1) variance in attainment as 748.3 points. Total variance, computed as the sum of between-course and within-course\/between-student variance, was therefore 824.2. Intraclass correlation, or ICC (i.e., between-course variance divided by total variance) was 0.092, indicating that 9.2% of the observed variance in attainment was attributable to differences between courses. It should be noted here that the dataset did not include entry scores, so this course effect was not value-added.\n\nModels 2 through 5 were created to examine the effects on student attainment of four variables relating to auto-grading: i.e., the amount of auto-graded work, the proportion of auto-graded work, the maximum points obtainable via auto-graded work, and the percentage of all points that could be obtained via auto-graded work. None of these variables was a significant predictor of student attainment. Model 6, which included the proportion of auto-graded work and the percentage of all points represented by such work, also contained no statistically significant coefficients.\n<table>\n<caption><strong>Table 4.<\/strong> HLM Analysis, Effects of Auto- and Instructor Grading on Final Grades<\/caption>\n<caption style=\"caption-side: bottom\"><em>Note:<\/em> Standard errors in parentheses; *** <em>p<\/em>&lt;0.001<\/caption>\n<thead>\n<tr>\n<th width=\"168\"><\/th>\n<th colspan=\"7\" width=\"482\">Final Grades<\/th>\n<\/tr>\n<tr>\n<th width=\"168\"><\/th>\n<th width=\"78\">Model 1<\/th>\n<th width=\"78\">Model 2<\/th>\n<th width=\"78\">Model 3<\/th>\n<th width=\"78\">Model 4<\/th>\n<th width=\"78\">Model 5<\/th>\n<th width=\"78\">Model 6<\/th>\n<th width=\"14\"><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td rowspan=\"2\" width=\"168\">Quantity of auto-graded work<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">0.115<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td width=\"78\"><\/td>\n<td width=\"78\">(0.0775)<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"168\">Proportion of auto-graded work<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">0.346<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">0.236<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">(0.209)<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">(0.284)<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"168\">Maximum points on auto-graded work<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">0.0887<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">(0.0626)<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"168\">Percentage of all points represented by auto-graded work<\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">0.888<\/td>\n<td width=\"78\">0.444<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\"><\/td>\n<td width=\"78\">(0.582)<\/td>\n<td width=\"78\">(0.779)<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"168\">_cons<\/td>\n<td width=\"78\">69.65***<\/td>\n<td width=\"78\">69.73***<\/td>\n<td width=\"78\">69.75***<\/td>\n<td width=\"78\">69.76***<\/td>\n<td width=\"78\">69.81***<\/td>\n<td width=\"78\">69.80***<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td width=\"78\">(2.037)<\/td>\n<td width=\"78\">(1.952)<\/td>\n<td width=\"78\">(1.926)<\/td>\n<td width=\"78\">(1.966)<\/td>\n<td width=\"78\">(1.950)<\/td>\n<td width=\"78\">(1.917)<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"168\">Level 2 Variance<\/td>\n<td width=\"78\">75.92***<\/td>\n<td width=\"78\">67.17***<\/td>\n<td width=\"78\">64.64***<\/td>\n<td width=\"78\">68.61***<\/td>\n<td width=\"78\">66.94***<\/td>\n<td width=\"78\">63.67***<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td width=\"78\">(17.03)<\/td>\n<td width=\"78\">(15.70)<\/td>\n<td width=\"78\">(15.38)<\/td>\n<td width=\"78\">(15.73)<\/td>\n<td width=\"78\">(15.48)<\/td>\n<td width=\"78\">(15.13)<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"168\">Level 1 variance<\/td>\n<td width=\"78\">748.3***<\/td>\n<td width=\"78\">748.4***<\/td>\n<td width=\"78\">748.6***<\/td>\n<td width=\"78\">748.2***<\/td>\n<td width=\"78\">748.4***<\/td>\n<td width=\"78\">748.6***<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<tr>\n<td width=\"78\">(19.93)<\/td>\n<td width=\"78\">(19.94)<\/td>\n<td width=\"78\">(19.95)<\/td>\n<td width=\"78\">(19.92)<\/td>\n<td width=\"78\">(19.93)<\/td>\n<td width=\"78\">(19.94)<\/td>\n<td width=\"14\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Points Earned and Attempted by Type<\/h3>\nModel 7 used multiple variables regarding points earned by each grading type, and the results of CHAID suggested a three-cluster solution (see Fig. 1). These three clusters were separated by two variables: the percentage of all points that was earned from instructor-graded work, and the total points earned from instructor-graded work. The first cluster, depicted in the bottom left corner of Figure 1, implies that if a student received below the median percentage of points earned on instructor-graded work (i.e., 67.6%) and also below the median number of points earned on such work (i.e., 470.2), his or her likelihood of passing the course would be 71.5%. The second cluster (on the right in Fig. 1), meanwhile, indicates that students who earned above the median percentage of points on instructor-graded work would have a pass rate of 88.3%. Lastly, the third cluster (Fig. 1, middle) suggests that if a student earned below the median percentage of points earned on instructor-graded work (i.e., 67.6%), but above such work\u2019s median point total, his or her likelihood of passing would be 85.2%. Taken together, these results indicate that online high-school students should earn a certain percentage of points on instructor-graded work \u2013 or, failing that, at least aim to earn as many points as possible \u2013 to maximize their pass rates. Interestingly, neither the percentages nor the point totals earned from auto-graded coursework affected students\u2019 pass rates.\n<figure><img class=\"aligncenter size-full wp-image-29385\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/figure1-decision-tree.png\" alt=\"Results of CHAID analysis displaying the three clusters separated by two variables: the percentage of all points that was earned from instructor-graded work, and the total points earned from instructor-graded work.\" width=\"939\" height=\"527\"><figcaption><strong>Figure 1.<\/strong> Decision Tree, Points Earned on Auto- and Instructor-graded Coursework<\/figcaption><\/figure>\nModel 8, which focused on points attempted rather than points earned, had somewhat different results from Model 7. Though both these models yielded three clusters, different variables separated them. In Model 8, the variable that separated cluster 1 from cluster 2 (on the left and right sides of Fig. 2, respectively) was the number of points attempted on instructor-graded work (Median=559). If students attempted below this median, and also earned below the median percentage of points attempted on their auto-graded work (i.e., 70.3%), their pass rate was just 71.5%; but provided that they earned above this median percentage, then their pass rate (cluster 3; 85.2%) would be very close to that of cluster 2 (i.e., 88.3%), whose members all attempted more than the median number of attempted points on their instructor-graded work.\n<figure><img class=\"size-full wp-image-29386\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/figure2-decision-tree.png\" alt=\"Results of CHAID analysis displaying the three clusters separated by two variables: the percentage of all points attempted from instructor-graded work, and the total points attempted from instructor-graded work.\" width=\"939\" height=\"527\">\n\n<figcaption><strong>Figure 2.<\/strong> Decision Tree, Points Attempted on Auto- and Instructor-graded Coursework<\/figcaption><\/figure>\nModel 9 included all four of the significant predictors from Models 7 and 8. The results of CHAID again suggested division by two variables: in this case, percentage of points earned on instructor-graded work, and points attempted in such work. Here, however, the resulting structure was more complex, with the former variable separating Clusters 1 and 3 from Cluster 2, and the latter, Cluster 1 from Cluster 3. These results suggest that the key factor in the sampled students\u2019 overall course performance was whether or not they received an above-median percentage of the available points on their instructor-graded coursework.\n<figure><img class=\"size-full wp-image-29387\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/figure3-decision-tree.png\" alt=\"Results of CHAID analysis displaying the three clusters separated by two variables: the percentage of all points that was earned from instructor-graded work, and the total points attempted from instructor-graded work.\" width=\"939\" height=\"527\">\n\n<figcaption><strong>Figure 3.<\/strong> Decision Tree, Points Earned and Attempted on Auto- and Instructor-graded Coursework<\/figcaption><\/figure>\n<h2>Conclusion<\/h2>\nThis report has examined the relations of two aspects of course design to student learning outcomes. Based on 738 enrollment records from 2017-18, pertaining to 505 students, it sought to answer two questions: 1) whether the percentage of auto-graded coursework affected student performance, and 2) which variables associated with auto- and instructor-graded coursework predicted such performance.\n\nRegarding the first question, HLM indicated that the overall impact of auto-grading was non-significant. Neither the quantity nor the proportion of auto-graded work within a course predicted its students\u2019 final scores; nor did the maximum number or percentage of points that such work represented. This conclusion, however, should not be overgeneralized, especially as auto-grading in the sampled courses accounted for as little as 5.9% and not more than 17.9% of the maximum points available. In addition, all the sampled courses were in ELA, and thus could have incorporated a higher proportion of instructor grading than equivalent courses in other subjects such as math and science. As such, it is unclear whether the influence of auto-grading on course performance would remain non-significant if such percentages were considerably higher, either in ELA and in other subjects.\n\nIn the last of the three CHAID models that were constructed to answer the second research question, two variables \u2013 percentage of points earned on instructor-graded work, and points attempted on such work \u2013 split student pass rates into three clusters. Collectively, these clusters indicated that the importance of instructor grading to overall academic performance was higher than that of auto-grading. This, in turn, suggests that if online students are struggling with their overall workloads, they should concentrate their efforts on coursework that is instructor-graded. Further support for such a recommendation is provided by the fact that the same students\u2019 performance on auto-graded work was <em>not<\/em> useful in separating them into pass-rate clusters.\n\nThese results indicate several potential directions for future research. First, it would be helpful to code each piece of graded work based on Krathwohl and Anderson\u2019s (2009) revision to Bloom\u2019s taxonomy, and use the coding results to examine whether the quantity or proportion of instructor-graded coursework at various knowledge levels predicts learning outcomes. Second, as mentioned earlier, it remains an open question whether the present report\u2019s findings are unique to ELA. Conducting similar studies focused on other subjects would therefore help to provide a more complete picture of auto-grading\u2019s effects in online high-school courses. Lastly, qualitative research could help to increase our understanding of differences in learners\u2019 decision processes and time allocation across auto- and instructor-graded coursework.\n<h2>References<\/h2>\nKay, J., Reimann, P., Diebold, E., &amp; Kummerfeld, B. (2013). MOOCs: So many learners, so much potential. <em>IEEE Intelligent Systems<\/em>, <em>28<\/em>(3), 70\u201377.\n\nKrathwohl, D. R., &amp; Anderson, L. W. (2009). <em>A taxonomy for learning, teaching, and assessing: A revision of Bloom\u2019s taxonomy of educational objectives<\/em>. City?: Longman.\n\nSherman, M., Bassil, S., Lipman, D., Tuck, N., &amp; Martin, F. (2013). Impact of auto-grading on an introductory computing course. <em>Journal of Computing Sciences in Colleges<\/em>, <em>28<\/em>(6), 69\u201375.\n\nWang, H.-C., Chang, C.-Y., &amp; Li, T.-Y. (2008). Assessing creative problem-solving with automated text grading. <em>Computers &amp; Education<\/em>, <em>51<\/em>(4), 1450\u20131466. https:\/\/doi.org\/10.1016\/j.compedu.2008.01.006\n\nWilson, J. (2018). Universal screening with automated essay scoring: Evaluating classification accuracy in grades 3 and 4. <em>Journal of School Psychology<\/em>, <em>68<\/em>, 19\u201337. https:\/\/doi.org\/10.1016\/j.jsp.2017.12.005\n<h2>Footnotes<\/h2>\n<a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> These percentages do not sum to 100% because they were first aggregated to the section level and then to the course level.\n\n<a href=\"#_ftnref2\" name=\"_ftn2\">[2]<\/a> A model containing the count of auto-graded pieces of work and the maximum points on such work was also created, and its results were similar to those of Model 6.",
            "title": "Auto-grading versus Instructor Grading in Online English Courses",
            "excerpt": "Automatic grading is commonly used as a pedagogical tool, and has become even more prevalent due to the growing popularity of Massive Open Online Courses. However, its effects on students\u2019 learning outcomes in online high-school courses are not yet clear. This study therefore examined 738 enrollment records in high-school English Language Arts courses using hierarchical linear modeling, and found no effect of the quantity or proportion of auto-graded work on final grades. In addition, the results of decision-tree analyses suggested that, in the case of instructor-graded work, the ratio of points attempted to points earned emerged as a useful means of dividing student pass rates into three clusters.",
            "slug": "auto-grading-versus-instructor-grading-in-online-english-courses",
            "modified_timestamp": 1607715368,
            "term_ids": [
                18359
            ],
            "post_type": "publication",
            "presenter_0_name": "",
            "job_title": "",
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            "id": 29264,
            "path": "\/blog\/mentoring-as-personalized-learning\/",
            "author_id": 58,
            "timestamp": 1574103174,
            "content": "<!-- wp:paragraph -->\n<p>One of the most discussed (and possibly <a href=\"https:\/\/www.edweek.org\/ew\/articles\/2019\/11\/06\/6-big-mistakes-that-can-undermine-personalized.html\">most misunderstood<\/a>) concepts in K-12 education at the moment is <i>personalized learning<\/i>. There are many proposed definitions of \u201cpersonalized learning\u201d and even more visions for what it looks like in practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Definitions of \u201cpersonalized learning\u201d<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/institute4pl.org\/\">Institute for Personalized Learning<\/a> defines \u201cpersonalized learning\u201d as \u201can approach to learning and instruction that is designed around individual learner readiness, strengths, needs, and interests.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>By contrast, the <a href=\"https:\/\/studentsatthecenterhub.org\/interactive-framework\/\">Students at the Center Hub<\/a> considers \u201cpersonalized learning\u201d to be a single component of a larger framework known as \u201cstudent-centered learning. The larger framework includes customized instruction and student-owned learning dependent on neither time nor place and focused on the mastery of core competencies and knowledge.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We at MVLRI have reflected recently on our own answer to the question: <a href=\"https:\/\/michiganvirtual.org\/blog\/what-exactly-is-student-centered-learning\/\">what <i>is<\/i> student-centered learning?<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Mentors as stewards of personalized learning<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Personally, when I hear about these concepts and practices, I immediately think of a role that is central to helping students learn in deep and meaningful ways:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The mentor of the online learner.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mentors of online learners, especially those supporting an <a href=\"https:\/\/www.blendedlearning.org\/models\/#ala\">\u201cA La Carte\u201d model<\/a> of online learning \u2014 where students take one online course as part of their larger face-to-face curriculum \u2014 provide an incredibly personalized experience for their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While mentors may not have subject matter expertise relevant to the online courses in which their students are participating, they still facilitate instructional support provided by an online teacher, often being the first to recognize when a student is struggling with a particular concept or assignment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The constant pulse-checking mentors do with their students allows them to work with an online teacher to customize instruction and support based on their students\u2019 needs. Furthermore, learning in an online course can take place anytime and anywhere and as such mentors must be adept at using technology and connectivity tools, working synchronously and asynchronously with students to answer questions as they arise.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This ever-present support structure helps students feel a personal connection to their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The many roles of the mentor<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Mentors can also develop a deeper knowledge about their students\u2019 interests, motivations, and strengths by building individual relationships with them. This can be a huge benefit when it comes to helping students choose online courses and learning paths, especially since many school counselors do not have the resources or time to help inform enrollment decisions at such a detailed level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/mvlri.org\/blog\/swartz-creek-academy-stresses-responsibility-growth-relationships\/\">Great mentors<\/a> help make student learning and progress visible, empowering them to make informed decisions and understand the impact of the choices they make. By setting initial expectations for students and modeling the process, students then have the ability to meet or exceed them quickly and can soon begin to set high standards for themselves.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All of these mentoring practices allow for more student choice and ownership in the learning, which creates an environment more conducive to positive outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Of course, these aren\u2019t the only things that mentors do, as they are responsible for a <a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-successful-mentor-responsibilities\/\">multitude of other things<\/a> involved in running an online learning program, including:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Technology support<\/li><li>Grade recording<\/li><li>Effective pacing, and<\/li><li>Exam proctoring<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Mentors are also responsible for orienting students to the medium of online learning and providing support in learning how to learn online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All of these responsibilities only make it even more impressive that mentors help provide rich, personalized, and meaningful learning opportunities for the online learners that they support on a day-to-day basis.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Mentor Forum<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/mentor-forum\/\">Mentor Forum blog series<\/a>, we discuss the role of mentors and mentoring in K-12 digital learning. Our hope with this series is to highlight the importance of mentoring, provide valuable resources, and further the discussion on best practices for mentoring online learners. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Mentoring as Personalized Learning",
            "excerpt": "The mentors of K-12 online learners wear many hats and serve as a critical pillar of support for their students. What is less commonly recognized is how mentors act as stewards of personalized learning for their online students. The constant pulse-checking mentors do with their students allows them to work with an online teacher to customize instruction and support based on their students\u2019 needs. ",
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            "id": 30577,
            "path": "\/about\/news\/online-teachers-face-real-challenges-in-virtual-classrooms\/",
            "author_id": 2,
            "timestamp": 1574005881,
            "content": "This article \"<a href=\"https:\/\/www.dispatch.com\/news\/20191117\/online-teachers-face-real-challenges-in-virtual-classrooms\" target=\"_blank\" rel=\"noopener noreferrer\">Online teachers face real challenges in virtual classrooms<\/a>\" \u2014 originally published in the <em>Columbus Dispatch<\/em> on Nov. 17, 2019 \u2014 describes the challenges that educators often face when transitioning to teaching an online course. In this article, Dr. Chris Harrington, director of the <em><a href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Virtual Learning Research Institute<\/a>,\u00a0<\/em>is quoted saying:\n\n\"<em>Often, learning how to use technology is a small part of effectively training teachers for an online environment. Rather, the focus should be on how to manage online classrooms, connect with students who are not physically present, and curate content that resonates with them.\"<\/em>",
            "title": "Online teachers face real challenges in virtual classrooms",
            "excerpt": "This article &#8220;Online teachers face real challenges in virtual classrooms&#8221; \u2014 originally published in the Columbus Dispatch on Nov. 17, 2019 \u2014 describes the challenges that educators often face when transitioning to teaching an online course. In this article, Dr. Chris Harrington, director of the Michigan Virtual Learning Research Institute,\u00a0is quoted saying: &#8220;Often, learning how...",
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            "path": "\/wscc\/",
            "author_id": 32,
            "timestamp": 1573773610,
            "content": "",
            "title": "WSCC Model Online Training for Educators",
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            "id": 29185,
            "path": "\/about\/staff\/",
            "author_id": 21,
            "timestamp": 1573593537,
            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h1>Our Staff<\/h1>\t\t\n\t\t\t<h3>Michigan Virtual\u2019s instructors and staff are passionate about and dedicated to the advancement of blended and online learning.<\/h3>\t\t\n\t\t\t<h2>Executive Office<\/h2>\t\t\n\t\t\t<h2>Instructional Staff<\/h2>\t\t\n\t\t\t<a href=\"\/about\/instructor-bios\/\" role=\"button\">\n\t\t\t\t\t\tView All Instructors\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Michigan Virtual Staff<\/h2>",
            "title": "Our Staff",
            "excerpt": "Our Staff Michigan Virtual\u2019s instructors and staff are passionate about and dedicated to the advancement of blended and online learning. Executive Office Instructional Staff View All Instructors Michigan Virtual Staff",
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            "id": 28932,
            "path": "\/blog\/what-do-successful-k-12-online-programs-have-in-common\/",
            "author_id": 54,
            "timestamp": 1573505528,
            "content": "<p>Online learning programs \u2014whether they be supplemental, part-time, or full-time programs \u2014 require much more than teachers, students, and online curricula to function successfully. Like any school, they require program supports that work behind the scenes to keep the program functioning at a high level.<\/p>\n<p>While all facets of K-12 online learning programs are important and function interdependently to ultimately serve students, we will be highlighting three that we feel are critically important today: leadership and organizational staff, multi-level support, and program evaluation.<\/p>\n<p>To see more elements related to effective online learning programs, please review the<a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\"> National Standards for Quality Online Programs<\/a>.<\/p>\n<h2>Leadership and Organizational Staff<\/h2>\n<p>Strong, invested leadership is critical in that it sets the direction of the K-12 online learning program. Leadership is responsible for steering the program towards its mission and taking steps to achieve that mission.<\/p>\n<p>Strong and supportive leadership operates in many ways, but two of the primary ways are:<\/p>\n<ol>\n<li>Having vast knowledge and understanding of education and business to run the program in adherence to its budget and developed organizational policies and procedures.<\/li>\n<li>Having strong and supportive leaders who cultivate collaborative and constructive work environments for employees, and in turn, students, and place an emphasis on integrity and quality of work at every level.<\/li>\n<\/ol>\n<p>Leaders alone cannot do everything discussed above, but they need adept support staff to help carry out the program mission. Often times, support staff are the ones doing the actual work of bringing a program\u2019s mission to life and achieving its goals.<\/p>\n<p>Training and regular evaluation are both critically important for organizational staff as well. Opportunities for staff to grow in their knowledge and set professional goals help the program grow, both overall and in quality.<\/p>\n<h2>Multiple Levels of Support<\/h2>\n<p>It may seem obvious to state that student support is necessary for successful K-12 online learning programs. What may be less obvious is that parent, guardian, mentor, and faculty support are also critically important.<\/p>\n<p>Providing an orientation to students on online learning helps support students, as does providing academic services to support students' diverse learning needs, including (but certainly not limited to) providing special education support as appropriate and required.<\/p>\n<p>Additionally, successful programs rely heavily on parental and on-site mentor support, and as such, there is a need to establish procedures for communication with parents and mentors, including providing access to the LMS to both track and support student progress.<\/p>\n<p>As with other organizational staff, faculty should be provided opportunities for professional development and regular evaluation. Additionally, faculty need regular feedback on student progress and performance in order to identify students in need of additional supports and to ensure all students have the opportunity to successfully complete the online course.<\/p>\n<p>Both faculty and students also need access to <i>timely <\/i>technical support. Given that students often work asynchronously as they are able (as do teachers), timely support is critical to ensure students are always able to access their course materials and complete their coursework.<\/p>\n<h2>Program Evaluation<\/h2>\n<p>A third key element ( again, there are so many more that we simply do not have space to discuss) is program evaluation. The<a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\"> NSQOL Quality Online Program standards<\/a> emphasize that \u201c<i>a quality online program recognizes the value of program evaluation.\u201d <\/i>There is immense value in a program knowing what they are doing well and areas where they could improve to better serve their stakeholders.<\/p>\n<p>Program evaluations take many forms and span every part of an organization from evaluations of student and parent satisfaction to course review. Some of the major categories are student-focused evaluations, internal evaluations, and external program evaluations.<\/p>\n<h3>Student-Focused Evaluations<\/h3>\n<p>Student success in online courses is paramount to any successful K-12 online learning program. To determine if programs are truly meeting the needs of students, leadership should conduct ongoing internal evaluations of:<\/p>\n<ul>\n<li>Student performance in courses,<\/li>\n<li>State metrics, and<\/li>\n<li>Student satisfaction with courses<\/li>\n<\/ul>\n<p>The term \u201dongoing\u201d here is key! One-time evaluations only offer a snapshot and identify areas for improvement. To fully understand if a program is making progress towards a goal, ongoing evaluations are necessary.<\/p>\n<h3>Internal Evaluations<\/h3>\n<p>Evaluations of program faculty are also key as discussed earlier. Evaluations of faculty members ultimately helps them better serve students by identifying areas where they excel and areas for improvement. These faculty evaluations should also be frequent and ongoing and use clear and consistent measures and procedures.<\/p>\n<p>Course reviews are another key form of internal evaluation. Programs should have a policy for reviewing courses either internally and\/or externally (against a reputable standard) to ensure quality, alignment with state curriculum, and learning outcomes.<\/p>\n<h3>External Program Evaluations<\/h3>\n<p>Regular program evaluations by qualified external parties are very helpful for programs to assess whether they are meeting their mission and goals. These evaluations should be coupled with the development of program improvement plans. While many programs operate at a very high level, there is undoubtedly always room for improvement and ways that programs can better serve their stakeholders.<\/p>\n<p>Systemic program supports often operate outside of the view of K-12 online learning program stakeholders. High-quality teachers and administrative staff are not always apparent; however, the effects of these and other program supports are critical to running successful programs and lay the foundation for student success.<\/p>\n<p class=\"h4\"><a href=\"https:\/\/mvlri.org\/resources\/online-program-reviews\/\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Sign up for a free review of your Michigan K-12 supplemental online learning program.<\/em><\/a><\/p>\n\n<!-- wp:heading -->\n<h2>Success in Online Learning blog series<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" class=\"rank-math-link\">Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by <a rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\">signing up for email notifications<\/a>!<\/p>\n<!-- \/wp:paragraph -->\n\n<h2>About the Authors<\/h2>\n<p><strong>Kristen DeBruler<\/strong><br>\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nationwide as well as understanding online learning best practices.<\/p>\n<p><strong>Christopher Harrington<\/strong><br>\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.<\/p>",
            "title": "What Do Successful K-12 Online Programs Have In Common?",
            "excerpt": "What do successful K-12 online programs have in common? Beyond obvious variables like student support and quality curriculum, there are many systemic supports that effective programs put in place to provide a foundation for student success. In this article, we break down the importance of leadership, multi-level support, and program evaluation.",
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        {
            "id": 28938,
            "path": "\/research\/fellows\/",
            "author_id": 21,
            "timestamp": 1573161030,
            "content": "<h1>MVLRI Fellows<\/h1>\nMVLRI's Fellows help shape the platform for online learning research and development that exists today. The accomplishments of these individuals have paved the way for our ongoing directives and define the path we will take to better understand learning.\n\n<a href=\"\">About the Fellows Program<\/a>\nThe&nbsp;<i>MVLRI&nbsp;<\/i>Fellows Program is an effort by&nbsp;<i>MVLRI<\/i>&nbsp;staff to augment its capacity to provide research, evaluation, and development expertise and support. Fellows are drawn from state, national and international experts in K-12 online and blended learning from K-12 schooling, higher education and private industry. Fellows receive one-year appointments and are selected based on the alignment of their strengths with&nbsp;<i>MVLRI&nbsp;<\/i>priorities for the year.&nbsp;<i>MVLRI&nbsp;<\/i>priorities are designated via Michigan <a href=\"\/research\/directives\/\" target=\"_blank\" rel=\"noopener noreferrer\">legislative directives<\/a>.\nWhile not required, candidates for the Fellows Program are encouraged to align their proposal with one or more of the Section 98 directives. Preference is also given, where applicable, to proposals that facilitate fruitful collaboration with&nbsp;<i>MVLRI<\/i>&nbsp;staff. Additionally, please note research projects do not need to be focused solely on educational issues in Michigan, however, findings should be relevant or applicable to Michigan. The Fellow will need to identify in the proposal the expected deliverables for the project. Examples of these would include a report that is published by&nbsp;<i>MVLRI<\/i>, an article published in a peer-reviewed journal, an article published in a practitioner-based publication, and\/or a presentation at a conference\/webinar. Fellow\u2019s work is done virtually unless negotiated otherwise.\n<h3><b>Qualifications<\/b><\/h3>\nThe&nbsp;<i>MVLRI<\/i>&nbsp;Fellows Program is aimed at researchers in the field of K-12 online and blended learning. We encourage state, national and international experts in K-12 online and blended learning from K-12 schooling, higher education and private industry.\n<h3><b>Honorarium<\/b><\/h3>\nFellows will be offered a small honorarium (approximately $500 to $5,000) depending on the deliverables proposed.\n<h3><b>Application procedure and deadline<\/b><\/h3>\nOur fiscal year runs from October 1 \u2013 September 30, so project timelines that fall within the current fiscal year are welcome. If the majority of your project timeline runs into the next fiscal year, we suggest you wait until August-September to apply. Applicants will be notified within 30 days of their submission. Applications must include:\n<ul>\n \t<li>A one-page summary (single-spaced) of the research project that the candidate proposes to carry out (including a brief literature review; significance of the project to the K-12 online and blended learning field; implications for policy, practice, and research; deliverables of the project [reports, presentations and, if applicable, include&nbsp;<i>MVLRI<\/i>&nbsp;staff expectations, etc.] and suggestions for possible co-authorships\/co-presentations).<\/li>\n \t<li>A date-specific timeline for the project (from start to finish, including paper and presentation submissions and expected conference date(s). Note: This timeline will be used to draw up contract guidelines.).<\/li>\n \t<li>A detailed curriculum vitae, including candidate\u2019s publication record.<\/li>\n \t<li>Proposed honorarium level.<\/li>\n<\/ul>\n<h3>For more information, or to apply:<\/h3>\n\n<ul id=\"gform_fields_74\" class=\"gform_fields top_label form_sublabel_below description_below\">\n \t<li id=\"field_74_9\" class=\"gfield gfield_contains_required field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label gfield_label_before_complex\">Your Name*<\/label>\n\n<label for=\"input_74_9_3\">First<\/label>\n\n<label for=\"input_74_9_6\">Last<\/label><\/li>\n \t<li id=\"field_74_10\" class=\"gfield field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label\" for=\"input_74_10\">Email<\/label>\n<\/li>\n \t<li id=\"field_74_4\" class=\"gfield gfield_contains_required field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label\" for=\"input_74_4\">One-Page Summary*<\/label>Accepted file types: doc, docx, txt, rtf, pdf.A one-page summary (single-spaced) of the research project that the candidate proposes to carry out<\/li>\n \t<li id=\"field_74_5\" class=\"gfield gf_left_half gfield_contains_required field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label\" for=\"input_74_5\">Project Begin Date*<\/label>\n\nDate Format: MM slash DD slash YYYY\n<\/li>\n \t<li id=\"field_74_6\" class=\"gfield gf_right_half gfield_contains_required field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label\" for=\"input_74_6\">Project End Date*<\/label>\n\nDate Format: MM slash DD slash YYYY\n<\/li>\n \t<li id=\"field_74_7\" class=\"gfield gfield_contains_required field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label\" for=\"input_74_7\">Curriculum Vitae (CV)*<\/label>A detailed curriculum vitae, including candidate\u2019s publication record.<\/li>\n \t<li id=\"field_74_8\" class=\"gfield gfield_contains_required field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label\" for=\"input_74_8\">Proposed Honorarium Level*<\/label>Fellows will be offered a small honorarium (approximately $500 to $5,000) depending on the deliverables proposed.<\/li>\n \t<li id=\"field_74_2\" class=\"gfield field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label\" for=\"input_74_2\">Additional Comments \/ Questions<\/label><textarea name=\"input_2\" id=\"input_74_2\" class=\"textarea small\" rows=\"10\" cols=\"50\"><\/textarea><\/li>\n \t<li id=\"field_74_11\" class=\"gfield gform_validation_container field_sublabel_below field_description_below gfield_visibility_visible\"><label class=\"gfield_label\" for=\"input_74_11\">Phone<\/label>This field is for validation purposes and should be left unchanged.<\/li>\n<\/ul>\n \n\n\n\n\n\n\n\n                This iframe contains the logic required to handle Ajax powered Gravity Forms.\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Michael-Barbour-ogduv1wohm27vain3vkgon393dd8s7sp8rj7s71mew.jpg\" title=\"Michael-Barbour\" alt=\"Michael Barbour\">\n<h3>Michael K. Barbour<\/h3>\n<h4>Touro University, California<\/h4>\nMichael K. Barbour has been involved with K-12 distance, online and blended learning for almost two decades as a researcher, evaluator, teacher, course designer and administrator. His research has focused on the effective design, delivery and support of K-12 online learning, particularly for students located in rural jurisdictions. Recently, Dr. Barbour\u2019s focus has shifted to include governance and policy issues related to effective distance, online and blended learning environments. This has resulted in invitations to testify before House and Senate committees in several states, as well as consulting for Ministries of Education across Canada and in New Zealand. Dr. Barbour completed his Ph.D. in Instructional Technology at the University of Georgia, his M.Ed. in Teaching and Learning and B.Ed. in Intermediate and Secondary at Memorial University of Newfoundland, his B.A. in Political Science from Carleton University, and, most recently, a Certificate in Adult Education at St. Francis Xavier University.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Dennis-Beck-ogduubl76926u7kvdk6wqtqcgkyysow7t59mcg4n94.jpg\" title=\"Dennis-Beck\" alt=\"Dennis Beck\">\n<h3>Dennis Beck<\/h3>\n<h4>University of Arkansas<\/h4>\nDennis Beck has studied special education parent and student satisfaction with cyber schooling, as well as the impact of homework on student achievement and student and parent satisfaction in cyber schools. Additionally, in order to better understand the impacts of cyber schooling on vulnerable populations, he has studied the virtual school field experiences for pre-service administrators as well as the roles, responsibilities, issues, and difficulties facing those in leadership of these type of schools. He has published in several venues, including Computers &amp; Education, American Journal of Distance Education, Educational Administration Quarterly, and the Journal of Educational Research. Dr. Beck holds a doctorate from the University of Florida in Curriculum and Instruction.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Jered-Borup-ogduugae4f8mg9e1m481lajnfibsv6evhsj1qtxoe0.jpg\" title=\"Jered-Borup\" alt=\"Jared Borup\">\n<h3>Jered Borup<\/h3>\n<h4>George Mason University<\/h4>\nJered Borup is the professor-in-charge of the Integration of Online Learning in Schools Master\u2019s and Certificate programs that are devoted to improving teacher practices in online and blended learning environments. Previous to earning his Ph.D. at Brigham Young University, Jered taught history at a junior high school for six years. He has also taught online and blended courses since 2008. His current research interests include developing online learning communities and identifying support systems that adolescent learners require to be successful in online environments. A full list of his publications can be found&nbsp;<a href=\"https:\/\/sites.google.com\/site\/jeredborup\/\">here<\/a>.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Richard-Carter-ogduvc8wksgdf03mfi1cy2hbmlya4vxqy6pk28maig.jpg\" title=\"Richard-Carter\" alt=\"Richard Carter\">\n<h3>Richard Allen Carter Jr.<\/h3>\n<h4>University of Kansas<\/h4>\nBefore beginning his doctoral work, Richard Allen Carter Jr. worked with learners with disabilities in elementary school settings in Kansas and his home state of North Carolina. His current research focuses on the implementation of self-regulation practices for students with disabilities in both fully online and blended learning environments. He has also conducted work that looks at disability accommodation and IEP development and implementation in online schools. In addition, Richard assists with studies that examine a broad range of effects of online instruction for students with disabilities for the Center on Online Learning for Students with Disabilities (COLSD). He is currently part of a research team that is implementing technology-enabled personalization for students with disabilities in public elementary school.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Mark-Deschaine-ogduurkgefo2bkxns93kf7p6k4s7fjnnjccvi5gybc.jpg\" title=\"Mark-Deschaine\" alt=\"Mark Deschaine\">\n<h3>Mark E. Deschaine<\/h3>\n<h4>University of Mississippi<\/h4>\nDr. Deschaine is an Associate Professor of Educational Leadership in the Department of Leadership and Counselor Education, within the School of Education at the University of Mississippi. He has extensive experience in the training and development of P-20 faculty. He supports the efforts of teachers, teacher leaders, and administrators in the integration of technology into their programs, special education issues, and effective differentiated instructional practices. Dr. Deschaine received his Ph.D. in Educational Leadership from Western Michigan University, his M.Ed. in Educational Leadership from Grand Valley State University, his M.A.T. in Education from Oakland University, and his B.S. in Education from Central Michigan University. Dr. Deschaine holds certification and endorsements in both general and special education. He is credentialed in Michigan to serve as a teacher, consultant, supervisor, principal, and central office administrator. Dr. Deschaine\u2019s research agenda focuses on the ways that theory, policy, and processes support and impact effective differentiated instruction, programs, and services.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Charles-Graham-ogduu5y618ugwjt2ahr5bv5kw9qrii9tsdcpgsd0ag.jpg\" title=\"Charles-Graham\" alt=\"Charles Graham\">\n<h3>Charles R. Graham<\/h3>\n<h4>Brigham Young University<\/h4>\nCharles R. Graham is interested in technology-mediated teaching and learning. Charles studies the design and evaluation of online and blended learning environments and the use of technology to enhance teaching and learning. Charles has authored 50+ articles in over two-dozen journals and 20+ chapters related to online and blended learning in edited books. He conducts much of his research with graduate students who he loves to work with and mentor. Charles has co-edited two books on blended learning research (<a href=\"https:\/\/www.amazon.com\/The-Handbook-Blended-Learning-Perspectives\/dp\/0787977586\">Handbook of Blended Learning: Global Perspectives, Local Designs<\/a>&nbsp;and&nbsp;<a href=\"https:\/\/www.amazon.com\/Blended-Learning-Research-Perspectives-Volume\/dp\/041563251X\/\">Blended Learning: Research Perspectives, Volume 2<\/a>). He has also co-authored a book for teachers and practitioners interested in designing blended learning environments (<a href=\"https:\/\/www.amazon.com\/Essentials-Blended-Learning-Standards-Based-Online\/dp\/0415636167\">Essentials for Blended Learning: A Standards-based Guide<\/a>&nbsp;and a book on research methods for young researchers learning to do research in online and blended learning contexts (<a href=\"https:\/\/www.routledge.com\/products\/9780415742474\">Conducting Research in Online and Blended Learning Environments: New Pedagogical Frontiers<\/a>). In 2015 Charles became a Fellow of the Online Learning Consortium \u201cFor outstanding achievement in advancing theory, research and effective practice in online and blended learning.\u201d <a href=\"https:\/\/sites.google.com\/site\/charlesrgraham\/\" target=\"_blank\" rel=\"noopener noreferrer\">Additional details about his scholarly work are available<\/a>.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Sean-Lancaster-ogduvhvxpso3cnvfikh4d1236x6hf2k4yymgxwdxh4.jpg\" title=\"Sean-Lancaster\" alt=\"Sean Lancaster\">\n<h3>Sean Lancaster<\/h3>\n<h4>Grand Valley State University<\/h4>\nSean Lancaster is a Professor of Educational Technology and also the Department Chair for Literacy and Technology in the College of Education at Grand Valley State University. He teaches online classes and he teaches about online teaching and learning, particularly as it is applied to k-12 environments. His research interests include student experiences in online learning and also in the evaluation of online teaching. He also has current research looking at high leverage teaching practices being implemented in student teaching experiences in an effort to create online training for cooperating teachers to better support teacher candidates. He earned his Ph.D. in special education with an emphasis in technology from the University of Kansas.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Lin-Chin-Hsi-ogduuoqxtxk7cr1r8pvopqesrz63sgcgiyef2bl4u0.jpg\" title=\"Lin-Chin-Hsi\" alt=\"Chin-Hsi Lin\">\n<h3>Chin-Hsi Lin<\/h3>\n<h4>University of Hong Kong<\/h4>\nChin-Hsi Lin is an associate professor at the University of Hong Kong. He earned his Ph.D. in Language, Literacy, and Technology from the University of California, Irvine, in 2012. His research interests revolve around learning processes in online learning. Specifically, his work has predominantly focused on self-regulation and teacher effect and how they predict achievement. His current project aims to determine the optimal class size and instructors\u2019 load for K-12 online courses in virtual schools.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/PeiyiLin-ogduv5o18y7d5qd6hx6yym53gwupn07mla55paw1q0.jpg\" title=\"PeiyiLin\" alt=\"Lin Peiyi\">\n<h3>Peiyi Lin<\/h3>\n<h4>Columbia University<\/h4>\nPeiyi Lin is a Research Associate at the Institute for Learning Technologies at Teachers College, Columbia University. Her research projects focus on K-12 online learning, teacher professional development in STEM areas, the role of school leadership, the effect of instructional technology on student learning, data mining, and data visualization. Her statistical expertise includes latent variable analysis, multilevel analysis, and longitudinal data analysis. She received an Ed.D. in Instructional Technology and Media from Teachers College, Columbia University, and an M.A. in Educational Leadership from Eastern Michigan University. Prior to coming to the United States, she taught high school English for a year in Taipei, Taiwan, where she completed an M.A. in English Language and Literature from National Taiwan Normal University, and a B.A. in English Language and Literature from National Chengchi University.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Susan-Lowes-ogduvv1odh63v7cbdq5wbxqjibdmeu0dorr9nruf20.jpg\" title=\"Susan-Lowes\" alt=\"Susan Lowes\">\n<h3>Susan Lowes<\/h3>\n<h4>Columbia University<\/h4>\nDr. Lowes serves as the Director of Research and Evaluation at the Institute for Learning Technologies in Teachers College at Columbia University. She conducts research at both the university and K-12 levels, focusing on technology\u2019s impact on teaching and learning, and directs evaluations of multi-year projects funded by the U.S. Dept. of Education, the National Science Foundation, state and local departments of education, and private foundations. Dr. Lowes is interested in online learning and evaluates online professional development initiatives for teachers and administrators, as well as online courses and programs for students. Her recent focus is using LMS data to discover patterns of student-teacher and student-student interaction. Dr. Lowes is also Adjunct Professor in the Program in Communication, Media, and Learning Technologies Design at Teachers College, teaching courses on online schooling and research methodologies. She received her Ph.D. in Anthropology from Columbia University.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Daryl-Mellard-ogduu8rolqybvdoyu0z11cfyofcv5ll0srb5wm8trs.jpg\" title=\"Daryl-Mellard\" alt=\"Daryl Mellard\">\n<h3>Daryl F. Mellard<\/h3>\n<h4>University of Kansas<\/h4>\nDaryl F. Mellard researches trends, issues, and potential positive and negative consequences for students with disabilities in K-12 online learning. His previous research focused on adolescent and adult literacy and on improving the quality of life for persons with disabilities as they participate with community agencies, community and technical colleges, social services, and employment settings. For the National Technical Assistance and Dissemination Center on Response to Intervention, Dr. Mellard directed its review of responsiveness to intervention. He served on the National Academy of Sciences\u2019 Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy. He has served on the board of directors for a local independent living center. In other areas, he\u2019s very interested in the piscatorial arts.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Jesse-Ray-Pace-ogduuj3woxchf39y5nfxaru17nxwi9q2i6hi6nthvc.jpg\" title=\"Jesse-Ray-Pace\" alt=\"Jesse Ray Pace\">\n<h3>Jesse R. Pace<\/h3>\n<h4>University of Kansas<\/h4>\nJesse R. Pace earned his Ed.S. degree in School Psychology from the University of Kansas in 2015, and he is currently pursuing his Ph.D. in Educational Psychology and Research. His school psychology work included the assessment and treatment of individuals with cognitive and behavioral disabilities, ranging from children with learning disabilities to geriatric patients with Alzheimer\u2019s disease. In terms of research, he has been a Graduate Research Assistant for the Center on Online Learning and Students with Disabilities (COLSD) since 2012. His research activities include an extensive range of ongoing related methodological and dissemination activities from instrument development to publication. He has co-authored and presented on COLSD research findings. His research interests center around measurement and equity in education, including the intersection of the two.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Rebecca-Parks-ogduv9fe0acig67pvyth8l6xugc6hsmjxsr3meqh14.jpg\" title=\"Rebecca-Parks\" alt=\"Rebecca Parks\">\n<h3>Rebecca A. Parks<\/h3>\n<h4>Mansfield University<\/h4>\nDr. Parks\u2019 primary responsibilities include teaching a variety of curriculum and methods courses, collaborative instruction and assessment and child development to Early Childhood and Elementary future educators. At MU, Dr. Parks continues her research interests focused on professional learning, collaborative instruction, and new and emerging learning models in K-12 education. Previously, Dr. Parks was the the Director of Consulting and Operations at Teaching Today\u2019s Teachers, a private education consulting firm founded in 2014. In this role, she provided leadership and research-based best practices, professional development and guidance to national and international partners in K-12 education. Dr. Parks also joined the New Learning Models team in iNACOL for several research projects designed to advance the field of K-12 online and blended learning. As a past full-time visiting professor at Elmira College, Dr. Parks taught various content courses to preservice teachers in childhood education and developed a comprehensive six-week student teaching experience in Amsterdam, Netherlands, for selected students. In addition, she has over a decade of practitioner experience at the elementary grades teaching in the brick and mortar setting. Dr. Parks holds a Ph.D. in Education with a concentration in Curriculum and Instruction from Capella University.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Kerry-Rice-ogduulxf9fgcdx5up6nt094eztk05d19ikfymhpbco.jpg\" title=\"Kerry-Rice\" alt=\"Kerry Rice\">\n<h3>Kerry Rice<\/h3>\n<h4>Boise State University<\/h4>\nKerry Rice is a 2012-2013 and 2015 Fulbright Scholar and Professor in the Department of Educational Technology at Boise State University. Her research focuses on best practices in K-12 online and blended education and includes policy analysis, Delphi and mixed methods studies, and large-scale program evaluations using both traditional and emerging methods in data mining and deep learning analytics. Dr. Rice is the author of Making the Move to K-12 Online Teaching: Research-Based Strategies and Practices (Pearson, 2012) and The Blended Classroom: A Guide for Technology Supported Learning (Author, 2016). She led the development of the Idaho K-12 Online Teaching Standards and also serves as Coordinator of the Idaho K-12 Online Teaching Endorsement Program at Boise State.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Mary-Rice-ogduuvbt5rt7m0s76aq2p6r0xo9oac2kvuytf9bdmg.jpg\" title=\"Mary-Rice\" alt=\"Mary Rice\">\n<h3>Mary Rice<\/h3>\n<h4>University of New Mexico<\/h4>\nMary Rice is an Assistant Professor of Literacy at the University of New Mexico. She is also an affiliated researcher for the Center for Research on Learning at the University of Kansas. She began her career in education as a teacher of English language arts, English as a Second Language, and reading support classes at the secondary level where she taught for 10 years. Her current research focuses on teacher work to co-make literacy curriculum with diverse students in digital and online spaces. She also has an interest in how educators read and interpret policies in online learning environments. Mary has been honored by Division H and the Narrative SIG of the American Educational Research Association, as well as the Emerald Literati Network for her scholarship. She is the author of Adolescent Boys\u2019 Literate Identity (2011) and the editor of Exploring Pedagogies for Diverse Learners Online (2015).\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Erin-Stafford-ogdw2zv1zs7sn0oriddkr1w0uurzmt8ya9hegvw1iw.jpg\" title=\"Erin-Stafford\" alt=\"Erin Stafford\">\n<h3>Erin Stafford<\/h3>\n<h4>Education Development Center<\/h4>\nErin Stafford, M.A., works directly with formal and informal education practitioners to design, refine, research and evaluate education curricula, interventions, and professional development experiences. She currently oversees all analytic technical assistance projects for the Regional Educational Laboratory Northeast and Islands (REL-NEI), serves as the alliance researcher for REL Midwest\u2019s Virtual Education Research Alliance, and consults on evaluations of various formal and informal education projects. Stafford also has managed online survey development and analysis projects related to online courses, online teachers and onsite mentors, led practitioners in gathering data related to online learning, and helped build the capacity of state- and district-level practitioners to understand and use data in their practice. Prior to working at EDC, Stafford served as the manager of research, evaluation, and assessment at the Girl Scouts of Greater Chicago and Northwest Indiana and as an evaluator at the Museum of Science &amp; Industry, Chicago.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Zheng-Binbin-ogduvxv6xz9yu187x9ds1f0xagzq1xbkp5pq3lq8jc.jpg\" title=\"Zheng-Binbin\" alt=\"Bibin Zheng\">\n<h3>Binbin Zheng<\/h3>\n<h4>Michigan State University<\/h4>\nBinbin Zheng\u2019s research focuses on new technologies and students\u2019 language and literacy development, as well as online teaching and learning. Her primary research methods involve a mix of quantitative and qualitative methods such as regression analysis, hierarchical linear modeling, longitudinal analysis, social network analysis and content analysis. Dr. Zheng received her Ph.D. degree from the School of Education at the University of California, Irvine in 2013. She received UCI\u2019s Public Impact Distinguished Fellowship in 2013 and the National Science Foundation (NSF) Community for Advancing Discovery Research in Education (CADRE) Fellowship in 2011-2012. Dr. Zheng\u2019s work has been published in various journals including&nbsp;<em>Review of Educational Research, Computers &amp; Education, British Journal of Educational Technology, TESOL Quarterly, Teachers College Record, Journal of Adolescent &amp; Adult Literacy and Journal of Science Education and Technology.<\/em>\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Jacqueline-Zweig-ogduudgvjx4rhfi52l05vt99ncpp833oheklb01uwo.jpg\" title=\"Jacqueline-Zweig\" alt=\"Jacqueline Zweig\">\n<h3>Jacqueline Zweig<\/h3>\n<h4>Education Development Center<\/h4>\nJacqueline Zweig, Ph.D., conducts collaborative research with practitioners, policymakers, and researchers in the areas of virtual education and educator professional support and development. Dr. Zweig specializes in econometric analysis. She is the Principal Investigator for an Institute of Education Sciences grant in collaboration with the Michigan Department of Education and Michigan Virtual to estimate the impact of an orientation course on high school students online course completion rates. She also served as the alliance researcher for the Regional Educational Laboratory (REL) Midwest\u2019s Virtual Education Research Alliance. Zweig has developed surveys for schools, online teachers, and onsite mentors to gather information about their experiences with online learning. In addition, she oversees all Applied Research and Evaluation studies for REL Northeast and Islands and is an author on several REL and peer-reviewed articles. Zweig received her B.A. in Economics from Colby College and her Ph.D. in Economics from the University of Southern California.\n<h3>Past Fellows<\/h3>\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Laurenn-Acree-ogdynpny4h4zuc0f3y5s75lua3sdw0bsp62lmgf1rs.jpg\" title=\"Laurenn-Acree\" alt=\"Lauren Acree\">\n<h3>Lauren Acree<\/h3>\n<h4>NCSU Friday Institute for Educational Innovation<\/h4>\nLauren is a Research Associate and leads the Learning Differences and micro-credentialing teams. She has developed content for the Leadership in Blended Learning program, contributed to the North Carolina Digital Learning Plan and the State Leaders in Digital Learning Course. Lauren also worked closely with the Alliance for Excellent Education and the Department of Education to plan and facilitate sessions for the Future Ready initiative to district teams across the nation. Prior to working at the Friday Institute, she worked as a special education teacher in Tulsa, Oklahoma, and a Fellow at the Tennessee Department of Education. Lauren earned her bachelor\u2019s degree at the University of Richmond in Richmond, Virginia and her Master in Public Policy from Duke University.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/LeannaA-rchambault-ogdyntfavta54ruyhzsah4nonn9uqsqq1oojjk9h2w.jpg\" title=\"LeannaA-rchambault\" alt=\"Leanna Archambault\">\n<h3>Leanna Archambault<\/h3>\n<h4>Arizona State University<\/h4>\nLeanna Archambault, Ph.D., is an Associate Professor at the Mary Lou Fulton Teachers College. Her research areas include teacher preparation for K-12 online classrooms. Dr. Archambault has extensive expertise in virtual learning having researched this field for the past decade. She has authored and co-authored numerous publication in leading research journals. She is a two-time recipient of the Online Learning Innovator Award for Important Research from the International Association for K-12 Online Learning, College and was recently named as the Promising Research Scholar for the Mary Lou Fulton Teachers. Her methodological expertise includes both quantitative and qualitative measures using a mixed-methods approach. In addition, her national leadership is extensive as she is Co-Editor of the Journal of Online Learning Research and the Assistant Chair for the Information Technology Council of the Society for Information Technology and Teacher Education.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Erik-Black-ogdymxgsfg2e615dolyz4cq0gjndh37ulai185kuyg.jpg\" title=\"Erik-Black\" alt=\"Erik Black\">\n<h3>Erik Black<\/h3>\n<h4>University of Florida<\/h4>\nDr. Black earned a Ph.D. in curriculum and instruction with a focus in educational technology and research and evaluation methodology from the University of Florida, a Master of Arts from the College of New Jersey and a Bachelor of Science from Virginia Tech. Dr. Black\u2019s primary role at the University of Florida is in health sciences and systems education. Drawing on his background in curriculum design, educational psychology and applied statistics, his research agenda focuses on the development of professional identity and the evaluation and assessment of learning and media environments in cognitively complex domains across a broad range of ages and life stages.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Tom-Clark-ogdyou30acobpkdpjxmqodento962zs96q4h9cr4c8.jpg\" title=\"Tom-Clark\" alt=\"Tom Clark\">\n<h3>Tom Clark<\/h3>\n<h4>Tom Clark Consulting<\/h4>\nDr. Clark provides evaluation and related services for a wide variety of organizations. Dr. Clark has led evaluations of state virtual schools in four states and in Chicago Public Schools, and has evaluated online and technology-related programs ranging from a $9.1 million federal program to postsecondary and statewide K-12 programs. An advisor for U.S. Department of Education\u2019s Evaluating Online Learning (2008), he has published works on distance and online learning. Dr. Clark completed his Ph.D. in the Department of Educational Administration and Higher Education at Southern Illinois University where he also received his M.S.Ed. and B.S.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Heidi-Curtis-ogdyn8qupghu1cozuquhy9vjl63s1ggmmubuzh44vs.jpg\" title=\"Heidi-Curtis\" alt=\"Heidi Curtis\">\n<h3>Heidi Curtis<\/h3>\n<h4>Northwest Nazarene University<\/h4>\nDr. Curtis has both bricks and mortar and online experience in both the K-12 and postsecondary settings. After teaching middle school English, reading and social studies for 10 years, Dr. Curtis worked in a full-time, virtual school teaching, overseeing computerized state testing, and finally, as both a middle and high school principal. In her current role, Dr. Curtis directs online Ed.D. and Ph.D. programs in Educational Leadership. It is her goal to mentor preservice and practicing teachers and administrators to utilize 21st century tools to make learning more relevant, rigorous and personal for students.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Richard-Ferdig-ogdyojqs76a65usq8b5uey0lafo4qbn7hay4zb6g8o.jpg\" title=\"Richard-Ferdig\" alt=\"Richard Ferdig\">\n<h3>Richard E. Ferdig<\/h3>\n<h4>Kent State University<\/h4>\nRichard E. Ferdig is the Summit Professor of Learning Technologies and Professor of Instructional Technology at Kent State University. He works within the Research Center for Educational Technology and also the School of Lifespan Development and Educational Sciences. He earned his Ph.D. in Educational Psychology from Michigan State University. He has served as researcher and instructor at Michigan State University, the University of Florida, the Wyzsza Szkola Pedagogiczna (Krakow, Poland), and the Universit\u00e0 degli studi di Modena e Reggio Emilia (Italy). At Kent State University, his research, teaching, and service focus on combining cutting-edge technologies with current pedagogic theory to create innovative learning environments. His research interests include online education, educational games and simulations, the role of faith in technology, and what he labels a deeper psychology of technology. In addition to publishing and presenting nationally and internationally, Ferdig has also been funded to study the impact of emerging technologies such as K-12 Virtual Schools. Rick was the founding Editor-in-Chief of the International Journal of Gaming and Computer Mediated Simulations, is the current Editor-in-Chief of the Journal of Technology and Teacher Education, and also serves as a Consulting Editor for the Development Editorial Board of Educational Technology Research and Development.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Gordon-Freedman-ogdymzcgt44yt92ndms89c8xnbe3whfb9jt06pi2m0.jpg\" title=\"Gordon-Freedman\" alt=\"Gordon Freedman\">\n<h3>Gordon Freedman<\/h3>\n<h4>National Laboratory for Education Transformation (NLET)<\/h4>\nFreedman is president of the National Laboratory for Education Transformation (NLET). NLET and a center at the University of California Santa Cruz operate the Silicon Valley Education Research and Development Center. Freedman is also Managing Director of Knowledge Base, LLC, an education, learning and technology consultancy established in 1998. Freedman assists formal education institutions, schools and higher education, and corporations adapt to the evolving information age and its rapidly changing technological structures for learning. Freedman served as Vice President of Global Education Strategy for Blackboard, Inc. from 2005 through 2011 and was Executive Director of the Blackboard Institute, 2009-2011. Through his management of Knowledge Base, LLC, Freedman has played a key role in updating and forming new learning strategies for a range of universities, community colleges, state agencies, ministries of education, education corporations, museums and foundations.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Theresa-Gibson-ogdyor9hpukgqqht0eeuyw4a1in2fwh26c60tivauw.jpg\" title=\"Theresa-Gibson\" alt=\"Theresa Gibson\">\n<h3>Theresa Gibson<\/h3>\n<h4>NCSU Friday Institute for Educational Innovation<\/h4>\nTheresa Gibson is the Professional Learning &amp; Leadership Collaborative Program Manager at the Friday Institute for Educational Innovation at North Carolina State University. Since 2014 she has managed the development, implementation, and facilitation of the Friday Institute\u2019s vertically aligned professional learning programs to support the transition to personalized learning for Superintendents, District Teams, School Level Administrators, Instructional Coaches, Instructional Technology Facilitators, Media Coordinators, and Teacher Leaders. Theresa also supports the national Leadership in Blended and Digital Learning Program which has been implemented in 15 states and 19 organizations. In North Carolina she supports the Friday Institute\u2019s statewide programs as part of the implementation of the Digital Learning Initiative. Theresa plays a key role in the business development, sustainability, evaluation, and continuous improvement. Theresa earned her B.S. in Mathematics and in Mathematics Education at Buffalo State College and completes her MBA in December 2017 at North Carolina State University.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Luis-Huerta-ogdyo0067nj5e1lefkmogkzwtcdf8oguel8xwhzpvc.jpg\" title=\"Luis-Huerta\" alt=\"Luis Huerta\">\n<h3>Luis Huerta<\/h3>\n<h4>Columbia University<\/h4>\nLuis A. Huerta is an Associate Professor of Education and Public Policy at Teachers College-Columbia University. He holds a Ph.D. in education policy from the University of California, Berkeley. He teaches courses in policy analysis and implementation, school finance and organizational sociology. His research and scholarship focus on school choice reforms and school finance policy. His research on school choice reforms examines policies that advance both decentralized and market models of schooling\u2014including charter schools, vouchers, tuition tax credits, homeschooling and virtual schools. His research also examines school finance policy and research, with a specific focus on how legal and legislative battles over finance equity in schools and the research which has analyzed the effects of resources on student achievement, have consistently overlooked how resources are used within schools. Prior to joining the Teachers College faculty in January of 2002, he served as a research associate and coordinator for K-12 education policy research for Policy Analysis for California Education (PACE). He also served as a California public school teacher for six years.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Kawohl-Tiffany-ogdynk0wzgx9wo8m0vq0s712psk6ltpeoe5oqsnet4.jpg\" title=\"Kawohl-Tiffany\" alt=\"Tiffany Kawohl\">\n<h3>Tiffany Kawohl<\/h3>\n<h4>Florida School for the Deaf and the Blind<\/h4>\nTiffany Kawohl is a teacher, and runs the Learning Opportunity Center (LOC) at the Florida School for the Deaf and the Blind, which is a lab for middle school and high students taking online courses at the middle school, high school or college level. Her students are either deaf\/hard of hearing or blind\/visually impaired. Previous to her position in the LOC, she taught reading and English to deaf\/hard of hearing students. She holds a Master of Education degree in Deaf Education and a bachelor\u2019s degree in Deaf Studies from the University of North Florida. She is certified in Deaf Education (K-12), English (6-12), and Middle Grades Integrated Curriculum (6-9) and holds endorsements in Reading (K-12) and English for Speakers of Other Languages (K-12).\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Eric-Kellerer-ogdymrtrafuo8ddkljj7pe58w8f66wlgkil4cht7zs.jpg\" title=\"Eric-Kellerer\" alt=\"Eric Kellerer\">\n<h3>Eric Kellerer<\/h3>\n<h4>Northwest Nazarene University<\/h4>\nThe Center, established in January 2013, exists to inspire personalized learning through innovative practices in education. As the director, Dr. Kellerer is also the project manager for an Idaho-wide pilot project to use Khan Academy in K-12 public and private institutions to enhance personalized learning environments. During the 2013-14 and 2014-15 school years, Eric led a team to implement and research the use of Khan Academy with 10,500 students. The team also included an additional 1,500 adult students in the Idaho Corrections system that used KA Lite, a non-Internet use of Khan Academy. Prior to directing the Doceo Center, Eric was the Executive Director of Information Technology at Northwest Nazarene University for 15 years. He received his Doctorate in Education in 2002 in Curriculum and Instruction with an emphasis on technology in distance education. The title of Eric\u2019s dissertation was \u201cInternet-based, asynchronous connected learning and the role of course management software.\u201d In the dissertation, he explored pedagogical practices and the use of software in online learning.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Paula-Kellerer-ogdyoaceatxaxr6dr73kq0dzckyglclw40fa6jkdyw.jpg\" title=\"Paula-Kellerer\" alt=\"Paula Kellerer\">\n<h3>Paula Kellerer<\/h3>\n<h4>Nampa School District<\/h4>\nDr. Kellerer currently serves as the superintendent of Nampa Schools, the third largest school district in Idaho. She has returned to the district where she previously served as the Chief Academic Office, overseeing student achievement in the district and working with team members to build capacity in multiple areas including curriculum, instruction, assessment, professional development, federal programs, district discipline, patron concerns and school safety. Previously, Dr. Kellerer was on the faculty of Northwest Nazarene University where she was the founding Dean of the College of Adult and Graduate Studies. Under her leadership, the university started its first Doctoral program and first wholly online undergraduate programs, targeting underserved populations and rural Idaho students. She oversaw the academic work of all graduate programs on campus and all adult completion programs, including programs in social work, counseling, education, business, nursing, and Christian ministry.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Gary-Miron-ogdyml8vyllnz3n4nyotpxt0qjblp0vc7m0pzk2z7c.jpg\" title=\"Gary-Miron\" alt=\"Gary Miron\">\n<h3>Gary Miron<\/h3>\n<h4>Western Michigan University<\/h4>\nGary Miron is Professor in Evaluation, Measurement, and Research at Western Michigan University. He has extensive experience evaluating school reforms and education policies in the United States and Europe. Miron has directed more than 60 evaluations and research studies that have been funded with grants and contracts from state, federal, and international agencies as well as private foundations. He has been hired by state education agencies to undertake 9 comprehensive evaluations of charter school reforms. For the US Department of Education, he led a study on the correlates of success in American charter schools. In addition to his evaluations of charter schools, Miron has provided technical assistance and training for charter schools in 5 states. In recent years, his research has focused on the private education management organizations (EMOs) as well as the performance of virtual and blended learning schools. Dr. Miron has been regularly ranked among the top most impactful education scholars in the U.S. Dr. Miron has experience working as a teacher at the secondary and university levels in Sweden, China, and the USA. Prior to his current position at Western Michigan University, he worked for 10 years at Stockholm University in Sweden where his research focused on school restructuring in Europe, and the evaluation of school voucher reforms. During his time in Sweden, he also helped start and lead a private Montessori school that participated in a voucher program.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Prater-Dajuana-ogdyofzffu50vey6u9jc4yyqww6nvj8a4sc727c0xk.jpg\" title=\"Prater-Dajuana\" alt=\"DaJuana Prater\">\n<h3>DaJuana Prater<\/h3>\n<h4>Florida School for the Deaf and Blind<\/h4>\nMs. Prater\u2019s primary responsibilities include developing and facilitating technology training for students with visual impairments, as well as staff, parents and other stakeholders. DaJuana supports both academic and expanded core curriculum by evaluating prospective assistive technology solutions and assessing suitability and potential impact on student success. She has co-developed an accessible online technology course to assist students in fulfilling the state mandated online course graduation requirement. Ms.Prater is a Nationally Board Certified Teacher of the Visually Impaired who also holds state certifications in Specific Learning Disabilities (K-12), Visual Disabilities (K-12), Mathematics (5-9), Primary Education and endorsements in ESOL and Reading. Her diverse experience includes 23 years in education, teaching in settings from the inner city to a state school and subjects such as physics, technology, math and reading. Ms. Prater is passionate about technology and how it is used to enhance the lives of those with visual impairments.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Keryn-Pratt-ogdynmufjz14vi4ikexwhobghy6a8x0los456mj8ag.jpg\" title=\"Keryn-Pratt\" alt=\"Keryn Pratt\">\n<h3>Keryn Pratt<\/h3>\n<h4>University of Otago<\/h4>\nDr. Pratt gained her Ph.D. in Psychology from the University of Otago in 2000, and has been working in the areas of technology in education and distance education since this time. She conducts research at both the university and K-12 levels, looking at a variety of issues. Recent focuses have included work exploring how best to support distance students at the university level, and working with a group of schools who work together in a blended learning program. Further information on Keryn can be found on the&nbsp;<a href=\"http:\/\/www.otago.ac.nz\/education\/staff\/kerynpratt.html\">University of Otago website<\/a>.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/SherawnReberry-ogdyopdtc6hw3ikjbdlltwlcuqwc0i9li2v1uyy37c.jpg\" title=\"SherawnReberry\" alt=\"Sherawn Reberry\">\n<h3>Sherawn Reberry<\/h3>\n<h4>Idaho Digital Learning<\/h4>\nIDLA is Idaho\u2019s Virtual School established by the Idaho Legislature in 2002. IDLA provides eLearning expertise, virtual services and leadership in collaboration with Idaho school teachers and administrators to ensure all of Idaho students\u2019 needs are being met. Before becoming employed full time at IDLA, Dr. Reberry was a building level principal and assistant superintendent for a district serving over 5,000 students. Additionally, she continues her duties as online principal for IDLA as she has the previous eight years. Dr. Reberry received her Doctorate in Education in 2002 in Educational Leadership with emphasis in Instructional Technology. Her dissertation was titled \u201cTeaching with Technology (TWT): Professional Development Opportunity for Teachers Sponsored by the J.A. &amp; Kathryn Albertson Foundation.\u201d In her dissertation she looked at how professional development activities affect teachers and the use of technology in their classrooms.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Verena-Roberts-ogdyoxud1oth0088xz98ycgi77qmxs76j8qf6gljnc.jpg\" title=\"Verena-Roberts\" alt=\"Verena Roberts\">\n<h3>Verena Roberts<\/h3>\n<h4>University of Calgary<\/h4>\nMs. Roberts is completing her Ed.D. in Learning Sciences.Ms. Roberts has taught, developed and consulted about curriculum and technology integration from pre-K to Higher Education in Canada, the United States and Singapore. She has facilitated and developed a wide range of open networked learning projects with a focus on open access to learning, open educational resources, emerging professional learning opportunities and learning pathways for teachers and students. Some of her projects have included cMOOCS for educators like&nbsp;<a href=\"http:\/\/digifoot12.wikispaces.com\/\">#Digifoot12<\/a>,&nbsp;<a href=\"http:\/\/etmooc.org\/\">#ETMOOC<\/a>&nbsp;and&nbsp;<a href=\"https:\/\/oclmooc.wordpress.com\/\">#OCLMOOC<\/a>, as well as the #Gamifi-ED Project. She was the 2013 iNACOL Innovative Online and Blended Learning Practice Award recipient. She has worked with a number of school districts in the U.S. and Canada and has consulted with the&nbsp;<a href=\"http:\/\/canelearn.net\/\">Canadian eLearning Network<\/a>, LEARN (Quebec),&nbsp;<a href=\"http:\/\/www.inacol.org\/\">iNACOL<\/a>, the&nbsp;<a href=\"https:\/\/anthc.org\/\">Alaska Tribal Health Consortium<\/a>,&nbsp;<a href=\"https:\/\/www.adlc.ca\/\">Alberta Distance Learning Centre (ADLC)<\/a>&nbsp;and the&nbsp;<a href=\"http:\/\/www.erlc.ca\/\">Edmonton Regional Learning Consortium (ERLC)<\/a>.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Barbara-Treacy-ogdymp08pxqt9jho20bbzwuv42t2jta9k4mnwnxeig.jpg\" title=\"Barbara-Treacy\" alt=\"Barbara Treacy\">\n<h3>Barbara Treacy<\/h3>\n<h4>Harvard Graduate School of Education<\/h4>\nMs. Treacy has worked with states, districts, colleges and universities, and other educational organizations to enable them to build successful online and blended programs for teachers, students and leaders. Current projects include developing blended curriculum and capacity-building facilitator training for the Leadership in Blended Learning Program, based at NCSU\u2019s Friday Institute for Educational Innovation, and consulting to the NYC Leadership Academy to develop a blended model for their year-long principal residency program. Ms. Treacy is also leading the professional development program for the 14 Massachusetts districts who were awarded Digital Connections Partnership Schools grants to develop digital learning infrastructure and blended learning programs in their schools. Treacy is the chair of the Massachusetts Department of Elementary and Secondary Education\u2019s Digital Learning Advisory Council and serves as a member of the MIT Online Education Policy Initiative committee and the Project Tomorrow Advisory Board.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Niki-Walker-ogdyo7ivqbtfyxah7nvp0j3lkfccy9ap3mgtqpokhk.jpg\" title=\"Niki-Walker\" alt=\"Niki Walker\">\n<h3>Niki Walker<\/h3>\n<h4>Agilix Labs, Inc.<\/h4>\nMs. Walker has been an educator for 13 years and worked in all aspects of education. Niki has taught in the classroom, developed and taught online and blended learning courses as well as provided professional development for teachers in all aspects of education. Walker has her master\u2019s degree in Curriculum and Instruction-Instructional Technology and her expertise spans the education field while providing practical knowledge in traditional, blended, and online learning.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Nicola-Wayer-ogdyo3riyzoaohfxtm96qk1r6vuw3gvrr3uvtlu56g.jpg\" title=\"Nicola-Wayer\" alt=\"Nicola Wayer\">\n<h3>Nicola Wayer<\/h3>\n<h4>Tennessee eCampus<\/h4>\nDr. Wayer provides leadership and support in instructional design and course development, accessibility issues, and faculty and student training in best practices for online learning. Prior to joining TN eCampus, she was the Director of Instructional Design at Champlain College in Vermont. Dr. Wayer has extensive experience working at PK-12, postsecondary and graduate levels of education as a teacher, curriculum developer, instructional designer, technology integrationist, accessibility specialist and researcher. She holds a doctorate in Curriculum and Instruction from University of Florida, a Master of Education degree from University of North Florida, and a bachelor\u2019s degree in Deaf Education and Elementary Education from Flagler College.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Eric-Werth-ogdymun9uxyj779h52r3evfmoe19tzwnkwjksbp1h4.jpg\" title=\"Eric-Werth\" alt=\"Eric Werth\">\n<h3>Eric Werth<\/h3>\n<h4>Northwest Nazarene University<\/h4>\nDr. Werth guides NNU in selecting and implementing various learning technologies as well as manages the development of a new set of online associate and bachelor degree programs being developed at NNU. Prior to this, Dr. Werth served Northwest Nazarene as the Director of E-Learning. He has taught approximately 30 courses in either an online or blended format, is a certified K-12 teacher, and is active in research and publishing related to the impact of technology on classroom learning. Dr. Werth lives in Idaho with his wife and three daughters and enjoys hobbies include hiking, biking and fly fishing.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Lori-Werth-ogdynw8tgbe03lqv1j066ly2fsvydw1x22mzze5ak8.jpg\" title=\"Lori-Werth\" alt=\"Lori Werth\">\n<h3>Lori Werth<\/h3>\n<h4>University of Pikeville<\/h4>\nDr. Werth earned her Bachelor of Science degree from College of Idaho in Biology and Chemistry, a Master\u2019s of Science in Education from Oregon State University, and a Doctor of Philosophy in Educational Leadership from University of Idaho. Her teaching and research interests primarily relate to blended learning, integrating technology in the K-12 and higher education classrooms, and retention in the online learning environment. Dr. Werth has worked in higher education for over 17 years in a variety of administrative capacities including Admissions Counselor, Student Services Coordinator, International Programs Coordinator, Director of Admissions and Vice President for Enrollment Management. Much of her work in higher education administration has focused on using and evaluating data as steps to the school improvement process. She currently resides in Idaho with her husband and three daughters.\n\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Phoebe-Winter-ogdyod5wvc15wl2aaqbgfhod4qkk8fx34edqmdg7g8.jpg\" title=\"Phoebe-Winter\" alt=\"Phoebe Winter\">\n<h3>Phoebe Winter<\/h3>\n<h4>Pacific Metrics<\/h4>\nDr. Winter brings policy, psychometric and practical perspectives to the design and implementation of assessment and accountability programs, drawing on her experience as a measurement specialist in two state departments of education. She holds a Ph.D., M.A. and M.Ed. from Columbia University in psychology, with an emphasis on measurement, evaluation and applied statistics, and a B.A. in Psychology from Clemson University.",
            "title": "Fellows",
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            "content": "<h3>This Consumer Awareness resource is provided for schools and parents and reports on effective online education providers and education delivery models, performance data, cost structures, and research trends.<\/h3>\t\t\n\t\t<h2 id=\"about\">About<\/h2><p>This resource is submitted in compliance with Section 98 of the State School Aid Act, which requires <em>Michigan Virtual\u2122<\/em> to \"produce an annual consumer awareness report for schools and parents about effective online education providers and education delivery models, performance data, cost structures, and research trends.\"<\/p><p>The purpose of this resource is to make consumers aware of the status of online learning in Michigan and is specifically designed to inform parents, school personnel, and school board members of the nature of online learning options, their effectiveness for Michigan students, the costs of these programs, and current trends.<\/p><hr \/><h2 id=\"background\">Introduction<\/h2><p>Michigan's interest in and commitment to digital alternatives to traditional instruction have a relatively long history, including more than a decade of legislation and policy development. Some key milestones along the way include the following:<\/p><ul><li><b>2000<\/b> - Enacted legislation to create the <i>Michigan Virtual School<sup>\u00ae<\/sup><\/i> (<i>MVS<sup>\u00ae<\/sup><\/i>) operated by the <i>Michigan Virtual University<\/i>. (<a href=\"http:\/\/www.legislature.mi.gov\/(S(tljwayfeqw22zo55pl00lk55))\/mileg.aspx?page=getobject&amp;objectname=mcl-380-1481&amp;query=on\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 230 of 2000<\/a>)<\/li><li><b>2004<\/b> - Dedicated first-time appropriation support for K-12 online professional development. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2003-2004\/publicact\/pdf\/2004-PA-0351.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 351 of 2004<\/a>)<\/li><li><b>2006<\/b> - Became the first state in the nation to pass a requirement that students have an \"online learning experience\" before graduating from high school. (P.A. <a href=\"http:\/\/www.legislature.mi.gov\/documents\/2005-2006\/publicact\/pdf\/2006-PA-0123.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">123<\/a> &amp; <a href=\"http:\/\/www.legislature.mi.gov\/documents\/2005-2006\/publicact\/pdf\/2006-PA-0124.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">124<\/a> of 2006)<\/li><li><b>2008<\/b> - Allowed school districts to seek a waiver of the state's pupil accounting rules to allow eligible full-time students to take all of their coursework online through a process implemented by Michigan's Superintendent of Public Instruction.<\/li><li><b>2009<\/b> - Allowed the formation of two full-time online charter schools. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2009-2010\/publicact\/pdf\/2009-PA-0205.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 205 of 2009<\/a>)<\/li><li><b>2012<\/b> - Raised the enrollment cap for cyber schools and allowed up to 2% of Michigan's total public school enrollment (about 30,000) to participate in full-time programs. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2011-2012\/publicact\/pdf\/2012-PA-0129.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 129 of 2012<\/a>)<\/li><li><b>2012<\/b> - Allowed traditional school districts, intermediate school districts, and community colleges (within the college's regional boundaries) to each authorize one \"school of excellence that is a cyber school.\" Statewide authorizing bodies were limited to authorizing in aggregate a total of five cyber charters in 2013, 10 in 2014, and 15 after 2014. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2011-2012\/publicact\/pdf\/2012-PA-0129.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 129 of 2012<\/a>)<\/li><li><b>2012<\/b> - Enacted legislation to create the <i>Michigan Virtual Learning Research Institute<\/i>\u00a0within <i>Michigan Virtual University<\/i>. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2011-2012\/publicact\/pdf\/2012-PA-0201.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 201 of 2012<\/a>)<\/li><li><b>2013<\/b> - Enacted legislation that allowed students in grades 5-12 to enroll in up to two online courses as requested by the pupil during an academic term, semester, or trimester. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/pdf\/2013-PA-0060.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 60 of 2013<\/a>)<\/li><li><b>2014<\/b> - Revised Section 21f of the State School Aid Act changing grade levels to 6-12 and altering funding formula; initiated full launch and use of <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan\u2019s Online Course Catalog<\/a>, the statewide catalog of online course offerings. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/pdf\/2014-PA-0196.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 196 of 2014<\/a>)<\/li><li><b>2015<\/b> - Revised Section 21f of the State School Aid Act to allow community colleges to offer online courses, require primary districts to assign mentors to online learners, and altered funding formula. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2015-2016\/publicact\/pdf\/2015-PA-0085.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 85 of 2015<\/a>)<\/li><li><b>2016<\/b> - Revised Section 21f of the State School Aid Act to allow students in K-12 to participate while allowing districts to deny requests for students outside of grades 6-12. (<a href=\"https:\/\/www.legislature.mi.gov\/documents\/2015-2016\/publicact\/pdf\/2016-PA-0249.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">P.A. 249 of 2016<\/a>)<\/li><li><strong>2017<\/strong> - Expanded access to digital learning options for students in Michigan by establishing that public school students in grades K-12, with the consent of a parent or legal guardian, may enroll in up to two online courses during an academic term from the courses listed in their district\u2019s local catalog or from <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan\u2019s\u00a0Online Course Catalog<\/a>. (<a href=\"http:\/\/www.legislature.mi.gov\/documents\/2017-2018\/publicact\/pdf\/2017-PA-0143.pdf\">P.A. 143 of 2017<\/a>)<\/li><li><strong>2020<\/strong> - Addressed the applicability of Section 21f to pandemic learning during the 2020-21 school year.\u00a0 <i>(15) The requirements under this section concerning virtual courses do not apply to virtual courses offered as part of pandemic learning. As used in this subsection, \"pandemic learning\" means a mode of pupil instruction provided as a result of the COVID-19 pandemic. (<a href=\"http:\/\/www.legislature.mi.gov\/(S(hu3x0jyrbvdgs3peirjc0s4c))\/mileg.aspx?page=getObject&amp;objectName=2020-HB-5911\">P.A. 147 of 2020<\/a>)<\/i><\/li><\/ul><h3>Expanded Learning Options<\/h3><h4>21f Legislation<\/h4><p><a href=\"http:\/\/www.legislature.mi.gov\/(S(5iffomsmvhnbtk4qtazftykq))\/mileg.aspx?page=getObject&amp;objectName=mcl-388-1621f\" target=\"_blank\" rel=\"noopener noreferrer\">Section 21f<\/a>, the latest and furthest reaching online learning policy to date, expands access to digital learning options for students in Michigan by establishing that public school students in grades K-12, with the consent of a parent or legal guardian, may enroll in up to two online courses during an academic term from the courses listed in their district's local catalog or from <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan's Online Course Catalog<\/a>. Michigan's Online Course Catalog contains syllabi information as well as enrollment and course dates. All courses contained in the catalog include results of a quality assurance review that uses nationally-recognized standards and performance data based upon course completion. The information in these reviews will assist parents, students, and school personnel in making the best possible choices for students.<\/p><p>Students interested in taking an online course should work with their school's counselor(s) or registrar to enroll. A district may deny the online course enrollment request if:<\/p><ul><li>The pupil is enrolled in any of grades K to 5;<\/li><li>The pupil has previously gained the credits that would be provided from the completion of the virtual course;<\/li><li>The virtual course is not capable of generating academic credit;<\/li><li>The virtual course is inconsistent with the remaining graduation requirements or career interests of the pupil;<\/li><li>The pupil has not completed the prerequisite coursework for the requested virtual course or has not demonstrated proficiency in the prerequisite course content;<\/li><li>The pupil has failed a previous virtual course in the same subject during the two most recent academic years;<\/li><li>The virtual course is of insufficient quality or rigor. A primary district that denies a pupil enrollment request for this reason shall enroll the pupil in a virtual course in the same or a similar subject that the primary district determines is of acceptable rigor and quality;<\/li><li>The cost of the virtual course exceeds 6.67% of the minimum foundation allowance unless the pupil or the pupil's parent or legal guardian agrees to pay the cost that exceeds this amount;<\/li><li>The request for a virtual course enrollment did not occur within the same timelines established by the primary district for enrollment and schedule changes for regular courses; and<\/li><li>The request for a virtual course enrollment was not made in the academic term, semester, trimester, or summer preceding the enrollment. This subdivision does not apply to a request made by a pupil who is newly enrolled in the primary district.<\/li><\/ul><p>If a student is denied enrollment in an online course, parents and\/or the student may appeal the decision with the superintendent of the intermediate school district in which the student's educating district is located.<\/p><p>More information about Section 21f is available through Michigan Virtual at <a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noopener\">Michigan's Online Learning Law (21f)<\/a>.<\/p><hr \/><h2 id=\"models\">Providers and Delivery Models<\/h2><h3>Digital Learning Options<\/h3><p>Currently, digital learning options in Michigan include <a href=\"https:\/\/michiganvirtual.org\/students\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i>Michigan Virtual<\/i><\/a>, cyber schools that draw students from across the entire state, and programs run by consortia and individual school districts that often make use of online courses from third-party providers. These options provide Michigan students with many paths for online learning. Some Michigan students take one or two courses from an online provider in order to supplement their brick and mortar school curriculum; this online learning option is known as a supplemental program. Some students are involved in a full-time program and take all of their courses online. Still, other students are part of the fastest-growing option\u2014blended learning\u2014which means the teacher integrates online resources that transform the traditional classroom.<\/p><p>While there may be a number of different options for K-12 online learning, one provider or model does not suit all students or districts. Determining the best option or combination of options requires understanding available online learning programs and the student's academic needs.<\/p><h3>Dimensions of Online Learning Models<\/h3><p>Online learning encompasses different educational models and programs which vary in many of their key elements. <a href=\"https:\/\/www.evergreenedgroup.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Evergreen Education Group<\/a>, a nationally-recognized leader in K-12 online and blended education research, published a set of 10 defining dimensions that characterize an online learning program's structure and delivery, adapted from the work of <a href=\"http:\/\/files.eric.ed.gov\/fulltext\/ED544289.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Gregg Vanourek<\/a>. (See <i>Defining Dimensions of Online Programs<\/i> figure below). The dimensions include:<\/p><ul><li><i>Comprehensiveness<\/i> (supplemental vs. full time): One important distinction is whether the online learning program provides a complete set of courses for students enrolled full-time or provides a small number of supplemental courses to students enrolled in a physical school. Full-time online schools typically must address the same accountability measures as physical schools in their states.<\/li><li><i>Reach<\/i>: Online learning programs may operate within a school district, across multiple school districts, across a state, or, in a few cases, nationally or internationally. The geographic reach of online learning programs is a major contributing factor to the ways in which education policies can be outdated when applied to Internet-based delivery models. It may also provide opportunities for students to participate in online courses with educators and other students from different cultures.<\/li><li><i>Type:\u00a0<\/i>This dimension is somewhat similar to Michigan's different entity types that might make distinctions between charter schools and traditional schools.<\/li><li><em>Location<\/em>: Student learning may take place at a school building, from home, or perhaps from some other location.<\/li><li><i>Delivery<\/i> (synchronous vs. asynchronous): Most online learning programs are primarily asynchronous, meaning students and teachers work at different times, communicating via email and discussion boards.<\/li><li><em>Operational Control<\/em>: This aspect provides a way of differentiating between programs that may be subject to a school board, a university, a vendor, etc.<\/li><li><i>Type of Instruction <\/i>(from fully online to fully face-to-face): Many programs are now combining the best aspects of online and classroom instruction to create a variety of blended learning experiences.<\/li><li><em>Grade Level<\/em>: Elementary, middle school, and high school are category examples.<\/li><li><em>Teacher-Student Interactions<\/em>: Classified into high, medium, or low.<\/li><li><em>Student-Student Interactions<\/em>: Also classified as high, medium, or low.<\/li><\/ul><p>No one type or combination of attributes is \"best\" or better than any other; each model simply presents its own opportunities and challenges for students and parents. Understanding the possible dimensions of online programs will help inform planning and decision making that leads to success for students.<\/p><p>These dimensions also provide a language for thinking and talking about blended models. While the focus of this report is not blended learning, a brief explanation may be helpful. According to the <a href=\"https:\/\/www.legislature.mi.gov\/documents\/2017-2018\/publicact\/pdf\/2018-PA-0265.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">State School Aid Act<\/a>, blended learning is a \"<em>hybrid instructional delivery model where pupils are provided content, instruction, and assessment, in part at a supervised educational facility away from home where the pupil and a teacher with a valid Michigan teaching certificate are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction<\/em>.\" <a href=\"http:\/\/www.christenseninstitute.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">The\u00a0Christensen Institute<\/a>, a national leader in blended learning research, developed a <a href=\"http:\/\/www.christenseninstitute.org\/blended-learning-definitions-and-models\/\" target=\"_blank\" rel=\"noopener noreferrer\">Blended-Learning Taxonomy<\/a> as a categorization of existing blended learning models: rotation, flex, a la carte, and enriched-virtual. The structures for these models are created once decisions have been made in regard to each of the defining dimensions of a program. Similar to the online learning dimensions and models, the elements are not mutually exclusive, and many elements can, and do, exist simultaneously.<\/p><ul><li><i>Rotation model<\/i>: A course or subject in which students rotate on a fixed schedule or at the teacher's discretion between learning modalities, at least one of which is online learning.<\/li><li><i>Flex model<\/i>: Teachers serve mainly as facilitators, guiding students on an individually customized and fluid schedule within which content and instruction is delivered primarily online. The level of face-to-face support may vary.<\/li><li><i>A La Carte model<\/i>: Students elect to take one or more supplementary courses in a fully online format and complete coursework either on campus or off-site.<\/li><li><i>Enriched-Virtual model<\/i>: Students divide their time between receiving instruction at a traditional brick-and-mortar school building and through fully online coursework. This model is implemented school-wide.<\/li><\/ul><h3>Qualities of Effective Online Education Providers<\/h3><p>Online learning can be more demanding than learning in a traditional classroom. The fact that the teachers and curricular experts associated with an online course often are not known to the school or parent raises some concerns. These concerns can be addressed prior to committing to a course or program of learning. Before schools or parents select courses for their students, the providers of online content should be examined according to a set of criteria recognized as indicators of quality and effectiveness. The Aurora Institute's (formerly iNACOL's) <a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/a-parents-guide-to-choosing.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Parent's Guide to Choosing the Right Online Program<\/a>\u00a0recommends looking at Accreditation and Transferability of Credit, NCAA Certification, Governance and Accountability, Curriculum, Instruction, Student Support, and Socialization. (See the guide for more detailed information on these categories). Some effectiveness indicators are described below.<\/p><h4>Accreditation<\/h4><p>Accreditation is a process by which educational providers are certified by accreditation agencies. It serves as a way for schools to demonstrate that they've met high standards and are willing to allow outside agencies to evaluate them. It is also a valuable process for institutions like schools and districts to determine what courses are worthy of credit. When considering accreditation, the reputability of the accrediting agency is of importance.<\/p><h4>Governance and Accountability<\/h4><p>When choosing an online education provider, it is important to understand the governing agency behind the school (state virtual school, local school district, chartering agency, etc.) and the accountability measures to which the school is held.<\/p><h4>Highly Qualified Teachers<\/h4><p>Some students say they get more attention and support online because the environment often requires one-to-one interaction that may not happen in the classroom. To address concerns about the quality of instruction, verify the teacher is \"highly qualified.\" To be considered \"highly qualified,\" teachers must hold a bachelor's degree, full state certification or licensure, and be able to demonstrate that they know the content areas they teach.<\/p><h4>Teacher\/Student Ratio<\/h4><p>Teacher\/student ratios detail the number of students per teacher in each classroom or course. Note that working with students one-on-one in a classroom setting is much different from working with students virtually.<\/p><h4>Course Review in Michigan's Statewide Catalog of Online Courses<\/h4><p>All K-12 online courses offered through Section 21f must be entered into <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan's Online Course Catalog<\/a>. Each course entry details important course information including the results of a course review using the current National Standards for Quality Online Courses updated in 2019 by the Virtual Learning Leadership Alliance and Quality Matters or the former iteration of the iNACOL National Standards for Quality Online Courses, Version 2. Both standards can be viewed at <a href=\"https:\/\/nsqol.org\">nsqol.org<\/a>.<\/p><h4>Course Completion and Pass Rates<\/h4><p>Course completion and pass rates detail how many students successfully complete each course (based on the providers' criteria of a successful completion). Pass rate data is publicly available for course titles in\u00a0<a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan's Online Course Catalog<\/a>.<\/p><h4>Help Desk Services<\/h4><p>Course providers should utilize a help desk with extensive hours and be able to readily answer any questions or resolve any issues that students, parents, or school personnel may encounter when enrolling or taking an online course. The availability and quality of help offered should be considered when choosing a provider.<\/p><h4>Instructional Design<\/h4><p>Online course design elements differ from traditional courses. Course design should offer more than one way to engage in and complete assignments, be more responsive to individual learner needs, provide opportunities for instructor-student and student-student communication, and include meaningful and timely feedback mechanisms. Elements and activities will vary from course to course and among providers.<\/p><h3><b>Michigan Online Course Catalog Data<\/b><\/h3><p>The table below shows the names of Michigan entities by entity type that were offering spring courses statewide in the Micourses website. Schools offering virtual courses only to their own students are not required to submit their course syllabi to the Micourses website.<\/p><table><thead><tr><th>LEAs<\/th><th>PSAs<\/th><th>ISDs<\/th><th>State Virtual School<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/www.a2schools.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Ann Arbor Public Schools<\/a><\/td><td><a href=\"https:\/\/icademyglobal.org\/\">iCademy Global<\/a><\/td><td><a href=\"https:\/\/www.geneseeisd.org\/\">Genesee ISD<\/a><\/td><td><a href=\"https:\/\/michiganvirtual.org\/students\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Virtual<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/www.buchananschools.com\/\">Buchanan Community Schools<\/a><\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><\/tr><tr><td><a href=\"https:\/\/www.burroakcs.org\/\">Burr Oak Community School District<\/a><\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><\/tr><tr><td><a href=\"https:\/\/www.hwschools.org\/\">Harper Woods Schools District<\/a><\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><\/tr><tr><td><a href=\"https:\/\/www.mancelonaschools.org\/\">Mancelona Public Schools<\/a><\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><\/tr><tr><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><\/tr><tr><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><\/tr><tr><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><\/tr><\/tbody><\/table><h4>Offering Entity Map<\/h4><p>The map below shows locations in Michigan offering spring courses statewide on the Michigan's Online Course Catalog website.<\/p><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/ProviderMap.png\" alt=\"\" width=\"611\" height=\"628\" \/><\/p><h4>Data on Statewide Offerings<\/h4><p style=\"text-align: left\">The column chart below shows how the spring statewide course titles in Michigan's Online Course Catalog varied by course content provider.<\/p><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Contont-Provider-Breakdown.png\" alt=\"\" width=\"2038\" height=\"1378\" \/><\/p><p>The column chart below shows how the spring statewide course titles that were in Michigan's Online Course Catalog varied by course instructor provider.<\/p><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Instructor-Provider-Breakdown.png\" alt=\"\" width=\"2200\" height=\"1750\" \/><\/p><h4>Data by Entity Type<\/h4><p>The pie chart below shows the proportion of spring statewide course titles that were in Michigan's Online Course Catalog website by entity type (ISDs, LEAs, PSAs, <i>Michigan Virtual<\/i>). For a course syllabus to be included in the pie chart, it had to have at least one active offering within an active spring term and school year and contain the complete course review results. For this pie chart, a course syllabus is only counted once, regardless of the number of times offered.<\/p><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Course-Title-Breakdown-by-Entity-Type.png\" alt=\"\" width=\"2836\" height=\"1828\" \/><\/p><p>The column chart below shows how the spring statewide course titles in Michigan's Online Course Catalog varied by course content provider and entity type.<\/p><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Content-Provider-Breakdown-by-Entity-Type.png\" alt=\"\" width=\"3148\" height=\"1784\" \/><\/p><p>The column chart below shows how the spring statewide course titles that were in Michigan's Online Course Catalog varied by course instructor provider and entity type.<\/p><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Instructor-Provider-Breakdown-by-Entity-Type.png\" alt=\"\" width=\"2993\" height=\"1930\" \/><\/p><h4>Data by Subject Area<\/h4><p>The bar charts below show the proportion of spring statewide course titles that were in Michigan's Online Course Catalog by subject area. In order for a course syllabus to be included in the charts, it had to have at least one offering that was active within an active spring term and school year and contain the complete course review results. For these charts, a course syllabus is only counted one time regardless of the number of times it was offered.<\/p><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/High-School-Courses-by-Subject-Area.png\" alt=\"\" width=\"2875\" height=\"2227\" \/><\/p><p style=\"text-align: center\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Middle-School-Courses-by-Subject-Area.png\" alt=\"\" width=\"2206\" height=\"1261\" \/><\/p><hr \/><h2 id=\"performance-data\">Performance Data<\/h2><h3>Effectiveness of Online Learning<\/h3><p>Research supports that online learning is, on average, as effective if not more so than traditional classroom instruction. However, researchers are also quick to point out that it is not the medium (face-to-face vs. online) that matters as much as other factors like time on task, additional learning time, quality of instruction, etc. Just like in face-to-face settings, not all online experiences are high quality or even average. Those advising students interested in online learning should spend time looking at the performance data available on a provider prior to making enrollment decisions.<\/p><h4>Michigan's K-12 Virtual Learning Effectiveness Report<\/h4><p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\" target=\"_blank\" rel=\"noopener\"><em>Michigan Virtual Learning Research Institute <\/em><\/a>is required to submit an <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\">annual report<\/a> examining the effectiveness of online learning delivery models in preparing pupils to be college-and career-ready. The report highlights enrollment totals, completion rates, and the overall impact on students.<\/p><p>About 14% of all K-12 students in the state\u2014over 208,000 students\u2014took virtual courses in 2021-22. These students generated over 1.4 million virtual course enrollments and were present in 74% of Michigan public school districts. Schools with part-time virtual learners were responsible for the majority of virtual enrollments. Over half of the virtual enrollments came from high school students, and the most highly enrolled in virtual courses were those required for high school graduation. Sixty-eight percent of the virtual enrollments were from students who were in poverty. The overall pass rate for virtual courses (69%) was down five percentage points from the prior year but remained much higher than pre-pandemic levels.<\/p><p>For more information about this report, including more key findings, please visit the <a href=\"https:\/\/michiganvirtual.org\/research\/consumer-awareness\/#research-trends\">Research Trends<\/a> section of this resource.<\/p><h4>Cyber Schools<\/h4><p>Like other Michigan public schools, performance data for cyber schools is available through the <a href=\"http:\/\/www.mischooldata.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">MI School Data website<\/a>. Performance data includes sections on student outcomes, culture of learning, value for money, salary data, and the Michigan Public School Accountability Scorecard rating. The table below provides key information for the cyber schools that were open in Michigan this spring.<\/p><table><thead><tr><th>Entity Name<\/th><th>First Year of Operation<\/th><th>Chartering Agency<\/th><th>Authorized Grades<\/th><th>Educational Service Provider<\/th><th>Dashboard<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/glla.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Great Lakes Learning Academy MS\/HS<\/a><\/td><td>2013-14<\/td><td><a href=\"http:\/\/www.cmich.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Central Michigan University<\/a><\/td><td>6-12<\/td><td><a href=\"https:\/\/www.strongmind.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">StrongMind<\/a><\/td><td><a href=\"https:\/\/www.mischooldata.org\/parent-dashboard-page?PageUrl=https:\/\/legacy.mischooldata.org\/ParentDashboard\/ParentDashboardSchoolOverview.aspx?LocationId=S,12979,1844,85\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/glla.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Great Lakes Learning Academy HS<\/a><\/td><td>2018-19<\/td><td><a href=\"http:\/\/www.cmich.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Central Michigan University<\/a><\/td><td>9-12<\/td><td><a href=\"https:\/\/www.strongmind.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">StrongMind<\/a><\/td><td><a href=\"https:\/\/www.mischooldata.org\/parent-dashboard-page?PageUrl=https:\/\/legacy.mischooldata.org\/ParentDashboard\/ParentDashboardSchoolOverview.aspx?LocationId=S,16441,1844,85\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"http:\/\/hvam.k12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Highpoint Virtual Academy of Michigan<\/a><\/td><td>2016-17<\/td><td><a href=\"http:\/\/www.mesick.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Mesick Consolidated Schools<\/a><\/td><td>K-12<\/td><td><a href=\"http:\/\/www.k12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">K-12 Inc.<\/a><\/td><td><a href=\"https:\/\/bit.ly\/31UGwUb\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"http:\/\/icademyglobal.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">iCademy Global<\/a><\/td><td>2013-14<\/td><td><a href=\"http:\/\/www.lssu.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Lake Superior State University<\/a><\/td><td>K-12<\/td><td><a href=\"http:\/\/www.innovativeedservices.com\/\">Innovative Education Services<\/a><\/td><td><a href=\"https:\/\/bit.ly\/3oCJ2YV\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"http:\/\/mi.insightschools.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">Insight School of Michigan<\/a><\/td><td>2014-15<\/td><td><a href=\"http:\/\/www.cmich.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Central Michigan University<\/a><\/td><td>9-12<\/td><td><a href=\"http:\/\/www.k12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">K-12 Inc.<\/a><\/td><td><a href=\"https:\/\/bit.ly\/35JgqER\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"http:\/\/lifetechacademy.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">LifeTech Academy<\/a><\/td><td>2013-14<\/td><td><a href=\"http:\/\/www.erpsk12.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Eaton Rapids Public Schools<\/a><\/td><td>K-12<\/td><td><a href=\"http:\/\/www.engageded.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">Engaged Education<\/a><\/td><td><a href=\"https:\/\/bit.ly\/2Jim35r\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/www.connectionsacademy.com\/michigan-online-school\" target=\"_blank\" rel=\"noopener noreferrer\">Lighthouse Connections Academy<\/a><\/td><td>2018-19<\/td><td><a href=\"http:\/\/www.oxfordschools.org\" target=\"_blank\" rel=\"noopener noreferrer\">Oxford Community Schools\u00a0<\/a><\/td><td>K-12<\/td><td><a href=\"http:\/\/www.connectionseducation.com\" target=\"_blank\" rel=\"noopener noreferrer\">Connections Education, LLC<\/a><\/td><td><a href=\"https:\/\/bit.ly\/2HBBchP\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/www.connectionsacademy.com\/michigan-virtual-school\/?utm_source=google&amp;utm_medium=organic&amp;utm_campaign=gmb\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Connections Academy<\/a><\/td><td>2010-11<\/td><td><a href=\"http:\/\/www.ferris.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Ferris State University<\/a><\/td><td>K-12<\/td><td><a href=\"http:\/\/www.connectionseducation.com\" target=\"_blank\" rel=\"noopener noreferrer\">Connections Education, LLC<\/a><\/td><td><a href=\"https:\/\/bit.ly\/2Tzolz5\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"http:\/\/www.k12.com\/mglva\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Great Lakes Virtual Academy<\/a><\/td><td>2013-14<\/td><td><a href=\"http:\/\/maps.manistee.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Manistee Area Public Schools<\/a><\/td><td>K-12<\/td><td><a href=\"http:\/\/www.k12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">K-12 Inc.<\/a><\/td><td><a href=\"https:\/\/bit.ly\/3jGMmyu\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"http:\/\/www.miprepschool.org\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan International Prep School<\/a><\/td><td>2017-18<\/td><td><a href=\"http:\/\/www.ovidelsie.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Ovid-Elsie Area Schools<\/a><\/td><td>K-12<\/td><td>Reimagine Education, LLC<\/td><td><a href=\"https:\/\/bit.ly\/2Ga2laJ\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/www.michiganonlineschool.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Online School<\/a><\/td><td>2017-18<\/td><td><a href=\"http:\/\/www.gobles.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Gobles Public School District<\/a><\/td><td>6-12<\/td><td><a href=\"http:\/\/www.edmentum.com\/\" target=\"_blank\" rel=\"noopener\">Edmentum<\/a><\/td><td><a href=\"https:\/\/bit.ly\/2HIM8K3\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"http:\/\/www.k12.com\/mvca\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Virtual Charter Academy<\/a><\/td><td>2010-11<\/td><td><a href=\"https:\/\/www.hazelparkschools.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Hazel Park, School District<\/a><\/td><td>K-12<\/td><td><a href=\"http:\/\/www.k12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">K-12 Inc.<\/a><\/td><td><a href=\"https:\/\/bit.ly\/3jGmqTG\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/www.prepnetschools.com\/schools\/prepnet-virtual-academy\/en\" target=\"_blank\" rel=\"noopener noreferrer\">PrepNet Virtual Academy<\/a><\/td><td>2020-21<\/td><td><a href=\"https:\/\/www.gvsu.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Grand Valley State University<\/a><\/td><td>K-12<\/td><td><a href=\"https:\/\/www.nhaschools.com\/en\" target=\"_blank\" rel=\"noopener noreferrer\">National Heritage Academies<\/a><\/td><td><a href=\"https:\/\/www.mischooldata.org\/parent-dashboard-page?PageUrl=https:\/\/legacy.mischooldata.org\/ParentDashboard\/ParentDashboardSchoolOverview.aspx?LocationId=S,16032,2949,103\" target=\"_blank\" rel=\"noopener\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"http:\/\/successvlc.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Success Virtual Learning Centers of Michigan<\/a><\/td><td>2016-17<\/td><td><a href=\"http:\/\/www.vcs-k12.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">Vestaburg Community Schools<\/a><\/td><td>9-12<\/td><td>Success Management Systems<\/td><td><a href=\"https:\/\/bit.ly\/2TzpmqT\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/uplift-mi.org\" target=\"_blank\" rel=\"noopener noreferrer\">Uplift Michigan Academy<\/a><\/td><td>2018-19<\/td><td><a href=\"https:\/\/www.stephenson.k12.mi.us\/\" target=\"_blank\" rel=\"noopener noreferrer\">Stephenson Area Public Schools<\/a><\/td><td>K-12<\/td><td><a href=\"https:\/\/accelerate.education\/\" target=\"_blank\" rel=\"noopener\">Accelerate Education<\/a><\/td><td><a href=\"https:\/\/bit.ly\/3jNhqgp\" target=\"_blank\" rel=\"noopener\">Dashboard<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/www.waymichigan.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">WAY Michigan<\/a><\/td><td>2014-15<\/td><td><a href=\"http:\/\/www.cmich.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Central Michigan University<\/a><\/td><td>6-12<\/td><td><a href=\"http:\/\/www.wayprogram.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">WAY<\/a><\/td><td><a href=\"https:\/\/bit.ly\/2TBc7WI\" target=\"_blank\" rel=\"noopener noreferrer\">Dashboard<\/a><\/td><\/tr><\/tbody><\/table><h4>Full-Time Virtual LEA Schools<\/h4><p>There are now 69 LEA schools across the state that offer full-time virtual learning options to district students. A full list of these schools can be found by searching CEPI's website at <a href=\"https:\/\/cepi.state.mi.us\/eem\/EntitySearchDetailed.aspx\" target=\"_blank\" rel=\"noopener\">CEPI Detailed Search<\/a>\u00a0by setting the search filters as below.<\/p><h5 style=\"text-align: center\">Filter Settings to Identify Full-Time Virtual LEA Schools<br \/><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/05\/FT-Virtual-EEM-2.png\" alt=\"Image shows the Current Status of Entity set to Open-Active. The Entity Type Filter is set to LEA School and the Educational Settings Actual (Summary) filter is set to FTVirtual.\" width=\"677\" height=\"444\" \/><\/h5><p><a href=\"https:\/\/www.mischooldata.org\/dashboard-home\/\" target=\"_blank\" rel=\"noopener\">Parent Dashboard for School Transparency<\/a> for each of these schools may be found on the MI School Data website.<\/p><h4>State Virtual School<\/h4><p>The <a href=\"https:\/\/michiganvirtual.org\/students\" target=\"_blank\" rel=\"noopener noreferrer\"><i>Michigan Virtual School<\/i><\/a> is run by <a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i>Michigan Virtual<\/i><\/a>, a nonprofit organization. <i>Michigan Virtual<\/i> is required to provide an annual legislative report detailing, among other things, registration and completion rates by course and the overall completion rate percentage. Its <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\" target=\"_blank\" rel=\"noopener noreferrer\">Annual Reports<\/a> are available for free on the <em>Michigan Virtual<\/em> website.<\/p><h4><b>Locating Performance Data in Michigan\u2019s Online Course Catalog<\/b><\/h4><p>The catalog includes performance data from the preceding school year(s). This includes information on the number of enrollments from the prior year and the number of those enrollments that earned 60% or more of the total course points. The site also displays a completion rate for that year. Courses with no data from a previous year suggest the course was not offered during that year.<\/p><p>To view the performance data for a course title, scroll down on the page and under the \"Additional Course Information\" heading, click on the \"Student Performance Data\" link to expand that subsection.<\/p><p style=\"text-align: center\"><strong>Additional Course Information Section for Courses<\/strong><br \/><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/Additional-Course-Information-1.png\" alt=\"Image shows multiple expandable subsections under the Additional Course Information section. There is a red arrow pointing at the subsection labeled \" width=\"934\" height=\"495\" \/><\/p><p style=\"text-align: center\"><strong>Sample Data Displayed on Student Performance Data Tab<\/strong><br \/><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/10\/Student-Performance.png\" alt=\"Image shows a table with columns labeled School Year, Enrollment Count, Pass Count, Completion Rate, and Notes. Each row reflects a row of data for each heading.\" width=\"926\" height=\"255\" \/><\/p><p>The notes field may have additional information about the performance data. For additional resources on how to use Michigan\u2019s Online Course Catalog, see the <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/folders\/65000155656\" target=\"_blank\" rel=\"noopener\">help resources<\/a> page.<\/p><hr \/><h2 id=\"cost-structures\">Cost Structures<\/h2><p>Just like face-to-face schools, online providers have many of the same expenses, albeit likely in different proportions. For instance, in their paper, <a href=\"https:\/\/library.educause.edu\/resources\/2012\/1\/the-costs-of-online-learning\" target=\"_blank\" rel=\"noopener noreferrer\"><i>The Costs of Online Learning<\/i><\/a>, Battaglino, Halderman, and Laurans (2010) categorize these costs into five different categories: Labor (teachers and administrators), Content Acquisition, Technology and Infrastructure, School Operations, and Student Support. The chart below illustrates the primary sources of or influences on expenditures within these categories.<\/p><h3>Labor<\/h3><ul><li>Providing student support services<\/li><li>Accommodating the student-to-teacher ratio in online courses<\/li><li>Hiring contracted instructors vs. employees<\/li><li>Providing teacher professional development<\/li><\/ul><h3>Digital Content<\/h3><ul><li>Buying existing subject matter, courses, and\/or management tools from third-party vendors<\/li><li>Building brand new subject matter, courses, and\/or management tools<\/li><li>Licensing newly created subject matter, courses, and\/or management tools for use by others<\/li><li>Acquiring open-source (free) materials for incorporating into new and existing courses<\/li><li>Determining standards for course content and establishing the level of rigor<\/li><\/ul><h3>Technology and Infrastructure<\/h3><ul><li>Ensuring student access to computer devices<\/li><li>Providing Internet access<\/li><li>Overseeing learning management system delivery<\/li><li>Providing a technical help desk<\/li><li>Designing and implementing software tools<\/li><\/ul><h3>School Operations<\/h3><ul><li>Developing and coordinating student and parent communications<\/li><li>Providing mentor support<\/li><li>Offering professional development opportunities<\/li><li>Administering contracts with third-party providers<\/li><li>Overseeing the evaluation of content and instruction<\/li><\/ul><h3>Student Support<\/h3><ul><li>Delivering counseling services<\/li><li>Operating accessible help desk services<\/li><li>Offering online tutoring and resources<\/li><li>Preparing and delivering student orientation<\/li><\/ul><p>The three different delivery models\u2014fully online cyber schools, supplemental courses, and blended programs\u2014have different cost structures because the demands of their design and operation vary. The impact on costs from common features such as course content, technology, and instructors vary, as well.<\/p><p>The cost of an online course is tied to the direct expenses associated with developing it or paying for it through enrollment\/tuition fees, including required course materials such as learning kits or textbooks. Other types of associated expenses include indirect costs such as facilities, computers, network connections, and local mentor support services.<\/p><p>State law (<a href=\"http:\/\/www.legislature.mi.gov\/(S(gt1el1hjgr5dx34eqytanye5))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\" target=\"_blank\" rel=\"noopener noreferrer\">Section 21f of the State School Aid Act<\/a>) requires that a student enrolled in an online course must be provided the same rights and access to technology as all other pupils enrolled in his or her educating district's school. A review of online course offerings available to Michigan students today indicates that around 96% of online courses cost between $300 and $400 for a single semester course. Students in classrooms employing blended learning use the technology available in the school and may use devices at home as well. The cost of blended learning will vary depending on whether the teacher is creating course material or the school district purchases it from a provider.<\/p><p>Cyber schools usually provide devices or Internet access. Their technology infrastructure will vary from that of a traditional school. On the other hand, cyber schools do not have the same expenses as traditional brick and mortar schools. Traditional schools\u2014including those that offer blended learning\u2014have to provide classrooms, food service, special education services, and transportation, for example.<\/p><p>The expense associated with instructors varies: some supplemental courses do not require an instructor; others do not include an instructor so the district must supply one. Cyber schools and blended programs will have staff expenses that supplemental instruction does not. Another important factor in determining instructional costs relates to the student-to-teacher ratio.<\/p><h3>Michigan Online Course Catalog Pricing Data<\/h3><p>The pie chart below shows how the spring statewide course titles that were in the Michigan Online Course Catalog varied by course fee. In order for a course syllabus to be included in the pie chart, it had to have at least one offering that was active within an active spring term and school year and contain the complete course review results. For this pie chart, a course syllabus is only counted one time regardless of the number of times it was offered.<\/p><h4 style=\"text-align: center\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Price-Data.png\" alt=\"\" width=\"2597\" height=\"1237\" \/><\/h4><hr \/><h2 id=\"research-trends\">Research Trends<\/h2><p>Research in K-12 online and blended learning continues to grow and help us understand what works and what needs improvement in various areas of the field, including design, instruction, developing new learning environments, meeting social and emotional needs of students, training educators, and more. Multiple resources are available to help keep up with the trends.<\/p><h3>Research Resources<\/h3><ul><li><a href=\"http:\/\/k12onlineresearch.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Research Clearinghouse for K-12 Blended &amp; Online Learning<\/a> - The Research Clearinghouse for K-12 Blended &amp; Online Learning is available thanks to a collaboration between the <a href=\"https:\/\/aurora-institute.org\/\" target=\"_blank\" rel=\"noopener\">Aurora Institute<\/a> (formerly the International Association for K-12 Online Learning [iNACOL]) and <i>Michigan Virtual<\/i>. The Clearinghouse is a regularly-updated repository of references to research articles and other publications from the field of K-12 online and blended learning, many of which are freely accessible on the Internet.<\/li><li><a href=\"https:\/\/www.evergreenedgroup.com\/keeping-pace-reports\">Keeping Pace<\/a> \u2013 Keeping Pace reports, formally called <i>Keeping Pace with K-12 Online &amp; Blended Learning: An Annual Review of Policy and Research<\/i>, are released periodically by the Evergreen Education Group. These reports analyze digital learning use, best practices, instructional models, instructional impact, as well as relevant issues, such as policy, staffing, finance, content, tools, and school facilities.<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\" rel=\"noopener\">Michigan Virtual Learning Research Institute<\/a> \u2013 <i>MVLRI<\/i> is another source of information regarding research in K-12 online and blended learning. In 2012, the Governor and Michigan Legislature asked <i>Michigan Virtual<\/i> to establish a center for online learning research and innovation to work on a variety of projects. <i>MVLRI<\/i> is dedicated to furthering the field of K-12 online and blended education through innovative, practically-focused, high-quality research. <i>MVLRI <\/i>hosts free<a href=\"https:\/\/michiganvirtual.org\/webinar\/\" target=\"_blank\" rel=\"noopener\"> webinars and podcasts<\/a> where researchers highlight the latest research in the field. <i>MVLRI<\/i> also produces a<a href=\"https:\/\/michiganvirtual.org\/blog\/category\/research\/\" target=\"_blank\" rel=\"noopener\"> Research Blog<\/a> where the latest research is shared.<\/li><li><a href=\"https:\/\/michiganvirtual.org\/research\/\" target=\"_blank\" rel=\"noopener\">Michigan Virtual Learning Research Institute<\/a> - <i>MVLRI<\/i> is another source of information regarding research in K-12 online and blended learning. In 2012, the Governor and Michigan Legislature asked <i>Michigan Virtual<\/i> to establish a center for online learning research and innovation to work on a variety of projects. <i>MVLRI<\/i> is dedicated to furthering the field of K-12 online education through innovative, practically-focused, high-quality research. <i>MVLRI\u00a0<\/i>hosts free <a href=\"https:\/\/michiganvirtual.org\/webinar\/\" target=\"_blank\" rel=\"noopener noreferrer\">webinars and podcasts<\/a> where researchers highlight the latest research in the field. <i>MVLRI<\/i> also produces a <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/research\/\" target=\"_blank\" rel=\"noopener noreferrer\">Research Blog<\/a> where the latest research is shared.<\/li><li><a href=\"https:\/\/figshare.com\/articles\/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_\/6686813\" target=\"_blank\" rel=\"noopener noreferrer\">Handbook of Research on K-12 Online and Blended Learning (Second Edition)<\/a> - The open-access <i>Handbook of Research in K-12 Online and Blended Learning (Second Edition)<\/i> also helps lay the groundwork for future studies. This handbook provides both introductory chapters to the field of K-12 online and blended learning and also delves into specific spaces, including research on learning, K-12 learning in content domains, teaching, the role of the \"other\" (mentors, parents, support staff, etc), and technology innovations. This handbook is a key resource in the historical, current, and future perspectives on research in K-12 online and blended learning.<\/li><li><a href=\"http:\/\/www.aace.org\/pubs\/jolr\/default.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Journal of Online Learning Research<\/a> - The Association for the Advancement of Computing in Education launched the <i>Journal of Online Learning Research<\/i>, an open-access, \"peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments.\"<\/li><li><a href=\"https:\/\/michiganvirtual.org\/publication_category\/research-in-review\/\" target=\"_blank\" rel=\"noopener\">MVLRI Research in Review<\/a> - Since its creation in 2013 through 2020, the <em>Michigan Virtual Learning Research Institute (MVLRI)<\/em> at <em>Michigan Virtual<\/em> published approximately 20 research blogs and 75 research reports. This total does not represent everything published by <em>MVLRI<\/em> but rather only those publications including original research on K-12 blended and online learning. This body of work is extensive, and while there is tremendous value in each individual publication, there is also value in how that work fits with other similar research and the narrative that emerges from the collective understanding. Toward this end, <em>MVLRI<\/em> sought to identify, review, and synthesize the original research published in the prior years. Out of the synthesis of resources, 10 main themes emerged. Each theme is presented individually in a report in the interest of brevity.<\/li><li><a href=\"https:\/\/epicedpolicy.org\/\">The Education Policy Innovation Collaborative (EPIC)<\/a> at Michigan State University. EPIC is a research center devoted to the idea that rigorous evidence can improve education policy, and, ultimately, students\u2019 lives. They employ a number of cutting-edge methods \u2013 from predictive analytics and modeling to surveys and case studies \u2013 to produce new insights that decision-makers can use to create and implement new policy. Together with their partners, they are ultimately working to improve educational outcomes for all kids, providing evidence to inform decisions that affect students, teachers and school leaders in urban, rural and historically disadvantaged communities.<\/li><\/ul><h3>Research Topic Examples<\/h3><p>Despite the growing literature, many areas still need to be explored more deeply. In 2013, the Aurora Institute (formerly known as\u00a0 iNACOL) published its <a href=\"https:\/\/aurora-institute.org\/resource\/inacol-research-agenda\/\">Research Agenda<\/a> <a href=\"http:\/\/www.inacol.org\/resource\/inacol-research-agenda\/\">\u00a0<\/a>to guide the research community\u2019s efforts from 2013-2018, and specifically recognized 10 priorities specific to future research needs in K-12 online and blended learning.<\/p><ul><li>Identify the most effective learning environments for different groups of students, with different characteristics;<\/li><li>Understand what designs are most effective when it comes to data systems and technology infrastructure;<\/li><li>Understand what is necessary to prepare all education professionals to support learners;<\/li><li>Understand what change management practices are most effective when implementing breakthrough models;<\/li><li>Explore teaching strategies that are most promising;<\/li><li>Discover promising practices in instructional design pertaining to course design;<\/li><li>Determine what course and program design elements are necessary when it comes to providing access and equity;<\/li><li>Identify type and frequency of assessments that are most promising for competency-based learning;<\/li><li>Identify human capital needs; and<\/li><li>Explore the effect of policy (national, state, and local) on quality assurance.<\/li><\/ul><p>Though the opportunities presented by online and blended learning are readily apparent, more research must be done to ensure these opportunities translate to high-quality educational experiences for students.<\/p><h3><b>Michigan Research<\/b><\/h3><p><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2021-22<\/a><\/p><p><i>MVLRI<\/i> prepares an annual report that highlights enrollment totals, completion rates, and the overall impact of virtual courses on Michigan K-12 pupils. Report findings are based on data reported to the state by schools. Self-reported data is not optimal but represents the best data that is collected to date. Some key findings from the report include:<\/p><h4><b>Schools<\/b><\/h4><ul><li>607 school districts reported at least one virtual enrollment. This represented 68% of Michigan school districts.<\/li><li>1,475 schools reported at least one virtual enrollment. This is a decrease of approximately 23% compared to last year\u2019s value of 1,914.<\/li><li>9% of this year\u2019s schools did not report a virtual enrollment the prior year. These 126 schools added 41,391 enrollments with a 42% pass rate.<\/li><li>91% of this year\u2019s schools also reported virtual enrollments last year. They accounted for over 985,000 enrollments with a pass rate of 66%.<\/li><li>565 schools that offered virtual learning the prior year did not report any for this year.<\/li><li>53% of the 1,475 schools with virtual enrollments had 100 or more virtual enrollments. These higher volume schools accounted for 98% of virtual enrollments.<\/li><li>80% of schools with virtual enrollments had a general education school emphasis; 18% had an alternative education emphasis.<\/li><li>89% of schools with virtual learning were LEA schools.<\/li><li>LEA schools accounted for 64% of the virtual enrollments; PSA schools generated 34% of the virtual enrollments.<\/li><li>56% of virtual enrollments came from schools with part-time virtual learning options.<\/li><li>LEA schools represented 74% of the full-time virtual schools.<\/li><li>68% of virtual enrollments came from students in grades 9-12.<\/li><li>37% of virtual enrollments came from suburban schools, the most of any locale.<\/li><li>Schools with a general education emphasis had a 73% virtual pass rate, outperforming those with an alternative education emphasis, which had a pass rate of 50%.<\/li><li>28% of schools had a school-wide virtual pass rate of 90% to 100%, an increase of five percentage points.<\/li><\/ul><h4><b>Courses<\/b><\/h4><ul><li>Just over 1M virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 65%.<\/li><li>Virtual enrollments were spread across 1,051 different course titles.<\/li><li>67% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li><li>The course titles with the highest enrollments for each core subject were:<ul><li>English Language and Literature: English 9, English 10, English 11, and English 12<\/li><li>Mathematics: Geometry, Algebra I, Algebra II, and Consumer Mathematics<\/li><li>Life and Physical Sciences: Biology, Chemistry, Earth Science, and Physical Science<\/li><li>Social Sciences and History: U.S. History\u2014Comprehensive, World History and Geography, Economics, and World History\u2014Overview<\/li><\/ul><\/li><\/ul><h4><b>Students<\/b><\/h4><ul><li>Over 159,000 K-12 students took at least one virtual course which represented 11% of Michigan public school students and 12% of Michigan K-12 students.<\/li><li>Elementary and middle school students each tended to reflect about 2% to 5% of students per grade; high school students reflected 13% to 26% per grade.<\/li><li>52% of virtual learners passed all their virtual courses. 18% of virtual learners did not pass any of their virtual courses.<\/li><li>Of the over 28,151 students who did not pass any of their virtual courses, 37% took only one or two courses. About half of these students took and did not pass five or more virtual courses, and twelve percent took and did not pass 11 or more virtual courses.<\/li><li>Female students had a slightly higher pass rate (66%) than did males (64%).<\/li><li>Students in poverty made up the majority of virtual learners (63%) and virtual enrollments (70%). Students in poverty also had a lower pass rate (60% v. 77%).<\/li><li>Part-time virtual learners had higher pass rates (68%) compared to full-time virtual learners (60%).<\/li><li>Students using special education services made up 13% of the virtual learners.<\/li><li>Pass rates were highest for students taking the fewest virtual courses. Students taking one to two virtual courses had a pass rate of 78% whereas those taking five or more had virtual pass rates of 63%.<\/li><li>White students represented 63% of virtual students; African American or Black students were 19%.<\/li><li>Over 870,000 virtual enrollments were from students whose districts were stable (all enrollments from the same district) throughout the year. These enrollments had a virtual pass rate of 70%.<\/li><\/ul><p>The report findings aid educational leaders and researchers in understanding and designing subsequent studies to find out under what conditions virtual learning can and is working and leverage that understanding to cultivate virtual programs that yield the best results.<\/p><hr \/><h2 id=\"resources\">Conclusion and Resources<\/h2><p>Online learning provides new opportunities for individualization and personalization of learning, flexible scheduling and location, access to highly qualified and specialized instructors, credit recovery, advanced placement, and on-demand learning. Whatever the reason for pursuing an online experience\u2014whether it's one course or a fully online program\u2014students benefit academically from access to course content when they want it as well as individualized pacing and flexible scheduling matched to their current knowledge and skill. On-demand access to course content also means that parents can monitor their students' learning and provide focused motivation and support for struggling students. Schools also benefit from increased availability of and access to online learning because they can offer more options to meet the needs of their students without hiring additional staff, often a difficult task in subject areas with a shortage of highly qualified teachers.<\/p><p>The transition of learning environments from traditional classroom models to any time, any place, any pace learning systems will require the transformation of both individual and organizational behavior. <i>Michigan Virtual<\/i> looks forward to supporting educational partners in accommodating these changes and working with the state\u2019s policy leaders and elected officials to further develop Michigan\u2019s online and blended learning industry and to help position the state to assume a national leadership role in the knowledge economy.<\/p><h3>Online and Blended Learning Resources<\/h3><h4>Resources for Schools<\/h4><ul><li><a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">National Standards for Quality Online Learning<\/a> - Building upon the work started by iNACOL (now the Aurora Institute), the Virtual Learning Leadership Alliance (VLLA) and Quality Matters (QM) assembled teams of experts to update and maintain national standards for quality online teaching, quality online programs, and quality online courses.<\/li><li><a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5df141f79e8178318274840b\/1576092155990\/DLC_KeepingPace_P4Q1.0.pdf\" target=\"_blank\" rel=\"noopener\">Planning for Quality: A Guide for Starting and Growing a Digital Learning Program<\/a> - Published by the <a href=\"https:\/\/www.digitallearningcollab.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Learning Collaborative<\/a>, this report looks at four focus areas (content, teaching, technology, and operations) from the perspective of starting and growing a new program.<\/li><li><a href=\"https:\/\/www.onlineprogramhowto.org\/\" target=\"_blank\" rel=\"noopener\">How to Start an Online Program: A Practical Guide to Key Issues and Policies<\/a> - This website, created by iNACOL, was developed as a public resource to meet a growing need for information on starting online education programs. The website is intended for individuals interested in investigating the possibility of creating an online learning program and contains information for policymakers such as state legislators, staff members at the state department of education, and district administrators who wish to establish a positive policy environment for online learning.<\/li><li><a href=\"https:\/\/static1.squarespace.com\/static\/5a98496696d4556b01f86662\/t\/5c994045c8302571adabdf14\/1553547341239\/DLC-KP_PlanningforQuality_2.0.pdf\" target=\"_blank\" rel=\"noopener\">Planning for Quality: A Guide for Continuous Improvement of Digital Learning Programs<\/a> - Published by the <a href=\"https:\/\/www.digitallearningcollab.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Learning Collaborative<\/a>, this report outlines important questions existing programs should be asking as they look to continuously improve their programs. The questions are organized under nine themes: Success Criteria, Role of the Educator, Role of the Student, Role of the School Leader, Equity, Accessibility, Stakeholder Engagement, Professional Learning, and Systems &amp; Structures.<\/li><li><a href=\"http:\/\/www.mivu.org\/Portals\/0\/MVU_RPT_PlanningGuide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Planning Guide for Online and Blended Learning<\/a> - <i>Michigan Virtual<\/i> developed this planning document as a practical resource to assist school board members, administrators, teachers, parents, and others in meeting student needs. The document presents an overview of online and blended learning, offers guiding questions to support local planning efforts, identifies standards for teaching in online and blended environments, and provides student and district planning rubrics.<\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" rel=\"noopener\">Guides to Online Learning<\/a>- Created by researchers at the <em>Michigan Virtual Learning Research Institute<\/em>\u00ae, our family of free guides will introduce you to the world of online learning. Inside each guide, you\u2019ll find key definitions, research findings, and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/li><li><a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noopener\">Mentor Resources<\/a> - <em>Michigan Virtual<\/em> has developed a variety of free and low-cost resources &amp; professional development opportunities designed to build community among and empower Michigan mentors to support online learners with research-based best practices. Many of our resources are designed for <i>all <\/i>mentors (regardless of online learning provider), but we also have a selection of resources designed specifically for the mentors of <i>Michigan Virtual<\/i> students.<\/li><li><a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noopener\">Strategies for Online Success<\/a> - (SOS) is an orientation to learning online geared towards preparing students for the transition from taking courses in-person to taking them online. It consists of three modules:<ul><li style=\"font-weight: 400\">Online Learning Basics<\/li><li style=\"font-weight: 400\">Skills for Online Learning<\/li><li style=\"font-weight: 400\">Online Learning Technology<\/li><\/ul><\/li><\/ul><h4>Resources for Parents<\/h4><ul><li><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" rel=\"noopener noreferrer\">Parent Guide to Online Learning<\/a> - This practical guide was written for Michigan parents, guardians, counselors, and others who want to help students decide whether online learning is a good option for them. It includes discussion about online learning opportunities, characteristics of a successful online learner, and how to prepare for learning online. The Guide examines how online learning supports next-generation learning models, poses practical planning questions, provides a preparation checklist, offers advice for parents, and includes an online learner readiness rubric.<\/li><li><a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan's Online Course Catalog<\/a> - Michigan's Online Course Catalog contains syllabi for online courses being offered by Michigan school districts as well as <i>Michigan Virtual<\/i>. All courses contained in the catalog include quality review ratings using nationally-recognized standards. Individuals browsing a district or the statewide catalog in the website have the ability to view course fees and additional costs when viewing course information, as well as the ability to search the entire catalog by course price.<\/li><li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2013\/03\/PSC-CRC_Personalized_Learning_Report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Moving Michigan Farther, Faster<\/a> - This report envisions the effects of technology in shaping K-12 education in Michigan. The report presents recommendations specific to students, teachers, schools, technology, data, and quality and accountability regarding personalized learning. The overall recommendation of the report, based on feedback from stakeholders and state and national educational leaders, is for parents and educators to focus on personalized learning for all students.<\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Appendices<\/h2>\t\t\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1171\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1171\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Key Terms<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<p>Below are some commonly used words or phrases that may be helpful when engaging in discussions about online learning.<\/p>\n<p><strong>Blended Learning:&nbsp;<\/strong><a href=\"https:\/\/www.christenseninstitute.org\/blended-learning-definitions-and-models\/\" target=\"_blank\" rel=\"noopener\">The Christensen Institute<\/a>&nbsp;defines blended learning as a formal education program in which a student learns 1) at least in part through online learning, with some element of student control over time, place, path, and\/or pace; 2) at least in part in a supervised brick-and-mortar location away from home; and 3) the modalities along each student\u2019s learning path within a course or subject are connected to provide an integrated learning experience.<\/p>\n<p><strong>Mentor:&nbsp;<\/strong>An onsite mentor monitors student progress and supports the students as they work through an online course, serving as the liaison between the student, online instructor, parents, and administration. Some mentors are paraprofessionals, others fill other roles in the school such as counselor or media center director. A mentor does not always have to be a teacher to support online learners successfully; however, in many cases, the mentor must have a Michigan teaching certificate and be employed by the school district.<\/p>\n<p><strong>Online Instructor and Online Facilitator:&nbsp;<\/strong>The state recognizes two roles for teachers in online courses: instructor and facilitator. Districts must determine what the course requires and what it is they want the teacher to do and identify them by one of the two distinctions. See MDE\u2019s&nbsp;<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Online_Instruction_529850_7.pdf\" target=\"_blank\" rel=\"noopener\">Online or Computer-based Instruction<\/a>&nbsp;for explicit definitions and delineation of the differences between the two. It is also important to note that some online courses do not include an embedded instructor \u2014 instead schools assign a local teacher as the teacher of record. Online courses without an embedded instructor appear to work relatively better for students that have demonstrated independent learning skills or have significant interest in the content area of a particular course.<\/p>\n<p><strong>Learning Management System (LMS):&nbsp;<\/strong>The password-protected LMS houses the online course. Through the LMS, students access courses and related documents and activities; assignments are exchanged between student, online instructor, and often the mentor; and communication among students and instructor takes place.<\/p>\n<p><strong>Provider or Vendor:&nbsp;<\/strong>The provider is the source of the online course. The provider may be a school, a school district, a community college,&nbsp;<em>Michigan Virtual<\/em>, or another third-party entity, including colleges, universities and private companies.<\/p>\n<p><strong>Credit Recovery:&nbsp;<\/strong>Some students choose or are assigned to online courses when they need to repeat a class they have failed that is required for their program or graduation.<\/p>\n<p><strong>Credit Forward:&nbsp;<\/strong>Some students take online courses to advance in their studies because their school doesn\u2019t offer the prerequisites, for example.<\/p>\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1172\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1172\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Annotated Resources for Administrators<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<p><em>Michigan Virtual\u2122<\/em>and the\u00a0<em>Michigan Virtual Learning Research Institute<sup>\u00ae<\/sup><\/em>(<em>MVLRI<sup>\u00ae<\/sup><\/em>) have developed several guides and practical resources to support school administrators, counselors, teachers, parents, and students in response to stakeholder requests gathered through surveys, focus groups, customer feedback, and conversations. As a collective, these publications are intended to inform building administrators about best practices, reduce the number of students taking online courses who fail, and, ultimately, increase the number of students who succeed.<\/p><p>Standards resources from iNACOL and ISTE are included at the end of this document.<\/p><h2>Guides<\/h2><ul><li><a href=\"https:\/\/mvlri.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" rel=\"noopener\"><em>Parent Guide to Online Learning<\/em><\/a>\u00a0\u2013\u00a0This guide was prepared for parents and guardians to help students decide whether online courses are a good option for them. It includes the characteristics of a successful online learner, how to prepare for learning online, and advice for parents.<\/li><li><em><a href=\"https:\/\/mvlri.org\/resources\/guides\/student-guide\/\" target=\"_blank\" rel=\"noopener\">Student Guide to Online Learning<\/a><\/em>\u00a0\u2013\u00a0Research shows that students who are well prepared and well supported for virtual learning do better in their classes. Most of the guide\u2019s content comes from teachers, mentors, and students involved in online teaching and learning.<\/li><li><a href=\"https:\/\/mvlri.org\/resources\/guides\/teacher-guide\/\" target=\"_blank\" rel=\"noopener\"><em>Teacher Guide to Online Learning<\/em><\/a>\u00a0-The Teacher Guide to Online Learning is intended to support those new to teaching online.<\/li><li><em><a href=\"https:\/\/mvlri.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noopener\">Mentor Fundamentals: A Guide for Mentoring Online Learners<\/a><\/em>\u00a0\u2013\u00a0Mentors are critical partners in ensuring student success with virtual learning. This guide is based on the insight of experienced Michigan mentors and full of practical, research- and experience-based best practices for school employees or parents who provide onsite support for online learners.<\/li><li><em><a href=\"https:\/\/mvlri.org\/resources\/guides\/school-board-guide\/\" target=\"_blank\" rel=\"noopener\">School Board Guide to Online Learning<\/a><\/em>\u00a0\u2013\u00a0Local boards of education play a key role in interpreting state guidelines and developing local policies that reflect their community standards. With the information in this guide, school board members can develop a better understanding of online learning and help craft online learning programs in their districts that achieve desired student learning outcomes more effectively.<\/li><\/ul><h2><strong>Student Support<\/strong><\/h2><ul><li><em><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/access-for-all-a-guide-for-serving-students-with-disabilities-in-online-and-blended-learning-environments\/\" target=\"_blank\" rel=\"noopener\">Access for All: Serving Students with Disabilities in Online and Blended Learning Environments<\/a>\u00a0<\/em>\u2013 This resource provides strategies and guidelines for educators working with students with disabilities in online and blended courses. It is divided into sections about the needs of students who are deaf or hard of hearing, blind or visually impaired; those with learning disabilities, emotional or behavioral disabilities, autism, or intellectual disabilities; and those who have other health impairments. The report also provides an overview of accessibility versus accommodation, special education terminology, disability law, as well as 504 plans and individualized education plans.<\/li><li><a href=\"https:\/\/mvlri.org\/research\/publications\/meeting-needs-students-disabilities-k-12-online-learning\/\" target=\"_blank\" rel=\"noopener\"><em>Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Program, Course, and Teacher Standards<\/em><\/a>\u00a0\u2013\u00a0This is the overview of another series of reports intended to help identify potential barriers that students with disabilities may face when learning online. The reports are a four-part analysis of the iNACOL standards for quality online teachers, courses, and programs to identify improvements for the design of online courses and online programs as well as the preparation of online teachers.<\/li><li><em><a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-successful-mentor-responsibilities\/\" target=\"_blank\" rel=\"noopener\">Helping Online Students Be Successful: Mentor Responsibilities<\/a><\/em>\u00a0\u2013\u00a0In the first of three reports in this series surveys and interviews with 12 online learner mentors from highly successful programs and 12 online teachers share the perspective that mentors had the potential to be the deciding factor in whether students passed or failed their courses and share why and how they perceive that to be. Mentors and teachers disclose more detail about the mentor role in student success.<\/li><li><em><a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\" target=\"_blank\" rel=\"noopener\">Helping Online Students Be Successful: Parental Engagement<\/a><\/em>\u00a0\u2013\u00a0In the second report in the series, research shows that parental engagement is correlated with student performance in traditional face-to-face courses; thus parental engagement also has the potential to increase student performance in online courses. Of the 12 highly successful mentors sampled in this research, 11 saw students in a required daily lab, a support structure that potentially reduces the demands on parents\/guardians and provides a more equitable approach to supporting online students who may lack support at home.<\/li><li><a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-instructional-support\/\" target=\"_blank\" rel=\"noopener\"><em>Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Instructional Support<\/em>\u00a0<\/a>\u2013 In the third report in the series, the voice of the students is at the center of the research. Data gathered from 51 students from three schools in eight focus groups reveals students\u2019 perceptions of the instructional support they receive from their teachers and mentors. Students reveal their appreciation and their frustrations with their online experience and the adults whose responsibility it is to support them.<\/li><li><a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-support\/\" target=\"_blank\" rel=\"noopener\"><em>Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Facilitating Support<\/em>\u00a0<\/a>\u2013 In the fourth report in the series, the voice of the students is at the center of the research. Data gathered from 51 students from three schools in eight focus groups reveals students\u2019 perceptions of the facilitating support they receive from their teachers and mentors. Students reveal their appreciation and their frustrations with their online experience and the adults whose responsibility it is to support them.<\/li><li><em><a href=\"https:\/\/mvlri.org\/research\/publications\/michigan-mentor-program-cs\" target=\"_blank\" rel=\"noopener\">Supporting Online Learners: Michigan Mentor Program Case Studies<\/a><\/em>\u00a0\u2013\u00a0The case studies of 14 mentors in 10 Michigan schools illustrate the range of mentoring programs across the state and offer points of comparison for mentors, instructors, administrators, parents, and students about alternative support structures and strategies for online learners.The report reveals the variety in staffing configuration, how mentor time is allocated, mentor preparation, mentor experience, program size, and student demographics.<\/li><\/ul><h2>Student Resources<\/h2><ul><li><i><a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\" target=\"_blank\" rel=\"noopener\">SOS\u00a0\u2013 Strategies for Online Success<\/a>\u00a0<\/i>\u2013 Strategies for Online Success (SOS) is an orientation to learning online geared towards preparing students for the transition from taking courses in-person to taking them online. It consists of three modules: Online Learning Basics, Skills for Online Learning, and Online Learning Technology. The modules include interactive components,\u00a0such as videos, self-checks, and resources for students to download.<\/li><li><em><a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\" rel=\"noopener\">Online Learner Readiness Rubric<\/a><\/em>\u00a0\u2013\u00a0Counselors and teachers often use the\u00a0<em>Michigan Virtual\u00a0<\/em>Online Learner Readiness Rubric to help students understand what is required of a successful online learner. If adults supporting the student can identify areas in the rubric where the students are challenged, they can determine what needs to be addressed to best support students in those areas.<\/li><\/ul><h2>Program Resources<\/h2><ul><li><a href=\"https:\/\/mvlri.org\/research\/effectiveness-report\/\" target=\"_blank\" rel=\"noopener\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/em><\/a>\u00a0\u2013 The State School Aid Act requires\u00a0<em>Michigan Virtual\u00a0<\/em>to submit to the House and Senate appropriations subcommittees on state school aid, the state budget director, the House and Senate fiscal agencies, and the MDE a report highlighting virtual enrollment totals, completion rates, and the overall impact of virtual learning on Michigan K-12 pupils.<\/li><li><a href=\"https:\/\/mvlri.org\/wp-content\/uploads\/2017\/03\/21f-implementation-guide-2017.pdf\" target=\"_blank\" rel=\"noopener\"><em>Implementation Guidelines: Section 21f of the State School Aid Act\u00a0<\/em><\/a>\u2013\u00a0\u00a0This publication explains the legislation and implementation related to the policies found in Section 21f of the State School Aid Act and identifies basic implementation decisions schools need to consider.<\/li><li><a href=\"https:\/\/mvlri.org\/resources\/21f\/\" target=\"_blank\" rel=\"noopener\"><em>21f Resources<\/em><\/a>\u00a0\u2013\u00a0<em>Michigan Virtual<\/em>, with input from the MDE, MASA, and several other Michigan K-12 associations, created Section 21f resources. Resources include links to relevant sections of the Pupil Accounting Manual; draft letters for parents, school personnel, and school board members; sample school board policy; and even sample surveys that can be used to gauge local interest in online learning.<\/li><li><em><a href=\"https:\/\/michiganvirtual.org\/about\/news\/planning-guide-for-online-and-blended-learning\/\" target=\"_blank\" rel=\"noopener\">Planning Guide for Online and Blended Learning<\/a>\u00a0<\/em>\u2013\u00a0This practical guide presents key focus areas for district and building leaders who are integrating online and blended learning in their educational settings. All sections are linked to the Michigan School Improvement Framework and supporting planning documents are offered in the appendices.<\/li><li><em><a href=\"https:\/\/mvlri.org\/research\/publications\/changing-role-educators-series-blended-learning-coach\/\" target=\"_blank\" rel=\"noopener\">The Changing Roles of Educators Series: The Blended Learning Coach<\/a><\/em>\u00a0\u2013 This report is the first in a series of studies focused on the changing roles of educators as a result of the shift in instructional models in K-12 learning environments.<\/li><li><a href=\"https:\/\/mvlri.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-teacher-2\/\" target=\"_blank\" rel=\"noopener\"><em>The Changing Roles of Educators Series: The Blended Teacher<\/em><\/a>\u00a0\u2013\u00a0The aim of this study was to understand better the ways in which teachers practicing blended learning think about their work with students and colleagues, the mindsets they adopt when implementing change within their settings, and the benefits they anticipate by applying blended practices in their classrooms.<\/li><li><em><a href=\"https:\/\/mvlri.org\/research\/publications\/district-level-blended-learning-implementation\/\" target=\"_blank\" rel=\"noopener\">District-Level Blended Learning Implementation: Readiness Points and Challenges<\/a><\/em>\u00a0\u2013\u00a0The goal of this study was to understand multiple stakeholders\u2019 readiness points and challenges when they began to implement blended learning and to share the findings in a way that could help move the field forward.<\/li><li><a href=\"https:\/\/mvlri.org\/research\/publications\/professional-learning-blended-education-michigan-teacher-case-studies\/\" target=\"_blank\" rel=\"noopener\"><em>Professional Learning for Blended Education: Michigan Teacher Case Studies<\/em><\/a>\u00a0\u2013\u00a0This set of case studies shares the experiences of blended learning teachers in Michigan and is the result of interviews conducted to understand their experiences and professional learning choices.<\/li><li><em><a href=\"https:\/\/mvlri.org\/research\/publications\/k-12-blended-teaching-readiness-instrument-development\/\" target=\"_blank\" rel=\"noopener\">K-12 Blended Teaching Readiness: Phase 1-Instrument Development<\/a><\/em>\u00a0\u2013\u00a0Organizations and teachers need an easy way to assess teacher readiness and diagnose what knowledge and skills they should focus on first in order to have the greatest impact with their limited professional development time and resources. This study reports on Phase 1 of a project intended to create a scientifically validated, openly-available blended teaching readiness instrument to be used freely by districts, schools, and individual teachers to assess core knowledge and skills needed for successful blended teaching.<\/li><li><a href=\"https:\/\/mvlri.org\/research\/publications\/blended-teaching-readiness-phase-2-instrument-development\/\" target=\"_blank\" rel=\"noopener\"><em>Blended Teaching Readiness: Phase 2 \u2013 Instrument Development<\/em><\/a>\u00a0\u2013 This follow-up report details successful efforts to validate a blended teacher readiness instrument to assess readiness in essential pedagogical competencies for blended teaching.<\/li><li><a href=\"https:\/\/mvlri.org\/research\/publications\/study-explores-a-statewide-model-of-blended-learning-implementation\/\" target=\"_blank\" rel=\"noopener\"><em>Fuse RI: An Open Access Model of K-12 Blended Learning Implementation<\/em><\/a>\u00a0\u2013\u00a0Developed by the Highlander Institute in Providence, RI, Fuse RI is a national model for delivering tailored support to local school districts as they deepen their knowledge and implementation of blended learning at their own pace.<\/li><li><em><a href=\"https:\/\/mvlri.org\/research\/publications\/statewide-blended-learning-implementation-voices-fuse-ri-stakeholders\/\" target=\"_blank\" rel=\"noopener\">Statewide Blended Learning Implementation: Voices from Fuse RI Stakeholders<\/a>\u00a0<\/em>\u2013\u00a0This report is the second in a series focused on research being conducted with the Highlander Institute on their Fuse RI project, a statewide blended learning implementation initiative in Rhode Island.<\/li><\/ul><h2>Standards<\/h2><p>The following are resources that describe standards for online teaching and learning published by organizations other than\u00a0<em>Michigan Virtual<\/em>.<\/p><h3>National Standards for Online Learning<\/h3><ul><li><em><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\" target=\"_blank\" rel=\"noopener\">National Standards for Quality Online Teaching<\/a><\/em><\/li><li><em><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\" target=\"_blank\" rel=\"noopener\">National Standards for Quality Online Courses<\/a><\/em><\/li><li><em><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\" target=\"_blank\" rel=\"noopener\">National Standards for Quality Online Programs<\/a><\/em><\/li><li><em><a href=\"https:\/\/www.iste.org\/standards\/for-students\" target=\"_blank\" rel=\"noopener\">ISTE Standards for Students<\/a><\/em><\/li><li><a href=\"https:\/\/www.iste.org\/standards\/for-educators\" target=\"_blank\" rel=\"noopener\"><em>ISTE Standards for Educators<\/em><\/a><\/li><li><em><a href=\"https:\/\/www.iste.org\/standards\/for-administrators\" target=\"_blank\" rel=\"noopener\">ISTE Standards for Administrators<\/a><\/em><\/li><li><em><a href=\"https:\/\/www.inacol.org\/resource\/inacol-national-standards-for-quality-online-teaching-v2\/\" target=\"_blank\" rel=\"noopener\">iNACOL National Standards for Quality Online Teaching<\/a><\/em><\/li><li><a href=\"https:\/\/www.inacol.org\/resource\/inacol-national-standards-for-quality-online-courses-v2\/\" target=\"_blank\" rel=\"noopener\"><em>iNACOL National Standards for Quality Online Courses<\/em><\/a><\/li><li><em><a href=\"https:\/\/www.inacol.org\/resource\/inacol-national-standards-for-quality-online-programs\/\" target=\"_blank\" rel=\"noopener\">iNACOL National Standards for Quality Online Programs<\/a><\/em><\/li><\/ul><p>Note: The iNACOL publications contain clear and detailed rubrics to act as guidelines, but were recently redesigned as part of the <a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"noopener\">National Standards for Quality Online Learning<\/a> effort.<\/p>\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1173\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1173\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Mentor Position Description<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<h2>General Description<\/h2><p>The Online Learning Mentor assists students with online enrollment and provides academic support while ensuring the mentoring site is functional and conducive to a positive learning environment.\u00a0 The Mentor must have excellent listening and conversational skills. The Mentor monitors students assigned to him or her, answers general questions, and ensures students are engaged in activities that promote their academic progress. The position requires an understanding of the high school\u2019s history, vision, values, policies, and procedures.<\/p><h2>Responsibilities<\/h2><ul><li>Ensure the mentoring space is open and accessible during class hours<\/li><li>Ensure that all computers are functioning properly and students have access to the academic resources needed to achieve their educational goals<\/li><li>Maintain communication with parents, counselors, and administration as necessary<\/li><li>Monitor the mentoring space to ensure students are using the Internet for educational purposes and are not accessing inappropriate websites<\/li><li>Establish rapport with students and encourage students to succeed academically<\/li><li>Ensure students complete courses in a timely manner based on their ability<\/li><li>Complete required paperwork as necessary<\/li><\/ul><h2>Skills<\/h2><ul><li>Excellent interpersonal communication and conflict management skills<\/li><li>Ability to inspire student<\/li><li>Ability to work independently<\/li><li>Ability to organize work and handle multiple tasks simultaneously<\/li><li>Ability to keep and maintain accurate and detailed reports and records<\/li><li>Ability to understand Administration\u2019s expectations and follow directions<\/li><li>Ability to work in a culturally diverse environment<\/li><li>Proficient in trouble shooting lower level technology problems<\/li><\/ul><h2>Requirements<\/h2><ul><li>Qualify for Michigan substitute teaching permit<\/li><li>Extensive service as a substitute teacher preferred<\/li><li>Successful experience in a classroom setting<\/li><li>High school or secondary experience preferred<\/li><li>Experience with using technology in a classroom setting<\/li><\/ul>\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1174\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-1174\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Third Party Provider Evaluation Rubric<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<p>For administrators who may be unfamiliar with the process for reviewing and selecting courses from a third party provider, this rubric is intended to highlight pertinent information and considerations that will lead to thoughtful, strategic choices with the students and their online learning success foremost in the decision.<\/p><h2>Catalog<\/h2><p>The catalog of products offered by the vendor includes courses that are capable of generating academic credit in alignment with Michigan\u2019s grade level and high school content expectations and graduation requirements.<\/p><h2>Alignment to Standards<\/h2><p>Where State of Michigan or nationally recognized academic content standards or benchmarks exist for the subject area of the course, those standards are reflected in the content and objectives of the course.<\/p><p>Alignment documentation demonstrating, at the unit and\/or lesson level, how and where individual standards are met in the course has been provided with the course descriptions and syllabi.<\/p><h2>Third-Party Course Review<\/h2><p>Course reviews have been conducted by Quality Matters or another third party in alignment to either Quality Matters Secondary Rubric standards or iNACOL Standards for Quality Online Courses.<\/p><h2>Documented Cycles of Course Updates and Revisions<\/h2><ul><li>Vendor can provide the release date for the current revision of each course.<\/li><li>Accompanying documentation exists summarizing the nature of the revisions.<\/li><li>The current version has a release date indicating that the course was designed or revised within the last three years.<\/li><\/ul><h2>Personalization \/ Customization<\/h2><p>School\/District personnel facilitating enrollments can customize courses by selecting or opting out of portions of the course (e.g., by unit or by standard), and students can demonstrate mastery and completion of lessons, units, or standards through prescriptive pre-testing.<\/p><h2>Engaging Content<\/h2><p>Course content is highly engaging, offering multiple forms of media-based instruction, interesting topics, and\/or age-appropriate humor or references to pop culture, current events or enduring themes, and various modalities of student activities.<\/p><h2>Unit \/ Lesson Structure<\/h2><p>Courses have a highly coherent and easy to follow organizational structure, instruction accessible through written, audio, and video content, worked examples, interactive opportunities to practice, automated feedback and sources of remediation, identifiable formative and summative assessments, and an easy means of progress monitoring by both students and instructors alike.<\/p><h2>Curricular Scope<\/h2><p>The vendor\u2019s coursework addresses in full all relevant content standards within each course.<\/p><h2>Instructor Role<\/h2><p>The teacher of record for virtual learning options, as defined in\u00a0<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6605-22360--,00.html\" target=\"_blank\" rel=\"noopener\">Michigan\u2019s Pupil Accounting Manual<\/a>, is responsible for providing instruction, determining instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies and modifying lessons, reporting outcomes, and evaluating the effects of instruction and support strategies.<\/p><h2>Student-Driven Work Flow<\/h2><p>Students can remain largely independent with regard to their work flow and ability to progress through the course at their own pace and readiness. This is accomplished through<\/p><ul><li>Diagnostic or prescriptive testing at the unit or lesson level,<\/li><li>Corresponding assignment of required lessons based on pre-testing,<\/li><li>Consistent use of quality instructional media,<\/li><li>Accompanying sources of auto-scored practice,<\/li><li>Descriptive feedback on performance after each formative assessment or scored practice activity,<\/li><li>Additional iterations of remedial instruction or practice as needed within each lesson,<\/li><li>Features permitting self-monitoring and recording completion of unscored learning activities,<\/li><li>Embedded means of initiating correspondence with instructor as needed for one-on-one support, and<\/li><li>Adaptive release to the next lesson or unit based upon mastery scores on summative, post-testing.<\/li><\/ul><h2>ADA Compliance<\/h2><p>The course design, materials, and activities demonstrate a commitment to appropriate accessibility for all students. The course conforms to the U.S. Sections 504 &amp; 508 provisions for electronic and information technology as well as the<a href=\"https:\/\/www.w3.org\/WAI\/standards-guidelines\/wcag\/\" target=\"_blank\" rel=\"noopener\">\u00a0W3C\u2019s Web Content Accessibility Guidelines<\/a>. This includes, but is not limited to:<\/p><ul><li>Alt tags for images, transcripts (audio and video), and links are consistent and include the URL<\/li><li>Keyboard accessible (does not rely on mouse for navigation)<\/li><li>Recommended fonts and sizes and appropriate contrast colors<\/li><li>Closed Captioning for all video content<\/li><li>Descriptions for audio and video and tables contain proper headings and labels<\/li><\/ul><h2>Integration \/ Interoperability with School or District Learning Technology Applications<\/h2><p>Integration refers to the compatibility of two software applications to share data.\u00a0 For example, an integration between an LMS and a student information system (SIS) might mean that an LMS is capable of enrolling or rostering students within course sections by scheduled or manual uploads of student data files exported from an SIS.\u00a0 Single Sign-On (SSO) is another common form of integration between a secure computer network and authorized applications that run on a network.\u00a0 Interoperability refers to a more advanced form of integration in which data is transferred in real-time between two applications.\u00a0 For example, Learning Tool Interoperability (LTI) often requires that an online interactive learning tool receives course and student information from and passes back student activity data and student scores to an LMS.<\/p><ul><li>Enrollment \/ rostering in the course can be accomplished via the integration of the school\/district information system and Learning Management System (LMS).<\/li><li>Course content can be uploaded to the school\/district LMS (note version), or course content is integrated with the LMS through Learning Tool Interoperability (LTI) links; student scores populate the LMS grade center.<\/li><li>Vendor is willing to test the success of their course content integration with LMS by either spinning up a course\u2019s content to a course shell within the LMS or populating such a course shell with LTI links and testing integration with the LMS grade center.<\/li><li>Integrations can involve multiple entities including state agencies, intermediate providers, and schools. For a more detailed read on this aspect, see pages 12 and 13 of <em><a href=\"https:\/\/static1.squarespace.com\/static\/59381b9a17bffc68bf625df4\/t\/593efc779f745684e6ccf4d8\/1497300100709\/EEG_KP2016-web.pdf\" target=\"_blank\" rel=\"noopener\">Keeping Pace with K-12 Online Learning 2016<\/a><\/em>.<\/li><\/ul>\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1175\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-1175\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Sample Communications to Stakeholders<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<h2>Sample Letter to Parents and Students Outlining District Policies and Procedures<\/h2><p>[Date]<\/p><p>Dear Parent and Student,<\/p><p>We are excited about sharing information with you about new opportunities in online learning for students at [school\/district].<\/p><p>In 2013, the Michigan Legislature expanded student access to digital learning options through Section 21f of the State School Aid Act. Now, students enrolled in a public local district or public school academy in grades 6\u201012 are eligible to enroll in up to two online courses during an academic term \u2013 or more if parents, students, and school leadership agree that more than two are in the best interest of the child.<\/p><p>Online learning is an instructional approach that allows us to expand and customize learning opportunities for students. However, it is substantially different from face\u2010to\u2010face instruction and usually works best when thoughtful planning supports individual enrollment decisions.<\/p><p>To help you prepare for making the decision about whether your student has the characteristics to be successful learning online, we recommend you review the\u00a0<a href=\"https:\/\/mvlri.org\/resources\/guides\/parent-guide\/\" target=\"_blank\" rel=\"noopener\"><em>Parent Guide to Online Learning<\/em><\/a>\u00a0at https:\/\/mvlri.org\/resources\/guides\/parent-guide\/. The guide examines online learning, provides a preparation checklist, offers advice for parents, and will help you prepare for a conversation with your son or daughter to determine if an online learning option is best for him or her.<\/p><p>We also recommend you and your student review together the\u00a0<em><a href=\"https:\/\/mvlri.org\/wp-content\/uploads\/2017\/03\/studentguide_508.pdf\" target=\"_blank\" rel=\"noopener\">Student Guide to Online Learning<\/a><\/em>, found at http:\/\/mvlri.org\/wp-content\/uploads\/2017\/03\/studentguide_508.pdf. The guide includes answers to typical questions and concerns that students often have when deciding if taking an online class would work for them, a readiness rubric designed to identify areas where students may need additional support to be successful in an online class, and comments from students who have been successful in online coursework.<\/p><p>If online learning seems like a good fit for your student, he or she may select online courses from our local district catalog [website address] or from\u00a0<a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener\">Micourses<\/a>, the statewide catalog of online course titles available at https:\/\/micourses.org\/. We are excited about sharing this opportunity with students, but equally cautious in making informed decisions so students will have the best chance of success with online learning options.<\/p><p>Please direct your questions related to online courses to Mr.\/Ms. ______________. He\/she will be able to explain the process being used by [school\/district] to implement the new polices that expand online learning options for students.<\/p><p>Sincerely,<\/p><p>[Name], [Title] [School Name]<\/p><h2>Sample Letter to School Personnel Outlining District Policies and Procedures<\/h2><p>[Date]<\/p><p>Dear School Personnel,<\/p><p>We are excited to share that we are developing guidelines and procedures to accommodate student\/parent requests to take online courses. While we are pleased about sharing this opportunity with students, we are equally cautious in making informed decisions so students will have the best chance of success with their online learning choices. With the help of school counselors and building administrators, students will be able to enroll in courses that both fit their interests and meet graduation requirements. Students may select online courses from our local district catalog [website address], or from the\u00a0<a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener\">statewide catalog of online course titles<\/a>\u00a0available at https:\/\/micourses.org\/.<\/p><p>Online learning has become more common in part because, in 2013, the Michigan Legislature expanded student access to digital learning options through Section 21f of the State School Aid Act. Now, students enrolled in a public local district or public school academy in grades 6\u201012 are eligible to enroll in up to two online courses during an academic term \u2013 or more if parents, students, and school leadership agree that more than two are in the best interest of the child. For more information about 21f, you can review Implementation Guidelines: Section 21f of the State School Aid Act, available in\u00a0<a href=\"https:\/\/mvlri.org\/resources\/21f\/\" target=\"_blank\" rel=\"noopener\">the 21f Tool Resources<\/a>\u00a0at https:\/\/mvlri.org\/resources\/21f\/.<\/p><p>To help you prepare for advising students who may be considering online options and determining if they have the characteristics to be successful learning online, we recommend you look at these guides, available on the\u00a0<a href=\"https:\/\/mvlri.org\/resources\/guides\/\" target=\"_blank\" rel=\"noopener\">Guides<\/a>\u00a0page (https:\/\/mvlri.org\/resources\/guides\/) of Michigan Virtual Learning Research Institute\u2019s website:<\/p><ul><li><em>Parent Guide to Online Learning<\/em>,<\/li><li><em>Mentor Fundamentals: A Guide to Mentoring Online Learners<\/em>, and<\/li><li><em>Student Guide to Online Learning<\/em>.<\/li><\/ul><p>The\u00a0<em>Teacher Guide to Online Learning<\/em>\u00a0may also be of interest to many of you and is available in the same location.<\/p><p>Please direct your questions related to online courses to ______________.\u00a0\u00a0He\/she will be able to explain the process being used by [school\/district] to implement the new polices that expand online learning options for students.<\/p><p>Sincerely,<\/p><p>[Name] [Title]<\/p>\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1176\" data-tab=\"6\" role=\"button\" aria-controls=\"elementor-tab-content-1176\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>District Strategy Framework<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<p>Schools and districts have many decisions to make about the online options they will provide their students. As with any initiative, establishing and maintaining a successful online program requires planning, ongoing oversight, and participation from internal and external stakeholders. The questions below are meant to help administrators gather information that leads to a comprehensive strategy, shape a program that meets the needs of their community and maintain a thoughtful, strategic approach to offering online options to their students.<\/p><h2>Questions to Ask to Establish an Online Program:<\/h2><ul><li>What educational problem are we trying to solve by offering an online opportunity to our students?<\/li><li>What goals do we want to achieve in our online program?<\/li><li>What steps will we take to achieve our goals?<\/li><li>How will we know when we achieve our goals?<\/li><li>What is our timeline, including time to assess our progress as well as reach our goals?<\/li><li>How and when will we redirect our efforts if we notice we are not moving forward with our goals?<\/li><li>Will we include parents and other community stakeholders in our planning?<\/li><li>How do our stakeholders feel about our overarching goals?<\/li><li>What can we do to achieve authentic buy-in from our stakeholders?<\/li><li>What personnel will we identify to begin this online program?<\/li><li>What specific training and support do our faculty and staff need to begin the online program?<\/li><li>Will we be able to dedicate space for our online learners and mentor(s)?<\/li><li>When will we accomplish an initiatives inventory of the building\/district so we can allocate resources that have the most impact and allow for a sustainable online program?<\/li><li>Will we use locally developed courses or choose from Michigan\u2019s Online Course Catalog or both?<\/li><li>What is our course adoption timeline?<\/li><li>Will learner-content, learner-teacher, and learner-learner interactivity be low or high?<\/li><li>Will students have a lot of facetime or no facetime with teachers?<\/li><li>Will learners be independent and self-paced or collaborative and class-paced or somewhere in between?<\/li><li>Will curriculum and instruction be flexible or structured?<\/li><\/ul><h2>Questions to Ask to Maintain a Successful Online Program:<\/h2><ul><li>How are we assessing success toward meeting our goals?<\/li><li>Are we moving forward in achieving our identified goals? How do we know?<\/li><li>Where are we on the trajectory toward meeting our goals according to our established timeline?<\/li><li>Have we had to redirect our efforts in achieving our goals? Why did this happen?\u00a0 What made our redirect successful\/unsuccessful?<\/li><li>How are we ensuring this is part of our annual school improvement efforts and reporting so we have appropriate monetary and professional development supports in place to have a successful program for students?<\/li><li>What are our areas of needed improvement? Are we following our identified redirect plan with fidelity?\u00a0 If no, why not?<\/li><li>What specific training and support do our faculty and staff need to maintain the online program?<\/li><li>How are we seeking feedback from stakeholders?<\/li><li>Are we celebrating student successes as well as lessons learned by sharing student stories with parents\/guardians and stakeholders?<\/li><li>How are we managing efforts toward continuous improvement?<\/li><li>How are we informing our stakeholders of the progress we are making toward meeting our goals? Is this enough or do we need to do more to relay information and seek feedback? Are they satisfied with the program? What would they change?<\/li><li>Are we keeping up with the best practices for professional development and support for our faculty and staff? How do we know?<\/li><\/ul>\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1177\" data-tab=\"7\" role=\"button\" aria-controls=\"elementor-tab-content-1177\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Advice from Mentors to Administrators<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<blockquote><p><i>Approximately 93% of my students who have taken an online class said they enjoyed their experience and would take an online class again, and approximately 95% of my students felt extremely supported by their online instructor.\u00a0 These learning opportunities are enriching student learning and growth.<\/i>\u00a0\u2013 Mentor<\/p><\/blockquote><p>Occasionally the mentors identified superintendents as the driving force behind online programs and the development of mentor capacity. More often it was their building principals. The mentors spoke appreciatively of the willingness of their administrators to explore online opportunities and engage in developing solutions to ongoing changes, including making their support known throughout the school and sometimes defending online options.<\/p><p>The broad question, \u201cWhat advice would you offer to administrators about online learning?\u201d yielded four general suggestions:<\/p><ul><li>Be involved.<\/li><li>Support the mentors.<\/li><li>Understand the opportunity.<\/li><li>Provide structure.<\/li><\/ul><blockquote><p><i>I\u2019m very lucky. My principal couldn\u2019t be more supportive. If students are behind, and I can\u2019t think of any other way to help, I send them to the academic counselor who sits together with the student to figure it out. If that doesn\u2019t work, the principal talks with the student.<\/i>\u00a0\u2013 Mentor<\/p><\/blockquote><h2>Be Involved<\/h2><ul><li>Understand 21f.<\/li><li>Know the mentoring program.<\/li><li>Keep in touch with what the students are doing.<\/li><li>Participate in orientation for students and parents.<\/li><li>Build broad support among staff.<\/li><li>Address internal obstacles.<\/li><li>Address the fears, for example staffing and technology gaps.<\/li><li>Find out what works and what doesn\u2019t.<\/li><li>Bring all the student support systems together: counseling, registrar, special services, teachers, mentors.<\/li><li>Support the mentors and the students.<\/li><li>Visit the online learning space weekly to see firsthand what the mentor and students do and to show the students you\u2019re interested.<\/li><li>Ask to see who\u2019s doing well and who needs a wake-up call.<\/li><\/ul><blockquote><p><i>Mentors should be full time. You have to be available on the weekends and evenings. You don\u2019t want students to feel like there isn\u2019t someone to help them.<\/i>\u00a0\u2013 Mentor<\/p><\/blockquote><h2>Support the Mentors<\/h2><ul><li>Ask for programmatic input from the mentor(s).<\/li><li>Provide learning resources.<\/li><li>Support professional development.<\/li><li>Understand how time consuming it is to mentor successfully.<\/li><\/ul><blockquote><p><i>Johnny has a deaf uncle but can\u2019t take sign language because we don\u2019t offer it. All you have to see is that it\u2019s opening the opportunity to extend to kids learning something they otherwise wouldn\u2019t have access to at school. So many higher education programs are going to online or hybrid instruction. We need to expose students to curriculum and experiences they don\u2019t have access to before they are paying thousands of dollars at college.<\/i>\u00a0\u2013 Mentor and Full-time Teacher<\/p><\/blockquote><h2>Understand the Opportunity<\/h2><ul><li>Know why online learning appeals to some students.<\/li><li>Know why a student belongs in an online course.<\/li><li>Acknowledge that students can learn online.<\/li><li>Acknowledge that not all students are online learners.<\/li><li>Establish that online courses are as valid as any other class taken during the day.<\/li><li>Know the limitations and advantages of courses.<\/li><li>See that online learning experiences are part of college and career readiness.<\/li><li>Understand the impact of giving students control over their learning environment and independence.<\/li><li>Be aware that online courses are rigorous and are just as difficult if not more challenging than traditional classes.<\/li><\/ul><blockquote><p><i>Deadlines and structure are not built into some courses. In order to ensure success, supports for timely completion must be provided by another means: the mentor.<\/i>\u00a0\u2013 Mentor<\/p><\/blockquote><h2>Provide a Structure<\/h2><ul><li>Establish expectations and responsibilities for mentors.<\/li><li>Share preliminary guidelines and structure for the program.<\/li><li>Identify dedicated space for online learners and mentor.<\/li><li>Make mentoring a full-time assignment when the number of online students warrant.<\/li><li>Know what you want from the program.<\/li><li>Have a plan for the future, but be prepared to develop and adapt as you go.<\/li><li>Establish ground rules for the program and include them in a student and parent contract.<\/li><li>Assure the IT team are prepared to provide the kind of support mentors and online students require.<\/li><\/ul>",
            "title": "Consumer Awareness",
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            "content": "<h3>The Research Clearinghouse houses over 1000 references to important research and publications in the field of K-12 blended and online learning.<\/h3>\t\t\n\t\t\t<h3>About the Research Clearinghouse<\/h3>\t\t\n\t\t<p>This Clearinghouse is a collaborative effort led by the <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a> and the <i>Michigan Virtual Learning Research Institute\u00ae<\/i> (MVRLI\u00ae) to provide a repository of references to research articles and other publications from the field of K-12 online and blended learning.<\/p><p>This project has been made possible by generous financial support from Next Generation Learning Challenges and in-kind support from Aurora Institute and <i>Michigan Virtual<\/i>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/k12onlineresearch.org\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tGo to the Research Clearinghouse\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Optimize your experience<\/h3>\t\t\n\t\t<p>To optimize your experience using the Research Clearinghouse website, we recommend taking the time to look over the Getting Started Guide. This guide has helpful suggestions on improving search queries, selecting records and exporting records for use.<\/p><p>We hope the Clearinghouse provides users with an excellent resource to find and share research on K-12 blended and online learning. We welcome your feedback.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000178717\" role=\"button\">\n\t\t\t\t\t\tGetting Started Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Sign up to receive our Quarterly Research Clearinghouse Newsletter<\/h2>\t\t\n\t\t<p>Four times a year, we send out a digest of published scholarship in the area of K-12 online and blended learning. Sign up to receive recently published articles \u2014 hand-picked by our <em>Institute's<\/em> researchers.<\/p>",
            "title": "Research Clearinghouse",
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            "path": "\/resources\/21f\/faq\/",
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            "content": "<h1>FAQs for Section 21f of the State School Aid Act<\/h1>\t\t\n\t\t\t<h3><a href=\"http:\/\/www.legislature.mi.gov\/(S(ret3aczxhpxc44tbv5nn5trb))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\" target=\"_blank\" rel=\"noopener noreferrer\">Section 21f<\/a> expands access to digital learning options for pupils in Michigan. This FAQ document offers basic answers to frequently asked questions.<\/h3>\t\t\n\t\t\t<p>Developed by the Michigan Department of Education &amp; Michigan Virtual<\/p>\t\t\n\t\t<dl id=\"accordionTableOfContents\" role=\"presentation\" data-allow-multiple=\"\"><dt role=\"heading\"><button id=\"tableOfContentsButton\" type=\"button\" aria-expanded=\"false\" aria-controls=\"tableOfContents\">Table of Contents\u00a0<\/button><\/dt><dd id=\"tableOfContents\" role=\"region\" hidden=\"\" aria-labelledby=\"tableOfContentsButton\"><ul><li><a href=\"#schooleligibility\">School Eligibility<\/a><\/li><li><a href=\"#pupileligibility\">Pupil Eligibility<\/a><\/li><li><a href=\"#virtualcoursesyllabi\">Virtual Course Syllabi<\/a><\/li><li><a href=\"#virtualcoursereview\">Virtual Course Review<\/a><\/li><li><a href=\"#statewidecatalog\">Statewide Catalog (Micourses.org)<\/a><\/li><li><a href=\"#coursecostandpayment\">Course Cost and Payment<\/a><\/li><li><a href=\"#providingdistrictresponsibilities\">Providing District Responsibilities<\/a><\/li><li><a href=\"#primarydistricts\">Districts Whose Pupils Enroll in 21f Courses (Primary Districts)<\/a><\/li><li><a href=\"#reasonstodeny\">Reasons to Deny 21f Enrollment Requests<\/a><\/li><li><a href=\"#schoolboards\">School Boards<\/a><\/li><li><a href=\"#parents\">Parents<\/a><\/li><\/ul><\/dd><\/dl><h3 id=\"schooleligibility\">SCHOOL ELIGIBILITY<\/h3><p><strong>What entities are eligible to offer virtual courses through Section 21f?<\/strong><\/p><p style=\"padding-left: 40px\">Michigan LEAs, PSAs, ISDs, community colleges, and the Michigan Virtual University are eligible to offer virtual courses through Section 21f. (Updated November 2015)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"pupileligibility\">PUPIL ELIGIBILITY<\/h3><p><strong>Who is eligible to participate in virtual course offerings provided under Section 21f of the State School Aid Act?<\/strong><\/p><p style=\"padding-left: 40px\">Pupils enrolled in any grade in a public local district or public school academy may enroll in a virtual course. This could include pupils who enroll through a district on a part-time basis, such as those participating in a shared time program, as long as all applicable membership requirements are met. Consent of the parent or legal guardian is not required if the pupil is at least age 18 or is an emancipated minor. Pupil enrollment requests may be denied by the primary district if the pupil is enrolled in any of grades K to 5. (Updated October 2016)<\/p><p><strong>Under Section 21f, how many virtual courses may an eligible pupil enroll in at one time?<\/strong><\/p><p style=\"padding-left: 40px\">A pupil may enroll in up to two virtual courses as requested by the pupil during an academic term, semester or trimester. A pupil may be enrolled in more than two virtual courses in a specific academic term, semester, or trimester if:<\/p><ul><li style=\"list-style-type: none\"><ul><li style=\"text-align: left\">The primary district has determined that it is in the best interest of the pupil.<\/li><li style=\"text-align: left\">The pupil agrees with the recommendation of the primary district.<\/li><li style=\"text-align: left\">The primary district, in collaboration with the pupil, has developed an education development plan, in a form and manner specified by the department, that is kept on file by the district. See the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/PC_Extras_1_2015_482099_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Personal Curriculum document<\/a> linked to by the department in the Pupil Accounting Manual for more detail on the education development plan. (Updated September 2017)<\/li><\/ul><\/li><\/ul><p><strong>What are the required components in an educational development plan for students taking more than two online courses during an academic term?<\/strong><\/p><p style=\"padding-left: 40px\">The educational development plan must including the following items:<\/p><ol><li style=\"list-style-type: none\"><ol><li>The pupil\u2019s preferred learning style<\/li><li>The pupil\u2019s interests<\/li><li>Areas of academic development<\/li><li>Areas of personal\/social development<\/li><li>A timeline and measures for the development of the above items<\/li><li>Postsecondary and career goals as applicable<\/li><\/ol><\/li><\/ol><p style=\"padding-left: 40px\">The district will maintain a copy of the plan on file, and must provide the plan to the pupil membership auditor upon request. (Updated September 2017)<\/p><p><strong>Will the Michigan Department of Education continue to issue seat time waivers to districts for pupils enrolled in more than two virtual courses in a given academic term?<\/strong><\/p><p style=\"padding-left: 40px\">No. Pupils are able to take more than two virtual courses under Section 21f without needing a seat time waiver if the pupil has demonstrated previous success with virtual courses and the school leadership and the pupil\u2019s parent or legal guardian determine that it is in the best interest of the pupil. (Updated September 2017)<\/p><p><strong>Under Section 21f, are school districts required to honor pupil requests to enroll in virtual courses beyond a full pupil course load?<\/strong><\/p><p style=\"padding-left: 40px\">No. Under Section 21f, the enrollment of a pupil in one or more virtual courses shall not result in a pupil counting as more than 1.0 full-time equivalent (FTE) pupil. Districts are not obligated to provide a pupil with a course load that exceeds a full-time schedule. (Updated October 2016)<\/p><p><strong>Under Section 21f, are school districts required to honor a pupil\u2019s requests to enroll in core and elective virtual courses when the enrollment does not cause the pupil\u2019s membership to exceed 1.0 FTE?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. If the enrollment will not cause the pupil to exceed 1.0 FTE, and does not meet any of the reasons for denial of enrollment identified in the legislation, then the request for enrollment must be allowed. When considering the type of courses that may be requested under Section 21f, the legislation does not make a distinction between core and elective courses. However, a pupil enrolled through a shared time program would be limited to nonessential electives only. (Updated December 2013)<\/p><p><strong>Is a district required to provide a pupil with Section 21f options during the summer?<\/strong><\/p><p style=\"padding-left: 40px\">No. A district is only required to enroll a pupil in courses under Section 21f during its regular school year. The regular school year may, however, extend into what is traditionally considered the summer break if the school operates on a year-round or extended school calendar. (Updated December 2013)<\/p><p><strong>When offering virtual courses, are districts required to provide enrollment opportunities for nonresident pupils?<\/strong><\/p><p style=\"padding-left: 40px\">No. A primary district that is also a provider shall determine whether or not it has the capacity to accept applications for enrollment from nonresident applicants in virtual courses and may use that limit as the reason for refusal to enroll a nonresident applicant. (Updated October 2016)<\/p><p><strong>Nonpublic pupils can currently take non-core courses (band, music, art, etc.) at their local public school in a face-to-face setting, and the district is able to claim a portion of the FTE count for each pupil. Can this arrangement continue for non-core courses in a virtual setting under Section 21f?<\/strong><\/p><p>Yes. Section 166b of the State School Aid Act allows nonpublic and homeschool pupils the opportunity to enroll in courses in nonessential elective subject areas. See Section 5-E of the Pupil Accounting Manual. (Updated November 2015)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"virtualcoursesyllabi\">VIRTUAL COURSE SYLLABI<\/h3><p><strong>How is a virtual course defined?<\/strong><\/p><p style=\"padding-left: 40px\">Section 21f defines a virtual course as a \u201c\u2026course of study that is capable of generating a credit or a grade and that is provided in an interactive learning environment where the majority of the curriculum is delivered using the internet and in which pupils may be separated from their instructor or teacher of record by time or location, or both.\u201d(Updated October 2016)<\/p><p><strong>When is a virtual course syllabus needed?<\/strong><\/p><p style=\"padding-left: 40px\">If enrollment in the virtual course is limited to a single district, no virtual course syllabus is required, but the course must be published in the district\u2019s catalog of board-approved courses. If enrollment in the virtual course is open to pupils in more than one district, a course syllabus that meets the definition under subsection (14)(g) must be provided to Michigan Virtual University in a form and manner prescribed by them for inclusion in a statewide catalog of virtual courses. (Updated October 2016)<\/p><p><strong>What is meant by a virtual course syllabus?<\/strong><\/p><p style=\"padding-left: 40px\">A virtual course syllabus means a document that includes all of the following:<\/p><ol><li style=\"list-style-type: none\"><ol><li>An alignment document detailing how the course meets applicable state standards or, if the state does not have state standards, nationally recognized standards;<\/li><li>The virtual course content outline;<\/li><li>The virtual course required assessments;<\/li><li>The virtual course prerequisites;<\/li><li>Expectations for actual instructor or teacher of record contact time with the virtual learning pupil and other communications between a pupil and the instructor or teacher of record;<\/li><li>Academic support available to the online learning pupil;<\/li><li>The virtual course learning outcomes and objectives;<\/li><li>The name of the institution or organization providing the virtual content;<\/li><li>The name of the institution or organization providing the instructor or teacher of record;<\/li><li>The course titles assigned by the provider and the course titles and course codes from the National Center for the Education Statistics (NCES) School Codes for the Exchange of Data (SCED);<\/li><li>The number of eligible pupils that will be accepted by the provider in the virtual course. A primary district that is a provider may limit the enrollment to those pupils enrolled in the primary district;<\/li><li>The results of the virtual course quality review using the guidelines and model review process published by the Michigan Virtual University;<\/li><li>Price of the online course; and<\/li><li>Enrollment periods for the course, including drop policies and the timeline for random draw selections if demand for a course exceeds capacity. (Updated October 2016)<\/li><\/ol><\/li><\/ol><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"virtualcoursereview\">VIRTUAL COURSE REVIEW<\/h3><p><strong>Can eligible entities leverage course reviews conducted by other organizations provided that those reviews include evaluations against the iNACOL quality standards?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. When an eligible entity adds a course syllabus to Michigan\u2019s Online Course Catalog, it is vouching for the quality of the virtual course. If the entity chooses to forego conducting its own review and instead accepts a review conducted by another organization, that is its choice. If an eligible entity decides to use the results of a review conducted by another organization, it should confirm that the process used to conduct the review is in line with the<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/guidelines_model_2013.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"> guidelines and model review process for Michigan<\/a>. If the review was conducted by an out-of-state organization, the eligible entity should confirm that the content portions of the review used the applicable Michigan curricular standards. If the organization did not, the eligible entity should re-review those portions of the standards. Please note that Michigan Virtual modified the scoring system using the same iNACOL standards. Instead of the five-point scale (0, 1, 2, 3, 4) iNACOL originally suggested, the review process for the virtual courses in Michigan will use a three-point scale. Reviewers will be asked to rate a standard as \u201cNot Met,\u201d \u201cPartially Met,\u201d or \u201cFully Met.\u201d This new rating system simplifies categories both for reviewers and consumers of the reviews. (Updated November 2015)<\/p><p><strong>Will the Michigan Department of Education or Michigan Virtual University approve or reject virtual courses before they are included in the statewide catalog?<\/strong><\/p><p style=\"padding-left: 40px\">No. Neither the Michigan Department of Education nor the Michigan Virtual University has the authority in legislation to approve or reject courses included in the statewide catalog. (Updated August 2013)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"statewidecatalog\">STATEWIDE CATALOG (MICOURSES.ORG)<\/h3><p><strong>What virtual courses may pupils select from when making enrollment decisions?<\/strong><\/p><p style=\"padding-left: 40px\">Pupils may select courses from the virtual course catalog published in the primary district\u2019s catalog of board-approved courses, or they may select courses from the statewide catalog of virtual courses maintained by the Michigan Virtual University (available at https:\/\/micourses.org) that contains the courses published statewide by eligible entities. (Updated October 2016)<\/p><p><strong>Will districts be able to identify course titles in the statewide catalog that can be included in their local catalog as a strategy to recommend certain courses to pupils and parents?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. The statewide catalog of courses (available at https:\/\/micourses.org) allows districts to select individual course titles that appear in the statewide catalog and have them show up in their local district catalog. Districts may want to use this feature to let pupils and parents know which offerings in the statewide catalog are recognized by the district as high quality or preferred based on previous experience. (Updated September 2014)<\/p><p><strong>Once a pupil selects a virtual course and the district approves it, will the statewide catalog offer enrollment and registration services?<\/strong><\/p><p style=\"padding-left: 40px\">Starting in the fall, the statewide catalog will include new functionality to allow for enrollment requests, sharing of payment information, and final scores to be reported. However, entities are not required to use these built-in features. If an entity does not chose to use these features, information will be provided on where to go to register for the course. (Updated October 2016)<\/p><p><strong>Are there certain times of the year when eligible entities are prevented from adding new course syllabi to Michigan\u2019s Online Course Catalog (available at https:\/\/micourses.org)?<\/strong><\/p><p style=\"padding-left: 40px\">No. Eligible entities can add virtual course syllabi to the statewide catalog at any time. (Updated September 2014)<\/p><p><strong>Will the statewide catalog of virtual courses include performance data?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. The catalog includes: 1) the number of enrollments in each virtual course in the previous school year; 2) the number of enrollments that earned 60% or more of the total course points for each virtual course in the previous school year; 3) and the completion rate for each virtual course. (Updated September 2014)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"coursecostandpayment\">COURSE COST AND PAYMENT<\/h3><p><strong>How are Section 21f virtual enrollments paid for?<\/strong><\/p><p style=\"padding-left: 40px\">Section 21f requires primary districts to use their foundation allowance or per pupil funds calculated in the State School Aid Act to pay for the expenses associated with the virtual course(s). Districts are not required to pay more than 6.67% of the state\u2019s minimum foundation allowance or per pupil payment as calculated in the State School Aid Act for the current fiscal year. For example, using the state\u2019s minimum foundation allowance of $7,511 for the 2016-17 school year, a district is not required to pay more than $500.98 for a virtual course. The pupil or the pupil\u2019s parent or legal guardian may choose to pay the cost difference for the virtual course if it exceeds the district\u2019s maximum cost obligation. (Updated November 2015)<\/p><p><strong>Are eligible entities required to price their virtual courses that appear in the Michigan virtual course catalog at an amount equal to 6.67% of the state\u2019s minimum foundation allowance?<\/strong><\/p><p style=\"padding-left: 40px\">No. Eligible entities have discretion to establish a price for their virtual courses. (Updated September 2014)<\/p><p><strong>Given that our district does not operate under a traditional six hour schedule (block), can we establish a payment ceiling for virtual courses that is different than the 6.67% payment rule outlined in Section 21 of the State School Aid Act?<\/strong><\/p><p style=\"padding-left: 40px\">No. (Updated September 2014)<\/p><p><strong>Section 21f (10) requires districts to use its foundation allowance or per pupil funds to \u201cpay for expenses associated with the virtual course or courses\u201d and to cover the \u201ccost of a virtual course.\u201d What are the eligible expenses associated with a virtual course that can be covered by the 6.67%?<\/strong><\/p><p style=\"padding-left: 40px\">The cost of a virtual course is tied to the direct expenses associated with paying for it through enrollment\/tuition fees and includes required course materials such as learning kits or textbooks that are in addition to the enrollment\/tuition fees. (Updated September 2014)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"providingdistrictresponsibilities\">PROVIDING DISTRICT RESPONSIBILITIES<\/h3><p><strong>What responsibilities do districts and ISDs assume when they decide to provide virtual courses to eligible pupils under Section 21f?<\/strong><\/p><p style=\"padding-left: 40px\">In addition to determining if the eligible entity will accept virtual enrollments from nonresident pupils, an eligible entity must:<\/p><ol><li style=\"list-style-type: none\"><ol><li>Ensure that the virtual course has been published in the pupil\u2019s primary district\u2019s catalog of board-approved courses or published in the statewide catalog of virtual courses maintained by the Michigan Virtual University;<\/li><li>Assign to each pupil a teacher of record and provide the primary district with the personnel identification code (PIC) assigned by the Center for the teacher of record. If the provider is a community college, the virtual course must be taught by an instructor employed by or contracted through the providing community college;<\/li><li>Offer the virtual course(s) in an open entry and exit method, or aligned to a semester, trimester, or accelerated academic term.<\/li><li>If the virtual course is offered to eligible pupils in more than 1 district, the following additional requirements must also be met:<ul><li>Provide the Michigan Virtual University with a course syllabus that meets the definition under subsection (14)(G) in a form and manner prescribed by the Michigan Virtual University for inclusion in a statewide catalog of virtual courses.<\/li><li>Not later than October 1 of each fiscal year, provide the Michigan Virtual University with an aggregated count of enrollments for each virtual course the provider delivered to pupils pursuant to this section during the immediately preceding school year, and the number of enrollments in which the pupil earned 60% or more of the total course points for each virtual course.<\/li><\/ul><\/li><li>If the course is provided by a community college under Section 21f, the course must be capable of generating postsecondary credit.<\/li><li>The virtual course is academic in nature and approved by the provider\u2019s board of education of the school district or board of directors of the public school academy. (Updated October 2016)<\/li><\/ol><\/li><\/ol><p><strong>What are the requirements for a teacher of record of a virtual course?<\/strong><\/p><p style=\"padding-left: 40px\">A teacher of record must:<\/p><ol><li style=\"list-style-type: none\"><ol><li>Hold a valid Michigan teaching certificate or a teaching permit recognized by the department;<\/li><li>If applicable, be endorsed in the subject area and grade of the virtual course;<\/li><li>Be responsible for providing instruction, determining instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies and modifying lessons, reporting outcomes, and evaluating the effects of instruction and support strategies;<\/li><li>Have a personnel identification code provided by the center;<\/li><li>If the provider is a community college, is an instructor employed by or contracted through the providing community college. (Updated October 2016)<\/li><\/ol><\/li><\/ol><p><strong>What responsibilities do community colleges assume when they decide to offer virtual courses under Section 21f?<\/strong><\/p><p style=\"padding-left: 40px\">Community colleges must:<\/p><ol><li style=\"list-style-type: none\"><ol><li>Ensure that instructors of 21F courses are employed by or contracted through the providing community college;<\/li><li>Ensure that each online course it provides under this section generates postsecondary credit. (Updated October 2016)<\/li><\/ol><\/li><\/ol><p><strong>Are Section 21f enrollments through a community college considered dual enrollment?<\/strong><\/p><p style=\"padding-left: 40px\">No. Provided that the community college course is included in Michigan\u2019s Online Course Catalog (https:\/\/micourses.org), the course is eligible for a school district to claim under Section 21f and therefore is subject to the requirements of Section 21f as opposed to the dual enrollment legislation. However, if the courses are not included in Michigan\u2019s Online Course Catalog, they are not eligible under Section 21f, and therefore would need to follow the rules for dual enrollment. (Updated November 2015)<\/p><p><strong>What happens if the enrollment demand for a virtual course(s) in the statewide catalog exceeds the eligible entity\u2019s capacity to provide the virtual course(s)?<\/strong><\/p><p style=\"padding-left: 40px\">If the number of applicants exceeds the provider\u2019s capacity to provide the virtual course, the provider shall use a random draw system, subject to the need to abide by state and federal anti-discrimination laws and court orders. A primary district that is also a provider shall determine whether or not it has the capacity to accept applications for enrollment from nonresident applicants in virtual courses and may use that limit as the reason for refusal to enroll a nonresident applicant. (Updated October 2016)<\/p><p><strong>Can enrollments in virtual courses generate an increase in a district\u2019s full-time equivalent count for pupils?<\/strong><\/p><p style=\"padding-left: 40px\">No. Under Section 21f, the enrollment of a pupil in one or more virtual courses cannot result in a pupil being counted as more than 1.0 full-time equivalent (FTE) pupil. (Updated August 2013)<\/p><p><strong>Can eligible entities partner with other public and private organizations to support their efforts in offering virtual courses to resident and nonresident pupils?<\/strong><\/p><p style=\"padding-left: 40px\">Yes, eligible entities can use locally developed virtual learning solutions and\/or contract with third party providers for content, delivery and support services. (Updated August 2013)<\/p><p><strong>Can a district continue to offer virtual course options that are not directly taught by a Michigan certificated teacher?<\/strong><\/p><p style=\"padding-left: 40px\">Unless the course is offered by a community college, all virtual courses offered under Section 21f are required to be taught by a teacher of record who holds a valid Michigan teaching certificate or a teaching permit recognized by the department. (Updated October 2016)<\/p><p><strong>Can an eligible entity restrict their course enrollments to a subset of districts in the state?<\/strong><\/p><p style=\"padding-left: 40px\">No. An eligible entity has the option of limiting enrollments to only their pupils, or allow for any eligible pupil statewide to enroll in the course. Section 21f, subsection 4, allows for a district to determine whether it will or will not accept enrollment from non-resident pupils. In such cases where enrollment demand exceeds enrollment capacity, subsection 4 allows for an eligible entity to deny enrollments, but only through the use of a random draw system. (Updated September 2014)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"primarydistricts\">DISTRICTS WHOSE PUPILS ENROLL IN 21F COURSES (PRIMARY DISTRICTS)<\/h3><p><strong>When must a pupil request enrollment in a virtual course?<\/strong><\/p><p style=\"padding-left: 40px\">Unless the pupil is newly enrolled in the pupil\u2019s primary district, the request for virtual course enrollment must be made in the academic term, semester, trimester, or summer preceding the enrollment. (Updated September 2014)<\/p><p><strong>What kind of access to technology does a district need to provide pupils enrolled in virtual courses?<\/strong><\/p><p style=\"padding-left: 40px\">A pupil enrolled in a virtual course must be provided the same rights and access to technology in his or her primary district\u2019s school facilities as all other pupils enrolled in the district. The primary district is the district that enrolls the pupil and reports the pupil as a full-time equated pupil for pupil membership purposes. The Michigan Department of Education has also been tasked with establishing standards for hardware, software, and internet access for pupils who are enrolled in more than 2 virtual courses in an academic term, semester, or trimester taken at a location other than a school facility. (Updated October 2016)<\/p><p><strong>Are districts required to provide supervision for virtual pupils?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. A pupil\u2019s primary district must assign to the pupil a mentor to monitor the pupil\u2019s progress during the virtual course and shall supply the providing district with the mentor\u2019s contact information. A mentor must be a professional employee of the district who monitors the pupil\u2019s progress, ensures the pupil has access to needed technology, is available for assistance, and ensures access to the teacher of record. (Updated October 2016)<\/p><p><strong>Can districts require pupils taking 21f courses to be offsite and\/or to remain physically in their school building? Also, do parents have the right to demand that pupils be offsite to take their 21f courses?<\/strong><\/p><p style=\"padding-left: 40px\">Schools are encouraged to adopt local procedures that outline when and where pupils may access their 21f courses. Districts may want to seek legal counsel before making a decision to deny pupils access to school facilities during the normal school day while they are enrolled in one or more virtual courses. (Updated September 2014)<\/p><p><strong>Can districts require pupils enrolled in virtual courses under Section 21f to take a local end-of-course exam as a condition for granting academic credit?<\/strong><\/p><p style=\"padding-left: 40px\">Successful completion of a virtual course is determined by the pupil\u2019s primary educating district. If a district elects to implement an end-of-course exam, it is recommended that they use the same procedures and weighting methods as they do for face-to-face courses. Caution should be exercised to ensure that additional requirements are free of bias that would unfairly impact virtual pupils. (Updated September 2014)<\/p><p><strong>If a pupil takes a virtual course from another eligible entity identified in the statewide catalog, how should his\/her local district record this on the pupil\u2019s transcript? Do they have to accept the letter grade?<\/strong><\/p><p style=\"padding-left: 40px\">When it comes to determining the letter grade included on the transcript, districts should abide by their district policies or guidelines or create new ones to address this issue. Some districts may treat Section 21f courses the same way they do with recording credits for a new transfer pupil. Under Section 21f, a district is required to \u201cgrant appropriate academic credit and shall count that credit toward completion of graduation and subject area requirements\u201d as well as \u201cidentify the virtual course title as it appears in the virtual course syllabus.\u201d (Updated December 2013)<\/p><p><strong>Are districts required to grant credit for successful virtual course completions?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. Districts must grant appropriate academic credit for successful virtual course completions and must count that credit toward completion of graduation and subject area requirements. In addition, a pupil\u2019s record and transcript must identify the virtual course title as it appears in the virtual course syllabus. (Updated August 2013)<\/p><p><strong>Will the Michigan Department of Education or MVU make a recommendation to schools on how to determine completion?<\/strong><\/p><p style=\"padding-left: 40px\">No. Eligible entities will be able to establish course completion criteria for each virtual course that appears in the statewide catalog. It is expected that the criteria will not be substantially different from the course completion standards used by districts or community colleges for traditional face-to-face courses. (Updated September 2013)<\/p><p><strong>If a pupil takes more than one virtual course, is a two-way interaction log required for each course?<\/strong><\/p><p style=\"padding-left: 40px\">Only one two-way interaction log must be kept per virtual pupil no matter how many virtual courses the pupil takes. (Updated November 2015)<\/p><p><strong>Are the two-way interaction logs only required for those Section 21f courses that are taken off-site, or do they also apply to pupils who take their virtual courses on-site with an adult present?<\/strong><\/p><p style=\"padding-left: 40px\">Two-way interaction is required for courses taken under Section 21f regardless of the pupil being physically present on-site or off-site. When a pupil is physically present, two-way interaction is satisfied when the pupil and the mentor are together during the class period. The mentor will indicate that the pupil was physically present using the attendance record and by recording the physical attendance in the activity log for those dates. (Updated November 2015)<\/p><p><strong>What kinds of interactions are acceptable as two-way interactions?<\/strong><\/p><p style=\"padding-left: 40px\">Two-way interactions must be between either the teacher of record and the pupil or the mentor and the pupil. The interactions can occur in a variety of ways including, but not limited to, email, telephone, instant messaging, or face-to-face communication. The substance of the interactions must be about the virtual course or the pupil\u2019s progress in the course. The interaction must be initiated by one party and responded to by the other party. (Updated November 2015)<\/p><p><strong>Can the participation requirement for counting a student in membership be met in ways other than documenting two-way interactions?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. Section 5-0-D of the Pupil Accounting Manual allows for one or more of the following activities to be completed for each scheduled course count day:<\/p><ul><li style=\"list-style-type: none\"><ul><li>Documented attendance in a virtual course where synchronous (live) instruction occurred with the teacher.<\/li><li>Documented completion of a course assignment.<\/li><li>Documented completion of a course lesson, or lesson activity.<\/li><li>Documented pupil access to an on-going lesson; this is not a login.<\/li><li>Documented physical attendance on count day in each course may be used for pupils that will attend at least 50% of the instructional time on-site, face-to-face with the teacher of record for each virtual course scheduled. (Updated September 2017)<\/li><\/ul><\/li><\/ul><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"reasonstodeny\">REASONS TO DENY 21F ENROLLMENT REQUESTS<\/h3><p><strong>Can a primary district deny a pupil request to enroll in a virtual course?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. Seven reasons are approved for denial, including:<\/p><ol><li style=\"list-style-type: none\"><ol><li>The pupil is enrolled in any of grades K to 5.<\/li><li>The pupil has previously gained the credits that would be provided from the completion of the virtual course;<\/li><li>The virtual course is not capable of generating academic credit;<\/li><li>The virtual course is inconsistent with the remaining graduation requirements or career interests of the pupil;<\/li><li>The pupil has not completed the prerequisite coursework for the requested virtual course or has not demonstrated proficiency in the prerequisite course content;<\/li><li>The pupil has failed a previous virtual course in the same subject during the 2 most recent academic years;<\/li><li>The virtual course is of insufficient quality or rigor. A primary district that denies a pupil enrollment request for this reason shall enroll the pupil in a virtual course in the same or similar subject that the primary district determines is of acceptable rigor and quality;<\/li><li>The cost of the virtual course exceeds 6.67% of the minimum foundation allowance for the current fiscal year. Should the pupil or the parent choose to pay the cost difference in this case, the pupil may still be enrolled in the course;<\/li><li>The virtual course enrollment request did not occur within the same timelines established by the primary district for enrollment and schedule changes for regular courses.<\/li><li>Unless the pupil is newly enrolled in the district, 21f enrollment requests was not made in the academic term, semester, trimester, or summer preceding the enrollment.<\/li><\/ol><\/li><\/ol><p style=\"padding-left: 40px\">If a pupil is denied enrollment in a virtual course by the pupil\u2019s primary district, the primary district shall provide written notification to the pupil of the denial, the reason or reasons for the denial from the list above, and a description of the appeal process. (Updated October 2016)<\/p><p><strong>A local district is allowed to deny a request for a virtual course if it does not match the rigor required by that district. Does that mean, for example, a district can direct parents and their child to a locally developed virtual course, instead of the one offered in the state catalog by another district?<\/strong><\/p><p style=\"padding-left: 40px\">Districts may suggest, but not mandate, which courses pupils select from the titles that appear in a local district catalog or the statewide catalog. It's the district's responsibility to ensure whatever course is chosen is of sufficient quality and rigor. (Updated December 2013)<\/p><p><strong>Can a pupil be denied enrollment in a virtual course identified in the statewide catalog if the same course is available locally in a face-to-face or virtual format?<\/strong><\/p><p style=\"padding-left: 40px\">No, the legislation does not provide that scenario as a valid reason for denial of a request for enrollment under Section 21f. (Updated December 2013)<\/p><p><strong>If a district offers virtual learning options that fall outside of Section 21f requirements, can the district cite these options as a reason to deny a pupil\u2019s requests to enroll in virtual course titles found in the statewide catalog of courses maintained by Michigan Virtual University?<\/strong><\/p><p style=\"padding-left: 40px\">No, offering virtual learning options outside of Section 21f is not listed as a reason districts can use to deny a pupil from enrolling in a virtual course in the statewide catalog. Districts may not establish additional requirements that would prohibit a pupil from taking a virtual course. (Updated December 2013)<\/p><p><strong>If the primary district\u2019s academic term dates do not align to the academic term dates of a Section 21f course (for example: trimester format at the school and pupil wants to enroll in a semester-based virtual course) can the district deny enrollment in the course?<\/strong><\/p><p style=\"padding-left: 40px\">No, the legislation does not provide that scenario as a valid reason for denial of a request for enrollment under Section 21f; however, the enrollment request must be made prior to the start of the primary district\u2019s academic term in which it would be put on the pupil\u2019s schedule as well as during a time period in which the primary district has established for enrollment and schedule changes for regular courses. (Updated September 2014)<\/p><p><strong>Is there an appeal process if a district denies a pupil\u2019s request to enroll in a virtual course?<\/strong><\/p><p style=\"padding-left: 40px\">Yes. A pupil and his or her parents may appeal the denial by submitting a letter to the superintendent of the intermediate school district (ISD) in which the pupil\u2019s primary district is located. A response to the appeal must be issued within 5 days after it is received. (Updated August 2013)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"schoolboards\">SCHOOL BOARDS<\/h3><p><strong>Do school boards have to approve the district\u2019s virtual course offerings that appear in their local course catalog or titles they submit to the statewide catalog?<\/strong><\/p><p style=\"padding-left: 40px\">The district that is functioning as the virtual course provider under Section 21f is required to have board approval for the virtual courses they offer. The district that has pupils enrolling in a virtual course under Section 21f would not require board approval (unless the enrolling district and district providing the virtual course are the same). However, it is a district responsibility to evaluate the rigor and quality of the courses in which their pupils enroll. (Updated December 2013)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p><h3 id=\"parents\">PARENTS<\/h3><p><strong>What are districts required to tell parents about Section 21f?<\/strong><\/p><p style=\"padding-left: 40px\">The legislation (subsection 1) requires districts to provide on its publicly accessible website a link to the statewide catalog of online courses maintained by the Michigan Virtual University. Beyond these requirements, the legislation does not specifically address parental notification. (Updated October 2016)<\/p><p><strong>If parents find a course in Michigan\u2019s Online Course Catalog that they want their child to take, can they enroll their child in the virtual course?<\/strong><\/p><p style=\"padding-left: 40px\">No. The enrollment process is coordinated by the pupil\u2019s primary educating district. (Updated December 2013)<\/p><p><a href=\"#accordionTableOfContents\">Return to TOC<\/a><\/p>",
            "title": "Section 21f FAQs",
            "excerpt": "FAQs for Section 21f of the State School Aid Act Section 21f expands access to digital learning options for pupils in Michigan. This FAQ document offers basic answers to frequently asked questions. Developed by the Michigan Department of Education &#038; Michigan Virtual Table of Contents\u00a0 School Eligibility Pupil Eligibility Virtual Course Syllabi Virtual Course Review...",
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            "content": "<!-- wp:paragraph -->\n<p>Social emotional learning, or SEL, is the idea that education should go beyond academics. In today\u2019s world, social skills and emotional development aren\u2019t ancillary to an excellent education; they\u2019re a crucial part of it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But the implementation process goes beyond programming. Communicating the value of social and emotional learning is a vital part of the process. It\u2019s changing the culture of the district. It\u2019s selling SEL.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Join us on Tuesday, November 5, 2019 at 9:00 a.m. for a webinar where we\u2019ll hear from Dr. Joe Ricca, Superintendent of White Plains Public School in New York. He will share how he delivered this message and helped his school community embrace social emotional learning.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "How to Build an Effective, Community-Based SEL Program in Your School",
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            "content": "<h2>Updated National Standards for Quality Online Courses<\/h2>\nQuality Matters and the Virtual Learning Leadership Alliance released the <a href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/09\/National-Standards-for-Quality-Online-Courses-Catalog3-2019.09.01.pdf\">National Standards for Quality Online Courses<\/a>, third edition this month. These updated standards are part of the larger set of National Standards for Quality Online Learning, which also includes the recently updated <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">National Standards for Quality Online Programs<\/a> and <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">Online Teaching<\/a>\n\nThe standards are intended to serve as a benchmark for schools and districts in assessing and improving their online courses (and in the case of the others, online programs and online teaching). The updates were a significant feat with well over 40 contributors as well as a team of reviewers who provided feedback.\n\nExtensive literature reviews are available for each of the updated standards as well as crosswalks between the NSQOL Standards and the Quality Matters K-12 Rubric on the <a href=\"https:\/\/www.nsqol.org\/resources\/\">NSQOL website<\/a>.\n<p class=\"h4\"><a href=\"https:\/\/michiganvirtual.org\/blog\/what-constitutes-quality-online-teaching-revised-national-standards\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i>Read our overview of the latest update to the National Standards for Quality Online Teaching.<\/i><\/a><\/p>\n\n<h2>Measuring Collaboration, Perseverance, and Self-Regulation<\/h2>\nREL Northeast and Islands and the IES National Center for Evaluation and Regional Assistance released a <a href=\"https:\/\/ies.ed.gov\/ncee\/edlabs\/regions\/northeast\/pdf\/REL_2020010.pdf\">review of instruments for measuring social and emotional learning skills<\/a>. The skills of collaboration, perseverance, and self-regulation are not exclusive to digital learners but are critical in all educational settings.\n\nThis review highlights instruments said to measure these three domains and reports on the validity and reliability of each in detail. Having this information allows both researchers and schools to make more informed decisions about what instruments to use when evaluating students\u2019 collaboration, perseverance, and self-regulation.\n<h2>Course Choice Programs Developing Across The Nation<\/h2>\nAccording to a <a href=\"https:\/\/www.digitallearningcollab.com\/publications-blog\/2019\/9\/29\/course-choice-a-review-of-policy-and-practice\">report<\/a> released by the Digital Learning Collaborative, as of the 2019-20 school year 15 states have or are developing policies through which students can choose online courses. These policies vary considerably by state including reasons a district can deny enrollment in an online course, recourse for denial, what providers students can choose from, and several more. The report also details key elements of course choice programs as well as some general observations about course choice program features.\n<h2>How Engagement Relates to Academic Performance in an Online Course Module<\/h2>\nFinally, a journal article out of <a href=\"https:\/\/journals.sagepub.com\/home\/ldm\">E-Learning and Digital Media<\/a> was published exploring the <a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/2042753019882567\">relationship between students\u2019 engagement and their academic performance in an e-learning environment<\/a>. Unsurprisingly, the researchers found that students with higher levels of engagement did better academically overall.\n<h2>Research Round Up blog series<\/h2>\nIn our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup-blog-series\/\">Research Round Up blog series<\/a>, we compile recent research on K-12 online learning in Michigan and across the nation. This series is designed to provide resources for researchers and practitioners to stay up to date with with what we know about online teaching and learning. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">signing up for email notifications<\/a>!\n<h2>About the authors<\/h2>\n<strong>Kristen DeBruler<\/strong>\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.\n\n<strong>Christopher Harrington<\/strong>\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.",
            "title": "October Research Round Up",
            "excerpt": "Each month our team of researchers highlights K-12 online, blended, and innovative learning research, reports, standards, and other noteworthy resources published nationally and internationally in the preceding weeks. Our hope with this series is to inform the educational community of the latest digital learning research in order to better serve students.",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Counselors \u200b<\/h1>\t\t\n\t\t\t<p>Meet your PD and renewal requirements online, at a time that's convenient to your busy schedule.<\/p>\t\t\n\t\t\t<h2>Self-Paced Courses<\/h2>\t\t\n\t\t\t<h2>Facilitated Courses<\/h2>\t\t\n\t\t<h6>The following courses are being offered in scheduled enrollment periods throughout the next year. (If no courses appear, there may not be any available at the moment.)<\/h6><table><thead><tr><th>Offering<\/th><th>Registration Opens<\/th><th>Registration Closes<\/th><th>Coursework Due<\/th><\/tr><\/thead><tbody><tr><td data-row=\"1nt1_aufmsc\">1<\/td><td data-row=\"1nt1_9rle3g\">July 29, 2024<\/td><td data-row=\"1nt1_zb1yiy\">August 30, 2024<\/td><td data-row=\"1nt1_5n6e3v\">September 13, 2024<\/td><\/tr><tr><td data-row=\"btbl_6o1320\">2<\/td><td data-row=\"btbl_m8oaot\">September 9, 2024<\/td><td data-row=\"btbl_ftztj2\">October 7, 2024<\/td><td data-row=\"btbl_p2idhx\">October 21, 2024<\/td><\/tr><tr><td data-row=\"1yb5_m195e9\">3<\/td><td data-row=\"1yb5_czf0iy\">November 25, 2024<\/td><td data-row=\"1yb5_66y62q\">December 23, 2024<\/td><td data-row=\"1yb5_udq19a\">January 6, 2025<\/td><\/tr><tr><td data-row=\"1ydy_2xp7a3\">4<\/td><td data-row=\"1ydy_g8spd4\">March 3, 2025<\/td><td data-row=\"1ydy_cw5vj0\">March 31, 2025<\/td><td data-row=\"1ydy_032q4l\">April 15, 2025<\/td><\/tr><tr><td data-row=\"izp4_9swc2c\">5<\/td><td data-row=\"izp4_6vcs9a\">May 5, 2025<\/td><td data-row=\"izp4_w6xpd3\">June 2, 2025<\/td><td data-row=\"izp4_557w4m\">June 16, 2025<\/td><\/tr><\/tbody><\/table>",
            "title": "Counselors",
            "excerpt": "Counselors \u200b Meet your PD and renewal requirements online, at a time that&#8217;s convenient to your busy schedule. Self-Paced Courses Facilitated Courses The following courses are being offered in scheduled enrollment periods throughout the next year. (If no courses appear, there may not be any available at the moment.) Offering Registration Opens Registration Closes Coursework...",
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        {
            "id": 28205,
            "path": "\/meeting\/",
            "author_id": 21,
            "timestamp": 1572379294,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Book Our Meeting Space<\/h1>\t\t\n\t\t\t<a href=\"#request_form\">\n\t\t\t\t\t\tRequest our meeting space\n\t\t\t\t\t<\/a>\n\t\t\t<p>We are excited to be able to offer this meeting space at <strong style=\"text-decoration: underline;font-weight: 900;color: #ac6610\">no-cost<\/strong> to our partnership organizations.<\/p>\t\t\n\t\t<p>At the moment our parking is somewhat limited Monday-Wednesday, on Thursday and Friday a larger number of our employees telework. Depending on the size of your group, the latter part of the week might work best for reserving the meeting space.<\/p><p>Our large conference room can accommodate 80 participants (classroom style), and with the moveable partition, can support two meetings comprised of 32 and 48 participants respectively.<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tAccommodates up to 80 participants\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tFree for partner organizations\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tMeeting space can be split into two rooms\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tProjector in the front of the rooms, TV in the back of the rooms\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tCounter space in the back\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\tThe Meeting Space\t\t\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/grand-8-e1572379286197-scaled.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"31a618b\" data-elementor-lightbox-title=\"grand-8\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjgyMTUsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOVwvMTBcL2dyYW5kLTgtZTE1NzIzNzkyODYxOTctc2NhbGVkLmpwZyIsInNsaWRlc2hvdyI6IjMxYTYxOGIifQ%3D%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/grand-4-scaled.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"31a618b\" data-elementor-lightbox-title=\"grand-4\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjgyMTIsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOVwvMTBcL2dyYW5kLTQtc2NhbGVkLmpwZyIsInNsaWRlc2hvdyI6IjMxYTYxOGIifQ%3D%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/grand-7.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"31a618b\" data-elementor-lightbox-title=\"grand-7\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjgyMDgsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOVwvMTBcL2dyYW5kLTcuanBnIiwic2xpZGVzaG93IjoiMzFhNjE4YiJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/grand-5-scaled.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"31a618b\" data-elementor-lightbox-title=\"grand-5\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjgyMTMsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOVwvMTBcL2dyYW5kLTUtc2NhbGVkLmpwZyIsInNsaWRlc2hvdyI6IjMxYTYxOGIifQ%3D%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/grand-3.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"31a618b\" data-elementor-lightbox-title=\"grand-3\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjgyMDcsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOVwvMTBcL2dyYW5kLTMuanBnIiwic2xpZGVzaG93IjoiMzFhNjE4YiJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/grand-6-scaled.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"31a618b\" data-elementor-lightbox-title=\"grand-6\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjgyMTQsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOVwvMTBcL2dyYW5kLTYtc2NhbGVkLmpwZyIsInNsaWRlc2hvdyI6IjMxYTYxOGIifQ%3D%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Meeting Room Layouts<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"512\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Grand-Layout-Classroom-1024x512.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Default Layout<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"513\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Grand-Layout-Classroom-alt-1024x513.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Classroom Layout<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"513\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Grand-Layout-Square-1024x513.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Square Layout<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t<h2>Request our meeting space<\/h2>",
            "title": "Book our Meeting Space",
            "excerpt": "Book Our Meeting Space Request our meeting space We are excited to be able to offer this meeting space at no-cost to our partnership organizations. At the moment our parking is somewhat limited Monday-Wednesday, on Thursday and Friday a larger number of our employees telework. Depending on the size of your group, the latter part...",
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        {
            "id": 28054,
            "path": "\/research\/",
            "author_id": 21,
            "timestamp": 1572275891,
            "content": "<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/mvlri-author-icon.png\" alt=\"Michigan Virtual Learning Research Institute Logo Symbol\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h1>Michigan Virtual Learning Research Institute<\/h1>\t\t\n\t\t\t<h3>Providing the groundwork &amp; research to support the success of students and educators through online &amp; blended learning platforms<\/h3>\t\t\n\t\t\t<a href=\"\/resources\/\" role=\"button\">\n\t\t\t\t\t\tFree Resources\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Helping to define educational practices online and in the classroom<\/h2>\t\t\n\t\t<p><em>Michigan Virtual Learning Research Institute (MVLRI)<\/em>\u00a0receives <a href=\"\/research\/directives\/\">directives<\/a> from the Michigan legislature to define the areas of research in blended and online learning each year. Research is conducted throughout the state, nation and internationally to incorporate a global perspective. Research is also conducted without regard to the provider to ensure that important findings are brought to light and practiced in our own backyard.<\/p><p>Each year\u00a0<em>MVLRI<\/em>\u00a0reports a summary of these findings in its\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\" target=\"_blank\" rel=\"noopener noreferrer\">Annual Report<\/a>. This report, along with other research conducted through the Institute, informs educational policy in the state. Further research including focus groups of teachers, administrators and other school officials provides continuous feedback regarding the effectiveness of the policy as it is implemented in districts across Michigan. The effectiveness of all online learning programs is tracked in\u00a0<em>MVLRI<\/em>\u2019s annual\u00a0<a href=\"\/research\/effectiveness-report\/\" target=\"_blank\" rel=\"noopener noreferrer\">Effectiveness Report<\/a>. Many times the Effectiveness Report uncovers important aspects of online learning implementation that are not working, once again informing policy to ensure that Michigan\u2019s students are receiving the best online education possible.<\/p><p>The work of the\u00a0<em>MVLRI<\/em>\u00a0is internationally recognized for providing accurate research that is utilized throughout the education industry to empower educators and support learners of all ages.<\/p>\t\t\n\t\t\t<a href=\"\/research\/directives\/\" role=\"button\">\n\t\t\t\t\t\tOur Directives\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Recent Publications<\/h2>\t\t\n\t\t\t<a href=\"\/research\/publications\/\" role=\"button\">\n\t\t\t\t\t\tView All Publications\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The Impact of Virtual Learning in Michigan Schools<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/03\/ER-2021-At-A-Glance.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"792\" height=\"612\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/03\/Effectiveness-Report-At-A-Glance-Small.svg\" alt=\"Infographic summarizes the statistics in the immediately preceding paragraph.\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/research\/effectiveness-report\/\" role=\"button\">\n\t\t\t\t\t\tView the Effectiveness Report\n\t\t\t\t\t<\/a>",
            "title": "Research",
            "excerpt": "Michigan Virtual Learning Research Institute Providing the groundwork &#038; research to support the success of students and educators through online &#038; blended learning platforms Free Resources Helping to define educational practices online and in the classroom Michigan Virtual Learning Research Institute (MVLRI)\u00a0receives directives from the Michigan legislature to define the areas of research in blended...",
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        {
            "id": 28140,
            "path": "\/research\/directives\/",
            "author_id": 21,
            "timestamp": 1572273619,
            "content": "<h3>Each school year, MVLRI is directed by <a href=\"https:\/\/www.legislature.mi.gov\/(S(yqxuv3bwlo4wvrcabzzlbpr2))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1698\" target=\"_blank\" rel=\"noopener\">Section 98 of the State School Aid Act<\/a> to strengthen teaching and learning for K-12 education by supporting and accelerating innovation and providing leadership in online and blended learning.<\/h3>\t\t\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2611\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-2611\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2023-24 Directives (March 2024 Update)<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>This report is being submitted in fulfillment of the following legislative directive:<\/p><p>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each fiscal year for which funding is allocated under this section that includes its mission, its plans, and proposed benchmarks it must meet, including a plan to achieve the organizational priorities identified in this section, in order to receive full funding for the next fiscal year for which funding is allocated under this section. Not later than March 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/p><p><strong>Mission: Advance both learning and teaching through research, practice, and partnerships.<\/strong><\/p><h2>Test, Evaluate Tools<\/h2><h3>Organizational Priority<\/h3><p>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/p><h3>Updates<\/h3><h4>Explore and test the application of artificial intelligence in developing and deploying instructional content and share findings through the Michigan Virtual website.<\/h4><p>Michigan Virtual Learning Research Institute\u2019s AI Lab is currently launching three spring pilots focusing on AI in K-12 education which will have summaries published on the website in Summer of 2024:<\/p><ul><li>Continuation of the pilot for \u201cnudging\u201d students through proactive and authentic communication in online courses. This third pilot focuses on bringing the instructor of an online course more into the process to tailor and recommend corrective strategies to students who are struggling.<\/li><li>Khan Academy Khanmigo pilot launched in February, allowing schools to enroll one section of Algebra 1 into a guided onboarding of the Khan Academy AI tutoring platform Khanmigo. By aggregating sections together, Michigan Virtual was able to provide access to small and rural school districts that do not meet Khan Academy\u2019s volume of enrollment requirements. The Institute will be conducting a study with the teachers in the pilot on benefits and problems they encountered and publishing that to the Michigan Virtual website in summer 2024.<\/li><li>A pilot focused on the creation of Open Education Resources (OER) launches in March, providing 100 Michigan educators access to QuestionWell, an AI tool for creating standards-aligned formative assessment and practice items. Michigan Virtual has worked with Questionwell to enable Michigan Merit Curriculum Standards in the Questionwell platform.<\/li><\/ul><p>Michigan Virtual Learning Research Institute has entered into a collaboration with the Michigan State University College of Education\u2019s Office of K-12 Outreach to engage the Technical Interns in Education (TIE), preservice teachers who support the Center for Teaching and Technology to develop a series of video assets around the usage of new and novel AI tools for creating educational materials in K-12. These videos will be available as a set of resources through the Michigan Virtual AI Lab website and hosted on YouTube.<\/p><h4>Participate in 1EdTech\u2019s Statewide Programs Board and Innovation Leadership Network focused on virtual schools and participate in Trusted Apps Certified Leader certification.<\/h4><p>Michigan Virtual continues to be a contributing member to 1EdTech. Two employees have received certifications in the Trusted Apps Certified Leader program. Multiple members have attended the 2023 K-12 Leaders Forum &amp; Senior Executive Summit in November. Plans are underway for Michigan Virtual leaders to attend and contribute to the June Learning Impact Conference.<\/p><h4>Offer up to 3 innovative learning options for year-round online and blended enrichment and publish summaries of the outcomes to the Michigan Virtual website.<\/h4><p>Michigan Virtual has continued our partnership with WizKid Learning to offer coding and STEAM online classes. In addition, Michigan Virtual created six enrichment experiences that are focused on career exploration and 21<sup>st<\/sup> century skills with a desire to add several more options for students by the summer of 2024. The six courses that are currently available include:<\/p><ul><li>Introduction to Esports<\/li><li>Content Creator<\/li><li>21<sup>st<\/sup> Century Home Economics<\/li><li>Investigating Medical Careers: Diagnostic Services<\/li><li>Investigating Medical Careers: Support Services<\/li><li>Investigating Medical Careers: Therapeutic Services<\/li><\/ul><h4>Publish a series of 4 blog posts focused on exploration and use of learning tools and resources to the Michigan Virtual website.<\/h4><p>Michigan Virtual Learning Research Institute\u2019s AI Lab has published 4 blog posts on the topic of Artificial Intelligence in K-12 education and one research study that has led to national recognition from EdWeek and ASCD. Blog posts can be found at <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/research\/\">https:\/\/michiganvirtual.org\/blog\/category\/research\/<\/a>.<\/p><h4>Explore data interoperability with learning tools with a focus on security and data privacy and publish or present on the findings.<\/h4><p>Michigan Virtual continues to explore interoperability in learning tools within pilots that incorporate data interoperability to increase positive support for learners in digital platforms. Systems being piloted through Michigan Virtual research and development projects have data visibility and permission control as a key focus area when testing and evaluating tools.<\/p><h2>Research, Design, Recommend Virtual Delivery Models<\/h2><h3>Organizational Priority<\/h3><p>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/p><h3>Updates<\/h3><h4>Design and conduct research on the experiences of Michigan Virtual professional learners.<\/h4><p>Michigan Virtual designed, conducted, and published Evaluating Professional Learning Course Offerings and Educator Engagement (<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offerings-and-educator-engagement\/\">https:\/\/michiganvirtual.org\/research\/publications\/evaluating-professional-learning-course-offerings-and-educator-engagement\/<\/a>). The study captures how educators use Michigan Virtual professional courses and their satisfaction with the courses.<\/p><p>This research study is a two-part series. The second publication will look more deeply into educators\u2019 feelings of utility and value and how they specifically engage with PLS courses. The second part is expected to be published in spring 2024.<\/p><h4>Continue collaboration with Dr. Kerry Rice and Dr. Andy Hung on models of predicting at-risk students in Michigan Virtual courses and design a research study utilizing the at-risk model.<\/h4><p>Michigan Virtual are continuing to collaborate with researchers Dr. Kerry Rice and Dr. Andy Hung from Boise State University on a research study that uses Michigan Virtual course data to train an AI predictive model designed to identify students at risk of earning less than 65% of the available course points. The researchers and Michigan Virtual staff are currently determining the viability of a research study in 2024.<\/p><h4>Design, conduct, and share the results of a study that examines teachers\u2019 communication patterns, use of discussion boards and announcements, and feedback given to students within Michigan Virtual courses.<\/h4><p>Michigan Virtual is conducting a study using a combination of quantitative and qualitative data to allow for a better understanding of teachers\u2019 communication and relationship-building practices during the first four weeks of an online course. Qualitative data from conversations with Michigan Virtual&#8217;s full-time instructors as well as quantitative survey data from both full-time and part-time instructors has already been gathered. An analysis of these data as well as data from the student learning portal will be incorporated alongside a review of current Michigan Virtual training materials and best practices to facilitate alignment between theory and practice for a report published on the Michigan Virtual website in late summer.<\/p><h4>Collaborate with Dr. Jacqueline Zweig to conduct research with Michigan Virtual data and in Michigan Virtual courses.<\/h4><p>Michigan Virtual continues to collaborate with Dr. Jacqueline Zweig to research Michigan Virtual student learning behaviors and their relationship to course outcomes. Dr. Zweig recently completed work examining the relationship between student final course grades and Advanced Placement (AP) exam scores. The brief, Using AP Exam Data to Drive Discussions About AP Courses (<a href=\"https:\/\/michiganvirtual.org\/blog\/using-ap-exam-data-to-drive-discussions-about-ap-courses\/0\">https:\/\/michiganvirtual.org\/blog\/using-ap-exam-data-to-drive-discussions-about-ap-courses\/)<\/a> is available on the Michigan Virtual website.<\/p><h2>Recommend Evaluation Criteria for Cyber and Online Providers<\/h2><h3>Organizational Priority<\/h3><p>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/p><h3>Updates<\/h3><h4>Serve in a leadership capacity for the National Standards work, including improvement and promotion activities.<\/h4><p>Michigan Virtual staff continue to serve on the NSQ leadership team. In this capacity, staff provide overall direction and recommendations to the group work on the standards. Staff moderated an NSQ panel at a conference in February that focused on how to apply the standards in practices and the work we are doing to refresh them.<\/p><p>In addition, one Michigan Virtual staff member is currently serving as a national co-chair for the revision of the National Standards for Quality Online Programs. This work includes designing and conducting several focus group interviews of virtual school\/program leaders from across the nation, and then leading work group teams through the process of formally revising the standards based on the recommendations of the focus groups.<\/p><h4>Develop and publish a self-assessment tool that schools can use to evaluate the extent to which their programs measure up to the National Standards for Quality Online Learning Programs.<\/h4><p>Michigan Virtual has been collaborating with the Virtual Learning Leadership Alliance, to develop a formal, virtual learning program certification process that may be used by schools and districts within Michigan and throughout the nation. This process will allow virtual schools or programs to assess the degree to which their programs measure up to the National Standards for Quality Online Learning Programs. As part of this process, Michigan Virtual developed and published an Online Learning Program Self-Assessment Tool, designed to assist schools and educators in evaluating and improving their online learning programs. The tool is based on the National Standards for Quality Online Learning (NSQOL) and provides a comprehensive rubric for schools to gather evidence, collaborate with team members, and assess themselves for areas of improvement. The tool, along with the Self-Assessment Companion Guide and Guiding Questions for Online Program Evaluation, can be found on the Michigan Virtual website at <a href=\"https:\/\/michiganvirtual.org\/resources\/program-self-assessment\/\">https:\/\/michiganvirtual.org\/resources\/program-self-assessment\/<\/a>.<\/p><h2>Effectiveness Report<\/h2><h3>Organizational Priority<\/h3><p>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The Michigan Virtual Learning Research Institute shall submit the report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each fiscal year for which funding is allocated under this section.<\/p><h3>Updates<\/h3><h4>Publish the Effectiveness Report on the Michigan Virtual website by March 31, 2024, with a link to the report and infographic sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked no later than March 31, 2024.<\/h4><p>A draft of the 2022-23 Effectiveness Report is completed, and a copy was provided to the Michigan Department of Education (MDE) and Center for Educational Performance and Information (CEPI) for their review. A presentation to those organizations is scheduled for March 2024, to gather feedback and to receive permission to release the report. The report will be made publicly available through the Michigan Virtual website no later than March 31, 2024. As with the prior year, the entire report will be posted directly as a webpage on the Michigan Virtual website. Making the report available in this format helps users find the content more easily by improving search engines\u2019 abilities to discover the findings and make them available to users. Putting the content directly into the website also helps meet web accessibility standards and provides a mobile-friendly version. Information about the report and how to view it online will be provided to the required subcommittee personnel and other government staff identified under this section.<\/p><h4>Mail an At-a-Glance Report Infographic and cover letter detailing the online report and resources to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2024.<\/h4><p>A summary infographic and cover letter related to the report will be mailed to Michigan school superintendents as well as high school and middle school principals in April 2024, providing easy-to-consume key findings and communicating how to access the full report online.<\/p><h4>Post recording covering key findings from the report on the Michigan Virtual website by April 30, 2024.<\/h4><p>A recorded presentation that highlights key findings from the report is expected to be completed in March 2024. The recorded presentation, along with the aforementioned infographic, will be linked to resources on the report webpage and available for on-demand viewing.<\/p><h2>Deliver PD and Submit PD Report<\/h2><h3>Organizational Priority<\/h3><p>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM council described in section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state, including professional development for employees in childcare facilities, early childhood facilities, and after-school programs. Not later than December 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report must also include both of the following:<\/p><p>(A) The identification of barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/p><p>(B) A link to, and explanation of, the Michigan Virtual University\u2019s online course standards for professional development programming. The standards described in this sub-subparagraph must inform learners how to file a complaint about course content and detail the steps that will be taken for the review and resolution of complaints.<\/p><h3>Updates<\/h3><h4>Develop and update professional learning courses based on the needs of schools and districts identified through market research.<\/h4><p>We continue to review and implement feedback from our users based on our end of course survey and customer care feedback. We use this feedback to improve our current course offerings and provide professional learning that is not readily available.<\/p><h4>Offer professional learning partnerships to schools, districts, and educational groups.<\/h4><p>Michigan Virtual partners with several different educational organizations and groups to provide new opportunities for professional learning. Currently, we are partnering with over 20 different entities including MiLEAP, MDE, and the Michigan E-Library.<\/p><h4>Offer competency-based professional development courses to Michigan teachers and administrators.<\/h4><p>We continue to offer a series of 8 micro-credential courses designed to guide educators who are supporting students in an online format. We also offer micro-credential opportunities for those supporting literacy from K-12 Connect. Through our partnership with K-12 Connect, we are building six new micro-credentials around best practices in math.<\/p><h4>Host the 2024 Collaboration of the Minds professional learning conference for instructors and a fall event for online mentors.<\/h4><p>Michigan Virtual held the annual Collaboration of the Minds professional learning conference in August and a fall conference for online mentors in November.<\/p><h4>Submit the 2024 PD report as part of a combined annual report that also includes Michigan Virtual\u2019s annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the Michigan Virtual School no later than December 1, 2024. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/h4><p>The 2022-2023 Professional Learning Report was sent to the legislature in December 2023 and is also posted on the Michigan Virtual website as part of the annual report page at https:\/\/michiganvirtual.org\/about\/annual-reports\/.<\/p><h4>Submit the 2024 Professional Development report detailing Michigan Virtual\u2019s professional learning services and the identification of barriers and opportunities report by December 1, 2024.<\/h4><p>Michigan Virtual is on-track to submit the December 2024 report on time.<\/p><h2>Identify\/Share Best Practices<\/h2><h3>Organizational Priority<\/h3><p>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public-school academies to accelerate the adoption of innovative education delivery models statewide.<\/p><h3>Updates<\/h3><h4>Host the Michigan Virtual Guides to Online Learning on our website.<\/h4><p>Michigan Virtual developed a series of guides related to online learning, which are made available to students, parents, teachers, mentors, school administrators, and school board members. Michigan Virtual continues to host these guides on the Michigan Virtual website.<\/p><p>Michigan Virtual has engaged over 12,000 visits with the creation of the AI Integration Framework and Planning Guide freely available on the Michigan Virtual website.<\/p><h4>Conduct research with the VLLA on effective support strategies for struggling K-12 online learners and share the results on the Michigan Virtual website.<\/h4><p>In collaboration with the Virtual Learning Leadership Alliance (VLLA) leadership, Michigan Virtual conducted a survey focused on factors that contribute to effective support of struggling or disengaged K-12 virtual learners. Teachers and administrators at VLLA schools were asked to complete a survey on effective practices for supporting struggling K-12 online learners. Data analysis is underway and results from this research will be shared with the VLLA and publicly on the Michigan Virtual website in spring 2024.<\/p><h4>Publish a blog series on innovative learning in Michigan on the Michigan Virtual website.<\/h4><p>Michigan Virtual continues to conduct research on innovative learning models and effective practices in Michigan schools. These findings will be published in the Michigan Virtual Digital Backpack starting in spring 2024.<\/p><h4>Design and conduct a research study investigating course assignment completion patterns in Michigan Virtual courses.<\/h4><p>To better understand how to support learners Michigan Virtual designed and conducted a research study that investigates how students move through their course content. The study uses Michigan Virtual LMS data and analyzes if students move through their coursework in a linear fashion, and how that is related to course outcomes. The draft report is completed and will be published on the Michigan Virtual website in spring 2024.<\/p><h4>Collaborate on a series of research projects with Dr. Aman Yadav on the experiences of students in online computer science courses.<\/h4><p>Michigan Virtual is currently collaborating with Dr. Aman Yadav on a series of research projects that explore the experiences of students in online Computer Science courses. This research is investigating students\u2019 self-efficacy in Advanced Placement (AP) and general Computer Science and identify areas to increase course outcomes of traditionally underserved students. Results will be published on the Michigan Virtual website and shared with Michigan Virtual instructional and instructional design staff in summer 2024.<\/p><h4>Develop a professional learning course using MVLRI research on student-centered learning to be offered in the Professional Learning Portal.<\/h4><p>Michigan Virtual is developing a professional learning course, rooted in our own research around student-centered learning. Learners will examine various MVLRI case study examples to understand what SCL looks like in a big-picture sense before focusing on classroom-level examples, strategies, and resources. The course will culminate in a module inviting teachers to determine their own next steps and take action to make learning student-centered in their own classrooms.<\/p><h4>Present or exhibit at 15 or more Michigan professional learning conferences.<\/h4><p>Michigan Virtual is active at Michigan education conferences as a thought leader and partner to Michigan education groups. Michigan Virtual has attended 15 conferences and hosted one conference, partnering with 15 key education groups. Staff have presented 30 professional learning sessions to educators, school leaders, and board members. To date, our Executive Team has had eight public speaking opportunities at these conferences, sharing knowledge and research, introducing key speakers, and explaining the benefits of our services to conference participants. Presentation and outreach at these events include sharing our resources and experience with research-based online learning, AI integration in schools, school consulting services, mental health awareness, and professional learning for educators. Looking forward, our calendar includes 11 additional conference opportunities with multiple engagements at each.<\/p><h2>Policy Recommendations to Gov.\/Legislature<\/h2><h3>Organizational Priority<\/h3><p>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state\u2019s schools.<\/p><h3>Updates<\/h3><h4>Before December 31, 2023, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and Michigan Department of Education.<\/h4><p>In December 2022, Michigan Virtual submitted five recommendations to address current virtual learning issues. They included:<\/p><ul><li>Support AI Lab Expansion<\/li><li>Support K-12 Cybersecurity Infrastructure and Training Initiatives<\/li><li>Expand Access to Career &amp; Technical Education (High School)<\/li><li>Require Virtual Learning Accountability and Transparency<\/li><li>Revise Reporting Field to Collect Credit Recovery Data<\/li><\/ul><h2>Research Clearinghouse<\/h2><h3>Organizational Priority<\/h3><p>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/p><h3>Updates<\/h3><h4>Create and distribute quarterly newsletters that highlight new resources and document progress toward newly added resources to the clearinghouse by the end of the fiscal year.<\/h4><p>The first Clearinghouse Quarterly Newsletter of the year was published December 11<sup>th<\/sup>, 2023. That resources is available at <a href=\"https:\/\/mail.michiganvirtual.org\/winter-2023-quarterly-research-clearinghouse-newsletter\">https:\/\/mail.michiganvirtual.org\/winter-2023-quarterly-research-clearinghouse-newsletter<\/a>. The second newsletter will be published in March.<\/p><h4>Continue to promote and add resources in the form of blogs, publications, webinars, and podcasts to the clearinghouse and the Michigan Virtual website.<\/h4><p>Resources are added to the Clearinghouse quarterly. The next round of resources will be added in March 2024.<\/p><h4>Continue to maintain the clearinghouse platform and update as needed for improved functionality.<\/h4><p>Michigan Virtual continues to maintain the Clearinghouse platform and will update as needed for improved functionality.<\/p><h2>Promote\/Distribute Instructional Design Guidelines and Standards<\/h2><h3>Organizational Priority<\/h3><p>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/p><h3>Updates<\/h3><h4>Include links to instructional design guidelines and standards in the Research Clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d<\/h4><p>Resources continue to be added to the Clearinghouse using the tags \u201cinstructional design\u201d and \u201cstandards.\u201d<\/p><h4>Add five new instructional design resources to the Clearinghouse.<\/h4><p>Resources are added quarterly. Instructional design resources will be added by fall 2024.<\/p><h4>Promote the National Standards for Quality Online Learning by offering four professional learning courses.<\/h4><p>Currently we offer NSQ courses free of charge on our professional learning platform. We continue to promote these courses in our customer newsletters and in our featured courses list.<\/p><h4>Promote, maintain, and support free online professional development resources to train teachers in the instructional design of online content, including through the offering of online professional courses.<\/h4><p>Free professional development courses that support teachers in instructional design of online content include: Universal Design for Learning: Action &amp; Expression, Universal Design for Learning: Engagement, Intro to Universal Design for Learning: Representation, So You Want to Be an Instructional Designer, Instructional Practices with Technology and Blended Classroom Design.<\/p><h4>Propose a session focused on instructional design best practices at least two Michigan-based education conferences.<\/h4><p>The presentation, \u201cAssessment Intelligence: Exploring AI\u2019s impact on Assessment\u201d was proposed and presented at the MACUL \/ Michigan Virtual AI Summit on December 13, 2023. The presentation, \u201cBuilding a Communicative World Language Course\u201d was proposed and is scheduled to be presented at MACUL in March 2024.<\/p><h2>Work with Teacher Preparation Institutions on Digital Learning<\/h2><h3>Organizational Priority<\/h3><p>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/p><h3>Updates<\/h3><h4>Work with interested Michigan teacher preparation institutions to coordinate access to the Michigan Virtual-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.<\/h4><p>We continue to host and partner with universities to offer courses on inclusive teaching and learning that can be accessed for free. We also continue to present best practices in online teaching and learning to pre-service teachers at the University of Michigan.<\/p><p>Michigan Virtual Learning Research Institute has entered into a collaboration with the Michigan State University College of Education\u2019s Office of K-12 Outreach to engage the Technical Interns in Education (TIE), preservice teachers who support the Center for Teaching and Technology to develop a series of video assets around the usage of new and novel AI tools for creating educational materials in K-12. These videos will be available as a set of resources through the Michigan Virtual AI Lab website and hosted on YouTube. This agreement allows for both organizations to use the video assets generated.<\/p><p>Michigan Virtual continues to be invited to present to multiple higher education institutions on AI in the future of learning, this included:<\/p><ul><li>Baker College<\/li><li>Central Michigan University<\/li><li>Michigan State University<\/li><li>University of Olivet<\/li><li>Clair County Community College<\/li><\/ul><h4>Continue to support an educational technology entrepreneurship program to support one cohort of educators\/innovators interested in developing and scaling their education technology solutions with relevant stakeholders.<\/h4><p>Our 2024 edtech pitch competition and innovation bootcamp programs will be announced in Spring 2024. These will again be run in partnership with Spartan Innovations at the MSU Research Foundation and SBDC Michigan. Students and staff from teacher preparation programs across Michigan are eligible to participate.<\/p><h4>Continue to have at least two members from a higher education institution serve on an Innovation Advisory Council to guide the development of Michigan Virtual\u2019s innovation portfolio.<\/h4><p>Currently, Dr. Stefanie Marshall, from the University of Minnesota\u2019s College of Education and Human Development, Dr. Matthew Koehler, from Michigan State University\u2019s College of Education, and Dr. Rick Ferdig from Kent State University serve on the Michigan Virtual Innovation Advisory Council.<\/p><h2>Public\/Private Partnerships<\/h2><h3>Organizational Priority<\/h3><p>2(b)(v) &#8211; Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/p><h3>Updates<\/h3><h4>Maintain membership in at least two national-level organizations that advocate for and support digital learning at the K-12 level.<\/h4><p>Michigan Virtual continues to maintain membership in the following national-level organizations:<\/p><ul><li>1EdTech (formerly IMS Global) &#8211; Educational technology standards<\/li><li>Digital Learning Collaborative \u2013 Online and virtual Learning<\/li><li>NROC \u2013 High quality digital learning resources<\/li><li>Quality Matters \u2013 High quality digital learning standards<\/li><li>Virtual Learning Leadership Alliance \u2013 Statewide K-12 virtual programs<\/li><\/ul><h4>Collaborate with the Future of Learning Council to provide opportunities for Michigan school leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning.<\/h4><p>The Future of Learning Council has grown to 70 districts and ISDs across the state. Michigan Virtual continues to provide partnership in scaling this statewide effort, including support for the monthly meetings and reduced fees for events like the AI Summit with MACUL and Michigan Virtual. The second annual Michigan Virtual\/Future of Learning Summit is scheduled for May. The Michigan Virtual Learning Research Institute provides research capacity through case studies on FLC districts and support with survey and focus group facilitation. Though not limited to only the FLC districts, many participate in MVLRI pilot opportunities for exploration of new educational technologies including AI pilots like Khanmigo.<\/p><h4>Continue to collaborate and partner with private and public sector organizations around Michigan to promote entrepreneurial activity for edtech development in Michigan.<\/h4><p>Our 2024 edtech pitch competition and innovation bootcamp programs will be announced in Spring 2024. These will again be run in partnership with Spartan Innovations at the MSU Research Foundation and SBDC Michigan. These programs are designed to support innovative thinking by those in Michigan\u2019s education ecosystem, helping them develop and share business ideas that have the potential to advance learning and teaching through the use of existing technology or the development of new technology.<\/p><h4>Michigan Virtual will promote 1EdTech\u2019s \u201cTrusted Apps Pledge\u201d agreeing to a set of fair and acceptable business practices in the use of open standards by suppliers.<\/h4><p>Michigan Virtual continues to be a contributing member to 1EdTech. Two employees of Michigan Virtual have received certifications in the Trusted Apps Certified Leader program. Multiple members of Michigan Virtual have attended the 2023 K-12 Leaders Forum &amp; Senior Executive Summit in November. Plans are underway for Michigan Virtual leaders to attend and contribute to the June Learning Impact Conference. As a leader in high quality educational technology implementation and support, Michigan Virtual continues to help districts connect to 1EdTech resources and opportunities for membership.<\/p><h4>Invite at least two members from the public or private sector to serve on an Innovation Advisory Council to guide the development of Michigan Virtual\u2019s innovation portfolio.<\/h4><p>From private business, Thomas Arnett, Senior Education Research Fellow at the Christensen Institute, and Lucie Howell, Chief Learning Officer at The Henry Ford, both serve on the Michigan Virtual Innovation Advisory Council.<\/p><h2>Mentor Network<\/h2><h3>Organizational Priority<\/h3><p>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/p><h3>Updates<\/h3><h4>Continue to maintain resources for effective mentoring of virtual learners and state reporting practices.<\/h4><p>Michigan Virtual began the process of curating a video catalog to complement the written resources already established to support mentors throughout the state. These assets will support the daily practices of mentors, as well as provide sharable resources for the community and parents of students involved in virtual learning.<\/p><h4>Offer opportunities for mentors to engage and collaborate with each other on topics such as pacing, building relationships, motivating students, and helping struggling students.<\/h4><p>Our Mentor Collaboration virtual gathering was held on November 13, 2023. This event was an opportunity for mentors supporting Michigan Virtual students to come together and share on topics such as building relationships, motivating students, and helping struggling students. An additional event for non-MV mentors is being planned for late spring or early summer.<\/p><h4>Maintain and host two Mentor Advisory Council meetings annually.<\/h4><p>The first Mentor Advisory meeting was held onsite at the Michigan Virtual offices on October 23, 2024. The second meeting is tentatively scheduled for spring.<\/p><h2>Focus Groups\/Annual Surveys<\/h2><h3>Organizational Priority<\/h3><p>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/p><h3>Updates<\/h3><h4>Convene a minimum of three focus groups of online students.<\/h4><p>A focus group was held with nine students from Mason High School in October 2023. Two more focus groups with students enrolled in online courses will be conducted during the spring semester of 2024.<\/p><h4>Distribute an end-of-course survey to students and professional learners taking courses through the Michigan Virtual Student Learning Portal and the Professional Learning Portal.<\/h4><p>All learners enrolled in Michigan Virtual professional and student courses are presented with an end-of-course questionnaire. From October 1, 2023 through January 31, 2024, the professional learning questionnaire has received 46,821 responses, and the student end-of-course questionnaire has received 6,128 responses. Our student end-of-course survey shows that 87% of respondents are highly satisfied thus far in 2023-24, while our professional learners have a highly satisfied rate of 96%. We also run a survey for students taking courses in our collaborative programs, in which we provide online courses that local teachers use with local students. With168 responses, we saw an 85% highly satisfied rate for the October 1, 2023, through January 31, 2024.<\/p><p>These surveys have been instrumental in advancing our understanding of a learner\u2019s experience with our courses, platforms, and instructors, and understanding their motivations for taking the courses. More specifically, our learning services and instructional design teams use the results to provide instructors with feedback and to improve both course content and instructional design in ways that improve a student\u2019s experience and overall course satisfaction. This includes course-specific items, like broken links or confusing content, and more universal design elements, like realizing a significant link between student satisfaction and clarity of course instructions and ease of platform navigation.<\/p><h4>Distribute an end-of-year survey to mentors of students in Michigan Virtual courses.<\/h4><p>A mid-year survey of mentors with students taking courses with Michigan Virtual was distributed in early February 2024 to align with the end of all Semester 1 courses. An additional survey is planned for May or June to collect year-end feedback.<\/p><h4>Continue to convene a Mentor Advisory Board twice a year where mentor annual survey feedback is used to expand resources and effective training models for mentors.<\/h4><p>The first Mentor Advisory meeting was held onsite at the Michigan Virtual offices on October 23, 2024. The second meeting is tentatively scheduled for spring.<\/p><h2>Consumer Awareness Report<\/h2><h3>Organizational Priority<\/h3><p>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/p><h3>Updates<\/h3><h4>Update the Consumer Awareness resource twice annually (fall and spring).<\/h4><p>The Consumer Awareness was updated in December 2023 with data from the fall semester. It will be updated again in spring 2024 with spring data.<\/p><h2>Internet-based Platform<\/h2><h3>Organizational Priority<\/h3><p>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K to 12 curriculum standards for use by students, educators, and parents.<\/p><h3>Updates<\/h3><h4>Provide leadership to the state\u2019s GoOpen initiative by contributing staff who serve on the GoOpen strategy teams and sub-teams.<\/h4><p>Michigan Virtual continues to contribute one staff member to serve on the #GoOpen Strategy team and meet with leaders of this initiative at MDE.<\/p><h4>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/h4><p>In partnership with Michigan #GoOpen, Michigan Virtual continues to host modules on our professional learning platform that help educators understand the initiative, explore open educational resources, and discover how they can contribute their own resources. These modules can be accessed at the following URL: <a href=\"https:\/\/michiganvirtual.org\/course\/goopen-open-educational-resources-in-michigan\/\">https:\/\/michiganvirtual.org\/course\/goopen-open-educational-resources-in-michigan\/<\/a><\/p><h4>Make available modules on the Professional Learning Portal that support educators in developing their own digital learning objects.<\/h4><p>Michigan Virtual continues to provide educators modules that support the design of digital content including courses such as Assessments in the Blended Classroom, #GoOpen: Open Educational Resources in Michigan.<\/p><h4>Provide funding for maintenance of Michigan\u2019s GoOpen hub.<\/h4><p>Michigan Virtual continues to cover the maintenance cost for Michigan\u2019s GoOpen hub providing districts with free open educational resources including curriculum and activities.<\/p><h4>Train 100 teachers to use AI tools to create state aligned OER learning objects for the MI GoOpen Hub.<\/h4><p>Michigan Virtual has been facilitating professional development initiatives across Michigan this fiscal year, focusing on the application of advanced AI tools for creating educational resources. In our ongoing commitment to championing open educational resources, Michigan Virtual has engaged in a collaboration with a leading AI educational technology provider to launch a pilot program. This initiative is designed to train 100 educators in employing AI tools for the development of learning materials that align with state standards. Participants in the pilot will be guided to share their resources through Michigan\u2019s GoOpen Hub as they create and verify the value of these materials. We expect to hit the targeted number of students by the end of the summer.<\/p><h4>Expand pilot with Michigan schools to provide Michigan Virtual content through a learning object repository that allows for embedding in multiple Learning Management Systems and publish or present on findings around viability of learning object repository use for this purpose.<\/h4><p>Michigan Virtual continues to build upon the capacity to utilize the 100+ courses that have been developed in a portable and flexible manner for district adoption as a digital learning tool. Efforts are underway to develop the prototype of this offering, meanwhile priority is placed on distribution of whole courses that natively work in multiple learning management systems. By Summer 2024, a prototype of the new model of flexible content offering will have been created for feedback from the field with a hopeful launch of a complete Michigan Merit Curriculum content repository by Fall 2025.<\/p><h2>Maintain Statewide Catalog of Online Courses<\/h2><h3>Organizational Priority<\/h3><p>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog must also contain all of the following:<\/p><p>(A) The number of enrollments in each virtual course in the immediately preceding school year.<\/p><p>(B) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.<\/p><p>(C) The pass rate for each virtual course.<\/p><h3>Updates<\/h3><h4>Maintain the public statewide catalog of virtual learning courses.<\/h4><p>The 23-24 school year was added to the website as was performance data from the prior year. Functionality continues to be evaluated, but at this time seems to be serving the needs of users. We continue to add new users to the system and train them in its use.<\/p><h4>Include information about the National Standards for Quality Online Learning on the About page of the Micourses website.<\/h4><p>The About page of the Micourses website includes a paragraph about the National Standards for Quality Online Learning and includes information about free online courses that Michigan Virtual developed to help people learn more about them.<\/p><h4>Submit a minimum of ten MVS semester-length courses to Quality Matters for independent course quality reviews.<\/h4><p>Six semesters have been submitted to QM for review. These include First Nations: A History of Indigenous People, AP Macroeconomics, Middle School Math 8: Pre-Algebra, and Spanish II A &amp; B. The first three remain in review, and the Spanish II A &amp; B courses has been approved. Plans are underway to submit additional courses, and we are on track to exceed 10 semesters reviewed.<\/p><h4>Offer professional development courses to Michigan schools and districts specific to applying National Standards for Quality Online Courses when performing course reviews.<\/h4><p>Michigan Virtual currently offers professional development courses for educators related to quality online courses and practices. These courses are aligned to the National Standards for Quality Online Courses, are offered at no cost for educators, and include state continuing education credit hours for Michigan educators.<\/p><h4>Send out performance data communication request and upload received results to the catalog.<\/h4><p>The prior year\u2019s data has been uploaded to the website. Data collection for this year will occur in the summer after the main school year is completed. This year the performance data requests will be sent out by July, with a return date of September.<\/p><h4>Maintain Section 21f resources made available through the statewide catalog.<\/h4><p>Users visiting the public search at the Michigan\u2019s Online Course Catalog website (<a href=\"https:\/\/micourses.org\/\">https:\/\/micourses.org\/<\/a>) can click on the <strong>About <\/strong>link located at the top of the page and in the footer. This brings the user to a Michigan Virtual knowledge base article titled About Michigan\u2019s Online Course Catalog, and the first paragraph is about Section 21f and links to additional details in a link titled Michigan\u2019s Online Learning Law (21f) (<a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\">https:\/\/michiganvirtual.org\/resources\/21f\/<\/a>).<\/p><h2>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h2><h3>Organizational Priority<\/h3><p>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/p><h3>Updates<\/h3><h4>Provide technical and customer support for users of the statewide catalog.<\/h4><p>For users of the public search, there is a <strong>Help <\/strong>link located at the top of the page and in the footer and this brings the user to knowledge base article that contains links to many How-To pages for finding and using the public search and using the MiCourses Admin site to add and maintain courses and course offerings. In addition, users can reach out to Customer Care and receive additional assistance.<\/p><p>New or returning District Course Managers and 3rd party Vendors (Course Managers) are directed to the MiCourses Admin User, who reaches out directly to the Course manager. New Course Manager users are offered a 30-to-60-minute training through Zoom, covering the MiCourses Admin Website. Course Manager are given links to additional resources and the contact information for the Admin User.<\/p><p>The Admin User is available to assist Course Managers and provide refresher training at their convenience. This includes assisting with complex tasks and creating new features, such as the School Year, new Term Type, or new Course Standards (AP, NCAA, MMA), and with understanding course review process.<\/p><h4>Based on customer feedback and help-desk tickets, update help documentation and user interface (when needed) to assist users to promptly resolve common issues.<\/h4><p>Help documentation is audited annually.<\/p><h2>Examine District Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h2><h3>Organizational Priority<\/h3><p>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/p><h3>Updates<\/h3><h4>Continue evaluating Michigan Virtual teachers using the modified Danielson rubric.<\/h4><p>Michigan Virtual has fully transitioned to a new tool to house the evaluation process using the modified Danielson rubric. This tool allows for more seamless communication and ease of use for instructors regarding the walk-through and evaluation process. The first round of walk-throughs was completed during semester 1. Evaluations are scheduled to be conducted beginning March 2024.<\/p><h4>Engage MDE and CEPI in conversations about the use of state data to provide a robust picture of virtual teachers in the state.<\/h4><p>Michigan Virtual has discussed with MDE about interest in leveraging state-collected data to provide an in-depth look at virtual teachers, similar to the kinds of analyses that are done in the Effectiveness Report. Further conversations on this topic have been tabled until after the Effectiveness Report is completed. We expect to have a draft proposal to the Department in late Spring.<\/p><h2>Institute Annual Report<\/h2><h3>Organizational Priority<\/h3><p>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/p><h3>Updates<\/h3><h4>By December 1, 2023, submit the combined Annual Report for the 2022-23 year.<\/h4><p>The 2022-23 Institute Report was sent to the legislature in December 2023 and is also posted on the Michigan Virtual website as part of the annual report page at https:\/\/michiganvirtual.org\/about\/annual-reports\/.<\/p><h4>By December 1, 2024, submit the combined Annual Report for the 2023-24 year.<\/h4><p>Michigan Virtual is on track to submit this report by December 1.<\/p><h2>Operate the Michigan Virtual School<\/h2><h3>Organizational Priority<\/h3><p>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/p><p>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/p><h3>Updates<\/h3><h4>Maintain accreditation during the 2024 fiscal year.<\/h4><p>Michigan Virtual has maintained accreditation through Cognia during the 2024 fiscal year.<\/p><h2>Restricted Use of Appropriation for MVS<\/h2><h3>Organizational Priority<\/h3><p>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/p><h3>Updates<\/h3><h4>Adopt a fiscal year 2024 budget which allocates no more than $1M to subsidize the virtual school.<\/h4><p>In October 2023, Michigan Virtual\u2019s Board of Directors approved its fiscal year 2024 budget fulfilling this benchmark.<\/p><h4>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.<\/h4><p>Based on audited figures from the 2022-23 school year, an independent third-party auditing firm concluded Michigan Virtual adhered to this requirement.<\/p><h2>Background Checks for MVS<\/h2><h3>Organizational Priority<\/h3><p>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/p><h3>Updates<\/h3><h4>Conduct criminal background checks on Michigan Virtual staff and maintain appropriate related documentation.<\/h4><p>Michigan Virtual is approved by the Michigan State Police (MSP) as a qualified entity to use the MSP Criminal History Record Internet Subscription Service (CHRISS) for fingerprinting for employment, assignment, or volunteer placement as authorized by the National Child Protection Act. Michigan Virtual works with its teachers and staff to complete background checks and MSP fingerprint checks through this process.<\/p><h2>Appropriation for Expanding Online and Blended Professional Development Programs<\/h2><h3>Organizational Priority<\/h3><p>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/p><h3>Updates<\/h3><h4>Design, test, and pilot new iterations of products and services associated with the delivery of effective professional learning for teaching in virtual and blended learning environments.<\/h4><p>Michigan Virtual has invited major education associations and other organizations focused on effective K-12 teaching and learning in Michigan to participate in a statewide AI Workgroup. This group aims to produce resources, recommend guidance on policy, and work with districts to implement AI tools into their instructional and district management capacities.<\/p><p>Michigan Virtual is also working with intermediate service units to define, develop, and deploy AI instructional coaching and leadership micro-credentials to create a larger pool of credentialed trainers to work with districts in the implementation of AI tools.<\/p><h4>Provide face-to-face and online professional development to districts, in the form of workshops, presentations, and courses, on the topic of artificial intelligence and its impact on teaching, learning, and other functions of schools.<\/h4><p>Between October 1, 2023, and February 29, 2024, Michigan Virtual engaged directly with 18 different school districts and intermediate school districts to deliver face-to-face professional development to teachers, administrators, and other educational staff totaling over 1,200 personnel. In addition to these direct engagements, Michigan Virtual has partnered with professional organizations including MEMSPA, MAISA, the Alliance for Student Opportunity, OER Network, Michigan Assessment Consortium and others to offer webinars and conference sessions on AI in education. Michigan Virtual and MACUL also partnered to host an AI Summit in December 2023, including a full day of keynote presentations and breakout sessions on the topic of AI, garnering an attendance of over 400 educators from across the state. In total, Michigan Virtual has engaged nearly 3,300 participants in synchronous learning opportunities on AI in FY24 so far. Lastly, Michigan Virtual hosts two AI-focused professional learning courses in its Professional Learning Portal: ChatGPT for Educators: An Introduction (530 enrollments) and Rethinking Classroom Practices with ChatGPT (50 enrollments).<\/p><h4>Facilitate a study tour for educators, administrators, and\/or education stakeholders in attending one national-level conference around innovation in educational technology.<\/h4><p>In April 2024, 35+ participants, compromised largely of district leadership teams, will be traveling on scholarships provided by Michigan Virtual\u2019s partner GSV Ventures to the ASU+GSV Summit in San Diego, CA. This will be the third Michigan Virtual curated trip for district leaders from across Michigan. The Summit is self-described as focusing on the vision that \u201cALL people have equal access to the future, and we believe that innovations at scale in \u2018Pre-K to Gray\u2019 learning and skills are critical to achieving that end.\u201d Michigan Virtual will be providing pre-summit webinars, summit updates and opportunities, and a post-summit debrief for participating districts.<\/p><h4>Review and update blended learning courses.<\/h4><p>We continue to offer the blended series and are now looking at transitioning CEU blended course to a non-facilitated model to allow for flexibility for learners and SCECHs.<\/p><p>In October 2023, we launched the Modern Classroom Project Essentials course, which utilizes blended learning to help foster student agency and engagement. To date, we&#8217;ve had over 400 enrollments (187 which are currently active) and almost 200 completions.<\/p><h2>MVS Catalog<\/h2><h3>Organizational Priority<\/h3><p>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/p><p>(a) Information technology courses.<\/p><p>(b) College level equivalent courses, as that term is defined in section 1471 of the revised school code, MCL 380.1471.<\/p><p>(c) Courses and dual enrollment opportunities.<\/p><p>(d) Programs and services for at-risk pupils.<\/p><p>(e) High school equivalency test preparation courses for adjudicated youth.<\/p><p>(f) Special interest courses.<\/p><p>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/p><h3>Updates<\/h3><h4>Continue to offer over 240 teacher-facilitated online courses for middle school and high school student enrollment.<\/h4><p>In the 2023-2024 school year, Michigan Virtual has offered a total of 261 teacher-led online courses for middle school and high school, including\u2026<\/p><ul><li>45 semester-length Advanced Placement (AP) courses, fulfilling AP Course and Exam Description (CED) requirements for 24 AP exams administered by the College Board.<\/li><li>24 high school credit recovery courses in the subjects of English language arts, mathematics, science, and social studies.<\/li><li>152 high school courses within the subjects of English language arts, health and physical education, mathematics, science, social studies, visual and performing arts, world languages, business, computer technologies, and other career interest electives.<\/li><li>40 middle school courses within the subjects of English language arts, health, mathematics, science, social studies, visual art, world languages, and computer technologies.<\/li><\/ul><p>In addition, Michigan Virtual has provided 196 semester-length middle school and high school online courses, hosted on its learning management system (LMS) available to be taught by teachers employed by local schools within a collaborative partnership model, and access to 12 personalized independent study paths within EdReady Math and EdReady English powered by The NROC Project.<\/p><h2>Home-Schooled and Nonpublic Students<\/h2><h3>Organizational Priority<\/h3><p>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/p><h3>Updates<\/h3><h4>Produce 2023-24 pricing with no additional charges for a home-school or nonpublic school student.<\/h4><p>Michigan Virtual\u2019s prices for the 2023-24 school year are the same for home-schooled and nonpublic school students as they are for district students using the same services. Pricing information is available on the Michigan Virtual website at <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">https:\/\/michiganvirtual.org\/students\/pricing\/<\/a>.<\/p><h2>MVS Annual Report<\/h2><h3>Organizational Priority<\/h3><p>(7) Not later than December 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding fiscal year:<\/p><p>(a) A list of the districts served by the Michigan Virtual School.<\/p><p>(b) A list of virtual course titles available to districts.<\/p><p>(c) The total number of virtual course enrollments and information on registrations and completions by course.<\/p><p>(d) The overall course completion rate percentage.<\/p><h3>Updates<\/h3><h4>Publish MVS Annual Report no later than December 1, 2023.<\/h4><p>The 2022-23 report on the Michigan Virtual School was sent to the legislature in December 2023 and is posted on the Michigan Virtual website as part of the annual report page at <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">https:\/\/michiganvirtual.org\/about\/annual-reports\/<\/a>. The 2023-24 report will be provided in December 2024.<\/p><h2>MVS Schools Served<\/h2><h3>Organizational Priority<\/h3><p>(8) In addition to the information listed in subsection (7), the report under subsection (7) must also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/p><h3>Updates<\/h3><h4>Serve at least 600 Michigan schools through the Michigan Virtual School or our internet-based platform efforts.<\/h4><p>Michigan Virtual is poised to support over 600 schools via a comprehensive, multi-faceted strategy. The organization provides an extensive range of student programs, encompassing more than 260 online course titles for middle and high school levels. Michigan Virtual also provides unique access to districts interested in researching the application of digital technology through collaboration with educational technology entities in pilot programs. These collaborations offer educators access to, and training in, small intentional pilots to test cutting-edge educational tools and methodologies in cost-effective opportunities that normally would not be available because of lack of funding or ability to commit larger resources to initiatives.<\/p><h2>Advisory Board<\/h2><h3>Organizational Priority<\/h3><p>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group serve at the pleasure of the governor and without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of residents of this state with high-quality degrees and credentials to at least 60% by 2025.<\/p><h3>Updates<\/h3><p>Since this section pertains to the actions of the Governor\u2019s office rather than Michigan Virtual, no plan has been created by Michigan Virtual.<\/p><h2>MVS Budget Costs<\/h2><h3>Organizational Priority<\/h3><p>(10) Not later than November 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/p><h3>Updates<\/h3><h4>No later than November 1, 2023, submit a detailed budget for 2023-24 fiscal year that includes a breakdown on Michigan Virtual\u2019s projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/h4><p>A detailed budget breaking down 2023-24 projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services was submitted by November 1, 2023.<\/p><h4>No later than March 1, 2024, submit a breakdown on Michigan Virtual\u2019s actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/h4><p>The breakdown of Michigan Virtual\u2019s actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year was included for legislators in the same mailing as this update.<\/p>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2612\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-2612\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2023-24 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>This report is being submitted in fulfillment of the following legislative directive:<\/p><p><em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each fiscal year for which funding is allocated under this section that includes its mission, its plans, and proposed benchmarks it must meet, including a plan to achieve the organizational priorities identified in this section, in order to receive full funding for the next fiscal year for which funding is allocated under this section. Not later than March 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em><\/p><p><em><strong>Mission: Advance both learning and teaching through research, practice, and partnerships.<\/strong><\/em><\/p><h2>Test, Evaluate Tools<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will explore different applications associated with defined innovation pathways around using technology to increase instructional capacity and improve effectiveness, learner engagement and communications, access to educational technology and curriculum, and the demonstration of personal and professional learning. This work will encompass exploring the impact of artificial intelligence (AI), next generation learning engagement platforms, counseling supports, and student and professional credentials and badges.<\/p><p><em>Michigan Virtual<\/em> will also continue to participate in the learning interoperability standards body 1EdTech (<a href=\"https:\/\/www.1edtech.org\/\">https:\/\/www.1edtech.org\/<\/a>) as a contributing member to develop a deeper understanding of digital learner records and how it impacts the recognition and portability of student achievements and outcomes in K-12 settings. 1EdTech also has created the Trusted Apps framework to allow districts onboarding educational technology to understand alignment with district policies around data privacy. <em>Michigan Virtual<\/em> will continue to train on Trusted Apps to help inform Michigan districts around edtech best practices as well as intentionally implement edtech applications for <em>Michigan Virtual<\/em>.<\/p><p><em>Michigan Virtual<\/em> will engage in year-round enrichment programs that explore next generation learning platforms and offer innovative learning opportunities to students as supplemental learning in-school and out-of-school environments. These programs will be offered at a low cost through schools, community-based organizations and direct to parents interested in providing enrichment opportunities for students.<\/p><p><em>Michigan Virtual<\/em> will also develop and publish a series of blog posts documenting different tools and their application in creating pathways for teachers to use technology to achieve instructional goals in their online, blended, and traditional classrooms in a variety of student-centered learning models.<\/p><p>As interoperability in learning tools and data becomes a key factor in delivering high quality blended and online learning experiences to students, <em>Michigan Virtual<\/em> continues to focus on the piloting of tools around data interoperability to increase positive supports for learners in digital platforms. This includes examining the impact of data dashboards for instructor and mentors to display impactful learner data to support personnel.<\/p><h3>Benchmarks<\/h3><ul><li>Explore and test the application of artificial intelligence in developing and deploying instructional content and share findings through the <em>Michigan Virtual<\/em> website.<\/li><li>Participate in 1EdTech\u2019s Statewide Programs Board and Innovation Leadership Network focused on virtual schools and participate in Trusted Apps Certified Leader certification.<\/li><li>Offer up to 3 innovative learning options for year-round online and blended enrichment and publish summaries of the outcomes to the <em>Michigan Virtual<\/em> website.<\/li><li>Publish a series of 4 blog posts focused on exploration and use of learning tools and resources to the <em>Michigan Virtual<\/em> website.<\/li><li>Explore data interoperability with learning tools with a focus on security and data privacy and publish or present on the findings.<\/li><\/ul><h2>Research, Design, Recommend Virtual Delivery Models<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> has committed to improving the experience in Professional Learning Services (PLS) courses. Part of this effort requires developing a more comprehensive understanding of how educators are utilizing PLS courses, educators perceived usefulness and value of the courses, and their satisfaction with the course overall. <em>Michigan Virtual<\/em> will design and conduct a research study that seeks to understand how educators use <em>Michigan Virtual<\/em> courses, how often they access, how long they typically spend in courses, what aspects of courses they visit most often, etc. as well as their satisfaction with the course. This research study is a two-part series, with the second part looking more deeply into educators&#8217; feelings of utility and value as well as how they specifically engage with PLS courses.<\/p><p><em>Michigan Virtual<\/em> will continue a collaboration with researchers Dr. Kerry Rice and Dr. Andy Hung from Boise State University on a research study that uses <em>Michigan Virtual<\/em> course data to train an AI predictive model designed to identify students at risk of earning less than 65% of the available course points. Part of this collaboration will include designing a research study to be implemented in <em>Michigan Virtual<\/em> courses that provides identification of, and relevant interventions to at-risk students.<\/p><p>Bridging the distance that is felt between an online learner and their instructor can play an important role in students\u2019 online learning experience. Existing research has consistently demonstrated that the degree of &#8216;presence&#8217; felt by students is closely linked to their satisfaction and perceived learning outcomes. This sense of presence can be fostered through various teacher behaviors, including effective communication, timely feedback, encouragement, and the promotion of meaningful discussions. Given the positive associations between such behaviors and student outcomes, <em>Michigan Virtual<\/em> will design and conduct a study that examines teachers\u2019 communication patterns, use of discussion boards and announcements, and feedback given to students within <em>Michigan Virtual<\/em> courses. The focus will be on understanding the relationship between teacher communication in the first four weeks of a course and student outcomes.<\/p><p><em>Michigan Virtual<\/em> will continue to collaborate with Dr. Jacqueline Zweig to research <em>Michigan Virtual<\/em> student learning behaviors and their relationship to course outcomes. Dr. Zweig will work with <em>Michigan Virtual<\/em> staff to identify, design, and conduct research using <em>Michigan Virtual<\/em> data and within <em>Michigan Virtual<\/em> courses.<\/p><h3>Benchmarks<\/h3><ul><li>Design and conduct research on the experiences of <em>Michigan Virtual<\/em> professional learners.<\/li><li>Continue collaboration with Dr. Kerry Rice and Dr. Andy Hung on models of predicting at-risk students in <em>Michigan Virtual<\/em> courses and design a research study utilizing the at-risk model.<\/li><li>Design, conduct, and share the results of a study that examines teachers\u2019 communication patterns, use of discussion boards and announcements, and feedback given to students within <em>Michigan Virtual<\/em> courses.<\/li><li>Collaborate with Dr. Jacqueline Zweig to conduct research with <em>Michigan Virtual<\/em> data and in <em>Michigan Virtual<\/em> courses.<\/li><\/ul><h2>Recommend Evaluation Criteria for Cyber and Online Providers<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> is heavily involved with co-leading the work on the National Standards for Quality Online Learning (NSQOL) (<a href=\"https:\/\/www.nsqol.org\/\">https:\/\/www.nsqol.org\/<\/a>). NSQOL includes separate quality standards for programs, teaching, and courses. We have also produced a crosswalk between the Danielson framework and the teaching standards.<\/p><p>We have also been collaborating with the Virtual Learning Leadership Alliance, to develop a formal, virtual learning program certification process that may be used by schools and districts within Michigan and throughout the nation. This process will allow virtual schools or programs to assess the degree to which their programs measure up to the National Standards for Quality Online Learning Programs. As part of the assessment, leaders of virtual learning programs will be able to identify where they meet the national standards and where they fall short; specific recommendations will be provided in a culminating report to help these leaders take actions that will help improve their school\u2019s or programs to better align with the standards.<\/p><h3>Benchmarks<\/h3><ul><li>Serve in a leadership capacity for the NSQOL work, including improvement and promotion activities.<\/li><li>Develop and publish a self-assessment tool that schools can use to evaluate the extent to which their programs measure up to the National Standards for Quality Online Learning Programs.<\/li><\/ul><h2>Effectiveness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The Michigan Virtual Learning Research Institute shall submit the report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each fiscal year for which funding is allocated under this section.<\/em><\/p><h3>Plans<\/h3><p>By March 31, 2024, <em>Michigan Virtual<\/em> will produce the Effectiveness Report in a form and method consistent with the past version as it has been well-received and represents the most in-depth, state-level analysis of virtual course enrollments in the country. Like past reports, <em>Michigan Virtual<\/em> will also create an infographic summarizing key findings from the report. A link to the infographic and the report will be mailed to required recipients and published on the <em>Michigan Virtual<\/em> website. The report\u2019s author will produce a recording that will be made available on-demand through the <em>Michigan Virtual<\/em> website.<\/p><h3>Benchmarks<\/h3><ul><li>Publish the Effectiveness Report on the <em>Michigan Virtual<\/em> website by March 31, 2024 with a link to the report and infographic sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked no later than March 31, 2024.<\/li><li>Mail an At-a-Glance Report Infographic and cover letter detailing the online report and resources to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2024.<\/li><li>Post recording covering key findings from the report on the <em>Michigan Virtual<\/em> website by April 30, 2024.<\/li><\/ul><h2>Deliver PD and Submit PD Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM council described in section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state, including professional development for employees in child care facilities, early childhood facilities, and after-school programs. Not later than December 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report must also include both of the following:<\/em><\/p><p><em>(A) The identification of barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/em><\/p><p><em>(B) A link to, and explanation of, the Michigan Virtual University\u2019s online course standards for professional development programming. The standards described in this sub-subparagraph must inform learners how to file a complaint about course content and detail the steps that will be taken for the review and resolution of complaints.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to advance its professional development services by gathering and acting on feedback from individuals currently taking professional development courses, individuals who may be seeking professional development in the future, and from the field in general. <em>Michigan Virtual<\/em> will also develop new partnerships with schools or educational groups to provide professional learning services while integrating professional learning communities to build engagement. The <em>Michigan Virtual<\/em> professional development platform will be continuously improved through course updates, new courses, and pilots to explore opportunities for more competency-based learning at scale.<\/p><p><em>Michigan Virtual<\/em> will continue to host the annual event called Collaboration of the Minds (COM). COM is an annual professional development conference that serves as an opportunity to bring the large remote teaching staff of <em>Michigan Virtual<\/em>, many of whom have full-time teaching positions in local school districts, together to learn, explore, and collaborate with each other. This is an opportunity for all instructors to meet face-to-face and provides time for like-content instructors to explore best practices and strategies for supporting students. The event introduces new learning in the virtual environment, training in effective practices, and collaboration time to explore with fellow instructors. <em>Michigan Virtual<\/em> is also putting on a virtual fall event for mentors of online learners to strengthen effective practices and expand their professional learning community.<\/p><p><em>Michigan Virtual<\/em> will fulfill the PD report&#8217;s requirement through publishing its annual report. The report will include a section addressing identified barriers and other opportunities to encourage the adoption of virtual learning in the public education system. It will also include a link to a page on the <em>Michigan Virtual<\/em> website that identifies our online course standards for professional development programming. Along with the link, the report will document steps a learner can take to share feedback, including a complaint about course content, and outline how that feedback will be reviewed and resolved.<\/p><h3>Benchmarks<\/h3><ul><li>Develop and update professional learning courses based on the needs of schools and districts identified through market research.<\/li><li>Offer professional learning partnerships to schools, districts, and educational groups.<\/li><li>Offer competency-based professional development courses to Michigan teachers and administrators.<\/li><li>Host the 2023 Collaboration of the Minds professional learning conference for instructors and a fall event for online mentors.<\/li><li>Submit the 2023 PD report as part of a combined annual report that also includes <em>Michigan Virtual<\/em>\u2019s annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the <em>Michigan Virtual School<\/em> no later than December 1, 2023. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/li><li>Submit the 2024 Professional Development report detailing <em>Michigan Virtual<\/em>\u2019s professional learning services and the identification of barriers and opportunities report by December 1, 2024.<\/li><\/ul><h2>Identify\/Share Best Practices<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> developed a series of guides related to online learning, which are made available to students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual<\/em> will host these guides on the <em>Michigan Virtual<\/em> website.<\/p><p>In collaboration with the Virtual Learning Leadership Alliance (VLLA) leadership, <em>Michigan Virtual<\/em> will conduct a study focused on factors that contribute to effective support of struggling or disengaged K-12 virtual learners. Teachers and administrators at VLLA schools will be asked to complete a survey on effective practices for supporting struggling K-12 online learners. Results from this research will be shared with the VLLA and publicly on the <em>Michigan Virtual<\/em> website.<\/p><p><em>Michigan Virtual<\/em> will continue to conduct research on innovative learning models in Michigan schools and provide effective practices and recommendations to Michigan schools and districts through a blog series in the <em>Michigan Virtual<\/em> Digital Backpack.<\/p><p>Student pacing is inextricably linked with student learning outcomes. In order to better understand how to support learners <em>Michigan Virtual<\/em> will design and conduct a research study that investigates how students move through their course content. The study will use <em>Michigan Virtual<\/em> LMS data and will analyze if students move through their coursework in a linear fashion, and how that is related to course outcomes.<\/p><p><em>Michigan Virtual<\/em> will collaborate with Dr. Aman Yadev on a series of research projects that explore the experiences of students in online Computer Science courses. This series of research will target students&#8217; self-efficacy in Computer Science and identify areas to increase course outcomes of traditionally underserved students.<\/p><p><em>Michigan Virtual<\/em> will develop a professional learning course, rooted in our own research around student-centered learning. Learners will explore what student-centered learning (SCL) is, how it is defined, and its benefits. Learners will examine various <em>MVLRI<\/em> case study examples to understand what SCL looks like in a big-picture sense before getting more focused and learning about classroom-level examples, strategies, and resources to help teachers understand how they can make learning student-centered in their own classrooms. The course will culminate in a module inviting teachers to determine their own next steps and take action.<\/p><p>Finally, <em>Michigan Virtual<\/em> is active at Michigan education conferences. Staff will be presenting or exhibiting at 15 or more Michigan professional learning conferences. Presentation and outreach at these events will include sharing our resources and experience with research-based online learning for students, innovation with an emphasis on our new AI Lab, school redesign, mental health awareness, and professional learning for educators.<\/p><h3>Benchmarks<\/h3><ul><li>Host the <em>Michigan Virtual<\/em> Guides to Online Learning on our website.<\/li><li>Conduct research with the VLLA on effective support strategies for struggling K-12 online learners and share the results on the <em>Michigan Virtual<\/em> website.<\/li><li>Publish a blog series on innovative learning in Michigan on the <em>Michigan Virtual<\/em> website.<\/li><li>Design and conduct a research study investigating course assignment completion patterns in <em>Michigan Virtual<\/em> courses.<\/li><li>Collaborate on a series of research projects with Dr. Aman Yadev on the experiences of students in online computer science courses.<\/li><li>Develop a professional learning course using <em>MVLRI<\/em> research on student-centered learning to be offered in the Professional Learning Portal.<\/li><li>Present or exhibit at 15 or more Michigan professional learning conferences.<\/li><\/ul><h2>Policy Recommendations to Gov.\/Legislature<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state\u2019s schools.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will provide feedback on current virtual learning policies and make recommendations that will accelerate the use of effective virtual learning in the state.<\/p><h3>Benchmarks<\/h3><ul><li>Before December 31, 2023, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and Michigan Department of Education.<\/li><\/ul><h2>Research Clearinghouse<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will maintain the existing clearinghouse website (<a href=\"http:\/\/k12onlineresearch.org\/\">http:\/\/k12onlineresearch.org\/<\/a>) and add additional resources to the website throughout the fiscal year. Currently, the nationally recognized clearinghouse acts as an aggregator of K-12 online and blended research and key publications. To date, there are over 1,300 resources cataloged in the clearinghouse. On a quarterly basis, <em>Michigan Virtual<\/em> will email a clearinghouse newsletter to the <em>MVLRI<\/em> mailing list and share it via social media to highlight resources added during that time.<\/p><h3>Benchmarks<\/h3><ul><li>Create and distribute quarterly newsletters that highlight new resources and document progress toward newly added resources to the clearinghouse by the end of the fiscal year.<\/li><li>Continue to promote and add resources in the form of blogs, publications, webinars, and podcasts to the clearinghouse and the <em>Michigan Virtual<\/em> website.<\/li><li>Continue to maintain the clearinghouse platform and update as needed for improved functionality.<\/li><\/ul><h2>Promote\/Distribute Instructional Design Guidelines and Standards<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will maintain and update the instructional design guidelines and standards tagged in the Research Clearinghouse. At least five new instructional design resources will be added to the Clearinghouse to assist Michigan schools in developing and delivering their own digital content to students.<\/p><p><em>Michigan Virtual<\/em> will also promote the National Quality Standards for Online Teaching, National Quality Standards for Online Programs, and National Quality Standards for Online Courses (<a href=\"https:\/\/www.nsqol.org\/\">https:\/\/www.nsqol.org\/<\/a><u>)<\/u>, which will all help to inform Michigan-based work in online and blended learning. This includes offering four free online professional learning courses focused on different aspects of the national standards.<\/p><p><em>Michigan Virtual<\/em> will also offer courses on instructional design and on creating digital content and effective online assessments. <em>Michigan Virtual<\/em> will submit at least two presentation proposals to Michigan-specific education conferences to promote and share best practices related to instructional design and standards of quality.<\/p><h3>Benchmarks<\/h3><ul><li>Include links to instructional design guidelines and standards in the Research Clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d<\/li><li>Add five new instructional design resources to the Clearinghouse.<\/li><li>Promote the National Standards for Quality Online Learning by offering four professional learning courses.<\/li><li>Promote, maintain, and support free online professional development resources to train teachers in the instructional design of online content, including through the offering of online professional courses.<\/li><li>Propose a session focused on instructional design best practices at least two Michigan-based education conferences.<\/li><\/ul><h2>Work with Teacher Preparation Institutions on Digital Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will make available a wide variety of online resources and courses to institutions that operate teacher and administrator preparation programs. These resources, which include digital content and professional learning related to early literacy; online, blended, and student-centered learning; and the use of open educational resources, will be available to colleges and universities through <em>Michigan Virtual<\/em>-hosted environments. In some cases, these resources may be made available in university-hosted environments.<\/p><p><em>Michigan Virtual<\/em> will continue to collaborate with university entrepreneurship programs and technology accelerators \/ tech transfer teams to promote educational technology entrepreneurship and to catalyze teachers\u2019 creation of new technology to solve educational challenges. This program includes a series of experiences that bring together college students, faculty, education technology entrepreneurs, and <em>Michigan Virtual<\/em> to support innovation in education throughout the state.<\/p><p><em>Michigan Virtual<\/em> is also interested in collaborating with colleges and universities in ways that drive innovation in education. The <em>Michigan Virtual<\/em>\u2019s Innovation Advisory Council will continue to include representatives from higher education institutions that operate teacher and\/or administrator preparation programs.<\/p><h3>Benchmarks<\/h3><ul><li>Work with interested Michigan teacher preparation institutions to coordinate access to the <em>Michigan Virtual<\/em>-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.<\/li><li>Continue to support an educational technology entrepreneurship program to support one cohort of educators\/innovators interested in developing and scaling their education technology solutions with relevant stakeholders.<\/li><li>Continue to have at least two members from a higher education institution serve on an Innovation Advisory Council to guide the development of <em>Michigan Virtual<\/em>\u2019s innovation portfolio.<\/li><\/ul><h2>Public\/Private Partnerships<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(v) &#8211; Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to lead conversations about digital learning throughout Michigan. Maintaining memberships and affiliations with national digital learning organizations such as the Digital Learning Consortium and Aurora Institute will help gain insight into other state and national trends as they relate to key issues in digital learning, policy development, and effective program practices, in general. <em>Michigan Virtual<\/em> will gather and share such information with schools and districts throughout the state as they continue to implement digital learning opportunities for their students.<\/p><p><em>Michigan Virtual<\/em> will also provide direct support to the Future of Learning Council through a professional collaboration that provides a structured environment for Michigan leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning with other innovative school leaders. Both <em>Michigan Virtual<\/em> and the Future of Learning Council believe we have a unique opportunity to chart a new course regarding the structure of schools by blending the best of our traditional instructional models with an intentional focus on innovations in learning to better serve all children.<\/p><p><em>Michigan Virtual<\/em> will continue to collaborate with national and regional technology accelerator programs to promote educational technology entrepreneurship, catalyze teachers\u2019 creation of innovative technology to solve educational challenges, and promote high-quality educational technology development and implementations in Michigan. This includes promoting standards-based educational technology that promotes an agile, scalable, ethical &amp; safe edtech ecosystem.<\/p><p>As <em>Michigan Virtual<\/em> continues to develop its innovation portfolio, it will seek participation from a variety of external stakeholders to bring diversity of thought to the process. <em>Michigan Virtual<\/em> will continue working with representatives of the public and private sectors on the Innovation Advisory Council.<\/p><h3>Benchmarks<\/h3><ul><li>Maintain membership in at least two national-level organizations that advocate for and support digital learning at the K-12 level.<\/li><li>Collaborate with the Future of Learning Council to provide opportunities for Michigan school leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning.<\/li><li>Continue to collaborate and partner with private and public sector organizations around Michigan to promote entrepreneurial activity for edtech development in Michigan.<\/li><li><em>Michigan Virtual<\/em> will promote 1EdTech\u2019s \u201cTrusted Apps Pledge\u201d agreeing to a set of fair and acceptable business practices in the use of open standards by suppliers.<\/li><li>Invite at least two members from the public or private sector to serve on an Innovation Advisory Council to guide the development of <em>Michigan Virtual<\/em>\u2019s innovation portfolio.<\/li><\/ul><h2>Mentor Network<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to provide a critical service to schools by highlighting the importance of mentors in virtual learner success. Mentors will have access to resources, share assets and practices, and explore emerging tools to support students\u2019 engagement and success in online learning. Mentors will have access to both in-person and virtual training opportunities.<\/p><p><em>Michigan Virtual<\/em> staff will offer events including a virtual fall conference where mentors examine effective practices, develop resources, discuss the latest pupil accounting policies, and strengthen their professional learning community.<\/p><p><em>Michigan Virtual<\/em> will maintain a Mentor Advisory Council consisting of 8-12 members representing schools across the state. <em>Michigan Virtual<\/em> will host bi-annual council meetings to explore new goals and initiatives within the virtual school program and elicit feedback from the advisory council on next steps and directions that will benefit school partners.<\/p><h3>Benchmarks<\/h3><ul><li>Continue to maintain resources for effective mentoring of virtual learners and state reporting practices.<\/li><li>Offer opportunities for mentors to engage and collaborate with each other on topics such as pacing, building relationships, motivating students, and helping struggling students.<\/li><li>Maintain and host two Mentor Advisory Council meetings annually.<\/li><\/ul><h2>Focus Groups\/Annual Surveys<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will collect feedback from key users and stakeholders through surveying, focus groups, and other means. Student focus groups will center on the student experience in online learning, their motivations for taking an online course, and their preferences for online or in person learning. The results will help <em>Michigan Virtual<\/em> refine its offerings and identify opportunities to improve virtual learning for students.<\/p><p>Surveys will be used with students and professionals to focus on the learner experience, their motivations, and opportunities for <em>Michigan Virtual<\/em> to improve its offerings and the outcomes for learners. The professional learning survey results will be filtered by the learner\u2019s role (teacher, administrator, parent, support staff, etc.) to help identify and understand opportunities that may be unique to each role.<\/p><p><em>Michigan Virtual<\/em> will also survey mentors of virtual students and conduct advisory committee meetings to learn from the field, gathering information on what supports work best for students in virtual learning and what does not work in terms of supports, content, and systems.<\/p><h3>Benchmarks<\/h3><ul><li>Convene a minimum of three focus groups of online students.<\/li><li>Distribute an end-of-course survey to students and professional learners taking courses through the <em>Michigan Virtual<\/em> Student Learning Portal and the Professional Learning Portal.<\/li><li>Distribute an end-of-year survey to mentors of students in <em>Michigan Virtual<\/em> courses.<\/li><li>Continue to convene a Mentor Advisory Board twice a year where mentor annual survey feedback is used to expand resources and effective training models for mentors.<\/li><\/ul><h2>Consumer Awareness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/em><\/p><h3>Plans<\/h3><p>The Consumer Awareness resource (<a href=\"https:\/\/michiganvirtual.org\/research\/consumer%20awareness\/\">https:\/\/michiganvirtual.org\/research\/consumer awareness\/<\/a>) is available as an important link on the About page of Michigan&#8217;s Online Course Catalog (<a href=\"https:\/\/micourses.org\/\">https:\/\/micourses.org\/<\/a>). The report includes sections devoted to background, providers, delivery models, performance data, cost structures, research trends, conclusions, and resources. Including the Consumer Awareness resource as part of Michigan\u2019s Online Course Catalog provides high visibility for parents, students, and schools exploring Section 21f options. Data on areas such as the school districts that are putting courses in the catalog, the distribution of courses by ISD, PSA, LEA, and <em>Michigan Virtual<\/em>, and disaggregation by key variables such as who is providing the content or the instructor, are updated in the fall and in the spring to reflect the changes in those two enrollment windows.<\/p><h3>Benchmarks<\/h3><ul><li>Update the Consumer Awareness resource twice annually (fall and spring).<\/li><\/ul><h2>Internet-based Platform<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K to 12 curriculum standards for use by students, educators, and parents.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> acts as a close partner with the Michigan Department of Education and the #GoOpen Michigan Strategy Team to make available a common Open Educational Resources system throughout the state. On the GoOpen Michigan website (<a href=\"https:\/\/goopenmichigan.org\/\">https:\/\/goopenmichigan.org\/<\/a>), educators can access open educational resources for modification and use in the classroom. In addition to providing leadership on the platform, <em>Michigan Virtual<\/em> will also cover the cost of maintenance of this platform for continued use.<\/p><p><em>Michigan Virtual<\/em> also supports educators in the creation and sharing of digital learning objects by providing courses on its Professional Learning Portal. These courses provide training to educators on how to develop their own learning objects as well as learning more about open educational resources, including how GoOpenMichigan can be leveraged for use in their classrooms.<\/p><p>With advancements in AI tools for learning content creation increasing impacts districts throughout the state, <em>Michigan Virtual<\/em> will build training specific to using AI-enabled learning tools to create state standards aligned student-centric learning objects and train teachers on the use of the tools and process for contributing to the state\u2019s GoOpen initiative.<\/p><p>As districts increase their reliance on digital tools, many teachers are being asked to be both instructional designers, creating new learning objects to support their curriculum, and learning facilitators. To enable district staff to use digital learning objects more effectively, <em>Michigan Virtual<\/em> will continue to build an advanced learning object repository (LOR) that allows for efficient and intuitive access to the <em>Michigan Virtual<\/em> catalog of digital curriculum objects and courses to supplement local curriculum. Building upon lessons learned from a pilot the previous year, <em>Michigan Virtual<\/em> will work to ramp up access to <em>Michigan Virtual<\/em>-owned digital learning assets in progressively more teacher-customizable models.<\/p><h3>Benchmarks<\/h3><ul><li>Provide leadership to the state\u2019s GoOpen initiative by contributing staff who serve on the GoOpen strategy teams and sub-teams.<\/li><li>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/li><li>Make available modules on the Professional Learning Portal that support educators in developing their own digital learning objects.<\/li><li>Provide funding for maintenance of Michigan\u2019s GoOpen hub.<\/li><li>Train 100 teachers to use AI tools to create state aligned OER learning objects for the MI GoOpen Hub.<\/li><li>Expand pilot with Michigan schools to provide <em>Michigan Virtual<\/em> content through a learning object repository that allows for embedding in multiple Learning Management Systems and publish or present on findings around viability of learning object repository use for this purpose.<\/li><\/ul><h2>Maintain Statewide Catalog of Online Courses<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog must also contain all of the following:<\/em><\/p><p><em>(A) The number of enrollments in each virtual course in the immediately preceding school year.<\/em><\/p><p><em>(B) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.<\/em><\/p><p><em>(C) The pass rate for each virtual course.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> continues to maintain the statewide catalog of online courses located at <a href=\"https:\/\/micourses.org\/\">https:\/\/micourses.org\/<\/a>. The <em>Michigan Virtual Learning Research Institute<\/em> has worked with other leading experts across the country to develop a list of nationally recognized best practices for virtual learning programs, teachers, and courses. These sets of standards are formally known as the National Standards for Quality Online Learning (<a href=\"https:\/\/www.nsqol.org\/\">https:\/\/www.nsqol.org\/<\/a>). These standards have been added to the Micourses catalog and can be used by <em>Michigan Virtual<\/em>, intermediate districts and districts to report the results of their quality course review. <em>Michigan Virtual<\/em> will also submit a minimum of 10 <em>MVS<\/em> semester-length courses to Quality Matters for independent course quality reviews.<\/p><p><em>Michigan Virtual<\/em> offers a series of four asynchronous professional development courses housed on its Professional Learning Portal in an effort to help schools understand ways in which they could develop high-quality online courses for students. These courses, aligned to the National Standards for Quality Online Courses, are titled: Online National Standards 1: Getting Started; Online National Standards 2: Course Content &amp; Design; Online National Standards 3: Assessment; and Online National Standards 4: Meeting Needs. These courses are available at no cost to all Michigan schools.<\/p><p>Toward the end of each school year, <em>Michigan Virtual<\/em> will reach out to each course provider that offered online courses that year and request their performance data for inclusion in the catalog. MV staff will upload the performance data results we receive to the Micourses website.<\/p><p>Lastly, <em>Michigan Virtual<\/em> will maintain the Section 21f documentation made available through the statewide catalog website.<\/p><h3>Benchmarks<\/h3><ul><li>Maintain the public statewide catalog of virtual learning courses.<\/li><li>Include information about the National Standards for Quality Online Learning on the About page of the Micourses website.<\/li><li>Submit a minimum of ten <em>MVS<\/em> semester-length courses to Quality Matters for independent course quality reviews.<\/li><li>Offer professional development courses to Michigan schools and districts specific to applying National Standards for Quality Online Courses when performing course reviews.<\/li><li>Send out performance data communication request and upload received results to the catalog.<\/li><li>Maintain Section 21f resources made available through the statewide catalog.<\/li><\/ul><h2>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to support the functionality of the course catalog, including providing technical and customer support for users. <em>Michigan Virtual<\/em> will also continue to maintain a public-facing knowledge base allowing catalog users to browse for instant help.<\/p><h3>Benchmarks<\/h3><ul><li>Provide technical and customer support for users of the statewide catalog.<\/li><li>Based on customer feedback and help-desk tickets, update help documentation and user interface (when needed) to assist users to promptly resolve common issues.<\/li><\/ul><h2>Examine District Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to implement the modified Danielson evaluation rubric with all instructors both full- and part-time (a minimum of 200 instructors). This process allows <em>Michigan Virtual<\/em> to continue its effort to support district-level accountability and teacher effectiveness issues.<\/p><p><em>Michigan Virtual<\/em> also plans to hold discussions with MDE and CEPI to explore using existing data collected by the state to produce a clearer picture of teachers of virtual learning. The ideal end state would be to sign a data sharing agreement and issue a report before the end of the fiscal year.<\/p><h3>Benchmarks<\/h3><ul><li>Continue evaluating <em>Michigan Virtual<\/em> teachers using the modified Danielson rubric.<\/li><li>Engage MDE and CEPI in conversations about the use of state data to provide a robust picture of virtual teachers in the state.<\/li><\/ul><h2>Institute Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute<\/em>.<\/p><h3>Plans<\/h3><p>Submit required reports detailing <em>Michigan Virtual Learning Research Institute<\/em> activities.<\/p><h3>Benchmarks<\/h3><ul><li>By December 1, 2023 submit the combined Annual Report for the 2022-23 year.<\/li><li>By December 1, 2024 submit the combined Annual Report for the 2023-24 year.<\/li><\/ul><h2>Operate the Michigan Virtual School<\/h2><h3>Organizational Priority<\/h3><p><em>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/em><\/p><p><em>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> is accredited through Cognia, and it will complete any necessary requirements from Cognia to maintain that accreditation.<\/p><h3>Benchmarks<\/h3><ul><li>Maintain accreditation during the 2024 fiscal year.<\/li><\/ul><h2>Restricted Use of Appropriation for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will pass a board-approved budget that caps appropriation spending for <em>Michigan Virtual School<\/em> to no more than $1M.<\/p><h3>Benchmarks<\/h3><ul><li>Adopt a fiscal year 2024 budget which allocates no more than $1M to subsidize the virtual school.<\/li><li>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.<\/li><\/ul><h2>Background Checks for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will conduct background checks through a private security firm that uses the FBI\u2019s LiveScan fingerprinting process to comply with these requirements.<\/p><h3>Benchmarks<\/h3><ul><li>Conduct criminal background checks on <em>Michigan Virtual<\/em> staff and maintain appropriate related documentation.<\/li><\/ul><h2>Appropriation for Expanding Online and Blended Professional Development Programs<\/h2><h3>Organizational Priority<\/h3><p><em>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to provide support for and collaborate with the Future of Learning Council. This will result in supporting the specific professional learning needs of district teams participating in FLC activities and creating new opportunities to use the FLC as a feedback mechanism for professional and student learning needs across the state to address new and next learning models. <em>Michigan Virtual<\/em> will work with the FLC to address areas, identified by the participating districts, to develop, test, and pilot professional learning products and services focused on instruction in virtual and blended learning environments. These collaborations will provide opportunities to increase the reach and impact of both existing and newly identified professional learning programs for Michigan teachers.<\/p><p>In partnership with the FLC, <em>Michigan Virtual<\/em> will offer one virtual and one face-to-face blended and online learning professional development to prepare educators for utilizing virtual and blended learning in the classroom.<\/p><p><em>Michigan Virtual<\/em> will organize a study tour for educators, administrators, and education stakeholders, to attend a national educational technology networking event around innovation in education. The purpose of this tour will be to provide opportunities to connect and participate in next generation learning models, with the intent to build a strong innovation hub in Michigan schools.<\/p><p><em>Michigan Virtual<\/em> will continue to offer a suite of courses focused on blended learning and will continue to create and offer course content specific to blended learning.<\/p><h3>Benchmarks<\/h3><ul><li>Design, test, and pilot new iterations of products and services associated with the delivery of effective professional learning for teaching in virtual and blended learning environments.<\/li><li>Provide face-to-face and online professional development to districts, in the form of workshops, presentations, and courses, on the topic of artificial intelligence and its impact on teaching, learning, and other functions of schools.<\/li><li>Facilitate a study tour for educators, administrators, and\/or education stakeholders in attending one national-level conference around innovation in educational technology.<\/li><li>Review and update blended learning courses.<\/li><\/ul><h2>MVS Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/em><\/p><p><em>(a) Information technology courses.<\/em><\/p><p><em>(b) College level equivalent courses, as that term is defined in section 1471 of the revised school code, MCL 380.1471.<\/em><\/p><p><em>(c) Courses and dual enrollment opportunities.<\/em><\/p><p><em>(d) Programs and services for at-risk pupils.<\/em><\/p><p><em>(e) High school equivalency test preparation courses for adjudicated youth.<\/em><\/p><p><em>(f) Special interest courses.<\/em><\/p><p><em>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> offers over 240 online courses, taught by Michigan certified teachers, for middle school and high school students in a wide variety of subjects that fulfill grade level and high school graduation requirements, other elective offerings, credit recovery, and Advanced Placement courses. <em>Michigan Virtual<\/em> also provides opportunities for personalized, independent study pathways in mathematics and English and access to online courses and content that can be taught by local educators.<\/p><h3><strong>Benchmarks<\/strong><\/h3><ul><li>Continue to offer over 240 teacher-facilitated online courses for middle school and high school student enrollment.<\/li><\/ul><h2>Home-Schooled and Nonpublic Students<\/h2><h3>Organizational Priority<\/h3><p><em>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to adhere to this requirement. <em>Michigan Virtual<\/em> makes available its courses to Michigan home-schooled or nonpublic students at the advertised base rate. <em>Michigan Virtual<\/em> pricing is available at <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">https:\/\/michiganvirtual.org\/students\/pricing\/<\/a>.<\/p><h3>Benchmarks<\/h3><ul><li>Produce 2023-24 pricing with no additional charges for a home-school or nonpublic school student.<\/li><\/ul><h2>MVS Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>(7) Not later than December 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding fiscal year:<\/em><\/p><p><em>(a) A list of the districts served by the Michigan Virtual School.<\/em><\/p><p><em>(b) A list of virtual course titles available to districts.<\/em><\/p><p><em>(c) The total number of virtual course enrollments and information on registrations and completions by course.<\/em><\/p><p><em>(d) The overall course completion rate percentage.<\/em><\/p><h3>Plans<\/h3><p>Submit the report detailing <em>Michigan Virtual School<\/em> activities for 2022-23 school year as part of an annual report that also includes the <em>Michigan Virtual<\/em>\u2019s professional development report specified under 2(a)(v) and the Institute annual report required under 2(b)(xiii) no later than December 1, 2023.<\/p><h3>Benchmarks<\/h3><ul><li>Publish <em>MVS<\/em> Annual Report no later than December 1, 2023.<\/li><\/ul><h2>MVS Schools Served<\/h2><h3>Organizational Priority<\/h3><p><em>(8) In addition to the information listed in subsection (7), the report under subsection (7) must also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> plans to serve over 600 schools through the <em>Michigan Virtual School<\/em> and the internet-based platform. Our student programming offers online courses for over 240 middle school and high school titles. Our internet-based platform includes support for the #GoOpen Michigan initiative (<a href=\"https:\/\/goopenmichigan.org\/\">https:\/\/goopenmichigan.org\/<\/a>). The #GoOpen Michigan website has thousands of registered educators who represent many schools throughout the state.<\/p><h3>Benchmarks<\/h3><ul><li>Serve at least 600 Michigan schools through the <em>Michigan Virtual School<\/em> or our internet-based platform efforts.<\/li><\/ul><h2>Advisory Board<\/h2><h3>Organizational Priority<\/h3><p><em>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group serve at the pleasure of the governor and without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of residents of this state with high-quality degrees and credentials to at least 60% by 2025.<\/em><\/p><h3>Plans<\/h3><p>Since this section pertains to the actions of the Governor\u2019s office rather than <em>Michigan Virtual<\/em>, no plan has been created by <em>Michigan Virtual<\/em>.<\/p><h2>MVS Budget Costs<\/h2><h3>Organizational Priority<\/h3><p><em>(10) Not later than November 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to submit the required materials in accordance with the identified deadlines.<\/p><h3>Benchmarks<\/h3><ul><li>No later than November 1, 2023, submit a detailed budget for 2023-24 fiscal year that includes a breakdown on <em>Michigan Virtual<\/em>\u2019s projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/li><li>No later than March 1, 2024, submit a breakdown on <em>Michigan Virtual<\/em>\u2019s actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/li><\/ul>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2613\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-2613\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2022-23 Directives (March 2023 Update)<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>This report is being submitted in fulfillment of the following legislative directive:<\/p><p><em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each fiscal year for which funding is allocated under this section that includes its mission, its plans, and proposed benchmarks it must meet, including a plan to achieve the organizational priorities identified in this section, in order to receive full funding for the next fiscal year for which funding is allocated under this section. Not later than March 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em><\/p><p><strong>Mission: Advance both learning and teaching through research, practice, and partnerships.<\/strong><\/p><h3>Test, Evaluate Tools<\/h3><h4>Organizational Priority<\/h4><p>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/p><h4>Updates<\/h4><ol><li>Explore and test the application of artificial intelligence and machine learning in developing and deploying instructional content and share findings through the Michigan Virtual<\/li><\/ol><p>As of March 1, 2023, Michigan Virtual has completed the Fall 2022 run of an AI system to help \u201cnudge\u201d students by identification of attitudinal states based on behavior recorded by LMS data (the second pilot in a three-part series) and is currently analyzing the results against student completion data for Fall semester. The third test in the series has been launched, with completion and analysis occurring post Spring semester in June.<\/p><ol start=\"2\"><li>Participate in 1EdTech\u2019s Statewide Programs Board and Innovation Leadership Network focused on virtual schools and explore Trusted Apps Certified Leader certification and Trusted Apps Pledge.<\/li><\/ol><p>As of March 1, 2023, Michigan Virtual and 1EdTech have had a successful strategy call focused on reviewing and adopting the Trusted Apps Certified Leader certification, training to occur in June, and adopting the Trusted Apps Pledge. Michigan Virtual presented in November at the annual 1EdTech Digital Curriculum Summit on changing expectations around digital learning for K-12 districts, as well as participating in a K-12 micro-credentials panel during the K-12 Programs retreat following the summit. 1EdTech and Michigan Virtual also co-presented at the Digital Learning Annual Conference in February on similar topics.<\/p><ol start=\"3\"><li>Test and evaluate tools that will allow unit and lesson level learning objects to be tagged with digital standards and competencies in Michigan and publish or present on results of the use of digital learning standards for learning tools.<\/li><\/ol><p>As of March 1, 2023, work has been launched to explore acquiring access to the digital standards for the Michigan Merit Curriculum to be used in tagging lesson level objects within our LearningMate Frost platform evaluation pilot which is ongoing.<\/p><ol start=\"4\"><li>Offer up to 3 innovative learning options for year-round online and blended enrichment and publish summaries of the outcomes to the Michigan Virtual<\/li><\/ol><p>As of March 1, 2023, a suite of 3 courses on STEAM and computer science related topics for middle school aged students has been made available. These were provided as enrichment activities during school breaks, such as the holiday break in 2022, as well as spring break at the end of March and early April 2023. These enrichment titles include \u201cRoblox: Intro to Game Design\u201d, \u201cRoblox Game Design and Coding Camp\u201d, and \u201cWebsite Development Camp.\u201d Work is currently underway to complete the building of a \u201c21st Century Home Economics\u201d, a revised \u201cIntro to Esports\u201d, and a \u201cContent Creator\u201d enrichment option to debut in summer 2023.<\/p><ol start=\"5\"><li>Publish a series of 4 blog posts focused on exploration and use of learning tools and resources to the Michigan Virtual<\/li><\/ol><p>In January 2023, the first of the blog series was published exploring the debut of the OpenAI system ChatGPT, built on the large language model AI of GPT-3.5. The second blog post was published in February 2023, and focuses on the impact of GPT models on Michigan educators. Data is being collected from Michigan educators to craft the third and fourth blog posts.<\/p><ol start=\"6\"><li>Explore data interoperability with learning tools with a focus on security and data privacy and publish or present on the findings.<\/li><\/ol><p>As of March 1, 2023, the work on this has not been started, as it is reliant on the dependencies of possible partnership with 1EdTech.<\/p><ol start=\"7\"><li>Explore and test an application to organize, track and prioritize instructional coaching support for educators and coaches.<\/li><\/ol><p>During the 2022-23 school year, the Michigan Virtual instructional leadership team will engage the Connect Hub tool to monitor, review and audit interactions with instructors. The tool utilizes a variety of features to help organize and track Feedback loops, observations, communications and includes a variety of charts for easy reference. The initial feedback on the tool suggests that it will fill some gaps currently existing within our vast and remote instructional team. The data that we can collect will help inform PD decisions both individually and as a group.<\/p><ol start=\"8\"><li>Launch pilot with Michigan schools to provide Michigan Virtual content through a learning object repository that allows for embedding in multiple Learning Management Systems through interoperability standards and publish or present on findings around viability of learning object repository use for this purpose.<\/li><\/ol><p>As of March 1, 2023, Michigan Virtual has been participating in a pilot partnership to migrate 10 courses into a learning object repository (LOR) platform to test out the feasibility of migrating Michigan Virtual courses from our current learning management system (LMS), D2L Brightspace, into an online software as a service LOR platform. The second phase of this pilot will commence post March 1, 2023, to work with national and regional partners to then test the ability to deliver those courses into Buzz, Canvas, and Schoology LMS. An executive summary about the process and the results will be shared through the Michigan Virtual website.<\/p><h3>Research, Design, Recommend Virtual Delivery Models\u00a0<\/h3><h4>Organizational Priority<\/h4><p>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/p><h4>Updates<\/h4><ol><li>Design and execute a study investigating mentor behavioral engagement and effective student support practices.<\/li><\/ol><p>Michigan Virtual staff are currently investigating the availability of mentor behavioral engagement data within the Michigan Virtual learning management system and student information system. Data collection from either the Michigan Virtual systems or Michigan Virtual network of mentors will begin in spring 2023.<\/p><ol start=\"2\"><li>Continue collaboration with Dr. Kerry Rice and Dr. Andy Hung on models of predicting at-risk students in Michigan Virtual<\/li><\/ol><p>Michigan Virtual has continued the ongoing collaboration with researchers Dr. Kerry Rice and Dr. Andy Hung from Boise State University on a research study using Michigan Virtual course data to train an AI predictive model designed to identify students at-risk of earning less than 65% of the available course points.<\/p><ol start=\"3\"><li>Design and execute a study investigating synchronous K-12 online learning trends, effective practices, and lessons learned from online programs and make the findings available on the Michigan Virtual<\/li><\/ol><p>Michigan Virtual, in partnership with Dr. Saro Mohammed, has designed a research study on synchronous K-12 online learning that highlights trends, effective practices, and lessons learned from online programs. The data collection for this study will begin in February 2023 with results expected in spring 2023.<\/p><ol start=\"4\"><li>Design and execute a study investigating online CTE and make the findings available on the Michigan Virtual<\/li><\/ol><p>Michigan Virtual staff are on-track and underway in designing a study investigating online career and technical education. Potential subjects for a case study research approach are being identified and will be secured by Spring 2023. Findings from this study will be made available on the Michigan Virtual website summer 2023.<\/p><h3>Recommend Evaluation Criteria for Cyber and Online Providers<\/h3><h4>Organizational Priority<\/h4><p>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/p><h4>Updates<\/h4><ol><li>Offer to conduct online program reviews, including written recommendations, using the NSQOL standards for up to 10 Michigan schools at no cost. If Michigan Virtual has additional capacity, and schools express greater need, any additional reviews would also be done at no cost to Michigan schools.<\/li><\/ol><p>Upon completion of the development of the virtual learning program certification process for the Virtual Learning Leadership Alliance (VLLA), the Michigan Virtual consulting team will begin the process of revising the process and documentation needed to provide free online program reviews for Michigan schools. The revised free online program review process will be upgraded to be closely aligned to the VLLA certification process, and this work is expected to commence in March 2023 with a target completion date of May 2023. Upon completion, Michigan Virtual will conduct a broad outreach campaign, offering free program reviews to at least 10 Michigan schools.<\/p><ol start=\"2\"><li>Develop a comprehensive certification review process to help schools and districts assess the degree to which their programs measure up to the National Standards for Quality Online Learning Programs.<\/li><\/ol><p>Michigan Virtual is leading the development of a formal, virtual learning program certification process that may be used by schools and districts within Michigan and throughout the nation. This process will allow virtual schools or programs to assess the degree to which their programs measure up to the National Standards for Quality Online Learning Programs. The overall certification process and related forms, rubrics and training materials have been created, and a pilot virtual school has been identified to participate in a pilot certification review. This pilot is expected to conclude during summer 2023, and a formal report and recommendations for process improvement will be generated and presented to the Virtual Learning Leadership Alliance no later than September 2023.<\/p><h3>Effectiveness Report<\/h3><h4><strong>Organizational Priority <\/strong><\/h4><p>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The Michigan Virtual Learning Research Institute shall submit the report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each fiscal year for which funding is allocated in this section.<\/p><h4>Updates<\/h4><ol><li>Publish the Effectiveness Report on the Michigan Virtual website by the March 31, 2023 deadline with copies sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked no later than March 31, 2023.<\/li><\/ol><p>A draft of the 2021-22 Effectiveness Report is completed and a copy provided to the Michigan Department of Education (MDE) and Center for Educational Performance and Information (CEPI) for their review. A presentation to those organizations is scheduled for March 10, 2023, to gather feedback and to receive permission to release the report. The report will be made publicly available through the Michigan Virtual website no later than March 31, 2023. As with the prior year, the entire report will be posted directly as a webpage on the Michigan Virtual website. Making the report available in this format will help users find the content more easily by improving search engines\u2019 abilities to discover the findings and make them available to users. Putting the content directly into the website also helps meet web accessibility standards and provides a mobile-friendly version. Information about the report and how to view it online will be provided to the required subcommittee personnel and other government staff identified under this section.<\/p><ol><li>Mail an At-a-Glance Report Infographic and cover letter detailing the online report and resources to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2023.<\/li><\/ol><p>A summary infographic and cover letter related to the report will be mailed to Michigan school superintendents as well as high school and middle school principals in April 2023, providing easy-to-consume key findings and communicating how to access the full report online.<\/p><ol><li>Post recording on the Michigan Virtual website for on-demand viewing.<\/li><\/ol><p>A recorded presentation that highlights key findings from the report is expected to be completed in March 2023. The recorded presentation, along with the aforementioned infographic, will be linked to resources on the report webpage and available for on-demand viewing.<\/p><h3>Deliver PD and Submit PD Report<\/h3><h4>Organizational Priority<\/h4><p>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM council described in section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report must also include both of the following:<\/p><p>(A) the identification of barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/p><p>(B) A link to, and explanation of, the Michigan Virtual University\u2019s online course standards for professional development programming. The standards described in this sub-subparagraph must inform learners how to file a complaint about course content and detail the steps that will be taken for the review and resolution of complaints.<\/p><h4>Updates<\/h4><ol><li>Develop and update professional learning courses based on the needs of schools and districts identified through market research.<\/li><\/ol><p>Michigan Virtual continues to gather information through customer surveys and focus groups to ensure that learners have the best experience and add additional content to the Michigan Virtual Professional Learning Platform based on this feedback.<\/p><ol start=\"2\"><li>Offer professional learning courses through partnerships with at least 10 districts, the department, and educational groups.<\/li><\/ol><p>Michigan Virtual continues to partner with many organizations and districts across the state, including a new partnership with MiRegistry and the office of Great Start to provide professional development to those who work in the area of early education. Michigan Virtual has started conversations with the MiSTEM council to begin partnering to serve educators with professional learning through course hosting and\/or course building. As of March 1, 2023, Michigan Virtual is partnering with over 16 different learning partners.<\/p><ol start=\"3\"><li>Offer 25 competency-based professional development courses to Michigan teachers and administrators.<\/li><\/ol><p>Michigan Virtual has included over 40 opportunities for learners to experience competency-based courses that provide learners feedback on submitted evidence of learning.<\/p><ol start=\"4\"><li>Host the 2023 Collaboration of the Minds professional learning conference for instructors and a fall event for online mentors.<\/li><\/ol><p>The annual Michigan Virtual Collaboration of the Minds conference is scheduled to be held on August 2-3 this year. Dexter Community Schools will once again host the event that will serve over 250 Michigan Virtual instructors, and we are in discussion with keynote speakers currently. Our PD focus this year will center on bias training, special education updates and support, clarification and revisiting of policy and expectations to provide consistency to our stakeholders, and opportunities for self-guided exploration and teamwork development.<\/p><ol start=\"5\"><li>Submit the 2022 PD report as part of a combined annual report that also includes Michigan Virtual\u2019s annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the Michigan Virtual School no later than December 1, 2022. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/li><\/ol><p>The 2021-2022 Professional Learning Report was sent to the legislature in December 2022 and is also posted on the Michigan Virtual website as part of <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">Michigan Virtual\u2019s annual report<\/a>.<\/p><h3>Identify\/Share Best Practices<\/h3><h4>Organizational Priority<\/h4><p>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/p><h4>Updates<\/h4><ol><li>Maintain and update the Michigan Virtual Guides to Online Learning.<\/li><\/ol><p>Beginning in April 2023, Michigan Virtual will be updating a series of guides related to online learning, which are made available to students, parents, teachers, mentors, school administrators, and school board members. Michigan Virtual will review and update the content of these guides as needed and make this content available to the public through the Michigan Virtual website.<\/p><ol start=\"2\"><li>Design and execute research study investigating student pacing in Michigan Virtual<\/li><\/ol><p>Michigan Virtual, in partnership with Dr. Jackie Zweig, has designed a research study investigating student pacing in Michigan Virtual courses. Internal analysis of course data demonstrated that pacing, rather than performance on assignments, determines whether students stay on-track to complete their course. This research study uses Michigan Virtual LMS data to generate evidence that could support future rigorous research testing different approaches to assignments in online courses. Data for this study has been collected from the Michigan Virtual LMS and analysis is underway.<\/p><ol start=\"3\"><li>Publish a research study on the experiences of students, teachers, and mentors with online learning.<\/li><\/ol><p>Michigan Virtual, in partnership with Dr. Anne Jonas at Michigan State University, has begun conducting interviews as part of a research study that examines student, teacher, and mentor experiences with online learning. This study will highlight the experiences of rural and low-income students, in addition to telling the varied stories and perspectives of stakeholders. Findings from this research will be shared through the Michigan Virtual website.<\/p><ol start=\"4\"><li>Continue to conduct research on student-centered learning and provide effective practices and recommendations to Michigan schools and districts.<\/li><\/ol><p>Michigan Virtual staff have begun work on a series of reports that will highlight student-centered learning practices and innovative learning models in schools around Michigan. These reports will highlight effective instructional practice in Michigan schools as well as provide recommendations and resources to Michigan schools and districts looking to adopt similar practices. Reports will be published to the Michigan Virtual website in spring and summer 2023.<\/p><ol start=\"5\"><li>Present or exhibit at 10 or more Michigan professional learning conferences.<\/li><\/ol><p>Michigan Virtual is active at Michigan education conferences as a thought leader and partner to Michigan education groups. Michigan Virtual has attended 14 conferences, partnering with 10 key education groups. Staff have presented 26 professional learning sessions to educators, school leaders, and board members. Our Executive Team has had eight public speaking opportunities at these conferences, introducing key speakers and our services to the conference participants. Presentation and outreach at these events will include sharing our resources and experience with research-based online learning, school redesign, mental health awareness, and professional learning for educators.<\/p><h3>Policy Recommendations to Gov.\/Legislature<\/h3><h4>Organizational Priority<\/h4><p>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools.<\/p><h4>Updates<\/h4><ol><li>Before December 31, 2022, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and Michigan Department of Education.<\/li><\/ol><p>In December 2022, Michigan Virtual submitted 8 recommendations to address current virtual learning issues. They included:<\/p><ul><li>Convene Task Force to Study How Students Should Be Counted in Membership<\/li><li>Increase Flexibility in Seat-Time Requirements<\/li><li>Expand Access to Career &amp; Technical Education (High School)<\/li><li>Formalize District Virtual Learning Options for Parents and Students<\/li><li>Require Virtual Learning Accountability and Transparency<\/li><li>Create Alternative Teacher Pathways<\/li><li>Grow Summer Learning Opportunities to Address Equity and Learning Loss<\/li><li>Revise Reporting Field to Collect Credit Recovery Data<\/li><\/ul><h3>Research Clearinghouse<\/h3><h4>Organizational Priority<\/h4><p>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/p><h4>Updates<\/h4><ol><li>Create and distribute quarterly newsletters that highlight new resources and document progress toward newly added resources to the clearinghouse by the end of the fiscal year.<\/li><\/ol><p>Michigan Virtual sent the first <a href=\"https:\/\/mail.michiganvirtual.org\/winter-2022-quarterly-research-clearinghouse-newsletter\">quarterly newsletter<\/a> of the fiscal year December 2022.<\/p><ol><li>Add resources in the form of blogs, publications, webinars, and podcasts to the clearinghouse and the Michigan Virtual website.<\/li><\/ol><p>Michigan Virtual staff added new resources in the form of blogs and publications to the clearinghouse and Michigan Virtual website.<\/p><ol><li>Continue to maintain the clearinghouse platform and update as needed for improved functionality.<\/li><\/ol><p>Michigan Virtual continues to maintain the clearinghouse platform and updates as needed for improved functionality.<\/p><h3>Promote\/Distribute Instructional Design Guidelines and Standards<\/h3><h4>Organizational Priority<\/h4><p>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/p><h4>Updates<\/h4><ol><li>Include links to instructional design guidelines and standards in the Research Clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d<\/li><\/ol><p>Michigan Virtual staff tag resources as appropriate to the Research Clearinghouse as \u201cinstructional design\u201d and \u201cstandards.\u201d Clearinghouse resource additions are on-going throughout the year.<\/p><ol start=\"2\"><li>Add five new instructional design resources to the Clearinghouse.<\/li><\/ol><p>Michigan Virtual is on track to add five new instructional design resources to the Clearinghouse.<\/p><ol start=\"3\"><li>Promote the National Standards for Quality Online Learning by offering four professional learning courses.<\/li><\/ol><p>Michigan Virtual currently offers four courses in the Professional Learning Catalog that train teachers on the use of the National Standards for Online Learning. These include Online National Standards 1: Getting Started, Online National Standards 2: Course Content &amp; Design, Online National Standards 3: Assessment, and Online National Standards 4: Meeting Needs.<\/p><ol start=\"4\"><li>Promote, maintain, and support free online professional development resources to train teachers in the instructional design of online content, including through the offering of online professional courses.<\/li><\/ol><p>Michigan Virtual continues to offer several free online professional learning courses that train teachers in the instructional design of online content. Some of these courses include Assessments in the Blended Classroom, Blended Classroom Design, and Instructional Practices with Technology 101. We recently added the course UDL: Engagement- Apply Your Skills and have two more courses in the Univeral Design for Learning (UDL) series planned for this year. Additionally, plans are underway to add an Instructional Design Resources page to the Michigan Virtual webpage where standalone instructional design will be more easily shared and accessible.<\/p><ol start=\"5\"><li>Propose a session focused on instructional design best practices for at least two Michigan-based education conferences.<\/li><\/ol><p>A presentation titled Instructional Design in the K-12 Setting was submitted and accepted for presentation at the national Digital Learning Annual Conference in February 2023. Work is underway to adapt this for a Michigan setting and work with the Michigan Virtual marketing team to submit it as a proposal to additional Michigan Conferences.<\/p><h3>Work with Teacher Preparation Institutions on Digital Learning<\/h3><h4>Organizational Priority<\/h4><p>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/p><h4>Updates<\/h4><ol><li>Work with interested Michigan teacher preparation institutions to coordinate access to the Michigan Virtual-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.<\/li><\/ol><p>General solicitation of interest for participation in this program will be sent out in late Spring 2023.<\/p><ol start=\"2\"><li>Continue to support an educational technology entrepreneurship program to support one cohort of educators\/innovators interested in developing and scaling their education technology solutions with relevant stakeholders.<\/li><\/ol><p>Our 2023 edtech pitch competition and innovation bootcamp programs were launched in February 2023 and submissions for the pitch competition can be entered between March 20th and May 14<sup>th<\/sup>, 2023. We have partnered with the Burgess Institute at Michigan State University and Spartan Innovations at the MSU Research Foundation, as well as SBDC Michigan, to develop and host these programs. Students, faculty, and staff at other Universities across the state are eligible to participate.<\/p><ol start=\"3\"><li>Continue to have at least two members from a higher education institution serve on an Innovation Advisory Council to guide the development of Michigan Virtual\u2019s innovation portfolio.<\/li><\/ol><p>Dr. Stefanie Marshall, from the University of Minnesota\u2019s College of Education and Human Development, and Dr. Matthew Koehler, from Michigan State University\u2019s College of Education, have both agreed to participate for a second two-year term of the Innovation Advisory Council.<\/p><h3>Public\/Private Partnerships<\/h3><h4>Organizational Priority<\/h4><p>2(b)(v) &#8211; Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/p><h4>Updates<\/h4><ol><li>Continue partnerships with educational organizations to help support the professional learning micro-credentialing effort through the development of micro-credentials in high need areas.<\/li><\/ol><p>As of March 1, 2023, the first set of eight micro-credentials around \u201cEsports Coaching\u201d is available in partnership with the Michigan Association of Computer Users in Learning (MACUL). The \u201cStarter Pack\u201d includes: Esport Technology, Esport leadership, Program Sustainability, Esport Competitions, Funding Esport Programs, The Legal, Operations, and Esports Advocacy micro-credentials.<\/p><p>Grand Valley State University\u2019s K-12 Connect program also released their literacy tutoring micro-credentials for public use through the Michigan Virtual Professional Learning Portal in Fall 2022.<\/p><ol start=\"2\"><li>Maintain membership in at least two national-level organizations that advocate for and support digital learning at the K-12 level.<\/li><\/ol><p>Michigan Virtual maintains memberships with the following national-level organizations focused on supporting digital learning at the K-12 level:<\/p><ul><li>Digital Learning Collaborative<\/li><li>Virtual Learning Leadership Alliance<\/li><li>1EdTech<\/li><li>NROC<\/li><li>Aurora Institute<\/li><\/ul><ol start=\"3\"><li>Collaborate with the Future of Learning Council to provide opportunities for Michigan school leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning.<\/li><\/ol><p>As of March 1, 2023, Michigan Virtual has launched one community of practice focused on AI &amp; Learning, with two of five sessions completed. The group meets the last Tuesday of every month. In Spring 2023, a second community of practice, focused on strategic foresight simulations around the future of learning, will launch with a three-part series.<\/p><ol start=\"4\"><li>Support an educational technology entrepreneurship program cohort of educators\/innovators interested in developing and scaling their education technology solutions with relevant stakeholders.<\/li><\/ol><p>Our 2023 edtech pitch competition and innovation bootcamp programs were launched in February 2023, and submissions for the pitch competition can be entered between March 20th and May 14<sup>th<\/sup>, 2023. The mission of the Michigan EdTech Innovation Pitch Contest &amp; Bootcamp is to encourage and support innovative thinking by those in Michigan\u2019s education ecosystem, helping them develop and share business ideas that have the potential to advance learning and teaching through the use of existing technology or the development of new technology. The pitch contest and related supports are focused on helping innovative educators refine and build on their idea for a business that can improve learning and teaching through the use of existing or new technologies. The Bootcamp is designed to help participants further explore and develop a business model around their business idea while also introducing them to resources and supports that are available to entrepreneurs and innovators in Michigan and strategies for integrating lessons in innovation and entrepreneurship in their schools and classrooms.<\/p><ol start=\"5\"><li>Promote 1EdTech\u2019s \u201cTrusted Apps Pledge\u201d agreeing to a set of fair and acceptable business practices in the use of open standards by suppliers.<\/li><\/ol><p>As of March 1, 2023, Michigan Virtual and 1EdTech have had a successful strategy call focused on reviewing and adopting the Trusted Apps Certified Leader certification, training to occur in June, and adopting the Trusted Apps Pledge. Target date for signing the pledge is September 2023.<\/p><ol start=\"6\"><li>Invite at least two members from the public or private sector to serve on an Innovation Advisory Council to guide the development of Michigan Virtual\u2019s innovation portfolio.<\/li><\/ol><p>Thomas Arnett, Senior Education Research Fellow at the Christensen Institute, and Lucie Howell, Chief Learning Officer at The Henry Ford, have both agreed to renew a two-year term on the Innovation Advisory Council.<\/p><ol start=\"7\"><li>Offer 25 or more competency-based online courses to districts through the professional learning portal.<\/li><\/ol><p>Michigan Virtual has included 40 opportunities for learners to experience competency-based courses that provide learners feedback on submitted evidence of learning.<\/p><h3>Mentor Network<\/h3><h4>Organizational Priority<\/h4><p>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/p><h4>Updates<\/h4><ol><li>Continue to maintain resources for effective mentoring of virtual learners and state reporting practices.<\/li><\/ol><p>The Michigan Virtual Mentor Webpage continues to be a place where mentors from around the state can access resources for mentoring virtual learners. Resources on the website have been maintained and\/or updated during Semester 1 of the 2022-2023 school year. Mentor resources are also available via Mentor\u2019s Corner \u2013 a live mentor community that is housed in Brightspace.<\/p><ol start=\"2\"><li>Offer opportunities for mentors to engage and collaborate with each other on topics such as pacing, building relationships, motivating students, and helping struggling students.<\/li><\/ol><p>On November 8, 2022, Michigan Virtual hosted a mentor-specific conference, Mentor Collaboration of the Minds. During the one-day conference, mentors from around the state were given the opportunity to collaborate with one another, while learning more about navigating student information systems, learning management systems, communicating with online instructors, and general best practices for supporting online learners. Mentors also have the opportunity to collaborate throughout the school year using the discussion boards in the Mentor\u2019s Corner, a mentor community housed in Brightspace.<\/p><h3>Focus Groups\/Annual Surveys<\/h3><h4>Organizational Priority<\/h4><p>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/p><h4>Updates<\/h4><ol><li>Convene a minimum of three focus groups of online students.<\/li><\/ol><p>Michigan Virtual is currently in the process of scheduling three focus groups with students in online courses during the spring 2023 semester, with these being done in person or remotely depending on the school location and policies regarding visitors in the participating schools.<\/p><ol start=\"2\"><li>Distribute an end-of-course survey to students and professional learners taking courses through the Michigan Virtual Student Learning Portal and the Professional Learning Portal.<\/li><\/ol><p>All learners enrolled in Michigan Virtual professional and student courses are presented with an end-of-course questionnaire. From October 1, 2022 through January 27, 2023, the professional learning questionnaire has received 17,494 responses, and the student end-of-course questionnaire has received 5,752 responses. Our student end-of-course survey shows that 87% of respondents are highly satisfied thus far in 2022-23, while our professional learners have a highly-satisfied rate of over 95%. We have also implemented a new survey for students taking courses in our collaborative programs, in which we provide online courses that local teachers use with local students. With just over 100 responses we see a 88% highly satisfied rate.<\/p><p>These surveys have been instrumental in advancing our understanding of a learner\u2019s experience with our courses, platforms, and instructors, as well as understanding their motivations for taking the courses. More specifically, our learning services and instructional design teams use the results to provide instructors with feedback and to improve both course content and instructional design in ways that improve a student\u2019s experience and overall course satisfaction. This includes course-specific items, like broken links or confusing content, and more universal design elements, like realizing a significant link between student satisfaction and clarity of course instructions and ease of platform navigation.<\/p><ol start=\"3\"><li>Distribute an end-of-year survey to mentors of students in Michigan Virtual<\/li><\/ol><p>A mid-year survey of mentors of students taking courses with Michigan Virtual was distributed on January 27, 2023, marking the end of all Semester 1 courses. An additional survey is planned for May or June to get year-end feedback.<\/p><ol start=\"4\"><li>Continue to convene a Mentor Advisory Board twice a year where mentor annual survey feedback is used to expand resources and effective training models for mentors.<\/li><\/ol><p>The fall Mentor Advisory Board meeting was held at Michigan Virtual on October 11, 2022, with nine mentors attending. The next Mentor Advisory Board meeting will be held in April 2023.<\/p><h3>Consumer Awareness Report<\/h3><h4>Organizational Priority<\/h4><p>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/p><h4>Updates<\/h4><ol><li>Update the Consumer Awareness resource twice annually (fall and spring).<\/li><\/ol><p>The <a href=\"https:\/\/michiganvirtual.org\/research\/consumer-awareness\/\">Consumer Awareness Report<\/a> on the Michigan Virtual website was updated in February 2023 to reflect data from the fall 2022 semester and is scheduled to be updated again near the end of the spring 2023 semester.<\/p><h3>Internet-based Platform<\/h3><h4>Organizational Priority<\/h4><p>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/p><h4>Updates<\/h4><ol><li>Provide leadership to the state\u2019s GoOpen initiative by contributing staff who serve on the GoOpen strategy teams and sub-teams.<\/li><\/ol><p>Michigan Virtual continues to contribute one staff member to serve on the #GoOpen Strategy team and meet with leaders of this initiative at MDE.<\/p><ol start=\"2\"><li>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/li><\/ol><p>In partnership with Michigan #GoOpen, Michigan Virtual continues to host modules on our professional learning platform. Michigan Virtual is currently in the process of creating additional modules for educators and administrators at no cost.<\/p><ol start=\"3\"><li>Make available modules on the Professional Learning Portal that support educators in developing their own digital learning objects.<\/li><\/ol><p>Michigan Virtual continues to provide educators modules that support the design of digital content including courses such as Assessments in the Blended Classroom, #GoOpen: Open Educational Resources in Michigan.<\/p><ol start=\"4\"><li>Provide funding for maintenance of Michigan\u2019s GoOpen hub.<\/li><\/ol><p>Michigan Virtual continues to cover the maintenance cost for Michigan\u2019s GoOpen hub providing districts with free open educational resources including curriculum and activities.<\/p><h3>Maintain Statewide Catalog of Online Courses<\/h3><h4>Organizational Priority<\/h4><p>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog must also contain all of the following:<\/p><p>(A) The number of enrollments in each virtual course in the immediately preceding school year. (B) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.<\/p><p>(C) The pass rate for each virtual course.<\/p><h4>Updates<\/h4><ol><li>Maintain and update catalog functionality on an ongoing basis.<\/li><\/ol><p>The 23-24 School Year has been added. No functionality issues have arisen, and the application has been running well.<\/p><ol start=\"2\"><li>Submit a minimum of five MVS semester-length courses to Quality Matters for independent course quality reviews as well as a minimum of five semester-length course renewals.<\/li><\/ol><p>So far this year, Civics and Economics courses have been submitted to QM for review. Plans are underway to submit Spanish 1, Social Media, Study Skills, and Anatomy and Physiology in the coming months.\u00a0<\/p><ol start=\"3\"><li>Offer professional development courses to Michigan schools and districts specific to applying National Standards for Quality Online Courses.<\/li><\/ol><p>Within the Professional Learning Portal, there are four courses available for users:<\/p><ul><li>Online National Standards 1: Getting Started<\/li><li>Online National Standards 2: Course Content &amp; Design<\/li><li>Online National Standards 3: Assessment<\/li><li>Online National Standards 4: Meeting Needs<br \/><br \/><\/li><\/ul><ol start=\"4\"><li>Send out performance data communication request and upload received results to the catalog.<\/li><\/ol><p>This occurs in the Summer after Semester 2 had completed. This year the performance data requests will be sent out by June 30, 2023, with a return due date of September 25, 2023.<\/p><ol start=\"5\"><li>Review and revise Section 21f resources made available through the statewide catalog.<\/li><\/ol><p>Users visiting the public search at the <a href=\"https:\/\/micourses.org\">Michigan&#8217;s Online Course Catalog website<\/a>\u00a0can click on the <strong>About <\/strong>link located at the top of the page and in the footer. The brings the user to a Michigan Virtual knowledge base article titled \u201cAbout Michigan\u2019s Online Course Catalog\u201d and the first paragraph is about Section 21f and links to additional details in a link titled \u201c<a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\">Michigan\u2019s Online Learning Law (21f)<\/a>.\u201d<\/p><h3>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h3><h4>Organizational Priority<\/h4><p>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/p><h4>Updates<\/h4><ol><li>Provide technical and customer support for users of the statewide catalog.<\/li><\/ol><p>For users of the public search, there is a <strong>Help <\/strong>link located at the top of the page and in the footer and this brings the user to knowledge base article that contains links to many How-To pages for finding and using the public search and using the MiCourses Admin site to add and maintain courses and course offerings. In addition, users can reach out to Customer Care and receive additional assistance.<\/p><p>New or returning District Course Managers and 3rd party Vendors (Course Managers) are directed to the MiCourses Admin User, who reaches out directly to the Course manager. New Course Manager users are offered a 30-to-60-minute training through Zoom, covering the MiCourses Admin Website. Course Manager are given links to additional resources and the contact information for the Admin User.<\/p><p>The Admin User is available to assist Course Managers and provide refresher training at their convenience. This includes assisting with complex tasks and creating new features, such as the School Year, new Term Type, or new Course Standards (AP, NCAA, MMA), and with understanding course review process.<\/p><ol start=\"2\"><li>Based on customer feedback and help-desk tickets, update help documentation and user interface (when needed) to assist users to promptly resolve common issues.<\/li><\/ol><p>Several articles have been updated for 22-23 as part of a yearly audit.<\/p><h3>Examine District Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h3><h4>Organizational Priority<\/h4><p>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/p><h4>Updates<\/h4><ol><li>Continue evaluations of Michigan Virtual teachers using the modified Danielson rubric.<\/li><\/ol><p>Michigan Virtual instructors will be evaluated this spring using the modified Danielson rubric tool. Each term, instructors receive at least two walkthroughs by their Lead instructor that serve as coaching opportunities supporting the professional development of the Student Learning Services team. Our supervisors will review these notes and conduct their own observation of each instructor to provide growth-mindset centered feedback to support our program and the students who participate in it.<\/p><ol start=\"2\"><li>Michigan Virtual will collaborate and contribute to the development of a national alignment tool\/ crosswalk of the Danielson evaluation rubric and the NSQ Quality Online Teaching standards.<\/li><\/ol><p>As a representative of Michigan Virtual, Shannon Smith, is participating in the development of a national alignment tool\/ crosswalk of the Danielson evaluation rubric and the NSQ Quality Online Teaching standards. This work is being led by a consortium consisting of the Virtual Learning Leadership Alliance (VLLA), Quality Matters (QM), and the Evergreen Education Group in consultation with the Danielson Group.<\/p><h3>Institute Annual Report<\/h3><h4>Organizational Priority<\/h4><p>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/p><h4>Updates<\/h4><ol><li>By December 1, 2022 submit the combined Annual Report for the 2021-22 year.<\/li><\/ol><p>The 2021-22 Institute Report was sent to the legislature in December 2022 and is also posted on the Michigan Virtual website as part of <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">Michigan Virtual\u2019s annual report page.<\/a><\/p><h3>Operate the Michigan Virtual School<\/h3><h4>Organizational Priority<\/h4><p>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/p><p>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/p><p>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/p><p>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/p><h4>Updates<\/h4><ol><li>Maintain accreditation during the 2023 fiscal year.<\/li><\/ol><p>Michigan Virtual will maintain accreditation through Cognia during the 2023 fiscal year.<\/p><ol><li>Adopt a fiscal year 2023 budget which allocates no more than $1M to subsidize the virtual school.<\/li><\/ol><p>In October 2022, Michigan Virtual\u2019s Board of Directors approved its fiscal year 2023 budget fulfilling this benchmark.<\/p><ol><li>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.<\/li><\/ol><p>Based on audited figures from the 2021-22 school year, an independent third-party auditing firm concluded Michigan Virtual adhered to this requirement.<\/p><ol start=\"4\"><li>Conduct criminal background checks on Michigan Virtual staff and maintain appropriate related documentation.<\/li><\/ol><p>Michigan Virtual is approved by the Michigan State Police (MSP) as a qualified entity to use the MSP Criminal History Record Internet Subscription Service (CHRISS) for fingerprinting for employment, assignment, or volunteer placement as authorized by the National Child Protection Act. Michigan Virtual works with its teachers and staff to complete background checks and MSP fingerprint checks through this process.<\/p><h3>Appropriation for Expanding Online and Blended Professional Development Programs<\/h3><h4>Organizational Priority<\/h4><p>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/p><h4>Updates<\/h4><ol><li>Design, test, and pilot new iterations of products and services associated with the delivery of effective professional learning for teaching in virtual and blended learning environments.<\/li><\/ol><p>Wondercert, Michigan Virtual\u2019s micro-credential platform, currently hosts the pilot micro-credential stack for Michigan Association of Computer Users in Learning (MACUL) Esports Coach starter pack micro-credentials. It also contains the community of practice micro-credentials for the Future of Learning Council for the following experiences:<\/p><ul><li>AI &amp; Learning \u2013 five-part series on the impact of AI &amp; Learning<\/li><li>Learning 2032 \u2013 three-part simulation series on what learning looks like in ten years<\/li><li>Future of Learning Council ASU+GSV Summit \u2013 FLC participants traveling to ASU+GSV Summit can earn a micro-credential upon completing a post-summit action plan.<\/li><\/ul><ol start=\"2\"><li>Provide in partnership with the FLC, synchronous and face to face session for educators on implementing blended learning.<\/li><\/ol><p>Michigan Virtual has provided opportunities for the FLC to engage in blended learning opportunities such as Teacher Boost, which is a professional development training focused on how classroom teachers can create a more personalized experience for students through the implementation of blended learning.<\/p><ol start=\"3\"><li>Facilitate a study tour for educators, administrators, and\/or education stakeholders in attending one national-level conference around innovation in educational technology.<\/li><\/ol><p>Starting March 2, 2023, a cohort of forty-five educators and association executives will begin a series of professional learning webinars leading up to in-person attendance at the ASU+GSV Summit in San Diego, April 17-19. The kick-off orientation and following four-part webinar series will acclimatize the participants to this unique conference experience. The participation in the summit is paid for by a grant from the ASU+GSV Summit organizers through Michigan Virtual. Michigan Virtual Learning Research Institute provides support and stewardship to participants.<\/p><ol start=\"4\"><li>Review and update Assessment in the Blended Classroom course offering.<\/li><\/ol><p>Michigan Virtual blended learning courses created during the pandemic are being updated and reformatted to better serve educators who are interested in creating a blended or online learning experience for students. Michigan Virtual has also implemented a number of scenario-based activities for learners in various courses.<\/p><h3>MVS Catalog<\/h3><h4>Organizational Priority<\/h4><p>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/p><p>(a) Information technology courses.<\/p><p>(b) College level equivalent courses, as that term is defined in section 1471 of the revised school code, MCL 380.1471.<\/p><p>(c) Courses and dual enrollment opportunities.<\/p><p>(d) Programs and services for at risk pupils.<\/p><p>(e) High school equivalency test preparation courses for adjudicated youth.<\/p><p>(f) Special interest courses.<\/p><p>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/p><h4>Updates<\/h4><ol><li>Continue to offer over 240 teacher-facilitated online courses for middle school and high school student enrollment.<\/li><\/ol><p>In the 2022-2023 school year, Michigan Virtual has offered a total of 269 teacher-led online courses for middle school and high school, including:<\/p><ul><li>45 semester-length Advanced Placement (AP) courses, fulfilling AP Course and Exam Description (CED) requirements for 24 AP exams administered by the College Board<\/li><li>24 high school credit recovery courses in the subjects of English language arts, mathematics, science, and social studies<\/li><li>157 high school courses within the subjects of English language arts, health and physical education, mathematics, science, social studies, visual and performing arts, world languages, business, computer technologies, and other career interest electives<\/li><li>43 middle school courses within the subjects of English language arts, health, mathematics, science, social studies, visual art, world languages, and computer technologies<\/li><\/ul><p>In addition, Michigan Virtual has provided 183 semester-length self-hosted middle school and high school online courses, available to be taught by teachers employed by local schools within a collaborative partnership model. \u00a0We also offer dual enrollment registration support for 28 online postsecondary courses offered by St. Clair County Community College (SC4), free access to 12 personalized independent study paths within EdReady Math and EdReady English powered by NROC, and free access to lesson content for 73 high school level courses via Michigan Virtual\u2019s Learning Continuity website.<\/p><ol start=\"2\"><li>Engage in efforts to expand online course offerings and digital content options to support schools\u2019 and districts\u2019 digital learning needs.<\/li><\/ol><p>In preparation for the 2023-2024 school year\u2019s catalog of online course offerings, Michigan Virtual is working with four third-party course content providers to add at least one new AP course \u2013 AP European History, three new high school elective courses related to career exploration, science, and technology, and three new middle school elective courses within the subjects of physical education, music, and STEM.<\/p><p>Michigan Virtual is also engaged in six new course developments to provide a new version of the AP U.S. Government and Politics course, a competency-based model of high school Algebra, an exploratory middle school elective course surveying multiple world languages, a new version of high school Spanish level 2, and two new computer programming courses \u2013 Mobile App Design with MIT App Inventor as well as Video Game Design with Java.<\/p><h3>Home-Schooled and Nonpublic Students<\/h3><h4>Organizational Priority<\/h4><p>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/p><h4>Updates<\/h4><ol><li>Produce 2022-23 pricing with no additional charges for a home-school or nonpublic school student.<\/li><\/ol><p>Michigan Virtual\u2019s prices for the 2022-23 school year are the same for home-schooled and nonpublic school students as they are for district students using the same services. <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">Pricing information is available<\/a> on the Michigan Virtual website.<\/p><h3>MVS Annual Report<\/h3><h4>Organizational Priority<\/h4><p>(7) Not later than December 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding fiscal year:<\/p><p>(a) A list of the districts served by the Michigan Virtual School.<\/p><p>(b) A list of virtual course titles available to districts.<\/p><p>(c) The total number of virtual course enrollments and information on registrations and completions by course.<\/p><p>(d) The overall course completion rate percentage.<\/p><h4>Updates<\/h4><ol><li>Publish MVS Annual Report no later than December 1, 2022.<\/li><\/ol><p>The 2021-22 report on the Michigan Virtual School was sent to the legislature in December 2022 and is posted on the Michigan Virtual website as part of <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">Michigan Virtual\u2019s annual report<\/a>. The 2022-23 report will be provided in December 2023.<\/p><h3>MVS Schools Served<\/h3><h4>Organizational Priority<\/h4><p>(8) In addition to the information listed in subsection (7), the report under subsection (7) must also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/p><h4>Updates<\/h4><ol><li>Serve at least 600 Michigan schools with online courses or free content.<\/li><\/ol><p>Michigan Virtual plans to serve over 600 schools through a multi-pronged approach. This first approach is through our student programming in which we offer online courses for over 280 middle school and high school titles. The second is through our free course content that we make available through our learning continuity webpage (lc.michiganvirtual.org ). Through this site, we offer content from over 75 quality online courses at no cost. The content will be made available until September 1, 2023, and will cover eight subject areas. Our third approach is through our contributions to the #GoOpen Michigan initiative. Michigan Virtual currently hosts over 2,000 learning objects on the platform as well as providing free professional development to educators on how to create and upload open educational resources. The <a href=\"https:\/\/goopenmichigan.org\/\">#GoOpen Michigan<\/a> website has over 5,500 registered educators that represent many schools throughout the state.<\/p><h3>Advisory Board<\/h3><h4>Organizational Priority<\/h4><p>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group serve at the pleasure of the governor and without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of residents of this state with high-quality degrees and credentials to at least 60% by 2025.<\/p><h4>Updates<\/h4><p>Since this section pertains to the actions of the Governor\u2019s office rather than Michigan Virtual, no plan has been created by Michigan Virtual.<\/p><h3>MVS Budget Costs<\/h3><h4>Organizational Priority<\/h4><p>(10) Not later than November 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/p><h4>Updates<\/h4><ol><li>No later than November 1, 2022, submit a detailed budget for 2022-23 fiscal year that includes a breakdown on Michigan Virtual\u2019s projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/li><\/ol><p>A detailed budget breaking down 2022-23 projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services was submitted by November 1, 2022.<\/p><ol><li>No later than March 1, 2023, submit a breakdown on Michigan Virtual\u2019s actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/li><\/ol><p>The breakdown of Michigan Virtual\u2019s actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year was included for legislators in the same mailing as this update.<\/p>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2614\" data-tab=\"4\" role=\"button\" aria-controls=\"elementor-tab-content-2614\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2022-23 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>This report is being submitted in fulfillment of the following legislative directive:<\/p><p><em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each fiscal year for which funding is allocated under this section that includes its mission, its plans, and proposed benchmarks it must meet, including a plan to achieve the organizational priorities identified in this section, in order to receive full funding for the next fiscal year for which funding is allocated under this section. Not later than March 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em><\/p><p><strong><em>Mission: Advance both learning and teaching through research, practice, <\/em><\/strong><strong><em>and partnerships.<\/em><\/strong><\/p><h2>Test, Evaluate Tools<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will explore different applications associated with defined innovation pathways around using technology to increase instructional capacity and improve effectiveness, learner engagement and communications, access to educational technology and curriculum, and the demonstration of personal and professional learning. This work will encompass exploring the impact of artificial intelligence (AI), next generation learning engagement platforms, counseling supports, and virtual and augmented reality.<\/p><p><em>Michigan Virtual <\/em>will also continue to participate in learning interoperability standards body, <a href=\"https:\/\/www.imsglobal.org\/home\">1EdTech<\/a> as a contributing member to develop a deeper understanding of digital learner records and how it impacts the recognition and portability of student achievements and outcomes in K-12 settings. Comprehensive Learner Records (CLR), digital badges, and learning record stores are all technology infrastructure of a competency-based learning environment and enable the documenting and sharing of achieved competencies, skills, knowledge, and aptitudes of students. CLR allows for greater flexibility of instructional pathways and portability and recognition of achievements between providers, schools, and the workforce. A subcomponent of this work is exploring how digital standards and competencies can be leveraged to support using digital learning standards in our learning environments to support the recognition of learning objectives at the lesson and unit levels.<\/p><p><em>Michigan Virtual <\/em>will engage in year-round enrichment programs that explore next generation learning modalities and offer innovative learning opportunities to students as supplemental learning in-school and out-of-school environments. These programs will be offered at a low cost through schools, community-based organizations and direct to parents interested in providing enrichment opportunities for students.<\/p><p><em>Michigan Virtual <\/em>will also develop and publish a series of blog posts documenting different tools and their application in creating pathways for teachers to use technology to achieve instructional goals in their online, blended, and traditional classrooms in a variety of student- centered learning models.<\/p><p>As interoperability in learning tools and data becomes a key factor in delivering high quality blended and online learning experiences to students, <em>Michigan Virtual <\/em>continues to focus on the piloting of tools around data interoperability to increase positive supports for learners in digital platforms. This includes examining the impact of data dashboards for instructor and mentors to display impactful learner data to support personnel.<\/p><p>To grow and expand the impact of <em>Michigan Virtual\u2019s <\/em>instructional coaching teams in their work with online teaching staff (over 250 full and part-time instructors), <em>Michigan Virtual <\/em>will pilot an application that offers a series of tools to organize and track coaching sessions, discussion topics, and recommendations provided. <em>Michigan Virtual <\/em>will explore the platform\u2019s ability to monitor and prioritize services to those teachers needing more personalized support.<\/p><p>As districts increase their reliance on digital tools, many teachers are also asked to be instructional designers, creating new learning objects to support their curriculum, and facilitators. To enable district staff to use digital learning objects from effectively, <em>Michigan <\/em><em>Virtual <\/em>will pilot a learning object repository (LOR) that allows for efficient and intuitive access to the <em>Michigan Virtual <\/em>catalog of digital curriculum objects and courses to supplement local curriculum. Exploration of how this tool can help teachers find, use, and assess value of digital curriculum will influence future development of solutions to help teachers find relevant, high quality instructional content.<\/p><h3>Benchmarks<\/h3><ol><li>Explore and test the application of artificial intelligence and machine learning in developing and deploying instructional content and share findings through the <em>Michigan Virtual\u00a0<\/em>website.<\/li><li>Participate in 1EdTech\u2019s Statewide Programs Board and Innovation Leadership Network focused on virtual schools and explore Trusted Apps Certified Leader certification and Trusted Apps Pledge.<\/li><li>Test and evaluate tools that will allow unit and lesson level learning objects to be tagged with digital standards and competencies in Michigan and publish or present on results of the use of digital learning standards for learning tools.<\/li><li>Offer up to 3 innovative learning options for year-round online and blended enrichment and publish summaries of the outcomes to the <em>Michigan Virtual<\/em><\/li><li>Publish a series of 4 blog posts focused on exploration and use of learning tools and resources to the <em>Michigan Virtual<\/em> website.<\/li><li>Explore data interoperability with learning tools with a focus on security and data privacy and publish or present on the findings.<\/li><li>Explore and test an application to organize, track and prioritize instructional coaching support for educators and coaches.<\/li><li>Launch pilot with Michigan schools to provide <em>Michigan Virtual <\/em>content through a learning object repository that allows for embedding in multiple Learning Management Systems through interoperability standards and publish or present on findings around viability of learning object repository use for this purpose.<\/li><\/ol><h2>Research, Design, Recommend Virtual Delivery Models<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will conduct a study investigating mentor behavioral engagement with the <em>Michigan Virtual <\/em>learning management system and student information system. This descriptive analysis will inform conversations with mentors regarding optimal levels of engagement and serve to inform future recommendations and effective mentoring practice.<\/p><p><em>Michigan Virtual <\/em>will continue a collaboration with researchers Dr. Kerry Rice and Dr. Andy Hung from Boise State University on a research study that uses <em>Michigan Virtual <\/em>course data to train an AI predictive model designed to identify students at-risk of earning less than 65% of the available course points.<\/p><p>K-12 online synchronous learning while still a minority of overall enrollments represents a growing trend in online education. This delivery model gained popularity during the school closures due to the COVID-19 pandemic. As schools re-opened, many programs have continued to explore synchronous online learning for K-12 students. <em>Michigan Virtual <\/em>will design and execute a research study on synchronous K-12 online learning that highlights trends, effective practices, and lessons learned from online programs.<\/p><p>States nationwide are making investments in Career and Technical Education (CTE), with some investments being made towards online CTE. <em>Michigan Virtual<\/em>, in partnership with programs providing online CTE, will design and execute a research study in this area. The study will investigate the perceived need for online CTE, programmatic successes and ongoing challenges, and implications for ongoing investments in online CTE.<\/p><h3>Benchmarks<\/h3><ol><li>Design and execute a study investigating mentor behavioral engagement and effective student support practices.<\/li><li>Continue collaboration with Kerry Rice and Dr. Andy Hung on models of predicting at- risk students in M<em>ichigan Virtual <\/em>courses.<\/li><li>Design and execute a study investigating synchronous K-12 online learning trends, effective practices, and lessons learned from online programs and make the findings available on the <em>Michigan Virtual\u00a0<\/em>website.<\/li><li>Design and execute a study investigating online CTE and make the findings available on the <em>Michigan<\/em> Virtual website.<\/li><\/ol><h2>Recommend Evaluation Criteria for Cyber and Online Providers<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/em><\/p><h3>Plans<\/h3><p>For the past several years, <em>Michigan Virtual <\/em>has been part of a national effort to update standards for quality online learning. This effort led to the release of the National Standards for Quality Online Learning (NSQOL), which includes quality standards for programs, teaching, and courses. As more schools and districts throughout Michigan include online learning in their academic programs, there is a related growing need to ensure students are receiving the highest quality of education in this format. Given this need, <em>Michigan Virtual <\/em>will continue to offer to conduct reviews, with recommendations for improvement, of online learning programs at no cost to Michigan schools and districts. These reviews will align with research-based best practices for online learning and the National Standards for Quality Online Learning.<\/p><p>Additionally, <em>Michigan Virtual<\/em>, in collaboration with the Virtual Learning Leadership Alliance, is leading the development of a formal, virtual learning program certification process that may be used by schools and districts within Michigan and throughout the nation. This process will allow virtual schools or programs to assess the degree to which their programs measure up to the National Standards for Quality Online Learning Programs. As part of the assessment, leaders of virtual learning programs will be able to identify where they meet the national standards and where they fall short; specific recommendations will be provided in a culminating report to help these leaders take actions that will help improve their school\u2019s or programs to better align with the standards.<\/p><h3>Benchmarks<strong>\u00a0<\/strong><\/h3><ol><li>Offer to conduct online program reviews, including written recommendations, using the NSQOL standards for up to 10 Michigan schools at no cost. If <em>Michigan Virtual<\/em>, has additional capacity and schools express greater need, any additional reviews would also be done at no cost to Michigan schools.<\/li><li>Develop a comprehensive, certification review process to help schools and districts assess the degree to which their programs measure up to the National Standards for Quality Online Learning Programs.<\/li><\/ol><h2>Effectiveness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career- ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The Michigan Virtual Learning Research Institute shall submit the report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each fiscal year for which funding is allocated in this section.<\/em><\/p><h3>Plans<\/h3><p>By March 31, 2023, <em>Michigan Virtual <\/em>will produce the <em>Effectiveness Report <\/em>in a form and method consistent with the past version as it has been well-received and represents the most in-depth, state-level analysis of virtual course enrollments in the country. Like last year\u2019s report, <em>Michigan Virtual <\/em>will also create an infographic summarizing key findings from the report. A link to the infographic and the report will be mailed to required recipients and published on the <em>Michigan Virtual <\/em>website. The report\u2019s author will produce a recording that will be made available on- demand through the <em>Michigan Virtual <\/em>website.<\/p><h3>Benchmarks<\/h3><ol><li>Publish the <em>Effectiveness Report <\/em>on the <em>Michigan Virtual <\/em>website by the March 31, 2023, deadline with a link to the report and infographic sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked no later than March 31, 2023.<\/li><li>Mail an <em>At-a-Glance Report Infographic <\/em>and cover letter detailing the online report and resources to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2023.<\/li><li>Post recording on the <em>Michigan Virtual <\/em>website for on-demand viewing.<\/li><\/ol><h2>Deliver PD and Submit PD Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM council described in section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report must also include both of the following:<\/em><\/p><ul><li><em>the identification of barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/em><\/li><li><em>A link to, and explanation of, the Michigan Virtual University\u2019s online course standards for professional development programming. The standards described in this sub-subparagraph must inform learners how to file a complaint about course content and detail the steps that will be taken for the review and resolution of complaints.<\/em><\/li><\/ul><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to advance its professional development services by gathering and acting on feedback from individuals currently taking professional development courses, individuals who may be seeking professional development in the future, and from the field in general. <em>Michigan Virtual <\/em>will continue partnering with districts, the department, and educational groups to provide professional learning services while integrating professional learning communities to build engagement. The <em>Michigan Virtual <\/em>professional development platform will be continuously improved through course updates, new courses, and pilots to explore opportunities for more competency-based learning at scale.<\/p><p><em>Michigan Virtual <\/em>will continue to host the annual event called Collaboration of the Minds (COM). COM is an annual professional development conference that serves as an opportunity to bring the large remote teaching staff of <em>Michigan Virtual<\/em>, many of whom have full-time teaching positions in local school districts, together to learn, explore, and collaborate with each other.<\/p><p>This is an opportunity for all instructors to meet face-to-face or virtually and provides time for like-content instructors to explore best practices and strategies for supporting students. The event introduces new learning in the virtual environment, training in effective practices, and collaboration time to explore with fellow instructors. <em>Michigan Virtual <\/em>is also putting on a hybrid fall event for mentors of online learners to strengthen effective practices and expand their professional learning community.<\/p><p><em>Michigan Virtual <\/em>will continue to fulfill the PD report&#8217;s requirement through publishing its annual report. The report will include a section addressing identified barriers and other opportunities to encourage the adoption of virtual learning in the public education system. It will also include a link to a page on the <em>Michigan Virtual <\/em>website that identifies our online course standards for professional development programming. Along with the link, the report will document steps a learner can take to share feedback, including a complaint about course content, and outline how that feedback will be reviewed and resolved.<\/p><h3>Benchmarks<\/h3><ol><li>Develop and update professional learning courses based on the needs of schools and districts identified through market research.<\/li><li>Offer professional learning courses through partnerships with at least 10 districts, the department, and educational groups.<\/li><li>Offer 25 competency-based professional development courses to Michigan teachers and administrators.<\/li><li>Host the 2023 Collaboration of the Minds professional learning conference for instructors and a fall event for online mentors.<\/li><li>Submit the 2022 PD report as part of a combined annual report that also includes <em>Michigan Virtual<\/em>\u2019s annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the <em>Michigan Virtual School <\/em>no later than December 1, 2022. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/li><\/ol><h2>Identify\/Share Best Practices<\/h2><h3>Organizational Priority<strong>\u00a0<\/strong><\/h3><p><em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>developed a series of guides related to online learning, which are made available to students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual <\/em>will review and update the content of these guides as needed and make this content available to the public through the <em>Michigan Virtual <\/em>website.<\/p><p><em>Michigan Virtual <\/em>will design and execute a research study investigating student pacing in <em>Michigan Virtual <\/em>courses. Internal analysis of course data demonstrated that pacing, rather than performance on assignments determines whether students stay on-track to complete their course. This research study will use <em>Michigan Virtual <\/em>LMS data to generate evidence that could support future rigorous research testing different approaches to assignments in online courses.<\/p><p>Further, this study will contribute to the growing literature on how course design influences student outcomes.<\/p><p><em>Michigan Virtual<\/em>, in conjunction with Dr. Anne Jonas at Michigan State University, will publish a research study that examines student, teacher, and mentor experiences with online learning.<\/p><p>This study will highlight the experiences of rural and low-income students, in addition to telling the varied stories and perspectives of stakeholders. Findings from this research will be shared through the <em>Michigan Virtual <\/em>website.<\/p><p><em>Michigan Virtual <\/em>will continue to conduct research on student-centered learning and provide effective practices and recommendations to Michigan schools and districts.<\/p><p>Finally, <em>Michigan Virtual <\/em>is active at Michigan education conferences. Staff will be presenting or exhibiting at 10 or more Michigan professional learning conferences. Presentation and outreach at these events will include sharing our resources and experience with research-based online learning, school redesign, mental health awareness, and professional learning for educators.<\/p><h3>Benchmarks<\/h3><ol><li>Maintain and update the <em>Michigan Virtual <\/em>Guides to Online Learning.<\/li><li>Design and execute research study investigating student pacing in <em>Michigan Virtual <\/em>courses.<\/li><li>Publish a research study on the experiences of students, teachers, and mentors with online learning.<\/li><li>Continue to conduct research on student-centered learning and provide effective practices and recommendations to Michigan schools and districts.<\/li><li>Present or exhibit at 10 or more Michigan professional learning conferences.<\/li><\/ol><h2>Policy Recommendations to Gov.\/Legislature<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will provide feedback on current virtual learning policies and make recommendations that will accelerate the use of effective virtual learning in the state.<\/p><h3>Benchmarks<\/h3><ol><li>Before December 31, 2022, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and Michigan Department of Education.<\/li><\/ol><h2>Research Clearinghouse<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will maintain the existing <a href=\"https:\/\/k12onlineresearch.org\/\">clearinghouse website<\/a> and add additional resources to the website throughout the fiscal year. Currently, the nationally-recognized clearinghouse acts as an aggregator of K-12 online and blended research and key publications. To date, there are over 1,200 resources cataloged in the clearinghouse. On a quarterly basis, <em>Michigan Virtual <\/em>will email a clearinghouse newsletter to the <em>MVLRI <\/em>mailing list and share it via social media to highlight resources added during that time.<\/p><h3>Benchmarks<\/h3><ol><li>Create and distribute quarterly newsletters that highlight new resources and document progress toward newly-added resources to the clearinghouse by the end of the fiscal year.<\/li><li>Add resources in the form of blogs, publications, webinars, and podcasts to the clearinghouse and the <em>Michigan Virtual <\/em>website.<\/li><li>Continue to maintain the clearinghouse platform and update as need for improved functionality.<\/li><\/ol><h2>Promote\/Distribute Instructional Design Guidelines and Standards<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will maintain and update the instructional design guidelines and standards tagged in the Research Clearinghouse. At least five new instructional design resources will be added to the Clearinghouse to assist Michigan schools in developing and delivering their own digital content to students.<\/p><p><em>Michigan Virtual <\/em>will also promote the <a href=\"https:\/\/www.nsqol.org\/\">National Quality Standards for Online Teaching, National Quality Standards for Online Programs, and National Quality Standards for Online Courses<\/a>\u00a0which will all help to inform Michigan-based work in online and blended learning. This includes offering four free online professional learning courses focused on different aspects of the national standards.<\/p><p><em>Michigan Virtual <\/em>will also offer courses on instructional design and on creating digital content and effective online assessments. <em>Michigan Virtual <\/em>will submit at least two presentation proposals to Michigan-specific education conferences to promote and share best practices related to instructional design and standards of quality.<\/p><h3>Benchmarks<\/h3><ol><li>Include links to instructional design guidelines and standards in the Research Clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d<\/li><li>Add five new instructional design resources to the<\/li><li>Promote the National Standards for Quality Online Learning by offering four professional learning courses.<\/li><li>Promote, maintain, and support free online professional development resources to train teachers in the instructional design of online content, including through the offering of online professional courses.<\/li><li>Propose a session focused on instructional design best practices for at least two Michigan-based education conferences.<\/li><\/ol><h2>Work with Teacher Preparation Institutions on Digital Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will make available a wide variety of online resources and courses to institutions that operate teacher and administrator preparation programs. These resources, which include digital content and professional learning related to early literacy; online, blended, and student-centered learning; and the use of open educational resources, will be available to colleges and universities through <em>Michigan Virtual<\/em>-hosted environments. In some cases, these resources may be made available in university-hosted environments.<\/p><p><em>Michigan Virtual <\/em>will continue to collaborate with university entrepreneurship programs and technology accelerators \/ tech transfer teams to promote educational technology entrepreneurship and to catalyze teachers\u2019 creation of new technology to solve educational challenges. This program includes a series of experiences that bring together college students, faculty, education technology entrepreneurs, and <em>Michigan Virtual <\/em>to support innovation in education throughout the state.<\/p><p><em>Michigan Virtual <\/em>is also interested in collaborating with colleges and universities in ways that drive innovation in education. The <em>Michigan Virtual\u2019s <\/em>Innovation Advisory Council will continue to include representatives from higher education institutions that operate teacher and\/or administrator preparation programs.<\/p><h3>Benchmarks<\/h3><ol><li>Work with interested Michigan teacher preparation institutions to coordinate access to the <em>Michigan Virtual<\/em>-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.<\/li><li>Continue to support an educational technology entrepreneurship program to support one cohort of educators\/innovators interested in developing and scaling their education technology solutions with relevant stakeholders.<\/li><li>Continue to have at least two members from a higher education institution serve on an Innovation Advisory Council to guide the development of <em>Michigan Virtual\u2019s <\/em>innovation portfolio.<\/li><\/ol><h2>Public\/Private Partnerships<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(v) &#8211; Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will maintain existing partnerships with specific educational organizations to support efforts related to professional learning micro-credentials. Through collaboration with the educational organizations, <em>Michigan Virtual <\/em>will continue to support the design, development, and delivery of micro-credentials focused on knowledge, skills, and experiences related to high-need areas.<\/p><p><em>Michigan Virtual <\/em>will continue to lead conversations about digital learning throughout Michigan. Maintaining memberships and affiliations with national digital learning organizations such as the Digital Learning Consortium and Aurora Institute will help gain insight into other state and national trends as they relate to key issues in digital learning, policy development, and effective program practices, in general. <em>Michigan Virtual <\/em>will gather and share such information with schools and districts throughout the state as they continue to implement digital learning opportunities for their students.<\/p><p><em>Michigan Virtual <\/em>will also provide direct support to the Future of Learning Council through a professional collaboration that provides a structured environment for Michigan leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning with other innovative school leaders. Both <em>Michigan Virtual <\/em>and the Future of Learning Council believe we have a unique opportunity to chart a new course regarding the structure of schools by blending the best of our traditional instructional models with an intentional focus on innovations in learning to better serve all children.<\/p><p><em>Michigan Virtual <\/em>will continue to collaborate with national and regional technology accelerator programs to promote educational technology entrepreneurship, catalyze teachers\u2019 creation of new technology to solve educational challenges, and promote high-quality educational technology development and implementations in Michigan. This includes promoting standards- based educational technology that promotes an agile, scalable, safe, data-rich edtech ecosystem.<\/p><p>As <em>Michigan Virtual <\/em>continues develops its innovation portfolio, it will seek participation from a variety of external stakeholders to bring diversity of thought to the process. <em>Michigan Virtual <\/em>will continue working with representatives of the public and private sectors on the Innovation Advisory Council.<\/p><p><em>Michigan Virtual <\/em>will also offer 25 or more competency-based online courses to districts through its professional learning portal. The variety of courses will allow learners to experience a competency-based course through a range of subject areas.<\/p><h3>Benchmarks<\/h3><ol><li>Continue partnerships with educational organizations to help support the professional learning micro-credentialing effort through the development of micro-credentials in high need areas.<\/li><li>Maintain membership in at least two national-level organizations that advocate for and support digital learning at the K-12 level.<\/li><li>Collaborate with the Future of Learning Council to provide opportunities for Michigan school leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning.<\/li><li>Support an educational technology entrepreneurship program cohort of educators\/innovators interested in developing and scaling their education technology solutions with relevant stakeholders.<\/li><li>Promote 1EdTech\u2019s \u201cTrusted Apps Pledge\u201d agreeing to a set of fair and acceptable business practices in the use of open standards by suppliers.<\/li><li>Invite at least two members from the public or private sector to serve on an Innovation Advisory Council to guide the development of <em>Michigan Virtual\u2019s <\/em>innovation portfolio.<\/li><li>Offer 25 or more competency-based online courses to districts through the professional learning portal.<\/li><\/ol><h2>Mentor Network<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/em><\/p><h3>Plans<strong>\u00a0<\/strong><\/h3><p><em>Michigan Virtual <\/em>will continue to provide a critical service to schools by highlighting the importance of mentors in virtual learner success. Mentors will have access to resources, share assets and practices, and explore emerging tools to support students\u2019 engagement and success in online learning.<\/p><p><em>Michigan Virtual <\/em>staff will offer events where mentors examine effective practices, develop resources, discuss the latest pupil accounting policies, and strengthen their professional learning community.<\/p><h3>Benchmarks<\/h3><ol><li>Continue to maintain resources for effective mentoring of virtual learners and state reporting practices.<\/li><li>Offer opportunities for mentors to engage and collaborate with each other on topics such as pacing, building relationships, motivating students, and helping struggling students.<\/li><\/ol><h2>Focus Groups\/Annual Surveys<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will collect feedback from key users and stakeholders through surveying, focus groups, and other means. Student focus groups will center on the student experience in online learning, their motivations for taking an online course, and their preferences for online or in person learning. The results will help <em>Michigan Virtual <\/em>refine its offerings and identify opportunities to improve virtual learning for students.<\/p><p>Surveys will be used with students and professionals to focus on the learner experience, their motivations, and opportunities for <em>Michigan Virtual <\/em>to improve its offerings and the outcomes for learners. The professional learning survey results will be filtered by the learner\u2019s role (teacher, administrator, parent, support staff, etc.) to help identify and understand opportunities that may be unique to each role.<\/p><p><em>Michigan Virtual <\/em>will also survey mentors of virtual students and conduct advisory committee meetings to learn from the field, gathering information on what supports work best for students in virtual learning and what does not work in terms of supports, content, and systems.<\/p><h3>Benchmarks<\/h3><ol><li>Convene a minimum of three focus groups of online students.<\/li><li>Distribute an end-of-course survey to students and professional learners taking courses through the <em>Michigan Virtual <\/em>Student Learning Portal and the Professional Learning Portal.<\/li><li>Distribute an end-of-year survey to mentors of students in <em>Michigan Virtual <\/em><\/li><li>Continue to convene a Mentor Advisory Board twice a year where mentor annual survey feedback is used to expand resources and effective training models for mentors.<\/li><\/ol><h2>Consumer Awareness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/em><\/p><h3>Plans<\/h3><p>The <a href=\"https:\/\/michiganvirtual.org\/research\/consumer-awareness\/\"><em>Consumer Awareness <\/em>resource<\/a>\u00a0is available as an important link on the <em>About <\/em>page of <a href=\"https:\/\/micourses.org\/\"><em>Michigan&#8217;s Online Course Catalog<\/em><\/a>. The report includes sections devoted to background, providers, delivery models, performance data, cost structures, research trends, conclusions, and resources. Including the <em>Consumer Awareness <\/em>resource as part of Michigan\u2019s Online Course Catalog provides high visibility for parents, students, and schools exploring Section 21f options. Data on areas such as the school districts that are putting courses in the catalog, the distribution of courses by ISD, PSA, LEA, and the <em>Michigan Virtual School<\/em>, and disaggregation by key variables such as who is providing the content or the instructor, are updated in the fall and in the spring to reflect the changes in those two enrollment windows.<\/p><h3>Benchmarks<\/h3><ol><li>Update the <em>Consumer Awareness resource <\/em>twice annually (fall and spring).<\/li><\/ol><h2>Internet-based Platform<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>acts as a close partner with Michigan Department of Education and the #GoOpen Michigan Strategy Team to make available a common Open Educational Resources system throughout the state. On the <a href=\"https:\/\/goopenmichigan.org\/\">GoOpenMichigan website<\/a> educators can access open educational resources for modification and use in the classroom. In addition to providing leadership on the platform, <em>Michigan Virtual <\/em>will also cover the cost of maintenance of this platform for continued use.<\/p><p><em>Michigan Virtual <\/em>also supports educators in the creation and sharing of digital learning objects by providing courses on its Professional Learning Portal. These courses provide training to educators on how to develop their own learning objects as well as learning more about open educational resources, including how GoOpenMichigan can be leveraged for use in their classrooms.<\/p><h3>Benchmarks<\/h3><ol><li>Provide leadership to the state\u2019s GoOpen initiative by contributing staff who serve on the GoOpen strategy teams and sub-teams.<\/li><li>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/li><li>Make available modules on the Professional Learning Portal that support educators in developing their own digital learning objects.<\/li><li>Provide funding for maintenance of Michigan\u2019s GoOpen hub.<\/li><\/ol><h2>Maintain Statewide Catalog of Online Courses<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog must also contain all of the following:<\/em><\/p><ul><li><em>The number of enrollments in each virtual course in the immediately preceding school year.<\/em><\/li><li><em>The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.<\/em><\/li><li><em>The pass rate for each virtual<\/em><em> course.<\/em><\/li><\/ul><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>continues to maintain the <a href=\"https:\/\/micourses.org\/\">statewide catalog of online courses<\/a>. The <em>Michigan Virtual Learning Research Institute <\/em>has worked with other leading experts across the country to develop a list of nationally recognized best practices for virtual learning programs, teachers, and courses. These sets of standards are formally known as the <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a>. These standards have been added to the Micourses catalog and can be used by <em>Michigan Virtual<\/em>, intermediate districts and districts to report the results of their quality course review. <em>Michigan Virtual <\/em>will also submit a minimum of five MVS semester-length courses to Quality Matters for independent course quality reviews as well as a minimum of five semester-length course renewals.<\/p><p><em>Michigan Virtual <\/em>offers a series of four asynchronous professional development courses housed on its Professional Learning Portal in an effort to help schools understand ways in which they could develop high-quality online courses for students. These courses, aligned to the National Standards for Quality Online Courses, are titled: <em>Online National Standards 1: Getting Started<\/em>; <em>Online National Standards 2: Course Content &amp; Design<\/em>; <em>Online National Standards 3: Assessment<\/em>; and <em>Online National Standards 4: Meeting Needs. <\/em>These courses are available at no cost to all Michigan schools.<\/p><p>Toward the end of each school year, <em>Michigan Virtual <\/em>will reach out to each course provider that offered online courses that year and request their performance data for inclusion in the catalog. MV staff will upload the performance data results we receive to the Micourses website.<\/p><p>Lastly, <em>Michigan Virtual <\/em>will review and revise the documentation that is specific to Section 21f made available through the statewide catalog website on an as needed basis. These revisions will include any recent legislation that was passed by the Michigan legislature.<\/p><h3>Benchmarks<\/h3><ol><li>Maintain and update catalog functionality on an ongoing basis.<\/li><li>Submit a minimum of five MVS semester-length courses to Quality Matters for independent course quality reviews as well as a minimum of five semester-length course renewals.<\/li><li>Offer professional development courses to Michigan schools and districts specific to applying National Standards for Quality Online Courses.<\/li><li>Send out performance data communication request and upload received results to the catalog.<\/li><li>Review and revise Section 21f resources made available through the statewide catalog.<\/li><\/ol><h2>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to support the functionality of the course catalog, including providing technical and customer support for users. <em>Michigan Virtual <\/em>will also continue to maintain a public facing knowledge base allowing catalog users to browse for instant help.<\/p><h3>Benchmarks<\/h3><ol><li>Provide technical and customer support for users of the statewide catalog.<\/li><li>Based on customer feedback and help-desk tickets, update help documentation and user interface (when needed) to assist users to promptly resolve common issues.<\/li><\/ol><h2>Examine District Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to implement the modified Danielson evaluation rubric with all instructors both full- and part-time (a minimum of 200 instructors). This process allows <em>Michigan Virtual <\/em>to continue its effort to support district level accountability and teacher effectiveness issues.<\/p><p><em>Michigan Virtual <\/em>will work in collaboration with the Virtual Learning Leadership Alliance (VLLA) to establish a national alignment tool or crosswalk between the Danielson evaluation rubric and the NSQ Quality Online Teaching standards. This is a multi-state effort to ensure clarity of purpose, application, and implementation of teaching standards across multiple environments. The goal is to provide shared language when supporting and evaluating educators across learning environments.<\/p><h3>Benchmarks<\/h3><ol><li>Continue evaluations of <em>Michigan Virtual <\/em>teachers using the modified Danielson rubric.<\/li><li><em>Michigan Virtual <\/em>will collaborate and contribute to the development of a national alignment tool\/ crosswalk of the Danielson evaluation rubric and the NSQ Quality Online Teaching standards.<\/li><\/ol><h2>Institute Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/em><\/p><h3>Plans<\/h3><p>Submit required report detailing Michigan Virtual Learning Research Institute activities.<\/p><h3>Benchmarks<\/h3><ol><li>By December 1, 2022, submit the combined Annual Report for the 2021-22 year.<\/li><\/ol><h2>Operate the Michigan Virtual School<\/h2><h3>Organizational Priority<\/h3><ul><li><em>To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/em><ul><li><em>The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/em><\/li><li><em>The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/em><\/li><li><em>In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/em><\/li><\/ul><\/li><\/ul><h3>Plans<strong>\u00a0<\/strong><\/h3><p><em>Michigan Virtual <\/em>is accredited through Cognia, and it will complete any necessary requirements from Cognia to maintain that accreditation. It will pass a board-approved budget that caps appropriation spending for <em>Michigan Virtual School <\/em>to no more than $1M. <em>It <\/em>will also conduct background checks through a private security firm that uses the FBI\u2019s LiveScan fingerprinting process to comply with these requirements.<\/p><h3>Benchmarks<\/h3><ol><li>Maintain accreditation during the 2023 fiscal year.<\/li><li>Adopt a fiscal year 2023 budget which allocates no more than $1M to subsidize the virtual school.<\/li><li>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.<\/li><li>Conduct criminal background checks on <em>Michigan Virtual <\/em>staff and maintain appropriate related documentation.<\/li><\/ol><h2>Appropriation for Expanding Online and Blended Professional Development Programs<\/h2><h3>Organizational Priority<\/h3><ul><li><em>From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/em><\/li><\/ul><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to provide support for and collaborate with the Future of Learning Council. This will result in supporting the specific professional learning needs of district teams participating in FLC activities and creating new opportunities to use the FLC as a feedback mechanism for professional and student learning needs across the state to address new and next learning models. <em>Michigan Virtual <\/em>will work with the Future of Learning Council to address areas, identified by the participating districts, to develop, test, and pilot professional learning products and services focused on instruction in virtual and blended learning environments.<\/p><p>These collaborations will provide opportunities to increase the reach and impact of both existing and newly-identified professional learning programs for Michigan teachers.<\/p><p>In partnership with the Future of Learning Council, <em>Michigan Virtual <\/em>will offer one virtual and one face to face blended and online learning professional development to prepare educators for utilizing virtual and blended learning in the classroom.<\/p><p><em>Michigan Virtual <\/em>will organize a study tour for educators, administrators, and education stakeholders, to attend a national educational technology networking event around innovation in education. The purpose of this tour will be to provide opportunities to connect and participate in next generation learning models, with the intent to build a strong innovation hub in Michigan schools.<\/p><p><em>Michigan Virtual <\/em>will continue to offer a suite of courses focused on blended learning and will be updating our Blended Assessment course to reflect updated pedagogical practices.<\/p><h3>Benchmarks<\/h3><ol><li>Design, test, and pilot new iterations of products and services associated with the delivery of effective professional learning for teaching in virtual and blended learning environments.<\/li><li>Provide in partnership with the FLC, synchronous and face to face session for educators on implementing blended learning.<\/li><li>Facilitate a study tour for educators, administrators, and\/or education stakeholders in attending one national-level conference around innovation in educational technology.<\/li><li>Review and update Assessment in the Blended Classroom course offering.<\/li><\/ol><h2>MVS Catalog<\/h2><h3>Organizational Priority<\/h3><ul><li><em>If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/em><ul><li><em>Information technology <\/em><\/li><li><em>College level equivalent courses, as that term is defined in section 1471 of the revised school code, MCL 380.1471.<\/em><\/li><li><em>Courses and dual enrollment <\/em><\/li><li><em>Programs and services for at\u2010risk <\/em><\/li><li><em>High school equivalency test preparation courses for adjudicated <\/em><\/li><li><em>Special interest <\/em><\/li><li><em>Professional development programs for teachers, school administrators, other school employees, and school board members.<\/em><\/li><\/ul><\/li><\/ul><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>offers over 240 online courses, taught by Michigan certified teachers, for middle school and high school students in a wide variety of subjects that fulfill grade level and high school graduation requirements, in addition to elective offerings, credit recovery, Advanced Placement, the facilitation of online dual enrollment postsecondary course registration, as well as the provision of online courses and content that can be taught by local educators.<\/p><p>The needs for online and digital learning solutions for Michigan students and their schools face ever evolving forces of change. <em>Michigan Virtual <\/em>strives to provide current, quality online courses and digital learning support services to meet these changing needs. As state agencies adopt new or revised content standards and graduation requirements, the College Board adopts new curriculum frameworks for scoring high school students\u2019 fulfillment of college credit requirements through the AP Exams, and schools seek to bolster student achievement in online and hybrid learning environments with new or enhanced educational delivery models and support services, <em>Michigan Virtual <\/em>seeks to introduce new and revised course offerings, products and services to meet these demands.<\/p><h3>Benchmarks<\/h3><ol><li>Continue to offer over 240 teacher-facilitated online courses for middle school and high school student enrollment.<\/li><li>Engage in efforts to expand online course offerings and digital content options to support schools\u2019 and districts\u2019 digital learning needs.<\/li><\/ol><h2>Home-Schooled and Nonpublic Students<\/h2><h3>Organizational Priority<\/h3><ul><li><em>If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/em><\/li><\/ul><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to adhere to this requirement. <em>Michigan Virtual <\/em>makes available its courses to Michigan home-schooled or nonpublic students at the advertised base rate.<\/p><p><em>Michigan Virtual <\/em><a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">pricing is available online<\/a>.<\/p><h3>Benchmarks<\/h3><ol><li>Produce 2022-23 pricing with no additional charges for a home-school or nonpublic school student.<\/li><\/ol><h2>MVS Annual Report<\/h2><h3>Organizational Priority<\/h3><ul><li><em>Not later than December 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding fiscal year:<\/em><ul><li><em>A list of the districts served by the Michigan Virtual School.<\/em><\/li><li><em>A list of virtual course titles available to districts.<\/em><\/li><li><em>The total number of virtual course enrollments and information on registrations and completions by course.<\/em><\/li><li><em>The overall course completion rate percentage.<\/em><\/li><\/ul><\/li><\/ul><h3>Plans<\/h3><p>Submit the report detailing <em>Michigan Virtual School <\/em>activities for 2021-22 school year as part of an annual report that also includes the <em>Michigan Virtual\u2019s <\/em>professional development report specified under 2(a)(v) and the Institute annual report required under 2(b)(xiii) no later than December 1, 2022.<\/p><h3>Benchmarks<\/h3><ol><li>Publish MVS Annual Report no later than December 1, 2022.<\/li><\/ol><h2>MVS Schools Served<\/h2><h3>Organizational Priority<\/h3><ul><li><em>In addition to the information listed in subsection (7), the report under subsection (7) must also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/em><\/li><\/ul><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>plans to serve over 600 schools through a multi-pronged approach. This first approach is through our student programming in which we offer online courses for over 240 middle school and high school titles. The second is through our free course content that we make available through our <a href=\"https:\/\/lc.michiganvirtual.org\/\">learning continuity webpage<\/a>. Through this site, we offer content from over 70 quality online courses at no cost. The content will be made available until September 1, 2023, and will cover eight subject areas. Our third approach is through our contributions to the <a href=\"https:\/\/goopenmichigan.org\/\">#GoOpen Michigan initiative<\/a>.\u00a0<em>Michigan Virtual <\/em>currently hosts over 2,000 learning objects on the platform as well as providing free professional development to educators on how to create and upload open educational resources. The #GoOpen Michigan website has over 5,000 registered educators that represent many schools throughout the state.<\/p><h3>Benchmarks<strong>\u00a0<\/strong><\/h3><ol><li>Serve at least 600 Michigan schools with online courses or free content.<\/li><\/ol><h2>Advisory Board<\/h2><h3>Organizational Priority<\/h3><ul><li><em>The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group serve at the pleasure of the governor and without The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a <\/em><em>manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of residents of this state with high-quality degrees and credentials to at least 60% by 2025.<\/em><\/li><\/ul><h3>Plans<\/h3><p>Since this section pertains to the actions of the Governor\u2019s office rather than <em>Michigan Virtual<\/em>, no plan has been created by <em>Michigan Virtual<\/em>.<\/p><h2>MVS Budget Costs<\/h2><h3>Organizational Priority<\/h3><ul><li><em>Not later than November 1 of each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those Not later than March 1 each fiscal year for which funding is allocated under this section, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/em><\/li><\/ul><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to submit the required materials in accordance with the identified deadlines.<\/p><h3>Benchmarks<\/h3><ol><li>No later than November 1, 2022, submit a detailed budget for 2022-23 fiscal year that includes a breakdown on <em>Michigan Virtual\u2019s <\/em>projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/li><li>No later than March 1, 2023, submit a breakdown on <em>Michigan Virtual\u2019s <\/em>actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/li><\/ol>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2615\" data-tab=\"5\" role=\"button\" aria-controls=\"elementor-tab-content-2615\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2021-22 Directives (March 2022 Update)<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>This report is being submitted in fulfillment of the following legislative directive:<\/p><p><em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each year that includes its mission, its plans, and proposed benchmarks it must meet, which shall include a plan to achieve the organizational priorities identified in this section, in order to receive full funding for 2022-2023. Not later than March 1 of each year, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em><\/p><p><strong>Mission: <\/strong><strong>Advance both learning a<\/strong><strong>nd teaching through research, practice, and partnerships.<\/strong><\/p><h2>Test, Evaluate Tools<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/em><\/p><h3>Updates<\/h3><h4>Explore and test the application of artificial intelligence and machine learning in developing and deploying instructional content and share findings through the Michigan Virtual website.<\/h4><p><em>Michigan Virtual <\/em>continues to work with <a href=\"https:\/\/www.discourseanalytics.com\/\">Discourse Analytics<\/a> to conduct a pilot within specific <em>Michigan Virtual <\/em>online courses. This pilot aims to provide support to students struggling within the courses by introducing \u201cnudges\u201d (helpful, automated tips and reminders) to students through artificial intelligence technology. The pilot is on schedule to be completed by the end of the school year with a research blog post sharing the findings of the pilot expected to be published to the <em>Michigan Virtual <\/em>website during the summer of 2022.<\/p><h4>Participate in IMS Global\u2019s Statewide Programs Board and Innovation Leadership Network focused on virtual schools.<\/h4><p><em>Michigan Virtual<\/em> continues to participate as the chair of the <a href=\"http:\/\/www.imsglobal.org\/home\">IMS Global<\/a> Innovation Leadership Network (ILN) for virtual schools. The Virtual School ILN is part of the Statewide Programs Board and the chair of the Virtual School ILN serves on the Statewide Programs Committee. <em>Michigan Virtual <\/em>staff members participated in two IMS Global presentations at the Digital Learning Annual Conference in February 2022 as well as the IMS Global Annual Credential Summit, also February 2022. In addition, staff will participate in the K12-related proposal review process for the IMS Global Learning Impact conference scheduled for June 2022.<\/p><h4>Continue the development, pilot, and execution of research on next generation learning platforms for counselor and mentor support that informs the ongoing development of practitioners in these positions.<\/h4><p>Currently, <em>Michigan Virtual<\/em> is in the process of updating its SLiDE mentor and virtual teacher support mobile application to <a href=\"https:\/\/www.w3.org\/WAI\/standards-guidelines\/wcag\/\">WCAG 2.0<\/a> standards for accessibility, while adding in improved community of practice features and functionality. This is currently targeted for a fall 2022 release.<\/p><p><em>Michigan Virtual<\/em> is also continuing to design and build a micro-credential platform, with an anticipated roll-out that will support the collaboration of the University of Michigan, Michigan State University, and <em>Michigan Virtual<\/em> related to the <a href=\"https:\/\/oese.ed.gov\/files\/2020\/10\/FAQs-GEER-Fund.pdf\">Governor\u2019s Emergency Education Relief Fund<\/a> (GEER Fund) program. Functionality of the platform will be in place, and the first micro-credential is expected to be ready for release in late March 2022. <em>Michigan Virtual<\/em> has been supporting the development of design and functionality in partnership with the GEER Fund project, with new micro-credentials from multiple projects queued up to be offered through the platform following a pilot.<\/p><p><em>Michigan Virtual<\/em> will also be conducting research on the implementation of a text-based professional development platform for the GEER Fund project as a way to understand the end-user experience and interest in multiple modalities of online professional development.<\/p><p>Finally, <em>Michigan Virtual<\/em> has been focused on exploring popular gaming technology. An internal group assembled and explored the use of Roblox, a popular game engine, to create graphically enhanced 3D learning environments as part of a summer camp exploration project. An output from this work can be found by visiting the <a href=\"https:\/\/www.roblox.com\/games\/8155938370\/920-Municipal-Way#!\/about\">Roblox website<\/a>. Articles focused on the development and adoption of virtual worlds in learning are scheduled to be published to the <em>Michigan Virtual<\/em> website in fall 2022.<\/p><h4>Offer innovative learning options for summer enrichment and publish summaries of the outcomes to the Michigan Virtual website.<\/h4><p><em>Michigan Virtual<\/em> will be offering two competency-based online summer enrichment programs for summer of 2022. The first program is a coding academy for students grade 6-12 focused on STEM. Students have the opportunity to participate in 10 different possible STEM-related coding and design experiences, from Unity programming to digital design. There will be a number of intensive virtual 4-day weekly camps, plus two more asynchronous and flexible 4-week options. The second summer enrichment opportunity focuses on grades 6-8 and is an introduction to esports experience for students looking to understand the growing acceptance of esports as a varsity sport in high schools across Michigan as well as a career and college pathway. This experience will orient students (and parents) to the concept of esports and how it can help improve academic achievement and STEM-related career experiences through high school and college. This will be offered in one asynchronous summer session with occasional opportunities to hear from experts and participants in the Michigan High School eSports League. All programs will provide competency-based activities aligned to competencies set forth by the Michigan Department of Education that encompass skills related to <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Profile_Graduate_Digital_681750_7.pdf\">Michigan\u2019s \u201cProfile of a Graduate,\u201d<\/a> which includes characteristics of career- and college-ready students that are evident within all of the academic standards, including those in the arts and the career and technical education (CTE) career-ready practices.<\/p><h4>Publish a series of blog posts focused on exploration and use of learning tools and resources to the <em>Michigan Virtual<\/em><\/h4><p>An estimated five blog posts focused on coaching teachers through employing a method, a technique, or subject matter in their classroom are scheduled to be published to the <em>Michigan Virtual <\/em>website throughout the spring and summer months of 2022. These posts are expected to include a collection of lesson plan ideas and artifacts for teachers to take and use in their own virtual and\/or face-to-face classrooms.<\/p><h2>Research, Design, Recommend Virtual Delivery Models<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/em><\/p><h3>Updates<\/h3><h4>Design and execute a statewide research study on the learning experiences and preferences of Michigan students and their families.<\/h4><p>The <em>Michigan Virtual <\/em>research team completed the development of the scope and methodology for this study. The team is currently finalizing the timeline for data collection and analysis as well as the development and format of the final research report. This study is on schedule for completion in the summer of 2022.<\/p><h4>Design and execute a research study that examines how students engage with virtual course assignments and related resources and the impact such engagement has on students\u2019 course outcomes.<\/h4><p><em>Michigan Virtual<\/em> has executed a contract with Dr. Jacqueline Zweig to explore the degree of student engagement with virtual course assignments and related resources and student outcomes in <em>Michigan Virtual <\/em>courses. Data were collected from the fall 2020-21 semester in February 2022. Analysis of the data is underway, and the findings of this study are expected to be published to the <em>Michigan Virtual <\/em>website in June 2022.<\/p><h4>Provide ongoing research support to the Future of Learning Council.<\/h4><p><em>Michigan Virtual<\/em> staff have been working closely with the <a href=\"https:\/\/futureoflearningcouncil.org\/\">Future of Learning Council<\/a> leadership team to identify research that can help support the focus of their work throughout the 2021-22 school year. As a result, the <em>Michigan Virtual<\/em> research team has designed and begun executing a series of case studies that explore the ways in which three Michigan school districts are designing and implementing student-centered learning instructional frameworks.<\/p><h4>Design and execute a research study that investigates the context and systemwide support structures of effective student-centered learning models in Michigan.<\/h4><p>This qualitative research study, in partnership with the <a href=\"https:\/\/mi-coop.com\/\">Michigan CoOp<\/a>, is in progress, and all data have been collected. Site visits were conducted during October and November 2021 at three different Michigan school districts that are making significant progress in terms of creating student-centered learning models. The findings from this study will be released in four different parts\u2014three individual case studies and an implications\/recommendations report\u2014to be released monthly, February through May 2022.<\/p><h4>Continue collaboration with Dr. Kerry Rice and Dr. Andy Hung on a study focused on early warning predictive models.<\/h4><p>Researchers Dr. Kerry Rice and Dr. Andy Hung are continuing to refine their early warning prediction model based on Brightspace learning management system (LMS) data provided by <em>Michigan Virtual<\/em>. Dr. Rice and Dr. Hung met with the <em>Michigan Virtual<\/em> research team to discuss current model predictions, accuracy, and thresholds. Based on this meeting, Dr. Rice and Dr. Hung are currently compiling fall 2021 data to further refine and test their predictive model.<\/p><h2>Recommend Evaluation Criteria for Cyber and Online Providers<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/em><\/p><h3>Updates<\/h3><h4>Offer to conduct online program reviews using the <a href=\"https:\/\/www.nsqol.org\/the-standards\/\">National Standards for Quality Online Learning (NSQOL) standards<\/a> for up to 10 Michigan schools at no cost. If <em>Michigan Virtual<\/em> has additional capacity and schools express greater need, any additional reviews would also be done at no cost to Michigan schools.<\/h4><p>An invitation to participate in an online program review was distributed to more than 3,000 Michigan educators in June, September, and October of 2021. Communications to schools through email, presentations at education conferences, social media, blogs, and other publications will continue to remind Michigan schools of the value of conducting an online program review through <em>Michigan Virtual<\/em> at no cost to the districts.<\/p><h4>Provide written recommendations for online program design and maintenance that are aligned with best practices per NSQOL to each Michigan school or district participating in the voluntary online program review process.<\/h4><p><em>Michigan Virtual<\/em>\u00a0continues to offer online program reviews at no cost to all Michigan schools and districts. These reviews involve a data collection process comprised of the distribution of an online questionnaire and subsequent interviews of key school or district personnel to understand the design and operation of their programs. Once data are collected and analyzed through the use of a standards-aligned rubric,\u00a0<em>Michigan Virtual\u00a0<\/em>personnel write a summary of the school\u2019s or district\u2019s program along with recommendations for optimizing the program for increased student performance. The reviews will reflect the\u00a0<a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">National Standards for Quality Online Programs<\/a>.<\/p><h2>Effectiveness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The Michigan Virtual Learning Research Institute shall submit the report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/em><\/p><h3>Updates<\/h3><h4>Publish the <em>Effectiveness Report<\/em> on the <em>Michigan Virtual <\/em>website by the March 31, 2022 deadline with copies sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked no later than March 31, 2022.<\/h4><p>Work is currently underway in the development of the <em>2020-21 Effectiveness Report<\/em>. A presentation will be given to the Michigan Department of Education (MDE) and Center for Educational Performance and Information (CEPI) by mid-March 2022 to gather feedback and to receive permission to release the report. The report will be made publicly available through the <em>Michigan Virtual<\/em> website no later than March 31, 2022. As with the prior year, the entire report will be posted directly as a webpage on the <em>Michigan Virtual<\/em> website. Making the report available in this format will help users find the content more easily by improving search engines\u2019 abilities to discover the findings and make them available to users. Putting the content directly into the website also helps meet web accessibility standards and provides a mobile-friendly version. Information about the report and how to view it online will be provided to the required subcommittee personnel and other government staff identified under this section.<\/p><h4>Mail an <em>At-a-Glance Report Infographic<\/em> and cover letter detailing the online report and resources to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2022.<\/h4><p>A summary infographic and cover letter related to the report will be mailed to Michigan school superintendents as well as high school and middle school principals in April 2022, providing easy-to-consume key findings and communicating how to access the full report online.<\/p><h4>Conduct and record a webinar in April 2022 to present key findings from the report.<\/h4><p>A recorded presentation that highlights key findings from the report is expected to be completed in March 2022.<\/p><h4>Post the recording on the <em>Michigan Virtual<\/em> website for on-demand viewing.<\/h4><p>The recorded presentation, along with the aforementioned infographic, will be linked resources on the report webpage and available for on-demand viewing.<\/p><h2>Deliver PD and Submit PD Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report shall also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/em><\/p><h3>Updates<\/h3><h4>Develop and update professional learning courses based on the needs of schools and districts identified through market research.<\/h4><p>Since October 2021, <em>Michigan Virtual<\/em> has been updating its blended learning courses to make them more relevant for educators, post-emergency remote learning, acknowledging the hard work that has been done in terms of intentional technology integration and exploring what ways educators can continue to move forward with the use of technology. Thus far, <em>Michigan Virtual <\/em>has launched two of the four blended learning courses with updates. Additionally, based on a survey administered in December 2021, <em>Michigan Virtual<\/em> continues its partnership with Michigan State University and University of Michigan to offer courses focused on prioritized topics in social emotional learning, anti-racism, trauma-informed practices, and supporting students with disabilities. Lastly, in response to growing numbers of adolescent suicide across the state, <em>Michigan Virtual<\/em> continues its work with Blue Cross Blue Shield of Michigan and Michigan Elementary and Middle Schools Principals Association (MEMSPA) to offer additional courses in the suicide prevention series, concentrating on peer-to-peer support and information for the general public.<\/p><h4>Offer professional learning partnerships to schools, districts, and educational groups.<\/h4><p>Throughout the fall 2021 and winter 2022, <em>Michigan Virtual<\/em> has supported seven Shared-Time Programs throughout the state of Michigan and provided professional learning opportunities through its <a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\">group registration and enrollment (GRE) service<\/a> to over 21 school districts. This includes its work with educational organization partnerships, including Michigan Assessment Consortium (MAC), Michigan Association of Secondary School Principals (MASSP), and MEMSPA. In addition, at the start of January 2022, <em>Michigan Virtual<\/em> provided 27 schools associated with the Step Up to Wellness Grant with social and emotional learning (SEL) and suicide prevention courses through the GRE service. Three school districts are currently utilizing the <em>Michigan Virtual<\/em> GRE Choice service for their school staff, a service where learners have the opportunity to choose their own professional development based on the approved catalog by their school leaders.<\/p><h4>Offer competency-based professional development courses to Michigan teachers and administrators.<\/h4><p>In January 2022, <em>Michigan Virtual<\/em> launched a competency-based learning experience focused on integration of SEL within a multi-tiered system of support (MTSS). It is also beginning work on a stack of competency-based experiences, in partnership with Grand Valley State University, that focus on knowledge and skills in Target Literacy. Additionally, <em>Michigan Virtual<\/em> staff are exploring work with the Michigan Association for College Admission Counseling (MACAC) to adjust current offerings and offer competency-based experiences to support counselors.<\/p><h4>Host the 2022 Collaboration of the Minds professional learning conferences for instructors and for mentors of online learners.<\/h4><p>Planning is underway for the August 2022 <em>Michigan Virtual <\/em>Collaboration of the Minds (COM) event. The goal is to return to an in-person event so <em>Michigan Virtual<\/em> instructors can once again engage with each other in-person and focus on teambuilding and knowledge expansion. Currently, <em>Michigan Virtual <\/em>staff are working with Okemos High School to host the event and are finalizing decisions related to keynote speakers. The COM theme this year is expected to be \u201cPower Up\u201d as we consider the energy needed for the coming school year. The event planning team is looking to provide breakout sessions that focus on further development of instructor skills related to supporting at-risk populations; diversity, equity, and inclusion (DEI); SEL; and different modalities for providing online education.<\/p><h4>Submit the 2021 PD report as part of a combined annual report that also includes <em>Michigan Virtual\u2019s<\/em> annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the <em>Michigan Virtual School<\/em> no later than December 1, 2021. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/h4><p>The <em>2020-21 Professional Learning Report<\/em> was sent to the legislature in December 2021 and is also posted on the <em>Michigan Virtual<\/em> website as part of <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\"><em>Michigan Virtual\u2019s<\/em> annual report<\/a>.<\/p><h4>Submit the 2022 Professional Development report detailing <em>Michigan Virtual\u2019s<\/em> professional learning services and the identification of barriers and opportunities report by December 1, 2022.<\/h4><p>The 2021-2022 report will be provided to the legislature in December 2022.<\/p><h2>Identify\/Share Best Practices<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/em><\/p><h3>Updates<\/h3><h4>Maintain and update the <em>Michigan Virtual<\/em> Guides to Online Learning.<\/h4><p><a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">The six Guides to Online Learning<\/a> developed by <em>Michigan Virtual<\/em> are reviewed annually to incorporate any changes to <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/______21f_for_Providers_546281_7.pdf\">Michigan\u2019s Section 21f legislation<\/a>. Effective October 2021, the pandemic learning language was eliminated from the Guides.<\/p><p>As research in digital learning surfaces new promising practices and resources, they are added in the appropriate Guides along with links to any resources freely available for schools to enhance their programs. The Student and Parent Guides have been promoted monthly this year through infographics that highlight a particular component of virtual learning. These activities are aimed at helping students and parents to be aware of and where they can locate the guides on the <em>Michigan Virtual<\/em> website for greater detail.<\/p><h4>Design and execute a research study that provides recommendations to school leaders and digital course providers to increase equity in digital learning.<\/h4><p><em>Michigan Virtual\u2019s<\/em> research study on equity in digital learning is currently underway. The research team has begun collecting, compiling, and analyzing resources in preparation for data collection. Data are expected to be collected from the <em>Michigan Virtual 2020-21 Effectiveness Report<\/em>, <a href=\"https:\/\/www.mischooldata.org\/\">MiSchoolData.org<\/a>, and the CEPI <a href=\"https:\/\/cepi.state.mi.us\/eem\/\">Educational Entity Master<\/a>. The full report on equity in digital learning is scheduled to be published in early summer 2022.<\/p><h4>Design and execute a research study that examines teacher retention in relation to the social and emotional training and supports provided to them.<\/h4><p>In publishing their July 2021 research report on the social and emotional needs of Michigan educators, researchers at <em>Michigan Virtual<\/em> discovered that the lack of social and emotional supports is one major reason why teachers and administrators have considered leaving the education field in recent school years. It also explains why people are not entering the field of education. In response, the <em>Michigan Virtual <\/em>research team has developed a research study that examines the place of social and emotional supports in the recruitment and retention of online teachers. The study also hopes to identify effective practices in averting a shortage of teachers. The concept paper and survey instrument for this study have been developed and a research partnership has been secured with the <a href=\"https:\/\/www.virtuallearningalliance.org\/\">Virtual Learning Leadership Alliance<\/a> (VLLA) to recruit relevant administrators of online programs in Michigan and across the country to complete this study&#8217;s survey. Data collection was completed in February 2022, and the final report for this study is on schedule to be completed by May 2022.<\/p><h4>Produce and publish podcasts as part of the BRIGHT podcast series.<\/h4><p>Since October 2021, <em>Michigan Virtual<\/em> has published nine episodes of the BRIGHT: Stories of Hope and Innovation in Michigan Classrooms podcast series, with four currently in the production stage\u2014recording has occurred, and editing is underway. There are 16 more episodes planned for publication this year. Currently published BRIGHT podcast episodes can be accessed through the <a href=\"https:\/\/michiganvirtual.org\/bright\/\">BRIGHT podcast page<\/a> on the <em>Michigan Virtual<\/em> website.<\/p><h4>Publish a blog series that shares effective practices related to increasing teacher efficiency in virtual learning environments.<\/h4><p>The <em>Michigan Virtual<\/em> research team\u2019s prior work concluded that a lack of time and an overwhelming amount of work contributed to teachers&#8217; feelings of burnout and frustration in doing their jobs. As a way to help teachers navigate these time and workload challenges, the <em>Michigan Virtual<\/em> research team is publishing a blog series titled &#8220;Time for Teachers,&#8221; which identifies ways to help teachers streamline their work and be able to more effectively manage the many tasks and priorities they need to accomplish in their jobs. The <a href=\"https:\/\/michiganvirtual.org\/blog\/time-for-teachers-systemic-vs-individual\/\">first blog post<\/a> that focused on the distinction between systemic and individual barriers and solutions was published in January 2022. The second blog that focused on examples of systemic barriers and solutions will be published in March 2022. The third blog that focuses on examples of individual barriers and solutions is scheduled to be published in April 2022.<\/p><h4>Publish a blog series that shares effective practices related to meeting students\u2019 and teachers\u2019 social and emotional needs.<\/h4><p><em>Michigan Virtual\u2019s <\/em>research related to the social and emotional needs of educators in 2021 revealed that the lack of social and emotional supports is a major reason for why teachers and administrators have considered leaving the education field in recent school years. In response, the research team at <em>Michigan Virtual<\/em> is writing a blog series focused on how the integration of social and emotional supports in schools and communities can help mitigate an educator shortage crisis in Michigan and beyond. The <a href=\"https:\/\/michiganvirtual.org\/blog\/teacher-recruitment-retention-in-michigan\/\">first blog post of the series<\/a> was published in December 2021 and focused on teacher recruitment and retention challenges and potential solutions in Michigan. The second blog post will be published in March 2022 and will summarize the findings and implications of a 2021 U.S. Department of Education and MDE study on supports that are associated with higher teacher retention in Michigan. A third blog post is scheduled to be published in April 2022, focusing on successful teacher recruitment and retention programs in Michigan that are based on social and emotional learning concerns.<\/p><h4>Publish a blog series that shares effective practices related to providing effective professional learning experiences for teachers and school leaders.<\/h4><p>This blog series will provide insights into effectively designing and delivering professional learning to educators. Implications will be provided for teachers who are creating their own online content, school leaders and teachers who are evaluating online courses, instructional designers of online professional development courses, as well as individuals delivering professional development to educators. The blog series will be comprised of at least three individual posts which are scheduled to be released throughout the summer of 2022.<\/p><h4>Offer consulting services that provide guidance and share effective practices with schools and districts related to the design, implementation, and maintenance of digital learning programs for students and educators.<\/h4><p>The <em>Michigan Virtual<\/em> leadership team has been refining the scope of the consulting services offered to Michigan schools and districts. Currently, services are being provided to two school districts related to strategic planning and the design and implementation of personalized instructional frameworks. The leadership team plans to continue service refinement throughout the summer and expects to have expanded services available to schools for the start of the 2022-23 school year.<\/p><h2>Policy Recommendations to Gov.\/Legislature<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools.<\/em><\/p><h3>Updates<\/h3><h4>Before December 31, 2022, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and Michigan Department of Education.<\/h4><p>In December 2021, <em>Michigan Virtual<\/em> submitted nine recommendations to address current virtual learning issues. They included:<\/p><ul><li>Increase flexibility in seat-time requirements<\/li><li>Support Literacy Essentials in grades 4-5<\/li><li>Formalize district virtual learning options for parents and students<\/li><li>Increase virtual learning accountability and transparency<\/li><li>Create alternative teacher pathways<\/li><li>Expand summer learning opportunities<\/li><li>Allocate funding to redesign the <a href=\"https:\/\/mdoe.state.mi.us\/moecs\/login.aspx\">Michigan Online Educator Certification System<\/a> (MOECS)<\/li><li>Change teacher effectiveness rating responsibilities<\/li><li>Revise reporting field to collect credit recovery data<\/li><\/ul><h2>Research Clearinghouse<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/em><\/p><h3>Updates<\/h3><h4>Create and distribute quarterly newsletters that highlight new resources and document progress toward newly added resources to the clearinghouse by the end of the fiscal year.<\/h4><p>The <a href=\"https:\/\/k12onlineresearch.org\/\">K-12 Online Research Clearinghouse<\/a> underwent a major redesign during the last year and was updated to add more user-friendly options such as the ability to add resources to a user library and easier editing options. The winter 2021 Research Clearinghouse Newsletter was distributed in December 2021. The Research Clearinghouse was also updated at that time and now holds 1,192 resources.<\/p><h4>Continue to promote and add resources in the form of blogs, publications, webinars, and podcasts to the clearinghouse and the <em>Michigan Virtual<\/em> website.<\/h4><p>The Research Clearinghouse has been promoted throughout the year through social media and distribution through an opt-in email listserv. In addition, <em>Michigan Virtual<\/em> staff have shared the website link to the Research Clearinghouse in various presentations and webinars to state and national audiences.<\/p><h4>Continue to maintain the clearinghouse platform and update as needed for improved functionality.<\/h4><p>With the help of local web development group, Web Ascender, the Research Clearinghouse has been completely redesigned and a new version was launched in fall 2021. As part of the commitment from <em>Michigan Virtual<\/em> to the continued improvements and maintenance of the Research Clearinghouse, the updates focused on utilizing latest web technologies as well as providing a more accessible and functional user experience.<\/p><p>A <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000174284-about-research-clearinghouse\">\u201cGetting Started\u201d guide and other knowledge base articles<\/a> were also created to help support the launch of the new version of the Research Clearinghouse and are linked from the website as well as hosted in the <em>Michigan Virtual<\/em> Knowledge Base.<\/p><h2>Promote\/Distribute Instructional Design Guidelines and Standards<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/em><\/p><h3>Updates<\/h3><h4>Include links to instructional design guidelines and standards in the Research Clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d<\/h4><p>Instructional design resources continue to be added to the Research Clearinghouse on a quarterly basis. Specific resources are highlighted through the Quarterly Newsletter and in <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\"><em>Michigan Virtual&#8217;s<\/em> annual report<\/a>.<\/p><h4>Propose a session focused on instructional design best practices at a minimum of two Michigan-based education conferences.<\/h4><p><em>Michigan Virtual<\/em> submitted and had accepted two proposals to present on instructional design best practices at the Michigan Association for Computer Users in Learning (MACUL) conference in March 2022. These presentations will recognize the fact that the last two years have put many teachers on an unexpected fast track to utilizing online learning. Now that some time has passed, teachers have the opportunity to reflect on what is and is not working. <em>Michigan Virtual<\/em> presenters will discuss strategies, tips, and resources that will help attendees increase student motivation and engagement and hold students accountable for their understanding of content. Attendees will be encouraged to share their successes to help our colleagues improve their blended and online teaching. The following are the titles of the presentation proposals submitted:<\/p><ul><li>How to Win the Game After Your Players Show Up: Increasing Engagement and Accountability in the Online and Blended Environments<\/li><li>Practical Tips, Tools, &amp; Techniques for Teaching Online<\/li><\/ul><p>Additionally, <em>Michigan Virtual <\/em>was asked by Michigan Afterschool Partnership (MASP) to submit a proposal for a presentation for their annual conference. The Instructional design team at <em>Michigan Virtual<\/em> expects to deliver a presentation titled, &#8220;How to Connect with Kids in a Digital Age&#8221; at the MASP summer conference in June 2022.<\/p><h4>Promote, maintain, and support free online professional development resources to train teachers in the instructional design of online content, including five resources related to instructional design for schools seeking to develop their own digital content.<\/h4><p><em>Michigan Virtual <\/em>revised its <em>Instructional Practices with Technology 101<\/em> course to improve the user experience and update the content. This course provides educators with instruction for incorporating technology into instructional practices via blended learning, understanding the affordances of face-to-face and digital learning cycle elements, and takes learners through the process of designing a blended learning cycle that incorporates instructional best practices and technology.<\/p><p>The <em>Blended Classroom Design<\/em> course was redesigned with updated best practices and an improved user experience. This course includes a <em>Blended Learning Refresher<\/em> module, a module that explores the benefits and affordances of a blended classroom, and a module that introduces learners to the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">National Standards for Quality Online Teaching<\/a>, guiding educators through areas of consideration when planning their blended learning experiences.<\/p><p><em>Michigan Virtual <\/em>also created and made available a <em>Collaborative Instructor Onboarding<\/em> course that has been adapted for teachers with access to <em>Michigan Virtual<\/em> course content through online learning collaboratives. This course walks educators through an introduction to online learning, an introduction to the <em>Michigan Virtual<\/em> Student Learning Portal (which is similar to many student information systems), and an introduction to the Brightspace LMS.<\/p><p>These free professional learning resources have been promoted by <em>Michigan Virtual <\/em>during a <a href=\"https:\/\/www.youtube.com\/watch?v=ze0xrVrV64Y\">podcast interview<\/a>, through a <a href=\"https:\/\/www.linkedin.com\/pulse\/how-build-online-course-michiganvirtual\/\">LinkedIn article<\/a>, during a <a href=\"https:\/\/www.youtube.com\/watch?v=Jgr6yW2l3x4\">presentation at a national Quality Matters conference<\/a>, and in several other informal forums.<\/p><h2>Work with Teacher Preparation Institutions on Digital Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/em><\/p><h3>Updates<\/h3><h4>Work with interested Michigan teacher preparation institutions to coordinate access to the <em>Michigan Virtual<\/em>-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.<\/h4><p>As part of an email campaign scheduled for late spring 2022, <em>Michigan Virtual<\/em> will be notifying directors, chairpersons, and deans of the colleges of education at Michigan universities of the opportunity to make use of <em>Michigan Virtual<\/em> professional learning courses and content.<\/p><h4>Launch an educational technology entrepreneurship program to support one cohort of educators\/innovators interested in developing and scaling their education technology solutions with relevant stakeholders.<\/h4><p><em>Michigan Virtual <\/em>launched its <a href=\"https:\/\/michiganvirtual.org\/edtech-pitch-contest\/\">EdTech innovation pitch contest<\/a> in February 2022 , which targets educators and other individuals with ties to Michigan&#8217;s education ecosystem who have an idea for applying an existing or new technology to improve teaching and learning. Those participating in the pitch contest will also be eligible to participate in an innovation and entrepreneurship bootcamp following the pitch, with the bootcamp designed to help them further advance their ideas. The pitch contest is scheduled to occur in late spring and early summer of 2022, and the bootcamp is expected to be held during the summer of 2022.<\/p><ol><li>Continue to have at least two members from a higher education institution serve on an Innovation Advisory Council to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio.<\/li><\/ol><p>Two individuals representing higher education institutions, Dr. Matt Koehler (Michigan State University) and Dr. Stefanie Marshall (University of Minnesota), continue to serve on the <em>Michigan Virtual <\/em>Innovation Advisory Council during this year.<\/p><h2>Public\/Private Partnerships<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(v)- Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/em><\/p><h3>Updates<\/h3><h4>Form at least one public\/private partnership with an organization to provide guidance with the design and execution of a research study.<\/h4><p>In October 2021, the <em>Michigan Virtual<\/em> research team formed a partnership with Michigan CoOp to design and execute a qualitative research study that examined the context and systemwide support structures of effective student-centered learning models in Michigan. All data have been collected through onsite visits and video conference interviews with three Michigan school districts. The resulting reports for this study are on schedule to be published to the <em>Michigan Virtual<\/em> website by May 2022.<\/p><h4>Continue partnerships with educational organizations to help support the professional learning micro-credentialing effort through the development of micro-credentials in high-need areas.<\/h4><p>In January 2022, <em>Michigan Virtual<\/em> partnered with Living Slow Organization, which supports self-care and wellbeing of educators, to offer and issue the <em>Integrating SEL within MTSS<\/em> micro-credential to educators, free of charge. <em>Michigan Virtual<\/em> is also beginning the development of a stack of micro-credentials, in partnership with Grand Valley State University, focused on knowledge and skills in Target Literacy (reading\/writing). Additionally, <em>Michigan Virtual <\/em>staff are exploring work with MACAC to adjust their current offerings into a self-paced course with an optional micro-credential to support counselors.<\/p><h4>Maintain membership in at least two national-level organizations that advocate for and support digital learning at the K-12 level.<\/h4><p><em>Michigan Virtual<\/em> continues to support the work of the <a href=\"https:\/\/www.digitallearningcollab.com\/\">Digital Learning Collaborative<\/a> and <a href=\"https:\/\/aurora-institute.org\/\">Aurora Institute<\/a> through membership and participation in their annual conferences. These organizations are national leaders that advocate for the adoption of forward-thinking virtual learning that incorporates competency-based learning. In addition, <em>Michigan Virtual<\/em> plays an active role in the national-level partnership between the Virtual Learning Leadership Alliance, <a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a>, and the Digital Learning Collaborative as an advisor for advancing the development of high-quality virtual learning in K-12 schools across the nation.<\/p><h4>Collaborate with the Future of Learning Council to provide opportunities for Michigan school leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning.<\/h4><p><em>Michigan Virtual<\/em> has been providing direct support to the Future of Learning Council throughout the year as the organization works to provide guidance to Michigan school leaders to understand, design, and implement innovative, student-centered instructional frameworks. Specifically, <em>Michigan Virtual<\/em> provides onsite facility access and operational infrastructure support in addition to guidance of the Council through research and professional learning resources.<\/p><h4>Invite at least two members from the public or private sector to serve on an Innovation Advisory Board to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio.<\/h4><p>Five individuals representing the public and private sectors, Lucie Howell (The Henry Ford), Thomas Arnett (Clayton Christensen Institute), Keanna Warren (Purdue Polytechnic), Anupam Sidhu (Wayne RESA), and Tanya Leone (Fraser Public Schools) continue to serve on the <em>Michigan Virtual<\/em> Innovation Advisory Council during this year.<\/p><h2>Mentor Network<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/em><\/p><h3>Updates<\/h3><h4>Continue to maintain resources for effective mentoring of virtual learners and state reporting practices.<\/h4><p><em>Michigan Virtual <\/em>continues to offer the <em>Online Mentor Course<\/em>, which is in the process of being rebuilt and updated to provide more collaborative opportunities for mentors across Michigan. This course provides opportunities for ongoing communication and collaboration for mentors as well as best practices for supporting virtual learners. Currently, all mentors have access to the <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">mentor webpage<\/a> on the <em>Michigan Virtual <\/em>website, which houses numerous resources related to the critical connections mentors provide to virtual students.<\/p><h4>Offer virtual opportunities for mentors to engage with each other on topics such as pacing, building relationships, motivating students, and helping struggling students.<\/h4><p><em>Michigan Virtual <\/em>hosted a fall mentor professional development work session as a supplement to the summer 2022 Mentor Collaboration of the Minds conference. The event was a highly interactive day of collaboration between the 24 mentors in attendance. As a group, mentor attendees discussed updates to the <em>Michigan Virtual <\/em>Student Learning Portal and the Brightspace LMS, new resources recently made available to mentors, mentor tips and tricks, Count Day practices, and the challenges of mentoring through the pandemic. Mentors also had the opportunity to connect with some <em>Michigan Virtual<\/em> instructors during this time.<\/p><p><em>Michigan Virtual <\/em>has also scheduled a Mentor Meetup workshop in March 2022, where mentors can connect with other mentors in a face-to-face setting. During this event, attending mentors will have a chance to examine their own mentoring programs and hear about other schools\u2019 and districts\u2019 programs. Discussions will focus on best practices for mentoring online students, building relationships, and communication strategies in a virtual learning environment.<\/p><h2>Focus Groups\/Annual Surveys<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/em><\/p><h3>Updates<\/h3><h4>Convene a minimum of three focus groups of online students.<\/h4><p>One focus group was planned for fall 2021; however, it was canceled a few days prior due to other priorities at the participating school. <em>Michigan Virtual <\/em>is currently in the process of scheduling three focus groups with students in online courses during the spring 2022 semester, with these being done in person or remotely depending on the school location and policies regarding visitors in the participating schools.<\/p><h4>Distribute an end-of-course survey to students and professional learners taking courses through the <em>Michigan Virtual <\/em>Student Learning Portal and the Professional Learning Portal.<\/h4><p>All learners enrolled in <em>Michigan Virtual<\/em> professional and student courses are presented with an end-of-course questionnaire. Since October 2021, the professional learning questionnaire has received 7,540 responses, and the student end-of-course questionnaire has received 4,699 responses in that same period (through January 2022). Our student end-of-course survey shows more than 80% of respondents were high satisfied thus far in 2021-22, while our professional learners have a highly-satisfied rate of over 90%.<\/p><p>These surveys have been instrumental in advancing our understanding of a learner\u2019s experience with our courses, platforms, and instructors, as well as understanding their motivations for taking the courses. More specifically, our learning services and instructional design teams use the results to provide instructors with feedback and to improve both course content and instructional design in ways that improve a student\u2019s experience and overall course satisfaction. This includes course-specific items, like broken links or confusing content, and more universal design elements, like realizing a significant link between student satisfaction and clarity of course instructions and ease of platform navigation.<\/p><h4>Distribute an end-of-year survey to mentors of students in <em>Michigan Virtual<\/em> courses.<\/h4><p>The survey of mentors of students taking courses with <em>Michigan Virtual<\/em> will be administered in May 2022.<\/p><h4>Continue to convene a Mentor Advisory Board twice a year where mentor annual survey feedback is used to expand resources and effective training models for mentors.<\/h4><p>The fall Mentor Advisory Board meeting was held virtually in October 2021. The event was very well-attended, and participants discussed the challenges of mentoring students throughout the COVID-19 pandemic, updates to the <em>Michigan Virtual <\/em>Student Learning Portal and the Brightspace LMS, the Mentor Collaboration of the Minds conference held in August 2021, and upcoming professional development opportunities for mentors. The next advisory board meeting will be held in spring 2022.<\/p><h4>Conduct a survey on innovation pathways in learning with teachers and administrators.<\/h4><p>In spring 2022, <em>Michigan Virtual <\/em>staff will be developing a survey to collect data that will help inform the advancement of innovation in K-12 schools and districts throughout the state. The survey will be widely distributed to educators during the summer of 2022.<\/p><h2>Consumer Awareness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/em><\/p><h3>Updates<\/h3><h4>Update the <em>Consumer Awareness resource<\/em> twice annually (fall and spring).<\/h4><p>The <a href=\"https:\/\/michiganvirtual.org\/research\/consumer-awareness\/\">Consumer Awareness Report<\/a> on the <em>Michigan Virtual <\/em>website was updated in January 2022 to reflect data from the fall 2021 semester and is scheduled to be updated again near the end of the spring 2022 semester.<\/p><h2>Internet-based Platform<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/em><\/p><h3>Updates<\/h3><h4>Continue to offer content from high-quality <em>Michigan Virtual<\/em> courses to Michigan schools.<\/h4><p><em>Michigan Virtual<\/em> continues to offer digital content from over 75 high-quality student courses at no cost to Michigan schools, districts, and parents. These courses provide educators and students resources to supplement and extend learning. Educators, parents, and students can access these resources from <em>Michigan Virtual\u2019s<\/em> <a href=\"https:\/\/lc.michiganvirtual.org\/\">Free Learning Content website<\/a>.<\/p><h4>Provide leadership to the state\u2019s GoOpen initiative by contributing staff members who serve on the GoOpen strategy teams and sub-teams.<\/h4><p><em>Michigan Virtual<\/em> participates on the <a href=\"https:\/\/goopenmichigan.org\/\">#GoOpenMichigan<\/a> task force in coordination with MDE and other Michigan stakeholders. A representative from <em>Michigan Virtual<\/em> serves on a work group tasked with providing and creating professional development around the #GoOpenMichigan initiative.<\/p><h4>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/h4><p>As of January 2022, there were 8,999 enrollments and 4,892 participants who have completed the #GoOpenMichigan course offered at no cost through <em>Michigan Virtual.<\/em> Moving forward, ongoing discussions will continue related to the possibility of offering micro-credentials associated with this work and the creation of a professional development hub for administrators. The #GoOpenMichigan course will remain open and available for teachers.<\/p><p>In addition, <em>Michigan Virtual<\/em> continues to promote the statewide initiative by linking to the #GoOpenMichigan website and specific resources within it in other courses developed by <em>Michigan Virtual<\/em>. A most recent example of this is the inclusion of hyperlinks to the #GoOpenMichigan website in a bundle of blended classroom online courses that is currently being redesigned by the professional learning services team at <em>Michigan Virtual<\/em>.<\/p><h4>Make available modules on the Professional Learning Portal that support educators in developing their own digital learning objects.<\/h4><p>Courses that are currently offered in the <em>Michigan Virtual <\/em>Professional Learning Portal that support educators in developing their own digital learning objects include the following:<\/p><ul><li>Assessments in the Blended Classroom<\/li><li>Digital Content in the Blended Classroom<\/li><li>Podcast PD: Google Forms, Failure-Free Failing and CBE<\/li><li>Podcast PD: Growing Student Agency and implementing Google Classroom<\/li><li>Podcast PD: Screencasting, the Future of Education<\/li><li>Transitions to Remote Teaching 3: Digital Content<\/li><li>Transitioning to Remote Teaching 4: Digital Assessment<\/li><\/ul><h2>Maintain Statewide Catalog of Online Courses<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:<\/em><\/p><p><em>(A) The number of enrollments in each virtual course in the immediately preceding school year. (B) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year. (C) The pass rate for each virtual course.<\/em><\/p><h3>Updates<\/h3><h4>Maintain and update catalog functionality on an ongoing basis.<\/h4><p><em>Michigan Virtual<\/em> continues to utilize internal and external resources to update and maintain functionality of the newly redeveloped Michigan Online Course Catalog (MOCC). <em>Michigan Virtual<\/em> staff members are continuously soliciting and acting on user feedback to bring new functionality to the system and to maintain an efficient and accessible user experience and to support current course catalog needs. Recent updates included adding a new feature to allow district course managers and vendors to import syllabi and the addition of the availability of access to the 2022-23 school year.<\/p><p>Further scheduled updates include work on adding communication functionality for users to express interest in a virtual course from the course catalog public search to a MOCC district administrator. This work is slated to begin in spring 2022.<\/p><h4>Offer professional development courses to Michigan schools and districts specific to applying National Standards for Quality Online Courses when performing course reviews.<\/h4><p><em>Michigan Virtual<\/em> currently offers professional development courses for educators related to quality online courses and practices. These courses are aligned to the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\">National Standards for Quality Online Courses<\/a>, are offered at no cost for educators, and include state continuing education credit hours for Michigan educators. This year, these courses continue to be updated and maintained to ensure a quality user experience and currently have more than 100 enrollments.<\/p><h4>Submit a minimum of five MVS semester-length courses to Quality Matters for independent course quality reviews as well as a minimum of five semester-length course renewals.<\/h4><p>As of February 2022, <em>Michigan Virtual <\/em>has submitted the <em>AP Computer Science Principles A<\/em> and the <em>AP Computer Science Principles B<\/em> courses (2 semesters, new builds) to Quality Matters for review. In addition, the following courses are currently being prepared for submission:<\/p><ul><li>Psychology (1 semester, new build)<\/li><li>Employability Skills (1 semester, new build)<\/li><li>AP Physics C (2 semesters, new build)<\/li><li>AP Chemistry (2 semesters, new build)<\/li><li>AP US History Sem1\/Sem2 (2 semesters, revision)<\/li><\/ul><h4>Review and revise Section 21f publications made available through the statewide catalog.<\/h4><p>Section 21f publications were updated in fall of October 2021 to reflect that the language related to pandemic learning was eliminated from Section 21f by the legislature.<\/p><h2>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/em><\/p><h3>Updates<\/h3><h4>Provide technical and customer support for users of the statewide catalog.<\/h4><p>As of this update, all participating MOCC school districts and active third-party providers have received training on the new MOCC administration website. As new user accounts are requested for either a district\/vendor or new users for an existing district\/vendor, the users will receive an invitation for a 1-hour training session and are encouraged to contact <em>Michigan Virtual<\/em> for questions or support as needed. Knowledge base articles are also available to all users and are updated and maintained when new features are added to the MOCC administration website.<\/p><h4>Based on customer feedback and help-desk tickets, update help documentation to assist users to promptly resolve common issues.<\/h4><p>New features that were added to the MOCC were documented, and an annual review of MOCC knowledge base articles was conducted in December 2021. These efforts continue to support the functionality of the course catalog, including providing technical and customer support for users.<\/p><p>In addition, article feedback through <em>Michigan Virtual\u2019s <\/em>Customer Care and help ticketing system is frequently monitored to identify any needed updates to documentation.<\/p><h2>Examine District-Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/em><\/p><h3>Updates<\/h3><h4>Continue evaluations of <em>Michigan Virtual<\/em> teachers using the modified Danielson rubric.<\/h4><p>The evaluation process for <em>Michigan Virtual<\/em> teachers has begun. <em>Michigan Virtual <\/em>staff have maintained the current modified Danielson rubric without change, although some updates to the internal course walkthrough tool have been made to better align with specific needs within the <em>Michigan Virtual <\/em>system. Since <em>Michigan Virtual <\/em>now has more than 300 teachers to date, the administrative team executes a continuous cycle of evaluation rather than all evaluations taking place in the spring months. This modification of process has been communicated with all <em>Michigan Virtual <\/em>instructors, and they are now familiar with the process. These evaluation results will be submitted in spring as part of the <a href=\"https:\/\/www.mischooldata.org\/educator-effectiveness\/\">Michigan Teacher Effectiveness Ratings<\/a>.<\/p><h2>Institute Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/em><\/p><h3>Updates<\/h3><h4>By December 1, 2021, submit the combined Annual Report for the 2020-21 year.<\/h4><p>The 2020-21 Institute Report was sent to the legislature in December 2021 and is also posted on the <em>Michigan Virtual<\/em> website as part of <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\"><em>Michigan Virtual\u2019s<\/em> annual report page<\/a>.<\/p><h4>By December 1, 2022 submit the combined Annual Report for the 2021-22 year.<\/h4><p>The 2021-22 Institute Report will be provided to the legislature in December 2022.<\/p><h2>Operate the <em>Michigan Virtual School<\/em><\/h2><h3>Organizational Priority<\/h3><p><em>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/em><\/p><p><em>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/em><\/p><h3>Updates<\/h3><h4>Maintain accreditation during the 2022 fiscal year.<\/h4><p>Following the accreditation review by <a href=\"https:\/\/www.cognia.org\/\">Cognia<\/a> last year, <em>Michigan Virtual<\/em> was provided with a variety of feedback points to continue to aid in the building and refinement of its virtual school program. <em>Michigan Virtual <\/em>staff are using that feedback to determine additions to the program and the tools that would be needed to support program refinement. An example of this is the staff\u2019s exploration of the Insights Tool from the Brightspace LMS, which may be able to provide <em>Michigan Virtual<\/em> with some additional data resources related to student usage and success in virtual courses.<\/p><h2>Restricted Use of Appropriation for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/em><\/p><h3>Updates<\/h3><h4>Adopt a fiscal year 2022 budget which allocates no more than $1M to subsidize the virtual school.<\/h4><p>In October 2021, <em>Michigan Virtual\u2019s<\/em> board of directors approved its fiscal year 2022 budget fulfilling this benchmark.<\/p><h4>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.<\/h4><p>Based on audited figures from the 2020-21 school year, an independent third-party auditing firm concluded that <em>Michigan Virtual<\/em> adhered to this requirement.<\/p><h2>Background Checks for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/em><\/p><h3>Updates<\/h3><h4>Conduct criminal background checks on <em>Michigan Virtual<\/em> staff and maintain appropriate related documentation.<\/h4><p><em>Michigan Virtual<\/em> is approved by the Michigan State Police (MSP) as a qualified entity to use the MSP Criminal History Record Internet Subscription Service (CHRISS) for fingerprinting for employment, assignment, or volunteer placement as authorized by the National Child Protection Act. <em>Michigan Virtual<\/em> works with its teachers and staff to complete background checks and MSP fingerprint checks through this process.<\/p><h2>Appropriation for Expanding Online and Blended Professional Development Programs<\/h2><h3>Organizational Priority<\/h3><p><em>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/em><\/p><h3>Updates<\/h3><h4>Design, test, and pilot new iterations of products and services associated with the delivery of effective professional learning for teaching in virtual and blended learning environments.<\/h4><p><em>Michigan Virtual <\/em>has continued to work closely with the Future of Learning Council to identify areas of interest by member schools and districts for developing, testing, and piloting professional learning products and services that could help educators advance their skills and capacity to implement virtual and blended learning experiences for students. While the challenges associated with the COVID-19 pandemic have hindered school leaders\u2019 engagement in this work, <em>Michigan Virtual <\/em>staff continue to provide support to these leaders to the greatest extent possible.<\/p><p><em>Michigan Virtual <\/em>is also currently in the process of updating its SLiDE mentor and online teacher support mobile application to WCAG 2.0 standards for accessibility. Features and functionality to support future communities of practice are also being added. The SLiDE mobile application is currently targeted for a fall 2022 release.<\/p><p>In addition, <em>Michigan Virtual <\/em>staff are continuing the development work of a micro-credential platform. <em>Michigan Virtual <\/em>has been supporting the development of the design and functionality of the platform, in partnership with the University of Michigan and Michigan State University as part of the GEER Fund project, with new micro-credentials from multiple projects queued up to be offered through the platform after the piloting of the &#8220;Integrating SEL into an MTSS Framework&#8221; micro-credential. The first micro-credential is expected to be ready for release in late March or early April 2022.<\/p><h4>Facilitate a study tour for educators, administrators, and\/or education stakeholders in attending one national-level conference around innovation in educational technology.<\/h4><p>As part of its work to provide educational leaders with opportunities to connect and participate in next generation learning models, with the intent to build a strong innovation hub in Michigan schools, <em>Michigan Virtual <\/em>staff have coordinated attendance for some of its staff and 10 school district leaders at the ASU+GSV Summit in April 2022.<\/p><h2>MVS Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/em><\/p><p><em>(a) Information technology courses.<\/em><\/p><p><em>(b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471.<\/em><\/p><p><em>(c) Courses and dual enrollment opportunities.<\/em><\/p><p><em>(d) Programs and services for at\u2010risk pupils.<\/em><\/p><p><em>(e) High school equivalency test preparation courses for adjudicated youth.<\/em><\/p><p><em>(f) Special interest courses.<\/em><\/p><p><em>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/em><\/p><h3>Updates<\/h3><h4>Design and execute market research to determine the needs of schools and districts related to virtual content\/courses to be developed and included in the statewide course catalog.<\/h4><p><em>Michigan Virtual<\/em> routinely engages with stakeholders to understand the challenges they are facing and to identify opportunities to change or add to its course catalog to best meet the needs of schools and districts throughout Michigan. Examples of such market research and outreach conducted to date include:<\/p><ul><li>Ongoing dialog with partners regarding more flexible uses of the <em>Michigan Virtual<\/em> course platform and content and needs for additional courses to best serve students<\/li><li>Asking students directly, through an end-of-course survey, what courses they would like to see added to the <em>Michigan Virtual<\/em> course catalog<\/li><li>Working collaboratively with the Future of Learning Council to understand district challenges and opportunities and considering these as <em>Michigan Virtual <\/em>staff refine courses and consider future uses of the course catalog by schools in Michigan<\/li><\/ul><ol><li>Continue to offer and expand online courses and digital content options to support schools\u2019 and districts\u2019 changing digital learning needs.<\/li><\/ol><p><em>Michigan Virtual<\/em> has engaged in three major efforts throughout this year related to updating and improving online course offerings to support schools&#8217; and districts&#8217; changing digital learning needs: middle school online course development, enhancement of current high school online course offerings, and evaluations of potential new third-party provided course offerings.<\/p><p><u>Middle School Online Course Development<\/u><\/p><p>A number of Michigan schools and districts have expressed a need for greater flexibility in the available online delivery models for middle school level core course offerings from grades 6-8. As a result, <em>Michigan Virtual<\/em> has engaged with a Michigan-based private eLearning course development company, in order to contract their design services to work with a dedicated team of <em>Michigan Virtual<\/em> instructional designers and subject matter experts to design and develop 12 original, year-long middle school courses that fulfill Michigan&#8217;s grade level learning expectations in grades 6-8 in English language arts, mathematics, science, and social studies. The specific courses being developed are as follows:<\/p><ul><li>Middle School English Language Arts 6<\/li><li>Middle School English Language Arts 7<\/li><li>Middle School English Language Arts 8<\/li><li>Middle School Math 6<\/li><li>Middle School Math 7<\/li><li>Middle School Math 8: Pre-Algebra<\/li><li>Middle School Physical Science<\/li><li>Middle School Life Science<\/li><li>Middle School Earth and Space Science<\/li><li>Middle School World Geography<\/li><li>Middle School World History and Geography<\/li><li>Middle School Early U.S. History<\/li><\/ul><p>The targeted completion for course development is July 2022 for the first semester of each course listed above, in preparation for course offerings in the fall semester of the 2022-23 school year. The targeted completion for the second semester of each course, in preparation for course offerings in the winter semester of the 2022-23 school year is November 2022.<\/p><p>As of February 2022, the blueprints for the first semester of each of the 12 middle school courses have been completed including learning objectives, lesson outlines, and assessment plans for nearly 600 lessons. Additionally, the staff involved have completed the content and assessment writing for nine lessons and one lab experience that constitute the first full unit of instruction in the Middle School Life Science course.<\/p><p><u>Enhancement of Current High School Online Course Offerings<\/u><\/p><p><em>Michigan Virtual<\/em> has undertaken additional independent course development efforts to produce updated versions of several existing high school course offerings. These updates include improvements such as the ease of use for integrated technology applications, the closer alignment of course content to select Michigan curricular standards, piloting a competency-based learning model in mathematics, and establishing more current real-world lesson topic coverage. Course development efforts are underway for the following high school course titles:<\/p><ul><li>Algebra 1<\/li><li>American Sign Language 1<\/li><li>American Sign Language 2<\/li><li>Anatomy and Physiology<\/li><li>British Literature<\/li><li>Composition<\/li><li>Japanese 1<\/li><li>Japanese 2<\/li><li>Social Media<\/li><li>Spanish 1<\/li><li>Study Skills<\/li><\/ul><p>Updated versions of American Sign Language 1A, American Sign Language 1B, Japanese 1A, and Japanese 1B have been completed and published for use in the 2021-22 semester 2 term. The updated versions contain implemented changes that were recommended by previous school and student users, and they incorporate the use of audio and video recording tools integrated into the Brightspace LMS as a feature of world language performance assessments.<\/p><p>In addition, the Spanish 1 course is well into the development stage and is on track for timely completion. Revision work is also underway in the Composition course. Subject matter experts have been hired for both the Social Media and the Anatomy and Physiology courses, which are both in the early stages of development. The work for British Literature, Study Skills, and Algebra 1 has been scoped out, and development work will begin in March 2022. All of these courses remain on track to launch in fall 2022.<\/p><p><u>Evaluations of Potential New Third-Party Provided Course Offerings<\/u><\/p><p><em>Michigan Virtual<\/em> has identified a number of course offerings available for potential adoption under licensed terms of use by five private, third-party course providers. Subject matter experts among <em>Michigan Virtual&#8217;s<\/em> instructional staff have been assigned to conduct reviews of the content and assessments and to complete evaluations of each course in light of select standards of quality online course design, alignment and coverage of Michigan content standards where appropriate, conformance with web content accessibility guidelines, and suitability of the course designs within <em>Michigan Virtual&#8217;s<\/em> online course delivery models. Recommendations will be obtained from each evaluator to inform new course adoption decisions prior to the publication of <em>Michigan Virtual&#8217;s<\/em> catalog of online course offerings for the 2022-23 school year.<\/p><p>As of February 2022, course evaluations and recommendations by <em>Michigan Virtual <\/em>staff have been completed for the following course titles:<\/p><ul><li>Biology<\/li><li>Careers in Criminal Justice<\/li><li>Creative Writing<\/li><li>English Language Learner (ELL) Success<\/li><li>Intensive Reading<\/li><li>Law and Order: Introduction to Legal Studies<\/li><li>Learning in a Digital World: Digital Citizenship<\/li><li>Middle School Digital Art and Design<\/li><li>Middle School Health Education<\/li><li>National Security<\/li><li>Online Prep: Tools for Success<\/li><li>Piano 1<\/li><\/ul><p>Two of the above courses have been adopted and are being prepared for use as course offerings beginning in the summer 2022 academic term. The remainder of the course recommendations are under consideration in preparation for the spring publication of <em>Michigan Virtual<\/em> provided course offerings for the 2022-23 school year.<\/p><h4>Develop and update digital content and assessments based on the needs of schools and districts identified through market research.<\/h4><p>Based on feedback from customers who were interested in having a full suite of 6-12 courses to offer in the collaborative model, <em>Michigan Virtual<\/em> engaged an external development groupto support the development of a set of core courses for middle school. The work began in summer 2021 and included a total of 12 courses in the math, English language arts, social studies, and science subject areas across grades 6-8. As of February 2022, the course maps for first semester courses are near completion as is the first unit of content for each of the courses. These courses are being built with the intention of implementation by local teachers in their own schools in the <em>Michigan Virtual<\/em> collaborative model and will also eventually be used by <em>Michigan Virtual<\/em> instructors in <em>Michigan Virtual<\/em> teacher-provided models.<\/p><h2>Home-Schooled and Non-public Students<\/h2><h3>Organizational Priority<\/h3><p><em>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/em><\/p><h3>Updates<\/h3><h4>Produce 2021-22 pricing with no additional charges for a home-school or nonpublic school student.<\/h4><p><em>Michigan Virtual<\/em>\u2019s prices for 2021-22 school year are the same for home-schooled and nonpublic school students as they are for district students using the same services. Pricing Information is available on the <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\"><em>Michigan Virtual<\/em> website<\/a>.<\/p><h2>MVS Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>(7) Not later than December 1 of each fiscal year, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding state fiscal year:<\/em><\/p><p><em>(a) A list of the districts served by the Michigan Virtual School. (b) A list of virtual course titles available to districts. (c) The total number of virtual course enrollments and information on registrations and completions by course. (d) The overall course completion rate percentage.<\/em><\/p><h3>Updates<\/h3><h4>Publish MVS Annual Report no later than December 1, 2022.<\/h4><p>The 2020-21 report on the <em>Michigan Virtual School<\/em> was sent to the legislature in December 2021 and is posted on the <em>Michigan Virtual<\/em> website as part of <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\"><em>Michigan Virtual<\/em>\u2019s annual report<\/a>. The 2021-22 report will be provided in December 2022.<\/p><h2>MVS Schools Served<\/h2><h3>Organizational Priority<\/h3><p><em>(8) In addition to the information listed in subsection (7), the report under subsection (7) shall also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/em><\/p><h3>Updates<\/h3><h4>Serve at least 600 Michigan schools with online courses or free content.<\/h4><p><em>Michigan Virtual<\/em> is working to serve a minimum of 600 schools throughout the 2021-22 school year. As part of this, <em>Michigan Virtual<\/em> continues to offer digital content from over 70 high-quality student courses at no cost to Michigan schools and districts as well as supporting free learning objects that were added to the #GoOpenMichigan website.<\/p><h2>Advisory Board<\/h2><h3>Organizational Priority<\/h3><p><em>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group shall serve at the pleasure of the governor and shall serve without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of citizens of this state with high-quality degrees and credentials to at least 60% by 2025.<\/em><\/p><h3>Updates<\/h3><p>Since this section pertains to the actions of the Governor\u2019s office rather than <em>Michigan Virtual<\/em>, no plan has been created by <em>Michigan Virtual<\/em>.<\/p><h2>MVS Budget Costs<\/h2><h3>Organizational Priority<\/h3><p><em>(10) Not later than November 1 of each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/em><\/p><h3>Updates<\/h3><h4>No later than November 1, 2021, submit a detailed budget for 2021-22 fiscal year that includes a breakdown on <em>Michigan Virtual\u2019s<\/em> projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/h4><p>A detailed budget breaking down 2021-22 projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services was submitted by November 1, 2021.<\/p><h4>No later than March 1, 2022, submit a breakdown on <em>Michigan Virtual\u2019s<\/em> actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/h4><p>The breakdown of <em>Michigan Virtual\u2019s<\/em> actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year was included for legislators in the same mailing as this update.<\/p>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2616\" data-tab=\"6\" role=\"button\" aria-controls=\"elementor-tab-content-2616\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2021-22 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>This report is being submitted in fulfillment of the following legislative directive:<\/p><p><em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each year that includes its mission, its plans, and proposed benchmarks it must meet, which shall include a plan to achieve the organizational priorities identified in this section, in order to receive full funding for 2022-2023. Not later than March 1 of each year, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em><\/p><p><strong>Mission: <\/strong><strong>Advance both learning a<\/strong><strong>nd teaching through research, practice, and partnerships.<\/strong><\/p><h2>Test, Evaluate Tools<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will explore different applications associated with defined innovation pathways around using technology to increase instructional capacity and improve effectiveness, learner engagement and communications, access to educational technology and curriculum, and the demonstration of personal and professional learning. This work will encompass exploring the impact of artificial intelligence (AI), social-emotional learning, next generation learning management platforms, counseling supports, virtual and augmented reality, and comprehensive learner records.<\/p><p><em>Michigan Virtual <\/em>will also continue to participate in <a href=\"http:\/\/www.imsglobal.org\/home\">IMS Global<\/a> as a contributing member to develop a deeper understanding of digital learner records and how it impacts the recognition and portability of student achievements and outcomes in K-12 settings. Comprehensive Learner Records (CLR), digital badges, and learning record stores are all technology infrastructure of a competency-based learning environment and enable the documenting and sharing of achieved competencies, skills, knowledge, and aptitudes of students. CLR allows for greater flexibility of instructional pathways and portability and recognition of achievements between providers, schools, and the workforce.<\/p><p><em>Michigan Virtual <\/em>will engage in summer programs that explore next generation learning modalities and other innovative opportunities. These programs will be offered at a low cost through schools and community-based organizations to parents interested in providing enrichment opportunities for students. Insights about programs and outcomes will be shared publicly on the <em>Michigan Virtual <\/em>website.<\/p><p><em>Michigan Virtual <\/em>will also develop and publish a series of blog posts documenting different tools and their application in creating pathways for teachers to use technology to achieve instructional goals in their online, blended, and traditional classrooms.<\/p><h3>Benchmarks<\/h3><ol><li>Explore and test the application of artificial intelligence and machine learning in developing and deploying instructional content and share findings through the <em>Michigan Virtual<\/em> website.<\/li><li>Participate in IMS Global\u2019s Statewide Programs Board and Innovation Leadership Network focused on virtual schools.<\/li><li>Continue the development, pilot, and execution of research on next generation learning platforms for counselor and mentor support that informs the ongoing development of practitioners in these positions.<\/li><li>Offer innovative learning options for summer enrichment and publish summaries of the outcomes to the <em>Michigan Virtual<\/em>website.<\/li><li>Publish a series of blog posts focused on exploration and use of learning tools and resources to the <em>Michigan Virtual <\/em>website.\u00a0<\/li><\/ol><h2>Research, Design, Recommend Virtual Delivery Models<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/em><\/p><h3>Plans<\/h3><p>In an effort to lead statewide conversations about the various experiences and preferences of students and their families related to digital learning during the COVID-19 pandemic, <em>Michigan Virtual<\/em> will design and execute a research study that includes a large, statewide survey. <em>Michigan Virtual<\/em> will use the findings from this study to help support schools by helping them understand the preferences of students and their families and how to improve their experiences related to digital learning.<\/p><p><em>Michigan Virtual<\/em> will also conduct a research study that investigates how students engage with virtual course assignments and related resources in specific subject areas and whether such engagement is related to students\u2019 course outcomes. The results from this study will inform school leaders and teachers, within and beyond Michigan, as they continue to develop virtual courses within their own academic programs.<\/p><p><em>Michigan Virtual<\/em> will provide a high level of support to the newly formed <a href=\"https:\/\/futureoflearningcouncil.org\/\">Future of Learning Council<\/a> whose primary focus is on helping schools shift from traditional time-based educational structures to ones that are student-centered and designed around mastery learning. Specifically, <em>Michigan Virtual<\/em> will provide research support on topics related to innovative learning models and share research findings and effective practices in partnership with the Council.<\/p><p><em>Michigan Virtual<\/em> will also continue a collaboration with researchers Dr. Kerry Rice and Dr. Andy Hung from Boise State University on a research study that uses <em>Michigan Virtual<\/em> course data to develop early warning predictive models to accurately identify students at-risk of falling behind in their online courses. This collaboration will include a pilot study intended to test the model developed by Dr. Rice and Dr. Hung.<\/p><h3>Benchmarks<\/h3><ol><li>Design and execute a statewide research study on the learning experiences and preferences of Michigan students and their families.\u00a0<\/li><li>Design and execute a research study that examines how students engage with virtual course assignments and related resources and the impact such engagement has on students\u2019 course outcomes.\u00a0<\/li><li>Provide ongoing research support to the Future of Learning Council.\u00a0<\/li><li>Design and execute a research study that investigates the context and systemwide support structures of effective student-centered learning models in Michigan.\u00a0<\/li><li>Continue collaboration with Dr. Kerry Rice and Dr. Andy Hung on a study focused on early warning predictive models.\u00a0<\/li><\/ol><h2>Recommend Evaluation Criteria for Cyber and Online Providers<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/em><\/p><h3>Plans<\/h3><p>For the past three years, <em>Michigan Virtual<\/em> has been part of a national effort to update standards for quality online learning. This effort led to the release of the <a href=\"https:\/\/www.nsqol.org\/the-standards\/\">National Standards for Quality Online Learning<\/a> (NSQOL) which includes quality standards for programs, teaching, and courses. As more and more schools and districts throughout Michigan are including the online learning format in their academic programs, there is a related growing need to ensure students are receiving the highest quality of education in this format. Given this need, <em>Michigan Virtual<\/em> will continue to offer to conduct reviews, with recommendations for improvement, of online learning programs at no cost to Michigan schools and districts. These reviews will be in alignment with research-based best practices for online learning as well the National Standards for Quality Online Learning.<\/p><h3>Benchmarks<\/h3><ol><li>Offer to conduct online program reviews using the NSQOL standards for up to 10 Michigan schools at no cost. If <em>Michigan Virtual<\/em> has additional capacity and schools express greater need, any additional reviews would also be done at no cost to Michigan schools.<\/li><li>Provide written recommendations for online program design and maintenance that are aligned with best practices per NSQOL to each Michigan school or district participating in the voluntary online program review process.\u00a0<\/li><\/ol><h2>Effectiveness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The Michigan Virtual Learning Research Institute shall submit the report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/em><\/p><h3>Plans<\/h3><p>By March 31, 2022, <em>Michigan Virtual<\/em> will produce the <em>Effectiveness Report<\/em> in a form and method consistent with the past version as it has been generally well-received and represents the most in-depth, state-level analysis of virtual course enrollments in the country. Like last year\u2019s report, <em>Michigan Virtual<\/em> will also create an infographic summarizing key findings from the report. The infographic and a link to the report will be mailed to required recipients and published on the <em>Michigan Virtual<\/em> website. The report\u2019s author will produce a recording that will be made available on-demand through the <em>Michigan Virtual<\/em> website.<\/p><h3>Benchmarks<\/h3><ol><li>Publish the <em>Effectiveness Report<\/em> on the <em>Michigan Virtual <\/em>website by the March 31, 2022 deadline with copies sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked no later than March 31, 2022.<\/li><li>Mail an <em>At-a-Glance Report Infographic<\/em> and cover letter detailing the online report and resources to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2022.<\/li><li>Conduct and record a webinar in April 2022 to present key findings from the report.<\/li><li>Post the recording on the <em>Michigan Virtual<\/em> website for on-demand viewing.\u00a0<\/li><\/ol><h2>Deliver PD and Submit PD Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM council described in section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report must also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to grow and advance its professional development services by gathering and acting on feedback from individuals currently taking professional development courses, individuals who may be seeking professional development in the future, and from the field in general. <em>Michigan Virtual <\/em>will also develop new partnerships with schools or educational groups to provide professional learning services while integrating professional learning communities to build engagement. The <em>Michigan Virtual <\/em>professional development platform will be continuously improved through course updates, new courses, and pilots to explore opportunities for more competency-based learning at scale.<\/p><p><em>Michigan Virtual<\/em> will continue to host the annual event called Collaboration of the Minds (COM). COM is an annual professional development conference that serves as an opportunity to bring the large remote teaching staff of <em>Michigan Virtual<\/em>, many of whom have full-time teaching positions in local school districts, together to learn, explore, and collaborate with each other. This is an opportunity for all instructors to meet face-to-face or virtually and provides time for like-content instructors to explore best practices and strategies for supporting students. The event introduces new learning in the virtual environment, training in effective practices, and collaboration time to explore with fellow instructors. An annual Collaboration of the Minds is also convened for mentors of online learners to strengthen effective practices and expand their professional learning community.<\/p><p><em>Michigan Virtual<\/em> will continue to fulfill the requirement of the PD report through the publication of its annual report.<\/p><h3>Benchmarks<\/h3><ol><li>Develop and update professional learning courses based on the needs of schools and districts identified through market research.<\/li><li>Offer professional learning partnerships to schools, districts, and educational groups.<\/li><li>Offer competency-based professional development courses to Michigan teachers and administrators.\u00a0<\/li><li>Host the 2022 Collaboration of the Minds professional learning conferences for instructors and for mentors of online learners.\u00a0<\/li><li>Submit the 2021 PD report as part of a combined annual report that also includes <em>Michigan Virtual\u2019s<\/em> annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the <em>Michigan Virtual School<\/em> no later than December 1, 2021. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/li><li>Submit the 2022 Professional Development report detailing <em>Michigan Virtual\u2019s<\/em> professional learning services and the identification of barriers and opportunities report by December 1, 2022.\u00a0<\/li><\/ol><h2>Identify\/Share Best Practices<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> developed a series of guides related to online learning, which are made available to students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual<\/em> will review and update the content of these guides as needed and make this content available to the public through the <em>Michigan Virtual<\/em> website.<\/p><p>The COVID-related alterations to instruction during the 2019-20 and 2020-21 school years revealed issues of inequity that have been present in education for some time but were not as apparent or immediate prior to COVID. Schools largely operate along a model of <em>equality,<\/em> focusing on student similarities and providing instruction and resources as a one-size-fits-all model. <em>Equity<\/em>, or attending to differences and distributing instruction and resources based on an understanding of these differences, is much more challenging yet necessary to ensure all students have an equal opportunity to thrive and succeed. <em>Michigan Virtual<\/em> will conduct a research study that will focus on defining what \u201cequity\u201d means in terms of digital learning and will provide recommendations to school leaders and digital course providers to increase equity in digital learning and better serve all digital learners.<\/p><p><em>Michigan Virtual<\/em> will expand upon its 2020-21 research related to the manner in which Michigan schools and districts addressed the social and emotional needs of teachers throughout the COVID-19 pandemic. The research team will examine teacher retention with attention being given to the social and emotional supports and related training that would help teachers navigate and overcome challenges associated with moving and adapting to online and remote learning.<\/p><p>In the upcoming year, <em>Michigan Virtual<\/em> will continue to produce and publish its BRIGHT podcast series. These podcasts feature practitioners in Michigan schools and districts as well as educational leaders supporting K-12 education and are designed to share stories of hope and innovation in Michigan classrooms.<\/p><p><em>Michigan Virtual<\/em> will also publish three blog series that share best practices related to increasing teacher efficiency in virtual learning environments, meeting students\u2019 and teachers\u2019 social and emotional needs, and providing effective professional learning experiences for teachers and school leaders. The first blog series will highlight digital instruction strategies to help virtual teachers save time preparing materials and logistics and focus more on instruction. Emphasis will be placed on sharing tips for increasing efficiencies related to lesson planning, grading and providing feedback to students, executing synchronous learning, and communicating with students and families. The second series will share social and emotional learning (SEL) resources available to Michigan schools and districts along with effective practices for integrating SEL exercises in the classroom and how to increase social and emotional learning awareness beyond the classroom within families and communities. The third blog series will provide insights into various strategies related to providing professional learning to teachers and school leaders. Emphasis will be placed on practices that have been proven to be effective in nurturing the development of student-centered learning models. All blog posts will be published on the <em>Michigan Virtual<\/em> website.<\/p><p><em>Michigan Virtual<\/em> will continue to offer support to Michigan schools and districts by providing consulting services that share research-based effective practices with school leaders and teachers. The scope of consulting services will include support for schools and districts seeking to design, implement, and\/or maintain student-centered digital learning programs.<\/p><h3>Benchmarks<\/h3><ol><li>Maintain and update the <em>Michigan Virtual<\/em> Guides to Online Learning.\u00a0<\/li><li>Design and execute a research study that provides recommendations to school leaders and digital course providers to increase equity in digital learning.\u00a0<\/li><li>Design and execute a research study that examines teacher retention in relation to the social and emotional training and supports provided to them.\u00a0\u00a0<\/li><li>Produce and publish podcasts as part of the BRIGHT podcast series.\u00a0<\/li><li>Publish a blog series that shares effective practices related to increasing teacher efficiency in virtual learning environments.<\/li><li>Publish a blog series that shares effective practices related to meeting students\u2019 and teachers\u2019 social and emotional needs.\u00a0<\/li><li>Publish a blog series that shares effective practices related to providing effective professional learning experiences for teachers and school leaders.\u00a0<\/li><li>Offer consulting services that provide guidance and share effective practices with schools and districts related to the design, implementation, and maintenance of digital learning programs for students and educators.\u00a0<\/li><\/ol><h2>Policy Recommendations to Gov.\/Legislature<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will provide feedback on current virtual learning policies and make recommendations that will accelerate the use of effective virtual learning in the state.<\/p><h3>Benchmarks<\/h3><ol><li>Before December 31, 2022, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and Michigan Department of Education.\u00a0<\/li><\/ol><h2>Research Clearinghouse<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will maintain the existing <a href=\"http:\/\/k12onlineresearch.org\/\">clearinghouse website<\/a> and add additional resources to the website throughout the fiscal year. Currently, the nationally-recognized clearinghouse acts as an aggregator of K-12 online and blended research and key publications. To date, there are over 1100 resources cataloged in the clearinghouse. On a quarterly basis, <em>Michigan Virtual<\/em> will email a clearinghouse newsletter to the <em>MVLRI<\/em> mailing list and share it via social media outlets to highlight new resources added during that time period.<\/p><h3>Benchmarks<\/h3><ol><li>Create and distribute quarterly newsletters that highlight new resources and document progress toward newly added resources to the clearinghouse by the end of the fiscal year.<\/li><li>Continue to promote and add resources in the form of blogs, publications, webinars, and podcasts to the clearinghouse and the <em>Michigan Virtual<\/em> website.\u00a0<\/li><li>\u00a0Continue to maintain the clearinghouse platform and update as need for improved functionality.\u00a0<\/li><\/ol><h2>Promote\/Distribute Instructional Design Guidelines and Standards<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will maintain and update the instructional design guidelines and standards tagged in the Research Clearinghouse. <em>Michigan Virtual<\/em> will also promote the <a href=\"https:\/\/www.nsqol.org\/the-standards\/\">National Quality Standards for Online Teaching, National Quality Standards for Online Programs, and National Quality Standards for Online Courses<\/a> which will all help to inform Michigan-based work in the area of online and blended learning.<\/p><p><em>Michigan Virtual<\/em> is committed to helping Michigan educators develop their skills and abilities in designing and delivering quality digital learning experiences for students. Therefore, <em>Michigan Virtual<\/em> will also submit at least two presentation proposals to Michigan-specific education conferences to promote and share best practices related to instructional design and standards of quality.<\/p><p><em>Michigan Virtual<\/em> will offer free online professional development resources on instructional design through the <em>Michigan Virtual<\/em>website. This offering will help schools as they continue to navigate the challenges associated with the continuing need for virtual or remote learning caused by the COVID-19 pandemic. A minimum of five resources related to instructional design will be made available to all Michigan schools that are working toward developing and delivering their own digital content to students.<\/p><h3>Benchmarks<\/h3><ol><li>Include links to instructional design guidelines and standards in the Research Clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d\u00a0<\/li><li>Propose a session focused on instructional design best practices at a minimum of two Michigan-based education conferences.<\/li><li>Promote, maintain, and support free online professional development resources to train teachers in the instructional design of online content, including five resources related to instructional design for schools seeking to develop their own digital content.\u00a0<\/li><\/ol><h2>Work with Teacher Preparation Institutions on Digital Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will make available a wide variety of online resources and courses to institutions that operate teacher and administrator preparation programs. These resources, which include digital content and professional learning related to early literacy; online, blended, and student-centered learning; and the use of open educational resources, will be available to colleges and universities through <em>Michigan Virtual<\/em>-hosted environments. In some cases, these resources may be made available in university-hosted environments.<\/p><p><em>Michigan Virtual<\/em> will collaborate with the Burgess Institute for Entrepreneurship and Innovation at Michigan State University (MSU) and Spartan Innovations at the MSU Foundation to explore the possibility of creating an educational technology entrepreneurship program to catalyze teachers\u2019 creation of new technology to solve educational challenges. This program would be a series of experiences that bring together MSU students, faculty, education technology entrepreneurs, and <em>Michigan Virtual<\/em> to support innovation in education.<\/p><p><em>Michigan Virtual <\/em>is also interested in collaborating with colleges and universities in ways that drive innovation in education across the state. The <em>Michigan Virtual\u2019s <\/em>Innovation Advisory Council will continue to include representatives from higher education institutions that operate teacher and\/or administrator preparation programs.<\/p><h3>Benchmarks<\/h3><ol><li>Work with interested Michigan teacher preparation institutions to coordinate access to the <em>Michigan Virtual<\/em>-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.\u00a0<\/li><li>Launch an educational technology entrepreneurship program to support one cohort of educators\/innovators interested in developing and scaling their education technology solutions with relevant stakeholders.\u00a0<\/li><li>Continue to have at least two members from a higher education institution serve on an Innovation Advisory Council to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio.\u00a0<\/li><\/ol><h2>Public\/Private Partnerships<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(v) &#8211; Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual\u2019s<\/em> research team will seek partnerships for specific research studies that will be conducted during the 2022 fiscal year. Lead investigators of <em>Michigan Virtual<\/em> research studies will conduct outreach to relevant public and private organizations to form research partnerships that provide guidance and\/or assistance with the design and execution of studies related to competency-based, technology-rich learning.<\/p><p><em>Michigan Virtual<\/em> will also maintain existing partnerships with specific educational organizations to support efforts related to professional learning micro-credentials. Through collaboration with the educational organizations, <em>Michigan Virtual<\/em> will continue to support the design, development, and delivery of micro-credentials focused on knowledge, skills, and experiences related to high-need areas.<\/p><p><em>Michigan Virtual <\/em>will continue to lead conversations about digital learning throughout Michigan. Maintaining memberships and affiliations with national digital learning organizations such as the Digital Learning Consortium and Aurora Institute will help gain insight into other state and national trends as they relate to key issues in digital learning, policy development, and effective program practices, in general. <em>Michigan Virtual<\/em> will gather and share such information with schools and districts throughout the state as they continue to implement digital learning opportunities for their students.<\/p><p><em>Michigan Virtual<\/em> will also provide direct support to the\u00a0Future of Learning Council through a professional collaboration that provides a structured environment for Michigan leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning with other innovative school leaders. Both <em>Michigan Virtual<\/em> and the Future of Learning Council believe we have a unique opportunity to chart a new course regarding the structure of schools by blending the best of our traditional instructional models with an intentional focus on innovations in learning to better serve all children.\u00a0<\/p><p>As <em>Michigan Virtual <\/em>develops its innovation portfolio, it will seek participation from a variety of external stakeholders to bring diversity of thought to the process. <em>Michigan Virtual<\/em> will continue to work with representatives of both the public and private sectors on the Innovation Advisory Council.<\/p><h3>Benchmarks<\/h3><ol><li>Form at least one public\/private partnership with an organization to provide guidance with the design and execution of a research study.\u00a0<\/li><li>Continue partnerships with educational organizations to help support the professional learning micro-credentialing effort through the development of micro-credentials in high-need areas.\u00a0<\/li><li>Maintain membership in at least two national-level organizations that advocate for and support digital learning at the K-12 level.\u00a0<\/li><li>Collaborate with the Future of Learning Council to provide opportunities for Michigan school leaders to learn about next generation learning models, share design practices, and gain access to high quality professional learning.<\/li><li>Invite at least two members from the public or private sector to serve on an Innovation Advisory Board to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio.\u00a0<\/li><\/ol><h2>Mentor Network<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to provide a critical service to schools by highlighting the importance of mentors in virtual learner success. Mentors will have access to resources, share assets and practices, and explore emerging tools to support students\u2019 engagement and success in online learning.<\/p><p><em>Michigan Virtual <\/em>staff will offer several virtual events where mentors examine effective practices, develop resources, discuss the latest pupil accounting policies, and strengthen their professional learning community.<\/p><h3>Benchmarks<\/h3><ol><li>Continue to maintain resources for effective mentoring of virtual learners and state reporting practices.\u00a0<\/li><li>Offer virtual opportunities for mentors to engage with each other on topics such as pacing, building relationships, motivating students, and helping struggling students. \u00a0<\/li><\/ol><h2>Focus Groups\/Annual Surveys<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will collect feedback from key users and stakeholders through surveying, focus groups, and other means. Student focus groups will center on the student experience in online learning, their motivations for taking an online course, and their preferences for online or in-person learning. The results will help <em>Michigan Virtual<\/em> refine its offerings and identify opportunities to improve virtual learning for students.<\/p><p>Surveys will be used with students and professionals to focus on the learner experience, their motivations, and opportunities for <em>Michigan Virtual<\/em> to improve its offerings and the outcomes for learners. The professional learning survey results will be filtered by the learner\u2019s role (teacher, administrator, support staff, etc.) to help identify and understand opportunities that may be unique to each role.<\/p><p><em>Michigan Virtual<\/em> will also survey mentors of virtual students and conduct advisory committee meetings to learn from the field, gathering information on what supports work best for students in virtual learning and what doesn\u2019t work in terms of supports, content, and systems.<\/p><p>An additional survey of Michigan teachers and administrators will also be distributed related to innovation pathways in learning. This effort will be aimed at obtaining a range of diverse perspectives from educators, which will help inform <em>Michigan Virtual\u2019s<\/em>work in advancing innovation in K-12 schools throughout the state.<\/p><h3>Benchmarks<\/h3><ol><li>Convene a minimum of three focus groups of online students.<\/li><li>Distribute an end-of-course survey to students and professional learners taking courses through the <em>Michigan Virtual <\/em>Student Learning Portal and the Professional Learning Portal.<\/li><li>Distribute an end-of-year survey to mentors of students in <em>Michigan Virtual<\/em> courses.\u00a0<\/li><li>Continue to convene a Mentor Advisory Board twice a year where mentor annual survey feedback is used to expand resources and effective training models for mentors. \u00a0<\/li><li>Conduct a survey on innovation pathways in learning with teachers and administrators.\u00a0<\/li><\/ol><h2>Consumer Awareness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/em><\/p><h3>Plans<\/h3><p>The <a href=\"https:\/\/michiganvirtual.org\/research\/consumer-awareness\/\"><em>Consumer Awareness<\/em><\/a> resource is available as an important link on the <em>About<\/em> page of <a href=\"https:\/\/micourses.org\/\"><em>Michigan&#8217;s Online Course Catalog<\/em><\/a>. The report includes sections devoted to background, providers, delivery models, performance data, cost structures, research trends, conclusions, and resources. Including the <em>Consumer Awareness <\/em>resource as part of Michigan\u2019s Online Course Catalog provides high visibility for parents, students, and schools exploring Section 21f options. Data on areas such as the school districts that are putting courses in the catalog, the distribution of courses by ISD, PSA, LEA, and the <em>Michigan Virtual School<\/em>, and disaggregation by key variables such as who is providing the content or the instructor, are updated in the fall and in the spring to reflect the changes in those two enrollment windows.<\/p><h3>Benchmarks<\/h3><ol><li>Update the <em>Consumer Awareness resource <\/em>twice annually (fall and spring).\u00a0<\/li><\/ol><h2>Internet-based Platform<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to offer digital content from over 70 high-quality student courses at no cost to Michigan schools and districts. This work is intended to serve educators and parents as a resource to support and supplement student learning throughout the continued disruptions caused by the COVID-19 pandemic and beyond. Schools and parents can access these resources from the <a href=\"https:\/\/lc.michiganvirtual.org\/\"><em>Michigan Virtual<\/em> website<\/a>.\u00a0<\/p><p><em>Michigan Virtual<\/em> acts as a close partner with Michigan Department of Education and the #GoOpen Michigan Strategy Team to make available a common Open Educational Resources system throughout the state. On the <a href=\"https:\/\/goopenmichigan.org\/\">GoOpenMichigan website<\/a>, educators can access open educational resources for modification and use in the classroom. In addition to providing leadership on the platform, <em>Michigan Virtual <\/em>also creates free learning objects for the platform, having contributed over 1,000 learning objects to the platform to date.<\/p><p><em>Michigan Virtual<\/em> also supports educators in the creation and sharing of digital learning objects by providing courses on its Professional Learning Portal. These courses provide training to educators on how to develop their own learning objects as well as learning more about open educational resources, including how GoOpenMichigan can be leveraged for use in their classrooms.<\/p><h3>Benchmarks<\/h3><ol><li>Continue to offer content from high-quality <em>Michigan Virtual<\/em> courses to Michigan schools.\u00a0<\/li><li>Provide leadership to the state\u2019s GoOpen initiative by contributing staff members who serve on the GoOpen strategy teams and sub-teams.<\/li><li>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/li><li>Make available modules on the Professional Learning Portal that support educators in developing their own digital learning objects.\u00a0<\/li><\/ol><h2>Maintain Statewide Catalog of Online Courses<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:<\/em><\/p><p><em>(A) The number of enrollments in each virtual course in the immediately preceding school year. (B) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year. (C) The pass rate for each virtual course.<\/em><\/p><h3>Plans<\/h3><p>Moving forward into the 2022 fiscal year, the statewide catalog of online courses will be maintained and improved upon as needs arise. Current functionality includes the ability for schools to use the National Standards for Quality Online Courses developed in 2019.<\/p><p><em>Michigan Virtual<\/em> will continue to offer a series of four asynchronous professional development courses housed on its Professional Learning Portal in an effort to help schools understand ways in which they could develop high-quality online courses for students. These courses, aligned to the National Standards for Quality Online Courses, are titled: <em>Online National Standards 1: Getting Started<\/em>; <em>Online National Standards 2: Course Content &amp; Design<\/em>; <em>Online National Standards 3: Assessment<\/em>; and <em>Online National Standards 4: Meeting Needs<\/em>, and they are available at no cost to all Michigan schools.<\/p><p><em>Michigan Virtual<\/em> will also continue its commitment to modeling and disseminating quality practices for virtual learning by providing free, asynchronous online professional development courses on the National Standards for Quality Online Learning. <em>Michigan Virtual<\/em> will submit a minimum of five MVS semester-length courses to Quality Matters for independent course quality reviews as well as a minimum of five semester-length course renewals.<\/p><p>Lastly, <em>Michigan Virtual<\/em> will review and revise the documentation that is specific to Section 21f made available through the statewide catalog website on an \u201cas needed\u201d basis. These revisions will include any recent legislation that was passed by the Michigan legislature.<\/p><h3>Benchmarks<\/h3><ol><li>Maintain and update catalog functionality on an ongoing basis.\u00a0<\/li><li>Offer professional development courses to Michigan schools and districts specific to applying National Standards for Quality Online Courses when performing course reviews.\u00a0<\/li><li>Submit a minimum of five MVS semester-length courses to Quality Matters for independent course quality reviews as well as a minimum of five semester-length course renewals.\u00a0<\/li><li>Review and revise Section 21f publications made available through the statewide catalog.\u00a0<\/li><\/ol><h2>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to support the functionality of the course catalog, including providing technical and customer support for users. <em>Michigan Virtual <\/em>will also continue to maintain a public facing knowledge base allowing catalog users to browse for instant help.<\/p><h3>Benchmarks<\/h3><ol><li>Provide technical and customer support for users of the statewide catalog.\u00a0<\/li><li>Based on customer feedback and help-desk tickets, update help documentation to assist users to promptly resolve common issues.<\/li><\/ol><h2>Examine District-Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to implement the modified Danielson evaluation rubric with all instructors both full- and part-time (a minimum of 200 instructors). This process allows <em>Michigan Virtual<\/em> to continue its effort to support district level accountability and teacher effectiveness issues.<\/p><h3>Benchmarks<\/h3><ol><li>Continue evaluations of <em>Michigan Virtual<\/em> teachers using the modified Danielson rubric.\u00a0<\/li><\/ol><h2>Institute Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/em><\/p><h3>Plans<\/h3><p><em>Submit required reports detailing Michigan Virtual Learning Research Institute activities.<\/em><\/p><h3>Benchmarks<\/h3><ol><li>By December 1, 2021 submit the combined Annual Report for the 2020-21 year.<\/li><li>By December 1, 2022 submit the combined Annual Report for the 2021-22 year\u00a0.<\/li><\/ol><h2>Operate the <em>Michigan Virtual School<\/em><\/h2><h3>Organizational Priority<\/h3><p><em>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/em><\/p><p><em>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> is accredited through Cognia, and it will complete any necessary requirements from Cognia to maintain that accreditation.<\/p><h3>Benchmarks<\/h3><ol><li>Maintain accreditation during the 2022 fiscal year. \u00a0<\/li><\/ol><h2>Restricted Use of Appropriation for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will pass a board-approved budget that caps appropriation spending for <em>Michigan Virtual School<\/em> to no more than $1M.<\/p><h3>Benchmarks<\/h3><ol><li>Adopt a fiscal year 2022 budget which allocates no more than $1M to subsidize the virtual school.<\/li><li>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.\u00a0<\/li><\/ol><h2>Background Checks for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will conduct background checks through a private security firm that uses the FBI\u2019s LiveScan fingerprinting process to comply with these requirements.<\/p><h3>Benchmarks<\/h3><ol><li>Conduct criminal background checks on <em>Michigan Virtual<\/em> staff and maintain appropriate related documentation.\u00a0<\/li><\/ol><h2>Appropriation for Expanding Online and Blended Professional Development Programs<\/h2><h3>Organizational Priority<\/h3><p><em>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will work with the Future of Learning Council to address areas, identified by the participating districts, to develop, test, and pilot professional learning products and services focused on instruction in virtual and blended learning environments. These quick iterations of design, test, and build will provide opportunities to increase the reach and impact of both existing and newly identified professional learning programs for Michigan teachers.<\/p><p><em>Michigan Virtual<\/em> will organize a study tour for educators, administrators, and education stakeholders, to attend a national educational technology networking event around innovation in education. The purpose of this tour will be to provide opportunities to connect and participate in next generation learning models, with the intent to build a strong innovation hub in Michigan schools.<\/p><h3>Benchmarks<\/h3><ol><li>Design, test, and pilot new iterations of products and services associated with the delivery of effective professional learning for teaching in virtual and blended learning environments.\u00a0<\/li><li>Facilitate a study tour for educators, administrators, and\/or education stakeholders in attending one national-level conference around innovation in educational technology.\u00a0<\/li><\/ol><h2>MVS Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/em><\/p><p><em>(a) Information technology courses.<\/em><\/p><p><em>(b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471.<\/em><\/p><p><em>(c) Courses and dual enrollment opportunities.<\/em><\/p><p><em>(d) Programs and services for at\u2010risk pupils.<\/em><\/p><p><em>(e) High school equivalency test preparation courses for adjudicated youth.<\/em><\/p><p><em>(f) Special interest courses.<\/em><\/p><p><em>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/em><\/p><h3>Plans<\/h3><p>During the 2022 fiscal year, <em>Michigan Virtual<\/em> will continue to design and conduct market research to identify the various needs of Michigan schools and districts that are specific to digital learning. This process will include outreach to Michigan school and district leaders as well as several Michigan-based educational organizations. The data collected through the market research will be analyzed, and decisions will be made by <em>Michigan Virtual<\/em> leaders relative to the need to redesign its existing digital content and assessments or the need to develop new content and assessments. This effort to determine the adjustments needed to the digital content and related assessments is expected to be a multi-year process.<\/p><p>This year, <em>Michigan Virtual<\/em> will continue to offer online courses and digital course content in a variety of ways that support schools\u2019 and districts\u2019 digital learning models. These offerings will include fully online courses taught by <em>Michigan Virtual<\/em>teachers, online courses that can be taught by a school district\u2019s local teachers, and digital content options, available for hosting locally in districts\u2019 own learning management systems, that support schools\u2019 hybrid learning options and efforts related to learning continuity. These current offerings will be evaluated and refined throughout the 2022 fiscal year to meet the changing needs of Michigan schools and districts.<\/p><h3>Benchmarks<\/h3><ol><li>Design and execute market research to determine the needs of schools and districts related to virtual content\/courses to be developed and included in the statewide course catalog.\u00a0<\/li><li>Continue to offer and expand online courses and digital content options to support schools\u2019 and districts\u2019 changing digital learning needs.\u00a0<\/li><li>Develop and update digital content and assessments based on the needs of schools and districts identified through market research.\u00a0<\/li><\/ol><h2>Home-Schooled and Non-public Students<\/h2><h3>Organizational Priority<\/h3><p><em>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to adhere to this requirement. <em>Michigan Virtual <\/em>makes available its courses to Michigan home-schooled or nonpublic students at the advertised base rate. <em>Michigan Virtual<\/em> <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">pricing is available on its website<\/a>.<\/p><h3>Benchmarks<\/h3><ol><li>Produce 2021-22 pricing with no additional charges for a home-school or nonpublic school student.\u00a0<\/li><\/ol><h2>MVS Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>(7) Not later than December 1 of each fiscal year, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding state fiscal year:<\/em><\/p><p><em>(a) A list of the districts served by the Michigan Virtual School. (b) A list of virtual course titles available to districts. (c) The total number of virtual course enrollments and information on registrations and completions by course. (d) The overall course completion rate percentage.<\/em><\/p><h3>Plans<\/h3><p>Submit the report detailing <em>Michigan Virtual School<\/em> activities for 2021-22 school year as part of an annual report that also includes the <em>Michigan Virtual\u2019s<\/em> professional development report specified under 2(a)(v) and the Institute annual report required under 2(b)(xiii) no later than December 1, 2022.<\/p><h3>Benchmarks<\/h3><ol><li>Publish MVS Annual Report no later than December 1, 2022.\u00a0<\/li><\/ol><h2>MVS Schools Served<\/h2><h3>Organizational Priority<\/h3><p><em>(8) In addition to the information listed in subsection (7), the report under subsection (7) must also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> plans to serve over 600 schools with online courses and free content as well as free learning objects created by <em>Michigan Virtual<\/em> and made available through the state\u2019s GoOpenMichigan website. <em>Michigan Virtual <\/em>is currently working on maintaining a minimum of 1,000 <em>Michigan Virtual<\/em>-created learning objects in the website by the end of the fiscal year. The content is also available to website visitors without a registered account.<\/p><h3>Benchmarks<\/h3><ol><li>Serve at least 600 Michigan schools with online courses or free content.\u00a0<\/li><\/ol><h2>Advisory Board<\/h2><h3>Organizational Priority<\/h3><p><em>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group serve at the pleasure of the governor and without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of residents of this state with high-quality degrees and credentials to at least 60% by 2025.<\/em><\/p><h3>Plans<\/h3><p>Since this section pertains to the actions of the Governor\u2019s office rather than <em>Michigan Virtual<\/em>, no plan has been created by <em>Michigan Virtual<\/em>.<\/p><h2>MVS Budget Costs<\/h2><h3>Organizational Priority<\/h3><p><em>(10) Not later than November 1 of each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to submit the required materials in accordance with the identified deadlines.<\/p><h3>Benchmarks<\/h3><ol><li>No later than November 1, 2021, submit a detailed budget for 2021-22 fiscal year that includes a breakdown on <em>Michigan Virtual\u2019s<\/em> projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/li><li>No later than March 1, 2022, submit a breakdown on <em>Michigan Virtual\u2019s<\/em> actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/li><\/ol>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2617\" data-tab=\"7\" role=\"button\" aria-controls=\"elementor-tab-content-2617\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2020-21 Directives (March 2021 Update)<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>This report is being submitted in fulfillment of the following legislative directive:<\/p><p><em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each year that includes its mission, its plans, and proposed benchmarks it must meet, which shall include a plan to achieve the organizational priorities identified in this section, in order to receive full funding for 2021-2022. Not later than March 1 of each year, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em><\/p><p><strong>Mission: <\/strong><strong>Advance both learning a<\/strong><strong>nd teaching through research, practice, and partnerships.<\/strong><\/p><h2>Test, Evaluate Tools<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/em><\/p><h3>Updates<\/h3><ol><li>Explore and test the application of artificial intelligence and machine learning in developing and deploying instructional content and share findings through the <em>Michigan Virtual.<\/em><\/li><\/ol><p style=\"padding-left: 80px\">As part of <em>Michigan Virtual\u2019s<\/em> work to explore different applications of artificial intelligence (AI) and machine learning in K-12 settings, the research and development team is involved in conversations with a Michigan-based company on the possible use of their data-driven AI platform that integrates natively with learning management system (LMS) providers to &#8220;nudge&#8221; students and increase student engagement. Other activities of the team included the exploration of an AI-based language learning platform for providing personalized skills practice for German and French as well as an AI-based platform for creating flexibility with formative and summative assessments from content.<\/p><ol start=\"2\"><li>Participate in IMS Global\u2019s technical project group focused on comprehensive learner records.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to play a leadership role within the <a href=\"http:\/\/www.imsglobal.org\/\">IMS Global<\/a>\u00a0community with a member of the executive leadership team serving as the chair of the IMS Global Virtual School Innovation Leaders Network (ILN), which is part of the K-12 Statewide Programs Board. Leadership activities this year included the delivery of a presentation on the use of comprehensive learner record standards for virtual schools in November 2020 as well as the facilitation of discussions at both the K-12 Statewide Programs Board meeting in February 2021. An additional presentation was delivered in partnership with the Clayton Christensen Institute, Texas Education Agency, and Virtual Virginia in February 2021 at the IMS Global Quarterly Meeting.<\/p><ol start=\"3\"><li>Explore and test adaptive learning tools including the application of learning record stores and share findings through the <em>Michigan Virtual.<\/em><\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual<\/em> research and development team also sees great value in exploring and testing adaptive learning tools such as learning record stores. Plans are currently being made by the internal Instructional Product Development (iPD) and Technology Integrations teams at <em>Michigan Virtual<\/em> to conduct some deeper research on the best standard to adopt between xAPI or IMS Global&#8217;s Caliper standard.<\/p><ol start=\"4\"><li>Publish six blog posts focused on competency-based learning tools and resources to the <em>Michigan Virtual.<\/em><\/li><\/ol><p style=\"padding-left: 80px\">Competency-based education is also at the forefront of the work of the <em>Michigan Virtual<\/em> research and development team. Personnel are currently shaping a blog series that will focus on exploring competency-based learning solutions in K-12 schools. The blog posts will be published starting in April 2021.<\/p><ol start=\"5\"><li>Conduct research throughout the duration of the SLiDE mobile app pilot that informs the ongoing development of the app.<\/li><\/ol><p style=\"padding-left: 80px\">Data collection is focused on existing features, functions, and content needs within the app. A focus group with school practitioners is planned for March 2021. These data will be used to develop a roadmap for ongoing future development.<\/p><ol start=\"6\"><li>Continue development of the SLiDE application that can be used to support students, mentors, and parents.<\/li><\/ol><p style=\"padding-left: 80px\">While the current pandemic continues to impact the availability of school-based mentors and students, the development of the SLiDE mobile app is moving forward. Development will intensify during the second semester of this current school year with a focus on providing the functionality to support the Statewide Mentor Network that is currently housed in the <em>Michigan Virtual<\/em> Professional Learning Portal (PLP).<\/p><h2>Research, Design, Recommend Virtual Delivery Models<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/em><\/p><h3>Updates<\/h3><ol><li>Design and execute a statewide research study on the digital learning model trends of schools and districts.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual<\/em> research team has designed and is ready to execute a statewide research study on the digital learning model trends of schools and districts. A concept paper for this particular study has been finalized, detailing the need for the study, the overarching research questions, and the methodology for executing the study. In March 2021, research partners and research study subjects will be identified in preparation for the development and distribution of an online survey to collect data from Michigan school leaders. The anticipated date of completion of this study is late summer 2021.<\/p><ol start=\"2\"><li>Design and execute a research study that interprets the ways in which Michigan schools and districts are implementing student-centered learning.<\/li><\/ol><p style=\"padding-left: 80px\">The research team has also begun the execution of a research study that interprets the ways in which Michigan schools and districts are implementing student-centered learning. This particular study is currently underway and is on schedule to be completed by late spring 2021. Survey questions were developed and distributed to participants from five different Michigan K-12 school districts in December 2020, and interviews of school leaders and teachers of these schools were conducted in January 2021. Data are currently being compiled and analyzed, and the development of a written report is scheduled for March\/April 2021.<\/p><ol start=\"3\"><li>Design and execute a research study specific to best practices for providing SEL support for virtual learners.<\/li><\/ol><p style=\"padding-left: 80px\">Based on research and experiences during spring 2020 and summer 2020, researchers at <em>Michigan Virtual<\/em> developed a firm understanding of the need for sound social and emotional learning (SEL) practices to support virtual and remote learners. In response, the research team is developing a research study that is specific to sharing best practices for providing SEL support for virtual and remote learners. The concept paper for this study has been developed, and outreach to secure a partnership for this study has been made. Beginning in March 2021, data collection instruments will be developed, and the collection of data will occur throughout the spring months. The final report for this study is on schedule to be completed by September 2021.<\/p><ol start=\"4\"><li>Design and execute a research study on competency-based learning models in Michigan.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> researchers have also designed and are in the process of executing a research study on competency-based learning models in Michigan. This study is focused on the ways in which Michigan schools and districts are implementing competency-based learning, the motivations for doing so, and the challenges and success relating to the design and implementation of their models. Several school leaders throughout the state, as well as some national experts, have confirmed participation in the study. Individual interviews with these leaders and experts will occur during the months of March and April 2021. This study is expected to be completed by late summer 2021.<\/p><ol start=\"5\"><li>Continue collaboration with Dr. Kerry Rice and Dr. Andy Hung on a study focused on early warning predictive models.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual<\/em> research team is continuing its collaboration with Dr. Kerry Rice and Dr. Andy Hung from Boise State University on a study focused on early warning predictive models within virtual learning environments. The research team intended to conduct its first intervention study in Spring 2020 to test the predictive model for accuracy as well as to investigate whether providing teachers with an early warning notice of students predicted as at-risk for failure would lead to improved outcomes. Although the researchers were able to collect data through most of the semester, the last weeks were disrupted by school closures due to the COVID-19 restrictions. This disruption made the data unreliable. Therefore, the team used what they had done to further test the predictive model and to analyze the intervention study processes for future feasibility. It is the team\u2019s hope is to resume their work during spring 2021.<\/p><p style=\"padding-left: 80px\"><em>Michigan Virtual\u2019s<\/em> collaborative efforts with Boise State University continue to make an impact in the data mining field related to the potential for machine and deep learning techniques in better understanding how student success can be supported through predictive analytics. Based on this work, Boise State faculty members have submitted several papers for publication that highlight some highly innovative approaches:<\/p><p style=\"padding-left: 120px\"><em>An Innovative Learning Pattern Analysis Approach<\/em> \u2013 The Long Short-term Memory Based Autoencoder. IEEE Transactions on Emerging Topics in Computing &#8211; submitted for publication.<\/p><p style=\"padding-left: 120px\"><a href=\"https:\/\/www.researchgate.net\/publication\/340797094_Using_Convolutional_Neural_Network_to_Recognize_Learning_Images_for_Early_Warning_of_At-Risk_Students\"><em>Using Convolutional Neural Networks to Recognize Learning Images for Early Warning of At-risk Students<\/em><\/a>. IEEE Transactions on Learning Technologies.<\/p><p style=\"padding-left: 120px\"><a href=\"https:\/\/www.researchgate.net\/publication\/341550760_Improving_predictive_power_through_deep_learning_analysis_of_K-12_online_student_behaviors_and_discussion_board_content\"><em>Improving Predictive Power Through Deep Learning Analysis of K-12 Online Student Behaviors and Discussion Board Content<\/em><\/a>. Information Discovery and Delivery.<\/p><h2>Recommend Evaluation Criteria for Cyber and Online Providers<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/em><\/p><h3>Updates<\/h3><ol><li>Offer to conduct online program reviews using the NSQOL standards for up to 10 Michigan schools at no cost. If Michigan Virtual has additional capacity and schools express greater need, any additional reviews would also be done at no cost for Michigan schools.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to offer virtual program reviews at no cost to all Michigan schools and districts. These reviews involve a data collection process comprising the distribution of an online questionnaire and subsequent interviews of key school or district personnel to understand the design and operation of their programs. Once data are collected and analyzed through the use of a standards-aligned rubric, <em>Michigan Virtual <\/em>personnel write a summary of the school\u2019s or district\u2019s program along with recommendations for optimizing the program for increased student performance. The rubric and the review recommendations reflect the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\">National Standards for Quality Online Programs<\/a>.<\/p><p style=\"padding-left: 80px\">In January 2021, <em>Michigan Virtual<\/em> extended an invitation to approximately 3,000 schools and districts throughout the state of Michigan to participate in a virtual program review at no cost. So far, six schools responded requesting to participate. The reviews of two of the schools\u2019 virtual programs are currently in progress, and follow-up communications with the remaining schools continues. Ongoing outreach will also continue for the remainder of the year to encourage higher levels of participation.<\/p><ol start=\"2\"><li>Provide written recommendations for online program design and maintenance that are aligned with best practices per NSQOL to each Michigan school or district participating in the voluntary online program review process.<\/li><\/ol><p style=\"padding-left: 80px\">As part of the program review process, Michigan Virtual provides each school with written recommendations aligned to NSQOL. Schools are also given time to review, reflect, and share feedback prior to the recommendations being finalized.<\/p><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> also continues to have staff members who serve as part of the <a href=\"https:\/\/www.nsqol.org\/about\/contributors\/\">National Standards for Quality Online Learning Leadership team<\/a>. As such, they serve as experts to help shape the design and development of the standards.<\/p><h2>Effectiveness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center for educational performance and information from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The report shall be submitted to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/em><\/p><h3>Updates<\/h3><ol><li>Publish the <em>Effectiveness Report<\/em> on the <em>Michigan Virtual <\/em>website by the March 31, 2021 deadline with copies sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked no later than March 31, 2021.<\/li><\/ol><p style=\"padding-left: 80px\">Work is currently underway in the development of the <em>2019-20 Effectiveness Report<\/em>. A presentation will be given to the Michigan Department of Education (MDE) and Center for Educational Performance and Information (CEPI) in March 2021 to gather feedback and to receive permission to release the report. The report will be made publicly available through the <em>Michigan Virtual<\/em> website in March 2021. As with the prior year, the entire report will be posted directly as a webpage on the <em>Michigan Virtual<\/em> website in addition to providing a .pdf format for downloading. Making the report available in this format will help users find the content more easily by improving search engines\u2019 abilities to discover the findings and make them available to users. Putting the content directly into the website also helps meet web accessibility standards and provides a mobile-friendly version. Information about the report and how to view it online will be provided to the required subcommittee personnel and other government staff identified under this section.<\/p><ol start=\"2\"><li>At-a-Glance Report Infographic and cover letter detailing the online report and resources will be mailed to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2021.<\/li><\/ol><p style=\"padding-left: 80px\">A summary infographic and cover letter related to the report will be mailed to superintendents as well as high school and middle school principals in April 2021, providing easy-to-consume key findings and communicating how to access the full report.<\/p><ol start=\"3\"><li>Conduct and record a webinar in April 2021 to present key findings from the report.<\/li><\/ol><p style=\"padding-left: 80px\">A recorded presentation of the report is expected to be completed in March 2021.<\/p><ol start=\"4\"><li>Post the recording on the <em>Michigan Virtual<\/em> website for on-demand viewing.<\/li><\/ol><p style=\"padding-left: 80px\">The recorded presentation will be posted on the <em>Michigan Virtual <\/em>website for on-demand viewing.<\/p><h2>Deliver PD and Submit PD Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report shall also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/em><\/p><h3>Updates<\/h3><ol><li>Develop and update professional learning courses based on the needs of schools and districts identified through market research.<\/li><\/ol><p style=\"padding-left: 80px\">With many districts now providing remote learning opportunities for students, <em>Michigan Virtual<\/em> staff have created a number of new professional development opportunities for educators, including two new courses focused on supporting early elementary students in a remote environment with a third course in this series to be released in late spring 2021. These courses are available at no cost to educators. In addition, the <em>Michigan Virtual<\/em> team continues to develop the <em>Online Lessons with Littles<\/em> professional learning series &#8211; designed for preschool and kindergarten educators, both teaching face-to-face and remotely &#8211; based on overwhelmingly positive feedback from educators.<\/p><p style=\"padding-left: 80px\">The <em>Michigan Virtual<\/em> staff recognized the need to accommodate flexibility in student scheduling during this challenging time for schools, so the team shifted nearly 40 third-party online courses from a facilitated to a self-paced model. Additional efforts were made to help schools and districts that are utilizing <em>Michigan Virtual<\/em> courses for students. These schools and districts are offered a 10-month ongoing professional development experience to help build educators\u2019 understanding of the delivery of online content. <em>Michigan Virtual<\/em> staff members have also updated this experience based on feedback from partners and provided opportunities for educators to take part in monthly webinars for even more opportunities for learning.<\/p><p style=\"padding-left: 80px\">Conversations with schools and districts that have partnered with <em>Michigan Virtual<\/em> have also led to the development of additional support for educators related to Advanced Placement (AP) courses. Through a collaborative partnership with the College Board, <em>Michigan Virtual<\/em> developed a professional development course to help support the needs of AP teachers in a virtual environment.<\/p><ol start=\"2\"><li>Offer professional learning partnerships to schools, districts, and educational groups.<\/li><\/ol><p style=\"padding-left: 80px\">With the dramatic increase in the demand for professional learning caused by the pandemic, <em>MIchigan Virtual <\/em>personnel have also responded to the needs of school leaders as they relate to enrolling large quantities of educators in professional learning courses hosted within the <em>Michigan Virtual<\/em> PLP. The <em>Michigan Virtual<\/em> team created and implemented a process to group enroll educational professionals into a course or variety of courses within the PLP. This Group Registration and Enrollment (GRE) service includes communication to all learners, PLP account setup and registration, enrollment into course(s), automated State Continuing Education Clock Hours (SCECH) processing, and customized reporting with staff&#8217;s learning progress.<\/p><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> has also partnered with MEMSPA to group-enroll educators across the state into social emotional professional development courses. Approximately 2,500 educators were enrolled in the course titled, <em>SEL: Introduction to Social Emotional Learning<\/em> through the GRE service<\/p><p style=\"padding-left: 80px\">In addition, two school district based \u201cshared time\u201d programs have chosen to use the <em>Michigan Virtual<\/em> GRE service to group register their staff into the <em>Michigan Virtual<\/em> PLP, giving them access to a program-chosen subset of the <em>Michigan Virtual <\/em>professional learning course catalog. The total number of \u201cshared time\u201d participants is now six school districts.<\/p><p style=\"padding-left: 80px\"><em>Michigan Virtual <\/em>is currently in the process of developing an integration between their PLP and the <a href=\"https:\/\/2gno.me\/\">2gno.me<\/a> company. This integration offers educators the opportunity to self-assess their knowledge and habits with regard to certain educational frameworks such as the <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\">National Standards for Quality Online Teaching<\/a> or the Danielson Group\u2019s <em>Framework for Teaching<\/em>. Upon receiving results from their self-assessment, educators receive personalized suggestions of appropriate learning experiences based on their individual strengths and weaknesses. Educators will be able to select the assessment like any other course on the catalog, take the assessment, and then select the suggested training from <em>Michigan Virtual&#8217;s<\/em> offerings and additional resources, mostly provided by other members of the <a href=\"https:\/\/www.virtuallearningalliance.org\/\">Virtual Learning Leadership Alliance<\/a>, a state virtual school network. The integration is currently in the testing stages, and a pilot of the system is expected to begin in March 2021.<\/p><p style=\"padding-left: 80px\">Additional professional learning opportunities are being offered in collaboration with higher education institutions. Michigan State University, University of Michigan, and <em>Michigan Virtual<\/em> are in the process of developing and making available a series of online professional learning modules for K-12 school personnel. The series of 6-9 modules will identify the latest research and best practices for serving a variety of special populations in face-to-face and remote settings, as well as cover several important topics designed to promote inclusive teaching and learning that includes SEL and trauma-informed education. The online modules will be made available to educators at no cost.<\/p><ol start=\"3\"><li>Offer competency-based professional development courses to Michigan teachers and administrators.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> is currently offering competency-based professional learning courses to Michigan teachers and administrators. To date, <em>Michigan Virtual<\/em> is offering 22 micro-credential courses: 16 in collaboration with MEMSPA for current and aspiring school administrators, five in collaboration with MASA for current and aspiring district leaders, and one in collaboration with STEM for educators in the STEM field (not limited to only teachers). Additionally, <em>Michigan Virtual<\/em> is offering five courses in collaboration with MACAC, which consist of a traditional course with some competency-based assignment components. These courses are currently being considered for micro-credentials.<\/p><ol start=\"4\"><li>Host the 2021 Collaboration of the Minds professional learning conference.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual <\/em>Collaboration of the Minds committee has formalized a theme for this year\u2019s annual gathering and has begun decision-making on the event\u2019s organization and structure. Due to the significant increase in their internal staff, <em>Michigan Virtual has<\/em> determined that they will close the event to the public and focus on internal professional development. Key decisions regarding the format of the event (virtual as compared to face-to-face) will be determined during the spring of 2021, and the committee is moving forward with outlining the program and offerings to be available to staff.<\/p><ol start=\"5\"><li>Submit the 2020 PD report as part of a combined annual report that also includes <em>Michigan Virtual\u2019s<\/em> annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the <em>Michigan Virtual School<\/em> no later than December 1, 2020. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/li><\/ol><p style=\"padding-left: 80px\">The 2019-2020 Professional Learning Report was sent to the legislature in December 2020 and is also posted on the <em>Michigan Virtual<\/em> website as part of <em>Michigan Virtual\u2019s<\/em><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Annual-Report-2019-20.pdf\"><em> Annual Report<\/em><\/a>.<\/p><ol start=\"6\"><li>Submit the 2021 Professional Development report detailing <em>Michigan Virtual\u2019s<\/em> professional learning services and the identification of barriers and opportunities report by December 1, 2021.<\/li><\/ol><p style=\"padding-left: 80px\">The 2020-2021 report will be provided to the legislature in December 2021.<\/p><h2>Identify\/Share Best Practices<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/em><\/p><h3>Updates<\/h3><ol><li>Maintain and update our Guides to Online Learning.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> previously published and currently maintains six widely used guides recognized as being important to school and district online learning programs. The six<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" rel=\"noopener\"><em> Guides to Online Learning<\/em><\/a>\u00a0will be reviewed and updated this year to add any changes to Michigan\u2019s<a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noopener\"> Section 21f legislation<\/a>. This year, Michigan legislation addressed the shift to pandemic learning in March 2020 and its continuation into the current school year. As research in digital learning continues to surface promising practices for improving outcomes for students learning virtually or remotely, these practices will be incorporated in the appropriate guides along with links to any resources freely available for schools to enhance their programs. This work is scheduled to begin in April 2021.<\/p><ol start=\"2\"><li>Design and execute a research study specific to the learning models Michigan schools and districts are implementing during the 2020-21 school year in response to the COVID-19 pandemic.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual <\/em>research team is conducting a study specific to the learning models Michigan schools and districts are implementing during the 2020-21 school year in response to the COVID-19 pandemic. This study was broken down into two phases. Phase 1 focused on seeking to understand the learning continuity plans formulated by schools and districts in the spring of 2020 as well as teacher, parent, and student perceptions of how these plans were executed. That report, <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/learning-continuity-in-michigan-plans-and-perceptions-from-spring-2020-emergency-remote-instruction\/\" target=\"_blank\" rel=\"noopener\"><em>Learning Continuity in Michigan: Plans and Perceptions From Spring 2020 Emergency Remote Instruction<\/em><\/a>, has been published and can be found on the <em>Michigan Virtual<\/em> website. Phase 2 of this study is currently underway and will focus on the learning continuity models formulated by school districts in the 2020-21 school year as well as lessons learned, challenges, and recommended best practices for virtual or remote learning. School administrator interview questions have been developed, and the next steps are to secure subject schools and schedule and conduct interviews. This study is scheduled to be completed by late spring 2021.<\/p><ol start=\"3\"><li>Design and execute a research study on best practices for providing special education support for virtual learners.<\/li><\/ol><p style=\"padding-left: 80px\">Another study being conducted by the <em>Michigan Virtual<\/em> research team is focused on best practices for providing special education support for virtual learners. This study was launched in February 2021 with the review of resources that were previously published by <em>Michigan Virtual<\/em>. Some resources will need to be converted from their current PDF state to HTML and\/or moved to a new page on the <em>Michigan Virtual<\/em> website so they can be more accessible and easily located. This study is on schedule to be completed by late summer 2021.<\/p><ol start=\"4\"><li>Develop and offer a consulting services model that provides guidance and shares best practices with schools and districts related to the design, implementation, and maintenance of digital learning programs for students and educators.<\/li><\/ol><p style=\"padding-left: 80px\">In another effort to share best practices with Michigan schools and districts, <em>Michigan Virtual <\/em>designed and implemented a consulting model to help schools grow and share their innovative approaches to teaching and learning. <em>Michigan Virtual<\/em> staff have completed the process of developing a consulting services model that is intended to help schools move forward with the design and implementation of innovative digital learning programs for students. The scope of consulting services to be made available to Michigan schools and districts include, but are not limited to, strategic planning and program design, program implementation and support, instructional design and pedagogy, professional learning planning, and technology resource evaluation and selection. <em>Michigan Virtual<\/em> staff are currently providing consulting services to three Michigan school districts, sharing the successes and challenges other schools and districts encounter in their work.<\/p><ol start=\"5\"><li>Publish a minimum of six blog posts in a series that shares stories of student-centered learning practices.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual <\/em>research team believes another way to share best practices with education practitioners throughout the state of Michigan is through the writing and publishing of short blog posts. The team has identified and begun the writing and posting of multiple series of blog posts related to innovative learning models. Topics for the six blog posts focused on student-centered learning blog series have been identified and developed. Some of the content for this blog series &#8211; stories of how educators are implementing student-centered learning practices into their classrooms &#8211; will be extracted from the interviews that have been conducted for the student-centered learning study. As the data from these interviews are analyzed and the report is drafted, the blogs in this series will be developed and drafted as well. The final post of this blog series is on schedule to be published by September 2021.<\/p><ol start=\"6\"><li>Publish a minimum of six blog posts in a series that shares guidance and best practices related to the design, implementation, and maintenance of digital learning programs.<\/li><\/ol><p style=\"padding-left: 80px\">A blog series entitled, <em>School Leader Insights <\/em>is planned for spring of 2021, and it will focus on providing guidance to school leaders on how to design, implement, and maintain digital learning programs to meet the instructional needs of their unique school communities. The topics to be discussed are vision; curriculum, instruction and assessment; technology; professional learning; school operations; and leadership. The series will be published in sequence throughout the spring and summer of 2021.<\/p><ol start=\"7\"><li>Publish a minimum of six blog posts in a series that shares summaries of recent research related to digital learning.<\/li><\/ol><p style=\"padding-left: 80px\">Another blog series that shares summaries of recent research related to digital learning is currently underway. The first blog post in this six-part series was published in February 2021, and it shared insights from existing <em>Michigan Virtual<\/em> research on best practices related to K-12 online learning. New blog posts will be published monthly on the <em>Michigan Virtual<\/em> website throughout the spring and summer of 2021.<\/p><ol start=\"8\"><li>Publish a minimum of four blog posts in a series that shares innovations in education.<\/li><\/ol><p style=\"padding-left: 80px\">The final blog series to be written and published by <em>Michigan Virtual<\/em> will center on general innovations in education. Blog post contributors are being recruited to provide their perspective on innovative trends in education. One blog post has already been created focusing on the trend of design thinking and its application to educational settings. This post is scheduled for release in March 2021.<\/p><h2>Policy Recommendations to Gov.\/Legislature<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools.<\/em><\/p><h3>Updates<\/h3><ol><li>Before December 31, 2020, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the Department.<\/li><\/ol><p style=\"padding-left: 80px\">The virtual learning recommendations, shared by <em>Michigan Virtual <\/em>in December 2020, included six areas of opportunity. The first was to explore summer learning options to help mitigate learning loss related to the pandemic. The second was to resume legislative conversations about e-learning days to create greater flexibility for schools to move online in the event of school closures due to inclement weather or as a pandemic or outbreak precaution. The third recommendation was to allocate funding to redesign the state&#8217;s outdated Michigan Online Educator Certification System (MOECS). The fourth was to revisit retirement policies in the hopes of providing greater flexibility to hire teachers during crises such as the pandemic. The fifth was to change teacher effectiveness reporting responsibility &#8212; in the case of third-party online instructors &#8212; to the entity providing the instructors rather than the various schools who are contracting for them. The final recommendation was to modify the existing virtual learning data collection process to update the &#8220;virtual method&#8221; data field from the current options of Not Virtual, Blended Learning, Digital Learning, or Online Course to a reduced set of Not Virtual, Virtual &#8211; Credit Recovery, Virtual &#8211; Not Credit Recovery.<\/p><h2>Research Clearinghouse<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/em><\/p><h3>Updates<\/h3><ol><li>Create and distribute quarterly newsletters that highlight new resources and document progress toward newly added resources to the clearinghouse by the end of the fiscal year.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to maintain the nationally-recognized <a href=\"https:\/\/michiganvirtual.org\/research\/clearinghouse\/\" target=\"_blank\" rel=\"noopener\">Research Clearinghouse<\/a>, and there were 1,144 resources in the clearinghouse as of the publication of the Quarterly Newsletter in January 2021. The next quarterly newsletter is on schedule to be distributed in March 2021.<\/p><ol start=\"2\"><li>Continue to promote and add resources in the form of blogs, publications, webinars, and podcasts to the clearinghouse and the <em>Michigan Virtual.<\/em><\/li><\/ol><p style=\"padding-left: 80px\">The execution of six research studies and the development of four blog post series are currently underway. When completed, these works will be published to the <em>Michigan Virtual<\/em> website and made available through the clearinghouse. Furthermore, the availability of these resources will be promoted through select social media channels by <em>Michigan Virtual<\/em> personnel.<\/p><ol start=\"3\"><li>Continue to update the clearinghouse platform for improved functionality.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual <\/em>staff are committed to the ongoing improvement of the Research Clearinghouse and have engaged with Web Ascender, a web development company, to help audit the current functionality and user experience of the clearinghouse website\/platform. Once the audit is completed, a development plan will be put together to provide a new user experience and functionality to the clearinghouse and will be made available by October 2021.<\/p><h2>Promote\/Distribute Instructional Design Guidelines and Standards<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/em><\/p><h3>Updates<\/h3><ol><li>Include links to instructional design guidelines and standards in the Research Clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to promote and distribute the most current instructional design standards and guidelines for virtual teaching. Instructional design resources are continuously added to the Research Clearinghouse on a quarterly basis with specific resources being highlighted through the Quarterly Newsletter and in <em>Michigan Virtual&#8217;s<\/em> annual report to the state legislature.<\/p><ol start=\"2\"><li>Propose a session focused on instructional design best practices at a minimum of two Michigan-based education conferences.<\/li><\/ol><p style=\"padding-left: 80px\">Another way that <em>Michigan Virtual<\/em> is promoting and distributing instructional design guidelines and standards is through the delivery of presentations at Michigan-based education conferences. <em>Michigan Virtual\u2019s <\/em>iPD team led two sessions at the <a href=\"https:\/\/michiganvirtual.org\/teaching-for-today-tomorrow\/\" target=\"_blank\" rel=\"noopener\">Teaching for Today and Tomorrow<\/a><a href=\"https:\/\/michiganvirtual.org\/teaching-for-today-tomorrow\/\"> conference<\/a>\u00a0that was held February 23, 2021 for educators in the state as a collaboration between MASSP and <em>Michigan Virtual<\/em>. The session titles and descriptions are as follows:<\/p><p style=\"padding-left: 80px\"><em>Practical Tips, Tools, and Techniques for Teaching Online<\/em><\/p><p style=\"padding-left: 80px\">The teaching and learning landscape has drastically changed in the past year, as have the demands on teachers to learn and adapt quickly to online instruction. We\u2019re here to help! In this session we will share tips, tools, and techniques that you can use for planning and teaching your online or hybrid classes. You\u2019ll walk away from this session with ideas and access to resources you can start using today!<\/p><p style=\"padding-left: 80px\"><em>Using a Design Mind for Doing Learning Online<\/em><\/p><p style=\"padding-left: 80px\">Teachers wear many hats. You might be the lesson planner, the learning facilitator, the feedback provider, the school-to-home intermediary, the colleague, along with many other responsibilities. In our current world, you are also likely designing online experiences for students to rise to the challenge of supporting students beyond the physical classroom. This session will focus on mindsets that can help guide decisions as you design online learning experiences.<\/p><ol start=\"3\"><li>Create and make available six resources related to instructional design for schools seeking to develop their own digital content.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual <\/em>is also making available several resources related to instructional design for schools seeking to develop their own digital content. The team has created resources to share out after the <em>Teaching for Today and Tomorrow<\/em> conference related to organizing digital content, tips for teaching live synchronous sessions, and digital tools. Additionally, as part of the team\u2019s work on an onboarding course for instructors of <em>Michigan Virtual<\/em> partner schools, the team has created a number of resources that can be shared more broadly with instructors. A plan to make these resources to instructors is currently being developed.<\/p><ol start=\"4\"><li>Promote, maintain, and support free online professional development courses to train teachers in the instructional design of online content.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to promote, maintain, and support free online professional development courses to train teachers in the instructional design of online content. Currently, <em>Michigan Virtual<\/em> is offering 77 free courses focused on instructional design and online learning. Each course provides SCECH credit, which are also processed by <em>Michigan Virtual<\/em>. Below are the <em>Michigan Virtual <\/em>offerings that are available to educators:<\/p><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li>4x Blended Courses<\/li><li>3x Podcast PD<\/li><li>7x Transitioning to Remote Teaching<\/li><li>2x Intro to Online Course Facilitation<\/li><li>2x Online Lessons with Littles<\/li><li>1x Introduction to Blended Learning for School Leaders<\/li><li>4x Online National Standards<\/li><li>4x Courses for Whole School<\/li><li>1x GLPS: Tech Use Strategies for Supporting Distance Learners<\/li><li>2x Online Teacher&#8217;s Guide<\/li><li>1x So you want to be an Instructional Designer?<\/li><\/ul><\/li><\/ul><\/li><\/ul><\/li><\/ul><\/li><\/ul><ol start=\"5\"><li>Train or coach at least 100 Michigan teachers on instructional design through live training sessions and\/or an open \u201coffice hours\u201d model.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual<\/em> team is also committed to training or coaching Michigan teachers on instructional design through live training sessions and\/or an open \u201coffice hours\u201d model. As of February 2021, the team has trained 48 teachers on instructional design through either live training sessions or open &#8220;office hours&#8221; coaching.<\/p><h2>Work with Teacher Preparation Institutions on Digital Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/em><\/p><h3>Updates<\/h3><ol><li>Work with interested Michigan teacher preparation institutions to coordinate access to the <em>Michigan Virtual<\/em>-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.<\/li><\/ol><p style=\"padding-left: 80px\">Beginning in April 2021, <em>Michigan Virtual<\/em> personnel will be communicating with various Michigan teacher and administrator preparation institutions to inform them of the various online resources and courses that can help pre-service teachers develop their knowledge and understanding of literacy, digital teaching and learning, and the myriad open educational resources that are available to support virtual teaching and learning.<\/p><ol start=\"2\"><li>Provide an opportunity for interested colleges and universities to collaborate and participate in a student-centered research study.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual<\/em> research team will also be providing opportunities for interested colleges and universities to collaborate and participate in research studies. The scheduled student-centered learning study is currently underway and the data collected from school leaders and teachers through an online survey and individual interviews are being compiled and analyzed. Once the findings of the study are documented, <em>Michigan Virtual<\/em> researchers will reach out to personnel at select colleges and universities to offer discussion related to the findings and the possibility of collaboration related to the dissemination of the findings to the greater Michigan educational community.<\/p><ol start=\"3\"><li>Provide an opportunity for interested colleges and universities to collaborate and participate in a Michigan-specific digital learning model trends research study.<\/li><\/ol><p style=\"padding-left: 80px\">In an upcoming study scheduled to begin in March 2021, researchers at <em>Michigan Virtual<\/em> will contact personnel at institutions that offer teacher and administrator preparation programs to discuss partnering on a research project focused on school leaders\u2019 visions of the future of education in Michigan. Partner responsibilities are expected to include such tasks as assistance with the development of data collection instruments, the collection of data through an online questionnaire and school interviews, data analysis, and\/or report writing.<\/p><ol start=\"4\"><li>Invite at least one member from a higher education institution to serve on an Innovation Advisory Board to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio.<\/li><\/ol><p style=\"padding-left: 80px\">Additional collaboration with higher education is planned through the invitation of at least one member from a higher education institution to serve on <em>Michigan Virtual\u2019s <\/em>Innovation Advisory Board to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio. This advisory board is currently being assembled with the expectation of meeting in late spring or early summer of 2021. Multiple higher education members from Michigan State University have expressed interest in serving on the board and are currently under consideration.<\/p><h2>Public\/Private Partnerships<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(v)- Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/em><\/p><h3>Updates<\/h3><ol><li>Form at least one public\/private partnership with an organization to provide guidance with the design and execution of a research study.<\/li><\/ol><p style=\"padding-left: 80px\">The lead investigators of the <em>Michigan Virtual <\/em>research team have partnered with multiple organizations to conduct research studies that are highly relevant to Michigan schools and districts. Specifically, <em>Michigan Virtual<\/em> and the Michigan CoOp have joined forces to study how student-centered learning practices are being implemented in specific school districts within the state. In addition, the member school districts of the Michigan Competency Consortium are partnering with the <em>Michigan Virtual<\/em> research team to investigate the motivations for schools implementing competency-based education along with the challenges and best practices related to system-wide implementation. A third study that is focused on learning continuity within the state of Michigan is being supported by MEMSPA.<\/p><ol start=\"2\"><li>Continue partnerships with MASA, MEMSPA, and MAC to help support the professional learning micro-credentialing effort through the development of four micro-credentials in high-need areas.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual <\/em>is continuing partnerships with MASA, MEMSPA, and MAC to help support the professional learning micro-credentialing effort through the development of micro-credentials focused on knowledge, skills, and experiences related to high-need areas. To date, activity within the MEMSPA membership includes 39 elementary schools that were enrolled via GRE into <em>SEL: Module 1<\/em> and 45 administrators were enrolled in the <em>Literacy &amp; Leadership<\/em> micro-credential series. Other activity includes the write-up of the <em>Online Lessons with Littles<\/em> courses to promote in their newsletter, as MEMSPA is looking to provide more resources and professional development for their preschool and lower elementary members. <em>Michigan Virtual <\/em>is also working with MEMSPA to create <em>Challenge Coins<\/em>, a form of recognition, to be given to micro-credential earners.<\/p><p style=\"padding-left: 80px\">The existing MASA District Leadership Team micro-credential and the MASA Communications micro-credential have been redesigned, redeveloped, and re-released in the following series. The MASA District Leadership Team micro-credential (released in January 2021) is comprised of the following courses and micro-credentials:<\/p><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li>Course 1: District Leadership Team: Roles &amp; Responsibilities<\/li><li>Course 2: District Leadership Team: Effective Relationships<\/li><li>Micro-credential 1: Board Responsibilities and Relationships<\/li><li>Course 3: District Leadership Team: Effective Board Meetings<\/li><li>Micro-credential 2: Board Meetings<\/li><\/ul><\/li><\/ul><\/li><\/ul><\/li><\/ul><\/li><\/ul><p style=\"padding-left: 80px\">The MASA Communications Micro-credential (released in December 2020) is comprised of the following courses and micro-credentials:<\/p><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li>MASA Communications (was one micro-credential; now five courses and two micro-credentials)<\/li><li>Course 1: Communications Law<\/li><li>Course 2: Being an Effective Communicator<\/li><li>Course 3: Developing a Great Communication Plan<\/li><li>Micro-credential 1: Communication Plan<\/li><li>Course 4: Communicating in a Crisis<\/li><li>Micro-credential 2: Crisis Communication<\/li><li>Course 5: Handling the News and Social Media<\/li><\/ul><\/li><\/ul><\/li><\/ul><\/li><\/ul><\/li><\/ul><p style=\"padding-left: 80px\">Moving forward, <em>Michigan Virtual <\/em>is continuing to work with MASA on a new series of human resource focused courses and micro-credentials, while work with MAC has been delayed due to shifts in work priorities caused by the pandemic.<\/p><ol start=\"3\"><li>Maintain membership in at least one national-level organization that advocates for and supports digital learning at the K-12 level.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> has committed to maintaining membership in at least one national-level organization that advocates for and supports digital learning at the K-12 level. Currently, <em>Michigan Virtual<\/em> serves as an official supporting member of the <a href=\"https:\/\/www.digitallearningcollab.com\/\">Digital Learning Collaborative (DLC)<\/a>. In this role, members of the <em>Michigan Virtual<\/em> leadership team regularly contribute to the DLC leadership conversations and planning of events.<\/p><ol start=\"4\"><li>Participate in a statewide competency-based education work group to provide thought leadership.<\/li><\/ol><p style=\"padding-left: 80px\">As part of the competency-based education research study being conducted by the <em>Michigan Virtual<\/em> research team, the lead investigator of the study is working closely with the Michigan Competency Consortium to help shape conversations and provide research resources to help the consortium advance their efforts. In addition, the director of the consortium has been contracted by <em>Michigan Virtual<\/em> to play a leadership role within <em>Michigan Virtual<\/em> as a learning strategist.<\/p><ol start=\"5\"><li>Invite at least two members from the public or private sector to serve on an Innovation Advisory Board to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual <\/em>Innovation Advisory Board is currently being assembled with the expectation of meeting in late spring or early summer of 2021. Efforts are underway to invite at least two members from the public or private sector to serve on the board.<\/p><h2>Mentor Network<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/em><\/p><h3>Updates<\/h3><ol><li>Continue to update and build training resources and content for mentors in the Online Mentor Network while simultaneously building and testing content within a mobile application to raise engagement and draw new participants.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual <\/em>personnel continue to update and build training resources and content for mentors in the Online Mentor Network while simultaneously building and testing content within a mobile application to raise engagement and draw new network participants. In fall of 2020. internal staff met to discuss the next steps to support mentor development in the field, which included investigating the possible use of the SLIDE mobile app to facilitate professional development and training in the future. This tool could provide opportunities for ongoing communication and collaboration for mentors across the state. The group will have follow-up meetings to make final decisions and discuss options.<\/p><ol start=\"2\"><li>Conduct two &#8220;Mentor Meet-Up&#8221; trainings.<\/li><\/ol><p style=\"padding-left: 80px\">Additional efforts to support mentors includes the planning and execution of \u201cMentor Meet-up\u201d trainings. <em>Michigan Virtual <\/em>staff are currently in the process of planning at least two trainings to be conducted by the end of summer 2021. The internal planning team has been working to address challenges related to the complicated schedules of the face-to-face mentors as they manage pandemic response requirements.<\/p><ol start=\"3\"><li>Host a webinar series for mentors of online learners, outlining strategies for providing support in online environments and providing opportunities for mentors across the state to convene and share in a virtual setting.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> is also hosting two webinars for mentors of online learners, outlining strategies for providing support in online environments and providing opportunities for mentors across the state to convene and share in a virtual setting. In December 2020, a webinar titled, \u201cBest Practices of Mentoring Online Students\u201d was held with a focus on starting the year with clear expectations, getting students enrolled into courses smoothly, demonstrating the value of communication with students and teachers, and following through with student accountability and related student expectations. Throughout the webinar, the <em>Michigan Virtual <\/em>team provided many resources to support the effectiveness of the mentors. This webinar was available to both <em>Michigan Virtual<\/em> mentors as well as the general public. Planning for the second webinar to be conducted is currently in progress.<\/p><h2>Focus Groups\/Annual Surveys<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/em><\/p><h3>Updates<\/h3><ol><li>Convene a minimum of three focus groups of online students.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual <\/em>typically collects feedback from key users and stakeholders through surveying, focus groups, and other means. Three remote focus groups with students enrolled in online course are planned for late Spring 2021.<\/p><ol start=\"2\"><li>Distribute an end-of-course survey to students and professional learners taking courses through the <em>Michigan Virtual <\/em>Student Learning Portal and the Professional Learning Portal.<\/li><\/ol><p style=\"padding-left: 80px\">In addition, all learners enrolled in <em>Michigan Virtual<\/em> professional and student courses (educators and students) are presented with an end-of-course questionnaire. Since October 2020, the <em>Michigan Virtual<\/em> professional learning questionnaire has received 6,740 responses. The student end-of-course questionnaire has received 2,304 responses in that same period (through January 2021).<\/p><ol start=\"3\"><li>Distribute an end-of-year survey to mentors with students in <em>Michigan Virtual.<\/em><\/li><\/ol><p style=\"padding-left: 80px\">An end-of-year survey is also distributed to mentors of students enrolled in <em>Michigan Virtual<\/em> courses. This survey will be administered near the end of the spring 2021 semester.<\/p><ol start=\"4\"><li>Conduct at least two mentor advisory committee meetings, in person or virtually.<\/li><\/ol><p style=\"padding-left: 80px\">Barriers and opportunities related to virtual learning are also identified through <em>Michigan Virtual\u2019s<\/em> execution of Mentor Advisory committee meetings. The first mentor committee meeting of the year was held in October 2020, and the majority of the committee membership was able to attend despite the unique circumstances created by the pandemic. The focus of this meeting was on the transition to the Brightspace learning management system, meeting students&#8217; needs during a pandemic, providing support to students in remote learning environments, and engaging in a mentor support network during these difficult times. The second meeting of the committee will be held in late March or early April 2021.<\/p><h2>Consumer Awareness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/em><\/p><h3>Updates<\/h3><ol><li>Update the <em>Consumer Awareness Report<\/em> twice annually (fall and spring).<\/li><\/ol><p style=\"padding-left: 40px\"><em>Michigan Virtual<\/em> continues to host and update the <a href=\"https:\/\/michiganvirtual.org\/research\/consumer-awareness\/\" target=\"_blank\" rel=\"noopener\"><em>Consumer Awareness Report<\/em><\/a>\u00a0twice annually. The fall 2020 update is complete, and the spring 2021 update is forthcoming. In addition to updating the report with the spring data, the spring report will also include data from the upcoming <em>Effectiveness Report<\/em> for the 2019-20 school year. The purpose of this resource is to make consumers aware of the status of online learning in Michigan. It is specifically designed to inform parents, school personnel, and school board members of the nature of virtual learning options, their effectiveness for Michigan students, the cost of these programs, and current trends related to virtual learning.<\/p><h2>Internet-based Platform<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/em><\/p><h3>Updates<\/h3><ol><li>Continue to offer content from more than 70 high-quality <em>Michigan Virtual<\/em> courses to Michigan schools at no cost.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual <\/em>continues to offer digital content from over 70 high-quality student courses at no cost to Michigan schools and districts. This effort is intended to help support educators and parents as a resource to support and supplement student learning throughout the disruptions caused by the COVID-19 pandemic. Schools and parents can access these resources from <em>Michigan Virtual<\/em>\u2019s <a href=\"https:\/\/lc.michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener\">Free Learning Content website<\/a>.<\/p><ol start=\"2\"><li>Provide leadership to the state\u2019s GoOpen initiative by contributing staff members who serve on the GoOpen strategy teams and sub-teams.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> participates in the Michigan #GoOpen task force in collaboration with MDE and other Michigan stakeholders. Specifically, a <em>Michigan Virtual<\/em> staff member serves on the Michigan #GoOpen Strategy Team. This individual has been working with others to plan professional development for utilizing Open Educational Resources (OER) and training.<\/p><ol start=\"3\"><li>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> is hosting a course on its PLP where teachers can learn about the state&#8217;s #GoOpen initiatives. This course is free for educators to access and <em>Michigan Virtual<\/em> covers the cost of all related SCECH processing. To date, there are 5,235 enrollments in the course with a current total of 3,000 course completions.<\/p><ol start=\"4\"><li>Make available modules on the Professional Learning Portal that support educators in developing their own digital learning objects.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> also makes available various modules on the PLP that support educators in developing their own digital learning objects.<\/p><h2>Maintain Statewide Catalog of Online Courses<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:<\/em><\/p><p><em>(A) The number of enrollments in each virtual course in the immediately preceding school year. (B) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year. (C) The pass rate for each virtual course.<\/em><\/p><h3>Updates<\/h3><ol><li>Maintain catalog functionality that was redeveloped during FY20.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to utilize internal and external resources to update and maintain functionality of the newly redeveloped statewide catalog. Staff members are continuously soliciting and acting on user feedback to bring new functionality to the system and to maintain a good and accessible user experience as well as support current course catalog needs. Updates to the backend interface of the statewide catalog were deployed by Web Ascender, a web development company under contract with <em>Michigan Virtual<\/em>, which places emphasis on system stability, usability, and live interaction with system data. The interface updates rolled out in February 2021, and continued maintenance and support of the system will be provided thereafter.<\/p><ol start=\"2\"><li>Add the ability for schools to use the National Standards for Quality Online Courses when reporting their course reviews.<\/li><\/ol><p style=\"padding-left: 80px\">The inclusion of the ability for schools and districts to use the National Standards for Quality Online Courses when reporting their course reviews is part of the scope of work to update and maintain the statewide catalog. Specifically, the updates to the backend of the system offer expanded and more accessible functions for schools to filter and report by the standards.<\/p><ol start=\"3\"><li>Offer professional development courses to Michigan schools and districts specific to applying National Standards for Quality Online Courses when performing course reviews.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual <\/em>team also offers professional development courses to Michigan schools and districts specific to applying <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\">National Standards for Quality Online Courses<\/a>\u00a0when performing course reviews. <em>Michigan Virtual<\/em> currently offers the following professional development opportunities in the form of self-paced courses at no cost to school and districts:<\/p><p style=\"padding-left: 80px\"><em>Getting Started<\/em><\/p><p style=\"padding-left: 80px\">Tweak your existing teaching practices for an online or blended environment in ways that align with National Standards for Online Learning (4 SCECH credits)<\/p><p style=\"padding-left: 80px\"><em>Course Content &amp; Design<\/em><\/p><p style=\"padding-left: 80px\">Apply National Standards for Quality Online Learning to online content as you begin to design, develop, and deploy blended and online learning (3 SCECH credits)<\/p><p style=\"padding-left: 80px\"><em>Assessment<\/em><\/p><p style=\"padding-left: 80px\">Explore the National Standards for Quality Online Teaching and Courses to measure student progress in your online classroom (2 SCECH credits)<\/p><p style=\"padding-left: 80px\"><em>Meeting Needs<\/em><\/p><p style=\"padding-left: 80px\">Recognize the National Standards for Quality Online Learning that help you better meet students&#8217; needs online (2 SCECH credits)<\/p><ol start=\"4\"><li>Submit a minimum of five MVS semester-length courses to Quality Matters for independent course quality reviews as well as a minimum of 10 semester-length course renewals.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to add online courses that have been successfully reviewed for quality to the statewide catalog. To date, 11 semester-length courses have been submitted to Quality Matters for recertification. These courses include the following: <em>World History &amp; Geography A, World History &amp; Geography B, AP Physics 1A, AP Physics 1B, AP Environmental Science A, AP Environmental Science B, Anatomy &amp; Physiology A, Anatomy &amp; Physiology B, Oceanography A, Oceanography B, and Entrepreneurship<\/em>. The <em>Michigan Virtual<\/em> team plans to submit an additional five semester-length courses that are currently in development through the Quality Matters review process in July and August 2021. These courses include <em>Psychology, Employability Skills, AP Physics C Sem 1, AP Chemistry Sem 1, and AP Computer Science Principles Sem 1.<\/em><\/p><ol start=\"5\"><li>Revise Section 21f publications made available through the statewide catalog.<\/li><\/ol><p style=\"padding-left: 80px\">Recently, Michigan\u2019s Section 21f legislation was modified to address the shift to pandemic learning in March 2020 as well as the continuation of the shift into the current school year. The changes to the legislation and their impact on other <a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\" target=\"_blank\" rel=\"noopener\">Section 21f resources <\/a>developed by <em>Michigan Virtual<\/em> to support schools in their virtual programs have been updated and published to the <em>Michigan Virtual<\/em> website.<\/p><h2>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/em><\/p><h3>Updates<\/h3><ol><li>Provide technical and customer support for users of the statewide catalog.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to improve and update the statewide catalog to provide a better end-user experience. A public knowledge base for the statewide catalog is hosted in the <em>Michigan Virtual<\/em> website and is constantly updated as changes and new functions are introduced to the website. Any technical support required by users is handled through either the customer care or technology integrations teams at <em>Michigan Virtual<\/em>.<\/p><p style=\"padding-left: 80px\"><em>Michigan Virtual&#8217;s<\/em> Customer Care Center is also available on business days from 7:30am &#8211; 5:00pm ET to answer calls and to respond to online support tickets that are submitted for the statewide catalog.<\/p><ol start=\"2\"><li>Based on customer feedback and help-desk tickets, update help documentation to assist users to promptly resolve common issues.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to use customer feedback to improve the functionality of and to add new features to the statewide catalog. As changes are implemented, the knowledge base and other technical documentation are updated and made easily accessible through the <em>Michigan Virtual<\/em> website.<\/p><h2>Examine District-Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/em><\/p><h3>Updates<\/h3><ol><li>Continue evaluations of <em>Michigan Virtual<\/em> teachers using the modified Danielson rubric.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> continues to evaluate its teachers using a modified Danielson rubric. The Student Learning Services team at <em>Michigan Virtual<\/em> began its annual evaluations in November 2020 to accommodate the needs of their expanded instructional staff, which now exceeds 230 teachers (part-time and full-time). The ongoing evaluation process will resume with the remainder of the teachers receiving their evaluation in April and May 2021. Aside from the formal evaluation process, <em>Michigan Virtual<\/em> support staff provide ongoing coaching walk-throughs to help support and engage instructional staff in best practices associated with teaching in a virtual environment.<\/p><ol start=\"2\"><li>Provide a personalized professional learning platform with <em>Michigan Virtual <\/em>resources aligned to the National Standards for Quality Online Teaching in partnership with the Virtual Learning Leadership Alliance and Quality Matters.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> has also developed and is currently implementing the ability to deliver a personalized professional development tool through the <em>Michigan Virtual<\/em> PLP that is aligned with the National Standards for Quality Online Learning. Integration work with 2gno.me will be completed by early March 2021, and the <em>Michigan Virtual<\/em> marketing and communications team is in the planning phase to message the opportunity to Michigan school districts and individual educators.<\/p><h2>Institute Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/em><\/p><h3>Updates<\/h3><ol><li>By December 1, 2020 submit the combined Annual Report for the 2019-20 year.<\/li><\/ol><p style=\"padding-left: 80px\">The 2019-2020 Institute Report was sent to the legislature in December 2020 and is also posted on the <em>Michigan Virtual<\/em> website as part of <em>Michigan Virtual\u2019s <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Annual-Report-2019-20.pdf\" target=\"_blank\" rel=\"noopener\">Annual<\/a><a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\"> Report<\/a><\/em>.<\/p><ol start=\"2\"><li>By December 1, 2021 submit the combined Annual Report for the 2020-21 year.<\/li><\/ol><p style=\"padding-left: 80px\">The 2020-2021 report will be provided to the legislature in December 2021.<\/p><h2>Operate the <em>Michigan Virtual School<\/em><\/h2><h3>Organizational Priority<\/h3><p><em>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/em><\/p><p><em>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/em><\/p><h3>Updates<\/h3><ol><li>Participate in the full re-accreditation process through Cognia during the 2021 fiscal year.<\/li><\/ol><p style=\"padding-left: 80px\">The process for re-accreditation of the <em>Michigan Virtual School<\/em> has begun. The Student Learning Services internal team is actively engaged in collecting evidence to share with the Cognia review committee for their scheduled visit in March 2021. Internal training has been completed in preparation for this visit, and multiple meetings are scheduled in advance of the visit to ensure that the <em>Michigan Virtual <\/em>team is ready and resources are organized for review.<\/p><h2>Restricted Use of Appropriation for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/em><\/p><h3>Updates<\/h3><ol><li>Adopt a fiscal year 2021 budget which allocates no more than $1M to subsidize the virtual school.<\/li><\/ol><p style=\"padding-left: 80px\">In October 2020, <em>Michigan Virtual\u2019s<\/em> board of directors approved its fiscal year 2021 budget fulfilling this benchmark.<\/p><ol start=\"2\"><li>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.<\/li><\/ol><p style=\"padding-left: 80px\">Similarly, based on audited figures from the prior fiscal year, an independent third-party auditing firm concluded that <em>Michigan Virtual<\/em> adhered to this requirement for the 2019-20 school year.<\/p><h2>Background Checks for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/em><\/p><h3>Updates<\/h3><ol><li>Conduct criminal background checks on <em>Michigan Virtual<\/em> staff and maintain appropriate documentation.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> is approved by the Michigan State Police (MSP) as a qualified entity to use the MSP Criminal History Record Internet Subscription Service (CHRISS) for fingerprinting for employment, assignment, or volunteer placement as authorized by the National Child Protection Act. <em>Michigan Virtual<\/em> works with its teachers and staff to complete background checks and MSP fingerprint checks through this process.<\/p><h2>Appropriation for Expanding Online and Blended Professional Development Programs<\/h2><h3>Organizational Priority<\/h3><p><em>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/em><\/p><h3>Updates<\/h3><ol><li>Design, test, and pilot new iterations of products and services associated with the delivery of effective professional learning for teaching in online and blended learning environments.<\/li><\/ol><p style=\"padding-left: 80px\">As part of a process to be more innovative and personalized in supporting Michigan teachers, <em>Michigan Virtual<\/em> has established virtual \u201coffice hours,\u201d which connect teachers who have expertise in online and blended learning practices to other teachers seeking to develop their skills in this model of instruction. The purpose of this program is to allow teachers seeking assistance to select a topic of conversation and then provide access to an experienced teacher they can learn with. This service is free for educators, and it allows teachers the ability to receive some direct, one-on-one guidance and advice to help them improve their own practice.<\/p><ol start=\"2\"><li>Develop and pilot micro-credentials targeting alignment to the National Standards for Quality Online Teaching and educator evaluation frameworks in Michigan.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> is also planning to create a set of leadership micro-credentials focused on understanding and aligning the National Standards for Quality Online Teaching for principals and evaluators of teachers working in virtual learning settings. These micro-credentials are paired with access to the national standards-aligned resources through the 2gno.me personalized professional learning platform. Currently, the rollout of the training platform has been delayed to April 2021 due to some technical difficulties. The creation of the actual micro-credentials will be scheduled to allow for a pilot that coincides with the availability of the training platform.<\/p><h2>MVS Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/em><\/p><p><em>(a) Information technology courses.<\/em><\/p><p><em>(b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471.<\/em><\/p><p><em>(c) Courses and dual enrollment opportunities.<\/em><\/p><p><em>(d) Programs and services for at\u2010risk pupils.<\/em><\/p><p><em>(e) High school equivalency test preparation courses for adjudicated youth.<\/em><\/p><p><em>(f) Special interest courses.<\/em><\/p><p><em>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/em><\/p><h3>Updates<\/h3><ol><li>Design and execute market research to determine the needs of schools and districts related to virtual courses to be developed and included in the statewide course catalog.<\/li><\/ol><p style=\"padding-left: 80px\">As part of <em>Michigan Virtual\u2019s <\/em>plan to conduct formal market research to identify the various needs of Michigan schools and districts that are specific to digital learning, staff members reached out to 19 schools and Intermediate School Districts in January 2021 to assess their general needs as well as needs that are specific to summer 2021 learning recovery. This outreach was accomplished via email and telephone calls, and the data collected are currently being compiled. During the months of March and April 2021, the data will be used to design and implement solutions for Michigan schools to address the summer learning needs of their students.<\/p><ol start=\"2\"><li>Continue to offer and expand online courses and digital content options to support schools\u2019 and districts\u2019 changing digital learning needs.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> also completed a needs analysis related to its catalog of course offerings in the 2020-2021 school year in light of school districts&#8217; requests for additional offerings in the context of specific delivery models for their students. The following needs were identified:<\/p><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li style=\"list-style-type: none\"><ul><li>Middle school core and world language curriculum (math, science, ELA, social studies, French, German, and Spanish) that could be offered in the <em>Michigan Virtual <\/em>Whole School delivery model to coincide with those offerings already available under the Collaborative Partnership and the <em>Michigan Virtual<\/em> Plus delivery models.<\/li><li>Advanced Placement (AP) world language curriculum (<em>French<\/em> and <em>Spanish<\/em>) that could be offered in both the <em>Michigan Virtual <\/em>Whole School and Collaborative Partnership delivery models to coincide with those offerings already available under the <em>Michigan Virtual<\/em> AP delivery model.<\/li><li>Evaluation of the <em>Michigan Virtual<\/em> current high school core science offerings (<em>Biology<\/em>, <em>Chemistry<\/em>, <em>Physics<\/em>) in an effort to obtain more recently developed content that better aligns with current high school science content standards.<\/li><li>Consideration of the development of additional high school elective courses within the social studies subject area to address gaps in the Plus and Collaborative Partnership offerings related to diversity and minority studies in the United States.<\/li><\/ul><\/li><\/ul><\/li><\/ul><\/li><\/ul><ol start=\"3\"><li>Develop and update digital content and assessments based on the needs of schools and districts identified through market research.<\/li><\/ol><p style=\"padding-left: 80px\">The <em>Michigan Virtual<\/em> team is in the process of updating the digital content and assessments of existing courses based on the needs of schools and districts identified through market research. As of March 2021, the team has realigned the <em>Michigan Virtual<\/em> <em>Civics<\/em>, <em>Economics<\/em>, and <em>World History &amp; Geography<\/em> courses to align to the most recent Michigan Social Studies Standards and has also made updates to the course content where necessary. In addition, the team is redesigning the <em>Michigan Virtual<\/em> <em>Employability Skills<\/em> course to eliminate costly vendor content. The team is also redesigning its <em>AP Chemistry<\/em> courses to eliminate the need for schools to purchase a costly textbook and have instead adopted a College Board approved OER textbook.<\/p><h2>Home-Schooled and Non-public Students<\/h2><h3>Organizational Priority<\/h3><p><em>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/em><\/p><h3>Updates<\/h3><ol><li>Produce 2020-21 pricing with no additional charges for a home-school or nonpublic school student.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em>\u2019s prices for 2020-2021 school year are the same for home-schooled and nonpublic school students as they are for district students using the same services. <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\" target=\"_blank\" rel=\"noopener\">Pricing Information<\/a> is available on the <em>Michigan Virtual<\/em> website.<\/p><h2>MVS Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>(7) Not later than December 1 of each fiscal year, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding state fiscal year:<\/em><\/p><p><em>(a) A list of the districts served by the Michigan Virtual School. (b) A list of virtual course titles available to districts. (c) The total number of virtual course enrollments and information on registrations and completions by course. (d) The overall course completion rate percentage.<\/em><\/p><h3>Updates<\/h3><ol><li>Publish MVS Annual Report no later than December 1, 2021.<\/li><\/ol><p style=\"padding-left: 80px\">The 2019-2020 report on the <em>Michigan Virtual School<\/em> was sent to the legislature in December 2020 and is also posted on the <em>Michigan Virtual<\/em> website as part of <em>Michigan Virtual<\/em>\u2019s <em><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Annual-Report-2019-20.pdf\" target=\"_blank\" rel=\"noopener\">Annual Report<\/a><\/em>. The 2020-2021 report will be provided to the legislature in December 2021.<\/p><h2>MVS Schools Served<\/h2><h3>Organizational Priority<\/h3><p><em>(8) In addition to the information listed in subsection (7), the report under subsection (7) shall also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/em><\/p><h3>Updates<\/h3><ol><li>Serve at least 600 Michigan schools with online courses or free content.<\/li><\/ol><p style=\"padding-left: 80px\"><em>Michigan Virtual<\/em> is on schedule to serve a minimum of 600 schools throughout the 2020-21 school year. As part of this, <em>Michigan Virtual<\/em> continues to offer digital content from over 70 high-quality student courses at no cost to Michigan schools and districts as well as supporting free learning objects that were added to the Michigan #GoOpen website.<\/p><h2>Advisory Board<\/h2><h3>Organizational Priority<\/h3><p><em>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group shall serve at the pleasure of the governor and shall serve without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of citizens of this state with high-quality degrees and credentials to at least 60% by 2025.<\/em><\/p><h3>Updates<\/h3><p style=\"padding-left: 40px\">Since this section pertains to the actions of the Governor\u2019s office rather than <em>Michigan Virtual<\/em>, no plan has been created by <em>Michigan Virtual<\/em>.<\/p><h2>MVS Budget Costs<\/h2><h3>Organizational Priority<\/h3><p><em>(10) Not later than November 1 of each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/em><\/p><h3>Updates<\/h3><ol><li>No later than November 1, 2020, submit a detailed budget for 2020-21 fiscal year that includes a breakdown on <em>Michigan Virtual\u2019s<\/em> projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/li><\/ol><p style=\"padding-left: 80px\">A detailed budget breaking down 2020-2021 projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services was submitted by November 1, 2020.<\/p><ol start=\"2\"><li>No later than March 1, 2021, submit a breakdown on <em>Michigan Virtual\u2019s<\/em> actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/li><\/ol><p style=\"padding-left: 80px\">The breakdown of <em>Michigan Virtual\u2019s<\/em> actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year was included for legislators in the same mailing as this update.<\/p>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2618\" data-tab=\"8\" role=\"button\" aria-controls=\"elementor-tab-content-2618\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2020-21 Directives (November 2020)<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p><strong>This report is being submitted in fulfillment of the following legislative directive:<\/strong><\/p><p><em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each year that includes its mission, its plans, and proposed benchmarks it must meet, which shall include a plan to achieve the organizational priorities identified in this section, in order to receive full funding for 2021-2022. Not later than March 1 of each year, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em><\/p><p><strong>Mission: <\/strong><strong>Advance both learning a<\/strong><strong>nd teaching through research, practice, and partnerships.<\/strong><\/p><h2>Test, Evaluate Tools<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will explore different applications of artificial intelligence (AI) and machine learning in the creation and deployment of instructional content in K-12 settings. A series of blog posts will be published documenting different tools and their application in creating pathways for teachers to use AI to achieve instructional goals in their online, blended, and traditional classrooms.<\/p><p><em>Michigan Virtual <\/em>will also continue to participate in <a href=\"http:\/\/www.imsglobal.org\/home\" target=\"_blank\" rel=\"noopener\">IMS Global<\/a>\u00a0as a contributing member to develop a deeper understanding of digital learner records and how it impacts the recognition and portability of student achievements and outcomes in K-12 settings. Comprehensive Learner Records (CLR), digital badges, and learning record stores are all technology infrastructure of a competency-based learning environment and enable the documenting and sharing of achieved competencies, skills, knowledge, and aptitudes of students. This allows for greater flexibility of instructional pathways and portability and recognition of achievements between providers, schools, and the workforce.<\/p><p>Expanding upon its membership role with IMS Global, <em>Michigan Virtual<\/em> will independently explore the use of learning record stores to increase the adaptability of instructional content delivery within <em>Michigan Virtual<\/em> courses and publish written recommendations on how these technologies might enable greater levels of student personalization and learning outcomes, in general.<\/p><p><em>Michigan Virtual <\/em>will also develop and publish a blog series that focuses on the tools and resources educators can use to create competency-based, blended, or online learning environments.<\/p><p>Throughout 2019-2020, <em>Michigan Virtual<\/em> developed a mobile application to help students become successful online learners by providing useful content for students and mentors. This mobile application was made available to select school districts in the form of a pilot. <em>Michigan Virtual<\/em> will design and execute a focused research study to understand the benefits and value this resource brings to the pilot schools as well as its challenges and shortcomings in an effort to refine the application on an ongoing basis throughout the year.<\/p><h3>Benchmarks<\/h3><ol><li>Explore and test the application of artificial intelligence and machine learning in developing and deploying instructional content and share findings through the <em>Michigan Virtual<\/em> website.<\/li><li>Participate in IMS Global\u2019s technical project group focused on comprehensive learner records.<\/li><li>Explore and test adaptive learning tools including the application of learning record stores and share findings through the <em>Michigan Virtual<\/em> website.<\/li><li>Publish six blog posts focused on competency-based learning tools and resources to the <em>Michigan Virtual<\/em>website.<\/li><li>Conduct research throughout the duration of the SLiDE mobile app pilot that informs the ongoing development of the app.<\/li><li>Continue development of the SLiDE application that can be used to support students, mentors, and parents.<\/li><\/ol><h2>Research, Design, Recommend Virtual Delivery Models<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/em><\/p><h3>Plans<\/h3><p>In an effort to lead statewide conversations about the opportunities and benefits associated with digital learning in Michigan schools, <em>Michigan Virtual<\/em> will design and execute a research study that includes a large, statewide survey of Michigan schools\u2019 and districts\u2019 adoption of digital resources and their impact on learning in K-12 schools. By understanding the different learning models, motivations, catalysts, and barriers for schools and districts in Michigan, including those that emerged as a result of the COVID-19 pandemic, <em>Michigan Virtual<\/em> can then support schools by helping them understand what is working, what is not, where further research is needed, and identify policy needs.<\/p><p>Building off the 2019-20 abbreviated study on student-centered learning, <em>Michigan Virtual<\/em> will design and execute a new research study designed to interpret the ways in which schools are implementing student-centered learning along with the factors that impact the successful implementation of such practices. The research team will also develop recommendations and compile resources that can help school and district personnel overcome barriers to successful implementation.<\/p><p>As Michigan schools are increasingly incorporating online or virtual education into their academic programming, there is an increasing desire to understand the best practices for providing social and emotional learning (SEL) support for virtual learners. <em>Michigan Virtual<\/em> will lead a study that identifies best practices in providing SEL support and will share these emerging practices with educators throughout the state.<\/p><p><em>Michigan Virtual<\/em> will intensify its support of Michigan schools and districts seeking to understand and implement competency-based education practices by executing a high-level research study that identifies the core components of competency-based education models as well as the ways in which schools and districts within Michigan and across the nation are designing and implementing effective models.<\/p><p><em>Michigan Virtual<\/em> will also continue a collaboration with researchers Dr. Kerry Rice and Dr. Andy Hung from Boise State University on a research study that uses <em>Michigan Virtual<\/em> course data to develop early warning predictive models to accurately identify students at-risk of falling behind in their online courses. This collaboration will include a pilot study intended to test the model developed by Dr. Rice and Dr. Hung.<\/p><h3>Benchmarks<\/h3><ol><li>Design and execute a statewide research study on the digital learning model trends of schools and districts.<\/li><li>Design and execute a research study that interprets the ways in which Michigan schools and districts are implementing student-centered learning.<\/li><li>Design and execute a research study specific to best practices for providing SEL support for virtual learners.<\/li><li>Design and execute a research study on competency-based learning models in Michigan.<\/li><li>Continue collaboration with Dr. Kerry Rice and Dr. Andy Hung on a study focused on early warning predictive models.<\/li><\/ol><h2>Recommend Evaluation Criteria for Cyber and Online Providers<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/em><\/p><h3>Plans<\/h3><p>For the past two years, <em>Michigan Virtual<\/em> has been part of a national effort to update standards for quality online learning. This effort led to the release of the <a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"noopener\">National Standards for Quality Online Learning (NSQOL)<\/a> which includes quality standards for programs, teaching, and courses. As more and more schools and districts throughout the state of Michigan are including the online learning format in their academic programs, there is a related growing need to ensure students are receiving the highest quality of education in this format. Given this need, <em>Michigan Virtual<\/em> will offer to conduct reviews, with recommendations for improvement, of online learning programs at no cost to Michigan schools and districts. These reviews will be in alignment with research-based best practices for online learning as well the National Standards for Quality Online Learning.<\/p><h3>Benchmarks<\/h3><ol><li>Offer to conduct online program reviews using the NSQOL standards for up to 10 Michigan schools at no cost. If Michigan Virtual has additional capacity and schools express greater need, any additional reviews would also be done at no cost for Michigan schools.<\/li><li>Provide written recommendations for online program design and maintenance that are aligned with best practices per NSQOL to each Michigan school or district participating in the voluntary online program review process.<\/li><\/ol><h2>Effectiveness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center for educational performance and information from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The report shall be submitted to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/em><\/p><h3>Plans<\/h3><p>By March 31, 2021, <em>Michigan Virtual<\/em> will produce the <em>Effectiveness Report<\/em> in a form and method consistent with the past version, while being reflective of the impact of the existing COVID-19 pandemic, as it has been generally well-received and represents the most in-depth, state-level analysis of virtual course enrollments in the country. Like last year\u2019s report, <em>Michigan Virtual<\/em> will also create an infographic summarizing key findings from the report. The report will be mailed to required recipients and published on the <em>Michigan Virtual<\/em> website. The report\u2019s author will produce a recording that will be made available on-demand through the <em>Michigan Virtual<\/em> website.<\/p><h3>Benchmarks<\/h3><ol><li>Publish the <em>Effectiveness Report<\/em> on the <em>Michigan Virtual <\/em>website by the March 31, 2021 deadline with copies sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked no later than March 31, 2021.<\/li><li>At-a-Glance Report Infographic and cover letter detailing the online report and resources will be mailed to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2021.<\/li><li>Conduct and record a webinar in April 2021 to present key findings from the report.<\/li><li>Post the recording on the <em>Michigan Virtual<\/em> website for on-demand viewing.<\/li><\/ol><h2>Deliver PD and Submit PD Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report shall also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to grow and advance its professional development services by gathering and acting on feedback from the field, from individuals currently taking professional development courses, and also from individuals who may be seeking professional development in the future. <em>Michigan Virtual <\/em>will also develop new partnerships with schools or educational groups to provide professional learning to groups while integrating professional learning communities to build engagement. The <em>Michigan Virtual <\/em>professional development platform will be continuously improved through course updates, new courses, and pilots to explore opportunities for more competency-based learning at scale.<\/p><p>In affiliation with the <a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noopener\">Virtual Learning Leadership Alliance<\/a> (a state virtual school network), <em>Michigan Virtual<\/em> will also develop and maintain a personalized professional development platform that allows schools and districts to connect their teachers directly to resources aligned to the National Standards for Quality Online Teaching to support online and blended learning pedagogies. The system will provide individualized assessments for teachers and a collection of resources aligned to areas of growth for the user.<\/p><p><em>Michigan Virtual<\/em> will continue to host the annual event called Collaboration of the Minds (COM). COM is an annual professional development conference that serves as an opportunity to bring the large remote teaching staff of <em>Michigan Virtual<\/em>, many of whom have full-time teaching positions in local school districts, together to learn, explore, and collaborate with each other. This is an opportunity for all instructors to meet face-to-face or virtually and provides time for like-content instructors to explore best practices and strategies for supporting students. The event introduces new learning in the virtual environment, training in best practices, and collaboration time to explore with fellow instructors. The event also includes a mentor workshop to support the needs of this unique group.<\/p><p><em>Michigan Virtual<\/em> will continue to fulfill the requirement of the PD report through the publication of its annual report.<\/p><h3>Benchmarks<\/h3><ol><li>Develop and update professional learning courses based on the needs of schools and districts identified through market research.<\/li><li>Offer professional learning partnerships to schools, districts, and educational groups.<\/li><li>Offer competency-based professional development courses to Michigan teachers and administrators.<\/li><li>Host the 2021 Collaboration of the Minds professional learning conference.<\/li><li>Submit the 2020 PD report as part of a combined annual report that also includes <em>Michigan Virtual\u2019s<\/em> annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the <em>Michigan Virtual School<\/em> no later than December 1, 2020. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/li><li>Submit the 2021 Professional Development report detailing <em>Michigan Virtual\u2019s<\/em> professional learning services and the identification of barriers and opportunities report by December 1, 2021.<\/li><\/ol><h2>Identify\/Share Best Practices<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> developed a series of guides related to online learning, which are made available to students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual<\/em> will review and update the content of these guides as needed and make this content available to the public through the <em>Michigan Virtual<\/em> website.<\/p><p>With the COVID-19 related school closures in spring 2020, schools were pushed to adopt emergency remote instruction and student support. <em>Michigan Virtual<\/em> will conduct a research study that seeks to understand the learning continuity plans formulated by districts, as well as teacher, parent, and student perceptions of how these plans were executed. This research study draws on original <em>MVLRI <\/em>research as well as published research by researchers at Michigan State University and the University of Michigan. These resources will be reviewed and synthesized to bring out a more comprehensive understanding of the experience of transitioning to remote learning from stakeholders.<\/p><p>While <em>Michigan Virtual<\/em> has published several resources that focus on serving special education students in an online environment, some of them are in need of updating. <em>Michigan Virtual <\/em>will design and execute a study that aims to update the research and best practices and present findings in a way that is easy for educators to apply to their practice. The overarching goal of this study is to produce a suite of resources on best practices for providing special education accommodations to online learners. These resources will be both foundational and practical, designed for schools serving K-12 online students with disabilities.<\/p><p><em>Michigan Virtual<\/em> will also offer support to Michigan schools and districts by developing a consulting model that shares research-based best practices with school leaders and teachers. The scope of consulting services will include support for schools and districts seeking to design, implement, and\/or maintain student-centered digital learning programs.<\/p><p>During fiscal year 2021, <em>Michigan Virtual<\/em> will publish a blog series that shares stories of how educators are implementing student-centered learning practices into their classrooms. In addition, a second blog series will be published focusing on providing guidance to school leaders on how to design, implement, and maintain digital learning programs to meet the instructional needs of their unique school communities. A third blog post series that provides summaries of recent research related to online and blended learning programs will be published to help educators stay abreast of the latest findings related to instructional strategies and program design. Finally, a fourth blog series featuring innovations in education will be published by <em>Michigan Virtual<\/em>. This series will include a wide variety of education-related topics aimed at expanding the vision of teachers and school leaders. All blog posts will be published on the <em>Michigan Virtual<\/em> website.<\/p><h3>Benchmarks<\/h3><ol><li>Maintain and update our Guides to Online Learning.<\/li><li>Design and execute a research study specific to the learning models Michigan schools and districts are implementing during the 2020-21 school year in response to the COVID-19 pandemic.<\/li><li>Design and execute a research study on best practices for providing special education support for virtual learners.<\/li><li>Develop and offer a consulting services model that provides guidance and shares best practices with schools and districts related to the design, implementation, and maintenance of digital learning programs for students and educators.<\/li><li>Publish a minimum of six blog posts in a series that shares stories of student-centered learning practices.<\/li><li>Publish a minimum of six blog posts in a series that shares guidance and best practices related to the design, implementation, and maintenance of digital learning programs.<\/li><li>Publish a minimum of six blog posts in a series that shares summaries of recent research related to digital learning.<\/li><li>Publish a minimum of four blog posts in a series that shares innovations in education.<\/li><\/ol><h2>Policy Recommendations to Gov.\/Legislature<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will provide feedback on current virtual learning policies and make recommendations that will accelerate the use of effective virtual learning in the state.<\/p><h3>Benchmarks<\/h3><ol><li>Before December 31, 2020, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the Department.<\/li><\/ol><h2>Research Clearinghouse<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will maintain the existing <a href=\"http:\/\/k12onlineresearch.org\/\" target=\"_blank\" rel=\"noopener\">clearinghouse website<\/a>\u00a0and add additional resources to the website throughout the fiscal year. Currently, the nationally-recognized clearinghouse acts as an aggregator of K-12 online and blended research and key publications. To date, there are over 1120 resources cataloged in the clearinghouse. On a quarterly basis, <em>Michigan Virtual<\/em> will email a clearinghouse newsletter to the <em>MVLRI<\/em> mailing list and share it via social media outlets to highlight new resources added during that time period.<\/p><h3>Benchmarks<\/h3><ol><li>Create and distribute quarterly newsletters that highlight new resources and document progress toward newly added resources to the clearinghouse by the end of the fiscal year.<\/li><li>Continue to promote and add resources in the form of blogs, publications, webinars, and podcasts to the clearinghouse and the <em>Michigan Virtual<\/em> website.<\/li><li>Continue to update the clearinghouse platform for improved functionality.<\/li><\/ol><h2>Promote\/Distribute Instructional Design Guidelines and Standards<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will maintain and update the instructional design guidelines and standards tagged in the Research Clearinghouse. <em>Michigan Virtual<\/em> will also promote the National Quality Standards for Online Teaching, National Quality Standards for Online Programs, and <a href=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"noopener\">National Quality Standards for Online Courses<\/a>\u00a0which will all help to inform Michigan-based work in the area of online and blended learning.<\/p><p><em>Michigan Virtual<\/em> is committed to helping Michigan educators develop their skills and abilities in designing and delivering quality digital learning experiences for students. Therefore, <em>Michigan Virtual<\/em> will also submit at least two presentation proposals to Michigan-specific education conferences to promote and share best practices related to instructional design and standards of quality. In addition, a minimum of six resources related to instructional design will be made available to all Michigan schools that are working toward developing and delivering their own digital content to students.<\/p><p><em>Michigan Virtual<\/em> will offer free online professional development courses on instructional design through its Professional Learning Portal. This offering will help schools as they continue to navigate the challenges associated with the increased need for virtual or remote learning caused by the COVID-19 pandemic.<\/p><p><em>Michigan Virtual<\/em> instructional designers will also support Michigan teachers directly in their transition and implementation of remote learning. This will be accomplished by providing live, synchronous instructional design training sessions for teachers as well as an online \u201coffice hours\u201d model where teachers are able to sign up for individual or group coaching from a <em>Michigan Virtual<\/em> instructional designer.<\/p><h3>Benchmarks<\/h3><ol><li>Include links to instructional design guidelines and standards in the Research Clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d<\/li><li>Propose a session focused on instructional design best practices at a minimum of two Michigan-based education conferences.<\/li><li>Create and make available six resources related to instructional design for schools seeking to develop their own digital content.<\/li><li>Promote, maintain, and support free online professional development courses to train teachers in the instructional design of online content.<\/li><li>Train or coach at least 100 Michigan teachers on instructional design through live training sessions and\/or an open \u201coffice hours\u201d model.<\/li><\/ol><h2>Work with Teacher Preparation Institutions on Digital Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will make available a wide variety of online resources and courses to institutions that operate teacher and administrator preparation programs. These resources, which include digital content and professional learning related to early literacy, online, blended, and student-centered learning, and the use of open educational resources, will be available to colleges and universities through <em>Michigan Virtual<\/em>-hosted environments. In some cases, these resources may be made available in university-hosted environments.<\/p><p><em>Michigan Virtual<\/em> values partnerships with colleges and universities for the execution of the planned research studies related to teaching and learning. During the 2021 fiscal year, researchers at <em>Michigan Virtual <\/em>will contact personnel at institutions that offer teacher and administrator preparation programs to discuss partnering on research projects related to student-centered learning and school leaders\u2019 visions of the future of education in Michigan. Partner responsibilities may include such tasks as assistance with the development of data collection instruments, the collection of data through an online questionnaire and school interviews, data analysis, and\/or report writing.<\/p><p>Furthermore, <em>Michigan Virtual <\/em>is interested in collaborating with colleges and universities in ways that drive innovation in education across the state. <em>Michigan Virtual <\/em>will be forming an Innovation Advisory Board with the intent of including representatives from higher education institutions that operate teacher and\/or administrator preparation programs.<\/p><h3>Benchmarks<\/h3><ol><li>Work with interested Michigan teacher preparation institutions to coordinate access to the <em>Michigan Virtual<\/em>-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.<\/li><li>Provide an opportunity for interested colleges and universities to collaborate and participate in a student-centered research study.<\/li><li>Provide an opportunity for interested colleges and universities to collaborate and participate in a Michigan-specific digital learning model trends research study.<\/li><li>Invite at least one member from a higher education institution to serve on an Innovation Advisory Board to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio.<\/li><\/ol><h2>Public\/Private Partnerships<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(v)- Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual\u2019s<\/em> research team will seek partnerships for specific research studies that will be conducted during the 2021 fiscal year. Lead investigators of <em>Michigan Virtual<\/em> research studies will conduct outreach to relevant public and private organizations to form research partnerships that provide guidance and\/or assistance with the design and execution of studies related to competency-based, technology-rich learning.<\/p><p><em>Michigan Virtual<\/em> will also maintain existing partnerships with specific educational organizations to support efforts related to professional learning micro-credentials. Through collaboration with the educational organizations, <em>Michigan Virtual<\/em> will continue to support the design, development, and delivery of micro-credentials focused on knowledge, skills, and experiences related to high-need areas.<\/p><p><em>Michigan Virtual <\/em>will continue to lead conversations about digital learning throughout the state of Michigan. Maintaining memberships and affiliations with national digital learning organizations such as the Digital Learning Consortium and Aurora Institute will help gain insight into other state and national trends as they relate to key issues in digital learning, policy development, and program best practices, in general. <em>Michigan Virtual<\/em> will gather and share such information with schools and districts throughout the state as they continue to implement digital learning opportunities for their students.<\/p><p>Michigan schools and districts continue to discuss and consider the merits and challenges of implementing competency-based learning models, and <em>Michigan Virtual <\/em>has prioritized its own work to be able to better support schools in this process. Key personnel within <em>Michigan Virtual <\/em>will engage with schools and districts throughout the state to help facilitate conversations related to competency-based education, providing thought leadership in this effort.<\/p><p>As <em>Michigan Virtual <\/em>develops its innovation portfolio, it will seek participation from a variety of external stakeholders to bring diversity of thought to the process. <em>Michigan Virtual<\/em> will actively solicit participation on its Innovation Advisory Board from organizations in both the public and private sectors.<\/p><h3>Benchmarks<\/h3><ol><li>Form at least one public\/private partnership with an organization to provide guidance with the design and execution of a research study.<\/li><li>Continue partnerships with MASA, MEMSPA, and MAC to help support the professional learning micro-credentialing effort through the development of four micro-credentials in high-need areas.<\/li><li>Maintain membership in at least one national-level organization that advocates for and supports digital learning at the K-12 level.<\/li><li>Participate in a statewide competency-based education work group to provide thought leadership.<\/li><li>Invite at least two members from the public or private sector to serve on an Innovation Advisory Board to guide the development of <em>Michigan Virtual\u2019s<\/em> innovation portfolio.<\/li><\/ol><h2>Mentor Network<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to provide a critical service to schools by highlighting the importance of mentors in online learner success. The Online Mentor Network, the primary hub for more than 400 active mentors across the state to connect and access resources and guidance, will continue to widen its reach and grow its list of valuable assets while also experimenting with alternative delivery models such as a mobile application.<\/p><p><em>Michigan Virtual <\/em>staff will also conduct face-to-face and virtual live, synchronous events and webinars allowing mentors to go deeper in the examination of their practice and make connections with one another.<\/p><h3>Benchmarks<\/h3><ol><li>Continue to update and build training resources and content for mentors in the Online Mentor Network while simultaneously building and testing content within a mobile application to raise engagement and draw new participants.<\/li><li>Conduct two &#8220;Mentor Meet-Up&#8221; trainings.<\/li><li>Host a webinar series for mentors of online learners, outlining strategies for providing support in online environments and providing opportunities for mentors across the state to convene and share in a virtual setting.<\/li><\/ol><h2>Focus Groups\/Annual Surveys<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will collect feedback from key users and stakeholders through surveying, focus groups, and other means. Student focus groups will center on the student experience in online learning, their motivations for taking an online course, and their preferences for online or in-person learning. The results will help <em>Michigan Virtual<\/em> refine its offerings and identify opportunities to improve online learning for students.<\/p><p>Surveys will be used with students and professionals to focus on the learner experience, their motivations, and opportunities for <em>Michigan Virtual<\/em> to improve its offerings and the outcomes for learners. The professional learning survey results will be filtered by the learner\u2019s role (teacher, administrator, support staff, etc.) to help identify and understand opportunities that may be unique to each role.<\/p><p><em>Michigan Virtual<\/em> will also survey mentors of online students and conduct advisory committee meetings to learn from the field, gathering information on what supports work best for students in online learning and what doesn\u2019t work in terms of supports, content, and systems.<\/p><h3>Benchmarks<\/h3><ol><li>Convene a minimum of three focus groups of online students.<\/li><li>Distribute an end-of-course survey to students and professional learners taking courses through the <em>Michigan Virtual <\/em>Student Learning Portal and the Professional Learning Portal.<\/li><li>Distribute an end-of-year survey to mentors with students in <em>Michigan Virtual<\/em> courses.<\/li><li>Conduct at least two mentor advisory committee meetings, in person or virtually.<\/li><\/ol><h2>Consumer Awareness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/em><\/p><h3>Plans<\/h3><p>The <em>Consumer Awareness Report<\/em> is available as an important link on <a href=\"https:\/\/micourses.org\" target=\"_blank\" rel=\"noopener\">Michigan\u2019s Online Course Catalog<\/a> homepage\u00a0with sections devoted to background, providers, delivery models, performance data, cost structures, research trends, conclusions, and resources. Including the <em>Consumer Awareness Report<\/em> resource as part of the Micourses website provides high visibility for parents, students, and schools exploring Section 21f options. Data on areas such as the school districts that are putting courses in the catalog, the distribution of courses by ISD, PSA, LEA, and the <em>Michigan Virtual School<\/em>, and disaggregation by key variables such as who is providing the content or the instructor, are updated once in the fall and once in the spring to reflect the changes in those two enrollment windows. Other data throughout the report are also updated on an ongoing basis with a particular emphasis on the fall and spring updates.<\/p><h3>Benchmarks<\/h3><ol><li>Update the <em>Consumer Awareness Report<\/em> twice annually (fall and spring).<\/li><\/ol><h2>Internet-based Platform<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to offer digital content from over 70 high-quality student courses at no cost to Michigan schools and districts. This effort is intended to help support educators and parents as a resource to support and supplement student learning throughout the disruptions caused by the COVID-19 pandemic. Schools and parents can access these resources from <em>Michigan Virtual&#8217;s<\/em> <a href=\"https:\/\/lc.michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener\">Free Learning Content website<\/a>.<\/p><p><em>Michigan Virtual<\/em> acts as a close partner with the Michigan Department of Education and the #GoOpen Michigan Strategy Team to make available a common Open Educational Resources system throughout the state. On the <a href=\"https:\/\/goopenmichigan.org\/\" target=\"_blank\" rel=\"noopener\">GoOpenMichigan<\/a> website, educators can access open educational resources for modification and use in the classroom. In addition to providing leadership on the platform, <em>Michigan Virtual <\/em>also creates free learning objects for the platform, having contributed over 1,000 learning objects to the platform to date.<\/p><p><em>Michigan Virtual<\/em> also supports educators in the creation and sharing of digital learning objects by providing courses on its Professional Learning Portal. These courses provide training to educators on how to develop their own learning objects as well as learning more about open educational resources, including how GoOpenMichigan can be leveraged for their classrooms.<\/p><h3>Benchmarks<\/h3><ol><li>Continue to offer content from more than 70 high-quality <em>Michigan Virtual<\/em> courses to Michigan schools at no cost.<\/li><li>Provide leadership to the state\u2019s GoOpen initiative by contributing staff members who serve on the GoOpen strategy teams and sub-teams.<\/li><li>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/li><li>Make available modules on the Professional Learning Portal that support educators in developing their own digital learning objects.<\/li><\/ol><h2>Maintain Statewide Catalog of Online Courses<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:<\/em><\/p><p><em>(A) The number of enrollments in each virtual course in the immediately preceding school year. (B) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year. (C) The pass rate for each virtual course.<\/em><\/p><h3>Plans<\/h3><p>During the 2020 fiscal year, <em>Michigan Virtual<\/em> redeveloped portions of the statewide catalog to improve performance and user functionality. Moving forward into the 2021 fiscal year, this functionality will be maintained and improved upon as needs arise. Such functionality will include the ability for schools to use the National Standards for Quality Online Courses developed in 2019.<\/p><p><em>Michigan Virtual<\/em> has developed a series of four asynchronous professional development courses housed on its Professional Learning Portal in an effort to help schools understand ways in which they could develop high-quality online courses for students. These courses, aligned to the National Standards for Quality Online Courses, are titled: <em>Online National Standards 1: Getting Started<\/em>; <em>Online National Standards 2: Course Content &amp; Design<\/em>; <em>Online National Standards 3: Assessment<\/em>; and <em>Online National Standards 4: Meeting Needs<\/em>, and they will be made available at no cost to all Michigan schools throughout the duration of 2021 fiscal year.<\/p><p><em>Michigan Virtual<\/em> will also continue its commitment to modeling and disseminating quality practices for online learning by providing free, asynchronous online professional development courses on the National Standards for Quality Online Learning. <em>Michigan Virtual<\/em> will also submit a minimum of five semester length courses and 10 course renewals to Quality Matters for independent course-quality reviews.<\/p><p>Lastly, <em>Michigan Virtual<\/em> will revise the documentation that is specific to Section 21f made available through the statewide catalog website. These revisions will reflect recent legislation that was passed by the Michigan legislature during the summer of 2020.<\/p><h3>Benchmarks<\/h3><ol><li>Maintain catalog functionality that was redeveloped during FY20.<\/li><li>Add the ability for schools to use the National Standards for Quality Online Courses when reporting their course reviews.<\/li><li>Offer professional development courses to Michigan schools and districts specific to applying National Standards for Quality Online Courses when performing course reviews.<\/li><li>Submit a minimum of five MVS semester-length courses to Quality Matters for independent course quality reviews as well as a minimum of 10 semester-length course renewals.<\/li><li>Revise Section 21f publications made available through the statewide catalog.<\/li><\/ol><h2>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to support the registration, payment services, and transcript functionality of the catalog. This includes providing technical and customer support for users of the statewide catalog. <em>Michigan Virtual <\/em>will also continue to maintain a public facing knowledge base allowing catalog users to browse for instant help.<\/p><h3>Benchmarks<\/h3><ol><li>Provide technical and customer support for users of the statewide catalog.<\/li><li>Based on customer feedback and help-desk tickets, update help documentation to assist users to promptly resolve common issues.<\/li><\/ol><h2>Examine District-Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to implement the modified Danielson evaluation rubric with all instructors both full- and part-time (a minimum of 150 instructors). This effort allows <em>Michigan Virtual<\/em> to continue its effort to support district level accountability and teacher effectiveness issues.<\/p><p><em>Michigan Virtual<\/em> will work with the Virtual Learning Leadership Alliance (state virtual schools) and Quality Matters to provide resources aligned to the National Standards for Quality Online Teaching for delivery through a self-assessment based personalized professional learning platform. This platform will be available to educators and districts interested in aligning their professional development activities towards best practices in online learning through the National Standards for Quality Online Teaching domains and indicators.<\/p><h3>Benchmarks<\/h3><ol><li>Continue evaluations of <em>Michigan Virtual<\/em> teachers using the modified Danielson rubric.<\/li><li>Provide a personalized professional learning platform with <em>Michigan Virtual <\/em>resources aligned to the National Standards for Quality Online Teaching in partnership with the Virtual Learning Leadership Alliance and Quality Matters.<\/li><\/ol><h2>Institute Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/em><\/p><h3>Plans<\/h3><p><em>Submit required reports detailing Michigan Virtual Learning Research Institute activities.<\/em><\/p><h3>Benchmarks<\/h3><ol><li>By December 1, 2020 submit the combined Annual Report for the 2019-20 year.<\/li><li>By December 1, 2021 submit the combined Annual Report for the 2020-21 year.<\/li><\/ol><h2>Operate the <em>Michigan Virtual School<\/em><\/h2><h3>Organizational Priority<\/h3><p><em>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/em><\/p><p><em>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> is accredited through Cognia. <em>Michigan Virtual<\/em> will complete any necessary requirements from Cognia to maintain that accreditation.<\/p><h3>Benchmarks<\/h3><ol><li>Participate in the full re-accreditation process through Cognia during the 2021 fiscal year.<\/li><\/ol><h2>Restricted Use of Appropriation for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will pass a board-approved budget that caps appropriation spending for <em>Michigan Virtual School<\/em> to no more than $1M.<\/p><h3>Benchmarks<\/h3><ol><li>Adopt a fiscal year 2021 budget which allocates no more than $1M to subsidize the virtual school.<\/li><li>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.<\/li><\/ol><h2>Background Checks for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will conduct background checks through a private security firm that uses the FBI\u2019s LiveScan fingerprinting process to comply with these requirements.<\/p><h3>Benchmarks<\/h3><ol><li>Conduct criminal background checks on <em>Michigan Virtual<\/em> staff and maintain appropriate documentation.<\/li><\/ol><h2>Appropriation for Expanding Online and Blended Professional Development Programs<\/h2><h3>Organizational Priority<\/h3><p><em>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will work with a design thinking firm to address areas, identified by the Statewide Learning Continuity workgroup, to develop, test, and pilot professional learning products and services focused on instruction in online and blended learning environments. These quick iterations of design, test, and build will provide opportunities to increase the reach and impact of both existing, and newly identified, professional learning programs for Michigan teachers.<\/p><p><em>Michigan Virtual<\/em> will work with statewide organizations to create a set of leadership micro-credentials focused on understanding and aligning the National Standards for Quality Online Teaching for principals and evaluators of teachers working in online learning settings.<\/p><h3>Benchmarks<\/h3><ol><li>Design, test, and pilot new iterations of products and services associated with the delivery of effective professional learning for teaching in online and blended learning environments.<\/li><li>Develop and pilot micro-credentials targeting alignment to the National Standards for Quality Online Teaching and educator evaluation frameworks in Michigan.<\/li><\/ol><h2>MVS Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/em><\/p><p><em>(a) Information technology courses.<\/em><\/p><p><em>(b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471.<\/em><\/p><p><em>(c) Courses and dual enrollment opportunities.<\/em><\/p><p><em>(d) Programs and services for at\u2010risk pupils.<\/em><\/p><p><em>(e) High school equivalency test preparation courses for adjudicated youth.<\/em><\/p><p><em>(f) Special interest courses.<\/em><\/p><p><em>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/em><\/p><h3>Plans<\/h3><p>During the 2021 fiscal year, <em>Michigan Virtual<\/em> will be designing and conducting formal market research to identify the various needs of Michigan schools and districts that are specific to digital learning. This process will include extensive outreach to Michigan school and district leaders as well several Michigan-based educational organizations. The data collected through the market research will be analyzed, and decisions will be made by <em>Michigan Virtual<\/em> leaders relative to the need to redesign its existing digital content and assessments or the need to develop new content and assessments.<\/p><p>This effort to determine the adjustments needed to the digital content and related assessments is expected to be a multi-year process. This year, <em>Michigan Virtual<\/em> will continue to offer online courses and digital course content in a variety of ways that support schools\u2019 and districts\u2019 digital learning models. These offerings will include fully online courses taught by <em>Michigan Virtual<\/em> teachers, online courses that can be taught by a school district\u2019s local teachers, and whole-school digital content options that support schools\u2019 hybrid learning options implemented during the 2020-21 school year as a result of the COVID-19 pandemic. These currents offering will be evaluated and refined throughout the 2021 fiscal year to meet the changing needs of Michigan schools and districts.<\/p><h3>Benchmarks<\/h3><ol><li>Design and execute market research to determine the needs of schools and districts related to virtual courses to be developed and included in the statewide course catalog.<\/li><li>Continue to offer and expand online courses and digital content options to support schools\u2019 and districts\u2019 changing digital learning needs.<\/li><li>Develop and update digital content and assessments based on the needs of schools and districts identified through market research.<\/li><\/ol><h2>Home-Schooled and Non-public Students<\/h2><h3>Organizational Priority<\/h3><p><em>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> will continue to adhere to this requirement. <em>Michigan Virtual <\/em>makes available its courses to Michigan home-schooled or nonpublic students at the advertised base rate. <em>Michigan Virtual<\/em> pricing is available to view on the <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\" target=\"_blank\" rel=\"noopener\">Michigan Virtual Pricing page<\/a>.<\/p><h3>Benchmarks<\/h3><ol><li>Produce 2020-21 pricing with no additional charges for a home-school or nonpublic school student.<\/li><\/ol><h2>MVS Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>(7) Not later than December 1 of each fiscal year, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding state fiscal year:<\/em><\/p><p><em>(a) A list of the districts served by the Michigan Virtual School. (b) A list of virtual course titles available to districts. (c) The total number of virtual course enrollments and information on registrations and completions by course. (d) The overall course completion rate percentage.<\/em><\/p><h3>Plans<\/h3><p>Submit the report detailing <em>Michigan Virtual School<\/em> activities for 2020-21 school year as part of an annual report that also includes the <em>Michigan Virtual\u2019s<\/em> professional development report specified under 2(a)(v) and the Institute annual report required under 2(b)(xiii) no later than December 1, 2021.<\/p><h3>Benchmarks<\/h3><ol><li>Publish MVS Annual Report no later than December 1, 2021.<\/li><\/ol><h2>MVS Schools Served<\/h2><h3>Organizational Priority<\/h3><p><em>(8) In addition to the information listed in subsection (7), the report under subsection (7) shall also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual<\/em> plans to serve over 600 schools with online courses and free content as well as free learning objects created by <em>Michigan Virtual<\/em> and made available through the state\u2019s <a href=\"https:\/\/goopenmichigan.org\/\">GoOpenMichigan<\/a> website. <em>Michigan Virtual <\/em>is currently working on maintaining a minimum of 1,000 <em>Michigan Virtual<\/em>-created learning objects into the website by the end of the fiscal year. The content is also available to website visitors without a registered account.<\/p><h3>Benchmarks<\/h3><ol><li>Serve at least 600 Michigan schools with online courses or free content.<\/li><\/ol><h2>Advisory Board<\/h2><h3>Organizational Priority<\/h3><p><em>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group shall serve at the pleasure of the governor and shall serve without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of citizens of this state with high-quality degrees and credentials to at least 60% by 2025.<\/em><\/p><h3>Plans<\/h3><p>Since this section pertains to the actions of the Governor\u2019s office rather than <em>Michigan Virtual<\/em>, no plan has been created by <em>Michigan Virtual<\/em>.<\/p><h2>MVS Budget Costs<\/h2><h3>Organizational Priority<\/h3><p><em>(10) Not later than November 1 of each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/em><\/p><h3>Plans<\/h3><p><em>Michigan Virtual <\/em>will continue to submit the required materials in accordance with the identified deadlines.<\/p><h3>Benchmarks<\/h3><ol><li>No later than November 1, 2020, submit a detailed budget for 2020-21 fiscal year that includes a breakdown on <em>Michigan Virtual\u2019s<\/em> projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/li><li>No later than March 1, 2021, submit a breakdown on <em>Michigan Virtual\u2019s<\/em> actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/li><\/ol><p>\u00a0<\/p>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-2619\" data-tab=\"9\" role=\"button\" aria-controls=\"elementor-tab-content-2619\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2020-21 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>For the 2020-21 school year, <a href=\"https:\/\/www.legislature.mi.gov\/(S(wlosjojngntezes1u4wd5xex))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1698\" target=\"_blank\" rel=\"noopener noreferrer\">Section 98 of the State School Aid Act<\/a> directs <em>MVLRI<\/em> to strengthen teaching and learning for K-12 education by supporting and accelerating innovation and providing leadership in online and blended learning.<\/p><p><em>MVLRI<\/em> supports and accelerates innovation by:<\/p><h3>Supporting and Accelerating Innovation in Education<\/h3><ul><li>Testing, evaluating, and recommending as appropriate new technology-based instructional tools and resources.<\/li><li>Research, design, and recommending virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/li><li>Researching, developing, and recommending annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/li><li>Based on pupil completion and performance data reported to the department or the center for educational performance and information from cyber schools and other virtual course providers operating in this state, analyzing the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The report shall be submitted to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/li><li>Providing an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The <em>Michigan Virtual Learning Research Institute<\/em> is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the <em>Michigan Virtual Learning Research Institute<\/em> and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the <em>Michigan Virtual Learning Research Institute<\/em> shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the <em>Michigan Virtual University<\/em>. The report shall also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/li><li>Identifying and sharing best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/li><\/ul><h3>Providing Leadership for This State\u2019s System of Digital Learning Education<\/h3><ul><li>Developing and reporting policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state\u2019s schools.<\/li><li>Providing a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/li><li>Promoting and distributing the most current instructional design standards and guidelines for virtual teaching.<\/li><li>In collaboration with the department and interested colleges and universities in this state, supporting implementation and improvements related to effective virtual learning instruction.<\/li><li>Pursuing public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/li><li>Creating a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/li><li>Convening focus groups and conducting annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/li><li>Producing an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/li><li>Providing an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the <em>Michigan Virtual University<\/em> shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/li><li>Creating and maintaining a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The <em>Michigan Virtual Learning Research Institute<\/em> shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The <em>Michigan Virtual Learning Research Institute<\/em> shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The <em>Michigan Virtual Learning Research Institute<\/em> shall review the virtual course offerings of the <em>Michigan Virtual University<\/em>, and make the results from these reviews available to the public as part of the statewide catalog. The <em>Michigan Virtual Learning Research Institute<\/em> shall ensure that the statewide catalog is made available to the public on the <em>Michigan Virtual University<\/em> website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:<ul><li>The number of enrollments in each virtual course in the immediately preceding school year.<\/li><li>The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.<\/li><li>The pass rate for each virtual course.<\/li><\/ul><\/li><li>Supporting registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/li><li>Collaborating with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/li><li>Providing a report on the activities of the <em>Michigan Virtual Learning Research Institute<\/em>.<\/li><\/ul>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26110\" data-tab=\"10\" role=\"button\" aria-controls=\"elementor-tab-content-26110\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2019-20 Directives (March 2020 Update)<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p><strong>This report is being submitted in fulfillment of the following legislative directive: <\/strong><\/p><p><em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each year that includes its mission, its plans, and proposed benchmarks it must meet, including a plan to achieve the organizational priorities identified in this section, in order to receive full funding for 2020-2021. <\/em><\/p><p><strong>Mission: Advance K-12 digital learning and teaching through research, practice, and partnerships. <\/strong><\/p><h2>Test, Evaluate Tools<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> is deep into the development of a mobile app that is designed to help students become successful online learners by providing useful content for students, mentors, and parents. The code for the app has been developed, and it is currently being tested for functionality. The content of the app that is specific to students, mentors, and parents continues to be added, and the piloting of the app is on schedule to begin during the months of April through June of this school year.<\/li><li>Virtual Reality (VR) technologies will be tested and evaluated throughout the spring of 2020. During the month of February, <em>Michigan Virtual<\/em> personnel began the process of loaning VR equipment to two Michigan educators who will document their experience using the equipment in their classroom for several activities. Interviews with these educators, as well as with students and experts in the VR space, will be conducted and synthesized into a publication on the <em>Michigan Virtual<\/em> website by September 30, 2020.<\/li><li><em>Michigan Virtual<\/em> has established itself as a &#8220;contributing member&#8221; of IMS Global. IMS Global works to develop interoperability standards for technology. As a contributing member, <em>Michigan Virtual<\/em> participates in the design groups working on IMS Global supported standards and programs. <em>Michigan Virtual<\/em> personnel attended the IMS Global Quarterly Meeting and Digital Credentials Summit on February 10-13, 2020 and presented &#8220;Credentialing Online: Compelling Stories of Three Online K-12 Programs.&#8221;<\/li><li><em>Michigan Virtua<\/em>l is committed to supporting educators who are utilizing technology in the classroom through the publishing of a series of 12 blog posts throughout the 2019-20 school year. The first three blog posts written are focused on different technology tools being used by educators. The first post highlighted a tool called Autocrat, which is an app being used to automate emails using Google Forms. This tool allows for better communication between educators and others. The second blog post focused on a recent update within Google Forms, which allows educators to utilize this tool to create auto-graded quizzes and to import previously created form questions. This tool can not only be used with students as a formative assessment, but it can also be used to gather information from others. Finally, the last blog post was centered around the use of annotated images and how teachers are using the ThingLink app and annotated images to create interactive opportunities for students.<\/li><li><em>Michigan Virtual<\/em> also published the first podcast in a series of four designed to explore topics in educational innovation, digital learning, educational technology, and instructional design. This podcast, featuring an interview with 2019 Louisiana Teacher of the Year Spencer Kiper and focused on STEM and community engagement, was released in January 2020 through the <em>Michigan Virtual<\/em> Upcoming podcast interviews with representatives from the <em>Stanford d.school&#8217;s<\/em> K-12 Lab Network and from 2Revolutions are scheduled to be released by April 2020.<\/li><\/ul><hr \/><h2>Research, Design, Recommend Virtual Delivery Models<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual\u2019s<\/em> Essential Findings of Prior Research study is well underway and on schedule to be completed this spring. Eligible resources from prior publications and blog posts by <em>Michigan Virtual Learning Research Institute<\/em> (MVLRI) have been identified and organized. The research team has begun reviewing the resources in order to identify what the resource contributes to research on online learning and as well as the practical implications of the new knowledge.<\/li><li>The Early Warning Predictive Models research study is also underway and on schedule. This study will be ongoing throughout this fiscal year. Primary investigators Dr. Rice and Dr. Hung of Boise State University have added <em>Michigan Virtual School<\/em> data from the 2018 school year to their model and have obtained Institutional Review Board consent for a study with <em>Michigan Virtual<\/em> in 2020 to test their predictive model in real time. Findings from this research will be published on the <em>Michigan Virtual<\/em> website in fall 2020.<\/li><li>The formal design and procedures related to the Student-Centered Learning research study, aimed at providing a snapshot of how Michigan schools and districts are using technology to personalize learning for students, have been finalized, and the data collection instruments for this <em>Michigan Virtual<\/em> study are currently being developed. The study will utilize both quantitative and qualitative data; therefore, an online questionnaire and individual interview and focus group questions are being drafted. Formal data collection from schools across the state is scheduled to occur during April 2020, while the analysis of data and report writing is expected to occur during the summer of 2020.<\/li><li><em>Michigan Virtual\u2019s<\/em> Suite360 Implementation and Impact Study, focusing on how the Suite360 program facilitates social emotional learning, is underway with data collection currently in progress. To date, an online questionnaire was distributed to qualifying schools, and individual interviews with personnel of participating schools are scheduled to be completed by March 2020. The analysis of all data as well as the development of a summary report is on target for completion by the end of April 2020.<\/li><li><em>Michigan Virtual<\/em> has also been collaborating with the Friday Institute for Educational Innovation throughout the beginning of this fiscal year to develop a concept paper detailing a possible pilot study that focuses primarily on the effectiveness of the use of micro-credentials in teacher professional development. The concept paper was completed in January, and the <em>Michigan Virtual<\/em> leadership team has determined that it is feasible to execute such a pilot in the next fiscal year with a limited number of Michigan schools, providing that additional funding is secured to offset the costs incurred by <em>Michigan Virtual<\/em>.<\/li><li><em>Michigan Virtual<\/em> is currently working with a small, focused group of practitioners to document the complexities involved in delivering a quality virtual course experience to students in a way that provides flexibility to begin and complete coursework at different times throughout the school year, while also allowing schools to meet Michigan\u2019s reporting schedule established by the state\u2019s academic calendar. A framework detailing the complexities and identifying potential pathways toward solutions is currently in development and expected to be completed in May.<\/li><\/ul><hr \/><h2>Recommend Evaluation Criteria for Cyber and Online Providers<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> continues to offer online program reviews at no cost to all Michigan schools and districts. These reviews involve a data collection process comprised of the distribution of an online questionnaire and subsequent interviews of key school or district personnel to understand the design and operation of their programs. Once data are collected and analyzed through the use of a standards-aligned rubric, <em>Michigan Virtual <\/em>personnel write a summary of the school\u2019s or district\u2019s program along with recommendations for optimizing the program for increased student performance. The questionnaire items, interview questions, and rubric have all been updated to reflect the <a href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/02\/National-Standards-for-Quality-Online-Programs.pdf\">National Standards for Quality Online Programs<\/a><a href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/02\/National-Standards-for-Quality-Online-Programs.pdf\">,<\/a> and <em>Michigan Virtual<\/em> has begun outreach to schools to offer these updated program reviews.<\/li><li>Beginning in April 2020, <em>Michigan Virtual <\/em>personnel will begin the development of a written brief aimed at raising the awareness of the <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a><a href=\"https:\/\/www.nsqol.org\/\">.<\/a> This document aims to raise the Michigan Department of Education\u2019s familiarity with the standards and also to communicate how Michigan schools and districts can apply the standards within their own virtual programs to increase the statewide virtual course pass rate. The written brief is scheduled to be completed during the summer of 2020 and will be published to the <em>Michigan Virtual<\/em><\/li><\/ul><hr \/><h2>Effectiveness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The Michigan Virtual Learning Research Institute shall submit the report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year. <\/em><\/p><h3>Updates<\/h3><ul><li>Work is currently underway for the 2018-19 Effectiveness Report. A presentation to the Michigan Department of Education and Center for Educational Performance and Information is scheduled for March to gather feedback and to receive permission to release the report. The report will be made publicly available through the <em>Michigan Virtual<\/em> website at the end of March.<\/li><\/ul><p>As with the prior year, the entire report will be posted directly as a webpage on the <em>Michigan Virtual <\/em>website in addition to providing a .pdf format for downloading. Making the report available in this format will help users find the content more easily by improving search engines\u2019 abilities to discover the findings and make them available to users. Putting the content directly into the website also helps meet web accessibility standards and provides a mobile-friendly version. Information about the report and how to view it online will be provided to the required subcommittee personnel and other government staff identified under this section.<\/p><ul><li>A summary infographic and cover letter will be mailed to superintendents as well as high school and middle school principals in April, providing easy-to-consume key findings and communicating how to access the full report. A presentation will also be recorded and posted on the website for on-demand viewing.<\/li><\/ul><hr \/><h2>Deliver PD and Submit PD Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report must also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system. <\/em><\/p><h3>Updates<\/h3><ul><li>As of March 1, 2020, <em>Michigan Virtual<\/em> added twelve new courses to its Professional Learning Platform and updated and\/or revised additional course offerings. These courses include five new counseling courses and seven MEMSPA courses for administrators. In order to provide educators with quality professional development, <em>Michigan Virtual <\/em>revised four courses offered through MASA and seven Phenomenal Science courses. In addition, the Michigan Department of Education Assessment Security course that is currently offered has been revised, and the MyPD course focused on promoting independent personalized professional learning has been revised to include new options. Currently, the <em>Michigan Virtual<\/em> course catalog has over 243 online professional learning courses available through its Professional Learning Portal.<\/li><li>As of February 18, 2020, there were almost 24,600 enrollments in professional learning courses offered through <em>Michigan Virtual<\/em>. It is likely that enrollments will exceed 30,000 by June 2020, resulting in the achievement of this benchmark.<\/li><li><em>Michigan Virtual <\/em>is currently offering content for ACES Academy (Alpena Public Schools), and extensive support has been provided through frequent meetings with teachers and administrators of the Academy. These meetings were held virtually and in-person since the beginning of the school year. In addition, <em>Michigan Virtual<\/em> personnel have conducted classroom observations coupled with debriefing sessions with teachers of the school aimed at providing additional guidance and resources to help increase student and teacher success. Additional meetings, classroom observations, and debriefing sessions are planned in future months of the 2020-21 school year.<\/li><li><em>Michigan Virtual<\/em> facilitated a two-day design thinking session with MiSTEM regional directors in November 2019 to produce an overall framework and format for the production of &#8220;playbooks&#8221; (resources) to be used by educators, business and industry representatives, and MiSTEM directors in initiating and implementing STEM programs for students in Michigan. The group&#8217;s work resulted in the creation of topic areas for the development of the playbooks and the general organizational structure and format for their production. <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> is currently working to provide capacity and strategic input on the actual production of the resources with the intent of finding additional opportunities to collaborate with the MiSTEM network.<\/li><li>The planning of the 2020 Collaboration of the Minds (COM) event, which will take place on August 5-6, is underway. The event\u2019s theme for this year has been finalized &#8211; Obstacles are Opportunities &#8211; and will be the centerpiece of the conference with each element tying back to the theme throughout the two-day event. <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual <\/em>personnel are in the final stages of negotiations with a high school in metro Detroit to house the event this year. As part of its goal to expand its network and partner with schools across the state, <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> is focused on securing contracts for this event in schools rather than in traditional venues. In addition, <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> personnel have secured a prominent keynote speaker to present on the second day of the event. In lieu of a keynote speaker for day one, COM organizers have opted to follow a \u201cTED Talk\u201d format, showcasing teachers and how the event theme has guided an aspect of their lives or career. <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual <\/em>personnel are also in the process of finalizing the schedule for the event. It is anticipated that attendees of the event on the first day will include <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> instructors along with mentors from across the state. The second day is likely to be open to the public.<\/li><li>The 2018-19 professional development report was published as part of <em>Michigan Virtual<\/em>\u2019s <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/2018-2019-Michigan-Virtual-Annual-Report.pdf\">Annual Report,<\/a> and the report for 2019-20 year is on schedule to be submitted no later than December 1, 2020.<\/li><\/ul><hr \/><h2>Identify\/Share Best Practices<\/h2><h3>Organizational Priority<\/h3><p><em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> has previously published and maintained six widely used guides recognized as being important to school and district online learning programs. Three of the guides related specifically to virtual learners, their parents, and their mentors in schools are being updated to align with the recently released <a href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/02\/National-Standards-for-Quality-Online-Programs.pdf\">National Standards for Quality Online Programs<\/a><a href=\"https:\/\/www.nsqol.org\/\">.<\/a> <a href=\"https:\/\/www.nsqol.org\/\">T<\/a>hese three guides are expected to be published and made available through the <em>Michigan Virtual <\/em>website in webpage format, updated from their current .pdf format, no later than March 31, 2020. The remaining three guides related to teachers, administrators, and school board members are all expected to be converted to webpage format by the end of August 2020.<\/li><li>Four blog posts related to designing, implementing, and maintaining online learning programs have been published to the <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\"><em>Michigan Virtual<\/em><\/a> <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\">blog<\/a> under the category <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/success-in-online-learning\/\">Success in Online Learning<\/a><a href=\"https:\/\/michiganvirtual.org\/blog\/category\/success-in-online-learning\/\">.<\/a> These first four posts in the series highlighted how to prepare and support online learners, common elements of successful online programs, unseen elements of successful online courses, and the importance of the relationship between students, mentors, and parents. The remaining blogs of the series are on schedule to be published by September 30, 2020.<\/li><li>In addition, three blog posts focused on student-centered learning have been published to the <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\"><em>Michigan Virtual<\/em><\/a> <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\">blog<\/a> under the category <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\">Student<\/a><a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\">&#8211;<\/a><a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\">Centered Learning<\/a><a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\">.<\/a> These posts define student-centered learning, how the approach relates to online and blended learning, and how one Michigan teacher has implemented components of student-centered learning in their classroom. The topics for the remaining nine blog posts have been identified, and these posts are on schedule to be published by September 30, 2020.<\/li><li>Voluntary online program reviews, aligned to the <a href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/02\/National-Standards-for-Quality-Online-Programs.pdf\">National Standards for Quality Online<\/a> <a href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/02\/National-Standards-for-Quality-Online-Programs.pdf\">Programs<\/a><a href=\"https:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/02\/National-Standards-for-Quality-Online-Programs.pdf\">,<\/a> are currently being offered to all Michigan schools and districts at no cost to the schools or districts. When schools or districts contact <em>Michigan Virtual<\/em> and express interest in having a program review conducted, a service agreement that details the expectations of both parties during the review is executed. The school completes an online questionnaire using their program\u2019s data and participates in an interview where they expand on their survey responses. <em>Michigan Virtual <\/em>personnel then draft a report and obtain feedback from the school. The review concludes with a final report submitted to the school incorporating their feedback.<\/li><li>Virtual learners represent a relatively small but growing portion of the total students reported on Michigan\u2019s \u201cCount Days.\u201d <em>Michigan Virtual <\/em>is connecting with school practitioners (typically mentors of virtual learners) and the business officials of schools and districts responsible for reporting student counts to identify a set of best practices and\/or resources schools can incorporate into their virtual programs. <em>Michigan Virtual<\/em> personnel will distill the legislative guidelines for reporting virtual learners detailed in Michigan\u2019s Pupil Accounting Manual as they were interpreted by the Michigan Department of Education in a webinar recently hosted by\u00a0<em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual. Michigan Virtual<\/em> is also in the process of seeking input from the Michigan Pupil Attendance and Accounting Association, whose membership includes the school practitioners involved in an audit as well as the auditors performing the audits. These best practices are on schedule to be published by September 2020.<\/li><li>On Friday, October 25, 2019, <em>Michigan Virtual <\/em>presented two sessions to educators at the MACUL Computer Science Summit in Detroit. The first session titled, \u201cGetting Data for your Students with JavaScript (without a server!)\u201d shared tips and tricks and lesson plans related to computer science and online instruction that session attendees can use in their classrooms. Other <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> staff members presented \u201cMinecraft \u201cSocial: How to Build Minecraft into Your Classroom.\u201d Together, they shared their experiences using Minecraft for Education in online and blended environments and engaged the attendees in a hands-on learning opportunity that allowed them to blend Minecraft for Education into their curriculum.<\/li><li>On Thursday January 16, 2020, <em>Michigan Virtual<\/em> staff presented to school superintendents at the MiCoOp Winter Conference in Mt. Pleasant. The focus of this session was a discussion on the challenges that school districts face related to the implementation of blended and online learning. As part of this discussion, resources produced by <em>Michigan Virtual <\/em>were shared, including the guides to online learning; published webinars, podcasts, and blogs; the web-based Online Learning Orientation Tool (OLOT); and the availability of online program reviews &#8211; all free resources aimed at helping schools and districts design and implement effective digital learning programs for students.<\/li><li>Also on Tuesday January 16, 2020, <em>Michigan Virtual<\/em> personnel presented \u201cCreative Uses of Online Learning for MMC Requirements\u201d at the Michigan Merit Curriculum Flexibility Conference hosted by MASSP in Lansing. This session was an interactive discussion with a panel of Michigan counselors sharing how their schools implemented <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual <\/em>student courses to help their students meet their individual MMC requirements for graduation.<\/li><li>Moving forward, <em>Michigan Virtual<\/em> will be delivering seven presentations at the annual MACUL (Michigan Association of Computer Users in Learning) conference in March. The MACUL conference has approximately 5,000 attendees and is the state\u2019s premier educational technology professional learning conference. Session titles include: \u201cCoaching: A playbook for Teachers,\u201d \u201c10-Year Challenge: Teaching in 2020 vs 2010,\u201d \u201c20 Tech Tools to Bring into Your Classroom in 2020\u201d (presented twice), \u201cBeyond the Basics: Hidden Features of Google Classroom,\u201d \u201cExperience It for Yourself: Student-Centered Learning,\u201d and \u201cA Face-to-Face Teacher\u2019s Guide to Designing Online Experiences.\u201d In addition, a lab session entitled \u201cNo More Wasted PD &#8211; Design Your Own Learning Pathway &amp; Earn SCECHs\u201d will also be presented. <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> will also be submitting sessions for the upcoming MASSP and MASA annual conferences in addition to the MAA (Michigan Afterschool Association) Spring Conference.<\/li><li><em>Michigan Virtual<\/em> personnel have been busy connecting with educators across the state to provide guidance and insight on the design and implementation of personalized learning models. To date, four onsite training sessions for educators have been conducted: Mt. Pleasant Teacher Boost (11\/4\/19), Ingham Teacher Boost: (11\/21\/19), Wayne RESA Teacher Boost (1\/29\/20), and Kent ISD Teacher Boost (2\/13\/20). Based on the success of these sessions, additional on-site trainings are being planned.<\/li><li><em>Michigan Virtual<\/em> researchers are currently investigating best practices associated with identifying and evaluating learning management systems\/platforms (LMS) that can meet the customized needs of schools and districts. Through the execution of a study that follows their own evaluation, selection, and implementation of an LMS, <em>Michigan Virtual<\/em> is seeking to understand and share the challenges and opportunities experienced by schools and districts regarding the implementation and maintenance of such systems\/platforms. This research study is currently in the study design process, and formal data collection is expected to occur in April 2020. The data collection and analysis are expected to last several months, culminating in a written brief made available to schools and districts no later than September 30, 2020.<\/li><\/ul><hr \/><h2>Policy Recommendations to Gov.\/Legislature<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> shared virtual learning recommendations which included three areas of opportunity. The first area of opportunity was to shift the teacher effectiveness rating reporting requirement from the local school to the virtual provider when the teacher is an employee of the virtual provider rather than the school. The second area was to create an online mentor training course, endorsed by the Michigan Department of Education, to inform and reinforce best practices in local support strategies for virtual learners. The final recommendation was to update a data field, Virtual Method, in the Michigan Student Data System whose current data value is not yielding insightful data with a simpler set of values that provide data on whether an enrollment is delivered virtual as well as whether it was for credit recovery.<\/li><\/ul><hr \/><h2>Research Clearinghouse<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> continues to maintain the nationally-recognized Research Clearinghouse, and there were 1,051 resources in the Research Clearinghouse as of the publication of the Quarterly Newsletter in November. The next quarterly newsletter is on schedule to be distributed in March 2020.<\/li><li>Four blog posts related to research on online and digital learning have been published to the <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\"><em>Michigan Virtual blog<\/em><\/a> under the category <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup\/\">Research Round Up<\/a><a href=\"https:\/\/michiganvirtual.org\/blog\/category\/research-round-up\/\">.<\/a> The first four posts in the series highlighted approximately 16 resources including peer reviewed journal articles, journal special series, white papers, educational thought leader blogs, and updated online course and program standards. The final two blogs currently being planned are on schedule to be published by September 30, 2020.<\/li><\/ul><hr \/><h2>Promote\/Distribute Instructional Design Guidelines and Standards<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> continues to promote and distribute the most current instructional design standards and guidelines for virtual teaching. Recently, <em>Michigan Virtual <\/em>issued a press release about its involvement in the creation of the <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a><a href=\"https:\/\/www.nsqol.org\/\">.<\/a> As a result of that press release, <em>Michigan Virtual <\/em>staff were interviewed on Education Talk Radio, and the <a href=\"https:\/\/michiganvirtual.org\/about\/news\/online-education-accessibility-and-equity\/\">recorded interview<\/a> is now published on the <em>Michigan Virtual <\/em> In addition, <em>Michigan Virtual<\/em> personnel updated several pages on its website to incorporate the new information about the standards, and four separate blog posts sharing the standards were published to the <em>Michigan Virtual<\/em> website. The webpages and blog posts were also promoted through <em>Michigan Virtual<\/em> social media channels.<\/li><li><em>Michigan Virtual <\/em>personnel continue to add instructional design guidelines, aligned to the <a href=\"https:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a><a href=\"https:\/\/www.nsqol.org\/\">,<\/a> to the Research Clearinghouse on an ongoing basis. These standards have all been tagged and entered into the Research Clearinghouse in addition to three other instructional design specific resources in 2019.<\/li><li>The instructional design team at <em>Michigan Virtual<\/em> created a course titled, \u201cSo You Want to be an Instructional Designer?\u201d which is now available and open for enrollment in <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual&#8217;s<\/em> Professional Learning Portal. This course provides an introduction to instructional design as well as the role of an instructional designer. A second instructional design course is currently being planned and development is expected to begin in March 2020. An instructional designer has been identified to take the lead on the development, the course content has been outlined, and the timeline is under development.<\/li><li>The promotion of instructional design courses for teachers throughout the state is a priority for\u00a0<em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em>, and a session titled, &#8220;A Face-to-Face Teacher&#8217;s Guide to Designing Online Experiences&#8221; is scheduled to be presented at the 2020 MACUL conference. The goal of the session is to provide classroom instructors with mindsets and strategies, based on instructional design theories, to support them in designing and developing online learning experiences for their students.<\/li><\/ul><hr \/><h2>Work with Teacher Preparation Institutions on Digital Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction. <\/em><\/p><h3>Updates<\/h3><ul><li>Beginning in April 2020, <em>Michigan Virtual<\/em> personnel will be communicating with various teacher preparation institutions to inform them of the various online resources and courses that can help pre-service teachers develop their knowledge and understanding of literacy, digital teaching and learning, and the myriad open educational resources that are available to support virtual teaching and learning.<\/li><\/ul><ul><li>In addition, the design and planning of a research study focused on student-centered learning across the state (including the ways in which technology and virtual learning supports such pedagogy) is currently underway at <em>Michigan Virtual<\/em>, and the execution of an outreach strategy to invite colleges and universities to partner with <em>Michigan Virtual<\/em> is scheduled for March 2020. Specifically, institutions that offer teacher or administrator preparation programs will be contacted to participate in the development of data collection instruments, the collection of data through an online questionnaire and school interviews, data analysis, and\/or report writing.<\/li><\/ul><hr \/><h2>Public\/Private Partnerships<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(v)- Pursue public\/private partnerships that include districts to study and implement competencybased technology-rich virtual learning models. <\/em><\/p><h3>Updates<\/h3><ul><li>As part of <em>Michigan Virtual\u2019s<\/em> planned student-centered learning research study, the organization\u2019s research team will be collecting data through the dissemination of an online questionnaire and the execution of individual and focus group interviews. Specific questions related to the use of technology and competency-based strategies will be included in the process. The collection of this data is scheduled to begin in April 2020, with outreach to possible education-related organization partners to occur during March 2020. Anticipated partners of this research study may include colleges, universities, or education organizations that have statewide memberships.<\/li><li><em>Michigan Virtual<\/em> is also continuing partnerships with other organizations through its microcredentialing work. Meetings with the Michigan Assessment Consortium are currently underway, preparing to launch a district-wide pilot in late spring or early fall using assessment micro-credentials created in 2018-2019. In addition, the MASA Human Resources microcredential stack will start to be released in spring 2020. Each micro-credential is paired with a separate course component. Additional micro-credentialing work has been executed with MEMSPA. The following micro-credentials related to this particular work have been developed and released in the following areas: Social Emotional Learning, Leadership &amp; Literacy Part 1 (rework), Leadership &amp; Literacy Part 2 (rework), Leadership &amp; Literacy Part 3 (rework), SEL and Whole Child, SEL and MTSS, SEL and Family Engagement, Staff Well-Being, Title IV, and Leading Student Engagement.<\/li><li><em>Michigan Virtual\u2019s<\/em> leadership and promotion of this micro-credentialing initiative is growing as the organization is now a &#8220;contributing member&#8221; of IMS Global, which allows the organization to participate in the design groups working on IMS Global supported standards and programs.\u00a0<em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> personnel attended the IMS Global Quarterly Meeting and Digital Credentials\u00a0Summit on February 10-13, 2020 and presented &#8220;Credentialing Online: Compelling Stories of Three Online K-12 Programs.&#8221;<em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">\u00a0<\/em><\/li><li><em>Michigan Virtual<\/em> is also partnering with schools and districts on a research study to investigate the degree of implementation and best practices related to the use of the Suite360 digital character development and behavior intervention program. <em>Michigan Virtual<\/em> researchers have already collected questionnaire data from participating schools, and interviews of personnel from these schools and districts is on schedule to occur during March 2020.<\/li><\/ul><hr \/><h2>Mentor Network<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> has scheduled face-to-face trainings to allow mentors of online learners to connect with one another to share details about their online learning programs and build expertise in the area of mentoring. To date, two trainings were executed in February 2020 &#8211; one in Coopersville and one in Plymouth- and another is scheduled for mid-March 2020 in Houghton Lake. The planning for a fourth training to be held in Livingston County is currently underway.<\/li><li>An additional support to mentors of online learners provided by <em>Michigan Virtual<\/em> is the continued operation of the Online Mentor Community. This community, hosted within the Brightspace LMS, has been updated with new discussion board threads and is moderated on a periodic basis to facilitate conversation between mentors. The platform has also been updated to include a new organizational framework for resources for mentors and includes links to the latest research-based mentor resources produced by <em>Michigan Virtual<\/em> and other leaders in this space. Work will begin in spring 2020 to build collaboration spaces and resources for mentors, building upon the updates of the Online Mentor Community, in a mobile environment.<\/li><li>Another way that <em>Michigan Virtual<\/em> is supporting mentors of online learners is through the delivery of presentations at Michigan education conferences. On Monday, November 11, 2019, <em>Michigan Virtual <\/em>personnel presented at the Michigan School Counselors Association annual fall conference in Lansing. The focus of this session was a discussion on the challenges that school counselors face when mentoring students in an online environment. As part of this discussion, best practices were shared for supporting online learners with tips for pupil accounting, creating policies, proctoring exams, and holding students accountable in the online learning space.<\/li><li><em>Michigan Virtual<\/em> will also be submitting sessions for the upcoming MASSP Annual Conference, MAEO (Michigan Alternative Education Organization) Annual Conference, MEMSPA summer leadership conference, and the MPAAA conference.<\/li><li>Mentors of online learners are also supported through content posted monthly to the <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\"><em>Michigan<\/em><\/a> <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\"><em>Virtua<\/em><\/a><a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\"><em>l<\/em><\/a> <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\">blog<\/a> under the category <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/mentor-forum\/\">Mentor Forum<\/a><a href=\"https:\/\/michiganvirtual.org\/blog\/category\/mentor-forum\/\">.<\/a> Four blog posts related to the sharing of best practices for mentors have been published to date. These posts highlighted real-world success strategies for mentors, looked at mentoring through the lens of personalized learning, heard from mentors themselves, and talked with leading experts on mentoring. The final two blogs are on schedule to be published by September 30, 2020.<\/li><\/ul><hr \/><h2>Focus Groups \/Annual Surveys<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> personnel aim to provide solutions and supports for virtual learners in all schools across the state. In order to develop these solutions, <em>Michigan Virtual<\/em> will be conducting focus groups in May 2020 as part of the process of collecting data to identify student-related factors and school- or program-related factors that impact student success. The specific questions for the focus groups have been drafted with the finalization of the questions to be completed in March 2020. The identification of focus group participants is scheduled to occur in April 2020.<\/li><li>The planned statewide study of student-centered learning will include a data collection process that utilizes an online questionnaire. This questionnaire is comprised of various questions designed to determine the degree to which schools and districts are implementing student-centered learning as well as the ways that online and blended learning are facilitating this type of learning model. This questionnaire is scheduled to be distributed to schools and districts in April 2020.<\/li><li>Additional focus groups comprised of online students were conducted by <em>Michigan Virtual<\/em>. Specifically, two student focus groups were completed during the Fall 2019 semester with a combined total of 13 students. The focus groups were held at Novi High School (eight students) and Brighton High School (five students). Each focus group interview lasted approximately 50 minutes. The focus group discussions centered on: (a) student perceptions of <em>Michigan Virtual<\/em> online classes, (b) how the students felt when they found out they would be taking an online class and what they did during this \u201cdiscovery\u201d phase, and (c) their experience in the online class. At least one additional student focus group is planned for the Spring 2020 semester.<\/li><li>Additional data are collected from students and adults through the dissemination of voluntary end-of-course questionnaires. All learners enrolled in <em>Michigan Virtual<\/em> professional and student courses are presented with a questionnaire at the end of each course. Since October 1, 2019, our professional learning questionnaire has received 2,841 responses. Our student end-ofcourse questionnaire has received 1,231 responses in that same period (through January 15, 2020).<\/li><li><em>Michigan Virtual <\/em>also values feedback and input from mentors of online learners. <em>Michigan Virtual<\/em> personnel plan to disseminate an online questionnaire to mentors at the end of the 2019-2020 school year. A mid-year mentor questionnaire has already been disseminated. This questionnaire, sent to all mentors with students enrolled in <em>Michigan Virtual<\/em> courses, received 132 responses from mid-December 2019 through mid-January 2020. The questionnaire included questions on overall satisfaction, suggestions for improving satisfaction, professional development needs, preferences within the <em>Michigan Virtual<\/em> Student Learning Portal, and the number of students supported.<\/li><li>The final means by which data will be collected from stakeholders will be through the execution of focus group interviews with educational organization partners. In mid-January 2020, <em>Michigan Virtual <\/em>prepared and distributed questionnaires focused on better understanding the challenges and opportunities faced by today&#8217;s educators and students as well as to learn about views on the future of education and the role technology will play in schools. This questionnaire was shared with MASSP, MEMPSA, MASA, MAISA, MASPA, and MANS with the intent that it be distributed to their memberships. <em>Michigan Virtual<\/em> personnel are also coordinating focus groups with two or more educational organizations to gain deeper insights into the topics covered in the questionnaire. Data collection through questionnaires and focus groups is expected to be completed by May 2020.<\/li><\/ul><hr \/><h2>Consumer Awareness Report<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> continues to host and update the <a href=\"https:\/\/mvlri.org\/consumer-awareness\/\">Consumer Awareness Report<\/a> twice annually. The fall update is complete, and the spring update is forthcoming. In addition to updating the report with the spring data, the spring report will also include data from the upcoming <em>Effectiveness Report<\/em> for the 2018-19 school year. The purpose of this resource is to make consumers aware of the status of online learning in Michigan. It is specifically designed to inform parents, school personnel, and school board members of the nature of online learning options, their effectiveness for Michigan students, the cost of these programs, and current trends.<\/li><\/ul><hr \/><h2>Internet-based Platform<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents. <\/em><\/p><h3>Updates<\/h3><ul><li>To provide leadership to the state\u2019s GoOpen initiative, <em>Michigan Virtual <\/em>participates in the GoOpen task force in collaboration with the Michigan Department of Education and other Michigan stakeholders. A representative from <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> serves on a work group tasked with providing and creating professional development around the Michigan GoOpen initiative. Recently, <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> has been assisting the REMC Association in creating training to further deepen educators&#8217; understanding of the GoOpen initiative. Time has been dedicated to building a micro-credential for educators interested in advocating for open educational resources. <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> continues to host an online GoOpen course for teachers. This course, titled \u201cGoOpen: Open Educational Resources in Michigan,\u201d is available and open for enrollment in <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual&#8217;s<\/em> Professional Learning Portal. This course provides instruction on how and why to use open educational resources, where to find them, and how to incorporate them into the design of course work.<\/li><\/ul><ul><li>Additional resources are being added to the GoOpenMichigan website. By March 2020, 250 free learning objects are expected to be added to the website, and an additional 250 free learning objects are scheduled to be added by July 2020.<\/li><\/ul><hr \/><h2>Maintain Statewide Catalog of Online Courses<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual <\/em><\/p><p><em>Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following: <\/em><\/p><ul><li><em>The number of enrollments in each virtual course in the immediately preceding school year. <\/em><\/li><li><em>The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year. (C) The pass rate for each virtual course. <\/em><\/li><\/ul><h3>Updates<\/h3><ul><li>In an effort to provide the best experience to users of the statewide catalog, <em>Michigan Virtual<\/em> has engaged with a web developer, Web Ascender, to completely redesign publicly accessible pages of micourses.org. This change is in response to growing accessibility concerns of the original design as well as the desire to provide a more up-to-date experience to users. The frontend search functionality has been divorced from the backend system and, as part of an extensive overhaul, was developed in the Wordpress content management system. The new user experience is set to launch in the first quarter of 2020 as work is being completed on development and a communication plan to current users.<\/li><li><em>Michigan Virtual <\/em>is committed to incorporating the ability for schools to use <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\">National Standards<\/a> <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\">for Quality Online Courses<\/a> when reporting their online course reviews. The organization has done an analysis and defined the scope of the work that needs to take place to include the standards as part of the course review and upload on micourses.org. It was determined that the statewide catalog core systems require extensive development and updates in order to implement the new standards. A course of action related to the best way to approach this development work and whether to engage the original developers of the micourses.org systems or to approach a new developer to completely overhaul and future-proof the system should be finalized no later than April 2020.<\/li><li><em>Michigan Virtual<\/em> continues to add online courses that have been successfully reviewed for quality to the statewide catalog. To date, four semester-length courses (Health Education Abstinence Only, Japanese 2B, German 2B, and French 2B) were submitted for Quality Matter review in 2019; however, the review was completed in 2020. <em>Michigan Virtual<\/em> personnel are developing nine new semester-length courses (Medical Terminology, Trig\/Pre-Calc A, Trig\/PreCalc B, Bioethics, Advanced Programming: Mobile Apps and Game Design, AP World History: Modern A, AP World History: Modern B, Calculus A, and Calculus B) during 2020 and have planned to have the courses reviewed by Quality Matters by August 2020.<\/li><\/ul><hr \/><h2>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features. <\/em><\/p><h3>Updates<\/h3><ul><li>As a way to provide technical and customer support for users of the statewide catalog, <em>Michigan Virtual <\/em>maintains knowledge base articles specific to micourses.org. These articles include information specific to guardians; students or counselors who want to search the catalog for online courses; instructions for enrolling via the catalog; and to companies, districts, or other qualified parties that want to list their online courses in the catalog. The articles are accessible from the &#8220;important links&#8221; menu on micourses.org and maintained on the <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/michigans-online-course-catalog\"><em>Michigan Virtua<\/em><\/a><a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/michigans-online-course-catalog\"><em>l<\/em><\/a> <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/michigans-online-course-catalog\">Knowledge Base website<\/a><a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/category\/michigans-online-course-catalog\">.<\/a> <em>Michigan Virtual&#8217;s<\/em> Customer Care Center is also available on business days from 7:30am &#8211; 5:00pm ET to answer calls and to respond to online support tickets that are submitted for the statewide catalog.<\/li><\/ul><hr \/><h2>Examine District-Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/h2><h3>Organizational Priority<\/h3><p><em>2(b)<\/em><em>(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual <\/em>has implemented an updated Modified Danielson Rubric for the evaluation process of its teachers. Throughout the year, course \u201cwalk-through\u201d reviews have been conducted by <em>Michigan Virtual <\/em>department leads\/instructional coaches. In addition, a large portion of the <em>Michigan Virtual<\/em> instructional staff received mid-year evaluation reviews as an opportunity to check on progress and provide some just-in-time feedback to support their growth in the second half of the year. The scheduling of formal annual evaluations will begin in April 2020.<\/li><li><em>Michigan Virtual <\/em>representatives met with representatives from the Center for Educational Performance and Information and the Michigan Department of Education to discuss the challenge that currently exists with teacher effectiveness reporting and the implication of the current process within the state. A formal recommendation has been submitted to the house and senate subcommittees, the state fiscal agents, the Michigan Department of Education, and the state budget office.<\/li><\/ul><hr \/><h2>Institute Annual Report<\/h2><p><strong>Organizational Priority <\/strong><\/p><p><em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute. <\/em><\/p><h3>Updates<\/h3><ul><li>The 2018-2019 report on the <em>Michigan Virtual<\/em> Learning Research Institute was sent to the legislature in December 2019 and is also posted on the <em>Michigan Virtual<\/em> website as part of <em>Michigan Virtual<\/em>\u2019<a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\"><em>s<\/em><\/a> <a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">Annual Report<\/a><a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">.<\/a> The 2019-2020 report will be provided to the legislature in December 2020.<\/li><\/ul><hr \/><h2>Operate the Michigan Virtual School<\/h2><h3>Organizational Priority<\/h3><p><em>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters: <\/em><\/p><p><em>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities. <\/em><\/p><h3>Updates<\/h3><ul><li>As part of the process of maintaining accreditation, <em>Michigan Virtual\u2019s<\/em> staff connected with<\/li><\/ul><p>Michael Nauss at the MASA Mid-Winter Conference in January 2020 to discuss Cognia&#8217;s (formerly known as AdvancEd) plan to publicize the online learning standards expected for the upcoming Spring 2021 accreditation visit. Mr. Nauss indicated that he would notify <em>Michigan Virtual<\/em> personnel when the standards will be made available.<\/p><hr \/><h2>Restricted Use of Appropriation for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses. <\/em><\/p><h3>Updates<\/h3><ul><li>On October 4, 2019, <em>Michigan Virtual\u2019s<\/em> board of directors approved its fiscal year 2020 budget fulfilling this benchmark. Similarly, based on audited figures from the prior fiscal year, an independent third-party auditing firm concluded that <em>Michigan Virtual <\/em>adhered to this requirement for the 2018-19 school year.<\/li><\/ul><hr \/><h2>Background Checks for MVS<\/h2><h3>Organizational Priority<\/h3><p><em>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> is approved by the Michigan State Police (MSP) as a qualified entity to use the MSP Criminal History Record Internet Subscription Service (CHRISS) for fingerprinting for employment, assignment, or volunteer placement as authorized by the National Child Protection Act. <em>Michigan Virtual<\/em> works with its teachers and staff to complete background checks and MSP fingerprint checks through this process.<\/li><\/ul><hr \/><h2>Appropriation for Expanding Online and Blended Professional Development Programs<\/h2><h3>Organizational Priority<\/h3><p><em>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual <\/em>is in the process of developing three new professional development courses to support Michigan teachers and schools. The first course being developed is in partnership with the Michigan Association of College Admissions Counselors (MACAC). <em>Michigan Virtual<\/em> is working with subject matter experts from the US Army (Education Service Specialists) to develop an introductory level (5 SCECH) course that meets the updated professional development requirements for school counselors in the state of Michigan. This is one of <em>Michigan Virtual\u2019s<\/em> first courses for which the intended audience is counselors, and it broadens <em>Michigan Virtual\u2019s<\/em> impact in the professional space. This course is nearing the end of development and will be available in the <em>Michigan Virtual<\/em> catalog in March 2020.<\/li><li><em>Michigan Virtual<\/em> has also partnered with the Michigan Association of Secondary School Principals (MASSP) to create a series of five small courses that introduce educators to services available through the College Board, including their AP program and ACT testing. These courses are currently in the development stage which is expected to continue through the spring of 2020.<\/li><li>The third course is being developed in partnership with the Michigan Association for Supervision and Curriculum Development (MASCD) with contributions from the Michigan Assessment Consortium (MAC), Learning Forward Michigan, and the Michigan Department of Education. Through this collaboration, <em>Michigan Virtual<\/em> is developing a course to introduce educators to the Whole School, Whole Child, Whole Community (WSCC) Model for Continuous Improvement in their schools and districts. With the state of Michigan expecting the launch of a new method for data collection for a Continuous Improvement Plan (MiCIP) in the spring of 2020, this course, which is nearing the end of the development stage, is meant to help educators better meet student, school, and community needs and help them apply those practices to their continuous improvement plans.<\/li><li>In another effort to support educator professional development, <em>Michigan Virtual<\/em> will be releasing the first in a series of MASA micro-credentials focusing on district superintendent human resources in spring of 2020. To date, the following MEMSPA micro-credentials have been developed and released in the following areas: Social Emotional Learning, Leadership &amp; Literacy Part 1 (rework), Leadership &amp; Literacy Part 2 (rework), Leadership &amp; Literacy Part 3 (rework), SEL and Whole Child, SEL and MTSS, SEL and Family Engagement, Staff Well-Being, Title IV, and Leading Student Engagement.<\/li><\/ul><hr \/><h2>MVS Catalog<\/h2><h3>Organizational Priority<\/h3><p><em>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following: <\/em><\/p><ul><li><em>Information technology courses. <\/em><\/li><li><em>College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471. <\/em><\/li><li><em>Courses and dual enrollment opportunities. <\/em><\/li><li><em>Programs and services for at<\/em>\u2011<em>risk pupils. <\/em><\/li><li><em>High school equivalency test preparation courses for adjudicated youth. <\/em><\/li><li><em>Special interest courses. <\/em><\/li><li><em>Professional development programs for teachers, school administrators, other school employees, and school board members. <\/em><\/li><\/ul><h3>Updates<\/h3><ul><li>As part of its process of ensuring virtual courses are compatible with modern web browsers, <em>Michigan Virtual<\/em> is systematically removing course components that were previously designed with the Adobe Flash multimedia software platform. Flash components were removed from a total of 63 courses to date, and the following courses are scheduled for Flash removal in the upcoming months: Earth Science A and B, Oceanography A and B, AP Calculus AB (Sem 1 and 2), and AP Calculus BC (Sem 1 and 2). <em>Michigan Virtual<\/em> is also in the process of acquiring a new earth science course from a Virtual Learning Leadership Alliance member to address Flash instances in the currently offered course, and it has reached out to Advantage Press about acquiring the rights to the Flash-based eText for the current Oceanography course. All remaining courses that are being migrated from <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual\u2019s<\/em> Blackboard instance will have Flash components removed as part of the migration process. This course migration is expected to be completed by July 2020. <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Michigan Virtual<\/em> is also in the process of redeveloping the Calculus A\/B, Pre-Calc\/Trig, and Medical Terminology courses, during which all Flash components will be removed. This work is expected to be completed by the end of March 2020.<\/li><\/ul><ul><li><em>Michigan Virtual<\/em> personnel are also currently developing a new AP World History Modern A course. The subject matter expert assigned to this project completed the scripting for the course at the end of January 2020, and the anticipated completion date of the course is March 2020. The team will then move on to the development of the second semester of AP World History Modern B.<\/li><li><em>Michigan Virtual,<\/em> in partnership with St. Clair County Community College (SC4), introduced statewide access to twelve online dual enrollment courses in the Fall 2019 term: ART 120: Art Appreciation; BUS 150: Principles of Business; ENG 101: English Composition I; HIS 101: History of Western Civilization to 1715; HIS 102: History of Western Civilization since 1715; HIS 150: History of the United States, 1877 to Present; MTH 104: Foundations of Math; MTH 113: PreCalculus; MTH: 120 Introduction to Statistics; PS 101: Introduction to Political Science; PSY 180: Introduction to Psychology; and SOC 101: Principles of Sociology.<\/li><li>The primary benefits to Michigan schools and their high school students include: (a) the ability to locate postsecondary dual enrollment options within an online catalog that schools often reference in order to explore options for student scheduling, <em>Michigan Virtual&#8217;s<\/em> Student Learning Portal; (b) statewide access to SC4\u2019s lower, in-district tuition rate; and (c) support services provided by <em>Michigan Virtual<\/em> in collecting and transmitting student registration data and files to the college, assistance in communicating questions to the college\u2019s representatives from school enrollers and registered students, facilitation of invoicing and transmission of tuition and fees from all parties to the college, as well as communication of students&#8217; final grades to the enrolling party at each participating school.<\/li><li>As a means of increasing the benefits offered to high school students through <em>Michigan Virtual&#8217;s <\/em>partnership with SC4, both parties committed to a goal of increasing the number and variety of online course offerings in alignment with the aim of permitting returning students the ability to fully complete the requirements of the Michigan Transfer Agreement (MTA) over the course of two to four years of online dual enrollment coursework while in high school. In order to accomplish this, SC4 needed to provide a minimum of three additional online offerings through <em>Michigan Virtual<\/em> in at least two subject areas (e.g., a second English composition or communications course as well as two science courses, at least one of which containing a lab requirement).<\/li><li>As of the SC4&#8217;s Winter 2020 academic term, the stated goal was met with both the continued offering of the original twelve courses as well as the introduction of thirteen new dual enrollment course offerings: BIO 101: Essentials of Biology (w\/ Lab)*; BIO 110: Cell Biology Basics*; BUS 153: Business Law; CIS 110: CIS Concepts and Careers; CJ 101: Introduction to Criminal Justice; ENG 102: English Composition II*; GEO 101: Earth Science (w\/ Lab)*; GEO 233: World Regional Geography; HE 101: Math Related to Drug Administration; HE 102: Medical Terminology; PSY 220: Life Span Developmental Psychology; PSY 230: Psychology of Effective Leadership and Supervision; and PSY 260: Abnormal Psychology. <em style=\"font-family: Gotham, -apple-system, BlinkMacSystemFont,\">Note: Asterisks (*) above indicate each of the four new dual enrollment courses that fulfill the stated benchmark.<\/em><\/li><li>Michigan high school students now have the ability to fully complete the requirements of the Michigan Transfer Agreement (MTA) through the following online course work.<\/li><\/ul><table><thead><tr><th><strong>MTA Requirement<\/strong><\/th><th><strong>Course Offerings<\/strong><\/th><th><strong>Possible Credits<\/strong><\/th><\/tr><\/thead><tbody><tr><td><p>English Composition, plus a second semester of English Composition or<\/p><p>Communications<\/p><\/td><td>ENG 101 + ENG 102<\/td><td>6<\/td><\/tr><tr><td>Two Social Science courses in two disciplines<\/td><td><p>Two of the following: GEO 233,<\/p><p>HIS 150, PS 101, (PSY 180 or<\/p><p>PSY 220 or PSY 230 or PSY<\/p><p>260), SOC 101<\/p><\/td><td>6- 8<\/td><\/tr><tr><td>Two Humanities and Fine Arts courses in two disciplines<\/td><td><p>ART 120 and either HIS 101 or<\/p><p>HIS 102<\/p><\/td><td>7<\/td><\/tr><tr><td>Two Natural Science courses, one with Lab<\/td><td><p>Two of the following: BIO 101,<\/p><p>BIO 110, GEO 101<\/p><\/td><td>7-8<\/td><\/tr><tr><td>One Mathematics course<\/td><td><p>MTH 104 or MTH 113 or MTH<\/p><p>120<\/p><\/td><td>4<\/td><\/tr><tr><td>Minimum of 30 Total Credits<\/td><td>Nine Total Courses<\/td><td>30-32<\/td><\/tr><\/tbody><\/table><ul><li>In order to provide the most effective and user-friendly online learning experience, <em>Michigan Virtual<\/em> is deep into the process of implementing a new learning management system (LMS) and migrating courses from its current Blackboard instance to this new platform. In October 2019, <em>Michigan Virtual<\/em> released a Request for Proposals for a new K-12 Learning Management System (LMS). Three vendors submitted their letters of intent to demonstrate their wish to participate and their ability to meet our requirements and timeline. The <em>Michigan Virtual<\/em> review committee selected two of the vendors as finalists, and the team completed a rigorous testing process of both vendors&#8217; platforms. A contract with the chosen vendor was signed and work began to install, configure, and test the new LMS. <em>Michigan Virtual<\/em> is now working to develop effective methods of adding its many courses to the new system and planning for a small pilot to occur by the end of March 2020. A subsequent pilot will occur in the summer of 2020, training of staff and instructors will be delivered by the vendor, and multiple items will be validated by the internal team. Public launch for the new LMS is slated for early August 2020.<\/li><\/ul><hr \/><h2>Home-Schooled and Non-public Students<\/h2><h3>Organizational Priority<\/h3><p><em>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services. <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em>\u2019s prices for 2019-2020 school year are the same for home-schooled and nonpublic school students as they are for district students using the same services<a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">.<\/a> <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">Pricing <\/a><a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">Information<\/a> is available on the <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\"><em>Michigan Virtual<\/em><\/a> <a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">website<\/a><a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">.<\/a><\/li><\/ul><hr \/><h2>MVS Annual Report<\/h2><h3>Organizational Priority<\/h3><p><em>(7) Not later than December 1 of each fiscal year, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding state fiscal year: <\/em><\/p><ul><li><em>A list of the districts served by the Michigan Virtual School. <\/em><\/li><li><em>A list of virtual course titles available to districts. <\/em><\/li><li><em>The total number of virtual course enrollments and information on registrations and completions by course. <\/em><\/li><li><em>The overall course completion rate percentage. <\/em><\/li><\/ul><h3>Updates<\/h3><ul><li>The 2018-2019 report on the <em>MVS<\/em> was sent to the legislature in December 2019 and is also posted on the <em>Michigan Virtual<\/em> website as part of <em>Michigan Virtual<\/em>\u2019<i>\u00a0<\/i><a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">Annual Report<\/a><a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">.<\/a> The 2019-2020 report will be provided to the legislature in December 2020.<\/li><\/ul><hr \/><h2>MVS Schools Served<\/h2><h3>Organizational Priority<\/h3><p><em>(8) In addition to the information listed in subsection (7), the report under subsection (7) shall also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix). <\/em><\/p><h3>Updates<\/h3><ul><li><em>Michigan Virtual<\/em> is on schedule to serve a minimum of 600 schools throughout the 2019-20 school year. As part of this process, additional free learning objects are being developed on an ongoing basis and are being added to the GoOpenMichigan website. By March 2020, 250 free learning objects are expected to be added to the website, and an additional 250 free learning objects are scheduled to be added by July 2020.<\/li><\/ul><hr \/><h2>Advisory Board<\/h2><h3>Organizational Priority<\/h3><p><em>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group shall serve at the pleasure of the governor and without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of citizens of this state with high-quality degrees and credentials to at least 60% by 2025. <\/em><\/p><h3>Updates<\/h3><ul><li>Since this section pertains to the actions of the Governor\u2019s office rather than <em>Michigan Virtual<\/em>, no plan were created by <em>Michigan Virtual<\/em>.<\/li><\/ul><hr \/><h2>MVS Budget Costs<\/h2><h3>Organizational Priority<\/h3><p><em>(10) Not later than November 1 of each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year. <\/em><\/p><h3>Updates<\/h3><ul><li>A detailed budget breaking down 2019-2020 projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services was submitted in November. The breakdown of <em>Michigan Virtual<\/em>\u2019s actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year was included in the same mailing as this update.<\/li><\/ul><p><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/02\/2019-20-MV-Plans-Benchmarks-March-1-Update.pdf\" target=\"_blank\" rel=\"noopener\">Download the 2019-20 Plans &amp; Benchmarks March Update<\/a><\/p>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26111\" data-tab=\"11\" role=\"button\" aria-controls=\"elementor-tab-content-26111\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2019-20 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\tFor the 2019-20 school year, <a href=\"https:\/\/www.legislature.mi.gov\/(S(wlosjojngntezes1u4wd5xex))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1698\" target=\"_blank\" rel=\"noopener noreferrer\">Section 98 of the State School Aid Act<\/a> directs <em>MVLRI<\/em> to strengthen teaching and learning for K-12 education by supporting and accelerating innovation and providing leadership in online and blended learning.\n<em>MVLRI<\/em> supports and accelerates innovation by:\n<h3>Supporting and Accelerating Innovation in Education<\/h3>\n<ul>\n \t<li>Testing, evaluating, and recommending as appropriate new technology-based instructional tools and resources.<\/li>\n \t<li>Research, design, and recommending virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/li>\n \t<li>Researching, developing, and recommending annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/li>\n \t<li>Based on pupil completion and performance data reported to the department or the center for educational performance and information from cyber schools and other virtual course providers operating in this state, analyzing the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The report shall be submitted to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/li>\n \t<li>Providing an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The <em>Michigan Virtual Learning Research Institute<\/em> is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the <em>Michigan Virtual Learning Research Institute<\/em> and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the <em>Michigan Virtual Learning Research Institute<\/em> shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the <em>Michigan Virtual University<\/em>. The report shall also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/li>\n \t<li>Identifying and sharing best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/li>\n<\/ul>\n<h3>Providing Leadership for This State\u2019s System of Digital Learning Education<\/h3>\n<ul>\n \t<li>Developing and reporting policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state\u2019s schools.<\/li>\n \t<li>Providing a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/li>\n \t<li>Promoting and distributing the most current instructional design standards and guidelines for virtual teaching.<\/li>\n \t<li>In collaboration with the department and interested colleges and universities in this state, supporting implementation and improvements related to effective virtual learning instruction.<\/li>\n \t<li>Pursuing public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/li>\n \t<li>Creating a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/li>\n \t<li>Convening focus groups and conducting annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/li>\n \t<li>Producing an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/li>\n \t<li>Providing an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the <em>Michigan Virtual University<\/em> shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/li>\n \t<li>Creating and maintaining a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The <em>Michigan Virtual Learning Research Institute<\/em> shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The <em>Michigan Virtual Learning Research Institute<\/em> shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The <em>Michigan Virtual Learning Research Institute<\/em> shall review the virtual course offerings of the <em>Michigan Virtual University<\/em>, and make the results from these reviews available to the public as part of the statewide catalog. The <em>Michigan Virtual Learning Research Institute<\/em> shall ensure that the statewide catalog is made available to the public on the <em>Michigan Virtual University<\/em> website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:\n<ul>\n \t<li>The number of enrollments in each virtual course in the immediately preceding school year.<\/li>\n \t<li>The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.<\/li>\n \t<li>The pass rate for each virtual course.<\/li>\n<\/ul>\n<\/li>\n \t<li>Supporting registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/li>\n \t<li>Collaborating with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/li>\n \t<li>Providing a report on the activities of the <em>Michigan Virtual Learning Research Institute<\/em>.<\/li>\n<\/ul>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/2019-20-MV-Plans-Benchmarks.pdf\" target=\"_blank\" rel=\"noopener\">View the full set of plans and benchmarks<\/a>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26112\" data-tab=\"12\" role=\"button\" aria-controls=\"elementor-tab-content-26112\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2018-19 Directives (March 2019 Update)<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\tSection 98 of the State School Aid Act directs <em>Michigan Virtual<\/em> through its research institute, <em>Michigan Virtual Learning Research Institute<\/em> (<em>MVLRI)<\/em>, to address a variety of tasks to strengthen teaching and learning for K-12 education. <em>Michigan Virtual<\/em>\u2019s mission is to advance K-12 digital learning and teaching through research, practice, and partnerships. This document provides an update on the plans and benchmarks sent to the legislature in November 2018. For simplicity, updates are included after each legislative directive.\n<em>(1) The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each year that includes its mission, its plans, and proposed benchmarks it must meet, which shall include a plan to achieve the organizational priorities identified in this section, in order to receive full funding for 2019-2020. Not later than March 1 of each year, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em>\nThe original<a href=\"https:\/\/mvlri.org\/about\/directives\/november-2018-update\/\"> plans and benchmarks document was provided to the legislature in November<\/a>. This document serves as the March 1 update and completes this legislative directive.\n<h2>(A) Support and accelerate innovation in education through the following activities:<\/h2>\n<h3><strong>Test, Evaluate Tools<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/em>\n<h4>Update<\/h4>\nThis fall, <em>Michigan Virtual<\/em> created an easy-to-use template for educators to work through as they share their stories about using technology in the classroom to serve the needs of students. Throughout the year, we plan to use this process to produce a dozen blog posts that showcase how actual teachers are using various tools in their classrooms and their recommendations on what they are finding useful. Three blog posts have been completed and published to the <em>Michigan Virtual <\/em>website<u><\/u>. The three blogs focus on teacher perspectives around <u><a href=\"https:\/\/michiganvirtual.org\/blog\/using-choice-boards-to-promote-student-agency\/\">developing a choice-based classroom<\/a><\/u> to promote student agency, using <u><a href=\"https:\/\/michiganvirtual.org\/blog\/powtoon-the-animated-video-making-software-that-can-help-you-explain-concepts-to-students\/\">video-making software<\/a><\/u> to teach challenging course material to asynchronous students, and <u><a href=\"https:\/\/michiganvirtual.org\/blog\/using-calendly-for-scheduling-student-meetings\/\">using online calendars<\/a><\/u> to schedule face-to-face time to practice a new language.\nIn November, <em>Michigan Virtual<\/em> published a <u><a href=\"https:\/\/michiganvirtual.org\/blog\/campfire-podcast-engagement-hoopla\/\">new podcast episode on student engagement<\/a><\/u>, and a second podcast, <em><a href=\"https:\/\/anchor.fm\/digitalbackpack\/episodes\/Student-Agency-and-Google-Classroom-e394pb\">Student Agency and Google Classroom<\/a><\/em>, was published in February. \u00a0The <em>Michigan Virtual<\/em> professional learning podcast has since been rebranded as the <em><a href=\"https:\/\/anchor.fm\/digitalbackpack\">Digital Backpack<\/a><\/em><a href=\"https:\/\/anchor.fm\/digitalbackpack\"> podcast<\/a> and moved to a different hosting site; guests and topics are being solidified for the remaining upcoming podcast episodes to be produced this year. Once the podcasts are published, a new SCECH-bearing course will be developed for the Professional Learning Portal.\n<h3><strong>Research, Design, Recommend Virtual Delivery Models<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> continues to explore a wide array of tracking variables gathered in LMS repositories. High school-level mathematics courses in 2016-17 academic year were selected for the study focus and gradebook data were processed to create student trajectory data within a semester window. To identify meaningful subgroups of learners based on their learning behaviors, a growth mixture modeling is being used. The analysis will be completed by May and a report will be published this summer.\nAs an extension of work done in the 2017-18 year, <em>Michigan Virtual<\/em> is collaborating with Dr. Kerry Rice and Dr. Andy Hung of Boise State University to refine models to identify early warning indicators of student success or failure in their online courses, an expanded data set was shared with the researchers in November 2018. For 2018-19, this research was expanded to include course enrollments from prior school years. The expanded model will then be tested on data from another school year. Following completion of this multi-year project, <em>Michigan Virtual<\/em> will post a webinar to the <em>MVLRI<\/em> website this fall.\nIn exploring methods to monitor progress on professional learning, <em>Michigan Virtual <\/em>staff collected network and text data from discussion forums housed in two virtual professional communities and analyzed data using Social Network Analysis, Linguistic Inquiry and Word Count, and word-cloud. A research paper will be presented at conferences in March and April. A publication focused on practical implications is expected to be published this spring.\n<em>Michigan Virtual<\/em> launched two pilots of the NuTeacher app: one with the Lansing School District\u2019s New Teacher Network Initiative, and another with <em>Michigan Virtual<\/em>\u2019s student learning instructional staff. Through the pilots, content was developed to facilitate two different leadership book studies. Feedback from pilot users has been incorporated into numerous continuous updates to the application, and more formal feedback is being collected from the groups to help refine and improve user experience. A pilot is being developed with the Brighton School District shared services program for teacher professional development of their 300 shared services teachers throughout the state.\nSchools that elect to purchase Evolution Labs products from <em>Michigan Virtual<\/em> are asked to complete a short adoption survey approximately 8 weeks after they begin using the product or products that they purchase. The brief survey asks them which products they use, their satisfaction level with each product that they use, and what could be done to improve their satisfaction. They are also asked to describe their strategies for implementing the products and to provide a Net Promoter Score (NPS). Thus far we have provided the survey to four schools. Results have been mixed and our sales team is following up with schools to find out more about each implementation.\nStaff completed preliminary research on effective communication practices among students and instructors. Data from student end of course surveys (Fall semester 2017-18) were examined using a variety of statistical tests, including factor analysis, multivariate analysis of variance, its post-hoc test, and effect size estimation. Dependent variables included final grades, course engagement indicators (course access count and duration), student perceived course quality, and student course satisfaction. As independent variables, the study used grouping variables by which students were categorized based on their report on communication practices (e.g., Yes vs. No to welcome messages by the instructor) and preference of communication tools (e.g., least vs. most preferred \u201cMessaging Tools\u201d). With some significant findings from the preliminary study, data collection for the final research with \u201cMessaging Tools\u201d embedded into Blackboard has started. A report detailing the findings from both studies will be published this summer.\n<h3><strong>Recommend Evaluation Criteria for Cyber and Online Providers<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> staff, along with staff from MDE, have actively participated in the revision of the <u><a href=\"http:\/\/www.nsqol.org\/\">National Standards for Online Programs, Online Teaching, and Online Course Standards<\/a><\/u> led by the Virtual Learning Leadership Alliance and Quality Matters. The standards for programs and for teaching are scheduled to be published in February. The course standards work has begun and is tentatively scheduled for release in fall 2019. Upon their release, <em>Michigan Virtual<\/em> will promote the updated standards on its website, in presentations and newsletters, and in meetings with the many partnerships it maintains within and beyond Michigan.\n<em>Michigan Virtual<\/em> has also worked closely with MDE to coordinate and clarify communications to the field about online learning. An example of this has been collaboration about the messaging and raising awareness of the Early Literacy Essential Practices online modules. <em>Michigan Virtual <\/em>and MDE will also be meeting soon to discuss the findings of the latest Effectiveness Report and strategize about mechanisms to improve student performance.\nAnother spring meeting with MDE will be to share information with the department about <em>Michigan Virtual<\/em>\u2019s program reviews. <em>Michigan Virtual<\/em> offers <u><a href=\"https:\/\/mvlri.org\/resources\/online-program-reviews\/\">supplemental online program reviews<\/a><\/u> to Michigan school districts for the purpose of reviewing their programs in the areas of: content procurement and monitoring practices, instructor training and communication, mentor training and student support techniques, student selection processes, parent communication and support, and overall program evaluation. Reviews collect survey and interview data from online programs and culminate in reports that include written feedback on the strengths and opportunities for further development in each of the focus areas as well as more than 60 resources schools may utilize to increase program effectiveness. A rubric is included as a resource for school leaders to reflect on the structure and implementation of online courses in their schools. <em>Michigan Virtual<\/em> invites schools to participate through Michigan\u2019s education organizations\u2019 newsletters, at presentations, on its website and through individual invitations to participate.\n<h3><strong>Effectiveness Report<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center for educational performance and information from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The report shall be submitted to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/em>\n<h4>Update<\/h4>\nWork is currently underway for the 2017-18 Effectiveness Report. A presentation will be given to MDE and CEPI in March to gather feedback and receive their permission to release the report. The report will be made publically available through the MVLRI website in March. We have recently updated the <u><a href=\"https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\">2016-17 Effectiveness Report webpage<\/a><\/u> to contain all of the information for the report directly inside the webpage rather than in a .pdf format. This change will help users find the content more easily by improving search engines\u2019 abilities to review the findings. Putting the content directly into the website also helps meet web accessibility standards as well as providing a mobile-friendly version. We expect to use this new format for the upcoming report. Information about the report and how to view it online will be provided to the required subcommittee personnel and other government staff identified under this section.\nA summary infographic and cover letter will be mailed to superintendents and high school and middle school principals in April providing easy-to-consume key findings and communicating how to access the full report. A free webinar in April will be recorded and posted on the website for on-demand viewing.\n<h3><strong>Deliver PD and Submit PD Report<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report shall also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/em>\n<h4>Update<\/h4>\nIn the first five months of the fiscal year, <em>Michigan Virtual<\/em> has had over 19,000 online professional learning enrollments in its Professional Learning Portal. We are on pace to surpass the 30,000 enrollment target.\n<em>Michigan Virtual<\/em> continues to host and support the website to support the dissemination of the <em><u><a href=\"https:\/\/literacyessentials.org\/\">Essential Instructional Practices in Early Literacy<\/a><\/u><\/em>. Each of the Literacy Essentials courses, spanning pre-K, K-3, and schoolwide, are currently live on the Professional Learning Portal. As of mid-February, there have been 9,354 enrollments in the Early Literacy courses since October 1, 2018.\n<em>Michigan Virtual<\/em> has also been active training teachers in our Collaborative model. Currently, <em>Michigan Virtual<\/em> has developed a Collaborative Partnership model with four different unique school districts \/ Intermediate School Districts throughout the state. Thirty-three teachers have been trained and coached over the duration of the agreements. We have provided a total of 11 face-to-face professional development opportunities between all partnerships; developed, provided, and facilitated online onboarding courses for all teachers; and provided individual coaches for each teacher to act as a means of direct support and mentorship. We\u2019ve also offered bi-monthly professional development webinars directly aligned with national standards for quality online teaching, with topics including, but not limited to: academic integrity, online accessibility and student accommodations, differentiation, automated communication, effective feedback, quality announcements, formative assessment, student engagement, and learning management system efficiencies as well.\n<em>Michigan Virtual<\/em>\u2019s annual Collaboration of the Minds professional learning conference is scheduled for July 31-August 1, 2019, and its theme will be <em>personalization<\/em>. This event brings together all <em>Michigan Virtual<\/em> instructors for two full days of training, team building, learning and collaboration. This year, the Professional Learning Services team will join us in opening the second day of the event up to all teachers across the state. In addition, we will host mentors for their own version of Collaboration of the Minds. This effort is designed to help foster the spirit of collaboration, learning together and developing a greater understanding of personalization to support students across the State.\nThe 2017-18 professional development report was published as part of <em>Michigan Virtual<\/em>\u2019s <u><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/11\/Annual-Report-2017-18-web.pdf\">Annual Report<\/a><\/u>, and the 2018-19 report is on track to be submitted no later than December 1, 2019.\n<h3><strong>Identify\/Share Best Practices<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual\u2019<\/em>s <u><a href=\"https:\/\/mvlri.org\/resources\/guides\/\">Guides to Online Learning<\/a><\/u> provide key definitions, research findings and practical strategies for what kind of preparations and support systems are necessary to ensure students succeed in their online courses. They are free and downloadable on our website. Most recent is the <em><u><a href=\"https:\/\/mvlri.org\/resources\/guides\/admin-guide\/\">Administrator Guide to Online Learning<\/a><\/u><\/em> which was supported and promoted by MASA, MASSP, MEMSPA, and MAISA. The guides are used by other states and countries and can be customized. Michigan\u2019s education organizations promote the guides to their memberships and provide presentation opportunities for <em>Michigan Virtual<\/em> staff at their member functions. The guides are reviewed annually and updates are published as research is expanded and new tools and resources are produced in the field. Alternative formats are being explored, such as a mobile application, for the purpose of expanding use of the best practices published in the guides.\nThe <u><a href=\"http:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a><\/u> programs and teaching were released on March 1, 2019. The National Standards for Quality Online Learning Course Standards review began in February 2019 and are expected to be released in the fall of 2019. <em>Michigan Virtual<\/em> has been heavily involved in the creation of each of these standards, including having members on the leadership and working groups. <em>Michigan Virtual <\/em>promotes the standards on its website, in presentations and newsletters and in meetings with the many partnerships it maintains within and beyond Michigan.\nOffers to conduct <a href=\"https:\/\/mvlri.org\/resources\/online-program-reviews\/\">Supplemental Online Program Reviews<\/a> for Michigan schools free-of-charge are published on our website, in our newsletters and via publication announcements distributed monthly. Several of Michigan\u2019s education organizations communicate to their memberships about the opportunity. The Michigan Department of Education also recommends the reviews to schools. Invitations to 194 individual schools in Michigan were sent in January 2019. All Michigan schools were sent a letter in fall 2018 enclosing <em><a href=\"https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/a><\/em> and included information about the Supplemental Online Program Reviews.\n<em>Michigan Virtual<\/em> will be delivering seven presentations at the annual MACUL (Michigan Association of Computer Users in Learning) conference in March. The MACUL conference has approximately 5,000 attendees and is the state\u2019s premier educational technology professional learning conference. Session titles include: 10 Innovative Tech Tools You Can Bring into Your Classroom Tomorrow, Expectations vs. Reality of Online Teaching, High School Online Learners Share Their Stories, You Get Three Wishes from the PD Genie: What Are They?, Unlocking Personalized Learning for Students, Social-Emotional Learning Enters the Digital World, and How the G Suite for Education Can Help You Personalize Your Classroom. A lab session entitled It\u2019s Time to Get Smart: Bringing PD to Your Smartphone will also be presented.\n<em>Michigan Virtual<\/em> delivered presentations to 6 different groups in Michigan covering a range of topics. For example, Erin Luckhardt presented &#8220;Tech Tools: Find the Right Fit for your Classroom&#8221; at the Michigan Association of Non-public Schools (MANS) Education Conference. Ken Dirkin presented \u201cThe MASA Micro-Credential: Crafting Your District\u2019s Communications Plan\u201d at the MASA Midwinter Conference. Presentations were also provided at MASB and MEMSPA annual conferences. Online and blended learning presentations were given at Alpena Schools and Cabrini High School.\nOur Blended Learning Live! two-day program supports school-based or district-wide teams as they develop an implementation plan for virtual and personalized learning models at the systems-level. An event is scheduled for April 9-10 at Kent ISD. A face-to-face training on personalized learning is being planned for the summer at an ISD.\n<h2>(b) Provide leadership for this state\u2019s system of virtual learning education by doing the following activities:<\/h2>\n<h3><strong>Policy Recommendations to Gov. \/ Legislature<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools.<\/em>\n<h4>Update<\/h4>\nOur virtual learning recommendations were enclosed with this report. They included three areas of opportunity. The first was to coordinate with the Department to create a one-hour or less training for mentor teachers and look for ways to encourage and promote the training. The second was to assist MDE in creating examples on how to collect parental consent in line with requirements of Section 21f of the State School Aid Act. The final recommendation was to explore with the Department and CEPI the possibility of modifying an existing virtual learning field that schools are required to report to the State. The focus would be on making the item easier to report accurate data on, reduce the number of potential responses from four to three, and increase the usefulness of the data received.\n<h3><strong>Research Clearinghouse<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/em>\n<h4>Update<\/h4>\nBecause the <a href=\"https:\/\/k12onlineresearch.org\/\">Clearinghouse<\/a> is always archiving new research-based resources, <em>MVLRI<\/em> creates and sends out a quarterly newsletter that highlights five new resources and documents progress toward the 100 newly-added resources. The Institute sent out its quarterly newsletter December 2018 which highlights select resources. Each newsletter is sent out with links to sign up for information on how to stay up to date with our latest publications, guides, blogs and research for online and blended learning. As of February 22nd, the Clearinghouse contains information on 968 items.\n<h3><strong>Promote\/Distribute Instructional Design Guidelines and Standards<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/em>\n<h4>Update<\/h4>\nResearch on instructional design guidelines and standards is key to the meaningful design of online and blended learning environments for K-12 students. Because of this,<em> Michigan Virtual <\/em>adds relevant articles and reports in the <a href=\"https:\/\/k12onlineresearch.org\/\">Clearinghouse<\/a> and continues to tag with keywords including \u201cinstructional design\u201d and \u201cstandards\u201d to highlight continued work being done in the field regarding these two topics. To date, there are 60 resources tagged with these keywords.\n<em>Michigan Virtual<\/em> has also been active in the <u><a href=\"http:\/\/www.nsqol.org\/\">National Standards for Quality Online Learning<\/a><\/u> updates. One aspect of our participation has been to help conduct the literature review of existing research pertaining to the design of quality online courses. This literature review has helped to inform the standards with research-based principles.\nAnother effort, to create an online course on instructional design, is in the planning and early design stages. Two instructional designers have been assigned to the project, and they are working on the initial design of the course including writing the course objectives and outline. It is anticipated that the design phase of the project will be completed by March 30, with development taking place in April and May and deployment of the course in the PLP by June 30, 2019.\n<h3><strong>Work with Teacher Preparation Institutions on Digital Learning<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/em>\n<h4>Update<\/h4>\nIn spring 2019, <em>Michigan Virtual i<\/em>s planning to send a communication to the deans at each of the teacher preparation programs at Michigan public universities on how they can use <em>Michigan Virtual<\/em> professional learning content and courses in their college courses to help teachers learn how to teach in online and blended environments. Opportunities to collaborate on Literacy Essentials, online and blended learning, leadership micro-credential courses and classroom practices, and courses focusing on the use of open educational resources developed in partnership with Michigan Department of Education and the #GoOpen initiative will be available. <em>Michigan Virtual<\/em> will also offer to coordinate access to the content as well as provide technical support materials for self-hosting by the college or university.\n<em>Michigan Virtual<\/em> is also working on teacher effectiveness challenges that impact online instructors, particularly those working with <em>Michigan Virtual<\/em> related to the current reporting system for teacher effectiveness. Currently, local schools are required to identify the <em>Michigan Virtual<\/em> teacher as the teacher of record for their local \u2018count day\u2019 reporting. Due to this requirement, <em>Michigan Virtual <\/em>teachers appear to have taught at dozens upon dozens of schools across the State in a single year. In addition, each of those local schools is required to provide an effectiveness rating for the teacher. While <em>Michigan Virtual<\/em> currently conducts annual evaluations of its teachers and reports them to the local school, there is nothing currently preventing a school from assigning its own rating.\nAn additional challenge is in the multiple ratings that a teacher can receive in one year when they work for a local school and <em>Michigan Virtual<\/em> (or other similar service provider). A local school may rate a teacher lower than <em>Michigan Virtual <\/em>leading to potential issues when removing the teacher due to effectiveness. Likewise, <em>Michigan Virtual<\/em> may rate a teacher lower than the local school leading to a group of alternative problems. Neither of these scenarios is ideal for the State or the teacher. The possible identification of a \u2018virtual\u2019 rating and a \u2018traditional\u2019 rating may be a resolution.\n<h3><strong>Public\/Private Partnerships<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(v) &#8211; Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> partnered with the development firm Wondercert to create and invest in a micro-credential platform that will meet the needs of Michigan stakeholders through management of learners, issuers, and reviewers. A design sprint to identify user personae and desired feature sets took place during the week of January 21, 2019. Development of the platform is currently in early stages; once the platform has been launched, <em>Michigan Virtual <\/em>will initiate a promotional effort to encourage issuers and earners to explore and use the platform. Platform requirements will be delivered to <em>Michigan Virtual<\/em> late 2nd quarter, and prototype developed by September 30, 2019.\nIn the fall of 2018, <em>Michigan Virtual<\/em> met with key stakeholders including representatives from Michigan Data Hubs to discover and learn what connections currently exist and validate the concept and approach to developing a connection between our systems and theirs using the Ed-Fi standards. We are currently reviewing agreements with Ed-Fi to begin development work this spring.\n<h3><strong>Mentor Network<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/em>\n<h4>Update<\/h4>\nIn February,<em> Michigan Virtual<\/em> mailed <u><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/Mentor-Postcard.pdf\">postcards<\/a><\/u> to over 2,000 Michigan mentors that shared five ways mentors could take their mentoring skills to the next level. One of the five ways is to join our online community of mentors which has over 250 members.\n<em>Michigan Virtual<\/em> staff are currently scheduling face-to-face trainings for mentors for spring and fall of 2019, including introductory-level trainings to be hosted at ISDs, as well as \u201cSite Institute\u201d trainings to be hosted at schools to showcase their online learning programs and share and gain insights with attendees. Attendees at previous trainings overwhelmingly requested trainings be available at the beginning of the academic year.\nUpdates to online training materials included review and updates to the Online Mentor Community ensuring reports and other assets reflect the most recent information available. The Online Mentor Training course and resources have also been reviewed and modified to include up-to-date information.\n<em>Michigan Virtual<\/em>, through its Outreach Coordinator &#8211; Mentors and Outreach Coordinator &#8211; Special Populations, provides training, resources, and consultations to mentors throughout the school year specifically focused on increasing student achievement in online learning.\n<h3><strong>Focus Groups \/ Annual Surveys<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> is currently working with Public Sector Consultants to collect data from 600 adults and 400 college students to publish its annual findings on the attitudes and awareness of online learning. The survey instruments were finalized, and data collection occurred in mid-February. Data are currently being analyzed, and it is expected that the publication will be posted on the MVLRI website in early March.\nEfforts are also underway to collect end of course data for students. A survey tool was updated by a committee this year to ensure the feedback collected could be applied to course development, instructor practices and overall customer care. As of the end of semester one, we have over 360 student responses. Over 50% of respondents have only taken one online course. When asked about their experience, 86% shared they were highly satisfied. The majority of students prefer communication in the form of email and 99% of students reported their instructor was respectful and caring. We anticipate more responses at the end of the year and will be further promoting the survey to encourage greater participation.\n<em>Michigan Virtual<\/em> staff have completed two student focus groups, one at Northville High School and the other at Chelsea High School. Two more focus group sessions are planned in the spring.\n<em>Michigan Virtual<\/em> also distributes an end-of-course survey to its adult learners each time they successfully complete a course enrollment through the Professional Learning Portal. Survey question topics include learner satisfaction with the course, likelihood of recommending the PLP to a colleague, and general qualitative feedback collected through open text entry. For the current fiscal year, we have received over 1,700 responses to the survey; 92.49% of responses indicate a satisfying experience. Each response is associated with a specific course within the portal, and course feedback is reviewed by the Professional Learning Services and Instructional Product Development teams on a weekly basis to inform improvements and enhancements to the course catalog.\n<em>Michigan Virtual <\/em>has also updated an instrument last used in 2012 to collect information from the Michigan Association for Secondary School Principals. The survey, which we plan to disseminate in coordination with one or more educational organizations, collects feedback from schools on their satisfaction with online course vendors, their criteria for selecting among online providers, and their anticipated needs and use of online learning in the near future. It is expected that the survey will go out to respondents in the next couple of months and be published in the summer or early fall.\n<h3><strong>Consumer Awareness Report<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> continues to host and update the <a href=\"https:\/\/mvlri.org\/consumer-awareness\/\">Consumer Awareness Report<\/a> twice annually. The fall update is complete, and the spring update is forthcoming. In addition to updating the report with the spring data, the spring report will also include data from the upcoming <em>Effectiveness Report<\/em> for the 2017-18 school year. The purpose of this resource is to make consumers aware of the status of online learning in Michigan. It is specifically designed to inform parents, school personnel, and school board members of the nature of online learning options, their effectiveness for Michigan students, the cost of these programs, and current trends.\n<h3><strong>Internet-Based Platform<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual <\/em>has been supporting the <a href=\"https:\/\/goopenmichigan.org\/\">#GoOpen Michigan initiative<\/a> through work in the areas of vetting content and professional development. Utilizing resources provided by the #GoOpen Michigan professional development group, <em>Michigan Virtual<\/em> has built an online course that provides educators with State Continuing Education Clock Hours. This course is accessible through a <a href=\"https:\/\/www.remc.org\/goopenmitoolkit\/\">resource toolkit<\/a> created by the REMC Association of Michigan for use by educators around the state.\nIn addition to staff members serving on the strategy and subcommittee teams, <em>Michigan Virtual <\/em>has been uploading content to the platform. Since October 1, 2019, <em>Michigan Virtual<\/em> has added 254 learning objects in the math, science, computer science, English, and world language subject areas to the #GoOpen Michigan platform. The learning objects target both elementary and secondary learners. At present, <em>Michigan Virtual<\/em> has <u><a href=\"https:\/\/goopenmichigan.org\/browse?f.provider=michigan-virtual\">over 600 learning objects on the platform<\/a><\/u>. Another set of 250 learning objects are planned for transferring to the #GoOpen Michigan platform by March 31, 2019.\nAlong with sharing the open educational learning objects on #GoOpen Michigan, <em>Michigan Virtual<\/em> recently launched a <a href=\"https:\/\/michiganvirtual.org\/course\/goopen-open-educational-resources-in-michigan\/\">free course focused specifically on open educational resources and the #GoOpen Michigan initiative<\/a>. To date, over 200 people have enrolled in the course.\n<h3><strong>Maintain Statewide Catalog of Online Courses<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:\n<\/em><em>(a) The number of enrollments in each virtual course in the immediately preceding school year.\n<\/em><em>(b) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.\n<\/em><em>(c) The pass rate for each virtual course.<\/em>\n<h4>Update<\/h4>\nThe statewide catalog website allows the district catalog manager to manually create or update the course review results or to create performance data for a school year in individual courses through the interface. <em>Michigan Virtual<\/em> collects performance data in bulk from participating districts and uploads that data into the statewide catalog database each summer.\nA transition plan to incorporate the National Standards for Online Courses into the statewide catalog has been created. After the standards are published in 2019, the new standards will be added to the catalog so that schools can choose to use them. Dependencies exist between the currently published standards and the updated standards which will result in both versions existing in the statewide catalog for an undetermined period of time.\nAs of March 1, 2019, three <em>Michigan Virtual<\/em> courses have been reviewed and approved by Quality Matters. One additional course is currently in the QM review process. The remaining six courses are on schedule for review and approval by September 30, 2019.\n<h3><strong>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual <\/em>provides personalized support to users of the statewide course catalog. User support includes creating new district catalog administrators and new vendors, uploading completion data, providing database support for reporting and for managing course offerings. Training is provided as requested and a webinar recording is accessible as a training resource. More than 50 knowledge base articles are maintained which include step-by-step instructions for districts on how to allow and accept enrollments through the statewide catalog, how to manage payment options, and how to communicate student performance through the system.\n<h3><strong>Examine District-Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/em>\n<h4>Update<\/h4>\nAdministrators at <em>Michigan Virtual<\/em> developed and piloted a modified Danielson evaluation rubric in the 2017-18 school year evaluation cycle with a small group of full-time instructors. Based on the results of the pilot and feedback from instructors and administrators, the evaluation rubric was further honed to better represent best practices in online teaching. The 2018-19 evaluation cycle will see the rollout of the Danielson rubric to all <em>Michigan Virtual<\/em> instructors, both full-time and part-time, with the goal of continuous improvement in online teaching practices.\nThe part-time instructors have been uploaded into the Frontline System which we will be using to deliver the evaluation. We have shared with them a copy of the modified Danielson Rubric on at least two occasions so they are aware of the criteria. Instructors have created their accounts and we will begin conducting the formal evaluation process in late March\/early April.\nThe evaluation effort has not solely focused on <em>Michigan Virtual<\/em> teachers. Through the Collaborative partnerships that <em>Michigan Virtual<\/em> has established, we have provided support services and resources to Gull Lake Schools, St. Clair County and Lakeshore Schools. These resources are provided in an effort to help support the local evaluation of teachers working in an online format for the local school or system of schools. Our goal is to establish additional Collaborative partners in this format and provide similar resources by the fall of 2019. <em>Michigan Virtual<\/em> staff have also presented on its teacher evaluation system during a webinar and conference session.\n<em>Michigan Virtual<\/em> staff continue to work closely with MDE and CEPI around online learning quality assurance measures. A meeting next month will occur to share findings of the latest Effectiveness Report and discuss what steps can be taken to improve student learning outcomes.\n<h3><strong>Institute Annual Report<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/em>\n<h4>Update<\/h4>\nThe 2017-18 report on the <em>Michigan Virtual<\/em> Learning Research Institute was sent to the legislature in December 2018 and is also posted on the <em>Michigan Virtual<\/em> website as part of <em>Michigan Virtual<\/em>\u2019s <u><a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">Annual Report<\/a><\/u>. The 2018-19 report will be provided to the legislature in December 2019.\n<h3><strong>Operate the Michigan Virtual School<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:\n<\/em><em>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> has maintained its accreditation from AdvancED. Language is prominent on the <a href=\"https:\/\/michiganvirtual.org\/students\/\">student page of <\/a><em><a href=\"https:\/\/michiganvirtual.org\/students\/\">Michigan Virtual<\/a><\/em><a href=\"https:\/\/michiganvirtual.org\/students\/\"> website<\/a> that informs visitors about the statewide laboratory and quality model of instruction and the AdvancED accreditation. In addition, we also share about using an independent third-party, Quality Matters, to conduct quality reviews of many of our courses. These quality control measures are part of <a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\">what makes<\/a><em><a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\"> Michigan Virtual<\/a><\/em><a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\"> courses different than many other providers<\/a>.\n<h3><strong>Restricted Use of Appropriation for MVS<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/em>\n<h4>Update<\/h4>\nOn October 5, 2018, the <em>Michigan Virtual <\/em>Board of Directors approved a budget for FY19 that allocated no more than $1M to subsidize the virtual school. Similarly, based on audited figures from the prior fiscal year, an independent third-party auditing firm concluded that <em>Michigan Virtual <\/em>adhered to this requirement for the 2017-18 school year.\n<h3><strong>Background Checks for MVS<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> is approved by the Michigan State Police (MSP) as a qualified entity to use the MSP Criminal History Record Internet Subscription Service (CHRISS) for fingerprinting for employment, assignment, or volunteer placement as authorized by the National Child Protection Act. <em>Michigan Virtual<\/em> is working with its teachers and staff to complete background checks and MSP fingerprint checks through this process.\n<h3><strong>Appropriation for Expanding Online and Blended Professional Development Programs<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> partnered with the development firm Wondercert to create and invest in a Micro-credential platform that manages learners, issuers, and reviewers. A design sprint to identify user personae and desired feature sets took place during the week of January 21, 2019. Development of the platform is currently in early stages; once the platform has been launched, <em>Michigan Virtual<\/em> will initiate a promotional effort to encourage issuers and earners to explore and use the platform. Platform requirements will be delivered to<em> Michigan Virtual<\/em> late 2nd quarter, and prototype developed by late 3rd quarter 2019. Promotion of the platform will coincide with its official launch.\nEven though the new Micro-credential platform is not developed, <em>Michigan Virtual<\/em> has been active in developing Micro-credentialed courses. <em>Michigan Virtual<\/em> has engaged with partners including the Michigan Elementary and Middle School Principals Association, the Michigan Association of Superintendents and Administrators, and the Michigan Assessment Consortium to build and host micro-credentialed learning experiences, including courses on leadership and literacy, school mission and vision, district communication plans, and conducting comprehensive needs assessments. To date, seven micro-credentialed courses have been launched in the PLP, with nearly 35 more courses at various stages of development.\n<em>Michigan Virtual <\/em>also launched two pilots of the NuTeacher app: one with the Lansing School District\u2019s New Teacher Network Initiative, and another with <em>Michigan Virtual<\/em>\u2019s student learning instructional staff. Through the pilots, content was developed to facilitate two different leadership book studies. Feedback from pilot users has been incorporated into numerous continuous updates to the application, and more formal feedback is being collected from the groups to help refine and improve user experience. A pilot is being developed with the Brighton School District shared services program for teacher professional development of their 300 shared services teachers throughout the state.\nIn the fall of 2018, <em>Michigan Virtual<\/em> met with key stakeholders including representatives from Michigan Data Hubs to discover and learn what connections currently exist and validate the concept and approach to developing a connection between our systems and theirs using the Ed-Fi standards. We are currently reviewing agreements with Ed-Fi to begin development work this spring.\n<h3><strong>MVS Catalog<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:\n<\/em><em>(a) Information technology courses.\n<\/em><em>(b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471.\n<\/em><em>(c) Courses and dual enrollment opportunities.\n<\/em><em>(d) Programs and services for at\u2011risk pupils.\n<\/em><em>(e) High school equivalency test preparation courses for adjudicated youth.\n<\/em><em>(f) Special interest courses.\n<\/em><em>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em> is interested in adding multiple computer programming course to our catalog. Five computer programming courses from three different course providers have been evaluated. Three courses were recommended for acquisition: Intro to Java Programming, JavaScript Game Design and Procedural Programming. <em>Michigan Virtual<\/em> also engaged in discussions with the Pinckney Cybersecurity Training Institute (PCTI), a provider of CISCO coursework related to computer networking, cybersecurity, and the Linux operating system. The proposed partnership would provide for PCTI to offer statewide enrollment in a fully-virtual version of their program with enrollment and course management administered by <em>Michigan Virtual<\/em>. These courses support the development of three coherent information technology (IT)-related pathways of study to prepare students for one or more industry-recognized certification exams. Proposed Pathways for students to design their 4-year plan are in development.\nWork to develop six new world language courses this year is on pace. Three world language courses are complete, including German 2A, French 2A, and Japanese 2A. The remaining three (German 2B, French 2B, and Japanese 2B) will be completed by July 2019.\nIn December 2018, <em>Michigan Virtual <\/em>completed development of a credit recovery version of its Algebra 1A course and acquired a second model for credit recovery in Algebra 1A from Florida Virtual (Global School). <em>Michigan Virtual <\/em>has participation agreements with ten schools or school districts in Michigan providing each school with scholarships to enroll students in these courses and authorizing <em>Michigan Virtual<\/em> to determine the random placement of students within the two courses for the purpose of testing both course models. The pilot runs from January 21, 2019 to June 7, 2019.\n<em>Michigan Virtual <\/em>evaluated seven middle school elective courses from two course providers during October-December 2018. Two courses, Character Education and Computer Basics, are scheduled for review by subject matter experts who will recommend content revisions to complement the instructional model within the course as well as address potential web accessibility concerns. One or both courses will be available for the 2019-20 school year.\nIn addition to adding new courses, <em>Michigan Virtual<\/em> has been active in revising and updating some of its existing courses. Fourteen courses have been identified and are in various stages of the review and update process. All are on schedule for completion and will replace the existing versions for the start of the 2019-20 school year.\nA review of legislative and policy implications has been conducted for the potential introduction of statewide dual enrollment course offerings in the<em> Michigan Virtual<\/em> catalog. Exploration with Michigan State University and St. Clair Community College led to proposals being sent to the interim president at Michigan State and the current president at St. Clair Community College. A meeting was held on February 21, 2019 with Dr. Deborah Snyder, President, and her team at St. Clair Community College to discuss possibilities for dual enrollment courses for the 2019-20 school year.\n<h3><strong>Home-Schooled and Non-Public Students<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/em>\n<h4>Update<\/h4>\n<em>Michigan Virtual<\/em>\u2019s prices for 2018-19 school year are the same for home-schooled and nonpublic school students as they are for district students using the same services. <u><a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">Pricing Information<\/a><\/u> is available on the <em>Michigan Virtual <\/em>website.\n<h3><strong>MVS Annual Report<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(7) Not later than December 1 of each fiscal year, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding state fiscal year:\n<\/em><em>(a) A list of the districts served by the Michigan Virtual School.\n<\/em><em>(b) A list of virtual course titles available to districts.\n<\/em><em>(c) The total number of virtual course enrollments and information on registrations and completions by course.\n<\/em><em>(d) The overall course completion rate percentage.<\/em>\n<h4>Update<\/h4>\nThe 2017-18 report on the <em>Michigan Virtual School<\/em> was sent to the legislature in December 2018 and is also posted on the <em>Michigan Virtual<\/em> website as part of <em>Michigan Virtual<\/em>\u2019s <u><a href=\"https:\/\/michiganvirtual.org\/about\/annual-reports\/\">Annual Report<\/a><\/u>. The 2018-19 report will be provided to the legislature in December 2019.\n<h3><strong>MVS Schools Served<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(8) In addition to the information listed in subsection (7), the report under subsection (7) shall also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/em>\n<h4>Update<\/h4>\nTo date for the 2018-19 school year, <em>Michigan Virtual<\/em> has served 603 Michigan schools with online courses for students. The <em>Michigan Virtual<\/em>\u2019s Online Orientation Tool (OLOT) continues to be accessed by about a hundred schools as efforts are underway to provide more accessible content through the #GoOpen Michigan platform.\n#GoOpen Michigan hosts over 600 resources and learning objects from <em>Michigan Virtual<\/em> and has over 1000 active users.\nAs of March 1, 2019, 254 learning objects in the math, science, computer science, English, and world language subject areas have been moved to the #GoOpen Michigan platform. The learning objects target both elementary and secondary learners. The next set of 250 learning objects will be transferred to the #GoOpen Michigan platform by March 31, 2019.\n<h3><strong>Advisory Board<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group shall serve at the pleasure of the governor and shall serve without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of citizens of this state with high-quality degrees and credentials to at least 60% by 2025.<\/em>\n<h4>Update<\/h4>\nAn advisory group has not been appointed by the governor.\n<h3><strong>Michigan Virtual Budget Costs<\/strong><\/h3>\n<h4>Organizational Priority<\/h4>\n<em>(10) Not later than November 1 of each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/em>\n<h4>Update<\/h4>\nA detailed budget breaking down 2018-19 projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services was submitted by November 1, 2018. The <u><a href=\"http:\/\/media.mivu.org\/mvu\/MVSProjectedCourseCostsFY19.pdf\">FY19 projected costs<\/a><\/u> are also available online. The breakdown of <em>Michigan Virtual<\/em>\u2019s actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year was included in the same mailing as this update.\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26113\" data-tab=\"13\" role=\"button\" aria-controls=\"elementor-tab-content-26113\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2018-19 Directives (November 2018 Update)<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\tThis report is being submitted in fulfillment of the following legislative directive:\n<em>The Michigan Virtual University shall provide a report to the legislature not later than November 1 of each year that includes its mission, its plans, and proposed benchmarks it must meet, which shall include a plan to achieve the organizational priorities identified in this section, in order to receive full funding for 2019-2020. Not later than March 1 of each year, the Michigan Virtual University shall provide an update to the house and senate appropriations subcommittees on school aid to show the progress being made to meet the benchmarks identified.<\/em>\n<strong>Mission: Advance K-12 digital learning and teaching through research, practice, and partnerships.<\/strong>\n<h3><strong>Test, Evaluate Tools:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(a)(i) &#8211; Test, evaluate, and recommend as appropriate new technology-based instructional tools and resources.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nTo better serve educators looking for quality educational tools to meet all their needs, <em>Michigan Virtua<\/em>l will publish a blog series focused on educators who are utilizing technology in the classroom to serve the needs of their students. This series, consisting of multiple posts throughout the year, will showcase how teachers are using various tools in their classrooms and their recommendations on what they are finding useful.\n<em>Michigan Virtual<\/em> will also host a podcast series designed to better understand how educators are implementing technology in their classrooms. The podcasts will focus on specific discussions around educational tools and how they are integrated. These podcasts and the information shared by educators will then be packaged together to create a new SCECH-bearing professional development course offered through the Professional Learning Portal.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Host a series of at least 12 blog posts, approximately three per quarter, from educators highlighting their use of technology tools in the classroom.<\/li>\n \t<li>Produce two new professional learning podcasts by April 30, 2019 and two additional podcasts by September 30, 2019.<\/li>\n \t<li>Leverage the assets created through the podcast series to construct a SCECH-bearing professional development course for the Professional Learning Portal no later than September 30, 2019.<\/li>\n<\/ol>\n<h3><strong>Research, Design, Recommend Virtual Delivery Models:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(a)(ii) &#8211; Research, design, and recommend virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual <\/em>will continue to conduct learning analytics research by exploring a wide array of tracking variables gathered in learning management system repositories. Focusing on a mathematics course for two academic years (2016-17 and 2017-18), Growth Mixture Modeling will explore students\u2019 sub-groups based on their learning trajectories in the course. Also the characteristics of students\u2019 mathematical communication will be examined by text-mining and social-network analysis techniques.\nAs a continuation of work done in the 2017-18 year, <em>Michigan Virtual <\/em>will again work with Kerry Rice and Andy Hung of Boise State University to refine models to identify early warning indicators of student success or failure in their online courses. For 2018-19, this research will be expanded to include course enrollments from prior school years. The expanded model will then be tested on data from another school year.\n<em>Michigan Virtual<\/em> has been maintaining online Professional Learning Communities (PLCs) as a guided model to connect educational communities across geographic boundaries and to enhance educators\u2019 professional learning. This year, the community engagement will be researched in depth. Social network analysis and text-mining will examine in what ways characteristics of knowledge sharing and development are evident in discussion forums of online PLCs. The result of this research will provide an adequate guide to model improvement.\nLast fiscal year, <em>Michigan Virtual<\/em> designed a mobile application called \u201cNuTeacher.\u201d NuTeacher was developed to help all teachers, but particularly new teachers, connect, share, and learn from their colleagues. It is based on the theory of action that beginning teachers have a need to connect with master teachers, establish professional relationships, and maintain continuous discussions around classroom-related topics. The app is now available on the iOS App and Google Play stores. This year, pilot studies will be conducted with an urban and rural school district. The pilot studies will include usability and feasibility testing so that improvements can be made in the design of the app itself as well as in creating training resources necessary for optimal rollout.\nIn speaking with stakeholders throughout the state, many leaders are sharing their challenges dealing with social and emotional issues in their districts. To help address this concern, <em>Michigan Virtual<\/em> has partnered with Evolution Labs to make available their Suite 360 online and mobile application. Suite360 is a digital character development and behavior intervention program that offers programs for students and parents as well as professional development for teachers, administrators, and support staff. It also includes a restorative justice program for students who need extra support with conduct and behavior. In this initial year of the partnership, <em>Michigan Virtual <\/em>will collect information from users of this product to better understand how the product is being used, the areas where the product is meeting school\u2019s needs and expectations, and areas for improvement.\nThe dynamic nature of communication that takes place between the instructor and students poses challenges for both. Further, communications between instructors and schools and parents\/guardians are pivotal roles in successful online teaching. To gain an understanding of that dynamic, <em>Michigan Virtual<\/em> will explore the communication experiences and perspectives of instructors. Multiple data sources will include messaging system, phone call, email, announcement, and discussion forums in the course. The communication scope will include academic, collaborative, interpersonal, and managerial. A report detailing the findings from the study will be published on the <em>MVLRI<\/em> website.\nFor the past couple of years, <em>Michigan Virtual<\/em> has worked with Dr. Charles Graham to develop and validate a blended teaching readiness instrument. As part of his work in blended learning, Dr. Graham and his colleagues will be releasing an open educational textbook, entitled <em>K-12 Blended Teaching: A Practical Guide for Teachers<\/em>, in early 2019. <em>Michigan Virtual<\/em> is helping to review and provide feedback on this free resource as well as explore opportunities to collaborate, disseminate, and deepen the learning opportunities and research around this resource.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Publish a report about learning analytics in summer 2019.<\/li>\n \t<li>Post a recorded webinar on early warning indicators and the model developed from <em>Michigan Virtual School<\/em> course data in summer 2019.<\/li>\n \t<li>Publish a report presenting educators\u2019 network and discourse in professional learning communities in spring 2019.<\/li>\n \t<li>Conduct two pilots for the NuTeacher professional learning mobile application by September 2019.<\/li>\n \t<li>Collect data on Suite360 users to identify examples of successful uses of the new product as well as unmet challenges that remain for districts around social and emotional issues.<\/li>\n \t<li>Publish a report on effective communication monitoring and support systems by September 2019.<\/li>\n \t<li>Provide feedback to Dr. Charles Graham and colleagues on their forthcoming free book on K-12 Blended Teaching by Jan. 1, 2019 as well as identify one area for future collaboration to be identified by March 1, 2019.<\/li>\n<\/ol>\n<h3><strong>Recommend Evaluation Criteria for Cyber and Online Providers:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(a)(iii) &#8211; Research, develop, and recommend annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nIn K-12 online learning, a set of standards, specifically iNACOL\u2019s standards for teaching, programs, and courses, are widely-recognized for evaluating online providers. Unfortunately, these standards have not been revised for some time. <em>Michigan Virtual<\/em> staff are part of a nationwide effort to update all three sets of standards. The program and teaching standards are set to be released in early 2019 and the course standards later that year. <em>Michigan Virtual <\/em>staff will spend time throughout this fiscal year serving on leadership and development teams and will share information about the standards and ancillary resources created as part of this update process.\nIn addition to the standards development and dissemination effort, a <em>Michigan Virtual <\/em>staff member has been meeting with MDE and CEPI to coordinate the state\u2019s communication around pupil accounting and other reporting requirements. This staff member will continue to act as a liaison to the department.\n<em>Michigan Virtual<\/em> has also created a protocol for conducting supplemental online program reviews to assess programs in the areas of content procurement and monitoring practices, instructor training and communication, mentor training and student support techniques, student selection processes, parent communication, and overall program evaluation. Each review culminates in a summary of findings detailing program strengths, opportunities to further develop program effectiveness and includes targeted resources regarding the growth opportunities identified during the review. <em>Michigan Virtual<\/em> will provide MDE with a primer on the evaluation process so that it can offer its own reviews, if desired, or recommend the process to schools that may benefit from <em>Michigan Virtual<\/em> conducting a review.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Participate in the revision of the National Standards for Quality Online Learning Programs, Teaching, and Course Standards to be released in 2019.<\/li>\n \t<li>Attend meetings with MDE and CEPI staff to coordinate and clarify communications to the field around online learning.<\/li>\n \t<li>Share information with MDE on how <em>Michigan Virtual<\/em> evaluates supplemental online programs, including the tools developed for the program reviews by spring 2019.<\/li>\n<\/ol>\n<h3><strong>Effectiveness Report:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(a)(iv) &#8211; Based on pupil completion and performance data reported to the department or the center for educational performance and information from cyber schools and other virtual course providers operating in this state, analyze the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The report shall be submitted to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nBy March 31, 2019, <em>Michigan Virtual <\/em>will produce the Effectiveness Report in a form and method consistent with the past version as it has been generally well received and represents the most in-depth, state-level analysis of virtual course enrollments in the country. Like last year\u2019s report, <em>Michigan Virtual<\/em> will also create an infographic summarizing key findings from the report. The report will be mailed to required recipients and also published on the <em>MVLRI<\/em> website. The report\u2019s author will host a webinar, which will be recorded and made available on-demand through the <em>MVLRI<\/em> website.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Report published on <em>MVLRI<\/em> website by March 31<sup>st<\/sup> deadline with physical copies sent to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department postmarked March 31st.<\/li>\n \t<li>At-a-Glance Report Infographic and cover letter detailing the online report and resources mailed to superintendents and high school and middle school principals (approximately 2,000 people) no later than April 30, 2019.<\/li>\n \t<li>Conduct and record a webinar in April to present key findings from the report.<\/li>\n \t<li>Post webinar recording on <em>MVLRI<\/em> website for on-demand viewing.<\/li>\n<\/ol>\n<h3><strong>Deliver PD and Submit PD Report:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(a)(v) &#8211; Provide an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The Michigan Virtual Learning Research Institute is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the Michigan Virtual Learning Research Institute and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the Michigan Virtual Learning Research Institute shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the Michigan Virtual University. The report shall also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual<\/em> currently offers an extensive and wide variety of virtual learning experiences for educational personnel. With key stakeholders, this suite of services has grown to meet a growing number of teachers, school administrators, and school board members through virtual, blended, and face-to-face professional learning experiences. From compliance courses to SCECH credits, <em>Michigan Virtual<\/em> offers a robust catalog of professional learning options to schools.\nAn example of this robustness, <em>Michigan Virtua<\/em>l will continue to host and maintain the Essential Instructional Practices in Early Literacy K-3, Essential Instructional Practices in Early Literacy Pre-K, Essential Instructional Practices in Early Literacy School and Center-wide professional learning modules, and the Early Literacy District Coaches Online Network.\nIn the 2019 year, <em>Michigan Virtual<\/em> will continue to grow its Collaborative Partnership model in which <em>Michigan Virtual<\/em> provides the course content and hosts the course in its Blackboard Learning Management System (LMS) while the district provides the certified Michigan teacher. An integral part of this partnership has been <em>Michigan Virtual<\/em>\u2019s training of district teachers, which consists of a face-to-face day-long event as well as enrollment in an online Instructor Onboarding course.\n<em>Michigan Virtual <\/em>also puts on an annual event called Collaboration of the Minds (COM). COM is an annual two-day professional development conference that serves as an opportunity to bring the large remote teaching staff of <em>Michigan Virtual<\/em>, many of whom have full-time teaching positions in local school districts, together to learn, explore and collaborate with each other. It is the only opportunity throughout the year for all instructors to meet face-to-face and provides time for like-content instructors to explore best practices and strategies for supporting students. The event introduces new learning in the virtual environment, trainings in best practices and collaboration time to explore with fellow instructors. The event has also been expanded to include a mentor workshop to support the needs of this unique group.\nThe PD report for detailing <em>Michigan Virtual\u2019<\/em>s efforts for the 2017-18 school year, as well as the identification of barriers and other opportunities to encourage the adoption of virtual learning in the public education system, will be submitted as part of its annual report. The work for this fiscal year will be reported on in <em>Michigan Virtual\u2019<\/em>s annual report the following year.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Provide a minimum of 30,000 professional learning enrollments.<\/li>\n \t<li>Host and maintain the Early Literacy modules.<\/li>\n \t<li>Train teachers from multiple districts in <em>Michigan Virtual<\/em>\u2019s Collaborative model.<\/li>\n \t<li>Host the 2019 Collaboration of the Minds professional learning conference.<\/li>\n \t<li>Submit the 2018 PD report as part of a combined annual report that also includes <em>Michigan Virtual\u2019<\/em>s annual Institute report specified under 2(b)(xiii) and the annual report required under subsection 7 for the <em>Michigan Virtual School<\/em> no later than December 1, 2018. This is a requirement from the previous fiscal year that crosses over fiscal years.<\/li>\n \t<li>Submit the 2019 Professional Development report detailing <em>Michigan Virtual<\/em>\u2019s professional learning services and the identification of barriers and opportunities report by December 1, 2019.<\/li>\n<\/ol>\n<h3><strong>Identify\/Share Best Practices:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(a)(vi) &#8211; Identify and share best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual <\/em>will continue to maintain and update, where necessary, its series of role-specific guides to online learning. Consisting of guides for students, parents, teachers, mentors, school administrators, and school board members, the resources are in use around the globe assisting schools with implementing their virtual programs. The guides are currently available as pdf downloads from the <em>Michigan Virtual<\/em> websites. <em>Michigan Virtual<\/em> will explore alternative formats, such as mobile applications, that might broaden the dissemination of these best practice guides. Additional best practices are shared through the <em>Michigan Virtual <\/em>websites including through blog posts, webinars, and podcasts.\nAs mentioned under 2(a)(iii) above, <em>Michigan Virtual <\/em>is also participating in a refresh of the national standards for online programs, online teachers, and online courses. Upon the standards release in 2019, <em>Michigan Virtual<\/em> will help to raise awareness and promote these new tools for evaluating virtual and blended programs.\n<em>Michigan Virtual <\/em>also spreads best practice by conducting supplemental online program reviews free of charge to Michigan schools. These reviews assess programs in the areas of content procurement and monitoring practices, instructor training and communication, mentor training and student support techniques, student selection processes, parent communication, and overall program evaluation. Each review culminates in a summary of findings detailing program strengths, opportunities to further develop program effectiveness, and includes targeted resources regarding the growth opportunities identified during the review.\n<em>Michigan Virtual <\/em>staff will also spread best practices through presentations at a number of conferences. National, state, and local presentations on a variety of relevant topics on online and blended learning are given throughout the year at the conferences for leading educational organizations, such as MACUL, MANS, MASA, MASB, MASSP, MEMSPA.\n<em>Michigan Virtual<\/em> staff also offers blended training events. These training events, known as Blended Learning Live!, consist of an immersive, two-day program implemented to support school-based or district-wide teams of five, including at least one district or building leader and one teacher. Participants are introduced to various blended learning models and develop an implementation plan for virtual and personalized learning models at the systems-level.\n<em>Michigan Virtual<\/em> staff are also looking at creating and facilitating a new face-to-face training around personalized learning with technology.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Maintain, and update where needed, best practice guides in online learning for students, parents, teachers, mentors, school administrators, and school board members.<\/li>\n \t<li>Explore alternative formats to extend the usefulness and adoption of the best practice guides.<\/li>\n \t<li>Participate in the creation of and promote the release of the national standards for online programs, online teaching, and online courses expected in 2019.<\/li>\n \t<li>Offer to conduct Supplemental Online Program Reviews for Michigan schools free-of-charge.<\/li>\n \t<li>Present at a minimum of five Michigan conferences on topics relevant to online and blended learning.<\/li>\n \t<li>Offer at least one Blended Learning Live! event by fall 2019.<\/li>\n \t<li>Facilitate at least one face-to-face training on personalized learning by fall 2019.<\/li>\n<\/ol>\n<h3><strong>Policy Recommendations to Gov.\/Legislature:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(i) &#8211; Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective virtual learning in this state&#8217;s schools.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual <\/em>will provide feedback on current virtual learning policies and make recommendations that will accelerate the use of effective virtual learning in the state.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Before December 31, 2018, submit virtual learning policy recommendations to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the Department.<\/li>\n<\/ol>\n<h3><strong>Research Clearinghouse:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(ii) &#8211; Provide a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nMaintain the existing clearinghouse website (<u><a href=\"http:\/\/k12onlineresearch.org\/\">http:\/\/k12onlineresearch.org\/<\/a><\/u>) and add 100 additional resources to the website throughout the fiscal year. Currently, the nationally-recognized clearinghouse acts as an aggregator of K-12 online and blended research and key publications. To date, there are over 900 resources cataloged in the clearinghouse. On a quarterly basis, <em>Michigan Virtual<\/em> will email a clearinghouse newsletter to the <em>MVLRI<\/em> mailing list and share it via social media outlets to highlight five new resources added during that time period.\n<em>Michigan Virtual<\/em> also maintains a website for <em>MVLRI<\/em> that publishes research reports and other information related to virtual learning.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Create and send out quarterly newsletters that highlight five new resources and document progress toward the 100 newly added resources to the clearinghouse by the end of the fiscal year.<\/li>\n \t<li>Continue to promote and add resources to the <em>MVLRI<\/em>.org website in the form of blogs, publications, webinars, podcasts, and the clearinghouse.<\/li>\n<\/ol>\n<h3><strong>Promote\/Distribute Instructional Design Guidelines and Standards:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(iii) &#8211; Promote and distribute the most current instructional design standards and guidelines for virtual teaching.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual<\/em> will maintain and update the instructional design guidelines and standards tagged in the clearinghouse. <em>Michigan Virtual<\/em> will provide leadership and guidance during the revamp of the National Quality Standards for Online Teaching, Quality Standards for Online Programs, and Quality Standards for Online Courses, which will all help to inform Michigan-based work in the area of online and blended learning. Part of these leadership activities is to conduct the literature review for the Course Standards refresh. <em>Michigan Virtual <\/em>will also create an online course on instructional design and make this course available through its Professional Learning Portal.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Include links to instructional design guidelines and standards in the clearinghouse tagged under the keywords \u201cinstructional design\u201d and \u201cstandards.\u201d<\/li>\n \t<li>Participate in the National Standards work, including assisting with the literature review for the course standards work.<\/li>\n \t<li>Create and make available through the Professional Learning Portal a course on instructional design by September 30, 2019.<\/li>\n<\/ol>\n<h3><strong>Work with Teacher Preparation Institutions on Digital Learning:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(iv) &#8211; In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective virtual learning instruction.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual<\/em> has developed a suite of online resources and courses that may be of value to teacher preparation institutions. These resources include digital content around areas such as early literacy, blended and online instruction, and use of open educational resources. The resources are available to colleges and universities to use through the <em>Michigan Virtual<\/em>-hosted environments, and in some cases, are portable for use in a university-hosted environment.\nAs detailed in greater depth below in the section on teacher effectiveness, <em>Michigan Virtual <\/em>will work with the department to identify issues and challenges specific to online teachers and Michigan\u2019s current system for evaluating teacher effectiveness.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Communicate with Michigan teacher preparation institutions about <em>Michigan Virtual<\/em>\u2019s suite of online resources and courses on topics such as early literacy, blended and online learning, and open educational resources by spring 2019.<\/li>\n \t<li>Work with interested Michigan teacher preparation institutions to coordinate access to the <em>Michigan Virtual<\/em>-hosted content, or where applicable, provide technical support for materials made available for self-hosting by the college or university.<\/li>\n \t<li>Surface potential obstacles specific to virtual instructors that may arise from the current system of teacher effectiveness ratings and reporting.<\/li>\n<\/ol>\n<h3><strong>Public\/Private Partnerships:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(v)- Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual<\/em> is also actively involved in statewide efforts to create an environment for competency-based professional learning. Various stakeholders are teaming together to identify needs and resources for micro-credentials, a certification, or badge for which an individual must prove mastery or competency to earn. This represents a sizable shift from much of the professional learning today which tends to be clock-hour or seat-time based. A primary focus for <em>Michigan Virtual<\/em> in this effort is to surface features and functionalities necessary for managing these micro-credentials statewide.\n<em>Michigan Virtual<\/em> also provides technical assistance to educational group wanting to create their own micro-credentials. This includes reduced rates for design and development work as well as for consultations around areas such as creating reviewer pools, training reviews, and ensuring fidelity of reviews.\n<em>Michigan Virtual <\/em>is also partnering with the Michigan Data Hubs project to construct a plan for how <em>Michigan Virtual<\/em>\u2019s professional learning portal can connect to the data hubs using the Ed-Fi standards. Such integration work between private companies and Michigan schools would reflect a significant advancement on how data sharing occurs, resulting in the streamlining and improvement of data accuracy.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Determine scope and feature set of the micro-credential platform by spring 2019.<\/li>\n \t<li>Promote, once launched, the new micro-credential platform by September 30, 2019.<\/li>\n \t<li>Provide technical assistance to educational organizations around the creation of micro-credentials and their related review teams.<\/li>\n \t<li>Develop a multi-year plan for <em>Michigan Virtual\u2019<\/em>s systems integration with the Ed-Fi standards and the Michigan Data Hubs.<\/li>\n<\/ol>\n<h3><strong>Mentor Network:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(vi) &#8211; Create a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nUsing mentor data from MDE or CEPI, <em>Michigan Virtual<\/em> will reach out to Michigan mentors to invite them to participate in the Online Mentor Community that <em>Michigan Virtual<\/em> facilitates through its Professional Learning Portal. This community provides mentors access to the latest resources, a way to register for upcoming mentor trainings offered by <em>Michigan Virtual<\/em>, and a place to connect with other Michigan educators serving as mentors for online students.\n<em>Michigan Virtual<\/em> also works with mentor leaders throughout the state to conduct onsite trainings at Michigan schools or ISDs. These face-to-face trainings allow mentors to see how mentoring works in other programs, share challenges of practice, and develop and deepen their professional networks.\nIn the last year, <em>Michigan Virtual <\/em>has conducted in-depth research studies of mentors. Using this new, research-based information, <em>Michigan Virtual<\/em> will review and update, where necessary, its existing online trainings to reflect up-to-date best practices.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Invite Michigan mentors, identified through MDE\/CEPI data, to participate in the Online Mentor Community (free-of-charge) by February 1, 2019.<\/li>\n \t<li>Conduct four face-to-face mentor trainings by fall 2019.<\/li>\n \t<li>Maintain and update online training materials using latest research findings by fall 2019.<\/li>\n<\/ol>\n<h3><strong>Focus Groups \/Annual Surveys:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(vii) &#8211; Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nIn line with the past several years,<em> Michigan Virtual <\/em>will conduct a survey of Michigan adults as well as of college students to better understand the public\u2019s attitudes and awareness of online learning opportunities in Michigan. The adult data published establishes important benchmarks for school districts to recalibrate their perspectives on the general public\u2019s views of online learning. In contrast, the college student data presents information about this populations\u2019 opinions and experiences with online learning in high school and college. The results of the survey will be published on the <em>MVLRI<\/em> website.\n<em>Michigan Virtual<\/em> will undertake surveying and focus groups to gather important feedback from our core user groups, including students, teachers, administrators, and school personnel. End of course surveys will be offered to all of our student and professional learners. These will be available online at the end of courses to gather information on the user experience. <em>Michigan Virtual<\/em> will also conduct at least three focus groups with students who are taking, or have taken, one or more online courses. These will be done at different schools in Michigan.\n<em>Michigan Virtual<\/em> is also interested in conducting a survey in partnership with one or more educational organizations. Similar survey work was conducted with MASSP in 2013. The instrument will need to be updated due to changes in the field over the past five years.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Publish results of Michigan adult and college student survey in spring 2019.<\/li>\n \t<li>Collect data on instructors\u2019 communication with students, schools (including onsite mentors), and parents and guardians as part of focus groups and annual surveys and incorporate these findings in the research publication about instructor communication practices by fall 2019.<\/li>\n \t<li>Conduct an online learning survey with one or more educational organizations and publish findings on the <em>MVLRI<\/em> website by fall 2019.<\/li>\n<\/ol>\n<h3><strong>Consumer Awareness Report:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(viii) &#8211; Produce an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nThe consumer awareness report is available as an important link on the Micourses.org homepage, with sections devoted to background, providers, delivery models, performance data, cost structures, research trends, conclusions, and resources. Including this resource as part of the Micourses website provides high visibility for parents, students, and schools exploring 21f options. Data on areas such as the school districts that are putting courses in the catalog, the distribution of courses by ISD, PSA, LEA, and the <em>Michigan Virtual School<\/em>, and disaggregation by key variables such as who is providing the content or the instructor, are updated once in the fall and once in the spring to reflect the changes in those two enrollment windows. Other data throughout the report are also updated on an ongoing basis with a particular emphasis on the fall and spring updates.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Update the Consumer Awareness Report twice annually (fall and spring).<\/li>\n<\/ol>\n<h3><strong>Internet-based Platform:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(ix) &#8211; Provide an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the Michigan Virtual University shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual <\/em>acts as a close partner with the Michigan Department of Education and the #GoOpen Michigan Strategy Team to make available a common Open Educational Resources system (<u><a href=\"https:\/\/goopenmichigan.org\/\">https:\/\/goopenmichigan.org\/<\/a><\/u>) throughout the state. At the GoOpenMichigan website, educators can access open educational resources for modification and use in the classroom. In addition to providing leadership on the platform, <em>Michigan Virtual<\/em> also creates free learning objects for the platform. <em>Michigan Virtual<\/em> is currently working on making available 1,000 <em>Michigan Virtual<\/em>-created learning objects in the GoOpenMichigan website by the end of the fiscal year.\n<em>Michigan Virtual<\/em> will also be releasing modules on its Professional Learning Portal that help educators learn about open educational resources, including how GoOpenMichigan can be leveraged for their classrooms.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Provide leadership to the state\u2019s GoOpen initiative by contributing staff members who serve on the GoOpen strategy teams and subteams.<\/li>\n \t<li>Add at least 250 free learning objects to the GoOpenMichigan website by Dec. 31, 2018.<\/li>\n \t<li>Add at least 250 free learning objects to the GoOpenMichigan website by Mar. 31, 2019.<\/li>\n \t<li>Add at least 250 free learning objects to the GoOpenMichigan website by June 30, 2019.<\/li>\n \t<li>Add at least 250 free learning objects to the GoOpenMichigan website by Sept. 30, 2019.<\/li>\n \t<li>Make available modules on the Professional Learning Portal that address open educational resources, including the state\u2019s GoOpen initiative.<\/li>\n<\/ol>\n<h3><strong>Maintain Statewide Catalog of Online Courses:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(x) &#8211; Create and maintain a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The Michigan Virtual Learning Research Institute shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The Michigan Virtual Learning Research Institute shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The Michigan Virtual Learning Research Institute shall review the virtual course offerings of the Michigan Virtual University, and make the results from these reviews available to the public as part of the statewide catalog. The Michigan Virtual Learning Research Institute shall ensure that the statewide catalog is made available to the public on the Michigan Virtual University website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:<\/em>\n<em>(A) The number of enrollments in each virtual course in the immediately preceding school year.<\/em>\n<em>(B) The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.<\/em>\n<em>(C) The pass rate for each virtual course.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual<\/em> will continue to maintain the statewide course catalog (<u><a href=\"https:\/\/micourses.org\/\">https:\/\/micourses.org\/<\/a><\/u>) including a mechanism for schools to include the results of their course reviews in the catalog as well as their course completion data.\n<em>Michigan Virtual<\/em> is part of a national effort to update the national standards for online learning. The catalog currently uses the existing national course standards for the course reviews. Upon the release of the new course standards in 2019, <em>Michigan Virtual<\/em> will create a plan for transitioning the catalog to include the new standards.\n<em>Michigan Virtual Learning Research Institute<\/em> will cover the expense associated with having Quality Matters, a nationally-recognized third-party for quality assurance, conduct reviews of a minimum of 10 MVS semester-length courses.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Maintain statewide catalog, including the ability for schools to record their course review and course completion data.<\/li>\n \t<li>Create a transition plan to incorporate the soon-to-be released 2019 national standards for online courses into the statewide catalog by fall 2019.<\/li>\n \t<li>Submit a minimum of 10 MVS courses to Quality Matters for independent course quality reviews.<\/li>\n<\/ol>\n<h3><strong>Support Registration, Payment Services, and Transcript Functionality to Statewide Catalog:<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(xi) &#8211; Support registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual<\/em> will continue to support the registration, payment services, and transcript functionality of the catalog. This includes providing technical and customer support for users of the statewide catalog. <em>Michigan Virtual<\/em> will also continue to maintain a public facing knowledge base allowing catalog users to browse for instant help.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Provide technical and customer support for users of the statewide catalog.<\/li>\n \t<li>Based on customer feedback and help-desk tickets, update help documentation to assist users to promptly resolve common issues.<\/li>\n<\/ol>\n<h3><strong>Examine District-Level Accountability and Teacher Effectiveness Related to Virtual Learning<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(xii) &#8211; Collaborate with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nFollowing a successful pilot of a modified evaluation rubric based on the Charlotte Danielson Model to suit the online teaching context, <em>Michigan Virtual<\/em> will implement the modified Danielson evaluation rubric with all instructors both full- and part-time (a minimum of 150 instructors). This effort allows <em>Michigan Virtual<\/em> to continue its effort to support district level accountability and teacher effectiveness issues.\nTo extend the value of the teacher evaluation work that has to date been focused on <em>Michigan Virtual<\/em>, <em>Michigan Virtual<\/em> would like to explore the utility of these materials in evaluating a district\u2019s online teachers. Gathering feedback from a district on how applicable the Michigan Virtual teacher evaluation resources will help Michigan Virtual adapt them for use in a wider range of virtual settings.\nA <em>Michigan Virtual<\/em> staff member has also been meeting regularly with MDE and CEPI to coordinate the state\u2019s communications and create resources around issues such as teacher effectiveness. This staff member will continue to act as a liaison to the department.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Implement the modified Danielson\u2019s evaluation rubric for all instructors (a minimum of 150 instructors) to comply with state guidelines related to teacher effectiveness. These effectiveness ratings will be reported for all instructors to Michigan Department of Education (MDE) by September 30, 2019.<\/li>\n \t<li>Work with one or more districts to make available <em>Michigan Virtual\u2019<\/em>s teacher evaluation resources for evaluating their virtual teachers.<\/li>\n \t<li>Attend meetings with MDE and CEPI staff to coordinate and clarify communications to the field around online learning.<\/li>\n<\/ol>\n<h3><strong>Institute Annual Report<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>2(b)(xiii) &#8211; Provide a report on the activities of the Michigan Virtual Learning Research Institute.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nSubmit required reports detailing<em> Michigan Virtual Learning Research Institute<\/em> activities.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>By December 1, 2018 submit the combined Annual Report for the 2017-18 year.<\/li>\n \t<li>By December 1, 2019 submit the combined Annual Report for the 2018-19 year.<\/li>\n<\/ol>\n<h3><strong>Operate the <em>Michigan Virtual<\/em> <em>School<\/em><\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(3) To further enhance its expertise and leadership in virtual learning, the Michigan Virtual University shall continue to operate the Michigan Virtual School as a statewide laboratory and quality model of instruction by implementing virtual and blended learning solutions for Michigan schools in accordance with the following parameters:<\/em>\n<em>(a) The Michigan Virtual School must maintain its accreditation status from recognized national and international accrediting entities.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual <\/em>is accredited through AdvancED. <em>Michigan Virtual <\/em>will complete any necessary requirements from AdvancED to maintain that accreditation.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Maintain AdvancED accreditation for the 2018-19 school year.<\/li>\n<\/ol>\n<h3><strong>Restricted Use of Appropriation for MVS<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(b) The Michigan Virtual University shall use no more than $1,000,000.00 of the amount allocated under this section to subsidize the cost paid by districts for virtual courses.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nPass board-approved budget that caps appropriation spending for MVS to no more than $1M.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Adopt fiscal year budget which allocates no more than $1M to subsidize the virtual school.\n<ol>\n \t<li>On October 5, 2018, <em>Michigan Virtual<\/em>\u2019s board approved the FY19 budget fulfilling benchmark.<\/li>\n<\/ol>\n<\/li>\n \t<li>Based on audited figures from the prior year, demonstrate that no more than $1M of the state allocation was used to subsidize the virtual school.<\/li>\n<\/ol>\n<h3><strong>Background Checks for MVS<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(c) In providing educators responsible for the teaching of virtual courses as provided for in this section, the Michigan Virtual School shall follow the requirements to request and assess, and the department of state police shall provide, a criminal history check and criminal records check under sections 1230 and 1230a of the revised school code, MCL 380.1230 and 380.1230a, in the same manner as if the Michigan Virtual School were a school district under those sections.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual <\/em>conducts background checks through a private security firm that uses the FBI\u2019s LiveScan fingerprinting process to comply with these requirements.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Conduct criminal background checks on <em>Michigan Virtual<\/em> staff and maintain appropriate documentation.<\/li>\n<\/ol>\n<h3><strong>Appropriation for Expanding Online and Blended Professional Development Programs<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(4) From the funds allocated under subsection (1), the Michigan Virtual University shall allocate up to $500,000.00 to support the expansion of new online and blended educator professional development programs.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nThe following initiatives represent funding priorities for the expansion of new online and blended educator professional development. First, <em>Michigan Virtual<\/em> will identify, through work with state leaders and educational organizations, the feature sets needed in a microcredentialing platform. Second, <em>Michigan Virtual <\/em>will provide some in-kind support to multiple educational organizations requesting <em>Michigan Virtual<\/em>\u2019s assistance with developing online, micro-credentialed professional development courses. Third, <em>Michigan Virtual<\/em> will continue to conduct research into the NuTeacher mobile application outlined above. Fourth, <em>Michigan Virtual<\/em> is partnering with the Michigan Data Hubs project, in coordination with Genesee ISD, to construct a plan for how <em>Michigan Virtual<\/em>\u2019s professional learning platform can connect to the data hubs using the Ed-Fi standards.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Determine scope and feature set of the Micro-credential platform by spring 2019.<\/li>\n \t<li>Promote, once launched, the new Micro-credential platform.<\/li>\n \t<li>Assist multiple educational organizations with the development of Micro-credentialed courses.<\/li>\n \t<li>Conduct two pilots for the NuTeacher professional learning mobile application by September 2019.<\/li>\n \t<li>Develop a multi-year plan for <em>Michigan Virtual<\/em>\u2019s systems integration with the Ed-Fi standards and the Michigan Data Hubs.<\/li>\n<\/ol>\n<h3><strong>MVS Catalog<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(5) If the course offerings are included in the statewide catalog of virtual courses under subsection (2)(b)(x), the Michigan Virtual School operated by the Michigan Virtual University may offer virtual course offerings, including, but not limited to, all of the following:<\/em>\n<em>(a) Information technology courses.<\/em>\n<em>(b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471.<\/em>\n<em>(c) Courses and dual enrollment opportunities.<\/em>\n<em>(d) Programs and services for at<\/em><em>\u2011risk pupils.<\/em>\n<em>(e) High school equivalency test preparation courses for adjudicated youth.<\/em>\n<em>(f) Special interest courses.<\/em>\n<em>(g) Professional development programs for teachers, school administrators, other school employees, and school board members.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nEvaluate additional course development, licensing, and partnership opportunities to both improve and expand the <em>Michigan Virtual School <\/em>catalog of online course offerings in targeted areas, including for the provision of new information technology, world languages, and credit recovery courses, updated courses in mathematics, science, and social studies, and the exploration of viable partnerships with higher education institutions as a precursor to possible future dual enrollment offerings.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Acquire at least one new course related to computer programming to support the creation of at least two coherent, multi-course, online study programs in the information technology career pathway and provide guidance to local schools on course selections aligned to a 4-year educational development plan related to this career pathway.<\/li>\n \t<li>Develop six new world language course offerings in three target languages.<\/li>\n \t<li>Develop and pilot two new online credit recovery offerings in high school Algebra 1.<\/li>\n \t<li>Expand the middle school course catalog by acquiring at least one additional special interest elective course for students in grades 6-8.<\/li>\n \t<li>Identify at least 14 existing courses titles in the <em>Michigan Virtual School<\/em> catalog requiring updates due to aging content, and replace or revise these select courses through a combination of new course developments and licensed vendor course acquisitions.<\/li>\n \t<li>Conduct a review of legislative and policy implications for the potential introduction of statewide dual enrollment course offerings through the <em>Michigan Virtual School <\/em>catalog, explore possible partnership opportunities with higher educational institutions in Michigan, and, should viable options be identified, produce a proposed, multi-year plan in partnership with one or more postsecondary institutions to adopt, develop, or co-develop select dual enrollment course offerings and to establish instructor assignment and student registration procedures in compliance with relevant legal and regulatory requirements under the State School Aid Act 94 of 1979 and the Postsecondary Enrollment Options Act 160 of 1996.<\/li>\n<\/ol>\n<h3><strong>Home-Schooled and Non-public Students<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(6) If a home-schooled or nonpublic school student is a resident of a district that subscribes to services provided by the Michigan Virtual School, the student may use the services provided by the Michigan Virtual School to the district without charge to the student beyond what is charged to a district pupil using the same services.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual <\/em>will continue to adhere to this requirement. <em>Michigan Virtual <\/em>makes available its courses to Michigan home-schooled or nonpublic students at the advertised base rate. <em>Michigan Virtual <\/em>pricing is available at <u><a href=\"https:\/\/michiganvirtual.org\/students\/pricing\/\">https:\/\/michiganvirtual.org\/students\/pricing\/<\/a><\/u>.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Produce 2018-19 pricing with no additional charges for a home-school or nonpublic school student.<\/li>\n<\/ol>\n<h3><strong>MVS Annual Report<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(7) Not later than December 1 of each fiscal year, the Michigan Virtual University shall provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department that includes at least all of the following information related to the Michigan Virtual School for the preceding state fiscal year:<\/em>\n<em>(a) A list of the districts served by the Michigan Virtual School.<\/em>\n<em>(b) A list of virtual course titles available to districts.<\/em>\n<em>(c) The total number of virtual course enrollments and information on registrations and completions by course.<\/em>\n<em>(d) The overall course completion rate percentage.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nSubmit the report detailing <em>Michigan Virtual School <\/em>activities for 2017-18 school year as part of an annual report that also includes the <em>Michigan Virtual\u2019<\/em>s professional development report specified under 2(a)(v) and the Institute annual report required under 2(b)(xiii) no later than December 1, 2018.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Publish report no later than December 1, 2018.<\/li>\n<\/ol>\n<h3><strong>MVS Schools Served<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(8) In addition to the information listed in subsection (7), the report under subsection (7) shall also include a plan to serve at least 600 schools with courses from the Michigan Virtual School or with content available through the internet-based platform identified in subsection (2)(b)(ix).<\/em>\n<h4><strong>Plans<\/strong><\/h4>\n<em>Michigan Virtual <\/em>plans to serve over 500 schools with courses from the <em>Michigan Virtual School<\/em>, with the remaining balance of schools using the free learning objects created by <em>Michigan Virtual<\/em> and made available through the state\u2019s GoOpenMichigan website (<u><a href=\"https:\/\/goopenmichigan.org\/\">https:\/\/goopenmichigan.org\/<\/a><\/u>). <em>Michigan Virtual<\/em> is currently working on making available 1,000 <em>Michigan Virtual<\/em>-created learning objects into the website by the end of the fiscal year. Currently, there are over 800 registered users of the platform. The content is also available to website visitors without a registered account.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>Serve at least 500 Michigan schools with online courses through the <em>Michigan Virtual School<\/em>.<\/li>\n \t<li>Add at least 250 free learning objects to the GoOpenMichigan website by Dec. 31, 2018.<\/li>\n \t<li>Add at least 250 free learning objects to the GoOpenMichigan website by Mar. 31, 2019.<\/li>\n \t<li>Add at least 250 free learning objects to the GoOpenMichigan website by June 30, 2019.<\/li>\n \t<li>Add at least 250 free learning objects to the GoOpenMichigan website by Sept. 30, 2019.<\/li>\n<\/ol>\n<h3><strong>Advisory Board<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(9) The governor may appoint an advisory group for the Michigan Virtual Learning Research Institute established under subsection (2). The members of the advisory group shall serve at the pleasure of the governor and shall serve without compensation. The purpose of the advisory group is to make recommendations to the governor, the legislature, and the president and board of the Michigan Virtual University that will accelerate innovation in this state\u2019s education system in a manner that will prepare elementary and secondary students to be career and college ready and that will promote the goal of increasing the percentage of citizens of this state with high-quality degrees and credentials to at least 60% by 2025.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nSince this section pertains to the actions of the Governor\u2019s office rather than <em>Michigan Virtual,<\/em> no plan has been created by <em>Michigan Virtual<\/em>.\n<h3><strong>MVS Budget Costs<\/strong><\/h3>\n<h4><strong>Organizational Priority<\/strong><\/h4>\n<em>(10) Not later than November 1 of each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a detailed budget for that fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services. Not later than March 1 each year, the Michigan Virtual University shall submit to the house and senate appropriations subcommittees on state school aid, the state budget director, and the house and senate fiscal agencies a breakdown on its actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/em>\n<h4><strong>Plans<\/strong><\/h4>\nContinue to submit required materials.\n<h4><strong>Benchmarks<\/strong><\/h4>\n<ol>\n \t<li>No later than November 1, 2018, submit a detailed budget for 2018-19 fiscal year that includes a breakdown on its projected costs to deliver virtual educational services to districts and a summary of the anticipated fees to be paid by districts for those services.<\/li>\n \t<li>No later than March 1, 2019, submit a breakdown on <em>Michigan Virtual<\/em>\u2019s actual costs to deliver virtual educational services to districts and a summary of the actual fees paid by districts for those services based on audited financial statements for the immediately preceding fiscal year.<\/li>\n<\/ol>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26114\" data-tab=\"14\" role=\"button\" aria-controls=\"elementor-tab-content-26114\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2018-19 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>For the 2018-19 school year, <a href=\"https:\/\/www.legislature.mi.gov\/(S(wlosjojngntezes1u4wd5xex))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1698\" target=\"_blank\" rel=\"noopener noreferrer\">Section 98 of the State School Aid Act<\/a> directs <em>MVLRI<\/em> to strengthen teaching and learning for K-12 education by supporting and accelerating innovation and providing leadership in online and blended learning.<\/p><p><em>MVLRI<\/em> supports and accelerates innovation by:<\/p><h3>Supporting and Accelerating Innovation in Education<\/h3><ul><li>Testing, evaluating, and recommending as appropriate new technology-based instructional tools and resources.<\/li><li>Research, design, and recommending virtual education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/li><li>Researching, developing, and recommending annually to the department criteria by which cyber schools and virtual course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/li><li>Based on pupil completion and performance data reported to the department or the center for educational performance and information from cyber schools and other virtual course providers operating in this state, analyzing the effectiveness of virtual learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils. The report shall be submitted to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, the department, districts, and intermediate districts not later than March 31 of each year.<\/li><li>Providing an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of virtual learning into curricula and instruction. The <em>Michigan Virtual Learning Research Institute<\/em> is encouraged to work with the MiSTEM advisory council created under section 99s to coordinate professional development of teachers in applicable fields. In addition, the <em>Michigan Virtual Learning Research Institute<\/em> and external stakeholders are encouraged to coordinate with the department for professional development in this state. Not later than December 1 of each year, the <em>Michigan Virtual Learning Research Institute<\/em> shall submit a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number of teachers, school administrators, and school board members who have received professional development services from the <em>Michigan Virtual University<\/em>. The report shall also identify barriers and other opportunities to encourage the adoption of virtual learning in the public education system.<\/li><li>Identifying and sharing best practices for planning, implementing, and evaluating virtual and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/li><\/ul><h3>Providing Leadership for This State\u2019s System of Digital Learning Education<\/h3><ul><li>Developing and reporting policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state\u2019s schools.<\/li><li>Providing a clearinghouse for research reports, academic studies, evaluations, and other information related to virtual learning.<\/li><li>Promoting and distributing the most current instructional design standards and guidelines for virtual teaching.<\/li><li>In collaboration with the department and interested colleges and universities in this state, supporting implementation and improvements related to effective virtual learning instruction.<\/li><li>Pursuing public\/private partnerships that include districts to study and implement competency-based technology-rich virtual learning models.<\/li><li>Creating a statewide network of school-based mentors serving as liaisons between pupils, virtual instructors, parents, and school staff, as provided by the department or the center, and provide mentors with research-based training and technical assistance designed to help more pupils be successful virtual learners.<\/li><li>Convening focus groups and conducting annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to virtual learning.<\/li><li>Producing an annual consumer awareness report for schools and parents about effective virtual education providers and education delivery models, performance data, cost structures, and research trends.<\/li><li>Providing an internet-based platform that educators can use to create student-centric learning tools and resources for sharing in the state\u2019s open educational resource repository and facilitate a user network that assists educators in using the content creation platform and state repository for open educational resources. As part of this initiative, the <em>Michigan Virtual University<\/em> shall work collaboratively with districts and intermediate districts to establish a plan to make available virtual resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/li><li>Creating and maintaining a public statewide catalog of virtual learning courses being offered by all public schools and community colleges in this state. The <em>Michigan Virtual Learning Research Institute<\/em> shall identify and develop a list of nationally recognized best practices for virtual learning and use this list to support reviews of virtual course vendors, courses, and instructional practices. The <em>Michigan Virtual Learning Research Institute<\/em> shall also provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts. The <em>Michigan Virtual Learning Research Institute<\/em> shall review the virtual course offerings of the <em>Michigan Virtual University<\/em>, and make the results from these reviews available to the public as part of the statewide catalog. The <em>Michigan Virtual Learning Research Institute<\/em> shall ensure that the statewide catalog is made available to the public on the <em>Michigan Virtual University<\/em> website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f. The statewide catalog shall also contain all of the following:<ul><li>The number of enrollments in each virtual course in the immediately preceding school year.<\/li><li>The number of enrollments that earned 60% or more of the total course points for each virtual course in the immediately preceding school year.<\/li><li>The pass rate for each virtual course.<\/li><\/ul><\/li><li>Supporting registration, payment services, and transcript functionality for the statewide catalog and train key stakeholders on how to use new features.<\/li><li>Collaborating with key stakeholders to examine district level accountability and teacher effectiveness issues related to virtual learning under section 21f and make findings and recommendations publicly available.<\/li><li>Providing a report on the activities of the <em>Michigan Virtual Learning Research Institute<\/em>.<\/li><\/ul><p><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/2018-19-MV-Plans-Benchmarks-Final.pdf\" target=\"_blank\" rel=\"noopener\">View the full set of plans and benchmarking<\/a><\/p>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26115\" data-tab=\"15\" role=\"button\" aria-controls=\"elementor-tab-content-26115\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2017-18 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>For the 2017-18 school year, <a href=\"https:\/\/www.legislature.mi.gov\/(S(wlosjojngntezes1u4wd5xex))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1698\" target=\"_blank\" rel=\"noopener noreferrer\">Section 98 of the State School Aid Act<\/a> directs <em>MVLRI<\/em> to strengthen teaching and learning for K-12 education by supporting and accelerating innovation and providing leadership in online and blended learning.<\/p><p><em>MVLRI<\/em> supports and accelerates innovation by:<\/p><h3>Supporting and Accelerating Innovation in Education<\/h3><ul><li>Testing, evaluating and recommending appropriate new technology-based instructional tools and resources.<\/li><li>Researching, designing and recommending digital education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/li><li>Researching, developing and recommending annually to the department criteria by which cyber schools and online course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/li><li>Analyzing the effectiveness of online learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates and the overall impact on pupils.<\/li><li>Providing an extensive professional development program to at least 30,000 educational personnel, including teachers, school administrators, and school board members that focus on the effective integration of digital learning into curricula and instruction.<\/li><li>Providing a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number and percentage of teachers, school administrators and school board members who have received professional development services from the <em>Michigan Virtual<\/em>, and identify barriers and other opportunities to encourage the adoption of digital learning in the public education system.<\/li><li>Identifying and sharing best practices for planning, implementing and evaluating online and blended education delivery models with intermediate districts, districts and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/li><\/ul><h3>Providing Leadership for This State\u2019s System of Digital Learning Education<\/h3><ul><li>Developing and report policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state\u2019s schools.<\/li><li>Providing a clearinghouse for research reports, academic studies, evaluations and other information related to online learning.<\/li><li>Promoting and distribute the most current instructional design standards and guidelines for online teaching.<\/li><li>In collaboration with the department and interested colleges and universities in this state, supporting implementation and improvements related to effective digital learning instruction.<\/li><li>Pursuing public\/private partnerships that include districts to study and implement competency-based technology-rich online learning models.<\/li><li>Creating a statewide network of school-based mentors serving as liaisons between pupils, online instructors, parents, and school staff and provide mentors with research-based training and technical assistance designed to help more pupils be successful online learners.<\/li><li>Convening focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to online learning.<\/li><li>Producing an annual consumer awareness report for schools and parents about effective online education providers and education delivery models, performance data, cost structures and research trends.<\/li><li>Researching and establishing an Internet-based platform that educators can use to create student-centric learning tools and resources and facilitate a user network that assists educators in using the platform.<\/li><li>As part of this initiative, the <em>Michigan Virtual<\/em> shall work collaboratively with districts and intermediate districts to establish a plan to make available online resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/li><li>Creating and maintaining a public statewide catalog of online learning courses being offered by all public schools and community colleges in this state; identify and develop a list of nationally recognized best practices for online learning and use this list to support reviews of online course vendors, courses, and instructional practices; provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts; reviewing the online course offerings of the Michigan Virtual, and make the results from these reviews available to the public as part of the statewide catalog; and ensure that the statewide catalog is made available to the public on the <em>Michigan Virtual<\/em> website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f.<\/li><li>The statewide catalog shall also contain all of the following:<ul><li>The number of enrollments in each online course in the immediately preceding school year.<\/li><li>The number of enrollments that earned 60% or more of the total course points for each online course in the immediately preceding school year.<\/li><li>The completion rate for each online course.<\/li><\/ul><\/li><\/ul><ul><li>Developing prototype and pilot registration, payment services and transcript functionality to the statewide catalog and train key stakeholders on how to use new features.<\/li><li>Collaborating with key stakeholders to examine district-level accountability and teacher effectiveness issues related to online learning under section 21f and make findings and recommendations publicly available.<\/li><\/ul>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26116\" data-tab=\"16\" role=\"button\" aria-controls=\"elementor-tab-content-26116\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2016-17 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>For the 2016-17 school year, Section 98 of the State School Aid Act directed\u00a0<em>MVLRI<\/em> to strengthen teaching and learning for K-12 education by supporting and accelerating innovation and providing leadership in online and blended learning.<\/p><h3>Supporting and Accelerating Innovation in Education<\/h3><ul><li>Testing, evaluating and recommending appropriate new technology-based instructional tools and resources.<\/li><li>Researching, designing and recommending digital education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/li><li>Researching, developing and recommending annually to the department criteria by which cyber schools and online course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/li><li>Analyzing the effectiveness of online learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates and the overall impact on pupils.<\/li><li>Providing an extensive professional development program to at least 500 educational personnel, including teachers, school administrators, and school board members that focus on the effective integration of digital learning into curricula and instruction.<\/li><li>Providing a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number and percentage of teachers, school administrators and school board members who have received professional development services from the Michigan Virtual, and identify barriers and other opportunities to encourage the adoption of digital learning in the public education system.<\/li><li>Identifying and share best practices for planning, implementing and evaluating online and blended education delivery models with intermediate districts, districts and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/li><\/ul><h3>Providing Leadership For This State\u2019s System Of Digital Learning Education<\/h3><ul><li>Developing and report policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state\u2019s schools.<\/li><li>Providing a clearinghouse for research reports, academic studies, evaluations and other information related to online learning.<\/li><li>Promoting and distribute the most current instructional design standards and guidelines for online teaching.<\/li><li>In collaboration with the department and interested colleges and universities in this state, supporting implementation and improvements related to effective digital learning instruction.<\/li><li>Pursuing public\/private partnerships that include districts to study and implement competency-based technology-rich online learning models.<\/li><li>Creating a statewide network of school-based mentors serving as liaisons between pupils, online instructors, parents, and school staff and provide mentors with research-based training and technical assistance designed to help more pupils be successful online learners.<\/li><li>Convening focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to online learning.<\/li><li>Producing an annual consumer awareness report for schools and parents about effective online education providers and education delivery models, performance data, cost structures and research trends.<\/li><li>Researching and establishing an Internet-based platform that educators can use to create student-centric learning tools and resources and facilitate a user network that assists educators in using the platform.<\/li><li>As part of this initiative, the Michigan Virtual shall work collaboratively with districts and intermediate districts to establish a plan to make available online resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/li><li>Creating and maintaining a public statewide catalog of online learning courses being offered by all public schools and community colleges in this state; identify and develop a list of nationally recognized best practices for online learning and use this list to support reviews of online course vendors, courses, and instructional practices; provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts; reviewing the online course offerings of the Michigan Virtual, and make the results from these reviews available to the public as part of the statewide catalog; and ensure that the statewide catalog is made available to the public on the Michigan Virtual website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f.<\/li><li>The statewide catalog shall also contain all of the following:<\/li><li><ul><li>The number of enrollments in each online course in the immediately preceding school year.<\/li><li>The number of enrollments that earned 60% or more of the total course points for each online course in the immediately preceding school year.<\/li><li>The completion rate for each online course.<\/li><\/ul><\/li><li>Developing prototype and pilot registration, payment services and transcript functionality to the statewide catalog and train key stakeholders on how to use new features.<\/li><li>Collaborating with key stakeholders to examine district-level accountability and teacher effectiveness issues related to online learning under section 21f and make findings and recommendations publicly available.<\/li><\/ul>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26117\" data-tab=\"17\" role=\"button\" aria-controls=\"elementor-tab-content-26117\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2015-16 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>For the 2015-16 school year, Section 98 of the State School Aid Act directed <em>MVLRI<\/em> to address 20 tasks to strengthen teaching and learning for K-12 education.<\/p><h3>Support and accelerate innovation in education<\/h3><ul><li>Test, evaluate and recommend as appropriate new technology-based instructional tools and resources.<\/li><li>Research, design and recommend digital education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/li><li>Research, develop and recommend annually to the department criteria by which cyber schools and online course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/li><li>Analyze the effectiveness of online learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates and the overall impact on pupils.<\/li><li>Provide an extensive professional development program to at least 500 educational personnel, including teachers, school administrators, and school board members that focus on the effective integration of digital learning into curricula and instruction.<\/li><li>Provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number and percentage of teachers, school administrators and school board members who have received professional development services from the <em>Michigan Virtual<\/em>, and identify barriers and other opportunities to encourage the adoption of digital learning in the public education system.<\/li><li>Identify and share best practices for planning, implementing and evaluating online and blended education delivery models with intermediate districts, districts and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/li><\/ul><h3>Provide leadership for this state&#8217;s system of digital learning education<\/h3><ul><li>Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state\u2019s schools.<\/li><li>Provide a clearinghouse for research reports, academic studies, evaluations and other information related to online learning.<\/li><li>Promote and distribute the most current instructional design standards and guidelines for online teaching.<\/li><li>In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective digital learning instruction.<\/li><li>Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich online learning models.<\/li><li>Create a statewide network of school-based mentors serving as liaisons between pupils, online instructors, parents, and school staff and provide mentors with research-based training and technical assistance designed to help more pupils be successful online learners.<\/li><li>Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to online learning.<\/li><li>Produce an annual consumer awareness report for schools and parents about effective online education providers and education delivery models, performance data, cost structures and research trends.<\/li><li>Research and establish an Internet-based platform that educators can use to create student-centric learning tools and resources and facilitate a user network that assists educators in using the platform. As part of this initiative, the <em>Michigan Virtual<\/em> shall work collaboratively with districts and intermediate districts to establish a plan to make available online resources that align to<\/li><li>Michigan&#8217;s K-12 curriculum standards for use by students, educators, and parents.<\/li><li>Create and maintain a public statewide catalog of online learning courses being offered by all public schools and community colleges in this state; identify and develop a list of nationally recognized best practices for online learning and use this list to support reviews of online course vendors, courses, and instructional practices; provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts; review the online course offerings of the <em>Michigan Virtual<\/em>, and make the results from these reviews available to the public as part of the statewide catalog; and ensure that the statewide catalog is made available to the public on the <em>Michigan Virtual<\/em> website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f.<\/li><li>The statewide catalog shall also contain all of the following:<ul><li>The number of enrollments in each online course in the immediately preceding school year.<\/li><li>The number of enrollments that earned 60% or more of the total course points for each online course in the immediately preceding school year.<\/li><li>The completion rate for each online course.<\/li><\/ul><\/li><li>Develop prototype and pilot registration, payment services and transcript functionality to the statewide catalog and train key stakeholders on how to use new features.<\/li><li>Collaborate with key stakeholders to examine district-level accountability and teacher effectiveness issues related to online learning under section 21f and make findings and recommendations publicly available.<\/li><\/ul>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26118\" data-tab=\"18\" role=\"button\" aria-controls=\"elementor-tab-content-26118\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2014-15 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>For the 2014-15 school year, <a href=\"http:\/\/www.legislature.mi.gov\/(S(ix4qnr55g4k2v045kcxp5p55))\/documents\/mcl\/pdf\/mcl-388-1698.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Section 98 of the State School Aid Act<\/a> directs <em>MVLRI<\/em> to address nearly 20 tasks to strengthen teaching and learning for K-12 education. Toward that end, staff has responsibilities as summarized in the items below. (For exact language, please see the legislation.)<\/p><h3>Support and Accelerate Innovation in Education<\/h3><ul><li>Test, evaluate and recommend appropriate new technology-based instructional tools and resources.<\/li><li>Research, design and recommend digital education delivery models for use by pupils and teachers that include age-appropriate multimedia instructional content.<\/li><li>Research, develop and recommend annually to the department criteria by which cyber schools and online course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/li><li>Analyze the effectiveness of online learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates, and the overall impact on pupils.<\/li><li>Provide an extensive professional development program to at least 500 educational personnel, including teachers, school administrators, and school board members that focus on the effective integration of digital learning into curricula and instruction.<\/li><li>Provide a report to the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number and percentage of teachers, school administrators, and school board members who have received professional development services from the <em>Michigan Virtual<\/em>, and identify barriers and other opportunities to encourage the adoption of digital learning in the public education system.<\/li><li>Identify and share best practices for planning, implementing and evaluating online and blended education delivery models with intermediate districts, districts, and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/li><\/ul><h3>Provide Leadership for This State\u2019s System of Online and Blended Learning Education<\/h3><ul><li>Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state\u2019s schools.<\/li><li>Provide a clearinghouse for research reports, academic studies, evaluations and other information related to online learning.<\/li><li>Promote and distribute the most current instructional design standards and guidelines for online teaching.<\/li><li>In collaboration with the department and interested colleges and universities in this state, support implementation and improvements related to effective digital learning instruction.<\/li><li>Pursue public\/private partnerships that include districts to study and implement competency-based technology-rich online learning models.<\/li><li>Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to online learning.<\/li><li>Produce an annual consumer awareness report for schools and parents about effective online education providers and education delivery models, performance data, cost structures and research trends.<\/li><li>Research and establish an internet-based platform that educators can use to create student-centric learning tools and resources and facilitate a user network that assists educators in using the platform. As part of this initiative, the <em>Michigan Virtual<\/em> shall work collaboratively with districts and intermediate districts to establish a plan to make available online resources that align to Michigan\u2019s K-12 curriculum standards for use by students, educators, and parents.<\/li><li>Create and maintain a public statewide catalog of online learning courses being offered by all public schools in this state; identify and develop a list of nationally recognized best practices for online learning and use this list to support reviews of online course vendors, courses, and instructional practices; provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts; review <em>MVS<\/em> course offerings and make the results from these reviews available to the public as part of the statewide catalog; ensure that the statewide catalog is made available to the public on the <em>Michigan Virtual<\/em> website and shall allow the ability to link it to each district\u2019s website as provided for in section 21f.<\/li><li>The statewide catalog shall also contain all of the following:<ul><li>The number of enrollments in each online course in the immediately preceding school year.<\/li><li>The number of enrollments that earned 60% or more of the total course points for each online course in the immediately preceding school year.<\/li><li>The completion rate for each online course.<\/li><\/ul><\/li><li>Collaborate with key stakeholders to examine the need and process for incorporating registration, payment services, and transcript functionality to the statewide catalog.<\/li><li>Collaborate with key stakeholders to examine district-level accountability and teacher effectiveness issues related to online learning under section 21f and make findings and recommendations publicly available.<\/li><\/ul>\n\t\t\t\t\t<h2 id=\"elementor-tab-title-26119\" data-tab=\"19\" role=\"button\" aria-controls=\"elementor-tab-content-26119\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>2013-14 Directives<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p>For the 2013-14 school year, <a href=\"http:\/\/www.legislature.mi.gov\/(S(ix4qnr55g4k2v045kcxp5p55))\/documents\/mcl\/pdf\/mcl-388-1698.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Section 98 of the State School Aid Act<\/a> directed <em>MVLRI<\/em> to address over a dozen tasks to strengthen teaching and learning for K-12 education.<\/p><h3>Support and Accelerate Innovation in Education<\/h3><ul><li>Test, evaluate and recommend new technology-based instructional tools and resources.<\/li><li>Research, design and recommend digital education delivery models for use by students and teachers that include multimedia instructional content.<\/li><li>Research, design and recommend competency-based online assessments.<\/li><li>Research, develop and recommend annually to the Michigan Department of Education criteria by which cyber schools and online course providers should be monitored and evaluated to ensure a quality education for their pupils.<\/li><li>Analyze the effectiveness of online learning delivery models in preparing pupils to be college- and career-ready and publish a report that highlights enrollment totals, completion rates and the overall impact on pupils, based on pupil completion and performance data reported to the Michigan Department of Education or the center for educational performance and information from cyber schools and other online course providers operating in Michigan.<\/li><li>Provide an extensive professional development program to at least 500 educational personnel, including teachers, school administrators, and school board members, that focuses on the effective integration of digital learning into curricula and instruction.<\/li><li>Prepare a report for the house and senate appropriations subcommittees on state school aid, the state budget director, the house and senate fiscal agencies, and the department on the number and percentage of teachers, school administrators and school board members who have received professional development services from the <em>Michigan Virtual<\/em>, and identify barriers and other opportunities to encourage the adoption of digital learning in the public education system.<\/li><li>Identify and share best practices for planning, implementing and evaluating online and blended education delivery models with intermediate districts, districts and public school academies to accelerate the adoption of innovative education delivery models statewide.<\/li><\/ul><h3>Provide Leadership for the State&#8217;s System of Online and Blended Learning Education<\/h3><ul><li>Develop and report policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state&#8217;s schools.<\/li><li>Provide a clearinghouse for research reports, academic studies, evaluations and other information related to online learning.<\/li><li>Promote and distribute the most current instructional design standards and guidelines for online teaching.<\/li><li>Recommend guidelines and standards to the state superintendent for a new teacher endorsement credential related to effective digital learning instruction in collaboration with the Michigan Department of Education and interested colleges and universities.<\/li><li>Pursue public\/private partnerships to study and implement competency-based technology-rich online learning models.<\/li><li>Convene focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to online learning.<\/li><li>Produce an annual consumer awareness report for schools and parents about effective online education providers and education delivery models, performance data, cost structures and research trends.<\/li><li>Research and establish an internet-based platform that educators can use to create student-centric learning tools and resources and facilitate a user network that assists educators in using the platform. As part of this initiative, the <em>Michigan Virtual<\/em> shall work collaboratively with districts and intermediate districts to establish a plan to make available online resources that align to Michigan&#8217;s K-12 curriculum standards for use by students, educators, and parents.<\/li><li>Create and maintain a public statewide catalog of online learning courses being offered by all public schools in this state; identify and develop a list of nationally recognized best practices for online learning and use this list to provide reviews of online course vendors, courses and instructional practices; provide a mechanism for intermediate districts to use the identified best practices to review content offered by constituent districts; review <em>MVS<\/em> online course offerings and make the results from these reviews available to the public as part of the statewide catalog; and ensure that the statewide catalog is made available to the public on the <em>Michigan Virtual<\/em> website and linked to each district\u2019s website.<\/li><li>The statewide catalog shall also contain all of the following:<ul><li>The number of pupils enrolled in each online course in the 2012-13 school year.<\/li><li>The number of pupils who successfully completed each online course in the 2012-13 school year.<\/li><li>The completion rate for each online course.<\/li><\/ul><\/li><\/ul>",
            "title": "Legislative Directives",
            "excerpt": "Each school year, MVLRI is directed by Section 98 of the State School Aid Act to strengthen teaching and learning for K-12 education by supporting and accelerating innovation and providing leadership in online and blended learning. 2023-24 Directives (March 2024 Update) This report is being submitted in fulfillment of the following legislative directive: The Michigan...",
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            "path": "\/blog\/what-exactly-is-student-centered-learning\/",
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            "content": "<h2><span style=\"font-weight: 400\">Are We Really Student-Centered?<\/span><\/h2>\n<span style=\"font-weight: 400\">So many times we hear the term \u201cstudent-centered learning,\u201d and we think its definition is obvious. After all, by working in <\/span><i><span style=\"font-weight: 400\">schools<\/span><\/i><span style=\"font-weight: 400\">, doesn't that mean we are student-centered by default? Serving students is the whole reason why we are in education in the first place, right? Surprisingly, however, the definition of student-centered learning varies depending on who you are talking to.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">We have visited many schools and many classrooms throughout the past several years, and we can confidently say that each teacher we speak with and each building administrator who leads us on a tour of their school building will claim that they are \u201cstudent-centered.\u201d\u00a0<\/span>\n\n<span style=\"font-weight: 400\">The fact of the matter is that not many of these schools really ARE student-centered as the true definition of student-centered has everything to do with the students and much less to do with the operational convenience that we see in place in many schools.\u00a0<\/span>\n<h2><span style=\"font-weight: 400\">Convenience vs. Effectiveness<\/span><\/h2>\n<span style=\"font-weight: 400\">To a very large degree, most schools and districts are structured for operational convenience, rather than instructional effectiveness.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">What we mean by that is most classroom layouts (rows of desks), bell schedules (traditional 45-minute blocks of time), academic progressions (student advancement based on seat-time), and the like are often structured in ways that help organize a school system based on the needs of the <\/span><i><span style=\"font-weight: 400\">adults <\/span><\/i><span style=\"font-weight: 400\">who are serving students.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">In reality, a student-centered learning environment is one that organizes and structures all of these things based on instructional approaches that are focused on students. This includes adjusting:<\/span>\n<ul>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Time-based structures such as student schedules,<\/span><\/li>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Learning spaces, and\u00a0<\/span><\/li>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Student academic advancement<\/span><\/li>\n<\/ul>\n<span style=\"font-weight: 400\">When we make these changes, they must be based on what each individual student needs and not necessarily what is convenient for us adults.<\/span>\n<h2><span style=\"font-weight: 400\">So What Does \u201cStudent-Centered\u201d Really Mean?<\/span><\/h2>\n<p style=\"text-align: left\"><span style=\"font-weight: 400\">In a truly student-centered learning environment, teachers and students work collaboratively to co-create a learning plan or pathway that best suits the needs of each individual learner. Yes, this means that there will be many different plans or pathways within one single classroom. But that\u2019s the point, isn't it?\u00a0<\/span><\/p>\n<span style=\"font-weight: 400\">There is plenty of research in the field of education that tells us students learn differently from one another. Therefore, it only makes sense that the learning plans or pathways for students will differ as well. In a student-centered learning environment, the teacher helps to create an environment that is personal to each student's learning needs.\u00a0<\/span>\n<p style=\"text-align: left\">The teacher serves as an architect of each student's learning experience.<\/p>\n\n<h2><span style=\"font-weight: 400\">Components of Student-Centered Learning<\/span><\/h2>\n<h3><span style=\"font-weight: 400\">Voice<\/span><\/h3>\n<span style=\"font-weight: 400\">Now, there may be many definitions around the term \u201cstudent-centered learning\u201d; however, there are clearly some key components that these definitions have in common. Student-centered learning environments are highly tuned in to students' individual needs. Including a student's <\/span><a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400\">voice<\/span><\/i><\/a><span style=\"font-weight: 400\"> in the co-creation of a learning plan or pathway. Students who have this voice demonstrate an increased level of interest and ownership of their learning.\u00a0<\/span>\n<h3><span style=\"font-weight: 400\">Choice<\/span><\/h3>\n<span style=\"font-weight: 400\">The closely related characteristic of <\/span><a href=\"https:\/\/michiganvirtual.org\/blog\/how-implementing-voice-choice-can-improve-student-engagement\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400\">choice<\/span><\/i><\/a><span style=\"font-weight: 400\"> by students further internalizes the value of learning for them. By providing options for students, relating to the format of their learning (e.g., independent work, teacher-led instruction, Socratic seminars, project-based learning, internships, online or digital options, etc.), and to a degree, the content of their learning, we tap into the intrinsic value and relevance of learning. Furthermore, the manner in which we assess students should also be flexible. Allowing students to be able to choose the manner in which they are assessed can have a significant impact on student engagement and performance.\u00a0<\/span>\n<h3><span style=\"font-weight: 400\">Competency-Based Progression<\/span><\/h3>\n<span style=\"font-weight: 400\">Another critical characteristic of student-centered learning environments is the academic progression of students based on the demonstration of mastery or competence of predetermined standards. Earlier, we mentioned that all students learn differently, and this also includes that all students progress at different paces. With an established standard of expected performance, all students can work toward competency along their own pathway and at their own pace. <\/span><a href=\"https:\/\/michiganvirtual.org\/blog\/competency-based-progression-designed-for-student-success\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400\">Competency-based progression<\/span><\/i><\/a><span style=\"font-weight: 400\"> is at the heart of student-centered learning.<\/span>\n<h3><span style=\"font-weight: 400\">Continuous Monitoring of Student Needs<\/span><\/h3>\n<span style=\"font-weight: 400\">In an effective student-centered learning environment, all three of these characteristics are governed by a process that is committed to the <\/span><i><span style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/blog\/increasing-learner-agency-through-continuous-monitoring-of-student-needs\/\" target=\"_blank\" rel=\"noopener noreferrer\">continuous monitoring and adjustment of individual student learning pathways<\/a>.<\/span><\/i><span style=\"font-weight: 400\"> Through the ongoing analysis of student performance data, teachers and administrators can adjust or \u201cre-architect\u201d student learning experiences based on the changing needs of each student.\u00a0<\/span>\n\n<span style=\"font-weight: 400\">When we do this \u2014 all of these things \u2014 then we can say that we are truly keeping students \u201cat the center\u201d and we have created a student-centered learning environment.\u00a0<\/span>\n\n<img class=\"aligncenter wp-image-43290 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/Student-Centered-Learning-Revised.png\" alt=\"\" width=\"600\" height=\"1598\" \/>\n<h2>Student-Centered Learning Blog Series<\/h2>\n<span style=\"font-weight: 400\">In our <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/student-centered-learning\/\" target=\"_blank\" rel=\"noopener noreferrer\">Student-Centered Learning blog series<\/a>, we lead a discussion each month about student-centered learning, what it is, how it can help students and schools, and how to make it a reality. Our hope with this series is to provide practical insights to school leaders, teachers, and parents on how to make education more meaningful to students. Stay up to date on future blogs in this series by <\/span><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\"><span style=\"font-weight: 400\">signing up for email notifications<\/span><\/a><span style=\"font-weight: 400\">!<\/span>\n<h2>About the authors<\/h2>\n<strong>Christopher Harrington<\/strong>\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.\n\n<strong>Kristen DeBruler<\/strong>\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.",
            "title": "What Exactly IS Student-Centered Learning?",
            "excerpt": "In education, we often talk about \u201cstudent-centered learning,\u201d but what does a student-centered learning environment actually look like? In this article, we define what student-centered learning really means and outline the common components of a truly student-centered learning model.",
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        {
            "id": 27577,
            "path": "\/",
            "author_id": 21,
            "timestamp": 1571166957,
            "content": "<h1>Education is changing faster than ever.<\/h1>\t\t\n\t\t\t<h2>Discover new models and resources to move learning forward at your school.<\/h2>\t\t\n\t\t\t<p>The world is changing before us. The success and well-being of our students depend on our ability to adapt to this rapidly changing environment and use the best tools available to facilitate learning. Rooted in research and student outcomes, <em>Michigan Virtual\u2019s<\/em> comprehensive, whole-school programs empower you to drive meaningful innovation at your school to best serve your students, your staff, and your community.<\/p>\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\t\tOur Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"175\" height=\"175\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/06\/25th-Anniverary-Graphic-FINAL.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Celebrating 25 years in education<\/h2>\t\t\n\t\t\t<h2>Student success doesn't depend on students alone<\/h2>\t\t\n\t\t<p>Our whole-school approach provides comprehensive education, support, and resources to key stakeholders as a means of improving student outcomes in and out of class.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"\/students\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tStudents &rarr;\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/professionals\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tEducators &rarr;\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/administrators\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tAdministrators &rarr;\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/professionals\/mentors\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tMentors &rarr;\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=CpGWsjcLZIM\t\t\t\t\n\t\t\t<h2>Online learning should include more than just courses<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/a-whole-school-approach-to-virtual-learning.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"791\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/a-whole-school-approach-to-virtual-learning-cover-791x1024.jpg\" alt=\"A whole-school approach to virtual learning. Why online learning should include more than just courses\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h3>Learn why in our eBook, <em>A whole-school approach to virtual learning<\/em><\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/a-whole-school-approach-to-virtual-learning.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tGet the eBook\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Addressing the whole school's needs<\/h2>\t\t\n\t\t<p>Our whole-school approach to online learning offers a comprehensive educational experience that solves many of the challenges today's students, teachers, and administrators face.<\/p>\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t<h3>Comprehensive Student Courses<\/h3>\t\t\n\t\t<p>Led by Michigan-certified teachers who are highly qualified in their subject areas, our award-winning courses provide individualized learning opportunities for a variety of needs.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCore Courses &amp; Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/cybersecurity\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCybersecurity &amp; Networking Training\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tAdvanced Placement\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery &amp; Alternative Education\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/dual-enrollment\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tDual Enrollment\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tWorld Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/courses\/students\/\">\n\t\t\t\t\t\t\t\t\tExplore our course catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The Michigan Virtual difference<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/student-success-is-at-the-center-of-what-we-do-web.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"977\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/student-success-is-at-the-center-of-what-we-do-cover-977x1024.jpg\" alt=\"The Michigan Virtual Difference. Student success is at the center of everything we do\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h3>Student success is at the center of everything we do<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/student-success-is-at-the-center-of-what-we-do-web.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tView the infographic\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Social-Emotional Learning (SEL)<\/h3>\t\t\n\t\t<p>A quality education touches more than academics. Michigan Cares, our online SEL solution, addresses the cognitive, emotional, behavioral, and social skills students need to succeed in school and beyond.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/\">\n\t\t\t\t\t\t\t\t\tExplore Suite360\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Math &amp; English Support<\/h3>\t\t\n\t\t<p>EdReady Math and EdReady English target knowledge gaps and provide students with a personalized study path to master critical skills and concepts in math and English.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">\n\t\t\t\t\t\t\t\t\tExplore EdReady\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/hamilton-case-study.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"791\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/hamilton-case-study-cover-791x1024.jpg\" alt=\"Powerful Partnership: Hamilton Community Schools teams up with Michigan Virtual to meet every student&#039;s needs.\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h3><strong>See how Hamilton Community Schools partnered with us<\/strong> to pair standards-based grading and individualized learning to better meet student needs<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/hamilton-case-study.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tRead the case study\n\t\t\t\t\t<\/a>\n\t\t\t<h2>We partner with the leaders in Michigan education<\/h2>\t\t\n\t\t\t\t\t\t\t\t<figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MDE-logo-300x300.jpg\" alt=\"Michigan Department of Education (MDE)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/masa-logo-300x300.png\" alt=\"Michigan Association of School Administrators (MASA)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MASSP-logo-300x300.jpg\" alt=\"Michigan Association of Secondary School Principals (MASSP)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/MEMSPA-Logo-300x300.png\" alt=\"Michigan Elementary and Middle School Principals Association (MEMSPA)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/vlla-logo-300x300.png\" alt=\"Virtual Learning Leadership Alliance Logo\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Quality-Matters-logo-300x300.jpg\" alt=\"Quality Matters (QM)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/MACUL-Logo-square.svg\" alt=\"Michigan Association for Computer Learners in Learning (MACUL)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MAISA-300x300.png\" alt=\"Michigan Association of Intermediate School Administrators (MAISA)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/10\/MANS-logo-abbrev-300x87.png\" alt=\"Michigan Association of Non-public Schools (MANS)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MASB-logo-300x300.jpg\" alt=\"Michigan Association of School Boards (MASB)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MAC-logo-300x300.jpg\" alt=\"Michigan Assessment Consortium (MAC)\" \/><\/figure><figure><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/SC-Vertical-two-line-blue-wordmark-300-dpi-289x300.png\" alt=\"St. Clair County Community College\" \/><\/figure>\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Recognized excellence<\/h2>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/news\/institute-named-2013-inacol-innovator-award-winner\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tiNACOL <br>Innovator\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t2013\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/resources\/quality-matters\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tQuality <br>Matters\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tOver 70 courses\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/news\/elearning-names-mvu-as-top-100-learning-organization\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tTop 100 in <br>Online Learning\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t2013\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tMaking a Difference Award\t\t\t\t\t<\/h3>\n\t\t\t\t\t\tMichigan Virtual\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Our Commitment To Diversity, Equity, and Inclusion<\/h2>\t\t\n\t\t<p>Michigan Virtual is an equal opportunity employer committed to creating a diverse workforce. We embrace different voices, faces, ideas, and backgrounds and believe human diversity, the seen and unseen, drives innovation and creativity. We are building a\u00a0<em>culture grounded in a climate<\/em>\u00a0where everyone feels included, respected, and valued and is comfortable being their whole authentic self.<\/p>\t\t\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\t\tDiversity, Equity, and Inclusion at Michigan Virtual\n\t\t\t\t\t<\/a>",
            "title": "Home",
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            "id": 27884,
            "path": "\/blog\/strategies-for-mentoring-online-students\/",
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            "content": "<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">Mentors<\/a>\u00a0play a critical role in helping online students navigate through their virtual learning journey.\n\nIn fact, research shows that students who are assigned a mentor are twice as likely to pass their online courses (<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/08923640802039040?scroll=top&amp;needAccess=true\" target=\"_blank\" rel=\"noopener noreferrer\">Roblyer, Davis, Mills, Marshall, &amp; Pape, 2008<\/a>).\n<h3>Why is this?<\/h3>\nBecause the mentor is the eyes and ears of the online instructor, and frequently the mentor knows the students better than anyone else.\n\nTo help online learners succeed, it is imperative that mentors communicate on a consistent basis with online instructors regarding student progress, and it is also the mentor\u2019s responsibility to communicate with parents.\n\nWhen the mentor, instructor, and parents all work together, it\u2019s a much more powerful student support team. Each party needs to work together to help the students in their journey to become self-directed, independent learners!\n\nIn this article, we share tips and tricks for how mentors can establish clear expectations for their students, keep students on pace, set up their classroom, and communicate with their students.\n<h2>Establishing Clear Expectations<\/h2>\n<strong>What are some ways to help your students succeed?<\/strong>\n<ul>\n \t<li>Setting the tone at the beginning of the year by establishing clear expectations of your students and what they can expect from you is a great place to begin.<\/li>\n \t<li>Passing out a syllabus on day one is a great way for students to understand their online class is just as important as their face-to-face classes with similar expectations.<\/li>\n<\/ul>\nTeenagers are very tech-savvy, but they often view technology as entertainment, so when they take an educational online course, they may struggle in the beginning.\n\nThis is where a mentor can really help the students understand how to navigate their course in the first few weeks and help get them on the right path.\n<h2>Helping Students Stay On Pace<\/h2>\nMost online courses have a pacing guide so the students know what they should be working on daily and weekly. Having other stages of accountability or goals, in addition to pacing guides, is another way to help students succeed.\n<h3>Break it down into goals<\/h3>\nOne way to accomplish this is to break down your trimester or semester into four goals.\n\nFor example, let\u2019s use Weeks 4, 7, 11, and 15 as goal weeks. Set a date for each of the four goals and have an expectation that the students be at a certain place in their pacing guide or course by each goal.\n\nThis will allow the students to know they are on pace to finish the course on time and alleviate any scrambling at the end of the term. Established goals can also be communicated to parents for extra reinforcement.\n<h3>Help them manage their time<\/h3>\nSome schools allow students the right to work off-site if their grade is above a certain percentage, such as 80%. This is a great incentive for students to stay on pace and do well in their courses.\n\nStudents frequently struggle with time management and self-directed learning. As a result, making sure students are logging in daily and spending quality time in their class is essential to their success.\n<h3>Meet with them weekly<\/h3>\nMeeting with students once a week to discuss their pacing and progress in their course is another way to hold students accountable and a great way to build relationships! During these weekly meetings, ask the student what they need to help them be successful.\n\nTo a student, having several months to complete a class can seem like an eternity.\n\nThus, it is important for mentors to make sure the students have a clear understanding that they need to work in their online course <i>every day<\/i> just as they would for any of their face-to-face classes.\n\nIn some online classes, a student\u2019s gradebook will show all of their assignments in one giant list and this can be very overwhelming and even stressful for some students. In a face-to-face class, the students don\u2019t see how many assignments they have to complete for an entire trimester\/semester. This is where the online course pacing guide and other accountability steps you put in place will help alleviate that stress.\n<h2>Setting Up Your Classroom<\/h2>\nIf you\u2019re fortunate enough to see your students every day, it is important to create a welcoming and supportive learning environment for your students.\n<h3>Why?<\/h3>\nBecause most students will be taking different online courses, so their needs may be different.\n\nSome students will have certain technology requirements such as headphones, webcams, and\/or software programs. It is important to make sure these requirements are taken care of right away.\n\nSeating students together that are taking the same course can be very beneficial as I found my students started asking each other for help, which was very powerful to watch!\n<h2>Communicating With Your Students<\/h2>\nIf you don\u2019t see your students on a regular basis, how are you communicating with them?\n\nThere are several tools available to use.\n\nI found that using <a href=\"https:\/\/www.remind.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Remind<\/a>\u00a0was a great way to keep in touch with my students individually or as a whole group.\n\nI communicated with my students using Remind about upcoming deadlines or if I needed to send an individual student a message. I almost always received an immediate response as Remind goes to the students\u2019 cell phones as a text message.\n\nThis tool can also be used for your weekly communication with your students to discuss pacing and progress and when collecting count day information for those 2-way communication logs!\n\nAs a mentor, advocating for your students is important, and it also teaches your students to be an advocate for themselves.\n\nIn today\u2019s world, we make it very convenient to go about our business without having to speak to another human being. As mentors, one of the most important things we can do is to encourage students to contact their online instructors when they are struggling or have a question (if they have an online instructor teaching their course).\n\nIf your students are struggling in their online course, it\u2019s important to teach them to send a clear message about the difficulties they are having so instructors can help them more efficiently.\n\nThese are best practices taken from research and mentors from the field. There are many ways to create a positive learning environment to help your students become successful online learners!\n\nFor more on supporting online students, visit our blog on <a href=\"https:\/\/michiganvirtual.org\/blog\/setting-online-learners-up-for-success\/\">Setting Up Online Learners for Success<\/a> or download our <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">Mentor Guide for Online Learning<\/a>.\n<h2>References<\/h2>\nRoblyer, M. D., Davis, L., Mills, S. C., Marshall, J., &amp; Pape, L. (2008). <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/08923640802039040?scroll=top&amp;needAccess=true\" target=\"_blank\" rel=\"noopener noreferrer\">Toward practical procedures for predicting and promoting success in virtual school students<\/a>. American Journal of Distance Education, 22(2), 90\u2013109.\n<h2>The Mentor Forum<\/h2>\nIn our new <a href=\"https:\/\/michiganvirtual.org\/blog\/category\/mentor-forum\/\" data-wplink-edit=\"true\">Mentor Forum blog series<\/a>, we discuss the role of mentors and mentoring in K-12 digital learning. Our hope with this series is to highlight the importance of mentoring, provide valuable resources, and further the discussion on best practices for mentoring online learners. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\">signing up for email notifications<\/a>!",
            "title": "Strategies for Mentoring Online Students",
            "excerpt": "In this month's Mentor Forum, we hear from Debbie Lynch, our Outreach Coordinator for Mentors about the important role that mentors play in online learning and some strategies for connecting with and supporting online students.",
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        {
            "id": 27784,
            "path": "\/confirmation\/online-learning-program-review\/",
            "author_id": 32,
            "timestamp": 1570815613,
            "content": "<h1>Thank you!<\/h1>\nThank you for taking the survey!\n\nA member of our team will reach out to you shortly to schedule a time to review your online learning program. Upon completion of the review and recommendations, you\u2019ll receive a $250 credit toward courses in the Michigan Virtual <a style=\"color: #333333\" href=\"https:\/\/michiganvirtual.org\/courses\/professional\/\">professional learning portal<\/a>.",
            "title": "Confirmation - Online Learning Program Review",
            "excerpt": "Thank you! Thank you for taking the survey! A member of our team will reach out to you shortly to schedule a time to review your online learning program. Upon completion of the review and recommendations, you\u2019ll receive a $250 credit toward courses in the Michigan Virtual professional learning portal.",
            "slug": "online-learning-program-review",
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            "id": 27768,
            "path": "\/resources\/online-learning-program-review\/",
            "author_id": 32,
            "timestamp": 1570804014,
            "content": "<h1>Review your online learning program with a free consultation<\/h1>\t\t\n\t\t\t<p>Start to create a whole-school online learning program with expert guidance<\/p>\t\t\n\t\t\t<p>*Michigan schools only. Out of State schools for a nominal fee.<\/p>\t\t\n\t\t<p>Ten years ago, <i>virtual learning<\/i> referred almost exclusively to online courses. But today, virtual learning is being leveraged to create a whole-school learning program that solves many of the problems students, educators, and administrators face. This <i>whole-school<\/i> approach includes comprehensive courses, professional development, social-emotional learning, and math and English support solutions.<\/p><p><b>Exclusively for administrators,<\/b> we\u2019re offering an expert review of your current online program, along with recommendations on how to implement a whole-school program at your school. Just take a quick survey about your current online learning program. We\u2019ll then schedule your review, during which we will:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\n\n    <!--Generated by IJSVG (https:\/\/github.com\/iconjar\/IJSVG)-->\n    \n    \n    \n        \n        \n        \n        \n        \n        \n        \n        \n    \n    \n        \n    \n    \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n    \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tReview your current online learning program\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\n\n    <!--Generated by IJSVG (https:\/\/github.com\/iconjar\/IJSVG)-->\n    \n    \n    \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n    \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tDiscuss gaps in your online learning strategy\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\n\n    <!--Generated by IJSVG (https:\/\/github.com\/iconjar\/IJSVG)-->\n    \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n    \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tRecommend ways to implement a whole-school online learning solution\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Tell us about your current online learning program<\/h2>\t\t\n\t\tHelp us personalize your review by completing this quick survey.\t\t\n\t\t[gravityform id=70 title=false description=false ajax=false]",
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            "id": 27726,
            "path": "\/resources\/webinar-social-emotional-learning-and-restorative-justice\/",
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            "content": "<h1>On-demand webinar: Social-emotional learning and restorative justice solutions<\/h1>\t\t\n\t\t<h2>See why SEL has become a must-have component of every school\u2019s curriculum<\/h2>https:\/\/youtu.be\/setGOJ3QT9A<p>Social-emotional learning (SEL) is one of the hottest topics in education and the new must-have virtual learning solution. It addresses social, emotional, behavioral, and cognitive skills that have been proven to predict success in school and beyond.<\/p><p>But implementing an SEL program can be challenging. This on-demand webinar explores:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\n\n    <!--Generated by IJSVG (https:\/\/github.com\/iconjar\/IJSVG)-->\n    \n    \n    \n        \n        \n        \n        \n        \n        \n        \n        \n    \n    \n        \n    \n    \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n    \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tWhat it means to address the whole student\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\n\n    <!--Generated by IJSVG (https:\/\/github.com\/iconjar\/IJSVG)-->\n    \n        \n        \n        \n        \n        \n        \n    \n    \n    \n    \n    \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n    \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tThe key components of social-emotional learning\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\n\n    <!--Generated by IJSVG (https:\/\/github.com\/iconjar\/IJSVG)-->\n    \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n    \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tHow to leverage Suite360 as an online SEL solution\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\n\n    <!--Generated by IJSVG (https:\/\/github.com\/iconjar\/IJSVG)-->\n    \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n        \n    \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tHow to implement SEL in your district\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"#webinar-video\" role=\"button\">\n\t\t\t\t\t\tWatch the webinar\n\t\t\t\t\t<\/a>",
            "title": "Webinar: Social-emotional learning and restorative justice solutions",
            "excerpt": "On-demand webinar: Social-emotional learning and restorative justice solutions See why SEL has become a must-have component of every school\u2019s curriculum https:\/\/youtu.be\/setGOJ3QT9A Social-emotional learning (SEL) is one of the hottest topics in education and the new must-have virtual learning solution. It addresses social, emotional, behavioral, and cognitive skills that have been proven to predict success in...",
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            "path": "\/blog\/setting-online-learners-up-for-success\/",
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            "content": "<h2>Who is learning online?<\/h2>\n<p>A natural place to start when discussing K-12 online learning is by asking who is taking courses online? In the 2017-18 school year, over 112,000 K-12 students took at least one online course, representing 7% of all Michigan K-12 students; nationally, 34 states had full-time online schools representing over 278,000 students (Michigan had over 25,000 ) (Molnar et al., 2017).<\/p>\n<h2>How are students doing in their online courses?<\/h2>\n<p>During the 2017-18 school year, a majority of the over 500,000 enrollments (from the over 112,000 students) were at the high school level. The overall virtual course pass rate was a rather discouraging 55% (the same group of learners passed their non-virtual courses 79% of the time). Another discouraging statistic is that of the over 112,000 students, 23% did not pass any of their online courses. That being said, nearly half of the over 112,000 students passed <i>all<\/i> of their online courses (Freidhoff, 2019). Clearly, there is huge variation in student success patterns with poverty status, number of online courses, gender, and part- or full-time online status playing key roles in contributing to students\u2019 success.<\/p>\n<h2>What is driving the growth in online learning?<\/h2>\n<p>From the 2016-17 school year to the 2017-18 school year, online learning in Michigan grew by nearly 10,000 students and 60,000 enrollments. So, what is making online learning so attractive--despite the fact that for many students online learning presents serious challenges? For many students (and schools or parents of students who enroll), online learning is an attractive option because it is flexible, accessible (in ways strictly scheduled face-to-face courses may not be), offers the greater possibility of personalized learning, is self-paced, and is always available to the student.<\/p>\n<h2>Who is learning <i>successfully<\/i> online?<\/h2>\n<p>There are clear advantages to online learning; however, students must possess requisite skills such as good time management, effective communication, self-motivation, and critically academic and technological preparedness. With specific regard to academic preparedness, students who enroll in online courses for credit recovery, that is to gain course credits for which they previously failed, underperformed compared to students enrolling for any other reason, even while controlling for factors such as gender and instructor type (Kwon, 2019).<\/p>\n<h2>How can we help students who are not having success online?<\/h2>\n<h3>Considering an online course<\/h3>\n<p>Before students even enroll in an online course, there is a lot to consider on the part of the enrolling entity (usually the school or parent). What kind of technology is required for the course, and can that be provided for your student? What kind of communication and support does the online teacher provide? Does the course meet state and national academic requirements, and is it approved by the student\u2019s school of record? Answers to these questions cannot determine a student's probability of success, but it can help schools and parents select courses with high levels of support, something critical to student success.<\/p>\n<h3>The role of mentors in supporting online students<\/h3>\n<p>All students benefit from having a supportive and engaged on-site mentor, a personal connection that provides face-to-face support for students enrolled in online courses. Successful mentors establish regular contact with their students and build trusting relationships. They also hold students accountable for completing their online coursework and serve as a liaison between the student and online teacher when necessary. There are several strategies mentors (and parents, too) can employ to support students: schedule time to work on the online course, make sure students are able to access and navigate their courses, and check in with students regularly and before they are having issues with their course. It\u2019s also important to help students build self-confidence and skills as lifelong learners such as helping students advocate for themselves and track their own learning and course progress.<\/p>\n<h3>Supporting online students<\/h3>\n<p>Quite simply, online students need many of the same supports students in face-to-face schools need as well: dedicated time and space to complete their lessons and coursework, support from a trusted adult, and help and intervention when they start to get off track. Overall, communication between students, parents, mentors, and schools is key to successful online learning, setting clear expectations, defining roles, and most of all working in conjunction to support students.<\/p>\n<h2>References<\/h2>\n<p>Freidhoff, J. R. (2019).<a href=\"https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"> <i>Michigan\u2019s k-12 virtual learning effectiveness report 2017-18<\/i><\/a>. Lansing, MI: Michigan Virtual University. Retrieved from <a href=\"https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\">https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/<\/a>.<\/p>\n<p>Kwon, J. B.(2017). <i>Examining credit recovery experience at a state virtual school<\/i>. Lansing, MI: Michigan Virtual University. Retrieved from <a href=\"https:\/\/media.mivu.org\/institute\/pdf\/creditrec.pdf\">https:\/\/media.mivu.org\/institute\/pdf\/creditrec.pdf<\/a>.<\/p>\n<p>Molnar, A., Miron, G., Gulosino, C., Shank, C., Davidson, C., Barbour, M.K., Huerta, L., Shafter, S.R., Rice, J.K., &amp; Nitkin, D. (2017). <i>Virtual Schools Report 2017<\/i>. Boulder, CO: National Education Policy Center. Retrieved from <a href=\"http:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2017\">http:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2017<\/a>.<\/p>\n<h2>Success in Online Learning blog series<\/h2>\n<p>In our<a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/blog\/tag\/success-in-online-learning-blog-series\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">\u00a0Success in Online Learning blog series<\/a>, we discuss all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources. Stay up to date on future blogs in this series by<a class=\"rank-math-link\" href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">\u00a0signing up for email notifications<\/a>!<\/p>\n\n<h2>About the authors<\/h2>\n<p><strong>Kristen DeBruler<\/strong><br>\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.<\/p>\n<p><strong>Christopher Harrington<\/strong><br>\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.<\/p>",
            "title": "Setting Online Learners Up For Success",
            "excerpt": "Each month our team of researchers will be discussing all things K-12 online learning in Michigan and across the nation. Our hope with this series is to provide a primer on K-12 online learning, cover established and emerging topics, and provide relevant research and resources.",
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            "path": "\/blog\/september-research-round-up\/",
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            "content": "<h2>Kid-Friendly Technology for Special Education Students<\/h2>\nEarly September, <a href=\"https:\/\/www.digitallearningcollab.com\/\">Digital Learning Collaborative<\/a> released a blog post from the EducationSuperHighway summer blog series featuring <a href=\"https:\/\/www.digitallearningcollab.com\/blog\/digital-learning-and-special-education\">a conversation with Monique Marcantonio<\/a>, a special education teacher at Ben Bronz Academy in Connecticut. Their conversation covered the use of technology by her students, how technology supports both student learning and teaching in their special education classroom.\n\nThroughout, Monique expresses a desire for more simplified and kid-friendly technology that is more accessible and easier to use by her students; this is an interesting juxtaposition with her agreement that her students are digital natives and know a considerable amount about technology.\n\nWhile students may be proficient in some technology, particularly for socialization and entertainment, they are much less proficient in using technology to support and further their learning.\n<h2>Communication Preferences for Online Students<\/h2>\nTwo journal articles were also released in September. The first by Jesus Trespalacios and Lida J. Uribe-Florez in E-Learning and Digital Media explores case studies in <a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/2042753019874149\" target=\"_blank\" rel=\"noopener noreferrer\">students\u2019 communication preferences during online discussion<\/a>. Results from the study suggested that students considered case-based discussion as the most relevant learning activity and that students in this study preferred text discussions over audio.\n<h2>Student Interaction in the Flipped Classroom<\/h2>\nThe second by Hajera Bibi Abdul Kader in Learning: Research and Practice investigates <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/23735082.2019.1661504\" target=\"_blank\" rel=\"noopener noreferrer\">teachers perceptions of flipped classrooms and student interaction<\/a>. According to the author, due to large class sizes in Singapore, teacher-student interaction is limited. This research explored the use of a flipped classroom model and teachers\u2019 perceptions of the model to increase teachers\u2019 ability to engage one-on-one with students.\n<h2>Crowdsourcing What We Know About Student-Centered Learning<\/h2>\nFinally, the <a href=\"https:\/\/www.christenseninstitute.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Christensen Institute<\/a> released a report on their <a href=\"https:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2019\/09\/The_Canopy.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Canopy project<\/a>, \u201can effort to build better collective knowledge about the diverse range of schools offering learning experiences designed with students at the center.\u201d The initiative took a crowdsourced approach to collecting information identifying schools working towards student-centered learning.\n\nMany of these schools, according to the report, have not previously been identified and can serve to widen the scope of what research considers around student-centered learning and start to break down differentiation and barriers around student-centered learning. The report not only offers insight into a new knowledge generation model but offers an interesting insight into who is being well served by innovative schools, and who is not.\n<h2>Research Round Up blog series<\/h2>\nIn our <a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/research-roundup-blog-series\/\">Research Round Up blog series<\/a>, we compile recent research on K-12 online learning in Michigan and across the nation. This series is designed to provide resources for researchers and practitioners to stay up to date with with what we know about online teaching and learning. Stay up to date on future blogs in this series by <a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\" (opens in a new tab)\">signing up for email notifications<\/a>!\n<h2>About the Authors<\/h2>\n<strong>Kristen DeBruler<\/strong>\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.\n\n<strong>Christopher Harrington<\/strong>\nDr. Christopher Harrington has served public education as a teacher, an administrator, a researcher, and a consultant for more than 25 years and has experience assisting dozens of school districts across the nation in the design and implementation of blended, online, and personalized learning programs. He has worked on local, regional, and national committees with iNACOL and various other education-based organizations aimed at transforming education through the use of technology.",
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            "content": "<span style=\"font-weight: 400\">By nature, digital learning is constantly evolving. As time goes on, our technologies change and we gain a deeper understanding of how our students learn best in online environments.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">For online teachers, staying up to date on best practices can be tricky. There\u2019s so much information out there. How can you possibly validate and incorporate it all into your practice?<\/span>\r\n\r\n<span style=\"font-weight: 400\">That\u2019s why experts from <\/span><a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">Quality Matters (QM)<\/span><\/a><span style=\"font-weight: 400\"> and the <\/span><a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">Virtual Learning Leadership Alliance (VLLA)<\/span><\/a><span style=\"font-weight: 400\"> came together to release a revised version of the <\/span><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">National Standards for Quality Online Teaching<\/span><\/a><span style=\"font-weight: 400\">, which previously had been last updated in 2011 by <\/span><a href=\"https:\/\/www.inacol.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">iNACOL<\/span><\/a><span style=\"font-weight: 400\">.<\/span>\r\n\r\n<span style=\"font-weight: 400\">These national standards were revised based on extensive literature reviews, community feedback via surveys, and the expertise of online learning experts around the globe.\u00a0 Here at <\/span><i><span style=\"font-weight: 400\">Michigan Virtual, <\/span><\/i><span style=\"font-weight: 400\">we\u2019re honored to have had the opportunity to contribute to the latest edition of these standards.<\/span>\r\n\r\n<span style=\"font-weight: 400\">They are truly a collaborative work that represents a consensus from the online learning community on what constitutes quality online teaching.<\/span>\r\n\r\n<b>Here\u2019s a sneak peek at the table of contents for the revised National Standards for Quality Online Teaching:<\/b>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#1\" target=\"_blank\" rel=\"noopener noreferrer\">Introduction<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#A\" target=\"_blank\" rel=\"noopener noreferrer\">Standard A: Professional Responsibilities<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#B\" target=\"_blank\" rel=\"noopener noreferrer\">Standard B: Digital Pedagogy<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#C\" target=\"_blank\" rel=\"noopener noreferrer\">Standard C: Community Building<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#D\" target=\"_blank\" rel=\"noopener noreferrer\">Standard D: Learner Engagement<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#E\" target=\"_blank\" rel=\"noopener noreferrer\">Standard E: Digital Citizenship<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#F\" target=\"_blank\" rel=\"noopener noreferrer\">Standard F: Diverse Instruction<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#G\" target=\"_blank\" rel=\"noopener noreferrer\">Standard G: Assessment and Measurement<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#H\" target=\"_blank\" rel=\"noopener noreferrer\">Standard H: Instructional Design<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/#changes\" target=\"_blank\" rel=\"noopener noreferrer\">Changes<\/a><\/li>\r\n<\/ul>\r\n<span style=\"font-weight: 400\">As you can see, these standards are fairly exhaustive in their coverage, including everything from digital citizenship to assessment and measurement. They walk you through best practices for teaching in the online environment.\u00a0<\/span>\r\n\r\n<span style=\"font-weight: 400\">Each standard is broken down to include both <\/span><i><span style=\"font-weight: 400\">explanations <\/span><\/i><span style=\"font-weight: 400\">and <\/span><i><span style=\"font-weight: 400\">examples, <\/span><\/i><span style=\"font-weight: 400\">which can help online teachers better understand how they might implement each suggestion into their virtual classroom.\u00a0<\/span>\r\n\r\n<strong>For example:<\/strong>\r\n\r\n<img class=\"aligncenter wp-image-26975 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/Online-Teaching-Standards-Example-1.jpg\" alt=\"B3 The online teacher uses different types of tools to interact in online courses in order to nurture learner relationships, encourage learner interactions, and monitor and motivate learner engagement. EXPLANATIONS Online teacher presence is embodied through nurturing learner relationships, encouraging learner interactions, and monitoring and motivating learner engagement. This includes learner-teacher relationship building as well. EXAMPLES The online teacher may give explicit instruction for online discussion forums regarding etiquette and providing feedback about how learners should communicate with each other. Online and blended teachers may perform action research to explore the ways in which they nurture inquiry and\/or social and emotional development.\" width=\"1079\" height=\"447\" \/>\r\n\r\n<span style=\"font-weight: 400\">If you\u2019re an online teacher interested in improving your practice, we encourage you to explore these standards and pull out the tips and tricks that are most helpful for you!<\/span>\r\n\r\n<b>For more context on how and why these standards were revised, <\/b><span style=\"font-weight: 400\">check out the following videos created by Quality Matters and the Virtual Learning Leadership Alliance: <\/span>\r\n<h2><strong>Short Version (6 minutes)<\/strong><\/h2>\r\nhttps:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/08\/NSQ-Zoom-r_6-min-2019.08.14.mp4\r\n<h2><strong>Deep Dive (27 minutes)\u00a0<\/strong><\/h2>\r\nhttps:\/\/www.nsqol.org\/wp-content\/uploads\/2019\/08\/NSQ-Zoom-r_1920x1080_27-min-2019.08.14.mp4\r\n\r\n&nbsp;",
            "title": "What makes for quality online teaching? \u2014 Revised national standards",
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            "path": "\/blog\/using-genius-hour-to-help-students-cultivate-their-passions-and-transform-their-world\/",
            "author_id": 53,
            "timestamp": 1569612618,
            "content": "<!-- wp:heading -->\n<h2>Our students are <del>constantly<\/del> noticing injustices or experiencing inequities in their world.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Whether it\u2019s institutionalized racism, sexism, or otherness created in everyday experiences or present in the media to which they are exposed, they are aware of the goodness and the ugliness in the world, and they are eager to shift the world for the better.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That\u2019s why I was so excited when I learned about the concept of giving my students a \u201c<a href=\"https:\/\/www.weareteachers.com\/what-is-genius-hour\/\">Genius Hour<\/a>\u201d (GH).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The idea here is pretty simple:<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Just like big, innovative companies like Google allow employees to spend 20% of their time developing passion projects, many educators are now giving their students dedicated classroom time to developing passion projects of their own.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/youtu.be\/COF-bqZuE-I\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/youtu.be\/COF-bqZuE-I\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:paragraph -->\n<p>My hope with the implementation of Genius Hour in my sixth-grade integrated Language Arts and Social Studies class was that my students would have the opportunity to pursue their passions, cultivate their curiosities, and see their failure or potential dead ends turn into new ideas pushing their perseverance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>I also wanted to honor their feelings of not being heard or listened to by adults even though they had great ideas.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We paired Genius Hour with <a href=\"https:\/\/www.pblworks.org\/what-is-pbl\">project-based learning<\/a> (PBL), which allowed us to examine some of the injustices in our community, locally, and as a whole class. We made significant impacts on our school through PBL, but the kids also wanted to pursue things more globally, which pushed us in the direction of more personal PBL experiences in Genius Hour.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Through Genius Hour, students begin where they are.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One of the highlights of implementing GH is that it can be as simple as allowing a student who loves dogs the option to examine why dogs shake immediately following a bath or allowing a student who\u2019s passionate about ocean life to dive deeper into environmental causes of the bleaching of coral reefs around the world.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I start by inviting students to think about their passions and what makes them curious by taking \u201cwonder walks\u201d around our school and our community and by watching clips from around the globe. Each of these wonderings is then pursued by students during an allocated portion of their week.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>This one-hour (Genius Hour) is dedicated to very specific tasks, including:<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>Coaching students on finding passion, seeking out information, utilizing google, finding reputable sources, aligning information, and finding multiple sources to verify information<\/li><li>Pairing a mini-lesson with some research time<\/li><li>Working to cite sources, paraphrase, quote texts, implement infographics, make sense of data, and balance information in written form with images<\/li><li>Studying presentation methods and how we might engage an audience to share our findings<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Fair Warning: there is an immense amount of struggle in implementing Genius Hour for both the facilitator as well as the students.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Knowing and embracing this struggle from the onset is crucial.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Here are two ways I manage it:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>We talk about mistakes. <a href=\"https:\/\/www.amazon.com\/Mistakes-That-Worked-Familiar-Inventions\/dp\/0385320434\"><em>Mistakes that Worked<\/em><\/a> by Charlotte Foltz Jones is a great text to examine ideas that come from unintentional discoveries.<\/li><li>We examine picture books that help inspire thinking (Kobi Yamda\u2019s <em><a href=\"https:\/\/www.amazon.com\/What-Do-You-Idea\/dp\/1938298071\">What Do You Do With an Idea?<\/a><\/em>, <a href=\"https:\/\/www.amazon.com\/gp\/product\/1943200009\/ref=dbs_a_def_rwt_bibl_vppi_i1\"><em>What do You Do With a Problem?<\/em><\/a>, and <a href=\"https:\/\/www.amazon.com\/gp\/product\/1943200734\/ref=dbs_a_def_rwt_bibl_vppi_i3\">What Do You Do With a Chance?<\/a>).<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For teachers, helping to facilitate the development of questions and helping to identify keywords that might help students find helpful resources can take several weeks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Watching students arrive at dead ends, redirecting those students, and helping them to see the success in their perceived failure is so valuable but also takes time and patience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>There are so many tools and resources to help you get started Genius Hour and get students excited!<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>We utilize the book <a href=\"https:\/\/www.amazon.com\/Crown-Your-Head-Nancy-Tillman\/dp\/1250040450\"><em>The Crown on Your Head<\/em><\/a> by Nancy Tillman to launch the school year and the idea of GH with the hope that students honor their crowns as forever changing as well as honoring the crowns of others (the uniqueness of others)<\/li><li>Get practical implementation tools from Joy Kirr\u2019s <a href=\"https:\/\/www.livebinders.com\/play\/play?id=829279\">LiveBinder<\/a><\/li><li>For help with pursuing passion and creating, watch <a href=\"https:\/\/www.youtube.com\/watch?v=faIFNkdq96U\">Caine\u2019s Arcade<\/a> and the Cardboard Challenge <a href=\"https:\/\/youtu.be\/faIFNkdq96U\">Part I<\/a> and <a href=\"https:\/\/youtu.be\/Ul9c-4dX4Hk\">Part II<\/a><\/li><li>For Global Explorations and cultivating curiosity, consider using <a href=\"https:\/\/www.projectexplorer.org\/\">Project Explorer<\/a><\/li><li>Read Angela Maier\u2019s <a href=\"https:\/\/www.amazon.com\/Classroom-Habitudes-Revised-Teaching-Attitudes\/dp\/1935542621\"><em>Classroom Habitudes <\/em><\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Utilizing GH accompanied by these tools were key to my students\u2019 learning and successes.<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Giving students voice and choice in my classroom and ultimately their world has proven to be extremely empowering. When they see that they can be change-makers, the relevance of school and their learning become so clear. GH has been a catalyst for projects that have spanned years, earned students grants and even developed into one student's non-profit organization: <a href=\"https:\/\/www.lansingstatejournal.com\/story\/news\/local\/2017\/04\/13\/thinking-big-holt-teens-outreach-foster-kids\/100177512\/\">Suitcases For Kids<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Math is reading, and science is writing. They need to understand history and social constructs to make sense of the world around them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The most authentic and meaningful learning we can offer our students is to invite them to explore.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "The most powerful thing we can do as educators is to invite our students to explore. Service-learning and project-based learning are two ways to allow students to explore and get involved in their communities. These two experiences continue to be woven into Katie Bielecki\u2019s teaching and have spurred on the implementation of Genius Hour in her classroom. ",
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        {
            "id": 26775,
            "path": "\/blog\/using-roadmaps-to-create-deeply-digital-lessons-for-students\/",
            "author_id": 51,
            "timestamp": 1569511625,
            "content": "<p style=\"text-align: center\"><img class=\"aligncenter size-full wp-image-26782\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/digitalcurricula.png\" alt=\"University of Michigan Center for Digital Curricula\" width=\"802\" height=\"454\" \/>\r\n<strong>Source:<\/strong> University of Michigan Center for Digital Curricula<\/p>\r\n\r\n<h2>We know teachers have so much on their plates every single day.<\/h2>\r\nWhen it comes to crafting a deeply digital curriculum \u2014 one that encourages real-time, synchronous, collaborative, interactive, and experiential learning \u2014 teachers often simply do not have extra time to develop their own deeply digital resources while at the same time managing everything else that happens in a school day.\r\n\r\nThat\u2019s why I\u2019m such an advocate of open educational resources (OER), which I\u2019ve been using for the past 3 years in my social studies classrooms and promoting for wider use in my district and across the state.\r\n\r\nBecause these resources are freely available and produced by other educators, I can spend less time developing my own deeply digital resources from scratch and instead devote my time to incorporating quality resources from other educators into my curriculum.\r\n\r\nCollabrify is a suite of tools created by the University of Michigan\u2019s Center for Digital Curricula that supports 1:1 classrooms and collaborative learning. The Collabrify Roadmap platform, in particular, allows teachers to create, tweak, or differentiate deeply digital lessons using OERs. These lessons take the form of a \u201croadmap\u201d that students can follow in their web browsers and engage with resources at their own pace. Lessons are distributed through the Dashboard where both the student and teacher can access and interact with the lesson.\r\n\r\nhttps:\/\/youtu.be\/fyl7jK0sMpc\r\n\r\nOther tools in the suite include Collabrify Chart, Collabrify KWL, Collabrify Writer, Collabrify Flipbook, and Collabrify Map. All of these programs can be used by students on their own devices to digitally co-create charts, KWLs, multimedia documents, flipbooks, and concept maps. These collaborative documents can then be incorporated into a larger, multi-step lesson Roadmap that teachers can share with their students.\r\n\r\nThe value of OERs like Roadmaps is how they are used. When I was introduced to the Collabrify platform, I knew instantly it was what our state needed to bring quality OERs to teachers and their students in a simple way.\r\n\r\nI have piloted Roadmaps within instructional units, as test preparation, and for student creation in my 5th grade Social Studies and ELA courses. Teachers can access and use completed roadmaps from the GoOpen Site, or they have the option to create their own.\r\n\r\nRoadmaps are very helpful for all learners to follow and can be distributed within small groups or individuals. It simplifies the 1:1 classroom environment and truly promotes individualized learning at its best!\r\n<h2>While using Roadmaps, students take greater ownership of their own personalized learning.<\/h2>\r\nMy students are always excited to receive a new \u201cmap,\u201d and they even enjoy creating their own.\r\nBecause this tool is perfect for all instructional levels and subjects, the high-achievers have the ability to \u201cgo beyond\u201d in the lesson, and the students who struggle can be accommodated across the levels\/curriculum easily.\r\n\r\nTeachers can monitor where the students are with a quick click in the \u201cmonitoring\u201d piece of the Roadmap toolbar. This allows you to see and assess student progress on any lesson or assignment which is an important feature when students could be at various places within the assignment.\r\n\r\nI also find that Roadmaps can create great toolkits for review of any subject matter, especially when it is time to prepare for M-Step in the Spring.\r\n<h2>Ultimately, everyone benefits from OERs like those in the Collabrify suite.<\/h2>\r\nStudents will always benefit when a teacher can bring meaningful curricula to them in an organized, simplified fashion, and teachers will always benefit when quality curricula is shared. The uses for Roadmaps are endless, and the value of this tool is just beginning to show in classrooms the more it is promoted and supported. As we begin to shift to more 1:1 classroom environments, I am confident that any teacher who chooses to use Roadmaps will see the difference in their planning and in their classroom.\r\n\r\nFor more information on this resource, visit the <a href=\"https:\/\/cdc.engin.umich.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Digital Curricula<\/a> and <a href=\"https:\/\/www.imlc.io\/apps#roadmap\" target=\"_blank\" rel=\"noopener noreferrer\">Collabrify's Roadmap System<\/a>.",
            "title": "Using Roadmaps to create deeply digital lessons for students",
            "excerpt": "Roadmaps is an open educational resource that allows teachers to create interactive, graphical, collaborative, and adaptive deeply digital lessons that are easy to use. This tool promotes collaboration between students and teachers which is why Denise Gallemore regularly uses it in her 5th-grade social studies and ELA classroom.",
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            "id": 33738,
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            "author_id": 12,
            "timestamp": 1569502800,
            "content": "<!-- wp:paragraph -->\n<p>When count day comes around, it\u2019s important for your district to have a process in place to report your virtual learners and receive appropriate state funding. Join us on Thursday, September 26 for a webinar where special guest, Brian Ciloski, a departmental analyst with MDE, will discuss Michigan laws regarding count day requirements, share best practices for reporting virtual learners, and provide resources that can assist you through this process.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Count Day Reporting for Virtual Learners",
            "excerpt": "When count day comes around, it\u2019s important for your district to have a process in place to report your virtual learners and receive appropriate state funding. Join us on Thursday, September 26 for a webinar where special guest, Brian Ciloski, a departmental analyst with MDE, will discuss Michigan laws regarding count day requirements, share best...",
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            "content": "<em>Jemma Bae Kwon &amp; Kristen DeBruler<\/em>\n\nOnline gradebooks situated within a learning management system (LMS) go far beyond simply a space to record student grades. They offer a dynamic tool for monitoring student progress. For gradable course content (either auto- or instructor-graded), reports can be easily generated detailing how many course points a student attempted to earn and how many points that same student actually earned. All of this is time-stamped by the LMS to provide chronological information as well.\n\nIn 2018, using students\u2019 grade histories on a month-by-month basis from the 2015-16 academic year, Michigan Virtual Learning Research Institute (MVLRI) released a report on students\u2019 learning trajectories in Michigan Virtual online mathematics courses over the course of a single semester (Kwon, 2018). This study utilized the monthly greatest score as the dependent variable, allowing the researchers to observe the same student at different points in time throughout the semester and in turn, to understand changes in student behavior (i.e., earning course points by completing gradable content) over the course of the semester. This blog post details a continuation of that research through the 2017 academic year.\n\nGrowth modeling (GM) was an excellent methodological fit for the aforementioned study. However, GM relies on an assumption of homogeneous populations, something that was not satisfied in this iteration of the research. For instance, there would be differences in both the learning behaviors and outcomes between students taking AP Calculus because it was not available in their local school and students taking Algebra I to recover previously failed credit. With that in mind, the researchers specifically selected growth mixture modeling (GMM) as it is considered a robust method of analysis that does not rely on the assumption of a homogenous population. This analytic approach was designed in such a way that it first identified distinct groups of individuals (i.e., clusters\/classes) and then performed growth modeling (i.e., trajectories of respective clusters).\n\nThe final data set for the 2018 study included the greatest earned scores at five occasions (one per month). The model estimation was conducted to examine multiple possible scenarios regarding the number of distinct groups (clusters) and shape of trajectory that best fit the data. As a result of reviewing model-fit indices, the cubic model with four-latent-class was chosen. This model indicated four profiles as learning trajectories in online mathematics courses, including (a) a nearly linear growth; (b) a steep increase in student scores as the end of each semester approached; (c) hardly any growth over the semester; and (d) strong early achievement. The first profile (nearly linear growth) constituted the largest group with approximately three quarters (72.7%) of enrollments in the study sample.\n\nThis profile of nearly linear growth over the course of the semester is indicative of the tendency to complete gradable course content on pace, and not postpone completion of content until the final weeks of the semester. This pattern of linear growth is one promoted by the pacing guides within each course.\n\nGiven that most students fell into this linear growth trajectory, researchers wanted to examine other academic years for similar trajectory profiles. Should the profile continue to be abundant, this research may provide ways for instructors to better identify students who are likely to remain on pace and conversely identify those who are likely to fall behind.\n\nTo build on the 2018 study, researchers selected the 2016-17 academic year for analysis. Data from the 2016-17 year had some notable differences from the 2015-16 year. Consumer and Foundation mathematics courses were excluded from the current study, as were AP Statistics courses that were hosted through a third-party provider and not on the Michigan Virtual LMS. Also, in the 2016-17 school year, Michigan Virtual launched a specific credit recovery program, which altered the student composition of non-credit recovery courses.\n\nThe results of the GMM for the 2016-17 data identified the linear model with two-latent-class as the best-fit model. A vast majority of students (99.65%) were members of class 1. Table 1 summarizes results of both the 2015-16 and 2016-17 analyses. GMM for both academic years identified clusters sharing similar linear trajectory profiles. The majority clusters (class 4 for the 2015-16, class 1 for the 2016-17 academic year) were then split into four sub-groups based on earned score in the final month of the semester in order to provide practical implications.\n<table><caption><strong>Table 1.<\/strong> Growth Mixture Modeling Best Fit Model Results<\/caption>\n<thead>\n<tr>\n<th>Four-class cubic model<\/th>\n<th>Two-class cubic model<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Class 1 (1.3%) hardly any growth<\/td>\n<td>Class 1 (99.65%)<\/td>\n<\/tr>\n<tr>\n<td>Class 2 (12.2%) early completion<\/td>\n<td>Class 2 (0.35%)<\/td>\n<\/tr>\n<tr>\n<td>Class 3 (13.8%) steeper as approaching final<\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Class 4 (72.7%) nearly linear<\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table><caption><strong>Table 2.<\/strong> Trajectory of Linear Growth Profiles<\/caption>\n<thead>\n<tr>\n<th rowspan=\"2\">Final Month\u2019s Score (S)<\/th>\n<th colspan=\"5\">Class 4 in 2015-16 Study\n(n = 1,328)<\/th>\n<th colspan=\"5\" width=\"273\"><strong>Class 1 in 2016-17 Study<\/strong><strong>( n = 1,149)<\/strong><\/th>\n<\/tr>\n<tr style=\"background-color: #115e6e\">\n<th>%<sup>1<\/sup><\/th>\n<th>M1<sup>2<\/sup> Avg.<\/th>\n<th>M2 Avg.<\/th>\n<th>M3 Avg.<\/th>\n<th>M4 Avg.<\/th>\n<th>%<\/th>\n<th>M1 Avg.<\/th>\n<th>M2 Avg.<\/th>\n<th>M3 Avg.<\/th>\n<th>M4 Avg.<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"92\">S \u2265 90<\/td>\n<td width=\"49\">42.8<\/td>\n<td width=\"57\">17<\/td>\n<td width=\"57\">40<\/td>\n<td width=\"57\">61<\/td>\n<td width=\"57\">81<\/td>\n<td width=\"44\">36.2<\/td>\n<td width=\"57\">11<\/td>\n<td width=\"57\">29<\/td>\n<td width=\"57\">46<\/td>\n<td width=\"57\">69<\/td>\n<\/tr>\n<tr>\n<td width=\"92\">90 &gt; S \u2265 80<\/td>\n<td width=\"49\">28.8<\/td>\n<td width=\"57\">14<\/td>\n<td width=\"57\">32<\/td>\n<td width=\"57\">50<\/td>\n<td width=\"57\">72<\/td>\n<td width=\"44\">26.7<\/td>\n<td width=\"57\">8<\/td>\n<td width=\"57\">23<\/td>\n<td width=\"57\">37<\/td>\n<td width=\"57\">58<\/td>\n<\/tr>\n<tr>\n<td width=\"92\">80 &gt; S \u2265 70<\/td>\n<td width=\"49\">16.9<\/td>\n<td width=\"57\">11<\/td>\n<td width=\"57\">25<\/td>\n<td width=\"57\">39<\/td>\n<td width=\"57\">60<\/td>\n<td width=\"44\">15.6<\/td>\n<td width=\"57\">6<\/td>\n<td width=\"57\">19<\/td>\n<td width=\"57\">31<\/td>\n<td width=\"57\">49<\/td>\n<\/tr>\n<tr>\n<td width=\"92\">70 &gt; S \u2265 60<\/td>\n<td width=\"49\">9.2<\/td>\n<td width=\"57\">8<\/td>\n<td width=\"57\">19<\/td>\n<td width=\"57\">31<\/td>\n<td width=\"57\">51<\/td>\n<td width=\"44\">6.6<\/td>\n<td width=\"57\">5<\/td>\n<td width=\"57\">15<\/td>\n<td width=\"57\">24<\/td>\n<td width=\"57\">39<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nTable 2 presents monthly average score by performance groups based on final month\u2019s scores, for those groups whose final month score was greater than or equal to 60%. That is, students who fell into the linear cluster were divided into the four groups, such as the highest group whose final month\u2019s scores were greater than 90, the second highest group whose final month\u2019s scores were between 90 and 80, and so on.\n\nAccording to Table 2, the highest performing group for the 2016-17 academic year (those students with a last month average greater than or equal to 90% of course points) indicates that at least 30% of course points were earned in the fourth or fifth month of the course. The high performing groups from the 2015-16 study demonstrated a more clear linearity in the trend across months and a robust growth from the beginning to the end of the semester. Specifically, students whose earned scores in the final month were at least 80% of course points showed an increase in scaled scores by approximately 20% month-by-month. This may be attributed to the course pacing guidelines which follow a similar pattern.\n\nMeanwhile, the group of relatively low performance in the final month (final month\u2019s score between 70% and 60%) was characterized by an increase in scaled scores by approximately 10% points from the first to the second month and from the second and the third month. This growth pattern in turn required students to earn a significant portion of course points in the final months of the course, an unrealistic and unattainable expectation. This pattern of low month-by-month increases may be a Maginot line for success in mathematics courses, that is to say that students may be largely unable to overcome such small growth early in the course. Practically, if instructor progress monitoring shows completion of only 10% of course tasks during the first two months of a course, that student is unlikely to successfully complete their course and may benefit from additional motivation, affective, and cognitive supports.\n\nThis research, both the original 2018 report and the expanded follow up using 2016-17 data, provides a more robust understanding of patterns of student behavior that lead to success and patterns that suggest students are in need of instructor intervention and support. These data are intended to provide more information to instructors, to help them identify struggling students sooner, and be able to get those students back on track before the end of the semester. Certainly averages and probabilities can never replace instructor experience and intuition, but this research can support instructors and provide valuable data to inform their decision-making. We hope to continue this, and similar lines of research, in the coming years to provide clear, accurate, and real-time progress monitoring and flagging for online instructors.\n<h2>References<\/h2>\nKwon, J. B. (2018). <em>Learning trajectories in online mathematics courses<\/em>. Lansing, MI: Michigan Virtual University. Retrieved from <a href=\"https:\/\/mvlri.org\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/\">https:\/\/mvlri.org\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/<\/a>\n\n<h2>Jemma Bae Kwon<\/h2>\nJemma Bae Kwon is an assistant professor in the Department of Teaching Credentials at California State University\u2014Sacramento. She is working with special education and elementary school teacher candidates in the courses of curriculum and instructional strategies for students with special needs and mathematics curriculum and instruction for the diverse K-8 classroom. Her research interests span both mathematics learning and teacher education.\n\n<h2>Kristen DeBruler<\/h2>\nDr. Kristen DeBruler received her doctorate in Educational Psychology and Educational Technology from Michigan State University. She taught in the Master of Arts in Educational Technology program at Michigan State University for three years. Her work focuses on K-12 online learning policy in Michigan and nation wide as well as understanding online learning best practices.",
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            "path": "\/blog\/using-computer-science-and-computational-thinking-in-the-kindergarten-classroom\/",
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            "content": "<!-- wp:heading {\"level\":3} -->\n<h3><strong>Kindergartners have the ability to do more than we often expect from them.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s true, and I witnessed it myself after integrating computer science and computational thinking into my kindergarten classroom. By the end of the year, I watched as my students\u2019 ability to break down problems with machines and codes began to bleed into how they broke down problems with their peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Their social skills improved, their test scores improved, and they began to approach problems differently. They developed an independence in their learning that astounded me. It opened my eyes to what kindergartners have the capacity to do at a young age.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This transformation first began after our district committed to providing more opportunities for computer science to all of our students by the 2021 school year after attending the No Fear Coding Lab at 2018 <a href=\"https:\/\/www.iste.org\/\">ISTE<\/a> conference.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n<blockquote><h3>Our goal?<\/h3><p>To make computer science accessible to all students and to provide our students with the opportunity to see themselves as computer scientists.<\/p><\/blockquote>\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p>As a kindergarten teacher, my goal in this work was to show that kindergarteners are able to participate in activities surrounding computer science and that this exposure contributes to their growth both academically and socially.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Recently, I had a class of 24 wonderful students with a wide range of learning needs. While some had never been to school before, others came in ready to read. No matter what happened, they were incredibly flexible and able to adapt to whatever situation they were faced with.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This year was my district\u2019s first of implementing a rigorous new curricula into our classrooms. We were tasked with spending about 3 hours in our reading block and 2 hours in math. We also tried to work in science or social studies daily and some direct writing instruction as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>You can imagine that all of these requirements left little time for a separate computer science block.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With so much time allotted to our core subjects, one challenge that was presented to me was finding the time to do this with my students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>However, after reading Heidi Williams\u2019 book <a href=\"https:\/\/www.amazon.com\/No-Fear-Coding-Computational-Curriculum\/dp\/1564843874\/\"><em>No Fear Coding<\/em><\/a>, I found that computational thinking was something we already do as educators, but we don\u2019t often put a name to it. I began using the computational thinking principles of decomposing problems and creating algorithms to integrate computer science practices into my core subjects.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>This shift had the biggest impact on how I introduced guiding questions in our reading units.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Rather than simply introducing the question for a reading unit (e.g. \u201cHow do animals depend on trees?\u201d) and then moving on, we dove deeply into the question. We asked ourselves and each other questions like \u201cHow are we going to find our information? How are we going to keep track of what we learned?\u201d (Questions inspired by No Fear Coding.)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These questions were important for my students because it helped them anticipate the work we were doing in each unit and also provided a purpose for each activity we did. If we were taking notes, we now understood that this is a way to help us organize and keep track of what we learned as opposed to this just being an activity where I am making them write.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>We also decomposed our problems with each other and with the codes we created.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When my students were introduced to their first robot and it didn\u2019t work the way we thought it was supposed to, we asked ourselves, \u201cWhat happened? What was supposed to happen? Where did it stop working? How can we fix it?\u201d (Questions gathered from a presentation with KiKivsIT).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Although this helped us in our breaking down of problems with machines and codes, I noticed that my students began breaking down other types of issues in the classroom by asking themselves these same questions. Usually after both sides explained what happened, they were able to spot where it \u201cstopped working\u201d and fixed it together through apologies or explanations or their intent.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I began noticing my students going to each other and breaking down their problems. If one student ran into another one, rather than Student 1 telling the Student 2, \u201cYou hit me,\u201d the conversation turned into:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Student 1:<\/strong> \u201cWhen I was walking, your arm hit me.\u201d<br><strong>Student 2:<\/strong> \u201cI didn\u2019t know I hit you, sorry.\u201d<br><strong>Student 1:<\/strong> \u201cThat\u2019s okay.\u201d<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>It was amazing to see this unfold and to see students start to use this strategy on their own.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>There are several tools that support my integration of computer science into core content.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To transform letter- or number-matching activities, for example, we used our <a href=\"https:\/\/www.terrapinlogo.com\/bee-bot-family.html\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Bee-Bots<\/a>, adorable robots shaped like bees that are designed specifically for young children. We used <a href=\"https:\/\/education.lego.com\/en-us\">LEGOEducation Kits<\/a> to provide a different setting to use skills. Strategic use of our reading block gave students multiple opportunities to make our activities cross-curricular (e.g., through comparison).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using these tools also provided my students who were shy or had more academic difficulty a time and space to shine. Oftentimes in these activities (e.g., building with our LEGO kits or programming our Bee-bot to reach a letter they learned), these students were the ones helping others create and debug their algorithms and fix their builds.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>In addition to increasing their \u201cfire\u201d for learning, integrating computer science and computational thinking into my classroom produced incredibly independent students.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>I am still in awe of where my students ended up by the end of the year. They were decomposing and debugging their own problems and relying on each other to help solve their problems. They also showed increased perseverance. Instead of giving up on a task after it didn\u2019t work the first few times, they continued trying and enlisted the help of their peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One group of my students was even able to build and code the LEGO WeDo2.0 moving satellite with no help from me. I can\u2019t even begin to describe how rewarding it felt to watch them retrace their steps and ask themselves where something stopped working and how they could fix it when a part of their build didn\u2019t look correct. To see them working so hard and independently and going back and relying on each other for help was amazing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>They all truly saw themselves as computer scientists and approached challenges differently as a result.<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This spirit of perseverance was also evident in their end-of-the-year tests. They were able to put on their \u201cchallenge face\u201d and try their hardest even though the questions were hard. I truly believe this change in attitude led to over 70% of my students surpassing their expected year\u2019s growth (per the district\u2019s online assessment tool\u2019s data).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, integrating computer science and computational thinking into my curriculum transformed my classroom culture. My students saw each other, not just myself as their teacher, as sources of knowledge. They were also excited to learn, be challenged, and left my classroom as a family.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>For additional information on the tools mentioned in this blog, check out the following resources:<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.terrapinlogo.com\/bee-bot-family.html\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Bee-Bot<\/a><\/li><li><a href=\"https:\/\/www.amazon.com\/No-Fear-Coding-Computational-Curriculum\/dp\/1564843874\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">No Fear Coding<\/a><\/li><li><a href=\"https:\/\/education.lego.com\/en-us\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">LEGO Education<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
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            "id": 26674,
            "path": "\/blog\/podcast-digital-well-being\/",
            "author_id": 48,
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            "content": "<span data-mce-type=\"bookmark\" style=\"display: inline-block;width: 0px;overflow: hidden;line-height: 0\" class=\"mce_SELRES_start\">\ufeff<\/span>\n\nIn this episode, we chat with Keith Tramper about digital wellbeing. We discuss what digital wellbeing is, how it relates to our lives, and how teachers and students might benefit from being mindful of their own digital wellbeing. We also review apps from Apple and Google that help support digital wellbeing goals and Stacey Schuh joins us to help us unpack the conversation with Keith.\n\nHere are some notes about the episode:\n<ul>\n \t<li>Keith talks about the concept of a mentoring gap that exists between children and adults in online spaces. Carrie James is part of Harvard's Graduate School of Education. She discusses the mentorship gap in <a href=\"https:\/\/mitpress.mit.edu\/books\/disconnected\">Disconnected: Youth, New Media and the Ethics Gap<\/a>. Keith learned about this concept through <a href=\"https:\/\/www.amazon.com\/Digital-Citizenship-Action-Empowering-Communities\/dp\/1564843939\">Digital Citizenship in Action<\/a> by Dr. Kristen Mattson. Here's the relevant excerpt from page 10 of Mattson's book:\n<blockquote>In online spaces, we have come to accept a mentorship gap between children and adults. As noted by James (2014), we feel an obligation to tell our students the \"rules of the road,\" but policy, fear, expectations, or curricular priorities keep us from jumping in the passenger seat and guiding our students as they navigate new digital terrain. So how can we close this mentorship gap? How can we ensure that we are teaching all aspects of citizenship, digital citizenship included, through life experiences and not solely through lecture? As educators, part of our responsibility is to create time and space for this type of learning to occur.<\/blockquote>\n<\/li>\n \t<li>Keith shares that he\u2019s part of a Digital Wellbeing Project to support teachers and students. If you\u2019re interested in helping out, express your interest in the <a href=\"http:\/\/bit.ly\/dwbinterest\">Digital Wellbeing Project Interest Form<\/a>.<\/li>\n \t<li>We mention that a middle school in Jeff\u2019s past school district has started a new student cell phone policy this year. The school is Stevenson Middle School in the Wayne-Westland Community School District. <a href=\"https:\/\/www.facebook.com\/paulatutmanlocal4\/videos\/1388517011323848\/UzpfSTU5MDU4OTI5MTA0MzMwMDoyMDAzNTE0ODE2NDE3NDAw\/\">WDIV Local 4 Detroit reported on the policy<\/a>.<\/li>\n \t<li>Keith mentions that he attended a session that I facilitated at the 2019 Lake Michigan Tech Conference. <a href=\"https:\/\/michiganvirtual.org\/presentations\/?_presentation_conference=lmtc-lake-michigan-tech-conference-2019\">Supporting Learning with Student Agency in Mind<\/a> is the name of the session. The article <a href=\"https:\/\/education-reimagined.org\/what-do-you-mean-when-you-say-student-agency\/\">Part 1: What Do You Mean When You Say \u201cStudent Agency\u201d?<\/a> heavily influenced my design of the session.<\/li>\n \t<li>Here's <a href=\"https:\/\/www.futurelearn.com\/courses\/digital-wellbeing\/0\/steps\/47772\">a good primer on well-being in general<\/a> and a video about the <a href=\"https:\/\/www.youtube.com\/watch?v=jqqHUxzpfBI\">PERMA model<\/a> of positive psychology.<\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=podcast%20pd\">Podcast PD<\/a> is a great way to extend your learning while listening to the Digital Backpack.<\/li>\n \t<li>Have thoughts about something you heard on this episode? Leave a <a href=\"https:\/\/anchor.fm\/digitalbackpack\/message\">voice message<\/a> to tell us about it! Your voice message could appear on a future episode.<\/li>\n<\/ul>\nMake sure to<a href=\"https:\/\/anchor.fm\/digitalbackpack\"> <b>subscribe<\/b><\/a> to listen to future episodes!",
            "title": "Podcast: Digital Well-being",
            "excerpt": "\ufeff In this episode, we chat with Keith Tramper about digital wellbeing. We discuss what digital wellbeing is, how it relates to our lives, and how teachers and students might benefit from being mindful of their own digital wellbeing. We also review apps from Apple and Google that help support digital wellbeing goals and Stacey...",
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            "content": "[embedyt] https:\/\/www.youtube.com\/watch?v=ADZAI53Kt88[\/embedyt]\r\n\r\n&nbsp;\r\n\r\nLearning analytics provides a mechanism to support educational decision-making and provide in-time interventions. This webinar focuses on recent research by Dr. Kerry Rice and Dr. Andy Hung (both from Boise State University) on early warning prediction as it relates to online learners at the K-12 level.",
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            "content": "[rank_math_breadcrumb]\t\t<p><em>Michigan Virtual<\/em>\u2019s instructors and staff are passionate about and dedicated to the advancement of blended and online learning.<\/p>[facetwp pager=\"true\"][facetwp counts=\"true\"]\t\t\t\t\n\t\t\t<h2>Search by Name<\/h2>\t\t\n\t\t\t\t\t\n\t\t\t<h2>Subject Area<\/h2>\t\t\n\t\t[strattic_taxonomy_filter taxonomy=\"department\"][facetwp pager=\"true\"][facetwp counts=\"true\"]",
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            "content": "<strong>Annapolis, Maryland (PRUnderground) September 10th, 2019<\/strong>\n\nOn September 9, Quality Matters launched its newest edition of the K\u201312 Rubric. The printed workbook contains two Rubrics with full annotations \u2014 those for K\u201312 and those for K\u201312 Publisher. The updates made in the\u00a0<a href=\"https:\/\/www.qualitymatters.org\/qa-resources\/rubric-standards\">QM K-12 Rubric, Fifth Edition,<\/a>\u00a0reflect current research and best practices in online learning for K\u201312 course design \u2014 as well as the role technology plays and the needs of the QM community.\n\n\u201cGiven the rise of technology in the classroom, all learning is becoming digitally enhanced,\u201d says Dr. Deb Adair, QM\u2019s\u00a0 Executive Director. \u201cAs online learning in K\u201312 continues its exponential growth, using rigorous, research-supported standards to ensure quality has become increasingly important. QM is here to support educators in taking that first step to evaluate their courses and ultimately improve online learning experiences for students.\u201d\n\nThe revised QM K\u201312 Rubric has more examples included in the annotations and additional instructions for reviewers about determining if a Specific Review Standard has been met. Another new feature is the addition of notes related to reviewing elementary level (K-5) courses. These changes lay out a clearer path for using the K\u201312 Rubric to design, improve, and review online courses to support student success.\n\nA list of the Specific Review Standards is publicly available, and QM members have access to the fully annotated version as part of a suite of tools in MyQM. Updated Standards and full annotations are also in the printed workbook \u2014 for both K\u201312 and K\u201312 Publisher. The Rubric can be applied to courses developed locally for use within a school or district and to those courses developed for license or use by other organizations.\n\nAdditionally, the new QM K\u201312 Rubric complements the work QM is doing with the Virtual Learning Leadership Alliance (VLLA) to revise the National Standards for Quality (NSQ) Online Courses\u00a0 \u2014 set for release later this month. \u201cBy closely aligning QM\u2019S K\u201312 Rubric with the NSQ, we are making it easier and more seamless for educators who use these Standards to use QM tools to review and improve courses, achieve QM Certification, and visibly demonstrate their commitment to quality,\u201d explains Christine Voelker, QM\u2019s K\u201312 Program Director. \u201cThe ability to generate a report showing alignment with NSQ standards is a valuable tool, and it\u2019s why QM Official Reviews are an important milestone on the pathway for creating quality courses,\u201d adds Cindy Hamblin, Director of the VLLA.\n\nQuality Matters commissioned Michigan Virtual \u2014 a QM Member and a member organization of the VLLA \u2014 to conduct the literature review and ensure that the K\u201312 Rubric, Fifth Edition is aligned with current best practices of the education community and relevant research. Additionally, elementary sub-committee members wrote new annotations based on what was discovered in the pilot. Candice McPherson, Rubric Committee Member and Course Design Coach for Virtual Arkansas, explains, \u201cThe QM Rubric has been a positive catalyst in our organization for improving the integrity and effectiveness of our course content. One of the most valuable guideposts of the Rubric are the annotations which give detailed examples and scenarios to enable reviewers and course designers to envision what a standard looks like in action. I see the revised Rubric having an even greater impact in organizations like mine from the extensive work the revision committee applied in clarifying and updating the annotations.\u201d\n\nFaculty and staff can learn more about\u00a0<a href=\"https:\/\/www.qualitymatters.org\/professional-development\/workshops\/k-12-app\">applying the K-12 Rubric<\/a>\u00a0and continue to deliver on their online promise through\u00a0<a href=\"https:\/\/www.qualitymatters.org\/professional-development\">QM professional development opportunities<\/a>. A free Rubric Update is also available to QM Members interested in learning about the changes to the new Rubric.\n\nFor more information, visit\u00a0<a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a>.",
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            "content": "<!-- wp:paragraph -->\n<p>In this webinar, we share our journey in developing our Essentials program for online credit recovery and alternative learning. Over the past two years, we have been piloting and revising this program to find a sustainable model that better meets the needs of students who need extra support in order to succeed in their online courses. In this webinar, you\u2019ll learn more about the results and key takeaways from our Essentials pilot study!<\/p>\n<!-- \/wp:paragraph -->",
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        {
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            "path": "\/blog\/podcast-strong-student-relationships-in-online-courses\/",
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            "content": "\r\n\r\nIn this episode, Jeff chatted with Kevin Santer, Lead instructor with the Career &amp; Technology department at Michigan Virtual. Kevin shared his story about coming to education after a successful career in the computer science industry and how he\u2019s been able to build meaningful relationships with students as a fully online instructor.\r\n\r\nHere are some notes about the episode:\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.catcat.com\/student\/catalog\">CatCat<\/a> is a web app that Jeff reviewed in the episode. It offers learning pathways and the means to curate learning pathways, which feel like short courses. It can be used to curate pathways for teachers or students as learners. Jeff concludes that its biggest plus might be for professional learning.<\/li>\r\n \t<li>Shortly after his interview for this episode was recorded, <a href=\"https:\/\/michiganvirtual.org\/about\/news\/kevin-santer-named-2019-michigan-virtual-online-teacher-of-the-year\/\">Kevin Santer was named 2019 Michigan Virtual Online Teacher of the Year<\/a>.<\/li>\r\n \t<li>Much of our discussion this episode centered around what it\u2019s like to teach secondary students online. The <a href=\"https:\/\/mvlri.org\/resources\/guides\/teacher-guide\/#_ga=2.77678812.91083541.1566584824-417593600.1563555057\">Teacher Guide to Online Learning<\/a> might be a good read if you have little or no familiarity with online learning and have an interest in helping online learners be more successful.<\/li>\r\n \t<li>Kevin discussed developing his own chrome extensions to support his team and, eventually, all educators. Chrome extensions are small software programs that customize your browser\u2019s abilities in some way. To get thinking about how you might use chrome extensions, House of #EdTech podcast episode <a href=\"https:\/\/chrisnesi.com\/15-must-have-chrome-extensions-for-educators-2019-hoet126\">15 Must-Have Chrome Extensions for Educators 2019<\/a> offers a good intro to using chrome extensions for education.<\/li>\r\n \t<li>Have thoughts about something you heard on this episode? Leave <a href=\"https:\/\/anchor.fm\/digitalbackpack\/message\">a voice message<\/a> to tell us about it! Your voice message could appear on a future episode.<\/li>\r\n \t<li>If you like listening to this podcast and want to apply and explore the concepts a little more deeply, consider joining us in Podcast PD (<a href=\"https:\/\/plp.mivu.org\/Registration.aspx?course=505\">Screencasting, the Future of Education<\/a> or <a href=\"https:\/\/plp.mivu.org\/Registration.aspx?course=504\">Google Forms, Failure-Free Failing &amp; CBE<\/a>).<\/li>\r\n<\/ul>\r\nMake sure to<a href=\"https:\/\/anchor.fm\/digitalbackpack\"> <b>subscribe<\/b><\/a> to listen to future episodes!",
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            "excerpt": "In this episode, Jeff chatted with Kevin Santer, Lead instructor with the Career &amp; Technology department at Michigan Virtual. Kevin shared his story about coming to education after a successful career in the computer science industry and how he\u2019s been able to build meaningful relationships with students as a fully online instructor. Here are some...",
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            "path": "\/about\/news\/michigan-educator-named-a-national-grand-prize-winner-in-award-for-innovation\/",
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            "content": "<h4><em>Farmington Hills resident, Kyle McGrath, chosen for award by The Henry Ford<\/em><\/h4>\n<strong><em>This article was published in\u00a0<\/em>The Farmington Hills Patch<em> on Aug. 21, 2019. You can <a href=\"https:\/\/patch.com\/michigan\/farmington-mi\/michigan-educator-named-grand-prize-winner\" target=\"_blank\" rel=\"noopener noreferrer\">read the article here<\/a>.<\/em><\/strong>\n\n<img class=\"size-medium wp-image-25550 alignleft\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/08\/THF-Teacher-Innovator-Awards-10-231x300.jpg\" alt=\"photo of kyle mcgrath\" width=\"231\" height=\"300\" \/>Lansing, Mich. \u2014 Michigan educator,<a href=\"https:\/\/nam05.safelinks.protection.outlook.com\/?url=http%3A%2F%2Ficm-tracking.meltwater.com%2Flink.php%3FDynEngagement%3Dtrue%26H%3DAqX%252Fyxxn%252FCsKfNEzXNs%252BvxKe7ZZW379%252BIapVVCHkcj06tGRioNXHyfcpa24lrL6vcNMcb9oO%252FjGEw0tLdaOYkZnvqq2yjPACfL7t0moJGhJE7RDsUrLUk%252FzUjB7EbjNvlCjo279Ds9U%253D%26G%3D0%26R%3Dhttps%253A%252F%252Fmichiganvirtual.org%252Fbiography%252Fkyle-mcgrath%252F%26I%3D20190821150909.000006e7f526%2540mail6-60-usnbn1%26X%3DMHwxMDQ2NzU4OjVkNWQ0ZmI4ODE2NmRhY2YxZmU5YjI2Yzs%253D%26S%3DYM5tgW3nx3jDzyWZrFnXMmFWNOGBl7rrMQ-4YDE7W_s&amp;data=01%7C01%7Cacraft%40michiganvirtual.org%7Ce0251e67cdd7499d1f9508d72701e300%7C5516aeff4fc9401d9f8508729045b29d%7C1&amp;sdata=pa3eithoOhNfDm%2FFm2VeDETIERb2pJylyBu3tmWBi4c%3D&amp;reserved=0\" target=\"_blank\" rel=\"noopener noreferrer\"> Kyle McGrath of Farmington Hills, Mich.<\/a>, was recently named a 2019 Grand Prize winner of The Henry Ford\u2019s annual<a href=\"https:\/\/nam05.safelinks.protection.outlook.com\/?url=http%3A%2F%2Ficm-tracking.meltwater.com%2Flink.php%3FDynEngagement%3Dtrue%26H%3DAqX%252Fyxxn%252FCsKfNEzXNs%252BvxKe7ZZW379%252BIapVVCHkcj06tGRioNXHyfcpa24lrL6vcNMcb9oO%252FjGEw0tLdaOYkZnvqq2yjPACfL7t0moJGhJE7RDsUrLUk%252FzUjB7EbjNvlCjo279Ds9U%253D%26G%3D0%26R%3Dhttps%253A%252F%252Fwww.thehenryford.org%252Feducation%252Fcompetitions-and-events%252Fteacher-innovator-awards%26I%3D20190821150909.000006e7f526%2540mail6-60-usnbn1%26X%3DMHwxMDQ2NzU4OjVkNWQ0ZmI4ODE2NmRhY2YxZmU5YjI2Yzs%253D%26S%3D-crVd_aXBACyb2KEdqi18QaB_6PHzFRyz7yucOmbaI4&amp;data=01%7C01%7Cacraft%40michiganvirtual.org%7Ce0251e67cdd7499d1f9508d72701e300%7C5516aeff4fc9401d9f8508729045b29d%7C1&amp;sdata=dSdcS3s%2BxxUDLI0hevEMRgUp9kX5syZ%2BuaC1T1fvwXc%3D&amp;reserved=0\" target=\"_blank\" rel=\"noopener noreferrer\"> Teacher Innovator Awards<\/a>. An educator with <em>Michigan Virtual<\/em> and a social studies teacher at Milford High School, McGrath joins nine other national educators as a Grand Prize winner and was chosen out of roughly 200 applicants nationwide.\n\n\u201cWe couldn\u2019t be more proud to have Kyle teaching <em>Michigan Virtual<\/em> students \u2013 The Henry Ford made an excellent decision counting him among this year\u2019s Grand Prize winners,\u201d said Jamey Fitzpatrick, president and CEO of<em> Michigan Virtual<\/em>. \u201c<em>Michigan Virtual<\/em> is a catalyst for innovation in education, and teachers like Kyle make our students so successful both in and out of the classroom.\u201d\n\nThe Henry Ford\u2019s Teacher Innovation Awards recognize educators who inspire students to be collaborative and empathetic, challenge them to take risks, and teach the value of staying curious and learning from failure. Teachers nationwide competed for this prize, and the Grand Prize winners receive an Innovation Immersion Experience at The Henry Ford, which includes a behind-the-scenes tour with curators of the museum and village and archives. To enter, teachers had to submit an essay, lesson plans and curriculum, and a video.\n\n\u201cWinning this award is a great recognition to what I do at <em>Michigan Virtual<\/em> and validates the innovative approach that we use in education,\u201d said McGrath. \u201cWhile this award is a great honor, I know that there are a lot of other teachers at <em>Michigan Virtual<\/em> who are even more innovative than me. I\u2019ve learned a lot from them and I\u2019d like to thank <em>Michigan Virtual<\/em> for inspiring me to be innovative as a teacher over the years.\u201d\n\nMcGrath has been a teacher with <em>Michigan Virtual<\/em> since 2015. Prior to teaching, McGrath worked in both business and government. He graduated with a Bachelor of Arts in public policy from Michigan State University and a Master of Arts in teaching from Oakland University. McGrath is a published children\u2019s book author and the recipient of the 2014 Outstanding Teacher of American History Award from the Daughters of the American Revolution Piety Hill Chapter.",
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            "path": "\/about\/news\/students-in-iosco-county-head-back-to-school-next-week\/",
            "author_id": 2,
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            "content": "This article \u2014 originally published in the Iosca County News-Herald on Aug. 20, 2019 \u2014 chronicles the start of a new school year in Iosco County, which, for students at Oscoda Area Schools, includes opportunities to take <em>Michigan Virtual <\/em>online courses:\n\n<a href=\"http:\/\/www.iosconews.com\/article_279f6ddc-c35e-11e9-902e-8f2e681504bf.html\">http:\/\/www.iosconews.com\/article_279f6ddc-c35e-11e9-902e-8f2e681504bf.html<\/a>",
            "title": "Students in Iosco County head back to school next week",
            "excerpt": "This article \u2014 originally published in the Iosca County News-Herald on Aug. 20, 2019 \u2014 chronicles the start of a new school year in Iosco County, which, for students at Oscoda Area Schools, includes opportunities to take Michigan Virtual online courses: http:\/\/www.iosconews.com\/article_279f6ddc-c35e-11e9-902e-8f2e681504bf.html",
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            "content": "<!-- wp:heading -->\n<h2>Lesson #1: How to Build An Effective Mentoring Program<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Over the past 20 years, from both research and experience, we\u2019ve learned a few things about how to boost success rates of online learners, resulting in a student pass rate 25 percentage points higher than the statewide average for virtual learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One lesson we\u2019ve learned along the way is this: Mentors play a key role in the success of online learners. In this webinar, we\u2019ll share these best practices, including tips and tricks for supporting mentors as a principal, growing your mentoring program, and dealing with mentor turnover.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "Lesson #1: How to Build An Effective Mentoring Program Over the past 20 years, from both research and experience, we\u2019ve learned a few things about how to boost success rates of online learners, resulting in a student pass rate 25 percentage points higher than the statewide average for virtual learning. One lesson we\u2019ve learned along...",
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        {
            "id": 521,
            "path": "\/policies\/anti-bullying-policy\/",
            "author_id": 21,
            "timestamp": 1565698771,
            "content": "<i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> believes that a safe and civil learning environment is necessary for students to learn and achieve high academic standards. It is the policy of <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> to provide a safe and nurturing online educational environment for all its students.<\/span>\n\n<span style=\"font-weight: 400\">Bullying or other aggressive behavior toward a <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> student, whether by other students, staff or third parties, is strictly prohibited. This prohibition includes physical, verbal and psychological abuse, including hazing, gestures, comments, threats or actions to a student which cause or threaten to cause bodily harm, reasonable fear for personal safety or personal degradation, including doing so through electronic communication. Demonstration of appropriate behavior, treating others with civility and respect, and refusing to tolerate harassment or bullying is expected of administrators and faculty to provide positive examples for student behavior.<\/span>\n\n<span style=\"font-weight: 400\">Aggressive behavior is defined as inappropriate conduct that is repeated enough, or serious enough, to negatively impact a student\u2019s educational, physical or emotional well-being. Such behavior includes, but is not limited to, bullying and hazing, stalking, intimidating, menacing, coercion, name-calling, taunting and making threats in all electronic forms, including cyberbullying.<\/span>\n\n<span style=\"font-weight: 400\">Bullying is conduct that may meet the following criteria:<\/span>\n<ul>\n \t<li><span style=\"font-weight: 400\">Is directed at one or more students, directly or indirectly<\/span><\/li>\n \t<li><span style=\"font-weight: 400\">Substantially interferes with educational opportunities, benefits or programs of one or more students<\/span><\/li>\n \t<li><span style=\"font-weight: 400\">Adversely affects the ability of a student to participate in or benefit from the <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> educational programs or activities by placing the student in reasonable fear of physical harm or by causing emotional distress<\/span><\/li>\n \t<li><span style=\"font-weight: 400\">Has an actual and substantial detrimental effect on a student\u2019s physical or mental health<\/span><\/li>\n \t<li><span style=\"font-weight: 400\">Causes substantial disruption in or interference with the orderly operation of the course<\/span><\/li>\n<\/ul>\n<span style=\"font-weight: 400\">Cyberbullying is defined as meeting the criteria of bullying in the form of any electronic communication intended to harm one or more students, including but not limited to posting a message or statement in a public media forum about any other person if:<\/span>\n<ul>\n \t<li><span style=\"font-weight: 400\">The message or statement is intended to place a person in fear of bodily harm or death and expresses an intent to commit violence against the person<\/span><\/li>\n \t<li><span style=\"font-weight: 400\">The message or statement is posted with the intent to communicate a threat or with knowledge that it will be viewed as a threat<\/span><\/li>\n<\/ul>\n<span style=\"font-weight: 400\">Any student who believes s\/he has been or is the victim of bullying, hazing or other aggressive behavior should immediately report the situation to their school mentor, <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> instructor, or Michigan Virtual Customer Care. Every student is encouraged, and every instructor is required, to report any situation that they believe to be aggressive behavior directed toward a student.&nbsp; Complaints against an instructor should be filed with <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> Customer Care at <\/span><a href=\"mailto:[email protected]\"><span style=\"font-weight: 400\">[email protected]<\/span><\/a><span style=\"font-weight: 400\">.&nbsp; <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> instructors must report incidents of bullying and aggressive behavior to the school mentor of the student and to their <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> supervisors.<\/span>\n\n<span style=\"font-weight: 400\">Reports by students may be made anonymously, but formal disciplinary action may not be taken solely on the basis of an anonymous report.&nbsp; Individuals reporting acts of bullying can do so with an assurance of confidentiality. All complaints about aggressive behavior that may violate this policy will be promptly investigated and documented by Student Learning Services administration.<\/span>\n\n<span style=\"font-weight: 400\">If the investigation finds an instance of bullying or aggressive behavior has occurred, it will result in prompt and appropriate action. This may include up to expulsion for students from <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> courses, up to discharge for employees, exclusion for parents, guests and contractors, and removal from any official position. Individuals may also be referred to appropriate law enforcement officials.&nbsp; The complainant shall be notified of the findings of the investigation and, as appropriate, what remedial action has been taken. School mentors will be notified of bullying incidents involving <\/span><i><span style=\"font-weight: 400\">Michigan Virtual <\/span><\/i><span style=\"font-weight: 400\">students and will notify the parent(s)\/guardian(s) of the students.&nbsp; All verified incidents of bullying and the resulting consequences, including discipline and referrals, will be documented and reported to the board of directors on an annual basis.<\/span>\n\n<span style=\"font-weight: 400\">Retaliation against any person who reports, is thought to have reported, files a complaint or otherwise participates in an investigation or inquiry concerning allegations of aggressive behavior is prohibited and will not be tolerated. Making intentionally false reports about aggressive behavior for the purpose of getting someone in trouble is similarly prohibited and will not be tolerated. Retaliation and intentionally false reports may result in disciplinary action as indicated above.<\/span>\n\n<span style=\"font-weight: 400\">The policy is visible to the public in the <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> Knowledge Base and is included in every <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> course under the \u201cMichigan Virtual Policies\u201d tab in the course menu.<\/span>\n\n\u201cPublic Act 451 of 1976: The Revised School Code. Section 380.1310b.\u201d Text from Michigan Legislature.&nbsp; Available from http:\/\/legislature.mi.gov\/doc.aspx?mcl-380-1310b&nbsp; Accessed 6\/19\/19.",
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        {
            "id": 25094,
            "path": "\/about\/news\/rfq-landscaping-services-and-snow-and-ice-removal\/",
            "author_id": 2,
            "timestamp": 1565611206,
            "content": "<p class=\"p2\">The purpose of this Request for Quotation (RFQ) is to solicit Quotations from Vendors to provide all landscaping, snow removal and ice treatment services, including supervision, tools, materials, equipment, licenses, permits and incidentals required and\/or implied for the complete and satisfactory performance of those services at 920 Municipal Way, Lansing, Michigan 48917.<\/p>\r\n<p class=\"p2\">The facility parking areas includes 99 parking spaces. Note that the size of the parking lot may increase by approximately 30 spaces within 6 months.<\/p>\r\n<p class=\"p1\">By releasing this RFQ, <i>Michigan Virtual <\/i>makes no guarantee of any awards of work to any respondents now or in the future. Additionally, portions of the RFQ may be awarded to multiple Vendors, and coordination and cooperation of effort between Vendors may be required.<\/p>\r\nPlease direct all correspondence and questions related to this RFQ and the required elements as indicated below.\r\n<ol>\r\n \t<li>Emailed questions are due by Noon, Monday, August 26, 2019.<\/li>\r\n \t<li>Responses to submitted questions will be posted on the Website along with the original RFQ.<\/li>\r\n \t<li>One (1) electronic copy of your proposal sent by email to the contact below, and one (1) printed and signed hard copy of your quotation no later than Noon, Wednesday, September 11, 2019. Please note that the submission of the emailed materials will be the measure of on-time delivery rather than the arrival of the printed materials.<\/li>\r\n<\/ol>\r\nThe single point of contact for RFP #08122019:\r\n\r\nElizabeth Elliott\r\nDirector of Planning Services\r\n<em>Michigan Virtual\r\n<\/em>920 Municipal Way, Lansing, MI 48917\r\n<a href=\"mailto:[email protected]\">[email protected]<\/a>\r\n\r\n<hr \/>\r\n\r\n<h5>Important Dates<\/h5>\r\n<ul>\r\n \t<li><strong>Monday, August 12, 2019<\/strong> RFQ is posted to the <em>Michigan Virtual<\/em> website<\/li>\r\n \t<li><strong>Monday, August 26, 2019<\/strong> Questions due from Vendors<\/li>\r\n \t<li><strong>Friday, August 30, 2019<\/strong> Responses posted on Website<\/li>\r\n \t<li><strong>Thursday, September 26, 2019 @ noon<\/strong>\u00a0Written quotations due to <em>Michigan Virtual<\/em><\/li>\r\n \t<li><strong>Wednesday, October 2, 2019<\/strong> <em>Michigan Virtual<\/em> reserves time for meeting with Selected Vendor(s) prior to award notification<\/li>\r\n \t<li><strong>Friday, October 4, 2019<\/strong> Award notification to Vendors<\/li>\r\n<\/ul>\r\n<em>Michigan Virtual<\/em> reserves the right to not consider late or incomplete proposals. Amendments to proposals will be included in our review only when they are received by the above deadline.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/08\/RFQ_Landscaping.Snow_.and_.Ice_.Removal.08122019.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Landscaping, Snow, and Ice Removal RFQ<\/a>\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/Michigan-Virtual-Confidentiality-and-Non-Disclosure-Agreement.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Nondisclosure Agreement<\/a>",
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            "excerpt": "The purpose of this Request for Quotation (RFQ) is to solicit Quotations from Vendors to provide all landscaping, snow removal and ice treatment services, including supervision, tools, materials, equipment, licenses, permits and incidentals required and\/or implied for the complete and satisfactory performance of those services at 920 Municipal Way, Lansing, Michigan 48917. The facility parking...",
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        {
            "id": 25046,
            "path": "\/about\/news\/kevin-santer-named-2019-michigan-virtual-online-teacher-of-the-year\/",
            "author_id": 2,
            "timestamp": 1564676325,
            "content": "<strong>Lansing, Mich.<\/strong> \u2014 Michigan Virtual has named Kevin Santer of Redford, Mich. the 2019 Online Teacher of the Year. This annual award recognizes an online instructor who has demonstrated excellence and made a positive impact in the online classroom.\n\nDuring the 2017-18 school year, about seven percent of all K-12 students in Michigan, or more than 112,000 students, enrolled in at least one online course. In the past decade, the number of virtual learners in Michigan has tripled, with more students choosing to supplement their face-to-face education with online courses.\n\n\u201cIn our increasingly digital society, online education provides Michigan students with valuable learning opportunities that may not be otherwise available to them in their local school districts,\u201d said Gov. Whitmer. \u201cAs one of our state\u2019s finest online educators, [Santer] makes a difference daily by providing these students with one-on-one support and personalized feedback.\u201d\n\nWith a background as a software engineer, Santer began his teaching career after getting his master\u2019s in secondary math education. Inspired by a family history of teaching and a drive to share his passion with students, Santer worked as a math and computer science teacher at Lee M. Thurston High School in Redford, Mich. for nearly a decade.\n\n<img class=\"alignleft wp-image-942\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/01\/kevin_santer-e1490792735119.jpg\" alt=\"Kevin Santer\" width=\"215\" height=\"215\" \/>\n\nIn 2016, Santer began working with Michigan Virtual as a part-time mathematics instructor and was later promoted to lead instructor in career and technical education. Since beginning his work as an online instructor, he has received outstanding positive reviews from students, mentors, colleagues, and supervisors.\n\n\u201cIt is remarkable to hear stories of how great teachers like [Santer] are able to transcend the digital divide to change the lives of students,\u201d said Interim State Superintendent Sheila Alles.\n\nIn addition to his passion for teaching, Santer has been described as having a great deal of empathy for his students. Two of Kevin\u2019s nominators described situations in which Kevin went above and beyond teaching to ensure the emotional wellbeing of his students. From reaching out when noticing that his students are struggling, to sharing his personal experiences, Kevin has consistently demonstrated concern for the overall student, not just their digital learning success.\n\nIn addition to his skill as an online instructor, Santer has used his expertise in software development to create and share a variety of applications to help online instructors do their work more efficiently. On this subject, Santer said, \u201cMy thinking is that whenever I can free instructors from an inefficient task, I\u2019m giving them more time to work directly with students and improve their courses.\u201d\n\nAt the state level, Santer has shared his professional experience to help reform the Michigan K-12 Computer Science Standards as a member of the Michigan Department of Education\u2019s workgroup on Computer Science Education. He has also volunteered his time and expertise as a judge for The Henry Ford's Invention Convention both at the state and national levels.\n\n\u201cWe are honored and humbled to have a talented educator like Kevin as one of our lead instructors,\u201d said Jamey Fitzpatrick, president and CEO of Michigan Virtual. \u201cThe high standard of excellence to which he holds himself as an educator makes him an ideal recipient for our 2019 Michigan Virtual Online Teacher of the Year Award.\u201d\n\nMichigan Virtual launched the Teacher of the Year award in 2009. Since that time, 13 teachers have been recognized for their invaluable contributions to students\u2019 success. To be named Teacher of the Year, key criteria for selection include a positive impact on students, continuous improvement of practice, and a vision for the future of online education. This distinguished award was created to set a bar for excellence and put a face to the incredible teachers in the digital learning community.",
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        {
            "id": 24793,
            "path": "\/fall\/",
            "author_id": 21,
            "timestamp": 1564492990,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Unlock the Potential of Every Student This Fall <\/h1>\t\t\n\t\t\t<h5>Fuel your curiosity and unlock new opportunities with<i> Michigan Virtual<\/i>'s diverse course offerings. Explore our courses, and see how <i>Michigan Virtual<\/i> can help you ignite a love of learning that lasts a lifetime. Enroll now or contact us for more information about partnership opportunities.<\/h5>\t\t\n\t\t\t<a href=\"#contactform\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tRequest more information\n\t\t\t\t\t<\/a>\n\t\t\t<h2> Ready to light up your educational path this fall?<\/h2>\t\t\n\t\t\t<h5>Request more information today!<\/h5>\t\t\n\t\t\t<h2>Unlock the Potential of Every Student This Fall <\/h2>\t\t\n\t\t<p>Our extensive catalog features more than 150 courses, ranging from foundational subjects to advanced electives. With <i>Michigan Virtual<\/i>, students can ignite their passion for learning, explore new areas of interest, and achieve academic excellence\u2014all through a flexible and supportive online environment.<\/p>\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?delivery_format=essentials\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Virtual-Education.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?subject_area=world-languages\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Community.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSix World Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?subject_area=social-studies\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Reading-Online.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Studies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Search-Knowledge.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEnglish Language Arts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?subject_area=mathematics\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Maths.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMathematics\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Professor-Female-512-150x150.png\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCareer-Oriented Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?subject_area=science\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Science-Research.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tScience\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?ncaa_approval=approved\">\n\t\t\t\t\t\t<img width=\"150\" height=\"150\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/Skill-Development.svg\" alt=\"\" \/>\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNCAA-Approved\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/iStock-936365986-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Tailored Learning Paths for Individual Success<\/h2>\t\t\n\t\t<p>At <i>Michigan Virtual<\/i>, we understand that each student's learning journey is unique. That's why our courses are designed to support personalized learning paths. Students can progress at their own pace, ensuring they truly master the material. Our state-certified teachers are committed to nurturing students' growth and are just a click away, providing guidance and feedback throughout their course.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\tView catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Empowering Educators and Administrators<\/h2>\t\t\n\t\t<p>Facing challenges in staffing? <i>Michigan Virtual<\/i> is here to support schools and districts by providing high-quality online learning options. Whether you're looking to fill gaps due to teacher shortages or expand your curriculum offerings, our courses are developed to meet the highest educational standards and are seamlessly integrated into your existing teaching framework. Let us help you ensure that every student has access to the education they deserve, without the constraints of traditional classroom limits.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"724\" height=\"483\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/iStock-1475870471.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/07\/iStock-1912513615-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>A Partner in Education<\/h2>\t\t\n\t\t<p><i>Michigan Virtual<\/i> collaborates closely with schools and districts to enhance their educational offerings. By partnering with us, you gain access to a wealth of resources designed to augment your teaching staff and broaden your curriculum. This partnership allows your school to navigate teacher shortages effectively and maintain a high standard of education, ensuring your students are well-prepared for the future.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\tView catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h4>&nbsp;At&nbsp;Michigan Virtual, we're not just embracing the future;<br>we're shaping it.<\/h4>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-semester-1%2C22-23-trimester-1%20\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMore Options\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tOver 200+ online courses for Michigan high school students\t\t\t\t\t\n\t\t\t\t\t\tExplore Courses\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMore Support\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tHighly qualified, Michigan-certified teachers in every single course\t\t\t\t\t\n\t\t\t\t\t\tSee our course difference\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/calendar\/22-23\/\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMore Flexibility\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tAddress scheduling conflicts with flexible start and end dates\t\t\t\t\t\n\t\t\t\t\t\tChoose Your Schedule\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Ready to transform your educational approach this fall?<\/h2>\t\t\n\t\t<p>Explore our courses and see how <i>Michigan Virtua<\/i>l can help you ignite a love of learning that lasts a lifetime. Contact us for more information about partnership opportunities.<\/p>",
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            "path": "\/research\/publications\/communicative-interactions-with-teachers-in-k-12-online-courses-from-the-student-perspective\/",
            "author_id": 54,
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            "content": "<h2>Introduction<\/h2>\nFrom kindergarten to high school learning, one of the largest potential factors impacting educational outcomes is how strongly a student is motivated and engaged in interactions with teachers in the classroom (Pianta, Hamre., &amp; Allen, 2012). For instance, children who were identified as at risk of school failure at the kindergarten classroom displayed lower levels of academic outcomes at the end of first grade than their typically developing peers, but this achievement gap can be closed by their first grade teacher\u2019s provision of both instructional and emotional supports (Hamre &amp; Pianta, 2005). In secondary schools, when teaching practices were observed from the three perspectives of emotional support, classroom organization, and instructional supports, this measured quality of teacher-student interactions was predictive of students\u2019 academic achievement on end-of-year standardized tests (Allen, et al., 2013).\n\nOnline learning does not differ much in that students benefit from rich opportunities for interactions with their (online course) teachers, which leads to feeling welcome and respected, supported for their needs (e.g., Hawkins, Graham, Sudweeks &amp; Barbour, 2013). However, desirable communication demands, typical communication patterns, and ultimately competencies required of teachers could be unique given the nature of technology-mediated communication and resultant transactional distance (Harms, Niederhauser, Davis, Roblyer, &amp; Gilbert, 2006). Thus, understanding effective communication practices is important for facilitating students learning experience in online courses.\n\nFurthermore, a variety of communication practices have been identified as virtual schooling standards and best practices. It includes sharing student progress with various stakeholders, providing rich opportunities for communication, providing immediate and meaningful feedback, and establishing policies to foster communication at the institution level (Ferdig, Cavanaugh, DiPietro, Black, &amp; Dawson, 2009). Accordingly, a vital need exists to examine those interactivity components in evaluation of success and effectiveness of an entity that offers online courses. The present study was to address aforementioned issues by examining multiple sources of data on communicative interactions between students and online course teachers, and to enrich the existing literature in this line of research.\n\nAs stated by one of the participants in Borup, Graham, and Drysdale (2014), knowing how to teach online courses is learning how to communicate. Borup et al\u2019s study identified six categories conceptualizing teacher engagement. It included <em>facilitating discourse<\/em>, <em>designing and organizing<\/em>, <em>nurturing<\/em>, <em>instructing<\/em>, <em>monitoring<\/em>, and <em>motivating<\/em>, and all of those categories contained specific indicators requiring communicative interactions and behaviors to be fulfilled. In communication practices, research also found students\u2019 most preferred format to be asynchronous text communication in comparison with other communication modes, such as synchronous or video conference methods (Murphy, Rodri\u0301guez-Manzanares, &amp; Barbour, 2011). As both studies were carried out based on teacher reports, it is worth taking a look at student perspectives on communication practices.\n\nAs an attempt to understand student-teacher interactions from the student perspective, Hawkins and colleagues (2013) surveyed students who enrolled in courses offered by a supplemental statewide virtual school. The survey instrument measured student perceptions on the characteristics of communicative interactions with instructor. Findings indicated the three dimensions of communication practices from the student perspective: <em>feedback, procedural interactions, and social interactions<\/em>. More importantly, the study tested connections between perceived quality and frequency of communicative interactions and course outcomes. Two types of course outcomes were examined: the dichotomous course completion and the 12-point-scale grade awarded. It revealed both outcome variables were positively associated with quality composite scores and the scores of three dimensions of feedback provision, procedural interactions, and social interactions. Based on the interpretation of estimated coefficients\u2019 magnitude, the study concluded that the practical significance of associations of the perceived level and quality of interactions should, nevertheless, be limited to the course completion status, but not the grade awarded. The results on the association between interactions and the grade awarded indicated that in the interaction measure, the increase by the full scale (4-point change) could lead to one unit difference in the grade, for instance, from grade B- to B.\n\nThe previous study findings call attention to several points in need of further investigation. Given the skewedness in data of the grade awarded, for instance, 76% of study sample held the grade A- in Hawkins\u2019 study (2013), the grade data, as it is, may be too crude to deliver insights into student learning outcome in online courses. So we need to address how to make the grade data more refined. Second, in addition to the course completion status and the grade awarded, it is worth exploring student satisfaction as an outcome variable given its importance in quality assurance. Furthermore, to the best of the researcher\u2019s knowledge, there is no study wherein actual transaction data has been explored in the K-12 online learning context.\n\nAccordingly, in order to fill those gaps in the extant research, this study addressed three goals as follows:\n<ol>\n \t<li>Explore students\u2019 end of course (EOC) survey to capture constructs related to satisfaction with course they just took.<\/li>\n \t<li>Examine associations between outcome variables, including course grade, engagement, and satisfaction, and student perceptions on communication practices in the course.<\/li>\n \t<li>Investigate associations between student communication transactions and student performance in the course.<\/li>\n<\/ol>\n<h2>Methods<\/h2>\nThere were two study samples: 2017 fall semester sample for the student EOC survey data and 2018 fall semester for the student communication transaction data. In both samples, audit or withdrawn cases were excluded. Additionally, enrollments of advanced placement (AP) statistics course (3 course sections) were removed because the course was offered with the third-party provider, so there were no records on EOC survey and activity log data for the entire course.\n\nThe first data source of the study, the EOC survey is most often placed in the final unit folder in Blackboard for students to complete after they finish course activities but before they receive final grades. The survey was 31 questions long. For the present study, we selected 11 questions related to student evaluation of course experience for the first research question and another 10 questions tapping into student perceptions on communicative interactions with the course instructor for the second research question. Selected survey questions will be discussed in the next section in detail.\n\nThe final research question was explored with activity log data of messaging tool housed within the online classroom. Learning management (LMS) or student information (SIS) systems offer a solution to enhancing communications in courses. The messaging tool for instance provides users the ability to send and receive one-to-one and one-to-many messages within the LMS. As a result, a database could be constructed to accumulate communicative interactions among teachers and students, such as timestamp of transaction and identification information on communicators. The communication records were exported from Michigan Virtual\u2019s SIS wherein the messaging tool was activated for students\u2019 use. For the study purpose, we used only student outgoing transactions and excluded incoming records, i.e., messages that teachers sent. Lastly, we merged two types of activity log data, records in messaging tool and other LMS data to track learner activity, such as frequency and duration of log-ins and final grades. The final grade was calculated by dividing the total number of points earned by the total point value of all the assignments, and then multiplying the number by 100 percent. Note that due to the volume of communication tracking records, we limited data to all high school courses of English language arts, social studies, mathematics, and science.\n\nThree methods were used to analyze and summarize data. The first study goal was a preliminary inquiry for data reduction using factor analysis. From this, we expected new outcome variable(s) to be formed, reflecting feedback gathered from students. When we were to examine group differences in outcome variables, MANOVA was a major approach as multiple outcome variables that were highly correlated with one another were tested at once. Prior to MANOVA tests, we found that the study data failed to meet assumptions for MANOVA test, for instance, no univariate\/multivariate outliers and the multivariate normality from checking upon Shapiro-Wilk W test and boxplots. To address this issue, all outcome variables were processed by logarithmic transformation.\n\nFurthermore, if the design is balanced so that there is an equal number of observations in each cell, the robustness of the MANOVA tests is guaranteed. It turned out that the study sample have unbalanced cell sizes and failed to the homogeneity of covariance matrices from checking upon Box\u2019s M test. Accordingly, we used Pillai\u2019s Trace Criterion, which was robust to violation of homogeneity assumption with unbalanced design, among MANOVA test results. Once we found a significant group difference from MANOVA, t-test and ANOVA were used as ad-hoc tests. Effect size was examined with Cohen\u2019s <em>d<\/em> and its confidence interval estimated through bootstrap resampling for the t-test case and eta-square for the ANOVA ad-hoc test.\n\nThe last part of the report focused on analyses of communication transaction data into heatmaps and a scatterplot. Heatmaps enabled us to represent magnitude (i.e., frequency of transactions) using colors in two-dimensional visualization (e.g., week-by-week across different student groups). With a student grouping variable from decile ranks of final grades, in the study sample, two kinds of heatmaps were made one for week-by-week transaction frequencies across 10 student groups and the total of transactions for individual subject areas (on X-axis) across 10 student groups (on Y-axis). For the second heatmap, i.e., the density by subject areas against performance groups, we normalized the matrix that was entered based on the distribution of values. We noticed that a heatmap without any scaling process was not informative in particular when data included relatively high values that made the other variables with small values look the same, not making distinction between small and smaller values. Normalization could resolve this issue and be done to rows or to columns following study needs. We had the scale argument for the column because we were more interested in comparisons by the subject areas rather than the student performance group for this particular analysis. A scatterplot was used to descriptively evaluate the transaction distribution among individual teachers, that is, on average how many student-outgoing communications a teacher received in a semester period.\n\nDue to the data volume of message transactions, we limited the study sample to core courses, such as all high school courses of English language arts, social studies, mathematics, and science in the&nbsp;fall semester of the 2018-19 academic year (AY).\n<h2>Results<\/h2>\n<h3>Construct related to course satisfaction identified from the EOC survey<\/h3>\nBefore the presentation of results regarding course satisfaction constructs, it is necessary to briefly describe characteristics of respondents to EOC survey in order to better interpret results from analyzing EOC survey data. The study sample comprised 10,102 enrollment records for the fall semester of the 2017-18 AY. Of those enrollments, 13.73% completed EOC survey. It turned out that this respondent group (passing rate=96.71%) was higher performing in comparison with the entire study sample (83.58%) as well as with the non-respondent group (81.76%). Observation on course activity and performance variables also reiterated the gap between the two student groups based on their completion of the EOC survey. The MANOVA test with the total count of LMS logins, the total count of LMS duration in minutes, and the final grade indicated that there is a statistically significant difference in course engagement or outcome levels based on a student\u2019s EOC survey responsiveness with <em>F <\/em>(3, 10032) = 62.08, <em>p<\/em> &lt; .001; Pillai's trace = 0.0182. That is, students who completed EOC survey are more likely to actively engage with course activities and to show greater final grades than their counterparts. As such, in what follows, discussions that relied on EOC survey data will center on perceptions, satisfaction, and experiences with online courses anchored to a particular student group, high performing students.\n\nEleven questions in the EOC survey were found as measuring two main themes, <em>student perceived quality of course contents and formats<\/em> and <em>overall satisfaction<\/em>. This finding was obtained from conducting a way of data reduction, principal component factoring. The two-factor dimensionality was chosen with factor 1 of 4.52 Eigen-value and factor 2 of 1.18. Corresponding proportions suggested that the first factor explained 45% of the total variance and adding the second factor ended up with accounting for 56% of the total variance.\n\nAfter orthogonal rotation was done, factor loadings became clearer indicating the two-factor structure. The four questions that obviously contributed to factor 1 more than others (factor loadings ranging from 0.68 to 0.83) included:\n<ul>\n \t<li>Overall, my experience in this MVS course was positive.<\/li>\n \t<li>I would take another online course from Michigan Virtual School.<\/li>\n \t<li>I would recommend taking an MVS online course to a friend.<\/li>\n \t<li>My MVS course helped prepare me to be successful in the future.<\/li>\n<\/ul>\nThe two items below were chosen for factor 1 given that the factor loadings indicated less degree than those for 4 items above but greater than items to load to factor 2 (0.39 vs 0.17 and 0.36 vs. 0.17). These are:\n<ul>\n \t<li>My class provided me with a challenging curriculum and learning experience.<\/li>\n \t<li>My instructor was respectful and caring to me and to other students.<\/li>\n<\/ul>\nWhen it comes to the factor 2, five questions\u2019 degree of contribution to defining it was greater than the others. Those are:\n<ul>\n \t<li>How easy was it to get started in this course?<\/li>\n \t<li>My course design and platform were easy to navigate.<\/li>\n \t<li>It was clear to me what I was supposed to learn, and I believe that I learned what was intended from the course.<\/li>\n \t<li>Directions for each lesson and\/or assignment were made very clear.<\/li>\n \t<li>The links, media tools, and course content consistently opened, played, and\/or functioned properly.<\/li>\n<\/ul>\nOne question asking the overall experience made a considerable contribution to the second component too, but we listed it in the factor 1 based on its loading (0.68) greater than factor 2\u2019s (0.54).\n\nWhen those two factors are used as variables in modeling or tests, there are two ways to do it: one is using a composite score for each subset of items, and the other is using factor scores estimated based on factor analysis results. Since the first method inevitably loses some information, in particular variance that is attributable to items listed in the other factor, albeit in a less degree, the study used factor scores. See Appendix A for rotated factor loadings for all 11 survey questions.\n\nBased on common themes within both groups of question contents, the first factor was titled \u201cstudent course satisfaction\u201d whereas the second factor was titled \u201cstudent perceived course quality.\u201d Taken all together, EOC survey captured satisfaction with and perceived quality of course contents and formats that were reported by students who actively participated in course activities and held high performance in the course.\n<h3><strong>Communication practice and its associations with outcomes captured by EOC data<\/strong><\/h3>\nThe student EOC survey also included 10 questions by which the study could explore student-reported communication practice and its association with outcomes. The first question examined was \u201cWhen I encountered technical problems, there was adequate support provided to me by\u2026\u201d Responses on 1 (strongly disagree) to 4 (strongly agree) Likert-scale were collected with respect to four types of possible support providers including (a) mentor or another staff member at their school building, (b) online instructor in the course, (c) family member, and (d) classmates at their school building or in online class. The greatest proportion to \u201cStrongly Agree\u201d was found from the category of online course teachers (41.27%). That was followed by school staff members (38.25%), family members (26.13%), and classmates (24.1%). When two positive response categories were combined (i.e., agree and strongly agree), the frequency of positive responses was in the same order: the online course teacher (86.45%), the school member (83.58%), the family member (67.39%), and the classmate (64.23%).\n\nIn delving into data focused on online course teachers, the study team again combined four response categories (strongly agree, agree, disagree, strongly disagree) into the two categories of positive (strongly agree, agree) and negative responses (strongly disagree, disagree). This two-level grouping variable allowed the study to test whether students who agreed with online course teachers as technical support providers differed from their counterparts in terms of course engagement, learning outcomes, course satisfaction, and perceived quality of course. MANOVA test found that two groups of students differed overall (<em>F <\/em>(5, 1278) = 53.8, <em>p<\/em> &lt; .001; Pillai's trace = 0.1739). Post-hoc probes with Welch test specified where those differences came from.\n\nThere was a significant difference between the positive (agree or strongly agree) and negative (disagree or strongly disagree) responses in terms of final grades (<em>t <\/em>= -2.35), course satisfaction (<em>t <\/em>= -8.63), and perceived quality of course (<em>t <\/em>= -7.44). However, no significant group difference was found from either the login frequency (<em>t <\/em>= 0.09) or duration (<em>t <\/em>= 0.7). Accordingly, among the EOC respondent group of students, who were more likely high-achieving students according to the first research question, those who have reportedly sought technical supports from their online course teachers achieved even greater final grades and tended to perceive the course experience more positively.\n\nIn addition to being asked about technical supports, students were asked five questions specifically related to communicative interactions with instructors. First, students were asked to choose yes or no to \u201ccommunication with my teacher as the best part of taking this course,\u201d and \u201cwhen I started this course, I received a welcome communication from my instructor that clearly explained to me the goals, expectations, policies and procedures, and how to get started.\u201d Students were also surveyed about \u201creceiving important and useful announcements and information posted by my instructor\u201d on 5-response categories including at the beginning and end of the course, every 2-4 weeks, weekly, 2-3 days per week, and daily. On the 1 to 5 Likert-scale (strongly disagree to strongly agree), students also rated their perception on experiences through such questions as \u201cMy instructor provided me with specific and timely feedback about my learning and grades, explained things in multiple ways, and provided me strategies to succeed if I struggled in the course.\u201d Lastly, the survey asked about students\u2019 preference for communication methods including Blackboard Messaging Tool, Email, Text, SMS, or Instant Messaging, Cell or Telephone, Video Chat\/Video Conference, respectively.\n\nTable 1 presents statistical difference results in terms of five types of outcome variables when we grouped students according to responses to those questions.\n<table width=\"0\">\n<caption><strong>Table 1.<\/strong> <em>Student Perceptions on Communication Practices in Online Courses<\/em><\/caption>\n<thead>\n<tr>\n<th rowspan=\"2\" width=\"127\">Descriptive Results<\/th>\n<th rowspan=\"2\" width=\"99\">Independent Variable<\/th>\n<th rowspan=\"2\" width=\"111\">MANOVA Test<\/th>\n<th colspan=\"5\" width=\"311\">Average\n<em>Post-hoc (t or F statistics)<sup>2<\/sup><\/em><\/th>\n<\/tr>\n<tr>\n<th width=\"58\">Grade<\/th>\n<th width=\"58\">Freq.<\/th>\n<th width=\"70\">Duration<\/th>\n<th width=\"59\">Satisf.<sup>4<\/sup><\/th>\n<th width=\"65\">Quality<sup>4<\/sup><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"127\"><strong>Best part - Communication with teacher<sup>1<\/sup><\/strong>\n13.14%\n(n=1400)<\/td>\n<td width=\"99\"><strong>Dummy Var.<\/strong>\nNo = 0\nYes = 1<\/td>\n<td width=\"111\"><em>F<\/em> (5, 1278) = 8.71***\nPillai's trace = 0.0329<\/td>\n<td width=\"58\">86.71\n90.6\n<em>n.s<strong>.<\/strong><\/em><sup>3<\/sup><\/td>\n<td width=\"58\">96.8\n110.94\n<em>-2.74<\/em><\/td>\n<td width=\"70\">3403.45\n4144.67\n<em>-4.06<\/em><\/td>\n<td width=\"59\">-0.04\n0.26\n<em>-4.63<\/em><\/td>\n<td width=\"65\">-0.04\n0.26\n<em>-4.07<\/em><\/td>\n<\/tr>\n<tr>\n<td colspan=\"8\" width=\"648\"><strong>Instructor-Initiated-Communications<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"127\"><strong>Welcome Message<\/strong>\n<em>No<\/em> 4.25%\n<em>Yes<\/em> 95.75%\n(n=1284)<\/td>\n<td width=\"99\"><strong>Dummy Var.<\/strong>\nNo=0\nYes=1<\/td>\n<td width=\"111\"><em>F <\/em>(5, 1278)=16.84***\nPillai's trace=0.0618<\/td>\n<td width=\"58\">80.02\n88.56\n<em>-2.21<\/em><\/td>\n<td width=\"58\">95.4\n98.57\n<em>n.s<strong>.<\/strong><\/em><\/td>\n<td width=\"70\">3780.75\n3490.78\n<em>n.s<strong>.<\/strong><\/em><\/td>\n<td width=\"59\">-0.561\n0.03\n<em>-3.21<\/em><\/td>\n<td width=\"65\">-0.66\n0.03\n<em>-3.98<\/em><\/td>\n<\/tr>\n<tr>\n<td width=\"127\"><strong>Announcements<\/strong>\n<em>2-3 days<\/em> 9.88%\n<em>Begin\/End<\/em> 3.94%\n<em>Daily<\/em> 6.8%\n<em>3-4 weeks<\/em> 9.88%\n<em>Weekly<\/em> 69.5%\n(n=1295)<\/td>\n<td width=\"99\"><strong>Dummy Var.<\/strong>\nAt most monthly=0\nAt least weekly=1<\/td>\n<td width=\"111\">F (5, 1278)=11.42***\nPillai's trace=0.0428<\/td>\n<td width=\"58\">85.01\n88.70\n<em>-2.4<\/em><\/td>\n<td width=\"58\">96.15\n98.8\n<em>n.s<strong>.<\/strong><\/em><\/td>\n<td width=\"70\">3429.79\n3514.85\n<em>n.s.<\/em><\/td>\n<td width=\"59\">-0.32\n0.05<\/td>\n<td width=\"65\">-0.35\n0.06\n<em>-4.23<\/em><\/td>\n<\/tr>\n<tr>\n<td width=\"127\"><strong>Feedback<\/strong>\n<em>Strongly Disagree<\/em>\n3.01%\n6.8%\n17.37%\n32.66%\n<em>Strongly Agree<\/em>\n40.15%\n(n=1295)<\/td>\n<td width=\"99\"><strong>Category Var.<\/strong>\nNegative\nNeutral\nPositive<\/td>\n<td width=\"111\"><em>F <\/em>(10, 2556)=35.75***\nPillai's trace=0.2454<\/td>\n<td width=\"58\">81.5\n85.61\n89.71\n<em>23.45<\/em><\/td>\n<td width=\"58\">97.02\n95.96\n99.211\n<em>n.s.<\/em><\/td>\n<td width=\"70\">3404.52\n3513.63\n3513.86\n<em>n.s.<\/em><\/td>\n<td width=\"59\">-0.87\n-0.39\n0.21\n<em>96.59<\/em><\/td>\n<td width=\"65\">-0.77\n-0.38\n0.19\n<em>78.31<\/em><\/td>\n<\/tr>\n<tr>\n<td colspan=\"8\" width=\"648\"><strong>Communication Method Preference<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"127\"><strong>Messaging Tool<\/strong>\n<em>Least<\/em>\n9.98%\n4.13%\n11.62%\n16.38%\n<em>Most<\/em>\n57.88% (n=1282)<\/td>\n<td width=\"99\"><strong>Category Var.<\/strong>\nNegative\nNeutral\nPositive<\/td>\n<td width=\"111\"><em>F <\/em>(10, 2532)=10.57***\nPillai's trace=0.0802<\/td>\n<td width=\"58\">83.20\n85.39\n89.71\n<em>21.84<\/em><\/td>\n<td width=\"58\">88.49\n98.66\n100.32\n<em>6.55<\/em><\/td>\n<td width=\"70\">3038.33\n3728.39\n3557.5\n<em>7.39<\/em><\/td>\n<td width=\"59\">-0.31\n-0.07\n0.07\n<em>11.58<\/em><\/td>\n<td width=\"65\">-0.44\n-0.12\n0.1\n<em>23.21<\/em><\/td>\n<\/tr>\n<tr>\n<td width=\"127\"><strong>Email<\/strong>\n<em>Least<\/em>\n10.73%\n7.02%\n16.25%\n38.41%\n<em>Most<\/em>\n27.6%\n(n=1262)<\/td>\n<td width=\"99\"><strong>Category Var.<\/strong>\nNegative\nNeutral\nPositive<\/td>\n<td width=\"111\"><em>n.s.<\/em><\/td>\n<td width=\"58\">N\/A<sup>5<\/sup><\/td>\n<td width=\"58\">N\/A<\/td>\n<td width=\"70\">N\/A<\/td>\n<td width=\"59\">N\/A<\/td>\n<td width=\"65\">N\/A<\/td>\n<\/tr>\n<tr>\n<td width=\"127\"><strong>Instant Messaging<\/strong>\n<em>Least<\/em>\n31.85%\n11.73%\n30.59%\n11.97%\n<em>Most<\/em>\n13.87%\n(n=1262)<\/td>\n<td width=\"99\"><strong>Category Var.<\/strong>\nNegative\nNeutral\nPositive<\/td>\n<td width=\"111\"><em>n.s.<\/em><\/td>\n<td width=\"58\">N\/A<\/td>\n<td width=\"58\">N\/A<\/td>\n<td width=\"70\">N\/A<\/td>\n<td width=\"59\">N\/A<\/td>\n<td width=\"65\">N\/A<\/td>\n<\/tr>\n<tr>\n<td width=\"127\"><strong>Phone Call<\/strong>\n<em>Least<\/em>\n42.29%\n32.59%\n13.51%\n6.76%\n<em>Most<\/em>\n4.85%\n(n=1258)<\/td>\n<td width=\"99\"><strong>Category Var.<\/strong>\nNegative\nNeutral\nPositive<\/td>\n<td width=\"111\"><em>F <\/em>(10, 2486)=2.35**\nPillai's trace=0.0802<\/td>\n<td width=\"58\">89.08\n86.46\n85.53\n<em>5.82<\/em><\/td>\n<td width=\"58\"><em>n.s.<\/em><\/td>\n<td width=\"70\"><em>n.s.<\/em><\/td>\n<td width=\"59\"><em>n.s.<\/em><\/td>\n<td width=\"65\">0.04\n-0.07\n-0.19\n<em>3.64<\/em><\/td>\n<\/tr>\n<tr>\n<td width=\"127\"><strong>Video Conference<\/strong>\n<em>Least<\/em>\n74.37%\n10.40%\n9.37%\n3.41%\n<em>Most<\/em>\n2.46%\n(n=1260)<\/td>\n<td width=\"99\"><strong>Category Var.<\/strong>\nNegative\nNeutral\nPositive<\/td>\n<td width=\"111\"><em>n.s.<\/em><\/td>\n<td width=\"58\">N\/A<\/td>\n<td width=\"58\">N\/A<\/td>\n<td width=\"70\">N\/A<\/td>\n<td width=\"59\">N\/A<\/td>\n<td width=\"65\">N\/A<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note 1<\/em>. Multiple responses were allowed for (a) Engaging topics, content, and activities; (b) Challenging assignments and learning opportunities, (c) Communication with my teacher, (d) Communication with my classmates, and (e) Flexibility of the online environment.\n\n<em>Note 2<\/em>. Post-hoc test results are presented with significant <em>t <\/em>or <em>F <\/em>statistics at alpha level 0.05 for the five outcome variables of final grade, login frequency, login duration, course satisfaction, and perceived quality of course.\n\n<em>Note 3<\/em>. n.s. denotes statistically non-significant.\n\n<em>Note 4<\/em>. For the variables of Satisfaction and Perceived Quality, factor scores were used as descriptive statistics.\n\n<em>Note 5<\/em>. When a MANOVA test is not significant group difference overall, there is no need for post-hoc tests. NA indicates this case.\n\nOut of five outcome variables, we found significant group differences in terms of all but the final grade when we grouped students based on whether or not they perceived interactions with the instructor as the best part of activities in online courses. That is, a student who held a positive perception on communicating with the teacher in the online course tended to exhibit greater degrees in indicators of course engagement and satisfaction. The response to this survey question however did not differentiate student groups in terms of their final grades.\n\nThe survey questioned three types of communicative interactions that could be initiated by teachers--welcome message, announcement, and feedback. Students were asked to report (a)&nbsp;whether the goals, expectations, policies, and procedures for the course were well communicated in the beginning of the course; (b) how often students received important and useful announcements; and (c) whether explicit and timely feedback and supports were provided. With those questions, we divided students into positively reporting students (i.e., yes on welcome message, at least weekly on announcement, (strongly) agree with feedback provision) and counterparts with negative reports. Significant group differences were found in the final grade, course satisfaction, and perceived quality of course. In other words, students\u2019 response to questions around instructor-initiated-communications was predictive of course outcomes and overall satisfaction, but not students\u2019 course engagement levels, such as login frequency and duration.\n\nMore specifically, averages of final grades differed by 8.54 points (statistically significant) depending on whether students perceived they had received welcome messages from teachers and by 3.69 points (statistically significant) whether teachers reportedly posted important and useful announcements and information on an at least weekly basis. Furthermore, we found significant differences in levels of satisfaction with and perceived quality of course between the two positively and negatively reporting groups. When students were divided into three groups according to positive, neutral, and negative responses to their teachers\u2019 provision of supports through feedback and additional explanations, those who had agreed upon provisions of those supports achieved better course outcomes and evaluated their course experiences more positively than their counterparts.\n\nThe bottom of Table 1 presents results of the five variables that came from the survey questions asking about students\u2019 preferred methods of communicating with their teachers. Types of communication methods included messaging tool inside the online classroom, email, instant messaging, phone call, and video conference and students were asked to rate their preference of respective methods on the Likert-scale from the least preferred to the most preferred.\n\nDescriptive results indicated the messaging tool was the most preferred method given the smallest response rate in choosing least preferred (Video conference=74.37%, Phone Call= 42.29%, Instant Messaging =31.85%, Email=10.73%, and Messaging Tool= 9.98%) and greatest degree in reporting it as the most preferred (Messaging Tool=57.88%, Email=27.6%, Instant Messaging =13.87%, Phone Call=4.85%, Video conference=2.46%). Again the study team divided students into the three groups of positive, neutral, and negative responses and tested statistical group differences according to respondents\u2019 preference of using the messaging tool. From all five types of outcome variables (i.e., final grade, login frequency, login duration, course satisfaction, and perceived quality of course), statistically significant group differences were found with regard to the preferences of the messaging tool. That is, we found that students who preferred using the messaging tool in the online classroom and found it to be a useful communication method engaged more actively in the LMS overall, achieved higher course grades, and had a more positive experience in the course than students who did not.\n\nWhen it comes to the other three methods--email, instant message, and video conference, the MANOVA test results were not significant and thus there was no need to further test group differences in terms of each of the five outcome variables, suggesting that students\u2019 preference of those communication methods was not predictive of either course grades, engagement level, or course satisfaction. Lastly, we found significant group differences in the final grade and the factor of perceived quality of course according to respondents\u2019 preference of using phone call. Notably students who preferred this method to communicate with their teachers showed lower degrees in both outcome indicators than those that reported it as the less preferred method.\n\nThe effect size estimation revealed that the significant differences were not negligible, but substantial for some outcomes. Overall, student perception on receiving welcome communication from the teacher held Cohen\u2019s <em>d<\/em>s representing effect sizes at medium or high level according to the general rules of thumb (Whitehead, Julious, Cooper, &amp; Campbell, 2016). For this variable, the largest magnitude of effect was found from the final grade (0.73). Also, student perception on technical support from their teachers showed high effect sizes in terms of course satisfaction (1.08) and perceived quality of course (0.71). Eta squared estimation as effect size indicated that both variables, feedback and messaging tool preferred, had effect size on the final grade at medium level according to the general rules of thumb (Miles &amp; Shevlin, 2001). &nbsp;See Appendix B effect size estimates for each of significant factors.\n<h3>Communication practice and its associations with outcomes captured by actual transaction data<\/h3>\nThe messaging tool is a solution to enhancing communications in courses and provides users the ability to send and receive one-to-one and one-to-many messages. The second research question of this study suggested that unlike other communication methods such as emails, phone calls, and instant messaging, students\u2019 preference for this tool was more likely to predict desirable outcomes including the final grade, course engagement level, and positive perceptions on course experience. With that in mind, the third research question was posed to see whether that conclusion could be justified by students\u2019 actual transaction data in the message center.\n\nTracking data on students\u2019 outgoing messages for the fall semester of the 2018-19 AY were targeted. Communication transaction data included timestamps that were transformed into time variables on a weekly basis. Data collection occurred during the semester based on the official school calendar and thus the study sample may not include parts of communicative interactions of students who were granted extensions and interacted with teachers during their extension. Since we structured the timeframe for the study in a way that was based on 7-day interval from Monday to Sunday, the first week, which contained the first transaction, Saturday, August 18, 2018, was at a shorter interval, 2 days. Likewise, at the time of data collection, the final transactions had timestamps of Wednesday, 23-Jan-2019 and thus week 24 had a 3-day interval. See Appendix C for study timeframe with 2018-19 Michigan Virtual Enrollment Calendar for the fall semester.\n\nWe also grouped enrollment records by their final grades\u2019 deciles. Table 2 summarizes final grades by the grouping variable.\n<table width=\"0\">\n<caption><strong>Table 2.<\/strong> <em>Final grades\u2019 Deciles Distribution<\/em><\/caption>\n<thead>\n<tr>\n<th width=\"54\"><\/th>\n<th width=\"55\"><strong>1<sup>st<\/sup><\/strong><\/th>\n<th width=\"55\"><strong>2<sup>nd<\/sup><\/strong><\/th>\n<th width=\"55\"><strong>3<sup>rd<\/sup><\/strong><\/th>\n<th width=\"55\"><strong>4<sup>th<\/sup><\/strong><\/th>\n<th width=\"55\"><strong>5<sup>th<\/sup><\/strong><\/th>\n<th width=\"55\"><strong>6<sup>th<\/sup><\/strong><\/th>\n<th width=\"63\"><strong>7<sup>th<\/sup><\/strong><\/th>\n<th width=\"58\"><strong>8<sup>th<\/sup><\/strong><\/th>\n<th width=\"60\"><strong>9<sup>th<\/sup><\/strong><\/th>\n<th width=\"60\"><strong>10<sup>th<\/sup><\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<th width=\"54\">n<\/th>\n<td width=\"55\">482<\/td>\n<td width=\"55\">481<\/td>\n<td width=\"55\">484<\/td>\n<td width=\"55\">478<\/td>\n<td width=\"55\">481<\/td>\n<td width=\"55\">482<\/td>\n<td width=\"63\">481<\/td>\n<td width=\"58\">481<\/td>\n<td width=\"60\">481<\/td>\n<td width=\"60\">481<\/td>\n<\/tr>\n<tr>\n<th width=\"54\">Average<\/th>\n<td width=\"55\">97.58<\/td>\n<td width=\"55\">95.25<\/td>\n<td width=\"55\">93.45<\/td>\n<td width=\"55\">91.21<\/td>\n<td width=\"55\">88.23<\/td>\n<td width=\"55\">84.22<\/td>\n<td width=\"63\">78.62<\/td>\n<td width=\"58\">69.06<\/td>\n<td width=\"60\">44.96<\/td>\n<td width=\"60\">7.05<\/td>\n<\/tr>\n<tr>\n<th width=\"54\">(S.D.)<\/th>\n<td width=\"55\">(0.96)<\/td>\n<td width=\"55\">(0.55)<\/td>\n<td width=\"55\">(0.52)<\/td>\n<td width=\"55\">(0.75)<\/td>\n<td width=\"55\">(1.01)<\/td>\n<td width=\"55\">(1.34)<\/td>\n<td width=\"63\">(2.18)<\/td>\n<td width=\"58\">(3.43)<\/td>\n<td width=\"60\">(13.56)<\/td>\n<td width=\"60\">(5.205)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nFigure 1 presents the density of week-by-week communicative interactions for each student group from the first highest performance to the lowest performance category. The heatmap displayed a 24 X 10 array of values presenting the frequency of student outgoing communication behaviors with color for respective 10 student groups based on their final grades across 24 weeks.\n<figure><img class=\"aligncenter wp-image-2530 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure1-1-1024x514.jpg\" alt=\"The heatmap displayed a 24 X 10 array of values presenting the frequency of student outgoing communication behaviors with color. The darker the color, the greater the magnitude. The y-axis is for 10 student groups based on their final grades and the x-axis is for 24 weeks. \" width=\"1024\" height=\"514\"><figcaption><strong>Figure 1. <\/strong>Heatmap of weekly communications by the student performance category.<\/figcaption><\/figure>\nOverall, the most recognizable feature was that communicative transactions took place predominantly during Week 4 (September 3 to 9, 2018). Up until this week, all the classes of both enrollment schedules (i.e., Semester1 Start 1 on Monday, August 20 and Start 2 on Monday, August 27) began. Accordingly, the students actively engaged in sending out introduction message and responding to welcoming messages and initial course announcements, returning an intensive increase in communicative interactions with their teachers. A majority of messages had the subject, \u201cAbout me,\u201d or \u201cRe: Introduction (of a teacher)\u201d and some teachers gave students a course assignment, \u201csending a message to your instructor,\u201d or \u201cintroducing yourself.\u201d We often found questions about textbook, and syllabus but also a few communications around specific tasks and learning activities. Yet, detailed content analysis is beyond the scope of this report.\n\nThe pattern of the greater level of density from high achieving groups featured in week 4 results. Cells from the five high achieving students looked darker than the other five student groups. Note that the first highest group had the averaged final grade of 97.58 and the fifth highest group had 88.23. Another feature of high achieving groups was that they maintained communicative interactions with teachers to a certain degree for several weeks, for instance, by week 8 (October 1 to 7, 2018).\n\nIn the lowest performing group with the averaged final grade of 7.05, transaction frequencies were approaching zero from week 10 (October 15 - 21, 2018). The second lowest performing group demonstrated greater density than the lowest group but the course outcome was the same as the lowest one, with the average final grade that was less than 60 points. Notably sixth to ninth groups share visually similar patterns on the heatmap, but the ninth group did not achieve a final passing grade.\n\nThe second heatmap was designed to display different frequencies of communicating actions by the performance group across different subject areas. Each tick on x axis represents the subject areas including mathematics, English (British) language and literature, AP courses, and other courses for science and social studies. Individual categories are not necessarily mutually exclusive and for instance, records from AP statistics courses can be applied to mathematics and AP courses. The category of collaborative is for data from course sections that were not open to the general public, but were for specific school districts only. One noticeable feature of those courses are that partnered school districts had Michigan Virtual course content taught by their own teachers, not Michigan Virtual instructors.\n\nFigure 2 displays distributions of values across subject areas for individual performance groups.&nbsp; In the methodological sense, it is notable that we normalized the matrix that was entered. We noticed that the original heatmap without any scaling process was not often informative in particular when data included relatively high values, for instance, mathematics in our data. This type of high value made the other variables with small values look the same, not making distinction between small and smaller values, for instance, a distinction between Language and Other Courses. Normalization could resolve this issue and be done to rows or to columns following study needs. We had the scale argument for the column (i.e., course types) because we were more interested in comparisons of communications by the subject areas rather than the student performance group for this particular analysis. Accordingly, the best way to read this heatmap is comparing the density across subject areas per each performance group.&nbsp; Note that the chart legend was not included in heatmaps of normalized data.\n<figure><img class=\"aligncenter wp-image-2527 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure2-1024x530.jpeg\" alt=\"The heatmap displayed a 5 X 10 array of values presenting the frequency of student outgoing communication behaviors with color. The darker in the color, the greater in the magnitude. The y-axis is for 10 student groups based on their final grades and the x-axis is for five course types of mathematics, English language and literature, course category including social studies and sciences, AP courses, and courses in special offer program.\" width=\"1024\" height=\"530\">\n\n<figcaption><strong>Figure 2. <\/strong>Heatmap of Student Outgoing Communications by Course Types.<\/figcaption><\/figure>\nOverall patterns confirmed the results from the previous heatmap analysis, the higher performing groups exhibit the greater frequency in terms of students\u2019 outgoing communications. The mathematics category could be a good example for this finding given a gradually decreasing density from Group 1 to Group 10. Interestingly, AP courses exhibited the similar pattern but a difference came from those groups in the middle, groups 4 to 7 also had the density to some degree and the greatest density was found from Group 3 rather than the first two high performing groups.\n\nAnother way to visually identify patterns is to reorganize cells in a heatmap according to cluster analysis results. The cluster analysis enables us to sort resultant densities across column (subject areas for the present study) and\/or row (student performance groups) by joining individual pairs based on their distance (e.g., mathematics and AP courses). A dendrogram, in other words, a hierarchical tree is often used to represent clustering results. Figure 3 presents the results of a cluster analysis. Using the same matrix data and heatmap calculation algorithm that was applied to the Figure 2 heatmap, it was made with permuting the rows and the columns of the matrix based on the similarity of data. As a result, similar values were placed near each other.\n<figure><img class=\"aligncenter wp-image-2528 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure3-1024x530.jpeg\" alt=\"The heatmap of Figure 2 was reorganized to display dendrogram presenting cluster analysis results for course types and student performance groups. Similar values were placed near each other.\" width=\"1024\" height=\"530\">\n\n<figcaption><strong>Figure 3. <\/strong>Clustering Results of Student Outgoing Communications by Subject Areas.<\/figcaption><\/figure>\nThe clustering results indicated a cluster joining AP and mathematics courses and another one placing language and other courses including social and science studies near, which shared similar densities of communicative transactions, respectively. What stood out was that the dark cells were primarily found from the student performance groups 1 to 3 in mathematics and AP courses whereas those extended wide from performance group 1 to 7 in languages and \u201cother\u201d courses. When it comes to variations by the student performing group, three clusters could be generated with the first five highest performing groups with, the middle three groups, and finally the two lowest performing groups.\n\nLastly, distribution of instructors based on the degree in communicative interactions was summarized as follows. The study data involved student-outgoing communications with 208 instructors. Those instructors taught courses ranging from 1 to 12. Among them, 112 instructors taught one course and another 69 taught two or three courses.&nbsp; Figure 4 is a scatter plot presenting the average of transactions per student an instructor was involved in across the numbers of courses individual instructors taught. One data point presents an instructor\u2019s average of student-outgoing messages within his\/her caseloads on y-axis and number of courses taught on x-axis.\n<figure><img class=\"aligncenter wp-image-2531 size-full\" title=\"Figure 4. Instructor's Average of Transactions per Student by the Number of Courses Taught\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure4.jpg\" alt=\"A scatter plot presents the average of transactions per student an instructor was involved in across the numbers of courses individual instructors taught. One data point presents an instructor\u2019s average of student-outgoing messages within his\/her caseloads on y-axis and number of courses taught on x-axis.\" width=\"876\" height=\"833\">\n\n<figcaption><strong>Figure 4. <\/strong>Instructor's Average of Transactions per Student by the Number of Courses Taught.<\/figcaption><\/figure>\nThe distribution of instructor-level averages tended to be wide for those who taught one course. For example, among those who taught more than one course, there is no instructor whose average was greater than 12.Thirty-two instructors had less than two student-outgoing messages on average and the majority of them taught only one course. The average value that occurred most often was in the range of greater than or equal to two and less than four transactions per student (n=72) and the second most frequent case\u2019s range was greater than or equal to four and less than six transactions (n=50). Accordingly, approximately 60% of instructors in the study sample held averaged student-outgoing communications ranging from two to six across different numbers of courses they taught during the fall semester.\n<h2>Discussion<\/h2>\nThe purpose of this study was to understand the characteristics of students\u2019 communicative interactions with their instructors in their online courses. To that end, the study explored data of student EOC survey and communication transaction records, and several key findings emerged from the study.\n\nFirst, students who perceived communications as the best part of learning activities in the online course are more likely to engage in course content and be satisfied with the course experience. The present study also found that course outcomes and satisfaction had a significant relationship with what students perceived in terms of welcome message, course announcement, and feedback provided by their instructor. Although we believed there was no instructor who had not sent a welcome communication at the beginning of the semester, approximately 5% of the study sample reported a negative response to the questions, whose learning outcomes tended to significantly lag behind. In interpreting this finding, it is notable that what those students disagreed about was not simply whether they received a welcome message, but <em>a welcome communication from my instructor that clearly explained to me the goals, expectations, policies and procedures, and how to get started<\/em>. Accordingly, online course instructors need to assure themselves that those elements are clearly communicated in their welcome message for all students.\n\nWhen we partitioned survey responses regarding timely feedback and consequent supports into the three groups including positive, neutral, and negative responses, approximately three quarters of the study sample agreed on provision of feedback and subsequent supports. And, significant differences were found in the final grade and the two course satisfaction indicators among three groups. The final grades of the two positive and negative groups differed by 8.21% of the total number of points in a course. Certainly, those findings decisively confirmed the importance of teacher role--providing students with specific and timely feedback and individualized learning supports based on it. Because its effect size in the present study was below the medium level, it bears further discussion.\n\nFrom twelve meta-analyses that had involved 196 empirical studies, effect sizes of feedback averaged out at 0.79 (Hattie &amp; Timperley, 2007), which is a \u201clarge\u201d effect size according to the general rules of thumb (Whitehead, et al., 2016). The current study\u2019s relatively small effect size of feedback would be explainable by that there is a considerable variability of effect sizes across forms of feedback. In other words, some forms of feedback are more powerful to affect student outcomes than others (Hattie &amp; Timperley, 2007). The highest effect size was often found from the task-level feedback, for example, providing cues. Other forms of feedback, such as goal- or evaluation-related feedback and corrective feedback indicated magnitudes ranging from 0.46 to 0.37 at a \u201cmedium\u201d level. In particular, the effect of corrective feedback was more powerful when its information was based on students\u2019 correct rather than incorrect responses. In order for student-teacher communication in the form of feedback to be effective, in particular for inefficient or struggling learners, it would be therefore better to proactively provide elaborations and multiple presentations of learning contents, as a form of <em>feed up<\/em> and\/or <em>feed forward<\/em> (Hattie &amp; Timperley, 2007, p. 86), rather than to wait until feedback on misunderstanding and errors should be provided.\n\nThe most noticeable result is the significant group difference in course engagement levels, satisfactions, and outcomes in favor of students who prefer messaging tools as communication methods in the course. With the question about messaging tools, survey responses were divided by the three groups of negative, neutral, and positive responses. In all five dependent variables (i.e., the final grade, login frequency, login duration, satisfaction, and perceived quality of course), statistically significant group differences were found among those three groups. The positive response group (i.e., preferred messaging tools when communicating with the instructor) showed the greatest group averages on the four outcome variables except the login duration. On the login duration variable, the neutral response group held the greatest group average. Accordingly, encouraging students to actively use messaging tools installed in the online classroom would bring out an effective behavior pattern, such as frequently logging into LMS but not staying in it for too prolonged a period.\n\nThe last part of the study presented results from analyzing communicative transaction records via the in-house messaging tool, confirming the significance of students\u2019 use of messaging tools. In particular, the pattern--the more student-outgoing messages, the better in the final outcome--was clearly evident in mathematics and AP courses. However, three quarters of instructors in the study sample turned out to receive one to six messages per student. Instructional practices by which students are motivated to use the messaging tool may be needed more frequently.\n\nIn concluding this report, it is worth visiting the <em>Student Guide to Online Learning<\/em><a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a>. This guide highlights the importance of communication in spoken and written language. And students are advised to know first how to contact and ask for help from various people involved in their online learning, including course instructor, on-site mentor, technology staff, help desk, parent\/guardian, and peers. Contacting online course instructors is among the most viable human resource as a support structure in the guide. In order to provide more specific guidance, we may consider adding communication skills to the extant readiness domains including technology skills, work and study habits, learning style, technology\/connectivity, time management, interest\/motivation, reading\/writing skills, and support services. While reflecting this study\u2019s findings, the rubric assessing the communication element could contain the criteria for \u201cmore ready\u201d that student has excellent communication skills and a strong motivation for contacting various people involved in his\/her learning, in particular, the online course instructor, and is comfortable with using various communication tools, such as messaging tools in the online classroom.\n<h2>Reference<\/h2>\nHawkins, A., Graham, C. R., Sudweeks, R. R., &amp; Barbour, M. K. (2013). Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school, <em>Distance Education<\/em>, 34:1, 64-83. Doi <a href=\"http:\/\/dx.doi.org\/10.1080\/01587919.2013.770430\">http:\/\/dx.doi.org\/10.1080\/01587919.2013.770430<\/a>\n\nAllen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., &amp; Pianta, R. (2013). Observations of effective teacher\u2013student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system\u2014secondary.&nbsp;<em>School Psychology Review<\/em>,&nbsp;<em>42<\/em>, 76.\n\nBorup, J., Graham, C. R., &amp; Drysdale, J. S. (2014). The nature of teacher engagement at an online high school.&nbsp;<em>British Journal of Educational Technology<\/em>,&nbsp;<em>45<\/em>, 793-806.\n\nBransford, J. D., Brown, A. L., &amp; Cocking, R. R. (Eds.). (1999). <em>How people learn: Brain, mind, experience, and school. <\/em>Washington, DC: National Academy Press.\n\nFerdig, R., Cavanaugh, C., DiPietro, M., Black, E., &amp; Dawson, K. (2009). Virtual schooling standards and best practices for teacher education. <em>Journal of Technology and Teacher Education, 17<\/em>, 479\u00ad-503.\n\nHamre, B. K., &amp; Pianta, R. C. (2005). Can instructional and emotional support in the first\u2010grade classroom make a difference for children at risk of school failure?.&nbsp;<em>Child development<\/em>,&nbsp;<em>76<\/em>(5), 949-967.\n\nHarms, C. M., Niederhauser, D. S., Davis, N. E., Roblyer, M. D., &amp; Gilbert, S. B. (2006). Educating educators for virtual schooling: Communicating roles and responsibilities.&nbsp;<em>Journal of Communication<\/em>,&nbsp;<em>16<\/em>, 17-24.\n\nHattie, J., &amp; Timperley, H. (2007). The power of feedback.&nbsp;<em>Review of educational research<\/em>,&nbsp;<em>77<\/em>, 81-112. DOI: 10.3102\/003465430298487\n\nMiles, J and Shevlin, M (2001) <em>Applying Regression and Correlation: A Guide for Students and Researchers<\/em>. Sage:London.\n\nMurphy, E., Rodri\u0301guez-Manzanares, M. A. &amp; Barbour, M. (2011). Asynchronous and synchronous online teaching: perspectives of Canadian high school distance education teachers. <em>British Journal of Educational Technology<\/em>, <em>42<\/em>, 583\u2013591.\n\nPianta, R. C., Hamre, B. K., &amp; Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In&nbsp;<em>Handbook of research on student engagement <\/em>(pp. 365-386). Springer, Boston, MA.\n\nWhitehead, A. L., Julious, S. A., Cooper, C. L., &amp; Campbell, M. J. (2016). Estimating the sample size for a pilot randomised trial to minimise the overall trial sample size for the external pilot and main trial for a continuous outcome variable.&nbsp;<em>Statistical methods in medical research<\/em>,&nbsp;<em>25<\/em>, 1057-1073.\n\n<a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/studentguide_508.pdf\">https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/studentguide_508.pdf<\/a>\n<h2>Appendix A. Rotated Factor Loadings and Unique Variances<\/h2>\n<table width=\"0\">\n<caption>LR test: independent vs. saturated:&nbsp; chi2(55) = 5172.09 Prob&gt;chi<sup>2<\/sup> = 0.0000<\/caption>\n<thead>\n<tr>\n<th width=\"174\">Item<\/th>\n<th width=\"78\">Factor1<\/th>\n<th width=\"78\">Factor2<\/th>\n<th width=\"138\">Uniqueness<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"174\">Easy Start<\/td>\n<td width=\"78\">0.0816<\/td>\n<td width=\"78\">0.7042<\/td>\n<td width=\"138\">0.4974<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Easy Navigate<\/td>\n<td width=\"78\">0.2145<\/td>\n<td width=\"78\">0.735<\/td>\n<td width=\"138\">0.4137<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Clear Goal<\/td>\n<td width=\"78\">0.4533<\/td>\n<td width=\"78\">0.666<\/td>\n<td width=\"138\">0.3509<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Clear Direction<\/td>\n<td width=\"78\">0.3334<\/td>\n<td width=\"78\">0.6909<\/td>\n<td width=\"138\">0.4115<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Functioning Properly<\/td>\n<td width=\"78\">0.1168<\/td>\n<td width=\"78\">0.6322<\/td>\n<td width=\"138\">0.5867<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Challenging<\/td>\n<td width=\"78\">0.3837<\/td>\n<td width=\"78\">0.1733<\/td>\n<td width=\"138\">0.8228<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Caring<\/td>\n<td width=\"78\">0.3637<\/td>\n<td width=\"78\">0.1693<\/td>\n<td width=\"138\">0.8391<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Overall Satisfaction<\/td>\n<td width=\"78\">0.6755<\/td>\n<td width=\"78\">0.541<\/td>\n<td width=\"138\">0.251<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Another Course<\/td>\n<td width=\"78\">0.7939<\/td>\n<td width=\"78\">0.1354<\/td>\n<td width=\"138\">0.3514<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Recommend<\/td>\n<td width=\"78\">0.8239<\/td>\n<td width=\"78\">0.1904<\/td>\n<td width=\"138\">0.2849<\/td>\n<\/tr>\n<tr>\n<td width=\"174\">Future<\/td>\n<td width=\"78\">0.7752<\/td>\n<td width=\"78\">0.1973<\/td>\n<td width=\"138\">0.3601<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Appendix B. Effect Size (Cohen\u2019s <em>d <\/em>or Eta-square)<\/h2>\n<table width=\"0\">\n<thead>\n<tr>\n<th rowspan=\"2\" width=\"114\"><\/th>\n<th colspan=\"5\" width=\"540\">Coefficient (Standard Error) 95% Confidence Interval (Bootstrap replications 200)<\/th>\n<\/tr>\n<tr>\n<th width=\"90\">Final Grades<\/th>\n<th width=\"120\">Login Frequency<\/th>\n<th width=\"108\">Login Duration<\/th>\n<th width=\"96\">Satisfaction<\/th>\n<th width=\"126\">Perceived Quality<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"114\">Technical Support<\/td>\n<td width=\"90\">-0.38 (0.09)\n-0.56 ~ -0.2<\/td>\n<td width=\"120\"><\/td>\n<td width=\"108\"><\/td>\n<td width=\"96\">-1.08 (0.13)\n-1.33 ~ -0.84<\/td>\n<td width=\"126\">-0.71 (0.1)\n7.42 ~ -1.43<\/td>\n<\/tr>\n<tr>\n<td width=\"114\">Best Part - Communication<\/td>\n<td width=\"90\"><\/td>\n<td width=\"120\">-0.28 (0.10)\n-0.47 ~ -0.09<\/td>\n<td width=\"108\">-0.32 (0.10)\n-0.52 ~ -0.13<\/td>\n<td width=\"96\">-0.31 (0.07)\n-0.44 ~ -0.17<\/td>\n<td width=\"126\">-0.30 (0.07)\n0.45 ~ -0.15<\/td>\n<\/tr>\n<tr>\n<td width=\"114\">Welcome Communication<\/td>\n<td width=\"90\">-0.73 (0.28)\n-1.27 ~ -0.19<\/td>\n<td width=\"120\"><\/td>\n<td width=\"108\"><\/td>\n<td width=\"96\">-0.59 (0.19)\n-0.97 ~ -0.21<\/td>\n<td width=\"126\">-0.69 (0.17)\n-1.02 ~-0.36<\/td>\n<\/tr>\n<tr>\n<td width=\"114\">Announcement at Least Weekly<\/td>\n<td width=\"90\">-0.31 (0.11)\n-0.53 ~&nbsp; -0.1<\/td>\n<td width=\"120\"><\/td>\n<td width=\"108\"><\/td>\n<td width=\"96\">-0.37 (0.1)\n-0.57 ~ -0.18<\/td>\n<td width=\"126\">-0.41 (0.1)\n-0.6 ~ -0.21<\/td>\n<\/tr>\n<tr>\n<td width=\"114\"><\/td>\n<td colspan=\"5\" width=\"540\"><strong>Eta-Square (df) 95% Confidence Interval<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"114\">Feedback<\/td>\n<td width=\"90\">0.05 (2)\n0.03 ~ 0.08<\/td>\n<td width=\"120\"><\/td>\n<td width=\"108\"><\/td>\n<td width=\"96\">0.13 (2)\n0.1 ~ 0.16<\/td>\n<td width=\"126\">0.11 (2)\n0.08 ~ 0.14<\/td>\n<\/tr>\n<tr>\n<td width=\"114\">Messaging Tool Preferred<\/td>\n<td width=\"90\">0.05 (2)\n0.02 ~ 0.07<\/td>\n<td width=\"120\">0.006 (2)\n0.0002 ~0.02<\/td>\n<td width=\"108\">0.007 (2 )\n0.0005~0.02<\/td>\n<td width=\"96\">0.02 (2)\n0.006~0.03<\/td>\n<td width=\"126\">0.04 (2)\n0.017 ~ 0.06<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Appendix C. Time Series in the Study<\/h2>\n<table>\n<thead>\n<tr>\n<th width=\"66\">Week<\/th>\n<th width=\"96\">Start<\/th>\n<th width=\"102\">End<\/th>\n<th width=\"377\">Michigan Virtual Academic Calendar<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"66\">Week1<\/td>\n<td width=\"96\">18-Aug-18<\/td>\n<td width=\"102\">19-Aug-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week2<\/td>\n<td width=\"96\">20-Aug-18<\/td>\n<td width=\"102\">26-Aug-2018<\/td>\n<td width=\"377\">Monday 8\/20\/18\n<strong>Semester&nbsp;1 (20 weeks) Start 1<\/strong>\n<strong>Trimester 1 (13 weeks) Start 1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week3<\/td>\n<td width=\"96\">27-Aug-18<\/td>\n<td width=\"102\">02-Sep-12018<\/td>\n<td width=\"377\">Monday 8\/27\/18\n<strong>Semester 1 (20 weeks)&nbsp;Start 2<\/strong>\n<strong>Trimester 1 (13 weeks) Start 2<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week4<\/td>\n<td width=\"96\">3-Sep-18<\/td>\n<td width=\"102\">09-Sep-12018<\/td>\n<td width=\"377\">Tuesday 9\/4\/18\n<strong>Trimester 1 (13 weeks) Start 3<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week5<\/td>\n<td width=\"96\">10-Sep-18<\/td>\n<td width=\"102\">16-Sep-12018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week6<\/td>\n<td width=\"96\">17-Sep-18<\/td>\n<td width=\"102\">23-Sep-12018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week7<\/td>\n<td width=\"96\">24-Sep-18<\/td>\n<td width=\"102\">30-Sep-12018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week8<\/td>\n<td width=\"96\">1-Oct-18<\/td>\n<td width=\"102\">07-Oct-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week9<\/td>\n<td width=\"96\">8-Oct-18<\/td>\n<td width=\"102\">14-Oct-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week10<\/td>\n<td width=\"96\">15-Oct-18<\/td>\n<td width=\"102\">21-Oct-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week11<\/td>\n<td width=\"96\">22-Oct-2018<\/td>\n<td width=\"102\">28-Oct-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week12<\/td>\n<td width=\"96\">29-Oct-2018<\/td>\n<td width=\"102\">04-Nov-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week13<\/td>\n<td width=\"96\">05-Nov-2018<\/td>\n<td width=\"102\">11-Nov-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week14<\/td>\n<td width=\"96\">12-Nov-2018<\/td>\n<td width=\"102\">18-Nov-2018<\/td>\n<td width=\"377\">Sunday 11\/18\/18\n<strong>Trimester 1 (13 weeks) End 1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week15<\/td>\n<td width=\"96\">19-Nov-2018<\/td>\n<td width=\"102\">25-Nov-2018<\/td>\n<td width=\"377\">Monday 11\/19\/18\n<strong>Trimester 2 (14 weeks) Start 1<\/strong>\nSunday 11\/25\/18\n<strong>Trimester 1 (13 weeks) End 2<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week16<\/td>\n<td width=\"96\">26-Nov-18<\/td>\n<td width=\"102\">02-Dec-2018<\/td>\n<td width=\"377\">Monday 11\/26\/18\n<strong>Trimester 2 (14 weeks) Start 2<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week17<\/td>\n<td width=\"96\">03-Dec-2018<\/td>\n<td width=\"102\">09-Dec-018<\/td>\n<td width=\"377\">Monday 12\/3\/18\n<strong>Trimester 1 (13 weeks) End 3<\/strong>\nMonday 12\/3\/18\n<strong>Trimester 2 (14 weeks) Start 3<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week18<\/td>\n<td width=\"96\">10-Dec-2018<\/td>\n<td width=\"102\">16-Dec-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week19<\/td>\n<td width=\"96\">17-Dec-2018<\/td>\n<td width=\"102\">23-Dec-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week20<\/td>\n<td width=\"96\">24-Dec-2018<\/td>\n<td width=\"102\">30-Dec-2018<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week21<\/td>\n<td width=\"96\">31-Dec-2018<\/td>\n<td width=\"102\">06-Jan-2019<\/td>\n<td width=\"377\">Sunday 1\/6\/19\n<strong>Semester&nbsp;1 (20 weeks) End 1<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week22<\/td>\n<td width=\"96\">07-Jan-2019<\/td>\n<td width=\"102\">13-Jan-2019<\/td>\n<td width=\"377\">Sunday 1\/13\/19\n<strong>Semester 1 (20 weeks) End 2<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week23<\/td>\n<td width=\"96\">14-Jan-2019<\/td>\n<td width=\"102\">20-Jan-2019<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<tr>\n<td width=\"66\">Week24<\/td>\n<td width=\"96\">21-Jan-2019<\/td>\n<td width=\"102\">23-Jan-2019<\/td>\n<td width=\"377\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>",
            "title": "Communicative Interactions with Teachers in K-12 Online Courses: From the Student Perspective",
            "excerpt": "This study examined student-teacher communication practice in online courses from the student perspective. The present study provides the field with empirical evidence on the importance of student-teacher interactions through examining more varied outcome variables and relevant factors than what was often included in existing studies, and also exploring multiple sources of data.",
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            "content": "<!-- wp:paragraph -->\n<p>Here\u2019s a common misconception floating around about online courses:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>They\u2019re <i>easier <\/i>than traditional courses.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a quality online class, this <i>shouldn\u2019t <\/i>be the case. Students should not be able to click-through course content without demonstrating mastery or receiving feedback on their assignments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We want to demystify this misconception and show what a quality online learning experience <i>should <\/i>look like.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online courses shouldn't be easier than face-to-face courses, and that\u2019s a good thing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rather, online courses challenge students in ways that teach them valuable time management, communication, and technical skills that benefit them in future professional settings, including college and the workplace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"className\":\"h6\"} -->\n<p class=\"h6\">Here are a few reasons online learning \u2014 when done appropriately \u2014&nbsp; isn\u2019t \u201ceasier\u201d than traditional learning:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"id\":24963,\"align\":\"wide\"} -->\n<figure class=\"wp-block-image alignwide\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/5-reasons-online-learning-shouldnt-be-easier-.png\" alt=\"5 reasons online learning shouldn't be easier than traditional courses\" class=\"wp-image-24963\" \/><\/figure>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2><b>#1: It takes time to adjust to online learning<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many students are surprised to find that online courses are more challenging than they originally expected.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In fact, in our end-of-course surveys, many students actually report that they find online courses to be at least as challenging \u2014 if not more so \u2014 than their face-to-face courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This may be explained by the fact that students have to learn the <i>same content<\/i> as they would in their face-to-face course, but they have to do so in an <i>unfamiliar learning environment<\/i>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students need <i>time <\/i>and <i>support <\/i>in order to acclimate to online learning. For example, they need to learn how to navigate a new learning management system, submit assignments, and contact their instructor if they need help.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For students who are struggling to adjust, having a trained and dedicated mentor who understands their challenges and supports them as they transition into the online learning space can make this process much smoother.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><b>The silver lining: <\/b>In college and the workplace, students are likely to be exposed to learning formats that are unfamiliar to them. Learning how to be agile and adaptable when transitioning to new ways of learning is a valuable skill for students to learn while still in high school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>#2: Students still need to submit assignments and receive feedback<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Rather than being able to simply \u201cclick through\u201d their online courses, students should be asked to provide substantive evidence for their learning and receive feedback from an expert instructor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When it comes to K-12 online learning, we firmly believe that all online courses should be taught by a trained instructor who is an expert in their subject matter. That\u2019s why all of our courses are taught by Michigan-certified, highly qualified teachers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In an online classroom with an instructor, students will need to demonstrate content mastery in order to pass their class. The instructor serves as the responsible unit for ensuring a student has met course expectations and is ready to proceed to the next lesson.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because students can work through course content at their own pace, the primary role of the instructor is to provide students with individualized feedback to help them move to the next level in their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><b>The silver lining: <\/b>For many students, this 1:1 feedback is an advantage to online learning. The individualized attention they receive from their instructor helps to foster their growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>#3 Time management is critical to success<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>What many students love about online learning is that it allows them to maintain a flexible schedule and work on assignments at their own pace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That being said, in order to thrive in an environment where they have so much freedom, students need to be able to effectively manage their time, remain self-motivated, and develop independent study skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Nobody envies the position of a student who has procrastinated all semester and still needs to complete the majority of their assignments in the last two weeks. This situation is not an ideal learning experience and causes undue stress on the student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who are <i>already <\/i>self-motivated and manage their time well may thrive in the online classroom. Others may need support and frequent reminders in order to stay on track. Here, the in-school mentor and instructor should form a team to keep the student accountable for completing their work on schedule.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><b>The silver lining: <\/b>For students who struggle with self-motivation and independent study skills, online learning can be a great opportunity for them to practice and develop these skills. The ability to set and meet your own personal goals and deadlines is an important skill needed for college, the workplace, and satisfaction in one\u2019s personal life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>#4: Communication is key<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Another challenge for students beginning online courses is learning how and when to communicate digitally with their instructor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In traditional classrooms, students are typically in the same physical location as their teachers. In online classrooms, students communicate with their teachers through email, video conferencing, and, in some cases, texting.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While most students are accustomed to <i>using <\/i>these platforms, they may not yet understand how to use them <i>appropriately <\/i>to communicate professionally with adults.<i>&nbsp; <\/i>They need to learn how to ask for help on assignments and communicate their needs in a respectful and specific manner.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><b>The silver lining: <\/b>A foundation of digital citizenship, the etiquette of online communication is a skill that can benefit students in their future personal and professional lives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>#5: Basic technology skills are a must<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Sure, our current generation of learners are pretty tech-savvy. But despite their prowess on social media, they may still have a few things to learn when it comes to the technology skills required to succeed in an online course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At a basic level, online learners need to know how to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Create and\/or save a document<\/li><li>Use various technology tools (e.g., dictionary, thesaurus, grammar checker, calculator)<\/li><li>Identify various file formats (e.g., doc, xls, pdf, jpg)<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>If a student has not yet been asked to create a GoogleSlide and upload it as a PDF before, for example, this task may initially present a learning curve that is unrelated to the academic content of the assignment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><b>The silver lining: <\/b>Of course, today\u2019s students are adaptable in digital environments. Once they learn how to navigate these various tools and file formats, they will have acquired some of the basic digital literacy skills that will be required of them in college courses and future workplaces.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>At a more philosophical level, the way humans learn is changing. As adults, the majority of us have become accustomed to using Google or YouTube or Wikipedia to find answers to the problems we\u2019re facing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Internet offers a rich, ever-growing pool of educational content, and it\u2019s not going away anytime soon. It\u2019s critical for our students to learn how to use the Internet to acquire new information in order to remain life-long learners in our increasingly digital society.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>So. . . Why bother with online learning?&nbsp;<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are many reasons students can benefit from online courses, but \u201ceasiness\u201d should not be part of the equation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some students choose online learning because they want <i>to take a course that isn\u2019t offered at their local school district<\/i>. Say, for example, that a student wants to take AP Physics, but they live in a rural area where this isn\u2019t an option. By taking the course online, they can learn more about a career interest and earn college credit while still in high school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other students choose online learning <i>to resolve scheduling conflicts<\/i>. Perhaps a student is in marching band, but this class conflicts first hour with the Algebra 2A course they need to stay on track to graduate. By choosing to take Algebra online, they can still take both courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Taking an online course also offers flexible learning opportunities for student athletes or performers; migrant youth; pregnant or incarcerated students; or students who are homebound due to illness or injury. In these cases, online learning allows students <i>to continue learning whenever and wherever life allows<\/i>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other students simply prefer online learning because they have found that they excel in this environment which offers them the ability <i>to work at their own pace and receive individualized feedback from their instructors<\/i>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>So, no, online learning is not easier than face-to-face learning. But that\u2019s a good thing. It provides a rich array of opportunities for students who are seeking more options and more flexibility in their learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>The moral of the story is:<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you have a student who is interested in online learning, you ought to consider the challenges they might face when transitioning to the digital classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If they struggle in any of the areas listed above (i.e. time management, communication, and technical skills), they may still succeed in their online courses, but they\u2019ll likely need more support in order to do so.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>That being said, if they <i>are <\/i>able to manage their time effectively, learn to communicate digitally, acquire the necessary digital literacy skills, and pass their online course, the skills they\u2019ve acquired along the way will go far in preparing them for future success in college and the workplace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><i>This article is the first in our series on Myths About Online Learning. If you\u2019d like to be notified when new articles in this series are released, please <a href=\"https:\/\/michiganvirtual.org\/subscribe\" target=\"_blank\" rel=\"noopener noreferrer\">subscribe to our blog<\/a>.<\/i><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><i>To learn more about what it takes to be a successful online learner or how you can best support online learners at your school, download one of the <a href=\"https:\/\/mvlri.org\/resources\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer\">free guides created the Michigan Virtual Learning Research Institute<\/a>.<\/i><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Are online courses \"easier\" than face-to-face courses?",
            "excerpt": "Debunking the common misconception that online courses are \u201ceasier\u201d than face-to-face courses.",
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            "path": "\/about\/news\/popular-cybersecurity-training-courses-brought-online-to-prepare-michigan-high-school-students-for-i-t-careers\/",
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            "content": "<strong><em>This article was published in <\/em>The Livingston Post<em> on Aug. 5, 2019. You can <a href=\"https:\/\/thelivingstonpost.com\/popular-cybersecurity-training-courses-brought-online\/\" target=\"_blank\" rel=\"noopener noreferrer\">read the article here<\/a>.<\/em><\/strong>\n\nWe live in an era where a single data breach can have major consequences and cause disruptions for millions of people worldwide.\u00a0 As a result, the demand for cybersecurity specialists in our workforce is great. Most modern companies need a team of specialists to defend their private information from cyber attacks.\n\nSoutheast Michigan, in particular, is home to over 70 percent of North America\u2019s automotive research and development. With the opening of the <a href=\"https:\/\/www.acmwillowrun.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">American Center for Mobility<\/a> in Ypsilanti, Michigan has become a hub for the testing of autonomous vehicles, a new frontier needing extensive cybersecurity support.\n\nIn response to this growing demand, Pinckney Community Schools has designed a program that prepares students for career-oriented certifications in cybersecurity. \u00a0What began as an after-school club with a handful of students has evolved into the <a href=\"https:\/\/pinckneycti.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Pinckney Cyber Training Institute<\/a> (PCTI) \u2014 a rigorous cybersecurity training program that garnered national attention in 2015 after several Pinckney students were flown to Washington D.C. to compete in the Cyber Patriot Competition.\n\nDue to the success and popularity of their program, the PCTI is now partnering with <i>Michigan Virtual <\/i>to host their cybersecurity and networking training courses on a digital platform to better reach students across the state of Michigan and provide them with opportunities to earn career credentials.\n\nTheir motivation for going digital lies in the equity of access. \u201cMaybe there\u2019s one student in a school in the U.P. who is very interested in cybersecurity,\u201d says Jim Darga, director of the Pinckney Cyber Training Institute. \u201cWhy should they be denied access just because\u00a0 of their geographic location?\u201d\n\nTogether, <i>Michigan Virtual <\/i>and PCTI will be offering a total of six online courses that provide high school students with learning pathways in computer networking and Linux operating systems \u2014 two crucial knowledge areas in cybersecurity \u2014 and prepare them for career-oriented certifications. To put this in perspective, the average salary for workers with these certifications is $70,000-$80,000.\n\nThese online courses meet a critical need in the state of Michigan \u2014 both in terms of preparing students for college and stimulating our state\u2019s economy.\n\n\u201cConsider the pipeline for getting students into biology programs at 4-year colleges,\u201d implores Darga. \u201cMany high schools have biology, A.P. biology, and honors biology. But almost none of them have cybersecurity courses.\u00a0 Our program is going to help build the whole ecosystem from high school all the way to college and into the professional world.\u201d\n\nIn October 2018, IBM flew 10 of their executives from around the world into the small town of Pinckney for a visit. \u201cThey were amazed at what they saw,\u201d says Darga. \u201cIt\u2019s amazing to hear high ranking state officials promote Michigan to attract new business because of the quality of cybersecurity education we are providing. That\u2019s when I realized that we need to provide more students with access.\u201d\n\nIn partnership with <i>Michigan Virtual, <\/i>the PCTI is one step closer to its mission of equitable access. No matter their geographic location, Michigan students can now use online learning to receive a quality education in cybersecurity and take the next step toward a profitable career path that fills a critical need in our economy.\n\nTo learn more about the new online cybersecurity training courses hosted by <i>Michigan Virtual, <\/i>visit:\u00a0 <a href=\"https:\/\/michiganvirtual.org\/cybersecurity\">https:\/\/michiganvirtual.org\/cybersecurity<\/a>",
            "title": "Popular cybersecurity training courses brought online to prepare Michigan high school students for I.T. careers",
            "excerpt": "This article was published in The Livingston Post on Aug. 5, 2019. You can read the article here. We live in an era where a single data breach can have major consequences and cause disruptions for millions of people worldwide.\u00a0 As a result, the demand for cybersecurity specialists in our workforce is great. Most modern...",
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            "id": 24575,
            "path": "\/students\/cybersecurity\/",
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            "timestamp": 1562607287,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Online Cybersecurity &amp; Networking Training<\/h1>\t\t\n\t\t\t<p>These advanced online courses leave high school students prepared to earn career certifications in cybersecurity, networking, and Linux operating systems.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_type=netacademy\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tView courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"684\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/networking-2-1024x684.jpg\" alt=\"visualization of network security\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Accelerate your path to a career in I.T.<\/h2>\t\t\n\t\t<p>Now available online through\u00a0<i>Michigan Virtual,\u00a0<\/i>high school students can enroll in six online courses from NetAcademy on two different learning pathways that prepare them for career certifications and accelerate their journey toward careers in cybersecurity &amp; networking.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_type=netacademy\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tView courses\n\t\t\t\t\t<\/a>\n\t\t\t<h4>Networking Focus<\/h4>\t\t\n\t\t<p>Computer networking and cybersecurity are the heart of the digital transformation. Often unseen, networks enable us to stay connected as we move around freely using our laptop or smartphone. This interconnected world, however, makes everyone more susceptible to cyber-attacks. Our first learning pathway teaches students the essentials of computer networking and cybersecurity and prepares them for several career certifications.<\/p>\t\t\t\t\n\t\t\t<h6>Courses in this pathway include:<\/h6>\t\t\n\t\t<ul><li><a href=\"https:\/\/michiganvirtual.org\/course\/networking-and-cybersecurity-essentials\/\" target=\"_blank\" rel=\"noopener\">Networking &amp; Cybersecurity Essentials<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/course\/ccna-1-introduction-to-networking\/\" target=\"_blank\" rel=\"noopener\">CISCO Certified Network Associate 1 (Introduction to Networks)<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/course\/ccna-2-routing-and-switching-essentials\/\" target=\"_blank\" rel=\"noopener\">CISCO Certified Network Associate 2 (Routing and Switching Essentials)<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/course\/ccna-3-enterprise-networking-security-and-automation\/\">CISCO Certified Network Associate 3 (Enterprise Networking, Security and Automation)<\/a><\/li><\/ul>\t\t\t\t\n\t\t\t<h4>Linux Operating Systems Focus<\/h4>\t\t\n\t\t<p>As one of the most successful open source collaborations, Linux has evolved into the most reliable operating system on the planet. It\u2019s used for embedded systems to virtually all supercomputers for a good reason. Nearly every IT job requires some Linux knowledge. Our second learning pathway teaches students the basics of Linux and prepares them for several career certifications.<\/p>\t\t\t\t\n\t\t\t<h6>Courses in this pathway include:<\/h6>\t\t\n\t\t<ul><li><a href=\"https:\/\/michiganvirtual.org\/course\/linux-essentials\/\" target=\"_blank\" rel=\"noopener\">Linux Essentials<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/course\/linux-operating-system-1\/\" target=\"_blank\" rel=\"noopener\">Linux Operating System 1<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/course\/linux-operating-system-2\/\" target=\"_blank\" rel=\"noopener\">Linux Operating System 2<\/a><\/li><\/ul>\t\t\t\t\n\t\t\t<h2>Filling a critical need in Michigan\u2019s economy<\/h2>\t\t\n\t\t<p>We live in an era where a single data breach can have major consequences and cause disruptions for millions of people worldwide.\u00a0 As a result, the demand for cybersecurity specialists in our workforce is great. Most modern companies need a team of specialists to defend their private information from cyber attacks.<\/p><p>Southeast Michigan, in particular, is home to over 70 percent of North America\u2019s automotive research and development. With the opening of the American Center for Mobility in Ypsilanti, Michigan has become a hub for the testing of autonomous vehicles, a new frontier needing extensive cybersecurity support.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_type=netacademy\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tView courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/economy-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/iStock-1250581414-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Careers, certifications, &amp; salary potential<\/h3>\t\t\n\t\t<p>Both of the online cyber training pathways prepare students for career certifications that can help increase their earning potential in later careers. These courses form the basis for advanced study in cybersecurity for high school students, filling a large gap in the standard curricula available to most students.<\/p><p><em><strong>Below you will find more information on what opportunities these online courses can prepare you for later in life!<\/strong><\/em><\/p>\t\t\t\t\n\t\t\t<h4>Networking careers<\/h4>\t\t\n\t\t<p>This pathway helps to prepare students to sit for the\u00a0<a href=\"https:\/\/www.cisco.com\/c\/en\/us\/training-events\/training-certifications\/certifications\/associate\/ccna.html\"><em>Cisco Certified Network Associate (CCNA) Exam<\/em><\/a>.<\/p><p><strong>Careers that require CCENT certification include:<\/strong><\/p><ul><li><a href=\"https:\/\/www.careeronestop.org\/Toolkit\/Careers\/Occupations\/Occupation-profile.aspx?keyword=Computer%20Systems%20Engineers\/Architects&amp;onetcode=15119902&amp;location=UNITED%20STATES\" target=\"_blank\" rel=\"noopener\">System\/Networking Engineers<\/a><\/li><li><a href=\"https:\/\/www.careeronestop.org\/Toolkit\/Careers\/Occupations\/Occupation-profile.aspx?keyword=Computer%20Network%20Support%20Specialists&amp;onetcode=15115200&amp;location=UNITED%20STATES\" target=\"_blank\" rel=\"noopener\">Network Technicians<\/a>, and<\/li><li><a href=\"https:\/\/www.careeronestop.org\/Toolkit\/Careers\/Occupations\/Occupation-profile.aspx?keyword=Network%20and%20Computer%20Systems%20Administrators&amp;onetcode=15114200&amp;location=UNITED%20STATES\" target=\"_blank\" rel=\"noopener\">System Administrators<\/a>.<\/li><\/ul><p>In addition, the CCENT certification is the foundational certification needed to branch off to other pathways relating to network security or cyber operations.<\/p><p>The salary range for individuals holding a CCENT certification is from $37,000 to $87,000 annually, depending on the role and other experiences.\u00a0 The average salary is approximately $70,000 per year.<\/p><p><i>Salary information from\u00a0<a href=\"https:\/\/salary.com\/\">salary.com<\/a>.\u00a0<em>When ready, you can take the CCENT exam at a testing center near you using\u00a0<a href=\"https:\/\/wsr.pearsonvue.com\/testtaker\/find\/testcenter\/CISCOTESTING?locale=en_US\" target=\"_blank\" rel=\"noopener\">Pearson\u2019s Test Center Search<\/a>.<\/em><\/i><\/p>\t\t\t\t\n\t\t\t<h4>Linux careers<\/h4>\t\t\n\t\t<p>This pathway offers both a certificate as well as industry certification training.\u00a0 Students who master Linux Essentials will be eligible for the\u00a0<a href=\"https:\/\/www.lpi.org\/our-certifications\/linux-essentials-overview\" target=\"_blank\" rel=\"noopener\"><i>Linux Essentials Professional Development Certificate<\/i><\/a>.<\/p><p>Students taking the entire series of Linux courses will be prepared to sit for either the<a href=\"https:\/\/www.lpi.org\/our-certifications\/lpic-1-overview\" target=\"_blank\" rel=\"noopener\"><i>\u00a0LPIC-1: Linux Server Professional Certification<\/i><\/a>\u00a0exam or the\u00a0<a href=\"https:\/\/certification.comptia.org\/certifications\/linux\" target=\"_blank\" rel=\"noopener\"><i>CompTIA Linux+<\/i>\u00a0exam<\/a>.<\/p><p><strong>Careers that require Linux knowledge include:<\/strong><\/p><ul><li><a href=\"https:\/\/www.careeronestop.org\/toolkit\/careers\/occupations\/Occupation-profile.aspx?keyword=Computer%20Hardware%20Engineers&amp;onetcode=17206100&amp;location=UNITED%20STATES\" target=\"_blank\" rel=\"noopener\">Computer Engineer<\/a><\/li><li>Linux Systems Engineer<\/li><li>Video Coding Researcher, and<\/li><li><a href=\"https:\/\/www.environmentalscience.org\/career\/acoustical-engineer\" target=\"_blank\" rel=\"noopener\">Acoustics Engineer<\/a>.<\/li><\/ul><p>The salary range for individuals with Linux certifications is from $74,000 to $105,000 annually, depending on the role and other experience.\u00a0 The average salary is approximately $90,000.<\/p><p><i>Salary information from\u00a0<a href=\"https:\/\/www.salary.com\/research\/salary\/alternate\/linux-systems-administrator-salary\">salary.com<\/a><\/i><\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"605\" height=\"302\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/pcti-logo.png\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>About the Pinckney Cyber Training Institute<\/h2>\t\t\n\t\t<p>The\u00a0<a href=\"https:\/\/pinckneycti.org\/\" target=\"_blank\" rel=\"noopener\">Pinckney Cyber Training Institute<\/a>\u00a0(PCTI) first garnered national attention in 2015 after several Pinckney students were flown to Washington D.C. to compete in the Cyber Patriot Competition. What began with humble roots in an after-school club has greatly evolved in the past few years \u2014 winning praise from global IBM executives for the quality education it provides to students.<\/p><p>According to Jim Darga, director of PCTI, the goal of bringing their courses online is equity of access. He believes should not be denied the opportunity to expand their career potential or study a subject they\u2019re passionate about because of their geographic location. By taking these courses online, students all across Michigan now have the opportunity to prepare for careers in cybersecurity and networking while still in high school.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/news\/popular-cybersecurity-training-courses-brought-online-to-prepare-michigan-high-school-students-for-i-t-careers\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tMore about PCTI\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Pricing Information<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tBase\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t525\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t&nbsp;\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tConsortium\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t525\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t&nbsp;\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\tOut-of-State\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t525\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t&nbsp;\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Talk to your counselor today!<\/h2>\t\t\n\t\t<p><em><strong>If you are a parent or high school student<\/strong><\/em>, explore our course catalog and talk to your school counselor today about your interest in taking these courses.<\/p><p><em><strong>If you are a high school counselor or enroller,<\/strong><\/em>\u00a0you can log into our\u00a0<a href=\"https:\/\/slp.michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener\">Student Learning Portal<\/a>\u00a0to locate and enroll the courses in which your student is interested.<\/p><p>If you have any questions, don\u2019t hesitate to contact our Customer Care Team by phone at 888.889.2840 from Monday through Friday from 7:30 a.m. to 5:00 p.m. or\u00a0<a href=\"https:\/\/michiganvirtual.org\/ticket\" target=\"_blank\" rel=\"noopener\">submit a help ticket<\/a>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_type=netacademy\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tView courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Fill out the form below to reach out to us!<\/h2>",
            "title": "Online Cybersecurity &amp; Networking Training",
            "excerpt": "Online Cybersecurity &#038; Networking Training These advanced online courses leave high school students prepared to earn career certifications in cybersecurity, networking, and Linux operating systems. View courses Accelerate your path to a career in I.T. Now available online through\u00a0Michigan Virtual,\u00a0high school students can enroll in six online courses from NetAcademy on two different learning pathways...",
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            "path": "\/service\/",
            "author_id": 21,
            "timestamp": 1562605458,
            "content": "<h5>6\/3\/21 \u2014 [RESOLVED] Intermittently inaccessible learning elements in Professional Learning Portal<\/h5>\n<div>We are experiencing temporary outages with some interactive learning elements within courses in the Professional Learning Portal. A service team is working on the issue right now. Currently, this issue is intermittent and a reload of the page might resolve the problem in some cases.<\/div>\n<div><\/div>\n<div><strong>6\/4\/21 \u2014<\/strong>\u00a0This issue has been resolved. Thank you for your patience and understanding as this issue was resolved.<\/div>\n<div><\/div>\n\n<hr \/>\n\n<h5>11\/30\/20 \u2014 [COMPLETED] Scheduled Professional Learning Portal Maintenance<\/h5>\nOur Professional Learning Portal (PLP) will be offline for maintenance on Monday, November 30 to prepare for a system-wide upgrade. Educators will not be able to access their professional learning courses during this time, but student courses will not be affected. Starting on Tuesday, December 1, the new and improved version of the Professional Learning Portal will be available.\n\n<strong>12\/1\/20<\/strong> \u2014 The upgrades have been installed and the new version is live.\n\n<hr \/>\n\n<h5>11\/13\/20 \u2014 [RESOLVED] Course Content displaying incorrectly in Brightspace LMS for SLP users<\/h5>\n<strong>11\/13\/20, 8:15 a.m. <\/strong>An issue related to course content displaying incorrectly has been brought to our attention. We are diligently investigating the problem and working to resolve it as quickly as possible. We apologize for any inconvenience this has caused. Only courses offered in the Brightspace LMS are impacted, courses in Buzz are working as expected.\n\n<strong>11\/13\/20, 8:45 a.m.<\/strong>One of the platforms we use to host course content for students performed an update last night that inadvertently broke the routing of module links in some courses. They deployed a fix at 8:10am, and have assured us that they will update their testing procedures to make sure this won't happen again. We are sorry for the inconvenience this has caused.\n\n<hr \/>\n\n<h5>5\/15\/20 \u2014 [RESOLVED] Access to ed2go courses in the Professional Learning Portal is Currently Unavailable<\/h5>\n<strong>5\/15\/20, 1:15 p.m.<\/strong> Access to ed2go courses with start dates of 4\/15\/20 and 5\/13\/20 are currently unavailable. Thank you for your patience as we resolve this issue.\n\n<strong>5\/18\/20, 10:00 a.m.<\/strong> This issue has been resolved. Thank you for your patience and understanding as this issue was resolved.\n\n<hr \/>\n\n<h5><span style=\"color: inherit;font-size: 1em\">2\/16\/20 \u2014 [RESOLVED] Professional Learning Portal Will Be Briefly Unavailable for Maintenance<\/span><\/h5>\n<strong>2\/14\/20, 1:51 p.m.<\/strong> The Professional Learning Portal will be taken offline for maintenance on Sunday February 16, between 12:01 a.m. and 7 a.m. Educators will not be able to access their courses during this time; student courses will not be affected. We chose this time period due to what is typically a very low usage time, but we do apologize for any inconvenience.\n\n<hr \/>\n\n<h5><span style=\"color: inherit;font-size: 1em\">12\/06\/19 \u2014 [RESOLVED] BlackBoard Will Be Briefly Unavailable for Maintenance<\/span><\/h5>\n<strong>12:58 p.m. <\/strong>Tomorrow (December 7), BlackBoard will be taken offline from 6 a.m. until 8 a.m. for maintenance. Students will not be able to access their courses during this time. We apologize for any inconvenience.\n\n<hr \/>\n\n<h5>11\/05\/19 \u2014 [RESOLVED] Unable to Review Course Descriptions or Enroll in Courses in the Professional Learning Portal<\/h5>\n<strong>11:15 a.m. <\/strong>The Professional Learning Portal is experiencing an issue where some users are unable to review course descriptions or enroll in courses. Users that are already enrolled in a course can login and progress as expected. We are working with the developer to resolve the source of this catalog error message. Thank you for your patience as we resolve this issue.\n\n<strong>1:15 p.m. <\/strong>This issue has been resolved. Thank you for your patience and understanding as this issue was resolved.\n\n<hr \/>\n\n<h5>11\/01\/19 \u2014 [RESOLVED] Enrollment Delay when Registering for a New Course in the Professional Learning Portal<\/h5>\n<strong>10:31 a.m. <\/strong>The Professional Learning Portal is experiencing an issue where users enrolling for a new course do not gain immediate access to the course content. While the course displays properly in the dashboard, it can take up to four hours for content to be accessible to the learner (clicking on the course link in the meantime result in an error message). We are working with the developer to resolve the source of this delayed access. Thank you for your patience as we resolve this issue.\n\n<strong>1:27 p.m. <\/strong>This issue has been resolved. Thank you for your patience and understanding as this issue was resolved.\n\n<hr \/>\n\n<h5>10\/15\/19 \u2014 [RESOLVED] Title IX\/Sexual Misconduct Course Issues<\/h5>\n<strong>11:39 a.m. <\/strong>We are aware of an issue preventing users from accessing our Title IX\/Sexual Misconduct Course in our Professional Learning Portal. We are investigating this issue and will update this page accordingly. Thank you for your patience as we resolve this issue.\n\n<strong>10\/17\/19, 8:34 a.m. <\/strong>We have received confirmation from Safety Skills, the provider of this course, that the connectivity issue has been resolved. Thank you for your patience and understanding as this issue was resolved.\n\n<hr \/>\n\n<h5>9\/26\/19 \u2014 [RESOLVED] SafetySkills Compliance Course Issues<\/h5>\n<strong>3:15 p.m. <\/strong>We are aware of an issue preventing users from accessing our SafetySkills compliance courses in our Professional Learning Portal. We are investigating this issue and will update this page accordingly. Thank you for your patience as we resolve this issue.\n\n<strong>4:15 p.m.<\/strong> As of 4:15 p.m., September 26, all SafetySkills compliance courses in our Professional Learning Portal are online and accessible. Thank you for your patience and understanding as we resolved this issue.\n\n<hr \/>\n\n<h5>9\/26\/19 \u2014 [RESOLVED] SafetySkills Compliance Course Issues<\/h5>\n<strong>8:30 a.m. <\/strong>We are aware of an issue preventing users from accessing our SafetySkills compliance courses in our Professional Learning Portal. We are investigating this issue and will update this page accordingly. Thank you for your patience as we resolve this issue.\n\n<strong>11:15 a.m.<\/strong> As of 11:15 a.m., September 26, all SafetySkills compliance courses in our Professional Learning Portal are online and accessible. Thank you for your patience and understanding as we resolved this issue.\n\n<hr \/>\n\n<h5>7\/24\/19 \u2014 [RESOLVED] Course Progress Issue<\/h5>\n<strong>9:30 a.m.\u00a0<\/strong>We are aware of an issue preventing users from making progress in select courses in our Professional Learning Portal. We are investigating this issue and will update this page accordingly. Thank you for your patience as we resolve this issue.\n\n<strong>4:45 p.m.\u00a0<\/strong>We have identified a workaround for this course progress issue, and anticipate that the workaround implementation for all affected courses will be completed by 5 p.m. EST on Friday, July 26.\n\n<strong>UPDATE: As of 11 am, July 25, all courses are back online and working as expected. Thank you for your patience and understanding as we resolved this issue.<\/strong>\n\n<hr \/>\n\n<h5>12\/1\/18 \u2014 [RESOLVED] Resolution of PLP technical issues (Professional Courses, plp.mivu.org)<\/h5>\n<strong>7:50 a.m.\u00a0<\/strong>An update to the Professional Learning Portal's software was applied and all courses have been tested to confirm that progress is recording. All courses are now accessible.\u00a0Thank you all for your patience and understanding as we resolved this issue.\n\n<hr \/>\n\n<h5>11\/29\/18 \u2014 [RESOLVED] Update regarding technical issues with PLP courses (Professional Courses, plp.mivu.org)<\/h5>\n<strong>5:05 p.m.\u00a0<\/strong>We have an identified the cause of the technical issue affecting select courses in our Professional Learning Portal, and our staff has been working overtime to implement a solution. We expect the problem will be resolved tomorrow, though we may continue to update affected courses over the weekend.\n\nSee below for a list of courses in which the technical issues have been resolved. If you are enrolled in any of the following courses, you can now resume working on your course modules without concern:\n<ul>\n \t<li>Bloodborne Pathogens<\/li>\n \t<li>Essential Practices in Early Literacy (All modules)<\/li>\n \t<li>Changing Minds to Address Poverty in the Classroom\u00a0<strong>(fixed as of 11\/30 at 4:56 p.m)<\/strong><\/li>\n \t<li>Differentiated Instruction: Maximizing Learning for All\u00a0<strong>(fixed as of 11\/30 at 4:56 p.m)<\/strong><\/li>\n \t<li>ILC: Implementing Effective Instruction\u00a0<strong>(fixed as of 11\/30 at 4:56 p.m)<\/strong><\/li>\n<\/ul>\nWe will continue to update this list as other courses are restored and fully functional.\u00a0Thank you for your patience as we resolve this issue. We sincerely apologize for any roadblocks this has created in your professional learning journey.\n\n<hr \/>\n\n<h5>11\/28\/18 \u2014 [RESOLVED] Technical Difficulties in Select Professional Learning Courses (Professional Courses, plp.mivu.org)<\/h5>\n<strong>11:00 a.m.<\/strong>\u00a0We have identified a technical issue affecting select courses in our Professional Learning Portal that prevents recording of course progress and prevents users from moving forward in course modules. \u00a0Currently, the courses affected by this issue include:\n<ul>\n \t<li>Essential Practices in Early Literacy (All modules)<\/li>\n \t<li>MiExcel Coaching<\/li>\n \t<li>Changing Minds to Address Poverty in the Classroom<\/li>\n \t<li>Differentiated Instruction: Maximizing Learning for All<\/li>\n \t<li>ILC: Implementing Effective Instruction<\/li>\n<\/ul>\n<strong>If you are currently enrolled in one of these courses, please refrain from working in your course at this time<\/strong>, as there is no way for us to record your progress and give you credit for completing modules. Once the issue has been resolved, we will contact you to let you know that you are safe to resume moving forward with your coursework.\n\nWe believe this issue to have occurred as a result of a November 22nd upgrade to our software. We are currently working diligently with the software provider to fix this issue as soon as possible.\n\nPlease bookmark this page to stay up to date on this issue!\n\n<hr \/>\n\n<h5>10\/24\/18 \u2014 [RESOLVED] Planned Maintenance (Student Courses, slp.michiganvirtual.org)<\/h5>\n<strong>UPDATE: Maintenance was completed as of 11:59 PM.<\/strong>\u00a0Tonight (Wednesday, October 24) we will be performing planned maintenance on BlackBoard from 8 PM until 12 AM. We expect that there will be intermittent outages of services during this timeframe.\n\n<hr \/>\n\n<h5>10\/4\/18 \u2014 [RESOLVED] Service Interruption (Student Courses, slp.michiganvirtual.org)<\/h5>\n<strong>10:59 a.m.<\/strong>\u00a0Access to our web-based services was likely unavailable 10:45 to 11:05 a.m. this morning. All systems are back online and operational.\n\n<hr \/>\n\n<h5>10\/3\/18 \u2014 [RESOLVED] Service Interruption (Student Courses, slp.michiganvirtual.org)<\/h5>\n<strong>6:56 p.m.<\/strong>\u00a0Many of our web-based services were likely unavailable from about 5:30 p.m. to 7:15 p.m. Services have been online and stable since about 7:15 p.m.",
            "title": "Service Updates",
            "excerpt": "6\/3\/21 \u2014 [RESOLVED] Intermittently inaccessible learning elements in Professional Learning Portal We are experiencing temporary outages with some interactive learning elements within courses in the Professional Learning Portal. A service team is working on the issue right now. Currently, this issue is intermittent and a reload of the page might resolve the problem in some...",
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            "id": 24485,
            "path": "\/blog\/its-not-about-the-tech-but-how-you-use-it-a-mindset-for-blended-learning\/",
            "author_id": 45,
            "timestamp": 1561746602,
            "content": "In my district, we continue to work on preparing our students for a changing world. Maintaining positive relationships is always important, but we need to get our students to \u201clearn how to learn.\u201d While the situation may change, that value will always be constant. I discuss with my students that change is continuous. The other constant, though, is being able to solve a problem. If a student \u201clearns how to learn,\u201d they can work through changing variables.\r\n\r\nAs a teacher, I emphasize real-world applications and \u201clearning how to learn\u201d in all of my classrooms. Preparing students for the real world outside of our classrooms\/schools is a significant goal of education. I use a variety of research-based tools in my classroom, including technology, primary and secondary resources, small and large cooperative group work, and relevant\/rigorous content.\r\n\r\nTechnology, along with the incorporation of blended learning, has helped our staff meet the needs of our students in an effective way. We have also been more intentional about the use of our technology and the incorporation of another tool in our toolbox. Tools are great, but asking ourselves why we should implement tools and how it impacts student learning should be considered. Using technology just to say, \u201cwe are using technology,\u201d shouldn\u2019t be the goal.\r\n\r\nOur students have always craved relevant, real-world applications. High expectations, along with the support that is necessary for students to achieve them, has always been important. This has not changed. I feel that the most significant change has been that students have been put in more situations where they can influence their learning. They are more responsible for creating and using learning tools, which has been aided by the incorporation of blended learning.\r\n\r\nBlended learning and the effective incorporation of technology into the classroom has helped students \u201clearn how to learn.\u201d The engagement has increased. Relevancy has increased. Rigor, when done appropriately, has also increased. Learning has been impacted in a positive way.\r\n\r\nEducation is a career that I am passionate about. I enjoy the big picture of education and look forward to continuing to serve students, their families, and the greater community. The field of education is a noble yet difficult career. Doing our best and inspiring others to do the same is imperative. We owe it to ourselves, the district, the community, and most importantly, we owe it to the students.",
            "title": "It\u2019s not about the tech, but how you use it: a mindset for blended learning",
            "excerpt": "In my district, we continue to work on preparing our students for a changing world. Maintaining positive relationships is always important, but we need to get our students to \u201clearn how to learn.\u201d While the situation may change, that value will always be constant. I discuss with my students that change is continuous. The other...",
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            "path": "\/blog\/reaching-the-summit-scaling-the-mountain-called-personalized-learning\/",
            "author_id": 43,
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            "content": "I\u2019ve been teaching for 14 years, most of which have been at the middle school level in an urban school district. I\u2019m a risk taker, I enjoy trying new things in my classroom, especially when it comes to technology and how it can impact my student\u2019s learning. This is how I discovered <a href=\"https:\/\/www.summitlearning.org\/\">Summit Learning<\/a>. Summit is a learning platform that has changed how I run my classroom, how I interact with students, and how I view the future of education.\r\n\r\nAs an educator, I want to empower my students through choice and agency. In the past, my students have taken part in <a href=\"https:\/\/michiganvirtual.org\/blog\/using-genius-hour-to-help-students-cultivate-their-passions-and-transform-their-world\/\">Genius Hour<\/a>, which allowed students more opportunities to drive their own learning. The struggle I encountered was identifying how to support students. Do I provide support and how much? Too little support students aren\u2019t sure what path to take and too much it takes away student agency and choice.\r\n\r\nThis is where Summit comes into play. Through the use of this platform. I am able to mentor students one-on-one on a two-week rotation, because of this, whole group lectures decreased and student engagement increased. Students can go back and forth between content study and project-based work. I can easily see where they are at in their learning cycle and step in when it is appropriate.\r\n\r\nMy students identify what they need, whether that be independent learning time or collaboration with others. Students are taking ownership of their learning, setting goals, making plans, sharing progress and challenges. It has provided that litmus test for \u201chow much\u201d when it comes to student agency.\r\n\r\nhttps:\/\/youtu.be\/PIPUhDcqvy8\r\n\r\n&nbsp;\r\n\r\nAnother side effect of using Summit has been the change in relationships with my students. I am able to connect with them on a deeper level. Students who have been reluctant to speak up in class or put their head down and don\u2019t even try, are turning in work. It has changed how I prepare for my classes and how I interact with students when they are behind.\r\n\r\nAfter this experience, and seeing the growth in my students and our relationships with one another, I cannot go back to a \u201ctraditional\u201d classroom again after witnessing first-hand the change it has made in my classroom. Not only have the students benefited from utilizing the Summit Learning Platform, but I as well have grown as an educator. Not only have my students greatly benefited from a platform that facilitates personalized learning, but I have grown in possibilities and hope for the future of education.\r\n\r\n<a class=\"btn\" href=\"https:\/\/www.summitlearning.org\/\">Read more about Summit Learning!<\/a>",
            "title": "Reaching the Summit, Scaling the Mountain called Personalized Learning",
            "excerpt": "I\u2019ve been teaching for 14 years, most of which have been at the middle school level in an urban school district. I\u2019m a risk taker, I enjoy trying new things in my classroom, especially when it comes to technology and how it can impact my student\u2019s learning. This is how I discovered Summit Learning. Summit...",
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            "id": 24413,
            "path": "\/blog\/using-piktochart-in-the-classroom\/",
            "author_id": 44,
            "timestamp": 1561743606,
            "content": "Some of my students were struggling with specific aspects of taking a course online, as well as certain assignments. They would send me emails that were along the lines of \u201cI need help with the test I\u2019m on right now,\u201d to which I would have to reply, \u201cWhich test are you on? What are you having trouble with?\u201d I wanted to cut out this part of the conversation and get right to helping them. So I decided to create <a href=\"https:\/\/create.piktochart.com\/output\/24011716-how-to-ask-questions\">a Piktochart<\/a> that explained where they can look for FAQs and what they should include in a message when they reach out for help.\r\n\r\nI also use Piktochart to share and examine examples of some assignments. Students in my classes were struggling with responding to each other over the online discussion board in meaningful ways. So I took a screenshot of a very well written response from a student and I used Piktochart to <a href=\"https:\/\/create.piktochart.com\/output\/26174211-discussion-responses\">point out specific things<\/a> that I wanted students to include in their responses. Students see this infographic every time that they open the Discussion Board page and since posting it I have seen a large increase in the quality of responses students write to each other. This tool would also be great for going over general assignment format, rubrics, citation formats, and much more.\r\n\r\nOverall Piktochart has helped me create a way to share important information with my students in a way that they will interact positively with. I found that when I posted information in plain text my students would not read it. Piktochart allowed me to emphasize important information and create eye-catching announcements that students will actually read. Students have such a short attention span when it comes to reading that there is actually an acronym for it: <em><strong>tldr<\/strong><\/em>. This stands for \u201ctoo long, didn\u2019t read.\u201d I create my infographics with this in mind, to ensure that my students are getting the important information they need to be successful in class.\r\n\r\nWith the help of Piktochart, my students are now clear on what I expect from them and they can focus on content rather than time-consuming class procedures. I have seen a diminished amount of simple questions that take the focus off the class material. I am so glad that I found this tool and I think that it would be beneficial for both online and face-to-face teachers to utilize.\r\n\r\n<a class=\"btn\" href=\"https:\/\/piktochart.com\/\">Check out Piktochart!<\/a>",
            "title": "Using Piktochart in the Classroom",
            "excerpt": "Some of my students were struggling with specific aspects of taking a course online, as well as certain assignments. They would send me emails that were along the lines of \u201cI need help with the test I\u2019m on right now,\u201d to which I would have to reply, \u201cWhich test are you on? What are you...",
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        {
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            "path": "\/research\/publications\/exploring-professional-discourse-using-data-from-online-discussion-forums-showcase-of-three-methods\/",
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            "content": "<h2><strong>Introduction<\/strong><\/h2>\nBeing a professional does not mean simply having a degree or completing a credentialing process. Rather a professional is being a part of symbolic community where language functions largely in recurrent activities to exchange and also develop meanings. Meanings could take on such dimensions as ideological, social, cognitive, and logistic. Professional discourse is defined as \u201cany semiotic forms - spoken, written or visual \u2013 constituted by and constitutive of social and domain-specific contexts, and used by professionals with special training in order to achieve transactional and interactional, as well as socialization and normative, functions\u201d (Kong, 2014, p. 3). Therefore, understanding characteristics of professional discourse in a particular context sheds insight into roles, identity, and knowledge the profession embraces.\n\nThis study takes note of unique positions in the education field in Michigan: on-site mentors for K-12 online learners and early literacy (EL) coaches for elementary school teachers. Both professional groups have been formulated based on Michigan\u2019s legislative (Michigan Public Act \u00a7 No. 249, 2016) or educational policy<a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a> actions to improve statewide education. Educational legislative and policy endeavors both require a feedback loop in order to increase the clarity in policy messages and the specificity for program implementation (Porter, Floden, Freeman, Schmidt, &amp; Schwille, 1988; Porter, 1994). To this end, the present study is to probe discourses of those two unique educational professional groups.\n\nSince knowledge and discourse or language are related to one another in reciprocal fashion: knowledge shapes discourse and language plays a role in knowledge development, professional discourse research could offer an answer to questions of what kind of knowledge is important in those two professional groups and what is the role of discourse in acquiring and representing professional knowledge. Furthermore, given that all components of meaning, practice, community, and identity are deeply interconnected (Wenger, 1998), understanding professional discourse offers a space for projection of professional identity development. Study findings will ultimately provide an answer to the question of how we support those educators.\n\nData of professional discourse can be collected in various ways, and this study is based on written language in discussion forums of two virtual professional communities (VPC). Mentor Network was designed and provided for on-site mentors whose primary role was academically advising students who take online courses. EL Coach Network was for educators who committed to working with elementary school teachers throughout Michigan. Taken all together, the discourse in question is written format of language, falls under the category of intraprofessional discourse, and the community context is specifically an online platform. Discussion in this report will center around methods to analyze professional discourse and bring together three methods: (a) text-mining focused on content words; (b) text-mining focused on function words; and (c) social network analysis.\n<h2><strong>Method<\/strong><\/h2>\nAt the time of data collection (September 30, 2018), Mentor Network had 242 enrolled members and the EL Coach Network had 1,147, each of which included 186 and 694 members who participated in professional discourse activities by posting on either introduction or discussion boards. Yet, we limited the study sample to discourses captured by threads to discuss about specific educational topics by excluding data from introduction boards. This procedure returned the study sample of 19 of Mentor Network and 78 of EL Coach Network.\n\nSince the purpose of this report was to illustrate three types of analytic approaches in delving into professional discourse, the following section for results will present information on data format and analysis procedures in more detail. Accordingly this method section will be devoted to a brief description of original source of data and data preparation for proposed approaches.\n\nThe original source of data was threads in discussion forums for text-mining and members\u2019 connections with one another as well as particular thread topics (i.e., a connection between a member who initially posted and another member who responded it around a particular topic) for social network analysis. So raw data sets were developed in the form of corpora in text file and matrix in a spreadsheet file.\n\nSpecifically, the study sample contained texts and network matrices from the Mentor Network participants who interacted with one another around six topic areas through 42 threads that contained a total of 183 postings. Six topic strands were: (a) General ideas and questions, (b) Starting a new term strongly, (c) Annual mentoring calendar, (d) Public knowledge base, (e) Credit recovery, and (f) Fully online programs. On average, a thread was formed with 4.4 responses to the initial post, with a minimum of zero (13 threads) and a maximum of 22. Those 13 threads that had received no response from colleagues were to cover discussion about particular program formats of online learning (e.g., credit recovery and full-time online learning) whereas actively engaged topics area focused on the mentor role or instructional practices in general.\n\nEL Coach Network had a unique design feature in the VPC, curating predetermined contents for professional learning, <em>Essentials<\/em> in addition to the general discussion forum. Participants were expected to use those predetermined contents as anchors in their discourse. As a result, the number of topic areas in total was greater than the Mentor Network. General discussion forum brought together discussion strands including (a) Free Discussion, (b) Interacting with Administrators, (c) 3<sup>rd<\/sup> Grade Reading Law and Assessment, (d) Grant Opportunity; (e) A Place for New Coach to Share. Within the discussion forum for <em>Essentials, <\/em>members were able to discuss about for instance, (a) <em>Deliberate research-informed efforts to foster literacy motivation and engagement within and across lessons,<\/em> (b) <em>Small groups and Individual instruction, using a variety grouping strategies, most often with flexible groups formed and instruction targeted to children\u2019s observed and assessed needs in specific aspects of literacy development, and <\/em>(c)<em> An ambitious summer reading initiative supports reading growth<\/em>.\n\nFrom both discussion forums, 84 threads with 304 postings were collected, which included 26 only-one-posting threads that did not obtain colleagues\u2019 replies. A close observation of those threads called our attention to that members lost opportunities that would have promoted rich discourse and in turn, collective learning. For instance, some threads that explicitly sought for resources recommendation\/advice feedback, other districts\u2019 experience to share, and colleagues\u2019 reflection upon particular materials were not extended by colleagues\u2019 responses to initial postings.\n<h2><strong>Results<\/strong><\/h2>\n<h3><strong>Method 1. Text-mining to investigate focal points in the discussion<\/strong><\/h3>\nThe discussion forum was a useful source of text data for characterizing a professional community, and one way of doing it was text-mining focused on topic areas that were associated with persisting involvement of many participants. This type of text-mining primarily used content words in corpus. By probing frequency of content words and correlation between two words, what the community members communicated about was identified, and we were able to better understand their focal points in the professional discourse.\n\nThe first step was to extract the text from a collection of threads. Text scraping can use commercial software (e.g., Outwit) or programming languages such as Python or Java, but it can also be done manually, i.e., copying and pasting texts from webpages into a document file. The outcomes from the analysis were then summarized by a word cloud as a visual representation of the most frequently uttered words. Resultant key words and their correlated words then guided us to explore focal points in the discussion through the thematic analysis (Ignatow &amp; Mihalcea, 2017).\n\nAn infrastructure offered in R\u2014<em>tm<\/em> package (Feinerer, 2018) allowed for this type of text-mining. See <a href=\"http:\/\/www.rdatamining.com\/examples\/text-mining\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.rdatamining.com\/examples\/text-mining<\/a><a href=\"#_ftn2\" name=\"_ftnref2\">[2]<\/a> for R program codes. Processes of tokenization, stop-word removal, and stemming were followed by the primary analysis--calculating frequencies of and correlation among words. Tokenization was to separate the punctuation marks from the text and to identify contractions or abbreviations. Since the first method turned its attention to content words, stop words and other function words such as pronouns, articles, and prepositions, were removed prior to the main analysis. However, the function word is useful to serve other purposes of research, for instance, psycho-linguistic characteristics of language usage, which will be presented in the section of the second method. The final step of data processing in R was stemming for words sharing similar meanings but being in different surface forms, for example <em>teacher, taught, teaching<\/em>, and so on.\n\nAs the main step, the data set containing only content words were then summarized with the frequency of utterance of each word and list of highly correlated word pairs. Those quantifiable measures were a foundational tool for identifying themes as focal points for particular educator groups. Since the thematic analysis was not a linear process, the study team needed to move back and forth from the text-mining summary report to the entire corpus along with the theoretical and\/or conceptual framework, reading the texts carefully, and taking notes extensively (Braun &amp; Clarke, 2013). When followed by those qualitative analytic approaches, the present method was able to identify the focal points in the community. And the results of Method 1 follow:\n<div class=\"row\">\n<div class=\"tablet-col-1-3 mobile-col-1-1\"><strong>Mentor Network<\/strong>\n<img class=\"alignleft wp-image-2484\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure1-1_Mentor.jpeg\" alt=\"Details the outcomes of the text-mining focused on content words by summarizing most frequently uttered words in a graphical form, word-cloud. The first word-cloud is for the Mentor Network, the second is for Early Literacy Coach Network (EL)\u2019s discussion forums around general topics, and the third one is for EL\u2019s discussion forums anchored by the curated materials. \" width=\"423\" height=\"424\"><\/div>\n<div class=\"tablet-col-1-3 mobile-col-1-1\"><strong>EL Coach Network\u2014General Topics<\/strong>\n<img class=\"alignleft wp-image-2483\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figur1-2_EL_General.jpeg\" alt=\"\" width=\"405\" height=\"404\"><\/div>\n<div class=\"tablet-col-1-3 mobile-col-1-1\"><strong>EL Coach Network\u2014Curated Contents<\/strong>\n<img class=\"aligncenter wp-image-2485\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure1-3_EL_Curated.jpeg\" alt=\"\" width=\"404\" height=\"403\"><\/div>\n<\/div>\n<strong><em>Figure 1.<\/em> <\/strong>Word-Cloud.\n\nFigure 1 presents the three word-clouds. The first word-cloud is for Mentor Network members, and indicates \u201cstudent,\u201d \u201conline,\u201d and \u201ccourse\u201d as the most important words in discourses. Text extracts were collated with the conceptual framework (see Kwon &amp; DeBruler [2019] for the conceptual framework used), leading a conclusion that to mentors, as shown in their primary role--advising students who take online courses at the school building, the theme of <strong><em>student learning and\/or change <\/em><\/strong>emerged as a focal point in their professional discourse.\n\nMore specifically, those education professionals appear to engage in discursive activities regarding:\n<ul>\n \t<li>Powerful avenues to success in the online-learning environment, and<\/li>\n \t<li>Effective ways to intervene if a student fell behind in a course.<\/li>\n<\/ul>\nThere was an example in which the usefulness of correlated words stood out in the thematic analysis. One of key words, \u201cmentor\u201d reportedly had highly correlated words, \u201camount,\u201d \u201cgolden,\u201d and \u201cmaximum.\u201d With those words, conversations were shaped regrading mentors\u2019 caseloads, duties, and commitments. But participants appear to reflect upon various school contexts rather than to seek for \u201ca golden number.\u201d The study team\u2019s discussion for the thematic analysis related those findings with how <strong><em>professional identities<\/em><\/strong> were developed in the education professional\u2019s discourse, revealing out that educators\u2019 discourses regarding professional identities tended to pan out considering the local social context of schools.\n\nThe second word-cloud reports key words from corpora in EL Coach Network\u2019s general discussion forums. The following analysis for the word, \u201ccoach\u201d revealed that conversations were geared toward specific <strong><em>pedagogical change<\/em><\/strong>. Specifically, early literacy coaches\u2019 persisting engagement with discursive activities stood out in the following topics:\n<ul>\n \t<li>How to collect and use student achievement data in literacy instruction, and<\/li>\n \t<li>How to collect teacher data in terms of instructional practices.<\/li>\n<\/ul>\nOther key words, \u201cwill\u201d and its closely related terms such as \u201cshare,\u201d \u201ccollaborate,\u201d \u201creach out to,\u201d and \u201cwilling to\u201d guided the study team to justify <strong><em>collegiality<\/em><\/strong> and\/or <strong><em>shared leadership<\/em><\/strong> exhibited by the community. The word of \u201cthank\u201d appears to communicate the appreciation expression in between those collaborative interactions.\n\nThe last word cloud is for forums about pre-curated contents provided by the community developer for EL Network members. In corpora containing the keyword \u201cread,\u201d it has been found that \u201cread\u201d was used for two different contexts: student reading (e.g., sharing reading activity resources) and educator reading (e.g., reading materials for professional development). Themes emerged regarding <strong><em>knowledge development<\/em><\/strong> and <strong><em>collective learning<\/em><\/strong> and hence provided evidential support for the usefulness of curated learning materials serving as an anchor helping those processes. Education professionals exercised the collective intelligence while using such phrases as:\n<ul>\n \t<li>\u201cOne way to think about\u201d<\/li>\n \t<li>\u201cI would love to chat about\u201d<\/li>\n \t<li>\u201cDoes anyone have any other\u201d<\/li>\n<\/ul>\n<h3><strong>Method 2. Text-mining to examine psycho-linguistic characteristics of discourse<\/strong><\/h3>\nThe second method of text mining focused on function words such as pronouns, prepositions, and conjunctions. Exploring those words enabled understanding of another aspect of discourse--social and\/or psychological characteristics in the discourse (Tausczik &amp; Pennebaker, 2010).&nbsp; Pennebaker\u2019s team developed Linguistic Inquiry and Word Count (LIWC), a computerized text analysis program. The analysis was based on the program\u2019s key feature referred to as \u201cdictionary\u201d that was composed of almost 6,400 words. Each word was tagged by one or more categories, and LIWC summarized a corpus based on those categories in the dictionary for its LIWC psycho-linguistical characteristics (Pennebaker, Boyd, Jordan, &amp; Blackburn, 2015).\n\nAmong approximately 90 variables that are generated by LIWC, foundational characteristics of corpora were informed by such variables as word count (hereafter WC), word count per sentence (WCPS), percent of target words included in the dictionary (Dictionary), and percent of words that are greater than six letters in length (WC&gt;6 letters). Other categories including articles, prepositions, pronoun, auxiliary verb, conjunction, adverb, and negation is viewed as a proxy of analytic process behind word usages (Pennebaker, Chung, Frazee, Lavergne, &amp; Beaver, 2014). In particular, the LIWC\u2019s summary variables provided useful information for the four types of linguistic characteristics of discourse: (a) analytical thinking (Analytic), (b) clout (Clout), (c) authenticity (Authentic), and (d) emotional tone (Tone) in the language usage (Pennebaker et al., 2015).\n\nFurthermore, other variables focused more on psychological process behind language usages, for instance affective, social, cognitive, perceptual and, biological processes, each of which included sub-categories. The cognitive processes synthesized the psychological aspect of discourse that was captured by such variables as insight (e.g., think, know), causation (e.g., because, effect), discrepancy (e.g., should, would), tentative (e.g., maybe, perhaps), certainty (e.g., always, never), and differentiation (e.g., hasn\u2019t, but, else). We found box-whisker plots useful in visualization to compare the four linguistic summary variables or sub-categories within the cognitive processes.\n\nTable 1 presents part of the aforementioned LIWC results. Since LIWC manual (Pennebaker et al., 2015) reports results from analyzing a variety of corpora that were used in developing and validating the program, we could get a sense of the degree to which the certain characteristics emerged more strongly by comparing the study sample with those text samples. For this report, we chose Blog, Twitter, and NY Times samples.\n<table>\n<caption><strong>Table 1.<\/strong> LIWC2015 Results<\/caption>\n<thead>\n<tr>\n<th rowspan=\"2\" width=\"89\"><\/th>\n<th colspan=\"2\" width=\"282\">Study Sample<\/th>\n<th colspan=\"3\" width=\"233\">Pennebaker et al (2015) Corpus Samples<\/th>\n<\/tr>\n<tr>\n<td width=\"144\">Mentor (Obs. 19)\nMean (Min ~ Max)<\/td>\n<td width=\"138\">EL Coach (Obs. 78)\nMean (Min ~Max)<\/td>\n<td width=\"84\">Blog<\/td>\n<td width=\"78\">Twitter<\/td>\n<td width=\"71\">NY Times<\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"89\">WC<\/td>\n<td width=\"144\">730.26 (11~ 1800)<\/td>\n<td width=\"138\">209.27 (2 ~ 2196)<\/td>\n<td width=\"84\">3206.45<\/td>\n<td width=\"78\">660.24<\/td>\n<td width=\"71\">744.62<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">WCPS<\/td>\n<td width=\"144\">15.79 (5.5 ~ 20.29)<\/td>\n<td width=\"138\">12.95 (1 ~ 23.13)<\/td>\n<td width=\"84\">18.4<\/td>\n<td width=\"78\">12.1<\/td>\n<td width=\"71\">21.94<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">Dictionary<\/td>\n<td width=\"144\">87.81 (76.19 ~ 91.44)<\/td>\n<td width=\"138\">83.94 (57.14 ~ 100)<\/td>\n<td width=\"84\">85.79<\/td>\n<td width=\"78\">82.6<\/td>\n<td width=\"71\">74.62<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">WC&gt;6<\/td>\n<td width=\"144\">20.71 (10.68 ~ 25)<\/td>\n<td width=\"138\">24.99 (0 ~ 57.14)<\/td>\n<td width=\"84\">14.38<\/td>\n<td width=\"78\">15.31<\/td>\n<td width=\"71\">23.58<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">Articles<\/td>\n<td width=\"144\">6.57 (0 ~ 9.62)<\/td>\n<td width=\"138\">6.01 (0~14.29)<\/td>\n<td width=\"84\">6<\/td>\n<td width=\"78\">5.58<\/td>\n<td width=\"71\">9.08<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">Preposition<\/td>\n<td width=\"144\">14.36 (9.62 ~ 19.05)<\/td>\n<td width=\"138\">12.36 (0 ~ 21.74)<\/td>\n<td width=\"84\">12.6<\/td>\n<td width=\"78\">11.88<\/td>\n<td width=\"71\">14.27<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">Conjunction<\/td>\n<td width=\"144\">5.12 (0~ 7.77)<\/td>\n<td width=\"138\">4.76 (0 ~ 14.29)<\/td>\n<td width=\"84\">6.43<\/td>\n<td width=\"78\">4.19<\/td>\n<td width=\"71\">4.85<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">? mark<\/td>\n<td width=\"144\">0.61 (0~ 2.5)<\/td>\n<td width=\"138\">1.01 (0 ~ 8.33)<\/td>\n<td width=\"84\">0.59<\/td>\n<td width=\"78\">1.4<\/td>\n<td width=\"71\">0.15<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">Assent<\/td>\n<td width=\"144\">0.15 (0 ~ 0.65)<\/td>\n<td width=\"138\">0.44 (0 ~ 6.82)<\/td>\n<td width=\"84\">0.33<\/td>\n<td width=\"78\">1.82<\/td>\n<td width=\"71\">0.05<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">I<\/td>\n<td width=\"144\">4.07 (0 ~ 9.09)<\/td>\n<td width=\"138\">3.54 (0 ~ 14.29)<\/td>\n<td width=\"84\">6.26<\/td>\n<td width=\"78\">4.75<\/td>\n<td width=\"71\">0.63<\/td>\n<\/tr>\n<tr>\n<td width=\"89\">We<\/td>\n<td width=\"144\">1.67 (0 ~ 9.09)<\/td>\n<td width=\"138\">1.91 (0 ~ 10)<\/td>\n<td width=\"84\">0.91<\/td>\n<td width=\"78\">0.74<\/td>\n<td width=\"71\">0.38<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nOn average, the mentor members\u2019 corpora took in an average of 730 words per person and 16 words per sentence, which is smaller than Pennebaker et al\u2019s two samples of Blog and NY Times. The early literacy coaches\u2019 corpora appear to be even smaller in length as well as in sentence length than three text samples including Twitter. This is explainable by a large number of participants in the EL Coach community, nonetheless, the results imply improvement needs to scaffold richer social and intellectual participation (Booth, 2012; Scott, Clarkson, &amp; McDonough, 2011).\n\nAccording to Tausczik and Pennebaker\u2019s study (2010), proportions of prepositions (e.g., to, with) or conjunctions (e.g., and, also) could be connected with a depth of thinking. In that respect the two corpora were considered as a complexity at a similar degree to either of the Blog or NY Times samples. Categories of question marks or assent-related words (e.g., agree, OK, yes) were of a good evidential use in terms of coordination behaviors and group process in a socio-constructive space among these types of education professionals.\n\nBelow, other variables on psycho-linguistic summaries are presented in graphical form (Figure 2). The box and whisker diagram enables comparing among subcategories, for instance analytic vs. clout vs. authentic vs. tone within the four linguistic processes. The low panel displays results for six sub-categories of cognitive characteristics and each of the panels include red dots if outliers stand out.\n<div class=\"row\">\n<div class=\"tablet-col-1-2 mobile-col-1-1\"><strong>Mentor<\/strong>\n<img class=\"alignleft wp-image-2486\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure2-1_Mentor.png\" alt=\"Details results on Linguistic and Cognitive Processes for both corpora. For each corpus set, two box and whisker diagrams are presented. The first one comparing among subcategories, for instance analytic vs. clout vs. authentic vs. tone within the four linguistic processes. The low panel displays results for six sub-categories of cognitive characteristics and each of the panels include red dots if outliers stand out. \" width=\"280\" height=\"305\"><\/div>\n<div class=\"tablet-col-1-2 mobile-col-1-1\"><strong>Early Literacy Coach<\/strong>\n<img class=\"alignleft wp-image-2487\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure2-2_EL.png\" alt=\"\" width=\"280\" height=\"305\"><\/div>\n<\/div>\n<em><strong>Figure 2.<\/strong> <\/em>Linguistic and Cognitive Processes.\n\nAmong the four linguistic summary categories, the emotional tone category stood out in both corpora with the greatest estimate on it. The study team\u2019s revisit of text data revealed out that this finding related to overall emotional positivity: on average there is greater use of positive words (4.37% per person in mentor discourse and 5.13% in early literacy coach discourse) than those of negative words (0.34% and 0.26%). One can conclude that one of the outstanding characteristics of education professionals\u2019 discourse is communicative transactions appreciating shared resources and celebrating collegiality.\n\nNote that unlike other variables that report proportions of particular words, the linguistic summary variables were based on an algorithm configuration combining multiple categories of words and standardization process. Referring to other empirical studies that used the LIWC was a practical way of interpreting results. For instance, more use of articles and prepositions and less use of pronoun, auxiliary verb, conjunction, adverb, and negation could constitute \u201canalytic\u201d language use (Pennebaker et al., 2014), whereas the clout dimension could be linked to relatively less use of first-person singular and more use of first-person plural (Kacewicz, Pennebaker, Davis, Jeon, &amp; Graesser, 2014). In concert with that, the study team attempted to explain the results that both text samples indicated the variables of analytic and clout at relatively high degrees and more frequent use of the plural pronoun than any of three LIWC samples, suggesting how a group of education professionals in an online space created a community with the source of coherence, the shared repertoire (Wenger, 1998).\n\nThe authenticity component, at the lowest among the four linguistic summary variables for both text samples, is plausible given the professional discourse shows a propensity to keep distance narrators from the discourse per se, rather than exchanges of personal and real stories, such as discourses in blogging. This characteristic of professional discourse would feed into the authenticity variable at relatively low rate. Nonetheless, the results calls forth future research needs when the professional discourse is anchored by classroom artifacts, samples, student work, and\/or recordings.\n\nThe second plots in the low panel present results of cognitive sub-categories. For both groups of professionals, it is in the categories of insight, tentative, and differentiation that members used cognitive vocabularies more frequently. The insight category is composed of 259 words including \u201cthink\u201d and \u201cknow,\u201d the tentative category of 178 words including \u201cmaybe\u201d and \u201cperhaps,\u201d and the differentiation category of 81 words such as \u201cbut\u201d and \u201celse.\u201d The study team translated those results into the frequent use of \u201cinsight\u201d words highlighting the context of sharing various ideas, the use of \u201ctentative\u201d in other words cautious words indicating participant empowerment freely to comment, disagree, or clarify, and the use of \u201cdifferentiation\u201d words implying meaning shifts to correspond to situation shifts in the professional discourse.\n<h3><strong>Method 3. Social network analysis for discovering the connectedness among community participants around discussion topics<\/strong><\/h3>\nThe third type of data from the discussion forum was network: connections among members who posted and who responded to others\u2019 postings. So the data was processed into a matrix representing who was connected to whom and how many times each connection took place. Since we were interested in how those ties among members were connected to which threads, we included one more dimension in the analysis, which made the network 2-mode data. This design enabled us to explore how actors are connected by communication ties and what communication topics are involved in those connections. UCINET (Borgatti, Everett, &amp; Freeman, 2002) is a computerized program for this social network analysis (SNA). The network data can be analyzed in a variety of ways, including estimating density of the entire network (i.e., the probability that a connection occurs between any pair of randomly chosen participants) and examining the reciprocity between two participants. Focusing on actors, centrality (i.e., a participant\u2019s position in a network) and\/or subgroups within the entire network could be examined. One foundational step to analyze social networks is visualization of it in a meaningful way (Borgatti, Everett, &amp; Johnson, 2013).\n\nThis report presents the process and outcomes of analyzing networks through visualization. A network diagram consists of a set of nodes representing participants and discussion topics and a set of lines representing who is connected to whom and for what discussion topic. One of the most important aspects of network visualization is the position of nodes communicating information about nodes in the center or on the periphery within the network. However, the UCINET\u2019s NetDraw procedure took some optimization algorithms (e.g., equal-length lines), gaining better readability of diagrams at the expense of interpretability (i.e., distance between two nodes in the diagram correspond in the actual distance in the network). The network diagram in this report is communicating sketch information in terms of nodes\u2019 location to denote central or peripheral participants and discussion topics.\n\nEmbedding additional information in diagram layout could enrich information, that is, it is possible to alter diagram properties by incorporating background information of the actors or social network estimates into it. For this report, the strength of connectedness was used as the node attribute and the size of node was chosen as a visual property. Accordingly, big nodes represent power users and focal points in discourses.&nbsp; Figure 3 and Figure 4 present two social network diagrams of the study for Mentor network and for EL network.\n<figure><img class=\"aligncenter wp-image-2488 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-3.png\" alt=\"Details results from social network analysis for Mentor Network data set in a graphical format, network diagrams. Each network diagram has an enlarged version of diagram for the center part of network. Circles in red represent actors who created a post or responded to an initial posting and squares in blue denote postings.\" width=\"877\" height=\"280\"><figcaption><strong>Figure 3.<\/strong>&nbsp;Two-Mode Social Network Diagram of Mentor Network.<\/figcaption><\/figure>\n<figure><img class=\"aligncenter wp-image-2489 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-4.png\" alt=\"Details results from social network analysis for EL Coach Network data set in a graphical format, network diagrams. Each network diagram has an enlarged version of diagram for the center part of network. Circles in red represent actors who created a post or responded to an initial posting and squares in blue denote postings.\" width=\"1055\" height=\"479\">\n\n<figcaption><strong>Figure 4.<\/strong> Two-Mode Social Network Diagram of EL Coach Network.<\/figcaption><\/figure>\nCircles in red represent actors who created a post or responded to an initial posting and squares in blue denote postings. Accordingly, both types of nodes in the enlarged part of the network diagram inform who the power users are in the community and in what threads their activities are actively involved. The study team was interested in identifying power users\u2019 behaviors in the professional discourse by relating the SNA results to the original corpora and the facilitating behaviors found were as follow:\n<ul>\n \t<li>Long posting sharing out their own contexts or ideas to initiate a thread<\/li>\n \t<li>Long posting to extend the existing thread in the midst<\/li>\n \t<li>Frequent short postings to express agreements or appreciation<\/li>\n \t<li>Probing questions to elaborate given information in Mentor Network<\/li>\n \t<li>Posing general questions<\/li>\n \t<li>Encouraging members\u2019 participation<\/li>\n \t<li>Actively sharing resources<\/li>\n \t<li>Expressing positive feedback on colleagues\u2019 activities<\/li>\n \t<li>Threads through which the power user is connected to peripheral nodes: directing members to existing resources related to question or request<\/li>\n \t<li>Providing logistical supports for the community management<\/li>\n<\/ul>\n<h2><strong>Discussion<\/strong><\/h2>\nThe purpose of study was to understand the dynamic of professional discourse for the two types of education professionals when they were networked by the virtual professional learning community. As a part of the project, this report proposed three methods to organize, summarize, and understand vast quantities of data from discussion forums. The first method, text-mining focused on content words was based upon the assumption that a body of texts were amalgamated by a common focus. So this key word search coupled with thematic analysis could be a useful approach in the design and implementation of a professional community for various educators. The present study found discourses based on practical knowledge elicited collectively reviewed professional knowledge focused on student learning and professional identity for Mentor Network members and on pedagogical change and collegiality for EL Coach Network members.\n\nNote that the present study limited its method to exploring texts and topics descriptively. If further and deeper examination focused on discourse topics (meaning in the community, [Wenger, 1998]), topic modeling could be considered to discover hidden topical patterns and\/or topic representations per person, for instance Latent Dirichlet Allocation and text rank.\n\nThe second method, text-mining focused on function words, was useful to summarize the corpus in a new way. The study team chose the four linguistic summary and the categories for the cognitive process to better understand community and identity components within the social theory of learning (Wenger, 1998) and identified characteristics of education professionals\u2019 discourse with communicative transactions appreciating shared resources, celebrating collegiality, bouncing off ideas, and developing professional identity. In particular, the result of Authenticity carried a significant implication--fostering active authoring in terms of aspect of authenticity through improvement in design components, participation policy, and day-to-day practices in the professional community.\n\nLastly, the third method of social network analysis enabled the study team to explore data from discussion forums in a different way. Observing the power users\u2019 discursive behaviors helps specify facilitator roles in professional communities. Furthermore social network analysis provides a variety of network- or person-based measures. For instance, multiple data sources for different networks could be compared through comparing estimates of cohesion (how closely network members are connected) or reciprocity (to what extent a time from one member to another member is matched) between networks.\n\nIt should be noted that the three methods were used to understand group facets of learning in communicative interactions, but did not focus on individual differences in social and cognitive presence within the process of collective knowledge development. For instance, a node\u2019s position in a network could be explored more deeply by the use of various centrality estimates. Social network analysis also enables research to focus on characterizing subgroups of a network.\n\nAny investigation into discourses and social networks that can be attributed to a combination of various internal and external factors is complex and multifaceted. Thus, there are several limitations which will impact upon the interpretations and generalizability of study findings. For example, while this study extracted discourses and network relationships formed through online discussion activity focused on writing behavior, the study did not capture all interactions participants undertook through reading behavior and extra conversations outside of discussion forums. Also, it should be noted that by the nature of three methods, discourse contents and emerging themes from threads that received no response from colleagues were underestimated.\n<h2><strong>Reference<\/strong><\/h2>\nBooth, S. E. (2012). Cultivating knowledge sharing and trust in online communities for educators.&nbsp;<em>Journal of Educational Computing Research<\/em>,&nbsp;<em>47<\/em>(1), 1-31.\n\nBorgatti, S. P., Everett, M. G., and Freeman, L. C. (2002). Ucinet for windows: Software for social network analysis. Harvard, MA: Analytic Technologies.\n\nBorgatti, S. P., Everett, M. G., and Johnson, J. C., (2013). Analyzing Social Networks. Sage.\n\nBraun, V., &amp; Clarke, V. (2013).&nbsp;<em>Successful qualitative research: A practical guide for beginners<\/em>. Sage.\n\nCardno, C. (2012).&nbsp;<em>Managing effective relationships in education<\/em>. Sage.\n\nFeinerer, I. (2018). Introduction to the tm Package Text Mining in R. Retrieved from <a href=\"https:\/\/cran.r-project.org\/web\/packages\/tm\/vignettes\/tm.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/cran.r-project.org\/web\/packages\/tm\/vignettes\/tm.pdf<\/a>\n\nIgnatow, G., &amp; Mihalcea, R. (2017). Text mining: A guidebook for the social sciences. Sage Publications.\n\nKacewicz, E., Pennebaker, J. W., Davis, M., Jeon, M., &amp; Graesser, A. C. (2014). Pronoun use reflects standings in social hierarchies. <em>Journal of Language and Social Psychology<\/em>, <em>33<\/em>, 125-143.\n\nKong, K. (2014).&nbsp;<em>Professional discourse<\/em>. Cambridge University Press.\n\nKwon, J. &amp; DeBruler, K. (2019). Unpacking Network and Discourse of Educators in Professional Learning Communities. In K. Graziano (Ed.), Proceedings of Society for Information Technology &amp; Teacher Education International Conference (pp. 629-639). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 29, 2019 from <a href=\"https:\/\/www.learntechlib.org\/primary\/p\/207758\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.learntechlib.org\/primary\/p\/207758\/<\/a>.\n\nMichigan Public Act \u00a7 No. 249. (2016). Retrieved from <a href=\"http:\/\/www.legislature.mi.gov\/documents\/2015-2016\/publicact\/pdf\/2016-PA-0249.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.legislature.mi.gov\/documents\/2015-2016\/publicact\/pdf\/2016-PA-0249.pdf<\/a>\n\nPennebaker, J. W., Boyd, R. L., Jordan, K., &amp; Blackburn, K. (2015). <em>The development and psychometric properties of LIWC2015<\/em>.\n\nPennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., &amp; Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays.&nbsp;<em>PloS one<\/em>,&nbsp;<em>9<\/em>(12), e115844.\n\nPorter, A. C. (1994). National standards and school improvement in the 1990s: Issues and promise. American Journal of Education, 102, 421\u2013449.\n\nPorter, A. C., Floden, R., Freeman, D., Schmidt, W., &amp; Schwille, J. (1988). Content determinants in elementary school mathematics. In D. Grouws &amp; Thomas Cooney (Eds.), Perspectives on research on effective mathematics teaching. Reston, VA: National Council of Teachers of Mathematics.\n\nScott, A., Clarkson, P., &amp; McDonough, A. (2011). Fostering professional learning communities beyond school boundaries. <em>Australian Journal of Teacher Education<\/em>, 36(6), Article 5.\n\nTausczik, Y. R., &amp; Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. <em>Journal of language and social psychology<\/em>, <em>29<\/em>(1), 24-54.\n\n<a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> Michigan's Action Plan for Literacy Excellence. (n.d.). Retrieved from&nbsp; <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_74161---,00.html\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_74161---,00.html<\/a>\n\n<a href=\"#_ftnref2\" name=\"_ftn2\">[2]<\/a> RDataMining.com: R and Data Mining: Text Mining. (n.d.). Retrieved from <a href=\"http:\/\/www.rdatamining.com\/examples\/text-mining\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.rdatamining.com\/examples\/text-mining<\/a>",
            "title": "Exploring Professional Discourse Using Data from Online Discussion Forums: Showcase of Three Methods",
            "excerpt": "This report offers an overview of methods investigating educators\u2019 professional discourse. The selected three methods are text-mining focused on content words, text-mining with function words, and social network analysis. Detailed illustration of procedures of and results from individual methods will help readers strengthen their resources of research methods with these current cutting-edge approaches as they relate to doing social research in general or action research for program improvement.",
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            "path": "\/blog\/top-10-reasons-students-choose-online-summer-credit-recovery\/",
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            "content": "<!-- wp:heading -->\n<h2><b>Here are the top 10 reasons students choose online summer credit recovery:<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6><figure><img class=\"aligncenter wp-image-23943 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/05\/Top-10-Reasons-Students-Choose-Online-Summer-Credit-Recovery-3-1.png\" alt=\"\" width=\"3125\" height=\"7812\"><\/figure><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":6} -->\n<h6><\/h6>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#1 Flexibility \u2014 Students can still enjoy the summer with friends and hold a job, all while recovering the credits they need.<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Taken over the summer, face-to-face classes can pose logistical challenges for students who need to recover credits by interfering with their ability to keep a part-time job, go on the family trip, or even hang out with friends.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the benefits of online courses is that they are typically <i>asynchronous<\/i>, meaning students and teachers work online at different times of the day. That means that students can still enjoy their normal day-to-day activities while making time to complete their credit recovery class at their own pace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#2 Portability \u2014 Students can work anywhere with an internet connection.<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>With online summer courses, students can work anywhere they have an internet connection. &nbsp;Vacationing in Florida? They can take an Algebra quiz from their hotel room. At their family\u2019s cottage? Students can break their learning into manageable chunks to get ahead on a couple of assignments or email teachers to ask a question. The portable nature of online courses makes it an ideal option for summer learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#3 Expediency \u2014 Taking a summer course helps students graduate on time<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you have students who failed courses required for graduation this year, &nbsp;online learning can provide them with a second chance at success. Taking an online course over the summer can keep students on pace to graduate with their classmates.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#4 Value \u2014 Online summer courses can be more cost-effective than face-to-face alternatives<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online summer programs can help schools stay on budget while still providing students with a wide array of summer learning options.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While we do recommend that schools provide a local mentor and optional lab space for students to come work during the summer, online courses can still be more cost-effective than face-to-face models when all costs are accounted for.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#5 Immediacy \u2014 Guess what? There's no commute!<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Many students agree \u2014 It\u2019s pretty wonderful to be able to complete classes from your living room while hanging out in your pajamas! There\u2019s no getting up early (unless you want to!) and no drive to campus to complete your coursework.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#6 Accessibility \u2014 Students have all their materials at their fingertips.<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We\u2019ve all been there. &nbsp;You go to class, get an assignment, and then when you get home, you forget what the teacher said to do! With online courses, students have all the notes, lessons, and materials right at their fingertips to review whenever they need them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#7 Comparability \u2014 With a highly qualified instructor present, online courses are comparable to having a 1:1 experience between student and teacher<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For students who need more one-on-one support in order to succeed, online learning can be a great option. Because the course content is available for students to access 24\/7, instructors are able to focus on providing student\u2019s individualized feedback, making their learning experience completely personalized. Students work at their own pace and receive feedback on areas relevant to their individual areas of growth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#8 Formative \u2014 Students will practice their self-discipline skills.<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To be successful in online courses, students need to complete their online lessons and assignments by the end of the semester while balancing any other responsibilities they might have. Success in this format requires self-discipline and time management skills. By taking online courses, students can practice the independent learning skills they need to excel in college or the workplace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#9 Immersive \u2014 Students will improve their technical skills.<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Do your students know how to communicate professionally with classmates or teachers? Do they know how to create documents or presentations that can express your skills and knowledge? Online classes help students with these practical workplace skills and many more that will benefit them several times over as they progress through schooling and into the workplace.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><b>#10 Engaging \u2014 By keeping students' minds active over the summer, online courses help prevent summer brain drain!<\/b><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>On average, it is predicted that students lose about <a href=\"https:\/\/blog.michiganvirtual.org\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break#_ga=2.75688021.1367180935.1549892566-1078985707.1539954628\" target=\"_blank\" rel=\"noopener noreferrer\">one month\u2019s worth of learning over the summer<\/a>. In math and reading, these predictions are even more drastic, with an estimated two months of learning loss in some studies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition to helping students get ahead and meet their scheduling needs, enrolling in online summer courses can help them keep their minds active, so as to mitigate the effects of the <a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\">dreaded summer brain drain<\/a>. Not only will they learn new content over the summer, but they may also come back to school having forgotten less of last year\u2019s content than their peers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b><i>The caveat:<\/i><\/b><b> Not all online courses are created equal. <\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Offering your students online credit recovery courses over the summer is a great way to provide them with flexible paths to graduation. That being said, we also find it important to clarify that <a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"noopener noreferrer\">not all online courses are created equal<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online learners need to be supported in order to succeed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><strong>That\u2019s why<\/strong> <\/em>we work so hard to hire only highly qualified, Michigan-certified instructors to teach our online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><strong>That\u2019s why<\/strong> <\/em>we encourage schools who partner with us during the summer to open up lab space for students to work if they need additional support from a trained mentor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em><strong>That\u2019s why<\/strong><\/em> we allow our credit recovery students to move past content they have already mastered and focus their attention and energy on concepts they are actively struggling with.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><b>The moral of the story<\/b><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Before you select an online learning provider, make sure your students are getting a high-quality and supportive learning experience. 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            "content": "In 2016, Michigan Virtual, in conjunction with partner schools in the Virtual School Leadership Alliance, published a report on educating students across locales. This report investigated how students in locales across a variety of states were using K-12 online courses to supplement their education, and in particular focused on enrollment and success trends for rural students. This focus on rural students was based on the premise that rural students had less access to specialty (e.g. Japanese, or photography courses) or advanced courses (i.e. AP level courses).\n\nFor five of the seven virtual schools included in the initial report, rural students were over-represented in online student populations. Specifically, the percent of rural students enrolled in the state virtual school was larger than the percent of rural students statewide, see Table 1 for specific enrollment percentages. Based on some of our original assumptions, that were not specifically addressed in the report, we wondered if the same pattern would hold true for rural students in advanced level courses, or might be more or less pronounced. Would rural students continue to be over-represented in advanced level courses, and would we see even larger discrepancies?\n\nFor the 2014-19 school years, we found rural students overrepresented at about the same amount in advanced level courses that we did for all courses in the 2013-14 school year.\nGiven that the data from the 2013-14 school year is now 5 years old we wanted to assess whether the percentage of rural students remained the same or changed over this time. Using data provided by the State of Michigan through the Center for Educational Performance and Information (CEPI) Educational Entity Master and mischooldata.org website we calculated the percent of rural students statewide in the fall of the 2018-19 school year to be 21%, unchanged from the 2013-14 school year. Please also note that this follow-up investigation only included data from the Michigan Virtual School, and as such, no data from the 2014-19 school years are available for the other schools included in the original study.\n\n<table>\n<caption><strong>Table 1.<\/strong> Distribution of Rural Districts and Students<\/caption>\n<thead>\n<tr>\n<th width=\"111\"><\/th>\n<th colspan=\"2\" width=\"173\">Statewide (2013-14)<\/td>\n<th width=\"107\">Virtual School (2013-14)<\/th>\n<th width=\"97\">AP Enrolls (2014-19)<\/th>\n<\/tr>\n<tr>\n<th width=\"111\">State<\/th>\n<th width=\"87\">% Rural Districts<\/th>\n<th width=\"87\">% Rural Students<\/th>\n<th width=\"107\">% Rural Students<\/th>\n<th width=\"97\">% Rural Students<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"111\">Georgia<\/td>\n<td width=\"87\">52%<\/td>\n<td width=\"87\">30%<\/td>\n<td width=\"107\">18%<\/td>\n<td width=\"97\">-<\/td>\n<\/tr>\n<tr>\n<td width=\"111\">Massachusetts<\/td>\n<td width=\"87\">23%<\/td>\n<td width=\"87\">10%<\/td>\n<td width=\"107\">23%<\/td>\n<td width=\"97\">-<\/td>\n<\/tr>\n<tr>\n<td width=\"111\">Michigan<\/td>\n<td width=\"87\">44%<\/td>\n<td width=\"87\">21%<\/td>\n<td width=\"107\">25%<\/td>\n<td width=\"97\">24%<\/td>\n<\/tr>\n<tr>\n<td width=\"111\">New Mexico<\/td>\n<td width=\"87\">60%<\/td>\n<td width=\"87\">20%<\/td>\n<td width=\"107\">50%<\/td>\n<td width=\"97\">-<\/td>\n<\/tr>\n<tr>\n<td width=\"111\">North Carolina<\/td>\n<td width=\"87\">50%<\/td>\n<td width=\"87\">46%<\/td>\n<td width=\"107\">38%<\/td>\n<td width=\"97\">-<\/td>\n<\/tr>\n<tr>\n<td width=\"111\">South Carolina<\/td>\n<td width=\"87\">42%<\/td>\n<td width=\"87\">29%<\/td>\n<td width=\"107\">31%<\/td>\n<td width=\"97\">-<\/td>\n<\/tr>\n<tr>\n<td width=\"111\">Wisconsin<\/td>\n<td width=\"87\">56%<\/td>\n<td width=\"87\">23%<\/td>\n<td width=\"107\">39%<\/td>\n<td width=\"97\">-<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\nThis trend of over-representation in online courses held true for advanced courses, suggesting that the same proportion of rural students were enrolling in online courses as were enrolling in advanced level online courses. Given this, our team also wondered about some of our other original yet un-tested assumptions. In our original report, we found that for the Michigan Virtual Schools, rural students successfully completed their courses on par with students in other locales for the 2013-14 school year, with students from cities being the least likely to pass their online courses and students in towns the most likely to pass.\n\nWhile other virtual schools also showed significant results during our analyses, no consistent pattern emerged across schools. Put another way, each virtual school presented a unique pattern of probability of success by locale. It was not the case that rural students performed a certain way across multiple schools. Rather it seemed that factors such as student gender and enrollment reason factored into student success more strongly than locale. The results of this initial report laid the groundwork for investigating the effect of locale on student enrollment and success, however it also left our team wondering if the initial analysis was too broad and perhaps we would find a different pattern if we investigated student success in only advanced courses.\n\nAs a reminder, the initial report used the metric of pass rate, a calculation of how many completed (pass or fail) course enrollments earned the minimum required amount of course points. Incomplete or withdrawn enrollments were removed from analysis both in the initial report to maintain consistency across schools (often with varying policies of recording and reporting on those incomplete enrollments) and, in this analysis to maintain consistency across reporting. Again too, most virtual schools do not assign grades or set the threshold for the passing of a course, as such the threshold used here is at least 60% of the total course points, a metric used by the Michigan Virtual School.\n\n<table width=\"0\">\n<caption><strong>Table 2.<\/strong> Count of Enrollments and Pass Rate Percentage by Year and Locale<\/caption>\n<thead>\n<tr>\n<th colspan=\"7\" width=\"607\">Michigan Virtual School<\/th>\n<\/tr>\n<tr>\n<th width=\"68\">Locale<\/th>\n<th colspan=\"3\" width=\"278\">2013-14 School Year - All Enrollments<\/th>\n<th colspan=\"3\" width=\"260\">2014-19 School Year - AP Only Enrollments<\/th>\n<\/tr>\n<tr>\n<th width=\"68\"><\/th>\n<th width=\"105\"># of Enrolls<\/th>\n<th width=\"87\">% of Enrolls<\/th>\n<th width=\"87\">% Pass<\/th>\n<th width=\"87\"># of Enrolls<\/th>\n<th width=\"87\">% of Enrolls<\/th>\n<th width=\"87\">% Pass<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"68\">City<\/td>\n<td width=\"105\">1,996<\/td>\n<td width=\"87\">9.9%<\/td>\n<td width=\"87\">64.9%<\/td>\n<td width=\"87\">866<\/td>\n<td width=\"87\">10.3%<\/td>\n<td width=\"87\">87.4%<\/td>\n<\/tr>\n<tr>\n<td width=\"68\">Suburb<\/td>\n<td width=\"105\">6,167<\/td>\n<td width=\"87\">30.6%<\/td>\n<td width=\"87\">81.1%<\/td>\n<td width=\"87\">3,424<\/td>\n<td width=\"87\">40.8%<\/td>\n<td width=\"87\">91.4%<\/td>\n<\/tr>\n<tr>\n<td width=\"68\">Town<\/td>\n<td width=\"105\">4,297<\/td>\n<td width=\"87\">21.3%<\/td>\n<td width=\"87\">84.6%<\/td>\n<td width=\"87\">1,305<\/td>\n<td width=\"87\">15.6%<\/td>\n<td width=\"87\">93.2%<\/td>\n<\/tr>\n<tr>\n<td width=\"68\">Rural<\/td>\n<td width=\"105\">5,245<\/td>\n<td width=\"87\">26.0%<\/td>\n<td width=\"87\">80.1%<\/td>\n<td width=\"87\">1,971<\/td>\n<td width=\"87\">23.5%<\/td>\n<td width=\"87\">91.8%<\/td>\n<\/tr>\n<tr>\n<td width=\"68\">Blank<\/td>\n<td width=\"105\">2,437<\/td>\n<td width=\"87\">12.1%<\/td>\n<td width=\"87\">81.9%<\/td>\n<td width=\"87\">817<\/td>\n<td width=\"87\">9.7%<\/td>\n<td width=\"87\">92.2%<\/td>\n<\/tr>\n<tr>\n<td width=\"68\">Total<\/td>\n<td width=\"105\">20,142<\/td>\n<td width=\"87\">100.0%<\/td>\n<td width=\"87\">80.1%<\/td>\n<td width=\"87\">8,383<\/td>\n<td width=\"87\">100.0%<\/td>\n<td width=\"87\">91.4%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nIt was clear that while the percentage of students passing their advanced level courses was higher overall (due in large part to student self-selection into advanced courses) than for general enrollments in the 2013-14 school year, the same trends held true, see table 2 for pass rate percentages. A statistical analysis to test significance was not done however, the category of \u2018city\u2019 again reported the lowest overall pass rate of 87.4% while town reported the highest at 93.2%. The rural and suburban locales were again in the middle and quite close in terms of overall pass rate.\n\nGiven these results as well as those regarding enrollments above, it seems that rural students are enrolling in and passing their advanced level courses at approximately the same rate as general education courses. Our initial assumptions regarding rural students enrolling in more advanced level courses was not correct. Further, it seems that rural students fare just as well in the advanced level courses as they do in their general courses, when compared to other locales. For our team, these findings confirm those of the initial report that there are likely school-level (availability and commitment of an on-site mentor, stable internet access, etc.) and student-level (readiness for online learning, reason for enrollment in online course, etc.) factors that play a larger role in determining enrollment and success in online courses than locale.",
            "title": "Educating AP Students Across Locales",
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        {
            "id": 23794,
            "path": "\/policies\/purchasing-terms-conditions-summer\/",
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            "content": "<div class=\"well\"><strong>Note:<\/strong> This policy is in reference to courses provided through <em>Michigan Virtual's<\/em> summer enrichment programs. Separate <a href=\"\/policies\/purchasing-terms-conditions-sls\">purchasing terms &amp; conditions<\/a> apply to customers of our PLUS courses in the Student Learning Portal (SLP).<\/div>\nThese Terms and Conditions apply to all customers purchasing student access to our summer enrichment programs. Enrollment or registration in a summer enrichment program shall indicate customer\u2019s full understanding and agreement to the prices, refund\/credit policies, and terms associated with said products\/services.\n<h3>Customer further understands, acknowledges and accepts that:<\/h3>\n<ul>\n \t<li>Participant(s) will not be granted access to the purchased program(s) by <em>Michigan Virtual<\/em> until full payment by credit card has been made. No other methods of payment will be accepted for the summer enrichment programs.<\/li>\n \t<li>No refunds are available on summer enrichment programs once a program has started.<\/li>\n \t<li>Use of summer enrichment programs is restricted to the individual participants for whom the program or programs are purchased. Group or classroom use is prohibited.<\/li>\n \t<li>Participants in summer enrichment programs are not eligible for extensions or access to the programs after the program concludes.<\/li>\n \t<li>These summer enrichment programs are not eligible for academic credit.<\/li>\n<\/ul>",
            "title": "Purchasing Terms &amp; Conditions (Summer Enrichment Programs)",
            "excerpt": "Note: This policy is in reference to courses provided through Michigan Virtual&#8217;s summer enrichment programs. Separate purchasing terms &amp; conditions apply to customers of our PLUS courses in the Student Learning Portal (SLP). These Terms and Conditions apply to all customers purchasing student access to our summer enrichment programs. Enrollment or registration in a summer...",
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            "content": "<!-- wp:paragraph -->\n<p>With four years of required mathematics courses, there is little room for students who fall behind. In this webinar, you will hear from two educators \u2014&nbsp;<em>Jamie DeWitt from NexTech High School and Chris Conant from Idaho Digital Learning<\/em>&nbsp;\u2014 about how they are using digital tools to support at-risk math learners while keeping them on track to graduate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>We\u2019ll discuss common challenges and discover effective ways to:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Target knowledge gaps<\/li><li>Help students meet grade-level expectations, and<\/li><li>Provide early interventions to prevent future failure.<\/li><\/ul>\n<!-- \/wp:list -->",
            "title": "Keeping Students on Track in Mathematics",
            "excerpt": "With four years of required mathematics courses, there is little room for students who fall behind. In this webinar, you will hear from two educators \u2014&nbsp;Jamie DeWitt from NexTech High School and Chris Conant from Idaho Digital Learning&nbsp;\u2014 about how they are using digital tools to support at-risk math learners while keeping them on track...",
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            "content": "Academic integrity means that all work a student submits is created by that student and is their own original work. This means that:\n\nThis means that:\n<ol>\n \t<li>The ideas and writing of others are properly cited using course specific standards including images used.<\/li>\n \t<li>Students submit their own work for tests and assignments without unauthorized assistance such as passing another person or student\u2019s work off as their own.<\/li>\n \t<li>Students do not provide unauthorized assistance to others including sharing their work with others (including on assignment-sharing websites).<\/li>\n \t<li>Students in World Language courses interpret and produce written and spoken language without the assistance of online or print tools or other people unless expressly allowed by the online instructor.<\/li>\n \t<li>Students must produce work individually. \u00a0Group submissions are not permitted unless explicitly directed by the instructor.<\/li>\n<\/ol>\n<h2>Why is academic integrity important?<\/h2>\n<ul>\n \t<li><em>Michigan Virtual\u00a0<\/em>cannot recommend that students earn credit for learning material for which they have not demonstrated mastery.<\/li>\n \t<li>Completing your own work allows for personal growth and development needed for future opportunities.<\/li>\n \t<li>Students may be violating the law.<\/li>\n<\/ul>\n<h2>Each Student shall be expected to:<\/h2>\n<ul>\n \t<li>Abide by national, state, and local laws, as well as the <em>Michigan Virtual<\/em> policies.<\/li>\n \t<li>Abide by local school policies as they may also be taken into consideration.<\/li>\n \t<li dir=\"ltr\">Respect the person, property, including intellectual property, and civil rights of others.<\/li>\n<\/ul>\n<a class=\"btn\" href=\"\/policies\/michigan-virtual-academic-integrity-matrix\/\">Academic Integrity Matrix<\/a>",
            "title": "Academic Integrity Policy",
            "excerpt": "Academic integrity means that all work a student submits is created by that student and is their own original work. This means that: This means that: The ideas and writing of others are properly cited using course specific standards including images used. Students submit their own work for tests and assignments without unauthorized assistance such...",
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        {
            "id": 23721,
            "path": "\/students\/dual-enrollment\/",
            "author_id": 32,
            "timestamp": 1557521940,
            "content": "<h1>Online Dual Enrollment Is Currently Unavailable<\/h1>\t\t\n\t\t<p>Michigan Virtual is working with several stakeholders statewide to explore new and expanded options for online dual enrollment opportunities. We are exploring options for bringing this program back in the future, so please check back in the future for updates. In the meantime, we are not accepting registrations during the 2023 fall term for dual enrollment. If you have any questions, please direct them to Andrea Kistler at <a href=\"mailto:[email protected]\">[email protected]<\/a>.<\/p>",
            "title": "Online Dual Enrollment",
            "excerpt": "Online Dual Enrollment Is Currently Unavailable Michigan Virtual is working with several stakeholders statewide to explore new and expanded options for online dual enrollment opportunities. We are exploring options for bringing this program back in the future, so please check back in the future for updates. In the meantime, we are not accepting registrations during...",
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        {
            "id": 23641,
            "path": "\/about\/news\/michigan-virtual-offers-online-learning-to-combat-summer-brain-drain\/",
            "author_id": 2,
            "timestamp": 1557334497,
            "content": "<strong>LANSING \u2013<\/strong> Michigan Virtual is extending the benefits of online learning through the summer with new innovative summer learning opportunities and flexible courses. The flexibility of online learning makes it possible for students to earn credits or participate in shorter non-credit bearing learning experiences in advance of the next school year without missing out on summer activities.\n\n\u201cWhatever your summer plans are, these online summer learning opportunities provide a unique approach for students to continue their education with the ability to learn in the comfort of their own homes or while traveling,\u201d said Kristin Flynn, Executive Director of Student Learning Services of Michigan Virtual. \u201cWhether that student wants to prepare for the year ahead, avoid falling behind, or have fun while learning something new, summer courses and online camps are the perfect fit to give students an advantage in a flexible, online environment.\u201d\n\nSummer courses benefit high achieving students in a variety of ways. Continuing classes through the summer provide students the opportunity to prevent summer brain drain and earn credits. It allows students to keep their language learning skills fresh, rather than losing three months of practice. Other benefits include giving students the option to audit a challenging course they plan to take in the fall.\n\nMichigan Virtual is offering <a href=\"https:\/\/michiganvirtual.org\/students\/summer\/\">four types<\/a> of online courses for students. The four types of courses offered include:\n<ul>\n \t<li>Prerequisites- Students can get ahead on next year\u2019s AP courses or dual enrollment.<\/li>\n \t<li>Core requirements- For students who want to recover credits or free up space in next year\u2019s schedule.<\/li>\n \t<li>Career interests- From computer programing to veterinary science, students have more than 150 options in career courses to choose from to explore potential career paths.<\/li>\n \t<li>World language- Taking three months off in the summer can have a detrimental impact on student proficiency in language learning. These courses help students bridge the gap in the summer months by providing a highly skilled instructor.<\/li>\n<\/ul>\nMichigan Virtual is also focused on offering shorter, non-credit bearing learning experiences to keep student minds active through the summer, through innovative programs that enhance innovation, prioritize social and emotional learning and incorporate game-based learning platforms. These experiences include:\n\n<strong><a href=\"https:\/\/michiganvirtual.org\/students\/summer\/minecraft\/\">Minecraft Summer Learning Experience<\/a> \u2013<\/strong> Michigan Virtual will offer students in grades 3-8 a 4-week summer learning experience using the Minecraft Education Edition, a game-based learning platform that can be used to engage students in a wide range of lessons. Participants will access Minecraft Education through licenses that Michigan Virtual has received through the Michigan Department of Education. Participants are provided with a weekly challenge, such as building a Rube Goldberg machine, designing a future school, or learning the basics of coding.\n\n<strong><a href=\"https:\/\/michiganvirtual.org\/students\/summer\/innovation-camp\/\">Innovation Workshop with The Henry Ford<\/a> \u2013<\/strong> Michigan Virtual will provide participants with an engaging introduction to innovation and invention through an online program featuring content from The Henry Ford and facilitation from Michigan Virtual instructors. Students will receive content and participate in discussions and exercises on topics like \u201chabits of an innovator,\u201d \u201cactions of innovation,\u201d \u201cuncovering a need,\u201d and \u201cbrainstorming solutions.\u201d The material is based on The Henry Ford Model I program and targets students in grades 6-9.\n\n<strong><a href=\"https:\/\/michiganvirtual.org\/students\/summer\/social-emotional-360\/\">SEL program<\/a> -<\/strong> In partnership with Evolution Labs, Michigan Virtual will provide districts access to tools for Social Emotional Learning (SEL) and Restorative Justice. Under a new model, Michigan Virtual will sell summer only access to all of Evolution Labs\u2019 parent and student content. This content helps parents understand and talk to their children about a range of subjects, and offers children direct access to content on subjects such as depression, peer pressure, bullying, and vaping \/ smoking. The content will be curated based on grade level, with licenses sold specifically for grades 2-5, 6-8, and 9-12.\n\nStudents can enroll now and classes begin on June 3, 2019. Students interested in summer offerings can fill out an interest form on the Michigan Virtual website, and Michigan Virtual will contact students when registration is ready. For more information about specific courses or to set up a summer program for a school or district, visit michiganvirtual.org.",
            "title": "Michigan Virtual offers online learning to combat summer brain drain",
            "excerpt": "LANSING \u2013 Michigan Virtual is extending the benefits of online learning through the summer with new innovative summer learning opportunities and flexible courses. The flexibility of online learning makes it possible for students to earn credits or participate in shorter non-credit bearing learning experiences in advance of the next school year without missing out on...",
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        {
            "id": 25176,
            "path": "\/about\/news\/revised-k-12-national-standards-for-quality-online-teaching-and-programs-released-by-quality-matters-and-the-virtual-learning-leadership-alliance\/",
            "author_id": 2,
            "timestamp": 1557092079,
            "content": "This article \u2014 originally published on <i>PR Underground <\/i>on Mar. 5, 2019 \u2014 describes the release of a revised set of K-12 National Standards for Quality Online Programs and Online Teaching, a joint collaboration between Quality Matters (QM) and the Virtual Learning Leadership Alliance (VLLA):\n\n<a href=\"https:\/\/www.prunderground.com\/revised-k-12-national-standards-for-quality-online-teaching-and-programs-released-by-quality-matters-and-the-virtual-learning-leadership-alliance\/00148848\/\">https:\/\/www.prunderground.com\/revised-k-12-national-standards-for-quality-online-teaching-and-programs-released-by-quality-matters-and-the-virtual-learning-leadership-alliance\/00148848\/<\/a>",
            "title": "Revised K-12 National Standards For Quality Online Teaching and Programs released by Quality Matters and the Virtual Learning Leadership Alliance",
            "excerpt": "This article \u2014 originally published on PR Underground on Mar. 5, 2019 \u2014 describes the release of a revised set of K-12 National Standards for Quality Online Programs and Online Teaching, a joint collaboration between Quality Matters (QM) and the Virtual Learning Leadership Alliance (VLLA).",
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        {
            "id": 23473,
            "path": "\/administrators\/online-summer-school\/",
            "author_id": 32,
            "timestamp": 1556828652,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Start an online summer school program <\/h1>\t\t\n\t\t\tSummer learning tends to be a challenge for school leaders everywhere. The logistics of staffing, funding, and scheduling face-to-face summer programs can be tricky.  By setting up an online summer school program, you can provide families in your community with flexible summer learning options, take the burden of work off your staff, and put funds back into your budget.\u200b\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\tI'm Interested!\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/tMP6HXgKMYE\t\t\t\t\n\t\t\t<h2>How will this help my students?<\/h2>\t\t\n\t\t<p>You know the <a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\">dangers of the summer slide<\/a>. You <i>want<\/i> to offer your students more opportunities to keep their minds active over the summer break.<\/p><p>But the logistics are tricky \u2014 you struggle to find the budget and staffing capacity required to provide <i>sustainable <\/i>summer learning options.<\/p><p>By setting up an online summer school program, you can:<\/p><ul><li>Provide your students with safe &amp; structured summer learning options\u00a0<\/li><li>Let your staff enjoy their summer breaks \u2014 We\u2019ll provide the teachers<\/li><li>Improve graduation rates and S.A.T. scores at your school<\/li><li>Design a program that is cost-neutral or revenue-positive<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tGet started\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Your guide to setting up an online summer school program<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/administrators\/guide-to-setting-up-an-online-summer-school-program\/\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"756\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/online-teacher-illustration-3-1024x756.jpg\" alt=\"Online teacher explaining graphs on monitor\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<p>Get started creating a highly effective &amp; financially sound online summer school program in your school or district with this free guide.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/administrators\/guide-to-setting-up-an-online-summer-school-program\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tView guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Let us lighten your load. We'll provide the teachers.<\/h2>\t\t\n\t\t<p>Every 10-week online course we offer is taught by a highly-qualified, Michigan-certified teacher who is trained in best practices for online instruction and provides your students with individualized feedback on their assignments.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tOur course difference\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=njjeM1NnKDg\t\t\t\t\n\t\t\t<h3>Flexible summer options for busy families<\/h3>\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEsports\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tRegistration is now open! <i>Michigan Virtual<\/i> has partnered up with MetArena to offer non-credit bearing esports curriculum that will go live mid-summer. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/esports.dokkuapps.venturit.org\/my-campus-ties\/groups\/e-sports\/stories\/getting-started\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tCoding &amp; STEM summer programs\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Ages 8-14<\/strong><br>\n<i>Michigan Virtual<\/i> has partnered with WizKid Learning to offer the hottest curriculum in exciting game design subjects like Roblox, Minecraft, coding, and more! Classes start at $150. <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/05\/WizKid-Summer-Camps-2022-Schedule.pdf\" target=\"_blank\" rel=\"noopener\"> View schedule \u2192 <\/a>\t\t\t\t\t\n\t\t\t\t\t<a href=\"http:\/\/wizkidlearning.com\/michiganvirtual\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOver 150 online high school courses\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 9-12<\/strong><br>\n10 weeks |  Flexible pacing | Taught by highly qualified, Michigan-certified teachers\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_school_level=hs&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\tView catalog \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tSelect online middle school courses\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 6-8<\/strong><br>\nLimited catalog | 10 weeks | Flexible pacing | Taught by highly qualified, Michigan-certified teachers\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_school_level=ms&#038;_course_term=21-22-summer\">\n\t\t\t\t\t\tView catalog \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tCredit recovery options\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 9-12<\/strong><br>\nCatch up on graduation requirements this summer with highly supportive online courses designed to foster student success. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMental Health &amp; Social Emotional Lessons\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades K-12<\/strong><br>\nFree digital lessons designed to help students in grades K-12 develop the skills required for social, emotional, and mental well-being.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tFREE\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady Math\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 4-12<\/strong><br>\nTarget gaps in math knowledge with personalized playlists &amp; empower students to catch up to or surpass grade-level expectations.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tfree\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady English\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 8-12<\/strong><br>\nGet students on track for college-level English through mastery of key skills &amp; concepts.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tFREE\n\t\t\t<h2>Key dates<\/h2>\t\t\n\t\t<p>Our calendaring structure for summer offers many different options for start and end dates for student courses. Schools and parents can select whichever start or end date option fits best for their academic calendar or their specific situation.<\/p>\t\t\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t<h3>Summer Courses<\/h3>\nSummer course offerings include Plus, Essentials and limited Middle School courses.\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Summer (10 weeks)<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/17\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n7\/26\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/24\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/2\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/9\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/14\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/16\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/21\/24*<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*Late enrollments occurring after 6\/7\/24 through 6\/28\/24 will have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (i.e., Final drop for refund date for late enrollments: 7\/3\/24).<\/small>\n\t\t\t<h2>Interested in setting up an online summer school program in your school or district?<\/h2>\t\t\n\t\t<p>If you\u2019re a school leader interested in setting up an online summer program at your school or in your district, don\u2019t hesitate to fill out the form below to indicate your interest. We'll get back with you as soon as we can to chat more about how you can get started providing your students with flexible summer learning options.<\/p>\t\t\t\t\n\t\t\t<h2>Additional resources<\/h2>\t\t\n\t\t<p>Interested in learning more about the \u201csummer slide\u201d and the benefits of online summer learning? Read more in the following articles:<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/category\/summer-learning\/\">\n\t\t\t\t\t\tExplore our blog\n\t\t\t\t\t<\/a>",
            "title": "Setting Up An Online Summer School Program",
            "excerpt": "Start an online summer school program Summer learning tends to be a challenge for school leaders everywhere. The logistics of staffing, funding, and scheduling face-to-face summer programs can be tricky. By setting up an online summer school program, you can provide families in your community with flexible summer learning options, take the burden of work...",
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            "content": "<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Reports<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n \t<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/\"><em>Public Awareness and Views of K-12 Online Learning in Michigan 2017<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2016\/\"><em>Public Awareness and Views of K-12 Online Learning in Michigan 2016<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2015\/\"><em>Public Awareness and Views of K-12 Online Learning in Michigan 2015<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2014\/\"><em>Public Awareness and Views of K-12 Online Learning in Michigan 2014<\/em><\/a><\/dd>\n<\/dl>\n<h2>Introduction<\/h2>\nFrom February 12 to 17, 2019, Public Sector Consultants Inc. (PSC) conducted surveys with 600 Michigan adults and 400 Michigan college students on behalf of <em>Michigan Virtual<\/em>. These surveys were part of ongoing public opinion research conducted by <em>Michigan Virtual<\/em> to better understand the opinions, preferences, and beliefs of Michigan residents about online learning opportunities for high school students in the state.\n\nThe survey of Michigan adults complements previous surveys completed in 2014, 2015, 2016, and 2017, and includes opinions and preferences about online learning opportunities for public school students in the state. Identical question wording was used to allow for comparison. As was the case in 2017, for this iteration, PSC used electronic surveys with panelists that were recruited and vetted by Dynata, an online sampling and data collection company. As in past years, poststratification weights were applied for gender, race, age, income, and educational attainment using American Community Survey estimates of Michigan\u2019s population.\n\nThe survey of Michigan college students includes questions about their specific experiences with online learning in high school and college, with results provided in raw (unweighted) form. Taken together, these surveys allow for continued monitoring of opinion trends about online learning while providing important context about the experiences of current college students.\n\nThis summary provides highlights of both 2019 online surveys, along with appropriate comparisons to the 2017 surveys. Frequency reports for both surveys are included as appendices below. In all tables in this report, percentages may not add up to 100 percent due to rounding.\n<h2>Main Findings<\/h2>\nPublic opinion among Michigan\u2019s adults continues to be consistent across survey years, and Michigan\u2019s college students believe in the importance of online learning prior to attending college\/university:\n<ul>\n \t<li><strong>Michigan adults consistently view online learning as important: <\/strong>A strong\u2014and statistically consistent\u2014majority of respondents in 2014 (79 percent), 2015 (71 percent), 2016 (80 percent), 2017 (83 percent), and 2019 (77 percent) feel that it is <em>somewhat<\/em> or <em>very important<\/em> for middle school and high school students to have the option of enrolling in an online course at their local school district. This sentiment is even stronger in Michigan\u2019s college students in both 2017 and 2019, with 85 and 91 percent (respectively) saying it is <em>somewhat <\/em>or <em>very important<\/em>.<\/li>\n \t<li><strong>Michigan college students see the value of online learning as a way to prepare for college:<\/strong> The vast majority of Michigan college students think that students who used a learning management system<a href=\"#endnote\" id=\"EN1\">[1]<\/a> (74 percent in 2019, 86 percent in 2017) or took an online course (76 percent in 2019, 78 percent in 2017) in high school are better prepared for college\/university, and 77 percent (75 percent in 2017) feel that they would have benefited from having more online learning opportunities in high school.<\/li>\n \t<li><strong>More adult respondents believe Michigan high schoolers should take <em>at least<\/em> one online course prior to graduation: <\/strong>Looking at trends across the five survey years (2014\u20132019), there has been a 10 percent increase in the percentage of adults saying high schoolers should take <em>at least<\/em> <em>one online course<\/em>\u2014from 63 percent in 2014 to 73 percent in 2019. This shift has come from a corresponding <em>decrease<\/em> in adults who believe there should be <em>no such requirement<\/em>\u2014a sentiment that has fallen from roughly one-third of adults in 2014 to one-quarter in 2019.<\/li>\n \t<li><strong>More adult respondents believe that knowing how to learn online is critical to a student\u2019s future success:<\/strong> In 2017, 75 percent of adults said knowing how to learn online is part of college and career readiness, and 77 percent said that all students would benefit from developing skills to be a successful online learner. In this survey, those responses increased to 87 percent and 86 percent, respectively.<\/li>\n \t<li><strong>A majority of college students now report that most or almost all of their high school classes used a learning management system:<\/strong> In the 2017 survey, when asked how many classes they took in high school that used a learning management system, the majority (62 percent) of respondents said that they took <em>a few <\/em>(35 percent) or <em>none <\/em>(27 percent). In 2019, the majority said <em>almost all<\/em> (34 percent) or <em>most<\/em> (20 percent) of their high school classes used this type of system\u2014a substantial change in practice and experience across the two surveys. Similarly, while online learning activities are more common in college than high school, according to both 2019 and 2017 results, the margin of difference has decreased dramatically in the most recent survey.<\/li>\n \t<li><strong>Respondents consistently expect online learning to grow: <\/strong>Since 2015, adult respondents have consistently reported that while they expect less than half of current Michigan K\u201312 students to enroll in an online course during the next year, they expect roughly two-thirds will do so ten years from now. The 2019 results continue that pattern: Adults expect 31 percent of K\u201312 students to enroll in an online course in the next year and 60 percent within ten years. At the same time, nearly all (90 percent) of Michigan college students say it is <em>very likely <\/em>(46 percent) or <em>somewhat likely<\/em> (44 percent) that they will need to engage in online learning as part of their future job (e.g., professional development)\u2014statistically identical to the results in 2017.<\/li>\n<\/ul>\n<h2>Survey of Michigan Adults<\/h2>\nThe electronic survey of 600 Michigan adults included 300 male and 300 female respondents and has a +\/- 4.0 percent margin of error with 95 percent confidence. In comparison, surveys in 2017 and earlier engaged 800 respondents, resulting in a +\/- 3.5 percent margin of error with 95 percent confidence. In general, the 2019 electronic sample was similarly representative compared to past telephone and Web panel samples. The 2019 panel was very accurate compared to the Michigan adult population by age, gender, and race\/ethnicity, with a slight bias toward higher incomes and educational attainment. This difference, which was corrected via weighting, is likely due to the mode of data collection, and was more pronounced than in the 2017 panel (which, prior to weighting, was less representative by age and race than in 2019).\n<h3>General Opinions<\/h3>\nAs shown in Table 1, there is consistent sentiment regarding the importance of online learning across all years of the survey. Respondents overwhelmingly see the importance of online learning for middle school and high school students, with a strong majority saying it is <em>somewhat <\/em>or <em>very important <\/em>for students to have the option of enrolling in an online course at their local school district.\n<table id=\"table-1\" class=\"formatted-right\">\n<caption><strong>Table 1.<\/strong> Importance of Online Learning in Michigan, 2014-2019<\/caption>\n<thead>\n<tr>\n<th>Level of Importance<\/th>\n<th>2014<\/th>\n<th>2015<\/th>\n<th>2016<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very important<\/td>\n<td>38%<\/td>\n<td>33%<\/td>\n<td>38%<\/td>\n<td>38%<\/td>\n<td>38%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat important<\/td>\n<td>41%<\/td>\n<td>38%<\/td>\n<td>42%<\/td>\n<td>45%<\/td>\n<td>39%<\/td>\n<\/tr>\n<tr>\n<td>Not that important<\/td>\n<td>11%<\/td>\n<td>16%<\/td>\n<td>9%<\/td>\n<td>12%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td>Not at all important<\/td>\n<td>9%<\/td>\n<td>12%<\/td>\n<td>10%<\/td>\n<td>5%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Don't know\/refused [VOLUNTEERED]<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<td>N\/A<\/td>\n<td>N\/A<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nAt the same time, Table 2 shows an emerging change in sentiment toward online courses for high school students. While the percentage of adults believing Michigan high school students should be <em>required<\/em> to take at least <em>one course<\/em> <em>online prior to graduation<\/em> has remained statistically consistent across the five surveys, the percentage of adults saying requirements should be <em>one online course each year<\/em> has increased from 28 percent in 2014 to 39 percent in 2019. Moreover, a 10 percent shift\u2014from 63 percent of adults expecting high schoolers to take <em>at least one<\/em> online course in 2014 to 73 percent in 2019\u2014has come from a corresponding decrease in adults who believe there should be <em>no such requirement<\/em>. That sentiment has fallen from roughly one-third of adults in 2014 to one-quarter in 2019.\n<table id=\"table-2\" class=\"formatted-right\">\n<caption><strong>Table 2.<\/strong> Preference for Requiring Online Learning in Michigan, 2014\u20132019<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2014<\/th>\n<th>2015<\/th>\n<th>2016<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan high school students should be required to take at least one online course prior to graduation.<\/td>\n<td>35%<\/td>\n<td>29%<\/td>\n<td>29%<\/td>\n<td>35%<\/td>\n<td>34%<\/td>\n<\/tr>\n<tr>\n<td>Michigan high school students should be required to take at least one online course each year prior to graduation.<\/td>\n<td>28%<\/td>\n<td>26%<\/td>\n<td>26%<\/td>\n<td>34%<\/td>\n<td>39%<\/td>\n<\/tr>\n<tr>\n<td>Michigan high school students should not be required to take an online course prior to graduation.<\/td>\n<td>36%<\/td>\n<td>43%<\/td>\n<td>43%<\/td>\n<td>31%<\/td>\n<td>28%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nSince 2015, respondents were asked how likely they felt current Michigan students in grades six through 12 were to take an online course in three specific settings: (1) college or vocational school, (2) the workforce, or (3) high school. Across those four surveys, the overwhelming majority of respondents (75 percent or more) feel that students are likely to take an online course in all three settings\u2014with the strongest opinion that students will encounter online learning later in life, either as they continue their education\/training after high school or start working.\n<h3>Preferences<\/h3>\nRespondents were presented with a series of factual statements about online learning in Michigan, and then asked if they felt the statements were true, false, or if they did not know. Across all years of the survey, respondents demonstrated a basic lack of knowledge. Between a third and half of respondents were unable to answer the questions (that is, they replied that they \u201cdidn\u2019t know\u201d), and only about a third could accurately indicate that the statements were, in fact, true (as shown in Table 3)<em>.<\/em>\n<table id=\"table-3\" class=\"formatted-right\">\n<caption><strong>Table 3.<\/strong> Knowledge of Online Learning in Michigan, 2014-2019<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th colspan=\"2\">2014<\/th>\n<th colspan=\"2\">2015<\/th>\n<th colspan=\"2\">2016<\/th>\n<th colspan=\"2\">2017<\/th>\n<th colspan=\"2\">2019<\/th>\n<\/tr>\n<tr>\n<th>Statement<\/th>\n<th>True<\/th>\n<th>Don\u2019t know<\/th>\n<th>True<\/th>\n<th>Don\u2019t know<\/th>\n<th>True<\/th>\n<th>Don\u2019t know<\/th>\n<th>True<\/th>\n<th>Don\u2019t know<\/th>\n<th>True<\/th>\n<th>Don\u2019t know<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan requires K\u201312 public school students to have an online learning experience in order to graduate from high school.<\/td>\n<td>27%<\/td>\n<td>32%<\/td>\n<td>31%<\/td>\n<td>42%<\/td>\n<td>22%<\/td>\n<td>43%<\/td>\n<td>26%<\/td>\n<td>30%<\/td>\n<td>23%<\/td>\n<td>43%<\/td>\n<\/tr>\n<tr>\n<td>Michigan middle and high school students can take up to two online courses per academic term.<\/td>\n<td>34%<\/td>\n<td>49%<\/td>\n<td>39%<\/td>\n<td>50%<\/td>\n<td>39%<\/td>\n<td>51%<\/td>\n<td>30%<\/td>\n<td>51%<\/td>\n<td>33%<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td>Each online student is required to have a local school staff member assigned to provide onsite support to the student during the online course.<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>41%<\/td>\n<td>47%<\/td>\n<td>45%<\/td>\n<td>41%<\/td>\n<td>36%<\/td>\n<td>52%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nThis consistency in response is especially interesting in light of the change in sentiment noted in two of the main findings: that more adults believe high schoolers should take at least one online course prior to graduation, and that knowing how to learn online is critical to a student\u2019s future success. Adult respondents are clearly more comfortable articulating the perceived <em>need<\/em> for online course skills than they are with the <em>details<\/em> about current online learning requirements. This is not surprising: Perception of an issue most often precedes detailed knowledge about an issue. But with these findings, we may be seeing the front edge of increased awareness prior to increasing demand for online courses and services.\n\nRespondents were also asked to determine their preference for various online enrollment options and the reasons for selecting online courses, as shown in Table 4. If respondents did not have a child enrolled in a K\u201212 Michigan school, they were asked to respond hypothetically. Across all survey years, the single-course options were preferred and statistically equivalent. With the most recent surveys, there is a slight preference emerging toward enrolling a child for a course they had previously failed and\/or for a course not offered face-to-face by the school.\n<table id=\"table-4\" class=\"formatted-right\">\n<caption><strong>Table 4.<\/strong> Preferences for Online Enrollment Options and Reasons, 2015\u20132019<\/caption>\n<thead>\n<tr>\n<th rowspan=\"1\"><\/th>\n<th colspan=\"1\" scope=\"colgroup\">2015<\/th>\n<th colspan=\"1\" scope=\"colgroup\">2016<\/th>\n<th colspan=\"1\" scope=\"colgroup\">2017<\/th>\n<th colspan=\"1\" scope=\"colgroup\">2019<\/th>\n<\/tr>\n<tr>\n<th>If you had a child in a K\u201212 school, how likely would you be to enroll the child in . . .<\/th>\n<th>Very or Somewhat Likely<\/th>\n<th>Very or Somewhat Likely<\/th>\n<th>Very or Somewhat Likely<\/th>\n<th>Very or Somewhat Likely<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>A full-time, public cyber charter school where the child receives 100 percent of his\/her instruction online<\/td>\n<td>38%<\/td>\n<td>45%<\/td>\n<td>45%<\/td>\n<td>43%<\/td>\n<\/tr>\n<tr>\n<td>A single online course to overcome a scheduling conflict that prevents the child from taking the course face-to-face<\/td>\n<td>71%<\/td>\n<td>73%<\/td>\n<td>70%<\/td>\n<td>66%<\/td>\n<\/tr>\n<tr>\n<td>A single online course to provide access to a course not offered face-to-face by the school.<\/td>\n<td>73%<\/td>\n<td>74%<\/td>\n<td>70%<\/td>\n<td>75%<\/td>\n<\/tr>\n<tr>\n<td>A single online course to retake a course that the child had previously failed<\/td>\n<td>72%<\/td>\n<td>74%<\/td>\n<td>78%<\/td>\n<td>71%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>NOTE: Questions were not asked in 2014<\/em>\n<h2>Correlations and Subgroup Differences<\/h2>\nIn addition to analyzing responses for all Michigan adults in the sample, PSC examined the responses of subgroups for any statistically significant differences in opinions and preferences, as well as any correlations.\n\nPearson correlations were run for three of the variables: the <em>importance<\/em> of online learning, the <em>prevalence <\/em>of online learning <em>now<\/em>, and the <em>prevalence<\/em> of online learning <em>ten years from now<\/em>. There were some statistically significant correlations among these variables at a 99 percent confidence level that were consistent with those found in previous survey years\u2014and this trend persists when comparing 2017 to 2019.\n<ul>\n \t<li>The higher the rating of importance, the higher the predicted level of students to take an online course next year (p=.175 in 2019, versus .182 in 2017) and ten years from now (p=.228 in 2019 versus .181 in 2017).<\/li>\n \t<li>The higher the percentage of students predicted to take an online course next year, the higher the predicted level was ten years from now (p=.663 in 2019, versus .641 in 2017).<\/li>\n<\/ul>\nIn addition to running Pearson correlations, PSC used a Chi-Square test of association to look for statistically significant differences in importance by gender, race, age, education level, and whether respondents had school-age children in their household. Major differences are noted below.\n<h3>Gender<\/h3>\n<ul>\n \t<li>Of female respondents, 41 percent felt that the option of enrolling in an online course in middle school or high school was <em>very important,<\/em> compared to 34 percent of male respondents\u2014nearly identical to the sentiment in 2017 (42 and 34 percent, respectively) (p\u2009=\u2009.000).<\/li>\n \t<li>Of female respondents, 77 percent were <em>very likely<\/em> or <em>somewhat likely<\/em> to enroll a child in an online course the child has previously failed, compared to 65 percent of males (p\u2009=\u2009.002).<\/li>\n \t<li>Nearly twice as many female respondents than males expect 80 percent or more of Michigan\u2019s high school students to be enrolled in at least one online course ten years from now (39 percent of females, 23 percent of males) (p\u2009=\u2009.000).<\/li>\n<\/ul>\n<h3>&nbsp;Race<\/h3>\n<ul>\n \t<li>A very consistent 71 to 80 percent of all respondents by race believe it is <em>very important<\/em> or <em>somewhat important<\/em> for students in middle and high school to have the option of enrolling in an online course. However, the split between <em>very<\/em> and <em>somewhat<\/em> differed: While pluralities of white respondents said <em>very important<\/em>, pluralities of black\/African American and Hispanic respondents selected <em>somewhat important<\/em> (p\u2009=\u2009.030).<\/li>\n \t<li>Nearly twice as many black\/African American respondents as white respondents correctly answered that Michigan requires K\u201312 public school students to have an online learning experience in high school (37 percent and 20 percent, respectively) (p\u2009=\u2009.020).<\/li>\n<\/ul>\n<h3>Age<\/h3>\n<ul>\n \t<li>While slim majorities of 18- to 24-year-old and 25- to 34-year-old respondents would enroll their child in a 100 percent online curriculum, majorities of all older age groups would not (p\u2009=\u2009.000).<\/li>\n<\/ul>\n<h3>Education Level<\/h3>\n<ul>\n \t<li>While a majority of respondents\u2014regardless of educational attainment\u2014reported they are <em>very likely<\/em> or <em>somewhat likely<\/em> to enroll a child in an online course not offered face-to-face by their school, the response increases steadily from 67 percent of respondents with less than a high school diploma, to 77 percent with some college, to 86 percent with postgraduate study or degree (p\u2009=\u2009.026).<\/li>\n<\/ul>\n<h2>Survey of Michigan College Students<\/h2>\nThe electronic survey of Michigan college students included 400 respondents. Of these, 89 percent said that they attend college in Michigan (91 percent in 2017), and 86 percent graduated from a Michigan high school or home school (89 percent in 2017). Given the potential difficulty in obtaining 400 completed surveys due to available panel members meeting the criteria (current college students in Michigan), it was impractical to establish rigid quotas for subgroups within the sample. As a result, 73 percent of respondents were female\u2014nearly the same share as in 2017 (76 percent). However, in both 2017 and 2019, there were no statistically significant differences between males and females on survey responses.\n<h3>Online Learning Activities and Tools<\/h3>\nTo begin, respondents were asked questions about online learning activities in high school and college, tools that they used in high school, and tools that they are currently using in college. In the 2017 survey, when asked how many classes they took in high school that used a learning management system, the majority (62 percent) of respondents said that they took <em>a few <\/em>(35 percent) or <em>none <\/em>(27 percent). But in this survey, the majority of respondents said they <em>almost all<\/em> (34 percent) or <em>most<\/em> (20 percent) of their high school classes used a learning management system. This is a substantial change in practice and experience across the two surveys.\n\nOverall, the 2019 results reflecting on high school line up more closely with the college experience reported by respondents than in 2017:\n<ul>\n \t<li>Three quarters said that they had taken a college or university course that used a learning management system (compared to 90 percent in 2017).<\/li>\n \t<li>Nearly the same share (84 percent) think that students who used a learning management system in high school are better prepared for college\/university as in 2017 (86 percent).<\/li>\n<\/ul>\nAs shown in Table 5, while online learning activities are more common in college than high school, the margin of difference has decreased dramatically between 2017 and 2019. In 2017, spreads of 20 to 30 percent were common across each aspect of online learning (where college use was higher than high school). But in this survey, three of the six aspects are nearly equal between high school and college use (viewing grades, turning in assignments, and accessing course materials), and the gap in the remaining three items is smaller in 2019 than in 2017.\n<table id=\"table-5\" class=\"formatted-right\">\n<caption><strong>Table 5.<\/strong> Online Learning Activities of Michigan College Students<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th colspan=\"2\">2017<\/th>\n<th colspan=\"2\">2019<\/th>\n<\/tr>\n<tr>\n<th>Activity<\/th>\n<th>College\/University<\/th>\n<th>High School<\/th>\n<th>College\/University<\/th>\n<th>High School<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>View my grades<\/td>\n<td>91%<\/td>\n<td>61%<\/td>\n<td>72%<\/td>\n<td>69%<\/td>\n<\/tr>\n<tr>\n<td>Turn in assignments<\/td>\n<td>88%<\/td>\n<td>58%<\/td>\n<td>73%<\/td>\n<td>63%<\/td>\n<\/tr>\n<tr>\n<td>Access course readings or materials<\/td>\n<td>88%<\/td>\n<td>53%<\/td>\n<td>67%<\/td>\n<td>67%<\/td>\n<\/tr>\n<tr>\n<td>Contribute responses to a course discussion board or forum<\/td>\n<td>87%<\/td>\n<td>33%<\/td>\n<td>72%<\/td>\n<td>49%<\/td>\n<\/tr>\n<tr>\n<td>Watch course videos\/lectures<\/td>\n<td>86%<\/td>\n<td>41%<\/td>\n<td>75%<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td>Interact with my instructor<\/td>\n<td>86%<\/td>\n<td>40%<\/td>\n<td>73%<\/td>\n<td>53%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Online Courses<\/h3>\nNext, respondents were asked about online courses that they might have taken in high school or at their college\/university. When asked how important it was for students in middle school or high school to have the option of enrolling in an online class in their local school district, Michigan college students had similar sentiment to other Michigan adults, with 91 percent saying it was either <em>very important <\/em>(51 percent) or <em>somewhat important <\/em>(40 percent). This is a slight increase from 87 percent in 2017.\n\nA majority (73 percent) of respondents reported taking an online course during high school, and the average number of online courses was 3.2 during high school. Both of those responses are higher than in 2017, when 59 percent reported taking at least one class and the average number of online courses was 2.5. Once again, a strong majority (71 percent) said that they have taken an online course at their college\/university (81 percent in 2017). Of those that said they have not taken an online course in their college\/university, most (61 percent) said that it is either <em>very likely <\/em>(24 percent) or <em>somewhat likely <\/em>(37 percent) that they will take an online course before they graduate\u2014nearly identical to 2017 (62 percent).\n\nIn the final three questions to college students about their online experiences, there is great consistency between 2017 and 2019 respondents:\n<ul>\n \t<li>A strong majority (76 percent in 2019, 78 percent in 2017) feel that students who took an online course in high school are better prepared for college\/university.<\/li>\n \t<li>Similar shares believe they would have benefited from more online learning opportunities in high school as they look back at their path to college (77 percent in 2019, 75 percent in 2017).<\/li>\n \t<li>Nine in ten believe it is <em>very likely <\/em>(46 percent) or <em>somewhat likely <\/em>(44 percent) that they will engage in online learning as part of their future job, compared to 93 percent in 2017.<\/li>\n<\/ul>\n<h2>Appendix A: Michigan Virtual Statewide Survey of Michigan Adults<\/h2>\nHello! This survey is being conducted by Public Sector Consultants, a nonpartisan policy research firm in Lansing, Michigan. We are interested in your opinions about online learning opportunities for public school students in Michigan.\n\nYour participation in this survey is voluntary. Your responses are confidential and will not be linked to you in any reports. The survey will take only a few minutes and your comments are greatly appreciated. If you have any questions about the survey, please contact Jeff Williams of Public Sector Consultants at (517) 484-4954 or [email protected].\n\n<strong>[N = 800 in 2017, N=600 in 2019 unless otherwise noted]<\/strong>\n<h3>Introduction<\/h3>\n<table id=\"table-Q1\" class=\"formatted-right\">\n<caption><strong>Q1.<\/strong> To begin, how important do you think it is for students<b> in middle school and high school<\/b> to have the&nbsp;<b>option <\/b>of enrolling in an online class at their local school district?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very important<\/td>\n<td>38%<\/td>\n<td>38%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat important<\/td>\n<td>45%<\/td>\n<td>39%<\/td>\n<\/tr>\n<tr>\n<td>Not that important<\/td>\n<td>12%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td>Not at all important<\/td>\n<td>5%<\/td>\n<td>8%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q2\" class=\"formatted-right\">\n<caption><strong>Q2.<\/strong> For current Michigan students in Grades 6-12, how likely do you think it is that they will take an online course \u2026<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>Very Likely<\/th>\n<th>Somewhat Likely<\/th>\n<th>Somewhat Unlikely<\/th>\n<th>Very Unlikely<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"5\">Before they graduate from high school<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>32%<\/td>\n<td>45%<\/td>\n<td>17%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>33%<\/td>\n<td>43%<\/td>\n<td>14%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\">When they go to college or vocational training<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>60%<\/td>\n<td>35%<\/td>\n<td>4%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>46%<\/td>\n<td>38%<\/td>\n<td>8%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\">When they join the workforce (on the job training)<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>42%<\/td>\n<td>39%<\/td>\n<td>16%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>43%<\/td>\n<td>33%<\/td>\n<td>16%<\/td>\n<td>9%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q3\" class=\"formatted-right\">\n<caption><strong>Q3.<\/strong> If you had a child in a K-12 school, how likely would you be to enroll the child in . . .<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>Very Likely<\/th>\n<th>Somewhat Likely<\/th>\n<th>Somewhat Unlikely<\/th>\n<th>Very Unlikely<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"5\">A full-time, public cyber charter school where the child receives 100% of their instruction online.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>16%<\/td>\n<td>29%<\/td>\n<td>28%<\/td>\n<td>27%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>19%<\/td>\n<td>24%<\/td>\n<td>26%<\/td>\n<td>31%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\">A single online course to overcome a scheduling conflict that prevents the child from taking the course face-to-face in the school.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>34%<\/td>\n<td>36%<\/td>\n<td>16%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>24%<\/td>\n<td>42%<\/td>\n<td>20%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\">A single online course to provide access to a course not offered face-to-face by the school.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>26%<\/td>\n<td>44%<\/td>\n<td>13%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>32%<\/td>\n<td>43%<\/td>\n<td>16%<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\">A single online course to retake a course that the child had previously failed.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>41%<\/td>\n<td>37%<\/td>\n<td>11%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>31%<\/td>\n<td>40%<\/td>\n<td>17%<\/td>\n<td>12%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Opinions about Online Learning<\/h3>\nNext, we would like to get your opinion about online learning and how it is delivered in Michigan\u2019s public schools.\n<table id=\"table-Q4\" class=\"formatted-right\">\n<caption><strong>Q4.<\/strong> For each of the following statements, please tell us whether you think it is <em>true<\/em> or <em>false<\/em> or if you <em>don't know.<\/em><\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>True<\/th>\n<th>False<\/th>\n<th>Don't Know<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"4\">Michigan requires K-12 public school students to have an online learning experience in order to graduate from high school.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>26%<\/td>\n<td>44%<\/td>\n<td>30%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>23%<\/td>\n<td>34%<\/td>\n<td>43%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"4\">Michigan middle and high school students can take up to 2 online courses per academic term.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>30%<\/td>\n<td>19%<\/td>\n<td>51%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>33%<\/td>\n<td>17%<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"4\">Each online student is required to have a local school staff member assigned to provide onsite support to the student during the online course.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>45%<\/td>\n<td>13%<\/td>\n<td>41%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>36%<\/td>\n<td>13%<\/td>\n<td>52%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>[Programming Note: Have this text appear AFTER they have answered q4]:<\/strong>\n\nSo you know, each of the three statements about online learning in Michigan are actually true.\n\nNext, we would like to know how much you agree or disagree with some statements about online learning.\n<table id=\"table-Q5\" class=\"formatted-right\">\n<caption><strong>Q5.<\/strong> For each of the following statements, tell us if you strongly agree, somewhat agree, somewhat disagree, or strongly disagree with each statement.<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>Strongly Disagree<\/th>\n<th>Somewhat Disagree<\/th>\n<th>Somewhat Agree<\/th>\n<th>Strongly Agree<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"5\">Knowing how to learn online is part of what it means be college and career ready after high school.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>10%<\/td>\n<td>15%<\/td>\n<td>45%<\/td>\n<td>30%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>5%<\/td>\n<td>9%<\/td>\n<td>43%<\/td>\n<td>44%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\">All students would benefit from developing the skills to be a successful online learner.<\/td>\n<\/tr>\n<tr>\n<td>2017<\/td>\n<td>5%<\/td>\n<td>18%<\/td>\n<td>45%<\/td>\n<td>32%<\/td>\n<\/tr>\n<tr>\n<td>2019<\/td>\n<td>4%<\/td>\n<td>10%<\/td>\n<td>43%<\/td>\n<td>43%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q6\" class=\"formatted-right\">\n<caption><strong>Q6.<\/strong> Which of the following comes closest to your opinion?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan high school students should be required to take at least one online course prior to graduation<\/td>\n<td>35%<\/td>\n<td>34%<\/td>\n<\/tr>\n<tr>\n<td>Michigan high school students should be required to take at least one online course each year prior to graduation<\/td>\n<td>34%<\/td>\n<td>39%<\/td>\n<\/tr>\n<tr>\n<td>Michigan high school students should not be a required to take an online course prior to graduation<\/td>\n<td>31%<\/td>\n<td>28%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q7\" class=\"formatted-right\">\n<caption><strong>Q7.<\/strong> Next, we would like your prediction on the future of online learning in Michigan. What percentage of Michigan K\u201312 students do you think will enroll in any online course in the next year? What about ten years from now?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Next year<\/td>\n<td>[AVG. = 30.1]<\/td>\n<td>[AVG. = 31.0]<\/td>\n<\/tr>\n<tr>\n<td>Ten years from now<\/td>\n<td>[AVG. = 59.2]<\/td>\n<td>[AVG. = 59.6]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Demographics<\/h3>\n<table id=\"table-Q8\" class=\"formatted-right\">\n<caption><strong>Q8.<\/strong>Are you currently employed or in school? IF YES, are you <b>required<\/b> to take classes for continuing education or certification online, is it <b>optional\/possible <\/b>for you to take continuing education or certifications online, or are online classes\/courses <b>not available <\/b>for your profession?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>No<\/td>\n<td>60%<\/td>\n<td>60%<\/td>\n<\/tr>\n<tr>\n<td>Yes; IF YES (all that apply):<\/td>\n<td>40%<\/td>\n<td>40%<\/td>\n<\/tr>\n<tr>\n<td style=\"padding-left: 40px\">I am required to take classes for continuing education or certification online<\/td>\n<td>28%<\/td>\n<td>31%<\/td>\n<\/tr>\n<tr>\n<td style=\"padding-left: 40px\">It is optional\/possible to take continuing education or certifications online<\/td>\n<td>45%<\/td>\n<td>42%<\/td>\n<\/tr>\n<tr>\n<td style=\"padding-left: 40px\">Online continuing education or certification are&nbsp;not available for your profession<\/td>\n<td>30%<\/td>\n<td>27%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-9\" class=\"formatted-right\">\n<caption><strong>Q9.<\/strong>Do you have any children who are . . .? [MARK ALL THAT APPLY]<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<tr>\n<th>Statement<\/th>\n<th>Yes<\/th>\n<th>Yes<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Pre-K<\/td>\n<td>11%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>K-5<\/td>\n<td>14%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td>6-12 grade<\/td>\n<td>18%<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td>Adults<\/td>\n<td>37%<\/td>\n<td>34%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q10\" class=\"formatted-right\">\n<caption><strong>Q10.<\/strong> In what year were you born [AGE]?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>18-24<\/td>\n<td>10%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>25-34<\/td>\n<td>20%<\/td>\n<td>16%<\/td>\n<\/tr>\n<tr>\n<td>35-44<\/td>\n<td>17%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td>45-54<\/td>\n<td>14%<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td>55-64<\/td>\n<td>21%<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td>65+<\/td>\n<td>28%<\/td>\n<td>21%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q11\" class=\"formatted-right\">\n<caption><strong>Q11.<\/strong> What is the highest level of education you have completed?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Less than high school<\/td>\n<td>2%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>High school graduate (diploma, GED)<\/td>\n<td>19%<\/td>\n<td>20%<\/td>\n<\/tr>\n<tr>\n<td>Some college<\/td>\n<td>27%<\/td>\n<td>23%<\/td>\n<\/tr>\n<tr>\n<td>College graduate (associate's or bachelor's)<\/td>\n<td>40%<\/td>\n<td>38%<\/td>\n<\/tr>\n<tr>\n<td>Postgraduate study or degree (master's, professional, or doctorate)<\/td>\n<td>12%<\/td>\n<td>16%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q12\" class=\"formatted-right\">\n<caption><strong>Q12.<\/strong> What is your gender?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Male<\/td>\n<td>50%<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td>Female<\/td>\n<td>50%<\/td>\n<td>50%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q13\" class=\"formatted-right\">\n<caption><strong>Q13.<\/strong> What is your annual household income?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Less than $24,999<\/td>\n<td>18%<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td>$25,000 to $49,999<\/td>\n<td>30%<\/td>\n<td>27%<\/td>\n<\/tr>\n<tr>\n<td>$50,000 to $74,999<\/td>\n<td>23%<\/td>\n<td>22%<\/td>\n<\/tr>\n<tr>\n<td>$75,000 to $99,999<\/td>\n<td>14%<\/td>\n<td>17%<\/td>\n<\/tr>\n<tr>\n<td>$100,000 or more<\/td>\n<td>15%<\/td>\n<td>16%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q14\" class=\"formatted-right\">\n<caption><strong>Q14.<\/strong> What is your racial or ethnic background? [IF HISPANIC \u201cE\u201d, ALSO ASK Q18, OTHERWISE SURVEY COMPLETE]<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>White<\/td>\n<td>82%<\/td>\n<td>74%<\/td>\n<\/tr>\n<tr>\n<td>Black or African American<\/td>\n<td>10%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td>American Indian or Alaska Native<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Asian<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Hispanic, Latino, or Spanish Origin<\/td>\n<td>2%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td>Some other race<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong>Q15.<\/strong> In addition to being Hispanic, Latino or Spanish, do you identify yourself with a particular race?<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<tr>\n<th>Statement<\/th>\n<th>(N = 16)<\/th>\n<th>(N = 32)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>White<\/td>\n<td>76%<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td>Black or African American<\/td>\n<td>0%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>American Indian or Alaska Native<\/td>\n<td>6%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Asian<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Some other race<\/td>\n<td>0%<\/td>\n<td>34%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>Thank you for your participation!<\/strong>\n<h2>Appendix B: Michigan Virtual Michigan College Student Survey<\/h2>\nHello! This survey is being conducted by Public Sector Consultants, a nonpartisan policy research firm in Lansing, Michigan. We are interested in your opinions about online learning opportunities for public school students in Michigan, and would like to learn about your experiences with online learning in high school and college.\n\nYour participation in this survey is voluntary. Your responses are confidential and will not be linked to you in any reports. The survey will take only a few minutes and your comments are greatly appreciated. If you have any questions about the survey, please contact Jeff Williams of Public Sector Consultants at 517-484-4954 or [email protected].\n\n<strong>[N\u2009=\u2009400 unless otherwise noted]<\/strong>\n<h3>Online Learning Activities and Tools<\/h3>\nFirst, we would like to ask some questions about online learning activities and tools that you might have used in high school or are using now at your college\/university. One common tool for online learning is a learning management system. A learning management system is a software application for the administration, documentation, tracking, reporting, and delivery of educational courses.\n<table id=\"table-BQ1\" class=\"formatted-right\">\n<caption><strong>Q1.<\/strong> How many classes did you take in high school that used a Learning Management System (e.g. Blackboard, Desire2Learn, Moodle, Brainhoney, Google Classroom, Schoology, etc.)?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Almost all<\/td>\n<td>21%<\/td>\n<td>34%<\/td>\n<\/tr>\n<tr>\n<td>Most<\/td>\n<td>17%<\/td>\n<td>20%<\/td>\n<\/tr>\n<tr>\n<td>A few<\/td>\n<td>35%<\/td>\n<td>24%<\/td>\n<\/tr>\n<tr>\n<td>None<\/td>\n<td>27%<\/td>\n<td>22%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ2\" class=\"formatted-right\">\n<caption><strong>Q2.<\/strong> Do you think students who used a Learning Management System in high school are better prepared for college\/university?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes<\/td>\n<td>86%<\/td>\n<td>84%<\/td>\n<\/tr>\n<tr>\n<td>No<\/td>\n<td>14%<\/td>\n<td>16%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ3\" class=\"formatted-right\">\n<caption><strong>Q3.<\/strong> Have you taken a college\/university class that used a learning management system?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes<\/td>\n<td>90%<\/td>\n<td>75%<\/td>\n<\/tr>\n<tr>\n<td>No<\/td>\n<td>10%<\/td>\n<td>25%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ4\" class=\"formatted-right\">\n<caption><strong>Q4.<\/strong> Did you do any of the following activities <b>online <\/b>when you were in high school or at your college\/university? [MARK ALL THAT APPLY]<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th colspan=\"2\">2017<\/th>\n<th colspan=\"2\">2019<\/th>\n<\/tr>\n<tr>\n<th>Activity<\/th>\n<th>High School<\/th>\n<th>College\/University<\/th>\n<th>High School<\/th>\n<th>College\/University<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Access course readings or materials<\/td>\n<td>53%<\/td>\n<td>88%<\/td>\n<td>67%<\/td>\n<td>67%<\/td>\n<\/tr>\n<tr>\n<td>Contribute responses to a course discussion board or forum<\/td>\n<td>33%<\/td>\n<td>87%<\/td>\n<td>49%<\/td>\n<td>72%<\/td>\n<\/tr>\n<tr>\n<td>Interact with my instructor<\/td>\n<td>40%<\/td>\n<td>86%<\/td>\n<td>53%<\/td>\n<td>73%<\/td>\n<\/tr>\n<tr>\n<td>Turn in assignments<\/td>\n<td>58%<\/td>\n<td>88%<\/td>\n<td>63%<\/td>\n<td>73%<\/td>\n<\/tr>\n<tr>\n<td>View my grades<\/td>\n<td>61%<\/td>\n<td>91%<\/td>\n<td>69%<\/td>\n<td>72%<\/td>\n<\/tr>\n<tr>\n<td>Watch course videos\/lectures<\/td>\n<td>41%<\/td>\n<td>86%<\/td>\n<td>50%<\/td>\n<td>75%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Online Courses<\/h3>\nNext, we would like to ask some questions about online courses you might have taken in high school or at your college\/university. For this survey, an online course is one where most or all of the instruction is received online\u2014through a computer or mobile device\u2014rather than in person.\n<table id=\"table-BQ5\" class=\"formatted-right\">\n<caption><strong>Q5.<\/strong> How important do you think it is for students<b> in middle school and high school<\/b> to have the&nbsp;<b>option <\/b>of enrolling in an online class at their local school district?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very important<\/td>\n<td>45%<\/td>\n<td>51%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat important<\/td>\n<td>42%<\/td>\n<td>40%<\/td>\n<\/tr>\n<tr>\n<td>Not that important<\/td>\n<td>11%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>Not at all important<\/td>\n<td>2%<\/td>\n<td>3%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ6\" class=\"formatted-right\">\n<caption><strong>Q6.<\/strong> How many online courses did you take during high school?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Average Number of Online Courses<\/td>\n<td>2.5<\/td>\n<td>3.2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ7\" class=\"formatted-right\">\n<caption><strong>Q7.<\/strong> Do you think students who took an online course in high school are better prepared for college\/university?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes<\/td>\n<td>78%<\/td>\n<td>76%<\/td>\n<\/tr>\n<tr>\n<td>No<\/td>\n<td>22%<\/td>\n<td>24%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ8\" class=\"formatted-right\">\n<caption><strong>Q8.<\/strong> Have you taken an online course at your college\/university?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes [IF YES, GO TO Q10]<\/td>\n<td>81%<\/td>\n<td>71%<\/td>\n<\/tr>\n<tr>\n<td>No [IF NO, ANSWER Q9]<\/td>\n<td>19%<\/td>\n<td>29%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ9\" class=\"formatted-right\">\n<caption><strong>Q9.<\/strong> How likely do you think it is that you will take an online course before you graduate from your college\/university?<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<tr>\n<th>Statement<\/th>\n<th>(N = 76)<\/th>\n<th>(N = 115)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very likely<\/td>\n<td>23%<\/td>\n<td>24%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat likely<\/td>\n<td>39%<\/td>\n<td>37%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat unlikely<\/td>\n<td>18%<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td>Very unlikely<\/td>\n<td>20%<\/td>\n<td>20%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>About You<\/h3>\n<table id=\"table-BQ10\" class=\"formatted-right\">\n<caption><strong>Q10.<\/strong> Looking back, do you think you would have benefited from more online learning opportunities in high school?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes<\/td>\n<td>75%<\/td>\n<td>77%<\/td>\n<\/tr>\n<tr>\n<td>No<\/td>\n<td>22%<\/td>\n<td>23%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ11\" class=\"formatted-right\">\n<caption><strong>Q11.<\/strong> To what extent do you believe you will need to engage in online learning as part of your future job (e.g., for professional development)?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very likely<\/td>\n<td>53%<\/td>\n<td>46%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat likely<\/td>\n<td>40%<\/td>\n<td>44%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat unlikely<\/td>\n<td>6%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Very unlikely<\/td>\n<td>1%<\/td>\n<td>2%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ12\" class=\"formatted-right\">\n<caption><strong>Q12.<\/strong> Did you graduate from a Michigan high school or from a high school in another state?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>I graduated from a Michigan high school<\/td>\n<td>88%<\/td>\n<td>86%<\/td>\n<\/tr>\n<tr>\n<td>I graduated from a high school in another state<\/td>\n<td>11%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Other: [PLEASE SPECIFY]<\/td>\n<td>1%<\/td>\n<td>13%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ13\" class=\"formatted-right\">\n<caption><strong>Q13.<\/strong> Did you attend college in Michigan or another state?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan<\/td>\n<td>91%<\/td>\n<td>89%<\/td>\n<\/tr>\n<tr>\n<td>Another state<\/td>\n<td>9%<\/td>\n<td>11%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Demographics<\/h3>\n<table id=\"table-BQ14\" class=\"formatted-right\">\n<caption><strong>Q14.<\/strong> In what year were you born [AGE]?<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<tr>\n<th>Statement<\/th>\n<th>(N = 400)<\/th>\n<th>(N = 400)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>18-24<\/td>\n<td>54%<\/td>\n<td>54%<\/td>\n<\/tr>\n<tr>\n<td>25-29<\/td>\n<td>23%<\/td>\n<td>23%<\/td>\n<\/tr>\n<tr>\n<td>30-34<\/td>\n<td>12%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>35-39<\/td>\n<td>8%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>40+<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ15\" class=\"formatted-right\">\n<caption><strong>Q15.<\/strong> What is your gender?<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<tr>\n<th>Statement<\/th>\n<th>(N = 400)<\/th>\n<th>(N = 400)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Male<\/td>\n<td>22%<\/td>\n<td>25%<\/td>\n<\/tr>\n<tr>\n<td>Female<\/td>\n<td>76%<\/td>\n<td>73%<\/td>\n<\/tr>\n<tr>\n<td>Transgender<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Gender nonconforming<\/td>\n<td>&lt;1%<\/td>\n<td>&lt;1%<\/td>\n<\/tr>\n<tr>\n<td>Different identity (please state):<\/td>\n<td>&lt;1%<\/td>\n<td>&lt;1%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-BQ16\" class=\"formatted-right\">\n<caption><strong>Q16.<\/strong> What is your racial or ethnic background? [IF HISPANIC \u201cE\u201d, ALSO ASK Q17, OTHERWISE SURVEY COMPLETE]<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<tr>\n<th>Statement<\/th>\n<th>(N = 400)<\/th>\n<th>(N = 400)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>White<\/td>\n<td>73%<\/td>\n<td>61%<\/td>\n<\/tr>\n<tr>\n<td>Black or African American<\/td>\n<td>17%<\/td>\n<td>24%<\/td>\n<\/tr>\n<tr>\n<td>American Indian or Alaska Native<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Asian<\/td>\n<td>4%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td>Hispanic, Latino, or Spanish Origin<\/td>\n<td>4%<\/td>\n<td>6<\/td>\n<\/tr>\n<tr>\n<td>Some other race<\/td>\n<td>1%<\/td>\n<td>2%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong>Q17.<\/strong> In addition to being Hispanic, Latino or Spanish, do you identify yourself with a particular race?<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th>2017<\/th>\n<th>2019<\/th>\n<\/tr>\n<tr>\n<th>Statement<\/th>\n<th>(N = 20)<\/th>\n<th>(N = 24)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>White<\/td>\n<td>69%<\/td>\n<td>46%<\/td>\n<\/tr>\n<tr>\n<td>Black or African American<\/td>\n<td>6%<\/td>\n<td>17%<\/td>\n<\/tr>\n<tr>\n<td>American Indian or Alaska Native<\/td>\n<td>0%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Asian<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Some other race<\/td>\n<td>25%<\/td>\n<td>33%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>Thank you for your participation!<\/strong>\n<h3 id=\"endnote\">Endnote<\/h3>\n[<a href=\"#EN1\">1<\/a>] A learning management system was defined to survey respondents as a software application for the administration, documentation, tracking, reporting, and delivery of educational courses (such as Blackboard, D2L, Moodle, BrainHoney, Google Classroom, Schoology, etc.). An online course was defined as a course where most or all of the instruction is received online\u2014through a computer or mobile device\u2014rather than in person.",
            "title": "Public Awareness and Views of K-12 Online Learning in Michigan 2019",
            "excerpt": "From February 12 to 17, 2019, Public Sector Consultants Inc. (PSC) conducted surveys with 600 Michigan adults and 400 Michigan college students on behalf of Michigan Virtual. These surveys were part of ongoing public opinion research conducted by Michigan Virtual to better understand the opinions, preferences, and beliefs of Michigan residents about online learning opportunities for high school students in the state. The adult survey is a follow-up to similar polls conducted by PSC in 2014, 2015, 2016, and 2017, and was designed to include common questions for comparison. The college student survey, new in 2017, includes questions about their specific experiences with online learning in high school and college. Taken together, these surveys allow for continued monitoring of opinion trends about online learning while providing important context about the experiences of current college students.",
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            "content": "<!-- wp:quote -->\r\n<blockquote class=\"wp-block-quote\">\r\n<p><b><i>How do you teach art online??<\/i><\/b><\/p>\r\n<cite>Yup. This is a question I get asked all the time.<\/cite><\/blockquote>\r\n<!-- \/wp:quote -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>Many people assume that art isn\u2019t something that can be taught online. But the reality is that online high school art isn\u2019t so different than your standard high school art class.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:heading {\"level\":3} -->\r\n<h3><b>There are, of course, differences. In my online class, for example:<\/b><\/h3>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:list -->\r\n<ul>\r\n<li>Students work more independently, in a remote location and at their own pace.<\/li>\r\n<li>Students are able to seek as much or as little guidance from me as they want, much as they would during work time in a traditional classroom.<\/li>\r\n<\/ul>\r\n<!-- \/wp:list -->\r\n\r\n<!-- wp:heading {\"level\":4} -->\r\n<h4><b>Besides that, it\u2019s almost exactly like a traditional classroom, but translated to a new context.<\/b><\/h4>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>In my online courses, students work through online modules that teach major concepts in art. For example, in my visual art course, students go through slides, videos, and activities (some graded, some not) which teach the elements of art and principles of design.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>After studying these concepts, students work through a variety of assignments designed to help them explore and demonstrate their mastery of content. They create physical and digital artworks and submit photos or files to me for grading and feedback.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:heading {\"level\":4} -->\r\n<h4><b>One piece that sometimes can feel like it's missing in an online art course is the opportunity for students to collaborate with classmates.<\/b><\/h4>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>It can be hard to <i>see <\/i>a student\u2019s pride in their work in the online context. It can also be more challenging to foster a community in a classroom where students don\u2019t see each other. In an art context, the loss of seeing what your peers are doing and the different ways they are interpreting an assignment is a shame, so it was really important for me as a teacher to create a space for students to share their work with one other.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>Ideally, I wanted this to be a place where students could ask for feedback as well as show off pieces they\u2019re proud of.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:heading -->\r\n<h2><b>My solution?<\/b><\/h2>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>As an online teacher, <a href=\"https:\/\/www.google.com\/slides\/about\/\" target=\"_blank\" rel=\"noopener noreferrer\">Google Slides<\/a> been the answer to all my hopes and dreams. Using it is like making a collage, but my fingers don\u2019t get sticky! Pretty much everything I post in my online courses is created in Slides. We\u2019re talking:<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:list -->\r\n<ul>\r\n<li><b>Static announcements with resources: <\/b>a slide I keep at the top of my course with basic info and links to the things they\u2019re going to have to find pretty frequently: a convenient hub for some primary info and resources. It\u2019s like a billboard I keep at the top of my \u201cAnnouncements\u201d page, which is the first thing students see when they log into my course.<\/li>\r\n<li><b>Weekly announcements with regular updates: <\/b>a slide I give my students each week about what\u2019s going on, what\u2019s due, tips and tricks, and fun extra resources.This is the newspaper of my online classroom. It\u2019s the Monday morning what-the-heck-is-going-on-this-week communication.<\/li>\r\n<li><b>Tips for su<\/b><b>ccess<\/b>: Slides I provide with extra content that I pop right into the main modules of the course, between a lesson and an assignment, where I want to reiterate or clarify something before students move on to a graded assignment. It\u2019s a place I try to preemptively solve problems.<\/li>\r\n<li><b>Course policies and general information. <\/b>I use Slides for communication too. I send a letter called the Welcome Letter at the beginning of every course. It includes basic information, instructions for getting started, resources students will need, and much more.<\/li>\r\n<li><b>Collaborative slideshows<\/b> where students can display their work. This is one of my favorite ways to use Slides, which I will explain in more detail below.<\/li>\r\n<\/ul>\r\n<!-- \/wp:list -->\r\n\r\n<!-- wp:image {\"id\":23072,\"align\":\"center\"} -->\r\n<div class=\"wp-block-image\">\r\n<figure class=\"aligncenter\"><img class=\"wp-image-23072\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/online-art-5.png\" alt=\"Screen capture of one of Lauren Nalepa's weekly announcements\" \/><\/figure>\r\n<\/div>\r\n<!-- \/wp:image -->\r\n\r\n<!-- wp:heading -->\r\n<h2><b>Why are Slides so important to my online art classroom?<\/b><\/h2>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>I think one of the worst things a teacher (online or otherwise) can do is provide all their content in large blocks of text. This is pretty avoidable in a traditional classroom, but can be a temptation for time-strapped online instructors.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:heading {\"level\":4} -->\r\n<h4><b>But here\u2019s the thing:<\/b><\/h4>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>I never want my students to log into my course and feel bogged down. I want them to open the course and be interested or curious to peek around at what\u2019s there.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:heading {\"level\":4} -->\r\n<h4><b>I want my course to be inviting. <\/b><\/h4>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>This is why I use Google Slides to communicate in ways that aren\u2019t \u201cheavy\u201d with huge blocks of dense text.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>When it comes to my end of things, I also want to be efficient. If I create some awesome graphic for an assignment in my course, and then notice that I have a typo, I do not want to go back to the software where I made the graphic, edit it, re-download it, and then re-upload it to each section of my course.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:heading {\"level\":4} -->\r\n<h4><b>That is a drag, and I am prone to mistakes. <\/b><\/h4>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>I want things to be easily editable and to update in real time across any place they\u2019re embedded. I want things to be housed in a single, easy to manage organization system. I want to have lots of editing options.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:heading {\"level\":4} -->\r\n<h4><b>Thankfully, there\u2019s a tool for that. \u00a0<\/b><\/h4>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:heading {\"level\":3} -->\r\n<h3><b>Here are a few reasons I prefer Google Slides to other image-creation tools:<\/b><\/h3>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:list -->\r\n<ul>\r\n<li>They are always editable, unlike a static image file, meaning that I can go into slides and change something without deleting and re-uploading files.<\/li>\r\n<li>They can host links.<\/li>\r\n<li>You can embed videos and other content right into them easily, and<\/li>\r\n<li>They\u2019re super customizable.<\/li>\r\n<\/ul>\r\n<!-- \/wp:list -->\r\n\r\n<!-- wp:image {\"id\":23058,\"align\":\"center\",\"width\":512,\"height\":288} -->\r\n<div class=\"wp-block-image\">\r\n<figure class=\"aligncenter is-resized\"><img class=\"wp-image-23058\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/online-art-3.png\" alt=\"Screen capture of Lauren Nalepa's Class Gallery slideshow\" width=\"512\" height=\"288\" \/><\/figure>\r\n<\/div>\r\n<!-- \/wp:image -->\r\n\r\n<!-- wp:heading -->\r\n<h2><b>Using Slides to showcase student artwork<\/b><\/h2>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>One of my favorite ways to use Slides is for a Class Gallery, a place where students can showcase their artwork.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:heading {\"level\":4} -->\r\n<h4><b>The best part? It\u2019s not just me doing all the work and using the tool: It\u2019s my students.<\/b><\/h4>\r\n<!-- \/wp:heading -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>Now, students are sharing creations made on their own time as well as what they have made for class, which I love to see! In the future, I plan to adapt this slide format to allow for a comments area to further the conversation.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:paragraph -->\r\n<p>While we can\u2019t always sit in the same room, I know my students are able to collaborate with their classmates, share ideas and be inspired and proud of their work by using something as simple as Google Slides.<\/p>\r\n<!-- \/wp:paragraph -->\r\n\r\n<!-- wp:quote {\"className\":\"is-style-large\"} -->\r\n<blockquote class=\"wp-block-quote is-style-large\">\r\n<p><b><i>Want to learn how to design Google Slides for your classroom? Check out <\/i><\/b><a href=\"http:\/\/laurenanalepa.edublogs.org\/2018\/05\/23\/having-a-lot-of-fun-with-gifs-subtitled-creating-engaging-google-slides\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b><i>this guide I wrote<\/i><\/b><\/a><b><i> on best practices for designing slides. And guess what? You\u2019ve got it: It\u2019s in slide deck form! <\/i><\/b><\/p>\r\n<\/blockquote>\r\n<!-- \/wp:quote -->",
            "title": "Using Google Slides to showcase student art and create an inviting online classroom",
            "excerpt": "As an online teacher, Google Slides been the answer to all my hopes and dreams. Using it is like making a collage, but my fingers don\u2019t get sticky! Pretty much everything I post in my online courses is created in Slides. One of my favorite ways to use Slides is for a Class Gallery, a place where students can showcase their artwork.",
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            "path": "\/blog\/using-seesaw-to-help-students-set-achieve-and-reflect-on-their-goals\/",
            "author_id": 40,
            "timestamp": 1555338000,
            "content": "Over the years, I\u2019ve had <i>lots <\/i>of practice teaching both elementary and middle school students, having taught every level K-8, except 5th grade! When I moved into teaching third grade, it became clear to me there was a lot more testing than I was accustomed to, including Dibels, NWEA, M-Step and more. So much testing that students were becoming very. . . what\u2019s the word?\r\n<p class=\"lead\"><b>Lackadaisical? Disconnected? Complacent? <\/b><\/p>\r\nThey just weren\u2019t really giving their best efforts and that made it hard to use the data we received from the tests. Students were lacking <i>grit <\/i>and an <i>\u201cI can\u201d attitude<\/i> when things got tough. They had no goals or desires to improve their test scores. After discussing this issue with my team, we came to the conclusion that our students really needed two things:\r\n<ol>\r\n \t<li>\r\n<p class=\"lead\"><b>A change in their mindset, and<\/b><\/p>\r\n<\/li>\r\n \t<li>\r\n<p class=\"lead\"><strong>A connection to the results of their tests.<\/strong><\/p>\r\n<\/li>\r\n<\/ol>\r\nTo combat this problem, we\u2019ve started introducing students to growth mindsets and goal setting. Students caught on pretty quickly to the concept of having a growth mindset. They needed some practice and support along the way, of course, but it was a great natural fit for third graders.\r\n<p class=\"lead\"><b>Goal setting was another story. <\/b><\/p>\r\nYoung students often have a hard time thinking about actions, consequences, and, generally, anything that takes place in the future, so setting goals is not an easy task for them. We decided that the best steps for moving forward included:\r\n<ul>\r\n \t<li>Providing practice tests that could give students immediate feedback<\/li>\r\n \t<li>Using topics on which students might have an easier time reaching their goals<\/li>\r\n \t<li>Giving students a visual aid, such as a graph<\/li>\r\n \t<li>Involve their supports at home (i.e., mom, dad, etc.)<\/li>\r\n<\/ul>\r\nWe started with one-minute multiplication tests that students take once a month.\r\n<p class=\"lead\"><strong>They would take the test, grade it, and graph their results all in the same day.<\/strong><\/p>\r\nIn order to have students share their goal and results with their family, we chose to use our iPads and an app called <a href=\"https:\/\/web.seesaw.me\/\">SeeSaw<\/a>. On SeeSaw, students post a picture of their graphed results with a comment articulating their next goal.\r\n\r\nThen, their families (or whomever is linked to their account) could see and comment on their post. The most effective part of having students share with parents and peers was the feedback they received.\r\n<p class=\"lead\"><strong>Students \u2014 no matter what their results are \u2014 beam with pride when parents give feedback in the form of \u201clikes\u201d or comments such as:<\/strong><\/p>\r\n\r\n<ul>\r\n \t<li>\u201cGreat job! I knew you could do it!\u201d<\/li>\r\n \t<li>\u201cYou\u2019ll get it next time!\u201d, or<\/li>\r\n \t<li>\u201cWe can work on this together.\u201d<\/li>\r\n<\/ul>\r\n<p class=\"lead\"><b>Recently, we decided to take our goal setting to the next level. \u00a0<\/b><\/p>\r\nAfter a few months of goal setting, we started to talk with students about what they could do to meet their goals. This led to some deep discussions (at least as deep as 3rd graders can get!) on their role as learners. We talked about how if you want to change your results, you must first change your actions.\r\n<p class=\"lead\"><b>Things got real, y'all. \u00a0<\/b><\/p>\r\nStudents began using these discussion points in their comments. They not only set new goals, but they also discussed <i>how <\/i>they were going to meet their goals, including what <i>actions <\/i>were they going to take.\r\n\r\nThis really sparked parents to jump in to help their students. Parents and students now had more of a connection to tests because they had goals and strategies for meeting their goals. They made their own personal standards for success and gained agency over their own learning.\r\n<p class=\"lead\"><b>The final step in our goal-setting process was <\/b><b><i>reflecting <\/i><\/b><b>on our previous month\u2019s goal and why we did or did not make our goals. <\/b><\/p>\r\nAdmitting that you failed or didn\u2019t do as well as you wanted to do is hard for anyone. To soften the blow a bit, we had students leave supportive comments for their peers.\r\n<p class=\"lead\"><b>Here is the best part: \u00a0<\/b><\/p>\r\nThey were so sweet and supportive of each other! I almost feel like students gained more from the peer support than they did from their teachers and family.\r\n\r\nNow, my students are analyzing their scores and setting growth goals. They have the motivation to do well because of what they want to achieve. Not only are we seeing growth in the classroom, but we have also been getting feedback from parents on how their children are making connections to their learning at home.\r\n<p class=\"lead\"><b>They are owning their learning. And <\/b><b><i>that <\/i><\/b><b>is a beautiful thing. <\/b><\/p>",
            "title": "Using SeeSaw to help students set, achieve, and reflect on their goals",
            "excerpt": "Young students often have a hard time thinking about actions, consequences, and, generally, anything that takes place in the future, so setting goals is not an easy task for them. In this article, Erin walks you through how to use the iPad App, SeeSaw, to help students set and achieve goals.",
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        {
            "id": 23012,
            "path": "\/blog\/using-videos-to-free-up-more-time-to-spend-with-students\/",
            "author_id": 39,
            "timestamp": 1555103204,
            "content": "<h2>Using videos to spend more meaningful time with students<\/h2>\r\n<h6><strong>By Dan Spencer<\/strong><\/h6>\r\n&nbsp;\r\n<p class=\"lead\"><strong>At my school, I <i>am <\/i>the \u201cphysics department.\u201d<\/strong><\/p>\r\nSince we are only able able to offer one level of physics for students, I always end up with a very wide range of abilities in my classes.\r\n\r\nFor example, one year I had a student who was a National Merit Scholar trying to figure out whether he wanted to go to Duke or MIT and major in physics sitting right next to a student who was taking physics as a last chance to earn a math credit and graduate on time.\r\n\r\nPhysics can be taught in an engaging way at many different levels. . . but it is also a difficult subject to teach when students in the same classroom are at all different levels.\r\n<p class=\"lead\"><b>I am always asking myself, \u201cDo my students really understand? Are <\/b><b><i>all <\/i><\/b><b>my students learning?\u201d <\/b><\/p>\r\nI know that the best way to assess learning is to sit next to them, shoulder-to-shoulder, and talk about what they are doing, but who has the time?\r\n\r\nI needed a way to see if my students really understand.\r\n\r\nFinding time to work one on one with all my students is one of my biggest difficulties. I want to them ownership over their own learning, but a number of them have been \u201cspoon fed\u201d content for years and struggle to know what to do when they are given time to learn independently.\r\n<p class=\"lead\"><b>This is especially problematic due to recent changes in how we teach science. <\/b><\/p>\r\nIn the past we worked from a long list of standards, checking off each item as we moved throughout the school year. Today, the Michigan Science Standards are based closely on the Next Generation Science Standards (NGSS).\r\n\r\nThese new standards have a very different focus than the long list of HSCEs we were used to teaching for so many years. NGSS is student-driven and focuses on students diving deeply into concepts from a variety of disciplines.\r\n\r\nIt\u2019s my dream is to have a classroom that feels like a Starbucks with students spread all over the room, engaging in a variety of activities, working in a group on a lab, or working solo on an assignment.\r\n<p class=\"lead\"><b>But how do you make this type of independent learning a reality? <\/b><\/p>\r\nFor me, the answer was the camera on my phone. I know, nothing fancy, no bells or whistles, just my camera. Thanks to the work shared by <a href=\"http:\/\/www.techsavvyed.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">Ben Rimes<\/a>, the power of the camera allows me to be in multiple places at once.\r\n<p class=\"h6\"><b>How?<\/b><\/p>\r\n<em>Instead<\/em> of lecturing to an entire class of students, I can create small videos of the content that students can access as needed.\r\n\r\n<em>Instead<\/em> of giving a pre-lab to an entire class, I can give them a video introduction and meet with groups of students to make sure they really understand before doing the lab.\r\n\r\n<em>Instead<\/em> of answering the same question five times during a class period, I can post examples of me working through problems I know they will have.\r\n\r\n<em>Instead<\/em> of having students turn in papers I know I\u2019m going to struggle to grade, I can have them do a one-minute video explanation working through a problem and get a much better grasp of what they do and do not understand.\r\n<p class=\"h6\"><b>Here are just a few examples of how I have used videos in my classroom:<\/b><\/p>\r\n\r\n<ul>\r\n \t<li><b>Video \u201cstory problems\u201d <\/b>\u2014 <a href=\"https:\/\/www.youtube.com\/watch?v=hlistYMB0R4&amp;t=2s\" target=\"_blank\" rel=\"noopener noreferrer\">Floating and sinking oranges<\/a><\/li>\r\n \t<li><b>Concept videos<\/b> \u2014 <a href=\"https:\/\/www.youtube.com\/watch?v=-UCrwHU9WEc\" target=\"_blank\" rel=\"noopener noreferrer\">Force Diagrams with Components<\/a><\/li>\r\n \t<li><b>Hooks <\/b>\u2014 <a href=\"https:\/\/www.youtube.com\/watch?v=i4bSxTX3snM&amp;t=1s\" target=\"_blank\" rel=\"noopener noreferrer\">The Rivalry<\/a> or <a href=\"https:\/\/www.youtube.com\/watch?v=rsPKPtzTfOQ\" target=\"_blank\" rel=\"noopener noreferrer\">5 meter Challenge<\/a><\/li>\r\n \t<li><b>Lab\/Experiment intros<\/b> \u2014 \u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=42nTQLpHxeU\" target=\"_blank\" rel=\"noopener noreferrer\">Dissolving Sugar<\/a> or <a href=\"https:\/\/www.youtube.com\/watch?v=0Ad16hNQYg8&amp;t=2s\" target=\"_blank\" rel=\"noopener noreferrer\">The Metric Recipe Challenge<\/a><\/li>\r\n \t<li><b>Recording class for absent students \u2014 <\/b><a href=\"https:\/\/www.youtube.com\/watch?v=EqcunuBi-aU\" target=\"_blank\" rel=\"noopener noreferrer\">Example<\/a><b><\/b><\/li>\r\n \t<li><b>Demonstrations <\/b>\u2014 <a href=\"https:\/\/www.youtube.com\/watch?v=Mlx1ZMW67_0\" target=\"_blank\" rel=\"noopener noreferrer\">Tablecloth Inertia<\/a> or <a href=\"https:\/\/www.youtube.com\/watch?v=CWXS9mN5M60\" target=\"_blank\" rel=\"noopener noreferrer\">Flaming Bubbles<\/a><b><\/b><\/li>\r\n \t<li><b>Student explanations<\/b> \u2014 <a href=\"https:\/\/www.youtube.com\/watch?v=Fzc_eKprakQ\" target=\"_blank\" rel=\"noopener noreferrer\">Position, Distance, and Displacement<\/a> or <a href=\"https:\/\/www.youtube.com\/watch?v=PsnfYHDjUwo\" target=\"_blank\" rel=\"noopener noreferrer\">Food Coloring in Different Temperatures of Water<\/a><b><\/b><\/li>\r\n \t<li><b>Student presentations <\/b>\u2014 <a href=\"https:\/\/www.youtube.com\/watch?v=PxIm7CvM5_w\" target=\"_blank\" rel=\"noopener noreferrer\">Make a Musical Instrument (Glockenspeil)<\/a><\/li>\r\n<\/ul>\r\n<p class=\"lead\"><b>Now, you may be wondering, \u201cWho has time to make all these videos?!\u201d<\/b><\/p>\r\nBut making videos is the easy part. In fact, I really enjoy it now that I\u2019m comfortable with it and I keep finding new ways to use them. While I'm not against using videos from other teachers, I feel my students respond better when it\u2019s my face and voice on the video.\r\n\r\nThe hardest part is helping students get used to being in charge of their learning. Since my students can access those videos any time, the most important thing that happens in my classroom is checking on my students every day.\r\n\r\nI can ask them what questions they have. I can ask them to show me how they did a problem. I can talk to them about the basketball game, the band concert, or why they look so tired.\r\n<p class=\"lead\"><b>Truthfully, the videos are just an avenue for me to spend more meaningful time with my students, which is really what every student needs.<\/b><\/p>",
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        {
            "id": 22772,
            "path": "\/blog\/summer-learning-faqs\/",
            "author_id": 2,
            "timestamp": 1554749593,
            "content": "In math and reading, these predictions are even more drastic, with an estimated two months of learning loss in some studies.\r\n\r\nThis atrophy wastes valuable time in school at the beginning of the next Fall when students have to relearn much of what was lost over the summer. Some estimates suggest that <a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers spend up to <i>six weeks <\/i>each Fall re-teaching old material<\/a>.\r\n\r\n<strong>The worst part?<\/strong> Research shows that the summer slide has its greatest impact on students of low socioeconomic status, whose parents are not able to provide the same summer learning opportunities as wealthier parents \u2014 from summer camps to educational trips to museums, zoos, etc. to books and other school supplies.\r\n\r\nIn fact, some even claim that summer learning explains <a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\">up to two-thirds of the income-based achievement gap<\/a>.\r\n\r\nTogether, these statistics ought to inspire us to act.\r\n\r\n&nbsp;\r\n<p class=\"lead\"><strong>When it comes to summer learning, most school administrators would love to provide families in their districts with options.<\/strong> But they often have logistical questions, such as:<\/p>\r\n\r\n<ul>\r\n \t<li><a href=\"#2\">What types of summer learning programs should I offer?<\/a><\/li>\r\n \t<li><a href=\"#3\">What type of students typically take summer courses?<\/a><\/li>\r\n \t<li><a href=\"#4\">What indicators of success should I look for?<\/a><\/li>\r\n \t<li><a href=\"#5\">What kind of support systems should I implement?<\/a><\/li>\r\n \t<li><a href=\"#6\">What are common challenges that schools face when setting up summer learning programs?<\/a><\/li>\r\n \t<li><a href=\"#7\">Who pays for summer learning programs?<\/a><\/li>\r\n \t<li><a href=\"#8\">How do I inform students and parents about their options?<\/a><\/li>\r\n \t<li><a href=\"#9\">What advice can you offer me?<\/a><\/li>\r\n<\/ul>\r\nThis guide was created with advice given in a recent <a href=\"https:\/\/youtu.be\/R9r7jm7p8VA\" target=\"_blank\" rel=\"noopener noreferrer\">webinar<\/a> by educational leaders from two Michigan school districts \u2014 <a href=\"https:\/\/www.northvilleschools.org\/apps\/pages\/summer\" target=\"_blank\" rel=\"noopener noreferrer\">Northville Public Schools<\/a> and <a href=\"https:\/\/www.brightonk12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Brighton Area Schools<\/a> \u2014 on how they\u2019ve found success with summer learning.\r\n<p class=\"lead\"><b><i>If you\u2019re interested in setting up an online summer learning program specifically, we also encourage you to check out our <\/i><\/b><a href=\"https:\/\/michiganvirtual.org\/blog\/step-by-step-guide-for-setting-up-your-online-summer-school\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b><i>step-by-step guide<\/i><\/b><\/a><b><i> on this subject.<\/i><\/b><\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/process-mapping.svg\"><img id=\"2\" class=\"size-full wp-image-22863 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/process-mapping.svg\" alt=\"illustration of person mapping out a process\" \/><\/a>\r\n<h2><b>What types of summer learning programs should I offer?<\/b><\/h2>\r\nFor many, \u201csummer school\u201d brings to mind a slew of preconceived notions and misconceptions. In popular media, for example, summer school is often presented in a punitive light, something students are forced to complete as a form of remedial education.\r\n\r\nBut in reality \u2014 at least in the way many of our partner schools implement summer learning programs \u2014 this couldn\u2019t be further from the truth. The umbrella concept of summer learning has evolved far beyond credit recovery and has come to include everything from:\r\n<ul>\r\n \t<li>Traditional face-to-face classes taken over the summer<\/li>\r\n \t<li>Online summer courses<\/li>\r\n \t<li>Kindergarten readiness programs<\/li>\r\n \t<li>Events at the local community center or library<\/li>\r\n \t<li>Practice workbooks<\/li>\r\n \t<li>Reading challenges<\/li>\r\n \t<li>Apps and video games with educational content<\/li>\r\n<\/ul>\r\nPart of the beauty in summer learning lies in its flexibility. You can pick and choose the options you\u2019re able to offer that fit your staffing capacity, budget, and the needs of your students at different grade levels.\r\n<h6>Take Northville Public Schools as an example.<\/h6>\r\nOver the past several years, they\u2019ve taken great strides to grow the quantity and quality of summer learning options they offer to local students. A few of the options they offer include:\r\n<ul>\r\n \t<li><b>A face-to-face kindergarten readiness program\r\n<\/b><em>Designed to help students transition into kindergarten the following year<\/em><\/li>\r\n \t<li><b>4 face-to-face courses in civics, economics, honors geometry, and PE\/Health\r\n<\/b><em>Typically with 25-30 enrollments each<\/em><\/li>\r\n \t<li><b>Online courses through <i>Michigan Virtual\r\n<\/i><\/b><em>With over 1,000 enrollments from both Northville students and interested students from surrounding districts<\/em><\/li>\r\n<\/ul>\r\n<h6>Trust your own expertise<\/h6>\r\nWhen it comes to your district, you know what\u2019s best for your students. While popular subjects may have enough demand to justify a face-to-face summer section, the strict scheduling of this model can be difficult for some families\u2019 summer schedules, particularly if their students have travel plans, extracurricular camps, or will be working over the summer.\r\n\r\nOn the other hand, some students may be too young or simply not ready for the kind of self-directed learning that the online environment necessitates and benefit from having onsite options.\r\n<blockquote>\u201cI think that face-to-face is really important for some students who just might not be ready for online,\u201d says Dr. Sandra Brock, director of instructional programs and services at Northville. \u00a0\u201cThat being said, we have a variety of different families here. The online model really allows them to travel during the summer and be flexible and self-paced. For students who are recovering credits <i>and <\/i>students who are really trying to accelerate.\u201d<\/blockquote>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/checklist.svg\"><img id=\"3\" class=\"size-full wp-image-22864 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/checklist.svg\" alt=\"illustration of student checking off to-do list\" \/><\/a>\r\n<h2><b>What type of students typically take summer courses?<\/b><\/h2>\r\nHistorically, summer learning has been associated with credit recovery. This makes sense since students who fail courses during the academic school year need to make them up, and summer break provides them with ample opportunity to do so.\r\n\r\nBut as research and awareness on the <a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201csummer slide\u201d<\/a> grows, many have begun thinking about summer break differently, reimagining it as an opportunity for flexible and continued growth rather than a vacation from learning itself.\r\n\r\nIncreasingly, we have found students participating in summer learning as a means of <i>credit acceleration <\/i>rather than <i>credit recovery. <\/i>In our webinar, both Northville and Brighton express witnessing a massive growth in the number of students taking online summer courses for credit acceleration.\r\n<blockquote>\u201cWe\u2019re seeing more of our advanced students taking summer courses, and we\u2019ve had an increase in early graduates who are getting into college earlier. We\u2019ve gotten to the point where the right kids are taking the right courses,\u201d says Henry Vecchioni, principal of Brighton High School.<\/blockquote>\r\n\u201cThe number one reason for students to take credit ahead,\u201d he explains, \u201chas always been to open up more room in their schedules and create flexibility, since there are so many requirements now. It really has allowed them to take the courses that they want at the next level.\u201d\r\n<p class=\"lead\"><b><i>Keep reading to learn more in, <\/i><\/b><a href=\"https:\/\/michiganvirtual.org\/blog\/seven-reasons-why-your-high-achieving-students-benefit-from-online-summer-school-options\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b><i>\u201c7 reasons why your high-achieving students deserve online summer learning options.\u201d<\/i><\/b><\/a><\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/growth.svg\"><img id=\"4\" class=\"size-full wp-image-22865 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/growth.svg\" alt=\"illustration of chart indicating growth \" \/><\/a>\r\n<h2><b>What indicators of success should I look for? <\/b><\/h2>\r\nStudent success rates for summer learning vary based on students\u2019 unique motivations for enrollment.\r\n\r\nWhen interviewed for our webinar, representatives from both Northville and Brighton both consistently have found high pass rates \u2014 between \u00a090-95 percent pass \u2014 among students who take online courses for <i>credit acceleration.<\/i>\r\n\r\nThis number, however, is typically more variable among <i>credit recovery<\/i> populations, due to the complexities of each student\u2019s unique situation.\r\n\r\nThat being said, both schools emphasized another important variable of success:\r\n\r\n<b>Growth.<\/b>\r\n<blockquote>\u201cThe best PR for this is the students themselves,\u201d says Vecchioni. \u201cIf the kids are coming back, you\u2019re doing something right.\u201d<\/blockquote>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/teacher.svg\"><img id=\"5\" class=\"size-full wp-image-22866 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/teacher.svg\" alt=\"\" \/><\/a>\r\n<h2><b>What kind of support systems should I implement?<\/b><\/h2>\r\nUnder the traditional summer school model, students return to their classrooms and are instructed by a teacher in a manner that\u2019s familiar to them.\r\n\r\n<b>When it comes to online learning, however, this support system looks a little bit different.<\/b>\r\n\r\nWhen reflecting upon their high student success rates for online learners, both Dr. Brock and Vecchioni were clear to signify how crucial it has been to have dedicated <i>mentors<\/i> supporting their online summer learners.\r\n\r\nThough we can\u2019t speak for all online learning providers, our courses at <i>Michigan Virtual <\/i>include a highly qualified, Michigan-certified teacher who is an expert in their subject matter. Because of this, the work of<i> content instruction<\/i>, <i>providing feedback, <\/i>and <i>grading student work <\/i>does not fall squarely on the mentor\u2019s shoulders.\r\n\r\n<b>Rather, the mentor provides a unique, but critical support for the online learner by serving as: <\/b>\r\n<ul>\r\n \t<li>A steward of the student\u2019s progress<\/li>\r\n \t<li>A caring liaison between student, teacher, and parent, and<\/li>\r\n \t<li>A face-to-face connection, if needed<\/li>\r\n<\/ul>\r\n<blockquote>\u201cThe way that we implement our program,\u201d explains Dr. Brock, \u201cthe kids have an onsite Northville high school teacher \u2014 we call them teacher-mentors \u2014 who are available all summer at one of our schools in the computer lab. Therefore, they have a highly qualified online teacher AND a Northville High School teacher who is supporting them if they need it. I think this definitely helps with our success rates.\u201d<\/blockquote>\r\nWe were fortunate to have Lynette Daig \u2014 who is a certified math teacher at Brighton High School and the recipient of our 2016 Mentor of the Year award \u2014 \u00a0join us for our webinar.\r\n\r\n<b>When it comes to best practices for supporting online learners over the summer, she says:<\/b>\r\n\r\n\u201cI try to start off the summer with a good, strong start. I give students a very detailed email outline and informational flyer about everything they need to know for the summer. I check their scores and results, and if I see that kids are struggling, I\u2019ll send them screenshots and say, \u2018This is the area you need to work on.\u2019\u201d\r\n<blockquote>\u201cYou have to keep a close eye on the students,\u201d she says, \u201cto monitor them and keep them and their parents posted about where they are and what they need to do to reach their final goal.\u201d<\/blockquote>\r\n<b>The truth is that \u2014 for online learners \u2014 a diligent mentor can have a big impact on student success. <\/b>\r\n\r\n\u201cSometimes, online communication sans a face-to-face conversation can be challenging\u201d says Dr. Brock. \u201cOur mentors are really good at communicating with students, but now we\u2019ve been CC-ing the parents, just so everyone\u2019s on the same page.\u201d\r\n\r\nFor both schools, dedicating the time and resources necessary to implement these supports has been reflected in their high student success rates.\r\n<p class=\"lead\"><b><i>Check out our <\/i><\/b><a href=\"http:\/\/mvlri.org\/guides\" target=\"_blank\" rel=\"noopener noreferrer\"><b><i>free guides to online learning<\/i><\/b><\/a><b><i> to learn more about research-based, best practices for supporting online learners. If you find these resources helpful, considering linking them out to students, parents, mentors, and staff at your school. <\/i><\/b><\/p>\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/breaking-barriers.svg\"><img id=\"6\" class=\"size-full wp-image-22867 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/breaking-barriers.svg\" alt=\"illustration of woman breaking down barriers\" \/><\/a>\r\n<h2><b>What are common challenges that schools face when setting up summer learning programs?<\/b><\/h2>\r\nWhen it comes to traditional, face-to-face programming, both Northville and Brighton express that it\u2019s difficult for many students to work class times into their busy schedules.\r\n<blockquote>\u201cWe have too many students who cannot follow a traditional schedule,\u201d says Vecchioni, \u201cwhich is why we have been really embracing the online model.\u201d<\/blockquote>\r\n<b>With online learning, a different set of challenges arise. <\/b>\r\n\r\nFor some students, the temptation to procrastinate is strong.\r\n\r\nAt Northville, \u2014 where students are required to come take their final exam proctored by a mentor \u2014 school computer labs become busy spaces in August, right before the school year starts.\r\n\r\nThis is another reason that mentors play such an important role in keeping students on track throughout the summer, so they are not rushing to complete at the end of the term.\r\n\r\n<b>Another challenge:<\/b>\r\n<blockquote>\u201cAcademic honesty can be an issue, and we do have to follow our Board Policy,\u201d says Dr. Brock. \u201cWe\u2019re very clear about our expectations up front. . . But we also have students come to the school and take their final onsite, which helps with that academic integrity and honesty piece.\u201d<\/blockquote>\r\nIn our online courses, we take academic honesty very seriously, and our Michigan-certified online teachers are trained to use tools which detect plagiarism to help mitigate any potential issues as well. The online teacher, mentor, student, and parent work as a team to make sure every student is supported and thriving.\r\n\r\n<b>Despite the challenges, however, both schools are clear in echoing that the pros outweigh the cons. <\/b>\r\n\r\nAt the end of the summer, it\u2019s worth it to have students who are able to make room in their schedule for AP courses or dual enrollment, recover credits, and move forward toward their goals.\r\n\r\nStudents and parents in their districts express immense gratitude for having these opportunities.\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/payment-2.svg\"><img id=\"7\" class=\"size-full wp-image-22873 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/payment-2.svg\" alt=\"illustration of people holding up a credit card\" \/><\/a>\r\n<h2><b>Who pays for summer learning programs?<\/b><\/h2>\r\nThough pay models for summer learning vary from district to district, both Northville and Brighton structure their programs so that parents are responsible for course costs.\r\n\r\nThis cost is critical for providing the support systems that students need to succeed. For both of these programs, the cost of courses is used to pay mentors a stipend and keep a lab space open during the summer.\r\n\r\nTo ensure equitable access, however, both Northville and Brighton offer scholarship programs for students whose families cannot afford the cost of summer learning.\r\n<blockquote>\u201cWe have a process to support every student who asks for financial assistance,\u201d says Dr. Brock. \u201cWe try to make sure everyone has access to summer programming that wants it.\u201d<\/blockquote>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/chat.svg\"><img id=\"8\" class=\"alignnone size-full wp-image-22879\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/chat.svg\" alt=\"illustration of chat boxes\" \/><\/a>\r\n<h2>How do you inform students and parents about their options?<\/h2>\r\n<blockquote>\u201cUpfront communication with parents is really pivotal to our program.\u201d says Dr. Brock from Northville. \u201cHaving everything posted \u2014 especially online since we\u2019re in such a digital era \u2014 saves us from a lot of email and parent phone calls. We really try to have everything \u2014 including the pamphlet, the FAQs, the contact info \u2014 all in one spot. I probably copy-and-paste that link 300 times between now and June 16th.\u201d<\/blockquote>\r\nEvery year, Northville Public Schools updates a few different key communications for parents and students:\r\n<ul>\r\n \t<li><b>Parent Meeting <\/b>\u2014 An annual meeting where parents are invited to ask questions and learn about more how online learning works and what the expectations for learning will be, etc.<\/li>\r\n \t<li><b>Co-branded pamphlet \u2014 <\/b>A catalog co-created between Northville and <i>Michigan Virtual <\/i>that overviews courses offered \u2014 both online and face-to-face \u2014 as well as key contact and registration information.<\/li>\r\n \t<li><b>Summer school webpage \u2014<\/b> A webpage that provides all key information relevant to summer school, including FAQs, downloadable versions of pamphlets, and who you should contact if you have questions.<\/li>\r\n<\/ul>\r\nParticularly for online summer learners, she emphasizes, these communication channels are critical for helping students and parents acclimate to the world of online learning and its expectations.\r\n<p class=\"lead\"><b><i>For schools who offer online courses over the summer, we\u2019ve created \u00a0a <\/i><\/b><a href=\"https:\/\/michiganvirtual.org\/summer-school-communication-kit\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b><i>summer school communication kit<\/i><\/b><\/a><b><i> to help them spend less time writing communication materials and more time doing what they do best \u2014 helping students! Check it out!<\/i><\/b><\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/sharing-news.svg\"><img id=\"9\" class=\"size-full wp-image-22869 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/sharing-news.svg\" alt=\"illustration of man standing with megaphone sending out paper airplanes\" \/><\/a>\r\n<h2><b>What advice can you offer me?<\/b><\/h2>\r\nWe asked both Dr. Brock and Vecchioni what advice they have for other Michigan schools looking to start a summer learning program or expanding their existing programming.\r\n<blockquote>\u201cTalk to your stakeholders first,\u201d says Dr. Brock of Northville. \u201cSee what the needs are for summer education. It\u2019s really important that courses are offered that the students want to take, and this differs from district to district. Gauge what the needs are for students in your area, and then make sure that planning and logistics are very clear. People are a little bit less connected during the summer, so the more that you can be very organized and clear with your communication the better.\u201d<\/blockquote>\r\n<b>And from Vecchioni? <\/b>\r\n<blockquote>\u201cThe bottom line is about the people you have working for you in this. Summer learning programs are only as good as the people overseeing it. I think we\u2019re lucky in Brighton to have Lynette \u2014 and I think Sandra is lucky with the staff that she has in Northville. If you\u2019re going to start a summer learning program, <i>invest <\/i>in that staff member. Don\u2019t come up short.\u201d<\/blockquote>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/garden.svg\"><img class=\"size-full wp-image-22870 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/garden.svg\" alt=\"illustration of woman watering her garden\" \/><\/a>\r\n<h2><b>Looking to set up a summer learning program? <\/b><\/h2>\r\nIf you\u2019re interested in offering students in your district online summer options, we can help you get started with <a href=\"https:\/\/michiganvirtual.org\/blog\/step-by-step-guide-for-setting-up-your-online-summer-school\/\" target=\"_blank\" rel=\"noopener noreferrer\">our step-by-step guide to setting up a successful online learning program.<\/a>\r\n<p class=\"lead\"><strong>Learn more about our summer offerings by visiting: <\/strong><a href=\"https:\/\/michiganvirtual.org\/summer\" rel=\"noopener noreferrer\"><b>michiganvirtual.org\/summer<\/b><\/a><\/p>\r\n&nbsp;\r\n<h2><b>Other resources you might find helpful:<\/b><\/h2>\r\n<ul>\r\n \t<li><a href=\"https:\/\/michiganvirtual.org\/blog\/seven-reasons-why-your-high-achieving-students-benefit-from-online-summer-school-options\/\" target=\"_blank\" rel=\"noopener noreferrer\">7 ways taking online summer course benefits your high-achieving students <\/a><b>[Blog article]<\/b><\/li>\r\n \t<li><a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\">How to prevent the \u201csummer slide\u201d without giving up your hard-earned break <\/a><b>[Blog article]<\/b><\/li>\r\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/10-Reasons-Students-Take-Our-Online-Summer-Courses.png\" target=\"_blank\" rel=\"noopener noreferrer\">10 Reasons Students Take Our Online Summer Courses<\/a> <b>[Infographic]<\/b><\/li>\r\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/4-types-of-online-courses-your-students-can-take-this-summer.png\" target=\"_blank\" rel=\"noopener noreferrer\">4 Types of Online Courses Your Students Can Take This Summer<\/a> <b>[Infographic]<\/b><\/li>\r\n<\/ul>\r\n&nbsp;",
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            "content": "<div class=\"well\"><strong>Note:<\/strong> This policy is in reference to courses provided through <em>Michigan Virtual's<\/em> Professional Learning Portal (PLP). Separate <a href=\"\/policies\/purchasing-terms-conditions-sls\">purchasing terms &amp; conditions<\/a> apply to customers of our Student Learning Portal (SLP) and other student learning services.<\/div>\n<h2><em>Michigan Virtual<\/em> Course Purchase, Access, Drop, and Refund Terms and Conditions<\/h2>\n<span style=\"font-weight: 400\">These Terms and Conditions apply to all customers purchasing courses or content through <\/span><i><span style=\"font-weight: 400\">Michigan Virtual\u2019s<\/span><\/i><span style=\"font-weight: 400\"> Professional Learning Portal. All customers must acknowledge and accept these Terms and Conditions before <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> can supply the products\/services requested through <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\">. Submission of any enrollment order or shopping cart within <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> is evidence of customer\u2019s full understanding and agreement to the prices, refund\/credit policies and terms associated with said products\/services as contained herein.<\/span>\n\n<b>Customer further understands and acknowledges that:<\/b><span style=\"font-weight: 400\"> Customer(s) will not be granted access to the purchased course(s) by <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> staff until either full payment by credit card or approval is granted by the PD coordinator and <\/span><i><span style=\"font-weight: 400\">Michigan Virtual\u2019s<\/span><\/i><span style=\"font-weight: 400\"> Community Coordinator.&nbsp;<\/span>\n\n<span style=\"font-weight: 400\">Please note that some courses have additional approval processes based on previously taken training or membership. These requirements will be listed in the course description and customer(s) will be notified by email if their enrollment is pending approval. If the enrollment is not approved, a refund will be processed within 30 calendar days.&nbsp;<\/span>\n\n<span style=\"font-weight: 400\">Instructions will be sent to the customer\u2019s email on file once course access is granted.<\/span>\n<h3>Drop and Refund Policy<\/h3>\n<span style=\"font-weight: 400\">The <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> drop policy recognizes that changes may need to be made during the enrollment period providing customers with flexibility to get into the right course.<\/span>\n\n<span style=\"font-weight: 400\">Drop requests must be submitted to Michigan Virtual via email to <\/span><a href=\"mailto:[email protected]\"><span style=\"font-weight: 400\">[email protected]<\/span><\/a><span style=\"font-weight: 400\">. The request should be submitted as soon as the need for a change is noticed. Only refund requests received within 24 hours of a user being provided access to the course will be granted. Please note that completed courses cannot be refunded.<\/span>\n\n<span style=\"font-weight: 400\">Credit card refunds will be processed by <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> within 30 calendar days from the date of the request. Drop requests made after a learner has had access to the course for more than 24 hours can be processed, but are non-refundable.<\/span>\n\n<span style=\"font-weight: 400\">Schools, Education Service Providers, or business entities placing a<\/span><i><span style=\"font-weight: 400\"> Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> order will be invoiced for each enrollment after the related drop and grade period(s) have passed. Payment is due within 30 calendar days from the date of the invoice. Failure to issue timely payment to <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> may result in suspension of enrollment rights and\/or removal of users from classes for whom payment has not been received.<\/span>\n\n<em><span style=\"font-weight: 400\">[Last updated December 11, 2019]<\/span><\/em>",
            "title": "Purchasing Terms &amp; Conditions (Professional Learning Services)",
            "excerpt": "Note: This policy is in reference to courses provided through Michigan Virtual&#8217;s Professional Learning Portal (PLP). Separate purchasing terms &amp; conditions apply to customers of our Student Learning Portal (SLP) and other student learning services. Michigan Virtual Course Purchase, Access, Drop, and Refund Terms and Conditions These Terms and Conditions apply to all customers purchasing...",
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            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/",
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            "content": "<dl id=\"accordionTableOfContents\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"tableOfContentsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"tableOfContents\"><span class=\"accordion-title\">Table of Contents<\/span><span class=\"accordion-icon\">\u00a0<\/span><\/button><\/dt>\n \t<dd id=\"tableOfContents\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"tableOfContentsButton\"><a class=\"lead\" href=\"#introduction\">Introduction<\/a>\n<a class=\"lead\" href=\"#schools\">Schools<\/a>\n<a class=\"lead\" href=\"#courses\">Courses<\/a>\n<a class=\"lead\" href=\"#students\">Students<\/a>\n<a class=\"lead\" href=\"#student-by-state-assessment\">State Assessments<\/a>\n<a class=\"lead\" href=\"#maps\">Maps<\/a>\n<a class=\"lead\" href=\"#conclusion\">Conclusion<\/a>\n<a class=\"lead\" href=\"#appendix-a\">Appendix A - Methodology<\/a>\n<a class=\"lead\" href=\"#appendix-b\">Appendix - B School Tables<\/a>\n<ul>\n \t<li><a href=\"#table-b1\"><strong>Table B1.<\/strong> 2017-18 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/a><\/li>\n \t<li><a href=\"#table-b2\"><strong>Table B2.<\/strong> 2017-18 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses<\/a><\/li>\n \t<li><a href=\"#table-b3\"><strong>Table B3.<\/strong> 2017-18 Number and Percentage of Schools by School Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b4\"><strong>Table B4.<\/strong> 2017-18 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b5\"><strong>Table B5.<\/strong> 2017-18 Virtual Pass Rate by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b6\"><strong>Table B6.<\/strong> 2017-18 Number and Percentage of Full-Time (FT) Virtual or Cyber Schools<\/a><\/li>\n \t<li><a href=\"#table-b7\"><strong>Table B7.<\/strong> 2017-18 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/a><\/li>\n \t<li><a href=\"#table-b8\"><strong>Table B8.<\/strong> 2017-18 Number and Percentage of Schools with Part-Time (PT) Virtual Schools<\/a><\/li>\n \t<li><a href=\"#table-b9\"><strong>Table B9.<\/strong> 2017-18 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/a><\/li>\n \t<li><a href=\"#table-b10\"><strong>Table B10.<\/strong> 2017-18 Number and Percentage of Students from Part-Time (PT) Virtual Schools with Pass Rates by Provider Type<\/a><\/li>\n \t<li><a href=\"#table-b11\"><strong>Table B11.<\/strong> 2017-18 Pass Rate Comparison of Part-Time (PT) Virtual Learners for Their Virtual and Non-Virtual Courses by Provider Type<\/a><\/li>\n \t<li><a href=\"#table-b12\"><strong>Table B12.<\/strong> 2017-18 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-b13\"><strong>Table B13.<\/strong> 2017-18 Virtual Pass Rate by School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-b14\"><strong>Table B14.<\/strong> 2017-18 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b15\"><strong>Table B15.<\/strong> 2017-18 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/a><\/li>\n \t<li><a href=\"#table-b16\"><strong>Table B16.<\/strong> 2017-18 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b17\"><strong>Table B17.<\/strong> 2017-18 Number and Percentage of Schools and Virtual Enrollments by Locale<\/a><\/li>\n \t<li><a href=\"#table-b18\"><strong>Table B18.<\/strong> 2017-18 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/a><\/li>\n \t<li><a href=\"#table-b19\"><strong>Table B19.<\/strong> 2017-18 Virtual Pass Rate by Locale<\/a><\/li>\n \t<li><a href=\"#table-b20\"><strong>Table B20.<\/strong> 2017-18 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-c\">Appendix - C Course Tables<\/a>\n<ul>\n \t<li><a href=\"#table-c1\"><strong>Table C1.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/a><\/li>\n \t<li><a href=\"#table-c2\"><strong>Table C2.<\/strong> 2017-18 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/a><\/li>\n \t<li><a href=\"#table-c3\"><strong>Table C3.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/a><\/li>\n \t<li><a href=\"#table-c4\"><strong>Table C4.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/a><\/li>\n \t<li><a href=\"#table-c5\"><strong>Table C5.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/a><\/li>\n \t<li><a href=\"#table-c6\"><strong>Table C6.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/a><\/li>\n \t<li><a href=\"#table-c7\"><strong>Table C7.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for AP Courses<\/a><\/li>\n \t<li><a href=\"#table-c8\"><strong>Table C8.<\/strong> 2017-18 Virtual Enrollment Percentage by Subject Area and Locale<\/a><\/li>\n \t<li><a href=\"#table-c9\"><strong>Table C9.<\/strong> 2017-18 Virtual Enrollment Pass Rates by Subject Area and Locale<\/a><\/li>\n \t<li><a href=\"#table-c10\"><strong>Table C10.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/a><\/li>\n \t<li><a href=\"#table-c11\"><strong>Table C11.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-d\">Appendix - D Student Tables<\/a>\n<ul>\n \t<li><a href=\"#table-d1\"><strong>Table D1.<\/strong> 2017-18 Number of Virtual Students with Percent Year over Year Change<\/a><\/li>\n \t<li><a href=\"#table-d2\"><strong>Table D2.<\/strong> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/a><\/li>\n \t<li><a href=\"#table-d3\"><strong>Table D3<\/strong>. 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/a><\/li>\n \t<li><a href=\"#table-d4\"><strong>Table D4.<\/strong> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d5\"><strong>Table D5.<\/strong> 2017-18 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d6\"><strong>Table D6.<\/strong> 2017-18 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/a><\/li>\n \t<li><a href=\"#table-d7\"><strong>Table D7.<\/strong> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/a><\/li>\n \t<li><a href=\"#table-d8\"><strong>Table D8.<\/strong> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/a><\/li>\n \t<li><a href=\"#table-d9\"><strong>Table D9.<\/strong> 2017-18 Number of Virtual Enrollments with Pass Rates by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments) for Part-Time Types<\/a><\/li>\n \t<li><a href=\"#table-d10\"><strong>Table D10.<\/strong> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Course Performance<\/a><\/li>\n \t<li><a href=\"#table-d11\"><strong>Table D11.<\/strong> 2017-18 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/a><\/li>\n \t<li><a href=\"#table-d12\"><strong>Table D12.<\/strong> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-e\">Appendix - E State Assessment Measures Tables<\/a>\n<ul>\n \t<li><a href=\"#table-e1\"><strong>Table E1.<\/strong> 2017-18 Comparison of Virtual and State Pass Rates on 11<sup>th<\/sup> Grade State Assessment Measures<\/a><\/li>\n \t<li><a href=\"#table-e2\"><strong>Table E2.<\/strong> 2017-18 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/a><\/li>\n \t<li><a href=\"#table-e3\"><strong>Table E3.<\/strong> 2017-18 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-e4\"><strong>Table E4.<\/strong> 2017-18 State Assessment Proficiency Rates for Virtual Learners by Virtual Type <\/a><\/li>\n \t<li><a href=\"#table-e5\"><strong>Table E5.<\/strong> 2017-18 State Assessment Proficiency Rates for Virtual Learners by Part-Time Type and Non-Virtual Performance<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-f\">Appendix - F Completion Status Tables<\/a>\n<ul>\n \t<li><a href=\"#table-f1\"><strong>Table F1.<\/strong> 2017-18 Number and Percentage of Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f2\"><strong>Table F2.<\/strong> 2017-18 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/a><\/li>\n \t<li><a href=\"#table-f3\"><strong>Table F3.<\/strong> 2017-18 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f4\"><strong>Table F4.<\/strong> 2017-18 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/a><\/li>\n \t<li><a href=\"#table-f5\"><strong>Table F5.<\/strong> 2017-18 Number and Percentage of Part-Time Virtual Enrollments by Completion Status and Provider Type<\/a><\/li>\n \t<li><a href=\"#table-f6\"><strong>Table F6.<\/strong> 2017-18 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-f7\"><strong>Table F7.<\/strong> 2017-18 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/a><\/li>\n \t<li><a href=\"#table-f8\"><strong>Table F8.<\/strong> 2017-18 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/a><\/li>\n \t<li><a href=\"#table-f9\"><strong>Table F9.<\/strong> 2017-18 Percentage of Virtual Enrollments by Completion Status and Race\/Ethnicity<\/a><\/li>\n \t<li><a href=\"#table-f10\"><strong>Table F10.<\/strong> 2017-18 Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-f11\"><strong>Table F11.<\/strong> 2017-18 Percentage of Part-Time Virtual Enrollments by Completion Status and Special Education Status<\/a><\/li>\n \t<li><a href=\"#table-f12\"><strong>Table F12.<\/strong> 2017-18 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/a><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Effectiveness Reports<\/span><span class=\"accordion-icon\">\u00a0<\/span><\/button><\/dt>\n \t<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/em><\/a><\/dd>\n<\/dl>\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/ER-2019-At-A-Glance-Web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Infographic<\/a> <a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/Effectiveness-Report-2017-18.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download PDF Version<\/a> <a class=\"btn\" href=\"https:\/\/www.youtube.com\/watch?v=bqRJNC4x31E\" target=\"_blank\" rel=\"noopener\">Watch Report Overview<\/a>\n<h2 id=\"Introduction\">Introduction<\/h2>\nThis report presents analysis of information on virtual learners reported by schools to the state and shares findings in a highly consumable way to aid the evaluation of virtual learning programs. This year\u2019s report is the sixth edition of this annual publication. Past reports are available through the <a href=\"https:\/\/michiganvirtual.org\/research\">MVLRI website<\/a>.\n\nThe report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. The fourth section captures performance on statewide assessments. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report\u2019s methodology is captured in Appendix A. Please note that in some tables and figures, the percentage data may not sum to 100% due to rounding.\n<h2 id=\"Schools\">Schools<\/h2>\n<blockquote>\n<h3 id=\"School Fast Facts\">Fast Facts<\/h3>\n<ul>\n \t<li>598 school districts reported at least one virtual enrollment. This represents two-thirds of Michigan school districts.<\/li>\n \t<li>Over half of the 1,158 schools with virtual enrollments had 100 or more virtual enrollments.<\/li>\n \t<li>74% of schools with virtual enrollments had a general education school emphasis; 25% had an alternative education emphasis.<\/li>\n \t<li>87% of schools with virtual learning were LEA schools.<\/li>\n \t<li>LEA schools accounted for 58% of the virtual enrollments; PSA schools generated 39% of the virtual enrollments.<\/li>\n \t<li>57% of virtual enrollments came from schools with part-time virtual learning options.<\/li>\n \t<li>LEA schools are increasingly creating full-time virtual schools.<\/li>\n \t<li>More successful students in face-to-face courses tend to be provided with online courses through <em>Michigan Virtual<\/em>, and <em>Michigan Virtual<\/em> students had the highest virtual pass rate (79%).<\/li>\n \t<li>97% of virtual enrollments came from schools with 100 or more virtual enrollments.<\/li>\n \t<li>About 78% of virtual enrollments came from students in grades 9-12.<\/li>\n \t<li>29% of virtual enrollments came from suburban schools, the most of any locale.<\/li>\n \t<li>Schools with a general education emphasis had a 63% virtual pass rate, outperforming those with an alternative education emphasis which had a pass rate of 44%.<\/li>\n \t<li>25% of schools had a school-wide virtual pass rate of 90% to 100%.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"number-of-districts\">Number of Districts<\/h3>\nFor the 2017-18 school year, 598 districts reported having at least one virtual enrollment. This represented two-thirds of Michigan public school districts (see <em><a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MDE_Fast_Fact_379573_7.pdf\">MDE Fast Facts 2017-18<\/a><\/em> for count of Michigan public school districts). Within those districts, 1,158 schools reported virtual enrollments.\n<h3 id=\"by-grade-level\">By Grade Level<\/h3>\nAcross the 1,158 schools, 581,911 virtual enrollments were taken. Students in 12<sup>th<\/sup> grade enrolled in the most virtual courses (157,943) representing approximately 27% of all virtual enrollments. The overall pass rate for virtual enrollments was 55%, the same as the prior year.\u00a0See <a href=\"#table-f1\">Table F1<\/a> for a more specific breakdown of all the completion statuses. This ranged from a high of 70% in kindergarten to a low of 41% in 9<sup>th<\/sup> grade. See <a href=\"#table-b1\">Table B1<\/a> for more information. Consistent with findings from previous years, virtual learners passed their virtual courses at a lower rate (55%) than they passed their non-virtual courses (79%). This gap of 24% is 1% larger than the 2016-17 school year. See <a href=\"#table-b2\">Table B2<\/a>.\n<h3 id=\"by-school-level-virtual-pass-rate\">By School-Level Virtual Pass Rate<\/h3>\nOf the 1,158 schools with virtual enrollments, 289 or 25% had school-level virtual pass rates of 90% to 100%. A little more than half of schools had virtual pass rates of 70% or better. See <a href=\"#table-b3\">Table B3<\/a>.\n<h3 id=\"by-entity-type\">By Entity Type<\/h3>\nLEA schools (58%) and PSA schools (39%) accounted for almost all the virtual enrollments. Over 1,000 (87%) schools with virtual enrollments came from LEA schools while only 108 (9%) of the schools were PSAs. See <a href=\"#table-b4\">Table B4<\/a>. LEA schools had a higher pass rate (58%) than PSA schools (51%). See <a href=\"#table-b5\">Table B5<\/a> or, for a more in-depth look at the completion statuses, see <a href=\"#table-f2\">Table F2<\/a>.\n<h3 id=\"by-full-time-virtual-schools\">By Full-Time Virtual Schools<\/h3>\nThe number of full-time virtual schools expanded from 52 in 2016-17 to 70 in 2017-18, an increase of about 35%. Fifty-five of the 70 full-time virtual schools (79%) were LEA schools. The 13 PSA cyber schools accounted for 19% of the full-time virtual schools. See <a href=\"#table-b6\">Table B6<\/a>. About one-third of students attending full-time virtual schools did so at LEA schools with two-thirds attending a PSA cyber school. The number of enrollments from full-time virtual LEA schools jumped from 41,500 in 2016-17 to over 73,000 (76% increase) and now represents almost 30% of full-time virtual enrollments; however the 13 PSA cyber schools remain the virtual enrollment leader with almost 175,000 enrollments.\u00a0 The pass rates between these two entity types varies somewhat with full-time virtual LEA schools at 47% and PSA cyber schools at 53%. See <a href=\"#table-b7\">Table B7<\/a> and <a href=\"#table-f3\">Table F3<\/a>. In total, 43% of virtual enrollments came from cyber or full-time virtual schools \u2013 five percent higher than last year.\n<h3 id=\"by-part-time-virtual-schools\">By Part-Time Virtual Schools<\/h3>\nAbout 94% of the schools offering virtual learning do so to supplement their face-to-face course offerings. These 1,088 schools, referred to in this report as part-time virtual schools, were predominantly LEA schools (88%). See <a href=\"#table-b8\">Table B8<\/a>. Eighty-six percent of the part-time virtual students were enrolled through LEA schools and 12% through PSA schools. LEA schools accounted for over 265,000 virtual enrollments or 80% of the part-time enrollments. In total, part-time virtual enrollments accounted for 53% of all the virtual enrollments for the year. LEA schools had a pass rate of 61% whereas PSA schools had a pass rate of 47%. Overall, the pass rates for the part-time virtual schools (58%) was seven percentage points higher than the rate for the full-time virtual schools (51%). See <a href=\"#table-b9\">Table B9<\/a> and <a href=\"#table-f4\">Table F4<\/a>.\n\nIn general, we know very little about the performance of various online course providers; most virtual programs buy their online courses from a third-party vendor. An exception is <em>Michigan Virtual<\/em>. Approximately 13% of the part-time virtual students took at least one virtual course with <em>Michigan Virtual<\/em> and accounted for slightly more than 27,000 enrollments (8% of part-time virtual enrollments). The <em>Michigan Virtual <\/em>pass rate was 22% higher (79%) than the rest of the part-time virtual enrollments (57%). See <a href=\"#table-b10\">Table B10<\/a> and <a href=\"#table-f5\">Table F5<\/a>. There were, however, also important differences observed in the non-virtual performance between <em>Michigan Virtual<\/em> student and non-<em>Michigan Virtual <\/em>students. Students taking courses with <em>Michigan Virtual<\/em> passed their non-virtual courses 91% of the time, whereas the other part-time virtual students only passed their non-virtual courses 76% of the time. See <a href=\"#table-b11\">Table B11<\/a>.\n<h3 id=\"by-school-emphasis\">By School Emphasis<\/h3>\nSchools designated with General Education as their emphasis produced 339,762 (58%) of the virtual enrollments. Schools with Alternative Education as their emphasis accounted for 238,027 (41%) of the virtual enrollments. See <a href=\"#table-b12\">Table B12<\/a>. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 63% virtual pass rate, whereas Alternative Education schools had a 44% virtual pass rate (see <a href=\"#table-b13\">Table B13<\/a> and <a href=\"#table-f6\">Table F6<\/a>), though this, too, varied by entity type. LEA schools, for instance, had a 71% virtual pass rate for General Education schools and a 44% virtual pass rate for Alternative Education schools. See <a href=\"#table-b14\">Table B14<\/a>.\n<h3 id=\"by-number-of-virtual-enrollments\">By Number of Virtual Enrollments<\/h3>\nOver half of schools with virtual enrollments (56%) had 100 or more virtual enrollments. These schools were responsible for 97% of the virtual enrollments. As has been observed in previous years, schools with less than 10 virtual enrollments were the next highest percentage of schools with 17%; however, they only generated .1% of the virtual enrollments. See <a href=\"#table-b15\">Table B15<\/a>.\n\nAnother trend that continued was that, in general, schools with fewer virtual enrollments per students performed better. Consider for instance, that 35% of schools with an average of one to two virtual enrollments per virtual learner had a virtual pass rate of 90% to 100% whereas only 13% of schools with an average of four or more virtual courses per virtual learner had a 90% to 100% pass rate. See <a href=\"#table-b16\">Table B16<\/a>.\n<h3 id=\"by-locale\">By Locale<\/h3>\nRural schools represented about 35% of schools with virtual enrollments. Suburban settings provided the second most schools with 29%. Suburban schools, however, tallied the largest percentage of the virtual enrollments at 29%. For the first time, all four locales had more than 100,000 virtual enrollments. See <a href=\"#table-b17\">Table B17<\/a>. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. Similarly, schools with less than 25 virtual enrollments was the second most likely scenario. See <a href=\"#table-b18\">Table B18<\/a>. Virtual pass rates varied by locale with rural and suburban schools having the highest virtual pass rate at 60% and those not specified having the lowest at 39%. Both city schools (16%) and those not specified (17%) had the highest percentage of schools with pass rates less than 20%. See <a href=\"#table-b19\">Tables B19<\/a> and <a href=\"#table-b20\">B20<\/a>.\n<h2 id=\"courses\">Courses<\/h2>\n<blockquote>\n<h3 id=\"fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>581,911 virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 55%.<\/li>\n \t<li>Virtual enrollments were spread across 943 different course titles.<\/li>\n \t<li>66% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li>\n \t<li>The course titles with the highest enrollments for each core subject were:\n<ul>\n \t<li>English Language and Literature: English 9, English 10, English 12, and English 11<\/li>\n \t<li>Mathematics: Geometry, Algebra II, Algebra I, and Consumer Math<\/li>\n \t<li>Life and Physical Sciences: Biology, Chemistry, Earth Science, and Physical Science<\/li>\n \t<li>Social Sciences and History: U.S. History, Economics, World History, World History and Geography<\/li>\n<\/ul>\n<\/li>\n \t<li>The virtual pass rates for each core subject were:\n<ul>\n \t<li>English Language and Literature: 51%<\/li>\n \t<li>Mathematics: 48%<\/li>\n \t<li>Life and Physical Sciences: 52%<\/li>\n \t<li>Social Sciences and History: 56%<\/li>\n<\/ul>\n<\/li>\n \t<li>30 different Advanced Placement (AP) courses were taken virtually.<\/li>\n \t<li>The percentage of enrollments was fairly consistent by subject area across rural, town, suburban, and city schools.<\/li>\n \t<li>Online courses (defined as including a teacher in the virtual environment) produced 83% of the virtual enrollments. Digital learning (without a teacher in the virtual environment) and blended learning (some virtual, some face-to face instruction) each accounted for about 9% and 7% of the virtual enrollments, respectively.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"number-of-courses\">Number of Courses<\/h3>\nThe 581,911 virtual enrollments came from 943 different course titles, as determined by unique SCED codes.\n<h3 id=\"courses-by-subject-area\">Courses by Subject Area<\/h3>\nEnglish Language and Literature was the subject area with the highest virtual enrollment with 108,698 enrollments \u2013 19% of all virtual enrollments. Social Sciences and History, Mathematics, and Life and Physical Sciences were the other subject areas with 10% or more of the virtual enrollments. In high enrollment subject areas (greater than 25,000 virtual enrollments), virtual pass rates varied from a low of 48% in Mathematics to a high of 62% for Miscellaneous and Physical, Health, and Safety Education. See <a href=\"#table-c1\">Table C1<\/a> and <a href=\"#table-f7\">Table F7<\/a>. The virtual pass rates were consistently lower than the non-virtual pass rate for the virtual learners in their non-virtual courses, a trend observed in past years. See <a href=\"#table-c2\">Table C2<\/a>.\n<h3 id=\"highest-virtual-enrollment-courses\">Highest Virtual Enrollment Courses<\/h3>\nFor English Language and Literature, the most highly enrolled in virtual courses were 9<sup>th<\/sup>, 10<sup>th<\/sup>, 11<sup>th<\/sup>, and 12<sup>th<\/sup> grade English\/Language Arts. Of those four, the pass rate was lowest for 9<sup>th<\/sup> grade English\/Language Arts (39%) and consistently rose for each subsequent grade level to finish at 59% for 12<sup>th<\/sup> grade English\/Language Arts. See <a href=\"#table-c3\">Table C3<\/a>.\n\nIn Mathematics, Geometry, Algebra II, and Algebra I were the virtual courses with the highest enrollments. The pass rate across the top ten most enrolled-in virtual mathematics courses ranged from a low of 33% for Algebra 1 \u2013 Part 1 to a high of 64% for Consumer Math. See <a href=\"#table-c4\">Table C4<\/a>.\n\nBiology, Chemistry, and Earth Science were the three course titles responsible for more than 10% of the virtual enrollments in Life and Physical Sciences courses. A quarter of all Life and Physical Sciences virtual courses were taken in Biology. Biology also had the lowest pass rate (45%) along with Physical Science of those in the top ten; the highest was Physics at 59%. See <a href=\"#table-c5\">Table C5<\/a>.\n\nFor Social Sciences and History, the three course titles of U.S. History \u2013 Comprehensive, Economics, and World History \u2013 Overview each yielded more than 10% of the virtual enrollments. Pass rates for the top ten most enrolled in courses ranged from a low of 43% in Modern World History to a high of 74% for Psychology. See <a href=\"#table-c6\">Table C6<\/a>.\n\nThirty AP courses were taken virtually in 2017-18. AP Psychology was the most popular course accounting for 17% of the 3,735 AP enrollments. Over half of the virtual AP courses were taken by <em>Michigan Virtual<\/em> students. The pass rate for AP courses taken virtually was 86%. See <a href=\"#table-c7\">Table C7<\/a>. The pass rate for non-virtual AP courses taken by virtual learners was 93%.\n<h3 id=\"subject-area-enrollments-by-locale\">Subject Area Enrollments by Locale<\/h3>\nCourse enrollment patterns were consistent across locales. For instance, Mathematics represented between 16% and 18% of the virtual enrollments for all (rural, town, suburb, city, and not specified) locales. The range was also 2% (12% to 14%) for Life and Physical Sciences and 4% in English Language and Literature. See <a href=\"#table-c8\">Table C8<\/a>. Pass rates in virtual courses also varied across subject areas and locale. For instance, in English Language and Literature, pass rates fell between 37% for not specified schools to 55% for rural, suburban, and town schools. In Mathematics, pass rates ranged from 28% (not specified) to 53% (suburban). See <a href=\"#table-c9\">Table C9<\/a>.\n<h3 id=\"subject-area-enrollments-by-gender\">Subject Area Enrollments by Student Sex<\/h3>\nMales and females enrolled in subject areas in similar proportions. For the four highest enrollment subject areas, the proportion of enrollment from males and females was within one percent of each other. Pass rates did, however, show more variability by student sex; in most cases, females outperformed males \u2013 a trend that has been consistent with past years. See <a href=\"#table-c10\">Table C10<\/a>.\n<h3 id=\"courses-by-virtual-method\">Courses by Virtual Method<\/h3>\nSchools classified the virtual courses into one of three methods: Blended Learning, Digital Learning, or Online Learning. See page 413 of the <a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY17-18_v1.4_623423_7.pdf#comp-stucourse\"><em>Michigan Student Data System Collection Details Manual Version 1.4<\/em><\/a>.\n<ul>\n \t<li>Blended Learning - A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction. For a course to be considered blended, at least 30% of the course content is delivered online.<\/li>\n \t<li>Digital Learning - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n \t<li>Online Course - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time or location, or both. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<\/ul>\nBlended Learning enrollments accounted for 7% of the virtual enrollments and had a pass rate of 55%. Digital Learning totaled 9% of the enrollments with a 55% pass rate. Online courses represented the majority of the enrollments (83%) and yielded a pass rate of 55%. See <a href=\"#table-c11\">Table C11<\/a>.\n<h2 id=\"students\">Students<\/h2>\n<blockquote>\n<h3 id=\"student-fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>112,688 K-12 students took at least one virtual course which represents 7% of Michigan public school students.<\/li>\n \t<li>86% of virtual learners were in high school; 33% were seniors and 21% were juniors.<\/li>\n \t<li>49% of virtual learners passed all their virtual courses. Twenty-three percent of virtual learners did not pass any of their virtual courses.<\/li>\n \t<li>Of the 26,462 students who did not pass any of their virtual courses, 42% took only one or two courses. Almost 12,000 students took and did not pass five or more virtual courses with more than 3,000 students taking and not passing 11 or more virtual courses.<\/li>\n \t<li>For part-time virtual learning, <em>Michigan Virtual<\/em> students were the most successful, even when considering their higher non-virtual performance.<\/li>\n \t<li>Female students had a higher pass rate (57%) than did males (53%).<\/li>\n \t<li>Students in poverty made up the majority of virtual learners (57%) and virtual enrollments (66%). Students in poverty also had a lower pass rate (49% v. 69%).<\/li>\n \t<li>Students using special education services made up 12% of the virtual learners.<\/li>\n \t<li>Pass rates were higher for students taking fewer virtual courses. Students taking one or two virtual courses had a 76% pass rate compared to 51% for those taking five or more.<\/li>\n \t<li>White students represented 68% of virtual students; African-Americans were 17%.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"by-student-grade-level\">By Grade Level<\/h3>\nFor the 2017-18 school year, 112,688 Michigan K-12 students, approximately 7% of students in the state, took at least one virtual course. This was an 11% increase in the number of virtual learners compared to what was reported for 2016-17. Only about 6% of the state\u2019s virtual learners were in grades K-5. Grades 6-8 were responsible for about 9% of the virtual learners. High school grade levels generated 86% of the virtual learners. Over 33% of virtual learners were high school seniors and more than 21% were juniors. See <a href=\"#table-d1\">Table D1<\/a>.\n<h3 id=\"by-student-sex\">By Student Sex<\/h3>\nThere were slightly more females (56,928) enrolled in virtual courses than males (55,789), though from a percentage perspective, each represented about 50% of the population. Females had a 4% higher pass rate (57% compared to 53%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See <a href=\"#table-d2\">Table D2<\/a> and <a href=\"#table-f8\">Table F8<\/a>.\n<h3 id=\"student-by-race\/ethnicity\">By Race\/Ethnicity<\/h3>\nWhite students made up 68% of virtual students with African American students totaling the second highest percentage with 17%. Asian students had the only pass rate (69%) above 60%. See <a href=\"#table-d3\">Table D3<\/a> and <a href=\"#table-f9\">Table F9<\/a>.\n<h3 id=\"student-by-poverty-status\">By Poverty Status<\/h3>\nFifty-seven percent of virtual learners were classified as living in poverty. This is about 7% higher than the percentage of K-12 students statewide who were eligible for free or reduced lunch (50%) in the fall of 2017 2017 (see the <em><a href=\"https:\/\/www.mischooldata.org\/Other\/DataFiles\/StudentCounts\/HistoricalFreeAndReducedLunchCounts.aspx\">Fall State Free and Reduced Lunch Count file for the 2017-18 school year<\/a><\/em>). Students living in poverty took 66% of the virtual enrollments for the year. This is 4% higher than the percentage of virtual enrollments from students in poverty in the 2016-17 school year. The pass rate for students in poverty (49%) was 20 percentage points lower than students who were not in poverty (69%). See <a href=\"#table-d4\">Table D4<\/a> and <a href=\"#table-f10\">Table F10<\/a>.\n\nIn addition to the performance gap between those in poverty and those not in poverty, there were also differences in non-virtual pass rates. Virtual learners in poverty had a 70% pass rate in their non-virtual courses, 21 percentage points better than their virtual pass rate. Interestingly, students not in poverty had an 87% pass rate in their non-virtual courses, an improvement of 18 percentage points over their virtual pass rate. Thus, students in poverty had a larger performance gap between their virtual and non-virtual pass rates than did students who were not in poverty. See <a href=\"#table-d5\">Table D5<\/a>.\n\nDifferences were apparent by virtual type. Seventy percent of Full-Time learners were in poverty compared to 58% of Part-Time (Non-<em>Michigan Virtual)<\/em> learners and 27% of the Part-Time (<em>Michigan Virtual) <\/em>learners. The pass rate for Full-Time students in poverty was 46% compared to 50% for Part-Time (Non-<em>Michigan Virtual<\/em>) and 68% for Part-Time (<em>Michigan Virtual)<\/em>. See <a href=\"#table-d6\">Table D6<\/a>.\n<h3 id=\"student-by-special-education\">By Special Education Status<\/h3>\nStudents using special education services made up 12% of the virtual learners and 13% of the virtual enrollments. These percentages are similar to the statewide percentage of students using special education services (13.1%) for the 2017-18 school year (see the <em><a href=\"http:\/\/bit.ly\/2sT1yRq\">2017-18 Special Education Data Portraits: Disability Snapshot<\/a><\/em>). Students using special education services had a virtual pass rate of 48% compared to 56% for those who did not. See <a href=\"#table-d7\">Table D7<\/a> and <a href=\"#table-f11\">Table F11<\/a>.\n<h3 id=\"student-by-non-virtual-course-performance\">By Non-Virtual Course Performance<\/h3>\nPart-time virtual learners with at least three non-virtual courses were classified into one of three categories based on their success in those non-virtual courses. The three categories were:\n<ul>\n \t<li>Passed all Non-Virtual Courses<\/li>\n \t<li>Did Not Pass 1 or 2 Non-Virtual Courses<\/li>\n \t<li>Did Not Pass 3 or More Non-Virtual Courses<\/li>\n<\/ul>\nIn total, 63% of students had at least three or more non-virtual enrollments. Of that group, 49% of students passed all their non-virtual courses, 22% did not pass one or two, and 29% did not pass three or more. There were clear differences in virtual pass rates between the three categories. Students passing all of their non-virtual courses had an 86% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 62%, and those with the lowest non-virtual success had a virtual pass rate of only 39%. See <a href=\"#table-d8\">Table D8<\/a>.\n\nThere were also differences for these three groups by virtual type. Part-Time (<em>Michigan Virtual) <\/em>learners consistently had higher virtual pass rates (89%, 73%, and 49%, respectively) compared to the Part-Time (Non-<em>Michigan Virtual<\/em>) learners (85%, 61%, and 38%, respectively). See <a href=\"#table-d9\">Table D9<\/a>.\n<h3 id=\"student-by-virtual-course-performance\">By Virtual Course Performance<\/h3>\nForty-nine percent of virtual learners passed every virtual enrollment they took. Twenty-three percent did not pass any of their virtual enrollments, and 28% passed some, but not all of their virtual courses. Students who passed all of their virtual courses were responsible for 31% of the virtual enrollments. Students with mixed success generated 48% of the enrollments, and students who did not pass any of their virtual courses contributed 22% of the virtual enrollments. See <a href=\"#table-d10\">Table D10<\/a>.\n\nFor the students who did not pass any of their virtual courses, 42% only took one or two virtual courses. On the other hand, 11,839 students did not pass five or more virtual courses, and a staggering 3,005 students did not pass 11 or more virtual courses. Further analysis of students failing all of their 11 or more virtual courses showed that 1,437 came from Full-Time PSA cyber schools; thus, about 9% of virtual learners in PSA cyber schools took 11 or more virtual courses and did not pass any of them. Over 500 of the full-time LEA schools were in this group representing 6% of the students attending such schools. About a thousand students in this group were reported by part-time virtual schools. Just shy of 500 students were using special education services (16%) and slightly fewer than 2,500 of these students (83%) were in poverty. See <a href=\"#table-d11\">Table D11<\/a> and <a href=\"#table-f12\">Table F12<\/a>.\n\nWhat <a href=\"#table-f12\">Table F12<\/a> makes clear is that for students who do not pass any of their virtual enrollments, \u201cwithdrawns\u201d and \u201cincompletes\u201d were rampant. For the virtual enrollments from students who did not pass any of their virtual enrollments, 54% had a \u201cWithdrawn\u201d status (exited, failing, or passing) and another 17% were classified as \u201cIncomplete\u201d. For those taking 11 or more virtual courses, 54% had a \u201cWithdrawn\u201d status and 19% were marked \u201cIncomplete\u201d. In each case, only about a quarter of the virtual enrollments were actually classified as \u201cCompleted\/Failed\u201d. Please see the section on <a href=\"#pass-rate-calculations\">Pass Rate Calculations<\/a> for more elaboration on the impact of such issues on pass rates.\n<h3 id=\"student-by-virtual-usage\">By Virtual Usage<\/h3>\nGenerally speaking, virtual learners did better when they took fewer virtual courses. Students taking one to two virtual courses had a pass rate of 76% compared to a pass rate of 63% for those taking three to four virtual courses and a pass rate of 51% for students taking five or more virtual courses. Almost half of students fell under the description of taking one or two virtual courses; however, 41% were found to have taken five or more virtual courses during the year. See <a href=\"#table-d12\">Table D12<\/a>.\n<h2 id=\"student-by-state-assessment\">State Assessment<\/h2>\n<blockquote>\n<h3 id=\"state-assessment-fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>49% of 11<sup>th<\/sup> grade virtual learners who took the SAT were proficient in the Reading\/Writing component. About a quarter tested proficient in Math.<\/li>\n \t<li>Higher proficiency rates were seen with higher non-virtual performance and with students who were not in poverty.<\/li>\n \t<li>Students taking virtual courses with <em>Michigan Virtual<\/em> had the highest levels of proficiency on the standardized assessments.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"assessment-by-subject-area\">By Subject Area<\/h3>\nState assessment data can be used to provide an independent measure of student performance. Based on SAT and M-STEP data from students in 11<sup>th<\/sup> grade, virtual learners showed lower percentages reaching proficiency on the Evidence-Based Reading and Writing (SAT), Mathematics (SAT), and Social Studies (M-STEP) examinations than the statewide proficiency rates. Just under half of the 11<sup>th<\/sup> grade virtual learners tested proficient in Evidence-Based Reading and Writing and about a quarter were proficient in Mathematics. See <a href=\"#table-e1\">Table E1<\/a>.\n<h3 id=\"assessment-by-non-virtual-performance\">By Non-Virtual Performance<\/h3>\nAs would be expected, the percentage of virtual learners testing proficient on these state tests varied considerably when taking into account their non-virtual performance. For instance, students taking a minimum of three non-virtual courses and passing all of them had proficiency rates that exceeded the statewide average for each of tests. Students who did not pass one or two of their non-virtual courses and those not passing three or more of their non-virtual courses had much lower rates of proficiency.\u00a0 See <a href=\"#table-e2\">Table E2<\/a>.\n<h3 id=\"assessment-by-poverty-status\">By Poverty Status<\/h3>\nStudents in poverty consistently recorded proficiency rates that were 30% lower than their peers who were not in poverty. As an example, 32% of virtual learners in poverty scored proficient on the Evidence-Based Reading and Writing exam compared to 66% for those who were not in poverty. See <a href=\"#table-e3\">Table E3<\/a>.\n<h3 id=\"assessment-by-provider-type\">By Provider Type<\/h3>\nStudents taking virtual courses with <em>Michigan Virtual<\/em> had the highest rates of proficiency on the assessments, exceeding the state average on all examinations. Part-Time (Non-<em>Michigan Virtual<\/em>) learners had rates that were higher than those from the Full-Time type. See <a href=\"#table-e4\">Table E4<\/a>. When considering the non-virtual performance of students, the <em>Michigan Virtual<\/em> students consistently outperformed the Part-Time (Non-<em>Michigan Virtual<\/em>) type by twenty percentage points or more. See <a href=\"#table-e5\">Table E5<\/a>.\n<h2 id=\"maps\">Maps<\/h2>\nBerrien, Eastern U.P., Lapeer, and Tuscola ISDs\/RESAs had at least 15% of students in their service areas take a virtual course in 2017-18. In total, there were 17 ISDs\/RESA with 10% or more of the students taking virtual courses \u2013 an increase of five over the prior year. See Figure 2.\n\n<img class=\"alignnone wp-image-2260 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/2017-18-Non-Cyber_Percent_Students_Map.png\" alt=\"Map shows Michigan ISDs colored by the percentage of virtual courses. All but six counties have some color of blue meaning they have at least 5% of more of their students taking a virtual course (non-cyber) in 2017-18. In contrast, 17 ISDs had more than 10%; see the preceding paragraph for more detail.\" width=\"1958\" height=\"1934\" \/>\n\n<strong>Figure 2.<\/strong> <em>2017-18 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD<\/em>\n\nOne in five students attending a PSA cyber school resided within the Wayne RESA service area; non-resident status data was available for all but one PSA cyber school. The Macomb ISD service area was the only other area with 1,000 or more students attending PSA cyber schools. Genesee, Kent, Ingham, and Oakland ISD each had between 500 and less than 1,000 students from their area attending PSA cyber schools. See Figure 3.\n\n<img class=\"alignnone size-full wp-image-2261\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/2017-18-Cyber-Map-Count.png\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties are white meaning they have less than 100 PSA cyber students in 2017-18. Counties with the highest percentage cluster around the Wayne, Macomb, Ingham, and Kent counties.\" width=\"1958\" height=\"1934\" \/>\n\n<strong>Figure 3.<\/strong> <em>2017-18 Count of PSA Cyber School Students by Resident ISD<\/em>\n\n<em>Note: Non-resident status data was available for all but one PSA cyber school. Statistics and the map found above were created based on available information.<\/em>\n<h2 id=\"conclusion\">Conclusion<\/h2>\nThis year\u2019s report represents the eighth year of data on the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist. See <a href=\"#table-1\">Table 1<\/a>. The use of virtual learning as evidenced by the number of virtual learners, virtual enrollments, and schools with virtual learners continues to grow. At the same time, performance in virtual courses has been trending downward, though flattened out this year.\n<table id=\"table-1\" class=\"formatted-right\"><caption><a href=\"#conclusion\"><strong>Table 1.<\/strong><\/a> Summary of Virtual Learning Metrics by School Year Since 2010-11<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Year<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Learners<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrollments<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"60\">2010-11<\/td>\n<td style=\"text-align: right\" width=\"60\">36,348<\/td>\n<td style=\"text-align: right\" width=\"60\">89,921<\/td>\n<td style=\"text-align: right\" width=\"60\">654<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2011-12<\/td>\n<td style=\"text-align: right\" width=\"60\">52,219<\/td>\n<td style=\"text-align: right\" width=\"60\">153,583<\/td>\n<td style=\"text-align: right\" width=\"60\">850<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2012-13<\/td>\n<td style=\"text-align: right\" width=\"60\">55,271<\/td>\n<td style=\"text-align: right\" width=\"60\">185,053<\/td>\n<td style=\"text-align: right\" width=\"60\">906<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2013-14<\/td>\n<td style=\"text-align: right\" width=\"60\">76,122<\/td>\n<td style=\"text-align: right\" width=\"60\">319,630<\/td>\n<td style=\"text-align: right\" width=\"60\">1,007<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2014-15<\/td>\n<td style=\"text-align: right\" width=\"60\">91,261<\/td>\n<td style=\"text-align: right\" width=\"60\">445,932<\/td>\n<td style=\"text-align: right\" width=\"60\">1,072<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2015-16<\/td>\n<td style=\"text-align: right\" width=\"60\">90,878<\/td>\n<td style=\"text-align: right\" width=\"60\">453,570<\/td>\n<td style=\"text-align: right\" width=\"60\">1,026<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\">2016-17<\/td>\n<td style=\"text-align: right\" width=\"60\">101,359<\/td>\n<td style=\"text-align: right\" width=\"60\">517,470<\/td>\n<td style=\"text-align: right\" width=\"60\">1,102<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td>2017-18<\/td>\n<td>112,688<\/td>\n<td>581,911<\/td>\n<td>1,158<\/td>\n<td>55%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nWhile the overall pass rate remains a reason for pessimism, the data also indicate reasons for optimism. Almost half of virtual learners passed all of their virtual courses and a quarter of schools with virtual learners had school-wide virtual learning pass rates of 90%-100%. Unfortunately, such successful implementations of virtual learning are outnumbered by poorly performing programs. There remain many kids\u2014too many\u2014having little to no success with virtual learning. Almost a quarter of students did not pass any of their virtual courses with close to 12,000 students taking at least five virtual courses and passing none of them.\n\nThe data in this report represent an opportunity for schools and educational stakeholders to have critical conversations about what is working and for whom it is working, and what is not working and under what circumstances those results are occurring. <em>MVLRI<\/em> has created many resources that can assist schools in reflecting upon and improving their virtual programs. These resources include an expanding <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">series of practical guides<\/a> designed for students, parents, teachers, mentors, school administrators, and school board members. <em>MVLRI<\/em> has also worked with multiple Michigan schools to provide quality reviews of their online learning programs. More <a href=\"https:\/\/michiganvirtual.org\/resources\/online-program-reviews\/\">information about online program review opportunities<\/a> is available on the <a href=\"https:\/\/michiganvirtual.org\/research\"><em>MVLRI<\/em> website<\/a>.\n<h2 id=\"appendix-a\">Appendix A - Methodology<\/h2>\n<h3>About the Data<\/h3>\nThe data for this report came from the following sources:\n<ul>\n \t<li>Michigan Student Data System \u2013 School Year 2017-2018;<\/li>\n \t<li>Educational Entity Master (EEM);<\/li>\n \t<li>Michigan Student Data System Teacher Student Data Link (TSDL) \u2013 Collection Year 2017-2018;<\/li>\n \t<li><em>Michigan Virtual <\/em>Student Enrollment List \u2013 School Year 2017-2018 (Supplied by <em>Michigan Virtual<\/em>); and<\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2016-17<\/em><\/a> \u2013 Used for comparing this year\u2019s data with the 2016-17 school year.<\/li>\n<\/ul>\nBecause the data for this report incorporates this variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.\n\nThe majority of enrollments classified as virtual in this report were treated as such due to the TSDL virtual method field indicating virtual delivery. However, this field is known to contain inaccuracies. For the purposes of this report, additional methods were used to identify enrollments with a high likelihood of having been delivered virtually. Each of the methods used, along with the percentage of enrollments it contributed to the total, are outlined below.\n<ul>\n \t<li>TSDL Virtual Method Flag = Yes. Enrollments where the TSDL virtual method field was set to \u201cBlended Learning,\u201d \u201cDigital Learning,\u201d or \u201cOnline Course\u201d were treated as virtual. According to the TSDL Data Collection Manual, the virtual method field \u201cindicates the type of virtual instruction the student is receiving. This could be virtual learning, online learning or computer courses; distance learning; or self-scheduled virtual learning\u201d (See page 413 of the <a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY17-18_v1.4_623423_7.pdf#comp-stucourse\"><em>Michigan Student Data System Collection Details Manual Version 1.4<\/em><\/a>). This strategy yielded 99% (573,604) of the virtual enrollments.<\/li>\n \t<li>TSDL Local Course Title Field References <em>Michigan Virtual<\/em>. The strategy of searching the local course title field for common references to <em>Michigan Virtual<\/em> yielded less than 1% (621) of the virtual enrollments. The wild card search criteria for <em>Michigan Virtual <\/em>consisted of the following: \u2018%MI Virtual%\u2019, \u2018%Mich Virt%\u2019, \u2018%MIVHS%\u2019, \u2018%MIVS%\u2019, \u2018%MVS%\u2019, \u2018%MVU%\u2019, \u2018%VH\u2019, \u2018%MVHS%\u2019, \u2018%MIVU%\u2019, \u2018%VHS%\u2019, \u2018MV%\u2019, \u2018%MV\u2019, \u2018%Michigan Virtual%\u2019, \u2018%IS: MV%\u2019, \u2018%IS:MV%\u2019, \u2018%MI Virt%\u2019, \u2018%MV HS%\u2019, \u2018Virtual HS%\u2019, and \u2018Mich. Virtual High School%\u2019.<\/li>\n \t<li>Cyber School Enrollments Not Marked as Virtually Delivered. Less than 1% (1,903) were enrollments reported by cyber schools that were not marked as being delivered virtually.<\/li>\n \t<li>Local Course Title Field References Common Third Party Providers. Searching the local course title field for common references to known third-party providers of virtual courses yielded less than 1% (2,457) of the virtual enrollments. The wild card search criteria for common third-party providers consisted of the following: \u2018%Apex%\u2019, \u2018APX%\u2019, \u2018%Aventa%\u2019, \u2018%BYU%\u2019, \u2018%Brigham%\u2019, \u2018%Compass%\u2019, \u2018%Edgen%\u2019, \u2018%2020%\u2019, \u2018%20\/20%\u2019, \u2018%20-20%\u2019, \u2018%E20%\u2019, \u2018%Edison%\u2019, \u2018%FLVS%\u2019, \u2018%FVS%\u2019, \u2018%GenNet%\u2019, \u2018%Gen Net%\u2019, \u2018%K12 Virtual%\u2019, \u2018%K12:%\u2019, \u2018%K12vs%\u2019, \u2018%Lincoln Int%\u2019, \u2018%Little Lincoln%\u2019, \u2018%- Lincoln%\u2019, \u2018%(Lincoln)%\u2019, \u2018%Lincoln\u2019, \u2018%UNL%\u2019, \u2018%Middlebury%\u2019, \u2018%Nova net%\u2019, \u2018%Novanet%\u2019, \u2018%Odyssey%\u2019,\u2018%Odware%\u2019, \u2018ODY%\u2019, \u2018%(OD%\u2019, \u2018%Edmentum%\u2019, and \u2018%Plato%\u2019.<\/li>\n \t<li>TSDL Local Course Title Field References Common Generic Labels for Online or Virtual Learning. Searching the local course title field for common references to online, distance, or virtual learning yielded less than 1% (3,326) of the virtual enrollments. The wild card search criteria for common generic labels for online or virtual learning consisted of the following: \u2018%Online%\u2019, \u2018%On-line%\u2019, \u2018%On line%\u2019, \u2018%onl\u2019, \u2018%onli\u2019, \u2018%onlin\u2019, \u2018%- OL\u2019, \u2018%-OL\u2019, \u2018%O\/L%\u2019, \u2018OL %\u2019, \u2018%STW%\u2019, \u2018%E-Learn%\u2019, \u2018%E-LRN%\u2019, \u2018%Virtual%\u2019, \u2018%- virt%\u2019, and \u2018%- DL\u2019.<\/li>\n<\/ul>\n<h3>Michigan Virtual Students<\/h3>\nIf a non-cyber school flagged a student as having at least one virtual enrollment with <em>Michigan Virtual<\/em>, all virtually delivered enrollments for that student were flagged as being provided by <em>Michigan Virtual<\/em>. It is worth noting that not all of the virtual enrollments from these students were delivered by <em>Michigan Virtual<\/em>, but there was no clear way to determine which of the virtual enrollments were not from <em>Michigan Virtual<\/em>. Therefore, this report attributes all virtual enrollments from these students to <em>Michigan Virtual<\/em>.\n<h3 id=\"pass-rate-calculations\">Pass Rate Calculations<\/h3>\nFor this report, the pass rate was calculated based on the values recorded in the \u201cCompletion Status\u201d field. For more information about the Completion Status field, including definitions for each status, see page 407 of the <em><a href=\"https:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY17-18_v1.4_623423_7.pdf#comp-stucourse\">Michigan Student Data System Collection Details Manual Version 1.4<\/a><\/em>. Column one of <a href=\"#table-a1\">Table A1<\/a> displays the various statuses reported by schools for the virtual enrollments.\n<table id=\"table-a1\" class=\"formatted-right\"><caption><a href=\"#pass-rate-calculations\"><strong>Table A1.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>5,392<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>82,583<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #f7941e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>321,270<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>55%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>51,717<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>5,094<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>105<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>66,286<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>16,520<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>32,944<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>581,911<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nThroughout this report, the pass rate calculated simply represents the percentage of virtual enrollments with a status of \u201cCompleted\/Passed\u201d. Notice that the percentage of enrollments with a \u201cCompleted\/Passed\u201d status in Table A1 matches the statewide pass rate. This pass rate formula remains consistent with past reports. Please keep in mind that calculating the pass rate in this manner will result in the lowest possible percentage.\n\nTo illustrate why this is, consider the completion status of \u201cAudited (No Credit Issued)\u201d. These virtual enrollments are not \u201cfailures\u201d per se; however, including these enrollments in the total counts adds to the formula\u2019s denominator without impacting to the numerator, the effect of which is to lower the percentage of other completion statuses including \u201cCompleted\/Passed\u201d. Another example is enrollments with a completion status of \u201cIncomplete\u201d. About nine percent of the virtual enrollments in this report were classified as \u201cIncomplete\u201d. As such, they are treated in the report\u2019s pass rate formula as zero passes, even though some may eventually be awarded a passing status. Finally, it is unclear how to best treat enrollments with a \u201cWithdrawn\u201d status. For instance, 6% of the virtual enrollments in 2017-18 were marked as \u201cWithdrawn\/Passing,\u201d meaning that the student was passing the course at the time the student was withdrawn. Should these enrollments be counted as failures? What about students whose enrollments were marked as \u201cWithdrawn\/Exited\u201d (11% of the virtual enrollments)? There is no way to determine whether that exiting occurred in the first few weeks of class or the final weeks of class. The data do not provide insight into whether the student was reenrolled in a different course or whether it was too late for reenrollment in a credit-bearing opportunity for the student.\n\nThe research team raises these issues because they represent questions for which there are no definitive answers. In the end, the team decided to report the pass rate as the percentage of all virtual enrollments that were reported as \u201cCompleted\/Passed\u201d. To provide readers with better idea of the impact of this approach, additional data tables are provided in Appendix F to allow interested readers in drawing their own conclusions and calculating their own formulas for many of the pass rates reported.\n<h3 id=\"data-limitations\">Data Limitations<\/h3>\nBecause of the methodology described above, some enrollments are counted as virtual in this report that should not be \u2013 either because they were mistakenly marked as virtual by the school and\/or because the local course title searches implemented by the research team yielded false positives. On the other hand, it is also safe to assume that some enrollments that should have been marked as virtual were not, both because they were not correctly flagged by the school and because the local course title did not give an indication of its virtual nature that aligned with the conventions used in the strategies outlined above. Consequently, the figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.\n\nOne final caveat for interpreting the results published in this report: There is clear variability in what schools report to the state as a \u201ccourse.\u201d Some records align well with reporting conventions outlined by the U.S. Department of Education under their <a href=\"http:\/\/nces.ed.gov\/pubs2007\/2007341.pdf\">School Codes for the Exchange of Data<\/a> (SCED). However, a review of the data suggests that many schools submit course records that may be better described as course units or lessons. Hence, while one district may report a single course for a child, for instance, Algebra I, another school might submit five such records, all with the same subject areas and course identifier codes, but with different local course IDs. <a href=\"#table-2\">Table A2<\/a> provides a glimpse into such reporting variability. Consider the part-time schools. For that group, 47% of the students had 11 to 15 courses reported (including both virtual and non-virtual enrollments), but five percent of part-time students had more than that. This issue is pointed out to alert readers that not all courses likely represent a semester- or trimester-length unit. Overall, however, such \u201cover-reporting\u201d seems to have more of an impact on enrollment counts than on the pass rates reported.\n<table id=\"table-2\" class=\"formatted-right\"><caption><a href=\"#data-limitations\"><strong>Table A2.<\/strong><\/a> 2017-18 Percentage of Students by Total Student Course Counts (Virtual and Non-Virtual) and Full- or Part-Time Schools<\/caption>\n<thead>\n<tr>\n<th><strong>Total Course Count by Student\u00a0<\/strong><\/th>\n<th>Full-Time<\/th>\n<th><strong>Part-Time\u00a0<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>1 to 5<\/td>\n<td>14%<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>6 to 10<\/td>\n<td>34%<\/td>\n<td>26%<\/td>\n<\/tr>\n<tr>\n<td>11 to 15<\/td>\n<td>47%<\/td>\n<td>47%<\/td>\n<\/tr>\n<tr>\n<td>16 to 20<\/td>\n<td>4%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>21+<\/td>\n<td>1%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-b\">Appendix - B School Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-b1\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table B1.<\/strong><\/a> 2017-18 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/caption>\n<thead>\n<tr>\n<th><strong>Grade Level<\/strong><\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>% of Enrolls<\/strong><\/th>\n<th><strong>% Change<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<th><strong>% Change from 16-17<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>K<\/td>\n<td>7,502<\/td>\n<td>1%<\/td>\n<td>21%<\/td>\n<td>70%<\/td>\n<td>+5%<\/td>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>8,175<\/td>\n<td>1%<\/td>\n<td>9%<\/td>\n<td>67%<\/td>\n<td>-1%<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>10,497<\/td>\n<td>2%<\/td>\n<td>19%<\/td>\n<td>61%<\/td>\n<td>-7%<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>10,005<\/td>\n<td>2%<\/td>\n<td>12%<\/td>\n<td>71%<\/td>\n<td>+5%<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>11,522<\/td>\n<td>2%<\/td>\n<td>19%<\/td>\n<td>69%<\/td>\n<td>+3%<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>11,805<\/td>\n<td>2%<\/td>\n<td>11%<\/td>\n<td>69%<\/td>\n<td>+3%<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>16,898<\/td>\n<td>3%<\/td>\n<td>24%<\/td>\n<td>65%<\/td>\n<td>+6%<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>23,038<\/td>\n<td>4%<\/td>\n<td>20%<\/td>\n<td>63%<\/td>\n<td>+5%<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>28,819<\/td>\n<td>5%<\/td>\n<td>20%<\/td>\n<td>59%<\/td>\n<td>+1%<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>89,944<\/td>\n<td>15%<\/td>\n<td>12%<\/td>\n<td>41%<\/td>\n<td>+2%<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>102,163<\/td>\n<td>18%<\/td>\n<td>12%<\/td>\n<td>46%<\/td>\n<td>-2%<\/td>\n<\/tr>\n<tr>\n<td>11<\/td>\n<td>103,600<\/td>\n<td>18%<\/td>\n<td>6%<\/td>\n<td>55%<\/td>\n<td>+1%<\/td>\n<\/tr>\n<tr>\n<td>12<\/td>\n<td>157,943<\/td>\n<td>27%<\/td>\n<td>12%<\/td>\n<td>62%<\/td>\n<td>-1%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>581,911<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>12%<\/strong><\/td>\n<td><strong>55%<\/strong><\/td>\n<td><strong>0%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b2\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table B2.<\/strong><\/a> 2017-18 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/caption>\n<thead>\n<tr>\n<th><strong>Grade Level<\/strong><\/th>\n<th><strong>Virtual Pass Rate<\/strong><\/th>\n<th><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>K<\/td>\n<td>70%<\/td>\n<td>71%<\/td>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td>67%<\/td>\n<td>70%<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>61%<\/td>\n<td>67%<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>71%<\/td>\n<td>77%<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>69%<\/td>\n<td>79%<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>69%<\/td>\n<td>80%<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>65%<\/td>\n<td>85%<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>63%<\/td>\n<td>82%<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>59%<\/td>\n<td>78%<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>41%<\/td>\n<td>69%<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>46%<\/td>\n<td>74%<\/td>\n<\/tr>\n<tr>\n<td>11<\/td>\n<td>55%<\/td>\n<td>81%<\/td>\n<\/tr>\n<tr>\n<td>12<\/td>\n<td>62%<\/td>\n<td>82%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>55%<\/strong><\/td>\n<td><strong>79%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b3\" class=\"formatted-right\"><caption><a href=\"#by-school-level-virtual-pass-rate\"><strong>Table B3.<\/strong><\/a> 2017-18 Number and Percentage of Schools by School Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">0% to &lt;10%<\/td>\n<td style=\"text-align: right\" width=\"60\">77<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">10% to &lt;20%<\/td>\n<td style=\"text-align: right\" width=\"60\">25<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">20% to &lt;30%<\/td>\n<td style=\"text-align: right\" width=\"60\">54<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">30% to &lt;40%<\/td>\n<td style=\"text-align: right\" width=\"60\">73<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">40% to &lt;50%<\/td>\n<td style=\"text-align: right\" width=\"60\">79<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">50% to &lt;60%<\/td>\n<td style=\"text-align: right\" width=\"60\">110<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">60% to &lt;70%<\/td>\n<td style=\"text-align: right\" width=\"60\">122<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">70% to &lt;80%<\/td>\n<td style=\"text-align: right\" width=\"60\">147<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">80% to &lt;90%<\/td>\n<td style=\"text-align: right\" width=\"60\">182<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">90% to 100%<\/td>\n<td style=\"text-align: right\" width=\"60\">289<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,158<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b4\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table B4.<\/strong><\/a> 2017-18 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of Schools<\/th>\n<th>% of Schools<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">29<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">7,094<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">1,009<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<td style=\"text-align: right\" width=\"60\">338,654<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">12<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">7,875<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">108<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">228,288<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,158<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b5\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table B5.<\/strong><\/a> 2017-18 Virtual Pass Rate by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Pass Count<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">3,803<\/td>\n<td style=\"text-align: right\" width=\"60\">7,094<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">195,229<\/td>\n<td style=\"text-align: right\" width=\"60\">338,654<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">5,134<\/td>\n<td style=\"text-align: right\" width=\"60\">7,875<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">117,104<\/td>\n<td style=\"text-align: right\" width=\"60\">228,288<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>321,270<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b6\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table B6.<\/strong><\/a> 2017-18 Number and Percentage of Full-Time (FT) Virtual or Cyber School<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of FT Schools<\/th>\n<th><strong>% of FT Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>1<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>55<\/td>\n<td>79%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>1<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>13<\/td>\n<td>19%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>70<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b7\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table B7.<\/strong><\/a> 2017-18 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th><strong># of FT Students<\/strong><\/th>\n<th><strong>% of FT Students<\/strong><\/th>\n<th><strong># of FT Enrolls<\/strong><\/th>\n<th><strong>% of FT Enrolls<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>8,762<\/td>\n<td>34%<\/td>\n<td>73,061<\/td>\n<td>29%<\/td>\n<td>47%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<td>NR<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>16,871<\/td>\n<td>65%<\/td>\n<td>174,352<\/td>\n<td>70%<\/td>\n<td>53%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>25,823<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>248,749<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>51%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b8\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table B8.<\/strong><\/a> 2017-18 Number and Percentage of Part-Time (PT) Virtual Schools<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th># of PT Schools<\/th>\n<th><strong>% of PT Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>28<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>954<\/td>\n<td>88%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>11<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>95<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>1,088<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b9\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table B9.<\/strong><\/a> 2017-18 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/caption>\n<thead>\n<tr>\n<th><strong>Entity Type<\/strong><\/th>\n<th><strong># of PT Students<\/strong><\/th>\n<th><strong>% of PT Students<\/strong><\/th>\n<th><strong># of PT Enrolls<\/strong><\/th>\n<th><strong>% of PT Enrolls<\/strong><\/th>\n<th><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>ISD School<\/td>\n<td>1,499<\/td>\n<td>2%<\/td>\n<td>6,433<\/td>\n<td>2%<\/td>\n<td>51%<\/td>\n<\/tr>\n<tr>\n<td>LEA School<\/td>\n<td>76,086<\/td>\n<td>86%<\/td>\n<td>265,593<\/td>\n<td>80%<\/td>\n<td>61%<\/td>\n<\/tr>\n<tr>\n<td>LEA Unique Education Provider<\/td>\n<td>1,351<\/td>\n<td>2%<\/td>\n<td>7,200<\/td>\n<td>2%<\/td>\n<td>64%<\/td>\n<\/tr>\n<tr>\n<td>PSA School<\/td>\n<td>10,190<\/td>\n<td>12%<\/td>\n<td>53,936<\/td>\n<td>16%<\/td>\n<td>47%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>88,327<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>333,162<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>58%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b10\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table B10.<\/strong><\/a> 2017-18 Number and Percentage of Students from Part-Time (PT) Virtual Schools with Pass Rates by Provider Type<\/caption>\n<thead>\n<tr>\n<th><strong>Provider Type<\/strong><\/th>\n<th><strong># of PT Students<\/strong><\/th>\n<th><strong>% of PT Students<\/strong><\/th>\n<th># of PT Enrolls<\/th>\n<th><strong>% of PT Enrolls<\/strong><\/th>\n<th><strong>\u00a0Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>PT (<em>Michigan Virtual<\/em>)<\/td>\n<td>11,573<\/td>\n<td>13%<\/td>\n<td>27,060<\/td>\n<td>8%<\/td>\n<td>79%<\/td>\n<\/tr>\n<tr>\n<td>PT (Non-<em>MV<\/em>)<\/td>\n<td>76,754<\/td>\n<td>87%<\/td>\n<td>306,102<\/td>\n<td>92%<\/td>\n<td>57%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>88,327<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>333,162<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>58%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b11\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table B11.<\/strong><\/a> 2017-18 Pass Rate Comparison of Part-Time (PT) Virtual Learners for Their Virtual and Non-Virtual Courses by Provider Type<\/caption>\n<thead>\n<tr>\n<th><strong>Provider Type<\/strong><\/th>\n<th>Virtual Pass Rate<\/th>\n<th><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>PT (<em>Michigan Virtual<\/em>)<\/td>\n<td>79%<\/td>\n<td>91%<\/td>\n<\/tr>\n<tr>\n<td>PT (Non-<em>MV<\/em>)<\/td>\n<td>57%<\/td>\n<td>76%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>58%<\/strong><\/td>\n<td><strong>79%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b12\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B12.<\/strong><\/a> 2017-18 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Emphasis<\/strong><\/th>\n<th width=\"60\"><strong># of Schools<\/strong><\/th>\n<th width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Alternative Education<\/td>\n<td style=\"text-align: right\" width=\"60\">285<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">238,027<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">General Education<\/td>\n<td style=\"text-align: right\" width=\"60\">852<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">339,762<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Reportable Program<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Special Education<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,158<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b13\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B13.<\/strong><\/a> 2017-18 Virtual Pass Rate by School Emphasis<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>School Emphasis<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Pass Count<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Alternative Education<\/td>\n<td style=\"text-align: right\" width=\"60\">105,261<\/td>\n<td style=\"text-align: right\" width=\"60\">238,027<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">General Education<\/td>\n<td style=\"text-align: right\" width=\"60\">214,348<\/td>\n<td style=\"text-align: right\" width=\"60\">339,762<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Reportable Program<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Special Education<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>321,270<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell or to prevent calculating cell value.<\/em>\n<table id=\"table-b14\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table B14.<\/strong><\/a> 2017-18 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>General Ed Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Alternative Ed Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">ISD School<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA School<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">LEA Unique Education Provider<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">PSA School<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>63%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>44%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 10 schools for that cell.<\/em>\n<table id=\"table-b15\" class=\"formatted-right\"><caption><a href=\"#by-number-of-virtual-enrollments\"><strong>Table B15.<\/strong><\/a> 2017-18 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong># of Virtual Enrolls Per School<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"150\">1 to 9<\/td>\n<td style=\"text-align: right\" width=\"60\">193<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">768<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">10 to 19<\/td>\n<td style=\"text-align: right\" width=\"60\">73<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,028<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">20 to 29<\/td>\n<td style=\"text-align: right\" width=\"60\">41<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">972<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">30 to 39<\/td>\n<td style=\"text-align: right\" width=\"60\">34<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,173<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">40 to 49<\/td>\n<td style=\"text-align: right\" width=\"60\">45<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,992<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">50 to 59<\/td>\n<td style=\"text-align: right\" width=\"60\">24<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,300<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">60 to 69<\/td>\n<td style=\"text-align: right\" width=\"60\">30<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,926<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">70 to 79<\/td>\n<td style=\"text-align: right\" width=\"60\">21<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,584<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">80 to 89<\/td>\n<td style=\"text-align: right\" width=\"60\">23<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,925<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">9o to 99<\/td>\n<td style=\"text-align: right\" width=\"60\">21<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,981<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\">100+<\/td>\n<td style=\"text-align: right\" width=\"60\">653<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">567,262<\/td>\n<td style=\"text-align: right\" width=\"60\">97%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,158<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b16\" class=\"formatted-right\"><caption><a href=\"#by-number-of-virtual-enrollments\"><strong>Table B16.<\/strong><\/a> 2017-18 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"40\"><strong>School Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"70\">1 to 2 Virtual Courses \/\u00a0 Learner<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>3 to 4 Virtual Courses \/ Learner<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>4+ Virtual Courses \/ Learner<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"40\">0% to &lt;10%<\/td>\n<td style=\"text-align: right\" width=\"70\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">10% to &lt;20%<\/td>\n<td style=\"text-align: right\" width=\"70\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">20% to &lt;30%<\/td>\n<td style=\"text-align: right\" width=\"70\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">30% to &lt;40%<\/td>\n<td style=\"text-align: right\" width=\"70\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">40% to &lt;50%<\/td>\n<td style=\"text-align: right\" width=\"70\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">50% to &lt;60%<\/td>\n<td style=\"text-align: right\" width=\"70\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">60% to &lt;70%<\/td>\n<td style=\"text-align: right\" width=\"70\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">70% to &lt;80%<\/td>\n<td style=\"text-align: right\" width=\"70\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">80% to &lt;90%<\/td>\n<td style=\"text-align: right\" width=\"70\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\">90% to 100%<\/td>\n<td style=\"text-align: right\" width=\"70\">35%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b17\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B17.<\/strong><\/a> 2017-18 Number and Percentage of Schools and Virtual Enrollments by Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">187<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">140,463<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">47<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">58,785<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">411<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<td style=\"text-align: right\" width=\"60\">109,993<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sub<\/td>\n<td style=\"text-align: right\" width=\"60\">337<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">169,915<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">176<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">102,755<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,158<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b18\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B18.<\/strong><\/a> 2017-18 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>1 to 24 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>25 to 49 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>50 to 74 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>75 to 99 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>100+ Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Total<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sub<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b19\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B19.<\/strong><\/a> 2017-18 Virtual Pass Rate by Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change from 16-17<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">-10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">-2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sub<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">+3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">+6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>0%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b20\" class=\"formatted-right\"><caption><a href=\"#by-locale\"><strong>Table B20.<\/strong><\/a> 2017-18 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>0% to &lt;20% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>20% to &lt;40% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>40% to &lt;60% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>60% to &lt;80% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>80% to 100% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Total<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">City<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Not Specified<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Rural<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Sub<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Town<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-c\">Appendix - C Course Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-c1\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table C1.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">1,165<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">305<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">7,978<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">2,991<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">11,014<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">5,698<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">108,698<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">33,972<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">35,920<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">3,415<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">705<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">1,178<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">78,841<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">127<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">99,235<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">53<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">48,638<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">850<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">43,465<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">1,886<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">142<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">95,493<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">142<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c2\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table C2.<\/strong><\/a> 2017-18 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>79%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c3\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C3.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>English Language and Literature Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">English \/ Language Arts I (9th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">20,729<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English \/ Language Arts II (10th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">17,876<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English \/ Language Arts IV (12th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">16,129<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English \/ Language Arts III\u00a0 (11th grade)<\/td>\n<td style=\"text-align: right\" width=\"60\">15,891<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 8)<\/td>\n<td style=\"text-align: right\" width=\"60\">3,705<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 5)<\/td>\n<td style=\"text-align: right\" width=\"60\">2,942<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 7)<\/td>\n<td style=\"text-align: right\" width=\"60\">2,882<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">2,664<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Language Arts (grade 4)<\/td>\n<td style=\"text-align: right\" width=\"60\">2,591<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">American Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">2,028<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>87,437<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>80%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>50%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 108,698 for this subject area.<\/em>\n<table id=\"table-c4\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C4.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Mathematics Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Geometry<\/td>\n<td style=\"text-align: right\" width=\"60\">20,009<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra II<\/td>\n<td style=\"text-align: right\" width=\"60\">17,295<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra I<\/td>\n<td style=\"text-align: right\" width=\"60\">14,352<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Consumer Math<\/td>\n<td style=\"text-align: right\" width=\"60\">6,604<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra I-Part 1<\/td>\n<td style=\"text-align: right\" width=\"60\">4,991<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Algebra I-Part 2<\/td>\n<td style=\"text-align: right\" width=\"60\">4,306<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">4,108<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Pre-Algebra<\/td>\n<td style=\"text-align: right\" width=\"60\">3,756<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (grade 7)<\/td>\n<td style=\"text-align: right\" width=\"60\">3,039<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">General Math<\/td>\n<td style=\"text-align: right\" width=\"60\">2,686<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>81,146<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>82%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>45%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 99,235 for this subject area.<\/em>\n<table id=\"table-c5\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C5.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Life and Physical Sciences Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Biology<\/td>\n<td style=\"text-align: right\" width=\"60\">20,227<\/td>\n<td style=\"text-align: right\" width=\"60\">26%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Chemistry<\/td>\n<td style=\"text-align: right\" width=\"60\">13,432<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Earth Science<\/td>\n<td style=\"text-align: right\" width=\"60\">7,977<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical Science<\/td>\n<td style=\"text-align: right\" width=\"60\">6,786<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Earth \/ Space Science<\/td>\n<td style=\"text-align: right\" width=\"60\">3,223<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Environmental Science<\/td>\n<td style=\"text-align: right\" width=\"60\">3,209<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physics<\/td>\n<td style=\"text-align: right\" width=\"60\">2,771<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences - Other<\/td>\n<td style=\"text-align: right\" width=\"60\">2,633<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Integrated Science<\/td>\n<td style=\"text-align: right\" width=\"60\">1,770<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (grade 8)<\/td>\n<td style=\"text-align: right\" width=\"60\">1,695<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>63,723<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>81%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>49%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 78,841 for this subject area.<\/em>\n<table id=\"table-c6\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C6.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Social Sciences and History Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">U.S. History - Comprehensive<\/td>\n<td style=\"text-align: right\" width=\"60\">15,317<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Economics<\/td>\n<td style=\"text-align: right\" width=\"60\">10,747<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">World History - Overview<\/td>\n<td style=\"text-align: right\" width=\"60\">9,973<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">World History and Geography<\/td>\n<td style=\"text-align: right\" width=\"60\">8,701<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">U.S. Government - Comprehensive<\/td>\n<td style=\"text-align: right\" width=\"60\">5,647<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Civics<\/td>\n<td style=\"text-align: right\" width=\"60\">4,944<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Psychology<\/td>\n<td style=\"text-align: right\" width=\"60\">4,257<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Modern U.S. History<\/td>\n<td style=\"text-align: right\" width=\"60\">2,785<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Modern World History<\/td>\n<td style=\"text-align: right\" width=\"60\">2,569<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Studies (grade 6)<\/td>\n<td style=\"text-align: right\" width=\"60\">2,518<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>67,458<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>71%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>53%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 95,493 for this subject area.<\/em>\n<table id=\"table-c7\" class=\"formatted-right\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C7.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>AP Course Title<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">AP Art-History of Art<\/td>\n<td style=\"text-align: right\" width=\"60\">40<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Biology<\/td>\n<td style=\"text-align: right\" width=\"60\">163<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Calculus AB<\/td>\n<td style=\"text-align: right\" width=\"60\">219<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Calculus BC<\/td>\n<td style=\"text-align: right\" width=\"60\">103<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">94%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Chemistry<\/td>\n<td style=\"text-align: right\" width=\"60\">148<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Comparative Government and Politics<\/td>\n<td style=\"text-align: right\" width=\"60\">5<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Computer Science A<\/td>\n<td style=\"text-align: right\" width=\"60\">233<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Computer Science AB<\/td>\n<td style=\"text-align: right\" width=\"60\">28<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">96%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Economics<\/td>\n<td style=\"text-align: right\" width=\"60\">20<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP English Language and Composition<\/td>\n<td style=\"text-align: right\" width=\"60\">204<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP English Literature and Composition<\/td>\n<td style=\"text-align: right\" width=\"60\">182<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Environmental Science<\/td>\n<td style=\"text-align: right\" width=\"60\">57<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP European History<\/td>\n<td style=\"text-align: right\" width=\"60\">11<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP French Language and Culture<\/td>\n<td style=\"text-align: right\" width=\"60\">19<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Government<\/td>\n<td style=\"text-align: right\" width=\"60\">273<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">96%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Human Geography<\/td>\n<td style=\"text-align: right\" width=\"60\">50<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Latin (Virgil, Catullus and Horace)<\/td>\n<td style=\"text-align: right\" width=\"60\">2<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Macroeconomics<\/td>\n<td style=\"text-align: right\" width=\"60\">163<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Microeconomics<\/td>\n<td style=\"text-align: right\" width=\"60\">128<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Music Theory<\/td>\n<td style=\"text-align: right\" width=\"60\">1<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Physics B<\/td>\n<td style=\"text-align: right\" width=\"60\">134<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Physics C<\/td>\n<td style=\"text-align: right\" width=\"60\">81<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">90%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Psychology<\/td>\n<td style=\"text-align: right\" width=\"60\">619<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Spanish Language and Culture<\/td>\n<td style=\"text-align: right\" width=\"60\">124<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Statistics<\/td>\n<td style=\"text-align: right\" width=\"60\">216<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Studio Art-Drawing Portfolio<\/td>\n<td style=\"text-align: right\" width=\"60\">2<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP Studio Art-General Portfolio<\/td>\n<td style=\"text-align: right\" width=\"60\">6<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP U.S. Government and Politics<\/td>\n<td style=\"text-align: right\" width=\"60\">92<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP U.S. History<\/td>\n<td style=\"text-align: right\" width=\"60\">292<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">AP World History<\/td>\n<td style=\"text-align: right\" width=\"60\">120<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>3,735<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>86%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: An additional 490 enrollments had a course type listed as Advanced Placement, but did not match an AP SCED Code. Similarly, there existed local course titles with AP in the title that did not have an AP SCED Code. Thus, it is very likely the data above underreports the number of students taking AP courses virtually. Pass Rates are not reported (NR) if there were less than 25 for that cell.\n<\/em>\n<table id=\"table-c8\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-locale\"><strong>Table C8.<\/strong><\/a> 2017-18\u00a0 Virtual Enrollments Percentage by Subject Area and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% City<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Not Specified<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Rural<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Suburb<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Town<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c9\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-locale\"><strong>Table C9.<\/strong><\/a> 2017-18 Virtual Enrollment Pass Rates by Subject Area and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">City Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Not Specified Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Rural Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Suburb<\/strong> Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Town Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">94%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">98%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>51%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>39%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>59%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>60%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>59%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) is there were less than 25 virtual enrollments for that cell.<\/em>\n<table id=\"table-c10\" class=\"formatted-right\"><caption><a href=\"#subject-area-enrollments-by-gender\"><strong>Table C10.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Male Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Female Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% of Male Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Female Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Male Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Female Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Agriculture, Food, and Natural Resources<\/td>\n<td style=\"text-align: right\" width=\"60\">404<\/td>\n<td style=\"text-align: right\" width=\"60\">761<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Architecture and Construction<\/td>\n<td style=\"text-align: right\" width=\"60\">236<\/td>\n<td style=\"text-align: right\" width=\"60\">69<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Business and Marketing<\/td>\n<td style=\"text-align: right\" width=\"60\">4,049<\/td>\n<td style=\"text-align: right\" width=\"60\">3,929<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Communication and Audio \/ Visual Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">1,307<\/td>\n<td style=\"text-align: right\" width=\"60\">1,684<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Computer and Information Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">6,416<\/td>\n<td style=\"text-align: right\" width=\"60\">4,598<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Engineering and Technology<\/td>\n<td style=\"text-align: right\" width=\"60\">3,149<\/td>\n<td style=\"text-align: right\" width=\"60\">2,549<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">English Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">55,051<\/td>\n<td style=\"text-align: right\" width=\"60\">53,647<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Fine and Performing Arts<\/td>\n<td style=\"text-align: right\" width=\"60\">16,236<\/td>\n<td style=\"text-align: right\" width=\"60\">17,736<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Foreign Language and Literature<\/td>\n<td style=\"text-align: right\" width=\"60\">16,641<\/td>\n<td style=\"text-align: right\" width=\"60\">19,279<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Health Care Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">983<\/td>\n<td style=\"text-align: right\" width=\"60\">2,432<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hospitality and Tourism<\/td>\n<td style=\"text-align: right\" width=\"60\">287<\/td>\n<td style=\"text-align: right\" width=\"60\">418<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Human Services<\/td>\n<td style=\"text-align: right\" width=\"60\">295<\/td>\n<td style=\"text-align: right\" width=\"60\">883<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Life and Physical Sciences<\/td>\n<td style=\"text-align: right\" width=\"60\">39,916<\/td>\n<td style=\"text-align: right\" width=\"60\">38,925<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Manufacturing<\/td>\n<td style=\"text-align: right\" width=\"60\">107<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics<\/td>\n<td style=\"text-align: right\" width=\"60\">50,135<\/td>\n<td style=\"text-align: right\" width=\"60\">49,100<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Military Science<\/td>\n<td style=\"text-align: right\" width=\"60\">31<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Miscellaneous<\/td>\n<td style=\"text-align: right\" width=\"60\">24,241<\/td>\n<td style=\"text-align: right\" width=\"60\">24,397<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Nonsubject Specific<\/td>\n<td style=\"text-align: right\" width=\"60\">447<\/td>\n<td style=\"text-align: right\" width=\"60\">403<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Physical, Health, and Safety Education<\/td>\n<td style=\"text-align: right\" width=\"60\">21,080<\/td>\n<td style=\"text-align: right\" width=\"60\">22,385<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Public, Protective, and Government Services<\/td>\n<td style=\"text-align: right\" width=\"60\">741<\/td>\n<td style=\"text-align: right\" width=\"60\">1,145<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Religious Education and Theology<\/td>\n<td style=\"text-align: right\" width=\"60\">51<\/td>\n<td style=\"text-align: right\" width=\"60\">91<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Sciences and History<\/td>\n<td style=\"text-align: right\" width=\"60\">46,241<\/td>\n<td style=\"text-align: right\" width=\"60\">49,252<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Transportation, Distribution, and Logistics<\/td>\n<td style=\"text-align: right\" width=\"60\">102<\/td>\n<td style=\"text-align: right\" width=\"60\">40<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>288,146<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>293,765<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>53%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>57%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Data are not reported (NR) if there were less than 25 virtual enrollments for that cell.<\/em>\n<table id=\"table-c11\" class=\"formatted-right\"><caption><a href=\"#courses-by-virtual-method\"><strong>Table C11.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Method<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Blended Learning<\/td>\n<td style=\"text-align: right\" width=\"60\">38,777<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Digital Learning<\/td>\n<td style=\"text-align: right\" width=\"60\">52,255<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Online Course<\/td>\n<td style=\"text-align: right\" width=\"60\">485,614<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Missing<\/td>\n<td style=\"text-align: right\" width=\"60\">5,265<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-d\">Appendix - D Student Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-d1\" class=\"formatted-right\"><caption><a href=\"#by-student-grade-level\"><strong>Table D1.<\/strong><\/a> 2017-18 Number of Virtual Students with Percent Year over Year Change<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Grade Level<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change from 16-17<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">K<\/td>\n<td style=\"text-align: right\" width=\"60\">896<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">1<\/td>\n<td style=\"text-align: right\" width=\"60\">941<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+24%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">2<\/td>\n<td style=\"text-align: right\" width=\"60\">1,124<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">3<\/td>\n<td style=\"text-align: right\" width=\"60\">1,148<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+27%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">4<\/td>\n<td style=\"text-align: right\" width=\"60\">1,254<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">5<\/td>\n<td style=\"text-align: right\" width=\"60\">1,412<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">+21%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">6<\/td>\n<td style=\"text-align: right\" width=\"60\">2,350<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">+36%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">7<\/td>\n<td style=\"text-align: right\" width=\"60\">3,418<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">+33%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">8<\/td>\n<td style=\"text-align: right\" width=\"60\">4,610<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">+39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">9<\/td>\n<td style=\"text-align: right\" width=\"60\">16,056<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">+8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">10<\/td>\n<td style=\"text-align: right\" width=\"60\">20,446<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">+8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">11<\/td>\n<td style=\"text-align: right\" width=\"60\">23,259<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">+5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">12<\/td>\n<td style=\"text-align: right\" width=\"60\">36,899<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<td style=\"text-align: right\" width=\"60\">+10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>112,688<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>+11%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d2\" class=\"formatted-right\"><caption><a href=\"#by-student-sex\"><strong>Table D2.<\/strong><\/a> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Student Sex<\/strong><\/th>\n<th width=\"60\"><strong># of Students<\/strong><\/th>\n<th width=\"60\"><strong>% of Students<\/strong><\/th>\n<th width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Males<\/td>\n<td style=\"text-align: right\" width=\"60\">55,789<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">288,146<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Females<\/td>\n<td style=\"text-align: right\" width=\"60\">56,928<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">293,765<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>112,688<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: A few students had enrollments where their sex was listed as male on some, but female on others.<\/em>\n<table id=\"table-d3\" class=\"formatted-right\"><caption><a href=\"#student-by-race\/ethnicity\"><strong>Table D3.<\/strong><\/a> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Race \/Ethnicity<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">African American<\/td>\n<td style=\"text-align: right\" width=\"60\">18,605<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">113,855<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">American Indian or Alaska Native<\/td>\n<td style=\"text-align: right\" width=\"60\">1,120<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">5,254<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Asian<\/td>\n<td style=\"text-align: right\" width=\"60\">2,182<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">7,943<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Hispanic or Latino<\/td>\n<td style=\"text-align: right\" width=\"60\">8,440<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">46,041<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Native Hawaiian or Pacific Islander<\/td>\n<td style=\"text-align: right\" width=\"60\">105<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">489<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Two or More Races<\/td>\n<td style=\"text-align: right\" width=\"60\">4,905<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">31,893<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">662<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,683<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">White<\/td>\n<td style=\"text-align: right\" width=\"60\">76,669<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">373,753<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>112,688<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d4\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D4.<\/strong><\/a> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Poverty Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">64,315<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">386,200<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">47,711<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">191,803<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">984<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3,908<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>112,688<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 112,688 number because a few students had enrollments across multiple schools where one school listed the student under a specific poverty status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d5\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D5.<\/strong><\/a> 2017-18 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Poverty Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate - Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">-21%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<td style=\"text-align: right\" width=\"60\">-18%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<td style=\"text-align: right\" width=\"60\">-11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>79%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>-24%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d6\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D6.<\/strong><\/a> 2017-18 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% of Virtual Learners in Poverty<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Virtual Enrolls from Learners in Poverty<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate for Virtual Learners in Poverty<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Part-Time (<em>MV<\/em>)<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Part-Time (Non-<em>MV<\/em>)<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Full-Time<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>57%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>66%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>49%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d7\" class=\"formatted-right\"><caption><a href=\"#student-by-special-education\"><strong>Table D7.<\/strong><\/a> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/caption>\n<thead>\n<tr>\n<th width=\"230\"><strong>Special Education Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Yes<\/td>\n<td style=\"text-align: right\" width=\"60\">13,203<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">76,575<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">No<\/td>\n<td style=\"text-align: right\" width=\"60\">98,823<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<td style=\"text-align: right\" width=\"60\">501,428<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Unknown<\/td>\n<td style=\"text-align: right\" width=\"60\">984<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3,908<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>112,688<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 112,688 number because a few students had enrollments across multiple schools where one school listed the student under a specific seat time waiver status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d8\" class=\"formatted-right\"><caption><a href=\"#student-by-non-virtual-course-performance\"><strong>Table D8.<\/strong><\/a> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Non-Virtual Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Passed All NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">34,854<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">83,335<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Did Not Pass 1 or 2 NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">15,773<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">49,495<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Did Not Pass 3 or More NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">20,521<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">75,411<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>71,148<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>208,241<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>63%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d9\" class=\"formatted-right\"><caption><a href=\"#student-by-non-virtual-course-performance\"><strong>Table D9.<\/strong><\/a> 2017-18 Number of Virtual Enrollments with Pass Rates by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments) or Part-Time Types<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Non-Virtual Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of MV Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>MV Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Non-MV Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-MV Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Passed All NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">15,801<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<td style=\"text-align: right\" width=\"60\">67,534<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Did Not Pass 1 or 2 NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">4,249<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">45,246<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Did Not Pass 3 or More NV Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">3,475<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">71,936<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>23,525<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>80%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>184,716<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>61%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d10\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table D10.<\/strong><\/a> 2017-18 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Virtual Course Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of\u00a0 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Passed All<\/td>\n<td style=\"text-align: right\" width=\"60\">54,700<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">177,988<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Passed Some, But Not All<\/td>\n<td style=\"text-align: right\" width=\"60\">31,526<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<td style=\"text-align: right\" width=\"60\">278,733<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Didn't Pass Any<\/td>\n<td style=\"text-align: right\" width=\"60\">26,462<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">125,190<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>112,688<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d11\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table D11.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong># of Virtual Courses Not Passed<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">1 to 2<\/td>\n<td style=\"text-align: right\" width=\"60\">11,072<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">3 to 4<\/td>\n<td style=\"text-align: right\" width=\"60\">3,551<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">5 to 6<\/td>\n<td style=\"text-align: right\" width=\"60\">5,489<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">7 to 8<\/td>\n<td style=\"text-align: right\" width=\"60\">2,335<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">9 to 10<\/td>\n<td style=\"text-align: right\" width=\"60\">1,010<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">11+<\/td>\n<td style=\"text-align: right\" width=\"60\">3,005<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>26,462<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d12\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-usage\"><strong>Table D12.<\/strong><\/a> 2017-18 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/caption>\n<thead>\n<tr>\n<th width=\"70\"><strong>Virtual Usage<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"70\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"70\">1 to 2 Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">50,630<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">71,239<\/td>\n<td style=\"text-align: right\" width=\"70\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\">3 to 4 Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">15,941<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">55,090<\/td>\n<td style=\"text-align: right\" width=\"70\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\">5 or More Virtual Courses<\/td>\n<td style=\"text-align: right\" width=\"60\">46,117<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<td style=\"text-align: right\" width=\"60\">455,582<\/td>\n<td style=\"text-align: right\" width=\"70\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>112,688<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>581,911<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-e\">Appendix - E Completion Status Tables<\/h2>\n<table id=\"table-e1\" class=\"formatted-right\"><caption><a href=\"#assessment-by-subject-area\"><strong>Table E1.<\/strong><\/a> 2017-18 Comparison of Virtual and State Pass Rates on 11<sup>th<\/sup> Grade State Assessment Measures<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment Measure<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>State Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Statewide assessment data were available from the <\/em><a href=\"https:\/\/www.mischooldata.org\/DistrictSchoolProfiles2\/AssessmentResults\/AssessmentHighSchoolProficiency.aspx\">MI School Data Portal<\/a><em>.\u00a0<\/em>\n<table id=\"table-e2\" class=\"formatted-right\"><caption><a href=\"#assessment-by-non-virtual-performance\"><strong>Table E2.<\/strong><\/a> 2017-18 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass All NV Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Did Not Pass 1 or 2 NV Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Did Not Pass 3 or More NV Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-e3\" class=\"formatted-right\"><caption><a href=\"#assessment-by-poverty-status\"><strong>Table E3.<\/strong><\/a> 2017-18 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virt. Learners in Poverty<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virt. Learners Not in Poverty<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>All Virtual Learners<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-e4\" class=\"formatted-right\"><caption><a href=\"#assessment-by-provider-type\"><strong>Table E4.<\/strong><\/a> 2017-18 State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"120\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Part-Time (MV)<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Part-Time (Non-MV)<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Full-Time<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>All Virtual<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"120\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-e5\" class=\"formatted-right\"><caption><a href=\"#assessment-by-provider-type\"><strong>Table E5.<\/strong><\/a> 2017-18 State Assessment Proficiency Rates for Virtual Learners by Part-Time Type and Non-Virtual Performance<\/caption>\n<thead>\n<tr>\n<th width=\"120\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass All MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass All Non-MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Fail 1 or 2 MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Fail 1 or 2 Non-MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Fail 3+ MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Fail 3+ Non-MV<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"120\">Evidence-Based Reading &amp; Writing (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Mathematics (SAT)<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Science (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"120\">Social Studies (M-STEP)<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"appendix-f\">Appendix \u2013\u00a0F Completion Status Tables<\/h2>\n<table id=\"table-f1\" class=\"formatted-right\"><caption><a href=\"#by-grade-level\"><strong>Table F1.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>5,392<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>82,583<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #f7941e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>321,270<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>55%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>51,717<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>5,094<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>105<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>66,286<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>16,520<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>32,944<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>581,911<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f2\" class=\"formatted-right\"><caption><a href=\"#by-entity-type\"><strong>Table F2.<\/strong><\/a> 2017-18 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>ISD School % of Enrolls<\/strong><\/th>\n<th><strong>LEA School %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>LEA UEP %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>PSA School %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<td>3%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>3%<\/td>\n<td>14%<\/td>\n<td>1%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #f7941e\"><strong>54%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>58%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>65%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>51%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>5%<\/td>\n<td>10%<\/td>\n<td>1%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>32%<\/td>\n<td>11%<\/td>\n<td>12%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<td>0%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>6%<\/td>\n<td>3%<\/td>\n<td>17%<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: UEP = Unique Education Provider<\/em>\n<table id=\"table-f3\" class=\"formatted-right\"><caption><a href=\"#by-full-time-virtual-schools\"><strong>Table F3.<\/strong><\/a> 2017-18 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>1,300<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>33,928<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td><span style=\"color: #f7941e\"><strong>Completed \/ Passed<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>126,725<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>51%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>26,553<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>545<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>21,669<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>13,940<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>24,089<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>248,749<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f4\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table F4.<\/strong><\/a> 2017-18 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong># of Enrolls<\/strong><\/th>\n<th><strong>%\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>4,092<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>48,655<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">194,545<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">58%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>25,164<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>4,549<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>105<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>44,617<\/td>\n<td>13%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>2,580<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>8,855<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>333,162<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f5\" class=\"formatted-right\"><caption><a href=\"#by-part-time-virtual-schools\"><strong>Table F5.<\/strong><\/a> 2017-18 Percentage of Part-Time Virtual Enrollments by Completion Status and Provider Type<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>PT (<em>MV<\/em>) % of Enrolls<\/strong><\/th>\n<th><strong>PT (Non-<em>MV<\/em>) %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>11%<\/td>\n<td>15%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">79%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">57%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>2%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>6%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>2%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f6\" class=\"formatted-right\"><caption><a href=\"#by-school-emphasis\"><strong>Table F6.<\/strong><\/a> 2017-18 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>Alt Ed % of Enrolls<\/strong><\/th>\n<th><strong>Gen Ed %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Rep Program %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Special Ed %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>2%<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>14%<\/td>\n<td>14%<\/td>\n<td>2%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #f7941e\"><strong>44%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>63%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>75%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>36%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>17%<\/td>\n<td>3%<\/td>\n<td>1%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>15%<\/td>\n<td>8%<\/td>\n<td>2%<\/td>\n<td>58%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>2%<\/td>\n<td>4%<\/td>\n<td>2%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>6%<\/td>\n<td>18%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f7\" class=\"formatted-right\"><caption><a href=\"#courses-by-subject-area\"><strong>Table F7.<\/strong><\/a> 2017-18 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>English % of Enrolls<\/strong><\/th>\n<th><strong>Math %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Science %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Social Sci %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>15%<\/td>\n<td>17%<\/td>\n<td>16%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #f7941e\"><strong>51%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>48%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>52%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>56%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>10%<\/td>\n<td>12%<\/td>\n<td>10%<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>12%<\/td>\n<td>12%<\/td>\n<td>12%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>7%<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f8\" class=\"formatted-right\"><caption><a href=\"#by-student-sex\"><strong>Table F8.<\/strong><\/a> 2017-18 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>Males % of Enrolls<\/strong><\/th>\n<th><strong>Females %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>15%<\/td>\n<td>13%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">53%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">57%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>9%<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>12%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>3%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>5%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f9\" class=\"formatted-right\"><caption><a href=\"#student-by-race\/ethnicity\"><strong>Table F9.<\/strong><\/a> 2017-18 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>African American % of Enrolls<\/strong><\/th>\n<th><strong>American Indian or Alaska Native %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Asian %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Hispanic or Latino %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Two or More Races %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>White %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>16%<\/td>\n<td>15%<\/td>\n<td>6%<\/td>\n<td>15%<\/td>\n<td>16%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><span style=\"color: #f7941e\"><strong>45%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>51%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>69%<\/strong><\/span><\/td>\n<td><span style=\"color: #f7941e\"><strong>53%<\/strong><\/span><\/td>\n<td><span style=\"color: #f79400\"><strong>48%<\/strong><\/span><\/td>\n<td><span style=\"color: #f79400\"><strong>59%<\/strong><\/span><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>10%<\/td>\n<td>11%<\/td>\n<td>5%<\/td>\n<td>10%<\/td>\n<td>9%<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>17%<\/td>\n<td>14%<\/td>\n<td>8%<\/td>\n<td>12%<\/td>\n<td>13%<\/td>\n<td>9%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>3%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>3%<\/td>\n<td>4%<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>6%<\/td>\n<td>6%<\/td>\n<td>9%<\/td>\n<td>5%<\/td>\n<td>8%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Only Race \/ Ethnicities with 1,000 or more students are reported in the table.<\/em>\n<table id=\"table-f10\" class=\"formatted-right\"><caption><a href=\"#student-by-poverty-status\"><strong>Table F10.<\/strong><\/a> 2017-18 Number and Percentage of\u00a0 Virtual Enrollments by Completion Status and Poverty Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>In Poverty % of Enrolls<\/strong><\/th>\n<th><strong>Not In Poverty %\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Unknown %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>16%<\/td>\n<td>11%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">49%\n<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">69%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f79400\">30%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>10%<\/td>\n<td>6%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>14%<\/td>\n<td>7%<\/td>\n<td>22%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>4%<\/td>\n<td>1%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>6%<\/td>\n<td>5%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f11\" class=\"formatted-right\"><caption><a href=\"#student-by-special-education\"><strong>Table F11.<\/strong><\/a> 2017-18 Number and Percentage of Virtual Enrollments by Completion Status and Special Education Status<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>In Special Ed % of Enrolls<\/strong><\/th>\n<th><strong>Not In Special Ed%\u00a0of Enrolls<\/strong><\/th>\n<th><strong>Unknown %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>18%<\/td>\n<td>14%<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">48%\n<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">56%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f79400\">30%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>8%<\/td>\n<td>9%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>1%<\/td>\n<td>1%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>14%<\/td>\n<td>11%<\/td>\n<td>22%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>4%<\/td>\n<td>3%<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>6%<\/td>\n<td>6%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-f12\" class=\"formatted-right\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table F12.<\/strong><\/a> 2017-18 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/caption>\n<thead>\n<tr>\n<th>Completion Status<\/th>\n<th><strong>At Least One % of Enrolls<\/strong><\/th>\n<th><strong>11 or More %\u00a0of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Audited (No Credit\u00a0 Issued)<\/td>\n<td>3%<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Completed \/ Failed<\/td>\n<td>23%<\/td>\n<td>24%<\/td>\n<\/tr>\n<tr>\n<td><strong><span style=\"color: #f7941e\">Completed \/ Passed<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">0%<\/span><\/strong><\/td>\n<td><strong><span style=\"color: #f7941e\">0%<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Incomplete<\/td>\n<td>17%<\/td>\n<td>19%<\/td>\n<\/tr>\n<tr>\n<td>Ongoing Enrolled<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Testing Out<\/td>\n<td>0%<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Exited<\/td>\n<td>31%<\/td>\n<td>28%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Failing<\/td>\n<td>8%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>Withdrawn \/ Passing<\/td>\n<td>15%<\/td>\n<td>19%<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2017-18",
            "excerpt": "Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2017-18 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students as well as through over 50 data tables at the end of the report.",
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            "content": "<!-- wp:paragraph -->\n<p>Building a master schedule can be one of the biggest logistical challenges administrators face during the year. How do you meet requirements that students need at each level, yet balance that with providing courses they want to explore, all within the constraints of your available teaching staff and infrastructure? How do you personalize the path for each student while staying within your instructional budget and maximizing student achievement?<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One district that has achieved a high level of success in this area is Ann Arbor Public Schools, through their A2 Virtual program. Join us on Tuesday, March 26th as we talk to Anthony Lauer, A2 Virtual\u2019s online learning coordinator, about effective ways to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Create a student-centered scheduling process that allows for more flexibility, student choice, and personalization.<\/li><li>Differentiate scheduling options for middle and high school students<\/li><li>Establish a successful mentoring program in a lab setting for both middle and high school students<\/li><\/ul>\n<!-- \/wp:list -->",
            "title": "Creating a Student-Centered Schedule That Works",
            "excerpt": "Building a master schedule can be one of the biggest logistical challenges administrators face during the year. How do you meet requirements that students need at each level, yet balance that with providing courses they want to explore, all within the constraints of your available teaching staff and infrastructure? How do you personalize the path...",
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            "path": "\/blog\/step-by-step-guide-for-setting-up-your-online-summer-school\/",
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            "content": "<h2>Step-by-step guide to setting up a successful online summer learning program<\/h2>\r\n<span style=\"font-weight: 400\">If you\u2019re an administrator or school counselor, maybe this story rings familiar:<\/span>\r\n\r\n<b>Students and parents in your school or district are coming to you <\/b><b><i>asking <\/i><\/b><b>for summer learning options. <\/b>\r\n\r\n<span style=\"font-weight: 400\">Of course, you <\/span><i><span style=\"font-weight: 400\">want <\/span><\/i><span style=\"font-weight: 400\">to offer them summer learning options. In a perfect world, you\u2019d give them everything they need to succeed and more.<\/span>\r\n\r\n<span style=\"font-weight: 400\">But perhaps, you\u2019re struggling to find the budget and staffing capacity required to create a <\/span><i><span style=\"font-weight: 400\">sustainable <\/span><\/i><span style=\"font-weight: 400\">summer school model.<\/span>\r\n\r\n<strong>One of the benefits of setting up an online <\/strong><b>summer learning program is that you can have your cake and eat it, too, by: <\/b>\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Providing students with a robust array of summer learning opportunities <\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Improving graduation rates at your school by allowing students to participate in summer credit advancement or credit recovery<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Accomplishing all of this while designing a system that is cost-neutral or revenue-positive<\/span><\/li>\r\n<\/ul>\r\n<span style=\"font-weight: 400\">If you\u2019re looking to provide students at your school or district with more summer learning options, this step-by-step guide will help you think through the process of building a highly successful online summer learning program.\u00a0<\/span>\r\n\r\n<strong><em>What questions do you have about summer learning? Explore answers in: <a href=\"https:\/\/michiganvirtual.org\/blog\/summer-learning-faqs\/\" target=\"_blank\" rel=\"noopener noreferrer\">\"Summer Learning FAQs (with advice from Michigan districts who are doing it well!)\"<\/a>\r\n<\/em><\/strong>\r\n\r\n&nbsp;\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/Administrator-Checklist-for-Establishing-a-Highly-Successful-Online-Summer-Learning-Program-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"aligncenter wp-image-22488 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/Administrator-Checklist-for-Establishing-a-Highly-Successful-Online-Summer-Learning-Program.png\" alt=\"\" width=\"1583\" height=\"2048\" \/><\/a>\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h2><b>STEP ONE: Choose your online summer learning model<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22463\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_choice_9385-1024x658.png\" alt=\"illustration of man making a choice between two things\" width=\"600\" height=\"385\" \/>\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">There are <\/span><i><span style=\"font-weight: 400\">many <\/span><\/i><span style=\"font-weight: 400\">different ways to run an effective online summer learning program. Every year, we work with schools across the state of Michigan to offer their students online summer courses, and each school does it a little bit differently. <\/span>\r\n\r\n<b>Here are the most common models we see schools using:<\/b>\r\n<ul>\r\n \t<li>\r\n<h3><b>Model #1 \u2014 Parent- or student-led approach\r\n<\/b><\/h3>\r\n<\/li>\r\n<\/ul>\r\n<b><i><span style=\"font-weight: 400\">Some of the schools we work with choose to take parent- or student-led approach to offering online summer learning programs. What this means is they allow students to earn credit for taking online summer courses, but provide few school-sanctioned supports (e.g., a mentor, lab space, or proctored exam). \u00a0In this model, parents and students are the primary responsible units for ensuring student success.<\/span><\/i><\/b>\r\n<ul>\r\n \t<li>\r\n<h3><b>Model #2 \u2014 School-sponsored, minimal supports provided<\/b><b><\/b><\/h3>\r\n<\/li>\r\n<\/ul>\r\n<b><\/b><b><i><span style=\"font-weight: 400\">Other schools take a more active role by encouraging students to take online courses over the summer and providing students with some supports to help them succeed. Often times, the schools using this model will actively promote summer learning options to students through school counselors or schoolwide communications. A mentor may be paid a stipend to work remotely to check in with parents and hold students accountable for completing their coursework, but a lab space is typically not provided for students to work. <\/span><\/i><span style=\"font-weight: 400\">\r\n<\/span><\/b>\r\n<ul>\r\n \t<li>\r\n<h3><strong>Model #3 \u2014 School-sponsored, highly supportive<\/strong><\/h3>\r\n<\/li>\r\n<\/ul>\r\n<i><span style=\"font-weight: 400\">The model that often yields the highest student outcomes is a school-sponsored online learning program with high levels of student support. In this model, the school pays a mentor or several mentors (depending on program size) to run a summer lab space where students have the option to come work on their online coursework. This mentor serves an active role in holding students accountable and also provides a safe, positive learning environment with stable internet access. <\/span><\/i>\r\n\r\n<i><\/i><i><span style=\"font-weight: 400\">To fund these student supports, schools using this model typically ask parents to pay for summer courses and raise the price of each course to cover the cost of paying mentors and keeping a lab space open during the summer.<\/span><\/i>\r\n<h3>Which model is most conducive to student success?<\/h3>\r\n<span style=\"font-weight: 400\">You can find student success in any of these models, but generally, we see the highest and most consistent student outcomes in schools who use Model #3. <\/span><span style=\"font-weight: 400\">Why? Because we know from research that online learners perform best when they receive the appropriate supports. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Before continuing the rest of the steps in this guide, you may want to start thinking about which model will work best for your school.<\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP TWO: Select mentor(s) for online summer students<\/b><\/h2>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-20124\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/lgundraw_teacher_35j2-1024x558.png\" alt=\"illustration of teacher on computer at desk\" width=\"600\" height=\"327\" \/>\r\n<h6><b><i>Optional, but encouraged<\/i><\/b><\/h6>\r\n<span style=\"font-weight: 400\">When it comes to online learning, mentors play a critical role in student success. While some parents do a great job at supporting their online learners and holding them accountable for completing their summer coursework, we generally find higher student outcomes in schools that invest in paying a mentor \u2014 or several mentors, depending on the size of their summer program \u2014 to monitor and support online learners.<\/span>\r\n\r\n<span style=\"font-weight: 400\">To learn more about what an online mentor is and why they\u2019re so critical to the success of online learners, visit our <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noopener noreferrer\">mentor page<\/a>.\u00a0<\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP THREE: Set aside lab space for students to work during the summer<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22470\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_pair_programming_njlp-1024x669.png\" alt=\"illustration of two people at a computer together\" width=\"600\" height=\"392\" \/>\r\n\r\n&nbsp;\r\n<h3><b><i>Optional, but encouraged<\/i><\/b><\/h3>\r\n<span style=\"font-weight: 400\">While this step is not strictly necessary, we generally recommend that schools set aside lab space for students to come work on their online coursework over the summer. Having a computer lab open during the summer provides students a positive learning environment. This is particularly important if students have a distracting home environment, trouble with time management, or an unstable internet connection.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Typically, mentors make themselves available during lab time to support online learners. Some schools keep lab space open every day during typical school hours. Others set aside one or two days per week for students to come work on their coursework with their mentor.<\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP FOUR: Create a brochure or website with summer learning options<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22467\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_files1_9ool.png\" alt=\"illustration of documents\" width=\"500\" height=\"478\" \/>\r\n\r\n&nbsp;\r\n<h3><b><i>Optional, but encouraged<\/i><\/b><\/h3>\r\n<span style=\"font-weight: 400\">If you are offering summer learning options to students at your school, it can be helpful to create a brochure or website that overviews what options are available to them and how they should go about registering and receiving credit for their courses. <\/span>\r\n\r\n<span style=\"font-weight: 400\">For schools who partner with us to offer summer online courses, we create a co-branded brochure at no cost that highlights summer offerings available to students as well as key registration information. <\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP FIVE: \u00a0Share summer learning options with counselors, administrative staff, and\/or community education offices<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22474\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_opened_gi4n.png\" alt=\"illustration of letters\" width=\"500\" height=\"397\" \/>\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">Before getting too far in planning your online summer learning program, make sure to involve key stakeholders, such as school counselors, administrative staff, and\/or community education offices. First off, it\u2019s important that they are aware of the summer learning options available to your students. Secondly, if you involve them early on in the process, they may provide you with valuable feedback and help you solidify and optimize key processes!<\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP SIX: Establish a process for registering students AND for sharing grades with school stakeholders, so students can earn credit for their summer work.<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22471\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_prototyping_process_rswj-1024x792.png\" alt=\"illustration of a woman standing before a process map\" width=\"600\" height=\"464\" \/>\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">This part is pretty important. . . Before communicating learning options to students and parents, make sure you\u2019ve created a tried-and-true registration and credit submission process that will work well for <\/span><i><span style=\"font-weight: 400\">all <\/span><\/i><span style=\"font-weight: 400\">key stakeholders. <\/span><span style=\"font-weight: 400\">\r\n<\/span>\r\n\r\n<span style=\"font-weight: 400\">You\u2019ll want to make sure that it\u2019s perfectly clear how students and parents should enroll in their online summer courses AND how they will receive credit for completed coursework. <\/span>\r\n<h3><b>Questions to consider:<\/b><\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Who will be enrolling students in online summer courses? Parents? Counselors? Someone else? <\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Who will be paying for summer courses? If the school is enrolling students, but parents will be paying for courses, how will you capture their payment information? <\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">How will parents\/students share course completion certificates with your school to ensure students earn credit for completed coursework?<\/span><\/span><\/li>\r\n<\/ul>\r\n<h2><b>STEP SEVEN: Establish a process for communicating summer learning options with students and parents.<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22461\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_news_go0e.png\" alt=\"illustration of paper planes flying through the air\" width=\"600\" height=\"414\" \/><b><\/b>\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">Next step! Communicating summer learning options with students and parents at your school or district!<\/span>\r\n<h3><strong>There are may communication channels you can use to accomplish this goal: <\/strong><\/h3>\r\n<ul>\r\n \t<li>A webpage that provides all key information relevant to summer school, including course offerings, registration information, and who you should contact if you have questions.<\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Emails to students and parents<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Flyers posted around your school<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Brochures available in the school counselor and\/or principal\u2019s office<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Social media postings<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Snail mail to parents<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">And more!<\/span><\/li>\r\n<\/ul>\r\nTo avoid any confusion, you may even consider creating a list of FAQs on your school\u2019s website. One school who has done a great job communicating summer learning options to students is Northville Public Schools with their <a href=\"https:\/\/www.northvilleschools.org\/apps\/pages\/summer\" target=\"_blank\" rel=\"noopener noreferrer\">summer programs webpage<\/a>.\r\n\r\n<span style=\"font-weight: 400\"><b><i>For schools who offer online courses over the summer, we\u2019ve created \u00a0a <\/i><\/b><a href=\"https:\/\/michiganvirtual.org\/summer-school-communication-kit\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b><i>summer school communication kit<\/i><\/b><\/a><b><i> to help them spend less time writing communication materials and more time doing what they do best \u2014 helping students! Check it out!<\/i><\/b><\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP EIGHT: Enroll students!<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-20205\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/TOTALLYNEWundraw_choose_80qg.png\" alt=\"illustration of someone choosing from a schedule\" width=\"361\" height=\"500\" \/>\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">This is where you really begin to see the fruits of your labor! If you are having a school counselor or program administrator do the enrolling, this is where they take over and make sure all students are enrolled in the appropriate online courses. Otherwise, if parents\/students are doing the enrolling themselves, all you have to do is wait patiently for the numbers to roll in. . . <\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP NINE: Host a summer learning open house for parents and students.<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22464 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_conference_speaker_6nt7.png\" alt=\"illustration of man standing before a podium\" width=\"1041\" height=\"554\" \/>\r\n<h3><b><i>Optional, but encouraged<\/i><\/b><\/h3>\r\n<span style=\"font-weight: 400\">One strategy that we have found to be particularly effective is hosting a summer learning open house for parents and students. This open house doesn\u2019t have to be anything extensive, but it can be incredibly helpful to set aside a one-hour informational session and Q&amp;A for students and parents interested in online summer learning. <\/span>\r\n<h3><b>A few helpful topics you might cover during this open house include:<\/b><\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What is online learning? What does it look like from the perspective of an online learner?<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Where do students log in to their online courses? <\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How do parents view their student\u2019s progress?<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How should students submit completion certificates to earn credit for their summer courses? <\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How can students be successful in their online learning?<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">As a parent, how should I best support my online learner?<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What is the role of the mentor? \u2014 <\/span><i><span style=\"font-weight: 400\">If applicable<\/span><\/i><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Why and when should students attend lab time? \u2014 <\/span><i><span style=\"font-weight: 400\">If applicable<\/span><\/i><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Why do students need to have their final exam proctored \u2014 <\/span><i><span style=\"font-weight: 400\">If applicable<\/span><\/i><\/li>\r\n<\/ul>\r\n<span style=\"font-weight: 400\">If you\u2019re unsure about the answers to some of these questions, you can find many tips, tricks, and best practices in our <a href=\"https:\/\/mvlri.org\/resources\/guides\/\" target=\"_blank\" rel=\"noopener noreferrer\">free guides to online learning<\/a>.<\/span>\r\n\r\n<span style=\"font-weight: 400\">If you are using our courses to power your summer learning program, we encourage you to share our <\/span><a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-student-quick-start-guide\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">Student Quick Start Guide<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-parent-guardian-faqs\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">Parent\/Guardian FAQs<\/span><\/a><span style=\"font-weight: 400\"> with students and parents as well.<\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP TEN: Figure out a process for ongoing communications between parents, students, and mentors over the summer.<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22468\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_group_chat_v059-1024x694.png\" alt=\"illustration of a three-way conversation using digital devices\" width=\"599\" height=\"406\" \/>\r\n\r\n&nbsp;\r\n<h3><b><i>Optional, but encouraged<\/i><\/b><\/h3>\r\n<span style=\"font-weight: 400\">This step is important because, in our experience, we have found that student pass rates significantly improve when parents receive regular updates from a mentor on their student\u2019s progress. Having a third party involved in this process helps keep students more accountable and on track to complete their coursework on time, rather than rushing to finish the bulk of their work in the last week of the semester. Talk to your mentor(s) ahead of time to make sure they have a process in place for communicating with parents and students about student progress!<\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP ELEVEN: Set a date to proctor the final exam.<\/b><\/h2>\r\n<img class=\"aligncenter wp-image-22784 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lg-COMPUTER-PICTURE.png\" alt=\"\" width=\"1114\" height=\"826\" \/>\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h3><b><i>Optional, but encouraged<\/i><\/b><\/h3>\r\n<span style=\"font-weight: 400\">Some schools with online summer learning programs choose to have each student\u2019s final exam proctored to ensure the validity of exam results. <\/span>\r\n\r\n<span style=\"font-weight: 400\">In our online courses, we take great strides to ensure the academic integrity of student submissions, relying on the expertise and critical eyes of our online teachers and advanced online teaching tools that monitor plagiarism. <\/span>\r\n\r\n<span style=\"font-weight: 400\">Proctoring the final exams of online learners, however, does add an extra layer of security to ensure all students have fully mastered the content they studied in their online summer course. <\/span>\r\n\r\n&nbsp;\r\n<h2><b>STEP TWELVE: Develop and make clear your school\u2019s stance on grade replacement.<\/b><\/h2>\r\n&nbsp;\r\n\r\n<img class=\"aligncenter wp-image-22473\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/lgundraw_grades_j6jn-1-300x288.png\" alt=\"illustration of student grades\" width=\"520\" height=\"500\" \/>\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">Especially when it comes to credit recovery, students and parents often have questions about whether or not the grade received in their summer online course will <\/span><i><span style=\"font-weight: 400\">replace <\/span><\/i><span style=\"font-weight: 400\">the grade they received when taking the course in a previous semester or school year. <\/span>\r\n\r\n<span style=\"font-weight: 400\">To prevent students and parents from being frustrated if they are <\/span><i><span style=\"font-weight: 400\">unable <\/span><\/i><span style=\"font-weight: 400\">to replace their grade, it is best to develop a policy on grade replacement and communicate this policy clearly to parents, students, school counselors, and other key stakeholders up front.<\/span>\r\n\r\n&nbsp;\r\n<h2><b>Concluding thoughts<\/b><\/h2>\r\n<span style=\"font-weight: 400\">Well, there you have it. While perhaps not exhaustive, we hope this step-by-step guide has helped you start thinking of ways to set up an effective online summer learning program in your district or improve your existing program. <\/span>\r\n\r\n<span style=\"font-weight: 400\">If you\u2019re curious to learn how other schools have gone about creating highly successful summer learning programs for their students, check out <\/span><a href=\"https:\/\/youtu.be\/R9r7jm7p8VA\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">this webinar recording<\/span><\/a> <span style=\"font-weight: 400\">where we talk to representatives at Brighton and Northville schools about what they've found effective in their programs.<\/span>\r\n\r\n&nbsp;\r\n<h2><b>Other resources you might find helpful:<\/b><\/h2>\r\n<ul>\r\n \t<li><a href=\"https:\/\/michiganvirtual.org\/blog\/summer-learning-faqs\/\" target=\"_blank\" rel=\"noopener noreferrer\">Summer Learning FAQs (with advice from Michigan districts who are doing it well!)<\/a> [Blog article]<\/li>\r\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/blog\/seven-reasons-why-your-high-achieving-students-benefit-from-online-summer-school-options\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">7 ways taking online summer course benefits your high-achieving students <\/span><\/a><b>[Blog article]<\/b><\/li>\r\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">How to prevent the \u201csummer slide\u201d without giving up your hard-earned break <\/span><\/a><b>[Blog article]<\/b><\/li>\r\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/10-Reasons-Students-Take-Our-Online-Summer-Courses.png\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">10 Reasons Students Take Our Online Summer Courses<\/span><\/a> <b>[Infographic]<\/b><\/li>\r\n \t<li style=\"font-weight: 400\"><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/4-types-of-online-courses-your-students-can-take-this-summer.png\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">4 Types of Online Courses Your Students Can Take This Summer<\/span><\/a> <b>[Infographic]<\/b><\/li>\r\n<\/ul>\r\n&nbsp;\r\n<h3><b>Empower your students to learn this summer with the help of a highly qualified, Michigan-certified instructor!<\/b><\/h3>\r\n<span style=\"font-weight: 400\">This summer, we\u2019re offering online courses on over 150 different subjects, including core areas (i.e., science, math, English, and social studies), as well as a myriad of fascinating, career-oriented electives. Students have 10 weeks to complete summer coursework at their own pace and will be supported along the way by a highly qualified, Michigan-certified online instructor who is an expert in their subject area. These courses provide a flexible opportunity for students to recover credits or fulfill requirements in advance of graduation while keeping their minds active over the summer!<\/span>\r\n\r\n<b>You can learn more about our summer learning options at <\/b><a href=\"https:\/\/michiganvirtual.org\/students\/summer\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400\">michiganvirtual.org\/summer<\/span><\/a>\r\n\r\n&nbsp;\r\n<h3><b>Interested in setting up an online summer program powered by <\/b><b><i>Michigan Virtual? <\/i><\/b><\/h3>\r\n<span style=\"font-weight: 400\">Fill out <a href=\"https:\/\/michiganvirtual.org\/students\/summer\/#form\" target=\"_blank\" rel=\"noopener noreferrer\">the form on this page<\/a> and one of our representatives will get in touch with you!<\/span>",
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            "content": "<!-- wp:paragraph -->\n<p>Schools within the same district or county don\u2019t need to compete with one another for online learning resources. Rather \u2014 by hiring local teachers and using our award-winning course content \u2014 they can collaborate with one another to teach online students across multiple schools or districts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This win\/win solution has already been successfully implemented in districts around the state, including St. Clair RESA and Gull Lake Community Schools. In this webinar, we walk you through how you can use our collaborative partnership model in your educational community.<\/p>\n<!-- \/wp:paragraph -->",
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            "id": 21282,
            "path": "\/blog\/podcast-student-agency-and-google-classroom\/",
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            "content": "\n\nWelcome to Digital Backpack! In our first Digital Backpack cast, we chat with Traci Smith, a high school English teacher at De La Salle. She shares some gems about connecting with students, creating an atmosphere of trust and how she uses technology to help with all of it!\n\nIn this first episode, we chatted about\u2026\n<ul>\n \t<li>Updates to <a href=\"https:\/\/classroom.google.com\/u\/0\/h\">Google Classroom<\/a> \u2014 more specifically the comment bank feature! It\u2019s a great way to save commonly used feedback and save you time while still providing feedback to your students.<\/li>\n \t<li>Creating an advisory program to build community within a school and across grade levels.<\/li>\n \t<li>Frequently asking for feedback from students and colleagues, processing the data and then discussing results with key stakeholders. Traci had some great insight into how this builds support in her classroom and school.<\/li>\n \t<li>In our \u201cmorning announcement\u201d we share how a high school PE teacher is working to integrate technology into his PE class!<\/li>\n \t<li>If you like listening to this podcast and want to apply and explore the concepts a little more deeply, consider joining us in Podcast PD (<a href=\"https:\/\/plp.mivu.org\/Registration.aspx?course=505\">Screencasting, the Future of Education<\/a> or <a href=\"https:\/\/plp.mivu.org\/Registration.aspx?course=504\">Google Forms, Failure-Free Failing &amp; CBE<\/a><\/li>\n<\/ul>\nMake sure to <a href=\"https:\/\/anchor.fm\/digitalbackpack\">subscribe<\/a> to listen to future episodes!",
            "title": "Podcast: Student Agency and Google Classroom",
            "excerpt": "Welcome to Digital Backpack! In our first Digital Backpack cast, we chat with Traci Smith, a high school English teacher at De La Salle. She shares some gems about connecting with students, creating an atmosphere of trust and how she uses technology to help with all of it! In this first episode, we chatted about\u2026...",
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            "path": "\/webinar\/social-emotional-learning-and-restorative-justice-solutions\/",
            "author_id": 21,
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            "content": "<!-- wp:paragraph -->\n<p>As part of Michigan\u2019s Top 10 in 10 initiative, schools are beginning to rethink what it means to address the \u201cwhole child\u201d in education. Rather than focusing solely on a student\u2019s academic needs, this approach suggests, we have an obligation to tend to a student\u2019s cognitive, physical, behavioral, social and emotional needs as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this webinar, we share the results and key components of Suite360 and how to use and implement in your district.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "As part of Michigan\u2019s Top 10 in 10 initiative, schools are beginning to rethink what it means to address the \u201cwhole child\u201d in education. Rather than focusing solely on a student\u2019s academic needs, this approach suggests, we have an obligation to tend to a student\u2019s cognitive, physical, behavioral, social and emotional needs as well. In...",
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            "content": "This article \u2014 originally published on Livingston\u2019s <i>WHMI-FM 93-5 <\/i>radio station on Feb. 18, 2019 \u2014 describes <i>Michigan Virtual<\/i>\u2019s partnership with the Pinckney Cyber Training Institute to bring their rigorous cybersecurity and networking training online for Michigan high school students:\n\n<a href=\"https:\/\/www.whmi.com\/news\/article\/pinckney-cyber-training-institute-forming-new-partnerships\">https:\/\/www.whmi.com\/news\/article\/pinckney-cyber-training-institute-forming-new-partnerships<\/a>",
            "title": "Pinckney Cyber Training Institute Forming New Partnerships",
            "excerpt": "This article \u2014 originally published on Livingston\u2019s WHMI-FM 93-5 radio station on Feb. 18, 2019 \u2014 describes Michigan Virtual\u2019s partnership with the Pinckney Cyber Training Institute to bring their rigorous cybersecurity and networking training online for Michigan high school students.",
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        {
            "id": 20085,
            "path": "\/blog\/using-calendly-for-scheduling-student-meetings\/",
            "author_id": 38,
            "timestamp": 1550075171,
            "content": "<h3><strong>Using Calendly for Scheduling Student Meetings<\/strong><\/h3>\r\n<h6>By Kim Garvison and Alanna Prieditis<\/h6>\r\n<p class=\"lead\"><span style=\"font-weight: 400\"><i>\u00a1Hola!<\/i> We\u2019re Kim Garvison and Alanna Prieditis, and we teach all levels of Spanish for\u00a0<em>Michigan Virtual<\/em>, from Level 1 through Advanced Placement.<\/span><\/p>\r\n<span style=\"font-weight: 400\">One of the best ways to learn and speak a language is to practice doing just that (which might also explain why students in world language courses are expected to practice reading, writing, listening to and speaking the target language). As educators who have spent time in Spain, we can tell you that <\/span><span style=\"font-weight: 400\">practicing the language in a conversational setting has the most valuable application in the real world.<\/span>\r\n\r\n<span style=\"font-weight: 400\">So in our classes, we work to practice language regularly. <\/span>\r\n<p class=\"lead\"><span style=\"font-weight: 400\"><strong>But here\u2019s the twist:<\/strong> we don\u2019t teach in face-to-face classrooms, we\u2019re working in online, asynchronous courses. <\/span><\/p>\r\n<span style=\"font-weight: 400\">As is the case for many online educators, this presents some challenges. One of the biggest challenges? Regularly scheduling time to connect with each student in our course to listen to and assess their language development. <\/span>\r\n\r\n<span style=\"font-weight: 400\">We needed to find a tool that would eliminate the need for several back-and-forth communications to simply set up an appointment for each short assessment. We not only wanted a tool to help share available time slots for appointments but also one that would sync with our calendars. <\/span>\r\n<p class=\"lead\"><strong>That\u2019s when we discovered <a href=\"https:\/\/calendly.com\">Calendly<\/a>.<\/strong><\/p>\r\nhttps:\/\/youtu.be\/ukDt2lGfwG4\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">While Calendly does have a premium version, we have found the free version to have all we need! Calendly allows you to set your availability for each day with varying time blocks. You can customize the length of the appointment slots as well. <\/span>\r\n\r\n<span style=\"font-weight: 400\">This calendar can be then be shared as a link or embedded into your online course or website for students to select a time slot. Once the student selects their time slot, an appointment is automatically added to your synced calendar. (We love that this feature makes students share the responsibility of scheduling.)<\/span>\r\n\r\n<span style=\"font-weight: 400\">While many scheduling tools sync with Google and other calendars, we needed something to specifically work with Outlook (Calendly does work with Google, iCloud and Office 365 email, too).<\/span>\r\n\r\n<img class=\"alignnone wp-image-20092 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/Blog-Embedded-Calendly.png\" alt=\"Screenshot of Calendly embedded in online class\" width=\"1442\" height=\"750\" \/>\r\n\r\n<span style=\"font-weight: 400\">After finding Calendly and digging deeper into its capabilities, we found that you can also customize questions to ask students upon creating an appointment. This was super helpful for us because we wanted to add required areas to gather the student's name, email address, specific class, and the unit for which they are scheduling.<\/span>\r\n\r\n<img class=\"alignnone wp-image-20088 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/Blog-Scheduled-appointment-info-view.png\" alt=\"Screenshot of Scheduled appointment info in Calendly\" width=\"1495\" height=\"739\" \/>\r\n\r\n<span style=\"font-weight: 400\">Having this information in our Outlook calendar event \u2014 as well as in the Calendly dashboard \u2014 helps us quickly prepare for each appointment. In the event that a student needs to cancel or reschedule, they can simply access their appointment information from the auto-confirmation email from Calendly to make any changes.<\/span>\r\n\r\n<span style=\"font-weight: 400\">Overall, the Calendly site is super user-friendly for both instructors and students and saves us a ton of time when it comes to scheduling! While we teach online, we can see opportunities to use this in a face-to-face classroom in situations where students need to schedule speed conferences with their teacher or when you need to gather a group of students and\/or teachers together. <\/span>\r\n<p class=\"lead\"><strong>Ultimately, Calendly is a win for us because:<\/strong><\/p>\r\n\r\n<ul>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The student must share responsibility for scheduling<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The auto syncing\/reminder email features make it \u201chands-off\u201d once you set your availability <\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The Calendly dashboard is a one-stop shop for adjusting our availability and seeing scheduled appointments and details<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The site is super user-friendly for both instructors and students\u00a0 \u2014 after full-semester implementation, there was not one complaint regarding the use of this tool or its functionality<\/span><\/li>\r\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">While Calendly offers a premium version for purchase, we have found that the free version offers everything we need for creating and managing our large volume of student appointments<\/span><\/li>\r\n<\/ul>\r\n<p class=\"lead\"><strong>How do you use Calendly in your classroom? \u00a0<\/strong><\/p>",
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            "excerpt": "One of the biggest challenges as online Spanish teachers? Regularly scheduling time to connect with each student in our course to listen to and assess their language development. We needed to find a tool that would eliminate the need for several back-and-forth communications to simply set up an appointment for each short assessment. We not only wanted a tool to help share available time slots for appointments, but also one that would sync with our calendar. That\u2019s when we discovered Calendly.",
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        {
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            "path": "\/blog\/powtoon-the-animated-video-making-software-that-can-help-you-explain-concepts-to-students\/",
            "author_id": 37,
            "timestamp": 1550070738,
            "content": "<h3>Using PowToon to explain challenging concepts to students<\/h3>\r\n<h6>By Jaclyn Hartman<\/h6>\r\n<p class=\"lead\"><span style=\"font-weight: 400\">As an online teacher, one of the best ways I have found to reach my students is to help them relate content to their \"real lives.\"<\/span>\u00a0<span style=\"font-weight: 400\">I have found that once students have an opportunity to relate to the content or observe a concept in real life, they are more likely to explore it further. <\/span><\/p>\r\n<p class=\"lead\"><strong>But one of my challenges is this:\u00a0<\/strong><\/p>\r\n<span style=\"font-weight: 400\">I teach in an asynchronous program, so my students are not necessarily online at the same time as I am. One tech tool that has helped me to bridge this divide is <a href=\"https:\/\/www.powtoon.com\/account\/signup\/?next=\/html5-studio\/#\/edit\/djm1DJbdJNS\" target=\"_blank\" rel=\"noopener noreferrer\">PowToon<\/a>, the video-making software that allows teachers to\u00a0create engaging, animated clips to help explain challenging content to students.<\/span>\r\n\r\n<span style=\"font-weight: 400\">I primarily teach high school chemistry and physics, but also astronomy and forensic science. Two concepts that my students commonly misunderstand are\u00a0free-fall and the velocity and accelerations at different points in the tossing of an object. I wanted students to understand this important foundation in kinematics and be able to see what was happening while also being engaged.<\/span>\r\n\r\n<span style=\"font-weight: 400\">In a face-to-face classroom, I would explain this concept through a conversation and tossing a ball. We might add diagrams on the board. <\/span>\r\n<p class=\"lead\"><strong>But here\u2019s the catch:<\/strong><i><span style=\"font-weight: 400\"> I don\u2019t teach in a face-to-face classroom<\/span><\/i><span style=\"font-weight: 400\">.<\/span><\/p>\r\n<span style=\"font-weight: 400\">In the online classroom, I wanted to get the same information to students in a way that was conversational and interesting. I chose the tool <\/span><span style=\"font-weight: 400\">PowToon<\/span><span style=\"font-weight: 400\"> to create my own animated <\/span><a href=\"https:\/\/youtu.be\/i_sbjQDRuj8\"><span style=\"font-weight: 400\">video<\/span><\/a><span style=\"font-weight: 400\"> to demonstrate these concepts for students.<\/span>\r\n\r\nhttps:\/\/youtu.be\/i_sbjQDRuj8\r\n\r\n&nbsp;\r\n\r\n<span style=\"font-weight: 400\">This is one of the top-viewed videos by students in my <a href=\"https:\/\/michiganvirtual.org\/course\/physics-a\/\" target=\"_blank\" rel=\"noopener noreferrer\">Physics A<\/a> course because it has a fun look that encourages students to click. I have received messages from students on how much they like the video and how it has really helped\u00a0them understand the concepts.<\/span>\r\n<p class=\"lead\"><strong>Another tip:<\/strong><\/p>\r\n<span style=\"font-weight: 400\">This tool can also be used by students to create their own videos to demonstrate understanding of a topic. They can create how-to videos, short stories, etc. Using PowToon is a great way to allow students to demonstrate understanding in a creative and fun way. <\/span>\r\n<p class=\"lead\"><span style=\"font-weight: 400\"><strong>The best part? It\u2019s working.<\/strong> <\/span><\/p>\r\n<span style=\"font-weight: 400\">Overall, my classroom data shows students have increased scores on multiple choice questions covering this topic. Students are able to incorporate this understanding into other assignments and compare acceleration when there is and is not motion. It is helping them make connections across the course.<\/span>",
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        {
            "id": 20009,
            "path": "\/blog\/using-choice-boards-to-promote-student-agency\/",
            "author_id": 36,
            "timestamp": 1550004736,
            "content": "<p class=\"lead\"><strong>FACT<\/strong>: Students (and adults, too) like to be able to make their own choices. Yet sometimes, when it comes to education, students are guided down the <em>same<\/em> learning path in hopes they will all reach the <em>same<\/em> outcome...\u00a0 until they don\u2019t. That\u2019s why I saw a need to change the learning environment in my Creative Arts class.<\/p>\r\nI found myself developing a <a href=\"https:\/\/www.schoology.com\/blog\/6-principles-choice-based-learning-students-crave\" target=\"_blank\" rel=\"noopener noreferrer\">choice-based classroom<\/a> and needed to allow students to scaffold their skillsets through individualized choice based on their interests.\r\n\r\nTraditional methods of teaching all students the same content felt antiquated and wouldn\u2019t meet the needs of all students.\u00a0I was searching for a way to increase engagement and decrease the competitive environment that teacher-directed projects create.\r\n\r\nMy goal was to have all students develop a baseline for their skills, so they could learn the content, then apply it toward their own learning and choose their own focus. It was important for me to find resources that would allow me to work with as many students as possible and address a wide achievement gap.\r\n\r\nAs art can be very personal, I found that many students declined to express their abilities for perceived fear of judgment and chose to \"check out.\" This can be true across multiple subjects. I wanted to create an environment where students had choice, felt supported to create, and were able to demonstrate mastery of content in different ways.\r\n\r\n<img class=\"aligncenter wp-image-20018 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/Sarah-Bedford-Classroom-1.jpg\" alt=\"Sarah's classroom\" width=\"705\" height=\"538\" \/>\r\n<p class=\"lead\"><strong>That\u2019s when I stumbled upon the concept of a <a href=\"https:\/\/theartofeducation.edu\/2012\/07\/11\/how-to-use-choice-boards-to-differentiate-learning\/\" target=\"_blank\" rel=\"noopener noreferrer\">choice board<\/a>. Using a choice board (created through Google Docs) has been a wonderful tool in my classroom to promote a more individualized understanding of concepts.<\/strong><\/p>\r\nThe ability to choose from topics \u2014 as well as to make the choice to develop skills based on their own understanding and their preferred direction \u2014 has been instrumental in the development of my students. Learning is individualized, and this approach gives students more confidence in what they are doing. It also allows me to move around the room and address individual concerns I might otherwise not have been able to resolve with students.\r\n<p class=\"lead\"><strong>This tool has helped me move from a teacher-directed classroom to a student-centered atmosphere.<\/strong><\/p>\r\nChoice boards have helped improve student learning in my class by empowering students to develop confidence based on their individual needs and choices. I also believe when they are engaged in the learning and know the expected outcomes, they are more reflective and able to self-assess their own learning.\r\n<p class=\"lead\"><strong>Another tip:\u00a0<\/strong><\/p>\r\nUsing\u00a0<a href=\"https:\/\/www.google.com\/forms\/about\/\">Google Forms<\/a> to collect data allows students to respond to a Likert scale assessment of their own growth. While the data collected is qualitative, I do trust in the ability of the students to assess their own growth given the nature of greater understanding through agency.\r\n\r\nThe growth of 21st-century learning skills may need to be assessed over time, as some traits require more than one semester of personal exploration. However, I am quite pleased with even the short-term results that were shown in the focus area of <a href=\"https:\/\/learn.teachingchannel.com\/blog\/2015\/03\/03\/8-habits-of-thinking\" target=\"_blank\" rel=\"noopener noreferrer\">Harvard\u2019s Studio Habits of Mind<\/a>: <em>Develop Craft, Engage and Persist, Envision, Express, Observe, Reflect, Stretch and Explore, <\/em>and <em>Understanding the Art World.<\/em>\r\n\r\n<img class=\"aligncenter wp-image-20017 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/02\/Sarah-Bedford-Classroom-4.jpg\" alt=\"Sarah's classroom\" width=\"705\" height=\"537\" \/>",
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            "path": "\/blog\/how-online-learning-helps-schools-stand-out-in-the-competitive-landscape-of-school-choice\/",
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            "content": "<h3>How online learning helps schools stand out in the competitive landscape of school choice<\/h3>\r\nThe competitive nature of school choice makes many educators uneasy.\r\n\r\nAdministrators are under pressure to market their school to families both within and outside of their geographic boundaries in an attempt to attract more students. For many, this is uncomfortable because it blurs the lines between education and business.\r\n\r\nThis discomfort is understandable, creating moral tension and a fine line on which to walk. To best leverage these tensions, your goal should be to have your cake and eat it, too: To innovate your curriculum by offering students what they need in a manner that engages their learning preferences.\r\n\r\nIf you\u2019re looking to find ways to innovate your curriculum \u2014 and, yes, to compete with other schools in our current era of school choice \u2014 then providing your students with online learning options is one way you can stand out in the educational marketplace.\r\n<p class=\"lead\"><strong>Why will this help your school stand out? Because you\u2019ll be providing your students with <i>more <\/i>course options, <i>more <\/i>flexibility in how and when they learn, and <i>more <\/i>opportunities to gain 21st-century learning skills. <\/strong><\/p>\r\n\r\n<h3>The way humans learn is changing<\/h3>\r\nPart of the reason it\u2019s so imperative that we offer students online learning options is because the way humans learn is changing, and the internet is one of the major factors expediting this change.\r\n<h6>Consider this:<\/h6>\r\nThe last time you or a loved one needed to figure out how to do something, what did you do?\r\n\r\nDid you take a full-fledged course on the topic? Or did you go to Google and type in, \u201cHow to X\u201d?\r\n\r\nPeople are naturally looking online for tutorials on how to do things. When we need to learn a skill, we typically turn to Google, YouTube, or Wikipedia before turning to a physical book or classroom. \u00a0As adult learners, at least, the rest typically comes later. After we have solidified a basic understanding of the topics in which we\u2019re most interested, we then branch out into more rigorous, in-depth methods of study.\r\n<h6>The moral of the story is:<\/h6>\r\nWe have learning devices at our fingertips or in our pockets at all times with access to a near-infinite store of information. The majority of us use these tools as learning devices, and so do our students.\r\n\r\nThis point is <i>not<\/i> made to suggest that online learning ought to <i>replace the <\/i>traditional classroom. On the contrary, we believe that online learning is best used as a supplemental resource to face-to-face learning.\r\n\r\nSimilarly, when it comes to using devices in the brick-and-mortar classroom, <a href=\"https:\/\/michiganvirtual.org\/blog\/teachers-trump-tools\/\">teachers trump tools<\/a>. In order to improve student outcomes, technology must be leveraged strategically <i>by teachers <\/i>to make learning both more efficient and more effective.\r\n<p class=\"lead\"><strong>These two ways of learning are not mutually exclusive. At their best, they work together in a symbiotic relationship to foster the growth of well-rounded students.<\/strong><\/p>\r\nSociety has changed. Education is also changing, but we need to reimagine what we want for our children. We want them to be able to utilize the power of the internet to find and synthesize information that is useful to them.\r\n\r\nWe want them to gain digital literacy skills, not simply so they can become effective <i>classroom <\/i>learners, but so they can become effective <i>lifelong <\/i>learners.\r\n<h3>Why are students and parents choosing online learning?<\/h3>\r\nIn January 2017, The Foundation for Blended and Online Learning released <a href=\"https:\/\/static1.squarespace.com\/static\/59c3f229197aeabbd2a556b2\/t\/5afde15c70a6adead81fed55\/1526587747644\/FOBL_WhyStudentsChoose.pdf\">a report on why students choose online and blended learning<\/a>. This report identified three broad reasons students pursue online and blended learning:\r\n<ul class=\"lead\">\r\n \t<li>Academics<\/li>\r\n \t<li>Social-emotional health and safety, and<\/li>\r\n \t<li>Interests and life circumstances<\/li>\r\n<\/ul>\r\nIncreasingly, students, parents, and school counselors are opting for online learning as a means to:\r\n<ul class=\"lead\">\r\n \t<li>Expand the range of courses available to students beyond what a single school can offer<\/li>\r\n \t<li>Allow flexibility to students facing scheduling conflicts<\/li>\r\n \t<li>Afford opportunities for elite athletes and performers, migrant youth, pregnant, at-risk, or incarcerated students, and students who are homebound due to illness or injury, to continue their studies outside the traditional classroom<\/li>\r\n \t<li>Provide credit recovery programs for students that have failed courses and\/or dropped out of school, allowing them to get back on track to graduate<\/li>\r\n \t<li>Help students who are currently performing below grade-level to begin catching-up through blended learning<\/li>\r\n \t<li>Personalize instruction for the needs of individual students;<\/li>\r\n \t<li>Provide on-demand online tutoring, and<\/li>\r\n \t<li>Increase the teaching of technology skills by embedding technology literacy in academic content.<\/li>\r\n<\/ul>\r\nStudents may be interested in enrolling in online courses that their schools cannot or do not offer. \u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\">Advanced Placement (AP) courses<\/a>, for example, are a common request made of online learning providers because schools often do not have qualified teachers in the subject areas or enough students to provide the courses face-to-face.\r\n\r\nSometimes, students turn to online courses to overcome a scheduling conflict, and some use online courses for elective credit and personal enrichment \u2014 including <a href=\"https:\/\/michiganvirtual.org\/blog\/seven-reasons-why-your-high-achieving-students-benefit-from-online-summer-school-options\/\">taking courses over the summer<\/a>. Many schools and students also use <a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">online courses as a credit recovery option<\/a> for students who have failed their face-to-face courses.\r\n\r\nIn the competitive landscape of school choice, online learning can provide your school with an edge by offering students a broader curriculum, more flexible scheduling options, and access to the 21st-century learning skills they need to thrive in college and their future workplaces.\r\n\r\nYou can learn more about why students choose online learning and how you can implement a successful online program at your school in our new <i><a href=\"https:\/\/mvlri.org\/resources\/guides\/admin-guide\">Administrator Guide to Online Learning<\/a><\/i>\r\n\r\n<hr \/>\r\n\r\n<h4><i>Administrator Guide to Online Learning <\/i>now available!<\/h4>\r\nIf you\u2019re a school administrator who has implemented \u2014 or is interested in implementing \u2014 an online program at your school district, check out our new <a href=\"https:\/\/mvlri.org\/resources\/guides\/admin-guide\"><i>Administrator Guide to Online Learning<\/i><\/a><i>. <\/i>\r\n\r\nCreated in partnership with MEMSPA, MASA, MASSP, and MAISA, our <a href=\"https:\/\/mvlri.org\/resources\/guides\/admin-guide\"><i>Administrator Guide to Online Learning<\/i><\/a> is intended to inform building administrators about best practices for online learning and, ultimately, to maximize student learning outcomes in the online environment.\r\n<h6>In this guide, we explore answers to the following questions:<\/h6>\r\n<ul>\r\n \t<li>What is online learning?<\/li>\r\n \t<li>What are the differences\/similarities between online and face-to-face learning?<\/li>\r\n \t<li>Why are students choosing online learning?<\/li>\r\n \t<li>What is the administrator\u2019s role in online learning?<\/li>\r\n \t<li>What are some common misconceptions about online learning?<\/li>\r\n \t<li>How does one establish and maintain a successful online learning program?<\/li>\r\n<\/ul>\r\n<a class=\"btn\" href=\"https:\/\/mvlri.org\/resources\/guides\/admin-guide\/\" target=\"_blank\" rel=\"noopener\">Explore the Guide<\/a>\r\n<h4>LIMITED OPPORTUNITY \u2014 Sign up for a free audit of your school\u2019s online learning program by our experts.<\/h4>\r\nIf you\u2019re serious about improving your school\u2019s online learning program, consider signing up for a free audit of your current online program conducted by experts at the <i>Michigan Virtual Learning Research Institute. <\/i>These audits are available at no cost to Michigan schools thanks to funding allocated to improve our state\u2019s virtual learning pass rates.\r\n\r\nWe have a limited capacity to conduct these audits, so please reach out soon if you are interested.\r\n\r\n[button href=\"https:\/\/mvlri.org\/resources\/online-program-reviews\/\"]Learn More About Our Review Process[\/button]",
            "title": "How online learning helps schools stand out in the competitive landscape of school choice",
            "excerpt": "If you\u2019re looking to find ways to innovate your curriculum \u2014 and, yes, to compete with other schools in our current era of school choice \u2014 then providing your students with online learning options is one way you can stand out in the educational marketplace. Why? Because you\u2019ll be providing your students with more course options, more flexibility in how and when they learn, and more opportunities to gain 21st-century learning skills.",
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            "content": "<p>Teachers, I\u2019d like to introduce you to my new friend, 2019.<\/p>\r\n<p>We\u2019ve just met, but I have the feeling we\u2019re going to get along splendidly.<\/p>\r\n<p>Here\u2019s one way you and 2019 can do the same:<\/p>\r\n\r\n<h4><strong>By tackling your new year\u2019s teaching resolutions.<\/strong><\/h4>\r\n<p>Are there practices you\u2019d like to start doing, stop doing, or keep doing in your classroom in 2019?<\/p>\r\n<p>How are you planning to tackle these resolutions?<\/p>\r\n\r\n<h4><strong>There are so many ways that educators learn how to improve their teaching.<\/strong><\/h4>\r\n<p>You could, for example:<\/p>\r\n\r\n<ul>\r\n \t<li>Attend formal professional development sessions<\/li>\r\n \t<li>Exchange ideas with a colleague\/mentor<\/li>\r\n \t<li>Read pedagogical books or articles<\/li>\r\n \t<li>Explore online resources<\/li>\r\n \t<li>Listen to podcasts<\/li>\r\n \t<li>Watch YouTube videos<\/li>\r\n \t<li>Participate in Twitter chats within the educational community<\/li>\r\n<\/ul>\r\n<h4><strong>The list goes on.<\/strong><\/h4>\r\n<p>A rule of thumb in the world of professional learning and development is the\u00a0<a href=\"https:\/\/www.ccl.org\/articles\/leading-effectively-articles\/70-20-10-rule\/\">70-20-10 rule<\/a>. It goes something like this:<\/p>\r\n\r\n<ul>\r\n \t<li>70% of your learning comes from on-the-job experience<\/li>\r\n \t<li>20% of your learning comes from your relationships with others<\/li>\r\n \t<li>10% of your learning comes from formal training courses<\/li>\r\n<\/ul>\r\n<p>This heuristic has\u00a0<a href=\"https:\/\/www.td.org\/insights\/70-20-10-where-is-the-evidence\">received criticism<\/a>\u00a0for relying on arbitrary percentages, but the general principle remains largely unchallenged:<\/p>\r\n<p>A significant part of our learning happens outside of the umbrella of what we formally consider \u201cprofessional development.\u201d<\/p>\r\n\r\n<h4><strong>That\u2019s why we believe you deserve to earn SCECHs for your informal learning efforts.<\/strong><\/h4>\r\n<p>Your on-the-job and informal learning experiences are highly valuable, offering you insight into issues directly related to the needs of your students.<\/p>\r\n<p>Wherever you are with your new year\u2019s teaching resolutions, we want to let you know about MyPD,\u00a0<a href=\"https:\/\/michiganvirtual.org\/professionals\/mypd\/\">a new online course we\u2019ve designed<\/a>\u00a0that gives you the opportunity to:<\/p>\r\n\r\n<ul>\r\n \t<li>Define your problems of practice<\/li>\r\n \t<li>Create your own learning plan that addresses these problems<\/li>\r\n \t<li>Receive feedback from our professional learning specialists<\/li>\r\n \t<li>Earn SCECHs for your informal learning efforts.<\/li>\r\n<\/ul>\r\n<h2><strong>The problems with our current PD model<\/strong><\/h2>\r\n<p>As a state, we agree educator training is important. That\u2019s why we funnel so much time, energy, and money into ensuring our educators are up to date on the latest findings in educational research.<\/p>\r\n\r\n<h4><strong>The problems with our current system?<\/strong><\/h4>\r\n<p>First of all, most of our current professional development offerings rely heavily on\u00a0<a href=\"\/blog\/its-time-to-practice-what-we-preach-revolutionizing-professional-learning-pedagogy\/\" rel=\"noopener\">\u201csit and get\u201d pedagogy<\/a>. Educators lose precious time in their classrooms and spend a great deal of time and money traveling (sometimes across the state) to join other educators for lecture-based training sessions.<\/p>\r\n\r\n<h4><strong>But the truth is:<\/strong><\/h4>\r\n<p>Research suggests that adult learners do not always learn best in \"sit and get\" settings.\u00a0Usually, they learn in increments and then try putting lessons learned into practice. For some topics, \u201cone and done\u201d models might be effective. For others, it might make more sense to have a series of intervention strategies.<\/p>\r\n<p>Often, the topics available for these \u201csit and get\u201d sessions are limited and prescribed in K-12 education. Educators have a stock menu of options available to them, but it may be difficult to find options that a) fit into their schedules and b) address their most pressing problems of practice.<\/p>\r\n\r\n<h4><strong>The bottom line:<\/strong><\/h4>\r\n<p>Teacher training is\u00a0<i>incredibly\u00a0<\/i>important but does not always reflect what educators want or need.<\/p>\r\n\r\n<h2><strong>What is MyPD and how does it address these problems?<\/strong><\/h2>\r\n<p>Our primary motivation for designing\u00a0<a href=\"https:\/\/michiganvirtual.org\/professionals\/mypd\/\">MyPD<\/a>\u00a0was to provide educators with an opportunity to earn credit for their informal learning efforts. Up until this point, there was no system in Michigan for educators to earn SCECHs for the countless hours of work they spend on independent research.<\/p>\r\n<p>Of course, as a teacher, you receive recognition for your informal learning insofar as it influences your evaluations and student success. But, historically, there has been no means of rewarding educators for the act of devoting time to learning that occurs outside of their daily job responsibilities.<\/p>\r\n<p>We devised MyPD as a mechanism for rewarding you for taking control of your own learning and reflecting purposefully on how you can incorporate independent research into your everyday classroom practices.<\/p>\r\n<p>Our hope was to design a true model of adult learning theory that validates the experience of today\u2019s educators and offers them maximum autonomy with supportive guidance.<\/p>\r\n\r\n<h4><strong>The resulting experience is somewhat like an independent study.<\/strong><\/h4>\r\n<p>In this course, learners are asked to develop a PD plan with clear learning objectives, as well as to submit evidence for learning and a reflection detailing how they intend to apply lessons learned in their classrooms.<\/p>\r\n<p>Upon submission, our professional learning specialists review each case, offering personalized feedback and awarding SCECHs.<\/p>\r\n\r\n<h2><strong>Here\u2019s an example of what this process looked like for one Michigan teacher:<\/strong><\/h2>\r\n<p>One of the teachers who completed our MyPD course teaches physical education at a private Islamic school in Michigan. One challenge she faces is understanding how to best support students with dietary restrictions.<\/p>\r\n<p>As such, she designed her professional learning plan around ways to create a more productive and inclusive learning environment for her students. To accomplish this, she devoted time to educating herself on how to teach students with differences in ability, age, health, dress, and fasting traditions.<\/p>\r\n<p>\u201cIn focusing on productivity and inclusivity,\u201d she said, \u201cstudents will become more involved and more physically active, which in turn will help shape them to become life-long learners and lovers of physical activity.\u201d<\/p>\r\n<p>Leveraging the flexible structure of our MyPD course, this teacher was able to earn 10 SCECHs for spending time researching a topic directly related to the needs of her students and reflecting on how she could apply this knowledge to her P.E. classroom.<\/p>\r\n\r\n<h2><strong>How do I get started?<\/strong><\/h2>\r\n<p>Maybe this example reminds you of a challenge you\u2019ve faced in your classroom that you\u2019ve been meaning to spend time researching.<\/p>\r\n<p>Maybe you have a stack of book recommendations gathering dust on your desk, or a Pinterest board (or two or three or four. . . ) overflowing with resources that you haven\u2019t had time to read, organize, and implement.<\/p>\r\n<p>Wherever your professional learning journey may take you, if your new year\u2019s teaching resolutions involve using a variety of media (i.e., articles, blogs, podcasts, twitter chats, etc.) to research issues affecting you and your students, we encourage you to consider enrolling in\u00a0<a href=\"https:\/\/michiganvirtual.org\/professionals\/mypd\/\">MyPD<\/a>\u00a0as a way to earn SCECHs for the time and energy you spend on independent research.<\/p>",
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        {
            "id": 19611,
            "path": "\/blog\/micro-credentialing-the-dawn-of-competency-based-professional-development\/",
            "author_id": 16,
            "timestamp": 1546545216,
            "content": "<p>When it comes to our students, we strive to foster\u00a0<u><a href=\"https:\/\/www.brainpickings.org\/2014\/01\/29\/carol-dweck-mindset\/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindsets<\/a><\/u>\u00a0and implement\u00a0<u><a href=\"https:\/\/www.inacol.org\/news\/how-competency-based-education-differs-from-the-traditional-system-of-education\/\" target=\"_blank\" rel=\"noopener noreferrer\">competency-based learning<\/a><\/u>\u00a0in our classrooms.<\/p>\r\n<p>But when it comes to our own professional development, we so often accept\u00a0<u><a href=\"\/blog\/its-time-to-practice-what-we-preach-revolutionizing-professional-learning-pedagogy\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201csit and get\u201d learning sessions that rely on outdated pedagogical practices<\/a><\/u>.<\/p>\r\n<p>As experts in learning, we know that \u201csit and get\u201d models are not the best ways for either adults or students to learn. So why is it that we hold ourselves and our peers to a different standard when it comes to educator training and professional development?<\/p>\r\n<p>We believe that we can do better, and that, by working together, we can motivate a paradigm shift toward competency-based professional development in the state of Michigan.<\/p>\r\n<p>With the advent of micro-credentialing \u2014 a digital badging system that offers an alternative to the SCECH model \u2014 we believe that the dawn of competency-based professional learning has finally arrived.<\/p>\r\n\r\n<h2><strong>What is competency-based PD and why do we need it?<\/strong><\/h2>\r\n<p>Competency-based professional development is exactly what it sounds like:<\/p>\r\n<p>It is a model for professional development that rewards learners for providing evidence of\u00a0<em>competency\u00a0<\/em>in a particular skill, rather than rewarding participants for their\u00a0<em>attendance<\/em>\u00a0at a particular session.<\/p>\r\n\r\n<h4><strong>Under this model, educators are evaluated based on their ability to\u00a0<em>do the work,\u00a0<\/em>rather than being evaluated based on mere\u00a0<em>exposure\u00a0<\/em>to a particular concept.<\/strong><\/h4>\r\n<p>This approach to PD is personalized to the unique needs of the learner. Wherever you are in your understanding of a particular topic, a competency-based course should encourage you to pick up where you left off and move toward mastery and the practical application of skills.<\/p>\r\n<p>If you chose to take a competency-based PD course on using wait time in the classroom, for example, rather than sitting through a \u201csit and get\u201d lecture on effective wait time practices, you would be provided with relevant resources and then asked to demonstrate evidence of your efforts to incorporate this skill into your classroom.<\/p>\r\n\r\n<h2><strong>What are micro-credentials?<\/strong><\/h2>\r\n<p><u><a href=\"http:\/\/www.nea.org\/home\/microcredentials.html\" target=\"_blank\" rel=\"noopener noreferrer\">Micro-credentials<\/a><\/u>\u00a0are a relatively new concept in education. They are a form of certification \u2014 typically symbolically represented as a digital badge \u2014 that operate as a stamp of approval for mastery of a particular skill.<\/p>\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/Everything-you-need-to-know-about-micro-credentials-2.png\"><img class=\"aligncenter wp-image-19614 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/Everything-you-need-to-know-about-micro-credentials-2.png\" alt=\"An infographic outlining everything you need to know about micro-credentials\" \/><\/a>\r\n<p>Micro-credentials follow the paradigm of competency-based professional learning by allowing educators to focus on a discrete skill related to their practice \u2014 for instance, checking for student understanding \u2014 and collect the evidence \u2014 such as classroom videos or student work \u2014 to demonstrate ability in that specific skill.<\/p>\r\n<p>For example,\u00a0<u><a href=\"https:\/\/michiganvirtual.org\/masa-micro\" target=\"_blank\" rel=\"noopener noreferrer\">the first micro-credential course we released<\/a><\/u>, in partnership with MASA, focuses on the skills district administrators need in order to craft effective and legally sound communication plans. This course was developed in order to meet a pressing need from administrators \u2014 the need to develop the practical skills necessary to support and defend their districts from legal issues.<\/p>\r\n<p>Following a competency-based model of professional development, if you are already competent and actively using a particular skill, you can demonstrate competency\u00a0<em>without\u00a0<\/em>spending hours sifting through lessons already learned.<\/p>\r\n\r\n<h4>Just as SCECHs operate as Michigan\u2019s reward system for honoring teachers for the\u00a0<em>time\u00a0<\/em>they spend on their professional development, micro-credentials operate as a reward system for honoring educators for the\u00a0<em>competencies\u00a0<\/em>they have mastered.<\/h4>\r\n<img class=\"size-full wp-image-19616\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/SCECH-vs-Micro-credential.png\" alt=\"SCECH vs Micro-credential\" \/>\r\n<p><span style=\"background-color: transparent\">Another benefit of these digital badges is that they are shareable<\/span><span style=\"background-color: transparent\"><em>,\u00a0<\/em><\/span><span style=\"background-color: transparent\">meaning that once educators earn micro-credentials, they can display their badges on Edmodo, LinkedIn, or a blog to signal their demonstrated competency.<\/span><\/p>\r\n<p>There\u2019s something deeply ingrained in the human psyche, it seems, that supports the use of a badging system to reward progress.<\/p>\r\n\r\n<h4>\u201cNo educator understands the idea of badging,\u201d said Mary Sutton, executive director of the Michigan After-School Partnership (MASP), \u201cuntil they themselves get a badge for something.\u201d<\/h4>\r\n<p><img class=\"aligncenter size-full wp-image-19617\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/7-lessons-learned-from-implementing-micro-credentials.png\" alt=\"7 lessons learned from implementing micro-credentials\" \/><\/p>\r\n<p>According to the\u00a0<u><a href=\"https:\/\/www.fi.ncsu.edu\/wp-content\/uploads\/2016\/02\/microcredentials.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Friday Institute for Educational Innovation<\/a><\/u>, 97 percent of respondents to a post-course survey for one of their micro-credential courses indicated interest in pursuing another micro-credential in the future.<\/p>\r\n\r\n<h2><strong>What do we need to move forward?<\/strong><\/h2>\r\n<h4><span style=\"color: #2f8d98\"><strong>Embracing competency-based professional development means embracing a culture of continuous improvement.<\/strong><\/span><\/h4>\r\n<p>It is a culture shift that requires all of us in the field of education,\u00a0<u><a href=\"https:\/\/www.ted.com\/talks\/brene_brown_on_vulnerability?language=en\" target=\"_blank\" rel=\"noopener noreferrer\">in the words of Bren\u00e9 Brown<\/a><\/u>, to embrace our own vulnerability by being open to and aware of both our strengths and areas for growth.<\/p>\r\n<p>In an era where educators are stressed, exhausted, and not receiving nearly enough respect as a professional body, taking the extra effort to make this culture shift may feel like a big ask.<\/p>\r\n\r\n<h4>But just because something is difficult doesn't mean it\u2019s not worth doing.<\/h4>\r\n<p>What we need is for our educational leaders to pave the path forward by developing systems that reward competency-based professional development and make it both a manageable and safe process for busy educators.<\/p>\r\n<p>We need to set reasonable expectations; reward honesty, vulnerability, and effort; and help educators understand how valuable a growth mindset and competency-based PD will be to their classrooms and their students.<\/p>\r\n\r\n<h4>We need to offer our educators professional learning experiences that are worthy of their time and efforts by providing them with competencies that directly apply to their classroom practices, and, therefore, directly improve student outcomes.<\/h4>\r\n<p>These have been our goals as we worked with other educational organizations in Michigan to develop a system for awarding teachers with micro-credentials.<\/p>\r\n\r\n<div class=\"callout\">\r\n<p><strong style=\"font-size: 1.25em\"><span style=\"font-family: helvetica;font-size: 20px\"><span style=\"color: #115e6e\"><img class=\"size-full wp-image-19618 alignleft\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/Successful-Students-256.png\" alt=\"Medallion with a star in the middle\" width=\"256\" height=\"256\" \/>Earn your first micro-credential today!\r\n<\/span><\/span><\/strong><span style=\"font-family: helvetica;font-size: 16px\">Micro-credentials may just be the future of professional learning in K-12 education. Why? Wherever you are in your understanding of a particular topic, micro-credentialing allows you to move toward concept mastery and the practical application of skills. In partnership with MASA and MEMSPA, we have begun offering micro-credential courses for Michigan educators.<\/span><\/p>\r\n<p><a href=\"https:\/\/michiganvirtual.org\/professionals\/microcredentials\/\" class=\"btn\">Explore our microcredential courses<\/a><\/p>\r\n\r\n<\/div>",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Micro-credentials<\/h1>\t\t\n\t\t\tTogether with our partner organizations, we\u2019re unifying Michigan\u2019s educational community to create better online learning experiences for all.\t\t\n\t\t\t<a href=\"\/courses\/professional\/?_course_search=MEMSPA%20MASA\">\n\t\t\t\t\t\t\t\t\tExplore Courses\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tGet notified\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/jydiQ3DtA2Y\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1188\" height=\"918\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/undraw_teaching_f1cm_orange.png\" alt=\"illustration of teacher\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>What are micro-credentials?<\/h2>\t\t\n\t\t<p>Micro-credentials are a relatively new concept in education. They are a form of certification \u2014 typically symbolically represented as a digital badge \u2014 that operate as a stamp of approval for mastery of a particular skill.<\/p><p>Micro-credentials follow the paradigm of competency-based professional learning by allowing educators to focus on a discrete skill related to their practice \u2014 for instance, checking for student understanding \u2014 and collect the evidence \u2014 such as classroom videos or student work \u2014 to demonstrate ability in that specific skill.<\/p><p>Just as SCECHs operate as Michigan\u2019s reward system for honoring teachers for the\u00a0<em>time\u00a0<\/em>they spend on their professional development, micro-credentials operate as a reward system for honoring educators for the\u00a0<em>competencies\u00a0<\/em>they have mastered<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/micro-credentialing-the-dawn-of-competency-based-professional-development\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\t\tLearn more about micro-credentialing\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Our micro-credential courses<\/h2>\t\t\n\t\t\t<h3><i>Michigan Virtual<\/i> Micro-credential courses<\/h3>\t\t\n\t\t<p>Comprised of eight expert-designed courses aligned with the National Standards for Quality Online Learning, our <strong>Online Teaching &amp; Learning (OTL)<\/strong> series equips educators with the skills and knowledge necessary to bring high-quality online instruction to their students.<\/p><table><thead><tr><th colspan=\"2\">Level 1 Courses<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-introduction-to-online-teaching-and-learning\/\">OTL Level 1 - Introduction to Online Teaching and Learning<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-setting-up-your-online-classroom\/\">OTL Level 1 - Setting Up Your Online Classroom<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-student-engagement\/\">OTL Level 1 - Student Engagement<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-communicating-in-online-classrooms\/\">OTL Level 1 - Communicating in Online Classrooms<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-grading-and-feedback\/\">OTL Level 1 - Grading and Feedback<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-discussion-boards\/\">OTL Level 1 - Discussion Boards<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-course-content\/\">OTL Level 1 - Course Content<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-1-supporting-exceptional-students\/\">OTL Level 1 - Supporting Exceptional Students<\/a><\/td><\/tr><\/tbody><\/table><table><thead><tr><th colspan=\"2\">Level 2 Courses<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-effective-otl\/\">OTL Level 2 \u2013 Effective OTL<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-academic-integrity\/\">OTL Level 2 \u2013 Academic Integrity<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-classroom-management\/\">OTL Level 2 \u2013 Classroom Management<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-term-management\/\">OTL Level 2 \u2013 Term Management<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-class-data-and-progress\/\">OTL Level 2 \u2013 Class Data and Progress<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-assessments\/\">OTL Level 2 \u2013 Assessments<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-student-support\/\">OTL Level 2 \u2013 Student Support<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/otl-level-2-community-building\/\">OTL Level 2 \u2013 Community Building<\/a><\/td><\/tr><\/tbody><\/table>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"300\" height=\"196\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/marktop_K-12Connect_k-300x196.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>K-12 Connect Micro-credential courses<\/h3>\t\t\n\t\t<p>Together with K-12 Connect, we\u2019ve designed micro-credential courses that prepare middle and elementary school principals with the training on topics that help them best support their students.<\/p><table><thead><tr><th colspan=\"2\">Courses<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/micro-credential-1-phonemic-awareness\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">Micro-Credential 1: Phonemic Awareness<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/micro-credential-2-english-code-complexities\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">Micro-Credential 2: English Code Complexities<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/micro-credential-3-decode-and-encode-through-sound-boxes\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">Micro-Credential 3: Decode and Encode Through Sound Boxes<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/micro-credential-4-vocabulary-acquisition\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">Micro-Credential 4: Vocabulary Acquisition<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/micro-credential-5-reading-fluency\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">Micro-Credential 5: Reading Fluency<\/a><\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/course\/micro-credential-6-strategic-reading-conversations\/\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">Micro-Credential 6: Strategic Reading Conversations<\/a><\/td><\/tr><\/tbody><\/table>\t\t\t\t\n\t\t\t<h2>Ready to earn your first micro-credential?<\/h2>\t\t\n\t\t\t<p>Micro-credentials are an innovative way for you to demonstrate and share your educational competencies. You can explore all of the micro-credential courses in our catalog using the link below!<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=MEMSPA%20MASA\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tExplore our micro-credential courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Sign up to receive email notifications<\/h2>\t\t\n\t\t<p>Want us to let you know when new micro-credentials are available? Sign up below, and we\u2019ll send you email notifications when they\u2019re ready for enrollment!<\/p>",
            "title": "Micro-credentials",
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            "path": "\/about\/news\/college-president-named-to-state-board-of-online-learning\/",
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            "content": "This article \u2014 originally published in the <i>Times Herald <\/i>on Dec. 19, 2018 \u2014 describes the appointment of Deborah Snyder, President of St. Clair County Community College, to <i>Michigan Virtual\u2019s <\/i>board of directors and provides an account of her vast educational experience and accolades:\n\n<a href=\"https:\/\/www.thetimesherald.com\/story\/news\/local\/port-huron\/2018\/12\/19\/college-president-named-board-state-online-learning-agency\/2361569002\/\">https:\/\/www.thetimesherald.com\/story\/news\/local\/port-huron\/2018\/12\/19\/college-president-named-board-state-online-learning-agency\/2361569002\/<\/a>",
            "title": "College president named to state board of online learning",
            "excerpt": "This article \u2014 originally published in the Times Herald on Dec. 19, 2018 \u2014 describes the appointment of Deborah Snyder, President of St. Clair County Community College, to Michigan Virtual\u2019s board of directors and provides an account of her vast educational experience and accolades.",
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            "path": "\/about\/news\/marion-to-use-technology-to-fill-gaps-in-programming-student-achievement\/",
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            "content": "This article \u2014 originally published in the <i>Cadillac News <\/i>on Dec. 17, 2018 \u2014 describes Marion Public Schools\u2019 innovative approach to incorporating <i>Michigan Virtual <\/i>programs into their curriculum to address ongoing issues in their district:\n\n<a href=\"https:\/\/www.cadillacnews.com\/news\/marion-to-use-technology-to-fill-gaps-in-programming-student\/article_187c9c22-3c80-5836-928e-26c1763c1428.html\">https:\/\/www.cadillacnews.com\/news\/marion-to-use-technology-to-fill-gaps-in-programming-student\/article_187c9c22-3c80-5836-928e-26c1763c1428.html<\/a>",
            "title": "Marion to use technology to fill gaps in programming, student achievement",
            "excerpt": "This article \u2014 originally published in the Cadillac News on Dec. 17, 2018 \u2014 describes Marion Public Schools\u2019 innovative approach to incorporating Michigan Virtual programs into their curriculum to address ongoing issues in their district.",
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            "id": 19621,
            "path": "\/blog\/restorative-justice-101-a-paradigm-shift-in-education\/",
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            "timestamp": 1544820861,
            "content": "<!-- wp:heading -->\n<h2><strong>What exactly&nbsp;<em>is<\/em>&nbsp;restorative justice?<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Maybe you've heard a little bit about&nbsp;<a href=\"https:\/\/blog.michiganvirtual.org\/michigans-new-law-about-restorative-justice\" target=\"_blank\" rel=\"noopener\">Michigan's new law<\/a>&nbsp;encouraging schools to replace&nbsp;<a href=\"https:\/\/blog.michiganvirtual.org\/how-zero-tolerance-policies-affect-michigan-students\" target=\"_blank\" rel=\"noopener\">damaging zero-tolerance policies like suspension or expulsion<\/a>&nbsp;with restorative practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But you still have a few questions floating in your mind, like:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>What exactly&nbsp;<em>is&nbsp;<\/em>restorative justice? What philosophy and research underpin this new trend in education?&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you have such questions, we might be able to help. Keep reading to learn more about restorative justice and how it differs from previous paradigms of school discipline!<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>A paradigm rooted in relationships &amp; the reparation of harm<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Restorative justice isn\u2019t just a technique or tactic. It\u2019s a paradigm shift in the way schools think about discipline that asks educators to fundamentally challenge their perceptions of students who violate school policies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Rather than viewing students who commit crimes as&nbsp;<em>criminals<\/em>, it asks educators to view them as&nbsp;<em>responsible community members<\/em>.&nbsp;&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following infographic shows three different paradigm shifts that have occurred in education in recent decades. Following this trajectory from left to right, you can see how the way we think about justice (and criminals) has evolved.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":19625} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/3-types-of-justice-rj.png\" alt=\"3 types of justice in education: retributive justice, rehabilitative justice, restorative justice [described in text below]\" class=\"wp-image-19625\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Zero tolerance falls under the paradigm of&nbsp;<em><strong>retributive justice<\/strong>.&nbsp;<\/em>This approach&nbsp;hones in on the offense itself and operates by punishing the offender for committing crimes. In this system, justice is a set of rules that cannot be broken without the perpetrator getting retribution for his or her infraction. Examples of this system include detention, suspension, and expulsion.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another popular approach is called&nbsp;<em><strong>rehabilitative justice<\/strong><\/em>. Rather than focusing on the offense, this approach focuses on the therapeutic rehabilitation of the offender. Examples of rehabilitative justice include counseling, educational programs, or anger management courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While they share some overlap,&nbsp;<em><strong>restorative justice<\/strong><\/em>&nbsp;takes a different approach yet. Rather than focusing on \u201cfixing\u201d the offender, it focuses on repairing the relationship between the victims and the perpetrators of a crime.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One major difference between restorative justice and previous paradigms is the active role of the victim. In most previous approaches, the victim was entirely left out of the process of justice. By involving the victim in the work of justice, this approach encourages the reparation of harm.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>How does restorative justice work?<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Restorative justice encourages the use of&nbsp;<strong><em>support systems<\/em><\/strong>&nbsp;\u2014 such as talking circles, peer juries and trusted adult counselors \u2014 to facilitate a conversation between victim and offender.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The goal is for the perpetrator to hear how their actions have affected the victim, from the victim's perspective. This approach humanizes both sides by giving students the chance to understand one another and learn to express their vulnerabilities. Further, it helps&nbsp;bring the perpetrator&nbsp;<em>back<\/em>&nbsp;into the school community, rather than further&nbsp;<strong><em>excluding&nbsp;<\/em><\/strong>them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>It also asks the offender to find an appropriate way to make amends with the victim.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>We often assume adolescents aren\u2019t capable of these kinds of thoughtful interactions, but they just need to be given the opportunity to develop that capacity,\u201d says Kathy Evans, an assistant professor at Eastern Mennonite University, a school which offers graduate certification in restorative justice for educators. \u201cWe need to stop under-stimulating students and trying to motivate and regulate them with carrots and sticks.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>You can learn a lot about the restorative justice model of school discipline by listening to stories from educators who have seen great success by implementing RJ at their schools. If you're interested in hearing some of these stories, check out the following video from the Teacher's Democracy Project:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:embed {\"url\":\"https:\/\/www.youtube.com\/watch?v=pitlbc7WszE\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"responsive\":true,\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"} -->\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=pitlbc7WszE\n<\/div><\/figure>\n<!-- \/wp:embed -->\n\n<!-- wp:heading -->\n<h2>A common misconception about restorative justice<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>One common misconception about restorative justice is that it does away with discipline completely. Parents \u2014 who generally push for zero tolerance policies \u2014 often hear \u201crestorative justice\u201d and assume the school environment is going to become chaotic and dangerous.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>What many people hear at first is that restorative practices means we\u2019re not disciplining students,\u201d says Mary McComas, former principal of Francis Scott Key in Baltimore. \u201cIf you are true to restoration, it doesn\u2019t mean that you don\u2019t have a consequence, but that the nature of the consequence changes.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The chart below \u2014 called the&nbsp;<a href=\"https:\/\/www.iirp.edu\/images\/pdf\/Defining-Restorative_Nov-2016.pdf\">\u201cSocial Discipline Window\u201d<\/a>&nbsp;by researchers \u2014 reveals how approaches to discipline change with high vs. low control and support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When support and control are both low, discipline is&nbsp;<strong><em>neglectful<\/em><\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When support is low but control is high, it\u2019s&nbsp;<strong><em>punitive<\/em><\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When support is high but control is low, it\u2019s&nbsp;<strong><em>permissive<\/em><\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>But when support AND control are both high, that\u2019s when discipline becomes&nbsp;<strong><em>restorative<\/em><\/strong>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":19626} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/social-discipline-window-rj.png\" alt=\"The Social Discipline Window - split into four quadrants. 1) &quot;To&quot; Punitive (authoritarian) 2) &quot;Not&quot; Neglectful (irresponsible) 3) &quot;For&quot; permissive (paternalistic) and 4) &quot;With&quot; restorative (authoritative) [explained in text above]\" class=\"wp-image-19626\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>So that\u2019s the goal with restorative justice:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>To create a disciplinary system that is both highly supportive and highly controlled.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Research on restorative justice<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When implemented in a way that is both highly supportive and highly controlled, research suggests that school-wide use of restorative practices can have long-term, sustainable effects, including&nbsp;&nbsp;positive impact on student&nbsp;<a href=\"https:\/\/sophia.stkate.edu\/cgi\/viewcontent.cgi?referer=https:\/\/www.google.com\/&amp;httpsredir=1&amp;article=1565&amp;context=msw_papers\" target=\"_blank\" rel=\"noopener\">behavior<\/a>,&nbsp;<a href=\"https:\/\/sophia.stkate.edu\/cgi\/viewcontent.cgi?referer=https:\/\/www.google.com\/&amp;httpsredir=1&amp;article=1565&amp;context=msw_papers\" target=\"_blank\" rel=\"noopener\">attendance<\/a>, and&nbsp;<a href=\"https:\/\/jprc.wested.org\/wp-content\/uploads\/2016\/02\/RJ_Literature-Review_20160217.pdf\" target=\"_blank\" rel=\"noopener\">achievement<\/a>, as well as an overall improvement to&nbsp;<a href=\"https:\/\/jprc.wested.org\/wp-content\/uploads\/2016\/02\/RJ_Literature-Review_20160217.pdf\" target=\"_blank\" rel=\"noopener\">school culture<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>According to the&nbsp;<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-74638_72831_72833-361320--,00.html\">Michigan Department of Education<\/a>, restorative justice:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Improves the school environment<\/li><li>Enhances the learning and development of young people<\/li><li>Promotes safety, inclusion, respect, and positive relationships<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p><strong>This approach is also correlated with a:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Lower reliance on detention and suspension<\/li><li>Decline in disciplinary problems, truancy, and dropout rates<\/li><li>Improvement in school climate and student attitudes<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":19627} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/restorative-research-rj.png\" alt=\"Restorative Research. [findings explained in bulletted list above]\" class=\"wp-image-19627\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>Of course, there\u2019s no quick-fix, silver bullet solution for righting the institution of school discipline. It takes time, effort and a whole lot of patience to create a school culture around restorative rather than retributive justice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can learn more about the history, research and implementation of restorative practices by reading the rest of our blog series on\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/tag\/restorative-justice\" target=\"_blank\" rel=\"noopener\">Restorative Justice in Michigan Schools<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"className\":\"well\"} -->\n<p class=\"well\"><strong>Do your students need more support in restorative justice &amp; social-emotional learning?<\/strong> Navigate360 offers a digital library of customizable,\u00a0grade-appropriate lessons on over 600 topics, including bullying, mental health issues, drugs, alcohol, vaping, and many more. This program aligns with restorative justice goals by allowing you to assign targeted lessons to students in in-school suspension (ISS) based upon their infraction. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"left\",\"id\":19206} -->\n<div class=\"wp-block-image\"><figure class=\"alignleft\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Student-Desk.svg\" alt=\"\" class=\"wp-image-19206\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p><strong><em>If you like our infographics and want to share them with your colleagues, you can find them all compiled in&nbsp;<a href=\"https:\/\/www.pinterest.com\/michiganvirtual\/restorative-justice-in-michigan-schools\/\" target=\"_blank\" rel=\"noopener\">this Pinterest board<\/a>.&nbsp;<\/em><\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Restorative Justice 101 \u2014 A Paradigm Shift in Education [with infographics]",
            "excerpt": "Your Guide to Restorative Justice in Michigan Schools: This blog is the third in our series on Restorative Justice in Michigan Schools. We have already released articles on Michigan's new restorative justice law and the dangers of zero-tolerance policies and will continue to release articles on strategies for implementation in schools and classrooms.",
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            "id": 19246,
            "path": "\/policies\/accessibility\/",
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            "content": "<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>, formally <em>Michigan Virtual<\/em> University, is a private nonprofit 501(c)(3) organization established in 1998 and provides online education and training to Michigan\u2019s K-12 community. <em>Michigan Virtual<\/em> recognizes the importance of and is committed to providing equal opportunity to the educational benefits and opportunities afforded by technology and has adopted this Web Accessibility Policy to ensure that our websites are accessible to the widest possible audience, regardless of technology or ability. This policy implements several initiatives to increase the accessibility and usability of our websites following generally accepted and available standards and guidelines. <em>Michigan Virtual<\/em> agrees to take the following actions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Conform all existing and new web content produced by <em>Michigan Virtual<\/em> to meet the World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI) Web Content Accessibility Guidelines (WCAG) 2.0, Level AA conformance, or updated equivalents (Referred to throughout as WCAG 2.0).<\/li><li>Designate a Web Accessibility Coordinator with the authority to coordinate and implement the Web Accessibility Policy.<\/li><li>Direct <em>Michigan Virtual<\/em> administrators and staff to ensure that any free, third-party content used by <em>Michigan Virtual<\/em> adheres to the web accessibility policy.<\/li><li>Ensure that any content-acquired through contracts with third-party vendors will also adhere to <em>Michigan Virtual<\/em>\u2019s web accessibility policy, and where applicable, the contract language will include specific language acknowledging adherence to the <em>Michigan Virtual<\/em> web accessibility policy.<\/li><li>Provide annual training to any <em>Michigan Virtual<\/em> staff responsible for creating or distributing online content to students, employees, guests, and visitors with disabilities on the Web Accessibility Policy, the WCAG 2.0 guidelines, and their roles and responsibilities to ensure content is accessible. This training will be facilitated, in whole or in part, by an individual with sufficient knowledge, skill, and experience to understand the WCAG 2.0 standards and\/or through high-quality online resources designed by such individuals.<\/li><li>Under the direction of the <em>Michigan Virtual<\/em> Accessibility Coordinator, conduct, or retain professionals knowledgeable in WCAG 2.0 guidelines, to conduct annual internal accessibility audits of electronic information technology against the WCAG 2.0 guidelines with students, teachers and staff in usability testing and develop a plan to address identified issues. Accessibility checks will be incorporated into the publishing workflow for all new content as well as review of third party content. All problems identified in the review will be documented, evaluated, and, if necessary, remediated within a reasonable period of time.<\/li><li>Inform all <em>Michigan Virtual<\/em> employees, visitors and users of <em>Michigan Virtual<\/em> websites of the Web Accessibility Policy, as well as their right to report violations of this policy, contact the Web Accessibility Coordinator with any accessibility concerns, and\/or file a formal complaint through its Web Accessibility grievance procedure. The <em>Michigan Virtual<\/em> web accessibility policy will be posted in logical and readily-identifiable locations on our websites.<\/li><li>Review the policy annually and document the last reviewed date on the website.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>As we make progress toward meeting our goal of ensuring accessibility of our websites, we invite you to submit any questions, concerns or suggestions you may have about accessibility to our Web Accessibility Coordinator:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>[email protected]<\/strong><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Web Accessibility Policy",
            "excerpt": "Michigan Virtual has adopted this Web Accessibility Policy to ensure that our websites are accessible to the widest possible audience, regardless of technology or ability. This policy implements several initiatives to increase the accessibility and usability of our websites following generally accepted and available standards and guidelines.",
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        {
            "id": 19032,
            "path": "\/about\/news\/michigans-literacy-essentials-video-receives-international-award\/",
            "author_id": 2,
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            "content": "<img class=\"alignnone wp-image-19039 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/TellyAward-1024x536.jpg\" alt=\"Sheila Alles (Michigan's Interim State Superintendent) and Jamey Fitzpatrick (President and CEO of Michigan Virtual) hold the 2018 Telly Award\" width=\"1024\" height=\"536\" \/>\n\nLANSING \u2013 The Michigan Department of Education (MDE), along with several partners including<em> Michigan Virtual<\/em> and Message Makers, recently received an international award for a video designed to help Michigan educators deliver pre-kindergarten and K-3 early literacy essentials.\n\nAn international 2018 Telly Award has been presented in recognition of excellence in the Non-Broadcast Educational Video Category for a video that is part of Michigan\u2019s <em>Essential Instructional Practices in Early Literacy<\/em>.\n\n\u201cWe are incredibly proud of this recognition and the extraordinary collaboration on literacy in Michigan,\u201d said Interim State Superintendent Sheila Alles. \u201cHelping teachers deliver high-quality reading instruction to every child, in every classroom, every day is vital. When every child learns to read, we are that much closer to becoming a Top 10 education state in 10 years.\u201d\n\nThe videos, which feature Michigan teachers and students, are part of a 21-part series of training modules titled \u201cEssential Instructional Practices in Early Literacy\u201d for Pre-kindergarten and K-3 educators to improve literacy in Michigan and are available free on Michigan Virtual\u2019s professional learning portal.\n\n\u201cWe are thrilled to be part of this award for excellence in non-broadcast educational video,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cWhile the award is certainly an honor, the true reward is realized when teachers across the state experience this work as part of their professional learning to raise literacy rates in Michigan.\u201d\n\nThe content of the video that won the award was adapted from the Essential Instructional Practices in Early Literacy, as part of the General Education Leadership Network Early Literacy Task Force. It was executive produced by <em>Michigan Virtual<\/em>, and produced by Message Makers, in coordination with Tanya Wright, Associate Professor in the College of Education, at Michigan State University; and Professor Nell Duke, from the School of Education at the University of Michigan.\n\nThe Telly Awards was founded in 1979 to honor excellence in local, regional and cable television commercials including non-broadcast video. Telly Award winners represent work from some of the most respected advertising agencies, television stations, production companies and publishers from around the world.\n\nThe video that won the award is <a href=\"https:\/\/na01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DtF3pmbk1lkc&amp;data=01%7C01%7Cacraft%40michiganvirtual.org%7C19410625c4114900d85408d65b7d150c%7C5516aeff4fc9401d9f8508729045b29d%7C1&amp;sdata=nrk1o5TJxSDQQ64tU9N4cj6AdtC2TRWFs3eshYDpikg%3D&amp;reserved=0\">K-3 Essential 1.1: \u00a0Goal Setting<\/a>, and focuses on deliberate research-informed efforts to foster literacy motivation and engagement within and across lessons. The teacher creates opportunities for children to see themselves as successful readers and writers. The video\u2019s intent is to show practical examples using real teachers in real classrooms throughout Michigan, expertly implementing the desired practice.\n\nThe videos are embedded within the online professional learning modules, to demonstrate the actual implementation of the Literacy Essentials in a real Michigan instructional setting.\u00a0 MDE recommends use of the full modules, in addition to the videos. These materials can be used individually by classroom teachers, and by Intermediate School Districts and local district Literacy Coaches, when providing training or one-on-one support to classroom teachers.\n\nGo to <a href=\"https:\/\/na01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fliteracyessentials.org%2F&amp;data=01%7C01%7Cacraft%40michiganvirtual.org%7C19410625c4114900d85408d65b7d150c%7C5516aeff4fc9401d9f8508729045b29d%7C1&amp;sdata=50U6R%2BLXxyAv5k7PxlN8VHJvwy0rDdF06didnyAmd%2Bc%3D&amp;reserved=0\">literacyessentials.org<\/a> for more information or to enroll in the training modules.",
            "title": "Michigan\u2019s Literacy Essentials video receives international award",
            "excerpt": "LANSING \u2013 The Michigan Department of Education (MDE), along with several partners including Michigan Virtual and Message Makers, recently received an international award for a video designed to help Michigan educators deliver pre-kindergarten and K-3 early literacy essentials. An international 2018 Telly Award has been presented in recognition of excellence in the Non-Broadcast Educational Video...",
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        {
            "id": 19236,
            "path": "\/blog\/an-open-letter-to-the-teachers-who-changed-our-lives\/",
            "author_id": 32,
            "timestamp": 1544068267,
            "content": "<h2>The lasting impact of educators<\/h2>\nWe asked our staff to tell us about a teacher who changed their lives for the better.\n\nBy openly sharing their responses, we hope to remind you that your work matters, not just today, tomorrow, or next week, but also for years to come as your students grow, learn, and become adults.\n\nWithout further ado, here\u2019s what our staff told us about their favorite teacher.\n\nWe asked them to complete the sentence, <em><strong>\u201cI\u2019m grateful for this teacher because. . .\"<\/strong><\/em>\n\nThe patterns that arise in their responses are cause for inspiration. They reveal that one amazing teacher can change the course of a student\u2019s life forever.\n\nWe are all the living legacies of this truth.\n\n<img class=\"aligncenter size-full wp-image-19238\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/teaching-word-cloud.png\" alt=\"Word cloud of positive words describing teachers\" width=\"1024\" height=\"768\" \/>\n<p style=\"text-align: center\"><strong>Word Cloud:\u00a0<\/strong>Our staff's responses to the question: <strong><em>\"What five adjectives would you use to describe your favorite teacher?\"<\/em><\/strong><\/p>\n\n<div class=\"callout callout-dark\">\n<h2>31 Reasons We're Grateful for Our Favorite Teachers<\/h2>\n<ol>\n \t<li>Because\u00a0<strong>she went<\/strong>\u00a0<strong>above and beyond<\/strong>\u00a0to show me what a teacher should be and motivated me to become a teacher myself.<\/li>\n \t<li>Because\u00a0<strong>he believed that leaders learned by doing\u00a0<\/strong>and gave us opportunities to succeed.<\/li>\n \t<li>Because\u00a0<strong>he\u00a0helped me see that it was okay to be me<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>he cared<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>I would not be the person, student, nor teacher that I am without him<\/strong>. I majored in chemistry because of the passion I experienced for the subject in his classes. I saw a whole new dedication to students demonstrated through him that I wanted to give to my students.<\/li>\n \t<li>Because\u00a0<strong>she made me who I am today<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>he helped me cement my decision to go into education<\/strong>, but also provided me a great role model as someone who was always striving to do the right thing for kids and to make them feel like they were all valuable in his classroom.<\/li>\n \t<li>Because\u00a0<strong>he helped me find my voice<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>he<\/strong>\u00a0<strong>held me accountable<\/strong>\u00a0and taught me how I should act as an adult.<\/li>\n \t<li>Because\u00a0<strong>he pushed me past my own limits<\/strong>\u00a0and showed me how much farther I could go!<\/li>\n \t<li>Because<strong>\u00a0she made me feel welcomed, valued, and supported<\/strong>\u00a0when I was the \"new kid\" in the class.<\/li>\n \t<li>Because\u00a0<strong>she was a wonderful person<\/strong>\u00a0and she taught me more about English than you'd think possible in just one year.<\/li>\n \t<li>Because\u00a0<strong>she believed in me<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>she taught me to stay engaged<\/strong>\u00a0because there is always an opportunity to learn.<\/li>\n \t<li>Because\u00a0<strong>he made me want to grow and pursue bigger and better opportunities<\/strong>. He was always available and in your corner cheering you on. He was a fantastic role model.<\/li>\n \t<li>Because\u00a0<strong>I became a teacher because of him<\/strong>. I wanted to be able to reach out to students the way he did and to make a difference in kids lives the way he made a difference in mine!<\/li>\n \t<li>Because\u00a0<strong>she made me realize that I could go beyond the limited expectations I had for myself<\/strong>.<\/li>\n \t<li>Because of the experiences he provided for me and because\u00a0<strong>he is the reason I became a teacher<\/strong>.<\/li>\n \t<li>Because sixth grade was a busy year for many of us: new school, new neighborhood, new routines, new teachers.\u00a0<strong>It could have been a lost year, but it turned out one of the best in my memory<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>she made my high school years so much easier, socially and emotionally<\/strong>. I could always go talk to her. She became a lifelong friend with whom I still have contact.<\/li>\n \t<li>Because<strong>\u00a0he was a good listener<\/strong>\u00a0and really cared that the message I was trying to express in my writing came through. He wanted me to accomplish the things I wanted to accomplish and was able to help train me to do it.<\/li>\n \t<li>Because\u00a0<strong>she made learning fun<\/strong>\u00a0and always had a new and innovative idea of how to teach a topic.<\/li>\n \t<li>Because\u00a0<strong>she was a hard worker even when she became ill with cancer<\/strong>. She always took the time to care for her students and put us first.<\/li>\n \t<li>Because\u00a0<strong>he changed my life's work<\/strong>\u00a0from engineering (not what girls did in those days either!) to teaching German and expanding students' horizons -- something I'm still doing 49+ years later!<\/li>\n \t<li>Because\u00a0<strong>she was a rock I could depend upon<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>she was one of the first teachers I had that treated me like a real person<\/strong>\u00a0<strong>with real goals and interests<\/strong>\u00a0outside of the class subject.<\/li>\n \t<li>Because\u00a0<strong>without him, I would never have understood that a different future was possible<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>she taught me that we all have gifts to give others<\/strong>.<\/li>\n \t<li>Because\u00a0<strong>she showed me how an effective, caring teacher could make a difference in someone's life<\/strong>. I truly believe that I would not have become a teacher had she not been in my life.<\/li>\n \t<li>Because\u00a0<strong>her commitment to my potential helped me see and believe in it<\/strong>, and the force of her personality and methods kept me remembering her as my favorite and most impactful teacher for (yikes...) 46 years!<\/li>\n \t<li>Because\u00a0<strong>he was a kind person<\/strong>.<\/li>\n<\/ol>\n<\/div>\n<h3><strong>Now, it's your turn!\u00a0<\/strong><\/h3>\n<em><strong>What was your favorite teacher like?<\/strong> <strong>How have they continued to impact your life as an adult?<\/strong><\/em> If you have a story you'd like to share, leave a comment below and we may share your response on\u00a0<a href=\"https:\/\/twitter.com\/michiganvirtual\" target=\"_blank\" rel=\"noopener noreferrer\">our Twitter account<\/a>.\u00a0Thank you to all of you educators out there for everything you do to make our world a better place!",
            "title": "An Open Letter to the Teachers Who Changed Our Lives",
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            "content": "It\u2019s a frigid day in Lansing. The first blankets of snow have settled on the ground. The cold air sears your lungs with each inhalation. The colorless gray of the sky is relentless. It's time for us to admit the inevitable truth:\r\n\r\n<strong>It's officially winter in Michigan.<\/strong>\r\n\r\nToday might not seem like the best time to be talking to you about summer school, but give us just a few minutes to challenge this perception. Because \u2014 while it may seem counterintuitive \u2014 now is the time that school administrators need to start thinking about their summer learning programs.\r\n\r\n<em><strong>Why start now?<\/strong><\/em>\r\n\r\n<strong>The simple truth is:<\/strong>\u00a0It takes time, energy, and resources to build an effective summer school program. If you want your students to succeed this summer, then you have to start laying the foundation for their success ASAP.\r\n\r\n<strong>It might seem far away now, but you only have about six months to complete the following:<\/strong>\r\n<ol>\r\n \t<li>Evaluate, design, and\/or redesign your summer school program<\/li>\r\n \t<li>Find teachers who are able to serve as instructors or mentors over the summer<\/li>\r\n \t<li>Reserve classrooms and\/or set aside the technology needed for students to work on their summer courses<\/li>\r\n \t<li>Communicate options to students and parents, and<\/li>\r\n \t<li>Enroll students in their courses<\/li>\r\n<\/ol>\r\nWe know about\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\" target=\"_blank\" rel=\"noopener noreferrer\">the negative effects of summer brain drain<\/a>.\r\n\r\nWe know that summer learning is important and that\u00a0<i>all\u00a0<\/i>students deserve opportunities to learn over the summer. But, from our experience, the students that most often take advantage of these opportunities fall into two groups:\r\n<ol>\r\n \t<li><strong>Students who are trying to get ahead on their coursework<\/strong><\/li>\r\n \t<li><strong>Students who are trying to recover credits needed for graduation<\/strong><\/li>\r\n<\/ol>\r\nWhen designing your summer school program, we recommend that you consider the needs of your high-achieving students who are trying to leverage summer learning opportunities to get ahead. These students often know what they want and are willing to do what it takes to accomplish it.\r\n\r\n<strong>Your questions should be:<\/strong>\u00a0<i>What do these students need to succeed? What is it that they\u2019re looking for in a summer school program?<\/i>\r\n\r\nFor self-motivated learners, taking online summer school courses can be liberating because it allows them to make progress toward their goals while studying at their own pace in time blocks that fit their busy schedules. In some cases, online programs offer\u00a0students\u00a0<i>mo<\/i><em>re\u00a0learning\u00a0<\/em><em>options\u00a0<\/em>with\u00a0<em>more<\/em>\u00a0<em>flexibility<\/em>\u00a0than their face-to-face counterparts.\r\n<h2><strong>Here are 7 ways online summer school benefits your high-achieving students:<\/strong><\/h2>\r\n&nbsp;\r\n<h3><strong><img class=\"aligncenter size-full wp-image-19233\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/7-ways-online-summer-school.png\" alt=\"7 ways online summer school benefits your high-achieving students: #1 \u2014 By freeing up space in their schedules for next year's electives and dual enrollment: #2 \u2014 By allowing them to complete necessary prerequisites for next year's AP courses #3 \u2014By keeping their language learning skills fresh, so they don't lose 3 months of practice #4 \u2014 By keeping their minds active and preventing summer brain drain #5 \u2014 By giving them maximum flexibility to fit summer learning into their busy schedules #6 \u2014 By helping college-bound student-athletes earn NCAA credits #7 \u2014 By giving them the opportunity to audit a challenging course they plan to take in the fall\" width=\"803\" height=\"2048\" \/><\/strong><\/h3>\r\n<h3><strong>#1 \u2014 By freeing up space in their schedules for next year's electives and dual enrollment<\/strong><\/h3>\r\nHigh-achieving students are often busy students. Curious and driven to learn, they likely have more subjects they want to study than they have time available in their schedules. Unfortunately, unlike in the Harry Potter-verse, there are no magical \"time turners\" in our simple, Muggle world. Unlike Hermione Granger, students cannot be in two courses simultaneously, so they often run into scheduling conflicts that disrupt their best-laid plans.\r\n\r\nIf you have students who regularly run into this issue, then summer online learning may be a great option for them. This way, they can take Orchestra, Band, German,\u00a0<em>and<\/em>\u00a0dual enroll next semester, without having to worry about how to fit in their Algebra 2 requirement.\r\n<h3><strong>#2 \u2014 By allowing them to complete necessary prerequisites for next year's AP courses<\/strong><\/h3>\r\nOne of the biggest problems for high-achieving students is trying to find ways to get the most bang for their buck during their high school years.\u00a0<em>Let's face it:<\/em>\u00a0Getting a college education is an expensive endeavor. If a student wants to gain college credits while still in high school, they'll need to plan strategically. Online summer learning is one way they can optimize their schedules, so they are able to enroll in AP courses at the start of next year's Fall semester.\r\n<h3><strong>#3 \u2014 By keeping their language learning skills fresh, so they don't lose 3 months of practice\u00a0<\/strong><\/h3>\r\nGaining fluency in another language requires dedication, practice, and consistency. For this reason, taking three months off during the summer can cause attrition of fluency and have a negative impact on student proficiency. One way for students to keep their language skills sharp during the summer is by taking\u00a0<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages\" target=\"_blank\" rel=\"noopener noreferrer\">online world language courses<\/a>, where they can work alongside an expert instructor and practice their skills by conversing with other budding language learners around the state.\r\n<h3><strong>#4 \u2014 By keeping their minds active and preventing summer brain drain<\/strong><\/h3>\r\nOn average, it is predicted that students\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\" target=\"_blank\" rel=\"noopener noreferrer\">lose about one month\u2019s worth of learning over the summer<\/a>. In math and reading, these predictions are even more drastic, with an estimated two months of learning loss in some studies. In addition to helping students get ahead and meet their scheduling needs, enrolling in online summer courses can help them keep their minds active, so as to mitigate the effects of the dreaded summer brain drain. Not only will they learn\u00a0<em>new<\/em>\u00a0<em>content<\/em>\u00a0over the summer, but they may also come back to school having forgotten less of\u00a0last year's content than their peers.\r\n<h3><strong>#5 \u2014 By giving them maximum flexibility to fit summer learning into their busy schedules<\/strong><\/h3>\r\nIt's hard to blame students for not wanting to give up their precious summer break, or skip out on their family vacation, to participate in summer school after working so hard during the previous school year. One of the benefits of online summer learning is that it's a more flexible alternative than most face-to-face programs. Students have\u00a0<em>more\u00a0course offerings<\/em>\u00a0from which to choose, as well as\u00a0<em>more time<\/em>\u00a0to complete their assignments. For self-motivated students, who thrive when given autonomy and control over their learning, online courses can provide a summer learning option that fits into their professional or personal schedules.\r\n<h3><strong>#6 \u2014 By helping college-bound student-athletes earn NCAA credits<\/strong><\/h3>\r\nWhen evaluating summer learning options for student-athletes, one factor worth considering is whether or not their summer learning options are\u00a0<a href=\"http:\/\/www.ncaa.org\/student-athletes\/future\/nontraditional-courses\" target=\"_blank\" rel=\"noopener noreferrer\">NCAA-accredited<\/a>.\u00a0The goal with these requirements is to ensure that athletes are well-prepared for the rigor of college academic study. Online courses that are NCAA-accredited can help student-athletes get ahead on these requirements over the summer, so they have more flexibility for balancing sports and school in the upcoming year.\r\n<h3><strong>#7 \u2014 By giving them the opportunity to audit a challenging course they plan to take in the fall<\/strong><\/h3>\r\nAnother reason students enroll in online summer courses is not to earn credit, but to audit a challenging course they may take in the fall. By taking this course over the summer, they can familiarize themselves with course content and begin the process of concept mastery, so the course is more manageable when they take it in-person during the following school year. This is a less common motivation, but we have witnessed it rising in popularity during recent years. We only recommend this course of action to students who are serious about auditing and are willing to complete the work, even if it means not earning credits.\r\n<h3><strong><i>The caveat:<\/i>\u00a0Not all online courses are created equal.\u00a0<\/strong><\/h3>\r\nWe hope you find this list helpful as you consider\u00a0<em>which types of students<\/em>\u00a0might benefit from summer learning programs this summer and\u00a0<em>what\u00a0<\/em><em>type of learning options\u00a0<\/em>you might offer them. We believe that self-motivated, high-achieving students can benefit from the flexibility and autonomy offered by online summer courses.\r\n\r\nThat being said, we also find it important to\u00a0clarify that\u00a0<a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"noopener noreferrer\">not all online courses are created equal<\/a>.\u00a0Online learners need to be supported in order to succeed. That's why we work so hard to hire only highly qualified, Michigan-certified instructors to teach our online courses.\u00a0That's why we encourage schools who partner with us during the summer to open up lab space for students to work if they need additional support from a trained mentor. That's why we offer the same quality content in our 10-week abbreviated summer courses as we do during our 18-week, full-semester courses.\r\n<h2><strong>The moral of the story<\/strong><\/h2>\r\nBefore you select an online learning provider, make sure your students are getting a high-quality and supportive learning experience. Your high-achieving students will thank you for it later.",
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            "content": "<!-- wp:heading -->\n<h2 id=\"introduction\">Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The field of online and blended learning has a rich history of pursuing personalized and competency-based education. As evidence, consider that at the time of writing this, <a href=\"https:\/\/www.inacol.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">iNACOL<\/a>, a major advocacy organization in K-12 online and blended learning had over 50 resources tagged under personalized learning (iNACOL, 2018). This approach to education \u2013 an approach that recognizes that each child comes with unique strengths and weaknesses \u2013 represents an opportunity to break away from commonly-held mindsets that view students with disabilities from a deficit perspective that often fails to recognize the exceptional strengths these students also possess. All students, not just students with disabilities, benefit from specialized supports and services to differentiate instruction within online programs. Thus, while this report focuses more specifically on supporting students with disabilities in online and blended environments, much of the information here may help all students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As an aside, it is expected that many readers of this report will be familiar with the background on special education law. Appendix A is provided for those less fluent in this area. Appendix A provides a primer on both Michigan and federal law pertaining to students with disabilities and may be important background context for the rest of the report.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"IEP\">IEP Teams and Online Provider Considerations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, it is the responsibility of the Individual Educational Program (IEP) teams, and those helping to design or deliver the online or blended learning experience, to keep in the forefront of their decision making the difference between the promise of the potential of the technology and the individual needs of the student in question. However, that is not to say that an online or blended learning program will be appropriate for every student and meet every learning need. According to Rice, Deschaine, and Mellard (2018), it is important \"\u2026 to take a more cautious route because we take seriously the responsibility to make online learning available to everyone, everywhere. To ensure that these goals of increased access are met, educators and scholars need to ask important questions about who is participating in K-12 online learning and whether all students are benefiting (p. 118).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Providing proper supports to students with disabilities in online and blended learning environments requires the attention of all involved in the planning and execution of the student\u2019s educational program and plan as well as the aforementioned comprehensive approach to the child. Attention to sound instructional strategies that differentiate learning opportunities, expected learning outcomes, student-specific supports, and student voice can help maximize student success. Because IEP teams play such an integral role in the educational experience of students with disabilities, each individual role on the IEP team can play an important part in shaping the best experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"students\">Students<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students have always played a central role in their own learning; but with the advent of online and blended learning opportunities, this role is even more pronounced. Students who are affected by disabilities have an important perspective related to their own learning needs and abilities, and their voice needs to be heard. They need to have the opportunity to express the ways that their learning abilities and challenges can influence the development of a quality support program developed for the online and blended learning platforms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>According to the Michigan Administrative Rules for Special Education (MARSE) with Related IDEA Federal Regulations (Michigan Department of Education, 2018), to the greatest extent possible, students should be members of the planning team that is putting together the education plans, programs, goals, objectives, and evaluations for their special education program; this would extend to online and blended learning environments. To be active participants in this process, students must be self-aware of both their abilities and areas in which they struggle, be able to self-advocate and state their needs to the adults responsible for creating and providing the programs and services, and be able to provide feedback throughout their education so revisions can be made to the programs and supports as necessary. Such awareness will likely be difficult for students with no prior familiarity with online learning. Consideration should be given to preparing students through information about or orientations to online learning prior to completing plans so that students can gain a more informed perspective from which to speak and make decisions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"instructional\">Instructional Staff (General Education Teachers, Special Education Teachers, Paraprofessionals, and Ancillary Support Staff)<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Educators continue to have a central role in any educational program developed for students eligible for special education programs and services. Issues related to curriculum, instruction, assessment, materials, methodology, and technology all need to be attended to in order to ensure that the required supports are in place to assist and allow the students with disabilities to be educated in the least restrictive environment in online and blended learning settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Educators need to be open minded about instructional potential and advocate for the presentation of all perspectives during the planning process. The needs of the student, parents, programs, and the teachers themselves should be discussed prior to the implementation of a plan. Consequently, educators need to have a great deal of training, information, ideas, and resources to aid them in supporting the needs of students in online and blended learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"mentors\">Mentors<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students who have disabilities often need additional peer or instructor supports to help them navigate the instructional opportunities and requirements that they experience in school. When appropriate, individuals who act as supports in educational environments should be active members in the development of educational interventions and the implementation of the programs and services, as well as in the evaluation of the program and service effectiveness. In Michigan, online learners are required to have a school employee \u2013 or in some cases, the parent \u2013 assigned as a mentor. Peers can also be a source of support to students, modeling appropriate behavior in class and in social situtations, for example. &nbsp;&nbsp;Although it may not be realistic, ideally, mentors and peers would have the technological, social, and academic skills necessary to help guide their students. In addition, their insights can be of considerable benefit as a source of informal formative assessment to assist the other team members as they attempt to appropriately plan for and support the student. For more information about these types of supports please see the Grand Valley State University\u2019s <em><a href=\"https:\/\/www.gvsu.edu\/autismcenter\/start-resources-230.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Statewide Autism Resources<\/a><\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"parents\">Parents<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Parents are the first teachers of their children and play an important role in their longitudinal educational, social, behavioral, and affective development. As such, parents should be ready to discuss the aspirations and fears they have related to their child\u2019s programs. Additionally, parents have a great deal to offer in discussions related to the desired outcomes of yearly plans and the influence online and blended learning have in meeting those desired outcomes. The importance of parents being active members in discussions and plans that are designed and developed to meet the needs of their children receiving special services in online and blended settings cannot be overstated because they will not have the ease that comes from experience interacting with students and other members of the support team in a traditional setting; instead, they will be navigating the technology and design of a unfamiliar modality of teaching and learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parents are provided a great deal of support, deference, and responsibilities for the appropriate programming for their children who are eligible for special education services in Michigan. A top priority of parental involvement in all IEP programs is related to identifying the student\u2019s strengths and weaknesses and the most appropriate ways to meet their needs. For our discussion, this input of student capabilities extends to the online and blended learning environment and the areas where supports would be necessary. Since their information and input is critical to success in online learning, all parental input and participation should be officially documented by the IEP team.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many parents who have not experienced online or blended learning may be inadequately prepared for optimal participation in IEP meetings without being provided the information about what to expect with online learning. One resource that may help educate parents is <em>Michigan Virtual<\/em>\u2019s <em><a href=\"https:\/\/mvlri.org\/resources\/guides\/parent-guide\/\">Parent Guide to Online Learning<\/a><\/em> (2017). Parents wanting more information about their roles and responsibilities related to the educational opportunities for their children are encouraged to contact the administrator of the program responsible for the provision of special education programs and services for their child.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"administrators\">Administrators<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Administrators are ultimately responsible for the provision of quality education programs and services for students under their care within their programs. The issues related to providing thoughtful and quality online and blended services and programs for students with disabilities might at first be viewed as a challenging task by most educators. It is the administrator\u2019s responsibility to help allay the fears and trepidations of the students, parents, staff, and faculty through the advocacy for good assessment, quality technological supports, integrity of content delivery, powerful and poignant professional development for all involved, and a commitment towards implementation with fidelity across all aspects of the program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Administrators often are legally the only ones who can obligate the school to provide services and who have the responsibility to allocate school resources to create learning opportunities outside of the traditional educational community where the student receives instruction. A willingness to explore options and to identify resources is necessary to meet the individual learning needs of the students with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"providers\">Online Providers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Though not typically on an IEP team, providers of online and blended programs are the subject and content experts related to the courses not being offered by the school or district. As such, they should be able to discuss the ways that they have met the individualized educational needs of students in the past and recommend appropriate, student-centered programs and services necessary to meet the specifically-designed instructional supports developed for the student under consideration. Online providers need to reflect upon all feedback provided from other IEP team members as they attempt to improve the courses within the Universal Design in Learning (UDL) framework, thus leading to greater accessibility and success for the students with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Representatives from the organization who can speak for the program and allocate supports and resources should be ready to discuss ways that they will be able to address the needs of students who have disabilities from an instructional, academic, social, emotional, or intellectual programming perspective.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"designers\">Course Designers<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course designers are experts in providing quality instructional experiences so that the goals and objectives of the curriculum can be mastered. These professionals are in a unique position to support the differentiated and individual educational needs of students with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course designers can discuss the scope and sequence of the instruction, the pace with which the instruction can be delivered, and the ways that activities and expectations for performance have been designed to support the needs of students in the general education setting. This information is invaluable to a team that has been assembled to develop individualized supports for students who have disabilities. Course designers must understand how individual educational needs affect the general education expectation and progression of content, as well as potential ways that the course can accommodate individual student\u2019s programmatic needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"categorical\">Categorical or Eligibility Criteria and Characteristics<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As IEP teams meet to construct their plans, they should ensure the plans are informed by the specifics of the student\u2019s disability. As explained earlier, MARSE (Michigan Department of Education, 2018), provides guidance for programming requirements for students with disabilities. According to MARSE, a student with a disability is defined as:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>a person who has been evaluated according to the Individuals with Disabilities Education Act and these rules, and is determined by an individualized education program team, an individualized family service plan team, or an administrative law judge to have one or more of the impairments specified in this part that necessitates special education or related services, or both, who is not more than 25 years of age as of September 1 of the school year of enrollment, and who has not graduated from high school. A student who reaches the age of 26 years after September 1 is a \"student with a disability\" and entitled to continue a special education program or service until the end of that school year. (p. 26-27)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following sections provide content for each of the recognized eligibility categories that exist in the MARSE rules. It is important to recognize that for students to receive special educational services under Michigan law, the school district needs to conduct an eligibility determination. Once eligibility is ascertained, it then becomes the responsibility of the district to make a good faith effort in providing an appropriate IEP with programs and services specifically tailored to meet the needs of the child. Readers wishing a more extensive discourse on the issues of eligibility and programmatic access should contact the Supervisor or Director of Special Education in the district where the student is receiving their academic instruction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following eligibility categories exist in Michigan for the provision of special education programs and services: autism, cognitive impairments, other health impairments, emotional impairments, deaf or hard of hearing, visual impairments, physical impairments, specific learning disability, speech and language impairment, and traumatic brain injury. Each subsection below will provide direction about where to go for definitional and determination information and will offer a few pedagogical considerations that might be of use when educators and instructional personnel are providing support programs and services in online and blended learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"autism\">Autism<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"definition\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how Autism is defined and determined in Michigan, please refer to page 44-46 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"pedagogical\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Since autism is a spectrum disorder, educators will find themselves dealing with a wide range of situations that have an impact on appropriate educational functioning and abilities in an online or blended learning environment. When developing programs and services to meet the needs of students who have autism, the following pedagogical considerations should be discussed:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Be ready to support students to help them understand the nuances of social interactions. They will also need support dealing with any misunderstanding of meaning or intent of interactions with others. Students with autism tend to have significant issues related to social interactions with teachers and peers. In an online or blended environment, this might require the teacher and mentor to monitor discussion boards more closely and carefully compose communications with the student, whether it be email or comments on assignments. The on-site mentor can be especially important in helping the student understand and address challenging situations, as can a peer who has been provided with the proper training and expectations.<\/li><li>Put requests or directions in writing. Since students with autism tend to be very visual, making instructions and directions as specific as possible helps alleviate any misunderstandings. This is easily accomplished in an online environment. In a blended situation, written instructions should accompany any assignment or activity.<\/li><li>Remember that online or blended learning environments can often be complex learning environments, depending upon the technologies and multitasking of activities that occur. Provide students with enough support to help them direct or redirect their attention to the most salient aspects within the instructional moment. The on-site mentor often provides support of this nature through resources and strategies for time management and study habit development.<\/li><li>Students with autism often have difficulty with change. Establish a system that provides students enough notice about change in expectations or schedules, since students with autism tend to be very rule bound and like to have routines established and followed. These changes can be easily added to the announcements section of the Learning Management System (LMS), although you may need to remind the student to check that area regularly. Using the calendar feature within the LMS provides a visual for due dates, test dates, and content that is expected to be read. Inform the on-site mentor and parent of changes, as well, so they can provide support to the student if necessary.<\/li><li>Know the issues students with autism may have with sensory input. Ensure the multimedia that you use in online or blended learning instruction are not going to have a negative impact on the instruction due to sights or sounds that impede processing of content. This may require gathering additional information from the student, parents, or counselor if the IEP is not available for the online instructor or the mentor supporting the student.<\/li><li>Realize that students with autism might have a distorted understanding of their abilities. They might overplay their cognitive strengths and underplay their areas of educational need. Be aware of this potential situation when providing feedback and correction to the student. This might be difficult to deal with in an online environment due to the relative anonymity that often exists within the learning environment. The onsite mentor, parent, and counselor may have additional information about the student\u2019s self-perception to assist online instructors.<\/li><li>Work with your planning team members to get a better understanding of how verbal social interactions might affect the student, especially during times of stress. Be sure to include the online instructor, the counselor, and the on-site mentor in these discussions. Students with autism often are very concrete and literal in their understanding of conversations, and things such as smiles, metaphors, idioms, inflection, or intonation might be lost.<\/li><li>Include the student, to the greatest extent possible, in planning for instruction. This provides an opportunity to discuss what will be done to meet the student\u2019s needs and gives the student an opportunity to create a trusting relationship with the people supporting the instructional programs. This may be more easily addressed in the blended setting where students are already in the presence of the teacher; however, the online instructor, along with the special education personnel and the mentor can work with the student to ensure the student sees that he\/she has support from both sides.<\/li><li>Online and blended learning opportunities often are the saving grace for students with autism educationally. Many prefer the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content. However, this loss of physical proximity can also cause the staff to misread the student\u2019s responses or progress. It is strongly suggested that online and blended program personnel provide direct one-on-one \"office hours\" or tutorials for the faculty and staff, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how autism might affect the online or blended learning environment, please consult with your team members, especially the Teacher Consultant for Students with Autism or Disabilities. The team might also want to consider the following resources as they plan for supporting students with autism in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.gvsu.edu\/autismcenter\/\" target=\"_blank\" rel=\"noopener noreferrer\">Statewide Autism Resources and Training (START) Project, Grand Valley State University\u2019s Center for Autism<\/a><\/li><li><a href=\"https:\/\/www.autism-mi.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Autism Society of Michigan<\/a><\/li><li><a href=\"https:\/\/autismallianceofmichigan.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Autism Alliance of Michigan<\/a><\/li><li><a href=\"https:\/\/www.autismspeaks.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Autism Speaks<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"cognitive\">Cognitive Impairments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"determination\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how cognitive impairment is defined and determined in Michigan, please refer to page 28 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"considerations\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Those wanting to provide appropriate educational programs and supports for students eligible for services under the cognitive impairment program requirements might want to consider the following pedagogical suggestions:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Attempt to provide repetition of content using multiple modalities when providing instruction. Most educational materials are written; capitalize on the wide variety of multimedia capabilities afforded by the online or blended environments to help demonstrate content concepts.<\/li><li>Take the steps necessary to assess student understanding of content in appropriate ways. Written reports may not allow students to provide the breadth or depth of their understanding in a way that a verbal presentation might. Additionally, online or blended environments provide students with cognitive impairments the opportunity to use differentiated output through technological tools.<\/li><li>New or novel situations may cause confusion and have an impact on educational performance. Realize that students may have issues with adaptive behavior. Take the time to explain changes in instructional routines and use this as an opportunity to pre-teach content. Providing instructional videos or screen shots of the specific behaviors that are expected in the online or blended learning environment will assist in the development of new skills. Communicate the changes to the mentor and parent so they can provide support and answer questions the student may have.<\/li><li>Be explicit in letting the students know what is expected of them for educational performance. Provide examples from past student work projects so the students with cognitive impairments has a better understanding of the features they must attend to.<\/li><li>When appropriate, let students work with peers or mentors so they have another perspective on the academic content. Using the chat, discussion board, or video conferencing features that are part of the online or blended environment will allow students the opportunity to socially interact with peers or mentors as they collaboratively work through the assignment.<\/li><li>Online and blended learning opportunities often are the saving grace for students with cognitive impairments. Many prefer the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content. This loss of physical proximity can also contribute to confusion about performance for all concerned. It is strongly suggested that online and blended program personnel provide direct one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how cognitive impairments might affect the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Cognitive Impairments or Disabilities. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/arcmi.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">The ARC of Michigan<\/a><\/li><li><a href=\"http:\/\/aaidd.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">American Association on Intellectual and Developmental Disabilities (AAIDD)<\/a><\/li><li><a href=\"http:\/\/thenadd.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">National Association for Developmental Disabilities (NADD)<\/a><\/li><li><a href=\"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11528-008-0114-4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Supporting Learners with Cognitive Impairments in Online Environments<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"other\">Other Health Impairments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"for\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how other health impairment is defined and determined in Michigan, please refer to page 33-34 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"the\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The complexity and multiplicity of issues that students eligible for services under the other health impairments programming rules requires professionals to consider a wide variety of pedagogical interventions. Some of these might include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Understand the impact that the student\u2019s condition has on their stamina, patience, and ability to interact with others in the environment. Students that are emotionally or physically stressed may not have the ability to process content at the moment, and the use of recorded content either for instruction or student assignments might allow them to participate more fully in the program. Although online and blended learning environments might be a less stressful situation, with more relaxed social interactions, at times, these settings can cause a great deal of stress on the student experiencing the impact of their health impairments.<\/li><li>Educational programs, even those delivered in online or blended learning formats, often require students to attend to long periods of content or activity. For students with Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) it might be important for them to have instructional content or activities broken into smaller segments, thus allowing them to focus on the objectives in a way that does not cause undue stress or anxiety.<\/li><li>Often, students with other health impairments are unable to meet deadlines for tests and assignments due to medical issues related to their impairments. When this happens, the use of the technological features of the LMS might assist with the need to extend time to complete assignments. Medical conditions and the progression of disease or injury affect students differently. Recognize these situations when putting together units of instruction and personalizing instruction for these students.<\/li><li>It is important for the IEP Team members and instructional staff to understand the ways that the progression of the disease might affect the educational functioning of students in online and blended learning environments. Different seasons, or stages of the disease might deleteriously impact the student\u2019s functioning more than other times.<\/li><li>Due to the variety of health-related issues that might be covered under this category of service, recognize that the incorporation of specialized equipment or assistive technology might be necessary for online or blended learning instruction. It is important for all members of the team to be familiar with the extra supports that the assistive technological capabilities provide, the limitations of the systems, and the impact the assistive technology has on both learner and teacher behavior.<\/li><li>Working closely with the Assistive Technology consultant to ensure that all systems are compliant with the technical standards necessary to meet federal and state guidelines though the resources provided by the Alt+Shift program through the IDEA Grant Funded Initiative through the Michigan Department of Education, Office of Special Education (Michigan Office of Special Education, n.d.). Taking this step increases legal compliance to technical issues and situations, and more importantly, helps to provide appropriate supports for the student.<\/li><li>IEP Teams should provide an appropriate level of adult or peer supports necessary to help assist the student with medical issues to better understand initial content, to practice or rehearse instructional strategies, or to appropriately assess educational functioning.<\/li><li>Online and blended learning opportunities often are the saving grace for students with health impairments. Many prefer and may require the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content. This loss of physical proximity could contribute to confusion about performance for all concerned. It is strongly suggested that online and blended program personnel provide direct one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how other health impairments might affect the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Other Health Impairments or Disabilities, Assistive Technology Consultants, Physical Therapists, Occupational Therapists, or School Nurses. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"http:\/\/www.michiganallianceforfamilies.org\/other-health-impairments\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Alliance for Families \u2013 Other Health Impairments<\/a><\/li><li><a href=\"https:\/\/www.parentcenterhub.org\/ohi\/\" target=\"_blank\" rel=\"noopener noreferrer\">Other Health Impairments<\/a><\/li><li><a href=\"https:\/\/www.naset.org\/2278.0.html\" target=\"_blank\" rel=\"noopener noreferrer\">Comprehensive Overview of Other Health Impairments<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"emotional\">Emotional Impairments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"impairment\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how emotional impairment is defined and determined in Michigan, please refer to page 29-30 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"ability\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Most teachers have the ability to meet the cognitive and affective needs of their students in the general education environment. Students that have issues with affective, social, or emotional interactions with teachers and peers often require more nuanced attention to the way in which social interactions occur within the learning environment, since these have the distinct potential of having a dramatic impact on student academic achievement. To this end, teachers providing service in online and blended environments might want to consider the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Recognize that all students eligible for services are different. Some students might exhibit extremely outgoing behaviors, while others might exhibit behaviors that are very withdrawn and isolated. This might be difficult to identify in your interactions with the students in online or blended learning settings. Working closely with the team \u2013 especially the mentor \u2013 to identify how the student presents themselves in face-to-face settings might provide ideas for ways to effectively support behaviors in the virtual environment.<\/li><li>Make expectations clear and be very consistent in application of consequences in order to provide a structured environment. This can best be done by having rules, procedures, routines, policies, or expectations specifically addressed in educational and behavioral materials. Online and blended learning environments have a great deal of structure built into the program. For example, the length of instructional videos can be curtailed to meet the instructional needs of students. The IEP Team should use this structure as a support when making behavioral requirements known to the student.<\/li><li>Provide the students with self-monitoring resources, such as check lists, rubrics, or planning guides. This helps them visually scaffold expectations and provides cognitive supports when affective challenges present themselves. Using multimedia examples that focus on the expected work and behaviors is a good way to assist students\u2019 understanding, and practice good online and blended learning academic and social behaviors.<\/li><li>Be proactive in your schedule and pacing of content to ensure that unstructured time and activities have clear parameters and expectations for personal, as well as interpersonal behavior. Proactively providing clear examples of acceptable behavior is a good way to support expectations for social interactions. Digital citizenship and acceptable use policies provide supports when dealing with expected student behaviors in online and blended learning environments.<\/li><li>Realize that students might need to be gradually introduced to some instructional formats or delivery systems due to specific aspects of their disability. For example, group work might need to wait until the student is able to demonstrate the ability to work productively with others on tasks. Using the full range of resources available in the LMS might allow you to differentiate or personalize student responses or assignments when the assigned format might be a challenge to the student.<\/li><li>Encourage students to engage in the identification and labeling of their own internal emotional states, and to share those in an appropriate way with the instructional staff. Allowing the students to address issues before they become problems is particularly important to establish and maintain accepting and supportive learning environments. Having student supports built into the online or blended learning structure can be useful when students need extra support or assistance during synchronous and asynchronous sessions.<\/li><li>Offer one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective. Online and blended learning opportunities can be a welcome option for students with emotional impairments. Many prefer and may require the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The strategies and suggestions contained within the student\u2019s IEP will go a long way in helping to support and structure learning expectations in an online or blended environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how emotional impairments might impact the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Emotional Impairments or Disabilities, School Social Worker, School Counselors, and School Nurse. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.nimh.nih.gov\/index.shtml\" target=\"_blank\" rel=\"noopener noreferrer\">National Institute on Mental Health<\/a><\/li><li><a href=\"https:\/\/www.nami.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">National Alliance on Mental Illness<\/a><\/li><li><a href=\"https:\/\/www.naset.org\/professional-resources\/exceptional-students-and-disability-information\/emotional-and-behavioral-disorders\" target=\"_blank\" rel=\"noreferrer noopener\">Emotional and Behavioral Disorders<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"deaf\">Deaf or Hard of Hearing<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"more\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how deaf or hard of hearing is defined and determined in Michigan, please refer to page 30-31 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"materials\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The ability of teachers and educational staff to effectively support students in online or blended learning environments who are deaf or hard of hearing might be outside of the experiential base of most educators. Since much of the online or blended environment requires the use of multimedia materials, it is important that teams consult with professionals trained in the educational programming for students with hearing issues, as well as professionals who are trained in the use of assistive technology, both on the learner\u2019s systems, the teacher\u2019s systems, and with the LMS and platform. Other considerations include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Working closely with the Assistive Technology consultant to ensure that all systems are compliant with the technical standards necessary to meet federal and state guidelines though the resources provided by the Alt+Shift program through the IDEA Grant Funded Initiative through the Michigan Department of Education, Office of Special Education (Michigan Office of Special Education, n.d.). Taking this step increases legal compliance to technical issues and situations and, more importantly, helps to provide appropriate supports for the student. In online and blended learning environments this might include, but is not limited to, sign language interpreters, interveners, closed captioning, or assistive technology devices.<\/li><li>Taking the time to provide students with the training necessary for them to feel comfortable with assistive technology systems so they are competent users of those supports within the online or blended learning environments. Having staff, faculty, parents, as well as students receive training on these supports provide a basis of understanding for program assessment and evaluation.<\/li><li>Augmenting instruction through written materials. Instructional staff should also ensure that there are written supports for the social interactions that occur within the LMS. In online and blended environments, this means these supports should be embedded within every aspect of the LMS.<\/li><li>Being proactive in ensuring that the auditory aspects of the instructional environment are compatible with any student hearing aids or cochlear implants. Create time for instructional faculty, support faculty, and the students to \"test drive\" any systems before the student is expected to use them in the online or blended learning classroom.<\/li><li>Ensuring that the acoustics of both the student\u2019s learning environments, as well as that of the teacher, have been checked for their instructional effectiveness. Attend especially to the background noise that might result when other students participate auditorially. Providing all students technological dos and don\u2019ts related to the need to minimize background noise when speaking benefits all students but is especially important for students with hearing impairments.<\/li><li>Remembering that students who are deaf or hard of hearing often use visual cues and are tuned in to the lips and face of the speaker for cues. Ensure that all participants in the online or blended learning environment face the video camera and speak in a way that supports the visual needs of the students.<\/li><li>Using appropriate lighting to support the student\u2019s ability to gain visual information, thus making better sense of the educational and social expectations within the online and blended environments.<\/li><li>Being aware that providing visually busy content to students with hearing impairments may cause confusion and create misunderstandings of content that could be difficult to remediate.<\/li><li>Ensuring that the visuals used to support instruction in online or blended learning settings focus on the key instructional goals, objectives, and elements.<\/li><li>Offering one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective. Some students prefer the low stress and impact of reduced face-to-face interactions in online and blended learning environments while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how deaf or hard of hearing impairments might impact the learning environment, please onsult with your team members, especially the Teacher Consultant for Students with Hearing Impairments or Disabilities, Audiologists, Sign Language Interpreters, or Program Interveners. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.asha.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">American Speech-Language-Hearing Association<\/a><\/li><li><a href=\"https:\/\/www.naset.org\/professional-resources\/exceptional-students-and-disability-information\/hearing-impairments\" target=\"_blank\" rel=\"noreferrer noopener\">Hearing impairments<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"visual\">Visual Impairments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"page\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how visual impairment is defined and determined in Michigan, please refer to page 31-32 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"criteria\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As with supporting students eligible for services under deaf or hard of hearing criteria, students eligible for services under the visual impairment criteria will probably need the support of specially trained professionals to assist the educational team in identifying ways to support students in online and blended learning environments. These additional areas should also be considered for supporting students in an online or blended learning environment:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Identify the team members responsible for providing students with visual impairments assistive technology and personnel supports for appropriate programming. Make sure that the system is compatible for all online and blended learning instruction and activities. Double check the impact that any new programmatic instructional elements add to the course content.<\/li><li>Work closely with the Assistive Technology consultant to ensure that all systems are compliant with the technical standards necessary to meet federal and state guidelines though the resources provided by the Alt+Shift program through the IDEA Grant Funded Initiative through the Michigan Department of Education, Office of Special Education (Michigan Office of Special Education, n.d.). Taking this step increases legal compliance to technical issues and situations, and more importantly, helps to provide appropriate supports for the student.<\/li><li>Provide the students proactively with the training necessary for them to feel comfortable with assistive technology systems so they are competent users of those supports.<\/li><li>Provide the student screen readers and supports when appropriate to meet their level of visual needs in online and blended learning environments.<\/li><li>See that teachers take the time to work proactively with instructional designers and assistive technology consultants so that course design is consistent throughout the LMS, visual clutter is reduced on the pages, contrast of texts and colors is maximized, the use of frames on the page is limited, and proper heading structures are used for content.<\/li><li>Realize that students with vision loss might have difficulty seeing the entire screen or instructional content. Often, they learn in a linear fashion since they only receive information from specific parts of the screen.<\/li><li>Take the time during instruction to summarize the content that is covered in text form, highlighting the main features that you would like the students to focus on or that form the basis of the content being read.<\/li><li>Consider the list of accessibility requirements for web content contained within Hoffman, Hartley, and Boon (2005).<\/li><li>Offer one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective. Some students prefer the low stress and impact of reduced face-to-face interactions in the online and blended learning environments while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how visual impairments might affect the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Visual Impairments or Disabilities and Orientation and Mobility Specialists. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.afb.org\/default.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">American Foundation for the Blind<\/a><\/li><li><a href=\"http:\/\/www.acb.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">American Council of the Blind<\/a><\/li><li><a href=\"https:\/\/www.naset.org\/professional-resources\/exceptional-students-and-disability-information\/visual-impairments\" target=\"_blank\" rel=\"noreferrer noopener\">Visual Impairments<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"physical\">Physical Impairments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"MARSE\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how physical impairment is defined and determined in Michigan, please refer to page 32-33 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"creatively\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students affected by physical impairments will probably require a great deal of physical environmental modifications to support their mobility and learning needs. Programs that support students who have physical disabilities through the use of online or blended learning need to have a solid understanding of the ways that the student\u2019s educational functioning might be affected by physical conditions and be able to adapt learning environments creatively to meet their specific educational needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In general, educators might want to consider the following when providing supports to students affected by physical disabilities in their online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Make sure that all learning environments, including the student\u2019s educational space in the home, are physically accessible and not mobility-limited.<\/li><li>Make considerations for students who use wheelchairs, walkers, prosthetics, or other mobility aids and structure the learning environments to support the adaptive equipment.<\/li><li>Understand how the impact the physical issues related to their impairment affects students\u2019 stamina for educational programming.<\/li><li>Take the time to understand the complexities that the student will experience when using assistive technology aids, devices, programs, and machines.<\/li><li>Be cognizant of the impact that limited physical mobility, both gross and fine motor activity, might have on the student\u2019s ability to fully participate in online and blended activities with their peers.<\/li><li>When teaching or providing content, pace your instruction at a speed that supports the physical limitations of the student in the online or blended learning environment.<\/li><li>Provide copies of all notes, lectures, and handouts to assist with note taking in class. Have other students provide copies of their notes for use by the student with physical disabilities.<\/li><li>Realize that the student might have difficulty with both expressive and receptive aspects of learning. Depending upon the impact that the impairment has upon the student, they might have difficulty actively participating in group activities, group discussions, or in direct social situations.<\/li><li>Offering one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective. Online and blended learning present different opportunities for some students with physical disabilities. While the low stress and impact of reduced face-to-face interactions may make it easier to focus more intentionally on the content, the loss of physical proximity could contribute to confusion about performance for all concerned, and office hours are one way of monitoring progress.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how physical impairments might affect the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Physical Impairments or Disabilities, the Occupational Therapists, the Physical Therapists, and the School Nurse. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.ucp.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">United Cerebral Palsy<\/a><\/li><li><a href=\"http:\/\/www.easterseals.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Easter Seals<\/a><\/li><li>Orthopedic Impairments<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"specific\">Specific Learning Disability<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"refer\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how specific learning disability is defined and determined in Michigan, please refer to page 36-38 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"demands\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students affected by specific learning disabilities often have difficulty in areas of academic performance, and meeting the demands placed upon them in the learning environment. Quite often, students exhibit inconsistent patterns of school performance, having strengths and abilities in some areas of school performance, but not in others. Educators interested in providing appropriate instructional and program supports in online and blended learning environments are encouraged to look at the student\u2019s functioning in the areas of written expression, reading ability, and mathematics. More specific suggestions include attending to the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Allow students to slow down the rate or pace of content provided in online or blended learning environments through the use of assistive technology. This provides students opportunities to review content they might have missed due to speed of presentation or the complexity of the content.<\/li><li>Incorporate assistive technology programs and devices when necessary and appropriate to support individual student success. Work closely with the Assistive Technology Consultant to ensure that all systems are compliant with the technical standards necessary to meet federal and state guidelines through the resources provided by the Alt+Shift program through the IDEA Grant Funded Initiative through the Michigan Department of Education, Office of Special Education (Michigan Office of Special Education, n.d.). Taking this step increases legal compliance to technical issues and situations and, more importantly, helps to provide appropriate supports for the student.<\/li><li>Realize there is a great deal of variance in the academic performance of students identified as having specific learning disabilities. This variance requires educators to be extremely specific in their orientation to meeting academic needs based upon individual student academic need in the blended and online learning environment.<\/li><li>Align text with the depth of cognitive load. This helps students with reading deficits deal with the complexity of text and ensure that materials provided in instruction are written at the level needed to meet academic curricular criterion.<\/li><li>Provide students opportunities to demonstrate competency of the content by using alternative methods for assignments. Have multiple ways to assess course content and provide students options for task and assignment completion.<\/li><li>Understand that real time chat sessions and lectures might need to be augmented or personalized in online and blended learning environments because some students may not be able to understand accurately what is being shared due to the speed of the verbal or written content.<\/li><li>Encourage group study supports outside the main instructional setting. Providing and encouraging student peer groups helps students process content and practice skills away from class. While this may be easier to accomplish in a blended setting, teachers and mentors may assist online learners in forming peer study and\/or support groups.<\/li><li>Provide an exam format in the student\u2019s most successful modality or response format. Online and blended learning offers multiple ways for instructors to support differentiated student output, using software and apps, for student work product, as well as assessments.<\/li><li>Offer one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective. Online and blended learning present different opportunities and challenges for students with specific learning disabilities. While the low stress and impact of reduced face-to-face interactions may make it easier to focus more intentionally on the content, the loss of physical proximity could contribute to confusion about performance for all concerned, and office hours are one way of monitoring progress.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how specific learning disabilities might impact the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Specific Leaning Impairments or Disabilities. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.ncld.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">National Center for Learning Disabilities<\/a><\/li><li><a href=\"https:\/\/ldaamerica.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Disabilities Association of America<\/a><\/li><li><a href=\"https:\/\/www.naset.org\/professional-resources\/exceptional-students-and-disability-information\/specific-learning-disabilities\" target=\"_blank\" rel=\"noreferrer noopener\">Specific Learning Disabilities<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"speech\">Speech and Language Impairment<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"how\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how speech and language impairment is defined and determined in Michigan, please refer to page 34-35 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"aware\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Speech and language issues can influence the way that students receive and understand content, as well as the way in which they are able to demonstrate competency, provide feedback, and interact with others verbally and socially. It is important for professionals supporting students with speech and language impairments in online and blended learning environments to be aware of the specific ways in which the student\u2019s learning needs are affected by their disability. Some common considerations are listed below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>For students with receptive speech and language impairments:\n<ul>\n<li>Reduce auditory and visual distractions within the online or blended learning environment. Extra stimuli in the learning environment can confuse and interfere with the student\u2019s ability to attend to instruction, listen to comments, follow directions, and respond appropriately to interactions.<\/li>\n<li>Provide cues to students so they can distinguish when instruction has begun, so they can better focus on the interactions during that segment of the course.<\/li>\n<li>Provide visuals and concrete examples during instruction. These provide supports for when the verbal components of the instruction have been completed.<\/li>\n<li>Make sure that your speech can be heard and understood by the student. Speak slowly and clearly, at a reasonable pace, and provide opportunities for questioning.<\/li>\n<\/ul>\n<\/li><li>For students with expressive speech and language impairments:\n<ul>\n<li>Provide students opportunities to demonstrate competency of the content by using alternative methods for assignments. Have multiple ways to assess course content and provide students options for task and assignment completion.<\/li>\n<li>Provide students extra time to respond when they ask or answer questions.<\/li>\n<li>Realize that students might have difficulty participating in discussions or group work due to their difficulties with articulation, fluency, or voice.<\/li>\n<li>Consider using written discussion boards within the online or blended learning LMS as an alternative to group work.<\/li>\n<li>Work closely with the assistive technology support team to minimize the exacerbation of the student\u2019s speech production problems by the auditory hardware that is used by all the students. It may be necessary to work the issue out through technological intervention.<\/li>\n<\/ul>\n<\/li><li>For any student with speech and language impairments, offer one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or from a technology integration perspective. Online and blended learning present different opportunities for students with speech and language issues. Many prefer and may require the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned, and office hours are one way of monitoring progress.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how speech and language impairments might impact the learning environment, please consult with your team members, especially the Speech and Language Consultant. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.asha.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">American Speech-Language-Hearing Association<\/a><\/li><li><a href=\"https:\/\/www.naset.org\/professional-resources\/exceptional-students-and-disability-information\/speech-and-language-impairments\" target=\"_blank\" rel=\"noreferrer noopener\">Speech and Language Impairment<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"traumatic\">Traumatic Brain Injury<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"brain\">Definition and Determination<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For more information on how traumatic brain injury is defined and determined in Michigan, please refer to page 46-47 of the <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">MARSE<\/a> (Michigan Department of Education, 2018).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"injury\">Pedagogical Considerations<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The reasons for eligibility under traumatic brain injury vary widely. Each student presents a differing educational scope of need. Make sure that you consult with appropriate medical personnel to understand how the student\u2019s injury might affect functioning within online or blended educational learning environments. We know more than ever before about brain anatomy and the impact that insult or injury to specific regions have on the processing of information. Although we have come a long way, the science of learning and understanding localized to sections of the brain are not exact. Some broad considerations that teams should attend to include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>It is important to realize that the student has acquired this injury because of a traumatic event. Emotional issues in dealing with the acceptance of his or her condition might get in the way of cognitive ability. Make sure that appropriate team members are available to assist with any affective or behavioral manifestations that might occur due to acceptance of their injury. In online and blended learning environments, this might present itself in anger, depression, or withdrawal from the academic work, or the people within the setting.<\/li><li>The area of brain that has experienced the trauma will have a dramatic impact on the needs and the abilities of the student in the online and blended learning environment. To support this, provide content that allows students to experience their content in the modalities they are most capable of using, and minimize the use of content in the modalities they have the most difficulty with.<\/li><li>When you design the instruction, make sure that you capitalize on the capabilities that exist within the LMS of the online and blended learning course to provide multiple ways to consider content using visuals, auditory files, texts, and multimedia content.<\/li><li>During instruction, focus instructional materials in the student\u2019s least affected modality, while still providing instruction in the modalities that are affected by the injury. This multisensory approach to instruction helps the student receive content and information in multiple channels.<\/li><li>Provide the students with the opportunity to restate back to you what it is covered in class and for the requirements for activities.<\/li><li>Offer one-on-one \"office hours\" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner\u2019s perspective, the instructor\u2019s perspective, the mentor\u2019s perspective, or a technology integration perspective. Online and blended learning opportunities present a comfortable alternative for students with traumatic brain injuries. Many prefer and may require the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned, and office hours are one way of monitoring progress.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>For further educational implications of how traumatic brain injury might affect the learning environment, please consult with your team members. The team might also want to consider the following as they for supporting students in online and blended learning environments:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/www.biausa.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Brain Injury Association of America<\/a><\/li><li><a href=\"https:\/\/www.ninds.nih.gov\/Disorders\/All-Disorders\/Traumatic-Brain-Injury-Information-Page\/2732\/organizations\/1297\" target=\"_blank\" rel=\"noopener noreferrer\">Traumatic Brain Injury Information Page<\/a><\/li><li><a href=\"https:\/\/www.naset.org\/professional-resources\/exceptional-students-and-disability-information\/traumatic-brain-injury-and-neurological-impairment\" target=\"_blank\" rel=\"noreferrer noopener\">Traumatic Brain Injury<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 id=\"along\">Additional Considerations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Along with the above consideration, there are a few additional areas that should be considered when developing supports for students with disabilities in online and blended environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"district\">District Policies and Procedures<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, it is the responsibility of the student\u2019s local district or management company to develop and provide special education supports for students with recognized needs under federal and state mandates. Programs need to have appropriate and effective policies in place to ensure that those responsible for the development and provision of online or blended learning programs have the support and direction necessary to ensure that the programs meet the regulatory, fiscal, compliance, and managerial requirements that the organization adheres to for other programmatic offerings. In addition, issues specific to the provision of online or blended learning programs need to be considered when the policies and procedures are promulgated and revised.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Acceptable use policies ensure that programmatic resources are used in a way consistent with appropriate educational programs and services. Having systems developed and maintained in a way to meet the regulatory and legal issues associated with the laws listed above should be ensconced within the policy and procedures for the program. Finally, issues related to acquisition, lending, upgrade, and support need to be stipulated so all participants understand their limits and responsibilities when appropriating the hardware, software, and resources within the online and blended learning program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"PD\">Professional Development<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Professionals that support students in online or blended learning environments often have a great deal to learn about the most effective way to support student learning with technology. Increasing curricular demands, as well as increases in technological capabilities, often stretch the professional development needs and capabilities of professionals. This is further exacerbated when students\u2019 specific needs, codified in individualized programming requirements, add increased demands for professional development supports for faculty and staff working in online and blended learning projects.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>One of the greatest challenges for effective professional development supports revolves around the infancy of the research base related to effective programming for students impacted with disabilities within online and blended learning environments. The best things that educators can do is to apply what we currently know about effective online education, effective special education programs and services, quality instruction and methodology, and combine those into a plan that is tailored to meet the individual learning and educational needs of the student impacted by disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"financial\">Financial Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Providing appropriate programs and supports often requires school programs to make an investment in instructional materials, transportation, training, equipment, personnel, and facilities. All these areas will need to be addressed when providing programs to support students impacted by disabilities within online and blended learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many potential local, state, federal, and grant resources are available. Districts and programs wrestling with the provision of effective online and blended learning options for students should have discussions with their school business officials, child accounting personnel, and directors of special education to ascertain the financial supports and resources that are available, as well as any financial compliance considerations that need to be adhered to before embarking upon planning for the online or blended learning educational program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"resolved\">Other Supports and Resources<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It would be incredibly difficult to discuss all the potential challenges that might exist when districts or programs plan for effective instruction for students impacted by disabilities. Therefore, Appendix B although not intended to be exhaustive, might provide an opportunity to discuss areas that need to be resolved for effective programs and services in online or blended learning environments to occur.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"summary\">Summary<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Supporting students impacted by disabilities in online and blended programs, at first blush, might appear to be a daunting task. There are many technical, legal, logistical, instructional, and educational considerations that need to be made for effective programs and supports to occur. However, for many students impacted by disabilities, the online and blended learning environment might be an opportunity for them to attend to the academics and supports required for educational achievement through targeted educational opportunities, projects, and supports that online or blended learning might offer them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>There are considerable issues that need to be addressed before programs launch into the provision of services that are specifically designed to meet the individualized education needs of students eligible for special education programs and services. This document provides a broad level of support to encourage appropriate development of programs and services for student eligible for special education services. However, this is not an exhaustive coverage of all issues. Discussions with appropriate staff within the district need to be held to identify existing and future supports for effective online and blended learning options built around the student\u2019s individual learning needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"references\">References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Association of Assistive Technology Act Programs (n.d.). ATAP: Summary of the AT act. Retrieved from <a href=\"https:\/\/www.ataporg.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.ataporg.org\/<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Burgstahler, S. (2001). Real connections: Making distance learning accessible to everyone. Retrieved from ERIC database <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED475789.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/files.eric.ed.gov\/fulltext\/ED475789.pdf<\/a> (ED 475789).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Center for Educational Networking. (2018). Center for Educational Networking. Retrieved from <a href=\"https:\/\/www.cenmi.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.cenmi.org\/<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Deschaine, M. E. (2018). When policies that impact students with significant disabilities in Michigan backfire. In Conchas, G. Q., Gottfried, M., Hinga, B., &amp; Oseguera, L. (Eds.). <em>Policy goes to school: Case studies on the limitations and possibilities of educational innovation<\/em> (pp. 25-38). New York, NY: Routledge.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Grainger, R. S., Alpin, C., &amp; Ponnappa-Brenner, G. (2008). Supporting learners with cognitive impairments in online environments. <em>TechTrends<\/em>, <em>52<\/em>(1), 63-69. Retrieved from <a href=\"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11528-008-0114-4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11528-008-0114-4.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hoffman, B., Hartley, K., &amp; Boone, R. (2005). Reaching accessibility: Guidelines for creating and refining digital learning materials. <em>Intervention in School and Clinic<\/em>, <em>40<\/em>(3), 171-176. Retrieved from <a href=\"http:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/10534512050400030601\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/10534512050400030601<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>iNACOL. (2018, September 7, 2018). <em>Resource Search<\/em>. Alexandria, VA: Author. Retrieved from <a href=\"https:\/\/aurora-institute.org\/resources\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.inacol.org\/resources\/resource-search\/?search=&amp;resource_topics=18&amp;resource_types=0&amp;years=&amp;authors=0&amp;organizations=0&amp;sort=date<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Individuals with Disabilities Education Act, 20 U.S.C. \u00a7 1400 (2004). Retrieved from <a href=\"https:\/\/sites.ed.gov\/idea\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/sites.ed.gov\/idea\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kinash, S., Crichton, S., &amp; Kim-Rupnow, W. S. (2004). A review of 2000-2003 literature at the intersection of online learning and disability. <em>American Journal of Distance Education<\/em>, <em>18<\/em>(1), 5-19.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (n.d.). <em>Flexible learning options<\/em>. Lansing, MI: Author. Retrieved from <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Department of Education. (2018). <em>Michigan administrative rules for special education (MARSE) with related IDEA federal regulations<\/em>. Lansing, MI: Author. Retrieved from <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.michigan.gov\/documents\/mde\/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Legislature. (n.d.). <em>Michigan Revised School Code (Act 451 of 1976)<\/em>. Retrieved from <a href=\"https:\/\/www.legislature.mi.gov\/documents\/mcl\/pdf\/mcl-act-451-of-1976.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.legislature.mi.gov\/documents\/mcl\/pdf\/mcl-act-451-of-1976.pdf<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Legislature. (2018). <em>Michigan legislature \u2013 Section 388.1621f<\/em>. Retrieved from <a href=\"http:\/\/www.legislature.mi.gov\/(S(fxaovw5od4hfxa0ggkufdsfz))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.legislature.mi.gov\/(S(fxaovw5od4hfxa0ggkufdsfz))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Office of Special Education. (n.d.). <em>Alt+Shift. Rethink the possible. Realize potential<\/em>. Retrieved from https:\/\/www.altshift.education\/resources<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual. (2017). <em>Parent guide to online learning<\/em>. Lansing, MI: Michigan Virtual University. Available from <a href=\"https:\/\/mvlri.org\/resources\/guides\/parent-guide\/\">https:\/\/mvlri.org\/resources\/guides\/parent-guide\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>REMC Association of Michigan. (2018). About \u2013 REMC home. Retrieved from <a href=\"http:\/\/www.remc.org\/about\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.remc.org\/about\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., Deschaine, M. E., &amp; Mellard, D. (2018). Describing online learning programs and practices that serve diverse learners.<em> Journal of Online Learning Research<\/em>, <em>4<\/em>(2), 117-121.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 508 of the Rehabilitation Act of 1973, <a href=\"http:\/\/www.gpo.gov\/fdsys\/pkg\/USCODE-2011-title29\/html\/USCODE-2011-title29-chap16-subchapV-sec794d.htm\" target=\"_blank\" rel=\"noopener noreferrer\">29 U.S.C \u00a7 794 (d)<\/a> (1998). Retrieved from <a href=\"https:\/\/section508.gov\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/section508.gov\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Simmons, T., Bauder, D., Abell, M., &amp; Penrod, W. (2008). Delivering the general curriculum: Pre-service teacher perspectives regarding a technological approach for students with moderate and severe disabilities. <em>Information Technology and Disabilities Journal<\/em>, <em>12<\/em>(1). Retrieved from <a href=\"http:\/\/itd.athenpro.org\/volume12\/number1\/simmons.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/itd.athenpro.org\/volume12\/number1\/simmons.html<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Justice Civil Rights Division. (n.d.). <em>Part 36 nondiscrimination on the basis of disability in public accommodations and commercial facilities<\/em>. Retrieved from https:\/\/www.ada.gov\/regs2010\/titleIII_2010\/titleIII_2010_regulations.htm<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Labor. (n.d.). OASAM \u2013 Office of the assistant secretary for administration and management (OASAM) \u2013 United States department of labor. Retrieved from <a href=\"https:\/\/www.dol.gov\/agencies\/oasam\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.dol.gov\/agencies\/oasam<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>World Wide Web Consortium (W3C). (n.d.). Web content accessibility guidelines (WCAG) overview Retrieved from <a href=\"https:\/\/www.w3.org\/WAI\/standards-guidelines\/wcag\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.w3.org\/WAI\/standards-guidelines\/wcag\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>World Wide Web Consortium (W3C). (n.d.). Web content accessibility guideline (WCAG) 2.0. Retrieved from <a href=\"http:\/\/www.w3.org\/TR\/WCAG20\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.w3.org\/TR\/WCAG20\/<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"A\">Appendix A<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"legal\">Legal Basis for Services<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Providing educational programs and services to students who have disabilities began with legal initiatives in the mid-1970s. Michigan\u2019s legal requirements to provide services to these students predates the federal legal requirements for similar services. Michigan has a long history of advocating for students affected by disabilities in ways that exceed federal requirements in breadth, depth, and scope. This continues to be true as the state remains focused on the educational and programmatic needs of students, regardless of need, in face-to-face, online, and blended educational environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This section will focus on some salient legal requirements from both the state of Michigan, as well as a federal government perspective. The legal history of both jurisdictions is long and has the potential to be nuanced based on the specifics of each individual situation. The content here is not intended to be exhaustive coverage of the legal requirements for programs and services; it neither constitutes legal advice, nor should it substitute for legal guidance by counsel. The coverage here is intended to provide support for future investigations by organizations and individuals wishing to gain basic information related to the broad requirements that guide effective educational programs and supports for students who have disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"IEP\">State of Michigan Legal Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following legal documents should be considered when proposing and implementing an individualized educational plan (IEP) of service for students affected by disabilities within online and blended learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"elementary\">Michigan State School Code<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Revised School Code (Act 451 of 1976) (Michigan Legislature, n. d.) is an act that:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>provides a system of public instruction in elementary and secondary schools; to revise, consolidate, and clarify the laws relating to elementary and secondary education; to provide for the organization, regulation, and maintenance of schools, school districts, public school academies, intermediate school districts, and other public school entities; to prescribe rights, powers, duties, and privileges of schools, school districts, public school academies, intermediate school districts, and other public school entities; to provide for the regulation of school teachers and certain other school employees. (p. 1)<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Requirements for the education provision of all students, in all settings, is established within the Michigan School Code. Understanding the legislative scope that the state of Michigan expects from educational entities in a holistic fashion provides support when attempting to operationalize individualized educational plans and supports to students who have disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"parts\">Michigan Administrative Rules for Special Education (MARSE)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Parts of the MARSE with Related IDEA Federal Regulations (Michigan Department of Education, 2018) deal with programs and services for students affected by disabilities are included in the larger Michigan Administrative Rules. Pages 24 and 25 of MARSE provides a definition of special education. It is important for educators, families, and professionals to understand that the definition and rules provided by the state are a result of both legislation, litigation, and rulemaking. As such, these rules provide the supports necessary to guide the development of appropriate educational programs and services to meet the multiplicity of needs that students who have disabilities bring to educational settings, both face-to-face, as well as in online or blended environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Special education services are provided to students with eligible conditions to assist them in meeting graduation requirements for general education curriculum established by their local school district that is in alignment with the Michigan School Code. The intent of special education supports and services is to provide students who have disabilities the individualized, appropriate educational supports necessary to assist them in being successful with general education content, within the general education environment, to the greatest extent possible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important for all individuals who are working to provide quality educational support services in online and blended environments to understand the students, how their eligibility for services affects their ability to perform educationally within the general education environment, how the they are able to progress within the general education curriculum, and the ways that appropriate individualized programs and supports might be used effectively within online and blended learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"deal\">Section 21f<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Section 21f of the State School Aid Act (Michigan Legislature, 2018) is specific to conditions for students wishing to take courses in online or blended learning environments within Michigan. Section 21f allows K-12 students enrolled in a public school or district (full- or part-time) to enroll in up to two online courses per academic term. Districts may deny such enrollment requests as defined in a limited number of circumstances. A student may be enrolled in more than two online courses if the district, the parents, and the student agree that it is in the student\u2019s best interest. In such an instance, the district must have an education development plan stating such in their records.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For some students affected by disabilities, the provisions of Section 21f provide a great deal of flexibility in meeting their individual educational needs in a supportive environment that allows the students to focus more upon content in a less socially and behaviorally demanding or distractive learning environment. Section 21f is one proactive educational provision that should be considered when determining if an online or blended learning opportunity is appropriate for students who have a disability.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"legislature\">Michigan Career and College Ready Provisions<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Contained within the Michigan School Code (Michigan Legislature, n.d.) are provisions that allow students to be given an opportunity to design flexible learning options that lead to a high school diploma, while still meeting the basic requirements established by the local school board. These provisions for a different set of learning opportunities and curricular expectations are available to all students. The appropriateness of each of these should be considered when attempting to provide support programs and services to students eligible for special education services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of the flexible learning options include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Virtual Learning Options (described above)<\/li><li>Offline and Project-Based Seat Time Waivers (STWs)<\/li><li>Options for Hours and Days Waivers<\/li><li>Work-Based Learning Experiences<\/li><li>College Course Enrollment and Early\/Middle Colleges<\/li><li>Career and Technical Education (CTE) Options<\/li><li>Testing Out<\/li><li>Personal Curriculum<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>An articulation of each of these programs is beyond the scope of this document. However, it is important to remember that none of these options exist in isolation, and a combination of these opportunities might be appropriate within online or blended learning environments to meet the individualized learning needs of students who have disabilities. For more information, please consult the Michigan Department of Education\u2019s Flexible Learning Options (n.d.) document.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"federal\">Federal Legal Considerations<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In addition to state provisions to support students affected by disabilities, there are also corresponding federal legal statutes and requirements that require adherence. A brief discussion will provide a cursory understanding of the requirements with further resources to consider when participating in a planning meeting to address the individual learning needs of students who have disabilities within online or blended learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"minimal\">Special education programs and services through the Individuals with Disabilities Education Act<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The provisions for special education services for students eligible for individualized programs and services are included within the Individuals with Disabilities Education Act (2004) &nbsp;The federal statutes are the minimal level of service required by the federal government for states receiving federal funds. However, as in the case of Michigan, states can choose to offer services beyond those required of the federal government. In the <em>MARSE<\/em> document (Michigan Department of Education, 2018), there is a side-by-side comparison of the Michigan requirements and definitions for special education programs and services with those provided through IDEA (United States Department of Education, n.d.). For those unfamiliar with special education and the federal requirements, it is strongly suggested that you consider reviewing the resources provided through the <a href=\"https:\/\/www2.ed.gov\/about\/offices\/list\/osers\/osep\/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">United States Department of Education Office of Special Education and Rehabilitation Services<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"civil\">Civil rights reasonable accommodations to access through the Americans with Disabilities Act, and the Rehabilitation Act of 1973<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although rules and regulations for special education services are found in the MARSE requirements, some students with disabilities may not be eligible for special education programs and services because their level of academic functioning is greater than the levels specified in special education law; these students might be entitled to academic accommodations based on federal civil rights laws through Section 504 accommodations. This distinction, although apparently nuanced, is incredibly important to understand, since requirements for programmatic supports and the provision of services can be dramatically different, as are the legal requirements for eligibility, program development, evaluation, and due process. For those unfamiliar with these distinctions, it is recommended that you consult the Special Education Supervisor or Director in your district for more direction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Unlike special education laws that provide opportunities for individualized programs and services to meet educational goals and objectives, the federal provisions listed below provide students with recognized and documented disabilities federal support to effectively access educational programs and services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"ADA\">The Americans with Disabilities Act (ADA)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although the Americans with Disabilities Act (ADA) usually is associated with covering employment issues, there are times when the ADA covers access to educational programs for people affected by federally recognized disabilities. Title III of the ADA<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>prohibits discrimination on the basis of disability in the activities of places of public accommodations (businesses that are generally open to the public and that fall into one of 12 categories listed in the ADA, such as restaurants, movie theaters, schools, day care facilities, recreation facilities, and doctors' offices) and requires newly constructed or altered places of public accommodation\u2014as well as commercial facilities (privately owned, nonresidential facilities such as factories, warehouses, or office buildings)\u2014to comply with the ADA Standards. (United States Department of Justice Civil Rights Division, n.d.).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Eligible students are not allowed to be discriminated against due to a legally recognized disability in educational settings. This law has tremendous impact on the ways that identified computer facilities are designed to maximize access to all students, especially for students who have physical or visual disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"504\">Section 504 of the Rehabilitations Act of 1973 (Section 504)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Section 504 of the Rehabilitations Act of 1973 (Section 504), the precursor to the ADA, states that schools need to provide supports to meet the needs of students with disabilities in a manner consistent with the way that they provide supports to meet the needs of students who are not affected by disabilities. The intent of this law is to give students eligible under a federally-recognized category the services and supports necessary for them to access the general education curriculum and environment. Generally, students with Section 504 accommodations receive services that are not as extensive as those that students who are eligible for special education services receive, since they do not qualify for special education services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Areas where this particular law might be appropriate are in the design and access of computer labs, ergonomics of equipment, and the availability of training for staff to ensure compliance with the act\u2019s requirements. Other areas of the program might also be affected. Consult with a legal professional for more program specific requirements and recommendations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"508\">Section 508 of the Rehabilitations Act of 1973 (Section 508)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Section 508 of the Rehabilitations Act of 1973 (Section 508) is of primary importance and concern for educational programs providing online and blended learning opportunities for students with disabilities. The intent of this act is for organizations receiving federal funds to provide access to online content in a way that is accessible to all users, regardless of the level or type of disability the end user might experience. Programs need to ensure that their online and multimedia content are accessible for all users.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To support Section 508, the Web Content Accessibility Guidelines 2.0 (WCAG 2.0)<sup>9<\/sup> provide a checklist for programs to help ensure compliance with the issues related to accessibility of multimedia content in online and blended programs. This information is a good first step for consideration. It is recommended that the instructional team faithfully consider all portions of the technical compliance aspects to provide a quality instructional and educational experience for all students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"assistive\">Assistive Technology Act of 1998<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Assistive Technology Act supports state efforts to improve the provision of assistive technology to individuals of all ages with disabilities through comprehensive statewide programs of technology-related assistance\u2026<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To provide States with financial assistance that supports programs designed to maximize the ability of individuals with disabilities and their family members, guardians, advocates, and authorized representatives to obtain assistive technology devices and assistive technology service<sup>s <\/sup>(Association of Assistive Technology Act Programs, n.d., para. 2).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The federal government has made access for all students to quality educational programs and services a priority. The increase in technological capabilities for instructional technology has provided tremendous supports for students who have disabilities and require assistive technology. This support aids not just the student, but also the programs and family members that help them understand the ways that assistive technology can be incorporated into their learning to increase educational flexibility and academic achievement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"cautions\">Cautions<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It is vitally important that providers of online and blended educational services for students with disabilities realize their legal obligation to meet both the spirit of the laws and regulations, but also the letter of the programs established in individually developed student educational plans. Litigation of these cases within each of these areas have caused courts to rule in favor of the spirit of the law when deciding for many plaintiffs. It is important to remember that these laws were promulgated to assist individuals who have disabilities in gaining access to buildings, programs, and services. Therefore, for programs to ignore these important federal legislative initiatives sends the wrong signal to the constituent users of the programs and services being provided in online and blended learning programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important to recognize that these laws require a solid understanding of the rules and requirements, and it is important for all involved to be cognizant of their requirements. Programs providing services to students affected by disabilities in online and blended environments should have qualified, trained professionals available to help the team interpret how state and federal laws affect the learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, it is important for school administrators to work with the Special Education administrators within their Intermediate School District (ISD), Regional Educational Service Agency (RESA), or Regional Educational Service District (RESD) when discussing issues related to school finance or compliance for the special education programs and services being offered to the student in the online or blended learning environment. The reliance upon special education millages for program costs varies across the state (Deschaine, 2018), and the responsibilities for the expenditures of special education services also varies based upon the ISD\u2019s, RESA\u2019s, or RESD\u2019s Special Education Plan. Working closely with the administrators in these larger regional districts will provide support and insight that will be important when determining the best way to support students with disabilities in online or blended learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 id=\"exist\">Appendix B<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"exhaustive\">Pedagogy and Technology<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It would be quite difficult to discuss all the potential challenges that might exist when districts or programs plan for effective instruction for students affected by disabilities. Therefore, Appendix B, although not intended to be exhaustive, may provide an opportunity to discuss areas that need to be resolved for the establishment of effective programs and services in online or blended learning environments. Fortunately, there are many valuable supports and resources available to assist in effective program planning, instruction, and supports when providing online or blended education to students living with a variety of disabilities. The following resources can offer additional support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"virtual\">Michigan Virtual<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/michiganvirtual.org\/\"><em>Michigan Virtual<\/em><\/a> has been in existence for 20 years to support quality online and blended learning environments for all students. <em>Michigan Virtual<\/em> is a result of Michigan legislation codified in the school code, and the programs, services and supports that they provide are completed under the direction of a group of professionals with a variety of experiences.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"MACUL\">Michigan Association for Computer Users in Learning (MACUL)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <a href=\"https:\/\/macul.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Association for Computer Users in Learning (MACUL)<\/a> helps educators identify sound educational practices related to technology as well as understand the implications of rapid changes in technology. Recognizing the challenges in preparing students, we strive to encompass the entire educational community from preschool through college level.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"purpose\">MACUL\u2019s Special Interest Group for Inclusive Learning (SIG INC)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The organization\u2019s website states the purpose of SIG INC is to share knowledge concerning specialized technology and effective practices for enhancing opportunities for students with disabilities. SIG INC promotes professional learning for educators as they strive to meet students\u2019 diverse learning needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"devices\">MACUL\u2019s Special Interest Group for Online and Blended Learning (SIG OBL)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to their website, the mission of SIG OBL is to support educators and students in their work with online and blended learning. SIG OBL provides a forum for online learning, blended learning, mobile learning devices, and instructional tools and strategies for teaching and learning online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"REMC\">Regional Educational Media Center (REMC) Association of Michigan<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>There are many ways that educators of students affected by disabilities need supports in online and blended learning environments. The local <a href=\"http:\/\/www.remc.org\" target=\"_blank\" rel=\"noopener noreferrer\">REMC Association of Michigan<\/a> may be of added support and assistance to teams as they design and develop appropriate interventions. Their mission and scope, as described on their website is to \"provide proactive leadership to the Michigan educational community by participating with other organizations in building a vision that supports quality teaching and learning and provides equity to Michigan's pre-K-12 students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\"The REMC Association of Michigan will accomplish this within the framework of the following principles:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Improve learning for all students.<\/li><li>Support constituents and improve teaching and learning statewide through future-focused collaboration, leadership, and service.<\/li><li>Empower teachers to create high quality, engaging instructional environments when they have access to the necessary skills, tools, and rich sources of information.<\/li><li>Provide effective cost savings through statewide cooperative purchasing, which allows local resources to be reallocated to enhance teaching and learning.<\/li><li>Advance statewide connectivity through delivery systems and infrastructure.\"<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"international\">International Society for Technology in Education (ISTE)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to their website, <a href=\"https:\/\/www.iste.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">ISTE<\/a> \"inspires the creation of solutions and connections that improve opportunities for all learners by delivering: practical guidance, evidence-based professional learning, virtual networks, thought-provoking events and the ISTE Standards.\" Standards have been developed that describe the technology skills and competencies that students, teachers, and administrators should possess in technology rich environments. These resources would be an excellent resource for teams that are trying to ascertain the feasibility of online or blended learning environments as an option for students living with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"formal\">Legal\/Legislative Supports<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan has several formal programs that provide direct services and indirect consultation to school districts and programs needing support in providing adequate educational services to students who have by disabilities, regardless of format or delivery system.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"CEN\">Center for Educational Networking of Michigan (CEN)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>CEN of Michigan is an IDEA Grant Funded Initiative through the Michigan Department of Education, Office of Special Education. In addition to direct services, CEN provides a repository of documents related to the legal requirements for special education programs and services and also provides assistive technology supports for programs assisting students eligible for special education services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 id=\"ISD\">Intermediate School Districts (ISDs)<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The state of Michigan has 56 ISDs. The programs and services offered by ISDs provide and coordinate direct essential services to constituent local education agencies and school districts within their boundaries to facilitate programming, teaching, and learning for all students. Many ISDs provide direct programs or consultative services for students who have disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Programs experiencing challenges in meeting the educational needs of students living with a disability in online and blended settings should consider contacting the Director of Special Education in their ISD that is responsible for special education supports. To find the ISD responsible for supporting local programs, the following maps might be of assistance. The first is provided by the <a href=\"https:\/\/www.michigan.gov\/documents\/cgi\/SD_ISD_esize_statewide_2017_612822_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">State of Michigan<\/a>. The second is provided by the <a href=\"http:\/\/www.gomaisa.org\/about-maisa\/isd--school-district-map\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Association of Intermediate School Administrators<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 id=\"general\">General Supports<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The intent of this document is to assist in the creation and implementation of appropriate educational programs and services for those living with disabilities as they engage in online or blended programs. A brief description of the ways that disabilities has been included, but there are other information options available. There are many professional and advocacy organizations or associate resources for content that can be helpful for those wishing to find out more about the ways specific components of an eligibility category might possibly affect functioning in online or blended learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/osepideasthatwork.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Office of Special Education Programs (OSEP) IDEAs That Work<\/a><\/li><li><a href=\"http:\/\/www.michiganallianceforfamilies.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Alliance for Families<\/a><\/li><li><a href=\"https:\/\/www.parentcenterhub.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Parent Information &amp; Resources<\/a><\/li><li><a href=\"https:\/\/www.aapd.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">The American Association of People with Disabilities<\/a><\/li><li><a href=\"http:\/\/www.cast.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Applied Special Technology (CAST)<\/a><\/li><li><a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED475789.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Real Connections: Making Distance Learning Accessible to Everyone<\/a><\/li><li><a href=\"http:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/10534512050400030601\" target=\"_blank\" rel=\"noopener noreferrer\">Reaching Accessibility: Guidelines for Creating and Refining Digital Learning Materials<\/a><\/li><\/ul>\n<!-- \/wp:list -->",
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            "path": "\/blog\/campfire-podcast-engagement-hoopla\/",
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            "content": "\r\nIn this episode, we chat with our colleague\u00a0<a href=\"https:\/\/twitter.com\/EmilySicilia\" target=\"_blank\" rel=\"noopener noreferrer\">Emily Sicilia<\/a>\u00a0about engagement in the classroom. We explore how to define that engagement and chat about Hoopla, an app Emily shares that has changed our reading lives!\r\n\r\n<strong>SHOW NOTES<\/strong>\r\n\r\nWe kick off this cast in our usual way by chatting about summer camps! After that, we conversed about a few more things:\r\n<ul>\r\n \t<li>Emily shared the\u00a0<a href=\"https:\/\/www.hoopladigital.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Hoopla app<\/a>\u00a0with us. It\u2019s an app that\u2019s connected to your local library and allows you to download a certain number of ebooks, audiobooks, music, and movies per month. Unlike other apps like this, it\u2019s free and you don\u2019t have to wait in line!<\/li>\r\n \t<li>On the heels of the Teaching Learning Coaching Conference, Emily was excited to share some of her biggest takeaways, including how she connected with educational consultant,\u00a0<u><a href=\"http:\/\/barkleypd.com\/\">Steve Barkley<\/a>,<\/u>\u00a0who shared the idea of Student Production Behaviors in terms of engagement and talked about this\u00a0<u><a href=\"https:\/\/youtu.be\/V2PP3p4_4R8\">TED talk from Reggie Rivers<\/a><\/u>\u00a0about behaviors versus goals.<\/li>\r\n \t<li>Jeff mentioned the\u00a0<a href=\"https:\/\/www.tripleeframework.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Triple E Framework<\/a>\u00a0and how it pertained to the talk of engagement for students in the sense of false engagement through a learning activity as opposed to the content of the learning. Erin also referred to\u00a0<a href=\"https:\/\/mrmck.wordpress.com\/2015\/01\/28\/schlechtys-levels-of-classroom-engagement-infographic\/\" target=\"_blank\" rel=\"noopener noreferrer\">Schlechty\u2019s Levels of Engagement<\/a>\u00a0and discussed how students might move between the different levels.<\/li>\r\n \t<li>We took a collective deep dive into working with teachers on engagement and the approaches that Erin and Emily find work best with educators and the \u201ctrue north\u201d of honoring and empowering educators and the knowledge they bring to the table.<\/li>\r\n \t<li>We also gave a big thank you to Mike Dewey for responding to our last #campfireQ and encourage you to share more with us about this episode\u2019s #campfireQ which is: what are your thoughts on engagement? How do you engage your learners? Call in to our Google Voice Number and share your thoughts - (616) 929-0085.<\/li>\r\n \t<li>Want to check out Podcast PD and get SCECHs for listening and doing a little application? Try\u00a0<u><a href=\"https:\/\/plp.mivu.org\/Registration.aspx?course=505\">Screencasting, the Future of Education<\/a><\/u>\u00a0or\u00a0<u><a href=\"https:\/\/plp.mivu.org\/Registration.aspx?course=504\">Google Forms, Failure-Free Failing &amp; CBE<\/a><\/u>.<\/li>\r\n<\/ul>\r\nAs always, if you want to subscribe, check us out on\u00a0<a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\">iTunes<\/a>,\u00a0<a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a>\u00a0and\u00a0<a href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>!",
            "title": "Podcast: Engagement Hoopla",
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            "id": 19212,
            "path": "\/blog\/how-zero-tolerance-policies-affect-michigan-students\/",
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            "timestamp": 1541124249,
            "content": "In December 2016, Gov. Snyder&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/michigans-new-law-about-restorative-justice\/\" target=\"_blank\" rel=\"noopener noreferrer\">signed a bill asking schools to consider using restorative practices<\/a>&nbsp;in place of zero-tolerance policies like suspension and expulsion.\n\n<a href=\"https:\/\/en.wikipedia.org\/wiki\/Zero_tolerance_(schools)\" target=\"_blank\" rel=\"noopener noreferrer\">Zero-tolerance policies<\/a>&nbsp;are exactly what they sound like:\n\nThey're no-nonsense forms of school discipline where students are removed from school for committing infractions that are deemed unacceptable.\n\nHistorically, these policies were designed to keep schools and students safe by protecting students from dangers like drug use, gang affiliation and violence. While the intentions were noble, critics of these policies point to the array of unintended outcomes that have done more harm than good.\n\nWhy are educational leaders pushing for restorative justice?\n\nIt's a paradigm shift away from zero tolerance and toward a system rooted in values of respect, accountability, healing and empathy.\n\n<strong><em>This shift toward restorative justice is a topic we will continue to cover in future installments of our blog series on&nbsp;<a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/restorative-justice\/\" target=\"_blank\" rel=\"noopener noreferrer\">Restorative Justice in Michigan Schools<\/a>.<\/em><\/strong>\n\n&nbsp;\n\nThere\u2019s a&nbsp;<a href=\"https:\/\/www.theatlantic.com\/education\/archive\/2015\/03\/zeroing-out-zero-tolerance\/388003\/\" target=\"_blank\" rel=\"noopener noreferrer\">wealth of research<\/a>&nbsp;telling us that zero-tolerance policies don\u2019t work. The law is just now beginning to catch up.\n\nHere are four ways that zero tolerance negatively affects students:\n\n<img class=\"aligncenter size-full wp-image-19223\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/four-ways-that-zero-tolerance-policies-affect-michigan-students.png\" alt=\"4 Ways that Zero Tolerance Policies Affect Michigan Students: 1) By disproportionately affecting students of color, low-income students, students with disabilities or special needs, and LGBT students, 2) By negatively impacting student learning, 3) By elevating dropout rates and supplying the school-to-prison pipeline, and 4) By creating self-fulfilling prophecies for students\" width=\"2550\" height=\"3300\">\n<h3><strong>#1 \u2014 Zero-tolerance policies disproportionately affect students of color, low-income students, students with disabilities or special needs, and LGBT students<\/strong><\/h3>\nThe evidence is nearly undeniable. Zero-tolerance policies do not affect all student groups equally. In fact, certain groups of students are dramatically more likely to be punished or removed from school under the reign of zero tolerance.\n\nThe victims of zero-tolerance policies include:\n\n<img class=\"aligncenter size-full wp-image-19225\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/the-victims-of-zero-tolerance-policies-1.png\" alt=\"The Victims of Zero Tolerance: Four student groups who are disproportionately impacted by zero-tolerance policies. 1) students of color 2) low-income students 3) students with disabilities or special needs, 4) LGBT students\" width=\"3300\" height=\"2550\">\n\nYou can find research supporting these trends&nbsp;<a href=\"https:\/\/edsource.org\/2014\/national-report-highlights-racial-disparities-in-suspensions\/59344\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>,&nbsp;<a href=\"https:\/\/studentmanual.uchicago.edu\/disciplinary-reports\/\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>, and&nbsp;<a href=\"https:\/\/www.civilrightsproject.ucla.edu\/research\/k-12-education\/school-discipline\/opportunities-suspended-the-devastating-consequences-of-zero-tolerance-and-school-discipline-policies\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.\n\nUnfortunately, Michigan schools are not free from these disparities. In 2017, for example, Ann Arbor Public Schools performed an investigation into their own zero-tolerance policies and found that&nbsp;<a href=\"https:\/\/www.mlive.com\/news\/ann-arbor\/index.ssf\/2017\/03\/low-income_black_students_most.html\" target=\"_blank\" rel=\"noopener noreferrer\">11.1 percent of low-income students were suspended<\/a>&nbsp;during the 2015-16 school year, as compared to only 1.8 percent of affluent students.\n\n<img class=\"aligncenter size-full wp-image-19224\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/economic-disparity-1.png\" alt=\"Economic disparity in Ann Arbor's zero tolerance policy [pie chart explained verbally in paragraph above]\" width=\"3300\" height=\"2271\">\n\nThe same report found that&nbsp;<a href=\"https:\/\/www.mlive.com\/news\/ann-arbor\/index.ssf\/2017\/03\/low-income_black_students_most.html\" target=\"_blank\" rel=\"noopener noreferrer\">African-American students constituted a disproportionate number of Ann Arbor Public School\u2019s suspensions<\/a>&nbsp;during the 2015-16 school year. Despite the fact that only 16.4 percent of Ann Arbor high school\u2019s population was African American at this time, this group accounted for 43.5 percent of the year\u2019s suspensions.\n\n<img class=\"aligncenter size-full wp-image-19220\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/racial-disparity.png\" alt=\"Racial Disparity in Ann Arbor's Zero Tolerance Policies [chart explained verbally in paragraph above]\" width=\"3300\" height=\"2271\">\n\nBut what\u2019s unique about Ann Arbor Public Schools is their efforts to acknowledge and address these issues. Over the past six years, they have&nbsp;<a href=\"https:\/\/www.mlive.com\/news\/ann-arbor\/index.ssf\/2016\/05\/young_citizen_transforms_schoo.html\" target=\"_blank\" rel=\"noopener noreferrer\">used restorative justice to transform their school<\/a>&nbsp;and to&nbsp;<a href=\"https:\/\/www.mlive.com\/news\/ann-arbor\/index.ssf\/2017\/03\/see_how_ann_arbor_schools_susp.html\" target=\"_blank\" rel=\"noopener noreferrer\">reduce their suspension rates<\/a>.\n<h3><strong>#2 \u2014 Zero-tolerance policies negatively impact student learning<\/strong><\/h3>\nHere\u2019s another big problem with zero-tolerance policies:\n\n<strong>When students are suspended or expelled, they\u2019re missing valuable time in class.<\/strong>\n\nWhen it comes to Michigan, the negative effects of zero-tolerance policies can be seen in data on our state\u2019s student expulsions from previous years.\n\nAcross the state of Michigan,&nbsp;<a href=\"https:\/\/www.mlive.com\/news\/index.ssf\/2016\/12\/search_student_expulsions_at_y.html\" target=\"_blank\" rel=\"noopener noreferrer\">a total 1,319 students were expelled during the 2015-16 school year<\/a>. Out of this grouping, about 40 percent of expulsions resulted in 180 days of missed school. That\u2019s roughly the length of one full academic year.\n\n<strong>That\u2019s quite a bit of learning lost.<\/strong>\n\nCritics of zero-tolerance policies argue that there must be a better way to help misbehaving students grow than kicking them out of the very institutions that promise to help them learn.\n\nCompiled by staff at MLive.com, the following graphs \u2014 based on student data from 10 Michigan counties \u2014&nbsp;<a href=\"https:\/\/www.mlive.com\/news\/ann-arbor\/index.ssf\/2017\/07\/school_expulsion_policies.html\" target=\"_blank\" rel=\"noopener noreferrer\">reveal just how many students we collectively expelled<\/a>&nbsp;during the 2015-16 school year, along with the length of their expulsions:\n\n&nbsp;\n\n&nbsp;\n\n<img class=\"aligncenter size-full wp-image-19219\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/students-expelled.jpg\" alt=\"Bar graph depicting students expelled in Jackson County, Lenawee County, Livingston County, Macomb County, Monroe County, Oakland County, Sanilac County, St. Clair County, Washtenaw County &amp; Wayne County during the 2015-16 school year\" width=\"485\" height=\"287\"> <img class=\"aligncenter size-full wp-image-19218\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/expulsion-rate.png\" alt=\"Bar graph depicting the expulsion rate at schools in Jackson County, Lenawee County, Livingston County, Macomb County, Monroe County, Oakland County, Sanilac County, St. Clair County, Washtenaw County &amp; Wayne County during the 2015-16 school year\" width=\"480\" height=\"308\"> <img class=\"aligncenter size-full wp-image-19217\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/average-length-of-explusions.png\" alt=\"Bar graph depicting the average length of expulsions at schools in Jackson County, Lenawee County, Livingston County, Macomb County, Monroe County, Oakland County, Sanilac County, St. Clair County, Washtenaw County &amp; Wayne County during the 2015-16 school year\" width=\"480\" height=\"288\">\n\nIf you\u2019re curious, you can use&nbsp;<a href=\"https:\/\/www.mlive.com\/news\/index.ssf\/2016\/12\/search_student_expulsions_at_y.html\" target=\"_blank\" rel=\"noopener noreferrer\">this student explusion database<\/a>&nbsp;at MLive.com to search for how many students were expelled from your school district (and for what reason) during the 2015-16 school year.\n<h3><strong>#3 \u2014 Zero-tolerance policies elevate dropout rates and supply the school-to-prison pipeline<\/strong><\/h3>\nBy dismantling zero-tolerance policies, education reformers also hope to lower dropout rates and combat the school-to-prison pipeline, a phenomenon where students who are suspended or expelled are far more likely to end up in prison.\n\nAccording to the ACLU,&nbsp;<a href=\"https:\/\/www.aclu.org\/issues\/juvenile-justice\/school-prison-pipeline\/school-prison-pipeline-infographic\" target=\"_blank\" rel=\"noopener noreferrer\">students who face suspension or expulsion are three times more likely<\/a>&nbsp;to be in contact with the juvenile justice system during the following year.\n\n<img class=\"aligncenter size-full wp-image-19216\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/school-to-prison-pipeline.jpg\" alt=\"school-to-prison pipeline: school disciplinary policies disproportionately affect black students. Zero tolerance discipline has resulted in Black students facing disproportionately harsher punishment than white students in public schools. Black students represent 31 percent of school-related arrests. Black students are suspended and expelled three times more than white students. Students suspended or expelled for a discretionary violation are nearly three times more likely to be in contact with the juvenile justice system the following year. \" width=\"912\" height=\"1824\">\n\nFor students struggling with gang identity, the effects of zero tolerance may be equally dramatic. At many schools in the United States, any displays of gang affiliation are grounds for automatic suspension or expulsion.\n\nChallenging the efficacy of this approach,&nbsp;<a href=\"https:\/\/youtu.be\/tqktOiYG5NM\" target=\"_blank\" rel=\"noopener noreferrer\">Jean Klasovsky<\/a>&nbsp;\u2014 a social-emotional learning specialist for Chicago Public Schools \u2014&nbsp;argues:\n<blockquote>\u201cIf these children ever had any doubt in their mind about where they belonged, we are sending them a message loud and clear: The schools don\u2019t want them. The gangs do.\u201d<\/blockquote>\nCritics argue:\n\n<strong>Rather than pushing kids out of school, we should be doing everything they can to prevent students from falling deeper and deeper into this vicious cycle.<\/strong>\n\nThe goal with restorative justice is to reverse the school-to-prison pipeline by creating school discipline systems that more effective at fostering the growth and learning of offenders.\n<h3><strong>#4 \u2014 Zero-tolerance policies create self-fulfilling prophecies<\/strong><\/h3>\nhttps:\/\/youtu.be\/MSy-qOiYjrA\n\nAccording to Laila Fakhoury \u2014 a University of Florida student who&nbsp;gave a compelling TEDTalk on restorative justice&nbsp;\u2014 zero tolerance doesn\u2019t work because it creates a self-fulfilling prophecy for students.\n<blockquote>\"Students tend to embody the labels that are imposed on them,\" she says. \"Zero tolerance is linked to the term, \u2018bad kid.\u2019 When students begin to wear that label on their forehead and believe that they are \u2018bad kids,\u2019 they begin to misbehave and deviate simply because they are led to think it's just part of their nature.\"<\/blockquote>\nRestorative justice &nbsp;\u2014 she argues \u2014 helps to negate this self-fulfilling prophecy by helping students see that they cannot be defined by something as simple as a discipline report.\n<blockquote>\u201cMany students\u2019 misbehaviors are cries for help,\u201d she says. \u201cBut rather than hear those cries with an open, compassionate heart, we shut them down with zero tolerance.\u201d<\/blockquote>\nFor sympathetic educators, the question becomes:\n\nWell, okay, if zero-tolerance policies are out, what do we replace them with? What can we do to help these students?\n\nThat's where restorative justice comes in.\n\n<strong><a href=\"https:\/\/michiganvirtual.org\/blog\/michigans-new-law-about-restorative-justice\/\" target=\"_blank\" rel=\"noopener noreferrer\">&lt;Previous Article<\/a><\/strong>&nbsp;|&nbsp;<strong><a href=\"https:\/\/michiganvirtual.org\/blog\/tag\/restorative-justice\/\" target=\"_blank\" rel=\"noopener noreferrer\">View All in Restorative Justice Series<\/a><\/strong>\n<div class=\"callout\">\n\n<strong><img class=\"alignleft size-full wp-image-19206\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Student-Desk.svg\" alt=\"\" width=\"256\" height=\"256\">Do your students need more support in restorative justice &amp; social-emotional learning?\n<\/strong>Suite360 offers a digital library of customizable,&nbsp;grade-appropriate lessons on over 600 topics, including bullying, mental health issues, drugs, alcohol, vaping, and many more. This program aligns with restorative justice goals by allowing you to assign targeted lessons to students in in-school suspension (ISS) based upon their infraction.\n\n<a href=\"https:\/\/michiganvirtual.org\/sel\/\" rel=\"noopener\">Explore Our RJ &amp; SEL Options<\/a>\n\n<\/div>\n<div class=\"callout callout-dark\">\n\n<strong>Your Guide to Restorative Justice in Michigan Schools\n<\/strong>This article is the second in our upcoming series on Restorative Justice in Michigan Schools. Current and future articles include:\n<ul>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/blog\/michigans-new-law-about-restorative-justice\/\" target=\"_blank\" rel=\"noopener noreferrer\">What educators need to know about Michigan's new restorative justice law<\/a><\/li>\n \t<li>Restorative Justice 101: History &amp; practice<\/li>\n \t<li>Strategies for implementing RJ in your school, district, or classroom<\/li>\n \t<li>And more!<\/li>\n<\/ul>\n<strong><i><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noopener noreferrer\">Subscribe to our blog<\/a>&nbsp;to receive notifications when new blogs are released, and we'll send a copy straight to your inbox.&nbsp;<\/i><\/strong>\n\n<\/div>",
            "title": "4 ways that zero-tolerance policies affect Michigan students [with infographics]",
            "excerpt": "This blog is the second in our series on Restorative Justice in Michigan Schools. In this article, we explore four ways that Michigan students are negatively impacted by zero-tolerance policies. Infographics included!",
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            "id": 19200,
            "path": "\/blog\/michigans-new-law-about-restorative-justice\/",
            "author_id": 2,
            "timestamp": 1540518055,
            "content": "Michigan's&nbsp;<a href=\"https:\/\/www.mlive.com\/news\/index.ssf\/2016\/12\/snyder_signs_bills_which_seek.html\" target=\"_blank\" rel=\"noopener\">new law on restorative justice<\/a>&nbsp;has put pressure on schools to rethink their school discipline programs.\n\nFrom the district level to individual classrooms, educators are being asked to follow a new set of guidelines when it comes to disciplining&nbsp;students who violate school policies.\n\n<strong>Here's what Michigan educators need to know about this new law:&nbsp;<\/strong>\n\nIn December 2016, Gov. Rick Snyder signed&nbsp;a law that requires Michigan schools to consider using restorative practices&nbsp;as an alternative to zero-tolerance policies like suspension or expulsion, which have been shown to have&nbsp;<a href=\"https:\/\/blog.michiganvirtual.org\/how-zero-tolerance-policies-affect-michigan-students\" target=\"_blank\" rel=\"noopener\">an array of damaging effects on certain student populations<\/a>. You can see a screenshot of the language from&nbsp;<a href=\"http:\/\/www.legislature.mi.gov\/(S(pnygytwoeusbspkobjxhrtf2))\/mileg.aspx?page=GetObject&amp;objectname=2016-HB-5619\" target=\"_blank\" rel=\"noopener\">this bill<\/a>&nbsp;below:\n\n<a href=\"http:\/\/www.legislature.mi.gov\/(S(pnygytwoeusbspkobjxhrtf2))\/mileg.aspx?page=GetObject&amp;objectname=2016-HB-5619\"><img class=\"aligncenter size-full wp-image-19203\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Restorative-Justice-Bill-Language.jpg\" alt=\"Restorative Justice Bill Language\" width=\"1511\" height=\"687\"><\/a>\n\nEssentially, schools are being asked to consider&nbsp;seven factors&nbsp;before resorting to the suspension or expulsion of students. You can see these seven factors broken down in the infographic below:\n\n<img class=\"aligncenter size-full wp-image-19204\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/7-factors-to-consider.png\" alt=\"7 factors to consider before resorting to suspension or expulsion under Michigan's new restorative justice law\" width=\"951\" height=\"2048\">\n\n&nbsp;\n\nThis law does not say that schools can never suspend or expel a student for deviant behavior. It simply asks them to be more&nbsp;intentional about who they are submitting to zero tolerance policies and why.\n\nBefore making any decisions, schools are asked to evaluate these factors and then ask:\n\n<strong>Would a lesser intervention than suspension or expulsion appropriately address this behavior?<\/strong>\n\nIf the answer is&nbsp;<em>yes<\/em>, then schools ought to first turn to restorative practices.\n\nIf the answer is&nbsp;<em>no<\/em>, they still have the right to suspend or expel a student, so long as they can justify this response.\n<blockquote>\"We are giving school districts the flexibility to consider many factors when making decisions on disciplinary actions for students,\" Gov. Snyder says. \"No longer will every student be immediately suspended or expelled due to misconduct. This is similar to measures we have taken to reform our criminal justice system by emphasizing restorative justice.\"<\/blockquote>\nWhen dealing with the seven common infractions listed below, the state recommends trying restorative practices as a first step:\n\n<img class=\"aligncenter size-full wp-image-19205\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/7-infractions-RJ.png\" alt=\"7 infractions best addressed by restorative practices\" width=\"1343\" height=\"2048\">\n\nMore serious crimes \u2014 such as bringing a firearm to school \u2014 are still grounds for automatic expulsion. What we\u2019re seeing here isn\u2019t zero tolerance against zero tolerance policies, but rather, a push away from our ineffective and harmful history of removing students in need from schools and toward a system with more positive and long-lasting effects.\n\n<strong><a href=\"https:\/\/blog.michiganvirtual.org\/how-zero-tolerance-policies-affect-michigan-students\" target=\"_blank\" rel=\"noopener\">Next Article \u2192<\/a><\/strong>&nbsp;|&nbsp;<strong><a href=\"https:\/\/blog.michiganvirtual.org\/tag\/restorative-justice\" target=\"_blank\" rel=\"noopener\">View All Articles in the Restorative Justice Series<\/a><\/strong>\n<div class=\"callout\">\n\n<strong><img class=\"alignleft size-full wp-image-19206\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Student-Desk.svg\" alt=\"\" width=\"256\" height=\"256\">Do your students need more support in restorative justice &amp; social-emotional learning?\n<\/strong>Suite360 offers a digital library of customizable,&nbsp;grade-appropriate lessons on over 600 topics, including bullying, mental health issues, drugs, alcohol, vaping, and many more. This program aligns with restorative justice goals by allowing you to assign targeted lessons to students in in-school suspension (ISS) based upon their infraction.\n\n<a href=\"https:\/\/michiganvirtual.org\/sel\/\" rel=\"noopener\">Explore Our RJ &amp; SEL Options<\/a>\n\n<\/div>\n<div class=\"callout callout-dark\">\n\n<strong>Your Guide to Restorative Justice in Michigan Schools\n<\/strong>This blog is the first in our upcoming series on Restorative Justice in Michigan Schools. In the coming weeks, we will be releasing articles on:\n<ul>\n \t<li><strong><a href=\"https:\/\/blog.michiganvirtual.org\/how-zero-tolerance-policies-affect-michigan-students\" target=\"_blank\" rel=\"noopener\">How zero tolerance policies affect Michigan students<\/a><\/strong><\/li>\n \t<li>Restorative Justice 101: History &amp; practice<\/li>\n \t<li>Strategies for implementing RJ in your school, district, or classroom<\/li>\n \t<li>And more!<\/li>\n<\/ul>\n<strong><i><a href=\"https:\/\/michiganvirtual.org\/subscribe\/\" target=\"_blank\" rel=\"noopener\">Subscribe to our blog<\/a>&nbsp;<\/i><\/strong><i>to receive notifications when these blogs are released, and we'll send a copy straight to your inbox.<\/i><i>&nbsp;<\/i>\n\n<\/div>",
            "title": "What you need to know about Michigan\u2019s new restorative justice law [with infographics]",
            "excerpt": "This blog is the first in our upcoming series on Restorative Justice in Michigan Schools. The other articles in this series features information on the dangers of zero-tolerance policies, restorative justice 101, and strategies for implementation in schools and classrooms. ",
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            "id": 25162,
            "path": "\/about\/news\/learning-american-sign-language\/",
            "author_id": 2,
            "timestamp": 1539464953,
            "content": "This article \u2014 originally published by the <i>Tri-County Times <\/i>on Oct. 13, 2018 \u2014 describes the increasing number of people learning American Sign Language (ASL) in the United States and highlights <em>Michigan Virtual<\/em>'s online ASL courses as a local opportunity for learning the language:\n\n<a href=\"https:\/\/www.tctimes.com\/living\/learning-american-sign-language\/article_333d60b6-d081-11e8-86c0-27f1c626cf2d.html\">https:\/\/www.tctimes.com\/living\/learning-american-sign-language\/article_333d60b6-d081-11e8-86c0-27f1c626cf2d.html<\/a>",
            "title": "Learning American Sign Language",
            "excerpt": "This news article \u2014 originally published by the Tri-County Times on Oct. 13, 2018 \u2014 describes the increasing number of people learning American Sign Language (ASL) and highlights the online ASL courses we offer to Michigan students.",
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        {
            "id": 28586,
            "path": "\/blog\/relationship-before-rules-equals-rejoicing\/",
            "author_id": 54,
            "timestamp": 1539230400,
            "content": "<img class=\"wp-image-1978 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/iStock-845547386.jpg\" alt=\"Human chain paper with light and shadow on wood table\" width=\"2048\" height=\"1365\" \/>\n\nIn the world of working with students in any capacity, relationship is key to the overall success of the student. A brilliant way that I have found to connect to students is using the information in the <a href=\"https:\/\/www.search-institute.org\/our-research\/development-assets\/developmental-assets-framework\/\">40 Developmental Assets<\/a>. The concept is that the more assets a student has, the more likely the success of the student will be in school and life.\n\nIn sharing these assets with my students, I first describe them and then ask the students to highlight the ones they feel they have. I also do that same exercise with each student, and we compare and contrast our results. This gives me an insight to how much I really know the student and what I can learn through this exercise and discussion. In addition, it gives me \u2013 the mentor \u2013 a bird\u2019s eye view of the bigger picture of the strengths and challenges of the student\u2019s everyday life.\n\n<a href=\"https:\/\/www.search-institute.org\/\">Search Institute<\/a>, a nonprofit research organization based in Minnesota, has conducted a multitude of studies on youth and adolescent development. One of its resources, the Developmental Assets Framework, \u201cidentifies a set of skills, relationships, and behaviors that enable young people to develop into successful and contributing adults.\u201d\n\nI present to you for your education, evaluation and elucidation this brilliant resource.\n\nThis is the work of the Search Institute. I have used this with my students since it began \u2013 from inner city Boston to Flint, Michigan. When used as a tool for identification and then understanding and then implementation for an Individualized Learning Plan, it can indeed transform the person and the entire school.\n\nThe 40 assets are divided into two categories: External Assets and Internal Assets. Within the External Assets the categories are Support, Empowerment, Boundaries and Expectations, and Constructive Use of Time. The Internal Assets consist of Commitment to Learning, Positive Values, Social Competencies, and Positive Identities.\n\nRita Pierson, a veteran teacher believes that relationships are crucial to education and \u201cevery kid deserves a champion.\u201d In <a href=\"https:\/\/www.npr.org\/2013\/06\/21\/179822992\/what-role-do-relationships-play-in-learning\">her TED talk<\/a>, she shares her story with the world.\n\nThe 40 Assets can be a building block for a mentor to develop that relationship. Try and use this exercise with your students, and I guarantee it will prove to be beneficial in relationship connection and building. The following is a web page I have created that compiles a plethora of links and downloads for your discovery. <a href=\"https:\/\/www.smore.com\/w7r53\">https:\/\/www.smore.com\/w7r53<\/a>\n\nThus, if indeed, then indeed Relationship before Rules Equals Rejoicing. May this insight to an empirical research activity and insight help you connect more strongly with the students you work with.\n\nSearch Institute operates the\u00a0<a href=\"http:\/\/reach.search-institute.org\/\">REACH initiative<\/a>, a relationship-based system to strengthen student motivation:\n<ul>\n \t<li>Build developmental <strong>relationships<\/strong> with and among students<\/li>\n \t<li>Help students understand how <strong>effort<\/strong> can increase intelligence<\/li>\n \t<li>Connect students\u2019 current actions to their future <strong>aspirations<\/strong><\/li>\n \t<li>Teach students about the role of <strong>cognition<\/strong> in delaying gratification and managing learning<\/li>\n \t<li>Ensure that students know and are known for the deep interests and values in their <strong>hearts<\/strong><\/li>\n<\/ul>\nThus, Relationship before Rules Equals Rejoicing, and the more resources you have in your tool kit, the more you can empower students you mentor. I hope these 40 Assets from the Search Institute are a benefit to you and your mission to help students. In closing, \u201cTo the world you may be one person, but to one person you may be the world.\u201d",
            "title": "Relationship Before Rules Equals Rejoicing",
            "excerpt": "This is the eighth in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected].",
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        {
            "id": 27395,
            "path": "\/research\/publications\/teacher-evaluation-and-effectiveness-report\/",
            "author_id": 54,
            "timestamp": 1538020800,
            "content": "<h2>Background<\/h2>\nPublic Act 173 (Michigan Educator Evaluations At-A-Glance, 2015) states that a Professional Education Certificate will not be issued unless an individual was rated effective or highly effective on his\/her annual year-end performance evaluations for three consecutive years preceding the application for the Professional Education Certification or was rated effective or highly effective for at least three non-consecutive years preceding the application for Professional Education Certification and submits a recommendation from the chief school administrator of the school at which s\/he is currently employed. (p. 11)\n\nDuring the 2017-18 fiscal year, <em>Michigan Virtual<\/em> developed complementary goals, born out of Public Act 173, to align its internal teacher evaluation practice with the \u201crigorous, transparent and fair evaluation system for teachers\u201d requirement (Michigan Educator Evaluations At-A-Glance, 2015). Additionally, <em>Michigan Virtual<\/em> wanted to provide better support for teachers in their efforts to remain certified and extend their certification by obtaining a Professional Education Certificate.\n<h2>Evaluation Development<\/h2>\nGiven these dual aims, <em>Michigan Virtual<\/em> set out to develop a teacher evaluation process aligned with Michigan Department of Education guidelines and recommendations. As part of the development process, <em>Michigan Virtual<\/em> administration reviewed the observation and rubric tools identified by the state (Michigan Educator Evaluations At-a-Glance, 2015) including:\n<ul>\n \t<li>Charlotte Danielson\u2019s Framework for Teaching<\/li>\n \t<li>Marzano Teacher Evaluation Model<\/li>\n \t<li>Thoughtful Classroom<\/li>\n \t<li>5 Dimensions of Teaching and Learning<\/li>\n<\/ul>\nTo meet the requirement of conducting annual teacher evaluations, <em>Michigan Virtual<\/em> decided to focus on implementing the Charlotte Danielson Model and the associated rubric. The model was chosen not only for its flexibility to adapt to an online environment, but also for its focus on teacher engagement.\n\nAdministration and a group of instructional leaders attended a two-day conference led by a Danielson Framework for Teaching trainer at the Hillsdale ISD. The conference provided information and resources to help evaluators modify the Danielson rubric to fit the contexts for various positions in their districts, including non-teaching positions.\n\nDuring and following the training, the <em>Michigan Virtual<\/em> administrative team reviewed each of the Danielson rubric components and descriptions, as well as indicators and critical attributes, analyzing their application within an online environment. As a result, adjustments and eliminations were made to align the rubric with the day-to-day work of online educators. For example, the traditional Danielson rubric includes Component 2c: Managing Classroom Procedures. The observable elements for Managing Classroom Procedures in a traditional classroom include transitions between activities, management of classroom materials and supplies, and performance of classroom routines, such as taking attendance and collecting homework. Component 2C is not relevant in the <em>Michigan Virtual<\/em> model for online instruction and was eliminated as a component for observing online teacher effectiveness. In addition, Component 2e: Organizing Physical Space of the Danielson Model was also eliminated as it does not apply to the online environment. Although no additional components were added to the evaluation rubric, clarifying points were added to the indicators and critical attributes to align more appropriately with an online environment.\n\nFollowing the initial rubric review and update, the team developed a supplemental, standalone walk-through resource to support observations required by the Danielson Framework for Teaching. This process was extensive and resulted in many changes to the resource to align with the structure of the <em>Michigan Virtual<\/em> approach to teaching online. The supplemental walk-through resource required the administrative team to consider critically what is observable in an online course and what correlates to components in the modified Danielson rubric. For example, where would an observer see a teacher demonstrating knowledge of resources or establishing culture in an online class? <em>Michigan Virtual<\/em> Student Learning Services (SLS) administrators were able to identify key elements particular to online learning that related to each teaching component. In terms of demonstrating knowledge of resources, we look for supplemental materials identified in weekly announcements and individual feedback to students. We can identify evidence of teachers establishing culture through their interactions with students on the discussion boards, in their welcome letters, and in elements of their announcement page. This supplemental walk-through resource is not a formal requirement of the evaluation process but is considered a key element in creating opportunities for dialog between the administrative observer and the teacher. Communication throughout the year can lead to better discussions of growth and opportunity when the formal evaluation is conducted using the modified Danielson rubric. The development of the supplemental walk-through resource did not affect the modified evaluation rubric but rather provided clear guidance for points of observation that would serve as the basis for conducting evaluations.\n\nSLS administration determined the next step was to ask the full-time instructional staff to review and provide recommendations for further changes to the modified Danielson rubric and supplemental standalone walk-through resource for observations. Throughout October and November 2017, the administrative team worked with full-time <em>Michigan Virtual<\/em> teachers in focused work sessions to develop the most accurate and encompassing indicators and critical attributes for alignment. Full-time teachers engaged in discussions to hone observable critical attributes on both the supplemental resource and modified rubric; they also provided possible examples of these attributes in an online teaching environment. Following each of the interactive work sessions with this group, additional changes were made and more elements particular to online learning were included. Simultaneously, administrators worked with Human Resources to identify a resource to help scale and store the critical components of the evaluation process and allow for ongoing reflection and two-way communication between teachers and administrators to support the feedback process.\n\nBased on the research conducted by Human Resources, Frontline Professional Growth suite was selected as the system to develop and house the evaluations. Frontline allowed for the use of the modified version of the Danielson tool and provided features that were critical to the reflective process. This was important to the organization in its effort to grow and train effective online educators.\n<h2>Phase 1 Implementation<\/h2>\nWith all the resources in place and the final version of the modified Danielson evaluation rubric finalized, the administrative team conducted class observations using the supplemental walk-through resource via Frontline in December 2017. Each of these walk-through observations resulted in direct feedback to the teachers about areas where they were showing success and areas where they could still grow. This feedback was provided to the teachers by direct supervisors. Teachers had the opportunity to engage in dialog if they needed further direction or had questions. Administrators then made additional observations using the supplemental walk-through resource to provide teachers with detailed feedback prior to the evaluation. Conducted throughout the year, these observations allowed the teacher to continue growing over time and receive formative feedback before the summative formal evaluation occurred at the end of the year. This process also prevented any surprising observations or feedback from occurring during the formal evaluation discussion.\n\nImplementation of the full evaluation using the modified Danielson rubric occurred in April and May 2018. As part of this process, teachers were asked to complete a pre-observation form, which focused on reflection of their teaching practice and insights they wanted to provide the evaluator. Once the pre-observation form was complete, the supervising administrator conducted the observation portion of the evaluation using the walk-through resource. Following the observation, the administrator submitted an evaluation using the modified Danielson rubric. Both teachers and administrators had access to all steps in the process through Frontline. Teachers were also required to acknowledge receipt of the evaluation within the Frontline system.\n\nOnce the teacher acknowledged receipt of the evaluation, the administrator assigned a post-observation form. This allowed teachers to reflect and consider the feedback provided in the evaluation prior to the formal meeting between administrator and teacher. The formal meeting was meant to continue discussion related to teacher growth and provide time to collaborate on professional development options available to support this continued growth.\n<h2>Outcomes<\/h2>\nAlthough improvements were needed in some areas, reflection on phase 1 of implementation of the modified Danielson Model determined that it was an overall success. The goals of providing a rubric to accurately evaluate the unique work of online teachers while also meeting the legislative requirement detailed above were achieved. The rubric provided a multifaceted view of teaching practices, which allowed administrators to better align professional development needs and support services. For example, if a teacher received a rating lower than expected in the area of setting instructional outcomes (Danielson component 1c), their supervisor could provide support in the area of writing learning targets and determine additional professional development opportunities in which the teachers could continue to grow this ability. Another example is related to communication with families (Danielson component 4c). Within our unique environment, this can be a challenge as our teachers do not have direct access to guardian information unless it is provided by the partner district. If this is identified as an area to improve upon, a supervisor can provide resources and a mentor to support the online teacher\u2019s development. Teachers also indicated that they were provided with feedback during the pilot that was more in line with understanding the areas in which they could grow and expand their practice. An instance of this was provided during one of the follow-up formal meetings between supervisor and teacher: a teacher indicated that compared to the previous evaluation tool, the indicators and feedback were aligned better with his work as a teacher. As a result, he felt he had a better sense of how to improve his practice and how the professional development offered would support that.\n\nAs part of our process, SLS administrators met to review the results of teacher evaluations. Indicators and critical attributes were reviewed, and several were modified or further clarified to support clear understanding of expectations. In addition, it was determined that certain components and\/or elements needed to be removed. The eliminated items reflected a more standard face-to-face practice rather than <em>Michigan Virtual\u2019s<\/em> online teaching and learning environment. For example, it was determined that Component 1f: Designing Student Assessments of the Danielson Model would be removed from future evaluations. <em>Michigan Virtual\u2019s<\/em> curriculum and assessments are built by a curriculum development team, and limited change is applied in an active course by the teacher of record in an effort to maintain consistency across sections. This serves a critical purpose in our work partnering with local districts as they do not want two students in the same class (or lab) setting to have a vastly different experience in an online course. As a result, we determined that using Component 1f was not appropriate as part of the teacher's evaluation.\n<h2>Future directions<\/h2>\nMoving forward, this evaluation method will be expanded to include the additional part-time teachers that currently teach for <em>Michigan Virtual<\/em>. This fall, <em>Michigan Virtual<\/em> will be expanding the use of the new tool to over 150 part-time teachers working with students across Michigan. This allows for better review and evaluation of practices to ensure alignment with effectiveness and best practices in the online environment.\n\nThere is still work to be done regarding the reporting of evaluation data. Currently, <em>Michigan Virtual<\/em> is responsible for relaying effectiveness data for all of its teachers to local districts via the Registry of Educational Personnel report. As a result, teachers now receive dozens of effectiveness scores each year in Michigan Online Educator Certification System (see Figure 1 below).\n<figure><img class=\"alignnone wp-image-2024 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure_1-451x1024.jpg\" alt=\"Screenshot detailing rows of teacher effectiveness scores in the Michigan Online Educator System. \" width=\"451\" height=\"1024\"><figcaption><strong>Figure 1.<\/strong> Screenshot of teacher evaluations.<\/figcaption><\/figure>\nThis has resulted in confusion and frustration for the teachers who work with <em>Michigan Virtual<\/em>. As an organization, we would like to work with the Michigan Department of Education (MDE) to help determine the best way to communicate effectiveness ratings for online teachers that provides clarity of responsibility, does not lead to confusion, does not interfere with local actions to be taken as a result of teaching practice, and provides the data the MDE needs for various initiatives and programs it implements. A potential area for consideration is having the employing body, in this case <em>Michigan Virtual<\/em>, report effectiveness ratings rather than the contracting body \u2013 the school district. This may provide a more accurate record and reduce rating variability by district.\n\nThis situation leads to another foreseeable concern with the current rating system: it does not make a distinction between face-to-face and virtual teaching effectiveness. Many <em>Michigan Virtual<\/em> teachers teach in a traditional setting for which they receive effectiveness ratings. The current process could lead to instances where the local district provides one rating reflecting the face-to-face setting and the online provider reports a contradictory rating for the person\u2019s virtual teaching effectiveness. A future system that can differentiate and deal sufficiently with this nuance will be important to allow local schools and online providers to take the steps needed regarding ineffective teachers in their respective mediums without the ramification of potentially contradictory ratings.\n<h2>References<\/h2>\nMichigan Department of Education. (2015). <em>Educator evaluations at-a-glance. <\/em>Lansing, MI: Michigan Department of Education.\n<h2>Additional Resources<\/h2>\n<a href=\"https:\/\/www.ode.state.or.us\/wma\/teachlearn\/commoncore\/danielson-2013-rubric-only.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Danielson Framework for Teaching Evaluation Instrument<\/a>\n\n<a href=\"https:\/\/drive.google.com\/file\/d\/1_2ImyY2JSIww2W7HEE6OOe2RCId06MfU\/view?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Michigan Virtual<\/em> Modified Danielson Model Rubric for Evaluation<\/a>",
            "title": "Teacher Evaluation and Effectiveness Report",
            "excerpt": "This report details Michigan Virtual\u2019s efforts to adopt the Charlotte Danielson Framework for Teaching evaluation rubric for online teachers. Michigan Virtual Student Learning Services administration modified Danielson\u2019s evaluation rubric to suit the online teaching context, and developed an observation resource for use with the rubric. Phase 1 implementation of the evaluations was successful overall; it succeeded in both bringing Michigan Virtual in compliance with Public Act 173 by adopting an evaluation system and providing valuable professional development and growth opportunities for teachers.",
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            "path": "\/blog\/michigan-virtual-teacher-professional-learning-community-design-research-blog-part-2\/",
            "author_id": 54,
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            "content": "In the second part of this two-part blog series (<a href=\"https:\/\/mvlri.org\/blog\/michigan-virtual-teacher-professional-learning-community-design-research-blog-part-1\/\">part one can be viewed here<\/a>), we continue sharing the action research carried out by Michigan Virtual teachers as part of their involvement in the teacher professional learning community.\n<h2>Kevin Santer<\/h2>\n<h3>AP Computer Science A, Semester 2<\/h3>\nThis course is the second semester of a two-semester sequence and is aligned to the Advanced Placement curriculum for Computer Science A. AP Computer Science is a college level computer course covering the applications of computing within the context of programming methodology, algorithms, and data structures.\n<h3>The Problem<\/h3>\nThe exam scores in AP Computer Science A, semester 2 are nearly 20% lower than the rest of the assignments (75.9% average score compared to 95.3%). While the first semester course was not targeted in this study, the discrepancy between exam and non-exam scores is very similar.\n<h3>The Change Idea<\/h3>\nFor each unit exam, design and incorporate a summary of key concepts and a set of review questions that highlight material tested on the unit exam. The questions were styled like those on the AP exam and have a similar level of difficulty. For this project, I chose to try the approach for the Unit 15 exam first, as students were nearing that assessment at the time. Using an H5P object to incorporate the material into the Blackboard module, I added two forms of supplemental resources:\n<ul>\n \t<li>a set of review material \u2013 a key concepts list, sample programs illustrating the concepts, and a list of outside resources<\/li>\n \t<li>a set of multiple choice practice questions with explanations for the correct answers<\/li>\n<\/ul>\n<figure><img class=\"aligncenter wp-image-1998 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Blog-part-1-Fig-1-1024x504.png\" alt=\"Screen shot of the H5P exam object created in and placed in the Blackboard LMS that reads \u201cExtra help when preparing for the Unit 15 exam. I know how tough exams are, and I thought I\u2019d try providing some extra material to help you prepare. I\u2019ve included key concepts, sample programs, and some outside resources. Most importantly I\u2019ve added a set of practice questions that are styled to be like those you\u2019ll encounter on the AP exam, and on the exam in this course. I\u2019m trying this for the first time and would love to hear your feedback!\u201d \" width=\"1024\" height=\"504\" \/>\n<figcaption><strong>Figure 1.<\/strong> Screenshot of review material and multiple choice questions in blackboard.<\/figcaption><\/figure>\n<h3>The results<\/h3>\nI calculated summary statistics, made some charts, and ran a few statistical tests. It was a little challenging to find data for comparison. I haven\u2019t taught the course before, so I didn\u2019t have my own historical data to compare. I ended up comparing this semester\u2019s results across all sections \u2013 the section taught by me and five sections taught by other instructors. This introduces some variables, especially in the teacher graded portion of the exam, so I chose to only analyze the auto-graded (i.e. multiple choice) portion.\n\n*these values correspond to test scores of 82% and 72%\n<table><caption><strong>Table 1.<\/strong>2018 AP computer science A Unit 15 exam results<\/caption>\n<thead>\n<tr>\n<th><\/th>\n<th>1 Section (Taught by Me)<\/th>\n<th>5 Sections (Taught by Others)<\/th>\n<th>Difference<\/th>\n<\/tr>\n<\/thead>\n<thead>\n<tr>\n<td>N Test Scores<\/td>\n<td>14<\/td>\n<td>82<\/td>\n<td>N\/A<\/td>\n<\/tr>\n<tr>\n<td>Mean<\/td>\n<td>*16.4<\/td>\n<td>*14.4<\/td>\n<td>2.0<\/td>\n<\/tr>\n<tr>\n<td>StDev<\/td>\n<td>3.2<\/td>\n<td>3.8<\/td>\n<td>-0.6<\/td>\n<\/tr>\n<tr>\n<td>Median<\/td>\n<td>16.0<\/td>\n<td>14.0<\/td>\n<td>2.0<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<h4>Statistical tests<\/h4>\nI checked my data, indicating the variance to data was equal. With that result I attempted to test if the two groups are statistically different using a t-test. A two-tailed t-test where the null hypothesis is H<sub>o<\/sub>: mean (sections 2-6) = mean(section 1) results in p = 0.0136.\n\nThis result does not, however, provide empirical evidence of a difference between the two groups as there are some statistical validity threats, including the data was not examined in terms of other assumptions besides equal variance and the factor of unbalanced sampling.\n\nMost importantly, this is not a research-designed test. The intent was to identify a concern, hypothesize as to its cause, and to implement an intervention. It was not designed to support formal statistical evaluation.\n<h3>The Results<\/h3>\nWhile there are a number of reasons to be careful when considering these results, the overall result was positive. It seems reasonable to invest the time to create similar supplemental materials for all unit exams in both semesters of the course. It would help subsequent analysis if tracking was turned on for the resources in order to see how many students are using them. A more detailed analysis of which questions students are answering incorrectly would help guide the development of the resources.\n\nA short student survey might also shed light on obstacles and issues.\n\nOn a larger scale, this indicates an opportunity for collaboration between researchers and practitioners to expand upon the approach, designing more formal experiments with the same overall goal of improving students\u2019 learning experiences.\n<h2>Heather Murphy<\/h2>\n<h3>American Literature B, English 11-12<\/h3>\nThis is the second course in a two-course sequence and has been redesigned to align to the Common Core Standards. Two major themes for this semester are \u201cBecoming My Own Leader\u201d and \u201cLeading Others.\" Students will address several essential questions related to these themes while reading a variety of works by American authors. In addition to major works, students will read short stories and informational texts, engage in poetry analysis, view informational videos, and write for various purposes. Larger writing assignments include an argument essay, a narrative essay, and a business email.\n<h3>The Problem<\/h3>\nTeaching is full of meme worthy moments. Some make you laugh out loud when you see them; some make you cringe because you have been there. How many times have you thought, \u201cThis is a great lesson, the kids are going to love it!\u201d, only to reach the end and wonder what went wrong?\u00a0 As teachers, we have all experienced success and failure as we create and present lessons. Sometimes it seems obvious what went wrong; other times, we are left scratching our heads.\n\nSometimes the reason for failure was glaringly obvious \u2013 maybe the students didn\u2019t have the prior knowledge that I assumed; maybe the tools and\/or technology that I was trying to integrate didn\u2019t work or was too complicated; or maybe the kids just couldn\u2019t relate to the topic the same way that I, as an adult, did. Other times, I was a little more stumped when trying to figure out what went wrong.\n\nAs teachers, we often try to analyze things from the lens of the classroom and sometimes forget to regularly gather empirical data to analyze our methods and results. With the demands of teaching and our desire to give our students the best possible experience, we often feel that we don\u2019t have time to make our observations more \u201cofficial.\u201d The experiential data that we gather can help us tweak and improve our lessons; however, testing these theories is important and allows us to focus on the actual data rather than our \u201cgut feelings\u201d or personal opinions. This is not to say that those feelings and opinions lack value, as years of teaching experience and student interactions are a valuable part of any teacher\u2019s skill set. As I set out to analyze one of the assignments in my English 12B course that had historically low submission rates, I struggled to balance those \u201cgut feelings\u201d and data. Let me share my journey with you.\n\nThe problem that I identified was that only 46% of students were submitting one of the assignments in American Literature B, English 11-12. The assignment in question, 2.3.2B: Oral Response for <em>The Things They Carried<\/em>, is a speech assignment that requires the students to write a letter based on readings from <em>The Things They Carried, <\/em>by Tim O\u2019Brien<em>,<\/em> and then record themselves reading\/presenting their work. This assignment addresses Common Core English Standards for Speaking.\n<figure><img class=\"aligncenter wp-image-2002 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Blog-2-fig-2.png\" alt=\"Figure detailing the number of submissions by assignment. Assignment titles are along the x-axis and the number of submissions is along the y-axis with 50 as the lowest and 125 the highest lines. Total number of submissions are indicated by a data point at the associated level. Assignment 2.3.2B: Oral Response for The Things They Carried has the lowest number of submissions and is the only data point below the 75 submission line. \" width=\"996\" height=\"613\" \/>\n<figcaption><strong>Figure 2.<\/strong>\u00a0American literature spring 2017 student engagement.<\/figcaption><\/figure>\nMy initial thoughts were that there could be numerous issues causing this lack of engagement: students do not like speeches or recording themselves and\/or technology barriers; this assignment occurs toward the end of the course; it is only worth 10 points when other assignments that require similar amounts of student effort are worth double that. I won\u2019t lie: my brain was screaming that the issue was the combination of student dislike of speeches and the low point value. I was, and still am, one of those students \u2013 I hate speaking in front of my peers and am often tempted to play the \u201cpoint game;\u201d if it\u2019s not going to hurt my grade that much, it might be worth skipping!\u00a0 However, changing the base assignment or anything grade book related were outside the parameters of our study, so I decided to focus on technology barriers. I figured, even if I don\u2019t think this is the real issue, I could be wrong and adding more resources never hurts, right? I dug in with gusto!\n<h3>The Change Idea<\/h3>\nAdd supplemental materials to guide students to appropriate tools to use for recordings. Provide numerous options that will allow students to use a variety of devices to create a recording. I added videos and different resources for recording and submitting voice recordings. The options included recorders that required a computer with a microphone, cell phone apps, and even recorders that would allow you to call from any phone and record your response.\n\nI embedded a video of the resource that required the least amount of steps directly into the assignment and provided a link to a Google Slides presentation that outlined several other options. As the students began to approach the speech assignment, I also shared the slideshow of recording options in my announcements several times and encouraged students to find the one that worked for them and to contact me if they needed help.\n<figure><img class=\"aligncenter wp-image-1999 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Blog-2-fig-3-1024x413.png\" alt=\"Screenshot of the student assistance slide show with the text \u201cif you don\u2019t already have a recorder that you like to use, here is a great one that is super easy! Vocaroo is free, doesn\u2019t require you to create an account, and just requires a couple of clicks to make your recording! Check out this quick tutorial to see how easy it is!\u201d \" width=\"1024\" height=\"413\" \/>\n<figcaption><strong>Figure 3.<\/strong> Student assistance slideshow.<\/figcaption><\/figure>\n<h3>The Results<\/h3>\nThen I waited to see what would happen. I did receive a couple of messages from students letting me know that they really liked Vocaroo.com, the tool that I had shared directly in the assignment. However, my results were disappointing. At the end of the semester, only 44% of my students had submitted the assignment and only 27% had earned credit. A handful of students did not appear to understand the base assignment and submitted something that did not fit the requirements, a couple submitted files I could not open and did not resubmit, and 25 out of the 44 students enrolled made no attempt to submit the assignment. Compared to the historical submission rate of 46%, I actually had worse results with 44% of students submitting.\n\nDid my resources make the assignment look more intimidating? I\u2019m not sure. In the grand scheme of things, 2% isn\u2019t a huge difference one way or the other. Does this mean that this experience was a failure?\u00a0 No, I don\u2019t think so at all. One of the possible causes of the low student engagement has been eliminated from the list, and I gathered some great resources that I can still share with students across all of my courses. Could the problem really be that students just avoid speeches like the plague? At this point, we still don\u2019t know the data-driven answer to that question, but we have a start at moving in the right direction. There are still many possibilities to explore \u2013 changing the point value of the assignment, moving it closer to the beginning or middle of the course, or just giving students more practice with speeches to make them more comfortable could all be solutions; or there could be a solution that I have not considered. No matter what the solution, this experience taught me many things about the importance of using empirical data to help guide my decisions in the classroom. As I teach my students, failure is not a bad thing; failure is an opportunity to learn and find a new direction toward your goals.\n<h2>Holly Boleski<\/h2>\n<h3>Oceanography A<\/h3>\nThis is the first course in a two-course sequence that provides an excellent opportunity for students to gain knowledge about the physical and chemical structures of both salt and freshwater ecosystems. This course is interdisciplinary by way of explorations of various topics and provides an assortment of hands-on labs and video field trips. Oceanography encourages students to evaluate the appropriate kinds of research that are related to both natural and environmental issues.\n<h3>I Got 99 Problems and the Unit 8 Project is One<\/h3>\nThe Unit 8 Project within Oceanography A is the least completed assignment in the course. According to recent Course Engagement Data, only 55.8% of students submit this assignment. This low submission rate is likely due to the type of assignment, the complexity of the assignment\u2019s instructions, and\/or the assignment\u2019s location in the course.\n\nFirst, this assignment is an audio\/visual presentation where students create a slide deck scientifically comparing and contrasting salt-water species of their choosing and then record their screen to present their information verbally. These types of project-based, student-centered assignments usually require a high-level of student buy in and tend to be completed less than computer graded tests or quizzes. To help make this point, the Unit 8 Test (the last assignment in the course) had an 83.5% completion rate according to the same Course Engagement Data.\n\nThe second reason I believe this assignment may have a low submission rate is due to the assignment instructions themselves being a bit cumbersome. This assignment requires very specific scientific information to be included, and accurate, on each slide.\n\nLastly, this is the second to last assignment available to students in their course, right before the Unit 8 Test; only those that complete nearly all of the course\u2019s assignments, the previous seven Unit Projects at a minimum, would have the Unit 8 Project available to them to complete. Like all other Unit Projects (8 in total), this project is worth 30 points, or ~5% of the course\u2019s total points (607).\n\nBecause the assignment is time consuming to put together, requires some thought in following instruction, and is the second to last assignment in the course, I can see it would be easy for students to simply not complete it.\n<h3>The Change Idea<\/h3>\nIn most circumstances, I do not like to provide students with examples for what their finished product may look like. I believe doing so may stifle creativity and lessen my chances for seeing the brilliance of my students\u2019 minds. In this case, however, my idea to resolve the low submission rate involved creating a teacher example video to clarify instructions and allow students to mimic format. My idea was that in creating a teacher example video, students would spend less time figuring out how the project would look so that they could focus on what the project would say. As I am really only interested in scoring the content of their project, it seemed less important to focus on creativity, especially with time being such an important factor in this matter.\n\nI also thought a video would help clarify some of the more elaborate instructions involved with this assignment, and students could easily see in the video how I met the assignment\u2019s objectives. The next steps were to complete the project according to the assignment\u2019s instructions, post the <a href=\"https:\/\/youtu.be\/_HHa0ACCkDU\" target=\"_blank\" rel=\"noopener noreferrer\">teacher example video on YouTube<\/a>, and amend the assignment instructions to direct students to watch the example video.\n<h3>The Results<\/h3>\nAfter the intervention, 22\/30 (73%) submitted the Unit 8 Project. Submission rate increased by 17.2%. I can see that the YouTube video was viewed 24 unique times. It\u2019s worth noting that the Unit 8 Test had a 76.6% (23\/30) completion rate in my current course. Only one more student completed this assessment than the Unit 8 Project. Based on these results, I recommend including the teacher example video in all future Oceanography A courses.\n<h2>Jim Barry<\/h2>\n<h3>AP English Literature and Composition<\/h3>\nThis course is the first semester of a two-semester sequence. For a year, students participate in an AP upscale dining experience in the AP Literature and Composition course. Students act as food critics of exquisite literary cuisine. Menu items include reading, analyzing, writing, rewriting, and discussing creations by the master chefs, renowned authors. With intensive concentration on composition skills and on authors' narrative techniques, this dining experience equips students with recipes for success in college, in a career, and on the AP exam.\n<h3>The Problem<\/h3>\nBased on the AP Literature and Composition engagement performance data, it became apparent that minimal instruction was being offered related to the literary concepts of irony (situational, verbal, dramatic) and euphemism. The multiple choice quiz performance results for 8.3 <em>The History Teacher<\/em><em> Quiz<\/em> show an average score of only 61.2%. This does not indicate a thorough engagement in or understanding of these concepts.\n<h3>The Change Idea<\/h3>\nSupplemental material was included on the course Announcement Page. Links to supplemental content targeting these concepts were offered on the Weekly Pacing Guide one to two weeks prior to the quiz date. Since the notion of what is ironic or that which is deemed irony in a literary sense is often misidentified or misunderstood, examples were added to augment course content. <a href=\"https:\/\/drive.google.com\/open?id=1zChOnVJJijAvwjqLVT2EMd6ExB8_SidpfIMdpa5qVpQ\" target=\"_blank\" rel=\"noopener noreferrer\">Three examples of irony and multiple instances of euphemism<\/a> were offered to provide a more engaging learning experience, the three examples on the Change Idea example page at\n<h3>The Result<\/h3>\nThere was improvement on the 8.3 <em>The History Teacher Quiz <\/em>from 61.2% historically to 65.3%. However, only a 4% improvement in performance indicates that students continue to misread the distinctions among the three types of literary irony. This may be, in part, that differentiating among these three types can be subtle. As a result, supplemental examples, additional practice in identifying types of literary irony, or an alternative means to show mastery are some possible options toward improving these scores and student understanding. Finally, additional multiple choice practice opportunities would also enhance preparedness for the AP exam.\n<h2>Ryan Call and Lori Coyle<\/h2>\n<h3>AP U.S. History<\/h3>\nAdvanced Placement U.S. History I is a college-level introductory course examining the nation\u2019s political, diplomatic, intellectual, cultural, social, and economic history from 1491 to 1877. Students are challenged to see American history through a variety of historical themes while developing thinking skills that will help them contextualize specific periods of American history.\n<h3>The Problem<\/h3>\nAP U.S. History is among one of the toughest AP Exams offered by the College Board. We found that our students were continuously receiving\u00a0lower scores on their multiple choice tests compared to the other assignments in the course. The mean score for a unit test was at 75% or below. Upon investigation, we determined this could be happening for two reasons. First, the multiple choice tests are set up where students need to have solid skills in analyzing documents such as a primary resource, a passage, a quote, or an image. Upon looking in the first unit of our course, we noticed students were not offered any practice activities or resources in which to expand their document analyzing skills. Second, students weren\u2019t given enough practice with reading and interpreting test questions in order to effectively answer the questions once it came time to take the unit tests.\n<h3>The Change Idea<\/h3>\nIn order to effectively prepare our students for the AP exam, we implemented the following two change ideas and added them to our course. First, we created a <a href=\"https:\/\/docs.google.com\/document\/d\/1ZOYT0HW7wP64-9Hx9VfDZkKfJwNt-uyDK5HZPJBcYYk\/view\" target=\"_blank\" rel=\"noopener noreferrer\">Document Analysis<\/a> as a practice activity for all students to practice the skill of analyzing passages. This activity was strategically placed before the first short answer assignment and the unit test. We also added it to our weekly announcements for students to use continually throughout the semester. Second, we used example practice questions from the AP College Board website to create practice quizzes which we then added to our course in Blackboard. This way students had the opportunity to answer some practice questions before taking the unit test. We also set tracking on the practice quizzes so we could determine if students were actively completing them before taking a unit test.\n<h3>The Results<\/h3>\nAfter implementing the ideas outlined above for the first two unit tests of second semester (Units 6 and 7), we found there was a slight increase in student scores for both tests compared to the previous year scores where no practice opportunities were implemented in the course. As outlined in Table 2 below, our results showed that Unit 6 scores increased by 5.3% and Unit 7 scores increased by 2%.\n<table><caption><strong>Table 2.<\/strong>Unit 6 and unit 7 multiple choice test scores for the 2017 and 2018 school years<\/caption>\n<thead>\n<tr>\n<th>Multiple Choice Test<\/th>\n<th>2017 (no practice tests)<\/th>\n<th>2018 (practice test include)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Unit 6 Test (40 points)<\/td>\n<td>24.58 points (64.7 %)<\/td>\n<td>28.002 (70%)<\/td>\n<\/tr>\n<tr>\n<td>Unit 7 Test \u00a0(50 points)<\/td>\n<td>33.12 points (69.0%)<\/td>\n<td>35.07 (71%)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nTherefore, we will continue to use and implement these strategies going forward. Furthermore, we would recommend that all Michigan Virtual AP Courses include practice quizzes in order to better prepare our students for the AP Exam.\n<h2>Closing Thoughts<\/h2>\nAt face value, it is clear from the posts in parts 1 and 2 of this blog series that some interventions were more outwardly successful than others. Focusing only on outcomes, however, misses the tremendous growth that occurred over the course of the PLC. Teachers were asked to identify problems in their courses and to develop interventions to help solve those problems. While some of the interventions did seem to be effective, at least in this particular context, the process of using data to make decisions about a course in combination with all of the intimate knowledge that teachers possess about courses with which they are familiar to identify and develop solutions is equally noteworthy. This process is one that is invaluable, is not cost prohibitive, does not require extensive technical or statistical knowledge, and stands to lead to real change in student outcomes.",
            "title": "Michigan Virtual Teacher Professional Learning Community Design Research Blog, Part 2",
            "excerpt": "In the second part of this two-part blog series (part one can be viewed here), we continue sharing the action research carried out by Michigan Virtual teachers as part of their involvement in the teacher professional learning community. Kevin Santer AP Computer Science A, Semester 2 This course is the second semester of a two-semester...",
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            "content": "<h2>Introduction<\/h2>\nMore and more professional learning is being delivered online, allowing for self-paced, on-demand access to a wealth of online courses and resources. This is not without pitfalls; technological issues can also create barriers, such as the increased emphasis on self-paced education, which places constraints on collaborative interactions among participants (Educause, 2014). In 2016, with the introduction of the <em>Michigan Virtual<\/em> <a href=\"https:\/\/plp.mivu.org\/\">Professional Learning Portal<\/a> (PLP), a concerted effort to create online communities of learners was undertaken. Creating these social constructivist spaces for learners resulted in multiple professional learning communities (PLCs) that were created to take advantage of the affordances of online delivery models, including ongoing and asynchronous access to discussions, resources, and peers. Each one of these communities focused on a discrete element of the educator population, providing a space for those groups to have intentional interactions around specific areas of concern that might not be addressed by wider professional learning options. The three communities analyzed in this report are the Early Literacy District Coaches Online Community (EL Coach), the Statewide Online Mentor Network (Mentor Network), and the STEM Teacher Network (STEM Teacher).\n\nThe EL Coach was established for school district coaches working in K-12 schools on the Statewide Early Literacy Professionals grant, which employed coaches to work with teachers throughout Michigan on the <em>Essential Instructional Practices in Early Literacy, Grades K-3<\/em> literacy improvement work. The coaches met regularly face-to-face, and the online community provided a communication channel for administrators to interact with coaches in between their face-to-face meetings.\n\nThe Mentor Network focuses directly on mentors of online learners. In Michigan, every student enrolled in an online course is required to be assigned a mentor. The network is an outgrowth of efforts led by the <em>Michigan Virtual Learning Research Institute<\/em><sup>\u00ae<\/sup> (<em>MVLRI<\/em><sup>\u00ae<\/sup>) to understand the role of online learning mentors and provide better support for professionals in this area. Originally a website that hosted resources and general information, the initiative is now an effort of the Professional Learning Services team within <em>Michigan Virtual<\/em>, providing streamlined access to resources, ongoing discussions around topics pertinent to the field, and updates on a series of face-to-face trainings that occur throughout the state.\n\nThe final online community was established to provide access to a series of live webinars created to support STEM teachers, another set of educators often geographically isolated from one another. Much of the online interaction occurred during the webinar series, but continuing education credit reconciliation for participation and access to resources was provided through the community.\n\nThis report will present findings from analyses of enrollment patterns since each community\u2019s launch and characteristics of participating activities focused on discourse in the discussion forum. It is important to note that all of the communities in this report are supplemental spaces for collaboration tied to programs that had other avenues of interaction, such as face-to-face events, webinars on YouTube, and Twitter chats.\n<h2>Conceptual Framework<\/h2>\nThe study team reviewed literature (Darling-Hammond &amp; Richardson, 2009; McConnell, Parker, Eberhardt, Koehler, &amp; Lundeberg, 2013; Owen, 2014; Trust, Krutka, &amp; Carpenter, 2016) on educators\u2019 PLCs and online PLCs, summarized key components, and now present these components in Table 1 below. Individual theme categories were investigated through observing PLC textual data (i.e., discourses in discussion forums).\n<table width=\"100%\">\n<caption><strong>Table 1.<\/strong> Three PLCs Report Codebook.<\/caption>\n<thead>\n<tr>\n<td><strong>Theme<\/strong><\/td>\n<td><strong>Description<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Motivation<\/td>\n<td>\n<ul>\n \t<li>Participants\u2019 reasons for participation<\/li>\n \t<li>Joint or shared values and vision<\/li>\n \t<li>Common needs and interests<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Leadership<\/td>\n<td>\n<ul>\n \t<li>Supportive leadership: external leadership supports (e.g., creating time or culture encouraging professional learning and growth)<\/li>\n \t<li>Shared leadership: opportunity for distributed leadership within communities<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Authenticity<\/td>\n<td>\n<ul>\n \t<li>Practical, authentic, and situated activities and\/or tasks<\/li>\n \t<li>Identifying individual focal point for action research or specific aspects of practice that should be improved<\/li>\n \t<li>Bringing evidence collected from the classrooms (i.e., actual practices, e.g., samples, student work, recordings) to lead the discourse and to analyze the data collectively<\/li>\n \t<li>Hearing practical solutions<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Collegiality<\/td>\n<td>\n<ul>\n \t<li>Describing people and working together on a regular basis (i.e., collaborating)<\/li>\n \t<li>Responsibility for other team members and accountability to the group<\/li>\n \t<li>Developing professional friendship and networking<\/li>\n \t<li>Binding long term members and newcomers into a social entity: newcomers with new ideas gradually move towards the center from the periphery, and individual values and practices become merged with those of the community<\/li>\n \t<li>A sense of community (e.g., meaningful discussion)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Collective learning\n\n&nbsp;<\/td>\n<td>\n<ul>\n \t<li>Knowledge being created, shared, organized, revised, and passed on within and among the communities<\/li>\n \t<li>Bouncing ideas off of and share feedback from others\u2019 perspective<\/li>\n \t<li>Communal resources and behaviors (e.g., routines, articles, sensibilities, artifacts, vocabulary, style) are developed and archived in the community<\/li>\n \t<li>Involving outside experts, funded conferences, and study programs to continue to bring in new ideas<\/li>\n \t<li>Being research-oriented for the purposes of improving practices: a greater linking of theory with practice<\/li>\n \t<li>Learning new processes and having a new perspective<\/li>\n \t<li>Experiencing Inquiry approach<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Focused on student outcome<\/td>\n<td>\n<ul>\n \t<li>Professional change leading to student change in academic achievement, engagement and academic interest, participation, deep learning, problem-solving, creativity, etc.<\/li>\n \t<li>Focused on specifically targeted groups (e.g., struggling learners, students with special needs or from low SES background)<\/li>\n \t<li>Affective outcomes: becoming passionate about their learning, change in learning disposition (e.g., mindset), growth in self-confidence, responsibility for learning, learning more purposefully, etc.<\/li>\n \t<li>Social outcomes: connectedness and collaboration, peer supporting, and more<\/li>\n \t<li>Other outcomes: skills of research, personal management (e.g., well-organized), independence, using resources more effectively, etc.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Learning outcomes<\/td>\n<td>\n<ul>\n \t<li>Cognitive outcomes: professional knowledge that is useful to their professional role but not directly related to daily job activities, educational philosophy, technologies in the classroom, efficiency (e.g., making their work more efficient or streamlined), etc.<\/li>\n \t<li>Affective outcomes: emotion, disposition, habits, mindsets, attitudes toward professional learning, confidence (e.g., willingness to take risks and try new things), etc.<\/li>\n \t<li>Social outcomes: the value of having a community of educators and being more likely or willing to work collaboratively (e.g., co-teaching, co-planning, more involved in communities, co-assessment, and co-reflection)<\/li>\n \t<li>Professional identity: becoming a more reflective practitioner and reinvigorated about profession and career<\/li>\n \t<li>Pedagogical change: in terms of examination of student work process and product, use of assessments, practice of progress-monitoring, using new strategies and more integrated approach, etc.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Format<\/td>\n<td>\n<ul>\n \t<li>Singular component vs. multifaceted nature<\/li>\n \t<li>Blended format<\/li>\n \t<li>Real-time collaboration<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Technology &amp; Skills<\/td>\n<td>\n<ul>\n \t<li>Use of and challenges with technology for participation and engagement<\/li>\n \t<li>Learning strategies to actively engage with PLCs<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Methods<\/h2>\nThe study explored two types of data: participants\u2019 information and textual data participants created in discussion forums for the community. On April 30, 2018, user information, including names (anonymized for the dataset), affiliation entries, and start time records, were exported from the PLP reporting system. The study sample was comprised of 694 participants from the EL Coach, 186 from the Mentor Network, and 103 from the STEM Teacher, totaling 983 participants. Note that new participants may have enrolled after the data collection date, but they were excluded from the study.\n\nWe found the level of affiliation in the participants\u2019 information data category to be inconsistent: some participants self-reported affiliation at the school entity level and others at the district level. Additionally, given the constraints of the systems and reported data, we did not receive substantial data on participants\u2019 backgrounds as this information was not collected in the system. To address those challenges, we decided to supplement the PLP dataset by using data in the <a href=\"https:\/\/www.cepi.state.mi.us\/eem\/Default.aspx\">Educational Entity Master<\/a> (EEM). Given the data we had available, we explored participants\u2019 geographical distributions. We selected the county variable as the coding variable, which required some form of data processing, detailed as follows:\n<ul>\n \t<li>Matching the affiliation variable in the PLP data and the school entity and district variables in the EEM set by using Excel\u2019s Fuzzy Lookup function.<\/li>\n \t<li>Validating data entries when the similarity estimate the Fuzzy Lookup function calculated was less than 1 (i.e., other than the perfect match between two textual data) by manually searching for school and\/or district websites.<\/li>\n \t<li>Validating cases when counties shared the same name as the school district by searching for school and\/or district websites with participants\u2019 reports on names and affiliations in the raw data.<\/li>\n<\/ul>\nIn addition, the start time variable in a long date\/time form was converted to the monthly form for consistency and comparability, resulting in a study sample time range of November 2016 to April 2018. Note that November 2016 did not necessarily correspond with the time when each PLP launched. We then descriptively analyzed the resultant data to explore geographical characteristics of participant distribution and growth trajectory of communities over time.\n\nSecond, we manually scraped textual data discussion forums from the two communities of Mentor Network and EL Coach. We excluded STEM Teacher from the textual analyses, as the format of that online community was different from Mentor and EL Coach in that it did not have the online discussion forum at the time of data collection. For the two communities included in the study, analyses were limited to texts discussing specific educational topics; threads such as participants\u2019 introductions were excluded. Per the thread, the dates of the first and last postings and the numbers of replies were collected. We also calculated the discussion duration \u2014 how long a thread received replies.\n<h3>Text Mining<\/h3>\nText mining techniques were used for the purpose of data reduction, based on the concept of the reduction of multitudinous amounts of textual data down to the meaningful parts, keywords, and their closely related words. A discourse represents a topic as a weighted set of related words. Some words are more likely to appear in a given topic, and others are less likely to appear. After creating a document of discussions, one way of representing that is to format it as a matrix that contains a list of words in the document and their corresponding frequencies. Another text mining technique is to decompose those document-word matrices that are highly multidimensional by nature to generate a smaller approximation of the original document-word matrix combined with a single-dimension group of words that often appear together. Put simply, the entire data reduction process through text mining techniques was performed for textual data to be summarized as a list of frequently expressed words and related words that were expressed together.\n\nIn doing so, we removed common stop words, for example articles and prepositions, from all documents to be analyzed. We graphically presented results with word clouds, and we analyzed each discussion forum twice to create two types of word clouds, one of which was for uninflected words (e.g., learn, learning, learner, and learners were all merged into the term \u201clearn\u201d) by text stemming. Finally, with the resultant word list, the study team conducted qualitative thematic analysis of the discourses in which those terms were more likely to appear.\n<h2>Findings<\/h2>\n<h3>Participant Information<\/h3>\nFigure 1 presents the monthly enrollment of community participants since November 2016.\n<figure><img class=\"aligncenter wp-image-2005 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-1-1024x638.png\" alt=\"The figure includes three line graphs presenting enrollment counts for three PLCs (EL, STEM, and Mentor) over the period from November 2016 to April 2018. \" width=\"1024\" height=\"638\"><figcaption><strong>Figure 1. <\/strong>Total member enrollment of three PLCs month-by-month.<\/figcaption><\/figure>\nThe EL Coach community started with three participants in November 2016 and showed rapid growth from August (84 in total) to September (512) 2017. At the time of data collection, the total number of participants had reached 694. Mentor Network members started to join in December 2016 and showed a similar growth pattern as the EL Coach community\u2019s during the time period\u2019s first half. With a gradual increase in the given time period\u2019s last half, the Mentor Network community ended up including 186 participants. The STEM Teacher community launched in September 2017 with ten members. After a gradual increase, 103 members are currently contributing to the community.\n\nThe Mentor Network and STEM Teacher communities\u2019 growth was organic, with members joining as they signed up for events and other non-online community activities. The EL Coach grew quickly in August 2017 as members were added as part of a statewide initiative to train literacy coaches throughout Michigan. The community was used to store resources for the first two groups of coaches to go through training in August and September 2017, and every coach was encouraged to enroll in the online community.\n\nFigure 2 summarizes participants\u2019 affiliation reports by county.\n<figure><img class=\"aligncenter wp-image-2007 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-2-3-550x1024.png\" alt=\"The figure includes three horizontal bar charts presenting enrollment counts across counties. Each bar is subdivided into three components: the EL, STEM, and Mentor communities. \" width=\"550\" height=\"1024\">\n\n<figcaption><strong>Figure 2. <\/strong>Community member distributions across counties.<\/figcaption><\/figure>\nOverall, more participants were from relatively large counties. The number of school entities in the top ten counties \u2013 namely Wayne, Oakland, Macomb, Genesee, Kent, Washtenaw, Ingham, Monroe, Ottawa, and Lenawee \u2013 ranged from 62 (Monroe and Lenawee) to 754 (Wayne) and exceeded the average across counties (54.8) in the study sample. This enrollment pattern is unsurprising given that eight of these counties fall within the top ten most populous counties in the state. Similarly, nine of the top ten learner affiliations (school districts) within the <em>Michigan Virtual<\/em>\u2019s PLP fell within the counties detailed above. The state-funded early literacy district coaches\u2019 professional learning grant has allowed rural districts to hire coaches, which probably attributes to the higher number of total rural counties with enrollments in the early literacy community.\n<h3>Textual Data<\/h3>\nTextual data, in the form of discussion board posts were also analyzed for this study. Descriptive findings as well as evidence of thematic categories are discussed below.\n<h4>Mentor Network<\/h4>\nFigure 3 are the word clouds presenting key words that were most frequently uttered in discussion forums for the Mentor Network community.\n<figure><img class=\"aligncenter wp-image-2008 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-3-and-4-1024x509.png\" alt=\"Figure 3 is a word cloud depicting keywords found in the text data from the discussion forum. The biggest word \u2013 \u201cstudent\u201d \u2013 represents the most frequently uttered. The other word cloud depicting keywords found in the text data from the discussion forum. The biggest word \u2013 \u201cstudent\u201d \u2013 represents the most frequently uttered. \" width=\"1024\" height=\"509\">\n\n<figcaption><strong>Figure 3.<\/strong> Word cloud of mentor network discussion on educational topics with and without stemming process<\/figcaption><\/figure>\nThe Mentor Network participants created six topic strands: (a) General ideas and questions, (b) Starting a new term strongly, (c) Annual mentoring calendar, (d) <em>Michigan Virtual<\/em> public knowledge base, (e) Credit recovery, and (f) Fully online programs. The participants discussed those topics in 34 threads, which contained 166 posts. Individual threads appeared to contain an average of four responses to the initial post (range = 0 ~ 17 replies to the initial post). The average date range from the initial posting to the last posting in a thread was 68 days, with a maximum of 296 days at the time of data collection. We found two threads that received 17 replies in total. One titled \u201cKey Topics for an August Virtual Mentor Convening\u201d was initiated in February 2017 and received its last reply in July 2017, before the event was held (duration = 49 days). The other thread titled \u201cUse <a href=\"https:\/\/olot.mivu.org\/\">OLOT<\/a> for Students Waiting Enrollment\u201d could be characterized as long duration (296 days), as it was initiated in February 2017 and received a reply in December 2017. The first thread was dated January 2017.\n\nThe most common keyword in the mentor community was \u201cstudent.\u201d Words that were closely correlated to it included \u201conline\u201d and \u201ccourse.\u201d When postings containing those words were observed from the lens of our conceptual frameworks, we noticed some of the utterances in the discourse on <strong><em>student learning and\/or change<\/em><\/strong>, for instance, providing them with avenues for success in the online learning environment or intervening when they fell behind in the course. Another participant discussion strand using those key words was interpreted as <strong><em>authenticity<\/em>, <\/strong>given that conversations focused on providing students with better options, opportunities, or resources and advising them about study motivation and course engagement using pacing guides and progress reports.\n\nHowever, the community did not seem to advance in-depth conversations about specific examples and strategies to monitor student progress or motivate and engage students. Accordingly, we did not consider the <strong><em>authenticity<\/em><\/strong> theme as deeply as bringing evidence, student work samples, or artifacts collected from the classrooms to lead the discourse and analyze the data collectively, which should have led to conversations dedicated to <strong><em>pedagogical change<\/em><\/strong>.\n\nThose findings reflected the nature of the Mentor Network community. It has served more as a repository for resources for mentors of K-12 online learners, providing updated information on policy and research and links to guides, trainings, and other assets of value. Activity within the community is usually spurred by face-to-face training events conducted by <em>Michigan Virtual<\/em> staff; participants in face-to-face training are encouraged to join the online community, post an introductory post in the discussion board, and explore the resources available. The community is also used to promote upcoming face-to-face events. Often the mentors that participate in trainings relay that they prefer face-to-face interactions over online opportunities. A select number of mentors within Michigan have been chosen to serve as \"Regional Mentor Leaders\" to help facilitate discussion and activity within the community, but this initiative has not generated as much activity as planned. <em>Michigan Virtual<\/em> should consider a more focused and dedicated approach to serving the online community if it wishes to increase activity. Those contexts explained a lack of discourse that would be construed as authentic and leading to pedagogical change in the online discussion.\n\nFrom the discourses using the keyword \u201cmentor,\u201d we found that the community helped members share their <strong><em>reflections<\/em><\/strong> on online education and <strong><em>professional identity<\/em><\/strong> within that context. That is, we noticed its three closely related words \u2013 \u201camount,\u201d \u201cgolden,\u201d and \u201cmaximum\u201d -- in discourse on the mentor\u2019s caseload and duty. Talks were not limited to seeking \u201ca golden number,\u201d but members shaped the content of discourse on various school contexts and, consequently, various needs in terms of mentors\u2019 caseloads, duties, and commitments. The community also shared emotions and dispositions about their reality.\n<h4><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">EL Coach<\/span><\/span><\/h4>\nRegarding discourses in the EL Coach community, we have constructed textual data in two ways: one with educational issues and the other with conversations prompted by Essentials course contents. Figure 4 are the word clouds for the first data set, the educational topic discussion.\n<figure><img class=\"aligncenter wp-image-2009 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-5-and-6.png\" alt=\"Figure 4 is a word cloud depicting keywords found in the text data from the discussion forum. The biggest word \u2013 \u201ccoach\u201d \u2013 represents the most frequently uttered. is a word cloud depicting keywords found in the text data from the discussion forum. The other word clould's biggest word \u2013 \u201cwill\u201d \u2013 represents the most frequently uttered. \" width=\"1433\" height=\"836\">\n\n<figcaption><strong>Figure 4. <\/strong>Word cloud of early literacy coach network discussion on educational topics with and without stemming process.<\/figcaption><\/figure>\nThe EL Coach participants conversed with each other in five topic strands: (a) General discussion area, (b) Interacting with administrators, (c) The third grade reading law and assessment lists, (d) Grant opportunities, and (e) New coaches, a place to share. The five topics consisted of 48 threads containing 198 posts. All posts that initiated a thread received three replies on average, ranging from 0 to 31. In terms of receiving a reply since the initial posting, the EL Coach community\u2019s threads lasted for 23 days on average and up to 365 days at most. The two longest threads were \u201cAre you attending the MiELA Network Institute?\u201d receiving 31 replies in 38 days and \u201cThe Third Grade Reading Law &amp; Assessment Lists,\u201d with 11 replies in 36 days. The first thread was dated December 2016.\n\nIn the whole corpus that EL Coach participants created, \u201ccoach\u201d and \u201cwill\u201d appear to be uttered most frequently. For \u201ccoach,\u201d utterances were noticed in the discourse about effective coaching practices, which enabled us to code those mentions as elements of <strong><em>student learning and\/or change<\/em><\/strong> and as <strong><em>authenticity<\/em><\/strong>. Members created in-depth conversations by repeatedly mentioning (pre and post) data collection practice focused on student achievement and teacher instructional practices, indicating the component of <strong><em>pedagogical change.<\/em><\/strong>\n\nAlso, the corpus contained the remarks, \u201cI could send you what that looked like if you would like an example,\u201d \u201cIf you would, I would like to see examples of the surveys you sent out to staff. Thanks!\u201d and \u201cCould I get the examples, too?\u201d As such, we learned that the EL Coach community exhibited <strong><em>collegiality<\/em><\/strong> and <strong><em>supportive and shared leadership<\/em><\/strong>.\n\nWe found another example for <strong><em>collegiality<\/em><\/strong> and, in turn, <strong><em>collective learning<\/em><\/strong>, in several connected postings using the word \u201ccoach\u201d and its closely related words, such as \u201canywhere,\u201d \u201ccohesive,\u201d and \u201cgraphic.\u201d The initiator asked for help locating a graphic resource for a defined coaching role that was presented in a conference meeting for her to share with her administrators. One responder shared similar resources, and another expressed a willingness to contact her colleagues. The importance of cohesion across the district in defining coaches\u2019 roles was emphasized; therefore, it is quite clear that the features of <strong><em>collective learning<\/em><\/strong> and <strong><em>cognitive outcomes<\/em><\/strong> were retained throughout the corpus. The word \u201cwill\u201d and its closely related terms, such as \u201cshare,\u201d \u201ccollaborate,\u201d \u201c reach out to,\u201d and \u201cwilling to\u201d reiterated that members devoted a great deal of their discourses to sharing resources and expertise and collaborating as a team in the community.\n\nWith literacy coaches often isolated in districts throughout the state, a joint space to share resources and insight into their practice as a professional community allowed literacy coaches to both meet in person, at quarterly trainings, as well as continue dialog online. The community was also used as a tool to allow intermediate school district coaches, who are a main communication conduit for the Michigan Department of Education and grant administrators, to connect with district coaches online to disseminate information. Two grant-employed facilitators participated in answering community questions, while <em>Michigan Virtual<\/em> provided capacity to share archived training resources, including video of face-to-face training, through the community.\n\nLast, by the same method, we also analyzed forums in the EL Coach community that had been prompted by Essentials\u2019 contents; the results are presented in the preceding pages. The <em>Essential Instructional Practices in Early Literacy<\/em> is a research-based daily practice to improve literacy instruction created by national early literacy experts for the State of Michigan. Essential topic areas were pre-determined and designed for four categories: (a) K-3 Essentials discussion with ten topic areas, (b) Pre-K Essentials discussion with ten topic areas, (c) Coaching essentials discussion with seven topic areas, and (d) School- and center-level Essentials discussion with ten topic areas. Among them, topic areas for which the community generated threads are summarized in Table 2, and Figures 5 present the word clouds from discourse on those topics.\n<table width=\"100%\">\n<caption><strong>Table 2.<\/strong> Summary of essentials discussion as of April 30, 2018.<\/caption>\n<thead>\n<tr>\n<td><strong>Category<\/strong><\/td>\n<td><strong>Topic Area<\/strong><\/td>\n<td><strong>Thread<\/strong><\/td>\n<td><strong>Post<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>K-3 Essentials<\/td>\n<td>Deliberate research-informed efforts to foster literacy motivation and engagement within and across lessons<\/td>\n<td>1<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">K-3 Essentials<\/span><\/span><\/td>\n<td>Read aloud of age-appropriate books and other materials, print or digital<\/td>\n<td>3<\/td>\n<td>17<\/td>\n<\/tr>\n<tr>\n<td>K-3 Essentials<\/td>\n<td>Small groups and individual instruction, using a variety of grouping strategies, most often with flexible groups formed and instruction targeted to children\u2019s observed and assessed needs in specific aspects of literacy development<\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">3<\/span><\/span><\/td>\n<td>11<\/td>\n<\/tr>\n<tr>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">K-3 Essentials<\/span><\/span><\/td>\n<td>Activities that build phonological awareness<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">K-3 Essentials<\/span><\/span><\/td>\n<td>Explicit instruction in letter-sound relationships<\/td>\n<td>7<\/td>\n<td>18<\/td>\n<\/tr>\n<tr>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">K-3 Essentials<\/span><\/span><\/td>\n<td>Research- and standards-aligned writing instruction<\/td>\n<td>4<\/td>\n<td>13<\/td>\n<\/tr>\n<tr>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">K-3 Essentials<\/span><\/span><\/td>\n<td>Intentional and ambitious efforts to build vocabulary and content knowledge<\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">2<\/span><\/span><\/td>\n<td>5<\/td>\n<\/tr>\n<tr>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">K-3 Essentials<\/span><\/span><\/td>\n<td>Abundant reading material and reading opportunities in the classroom<\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">2<\/span><\/span><\/td>\n<td>9<\/td>\n<\/tr>\n<tr>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">K-3 Essentials<\/span><\/span><\/td>\n<td>Collaboration with families in prompting literacy<\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">3<\/span><\/span><\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">4<\/span><\/span><\/td>\n<\/tr>\n<tr>\n<td>Pre-K Essentials<\/td>\n<td>Brief, clear, explicit instruction in letter names<\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">1<\/span><\/span><\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">3<\/span><\/span><\/td>\n<\/tr>\n<tr>\n<td>School \/Center<\/td>\n<td>An ambitious summer reading initiative supports reading growth<\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">3<\/span><\/span><\/td>\n<td><span style=\"vertical-align: inherit\"><span style=\"vertical-align: inherit\">3<\/span><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<figure><img class=\"aligncenter wp-image-2010 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-6-and-7-1024x527.png\" alt=\"Figure 5 is a word cloud depicting keywords in the text data from the discussion forum. The biggest words \u2013 \u201cread\u201d and \u201duse\u201d \u2013 represent the most frequently uttered. The other word cloud depicting keywords in the text data from the discussion forum. The biggest words \u2013 \u201cstudents\u201d and \u201creading\u201d \u2013 represent the most frequently uttered. \" width=\"1024\" height=\"527\">\n\n<figcaption><strong>Figure 5.<\/strong> Word cloud of early literacy coach network discussion on essentials topics with and without stemming process.<\/figcaption><\/figure>\nFocused on the 11 topic areas presented in Table 3, the community generated 30 threads, each of which received two replies on average with a range from 0 to 6. The total number of posts is 88. Three threads received the maximum number of replies, and they were all created to share resources with the community, for example, website resources for age-appropriate readings, resources for explicit instruction in letter-sound relationships, and a Google Form sample for student interest surveys.\n\nThe first post was dated May 2017. The average time from the initial to the last post in a thread was 31 days, and the maximum was 191 days at the time of data collection. Three long-running threads included the aforementioned explicit instruction resources (154 days), a lesson plan template for vocabulary instruction (192 days with five replies), and resources for small group instruction (168 days with five replies).\n\nConversations pertinent to the theme of <strong><em>collective learning<\/em><\/strong> and, in turn, <strong><em>cognitive outcomes<\/em><\/strong> were evident in corpora containing the key word, \u201cread.\u201d Such phrases as \u201cone way to think about,\u201d \u201cI would love to chat about,\u201d \u201cI would love to hear,\u201d and \u201cdoes anyone have any other\u201d stood out in corresponding postings, which reveals that participants shared, revised, and recreated knowledge by bouncing ideas off of each other and seeking feedback from others\u2019 perspectives. These actions indirectly involved outside experts because members conversed about particular models, articles, and programs from their schools, districts, and other professional development programs. Therefore, the words \u201cread,\u201d \u201creading,\u201d and \u201creaders\u201d did not pertain exclusively to students but also encompassed educators. That is, two types of discourses coexisted: students\u2019 reading and educators\u2019 reading.\n\nRegarding the proximity of word pairs, \u201csummer\u201d is worthy of attention. We noticed postings using both words of \u201csummer\u201d and \u201cread\u201d in the discourse to specifically describe summer reading programs and share resources, including reading lists, student activity materials, webinar notes, and links to videos. When educators did so, discourse could be characterized by the desire to become a more reflective practitioner (<strong><em>professional identity<\/em><\/strong>), volunteering to enhance the community\u2019s knowledge base (<strong><em>shared leadership<\/em><\/strong>), being research-based (<strong><em>collective learning<\/em><\/strong>), recognizing the problem of summer loss, <strong><em>authenticity<\/em><\/strong>, and <strong><em>focused on student outcomes<\/em><\/strong>.\n\nThe EL Coach community\u2019s creation predated the release of the online <em>Essential Instructional Practices in Early Literacy<\/em> modules from <em>Michigan Virtual<\/em>, which started to be released in October 2017. This created a short window where the only professional discourse and resource access outside of face-to-face training occurred in the community. With the <em>Essentials <\/em>document not providing direct examples of instruction, the only group dialog around practical application occurred in the face-to-face training or in the online community. As the professional learning grant matured and modules were released, more work was being done with teachers at the district level, with less district and ISD literacy coach dialog at the state level. Over the summer of 2018, discussions about the need for spin-off communities have started with the Michigan Department of Education, focused on communities specific to English Language Learners and a separate early literacy leadership community.\n<h2>Discussion<\/h2>\nWith the rise in demand for online professional learning opportunities for education professionals, deliverers and facilitators of professional learning experiences must become more knowledgeable about what practices and design considerations lead to positive outcomes. Online learning allows more educators to be reached and connect at scale; the three online communities detailed in this report have allowed educators to connect with one another over great geographic distances, as well as network with professionals dedicated to a specific, focused domain of practice.\n\nThe analysis of demographic data of participants, including geographic location data, allows us to make inferences about the contexts in which certain educators participate in online professional learning. Other data, including that which illustrates the usage and participation patterns of the users in each community, suggest that while the professionals were able to connect and network, the level of depth in the connection was something to be improved upon. Moderators of online professional learning communities like these may consider how to incorporate more structure and facilitation that would generate deeper connections, more sharing of specific support strategies, and analysis of student or professional learning artifacts, that would create a richer learning environment. Additionally, given some of the more successful outcomes of the EL Coach community, providers of professional learning may consider how communities like these can supplement and serve a thriving community that build upon the affordances of face-to-face training events.\n\nFuture studies in this area would benefit from more detailed analysis of user pattern data, including the amount of time that users spend on certain modules, resources, or activities within an online community. Another useful group of data would be focused on users\u2019 progression from one resource or activity to another, illustrating how users typically use the community and find value in navigating through it. Lastly, qualitative data gathered from participants might provide a more robust understanding of what exactly community members find useful and how improvements might be made to have more impact on practice.\n<h2>References<\/h2>\nDarling-Hammond, L. and Richardson, N. (2009) \u2018Research review-teacher learning: What matters?\u2019, <em>Educational Leadership, <\/em>66 (5), 4653.\n\nEducause. (2014). 7 things you should know about CBE tools. Retrieved from <a href=\"https:\/\/library.educause.edu\/~\/media\/files\/library\/2014\/7\/eli7110-pdf.pdf\">https:\/\/library.educause.edu\/~\/media\/files\/library\/2014\/7\/eli7110-pdf.pdf<\/a>\n\nMcConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., &amp; Lundeberg, M. A. (2013). Virtual professional learning communities: Teachers\u2019 perceptions of virtual versus face-to-face professional development. <em>Journal of Science Education and Technology<\/em>, <em>22<\/em>(3), 267-277.\n\nOwen, S. (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate and collegial learning and professional growth. <em>Australian Journal of Adult Learning<\/em>, <em>54<\/em>, 54-77.\n\nTrust, T., Krutka, D. G., &amp; Carpenter, J. P. (2016). \u201cTogether we are better\u201d: Professional learning networks for teachers. <em>Computers &amp; education<\/em>, <em>102<\/em>, 15-34.",
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            "content": "<h2>Introduction<\/h2>\nThroughout the 2016-2017 academic year, the instructional design and Michigan Virtual Learning Research Institute (MVLRI) staff at Michigan Virtual recorded in-depth analytics data to monitor how students engaged with instructional content within two Michigan Virtual School courses. The result of that work has been previously summarized in these two blog posts:\n<ul>\n\t<li><a href=\"https:\/\/mvlri.org\/blog\/understanding-engagement-k-12-online-courses-part-one\/\">Understanding Engagement in K-12 Online Courses: Part One<\/a><\/li>\n\t<li><a href=\"https:\/\/mvlri.org\/blog\/understanding-engagement-k-12-online-courses-part-two\/\">Understanding Engagement in K-12 Online Courses: Part Two<\/a><\/li>\n<\/ul>\nOur effort to understand and improve student engagement expanded during the 2017-2018 school year through the creation of a year-long action research professional learning community (PLC), including instructional designers, professional learning staff, MVLRI researchers, and the lead instructors from each academic department across Michigan Virtual School. <em>The primary goal of this PLC was to increase student engagement and performance on specific individual assessments through action research and targeted interventions.<\/em>\n\nInstructors in the PLC were provided with basic engagement and performance data from the previous academic year. This data included the average score and number of submissions for each assessment in over 30 different online courses. A sample of the data provided to participants is shown below.\n<table>\n\t<caption><strong>Table 1.<\/strong> Sample course engagement and performance data<\/caption>\n\t<thead>\n\t\t<tr>\n\t\t\t<th>Assessment Title<\/th>\n\t\t\t<th>Submissions<\/th>\n\t\t\t<th>Mean<\/th>\n\t\t\t<th>Max<\/th>\n\t\t\t<th>Average Score<\/th>\n\t\t<\/tr>\n\t<\/thead>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td>0.1 Message Your Instructor<\/td>\n\t\t\t<td>77<\/td>\n\t\t\t<td>5.0<\/td>\n\t\t\t<td>5.0<\/td>\n\t\t\t<td>100%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>0.2 Introduce Yourself<\/td>\n\t\t\t<td>74<\/td>\n\t\t\t<td>4.928<\/td>\n\t\t\t<td>5<\/td>\n\t\t\t<td>98.6%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>0.3 Intro Assignment \u2013 Submitting Files<\/td>\n\t\t\t<td>70<\/td>\n\t\t\t<td>4.321<\/td>\n\t\t\t<td>5<\/td>\n\t\t\t<td>86.4%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>1.1 Quiz<\/td>\n\t\t\t<td>75<\/td>\n\t\t\t<td>4.493<\/td>\n\t\t\t<td>5<\/td>\n\t\t\t<td>89.9%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>1.2 \u2013 1.3 Quiz<\/td>\n\t\t\t<td>75<\/td>\n\t\t\t<td>4.467<\/td>\n\t\t\t<td>5<\/td>\n\t\t\t<td>89.3%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>1.2 Effect of Environment Gizmo<\/td>\n\t\t\t<td>71<\/td>\n\t\t\t<td>8.284<\/td>\n\t\t\t<td>10<\/td>\n\t\t\t<td>82.8%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>Unit 1 Project<\/td>\n\t\t\t<td>73<\/td>\n\t\t\t<td>23.023<\/td>\n\t\t\t<td>30<\/td>\n\t\t\t<td>76.7%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>Unit 1 Test<\/td>\n\t\t\t<td>74<\/td>\n\t\t\t<td>13.811<\/td>\n\t\t\t<td>15<\/td>\n\t\t\t<td>92.1%<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\nIn contrast to the in-depth analytics data collected in our previous efforts, this data was pulled directly from the learning management system (LMS) databases before being anonymized, averaged, and presented to the PLC instructors. By pulling data directly from the LMS, we could compare student engagement and performance across many different sections, semesters, and school years even if no special analytics or tracking software had been deployed in those courses.\n\nAs facilitators of the PLC, our goal was to help the participants develop the knowledge and skills necessary to be disciplined researchers of their own practice. Toward that goal, we provided a general structure for the participants to:\n<ul>\n\t<li>Identify their own problem to solve<\/li>\n\t<li>Postulate a reason why this problem may be arising<\/li>\n\t<li>Propose a solution that they are capable of developing<\/li>\n\t<li>Implement the proposed intervention<\/li>\n\t<li>Evaluate the success of the intervention<\/li>\n\t<li>Publish their results to the greater education community<\/li>\n<\/ul>\nThis two-part series of blog posts represents the completion of the action research process for each of our participants. Each post will walk through a specific problem addressed by one of our participants and will provide student data collected both before and after the intervention as well as an analysis of the effectiveness of the proposed solution. Part two will conclude the series with a discussion of summary reflections and plans to continue this research in upcoming years.\n\nWe facilitators are immensely proud of the participants\u2019 work over the past year, particularly that of the lead instructors who demonstrated that online educators are well-equipped to be disciplined researchers of their own teaching.\n<h2>Annette Gleason<\/h2>\n<h3>Algebra 1B<\/h3>\nThis course is the second in a two-course sequence. In the course, students will learn about algebraic concepts such as integers, linear equations, inequalities and factoring.\n<h3>The Problem<\/h3>\nIn the Algebra 1B course during the 2017 Spring Semester at Michigan Virtual, there was a common trend for all discussion board assignments to have low engagement compared to other course activities. The discussion board with the lowest number of submissions was in Unit 8; data taken from the course showed the Unit 8 Discussion Board had a 72% attempt rate.\n<h3>The Change Idea<\/h3>\nIn order to address the low engagement in the Unit 8 Discussion Board, updates to section one (in which Unit 8 resides) of the Algebra 1B course were made during the spring 2018 semester. There was an assumption that students did not complete the Unit 8 Discussion Board because, unlike most of the other activities in Algebra 1B, the Unit 8 Discussion Board was not required to proceed to the next unit. For a majority of activities in the Algebra 1B course, students must achieve 60% or higher on an assignment before the next set of lessons will be \u201copened\u201d (also known as \u201cadaptive release\u201d) for that student. For this project, the Unit 8 Discussion Board assignment became a required task by setting Checkpoint 8.9-8.10 to be adaptive release based on a submission on the discussion board.\n\nWhile investigating the Unit 8 Discussion Board, the teacher found that the content in the associated lesson was difficult for students. To address this, a supplemental resource was created in H5P and placed within the discussion board instructions. Additionally, instructions directing students to solve five equations were changed to only require three. An increase of 10% participation, bringing the total to 82%, was expected.\n<h3>The Results<\/h3>\nThere were 39 students enrolled in the first section of Algebra 1B during the spring semester 2018. (This total does not include those students who dropped or withdrew from the course.) Of these, 28 students completed the Unit 8 Discussion Board Assignment, resulting in an overall Unit 8 Discussion Board submission rate of 72%. Total engagement did not increase by the expected 10%. However, only 28 (of the original 39) students completed the course through to the final exam. Of these 28 students who completed the course, all of them submitted the required work to the Unit 8 Discussion Board.\n<h2>Jaci Hartman<\/h2>\n<h3>Chemistry B<\/h3>\nThis is the second course in a two-course sequence. This course is designed to meet both the Michigan Content Standards for Chemistry (Michigan Merit Curriculum) and the literacy standards of Common Core State Standards for Science and Technical Subjects. It continues the study of chemical reactions with calculations in chemical reactions, rates of reactions, reactions equilibrium, and redox reactions. Other topics include phases of matter, acids and bases, nuclear chemistry, and organic chemistry.\n<h3>The Problem<\/h3>\nChemistry teachers have always known that stoichiometry is one of the toughest units for a first year chemistry student; this was confirmed by data gathered from the 2016-17 school year. The score of the first quiz (9.1) is the starting point for stoichiometry and often reflects students\u2019 overall success in the stoichiometry unit. Figure 1 illustrates that the average score for the 9.1 Quiz is one of the lowest in the entire course.\n\n<figure>\n\t<img class=\"aligncenter wp-image-1990 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Blog-Fig-1-1024x633.png\" alt=\"Figure 1 Alt Text: Scatterplot detailing the average score between 60% and 100% on the y-axis and assignment item on the x-axis. \" width=\"1024\" height=\"633\" \/>\n\t<figcaption><strong>Figure 1.<\/strong> Average score by assignment in Chemistry B<\/figcaption>\n<\/figure>\n<h3>The Change Idea<\/h3>\nWith an average score of 66.8%, the topic and quiz needed to be examined to raise student understanding and performance. Prior to the semester, an additional practice assignment that received a grade and feedback from instructors was placed into the course. To further these efforts, an instructor video was made and placed in the lesson content. The instructor video spent more time reviewing the concept of mole ratios and demonstrating example problems that were scaffolded from the most basic of problems to more advanced problems. Students were also provided a graphic titled the <a href=\"https:\/\/drive.google.com\/file\/d\/1LGU0dQluVMceS8ZvlWVqcqDccHK7uRIR\/view?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">Mole Road Map<\/a>\u00a0to help demonstrate the relationship between moles and other quantities in chemical reactions and help guide problem solving for practice problems.\n<h3>The Result<\/h3>\nNear the end of the semester, data were pulled to compare the section that was tested to the previous year\u2019s scores. It was found that the average score of the quiz improved by 3.4%. \u00a0Even more notable, the median score had a 12% improvement.\n\n<table>\n\t<caption><strong>Table 2.<\/strong> Descriptive statistics by assessment title in Chemistry B<\/caption>\n\t<thead>\n\t\t<tr>\n\t\t\t<th>Assessment Title<\/th>\n\t\t\t<th>Submissions<\/th>\n\t\t\t<th>Median<\/th>\n\t\t\t<th>Mean<\/th>\n\t\t\t<th>Max<\/th>\n\t\t\t<th>Avg Score<\/th>\n\t\t<\/tr>\n\t<\/thead>\n\t<tbody>\n\t\t<tr>\n\t\t\t<td>9.1 Quiz<\/td>\n\t\t\t<td>35<\/td>\n\t\t\t<td>19<\/td>\n\t\t\t<td>16.16<\/td>\n\t\t\t<td>23<\/td>\n\t\t\t<td>70.2%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>9.2 Quiz<\/td>\n\t\t\t<td>32<\/td>\n\t\t\t<td>20<\/td>\n\t\t\t<td>17<\/td>\n\t\t\t<td>22<\/td>\n\t\t\t<td>85%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>9.3 Combustion of Acetylene Lab Analysis<\/td>\n\t\t\t<td>19<\/td>\n\t\t\t<td>22<\/td>\n\t\t\t<td>20.21<\/td>\n\t\t\t<td>26<\/td>\n\t\t\t<td>77.7%<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t\t<td>9.3 Quiz<\/td>\n\t\t\t<td>29<\/td>\n\t\t\t<td>36<\/td>\n\t\t\t<td>29.59<\/td>\n\t\t\t<td>40<\/td>\n\t\t\t<td>73.9%<\/td>\n\t\t<\/tr>\n\t<\/tbody>\n<\/table>\nAn argument can be made that the median score gives a better representation of overall student achievement, as the average score takes into account students who did not take the quiz and therefore have a score of 0. Students were also surveyed in order to gain an idea of how many took advantage of the video provided as an additional resource before taking the quiz. Twenty students responded to the survey and of those, 95% watched the video.\u00a0 Sixty-five percent of the students found the video to be helpful while another 30% found the video to be somewhat helpful. Five percent of students either did not watch the videos or did not find them helpful.\n\nThe conclusion has been drawn that the addition of the video resource and Mole Road Map, as well as additional practice assignment with teacher feedback, was helpful and should be included in all sections of Chemistry B going forward.\n<h2>Alanna Prieditis<\/h2>\n<h3>Spanish 1B<\/h3>\nThis course is the second in a two-course sequence. Unlike some language courses that focus on grammar rules, vocabulary lists, and situation dialog, this course emphasizes receptive knowledge: students listen, read, write and practice spontaneous, natural speaking in Spanish.\n<h3>The Problem<\/h3>\nThe 06.03 \u201cSetting the Table Quiz B\u201d in Spanish 1B has high engagement but a very low average score (62.8%) compared to other unit 6 assessments. This particular quiz also falls in the top 5 lowest average score assignments of the entire course. It is the only one of these five assignments that does not have a pretest.\n<h3>The Change Idea<\/h3>\nThe 06.03B quiz covers a novel and historically difficult concept: direct object pronouns. Based on placement in the unit and course, it is thought that students may not have ample time to practice direct object pronouns before the 06.03B quiz. The change idea was to create some additional practice opportunities and offer alternative strategies for remembering the direct object pronouns in Spanish. An Edpuzzle video was embedded directly before the 06.03B quiz in Blackboard to give students extra practice. The Edpuzzle video is a catchy song designed to help students remember what the different direct object pronouns are and includes embedded comprehension question checks.\n<h3>The Results<\/h3>\nThis sole intervention did not appear to have had an impact in raising scores on the 06.03B quiz. In the two courses in which the change idea was implemented, one course had a slight increase in quiz score average at 63.8% (in comparison with the original 62.8% score) while the other course had an extremely low quiz score average at 42.2%.\n\nThe Edpuzzle intervention used a catchy song to help students remember what the direct object pronouns were in Spanish with a couple of comprehension checks of using them in context. After doing a deep analysis of the common mistakes\/misconceptions made on many of the quizzes, it can be determined that more application practice (and possibly an association with similar grammatical concept in English) is what is actually needed. On the quiz, students appeared to be able to recall a real Spanish direct object pronoun option for fill-in-the-blank responses, but then seemed to be matching it to the subject of the sentence instead of the actual direct object it is supposed to take the place of. This change idea that focused more on a memorization strategy for the various direct object pronouns in Spanish didn\u2019t offer the in-depth explanation about what the purpose of the direct object pronoun is and how it is to be used within a sentence which is what students really needed and struggled with on the quiz.\n<h2>Liz Hoopfer<\/h2>\n<h3>AP Calculus AB and BC<\/h3>\nThis course is the first semester of a two-semester sequence. The course is aligned to the Advanced Placement curriculum for Calculus AB and covers calculus principles such as derivatives, integrals, limits, approximation, and applications and modeling.\n<h3>The Problem<\/h3>\nThe AP Calculus courses, both AB and BC, have assignments delivered on two platforms: Blackboard and WebAssign. The majority of the homework assignments are done in WebAssign, with a small handful of assignments and all unit tests conducted live in Blackboard. Based on data provided, many students skip or do not submit the Blackboard homework assignments in both courses. This could be due to a handful of reasons, including but not limited to: these assignments are forgotten because students might save WebAssign as a separate bookmark in their browsers; the Blackboard assignments do not provide immediate feedback, as the WebAssign homework assignments do; the Blackboard assignments typically require more time to complete; and the Blackboard assignments seem more difficult as they are longer and require students to justify their answers.\n<h3>The Change Idea<\/h3>\nTo ensure students at least remembered to acknowledge these Blackboard assignments, the change idea was to force students to mark each assignment they completed in a check list of all assignments from that unit before the student could access the unit test. The unit test was set to adaptive release upon submission of this checklist. This list also lived in Blackboard, so students would already be present in the platform we wanted them to spend more time in.\n<h3>The Result<\/h3>\nThe results for this term were a bit skewed for a handful of reasons. For the first two units, most of the students completed the assignments in order, so this checklist did not serve as a reminder to these students to \u201cgo back and do these other assignments.\u201d Based on assignment submission time between the checklist and the Blackboard assignment, of the three students who had skipped at least one of the Blackboard assignments, the checklist seemed to remind two of them to complete these other assignments. This checklist, it seemed for the first two units, served its purpose.\n\nHowever, these students were not getting to the checklist until the evening that the unit\u2019s work was due. As the unit tests were worth far more points than the assignments in the course, students opted to complete the unit test first. Some had time to go back to the older assignments, while others chose not to submit these at all.\n\nThe last two units, though, were more difficult to interpret. The Blackboard homework assignments had different due dates than the checklist and unit test, so most students completed these other assignments on time, at least a week before the checklist or unit test. The students who missed the other Blackboard assignments did not end up turning them in, regardless of the checklist. This could be due to the time crunch issue mentioned above but also could be a misinterpretation of the late policy in the course. The due dates and late policy shifted between semesters one and two, so a confounding variable could be that students might not have known they could turn in the missing work for a reduced score (instead of a zero).\n\nOverall, the checklist seemed to serve as a good reminder and could be of use in future semesters, but, in reality, the actual value of the checklist is dependent on the group of students (most AP students are diligent workers), the due dates of these assignments, and a change in platform. There are currently wheels in motion to move the homework assignments out of WebAssign and into Blackboard permanently going forward, so this issue might not even exist once all assignments live in a single platform.\n<h2>Kristin Koch and William Springer<\/h2>\n<h3>American Sign Language 2B<\/h3>\nThis is the second course of the second year of ASL courses. The course continues to focus on useful communication that students should be able to carry out in ASL. Students study the basic signs and phrases, techniques, and cultural nature of the language. This course introduces the students to the new concept of conceptually accurate signing that places emphasis on awareness of differences between ASL and English.\n<h3>The Problem<\/h3>\nLooking at the data for American Sign Language 2B, one of the largest drops in student engagement was for the Mid Term Report Writing assignment. There were many students who completed the midterm receptive exam which takes place right before the midterm report. We noticed a large drop in the number of students who completed the midterm report versus those who were taking the midterm receptive exam. Our data showed that only 66% of students were attempting to complete this project. This assignment is worth 80 points, so students who do not complete it are missing out on a substantial chunk of points when they choose not to do this item.\n<h3>The Change Idea<\/h3>\nAfter reviewing our data, we took a deeper look into this particular assignment to see what might cause students to skip it. After reviewing the directions for this particular assignment, we recognized that the project is very involved with many different components. After reviewing all of the directions and the template that students are to follow, students likely look at the depth of this task and simply shy away from it, particularly if they are behind pace. For example, the template that students fill out is three pages long, and this is only one part of the directions they are to follow to complete this part of the midterm essay. After reviewing the assignment further, we noticed the assignment started by addressing a few Deaf cultural components but then went into a deeper geographical research paper type of assignment. We felt this turned students away from the purpose of the assignment overall, so we decided to focus the assignment completely on the Deaf cultural aspects with only a small overall geography lesson added in. Fortunately, since this ASL 2B course was already undergoing an update, we were able to edit the actual midterm project within the course. Several of our PLC colleagues opted to introduce interventions on the individual instructor end, but our intervention involved an actual edit in the course content.\n<h3>The Result<\/h3>\nThe goal we set for completion of this assignment was 78%. This completion rate is slightly lower than the Receptive (multiple choice) portion of the midterm which has an 87% completion rate, but still much higher than it previously was for this item; thus, we feel it\u2019s a realistic increase. Previously, 118 out of 178 students were attempting to complete this midterm project (66%). After implementing our change idea for Trimester 3, we saw a 7% increase. Twenty-four out of 33 students completed the midterm project (73%). Although our student sample size for Trimester 3 was significantly smaller than our original data set, we anticipate that we'll see a similar percentage of completion when the sample size is larger in Semester 1 of the 2018-2019 school year.",
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            "content": "<h1>Michigan Virtual's Brand Standards &amp; Guidelines<\/h1>\t\t\n\t\t\t<h2>Logo &amp; Usage<\/h2>\t\t\n\t\t<p>Each of the logos is a representation of\u00a0<em>Michigan Virtual<\/em>\u00a0and as such should always remain consistent in clarity, presentation,\u00a0and representation. The four logo options available provide users with alternative options to\u00a0best suit various scenarios. The preferred version is the horizontally stacked version, where the symbol is on the left side of the stacked words 'Michigan Virtual.' These files are saved with whitespace intentionally added. No text or graphic should enter the white space shown in the logos.<\/p><p>Regardless\u00a0of which logo is selected, each should be used with caution to ensure a true, unaltered representation of the\u00a0<em>Michigan Virtual<\/em>\u00a0logo. All logos should never be turned upside-down, tilted, or skewed from their original orientation.<\/p><p>The elements of the logo should never be broken apart or changed. No additional elements should be added within the logo. Additionally, no attempts should be made to mimic typeface and fonts included in existing logo assets.<\/p><p>The .zip file below contains the four different logos in three different color options (full color, black, and white) and in four different file formats (<i>.svg<\/i>, <i>.pdf<\/i>, <i>.png<\/i>, and <i>.jpg<\/i>). Please use the <i>.svg <\/i>and <i>.pdf<\/i> formats as the primary image format where possible, using the <i>.png<\/i> as a fallback for use cases where a <i>.svg<\/i> or <i>.pdf <\/i>isn't accepted or allowed. The <i>.jpg<\/i> format should be used as a last resort, as it doesn't have any transparency built in, and is the least versatile file format.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Michigan_Virtual_Logos.zip\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload Logos\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Michigan_Virtual_Logos.zip\">\n\t\t\t\t\t\t\t<img width=\"1583\" height=\"2048\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/michigan-virtual-logo-vertical-stacked-transparent.png\" alt=\"Michigan Virtual Logo (Vertical Stacked)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Michigan_Virtual_Logos.zip\">\n\t\t\t\t\t\t\t<img width=\"2048\" height=\"556\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/michigan-virtual-logo-horizontal-transparent.png\" alt=\"Michigan Virtual Logo (Horizontal)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Michigan_Virtual_Logos.zip\">\n\t\t\t\t\t\t\t<img width=\"2048\" height=\"1071\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/michigan-virtual-logo-horizontal-stacked-transparent.png\" alt=\"Michigan Virtual Logo (Horizontal Stacked)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Michigan_Virtual_Logos.zip\">\n\t\t\t\t\t\t\t<img width=\"2048\" height=\"1627\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/michigan-virtual-logo-vertical-transparent.png\" alt=\"Michigan Virtual Logo (Vertical)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Colors<\/h2>\t\t\n\t\t<p>Michigan Virtual has eight official colors, with accessible (a11y) alternatives for green and orange.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/09\/Quick-Branding-Flyer-web.pdf\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload Color Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Deep Teal<\/h3>\t\t\n\t\t<p><strong>#093c44<\/strong><br \/>rgb(9,60,68)<br \/>cmyk(87,12,0,73)<br \/>PMS 309C<\/p>\t\t\t\t\n\t\t\t<h3>Dark Teal<\/h3>\t\t\n\t\t<p><strong>#115e6e<\/strong><br \/>rgb(19,94,111)<br \/>cmyk(91,52,44,20)<br \/>PMS 315C<\/p>\t\t\t\t\n\t\t\t<h3>Light Teal<\/h3>\t\t\n\t\t<p><strong>#2f8d98<\/strong><br \/>rgb(47,141,152)<br \/>cmyk(76,23,33,10)<br \/>PMS 7711C<\/p>\t\t\t\t\n\t\t\t<h3>Green<\/h3>\t\t\n\t\t<p><strong>#b5cd34<\/strong><br \/>rgb(182,205,52)<br \/>cmyk(34,3,100,0)<br \/>PMS 367C<\/p>\t\t\t\t\n\t\t\t<h3>Orange<\/h3>\t\t\n\t\t<p><strong>#f7941e<\/strong><br \/>rgb(247,148,30)<br \/>cmyk(0,50,100,0)<br \/>PMS 715C<\/p>\t\t\t\t\n\t\t\t<h3>Dark Gray<\/h3>\t\t\n\t\t<p><strong>#414042<\/strong><br \/>rgb(65,64,66)<br \/>cmyk(0,0,0,90)<br \/>PMS Black 7C<\/p>\t\t\t\t\n\t\t\t<h3>Light Gray<\/h3>\t\t\n\t\t<p><strong>#6d6e71<\/strong><br \/>rgb(109,110,113)<br \/>cmyk(0,0,0,70)<br \/>PMS Cool Gray 9C<\/p>\t\t\t\t\n\t\t\t<h3>White<\/h3>\t\t\n\t\t<p><strong>#ffffff<\/strong><br \/>rgb(255,255,255)<br \/>cmyk(0,0,0,0)<br \/>N\/A<\/p>\t\t\t\t\n\t\t\t<h3>A11y Green<\/h3>\t\t\n\t\t<p><strong>#<\/strong>6a7f17<br \/>rgb(106,127,23)<br \/>cmyk(17,0,82,50)<br \/>PMS 370C<\/p>\t\t\t\t\n\t\t\t<h3>A11y Orange<\/h3>\t\t\n\t\t<p><strong>#ac6610<\/strong><br \/>rgb(172,102,16)<br \/>cmyk(0,41,91,33)<br \/>PMS 7512C<\/p>\t\t\t\t\n\t\t\t<h2>Color Usage &amp; Accessibility<\/h2>\t\t\n\t\t<p>To maintain WCAG 2.0 Level AA compliance, background and text color contrasts must meet a minimum of at least 4.5:1 for normal text and 3:1 for large text.\u00a0When in doubt, use a <a href=\"https:\/\/accessible-colors.com\/\" target=\"_blank\" rel=\"noopener\">color contrast checker<\/a> to ensure the color combination meets WCAG 2.0 AA compliance.<\/p><h4>White as text or as background<\/h4><p>White text is allowed on all brand colors except for the regular version of green and orange (unless a contrast selector is available to switch between regular and accessible orange and green).<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t12.06\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tDeep Teal\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t7.37\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tDark Teal\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t3.9\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tLight Teal\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t4.5\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tA11y Orange\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t4.51\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tA11y Green\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t5.10\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tLight Gray\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t10.31\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tDark Gray\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t2.28\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tOrange\t\t\t\t\t<\/p>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<h3>\n\t\t\t\t\t\t\t1.79\t\t\t\t\t\t\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t\t<p>\n\t\t\t\t\t\tGreen\t\t\t\t\t<\/p>\n\t\t<h4>Brand colors as text<\/h4><p>Do not use any brand colors as text color on another brand color (i.e. light gray on deep teal). Brand colors may only be used on white or a very light background (if it meets color contrast rules)<\/p><h4>When to use brand colors<\/h4><p><b>Deep Teal<\/b> or <b>Dark Teal<\/b> are to be used as heading colors. <b>Light Teal<\/b> may be used if it promotes better hierarchy (i.e. to increase visual separation between heading levels)<\/p><p><b>Dark Gray<\/b> should be used as the default text color (if on a white or very light background).<\/p><p><b>Light Gray<\/b> may be used for ancillary or secondary information (i.e. footnotes or minor callout).<\/p><p><b>Orange<\/b> is\u00a0Michigan Virtual's Call-to-action (CTA) color, and should be used for action items (actionable callouts, links, or buttons).<\/p><p>Green\u00a0should <i>never<\/i> be used as a text color, and instead\u00a0used as an accent, usually as a divider color to break up sections or denote greater hierarchy.<\/p>\t\t\t\t\n\t\t\t<h2>Fonts<\/h2>\t\t\n\t\t<p>Michigan Virtual utilizes a single primary font (<b>Gotham<\/b>), with acceptable fallbacks for use cases without access to the primary font. If <b>Gotham<\/b> is not available,\u00a0<a href=\"https:\/\/fonts.google.com\/specimen\/Roboto?selection.family=Roboto\" target=\"_blank\" rel=\"noopener\"><b>Roboto<\/b><\/a>\u00a0is the next fallback font, followed by\u00a0<a href=\"https:\/\/fonts.google.com\/specimen\/Noto+Sans?selection.family=Noto+Sans\" target=\"_blank\" rel=\"noopener\"><b>Noto Sans<\/b><\/a>, then <b>Helvetica<\/b>, then <b>Calibri<\/b>.<\/p><p>In the scenarios which may call for a serif font, such as a research paper, or a blog article, utilize <a href=\"https:\/\/fonts.google.com\/specimen\/IBM+Plex+Serif?selection.family=IBM+Plex+Serif\" target=\"_blank\" rel=\"noopener\"><b>IBM Plex Serif<\/b><\/a>, with the fallbacks of <b>Garamond<\/b>, then\u00a0<a href=\"https:\/\/fonts.google.com\/specimen\/Noto+Serif?selection.family=Noto+Serif\" target=\"_blank\" rel=\"noopener\"><b>Noto Serif<\/b><\/a>, then <b>Times<\/b>.<\/p><p>Use the link below to download the fallback fonts (Roboto, Noto Sans, IBM Plex Serif, and Noto Serif).<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/fonts.google.com\/download?family=IBM%20Plex%20Serif|Noto%20Sans|Noto%20Serif|Roboto\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload Fallback Fonts\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/05\/Font-Gotham.svg\" alt=\"Gotham\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Primary Font<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t\t<figure>\n\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/05\/Font-Roboto.svg\" alt=\"Roboto\" \/>\t\t\t\t\t\t\t\t\t\t\t<figcaption>Fallback Font<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t<h2>Presentations<\/h2>\t\t\n\t\t<p>The official Google Slide template for\u00a0<em>Michigan Virtual<\/em> is available for internal employee use. This slide template includes the above resources, as well as content and activity recommendations that follow best practices for teaching adult learners.<\/p><p>Use the download below to create a copy of the official slide template. Please create a new copy for every slide deck created.<\/p><p><strong><small><i>Note: You must be signed in to your Michigan Virtual Google account to access the slide template.<\/i><\/small><\/strong><\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1_pmmnmTzKCjpwFxywqOWwyRXYhe1RSce9EXqX4TwfuI\/edit#slide=id.g289435a29dd_0_0\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tPresentation Template\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1Tlf8g_lckVVy-QPFRNz-Voe8o4-MUyQ4Zs_n7WLw9DQ\/view\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tPresentation Style Guide\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1BNBPNC3jent6r5eECOC-yoGN9MhPwT7blmLBhgsNFk4\/copy\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"574\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/[email protected]\" alt=\"Michigan Virtual Slide Template Cover\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Blog Writing<\/h2>\t\t\n\t\t<p>Here at Michigan Virtual, <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\">our blog<\/a> is a vehicle for providing statewide thought leadership in the realm of online and blended learning. We\u2019d love for you to contribute your expertise and help us grow our readership. Maybe you\u2019ve always had an interest in blog writing. Maybe you\u2019re wanting to stretch out some new muscles. Maybe you have something you really want more people to know. Maybe your supervisor has asked you to write a blog and you don\u2019t know where to start!<\/p><p>The following style guide is designed to help you think through the process of writing a blog from scratch, including picking a topic, setting goals, establishing your tone, structuring your blog, writing an introduction, formatting your post, and coming up with a title.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1ETGWQM2V6WrtEmratO2GZO7sBukGQbqN1ZomR47pv3s\/edit?usp=sharing\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBlog Style Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Writing Standards<\/h2>\t\t\n\t\t<h3>Acronyms<\/h3><p>Michigan Virtual should not be abbreviated to MV unless limited by character length limits.<\/p><p>It\u2019s permissible to use an acronym on first reference if it\u2019s commonly known (MSU, MASSP, MACUL, PD, IEP, etc.). When including an acronym that isn\u2019t commonly known, spell out the words and place the acronym in parentheses on the first use in a document. On subsequent uses in the same document, use the acronym.<\/p><h3>Capitalization<\/h3><h5>Headlines and Headings<\/h5><p>Capitalize the first word of the heading and proper nouns (\u201cdown style\u201d). In headings, use numerals for all numbers and single quotes for quotation marks.<\/p><blockquote><p><strong>Example:<\/strong> Study explores teacher infrastructure practices<\/p><p><strong>Example:<\/strong> Online learning is an \u2018integral part of the total education environment\u2019<\/p><\/blockquote><h5>Job Titles<\/h5><p>Capitalize job titles when used in front of a person\u2019s name, but not after.<\/p><blockquote><p><strong>Example:<\/strong> \u201cResearch is boss,\u201d said Joe Freidhoff, executive director of\u00a0<em>MVLRI<\/em>.<\/p><p><strong>Example:<\/strong> \u201cOnline learning is bossier,\u201d said\u00a0<em>Michigan Virtual<\/em>\u00a0President &amp; CEO Jamey Fitzpatrick.<\/p><\/blockquote><h3>Commas<\/h3><p>In a series, use the\u00a0<a href=\"https:\/\/www.grammarly.com\/blog\/what-is-the-oxford-comma-and-why-do-people-care-so-much-about-it\/\" target=\"_blank\" rel=\"noopener\">\u201cOxford\u201d comma<\/a>.<\/p><blockquote><p><strong>Example:<\/strong>\u00a0<em>Michigan Virtual<\/em>\u00a0courses are offered in semesters, trimesters, and in the summer.<\/p><p><strong>Example:<\/strong> Sixty-five percent of rural enrollments reached \u201cCompleted\/Passed\u201d status compared to 57% in Towns, 56% in Suburbs, and 53% in Cities.<\/p><\/blockquote><h3>Dates &amp; Time<\/h3><h4>Date Figures<\/h4><p>Always use date figures, without st, nd, rd or th.<\/p><blockquote><p><strong>Example:<\/strong> The semester starts on September 8 (not September 8th).<\/p><\/blockquote><h4>Time Figures<\/h4><p>Use time figures except for\u00a0<em>noon<\/em> and\u00a0<em>midnight<\/em>. Use a colon to separate hours from minutes. Avoid redundancies.<\/p><blockquote><p><strong>Example:<\/strong> The event will take place from <em>11:30 a.m. - 2:00 p.m.<\/em><\/p><p><strong>Example:<\/strong> Class starts at <em>8 a.m.<\/em><\/p><p><strong>Example:<\/strong> Do not use redundant language like <em>10 a.m. this morning<\/em>.<\/p><\/blockquote>\t\t\t\t\n\t\t\t<h2>Icons<\/h2>\t\t\n\t\t<p>Michigan Virtual has a suite of 100+ icons that are based in the education industry. The downloadable icon pack contains a high-quality vector version (.svg), as well as 4 different sized .png versions (64px, 128px, 256px, and 512px).<\/p><p>These icons should only be used on white or very light background colors.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/drive.google.com\/uc?export=download&#038;id=11LG60Z3YPv1bL6l6y1Q0L5z6glOgXRN2\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tDownload Icon Pack\n\t\t\t\t\t<\/a>\n\t\t\t<figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Wisdom.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Webinar.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Web-Research.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Vision.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Virtual-Education.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Video-Lesson.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Upload-Literature.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/University.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Timing.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Teaching.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Successful-Students.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Study-Success.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Student-Profile.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Student-Notes.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Student-Male.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Student-Female.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Student-Desk.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Strategy.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Standards.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Sports.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Specialization.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Skill-Development.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Simulation.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Sharing-Ideas.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Search-Knowledge.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Science.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Science-Research.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Scholarship.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Right-TO-Education.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Reading-Online.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Questions-And-Answers.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Professor-Male.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Professor-Female.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Professional-Training.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Power-OF-Knowledge.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Potential.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Physics.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Painting.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Online-Tests.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Online-Course.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Online-Counseling.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Okay.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Music.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Modern-Art.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Mobile-Access.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Mind-Mapping.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Mentoring.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Live-Webinar.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Maths.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Learning-Tools.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Literature-Exchange.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Learning-Support.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Learning-Material.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Language-Learning.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Know-How.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Knowledge-Mastery.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Investment-IN-Education.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Innovation.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Information.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Home-Education.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/History.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Group-Class.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Global-Education.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Graduation.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Geography.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Geometry.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/First-Place.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Favorite-Lessons.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Explore.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Exchange-Questions.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Educational-Vision.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Exchange-Ideas.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Education-Forum.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Educational-Marketing.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Education-Apps.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Economic-Education.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Ebook.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Ebook-Store.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/E-Learning.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Download-Literature.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Discover.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Distance-Learning.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Degree.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Creative-Teaching.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Community.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Code-Learning.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Cloud-Library.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Class-Timetable.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Chemistry.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Certificate.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Career-Choice.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Browse-Courses.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Brainstorming.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Brain-Training.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Biology.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Blended-Learning.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Best-Grade.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Back-TO-School.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Award.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Audio-Course.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Audio-Book.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Astronomy.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Assignment.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Adventure.svg\" alt=\"\" \/>\n\t\t\t<\/figure><figure class='gallery-item'>\n\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/2-Way-Communication.svg\" alt=\"\" \/>\n\t\t\t<\/figure>",
            "title": "Brand Standards",
            "excerpt": "Michigan Virtual&#8217;s Brand Standards &#038; Guidelines Logo &#038; Usage Each of the logos is a representation of\u00a0Michigan Virtual\u00a0and as such should always remain consistent in clarity, presentation,\u00a0and representation. The four logo options available provide users with alternative options to\u00a0best suit various scenarios. The preferred version is the horizontally stacked version, where the symbol is on...",
            "slug": "brand",
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        {
            "id": 27390,
            "path": "\/research\/publications\/2017-18-michigan-virtual-initiatives-collaborative-partnerships-credit-recovery-and-middle-school-bundles\/",
            "author_id": 54,
            "timestamp": 1537761600,
            "content": "<h2>Introduction<\/h2>\nBased on feedback from existing district partners, as well as a desire to better serve customers by continuously improving upon existing products and developing new ones, <em>Michigan Virtual<\/em> launched three new products and services in the 2017-18 year. Each product or service met a need directly expressed by a partner or filled a known gap in either <em>Michigan Virtual\u2019s<\/em> offerings or the supplemental K-12 online field overall. Collaborative partnerships allow districts to maintain control over their online learning programs while still maintaining access to the high quality courses and robust and on-going professional development offered by <em>Michigan Virtual<\/em>. The credit recovery initiative filled a need by offering high quality, teacher-led courses with open-entry and open-exit as needed for students attempting to recover credit from failed or missed courses. Finally, the middle school bundles allow schools to create custom combinations of short-duration courses designed to serve as an introduction to online learning and provide students access to high quality elective content. The three initiatives are presented in detail below, starting with an overview and description of each program, followed by some early outcomes based on the limited roll-out during the 2017-18 year. Each initiative concludes with a discussion of the unique and sometimes unforeseen challenges that arose during development and implementation.\n<h2>Collaborative Partnerships Initiative<\/h2>\n<h3>Impetus for Collaborative Partnerships<\/h3>\nAs part of last year\u2019s strategic planning process, <em>Michigan Virtual<\/em> sought input from educational stakeholders across the state, specifically school and district leaders. These leaders overwhelmingly identified budgetary constraints as a major challenge associated with students\u2019 increasing demand for online learning. Out of this challenge and others associated with staffing, scheduling, and providing professional development to teachers, <em>Michigan Virtual<\/em> developed the Collaborative Partnerships Model. In this model, <em>Michigan Virtual<\/em> provides the course content and hosts the course in its Blackboard Learning Management System (LMS) while the district provides the certified Michigan teacher.\n<h3>Building Capacity &amp; Solving District Challenges with Collaborative Partnerships<\/h3>\nThe collaborative partnerships model builds capacity of local district teachers to teach <em>Michigan Virtual<\/em> courses to local students, while solving many of the challenges expressed by educational stakeholders. Specifically, these partnerships provide more learning options and flexibility for students while providing an opportunity for local school district teachers to not only learn how to teach online but also to build their skill set to be district leaders championing this effort. The first step in the collaborative partnership is to work with the partner (school, district, ISD) to ensure that teachers chosen by the partner are screened using criteria demonstrated to be advantageous for teaching online. This process was developed and put in place to guide collaborative partners in their decision making regarding what teachers to assign to the online courses.\n\nCollaborative partners provide a web-link to all prospective teachers they would like to have participate in the Collaborative. In some instances, this is open to all teachers, and for others, the partner selects specific individuals. With the link, the local teacher has access to the Michigan Virtual Frontline system to apply for an online teaching opportunity through the Collaborative. With this application, candidates complete the HumanEx tool, which is a research-based tool found to be very accurate in predicting a teacher\u2019s capacity to be flexible and apply the skills needed to work well in an online environment. Once the application is submitted, an HR representative schedules a follow-up interview with a HumanEx screener. The follow-up interview is a series of research-based oral questions with clearly defined responses; the representative conducting the screening is looking for matches with the desirable responses. This provides further evidence of a teacher\u2019s likelihood of being successful as a teacher in an online environment.\n\nInformation for all applicants garnered from the HumanEx screener and oral interview are provided to the collaborative partner. Currently, determining who teaches the courses as part of the collaborative partnership is the exclusive decision of the partner. However, as the program expands and evolves, all parties would be better served to only consider those teachers who have demonstrated successful outcomes per the HumanEx screener and oral interview.\n<h3>Training Teachers in Collaborative Partner Districts<\/h3>\nOnce selected, instructors are provided an initial training in the systems that <em>Michigan Virtual<\/em> uses to facilitate online courses. This training, thus far, has consisted of a day-long face-to-face training in which the collaborative partnership coordinator and <em>Michigan Virtual<\/em> coaches meet onsite to train the teachers. The teachers are trained in the use of Blackboard and the Student Learning Portal, as well as introduced to strategies for effective online teaching (further explored in the follow-up virtual Onboarding course). Full-time <em>Michigan Virtual<\/em> teachers facilitate the face-to-face training and discuss best practices for online teaching.\n\nCollaborative teachers must meet the same standards of effective online teaching as <em>Michigan Virtual<\/em> instructors and are enrolled in the <em>Michigan Virtual<\/em> Instructor Onboarding course in the Blackboard LMS. The Instructor Onboarding course consists of ten online modules that introduce the new online teacher to essential elements of successful online instruction, including online organization, tools in a teacher\u2019s toolkit, communication, engaging students, meeting learners\u2019 needs, <em>Michigan Virtual<\/em> policies, creating learning environments in an online classroom, and connecting with students and colleagues. The course requires the new teacher to develop and submit practical materials for their courses, such as student welcome letters, course announcements, and supplemental learning resources. The course is facilitated by <em>Michigan Virtual <\/em>administrators and coaches and is approved for 21 SCECH credits. Prospective teachers must achieve a score of 90% in the course.\n\nFollowing successful completion of the course, collaborative teachers are paired with coaches who are veteran <em>Michigan Virtual<\/em> teachers. Coaches provide monthly newsletters with timely tips, strategies, and tools for teaching successfully online. Coaches are available to meet with Collaborative teachers on an on-going basis to provide additional assistance or guidance as needed. Once Collaborative teachers complete the <em>Michigan Virtual<\/em> Instructor Onboarding course, further training opportunities are provided by <em>Michigan Virtual<\/em> department leads and coaches via live webinars. The webinars are \u201cjust in time\u201d professional development sessions offered one to three times a month.\n\n<em>Michigan Virtual<\/em> holds events to continue supporting the Collaborative teachers. For example, at St. Clair County RESA, <em>Michigan Virtual<\/em> coaches, administrators, and teachers met for the ELEVATE conference, a day of professional development which included interactive sessions. Sessions focused on Relationship Building through Effective Feedback, Performing Classroom Walkthroughs, Engaging Students in the Online Classroom, Virtual Video Conferencing in the Online Classroom, and Blackboard Basics. The ELEVATE conference also provided sessions where Collaborative teachers, mentors, and coaches could work together and learn from each other. In coming years, as the Collaborative Partnerships Model grows, Collaborative teachers will also be invited to attend <em>Michigan Virtual<\/em>\u2019s Collaboration of the Minds annual professional development conference.\n\nAs new Collaborative teachers come onboard with their respective district, continual training takes place, as does ongoing training throughout the year based on the district\u2019s needs, which as is discussed below, vary considerably from district to district.\n<h3>Collaborative Partnerships: Offering Solutions and Future Directions<\/h3>\nAdapting the Collaborative Partnership Model to meet the unique needs of each district has emerged as a significant challenge. Districts have had varying motivation for entering the partnership and vastly different implementations. Simply speaking, the end goal is increasing the ability of local teachers to teach <em>Michigan Virtual<\/em> courses; however, local policies, programs, and processes require different strategies for achieving that goal. For instance, Gull Lake School District was interested in re-engaging the large number of homeschool students in their district. Through the collaborative partnership and offering high quality online courses, Gull Lake now has over 1,000 homeschool enrollments in their online courses.\n\nA second partner district, Unionville-Sebewaing, was interested in partnering with other small rural districts in their area to offer elective courses not previously possible for a single district to offer financially due to low overall enrollment numbers. These electives are now available to students in similarly-sized districts that would not otherwise have had access to the courses.\n\nPort Huron and St. Clair Shores were interested in allowing greater flexibility for their students and providing opportunities for students to participate in jobs, internships, sports, and other activities. Additionally, these districts had concerns over an online charter school that had recently begun enrolling students from local districts. Through the Collaborative Partnerships Model, the district was able to compete directly with the online charter while also offering increased opportunities for their students.\n\nFinally, Lake Shore Public Schools wanted to provide online learning opportunities to students in preparation for college and beyond. By having a trained Collaborative instructor in the building, they were able to offer online courses and also provide face-to-face support for students struggling in the new educational environment. Additionally, the Collaborative instructor allowed for more flexibility in learning, offering students options between fully online and blended.\n\nTo date, there are three single-district and one multi-district model, so growth is happening, albeit slowly and deliberately, given the unique needs of the collaborative partners. An administrator joined the <em>Michigan Virtual<\/em> team in the summer of 2018 to understand district needs and to facilitate partnerships for the 2019-20 school year and beyond.\n<h2>Credit Recovery Initiative<\/h2>\n<h3>Background on Michigan Virtual Credit Recovery<\/h3>\n<em>Michigan Virtual<\/em> has offered a full suite of high school courses to help students fulfill Michigan\u2019s core high school graduation requirements for a long time. Historically, the vast majority of students and schools enrolling in these online courses do so for reasons such as personal preference or scheduling. A small minority of students enroll in the traditional, full-length, teacher-facilitated online courses for credit recovery reasons; and, on average, these students have lower completion rates when compared with other students. Furthermore, typical online credit recovery programs rarely combine features such as diagnostic testing with the support and facilitation of certified and content-area endorsed teachers. For these reasons, <em>Michigan Virtual <\/em>chose to offer a unique credit recovery program that combined both of these features, along with additional wrap-around supports for students struggling academically.\n<h3>Overview of Current Michigan Virtual School Credit Recovery Programming<\/h3>\n<em>Michigan Virtual<\/em>\u2019s Essentials program for credit recovery was designed around six specific tenets: Diagnostic Testing, Mentor Training and Support, Evidence-based Instructional Models, Flexibility and Personalization, Highly Qualified <em>Michigan Virtual<\/em> Instructors, and Comprehensive Coverage of Michigan High School Graduation Requirements. Each is briefly described below.\n\nDiagnostic Testing. <em>Michigan Virtual<\/em>\u2019s Essentials courses only report student scores on end-of-unit level assessments. Diagnostic assessments at the start of the lesson give students the opportunity to advance immediately to the next unit. If a sufficient threshold is not obtained, students must complete lesson assignments and an end-of-unit assessment.\n\nMentor Training &amp; Support. Students enrolled in Essentials courses are also assigned a mentor \u2013 either a staff member employed by a local school district or the student\u2019s parent or guardian if the student is enrolled in a homeschool environment. Upon enrollment, mentors receive an invitation to enroll in a no-cost online course focused on mentoring students in Essentials courses via <em>Michigan Virtual<\/em>\u2019s Professional Learning Portal. An Outreach Coordinator employed by <em>Michigan Virtual<\/em> provides an additional layer of support to mentors.\n\nEvidence-based Instructional Models. <em>Michigan Virtual<\/em> partnered with a vendor to supply the Essentials course content based on a multi-faceted review. In addition to the course content, <em>Michigan Virtual<\/em> contracted with the vendor to (a) develop and supply practice tests for each unit in math and science courses; (b) provide personalized study paths in math skills aligned to elementary and middle school grade-level standards to address prerequisite gaps in math learning; (c) develop a goal-setting framework for students; and (d) provide multiple attempts to demonstrate mastery of assessed standards in each unit.\n\nFlexibility and Personalization. <em>Michigan Virtual<\/em> decided to offer a single school year long term of Essentials corresponding with typical school calendars that run from August through June and open entry opportunities for enrollment through the end of March, permitting students to enter an Essentials course as needed. An additional summer term to meet summer school needs ran from June through early August.\n\nHighly Qualified, <em>Michigan Virtual<\/em> Instructors. All instructors assigned to teach credit recovery Essentials courses hold active teaching certifications issued by the Michigan Department of Education and are endorsed in the grade level and subject area pertaining to the Essentials course title. Instructors are tasked with providing regular communication and guidance to enrolled students, monitoring student progress, grading student work, and communicating with mentors.\n\nComprehensive Coverage of Michigan High School Graduation Requirements. A total of 27 Essentials courses pertaining to Michigan\u2019s high school graduation requirements were adopted, representing four years of coursework in English Language Arts, four years of coursework in mathematics, three years of coursework in science, and two and half years of coursework in social studies.\n<h3>Outcomes of Credit Recovery Enrollments<\/h3>\nSeveral themes were identified as noteworthy for future years of implementation. One of the most significant pieces to emerge was recognizing local school mentor support as potentially one of the most important factors influencing student completion in Essentials courses. The degree that the mentor (a) felt comfortable with the course content and features, (b) ensured that students began by completing initial orientation activities, (c) actively monitored student progress (d) assisted in troubleshooting technology issues, and (e) stayed in communication with <em>Michigan Virtual<\/em>\u2019s instructors and Outreach Coordinator seemed to play a large part in the success of students enrolled in Essentials courses.\n\nMentor training and participation in outreach and training events seemed to also be very important; however, it certainly wasn\u2019t the only aspect influencing student success in the credit recovery course. The second highest pass-rate was for students with a mentor who did not complete the training or participate in outreach events; therefore, the team at <em>Michigan Virtual<\/em> explored other factors that may have contributed to student outcomes. Course length seemed to have an impact on student success; specifically, courses with three or fewer units generally had better overall pass rates than courses with four or more units. This was not altogether surprising given that <em>Michigan Virtual<\/em> received feedback from both instructors and mentors that the courses were very challenging, requiring levels of coursework that was perceived as more rigorous than in <em>Michigan Virtual<\/em>\u2019s PLUS courses or in face-to-face classrooms. Specifically, the mathematics courses were perceived as too long, and the mathematics required in the science courses were frequently above what students were capable of completing successfully.\n\nAdditionally, it seemed that physical location where students completed their online Essentials courses had an impact on their course outcomes. Students who completed their online course work in a face-to-face lab, completely or in conjunction with some remote work, were more successful on average than students who completed their online course entirely remotely. This is in line with other best-practices for online learning, which has suggested a dedicated lab space for students to complete their online course work.\n<h3>Challenges in Implementing Michigan Virtual\u2019s Essentials Program and Future Directions<\/h3>\n<em>Michigan Virtual<\/em> ran two pilots in the early stages of development of the Essentials program. The first pilot included a single high school. While the certified teacher was present in the course, the pilot lacked many of the wrap-around services described above and struggled with low overall completion rates, frequent changes in local personnel assigned to the mentor role, and lack of training in the components of the Essentials program. This pilot was valuable, however, in pointing <em>Michigan Virtual<\/em> toward the need to develop many of the wrap-around services.\n\nThe second pilot involved four high schools. Several of these changes and wrap-around services were deployed, and the scope and frequency of ongoing communication between mentors and <em>Michigan Virtual<\/em>\u2019s Outreach Coordinator were increased. The overall passing rate in this second pilot exceeded our organizational targets as well as the statewide average completion rate for students in online courses during the prior year.\n\nAs the Essentials program continues to evolve, several considerations remain, including (1) the impact of operating a single open-entry term in which students may have had anywhere from ten to 42 weeks to complete their courses; (2) other local environmental factors that have an impact on student success; and (3) re-evaluation of the adequacy of the vendor course content in particular subject areas.\n<h2>Middle School Bundles Initiative<\/h2>\n<h3>Meeting the Unique Needs of Middle Schools<\/h3>\nOpportunities to enroll in online courses at the high school level are well established and steadily increasing year after year. Middle schools, however, often find it difficult to fit standard, semester-length electives into their unique 6-, 9-, or 12-week exploratory rotational model of non-core offerings. Prior to implementing Middle School Bundles, <em>Michigan Virtual<\/em> offered only semester-length courses at the middle grades level in core subject areas of English Language Arts, Mathematics, Science, Social Studies, and World Languages, and only a single non-core course in Leadership Skills Development. Overall enrollments in these courses was low, compared to high school enrollments, and was stable, with little growth year over year. <em>Michigan Virtual<\/em>\u2019s Middle School Bundles were designed to meet the unique need at the middle grades level by providing an introduction to online learning through short, focused, and engaging segments related to a wide variety of topics that generally are not covered in a school\u2019s core curriculum.\n<h3>Overview of Current Michigan Virtual School Middle School Bundles<\/h3>\n<em>Michigan Virtual <\/em>located and partnered with a third-party vendor to provide content and a platform upon which to host curated bundles of short courses. Courses were selected within four themes: (a) Digital Literacy and Computer Programming, (b) Literacy Skills and Literature (including both a standard and \u201chonors\u201d track), (c) Positive Behavior Interventions and Support (PBIS), and (d) Skills for Successful Living. Each theme contains a menu of 15 to 25 short course options from which schools select a customized bundle to create full-length course offerings. Pre-selected bundles were also created in 6-, 9-, 12-, and 18-week formats to aid ease of use for schools. Enrollment numbers in the first year were low likely due to lack of awareness of the product and its novelty. Digital Literacy and Computer Programming ran both fall 2017 and spring 2018 with 28 enrollments per semester for a combined 56 enrollments. PBIS ran during fall 2017 with 24 enrollments and spring 2018 with only one enrollment. Pass rates were determined by local districts based on student completion of specific models assigned by the districts.\n<h3>Challenges in Middle School Bundles and Next Steps<\/h3>\nThe Middle School Bundles were first offered for the 2017-18 school year. The Digital Literacy and Programming and Positive Behavior Interventions and Support themes were most popular with schools. Three customized bundles were developed in partnership with local school districts in the 2017-18 school year. Enrollments are expected to increase for the 2018-19 school year as schools become aware of the opportunity and have more time to plan and arrange the bundles into their school\u2019s schedule. As enrollments increase so will feedback regarding the initiative, which will help to guide the program\u2019s continued improvement in future years.\n<h2>Conclusion<\/h2>\nWhile there were certainly challenges associated with each of the initiatives, and, in some cases, limited success, the first year of implementation provided valuable information to the <em>Michigan Virtual <\/em>team that allows for refinement of each of the models moving into the 2018-19 year. The Collaborative Partnerships Model is growing, albeit slowly, to fully support the needs of existing and new partner districts; &nbsp;the credit recovery initiative showed encouraging results and identified practical paths to improvement through the pilot process; and middle school bundles, while small in scale, were well received. <em>Michigan Virtual<\/em> will build on feedback from customers to offer solutions to meet school\u2019s needs.",
            "title": "2017-18 Michigan Virtual Initiatives: Collaborative Partnerships, Credit Recovery, and Middle School Bundles",
            "excerpt": "During the 2017-18 school year, Michigan Virtual implemented various new initiatives, including collaborative partnerships with Michigan districts, credit recovery courses, and middle school elective course bundles. Throughout the implementation of these three new initiatives, emphasis was placed on understanding the design and impact of the new models. What follows is a report on the three initiatives.",
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            "path": "\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-instructional-support\/",
            "author_id": 54,
            "timestamp": 1537761600,
            "content": "This report is being published simultaneously with another: <a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/\">Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Facilitation Support<\/a>.&nbsp; While we had originally planned on publishing a single report, we found that the report was too long and covered too much. As a result, we decided to publish two reports so we could maintain the level of rich description that we believe will help readers to understand students\u2019 experiences and perceptions better. This report focuses on on-site mentors\u2019 and online teachers\u2019 instructional efforts. These efforts required specific knowledge of the course content, online program, and course procedures. In contrast, the accompanying report focuses on on-site mentors\u2019 and online teachers\u2019 facilitating support that required more interpersonal and management skills and a general understanding of online learning.\n\nBoth reports start with nearly identical introductions, literature reviews, and method sections. However, the subsequent sections are unique for each report. In the Findings section, we provide a detailed, rich description of student perceptions and experiences with frequent direct quotes from students. In the Discussion and Recommendations section, we provide more concise summaries of the major findings followed by recommendations that are based on those findings.\n<h2>Introduction<\/h2>\nThis report is being published simultaneously with another: <a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/\">Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Facilitation Support<\/a>. Both reports start with nearly identical introductions, literature reviews, and method sections. However, the subsequent sections are unique for each report. In the Findings section, we provide a detailed, rich description of student perceptions and experiences with frequent direct quotes from students. In the Discussion and Recommendations section, we provide more concise summaries of the major findings followed by recommendations that are based on those findings.\n\nK-12 online learning has seen tremendous growth over the past two decades. The majority of online enrollments are used to supplement students\u2019 face-to-face courses for a variety of reasons, such as to recover previously failed course credits, access advanced placement or elective courses not offered at their school (especially in rural areas), resolve scheduling conflicts, and maintain a level of consistency in their learning that is not possible in a face-to-face environment due to health or personal safety issues.\n\nRegardless of students\u2019 motivations for enrolling, online courses should provide each student with a challenging learning experience that is within their \u201cregime of competence\u201d (Gee, 2004, p. 19). &nbsp;However, too often online students are asked to perform tasks without the level of support they require to be successful. These students can become frustrated to the point of giving up. Lowes and Lin (2015) explained that online students \u201cnot only need to learn a subject online but need to learn how to learn online\u201d (p. 18). There are three common challenges to learning to learn online.\n<ol>\n \t<li>High degree of flexibility. Typically, online students are provided more flexibility in when and where they work than what they have previously experienced in their traditional schooling. This flexibility can be especially problematic for adolescent students who tend to lack the metacognitive abilities to recognize and use effective learning strategies or the self-regulation skills needed to set and meet goals (Kereluik, 2013). Somewhat ironically, the very reason why many students enroll in online courses (the need for flexibility) also proves to be a major obstacle to successfully completing the course.<\/li>\n \t<li>Online communication.Although students may be accustomed to communicating socially with their friends online, they can feel uncomfortable communicating online with teachers and adults (Hendrex &amp; Degner, 2016). Communicating online for academic purposes also requires students to follow a different set of norms or netiquette which can prove to be a barrier to interacting and collaborating with peers online. The lack of non-verbal cues in most online communication can also cause students to misinterpret messages from their online teacher and develop a sense of isolation (Murphy &amp; Rodr\u00edguez-Manzanares, 2008; Borup, West, Thomas, &amp; Graham, 2014).<\/li>\n \t<li>Technological competence. Online learning requires a level of technological competence that face-to-face courses do not. For instance, face-to-face students do not need to be taught how to open the classroom door and walk into their classroom, but online students will likely need instructions for logging in and gaining access to their online course. Hillman, Willis, and Gunawardena (1994) explained that students\u2019 inability to use technology might prohibit them from successfully participating in online learning activities.<\/li>\n<\/ol>\nThese obstacles can appear especially insurmountable when online students lack the necessary support. Some online programs rely heavily on parents to play an active supportive role in their students\u2019 learning. However, parents commonly misunderstand the rigors of online learning \u2013 similar to their students \u2013 and have other time commitments that may prevent them from providing the level of support that students require (Hasler Waters, Borup, &amp; Menchaca, 2018).\n\nSome supplemental online programs \u2013 in Michigan, for instance \u2013 now require that each student be assigned an on-site mentor who works with the student in their brick-and-mortar school. On-site mentors are not meant to replace the online teacher but to enhance and support the work that online teachers are currently doing. On-site mentors\u2019 physical presence also allows them to provide types of support that are difficult for online teachers. More specifically, as the content experts, teachers are charged primarily with providing content-related support to students. Teachers are also responsible for assessing students\u2019 understanding of the course material and their ability to apply their understanding in authentic ways. On-site mentors are primarily charged with developing relationships with students and motivating them to engage fully in learning activities. Mentors are also charged with helping students develop the communication skills, organizational skills, and study skills to effectively learn online. When working with multiple students, mentors can also promote co-presence and collaboration (Harms, Niederhauser, Davis, Roblyer, &amp; Gilbert, 2006). &nbsp;Hannum, Irvin, Lei, and Farmer (2008) summarized that a teacher\u2019s primary responsibility is to teach the content, and mentors\u2019 primary responsibilities are to ensure \u201ceverything is working smoothly and order is maintained\u201d (p. 213). Harms et al. (2006) also explained that in practice there is \u201cconsiderable overlap\u201d between online teachers\u2019 and on-site mentors\u2019 facilitating efforts, and on-site facilitators can at times act as teachers and online teachers can act as facilitators.\n<h2>Previous and Current Research<\/h2>\nUnfortunately, little is known regarding how successfully mentors fulfill their responsibilities. In 2017, Michigan Virtual Learning Research Institute (MVLRI) published a report: <a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-successful-mentor-responsibilities\/\">Helping Online Students Be Successful: Mentor Responsibilities<\/a> (Borup &amp; Stimson, 2017). &nbsp;In that report, we interviewed 12 on-site mentors and 12 online teachers. The on-site mentors were sampled because they had high online student pass rates, and the online teachers were sampled based on the on-site mentors\u2019 recommendations. Each on-site mentor and online teacher then participated in two interviews. The interviewed teachers unanimously agreed that mentors played a critical role in students\u2019 learning but also found that the quality of mentoring varied greatly across schools. Interestingly, of the 12 sampled mentors, 11 worked with all or most of their students daily in a classroom or lab setting supporting previous research that has found a structured learning environment has a positive impact on student performance (Roblyer, Davis, Mills, Marshall, &amp; Pape., 2008). It was also found that these successful mentors adapted their efforts based on student\u2019s individual needs and the time of the semester. More specifically, mentors tended to focus the majority of their efforts on:\n<ul>\n \t<li>Orienting students to their online courses and establishing learning expectations.<\/li>\n \t<li>Supplying students with the required technology and materials.<\/li>\n \t<li>Troubleshooting technological issues.<\/li>\n \t<li>Building relationships with students.<\/li>\n<\/ul>\nMentors explained that by week 3 or 4, things \u201creally settled down\u201d and they could focus on:\n<ul>\n \t<li>Monitoring students\u2019 progress and levels of engagement.<\/li>\n \t<li>Motivating students to more fully engage in learning activities.<\/li>\n \t<li>Facilitating instructional support and collaboration.<\/li>\n<\/ul>\nToward the end of the semester, mentors again shifted their focus to:\n<ul>\n \t<li>Monitoring student progress closely and \u201cprodding\u201d students to complete the course.<\/li>\n \t<li>Proctoring final exams.<\/li>\n \t<li>Recording students\u2019 final grades.<\/li>\n<\/ul>\nWhile this research helped to identify the practices of effective mentors, it did not provide insights into how their students perceived these efforts. As the primary stakeholders, students\u2019 perceptions are particularly important in understanding what works. Furthermore, more attention is needed that focuses both on online teacher and on-site facilitator responsibilities. As a result, in this report we conducted eight focus groups with 51 students at three brick-and-mortar schools. &nbsp;More specifically, we asked students in the focus groups to share their perceptions and experiences regarding their online teachers\u2019 and on-site mentors\u2019 efforts and interactions with them.\n\nIn this report, we share and discuss student perceptions related to the more instructional responsibilities: &nbsp;(1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, and (3) instructing students regarding the course content. By separating the findings, we are able to describe student perceptions more richly on each topic. However, it is important to note that the topics discussed in this report can lay the foundation for most of the topics discussed in the other report, Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Facilitation Support (embed link to report): (1) facilitating interactions, (2) developing caring relationships, (3) motivating students to more fully engage in learning activities, and (4) organizing and managing student learning. The two reports focus on different types of knowledge and skills; this report also focuses on responsibilities that require specific knowledge of course content and procedures while the accompanying report focuses on more general responsibilities that require an understanding of how to communicate with and motivate others.\n<h2>Methods<\/h2>\nResearch was conducted in three Michigan brick-and-mortar schools where a sizable number of students were supplementing their face-to-face course work with online courses offered by Michigan Virtual School (MVS). MVS is a state-run virtual school that enrolled 10,426 students, constituting 22,643 course enrollments during the 2016-17 academic year. &nbsp;However, Michigan Virtual only constituted 10% and 4% of Michigan\u2019s total number of students and course enrollments respectively. While the online course pass rate in Michigan was only 55%, the pass rate for Michigan Virtual was 81% (Freidhoff, 2018).\n\nMichigan provided an especially interesting context for this research because Section 21f of Michigan Public Act No. 60 (2013) required local schools to provide on-site mentors to their students who are enrolled in online courses. However, Section 21f only stipulates that the on-site mentor \u201cmonitors the pupil\u2019s progress\u201d and be \u201cavailable for assistance to the pupil.\u201d Teachers, on the other hand, are charged with \u201cdetermining appropriate instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies and modifying lessons, reporting outcomes, and evaluating the effects of instruction and support strategies\u201d (Michigan Department of Education, 2018-19, 5-O-D-2 &amp; 5-0-D-3). <em>Michigan Virtual<\/em> teachers were also required to reply to messages and emails with 24 hours (M-F) and grade assignments with 72 hours (M-F) with the exception of English and AP which have a 96 hour response time due to assignment type. Following these directives, on-site mentors and online teachers have great leeway in how they actually work to fulfill their responsibilities. As a result, students can provide important insights into which practices they value most.\n\nFollowing a previous study where we sampled and interviewed on-site mentors at 12 successful schools (Borup &amp; Stimson, 2017), we sampled three of the 12 schools that had particularly engaged and supportive on-site mentors. We then conducted focus groups with students at each of the schools. Based on our sample, the purpose of this research was not to describe typical students\u2019 typical experiences. Instead, our goal was to learn what was possible, rather than what was typical. For this reason, findings from this research can provide insights, but the findings should not be generalized across different contexts.\n\nMentors took somewhat different approaches in inviting students to participate, but all four chose individuals who they felt would be forthcoming and honest with their feedback and feel comfortable interacting in a focus group. Students first responded to a survey where they indicated which type of support they received and who provided them with that support. Survey results indicated that support most frequently came from students\u2019 on-site mentors (see Appendix A). Following the survey, students participated in focus groups so that they could provide a richer description of their experiences and perceptions. Each focus group contained four to nine students and lasted 45-60 minutes. Two focus groups were conducted at two of the schools, and four focus groups were conducted at the third for a total of eight focus groups with 51 student participants: one freshman, seven sophomores, 11 juniors, and 32 seniors. Of the 32 seniors, 18 had taken online courses in previous semesters. Focus group recordings were transcribed and comments were coded into as many different categories as possible. Similar categories were then combined to identify the primary themes that were discussed in the focus groups. Pseudonyms were used when referring to specific students.&nbsp;Researchers also met several times throughout the analysis to discuss themes and resolve any disagreements in the coding. During the analysis we found that students tended to be more critical of their online teacher than their on-site mentors. To control for potential bias, the interview transcripts were carefully reviewed following the initial analysis to ensure the findings were consistent with student comments.\n<h2>&nbsp;Findings<\/h2>\n<h3>Advising<\/h3>\nStudents in four focus groups stated that before courses began, they sought guidance from a knowledgeable adult regarding whether enrolling in an online course was in their best interest, and, if so, which online course they should take. However, some students did not perceive a need to be advised on those issues. One student, Sharron, summarized her thought process to take an online class as, \u201cThere\u2019s an online class. Let\u2019s do it.\u201d Courtney added that she \u201cdecided all by [her]self\u201d and was \u201cjumping at the opportunity\u201d to take a specific elective course online because it was not offered locally. Other students turned to their local principal or counselor for advising because they \u201creally didn\u2019t know what [they] needed to take or how to fit it all in.\u201d Gina added that she received advising support from both her principal and her parents.\n\nStudents in two of the schools commented that their on-site mentor provided them with especially high levels of advising support. These on-site mentors seemed to be particularly helpful because they were familiar with students\u2019 goals and interests. Jason summarized, \u201cHe did help me figure it out because he kind of knew what I was already interested in and then just recommended different things that I could try.\u201d Sandy added that it was especially helpful when the on-site mentor \u201cwould have another student who took the class already to come and have a conversation with [her] about what to expect.\u201d &nbsp;In fact, one student, Wyatt, commented that his on-site mentor was \u201calmost...one of the [school] counselors sometimes, which is really nice.\u201d Other students were left to \u201csort of just guess on what...to take\u201d and would have preferred more detailed information about the available courses so that they could have made more informed decisions.\n<h3>Orienting and Troubleshooting<\/h3>\nOnce enrolled in an online course, online teachers and on-site mentors worked to orient students to the online learning environment and course expectations. Students in seven of the eight focus groups stated that they received orienting support from their online teacher and a module in their online course. The semester prior to conducting this research, Michigan Virtual placed a \u201cUnit 0\u201d in each of their online courses that helped students become familiar with the course expectations and LMS. Sandy described the unit as \u201ca slideshow of exactly what to do, how to message [the online teacher], how to access lessons, everything.\u201d Sage added that Unit 0 also had an assessment to \u201cmake sure that you can do [tasks] correctly\u201d that students had to pass before they could \u201cactually move on to [their] class content.\u201d The unit also contained course expectations regarding student behavior, effort, and workload. Blake added, \u201cAs far as expectations and requirements go \u2013 like plagiarism, cheating \u2013 they make sure they hammer that point home; that\u2019s not allowed.\u201d While Unit 0 appeared to be helpful, Sage found it to be a \u201clittle tedious once you\u2019ve taken multiple classes and you have to do it over and over again.\u201d\n\nStudents who had taken online courses in previous years found that Unit 0 reduced their dependency on others to orient them to the course. Kacee stated that before Unit 0, \u201cyou kind of had to learn it yourself, or [the on-site mentor] would explain it, and you could really go to him at any point.\u201d However, students still needed orienting support from their online teacher and on-site mentor. For instance, some online teachers created course announcements with more course-specific information and video tutorials. Online teachers also stressed the importance of following the course pacing guide to ensure an on-time completion of the course. While some students found the announcements and video tutorials to be \u201ckind of cool,\u201d Cole admitted that the course homepages \u201calways have a bunch of messages\u201d that he \u201cnever read.\u201d\n\nStudents also found that teachers were available when they had questions but an online teacher \u201cwasn\u2019t by our side telling us, instructing us how to do it.\u201d For that reason, students tended to turn to their on-site mentor for more immediate assistance. Students in all eight focus groups stated that their on-site mentor provided them with orienting support. In fact, twice as many student comments were coded in relation to their mentor than in relation to their online teacher or online module providing them with orienting support. Students commented that they were able to get assistance from their on-site mentors \u201cright away\u201d because their mentor \u201calways was willing to help.\u201d When asked who he turned to for support, Roger stated, \u201cIf I really didn't know how to do something, I would just ask [my on-site mentor.] He'd just show me right away. I just get it from there.\u201d Stephanie\u2019s on-site mentor actually \u201cwent through some of Unit 0\u201d with her. Lastly, students appreciated it when their on-site mentor helped them to secure resources such as ordering books and setting up webcams.\n\nOn-site mentors also provided students with whole group support, similar to what was provided in Unit 0. For instance, some on-site mentors created presentations that \u201cwent through the expectation of being on time, and coming to class, and if you\u2019re sick or something, maybe doing it at home.\u201d Adam also recalled that \u201ceffectively the message was\u2026 \u2018This is a class that\u2019s really easy to slack off in, and if you do that, you will fail.\u2019\u201d More specifically, on-site mentors stressed the need to follow the pacing guide \u201cbecause otherwise you\u2019re going to regret it later in the semester.\u201d In fact, Rick explained that his mentor recommended that students \u201cstay a week ahead of the pacing guide...so if there's something that goes wrong and you have to redo something.\u201d Sandy added that her mentor \u201cencourages printing off the pacing guide\u201d so that students could more easily and frequently check their progress. The on-site mentors also showed students how to use the LMS. Brooke shared, \u201cThe first classes, he always explains how [the LMS] works. He goes through everything and shows you the steps to use it.\u201d Beth also explained that her on-site mentor provided her with \u201ca packet of step-by-step how to get online and how to sign in\u201d and placed \u201cthis little sticky note on the computer that reminds you what URL to use to get to the website in case you ever forget.\u201d &nbsp;Sage also shared that it \u201chelped [her] a lot\u201d when her on-site mentor asked \u201cseniors who'd already been in online programs...to help [her] through it.\u201d\n\nStudents in six of the eight focus groups stated that they turned to their on-site mentor for technological support \u2013 especially at the start of the semester. However, students in three focus groups found that their on-site mentor was ineffective at troubleshooting some of their technological issues. For instance, Sage explained that it \u201ctook about a week probably to figure out\u2026[how] to get the cameras to hook up to our computers.\u201d Students tended to turn to the online teacher when they needed technological assistance with online programs outside of the LMS. However, waiting to get technological assistance took frustratingly long. Adam stated,\n\nBecause for the students that aren't as familiar with the systems that we're using, it would be nice if we could ask questions and have them on the spot answered rather than trying to message my instructor and having to wait a whole day to get a response back. And it's not her fault that it takes that long, it's just, I'm sure she answers as quickly as she can. It's just, the fact still remains it takes all day. It just would be nice if we could have a little bit more on the spot tech help because a tech issue can shut you down for the entire day.\n<h3>Instructing<\/h3>\nStudents commonly required support while working on assignments. Blake explained,\n\n[Online teachers] definitely offer their help. It\u2019s definitely there if you need it. I\u2019ve emailed my teacher several times, turning something in, have an issue with something, they always offer their help but I think it\u2019s just a matter of if you need it.\n\nCynthia was enrolled in a sign language course and found that the teacher did \u201ca good job of explaining things\u201d and \u201cwould change her directions to make them more clear for [her students].\u201d Another student in the sign language course, Sage, recalled feeling \u201cawkward at first signing in front of people\u201d and appreciated the direction from her online teacher to \u201cpretend they\u2019re not there.\u201d However, few students actually shared times when they received personalized instructional support prior to submitting an assignment. Kacee found that in online courses \u201cyou can't really ask those questions\u2026. You can't get the information you want.\u201d &nbsp;Similarly, Raymond who was enrolled in a pre-calculus course, found it difficult to ask the online teacher specific questions in an email about \u201chow to solve x equation\u201d so his \u201cfirst course of action would either be to look up a YouTube video on how to solve the equation, maybe ask a peer...or go ask one of the math teachers down the hallway.\u201d Lisa also recalled that a friend enrolled in a language course had \u201cto look up different apps to learn the language\u201d because \u201cthe guides that [the online teacher] give them does not really help.\u201d At the time, Lisa remembered thinking to herself, \u201cUm, I\u2019m pretty sure the instructor is supposed to do that [for you].\u201d\n\nThe majority of teachers\u2019 instructional support appeared to have come in the form of feedback from the students\u2019 point of view. Nolan explained that the feedback he received was especially helpful because it helped him to \u201cknow what to work on for [his] next assignment.\u201d Similarly, Alexis found that when she would submit \u201creally detailed\u201d papers, the online teacher gave her \u201creally specific instructions on how to do better and how to include information in a different way.\u201d Rick added that the critical feedback he received was still delivered in a \u201creally positive\u201d manner, \u201cIt's not, \u2018You did this wrong, fix it immediately.\u2019 It's more of, \u2018Here's how you did it wrong. I can see what you were going for and how that works, but it works better this way.\u2019\u201d Some teachers went as far as providing students with feedback via audio or video recordings. Brooke shared, \u201cFor my sign language course, she leaves video comments and tells me what to fix, and that\u2019s really helpful so I know how to do it better.\u201d\n\nWhile most of the students\u2019 comments regarding teacher feedback was positive, students in half of the focus groups also found that there was great disparity among teachers and the quality and quantity of the feedback that they provided. Angela stated,\n\nI feel like each class is different because with one of my classes my teacher says to me, \u201cYou did good on this, but you can work on this for your next assignment,\u201d but then my other class, they don't give you anything, so you don't know what to improve upon.\n\nBrooke also expressed frustration because she \u201cdidn\u2019t get anything back [on her] writing assignments so [she] didn\u2019t know if they were good or bad.\u201d Other students found that they received high or perfect scores and generic \u201cGood job!\u201d comments on work they actually put very little effort into completing, making them question how closely teachers actually read their work. For instance, Alexis\u2019s teacher told her \u201cGreat job!\u201d and gave her \u201c100%\u201d on papers she believed she \u201cdid terrible on\u201d because she \u201cwas just restating the same facts over and over just to reach the length requirement.\u201d Holly summarized, \u201cThere's definitely big extremes between the feedback.\u201d\n\nWhile they are not content experts, students in two focus groups stated that on-site mentors occasionally assisted them on projects. &nbsp;For instance, Madalyn\u2019s on-site mentor would review her work in a Mathematics of Finance course to \u201cmake sure [she would] have the answers right\u201d before she turned them in. &nbsp;Beth described witnessing her peer who \u201cstruggles with math all the time\u201d receive regular support from their on-site mentor, which resulted in her \u201cgetting [a] 100%\u201d because of their mentor\u2019s assistance. A couple of students stated that their reasons for asking on-site mentors for help dealt more with having better access to their mentors, as well as having a closer relationship with them. Angela said, \u201cI will email my instructor...it just takes days,\u201d so she seeks out her on-site mentor as well because \u201che usually helps me until we figure out a solution.\u201d Similarly, John believed that his \u201cprevalent relationship\u201d with his mentor influenced his choice to ask for assistance. Despite a few instances, the students did not report receiving consistent instructional assistance from on-site mentors, which reflects the fact that instruction is not their role.\n<h2>Discussion and Recommendations<\/h2>\nThe methods used and the relatively few student participants prevent these findings from being generalized to all settings. For instance, these mentors were specifically sampled because they were highly successful, and they are not likely representative of the typical mentoring that occurs in brick-and-mortar schools across Michigan or elsewhere. As a result, a more inclusive method of sampling would likely result in different findings. The findings from this research help to show what is possible while also identifying areas for improvement. In that spirit, in this section we will discuss the findings from this research and make recommendations that may help these and other schools ensure that students are receiving the support they need to be successful online.\n<h3>Advising<\/h3>\n<strong><em>Finding summary:<\/em><\/strong> When deciding whether they should enroll in an online course and, if so, which online course they should take, some students explained they did not turn to a mentor or counselor for assistance. In fact, some students did not appear to put much thought into their decisions at all. For instance, Sharron explained that her only thought process was, \u201cThere\u2019s an online class. Let\u2019s do it.\u201d\n\n<strong><em>Recommendation:<\/em><\/strong> While some students\u2019 confidence stems from actual ability, other students may misjudge the rigors of learning online and their ability to be successful. We recommend online providers create online advising platforms that (1) help students understand the rigors of online learning and (2) walk them through the process of selecting an online course that matches their goals and needs. To Michigan Virtual\u2019s credit, they have created the <a href=\"http:\/\/olot.mivu.org\/\">Online Learning Orientation Tool<\/a> (OLOT) that includes four sections, one entitled \u201cKnowing What to Expect.\u201d Michigan Virtual also provides students with the <a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\">Online Learner Readiness Rubric<\/a> that rates students\u2019 readiness on eight skills and attributes. However, students did not mention these tools in the focus group, and the resources may have more use if they were displayed more prominently on the <em>Michigan Virtual<\/em> website. Furthermore, neither tools supported students in deciding which specific online course they should take.\n\n<strong><em>Finding summary:<\/em><\/strong> When considering if they should take an online course, students in two of the three schools reported that they received a high level of support from either their on-site mentor, counselor, or administrator. Furthermore, these adults helped students make decisions regarding specific course enrollments. This type of support appeared especially valuable because these adults commonly were already aware of students\u2019 interests and academic needs. Furthermore, one on-site mentor facilitated discussions between students who were new to online learning and experienced online students to help students make more informed decisions.\n\n<strong><em>Recommendation:<\/em><\/strong> While providing students with advising tools and resources is important, in some cases they should not replace actual in-person meetings with advisors, such as on-site mentors, counselors, and administrators. As highlighted in a previous report (Borup, Chambers, &amp; Stimson, 2017), parents can also provide important support. Whoever advises students, they should have a solid understanding of the rigors of online learning and the skills and supports required for students to be successful. The advisor should also work to understand students\u2019 interests and aptitude to successfully learn online. Tools such as OLOT and the Online Learner Readiness Rubric can aid advisors in fulfilling their responsibilities. Advisors should also be given the space and time to advise individual students.\n<h3>Orienting and Troubleshooting<\/h3>\n<strong><em>Finding summary:<\/em><\/strong> All students were required to complete \u201cUnit 0\u201d that was placed at the start of all courses. \u201cUnit 0\u201d required students to perform tasks that were intended to ensure they could perform essential tasks in the LMS. It also helped them understand the challenges of learning online and meet those challenges more effectively. Students found \u201cUnit 0\u201d to be helpful and believed that it reduced their dependency on their online teacher and on-site mentor. The only drawback was that it became \u201ca little tedious once you\u2019ve taken multiple classes and you have to do it over and over again.\u201d\n\n<strong><em>Recommendation:<\/em><\/strong> Online providers should consider creating and requiring online orientations similar to \u201cUnit 0.\u201d Providers may consider adopting a digital badging system that awards students with a badge or other credential that shows they have successfully completed \u201cUnit 0.\u201d With a badging system in place, students would not have to go through the \u201ctedious\u201d process of completing the same unit \u201cover and over again.\u201d Instead, they could simply present their badge to certify they had successfully completed the unit previously and start the actual course units. Furthermore, digital badges can be issued with an expiration date so programs can require students to retake the orientation unit if there has been a lapse in their online learning.\n\n<strong><em>Finding summary: <\/em><\/strong>While \u201cUnit 0\u201d helped to orient students to the online learning platform and expectations, students still found online teacher and on-site mentor orientation efforts helpful. Specifically, most students appreciated teacher announcements and orientation videos that discussed unique aspects of their specific course and\/or specific units. Students also appreciated it when their on-site mentor demonstrated specific aspects of the LMS in person.\n\n<strong><em>Recommendation:<\/em><\/strong> While orientation modules can prove helpful to students, they are not sufficient to orient all students to all courses. Rather than relying on a \u201cone-size-fits-all\u201d orienting approach, online teachers and on-site mentors should still work to orient individual students who need additional support.\n\n<strong><em>Finding summary:<\/em><\/strong> Students commonly encountered technological issues at the start of the semester and were frustrated at how long it took to resolve them. Students found that they had to turn to their online teacher for help with most issues which could take \u201ca whole day to get a response back.\u201d\n\n<strong><em>Recommendation:<\/em><\/strong> Especially at the start of the semester, \u201cmore on-the-spot tech help\u201d could help students be successful. This could come from the local school but also from the online course provider.\n<h3>Instructing<\/h3>\n<strong><em>Finding summary: <\/em><\/strong>The majority of instruction that students received came from online teachers in the form of assignment feedback. The students also perceived a great disparity in the quality of feedback they received from online teachers. Students were frustrated when they would only receive simple \u201cGood work!\u201d comments on projects that took considerable effort to complete.\n\n<strong><em>Recommendation:<\/em><\/strong> Teachers should recognize the importance of feedback and work to ensure that students\u2019 efforts are specifically recognized and corrected, when necessary, in ways that allow students to improve their performance. Teachers should be offered professional development that helps them provide students with effective feedback more efficiently \u2013 especially on projects that require considerable student effort and cannot be assessed by an automated grading system. What constitutes effective feedback is surprisingly under researched. Eraut (2006) summarized, \u201cwe need more feedback on feedback\u201d (p. 118). Hattie (2009) also found that \u201csome types of feedback are more powerful than others\u201d (p. 174). As a result, simply increasing the amount of feedback is not enough. If they are going to have an impact on students\u2019 learning, teachers must increase the right kinds of feedback that they provide to students. Defining quality feedback can be difficult but our review of the literature identified three attributes of quality feedback:\n<ul>\n \t<li>Content: the feedback needs to be specific and grounded in the student\u2019s performance. Specifically, it needs to recognize what students did well as well as how the student\u2019s performance can improve.<\/li>\n \t<li>Delivery: feedback should be provided in a way that is respectful and motivates students to improve. In fact, feedback is \u201can important component for building a strong student-instructor connection\u201d (Boling et al., 2012, p. 121).<\/li>\n \t<li>Timing: students tend to ignore feedback when it is not prompt.<\/li>\n<\/ul>\nSome research has also found that online teachers can efficiently provide students with highly detailed feedback using audio or video feedback recordings (West, Jay, Armstrong, &amp; Borup, 2017). Online program administrators should also work to observe and evaluate the feedback that teachers offer students. Feedback is understandably time consuming and difficult to do well but can have a major impact on students\u2019 learning.\n\n<strong><em>Finding summary:<\/em><\/strong> When students needed instructional support while completing assignments, they found it difficult to obtain immediate support from their teachers. It was also a challenge to ask teachers some questions via email \u2013 students\u2019 primary mode of communication with their teacher. &nbsp;As a result, students tended to turn to their on-site mentors for assistance, even though they were not content experts. One student summarized that it is \u201cjust easier to ask someone in person.\u201d Other students searched for online resources, including videos, that would help them complete assignments.\n\n<strong><em>Recommendation:<\/em><\/strong> Online programs should explore cost-effective options that would make content experts more readily available during the regular school hours. Supplemental programs can rely heavily on part-time online teachers who teach face-to-face during the day, preventing &nbsp;them from being accessible during school hours when many students are working and need their assistance the most. In high need courses such as math, supplemental programs may consider employing on-call content experts who may not be the students\u2019 teacher but who can assist with student inquiries and refer questions to the actual course teacher when they are unable to assist.\n<h2>Conclusion<\/h2>\nAs online learning continues to expand, it is important that we carefully examine the types of supports that students require. Rose, Smith, Johnson, and Glick (2015) stated, \u201cRather than \u2018Is online learning right for me?\u2019 students [and other stakeholders] should be asked, \u2018What support systems do [students] need to be successful in online learning?\u2019\u201d (p. 75). The student focus group participants agreed that their online teacher and on-site mentor each had important support roles. As a result, online teachers and on-site mentors should be provided the time and professional development that will help ensure they are able to support students successfully. It is important for online and brick-and-mortar administrators to remember that successful online teachers and on-site mentors are \u201cmade not born\u201d (Roblyer, 2006).\n\nOnline teachers and on-site mentors both have important instructional and facilitating responsibilities. In this report we focused on instructional responsibilities; the accompanying report (Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Facilitation Support (embed link to report)), focused on facilitating responsibilities. Instructional responsibilities can be even greater in online courses because, as Lowes and Lin (2015) explained, \u201cstudents not only need to learn a subject online but need to learn how to learn online\u201d (p. 18). Students relied most heavily on their online teachers to provide them with feedback and instructional support in order to learn the course subject; whereas, students relied on their on-site mentors to share their expertise in how to learn online by advising students on course enrollments and orienting them to online learning expectations and the LMS. Recognizing the importance of orienting students to the online environment, Michigan Virtual recently added \u201cUnit 0\u201d to all of their online courses and required that students perform specific tasks in the LMS. \u201cUnit 0\u201d helped to alleviate some orienting responsibilities, but on-site mentors still worked to orient students to the LMS both in large groups and one-on-one. Students also turned to online teachers for support in learning the content. However, they perceived that many teachers were unable to provide them with immediate or even timely assistance. As a result, students tended to ask their on-site mentors for instructional support or would search for online resources. Similarly, when students encountered technological issues, they turned to their online teacher for assistance which could take frustratingly long to receive. As a result, we recommend that online programs seek strategies that would provide students with more immediate content and technological support.\n<h2>References<\/h2>\nBoling, E. C., Hough, M., Krinsky, H., Saleem, H., &amp; Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. <em>The Internet and Higher Education<\/em>, <em>15<\/em>(2), 118\u2013126. <a href=\"https:\/\/doi.org\/10.1016\/j.iheduc.2011.11.006\">https:\/\/doi.org\/10.1016\/j.iheduc.2011.11.006<\/a>\n\nBorup, J., Chambers, C. B., &amp; Stimson, R. (2017). Helping online students be successful: Parental engagement. Michigan Virtual Learning Research Institute. Retrieved from <a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/\">https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-parental-engagement\/<\/a>\n\nBorup, J., &amp; Stimson, R. (2017). Helping online students be successful: Mentor responsibilities. Lansing, MI. Retrieved from <a href=\"https:\/\/media.mivu.org\/institute\/PDF\/helping-students-mentors-responsibilities.pdf\">https:\/\/media.mivu.org\/institute\/PDF\/helping-students-mentors-responsibilities.pdf<\/a>\n\nBorup, J., West, R. E., &amp; Graham, C. R. (2012). Improving online social presence through asynchronous video. <em>The Internet and Higher Education, 15<\/em>(3), 195\u2013203. <a href=\"https:\/\/doi.org\/10.1016\/j.iheduc.2011.11.001\">https:\/\/doi.org\/10.1016\/j.iheduc.2011.11.001<\/a>\n\nEraut, M. (2006). Feedback. <em>Learning in Health and Social Care<\/em>, <em>5<\/em>, 111\u2013118. <a href=\"https:\/\/doi.org\/doi:10.1111\/j.1473-6861.2006.00129.x\">https:\/\/doi.org\/doi:10.1111\/j.1473-6861.2006.00129.x<\/a>\n\nGee, J. P. (2008). Good video games + good learning: Collected essays on video games, learning and literacy. Washington, D.C.: Peter Lang Publishing.\n\nHannum, W. H., Irvin, M. J., Lei, P., &amp; Farmer, T. W. (2008). Effectiveness of using learner-centered principles on student retention in distance education courses in rural schools. <em>Distance Education, 29<\/em>(3), 211\u2013229. <a href=\"https:\/\/doi.org\/10.1080\/01587910802395763\">https:\/\/doi.org\/10.1080\/01587910802395763<\/a>\n\nHarms, C. M., Niederhauser, D. S., Davis, N. E., Roblyer, M. D., &amp; Gilbert, S. B. (2006). Educating educators for virtual schooling: Communicating roles and responsibilities. <em>The Electronic Journal of Communication, 16<\/em>(1 &amp; 2). 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Supporting online AP students: The rural facilitator and considerations for training. <em>American Journal of Distance Education, 30<\/em>(3), 133\u2013144. <a href=\"https:\/\/doi.org\/10.1080\/08923647.2016.1198194\">https:\/\/doi.org\/10.1080\/08923647.2016.1198194<\/a>\n\nHillman, D. C., Willis, D. J., &amp; Gunawardena, C. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. <em>American Journal of Distance Education, 8<\/em>(2), 30\u201342.\n\nKereluik, K. (2013). <em>Scaffolding self-regulated learning online: A study in high school mathematics classrooms<\/em> (Doctoral dissertation). Retrieved from ERIC (ED563952)\n\nLowes, S., &amp; Lin, P. (2015). Learning to learn online: Using locus of control to help students become successful online learners. <em>Journal of Online Learning Research, 1<\/em>(1), 17\u201348.\n\nMichigan Department of Education. (2018). 5-O-A: Virtual learning, distance learning, &amp; independent study. In <em>Pupil accounting manual<\/em> (pp. 5-O-D-2 \u2013 5-O-D-3). Lansing, MI: Author. Retrieved from <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/2018-19_Pupil_Accounting_Manual_628112_7.pdf\">https:\/\/www.michigan.gov\/documents\/mde\/2018-19_Pupil_Accounting_Manual_628112_7.pdf<\/a>\n\nMichigan Public Act \u00a7 No. 60. (2013). Retrieved from <a href=\"http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/htm\/2013-PA-0060.htm\">http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/htm\/2013-PA-0060.htm<\/a>\n\nMurphy, E., Rodr\u00edguez-Manzanares, M. a., &amp; Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. <em>British Journal of Educational Technology, 42<\/em>(4), 583\u2013591. <a href=\"https:\/\/doi.org\/10.1111\/j.1467-8535.2010.01112.x\">https:\/\/doi.org\/10.1111\/j.1467-8535.2010.01112.x<\/a>\n\nRoblyer, M. D., Davis, L., Mills, S. C., Marshall, J., &amp; Pape, L. (2008). Toward practical procedures for predicting and promoting success in virtual school students. <em>American Journal of Distance Education, 22<\/em>(2), 90\u2013109.\n\nRoblyer, M. D. (2006). Virtually successful: Defeating the dropout problem through online programs. The Phi Delta Kappan, 88(1), 31\u201336.\n\nRose, R. M., Smith, A., Johnson, K., &amp; Glick, D. (2015). Ensuring equitable access in online and blended learning. In T. Clark &amp; M. K. Barbour (Eds.), <em>Online, blended, and distance education in schools: Building successful programs<\/em> (pp. 71\u201383). Sterling, VA: Stylus Publishing.\n\nWest, R., Jay, J., Armstrong, M., &amp; Borup, J. (2017). \u201cPicturing them right in front of me\u201d: Guidelines for implementing video communication in online and blended learning. <em>TechTrends, 61<\/em>, 461-469.\n<h2>Appendix A<\/h2>\nOn the survey students first reported if they received specific support indicators. Once they selected the support indicators that they received, students reported if the support came from their online teacher and\/or on-site mentor.\n<table>\n<thead>\n<tr>\n<th width=\"433\">Support Indicators<\/th>\n<th width=\"47\">Total\n(n=)<\/th>\n<th width=\"79\">Mentor\n(n=)<\/th>\n<th width=\"65\">Teacher\n(n=)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"433\">Checked in with you to make sure you were working hard to complete assignments.<\/td>\n<td width=\"47\">61<\/td>\n<td width=\"79\">51<\/td>\n<td width=\"65\">22<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Checked your grades\/progress regularly.<\/td>\n<td width=\"47\">59<\/td>\n<td width=\"79\">49<\/td>\n<td width=\"65\">27<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Gave you course materials.<\/td>\n<td width=\"47\">56<\/td>\n<td width=\"79\">49<\/td>\n<td width=\"65\">19<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Explained things to you when you had questions.<\/td>\n<td width=\"47\">55<\/td>\n<td width=\"79\">37<\/td>\n<td width=\"65\">41<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Showed you how to use Blackboard.<\/td>\n<td width=\"47\">52<\/td>\n<td width=\"79\">39<\/td>\n<td width=\"65\">28<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Reviewed the policies and expectations for learning online.<\/td>\n<td width=\"47\">45<\/td>\n<td width=\"79\">31<\/td>\n<td width=\"65\">35<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Helped you if you were having computer or internet problems.<\/td>\n<td width=\"47\">45<\/td>\n<td width=\"79\">36<\/td>\n<td width=\"65\">12<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Motivated you to complete assignments.<\/td>\n<td width=\"47\">44<\/td>\n<td width=\"79\">36<\/td>\n<td width=\"65\">22<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Provided you with feedback on your assignments (before or after they were submitted).<\/td>\n<td width=\"47\">44<\/td>\n<td width=\"79\">11<\/td>\n<td width=\"65\">40<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Made sure that you had a place to study.<\/td>\n<td width=\"47\">43<\/td>\n<td width=\"79\">37<\/td>\n<td width=\"65\">9<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Helped you to gain the skills you needed to successfully learn online.<\/td>\n<td width=\"47\">41<\/td>\n<td width=\"79\">32<\/td>\n<td width=\"65\">29<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Helped you set goals for completing assignments.<\/td>\n<td width=\"47\">40<\/td>\n<td width=\"79\">25<\/td>\n<td width=\"65\">29<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Helped you learn how to communicate with others online<\/td>\n<td width=\"47\">32<\/td>\n<td width=\"79\">10<\/td>\n<td width=\"65\">30<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Helped you decide which online course(s) to enroll in.<\/td>\n<td width=\"47\">31<\/td>\n<td width=\"79\">30<\/td>\n<td width=\"65\">7<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Helped you create a study schedule.<\/td>\n<td width=\"47\">24<\/td>\n<td width=\"79\">10<\/td>\n<td width=\"65\">18<\/td>\n<\/tr>\n<tr>\n<td width=\"433\">Helped you to work with other students on assignments.<\/td>\n<td width=\"47\">23<\/td>\n<td width=\"79\">15<\/td>\n<td width=\"65\">13<\/td>\n<\/tr>\n<\/tbody>\n<tfoot>\n<tr>\n<th colspan=\"2\" width=\"480\">Total:<\/th>\n<th width=\"79\">498<\/th>\n<th width=\"65\">381<\/th>\n<\/tr>\n<\/tfoot>\n<\/table>",
            "title": "Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Instructional Support",
            "excerpt": "In this report, we share and discuss student perceptions related to online teachers and on-site mentors\u2019 instructional responsibilities that required knowledge of the online program and course content: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, and (3) instructing students regarding the course content.",
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            "content": "For the past eight years, I have served as the Online Learning Coordinator, Online Mentoring Teacher, and Credit Recovery Coordinator at Coopersville Area Public Schools. In addition to these roles, I also teach business and technology classes and oversee our school\u2019s senior internship program. While I clearly wear many hats throughout the day, I take great pride in being able to spend quality time with my online learners and provide them with the support that they need.\n\nWhen students have first determined to take an online course, I help them identify possible course options and complete the enrollment process with them. This can sometimes be time consuming and confusing and requires knowledge of different enrollment and learning platforms from different providers. Throughout their time enrolled in online courses, I work directly with students until they complete their course work with all of these programs. This includes specific, set times to meet with my students as well as occasional, unannounced check-ins when I can tell there might be an issue that needs to be discussed. I believe what makes a successful online learning program is the establishment of relationships with your students. Students often tell me that they trust me because I am friendly with them and talk to them about more than just their academics. Sometimes they even see me as a peer who is invested in their success; they\u2019ve also told me that they want to succeed because they don\u2019t want to let me down.\n\nWith regard to program structures and protocols, I believe it is necessary that a dedicated space be provided for students to work on their online courses and that students receive mentor support throughout their course. While I am often physically present in the space where students are working, I try not to be simply a monitor; I actively converse with students about their coursework and find opportunities where I can help and provide support. I also allow a fair amount of freedom within the room, allowing students to listen to music on their headphones and converse with one another about their coursework as long as they are staying on task. I remind them that while they have the ability to work at their own pace, trying to cram weeks worth of work into the final days of an online course is neither fun nor productive.\n\nAnother important component of successful mentoring is partnering with online teachers to help your students to be successful. A good mentor bridges the online instructor directly to students and is supportive of both the student and online instructor. Additionally, it is critical to include parents in your students\u2019 online learning experience. Their support is vital in helping students be successful. Parents having just a basic understanding of how online learning works and where they can offer support can go a long way.\n\nMentoring online learners has been a very rewarding experience for me. I enjoy the challenges and opportunities that online learning has provided and love to help my students achieve success in their online course and prepare for success later in life.",
            "title": "Building Relationships",
            "excerpt": "This is the seventh in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected].",
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            "path": "\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-facilitation-support\/",
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            "content": "<h2>Introduction<\/h2>\nThis report is being published with the report, <a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-instructional-support\/\">Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Instructional Support<\/a>. Both reports start with nearly identical introductions, literature reviews, and method sections. However, the subsequent sections are unique for each report. In the Findings section, we provide a detailed, rich description of student perceptions and experiences with frequent direct quotes from students. In the Discussion and Recommendations section, we provide more concise summaries of the major findings followed by recommendations that are based on those findings.\n\nK-12 online learning has seen tremendous growth over the past two decades. The majority of online enrollments are used to supplement students\u2019 face-to-face courses for a variety of reasons, such as to recover previously failed course credits, access advanced placement or elective courses not offered at their school (especially in rural areas), resolve scheduling conflicts, and maintain a level of consistency in their learning that is not possible in a face-to-face environment due to health or personal safety issues.\n\nRegardless of students\u2019 motivations for enrolling, online courses should provide each student with a challenging learning experience that is within their \u201cregime of competence\u201d (Gee, 2004, p. 19). &nbsp;However, too often online students are asked to perform tasks without the level of support that they require to be successful. These students can become frustrated to the point of giving up. Lowes and Lin (2015) explained that online students \u201cnot only need to learn a subject online but need to learn how to learn online\u201d (p. 18). There are three common challenges to learning to learn online.\n<ol>\n \t<li>High degree of flexibility<em>.<\/em> Typically, online students are provided more flexibility in when and where they work than what they have previously experienced in their traditional schooling. This flexibility can be especially problematic for adolescent students who tend to lack the metacognitive abilities to recognize and use effective learning strategies or the self-regulation skills to set and meet goals (Kereluik, 2013). Somewhat ironically, the very reason many students enroll in online courses (the need for flexibility) also proves to be a major obstacle to successfully completing the course.<\/li>\n \t<li>Online communication. Although students may be accustomed to communicating socially with their friends online, they can feel uncomfortable communicating online with teachers and adults (Hendrex &amp; Degner, 2016). Communicating online for academic purposes also requires students to follow a different set of norms and etiquette (or netiquette) which can prove to be a barrier to interacting and collaborating with peers online. The lack of non-verbal cues in most online communication can also cause students to misinterpret messages from their online teacher and develop a sense of isolation (Murphy &amp; Rodr\u00edguez-Manzanares, 2008; Borup, West, Thomas, &amp; Graham, 2014).<\/li>\n \t<li>Technological competence. Online learning requires a level of technological competence that face-to-face courses do not. For instance, face-to-face students do not need to be taught how to open the classroom door and walk into their classroom, but online students will likely need instructions for logging in and gaining access to their online course. Hillman, Willis, and Gunawardena (1994) explained that students\u2019 inability to use technology might prohibit them from successfully participating in online learning activities.<\/li>\n<\/ol>\nThese obstacles can appear especially insurmountable when online students lack the necessary support. Some online programs rely heavily on parents to play an active supportive role in their students\u2019 learning. However, parents commonly misunderstand the rigors of online learning \u2013 similar to their students \u2013 and have other time commitments that may prevent them from providing the level of support that students require (Hasler Waters, Borup, &amp; Menchaca, 2018).\n\nSome supplemental online programs now require that each student be assigned an on-site mentor who works with the student in their brick-and-mortar school. On-site mentors are not meant to replace the online teacher but to enhance and support the work that online teachers are currently doing. On-site mentors\u2019 physical presence also allows them to provide types of support that are difficult for online teachers. More specifically, as the content experts, teachers are primarily charged with providing students with content-related support. Teachers are also responsible for assessing students\u2019 understanding of the course material and their ability to apply their understanding in authentic ways. On-site mentors are primarily charged with developing relationships with students and motivating them to engage fully in learning activities. Mentors are also charged with helping students develop the communication skills, organizational skills, and study skills to effectively learn online. When working with multiple students, mentors can also promote co-presence and collaboration (Harms, Niederhauser, Davis, Roblyer, &amp; Gilbert, 2006). Hannum, Irvin, Lei, and Farmer (2008) summarized that a teacher\u2019s primary responsibility is to teach the content, and mentors\u2019 primary responsibilities are to ensure \u201ceverything is working smoothly and order is maintained\u201d (p. 213). Harms et al. (2006) also explained that, in practice, there is \u201cconsiderable overlap\u201d between online teachers\u2019 and on-site mentors\u2019 facilitating efforts, and on-site facilitators can at times act as teachers and online teachers can act as facilitators.\n<h2>Previous and Current Research<\/h2>\nUnfortunately, little is known regarding how successfully mentors fulfill their responsibilities. In 2017, <em>Michigan Virtual Learning Research Institute<\/em><sup>\u00ae <\/sup>(<em>MVLRI<\/em><sup>\u00ae<\/sup>) published a report <a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-successful-mentor-responsibilities\/\">Helping Online Students Be Successful: Mentor Responsibilities<\/a> (Borup &amp; Stimson, 2017). In that report, we interviewed 12 on-site mentors and 12 online teachers. The on-site mentors were sampled because they had high online student pass rates, and the online teachers were sampled based on the on-site mentors\u2019 recommendations. Each on-site mentor and online teacher then participated in two interviews. The interviewed teachers unanimously agreed that mentors played a critical role in students\u2019 learning but also found that the quality of mentoring varied greatly across schools. Interestingly, of the 12 sampled mentors, 11 worked with all or most of their students daily in a classroom or lab setting, supporting previous research that has found a structured learning environment has a positive impact on student performance (Roblyer, Davis, Mills, Marchall, &amp; Pape, 2008). It was also found that these successful mentors adapted their efforts based on each student\u2019s individual needs and the time of the semester. More specifically, mentors tended to focus the majority of their efforts on:\n<ul>\n \t<li>Orienting students to their online courses and establishing learning expectations.<\/li>\n \t<li>Supplying students with the required technology and materials.<\/li>\n \t<li>Troubleshooting technological issues.<\/li>\n \t<li>Building relationships with students.<\/li>\n<\/ul>\nMentors explained that by week 3 or 4, things \u201creally settled down\u201d and they could focus on:\n<ul>\n \t<li>Monitoring students\u2019 progress and levels of engagement.<\/li>\n \t<li>Motivating students to more fully engage in learning activities.<\/li>\n \t<li>Facilitating instructional support and collaboration.<\/li>\n<\/ul>\nToward the end of the semester, mentors again shifted their focus to:\n<ul>\n \t<li>Monitoring student progress closely and \u201cprodding\u201d students to complete the course.<\/li>\n \t<li>Proctoring final exams.<\/li>\n \t<li>Recording students\u2019 final grades.<\/li>\n<\/ul>\nWhile this research helped to identify the practices of effective mentors, it did not provide insights into how their students perceived these efforts. As the primary stakeholders, students\u2019 perceptions are particularly important in understanding what works. Furthermore, more attention is needed that focuses both on online teacher and on-site facilitator responsibilities. As a result, in this report we conducted eight focus groups with 51 students at three brick-and-mortar schools.&nbsp;More specifically, we asked students in the focus groups to share their perceptions and experiences regarding their online teachers\u2019 and on-site mentors\u2019 efforts and interactions with them.\n\nIn this report, we focus findings related to on-site mentor and online teachers\u2019 facilitating efforts: (1) facilitating interactions, (2) developing caring relationships, (3) motivating students to more fully engage in learning activities, and (4) organizing and managing student learning. In the accompanying report, <a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-instructional-support\/\">Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Instructional Support<\/a>, (Borup, &amp; Stimson 2017), we share and discuss student perceptions of responsibilities related to instruction: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, and (3) instructing students regarding the course content. By separating the findings, we are able to describe more richly student perceptions on each topic. It is important to note that the topics discussed in this report can lay the foundation for most of the topics discussed in the other report. The accompanying report focuses on responsibilities that require specific knowledge of course content and procedures while this report focuses on more general responsibilities that require an understanding of how to communicate with and motivate others.\n<h2>Methods<\/h2>\nResearch was conducted in three Michigan brick-and-mortar schools where a sizable number of students were supplementing their face-to-face course work with online courses offered by <em>Michigan Virtual<\/em>. <em>Michigan Virtual<\/em> offers a state-run virtual school that enrolled 10,426 students, constituting 22,643 course enrollments during the 2016-17 academic year. However, <em>Michigan Virtual<\/em> only constituted 10% and 4% of Michigan\u2019s total number of students and course enrollments respectively. While the online course pass rate in Michigan was only 55%, the pass rate for <em>Michigan Virtual School<\/em> was 81% (Freidhoff, 2018).\n\nMichigan provided an especially interesting context for this research because Section 21f of Michigan Public Act No. 60 (2013) required local schools to provide on-site mentors to their students who are enrolled in online courses. However, Section 21f only stipulated that the on-site mentor \u201cmonitors the pupil\u2019s progress\u201d and be \u201cavailable for assistance to the pupil.\u201d Teachers, on the other hand, were charged with \u201cdetermining appropriate instructional methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing intervention strategies and modifying lessons, reporting outcomes, and evaluating the effects of instruction and support strategies\u201d (Michigan Department of Education, 2018-19, 5-O-D-2 &amp; 5-0-D-3). <em>Michigan Virtual<\/em> teachers were also required to reply to messages and emails with 24 hours (M-F) and grade assignments with 72 hours (M-F) with the exception of English &amp; AP which have 96 hours due to assignment type. Following these directives, on-site mentors and online teachers have great leeway in how they actually work to fulfill their responsibilities. As a result, students can provide important insights into which practices they value most.\n\nFollowing a previous study where we sampled and interviewed on-site mentors at 12 successful schools (Borup &amp; Stimson, 2017), we sampled three of the 12 schools that had particularly engaged and supportive on-site mentors. We then conducted focus groups with students at each of the schools. Based on our sample, the purpose of this research was not to describe typical students\u2019 typical experiences. Instead, our goal was to learn what was possible, rather than what was typical. For this reason, findings from this research can provide insights but the findings should not be generalized across different contexts.\n\nMentors took somewhat different approaches in inviting students to participate, but all four chose individuals who they felt would be forthcoming and honest with their feedback and feel comfortable interacting in a focus group. Students first responded to a survey where they indicated which type of support they received and who provided them with that support. Survey results indicated that support most frequently came from students\u2019 on-site mentors (see Appendix A). Following the survey, students participated in focus groups so that they could provide a more rich description of their experiences and perceptions. Each focus group contained four to nine students and lasted 45-60 minutes. Two focus groups were conducted at two of the schools, and four focus groups were conducted at the third for a total of eight focus groups with 51 student participants: one freshman, seven sophomores, 11 juniors, and 32 seniors. Of the 32 seniors, 18 had taken online courses in previous semesters. Focus group recordings were transcribed and comments were coded into as many different categories as possible. Similar categories were then combined to identify the primary themes that were discussed in the focus groups. Pseudonyms were used when referring to specific students.&nbsp;Researchers also met several times throughout the analysis to discuss themes and resolve any disagreements in the coding. During the analysis we found that students tended to be more critical of their online teacher than their on-site mentors. To control for potential bias, the interview transcripts were carefully reviewed following the initial analysis to ensure the findings were consistent with student comments.\n<h2>Findings<\/h2>\n<h3>Facilitating Communication<\/h3>\nStudents expressed a wide range of emotions and experiences regarding their interactions with their online teachers. Some students were comfortable contacting their online teachers. In fact, Angela felt that it was comfortable contacting an online teacher because \u201cit really can\u2019t be awkward because it\u2019s not face-to-face.\u201d &nbsp;Selena added, \u201cThey\u2019re not physically there so it can\u2019t be socially awkward.\u201d Some students, such as Kami, also found that teachers adequately responded to their needs because \u201cyou can always message the instructor and get what you need.\u201d However, students sometimes had to wait longer than they expected to receive online teachers\u2019 responses. Kevin shared, \u201cShe\u2019s probably on lunch some of the days because she doesn\u2019t respond as quick as I had hoped she would.\u201d &nbsp;Steven added that the online teacher typically \u201cgot back with [him] within 24 hours.\u201d Sophia did not seem to mind having to wait for a response and appreciated the ability to message the online teacher at any time of the day, \u201cThe great thing about online is if you\u2019re having problems with an assignment, you can email your teacher and actually go on to the next assignment depending on what course you take.\u201d Overall, students had to learn to \u201cbe patient and wait\u201d when communicating with an online teacher.\n\nStudents in all eight focus groups described positive and negative aspects of their communication with their instructors. However, the negative comments were nearly double the positive comments. Students\u2019 frustration and dissatisfaction largely stemmed from their feeling that they had to wait too long for a response. While most teachers responded within 24 hours, at times students would have to stop working when questions arose and wait until the next day\u2019s lab time before they could work on the course. Jessica explained, \u201cIt's kind of frustrating because I also can't skip ahead because it might be something essential that I need to know.\u201d Furthermore, four students shared that teachers \u201cwouldn\u2019t adhere\u201d to the 24-hour response time guideline. For instance, Louis stated, \u201cI think the main problem that you have with [online teachers] is just their response time...I've had up to three to four days where they didn't respond.\u201d Madalyn added that online teachers\u2019 slow response time made her feel she was \u201cjust bugging them\u201d so she did not \u201cask a lot of questions like [she] should.\u201d\n\nStudents in six of the eight focus groups stated that they struggled somewhat communicating with teachers via email. Holly explained, \u201cI don't really like communicating email-wise, and that's pretty much all you do. It's something to get used to.\u201d One thing that students had \u201cto get used to\u201d was communicating in a more formal way as Holly shared, \u201cYou can\u2019t just shoot [the online teacher] an email, like a one-liner, \u2018Hey, how do I do this,\u2019... It\u2019s a lot more formal.\u201d David added that \u201ctrying to ask a certain question can get a little tedious.\u201d\n\nWhile students had mixed perceptions and experiences communicating with their online teacher, students were positive when speaking about their communication with their on-site mentor. Whenever possible, students would turn to the on-site mentor for assistance because they saw it as a much more efficient and comfortable process. Landon shared, \u201cYou could just walk in their class, ask them a question, and they'll have an answer for you.\u201d Furthermore, students believed that their on-site mentors enjoyed communicating with them. Angela explained, \u201cHe is so happy to help all the time\u2026 He loves helping in any way he can\u2026 I will gladly go to him for help.\u201d &nbsp;Unlike emailing the online teacher which could be time-consuming and \u201ctedious,\u201d students found that their interactions with the on-site mentor to be comfortable and natural.\n\nHowever, when students were not learning in a lab setting, it could prove difficult to communicate with the on-site mentor. Stella had a unique perspective because she was enrolled in two courses. In one she was required to work in a lab, and the other allowed her to work in the library when she was \u201cahead of pace.\u201d She shared, \u201cI go into the library, but then it's hard to find [the on-site mentor] whenever I need to; whereas in the lab, he [the mentor] sits right in front of me and I can ask him anything.\u201d Similarly, Katie added, \u201cIn the library, I normally have to go and look around the school for him. It's kind of hard to do.\u201d &nbsp;On-site mentors were even less accessible when students were working from home because students \u201cdon't have [the mentor] obviously at [their] house.\u201d\n\nNot only did students\u2019 on-site mentors effectively facilitate communication with students, students in six of the eight focus groups also described times when their on-site mentor helped to facilitate student-teacher communications. In describing his on-site mentor, Wyatt shared, \u201cHe's very willing to talk with your teacher on your behalf...and so a lot of times he's communicating with our teacher just as much as we are, I think, if we're having issues.\u201d Kacee stated that knowing the online teacher and on-site mentor were communicating about her learning was \u201cnice but also weird at the same time.\u201d\n<h3>Building Relationships<\/h3>\nThere was some indication that teachers were able to form close, positive relationships with these students. Of the focus group participants, perhaps Beth was able to form the closest relationship with an online teacher:\n\nI ask my teacher a lot of questions. I email my teacher all the time, trying to schedule stuff, and then when I have problems with an assignment, or when I submit an assignment she'll comment on it and be like, \"You did really good at this.\" She asks a lot of questions too, so she'll [ask], \"Oh, how did you do that?\" So we'll email back and forth just about personal stuff, just getting to know each other, just talking about the assignments. That's nice. It's really good to communicate.\n\nSelf-disclosure seemed to help these students to see their teacher as \u201ca real person.\u201d For example, Stephanie\u2019s Spanish teacher would say things such as \u201cHey, I can\u2019t be teaching today because my daughter\u2019s sick\u201d which made Stephanie think \u201cOh, he is a real person. He has kids.\u201d &nbsp;Kacee added, \u201cMy teachers use bitmojis in their announcement boards, so I\u2019m like, \u2018Oh, they\u2019re friendly.\u2019\u201d She also enjoyed it when the teacher facilitated social communication by asking students to participate in \u201ca little discussion board where we told each other what we dressed up as for Halloween and what we\u2019re doing for Thanksgiving and Christmas to keep it more social.\u201d Kacee believed that the social interactions actually had academic implications \u201cbecause it makes it a lot easier if you need help. You can just message one of the other students in the course even if they don\u2019t go to your school.\u201d\n\nHowever, for every student comment that was positive there were nearly two stating that students\u2019 interactions with their online teacher lacked meaningful social interaction. Beth summarized that online teachers \u201cjust don't put an effort towards that.\u201d &nbsp;For instance, Gina explained, \u201cMy online teacher doesn't really communicate with me unless I get something wrong, and then she says, \u2018Oh, you're missing points here. You can fix it,\u2019 and I fix it.\u201d Similarly, Stella believed that her online teachers \u201cdon't interact with you unless they need to.\u201d The lack of social interaction made it difficult for students to fully trust their online teacher. Rick summarized, \u201cSo you can trust them to be fair with grading the work, but not really in relation to other things.\u201d &nbsp;Sandy added that she was less likely to follow the direction of the online teacher because \u201cIt\u2019s just a stranger telling me that.\u201d Some students went as far as saying \u201cIt feels like you\u2019re talking to a robot.\u201d Tanner added, \u201cThey\u2019re robots that help me.\u201d\n\nWhile students generally did not feel like they were able to develop positive relationships with online teachers, it is also important to note that some students did not feel a need to form those types of relationships. Harper stated that \u201cthere isn\u2019t much of a need [to build a relationship] beyond grading what you submit.\u201d In fact, Stella believed it \u201cmight be weird\u201d if the online teacher messaged her to say \u201cHi, how you doing?\u201d Sandy added that she had a teacher who \u201ckept asking us questions about our lives\u201d and would share family photos and give \u201cupdates about her life and in the discussion boards sometimes use real life examples.\u201d Sandy found attempts at these types of social communication \u201ckind of weird because you\u2019ve never met them.\u201d Students in one focus group argued that it was more important to form close relationships with their on-site mentor than with the online teacher because they \u201csee [their mentor] at least four out of five days a week\u201d whereas they could \u201cgo the entire year without having to email or talk to [their online teacher].\u201d Furthermore, they acknowledged that their relationship with on-site mentors was more important because they saw them throughout their high school years, \u201cwhereas every online class has a different teacher.\u201d In reference to her relationship with the online teacher, Sandy asked, \u201cWhat\u2019s the point of building the relationship? They\u2019re not really going to get to know you that well, and you\u2019re not gonna have them possibly ever again.\u201d\n\nStudents shared that they were able to form \u201cway better\u201d relationships with their on-site mentor because they regularly communicated face-to-face. Students also recognized their on-site mentors\u2019 attempts to get to know them personally. Roger said, \u201c[My on-site mentor] walks around all day talking to all different kids about how we're doing even outside of our class, so he tries to get to know everyone to build trust with them.\u201d Similarly, Sage stated that her communication with her mentor was not \u201csuperficial...he\u2019ll actually ask \u2018How is your day going?\u2019 and he\u2019ll actually mean it.\u201d Furthermore, Levi found that, \u201cEveryone likes [the mentor] because he just connects to you on a personal level and he doesn\u2019t care who you are, how popular you are, whatever.\u201d\n\nCynthia added that on-site mentors could recognize non-verbal cues and know when she was \u201chaving an off day at school, and they\u2019ll come talk to me. But with online [teachers], they can\u2019t see and so they don\u2019t know that.\u201d &nbsp;Over time, students seemed to find that they formed close caring relationships due to their mentors\u2019 friendly and positive demeanor. For instance, students at one school stated that their on-site mentor was \u201cvery, very personal,\u201d \u201csuper friendly,\u201d and \u201cone of the nicest faces here.\u201d Another student went as far to say, \u201cI definitely feel like he's my friend but also my mentor.\u201d\n<h3>Monitoring and Motivating Student Progress<\/h3>\nOne area where students shared more about their relationship with or expectations for their online teachers was in providing information specifically related to activity in their courses. Students in five of the focus groups commented on their perception that teachers regularly monitored their progress in the course. John explained, \u201cI feel like they monitor your grades as much as a normal teacher would \u2013 they have to. A major part of their job is just grading the work.\u201d Sage added that she knew her teacher was monitoring her progress in the course because she regularly received personalized messages acknowledging her efforts. Similarly, Madalyn recalled that her online teacher would send her \u201cprogress reports every couple of weeks\u201d and would email her when her \u201cgrades are getting low or anything.\u201d\n\nIn contrast to Madalyn\u2019s experience, students in seven of the eight focus groups did not believe that their online teacher monitored their progress because their teachers did not contact or try to motivate them when they had fallen behind. For instance, Raymond was \u201cgetting a fairly good grade\u201d and did not receive personalized emails about his progress, indicating that teachers may have focused their efforts on underperforming students. However, Rick admitted that he \u201cjust kind of forgot that [he] had the class\u201d and did not hear from his teacher until the middle of the semester. The experience made him ask, \u201cDoes [my online teacher] even know that I\u2019m not doing it at that moment?\u201d Similarly, Sharron recalled turning in work after being four weeks behind, \u201cThe instructor didn\u2019t care [that I had fallen behind], they just graded everything and were like, \u2018good work\u2019 but nothing was mentioned of it, that I even fell that far behind.\u201d Jessica also tended to work in spurts with long gaps of inactivity in between but believed that the online teacher \u201cdidn\u2019t really pay attention\u201d to her progress because he never asked her, \u201cWhy are you on such a weird schedule?\u201d\n\nIn one focus group, Bob stated that he believed that the nature of online courses actually afforded teachers more time than face-to-face teachers to monitor students\u2019 progress and learning. However, Sandy countered, \u201cI feel like they monitor our grades maybe more, but I feel like they care less about what the grade is.\u201d Similarly, Sandy stated, \u201cI don\u2019t really get a lot of motivation from my actual teacher.\u201d Even when online teachers recognized students\u2019 progress (or lack thereof) and sent students motivational messages, their efforts appeared to have little impact on students. Rick found that encouraging statements such as \u201cYou\u2019re doing good,\u201d felt \u201cmore like a set response than a motivator.\u201d Madalyn added that teachers could be more motivational if they \u201chave better communication skills.\u201d\n\nIn contrast to their perceptions of their online teacher, students believed that their on-site mentor closely monitored their progress and effectively motivated them to engage more fully in learning activities. Students shared that the on-site mentor also closely monitored their grades and met with students regularly to discuss their progress. These meetings could take different forms and could be with a group of students or one-on-one and could be scheduled or impromptu. Beth stated, \u201cEvery Friday, she looks through grade reports\u2026. Then she goes around the room, comes by you, and says, \u201cHey, you\u2019re here. You have this percent so you have this and this and this due to get [caught] up.\u201d &nbsp;Adam, who admitted that he was \u201cnot responsible enough to check [his progress] for [him]self,\u201d appreciated her \u201chelpful checkups\u201d with his on-site mentor because they helped to \u201cmake sure that [he was] up to date.\u201d Bob believed that his mentor \u201cwill constantly track your progress\u201d and Cole elaborated, \u201cHe\u2019ll just call you up for a minute, \u2018So how\u2019s it going? You\u2019re working on your course.\u2019 He always checks in.\u201d Kacee added, \u201cNot to mention, even though you think it's irritating, he'll pull you out of other classes to see how you're doing.\u201d\n\nStudents also found that their mentors effectively motivated them to more fully engage in learning activities. In part, this motivation was a result of their relationship with the on-site mentor. Bob shared, \u201cSince he is so invested in our lives, even personal lives,...you respect him in that way. You also want to do your work, just naturally want to do it.\u201d &nbsp;Mentors also used a combination of rewards and punishments to engage students. While a few \u201creally self-motivated\u201d students claimed that their mentor\u2019s efforts were unnecessary, most students valued their mentors\u2019 motivational efforts. For instance, students explained that their mentor would \u201cget on your case\u201d when they were behind but also \u201cgives you incentives.\u201d For instance, Angela shared that if you are caught up in the course \u201cyou can leave, you have freedom...but if you\u2019re behind you have to stay back and catch up.\u201d\n\nAt times mentors also contacted parents to motivate students. Kacee explained that because online courses used a different platform than the local face-to-face courses, \u201cparents don\u2019t really check on there to see [their students\u2019 grades].\u201d As a result, parents were commonly unaware that students were behind and could \u201cget mad\u201d when the mentor contacted them. Kacee told that she was unaware that her mentor had contacted her parent until she went home and her mom said, \"Go do your online [course.]... I know you're behind\u2026. Do it at the kitchen table.\"\n<h3>Organizing and Managing<\/h3>\nOne safeguard in place to help ensure online students\u2019 success is their recurring lab time. Lab time is an opportunity for students to work on their assignments and projects while the on-site mentor is close by for assistance. Students in all eight focus groups reported that they believed learning in a lab under the on-site mentor\u2019s supervision was important and often integral to student success. Cynthia explained:\n\nI think it\u2019s important for you to have a set amount of time to work on your class. If you\u2019re not a self-motivated person, then [lab time] is set right there for you. Maybe it\u2019s not perfect for everybody, [but] for me it\u2019s really good [because] I might not have time at home to do it, so then I have time at school.\n\nStephanie believed \u201cthe lab is good because you\u2019re under the eyes of the mentor and your fellow classmates. You just kind of feel the drive to [tell yourself], \u2018Oh, I need to be working on it.\u2019 It helps you stay focused on what you need to be getting done.\u201d Raymond reiterated that, \u201csociologically speaking, seeing other people doing their work makes you want to. It\u2019s just that peer to peer thing...you naturally follow along.\u201d\n\nRoger added that \u201cit\u2019s helpful to be around other students,\u201d which was often echoed by others. According to Selena, \u201cI think [lab time is important] because you\u2019re surrounded by people who are somewhat dedicated to learning [and] being in the environment of having a mentor or a teacher around...it\u2019s quieter [and] eliminates a lot of distractions.\u201d Lab time is \u201ca nice space\u201d and is \u201cvery well-respected\u201d in Charles\u2019 recollection. He said, \u201cWe usually keep quiet and have everybody learn their own stuff\u201d instead of \u201cdistract[ing]\u201d each other, and if there were any of those distractors, their \u201cmentor [would] tell them to be quiet and focus.\u201d Students added that working in a lab setting allowed on-site mentors to closely monitor their behavior because they were \u201calways there.\u201d Katie explained that her on-site mentor would correct off-task behavior, \u201cIf you\u2019re sitting in there playing on your phone, then he\u2019ll come up and approach you.\u201d\n\nAmong the participants, the general consensus was that lab time provided them with opportunities to complete work that might not be finished at home. Students saw lab time as an important part of their school day. However, a few students who were independently motivated to complete the work believed they would be successful without lab time.\n<h2>Discussion and Recommendations<\/h2>\nThe methods used and the relatively few number of student participants prevent these findings from being generalized to all settings. For instance, these mentors were specifically sampled because they were highly successful, and they are not likely representative of the typical mentoring that occurs in brick-and-mortar schools across Michigan or elsewhere. As a result, a more inclusive method of sampling would likely result in different findings. The findings from this research help to show what is possible while also identifying areas for improvement. In that spirit, in this section we will discuss the findings from this research and make recommendations that may help these and other schools ensure that students are receiving the support they need to be successful online.\n<h3>Facilitating Communication<\/h3>\n<strong><em>Finding summary:<\/em> <\/strong>While students almost universally found their on-site mentor to be responsive, friendly, and easy to talk to, students expressed a wide range of perceptions and experiences regarding their interactions with online teachers. Unlike face-to-face interaction, communicating via email with their online teacher was less familiar and more difficult. The lack of communication cues and the nature of asynchronous communication made it more comfortable for some students to contact their online teachers via email than actually speaking to a teacher face-to-face. Some students also found that their online teachers were responsive enough to their emails even though they had to \u201cbe patient and wait\u201d for their teacher\u2019s response. However, most students found at least some of their communication with online teachers frustrating. Students\u2019 frustration stemmed from what they perceived as their online teachers\u2019 long response time, sometimes having to wait over 24 hours for answers to their questions. Some students also believed that their online teacher did not want to communicate with them and must feel that students were \u201cjust bugging them.\u201d Lastly, students felt somewhat unsure communicating via email which was viewed as \u201ca lot more formal\u201d mode of communication than how they typically communicated online.\n\n<strong><em>Recommendation:<\/em><\/strong> While students\u2019 perceptions were likely influenced by their experiences communicating with their online teacher, it is also likely that their perceptions were influenced by their expectations and needs. As a result, two students could react differently to the same online teacher communication. While <em>Michigan Virtual <\/em>had a policy that all student inquiries would be responded to within 24 hours, Monday-Friday, four students\u2019 perceptions suggest that not all instructors followed that policy all the time. While these types of negative experiences appeared to be infrequent, they seemed to erode those students\u2019 trust. Understandably, emails can be easily buried in inboxes and not fully attended to by well-intentioned instructors. In fact, this is such a common issue for all email users that Gmail recently added a \u201cnudging\u201d feature that recognizes when a question is being asked in an email and then brings that email back to the top of the inbox when the email has not been responded to after a certain amount of time with a brightly colored \u201cReply?\u201d. This type of nudging is not yet readily available for non-Gmail accounts; but as these new types of features become common, it may make lost emails less common. For now, online teachers can better communicate expectations by creating automated replies to emails when they are not able to respond. In the messages, teachers can communicate when they will be responding to emails and invite students to email them again if they do not receive a response within that time. Online programs \u2013 whether it is an outside provider or offered through the district \u2013 may also consider instituting office hours when online teachers are available for more synchronous types of communication. Some teachers may also benefit from professional development focused on practical strategies for efficiently communicating with students. While policies that help to ensure a 24-hour response time are helpful, they appeared to be insufficient for students who were unable to progress without first receiving assistance from their teacher. As a result, we recommend programs explore policies and strategies that help students to receive responses faster. Lastly, online teachers should work to nurture a welcoming online persona recognizing that students may be hesitant or unsure how to email.\n<h3>Building Relationships<\/h3>\n<strong><em>Finding summary: <\/em><\/strong>Students believed that they were able to form \u201cway better\u201d relationships with their on-site mentor than their online teacher. Students found that they were able to develop these relationships through regular face-to-face communication and their on-site mentor\u2019s attempts to get to know them personally. Students also believed that their on-site mentors welcomed their communication and responded in a friendly manner. One student went as far to say, \u201cI definitely feel like he's my friend but also my mentor.\u201d In contrast, few students believed that they were able to form relationships with their online teachers. While online teachers\u2019 shared personal information about themselves with students, the majority of students still found that their interactions with teachers were not social enough to form relationships. One student went as far to say, \u201cIt feels like you\u2019re talking to a robot.\u201d It is also important to note that students commonly stated that they believed it was less important to form relationships with their online teachers and believed that it was more important to form relationships with the on-site mentor because that relationship would extend beyond the duration of a single course.\n\n<strong><em>Recommendation: <\/em><\/strong>On-site mentors should recognize the important role that they play in students\u2019 online learning and invest the time to establish caring student relationships that can extend into future semesters. While students in this research did not feel a high need to develop relationships with online teachers, it is important to remember that the student participants in this research had highly engaged mentors and students with less engaged mentors may feel a greater sense of isolation and be more appreciative of student-teacher relationships. In other words, students may only need to form relationships with one adult, regardless of the role. Because mentors\u2019 level of engagement can vary widely across schools, online teachers should still work to communicate in ways that allow students to see them as \u201creal\u201d people who care about their success inside and outside of the course. Establishing an online social presence can be challenging, and professional development may help online teachers do so effectively. Nevertheless, teachers\u2019 time may be best spent focusing on building relationships with students at brick-and-mortar schools who do not have particularly active mentors. Research examining students\u2019 perceptions at brick-and-mortar schools without an active mentor would provide additional insights.\n<h3>Monitoring and Motivating<\/h3>\n<strong><em>Finding summary:<\/em><\/strong> Students found that their on-site mentors closely monitored their progress and commonly met with them to review their performance and set progress goals. When students were not fully engaged in learning activities or were not maintaining adequate progress, mentors employed a combination of rewards and punishments to engage students. While some students also believed that online teachers monitored their progress \u2013 possibly even more than face-to-face teachers \u2013 others did not believe that their progress was being closely monitored because their online teacher did not contact them when their progress was erratic or they lagged far behind the pacing guide. Furthermore, some students took it as a sign of indifference on the part of the online teacher when they did not proactively contact students to motivate them to engage more fully in learning activities. Sandy explained, \u201cI feel like they monitor our grades maybe more [than face-to-face teachers], but I feel like they care less about what the grade is.\u201d Stella summarized, \u201cI don't get any words back from instructors. It's [my on-site mentor] who kicks my butt if I'm behind.\u201d\n\n<strong><em>Recommendation:<\/em><\/strong> On-site mentors should closely monitor student progress and meet with students regularly to review their performance and set progress goals. We also recommend that online schools establish teacher-student communication policies that require online teachers to contact students and the student\u2019s on-site mentor when they fall significantly behind the pacing guide. Many programs, like <em>Michigan Virtual\u2019s<\/em>, only provide students with pacing guidelines \u2013 not deadlines. While maintaining flexible pacing is important, by checking in with students, teachers demonstrate that they care about students\u2019 learning and may actually have a stimulating effect on some students.\n<h3>Organizing and Managing<\/h3>\n<strong><em>Finding: <\/em><\/strong>Students were appreciative of having an organized space to work that was managed by the on-site mentor. In fact, students found that it played a major factor in their success. Being in the presence of the on-site mentor and peers who were working on course assignments helped students stay focused. When students did get off task, the on-site mentor was there to correct and manage their behavior.\n\n<strong><em>Recommendation:<\/em><\/strong> As explained earlier, previous research has found that online students who work in a lab setting are significantly more likely to pass their courses than those who do not (Roblyer, Davis, Mills, Marchall, &amp; Pape, 2008). As a result, we highly recommend that, when possible, schools establish a schedule for and a learning space where students can work on their online courses and where their on-site mentors can fulfill their important and extensive responsibilities. That said, we also recognize that a lab setting is not always desirable for students who have shown themselves to be self-regulated learners or who are taking an online course specifically to make room in their schedule for other face-to-face courses. When students are not learning in a lab environment, on-site mentors should be especially diligent in monitoring their progress and quickly intervening when needed \u2014especially at the start of the semester. However, one goal of online learning is to help students develop self-regulation abilities and learning skills. As the semester progresses and students demonstrate their ability to learn independently, mentors should also reduce their support accordingly to allow students the opportunity to develop important skills. For instance, students may start learning in a lab environment but through strong performance and progress, could earn the ability to have more flexibility in when and where they learned. As a result, lab time may be most important for students who are new to online learning or who have struggled to learn independently.\n<h2>Conclusion<\/h2>\nAs online learning continues to expand, it is important that we carefully examine the types of supports that students require. Rose, Smith, Johnson, and Glick (2015) stated, \u201cRather than \u2018Is online learning right for me?\u2019 students [and other stakeholders] should be asked, \u2018What support systems do [students] need to be successful in online learning?\u2019\u201d (p. 75). The student focus group participants agreed that their online teacher and on-site mentor each had important support roles. As a result, online teachers and on-site mentors should be provided the time and professional development that will help to ensure that they are able to successfully support students. It is important for online and brick-and-mortar administrators to remember that successful online teachers and on-site mentors are \u201cmade not born\u201d (Roblyer, 2006).\n\nOnline teachers and on-site mentors both have important instructional and facilitating responsibilities. In this report we focused on on-site mentors and online teachers\u2019 facilitating responsibilities, and the accompanying report (<a href=\"https:\/\/mvlri.org\/research\/publications\/helping-online-students-be-successful-student-perceptions-of-online-teacher-and-on-site-mentor-instructional-support\/\">Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Instructional Support<\/a>) focused on their instructional responsibilities. It is difficult to overemphasize how important it is that online teachers and on-site mentors actively facilitate students\u2019 learning. Roblyer, Freeman, Stabler, and Schneidmiller (2007) stated, \u201cStudent ability to handle distance education courses appears to depend more on motivation, self-direction, or the ability to take responsibility for individual learning\u201d (p. 11). These online learning skills and abilities are lacking in many adolescents. As a result, the facilitating support that online teachers and on-site mentors provide to students can make the difference in students passing or failing a course.\n\nIn this research, we found that student focus group participants valued and relied heavily on their mentors\u2019 efforts to communicate with them, develop caring relationships, monitor their progress, motivate them to more fully engage in learning activities, and manage their learning environment. In contrast, many students found some online teachers were unresponsive to their inquiries and explained that it was difficult to form relationships with them. Students also felt online teachers did not tend to contact them when their pacing fell behind what was recommended. As a result, students tended to feel isolated from their online teacher, and some saw their online teachers as uncaring. While students in this research found that the facilitating efforts of their on-site mentors could compensate for some of the limitations in their teachers\u2019 efforts, it is important to note that we do not expect that all or even most online students have mentors as engaged in their students\u2019 learning as were the mentors in the three schools that we sampled for this research. Facilitating students\u2019 learning at a distance can be challenging; we recommend that schools explore policies and strategies that help improve the quality of communication that occurs between students and online teachers and create spaces and opportunity for on-site mentors to develop relationships and provide consistent support for online learners.\n<h2>References<\/h2>\nBorup, J., &amp; Stimson, R. (2017). Helping online students be successful: Mentor responsibilities. Lansing, MI. Retrieved from <a href=\"https:\/\/media.mivu.org\/institute\/PDF\/helping-students-mentors-responsibilities.pdf\">https:\/\/media.mivu.org\/institute\/PDF\/helping-students-mentors-responsibilities.pdf<\/a>\n\nBorup, J., West, R. E., &amp; Graham, C. R. (2012). Improving online social presence through asynchronous video. <em>The Internet and Higher Education<\/em>, 15(3), 195\u2013203. <a href=\"https:\/\/doi.org\/10.1016\/j.iheduc.2011.11.001\">https:\/\/doi.org\/10.1016\/j.iheduc.2011.11.001<\/a>\n\nFreidhoff, J. R. (2018). Michigan\u2019s k-12 virtual learning effectiveness report: 2016-17. Lansing, MI: Michigan Virtual University. Available from <a href=\"https:\/\/mvlri.org\/research\/effectiveness-report\/\">https:\/\/mvlri.org\/research\/effectiveness-report\/<\/a>\n\nGee, J. P. (2008). <em>Good video games + good learning: Collected essays on video games, learning and literacy<\/em>. Washington, D.C.: Peter Lang Publishing.\n\nHannum, W. H., Irvin, M. J., Lei, P., &amp; Farmer, T. W. (2008). Effectiveness of using learner-centered principles on student retention in distance education courses in rural schools. <em>Distance Education, 29<\/em>(3), 211\u2013229. <a href=\"https:\/\/doi.org\/10.1080\/01587910802395763\">https:\/\/doi.org\/10.1080\/01587910802395763<\/a>\n\nHarms, C. M., Niederhauser, D. S., Davis, N. E., Roblyer, M. D., &amp; Gilbert, S. B. (2006). Educating educators for virtual schooling: Communicating roles and responsibilities. <em>The Electronic Journal of Communication, 16<\/em>(1 &amp; 2). Retrieved from <a href=\"http:\/\/www.cios.org\/EJCPUBLIC\/016\/1\/01611.HTML\">http:\/\/www.cios.org\/EJCPUBLIC\/016\/1\/01611.HTML<\/a>\n\nHasler-Waters, L., Borup, J., &amp; Menchaca, D. M. P. (2018). Parental involvement in K-12 online and blended learning. In K. Kennedy and R. Ferdig (Eds.), <em>Handbook of research on K-12 online and blended learning <\/em>(2nd ed.). (pp. 403-422). ETC Press. Retrieved from: <a href=\"http:\/\/press.etc.cmu.edu\/index.php\/product\/handbook-of-research-on-k-12-and-blending-learning-second-edition\/\">http:\/\/press.etc.cmu.edu\/index.php\/product\/handbook-of-research-on-k-12-and-blending-learning-second-edition\/<\/a>\n\nHendrix, N., &amp; Degner, K. (2016). Supporting online AP students: The rural facilitator and considerations for training. <em>American Journal of Distance Education, 30<\/em>(3), 133\u2013144. <a href=\"https:\/\/doi.org\/10.1080\/08923647.2016.1198194\">https:\/\/doi.org\/10.1080\/08923647.2016.1198194<\/a>\n\nHillman, D. C., Willis, D. J., &amp; Gunawardena, C. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. <em>American Journal of Distance Education, 8<\/em>(2), 30\u201342.\n\nKereluik, K. (2013). <em>Scaffolding self-regulated learning online: A study in high school mathematics classrooms<\/em> (Doctoral dissertation). Retrieved from ERIC (ED563952)\n\nLowes, S., &amp; Lin, P. (2015). Learning to learn online: Using locus of control to help students become successful online learners. <em>Journal of Online Learning Research, 1<\/em>(1), 17\u201348.\n\nMichigan Department of Education. (2018). 5-O-A: Virtual learning, distance learning, &amp; independent study. In <em>Pupil accounting manual<\/em> (pp. 5-O-D-2 \u2013 5-O-D-3). Lansing, MI: Author. Retrieved from <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/2018-19_Pupil_Accounting_Manual_628112_7.pdf\">https:\/\/www.michigan.gov\/documents\/mde\/2018-19_Pupil_Accounting_Manual_628112_7.pdf<\/a>\n\nMichigan Public Act \u00a7 No. 60. (2013). Retrieved from <a href=\"http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/htm\/2013-PA-0060.htm\">http:\/\/www.legislature.mi.gov\/documents\/2013-2014\/publicact\/htm\/2013-PA-0060.htm<\/a>\n\nMurphy, E., Rodr\u00edguez-Manzanares, M. a., &amp; Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. <em>British Journal of Educational Technology<\/em>, <em>42<\/em>(4), 583\u2013591. <a href=\"https:\/\/doi.org\/10.1111\/j.1467-8535.2010.01112.x\">https:\/\/doi.org\/10.1111\/j.1467-8535.2010.01112.x<\/a>\n\nRoblyer, M. D., Davis, L., Mills, S. C., Marshall, J., &amp; Pape, L. (2008). Toward practical procedures for predicting and promoting success in virtual school students. <em>American Journal of Distance Education, 22<\/em>(2), 90\u2013109.\n\nRoblyer, M. D., Freeman, J., Stabler, M., &amp; Schneidmiler, J. (2007). External Evaluation of the Alabama ACCESS Initiative Phase 3 Report. Eugene, OR: International Society for Technology in Education. Retrieved from http:\/\/accessdl.state.al.us\/2006Evaluation.pdf\n\nRoblyer, M. D. (2006). Virtually successful: Defeating the dropout problem through online programs. <em>The Phi Delta Kappan, 88<\/em>(1), 31\u201336.\n\nRose, R. M., Smith, A., Johnson, K., &amp; Glick, D. (2015). Ensuring equitable access in online and blended learning. In T. Clark &amp; M. K. Barbour (Eds.), <em>Online, blended, and distance education in schools: Building successful programs <\/em>(pp. 71\u201383). Sterling, VA: Stylus Publishing.",
            "title": "Helping Online Students Be Successful: Student Perceptions of Online Teacher and On-site Mentor Facilitation Support",
            "excerpt": "In this report, we focus on findings related to on-site mentors\u2019 and online teachers\u2019 facilitation efforts that required interpersonal and management skills: (1) facilitating interactions, (2) developing caring relationships, (3) motivating students to more fully engage in learning activities, and (4) organizing and managing student learning. ",
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            "path": "\/about\/news\/michigan-virtual-first-to-offer-online-program-addressing-students-social-and-emotional-learning\/",
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            "content": "<strong>Lansing, Mich.<\/strong> \u2014 Michigan Virtual\u2122 announces a new partnership that will offer a program for school districts and students aimed at helping students\u2019 emotional and social learning in the online environment. Michigan Virtual has partnered with <a href=\"https:\/\/www.evpco.com\/\">Evolution Labs<\/a> to offer Suite360, a digital intervention program for students, parents, teachers and administrators. Suite360 can be customized for any school district and provides curriculum on challenges today\u2019s students face, such as cyberbullying, anger management, substance abuse, social awareness and more. This is the first online program addressing students\u2019 social and emotional learning in Michigan.\n\n\u201cOnline learning doesn\u2019t isolate a student from dealing with personal issues. This new program will give school districts a tool to help students grapple with social and emotional issues,\u201d said Jamey Fitzpatrick, president and CEO of Michigan Virtual. \u201cMichigan Virtual prioritizes quality in online education, and this tool provides educators, parents and administrators with an option to help students navigate the challenges they face in their education.\u201d\n\nAs part of Michigan\u2019s <a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-80635---,00.html\">Top 10 in 10 initiative<\/a>, schools are beginning to rethink what it means to address the \u201c<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Whole_Child_Definition_619067_7.pdf\">whole child<\/a>\u201d in education. Research suggests instead of focusing solely on a student\u2019s academic needs, broadening the learning approach to include other factors like physical, behavioral, social and emotional needs better positions students for success. Suite360 can be used to address, monitor and report on issues that may arise on a school or district-wide basis. This program also meets the call from Michigan Legislature for schools to provide restorative justice options in school discipline programs. In line with restorative justice practices, Suite360 Intervention (ISS360) turns detention or in-school suspension (ISS) into a learning opportunity by providing students with lessons based on their infraction.\n\n\u201cWe are thrilled about our partnership with Michigan Virtual to bring digital, social &amp; emotional content to K-12 students across the state,\u201d said Peter Kraft, CEO of Evolution Labs, Inc. \u201cMichigan Virtual is the thought leader in online learning, and there\u2019s no better place to deliver student wellness content than in the digital world. Suite360 and other programs will deliver professionally-developed, digital lessons to students, helping them on their path to success and college readiness.\u201d\n\u201cWe are so impressed with Michigan Virtual\u2019s commitment to students, families and schools in the state of Michigan, and are excited to add these crucial success and wellness programs to their portfolio,\u201d added Kraft.\n\nEvolution Labs partnered with Michigan Virtual because of a legacy of excellence in online education and unique approach of working with school districts to provide innovative solutions to the challenges districts face when educating students.\n\nMore information can be found on the Michigan Virtual website <a href=\"https:\/\/michiganvirtual.org\/sel\/\">here<\/a>.",
            "title": "Michigan Virtual first to offer online program addressing students\u2019 social and emotional learning",
            "excerpt": "Lansing, Mich. \u2014 Michigan Virtual\u2122 announces a new partnership that will offer a program for school districts and students aimed at helping students\u2019 emotional and social learning in the online environment. Michigan Virtual has partnered with Evolution Labs to offer Suite360, a digital intervention program for students, parents, teachers and administrators. Suite360 can be customized...",
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            "path": "\/research\/publications\/blended-teaching-readiness-phase-2-instrument-development\/",
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            "content": "<h2>Executive Summary<\/h2>\nBlended teaching involves combining online and in-person instruction.&nbsp; There has been significant growth in the demand for blended learning in schools which has increased the need for teachers who know how to teach in a blended learning environment.\n\nIn Phase 1 of the study, a blended teaching readiness instrument containing four dimensions was tested and statistically validated (see Graham, Borup, Pulham, &amp; Larsen, 2017).&nbsp; We determined that the instrument was missing an important dimension related to management of the space and routines within the blended environment.&nbsp; As a result, in Phase 2, the subject of this report, we added a fifth dimension of Management to the instrument for a total of 65 items.&nbsp; We report here on the completed instrument and the work to have experts in the field, administrators, and teachers review the new items prior to testing it statistically with over 250 teachers. &nbsp;The domains include the following five top-level constructs, each containing 2-4 sub-constructs:\n<ol>\n \t<li>Foundations\n<ol>\n \t<li>Technological Literacy<\/li>\n \t<li>Digital Citizenship<\/li>\n \t<li>Dispositions<\/li>\n<\/ol>\n<\/li>\n \t<li>Planning\n<ol>\n \t<li>Planning Blended Activities<\/li>\n \t<li>Planning Blended Assessments<\/li>\n<\/ol>\n<\/li>\n \t<li>Instructional Methods &amp; Strategies\n<ol>\n \t<li>Personalized Instruction<\/li>\n \t<li>Facilitating Student-Student Interaction<\/li>\n \t<li>Facilitating Student-Instructor Interaction<\/li>\n \t<li>Facilitating Student-Content Interaction<\/li>\n<\/ol>\n<\/li>\n \t<li>Evaluation &amp; Assessment\n<ol>\n \t<li>Implementing Blended Assessments<\/li>\n \t<li>Evaluating and Reflecting<\/li>\n<\/ol>\n<\/li>\n \t<li>Management\n<ol>\n \t<li>Managing Blended Environments<\/li>\n \t<li>Managing Blended Routines<\/li>\n<\/ol>\n<\/li>\n<\/ol>\nAdditionally, we report on the early development of a shorter instrument focused specifically on teacher dispositions and the following five key pedagogical competencies:\n<ol>\n \t<li>Dispositions \u2013 beliefs and attitudes related to blended teaching and learning.<\/li>\n \t<li>Online Integration \u2013 ability to effectively combine online instruction with in-person instruction.<\/li>\n \t<li>Real-time Data Practices \u2013 ability to use digital tools to monitor student activity and performance in order to guide student growth.<\/li>\n \t<li>Personalizing Instruction \u2013 ability to implement a learning environment that allows for student customization of goals, pace, and\/or learning path.<\/li>\n \t<li>Online Interaction \u2013 ability to facilitate online interactions with and between students.<\/li>\n<\/ol>\nWhile there is overlap between the two instruments, the shorter instrument organizes the blended teaching constructs in a way that we believe will be simpler for administrators and teachers to build into focused professional development. &nbsp;We created the readiness instruments and a professional development guidebook on blended teaching competencies for open and free access by teachers, districts, and university educator preparation programs (See <a href=\"https:\/\/bit.ly\/K12-Blended-Teaching-Book\" target=\"_blank\" rel=\"noopener noreferrer\"><em>K-12 Blended Teaching: A Practical Guide for Teachers <\/em><\/a>).\n<h2>Introduction and Background<\/h2>\nAs the demand for quality, flexible K-12 educational options increases, there is a growing need for teachers who are prepared to teach effectively in blended learning classrooms that combine elements of in-person and online instruction (Pulham &amp; Graham, 2018; Pulham, Graham, &amp; Short, 2018).&nbsp; At the same time, the demands on teacher time and the needs for professional development are as high as they have ever been (Pulham &amp; Graham, 2018; Pulham, Graham, &amp; Short, 2018).&nbsp; The purpose of both Phase 1 and Phase 2 of this project has been to help facilitate and evaluate this process by developing a blended teaching readiness instrument that can,\n<ul>\n \t<li>help educators know what specific skills are necessary for success in a blended environment,<\/li>\n \t<li>allow educators to evaluate their readiness for teaching in a blended environment,<\/li>\n \t<li>provide information that would allow for a personalized approach to teacher professional development for acquiring blended teaching skills, and<\/li>\n \t<li>measure teachers\u2019 change in readiness following targeted professional development.<\/li>\n<\/ul>\nThis research and development has been conducted over a two-year period.&nbsp; The 2017 MVLRI Phase 1 Report contains an overview and study details from Phase 1 of the project (Graham, Borup, Pulham, &amp; Larsen, 2017).&nbsp; Additionally, since that time, we have published two papers that do a systematic synthesis of the existing literature related to K-12 blended teaching competencies.\n<ul>\n \t<li>Comparing K-12 online and blended teaching competencies: A literature review (Pulham &amp; Graham, 2018)<\/li>\n \t<li>Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching (Pulham, Graham, &amp; Short, 2018)<\/li>\n<\/ul>\nThe review of existing literature provided a foundation for the development of the blended teaching competency structures that are described in this report.&nbsp; Readers are invited to review the resources linked above for a comprehensive overview of the project.\n\nDuring Phase 2 of the project, we did the following:\n<ul>\n \t<li>Added a <em>Management<\/em> construct to the Blended Teaching Readiness instrument with sub-constructs of (a) managing the blended learning environment and (b) managing blended learning routines for a total of 65 items.<\/li>\n \t<li>Solicited feedback on the new items from experts, district administrators, and teachers.<\/li>\n \t<li>Administered the survey to 258 current teachers and performed statistical tests to evaluate the fit of the competency model used.<\/li>\n \t<li>Developed a shorter instrument with 47 items focusing on four core pedagogical competencies needed for blended teaching: (1) online integration, (2) real-time data practices, (3) personalization, and (4) online interaction.<\/li>\n \t<li>Solicited feedback from experts and teachers on the items.<\/li>\n<\/ul>\n<h2>Instrument Development<\/h2>\n<h3>Blended Teaching Competency Models<\/h3>\nThe blended teaching competency model that was initially developed during Phase 1 of the research had two levels as shown in Figure 1.&nbsp; This model is what we have begun to refer to as the process model because its top-level structure is process-oriented (e.g., planning, methods, assessment\/evaluation, management). &nbsp;At the second-level, you begin to see constructs specific to blended teaching. &nbsp;The process model was quite comprehensive, but also made it hard to emphasize some important pedagogical concepts to blended teaching, like real-time data practices or personalization, that had elements distributed across multiple constructs. &nbsp;Additionally, the complexity inherent in a model with five top-level constructs, 13 sub-constructs, and 65 items, introduced measurement challenges as well as challenges to designing professional development aligned with each of the constructs.\n<figure><img class=\"aligncenter wp-image-1955 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Fig-1-1024x847.png\" alt=\"Figure 1 details the process model for blended teaching competencies. The model is a three-leveled hierarchical map with the first level on the left titled Blended Teaching (Process Model). Five second-level constructs are to the right of the first level and titled from top to bottom; they are, 1. Foundations, 2. Planning, 3. Instructional Methods &amp; Strategies, 4. Assessment &amp; Evaluation, and 5. Management. The third level in the map is to the right of second level and from top to bottom are, 1.1 Technological Literacy, 1.2 Digital Citizenship, 1.3 Dispositions, 2.1 Planning Blended Activities, 2.2 Planning Blended Assessments, 3.1 Personalized Instruction, 3.2 Facilitating Student-Student Interaction, 3.3 Facilitating Student-Instructor Interaction, 3.4 Facilitating Student-Content Interaction, 4.1 Implementing Blended Assessments, 4.2 Evaluating and Reflecting, 5.1 Managing Blended Environments, and 5.2 Managing Blended Routines.\" width=\"1024\" height=\"847\"><figcaption><strong>Figure 1.<\/strong> Process Model for Blended Teaching Competencies.<\/figcaption><\/figure>\nIn Phase 2 of the research, we continued to update and do the validation research for the process model, and we also conceptualized and began the development work for a pedagogical model that would focus on a small number of core blended teaching pedagogical skills.&nbsp; While the pedagogical model would be less comprehensive, it would also be more focused and therefore more useful in a professional development context with limited time and resources.&nbsp; Figure 2 shows the core constructs of the pedagogical model.\n<ul>\n \t<li>Dispositions \u2013 beliefs and attitudes related to blended teaching and learning.<\/li>\n \t<li>Online Integration \u2013 ability to effectively combine online instruction with in-person instruction.<\/li>\n \t<li>Real-time Data Practices \u2013 ability to use digital tools to monitor student activity and performance in order to guide student growth.<\/li>\n \t<li>Personalizing Instruction \u2013 ability to implement a learning environment that allows for student customization of goals, pace, and\/or learning path.<\/li>\n \t<li>Online Interaction \u2013 ability to facilitate online interactions with and between students.<\/li>\n<\/ul>\n<figure><img class=\"aligncenter wp-image-1956 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-2-BT-Pedagogical-Model-1024x701.png\" alt=\"Figure 2 details the pedagogical model for blended teaching competencies. The model is a two-leveled hierarchical map with the first level titled Blended Teaching (Pedagogical Model). Five second-level constructs are titled from top to bottom, 0. Dispositions, 1. Online Integration, 2. Real-time Data Practices, 3. Personalizing Instruction, and 4. Online Interaction. \" width=\"1024\" height=\"701\">\n\n<figcaption><strong>Figure 2.<\/strong> Pedagogical Model for Blended Teaching Competencies.<\/figcaption><\/figure>\n<h2>Instrument Development Procedures<\/h2>\nThe steps below were used in the development of both process and pedagogical instruments. &nbsp;The steps were also used for the blended teaching process model in Phase 1 and then with the Management items again in Phase 2. &nbsp;During Phase 1 we determined that the instrument was missing an important aspect of implementation which deals with classroom management of the learning environment as well as routines that are often disrupted when moving to a blended approach.&nbsp; Because of timing issues with our district partners, we were not able to delay administration of the Phase 1 instrument for the amount of time that was required for proper vetting of new items.&nbsp; Therefore, the Management section was developed using the same process outlined below added to the instrument during Phase 2 of the research. For development of the pedagogical model we did not get feedback from district administrators (step 5) due to logistical and time constraints.\n<ol>\n \t<li>Reviewed existing frameworks \u2013 This consisted of the extensive analysis outlined previously along with familiarizing ourselves with the existing standards and frameworks related to blended learning and reviewing the competency items (Pulham &amp; Graham, 2018; Pulham, Graham, &amp; Short, 2018).<\/li>\n \t<li>Developed a competency structure \u2013 In this step, we sought a balance between comprehensiveness and parsimony of the model (Whetten, 1989). Ultimately the process model leaned towards comprehensiveness while the pedagogical model leaned towards parsimony.<\/li>\n \t<li>Developed items for constructs \u2013 In this step, we developed items for each of the constructs in the two models. As would be expected, there is some overlap between items in the two models.&nbsp; We ended up with five items for each of the 13 constructs in the process model (65 total) and 8-11 items for each of the five constructs in the pedagogical model (47 items with the expectation of pruning the items even more after statistical tests were run).<\/li>\n \t<li>Solicited external expert feedback \u2013 In this step we sought feedback from four to six expert reviewers who are top scholars and leaders in the area of K-12 online and blended learning. We made adjustments to items based on their feedback.<\/li>\n \t<li>Solicited district administrator feedback \u2013 In this step, we received several rounds of feedback in both Phases 1 and 2 from a large school district\u2019s blended and personalized learning instructional service team. We made adjustments to items based on their feedback.<\/li>\n \t<li>Solicited practicing teacher feedback \u2013 Finally, we held interviews with a handful of current teachers at elementary, middle, and high school levels who followed a think aloud protocol to react to each item in the instrument in order to identify confusing language or jargon. Several minor changes were made to make items easier to understand.<\/li>\n<\/ol>\nThe result of this process can be found in the latest versions of the two blended teaching readiness instruments found in Appendix A. &nbsp;In Phase 2, the process instrument went through another round of statistical analysis with the new Management constructs and items that will be described below. &nbsp;While the shorter pedagogical model instrument has been developed, it has yet to be administered to teachers. &nbsp;As a result, the following sections will focus on the methods and findings regarding the process model.\n<h2>Methods<\/h2>\nIn Phase 2 of this research, the Management construct and two sub-constructs were added to the process model that was successfully tested for fit in Phase 1 (See Figure 3). This section describes the data collection and analysis procedures that were conducted to determine if the management item works with the model.\n<figure><img class=\"aligncenter wp-image-1954 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-3-BTReadiness-Structural-Model-1024x281.png\" alt=\"Figure 3 details the structural model for testing of the process model. The model is a three-leveled hierarchical map with five constructs in ovals across the top from left to right: 1. Foundations, 2. Planning, 3. Instructional Methods &amp; Strategies, 4. Assessment &amp; Evaluation, and 5. Management. Connected to each of the top-level ovals is a second level with numbers in ovals representing the second-level constructs and connected to those arrows to small squares, representing the items for each construct. Connected below 1. Foundations is 1.1, 1.2, and 1.3 each with five squares representing the number of items in the instrument for each construct. Connected below 2. Planning is 2.1, 2.2, each with five squares representing the number of items in the instrument for each construct. Connected below 3. Instructional Methods &amp; Strategies is 3.1, 3.2, 3.3, and 3.4 each with five squares representing the number of items in the instrument for each construct. Connected below 4. Assessment &amp; Evaluation is 4.1, 4.2 each with five squares representing the number of items in the instrument for each construct. Connected below 5. Management is 5.1, 5.2 each with five squares representing the number of items in the instrument for each construct.\" width=\"1024\" height=\"281\">\n\n<figcaption><strong>Figure 3.<\/strong> Structural Model for Phase 2 Testing of the Process Model (see items in Table A1).<\/figcaption><\/figure>\nThe participants for Phase 2 of the process model developed in this research were 258 in-service teachers in a district in the eastern United States.&nbsp; We had broad representation across teaching levels and subject areas.&nbsp; The majority of participants had little to no blended teaching experience.&nbsp; Table 1 summarizes the demographic profile of the Phase 1 and Phase 2 samples.\n<h3>Data Collection<\/h3>\n<table>\n<caption><strong>Table 1.<\/strong> Demographic data for participants who completed the process model instrument<\/caption>\n<thead>\n<tr>\n<th colspan=\"2\" width=\"231\"><strong>&nbsp;<\/strong>\n\n<strong>Demographic Variable <\/strong><\/th>\n<th width=\"163\"><strong>Number of Teachers\nPhase 1<\/strong><\/th>\n<th width=\"172\"><strong>Number of Teachers\nPhase 2<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"2\" width=\"231\"><strong>Total number of participants<\/strong><\/td>\n<td width=\"163\">218<\/td>\n<td width=\"172\">258<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\" width=\"231\"><strong>Level taught<\/strong><\/td>\n<td width=\"163\"><\/td>\n<td width=\"172\"><\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Grades PK-6<\/td>\n<td width=\"163\">149<\/td>\n<td width=\"172\">68<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Grades 7-12<\/td>\n<td width=\"163\">69<\/td>\n<td width=\"172\">190<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\" width=\"231\"><strong>Secondary subjects taught<\/strong><\/td>\n<td width=\"163\"><\/td>\n<td width=\"172\"><\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Science<\/td>\n<td width=\"163\">21<\/td>\n<td width=\"172\">35<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Language arts<\/td>\n<td width=\"163\">21<\/td>\n<td width=\"172\">36<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Special education<\/td>\n<td width=\"163\">11<\/td>\n<td width=\"172\">11<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Social studies<\/td>\n<td width=\"163\">8<\/td>\n<td width=\"172\">24<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Math<\/td>\n<td width=\"163\">7<\/td>\n<td width=\"172\">27<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">World languages<\/td>\n<td width=\"163\">5<\/td>\n<td width=\"172\">10<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Career and technical education<\/td>\n<td width=\"163\">4<\/td>\n<td width=\"172\">9<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Health and physical education<\/td>\n<td width=\"163\">2<\/td>\n<td width=\"172\">13<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Performing and fine arts<\/td>\n<td width=\"163\">2<\/td>\n<td width=\"172\">5<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">Other<\/td>\n<td width=\"163\">7<\/td>\n<td width=\"172\">17<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\" width=\"231\"><strong>Years of PK-12 teaching experience<\/strong><\/td>\n<td width=\"163\"><\/td>\n<td width=\"172\"><\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">1-5<\/td>\n<td width=\"163\">61<\/td>\n<td width=\"172\">70<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">6-10<\/td>\n<td width=\"163\">52<\/td>\n<td width=\"172\">50<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">11-15<\/td>\n<td width=\"163\">42<\/td>\n<td width=\"172\">49<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">16-20<\/td>\n<td width=\"163\">29<\/td>\n<td width=\"172\">41<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">21+<\/td>\n<td width=\"163\">34<\/td>\n<td width=\"172\">48<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\" width=\"231\"><strong>Years of blended teaching experience<\/strong><\/td>\n<td width=\"163\"><\/td>\n<td width=\"172\"><\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">0<\/td>\n<td width=\"163\">108<\/td>\n<td width=\"172\">92<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">1-5<\/td>\n<td width=\"163\">91<\/td>\n<td width=\"172\">127<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">6-10<\/td>\n<td width=\"163\">13<\/td>\n<td width=\"172\">24<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">11-15<\/td>\n<td width=\"163\">5<\/td>\n<td width=\"172\">10<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">16-20<\/td>\n<td width=\"163\">1<\/td>\n<td width=\"172\">5<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">21+<\/td>\n<td width=\"163\">0<\/td>\n<td width=\"172\">0<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\" width=\"231\"><strong>Years of online teaching experience<\/strong><\/td>\n<td width=\"163\"><\/td>\n<td width=\"172\"><\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">0<\/td>\n<td width=\"163\">213<\/td>\n<td width=\"172\">254<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">1-5<\/td>\n<td width=\"163\">4<\/td>\n<td width=\"172\">4<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">6-10<\/td>\n<td width=\"163\">1<\/td>\n<td width=\"172\">0<\/td>\n<\/tr>\n<tr>\n<td width=\"25\"><\/td>\n<td width=\"206\">11+<\/td>\n<td width=\"163\">0<\/td>\n<td width=\"172\">0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Data Analysis<\/h3>\nWe ran a confirmatory factor analysis (CFA) on theoretical structure as represented in Figure 3. &nbsp;The models were tested in Mplus using established cutoffs for four different fit statistics (RMSEA &lt; .08, CFI &gt; .9, TLI &gt; .9, SRMR &lt; .08; Wang &amp; Wang, 2012).&nbsp; Each fit statistic makes slightly different assumptions about the structural models; achieving the cutoff levels for more fit statistics indicates a stronger model. &nbsp;In the case that the model did not fit one or more of the indices, we planned to test each of the top-level factors individually for structural fit using the same CFA process.\n<h2>Results<\/h2>\n<h3>Process Model Fit<\/h3>\nThe CFA for the full theoretical process model (Figure 3) met two of the four fit statistics thresholds set forth in the literature (see Table 2).&nbsp; These results were not as good as the Phase 1 model which met all four fit statistics thresholds.&nbsp; However, they are acceptable considering the additional complexity of the model and large number of parameters being estimated in the model. &nbsp;Factor loadings and communalities were examined (see Table A1 in Appendix A), and all factor loadings were statistically significant at the 0.01 level. &nbsp;Additionally, only three of 65 items had communalities that were below 0.5, and those three items were in the previously validated portion of the Phase 1 instrument and are theoretically important so we chose to keep them in the model. (Worthington &amp; Whittaker, 2006).\n\nEach superfactor CFA (e.g., foundations, planning, methods, assessment\/evaluation, management<em>)<\/em> was run separately and the fit statistics calculated (Table 3) to isolate any local misfit in each superfactor. &nbsp;The fit statistics for all the superfactors were within acceptable ranges (with exceptions of RMSEA for the management and assessment factors). &nbsp;This result gives further evidence that the lack of fit for the theoretical model has to do with model complexity rather than any model misspecification. (Wang &amp; Wang, 2012). Thus, we determined the model to be defensible. &nbsp;This also lends weight to our decision to begin development of a model that is less complex with fewer constructs and no second-order factors.\n<table width=\"0\">\n<caption><strong>Table 2.&nbsp;<\/strong>Fit statistics for the Phase 2 blended teaching readiness \u201cprocess\u201d model ( 2= 3746.282, df= 1992).<\/caption>\n<thead>\n<tr>\n<th width=\"156\"><strong>Variable<\/strong><\/th>\n<th width=\"90\"><strong>CFI<\/strong>\n\n<strong>&gt; 0.9<\/strong><\/th>\n<th width=\"78\"><strong>TLI<\/strong>\n\n<strong>&gt; 0.9<\/strong><\/th>\n<th width=\"96\"><strong>RMSEA<\/strong>\n\n<strong>&lt; 0.08<\/strong><\/th>\n<th width=\"84\"><strong>SRMR<\/strong>\n\n<strong>&lt; 0.08<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"156\"><strong>Value<\/strong><\/td>\n<td width=\"90\">0.875<\/td>\n<td width=\"78\">0.875<\/td>\n<td width=\"96\">0.058<\/td>\n<td width=\"84\">0.056<\/td>\n<\/tr>\n<tr>\n<td width=\"156\"><strong>Fit<\/strong><\/td>\n<td width=\"90\">Poor<\/td>\n<td width=\"78\">Poor<\/td>\n<td width=\"96\">Good<\/td>\n<td width=\"84\">Good<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<caption><strong>Table 3.<\/strong> Fit statistics for each high-level factor in the confirmatory factor analysis (CFA) (n=258).<\/caption>\n<thead>\n<tr>\n<th width=\"138\"><strong>Superfactor CFA<\/strong><\/th>\n<th width=\"64\"><strong>CFI\n&gt; 0.9<\/strong><\/th>\n<th width=\"56\"><strong>TLI\n&gt; 0.9<\/strong><\/th>\n<th width=\"78\"><strong>RMSEA\n&lt; 0.08<\/strong><\/th>\n<th width=\"62\"><strong>SRMR\n&lt; 0.08<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"138\">1. Foundations<\/td>\n<td width=\"64\">0.941<\/td>\n<td width=\"56\">0.929<\/td>\n<td width=\"78\">0.066<\/td>\n<td width=\"62\">0.058<\/td>\n<\/tr>\n<tr>\n<td width=\"138\">2. Planning<\/td>\n<td width=\"64\">0.972<\/td>\n<td width=\"56\">0.963<\/td>\n<td width=\"78\">0.063<\/td>\n<td width=\"62\">0.030<\/td>\n<\/tr>\n<tr>\n<td width=\"138\">3. Pedagogy<\/td>\n<td width=\"64\">0.922<\/td>\n<td width=\"56\">0.911<\/td>\n<td width=\"78\">0.078<\/td>\n<td width=\"62\">0.056<\/td>\n<\/tr>\n<tr>\n<td width=\"138\">4. Assessment<\/td>\n<td width=\"64\">0.956<\/td>\n<td width=\"56\">0.942<\/td>\n<td width=\"78\">0.081<\/td>\n<td width=\"62\">0.031<\/td>\n<\/tr>\n<tr>\n<td width=\"138\">5. Management<\/td>\n<td width=\"64\">0.956<\/td>\n<td width=\"56\">0.940<\/td>\n<td width=\"78\">0.092<\/td>\n<td width=\"62\">0.027<strong>&nbsp;<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Discussion &amp; Conclusion<\/h2>\nThis research will complete the validation work for a process model of the blended teaching readiness instrument.&nbsp; We present data based on the first 258 respondents, which is a small N for the large number of items and constructs included in the model.&nbsp; Nevertheless, we determined that the instrument was suitable for K-12 inservice teachers.&nbsp; We plan to add an addendum to this report when additional data is received and expect that the additional data will add to the confidence we have in the validity of the instrument. &nbsp;Validation work involved input from experts, district administrators, and practicing teachers, as well as statistical tests to determine the fit of the theoretical model.&nbsp; Phase 2 of the research added 10 items related to managing a blended environment and blended routines.&nbsp; These were deemed important additions recommended in Phase 1.&nbsp; However, we were a little disappointed that while deemed adequate, the statistical fit of the new model was not as strong as the Phase 1 model.&nbsp; There are many potential reasons for this fact.&nbsp; The most likely reason is that the model was quite complex with five high-level constructs and 13 sub-constructs, and, at the time of this report, we only had 258 respondents.&nbsp; A model of this complexity is quite challenging to test and typically requires a larger number of participants than we had access to.\n\nIn our initial work we opted for creating a model that tried to be fairly comprehensive from planning to evaluation. &nbsp;However, we also recognized that the length, structure, and complexity of the process model instrument could limit its utility in some contexts. &nbsp;We felt confident that we could capture the most essential skills in a simpler pedagogical model that focused on a smaller and highly relevant set of competencies.&nbsp; We have presented these in this report as the pedagogical model.&nbsp; We have used experts and teachers to help us develop items for a simplified blended teaching readiness instrument.&nbsp; Future research will take the pedagogical model instrument through the statistical tests to further establish its validity for use with inservice as well as preservice teachers.\n\nAn important goal of this project has been to create tools and resources for measuring K-12 blended teaching readiness that are openly and freely available to individuals, school, districts, and universities who are trying to improve the blended teaching skills of K-12 teachers. &nbsp;We feel that we have accomplished this important goal and we continue to do scholarly work that will advance this foundational research.\n\nBelow are the current resources that are available to you for measuring and developing K-12 blended teaching competencies. &nbsp;Some possibilities for use of these resources include:\n<ul>\n \t<li>A school district could administer the blended teaching readiness survey to teachers across the district to determine schools that are most prepared to begin a blended learning initiative or to identify teachers in each school who can be recruited to be prepared as blended teaching coaches for their schools.<\/li>\n \t<li>Teachers in a school take the blended teaching readiness survey as a pre-assessment, and then professional development activities using the guidebook are focused on greatest areas of need. Teachers could also be surveyed following the professional development to measure growth.<\/li>\n \t<li>Individual teachers wanting to learn more about blended teaching and upgrade their skills in this area could use the blended teaching readiness survey as a self-assessment and then use the guidebook as a source of classroom examples and implementation ideas in each blended teaching competency area.<\/li>\n<\/ul>\n<table>\n<thead>\n<tr>\n<th width=\"228\"><strong>Resource<\/strong><\/th>\n<th width=\"339\"><strong>Description<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"228\"><strong>Blended Teaching Readiness Instrument<\/strong> (Process Model \u2013 65 Items)\n\n<a href=\"http:\/\/bit.ly\/BTRSurvey1\">http:\/\/bit.ly\/BTRSurvey1<\/a><\/td>\n<td width=\"339\">Click on the survey link to view the survey.&nbsp; At the end of the survey you will receive (1) a score in each of the competency areas and (2) a set of links to existing training resources related to the competencies. You may also use this instrument freely, in your own way, under a CC-BY license.<\/td>\n<\/tr>\n<tr>\n<td width=\"228\"><strong>Blended Teaching Readiness Instrument<\/strong> (Pedagogical Model)\n\n<a href=\"http:\/\/bit.ly\/BTRSurvey2\">http:\/\/bit.ly\/BTRSurvey2<\/a><\/td>\n<td width=\"339\">This is the link to the shorter, more focused instrument. (Validation work is ongoing.)&nbsp; At the end of this instrument, you will also have the option of having scores and training resources emailed to you.&nbsp; Additionally, the core competencies outlined in this instrument are directly connected to the free OER professional development resource, <em>K-12 Blended Teaching: A Practical Guide for Teachers<\/em>.<\/td>\n<\/tr>\n<tr>\n<td width=\"228\"><em>K-12 Blended Teaching: A Practical Guide for Teachers<\/em>\n\n<a href=\"http:\/\/bit.ly\/K12-Blended-Teaching-Book\">http:\/\/bit.ly\/K12-Blended-Teaching-Book<\/a><\/td>\n<td width=\"339\">This free OER guidebook was developed to help teachers develop the core skills needed to teach in environments that blend online and in-person learning. &nbsp;It is expected that the guidebook will be publicly available in January 2019 (contact author Charles Graham if you would like to receive and review an early copy).<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>References<\/h2>\nGraham, C. R., Borup, J., Pulham, E., &amp; Larsen, R. (2017). <em>K-12 blended teaching readiness: Phase 1 - instrument development<\/em>. Lansing, MI. Retrieved from <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/11\/k12-blended-teaching-readiness-phase-1-instrument-development.pdf\">https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/11\/k12-blended-teaching-readiness-phase-1-instrument-development.pdf<\/a>\n\nPulham, E. B., &amp; Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: A literature review. <em>Distance Education<\/em>, <em>39<\/em>(3), 411\u2013432. <a href=\"http:\/\/doi.org\/10.1080\/01587919.2018.1476840\">http:\/\/doi.org\/10.1080\/01587919.2018.1476840<\/a>\n\nPulham, E., Graham, C. R., &amp; Short, C. R. (2018). Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching. <em>Journal of Online Learning Research<\/em>, <em>4<\/em>(1), 33\u201352. Retrieved from <a href=\"https:\/\/www.learntechlib.org\/j\/JOLR\/v\/4\/n\/1\/\">https:\/\/www.learntechlib.org\/j\/JOLR\/v\/4\/n\/1\/<\/a>\n\nWang, J., &amp; Wang, X. (2012). Structural equation modeling: Applications using Mplus. West Sussex, UK: John Wiley &amp; Sons.\n\nWhetten, D. A. (1989). What constitutes a theoretical contribution? <em>The Academy of Management Review<\/em>, <em>14<\/em>(4), 490\u2013495. Retrieved from&nbsp;<a href=\"https:\/\/www.jstor.org\/stable\/258554\">https:\/\/www.jstor.org\/stable\/258554<\/a>\n\nWorthington, R. L., &amp; Whittaker, T.A. (2006). Scale development research: A content analysis and recommendations for best practices.&nbsp;<em>The Counseling Psychologist, <\/em>34(6), 806-838.\n<h2>Appendix - Constructs and Items for Instrument<\/h2>\n<table width=\"0\">\n<caption><strong>Table A1.<\/strong> Confirmatory Factor Analysis results for blended teaching readiness model (n =258 teachers).<\/caption>\n<thead>\n<tr>\n<th width=\"384\"><strong>Item<\/strong><\/th>\n<th width=\"72\"><strong>\u039b<\/strong><\/th>\n<th width=\"54\"><strong>S.E.<\/strong><\/th>\n<th width=\"60\"><strong>Std. <\/strong><strong>\u03bb<sup>a<\/sup><\/strong><\/th>\n<th width=\"72\"><strong>Comm.<sup>b<\/sup><\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"384\"><u>1.1 Technical Literacy<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.1.1: Master new online technologies on your own.<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.836<\/td>\n<td width=\"72\">0.698<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.1.2: Successfully troubleshoot unfamiliar technological issues that you and students encounter.<\/td>\n<td width=\"72\">0.982**<\/td>\n<td width=\"54\">0.054<\/td>\n<td width=\"60\">0.802<\/td>\n<td width=\"72\">0.643<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.1.3: Use the tools commonly found in a learning management system (e.g., gradebook, announcements, content pages, quizzes, discussion boards).<\/td>\n<td width=\"72\">0.841**<\/td>\n<td width=\"54\">0.073<\/td>\n<td width=\"60\">0.762<\/td>\n<td width=\"72\">0.581<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.1.4: Use content-specific educational software outside of the learning management system (e.g., math\/literacy\/science educational software, educational games).<\/td>\n<td width=\"72\">0.874**<\/td>\n<td width=\"54\">0.083<\/td>\n<td width=\"60\">0.756<\/td>\n<td width=\"72\">0.572<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.1.5: Find quality online content resources relevant to student learning needs (e.g., media resources, lesson plans, etc.).<\/td>\n<td width=\"72\">0.627**<\/td>\n<td width=\"54\">0.076<\/td>\n<td width=\"60\">0.602<\/td>\n<td width=\"72\">0.362<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>1.2 Digital Citizenship<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.2.1: Model the legal use of instructional materials (e.g. copyright, fair use, creative commons).<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.713<\/td>\n<td width=\"72\">0.508<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.2.2: Ensure student online privacy (e.g., technology use agreements for sharing student data, protection of online data and identities).<\/td>\n<td width=\"72\">1.31**<\/td>\n<td width=\"54\">0.103<\/td>\n<td width=\"60\">0.859<\/td>\n<td width=\"72\">0.737<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.2.3: Model online safety for students (e.g., ensure password protection, protect against cyberbullying, detect scams, use content filters and virus software, etc.).<\/td>\n<td width=\"72\">1.298**<\/td>\n<td width=\"54\">0.104<\/td>\n<td width=\"60\">0.848<\/td>\n<td width=\"72\">0.720<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.2.4: Ensure academic honesty in an online learning environment (e.g., prevent cheating, check for plagiarism, etc.).<\/td>\n<td width=\"72\">1.052**<\/td>\n<td width=\"54\">0.127<\/td>\n<td width=\"60\">0.731<\/td>\n<td width=\"72\">0.535<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.2.5: Ensure access to online learning activities for all students (e.g., low socioeconomic status, English language learners, special education, gifted, etc.).<\/td>\n<td width=\"72\">0.935**<\/td>\n<td width=\"54\">0.125<\/td>\n<td width=\"60\">0.664<\/td>\n<td width=\"72\">0.440<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>1.3 Dispositions<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.3.1: I believe students perform better when they have some control over the pace of their learning.<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.643<\/td>\n<td width=\"72\">0.413<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.3.2: I believe individual student access to devices in the classroom should enable students to take greater ownership of their learning.<\/td>\n<td width=\"72\">1.432**<\/td>\n<td width=\"54\">0.177<\/td>\n<td width=\"60\">0.843<\/td>\n<td width=\"72\">0.711<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.3.3: I believe online technologies allow students and teachers to do things that would be difficult or impossible in classrooms without online technologies.<\/td>\n<td width=\"72\">1.333**<\/td>\n<td width=\"54\">0.182<\/td>\n<td width=\"60\">0.832<\/td>\n<td width=\"72\">0.693<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.3.4: I believe it is important for teachers to explore new teaching strategies that blend in-person and online learning.<\/td>\n<td width=\"72\">1.252**<\/td>\n<td width=\"54\">0.180<\/td>\n<td width=\"60\">0.811<\/td>\n<td width=\"72\">0.658<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">1.3.5: I believe individual student access to online devices in classrooms enables development of important life skills (e.g., creativity, collaboration, critical thinking, communication).<\/td>\n<td width=\"72\">1.553**<\/td>\n<td width=\"54\">0.204<\/td>\n<td width=\"60\">0.866<\/td>\n<td width=\"72\">0.750<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>2.1 Planning Blended Activities<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.1.1: Create activities that combine online and in-person components to help students develop important life skills (e.g., creativity, critical thinking, communication, and collaboration).<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.865<\/td>\n<td width=\"72\">0.749<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.1.2: Sequence activities in the learning management system in an easy-to-follow format.<\/td>\n<td width=\"72\">0.927**<\/td>\n<td width=\"54\">0.056<\/td>\n<td width=\"60\">0.807<\/td>\n<td width=\"72\">0.651<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.1.3: Strategically combine online and in-person activities that enable student ownership of their learning (e.g., flexibility in when, where, and how they learn).<\/td>\n<td width=\"72\">1.082**<\/td>\n<td width=\"54\">0.044<\/td>\n<td width=\"60\">0.894<\/td>\n<td width=\"72\">0.800<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.1.4: Incorporate existing online and offline educational materials into learning activities.<\/td>\n<td width=\"72\">0.877**<\/td>\n<td width=\"54\">0.061<\/td>\n<td width=\"60\">0.811<\/td>\n<td width=\"72\">0.657<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.1.5: Create new online learning materials when relevant content is not available.<\/td>\n<td width=\"72\">1.026**<\/td>\n<td width=\"54\">0.049<\/td>\n<td width=\"60\">0.818<\/td>\n<td width=\"72\">0.670<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>2.2 Planning Blended Assessments<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.2.1: Create performance-based assessments that require students to use technology in ways that demonstrate important life skills (creativity, critical thinking, communication, collaboration).<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.839<\/td>\n<td width=\"72\">0.704<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.2.2: Create formative assessments to measure students' learning progress (e.g., polls, online surveys).<\/td>\n<td width=\"72\">1.018**<\/td>\n<td width=\"54\">0.066<\/td>\n<td width=\"60\">0.797<\/td>\n<td width=\"72\">0.636<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.2.3: Incorporate appropriate media into assessments (e.g., video, audio, images).<\/td>\n<td width=\"72\">0.947**<\/td>\n<td width=\"54\">0.059<\/td>\n<td width=\"60\">0.768<\/td>\n<td width=\"72\">0.589<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.2.4: Determine when to use computer-administered vs paper-based assessments.<\/td>\n<td width=\"72\">0.885**<\/td>\n<td width=\"54\">0.056<\/td>\n<td width=\"60\">0.777<\/td>\n<td width=\"72\">0.604<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">2.2.5: Create an approach to assessment that allows for student choice in how they demonstrate mastery of learning objectives.<\/td>\n<td width=\"72\">0.929**<\/td>\n<td width=\"54\">0.053<\/td>\n<td width=\"60\">0.777<\/td>\n<td width=\"72\">0.604<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>3.1 Personalizing Instruction<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.1.1: Use data collected online to customize students\u2019 learning experience.<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.737<\/td>\n<td width=\"72\">0.543<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.1.2: Use data collected online to determine which groups or individual students need additional instructional support.<\/td>\n<td width=\"72\">1.086**<\/td>\n<td width=\"54\">0.052<\/td>\n<td width=\"60\">0.797<\/td>\n<td width=\"72\">0.635<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.1.3: Answer students\u2019 course related questions online (in addition to in-person).<\/td>\n<td width=\"72\">1.128**<\/td>\n<td width=\"54\">0.102<\/td>\n<td width=\"60\">0.788<\/td>\n<td width=\"72\">0.620<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.1.4: Use student performance data to provide timely help with misconceptions.<\/td>\n<td width=\"72\">1.075**<\/td>\n<td width=\"54\">0.078<\/td>\n<td width=\"60\">0.868<\/td>\n<td width=\"72\">0.753<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.1.5: Address any limitations of educational software through individual or small group instruction.<\/td>\n<td width=\"72\">1.106**<\/td>\n<td width=\"54\">0.102<\/td>\n<td width=\"60\">0.785<\/td>\n<td width=\"72\">0.616<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>3.2 Facilitating Student-Student Interaction<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.2.1: Facilitate students\u2019 small group discussions online (in addition to in-person).<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.887<\/td>\n<td width=\"72\">0.787<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.2.2: Facilitate students\u2019 small group collaboration on projects online (in addition to in-person).<\/td>\n<td width=\"72\">1.031**<\/td>\n<td width=\"54\">0.033<\/td>\n<td width=\"60\">0.905<\/td>\n<td width=\"72\">0.819<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.2.3: Strengthen students' sense of belonging to the classroom community using online communication.<\/td>\n<td width=\"72\">0.970**<\/td>\n<td width=\"54\">0.037<\/td>\n<td width=\"60\">0.880<\/td>\n<td width=\"72\">0.775<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.2.4: Monitor students' online interactions with each other to ensure quality participation.<\/td>\n<td width=\"72\">1.052**<\/td>\n<td width=\"54\">0.036<\/td>\n<td width=\"60\">0.895<\/td>\n<td width=\"72\">0.801<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.2.5: Create opportunities for students to teach each other inside and outside of class using online technology.<\/td>\n<td width=\"72\">1.014**<\/td>\n<td width=\"54\">0.047<\/td>\n<td width=\"60\">0.858<\/td>\n<td width=\"72\">0.736<\/td>\n<\/tr>\n<tr>\n<td colspan=\"5\" width=\"642\"><u>3.3&nbsp; Facilitating Teacher-Student Interaction<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.3.1: Determine when it is most effective to interact with students online versus in-person.<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.773<\/td>\n<td width=\"72\">0.598<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.3.2: Strengthen caring relationships with students via online communication.<\/td>\n<td width=\"72\">1.232**<\/td>\n<td width=\"54\">0.071<\/td>\n<td width=\"60\">0.894<\/td>\n<td width=\"72\">0.800<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.3.3: Convey your personality in online text-based communication with students.<\/td>\n<td width=\"72\">1.239**<\/td>\n<td width=\"54\">0.082<\/td>\n<td width=\"60\">0.879<\/td>\n<td width=\"72\">0.772<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.3.4: Ensure students are comfortable communicating with you online.<\/td>\n<td width=\"72\">1.232**<\/td>\n<td width=\"54\">0.079<\/td>\n<td width=\"60\">0.909<\/td>\n<td width=\"72\">0.826<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.3.5: Promptly respond to student inquiries online (in addition to in-person).<\/td>\n<td width=\"72\">1.066**<\/td>\n<td width=\"54\">0.086<\/td>\n<td width=\"60\">0.798<\/td>\n<td width=\"72\">0.636<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>3.4 Facilitating Student-Content Interactions<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.4.1: Ensure that students can navigate online educational materials.<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.844<\/td>\n<td width=\"72\">0.713<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.4.2: Use the learning management system to monitor student activity with online educational materials to determine if they are on-task.<\/td>\n<td width=\"72\">1.117**<\/td>\n<td width=\"54\">0.079<\/td>\n<td width=\"60\">0.772<\/td>\n<td width=\"72\">0.596<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.4.3: Use data to monitor student progress in subject-specific software programs.<\/td>\n<td width=\"72\">1.018**<\/td>\n<td width=\"54\">0.078<\/td>\n<td width=\"60\">0.770<\/td>\n<td width=\"72\">0.593<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.4.4: Help students to select online and offline materials that are relevant to them.<\/td>\n<td width=\"72\">1.071**<\/td>\n<td width=\"54\">0.066<\/td>\n<td width=\"60\">0.855<\/td>\n<td width=\"72\">0.731<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">3.4.5: Encourage student persistence with independent online learning activities (in addition to in-person activities).<\/td>\n<td width=\"72\">1.134**<\/td>\n<td width=\"54\">0.067<\/td>\n<td width=\"60\">0.851<\/td>\n<td width=\"72\">0.725<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>4.1 Implementing Blended Assessments<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.1.1: Administer performance-based assessments online (in addition to offline assessments).<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.790<\/td>\n<td width=\"72\">0.623<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.1.2: Use online tools to provide students with opportunities for reflective self-assessment.<\/td>\n<td width=\"72\">1.071**<\/td>\n<td width=\"54\">0.053<\/td>\n<td width=\"60\">0.83<\/td>\n<td width=\"72\">0.689<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.1.3: Use online and traditional grading rubrics to clearly identify individual student performance gaps.<\/td>\n<td width=\"72\">1.039**<\/td>\n<td width=\"54\">0.063<\/td>\n<td width=\"60\">0.821<\/td>\n<td width=\"72\">0.674<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.1.4: Use data from online and offline assessments to identify patterns in group and whole class learning gaps.<\/td>\n<td width=\"72\">0.952**<\/td>\n<td width=\"54\">0.066<\/td>\n<td width=\"60\">0.767<\/td>\n<td width=\"72\">0.588<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.1.5: Help students use online and offline assessment data to guide their own learning progress.<\/td>\n<td width=\"72\">1.057**<\/td>\n<td width=\"54\">0.064<\/td>\n<td width=\"60\">0.855<\/td>\n<td width=\"72\">0.731<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>4.2 Evaluating and Reflecting<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.2.1: Use student performance data to evaluate the effectiveness of teachers\u2019 online instruction.<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.872<\/td>\n<td width=\"72\">0.760<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.2.2: Use student performance data to evaluate the effectiveness of online educational materials and assessments.<\/td>\n<td width=\"72\">1.072**<\/td>\n<td width=\"54\">0.037<\/td>\n<td width=\"60\">0.924<\/td>\n<td width=\"72\">0.854<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.2.3: Use student performance data to evaluate the effectiveness of how online and in-person activities and assessments were blended together.<\/td>\n<td width=\"72\">1.066**<\/td>\n<td width=\"54\">0.047<\/td>\n<td width=\"60\">0.898<\/td>\n<td width=\"72\">0.806<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.2.4: Provide students with multiple opportunities to provide input about the effectiveness of the online and in-person teaching strategies.<\/td>\n<td width=\"72\">1.036**<\/td>\n<td width=\"54\">0.050<\/td>\n<td width=\"60\">0.876<\/td>\n<td width=\"72\">0.767<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">4.2.5: Collaborate with other teachers to evaluate the effectiveness of units that blend online and in-person instruction.<\/td>\n<td width=\"72\">0.994**<\/td>\n<td width=\"54\">0.063<\/td>\n<td width=\"60\">0.823<\/td>\n<td width=\"72\">0.677<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>5.1 Managing the Blended Learning Environment<\/u><\/td>\n<td width=\"72\"><\/td>\n<td width=\"54\"><\/td>\n<td width=\"60\"><\/td>\n<td width=\"72\"><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.1.1: Configure the classroom space as needed to support the planned in-person and online classroom-based activities.<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.833<\/td>\n<td width=\"72\">0.694<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.1.2: Develop strategies for organizing and maintaining online learning materials (e.g., online documents, hyperlinks, resources, etc.).<\/td>\n<td width=\"72\">1.073**<\/td>\n<td width=\"54\">0.050<\/td>\n<td width=\"60\">0.878<\/td>\n<td width=\"72\">0.771<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.1.3: Develop procedures for the online submission and management of student-created products (e.g., projects, reports, assignments, etc.).<\/td>\n<td width=\"72\">1.031**<\/td>\n<td width=\"54\">0.051<\/td>\n<td width=\"60\">0.885<\/td>\n<td width=\"72\">0.783<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.1.4: Establish clear procedures to help students manage the use of individual and\/or classroom devices (laptops, tablets, headphones, etc.).<\/td>\n<td width=\"72\">0.963**<\/td>\n<td width=\"54\">0.049<\/td>\n<td width=\"60\">0.850<\/td>\n<td width=\"72\">0.723<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.1.5: Help students to manage their class-related online accounts and passwords.<\/td>\n<td width=\"72\">0.986**<\/td>\n<td width=\"54\">0.049<\/td>\n<td width=\"60\">0.852<\/td>\n<td width=\"72\">0.726<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>5.2 Managing Blended Learning Routines<\/u><\/td>\n<td width=\"72\"><\/td>\n<td width=\"54\"><\/td>\n<td width=\"60\"><\/td>\n<td width=\"72\"><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.2.1: Provide clear classroom procedures for transitioning between online and in-person learning activities.<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.907<\/td>\n<td width=\"72\">0.823<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.2.2: Establish procedures for how students should seek help when learning with online technology.<\/td>\n<td width=\"72\">0.988**<\/td>\n<td width=\"54\">0.034<\/td>\n<td width=\"60\">0.914<\/td>\n<td width=\"72\">0.836<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.2.3: Manage a classroom where students pursue mastery at their own pace.<\/td>\n<td width=\"72\">0.903**<\/td>\n<td width=\"54\">0.046<\/td>\n<td width=\"60\">0.822<\/td>\n<td width=\"72\">0.675<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.2.4: Establish guidelines that help students use online time wisely.<\/td>\n<td width=\"72\">0.978**<\/td>\n<td width=\"54\">0.039<\/td>\n<td width=\"60\">0.905<\/td>\n<td width=\"72\">0.819<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">5.2.5: Constructively intervene to address student use of technology that interferes with learning.<\/td>\n<td width=\"72\">0.961**<\/td>\n<td width=\"54\">0.044<\/td>\n<td width=\"60\">0.870<\/td>\n<td width=\"72\">0.757<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>Superfactor 1. Foundations<\/u><\/td>\n<td width=\"72\"><\/td>\n<td width=\"54\"><\/td>\n<td width=\"60\"><\/td>\n<td width=\"72\"><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Technical Literacy<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.841<\/td>\n<td width=\"72\">0.708<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Digital Citizenship<\/td>\n<td width=\"72\">0.699**<\/td>\n<td width=\"54\">0.091<\/td>\n<td width=\"60\">0.673<\/td>\n<td width=\"72\">0.453<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Dispositions<\/td>\n<td width=\"72\">0.491**<\/td>\n<td width=\"54\">0.089<\/td>\n<td width=\"60\">0.605<\/td>\n<td width=\"72\">0.366<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>Superfactor 2. Planning<\/u><\/td>\n<td width=\"72\"><em>&nbsp;<\/em><\/td>\n<td width=\"54\"><em>&nbsp;<\/em><\/td>\n<td width=\"60\"><em>&nbsp;<\/em><\/td>\n<td width=\"72\"><em>&nbsp;<\/em><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Planning Blended Activities<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.929<\/td>\n<td width=\"72\">0.863<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Planning Blended Assessments<\/td>\n<td width=\"72\">1.039**<\/td>\n<td width=\"54\">0.058<\/td>\n<td width=\"60\">0.959<\/td>\n<td width=\"72\">0.921<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>Superfactor 3. Instructional Methods &amp; Strategies<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Personalizing Instruction<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.890<\/td>\n<td width=\"72\">0.792<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Facilitating Student-Student Interaction<\/td>\n<td width=\"72\">1.272**<\/td>\n<td width=\"54\">0.106<\/td>\n<td width=\"60\">0.871<\/td>\n<td width=\"72\">0.759<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Facilitating Teacher-Student Interaction<\/td>\n<td width=\"72\">1.061**<\/td>\n<td width=\"54\">0.105<\/td>\n<td width=\"60\">0.858<\/td>\n<td width=\"72\">0.737<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Facilitating Student-Content Interaction<\/td>\n<td width=\"72\">1.179**<\/td>\n<td width=\"54\">0.101<\/td>\n<td width=\"60\">0.966<\/td>\n<td width=\"72\">0.933<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>Superfactor 4. Assessment &amp; Evaluation<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<td width=\"54\"><u>&nbsp;<\/u><\/td>\n<td width=\"60\"><u>&nbsp;<\/u><\/td>\n<td width=\"72\"><u>&nbsp;<\/u><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Implementing Blended Assessment<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.984<\/td>\n<td width=\"72\">0.968<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Evaluating and Reflecting<\/td>\n<td width=\"72\">1.038**<\/td>\n<td width=\"54\">0.074<\/td>\n<td width=\"60\">0.920<\/td>\n<td width=\"72\">0.846<\/td>\n<\/tr>\n<tr>\n<td width=\"384\"><u>Superfactor 5. Management<\/u><\/td>\n<td width=\"72\"><\/td>\n<td width=\"54\"><\/td>\n<td width=\"60\"><\/td>\n<td width=\"72\"><\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Blended Learning Environment<\/td>\n<td width=\"72\">1.000<\/td>\n<td width=\"54\">NA<\/td>\n<td width=\"60\">0.967<\/td>\n<td width=\"72\">0.935<\/td>\n<\/tr>\n<tr>\n<td width=\"384\">Blended Learning Routines<\/td>\n<td width=\"72\">1.018**<\/td>\n<td width=\"54\">0.047<\/td>\n<td width=\"60\">0.946<\/td>\n<td width=\"72\">0.896<\/td>\n<\/tr>\n<\/tbody>\n<caption style=\"caption-side: bottom\">** <em>&nbsp;p <\/em>&lt; .01. <sup>a<\/sup>Standardized factor loadings based on Mplus 8.1 output. <sup>b<\/sup><\/caption><\/table>\n<table width=\"0\">\n<caption><strong>Table A2.<\/strong> Items for the pedagogical model of the blended teaching readiness instrument.<\/caption>\n<thead>\n<tr>\n<th width=\"612\"><strong>Constructs and Items<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"612\"><strong><u>0. Dispositions<\/u><\/strong> (Rate your agreement with the following beliefs . . . <u>) <\/u>\n\n0.1 I believe most students have better learning outcomes when technology enables them to adjust the pace of their own learning.\n\n0.2 I believe that online technology is critical to implementing mastery-based learning in the classroom.\n\n0.3 I believe online technologies enable valuable activities that would be difficult or impossible to do otherwise.\n\n0.4 I believe it is important for teachers to explore new teaching strategies that blend in-person and online learning.\n\n0.5 I believe that students should use data to guide their own learning progress.\n\n0.6 I believe that teachers who regularly use data to inform their teaching will be able to help their students more than those who don't.\n\n0.7 I believe that students need to gain experience with online collaboration on projects.\n\n0.8 I believe that student learning is enriched when teachers and students interact in online discussions.<\/td>\n<\/tr>\n<tr>\n<td width=\"612\"><strong><u>1. Online Integration<\/u><\/strong> (Rate your ability to do the following . . . )\n\n1.1 Evaluate the strengths and limitations of specific online activities for your students.\n\n1.2 Strategically combine online and in-person activities that enable student ownership of their learning (e.g., flexibility in when, where, and how they learn).\n\n1.3 Determine when it is best to use computer-administered assessments.\n\n1.4 Determine when it is most effective to interact with students online versus in-person.\n\n1.5 Discern when the use of online technologies improves learning outcomes and when it doesn\u2019t.\n\n1.6 Develop procedures for the online submission and management of student-created products (e.g., projects, reports, assignments, etc.).\n\n1.7 Help students manage their class related online accounts and passwords.\n\n1.8 Provide clear procedures for transitioning between online and in-person learning activities.\n\n1.9 Establish procedures for how students should seek help when learning with online technology.\n\n1.10 Establish guidelines that help students use online time wisely.\n\n1.11 Establish clear procedures to help students manage the use of individual and\/or classroom devices (laptops, tablets, headphones, etc.).<\/td>\n<\/tr>\n<tr>\n<td width=\"612\"><strong><u>2. Real-time Data Practices<\/u><\/strong> (Rate your ability to do the following . . . )\n\n2.1 Identify patterns in small group and whole-class learning based on online and offline assessment data.\n\n2.2 Help students guide their own learning progress using online and offline assessment data.\n\n2.3 Interpret mastery-based progress dashboards to inform interventions for individuals and small groups.\n\n2.4 Use technology tools to monitor student participation levels (e.g., time on task, attendance, logins, frequency of activity, etc.).\n\n2.5 Use frequent online formative assessments to monitor student progress towards learning outcomes.\n\n2.6&nbsp;Use online and offline assessment data to evaluate the effectiveness of accommodations for students with disabilities.\n\n2.7&nbsp;Use data collected online to determine which small groups or individual students need additional instructional support.\n\n2.8 Use technology to collect non-academic data that can inform personalization of instruction (e.g., interests, learning preferences, background experiences, etc.).<\/td>\n<\/tr>\n<tr>\n<td width=\"612\"><strong><u>3. Personalizing Instruction<\/u><\/strong> (Rate your ability to do the following . . . )\n\n3.1 Organize a set of online and offline resources that support students in personalizing their projects.\n\n3.2 Combine individual or small group instruction with the use of educational software to address specific student needs.\n\n3.3 Use online tools to implement a mastery-based approach to learning.\n\n3.4 Use educational software to customize student pathways through the curriculum.\n\n3.5 Use technology that enables the pace of learning to be customized for each student.\n\n3.6 Use technology to help students track progress on their personal learning goals.\n\n3.7 Use technology to provide students with flexibility in where they learn.\n\n3.8&nbsp;Use technology to provide students with online options for how they demonstrate mastery of learning objectives.<\/td>\n<\/tr>\n<tr>\n<td width=\"612\"><strong><u>4. Online Interaction<\/u><\/strong> (Rate your ability to do the following . . . )\n\n4.1 Establish clear expectations for respectful online communication between students.\n\n4.2 Establish clear boundaries when communicating online that maintain professional student-teacher relationships.\n\n4.3 Facilitate productive small group collaborative project work that occurs both online and in-person.\n\n4.4 Facilitate productive learner interaction in online discussion forums.\n\n4.5 Facilitate productive video conferencing\/webinar interactions with students and guest presenters.\n\n4.6 Provide timely feedback to students using a variety of channels (text, audio, video, etc.).\n\n4.7 Strengthen students\u2019 sense of belonging to the classroom community using online communication.\n\n4.8 Create opportunities for students to help each other inside and outside of class using online technology.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>",
            "title": "Blended Teaching Readiness: Phase 2 - Instrument Development",
            "excerpt": "This research completes a two-year research process to create and empirically validate an instrument to measure K-12 Blended Teaching Readiness. This report details the process as well as the successful efforts to validate and make available an instrument for use by individuals, schools, districts, and universities. Additionally, the report documents the process of creating a second, shorter instrument focusing on four of the most essential pedagogical competencies for blended teaching.",
            "slug": "blended-teaching-readiness-phase-2-instrument-development",
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            "author_id": 21,
            "timestamp": 1537243200,
            "content": "<!-- wp:paragraph -->\n<p>Blended teaching \u2014 which combines online and in-person instruction \u2014 is becoming more commonplace in K-12 schools.&nbsp; In this webinar, we share the results of a two-year long project to develop an instrument for evaluating K-12 blended teacher readiness. We also provide list of core competencies for blended teaching along with resources can be used in professional development for in-service or pre-service teachers.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Developing a Survey Instrument for Evaluating K-12 Blended Teacher Readiness",
            "excerpt": "Blended teaching \u2014 which combines online and in-person instruction \u2014 is becoming more commonplace in K-12 schools.&nbsp; In this webinar, we share the results of a two-year long project to develop an instrument for evaluating K-12 blended teacher readiness. We also provide list of core competencies for blended teaching along with resources can be used...",
            "slug": "developing-a-survey-instrument-for-evaluating-k-12-blended-teacher-readiness",
            "modified_timestamp": 1585927913,
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            "presenter_0_name": "Dr. Charles Graham",
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            "presenter_1_name": "Dr. Jered Borup",
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            "content": "<!-- wp:paragraph -->\n<p>During a series of focus groups, 51 students from three Michigan high schools shared their perceptions and feedback about instructional and facilitation support for online learners. Two reports \u2014&nbsp; the last in a series of four \u2014 are being published about these findings. This webinar shares some of what we learned that may help improve other students\u2019 experiences and increase their likelihood of success in online courses.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Teachers and Mentors: Students Talk about Online Learner Supports",
            "excerpt": "During a series of focus groups, 51 students from three Michigan high schools shared their perceptions and feedback about instructional and facilitation support for online learners. Two reports \u2014&nbsp; the last in a series of four \u2014 are being published about these findings. This webinar shares some of what we learned that may help improve...",
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            "presenter_1_name": "Chawanna Chambers",
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            "path": "\/research\/publications\/the-role-of-online-teaching-in-michigan-teacher-preparation-programs\/",
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            "content": "<h2>Executive Summary<\/h2>\nOnline learning enrollments are growing in Michigan year over year, and part of meeting the student demand for high quality online courses is training and certifying Michigan teachers with the requisite skills and knowledge to design online learning experiences and facilitate learning online. Michigan has invested heavily in preparing students for the 21<sup>st<\/sup> century through the 2006 online learning experience requirement, the adoption of the Michigan Interstate Teacher Assessment and Support Consortium (MI-InTASC) Model Core Teaching Standards, and the release of the Michigan Roadmap: Transforming Education Through Technology whitepaper, both of which advocate for preparing students with the skills necessary to be successful in the future, in part through the thoughtful integration of technology throughout the curriculum. Part of preparing students to be successful in the future includes learning online or in blended classrooms. It is unclear, however, the extent to which Michigan\u2019s teacher preparation colleges and universities have responded to the demand for high quality online and blended teachers. This study, through a case study methodology, investigates the degree to which teacher preparation programs have incorporated online and blended learning content into their required professional sequence of courses for teacher candidates. Overall, programs seem to have embraced the need for teacher candidates to learn skills and knowledge related to educational technology; however, online and blended learning specifically still remain largely absent from most preparation program curricula.\n<h2>Introduction<\/h2>\nIn 2012, Kennedy and Archambault identified how teacher preparation programs address K-12 online learning through field experiences. They found that only 1.3% of programs offered field experiences in K-12 online schools. A follow-up study published in 2016 found that in the five&nbsp;years since the original study, the percent of institutions offering online K-12 field experiences grew to only 4.1%. The researchers attribute the limited growth to targeted partnerships between teacher preparation and K-12 online programs (Archambualt et al., 2016).\n\nWhile an entirely online field experience may have only limited attraction or utility, primarily for those pre-service teachers who intend to teach exclusively online following certification, K-12 education has been slowly integrating more online and blended learning options over the past several years (Taie &amp; Goldring, 2017). This evolution is creating an educational landscape in which the ability to teach effectively online (either fully online or through blended classroom arrangements) is no longer reserved for the highly motivated \u201ctechnology savvy\u201d teachers but required of all K-12 teachers.\n\nIn Michigan specifically, over 81,000 students accounted for over 318,000 part-time online enrollments in the 2016-17 school year (Freidhoff, 2018). These enrollments were not from cyber charter schools or the Michigan Virtual School who maintain their own teaching staffs but rather from local districts, who often tap local teachers to teach online or contract out the teaching through national third party providers (who in turn supply Michigan certified teachers). There is a pressing need nationally, and within Michigan as well, to prepare pre-service teachers to be familiar, even in a limited capacity, with how to teach effectively online. While most pre-service teachers may not identify online teaching as their first choice in career, or even be aware of it as an option, it is likely that over the course of teachers\u2019 careers they will encounter situations in which they are expected to teach online or in a blended capacity. When iEducators (newly certified, first time online teachers) at Michigan Virtual were surveyed, many indicated that they applied for and accepted a fully online teaching position out of necessity having never considered online teaching in their teacher preparation programs (DeBruler, 2016). Given this reality, teacher preparation programs have a responsibility to prepare their students to be aware of online and blended instructional methods, to become effective teachers in any context, and to compete for job openings that require such skills.\n\nAccording to the MDE, a teacher preparation program is comprised of multiple, interdependent components that prepare candidates for certification to demonstrate proficiencies defined in several aligned sets of standards.\n<ol>\n \t<li>The Michigan Interstate Teacher Assessment and Support Consortium (MI-InTASC) Model Core Teaching Standards, adopted by the State Board of Education in 2013, define the theoretical and practical knowledge, skills, and dispositions that all entry-level teachers should possess upon completion of an approved teacher preparation program.<\/li>\n \t<li>The Michigan Certification Standards for the Preparation of All Elementary and Secondary Teachers in Reading Instruction specify the expected knowledge and skills in the areas of reading that all teachers at the elementary and secondary levels should possess upon entry to the profession, regardless of content area specialization.<\/li>\n \t<li>Michigan-specific content standards define the central concepts, tools of inquiry, and structures of the specific discipline(s) in which teacher candidates seek endorsement, as well as pedagogical applications of that disciplinary knowledge.<\/li>\n<\/ol>\nAlongside the standards in 2017, the MDE released the Michigan Roadmap: Transforming Education Through Technology (MDE, 2017). The whitepaper details a comprehensive technology plan for both students and teachers to transform learning by using existing systems to create deeper and more personalized learning for all students. The road map lays out five goals in line with the aim of creating deeper and more personalized learning for all students.\n<ul>\n \t<li><em>Goal One <\/em>\u2014<em> Learning:<\/em> Learners will have engaging and empowering learning experiences in both formal and informal settings in order to learn the skills necessary to become global citizens successful in the workplace and society.<\/li>\n \t<li><em>Goal Two <\/em>\u2014<em> Teaching:<\/em> Educators will be supported in understanding the skills necessary for students to become global citizens successful in the workplace and society and in using instructional technology as an accelerator for student learning.<\/li>\n \t<li><em>Goal Three <\/em>\u2014<em> Assessment:<\/em> Learners and educators will use technology to productively measure competency and provide meaningful feedback to support the personalization of learning for all students.<\/li>\n \t<li><em>Goal Four <\/em>\u2014<em> Leadership:<\/em> Educational leaders will create transformational, equitable, technology-rich environments supporting a vision for personalized learning.<\/li>\n \t<li><em>Goal Five <\/em>\u2014<em> Infrastructure:<\/em> Learners and educators will have access to a robust, secure, and comprehensive infrastructure to support everywhere, all-the-time learning.<\/li>\n<\/ul>\nThe roadmap clearly lays out a vision of teachers who are highly skilled in using digital instructional technology to deepen and personalize learning in goal two above; the strategies within speak directly to supporting teachers in using instructional technology. While the roadmap asserts that higher education institutions are partners in this collaboration, teacher preparation is not explicitly mentioned in the roadmap. It is not unreasonable, however, to suggest that preparing teachers to use digital technology, even minimally during their teacher preparation and pre-service, allows teachers to be effective in their first year and builds on that knowledge base throughout their practice.\n\nThis assertion is reflected in the adoption in 2013 of the MI-InTASC (Council of Chief State School Officers, 2011) (component two of the three required components that prepare teachers for certification) which classifies technology as a cross-disciplinary skill, one that teachers must learn and practice regularly in their classroom across curriculum, not just as a standalone exercise. Further, while there is no \u201cdigital technology\u201d standard, the InTASC Standards assert that teachers, \u201cmake content knowledge accessible to learners by using multiple means of communication, including digital media and information technology.\u201d The InTASC standards also have several areas where they highlight development and progression in teachers\u2019 skills and knowledge using digital technology through experience and professional learning. This further supports the argument for basic foundational knowledge of digital and instructional technology during teacher preparation programs and at the pre-service level and a deeper more refined knowledge through professional learning opportunities during their careers.\n\nCurrently, the MDE credit hour requirements for certification are based on the idea that prospective teachers need to know the content of what they are going to teach as well as teaching methods, or pedagogy (component three of three required components that prepare teachers for certification). These two realms of knowledge, pedagogy and content, make up the pedagogical content knowledge framework\u2014a foundational framework in teacher preparation for over 30 years (Shulman, 1987). However, with the emergence and widespread adoption of digital technology, Shulman\u2019s framework was updated by Koehler and Mishra (2006) to include technology alongside pedagogy and content. The new Technological Pedagogical Content Knowledge (TPACK) framework asserts that teachers must also possess knowledge of the technology with which they teach (digital or otherwise). This framework does not simply suggest that a teacher know how to <em>operate<\/em> a technology such as Google Drive or SoundCloud, but rather that a teacher knows how to effectively integrate technology to enhance pedagogy and effectively convey content.\n\nThe TPACK framework has had an overwhelmingly positive response and been immensely popular since being published, resonating with teacher preparation institutions and teachers alike. There have been numerous research studies assessing the effectiveness of different models of developing TPACK in teachers that have found both success and challenges with different models and methods for developing TPACK (Harris, Mishra, Koehler, 2009; Harris &amp; Hofer, 2011, Koehler &amp; Mishra, 2005a; Koehler &amp; Mishra, 2005b; Niess, van Zee &amp; Gillow-Wiles, 2010). Intricacies of the different models aside, what the presence of the models and the vast amount of research on them and on TPACK as a whole suggest is that the process of going from possessing content and pedagogical knowledge (and the overlap between), taught extensively in teacher preparation, to possessing content, pedagogical, and technological knowledge (and the overlap between) is an intentional and deliberate one. One that must be taught, modeled, practiced, and refined throughout pre-service and in-service teaching. Learning to teach effectively with digital and instructional technology cannot happen simply through exposure to technology (i.e. using Microsoft word to write undergraduate papers and using Moodle for required course readings); rather, pre-service teachers must be instructed on how to integrate technology and the theories surrounding technology integration in contextual and meaningful ways to be able to successfully use it to deepen and personalize student learning. What TPACK ultimately tells us is that the assumption that knowing technology (i.e. how to use Facebook or Google Docs) is the same as being able to teach with technology is a faulty one.\n\nThe argument that most of the over 66,000 Michigan teachers (MDE, 2017) will never teach fully online courses is a valid one, but it is much harder to argue that those teachers will never teach with digital technology in blended\/hybrid settings or teach supplemental courses online, especially as both the InTASC and Michigan Roadmap for Transforming Education through Technology explicitly expect teachers to do so. And teaching standards aside, as demonstrated by the iEducators above, pre-service teachers may not be actively seeking out fully online teaching positions, but they are a real, viable career option, and as such there is a responsibility to prepare teachers, even in a limited capacity, to teach online.\n\nThe purpose of this study was to assess the degree to which Michigan teacher preparation programs are addressing online and blended teaching in their teacher certification course work and curriculum. The research questions are as follows:\n<ol>\n \t<li>How many teacher preparation programs have an educational technology course as part of their required curriculum for teacher certification?<\/li>\n \t<li>How many teacher preparation programs offer courses in educational technology but do not require it for teacher certification?<\/li>\n \t<li>How many of the required educational technology courses address online or blended teaching?\n<ol>\n \t<li>How, if at all, is online or blended teaching featured in the courses?<\/li>\n \t<li>What specific standards regarding online and blended teaching does the course address?<\/li>\n<\/ol>\n<\/li>\n \t<li>Do any teacher preparation institutions offer courses exclusively in online or blended teaching as part of their required curriculum?<\/li>\n<\/ol>\n<h2>Methods<\/h2>\nThis research follows an exploratory case study methodology, an empirical inquiry that investigates a phenomenon within its context through multiple sources of evidence (Yin, 1984). In this study each teacher preparation program and associated course are a case. According to Tellis (1997), case study research must be carefully designed in order to (1) demonstrate that it is a viable method to obtain data, (2) that it is appropriate to the research questions, (3) that it follows social science procedures and conventions, (4) that data are properly achieved, and (5) that the methodology is linked to a theoretical framework. In this study, case study methodology was a viable source of data collection in which data was collected over multiple iterations to ensure 100% participation in order to speak to Michigan teacher preparation programs as a whole. Additionally, the research questions were carefully designed to be answerable through case study research. These questions do not seek to make evaluative judgments about the preparedness or quality of the courses, only to report on obtainable facts regarding the courses. All data obtained through websites, emails, and phone calls was achieved and clearly documented in this report. Finally this study is guided by the TPACK framework (discussed previously), which asserts that for effective teaching with technology, teachers must know not only the content, the pedagogy, and the technology but have mastered the overlap between the areas as well.\n\nTo answer the first research question \u2014 \u201cHow many teacher preparation programs have an educational technology course as part of their required curriculum for teacher certification?\u201d \u2014 approved teacher preparation programs were identified through the MDE website. Thirty-one programs were identified as currently operating a teacher preparation program leading to Michigan teacher certification. One program listed on the MDE website no longer offered a teacher certification program, bringing the list to 30 approved teacher preparation programs in Michigan.\n\nData collection for this first question followed three phases. First, websites for each program were identified and examined to identify required course work for teacher certification; 13 teacher preparation institutions had this information easily accessible on their websites. For the remaining 18 programs, this information was not easily found on their website. These programs were contacted via email through either a program contact (identified on the website) or through a general college\/university inquiry form. Required course lists were collected from all 30colleges\/universities. Required course lists were then reviewed to determine if there was any sort of required educational technology course. Eight programs did not have an educational technology or online or blended course in their required course lists. These programs were not contacted further.\n\nIf an educational technology course was identified, the associated program was contacted via email or phone to request the course syllabus. Course syllabi were requested to determine how much of the course, if at all, was devoted to online and blended teaching and what standards were specifically addressed. While a syllabus is not a perfect representation of what happens in a particular course, it does offer insight into that course and was the best proxy for determining to what degree and in what way online and\/or blended teaching was addressed. Twenty-two programs were identified as having a required educational technology course and were contacted with a syllabus request. Full details of this process by college and university can be found in Table 1. Of these 22 programs:\n<ul>\n \t<li>Nine programs replied and shared the requested syllabus.<\/li>\n \t<li>Four programs replied and chose not to share the syllabus; however, they did provide details regarding the course in their email responses.<\/li>\n \t<li>Nine programs did not respond to either the initial communication or the follow-up. (Programs were contacted a minimum of two times.)<\/li>\n<\/ul>\n<table width=\"0\">\n<caption><strong>Table 1.<\/strong> Educational Technology Course Title and Details by College and University<\/caption>\n<thead>\n<tr>\n<th width=\"139\">College \/ University<\/th>\n<th width=\"227\">Educational Technology Course Title<\/th>\n<th width=\"74\">Required (Yes\/No)<\/th>\n<th width=\"96\">Participated in Study (Yes\/No)<\/th>\n<th width=\"120\">Online or Blended Content (OL\/BL)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"139\">Adrian College<\/td>\n<td width=\"227\">TED 350 Instructional Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Albion College<\/td>\n<td width=\"227\">--<\/td>\n<td width=\"74\">--<\/td>\n<td width=\"96\">--<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Alma College<\/td>\n<td width=\"227\">EDC 370 Instructional and Assistive Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Andrews University<\/td>\n<td width=\"227\">EDTE 476 Methods for Integrating Instructional Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Aquinas College<\/td>\n<td width=\"227\">EN 130 Educational Technology Basics<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Baker College<\/td>\n<td width=\"227\">EDU 3460 Integrating Technology into 21<sup>st<\/sup> Century Learning<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">OL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Calvin College<\/td>\n<td width=\"227\">--<\/td>\n<td width=\"74\">--<\/td>\n<td width=\"96\">--<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Central Michigan University<\/td>\n<td width=\"227\">EDU 290 Technology in Education<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Concordia University<\/td>\n<td width=\"227\">EDU 203 Educational Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Cornerstone University<\/td>\n<td width=\"227\">EDU 262 Educational Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Eastern Michigan University<\/td>\n<td width=\"227\">LTEC 330 Instructional Applications of Media and Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes*<\/td>\n<td width=\"120\">OL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Ferris State University<\/td>\n<td width=\"227\">EDUC 540 Educational Technology Classroom<\/td>\n<td width=\"74\">No<\/td>\n<td width=\"96\">--<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Grand Valley State University<\/td>\n<td width=\"227\">EDT 370 Technology in Education<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">OL, BL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Hope College<\/td>\n<td width=\"227\">EDUC 453 Computers and Technology: Special Education<\/td>\n<td width=\"74\">No<\/td>\n<td width=\"96\">--<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Lake Superior State University<\/td>\n<td width=\"227\">EDUC 350 Integrating Tech Learning<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Madonna University<\/td>\n<td width=\"227\">EDU 3460 Instructional Media<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes*<\/td>\n<td width=\"120\">BL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Michigan State University<\/td>\n<td width=\"227\">CEP 416 Teaching and Learning with Technology<\/td>\n<td width=\"74\">No<\/td>\n<td width=\"96\">--<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Michigan Technological University<\/td>\n<td width=\"227\">ED 3100 Instructional Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Northern Michigan University<\/td>\n<td width=\"227\">ED 483 Educational Media Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes*<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Oakland University<\/td>\n<td width=\"227\">DLL 4197 Digital Technologies in the Secondary Classroom<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">OL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Rochester College<\/td>\n<td width=\"227\">EDU 2263 Media and Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">OL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Saginaw Valley State University<\/td>\n<td width=\"227\">TEMS 303 Technology for Mid\/Sec Student Achievement<\/td>\n<td width=\"74\">No<\/td>\n<td width=\"96\">--<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Siena Heights University<\/td>\n<td width=\"227\">EDU 321 Technology for Educators<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">BL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Spring Arbor University<\/td>\n<td width=\"227\">EDU 360 Integrating Technology in Education<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">University of Detroit Mercy<\/td>\n<td width=\"227\">EDU 4590 Instructional Technology<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">No<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">University of Michigan Ann Arbor<\/td>\n<td width=\"227\">EDUC 446 Teaching with Digital Technologies<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">OL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">University of Michigan Dearborn<\/td>\n<td width=\"227\">EDT 211 Designing Tech-Based Learning Solutions<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes<\/td>\n<td width=\"120\">OL, BL<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">University of Michigan Flint<\/td>\n<td width=\"227\">EDT 401 Using Technology in Education<\/td>\n<td width=\"74\">No<\/td>\n<td width=\"96\">--<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Wayne State University<\/td>\n<td width=\"227\">TED 6020 Computer Applications in Teaching<\/td>\n<td width=\"74\">Yes<\/td>\n<td width=\"96\">Yes*<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<tr>\n<td width=\"139\">Western Michigan University<\/td>\n<td width=\"227\">EDT 5410 Foundations of Instructional Technology<\/td>\n<td width=\"74\">No<\/td>\n<td width=\"96\">--<\/td>\n<td width=\"120\">--<\/td>\n<\/tr>\n<\/tbody>\n<caption style=\"caption-side: bottom\">*Shared course details via email<\/caption><\/table>\n<h2>Results<\/h2>\n<p style=\"text-align: center\">For clarity, the results of the case study will be presented sequentially by research question followed by a summary discussion.<\/p>\n\n<h3>How many teacher preparation programs have an educational technology course as part of their required curriculum for teacher certification?<\/h3>\nTwenty-two teacher preparation programs had an educational technology course as part of their required curriculum. Unsurprisingly, all of these courses were instructional technology or educational technology focused rather than focused exclusively on online or blended teaching. These courses ranged from teaching basic computer skills, word processing, and focusing on specific technology and web tools such as Microsoft Office, iMovie, and SMART boards. Encouragingly, however, many of the courses seemed to use the ISTE standards to focus on broader issues around technology such as digital literacy and knowledge of technology systems and transfer to new systems (ISTE, n.d.a).\n\nThe programs that were grounded by nationally recognized standards often mapped their course activities onto the associated standard or sub-standard. Seven colleges\/universities used the ISTE Standards for Educators (International Society for Technology in Education, n.d.a) or Students (International Society for Technology in Education, n.d.b), while an additional two programs used the Michigan Educational Technology Standards (MDE, n.d.) which are aligned with the ISTE standards and simply re-branded for Michigan. Four programs also aligned their educational technology courses with the MI-InTASC standards, pulling themes from there as well as other technology focused standards. One program grounded the course in the Professional Standards for Michigan Teachers (MDE, 2008).\n\nOnly one program referenced the iNACOL Standards for Quality Online Teaching (International Association for K-12 Online Learning, 2011). While the iNACOL standards are broadly accepted in the field of K-12 online education, it is likely that given their focus exclusively on K-12, these standards are not well known in higher education. Additionally, the ISTE standards speak more to the broader educational technology courses required by the colleges\/universities, whereas the iNACOL standards are focused only on online teaching. These may be a good resource to use in conjunction with the ISTE standards when discussing K-12 online teaching. More will be shared about this below under research question three.\n<h3>How many teacher preparation programs offer courses in educational technology but do not require it for teacher certification?<\/h3>\nOf the eight teacher preparation programs that did not have a required educational technology course, six offered at least one optional educational technology course. Two programs did not appear to offer courses on educational technology. This was based on a search of the program website and course catalog (for the most recently available year\/term); thus, there is a possibility that there may be a course that was simply overlooked.\n<h3>How many of the required educational technology courses address online or blended teaching? How if at all is online or blended teaching featured in the courses, and what specific standards regarding online and blended teaching does the course address?<\/h3>\nNine of the programs addressed online and\/or blended teaching in some capacity in the required educational technology course and to varying degrees, as evidenced in their syllabus. There was a great deal of variety in how courses addressed online and\/or blended teaching. For some, it was in the form of a guest speaker from an online provider. In the case of two of the programs, it was covered through the required course readings but not practiced or refined through an assignment. Course readings related to online and\/or blended instruction typically took one of three forms: historical overview\/current trends in online and blended learning, resources (i.e. \u201clearning on the web\u201d, \u201cteaching students with disabilities online\u201d), and peer reviewed research on educational technology tools or online and\/or blended learning practices.\n\nIn the middle of the spectrum was the development of a \u201ctechnology rich learning environment\u201d and exploring online applications to support instruction, curriculum, and assessment within the environment. Three programs required their students to create web-based units or \u201conline classrooms\u201d to house online resources, learning activities, and assessments.\n\nTwo programs (one of which also addressed online teaching in their course) presented blended teaching through the \u201cflipped\u201d learning model, where the delivery of content is \u201cflipped\u201d from in-class to at home. Flipped learning is where students learn the material online outside of school hours (through recorded lectures, readings, etc.) and practice the material and ask questions during school time. Neither course syllabus offered details into the specifics of the activity just that it was a \u201cflipped classroom learning activity.\u201d In most cases, flipped learning represents a form of blended learning; however, it is conceivable that flipped learning could be constructed in a manner that would not be considered blended. Accessing course content while physically separated from the teacher, navigating an LMS, accessing course assets online, and online teacher contact to answer questions and for problem solving are examples of attributes commonly found in blended instances. However, not all flipped learning implementations can be considered blended; it is possible that a teacher can flip her classroom and not integrate online learning assets.\n<h3>Do any teacher preparation institutions include courses exclusively in online or blended teaching as part of their required curriculum?<\/h3>\nNo programs require a course in exclusively online or blended teaching as part of their required curriculum for teacher certification. However, a further search of the course catalogs (using the terms \u201conline,\u201c \u201cvirtual,\u201d \u201cdistance,\u201d \u201cblended,\u201d \u201chybrid,\u201d and \u201cflipped\u201d) for each of the 30 programs revealed that only two programs (University of Michigan-Dearborn and Aquinas College) offered optional courses on exclusively online and blended teaching intended for undergraduate teacher preparation candidates. (A handful of programs offered courses in online learning at the graduate level as part of a Certificate in Online Teaching.) The most recent full version of the catalog was searched for each institution; it is possible that a course to be offered in the coming term was not located using this method.\n<h2>Discussion<\/h2>\nA total of 22 out of 30 teacher education programs had an educational technology course as part of their required curriculum for certification; 13 of these programs participated in the study in some way. Nine of the 13 programs addressed online or blended teaching in some capacity in their required educational technology courses; of these nine courses, only three authentically approximated online teaching by asking students to design lessons and assessments within an LMS, about 25% of the study sample. While it is unlikely that teacher candidates will teach fully online, it is possible these candidates will teach one or two courses online or be expected to provide some instruction and course materials online through an LMS throughout their career. For this reason, it is somewhat discouraging that only 25% of teacher preparation programs provide this level of online and instruction.\n\nWhat was encouraging, however, was that even though there were 27 programs without substantial online or blended instruction, 22 programs did require an educational technology course. Colleges and universities largely already have required educational technology courses. Hopefully, as educational technology instruction moves out of insular courses and becomes more integrated in general education and professional sequence courses, it would serve both programs and prospective teachers well to fill space in those courses with more online and blended learning content, aligning with Michigan and national teaching standards. Again, we are not advocating that programs must fully prepare prospective teachers to teach online; programs, however, do a disservice to their students by not introducing them to online teaching as a viable career option and at least introduce the concepts of online and especially blended teaching.\n\nThere may be the notion that prospective teachers simply don\u2019t have enough room in their academic schedules to cover online and blended teaching. This is a legitimate concern. However the 22 programs with a required educational technology course already incorporated activities that could scaffold and support online teaching without directly being labeled \u201conline teaching\u201d content. While they certainly were not labeled as online or blended activities, tasks such as reviewing educational technology tools is an authentic practice that many online and blended teachers employ regularly when adapting face-to-face lessons online. Practices like this address a small part of online and blended teaching; woven together with intentionality, programs could provide foundational knowledge around online and blended teaching with only minor modifications to their existing educational technology courses. As demand grows at the student level for online courses, so too will the demand for teachers. Programs would do well to at least acknowledge the new realities of the teaching profession.\n\nA final encouraging finding was this quote from a course syllabus from one of the instructors of a required educational technology course:\n\nThis course will use a number of technologies to facilitate discussion and learning. One of the course goals is to become a better independent learner of technology and technological problem solver. The tools rapidly change, which means learning about a particular product is less important than learning how to meaningfully integrate technology into your instruction. This requires practice and a ton of patience; however, it will pay off for you and your students!\n\nWe were encouraged by this sentiment because it recognizes and emphasizes the necessary shift from thinking about specific technology (i.e. how to integrate a SMARTboard) and instead focuses on learning outcomes and how to best achieve those with the tools and methods available \u2014including online and blended. Online and blended teachers have a huge array of resources available to them, however, if they focus too heavily on the technology and not the learning, their students will suffer \u2014 precisely why a solid foundation in the pedagogy of online and blended teaching is necessary. Online and blended teaching is a viable option for many educators, and the affordances of both have the ability to provide huge payouts for students. The state of Michigan has been leading the growth of online learning at the K-12 level for over a decade. Michigan\u2019s teacher preparation programs have an opportunity as well, one that if seized can help better serve students.<strong>\n<\/strong>\n<h2>References<\/h2>\nArchambault, L., Kennedy, K., DeBruler, K., Shelton, C., Dalal, M., McAllister, L., &amp; Huyett, S. (2016). <em>Examining teacher education programs and field experiences in k-12 online learning environments<\/em>. Lansing, MI: Michigan Virtual University. Retrieved from https:\/\/media.mivu.org\/institute\/pdf\/examinete2016.pdf\n\nCouncil of Chief State School Officers. (2011). InTASC model core teaching standards. Retrieved from <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/InTASC_Model_Core_Teaching_Standards_2011_352031_7.pdf\">https:\/\/www.michigan.gov\/documents\/mde\/InTASC_Model_Core_Teaching_Standards_2011_352031_7.pdf<\/a>\n\nDeBruler, K. (2016). <em>iEducator 21st century digital learning corps: Program design and reflection<\/em>. Lansing, MI: Michigan Virtual University. Retrieved from <a href=\"https:\/\/media.mivu.org\/institute\/pdf\/iEd_1.pdf\">https:\/\/media.mivu.org\/institute\/pdf\/iEd_1.pdf<\/a>\n\nFreidhoff,J. R. (2018). <em>Michigan\u2019s k-12 virtual learning effectiveness report 2016-17<\/em>. Lansing, MI: Michigan Virtual University. Available from <a href=\"https:\/\/mvlri.org\/research\/effectiveness-report\/\">https:\/\/mvlri.org\/research\/effectiveness-report\/<\/a>\n\nHarris, J.B., &amp; Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers\u2019 curriculum-based, technology-related instructional planning. <em>Journal of Research on Technology in Education<\/em>, 43(3), 211-229.\n\nHarris, J., Mishra, P., &amp; Koehler, M.J. (2009). Teachers technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. <em>Journal of Research on Technology in Education<\/em>, 41(4), 393-416.\n\nInternational Association for K-12 Online Learning. (2011). National standards for quality online teaching version 2. Vienna, VA: Author. Retrieved from <a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-quality-online-courses-v2.pdf\">https:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-quality-online-teaching-v2.pdf<\/a>\n\nInternational Society for Technology in Education. (n.d.a). <em>ISTE standards for educators<\/em>. Retrieved from <a href=\"https:\/\/www.iste.org\/standards\/for-educators\">https:\/\/www.iste.org\/standards\/for-educators<\/a>\n\nInternational Society for Technology in Education. (n.d.b). ISTE standards for students. Retrieved from <a href=\"https:\/\/www.iste.org\/standards\/for-students\">https:\/\/www.iste.org\/standards\/for-students<\/a>\n\nKennedy, K., &amp; Archambault, L. (2012). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. <em>Journal of Teacher Education<\/em>, <em>63<\/em>(801), 185\u2013200. doi:10.1177\/0022487111433651\n\nKoehler, M.J., &amp; Mishra, P. (2005a). Teachers learning technology by design. <em>Journal of Computing in Teacher Education<\/em>, 21(3), 94-102.\n\nKoehler, M.J., &amp; Mishra, P. (2005b). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. <em>Journal of Educational Computing Research<\/em>, 32(2), 131-152.\n\nKoehler, M.J., Mishra, P., Kereluik, K., Shin, T.S., &amp; Graham, C.R. (2014) The technological pedagogical content knowledge framework. In: Spector J., Merrill M., Elen J., Bishop M. (eds) <em>Handbook of research on educational communications and teaching<\/em>. Spring, New York, NY.\n\nMDE. (n.d.). Michigan educational technology standards for students. Retrieved from<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/SBE_approved_PSMT_May_13_2008+coverpg_258601_7.doc\"> https:\/\/www.michigan.gov\/documents\/mde\/SBE_approved_PSMT_May_13_2008+coverpg_258601_7.doc<\/a>\n\nMDE. (2008). Professional standards for Michigan teachers. Retrieved from<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/SBE_approved_PSMT_May_13_2008+coverpg_258601_7.doc\"> https:\/\/www.michigan.gov\/documents\/mde\/SBE_approved_PSMT_May_13_2008+coverpg_258601_7.doc<\/a>\n\nMDE (2017). <em>MDE fast facts 2016-2017<\/em>. Retrieved from <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/MDE_Fast_Fact_379573_7.pdf\">https:\/\/www.michigan.gov\/documents\/mde\/MDE_Fast_Fact_379573_7.pdf<\/a>\n\nMDE. (2017). Michigan roadmap transforming education through technology. Retrieved from <a href=\"http:\/\/www.michigan.gov\/documents\/mde\/Item_A_Technology_Plan_553854_7.pdf\">http:\/\/www.michigan.gov\/documents\/mde\/Item_A_Technology_Plan_553854_7.pdf<\/a>\n\nMishra, P., &amp; Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. <em>Teachers College Record<\/em>, 108(6), 1017-1054.\n\nNiess, M.L., van Zee, E.H., &amp; Gillow-Wiles, H. (2010) Knowledge growth in teaching mathematics\/science with spreadsheets: Moving PCK to TPACK through online professional development. <em>Journal of Digital Learning in Teacher Education<\/em>, 27(2), 42-53.\n\nTellis, W. (1997a). Introduction to case study. <em>The Qualitative Report<\/em>, 3(2).\n\nTellis, W. (1997b). Application of a case study methodology. <em>The Qualitative Report<\/em>, 3(3).\n\nTaie, S., and Goldring, R. (2017). <em>Characteristics of public elementary and secondary schools in the United States: Results From the 2015\u201316 national teacher and principal survey first look<\/em> (NCES 2017-071). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from <a href=\"https:\/\/nces.ed.gov\/pubsearch\/pubsinfo.asp?pubid=2017071\">https:\/\/nces.ed.gov\/pubsearch\/pubsinfo.asp?pubid=2017071<\/a>.\n\nYin, R.K. (1984). <em>Case study research: Design and methods<\/em>. Bevery Hills, CA: Sage Publications.",
            "title": "The Role of Online Teaching in Michigan Teacher Preparation Programs",
            "excerpt": "This report details how online K-12 teaching is represented in college level teacher preparation programs in Michigan through a case study methodology grounded in the TPACK framework. Teacher preparation program websites and syllabi were the primary data sources; overall online teaching specifically was not prevalent among required course topics.",
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            "content": "<a href=\"https:\/\/mvlri.org\/research\/webinar-podcast\/youtube-closed-captions-for-hearing-impaired-students\/\">This webinar<\/a> was originally posted on the <a href=\"https:\/\/mvlri.org\/\"><em>Michigan Virtual Learning Research Institute<\/em><\/a> website.\n\nhttps:\/\/www.youtube.com\/watch?v=6trymQwozh4\n\n<hr>\n\nJeff shows how teachers can use YouTube\u2019s closed captioning to support access to videos for those with hearing impairments and other accessibility needs.",
            "title": "YouTube Closed Captions for Hearing Impaired Students",
            "excerpt": "Jeff shows how teachers can use YouTube\u2019s closed captioning to support access to videos for those with hearing impairments and other accessibility needs.",
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            "id": 19192,
            "path": "\/blog\/design-learning-for-visually-impaired-students-with-nvda\/",
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            "content": "<a href=\"https:\/\/mvlri.org\/research\/webinar-podcast\/design-learning-for-visually-impaired-students-with-nvda\/\">This webinar<\/a> was originally posted on the <a href=\"https:\/\/mvlri.org\/\"><em>Michigan Virtual Learning Research Institute<\/em><\/a> website.\n\nhttps:\/\/www.youtube.com\/watch?v=MSaLvKeyNYQ\n\n<hr>\n\nJeff reviews Non-Visual Desktop Access (NVDA), an open source screen reader for Windows. Screen readers help those with vision impairments to access digital content. Teachers can use screen readers to check that web content for lessons is accessible to students with visual impairments.\n<h2 class=\"h5\">Resources<\/h2>\n<ul>\n \t<li><a href=\"https:\/\/www.nvaccess.org\/download\/\">Download NVDA<\/a><\/li>\n \t<li><a href=\"https:\/\/addons.nvda-project.org\/index.en.html\">Get NVDA Addons<\/a><\/li>\n \t<li><a href=\"https:\/\/www.youtube.com\/watch?v=Vx1vSd5uYS8\">In-depth overview of testing accessibility of a page with NVDA<\/a><\/li>\n<\/ul>",
            "title": "Design Learning for Visually Impaired Students with NVDA",
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            "path": "\/blog\/the-accessible-classroom-online-learning-and-the-rehabilitation-act-of-1973\/",
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            "content": "<a href=\"https:\/\/mvlri.org\/research\/webinar-podcast\/online-learning-and-the-rehabilitation-act-of-1973\/\">This webinar<\/a> was originally posted on the <a href=\"https:\/\/mvlri.org\/\"><em>Michigan Virtual Learning Research Institute<\/em><\/a> website.\n\nhttps:\/\/youtu.be\/MLQBtU_-V5g\n\nThe Accessible Classroom is a video series exploring web accessibility for K-12 education. We\u2019ll dive into concepts and tools that can help schools ensure access to digital learning spaces for all students. In this first video, Jeff takes takes a look at the Rehabilitation Act of 1973 and the Web Content Accessibility Guidelines (WCAG) from the perspective of schools.\n\nResources from this episode:\n<ul>\n \t<li><a href=\"https:\/\/www.dol.gov\/agencies\/oasam\/civil-rights-center\/statutes\/section-504-rehabilitation-act-of-1973\" target=\"_blank\" rel=\"noopener noreferrer\">Section 504, Section 794 of The Rehabilitation Act of 1973<\/a><\/li>\n \t<li><a href=\"https:\/\/www.access-board.gov\/guidelines-and-standards\/communications-and-it\/about-the-ict-refresh\/final-rule\/i-executive-summary\" target=\"_blank\" rel=\"noopener noreferrer\">Section 508 of The Rehabilitation Act of 1973<\/a><\/li>\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/standards-guidelines\/wcag\/\" target=\"_blank\" rel=\"noopener noreferrer\">Web Content Accessibility Guidelines (WCAG) Overview<\/a><\/li>\n<\/ul>",
            "title": "The Accessible Classroom: Online Learning and the Rehabilitation Act of 1973",
            "excerpt": "The Accessible Classroom is a video series exploring web accessibility for K-12 education. In this first video, Jeff takes a look at the Rehabilitation Act of 1973 and the Web Content Accessibility Guidelines (WCAG) from the perspective of schools.",
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            "path": "\/about\/news\/2018-teacher-of-the-year-recognized-by-michigan-virtual\/",
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            "content": "<img class=\"wp-image-18091 size-large aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/Lori-Coyle-OTOY-Award-1024x683.jpg\" alt=\"Lori Coyle accepts award from Jamey Fitzpatrick and Kristin Flynn\" width=\"1024\" height=\"683\" \/>\n\n<strong>\nLansing, Mich.<\/strong> \u2014 Michigan Virtual has named <a href=\"https:\/\/michiganvirtual.org\/biography\/lori-coyle\/\">Lori Coyle<\/a> as the 2018 Online Teacher of the Year on Thursday, Aug. 2. Coyle has taught social studies for more than 10 years and has utilized online tools to connect with her students. These tools include texting, Skyping or using Google Hangouts to facilitate conversations about subject-matter and create an online community.\n\nThe 2018 Michigan Virtual Teacher of the Year Award is a special, annual recognition that honors an educator in the digital space for going above and beyond to help students succeed.\n\n\u201cNow, more than ever, online learning is providing students across our state with opportunities that we never could have imagined 20 years ago,\u201d said Gov. Rick Snyder. \u201cExtraordinary teachers like Lori Coyle serve a critical role in offering students flexible, personalized, and self-paced learning experiences that meet their unique needs.\u201d\n\nIn 2006, Michigan was the first state to require students to have an online learning experience to graduate from high school. Schools can meet this requirement in different ways, but 570 Michigan public school districts reported at least one virtual enrollment last year.\n\n\u201cAs an online instructor, teachers take on a unique set of challenges. Being separated from students by time and space, Lori Coyle has gone above and beyond to help each one of them achieve academic success,\u201d said Sheila A. Alles, interim state superintendent. \u201cCoyle has facilitated engaging discussions, built relationships with and among remote learners, and fostered growth in every student who has had the privilege of taking her course.\u201d\n\nMichigan Virtual is the top provider and thought leader for online and blended student learning and professional development offerings throughout Michigan. Michigan Virtual\u2019s student pass rate is more than 25 percentage points higher than the statewide average for other online courses.\n\n\u201cAs a 21st century educator, Ms. Coyle represents everything our educational system needs in today\u2019s complex world,\u201d said Jamey Fitzpatrick, president and CEO of Michigan Virtual. \u201cLori is a caring teacher with exceptional technology skills, plus she has a strong passion to personalize the learning experience for students.\u201d",
            "title": "2018 Teacher of the Year recognized by Michigan Virtual",
            "excerpt": "Lansing, Mich. \u2014 Michigan Virtual has named Lori Coyle as the 2018 Online Teacher of the Year on Thursday, Aug. 2. Coyle has taught social studies for more than 10 years and has utilized online tools to connect with her students. These tools include texting, Skyping or using Google Hangouts to facilitate conversations about subject-matter...",
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            "path": "\/research\/publications\/research-and-design-of-a-mobile-application-for-k-12-professional-learning\/",
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            "content": "<h2>Introduction<\/h2>\n<em>Michigan Virtual<\/em> staff have developed a digital mobile application for use by K-12 teachers. The application serves three basic functions:\n<ol>\n \t<li>Serves as a platform for teachers and education professionals to network and connect to other professionals within their school buildings and to the larger whole-group user base,<\/li>\n \t<li>Provides a space for users to ask and answer questions about their profession in an effort to improve practice, and<\/li>\n \t<li>Offers professional learning content on a variety of topics relevant to the teaching profession.<\/li>\n<\/ol>\nThis report provides a brief literature review on the use of mobile devices for formal learning, as well as an overview of the design and development of <em>Michigan Virtual<\/em>\u2019s own mobile application. Lastly, the report concludes with an overview of planned research efforts as the application is implemented in K-12 school pilot settings.\n<h2>The Rise of Mobile and its Implications<\/h2>\nThe use of Internet-connected mobile devices is now commonplace in American society, with 77% of American adults owning a smartphone, a 42% increase since 2011. Additionally, smartphone ownership rates are higher among younger and more educated Americans: 92% of Americans between ages 18 and 49 own smartphones, along with 91% of U.S. college graduates (Pew Research Center, 2018). Nearly 75% of U.S. adults own a laptop or desktop computer and over half own a tablet computer. In 2016, web browsing from mobile devices surpassed that of desktop devices for the first time (StatCounter Global Stats, 2016). The rise of mobile connectivity has brought changes to many areas of American life, with multiple social, economic, and educational implications.\n\nThe basic lifestyles of American adults have changed with the affordances of mobile technology. Approximately 77% of Americans go online at least daily, and 26% report that they are online \u201calmost constantly\u201d (Pew Research Center, 2018). Studies have shown that the average U.S. consumer now spends five hours per day on mobile devices (Flurry Analytics, 2017). Half of all digital media usage in the U.S. is driven by smartphone applications or apps; additionally, 87% of time spent on mobile devices is devoted to apps, as opposed to web browsing (ComScore, 2017). The most frequently used apps in the U.S. are centered on entertainment and social media, including Facebook, YouTube, and Pandora. Popular apps for information exchange and productivity include Google Search, Google Maps, and Gmail. In an attempt to meet American consumers where they are, more companies are devoting resources to mobile applications, leading the \u201capp economy\u201d of 2016 to total over 1 trillion dollars across mobile app stores, in-app advertising, and mobile commerce (Delgado, 2017).\n\nMobile device usage has changed the way we live; furthermore, there is also data to suggest that it is changing who we are, specifically with regard to memory and knowledge. Studies have shown an effect referred to as \u201cdigital amnesia,\u201d or the \u201cexperience of forgetting information that you trust to a digital device to store and remember for you\u201d to be evident across all age groups and genders (Kaspersky Lab, 2015, p. 2) Additionally, broad concerns have arisen over the effects of mobile technology on attention span and cognitive performance. Lee, Cho, Kim, and Noh (2015) determined that individuals who display higher levels of smartphone addiction are less able to achieve flow, or focused concentration, and accomplish self-regulated learning. Relatedly, Leiva, B\u00f6hmer, Gehring, and Kr\u00fcger (2012) found that task completion within one smartphone app can be delayed by up to 400% by interruptions from other apps. These studies and others show that while there are many opportunities provided through access to mobile devices, there are many necessary considerations for the use of mobile devices for formal and informal learning.\n<h2>The Use of Mobile in Learning<\/h2>\nThe increasing prevalence of mobile devices in Americans\u2019 lives has naturally led to increased adoption of mobile platforms for formal learning. In a 2015 survey, 83% of students in grades 4-12 reported using a laptop to do school work during the school year (Pearson, 2015). Nearly half of all U.S. school students now use Google education apps, including Gmail and Docs, for learning, collaborating, and exchanging information; many do so using Google Chromebooks, which make up more than half of the mobile devices shipped to U.S. schools (Singer, 2017). At the higher education level, one report showed that the average U.S. college student carries with them seven Internet-connected devices on campus (Refuel Agency, 2017). Determining whether or under what circumstances the use of mobile platforms for learning is effective are questions that continue to be explored.\n\nA growing body of scholarship has arisen on the topic of the use of mobile devices for learning with K-12 students. A 2014 synthesis of empirical research on the topic found that higher-performing countries began adopting mobile learning at an earlier stage, that student-centered pedagogy was necessary for mobile learning to personalize experiences for students, and that mobile learning helped students share ownership in the design of their learning process (Cavanaugh, Maor, &amp; McCarthy, 2014). Ng and Nicholas (2013) found that successful implementations of mobile learning in K-12 schools can be dependent on positive attitudes in both students and teachers toward technology. In a systematic review of 113 research studies on K-12 mobile learning, Crompton, Burke, and Gregory (2017) found that 62% resulted in positive outcomes, demonstrating increased student learning. Wang, Hsu, Reeves, and Coster (2014) performed a study of middle-school science teachers\u2019 use of technological tools, including mobile devices, as guided by professional development, and found that over time, teachers gradually ceded more control over the use of technology to students.\n\nPerhaps more relevant to the purpose of this paper are studies focused on the use of mobile applications for K-12 professional development purposes. While the research in this area is not quite as extensive, with no large-scale research syntheses or systematic reviews, some studies are worth highlighting. Aubusson, Schuck and Burden (2016) argue that mobile learning is well-suited for teacher professional learning as it allows for seamless collaboration and reflection opportunities. Additionally, the researchers suggest that mobile technologies enable the capturing, sharing, and synthesizing of teaching artifacts to encourage collaborative reflection and improve teacher and student learning. Mittal, Gupta, Dewan, and Kumaraguru (2013) found that the social networking application Pinterest is widely used among educators and that education-related posts on the network have the highest amount of followers per post. In another study, Hunter and Hall (2018) found that K-12 teachers most often use social networking applications for three professional purposes: connecting with others, establishing professional relationships, and discussing and commenting on education-related topics. The three most-used applications for carrying out these activities were YouTube, online newspapers, and Pinterest. There is also a growing body of literature on the use of professional development focused on the implementation of mobile devices in the K-12 classroom. In this vein, Tilton and Hartnett (2016) found that professional development that involved modelling and coaching from colleagues and focused on mastery of mobile device use had a positive influence on teachers\u2019 own mobile technology self-efficacy.\n\nThese findings, along with others, informed the design process for <em>Michigan Virtual<\/em>\u2019s mobile application focused on K-12 professional development and learning and led the design team to focus on the following:\n<ul>\n \t<li>Smooth and logical opportunities for collaboration<\/li>\n \t<li>Points of reflection<\/li>\n \t<li>Spaces for sharing external resources<\/li>\n \t<li>Appropriately-sized chunks of information for learning<\/li>\n \t<li>Opportunities to establish and demonstrate expertise<\/li>\n \t<li>Ways to encourage networking to build culture<\/li>\n<\/ul>\n<h2>App Design<\/h2>\n(Note: At the time of this publication, NuTeacher is in build version 1.1 and was released in early August 2018.)\n\nThe design of the <em>Michigan Virtual<\/em> developed mobile application \u201cNuTeacher\u201d was founded on the theory of action that beginning teachers have a need to connect with master teachers, establish professional relationships, and maintain continuous discussions around classroom-related topics. The original concept of the mobile app, reflected in the name of the app, was to provide support for stronger teacher induction practices for \u201cnew teachers.\u201d Research has shown that strong induction practices for new teachers\u2019 organizational socialization \u2013 or onboarding \u2013 helps retain educators in the classrooms longer (Ingersoll &amp; Strong, 2011). Teachers moving to another school or leaving the profession altogether in the first five years of their career is a significant issue nationally (National Center for Education Statistics, 2018). In Michigan, teacher mobility and attrition is 10% higher than the national average, close to 20%, with the estimated costs of finding and onboarding a new teacher approximated to be $10,000 a replacement (Robinson &amp; Lloyd, 2017). A small sampling of interviews with retired and active district superintendents conducted by <em>Michigan Virtual<\/em> found that a majority of district superintendents identified \u201cteacher induction\u201d as one of their top five areas for district improvement. Helping districts provide better just-in-time support for new teachers through a mobile application, with preloaded \u201cprimers\u201d, or short 5-7 minute lessons, that could be accessed at will was one way of tackling the problem of administrators not being able to provide intensive hands-on training as often as they would like.\n\nThe original design of the mobile app focused on the area of teacher induction with early prototypes built around teacher mentoring functionalities and a heavy focus on classroom management and instructional strategies content, aligning with Michigan legislation (Michigan Revised School Code, Act 451 of 1976) that requires induction protocols for new teachers. By the end of development, the application had pivoted to focus more on the aspect of developing school culture, while still incorporating the same strategies used to support new teachers, including staff connectedness, access to just-in-time resources, and ongoing discussion on classroom-related topics. This pivot was influenced heavily by a prototype presented to administrators at the annual Michigan Association of School Administrators conference in Fall 2017 and research contributed to by Michigan State University Professor Ken Frank on preventing teacher burnout (Kim, Youngs, &amp; Frank, 2017). Many of the just-in-time resources still focus on teacher induction training, but a variety of resources, lessons, and articles were created to focus on areas of support for social and emotional learning. Current research shows that positive school climate and social and emotional learning are linked:\n\nSchool climate and social and emotional learning (SEL) have often been treated separately by researchers and practitioners, but both are necessary to build healthy schools, are co-influential, and benefit each other. A positive school climate creates the conditions for SEL; the social and emotional competence of each member of the school community, both individually and collectively, affects school climate.\n\nRobert Wood Johnson Foundation, 2018\n\nThus the current design strategy of NuTeacher aims to improve both the connectedness of district faculty through professional dialogue, identification of expertise, continuous discussion, and resource sharing. The remainder of this report provides an overview of the design and capabilities of NuTeacher.\n<h2>The Home Screen<\/h2>\nThe prototype app focused on a simple home screen which was replaced with the development of a \u201cfeed-lite\u201d list of primers, resources, and Q&amp;A discussion. The original prototype (Figure 1), was meant to provide very quick access to the app\u2019s main three sections.\n<figure><img class=\"wp-image-1919 size-full aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-1-Cropped-2.png\" alt=\"Welcome screen of the app with three options for user: Find People, Ask a Question, Explore Topics.\" width=\"290\" height=\"535\"><figcaption><strong>Figure 1.<\/strong> Prototype Home Screen.<\/figcaption><\/figure>\nIn subsequent iterations, access to these topics was built into a navigation bar at the bottom of the screen (Figure 2), consistent with similar applications.\n<figure><img class=\"wp-image-1918 size-full alignnone\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-2-2.png\" alt=\"Icons shown at the bottom of the app screen, including home button, view messages button, a lessons button, and the personal profile button.\" width=\"290\" height=\"38\">\n\n<figcaption><strong>Figure 2. <\/strong>In-App Bottom Navigation Bar.<\/figcaption><\/figure>\nThis new home screen allowed for quick access to personalized and relevant activity, helping cut down on the number of clicks to reach content (Figure 3). In images of the application below, users are represented by stock photos and auto-generated names.\n<figure><img class=\"size-full wp-image-1939 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-3-5-Replaced.png\" alt=\"App screen with horizontal swipe bar showing colleagues\u2019 profiles; underneath, most recent posts from other app users.\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 3.<\/strong> Feed-lite Home.<\/figcaption><\/figure>\n<h2>Connecting Colleagues<\/h2>\nThe prototype app focused heavily on the identification and sharing of expertise among a school\u2019s staff. The original design concepts put the school\u2019s faculty front and center. The theory is that novice teachers would be able to find colleagues that could assist them in a wide range of issues quickly, by a simple search or scroll through the carousel. This was well received by participants in early prototyping, including teachers in their first three years of service, as a useful tool in helping to identify colleagues. The prototype contained a sliding carousel of profile pictures and various descriptor tags (Figure 4).\n<figure><img class=\"wp-image-1921 size-full aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-4-1.png\" alt=\"An app screen allowing the user to swipe through pictures and information for colleagues using the app, with a search bar at the bottom of the screen.\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 4. <\/strong>Prototype Carousel on Home Screen.<\/figcaption><\/figure>\nThis design was modified to take advantage of a similar carousel concept with a difference in the feed-lite home screen that had no visible descriptors (Figure 5) and was separated from the \u201clist view,\u201d allowing a user to scroll and search for descriptors associated with individuals (Figure 6).\n<figure>\n<figcaption><strong><img class=\"size-full wp-image-1939 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-3-5-Replaced.png\" alt=\"App screen with horizontal swipe bar showing colleagues\u2019 profiles; underneath, most recent posts from other app users.\" width=\"290\" height=\"535\">\nFigure 5. <\/strong>Feed-lite Carousel.<\/figcaption><\/figure>\n<figure><img class=\"aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-6-1.png\" alt=\"A screen of the app showing the \u201cPeople\u201d section with tiles for pictures and information of other colleagues. Two tiles per row with multiple rows scrolling downward.\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 6. <\/strong>\u201cView All\u201d List View.<\/figcaption><\/figure>\nThe app design evolved to also include a profile screen for the user and as a tool to connect with colleagues. This new profile page allows for the user to \u201cedit\u201d their public information that is presented to their colleagues, such as profile image, descriptive tags, and general description. The same screen is used when exploring colleagues from both the carousel on the feed-lite home screen and from the list view. Tapping a profile from this screen allows the user to see their colleague\u2019s full profile (Figure 7).\n<figure><img class=\"wp-image-1923 size-full aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-7.png\" alt=\"App screen showing the profile of a fictitious user, displaying name, followers, clock hours, posts, up votes, and contributions, as well as links to social media accounts.\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 7. <\/strong>Profile View.<\/figcaption><\/figure>\n<h2>Social Share<\/h2>\nThe second major functionality of the NuTeacher app is to create a space for colleagues to share their expertise with each other through the use of social options. This function is available in two forms: the topic bulletin board and the resource share button. The bulletin board discussion function allows users to post topics and receive feedback and advice from their immediate peers, similar to popular discussion board functionality. This was designed with the intent for users to communicate on a variety of topics from process questions to content knowledge. Users can post topics to the board, which appear as cards in three places: the feed-lite home screen (Figure 8), the topic section of the app (Figure 9), and under contributions in the user\u2019s profile (Figure 7 above).\n<figure><img class=\"wp-image-1928 size-full aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-8-2.png\" alt=\"Screen showing posts, with post title, name of user who posted, and other information about each post represented by icons, including likes and upvotes.\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 8. <\/strong>Feed-lite Home Screen without Colleague Carousel.<\/figcaption><\/figure>\n<figure><img class=\"wp-image-1927 size-full aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-9.png\" alt=\"Screen with sample topic of question being asked by a user about 6th grade math books, including an indicator about number of upvotes for the topic and a button allowing a user to submit an answer. Also displayed are multiple answers from colleagues underneath. Each answer is dated and shows respondent\u2019s name and number of upvotes. \" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 9. <\/strong>Topics View.<\/figcaption><\/figure>\nColleagues can respond back to the top-level topics by clicking on the \u201cAnswer\u201d button, which brings up a text entry box. The submission is added to the on-going threaded discussion. The entire discussion can be viewed by clicking on the topic text on the display card (Figure 10).\n<figure><img class=\"size-full wp-image-1930 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-10.png\" alt=\" (first image) One screen of the app showing discussion threads with initial posts and replies to individual posts indented, showing name, title, and picture of each user who posts, along with upvote totals, comment totals, and a share button. (second image) Second screen showing the fields for submitting a discussion: What\u2019s your question?, a category dropdown, a user group to pose the question to, and an option to attach a file. The keyboard and a \u201cpost question\u201d button are shown.\" width=\"607\" height=\"535\">\n\n<figcaption><strong>Figure 10. <\/strong>Sample Threaded Discussion.<\/figcaption><\/figure>\nTopics are able to display rich media content, including hyperlinks out of the app and YouTube videos, to provide a wide variety of ways to add supporting resources to a topic. Tags can be added to the topic to allow for topics to be returned in search results and to be organized into categories. At the bottom of every topic and response card, an \u201cupvote\u201d button allows users to recognize the post by tapping a triangle icon. Participants in prototype focus groups perceived the ability to elevate topics by upvotes as a key feature. This function is not limited to one vote; rather, a conscious design choice was made to allow unlimited upvotes on any topic or response. Further exploration of how the upvote function is used will determine if constraints will need to be established.\n\nThe second opportunity to support knowledge sharing among colleagues involves the \u201cresource share\u201d functionality. To add an article or resource into NuTeacher, the user opens the resource share window by clicking on the \u201c+\u201d in the middle of the navigation bar (e.g., Figure 2). The user is then presented with two menu options: import an article or resource from a social media account that they have enabled the app to access (Pinterest, Twitter, Facebook) or share an article, website or other hypermedia by clicking on the \u201cI want to share a resource\u201d option (Figure 11).\n<figure><img class=\"size-full wp-image-1931 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-11.png\" alt=\"A screen showing suggested posts with titles, the social media platform from which they were shared, and options to ask a question or share a resource.\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 11. <\/strong>Resource Share Menu.<\/figcaption><\/figure>\nIf users choose to add a resource to NuTeacher to share with colleagues, they will be asked to define a title, link to the outside website, blog post, YouTube video, etc., and add metadata tags for search categorization through a submission form. The app will then import content and header image from the linked resource and deploy an article card in the feed-lite home screen for all users in the organization. Users who add resources will be able to earn points based on how many of their colleagues interact with their resource and receive feedback on how many minutes of cumulative time their colleagues have spent interacting with that resource. This is meant to provide a positive feedback loop for the user to encourage the continued sharing of resources (Figure 12).\n<figure><img class=\"size-full wp-image-1932 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-12.png\" alt=\"A second screen with a tile reading \u201cGreat work - You\u2019ve helped 10 of your colleagues earn 30 credit hours this week.\u201d\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 12. <\/strong>Rewards for Sharing.<\/figcaption><\/figure>\nArticles and social media content that users add to NuTeacher both have the functionality for users to engage in an embedded discussion and upvote the topic card.\n<h2>Primers, Playlists, and Pathways<\/h2>\nThe final section of NuTeacher is a set of professional learning resources that have been curated by <em>Michigan Virtual<\/em> and its partners on a variety of topics. These resources are broken into three structures: primers, playlists, and pathways. Primers and playlists are available to access through the learning tab represented by a graduation cap in the navigation bar. Pathways are a collection of learning resources that have been mapped out over a set timeline to be automatically assigned to users (Figure 13). Each of these structures is defined in the sections that follow.\n<figure><img class=\"size-full wp-image-1933 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-13.png\" alt=\"A screen showing lessons, including primers section, playlists section, and pathways section. Sample primers, playlists, and pathways are shown, with titles, images, the content provider, and an enroll button on each. Sample lessons include Math Teaching Techniques and Building Your Extracurricular Resume.\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 13.<\/strong> Primer, Playlist and Pathways Selection.<\/figcaption><\/figure>\n<h3>Primers<\/h3>\nPrimers are designed to be short 5-7 minute lessons with only one or two key takeaways. Each primer presents instructional content in minimal form, only one screen of text with images or videos at a time, across a series of several easily navigated screens. Primers have the ability to display hypermedia, videos, animated gifs, and HTML. Self-assessments are available throughout the primer with multiple choice questions, providing the user positive reinforcement and the ability to retake the assessment if needed. Users can earn minutes toward continuing education units based on the length of each primer. Primers are meant to be light weight, just-in-time lessons that can be consumed quickly anywhere, anytime, and anyplace. Primers are part of the searchable index of NuTeacher, so they can be quickly located by searching a topic and\/or explored through the primer list in the learning section (Figure 14).\n<figure><img class=\"size-full wp-image-1934 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-14.png\" alt=\"(first image)One screen showing content from a primer, with text from a lesson on working with autistic students. An image of an eye is used to illustrate the content in the lesson. There is also a progress bar at the top of the screen and an X symbol to exit the primer. (second image) A screen with a quiz question with answer options and a \u201cCheck my Answers\u201d button at the bottom.\" width=\"592\" height=\"535\">\n\n<figcaption><strong>Figure 14.<\/strong> Primer and Assessment Screen Examples.<\/figcaption><\/figure>\nPrimers are easily searchable by tags and description and, in future releases, will ask guiding questions to help users identify content. The current release of NuTeacher features topics on:\n<ul>\n \t<li>Social Emotional Learning<\/li>\n \t<li>Anti-bullying<\/li>\n \t<li>Instructional Coaching<\/li>\n \t<li>Family &amp; Community Engagement<\/li>\n \t<li>Special Education<\/li>\n \t<li>Personalized Learning<\/li>\n \t<li>Mentoring Students<\/li>\n<\/ul>\nAdministrators and site coordinators, two roles that have content authoring and reporting permissions, can create primers using a simple web-based authoring tool. Primers are built upon a micro-learning framework that was outlined by the application design team and informed by research findings (Aitchanov, Satabaldiyev, &amp; Latuta, 2013). The framework focuses on the following instructional design concepts:\n<ul>\n \t<li><strong>Get to the point as quickly as you can.<\/strong> No tangents. No seductive details.<\/li>\n \t<li>The right media can replace a thousand words. People love short videos.<\/li>\n \t<li><strong>Bite-sized chunks. <\/strong>Group information into 5-minute chunks. The goal of this is to make content memorable and not produce cognitive overload.<\/li>\n \t<li><strong>Take an incremental approach.<\/strong> Lessons can build off each other. Focus on a big idea and how it connects with other ideas. Don\u2019t try to fit everything into one primer.<\/li>\n \t<li><strong>Learning is ongoing. <\/strong>People are always doing just-in-time learning. Expect people to dive into content at different points. This nonlinear approach should be encouraged; it builds flexible knowledge structures.<\/li>\n \t<li><strong>Use real world examples. <\/strong>Case studies are good things to include. Ask people to reflect upon them and provide examples of expert analysis.<\/li>\n \t<li><strong>Connect it to what they already know.<\/strong> Provide a brief summary of prerequisite knowledge before presenting new information.<\/li>\n \t<li><strong>Perspectives<\/strong>. Look at things from different perspectives.<\/li>\n \t<li><strong>Context matters.<\/strong> Place things in context to help ground the learners, enabling them to see how things are connected.<\/li>\n \t<li><strong>Revisit<\/strong>. Encourage learners to revisit primers. Revisiting is not repeating.<\/li>\n \t<li><strong>Compare and contrast.<\/strong> Help learners see how things are similar and different.<\/li>\n \t<li><strong>Don\u2019t oversimplify. <\/strong>Make things manageable but not too simple. Learners can revisit primers if they need to.<\/li>\n \t<li><strong>Emotional hooks. <\/strong>Draw them in with quotes or a short video.<\/li>\n \t<li>Provide multiple examples of how others applied ideas in the classroom.<\/li>\n \t<li><strong>Start and end.<\/strong> Tell them what they will be learning at the start, and review key takeaways at the end.<\/li>\n \t<li><strong>Weave certain actions into the primers and framework.<\/strong> Promote knowledge transfer and open up thinking, such as:\n<ul>\n \t<li>Using metaphors<\/li>\n \t<li>Thinking more openly<\/li>\n \t<li>Comparing and contrasting<\/li>\n \t<li>Revisiting content<\/li>\n \t<li>Emphasizing context<\/li>\n \t<li>Examining different perspectives on topics<\/li>\n \t<li>Demonstrating applicability and real-world relevance<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Playlists<\/h3>\nPlaylists are a collection of primers and articles presented as curated learning opportunities in specific subject areas. As users complete playlists, they will receive continuing education units. A playlist is viewed on the learning tab. As a user completes each component of the playlist, the component will be crossed out. Playlists can be organized into levels, defined by the content provider, with an adaptive release functionality where the prior level needs to be completed as a prerequisite before additional levels are unlocked for viewing (Figure 15). An award system to recognize completion of playlists can be used to deliver badges to the users\u2019 profile in future versions of the app. Currently administrators have the ability to curate playlists for their staff.\n<figure><img class=\"size-full wp-image-1935 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-15.png\" alt=\"A screen titled Primer Name, with the title of the primer and a brief description, along with the name of the organization that curates the primer. Text shows the number of steps complete within the primer, and each of the sections of the primer are displayed as tiles showing the title, the status, and the time to complete.\" width=\"290\" height=\"535\">\n\n<figcaption><strong>Figure 15<\/strong>. Playlist Screen Example.<\/figcaption><\/figure>\n<h3>Pathways<\/h3>\nPathways are collections of primers, articles, and playlists that are grouped into a scope and sequence that can be scheduled to automatically release to users. A two year example pathway is provided for administrators to take advantage of and modify for their own use; it categorizes primers and playlists into two week segments on individual topics. Administrators can create and deploy customized pathways either with existing content or by adding their own.\n<h2>Administrator Functions<\/h2>\nNuTeacher has a robust web-based management system that allows administrators to create their own primers, playlists, and pathways. In addition to the typical user management functions you would find in common learning environments, users with elevated permissions can create primers (using a simple tool), curate playlists, and assign pathways. Administrators can also moderate both discussion topics and shared resources and articles from the management dashboard (Figure 16).\n<figure><img class=\"size-full wp-image-1936 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-16.png\" alt=\"A screen showing the administrator\u2019s view of recent activity within the app, with multiple rows where interactions are timestamped and user names are shown to display which users have interacted with specific content, along with the user\u2019s affiliation.\" width=\"592\" height=\"182\">\n\n<figcaption><strong>Figure 16. <\/strong>Administrator Activity Dashboard Sample.<\/figcaption><\/figure>\nWeb-based reporting tools allow NuTeacher administrators to view user interaction with primers, playlists, and resources. Not only are administrators able to see time stamped data about when a user has accessed one of the NuTeacher learning resources, but they also have access to a dashboard with cumulative access data across all users. This allows administrators to quickly assess general use of the app by their faculty as well as identify the most popular learning resources being accessed (Figure 17).\n\n<img class=\"size-full wp-image-1937 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Figure-17.png\" alt=\"Multiple charts are displayed from the administrator dashboard, including line graphs showing daily active users, total current hours, average time in the app per user, and total downloads. Other visuals, including horizontal bar graphs, show the numbers of primers, playlists, and assignments that are started, completed, and present within the app.\" width=\"592\" height=\"412\">\n\n<strong>Figure 17.<\/strong> Administrator Dashboard Example.\n<h2>Future Designs and Implementation<\/h2>\nAs of the writing of this report, NuTeacher is currently undergoing beta testing. A pilot program with districts in Michigan will start in fall 2018. Data collected through surveys during the pilot will focus on usability, while in-app tracking will collect data on primer and playlist usage. A full rollout is expected by January 2019. As the user base grows, features and functions will be modified and added based on user feedback. The intent exists to allow not just the cross-collaboration of users in the same school or district, but also to allow users to follow individuals from outside of their building through a public\/private permission schema, similar to other social media applications. This will allow isolated teachers, who may not have a content area colleague, to network and create larger professional learning networks outside of their immediate colleagues. This capacity will also be especially helpful for novice teachers, the original target population of the app. Additionally, with the high rate of teacher mobility in Michigan, <em>Michigan Virtual<\/em> understands the need to support the fluid nature of the education workforce, allowing for users to come and go through \u201cgarden-walled\u201d school and district accounts easily and providing the end user the ability to retain connections throughout their career. <em>Michigan Virtual<\/em> will also continue to develop primers in areas of high need for educators, such as social emotional learning and literacy. By fall 2019, the intent is to have 90 hours of continuing education credit available in the app through primers and playlists, with expanded content focusing on teacher induction, social emotional learning, and school culture and climate. This would allow most districts to fulfill their professional development requirements while allowing teachers an optimization of choice in subject areas.\n\nMobile devices provide a promising platform to help educators access their colleagues and content quickly and efficiently. <em>Michigan Virtual<\/em> will continue to adapt to meet user needs by creating professional learning content delivered through a variety of devices and will develop an understanding of the affordances each platform provides to the delivery of instructional content. NuTeacher will serve as a useful platform to continue the research on how instructional design of professional learning content is best delivered on mobile devices. Challenges to explore are what types of content are most effectively delivered on mobile platforms, the effect of the sizing of content being delivered, the accessibility of mobile content, and the varieties of assessments that could be available. Continued innovation in search optimization, artificial intelligence, and various other technological advances have found comfortable homes on smart devices and will inspire new opportunities for developing instructional models to tackle these challenges. A future where users seamlessly switch between laptop, smartphone, smart speaker, and augmented reality as they interact with various professional content is not too distant.\n<h2>References<\/h2>\nAitchanov, B. H., Satabaldiyev, A. B., &amp; Latuta, K. N. (2013). Application of microlearning technique and Twitter for educational purposes. In <em>Journal of Physics: Conference Series<\/em>, 423, #012044.\n\nAubusson, P., Schuck, S., &amp; Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles, and issues. <em>ALT-J, 17<\/em>(3), 233-247.\n\nBarbour, M. K., Grzebyk, T. Q., Grant, M. M., &amp; Siko, J. (2017). The challenges of integrating mobile technology in the classroom: Examining an iPad professional development project. <em>i-manager\u2019s Journal of School Educational Technology, 12<\/em>(3), 22-33.\n\nCavanaugh, C., Maor, D., &amp; McCarthy, A. (2018). K-12 mobile learning. In K. Kennedy &amp; R. E. Ferdig (Eds.) <em>Handbook of Research on K-12 Online and Blended Learning (pp. 391-413)<\/em>. Pittsburgh, PA: ETC Press. Retrieved from <a href=\"https:\/\/figshare.com\/articles\/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_\/6686813\">https:\/\/figshare.com\/articles\/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_\/6686813<\/a>\n\nCrompton, H., Burke, D., &amp; Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. <em>Computers &amp; Education, 110<\/em>, 51-63.\n\nDelgado, H. (2017). The app economy forecast: $6 trillion in new value. App Annie. 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The rise and impact of digital amnesia: Why we need to protect what we no longer remember. Moscow: Kaspersky Lab. Retrieved from <a href=\"https:\/\/d1srlirzdlmpew.cloudfront.net\/wp-content\/uploads\/sites\/92\/2017\/06\/06024645\/005-Kaspersky-Digital-Amnesia-19.6.15.pdf\">https:\/\/d1srlirzdlmpew.cloudfront.net\/wp-content\/uploads\/sites\/92\/2017\/06\/06024645\/005-Kaspersky-Digital-Amnesia-19.6.15.pdf<\/a>\n\nKhalaf, S., &amp; Kesiraju, L. (2017 March 2). U.S. consumers time-spent on mobile crosses 5 hours a day [Blog Post]. Flurry Analytics. Retrieved from <u><a href=\"http:\/\/flurrymobile.tumblr.com\/post\/157921590345\/us-consumers-time-spent-on-mobile-crosses-5\">http:\/\/flurrymobile.tumblr.com\/post\/157921590345\/us-consumers-time-spent-on-mobile-crosses-5<\/a><\/u>\n\nKim, J., Youngs, P., &amp; Frank, K. (2017). Burnout contagion: Is it due to early career teachers' social networks or organizational exposure? <em>Teaching and Teacher Education<\/em>, <em>66<\/em>, 250-260.<u><a href=\"https:\/\/doi.org\/10.1016\/j.tate.2017.04.017\">https:\/\/doi.org\/10.1016\/j.tate.2017.04.017<\/a><\/u>\n\nKukulska-Hulme, A., &amp; Pettit, J. (2008). Semi-formal learning communities for professional development in mobile learning. <em>Journal of Computing in Higher Education<\/em>, <em>20<\/em>(2), 35-47. <u><a href=\"https:\/\/doi.org\/10.1007\/s12528-008-9006-z\">https:\/\/doi.org\/10.1007\/s12528-008-9006-z<\/a><\/u>\n\nLee J., Cho B., Kim Y., Noh J. (2015). Smartphone addiction in university students and its implication for learning. In G. Chen, V. Kumar, H. R. Kinshuk, &amp; S. Kong (eds)<em> Emerging Issues in Smart Learning<\/em>. Lecture Notes in Educational Technology. Berlin, Germany: Springer. Retrieved from <u><a href=\"https:\/\/link.springer.com\/chapter\/10.1007%2F978-3-662-44188-6_40\">https:\/\/link.springer.com\/chapter\/10.1007%2F978-3-662-44188-6_40<\/a><\/u>\n\nLeinonen, T., Keune, A., Veermans, M., &amp; Toikkanen, T. (2016). Mobile apps for reflection in learning: A design research in K-12 education. <em>British Journal of Educational Technology, 47<\/em>(1), 184-202.\n\nLeiva, L., B\u00f6hmer, M., Gehring, S., &amp; Kr\u00fcger, A. (2012). \u201cBack to the app: the costs of mobile application interruptions,\u201d in Proceedings of the 14th International Conference on Human-Computer Interaction with Mobile Devices and Services\u2013 Mobile HCI, Vol. 12, San Francisco, CA, 291\u2013294. doi: 10.1145\/2371574. 2371617\n\nLiu, M., Scordino, R., Geurtz, R., Navarrete, C., Ko, Y., &amp; Lim, M. (2014). A look at research on mobile learning in K-12 education from 2007 to the present. <em>Journal of Research on Technology in Education, 4<\/em>6(4), 325-372.\n\nMichigan Revised School Code (Act 451 of 1976). Retrieved August 31, 2018 from <a href=\"http:\/\/www.legislature.mi.gov\/(S(mdm2v1k0wslgbfpadyy5tdgj))\/printDocument.aspx?objectName=mcl-act-451-of-1976&amp;version=txt\">http:\/\/www.legislature.mi.gov\/(S(mdm2v1k0wslgbfpadyy5tdgj))\/printDocument.aspx?objectName=mcl-act-451-of-1976&amp;version=txt<\/a>\n\nMittal, S., Gupta, N., Dewan, P., &amp; Kumaraguru, P. (2013). The pin-bang theory: Discovering the Pinterest world. <em>arXiv preprint arXiv:1307.4952<\/em>.\n\nNational Center for Education Statistics (August 23, 2018). <em>Fast Facts Teacher Trends<\/em>. Retrieved from <a href=\"https:\/\/nces.ed.gov\/fastfacts\/display.asp?id=28\">https:\/\/nces.ed.gov\/fastfacts\/display.asp?id=28<\/a>\n\nPearson. (2015). <em>Pearson Student Mobile Device Survey 2015: National Report: Students in Grades 4-12<\/em>. Retrieved from <em><u><a href=\"https:\/\/www.pearsoned.com\/wp-content\/uploads\/2015-Pearson-Student-Mobile-Device-Survey-Grades-4-12.pdf\">https:\/\/www.pearsoned.com\/wp-content\/uploads\/2015-Pearson-Student-Mobile-Device-Survey-Grades-4-12.pdf<\/a><\/u><\/em>\n\nPedotto, K., &amp; Chen, V. (2017). <em>The 2017 U.S. Mobile App Report<\/em>. comScore. Retrieved from <u><a href=\"https:\/\/www.comscore.com\/layout\/set\/popup\/Request\/Presentations\/2017\/The-2017-US-Mobile-App-Report?logo=0&amp;c=1?utm_campaign=CONFIRMED_OPT_IN_AUTO_RESPONDER_ALL&amp;utm_medium=email&amp;utm_source=comscore_elq_OPTIN_CONFIRMATION_CONTENT_ALL_AR\">https:\/\/www.comscore.com\/layout\/set\/popup\/Request\/Presentations\/2017\/The-2017-US-Mobile-App-Report?logo=0&amp;c=1?utm_campaign=CONFIRMED_OPT_IN_AUTO_RESPONDER_ALL&amp;utm_medium=email&amp;utm_source=comscore_elq_OPTIN_CONFIRMATION_CONTENT_ALL_AR<\/a><\/u>\n\nPerrin, A., &amp; Jiang, J.&nbsp; (2018 March 14). About a quarter of a million U.S. adults say they are \u201calmost constantly\u201d online. Pew Research Center: <em>FactTank: News in the Numbers<\/em>. Retrieved from <u><a href=\"http:\/\/www.pewresearch.org\/fact-tank\/2018\/03\/14\/about-a-quarter-of-americans-report-going-online-almost-constantly\/\">http:\/\/www.pewresearch.org\/fact-tank\/2018\/03\/14\/about-a-quarter-of-americans-report-going-online-almost-constantly\/<\/a><\/u>\n\nPew Research Center. (2018 February 5). Mobile Fact Sheet. Retrieved from <u><a href=\"http:\/\/www.pewinternet.org\/fact-sheet\/mobile\/\">http:\/\/www.pewinternet.org\/fact-sheet\/mobile\/<\/a><\/u>\n\nRefuel Agency. (2017 April 11). 2017 college explorer market research study [Infographic]. Retrieved from <u><a href=\"http:\/\/www.refuelagency.com\/insights\/college-market-explorer\/\">http:\/\/www.refuelagency.com\/insights\/college-market-explorer\/<\/a><\/u>\n\nRobinson, J. &amp; Lloyd, B. (2017). <em>Teacher turnover in Michigan: A look at teacher mobility and attrition rates<\/em>. Lansing, MI: Michigan Department of Education. Retrieved from: <u><a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Teacher_Mobility_Brief_Final_2017.09.18_v2_ada_601772_7.pdf\">https:\/\/www.michigan.gov\/documents\/mde\/Teacher_Mobility_Brief_Final_2017.09.18_v2_ada_601772_7.pdf<\/a><\/u>\n\nSinger, N. (2017, May 13). How Google took over the classroom. <em>The New York Times<\/em>. Retrieved from <u><a href=\"https:\/\/www.nytimes.com\/2017\/05\/13\/technology\/google-education-chromebooks-schools.html\">https:\/\/www.nytimes.com\/2017\/05\/13\/technology\/google-education-chromebooks-schools.html<\/a><\/u>\n\nStatCounter Global Stats. (2016 November 1). Mobile and tablet internet usage exceeds desktop for first time worldwide. Retrieved from <u><a href=\"http:\/\/gs.statcounter.com\/press\/mobile-and-tablet-internet-usage-exceeds-desktop-for-first-time-worldwide\">http:\/\/gs.statcounter.com\/press\/mobile-and-tablet-internet-usage-exceeds-desktop-for-first-time-worldwide<\/a><\/u>\n\nStefan, L., &amp; Gheorghiu, D. (2016). Participative teaching with mobile devices and social networks for K-12 children. <em>Brain, 7<\/em>(3), 94-114.\n\nStevenson, M. E., &amp; Hedberg, J. G. (2017). Mobilizing learning: A thematic review of apps in K-12 and higher education. <em>Interactive Technology and Smart Education, 14<\/em>(2), 126-137.\n\nTilton, J., &amp; Hartnett, M. (2016). What are the influences on teacher mobile technology self-efficacy in secondary school classrooms? <em>Journal of Open, Flexible and Distance Learning, 20<\/em>(2), 79-93.\n\nWang, S., Hsu, H., Reeves, T. C., &amp; Coster, D. C. (2014). Professional development to enhance teachers\u2019 practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study. <em>Computers &amp; Education, 79<\/em>, 101-115.\n\nWest, D. M. (2013). Mobile learning: Transforming education, engaging students, and improving outcomes. <em>Brookings Policy Report<\/em>, 1-7. Retrieved from <u><a href=\"https:\/\/www.brookings.edu\/wp-content\/uploads\/2016\/06\/BrookingsMobileLearning_Final.pdf\">https:\/\/www.brookings.edu\/wp-content\/uploads\/2016\/06\/BrookingsMobileLearning_Final.pdf<\/a><\/u>\n\nWilmer, H. H., Sherman, L. E., &amp; Chein, J. M. (2017). Smartphones and cognition: A review of research exploring the links between mobile technology habits and cognitive functioning. <em>Frontiers in Psychology, 8<\/em>. doi: 10.3389\/fpsyg.2017.00605. Retrieved from <u><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5403814\/pdf\/fpsyg-08-00605.pdf\">https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5403814\/pdf\/fpsyg-08-00605.pdf<\/a><\/u>",
            "title": "Research and Design of a Mobile Application for K-12 Professional Learning",
            "excerpt": "This report provides a brief literature review on the use of mobile devices for formal learning, as well as an overview of the design and development of Michigan Virtual\u2019s own mobile application. The report concludes with an overview of planned research efforts as the application is implemented in K-12 school pilot settings.",
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            "path": "\/about\/news\/restorative-justice-social-emotional-learning-meet-online-education\/",
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            "content": "<span style=\"font-weight: 400\">There\u2019s a culture shift happening in Michigan schools. As part of the state\u2019s Top 10 in 10 initiative, many schools are exploring what it means to teach the <\/span><a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Whole_Child_Definition_619067_7.pdf\"><span style=\"font-weight: 400\">\u201cwhole child\u201d<\/span><\/a><span style=\"font-weight: 400\"> in education and how they can better facilitate their students\u2019 social, emotional and behavioral growth.<\/span>\n\n<span style=\"font-weight: 400\">In order to support this effort, <\/span><i><span style=\"font-weight: 400\">Michigan Virtual <\/span><\/i><span style=\"font-weight: 400\">is now offering <\/span><a href=\"https:\/\/michiganvirtual.org\/sel\/\"><span style=\"font-weight: 400\">Suite360,<\/span><\/a><span style=\"font-weight: 400\"> a multiplatform online character development and behavior intervention program designed by Evolution Labs. This program can be used by K-12 schools as a supplemental resource to foster social-emotional learning in classrooms or as a restorative justice component in school discipline programs, including in-school suspension (ISS).<\/span>\n\n<span style=\"font-weight: 400\">Developed by school psychologists, guidance counselors, nutritionists, therapists, classroom teachers and administrators, Suite360 offers a robust library of thousands of educational videos, articles, and lessons on 600 critical topics, including bullying, mental health issues, drugs, alcohol, vaping and many more. <\/span>\n\n<span style=\"font-weight: 400\">This program also meets the call from Michigan legislature for schools to provide restorative justice options in school discipline programs. In line with restorative justice practices, Suite360 Intervention (ISS360) turns detention or in-school suspension (ISS) into a learning opportunity by providing students with lessons based on their infraction. This program can also be successfully incorporated into a Responsible Thinking Process (RTP) classroom.<\/span>\n\n<span style=\"font-weight: 400\">\u201cDistricts across the state of Michigan are looking for ways to implement restorative practices,\u201d says Kyle Meteyer, associate principal at Lake Orion High School. \u201cSuite360 meets students where they are and gives them the opportunity to learn a little bit about why they\u2019re in ISS in the first place and how they can improve their decision-making.\u201d<\/span><span style=\"font-weight: 400\">\n<\/span>\n\n<span style=\"font-weight: 400\">On top of its massive library of student resources, Suite360 also offers innovative learning options for parents and educators. P360 \u2014 the parent version of this program \u2014 \u00a0equips families to have smart conversations with their children on difficult topics. For educators, A360 serves as a professional development platform designed to help staff promote social and emotional wellness in their schools.<\/span>\n\n<span style=\"font-weight: 400\">Together, these four programs \u2014 Suite360, ISS360, P360 and A360 \u2014 provide a holistic and effective solution for schools to address the social, emotional and behavioral needs of their students. <\/span>\n\n<span style=\"font-weight: 400\">As the movement toward \u201cwhole child\u201d education continues, educators across the nation hope to find their students maturing into not only better scholars but also into more thoughtful, responsible and well-rounded human beings. <\/span>\n\n<span style=\"font-weight: 400\">To learn more about Suite360, please visit:\u00a0<\/span><a href=\"https:\/\/michiganvirtual.org\/sel\/\"><span style=\"font-weight: 400\">https:\/\/michiganvirtual.org\/sel\/<\/span><\/a>",
            "title": "Restorative justice &amp; social-emotional learning meet online education",
            "excerpt": "There\u2019s a culture shift happening in Michigan schools. As part of the state\u2019s Top 10 in 10 initiative, many schools are exploring what it means to teach the \u201cwhole child\u201d in education and how they can better facilitate their students\u2019 social, emotional and behavioral growth. In order to support this effort, Michigan Virtual is now...",
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            "path": "\/research\/publications\/combining-data-and-text-mining-to-develop-an-early-warning-system-using-a-deep-learning-approach\/",
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            "content": "<h2>Executive Summary<\/h2>\nIn this project we explored student behavioral, textual, and limited demographic data retrieved from Michigan Virtual School for the 2014-2015 and 2015-2016 academic years. One overarching goal was to determine the type of data we could collect as well as how accurate and comprehensive that data were. We also wanted to explore a variety of data mining analysis techniques, including deep learning (DL) for text analysis and improved prediction accuracy. Specifically, we were interested in comparing DL to other machine learning (ML) models, as well as exploring the potential of DL combined with textual data in improving prediction accuracy. Finally, we were interested in looking for predictors that could act as early warning indicators for detecting learners that might be at risk of failure early in the semester.\n\nOur results indicate that DL was slightly better than other ML models, and the inclusion of textual content improved the overall predictive accuracy in identifying at-risk students. Although the percentage was a relatively small increase in prediction power when using DL, this increase adds an additional element of accuracy in our efforts to use data to support learners, and in particular, at-risk learners. Perhaps the most important finding was our ability to achieve accurate prediction power with a relatively high level of generalizability and stability. The question of generalizability is important because it may allow us to use the model across different contexts.\n\nIn addition to an increase in predictive power, we used a surrogate model analysis to assist us in identifying a predictive variable. One of the Singular-Value Decomposition (SVD 6) features from the text analysis was identified as an important feature for identifying at-risk students. We tried a variety of approaches in examining the raw text from this feature and discovered some commonalities. Successful students were all enrolled in the Government class while at-risk students were enrolled mostly in the Civics class. Further analysis of the SVD 6 threshold predictor revealed that first semester courses, courses with 20 or fewer enrollments, and courses in the disciplines of History, Geography, and Political Science all demonstrated larger percentages of predicted at-risk students. We also analyzed the raw text data itself to see if we could tease out a meaningful explanation for the importance of this predictor. Although a variety of meanings might be attributed to the underlying cause of this textual feature being identified as a significant predictor in the DL analysis, at this point everything is conjecture.\n<h3>Recommendations<\/h3>\nBased on our initial data mining explorations with DL, we make the following recommendations:\n<ul>\n \t<li>Continue exploring the DL model which resulted in an overall prediction accuracy of 86.9%, a prediction accuracy of 94.5% in identifying successful students, and a 54.5% in identifying at-risk students. The results show a slight increase in the accuracy of predicting at-risk students. However, even just 1% additional predictive power is worth the extra effort of DL.<\/li>\n \t<li>Increase the number of courses used in the data set. The access to course data in the current study was intentionally limited. The model may change with additional course disciplines. It is also the case that if all course data were used, the accuracy might be improved. Smaller data sets prohibit \u201cdeeper\u201d levels of analysis using more advanced DL methods.<\/li>\n \t<li>Seek to advance generalizability of the model. For example, even though it is more challenging, generating relative frequency across courses improves generalizability. However, deriving relative frequency across the limited courses to which we had access required extensive code, so deploying across an entire institution would be very complex. There are other ways we can test for generalizability. We could compare results with data from another set of course categories or domains identified as important to the institution or compare with the entire set of course offerings.<\/li>\n \t<li>We know SVD 6 is an important association with performance, but we don\u2019t yet know why. Continued research into data mining with the inclusion of text mining would be an important next step. For this study we applied Natural Language Processing (NLP) to the SVD approach to extract the textual features. There are other more advanced methods we can try such as variant auto-coder or t-distributed stochastic neighbor embedding (t-SNE). New research may also offer further prediction power including the work by Pennebaker, Chung, Frazee, Lavergne, and Beaver (2014) in using function words as a predictor of success.<\/li>\n \t<li>Differentiate discussion post text by teacher\/student within a single thread if possible to improve the quality of the data (removing noise).<\/li>\n \t<li>Investigate DL with text mining in real-time Time Series Analysis validation.<\/li>\n \t<li>When setting parameters for identifying at-risk learners, the limitations of the model suggest that it is better to err on the side of over identifying.<\/li>\n \t<li>To improve the prediction accuracy and generalizability of the model, identify more variables highly related to the target status. In other words, link data such as demographics which are more typically indicative of at-risk status such as free and reduced lunch or a school or district level at-risk designation. However, it may be worthwhile to compare models that incorporate this additional data and those that don\u2019t to identify any bias in the algorithm. Labeling or tracking students by profiling can result in the denial of opportunities to underrepresented groups.<\/li>\n \t<li>The quality of some data was of limited use because of input errors. Providing a drop down with possible choices for student age, rather than allowing students or others to input data by hand is one way to alleviate this problem. Other examples include linking data from one system to another such as additional demographic data with behavioral data in the LMS and linking to other student performance data systems or course evaluation data.<\/li>\n \t<li>Extracted early warning indicators, including behaviors and number of words posted, suggest that students who accessed materials outside the LMS (ranked lower than 17.03%) and posted fewer words in the discussion forums (ranked lower than 27.53%) had a higher chance of identifying as at-risk.<\/li>\n \t<li>To improve predictive power in the model, we would suggest collecting more student demographic data at the stage of new student registration.<\/li>\n<\/ul>\n<h2>Project Overview and Goals<\/h2>\nFor this project we were interested in incorporating emerging deep learning (DL) techniques to develop multiple supervised and unsupervised predictive models in an educational setting. DL is a subset of machine learning (ML), inspired by artificial neural network structures that rely on hierarchical learning of features which become more complex at higher levels. In general, more traditional predictive models need to be highly customized to achieve accurate results. They are dependent on the unique contextual factors in educational settings. For example, frequencies, such as frequency of logins and frequency of course access, are often represented in absolute numbers and highly dependent on how the course is taught. If a predictive model is constructed based on the absolute numbers, the model might become useless when the course is changed, redesigned, or taught by a different instructor. In addition, the absolute numbers are hard to generalize (i.e. transferred to other courses or other institutions). Ga\u0161evi\u0107, Dawson, Rogers and Ga\u0161evi\u0107 (2016) argue that there are no models that can accurately predict student performance without taking into account the context of the individual course, specifically, how the technology is used as well as the disciplinary differences. Their findings revealed that out of nine different courses from four disparate disciplines studied, they found no identical predictors of student success. However, DL techniques may offer new possibilities to make generalization possible across different contexts. We postulate that because DL consists of many neurons, those individual neurons might be sensitive to specific features that are ignored by other ML algorithms. This is, in essence, a paradigm shift in our understanding of the potential for ML. We now have the capacity for adaptive analytic models that can \u201clearn\u201d on their own with exceptional predictive power.\n\nFollowing the more common methods of educational data mining (EDM), we included both online learning behaviors and student demographics with DL techniques in this study. However, we extended our investigations to include online discussion content (text) as input variables. Du, Yang, Shelton, Hung and Zhang (2018) reviewed 1,049 Learning Analytics articles published from 2011 to 2017 and identified 317 actual analysis articles (many articles were focused on discussing frameworks or proofing concepts) for further analysis. Prediction of performance generated the greatest number of articles with 52 published articles and 35 conference proceedings from 2011 to 2017. In these 87 articles, the most common input variables included online learning behaviors, student\u2019s educational records, demographics, textual data of online discussions, facial expression, and self-report data. Ninety-two percent of these articles included online behavioral data as input variables. Forty-six percent included online learning behaviors only, and the remainder (54%) combined online learning behaviors with student\u2019s demographics, student\u2019s educational records, and self-report data. Only seven articles (8%) utilized non-behavioral data as input variables. Of the seven, three adopted textual data of online discussions or facial expression, and the remaining four articles combined online textual discussions or facial expressions with student demographics. Although textual data from online discussions is a crucial part of online learning behaviors, there were no studies found that combined online behaviors with textual discussions in the performance prediction model.\n\nOne of the key elements in successful data mining applications is understanding institutional needs. In educational contexts this encompasses setting strategic administrative and teaching goals and evaluating their impact. However, we approached this initial project in an exploratory stance rather than an approach focused on answering a single question or set of questions. First, we were interested in learning how accessible, comprehensive, and accurate the data were. Second, we wanted to explore a variety of data mining analysis techniques, including DL for text analysis and improved prediction accuracy. And third, we were interested in exploring the potential for predictors that occurred early enough in the semester to act as an early warning indicator for at-risk students.\n<h2>Data Collection and Analysis Methods<\/h2>\n<h3>Data Collection and Processing<\/h3>\nData were collected from a subset of online courses offered through Michigan Virtual School (MVS). The major data sources for this project included: (1) student behavioral data: student\u2019s behaviors performed on the Learning Management System (LMS); (2) student demographic data: includes age and gender; (3) textual content: student discussion text posted on the course discussion boards. The Blackboard server logs contained courses in the 2014-2015 and 2015-2016 academic years and resulted in the following raw data and data after cleaning:\n<ul>\n \t<li>2014-2015: 6,941,962 logs (6,701,434 logs after initial cleaning with 5,928 students in 337 course sections)<\/li>\n \t<li>2015-2016: 8,370,351 logs (8,249,934 logs after initial cleaning with 6,941 students in 343 course sections)<\/li>\n<\/ul>\nIn order to provide a manageable level of data for collection, processing, and analysis in this exploratory study, the number and type of courses were limited and determined by the MVS database administrator. A total of 76 unique courses were selected from 2014-2015 and 67 unique courses from 2015-2016. The following SQL codes show the range of courses that were selected for this project:\n<pre><code>course_name like '%History%' or course_name like '%logy%'\n\nor course_name like '%chem%' or course_name like '%sci%'\n\nor course_name like '%econ%' or course_name like '%phys%'\n\nor course_name like '%gov%' or course_name like '%omy%'\n\nor course_name like '%civics%' or course_name like '%space%'\n\nor course_name like '%graphy%' or course_name like '%philoy%'\n\nor course_name like '%culture%'<\/code><\/pre>\nSAS Enterprise Guide analytics application was used for LMS log data processing of behavioral and textual data. The behavioral data were extracted from the Blackboard activity accumulator which tracks click-by-click actions occurring in the Blackboard LMS. Textual data were extracted from blackboard discussion forums. Figure 1 shows the data processing flows for aggregating and deriving variables. In the first round of data cleaning, all behavioral data were aggregated by behavioral labels defined by Blackboard and stored in the activity accumulator table in Blackboard\u2019s database system (please see Table 1). More detailed information about the database schedule and fields can be retrieved from the following link: http:\/\/library.blackboard.com\/ref\/3ce800bc-d993-40d2-8fc3-1cb792408731\/index.htm. A unique ID, combining student ID and course ID, was used to link all three types of data sources together. In order to enhance the model\u2019s generalizability, all behavioral frequencies were converted into \u201crelative values.\u201d Because the requirements of different courses may vary, how often students are required to access course materials or post to discussion forums for example, it is more meaningful to convert student\u2019s participation level from absolute frequency numbers into relative values, such as student\u2019s ranking and ratio by frequencies. Finally, in order to achieve the extended goal of early warning prediction, all input variables were computed from the beginning of the semester to the end of the eighth week in each semester. Table 1 shows the list of variables identified after two rounds of data processing and derived variable generation.\n<figure><img class=\"aligncenter wp-image-1892 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/HR-Fig-1-1024x388.png\" alt=\"Graphic of data processing flows for aggregating and deriving variables. \" width=\"1024\" height=\"388\"><figcaption><strong>Figure 1.<\/strong>&nbsp;Data processing flow for aggregating and deriving variables.<\/figcaption><\/figure>\n<table>\n<caption><strong>Table 1.<\/strong> Variables for Analysis<\/caption>\n<thead>\n<tr>\n<th width=\"223\"><strong>Variables<\/strong><\/th>\n<th width=\"415\"><strong>Description<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"223\"><strong>Unique_ID<\/strong><\/td>\n<td width=\"415\">A unique ID to link different kinds of data sources<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>course_cate1<\/strong><\/td>\n<td width=\"415\">Course coding by offering<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>course_cate2<\/strong><\/td>\n<td width=\"415\">Course coding by discipline<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>course_cate3<\/strong><\/td>\n<td width=\"415\">Course coding by enrollments<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_announcements_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in announce entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_blank<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in blank within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_content<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in content within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_discussion_board_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in blank within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_check_grade<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in discussion board entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_messages<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in check grade within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_db_thread_list_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in thread list entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_view_attempts<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in view attempts within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_staff_information<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in staff information within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_db_collection_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in db collection entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_notification_settings_caret<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in notification setting within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_my_announcements<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in my announcement within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_display_notification_settings<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in display notification within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_db_thread_list<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in db thread list within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_db_collection<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in db collection within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_discussion_board<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in discussion board within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_hit_count<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in hit count within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Ra_discussion_word_counts<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency ratio in discussion word count within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_announcements_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in announce entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_blank<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in blank within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_content<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in content within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_discussion_board_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in blank within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_check_grade<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in discussion board entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_messages<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in check grade within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_db_thread_list_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in thread list entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_view_attempts<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in view attempts within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_staff_information<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in staff information within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_db_collection_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in db collection entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_notification_settings_caret<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in notification setting within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_my_announcements<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in my announcement within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_display_notification_settings<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in display notification within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_db_thread_list<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in db thread list within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_db_collection<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in db collection within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_discussion_board<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in discussion board within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_hit_count<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in hit count within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Rr_discussion_word_counts<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank in discussion word count within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_announcements_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in announce entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_blank<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in blank within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_content<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in content within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_discussion_board_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in blank within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_check_grade<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in discussion board entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_messages<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in check grade within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_db_thread_list_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in thread list entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_view_attempts<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in view attempts within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_staff_information<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in staff information within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_db_collection_entry<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in db collection entry within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_notification_settings_caret<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in notification setting within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_my_announcements<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in my announcement within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_display_notification_settings<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in display notification within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_db_thread_list<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in db thread list within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_db_collection<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in db collection within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_discussion_board<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in discussion board within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_hit_count<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in hit count within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>RN_discussion_word_counts<\/strong><\/td>\n<td width=\"415\">Student\u2019s frequency rank ratio in discussion word count within the course<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Gender<\/strong><\/td>\n<td width=\"415\">Gender F and M<\/td>\n<\/tr>\n<tr>\n<td width=\"223\"><strong>Grade<\/strong><\/td>\n<td width=\"415\">Grade: 1: at-risk; 1: successful<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2><\/h2>\n<h3>Simple Data Exploration After Data Cleaning<\/h3>\nWe made the assumption that traditional statistical analytics were commonly reported so we focused on simple data exploration here.\n<h4>Demographics<\/h4>\nDemographic data was limited to gender. The data for age contained numerous input errors (ranging from -1 to 115), so we removed age from the analysis. Gender was evenly matched across the two academic years in the study, with females being approximately two-thirds of total enrollments (see Table 2).\n<table>\n<caption><strong>Table 2.<\/strong> Gender<\/caption>\n<thead>\n<tr>\n<th width=\"213\"><\/th>\n<th width=\"213\"><strong>2014-2015<\/strong><\/th>\n<th width=\"213\"><strong>2015-2016<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"213\"><strong>Female<\/strong><\/td>\n<td width=\"213\">62%<\/td>\n<td width=\"213\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"213\"><strong>Male<\/strong><\/td>\n<td width=\"213\">38%<\/td>\n<td width=\"213\">37%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>Final Grades<\/h4>\nUnbalanced data is a challenging issue in ML. Unbalanced data means the target cases (at-risk students) represent only a very small portion in the population compared with the non-target cases (successful students). Therefore, \u201cat-risk\u201d students were defined as those who had obtained lower than a final grade of 65 in the class, an increase over the traditional 60 that is used to signify a passing score. Cases categorized as at-risk using 65 as the cutoff were about 18% in 2014-2015 and 17% in 2015-2016 (see Table 3). This action can significantly increase the model\u2019s performance by alleviating negative effects from the unbalanced data. Records without final grades were removed for later analysis.\n<table>\n<caption><strong>Table 3.<\/strong> Final grades<\/caption>\n<thead>\n<tr>\n<th width=\"213\"><\/th>\n<th width=\"213\"><strong>2014-2015<\/strong><\/th>\n<th width=\"213\"><strong>2015-2016<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"213\"><strong>&gt;=90<\/strong><\/td>\n<td width=\"213\">36%<\/td>\n<td width=\"213\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"213\"><strong>&lt;90<\/strong><\/td>\n<td width=\"213\">27%<\/td>\n<td width=\"213\">26%<\/td>\n<\/tr>\n<tr>\n<td width=\"213\"><strong>&lt;80<\/strong><\/td>\n<td width=\"213\">14%<\/td>\n<td width=\"213\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"213\"><strong>&lt;70 <\/strong><\/td>\n<td width=\"213\">5%<\/td>\n<td width=\"213\">3%<\/td>\n<\/tr>\n<tr>\n<td width=\"213\"><strong>&lt;65 (at risk)<\/strong><\/td>\n<td width=\"213\">18%<\/td>\n<td width=\"213\">17%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>Dimension Reduction<\/h4>\nThe curse of dimensionality refers to the issues associated with high dimensional data in the data analysis. As the number of dimensions increases, the available samples under each of those dimensions become sparse. This sparsity is problematic for any method that requires statistical significance. For example, if variable A has two values (such as Yes and No), variable B has five values, and variable C has seven possible values, the number of dimensions is 2*5*7= 70. In order to avoid the curse of dimensionality, courses were consolidated by domain areas including discipline, enrollments (class size), and offering type. The domain of discipline was derived by grouping courses from similar disciplines. For example, American History 1A and American History B were grouped into the \u201chistory\u201d discipline. An offering is a derived grouping of courses based on how and when a course was offered. Four groups were derived including AP (advanced courses), S1 (first semester offering), S2 (second semester offering) and O (no distinguishable offering). Finally, courses were grouped by the number of enrollments. En1 designates a course with 0-20 enrollments, En2 a course with 21-75 enrollments, En3 a course with 76-200 enrollments, and En4 a course with greater than 200 enrollments. As a general rule, we used major breaks in enrollment patterns to guide our enrollment category indicators. The three derived domains across all courses in our datasets for 2014-2015 and 2015-2016 are highlighted in Appendix A.\n<h4>Text processing<\/h4>\nIn order to test whether text posted in discussion forums by students was an important predictor or might have an impact on prediction accuracy, all textual content was converted into vectors. Forty-two features were extracted to represent unique characteristics of student\u2019s textual content in the vector space. These features worked as part of the input variables with behavioral and demographic data in the predictive modeling. These textual features were combined with behavioral and demographics by the unique ID (student ID+courseID).\n\nOn a completely exploratory investigation, we also conducted an examination of the words within the textual content using the Linguistic Inquiry and Word Count (LIWC) function word analytic tool (Pennebaker, Chung, Frazee, Lavergne, &amp; Beaver, 2014); Tausczik &amp; Pennebaker, 2010). The premise behind LIWC is to focus on how students think rather than on the meaning of what they write. In short, LIWC is a tool used to count the use of function words in student writing samples. Function words have been shown to be reliable indicators of psychological states. For example, pronoun use is reflective of a focus on one\u2019s self, auxiliary verbs suggest a narrative style of language usage, articles are associated with concrete and formal writing, and prepositions are associated with cognitive complexity (Pennebaker, et al, 2014, p.2). In general, text that is heavy in prepositions and articles demonstrates a \u201ccategorical\u201d language style indicative of heightened abstract thinking and cognitive complexity. Text containing a greater use of pronouns, auxiliary verbs, adverbs, conjunctions, impersonal pronouns, personal pronouns, and negations is associated with a more \u201cdynamic\u201d language style (p. 6). The use of categorical language styles has been consistently linked with higher academic performance, while dynamic language has not (Pennebaker, et al, 2014; Robinson, Navea, Ickes, 2013).\n<h4>Regular Machine Learning Models<\/h4>\nDL is a subset of ML, inspired by artificial neural network structures that rely on hierarchical learning of features which become more complex at higher levels (Bengio, 2012; Schmidhuber, 2014). The term \u201cdeep\u201d means the hidden layer is over three. The first layer, the input layer, is reserved for the input variables. For example, if there are 20 input variables, the input layer will contain 20 neurons (1 neuron = 1 variable). The second layer is the hidden layer. The structure of the hidden layer including the number of neurons, the number of layers, and activation functions is determined by the analyst and used for feature learning. The third layer is the output layer and generates the outcomes. Ensemble models and Neural Network-like models were considered as better models in this classification. Ensemble models use meta-algorithms (i.e. multiple learning algorithms) to obtain better <a href=\"https:\/\/en.wikipedia.org\/wiki\/Predictive_inference\">predictive performance<\/a> than could be obtained from one algorithm alone (Raczko &amp; Zagajewski, 2017; Smolyakov, 2017). Therefore, the following models: Random Forest, Support Vector Machine (SVM) with sigmoid kernel, SVM with Polynomial kernel, SVM with Gaussian Radial Basis Function, and Neural Network were adopted in the analysis.\n<h3>Data Analysis<\/h3>\n<h4>Model training<\/h4>\nMultiple model competition is a common approach in ML. Because each model has its own strengths and weaknesses in handling data, multiple model competition is an approach to select the best model based on the model\u2019s prediction performance. In order to ensure the model\u2019s prediction capability on unknown data in the future, the best model is the one with the lowest mean of squared errors (numerical target variable) or misclassification rate (categorical target variable) on the validation dataset. For this study, three rounds of data analysis were conducted using the combined 2014-2015 and the 2015-2016 data. In the analysis, 70% of data were randomly selected as the training data (stratified sampling); the remaining 30% were used for model validation. We tried other data splitting percentages and found 70\/30 could generate both accurate and stable results. The best model was selected based on the lowest validation misclassification rate. While Enterprise Guide was used for data processing, SAS Enterprise Miner and Python + Tensorflow were used for model training and ML analysis.\n<h4>Round One<\/h4>\nThe first round of input data included behavioral and demographic data only. SAS Enterprise Miner 13.1, a well-known ML tool, was used to conduct the analysis. Figure 2 below shows the analytic flows in the SAS Enterprise Miner (Behavioral + Demographics only).\n<figure><img class=\"aligncenter wp-image-1893 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/HR-fig-2-1024x901.png\" alt=\"Graphic depecting the analytic flows in the SAS Enterprise Miner, includes behavioral + Demographics only.\" width=\"1024\" height=\"901\">\n\n<figcaption><strong>Figure 2.<\/strong> Analytic flow in SAS Enterprise Miner with behavioral and demographic data only.<\/figcaption><\/figure>\n<h4>Round Two<\/h4>\nIn the second round we aimed to test whether DL could generate better outcomes. The same training and validation datasets were imported into the Python+TensorFlow platform. Figure 3 shows the design of the neural network architecture. The DL network contains two hidden layers. Each hidden layer contains 1,000 neurons. L2 regularization and dropout were enabled to alleviate the issue of over fitting. We also tried to add more layers (going deeper), but these models generated worse results due to the overall fitting caused by the small sample size.\n<figure><img class=\"aligncenter wp-image-1894 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/HR-Fig-3.png\" alt=\"Graphic depecting the design of the neural network architecture.\" width=\"940\" height=\"675\">\n\n<figcaption><strong>Figure 3.<\/strong> Neural network architecture using Python+TensorFlow with behavioral and demographic data only.<\/figcaption><\/figure>\n<h4>Round Three<\/h4>\nThe third round included textual features and behavioral and demographic data as input variables. Figure 4 shows the analytics flow for the ML and DL analysis. The DL architecture is still the same as that in the second round.\n<figure><img class=\"aligncenter wp-image-1895 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/HR-fig-4-1024x713.png\" alt=\"Graphic depicting the analytics flow for the ML and DL analysis.\" width=\"1024\" height=\"713\">\n\n<figcaption><strong>Figure 4.<\/strong> The analytic flow with textual, behavioral, and demographic data.<\/figcaption><\/figure>\n<h4>Model Selection<\/h4>\nThe confusion matrix is the most popular method to evaluate a model\u2019s performance. The best model is then selected based on parameters (Powers, 2011). After all three rounds of data analysis were completed, we tested for the best model. Using a confusion matrix, four parameters (i.e. True Positive (TP), True Negative (TN), False Positive (FP), and False Negative (FN)) are often used to compute model performance indicators. In this project, \u201cpositive\u201d represents at-risk and \u201cnegative\u201d represents successful students. TP denotes the number of positive cases captured by the model. TN denotes the number of negative cases captured by the model. FP denotes the number of negative cases misjudged by the model (false early warning). FN denotes the number of positive cases misjudged by the model (missed at-risk students). Two indicators -- accuracy and recall -- were used to evaluate the model\u2019s performance. The formulas are listed below:\n\nAccuracy (ACC):\n\n<u>TP + TN<\/u> = <u>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;_&nbsp; TP + TN_____&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/u>\n\nP + N&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; TP + TN + FP + FN\n\nSensitivity, recall, hit rate, or true positive rate (TPR):\n\n<u>TP<\/u> = <u>&nbsp;&nbsp;_ TP__&nbsp;&nbsp; <\/u>\n\nP&nbsp;&nbsp;&nbsp;&nbsp; TP + FN\n\nAccuracy represents a model\u2019s prediction performance on both positive and negative cases. Recall is the ratio of positive cases captured by the predictive model. Table 4 shows performance indicators in all three rounds.\n<table>\n<caption><strong>Table 4.<\/strong> Performance Indicators in Three Rounds of Analysis<\/caption>\n<thead>\n<tr>\n<th width=\"139\"><strong>Tool<\/strong><\/th>\n<th width=\"60\"><strong>TN %<\/strong><\/th>\n<th width=\"60\"><strong>TP %<\/strong><\/th>\n<th width=\"58\"><strong>FN %<\/strong><\/th>\n<th width=\"56\"><strong>FP %<\/strong><\/th>\n<th width=\"125\"><strong>Data<\/strong><\/th>\n<th width=\"80\"><strong>Accuracy<\/strong><\/th>\n<th width=\"75\"><strong>Recall<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"139\"><strong>Round 3: Deep Learning (Training)<\/strong><\/td>\n<td width=\"60\">0.785<\/td>\n<td width=\"60\">0.115<\/td>\n<td width=\"58\">0.074<\/td>\n<td width=\"56\">0.027<\/td>\n<td width=\"125\">Behavioral + Demographics + Textual Data<\/td>\n<td width=\"80\">0.899<\/td>\n<td width=\"75\">0.607<\/td>\n<\/tr>\n<tr>\n<td width=\"139\"><strong>Round 3: Deep Learning (Validation)<\/strong><\/td>\n<td width=\"60\">0.766<\/td>\n<td width=\"60\">0.103<\/td>\n<td width=\"58\">0.086<\/td>\n<td width=\"56\">0.045<\/td>\n<td width=\"125\">Behavioral + Demographics + Textual Data<\/td>\n<td width=\"80\">0.869*<\/td>\n<td width=\"75\">0.545*<\/td>\n<\/tr>\n<tr>\n<td width=\"139\"><strong>Round 3: Multiple model competition\n(Training)<\/strong><\/td>\n<td width=\"60\">0.759<\/td>\n<td width=\"60\">0.110<\/td>\n<td width=\"58\">0.102<\/td>\n<td width=\"56\">0.029<\/td>\n<td width=\"125\">Behavioral + Demographics + Textual Data<\/td>\n<td width=\"80\">0.869<\/td>\n<td width=\"75\">0.519<\/td>\n<\/tr>\n<tr>\n<td width=\"139\"><strong>Round 3: Multiple model competition\n(Validation)<\/strong><\/td>\n<td width=\"60\">0.754<\/td>\n<td width=\"60\">0.114<\/td>\n<td width=\"58\">0.098<\/td>\n<td width=\"56\">0.034<\/td>\n<td width=\"125\">Behavioral + Demographics + Textual Data<\/td>\n<td width=\"80\">0.868<\/td>\n<td width=\"75\">0.538<\/td>\n<\/tr>\n<tr>\n<td width=\"139\"><strong>Round 2: Deep Learning (Training)<\/strong><\/td>\n<td width=\"60\">0.767<\/td>\n<td width=\"60\">0.110<\/td>\n<td width=\"58\">0.102<\/td>\n<td width=\"56\">0.020<\/td>\n<td width=\"125\">Behavioral + Demographics<\/td>\n<td width=\"80\">0.877<\/td>\n<td width=\"75\">0.518<\/td>\n<\/tr>\n<tr>\n<td width=\"139\"><strong>Round 2: Deep Learning (Validation)<\/strong><\/td>\n<td width=\"60\">0.759<\/td>\n<td width=\"60\">0.108<\/td>\n<td width=\"58\">0.104<\/td>\n<td width=\"56\">0.029<\/td>\n<td width=\"125\">Behavioral + Demographics<\/td>\n<td width=\"80\">0.868<\/td>\n<td width=\"75\">0.510<\/td>\n<\/tr>\n<tr>\n<td width=\"139\"><strong>Round 1: Multiple model competition\n(Training)<\/strong><\/td>\n<td width=\"60\">0.765<\/td>\n<td width=\"60\">0.100<\/td>\n<td width=\"58\">0.112<\/td>\n<td width=\"56\">0.023<\/td>\n<td width=\"125\">Behavioral + Demographics<\/td>\n<td width=\"80\">0.866<\/td>\n<td width=\"75\">0.473<\/td>\n<\/tr>\n<tr>\n<td width=\"139\"><strong>Round 1: Multiple model competition\n(Validation)<\/strong><\/td>\n<td width=\"60\">0.765<\/td>\n<td width=\"60\">0.103<\/td>\n<td width=\"58\">0.109<\/td>\n<td width=\"56\">0.023<\/td>\n<td width=\"125\">Behavioral + Demographics<\/td>\n<td width=\"80\">0.868<\/td>\n<td width=\"75\">0.488<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: *Best model selected.<\/em>\n\nComparing the first round and the second round, the results indicate that DL performance is slightly better than other ML models (i.e. SVM with Polynomial kernel) in the SAS Enterprise Miner on the recall rates. This means that DL performed better in identifying <em>at-risk students<\/em>. Overall, DL model\u2019s prediction accuracy is 86.9% with a prediction accuracy of 94.5% in identifying successful students and 54.5% in identifying at-risk students. The small difference between training (89.9%) and validation (86.9% indicates that the model has a high level of generalizability and stability relative to other models tested (results from all tested models are NOT included in Table 5)). Finally, including the textual feature (the third round) did further improve recall rates on both training and validation. For example, DL improved from 0.510 to 0.545, and SVM improved from 0.488 to 0.538 on recall rates. That means that the textual content improved the predictive power of identifying at-risk students at the eight-week mark in the semester.\n<h4>Model Interpretation<\/h4>\nBecause it is hard to identify key factors extracted by DL Models, data analysis in this project used the surrogate model approach. In a surrogate model approach, one can use an easy to understand model to help interpret the other, more complicated model (Hall, Phan, &amp; Ambati, 2017). Specifically, we used a decision tree model to \u201csimulate\u201d rules that were learned by the DL model. The probabilities generated by the DL model were used as the target variable, and all input variables were kept, simulating the rules. It is very normal to obtain a large tree from simulating neural networks. Therefore, we simplified the decision tree from seven layers to the five layers illustrated in Figure 5.\n\n<img class=\"aligncenter size-full wp-image-2036\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Correct-Image-5.png\" alt=\"\" width=\"3188\" height=\"1196\">\n<figure>\n<figcaption><strong>Figure 5.<\/strong> Simulated decision tree model results.<\/figcaption><\/figure>\nBecause the decision tree simulates the best model in the round 3 analysis (i.e. behavioral + demographic + discussion contents), some students were removed if they did not have associated discussion content.\n\nThe decision tree presents the predictive rules with a tree structure. The topmost node shows the original percentages of the students (0: successful students (84.86%); 1: at-risk students (15.14%) and the number of students (11,989). The most important predictor is RN_Blank (Rules 1-1 and 1-2 below), which splits all students into two nodes. RN_Blank represents a student\u2019s ranking on the frequency of the behavior \u201cBlank\u201d which refers to course activities not created with Blackboard\u2019s built-in tools. If RN_Blank\u2019s value is higher or equal to 0.1703, the percentage of successful students grows to 91.47% (the right node, 10,398 students). Oppositely, the percentage of at-risk students grows to 58.33% if the RN_Black\u2019s value is lower than 0.1703. Similarly, RN_discussion_word_counts (Rules 2-3 and 2-4 below), when combined with RN_Blank behaviors (Rule 1-2), is also a predictor for at-risk students. In other words students who accessed materials outside the LMS (ranked lower than 17.03%) and posted fewer words in the discussion forums (ranked lower than 27.53%) had a higher chance of identifying as at-risk.\n\n*Rule 1-1: RN_Blank &gt;= 0.1703 (0\/1: 0.91\/0.09)\n\n*Rule 1-2: RN_Blank &lt;0.1703 (0\/1: 0.42\/0.58)\n\nRule 2-1: 1-1 + RN_discussion_word_counts &gt;=0.3278 (0\/1: 0.96\/0.04)\n\nRule 2-2: 1-1 + RN_dicussion_word_counts &lt; 0.3278 (0\/1: 0.76\/0.24)\n\n*Rule 2-3: 1-2 + RN_discussion_word_counts &gt;= 0.2753 (0\/1: 0.7\/0.3)\n\n*Rule 2-4: 1-2 + RN_discussion_word_counts &lt;0.2753 (0\/1: 0.18\/0.82)\n\nRule 3-1: 1-1 + 2-1 + Rr_blank &gt;= 0.067 (0\/1: 0.98\/0.02)\n\nRule 3-2: 1-1 + 2-1 + Rr_blank &lt; 0.067 (0\/1: 0.89\/0.11)\n\nRule 3-3: 1-1 + 2-2 + RN_blank &gt;= 0.1703 (0\/1: 0.83\/0.17)\n\nRule 3-4: 1-1 + 2-2 + RN_blank &lt; 0.1703 (0\/1: 0.56\/0.44)\n\n*Rule 3-5: 1-2 + 2-3 + SVD6 &gt;= -0.0625 (0\/1: 0.81\/0.19)\n\n*Rule 3-6: 1-2 + 2-3 + SVD6 &lt; -0.0625 (0\/1: 0.43\/0.57)\n\nRule 3-7: 1-2 + 2-4 + RN_check_grade &gt;= 0.4117 (0\/1: 0.37\/0.63)\n\nRule 3-8: 1-2 + 2-4 + RN_check_grade &lt; 0.4117 (0\/1: 0.09\/0.91)\n<h3>Early Warning Signals from Discussion Content<\/h3>\nIn the text processing, we parsed individual students\u2019 textual discussions into terms then used a dictionary to code student\u2019s textual content terms into a large matrix. The singular-value decomposition (SVD) is a common approach to factorize a complex matrix. We extracted 42 features representing student\u2019s discussion content. This approach has been widely used to extract important content features or group similar content into clusters. The textual feature analysis indicated that SVD 6 was an important feature for identifying at-risk students (Rules 3-5 and 3-6 above). In other words, based on the branches, it appears SVD 6 below a threshold of -0.0605 is an early warning indicator for identifying at-risk students. Therefore, we extracted the textual contents that met this threshold. When looking at the extracted raw textual data, we were able to determine that successful students (those above the threshold &gt; -0.0605) were all enrolled in the Government class while at-risk students (lower than the threshold &lt; -0.0605) were enrolled mostly in the Civics class.\n\nAdditional variables, including those we derived from domain categorization (discipline, offering, and enrollment), were incorporated into the analysis to further examine why SVD 6 might be an early warning predictor. The results are illustrated in the tables below using a percentage rate of 40% for students meeting the at-risk SVD 6 threshold, along with accuracy and recall rates for each:\n<ul>\n \t<li>First semester courses (see Table 5)<\/li>\n \t<li>Courses with enrollments less than 20 (see Table 6)<\/li>\n \t<li>Courses in the History, Geography, and Political Science disciplines (see Table 7)<\/li>\n \t<li>Specific courses with very high at-risk percentages included Civics, History, and Chemistry (see Table 8). These courses also triangulate with the offering and discipline domain categorization results. Accuracy and recall rates are not available for individual courses.<\/li>\n<\/ul>\n<table width=\"0\">\n<caption><strong>Table 5.<\/strong> SVD 6 At-Risk Threshold Percentage, Accuracy, and Recall by Course Offering<\/caption>\n<thead>\n<tr>\n<th width=\"160\"><strong>Offering<\/strong><\/th>\n<th width=\"160\"><strong>At-Risk Threshold (&lt;-0.0605)<\/strong><\/th>\n<th width=\"160\"><strong>Accuracy<\/strong><\/th>\n<th width=\"160\"><strong>Recall<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"160\"><strong>AP <\/strong><\/td>\n<td width=\"160\">11.25%<\/td>\n<td width=\"160\">0.920424<\/td>\n<td width=\"160\">0.528517<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>O (Other)<\/strong><\/td>\n<td width=\"160\">30.92%<\/td>\n<td width=\"160\">0.904719<\/td>\n<td width=\"160\">0.654545<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>S1 (Sem 1)<\/strong><\/td>\n<td width=\"160\"><strong>42.47%<\/strong><\/td>\n<td width=\"160\">0.903352<\/td>\n<td width=\"160\">0.715743<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>S2 (Sem 2)<\/strong><\/td>\n<td width=\"160\">35.80%<\/td>\n<td width=\"160\">0.914952<\/td>\n<td width=\"160\">0.646840<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table width=\"0\">\n<caption><strong>Table 6.<\/strong> SVD 6 At-Risk Threshold Percentage, Accuracy, and Recall by Enrollment<\/caption>\n<thead>\n<tr>\n<th width=\"160\"><strong>Enrollment <\/strong><\/th>\n<th width=\"160\"><strong>At-Risk Threshold (&lt;-0.0605)<\/strong><\/th>\n<th width=\"160\"><strong>Accuracy<\/strong><\/th>\n<th width=\"160\"><strong>Recall<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"160\"><strong>En1 (0-20)<\/strong><\/td>\n<td width=\"160\"><strong>52.10%<\/strong><\/td>\n<td width=\"160\">0.8992<\/td>\n<td width=\"160\">0.5778<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>En2 (21-75)<\/strong><\/td>\n<td width=\"160\">29.14%<\/td>\n<td width=\"160\">0.9090<\/td>\n<td width=\"160\">0.6220<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>En3 (76-200)<\/strong><\/td>\n<td width=\"160\">31.08%<\/td>\n<td width=\"160\">0.9257<\/td>\n<td width=\"160\">0.7131<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>En4 (&gt;200)<\/strong><\/td>\n<td width=\"160\">31.51%<\/td>\n<td width=\"160\">0.8984<\/td>\n<td width=\"160\">0.6461<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table width=\"0\">\n<caption><strong>Table 7.<\/strong> SVD 6 At-Risk Threshold Percentage, Accuracy, and Recall by Discipline<\/caption>\n<thead>\n<tr>\n<th width=\"160\"><strong>Discipline<\/strong><\/th>\n<th width=\"160\"><strong>At-Risk Threshold (&lt;-0.0605)<\/strong><\/th>\n<th width=\"160\"><strong>Accuracy<\/strong><\/th>\n<th width=\"160\"><strong>Recall<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"160\"><strong>Comp Sci<\/strong><\/td>\n<td width=\"160\">34.51%<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.9071<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.5294<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>Earth Sci<\/strong><\/td>\n<td width=\"160\">39.94%<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.8876<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.6571<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>Econ<\/strong><\/td>\n<td width=\"160\">4.76%<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.9115<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.6159<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>Geography<\/strong><\/td>\n<td width=\"160\"><strong>76.00%<\/strong><\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.9600<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.6667<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>History<\/strong><\/td>\n<td width=\"160\"><strong>42.53%<\/strong><\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.9080<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.7040<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>Life sci<\/strong><\/td>\n<td width=\"160\">18.93%<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.9277<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.6951<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>Physical sci<\/strong><\/td>\n<td width=\"160\">33.14%<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.8941<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.6588<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>Political sci<\/strong><\/td>\n<td width=\"160\"><strong>64.17%<\/strong><\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.8969<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.5806<\/td>\n<\/tr>\n<tr>\n<td width=\"160\"><strong>Social sci<\/strong><\/td>\n<td width=\"160\">29.18%<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.9180<\/td>\n<td width=\"160\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 0.6416<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table width=\"0\">\n<caption><strong>Table 8.<\/strong> SVD 6 At-Risk Threshold Percentage by Individual Course<\/caption>\n<thead>\n<tr>\n<th width=\"168\">Course<\/th>\n<th width=\"138\">At-Risk Threshold (&lt;-0.0605)<\/th>\n<th width=\"18\"><\/th>\n<th width=\"162\">Course<\/th>\n<th width=\"138\">At-Risk Threshold (&lt;-0.0605)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"168\">American History B<\/td>\n<td width=\"138\"><strong>64.29%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Human Space Exploration<\/td>\n<td width=\"138\">10.24%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Anatomy and Physiology A<\/td>\n<td width=\"138\"><strong>40.05%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Medical Terminology<\/td>\n<td width=\"138\">5.40%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Anatomy and Physiology B<\/td>\n<td width=\"138\">23.24%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">MS Comprehensive Science 1A<\/td>\n<td width=\"138\">0.00%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Anthropology<\/td>\n<td width=\"138\">37.93%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">MS Comprehensive Science 2A<\/td>\n<td width=\"138\">25.00%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Art History<\/td>\n<td width=\"138\"><strong>64.71%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">MS Comprehensive Science 3A<\/td>\n<td width=\"138\">11.11%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Art History<\/td>\n<td width=\"138\"><strong>44.44%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">MS World Cultures A<\/td>\n<td width=\"138\">0.00%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Biology<\/td>\n<td width=\"138\">15.57%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Mythology and Folklore: Legendary Tales<\/td>\n<td width=\"138\"><strong>52.08%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Chemistry<\/td>\n<td width=\"138\"><strong>59.52%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Native American History<\/td>\n<td width=\"138\">21.37%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Computer Science A<\/td>\n<td width=\"138\">22.73%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Oceanography A<\/td>\n<td width=\"138\"><strong>47.38%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Environmental Science<\/td>\n<td width=\"138\">3.10%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Oceanography B<\/td>\n<td width=\"138\">5.26%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Macroeconomics<\/td>\n<td width=\"138\">1.21%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Physical Science A<\/td>\n<td width=\"138\"><strong>58.33%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Microeconomics<\/td>\n<td width=\"138\">2.08%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Physical Science B<\/td>\n<td width=\"138\"><strong>58.06%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Physics 1<\/td>\n<td width=\"138\"><strong>52.29%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Physics A<\/td>\n<td width=\"138\"><strong>51.31%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Physics C<\/td>\n<td width=\"138\">25.86%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Physics B<\/td>\n<td width=\"138\">0.83%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP Psychology<\/td>\n<td width=\"138\">12.09%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Psychology<\/td>\n<td width=\"138\"><strong>54.81%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP U.S. Government and Politics<\/td>\n<td width=\"138\">0.00%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Science A<\/td>\n<td width=\"138\">16.67%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP U.S. History<\/td>\n<td width=\"138\">5.63%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Science B<\/td>\n<td width=\"138\"><strong>75.68%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP U.S. History B<\/td>\n<td width=\"138\">3.23%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Sociology A<\/td>\n<td width=\"138\">5.51%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">AP World History<\/td>\n<td width=\"138\">0.89%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Sociology B<\/td>\n<td width=\"138\">13.66%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Archaeology: Detectives of the Past<\/td>\n<td width=\"138\">31.03%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Sociology I: The Study of Human Relationships<\/td>\n<td width=\"138\">3.40%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Astronomy<\/td>\n<td width=\"138\"><strong>71.85%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Sociology II: Your Social Life<\/td>\n<td width=\"138\">0.00%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Biology A<\/td>\n<td width=\"138\"><strong>69.05%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">U.S. History A<\/td>\n<td width=\"138\"><strong>71.60%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Biology B<\/td>\n<td width=\"138\">14.75%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">U.S. History and Geography A<\/td>\n<td width=\"138\">32.50%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Chemistry A<\/td>\n<td width=\"138\"><strong>77.21%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">U.S. History and Geography B<\/td>\n<td width=\"138\">39.13%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Chemistry B<\/td>\n<td width=\"138\"><strong>84.07%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">U.S. History B<\/td>\n<td width=\"138\"><strong>73.68%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Civics<\/td>\n<td width=\"138\"><strong>94.99%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Veterinary Science: The Care of Animals<\/td>\n<td width=\"138\">28.26%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Criminology: Inside the Criminal Mind<\/td>\n<td width=\"138\">14.94%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">World Cultures A<\/td>\n<td width=\"138\"><strong>57.14%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Earth Science A<\/td>\n<td width=\"138\"><strong>69.57%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">World Cultures B<\/td>\n<td width=\"138\"><strong>81.82%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Earth Science B<\/td>\n<td width=\"138\">37.50%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">World Geography A<\/td>\n<td width=\"138\"><strong>66.67%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Economics<\/td>\n<td width=\"138\">7.46%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">World Geography B<\/td>\n<td width=\"138\"><strong>86.96%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Environmental Science A<\/td>\n<td width=\"138\"><strong>58.43%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">World History A<\/td>\n<td width=\"138\"><strong>84.75%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Environmental Science B<\/td>\n<td width=\"138\">29.51%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">World History and Geography A<\/td>\n<td width=\"138\">29.55%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Forensic Science - Advanced<\/td>\n<td width=\"138\">1.24%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">World History and Geography B<\/td>\n<td width=\"138\">31.25%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Forensic Science - Introduction<\/td>\n<td width=\"138\">2.02%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">World History B<\/td>\n<td width=\"138\"><strong>84.03%<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"168\">Great Minds in Science: Ideas for a New Generation<\/td>\n<td width=\"138\"><strong>45.45%<\/strong><\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Human Space Exploration<\/td>\n<td width=\"138\">10.24%<\/td>\n<\/tr>\n<tr>\n<td width=\"168\">History of the Holocaust<\/td>\n<td width=\"138\">25.00%<\/td>\n<td width=\"18\"><\/td>\n<td width=\"162\">Medical Terminology<\/td>\n<td width=\"138\">5.40%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Overall average = 31.38%<\/em>\n\nFurther investigation into the reasons behind the SVD 6 significance as an at-risk predictor included examining the textual content for clues. One conjecture was that age was a factor in writing ability. Successful students were all enrolled in the Government class while the at-risk students were enrolled mostly in the Civics class, which tends to be a class that is offered earlier in high school and is not as advanced as Government. Also, older students (or even all students) taking the Civics class might already be at-risk and thus demonstrate lower writing ability. (They may be taking the class for credit recovery vs. voluntary enrollment in an advanced Government class.) However, in our analysis students\u2019 ages did not show significant differences between high SVD6 (&gt; -0.0605) and low SVD 6 (&lt; -0.0605) students. It should be noted that the age data included numerous input errors that we were not able to eliminate.\n\nNext, we were interested in learning if the content of the text discussions might provide insight into the significance of the SVD 6 feature. We conducted an analysis using results from the LIWC function word analytic tool. The 2015 iteration of LIWC (Pennebaker, Boyd, Jordan, &amp; Blackburn, 2015) (<a href=\"http:\/\/liwc.wpengine.com\/\">http:\/\/liwc.wpengine.com\/<\/a>) contains 90 output variables, including predetermined dimensions, singular function word categories (i.e. pronouns), punctuation, grammatical, mechanical, and other measures to choose from when analyzing text files. Since this was our first foray into the LIWC universe, we limited the results of our text analysis to eight dimensions and measures including word count, analytic, authentic, words per sentence (WPS), six letter words, function words, pronouns, and cognitive process. These dimensions and measures were chosen based on our best guess as to what might help us determine the meaning behind the SVD 6 feature.\n\nWhen we added the LIWC results to our predictive model, our findings indicated that indeed, successful students (in this case all students in the successful group were enrolled in the Government course) used more words that were analytic than those in the at-risk group, which showed the use of more authentic words with greater use of pronouns (indicating more of a focus on themselves versus focus on the content being discussed) (see Table 9). Conjecturing again, the LIWC analysis also showed a much greater word count in the successful group, which along with the analytic focus of that group may be an indication of higher level thinking. Either the course itself requires a higher level of writing skill, or the students within that course may exhibit higher level thinking and writing ability.\n<table width=\"0\">\n<caption><strong>Table 9.<\/strong> LIWC Analysis Results Across Eight Dimensions<\/caption>\n<thead>\n<tr>\n<th width=\"82\"><strong>&nbsp;<\/strong><\/th>\n<th width=\"67\"><strong>Word Count<\/strong><\/th>\n<th width=\"72\"><strong>Analytic<\/strong><\/th>\n<th width=\"82\"><strong>Authentic<\/strong><\/th>\n<th width=\"69\"><strong>WPS<\/strong><\/th>\n<th width=\"66\"><strong>Six Letter Words<\/strong><\/th>\n<th width=\"76\"><strong>Function Words<\/strong><\/th>\n<th width=\"74\"><strong>Pronoun<\/strong><\/th>\n<th width=\"80\"><strong>Cognitive Process<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"82\"><strong>SVD6 at-risk<\/strong><\/td>\n<td width=\"67\">149452<\/td>\n<td width=\"72\">51.75<\/td>\n<td width=\"82\">21.17<\/td>\n<td width=\"69\">2197.82<\/td>\n<td width=\"66\">18.44<\/td>\n<td width=\"76\">55.84<\/td>\n<td width=\"74\">14.75<\/td>\n<td width=\"80\">15.08<\/td>\n<\/tr>\n<tr>\n<td width=\"82\"><strong>SVD6 successful<\/strong><\/td>\n<td width=\"67\">216534<\/td>\n<td width=\"72\">82.87<\/td>\n<td width=\"82\">17.28<\/td>\n<td width=\"69\">1691.67<\/td>\n<td width=\"66\">25.36<\/td>\n<td width=\"76\">50.31<\/td>\n<td width=\"74\">10.64<\/td>\n<td width=\"80\">13.27<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>Identifying the Best Threshold: Precision and Recall<\/strong>\n\nA predictive model usually uses 0.5 as the threshold to determine a case that should be predicted as 1 (the probability of 1 is &gt;=0.5) or as 0 (the probability of 0 is &gt;=0.5; the sum of two probabilities 1 plus 0 is equal to 1). Here we would like to introduce another performance indicator called precision. Precision is the ratio of all predicted positive (i.e. at-risk) cases whose actual values are also positive. Recall is the ratio of positive students being captured by the model. High precision and high recall represent the model that can most precisely predict and capture a high percentage of positive cases. High precision and low recall means the model can precisely predict positive cases, but it can only capture a low percentage of positive cases. Since early warning is the goal of the predictive model, recall rate is more important than precision.\n\nIn practice, we can increase the recall rate by lowering the threshold. However, when you lower the threshold to increase the number of at-risk students being captured by the model, the action also increases the chance of false positives (FP) (i.e. lower precision rate). Table 10 and Figure 6 show the precision and recall rates at different thresholds. In the dataset from both academic years, there were 2,263 at-risk students and 9,726 successful students. At the threshold 0.5, the recall rate is 0.545. That means 1,233 (2263*0.545) at-risk students can be captured by the model. The precision rate 0.644 means that 1,915 (1233\/0.644) students were predicted as at-risk. In other words, 682 (1915-1233) successful students are predicted as at-risk. When we lower the threshold to 0.2, the recall rate increased to 0.648. That means the model can capture up to 1,466 at-risk students. However, at the same time, the precision rate is decreased to 0.529, meaning 865 successful students will be mis-judged as at-risk students. Lowering the threshold can increase the number of at-risk students being captured by the model. However, at the same time, it may increase the burden for support because more successful students will be mis-identified as at-risk. In Figure 6, the cross point represents the most balanced point under the consideration of precision and recall (around 0.31). Therefore, when the model to predict a student\u2019s at-risk probability is implemented, 0.31 should be used for the threshold setting instead of the default 0.5 because it will capture more true positive cases (i.e. at-risk students) and control the increase of false positives. (Details about the implementation of the early warning model can be found in the section on model implementation.) Using this threshold in the model, approximately 59% of at-risk students will be captured, while approximately 59% of predicted students will actually be at-risk. Our goal is to identify as many at-risk students as possible while limiting the number of false positives; and if we use this threshold, the balance is more efficient. If you want to increase the number of at-risk students identified, the threshold may be lowered, but this will increase the number of false positives.\n\nPrecision or positive predictive value (PPV)\n\nPPV =&nbsp; <u>&nbsp;&nbsp;&nbsp;TP__&nbsp;&nbsp; <\/u>\n\nTP + FP\n<table width=\"0\">\n<caption><strong>Table 10.<\/strong> Precision and Recall Rates at Different Thresholds<\/caption>\n<thead>\n<tr>\n<th width=\"91\"><strong>Threshold<\/strong><\/th>\n<th width=\"84\"><strong>Precision<\/strong><\/th>\n<th width=\"72\"><strong>Recall<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"91\"><strong>0.20<\/strong><\/td>\n<td width=\"84\">0.529<\/td>\n<td width=\"72\">0.648<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>0.25<\/strong><\/td>\n<td width=\"84\">0.567<\/td>\n<td width=\"72\">0.629<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>0.30<\/strong><\/td>\n<td width=\"84\">0.584<\/td>\n<td width=\"72\">0.596<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>0.35<\/strong><\/td>\n<td width=\"84\">0.607<\/td>\n<td width=\"72\">0.574<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>0.40<\/strong><\/td>\n<td width=\"84\">0.617<\/td>\n<td width=\"72\">0.557<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>0.45<\/strong><\/td>\n<td width=\"84\">0.639<\/td>\n<td width=\"72\">0.550<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>0.50<\/strong><\/td>\n<td width=\"84\">0.644<\/td>\n<td width=\"72\">0.545<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<figure><img class=\"aligncenter wp-image-1904 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/HR-fig-6.png\" alt=\"Graphic depicting the crosspoint at approximately 0.30 of precision and recall.\" width=\"480\" height=\"289\">\n\n<figcaption><strong>Figure 6.<\/strong> Precision and recall crosspoint.<\/figcaption><\/figure>\n<h2>Discussion<\/h2>\nIn this project, we explored student behavioral, textual, and limited demographic data retrieved from select courses offered through Michigan Virtual School for the 2014-2015 and 2015-2016 academic years. One overarching goal was determining the type of data we could collect as well as how accurate and comprehensive the data were. We also wanted to explore a variety of data mining analysis techniques, including DL for text analysis and improved prediction accuracy. Finally, we were interested in looking for predictors that could act as early warning indicators for detecting learners that might be at-risk of failure early in the semester.\n<h3>Data Storage and Collection<\/h3>\nData collection proved to be somewhat challenging at first. Particularly challenging was the ability to perform consistent data retrieval actions\/processes so that data from one extraction was matched to data from another extraction by date and type. Data collection processes could be improved by setting up Extract Transform and Load (ETL) to a data warehouse to enable long-term data processing, storage, reporting, and tracking. Davies, et. al (2017) discuss issues with data collection and retrieval at length. One issue is the LMS itself, which is a tool that was designed to host educational materials and content not to measure learners\u2019 interaction with that content. In addition, data systems are typically not integrated in ways that support interoperability across systems, that capture both activity-trace data and process-level data, and that store data for real-time use. Systems should be designed from the beginning with a strategic approach that incorporates data use in the design. In the end, we were able to collect baseline data from a subset of courses over two academic years which included behavioral data from the LMS server logs, final course grades, gender, and text discussion posts linked to student ID. While not an optimal data set, it proved to be enough to test a variety of prediction models and assess their accuracy.\n<h3>Data Quality<\/h3>\nThe accuracy and variation in the type of data used are important considerations in EDM. In general, the more varied the data points, the more accurate and reliable the prediction model will be. To increase variability, one approach is to add additional demographic variables such as Socio-Economic Status, GPA, at-risk designation, or course evaluation survey results. Other variations might also include increasing the number of courses in the data set or expanding the collection to include prior years. Variation can serve to improve the predictive power of a model and as a comparison to validate if the accuracy of the prediction remains the same. Data quality is also highly influenced by the accuracy of the data and includes such things as whether or not a variable is representative of a specific behavior. For example, are the activity indicators that register login and log off accurately representative of time spent in the LMS? We provide a more detailed account of data quality, as it relates to this study, below.\n<h4>Online behavior data<\/h4>\nThe online behaviors were extracted from the activity accumulator table in Blackboard\u2019s database system. Except for some minor errors (e.g. a small portion of records contained misplaced values), the overall data quality was good. However, there were two major limitations, which decreased the possibility of advanced analysis. First, we were not able to calculate accurate time spent in the course. Blackboard uses a unique session ID to track user logins. However, if a learner did not log off or close the browser right after his\/her learning had ended, the session ID would keep the aggregate learner\u2019s time spent on the platform. We did try to calculate time spent for individual sessions but obtained extreme values. In addition, students could download course materials and access them offline. Because time spent between sessions cannot accurately reflect the actual learning time spent in the course, we made the decision to discard time spent variables in the analysis. Second, the internal_handle field in the activity accumulator table stores additional information about the accessed course materials. However, if the materials were not created with Blackboard\u2019s built-in tools, the value of this field shows as \u201cblank.\u201d Therefore, we were able to aggregate the total access frequency but could not further break down course materials by attributes, such as content format.\n<h4>Student demographics<\/h4>\nStudent demographics are considered static variables in the analysis as they do not change dynamically the way learning behaviors do. From the aspect of early warning detection and prediction, demographics can serve as early warning signals even before the course starts. However, in this study, neither age nor gender were selected by the predictive model as an important predictor.&nbsp; Although we tested for age, there were some issues with the accuracy of the data. Additional student demographics, such as accumulated GPA (Arnold &amp; Pistilli, 2012), reason to take online courses (Hung, Hsu, &amp; Rice, 2012), ethnicity (Greller &amp; Drachsler, 2012), and parent\u2019s education level (Dubuc, Aubertin-Leheudre, &amp; Karelis, 2017), have been identified as important predictors in the literature and, if included, may also improve the predictive power of the model.\n<h4>Online discussion content<\/h4>\nStudent online discussion text was identified as an important predictor in this study. Combining behavioral with textual data as input variables further improved the model\u2019s accuracy. However, in the data collection process, student replies also included content from their original posts, which increased data noise and took significant effort to ameliorate in the data processing. In addition to the discussion contents, interaction records under individual threads were analyzed via social network analysis and by tracking network pattern changes over time. The interactions of individual students were converted into numerical data and used as input variables in the construction of the predictive model.\n<h3>Deep Learning with Text Data for Improved Prediction Accuracy of At-risk Students<\/h3>\nAlthough EDM is gaining in momentum, DL in educational settings is still relatively new. We were interested in exploring the potential of DL combined with textual data in improving the prediction accuracy of our model. Specifically, we were interested in comparing DL to other ML models as well as exploring the potential of DL combined with textual data in improving prediction accuracy. We found that DL performance was slightly better than other ML models (i.e. SVM with Polynomial kernel) and the inclusion of textual content improved the overall predictive accuracy in identifying at-risk students. Although the percentage was a relatively small increase in prediction power when using DL, this increase adds an additional element of accuracy in our efforts to use data to support learners \u2013 in particular, at-risk learners. One limitation was the small data set which prohibited \u201cdeeper\u201d levels of analysis using more advanced DL methods. Perhaps the most important finding was our ability to achieve accurate prediction power with a relatively high level of generalizability and stability. The question of generalizability is important because it may allow us to use the model across different contexts. Further testing will be needed to prove this.\n\nIn addition to an increase in predictive power, we used a surrogate model analysis to assist us in further understanding the DL results. The SVD 6 feature was identified as an important feature for identifying at-risk students. We tried a variety of approaches in examining the raw text from this feature and discovered some commonalities: successful students (those above the threshold &gt; -0.0605) were all enrolled in the Government class, while at-risk students (lower than the threshold &lt; -0.0605) were enrolled mostly in the Civics class. Further analysis of the SVD 6 threshold predictor revealed that first semester courses, courses with 20 or fewer enrollments, and courses in the disciplines of History, Geography and Political Science all demonstrated larger percentages of predicted at-risk students. We even analyzed the raw text data itself to see if we could tease out a meaningful explanation for the importance of this predictor. Although a variety of meanings might be attributed to the underlying cause of this textual feature being identified as a significant predictor in the DL analysis, everything is conjecture at this point. However, its importance may come into play in the support or intervention stage.\n<h3>Recommendations<\/h3>\nBased on our initial data mining explorations with deep learning, we make the following recommendations:\n<ul>\n \t<li>Continue exploring the DL model which resulted in an overall prediction accuracy of 86.9%, a prediction accuracy of 94.5% in identifying successful students, and a 54.5% in identifying at risk students. The results show a slight increase in the accuracy of predicting at-risk students. However, even just 1% additional predictive power is worth the extra effort of DL.<\/li>\n \t<li>Increase the number of courses used in the data set. The access to course data in the current study was intentionally limited. The model may change with additional course disciplines. It is also the case that if all course data were used, the accuracy might be improved. Smaller data sets prohibit \u201cdeeper\u201d levels of analysis using more advanced DL methods.<\/li>\n \t<li>Seek to advance generalizability of the model. For example, even though it is more challenging, generating relative frequency across courses improves generalizability. However, deriving relative frequency across the limited courses to which we had access required extensive code so deploying across an entire institution would be very complex. There are other ways we can test for generalizability. We could compare results with data from another set of course categories or domains identified as important to the institution, or compare with the entire set of course offerings.<\/li>\n \t<li>We know SVD 6 is an important association with performance, but we don\u2019t yet know why. Continued research into data mining with the inclusion of text mining would be an important next step. For this study we applied Natural Language Processing (NLP) to the SVD approach to extract the textual features. There are other more advanced methods we can try such as variant auto-coder or t-SNE. New research may also offer further prediction power including the work by Pennebaker, et. al (2014) in using function words as a predictor of success.<\/li>\n \t<li>Differentiate discussion post text by teacher\/student within a single thread if possible to improve the quality of the data (removing noise).<\/li>\n \t<li>Investigate DL with text mining in real-time Time Series Analysis validation.<\/li>\n \t<li>When setting parameters for identifying at-risk learners, the limitations of the model suggest that it is better to err on the side of over identifying.<\/li>\n \t<li>To improve the prediction accuracy and generalizability of the model, identify more variables highly related to the target status. In other words, link data such as demographics which are more typically indicative of at-risk status, such as free and reduced lunch or a school or district level at-risk designation. However, it may be worthwhile to compare models that incorporate this additional data and those that don\u2019t to identify any bias in the algorithm. Labeling or tracking students by profiling can result in the denial of opportunities to underrepresented groups.<\/li>\n \t<li>The quality of some data was of limited use because of input errors. Providing a drop down with possible choices for student age, rather than allowing students or others to input data by hand is one way to alleviate this problem. Other examples include linking data from one system to another such as additional demographic data with behavioral data in the LMS and linking to other student performance data systems or course evaluation data.<\/li>\n \t<li>Extracted early warning indicators, including behaviors and number of words posted, suggest that students who accessed materials outside the LMS (ranked lower than 17.03%) and posted fewer words in the discussion forums (ranked lower than 27.53%) had a higher chance of identifying as at-risk.<\/li>\n \t<li>To improve predictive power in the model, we would suggest collecting more student demographic data at the stage of new student registration.<\/li>\n<\/ul>\nAlthough there are some definitive results from this study, educational data mining begins with data selection but results in the development of predictive models that require an iterative revision process to perfect (Davies, et. al, 2017). This initial exploration has added the additional element of textual content to a deep learning approach. The results indicate a positive result for a deep learning approach in educational data mining. With further testing of the model, including expanded course offerings, the inclusion of other data for triangulation, and real-time analytics such as time series analysis, we believe this approach would lead to a highly accurate, generalizable predictive model that would support an early warning system for at-risk learners.\n<h2>References<\/h2>\nArnold, K. E., &amp; Pistilli, M. D. (2012, April). Course signals at Purdue: Using learning analytics to increase student success. In&nbsp;<em>Proceedings of the 2nd International Conference on Learning Analytics and Knowledge<\/em>&nbsp;(pp. 267-270). ACM.\n\nBengio, Y. (2012). Deep learning of representations for unsupervised and transfer learning. <em>Journal of Machine Learning Research, 27<\/em>, 17-37. Retrieved from <u><a href=\"http:\/\/proceedings.mlr.press\/v27\/bengio12a\/bengio12a.pdf\">http:\/\/proceedings.mlr.press\/v27\/bengio12a\/bengio12a.pdf<\/a><\/u>\n\nDavies, R., Nyland, R., Bodily, R., Chapman, J., Jones, B., &amp; Young, J. (2017). Designing technology-enabled instruction to utilize learning analytics. <em>Techtrends: Linking Research &amp; Practice To Improve Learning<\/em>, <em>61<\/em>(2), 155-161. doi:10.1007\/s11528-016-0131-7\n\nDu, X., Yang, J., Shelton, B. E., Hung, J. L., &amp; Zhang, M. (2018). <em>Beyond bibliometrics: a systematic meta-review and analysis of learning analytics research<\/em>. Manuscript submitted to publication.\n\nDubuc, M. M., Aubertin-Leheudre, M., &amp; Karelis, A. D. (2017). Relationship between academic performance with physical, psychosocial, lifestyle, and sociodemographic factors in female undergraduate students.&nbsp;<em>International Journal of Preventive Medicine<\/em>,&nbsp;8-22\n\nGa\u0161evi\u0107, D., Dawson, S., Rogers, T., &amp; Gasevic, D. (2016). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting learning success. <em>The Internet and <\/em><em>Higher Education<\/em>, 28, 68\u201384. Retrieved from <a href=\"https:\/\/www.researchgate.net\/publication\/312846891_Piecing_the_Learning_Analytics_Puzzle_A_Consolidated_Model_of_a_Field_of_Research_and_Practice\">https:\/\/www.researchgate.net\/publication\/312846891_Piecing_the_Learning_Analytics_Puzzle_A_Consolidated_Model_of_a_Field_of_Research_and_Practice<\/a>\n\nGreller, W., &amp; Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics.&nbsp;<em>Journal of Educational Technology &amp; Society,&nbsp;15<\/em>(3), 42-57\n\nHall, P., Phan, W., &amp; Ambati, S. (2017). <em>Ideas on interpreting machine learning.<\/em> Retrieved from the O\u2019Reilly website: <u><a href=\"https:\/\/www.oreilly.com\/ideas\/ideas-on-interpreting-machine-learning\">https:\/\/www.oreilly.com\/ideas\/ideas-on-interpreting-machine-learning<\/a><\/u>.\n\nHung, J. L., Hsu, Y. C., &amp; Rice, K. (2012). Integrating data mining in program evaluation of K-12 online education.&nbsp;<em>Journal of Educational Technology &amp; Society,&nbsp;15<\/em>(3). 27-41\n\nPennebaker, J.W., Boyd, R.L., Jordan, K., &amp; Blackburn, K. (2015). The development and psychometric properties of LIWC2015. Austin, TX: University of Texas at Austin.\n\nPennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., &amp; Beaver, D. I. (2014). When Small Words Foretell Academic Success: The Case of College Admissions Essays. P<em>LoS ONE, 9<\/em>(12), 1-10. doi:10.1371\/journal.pone.0115844\n\nPowers, D. M. (2011). Evaluation: from precision, recall and F-measure to ROC, informedness, markedness and correlation, <em>Journal of Machine Learning Technologies, 2<\/em>(1), 37\u201363.\n\nRaczko, E., &amp; Zagajewski, B. (2017) Comparison of support vector machine, random forest and neural network classifiers for tree species classification on airborne hyperspectral APEX images. <em>European Journal of Remote Sensing, 50<\/em>(1), 144-154.\n\nSchmidhuber, J. (2015). Deep learning in neural networks: An overview. <em>Neural Networks, 61<\/em> 85\u2013117. <u><a href=\"https:\/\/arxiv.org\/pdf\/1404.7828.pdf\">https:\/\/arxiv.org\/pdf\/1404.7828.pdf<\/a><\/u>\n\nSmolyakov, V. (2017). Ensemble learning to improve machine learning results [Blog post]. <em>Stats and Bots<\/em>. Retrieved from <u><a href=\"https:\/\/blog.statsbot.co\/ensemble-learning-d1dcd548e936\">https:\/\/blog.statsbot.co\/ensemble-learning-d1dcd548e936<\/a><\/u>\n\nTausczik, Y. R., &amp; Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. <em>Journal of Language and Social Psychology, 29<\/em>(1), 24-54. Retrieved from <u><a href=\"https:\/\/www.cs.cmu.edu\/~ylataus\/files\/TausczikPennebaker2010.pdf\">https:\/\/www.cs.cmu.edu\/~ylataus\/files\/TausczikPennebaker2010.pdf<\/a><\/u>\n<h2>Appendix A<\/h2>\n<table width=\"0\">\n<caption>Consolidated Domain Categories<\/caption>\n<thead>\n<tr>\n<th width=\"123\"><strong>2014-2015<\/strong><\/th>\n<th width=\"81\"><strong>Discipline<\/strong><\/th>\n<th width=\"67\"><strong>Offering<\/strong><\/th>\n<th width=\"56\"><strong>Enrollments<\/strong><\/th>\n<th width=\"15\"><strong>&nbsp;<\/strong><\/th>\n<th width=\"123\"><strong>2015-2016<\/strong><\/th>\n<th width=\"81\"><strong>Discipline<\/strong><\/th>\n<th width=\"67\"><strong>Offering<\/strong><\/th>\n<th width=\"56\"><strong>Enroll-ments<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"123\"><strong>American History 1A<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>American History A<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>American History A<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>American History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>American History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Anatomy and Physiology A<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Anatomy and Physiology A<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Anatomy and Physiology B<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Anatomy and Physiology B<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Anthropology<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Art History<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Art History<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Art History v10<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Biology<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Biology<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Chemistry<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Biology Sem 1<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Chemistry Sem 1<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Chemistry Sem 1<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Computer Science A<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Chemistry-dry labs<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Environmental Science<\/strong><\/td>\n<td width=\"81\">earth sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Computer Science A<\/strong><\/td>\n<td width=\"81\">comp Sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Macroeconomics<\/strong><\/td>\n<td width=\"81\">econ<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Computer Science A Sem 1<\/strong><\/td>\n<td width=\"81\">comp Sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Microeconomics<\/strong><\/td>\n<td width=\"81\">econ<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Environmental Science<\/strong><\/td>\n<td width=\"81\">earth Sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Physics 1<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP MacroEcon<\/strong><\/td>\n<td width=\"81\">econ<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Physics 1A<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Macroeconomics<\/strong><\/td>\n<td width=\"81\">econ<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Physics C<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP MicroEcon<\/strong><\/td>\n<td width=\"81\">econ<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP Psychology<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Microeconomics<\/strong><\/td>\n<td width=\"81\">econ<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP U.S. Government and Politics<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Physics 1 Sem 1<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP U.S. History<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Physics 1B<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>AP World History<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Physics C<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Archaeology: Detectives of the Past<\/strong><\/td>\n<td width=\"81\">earth sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP Physics C Mechanics Sem 1<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Astronomy<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP U.S. Government and Politics<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Biology A<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP US Govt and Politics<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Biology B<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP US History<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Chemistry A<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP US History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Chemistry B<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP World History<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Civics<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>AP World History Sem 1<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Civics Sem-Tri<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Astronomy<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Criminology: Inside the Criminal Mind<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Biology A<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Earth Science A<\/strong><\/td>\n<td width=\"81\">earth sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Biology B<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Earth Science B<\/strong><\/td>\n<td width=\"81\">earth sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Chemistry A<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Economics<\/strong><\/td>\n<td width=\"81\">econ<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Chemistry B<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Environmental Science A<\/strong><\/td>\n<td width=\"81\">earth sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Civics<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Environmental Science B<\/strong><\/td>\n<td width=\"81\">earth sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Earth Science A<\/strong><\/td>\n<td width=\"81\">earth Sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Forensic Science<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Earth Science B<\/strong><\/td>\n<td width=\"81\">earth Sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Great Minds in Science: Ideas for a New Generation<\/strong><\/td>\n<td width=\"81\">comp sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Economics<\/strong><\/td>\n<td width=\"81\">econ<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>History of the Holocaust<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Environmental Science A<\/strong><\/td>\n<td width=\"81\">earth Sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Human Space Exploration<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Environmental Science B<\/strong><\/td>\n<td width=\"81\">earth Sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Medical Terminology<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Forensic Science<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Mythology and Folklore: Legendary Tales<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Forensic Science - Advanced<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">AD<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Native American History<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Forensic Science - Introduction<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Oceanography A<\/strong><\/td>\n<td width=\"81\">earth sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Human Space Exploration<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Oceanography B<\/strong><\/td>\n<td width=\"81\">earth sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Medical Terminology<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Physical Science A<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Medical Terminology -<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Physical Science B<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>MS Comprehensive Science 1A<\/strong><\/td>\n<td width=\"81\">comp sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Physics A<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>MS Comprehensive Science 2A<\/strong><\/td>\n<td width=\"81\">comp sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Physics B<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>MS Comprehensive Science 2B<\/strong><\/td>\n<td width=\"81\">comp sci<\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Psychology<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>MS Comprehensive Science 3A<\/strong><\/td>\n<td width=\"81\">comp sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Science A<\/strong><\/td>\n<td width=\"81\">comp sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>MS World Cultures A<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Science B<\/strong><\/td>\n<td width=\"81\">comp sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Native American History<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Sociology A<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En4<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Oceanography A<\/strong><\/td>\n<td width=\"81\">earth Sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Sociology B<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Oceanography B<\/strong><\/td>\n<td width=\"81\">earth Sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>U.S. History and Geography A<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Physical Science A<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>U.S. History and Geography B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Physical Science B<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>U.S. History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Physics A<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>US History<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Physics B<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>US History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>PhysicsB<\/strong><\/td>\n<td width=\"81\">physical sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>Veterinary Science: The Care of Animals<\/strong><\/td>\n<td width=\"81\">life sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Psychology<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">O<\/td>\n<td width=\"56\">En4<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>World Cultures A<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Science A<\/strong><\/td>\n<td width=\"81\">comp Sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>World Cultures B<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Science B<\/strong><\/td>\n<td width=\"81\">comp Sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>World Geography A<\/strong><\/td>\n<td width=\"81\">geography<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Sociology A<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>World Geography B<\/strong><\/td>\n<td width=\"81\">geography<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Sociology B<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>World History A<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Sociology I: The Study of Human Relationships<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>World History and Geography A<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>Sociology II: Your Social Life<\/strong><\/td>\n<td width=\"81\">social sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>World History and Geography B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>U.S. History A<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>World History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>U.S. History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>United States History A v12<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>United States History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En2<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>United States History B v12<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>World Cultures B<\/strong><\/td>\n<td width=\"81\">political sci<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>World Geography A<\/strong><\/td>\n<td width=\"81\">geography<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>World Geography B<\/strong><\/td>\n<td width=\"81\">geography<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En1<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>World History A<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S1<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<tr>\n<td width=\"123\"><strong>World History B<\/strong><\/td>\n<td width=\"81\">history<\/td>\n<td width=\"67\">S2<\/td>\n<td width=\"56\">En3<\/td>\n<td width=\"15\"><\/td>\n<td width=\"123\"><strong>&nbsp;<\/strong><\/td>\n<td width=\"81\"><\/td>\n<td width=\"67\"><\/td>\n<td width=\"56\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>",
            "title": "Combining Data and Text Mining to Develop an Early Warning System Using a Deep Learning Approach",
            "excerpt": "This project explores student behavioral, textual, and limited demographic data retrieved from Michigan Virtual School for the 2014-2015 and 2015-2016 academic years. The primary method of analysis was deep learning (DL) however a variety of other data mining techniques were explored, including text analysis, to improve prediction accuracy. DL was also compared to machine learning (ML), and results indicate that DL was slightly better than other ML models; also the inclusion of textual content improved the overall predictive accuracy in identifying at-risk students. Factors affecting the predictive power of the analyses are discussed as well as recommendations and considerations for using this and similar predictive models in practice to identify at-risk students.",
            "slug": "combining-data-and-text-mining-to-develop-an-early-warning-system-using-a-deep-learning-approach",
            "modified_timestamp": 1607714559,
            "term_ids": [
                18360
            ],
            "post_type": "publication",
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            "scech": "",
            "price": "Free",
            "plp_subject_area": "",
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            "sls_school_level": "",
            "webinar_category": "",
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            "publication_category": "Special Populations",
            "publication_category_slug": "special-populations",
            "email": "",
            "ncaa_approval": "",
            "delivery_format": "",
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            "thumbnails": {
                "full": "\/wp-content\/uploads\/2019\/10\/HR-Fig-1.png"
            }
        },
        {
            "id": 27388,
            "path": "\/research\/publications\/engaging-teachers-in-professional-development-through-online-book-studies\/",
            "author_id": 54,
            "timestamp": 1536206400,
            "content": "<h2>The Initial Book Study Course: <em>Teaching with Poverty in Mind<\/em><\/h2>\nIn 2016, the Michigan Department of Education (MDE) asked <em>Michigan Virtual<\/em> to develop an experience that would extend the learning taking place at a state-wide school improvement conference to the attendees\u2019 day-to-day lives. Face-to-face professional development (PD) experiences, such as conferences and annual PD opportunities, require a significant investment in time and money. The ones that are most effective in helping the attendees transfer and apply their knowledge to new situations are the PD experiences that are sustainable, helping to continue the conversation beyond the limited time and space of the scheduled conference or PD itself. Together with a statewide working group that included members from the General Education Leadership Network (GELN), the School Improvement Facilitators Network, MDE, and Michigan ASCD, <em>Michigan Virtual<\/em> developed an online book study course based on Eric Jensen\u2019s <em>Teaching with Poverty in Mind <\/em>(2009) to run concurrently with an informal learning experience facilitated through Twitter. Based on the success of the online book study model with the state-wide school improvement conference, <em>Michigan Virtual<\/em> decided to replicate the model to be part of other conferences or district-provided PD. What follows is a description of <em>Michigan Virtual\u2019<\/em>s efforts to adapt this model to other PD contexts.\n<h2>Learning First, Technology Second Book Study<\/h2>\nUsing Dr. Liz Kolb\u2019s <em>Learning First, Technology Second <\/em>(2017), a book study was launched after the <em>Michigan Virtual<\/em> <em>Day Camp,<\/em> a conference for teachers focused on innovation, technology implementation, and personalized learning during late summer\/early fall (July 31, 2017 \u2013 October 8, 2017). The book study was conducted by the book\u2019s author, Dr. Liz Kolb. During the book study, Dr. Kolb developed resources and supports that encouraged and facilitated community discussions, expanded upon themes discussed in her book, and interacted personally with members of the online book study community. There were 44 enrollments in the course, and among them, ten participants completed and were awarded State Continuing Education Clock Hours (SCECH)<a href=\"#_ftn3\" name=\"_ftnref3\">[1]<\/a>. The course content was facilitated in the Brightspace learning management system (LMS.) Padlet (https:\/\/padlet.com\/features) was chosen by the author of the book as the recurring discussion medium for each chapter. Participants were required to purchase their own copy of the book. Modules were opened weekly. There were no synchronous sessions. Learners read the chapters independently and engaged with discussion prompts within the weekly window, but conversation was facilitated asynchronously within those weekly windows.\n<h2>Visible Learning in Mathematics Book Study<\/h2>\nTo test the online book study model at the district level, <em>Michigan Virtual<\/em> chose a district partner to host John Hattie\u2019s <em>Visible Learning in Mathematics <\/em>(2008). The district partner was motivated by several factors. First, district administrators did not have any personal experience with online learning despite the district implementing blended learning at all levels as well as running a growing online learning program at the secondary level. Second, the 2017-18 district goals were heavily focused on mathematics, and Hattie\u2019s work had been foundational in the districts new mathematics program. The success of this implementation was in the team\u2019s learning about how to learn online. Hattie\u2019s work in research-based instructional practices was the central area of focus, which helped the administrators organize around a common theme.\n<h2>Online Book Study Development Process<\/h2>\nThe above experiences in implementing online book study courses show three distinct ways to develop the course. The online book study course with the district partner was a joint collaboration between <em>Michigan Virtual<\/em> and the district partner subject matter experts. This collaborative model was a more appropriate developmental structure than the single expert model used in the second book study; however, crucial to the success of this implementation was the need to clearly define roles. For example, <em>Michigan Virtual<\/em> recognized that, in order to serve the needs of the district, the district leaders would need to guide the focus of the content for the book study. <em>Michigan Virtual<\/em>, in turn, would help with the development of the technologies behind the course, including the LMS. The remainder of this report will focus on the online book study course implemented with the district partner.\n\nSpecific chapters of the book were adapted into each module of the online book study course. Modules were developed by instructional designers and subject matter experts, the latter of which supported the former in the development of the modules by providing inquiry lines for the assigned text. Each module contained three basic parts, including video chapter summaries, discussion spaces, and collaborative inquiry. The most important part of the module was the collaborative inquiry and the questions, as this iterative process was integral to the interaction between participants to further their understanding of the text.\n\nThe first development cycle of the book study was highly feedback-driven. The instructional designer and the subject matter expert used Google Docs for this feedback loop process. The instructional designer then transferred the course material into the LMS for a reverse feedback cycle, meaning that the subject matter expert was able to provide feedback on how the course content was structured and how it appeared in the LMS. After the first chapter, however, the development process changed, as the district partner saw an opportunity to expand the online book study to include face-to-face components. In addition to the online component, participants were now expected to participate in face-to-face discussions during monthly district staff meetings. As a result, the district partner wanted to use the online space to prompt and activate participation at the monthly staff meeting. Subsequent chapters included sections that intentionally referenced the face-to-face sessions, and online discussions were used as a foundation for face-to-face discussions, expanding and elaborating on themes initially presented online.\n<h2>Michigan Virtual Reflections<\/h2>\nAs noted previously, <em>Michigan Virtual<\/em> served primarily as instructional designers and technical support for the joint collaboration with the district partner and experienced the following challenges during the development and implementation process:\n<ul>\n \t<li>Dedicated Development Time. The development process took place over the course of an entire school year. The development cycle was month-by-month, and often the pace was not sustainable. This is understandable for a pilot development, as the course was being developed during the implementation. Concurrent development and implementation created challenges for the instructional design support, as the gaps in development as well as the immediate development needs of chapters was difficult to manage and support. By the end of the process, time to put together a chapter was minimal, with most time being spent on custom requests that varied from the template structure.<\/li>\n \t<li>Shared Vision of Success. The district subject matter expert was presenting the online book study as a way for the administration team to experience different modes of learning for themselves. While this was happening, they were also studying a book that was timely and relevant for the needs of the district. These project goals, especially the first one, would have provided more opportunities for innovation within the online learning space. Focusing on the book and the context of Hattie\u2019s work was important, but this did little to fuel the goal of a unique and rich online learning experience.<\/li>\n<\/ul>\n<em>Michigan Virtual<\/em> also noted the following advantages of the development process and the online book study:\n<ul>\n \t<li>Rich Online Course Discussion. The discussion in the book study was rich and far beyond <em>Michigan Virtual\u2019s<\/em> There were advocates to this new mode of learning within the district group, as the district leader let the discussion board grow to be a grass-roots area for discussion and conversation among members of the administration group. This became a truly self-facilitated group. The exchange below illustrates an example of the group-led discussion.<\/li>\n<\/ul>\n<strong><em>Initiator<\/em><\/strong><em>: I appreciated the section on metacognition and Figure 6.2 about Self-Questioning. One of my takeaways was not just having students reflect on their progress towards the learning target, but also including their attitudes towards learning.<\/em>\n\n<strong><em>1st Responder<\/em><\/strong><em>: I too liked the Self Questioning piece! \u2026 Finding a way to include this regularly could instill into students the habit of asking themselves these questions in all areas of their learning.<\/em>\n\n<strong><em>2nd Responder<\/em><\/strong><em>: That was one of my favorite parts of the chapter as well. I appreciated that it addressed having students self-question on both at the beginning and at the end of a lesson. \u2026.\"There is also something about writing that clarifies students' understanding...It also makes them better writers.\" (pg. 187)<\/em>\n\n<strong><em>Initiator<\/em><\/strong><em>: I loved this connection to the writing as well. It connects nicely to another SIP goal that is so important...we do want \"better writers\" and this would be so easy to implement and move forward in that area as well.<\/em>\n<ul>\n \t<li>Time Well Spent. While there wasn\u2019t a specific time expectation, participants were expected to read the chapter, complete an initial reflection on the chapter guided by discussion prompts, and contribute two thoughtful replies to peers\u2019 reflections in advance of each face-to-face monthly meeting. Reportedly, the activity commitment (and associated time) for this group of district leaders was appropriately aligned with their needs and availability. For these administrators, there was increased interest in connecting around the specific content within Hattie\u2019s book.<\/li>\n<\/ul>\nFinally, <em>Michigan Virtual<\/em> identified the following considerations for future online book studies:\n<ul>\n \t<li>Development Cadence. It is possible that the pattern of work could be clearly outlined at the onset of any project with district collaboration. The instructional designer could set aside a specific time for feedback on content and on development within the LMS. This consistent cadence would be predictable and would also provide a stable collaborative relationship with district leaders who are busy.<\/li>\n \t<li>Development of General Inquiry Questions. There is interest and curiosity into how content-driven the discussion questions need to be. An opportunity to develop generic inquiry questions could appear in every chapter and provide a model that mirrors strategies addressed in the <em>Reading Apprenticeship <\/em> <em>Reading Apprenticeship<\/em> is a research-validated model to promote adolescents\u2019 engagement and achievement in subject area literacy. The book study could borrow principles and procedures from <em>Reading Apprenticeship Professional Learning<\/em> as an inquiry-based approach. This would reduce the amount of time required from the district leader or subject matter expert. The focus of the online book study then becomes the community of learners that forms around the reading.<\/li>\n \t<li>District-centric Versus General. In collaborations where the district is a key component of the partnership, district-specific context and content is very important. The development of general online book studies falls short of this critical piece, as they miss crucial elements that are important to many educators and educational leaders who ask themselves about the implication of learning on their craft. The district-centric effort is more work for the district but proves to be a more meaningful implementation throughout a leadership group. The general development is less authentic to a particular community of learners, but is much easier to develop and to replicate in many districts. A question could be explored regarding the effectiveness of each of these strategies and development types.<\/li>\n<\/ul>\n<h2>District Partner Reflections<\/h2>\nOverall, the common learning experience exceeded the district\u2019s expectations. Based on feedback from the administration team, the format became very comfortable very quickly. More importantly, the team collaboratively gained a greater understanding of what blended and online courses could look like for their students. It was important to understand the district partner\u2019s reflections on the design and implementation of the online book study. The district partner identified the following challenges:\n<ul>\n \t<li>Dedicated Development Time. Even with the goals in mind and an understanding of the need for collaboration with <em>Michigan Virtual<\/em>, the primary district lead did not fully anticipate the time involved in leading the development of the online book study and was still obligated to perform their work duties, which took priority over the book study.<\/li>\n \t<li>Building-Specific Focus Areas. While the district focus was crucial for the development of the online book study, the district noted that the experience still fell short of being truly personalized and meaningful for each district leader. Each building within the district was in a different place with their mathematics curriculum. This still created a desire to personalize and pull the content down to each specific building, which was often a challenge.<\/li>\n \t<li>Uncharted Territories. During the development and implementation process, the district lead was still relatively new to the district. The online book study afforded the district lead an opportunity to interact and grow with the administrators; however, there was a lack of institutional knowledge regarding the unique culture of each building.<\/li>\n<\/ul>\nThe district partner also identified the following advantages:\n<ul>\n \t<li>Group Accountability. The online space was not meant to be a state-required compliance or district-monitored learning experience. It did, however, develop a community of learners that ended up holding everyone accountable for their learning. Administrators were expected to be engaged with the online book study and be present for face-to-face discussions. Every member of the team had some type of contact with the chapter, and that made a difference for the group dynamics and for the discussions. The district lead noted that replies and two-way conversations started to happen online when they weren\u2019t even a requirement. The online discussions became the space for the administration team to reflect on their buildings and their specific context and for others to provide support for these needs as well. The exchange below (all names are pseudonyms) highlights the building-specific conversations taking place around the readings.<\/li>\n<\/ul>\n<strong><em>Initiator:<\/em><\/strong><em> I really value the \"Math Talk\" concept. To echo Jane, I believe the \"talk\" will not only help the teacher understand the student, but will also help the student deepen his\/her own understanding. Diane will meet with ... to share \"number talk\" concepts at the early elementary level.<\/em>\n\n<strong><em>1<sup>st<\/sup> Respondent<\/em><\/strong><em>: Has Diane been able to come in, or is she scheduled to do so, to speak on a math topic to the middle school staff?<\/em>\n<ul>\n \t<li>Personalized and Scalable PD. The district partner is not a large district; it is composed of one high school, one middle school, and two elementary buildings. Each building was represented, but every leader had different needs and focus areas resulting from their differing student populations. The focus on Hattie\u2019s work arose from the recognition that visible learning infiltrated all buildings and levels. In addition, math was a district-wide focus area for the year. Combining these factors with the inclusion of two new administrators that didn\u2019t have a background in Hattie\u2019s work, the online book study was the best way to create a common learning experience that could easily provide a safe learning space for the unique needs of every building and every member of the administration team.<\/li>\n<\/ul>\nFinally, the district partner noted the following as a possibility for future online book studies:\n<ul>\n \t<li>Future Developments. As the district looks to continue learning into the next year, they are considering studying the same book but building into their discussion evidence of learning and application of practice in each building. They believe that the online space can continue to serve as an additional mode of learning and sharing that will bring value to the face-to-face time they have together. It was the district focus that really brought value to this effort and any continuous effort will be aligned with the foundational structure for what the district vision is and how that vision can be broken down into specific goals and focus areas.<\/li>\n<\/ul>\n<h2>Final Reflections<\/h2>\nCollaboration and district-focused development was really the key to the success in all the online book studies, but the third in particular. Asynchronous work that depended on a district-leader as a subject matter expert was an anticipated challenge but one that still created real obstacles to the efficiency of the work. Both <em>Michigan Virtual<\/em> and the district partner, however, noted that it was one of the most advantageous components of the development. Finding ways to control for the workload and the district development time would make this development model more sustainable and achievable for additional districts.\n\nDistrict implementers are continuously seeking applications for their own craft after their involvement in the book study. They are also seeking out others who have similar work environments and experiences as theirs in order to expand the community. For instance, if there is only one middle school leader, there is a potential for a gap in authentic discussion and learning. Moving beyond the school and district boundary will help these educators find those peers in similar contexts in order to fully enjoy professional learning based on shared goals but various contexts. In this regard, online book studies have a great potential to allow educators to overcome the brick and mortar isolation. Since the only constant is that the content of the book and discussions tend to be anchored in practical application, participants could share book contents and spend time discussing how they would implement what they learn in their unique situations. In creating these types of learning experiences, the developers need to continue to seek subjects that are of global interest and then personalize for each participant involved.\n\nAs districts continue to implement new and innovative ways to deliver supports and professional learning to teachers, leaders, and other personnel, there is a concern that educators are being asked to deliver innovative teaching and learning methods to students but are not receiving the same experiences in their own professional learning. The online book study model is one method to consider. While the challenges are great, so are the opportunities that can lead to significant impact on classroom practice and student learning.\n<h2>Endnotes<\/h2>\n<a href=\"#_ftnref3\" name=\"_ftn3\">[1]<\/a>&nbsp;See, for instance, Macomb ISD's website for more information about SCECHs available from <a href=\"https:\/\/www.misd.net\/scech\/index.html\">https:\/\/www.misd.net\/scech\/index.html<\/a>\n<h2>References<\/h2>\nHattie, J. (2008).&nbsp;<em>Visible learning: A synthesis of over 800 meta-analyses relating to achievement<\/em>. Routledge.\n\nJensen, E. (2009).&nbsp;<em>Teaching with poverty in mind: What being poor does to kids' brains and what schools can do about it<\/em>. ASCD.\n\nKolb, L (2017). <em>Learning first, technology second: The educator's guide to designing authentic lessons<\/em>. International Society for Technology in Education.",
            "title": "Engaging Teachers in Professional Development through Online Book Studies",
            "excerpt": "Extended professional development (PD) is the gold standard for educators; however, given school budgetary and time constraints, it is also the most difficult form of PD. Together with the Michigan Department of Education, Michigan Virtual sought an on-going PD solution that would engage teachers throughout a given time frame but also be low-cost and asynchronous so teachers could fully participate when it was most convenient for them. The solution was an online book study. The following report details the characteristics of the three online book studies, as well as the evolution from early pilot phases to full district roll-outs. It also details the successes and challenges from both Michigan Virtual and the district partner\u2019s perspective.",
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            "path": "\/blog\/reflections-of-a-fourth-year-mentor\/",
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            "content": "I am a mentor in a totally virtual K-12 program. As a former special education teacher, used to being able to fairly quickly assess my students\u2019 academic skills and work ethic, it has been a challenge for me to work with students I may never meet. For those in a similar situation who are new to mentoring, I have some advice, some of which I am embarrassed to admit results from mistakes or mistaken assumptions I have made.\n\nThe first thing I would advise is to ask about the student\u2019s technological devices and skills. In my first year of mentoring, I had three high school students who made little to no progress in any of their classes during the first semester, despite my weekly emails and many phone contacts.\u00a0 Each accepted my offer to meet personally so I could help them get off to a better start for the new term. In all three cases, one of the main problems was that the students did not have any kind of Word program on their computer and were trying to submit assignments that the instructors couldn\u2019t open. (And none had understood the teacher comments asking them to resubmit in a different format.)\u00a0 Once I helped them load a free office program and showed them the correct format in which to save and submit the assignment, they were on their way. Now I ask any new students if they can upload, download, submit assignments, and navigate the internet. I make it clear that I will not judge any inexperience, but need to know as a guide to assist. I also ask students to tell me immediately about any issues with devices and internet connection because at times I have needed to help a student obtain a working computer or notebook and\/or have suggested places with more reliable internet connections so students did not have to miss working in classes while repairs were being made.\n\nThe second thing I would advise is somewhat related to the first: Make sure that both you and your students are proficient in navigating the various course platforms. If I had been reading the teacher comments regarding the inability to open assignments, I may have been able to intervene before the students had met with so much frustration. It is also important that you and your students know how to find (and use!) the pacing guides, how to submit assignments, where to find the gradebook, and how to contact the instructors. I strongly encourage students to complete the orientation information for their platform(s). When it is obvious from a question that they haven\u2019t, my broken record response is to point out where in the orientation they can find the answer.\n\nFinally, while the first two pieces of advice are important, developing a good relationship with your students is probably the biggest piece of advice I could give. Research has shown that it is important that the student trust the mentor so that open communication and collaborative problem solving can occur. In a totally virtual program it can be difficult to get to know students, but one simple way is to ask some questions about extracurricular activities and hobbies as part of the student\u2019s EDP.\u00a0 You can then incorporate some of this information in your weekly check-ins as a way to open some dialog.\n\nThese are some of my ideas of how to help students in a totally virtual program.\u00a0 As you gain experience as a mentor, I hope you will share any advice you have as well as ways that you have found to develop relationships with your students!",
            "title": "Reflections of a Fourth Year Mentor",
            "excerpt": "This is the sixth in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected].",
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            "path": "\/blog\/interview-with-highlander-institutes-educational-strategy-specialist-team\/",
            "author_id": 54,
            "timestamp": 1536033600,
            "content": "&nbsp;\n\nhttps:\/\/soundcloud.com\/mvlri\/fuse-architect-an-interview-with-highlander-institute-on-school-progress\n\nThis episode is part of our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this episode, we\u2019re talking with Nick Vockerodt, Fuse Architect Project Manager at Highlander Institute; and Malika Ali, Michael Klein, and Christina Corser, who are all Education Strategy Specialists at Highlander Institute. They have been working closely with schools throughout the entire Fuse Architect Project and have updates about how each school is doing as well as what the schools are thinking about in terms of sustainability as the grant comes to an end this year.",
            "title": "Interview with Highlander Institute's Educational Strategy Specialist Team",
            "excerpt": "&nbsp; This episode is part of our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this episode, we\u2019re talking with Nick Vockerodt, Fuse Architect Project Manager at Highlander Institute;...",
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            "id": 28579,
            "path": "\/blog\/conversation-with-barrington-principal-assistant-superintendent-the-value-of-the-icreate-space\/",
            "author_id": 54,
            "timestamp": 1535688000,
            "content": "<b><i>\u201cOur students are really working in the iCreate Lab already, and it\u2019s exciting to see.\u201d<\/i><\/b>\n\nGiven what is happening on a national and international level, the students have decided that there's been all this controversy around Civil War memorials. So they're interviewing professors from Brown and Boston University regarding it. They're also studying the historical aspects of slavery in the United States. Then they are creating a memorial in the iCreate lab, or in their class, depending on how they wanted to approach it, that's respectful of the events and of the human condition. So that's one of the projects that is happening.\n\nWe have some girls actually quilting. Some are using the SolidWorks software, some are using 3D printers, some are doing a traditional video, or paper. Another student is working on the Thirst Project. He asked to meet with us. We asked him to think about how to get other students involved. He has about seven or eight kids who are interested in doing it with him. What the Thirst project does, it investigates from an engineering and from a human aspect how you can get clean water to places and to people who are without. And so we have a similar project that we do in our pre-engineering class that the teacher runs. But this one would be completely student-led in conjunction with the organization. The student didn\u2019t even want credit for it - he just wanted to make a difference because he is passionate about helping others. It\u2019s all about deeper learning competencies. These projects are what happens as we let go and empower the students to do really amazing things.\n\nAs mentioned by the teachers, there are not as many girls in STEM classes. For example, pre-engineering and CAD are predominantly boys. Because of this space, there are more and more girls coming in and then we\u2019re seeing huge increases in enrollment in our classes that had been more gender divided. It is an outcome we wanted, but we didn't actually set it, and we're just kind of seeing it naturally happen. So down the road, this situation might expand so much where we have to rethink our needs and space.\n\n<b>\u201cAnother piece of the puzzle is understanding how to show the community the impact of the work we\u2019re doing.\u201d<\/b>\n\nIn a community like this that really values highly on the performance on standardized assessments, how do we show that this is as valuable as being strong in your content knowledge? There is so much more to this, especially the applications for it. So family buy-in is important. For example, right now we know on our science assessments that the state know that we're never going to do as well as we used to because we have opted not to teach earth science at the high school level as its own stand-alone course. Our kids have really wanted more of the hands-on biology, physics, and chemistry. When it comes to AP assessments, when it comes to SAT subject tests, when it comes to all other measures, our kids are at the top of the country. So does it matter that our state assessment is showing a decline? I don't know that it does, but that's something that we have to figure out and communicate and decide did we make the right decision.",
            "title": "Conversation with Barrington Principal &amp; Assistant Superintendent: The Value of the iCreate Space",
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            "id": 27385,
            "path": "\/research\/publications\/racial-and-economic-diversity-trends-in-virtual-charter-schools-an-analysis-of-national-enrollment-data-2015-16\/",
            "author_id": 54,
            "timestamp": 1535428800,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\nThis study analyzes national and state enrollment data to examine racial and economic diversity in virtual charter schools (VCS). Previous research shows that VCSs enroll higher percentages of white students and lower percentages of economically disadvantaged students compared to national averages. The study presented here combines descriptive data with the Exposure Index strategy used in school segregation and diversity research. The purpose is to analyze the consistency of previous findings across and within states. The findings here reiterate that, in general, more white students attend VCSs, and the virtual charter sector has proportionally more economically advantaged students compared to other types of schools. However, despite enrollment distributions typically showing that VCSs are not diverse, patterns vary across states.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/08\/Racial-and-Economic-Diversity-Trends.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5><strong>What we already know about this topic<\/strong><\/h5>\n<ul>\n \t<li>Virtual charter school enrollment numbers differ across the country, ranging from some states with no virtual charter students to others with more than 30,000.<\/li>\n \t<li>When compared to national averages, virtual schools have more white students and fewer students reporting as free and reduced lunch eligible.<\/li>\n \t<li>Virtual charter schools have achieved lower performance ratings on a number of metrics, including graduation rates, annual yearly progress scores, and student learning growth indicators.<\/li>\n<\/ul>\n<h5><strong>What this report adds<\/strong><\/h5>\n<ul>\n \t<li>This report examines 2015-16 national enrollment data to understand the differences in total virtual charter school enrollments and school demographics in each state.<\/li>\n \t<li>Instead of comparing enrollments to national averages, this report compares enrollments to the states with virtual charter schools only and also compares enrollments within each state to statewide populations of traditional public and charter school students.<\/li>\n<\/ul>\n<h5><strong>Implications for practice or policy<\/strong><\/h5>\n<ul>\n \t<li>On average, virtual charter schools tend to be majority white and to have fewer Title 1 schools. The majority of states have majority white virtual school populations who experience less diversity in virtual charter schools than they do in other schools in the state.<\/li>\n \t<li>In some states, students experience more diverse environments than the other schools in their state.<\/li>\n \t<li>Since virtual charter schools have fewer students of color in the general, there tend to be fewer racially isolated minority schools than often seen in the traditional public and charter schools.<\/li>\n \t<li>The findings of this report show that virtual charter school enrollments vary considerably across states, so lawmakers and practitioners need to examine their own state contexts when determining strategies to maintain diverse virtual charter school populations. However, these strategies must be considered in tandem with achievement outcomes to ensure diverse enrollments are also equitable.<\/li>\n<\/ul>\n<h5><strong>Additional Publications<\/strong><\/h5>\n<a href=\"https:\/\/mvlri.org\/research\/publications\/vscase-17\/\">Virtual Schools in the U.S.: Case Studies of Policy, Performance, and Research Evidence<\/a>\n<a href=\"https:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2017\">Virtual Schools in the U.S. 2017<\/a>\n<a href=\"https:\/\/credo.stanford.edu\/pdfs\/OnlineCharterStudyFinal2015.pdf\">CREDO\u2019s Online Charter School Study<\/a>\n<a href=\"http:\/\/epubs.library.msstate.edu\/index.php\/ruraleducator\/article\/view\/368\">Choice, Cyber Charter Schools, and the Educational Marketplace for Rural School Districts<\/a>",
            "title": "Racial and Economic Diversity Trends in Virtual Charter Schools: An Analysis of National Enrollment Data, 2015-16",
            "excerpt": "This study analyzes national and state enrollment data to examine racial and economic diversity in virtual charter schools (VCS). This report examines 2015-16 national enrollment data to understand the differences in total virtual charter school enrollments and school demographics in each state. Instead of comparing enrollments to national averages, this report compares enrollments to the states with virtual charter schools only and also compares enrollments within each state to statewide populations of traditional public and charter school students.\n",
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            "id": 28578,
            "path": "\/blog\/conversations-with-barrington-teachers-part-2-the-icreate-space-and-the-challenges-of-a-new-initiative\/",
            "author_id": 54,
            "timestamp": 1535428800,
            "content": "<b><i>\u201cWe are a little overwhelmed by all of the Fuse Architect meetings with all of the groups involved.<\/i><\/b> We have a lot of initiatives going at the same time, and a lot that is changing in our day-to-day work because of it. The work of Fuse Architect definitely has had a ripple effect on other initiatives going on at the school. Scheduling for teachers is hard because right now all of the prep time is used for meetings about initiatives. We have a difficult structure for scheduling to allow initiatives to happen. I'm on a scheduling committee and we're looking at kind of a waterfall type of schedule with a larger block rotating. So it would be possible for us to work with students during that time. We're even looking at making our advisories more effective. Now that we're really shifting gears in the field and on the frontlines, things have to follow that. What has been key is the support of the administration.\u201d There is a great amount of support from the Barrington administration. \n\n<b><i>\u201cWe have a very open door policy here in Barrington when it comes to faculty and administration.\u201d<\/i><\/b> We can walk in the principal's office at almost any time and say, \"Hey, I have this going on.\" Our principal is so embedded in this process right now that we feel the support. I think all of us feel shell-shocked because of all of the changes. I think that's a normal human trait. Then we start to discuss things. We'll literally sit down and say, \"I have no idea what just happened.\" And it's like, \"Okay, now I'm seeing some of the pieces fall together.\" Then it's off and running with the idea. That's education. That's what we signed up for. And the students are part of that learning and innovation process. We witnessed that change during the development of the space.\n\n<b><i>\u201cIt was really fun to see the development of the space.\u201d<\/i><\/b> One of my students picked out the color of the wall. So when we actually created this space, and the walls got painted last year, some of the equipment was coming in and we were like, \"Wow, it's actually coming about.\" The leadership team is taking ownership and trying to learn from the students who are working in the space now. Each student is signed up for a station and is trained in that area. For example, some know how to work a vinyl cover, a sewing machine, or the 3D printer. Giving the students voice and responsibility and seeing what they do with it is the true beauty of the space. \n\nIn terms of supplies and support, our mantra now is \u201cYou don't know what you need until you need it. We have to negotiate about supplies that are ordered for the space because the orders have to be aligned to a project. Also at first, we had so many rules in the iCreate lab and that was not okay. Some of our email exchanges centered on \u201cDon't put so many restrictions\u201d because it makes it uncomfortable for students to be in here. This room is one of those places. It's kind of like a demilitarized zone. People walk in and people can say, ''I have the freedom. This is what I want you to do. Go.''\n\n<b><i>\u201cParents during open house were really excited about the lab.\u201d<\/i><\/b> They would say, \u201cHave you seen the lab? Look what's going on down there.\" As well, we have a big movement to get girls into STEM programs and when the governor came in the other day, she came into my classroom and said, \"Where are the girls?\" I told her, \"We've been working on that for years.\u201d We've had women in engineering clubs that didn't make it because there wasn't attendance. We've had every effort locally. But when girls come into this lab with their friends, I think it's going to throw a switch that shows them, you know what, technology's kind of cool. And here we are, 2017 almost 2018 and there's still that division. There's still that separation that existed in the 1950s. I know I sound really like a visionary on this, but this lab could break down those barriers. We're going to be having open labs rather than closed classrooms.\n\n<b><i>\u201cBut hopefully, at some point, everything is going to slow down so that we can see that there's a finished product<\/i><\/b>.\u201d We're going from one meeting to another. We're going to all these things but we're not setting time aside to collaborate. To me, that's the next thing, is how do we make the time? I don't know that I'm so much learning as I'm getting introduced to all these things. But to see the students in action in the space is really amazing - they\u2019re applying their own learning!",
            "title": "Conversations with Barrington Teachers: Part 2 The iCreate Space and the Challenges of a New Initiative",
            "excerpt": "\u201cWe are a little overwhelmed by all of the Fuse Architect meetings with all of the groups involved. We have a lot of initiatives going at the same time, and a lot that is changing in our day-to-day work because of it. The work of Fuse Architect definitely has had a ripple effect on other...",
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            "id": 28577,
            "path": "\/blog\/conversations-with-barrington-teachers-part-1-the-power-of-the-icreate-space\/",
            "author_id": 54,
            "timestamp": 1535083200,
            "content": "In late 2017, we had the opportunity to catch up with the Barrington High School teachers. They had so much to say about their work in the iCreate Space, a maker space that was set up as part of the Fuse Architect project. They can see excitement rising outside of the core Fuse Architect team and a growing interest in the use of the space.\n\n<b><i>There's a lot of ripple effect, and I think that makes this worth it. Many teachers outside of the iCreate lab are wondering what's going on down there. \u201cWhat are they doing?\u201d \u201cWhat is it?\u201d<\/i><\/b>\n\nBarrington students are talking to the other teachers who are not involved in Fuse Architect about it and getting them excited to be involved. The kids are always asking, \u201cWhen are we going back to the lab?\u201d And the nice part for new teachers who haven\u2019t worked in the space is that there are opportunities for them to learn and be supported.\n\n<b><i>\u201cI come into the iCreate lab often. I'll walk through and hear teachers and students collaborating in an organic way.\u201d <\/i><\/b>For example, one teacher will be talking about a project that's going on in a classroom, but the other teacher at the table says, \"Oh, wow. I could be doing something like that.\" Or \"This maybe could work for me.\" And because the teachers are meeting in the iCreate lab and the students are often in there too, students chime in and say, \"Yes, that was boring. You should switch it up.\" Our teachers at Barrington are willing to go forward with these risks and techniques and proposals if they can see something positive. And one thing you'll see about the Barrington school system is people will not abandon the old way, but they'll modify rapidly to keep up with student learning.\n\n<b><i>\u201cIt is student-centered learning in this building. Our kids are in real-world projects.<\/i><\/b> One student a year or so ago worked on sustainable solar power for Syrian refugee camp while another one traveled with the Boston Symphony to Japan after the tsunami and played at the shelters there. So good things happen. Good things really happen. If we load students down with nonsense, those things aren't going to happen. This year with the iCreate lab we have kids actually working on a project designing wells for Swaziland and saving hundreds of thousands of dollars. One of our former students is in the Peace Corps 10 miles away from where the well project was. So as part of the Thirst Project, our school will be sponsoring the building of wells in Swaziland. There are nine students working on it as part of the Environmental Club. Because of the many interesting projects students are doing that are tied to the lab, teachers who are not part of the original design team are becoming interested in being part of the space.\u201d\n\n<b><i>\u201cMany teachers are asking to be part of iCreate now that they see what this space is capable of and how engaged the students are.\u201d<\/i><\/b> This year, it has been important to see students and teachers who are not directly involved getting excited about the space. It\u2019s also nice to know that professional development will be available to the teachers who want to use the space. The teachers said to me yesterday, \"I want to know how this works.\" I think the better and most effective teachers are the ones that provide the environment for learning. This is a perfect environment for learning. The kids are starting to see the promising aspects of the space, and students who would normally not be in there are coming in. And there you go - All of a sudden all, we're getting right to what I think our initial vision was. We don't have a destination, and I don\u2019t think we should have a destination.",
            "title": "Conversations with Barrington Teachers: Part 1 The Power of the iCreate Space",
            "excerpt": "In late 2017, we had the opportunity to catch up with the Barrington High School teachers. They had so much to say about their work in the iCreate Space, a maker space that was set up as part of the Fuse Architect project. They can see excitement rising outside of the core Fuse Architect team...",
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            "path": "\/blog\/a-principals-perspective-newport-area-career-and-technical-center\/",
            "author_id": 54,
            "timestamp": 1534824000,
            "content": "We heard from Rob Young recently the P-TECH High School Director in Newport, Rhode Island, who shared more about their experience in the Fuse Architect project.\n<p class=\"lead\"><strong>\u201cI can speak the language.\u201d<\/strong><\/p>\nBecause I had a role to play in Fuse RI as a Fuse Fellow, this work resonates with me. I have my own vision of how blended learning looks and works in the classroom, kind of the balance of the two. We have a great deal of buy-in from teachers. Some of the teachers didn\u2019t know what they were getting into, whereas some were already doing this on their own. Our teachers are really not afraid to take chances on using the different format, a blended format, in the classroom which is great. There have been some things that they have done that haven't gone well, but they don't give up. They come up with a plan to help make it better next time.\n<p class=\"lead\"><strong>\u201cDespite the triumphs so far, there are a couple of obstacles.\u201d<\/strong><\/p>\n<p class=\"lead\"><strong>We\u2019re setting norms and expectations together.<\/strong><\/p>\nDuring the fall, we were still going over rules and responsibilities and student expectations. We are focused on building norms on behavior in the classroom, in the hallways, in the building in general. The kids are taking part in that conversation to help build and set the rules and expectations.\n<p class=\"lead\"><strong>The classroom set up is different.<\/strong><\/p>\nWe did buy furniture for them that we could wheel around and set up different ways. We\u2019re working with Summit still and are going to continue that relationship. We're comfortable with Summit. Though it's not perfect; there isn't the perfect system out there. We do feel like it does meet our needs. And we're in year two with it, so the start of the year has been much better than last year. We're also going to use IXL to help reinforce some of the skills in English and in math.\n<p class=\"lead\"><strong>We had some scheduling issues at the beginning of the year.<\/strong><\/p>\nThat helped to put us back a little bit, but we've kind of finally worked through that. There was some external confusion with the main building [Their program is on the campus of Rogers High School] and the scheduler and putting some things together that we had asked for specifically for this project. And eventually, we did get that fixed. However, still, our schedule is kind of holding us back. It's only a 48-minute fixed period, so I think that does slow us down a little bit. With the blended piece, you only get to rotate maybe once. During the day, the teachers are still kind of getting some comfort level with that, so that may slow things down a little bit too.\n\nWe\u2019re meeting with the principal and putting together a scheduling committee and then looking at the needs of both us and the main building. I think we all agree that the seven-period fixed schedule is not the answer. It was kind of a stop gap for this year, but we are looking at other ways to arrange our schedule to make it work. That might be longer periods. We'll have an answer hopefully mid-year so that we can start prepping for next year.\n<p class=\"lead\"><strong>We\u2019re rethinking our advisory and mentoring time as well.<\/strong><\/p>\nAdvisory had been high cut time for students. Students want it back so that they can have time to meet with their teachers. We do see it coming back next year, but it has to change structurally to be effective. We meet with the students once a week, ideally, for at least ten minutes for mentoring.\n\nThey also have a mentor that's in the industry that they meet through a website that IBM developed, so everything is tracked. Some of the students have mentors who work as state police officers in the cybercrimes division. Some have mentors in Raytheon. We also have mock interviews where local human resources reps will come in and help the students get ready for their future interviews, helping them with understanding how to interview, what to wear in terms of business attire, etc. Students also have a hack competition that they\u2019re preparing for called Cyber Patriot in January.\n\nOur community partner is SENEDIA (South Eastern New England Defense Industry Alliance). SENEDIA works with the Department of Defense, and their part is in the security piece, the cybersecurity part of that. So they've partnered with us in P-Tech and, eventually, when our students are ready, they'll go through SENEDIA to get their internships, and, hopefully, those internships will turn into jobs. But they also help us-- they bring guest speakers in, we go and make visits to some of their places. And they're an industry mentor and partner that is working well.\n<p class=\"lead\"><strong>\u201cI think with the behavioral norms and the student input, the student voice, I think we'll meet our goals.\u201d<\/strong><\/p>\nThis is only year two for us. I think as P-Tech grows and we have more support that will help us. It can only grow the program even more, especially with invaluable student input.",
            "title": "A Principal's Perspective: Newport Area Career and Technical Center",
            "excerpt": "We heard from Rob Young recently the P-TECH High School Director in Newport, Rhode Island, who shared more about their experience in the Fuse Architect project. \u201cI can speak the language.\u201d Because I had a role to play in Fuse RI as a Fuse Fellow, this work resonates with me. I have my own vision...",
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        {
            "id": 28575,
            "path": "\/blog\/bringing-the-team-to-the-courageous-side-of-fear\/",
            "author_id": 54,
            "timestamp": 1534478400,
            "content": "We had the opportunity to chat with Principal Dan Warner at Narragansett High School who shared with us an organic shift from fear to courage with his Fuse Architect team.\n\nOne area of growth for our team is that they\u2019re starting to look at our design challenge courageously. When we first started out, there was a lot of fear, a lot of unknowns. Our design challenge hasn\u2019t changed since we submitted it. Our whole focus is trying to change the experience for freshmen so that by changing the freshman experience, it will change their future experiences as sophomores, as juniors, and as seniors. We\u2019re figuring out what does that senior look like and what do we need to put in place in their freshmen year and year after year. The vision we have for our graduates is that they\u2019ll be able to be self-sufficient, go to the University of Rhode Island to take classes, not necessarily be here in the building because they\u2019re out doing internships, and they\u2019ll be thinking about what skills they would need to be successful in order to transition from high school to either college or the workforce or wherever.\n\nIn order to accomplish this, we have two administrators and five teachers involved. This includes me as principal, the superintendent, and five teachers who teach mainly freshmen courses. We have no major triumphs to share yet, as we\u2019re just starting to do things little by little. We started a Freshmen Council and we\u2019re trying to get them to understand the whole concept of student voice and choice and what that looks like. There are some activities that the whole group has done with the freshmen class, including planning to take them out to do a high-ropes course for team building. The voice and choice has been one of those fear factors for students since with that comes the responsibility of owning your own learning and understanding what that means. It\u2019s a big transition for them. The days of spoon feeding them are over. For the most part, students are buying into it, and so we\u2019re hopeful.\n\nI see courage too in the teachers involved in this process. The collaboration between the five teachers has been a wonderful side benefit of this project. They\u2019re working together, trying different lesson planning, and using information systems to try to get the kids more engaged. Consequently, the beauty is that the students are hearing about the project from five different teachers. So when they\u2019re hearing it multiple times in a consistent way, you hope they take it and apply it. The challenge comes in there only being five teachers involved in the project, but there are other teachers involved with the freshmen, so we need to get them at least an understanding so that they are onboard with what we are doing. And then we need to think what training do we need to give sophomore teachers so that they are prepared to support the kids to continue on this trajectory next year.\n\nAnother instance of generating courage rather than fear is by way of adding supports for both students and teachers throughout this work. For instance, we partnered with <a href=\"https:\/\/www.powerschool.com\/\">PowerSchool<\/a>, and we have a trainer helping us with implementation. The trainer was here with us over the summer and throughout the year. Having that continuous support is key especially as our teachers are starting to get up and running on a new system.\n\nWe\u2019re trying to change school, and it is so hard. The structures alone are stifling. So for my training, I came from a laboratory school in Colorado, and it was great. We tried something new all of the time with never the same schedule. We were always questioning what we could do to maximize something or make it more effective and efficient. So I\u2019ve always had this mindset of trying to change this monster that we call public education. This is our attempt to do that. For example, I would love to see a 7am to 7pm school. Kids come and go as they please. Teachers would have different schedules. That is a scary proposition for people. Any changes that you try to make have to be within parameters of a set box, and sometimes it just doesn\u2019t work.\n\nIf given the opportunity to continue this Fuse Architect work, we would be working on the mindset of both students and educators and getting them to think differently about things. We spend a lot of time preparing kids to go to college - what does that mean really? One kid\u2019s preparation is totally different from another kid\u2019s, so we need to be flexible and mobile. We need to understand that there are a thousand points of data along the spectrum. I would like to see us working toward that model. People throw around the term student-centered all the time when they\u2019re still doing teacher-centered. I just say either stop using the term or do something about it. I would like to get more staff involved if we have the opportunity to continue this work.\n\nBecause we\u2019re a small school, I think we can make a huge change. More time is essential. Innovation doesn\u2019t happen in a short amount of time, especially when you have parameters that you have to work around or get out of. The reason it works is that you have teachers who are willing to do it and wanting to do it. As you get to the critical mass, you\u2019ll run into the naysayers. You have to figure out how to bring them on. It\u2019s like the Diffusion of Innovation model. You have to have the buy-in and change management. If you can switch the naysayers over, they\u2019re going to sing the praises of the program because they initially look at the program mindfully with a critical eye.",
            "title": "Bringing The Team to the Courageous Side of Fear",
            "excerpt": "We had the opportunity to chat with Principal Dan Warner at Narragansett High School who shared with us an organic shift from fear to courage with his Fuse Architect team. One area of growth for our team is that they\u2019re starting to look at our design challenge courageously. When we first started out, there was...",
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            "id": 27384,
            "path": "\/research\/publications\/learning-trajectories-in-online-mathematics-courses\/",
            "author_id": 54,
            "timestamp": 1534392000,
            "content": "<strong>ABSTRACT<\/strong>\n\nPresent research has devoted attention to a long-standing problem: how to better serve students who take K-12 online mathematics courses by investigating learner subgroups based on their semester-long learning trajectories. Mixture growth modeling was used to examine month-by-month scores students earned by completing assignments. The best-fitting model suggested four distinct subgroups representing (1) nearly linear growth, (2) exponential growth, (3) hardly any growth, (4) and early rapid growth. Follow-up analyses demonstrated that two different types of successful trajectories were more likely associated with advanced level courses, such as AP or Calculus courses, and foundation courses, such as Algebra and Geometry, were with the unpromising trajectory. Given those results, implications for practitioners and researchers were discussed from the perspective of self-regulated online learning and evidence-based mathematics instructional practices.\n\n<a class=\"btn\" target=\"_blank\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/08\/Final-Learning-Analytics-with-Cover.pdf\" rel=\"noopener noreferrer\">Download the Report<\/a>\n\n<strong>WRITTEN BY<\/strong>\n\nJemma Bae Kwon, Michigan Virtual\n\n<strong>WHAT WE ALREADY KNOW<\/strong>\n<ul>\n \t<li>Parallel to K-12 online education\u2019s phenomenal growth, online mathematics learning has continued to grow.<\/li>\n \t<li>Student learning outcomes appear to be disappointing, and online mathematics learning is still under-explored.<\/li>\n \t<li>It turned out that the longer students stayed in a learning management system (LMS), the greater their course grades.<\/li>\n \t<li>Some counterintuitive results were also found when learning behaviors were measured by the total numbers of sessions and clicks in LMS.<\/li>\n \t<li>Aggregate variables used by the previous research cannot adequately capture patterns of learning progress. Also, research on predictors that consistently account for success or failure in online mathematics learning is still in its early stages, which leads to uncertainty about dimension identity, i.e., how a set of variables defines and confirms a trait of behavior or development.<\/li>\n<\/ul>\n<strong>WHAT THIS REPORT ADDS<\/strong>\n<ul>\n \t<li>To address issues stated in the last bullet point above, this study suggested an alternative analytic approach \u2013 a person-oriented approach (to address the uncertainty about dimension identity) to growth modeling (to account for both inter- and intra-variability of learning behaviors) using growth mixture modeling.<\/li>\n \t<li>The study found the largest group (73% of study sample) showing nearly linear growth and its more likelihood of coming from AP courses.<\/li>\n \t<li>The second largest group showed an exponential growth profile (14%), and there was no difference from the largest group in final grades.<\/li>\n \t<li>Students who enrolled for foundation courses, including Algebra and Geometry, and who indicate their enrollment reasons were credit recovery or personal learning preferences are more likely to show unpromising trajectories.<\/li>\n<\/ul>\n<strong>IMPLICATIONS FOR PRACTICE AND\/OR RESEARCH<\/strong>\n<ul>\n \t<li>Explicit and implicit instructional practices that are closely aligned with established pacing guides could boost an individual\u2019s odds of sustaining a steady pace, and in turn, his\/her success in AP mathematics courses.<\/li>\n \t<li>Students could succeed academically despite marked variation in their self-determined pathways and pacing, even in advanced courses such as Calculus.<\/li>\n \t<li>An interim benchmark may help students pace themselves a little better in the first four months and increase their likelihood of achieving their end goals.<\/li>\n \t<li>For at-risk learner groups, course design features, instructional practices, and learning support structures need to align with characteristics of those learner populations from the perspective of content mastery and self-regulated learning. Future studies will have to further our understanding of how to make such changes.<\/li>\n<\/ul>",
            "title": "Learning Trajectories in Online Mathematics Courses",
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            "path": "\/blog\/moving-beyond-student-voice-to-empowering-students-in-designing-their-learning\/",
            "author_id": 54,
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            "content": "Student-centered learning has exploded as a mantra in many education circles. For the schools involved in Fuse Architects, this is no different. Schools\u2019 applications and design meetings were and continue to be infused with this theme. From involving students in designing a new project-based learning space to students redesigning the 9th grade experience, Fuse Architect schools believe students should have more of \u201ca voice\u201d in how they learn, where they learn, and what that learning should be. Instead of typical systems driven by the decisions of adults, Fuse Architects want their schools to truly become more \u201cstudent-centered.\u201d\n\nBut what does it mean for these Fuse Architect schools to be more student-centered? What does it mean to give students \u201ca voice\u201d in their learning? And how can schools move from just saying they want to incorporate more student voice to fostering an environment where students are empowered to play a central role in school-level decision-making? Through Fuse Architects, schools have been challenged to actively wrestle with these questions. As they move beyond simple nods to student voice to empowering students to be a part of designing learning experiences, Fuse Architect schools have realized that shifting towards being student-centered means rethinking their philosophy on how they approach \u201cdoing school.\u201d\n\n<p class=\"lead\"><strong>To become student-centered, teacher and students may have to adjust how they \u201cdo school.\u201d<\/strong><\/p>\n\nWhile not surprising, the Fuse Architects project is centered on adjusting the idea of how students experience school. Historically, school is run by adults. Teachers, administrators, and parents make the decisions on behalf of students. And while some Fuse Architect schools report past efforts to solicit student feedback on school policies or gather student opinions via survey, this type of student involvement has not brought about the student-centered learning environment that Fuse Architects are striving to achieve.\n\nYet to have a student-centered school environment, students must move beyond seeing school as a place where they are told what to do, when to do it, and how. If a school is going to be student-centered, students must not only realize that they have a voice, but that their ideas for how to strengthen and design their learning environments are a part of the culture. According to one Fuse Architect school, they want \u201cto empower students so, in addition to having a voice, they would have the agency to make decisions that improve the learning environment for themselves and for the entire student body.\u201d To do this though, schools must foster a culture where students see their own empowerment as a part of the fabric of the school. For some schools, like 360 High School for example, this is a part of their school\u2019s original fabric. However as several Fuse Architect schools have experienced, this culture shift is hard not only for students, but for their teachers and administrators as well.\n\n<p class=\"lead\"><strong>To become student-centered, teachers and administrators\u00a0must also adjust how they think about how students participate.<\/strong><\/p>\n\nWhile teachers and administrators have focused their careers on educating and providing the best experiences possible for young people, they too have to adjust how they \u201cdo school.\u201d As Highlander reported, the teachers from one design team reflected that their perspectives changed quite a bit during Design Day because they realized the challenge was to make this process stem directly from the students\u2019 needs. While the adults were coming up with experiences, the students came in and told them that they were approaching the ideas in the wrong way. They were approaching from an adult perspective rather than a student perspective. There was a realization that the teachers needed to let go so that the students could run with it.\n\nAs Highlander reflected, \u201cTeachers entered the process with what they wanted to provide the students through the space and then their perspectives shifted to the students taking control over their own design.\u201d For one school, the teachers reported seeing a change in the students who were asked to be part of the project\u2019s focus groups and student shadowing -- they were more empowered to share their thoughts with their teachers and administrators. Yet shifting this perspective on student involvement also means incorporating students in meetings and planning periods, letting students run with ideas, and taking students\u2019 ideas for change seriously.\n\nFor Narragansett High School, this shift in teacher and administrator thinking was a turning point. Moving beyond their fear of letting go to having students drive the redevelopment of the 9th grade experience, they have seen the shift that can happen when students move beyond just having a voice to being empowered to be a part of the \u201cstudent-centered\u201d change that their school wanted to see.\n\n<p class=\"lead\"><strong>\u201cYou can\u2019t make school better without student voice.\u201d \u2013 Fuse Architect student<\/strong><\/p>\n\nYes, student voice is important. For Fuse Architect schools, however, incorporating student voice may not be enough to truly make their schools \u201cstudent-centered.\u201d Teachers and administrators have learned that they need to be ready to let students be a part of the process of designing and making their schools \u201cstudent-centered.\u201d This type of change can\u2019t be driven by adults. And to do this, students, teachers, and administrators need to do school differently than they have done it in the past. This is the challenge of the Fuse Architect project.",
            "title": "Moving beyond student voice to empowering students in designing their learning",
            "excerpt": "Student-centered learning has exploded as a mantra in many education circles. For the schools involved in Fuse Architects, this is no different. Schools\u2019 applications and design meetings were and continue to be infused with this theme. From involving students in designing a new project-based learning space to students redesigning the 9th grade experience, Fuse Architect...",
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            "id": 28572,
            "path": "\/blog\/virtual-viewpoints-roberto-gonzalez-steam-box\/",
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            "content": "https:\/\/soundcloud.com\/mvlri\/episode-4-roberto-gonzalez-steam-box\n\nThis episode is the fourth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this episode, we\u2019re talking with Roberto Gonzalez of the Rhode Island-based nonprofit STEAM Box. Roberto shares with us some inspiring stories that come out of the work that he does with Fuse Architect schools and other programs\u00a0and gives us insight on his process that puts students at the center and grants them control of their learning.",
            "title": "Virtual Viewpoints: Roberto Gonzalez, STEAM Box",
            "excerpt": "This episode is the fourth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this episode, we\u2019re talking with Roberto Gonzalez of the Rhode Island-based nonprofit STEAM Box....",
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            "content": "<h1>Our students need more than academics.<\/h1>\t\t\n\t\t\t<p>Now more than ever, students need a rich education that goes beyond academics to support their social and emotional needs. Studies show that evidence-based SEL programs lead to improved academic performance and student behavior and yield an average return-on-investment of 11:1.<\/p>\t\t\n\t\t\t<h4>Now more than ever, students need a rich education that goes beyond academics to support their social and emotional needs.<\/h4>\t\t\n\t\t<p>Studies show that evidence-based SEL programs lead to improved academic performance and student behavior and yield an average return-on-investment of 11:1.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-949396052-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-670712598-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>The power &amp; promise of SEL<\/h2>\t\t\n\t\t<p>The evidence is increasingly clear that students benefit greatly from an education that goes beyond academics to foster their social &amp; emotional development.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/f.hubspotusercontent40.net\/hubfs\/3943841\/2019%20CTAs%20%28S2%29\/2019%20Assets%20%28S2%29\/Infographics\/MichiganVirtual_SEL_infographic.pdf\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tLearn more in this infographic\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Bring SEL to your school community<\/h3>\t\t\n\t\t<p>Incorporating social emotional learning into your school\u2019s curriculum requires a good deal of work. You\u2019ll need to create a cultural shift in your school, provide staff training, and curate educational content vetted by experts to support students and families. But you don\u2019t have to go about all this on your own.<\/p><p>Here are a few resources that can help you get started:<\/p>\t\t\n\t\t\t<h6>Free online DEI and SEL courses for your staff<\/h6>\t\t\n\t\t<p>A new collaborative project between Michigan State University, the University of Michigan, and\u00a0<em>Michigan Virtual<\/em>\u00a0is providing online modules to educators to address the topic of inclusive teaching and learning.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/geer-grant\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tExplore courses\n\t\t\t\t\t<\/a>\n\t\t\t<h6>Michigan Cares<\/h6>\t\t\n\t\t<p>With support from the state of Michigan, the most comprehensive mental health and prevention education program and social emotional learning (SEL) programming is now available to schools and districts at no cost!<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/michigan-cares\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tGet started\n\t\t\t\t\t<\/a>\n\t\t\t<h6>Adolescent Suicide Prevention<\/h6>\t\t\n\t\t<p>Blue Cross Blue Shield of Michigan, Michigan Elementary and Middle School Principals Association (MEMSPA), and\u00a0<em>Michigan Virtual<\/em>\u00a0have partnered to offer a series of five professional development courses about suicide prevention for adolescents.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/adolescent-suicide-prevention\/%20\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tEnroll today\n\t\t\t\t\t<\/a>\n\t\t\t<h2>An example of inspiring SEL leadership<\/h2>\t\t\n\t\t<p>Not sure where to start with creating a culture of SEL at your school? In this webinar, Dr. Joe Ricca, superintendent of White Plains Public Schools in New York, shares how he helped his school community embrace social emotional learning.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-an-effective-community-based-sel-program-in-your-school\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tSee how he did it\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Take a deeper dive.<\/h3>\t\t\n\t\t<p>Because social emotional learning is so critical to student wellbeing, we've curated a variety of articles, podcasts, and videos on the topic from researchers and experts in the field. If you find these resources helpful, <a href=\"https:\/\/michiganvirtual.org\/resources\/blog\/\" target=\"_blank\" rel=\"noopener\">subscribe to the Digital Backpack<\/a> to stay up-to-date on our latest tips &amp; tricks for innovating student learning.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-1-adult-sel-and-well-being\/\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/09\/Webinar-YouTube-Thumbnail-2-1024x576.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-1-adult-sel-and-well-being-2\/\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/09\/sel2-2-1024x576.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/webinar\/how-to-build-a-comprehensive-sel-program-for-student-and-adult-well-being-session-3-whole-school-sel-mental-health\/\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/09\/3session-2-1024x576.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>",
            "title": "Social Emotional Learning",
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        {
            "id": 28570,
            "path": "\/blog\/virtual-viewpoints-podcast-pegah-rahmanian-youth-in-action\/",
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            "content": "https:\/\/soundcloud.com\/mvlri\/episode-6-pegah-rahmanian-youth-in-action#t=0:00\n\nThis episode is the fifth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this episode, we\u2019re talking with Pegah Rahmanian, the Executive Director of Youth in Action. Pegah and her team have been working with two participant schools of the Fuse Architect program to help ground their work in conversations around equity and social justice. Pegah also notes that through working on this initiative, their own organization has learned and grown in areas as well.",
            "title": "Virtual Viewpoints Podcast: Pegah Rahmanian, Youth in Action",
            "excerpt": "This episode is the fifth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this episode, we\u2019re talking with Pegah Rahmanian, the Executive Director of Youth in Action....",
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        {
            "id": 19077,
            "path": "\/blog\/the-blended-files-as-seen-on-tv\/",
            "author_id": 33,
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            "content": "<img class=\"size-full wp-image-19086\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/08\/The-Blended-Files.png\" alt=\"The Blended Files\" width=\"1920\" height=\"486\" \/>\r\nYou\u2019ve <em>heard<\/em> of blended learning. You\u2019ve <em>read<\/em> about blended learning. You know about <em>models<\/em> of blended learning and tools that can be used in the blended classroom.\r\n\r\nBut the question <a href=\"https:\/\/michiganvirtual.org\/professionals\/blended-learning\/\">our blended learning<\/a> coaches get asked most often is:\r\n\r\n<em><strong>\u201cYeah, but what does it look like?\u201d<\/strong><\/em>\r\n\r\nIt\u2019s one thing to <em>learn<\/em> about a new pedagogical technique. It\u2019s another to see it in action. The devil is in the details, and incorporating technology into the classroom is often easier said than done.\r\n\r\nIf you\u2019re looking for examples of blended learning in action, look no further!\r\n\r\nWelcome to <strong><em>The Blended Files<\/em><\/strong>, our super-secret project (<em>shhhhhhh<\/em>) where we visit the classrooms of Michigan teachers and share the strategic and thoughtful ways they\u2019re incorporating technology into their lesson plans.\r\n\r\nHere\u2019s one teacher we visited recently who really inspired us with her awesome blended classroom!\r\n<h2>Case #1: \u201cAs Seen on TV: Blended Learning's Greatest Achievements\u201d<\/h2>\r\n<p style=\"text-align: center\"><strong>Grade Level:<\/strong> Seventh\r\n<strong>Subject:<\/strong> Social Studies\r\n<strong>Blended Model:<\/strong> Thoughtful Use of Technology<\/p>\r\nAs we enter her classroom, Mrs. M \u2014 a 7th-grade social studies teacher at Hamilton Middle School \u2014 shines a bright smile our way. We sneak toward to the back of her classroom and sink into two unoccupied, cozy chairs.\r\n\r\nShe's standing in front of her students, most of whom sit in standard, one-person desks, though a few occupy standing desks in the back of the room. She's got that teacher presence, you know? The kind of warm and welcoming presence that makes you feel right at home.\r\n<h4>We quickly uncover this much:<\/h4>\r\nThe goal of today\u2019s lesson is to inform students about our world\u2019s historical empires. Rather absorbing this information passively through lecture, however, Mrs. M asks them to participate in reframing the narrative using everyone's favorite genre:\r\n\r\n<strong>The infomercial!<\/strong>\r\n\r\nThey're going to create an advertisement following this pattern:\r\n\r\n<strong>\u201cAs Seen on TV: The ____ Empire\u2019s Greatest Achievements.\u201d<\/strong>\r\n\r\nPretty cool, right?\r\n\r\nTo start out, the kids watch examples of popular commercials. While watching, Mrs. M asks them to consider different ways commercials hook in their audience, compelling them to keep listening and learn more about their product. They're studying the genre before beginning the process of creation.\r\n\r\nShe gives some examples, asking the students to identify the company or product being represented.\r\n<h4>Here\u2019s the real mystery:<\/h4>\r\nNone of the kids recognized <a href=\"https:\/\/youtu.be\/0trj6jCsm6E\">the GEICO Caveman<\/a>:\r\n\r\nhttps:\/\/youtu.be\/0trj6jCsm6E\r\n<h3><em>Seriously. . . Are we that old??!<\/em><\/h3>\r\nApparently, this beloved commercial is already a piece of history. . .\r\n\r\nThen, the assignment begins.\r\n\r\nIn pairs, students are asked to choose a specific empire\u2019s achievement (from a list curated by Mrs. M), research this achievement, and share their findings with the class in the form of a commercial, including whether or not this achievement is still used today.\r\n\r\nThe students have voice and choice in the genre they used to make this advertisement. For example, one pair of students chose to do a rap and interpretive dance combo.\r\n\r\n<strong>Yeah. . . It was pretty impressive.<\/strong>\r\n\r\nBefore students were allowed on their devices, however, they were first asked to organize and plan their project, including making a KWL chart to guide their learning.\r\n\r\nThen, and only then, were they allowed on their devices. Once they received approval from Mrs. M, they could get to work on creating their projects using the powerful tools of technology!\r\n\r\nWe'll file this one away under:\r\n\r\n<em><strong>Thoughtful use of technology.<\/strong><\/em>\r\n<h2>Why is this an awesome example of blended learning?<\/h2>\r\nEven though it might not initially strike you as an obvious example of blended learning, Mrs. M put a lot of strategic thought into how technology would be most useful in this lesson.\r\n\r\n<strong>She asked her students to use technology, but in a very specific way.<\/strong>\r\n\r\nRather than sending them blindly to Google, she curated a list of online resources for them.\r\n\r\nBefore even giving them access to their devices, she asked them to plan and organize their thoughts using an old-fashioned KWL chart.\r\n\r\nBy approaching the lesson this way, Mrs. M gave her students all the necessary tools they needed to complete their work successfully, all while allowing them to choose their own topic, partner and method of delivery.\r\n\r\nWith the appropriate scaffolds in place, the technology used became even more useful.\r\n\r\n<strong>The moral of the story?<\/strong>\r\n\r\nBlended learning isn't all about cramming technology into every part of every lesson possible.\r\n\r\nIt's about <a href=\"https:\/\/youtu.be\/OYFEDR2qlBc\">blending holistically<\/a>.\r\n\r\nhttps:\/\/youtu.be\/OYFEDR2qlBc\r\n\r\nAs our own Jeff Gerlach writes:\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/blog\/teachers-trump-tools\/\">Teachers trump tools every single time.<\/a>\r\n<h2>How can I use these strategies in my blended classroom?<\/h2>\r\nIf you're wondering how to emulate Mrs. M's blended strategy in your classroom, consider this:\r\n\r\nIt's all about planning \u2014 about considering how technology plays a role in your lesson and why.\r\n\r\nIf you need a little more guidance:\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/08\/Learning-Cycle-Planning-Document.pdf\" target=\"_blank\" rel=\"noopener\">Download our free Learning Cycle Planning Document<\/a>\r\n\r\nThis sheet will help you walk you through the basic, asking questions like:\r\n<ul>\r\n \t<li>What are your learning targets\/goals in this lesson?<\/li>\r\n \t<li>What instructional strategies, activities and assessments do you want to include?<\/li>\r\n \t<li>Which of these are best suited for a face-to-face environment?<\/li>\r\n \t<li>Which are best suited for a digital environment?<\/li>\r\n<\/ul>\r\nWe hope this sheet helps you create an awesome blended lesson like Mrs. M's!\r\n<h2>Interested in learning more about blended learning?<\/h2>\r\nOur team of professional learning specialists regularly travel around the state of Michigan to provide free or low-cost regional training in best practices in blended learning for educators.\r\n\r\n<strong>Check out our dates and locations to find blended learning training in your area, or request customized training and coaching!<\/strong>\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/professionals\/blended-learning\/\">Explore Our Blended Learning Training Options<\/a>",
            "title": "The Blended Files \u2014 \"As Seen on TV: Blended Learning's Greatest Achievements\"",
            "excerpt": "Welcome to The Blended Files, our super-secret project (shhhhhhh) where we visit the classrooms of Michigan teachers and share the strategic and thoughtful ways they\u2019re incorporating technology into their lesson plans. In our first case, we explore Mrs. M's 7th-grade social studies classroom.",
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            "path": "\/blog\/its-time-to-practice-what-we-preach-revolutionizing-professional-learning-pedagogy\/",
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            "content": "<p class=\"lead\" style=\"text-align: left\"><em><strong>Let me be perfectly clear: <\/strong>It's not me. It's you.<\/em><\/p>\r\n<em><strong>My old friend \u2014<\/strong><\/em>\r\n\r\nWhen I first started teaching, it was always you holding my hand and trying to help me grow stronger. You were there for my first conference, where I geeked out with other educators and left so inspired to take my pedagogy to the next level.\r\n\r\nYou were there when I hosted my training event for teachers at my school. You taught me your ways, and I did exactly as you said. I made a PowerPoint presentation, memorized each word, and even prepared a few questions to stimulate discussion at the end.\r\n\r\nSince the beginning, you've set my expectations for what professional development should be like.\r\n\r\nThis may be difficult to hear, but it's time for our relationship to end.\r\n\r\nThis just isn't working for me. I'm not getting enough out of it anymore.\r\n\r\n<strong>The hard truth is:<\/strong>\r\n\r\nYour methods don't work well for helping students master concepts, so why should I have any reason to believe that they work for me?\r\n\r\nI've learned enough about pedagogy to know what I need, and it's not getting lectured at for 30-minutes in a packed conference room.\r\n\r\nHonestly, you should know better.\u00a0You spend all this time lecturing at me about how to be a good teacher, but you don't even practice what you preach! When it comes to teaching\u00a0<em>me<\/em>, you operate on a different set of values.\r\n\r\nThe hypocrisy!\r\n\r\nBut we've had this argument before, haven't we? I've been pushing back for years, but still, you remain the same. Rather than rehashing this conversation, I'm moving forward with my life, without you.\r\n\r\nI'm holding myself and my fellow educators to a higher standard.\r\n\r\nIt's not easy.\r\n\r\nBut still, we owe it to ourselves and each other to demand better professional learning opportunities. As experts in the art of teaching, we should not settle for less when it comes to our own education.\r\n\r\nWe must practice what we preach.\r\n\r\nI wasn't going to mention this, but I suppose you should know:\r\n\r\nA new approach has stolen my heart.\r\n\r\nIt all started last year when I flew down to Texas to attend one of Heather Staker's\u00a0<a href=\"https:\/\/michiganvirtual.org\/learn\/bll-romulus\/\" target=\"_blank\" rel=\"noopener\">Blended Learning Live!<\/a>\u00a0events. What I experienced there changed my perspective on professional learning. That's when I first began to realize that your way is not the only way.\r\n\r\nYou see, even though Heather's an expert in blended learning, she recognizes that teachers are experts, too. They're experts in their schools, curricula and students. They know what's going on in their building better than she ever could.\r\n\r\nSo she leverages their expertise and empowers them. She offers them a common vocabulary, a toolkit, a few ideas and suggestions. But ultimately, she lets them go through the creative process of figuring out the logistics of how to implement this pedagogy in their classrooms.\r\n\r\n<strong>Here's what really astounded me:<\/strong>\r\n\r\nEven the attention and energy in the room felt different.\r\n\r\nRather than just consuming information, we each took on a role of active creation. All around the room, different groups were working together on creating solutions for their school district. While Heather served as a facilitator, everyone else in the class worked at their own pace, working in groups or on their own devices.\r\n\r\nThat's when I realized:\r\n\r\nThis is what a successful blended classroom looks like! This was part of the lesson!\r\n\r\nBy experiencing what it felt like to be a blended learning student, I gained deeper insight into how to craft this experience for my students.\r\n\r\nSometimes, the medium is the message.\r\n\r\nI guess it all goes back to that adage, \"Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime.\"\r\n\r\nBut instead it's something like this:\r\n\r\nGive someone a lecture on pedagogy, and you teach them for a day. Show someone what it feels like to experience this pedagogy as a student, and you teach them for a lifetime.\r\n\r\nSure, it's not quite as concise as the original proverb, but you get the point.\r\n\r\nAnyway, I'm not trying to make you feel jealous here. But now that\u00a0I know what it feels like to be engaged and empowered in my professional learning, I won't settle for less.\r\n\r\nI'm sorry, but we're over.\r\n\r\nNow, I have the wonderful opportunity as a professional learning coach at\u00a0<em>Michigan Virtual\u00a0<\/em>to host sessions of\u00a0<a href=\"https:\/\/michiganvirtual.org\/learn\/bll-romulus\/\" target=\"_blank\" rel=\"noopener\">Blended Learning Live!<\/a>\u00a0with my team. We do our best to live by Heather's philosophy and simulate the same energy and productivity for our classes.\r\n\r\nI've already seen some educators create some innovative solutions to problems that their school district faces every day. I've seen them revolutionize outdated systems to increase student success. I've seen them think outside the box and work together in incredibly powerful ways.\r\n\r\nIt humbles me every time. It makes all the effort and intentionality worthwhile.\r\n\r\nAnd that's why I can't go back.",
            "title": "An Open Letter to \"Sit and Get\" PD",
            "excerpt": "My old friend \u2014 When I first started teaching, it was always you holding my hand. You were there for my first conference. Since the beginning, you've set my expectations for what professional development should be like. This may be difficult to hear, but it's time for our relationship to end.\r\n",
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            "path": "\/blog\/the-challenge-of-thinking-outside-of-the-box-while-existing-inside-the-box\/",
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            "content": "In education as in other sectors, there exists this buzz phrase \u2013 \u201cthinking outside the box.\u201d While so commonly used, Highlander and its Fuse Architect partner schools have experienced that this phrase may not be as simple a concept as it sounds.\n\nFrom the start of the Fuse Architect program, Highlander and NMEF have challenged partner schools and their design teams to \u201cthink outside of the box\u201d in approaching their design challenges. Whether it is how one school approaches their student feedback system, another rethinks their 9<sup>th<\/sup>grade student experience, or others develop their new PTECH programs or maker spaces, Highlander has encouraged them to think beyond how they would typically create these experiences and truly identify and clarify the underlying problems they are trying to address.\n\nThrough immersion in the design thinking philosophy and with ongoing support from the Highlander team, Highlander envisioned that Fuse Architect partner schools would be ready with a complete plan to address their design challenges by June 2017 \u2013 the end of the first phase of the project. Yet following Design Day, progress back at the schools was slow going when trying to \u201cthink outside the box\u201d.\n\n<strong><u>Key questions emerge<\/u><\/strong>\n\nUnderlying this springtime planning, key philosophical questions surfaced as design teams set upon their task of developing their action plans to address their design challenges:\n<ol>\n \t<li>How can these school design teams picture what\u2019s outside the traditional school model box when teachers, students, and administrators are trained to exist within it?<\/li>\n \t<li>How can design teams envision, let alone enact, something that exists outside of what they may know?<\/li>\n \t<li>How can design team participants think outside of the box while they are so busy teaching and learning everyday within it?<\/li>\n<\/ol>\n<strong><u>Envisioning the world outside of the box is a key step in moving outside of it. \u00a0<\/u><\/strong>\n\nAs design teams have discovered, there are no easy answers to the questions above. Asking students to move to a mastery-based system and undo all of their years of how they operate at school is not an easy process. Asking teachers and administrators to push beyond how they may have been educated to incorporate student voice and authentic student participation in decision-making can seem time consuming, uncomfortable, or inefficient at times. Asking students, teachers, and administrators to build time to understand and address the core challenges their schools face is truly hard work, especially in the midst of an ongoing school year. Narrowing the scope of the need addressed by the design challenge so that it is manageable and on target is truly a challenge.\n\nBased on feedback from Highlander and the Fuse Architect schools after the first phase, thinking outside of the box takes time; however, it also takes dedicated planning and clear communication. It takes follow up in order to keep all parties engaged and empowered for the work they did during the fall and into this spring. While Highlander has encouraged thinking beyond the typical constraints of the traditional school system to develop a more student-centered, mastery-based, or personalized systems, the constraints of the teaching and learning systems in which the design challenges are addressed are real. Yet despite these challenges, thinking outside the box and envisioning a more student-centered experience is slowly taking shape in the schools. An example from Central Falls High School is shared below:\n\nCentral Falls High School Instructional Rounds\n\nThe Central Falls Flash Academy ninth grade team is working toward building strong instructional models in their classrooms in which students are engaged and have more choice over what and how they learn, as well as the pace at which they learn. In order to build investment and engagement, the team is working<em>individually<\/em>on specific indicators of the\u00a0<a href=\"https:\/\/drive.google.com\/file\/d\/0B-lblEP-39vQbVJ3bm9zaFhIRTQ\/view?usp=sharing\">personalized learning walkthrough tool<\/a>and\u00a0<em>collectively\u00a0<\/em>to align priorities and develop feedback loops for the team to support each other and for students to provide input and opportunities for improvement.\n\nOne such feedback mechanism is a system of instructional rounds the team established to observe one another\u2019s classrooms and make recommendations based on the presenting teacher\u2019s goals. The presenting teacher identifies their priority indicators from the walkthrough tool, then the Educational Strategy Specialist maps these indicators to potential \u201clook fors\u201d on a document such as the one<a href=\"https:\/\/docs.google.com\/document\/d\/1fKLczhDnvSC5pMKn1H9gqqnNf5_VMwL3kwWbRo50e_Q\/edit?usp=sharing\">\u00a0linked here.<\/a>\u00a0Each member of the team takes low-inference notes that are specific and non-judgmental. Then, during the team meeting at the end of the day, the team transfers their notes to post-its, organizes them into patterns, articulates pattern statements, and makes recommendations for the presenting teacher.\n\nStudents also have the opportunity to provide open-ended feedback on the prioritized indicators through a google form based on their own observations (<a href=\"https:\/\/goo.gl\/forms\/UsldlEb2AW3lYwF52\">example here<\/a>). In addition, small groups of students are invited to the last portion of the team debrief at the end of the day to share thoughts and opportunities for continuous improvement.\n\n<em>To learn more about the Fuse Architect project, updates, and partnerships, see\u00a0<a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\" target=\"_blank\" rel=\"noopener noreferrer\">all blogs<\/a>\u00a0in this series!<\/em>",
            "title": "The challenge of \u201cthinking outside of the box\u201d while existing inside the box",
            "excerpt": "In education as in other sectors, there exists this buzz phrase \u2013 \u201cthinking outside the box.\u201d While so commonly used, Highlander and its Fuse Architect partner schools have experienced that this phrase may not be as simple a concept as it sounds. From the start of the Fuse Architect program, Highlander and NMEF have challenged...",
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            "path": "\/blog\/virtual-viewpoints-podcast-emily-zilly-and-students-rogers-high-school\/",
            "author_id": 54,
            "timestamp": 1530849600,
            "content": "https:\/\/soundcloud.com\/mvlri\/episode-5-emily-zilly-and-students-rogers-high-school\n\n&nbsp;\n\nThis episode is the fifth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student centered learning. In this episode, we\u2019re excited to talk with Emily Zilly, science teacher at Rodgers High School in Newport, Rhode Island, and four of her students who are participating in some student-centered learning models. We also talk about their work for the upcoming science fair, an example of a project-based, student-directed learning experience benefitting from the Fuse Architect influence.",
            "title": "Virtual Viewpoints Podcast: Emily Zilly and Students, Rogers High School",
            "excerpt": "&nbsp; This episode is the fifth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student centered learning. In this episode, we\u2019re excited to talk with Emily Zilly, science teacher at...",
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            "content": "The only high school in Woonsocket, Rhode Island, Woonsocket High School is led by principal Carnell Henderson with a school mission to \u201cdo what is in the best interests of this community\u2019s students so they are provided opportunities to develop 21st century skills and competencies in order to meet life\u2019s challenges with confidence.\u201d One of the core values of the Woonsocket Education Department is having high expectations for students to achieve their potential to become self-reliant learners and productive responsible citizens while understanding that students reach this goal at different rates and in different ways.\n<h4>Woonsocket Demographics<\/h4>\n<table>\n<tbody>\n<tr>\n<td># of students<\/td>\n<td>% of Free and Reduced Lunch<\/td>\n<td>% of English as a Second Language<\/td>\n<td>% of Special Education Services<\/td>\n<\/tr>\n<tr>\n<td>1400<\/td>\n<td>64%<\/td>\n<td>9%<\/td>\n<td>21%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nWoonsocket\u2019s overarching goal is to improve educator and system capacity to provide personalized experiences for every learner. By investing in teacher effectiveness, the team at Woonsocket believes student learning will improve. The school strives to provide teachers with high quality and meaningful professional learning to support classroom instruction. The partnership with Fuse Architect will enhance what Woonsocket High School has already been doing and continue to develop equitable student-centered learning practices that promote student voice and agency in order to increase academic performance.\n\nRecently, Woonsocket was awarded the\u00a0<a href=\"http:\/\/commerceri.com\/ptech\/\" target=\"_blank\" rel=\"noopener noreferrer\">P-TECH<\/a>, or Pathways in Technology Early College High School, grant to start up its P-TECH Program. According to its website, Rhode Island\u2019s P-TECH initiative forges long-term partnerships between high schools, colleges, industry associations, and businesses to provide students with the education and skills they need to succeed and employers with a pipeline to the workforce of the future. Students enrolled in P-TECH programs take college-level courses while in high school, benefit from internships and mentoring, and graduate with a high school diploma and an industry-approved associate degree. Grantee schools are public schools that bring together the best elements of high school, college, and career. Each P-TECH school has an industry partner as well as a college partner.\n\nThe P-TECH program will be part of Woonsocket Area Career and Technical Center, and a student-centered learning program will be created as the focus of their Fuse Architect project. The Woonsocket team\u2019s charge is to use P-TECH to develop a new model for students to earn college credits in high school and complete their associate degree in Computer Science. The P-TECH program is using Summit Learning for academic work and community partnerships are currently being built with the CVS corporation and the Community Care Alliance.\n\nAt the time of their application, the Woonsocket team\u2019s expectation was to develop equitable student-centered learning practices that promote student voice and agency at the high school level. The partnership with Fuse Architect in developing the P-TECH program would enhance what the Woonsocket High School has already been doing to develop equitable student-centered learning practices that promote student voice and agency in order to increase academic performance.\n\nAt the conclusion of Phase 1 the Fuse Architect team had created partnerships with New England Basecamp to provide their students with expeditions related to computer science and to develop a sense of community. They also partnered with SteamBox RI to provide quarterly workshops for students that will push their ability to build on the computer science skills they are developing in the program. In the classroom the Fuse Architect teachers are eager to create a 9th grade experience that balances high academic expectations with the need to address the social supports that go along with the transition to high school. By the end of the year they hope students will have developed strong relationships with their industry partners, become self directed learners and are expressing excitement around their academic and career goals.\n\n<i>To learn more about the Fuse Architect project, updates, and partnerships, see\u00a0<\/i><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\" target=\"_blank\" rel=\"noopener noreferrer\"><i>all blogs<\/i><\/a><i>\u00a0in this series!<\/i>",
            "title": "Introducing the Fuse Architect Schools \u2013 Woonsocket High School and the Woonsocket Area Career and Technical Center",
            "excerpt": "The only high school in Woonsocket, Rhode Island, Woonsocket High School is led by principal Carnell Henderson with a school mission to \u201cdo what is in the best interests of this community\u2019s students so they are provided opportunities to develop 21st century skills and competencies in order to meet life\u2019s challenges with confidence.\u201d One of...",
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            "path": "\/research\/publications\/exploring-preparation-and-support-for-k-12-online-teachers\/",
            "author_id": 54,
            "timestamp": 1529640000,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\nA recent nationwide study revealed that very few teacher education programs are preparing K-12 online teachers for success in the online learning environment (Archambault et al., 2016), which leaves virtual schools with the need to provide their own preparation and support for new online instructors. To paint a picture of K-12 online teacher preparation and support, this case study examined ways in which eight virtual K-12 teachers were prepared and supported for their roles. Findings revealed commonalities in the expectations for and challenges facing K-12 online teachers and the types of professional learning opportunities and support available to K-12 online teachers. This report offers recommendations to help virtual schools and K-12 districts strengthen professional learning and support for K-12 online teachers.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/LintonFinal.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5>Written By:<\/h5>\nJayme Linton, Lenoir-Rhyne University\n<h5>What We Already Know About This Topic:<\/h5>\n<ul>\n \t<li>K-12 online teachers need coursework and field experiences to help them develop competencies for effective online instruction.<\/li>\n \t<li>Teacher education programs are not equipping K-12 teachers for quality online course design and instruction.<\/li>\n \t<li>Professional learning communities can reduce the isolation experienced by K-12 online teachers.<\/li>\n<\/ul>\n<h5>What This Report Adds:<\/h5>\n<ul>\n \t<li>Teachers who were new to online teaching participated in new online teacher professional development programs provided by their virtual schools and K-12 districts, but the duration and intensity of these programs varied greatly. New online teacher professional development programs ranged from 18 hours to a semester-long experience.<\/li>\n \t<li>K-12 online teachers perceived that support for quality online teaching was provided primarily by their peers via professional learning communities, mentoring, and other support systems.<\/li>\n \t<li>Virtual schools held high standards for communication, course design, grading, and feedback and often modeled those expectations through professional development opportunities. New online teacher professional development and other processes were leveraged to train and support online teachers with these expectations; however, some online teachers noted that schools and districts failed to follow their own guidelines for effective communication and feedback.<\/li>\n<\/ul>\n<h5>Implications for Practice and\/or Policy:<\/h5>\n<ul>\n \t<li>Virtual schools and public school districts should create or use an online community to provide an extra layer of support for K-12 online teachers to include synchronous messaging and resource sharing. Instant access to peers and their ideas was highly valued by participants.<\/li>\n \t<li>Professional learning opportunities should prioritize peer learning experiences such as mentoring and professional learning communities to provide real-time, ongoing support for K-12 online teachers. A professional learning community model and mentoring system can serve to complement one another to provide ongoing support for online teachers.<\/li>\n \t<li>New online teacher professional development should be followed by ongoing, just-in-time offerings to continue building competencies for quality online teaching and to ensure consistency and quality of course delivery. A one-shot workshop or even a semester-long course is not sufficient to fully prepare new online teachers to experience success.<\/li>\n<\/ul>",
            "title": "Exploring Preparation and Support for K-12 Online Teachers",
            "excerpt": "A recent nationwide study revealed that very few teacher education programs are preparing K-12 online teachers for success in the online learning environment (Archambault et al., 2016), which leaves virtual schools with the need to provide their own preparation and support for new online instructors. To paint a picture of K-12 online teacher preparation and support, this case study examined ways in which eight virtual K-12 teachers were prepared and supported for their roles. Findings revealed commonalities in the expectations for and challenges facing K-12 online teachers and the types of professional learning opportunities and support available to K-12 online teachers. This report offers recommendations to help virtual schools and K-12 districts strengthen professional learning and support for K-12 online teachers.",
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            "path": "\/blog\/virtual-viewpoints-podcast-paula-dillon-barrington-public-schools\/",
            "author_id": 54,
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            "content": "https:\/\/soundcloud.com\/mvlri\/episode-3-paula-dillon-barrington-public-schools\n\nThis episode is the third in our series documenting the Integrated Learning Systems project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student centered learning. In this episode, we\u2019re talking with Paula Dillon, the Assistant Superintendent of Barrington Public Schools in Barrington, Rhode Island. Paula talks with us about some of the challenges and opportunities that her staff and students have faced while implementing their iCreate lab, specially carved out space for students to pursue individualized learning and creation.",
            "title": "Virtual Viewpoints Podcast: Paula Dillon, Barrington Public Schools",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/episode-3-paula-dillon-barrington-public-schools This episode is the third in our series documenting the Integrated Learning Systems project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student centered learning. In this episode, we\u2019re talking with Paula Dillon, the Assistant Superintendent of...",
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            "id": 28565,
            "path": "\/blog\/the-learning-sciences-and-personalized-competency-based-learning-thoughts-from-the-frontier-of-research-practice-partnerships-in-virtual-learning\/",
            "author_id": 54,
            "timestamp": 1529640000,
            "content": "This past January, <a href=\"https:\/\/www.inacol.org\">iNACOL<\/a> released the report <a href=\"https:\/\/www.inacol.org\/resource\/current-future-state-issues-action-steps-state-policy-support-personalized-competency-based-learning\/\">Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning<\/a>. Among its key recommendations for achieving transformational change in K-12 education systems is this one:\n\nLearning models should be rooted in research about how students learn best (the learning sciences), with any redesign putting student success at the center (p. 3).\n\nFor many policymakers and educators, the term \u201cthe learning sciences\u201d may be unfamiliar. This is not surprising since the field is a fairly new one, having emerged during the 1990s. Although much of my career has been spent working as a learning scientist, I sometimes wish there were a better name for the job, because I have found that \u201clearning scientist\u201d is often misunderstood as \u201csomeone who is learning to be a scientist.\u201d\u00a0 However, by this point, I believe the name has stuck, and it is up to those of us who identify with this field to work harder at explaining what it is and what learning scientists can contribute toward efforts that seek to create and implement models of personalized, competency-based learning.\n\nThe best authority for defining \u201cthe learning sciences\u201d is likely the <a href=\"https:\/\/www.isls.org\/\">International Society of Learning Sciences (ISLS)<\/a>, founded in 2002. Their website states:\n\n<strong>The International Society of the Learning Sciences<\/strong> is a professional society dedicated to the interdisciplinary empirical investigation of learning as it exists in real-world settings and to how learning may be facilitated both with and without technology.\n\n<strong>The society is widely interdisciplinary<\/strong> and includes members from cognitive science, educational psychology, computer science, anthropology, sociology, information sciences, neurosciences, education, design studies, instructional design, and other fields.\n\nIn other words, a learning scientist\u2019s area of interest includes, but is broader than, learning that happens in school. I think I am not the only learning scientist to have concluded that the more we learn from research on how people learn in general, the more we see aspects of our current K-12 educational system that are often in conflict with how people learn best\u2026 if \u201cbest\u201d is defined as motivated and active learning, resulting in high levels of skills and knowledge that are retained over time.\n\nThis does not mean that learning scientists think they have all the answers for education policymakers, teachers, and instructional designers. The learning scientists I know are keenly interested in joining forces with those who work in schools, with the goal of collaboratively developing new educational innovations that are consistent with learning sciences theory and data, but are also informed by experts in the real-world practice of schooling.\n\nThis is the same type of collaborative approach between researchers and practitioners promoted by the research alliances and partnerships of the federally-funded <a href=\"https:\/\/ies.ed.gov\/ncee\/edlabs\/\">Regional Educational Laboratories<\/a>. One of the partnerships that I manage for the <a href=\"https:\/\/ies.ed.gov\/ncee\/edlabs\/regions\/southeast\/\">Regional Educational Lab Southeast<\/a> is the <a href=\"https:\/\/ies.ed.gov\/ncee\/edlabs\/regions\/southeast\/VirtualSC_Partnership_on_Student_Success_in_Online_Learning.asp\">VirtualSC Partnership for Student Success in Online Learning<\/a>. <a href=\"https:\/\/virtualsc.org\/\">VirtualSC<\/a> is South Carolina\u2019s supplemental, state-sponsored virtual school for students in grades 6-12. South Carolina has adopted a statewide <a href=\"https:\/\/ed.sc.gov\/instruction\/personalized-learning\/personalized-learning\/personalized-learning-framework\/\">Personalized Learning Framework<\/a>, and VirtualSC, led by Director Bradley Mitchell, is exploring possibilities for redesigning its program to include more aspects of personalized, competency-based learning. In supporting our partners at VirtualSC, we were asked recently to answer the question, \u201cWhat does research have to say about personalized learning?\u201d\n\nReports in the media, such as <em>Education Week<\/em>, about research on personalized learning tend to focus on recent efforts to gather data from schools that are explicitly engaged in personalized learning initiatives. However, another way to approach questions about research support for personalized learning is to ask, \u201cAre the elements of personalized, competency-based learning frameworks, such as the one that South Carolina has adopted, consistent with what researchers have discovered from the field of the learning sciences?\u00a0 Are these frameworks supported by research on how people learn best, whether in or outside of school?\u201d\n\nThese are massive questions to tackle, because even though the learning sciences has been officially deemed a field for only 20 to 30 years, it was born out of decades of prior research on how people learn, especially research conducted by cognitive psychologists. However, it is precisely these types of questions that learning scientists need to tackle, if we are to inform states\u2019 efforts in personalized, competency-based learning. My answer to these questions, which I was recently asked to provide in a 20-minute presentation to VirtualSC staff, is described below; but it is not the only or definitive answer. I hope this blog post might start a conversation about how other learning scientists might answer questions about research on personalized, competency-based learning with the brief answers that policymakers need, as well as with more detailed, long-term answers that can guide innovative educational practitioners, such as our partners at VirtualSC. I would also love to hear from other policymakers and educators about how research from the field of the learning sciences could support your work.\n<h4>The How People Learn Framework and Personalized, Competency-Based Learning<\/h4>\nBeginning in the 1970s, there was tremendous growth in research on how people learn. By the end of the century, the National Academy of Sciences (NAS) wanted to know what all that research had shown us. At the request of the NAS, a highly respected learning scientist named John Bransford led a group of other learning scientists in coming up with a way to summarize that research, particularly the body of research from the previous 30 years. Their work culminated in a book, which is available free, online:\n\n<a href=\"https:\/\/www.nap.edu\/catalog\/9853\/how-people-learn-brain-mind-experience-and-school-expanded-edition\">National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: The National Academies Press.<\/a>\n\nThe book has been cited over 22,000 times by subsequent researchers. One of its key summary statements is below:\n\n\u201c[R]esearch on learning does not provide a recipe for designing effective learning environments, but it does support the value of asking certain kinds of questions about the design of learning environments \u2026 the degree to which they are student centered, knowledge centered, assessment centered, and community centered.\u201d (p. 153)\n\nIn other words, we have evidence from research that is compelling enough that a large group of scientists agreed on four important things, and here (adapted) is the way they visually represented those elements:\n\n<img class=\"aligncenter size-full wp-image-1650\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/community.jpg\" alt=\"Venn diagram of Community centered learning. Learner Centered, Knowledge Centered, and Assessment Centered intersecting inside of Community\" width=\"458\" height=\"311\" \/>\n\nThis is known as the How People Learn Framework. Notably, the terms in that framework look different than the terms on the SC Personalized Learning Framework:\n\n<img class=\"aligncenter size-full wp-image-1651\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/south-carolina-graduate-profile.jpg\" alt=\"Profile of the South Carolina Graduate with three different paths. Learning Pathways, Flexible Learning Environments, Learner Profiles\" width=\"708\" height=\"445\" \/>\n\nDo the personalized learning elements on this framework map onto the elements from the How People Learn Framework?\u00a0 This is an important question, <strong>because if they do, we should feel more confident that the elements of personalized learning are also supported by decades of research evidence as agreed-upon by learning scientists. <\/strong>\n\nLet\u2019s take a quick look at how each of the How People Learn elements is defined, starting with learner-centered environments. <strong>Learner-centered environments<\/strong> \u201cpay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring to the educational setting\u201d (p. 133).\n\nThat seems fairly straightforward, so let\u2019s move on.\n\n<strong>Knowledge-centered environments<\/strong> focus on learning in ways that lead to understanding and subsequent transfer.\n\nThis could use a little clarification. The term \u201ctransfer,\u201d to a learning scientist, means the ability to use the knowledge you learn in one situation and apply it to another situation. This requires deeply understanding what you have learned. One example where this happens most often is in project-based learning environments where students spend a lot of time on a topic, acquiring knowledge and deeply understanding it. When learning environments are not knowledge centered\u2014that is, when they have too many disconnected facts\u2014 then learners focus on memorizing things without really understanding them. Learners usually can\u2019t use this knowledge in another situation because they don\u2019t really understand it. Their knowledge does not transfer.\n\nThere are at least two other important things to consider about knowledge-centered environments. First, you can\u2019t expect everyone to deeply learn everything. There\u2019s not enough time for that. So, as an example, some knowledge-centered environments advocate designing \u201cjigsaw\u201d lessons around a topic, such as sea animals, so that different children read different things or do different activities to become experts on a different animal. Then children come together, like pieces of a jigsaw puzzle, to share what they have learned. Ideally, children become experts in something that they choose and are personally interested in.\n\nSecond, a knowledge-centered approach intersects with a learner-centered approach. Teachers need to know about the knowledge each learner has at the start of learning, to help each learner understand new knowledge. For example, if a teacher is aware that an incoming chemistry student does not understand percentages, then that teacher is more likely to help the student understand the new knowledge of chemistry by first helping the student understand percentages. Another student who already understands percentages won\u2019t need the same type of support.\n\n<strong>Assessment-centered environments<\/strong> ensure that assessments \u201cprovide opportunities for feedback and revision and that what is assessed must be congruent with one\u2019s learning goals\u201d (pp. 139-140).\n\nIn assessment-centered environments, assessment is not just assessment-of-learning but assessment-for-learning. Assessment is part of the learning process, not just something that happens at the end for a grade.\n\nFinally, <strong>community-centered environments<\/strong> consider \u201cthe classroom as a community, the school as a community, and the degree to which students, teachers, and administrators feel connected to the larger community of homes, businesses, states, the nation, and even the world\u201d (pp. 144-145). Learning is designed to extend beyond the classroom walls.\n\nThat was an extremely quick overview of the How People Learn framework, but I hope it\u2019s enough to begin convincing you that there is a highly consistent match between these components and the components of most personalized learning frameworks, even though we use different terms for them. Below is one way to make that mapping to the South Carolina framework:\n\n<img class=\"aligncenter size-full wp-image-1655\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/south-carolina-graduate-profile-community.jpg\" alt=\"Diagram that shows the relationship between community and flexible learning environments, the relationship between knowledge centered and learning pathways, the relationship between learner centered and learner profiles and the relationship between assessment centered and learning pathways\" width=\"783\" height=\"354\" \/>\n\nPersonalized learning environments are <strong>learner-centered, <\/strong>and to create personalized, learner-centered environments at scale, you need <strong>learner profiles<\/strong>.\n\nPersonalized learning environments can become more <strong>knowledge centered<\/strong> when they allow different students to study deeply in different areas, using different <strong>learning pathways<\/strong> through a course. They can also become more <strong>assessment centered<\/strong> by designing different <strong>learning pathways<\/strong> depending on the support that each student needs, which becomes revealed through frequent, formative assessment throughout the course until every student can show that he or she has mastered the material.\n\nPersonalized learning environments also <strong>flexibly connect to the community<\/strong> outside the classroom walls. Within the classroom, students have <strong>flexible roles<\/strong>, just like a real community.\n<h4>Closing Thoughts<\/h4>\nTo make personalized learning work, you also need <strong>student ownership<\/strong>. There is a wealth of research in the learning sciences on motivation and engagement related to student ownership. That body of research was too large to describe for my 20-minute talk and is also beyond the limits of this blog post. For our next steps in working with VirtualSC, we may further explore some of the areas of research related to student ownership.\n\nI closed my presentation to VirtualSC staff with a favorite quote by <a href=\"https:\/\/www.presidency.ucsb.edu\/node\/270557\">Theodore Roosevelt<\/a>: \u201cFar and away the best prize that life has to offer is the chance to work hard at work worth doing.\u201d\n\nI\u2019ll close this blog post with the following questions:\u00a0 Do you believe research supports the claim that building models of personalized, competency-based learning environments is work worth doing?\u00a0 Why?\u00a0 What other research\u2014past or future\u2014do we need to fully answer this question?\u00a0 How can we best use research and researchers as part of the nation\u2019s collaborative efforts toward implementing and evaluating personalized, competency-based learning in brick-and-mortar and virtual classrooms?\n\nI would love to hear your thoughts!",
            "title": "The Learning Sciences and Personalized, Competency-Based Learning: Thoughts from the Frontier of Research-Practice Partnerships in Virtual Learning",
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            "id": 19180,
            "path": "\/blog\/how-does-online-learning-really-work\/",
            "author_id": 32,
            "timestamp": 1529629915,
            "content": "When it comes to online learning, most people have a lot of questions, like:\r\n<ul>\r\n \t<li>What\u00a0<em>is\u00a0<\/em>online learning?<\/li>\r\n \t<li>Is there a teacher?<\/li>\r\n \t<li>Is online learning as effective as face-to-face learning?<\/li>\r\n \t<li>How do you help keep students on task in their coursework?<\/li>\r\n \t<li>How do I know if online learning is a good fit for my student\/child?<\/li>\r\n<\/ul>\r\nThese are fair questions, and the answers are, of course, complicated.\r\n\r\nOnline learning can be super helpful for\u00a0<em>some\u00a0<\/em>individuals in\u00a0<em>some\u00a0<\/em>contexts while not being helpful for others. The truth of the matter is that not all online learning is created equal. The success of the student depends both on the individual's situation and motivations, as well as the quality of the online learning program.\r\n\r\nIf you're interested in learning more, check out\u00a0<a href=\"https:\/\/michiganvirtual.org\/blog\/how-effective-is-online-learning-in-michigan\/\" target=\"_blank\" rel=\"noopener\">the findings from our research institute's large-scale study<\/a>\u00a0on the effectiveness of Michigan's online learning during the 2016-17 school year.\r\n\r\nHere are some of the advantages of online learning for students:\r\n<ul>\r\n \t<li>Flexibility in scheduling<\/li>\r\n \t<li>Access to a wider range of courses<\/li>\r\n \t<li>Anytime, anywhere access to class content<\/li>\r\n \t<li>Personalized instruction and feedback<\/li>\r\n<\/ul>\r\nFor instructors, one of the most significant benefits of switching from a face-to-face classroom to an online one is:\r\n\r\nBecause students complete lessons and assignments at their own pace, instructors have the privilege of spending the majority of their time interacting with students, answering questions, providing feedback, differentiating instruction and building relationships.\r\n\r\nFor many, this one-on-one time is liberating. It reminds them of why they fell in love with teaching in the first place.\r\n\r\nIn celebration of our 20th anniversary, we hosted\u00a0four panel discussions\u00a0on\u00a0<a href=\"https:\/\/www.mitchalbom.com\/radio\/\" target=\"_blank\" rel=\"noopener\">Mitch Albom's radio show<\/a>\u00a0on\u00a0<a href=\"http:\/\/www.wjr.com\/\" target=\"_blank\" rel=\"noopener\">WJR 760<\/a>. In this segment,\u00a0Mitch Albom explores the day-to-day realities of virtual education in depth with a panel of our online teachers and students, including:\r\n<ul>\r\n \t<li><strong>William Springer<\/strong>\u00a0- Online World Language Instructor at\u00a0<a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener\"><em>Michigan Virtual<\/em><\/a><\/li>\r\n \t<li><strong>Lillian Brumm<\/strong>\u00a0- Student at\u00a0<a href=\"https:\/\/www.gladwinschools.net\/\" target=\"_blank\" rel=\"noopener\">Gladwin High School<\/a><\/li>\r\n \t<li><strong>Jaclyn Hartman<\/strong>\u00a0-\u00a0Online Mathematics Instructor at\u00a0<a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener\"><em>Michigan Virtual<\/em><\/a><\/li>\r\n \t<li><strong>Brian Gross<\/strong>\u00a0- Graduating Student from\u00a0<a href=\"https:\/\/www.lansingcatholic.org\/\" target=\"_blank\" rel=\"noopener\">Lansing Catholic High School<\/a><\/li>\r\n<\/ul>\r\nWatch the 8-minute video below or read the abridged transcript to learn more about how online learning really works.\r\n\r\nhttps:\/\/youtu.be\/k2PISYcwa74\r\n\r\nWant to hear more from Mitch's conversation with Michigan educators and students? Check out his other panel discussions on\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/why-are-michigans-literacy-rates-so-low\" target=\"_blank\" rel=\"noopener\">our state's literacy crisis<\/a>,\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/whats-getting-in-the-way\" target=\"_blank\" rel=\"noopener\">what factors have historically impeded progress in Michigan education<\/a>\u00a0and\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/the-students-of-today-and-tomorrow\" target=\"_blank\" rel=\"noopener\">how methods of delivery in instruction have changed dramatically to meet the needs of today's students<\/a>.\r\n\r\n<hr \/>\r\n\r\n<strong>ABRIDGED TRANSCRIPT<\/strong>\r\n\r\n<strong>Mitch Albom (MA):\u00a0<em>Our final segment here on education is going to deal with online learning and the benefits and challenges of learning online. We have four new panelists to join us, although several of them are still in high school. . .\u00a0 First of all, let's not assume that our listeners even understand what online learning is, for the older ones of them. Maybe William, could you just explain quickly: How does online learning actually work?\u00a0<\/em><\/strong>\r\n\r\n<strong>William Springer (WS):\u00a0<\/strong>Sure. People ask me that all the time. They're like, \"Oh, are you on Skype? Or are you video lecturing?\" It's not like that at all. Basically, class is running 24\/7. The content's there. Likely, people in Renee's class are online working right now as we're on the radio. All the lessons, activities, homework, all that is online. It could be video format, reading, activities that they\u00a0can do any time, any place. They submit assignments or ask questions that come to me, whenever I'm ready to grade that the next day or when I'm online and I give feedback or answer their questions that way. There's a lot of interaction between student and teacher, but \u2014\r\n\r\n<strong>MA:\u00a0<em>But it's not simultaneous.\u00a0<\/em><\/strong>\r\n\r\n<strong>WS:\u00a0<\/strong>Not necessarily. Though there sometimes are elements of that, but it doesn't have to be.\r\n\r\n<strong>MA:\u00a0<em>Let me ask the young people here. You obviously are in school, so you're going to what we call \"traditional\" classes, but you're also supplementing it with online learning. To you, what are the advantages or what do you enjoy about the online element that you're not able to get in a traditional environment?\u00a0<\/em><\/strong>\r\n\r\n<strong>Renee Brumm<\/strong>\u00a0(RB)<strong>:\u00a0<\/strong>For me, it would definitely\u00a0be the convenience. Because like he said, I could pull it up anywhere, in the car, wherever I want. It makes it much more convenient and easier to access.\r\n\r\n<strong>MA:\u00a0<em>How about you, Brian?\u00a0<\/em><\/strong>\r\n\r\n<strong>Brian Gross (BG):\u00a0<\/strong>For me personally, it's the pacing. Because I can either go try to get everything done, or I can really go in depth and make sure I fully understand every little detail.\r\n\r\n<strong>MA:\u00a0<em>And are you able to concentrate when it is broken up that way? That's something I always wondered as someone who didn't grow up with this kind of system. We went traditionally, okay, you start your hour of math, and for the next hour, you're just going to be on math. We didn't have the opportunist\u00a0to do ten minutes of math, and then take a phone call. Then do twenty more minutes of math. Then, come back at night to the back of the car, as you said. How are you able to keep the consistency of learning going with that?\u00a0<\/em><\/strong>\r\n\r\n<strong>RB:\u00a0<\/strong>Well, it's definitely\u00a0a self-motivation thing. If you're a slacker, then definitely\u00a0do not aim for online learning. It will not work out well, especially\u00a0when the end date\u00a0comes up, and you have two assignments done.\r\n\r\n<strong>MA:\u00a0<em>So self-motivation is a big part of it, you think, Brian?\u00a0<\/em><\/strong>\r\n\r\n<strong>BG:\u00a0<\/strong>Yeah, yeah. I think all of it comes from self-motivation. Because it's very easy to think, \"Oh, it's five weeks away. I don't have to do it.\"\r\n\r\n<strong>MA:\u00a0<em>And you don't have a teacher constantly saying, \"Come on, come on, come on, come on, come on.\" Although, I will say that what you are describing is college. I mean, that's what you find out when you go to college. The professors aren't calling you at home and saying, \"Did you do your homework tonight?\" If you're not ready when the final comes, you fail. That's it. It's up to you to grow up and do it. So, in many ways, it's good training\u00a0for that.\u00a0<\/em><\/strong>\r\n\r\n<em><strong>Jaclyn, what are some enhancements that are offered because of online learning that you don't necessarily\u00a0get in a traditional environment?\u00a0<\/strong><\/em>\r\n\r\n<strong>Jaclyn Hartman (JH):\u00a0<\/strong>When I'm teaching online, I really connect with each student, individually, one at a time. When I was in the face-to-face classroom, I would have 32 students at once. For me to give\u00a0each\u00a0student individual attention during the one hour that I had them, they would get less than two minutes of my time a day. When I teach online, I can take time and really think about what that student needs from me and take the time to find it and grow it and get it off to that student. I have the thought time to do it. I have the intentionality time to do it. I can focus on just one student at a time, and that's a gift\u00a0that\u00a0we can't get in the traditional classroom.\r\n\r\n<strong>MA:\u00a0<em>And not to state the obvious, but, I mean, discipline issues and noise and all the rest of it, William and Jaclyn, that disappears with online learning, right? The one-on-one thing? You're just dealing with the work.<\/em><\/strong>\r\n\r\n<strong>WS:\u00a0<\/strong>You don't have fire drills. You don't have snow days. Although, sometimes we miss that a little bit. But it is focused on the learning. It's focused on the relationship one-on-one with students, which is awesome.\r\n\r\n<strong>MA:\u00a0<em>And is most of the online enrollment for kids who are really motivated to enhance their education, or kids who need some more rudimentary help in getting caught up? What's the state of online learning here in Michigan?\u00a0<\/em><\/strong>\r\n\r\n<strong>JH:\u00a0<\/strong>I would say it's everything. I have students who are running the entire gamut. I have one student in particular that shared with me that science wasn't a strong suit but really wanted to learn. So, we really took some intentional time to build some skills at the beginning of the semester. I'm really happy to report that this student is really grasping science and really flourishing and feels proud of the work that's been accomplished and how much has been learned. I have that. I have students who are in AP because they have exhausted their school's curriculum, and the school would like to offer them more but doesn't have the personnel or the funding to do it. So, they get to take an online class through\u00a0<em>Michigan Virtual<\/em>, and so we're meeting those needs and that desire to learn. We really run across the gamut, and I wouldn't say it's leaning more one way than another in the state of Michigan.\r\n\r\n<strong>MA:<\/strong>\u00a0<em><strong>Well, I know that\u00a0<\/strong><\/em><strong>Michigan Virtual<\/strong>\u00a0<em><strong>offers a lot of AP classes, and they offer languages. I was knocked out by at least 200 plus classes or whatever\u00a0that they offer. We've had a chance to see some of the by-products of that in the young people, as well. Congratulations to all of you in what you're doing. It's\u00a0<a href=\"https:\/\/michiganvirtual.org\/\">michiganvirtual.org<\/a>, if I remember correctly. Is that right? Am I accurate? This much I remember. Okay. I don't remember much, but I remember that. Thank you all for joining us on this. We appreciate it. William, Renee, Jaclyn and Bryan. Good luck to all of you, young people.\u00a0<\/strong><\/em>",
            "title": "How Does Online Learning Really Work?: A Conversation with Mitch Albom",
            "excerpt": "In celebration of our 20th anniversary, we hosted four panel discussions on Mitch Albom's radio show on WJR 760. In this segment, Mitch Albom explores the day-to-day realities of virtual education in depth with a panel of our online teachers and students.",
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            "path": "\/blog\/the-students-of-today-and-tomorrow\/",
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            "timestamp": 1529629536,
            "content": "Here's something that probably won't surprise you: The students of today have different learning needs than the students of yesterday.\r\n\r\nFollowing this logic, it stands to reason that the students of tomorrow will also have their own distinct learning needs, some of which we cannot even anticipate yet.\r\n\r\nSociety and student needs have changed. The current generation has grown up with technology and instant access to goods, services and information. As a result, they think differently and learn differently.\u00a0They demand access to education in the same way.\r\n\r\nThat's what's so tricky about designing a successful education system:\u00a0It constantly needs to adapt to the changing needs of students and the ever-evolving capacities of educational technology.\r\n\r\nMany educators, however, are still resistant to the notion of a technological classroom.\u00a0We find ourselves \u2014 as an educational culture \u2014 between a rock and a hard place,\u00a0perpetually oscillating between the stark realization that our current methods are not working and the\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/change-the-monster-lurking-under-your-blended-learning-bed\" target=\"_blank\" rel=\"noopener\">paralyzing fear of change<\/a>.\r\n\r\nBut change doesn't always have to be scary.\r\n\r\nAs\u00a0<a href=\"https:\/\/www.detroitnews.com\/story\/opinion\/2018\/03\/29\/michigan-education-innovation\/33365391\/\" target=\"_blank\" rel=\"noopener\">Kevin Miller \u2014 superintendent of St. Clair County RESA \u2014 explains<\/a>, \"Innovation doesn\u2019t always mean creating something new. It can often mean building on something that already exists or finding efficiencies to make something better.\"\r\n\r\nFor example, one way we're trying to create positive change is by using\u00a0<a href=\"https:\/\/michiganvirtual.org\/professionals\/collaborative\/\" target=\"_blank\" rel=\"noopener\">county-wide collaborations<\/a>\u00a0to reduce the cost of delivering online experiences and empower local educators to serve their student's online learning needs.\r\n\r\nIn celebration of our 20th anniversary, we hosted\u00a0four panel discussions\u00a0on\u00a0<a href=\"https:\/\/www.mitchalbom.com\/radio\/\" target=\"_blank\" rel=\"noopener\">Mitch Albom's radio show<\/a>\u00a0on\u00a0<a href=\"http:\/\/www.wjr.com\/\" target=\"_blank\" rel=\"noopener\">WJR 760<\/a>. In this segment,\u00a0Mitch Albom explores the evolving needs of today's students with\u00a0panel of several current and former superintendents of Michigan schools, including:\r\n<ul>\r\n \t<li><strong>David Richards\u00a0<\/strong>\u00a0- Superintendent of\u00a0<a href=\"https:\/\/www.fraser.k12.mi.us\/\" target=\"_blank\" rel=\"noopener\">Fraser Public Schools<\/a><\/li>\r\n \t<li><strong>Dave Campbell\u00a0<\/strong>- Superintendent of\u00a0<a href=\"https:\/\/www.kalamazoopublicschools.com\/\" target=\"_blank\" rel=\"noopener\">Kalamazoo Public Schools<\/a><\/li>\r\n \t<li><strong>Rossi Ray-Taylor<\/strong>\u00a0- Former Superintendent of\u00a0<a href=\"https:\/\/www.a2schools.org\/\" target=\"_blank\" rel=\"noopener\">Ann Arbor Public Schools<\/a>\u00a0and Owner of\u00a0<a href=\"http:\/\/raytaylorandassoc.org\/\" target=\"_blank\" rel=\"noopener\">Ray-Taylor &amp; Associates<\/a><\/li>\r\n<\/ul>\r\nWatch the 10-minute video below or read the abridged transcript to learn more about how methods of delivery in instruction have changed dramatically to meet the needs of today's students.\r\n\r\nhttps:\/\/youtu.be\/-WsWV_VeB1Q\r\n\r\nWant to hear more from Mitch's conversation with Michigan educators and students? Check out his other panel discussions on\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/why-are-michigans-literacy-rates-so-low\" target=\"_blank\" rel=\"noopener\">our state's literacy crisis<\/a>,\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/how-does-online-learning-really-work\" target=\"_blank\" rel=\"noopener\">how online learning really works<\/a>\u00a0and\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/whats-getting-in-the-way\" target=\"_blank\" rel=\"noopener\">what factors have historically impeded progress in Michigan education<\/a>.\r\n\r\n<hr \/>\r\n\r\n<strong>ABRIDGED TRANSCRIPT<\/strong>\r\n\r\n<strong>Mitch Albom (MA):<em>\u00a0<\/em><em>Let's talk about new methods of delivery of instruction and why they are necessary. There are a lot of people listening to us who remember when they got the basic Little Reader and how you traced your letters. We all read Sally, Dick And Jane, and, you know, it was almost a prescribed path.<\/em><\/strong>\r\n\r\n<em><strong>But now, there are so many different things, and, of course, you've got\u00a0Michigan Virtual\u00a0and online learning. Can you talk about how these things enhance our opportunities with kids and what some of the challenges are in dealing with them?\u00a0<\/strong><\/em>\r\n\r\n<strong>David Richards (DR):\u00a0<\/strong>Well, I'll take that one. I think certainly technology closes the gap for a lot of kids. Certainly, students have a lot of different learning styles, and the opportunity for any time, any where access gives students that chance to not lose as much learning as they do when they go home on a regular basis.\r\n\r\n<strong>Dave Campbell (DC):<\/strong>\u00a0I would take a little different course. The most important thing is the effectiveness of the practices, not necessarily the newness or the innovativeness of it. It's similar to a medical model. I want my doctor to use the most effective practice for me, not necessarily the newest or most innovative one.\r\n\r\n<strong>MA:\u00a0<\/strong><em><strong>What are the more effective practices when it comes to the new learning, and I'm presuming this means online learning?\u00a0<\/strong><\/em>\r\n\r\n<strong>DC:<\/strong>\u00a0Well, what I think the most effective practice, and this may be contrary, but is having a highly effective teacher every hour of the day for a student. For a state the size of Michigan that has about one million and a half kids, we need about a hundred thousand outstanding educators to be with children. Now, some kids do learn well in an online environment. Some students are motivated to do that, and that works very well for them. But most students really want to develop a more personal relationship, similar to what you had with Morrie \u2014\r\n\r\n<strong>MA:\u00a0<\/strong><em><strong>Well, what I had with Morrie in\u00a0Tuesdays with Morrie\u00a0was exceptional, but there's also the matter of a dying profession involved. We don't want to bring that on to everybody, but if we need one hundred thousand teachers, how many do we actually have?\u00a0<\/strong><\/em>\r\n\r\n<strong>DC:<\/strong>\u00a0That's impossible for me to answer. I know it's nowhere near one hundred thousand. I know there are children in this state \u2014 in many urban areas and many in rural areas \u2014 that don't have a teacher today, and it's May. We were thousands short in the Fall. And I'm talking about\u00a0outstanding\u00a0teachers. I'm not talking about somebody just filling the role or somebody who maybe got a certification that maybe a lot of people wouldn't let teach their own children. I'm talking about\u00a0outstanding.\u00a0We need outstanding teachers in every single classroom in the state.\r\n\r\n<strong>MA:\u00a0<\/strong><em><strong>Dr. Rossi Ray-Taylor, do you agree?\u00a0<\/strong><\/em>\r\n\r\n<strong>Rossi Ray-Taylor (RRT):\u00a0<\/strong>Well, yes, in part, and I think that makes the case for why we need to look at education differently. What we need from schools now is much different than what we needed 20 or 30 years ago. Work has changed. The environment has changed. The conditions which kids come up in and that they will work in in the future has changed. We need to be agile to be able to handle that. Now, to have one hundred thousand well-qualified teachers at one time, that's quite a challenge.\r\n\r\nTeachers take time to develop their craft as well, so having the opportunity with blended learning to augment what happens in the classroom just makes it richer, makes teachers more able to get through to the various kids that they have in their classrooms. I would say that one of the things we're finding in education is that we really need to be resource-rich. That doesn't mean\u00a0money-rich, but\u00a0resource-rich, so that we can get to kids the way they come to us and take them from there to where they need to be.\r\n\r\n<strong>MA:\u00a0<\/strong><em><strong>How much of learning has become a challenge because of the very things you're suggesting we incorporate? The attention span of children now is gone. I mean, you know, four seconds is an incredibly long time to hold a kid's attention. Does that almost mandate that you have to start dealing in that hyper-kinetic environment in order to hold the kid's attention to learn?<\/strong><\/em>\r\n\r\n<strong>RRT:\u00a0<\/strong>A little bit. But I think you have to understand also how kids learn. Being too hyper-kinetic really can turn some kids off. They totally can't handle it, so a teacher has to be able to handle managing a classroom that has kids with different needs and be able to meet these needs. We have to look beyond the classroom, so we can look at all the learning environments that we can provide for kids. Again, that's where things like blended learning and online learning come in.\u00a0 Things that are experiential, where kids get their hands on and really get to practice what they're doing. All those things, we're learning from research, fit how kids think and how kids learn, and we've got to bring that to the classroom.\r\n\r\n<strong>MA:<\/strong><strong>\u00a0<\/strong><em><strong>I want to ask all of you when we come back about communication because I have noticed that the children I work with that we are losing the art of communicating with one another. Kids don't even know how to respond to teachers. They can respond on a screen, they can tap in their response, but in terms of making eye contact with someone and being able to communicate thoughts \u2014 which later, of course, rolls into writing and things like that \u2014 to find a high school kid who can write and communicate his thoughts well and not in 140 characters is becoming a big challenge. In the workforce you still need to be able to do that. . . I<\/strong><strong>n terms of the challenge of communicating in a world where you can just tap in a text response, what are we doing, and how are we making headway in that?\u00a0<\/strong><\/em>\r\n\r\n<strong>DC:<\/strong>\u00a0I would like to go back to my original answer, which was a highly-trained outstanding teacher is going to engage with their students a lot. They're not going to be sitting in the back of the room grading papers. They're going to be engaging, and they're going to be organizing kids into groups so that they can engage with each other to work or with whatever material it is that they're learning. I would, again, bring it back to: We need one hundred thousand outstanding teachers.\r\n\r\n<strong>MA:\u00a0<\/strong><em><strong>The human resource.\u00a0<\/strong><\/em>\r\n\r\n<strong>DC:\u00a0<\/strong>Yes, the human resource.\r\n\r\n<strong>DR:\u00a0<\/strong>You know, I think our kids socialize very different than we did not so long ago. The technology is something they leverage for socializing and communicating with one another. But the reality is that teachers are everywhere. If you ask a student where they're going to get help when they go home,\u00a0 generally, it's YouTube or Facebook or connecting with a friend. So, I think for us as educators, how do we look at our lens of learning very differently? Does our current model of school fit our current student? I think the challenge is talking about learning, rather than school.\r\n\r\n<strong>MA:<\/strong>\u00a0<em><strong>How much do you feel that online learning. . . I mean we're here at\u00a0<\/strong><\/em><strong>Michigan Virtual<\/strong><em><strong>,\u00a0that's really what they're into. Online learning can be a supplemental thing as well. It's not a substitution thing. I've been fascinated as I've gotten to know\u00a0Michigan Virtual\u00a0that they have AP classes, that they have languages that you can take that aren't even being studied at schools.\u00a0I imagine that goes all the way down to the elementary level, that a kid could come home after a day at school and could be supplemented by the online thing. It's not one or the other.<\/strong><\/em>\r\n\r\n<strong>RRT:<\/strong>\u00a0\u00a0It can be used in a lot of different ways, and I think a good example is what we call blended learning, where the classroom teacher is doing a project and has children perhaps reading or writing about something that they're interested in. Then, they can tap into online access and bring in thinking there, bring in another teacher, bring in another part to their project. There are ways that teachers can access curriculum, access lesson plans and other things. In addition to that, they can also get their training online so that they're not only using it to teach their students, but also to learn themselves. I think if we wrap all that around the child's experience that we see a lot more opportunities to learn.\r\n\r\nBack to your question about communications, I think that the thing we're learning about teaching today is that we really have to get into allowing students, helping students, guiding students to answer questions, to solve problems. One of the things that teachers learn to do is that they can present a compelling problem or something for students to solve and then they have to figure it out. They lead students in doing that so that they have to go beyond 140 characters. They have to communicate with one another. They have to write about what they've learned and what they're seeing. That gets students get engaged, rather than just that, you know, write a paper about something. I think we've moved beyond that with students, and then we can really tap into communications.\r\n\r\n<strong>MA:\u00a0<\/strong><em><strong>Maybe we should all pose the question to all our students: How can we find 100,000 really qualified teachers to teach us? You know, then the kids can solve the problem, and we can all go home. That would be great. I want to thank you, David, David and Dr. Rossi Ray-Taylor for joining us. We'll continue on another element of our discussions here on education.<\/strong><\/em>\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/professionals\/collaborative\/\">Learn more about our latest online learning collaborations<\/a>",
            "title": "The Students of Today &amp; Tomorrow: A Conversation with Mitch Albom",
            "excerpt": "What does the future of learning look like? In this segment of his radio show on WJR 760, Mitch Albom explores this issue in depth with a panel of the leaders of several current and former superintendents of Michigan schools.",
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        {
            "id": 19170,
            "path": "\/blog\/why-are-michigans-literacy-rates-so-low\/",
            "author_id": 32,
            "timestamp": 1529629048,
            "content": "When it comes to literacy scores, Michigan ranks incredibly low in\u00a0<a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/#national-context\" target=\"_blank\" rel=\"noopener\">the national context<\/a>. Over the past fifteen years, while other states across the nation have improved tremendously, our state's literacy ratings have flat-lined. This fact has caused great alarm among Michigan's educational leaders.\r\n\r\n<strong>Why is this such a big deal?<\/strong>\r\n\r\nFor starters, there are tragic consequences to low literacy rates that affect every aspect of a child's life. In fact, many researchers argue that\u00a0<a href=\"https:\/\/michiganvirtual.org\/blog\/michigans-literacy-crisis-is-a-public-health-crisis\/\" target=\"_blank\" rel=\"noopener\">what we're calling a \"literacy crisis\" is actually a public health crisis<\/a><em>.<\/em>\r\n\r\nTo address these issues and generate momentum for a sea change,\u00a0<a href=\"http:\/\/www.gomaisa.org\/organizations\/general-education-leadership-network-geln\/early-literacy\/\" target=\"_blank\" rel=\"noopener\">Michigan's Early Literacy Task Force<\/a>\u00a0convenes monthly to address our state's most pressing literacy issues.\r\n\r\nTogether, they\u2019ve agreed upon 10 essential instructional practices that serve as a \u201cminimum standard of care\u201d when it comes to fostering literate students and literate citizens. These instructional practices are designed to be used in\u00a0<em>every<\/em>\u00a0classroom for\u00a0<em>every<\/em>\u00a0child\u00a0<em>every<\/em>\u00a0day.\r\n\r\nAs part of this initiative,\u00a0<em>Michigan Virtual,\u00a0<\/em>has created a series of\u00a0<a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" target=\"_blank\" rel=\"noopener\">free online training modules<\/a>\u00a0for Michigan educators on the essential instructional practices for early literacy.\r\n\r\n<strong>Our goal?<\/strong> To make the research-based practices in literacy instruction freely available for all Michigan educators.\r\n\r\nIn celebration of our 20th anniversary, we hosted\u00a0four panel discussions\u00a0on\u00a0<a href=\"https:\/\/www.mitchalbom.com\/radio\/\" target=\"_blank\" rel=\"noopener\">Mitch Albom's radio show<\/a>\u00a0on\u00a0<a href=\"http:\/\/www.wjr.com\/\" target=\"_blank\" rel=\"noopener\">WJR 760<\/a>. In this segment,\u00a0Mitch Albom explores Michigan's literacy crisis in depth with a panel of the educational leaders in Michigan's early literacy movement, including:\r\n<ul>\r\n \t<li><strong>Ken Dirkin<\/strong>\u00a0- Director of Online Professional Learning at\u00a0<a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener\"><em>Michigan Virtual<\/em><\/a><\/li>\r\n \t<li><strong>Erin Brown<\/strong>\u00a0- Professional Learning Grant Coordinator at the\u00a0<a href=\"http:\/\/www.gomaisa.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Association of Intermediate School Administrators<\/a><\/li>\r\n \t<li><strong>Susan Townsend<\/strong>\u00a0- Co-chair of the\u00a0<a href=\"http:\/\/www.gomaisa.org\/organizations\/general-education-leadership-network-geln\/early-literacy\/\" target=\"_blank\" rel=\"noopener\">Early Literacy Task Force<\/a>\u00a0and\u00a0Project Director for the\u00a0<a href=\"http:\/\/gomasa.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Association of Superintendents and Administrators<\/a><\/li>\r\n \t<li><strong>Naomi Norman<\/strong>\u00a0-\u00a0Co-chair of the\u00a0<a href=\"http:\/\/www.gomaisa.org\/organizations\/general-education-leadership-network-geln\/early-literacy\/\" target=\"_blank\" rel=\"noopener\">Early Literacy Task Force<\/a>, Member of Governor's\u00a0<a href=\"https:\/\/www.michigan.gov\/snyder\/0,4668,7-277-57738_57679_57726-395077--,00.html\" target=\"_blank\" rel=\"noopener\">Pre-K Literacy Commission<\/a>\u00a0and Assistant Superintendent at\u00a0<a href=\"http:\/\/washtenawisd.org\/\" target=\"_blank\" rel=\"noopener\">Washtenaw Intermediate School District<\/a><\/li>\r\n<\/ul>\r\nWatch the 7-minute video below or read the abridged transcript to learn more about our state's literacy crisis and what steps educational leaders have taken to combat it.\r\n\r\nhttps:\/\/youtu.be\/GLfb3_SUauE\r\n\r\nWant to hear more from Mitch's conversation with Michigan educators and students? Check out his other panel discussions on\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/how-does-online-learning-really-work\" target=\"_blank\" rel=\"noopener\">how online learning really works<\/a>,\u00a0<a href=\"https:\/\/michiganvirtual.org\/blog\/whats-getting-in-the-way\/\" target=\"_blank\" rel=\"noopener\">what factors have historically impeded progress in Michigan education<\/a>\u00a0and\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/the-students-of-today-and-tomorrow\" target=\"_blank\" rel=\"noopener\">how methods of delivery in instruction have changed dramatically to meet the needs of today's students<\/a>.\r\n\r\n<hr \/>\r\n\r\n<strong>ABRIDGED TRANSCRIPT<\/strong>\r\n\r\n<strong>Mitch Albom (MA):\u00a0<em>We run an\u00a0<a href=\"https:\/\/www.sayplay.org\/\" target=\"_blank\" rel=\"noopener\">academic rec center down in Detroit<\/a>, and our huge emphasis is on literacy, young. I also have an orphanage in Haiti. It's the same exact thing. It seems no matter where you go in the world, if you don't get to kids early on and teach them to read, you can spend the rest of their educational lives trying to catch up. I imagine we're dealing with some of that in the state of Michigan. Tell us where we are and what are doing to try to make inroads in that area?<\/em><\/strong>\r\n\r\n<strong>Naomi Norman (NN):\u00a0<\/strong>You are absolutely right when you talk about how important early literacy is. In Michigan, one of our big indicators for how we're doing is our 3rd grades scores, as well as our comparison in 4th grade across the country to other states on a test called the\u00a0<a href=\"https:\/\/nces.ed.gov\/nationsreportcard\/\" target=\"_blank\" rel=\"noopener\">NAEP test<\/a>. What we found is over the last, probably, 15 years, Michigan has remained really flat. Our scores are not improving at all while across the country we see other states doing really really really well. The question is: What can we do as a state?\r\n\r\nParticularly, as you heard from the previous folks who were here, you know, we're in an interesting place in a state that has incredible diversity \u2014 geographically we're really quite spread out, rural and suburban \u2014 and we have tremendous control at the local level for how we do education. So, we feel that focusing on early literacy is one of the most important things to bring up not only our scores in Michigan and how our literacy is doing in our students, but also to help us as a state do better relative to the other states.\r\n\r\n<strong>MA:\u00a0<em>Well, what are the other places doing that are enabling them to shoot ahead while we are not?\u00a0<\/em><\/strong>\r\n\r\n<strong>Erin Brown (EB)<\/strong>:\u00a0Well, we know that other states have had the opportunity to focus for a long time on specific, explicit practices and stick with it, like our previous group named. Now, in Michigan, through the\u00a0<a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" target=\"_blank\" rel=\"noopener\">Early Literacy Task Force<\/a>\u00a0and through a tight partnership with researchers, we also have chosen to sink into very explicit, research-based practices for\u00a0<em>all kids\u00a0<\/em>as a minimum standard of care for every single child in Michigan, and that's what we're here to talk about today.\r\n\r\n<strong>MA:\u00a0<em>It would seem to me that if there were one place where you could start even in education, it would be at the earliest level. Because clearly if, you know, you're trying to deal with kids in 7th grade in Detroit versus 7th grade in Grand Rapids, you already have such a disparity of their previous experiences. But if you're talking about three-year-olds, four-year-olds, when you're beginning, everybody's raw, everybody's new. So shouldn't we be able to find some level that would work in all the different places? In diverse Michigan, as you describe it?\u00a0<\/em><\/strong>\r\n\r\n<strong>Susan Townsend (ST)<\/strong>:\u00a0That's the beauty of the work that we're doing. We are collectively working together across our state through the Early Literacy Task Force with several partners to really focus on the essential practices, the minimum standard of care, not only Kindergarten through third grade, but birth to third grade, as well as fourth and fifth grade and sixth through twelfth. We have a whole comprehensive list of essential practices that every child should have in their classroom every day, and there's no exception for that.\r\n\r\n<strong>MA:\u00a0<em>Ken, we'<\/em><em>re talking about the challenges of getting our kids to learn\u00a0how to read.\u00a0I'm sure there are a lot of people who are listening, thinking, \"It's not hard! You get a\u00a0Sally, Dick and Jane\u00a0book and you start to learn how to read. We did it! How come they can't do it?\" What, if anything, has changed and what are the particular challenges? I know from an online perspective, you can talk about that, too.\u00a0<\/em><\/strong>\r\n\r\n<strong>Ken Dirkin (KD):<\/strong>\u00a0Research has evolved quite heavily over the last decade or so on what early literacy practices should look like. That's the critical work that\u00a0<em>Michigan Virtual\u00a0<\/em>and the ISDs and the Michigan Department of Ed are embarked on is trying to figure out what those research-based practices are and then bring them to light for every teacher in Michigan. So, the online component that we work very collaboratively on is to help show those practices for free to teachers, which you can get access to by going to\u00a0<a href=\"https:\/\/literacyessentials.org\/\" target=\"_blank\" rel=\"noopener\">literacyessentials.org<\/a>. Teachers have access to these for free, educators in Michigan have access and there's a lot of work that's going into those modules to help demonstrate, from a real core, solid foundation, what you should be doing every day with every child in every classroom.\r\n\r\n<strong>MA:\u00a0<em>Answer me this, one or two of you, very quickly on this: 80 years ago had to trace letters, they had one or two basic readers early on, and that was it. Today, we have TV shows that can teach you, little computers that kids can play and press buttons that can teach you. One thousand different exciting, fun ways that kids can learn how to read. Why are we behind where we used to be when we had such simplistic tools?<\/em>\u00a0<\/strong>\r\n\r\n<strong>EB<\/strong>:\u00a0Well, kids are still learning how to read in Michigan very consistently. The issue is when they're put up against other states at fourth grade, and they not only need to read the text well, but analyze that text, write about that text, compare, contrast. These higher-level skills are what is being assessed of our third graders here in Michigan.\r\n\r\n<strong>MA:<em>\u00a0<\/em><em>So, it's not just \"A\" is an \"ahh\" sound and \"B\" is a \"buh\" sound. It's not just about comprehension.\u00a0<\/em><\/strong>\r\n\r\n<strong>EB<\/strong>:\u00a0Yes, our kids are learning to read.\r\n\r\n<strong>MA:\u00a0<em>Okay, those remain big challenges. Susan, Erin, Ken, Naomi, thank you for slotting in. More people will sit down with us as we continue in Lansing talking about education at 760 WJR.\u00a0<\/em><\/strong>\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" class=\"btn\">Learn More About the Essential Instructional Practices in Early Literacy<\/a>",
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            "id": 19165,
            "path": "\/blog\/whats-getting-in-the-way\/",
            "author_id": 32,
            "timestamp": 1529628641,
            "content": "Our state's educational leaders have some big goals. In the next ten years, they want Michigan to be a Top 10 state for education.\r\n\r\nBut we still have a long way to go, which begs the question: <em><strong>What's getting in the way of progress in Michigan's education system?<\/strong><\/em>\r\n\r\nThere are a few commonly-cited culprits, including\u00a0<a href=\"https:\/\/michiganvirtual.org\/blog\/michigans-literacy-crisis-is-a-public-health-crisis\/\" target=\"_blank\" rel=\"noopener\">our state's alarming literacy rates<\/a>, neglect of social and emotional learning (SEL) in favor of academic development and failure to address the needs of children in poverty.\r\n\r\nEfforts to further our state's educational progress include\u00a0\"<a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" target=\"_blank\" rel=\"noopener\">revolutionizing literacy instruction<\/a>, providing students with differentiated instruction through multi-tiered systems of support (MTSS) and blended learning, addressing the\u00a0<a href=\"https:\/\/www.michigan.gov\/documents\/mde\/Whole_Child_Definition_619067_7.pdf\" target=\"_blank\" rel=\"noopener\">whole child<\/a>,\"\u00a0incorporating PBIS practices into school systems and teaching with poverty in mind.\r\n\r\nIn celebration of our 20th anniversary, we hosted\u00a0four panel discussions\u00a0on\u00a0<a href=\"https:\/\/www.mitchalbom.com\/radio\/\" target=\"_blank\" rel=\"noopener\">Mitch Albom's radio show<\/a>\u00a0on\u00a0<a href=\"http:\/\/www.wjr.com\/\" target=\"_blank\" rel=\"noopener\">WJR 760<\/a>. In this segment, Mitch Albom explores barriers to progress in Michigan's educational system with a panel of the leaders of several of Michigan's educational organizations, including:\r\n<ul>\r\n \t<li><strong>Don Wotruba<\/strong>\u00a0- Executive Director of the\u00a0<a href=\"https:\/\/www.masb.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Association of School Boards<\/a><\/li>\r\n \t<li><strong>Tina Kerr<\/strong>\u00a0- Deputy Executive Director of\u00a0<a href=\"http:\/\/gomasa.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Association of Superintendents and Administrators<\/a><\/li>\r\n \t<li><strong>Amie McCaw<\/strong>\u00a0- Principal at\u00a0<a href=\"http:\/\/www.vicksburgschools.org\/schools\/sunset-lake-elementary\/\" target=\"_blank\" rel=\"noopener\">Sunset Lake Elementary<\/a>, representing the\u00a0<a href=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Elementary and Middle School Principals Association<\/a><\/li>\r\n<\/ul>\r\nWatch the 8-minute video below or read the abridged transcript to learn more about the history of Michigan's Top 10 in 10 initiative and explore what factors have historically impeded progress in our state's education.\r\n\r\nhttps:\/\/youtu.be\/QAuk1lbZrFk\r\n\r\nWant to hear more from Mitch's conversation with Michigan educators and students? Check out his other panel discussions on\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/why-are-michigans-literacy-rates-so-low\" target=\"_blank\" rel=\"noopener\">our state's literacy crisis<\/a>,\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/how-does-online-learning-really-work\" target=\"_blank\" rel=\"noopener\">how online learning really works<\/a>\u00a0and\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/the-students-of-today-and-tomorrow\" target=\"_blank\" rel=\"noopener\">how methods of delivery in instruction have changed dramatically to meet the needs of today's students<\/a>.\r\n\r\n<hr \/>\r\n\r\n<strong>ABRIDGED TRANSCRIPT<\/strong>\r\n\r\n<strong>Mitch Albom (MA):\u00a0<em>Let\u2019s talk first about where we\u2019re at with education in this state. It\u2019s not particularly good news when you talk about where Michigan ranks relative to the rest of the country. Where is that, and why is that?<\/em><\/strong>\r\n\r\n<strong>Tina Kerr (TK):\u00a0<\/strong>Well, first of all, I\u2019d like to express that one of the things Michigan has done is the new Top 10 in 10. That\u2019s how we\u2019re going to work together to improve that ranking and improve, obviously, education across the state.\r\n\r\n<strong>MA:\u00a0<em>What does Top 10 in 10 mean?<\/em><\/strong>\r\n\r\n<strong>TK<\/strong>:\u00a0Top 10 in 10 was created by MDE \u2014 with partnerships with all the associations and locals \u00a0\u2014 it\u2019s been a big collaborative, and we\u2019ve really set some high standards and criteria that we want to meet by being in the top 10 states in the next ten years.\r\n\r\n<strong>MA:\u00a0<em>And how far away are we from this right now, Amie?<\/em><\/strong>\r\n\r\n<strong>Amie\u00a0McCaw (AM)<\/strong>:\u00a0We have some work to do. We\u2019re two years into this. What I love is that things are going in the right direction \u2014 instead of talking just about the mandates and making it all about compliance \u2014 the Top 10 in 10 is trying to make sure that we\u2019re looking at creative thinking, that we\u2019re getting to evidence-based practices, and that we\u2019re looking at the situations \u2014 such as literacy, poverty, the social\/emotional things \u00a0that are hitting our schools \u2014 and with the Top 10 and 10 lead, I think we\u2019re heading in the right direction to move us from the bottom to near the top 10.\r\n\r\n<strong>MA:\u00a0<em>What\u2019s the difficulty in changing how things work in education? Is there sort of a systemic memory that takes a long time \u2014 like moving an ocean liner \u2014 when you want to change an approach in education?<\/em><\/strong>\r\n\r\n<strong>Don Wotruba (DW):<\/strong>\u00a0Everybody has taken part in education. Everybody has said, \u201cI graduated from high school.\u201d And they think they know how education works. And so, myself \u2014 representing the boards of education and being that liaison to the local communities \u2014 sometimes it\u2019s moving the expectations of parents and citizens to understand that the education that a kid in 4th grade today needs is very different than the one we might have received in the 70's or 80's. And that\u2019s hard for parents and citizens to sometimes grasp when schools are coming up with new ideas. They get a lot of pushback. I think we have to all own how Michigan has been doing in education, and we need to move forward.\r\n\r\n<strong>MA:\u00a0<em>But, in fairness, I mean, there\u2019s been a lot of reform in education and a lot of it has ended up blowing up in our faces. One of the reasons that we\u2019re so behind Cyprus in math is because over the years we\u2019ve moved away from a lot of basics. You know, I\u2019m old enough to remember all the different movements in education, when it was like, \u201cMath is not necessary right now. What we need is critical thinking.\u201d And we ended up not learning a lot of the basics. So can you blame parents for being a little skeptical of new ideas?<\/em><\/strong>\r\n\r\n<strong>AM<\/strong>:\u00a0We tend to ride the pendulum in education. All of a sudden it\u2019s \u201cwhole child\u201d or \u201cwhole reading,\u201d when we think about our reading strategies. Going back to some of the things that the MDE Top 10 and 10 is trying to think about: Okay, where have we come from? What are the things we have not done right? What is the vision? How can we make sure all stakeholders are involved? That\u2019s another piece that is different than what we have done in the past. This is bringing all the stakeholders together. \u00a0We have to have our families involved. We have to have our state legislators involved in this. We have to have people like\u00a0<em>Michigan Virtual<\/em>\u00a0who work with online practices involved in this. It\u2019s not public schools vs. charter schools. We\u2019re all in it together. That\u2019s a refreshing place we\u2019re going to start to go to.\r\n\r\n<strong>MA:\u00a0<em>If you each had to identify one thing that is you thought was the biggest culprit for why currently Michigan is not top 10 in the nation, what would that be?\u00a0\u00a0<\/em><\/strong>\r\n\r\n<strong>DW<\/strong>:\u00a0I think it\u2019s a moving target. The legislature or MDE over the last 15-20 years, there\u2019s a new flavor of the month every year, and that has put schools in a place to never ever be able to focus and actually engage and move a product forward.\r\n\r\n<strong>MA:\u00a0<em>New flavor of the month, meaning. . .?<\/em><\/strong>\r\n\r\n<strong>DW<\/strong>:\u00a0Education. It\u2019s fifth graders get a laptop this year. It\u2019s first-graders get a laptop. It\u2019s one-to-one computing. You know, everyone comes up with something different. They might all have been good ideas, but none of them have the time to actually be implemented and actually be successful.\r\n\r\n<strong>MA:\u00a0<em>Interesting. Tina, what would you say?<\/em><\/strong>\r\n\r\n<strong>TK<\/strong>:\u00a0Well, we\u2019re educators, and Don is exactly right. One of the problems is that it takes a good five years for a reform to take root and actually make a change. And when you\u2019re constantly changing what those reforms look like, it\u2019s very difficult for us to make gains.\r\n\r\n<strong>MA:\u00a0<em>So picking a lane and staying in it is a big challenge.<\/em><\/strong>\r\n\r\n<strong>TK<\/strong>:\u00a0Absolutely.\r\n\r\n<strong>MA:\u00a0<em>Amie, would you identify something different?<\/em><\/strong>\r\n\r\n<strong>AM<\/strong>:\u00a0No, I think that\u2019s right. I'd love to see a long-term vision, and for us all to stay on the same path. Of course, in education, we have to be able to keep up with these things. Because we don\u2019t want our children to have the education we had. What we\u2019re teaching now has to be different. We have to stay with the times. But keeping a target in one place\u00a0\u2014\u00a0keeping us all together united toward one vision \u2014 is definitely the way to go.\r\n\r\n<strong>MA:\u00a0<em>Who could do that? Is there one person who has that kind of authority in the state who could see that through?<\/em><\/strong>\r\n\r\n<strong>TK<\/strong>:\u00a0I think it\u2019s collective. And that\u2019s part of why the top 10 in 10 initiative is going to be so powerful. Because we really have, as a collective community of educators, come together and said, \u201cEnough is enough. We agree. Our children need the benefit of a high-quality education, and we need to give it to them.\u201d And the next issue, that I do think is an issue, that Don can speak more to, is the funding piece of it. Let\u2019s put our money behind education, behind our kids, and let\u2019s make a difference.\r\n\r\n<strong>MA:\u00a0<em>How much of it weighed down by the fact that Michigan is a pretty diverse place? I mean, you talk about a state. But you have southeast Michigan in Detroit and the issues that exist in Detroit, the largest population center, are not the same as the issues that exist in Alma. Or way up North or in Grand Rapids, and yet you\u2019re trying to do a statewide thing. How much of a challenge is that?<\/em><\/strong>\r\n\r\n<strong>DW<\/strong>:\u00a0I think the commonality there is: Poverty affects every district and every kid. And we really need to look at moving, not to necessarily more money, but to a system that recognizes that each kid has different needs walking into school. We need to fund based on that, not based on the zip code that they live in, but what are the needs of that kid and how do we make sure they get the resources they need so that everybody can move up? Otherwise, right now, our system is very standardized in its distribution. It doesn\u2019t really serve the needs of the kids.",
            "title": "What's Getting in the Way of Progress in Michigan's Education System?: A Conversation with Mitch Albom",
            "excerpt": "In celebration of our 20th anniversary, we hosted four panel discussions on Mitch Albom's radio show on WJR 760. In this segment, Mitch Albom explores barriers to progress in Michigan's educational system with a panel of the leaders of several of Michigan's educational organizations.",
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            "id": 28560,
            "path": "\/blog\/introducing-the-fuse-architect-schools-newport-area-career-and-technical-center\/",
            "author_id": 54,
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            "content": "Led by Director Rob Young, the Newport Area Career and Technical Center\u2019s (NACTC) program has pockets of student centered learning embedded throughout the school; however, the Fuse Architect design team, would like to expand these pockets to develop a more robust student-centered and blended learning approach. While this may seem like just a simple shift in the approach to teaching and learning, the team understands that being truly student-centered will involve changing the structure, programs, and supports that organize the school.\n<h4>Newport Demographics<\/h4>\n<table>\n<tbody>\n<tr>\n<td># of students<\/td>\n<td>% of Free and Reduced Lunch<\/td>\n<td>% of English as a Second Language<\/td>\n<td>% of Special Education Services<\/td>\n<\/tr>\n<tr>\n<td>590<\/td>\n<td>61%<\/td>\n<td>7%<\/td>\n<td>18%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nLast year NACTC launched the P-TECH, Pathways in Technology to Early College High School. It is the state\u2019s first and only cybersecurity P-TECH model school and will serve students in grades 9-14. The intent of P-TECH is to combine high school, college, and the professional world. Partners include the Community College of Rhode Island and the Southeastern New England Defense Industry Alliance. Graduates from the P-TECH program will obtain a high school diploma, associate degree, and internship opportunities. Personalized learning will be embedded in the program and students will participate in project-based learning activities, workplace visits, and tackle skills-based, real-world projects through internships and apprenticeships.\n\nThe Fuse Architect team is charged with helping to redesign the P-TECH program for its second year implementation to ensure that it is student-centered and includes student voice. Shifting to a model that prioritizes student voice and student-centered learning has been an encouraging start for the district. Yet, the Rogers team believes they are only at the beginning stages of working towards a more student-centered program. As a Fuse Architect team, they will move this thinking forward through projects like the P-TECH program.\n\nAt the end of Phase 1 the Fuse Architect team wants to make the best use of its Learning Management System\u2013Summit Learning by gradually releasing students to take more ownership over their work. Additionally the teachers are all working with Educational Strategies Specialists from the Highlander Institute to further their proficiency with blended learning models. Most importantly the team has committed themselves to building outlets for student voice and setting aside time and resources to meet their interests. Additionally, areas such as behavioral norms, 21st century skills, and other social emotional-related areas would be interesting for them to tackle into the next year.\n\n<i>To learn more about the Fuse Architect project, updates, and partnerships, see\u00a0<\/i><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\"><i>all blogs<\/i><\/a><i>\u00a0in this series!<\/i>",
            "title": "Introducing the Fuse Architect Schools \u2013 Newport Area Career and Technical Center",
            "excerpt": "Led by Director Rob Young, the Newport Area Career and Technical Center\u2019s (NACTC) program has pockets of student centered learning embedded throughout the school; however, the Fuse Architect design team, would like to expand these pockets to develop a more robust student-centered and blended learning approach. While this may seem like just a simple shift...",
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            "id": 28561,
            "path": "\/blog\/introducing-the-fuse-architect-schools-central-falls-high-school\/",
            "author_id": 54,
            "timestamp": 1529035200,
            "content": "Led by assistant principal Amy Burns and principal Troy Silvia, Central Falls High School (CFHS) is dedicated to helping students meet their graduation requirements and preparing them to make informed decisions around post-secondary opportunities. The school reform plan (SRP) goals at CFHS include increasing the graduation rate, improving English and math proficiency, and decreasing chronic absenteeism.\n<h4>Central Falls High School Demographics<\/h4>\n<table>\n<tbody>\n<tr>\n<td># of students<\/td>\n<td>% of students eligible for subsidized lunch<\/td>\n<td>% of students receiving ESL\/bilingual services<\/td>\n<td>% of students receiving special education services<\/td>\n<\/tr>\n<tr>\n<td>667<\/td>\n<td>79%<\/td>\n<td>35%<\/td>\n<td>24%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nBuilding on the SRP goals, Central Falls applied for the Fuse Architect project with hopes of redesigning their school\u2019s approach to educating and supporting their freshman class. In the early fall of 2016, examination of academic and non-academic data indicated that ninth graders were arriving at Central Falls with some key deficits in the skills necessary for successfully completing high school. In response, CFHS leveraged funds to provide 40 freshmen with an extra dose of reading each day, as well as embedded socioemotional learning (SEL) opportunities. Preliminary data from the pilot demonstrated that this more personalized and supportive approach improved student reading proficiency and data on SEL indicators.\n\nThe CFHS Fuse Architect team wanted to build on the success of the pilot and focus on the 9th grade academy on personalized instruction and student voice. Their application described a plan to equip ninth graders with academic and non-academic skills they need for success in high school and postsecondary pathways. Through the newly developed \u201cFuse Architect ninth grade freshman experience,\u201d the Central Falls team hoped to prioritize student agency and facilitate deeper learning in the Nellie Mae\u2019s Student-Centered Framework.\n\nCentral Falls High School was well-positioned to take advantage of the opportunities offered through the Fuse Architect grant. In spring 2015, every CFHS student was provided a Chromebook to use in the classroom and at home. With this level of access, many classrooms have started to embrace the \u201clearning anytime, anyplace\u201d philosophy. In addition to technology access, the district has also partnered with RIDE to personalize instruction and support through the Rhode Island Multi-tiered System of Support (RIMTSS). This integration of both behavioral and academic supports lessens burden on the school staff and ensures a whole-child approach to student success by using systems, data, and evidenced-based practices.\n\nCFHS also leverages a variety of different technological platforms to support student learning and personalization. One challenge, however, was that none of the Central Falls technology platforms \u201ctalked\u201d to each other or to the district\u2019s student information system. The Central Falls team is hopeful that their Fuse Architect project will enable teachers, support staff, and leaders to more efficiently individualize instructional practices and monitor student progress more effectively, while directly improving the school experience for the new ninth grade class.\n\nAt the end of Phase 1, Central Falls\u2019 design team continues to think outside the box. Among the innovative ideas, the team plans to implement an instructional model that provides teacher support while gradually releasing students into more control over the path\/pace at which they learn and the way they demonstrate learning, and to provide early meaningful exposure to opportunities in high school and college that are aligned to student interests. As shared by assistant principal Amy Burns, \u201cOne of the most exciting parts of this work has been the collaboration between students and teachers. We have a team of six students who have been integral to the shape and direction of Fuse Architect\u2026this gives the entire project authenticity.\u201d Central Falls is looking forward to continuing the pursuit of their goals as the grant continues Phase 2 of the work.\n\n<i>To learn more about the Fuse Architect project, updates, and partnerships, see\u00a0<\/i><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\" target=\"_blank\" rel=\"noopener noreferrer\"><i>all blogs<\/i><\/a><i>\u00a0in this series!<\/i>",
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        {
            "id": 28559,
            "path": "\/blog\/introducing-the-fuse-architect-schools-narragansett-high-school\/",
            "author_id": 54,
            "timestamp": 1528776000,
            "content": "Narragansett High School, led by Principal Daniel Warner, is a high performing school located in Narragansett, RI. Principal Warner believes that personalized learning is a key element of growth for Narragansett and that meeting students \u201cwhere they are\u201d is very important to all teachers.\n<h4>Narragansett Demographics<\/h4>\n<table>\n<tbody>\n<tr>\n<td># of students<\/td>\n<td>% of Free and Reduced Lunch<\/td>\n<td>% of English as a Second Language<\/td>\n<td>% of Special Education Services<\/td>\n<\/tr>\n<tr>\n<td>423<\/td>\n<td>17%<\/td>\n<td>0%<\/td>\n<td>18%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nAt Narragansett High School personalized approaches to learning intersect with competency-based practices as students progress when they demonstrate mastery. Project based learning allows for student choice and engagement in \u201cdeep\u201d learning tasks to intersect with students\u2019 interests. Yet while student ownership of learning is a focus, it is also an area in which many Narragansett students have not yet developed the habits of mind to succeed. Shifting the teaching approach to focus on student ownership has required teachers to help students adjust the way they have historically \u201cdone school.\u201d\nWith this focus on adjusting how students \u201cdo school,\u201d the Fuse Architect team at Narragansett applied to redesign and implement the systems, supports, and structures for grade 9 students and teachers. Currently, Narragansett faces challenges in scheduling, data systems, and expertise in the most current or applicable technologies for both instruction and data collection. By the end of their Fuse Architect project, the Narragansett team plans to have developed an instructional model that supports a \u201clearning as the constant, time as the variable\u201d philosophy.\n\nImplementing innovative learning models is not new to the staff at Narragansett. The school has been actively working with the Highlander Institute to incorporate a robust blended learning approach through the support of FUSE fellows. They have been leaders in developing student portfolios and senior projects to determine proficiency in graduation standards and have implemented a comprehensive advisory program where all students have an adult who helps them identify their learning goals and needed supports. In addition, Narragansett is a newly joined member of the League of Innovative Schools, an initiative of the Great Schools Partnership and the New England Secondary Schools Consortium to design and implement school wide systems to support a student centered, personalized approach to learning.\n\nOn the technology front, the school\u2019s technology team has started to look at different learning platforms and ways to optimize their student information system. Other key education technology initiatives include a 1:1 computer initiative for all students and the use of Google classroom and Google apps for education. Despite these efforts, the staff continues to be limited by the lack of an integrated learning system. At the end of Phase 1, Narragansett continued working outside of the constraints of their system to create a 9th grade schedule that allowed for more teacher collaboration. In addition they are piloting PowerSchool\u2019s Learning Management System as a way to increase personalized and blended learning practices. Principal Warner emphasizes the importance of \u201cvisualization\u201d for the 9th graders: \u201cHaving our teachers provide kids the road map for voice and choice and then get out of the way and let kids have more control of their own trajectory is paramount. Also important is reflection, but that involves not only reflecting on what you did and how it went, but it also requires reflecting on where do you go now and what are the results you want.\u201d The Narragansett team believes their school is a leader in developing personalized approaches to learning and is prepared to take the next steps on this journey through Fuse Architect.\n\n<i>To learn more about the Fuse Architect project, updates, and partnerships, see<\/i><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\"><i>all blogs<\/i><\/a><i>\u00a0in this series!<\/i>",
            "title": "Introducing the Fuse Architect Schools \u2013 Narragansett High School",
            "excerpt": "Narragansett High School, led by Principal Daniel Warner, is a high performing school located in Narragansett, RI. Principal Warner believes that personalized learning is a key element of growth for Narragansett and that meeting students \u201cwhere they are\u201d is very important to all teachers. Narragansett Demographics # of students % of Free and Reduced Lunch...",
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        {
            "id": 28566,
            "path": "\/blog\/design-thinking-in-schools-you-cant-make-school-better-without-student-voice\/",
            "author_id": 54,
            "timestamp": 1528776000,
            "content": "Have you thought about bringing design thinking to your school or district? One of the major foundations for the Fuse Architect project is design thinking. Through a partnership with\u00a0<a href=\"https:\/\/studentsatthecenterhub.org\/resource\/partner-collaboration-key-to-highlander-institutes-vision-for-fuse-architect-success\/\" target=\"_blank\" rel=\"noopener noreferrer\">IDEO<\/a>, the Fuse Architect schools\u2019 design teams used and continue to use design thinking to help re-envision the way school happens. IDEO defines design thinking as \u201ca human-centered approach to innovation that draws from the designer\u2019s toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success.\u201d The set up of a design thinking activity starts with a group of people thinking about ways to make innovative changes. During this highly interactive time, all ideas are included and supported, and then after the brainstorming happens, everyone sees what can be combined and thought through in a deeper way. Finally, there is a process of whittling down to what is essentially the design that will move the team forward. During many \u201cdesign days\u201d scheduled throughout the Fuse Architect project, design teams from each school get together to talk through plans for changing the way learning happens. Students at the Fuse Architect schools had much to say about their experiences working with design thinking. In this blog post, we share some of their reflections.\n\nFor\u00a0<a href=\"https:\/\/studentsatthecenterhub.org\/resource\/introducing-the-fuse-architect-schools-360-high-school\/\" target=\"_blank\" rel=\"noopener noreferrer\">360 High School<\/a>, their students emphasized that users\u2019 needs should be in the mind of the designer as they work towards a solution. Working in a group rather than as individuals was also key to students because it was more fruitful when more minds were working together. Design thinking was a brainstorming session for the students \u2013 they started with big ideas and worked on narrowing them down. They were also encouraged to visualize the progression of their group\u2019s thought processes to see how everyone\u2019s ideas worked together. They saw design thinking as a messy place \u2013 where things might or might not work, and it was okay for things not to work. The students were excited about design thinking because it helped their teams come to a shared outcome while working in a safe space among varying perspectives where \u201cevery idea matters.\u201d As one student emphasized, \u201cYou can\u2019t make school better without student voice.\u201d The students went further to say that design thinking made them feel as though they were gaining more than just their own voice. One student emphasized that she sees design thinking as a gateway for students to leadership positions.\n\nAt\u00a0<a href=\"https:\/\/studentsatthecenterhub.org\/resource\/introducing-the-fuse-architect-schools-barrington-high-school\/\" target=\"_blank\" rel=\"noopener noreferrer\">Barrington High School<\/a>, students felt the design thinking process was a way for them to work together to help teachers understand how to appeal to students, and their involvement helped increase student interest because they believe that teachers don\u2019t know what students want or need. Students felt that it was necessary to be involved because most teachers have an idealistic view of them and thus do not always make the most effective decisions. To accomplish this, students and teachers co-designed a MakerSpace called iCreate, where students became leaders of the learning and co-designers of educational experiences. During each meeting, students created student experiences, as well as structures to support a shift in teaching to include more of a coaching model. Design thinking has helped these students and educators shift the conversation at their school to put students at the center.\n\nThe\u00a0<a href=\"https:\/\/studentsatthecenterhub.org\/resource\/introducing-the-fuse-architect-schools-central-falls-high-school\/\" target=\"_blank\" rel=\"noopener noreferrer\">Central Falls High School<\/a>\u00a0students learned that design thinking is a long process that takes time to put all perspectives together. They realized that it\u2019s important to make mistakes and then take the time needed to make it better. In order to do that, they discovered, it takes persistence to get to something that actually works. They used design thinking to think through what they would like done differently in their 9th grade experience. During their meetings, they took time to design questions that were user-centered to get feedback from fellow students. They focused on making sure that every voice at the meeting was heard and that every idea was taken into account when making decisions. Design thinking helped them get to problem-based solutions unlike solution-focused approaches that typically lack a true understanding of the underlying problems. Design thinking helped to get everyone together to work toward a solution.\n\n<em>To learn more about the Fuse Architect project, updates, and partnerships, see<a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\" target=\"_blank\" rel=\"noopener noreferrer\">all blogs<\/a>\u00a0in this series!<\/em>",
            "title": "Design Thinking in Schools: \u201cYou can\u2019t make school better without student voice.\u201d",
            "excerpt": "Have you thought about bringing design thinking to your school or district? One of the major foundations for the Fuse Architect project is design thinking. Through a partnership with\u00a0IDEO, the Fuse Architect schools\u2019 design teams used and continue to use design thinking to help re-envision the way school happens. IDEO defines design thinking as \u201ca...",
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            "id": 28557,
            "path": "\/blog\/virtual-viewpoints-podcast-interview-with-lucas-orwig-nellie-mae-education-foundation-2\/",
            "author_id": 54,
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            "content": "https:\/\/soundcloud.com\/mvlri\/nm-podcast2\n\nStephen Osborn of the Rhode Island Department of Education and Daniela Fairchild of Rhode Island\u2019s Office of Innovation provide some background on each of their offices\u2019 work around personalized learning and touch on their own roles in the Integrated Learning Systems initiative. They also share in more detail their hopes for this grant program\u2019s accomplishments.\u00a0This is the second episode in a series documenting the Integrated Learning Systems project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning.",
            "title": "Virtual Viewpoints Podcast: Stephen Osborn, RIDE and Daniela Fairchild, Office of Innovation",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/nm-podcast2 Stephen Osborn of the Rhode Island Department of Education and Daniela Fairchild of Rhode Island\u2019s Office of Innovation provide some background on each of their offices\u2019 work around personalized learning and touch on their own roles in the Integrated Learning Systems initiative. They also share in more detail their hopes for this grant program\u2019s...",
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            "id": 19161,
            "path": "\/blog\/online-learning-in-the-wake-of-school-violence\/",
            "author_id": 24,
            "timestamp": 1528332163,
            "content": "<p class=\"lead\">This article was originally published by the\u00a0<a href=\"http:\/\/www.virtuallearningalliance.org\/online-learning-wake-school-violence-false-solutions-room-growth\/\" target=\"_blank\" rel=\"noopener noreferrer\">Virtual Learning Leadership Alliance<\/a>.<\/p>\r\nOur nation is engaged in a rather heated conversation about how to eliminate injuries and deaths from gun violence in U.S. schools. Formal and informal debates are occurring in the halls of Congress, within state Capitol buildings, at our workplaces and around kitchen tables in our homes. Social media has exploded with conversation, and everyone seems to have a strong opinion on this critical subject. In many cases, intelligent and reasonable people have taken opposite positions when proposing solutions to school gun violence.\r\n\r\nRecently, however, I encountered a \u201csolution\u201d to this problem that surprised me.\r\n\r\nDue to these tragedies, at least one set of parents in my area has begun to seriously consider full-time cyberschool as an option for their children. They no longer feel comfortable placing their loved ones in brick-and-mortar schools. I am afraid other parents in Michigan will also begin to consider this as a viable alternative to face-to-face instruction.\r\n\r\nTo some degree, this mentality has existed for a while. Since the beginning of the public education system, a small percentage of parents have elected to homeschool their children for one reason or another, sometimes out of fear of the violence or ideologies they could be exposed to in school.\r\n\r\nBut what we see now is something different. We have parents who have put their faith in the public school system for years who are now are genuinely afraid for their children\u2019s lives upon dropping them off at school.\r\n\r\nAs a parent, I fully understand the emotion behind this response; however, implemented as a large-scale solution to the problem of gun violence, it concerns me on multiple levels.\r\n<div class=\"callout callout-dark\">\r\n\r\n<strong>There are many good reasons to promote the value of online learning, but gun violence should not be one of them.<\/strong>\r\n\r\n<\/div>\r\nThere are many good reasons to promote the value of online learning, but gun violence should not be one of them.\r\n<h2>The Place of Online Learning within the Education System<\/h2>\r\nFor the past 20 years, I have dedicated my professional career to promoting the value of online learning in the K-12 community. During this time, I have engaged in hundreds of policy discussions with school principals, curriculum directors, district superintendents, legislators, parents and other stakeholders. I\u2019ve listened to a plethora of perceptions about online learning, including that it:\r\n<div class=\"callout\">\r\n<ul>\r\n \t<li>differentiates instruction<\/li>\r\n \t<li>generates cost savings<\/li>\r\n \t<li>diminishes the role of the teacher<\/li>\r\n \t<li>eliminates teacher jobs<\/li>\r\n \t<li>provides equity regardless of zip code<\/li>\r\n \t<li>privatizes public education<\/li>\r\n \t<li>represents a major reform strategy<\/li>\r\n \t<li>personalizes learning<\/li>\r\n \t<li>is inferior to face-to-face instruction<\/li>\r\n \t<li>represents innovation<\/li>\r\n<\/ul>\r\n<\/div>\r\nNot once in the past 20 years has someone told me that online education is a good substitute for face-to-face instruction because of gun violence in traditional schools.\r\n\r\nMy professional opinion is that few children benefit from full-time online learning. Those who do benefit from full-time cyberschool typically have serious medical conditions, athletic obligations, or other extenuating life circumstances. In these cases, online learning can provide students who do not have the option to attend a face-to-face school with a pathway to education.\r\n\r\nAs a leader in the K-12 online education space, I fully believe that all students should have opportunities to experience online learning in some capacity, as this has increasingly become a critical part of the 21st-century learning skills required of them by colleges and workplaces. It is for this reason that Michigan became the first state in the nation to adopt an online learning requirement as a condition of high school graduation.\r\n\r\nBy and large, however, I do not believe a mass exodus of students from brick-and-mortar establishments to virtual schools would be beneficial for our children or for our society. There are still countless social benefits that children receive from working with teachers and peers in a face-to-face setting that should not be overlooked.\r\n\r\nMigrating students into online courses is not a real solution, but merely an avoidance of the problem of gun violence.\r\n<h2>Room for Growth in Online Learning<\/h2>\r\nThere is room for growth in the realm of online learning. We ought to investigate ways to leverage the technology at our fingertips to deal with some of the underlying issues behind gun violence. Specifically, more can be done to harness online platforms and communication tools to help address the social and emotional health of teens as they struggle with adolescence.\r\n<div class=\"callout callout-dark\"><strong>Clearly, too many young people are bullied, teased and ostracized. For students who feel uncomfortable asking for help in face-to-face settings, digital spaces can provide students with safe places to explore critical topics that are not consistently discussed in traditional classrooms.<\/strong><\/div>\r\nClearly, too many young people are bullied, teased and ostracized. For students who feel uncomfortable asking for help in face-to-face settings,\u00a0<a href=\"https:\/\/www.huffingtonpost.com\/entry\/creating-safe-digital-spaces-for-learners-to-explore_us_5a0d0349e4b023a796fed3f3\" target=\"_blank\" rel=\"noopener noreferrer\">digital spaces can provide students with safe places<\/a>\u00a0to explore critical topics that are not consistently discussed in traditional classrooms\r\n\r\nWhy is this? In part, it stems from what I like to call \u201cintimate anonymity.\u201d\r\n\r\nCertain topics are more easily shared behind the buffer of a screen. It\u2019s why the Internet frightens us parents so profoundly \u2014 we aren\u2019t always entirely sure who our children are speaking to and what they are sharing with them.\r\n\r\nBut this intimate anonymity can also be leveraged to the benefit of our children, so long as we create the appropriate contexts for them to explore in private what they might not be comfortable expressing in face-to-face settings.\r\n\r\nOur online instructors regularly report surprise at how willing their online students are to share information about themselves. This might seem counterintuitive, but imagine how the following scenario might happen differently in a face-to-face classroom compared to a private message between teacher and student.\r\n\r\nA teacher asks a student, \u201cWhat\u2019s going on, Sarah? You haven\u2019t turned in your homework for almost a week.\u201d\r\n\r\nIn a busy classroom, Sarah may blush and provide some off-handed excuse. But, through the privacy of an email, she may be willing to reveal more. Her instructor may discover, through this more personal form of communication, that she\u2019s been struggling profoundly since her parents\u2019 recent divorce and she needs help.\r\n\r\nWe already see some progress in this particular growth area.\r\n\r\nSome schools are using apps like\u00a0<a href=\"https:\/\/www.saysomething.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cSay Something\u201d<\/a>\u00a0or\u00a0<a href=\"https:\/\/safe2tell.org\/?q=home\" target=\"_blank\" rel=\"noopener noreferrer\">\"Safe 2 Tell\"<\/a>\u00a0to provide students with an anonymous forum to report events both at school and outside of school that cause them distress or discomfort. Some believe that the widespread use of apps like this could save lives by allowing school officials to intervene before tragedy occurs.\r\n\r\nOther online services such as\u00a0<a href=\"https:\/\/evpco.com\/suite360\" target=\"_blank\" rel=\"noopener noreferrer\">Evolution Labs\u2019 digital character development and behavior intervention programs<\/a>\u00a0have emerged to help teach students to think critically about cyberbullying, mental health, anger management, substance abuse, social awareness, goal-setting and stress-management. For many students, it is easier to explore these critical topics at their own pace in a safe digital space, rather than being asked to speak about them in-person with 23 of their peers.\r\n\r\nIt is my hope that tools like these will build awareness and create new ways for children to learn and communicate with each other and promote civility.\r\n\r\nWe are all discouraged that a growing number of children and parents view traditional schools as unsafe places. Regardless of your personal stance on possible solutions, I know all educators stand united in wanting to see an end to school violence. I hope local, state and federal leaders can put their differences aside and act with a sense of urgency to address this growing and complex societal challenge.\r\n\r\n\r\nCurrently, we are also\u00a0<a href=\"https:\/\/michiganvirtual.org\/professionals\/mde\/\" target=\"_blank\" rel=\"noopener noreferrer\">partnering with MDE<\/a>\u00a0to develop free Social\/Emotional Learning training modules for educators statewide.",
            "title": "Online Learning in the Wake of School Violence: False Solutions &amp; Room for Growth",
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            "id": 28555,
            "path": "\/blog\/introducing-the-fuse-architect-schools-360-high-school\/",
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            "content": "A Providence Public School, 360 High School (360) opened its doors in 2015 with 80 students entering 9th grade. It is one of two schools in Providence that have been chosen to participate in the Fuse Architect project (Central High School being the other, which was featured in another blog post). This new high school has been \u201cdesigned for the whole student\u201d and continues to grow one grade level each year. Through community partnerships and technology, 360 High School\u2019s aim is to expand the breadth and depth of course offerings \u2013 allowing students to personalize their learning and tie their passions to their academics.\n\nFor Principal Kerry Tuttlebee and the team at 360 High School, the Fuse Architect project is a natural fit with 360 High School\u2019s mission and vision. 360 High School was developed through a year-long design process with student participation from various middle and high schools. The school emphasizes student-centered, mastery-based learning. This personalized learning focus allows students the flexibility of time and resources to move at their own pace through the curricula and recover credits where needed. While 360 High School is designed so a student\u2019s journey acclimates to college-ready metrics, the focus is on real-world learning experiences and community involvement.\n<h4>360 Demographics<\/h4>\n<table>\n<tbody>\n<tr>\n<td># of students<\/td>\n<td>% of Free and Reduced Lunch<\/td>\n<td>% of English as a Second Language<\/td>\n<td>% of Special Education Services<\/td>\n<\/tr>\n<tr>\n<td>78<\/td>\n<td>90%<\/td>\n<td>27%<\/td>\n<td>10%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nAs a newly designed high school in the Providence Public School District (PPSD), 360 has a focus on personalized learning, empowering students and teachers, integrating new insights into practice immediately, and adapting to the identified needs of the school. This translates into more flexibility over key decisions around curriculum and schedule. As such, the district provides the support and conditions for flexibility that will allow the students, teachers, and administration of 360 to act on what serves them best.\n\nStudent voice is a fundamental aspect of the 360 High School design. As a school built on democratic principles, all students are asked to participate in the evolution of 360 High School through opportunities like student advocacy groups, hiring committees, focus groups, and student surveys. Additionally, other key stakeholders, including community members, staff, and parents are actively engaged in providing input for the betterment of the school. Tuttlebee shares that \u201cstudents\u2019 interests and talents outside of school are very diverse and the more we can tap into their unique abilities and what excites them about life, the more meaningful their academic learning becomes\u2026Keep what is right for kids as your north star and don\u2019t be afraid to take some chances.\u201d\n\nAs a new school, the team at 360 High School entered the Fuse Architect program at a unique place. In their application process, 360 High School initially identified a need to become increasingly more student-focused in the classroom, systematize staff and students\u2019 use of ed tech tools, and balance the demands placed on teachers in a student-centered, mastery-based learning environment. They also expressed a desire to ensure students have \u201cthe right work\u201d in order to advance the vision of anytime, anywhere work over which the students truly feel ownership. Ultimately, 360 aims to develop course-long and content-wide scope and sequences for students to master content and progress independently.\n\nFast forward to the end of Phase 1, where 360 High School\u2019s design plan narrowed in focus. Included in their work is a focus on empowering students to expand the boundaries of their learning environment. To achieve this, 360 partnered with a local organization, Youth in Action, that will help 360 develop a model where students can work towards learning targets both inside and outside the classroom.\n\nFinally, the design team felt as though students needed to rethink instruction so that they would feel more comfortable with student-centered learning. In turn, they established a design thinking protocol that all 9th-grade teachers will teach as a conceptual bridge students can apply across content areas. By providing a single schemata for approaching problems and developing knowledge, 360 hopes to increase student academic outcomes. To house this curriculum and the community projects, as well as to meet individual student needs, 360 purchased Schoology, a Learning Management System, as part of the Fuse Architect project. Through Schoology, 360 hopes to make use of its features that are aligned to student-centered learning, as well as ease the burden of communication between expectations on assignments and student progress monitoring.\n\n<i>To learn more about the Fuse Architect project, updates, and partnerships, see\u00a0<\/i><a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\"><i>all blogs<\/i><\/a><i>\u00a0in this series!<\/i>",
            "title": "Introducing the Fuse Architect Schools \u2013 360 High School",
            "excerpt": "A Providence Public School, 360 High School (360) opened its doors in 2015 with 80 students entering 9th grade. It is one of two schools in Providence that have been chosen to participate in the Fuse Architect project (Central High School being the other, which was featured in another blog post). This new high school...",
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            "id": 15549,
            "path": "\/about\/news\/phenomenal-science-earns-stemworks-acceptance\/",
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            "content": "&nbsp;\n\n<img class=\"wp-image-15561 size-large aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/STEM-concept-mv-colors-1024x683.jpg\" alt=\"\" width=\"1024\" height=\"683\" \/>\n\n<strong>This article was originally published by Phenomenal Science\u00a0at:<\/strong> <a href=\"http:\/\/phenomscience.weebly.com\/stemworks-announcement.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/phenomscience.weebly.com\/stemworks-announcement.html<\/a>\n\n<a href=\"https:\/\/michiganvirtual.org\/about\/partners\/phenomenal-science\/\" target=\"_blank\" rel=\"noopener noreferrer\">Phenomenal Science<\/a> is pleased to announce that it has been awarded approval for entry into the <a href=\"https:\/\/stemworks.wested.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">STEMworks<\/a> database as a promising program. As described on their website, \u201cSTEMworks is a searchable online honor roll of high-quality science, technology, engineering, and mathematics (STEM) education programs. STEMworks helps companies, states, and individuals make smart investments in their communities by evaluating and cataloging programs that meet rigorous and results-driven <a href=\"https:\/\/stemworks.wested.org\/sites\/default\/files\/STEMworks_Design_Principles.pdf\">design principles<\/a>.\u201d\n\nBeing listed in the STEMworks database will qualify Phenomenal Science to be eligible to receive various funding. For the last two years, the State of Michigan appropriated funds for highly-rated STEM programs as determined by STEMworks and the MiSTEM Advisory Council. Moving forward, Phenomenal Science will qualify to be included in applications for those grants of up to $100,000 each. These funds can serve to offset costs associated with professional learning and materials since Phenomenal Science Units remain FREE to access.\n\nBeing accepted as a STEMworks program is a very rigorous process, which the Phenomenal Science Team should be very proud to achieve. Over the course of just three years, the team of Teacher Authors, Grade-Level Coaches and Project Managers have developed a completely new resource to meet the new Michigan Science Standards, with the great support of partners and collaborators such as <em>Michigan Virtual<\/em>, Central Michigan University, Oakland Schools and the Michigan Mathematics and Science Centers Network, as well as over 600 field testing teachers and schools around the state. Nothing like Phenomenal Science has existed in the past, which makes this a major accomplishment.\n\nIn order to achieve STEMworks approval, a program must meet the standards of design principles including: identifying need, rigorous evaluation, sustainability, scalability, partnerships, capacity, challenging and relevant STEM content, incorporating STEM practices, inspiring interest in STEM\u00a0and addressing the needs of underrepresented groups. Approximately only one-quarter to one-third of programs that apply are awarded STEMworks approval at any level. According to STEMworks, a promising program \u201chas been evaluated and deemed to have strong potential to meet the design principles for quality but requires further development\u201d\n\nTo learn more about this program, visit the\u00a0<a href=\"http:\/\/phenomscience.weebly.com\/\">Phenomenal Science website<\/a>. If you have further questions about the Phenomenal Science STEMworks acceptance and what this means for your school, please contact Darcy McMahon, Phenomenal Science Project Director.\n\nTo learn more about\u00a0<em>Michigan Virtual<\/em>'s partnership with Phenomenal Science, visit:\n<a href=\"https:\/\/michiganvirtual.org\/about\/partners\/phenomenal-science\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/michiganvirtual.org\/about\/partners\/phenomenal-science\/<\/a>",
            "title": "Phenomenal Science earns STEMworks acceptance",
            "excerpt": "&nbsp; This article was originally published by Phenomenal Science\u00a0at: http:\/\/phenomscience.weebly.com\/stemworks-announcement.html Phenomenal Science is pleased to announce that it has been awarded approval for entry into the STEMworks database as a promising program. As described on their website, \u201cSTEMworks is a searchable online honor roll of high-quality science, technology, engineering, and mathematics (STEM) education programs. STEMworks...",
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        {
            "id": 28556,
            "path": "\/blog\/introducing-the-fuse-architect-schools-central-high-school\/",
            "author_id": 54,
            "timestamp": 1527825600,
            "content": "Central High School (Central) is the second school from the Providence Public School District selected for the Fuse Architect program. Central High School is actively working to become a more student-centered and student-directed school. Central\u2019s Fuse Architect design team believes that \u201canytime, anywhere learning\u201d is an important part of building an educational model that works for the twenty-first century. Yet historically, the design team recognizes Central has had a tradition of adhering to curriculum standards that have not allowed for students to take this type of ownership over their learning. As the Fuse Architect design team at Central envisions more personalized learning environments for students, they understand that their team and their school must grow and adapt in order to be truly student-centered. School population information for the 2016-17 school year is shared in the table below.\n<table>\n<tbody>\n<tr>\n<td># of students<\/td>\n<td>% of Free and Reduced Lunch<\/td>\n<td>% of English as a Second Language<\/td>\n<td>% of Special Education Services<\/td>\n<\/tr>\n<tr>\n<td>1000+<\/td>\n<td>92%<\/td>\n<td>31%<\/td>\n<td>15%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nIn its initial application for the Fuse Architect project, Central\u2019s team wanted to push their thinking on what it means to be student-centered and what that could look like at Central High School. Specifically, the team\u2019s goal was to increase academic discourse and authentic discussions led by students in order to increase students\u2019 engagement, and therefore, increase student achievement. To achieve this goal, the team proposed to authentically implement higher order questioning and classroom discussion, thereby increasing the rigor and academic discourse in the classroom.\n\nAt the district level, Providence Public Schools has developed a five-year teaching and learning plan in partnership with its central office and school-based staff, families, students, and community partners. A lynchpin to the plan was the district\u2019s movement towards more self-directed, personalized learning for all students. In order to obtain this goal, the district is working through defined steps for personalized learning including scaling up 1:1 computing, piloting ed tech software and learning management systems that support personalized learning, and accessing opportunities that increase student choice and voice in the classroom.\n\nAt the end of Phase 1, the design team settled on a plan that will \u201cengage a holistic community made up of teachers, students, and parents to create an academy where participants can learn, grow, and fail forward together in a collaborative, comfortable, educational environment in order to promote a sense of belonging, civic capacity, engaged citizenship, leadership, college readiness, student agency, student ownership of learning, sustainability, and fun.\u201d The structure of the academy has district approval for a 1:1 computer program, a redesigned classroom model with no bells, and a daily student-driven project period. The driving idea behind these changes will promote more student support, help reduce stress, and increase student engagement.\n\nTo facilitate their implementation plans, Central partnered with\u00a0<a href=\"http:\/\/youthinactionri.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth in Action<\/a>, who will spearhead developing student-driven projects and join in culture-building exercises at the school. Additionally, the design team chose to purchase McGraw Hill\u2019s Learning Management System Engrade as their central hub for communication around teaching and learning. Vice Principal Betsy Furtado emphasized, \u201cWe here at Central are so excited about this partnership and the opportunities it will provide for our students.\u201d\n\n<em>To learn more about the Fuse Architect project, updates, and partnerships, see\u00a0<a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\" target=\"_blank\" rel=\"noopener noreferrer\">all blogs<\/a>\u00a0in this series!<\/em>\n\n&nbsp;",
            "title": "Introducing the Fuse Architect Schools \u2013 Central High School",
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        {
            "id": 19150,
            "path": "\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/",
            "author_id": 32,
            "timestamp": 1527639739,
            "content": "<p><strong><em>Updated May 27, 2021.<\/em><\/strong><\/p><p>By the time June rolls around, most students and educators alike are sprinting toward the light at the end of the tunnel: <strong>The one, the only, hard-earned and highly-coveted\u00a0<em>summer break.<\/em><\/strong><\/p><p>After nine months of tireless work, they surely deserve it. But it\u2019s hard to talk about summer break without also talking about the elephant in the room: <strong>The dreaded \u201csummer slide.\u201d\u00a0\u00a0<\/strong><\/p><p>The more we learn about the effects of summer learning loss on students, the harder and harder it becomes to ignore. At a time when budgets are strapped and students are struggling, it\u2019s difficult to justify wasting time and resources by spending each Fall reteaching content that is lost over the summer.<\/p><p>In this blog post, we\u2019ll cover the basics of the summer slide \u2014 what and who are at risk and why \u2014 as well some tips and tricks for mitigating the effects of summer learning loss.<\/p><h2>The Importance of Summer Learning<\/h2><p>As much as we love summer break, its original function was not to relieve exhausted and overworked educators and students.<\/p><p>Many argue that nine-month school calendar is\u00a0<a href=\"https:\/\/www.scribd.com\/document\/233064983\/The-Effects-of-Summer-Vacation-on-Achievement-Test-Scores-pdf\" target=\"_blank\" rel=\"noopener noreferrer\">a relic of the agricultural era<\/a>\u00a0when 85 percent of Americans worked in the agricultural industry. This perspective claims that \u2014 at a time when only three percent of Americans work in this industry \u2014 this model no longer holds water.<\/p><p>Others have made\u00a0<a href=\"https:\/\/www.pbs.org\/newshour\/education\/debunking-myth-summer-vacation\" target=\"_blank\" rel=\"noopener noreferrer\">compelling cases<\/a>\u00a0that the creation of the 9-month calendar had less to do with accommodating farmers and more to do with the lack of modern air-conditioning technology, which resulted in sweltering classrooms that were not conducive to learning.<\/p><p>Regardless of its roots,\u00a0<a href=\"https:\/\/www.brookings.edu\/research\/summer-learning-loss-what-is-it-and-what-can-we-do-about-it\/\" target=\"_blank\" rel=\"noopener noreferrer\">many studies have corroborated<\/a>\u00a0that summer break has a negative impact on student learning. On average, it is predicted that students lose about one month\u2019s worth of learning over the summer. In math and reading, these predictions are even more drastic, with an\u00a0estimated two months of learning loss in some studies.<\/p><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/05\/Screen-Shot-2021-05-27-at-2.25.14-PM.png\" alt=\"\" width=\"829\" height=\"1101\" \/><\/p><p style=\"text-align: center\"><em><a href=\"https:\/\/www.summerlearning.org\/knowledge-center\/summer-numbers-infographic\/\">\"Summer by the Numbers\"<\/a> infographic created by the\u00a0<\/em><a href=\"https:\/\/www.summerlearning.org\/\"><em>National Summer Learning Association<\/em><\/a><em>.\u00a0<\/em><\/p><p>This atrophy wastes valuable time in school at the beginning of the next Fall when students have to relearn much of what was lost over the summer. Some estimates suggest that\u00a0<a href=\"https:\/\/www.oxfordlearning.com\/summer-learning-loss-statistics\/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers spend up to\u00a0<i>six weeks\u00a0<\/i>each Fall re-teaching old material<\/a>.<\/p><p>The worst part? Research shows that the summer slide has its greatest impact on students of low socioeconomic status, whose parents are not able to provide the same summer learning opportunities as wealthier parents \u2014 from summer camps to educational trips to museums, zoos, etc. to books and other school supplies.<\/p><p>In fact, some even claim that summer learning explains\u00a0<a href=\"https:\/\/www.oxfordlearning.com\/summer-learning-loss-and-how-to-prevent-it\/\" target=\"_blank\" rel=\"noopener noreferrer\">up to two-thirds of the income-based achievement gap<\/a>.<\/p><p>Together, these statistics ought to inspire us to act. Whether or not summer break is here to stay, we must find creative solutions to mitigate summer learning loss and close the income-based achievement gap.<\/p><h2><strong>Ways to Avoid the \u201cSummer Slide\u201d<\/strong><\/h2><p>When it comes to summer learning, there are many ways to help kids keep their skills sharp and their minds engaged. \u00a0You can encourage parents to consider the following options this summer:<\/p><ul><li>Educational summer programs<\/li><li>Online summer courses<\/li><li>Summer camps (online or face-to-face!)<\/li><li>Events at the local community center or library<\/li><li>Educational apps and computer games<\/li><li>Practice workbooks<\/li><li>Reading challenges<\/li><\/ul><p><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/slowing-the-slide-top-10-tips.jpg\" alt=\"Slowing the Slide: Top 10 Tips infographic\" width=\"685\" height=\"343\" \/><\/p><p style=\"text-align: center\">\"Slowing the Slide: Top 10 Tips\"\u00a0infographic created by the\u00a0Communities in Schools (CIS) of Greater New Orleans<\/p><p>All of these are great options, but if parents do not have the resources to pay for the more expensive options, they can also find ways to sneak learning into everyday activities. For example, parents can pull math and literacy practice into:<\/p><ul><li>Cooking with their children<\/li><li>Playing board games that require kids to read and count<\/li><li>Taking care of pets or a garden<\/li><li>Watching sporting events<\/li><li>Shopping and handling money<\/li><\/ul><p>Many parents understand the importance of encouraging their children to read over the summer but \u2014 as\u00a0<a href=\"https:\/\/www.gse.harvard.edu\/news\/uk\/16\/06\/summer-math-loss\" target=\"_blank\" rel=\"noopener noreferrer\">Leah Shafer from Harvard\u2019s Graduate School of Education\u00a0<\/a>writes \u2014 they often find it more challenging to incorporate math into their daily routines.<\/p><p>The simple tricks above illustrate how math instruction doesn\u2019t always have to include figures and charts. If you\u2019re cooking together, Shafer says, you might choose to halve or double a recipe and then ask your child to help you calculate the new measurements.<\/p><p>All of this goes to show that summer learning does\u00a0<i>not\u00a0<\/i>have to be devoid of fun. In fact, finding playful ways to get students learning over the summer might be key to boosting their odds of success.<\/p><p><a href=\"https:\/\/michiganvirtual.org\/students\/summer\/\">Explore Our Summer Learning Options<\/a><\/p>",
            "title": "How to avoid the \"summer slide\" without giving up your hard-earned break",
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            "path": "\/blog\/introducing-the-fuse-architect-schools-barrington-high-school\/",
            "author_id": 54,
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            "content": "The only high school within the district of Barrington Public Schools, the school population information for the 2016-17 school year is shared in the table below.\n<table>\n<tbody>\n<tr>\n<th># of students<\/th>\n<th>% of Free and Reduced Lunch<\/th>\n<th>% of English as a Second Language<\/th>\n<th>% of Special Education Services<\/th>\n<\/tr>\n<tr>\n<td>1000<\/td>\n<td>6%<\/td>\n<td>1%<\/td>\n<td>11%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nBarrington High School and the greater Barrington Public Schools recently committed to partnering with the Highlander Institute for direct coaching on project-based experiential learning as well as adopting the Deeper Learning Competencies as defined by the William and Flora Hewlett Foundation as their pathway to meet the district\u2019s mission \u2014\u00a0<i>Empowering Students to Excel.\u00a0<\/i>These Deeper Learning Competencies are defined as key competencies students must master in order to understand concepts and to be able to apply what they learn to classroom-based and real-world problems. They include:\n<ul>\n \t<li>master core academic content<\/li>\n \t<li>think critically and solve complex problems<\/li>\n \t<li>work collaboratively<\/li>\n \t<li>communicate effectively<\/li>\n \t<li>learn how to learn<\/li>\n \t<li>develop academic mindsets<\/li>\n<\/ul>\nThrough a student survey and conversations with recent graduates, Barrington Public Schools realized that although they rank highly in the state, students were not finding enough relevance and applicability in what they were learning in the classroom to college or career. Using the Deeper Learning Competencies as their guide, the district team examined the educational program both at Barrington High School specifically, and across the district. The district team identified the master core academic content and think critically competencies as areas of strength for their school. At the same time, they agreed that learning how to learn, developing academic mindsets, and working collaboratively were areas to be further addressed in their schools. From the district perspective, their Fuse Architect design team\u2019s efforts will serve as a starting point for driving these competencies at the high school level.\n\nIn the Fuse Architect application process, Barrington High School identified the need for intentional opportunities for self-directed learning through their newly developed iCreate Zone\u2013 a makerspace designed to bring students and teachers together for deeper learning projects. Although Barrington High School had established a location for the iCreate Zone with some criteria and materials, the plan needed measurable goals and objectives, a clear design, interdisciplinary connections, and increased partnerships with the larger community.\nThe Barrington High School design team has developed a plan for the iCreate Zone that includes:\n<ul>\n \t<li>creating a student-run Fabrication Lab with state of the art equipment<\/li>\n \t<li>developing business and industry partnerships<\/li>\n \t<li>leveraging their\u00a0<a href=\"http:\/\/www.bhscommunityboard.com\/icreate.html\" target=\"_blank\" rel=\"noopener noreferrer\">iCommunity Board\u00a0<\/a>to allow students to work directly on projects requested by community members<\/li>\n \t<li>engaging in interdisciplinary projects at the classroom level that promotes student voice and choice around the demonstration of their learning<\/li>\n \t<li>empowering teachers as coaches and facilitators in the space.<\/li>\n<\/ul>\nTo flesh all of this out, the district, teachers, students, and administrators from Barrington have been working collaboratively to select community partners, vet ed-tech products that can facilitate the work, and brainstorm how to make their work tangible for all students and teachers in the high school.\n\nAt the end of Phase 1, Barrington High School selected\u00a0<a href=\"https:\/\/fabnewport.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">FabNewport<\/a>\u00a0as a community partner for their expertise in running Makerspaces in Rhode Island. The partnership is focused on training a core group of students who can run the lab and oversee all of its equipment. Teachers will also receive training and be coached on how to use the iCreate space for helping students become self-directed learners. Through Fuse Architect, their goal is to move Barrington High School forward as a leader in personalized learning. Assistant Superintendent Dr. Paula Dillon emphasized, \u201cCollaborating with our students, teachers, and community partners has created the opportunity to personalize learning through experiential, authentic opportunities. Together we are able to imagine and create greater possibilities to empower our students to excel within and beyond the walls of the school.\u201d You can learn more about Barrington High School\u2019s work in an upcoming podcast with Dr. Dillon.\n\n&nbsp;",
            "title": "Introducing the Fuse Architect Schools \u2013 Barrington High School",
            "excerpt": "The only high school within the district of Barrington Public Schools, the school population information for the 2016-17 school year is shared in the table below. # of students % of Free and Reduced Lunch % of English as a Second Language % of Special Education Services 1000 6% 1% 11% Barrington High School and...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>District-Provided Professional Development<\/h1>\t\t\n\t\t<p>Team up with <i>Michigan Virtual<\/i> to build your one-of-a-kind professional development experience. <\/p><p>We\u2019ve provided professional development across Michigan since 2003 and can develop a robust program that addresses your district\u2019s priorities.<\/p>\t\t\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\t\t\t\tRequest more information\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=ubD0GZNXd9k\t\t\t\t\n\t\t\t<h2>How can we help you?<\/h2>\t\t\n\t\t\t<h4>Group Registration and Enrollment<\/h4>\t\t\n\t\t<p style=\"text-align: center\">Let us take care of the heavy lifting for you! We offer two Group Registration and Enrollment (GRE) options: Select and Choice.<\/p>\t\t\t\t\n\t\t\t<h5>GRE Select<\/h5>\t\t\n\t\t<p>Select a course or several courses for your staff to take through our professional learning portal.<\/p>\t\t\t\t\n\t\t\t<h5>GRE Choice<\/h5>\t\t\n\t\t<p>Choose a catalog of courses for your staff to take throughout the school year (or customizable timeframe).<\/p>\t\t\t\t\n\t\t\t<h5>Frequently asked questions<\/h5>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>How does my staff receive SCECHs?<\/a>\n\t\t\t\t\t<p>We will request a PIC of all certified staff during the initial steps of the GRE. We will then verify this with MOECS and ensure this is updated for the learner. Lastly, we will process all SCECHs for certified staff.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Can I receive a report of staff progress?<\/a>\n\t\t\t\t\t<p>Yes! We can provide a weekly report to designated contacts sharing staff\u2019s learning progress. This feature is only available for GRE Select and GRE Choice.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>When can we start our GRE?<\/a>\n\t\t\t\t\t<p>After we receive the required information, it typically takes one to two weeks to start.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Can I customize content?<\/a>\n\t\t\t\t\t<p>Yes! You don\u2019t need to be an expert in the topic. Use our self-paced courses to customize and personalize the activities for your staff. Our Professional Learning Specialists can provide guidance for how you can create a blended learning experience by combining a self-paced course with in-person activities during one of your professional development days.<\/p>\n\t\t\t<h4>Personalized coaching<\/h4>\t\t\n\t\t<p style=\"text-align: left\">Have small groups within your district meet with our experts to support your <a href=\"https:\/\/michiganvirtual.org\/remote-teaching\/\">blended<\/a> and <a href=\"https:\/\/michiganvirtual.org\/remote-teaching\/\">online learning<\/a> efforts.<\/p>\t\t\t\t\n\t\t\t<h4>Customized professional development for your district<\/h4>\t\t\n\t\t<p style=\"text-align: left\">We can support your district with a customized professional development plan. We can also partner with you to build new learning experiences.<\/p>\t\t\t\t\n\t\t\t<h4>Face-to-face synchronous training<\/h4>\t\t\n\t\t<p style=\"text-align: left\">You have options!\u00a0<\/p><p style=\"text-align: left\">Our specialists can visit your school or district on your professional development days to provide live support for district-wide initiatives for blended and online learning.<\/p><p style=\"text-align: left\">Our specialists can also provide guidance for how you can facilitate your own training using the content from one of our PLP courses. Provide your staff a blended learning experience where they work through a self-paced course while they also participate in synchronous activities and conversations on one of your professional development days.<\/p>\t\t\t\t\n\t\t\t<h3>Which topics are you interested in?<\/h3>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial emotional learning\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/compliance\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSafety and compliance\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=early%20literacy\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEarly literacy\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=self%20care\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSelf-care and wellness\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/remote-teaching\/#blended\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tImplementing technology\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/\">\n\t\t\t\t\t\t\t\t\tExplore more topics\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Don\u2019t just take our word for it!<\/h3>\t\t\n\t\t<p>With\u00a0<i>Michigan Virtual<\/i>\u2019s seamless platform for professional development, administrators can offer already busy teachers relevant, on-demand, and self-paced training options that align with a school or district\u2019s improvement plan. <strong><a href=\"https:\/\/michiganvirtual.org\/dppd-case-study\">Hear what Michigan teachers have said about our products\/services.<\/a><\/strong><\/p>\t\t\t\t\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/Doug-Rothwell_mug_i.jpg\" alt=\"Doug Rothwell &lt;br \/ &gt;&lt;small&gt;President &amp; CEO Business Leaders For Michigan&lt;\/small&gt;\u200b\">\n\t\t\t\t\t\t\t\t\t\t<cite>Doug Rothwell <br \/><small>President &amp; CEO Business Leaders For Michigan<\/small>\u200b\u201cOver the past twenty years, Michigan Virtual has helped over 250,000 people receive high-quality online instruction they might not otherwise have been able to afford or access through traditional learning programs. Michigan Virtual positions Michigan to lead in the delivery of high-quality education and training at a time when the demand for this has never been greater.\u201d\u200b<\/cite>\t\t\t\t\tRead More\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<cite>Kelly Newell<br \/><small>Fraser Public Schools<\/small>\u200b\u201cThe level of support and resources provided by the Michigan Virtual team have been invaluable in transforming my thinking about blended learning.\u201d<\/cite>\t\t\t\t\tRead More\t\t\t\t\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/Alpena-Schools.jpg\" alt=\"Meaghan Gauthier&lt;br \/ &gt;&lt;small&gt;Alpena Public Schools\u200b&lt;\/small&gt;\u200b\">\n\t\t\t\t\t\t\t\t\t\t<cite>Meaghan Gauthier<br \/><small>Alpena Public Schools\u200b<\/small>\u200b\u201cBlended Learning Live! ranks up there with the best professional learning experience I\u2019ve had. As an educator who does not have a background in instructional technology, the content of this 2-day series helped me to easily understand the possible entry points into blended learning a teacher can choose from based on his\/her readiness.\u201d\u200b<\/cite>\t\t\t\t\tRead More\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t<cite>Keri Powell<br \/><small>Cadillac Public Schools<\/small>\u200b\u201cAs a full-time elementary teacher and mother of three, I have appreciated the flexibility of the course and instructors \u2014 they really make it manageable for busy professionals to grow in their profession.\u201d<\/cite>\t\t\t\t\tRead More\t\t\t\t\n\t\t\t<h2>Interested in learning more?<\/h2>\t\t\n\t\t<p>Please fill out the form below if you are interested in speaking to one of our professional development specialists about providing educators in your district with goal-focused professional learning opportunities.<\/p><p><strong>Note<\/strong>: this form is only for group enrollment opportunities; for individual professional development, please visit our <a href=\"https:\/\/plp.michiganvirtual.org\/\">Professional Learning Portal<\/a>.<\/p>",
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            "id": 28553,
            "path": "\/blog\/virtual-viewpoints-podcast-interview-with-lucas-orwig-nellie-mae-education-foundation\/",
            "author_id": 54,
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            "content": "https:\/\/soundcloud.com\/mvlri\/episode-1-lucas-orwig-nellie-mae-education-foundation\n\nThis is the first episode in a series documenting the Integrated Learning Systems project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this first episode, we talk with Lucas Orwig, a program officer at Nellie Mae. In our conversation today, Lucas gives us some high-level background information and talks about some of the plans and goals for the work moving forward.",
            "title": "Virtual Viewpoints Podcast: Interview with Lucas Orwig, Nellie Mae Education Foundation",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/episode-1-lucas-orwig-nellie-mae-education-foundation This is the first episode in a series documenting the Integrated Learning Systems project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this first episode, we talk with Lucas Orwig, a program officer at...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Design your own PD &amp; earn SCECHs<\/h1>\t\t\n\t\t\tBecause you're doing extra work on your own time, and you know your learning needs best.\t\t\n\t\thttps:\/\/youtu.be\/DUjQnD6l5O4\t\t\t\t\n\t\t\t<h2>What if you could design your own PD and make it awesome?<\/h2>\t\t\n\t\t<p>Educators, you know what it takes to make learning <b>engaging<\/b>, <b>fun<\/b>, and <b>personalized<\/b>. You know your students' needs best, along with what skills you need to strengthen as an educator to help meet these needs.\u00a0<\/p><p>Besides, you\u2019re probably <i>already <\/i>doing this kind of informal research outside of your work hours. So, why not earn SCECHs for it?<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mypd-6-scechs\/\">\n\t\t\t\t\t\t\t\t\t6 SCECHs for $20\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mypd-10-scechs\/\">\n\t\t\t\t\t\t\t\t\t10 SCECHs for $30\n\t\t\t\t\t<\/a>\n\t\t\t<h4>Questions to ask yourself...<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tWhat\u2019s a skill, strategy, or passion that you\u2019d like to develop?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tWhat are you currently reading, watching, or listening to that you could apply in your classroom, school, or district?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tWhat would you like to see your students do more often while learning?\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h4>You will enjoy MyPD if...<\/h4>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tYou\u2019re an avid reader, Twitterer, or podcast listener on educational topics.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tYou want to learn about a specific topic on which there aren\u2019t many PD options.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tYou simply want a PD experience tailored to how you learn best.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>An independent study for educators<\/h2>\t\t\n\t\t<p><strong>The MyPD course works kind of like an independent study. You will:<\/strong><\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExplore in-depth resources on a topic relevant to your professional goals,\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tApply what you\u2019ve learned and reflect with a dedicated coach, and\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tEarn SCECHs for what you\u2019ve accomplished. \n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h6>Take control of your PD<\/h6>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mypd-6-scechs\/\">\n\t\t\t\t\t\t\t\t\t6 SCECHs for $20\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mypd-10-scechs\/\">\n\t\t\t\t\t\t\t\t\t10 SCECHs for $30\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/11\/iStock-1365415836-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Find inspiration in these examples from real educators<\/h3>\t\t\n\t\t<p>Wondering what subject you might explore in MyPD? Here are a few questions that real Michigan educators have investigated in this course:<\/p><ul><li style=\"font-weight: 400\">How can I better motivate and demonstrate empathy for struggling students?<\/li><li style=\"font-weight: 400\">How can I enhance the cultural diversity of my music lessons?<\/li><li style=\"font-weight: 400\">As a physical education teacher, how can I best support Muslim students during Ramadan?<\/li><li style=\"font-weight: 400\">As a coach, what strategies can I use to support athletes with disabilities?<\/li><li>What are best practices for helping to support parents and students in a hybrid homeschool?<\/li><li>What is the best way to incorporate Project-Based Learning into my instructional practice?<\/li><li>How can I create published guide to collections in the Archives of Michigan which may help people research and understand the system of Indian Boarding Schools in Michigan?<\/li><\/ul>\t\t\t\t\n\t\t\t<h3>Don\u2019t take our word for it!<\/h3>\t\t\n\t\t\t<h5>Real Michigan educators have shared the following about their experience taking MyPD:<\/h5>\t\t\n\t\t\t\t\t\t\u201cI liked that I could focus on something that actually benefits me and the work I do with students every day.\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cBeing able to learn about a topic of my choice, in my own way, in my own time.\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cMyPD addressed me personally and what is relevant to teaching art.\u201d\t\t\t\t\t\n\t\t\t\t\t\t\u201cI like that it was self-led. I got to explore a topic that I was currently working on, and it forced me to learn more than I would have otherwise.\u201d\t\t\t\t\t\n\t\t\t<h2>Are you a dedicated school leader who wants to offer MyPD to your staff?<\/h2>\t\t\n\t\t<p>Like the idea of MyPD and want to offer it to your staff? Our team regularly works with school leaders to help them build <a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\">customized DPPD plans<\/a>. Fill out the form below, and someone will get in touch soon to answer any questions you might have.\u00a0<\/p>",
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            "path": "\/about\/news\/michigan-virtual-provides-free-literacy-and-math-programs-to-detroit-students\/",
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            "content": "<img class=\"wp-image-15451 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/05\/lipke_edready.jpg\" alt=\"Presenting a certificate for EdReady math to the S.A.Y. Detroit organization\" width=\"2048\" height=\"1536\" \/>\n\n<strong>LANSING, MI<\/strong> \u2014 <em>Michigan Virtual\u2122<\/em>\u00a0has partnered with the team from the Mitch Albom show to provide free early literacy and math readiness programs for students in Detroit on Tuesday at the S.A.Y. Detroit Play Recreation Center. Michigan Virtual provided literacy essentials materials and training to mentors and EdReady licenses that will provide students access to EdReady, a math support program. These materials and demonstrations aim to give tutors and mentors at the center tools to position Detroit students for academic success.\n\nAccording to <a href=\"https:\/\/www.michigan.gov\/documents\/mde\/S15_M-STEP_Statewide_Results_504573_7.pdf\">2015 M-STEP data<\/a>, only 50 percent of Michigan\u2019s third-graders are proficient readers. Students who fall below literacy standards in third grade are more likely to continue to struggle throughout the rest of their educational career.\n\n\u201cThe literacy rates in Michigan are alarming, and our team at Michigan Virtual is proud to partner with Mitch Albom to address this important issue,\u201d said Michigan Virtual President and CEO Jamey Fitzpatrick. \u201cThe early literacy and math readiness programs are an important way to work in tandem with educators, mentors and students for greater success in the classroom.\u201d\n\nMichigan Virtual\u2019s <a href=\"https:\/\/michiganvirtual.org\/students\/edready-summer\/\">EdReady math program<\/a> aims to help students in 4<sup>th<\/sup> through 12<sup>th<\/sup> grades master a range of mathematical concepts. The program assesses students\u2019 math skills, identifies their strengths and weaknesses and provides them with personalized instruction to fit their needs.\n\n\u201cWhen it comes to literacy and reading, this problem belongs to all of us,\u201d said Mitch Albom, founder, S.A.Y. Detroit. \u201cI have crossed paths with too many people who have struggled with reading, a skill that so many of us take for granted. Providing students access to these courses and support from their tutors and mentors will help get these kids off on the right foot with these critical skills.\u201d\n\nThe Literacy Essentials training modules for teachers and mentors is currently targeted at students in pre-kindergarten through fifth grade. Training modules for upper grades are being created and will be available in the near future.\n\nMichigan Virtual was founded as a nonprofit in 1998 with the support of many education and policy leaders and has since become a leader in providing online courses to students and professional development to educators throughout Michigan.",
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        {
            "id": 28552,
            "path": "\/blog\/fuse-architects-take-off-in-2017\/",
            "author_id": 54,
            "timestamp": 1526961600,
            "content": "What if the best way to make decisions about education technology starts off with not thinking about technology at all? This is the approach the Fuse Architect project took as they began their work this past spring. Rather than jumping into product selection, Fuse Architect participants spent the first phase thinking much more broadly. Using a design thinking process developed by\u00a0<a href=\"https:\/\/www.ideo.com\/work\/education\" target=\"_blank\" rel=\"noopener noreferrer\">IDEO<\/a>, schools envisioned the ideal student experience they wanted to create in their schools and considered what it would take to make that experience a reality. The process involved prep work with each school individually that culminated in a day-long design exercise \u2013 also known as Design Day \u2013 that brought together teams of educators and students from each school.\n<h3><b>Designing for the Student Experience<\/b><\/h3>\nAlongside design thinking experts at IDEO, Highlander conducted school visits in early March in advance of the upcoming \u201cDesign Day\u201d workshop. During these school visits, Highlander and IDEO asked each of the school design teams, consisting of students, teachers, and administrators, to articulate the design challenge they wanted to address through Fuse Architect. In addition to articulating their design challenges, Highlander and IDEO asked all school design team members to immerse themselves in their school\u2019s student experience by shadowing students in their school prior to Design Day. This helped them understand what experiences students were currently having in their school, and to consider what improved experiences the design team would like students to have. Teams then considered how to design their school in order to produce those experiences.\n\nWith design challenges articulated and aligned to fresh perspectives of the student experience, school design teams were finally ready to participate in the official \u201cDesign Day\u201d workshop. The goals of the day included:\n<ol>\n \t<li>Articulate the design challenge and why the school is addressing it<\/li>\n \t<li>Think through how to engage more students during the design process<\/li>\n \t<li>Design a roadmap \u2013 Pinpoint the first step and the steps in between achieving your design challenge<\/li>\n<\/ol>\n<h3><b>Designing with Students<\/b><\/h3>\nDuring Design Day, school design teams gathered with student teams to conduct design thinking activities like storytelling, prototyping, and brainstorming. In parallel tracks supported by experts from IDEO, adult and student teams brainstormed their school needs regarding the design challenge they had chosen and considered the perspectives of the users and stakeholders in their schools. Students worked both together and separately from their teachers and administrators to address various design problems.\n\nIn both rooms, there was an intense desire to re-design teaching and learning structures to authentically include student voice and develop student-centered learning processes. At the start of Design Day, schools tended toward thinking about what the students wanted from the teacher and administrator perspective. IDEO and Highlander pushed the teams\u2019 thinking to think from the student perspective. As some students mentioned in their focus groups, the adults on their design teams tended to have an idealistic view of students and so the students\u2019 true needs were oftentimes not in the design plan. In their own focus groups, teachers across schools noted the persistent refocusing IDEO facilitators provided in their questioning to truly challenge their thinking around student-centered design plans.\n<h3><b>Design First, Technology Second<\/b><\/h3>\nWith Design Day behind them and their initial plans in place, Highlander Institute staff met with schools an additional three to five times throughout the spring to flesh out details of design plans. Schools then met with Highlander Institute to conduct planning sessions with community partners. Within the Fuse Architect project, community partners are local organizations that help both teachers and students connect to the community, expand their learning outside the school building, and develop student ownership. By engaging community partners right away in Phase 1, there was an early opportunity to plan around and align each of the school\u2019s design plan goals and tech stack priorities with the community partner\u2019s capacity. Together, the designs and community partners will serve as critical guides in the next phase of the project, which will involve searching out education technology products that can help make the vision developed in the design phase a reality. A member of one of the school\u2019s design teams mentioned, \u201cAt first, we thought this project was focused on technology, but this process has taught us that we need to start with design thinking to understand our users\u2019 needs before we can make any decisions regarding technology.\u201d\n\nFuse Architect still has a long way to go, but participants are already talking about the value of approaching their education technology decisions by establishing a design first and looking for tools and resources to serve that vision. When that design is rooted in a vision of the ideal student experience, the hope is that resulting decisions will be better able to support student-centered learning.",
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        {
            "id": 19145,
            "path": "\/blog\/campfire-podcast-power-with-not-power-over\/",
            "author_id": 48,
            "timestamp": 1526688659,
            "content": "\r\n\r\nIn this episode, Jeff and Erin chat about the concept of \u201cpower with vs. power over\u201d \u2014 inspired by a recent book study of Jim Knight\u2019s\u00a0<a href=\"https:\/\/us.corwin.com\/en-us\/nam\/high-impact-instruction\/book234377\" target=\"_blank\" rel=\"noopener noreferrer\"><i>High-Impact Instruction<\/i><\/a>\u00a0\u2014 and host a great interview with the always amazing Val Capel.\r\n\r\nWe also invite you to call in and tell us a little bit about your student teaching\/pre-service teaching experiences! Leave us a message at\u00a0<strong>(616) 929-0085<\/strong>! If you\u2019re the lucky winner, we\u2019ll provide you with a free ticket to\u00a0<a href=\"https:\/\/michiganvirtual.org\/daycamp18\/\" target=\"_blank\" rel=\"noopener noreferrer\">Day Camp<\/a>, our summer conference.\r\n\r\n<strong>SHOW NOTES<\/strong>\r\n\r\nWe had a great time thinking deeply about quite a few things in this episode. In case you\u2019re curious, here are a few links to dive deeper:\r\n<ul>\r\n \t<li>The concept of \u201cpower with vs. power over.\u201d \u00a0This concept comes to us from Jim Knight\u2019s book\u00a0<a href=\"https:\/\/us.corwin.com\/en-us\/nam\/high-impact-instruction\/book234377\" target=\"_blank\" rel=\"noopener noreferrer\"><i>High-Impact Instruction<\/i><\/a><i>.\u00a0<\/i>We share a few of our own experiences and dive into how teachers might be able to utilize this concept to shift the culture in their classroom.<\/li>\r\n \t<li>We also referenced restorative justice and\u00a0<a href=\"https:\/\/www.cultofpedagogy.com\/pod\/episode-89\/\" target=\"_blank\" rel=\"noopener noreferrer\">this podcast<\/a>\u00a0from\u00a0Cult of Pedagogy.<\/li>\r\n \t<li>Next, we jumped into an interview with Val Capel, an amazing 3rd-grade teacher from Hamilton. She shared out some of the processes she uses with pre-service teachers. To take a peek at some of those resources, head to\u00a0<a href=\"https:\/\/hope.edu\/academics\/education\/student-teaching\/cooperating-teachers.html\" target=\"_blank\" rel=\"noopener noreferrer\">this link<\/a>. Val also shared how they\u2019ve been developing online courses in\u00a0<a href=\"http:\/\/www.kickstandsystems.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Kickstand<\/a>\u00a0and gave us some insight into her summer learning plans which focus on instructional coaching and looking into more resources from Jim Knight. (We love his latest book,\u00a0<i><a href=\"https:\/\/us.corwin.com\/en-us\/nam\/the-impact-cycle\/book245084\" target=\"_blank\" rel=\"noopener noreferrer\">The Impact Cycle<\/a>.<\/i>)<\/li>\r\n \t<li>If you\u2019d like to learn more about our summer conference, Day Camp, check out\u00a0<a href=\"https:\/\/www.eventbrite.com\/e\/day-camp-2018-registration-42089202939\" target=\"_blank\" rel=\"noopener noreferrer\">daycamp18.eventbrite.com<\/a>! We\u2019re excited to feature Michael Bonner as our keynote speaker (<a href=\"https:\/\/www.youtube.com\/watch?v=iN6gKAfEwZ8\" target=\"_blank\" rel=\"noopener noreferrer\">he\u2019s been on Ellen<\/a>) but also to carve out time for attendees to collaborate and share with other educators.<\/li>\r\n \t<li>Lastly, Jeff mentioned how we\u2019ve taken a few podcasts and turned them into professional learning opportunities for you. To learn more,\u00a0<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?search=podcast+pd&amp;order_by=&amp;creditType=scech\" target=\"_blank\" rel=\"noopener noreferrer\">head here<\/a>!<\/li>\r\n<\/ul>\r\nAs always, if you want to subscribe, check us out on\u00a0<a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\">iTunes<\/a>,\u00a0<a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a>\u00a0and\u00a0<a href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>!",
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            "excerpt": "In this episode, Jeff and Erin chat about the concept of \u201cpower with vs. power over\u201d \u2014 inspired by a recent book study of Jim Knight\u2019s High-Impact Instruction \u2014 and host a great interview with the always amazing Val Capel.",
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        {
            "id": 28545,
            "path": "\/blog\/partner-collaboration-key-to-highlander-institutes-vision-for-fuse-architect-success\/",
            "author_id": 54,
            "timestamp": 1526616000,
            "content": "As the\u00a0<a href=\"https:\/\/highlanderinstitute.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Highlander Institute<\/a>\u00a0embarks on its Fuse Architect initiative with <a href=\"https:\/\/www.nmefoundation.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">NMEF<\/a>, six LEAs and seven high schools, collaborations with external partners are in the forefront. In this blog, we highlight key partners working with Highlander Institute to help make the vision for student centered learning and integrated learning systems a reality for participating Rhode Island schools.\n\nFirst, we start with developing the vision (or visions) for student centered learning. This is the role for partner IDEO. A global design company,\u00a0<a href=\"https:\/\/www.ideo.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">IDEO<\/a>is tasked with assisting Highlander Institute and school design teams to develop their unique vision for student centered learning and create action plans for how to move from those visions to implementation. Through their Design Thinking for Educators work, IDEO has trained numerous educators in design thinking skills and developed a framework for supporting educational innovation. During the planning phase for Fuse Architect, IDEO will lead design teams of teachers, students, and administrators through an interactive design thinking and innovation workshop (AKA \u201cDesign Day\u201d) that will set the stage for school-based integrated learning system pilot projects.\n\nFrom vision, we then move to making that vision a reality. That\u2019s where the partnership with\u00a0<a href=\"https:\/\/www.edsurge.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">EdSurge<\/a>\u00a0comes in. EdSurge helps schools and colleges find, select, and use the right technology to support all learners. As a key partner in this project, EdSurge is capitalizing on their \u201cConcierge\u201d service to survey schools\u2019 current edtech usage, identify gaps in their edtech tools, and vet potential solutions to those gaps. Armed with this data and the action plans from the IDEO Design Day, EdSurge will coach LEAs and school design teams as they select edtech products that will help bring their student centered learning vision to life and connect them to the vendors to make it happen.\n\nMoving design teams\u2019 visions to realities will only happen with the advice and support of the teams that surround and provide infrastructure to those LEAs and partner schools. This is where Highlander Institute\u2019s partnerships with the\u00a0<a href=\"http:\/\/www.innovate.ri.gov\/\" target=\"_blank\" rel=\"noopener noreferrer\">Rhode Island Office of Innovation<\/a>\u00a0and\u00a0<a href=\"http:\/\/www.ride.ri.gov\/\" target=\"_blank\" rel=\"noopener noreferrer\">Rhode Island Department of Education<\/a>\u00a0(RIDE) will be key. The Rhode Island Office of Innovation relies on strategic public-private partnerships to identify and scale promising ideas and develop an innovation agenda for the state. As key advisor and ideation partner during the design and edtech selection steps of the project, this office will lend its weight to the importance of this project in Rhode Island. Additionally, RIDE is serving Highlander Institute as a thought partner, connector, and strategy consultant to ensure the Fuse Architect project is a success.\n\nAnd finally, no project is successful unless the learnings from the project are documented. That\u2019s where partner\u00a0<a href=\"https:\/\/mvlri.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Virtual Learning Research Institute<\/a>\u2122 (MVLRI\u2122) enters into the project. As a leading research organization on K-12 online and blended learning, MVLRI, the research division of\u00a0<a href=\"https:\/\/michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Virtual<\/a>, has been sharing research and best practices with educators around the country through its reports, blogs, webinars, and podcast series. The goal of the MVLRI is to expand Michigan\u2019s capacity to support new learning models, engage in active research to inform new policies in online and blended learning, and strengthen the state\u2019s infrastructures for sharing best practices. For the purposes of this project, MVLRI will work with Highlander Institute and Nellie Mae to document not only the project overall, but the process and how that process works and informs the final products that emerge.\n\nEach of Highlander Institute\u2019s partners stands to play a key role in helping to make student centered learning and Fuse Architect a success. In our next blog, we\u2019ll highlight the LEAs and schools that have stepped up to the challenge of this project with Highlander Institute and its partners.\n\n<em>To learn more about the Fuse Architect project, updates, and partnerships, see\u00a0<a href=\"https:\/\/studentsatthecenterhub.org\/resources\/?type=article-blog?&amp;tags=ils-blog-series\" target=\"_blank\" rel=\"noopener noreferrer\">all blogs<\/a>\u00a0in this series!<\/em>",
            "title": "Partner Collaboration Key to Highlander Institute\u2019s Vision for Fuse Architect Success",
            "excerpt": "As the\u00a0Highlander Institute\u00a0embarks on its Fuse Architect initiative with NMEF, six LEAs and seven high schools, collaborations with external partners are in the forefront. In this blog, we highlight key partners working with Highlander Institute to help make the vision for student centered learning and integrated learning systems a reality for participating Rhode Island schools....",
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            "path": "\/about\/news\/michigan-virtual-celebrates-20-years-as-leader-in-online-learning-in-michigan\/",
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            "content": "<strong>Lansing, Mich.<\/strong> \u2014 <em>Michigan Virtual<\/em> celebrated two decades as one of Michigan\u2019s top providers and thought leaders for online and blended student learning and professional development at a special awards luncheon honoring key supporters, including current and former lawmakers and education leaders. Following the luncheon, the celebration continued at an evening reception at The View at Cooley Law School Stadium, where Mitch Albom broadcasted live from the event and interviewed special guests and panelists exploring education and the future of learning in Michigan.\n\n\u201cIt has been an amazing two decades for <em>Michigan Virtual<\/em>, filled with new technologies, new policies and new possibilities,\u201d said <em>Michigan Virtual<\/em> President and CEO Jamey Fitzpatrick. \u201cToday\u2019s celebrations pay tribute to the great work we\u2019ve done together for Michigan students and educators. Tomorrow, we continue our work to help better position Michigan students for success in the classroom and beyond.\u201d\n\n\u201cOnline learning is part of our educational landscape and we must continue to recognize the importance of giving students the choice to learn any place and at any pace,\u201d said Gov. Rick Snyder. \u201cI want to congratulate <em>Michigan Virtual<\/em> on 20 years of service and for their support of student choice and different ways of learning.\u201d\n\n<em>Michigan Virtual<\/em> was founded as a nonprofit in 1998 with the support of many education and policy leaders, including then Governor John Engler, and has since become a leader in providing online courses and professional development to students and educators. The organization\u2019s intersection of research, advocacy and course delivery has made them a trusted partner for schools across Michigan.\n\n\u201c<em>Michigan Virtual<\/em> has provided significant statewide leadership in designing and developing new delivery models that leverage the power of the Internet to offer content and knowledge,\u201d said Gov. Engler. \u201c<em>Michigan Virtual<\/em> has served as a national model for research and innovation in the K-12 space, and they must continue to push the boundaries to help all students succeed in our digital world.\u201d\n\nThe Michigan Economic Development Corporation (MEDC) was also instrumental in launching <em>Michigan Virtual<\/em> to help the state use the latest technology to develop an educated and trained workforce.\n\n\u201cOver the past 20 years,<em> Michigan Virtual<\/em> has helped more than 250,000 people receive high-quality online instruction they might not otherwise have been able to afford or access through traditional learning programs,\u201d said Doug Rothwell, president and CEO of Business Leaders for Michigan and former president of the MEDC. \u201c<em>Michigan Virtual<\/em> positions Michigan to lead in the delivery of high quality education and training at a time when the demand for this has never been greater.\u201d\n\nIn 2006, Michigan adopted the Michigan Merit Curriculum (MMC). This new curriculum was passed to better prepare students for technological changes in an increasingly global society. One component of the MMC was an online learning requirement for students, making Michigan the first in the nation to adopt this type of legislation.\n\n\u201c<em>Michigan Virtual<\/em> has played a key role in helping our state\u2019s K-12 community benefit from innovative online delivery models in education,\u201d said Gov. Jennifer Granholm. \u201cThey were instrumental in helping my administration and other state policy leaders implement the nation\u2019s first online learning requirement for high school graduation. I would like to offer my sincere congratulations on <em>Michigan Virtual<\/em>\u2019s 20th anniversary and heartfelt appreciation for their capacity building efforts.\u201d\n\n<em>Michigan Virtual<\/em> recognized Govs. Snyder, Engler and Granholm, as well as Doug Rothwell and other awardees, at a luncheon on May 15 in Lansing. Awards included the Founders Award, recognizing individuals who played a key role in the formation of <em>Michigan Virtual<\/em> in 1998; the Ambassador Award, recognizing individuals who have supported and shaped the work of <em>Michigan Virtual<\/em> throughout the last 20 years; and the Innovator Award, recognizing leaders who have championed innovation in public education in Michigan.\n\nAward winners included:\n\n<strong>Founders Award<\/strong>\nHonorable John Engler\nDr. James Duderstadt\nMr. Robert Filka\nMr. Doug Rothwell\nHonorable Jason Allen\nMr. Mark Murray\nDr. David Spencer\nDr. Tim Quinn\n\n<strong>Ambassador Award<\/strong>\nHonorable Rick Snyder\nHonorable Jennifer Granholm\nHonorable Mike Prusi\nMs. Robbie Jameson\nHonorable Ron Jelinek\nCongressman John Moolenaar\nMr. Michael Flanagan\nHonorable Matt Gillard\nHonorable George Cushingberry\nMr. John Austin\n\n<strong>Innovator Award<\/strong>\nHonorable Goeff Hansen\nHonorable Hoon-Yung Hopgood\nHonorable Phil Pavlov\nHonorable Tim Kelly\nHonorable Pam Hornberger\nHonorable Lee Chatfield\nHonorable Daniela Garcia\nHonorable Adam Zemke\nMr. Kevin Miller",
            "title": "Michigan Virtual celebrates 20 years as leader in online learning in Michigan",
            "excerpt": "Lansing, Mich. \u2014 Michigan Virtual celebrated two decades as one of Michigan\u2019s top providers and thought leaders for online and blended student learning and professional development at a special awards luncheon honoring key supporters, including current and former lawmakers and education leaders. Following the luncheon, the celebration continued at an evening reception at The View...",
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        {
            "id": 28548,
            "path": "\/blog\/highlander-institute-seeks-systems-change-through-fuse-architect-initiative\/",
            "author_id": 54,
            "timestamp": 1526356800,
            "content": "How do you move from a vision for integrated learning systems to classrooms where multiple education technology (edtech) tools seamlessly work together to support student-centered learning? With a new award from\u00a0<a href=\"http:\/\/www.nmefoundation.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">NMEF<\/a>, the\u00a0<a href=\"http:\/\/www.nmefoundation.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Highlander Institute<\/a>\u00a0is tackling that question through a multi-phased project called Fuse Architect.\n\nTo kickoff Fuse Architect, Highlander Institute rigorously vetted and selected six districts and seven high schools to be a part of the project (phase one). Each district submitted a vision aligned to NMEF\u2019s student centered learning framework. As a condition of being selected, they agreed to collaborate with other selected districts,to apply the principles of human-centered design to create more student-centered high schools, and to leverage integrated learning systems. Other commitments included assessing their current digital infrastructure and teaching and learning systems, supplying 1:1 devices for pilot classrooms, and updating their student data systems to be\u00a0<a href=\"https:\/\/www.ed-fi.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Ed-Fi<\/a>\u00a0compliant.\n\nIn their planning, Highlander Institute recognized that it is not possible for districts to do this work without engaging with their school communities. As a result, phase two of the project charges each of the high schools with forming design teams composed of district and school administrators, teachers, and students to help envision what a truly student-empowered integrated learning system would look like for their communities Over the course of the spring, these teams,will engage in a student-centered design process with Highlander Institute and its partner, global design firm,\u00a0<a href=\"https:\/\/www.ideo.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">IDEO<\/a>. The design process will result in specific action plans that support each school\u2019s unique visions for student centered learning.\n\nNMEF and Highlander Institute understand that while edtech decisions are made at the school or district level, classroom implementation can vary from teacher to teacher, even within the same school. To develop a truly integrated learning system, project partner,EdSurge will work with each design team to determine an ideal \u201ctech stack\u201d (or set of edtech tools) to facilitate their action plan (phase three). Additionally, EdSurge will facilitate the connection between design teams and selected edtech vendors. Armed with a set of integrated edtech tools and onsite support from Highlander Institute and its partners, pilot teachers will test their design team\u2019s vision by piloting the tools with their students during the 2017-18 school year (phase 4). These teachers and their students will work directly with Highlander Institute and project partners to document and iterate on their action plan. .\n\nAlong the way, school design teams will convene as a cohort to share ideas for piloting their systems and lessons learned through the process. Highlander Institute will facilitate project stakeholders\u2019 continuous learning from the process by reviewing progress, debriefing challenges, discussing assumptions. Through this work, Highlander Institute hopes to boost overall capacity within districts and schools to think more deeply about how edtech tools and systems support the student centered learning they envision.\n\nIn our next post, we\u2019ll highlight the partners working with Highlander Institute to bring the Fuse Architect initiative to reality.",
            "title": "Highlander Institute Seeks Systems Change Through Fuse Architect Initiative",
            "excerpt": "How do you move from a vision for integrated learning systems to classrooms where multiple education technology (edtech) tools seamlessly work together to support student-centered learning? With a new award from\u00a0NMEF, the\u00a0Highlander Institute\u00a0is tackling that question through a multi-phased project called Fuse Architect. To kickoff Fuse Architect, Highlander Institute rigorously vetted and selected six districts...",
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        {
            "id": 28550,
            "path": "\/blog\/integrated-learning-systems-grant-initiative-webinar-series-episode-one\/",
            "author_id": 54,
            "timestamp": 1526011200,
            "content": "https:\/\/youtu.be\/_nU3Hqwxkhc\n\nIn the introductory episode of the Integrated Learning Systems Grant Initiative Webinar series,\u00a0<a class=\"g-hovercard yt-uix-sessionlink spf-link \" href=\"https:\/\/www.youtube.com\/channel\/UCaJgA6oPJ3a4tYRFqB15pXw\" data-ytid=\"UCaJgA6oPJ3a4tYRFqB15pXw\" data-sessionlink=\"itct=CDcQ4TkiEwiLlu7Ft7vVAhWuypwKHXndA-4o-B0\">Michigan Virtual Learning Research Institute,<\/a>Highlander\u00a0Institute, and the\u00a0Nellie Mae Education Foundation discuss the details of the Integrated Learning Systems grant initiative which is focused on designing student-centered learning environments across Rhode Island.",
            "title": "Integrated Learning Systems Grant Initiative Webinar Series: Episode One",
            "excerpt": "In the introductory episode of the Integrated Learning Systems Grant Initiative Webinar series,\u00a0Michigan Virtual Learning Research Institute,Highlander\u00a0Institute, and the\u00a0Nellie Mae Education Foundation discuss the details of the Integrated Learning Systems grant initiative which is focused on designing student-centered learning environments across Rhode Island.",
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        {
            "id": 28547,
            "path": "\/blog\/integrated-learning-systems-to-support-student-centered-learning\/",
            "author_id": 54,
            "timestamp": 1525752000,
            "content": "<p class=\"graf graf--p graf-after--figure\">At the Nellie Mae Education Foundation, we\u2019re committed to creating more equitable and effective education systems \u2014 so that all New England students are ready for college and career. In our research, we\u2019ve found that among New England high school students,\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/www.nmefoundation.org\/our-vision\/big-goal\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/www.nmefoundation.org\/our-vision\/big-goal\"><strong class=\"markup--strong markup--p-strong\">roughly only half are ready for post-secondary education<\/strong><\/a>\u00a0\u2014 meaning they can enter a post-secondary training or degree program without the need for remedial education.<\/p>\n<p id=\"93fe\" class=\"graf graf--p graf-after--p\">At Nellie Mae, our work focuses on reaching this goal of college and career readiness for all students. We believe that reaching this goal means that our education system needs to be set up to ensure students are at the center \u2014 meaning that they have voice in their education, experience education that is personalized to their needs, are able to learn outside of the classroom, and can move along when they have mastered content \u2014 not when they\u2019ve spent a certain amount of time sitting in classroom, or have reached a certain birth date.<\/p>\n<p id=\"5c18\" class=\"graf graf--p graf-after--p\">Through our grantmaking, we\u2019ve found that schools and districts who are shifting to student-centered systems often reach a bottleneck around education technology. Many of the ed tech tools that schools use \u2014 such as learning management systems and student information systems \u2014 are not built with student-centered instruction in mind. As an example, the most popular learning management systems use courses as an organizing structure, and are set up to track how well students do in each course. These tools present challenges in a mastery-based environment, where it is more important to track student progress toward mastery of competencies.<\/p>\n<p id=\"c959\" class=\"graf graf--p graf-after--p\">We\u2019ve seen enterprising teachers find creative ways to overcome those challenges, such as building their own online grading systems to track mastery in Google Docs. But we think education technology should make teachers\u2019 work easier, and not require additional work-arounds. An integrated technology system designed for student-centered learning should support teachers in the time-consuming and important work of student-centered learning \u2014 such as personalization, differentiation, and tracking progress on competencies.<\/p>\n<p id=\"4d2f\" class=\"graf graf--p graf-after--p\">Of course, it\u2019s possible to have student-centered learning without a dedicated technology system. While technology may not be a requirement for student-centered learning, we think it has potential to pave the way. The right technology, selected and implemented thoughtfully, should make it easier for educators to ensure that every student can benefit from student-centered instruction.<\/p>\n<p id=\"efc8\" class=\"graf graf--p graf-after--p\">That\u2019s why the Nellie Mae Education Foundation is supporting the Rhode Island-based Highlander Institute to assess, design and pilot integrated learning systems to support student-centered teaching and learning. Over the next year, Highlander will be working with a number of partners, including seven Rhode Island school districts, to assess their ed tech needs and help them build a road map around tools to support student-centered implementation. They will look for tools that can help create the student experiences they envision, and find ways to ensure that those tools integrate seamlessly so that educators can use them effectively.<\/p>\n<p id=\"ab38\" class=\"graf graf--p graf-after--p graf--trailing\">Our hope for this process is that Rhode Island schools and districts will be able to identify technology solutions that will enable student-centered learning to flourish in their classrooms. Teachers will have more time to spend one-on-one with students, instead of spending hours hunched over a Google spreadsheet. As part of this grant process,\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/studentsatthecenterhub.org\/resource\/integrated-learning-systems-initiative\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/studentsatthecenterhub.org\/resource\/integrated-learning-systems-initiative\/\"><strong class=\"markup--strong markup--p-strong\">we\u2019ll be documenting lessons learned and findings through a series of blog posts and podcasts.<\/strong><\/a>\u00a0I hope you\u2019ll follow along!<\/p>",
            "title": "Integrated Learning Systems to Support Student-Centered Learning",
            "excerpt": "At the Nellie Mae Education Foundation, we\u2019re committed to creating more equitable and effective education systems \u2014 so that all New England students are ready for college and career. In our research, we\u2019ve found that among New England high school students,\u00a0roughly only half are ready for post-secondary education\u00a0\u2014 meaning they can enter a post-secondary training...",
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            "content": "What is the formula for designing a statewide initiative to leverage technology for student-centered learning? Highlander Institute is testing out their plan for this over the next year and a half, thanks to the\u00a0<a href=\"https:\/\/www.nmefoundation.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Nellie Mae Education Foundation<\/a>\u2019s (NMEF\u2019s) Integrated Learning Systems grant.\n\nA nonprofit organization based in Providence, Rhode Island,\u00a0<a href=\"https:\/\/highlanderinstitute.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Highlander Institute<\/a>\u00a0leverages innovative educational methods to ensure all children receive a public education that empowers them to reach their full potential. Highlander Institute provides technical assistance and professional development related to the integration of personalized and blended learning models. Through their work, the Highlander Institute has partnered with dozens of districts, building relationships with thousands of educators across diverse environments. Because of this, they bring a deep understanding of Rhode Island\u2019s education technology landscape.\n\nWith the Integrated Learning Systems grant, Highlander Institute is working with school and district teams to design customized student-centered learning environments. This system realignment is bringing the expertise of partnering community organizations, along with the support of curated edtech tools, to create integrated \u2018stacks\u2019 of support. Highlander Institute is acting in a coordinating capacity, assessing the unique needs, designing systems that address those needs, and then piloting integrated learning systems for each school.\n\nThe iNACOL publication\u00a0<a href=\"https:\/\/www.inacol.org\/resource\/student-centered-learning-functional-requirements-for-integrated-systems-to-optimize-learning\/\" target=\"_blank\" rel=\"noopener noreferrer\">Functional Requirements for Integrated Systems to Optimize Learning<\/a>\u00a0categorizes and analyzes the various functions of education technology in service to student-centered learning. This resource has served as a starting point for Highlander Institute\u2019s work of assembling integrated learning systems. Highlander Institute\u2019s initiative, now known as \u201cFuse Architect,\u201d is designed to accelerate the implementation of student-centered learning across Rhode Island by establishing credible and accessible proof points of student-centered learning, designing and piloting integrated learning systems that support implementation, and refining a process of technology integration that others might replicate.\n\nThe three overarching goals for the \u201cFuse Architect\u201d project include:\n<ol>\n \t<li>Accelerating school and district capacity to develop equitable student-centered learning practices that promote student voice and agency at the high school level to increase academic performance.<\/li>\n \t<li>Developing and testing technology infrastructure, software applications, and data interoperability standards that allow schools and districts to address unique student-centered learning challenges and opportunities.<\/li>\n \t<li>Observing, documenting, and spreading learning regarding process and systems approaches to student-centered learning, ensuring that district leaders, building principals, and classroom teachers can benefit from these new approaches.<\/li>\n<\/ol>\nIn January and February 2017, Highlander Institute issued a statewide application for districts and schools interested in participating in Fuse Architect. The application process closed on February 17, and ten schools had applied. Through a vetting process including in-person meetings, the final seven schools representing six districts were accepted into the Fuse Architect cohort in late March 2017. Tune in for our next post, which will focus on the phases of Highlander Institute\u2019s Fuse Architect plan.",
            "title": "Highlander Institute Awarded NMEF\u2019s Integrated Learning Systems Grant",
            "excerpt": "What is the formula for designing a statewide initiative to leverage technology for student-centered learning? Highlander Institute is testing out their plan for this over the next year and a half, thanks to the\u00a0Nellie Mae Education Foundation\u2019s (NMEF\u2019s) Integrated Learning Systems grant. A nonprofit organization based in Providence, Rhode Island,\u00a0Highlander Institute\u00a0leverages innovative educational methods to...",
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            "path": "\/blog\/how-effective-is-online-learning-in-michigan-2\/",
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            "content": "<img class=\"aligncenter size-full wp-image-1524\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/how-effective-1.jpg\" alt=\"How Effective is Michigan's Online Learning?\" width=\"1920\" height=\"838\" \/>\n\nSince 2010, the average pass rate for online courses in Michigan has hovered around 60 percent. Compared to the pass rate for traditional classrooms, this statistic has led some to condemn virtual schooling as <a href=\"https:\/\/www.detroitnews.com\/story\/opinion\/2017\/11\/14\/cyber-charters-failed\/107696920\/\" target=\"_blank\" rel=\"noopener noreferrer\">a failed experiment<\/a>.\n\nWe know from a <a href=\"https:\/\/mvlri.org\/research\/publications\/\" target=\"_blank\" rel=\"noopener noreferrer\">wealth of research<\/a>, however, that online learning \u2014 when implemented properly \u2014 can be used to further the bounds of student learning.\n\nResearch has shown that online learning can be used with K-12 students to:\n<ul>\n \t<li>Expand the range of courses available to students beyond what a single school can offer, especially for small, rural or inner-city schools<\/li>\n \t<li>Allow flexibility to students facing scheduling conflicts<\/li>\n \t<li>Afford opportunities for elite athletes and performers, migrant youth, pregnant, at-risk or incarcerated student and students who are homebound due to illness or injury to continue their studies outside the traditional classroom<\/li>\n \t<li>Provide credit recovery programs for students who have failed courses and\/or dropped out of school, allowing them to get back on track to graduate<\/li>\n \t<li>Help students who are currently performing below grade-level to begin catching up through blended learning<\/li>\n \t<li>Personalize instruction to the needs of individual students<\/li>\n \t<li>Provide on-demand online tutoring<\/li>\n \t<li>Increase the teaching of technology skills by embedding technology literacy in academic content<\/li>\n<\/ul>\nCurrent data on student success in online learning does not live up to the promise we see exhibited in our research. Our latest report estimates the statewide virtual pass rate at roughly 55 percent.\n\n<img class=\"aligncenter wp-image-1506 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Statewide-Pass-Rate-1024x759.png\" alt=\"\" width=\"1024\" height=\"759\" \/>\n\nIn the past decade, we've seen the number of virtual learners in Michigan nearly triple. Despite the rapidly growing numbers of online learners, the statewide virtual pass rate has not improved. Quite the opposite, this number has steadily decreased from 66 percent in 2010-11 to 55 percent this past academic year.\n\nClearly, the inverse relationship between the <em>number<\/em> of and the <em>success<\/em> of online learners in our state presents a problem that needs to be addressed.\n\nThat's why the <em>Michigan Virtual Learning Research Institute<\/em> conducts annual reviews of the effectiveness of online learning in our state. Our goal is to diagnose what's going on in Michigan's virtual classrooms \u2014 analyzing which strategies are effective and which areas need improvement \u2014 so we can ultimately provide our students with the digital learning experiences they need to succeed.\n\nIn this article, we provide a visual overview of the<a href=\"https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\" target=\"_blank\" rel=\"noopener noreferrer\"><em> Michigan\u00a0K-12 Virtual Learning Effectiveness Report, 2016-17<\/em><\/a>. The findings from this report offer an illuminating picture of what works well and what does not work well when it comes to online learning in our state.\n<h3>Who\u2019s taking online courses?<\/h3>\nTo begin, let's examine who's enrolling in our state's online courses. This past year, 7 percent of Michigan students took at least one virtual course, with over 100,000 students enrolling in a total of more than half a million online courses.\n\n<img class=\"aligncenter wp-image-1507 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Number-of-Virtual-Learners-and-Enrollments-1024x292.png\" alt=\"101,359 K-12 students took at least 1 virtual class = 7% of Michigan public school students. 517,470 virtual enrollments were taken by K-12 students\" width=\"1024\" height=\"292\" \/>\n\nThe majority of Michigan school districts had students enrolled in online courses. Last year, two-thirds of the districts in our state reported having at least one virtual enrollment. In total, this means over 1,000 Michigan schools had virtual learners.\n\n<img class=\"aligncenter wp-image-1508 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Schools-with-Virtual-Enrollments-1024x249.png\" alt=\"2\/3 of school districts reported at least one virtual enrollment. 1,102 schools had virtual learners. 56% of these schools had 100 or more virtual enrollments. Schools with 100 or more virtual enrollments accounted for 97% of the enrollments.\" width=\"1024\" height=\"249\" \/>\n\nThe bulk of these enrollments are coming from schools with at-scale online programs. What we're seeing is that schools with 100 or more virtual enrollments accounted for 97 percent of the half a million total enrollments in our state. It's typical for schools to either rely heavily on online programs to meet students needs or to rarely use online learning at all.\n<h3>Virtual Enrollments By Grade Level<\/h3>\nThough students from grades K-12 enrolled in online courses, the vast majority of online enrollments (79 percent) came from high school students. Last year, high school seniors alone accounted for over one-quarter (27 percent) of total virtual enrollments.\n\n<img class=\"aligncenter wp-image-1509 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Enrollments-from-High-Schools-1024x634.png\" alt=\"79% of virtual enrollments came from high schools\" width=\"1024\" height=\"634\" \/>\n\n&nbsp;\n<h3>Virtual Enrollments By Subject<\/h3>\nBreaking the data down by subject, we saw the majority of online courses (67 percent) taken in core subject areas.\n\n<img class=\"aligncenter wp-image-1510 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Subject-Areas-1024x450.png\" alt=\"67% of virtual enrollments occurred in the core subject areas\" width=\"1024\" height=\"450\" \/>\n\nThe subject area with the highest number of enrollments last year was English Language Arts, accounting for 19 percent of total enrollments. The pass rate for ELA courses statewide was 52 percent last year.\n\nNext came a three-way tie between Social Sciences and History, Mathematics, and Life and Physical Sciences, each accounting for just over 10 percent of all online enrollments statewide. Last year, the virtual pass rates for these subject areas were as follows:\n<ul>\n \t<li><strong>Social Sciences and History<\/strong> = 56 percent<\/li>\n \t<li><strong>Mathematics<\/strong> = 49 percent<\/li>\n \t<li><strong>Life and Physical Sciences<\/strong> = 53 percent<\/li>\n<\/ul>\nThere is room for improvement, it seems, in the way core subjects are being presented to online learners in our state.\n<h3>Who's succeeding in their online courses? Who isn't?<\/h3>\nPass rates for virtual learning become particularly revealing when we investigate which students are succeeding and which students are not.\n\nWe know, for example, that 27 percent of the schools offering online courses had a pass rate of 90-100 percent. For these schools, online learning seems to be working fairly well.\n\n<img class=\"aligncenter wp-image-1511 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Schools-with-High-Pass-Rates-1024x652.png\" alt=\"27% of schools had a school-wide virtual pass rate of 90% to 100%\" width=\"1024\" height=\"652\" \/>\n\nLast year, over half of Michigan schools offering online courses had pass rates of 70 percent or higher. But, of course, the glass is half-full or half-empty depending on how you look at it. The other half of our schools had pass rates <em>below<\/em> 70 percent.\n\nIt's no surprise that there is a disparity between the top-performing and lowest-performing schools in our state. Online learning is not free from the trends that haunt our education system.\n<h3>Alternative Education Students Need Additional Support<\/h3>\nWe also see a disparity in the pass rates for students who take online courses with a general education emphasis and those who take online courses with an alternative education emphasis.\n\n<img class=\"aligncenter wp-image-1512 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/General-Ed-vs-Alternative-Ed-Emphasis-1024x1008.png\" alt=\"62% pass rate for schools with a general education emphasis. 44% pass rate for schools with an alternative education emphasis\" width=\"1024\" height=\"1008\" \/>\n\nPerhaps what this disparity reveals is that online learning does not work as a last chance option for struggling students <em>unless<\/em> there are appropriate support systems in place to help these students succeed.\n\nIn the 2016-17 school year, we began piloting our <a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\" target=\"_blank\" rel=\"noopener noreferrer\">Essentials courses<\/a> for students in alternative education programs and those seeking credit recovery. In designing these courses, we quickly realized that these students needed additional support to succeed.\n\nSo far \u2014 by providing comprehensive student orientation modules, free mentor training and highly-qualified online instructors \u2014 we've seen improved student success rates. Our overall pass rate for the 58 students who took our Essentials pilot in Summer 2017 was 69 percent.\n\nWe find these numbers promising, and we hope to continue to improve these courses to better meet the needs of the students who most need our help.\n<h3>Online Learning is Failing Students in Poverty<\/h3>\nAnother significant area for improvement in online learning lies in the success rates of students living in poverty. Despite the fact that <em>well over half<\/em> (62 percent) of our virtual enrollments came from students in poverty, we see a gap of nearly 20 percentage points between the pass rates for students in poverty (48 percent) and students not in poverty (66 percent).\n\n<img class=\"aligncenter wp-image-1513 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Poverty-and-Virtual-Learning-1024x388.png\" alt=\"Students in poverty account for 54% of virtual students and 62% of virtual enrollments. Students in poverty have a 48 percent pass rate while students not in poverty had a 66 percent pass rate.\" width=\"1024\" height=\"388\" \/>\n\nThe promise and potential of online learning have always been that it can help <em>any student, anywhere<\/em>. But clearly, we're failing students in poverty, and this presents a huge area of growth for leaders in online learning to examine.\n\nOf course, poverty is a complex societal issue that warrants problem-solving from multiple vantage points. But one thing is clear: when transitioning students into online environments, we can do better to provide students living in poverty with <a href=\"http:\/\/blog.michiganvirtual.org\/make-intermittent-internet-access-normal\" target=\"_blank\" rel=\"noopener noreferrer\">the resources they need to succeed<\/a>.\n<h3>Less is More When It Comes to Online Learning<\/h3>\nWe also see discrepancies in success rates based on the type of online program in which students enroll. We see the lowest pass rates (49 percent) among students in full-time cyber schools.\n\n<img class=\"aligncenter wp-image-1514 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Virtual-Enrollments-and-Pass-Rates-By-Type-1024x489.png\" alt=\"Virtual Enrollments By Type. 57% of virtual enrollments come from part-time (not Michigan Virtual Schools). 38 percent of virtual enrollments come from full-time virtual schools (including cybers), and 4 percent come from part-time Michigan Virtual courses. While full-time online schools have an average pass rate of 49 percent, part-time (not Michigan Virtual schools) have a pass rate of 57 percent. Michigan Virtual part-time students have a pass rate of 81 percent.\" width=\"1024\" height=\"489\" \/>\n\nAmong part-time online programs (excluding <em>Michigan Virtual<\/em>), we found an average pass rate of 57 percent. Though part-time online programs using <em>Michigan Virtual<\/em> courses made up only 4 percent of the total virtual enrollments in the state of Michigan, we are proud to have reached an overall pass rate of 81 percent for these courses.\n\nOne lesson we can take away from these findings is that less is more when it comes to virtual learning. While about half of virtual learners passed every single one of their online courses, one-quarter did not pass <em>any<\/em> of their online courses.\n\nBreaking this down, we see a negative correlation between the number of online courses in which a student enrolls and their success rate. Out of the over 25,000 students who did not pass any of their virtual courses, 11,500 enrolled in one or two online courses, 9,500 enrolled in five or more online classes and 2,700 enrolled in 11 or more online courses.\n\n<img class=\"aligncenter wp-image-1515 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Students-Who-Did-Not-Pass-Their-Courses-1024x834.png\" alt=\"48 percent of virtual learners passed all of their virtual courses. 1\/4 of virtual learners did not pass any of their virtual courses. Of the 25,023 students who did not pass any of their virtual courses, 46 percent took only one or two courses, 9,500 took and did not pass five or more virtual courses, and 2,700 took and did not pass 11 or more virtual courses.\" width=\"1024\" height=\"834\" \/>\n\nIn fact, as the number of online classes in which a student enrolls increase, their pass rates tend to decrease. Students who took 1-2 virtual classes last year had a 73 percent pass rate while students taking 5+ virtual courses had a 51 percent pass rate.\n\n<img class=\"aligncenter wp-image-1516 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/04\/Pass-Rate-for-Students-taking-5-plus-virtual-courses-1024x794.png\" alt=\"There is a 73 percent pass rate for students taking 1-2 virtual courses, and a 51 percent pass rate for students taking 5+ virtual courses\" width=\"1024\" height=\"794\" \/>\n\nWe have to remember that online learning provides a very different learning environment compared to face-to-face classrooms. Our students typically have 8-12 years of practice learning in face-to-face settings and, typically, less than 8-12 hours of training in how to learn online before they are expected to succeed in this new medium.\n\nAdditional support is particularly necessary for students who are already struggling in their face-to-face classrooms. The odds are, if a student is performing well in their traditional classes, they are much more likely to succeed in their online courses.\n\nFor too many students, online learning becomes a last chance for success in a system that has already failed them. There is potential to utilize online and blended learning for revolutionary outcomes, but only if we provide students with the necessary support systems. Otherwise, are we really helping them at all?\n\nOverall, this data should motivate educational leaders to hold critical conversations about what's going on in online programs in the state of Michigan. If you'd like to read the full version of our <em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2016-17<\/em>, you can download it here:\n\n<!--HubSpot Call-to-Action Code --><span id=\"hs-cta-wrapper-23f7678b-88fe-41e2-99e6-3531ad0e0bf5\" class=\"hs-cta-wrapper\"><span id=\"hs-cta-23f7678b-88fe-41e2-99e6-3531ad0e0bf5\" class=\"hs-cta-node hs-cta-23f7678b-88fe-41e2-99e6-3531ad0e0bf5\"><!-- [if lte IE 8]&gt;-->\n<div id=\"hs-cta-ie-element\"><\/div>\n<a href=\"https:\/\/cta-redirect.hubspot.com\/cta\/redirect\/3943841\/23f7678b-88fe-41e2-99e6-3531ad0e0bf5\" target=\"_blank\" rel=\"noopener noreferrer\"><img id=\"hs-cta-img-23f7678b-88fe-41e2-99e6-3531ad0e0bf5\" class=\"hs-cta-img aligncenter\" style=\"border-width: 0px\" src=\"https:\/\/no-cache.hubspot.com\/cta\/default\/3943841\/23f7678b-88fe-41e2-99e6-3531ad0e0bf5.png\" alt=\"Download the Full Report\" \/><\/a><\/span>\n<\/span><!-- end HubSpot Call-to-Action Code -->\n\nIf you are looking to improve the effectiveness of your school's online program, we also offer a series of free guides on best practices in online learning for students, parents, mentors, teachers and school boards. Explore our free collection at the link below:\n\n<!--HubSpot Call-to-Action Code --><span id=\"hs-cta-wrapper-aff2f80e-98a2-4cd4-8028-9bc241d0e934\" class=\"hs-cta-wrapper\"><span id=\"hs-cta-aff2f80e-98a2-4cd4-8028-9bc241d0e934\" class=\"hs-cta-node hs-cta-aff2f80e-98a2-4cd4-8028-9bc241d0e934\"><!-- [if lte IE 8]&gt;-->\n<div id=\"hs-cta-ie-element\"><\/div>\n<a href=\"https:\/\/cta-redirect.hubspot.com\/cta\/redirect\/3943841\/aff2f80e-98a2-4cd4-8028-9bc241d0e934\" target=\"_blank\" rel=\"noopener noreferrer\"><img id=\"hs-cta-img-aff2f80e-98a2-4cd4-8028-9bc241d0e934\" class=\"hs-cta-img aligncenter\" style=\"border-width: 0px\" src=\"https:\/\/no-cache.hubspot.com\/cta\/default\/3943841\/aff2f80e-98a2-4cd4-8028-9bc241d0e934.png\" alt=\"Explore Our Free Best Practice Guides\" \/><\/a><\/span>\n<\/span><!-- end HubSpot Call-to-Action Code -->\n\nIn order to move forward the needle of student achievement for online learners, our Institute has also begun offering free online program reviews to Michigan K-12 schools that identify strengths and opportunities for growth in their online learning programs. Specifically, these free reviews look at six key aspects of successful online learning programs:\n<ul>\n \t<li>Content Procurement and Monitoring Practices<\/li>\n \t<li>Instructor Training and\/or Communication<\/li>\n \t<li>Mentor Training and Student Support Techniques<\/li>\n \t<li>Student Selection Processes<\/li>\n \t<li>Parent Communication<\/li>\n \t<li>Overall Program Evaluation<\/li>\n<\/ul>\nThese reviews are available at no charge to Michigan K-12 schools and are conducted by trained researchers from the Michigan Virtual Learning Research Institute. For more information, visit the following page:\n\n<!--HubSpot Call-to-Action Code --><span id=\"hs-cta-wrapper-b88772a2-d87f-40d0-bb6a-be19544dedf9\" class=\"hs-cta-wrapper\"><span id=\"hs-cta-b88772a2-d87f-40d0-bb6a-be19544dedf9\" class=\"hs-cta-node hs-cta-b88772a2-d87f-40d0-bb6a-be19544dedf9\"><!-- [if lte IE 8]&gt;-->\n<div id=\"hs-cta-ie-element\"><\/div>\n<a href=\"https:\/\/cta-redirect.hubspot.com\/cta\/redirect\/3943841\/b88772a2-d87f-40d0-bb6a-be19544dedf9\"><img id=\"hs-cta-img-b88772a2-d87f-40d0-bb6a-be19544dedf9\" class=\"hs-cta-img aligncenter\" style=\"border-width: 0px\" src=\"https:\/\/no-cache.hubspot.com\/cta\/default\/3943841\/b88772a2-d87f-40d0-bb6a-be19544dedf9.png\" alt=\"Sign Up for a Free Online Program Review\" \/><\/a><\/span>\n<\/span><!-- end HubSpot Call-to-Action Code -->",
            "title": "How Effective is Online Learning in Michigan?",
            "excerpt": "Since 2010, the average pass rate for online courses in Michigan has hovered around 60 percent. Compared to the pass rate for traditional classrooms, this statistic has led some to condemn virtual schooling as a failed experiment. We know from a wealth of research, however, that online learning \u2014 when implemented properly \u2014 can be...",
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            "id": 28881,
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            "content": "The Michigan Integrated Technology Competencies for Students (MITECS), released December 2017, replace the 2009 Michigan Educational Technology Standards for Students (METS-S). These updated competencies focus on learning enhanced by technology, rather than on technology tools. The MITECS are aligned to the Top 10 in 10 focus area of Learner-Centered Supports, reflecting a learner-driven approach that empowers students to be active participants in determining their educational pursuits.\n<h5>Presenter<\/h5>\n<strong>Stacey Schuh<\/strong>\n<em>Professional Learning Services Manager\u00a0<\/em>\n<em>Michigan Virtual<\/em>\n\n<strong>Ann-Marie Mapes<\/strong>\n<em>Technology Planning Coordinator and Communications Consultant<\/em>\n<em>Educational Technology Unit<\/em>\n<em>Office of Systems, Evaluation, and Technology (OSET)\u00a0<\/em>\n<em>Michigan Department of Education<\/em>",
            "title": "The Michigan Integrated Technology Competencies for Students (MITECS) - May 2, 2018 @ 2 p.m. EST",
            "excerpt": "The Michigan Integrated Technology Competencies for Students (MITECS), released December 2017, replace the 2009 Michigan Educational Technology Standards for Students (METS-S). These updated competencies focus on learning enhanced by technology, rather than on technology tools. The MITECS are aligned to the Top 10 in 10 focus area of Learner-Centered Supports, reflecting a learner-driven approach that...",
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            "author_id": 54,
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            "content": "Based on pupil completion and performance data reported by schools to MDE or CEPI, Michigan\u2019s K-12 Virtual Learning Effectiveness Report highlights 2016-17 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Over 100,000 K-12 students took virtual courses in 2016-17, accounting for over half a million virtual course enrollments. Local Education Agency (LEA) schools provided close to 60% of all virtual enrollments with Public School Academy (PSA) schools adding the majority of the other 40% of the virtual enrollments. Enrollments were heaviest in the high school grades. The pass rate for virtual courses was 55%; however, close to half of the virtual learners passed every virtual course they took. One in four virtual learners, on the other hand, did not pass any of the virtual courses they took. Sixty-six percent of Michigan school districts reported having virtual enrollments. About 7% of all K-12 students in the state took a virtual course. This webinar will cover these statistics as well as many more in detail.\n<h5>Presenter<\/h5>\n<strong>Joseph R. Freidhoff<\/strong>\n<em>Vice President<\/em>\n<em>Michigan Virtual<\/em>",
            "title": "Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2016-17 - May 23, 2018 @ 2 p.m. EST",
            "excerpt": "Based on pupil completion and performance data reported by schools to MDE or CEPI, Michigan\u2019s K-12 Virtual Learning Effectiveness Report highlights 2016-17 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Over 100,000 K-12 students took virtual courses in 2016-17, accounting for over half a million virtual course enrollments. Local...",
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            "path": "\/earlyliteracy\/",
            "author_id": 21,
            "timestamp": 1524681472,
            "content": "<h1>Early Literacy<\/h1>\t\t\n\t\t<p>Literacy researchers have identified essential practices that serve as a \u201cminimum standard of care\u201d when it comes to fostering literate students and literate citizens. Building off this research,\u00a0<em>Michigan Virtual\u00a0<\/em>has partnered with GELN\u2019s\u00a0<a href=\"http:\/\/www.gomaisa.org\/organizations\/general-education-leadership-network-geln\/early-literacy\/\" target=\"_blank\" rel=\"noopener\">Early Literacy Task Force<\/a>\u00a0to put an end to our state\u2019s literacy crisis.<\/p><p>To learn more, explore these free online courses and guides that overview basic instructional practices to boost student literacy.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/literacyessentials.org\/\" role=\"button\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/literacyessentials.org\/literacy-essentials\/modules\/pre-k-modules\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h2> Pre-K Courses<\/h2>\n\t\t\t\t\t\tEssential Instructional Practices in Early Literacy, Prekindergarten\n\t\t\t\t\t\tView Courses\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/literacyessentials.org\/literacy-essentials\/modules\/k-3-modules\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h2>K-3 Courses<\/h2>\n\t\t\t\t\t\tEssential Instructional Practices in Early Literacy, Grades K-3\n\t\t\t\t\t\tView Courses\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/literacyessentials.org\/literacy-essentials\/modules\/school-wide--center-wide-modules\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t<h2>School- and Center-Wide Course<\/h2>\n\t\t\t\t\t\tOrganizational practices to systematically impact learning and support literacy development\t\t\t\t\t\n\t\t\t\t\t\tView Courses\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Essential Instructional Practices<\/h2>\t\t\n\t\t<p>The Early Literacy Task Force has created a variety of free, grade-specific guides on essential instructional practices in early literacy:<\/p><ul><li><a href=\"https:\/\/literacyessentials.org\/literacy-essentials\/the-essentials\/essential-instructional-practices-in-early-literacy-prekindergarten\/\" target=\"_blank\" rel=\"noopener\">Essential Instructional Practices in Early Literacy, Prekindergarten<\/a><\/li><li><a href=\"https:\/\/literacyessentials.org\/literacy-essentials\/the-essentials\/essential-instructional-practices-in-early-literacy-grades-k-to-3\/\" target=\"_blank\" rel=\"noopener\">Essential Instructional Practices in Early Literacy, Grades K to 3<\/a><\/li><li><a href=\"https:\/\/literacyessentials.org\/literacy-essentials\/the-essentials\/essential-instructional-practices-in-early-literacy-grades-4-to-5\/\" target=\"_blank\" rel=\"noopener\">Essential Instructional Practices in Early Literacy, Grades 4 to 5<\/a><\/li><li><a href=\"https:\/\/literacyessentials.org\/downloads\/literacy_essentials\/essential_instructionalliteracygr6-12.pdf\" target=\"_blank\" rel=\"noopener\">Essential Practices for Disciplinary Literacy, Grades 6 to 12<\/a><\/li><li><a href=\"https:\/\/literacyessentials.org\/literacy-essentials\/the-essentials\/essential-school-wide-and-center-wide-practices-in-literacy\/\" target=\"_blank\" rel=\"noopener\">Essential School-Wide and Center-Wide Practices in Literacy<\/a><\/li><li><a href=\"https:\/\/literacyessentials.org\/literacy-essentials\/the-essentials\/essential-instructional-practices-for-elementary-literacy\/\" target=\"_blank\" rel=\"noopener\">Essential Coaching Practices for Elementary Literacy<\/a><\/li><\/ul><p>We\u00a0also offer\u00a0a series of FREE online courses on these essential practices. We have completed several modules for Instructional Practices in Early Literacy for\u00a0<a href=\"https:\/\/plp.michiganvirtual.org\/?keyword=Pre-K\">pre-Kindergarten<\/a>,\u00a0<a href=\"https:\/\/plp.michiganvirtual.org\/?keyword=K-3\">Grades K to 3<\/a>, and\u00a0<a href=\"https:\/\/plp.michiganvirtual.org\/?section=2945\">School- and Center-wide practices<\/a>.<\/p><p>Each completed module provides Michigan educators with 3-6 SCECHs. Enroll today, free of charge!<\/p>\t\t\n\t\t\t<a href=\"https:\/\/literacyessentials.org\/\" role=\"button\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/literacy-essentials-header-image-1024x683.jpg\" alt=\"children reading books\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Why Early Literacy Matters<\/h2>\t\t\n\t\t<p>From the 2015 M-STEP data, it became clear that only about 50 percent of our state\u2019s third graders are proficient readers. Students who fall below literacy standards in third grade are likely to struggle with learning for the rest of their educational careers and, likely, for the rest of their lives. That\u2019s why our state\u2019s educational leaders have taken major leaps toward addressing early literacy.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/michigans-literacy-crisis-is-a-public-health-crisis\/\" role=\"button\">\n\t\t\t\t\t\tRead more\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The National Context<\/h2>\t\t\n\t\t<p>Among U.S. States, Michigan ranks. . .<\/p><ul><li>41st in fourth-grade reading scores, based on the 2015 National Assessment of Education Progress<\/li><li>45th in fourth-grade reading scores for students who are economically disadvantaged<\/li><li>48th for students who are economically advantaged<\/li><\/ul>",
            "title": "Early Literacy",
            "excerpt": "Early Literacy Literacy researchers have identified essential practices that serve as a \u201cminimum standard of care\u201d when it comes to fostering literate students and literate citizens. Building off this research,\u00a0Michigan Virtual\u00a0has partnered with GELN\u2019s\u00a0Early Literacy Task Force\u00a0to put an end to our state\u2019s literacy crisis. To learn more, explore these free online courses and guides...",
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            "id": 28544,
            "path": "\/blog\/making-student-centered-learning-a-reality-nellie-maes-integrated-learning-systems-grant-program\/",
            "author_id": 54,
            "timestamp": 1524542400,
            "content": "How will the\u00a0<a href=\"https:\/\/www.nmefoundation.org\/about-us\">vision of student-centered<\/a>\u00a0learning become a reality? The\u00a0<a href=\"https:\/\/www.nmefoundation.org\/\">Nellie Mae Education Foundation<\/a>\u00a0(NMEF) sought to address a piece of the puzzle through their recent Integrated Learning Systems request for proposals. The implementation of student-centered learning requires fundamental changes away from traditional practices. It involves complex, data-intensive tasks like differentiating instruction for every student, ensuring that each student is mastering competencies at their own pace, and facilitating students\u2019 progress through a range of pathways. In order to ensure that every student benefits from student-centered learning, it must be implemented at scale across education systems \u2013 meaning implementation must not require heroic levels of effort from the educators charged with employing it. The right set of tools should help pave the way forward for that systemic implementation, speeding progress and ensuring that all students leave school ready for college and career.\n\nEducation technology may be one critical tool that can make such a transformation possible, by streamlining the execution of student-centered practices \u2013 such as data collection and analysis, differentiation, individualization, or formative assessment \u2013 and allowing teachers and administrators more time to focus on teaching and learning.\n\nUnfortunately, common problems with the design of ed tech tools \u2014 which are often designed for traditional education models \u2014 can serve as barriers to maximizing the use of those tools in student-centered learning environments. The procurement process introduces additional difficulties. The procurement of education technology products is similarly problematic. Choices about technology tools, like a particular piece of online curriculum or a learning management system, may be made one at a time to meet single needs, and those choices may happen at the classroom, building, and district level in uncoordinated ways. Educators may lack the technology expertise needed to effectively translate between the language of education and that of software developers. These issues on both the supply and demand fronts may result in a mismatched suite of tools, used unevenly across the system, that is not always clearly connected to pedagogy and the school or LEA\u2019s vision for instruction and learning. NMEF is seeking a different process for ed tech procurement that starts with needs assessments and design-thinking.\n\nBy supporting a different process for selecting ed tech tools and partnering with vendors, NMEF seeks to help districts create \u201cIntegrated Learning Systems,\u201d where multiple tools function as a unified stack with data passing freely from one tool to another. Each component of the stack works together to support teachers and administrators and simplify the work of implementing student-centered learning (such as differentiating instruction or tracking student progress against competencies). These tools could include systems such as learning management systems, student information systems, assessment systems, learning resources discovery and management systems, data analytic systems, collaboration and other social learning tools, and more. For more about the particular technology functions that might be needed to support student-centered learning designs, check out\u00a0<a href=\"http:\/\/www.inacol.org\/resource\/student-centered-learning-functional-requirements-for-integrated-systems-to-optimize-learning\/\">this publication from iNACOL<\/a>\u00a0that delves deeply into the features and organization of education technology.\n\nThe three main goals for NMEF\u2019s Integrated Learning System program include:\n<ul>\n \t<li><i>Refine a process:<\/i>\u00a0The grantees in this program will pursue an approach to education technology that involves self-assessment, partnership with vendors, and iterative piloting.<\/li>\n<\/ul>\n<ul>\n \t<li><i>Design and test integrated learning systems:<\/i>\u00a0Grantees will consider available ed tech tools and attempt to integrate them into cohesive systems to support student-centered learning.<\/li>\n<\/ul>\n<ul>\n \t<li><i>Plan for scale:<\/i>\u00a0The work will take place within a single state, and the grantees in participating districts, schools, and pilot classrooms will seek to generate a process and solutions that have the potential to benefit their peers across the state.<\/li>\n<\/ul>\nNMEF initiated the request for proposals in fall 2016. They asked state-level applicants to assemble a team of partners to work together with local education agencies (LEAs). The task was to design and implement suites of tools specifically aligned to the unique needs of each LEA. These tools would address the systems barriers to making student-centered learning a reality in their schools. NMEF awarded\u00a0<a href=\"https:\/\/highlanderinstitute.org\/\">Highlander Institute<\/a>\u00a0with the 18-month grant to work with districts in Rhode Island starting in January 2017. Highlander Institute is acting as lead organization, bringing together Rhode Island district and high school staff to pursue a multi-part design and piloting process. Check out our next blog for details about Highlander Institute and their planned work for the Integrated Learning Systems program.",
            "title": "Making Student-Centered Learning A Reality? Nellie Mae\u2019s Integrated Learning Systems Grant Program",
            "excerpt": "How will the\u00a0vision of student-centered\u00a0learning become a reality? The\u00a0Nellie Mae Education Foundation\u00a0(NMEF) sought to address a piece of the puzzle through their recent Integrated Learning Systems request for proposals. The implementation of student-centered learning requires fundamental changes away from traditional practices. It involves complex, data-intensive tasks like differentiating instruction for every student, ensuring that each...",
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            "id": 19125,
            "path": "\/blog\/how-effective-is-online-learning-in-michigan\/",
            "author_id": 32,
            "timestamp": 1524526030,
            "content": "<p class=\"lead\">This article is a modified version of a <a href=\"https:\/\/mvlri.org\/blog\/how-effective-is-online-learning-in-michigan\/\">blog post of the same name<\/a> posted by the Michigan Virtual Learning Research Institute.<\/p>\r\n\r\nLet's be honest. Online learning in Michigan, as a whole, is in deep need of reform.\r\n\r\nSince 2010, the average pass rate for online courses in Michigan has hovered around 60 percent. Compared to the pass rate for traditional classrooms,\u00a0this statistic has led some to condemn virtual schooling as\u00a0<a href=\"https:\/\/www.detroitnews.com\/story\/opinion\/2017\/11\/14\/cyber-charters-failed\/107696920\/\" target=\"_blank\" rel=\"noopener\">a failed experiment<\/a>.\r\n\r\nWe know from\u00a0<a href=\"https:\/\/mvlri.org\/research\/publications\/\" target=\"_blank\" rel=\"noopener\">a wealth of research<\/a>\u00a0that online learning\u00a0\u2014\u00a0when implemented properly\u00a0\u2014\u00a0can\u00a0be used to further the bounds of student learning.\r\n\r\nCurrent data on student success in online learning does not live up to the promise we see exhibited in our research.\u00a0Our latest report estimates the statewide virtual pass rate at roughly 55 percent.\r\n\r\n<img class=\"aligncenter size-full wp-image-19126\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Statewide-Pass-Rate.png\" alt=\"Statewide Virtual Pass Rate is 55%\" width=\"820\" height=\"608\" \/>\r\n\r\nIn the past decade, we've seen the number of virtual learners in Michigan nearly triple.\u00a0Despite the rapidly growing numbers of online learners, the statewide virtual pass rate has\u00a0<em>not<\/em>\u00a0improved. Quite the opposite, this number has steadily\u00a0<em>decreased<\/em>\u00a0from 66 percent in 2010-11 to 55 percent this past academic year.\r\n\r\nClearly, the inverse relationship between the\u00a0<em>number\u00a0<\/em>of\u00a0and the\u00a0<em>success\u00a0<\/em>of online learners in our state presents\u00a0a problem that needs to be addressed.\r\n\r\nThis is not to say there's not success when it comes to online learning. This year, our online courses had an overall pass rate of 81 percent. That's over 25 percentage points higher than the statewide virtual pass rate.\r\n\r\nBut the question we ask ourselves every year is:\r\n\r\nWhat can we do better to improve the effectiveness of our state's online learning efforts as a whole?\r\n\r\nThat's why the\u00a0<em><a href=\"https:\/\/mvlri.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Virtual Learning Research Institute<\/a>\u00a0<\/em>conducts annual reviews of the effectiveness of online learning in our state. Their goal is to diagnose what's going on in Michigan's virtual classrooms\u00a0<i>\u2014\u00a0<\/i>\u00a0analyzing which strategies are effective and which areas need improvement\u00a0<i>\u2014\u00a0<\/i>so we can ultimately provide our students with the digital learning experiences they need to succeed.\r\n\r\nIn this article, we provide a visual overview of the\u00a0<i><a href=\"https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\" target=\"_blank\" rel=\"noopener\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2016-17<\/a>.\u00a0<\/i>The findings from this report offer an illuminating picture of what works well and what does not work well when it comes to online learning in our state.\r\n<h3><strong>Who\u2019s taking online courses?<\/strong><\/h3>\r\nTo begin, let's examine who's enrolling in our state's online courses. This past year, 7 percent of Michigan students took at least one virtual course, with over 100,000 students enrolling in a total of more than half a million online courses.\r\n\r\n<img class=\"aligncenter size-full wp-image-19127\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Number-of-Virtual-Learners-and-Enrollments.png\" alt=\"101,359 K-12 students took at least 1 virtual class = 7% of Michigan public school students. 517,470 virtual enrollments were taken by K-12 students\" width=\"2048\" height=\"583\" \/>\r\n\r\nThe majority of Michigan school districts had students enrolled in online courses. Last year, two-thirds of the districts in our state reported having at least one virtual enrollment. In total, this means over 1,000 Michigan schools had virtual learners.\r\n\r\n<img class=\"aligncenter size-full wp-image-19128\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Schools-with-Virtual-Enrollments.png\" alt=\"2\/3 of school districts reported at least one virtual enrollment. 1,102 schools had virtual learners. 56% of these schools had 100 or more virtual enrollments. Schools with 100 or more virtual enrollments accounted for 97% of the enrollments.\" width=\"2048\" height=\"497\" \/>\r\n\r\nThe bulk of these enrollments are coming from schools with at-scale online programs. What we're seeing is that schools with 100 or more virtual enrollments accounted for 97 percent of the half a million total enrollments in our state. It's typical for schools to either rely heavily on online programs to meet students needs or to rarely use online learning at all.\r\n<h3>Virtual Enrollments By Grade Level<\/h3>\r\nThough students from grades K-12 enrolled in online courses, the vast majority of online enrollments (79 percent) came from high school students. Last year, high school seniors alone accounted for over one-quarter (27 percent) of total virtual enrollments.\r\n\r\n<img class=\"aligncenter size-full wp-image-19129\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Enrollments-from-High-Schools.png\" alt=\"79% of virtual enrollments came from high schools\" width=\"2048\" height=\"1267\" \/>\r\n<h3>Virtual Enrollments By Subject<\/h3>\r\nBreaking the data down by subject, we saw the majority of online courses (67 percent) taken in core subject areas.\r\n\r\n<img class=\"aligncenter size-full wp-image-19130\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Subject-Areas.png\" alt=\"67% of virtual enrollments occurred in the core subject areas\" width=\"2048\" height=\"900\" \/>\r\n\r\nThe subject area with the highest number of enrollments last year was English Language Arts, accounting for 19 percent of total enrollments. The pass rate for ELA courses statewide was 52 percent last year.Next came a three-way tie between Social Sciences and History, Mathematics, and Life and Physical Sciences, each accounting for just over 10 percent of all online enrollments statewide. Last year, the virtual pass rates for these subject areas were as follows:\r\n<ul>\r\n \t<li><strong>Social Sciences and History<\/strong>\u00a0=<strong>\u00a0<\/strong>56 percent<\/li>\r\n \t<li><strong>Mathematics\u00a0<\/strong>= 49 percent<\/li>\r\n \t<li><strong>Life and Physical Sciences<\/strong>\u00a0= 53 percent<\/li>\r\n<\/ul>\r\nThere is room for improvement, it seems, in the way core subjects are being presented to online learners in our state.\r\n<h3><strong>Who's succeeding in their online courses? Who isn't?<\/strong><\/h3>\r\nPass rates for virtual learning become particularly revealing when we investigate\u00a0which students are succeeding and which students are not.\r\n\r\nWe know, for example, that 27 percent of the schools offering online courses had a pass rate of 90-100 percent.\u00a0For these schools, online learning seems to be working fairly well.\r\n\r\n<img class=\"aligncenter size-full wp-image-19131\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Schools-with-High-Pass-Rates.png\" alt=\"27% of schools had a school-wide virtual pass rate of 90% to 100%\" width=\"2048\" height=\"1303\" \/>\r\n\r\nLast year, over half of Michigan schools offering online courses had pass rates of 70 percent or higher.\u00a0But, of course, the glass is half-full or half-empty depending on how you look at it. The\u00a0other half of our schools had pass rates\u00a0<em>below\u00a0<\/em>70 percent.\r\n\r\nIt's no surprise that there is a disparity between the top-performing and lowest-performing schools in our state. Online learning is not free from the trends that haunt our education system.\r\n<h3>Alternative Education Students Need Additional Support<\/h3>\r\nWe also see a disparity in the pass rates for students who take online courses with a general education emphasis and those who take online courses with an alternative education emphasis.\r\n\r\n<img class=\"aligncenter size-full wp-image-19132\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/General-Ed-vs-Alternative-Ed-Emphasis.png\" alt=\"62% pass rate for schools with a general education emphasis. 44% pass rate for schools with an alternative education emphasis\" width=\"706\" height=\"694\" \/>\r\n\r\nPerhaps what this disparity reveals is that online learning does not work as a last chance option for struggling students\u00a0<em>unless<\/em>\u00a0there are appropriate support systems in place to help these students succeed.\r\n\r\nIn the 2016-17 school year, we began piloting our\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\" target=\"_blank\" rel=\"noopener\">Essentials courses<\/a>\u00a0for students in alternative education programs and those seeking credit recovery. In designing these courses, we quickly realized that these students needed additional support to succeed.\r\n\r\nSo far\u00a0<i>\u2014\u00a0\u00a0<\/i>by\u00a0providing comprehensive student orientation modules, free mentor training and highly-qualified online instructors\u00a0<i>\u2014\u00a0<\/i>we've seen improved student success rates. Our overall pass rate for the 58 students who took our Essentials pilot in Summer 2017 was 69 percent.\r\n\r\nWe find these numbers promising, and we hope to continue to improve these courses to better meet the needs of the students who most need our help.\r\n<h3>Online Learning is Failing Students in Poverty<\/h3>\r\nAnother significant area for improvement in online learning lies in the success rates of students living in poverty. Despite the fact that\u00a0<em>well\u00a0<\/em><em>over half\u00a0<\/em>(62 percent) of our virtual enrollments came from students in poverty, we\u00a0see a gap of nearly 20 percentage points between the pass rates for students in poverty (48 percent) and students not in poverty (66 percent).\r\n\r\n<img class=\"aligncenter size-full wp-image-19133\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Poverty-and-Virtual-Learning.png\" alt=\"Students in poverty account for 54% of virtual students and 62% of virtual enrollments. Students in poverty have a 48 percent pass rate while students not in poverty had a 66 percent pass rate.\" width=\"2048\" height=\"775\" \/>\r\n\r\nThe promise and potential of online learning has always been that it can help\u00a0<em>any student, anywhere.\u00a0<\/em>But clearly, we're failing students in poverty, and this presents a huge area of growth for leaders in online learning to examine.\r\n\r\nOf course, poverty is a complex societal issue that warrants problem-solving from multiple vantage points. But one thing is clear: when transitioning students into online environments, we can do better to provide students living in poverty with\u00a0<a href=\"https:\/\/blog.michiganvirtual.org\/make-intermittent-internet-access-normal\" target=\"_blank\" rel=\"noopener\">the resources they need to succeed<\/a>.\r\n<h3>Less is More When It Comes to Online Learning<\/h3>\r\nWe also see discrepancies in success rates based on the<em>\u00a0type\u00a0<\/em>of online program in which students enroll. We see the lowest pass rates (49 percent) among students in full-time cyber schools.\r\n\r\n<img class=\"aligncenter size-full wp-image-19134\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Virtual-Enrollments-and-Pass-Rates-By-Type.png\" alt=\"Virtual Enrollments By Type. 57% of virtual enrollments come from part-time (not Michigan Virtual Schools). 38 percent of virtual enrollments come from full-time virtual schools (including cybers), and 4 percent come from part-time Michigan Virtual courses. While full-time online schools have an average pass rate of 49 percent, part-time (not Michigan Virtual schools) have a pass rate of 57 percent. Michigan Virtual part-time students have a pass rate of 81 percent.\" width=\"2048\" height=\"978\" \/>\r\n\r\nAmong part-time online programs (excluding\u00a0<em>Michigan Virtual<\/em>), we found an average pass rate of 57 percent. Though part-time online programs using\u00a0<i>Michigan Virtual\u00a0<\/i>courses made up only 4 percent of the total virtual enrollments in the state of Michigan, we are proud to have reached an overall pass rate of 81 percent for these courses.\r\n\r\nOne lesson we can take away from these findings is that\u00a0<em>less is more\u00a0<\/em>when it comes to virtual learning. While about half of virtual learners passed every single one of their online courses, one-quarter did not pass\u00a0<em>any\u00a0<\/em>of their online courses.\r\n\r\nBreaking this down, we see a negative correlation between the number of online courses in which a student enrolls and their success rate. Out of the over 25,000 students who did not pass\u00a0<em>any\u00a0<\/em>of their virtual courses, 11,500 enrolled in one or two online courses, 9,500 enrolled in five or more online classes and 2,700 enrolled in 11 or more online courses.\r\n\r\n<img class=\"aligncenter size-full wp-image-19135\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Students-Who-Did-Not-Pass-Their-Courses.png\" alt=\"48 percent of virtual learners passed all of their virtual courses. 1\/4 of virtual learners did not pass any of their virtual courses. Of the 25,023 students who did not pass any of their virtual courses, 46 percent took only one or two courses, 9,500 took and did not pass five or more virtual courses, and 2,700 took and did not pass 11 or more virtual courses.\" width=\"2048\" height=\"1668\" \/>In fact, as the number of online classes in which a student enrolls increase, their pass rates tend to decrease. Students who took 1-2 virtual classes last year had a 73 percent pass rate while students taking 5+ virtual courses had a 51 percent pass rate.\r\n\r\n<img class=\"aligncenter size-full wp-image-19136\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Pass-Rate-for-Students-taking-5-plus-virtual-courses.png\" alt=\"There is a 73 percent pass rate for students taking 1-2 virtual courses, and a 51 percent pass rate for students taking 5+ virtual courses.\" width=\"2048\" height=\"1587\" \/>We have to remember that online learning provides a very different learning environment compared to face-to-face classrooms. Our students typically have 8-12\u00a0<em>years\u00a0<\/em>of practice learning in face-to-face settings and, typically, less than 8-12\u00a0<em>hours\u00a0<\/em>of training in how to learn online before they are expected to succeed in this new medium.\r\n\r\nAdditional support is particularly necessary for students who are\u00a0<em>already\u00a0<\/em>struggling in their face-to-face classrooms. The odds are, if a student is performing well in their traditional classes, they are much more likely to succeed in their online courses.\r\n\r\nFor too many students, online learning becomes a last chance for success in a system that has already failed them. There is potential to utilize online and blended learning for revolutionary outcomes, but only if we provide students with the necessary support systems. Otherwise, are we really helping them at all?\r\n\r\nOverall, this data should motivate educational leaders to hold critical conversations about what's going on in online programs in the state of Michigan. If you'd like to read the full version of our\u00a0<i>Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2016-17,\u00a0<\/i>you can download it here:\r\n\r\n<a class=\"btn\" href=\"https:\/\/mvlri.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\" target=\"_blank\" rel=\"noopener\">Download the Full Report<\/a>\r\n\r\nIf you are looking to improve the effectiveness of your school's online program, we also offer a series of free guides on best practices in online learning for students, parents, mentors, teachers and school boards. Explore our free collection at the link below:\r\n\r\n<a class=\"btn\" href=\"https:\/\/mvlri.org\/resources\/guides\/\" target=\"_blank\" rel=\"noopener\">Explore Our Free Best Practice Guides<\/a>\r\n\r\nIn order to move forward the needle of student achievement for online learners, our\u00a0<em>Institute\u00a0<\/em>has also begun offering free online program reviews to Michigan K-12 schools that\u00a0identify strengths and opportunities for growth in their online learning programs. Specifically, these free reviews look at six key aspects of successful online learning programs:\r\n<ul>\r\n \t<li>Content Procurement and Monitoring Practices<\/li>\r\n \t<li>Instructor Training and\/or Communication<\/li>\r\n \t<li>Mentor Training and Student Support Techniques<\/li>\r\n \t<li>Student Selection Processes<\/li>\r\n \t<li>Parent Communication<\/li>\r\n \t<li>Overall Program Evaluation<\/li>\r\n<\/ul>\r\nThese reviews are available at no charge to Michigan K-12 schools and are conducted by trained researchers from the\u00a0<em><a href=\"https:\/\/mvlri.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Virtual Learning Research Institute<\/a>.<\/em> \r\n\r\n<a href=\"https:\/\/mvlri.org\/resources\/online-program-reviews\/\" target=\"_blank\" rel=\"noopener\" class=\"btn\">Sign up for a free online program review<\/a>",
            "title": "How Effective is Online Learning in Michigan",
            "excerpt": "Let's be honest: Online learning in Michigan, as a whole, is in deep need of reform. Since 2010, the average pass rate for online courses in Michigan has hovered around 60 percent. Compared to the pass rate for traditional classrooms, this statistic has led some to condemn virtual schooling as a failed experiment. ",
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            "content": "LANSING, MI\u00a0<span style=\"font-weight: 400\">\u2014 <\/span> On Tuesday, April 24, <i><span style=\"font-weight: 400\">Michigan Virtual\u2122<\/span><\/i><em>\u00a0<\/em>will be celebrating the release of the <em>Michigan Virtual<\/em> Student Learning Portal, which will replace CEMS as their primary enrollment system. The impetus for this change comes from consistent feedback from customers. The new portal will provide a better user experience by offering a more straightforward enrollment process, more immediate data and improved communication tools.\n\nFurther benefits of the new system include:\n<ul>\n \t<li><strong>The user interface is sleek and intuitive<\/strong>\nMost importantly, this interface gives more control to the schools who are managing online enrollments.<\/li>\n \t<li><strong>The enrollment process is straightforward<\/strong>\nUsers simply select the student, the class section and the start date. Further, bulk enrollments are now possible, and enrollers will receive on-screen confirmation that their enrollments have been successful.<\/li>\n \t<li><strong>Student progress will be updated daily<\/strong>\nStudent progress data will be more up-to-date with accurate pacing information based on the student's term. Further, guardians will now have direct access to student progress data.<\/li>\n \t<li><strong>The new system offers improved communication tools<\/strong>\nBoth instructors and mentors will now be able to communicate directly with their students in the portal.<\/li>\n \t<li><strong>Certificates of completion are readily accessible<\/strong>\nGuardians will benefit from this change, as it will be much easier for them to share student completion information with schools.<\/li>\n<\/ul>\nStarting with 2018 online summer courses, all future enrollments will take place in the <em>Michigan Virtual<\/em> Student Learning Portal. Users will retain access to CEMS until Friday, June 29 in order to complete their current courses, but are strongly encouraged to downloaded any needed course certificates or enrollment data before this date in preparation for the system change.\n\nFor those who still need to access course certificates or enrollment data after Friday, June 29, the <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/contact-us\/\">Customer Care Center<\/a> will be able to provide this information. Customer Care can be reached by phone at 888.889.2840, Monday through Friday from 7:30 a.m. to 5:00 p.m.\n\nFor more information, please visit: <a href=\"https:\/\/michiganvirtual.org\/slp-upgrade\/\">https:\/\/michiganvirtual.org\/slp-upgrade\/<\/a>",
            "title": "Michigan Virtual to release new Student Learning Portal on Tuesday, April 24",
            "excerpt": "LANSING, MI\u00a0\u2014 On Tuesday, April 24, Michigan Virtual\u2122\u00a0will be celebrating the release of the Michigan Virtual Student Learning Portal, which will replace CEMS as their primary enrollment system. The impetus for this change comes from consistent feedback from customers. The new portal will provide a better user experience by offering a more straightforward enrollment process,...",
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            "content": "<!-- wp:paragraph -->\n<p>I have been a teacher at Ogemaw Heights High School for over 30 years. Ogemaw Heights High School is nestled away in the rolling fields of Ogemaw County. We are a district that has seen a drop in student population. At one point in the 90s, we saw our student population swell to almost 1,000 high school students. Today we are looking at a population of under 600. Poverty and at-risk students make up a vast majority of our high school population. Teachers have retired and have not been replaced because of declining enrollment. As our enrollment declined, so did some of our choices for course offerings. When legislation came through to provide students with online learning experiences, our district scurried to meet the requirements set forth by the new legislation; however, the superintendent did not want to rush blindly into this new endeavor, so we had several meetings with him as we moved forward. Members of our online learning committee had another positive experience attending workshops put on by Michigan Virtual. During those workshops, our district was able to meet and converse with many different districts throughout Michigan. Some were ahead of the game, and others were just entering into virtual learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Our initial sign up for online learning started with 30 students. We had two teachers who each worked with 15 students. Progress Reports and attendance monitoring was very easy with a caseload that size. The following year, the other online teacher made a career change and left the district. The online student enrollment grew the next year to 90 courses. We had a teacher who had an hour available in his schedule, so he covered 45 courses and I covered 45 courses. Each year we have steadily grown. We categorize online participation by course instead of students because some of our students take two online courses. For the 2017-2018 school year, our numbers reached 110 courses. Because of our growth, administration included the requirement in our course description catalog that students need to indicate on their EDPs when they are requesting online courses. That allows us to prepare for the next year. For example, we are aware of technology needs and room requirements at the start of each semester. This practice has continued on through the years and has been very beneficial with logistics for each semester.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online students sign numerous documents to make sure they understand the online learning experience. I hold my parent-teacher conferences in the online classroom so that parents are aware of online options. With help of the technology department, we have been able to increase the number of computers in the online classroom. There are also Chromebooks available for students to use. The online classroom is located next to the media center, and students can sit in the library if they have permission from the media center aides. They have to follow the online classroom rules.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A very important component that&nbsp;Michigan Virtual offers is the online learner orientation tool (OLOT). Any new online learner at Ogemaw Heights High School must complete the online orientation using <a href=\"https:\/\/michiganvirtual.org\/resources\/sos\/\">OLOT<\/a>. OLOT helps students look at the many different aspects of being an online learner. Some of the students have opted not to take online courses because they were not online learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Communication is a very important aspect of being a mentor for online students. I have Google Classroom set up for each hour of online instruction. Announcements are placed on a regular basis. I do quite a bit of emailing to keep lines of communication open with the students. I invite parents to participate online with Google Classroom. I also let students know that I do not accept failure in an online course. I apply pressure and provide students with alternatives and ideas so that they are successful in their online experience. Students who need to recover credit need to have some extra mentoring. If credit recoverers are not counseled about the different aspects of online learning, they may very well not be successful a second time. We also have an after-school program where students who do not have internet access at home can work on their online courses. Instructors from&nbsp;Michigan Virtual provide mentoring ideas to help students be successful, as well.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Attendance in our online program has been very stable for the last three years. In our district this year we have over 100 courses that students are taking per semester. Some students choose to take one course per semester while a few opt to take two courses per semester. Throughout the time that online courses have been offered at Ogemaw Heights, we have surveyed students and have had very positive responses to our online learning opportunities. &nbsp;Students and parents feel that there is an open line of communication between the mentors, instructors, students, and parents\/guardians.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Rural Virtual Learning",
            "excerpt": "This is the fifth in a series of blog posts written by Michigan Virtual's Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected].",
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            "id": 12316,
            "path": "\/professionals\/scech\/",
            "author_id": 21,
            "timestamp": 1522981987,
            "content": "<img width=\"504\" height=\"504\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/02\/clock.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h1>Need SCECHs?<\/h1>\t\t\n\t\t\t<h3>Our online professional learning courses can help you get the SCECHs you need to keep your teaching certificate up to date. Last year, we provided Michigan educators with over 100,000 SCECHs worth of affordable training opportunities!<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;deliveryformat=Self%20Paced&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\tAll SCECH Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Featured Course: MyPD<\/h2>\t\t\n\t\t<p>As a professional educator, you are constantly seeking out ways to supplement your own continuing education and improve yourself. So, how can you receive credit for your efforts? This course will give you the means of receiving formal credit (SCECHs) for informal learning that has or will be completed on your own. With guidance, you will be asked to submit resources, explanations, and proof of application surrounding a single informal learning objective related to your classroom or professional interests.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mypd-6-scechs\/\">\n\t\t\t\t\t\t\t\t\tEnroll now\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Self-Paced Online Courses<\/h3>\t\t\n\t\t<p>The majority of our online professional development courses are self-paced, meaning there is no instructor and you can set your own pace for learning.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;deliveryformat=Self%20Paced&#038;_format=self-paced&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\tSelf-Paced Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Facilitated Online Courses<\/h3>\t\t\n\t\t<p>Some of our online professional development courses are <em>facilitated<\/em>, meaning that you will have an instructor guiding your journey through the course.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;deliveryformat=Self%20Paced&#038;_format=facilitated&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\tFacilitated Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Design Your Own PD Plan<\/h3>\t\t\n\t\t<p>Ever wonder what it would be like if you could design your own learning? Let us introduce you to MyPD, a flexible, customized, and repeatable online course that puts you in the driver seat of your own professional development.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mypd\">\n\t\t\t\t\t\t\t\t\tBuild Your Own PD Plan\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Popular Categories<\/h2>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;_plp_subject_area=social-emotional-learning&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Emotional Learning\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;_plp_subject_area=administration&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tAdministration\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;_plp_subject_area=pedagogical-practices&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tPedagogical Practices\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;_plp_subject_area=classroom-management&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tClassroom Management\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;_plp_subject_area=literacy-essentials&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tLiteracy Essentials\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?creditType=scech&#038;_credit_type=scech\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tAll SCECH Courses &rarr;\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>SCECH Processing FAQs<\/h2>\t\t\n\t\t<p>Skip the paperwork \u2014 all you have to worry about is your learning. Once your course is completed, we will submit your SCECHs to the Michigan Online Educator Certification System (MOECS) for you.<\/p><p><em><strong>Please allow 10 business days from course completion for your SCECHs to be processed.<\/strong><\/em><\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>How do I find my MDE PIC?<\/a>\n\t\t\t\t\tPlease refer to the\u00a0<a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000185159\">Retrieve Personal Identification Code (PIC)<\/a> support article.\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Who renews my teacher certification?<\/a>\n\t\t\t\t\t<p>The Michigan Department of Education (MDE) uses the Michigan Online Educator Certification System (MOECS) to renew teaching certificates for Michigan teachers. MDE authorizes Michigan Virtual\u00a0as a State Continuing Education Clock Hours (SCECH) sponsor to provide courses that meet MDE SCECH standards. Information about your certificate renewal can be found at\u00a0<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-5683---,00.html\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">MDE \u2013 Educator Services<\/a>.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>When do my courses need to be completed to renew my certification by June 30?<\/a>\n\t\t\t\t\t<p>As a special service to our educators, we will have extra staff working on SCECH processing towards the end of June 2022 to ensure that your SCECHs can be processed in time for the June 30 deadline.<\/p><p>As long as you complete your course by<strong> Sunday, June 26 at 11:59 pm<\/strong>, we guarantee your SCECHs will be processed by June 30. Course completions on June 27 or later may not be processed before July, and we will not be able to make exceptions for any learners. After June 30, we will resume our usual practices and process SCECHs within 10 business days.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>How long does it take for SCECHs to appear in my MOECS account?<\/a>\n\t\t\t\t\t<p>After your course is marked as completed in the PLP, please allow 10 business days for your SCECHs to be processed. You will receive an email from MDE to the email address connected with your MOECS account with further instructions.<\/p><p><strong>Please note:<\/strong> Courses often require time for feedback and grading. Please review the messaging within your course to learn whether extra time will be required after you submitted your assignments.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a>Why are my SCECHs not in MOECS?<\/a>\n\t\t\t\t\t<p>There could be a variety of reasons. Please begin by checking the following:<\/p><ol><li><strong>Have ten business days passed since course completion?<\/strong>\u00a0If not, please be patient while SCECHs are uploaded to MOECS.<\/li><li><strong>In PLP, is your course listed under your completed courses?<\/strong>\u00a0Check the Professional Learning Portal to verify the course is in your completed list. The <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/folders\/65000157730\">Check Course Completion Status<\/a> can guide you through how to check. If not in your completed list, please complete your course. Please remember that a facilitated course must be graded by your facilitator.<\/li><li><strong>Do you have an evaluation due in\u00a0<a href=\"https:\/\/mdoe.state.mi.us\/MOECS\/login.aspx\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">MOECS<\/a>?<\/strong>\u00a0For MOECS to record your SCECHs in your transcript, you must claim them first. If you experience issues with the evaluation, please contact the MOECS help desk at 517-373-3310 or via\u00a0<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">email<\/a>.<\/li><\/ol><p><em>Please contact our <a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/contact-us\/\">Customer Care Center<\/a> if you need assistance in the PLP after checking on your course completion.<\/em><\/p><p><em>Please contact\u00a0<a href=\"https:\/\/mdoe.state.mi.us\/MOECS\/login.aspx\" target=\"_blank\" rel=\"noopener noreferrer nofollow\">MOECS<\/a>\u00a0if you have questions about your MOECS account.<\/em><\/p>\n\t\t\t<h2>SCECH Policies<\/h2>\t\t\n\t\t<p>In order to receive SCECHs for courses completed through\u00a0<em>Michigan Virtual<\/em>\u2019s Professional Learning Portal, learners must abide by all policies stated below:<\/p><ul><li>Users must supply their PIC (Personal Identification Code) in their PLP account. PICs can be located from the <a href=\"https:\/\/mdoe.state.mi.us\/MOECS\/Login.aspx\" target=\"_blank\" rel=\"noopener\">Michigan Online Educator Certification System (MOECS)<\/a>. Refer to our <a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000185159\">support article<\/a> for more details.<\/li><li>Your first and last name must match in your PLP and MOECS accounts. If your first and last names do not match, this may result in a delay.<\/li><li>You must complete, at a minimum, the posted estimated SCECH hours for the course.<\/li><li>SCECH credits are uploaded to MOECS; please allow up to 10 business days from your completion date for Michigan Virtual to upload your SCECH credits to MOECS.<\/li><li>The MOECS system then generates an email notification from <em>[email protected]<\/em> that requires you to complete an online evaluation.<\/li><li>You must complete the MDE online evaluation. After completing the required evaluation in MOECS, the SCECHs will be visible in your MOECS account.<\/li><\/ul>",
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            "content": "<dl id=\"accordionTableOfContents\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"tableOfContentsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"tableOfContents\"><span class=\"accordion-title\">Table of Contents<\/span><span class=\"accordion-icon\">\u00a0<\/span><\/button><\/dt>\n \t<dd id=\"tableOfContents\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"tableOfContentsButton\"><a class=\"lead\" href=\"#introduction\">Introduction<\/a>\n<a class=\"lead\" href=\"#schools\">Schools<\/a>\n<a class=\"lead\" href=\"#courses\">Courses<\/a>\n<a class=\"lead\" href=\"#students\">Students<\/a>\n<a class=\"lead\" href=\"#maps\">Maps<\/a>\n<a class=\"lead\" href=\"#conclusion\">Conclusion<\/a>\n<a class=\"lead\" href=\"#appendix-a\">Appendix A - Methodology<\/a>\n<a class=\"lead\" href=\"#appendix-b\">Appendix - B School Tables<\/a>\n<ul>\n \t<li><a href=\"#table-b1\"><strong>Table B1.<\/strong> 2016-17 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/a><\/li>\n \t<li><a href=\"#table-b2\"><strong>Table B2.<\/strong> 2016-17 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/a><\/li>\n \t<li><a href=\"#table-b3\"><strong>Table B3.<\/strong> 2016-17 Number and Percentage of Schools by School Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b4\"><strong>Table B4.<\/strong> 2016-17 Number of Schools and Virtual Enrollments by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b5\"><strong>Table B5.<\/strong> 2016-17 Virtual Pass Rate by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b6\"><strong>Table B6.<\/strong> 2016-17 Number of Full-Time Virtual or Cyber Schools with Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b7\"><strong>Table B7.<\/strong> 2016-17 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-b8\"><strong>Table B8.<\/strong> 2016-17 Virtual Pass Rate by School Emphasis<\/a><\/li>\n \t<li><a href=\"#table-b9\"><strong>Table B9.<\/strong> 2016-17 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/a><\/li>\n \t<li><a href=\"#table-b10\"><strong>Table B10.<\/strong> 2016-17 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/a><\/li>\n \t<li><a href=\"#table-b11\"><strong>Table B11.<\/strong> 2016-17 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/a><\/li>\n \t<li><a href=\"#table-b12\"><strong>Table B12.<\/strong> 2016-17 Number and Percentage of Schools and Virtual Enrollments by Locale<\/a><\/li>\n \t<li><a href=\"#table-b13\"><strong>Table B13.<\/strong> 2016-17 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/a><\/li>\n \t<li><a href=\"#table-b14\"><strong>Table B14.<\/strong> 2016-17 Virtual Pass Rate by Locale<\/a><\/li>\n \t<li><a href=\"#table-b15\"><strong>Table B15.<\/strong> 2016-17 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-c\">Appendix - C Course Tables<\/a>\n<ul>\n \t<li><a href=\"#table-c1\"><strong>Table C1.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/a><\/li>\n \t<li><a href=\"#table-c2\"><strong>Table C2.<\/strong> 2016-17 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/a><\/li>\n \t<li><a href=\"#table-c3\"><strong>Table C3.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/a><\/li>\n \t<li><a href=\"#table-c4\"><strong>Table C4.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/a><\/li>\n \t<li><a href=\"#table-c5\"><strong>Table C5.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/a><\/li>\n \t<li><a href=\"#table-c6\"><strong>Table C6.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/a><\/li>\n \t<li><a href=\"#table-c7\"><strong>Table C7.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/a><\/li>\n \t<li><a href=\"#table-c8\"><strong>Table C8.<\/strong> 2016-17 Virtual Enrollments Percentage by Subject Area and Locale<\/a><\/li>\n \t<li><a href=\"#table-c9\"><strong>Table C9.<\/strong> 2016-17 Virtual Enrollment Pass Rates by Subject Area and Locale<\/a><\/li>\n \t<li><a href=\"#table-c10\"><strong>Table C10.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Gender<\/a><\/li>\n \t<li><a href=\"#table-c11\"><strong>Table C11.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-d\">Appendix - D Student Tables<\/a>\n<ul>\n \t<li><a href=\"#table-d1\"><strong>Table D1.<\/strong> 2016-17 Number of Virtual Students with Percent Year over Year Change<\/a><\/li>\n \t<li><a href=\"#table-d2\"><strong>Table D2.<\/strong> 2016-17 Number and Percentage of Virtual Students and Enrollments with Pass Rate by Virtual Type<\/a><\/li>\n \t<li><a href=\"#table-d3\"><strong>Table D3<\/strong>. 2016-17 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Virtual Type<\/a><\/li>\n \t<li><a href=\"#table-d4\"><strong>Table D4.<\/strong> 2016-17 Number and Percentage of Schools and Virtual Enrollments with Pass Rate by Gender<\/a><\/li>\n \t<li><a href=\"#table-d5\"><strong>Table D5.<\/strong> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/a><\/li>\n \t<li><a href=\"#table-d6\"><strong>Table D6.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d7\"><strong>Table D7.<\/strong> 2016-17 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d8\"><strong>Table D8.<\/strong> 2016-17 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/a><\/li>\n \t<li><a href=\"#table-d9\"><strong>Table D9.<\/strong> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Seat Time Waiver Status<\/a><\/li>\n \t<li><a href=\"#table-d10\"><strong>Table D10.<\/strong> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/a><\/li>\n \t<li><a href=\"#table-d11\"><strong>Table D11.<\/strong> 2016-17 Number of Virtual Enrollments with Pass Rates by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments) or Part-Time Types<\/a><\/li>\n \t<li><a href=\"#table-d12\"><strong>Table D12.<\/strong> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Course Performance<\/a><\/li>\n \t<li><a href=\"#table-d13\"><strong>Table D13.<\/strong> 2016-17 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/a><\/li>\n \t<li><a href=\"#table-d14\"><strong>Table D14.<\/strong> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/a><\/li>\n \t<li><a href=\"#table-d15\"><strong>Table D15.<\/strong> 2016-17 Comparison of Virtual and State Pass Rates on 11<sup>th<\/sup> Grade State Assessment Measures<\/a><\/li>\n \t<li><a href=\"#table-d16\"><strong>Table D16.<\/strong> 2016-17 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/a><\/li>\n \t<li><a href=\"#table-d17\"><strong>Table D17.<\/strong> 2016-17 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/a><\/li>\n \t<li><a href=\"#table-d18\"><strong>Table D18.<\/strong> 2016-17 State Assessment Proficiency Rates for Virtual Learners by Seat Time Waiver Status<\/a><\/li>\n \t<li><a href=\"#table-d19\"><strong>Table D19.<\/strong> 2016-17 State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/a><\/li>\n \t<li><a href=\"#table-d20\"><strong>Table D20.<\/strong> 2016-17 State Assessment Proficiency Rates for Virtual Learners by Part-Time Type and Non-Virtual Performance<\/a><\/li>\n<\/ul>\n<a class=\"lead\" href=\"#appendix-e\">Appendix \u2013 E Wild Cards Search Criteria<\/a><\/dd>\n<\/dl>\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Effectiveness Reports<\/span><span class=\"accordion-icon\">\u00a0<\/span><\/button><\/dt>\n \t<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/em><\/a><\/dd>\n<\/dl>\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/Effectiveness-Report-At-A-Glance-Web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Infographic<\/a> <a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/Effectiveness-Report-2016-17.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download PDF Version<\/a> <a class=\"btn\" href=\"https:\/\/mvlri.org\/research\/webinar-podcast\/effectiveness-report-05-2018\/\">View Recorded Webinar<\/a>\n<h2 id=\"Introduction\">Introduction<\/h2>\nThe purpose of this report is to analyze the information on virtual learners that schools report to the state and to share the findings of that analysis with educational stakeholders in a highly consumable way that allows them to evaluate their virtual learning programs. This year\u2019s report is the fifth edition of this annual publication. Past reports are available through the <a href=\"https:\/\/michiganvirtual.org\/research\" target=\"_blank\" rel=\"noopener noreferrer\">MVLRI website<\/a>.\n\nThe report is organized into several sections. The first section looks at schools as the unit of analysis. The next section focuses on the virtual courses taken. The third section focuses on students. There is also a brief section containing maps of virtual use. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report\u2019s methodology is also captured in an appendix. Please note that in some tables and figures, the percentage data may not sum to 100% due to rounding.\n<h2 id=\"Schools\">Schools<\/h2>\n<blockquote>\n<h3 id=\"Fast Facts\">Fast Facts<\/h3>\n<ul>\n \t<li>593 school districts reported at least one virtual enrollment.<\/li>\n \t<li>Over half of the 1,102 schools with virtual enrollments had 100 or more virtual enrollments.<\/li>\n \t<li>73% of schools with virtual enrollments had a general education school emphasis; 25% had an alternative education emphasis.<\/li>\n \t<li>87% of schools with virtual learning were LEA schools.<\/li>\n \t<li>LEAs accounted for 58% of the virtual enrollments; PSA schools generated 41% of the virtual enrollments.<\/li>\n \t<li>PSA cyber schools were responsible for 30% of the virtual enrollments.<\/li>\n \t<li>97% of virtual enrollments came from schools with 100 or more virtual enrollments.<\/li>\n \t<li>About 79% of virtual enrollments came from high schools.<\/li>\n \t<li>32% of virtual enrollments came from suburban schools, the most of any locale.<\/li>\n \t<li>Schools with a general education emphasis had a 62% virtual pass rate, outperforming those with an alternative education emphasis which had a pass rate of 44%.<\/li>\n \t<li>27% of schools had a school-wide virtual pass rate of 90% to 100%.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"number-of-districts\">Number of Districts<\/h3>\nFor the 2016-17 school year, 593 districts reported having at least one virtual enrollment. This represented two-thirds of <a href=\"https:\/\/www.michigan.gov\/documents\/numbsch_26940_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan public school districts<\/a>. Within those districts, 1,102 schools reported virtual enrollments.\n<h3 id=\"by-grade-level\">By Grade Level<\/h3>\nAcross the 1,102 schools, 517,470 virtual enrollments were taken. Students in 12<sup>th<\/sup> grade enrolled in the most virtual courses (140,639) representing approximately 27% of all virtual enrollments. The overall pass rate for virtual enrollments was 55%, a three percent decline compared to the prior year. This ranged from a high of 68% in 1<sup>st<\/sup> and 2<sup>nd<\/sup> grade to a low of 39% in 9<sup>th<\/sup> grade. See <a href=\"#table-b1\">Table B1<\/a> for more information. In line with findings from previous years, virtual learners passed their virtual courses at a lower rate (55%) than they passed their non-virtual courses (78%). This gap of 23% is 3% larger than the 2015-16 school year. See <a href=\"#table-b2\">Table B2<\/a>.\n<h3 id=\"by-school-level-virtual-pass-rate\">By School-Level Virtual Pass Rate<\/h3>\nOf the 1,102 schools with virtual enrollments, 296 or 27% had school-level virtual pass rates of 90% to 100%. Fifty-five percent of schools had virtual pass rates of 70% or better. See <a href=\"#table-b3\">Table B3<\/a>.\n<h3 id=\"by-entity-type\">By Entity Type<\/h3>\nLEA schools (58%) and PSA schools (41%) accounted for almost all the virtual enrollments. Over 950 (87%) school with virtual enrollments came from LEA schools while only 108 (10%) of the schools were PSAs. See <a href=\"#table-b4\">Table B4<\/a>. LEA schools and PSA schools had approximately the same virtual pass rates (55% v. 54%). See <a href=\"#table-b5\">Table B5<\/a>. Thirty-nine of the 52 full-time virtual buildings were LEA schools.\nThey totaled 11,762 virtual enrollments with a 28% pass rate. In contrast, the 13 PSA cyber schools had 157,711 virtual enrollments with a pass rate of 54%. See <a href=\"#table-b6\">Table B6<\/a>. In total, 38% of virtual enrollments came from cyber or full-time virtual schools.\n<h3 id=\"by-school-emphasis\">By School Emphasis<\/h3>\nSchools designated with General Education as their emphasis produced 313,140 (61%) of the virtual enrollments. Schools with Alternative Education as their emphasis accounted for 199,317 (39%) of the virtual enrollments. See <a href=\"#table-b7\">Table B7<\/a>. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 62% virtual pass rate, whereas Alternative Education schools had a 44% virtual pass rate (see <a href=\"#table-b8\">Table B8<\/a>), though this, too, varied by entity type. LEA schools, for instance, had a 69% virtual pass rate for General Education schools and a 43% virtual pass rate for Alternative Education schools. See <a href=\"#table-b9\">Table B9<\/a>.\n<h3 id=\"by-number-of-virtual-enrollments\">By Number of Virtual Enrollments<\/h3>\nOver half of schools with virtual enrollments \u2013 56% \u2013 had 100 or more virtual enrollments. These schools were responsible for 97% of the virtual enrollments. As has been observed in previous years, schools with less than 10 virtual enrollments were the next highest percentage of schools with 16%; however, they only generated .1% of the virtual enrollments. See <a href=\"#table-b10\">Table B10<\/a>.\n\nAnother trend that continued was that, in general, schools with fewer virtual enrollments per students performed better. Consider for instance, that 32% of schools with an average of 1 to 2 virtual enrollments per virtual learner had a virtual pass rate of 90% to 100% whereas only 19% of schools with an average of four or more virtual courses per virtual learner had a 90% to 100% pass rate. See <a href=\"#table-b11\">Table B11<\/a>.\n<h3 id=\"by-locale\">By Locale<\/h3>\nRural schools represented about 36% of schools with virtual enrollments. Suburban settings provided the second most schools with 29%. Suburban schools, however, tallied the largest percentage of the virtual enrollments at 32%. Rural and City locales also had more than 100,000 virtual enrollments. See <a href=\"#table-b12\">Table B12<\/a>. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. Similarly, schools with less than 25 virtual enrollments was the second most likely scenario. See <a href=\"#table-b13\">Table B13<\/a>. Virtual pass rates varied by locale with rural schools having the highest virtual pass rate at 62% and those not specified having the lowest at 49%. Both city schools (13%) and those Not Specified (25%) had the highest percentage of schools with pass rates less than 20%. See <a href=\"#table-b14\">Table B14<\/a> and <a href=\"#table-b15\">Table B15<\/a>.\n<h2 id=\"courses\">Courses<\/h2>\n<blockquote>\n<h3 id=\"fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>517,470 virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 55%.<\/li>\n \t<li>Virtual enrollments were spread across 923 different course titles.<\/li>\n \t<li>67% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li>\n \t<li>The course titles with the highest enrollments for each core subject were:\n<ul>\n \t<li>English Language and Literature: English 9, English 10, English 12, and English 11<\/li>\n \t<li>Mathematics: Geometry, Algebra II, Algebra I, and Consumer Math<\/li>\n \t<li>Life and Physical Sciences: Biology, Chemistry, Earth Science, and Physical Science<\/li>\n \t<li>Social Sciences and History: U.S. History, Economics, World History, World History and Geography<\/li>\n<\/ul>\n<\/li>\n \t<li>The virtual pass rates for each core subject were:\n<ul>\n \t<li>English Language and Literature: 52%<\/li>\n \t<li>Mathematics: 49%<\/li>\n \t<li>Life and Physical Sciences: 53%<\/li>\n \t<li>Social Sciences and History: 56%<\/li>\n<\/ul>\n<\/li>\n \t<li>29 different Advanced Placement (AP) courses were taken virtually.<\/li>\n \t<li>The percentage of enrollments was fairly consistent by subject area across rural, town, suburban, and city schools.<\/li>\n \t<li>Online courses (defined as including a teacher in the virtual environment) produced 80% of the virtual enrollments. Digital learning (without a teacher in the virtual environment) and blended learning (some virtual, some face-to face instruction) each accounted for about 10% of the virtual enrollments.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"number-of-courses\">Number of Courses<\/h3>\nThe 517,470 virtual enrollments came from 923 different course titles (as determined by SCED Course Identified Codes).\n<h3 id=\"courses-by-subject-area\">Courses by Subject Area<\/h3>\nEnglish Language and Literature was the subject area with the highest virtual enrollment with 97,949 enrollments \u2013 19% of all virtual enrollments. Social Sciences and History, Mathematics, and Life and Physical Sciences were the other subject areas with 10% or more of the virtual enrollments. In high enrollment subject areas (greater than 10,000 virtual enrollments), virtual pass rates varied from a low of 49% in Mathematics to a high of 60% for Foreign Language and Literature. See <a href=\"#table-c1\">Table C1<\/a>. The virtual pass rates were consistently lower than the non-virtual pass rate for the virtual learners in their non-virtual courses, a trend observed in past years. See <a href=\"#table-c2\">Table C2<\/a>.\n<h3 id=\"highest-virtual-enrollment-courses\">Highest Virtual Enrollment Courses<\/h3>\nFor English Language and Literature, the most highly enrolled in virtual courses were 9<sup>th<\/sup>, 10<sup>th<\/sup>, 11<sup>th<\/sup>, and 12<sup>th<\/sup> grade English\/Language Arts. Of those four, the pass rate was lowest for 9<sup>th<\/sup> grade English\/Language Arts (39%) and consistently rose for each subsequent grade level to finish at 60% for 12<sup>th<\/sup> grade English\/Language Arts. See <a href=\"#table-c3\">Table C3<\/a>.\n\nIn Mathematics, Geometry, Algebra II, and Algebra I were the virtual courses with the highest enrollments. The pass rate across the top ten most enrolled-in virtual mathematics courses ranged from a low of 30% for Algebra 1 \u2013 Part 1 to a high of 63% for Consumer Math. See <a href=\"#table-c4\">Table C4<\/a>.\n\nBiology, Chemistry, and Earth Science were the three course titles responsible for more than 10% of the virtual enrollments in Life and Physical Sciences courses. A quarter of all Life and Physical Sciences virtual courses were taken in Biology. Of the top ten titles, Physical Science, Earth\/Space Science, and Life Science had the lowest pass rates at 45%; the highest was Environmental Science at 62%. See <a href=\"#table-c5\">Table C5<\/a>.\n\nFor Social Sciences and History, the three course titles of U.S. History \u2013 Comprehensive, Economics, and World History \u2013 Overview each yielded more than 10% of the virtual enrollments. Pass rates for the top ten most enrolled in courses ranged from a low of 49% in World History\u2014Overview to a high of 73% for Psychology. See <a href=\"#table-c6\">Table C6<\/a>.\n\nTwenty-nine AP courses were taken virtually in 2016-17. AP Psychology was the most popular course accounting for 14% of the 3,390 AP enrollments. The pass rate for AP courses taken virtually was 86%. See <a href=\"#table-c7\">Table C7<\/a>. The pass rate for non-virtual AP courses taken by virtual learners was 93%.\n<h3 id=\"subject-area-enrollments-by-locale\">Subject Area Enrollments by Locale<\/h3>\nCourse enrollment patterns were fairly consistent across locales. For instance, Mathematics represented between 16% and 18% of the virtual enrollments for all four (rural, town, suburb, city, and not specified) locales. The range was also 2% (13% to 15%) for Life and Physical Sciences and 4% in English Language and Literature. See <a href=\"#table-c8\">Table C8<\/a>. Pass rates in virtual courses also varied across subject areas and locale. For instance, in English Language and Literature, pass rates fell between 48% for not specified schools to 56% for rural schools. In Mathematics, pass rates ranged from 44% (town) to 51% (rural). See <a href=\"#table-c9\">Table C9<\/a>.\n<h3 id=\"subject-area-enrollments-by-gender\">Subject Area Enrollments by Gender<\/h3>\nMales and females enrolled in various subject areas in fairly similar proportions. For the four highest enrollment subject areas, the proportion of enrollment from males and females in those subject areas was within 1% of each other. Pass rates did, however, show more variability by gender. In English Language and Literature, Life and Physical Sciences, Social Sciences and History, females had a 3% higher pass rate than males. Female pass rates were 2% higher for Mathematics. See <a href=\"#table-c10\">Table C10<\/a>.\n<h3 id=\"courses-by-virtual-method\">Courses by Virtual Method<\/h3>\nSchools classified the virtual courses into one of three types: Blended Learning, Digital Learning, or Online Learning. According to page 463 of the <em><a href=\"http:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY1617_v1.0_524119_7.pdf#comp-stucourse\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Student Data System Collection Details Manual Version 1.3<\/a><\/em>\u00a0for the 2016-17 school year, each type is defined as follows:\n<ul>\n \t<li>Blended Learning - A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction. For a course to be considered blended, at least 30% of the course content is delivered online.<\/li>\n \t<li>Digital Learning - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n \t<li>Online Course - A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time or location, or both. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<\/ul>\nBlended Learning enrollments accounted for 9% of the virtual enrollments and had a pass rate of 60%. Digital Learning totaled 11% of the enrollments with a 51% pass rate. Online courses represented the majority of the enrollments (80%) and yielded a pass rate of 55%. See <a href=\"#table-c11\">Table C11<\/a>.\n<h2 id=\"students\">Students<\/h2>\n<blockquote>\n<h3 id=\"student-fast-facts\">Fast Facts<\/h3>\n<ul>\n \t<li>101,359 K-12 students took at least one virtual course which represents 7% of Michigan public school students.<\/li>\n \t<li>88% of virtual learners were in high school; 33% were seniors and 22% were juniors.<\/li>\n \t<li>19% of virtual learners attended a PSA cyber school or an LEA full-time virtual school; the virtual pass rate for those students was 49%.<\/li>\n \t<li>48% of virtual learners passed all their virtual courses. One quarter of virtual learners did not pass any of their virtual courses.<\/li>\n \t<li>Of the 25,023 students who did not pass any of their virtual courses, 46% took only one or two courses. Almost 9,500 students took and did not pass five or more virtual courses with more than 2,700 students taking and not passing 11 or more virtual courses.<\/li>\n \t<li>Students enrolled in <em>Michigan Virtual<\/em> courses were stronger students in general as measured by a higher pass rate in their non-virtual courses (92%) compared to students who were enrolled part-time in virtual courses from a provider other than <em>Michigan Virtual<\/em> (75% pass rate). Moreover, students in<em> Michigan Virtual<\/em> courses were also more successful in their virtual courses (81% pass rate), even when considering their non- virtual performance.<\/li>\n \t<li>Female students had a higher pass rate (57%) than did males (53%).<\/li>\n \t<li>Students in poverty made up the majority of virtual learners (54%) and virtual enrollments (62%). Students in poverty also had a lower pass rate (48% v. 66%).<\/li>\n \t<li>Pass rates were higher for students taking fewer virtual courses. Students taking one or two virtual courses had a 73% pass rate compared to 51% for those taking five or more.<\/li>\n \t<li>White students represented 66% of virtual students; African-Americans were 19%.<\/li>\n \t<li>47% of 11<sup>th<\/sup> grade virtual learners who took the SAT were proficient in the Reading\/Writing component. About a quarter tested proficient in Science or in Math.<\/li>\n<\/ul>\n<\/blockquote>\n<h3 id=\"student-count\">Student Count<\/h3>\nFor the 2016-17 school year, 101,359 Michigan K-12 students, approximately 7% of students in the state, took at least one virtual course. This was a 12% increase in the number of virtual learners compared to what was reported for 2015-16. See <a href=\"#table-d1\">Table D1<\/a>.\n<h3 id=\"student-by-grade-level\">By Grade Level<\/h3>\nOnly about 3% of the state\u2019s virtual learners were in grades K-5. Grades 6-8 were responsible for about 8% of the virtual learners. High school grade levels generated 88% of the virtual learners. Over 33% of virtual learners were high school seniors and more than 22% were juniors. See <a href=\"#table-d1\">Table D1<\/a>.\n<h3 id=\"student-by-virtual-type\">By Virtual Type<\/h3>\nApproximately 19% of virtual learners attended a PSA cyber school or an LEA full-time virtual school. Students in this type represented 38% of all virtual enrollments and had a virtual pass rate of 49%. Students taking <em>Michigan Virtual<\/em> courses reflected 10% of the virtual learning population. This group totaled 4% of the virtual enrollments and had an 81% pass rate. Students from the Part-Time (Non-Michigan Virtual) type accounted for 72% of virtual learners and tallied 57% of the virtual enrollments. The pass rate for the Part-Time (Non-Michigan Virtual) type was 57%. See <a href=\"#table-d2\">Table D2<\/a>.\n\nThere were important differences observed in the non-virtual performance of the Part-Time (<em>Michigan Virtual<\/em>) and the Part-Time (Non-Michigan Virtual) students. Part-Time (<em>Michigan Virtual<\/em>) students passed their non-virtual courses 92% of the time, whereas Part-Time (Non-Michigan Virtual) students only passed their non-virtual courses 75% of the time. See <a href=\"#table-d3\">Table D3<\/a>.\n<h3 id=\"student-by-gender\">By Gender<\/h3>\nThere were slightly more females (51,087) enrolled in virtual courses than males (50,280), though from a percentage perspective, each represented 50% of the population. Females had a 4% higher pass rate (57% compared to 53%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See <a href=\"#table-d4\">Table D4<\/a>.\n<h3 id=\"student-by-race\/ethnicity\">By Race\/Ethnicity<\/h3>\nWhite students made up 66% of virtual students with African American students totaling the second highest percentage with 19%. Asian students had the only pass rate (74%) above 60% See <a href=\"#table-d5\">Table D5<\/a>.\n<h3 id=\"student-by-poverty-status\">By Poverty Status<\/h3>\nFifty-four percent of virtual learners were classified as living in poverty. This is about 8% higher than the<a href=\"https:\/\/www.mischooldata.org\/Other2\/DataFiles\/StudentCounts\/HistoricalFreeAndReducedLunchCounts.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"> K-12 statewide average of students eligible for free or reduced lunch<\/a> (46%) in the fall of 2016. Students living in poverty took 62% of the virtual enrollments for the year. This is 1% higher than the percentage of virtual enrollments from students in poverty in the 2015-16 school year. The pass rate for students in poverty (48%) was 18 percentage points lower than students who were not in poverty (66%). This gap was six percentage points higher than the previous year. See <a href=\"#table-d6\">Table D6<\/a>.\n\nIn addition to the performance gap between those in poverty and those not in poverty, there were also differences in non-virtual pass rates. Virtual learners in poverty had a 70% pass rate in their non- virtual courses, 22 percentage points better than their virtual pass rate. Interestingly, students not in poverty had an 86% pass rate, an improvement of 20 percentage points over their virtual pass rate. Thus, unlike last year, students in poverty had a larger performance gap between their virtual and non-virtual pass rates than did students who were not in poverty. See <a href=\"#table-d7\">Table D7<\/a>.\n\nDifferences were apparent by virtual type. Seventy-two percent of Full-Time (including Cybers) learners were in poverty compared to 54% of Part-Time (Non-Michigan Virtual) learners and 24% of the Part-Time (<em>Michigan Virtual<\/em>) learners. The pass rate for Full-Time (including Cybers) students in poverty was 46% compared to 50% for Part-Time (Non-Michigan Virtual) and 69% for Part-Time (<em>Michigan Virtual<\/em>). See <a href=\"#table-d8\">Table D8<\/a>.\n<h3 id=\"student-by-seat-time-waiver-status\">By Seat Time Waiver Status<\/h3>\nStudents with a seat time waiver \u2014 a waiver that adjusts the requirement for the student to physically be in attendance at the school facility and lifts the cap on the number of virtual courses that can be taken away from the school \u2014 made up 18% of the virtual learners. Twenty-nine percent of virtual enrollments were taken by students on a seat time waiver. The pass rates between these two groups varied with a 48% pass rate for those on a waiver compared to 58% for those who were not on a waiver. See <a href=\"#table-d9\">Table D9<\/a>.\n<h3 id=\"student-by-non-virtual-course-performance\">By Non-Virtual Course Performance<\/h3>\nVirtual learners with at least three non-virtual courses were classified into one of three categories based on their success in non-virtual courses. The three categories were:\n<ul>\n \t<li>Passed all Non-Virtual Courses<\/li>\n \t<li>Did Not Pass 1 or 2 Non-Virtual Courses<\/li>\n \t<li>Did Not Pass 3 or More Non-Virtual Courses<\/li>\n<\/ul>\nIn total, 65% of students had at least three or more non-virtual enrollments. Of that group, 47% of students passed all their non-virtual courses, 24% did not pass one or two, and 29% did not pass three or more. There were clear differences in virtual pass rates between the three categories. Students passing all of their non-virtual courses had an 85% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 60%, and those with the lowest non- virtual success had a virtual pass rate of only 38%. See <a href=\"#table-d10\">Table D10<\/a>.\n\nThere were also differences for these three groups by virtual type. Part-Time (<em>Michigan Virtual<\/em>) learners consistently had higher virtual pass rates (90%, 76%, and 49%, respectively) compared to the Part-Time (Non-Michigan Virtual) learners (84%, 58%, and 38%, respectively). See <a href=\"#table-d11\">Table D11<\/a>.\n<h3 id=\"student-by-virtual-course-performance\">By Virtual Course Performance<\/h3>\nForty-eight percent of virtual learners passed every virtual enrollment they took. One quarter did not pass any of their virtual enrollments, and 27% passed some, but not all of their virtual courses.\nStudents who passed all of their virtual courses were responsible for 31% of the virtual enrollments. Students with mixed success generated 48% of the enrollments, and students who did not pass any of their virtual courses contributed 22% of the virtual enrollments. See <a href=\"#table-d12\">Table D12<\/a>.\n\nFor the students who did not pass any of their virtual courses, 46% only took one or two virtual courses. On the other hand, 9,494 students did not pass five or more virtual courses, and a staggering 2,771 students did not pass 11 or more virtual courses. See <a href=\"#table-d13\">Table D13<\/a>. Further analysis of students failing all of their 11 or more virtual courses showed that 60% came from Full-Time (including Cybers). Seventy-two percent or about 1,200 of those full-time students were from PSA cyber schools. Thirty-four percent of the 2,771 students came from Part-Time (Non-Michigan Virtual), and the remaining percentage came from students who had enrollments reported by both Full-Time and Part-Time (Non-Michigan Virtual) types. The Part-Time (<em>Michigan Virtual<\/em>) type had less than 10 students (0%) failing all of their 11 or more virtual courses.\n\nFrom a school emphasis perspective, 51% of these students came from general education settings and 42% were enrolled through alternative education settings. None of the other settings, or combinations of the various settings, accounted for more than 3%. Finally, 77% of the 2,771 students were in poverty.\n<h3 id=\"student-by-virtual-usage\">By Virtual Usage<\/h3>\nGenerally speaking, virtual learners did better when they took fewer virtual courses. Students taking one to two virtual courses had a pass rate of 73% compared to a pass rate of 58% for those taking three to four virtual courses and a pass rate of 51% for students taking five or more virtual courses. Almost half of students fell under the description of taking one or two virtual courses; however, 38% were found to have taken five or more virtual courses during the year. See <a href=\"#table-d14\">Table D14<\/a>.\n<h3 id=\"student-by-state-assessment\">By State Assessment<\/h3>\nState assessment data can be used to provide an independent measure of student performance. Based on SAT and M-STEP data from students in 11<sup>th<\/sup> grade, virtual learners showed lower percentages reaching proficiency on the Evidence-Based Reading and Writing (SAT), Mathematics (SAT), Science (M-STEP) or Social Studies (M-STEP) examinations than the statewide proficiency rates. A little less than half of the 11<sup>th<\/sup> grade virtual learners tested proficient in Evidence-Based Reading and Writing and about a quarter were proficient in Mathematics or Science. See <a href=\"#table-d15\">Table D15<\/a>.\n\nAs would be expected, the percentage of virtual learners testing proficient on these state tests varied considerably when taking into account their non-virtual performance. For instance, students taking a minimum of three non-virtual courses and passing all of them had proficiency rates that exceeded the statewide average for each of the four tests. Students who did not pass one or two of their non-virtual courses and those not passing three or more of their non-virtual courses had much lower rates of proficiency. See <a href=\"#table-d16\">Table D16<\/a>.\n\nStudents in poverty consistently recorded proficiency rates that were 20% to 30% lower than their peers who were not in poverty. See <a href=\"#table-d17\">Table D17<\/a>. A similar gap, though not as big, was found with students based on their seat time waiver status. Students with a seat time waiver were 14% to 19% less likely to reach proficiency on the test than those without a waiver. See <a href=\"#table-d18\">Table D18<\/a>.\n\nStudents taking virtual courses with <em>Michigan Virtual<\/em> had the highest rates of proficiency on the four tests, exceeding the state average on all four examinations. Part-Time (Non-Michigan Virtual) learners had rates that were higher than those from the Full-Time (including Cybers) type. See <a href=\"#table-d19\">Table D19<\/a>. When considering the non-virtual performance of students, the Michigan Virtual students consistently outperformed the Part-Time (Non-Michigan Virtual) type by double-digits. See<a href=\"#table-d20\">Table D20<\/a>.\n<h2 id=\"maps\">Maps<\/h2>\nBarry, Berrien, Charlevoix-Emmet, COOR, Gogebic-Ontonagon, Huron, Iosco, Jackson, Sanilac, St. Joseph, Tuscola, and West Shore ISDs had at least 10% of students in their service areas take a virtual course in 2016-17. See Figure 2.\n\n<img class=\"alignnone wp-image-2237 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/2016-17-Non-Cyber_Percent_Students_Map-1.jpg\" alt=\"Map shows Michigan ISDs colored by the percentage of virtual courses. All but five counties have some color of blue meaning they have at least 4% of more of their students taking a virtual course (non-cyber) in 2016-17. In contrast, 12 ISDs had more than 10%; those ISDs were listed in the preceding paragraph.\" width=\"2013\" height=\"1969\" \/>\n\n<strong>Figure 2.<\/strong> <em>2016-17 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD<\/em>\n\nOne in five students attending a PSA cyber school resided within the Wayne RESA service area. Genesee, Kent, Ingham, Macomb, and Oakland ISD each had between 500 and less than 1,000 students from their area attending PSA cyber schools. See Figure 3.<img class=\"alignnone wp-image-2236 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/2016-Cyber-Map-Count-1.jpg\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties are white meaning they have less than 100 PSA cyber students in 2016-17. Counties with the highest percentage cluster around the Wayne, Ingham, and Kent counties.\" width=\"2013\" height=\"1969\" \/>\n\n<strong>Figure 3.<\/strong> <em>2016-17 Count of PSA Cyber School Students by Resident ISD<\/em>\n\n<em>Note: Non-resident status data was available for all but one PSA cyber school. Statistics and the map found above were created based on available information.<\/em>\n<h2 id=\"conclusion\">Conclusion<\/h2>\nThis year\u2019s report represents the seventh year of data on the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist. See <a href=\"#table-1\">Table 1<\/a>. The use of virtual learning as evidenced by the number of virtual learners, virtual enrollments, and schools with virtual learners continues to grow. At the same time, performance in virtual courses continues to decline.\n<table id=\"table-1\"><caption><a href=\"#conclusion\"><strong>Table 1.<\/strong><\/a> Summary of Virtual Learning Metrics by School Year Since 2010-11<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Year<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Learners<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrollments<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"60\"><strong>2010-11<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">36,348<\/td>\n<td style=\"text-align: right\" width=\"60\">89,921<\/td>\n<td style=\"text-align: right\" width=\"60\">654<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>2011-12<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">52,219<\/td>\n<td style=\"text-align: right\" width=\"60\">153,583<\/td>\n<td style=\"text-align: right\" width=\"60\">850<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>2012-13<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">55,271<\/td>\n<td style=\"text-align: right\" width=\"60\">185,053<\/td>\n<td style=\"text-align: right\" width=\"60\">906<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>2013-14<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">76,122<\/td>\n<td style=\"text-align: right\" width=\"60\">319,630<\/td>\n<td style=\"text-align: right\" width=\"60\">1,007<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>2014-15<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">91,261<\/td>\n<td style=\"text-align: right\" width=\"60\">445,932<\/td>\n<td style=\"text-align: right\" width=\"60\">1,072<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>2015-16<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">90,878<\/td>\n<td style=\"text-align: right\" width=\"60\">453,570<\/td>\n<td style=\"text-align: right\" width=\"60\">1,026<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"60\"><strong>2016-17<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">101,359<\/td>\n<td style=\"text-align: right\" width=\"60\">517,470<\/td>\n<td style=\"text-align: right\" width=\"60\">1,102<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nWhile the overall pass rate remains a reason for pessimism, the data also indicate reasons for optimism. Almost half of virtual learners passed all of their virtual courses and over a quarter of schools with virtual learners had school-wide virtual learning pass rates of 90%-100%. Unfortunately, such successful implementations of virtual learning are outnumbered by poorly performing programs. There remain many kids\u2014too many\u2014having little to no success with virtual learning. A quarter of students did not pass any of their virtual courses; over 2,700 of those students took 11 or more virtual courses in the year.\n\nThe data in this report represent an opportunity for schools and educational stakeholders to have critical conversations about what is working and for whom it is working, and what is not working and under what circumstances those results are occurring. MVLRI has created many resources that can assist schools in reflecting upon and improving their virtual programs. These resources include an expanding <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">series of practical guides<\/a> designed for students, parents, teachers, mentors, and school board members. An administrator guide is forthcoming. MVLRI has also worked with multiple Michigan schools to provide quality reviews of their online learning programs. More <a href=\"https:\/\/michiganvirtual.org\/resources\/online-program-reviews\/\">information about online program review opportunities<\/a> is available on the <a href=\"https:\/\/michiganvirtual.org\/research\">MVLRI website<\/a>.\n<h2 id=\"appendix-a\">Appendix A - Methodology<\/h2>\n<h3 id=\"about-the-data\">About the Data<\/h3>\nThe data for this report came from the following sources:\n<ul>\n \t<li>Michigan Student Data System \u2013 School Year 2016-2017;<\/li>\n \t<li>Educational Entity Master (EEM);<\/li>\n \t<li>Michigan Student Data System Teacher Student Data Link (TSDL) \u2013 Collection Year 2016- 2017;<\/li>\n \t<li><em>Michigan Virtual<\/em> Student Enrollment List \u2013 School Year 2016-2017 (Supplied by <em>Michigan Virtual<\/em>); and<\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2015-16<\/a> \u2013 Used for comparing this year\u2019s data with the 2015-16 school year. That report is available as a free download from https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/<\/li>\n<\/ul>\nBecause the data for this report incorporates this variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.\n\nVirtual Learners were categorized into three types:\n<ul>\n \t<li>Part-Time (<em>Michigan Virtual<\/em>) \u2013 virtual enrollments from students who were identified as taking at least one online course with <em>Michigan Virtual<\/em>. <em>Michigan Virtual<\/em> runs a state- supported supplementary virtual school program that was created by Public Act 230 of 2000;<\/li>\n \t<li>Part-Time (Non-Michigan Virtual) \u2013 Like the prior type, this type is also for a la carte virtual enrollments taken by students. However, the courses were taken from a provider other than <em>Michigan Virtual<\/em>; and<\/li>\n \t<li>Full-Time (including Cybers) \u2013 enrollments from cyber schools or full-time virtual LEA schools. Cyber schools provide full-time instruction through online learning. Cyber schools were first created through Public Act 205 of 2009. Public Act 129 of 2012 expanded the number of cyber school contracts that could be issued in the state.<\/li>\n<\/ul>\nThe majority of enrollments classified as virtual in this report were treated as such due to the TSDL virtual method field indicating virtual delivery. However, this field is known to contain inaccuracies. For the purposes of this report, additional methods were used to identify enrollments with a high likelihood of having been delivered virtually. Each of the methods used, along with the percentage of enrollments it contributed to the total, are outlined below.\n<ul>\n \t<li>TSDL Virtual Method Flag = Yes. Enrollments where the TSDL virtual method field was set to \u201cBlended Learning,\u201d \u201cDigital Learning,\u201d or \u201cOnline Course\u201d were treated as virtual. According to the TSDL Data Collection Manual, the virtual method field \u201cindicates the type of virtual instruction the student is receiving. This could be virtual learning, online learning or computer courses; distance learning; or self-scheduled virtual learning\u201d (see page 463 of the <a href=\"http:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY1617_v1.0_524119_7.pdf# comp-stucourse\" target=\"_blank\" rel=\"noopener noreferrer\">TSDL manual<\/a> available from http:\/\/www.michigan.gov\/documents\/cepi\/Collection_Details_SY1617_v1.0_524119_7.pdf# comp-stucourse). This strategy yielded 98% (509,467) of the virtual enrollments.<\/li>\n \t<li>TSDL Local Course Title Field References <em>Michigan Virtual<\/em>. The strategy of searching the local course title field for common references to <em>Michigan Virtual<\/em> yielded less than 1% (733) of the virtual enrollments. See Appendix E for a list of search criteria.<\/li>\n \t<li>Cyber School Enrollments Not Marked as Virtually Delivered. Less than 1% (1,158) were enrollments reported by cyber schools that were not marked as being delivered virtually.<\/li>\n \t<li>Local Course Title Field References Common Third Party Providers. Searching the local course title field for common references to known third-party providers of virtual courses yielded less than 1% (2,978) of the virtual enrollments. See Appendix E for a list of search criteria.<\/li>\n \t<li>TSDL Local Course Title Field References Common Generic Labels for Online or Virtual Learning. Searching the local course title field for common references to online, distance, or virtual learning yielded less than 1% (3,134) of the virtual enrollments. See Appendix E for a list of search criteria.<\/li>\n<\/ul>\nTo determine virtual type, the following process was used:\n<ul>\n \t<li>If a student was flagged as having at least one virtual enrollment with<em> Michigan Virtual<\/em>, all virtually delivered enrollments for that student were flagged as being provided by <em>Michigan Virtual<\/em>. It is worth noting that not all of the virtual enrollments from these students were delivered by Michigan Virtual, but there was no clear way to determine which of the virtual enrollments were not from <em>Michigan Virtual<\/em>. Therefore, this report attributes all virtual enrollments from these students to <em>Michigan Virtual<\/em>.<\/li>\n \t<li>All enrollments reported by schools labeled as \u201ccyber schools\u201d or full-time virtual that were not from students who had taken a virtual course with <em>Michigan Virtual<\/em> were labeled under the Full-Time (including Cybers) type.<\/li>\n \t<li>All other enrollments that were delivered virtually were labeled under the Part-Time (Non- <em>Michigan Virtual<\/em>) type. A small number of students had virtual enrollments recorded under both the Full-Time (including Cybers) and Part-Time (Non-Michigan Virtual) types.<\/li>\n<\/ul>\n<h3 id=\"pass-rate-calculations\">Pass Rate Calculations<\/h3>\nThere exist various ways to calculate a pass rate; but as used in this report, it is simply the percentage of enrollments with a completion status of \u201cCompleted\/Passed.\u201d This formula remains consistent with past reports.\n<h3 id=\"data-limitations\">Data Limitations<\/h3>\nBecause of the methodology described above, some enrollments are counted as virtual in this report that should not be \u2013 either because they were mistakenly marked as virtual by the school and\/or because the local course title searches implemented by the research team yielded false positives.\nOn the other hand, it is also safe to assume that some enrollments that should have been marked as virtual were not, both because they were not correctly flagged by the school and because the local course title did not give an indication of its virtual nature that aligned with the conventions used in the strategies outlined above. Consequently, the figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.\n\nOne final caveat for interpreting the results published in this report: There is clear variability in what schools report to the state as a \u201ccourse.\u201d Some records align well with reporting conventions outlined by the U.S. Department of Education under their <a href=\"http:\/\/nces.ed.gov\/pubs2007\/2007341.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">School Codes for the Exchange of Data (SCED)<\/a>. However, a review of the data suggests that many schools submit course records that may be better described as course units or lessons. Hence, while one district may report a single course for a child, for instance, Algebra I, another school might submit five such records, all with the same subject areas and course identifier codes, but with different local course IDs. <a href=\"#table-2\">Table 2<\/a> provides a glimpse into such reporting variability. Consider the Part-Time (Non-Michigan Virtual) type. For that group, 43% of the students had 11 to 15 courses (includes both virtual and non-virtual enrollments), but many students had more than that. Overall, however, such \u201cover-reporting\u201d seems to have more of an impact on enrollment counts than on the \u201cCompleted\/Passed\u201d rates reported.\n<table id=\"table-2\"><caption><a href=\"#data-limitations\"><strong>Table 2.<\/strong><\/a> Student Virtual and Non-Virtual Course Counts by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Course Count by Student (Virtual and Non-Virtual)<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Part-Time (<i>Michigan Virtual)<\/i><\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Part-Time (Non-MV)<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Full-Time (including Cyber)<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>1 to 5<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>6 to 10<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>11 to 15<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>16 to 20<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>21+<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Appendix - B School Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-b1\"><caption><a href=\"#by-grade-level\"><strong>Table B1.<\/strong><\/a> 2016-17 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Grade Level<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% Change from 15-16<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>K<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">6,188<\/td>\n<td style=\"text-align: right\" width=\"60\">-2%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">-5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>1<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">7,522<\/td>\n<td style=\"text-align: right\" width=\"60\">-11%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>2<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">8,799<\/td>\n<td style=\"text-align: right\" width=\"60\">-11%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>3<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">8,903<\/td>\n<td style=\"text-align: right\" width=\"60\">-7%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>4<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">9,686<\/td>\n<td style=\"text-align: right\" width=\"60\">-11%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">-2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>5<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">10,598<\/td>\n<td style=\"text-align: right\" width=\"60\">-2%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>6<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13,638<\/td>\n<td style=\"text-align: right\" width=\"60\">-7%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">-5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>7<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">19,277<\/td>\n<td style=\"text-align: right\" width=\"60\">-1%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">-7%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>8<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">23,978<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">-5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>9<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">80,075<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">-6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>10<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">90,844<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">-3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>11<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">97,323<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">-4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>12<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">140,639<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>14%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>-3%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b2\"><caption><a href=\"#by-grade-level\"><strong>Table B2.<\/strong><\/a> 2016-17 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Grade Level<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>K<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>1<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>2<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>3<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>4<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>5<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>6<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>7<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>8<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>9<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>10<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>11<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>12<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b3\"><caption><a href=\"#by-school-level-virtual-pass-rate\"><strong>Table B3.<\/strong><\/a> 2016-17 Number and Percentage of Schools by School Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>0% to &lt;10%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">61<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>10% to &lt;20%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">40<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>20% to &lt;30%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">45<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>30% to &lt;40%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">53<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>40% to &lt;50%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">85<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>50% to &lt;60%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">99<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>60% to &lt;70%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">115<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>70% to &lt;80%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">158<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>80% to &lt;90%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">150<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>90% to 100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">296<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,102<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b4\"><caption><a href=\"#by-entity-type\"><strong>Table B4.<\/strong><\/a> 2016-17 Number of Schools and Virtual Enrollments by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Schools<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Virtual Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>ISD School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">28<\/td>\n<td style=\"text-align: right\" width=\"60\">6,790<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>LEA School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">956<\/td>\n<td style=\"text-align: right\" width=\"60\">296,058<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>LEA Unique Education Provider<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;4,235<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>PSA School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">108<\/td>\n<td style=\"text-align: right\" width=\"60\">210,387<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>State School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,102<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: &lt; values are used as cell suppression techniques.<\/em>\n<table id=\"table-b5\"><caption><a href=\"#by-entity-type\"><strong>Table B5.<\/strong><\/a> 2016-17 Virtual Pass Rate by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Pass Count<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>ISD School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,468<\/td>\n<td style=\"text-align: right\" width=\"60\">6,790<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>LEA School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">163,167<\/td>\n<td style=\"text-align: right\" width=\"60\">296,058<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>LEA Unique Education Provider<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;3,052<\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;4,235<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>PSA School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">114,331<\/td>\n<td style=\"text-align: right\" width=\"60\">210,387<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>State School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>284,017<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: &lt; values are used as cell suppression techniques. The pass rate for State Schools is not reported due to the low number of enrollments.<\/em>\n<table id=\"table-b6\"><caption><a href=\"#by-entity-type\"><strong>Table B6.<\/strong><\/a> 2016-17 Number of Full-Time Virtual or Cyber Schools with Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Count<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>LEA School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">39<\/td>\n<td style=\"text-align: right\" width=\"60\">11,762<\/td>\n<td style=\"text-align: right\" width=\"60\">41,500<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>PSA School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13<\/td>\n<td style=\"text-align: right\" width=\"60\">84,848<\/td>\n<td style=\"text-align: right\" width=\"60\">157,711<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>52<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>96,610<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>199,211<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>48%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b7\"><caption><a href=\"#by-school-emphasis\"><strong>Table B7.<\/strong><\/a> 2016-17 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>School Emphasis<\/strong><\/th>\n<th width=\"60\"><strong># of Schools<\/strong><\/th>\n<th width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>% of Virtual Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Alternative Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">270<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">199,317<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>General Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">803<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">313,140<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Reportable Program<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">594<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Special Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">25<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">4,208<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Vocational\/CTE<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">211<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,102<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b8\"><caption><a href=\"#by-school-emphasis\"><strong>Table B8.<\/strong><\/a> 2016-17 Virtual Pass Rate by School Emphasis<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>School Emphasis<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Pass Count<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Alternative Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">87,983<\/td>\n<td style=\"text-align: right\" width=\"60\">199,317<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>General Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">193,452<\/td>\n<td style=\"text-align: right\" width=\"60\">313,140<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Reportable Program<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">524<\/td>\n<td style=\"text-align: right\" width=\"60\">594<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Special Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,865<\/td>\n<td style=\"text-align: right\" width=\"60\">4,208<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Vocational\/CTE<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">193<\/td>\n<td style=\"text-align: right\" width=\"60\">211<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>284,017<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b9\"><caption><a href=\"#by-school-emphasis\"><strong>Table B9.<\/strong><\/a> 2016-17 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Entity Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>General Ed Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Alternative Ed Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>ISD School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>LEA School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>LEA Unique Education Provider<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">NA<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>PSA School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>State School<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">NA<\/td>\n<td style=\"text-align: right\" width=\"60\">NA<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>62%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>44%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: NA is used for cells with less than 15 enrollments.<\/em>\n<table id=\"table-b10\"><caption><a href=\"#by-number-of-virtual-enrollments\"><strong>Table B10.<\/strong><\/a> 2016-17 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong># of Virtual Enrolls Per School<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% of Virtual Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"150\"><strong>1 to 9<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">174<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">710<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>10 to 19<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">74<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,041<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>20 to 29<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">44<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,042<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>30 to 39<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">35<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,207<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>40 to 49<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">33<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,455<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>50 to 59<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">30<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,622<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>60 to 69<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">32<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,083<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>70 to 79<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">21<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,558<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>80 to 89<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">24<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,040<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>9o to 99<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">22<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,072<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>100+<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">613<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">502,640<\/td>\n<td style=\"text-align: right\" width=\"60\">97%<\/td>\n<\/tr>\n<tr>\n<td width=\"150\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,102<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b11\"><caption><a href=\"#by-number-of-virtual-enrollments\"><strong>Table B11.<\/strong><\/a> 2016-17 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/caption>\n<thead>\n<tr>\n<th width=\"40\"><strong>School Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"70\">1 to 2 Virtual Courses \/\u00a0 Learner<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>3 to 4 Virtual Courses \/ Learner<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>4+ Virtual Courses \/ Learner<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"40\"><strong>0% to &lt;10%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>10% to &lt;20%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>20% to &lt;30%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>30% to &lt;40%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>40% to &lt;50%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>50% to &lt;60%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>60% to &lt;70%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>70% to &lt;80%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>80% to &lt;90%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>90% to 100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<\/tr>\n<tr>\n<td width=\"40\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b12\"><caption><a href=\"#by-locale\"><strong>Table B12.<\/strong><\/a> 2016-17 Number and Percentage of Schools and Virtual Enrollments by Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Schools<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>% of Virtual Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>City<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">173<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">111,791<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Not Specified<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">44<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">39,575<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Rural<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">393<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">100,366<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Sub<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">321<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">166,054<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Town<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">171<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">99,684<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>1,102<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b13\"><caption><a href=\"#by-locale\"><strong>Table B13.<\/strong><\/a> 2016-17 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>1 to 24 Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>25 to 49 Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>50 to 74 Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>75 to 99 Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>100+ Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Total<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>City<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Not Specified<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Rural<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Sub<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Town<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b14\"><caption><a href=\"#by-locale\"><strong>Table B14.<\/strong><\/a> 2016-17 Virtual Pass Rate by Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change from 15-16<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>City<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">+1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Not Specified<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">-5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Rural<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">-2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Sub<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">-4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Town<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">-17%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>-3%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-b15\"><caption><a href=\"#by-locale\"><strong>Table B15.<\/strong><\/a> 2016-17 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Locale<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>0% to &lt;20% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>20% to &lt;40% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>40% to &lt;60% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>60% to &lt;80% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>80% to 100% Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Total<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>City<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Not Specified<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Rural<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Sub<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Town<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Appendix - C Course Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-c1\"><caption><a href=\"#courses-by-subject-area\"><strong>Table C1.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Agriculture, Food, and Natural Resources<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">581<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Architecture and Construction<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">244<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Business and Marketing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">8,091<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Communication and Audio \/ Visual Technology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,063<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Computer and Information Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">10,900<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Engineering and Technology<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">5,143<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">97,949<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Fine and Performing Arts<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">25,776<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Foreign Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">29,618<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Health Care Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,431<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Hospitality and Tourism<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">684<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Human Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,281<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Life and Physical Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">73,669<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Manufacturing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">58<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">89,101<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Military Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">37<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Miscellaneous<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">40,322<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Nonsubject Specific<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">4,695<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">98%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Physical, Health, and Safety Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">35,590<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Public, Protective, and Government Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,535<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Religious Education and Theology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">109<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Sciences and History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">86,477<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Transportation, Distribution, and Logistics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">116<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">95%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c2\"><caption><a href=\"#courses-by-subject-area\"><strong>Table C2.<\/strong><\/a> 2016-17 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Agriculture, Food, and Natural Resources<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Architecture and Construction<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Business and Marketing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Communication and Audio \/ Visual Technology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Computer and Information Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Engineering and Technology<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Fine and Performing Arts<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Foreign Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Health Care Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Hospitality and Tourism<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Human Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Life and Physical Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Manufacturing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Military Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Miscellaneous<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Nonsubject Specific<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">98%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Physical, Health, and Safety Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Public, Protective, and Government Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">78%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Religious Education and Theology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Sciences and History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Transportation, Distribution, and Logistics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">95%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c3\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C3.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>English Language and Literature Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>English \/ Language Arts I (9th grade)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">18,192<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English \/ Language Arts II (10th grade)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">16,154<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English \/ Language Arts IV (12th grade)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13,637<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English \/ Language Arts III\u00a0 (11th grade)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13,522<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Language Arts (grade 5)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,152<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Language Arts (grade 4)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,583<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Language Arts (grade 7)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,489<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Language Arts (grade 8)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,424<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English Language and Literature - Other<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,334<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Language Arts (grade 3)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,040<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>76,527<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>50%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 97,949 for this subject area.<\/em>\n<table id=\"table-c4\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C4.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Mathematics Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Geometry<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">16,845<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Algebra II<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">14,580<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Algebra I<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">12,610<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Consumer Math<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">6,115<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Algebra I-Part 1<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">4,453<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Algebra I-Part 2<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">4,279<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">35%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Pre-Algebra<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">4,168<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics - Other<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,866<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics (grade 7)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,639<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>General Math<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,618<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>71,173<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>80%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>46%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 89,101 for this subject area.<\/em>\n<table id=\"table-c5\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C5.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Life and Physical Sciences Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Biology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">18,412<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Chemistry<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13,607<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Earth Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">9,821<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Physical Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">5,544<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Physics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,052<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Environmental Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,938<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Life and Physical Sciences - Other<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,033<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Earth \/ Space Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,466<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Integrated Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,371<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Life Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,167<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>59,411<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>81%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>50%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 73,669 for this subject area.<\/em>\n<table id=\"table-c6\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C6.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Social Sciences and History Course Titles<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>U.S. History - Comprehensive<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13,572<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Economics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">10,237<\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>World History - Overview<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">9,382<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>World History and Geography<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">6,440<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>U.S. Government - Comprehensive<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">5,826<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Psychology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,681<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Civics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,637<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Modern U.S. History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,631<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Sociology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,377<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Studies (grade 7)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,156<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>59,939<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>69%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: % of Enrolls based on the overall total of 86,477 for this subject area.<\/em>\n<table id=\"table-c7\"><caption><a href=\"#highest-virtual-enrollment-courses\"><strong>Table C7.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>AP Course Title<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>AP Art-History of Art<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">66<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Biology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">297<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Calculus AB<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">189<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">90%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Calculus BC<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">99<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Chemistry<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">182<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">95%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Comparative Government and Politics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Computer Science A<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">223<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Computer Science AB<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">33<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Economics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">23<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP English Language and Composition<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">259<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP English Literature and Composition<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">174<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Environmental Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">46<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP European History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP French Language and Culture<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">16<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP German Language and Culture<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Government<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">201<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">97%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Human Geography<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">19<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Macroeconomics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">165<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Microeconomics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">111<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Music Theory<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Physics B<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">115<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Physics C<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">60<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">93%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Psychology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">469<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Spanish Language and Culture<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">57<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Statistics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">174<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP Studio Art-General Portfolio<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;10<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP U.S. Government and Politics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">78<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP U.S. History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">219<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>AP World History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">93<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>3,390<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>86%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: An additional 406 enrollments had a course type listed as Advanced Placement, but did not match an AP SCED Code. Similarly, there existed local course titles with AP in the title that did not have an AP SCED Code. Thus, it is very likely the data above underreports the number of students taking AP courses virtually.<\/em>\n<table id=\"table-c8\"><caption><a href=\"#subject-area-enrollments-by-locale\"><strong>Table C8.<\/strong><\/a> 2016-17 Virtual Enrollments Percentage by Subject Area and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% City<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Not Specified<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Rural<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Suburb<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Town<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Agriculture, Food, and Natural Resources<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Architecture and Construction<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Business and Marketing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Communication and Audio \/ Visual Technology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Computer and Information Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Engineering and Technology<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Fine and Performing Arts<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Foreign Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Health Care Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Hospitality and Tourism<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Human Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Life and Physical Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Manufacturing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Military Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Miscellaneous<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Nonsubject Specific<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Physical, Health, and Safety Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Public, Protective, and Government Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Religious Education and Theology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Sciences and History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Transportation, Distribution, and Logistics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c9\"><caption><a href=\"#subject-area-enrollments-by-locale\"><strong>Table C9.<\/strong><\/a> 2016-17 Virtual Enrollment Pass Rates by Subject Area and Locale<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">City Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Not Specified Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Rural Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Suburb<\/strong> Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Town Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Agriculture, Food, and Natural Resources<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">89%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Architecture and Construction<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">96%<\/td>\n<td style=\"text-align: right\" width=\"60\">93%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">90%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Business and Marketing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Communication and Audio \/ Visual Technology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Computer and Information Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Engineering and Technology<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">90%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Fine and Performing Arts<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Foreign Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Health Care Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Hospitality and Tourism<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">98%<\/td>\n<td style=\"text-align: right\" width=\"60\">77%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Human Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Life and Physical Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Manufacturing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Military Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Miscellaneous<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Nonsubject Specific<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">88%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">99%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Physical, Health, and Safety Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Public, Protective, and Government Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">87%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Religious Education and Theology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Sciences and History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Transportation, Distribution, and Logistics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">97%<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<td style=\"text-align: right\" width=\"60\">NR<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>51%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>49%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>61%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>57%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>52%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-c10\"><caption><a href=\"#subject-area-enrollments-by-gender\"><strong>Table C10.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Gender<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Subject Area<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Male Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Female Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% of Male Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Female Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Male Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Female Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Agriculture, Food, and Natural Resources<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">174<\/td>\n<td style=\"text-align: right\" width=\"60\">407<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Architecture and Construction<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">205<\/td>\n<td style=\"text-align: right\" width=\"60\">39<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">95%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Business and Marketing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">4,067<\/td>\n<td style=\"text-align: right\" width=\"60\">4,064<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">65%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Communication and Audio \/ Visual Technology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">992<\/td>\n<td style=\"text-align: right\" width=\"60\">1,071<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Computer and Information Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">6,113<\/td>\n<td style=\"text-align: right\" width=\"60\">4,787<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Engineering and Technology<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">2,786<\/td>\n<td style=\"text-align: right\" width=\"60\">2,357<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>English Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">49,668<\/td>\n<td style=\"text-align: right\" width=\"60\">48,281<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Fine and Performing Arts<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">12,482<\/td>\n<td style=\"text-align: right\" width=\"60\">13,294<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Foreign Language and Literature<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13,526<\/td>\n<td style=\"text-align: right\" width=\"60\">16,092<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">6%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Health Care Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,008<\/td>\n<td style=\"text-align: right\" width=\"60\">2,423<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Hospitality and Tourism<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">285<\/td>\n<td style=\"text-align: right\" width=\"60\">399<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Human Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">249<\/td>\n<td style=\"text-align: right\" width=\"60\">1,032<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Life and Physical Sciences<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">37,351<\/td>\n<td style=\"text-align: right\" width=\"60\">36,318<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Manufacturing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">53<\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;16<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">91%<\/td>\n<td style=\"text-align: right\" width=\"60\">100%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">44,965<\/td>\n<td style=\"text-align: right\" width=\"60\">44,136<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Military Science<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">23<\/td>\n<td style=\"text-align: right\" width=\"60\">14<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Miscellaneous<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">19,577<\/td>\n<td style=\"text-align: right\" width=\"60\">20,745<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Nonsubject Specific<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,376<\/td>\n<td style=\"text-align: right\" width=\"60\">2,319<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">98%<\/td>\n<td style=\"text-align: right\" width=\"60\">98%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Physical, Health, and Safety Education<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">17,459<\/td>\n<td style=\"text-align: right\" width=\"60\">18,131<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Public, Protective, and Government Services<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">621<\/td>\n<td style=\"text-align: right\" width=\"60\">914<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Religious Education and Theology<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">39<\/td>\n<td style=\"text-align: right\" width=\"60\">70<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">82%<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Sciences and History<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">42,077<\/td>\n<td style=\"text-align: right\" width=\"60\">44,400<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Transportation, Distribution, and Logistics<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">101<\/td>\n<td style=\"text-align: right\" width=\"60\">&lt;16<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">95%<\/td>\n<td style=\"text-align: right\" width=\"60\">93%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>256,197<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>261,273<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>53%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>57%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: &lt; values are used as cell suppression techniques.<\/em>\n<table id=\"table-c11\"><caption><a href=\"#courses-by-virtual-method\"><strong>Table C11.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Method<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Blended Learning<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">45,107<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Digital Learning<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">54,974<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Online Course<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">411,666<\/td>\n<td style=\"text-align: right\" width=\"60\">80%<\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Missing<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">5,723<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">56%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Appendix - D Student Tables<\/h2>\n<em>Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table.<\/em>\n<table id=\"table-d1\"><caption><a href=\"#student-count\"><strong>Table D1.<\/strong><\/a> 2016-17 Number of Virtual Students with Percent Year over Year Change<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Grade Level<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% Change from 15-16<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>K<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">580<\/td>\n<td style=\"text-align: right\" width=\"60\">-3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>1<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">757<\/td>\n<td style=\"text-align: right\" width=\"60\">-3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>2<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">811<\/td>\n<td style=\"text-align: right\" width=\"60\">-2%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>3<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">901<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>4<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">909<\/td>\n<td style=\"text-align: right\" width=\"60\">-4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>5<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,169<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>6<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">1,730<\/td>\n<td style=\"text-align: right\" width=\"60\">-3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>7<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,567<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>8<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,322<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>9<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">14,858<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>10<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">18,916<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>11<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">22,166<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>12<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">33,586<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>101,359<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>12%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d2\"><caption><a href=\"#student-by-virtual-type\"><strong>Table D2.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Students and Enrollments with Pass Rate by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Part-Time (Michigan Virtual)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">10,426<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">22,643<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Part-Time (Non-Michigan Virtual)<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">72,536<\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">296,254<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Full-Time (including Cybers)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">19,435<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">198,573<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>101,359<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Some students has enrollments across more than one virtual type and therefore appear in more than one row. However, the total number of students (101,359) is the unique student count.\u00a0<\/em>\n<table id=\"table-d3\"><caption><a href=\"#student-by-virtual-type\"><strong>Table D3.<\/strong><\/a> 2016-17 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Part-Time (Michigan Virtual)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">81%<\/td>\n<td style=\"text-align: right\" width=\"60\">92%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Part-Time (Non-Michigan Virtual)<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<td style=\"text-align: right\" width=\"60\">75%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Full-Time (including Cybers)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">NA<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d4\"><caption><a href=\"#student-by-gender\"><strong>Table D4.<\/strong><\/a> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Gender<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Gender<\/strong><\/th>\n<th width=\"60\"><strong># of Students<\/strong><\/th>\n<th width=\"60\"><strong>% of Students<\/strong><\/th>\n<th width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>% of Enrolls<\/strong><\/th>\n<th width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Males<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">50,280<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">256,197<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Females<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">51,087<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">261,273<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">57%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>101,359<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">55%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d5\"><caption><a href=\"#student-by-race\/ethnicity\"><strong>Table D5.<\/strong><\/a> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Race \/Ethnicity<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>African American<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">19,416<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<td style=\"text-align: right\" width=\"60\">106,350<\/td>\n<td style=\"text-align: right\" width=\"60\">21%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>American Indian or Alaska Native<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">899<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">4,190<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Asian<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">1,812<\/td>\n<td style=\"text-align: right\" width=\"60\">2%<\/td>\n<td style=\"text-align: right\" width=\"60\">6,119<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">74%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Hispanic or Latino<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">7,186<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<td style=\"text-align: right\" width=\"60\">38,979<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Native Hawaiian or Pacific Islander<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">95<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">470<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Two or More Races<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">4,057<\/td>\n<td style=\"text-align: right\" width=\"60\">4%<\/td>\n<td style=\"text-align: right\" width=\"60\">26,778<\/td>\n<td style=\"text-align: right\" width=\"60\">5%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Unknown<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">515<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">1,762<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>White<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">67,379<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">332,822<\/td>\n<td style=\"text-align: right\" width=\"60\">64%<\/td>\n<td style=\"text-align: right\" width=\"60\">59%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>101,359<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d6\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D6.<\/strong><\/a> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Poverty Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Yes<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">55,055<\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">323,395<\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>No<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">45,789<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">191,721<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Unknown<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">680<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,354<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>101,359<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 101,359 number because a few students had enrollments across multiple schools where one school listed the student under a specific poverty status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d7\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D7.<\/strong><\/a> 2016-17 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Poverty Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">Virtual Pass Rate<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate - Non-Virtual Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Yes<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">70%<\/td>\n<td style=\"text-align: right\" width=\"60\">-22%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>No<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">66%<\/td>\n<td style=\"text-align: right\" width=\"60\">86%<\/td>\n<td style=\"text-align: right\" width=\"60\">-20%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Unknown<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">-8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>78%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>-23%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d8\"><caption><a href=\"#student-by-poverty-status\"><strong>Table D8.<\/strong><\/a> 2016-17 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Virtual Type<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\">% of Virtual Learners in Poverty<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Virtual Enrolls from Learners in Poverty<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate for Virtual Learners in Poverty<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Part-Time (Michigan Virtual)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">69%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Part-Time (Non-Michigan Virtual)<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Full-Time (including Cybers)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">72%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>54%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>62%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>48%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d9\"><caption><a href=\"#student-by-seat-time-waiver-status\"><strong>Table D9.<\/strong><\/a> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Seat Time Waiver Status<\/caption>\n<thead>\n<tr>\n<th width=\"230\"><strong>Seat Time Waiver Status<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\">% of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"90\">% of Enrolls<\/th>\n<th style=\"text-align: center\" width=\"90\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Yes<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">17,946<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">148,128<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>No<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">83,894<\/td>\n<td style=\"text-align: right\" width=\"60\">83%<\/td>\n<td style=\"text-align: right\" width=\"60\">366,988<\/td>\n<td style=\"text-align: right\" width=\"60\">71%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Unknown<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">680<\/td>\n<td style=\"text-align: right\" width=\"60\">1%<\/td>\n<td style=\"text-align: right\" width=\"60\">2,354<\/td>\n<td style=\"text-align: right\" width=\"60\">0%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>101,359<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: The total number of students exceeds the 101,359 number because a few students had enrollments across multiple schools where one school listed the student under a specific seat time waiver status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students.<\/em>\n<table id=\"table-d10\"><caption><a href=\"#student-by-non-virtual-course-performance\"><strong>Table D10.<\/strong><\/a> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Non-Virtual Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Passed All NV Courses<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">31,113<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">79,297<\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Did Not Pass 1 or 2 NV Courses<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">15,643<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">46,673<\/td>\n<td style=\"text-align: right\" width=\"60\">24%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Did Not Pass 3 or More NV Courses<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">19,494<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">64,814<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>66,250<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>190,784<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>63%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d11\"><caption><a href=\"#student-by-non-virtual-course-performance\"><strong>Table D11.<\/strong><\/a> 2016-17 Number of Virtual Enrollments with Pass Rates by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments) or Part-Time Types<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Non-Virtual Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of MV Enrolls<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>MV Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Non-MV Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Non-MV Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Passed All NV Courses<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">13,743<\/td>\n<td style=\"text-align: right\" width=\"60\">90%<\/td>\n<td style=\"text-align: right\" width=\"60\">65,554<\/td>\n<td style=\"text-align: right\" width=\"60\">84%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Did Not Pass 1 or 2 NV Courses<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">3,778<\/td>\n<td style=\"text-align: right\" width=\"60\">76%<\/td>\n<td style=\"text-align: right\" width=\"60\">42,895<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Did Not Pass 3 or More NV Courses<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">2,802<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">62,012<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>20,323<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>82%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>170,461<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>61%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d12\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table D12.<\/strong><\/a> 2016-17 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/caption>\n<thead>\n<tr>\n<th width=\"90\"><strong>Virtual Course Performance<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of\u00a0 Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Enrolls<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Passed All<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">49,006<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">159,550<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Passed Some, But Not All<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">27,330<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">246,237<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><b>Didn't Pass Any<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">25,023<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">111,683<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>101,359<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d13\"><caption><a href=\"#student-by-virtual-course-performance\"><strong>Table D13.<\/strong><\/a> 2016-17 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong># of Virtual Courses Not Passed<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>1 to 2<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">11,583<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>3 to 4<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,946<\/td>\n<td style=\"text-align: right\" width=\"60\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>5 to 6<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">3,793<\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>7 to 8<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,136<\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>9 to 10<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">794<\/td>\n<td style=\"text-align: right\" width=\"60\">3%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>11+<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">2,771<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>25,023<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d14\"><caption><a href=\"#student-by-virtual-usage\"><strong>Table D14.<\/strong><\/a> 2016-17 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/caption>\n<thead>\n<tr>\n<th width=\"70\"><strong>Virtual Usage<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"># of Students<\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>% of Students<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong># of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"70\"><strong>% of Virtual Enrolls<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"70\"><strong>1 to 2 Virtual Courses<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">48,016<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">68,065<\/td>\n<td style=\"text-align: right\" width=\"70\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\"><b>3 to 4 Virtual Courses<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">14,425<\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">50,136<\/td>\n<td style=\"text-align: right\" width=\"70\">10%<\/td>\n<td style=\"text-align: right\" width=\"60\">58%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\"><b>5 or More Virtual Courses<\/b><\/td>\n<td style=\"text-align: right\" width=\"60\">38,918<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<td style=\"text-align: right\" width=\"60\">399,269<\/td>\n<td style=\"text-align: right\" width=\"70\">77%<\/td>\n<td style=\"text-align: right\" width=\"60\">51%<\/td>\n<\/tr>\n<tr>\n<td width=\"70\"><strong>Total<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>101,359<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>517,470<\/strong><\/td>\n<td style=\"text-align: right\" width=\"70\"><strong>100%<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\"><strong>55%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d15\"><caption><a href=\"#student-by-state-assessment\"><strong>Table D15.<\/strong><\/a> 2016-17 Comparison of Virtual and State Pass Rates on 11<sup>th<\/sup> Grade State Assessment Measures<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment Measure<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virtual Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>State Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Evidence-Based Reading &amp; Writing (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<td style=\"text-align: right\" width=\"60\">60%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<td style=\"text-align: right\" width=\"60\">34%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">46%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em>Note: Statewide data for SAT was available from the <\/em><a href=\"https:\/\/www.mischooldata.org\/DistrictSchoolProfiles2\/AssessmentResults\/AssessmentHighSchoolProficiency.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">MI School Data Portal<\/a><em>.\u00a0<\/em>\n<table id=\"table-d16\"><caption><a href=\"#student-by-state-assessment\"><strong>Table D16.<\/strong><\/a> 2016-17 State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass All NV Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Did Not Pass 1 or 2 NV Pass Rate<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Did Not Pass 3 or More NV Pass Rate<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Evidence-Based Reading &amp; Writing (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">67%<\/td>\n<td style=\"text-align: right\" width=\"60\">44%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">42%<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">11%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">52%<\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">19%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d17\"><caption><a href=\"#student-by-state-assessment\"><strong>Table D17.<\/strong><\/a> 2016-17 State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virt. Learners in Poverty<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virt. Learners Not in Poverty<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>All Virtual Learners<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Evidence-Based Reading &amp; Writing (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<td style=\"text-align: right\" width=\"60\">63%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">12%<\/td>\n<td style=\"text-align: right\" width=\"60\">38%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">15%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d18\"><caption><a href=\"#student-by-state-assessment\"><strong>Table D18.<\/strong><\/a> 2016-17 State Assessment Proficiency Rates for Virtual Learners by Seat Time Waiver Status<\/caption>\n<thead>\n<tr>\n<th width=\"60\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virt. Learners With STW<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Virt. Learners W\/O STW<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>All Virtual Learners<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"90\"><strong>Evidence-Based Reading &amp; Writing (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">32%<\/td>\n<td style=\"text-align: right\" width=\"60\">49%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Mathematics (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">9%<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">14%<\/td>\n<td style=\"text-align: right\" width=\"60\">28%<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<\/tr>\n<tr>\n<td width=\"90\"><strong>Social Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d19\"><caption><a href=\"#student-by-state-assessment\"><strong>Table D19.<\/strong><\/a> 2016-17 State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/caption>\n<thead>\n<tr>\n<th width=\"120\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Part-Time (MV)<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Part-Time (Non-MV)<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Full-Time (w\/Cybers)<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>All Virtual<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"120\"><strong>Evidence-Based Reading &amp; Writing (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">79%<\/td>\n<td style=\"text-align: right\" width=\"60\">43%<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<td style=\"text-align: right\" width=\"60\">47%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\"><strong>Mathematics (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">22%<\/td>\n<td style=\"text-align: right\" width=\"60\">13%<\/td>\n<td style=\"text-align: right\" width=\"60\">25%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\"><strong>Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">27%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\"><strong>Social Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">62%<\/td>\n<td style=\"text-align: right\" width=\"60\">33%<\/td>\n<td style=\"text-align: right\" width=\"60\">31%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-d20\"><caption><a href=\"#student-by-state-assessment\"><strong>Table D20.<\/strong><\/a> 2016-17 State Assessment Proficiency Rates for Virtual Learners by Part-Time Type and Non-Virtual Performance<\/caption>\n<thead>\n<tr>\n<th width=\"120\"><strong>Assessment<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass All MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Pass All Non-MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Fail 1 or 2 MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Fail 1 or 2 Non-MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Fail 3+ MV<\/strong><\/th>\n<th style=\"text-align: center\" width=\"60\"><strong>Fail 3+ Non-MV<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"120\"><strong>Evidence-Based Reading &amp; Writing (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">85%<\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">73%<\/td>\n<td style=\"text-align: right\" width=\"60\">39%<\/td>\n<td style=\"text-align: right\" width=\"60\">50%<\/td>\n<td style=\"text-align: right\" width=\"60\">23%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\"><strong>Mathematics (SAT)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">61%<\/td>\n<td style=\"text-align: right\" width=\"60\">37%<\/td>\n<td style=\"text-align: right\" width=\"60\">45%<\/td>\n<td style=\"text-align: right\" width=\"60\">18%<\/td>\n<td style=\"text-align: right\" width=\"60\">30%<\/td>\n<td style=\"text-align: right\" width=\"60\">7%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\"><strong>Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">54%<\/td>\n<td style=\"text-align: right\" width=\"60\">36%<\/td>\n<td style=\"text-align: right\" width=\"60\">40%<\/td>\n<td style=\"text-align: right\" width=\"60\">20%<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"120\"><strong>Social Science (M-STEP)<\/strong><\/td>\n<td style=\"text-align: right\" width=\"60\">68%<\/td>\n<td style=\"text-align: right\" width=\"60\">48%<\/td>\n<td style=\"text-align: right\" width=\"60\">53%<\/td>\n<td style=\"text-align: right\" width=\"60\">29%<\/td>\n<td style=\"text-align: right\" width=\"60\">41%<\/td>\n<td style=\"text-align: right\" width=\"60\">17%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2><strong>Appendix \u2013 E Wild Cards Search Criteria<\/strong><\/h2>\n<h3><strong>Wild-Card Search Criteria for Michigan Virtual<\/strong><\/h3>\n\u2018%MI Virtual%\u2019, \u2018%Mich Virt%\u2019, \u2018%MIVHS%\u2019, \u2018%MIVS%\u2019, \u2018%MVS%\u2019, \u2018%MVU%\u2019, \u2018%VH\u2019, \u2018%MVHS%\u2019, \u2018%MIVU%\u2019, \u2018%VHS%\u2019, \u2018MV%\u2019, \u2018%MV\u2019, \u2018%Michigan Virtual%\u2019, \u2018%IS: MV%\u2019, \u2018%IS:MV%\u2019, \u2018%MI Virt%\u2019, \u2018%MV HS%\u2019, \u2018Virtual HS%\u2019, and \u2018Mich. Virtual High School%\u2019\n<h3><strong>Wild-Card Search Criteria for Common Third Party Providers<\/strong><\/h3>\n\u2018%Apex%\u2019, \u2018APX%\u2019, \u2018%Aventa%\u2019, \u2018%BYU%\u2019, \u2018%Brigham%\u2019, \u2018%Compass%\u2019, \u2018%Edgen%\u2019, \u2018%2020%\u2019, \u2018%20\/20%\u2019, \u2018%20-20%\u2019, \u2018%E20%\u2019, \u2018%Edison%\u2019, \u2018%FLVS%\u2019, \u2018%FVS%\u2019, \u2018%GenNet%\u2019, \u2018%Gen Net%\u2019, \u2018%K12 Virtual%\u2019, \u2018%K12:%\u2019, \u2018%K12vs%\u2019, \u2018%Lincoln Int%\u2019, \u2018%Little Lincoln%\u2019, \u2018%- Lincoln%\u2019, \u2018%(Lincoln)%\u2019, \u2018%Lincoln\u2019, \u2018%UNL%\u2019, \u2018%Middlebury%\u2019, \u2018%Nova net%\u2019, \u2018%Novanet%\u2019, \u2018%Odyssey%\u2019,\u2018%Odware%\u2019, \u2018ODY%\u2019, \u2018%(OD%\u2019, \u2018%Edmentum%\u2019, and \u2018%Plato%\u2019\n<h3><strong>Wild-Card Search Criteria for Common Generic Labels for Online or Virtual Learning<\/strong><\/h3>\n\u2018%Online%\u2019, \u2018%On-line%\u2019, \u2018%On line%\u2019, \u2018%onl\u2019, \u2018%onli\u2019, \u2018%onlin\u2019, \u2018%- OL\u2019, \u2018%-OL\u2019, \u2018%O\/L%\u2019, \u2018OL %\u2019, \u2018%STW%\u2019, \u2018%E-Learn%\u2019, \u2018%E-LRN%\u2019, \u2018%Virtual%\u2019, \u2018%- virt%\u2019, and \u2018%- DL\u2019",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2016-17",
            "excerpt": "Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2016-17 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students as well as through over 50 data tables at the end of the report.",
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        {
            "id": 12239,
            "path": "\/slp-upgrade\/",
            "author_id": 21,
            "timestamp": 1522263258,
            "content": "We'd like to introduce you to the new <em>Michigan Virtual<\/em> Student Learning Portal, which will replace CEMS as our primary enrollment system. We're excited because this portal is going to provide you with a better user experience by offering a more straightforward enrollment process, more immediate data and improved communication tools.",
            "title": "Say Hello to Our New Enrollment System!",
            "excerpt": "A high-quality, online, credit recovery and alternative learning solution. Essentials courses meet Michigan high school standards and content expectations and increase the likelihood that students will successfully meet the requirements to graduate high school.",
            "slug": "slp-upgrade",
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        {
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            "path": "\/blog\/michigans-literacy-crisis-is-a-public-health-crisis\/",
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            "timestamp": 1522191758,
            "content": "<!-- wp:paragraph {\"className\":\"lead\"} -->\n<p class=\"lead\"><em><strong>10 essential instructional literacy practices serve as a \u201cminimum standard of care\u201d to \u2014 quite literally \u2014 save the lives of our students<\/strong><\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan is in the midst of a literacy crisis. For years, educators in our state have been aware of this reality; however, recent statistics have painted a picture so grim that we can no longer afford to ignore it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Let\u2019s take a look at our&nbsp;<a href=\"http:\/\/www.michigan.gov\/documents\/mde\/S15_M-STEP_Statewide_Results_504573_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">2015 M-STEP data<\/a>, for example. From this data, it became clear that only about 50 percent of our state\u2019s third graders are proficient readers. Other concerning statistics \u2014 from the&nbsp;<a href=\"http:\/\/www.gomaisa.org\/downloads\/gelndocs\/executivesummary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Early Literacy Task Force\u2019s Executive Summary<\/a>&nbsp;\u2014 include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The fact that Michigan ranks...<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li class=\"callout\">41st among U.S. states in fourth-grade reading scores, based on the 2015 National Assessment of Education Progress<\/li><li class=\"callout\">45th among U.S. states in fourth-grade reading scores for students who are economically disadvantaged<\/li><li class=\"callout\">48th among U.S. states for students who are economically advantaged<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Given these statistics, it\u2019s easy to see that we have a literacy crisis on our hands. But what perhaps isn\u2019t as readily obvious is how this literacy crisis constitutes a public health crisis.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Literacy Crisis = Public Health Crisis<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This perspective belongs to\u00a0<a href=\"https:\/\/soe.umich.edu\/directory\/faculty-staff\/nell-k-duke\" target=\"_blank\" rel=\"noreferrer noopener\">Dr. Nell Duke<\/a>\u00a0\u2014 a professor of Literacy, Language and Culture at the University of Michigan \u2014 who argued eloquently for this position at\u00a0her keynote presentation given at the\u00a0<a href=\"http:\/\/gomasa.org\/2018-masa-midwinter-conference\/\" target=\"_blank\" rel=\"noopener noreferrer\">2018 Michigan Association of School Administrator\u2019s (MASA) Midwinter Conference<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Her argument goes something like this:<br>We know that students who fall below literacy standards in third grade are likely to continue struggling throughout the rest of their education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Why is that?<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, it boils down to the difference between<em>&nbsp;learning to read<\/em>&nbsp;and&nbsp;<em>reading to learn<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Learning to read<\/strong><br>Students receive explicit instruction in how to read<\/p><p><strong>Reading to learn<\/strong><br>Students are expected to use reading as a means to acquire new information<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>At a certain point in every student\u2019s educational career, they receive less and less explicit instruction in&nbsp;<em>how to read<\/em>&nbsp;and are instead asked to&nbsp;<em>use reading as a means&nbsp;<\/em>to gather content-specific information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>\u201cWhen we comprehend, we gain new information that changes our knowledge, which is then available for later comprehension. So, in that positive, virtuous cycle, knowledge begets comprehension, which begets knowledge, and so on. In a very real sense, we literally read and learn our way into greater knowledge about the world.\u201d<\/em><br>\u2014&nbsp;<a href=\"https:\/\/ossmemo.edublogs.org\/files\/2016\/02\/Comprehension-Chapter-3-Duke-Pearson-Strachan-Billman-1jetb6v.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Nell K. Duke, P. David Pearson, Stephanie L. Strachan, and Alison K. Billman<\/a><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>The problem with this model soon becomes apparent.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If a student does&nbsp;<em>not<\/em>&nbsp;catch up to their peers in literacy standards by the end of third grade, they are at a severe disadvantage when it comes to acquiring new knowledge via reading for the rest of their education and, likely, for the rest of their lives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>The worst part is:<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This disadvantage extends beyond their time in public education. Derived from a slide in Dr. Nell Duke\u2019s presentation, \u201cLeading for Early Literacy,\u201d the graphic below illustrates how low literacy can lead to a host of other social, economic and even medical consequences, including incarceration, unemployment, health problems and even premature death.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":19120} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/low-literacy-chart.png\" alt=\"Consequences of Low Literacy. Low Literacy leads to academic problems, which leads to social problems, which can lead to dropping out, which could also lead to incarceration, unemployment, health problems, and even death.\" class=\"wp-image-19120\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:heading -->\n<h2>The Victims of This Cycle<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>You can see this reality reflected in statistics on the quality of life for those with low literacy rates. According to a&nbsp;2015 report&nbsp;published by the <a href=\"https:\/\/www.nsba.org\/Services\/Center-for-Public-Education\" target=\"_blank\" rel=\"noopener noreferrer\">Center for Public Education<\/a>, as literacy rates go up, so do wages.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Adults with poor literacy rates, they claim, are more likely to have poor health, less likely to vote and less likely to break the cycle by actively performing reading activities with their children.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These trends disproportionately affect poor students and students of color.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While it\u2019s&nbsp;<a href=\"https:\/\/www.theatlantic.com\/business\/archive\/2012\/07\/an-urban-myth-that-should-be-true\/259329\/\" target=\"_blank\" rel=\"noopener noreferrer\">an urban myth<\/a>&nbsp;that prisons use third-grade reading levels as a predictor for future inmate numbers, it's&nbsp;<em>not<\/em>&nbsp;a myth that students who cannot read at grade-level by third grade are four times less likely to graduate high school, according to&nbsp;<a href=\"http:\/\/blogs.edweek.org\/edweek\/inside-school-research\/2011\/04\/the_disquieting_side_effect_of.html\" target=\"_blank\" rel=\"noopener noreferrer\">a study by sociologist Donald Hernandez<\/a>. Further studies demonstrate&nbsp;<a href=\"http:\/\/www.nytimes.com\/2009\/10\/09\/education\/09dropout.html\" target=\"_blank\" rel=\"noopener noreferrer\">the link between dropping out of high school and incarceration rates<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Such statistics reveal the beating heart of the early literacy movement.&nbsp;It\u2019s not just about making sure our children can read literature or put commas in the right places.&nbsp;It\u2019s about making sure they have the tools they need to learn and, therefore, the tools they need to live a healthy and successful life.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong><em>That\u2019s<\/em>&nbsp;why it\u2019s so frightening that 50 percent of Michigan third graders do not meet literacy standards.&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2><strong>What You Can Do to Help<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Dr. Nell Duke is perfectly clear in stating, \u201cWe must disturb the comfortable in Michigan literacy.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>\u201cWe must disturb the comfortable in Michigan literacy.\u201d&nbsp;<\/em><br>\u2014&nbsp;<a href=\"http:\/\/www.gomaisa.org\/downloads\/gelndocs\/executivesummary.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Dr. Nell Duke<\/a><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Ultimately, to push toward a paradigm shift in literacy instruction, the&nbsp;<a href=\"http:\/\/www.gomaisa.org\/organizations\/general-education-leadership-network-geln\/early-literacy\/\" target=\"_blank\" rel=\"noopener noreferrer\">Early Literacy Task Force<\/a>&nbsp;was created by Michigan\u2019s&nbsp;<a href=\"http:\/\/www.gomaisa.org\/organizations\/general-education-leadership-network-geln\/\" target=\"_blank\" rel=\"noopener noreferrer\">General Education Leadership Network<\/a>,&nbsp;a&nbsp;<a href=\"http:\/\/www.gomaisa.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan Association of Intermediate School Administrators<\/a>&nbsp;(MAISA) collaborative. The lead researchers on this task force include&nbsp;<em>Dr. Kristy Cooper-Stein<\/em>,&nbsp;<em>Dr. Nell Duke<\/em>,&nbsp;<em>Dr. Susan L\u2019Allier<\/em>,&nbsp;<em>Dr. Annmarie Palinscar<\/em>,&nbsp;<em>Dr. Melissa Usiak<\/em>&nbsp;and&nbsp;<em>Dr. Tanya Wright<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:image {\"align\":\"center\",\"id\":19121} -->\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/lead-researchers-early-literacy.png\" alt=\"Photos of 6 Lead Researchers\" class=\"wp-image-19121\" \/><\/figure><\/div>\n<!-- \/wp:image -->\n\n<!-- wp:paragraph -->\n<p>In creating this task force, leaders from many of our state\u2019s educational organizations came together to find common ground, to agree upon what constitutes evidence-based essential instructional practices for Pre-K-third-grade students and to determine best paths for action moving forward.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>And they\u2019ve found it. Common ground, that is.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Together, they\u2019ve agreed upon 10 essential practices that serve as a \u201cminimum standard of care\u201d when it comes to fostering literate students and literate citizens.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The task force has created several short guides overviewing ways to apply these 10 practices in various grade-levels and contexts, including:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" target=\"_blank\" rel=\"noopener noreferrer\">Essential Instructional Practices in Early Literacy, Prekindergarten<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" target=\"_blank\" rel=\"noopener noreferrer\">Essential Instructional Practices in Early Literacy, Grades K to 3<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" target=\"_blank\" rel=\"noopener noreferrer\">Essential Instructional Practices in Early Literacy, Grades 4 to 5<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" target=\"_blank\" rel=\"noopener noreferrer\">Essential School-Wide and Center-Wide Practices in Literacy<\/a><\/li><li><a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\" target=\"_blank\" rel=\"noopener noreferrer\">Essential Coaching Practices for Elementary Literacy<\/a><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>To be clear, these 10 practices represent a&nbsp;<em>minimum<\/em>&nbsp;standard of care necessary for students to gain age-appropriate literacy skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Meaning, at a bare minimum, each of these 10 things should be done in&nbsp;<em>every<\/em>&nbsp;classroom for&nbsp;<em>every<\/em>&nbsp;student&nbsp;<em>every<\/em>&nbsp;day.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>\"We're setting the floor for what should be expected in Pre-K- to third-grade everyday. On top of these, you typically need to layer more interventions and supports for a robust literacy program.\"<\/em><br>\u2014&nbsp;Ken Dirkin<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>\u201cWe\u2019re setting the floor for what should be expected in Pre-K- to third-grade everyday,\u201d says Ken Dirkin, director of online professional learning at&nbsp;<em>Michigan Virtual<\/em><em>.<\/em>&nbsp;\u201cOn top of these practices, you typically need to layer more interventions and supports for a robust literacy program.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Changing the Paradigm in Early Education<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>It's true that these expectations place a lot of stress and responsibility on early year educators. The goal, however, is to change the paradigm of how primary education is taught, so active literacy instruction becomes a fluid and natural part of the work of the classroom.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some \u2014 like Nancy Carlsson-Paige, co-founder of&nbsp;<a href=\"https:\/\/dey.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Defend the Early Years<\/a>&nbsp;advocacy group \u2014 argue that our rigorous focus on literacy causes young children unnecessary stress and deprives them of highly-valuable time for play.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Most literacy experts say this is a false dilemma.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>\"I've seen so many kids that are delighted reading to dolls and then going to a story chart, taking the pointer, and tracking print, and they're finding it to be the most fun in the world. It depends on the conditions.\"<\/em><br>\u2014&nbsp;<a href=\"https:\/\/www.edweek.org\/ew\/articles\/2015\/06\/05\/debate-persists-around-early-reading-standards.html\" target=\"_blank\" rel=\"noopener noreferrer\">Dr. Kathleen Roskos<\/a><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>\"You can have a classroom that's very unplayful, and kids are still learning very little literacy in there, or you can have a playful one, and they learn a lot of literacy,\" says Kathleen Roskos, professor of education at John Carroll University. \"I've seen so many kids that are delighted reading to dolls and then going to a story chart, taking the pointer, and tracking print, and they're finding it to be the most fun in the world. It depends on the conditions.\"<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><em>\"I don\u2019t think anyone is wanting to get play out of the kindergarten classroom.\"<\/em><br>\u2014&nbsp;<a href=\"https:\/\/www.edweek.org\/ew\/articles\/2015\/06\/05\/debate-persists-around-early-reading-standards.html\" target=\"_blank\" rel=\"noopener noreferrer\">Dr. Nell Duke<\/a><\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Dr. Nell Duke echoes this point, saying, \u201cKindergartners can and should use play to reach the standards. The dichotomizing of play with academic development is a problem. I don\u2019t think anyone is wanting to get play out of the kindergarten classroom.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can&nbsp;<a href=\"https:\/\/www.edweek.org\/teaching-learning\/debate-persists-around-early-reading-standards\/2015\/06\" target=\"_blank\" rel=\"noreferrer noopener\">read more about this debate here<\/a>, but the moral of the story is:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It\u2019s time for sea change in the intentionality of teaching literacy skills, but that doesn\u2019t mean we can\u2019t allow children to enjoy the process of learning along the way.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We must turn the tide for Michigan\u2019s children \u2014 their lives depend on it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Further Resources<strong><br><\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul><li>To read more about early literacy myths vs. facts, check out&nbsp;<a href=\"https:\/\/achievethecore.org\/content\/upload\/What%20Do%20the%20Common%20Core%20State%20Standards%20for%20ELALiteracy%20Say%20About%20Kindergarten%20Myth-Fact%20Document.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this brief by Student Achievement Partners<\/a>.<\/li><li>If you\u2019re interested in learning more about the 10 essential instructional practices in early literacy, visit the <a href=\"https:\/\/literacyessentials.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Literacy Essentials website<\/a>.<\/li><li>As part of the Early Literacy Task Force,&nbsp;<em>Michigan Virtual&nbsp;<\/em>has&nbsp;created a series of free online courses on essential instructional practices in early literacy, created in partnership with the Michigan Department of Education and MAISA.&nbsp;<a href=\"https:\/\/plp.mivu.org\/?c=16\" target=\"_blank\" rel=\"noopener noreferrer\">Enroll in early literacy courses here.<\/a><\/li><\/ul>\n<!-- \/wp:list -->",
            "title": "Michigan's Literacy Crisis is a Public Health Crisis",
            "excerpt": "Who suffers when our literacy rates are low? In this blog post by Tamara Bashore-Berg, we dive into the startling reality of Michigan\u2019s literacy crisis and explore Dr. Nell Duke's argument that this issue is, at its heart, a public health crisis. ",
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            "id": 19089,
            "path": "\/blog\/turning-digital-natives-into-digital-citizens\/",
            "author_id": 32,
            "timestamp": 1521747905,
            "content": "<h3>Two educators share their experiences teaching digital literacy<\/h3>\r\n\r\n<hr \/>\r\n\r\nLast week, I had the great pleasure of speaking to two educators about their experiences teaching digital literacy.\r\n\r\nThe conversations that emerged were eye-opening.\r\n\r\nBoth teachers have taught \u2014 or are currently teaching \u2014 digital literacy to their students. The contexts in which they taught this subject, however, were very different.\r\n\r\nFor Jeff Gerlach, it all began seven years ago in his face-to-face, 7th-grade social studies classroom.\r\n\r\nFor Kevin Santer, the journey began this semester, in a fully online format, as the instructor of our new\u00a0<a href=\"https:\/\/michiganvirtual.org\/course\/digital-literacy-programming-18-weeks\/\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Literacy &amp; Programming<\/a>\u00a0course for middle school students.\r\n\r\nDespite differences in the affordances and limitations of these environments, both Jeff and Kevin provided thoughtful reflections on what \u201cdigital literacy\u201d means, why it matters, how far we\u2019ve come and what lies ahead for the next generation of \u201cdigital natives.\u201d\r\n<h2>Meet our protagonists<\/h2>\r\n<div class=\"callout\"><strong><img class=\"size-thumbnail wp-image-892 alignleft\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/01\/jeff.gerlach-e1490635206422-150x150.jpg\" alt=\"Jeff Gerlach\" width=\"150\" height=\"150\" \/>Jeff Gerlach<\/strong>\u00a0began teaching digital literacy over seven years ago during his time as a social studies teacher at Wayne-Westland Community School District in Westland, MI. After earning his master\u2019s degree in Educational Technology at Michigan State University, he joined our\u00a0<em>Michigan Virtual<\/em>\u00a0staff as a member of our professional learning team, supporting educators as an instructional design coach.<\/div>\r\n<div class=\"callout\"><strong><img class=\"alignleft size-thumbnail wp-image-942\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/01\/kevin_santer-e1490634654327-150x150.jpg\" alt=\"Kevin Santer\" width=\"150\" height=\"150\" \/>Kevin Santer<\/strong>\u00a0began his career by working in IT as a software developer, designer and manager. He made the bold move of returning to school to earn a master\u2019s degree in math education. Kevin then taught face-to-face for 10 years, exploring math and computer science with high school students. He now serves as our Lead Instructor in Career &amp; Technical Education at\u00a0<em>Michigan Virtual.<\/em><\/div>\r\n<h2>Jeff\u2019s story<\/h2>\r\n<img class=\"alignright wp-image-24670 size-medium\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/to-boldly-go-300x210.gif\" alt=\"Starship Enterprise flying in space with the words &quot;To Boldly Go&quot;\" width=\"300\" height=\"210\" \/>\r\n\r\n<em>Teaching students to boldly go where plenty of people have already been. . .\u00a0<\/em>\r\n\r\n<em><strong>The educational context<\/strong><\/em>\r\n\r\nIn 2011, Jeff Gerlach was teaching social studies to students at Wayne-Westland Community School District when he developed the\u00a0<a href=\"https:\/\/sites.google.com\/site\/pcitesjr\/home\" target=\"_blank\" rel=\"noopener noreferrer\">PCITeS framework<\/a>.\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/PCITeS-screencapture.png\"><img class=\"alignright size-medium wp-image-24671\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/PCITeS-screencapture-300x236.png\" alt=\"Jeff's PCITeS website for middle school students\" width=\"300\" height=\"236\" \/><\/a>\r\n\r\nWhat's PCITeS? It's an acronym Jeff developed to get students to think critically about the resources they encountered on the Internet.\r\n\r\nHere's what it stands for:\r\n<div class=\"callout callout-dark\"><strong>P =<\/strong>\u00a0Prior Knowledge Activation\r\n<strong>C =<\/strong>\u00a0Credentialing the Author\r\n<strong>I =<\/strong>\u00a0Identifying the purpose of an article\r\nDeciding if a resource is\u00a0<strong>T=<\/strong>\u00a0Time sensitive or Timeless\r\nRecognize\u00a0<strong>S=<\/strong>\u00a0Site organization<\/div>\r\nThe website he created functioned as a self-paced module for his blended classroom. On this site, he encourages students to \u201cquestion everything\u201d and provides them opportunities to practice critical thinking skills in digital spaces.\r\n\r\nThe framework isn\u2019t revolutionary, he acknowledges. It takes widely-accepted critical reading strategies and modifies them for the internet era.\r\n\r\nBut as a social studies teacher, he felt he had an obligation to walk his middle-schoolers through these basic steps.\r\n<h3><em>Why digital literacy matters<\/em><\/h3>\r\n\u201cI define digital literacy as information literacy,\u201d Jeff says. \u201cThe Internet is a place for learning. But the information that exists there is noisier, more abundant and less certain than print-based texts.\u201d\r\n<div class=\"callout\"><em>\"The Internet is a place for learning. But the information that exists there is noisier, more abundant and less certain than print-based texts.\"<\/em><\/div>\r\nThis creates unstable ground for even the most brazen of digital pioneers to explore.\r\n\r\n\u201cI think we\u2019re programmed, cognitively, when we\u2019re introduced with new information, in order to absorb it, we have to believe that it\u2019s true,\u201d he says. \u201cLeft unchecked without a critical eye, however, the naive person accepts everything as truth.\u201d\r\n<div class=\"callout\"><em>\"Left unchecked without a critical eye, the naive person accepts everything as truth\"<\/em><\/div>\r\n<strong>There's a tension here<\/strong>\r\n\r\nBeing overly critical can inhibit learning; however, this critical awareness becomes a powerful tool when it allows students to interpret all truths as tentative.\r\n\r\nThat was his goal when teaching his students digital literacy.\u00a0To make learning tentative.\u00a0To teach students that they need to triangulate facts with different sources before accepting them as truth.\r\n<div class=\"callout\"><em>\"Essentially,<strong>\u00a0it boils down to:\u00a0<\/strong>How do we keep our kids safe? How do we equip our kids with the necessary tools to utilize the Internet as a place for learning? How do we \u2014 instead of of promoting fearfulness \u2014 empower them to boldly go where plenty of people have already been?\"<\/em><\/div>\r\nIt\u2019s natural for teachers to feel timid in encouraging their students to explore digital spaces. But, increasingly, as time goes on, this is less and less of an option.\r\n<h3><em>Looking back: What\u2019s changed?<\/em><\/h3>\r\nReflecting on this exercise he developed seven years ago, Jeff says he still stands by most of the content, with a few adjustments.\r\n\r\nFirst off, he wishes he could have spent more time connecting the PCITeS framework to the rest of his curriculum to really hit the message home. \u201cI wish it had been more instilled in the fabric of how students did business in my class.\u201d\r\n<div class=\"callout\"><em>\"I wish [PCITeS] had been more instilled in the fabric of how students did business in my class.\"<\/em><\/div>\r\nThe Internet is a constantly-evolving space. Things have changed since he first began teaching the PCITeS framework.\r\n\r\nWe can teach basic principles of digital literacy, it seems. But more important than teaching students to investigate any static criterion over another, we ought to teach them how to\u00a0<em>pay attention<\/em>\u00a0to the shifting tectonic plates of our digital world.\r\n\r\nThis world is changing, faster than ever, and it\u2019s our duty as educators to teach students to approach, critically and thoughtfully, this dynamic space that\u2019s always in flux.\r\n\r\n<hr \/>\r\n\r\n<h2><strong>Kevin's story<\/strong><\/h2>\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/cat-lasers.gif\"><img class=\"alignright size-full wp-image-24672\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/cat-lasers.gif\" alt=\"Cat frantically chasing a laser pointer on the ground\" width=\"243\" height=\"253\" \/><\/a>\r\n<h3><em>When teaching digital literacy means aiming at a moving target...<\/em><\/h3>\r\nTeaching digital literacy is a lot like aiming at a moving target. That\u2019s how Kevin Santer describes it, anyway.\r\n\r\nBecause digital spaces are always changing, always evolving. There is no set of \u201crules\u201d that can be easily transferred to students. That's why it's so important that we give students the tools to track this target and proceed with a cautious and critical mindset.\r\n<h3><em><strong>The educational context<\/strong><\/em><\/h3>\r\nThis is Kevin's first time teaching\u00a0<em>Michigan Virtual\u2019s<\/em>\u00a0Digital Literacy &amp; Programming\u00a0course for middle school students.\r\n\r\nThis course is a little different than Jeff\u2019s, both in terms of its goal and its setting.\r\n\r\nFor starters, it\u2019s a fully online course. This semester \u2014 the first time this course has been offered \u2014 he has a unique scenario. He\u2019s teaching asynchronously to students who all share the same brick and mortar classroom.\r\n\r\nFurthermore \u2014 unlike Jeff\u2019s self-paced module \u2014 Kevin\u2019s entire course is devoted to exploring fundamentals of internet citizenship\u00a0\u2014\u00a0from performing research on the internet; to discussing the harms of cyberbullying; to learning the basics of programming languages, the Microsoft suite and photoshop.\r\n\r\nSo far, he\u2019s been impressed with the ability of his students to engage with the material. In the unit on cyberbullying, for example, they were presented with some difficult stories of students being driven to suicide by internet abuse.\r\n<blockquote>\r\n<div class=\"callout\"><em>\"There were some really tough stories. But they engaged really deeply with it. Much more than the typical 'I'm only responding to get this assignment done.'\"<\/em><\/div><\/blockquote>\r\nIf given the opportunity, he believes, students are generally interested and willing to think about these topics in a thoughtful way.\r\n<h3><em>Why digital literacy matters<\/em><\/h3>\r\nKevin has concerns about our use of the term\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Digital_native\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cdigital natives\u201d<\/a>\u00a0to describe the next generation of netizens.\r\n<blockquote>\r\n<div class=\"callout\"><em>\"As much as we talk about students today being 'digital natives,' they aren't always aware of what\u2019s going on beneath the hood. There are some dangers there, especially for younger kids. They don\u2019t have the same skepticism that non-natives might have.\"<\/em><\/div><\/blockquote>\r\n<strong>His point is this:<\/strong>\r\n\r\n<em>It\u2019s easy sometimes to assume that students today have an intuitive grasp on digital literacy.\u00a0<\/em>To some extent, this is true.\u00a0\u00a0But the other side of the coin is the fact that today\u2019s students are so habituated to digital environments that they might not always think to peer behind the curtain to examine\u00a0<em>who<\/em>\u00a0or\u00a0<em>what<\/em>\u00a0is pulling the strings.\r\n\r\nOf course, this isn\u2019t always the case.\r\n\r\nAs a counterexample, he told me a story about a student who adamantly refuses to sign up for social media and articulates eloquently his reasons for choosing to go off the grid.\r\n\r\nMany of even our youngest students are already developing a critical awareness of the tools at their fingertips. This is a mindset we ought to foster as educators.\r\n<h3><em>Why is this so important?<\/em><\/h3>\r\n\u201cThey\u2019re just so vulnerable,\u201d he says. \u201cEspecially at this age.\u201d\r\n\r\nThis becomes particularly obvious in the unit on cyberbullying.\r\n<div class=\"callout\">We have a duty as educators, he believes, not simply to teach students\u00a0how to learn\u00a0in digital spaces, but also\u00a0how to act ethically\u00a0and\u00a0how to contribute new information\u00a0in these spaces.<\/div>\r\nAnd that's where, he believes, we are heading with digital literacy instruction.\r\n\r\nWe\u2019ve all felt the effects of fake news and misinformation.\r\n<blockquote>\r\n<div class=\"callout\"><em>\"Some of our motivation for pushing ethics in digital literacy comes from an altruistic place. But some of it is also defensive. We've been mislead. We've been betrayed.\"<\/em><\/div><\/blockquote>\r\nIn response to this collectively misplaced trust, we've developed a series of moral imperatives for teaching students to not fall for the tricks that have befallen us.\r\n\r\nWe want to teach them how to be not simply digital natives, but also digital citizens.\r\n\r\n<strong>Our question then becomes:\u00a0<\/strong>Can we agree upon a vision for digital citizenship? Do we need to?",
            "title": "Turning Digital Natives into Digital Citizens",
            "excerpt": "Two educators share their experiences teaching digital literacy Last week, I had the great pleasure of speaking to two educators about their experiences teaching digital literacy. The conversations that emerged were eye-opening. Both teachers have taught \u2014 or are currently teaching \u2014 digital literacy to their students. The contexts in which they taught this subject,...",
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        {
            "id": 11194,
            "path": "\/students\/summer-2\/",
            "author_id": 65,
            "timestamp": 1520368573,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Maximize your Summer: Elevate learning with <i>Michigan Virtual<\/i><\/h1>\t\t\n\t\t\t<p>Unlock a summer of limitless learning with <i>Michigan Virtual's<\/i> diverse online courses. With flexible scheduling, personalized support, and a vast array of subjects including core academics, world languages, and intriguing electives, students can stay engaged, get ahead, or explore new interests.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=23-24-summer\">\n\t\t\t\t\t\tSummer Courses\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/administrators\/summer-schoolwide\/\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tSchool Leaders\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Stay up to date on our latest summer programs!<\/h2>\t\t\n\t\t\t<h2>Empowering students through Summer learning<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOver 150 online high school courses\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 9-12<\/strong><br>\n10 weeks |  Flexible pacing | Taught by highly qualified, Michigan-certified teachers\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_school_level=hs&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\tView catalog \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tCredit recovery options\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 9-12<\/strong><br>\nCatch up on graduation requirements this summer with highly supportive online courses designed to foster student success. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tCoding &amp; STEM summer programs\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Ages 8-14<\/strong><br>\n<i>Michigan Virtual<\/i> has partnered with WizKid Learning to offer the hottest curriculum in exciting game design subjects like Roblox, Minecraft, coding, and more! Classes start at $150. <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/05\/WizKid-Summer-Camps-2022-Schedule.pdf\" target=\"_blank\" rel=\"noopener\"> View schedule \u2192 <\/a>\t\t\t\t\t\n\t\t\t\t\t<a href=\"http:\/\/wizkidlearning.com\/michiganvirtual\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEsports\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tRegistration is now open! <i>Michigan Virtual<\/i> has partnered up with MetArena to offer non-credit bearing esports curriculum that will go live mid-summer. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/course\/introduction-to-esports\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\t21st Century Home Economics\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tStudents will learn about managing money, healthy meals, importance of keepings things clean, safety in the home and being better consumers.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/course\/21st-century-home-economics\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tContent Creator \t\t\t\t\t<\/h2>\n\t\t\t\t\t\tIn this course, you'll learn everything from brainstorming ideas to filming and posting your videos, creating your own channel and building your own personal brand. \t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/enrichment.michiganvirtual.org\/course\/content-creator\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady Math\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 4-12<\/strong><br>\nTarget gaps in math knowledge with personalized playlists &amp; empower students to catch up to or surpass grade-level expectations.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/lc.michiganvirtual.org\/courses\/edready-math\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tfree\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady English\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<strong>Grades 8-12<\/strong><br>\nGet students on track for college-level English through mastery of key skills &amp; concepts.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/lc.michiganvirtual.org\/courses\/edready-english\/\">\n\t\t\t\t\t\tLearn more \u2192\t\t\t\t\t<\/a>\n\t\t\t\tFREE\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"588\" height=\"908\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/Screenshot-2024-01-25-at-9.52.34\u202fAM.png\" alt=\"Cover image of the 2024 Summer Course Catalog\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Download our 2024 summer catalog!<\/h2>\t\t\n\t\t\t<p>As educators and administrators, you play a pivotal role in guiding students towards productive and enriching summer experiences. <i>Michigan Virtual<\/i>\u2019s online summer courses offer a comprehensive solution to common summer learning challenges, providing a pathway for students to explore interests, recover credits, and get ahead. <\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2024-Summer-Course-Catalog-WEB.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tDownload catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Why is summer learning so important?<\/h2>\t\t\n\t\t<p>Summer courses and programs allow students to have structured learning time to help them keep their minds active, bridge knowledge gaps, and prepare for the next school year.<\/p><p>If you\u2019re looking for ways to keep your children learning this summer with safe and structured educational opportunities, consider enrolling them in our online summer school programs.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\/how-to-avoid-the-summer-slide-without-giving-up-your-hard-earned-break\/\">\n\t\t\t\t\t\tHow to avoid the \"summer slide\"\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=KZykfv2qeP4\t\t\t\t\n\t\t\t<h2>Key dates &amp; pricing<\/h2>\t\t\n\t\t<p>Our calendaring structure for summer offers many different options for start and end dates for student courses. Schools and parents can select whichever start or end date option fits best for their academic calendar or their specific situation.<\/p>\t\t\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone.<\/p>\t\t\n\t\t\t\t\t<h3>Summer Courses<\/h3>\nSummer course offerings include Plus, Essentials and limited Middle School courses.\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Summer (10 weeks)<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/17\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n7\/26\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/24\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/2\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/31\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/9\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/14\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>6\/7\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/16\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/28\/24<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/21\/24*<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*Late enrollments occurring after 6\/7\/24 through 6\/28\/24 will have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (i.e., Final drop for refund date for late enrollments: 7\/3\/24).<\/small>\n\t\t<table><thead><tr><th colspan=\"2\">Summer Pricing<\/th><\/tr><\/thead><tbody><tr><td><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=21-22-summer\">Online Summer Courses<\/a><\/td><td>$350 per course \u00a0($480 for out-of-state)<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">Credit Recovery Courses<\/a><\/td><td>$250 per course\u00a0 ($310 for out-of-state)<\/td><\/tr><tr><td><a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady Math &amp; English<\/a><\/td><td>FREE to parents<\/td><\/tr><\/tbody><\/table>\t\t\t\t\n\t\t\t<h2>Over 150 summer courses!<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/12\/iStock-1500076775-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>By taking summer courses, students can earn high school credit, take prerequisites, make room in next year's schedule, and recover credits for courses that they previously failed.<\/p><p>In our summer online classes, students have 10 weeks to complete coursework at their own pace and will be supported along the way by a highly qualified, Michigan-certified online instructor who is an expert in their subject area.<\/p><p>These courses have flexible start date options, which means families can select which option best works for their summer schedule. The majority of our summer courses are designed for high school students (grades 9-12), but we offer do offer a smaller catalog of select middle school courses (grades 6-8).<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer\">\n\t\t\t\t\t\tView catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Popular categories<\/h2>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tScience\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSix World Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEnglish Language Arts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Studies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCareer-Oriented Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics&#038;_course_term=22-23-summer\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMathematics\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_term=22-23-summer&#038;_ncaa_approved=approved\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNCAA-Approved\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<h3>Ready to transform your summer into a journey of discovery and achievement? <\/h3>\t\t\n\t\t\t<p>Click below to explore all our offerings and enroll your students in a summer of success. Let's make this summer count!<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2024-Summer-Course-Catalog-WEB.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tDownload catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h4>IMPORTANT: Check with your school counselor before enrolling!<\/h4>\t\t\n\t\t<p>Students should talk to their school counselor before enrolling to ensure our 10-week summer courses will be accepted for credit at their school.<\/p>\t\t\t\t\n\t\t\t<h3>How to enroll in 10-week courses<\/h3>\t\t\n\t\t<p>To enroll in one of our 10-week online summer courses, including credit recovery courses, you will need to log into or create an account in our <a href=\"https:\/\/slp.michiganvirtual.org\/\">Student Learning Portal<\/a>.<\/p><p>For more information on how to enroll, check out our\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-guardian-quick-start-guide\/\">Guardian Quick Start Guide<\/a>\u00a0&amp;\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-student-quick-start-guide\/\">Student Quick Start Guide<\/a>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/slp.michiganvirtual.org\/\">\n\t\t\t\t\t\tCreate an account\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Tips for success<\/h3>\t\t\n\t\t<p>Created by researchers at the\u00a0<a href=\"https:\/\/michiganvirtual.org\/research\"><em>Michigan Virtual Learning Research Institute<\/em><\/a>, our family of free guides will introduce you to the world of online learning.<\/p><p>Inside each guide, you\u2019ll find key definitions, research findings and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\">\n\t\t\t\t\t\tView free guides\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Need help?<\/h2>\t\t\n\t\tDo you have any questions about our summer courses or programs? Contact our <a href=\"https:\/\/michiganvirtual.org\/about\/support\/\">Customer Care Team<\/a>!\t\t\t\t\n\t\t\t<h2>Fill out the form below to reach out to us!<\/h2>",
            "title": "Summer Learning [DRAFT]",
            "excerpt": "Maximize your Summer: Elevate learning with Michigan Virtual Unlock a summer of limitless learning with Michigan Virtual&#8217;s diverse online courses. With flexible scheduling, personalized support, and a vast array of subjects including core academics, world languages, and intriguing electives, students can stay engaged, get ahead, or explore new interests. Summer Courses School Leaders Stay up...",
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        },
        {
            "id": 11165,
            "path": "\/students\/advanced-placement\/",
            "author_id": 21,
            "timestamp": 1519769057,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\tEARN COLLEGE CREDIT AT YOUR OWN PACE\t\t\n\t\t\t<h1>Online Advanced Placement Courses<\/h1>\t\t\n\t\t\t<h2>Our teachers make the difference<\/h2>\t\t\n\t\t<p>Our online Advanced Placement courses are taught by highly-qualified, Michigan-certified teachers. These courses provide a flexible pathway for students to gain college credit in a manner that fits their schedules and their learning preferences. We offer 24 AP courses in a variety of subjects and languages!<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=hs&#038;_course_type=advanced-placement\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tExplore all of our Advanced Placement courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"695\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/undraw_podcast_q6p7-1024x695.png\" alt=\"girl working on computer studiously\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"740\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/undraw_moving_forward_lhhd-1024x740.png\" alt=\"moving forward\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Student Pass Rate<\/h2>\t\t\n\t\t<p>Over the past three years, 70 percent of the AP Exam scores reported to\u00a0<em>Michigan Virtual<\/em>\u00a0were 3s, 4s and 5s. This puts our pass rate on AP Exams about six percentage points higher than the state of Michigan average.<\/p>\t\t\t\t\n\t\t\t<h2>24 Online Advanced Placement Courses!<\/h2>\t\t\n\t\t<p><strong><em>Michigan Virtual<\/em>\u00a0offers online Advanced Placement Courses in:<\/strong><\/p><ul><li>AP Art History<\/li><li>AP Biology<\/li><li>AP Calculus AB<\/li><li>AP Calculus BC<\/li><li>AP Chemistry<\/li><li>AP Chinese Language<\/li><li>AP Computer Science<\/li><li>AP Computer Science Principles<\/li><li>AP English Language &amp; Composition<\/li><li>AP English Literature &amp; Composition<\/li><li>AP Environmental Science<\/li><li>AP French Language<\/li><li>AP Human Geography<\/li><\/ul><ul><li>AP Macroeconomics<\/li><li>AP Microeconomics<\/li><li>AP Physics 1<\/li><li>AP Physics 2<\/li><li>AP Physics C<\/li><li>AP Psychology<\/li><li>AP Spanish Language<\/li><li>AP Statistics<\/li><li>AP US Government and Politics<\/li><li>AP US History<\/li><li>AP World History<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=hs&#038;_course_type=advanced-placement\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tExplore all of our Advanced Placement courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Fill out the form below to reach out to us!<\/h2>",
            "title": "Online Advanced Placement Courses",
            "excerpt": "EARN COLLEGE CREDIT AT YOUR OWN PACE Online Advanced Placement Courses Our teachers make the difference Our online Advanced Placement courses are taught by highly-qualified, Michigan-certified teachers. These courses provide a flexible pathway for students to gain college credit in a manner that fits their schedules and their learning preferences. We offer 24 AP courses...",
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            "price": "Free",
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        },
        {
            "id": 27372,
            "path": "\/research\/publications\/virtual-school-course-design-accommodating-students-with-disabilities\/",
            "author_id": 54,
            "timestamp": 1519362000,
            "content": "<!-- wp:heading {\"level\":3} -->\n<h3>Abstract<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An adequate, sustainable force of educators with strong preparation for working with students with disabilities has been difficult to secure in traditional settings; that shortage exists in online settings as well. While there are nascent understandings about instructor work with students with disabilities in K-12 online settings, understanding about course design for diverse learners, including those with disabilities, is lacking. This study was carried out using ethnographic participant\/observer techniques and artifact collection and analysis over the course of nearly six months. During the course of the research, barriers to accessible course design and strategies for addressing them were identified.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Introduction<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This report documents online course designers\u2019 work as they designed courses that were accessible to all students, particularly those with disabilities. Online learning has gained tremendous momentum as a method of K-12 instructional delivery (Gemin, Pape, Vashaw, &amp; Watson, 2015; Picciano, Seaman, &amp; Day, 2015). In fact, Project Tomorrow (2014) reported that the percentage of traditional students taking at least one online course rose from 24% in 2006 to 50% in 2013. Unfortunately, The National Education Policy Center reported that one in 10 students enrolled in a virtual school has a disability, yet virtual schools\u2014both those that have been initiated by states and those sponsored by corporations\u2014invest little in this population (Molnar, Miron, Huerta, King-Rice, Cuban, Horvitz, &amp; Rankin-Shafer, 2013). While online learning research has embraced personalization as the primary strategy for meeting the learning needs of all learners, some students require the individualization promised by the Individuals with Disabilities Act in Education (IDEA 2004). Negative outcomes for students with disabilities who enroll in online courses in virtual schools include high attrition and generally poor achievement (Franklin, Rice, East, &amp; Mellard, 2015). These unacceptable outcomes are part of the generally low performance of at-risk students\u2014the fastest-growing segment of virtual student enrollments and the segment of which many students with disabilities are a part (Miron, 2016).\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some negative outcomes might be resolved with parent involvement in greater quantity and of higher quality (Borup, Stevens, &amp; Waters, 2015; Waters, Menchaca, &amp; Borup, 2014) and\/or greater emphasis on the development of non-cognitive skills, such as self-regulation of learning in online settings (Rice &amp; Carter, 2016). However, creating accessible instructional materials should also be a high priority, and instructional designers play a major role in their creation (Deshler, Rice, &amp; Greer, 2014; Rice, 2017, Rice, 2018). The simple definition of accessibility is to make materials that everyone\u2014regardless of disability\u2014can access. Institutions that receive federal funding are required by Section 508 of the Rehabilitation Act of 1973 to make web materials optimally accessible, but with the acknowledgement that there are various financial and practical constraints (Jaeger, 2004, 2006, 2008). Further, industry has responded with products that are supposed to foster and communicate consensus through training, certification, and rubric-building procedures (Geonnoumis, 2015). Even so, some scholars argue that ultimately, accessibility is not merely a matter of attending to a checklist, but a matter of institutional vision (Mulliken &amp; Djenno, 2017).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While many acknowledge that online learning\u2014particularly participation in fully virtual schooling\u2014holds considerable potential for increased access to different types of courses, credit recovery, and personalization, there is no guarantee that these benefits will be realized on their own (Barbour, Archambault, &amp; DiPietro, 2013). Instead, courses must be made accessible to students through proactive course design. When courses are truly accessible, students with disabilities not only have the chance to enroll in online courses, but they also can learn from the content presented to them in the courses (Moore &amp; Kearsley, 2011). During the course design process, accessibility is often approached by embracing orientations such as personalized learning (Drexler, in press), Universal Design for Learning (Rose, 2000), and\/or an independent Section 508 audit (Jaeger, 2004). Key features of accessibility that can be included in course design under these three orientations are:\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Organization of content around objectives, goals, aims, and\/or themes<\/li><li>Presentation of content in multiple formats\u00a0\u00a0<\/li><li>Strategic, incremental presentation of content\u00a0\u00a0<\/li><li>User choices about when and how to engage with content\u00a0\u00a0<\/li><li>Hypermedia support features for comprehension of text, image, and sound\u00a0\u00a0<\/li><li>Information for users regarding upcoming content or points of difficulty\u00a0\u00a0<\/li><li>User choices for products that demonstrate mastery\u00a0\u00a0<\/li><li>Opportunities for collaboration with instructions and peers<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>While this list may not seem daunting at first glance, making accessible courses is easier said than done. Teachers, students, parents, and onsite mentors rely on course materials to learn or help someone else learn the content that has been promised in the course. Research with online instructors has found that they lean heavily\u2014sometimes exclusively\u2014on the course curriculum materials and resources provided to them by designers. In these cases, teachers report difficulties in seeing how to deliver individualized instruction as outlined in IDEA to students using those materials because the materials have not been designed to be accessible and\/or because the design of the course prevents teachers from making changes or modifications for individual students (Rice &amp; Carter, 2015; Carter &amp; Rice, 2016).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Experts in course design, by contrast, have reported that they feel their work is to design a template of curriculum materials for a general population of students, but that teachers, parents, and on-site mentors must be the ones to individualize for students with special needs, even when other personalization features are embedded in the course (Rice, Mellard, Pace, &amp; Carter, 2016). Thus, while online learning, with its promise of flexibility, holds potential to mitigate multiple dilemmas in providing high quality education to large numbers of students, new challenges are also introduced. One challenge is that taking a course online requires new or alternatively applied instructional design and delivery practices (Dick &amp; Carey, 2005). Course materials would then be accessible and easier for all teachers and all students to use (Archambault &amp; Crippen, 2009; Picciano &amp; Seaman, 2008).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>With these understandings in mind, the purpose of this inquiry was to examine the practices around accessibility of two teams of course designers as they wrote Algebra II courses in a large virtual school program. During the study, specific attention was given to barriers that course designers encountered for making content accessible and the strategies that members of the team employed as they worked. This technical report is intended to support the work of course design where instructional materials are made with attention to disability.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Conceptual Framework&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Understanding how course design work has been conceptualized is crucial to learning from the course designers who participated in this study. Paramount was the understanding that online learning is a phenomenon where one group of individuals plan the course and another group of individuals teach the course. In traditional settings, it has been recommended that curriculum planners, implementers, and evaluators should be the same person or group of people (Bullough, 1992; Clandinin, Connelly, &amp; He, 1997; Danforth, 2015; Dewey, 2013; Olson, 1995). The new division of roles where course designers, technical design staff, and teachers do their work mostly independently has left gaps in understanding how to design effective courses (Adelstein &amp; Barbour, 2016).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another important concept is that course design for online work draws heavily on general principles of design, such as those in engineering and art, rather than being an activity rooted in social justice or equity; this is important when considering how to design courses where students with disabilities or other exceptionalities can be successful. For example, Johansson-Sk\u00f6ldberg, Woodilla, and \u00c7etinkaya (2013) traced the history of design thinking. They argued that there were five hierarchical approaches to design. These are highlighted in Figure 1.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>The conception of design as the mere creation of artifacts;<\/li><li>Design as a reflexive practice;\u00a0<\/li><li>Design as a problem-solving activity;\u00a0<\/li><li>Design as a way of reasoning and making sense of things; and\u00a0<\/li><li>Design as the creation of meaning.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"624\" height=\"345\" src=\"https:\/\/lh6.googleusercontent.com\/alM7muOoLIAujotHgmXHlrZMgj66zj8gAyRwMoY3_MMkoPxeR3ZJhAQWsLX9xJslDz84fFp0QY43SVJGbEAqxmFQPhLh1UCwTqWkOsSgxdcn3yT0OydTtEXl9U6WWpt2yKyFBMM3\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><strong>Figure 1.<\/strong> Approaches to design&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another critical understanding about course design as professional work is the idea that the task as well as the level of experience drives the way in which designers do their work. For example, 16 designers (eight of whom were regarded as experts based on the number of years in the field and eight of whom were considered novices) participated in a think-aloud activity for a fictional design task (Kim &amp; Ryu, 2014). Researchers found that expert course designers focused heavily on problem framing while novices spent their time problem solving. However, the divide between framing and solving of problems may not be as simple when designers are attempting to consider the complexities of serving different learners with different needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It was also interesting to researchers that the novices tended to think about how much the users would enjoy their fictional products at the affective level. Alternatively, the experts in the study thought about the individual attributes of the product\u2019s design from a distance. The researchers characterized this difference as a tension between artifact empathy and person empathy, which suggested that different relationships to users and products activates different orientations to tasks and thus requires different literacies. In the case of the courses for the current study, the researcher considered that there were multiple types of diverse users of the course that the designers were going to design. These users included adults such as online teachers, on-site mentors, and parents who have a variety of skills for supporting children in online settings. In addition, the researcher expected that there would be students with ranges of experiences and commitment to the class; therefore, the researcher was looking for evidence that designers attended to these multiple levels of users.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In another study, Rapanta and Cantoni (2013) conducted an analysis of designer discourse (15 design meetings). They were interested in the role of relation to user as an element of designer empathy. In their findings, they noted that designers with more experience in the field were more likely to exhibit less interest in user needs. They also found the user-oriented discussion that took place was not grounded in knowledge or data regarding the learners for whom they were currently designing, but rather in their own experiences with online courses. In the case of students with disabilities, these findings favor course designers who have a disability that have also taken online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>As a response to their findings, Rapanta and Cantoni (2013) suggested design teams add user experience anticipation exercises to team meetings and spend more time constructing scenarios about how students and instructors might experience designs. Based on this understanding about users and the likelihood that relating to and understanding users was a focus that degraded with disciplinary experience, Rapanata and Cantoni invited further research on this topic: \u201cAlthough eLearning designers try to empathize with learners and tutors, the extent to which they can do so effectively is in doubt\u201d (p. 775).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Methods and Strategies&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This phenomenological study was carried out using several strategies common to ethnography (van Manen, 1990). Artifact collection and analysis were conducted over the course of approximately seven months. The participants in this study were members of two course design teams at a virtual school sponsored by a Midwestern state. A course design team consisted of a course designer and a course content specialist. Both teams were supervised by a course development manager. One course content specialist was a college professor who had experience teaching math at the college level and teaching math methods to prospective math teachers. The other was an experienced math content writer with a background in education and mathematics. All team members had five or more years of experience designing courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Data Sources&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Several sources of data informed this study, including recorded weekly meetings, instant message logs, course design documents, and resources for course design provided by the virtual school where the course was being designed. In addition to these major data sources, several emails sent back and forth between the researcher and team members were collected.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Recorded Weekly Meetings&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The first major sources of data were the recorded Google Hangout meetings of both course design teams. These meetings ranged from 15 minutes to over 100 minutes sometimes. The course designers met with the course content specialists at least once a week to report on their progress and ask questions about the content or structure of the courses. The course development manager supported the teams during these meetings as needed. During the meetings, the researcher spoke with the participants and answered their questions regarding resources for accessibility. Initially, the researcher tried to keep a low profile and muted her microphone or cut her video, but the team members wanted to see and hear her periodically. So, while she tried not to assume a role as a full member of the team, she did not assume invisibility either. During this study, approximately 40 meetings for each team were held, for a total of 80 meetings.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Instant Message Logs&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In addition to weekly meetings, there were three sets of logs generated within several Google Hangouts: one log for each of the two teams and a collective one. In these messages, team members asked questions about design, reported difficulties, sought advice, and checked on deadlines. They also shared resources for instructional materials. The researcher responded to messages when it was appropriate and sent resources that she thought were related to a group\u2019s current task. Over the course of the study, approximately 200 messages were exchanged.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Course Design Documents&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Each team had a set of documents outlining the objectives of the courses and mapping the progression of content through the courses. These were usually the focal documents of the weekly meetings. Members of both teams had access to each other\u2019s documents, as did the researcher. The researcher only viewed these design documents and did not add information to them.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Course Design Resources Compiled During the Study&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During the study, members of the design team shared resources with each other. These were in the form of links to web pages as well as other documents. Many of these, though perhaps not all, were shared with the researcher. Some examples of the resources the researcher accessed included OpenStax materials from Rice University when one team was identifying resources for teaching complex numbers. Another example was Wolfram Alpha, a computational engine available over the Internet. There were also numerous clips from Khan Academy and YouTube about various mathematical concepts. The examples named here are meant to show the range of types of resources; not all the resources have been included.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Course Design Resources from the Virtual School&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The virtual school where the study was conducted offered video and other resources in the form of articles and industry papers to course designers and course content specialists. These materials were provided in training programs initially, but then were also available to team members as they wished to review them. The materials reflected what the researcher considered very standard instructional design techniques (i.e., identify an objective, design an activity that matches the objective, make sure that activities are engaging for students, and then evaluate outcomes). The school had an agreement to use Algebra II courses from another virtual school. They had been offering a version of the other school\u2019s course for several years. The course development manager indicated that the reason for building their own course was to reduce delivery costs and because school-level leaders requested a new course as part of a new course marketing model. The researcher viewed the materials from the course the school was currently using and occasionally referenced them in meetings. No materials among those offered from the institution focused specifically on disability.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Data Analysis&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Content analysis techniques were used to analyze data from multiple sources. Content analysis involves gathering a corpus or body of information and then organizing that information to identify themes, concepts, or key ideas. The goal of content analysis is to prepare the researcher to make inferences about large amounts of data (Hsieh &amp; Shannon, 2005). Moreover, the type of content analysis in this current study was conventional. A conventional content analysis is generally used in describing a phenomenon (Hsieh &amp; Shannon, 2005). Researchers use this type of design when existing theory or research literature on a phenomenon is limited. During the coding process, the researcher avoided using preconceived categories (Cho &amp; Lee, 2014). Instead, she allowed categories and names for categories to emerge from the data. Another strategy that she used, which is typical for this type of analysis, was to immerse herself in the data to allow new insights to emerge. In this way, categories were developed inductively (Hanington, 2015). This was important since the goal of the study was not to find out whether the course met a researcher\u2019s definition of accessible, but how the course design teams conceptualized and implemented their vision of accessibility.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>After the content analysis, data were coded using open and axial coding germane to grounded theory procedures commonly adopted in qualitative research (Charmaz, 2006). Next, data underwent an additional round of analysis to identify barriers and ensure that all possible strategies course designers might use had been identified.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Findings&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study was a phenomenological inquiry into the literacies of accessibility as displayed by two online course design teams over the course of seven months as they worked to build an Algebra II course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Barriers to Accessible Course Design&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Three types of barriers emerged during the data analysis process. These are highlighted in Figure 2.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"583\" height=\"333\" src=\"https:\/\/lh6.googleusercontent.com\/cP9IYw7uplodObd1iMa_fwoDYaBgOoN49Mv7zTPTHRA4z8t51bUsc-LOdprhcpTyFfKFza-UQmnQPh5IR2OD_GvKCnLom9nR5wOpuBicD-qnTIKg9RUqnNmxmZEl7-ldN2yEFVWV\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><strong>Figure 2<\/strong>. Barriers to accessibility in the Algebra II online course design teams<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Some of these barriers were ideological or belief-based on the part of the team members. Other barriers emerged because of the nature of working within institutions. Finally, there were technological barriers that prevented accessibility. These barriers are depicted with small areas of overlap because of the phenomenological way in which the data were collected. In paying attention to the context, it was possible, for instance, to see how technological barriers may grow out of the fact that the institution provides or sponsors certain technologies and therefore contributes to a technological device or program being a barrier. Also, institutions both promote and exclude (officially or unofficially) certain ways of thinking. This was going to be especially true in a group of designers where some were the consistent, contracted employees of the organization and some were working as subcontractors. As the barriers are reported in these frames, overlap (where it was found to be sufficiently prominent) has been noted. These barriers were named as such because they presented substantial challenges to the course design process. As per the mission of the study, the words \u201cbarrier\u201d and \u201cchallenge\u201d do not imply that the ideas presented were insurmountable or ultimately prohibitive to accessibility. Nevertheless, the framing of barriers does articulate what circumstances gave the teams pause and caused them to engage strategically to determine how to make the courses fit their vision of accessible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Ideological Barriers&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The ideological or belief-based barriers faced by the teams were about math content and about the students with disabilities.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During discussions about how to write alternative text for graphs and images, both course designers asserted a belief that math is a mostly visual discipline and \u201csaying the math aloud\u201d can be confusing or clunky. This made it difficult to conceptualize how to add linguistic information that would be helpful for students with visual impairments, but also for learners who merely preferred to learn by hearing or reading versus seeing. In other cases, moving between the visual and the verbal in mathematics simplified the math, but that presented issues with assessment. The notion of simplification through verbalization presented issues for how to write alternative text. In many cases, such as when working with functions, describing the graph provided all or most of the solution. Thus, whichever way math was conceptualized with regards to the relationship between the visual and the verbal, it was a barrier to the course design process. One course content specialist wrote the following message describing the challenge.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>The challenge is since they are translations of parent graphs, we need to avoid describing their distance from the origin, but focus more on the shape and points that they pass through. If you need me to write the alt text, just let me know. I will be happy to.\u00a0<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Another barrier was the conceptualization of who was taking the course. Further, the teams discussed the number of Algebra II students enrolled for credit recovery, those who enrolled for other reasons, and whether individuals who took the course would or would not have a deep interest in mathematics and desire to take more math. The designers considered why students with disabilities might be taking their courses. In addition, some members of the teams wondered whether and to what extent students with severe disabilities already had equipment or technology that would enable them to access instructional materials, regardless of how it was designed. During these times, the course content managers offered information about who was taking these courses and for what purposes.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From what the researcher could determine, there was no training for user empathy available in the instructional materials for instructional designers. However, the course design manager reported that the entire team was reading a book about design accessibility.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Institutional Barriers&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In addition to ideological barriers, institutional pressures also presented challenges to accessible design.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The design teams strove to generate courses that met Quality Matters (QM) standards. The need to score well on the QM review was important to the teams because they sensed the way in which the institution saw its value. Sometimes, however, there was confusion about what QM required and whether the requirements ran counter to what would benefit diverse students. For example, one of the course content specialists believed that under the QM rubric, point deductions occurred when website links were added that led the user out of the course. However, often links were necessary to send students to a site for support or additional examples. In addition, the course content specialist indicated that she had read data from the virtual school indicating that students liked the links and visited them when they were provided. The overall course design manager indicated that the deductions would only occur when the link led to adult content. After some discussion and checking with QM, the course development manager was deemed correct. Afterward, there was discussion within this team about how to find the particular clip from YouTube and access it without the advertisements on the side that would cause deductions in the QM review.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Also, the designers were encouraged to use Open Educational Resources (OERs) since they are free and regarded to save time overall. However, as could be expected, many of these resources were not ready for immediate use or had other issues. One course content specialist described her impression of some of the materials.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>I definitely wish we had access to some more visually appealing videos, ones that show real-life application or are more engaging versus just someone with a board. If they didn't take so long, I would make them; but I am a very slow video creator.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Even though they provided a starting point for course content specialists, OERs required heavy revising to fit the flow of the new course. Further, most of the examples offered for Algebra II concepts are abstract, rather than practical or real-world. Although the OERs were time-saving in some ways, they seemed to require additional time to revise for greater accessibility. This comment from the course design manager illustrates this challenge:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>We either have to write all the content ourselves and still make it accessible, or we use OER as a starting place and make that content accessible. OER will save us time nearly every time. OER has nothing to do with accessibility.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>These circumstances speak to the larger conversation in the field of educational web course design where there is a lack of clarity and consensus about what constitutes sufficient effort to make courses 508 compliant (e.g., How do we know when we have done due diligence?). This is an ongoing concern for institutions receiving monies from the federal government who are required to be compliant (Jaeger, 2004, 2006, 2008).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Technological Barriers&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although technologies are often thought of as enabling accessibility, this is not always the case.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For example, materials that are going to be read through screen readers must have alternative text. This text is not generated automatically. Someone must write it, which requires time and training. The amount of time in testing the ALT-Text or other accommodations, as well as repairing the minor glitches introduced when accessibility features are added, was a major barrier in this study. For example, the instructional designers had to run extra tests with the script of the problems to ensure that what a student saw on the screen was what the teams wanted them to see. Figure 3 is an example from the course illustrating the complexity of the display of the numbers.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"624\" height=\"372\" src=\"https:\/\/lh4.googleusercontent.com\/ULSuy2WEAv3cnutISiMza6O1Q9XzbZeNw0Wcf2mX3G9_cLy2-WzqBZ7idTFAjBRxtgOawJ7Fa-YkzV0DYS79-HHszcyACEM0YllTZGGa16-sXqERmZbEKhZa_QbdB5vAjh0rKaKy\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><strong>Figure 3.<\/strong> Visual display complexity<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In this screenshot, one can see how demonstrating synthetic division requires number display that attends to direction, and arrows are needed to show users that the numbers will move.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To run complex visual displays, the HTML\/XTML language is also complex, as illustrated in Figure 4.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><img width=\"614\" height=\"326\" src=\"https:\/\/lh6.googleusercontent.com\/ohAdB9wgsInGEhCdDvujXtkl_j1-mPVnyukiuRj0ifssPdJXP6lMvz0fB-qGQlmGUehbAYoxvG5mNawf3DAawabsbzCQimK_h_g38mgNd9h9cuEr01foHJ8V2IFjlrS01walsicW\"><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph {\"align\":\"center\"} -->\n<p class=\"has-text-align-center\"><strong>Figure 4.<\/strong> Math coding blocks example<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Another complication occurred because even though designers were using SoftChalk, there were challenges when trying to interface SoftChalk with screen reading technologies. These challenges were especially likely to arise with complex equations, which was especially frustrating to teams since the documentation provided in SoftChalk\u2019s Volunteer Product Accessibility Tool (VPAT) indicated that the program was accessible. The teams found that free screen readers do not appear to read the alternative text tags produced within the program. The course design specialist overseeing the project indicated that substantial time was spent researching the problem and consulting with the company that created SoftChalk, but no resolution was reached. In the end, the course design specialist and consulting colleagues elected to trust the company\u2019s VPAT.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Strategies for Overcoming Barriers to Accessibility&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>During this study, three types of strategies were identified. These strategies were employed for addressing barriers holistically rather than within the context of a single source (institutional, technological, ideological). These strategies may hold potential for helping course designers overcome the barriers they face in making content more accessible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Content Organization&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The desire to pass the QM review and adhere to institutional goals and norms merged with the need to make accessible content as teams paid close attention to the objectives for each unit and lesson. The objectives and their clear and consistent articulation also reflect a value the institution has for demonstrating alignment to standards and are in accordance with what they believe about good instructional design. The objectives were written and re-written many times throughout the design process. The following is a conversation about the content specialist\u2019s work to understand the relationship between QM review and requirements for objectives.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Course content specialist: <\/strong>There seems to be some confusion. I am getting different information from different people. Do we want the objectives to be written as guiding questions or statements?<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Course designer:<\/strong> We definitely need statements for QM, but we also put them in the lessons as questions. We believe they are more useful to students as questions because they provide them with a means of self-assessing as they progress through the lessons.\u00a0<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Course content specialist:<\/strong> I am open to whatever the group wants to do if we are consistent. In regards to QM, questions are fine as long as the verbs are measurable. So, something like \"Describe\" and \"How would you describe\" would both work.\u00a0<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Course designer:<\/strong> Questions are not fine in QM even if the verbs are measurable, based on our experience going through the QM review process. We have had to add the objective statements even though we have the statements posed as questions with measurable verbs. This has happened every time we did not have the objectives written as statements. So we have just moved toward including the statements as well as the questions.\u00a0<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p><strong>Course content specialist:<\/strong> We are using the standards as the unit objectives, and each is brought down to the applicable lesson; they include the measurable verb. We are also including only the part of the standard that the lesson covers; in some cases, there are multiple objectives or concepts covered in one standard, so we are sure to only use the part of the standard that the lesson addresses. I list these in the unit overview so QM sees these at the beginning of every unit. The guiding questions are written in the lessons themselves to help guide the students and think about what they will learn in the lesson.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>This interest in identifying objectives as incremental ideas for instructional delivery was also a prevalent element in the training materials that the members of the design teams were using. The researcher supposed that the goal was to see content pieced into very small tasks with clear objectives; accessibility could be bolstered by helping students know what they were supposed to learn and, therefore, helping them access the content. However, the course manager disagreed with this assessment, saying that the group never discussed how objectives related to accessibility.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Content Presentation&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The course designers also paid close attention to the presentation of the content. One team worked carefully to incorporate thematic ideas from lesson to lesson that would create coherence. This team also changed the pronoun language in the materials to directly address the student (e.g., You will learn \u2026) to simplify the other aspects of language (commands to do a task, action verbs, feedback, and more). The other team considered ways that they might introduce group work and project-based learning for some concepts. In addition, the course development manager stressed that content presentation in alternative formats and videos with captions were the primary strategies for increasing accessibility. The school also hired a separate contractor to write equations that would be compatible with the instructional delivery and learning management system. One of the course designers reported on one of these efforts.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>I ran the first set of the script through Blackboard math editor, then copied the Bb generated equation to [the] SC [SoftChalk] math editor, then it displayed correctly.<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>In the cases where videos had already been captioned or transcribed but were deemed inadequate, they were professionally captioned and or transcribed. This work was completed by a captioning service who was not involved in the study.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Advocacy&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As the course designers worked, they became more interested in conceptualizing the learners as well as the environments in which students would work. One team began asking questions about what on-site mentors might know about supporting students and suggested training materials for them. As these seeds of interest grew to advocacy, the designers began to think of their work as a task not just where they wrote instructional materials, but where they made opportunities for students. These interests may have emerged through working with the course as well as during the book study they engaged in together.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Discussion&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The findings of this study suggest that course design work requires the negotiation of ideological, institutional, and technological barriers that threaten the accessibility of content. This accessibility is vital for the participation, persistence, and positive learning outcomes of students with disabilities enrolled in online courses. Further, there are implications for this work that resonate in the practice of designing and delivering online courses, the research on course design, and the policies that govern course design evaluation and monitoring.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Addressing Ideological Barriers&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Course designers benefit from as much understanding of their course audience as possible. Further, there may be a host of unexamined societal norms that include the supposition that a person with a disability should fend for themselves because there are so few individuals with certain disabilities that inadvertently permeate tasks like course design. If meeting the guidelines of Section 508 is important, however, it does not matter if one person needs audio support or if 1,000 do. Further, course designers were supported in their thinking that there were few students with disabilities in their courses by data. However, one reason the students might not be in a course is because that course is inaccessible. If full inclusion is a goal, then the training materials could be updated to provide information about accessibility in general, as well as how students with certain types of disabilities are accommodated.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Addressing Institutional Barriers&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Scoring high on QM reviews and attending to design directives takes a lot of time; much of this time is to ensure that teams are working efficiently and there is some standard for evaluation. The question is not whether there should be quality standards, but whether the QM (or any set) are the right standards to judge every goal. The course development manager cited additional standards used in the past and cross-walked standards in addition to those of QM. In applying the standards and gathering data on whether students are successful in the courses (including who is successful and under what circumstances), this and other institutions can make decisions about improvements to courses and improvements to standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Addressing Technological Barriers&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although it may be easy for an organization to say that they have done due diligence when the software is not available, the willingness of the course designers to advocate for on-site mentor information could be carried into the software world. If large organizations are not demanding software that enables accessible content, there is no reason to believe that software companies will do it of their own accord. Working with these companies to identify accessibility needs and make personalization preferences known could make a difference over time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Conclusion&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This study sought to describe the work of making courses accessible to students with disabilities. The findings highlight the barriers and opportunities the course design teams faced as they grappled with the complexity of creating accessible courses. Specifically, the descriptions here challenge the notion that accessibility is merely a matter of automation using programs or motivation within individuals and groups. Instead, accessibility is something that grows out of a constellation of institutional affordances and professional knowledge over time as a course comes to be. This study was phenomenological in nature, and therefore, no direct generalizability is implied in the findings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instead, this work offers the opportunity for resonance with other K-12 online programs who employ course designers, particularly if those designers work in teams. Administrators in these programs might ask themselves questions such as:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>What materials are provided to course designers?&nbsp;<\/li><li>What do these materials imply about our orientation to accessibility?&nbsp;<\/li><li>What do we have to do to give designers the time they need to do their work well?&nbsp;<\/li><li>How can we ensure that we are constantly updating our technological infrastructure so that design reflects the best available resources for accessibility?&nbsp;<\/li><li>How can we make sure that course designers know who our learners are and what we think are important outcomes for them?&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>With the likelihood that online learning will continue to grow and design work will continue to fragment, rather than become more cohesive, supporting the literacies of course design is a promising pathway to courses that are both more accessible and enjoyable for students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Adelstein, D., &amp; Barbour, M. K. (2016). Redesigning design: Field testing a revised design rubric based of iNACOL quality course standards. <em>International Journal of E-Learning &amp; Distance Education<\/em>, 31(2). <a href=\"http:\/\/www.ijede.ca\/index.php\/jde\/article\/view\/976\/1647\">http:\/\/www.ijede.ca\/index.php\/jde\/article\/view\/976\/1647<\/a>\u00a0\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Archambault, L., &amp; Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States.<em> Contemporary Issues in Technology and Teacher Education<\/em>, 9(1), 71-88.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M., Archambault, L., &amp; DiPietro, M. (2013). K\u201312 online distance education: Issues and frameworks. <em>American Journal of Distance Education<\/em>, 27, 1-3.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Stevens, M. A., &amp; Waters, L. H. (2015). Parent and student perceptions of parent engagement at a cyber charter high school. <em>Online Learning<\/em>, 19(5), 69-91.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bullough, R. V. (1992). Beginning teacher curriculum decision making, personal teaching metaphors, and teacher education. <em>Teaching and Teacher Education<\/em>, 8(3), 239-252.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Carter, R. A., Jr. &amp; Rice, M. (2016). Administrator work in leveraging technologies for students with disabilities in online coursework. <em>Journal of Special Education Technology<\/em>, 31(3), 137-146.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cho, J. Y., &amp; Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. <em>The Qualitative Report<\/em>, 19(32), 1.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Connelly, F. M., Clandinin, D. J., &amp; He, M. F. (1997). Teachers\u2019 personal practical knowledge on the professional knowledge landscape. <em>Teaching and Teacher Education<\/em>, 13(7), 665-674.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Danforth, S. (2015). Under the mentorship of John Dewey: Democratic lessons for inclusive Education.<em> In Foundations of Inclusive Education Research<\/em> (pp. 133-148). Bingley, UK: Emerald Group Publishing Limited.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dewey, J. (2013). <em>The school and society and the child and the curriculum<\/em>. Chicago, IL; University of Chicago Press.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dick, W. C. l., &amp; Carey, J. (2005). <em>The systematic design of instruction<\/em>. New York, NY: Pearson Higher Education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Drexler, W. (in press). Personal learning environments in K-12 setting. In R. Ferdig and K. Kennedy (Eds.) <em>Handbook of research on K-12 online and blended learning<\/em>. Pittsburgh, PA: ETC Press.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Franklin, T. O., Rice, M., East, T., &amp; Mellard, D.F. (2015). <em>Enrollment, persistence, progress, and Achievement:<\/em> School Superintendent Forum Proceedings (Report No. 1). Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas.  <a href=\"http:\/\/www.centerononlinelearning.res.ku.edu\/wp-content\/uploads\/2017\/04\/Superintendent_Topic_1_Summary_UpdatedNovember11.2015.pdf \u00a0\" target=\"_blank\" aria-label=\"http:\/\/www.centerononlinelearning.res.ku.edu\/wp-content\/uploads\/2017\/04\/Superintendent_Topic_1_Summary_UpdatedNovember11.2015.pdf \u00a0 (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">http:\/\/www.centerononlinelearning.res.ku.edu\/wp-content\/uploads\/2017\/04\/Superintendent_Topic_1_Summary_UpdatedNovember11.2015.pdf \u00a0<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;Greer, D., Rice, M., &amp; Deshler, D. (2014). Applying principles of text complexity to online learning environments. <em>Perspectives on Language and Literacy<\/em>, 40(1), 9-14.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hanington, B. (2015). Making methods work: 10 rules of thumb for design research.<em> Archives of Design Research<\/em>, 28(1), 41-51.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hsieh, H. F., &amp; Shannon, S. E. (2005). Three approaches to qualitative content analysis. <em>Qualitative Health Research<\/em>, 15(9), 1277-1288.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Individuals with Disabilities Education Act (IDEA), 20 U.S.C. \u00a7 1400 (2004).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Jaeger, P. T. (2008). User-centered policy evaluations of section 508 of the rehabilitation act: Evaluating e-government web sites for accessibility for persons with disabilities. <em>Journal of Disability Policy Studies<\/em>, 19(1), 24-33.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Jaeger, P. T. (2006). Assessing Section 508 compliance on federal e-government Web sites: A multi-method, user-centered evaluation of accessibility for persons with disabilities. <em>Government Information Quarterly<\/em>, 23(2), 169-190.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Jaeger, P. T. (2004). Beyond Section 508: The spectrum of legal requirements for accessible e-government Web sites in the United States. <em>Journal of Government Information<\/em>, 30(4), 518-533.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Johansson\u2010Sk\u00f6ldberg, U., Woodilla, J., &amp; \u00c7etinkaya, M. (2013). Design thinking: past, present and possible futures. <em>Creativity and Innovation Management<\/em>, 22(2), 121-146.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kim, J., &amp; Ryu, H. (2014). A design thinking rationality framework: framing and solving design problems in early concept generation. <em>Human\u2013Computer Interaction<\/em>, 29(5-6), 516- 553.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Miron, G. (2016). <em>Review of the policy framework for online charter schools<\/em>. National Education Policy Center. <a href=\"http:\/\/nepc.colorado.edu\/files\/reviews\/TTR%20Miron%20Online%20Charters_0.pdf\">http:\/\/nepc.colorado.edu\/files\/reviews\/TTR%20Miron%20Online%20Charters_0.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Molnar, A., Miron, G., Huerta, L., King Rice, J., Cuban, L., Horvitz, B., &amp; Rankin Shafer, S. (2013). <em>Virtual schools in the US 2013: Politics, performance, policy, and research evidence. <\/em>Boulder, CO: National Education Policy Center. <a href=\"http:\/\/files.eric.ed.gov\/fulltext\/ED558723.pdf\">http:\/\/files.eric.ed.gov\/fulltext\/ED558723.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Moore, M. G., &amp; Kearsley, G. (2011). <em>Distance Education: A systems view of online learning, Third Edition.<\/em> Wadsworth Publishing Company. California, USA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mulliken, A., &amp; Djenno, M. (2017). Faculty visions for teaching web accessibility within LIS curricula in the United States: A qualitative study. <em>The Library Quarterly<\/em>, 87(1), 36-54.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Olson, M. R. (1995). Conceptualizing narrative authority: Implications for teacher education. <em>Teaching and teacher education<\/em>, 11(2), 119-135.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Picciano, A. G., &amp; Seaman, J. (2008). K-12 online learning: <em>A 2008 follow-up of the survey of US school administrators.<\/em> Newburyport, MA: Sloan Consortium.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Picciano, A. G., Seaman, J., &amp; Day, S. L. (2015). Online learning in Illinois high schools: The voices of principals. In T. Heafner, R. Hartshorne, &amp; T. Petty (Eds.), <em>Exploring the effectiveness of online education in K-12 environments<\/em> (pp. 1-18). Hershey, PA: IGI Global.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rapanta, C., &amp; Cantoni, L. (2014). Being in the users\u2019 shoes: Anticipating experience while designing online courses. <em>British Journal of Educational Technology<\/em>, 45(5), 765-777.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rehabilitation Act of 1973, as amended by \u00a7 508, 29 U.S.C. \u00a7 794(d) (1998).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. (2018). Too many words, too little support. Vocabulary support in online science courses. <em>International Journal of Web-Based Learning and Teaching Technologies<\/em> 13(2).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. (2017). Analyzing text cohesion in online learning environments: Implications for students with reading difficulties. <em>Bord\u00f3n Revista de Pedagog\u00eda<\/em>, 69(3), 107-123.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. F., &amp; Carter Jr, R. A. (2016). Online teacher work to support self-regulation of learning in students with disabilities at a fully online state virtual school. <em>Online Learning<\/em>, 20(4), 118-135.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., &amp; Carter, Jr., R. A. (2015). When we talk about compliance it\u2019s because we lived it: Online educators\u2019 experiences supporting students with disabilities. <em>Online Learning<\/em>, 19(5), 18-36.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., Mellard, D., Pace, J., &amp; Carter, Jr., R. A. (2016). <em>Meeting the needs of students with disabilities in K-12 online learning: An analysis of the iNACOL course standards.<\/em> Michigan Virtual. <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/\">https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rose, D. (2000). Universal design for learning. <em>Journal of Special Education Technology<\/em>, 15(4), 47-51.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>van Manen, M. (1990). <em>Researching lived experience<\/em>. New York, NY: State University of New York Press.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Waters, L. H., Menchaca, M. P., &amp; Borup, J. (2014). Parental involvement in K-12 online and blended learning. In <em>Handbook of research on K-12 online and blended learning<\/em> (pp. 303-323). Pittsburgh, PA: ETC Press.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Virtual School Course Design: Accommodating Students With Disabilities",
            "excerpt": "An adequate, sustainable force of educators with strong preparation for working with students with disabilities has been difficult to secure in traditional settings; that shortage exists in online settings as well. While there are nascent understandings about instructor work with students with disabilities in K-12 online settings, understanding about course design for diverse learners, including those with disabilities, is lacking.",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Michigan Virtual Annual Reports<\/h1>\t\t\n\t\t\t<a href=\"\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t2022-23 Annual Report\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"791\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-Cover-Front-FINAL2023-11-21-791x1024.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Annual Report: 2022-23<\/h2>\t\t\n\t\t<p>For over 20 years, we have worked tirelessly to outpace the changing tides of technology and demonstrate the many promises of online and blended learning.<\/p><p>This Annual Report provides highlights of\u00a0<em>Michigan Virtual\u2019s<\/em> student learning, professional learning, and research activities for the 2022-23 fiscal year.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t2022-23 Annual Report\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Previous Reports<\/h2>\t\t\n\t\t<ul>\n        <li><a href=\"\/wp-content\/uploads\/2022\/11\/Annual-Report-2021-22-Web.pdf\" target=\"_blank\" rel=\"noopener\">2022 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/Annual-Report-2020-21.pdf\" target=\"_blank\" rel=\"noopener\">2021 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/11\/Annual-Report-2019-20.pdf\" target=\"_blank\" rel=\"noopener\">2020 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/2018-2019-Michigan-Virtual-Annual-Report.pdf\" target=\"_blank\" rel=\"noopener\">2019 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/11\/Annual-Report-2017-18-web.pdf\" target=\"_blank\" rel=\"noopener\">2018 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/Annual-Report-2016-17-FINAL-1.pdf\" target=\"_blank\" rel=\"noopener\">2017 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2016.pdf\" target=\"_blank\" rel=\"noopener\">2016 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2015.pdf\" target=\"_blank\" rel=\"noopener\">2015 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2014.pdf\" target=\"_blank\" rel=\"noopener\">2014 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2013.pdf\" target=\"_blank\" rel=\"noopener\">2013 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2012.pdf\" target=\"_blank\" rel=\"noopener\">2012 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2011.pdf\" target=\"_blank\" rel=\"noopener\">2011 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2010.pdf\" target=\"_blank\" rel=\"noopener\">2010 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2009.pdf\" target=\"_blank\" rel=\"noopener\">2009 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/legislative_report_2008.pdf\" target=\"_blank\" rel=\"noopener\">2008 Report<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/03\/legislative_report_1999-2005.pdf\" target=\"_blank\" rel=\"noopener\">1999-2005 Report<\/a><\/li>\n<\/ul>",
            "title": "Annual Reports",
            "excerpt": "The Annual Report (previously known as the Legislative Report or Legislature Report) includes highlights from our past fiscal year. You will learn about some of the exciting, new opportunities we created for students and education personnel, as well as about the key findings from our Institute\u2019s cutting-edge research.",
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            "path": "\/blog\/live-episode-rebel-u\/",
            "author_id": 48,
            "timestamp": 1519084272,
            "content": "\r\n\r\nIn this episode another podcast about \u2026 podcasts?\r\n\r\n<strong>Now, here are the notes:<\/strong>\r\n\r\n<img class=\"alignleft wp-image-19112 size-medium\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/Godfrey-Lee-Public-Schools-Rebel-U-300x225.png\" alt=\"Godfrey-Lee Public Schools Rebel U Shield\" width=\"300\" height=\"225\" \/>Jeff talks about the start of his podcast session at\u00a0Rebel U. You can check out his\u00a0<a href=\"http:\/\/bit.ly\/ru18podcast\">slide deck here<\/a>\u00a0and jump into the\u00a0<a href=\"https:\/\/padlet.com\/jgerlach1\/rebelu\">padlet here<\/a>.\r\n\r\nYou can also check out\u00a0<a href=\"https:\/\/www.theatlantic.com\/education\/archive\/2016\/03\/the-benefits-of-podcasts-in-class\/473925\/\">an article<\/a>\u00a0he used as an activator in his session. The article by teacher and author Michael Godsey illustrates how Godsey found value incorporating podcasts into his classroom.\r\n\r\nTeachers from Jeff\u2019s session at Rebel U explain why they might consider using podcasts in their classroom!\r\n\r\nErin discusses\u00a0<a href=\"http:\/\/podcast.storypirates.com\/\">Story Pirates<\/a>, a favorite podcast for her colleague\u2019s kiddos.\r\n\r\nIn the #campfireQ segment we work on answering the question: What is your favorite aspect of facilitating a learning session with teachers? Erin and Jeff share their faves and chat a bit about\u00a0<a href=\"https:\/\/plp.mivu.org\/Registration.aspx?section=2352\">learn.BLEND.lead.<\/a>, a yearlong program for teachers who are ready to dive deeper into integrating technology in their classroom in meaningful ways.\r\n\r\nAs always, if you want to subscribe, check us out on\u00a0<a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\">iTunes<\/a>,\u00a0<a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a>\u00a0and\u00a0<a href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>!",
            "title": "Podcast: Live Episode @ Rebel U",
            "excerpt": "In this episode, Jeff shares some audio from a recent teacher professional development session on podcasts, then Jeff and Erin chat about using classroom experience to shape professional learning. ",
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            "id": 27376,
            "path": "\/research\/publications\/exploring-the-impact-of-student-instructor-and-course-level-factors-on-student-learning-in-online-english-language-and-literature-courses\/",
            "author_id": 54,
            "timestamp": 1518411600,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/ELL-Report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignright size-medium wp-image-1309\" style=\"border: 3px solid #093c44\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/ell-report-cover.png\" alt=\"Exploring the Impact of Student-, Instructor-, and Course-level Factors on Student Learning in Online English Language and Literature Courses\" width=\"232\" height=\"300\" \/><\/a>The number of K-12 students taking online courses has increased tremendously over the past few years. However, while most current research in online learning focuses either on comparing its overall effectiveness with traditional learning or examining perceptions or interactions using self-reported data, scant research has looked into online design elements and students\u2019 learning outcome in K-12 settings. This report seeks to explore how the combination of three main online education components\u2014student, instructor, and course design\u2014contribute to students\u2019 online learning success in high school English language and literature courses.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/ELL-Report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5><strong>Written By<\/strong><\/h5>\n<ul>\n \t<li>BinBin Zheng - <em>Michigan State University<\/em><\/li>\n<\/ul>\n<h5><strong>What we already know<\/strong><\/h5>\n<ul>\n \t<li>Mixed findings were reported regarding the effectiveness of online language courses.<\/li>\n \t<li>Key obstacles in online language learning include the lack of sufficient interactions, immediate feedback, and technology training.<\/li>\n \t<li>Self-reported online interactions significantly predicted students\u2019 academic achievement.<\/li>\n<\/ul>\n<h5><strong>What this report adds<\/strong><\/h5>\n<ul>\n \t<li>Project-based assignments were beneficial for all students in online English language courses.<\/li>\n \t<li>Text-based learning resources, such as instructor guides, helped students gain better learning outcomes at the end of the semester.<\/li>\n \t<li>Engaging students in more low-level knowledge activities, such as remembering, had a negative impact on their learning outcomes.<\/li>\n \t<li>Giving students autonomy in their own learning, promoting discussion and feedback exchange, and strengthening students\u2019 sense of audience and authorship were of vital importance to students\u2019 success with online language learning.<\/li>\n<\/ul>\n<h5><strong>Implications for practice and\/or policy<\/strong><\/h5>\n<ul>\n \t<li>Course designers could consider incorporating project-based assignments in online language courses, which usually involve higher-level knowledge skills (e.g., analyze, evaluate, and create), as it may increase students\u2019 learning outcomes.<\/li>\n \t<li>Online teachers and course designers should not use the online discussion board simply as a platform for submitting written assignments; instead, it should be fully explored to maximize its affordance for interaction and feedback exchange.<\/li>\n \t<li>Online instructors or course designers could consider including more text-mapping or organizers to better scaffold students\u2019 reading comprehension and writing process in English language courses.<\/li>\n<\/ul>",
            "title": "Exploring the Impact of Student-, Instructor-, and Course-level Factors on Student Learning in Online English Language and Literature Courses",
            "excerpt": "The number of K-12 students taking online courses has increased tremendously over the past few years. However, while most current research in online learning focuses either on comparing its overall effectiveness with traditional learning or examining perceptions or interactions using self-reported data, scant research has looked into online design elements and students\u2019 learning outcome in K-12 settings. This report seeks to explore how the combination of three main online education components\u2014student, instructor, and course design\u2014contribute to students\u2019 online learning success in high school English language and literature courses.",
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        {
            "id": 10936,
            "path": "\/professionals\/mde\/",
            "author_id": 21,
            "timestamp": 1518106740,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>MDE and Michigan Virtual Partnership<\/h1>\t\t\n\t\t<p><i>Michigan Virtual\u00a0<\/i>offers over 350 professional development courses that can be bundled into thematic pathways that meet the needs of your school or district\u2019s improvement plan. These pathways are entirely customizable. Our professional learning specialists will help you design a plan tailored to the needs of your educators. You can pick just one class or several with both free and affordable options, as well as online and face-to-face training and events.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/courses\/professional\/?partner=mde\">\n\t\t\t\t\t\tView All MDE Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Assessment Security Training<\/h2>\t\t\n\t\t<p>This MDE-approved course will help you establish and maintain appropriate and secure test administration practices. When test day comes around, this course will help you build a fair testing environment.<\/p><p>One-hour | self-paced course |\u00a0<strong>free<\/strong>\u00a0of charge<\/p>\t\t\t\t\n\t\t\t<h2>Early Literacy Essentials Training<\/h2>\t\t\n\t\t<p>These MDE-approved courses help address our state\u2019s most pressing literacy issues, including Michigan\u2019s ranking as 41st among U.S. states in 4th-grade reading scores and the fact that less than 50 percent of Michigan 3rd graders are proficient readers.<\/p><p>Research suggests that the practices overviewed in these courses will have a positive impact on literacy development. We believe that the use of these practices in every classroom every day could make a measurable positive difference in the State\u2019s literacy achievement.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/earlyliteracy\/\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/literacy-essentials-header-image-1024x683.jpg\" alt=\"children reading books\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"2048\" height=\"1365\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/05\/smug-teacher.jpg\" alt=\"Happy high school teacher looking at camera during the class in the classroom.\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Seclusion &amp; Restraint Awareness Training<\/h2>\t\t\n\t\t<p>This one hour, self-paced course \u2014 created in partnership with MDE \u2014 fulfills the State of Michigan requirements for seclusion &amp; restraint awareness training.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/course\/seclusion-and-restraint\/\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Computer Science Standards: A Primer for K-5 Teachers<\/h2>\t\t\n\t\t<p>For Michigan\u2019s students to be competitive in the 21st-century economy, it is critical that they have access to computer science learning opportunities. Why? Because they need to develop skills and aptitudes in computer science that equip them to navigate new and emerging innovations.<\/p><p>In partnership with the\u00a0<em>Michigan Department of Education<\/em>, we have developed a course that provides an overview of Michigan\u2019s K-12 Computer Science Standards and demonstrate how they can be integrated with existing teaching practice in a K-5 classroom setting.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/computer-science-standards-courses\/\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"2048\" height=\"1363\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/glenn-carstens-peters-203007.jpg\" alt=\"hands typing on laptop\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"2048\" height=\"1365\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/elementary-students-raising-hands.jpg\" alt=\"Elementary students raising their hands\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Educator Evaluation in MI<\/h2>\t\t\n\t\t<p>This set of courses explores specific strategies and opportunities that empower participants to take ownership of their evaluation and become the driving force behind their own professional growth. Participants will learn how to leverage specific strategies and opportunities to engage in evaluation cycles, including self-reflection and goal-setting, student growth planning and tracking, identifying professional learning needs and opportunities, processing and implementing feedback, gathering evidence of effective practice, and preparing for evaluation conferences.<\/p>\t\t\t\t\n\t\t\t<h2>Future Proud Michigan Educator (Student Course)<\/h2>\t\t\n\t\t<p>Future Proud Michigan Educators is a course designed to raise student awareness of educational strategies, systems, and professions. This course engages learners in a study of student identity and the ways in which those identities are developed in learning communities. The lessons and activities provide a telescopic perspective while supporting individual learners to consider their personal microscopic perspectives. Students will examine issues that affect their education, including personal and systemic influences. Through classroom assignments and clinical experiences, students will analyze teaching and learning practices as they experience mentorship and participatory learning. Students will use the course content and experiences to reflect on and prepare for their own educational pathways.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/future-proud-michigan-educator\/\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"2121\" height=\"1414\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/iStock-1035393476.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"2048\" height=\"1430\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/iStock-546011660.jpg\" alt=\"Teacher meeting\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>MDE Facilitating Future Proud Michigan Educator: Explore<\/h2>\t\t\n\t\t<p>The Future Proud Michigan Educator Program (Future PME) asks motivated and capable instructors to help Michigan\u2019s efforts in enticing and maintaining a strong teacher workforce. In this preparation course, you will become familiar with your role as a teacher educator helping future educators, including students in grade 6-12, navigate their unique pathways through this program. You will learn about theory and current movements in teacher preparation designed to best support those on their way to seeking certification.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/mde-facilitating-future-proud-michigan-educator-explore\/\">\n\t\t\t\t\t\tLearn more\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Free SEL Training for Educators<\/h2>\t\t\n\t\t<p>In partnership with the Michigan Department of Education, we\u2019ve created a series of free online courses that inform educators on best practices in social emotional learning:<\/p>\t\t\t\t\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-creating-a-professional-culture-based-on-sel\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCreating a Professional Culture Based on SEL\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-trauma-informed-support\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tTrauma-Informed Support\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-integrating-sel-into-culturally-responsive-classrooms\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tIntegrating SEL Into Culturally Responsive Classrooms\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-introduction-to-sel\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tIntroduction to SEL\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-embedding-sel-schoolwide\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEmbedding SEL Schoolwide\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Browse all Professional Learning Courses<\/h2>\t\t\n\t\t\t<p>Access 300+ high-quality courses, meet professional development requirements and earn State Continuing Education Clock Hours!<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tView all our professional courses\n\t\t\t\t\t<\/a>",
            "title": "MDE Courses",
            "excerpt": "MDE and Michigan Virtual Partnership Michigan Virtual\u00a0offers over 350 professional development courses that can be bundled into thematic pathways that meet the needs of your school or district\u2019s improvement plan. These pathways are entirely customizable. Our professional learning specialists will help you design a plan tailored to the needs of your educators. You can pick...",
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            "id": 27377,
            "path": "\/research\/publications\/examining-online-research-in-higher-education-what-can-we-replicate-in-k-12\/",
            "author_id": 54,
            "timestamp": 1518066000,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/examining-online-research-in-higher-education.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignright size-medium wp-image-1309\" style=\"border: 3px solid #093c44\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/examining-online-research-in-higher-education-cover.png\" alt=\"Examining Online Research in Higher Education: What Can We Replicate in K-12?\" width=\"232\" height=\"300\" \/><\/a>One of the best ways for practitioners and scholars to understand what is already known in a field is to undertake a review of the existing literature. The existing literature related to K-12 distance, online and blended learning is still developing. What has been published is heavy on the practitioner experience - either the direct telling of the experience by the practitioner or through the use of researcher surveys designed to capture the perceptions of the practitioners' experience. Further, the available research rarely makes use of validated instruments or established theoretical and conceptual frameworks to guide their studies. However, research into distance, online, and blended learning with adult populations has a much richer and longstanding history. This report seeks to describe a series of studies that have been conducted with adult populations that may be of particular interest to researchers and practitioners in the K-12 distance, online, and blended environments.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/examining-online-research-in-higher-education.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5><strong>Written By<\/strong><\/h5>\n<ul>\n \t<li>Michael K. Barbour - <em>Touro University<\/em><\/li>\n<\/ul>\n<h5><strong>What we already know<\/strong><\/h5>\n<ul>\n \t<li>One of the difficulties, at least in terms of the ability for this research to help guide the practice of K-12 distance, online, and blended learning, is that much of this research is contextually specific or methodologically limited.<\/li>\n \t<li>This is not to say that it is bad research, just that the lessons that we learn from these studies are often based on the perceptions of or are mainly applicable to those involved in that specific environment.<\/li>\n \t<li>However, there is a robust literature and research base in distance and online learning with adult populations and an increasingly growing body focused on blended learning.<\/li>\n<\/ul>\n<h5><strong>What this report adds<\/strong><\/h5>\n<ul>\n \t<li>The report seeks to provide guidance for K-12 scholars in the research that has been done in distance, online, and blended learning with adult populations, particularly with respect to methodological issues.<\/li>\n \t<li>The report also explores promising practices for K-12 that have been shown to have success in adult contexts, with the caveat that there are differences in the adult learner and the child or adolescent learner.<\/li>\n<\/ul>\n<h5><strong>Implications for practice and\/or policy<\/strong><\/h5>\n<ul>\n \t<li>If research in the field is ever going to reach a point where it can truly guide the practice of K-12 distance, online, and blended learning without having to provide numerous caveats and qualifications, following in the footsteps of our colleagues who conduct research with adult populations will be required.<\/li>\n \t<li>Researchers need to ensure that their methodological techniques continue to become more sophisticated by using or adopting validated instruments.<\/li>\n \t<li>Researchers need to ground their studies in established theoretical and conceptual frameworks, such as the theory of transactional distance, the theory of social presence, and the Communities of Inquiry framework.<\/li>\n<\/ul>",
            "title": "Examining Online Research in Higher Education: What Can We Replicate in K-12?",
            "excerpt": "One of the best ways for practitioners and scholars to understand what is already known in a field is to undertake a review of the existing literature. The existing literature related to K-12 distance, online and blended learning is still developing. This report seeks to describe a series of studies that have been conducted with adult populations that may be of particular interest to researchers and practitioners in the K-12 distance, online, and blended environments.",
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            "id": 19107,
            "path": "\/blog\/campfire-podcast-anchors-away\/",
            "author_id": 48,
            "timestamp": 1517087858,
            "content": "\r\n\r\nA podcast about\u2026 podcasts! Jeff and Erin discuss a cool tool (<a href=\"http:\/\/anchor.fm\/\">anchor.fm<\/a>) for recording podcasts and how teachers might think about using podcasts in the classroom.\r\n\r\n<img class=\"alignleft wp-image-19109 size-medium\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/12\/iStock-600994292-300x200.jpg\" alt=\"Anchor in Sand\" width=\"300\" height=\"200\" \/>\r\n\r\n<strong>The notes:<\/strong>\r\n\r\nWe chat about the weather \u2014 and the crazy amount of snow that\u2019s falling in northern Michigan!\r\n\r\nJeff shares about\u00a0<a href=\"http:\/\/anchor.fm\/\" target=\"_blank\" rel=\"noopener noreferrer\">anchor.fm<\/a>, a great app and website to simply create podcasts and send them out to listeners.\r\n\r\nIn the #campfireQ segment we work on answering the question: how can podcasts be used in the classroom? We came up with some ideas that range from parental connection to student reflection. We also mentioned\u00a0<a href=\"https:\/\/www.theatlantic.com\/education\/archive\/2016\/03\/the-benefits-of-podcasts-in-class\/473925\/\">this great article<\/a>that explores how a teacher encouraged his students to read by listening to a podcast and following along with the transcripts, and\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=KcErO83ZMIM&amp;index=1&amp;list=PLvzOwE5lWqhRAPeiK3Vc2KAkblguTP-84\">this video<\/a>\u00a0about how\u00a0<a href=\"http:\/\/www.radiolab.org\/series\/podcasts\/\">Radiolab<\/a>\u00a0plans and produces their podcast. Last, we promised you a link to\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/1Z2xHACvXkp9DnE_LIR9CUnDghiWXAHFjZYJ2q1nV6NI\/edit?usp=sharing\">this document<\/a>\u00a0where we\u2019ve started to list podcasts that could relate to subject areas (if you have more ideas than what we\u2019ve listed we\u2019d love to hear them!)\r\n\r\n<hr \/>\r\n\r\nAs always, if you want to subscribe, check us out on\u00a0<a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\">iTunes<\/a>,\u00a0<a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a>\u00a0and\u00a0<a href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>!",
            "title": "Podcast: Anchors Away!",
            "excerpt": "In this episode a podcast about \u2026 podcasts! Jeff and Erin discuss a cool tool for recording podcasts and how teachers might think about using podcasts in the classroom. ",
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        {
            "id": 10611,
            "path": "\/subscribe\/",
            "author_id": 12,
            "timestamp": 1516306177,
            "content": "<h1>Subscribe Today!<\/h1>\t\t\n\t\t\tStay up to date on the latest advances in online and blended learning. Using the form below, you can choose which types of content you would like to receive from Michigan Virtual\u00a0\u2014 including our monthly newsletter, blog notifications, and\/or event and product updates. If you let us know which topics interest you, we'll do our best to send you content tailored to your needs!",
            "title": "Subscribe",
            "excerpt": "Subscribe Today! Stay up to date on the latest advances in online and blended learning. Using the form below, you can choose which types of content you would like to receive from Michigan Virtual\u00a0\u2014 including our monthly newsletter, blog notifications, and\/or event and product updates. If you let us know which topics interest you, we&#8217;ll...",
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            "id": 10587,
            "path": "\/about\/news\/essentials-courses-now-available-for-statewide-enrollment\/",
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            "content": "<span style=\"font-weight: 400\">LANSING, MI \u2014 <\/span><i><span style=\"font-weight: 400\">Michigan Virtual\u2122<\/span><\/i><span style=\"font-weight: 400\">\u2019s Credit Recovery courses have been renamed <\/span><a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\"><span style=\"font-weight: 400\">\u201cEssentials\u201d <\/span><\/a><span style=\"font-weight: 400\">and are now available for statewide enrollment. These 27 core classes are <\/span><span style=\"font-weight: 400\">designed for students who either need to recover credits due to previously failing the equivalent course in their local educational setting, or for students enrolled in approved alternative education programs. <\/span><span style=\"font-weight: 400\">All Essentials courses include mentor training and comprehensive student orientation modules at no additional cost. <\/span>\n\n<span style=\"font-weight: 400\">These courses will soon be listed as \u201cEssentials\u201d both on <\/span><i><span style=\"font-weight: 400\">Michigan Virtual\u2019s <\/span><\/i><span style=\"font-weight: 400\">website and in CEMS for enrollment. During this transition period, however, some items may still be listed as \u00a0\u201cCredit Recovery (CR).\u201d Educators can rest assured that these courses are still the same high-quality, teacher-supported courses that students have taken in the past. <\/span>\n\n<span style=\"font-weight: 400\">Students who would like to take an Essentials class are now able to do so through the typical CEMS enrollment process. The course catalog for our Essentials courses can be found <\/span><a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?deliveryformat=credit%20recovery\"><span style=\"font-weight: 400\">here<\/span><\/a><span style=\"font-weight: 400\">. <\/span>\n\n<span style=\"font-weight: 400\">By enrolling a student in an Essentials course, schools still express a willingness to have their mentors complete brief online training on:<\/span>\n<ul>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How to successfully coach students enrolled in this program<\/span><\/li>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How to use the Essentials course platform<\/span><\/li>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How to use Shmoop<\/span><\/li>\n \t<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How to use the unique supplemental features added to select courses via our Blackboard LMS<\/span><\/li>\n<\/ul>\n<span style=\"font-weight: 400\">This training, estimated to take no more than 2 hours, is now available in a self-paced, online course through <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\">\u2019s Professional Learning Portal.<\/span>\n\n<span style=\"font-weight: 400\">Registration for this training course can be found <\/span><a href=\"https:\/\/plp.mivu.org\/Registration.aspx?section=2113\"><span style=\"font-weight: 400\">here<\/span><\/a><span style=\"font-weight: 400\">. <\/span><span style=\"font-weight: 400\">\n<\/span>\n\n<span style=\"font-weight: 400\">Because they are designed around evidence-based best practices for supporting students in online environments, the Essentials courses provide students with the tools they need to succeed. The free mentor training and orientation modules are a crucial component of student success. Paired together, they create a highly-supportive environment for students to navigate their online coursework. <\/span>\n\n<span style=\"font-weight: 400\">Essentials courses have a separate enrollment period from traditional courses. Enrollments for the 2017-18 second semester will be accepted through <\/span><b>March 31<\/b><span style=\"font-weight: 400\">,<\/span> <span style=\"font-weight: 400\">and courses will end on<\/span><b> June 8.<\/b>",
            "title": "Essentials courses now available for statewide enrollment",
            "excerpt": "LANSING, MI \u2014 Michigan Virtual\u2122\u2019s Credit Recovery courses have been renamed \u201cEssentials\u201d and are now available for statewide enrollment. These 27 core classes are designed for students who either need to recover credits due to previously failing the equivalent course in their local educational setting, or for students enrolled in approved alternative education programs. All...",
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        {
            "id": 27378,
            "path": "\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/",
            "author_id": 54,
            "timestamp": 1514610000,
            "content": "<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n \t<dt role=\"heading\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Reports<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n \t<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2016\/\"><em>Public Awareness and Views of K-12 Online Learning in Michigan 2016<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2015\/\"><em>Public Awareness and Views of K-12 Online Learning in Michigan 2015<\/em><\/a>\n<a class=\"lead\" href=\"\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2014\/\"><em>Public Awareness and Views of K-12 Online Learning in Michigan 2014<\/em><\/a><\/dd>\n<\/dl>\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/01\/public-awareness-2017.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h2>Introduction<\/h2>\nFrom September 20 to 27, 2017, Public Sector Consultants Inc. (PSC), on behalf of <em>Michigan Virtual Learning Research Institute<\/em>, conducted surveys with 800 Michigan adults and 400 college students (88% from Michigan). These surveys were part of ongoing public opinion research conducted by <em>Michigan Virtual <\/em>to better understand the opinions, preferences, and beliefs of Michigan residents about online learning opportunities for high school students in the state.\n\nThe survey of Michigan adults complements previous surveys completed in 2014, 2015, and 2016, and includes opinions and preferences about online learning opportunities for public school students in the state. Identical question wording was used to allow for comparison, but for this iteration, PSC used electronic surveys with panelists that were recruited and vetted by Survey Sampling International. As in past years, poststratification weights were applied for gender, race, age, income, and educational attainment using American Community Survey estimates of Michigan\u2019s population.\n\nThe survey of Michigan college students includes questions about their specific experiences with online learning in high school and college. Taken together, these surveys allow for continued monitoring of opinion trends about online learning, while providing important context about the experiences of current college students.\n\nThis summary provides highlights of both 2017 online surveys, along with appropriate comparisons to the 2014\u20132016 surveys. Frequency reports for both surveys are included as an appendix to this report. In all tables in this report, percentages may not add up to 100 percent due to rounding. Because 2017 online survey respondents were required to respond to each question, \u201cDon\u2019t know\/refused\u201d was not a valid response option.\n<h2>Main Findings<\/h2>\nPublic opinion among Michigan\u2019s adults continues to be consistent across survey years, and Michigan\u2019s college students believe in the importance of online learning prior to attending college\/university:\n<ul>\n \t<li><strong>Michigan adults consistently view online learning as important: <\/strong>A strong majority of respondents in 2014 (79 percent), 2015 (71 percent), 2016 (80 percent), and 2017 (83 percent), feel that it is <em>somewhat or very important <\/em>for middle-school and high-school students to have the option of enrolling in an online course at their local school district. This sentiment is echoed by Michigan\u2019s college students, with 85 percent saying it is <em>somewhat or very important<\/em>. A learning management system was defined to survey respondents as a software application for the administration, documentation, tracking, reporting, and delivery of educational courses (such as Blackboard, Desire2Learn, Moodle, BrainHoney, Google Classroom, Schoology, etc.). An online course was defined as a course where most or all of the instruction is received online\u2014through a computer or mobile device\u2014rather than in person.<\/li>\n \t<li><strong>Michigan college students see the value of online learning as a way to prepare for college<\/strong>: The vast majority of Michigan college students think that students who used a learning management system1 (86 percent) or took an online course (78 percent) in high school are better prepared for college\/university, and 75 percent feel that they would have benefitted from having more online learning opportunities in high school.<\/li>\n \t<li><strong>Online learning in high school does not match the reality of college expectations: <\/strong>On average, Michigan college students engage in online learning activities twice as often as they did in high school. The vast majority (86\u201391 percent) of students use the types of online activities and tools included in the survey as part of their college\/university learning experience.<\/li>\n \t<li><strong>Online learning is expected to grow: <\/strong>In both 2015 and 2016, respondents said they thought slightly less than half of current Michigan K\u201312 students will enroll in an online course during the next year, with that estimate increasing to about two-thirds of students ten years from now. Respondents in 2017 had similar sentiments, with the expectation that 30 percent of students will enroll during the next year, increasing to 59 percent of students ten years from now. At the same time, nearly all (93 percent) of Michigan college students say it is <em>very likely <\/em>(53 percent) or <em>somewhat likely <\/em>(40 percent) that they will need to engage in online learning as part of their future job (e.g., professional development).<\/li>\n<\/ul>\n<h2>Survey of Michigan Adults<\/h2>\nThe electronic survey of 800 Michigan adults included 400 male and 400 female respondents. In general, the 2017 electronic sample was similarly representative compared to past telephone samples, but was more representative with regards to age (there were more younger respondents, and fewer older respondents). This difference is likely due to the mode of data collection, which may have contributed to some of the observed differences highlighted below.\n<h3>General Opinions<\/h3>\nAs shown in Table 1, there is consistent sentiment regarding the importance of online learning across all four years of the survey. Respondents overwhelmingly see the importance of online learning for middle school and high-school students, with a strong majority saying it is <em>somewhat or very important <\/em>for students to have the option of enrolling in an online course at their local school district.\n<table id=\"table-1\" class=\"formatted-right\">\n<caption><strong>Table 1.<\/strong> Importance of Online Learning in Michigan, 2014-2017<\/caption>\n<thead>\n<tr>\n<th>Level of Importance<\/th>\n<th>2014<\/th>\n<th>2015<\/th>\n<th>2016<\/th>\n<th>2017<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very Important<\/td>\n<td>38%<\/td>\n<td>33%<\/td>\n<td>38%<\/td>\n<td>38%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat important<\/td>\n<td>41%<\/td>\n<td>38%<\/td>\n<td>42%<\/td>\n<td>45%<\/td>\n<\/tr>\n<tr>\n<td>Not that important<\/td>\n<td>11%<\/td>\n<td>16%<\/td>\n<td>9%<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Not at all important<\/td>\n<td>9%<\/td>\n<td>12%<\/td>\n<td>10%<\/td>\n<td>5%<\/td>\n<\/tr>\n<tr>\n<td>Don't know\/refused [VOLUNTEERED]<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>1%<\/td>\n<td>N\/A<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nAt the same time, Table 2 shows that the majority of respondents feel that Michigan high school students should be <em>required <\/em>to take at least <em>one course online prior to graduation <\/em>(35 percent in 2014, 29 percent in 2015 and 2016, and 35 percent in 2017) or <em>one course each year <\/em>(28 percent in 2014, 26 percent in 2015 and 2016, and 34 percent in 2017) prior to graduation. Conversely, about a third of respondents in 2014 (36 percent) and nearly half of respondents in 2015 and 2016 (43 percent) feel that students should <em>not <\/em>be required to take an online course in order to graduate. The 2017 respondents were more likely to say that students should be required to take at least one course, and less likely to say that they should not be required to take an online course prior to graduation. While overall, the 2017 results continue to demonstrate that public opinion is more or less evenly divided between the three options, this slight difference could be attributed to the mode of data collection. As vetted online panelists, they might be more inclined to have a positive opinion about online activities, including learning.\n<table id=\"table-2\" class=\"formatted-right\">\n<caption><strong>Table 2.<\/strong> Preference for Requiring Online Learning in Michigan, 2014\u20132017<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>2014<\/th>\n<th>2015<\/th>\n<th>2016<\/th>\n<th>2017<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan high-school students should be required to take at least one online course prior to graduation.<\/td>\n<td>35%<\/td>\n<td>29%<\/td>\n<td>29%<\/td>\n<td>35%<\/td>\n<\/tr>\n<tr>\n<td>Michigan high school students should be required to take at least one online\ncourse each year prior to graduation.<\/td>\n<td>28%<\/td>\n<td>26%<\/td>\n<td>26%<\/td>\n<td>34%<\/td>\n<\/tr>\n<tr>\n<td>Michigan high-school students should not be required to take an online course prior to graduation.<\/td>\n<td>36%<\/td>\n<td>43%<\/td>\n<td>43%<\/td>\n<td>31%<\/td>\n<\/tr>\n<tr>\n<td>Don\u2019t know\/refused [VOLUNTEERED]<\/td>\n<td>1%<\/td>\n<td>2%<\/td>\n<td>2%<\/td>\n<td>N\/A<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nWhen asked when online learning should begin, opinions are consistent over time. Seventh or eighth grade is seen as the most suitable grade for a student to take a <em>single course <\/em>online across all four survey years. There was a slight downward trend in the average reported appropriate grade at which students should take an <em>entire curriculum <\/em>online, from grade nine in 2014 to grade eight in 2015, but it increased back to grade nine in 2016 and 2017. Taken together, these results show a consistent sentiment that online learning is suited for secondary education.\n\nFrom 2015 to 2017, respondents were also asked how likely they felt current Michigan students in grades six through 12 were to take an online course in three specific settings: (1) college or vocational school, (2) the workforce, or (3) high school. As the data below show, the overwhelming majority of respondents feel that students are likely to take an online course in all three settings, but the strongest opinion is that students will encounter online learning later in life, either as they continue their education\/training after high school or start working.\n\nResults were consistent between 2015, 2016, and 2017 survey respondents:\n<ul>\n \t<li>95 percent of respondents say students are either <em>very likely <\/em>or <em>somewhat likely <\/em>to take an online course when they go to <em>college <\/em>or <em>vocational training<\/em>, with 54 percent <em>very likely <\/em>in 2015, 56 percent in 2016, and 60 percent in 2017.<\/li>\n \t<li>81 percent of respondents say students are either <em>very likely <\/em>or <em>somewhat likely <\/em>to take an online course <em>when they join the workforce (on-the-job training)<\/em>, with 48 percent <em>very likely <\/em>in 2015, 51 percent in 2016, and 42 percent in 2017.<\/li>\n \t<li>77 percent of respondents say students are either <em>very likely <\/em>or <em>somewhat likely <\/em>to take an online course <em>before they graduate from high school<\/em>, with 38 percent <em>very likely <\/em>in 2015, 36 percent in 2016, and 32 percent in 2017.<\/li>\n<\/ul>\nIn 2017, respondents continue to indicate that online learning will be used more in the future. When asked to predict what percentage of Michigan K\u201312 students would take an online course in the next year, the average was 42 percent in 2015, 43 percent in 2016, and 30 percent in 2017. Respondents see that amount increasing to 63 percent ten years from now in the 2015 survey, 66 percent in 2016, and 59 percent in 2017. This is another case where the mode of data collection might be contributing to the observed differences. While the pattern of expectations is the same, 2017\u2019s online respondents seem to have lower perceptions than the telephone respondents in 2015 and 2016.\n\nRespondents were also asked to rate their level of agreement with four statements about online learning in Michigan. As in past survey years, a majority of 2017 respondents agreed with each of the four statements presented and agreement was strongest with the same three statements:\n<ul>\n \t<li>85 percent either <em>strongly agree <\/em>or <em>somewhat agree <\/em>that a <em>certified teacher should be assigned to teach online courses<\/em>, with 62 percent <em>strongly agreeing <\/em>in 2015, 65 percent in 2016, and 54 percent in 2017.<\/li>\n \t<li>82 percent either <em>strongly agree <\/em>or <em>somewhat agree <\/em>that <em>schools should provide a dedicated space for students to work on their online courses while at school (for example, a \u201chomeroom\u201d or computer lab)<\/em>, with 56 percent <em>strongly agreeing <\/em>in 2015, 60 percent in 2016, and 45 percent in 2017.<\/li>\n \t<li>75 percent of respondents either <em>strongly agree <\/em>or <em>somewhat agree <\/em>that <em>knowing how to learn online is part of what it means to be college and career ready after high school<\/em>, with 50 percent <em>strongly agreeing <\/em>in 2015, 58 percent in 2016, and 30 percent in 2017.<\/li>\n<\/ul>\nConsistent with past survey years, 2017 respondents were less likely to agree that their <em>local school district should offer more online courses for middle-school and high-school students<\/em>; however, the strength of their sentiment is lower compared to previous survey years:\n<ul>\n \t<li>74 percent of respondents <em>strongly agreed <\/em>(25 percent) or <em>somewhat agreed <\/em>(49 percent) with this statement, which is an increase compared to 66 percent in 2015 (33 percent <em>strongly agree <\/em>and 33 percent <em>somewhat agree<\/em>), and 71 percent in 2016 (32 percent <em>strongly agree <\/em>and 39 percent <em>somewhat agree<\/em>).<\/li>\n<\/ul>\n<h3>Preferences<\/h3>\nRespondents were presented with two or three factual statements about online learning in Michigan, and then asked if they felt the statements were true, false, or if they did not know. In general, respondents demonstrated a basic lack of knowledge. Across all four survey years, between a third and half of respondents were unable to answer the questions (that is, they replied that they \u201cdidn\u2019t know\u201d), and only about a third could accurately indicate that the statements were, in fact, true (as seen in Table 3).\n<table id=\"table-3\" class=\"formatted-right\">\n<caption><strong>Table 3.<\/strong> Knowledge of Online Learning in Michigan, 2014\u20132017<\/caption>\n<thead>\n<tr>\n<td rowspan=\"1\"><\/td>\n<th colspan=\"3\" scope=\"colgroup\">2014<\/th>\n<th colspan=\"3\" scope=\"colgroup\">2015<\/th>\n<th colspan=\"3\" scope=\"colgroup\">2016<\/th>\n<th colspan=\"3\" scope=\"colgroup\">2017<\/th>\n<\/tr>\n<tr>\n<th><strong>Statement<\/strong><\/th>\n<th>T<\/th>\n<th>F<\/th>\n<th>DK<\/th>\n<th>T<\/th>\n<th>F<\/th>\n<th>DK<\/th>\n<th>T<\/th>\n<th>F<\/th>\n<th>DK<\/th>\n<th>T<\/th>\n<th>F<\/th>\n<th>DK<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan middle- and high school students can now take up to two online courses per academic term.<\/td>\n<td>34%<\/td>\n<td>17%<\/td>\n<td>49%<\/td>\n<td>39%<\/td>\n<td>11%<\/td>\n<td>50%<\/td>\n<td>39%<\/td>\n<td>10%<\/td>\n<td>51%<\/td>\n<td>30%<\/td>\n<td>19%<\/td>\n<td>51%<\/td>\n<\/tr>\n<tr>\n<td>Michigan requires K\u201312 public school students to have an online learning experience in order to graduate from high school.<\/td>\n<td>27%<\/td>\n<td>42%<\/td>\n<td>32%<\/td>\n<td>31%<\/td>\n<td>27%<\/td>\n<td>42%<\/td>\n<td>22%<\/td>\n<td>35%<\/td>\n<td>43%<\/td>\n<td>26%<\/td>\n<td>44%<\/td>\n<td>30%<\/td>\n<\/tr>\n<tr>\n<td>Each online student is required to have a local school staff member assigned to provide onsite support to the student during the online course.<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>43%<\/td>\n<td>13%<\/td>\n<td>47%<\/td>\n<td>45%<\/td>\n<td>13%<\/td>\n<td>41%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<em> KEY: T = True; F = False; DK = Don\u2019t Know<\/em>\n<em>NOTES: One option was not included in the 2014 or 2015 surveys, and the phrase \u201cMichigan requires K\u201312...\u201d replaced \u201cSince 2006, Michigan has required K\u201312\u2026\u201d on the 2016 survey.<\/em>\n\nRespondents were also asked to determine their preference for various online enrollment options and the reasons for selecting online courses, as shown in Table 4. If respondents did not have a child enrolled in a K\u201212 Michigan school, they were asked to respond hypothetically. Across all survey years, the single course options were preferred and statistically equivalent, with a slight preference toward enrolling a child for a course they had previously failed. While preference increased slightly in 2016, enrolling a child in a full-time cyber charter school was far less preferred, with less than half saying it was very or somewhat likely in either year.\n<table id=\"table-3\" class=\"formatted-right\">\n<caption><strong>Table 4.<\/strong> Preferences for Online Enrollment Options and Reasons, 2015\u20132017<\/caption>\n<thead>\n<tr>\n<td rowspan=\"1\"><\/td>\n<th colspan=\"2\" scope=\"colgroup\">2015<\/th>\n<th colspan=\"2\" scope=\"colgroup\">2016<\/th>\n<th colspan=\"2\" scope=\"colgroup\">2017<\/th>\n<\/tr>\n<tr>\n<th style=\"text-align: left\"><strong>If you had a child in a K\u201212 school, how likely would you be to enroll the child in . . .<\/strong><\/th>\n<th>Very Likely<\/th>\n<th>Somewhat Likely<\/th>\n<th>Very Likely<\/th>\n<th>Somewhat Likely<\/th>\n<th>Very Likely<\/th>\n<th>Somewhat Likely<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>A single online course to retake a course that the child had previously failed.<\/td>\n<td>43%<\/td>\n<td>29%<\/td>\n<td>46%<\/td>\n<td>28%<\/td>\n<td>41%<\/td>\n<td>37%<\/td>\n<\/tr>\n<tr>\n<td>A single online course to provide the child with experience learning online.<\/td>\n<td>42%<\/td>\n<td>35%<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<td>-<\/td>\n<\/tr>\n<tr>\n<td>A single online course to overcome a scheduling conflict that prevents the child from taking the course face-to-face.<\/td>\n<td>41%<\/td>\n<td>32%<\/td>\n<td>37%<\/td>\n<td>37%<\/td>\n<td>26%<\/td>\n<td>44%<\/td>\n<\/tr>\n<tr>\n<td>A single online course to provide access to a course not offered face-to-face by the school.<\/td>\n<td>39%<\/td>\n<td>32%<\/td>\n<td>37%<\/td>\n<td>36%<\/td>\n<td>34%<\/td>\n<td>36%<\/td>\n<\/tr>\n<tr>\n<td>A full-time, public cyber charter school where the child receives 100 percent of his\/her instruction online.<\/td>\n<td>14%<\/td>\n<td>24%<\/td>\n<td>22%<\/td>\n<td>23%<\/td>\n<td>16%<\/td>\n<td>29%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p style=\"text-align: left\"><em>NOTE: Questions were not asked in 2014, and not all questions were asked in 2015, 2016, and 2017.<\/em><\/p>\nThe last question respondents were asked about related to adult supervision. While respondents in 2017 have the same top two preferences, the strength of their sentiment is different when compared to previous survey years.\n<ul>\n \t<li>Over half (60 percent) of respondents prefer that <em>the teacher or adult is available during the school day, during an established time, and specifically for the online course<\/em>, an increase when compared to 47 percent in 2015 and 42 percent in 2016.<\/li>\n \t<li>About a quarter (22 percent) prefer that <em>the teacher or adult is available to answer questions before or after school if a student requests help with the online course (not during the school day)<\/em>, a decrease compared to 30 percent in 2015 and 26 percent in 2016.<\/li>\n \t<li>The least preferred option (17 percent in 2015, and 24 percent in 2016) is <em>that the teacher or adult is available during the school day, but not exclusively for the online course (for example, during a student\u2019s \u201chomeroom\u201d time)<\/em>.<\/li>\n<\/ul>\n<h2>Correlations and Subgroup Differences<\/h2>\nIn addition to analyzing responses for all Michigan adults in the sample, PSC examined the responses of subgroups for any statistically significant differences in opinions and preferences, as well as any correlations.\n\nPearson correlations were run for three of the variables: the <em>importance <\/em>of online learning, and the <em>prevalence <\/em>of online learning <em>now<\/em>, and the <em>prevalence <\/em>of online learning <em>ten years from now<\/em>. There were some statistically significant correlations among these variables at a 99 percent confidence level that were consistent those found in previous survey years.\n<ul>\n \t<li>The higher the rating of importance, the higher the predicted level of students to take an online course next year (p=.182) and ten years from now (p=.181).<\/li>\n \t<li>The higher the percentage of students predicted to take an online course next year, the higher the predicted level was ten years from now (p=.641).<\/li>\n<\/ul>\nIn addition to running Pearson correlations, PSC used a Chi-Square test of association to look for statistically significant differences in importance by gender, race, age, education level, and whether respondents had school-age children in their household. As was found in 2014 and 2015, there were statistically significant differences for importance by income, race, gender, education level, and the presence of school-age children in the household.\n<ul>\n \t<li>Race (p=.000): 71 percent of Asian respondents felt that the option of enrolling in an online course in middle school or high school was <em>very important<\/em>, compared to 37 percent of African American and 38 percent of white respondents.<\/li>\n \t<li>Gender (p=.000): 42 percent of female respondents felt that the option of enrolling in an online course in middle school or high school was <em>very important<\/em>, compared to 34 percent of male respondents.<\/li>\n \t<li>Education level (p=.000): 40 percent of respondents who had completed postgraduate college education felt that the option of enrolling in an online course in middle school or high school was <em>very important<\/em>, compared to 35 percent of respondents who had not completed high school.<\/li>\n<\/ul>\n<h2>Survey of Michigan College Students<\/h2>\nThe electronic survey of Michigan college students included 400 respondents. Of these, 91 percent said that they attend college in Michigan, and 89 percent graduated from a Michigan high school or home school. Given the difficulty in obtaining 400 completed surveys, it was not practical to establish rigid quotas for subgroups within the sample. As a result, 76 percent of respondents were female; however, there were no statistically significant differences between males and females on survey responses.\n<h3>Online Learning Activities and Tools<\/h3>\nTo begin, respondents were asked questions about online learning activities in high school and college, tools that they used in high school, and tools that they are currently using in college. When asked how many classes they took in high school that used a learning management system, the majority (62 percent) of respondents said that they took <em>a few <\/em>(35 percent) or <em>none <\/em>(27 percent). This contrasts sharply with their college experience:\n<ul>\n \t<li>Nearly all (90 percent) said that they had taken a college or university course that used a learning management system.<\/li>\n \t<li>At the same time, the vast majority (86 percent) think that students who used a learning management system in high school are better prepared for college\/university.<\/li>\n<\/ul>\nAs shown in Table 5, online learning activities are far more common in college than high school. Nearly all respondents (86 to 91 percent) participate in these activities in college\/university, but far fewer (33 to 61 percent) did so in high school.\n<table id=\"table-1\" class=\"formatted-right\">\n<caption><strong>Table 5.<\/strong> Online Learning Activities of Michigan College Students<\/caption>\n<thead>\n<tr>\n<th>Activity<\/th>\n<th>College \/ University<\/th>\n<th>High School<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>View my grades<\/td>\n<td>91%<\/td>\n<td>61%<\/td>\n<\/tr>\n<tr>\n<td>Turn in assignments<\/td>\n<td>88%<\/td>\n<td>58%<\/td>\n<\/tr>\n<tr>\n<td>Access course readings or materials<\/td>\n<td>88%<\/td>\n<td>53%<\/td>\n<\/tr>\n<tr>\n<td>Contribute responses to a course discussion board or forum<\/td>\n<td>87%<\/td>\n<td>33%<\/td>\n<\/tr>\n<tr>\n<td>Watch course videos \/ lectures<\/td>\n<td>86%<\/td>\n<td>41%<\/td>\n<\/tr>\n<tr>\n<td>Interact with my instructor<\/td>\n<td>86%<\/td>\n<td>40%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><strong>Online Courses<\/strong><\/h3>\nNext, respondents were asked about online courses that they might have taken in high school or at their college\/university. When asked how important it was for students in middle school or high school to have the option of enrolling in an online class in their local school district, Michigan college students had similar sentiment to other Michigan adults, with 87 percent saying it was either <em>very important <\/em>(45 percent) or <em>somewhat important <\/em>(42 percent).\n\nA majority (59 percent) of respondents reported taking an online course during high school. On average, respondents took two online courses in high school, and the vast majority (81 percent) said that they have taken an online course at their college\/university. Of the 11 percent that said they have not taken an online course in their college\/university, most (62 percent) said that it is either <em>very likely <\/em>(23 percent) or <em>somewhat likely <\/em>(39 percent) that they will take an online course before they graduate.\n\nConsistent with their opinions about learning management systems, a strong majority of respondents (78 percent) also feel that students who took an online course in high school are better prepared for college\/university. Students who had taken an online course in high school were more likely to say this better prepared them for college (86 percent) compared to those who had not (67 percent).\n\nFinally, 75 percent of Michigan college students feel that they would have benefitted from more online learning opportunities in high school, and 93 percent think it is <em>very likely <\/em>(53 percent) or <em>somewhat likely <\/em>(40 percent) that they will engage in online learning as part of their future job.\n<h2>Appendix A: Michigan Virtual Statewide Survey of Michigan Adults<\/h2>\nHello! This survey is being conducted by Public Sector Consultants, a nonpartisan policy research firm in Lansing, Michigan. We are interested in your opinions about online learning opportunities for public school students in Michigan.\n\nYour participation in this survey is voluntary. Your responses are confidential and will not be linked to you in any reports. The survey will take only a few minutes and your comments are greatly appreciated. If you have any questions about the survey, please contact Craig Wiles of Public Sector Consultants at (517) 484-4954 or <a href=\"mailto:[email protected]\">[email protected].<\/a>\n\n[N = 800]\n<h3>Introduction<\/h3>\n<table id=\"table-Q1\" class=\"formatted-right\">\n<caption><strong>Q1.<\/strong> To begin, how important do you think it is for students<b> in middle school and high school<\/b> to have the&nbsp;<b>option <\/b>of enrolling in an online class at their local school district?<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very important<\/td>\n<td>38%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat important<\/td>\n<td>45%<\/td>\n<\/tr>\n<tr>\n<td>Not that important<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>Not at all important<\/td>\n<td>5%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q2\" class=\"formatted-right\">\n<caption><strong>Q2.<\/strong> For current Michigan students in Grades 6-12, how likely do you think it is that they will take an online course \u2026<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>Very Likely<\/th>\n<th>Somewhat Likely<\/th>\n<th>Somewhat Unlikely<\/th>\n<th>Very Unlikely<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Before they graduate from high school<\/td>\n<td>32%<\/td>\n<td>45%<\/td>\n<td>17%<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>When they go to college or vocational training<\/td>\n<td>60%<\/td>\n<td>35%<\/td>\n<td>4%<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>When they join the workforce (on the job training)<\/td>\n<td>42%<\/td>\n<td>39%<\/td>\n<td>16%<\/td>\n<td>3%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q3\" class=\"formatted-right\">\n<caption><strong>Q3.&nbsp;<\/strong>If you had a child in a K-12 school, how likely would you be to enroll the child in . . .<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>Very Likely<\/th>\n<th>Somewhat Likely<\/th>\n<th>Somewhat Unlikely<\/th>\n<th>Very Unlikely<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>A full-time, public cyber charter school where the child receives 100% of their instruction online.<\/td>\n<td>16%<\/td>\n<td>29%<\/td>\n<td>28%<\/td>\n<td>27%<\/td>\n<\/tr>\n<tr>\n<td>A single online course to overcome a scheduling conflict that prevents the child from taking the course face-to-face in the school.<\/td>\n<td>34%<\/td>\n<td>36%<\/td>\n<td>16%<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td>A single online course to provide access to a course not offered face-to-face by the school.<\/td>\n<td>26%<\/td>\n<td>44%<\/td>\n<td>13%<\/td>\n<td>7%<\/td>\n<\/tr>\n<tr>\n<td>A single online course to retake a course that the child had previously failed.<\/td>\n<td>41%<\/td>\n<td>37%<\/td>\n<td>11%<\/td>\n<td>11%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Opinions about Online Learning<\/h3>\nNext, we would like to get your opinion about online learning and how it is delivered in Michigan\u2019s public schools.\n<table id=\"table-Q4\" class=\"formatted-right\">\n<caption><strong>Q4.&nbsp;<\/strong>For each of the following statements, please tell us whether you think it is <em>true <\/em>or <em>false <\/em>or if you <em>don\u2019t know.<\/em><\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>True<\/th>\n<th>False<\/th>\n<th>Don't Know<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan requires K-12 public school students to have an online learning experience in order to graduate from high school.<\/td>\n<td>26%<\/td>\n<td>44%<\/td>\n<td>30%<\/td>\n<\/tr>\n<tr>\n<td>Michigan middle and high school students can take up to 2 online courses per academic term.<\/td>\n<td>30%<\/td>\n<td>19%<\/td>\n<td>51%<\/td>\n<\/tr>\n<tr>\n<td>Each online student is required to have a local school staff member assigned to provide onsite support to the student during the online course.<\/td>\n<td>45%<\/td>\n<td>13%<\/td>\n<td>41%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>[Programming Note: Have this text appear AFTER they have answered q4]:<\/strong>\n\n\"So you know, each of the three statements about online learning in Michigan are actually true.\"\n\nNext, we would like to know how much you agree or disagree with some statements about online learning.\n<table id=\"table-Q5\" class=\"formatted-right\">\n<caption><strong><strong>Q5.&nbsp;<\/strong><\/strong>For each of the following statements, tell us if you <em>strongly agree, somewhat agree, somewhat disagree, <\/em>or <em>strongly disagree <\/em>with each statement.<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>Strongly Disagree<\/th>\n<th>Somewhat Disagree<\/th>\n<th>Somewhat Agree<\/th>\n<th>Strongly Agree<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Knowing how to learn online is part of what it means be college and career ready after high school.<\/td>\n<td>10%<\/td>\n<td>15%<\/td>\n<td>45%<\/td>\n<td>30%<\/td>\n<\/tr>\n<tr>\n<td>All students would benefit from developing the skills to be a successful online learner.<\/td>\n<td>5%<\/td>\n<td>18%<\/td>\n<td>45%<\/td>\n<td>32%<\/td>\n<\/tr>\n<tr>\n<td>A certified teacher should be assigned to teach online courses.<\/td>\n<td>4%<\/td>\n<td>11%<\/td>\n<td>31%<\/td>\n<td>54%<\/td>\n<\/tr>\n<tr>\n<td>My local school district should offer more online courses for middle and high school students.<\/td>\n<td>3%<\/td>\n<td>23%<\/td>\n<td>49%<\/td>\n<td>25%<\/td>\n<\/tr>\n<tr>\n<td>Schools should provide a dedicated space for students to work on their online courses while at school (for example a&nbsp;\u201chomeroom\u201d or computer lab)<\/td>\n<td>6%<\/td>\n<td>12%<\/td>\n<td>37%<\/td>\n<td>45%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q6\" class=\"formatted-right\">\n<caption><strong>Q6.&nbsp;<\/strong>For school supervision of a student taking an online course, which of the following options do you most prefer? (CHOOSE ONE)<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>The teacher or adult is available during the school day, during an established time, and specifically for the online course.<\/td>\n<td>60%<\/td>\n<\/tr>\n<tr>\n<td>The teacher or adult is available during the school day but not exclusively for the online course (for example, during a student\u2019s \u201chomeroom\u201d time).<\/td>\n<td>22%<\/td>\n<\/tr>\n<tr>\n<td>The teacher or adult is available to answer questions before or after school if a student requests help with the online course (not during the school day).<\/td>\n<td>18%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q7\" class=\"formatted-right\">\n<caption><strong><strong>Q7.&nbsp;<\/strong><\/strong>Which of the following statements comes closest to your opinion:<\/caption>\n<thead>\n<tr>\n<th>Statement<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan high school students should be required to take at least one online course prior to graduation.<\/td>\n<td>35%<\/td>\n<\/tr>\n<tr>\n<td>Michigan high school students should be required to take at least one online course each year prior to graduation.<\/td>\n<td>34%<\/td>\n<\/tr>\n<tr>\n<td>Michigan high school students should not be a required to take an online course prior to graduation.<\/td>\n<td>31%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>Q8.<\/strong>&nbsp;What is the earliest grade in school you think it could be appropriate for a student to take their <strong>entire <\/strong>curriculum online?<u> [AVG. = 9.0]<\/u>\n\n<strong>Q9.<\/strong> What is the earliest grade in school you think it could be appropriate for a student to take a&nbsp;<strong>single course <\/strong>online?<u> [AVG. = 7.8]<\/u>\n<table id=\"table-Q10\" class=\"formatted-right\">\n<caption><strong><strong>Q10.&nbsp;<\/strong><\/strong>Next, we would like your prediction on the future of online learning in Michigan. What percentage of Michigan K-12 students do you think will enroll in <b>any <\/b>online course in <em>the next year? <\/em>What about <em>ten years from now<\/em>?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Next year<\/td>\n<td>[AVG. = 30.1%]<\/td>\n<\/tr>\n<tr>\n<td>Ten years from now<\/td>\n<td>[AVG. = 59.2%]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span style=\"color: #2e8d97\">Demographics<\/span><\/h3>\n<table id=\"table-Q11\" class=\"formatted-right\">\n<caption><strong>Q11.&nbsp;<\/strong>Are you currently employed or in school? IF YES, are you <b>required <\/b>to take classes for continuing education or certification online, is it <b>optional\/possible <\/b>for you to take continuing education or certifications online, or are online classes\/courses <b>not available <\/b>for your profession?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>No<\/td>\n<td>60%<\/td>\n<\/tr>\n<tr>\n<td><strong>Yes<\/strong>; <strong>IF YES (all that apply):<\/strong><\/td>\n<td>40%<\/td>\n<\/tr>\n<tr>\n<td style=\"text-indent: 25px\">I am <strong>required <\/strong>to take classes for continuing education or certification online<\/td>\n<td>28%<\/td>\n<\/tr>\n<tr>\n<td style=\"text-indent: 25px\">It is <strong>optional \/ possible<\/strong> to take continuing education or certifications online<\/td>\n<td>45%<\/td>\n<\/tr>\n<tr>\n<td style=\"text-indent: 25px\">Online continuing education or certification are&nbsp;<strong>not available<\/strong> for your profession<\/td>\n<td>30%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-12\" class=\"formatted-right\">\n<caption><strong>Q12.&nbsp;<\/strong>Do you have any children that are\u2026? [MARK ALL THAT APPLY] N=800<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>Yes<\/th>\n<th>No<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Pre-K<\/td>\n<td>11%<\/td>\n<td>89%<\/td>\n<\/tr>\n<tr>\n<td>K-5<\/td>\n<td>14%<\/td>\n<td>86%<\/td>\n<\/tr>\n<tr>\n<td>6-12<\/td>\n<td>18%<\/td>\n<td>82%<\/td>\n<\/tr>\n<tr>\n<td>Adults<\/td>\n<td>37%<\/td>\n<td>63%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q13\" class=\"formatted-right\">\n<caption><strong><strong>Q13.&nbsp;<\/strong><\/strong>In what year were you born [AGE]?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>18-24<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>25-34<\/td>\n<td>20%<\/td>\n<\/tr>\n<tr>\n<td>35-44<\/td>\n<td>17%<\/td>\n<\/tr>\n<tr>\n<td>45-54<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td>55-64<\/td>\n<td>21%<\/td>\n<\/tr>\n<tr>\n<td>65+<\/td>\n<td>28%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q14\" class=\"formatted-right\">\n<caption><strong><strong>Q14.&nbsp;<\/strong><\/strong>What is the highest level of education you have completed?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Less than high school<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>High school graduate (Diploma, GED)<\/td>\n<td>19%<\/td>\n<\/tr>\n<tr>\n<td>Some college<\/td>\n<td>27%<\/td>\n<\/tr>\n<tr>\n<td>College graduate (Associate\u2019s or Bachelor\u2019s)<\/td>\n<td>40%<\/td>\n<\/tr>\n<tr>\n<td>Postgraduate study or degree (Master\u2019s, professional, or Doctorate)<\/td>\n<td>12%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong>Q15. <\/strong>What is your gender?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Male<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td>Female<\/td>\n<td>50%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q16\" class=\"formatted-right\">\n<caption><strong>Q16.&nbsp;<\/strong>What is your annual income?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Less than $24,999<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td>$25,000 to $49,999<\/td>\n<td>30%<\/td>\n<\/tr>\n<tr>\n<td>$50,000 to $74,999<\/td>\n<td>23%<\/td>\n<\/tr>\n<tr>\n<td>$75,000 to $99,999<\/td>\n<td>14%<\/td>\n<\/tr>\n<tr>\n<td>$100,000 or more<\/td>\n<td>15%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q17\" class=\"formatted-right\">\n<caption><strong><strong>Q17.&nbsp;<\/strong><\/strong>What is your racial or ethnic background? [IF HISPANIC \u201cE\u201d, ALSO ASK Q18, OTHERWISE SURVEY COMPLETE]<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>White<\/td>\n<td>82%<\/td>\n<\/tr>\n<tr>\n<td>Black or African American<\/td>\n<td>10%<\/td>\n<\/tr>\n<tr>\n<td>American Indian or Alaska Native<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Asian<\/td>\n<td>3%<\/td>\n<\/tr>\n<tr>\n<td>Hispanic, Latino, or Spanish origin<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Some other race<\/td>\n<td>2%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q18\" class=\"formatted-right\">\n<caption><strong><strong>Q18.&nbsp;<\/strong><\/strong>In addition to being Hispanic, Latino or Spanish, do you identify yourself with a particular race?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=800<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>White<\/td>\n<td>76%<\/td>\n<\/tr>\n<tr>\n<td>Black or African American<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>American Indian or Alaska Native<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>Asian<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Some other race<\/td>\n<td>18%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Appendix B: Michigan Virtual Michigan College Student Survey<\/h2>\nHello! This survey is being conducted by Public Sector Consultants, a nonpartisan policy research firm in Lansing, Michigan. We are interested in your opinions about online learning opportunities for public school students in Michigan, and would like to learn about your experiences with online learning in high school and college.\n\nYour participation in this survey is voluntary. Your responses are confidential and will not be linked to you in any reports. The survey will take only a few minutes and your comments are greatly appreciated. If you have any questions about the survey, please contact Craig Wiles of Public Sector Consultants at (517) 484-4954 or <a href=\"mailto:[email protected]\">[email protected].<\/a>\n\n[N = 400]\n<h3>Online Learning Activities and Tools<\/h3>\nFirst, we would like to ask some questions about online learning activities and tools that you might have used in high school or are using now at your college\/university. One common tool for online learning is the Learning Management System. A Learning Management System is a software application for the administration, documentation, tracking, reporting and delivery of educational courses.\n<table id=\"table-Q18\" class=\"formatted-right\">\n<caption><strong><strong>Q1.&nbsp;<\/strong><\/strong>How many classes did you take in high school that used a Learning Management System (e.g. Blackboard, Desire2Learn, Moodle, Brainhoney, Google Classroom, Schoology, etc.)?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Almost all<\/td>\n<td>21%<\/td>\n<\/tr>\n<tr>\n<td>Most<\/td>\n<td>17%<\/td>\n<\/tr>\n<tr>\n<td>A few<\/td>\n<td>35%<\/td>\n<\/tr>\n<tr>\n<td>None<\/td>\n<td>27%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong><strong>Q2.&nbsp;<\/strong><\/strong>Do you think students who used a Learning Management System in high school are better prepared for college\/university?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes<\/td>\n<td>86%<\/td>\n<\/tr>\n<tr>\n<td>No<\/td>\n<td>14%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong><strong>Q3.&nbsp;<\/strong><\/strong>Have you taken a college\/university class that used a Learning Management System?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes<\/td>\n<td>90%<\/td>\n<\/tr>\n<tr>\n<td>No<\/td>\n<td>10%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-1\" class=\"formatted-right\">\n<caption><strong>Q4.&nbsp;<\/strong>Did you do any of the following activities <b>online <\/b>when you were in high school or at your college\/university? [MARK ALL THAT APPLY] (N = 400)<\/caption>\n<thead>\n<tr>\n<th>Activity<\/th>\n<th>High School<\/th>\n<th>College\/University<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Access course readings or materials<\/td>\n<td>53%<\/td>\n<td>88%<\/td>\n<\/tr>\n<tr>\n<td>Contribute responses to a course discussion board or forum<\/td>\n<td>33%<\/td>\n<td>87%<\/td>\n<\/tr>\n<tr>\n<td>Interact with my instructor<\/td>\n<td>40%<\/td>\n<td>86%<\/td>\n<\/tr>\n<tr>\n<td>Turn in assignments<\/td>\n<td>58%<\/td>\n<td>88%<\/td>\n<\/tr>\n<tr>\n<td>View my grades<\/td>\n<td>61%<\/td>\n<td>91%<\/td>\n<\/tr>\n<tr>\n<td>Watch course videos\/lectures<\/td>\n<td>41%<\/td>\n<td>96%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Online Courses<\/h3>\nNext, we would like to ask some questions about online courses you might have taken in high school or at your college\/university. For this survey, an online course is one where most or all of the instruction is received online \u2013 through a computer or mobile device \u2013 rather than in person.\n<table id=\"table-Q1\" class=\"formatted-right\">\n<caption><strong>Q5.<\/strong>&nbsp;How important do you think it is for students<b> in middle school and high school<\/b> to have the&nbsp;<b>option <\/b>of enrolling in an online class at their local school district?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very important<\/td>\n<td>45%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat important<\/td>\n<td>42%<\/td>\n<\/tr>\n<tr>\n<td>Not that important<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Not at all important<\/td>\n<td>2%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<strong>Q6.<\/strong>&nbsp;How many online courses did you take during high school?&nbsp;<u>[AVG. = 2.5]<\/u>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong><strong>Q7.&nbsp;<\/strong><\/strong>Do you think students who took an online course in high school are better prepared for college\/university?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes<\/td>\n<td>78%<\/td>\n<\/tr>\n<tr>\n<td>No<\/td>\n<td>22%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong><strong>Q8.&nbsp;<\/strong><\/strong>Have you taken an online course at your college\/university?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes [IF YES, GO TO Q10]<\/td>\n<td>81%<\/td>\n<\/tr>\n<tr>\n<td>No [IF NO, GO TO Q9]<\/td>\n<td>19%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q1\" class=\"formatted-right\">\n<caption><strong>Q9.&nbsp;<\/strong>How likely do you think it is that you will take an online course before you graduate from your college\/university?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very likely<\/td>\n<td>23%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat likely<\/td>\n<td>39%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat unlikely<\/td>\n<td>18%<\/td>\n<\/tr>\n<tr>\n<td>Very unlikely<\/td>\n<td>20%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span style=\"color: #2e8d97\">About You<\/span><\/h3>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong><strong>Q10.&nbsp;<\/strong><\/strong>Looking back, do you think you would have benefited from more online learning opportunities in high school?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Yes<\/td>\n<td>75%<\/td>\n<\/tr>\n<tr>\n<td>No<\/td>\n<td>25%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q1\" class=\"formatted-right\">\n<caption><strong><strong>Q11.&nbsp;<\/strong><\/strong>To what extent do you believe you will need to engage in online learning as part of your future job (e.g., for professional development)?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Very likely<\/td>\n<td>53%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat likely<\/td>\n<td>40%<\/td>\n<\/tr>\n<tr>\n<td>Somewhat unlikely<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>Very unlikely<\/td>\n<td>1%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q1\" class=\"formatted-right\">\n<caption><strong><strong>Q12.&nbsp;<\/strong><\/strong>Did you graduate from a Michigan high school, or from a high school in another state?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>I graduated from a Michigan high school<\/td>\n<td>88%<\/td>\n<\/tr>\n<tr>\n<td>I graduated from a high school in another state<\/td>\n<td>11%<\/td>\n<\/tr>\n<tr>\n<td>Other : [PLEASE SPECIFY]<\/td>\n<td>1%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong><strong>Q13.&nbsp;<\/strong><\/strong>Do you attend college in Michigan, or another state?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Michigan<\/td>\n<td>91%<\/td>\n<\/tr>\n<tr>\n<td>Another state<\/td>\n<td>9%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span style=\"color: #2e8d97\">Demographics<\/span><\/h3>\n<table id=\"table-Q13\" class=\"formatted-right\">\n<caption><strong>Q14.&nbsp;<\/strong>In what year were you born [AGE]?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>18-24<\/td>\n<td>54%<\/td>\n<\/tr>\n<tr>\n<td>24-29<\/td>\n<td>23%<\/td>\n<\/tr>\n<tr>\n<td>30-34<\/td>\n<td>12%<\/td>\n<\/tr>\n<tr>\n<td>35-39<\/td>\n<td>8%<\/td>\n<\/tr>\n<tr>\n<td>40+<\/td>\n<td>3%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q15\" class=\"formatted-right\">\n<caption><strong>Q15. <\/strong>What is your gender?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Male<\/td>\n<td>22%<\/td>\n<\/tr>\n<tr>\n<td>Female<\/td>\n<td>76%<\/td>\n<\/tr>\n<tr>\n<td>Transgender<\/td>\n<td>2%<\/td>\n<\/tr>\n<tr>\n<td>Gender non-conforming<\/td>\n<td>&lt;1%<\/td>\n<\/tr>\n<tr>\n<td>Different identity (please state):<\/td>\n<td>&lt;1%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q17\" class=\"formatted-right\">\n<caption><strong>Q16.&nbsp;<\/strong>What is your racial or ethnic background? [IF HISPANIC \u201cE\u201d, ALSO ASK Q17, OTHERWISE SURVEY COMPLETE]<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>White<\/td>\n<td>73%<\/td>\n<\/tr>\n<tr>\n<td>Black or African American<\/td>\n<td>17%<\/td>\n<\/tr>\n<tr>\n<td>American Indian or Alaska Native<\/td>\n<td>1%<\/td>\n<\/tr>\n<tr>\n<td>Asian<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Hispanic, Latino, or Spanish origin<\/td>\n<td>4%<\/td>\n<\/tr>\n<tr>\n<td>Some other race<\/td>\n<td>1%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table id=\"table-Q18\" class=\"formatted-right\">\n<caption><strong>Q17.&nbsp;<\/strong>In addition to being Hispanic, Latino or Spanish, do you identify yourself with a particular race?<\/caption>\n<thead>\n<tr>\n<th>Response<\/th>\n<th>N=400<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>White<\/td>\n<td>69%<\/td>\n<\/tr>\n<tr>\n<td>Black or African American<\/td>\n<td>6%<\/td>\n<\/tr>\n<tr>\n<td>American Indian or Alaska Native<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Asian<\/td>\n<td>0%<\/td>\n<\/tr>\n<tr>\n<td>Some other race<\/td>\n<td>25%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nTHANK-YOU!",
            "title": "Public Awareness and Views of K-12 Online Learning in Michigan 2017",
            "excerpt": "From September 20 to 27, 2017, Public Sector Consultants Inc. (PSC), on behalf of Michigan Virtual Learning Research Institute, conducted surveys with 800 Michigan adults and 400 college students (88% from Michigan). These surveys were part of ongoing public opinion research conducted by Michigan Virtual to better understand the opinions, preferences, and beliefs of Michigan residents about online learning opportunities for high school students in the state.",
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        {
            "id": 28536,
            "path": "\/blog\/swartz-creek-academy-stresses-responsibility-growth-relationships\/",
            "author_id": 54,
            "timestamp": 1513746000,
            "content": "<a href=\"https:\/\/www.youtube.com\/playlist?list=PLEr3aBYwhAcdmo4OdTEUvZqf37qTf2iu1\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"aligncenter size-full wp-image-1297\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/12\/richard-thompson.jpg\" alt=\"Richard Thompson - Mentor, Swartz Creek Academy\" width=\"1500\" height=\"754\" \/><\/a>Richard Thompson is the Dean of Students and Director of Operations at Swartz Creek Academy. The Academy is an alternative education school in Swartz Creek, Michigan, that provides students an opportunity to earn their diplomas by taking courses in online or blended formats. Richard's program emphasizes rigor, responsibility, and growth when working with students in alternative settings. <em>Michigan Virtual\u2122<\/em> staff spoke with Richard about how his school establishes practices that focus on relationship building and allow students to take control of their learning. Hear directly from Richard in the videos below, and check out the <a href=\"https:\/\/www.youtube.com\/playlist?list=PLEr3aBYwhAcdmo4OdTEUvZqf37qTf2iu1\" target=\"_blank\" rel=\"noopener noreferrer\">YouTube playlist<\/a> for even more insights.\n\n<hr \/>\n\n<h4>What are the characteristics of a good mentor, and what training is valuable for mentors?<\/h4>\nhttps:\/\/www.youtube.com\/watch?v=7IJqZTBWJZA\n\n<hr \/>\n\n<h4>How do you instill or empower desire in your students?<\/h4>\nhttps:\/\/youtu.be\/-vkFpVbhKM0\n\n<hr \/>\n\n<h4>How do you set expectations for your students?<\/h4>\nhttps:\/\/youtu.be\/SZ8w1iizSLo\n\n<hr \/>\n\n<h4>How do you help students tackle challenges and grow?<\/h4>\nhttps:\/\/youtu.be\/BPE9D3KXJEw\n\n<hr \/>\n\n<h4>How important are relationships?<\/h4>\nhttps:\/\/youtu.be\/xIokZNP-Dm0",
            "title": "Swartz Creek Academy Stresses Responsibility, Growth, and Relationships",
            "excerpt": "Richard Thompson is the Dean of Students and Director of Operations at Swartz Creek Academy. The Academy is an alternative education school in Swartz Creek, Michigan, that provides students an opportunity to earn their diplomas by taking courses in online or blended formats. Richard&#8217;s program emphasizes rigor, responsibility, and growth when working with students in...",
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            "path": "\/blog\/episode-45-mimi-ito-uc-irvine-justin-reich-mit\/",
            "author_id": 54,
            "timestamp": 1513573200,
            "content": "https:\/\/soundcloud.com\/mvlri\/episode-45-mimi-ito-uc-irvine-and-justin-reich-mit\n\n<hr \/>\n\nIn this episode, we\u2019re joined by two researchers affiliated with the Digital Media and Learning Research Hub \u2013 Mimi Ito from UC Irvine and Justin Reich from MIT. First we\u2019ll get acquainted with their work more generally and learn about the unique research topics they\u2019re pursuing at their respective institutions. Then, we talk extensively about a recent publication that they authored that was published through the Hub, called From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies. We talk about the process of producing this report, including convening stakeholders from many different organizations involved in education technology and online learning, and the challenges and strategies identified with regard to the equitable use of learning technologies in K-12 settings.",
            "title": "Episode 45: Mimi Ito, UC Irvine and Justin Reich, MIT",
            "excerpt": "In this episode, we\u2019re joined by two researchers affiliated with the Digital Media and Learning Research Hub \u2013 Mimi Ito from UC Irvine and Justin Reich from MIT. First we\u2019ll get acquainted with their work more generally and learn about the unique research topics they\u2019re pursuing at their respective institutions. Then, we talk extensively about...",
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        {
            "id": 9078,
            "path": "\/students\/edready\/",
            "author_id": 21,
            "timestamp": 1512440271,
            "content": "[rank_math_breadcrumb]\n<h1>Empower students to reach their math &amp; English goals<\/h1>\nTarget knowledge gaps and collect real-time data with EdReady Math &amp; English. These personalized learning programs offer diagnostic testing, generate personalized playlists, and help students meet grade-level expectations in math &amp; English.\n\n<a href=\"#getstarted\" target=\"_blank\" rel=\"nofollow noopener\">\nGet Started for Free\n<\/a>\n\n<em>EdReady is part of the non-profit NROC Project.<\/em>\n\n<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/iStock-647280728-1024x683.jpg\" alt=\"Casual girl listening music with headphones and searching songs in a laptop sitting on a bench in the street\" loading=\"lazy\" \/>\n<h2>Personalized learning that really works<\/h2>\nEdReady Math (grades 4-12) and EdReady English (grades 8-12) empower students to meet their college and career aspirations by providing them with a personalized study path to mastering critical skills and concepts in math and English. These engaging, web-based programs can be used by individual students or as part of a schoolwide initiative.\n\n<a href=\"https:\/\/michiganvirtual.org\/students\/edready\/#form\" target=\"_blank\" rel=\"nofollow noopener\">\n\nSet up a meeting to learn more\n<\/a>\n<h6>FREE VERSION: <strong>For Individual Families<\/strong><\/h6>\n<h4>Use EdReady for free this school year<\/h4>\nThis summer, we will be offering free access to EdReady Math and EdReady English to Michigan families. Until September 1, 2023, students will be able to access these programs at no cost. These programs provide support to families with children who struggled in math &amp; English during the pandemic fill gaps to meet grade-level expectations for the fall.\n\n<a href=\"https:\/\/lc.michiganvirtual.org\/courses\/edready-math\/\" target=\"_blank\" rel=\"noopener\">\nEdReady Math\n<\/a>\n<a href=\"https:\/\/lc.michiganvirtual.org\/courses\/edready-english\/\" target=\"_blank\" rel=\"noopener\">\nEdReady English\n<\/a>\n<h6>PREMIUM VERSION: <strong>For Schools<\/strong><\/h6>\n<h4>Reporting data that works for you in real-time<\/h4>\nHow do you make decisions as an administrator? Data. Through our premium version of EdReady for schools, gain access to a customized dashboard, which includes the option to build analytic reports on each individual student\u2019s diagnostic performance, learning path, student interaction with the materials, and growth data.\n<h6>These real-time reporting features help schools:<\/h6>\n<ul>\n \t<li>\n\t\t\t\t\t\t\t\nEasily create reports to inform decision-making<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nMonitor student engagement<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nSee how students are spending their time<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nUnderstand how students are doing at a granular level<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nIdentify when students need help with key activity indicators<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nHelp educators plan for how to best instruct &amp; intervene<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nAssess mastery status across a cohort of students<\/li>\n<\/ul>\nhttps:\/\/vimeo.com\/edready\/review\/109884594\/ea368bd2d6%20\n<h2>These programs will help your students:<\/h2>\n<ul>\n \t<li>\n\t\t\t\t\t\t\t\nAssess math skills through diagnostic testing<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nMap their strengths and weaknesses<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nTarget knowledge gaps with a personalized playlist of lessons generated based on their results<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nMaster skills assessed on the SAT, ACT, and M-STEP<\/li>\n \t<li>\n\t\t\t\t\t\t\t\nAchieve their college and career aspirations<\/li>\n<\/ul>\n<h2>EdReady Math<\/h2>\n<h5>For Grades 4-12<\/h5>\n<h6>By the end of these programs, your students can master more than 400 critical concepts and skills, including:<\/h6>\n<ul>\n \t<li>Whole Numbers<\/li>\n \t<li>Factoring<\/li>\n \t<li>Decimals<\/li>\n \t<li>Percentages<\/li>\n \t<li>Geometry<\/li>\n \t<li>Concepts in Statistics<\/li>\n \t<li>Real Numbers<\/li>\n \t<li>Exponents and Polynomials<\/li>\n \t<li>Radical expressions<\/li>\n \t<li>Rational expressions<\/li>\n \t<li>Trigonometry<\/li>\n \t<li>Solving equations and inequalities<\/li>\n \t<li>Quadratic equations<\/li>\n \t<li>Exponential and logarithmic functions<\/li>\n \t<li>Ratios, rates, and proportions<\/li>\n \t<li>Fractions and mixed numbers<\/li>\n<\/ul>\n<a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1s1-_NtQpWbY3tcSiDjSE1JRbsOBSdM7nWgx-72iU0AY\/edit?usp=sharing\" target=\"_blank\" rel=\"nofollow noopener\">\n\nView EdReady Math standards\n<\/a>\nhttps:\/\/vimeo.com\/103148050\n<h2>\n\t\t\t\t\t\tDiagnostic Testing<\/h2>\nEdReady Math offers diagnostic testing  for 4th through 8th grades, as well as in core high school mathematics areas (i.e. Algebra I and II, Geometry, and Precalculus\/Trigonometry). These tests help students assess their current mathematical proficiency, evaluate their progress, and reach their target scores.\n<h2>\n\t\t\t\t\t\tPersonalized Study Paths<\/h2>\nStudy materials are personalized to each student\u2019s needs. Each student will receive a unique study path that walks them through skills they need to strengthen.\n<h2>\n\t\t\t\t\t\tSkills-Based Learning<\/h2>\nThe content available on EdReady Math covers nearly 400 developmental math skills with 19 units, 59 lessons, and 130 topics. Each lesson is presented in a variety of different styles, so students can choose which approach helps them learn best.\n<h2>\n\t\t\t\t\t\tReal Results<\/h2>\nCase studies from programs that have implemented EdReady Math report improved assessment scores and dramatic increases in the number of students who test into college-level math on placement exams, as well as improved grades once they enroll in college-level math courses.\nhttps:\/\/vimeo.com\/238621073\n<h2>EdReady English<\/h2>\n<h5>For Grades 8-12<\/h5>\n<h6>By the end of these programs, your students can master over 130 critical concepts and skills, including:<\/h6>\n<ul>\n \t<li>Identifying main ideas<\/li>\n \t<li>Interpreting bias<\/li>\n \t<li>Exploring comparative elements<\/li>\n \t<li>Learning across disciplines<\/li>\n \t<li>Identifying an intended audience<\/li>\n \t<li>Using sources in reading and writing<\/li>\n \t<li>Developing a thesis statement<\/li>\n \t<li>Using referents and transitions<\/li>\n \t<li>Revising, editing and proofreading<\/li>\n \t<li>Correcting grammatical errors<\/li>\n<\/ul>\n<a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1ep6aSKg27tIPMRY4Xvh5exFFYEcqSwwkRd7o1L8vG6w\/edit?usp=sharing\" target=\"_blank\" rel=\"nofollow noopener\">\n\nView EdReady English standards\n<\/a>\n<h2>Unlock the Power of Learning with EdReady Math &amp; English for FREE!<\/h2>\nAre you eager to enhance your skills in Math and English? We're thrilled to offer free access links for individuals. Dive into a tailored learning experience, strengthen your foundations, and achieve your academic and personal goals.\n\n<a href=\"https:\/\/docs.google.com\/document\/d\/19GeuXjzN_s7Fmuyi6GQI-ljjA2CfyUGQ7Ty03RvpywM\/edit?usp=sharing\" target=\"_blank\" rel=\"nofollow noopener\">\nRegistration Overview\n<\/a>\n<h3>EdReady Math<\/h3>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1vG8o6iirxC9YG2fhCVVbd-tlzMb_Z1lGcMLbMU_ka_E\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\nHS Trigonometry\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1RJq80qY9d8FlVsYet5-4wgnOCHxQ9IVc6Mb9HX195a8\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\nSAT Math Prep\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/11dZI4Pdb6lxw11op3dP_JLYiN_a0dRmB4BD8_8aPIu4\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\nHS Algebra 1\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1C_yCg5JIOi8XI3xXu5QPvfK-AznQgFbDAbKA-FE1REg\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\nHS Algebra 2\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1bDYlEYA4wx3gwb_SWJfGXn7VuNend0GQWg7MyKScc-U\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\nHS Geometry\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1Mi2J0wgeLlQzea6I7vk2huvVo8VJES3m6E4PZf7XGB0\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\n8th Grade Pre-Algebra\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1bn_nSPdzljWrg1j4EMxqw3ncWUjzMhex-Z2bEs5-pDk\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\n7th Grade Math\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1CFrg5IvgZdnAVk_o3MX9TOLrxSoTmZEFtHVcuallLFU\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\n6th Grade Math\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1SJTD5QbNKChvv5LcShdzqXjb-EOi2nZnO7GE02hGdY4\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\n5th Grade Math\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1n7toGJzqE95FFz5rgFInoPXhwWuHHOOWSAX7xq-Uqus\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\n4th Grade Math\n<\/a>\n<h3>EdReady English<\/h3>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1S7CQrnzriWeOrJm7OW85eFm4_kyz1QOeGiqVV3KmdlA\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\n8th-9th Grade English\n<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1Hh9B_VyH5iO1ujqHxA3K9NuUwODXD5TL_eqLF5RHt5c\/edit?usp=drive_link\" target=\"_blank\" rel=\"nofollow noopener\">\n10th-12th Grade English\n<\/a>\n<h2>Looking for a full credit recovery solution?<\/h2>\nIf your student needs to recover math credits for graduation, consider signing them up for our Essentials courses, which include EdReady Math at no additional cost. These online courses are designed to create a highly-supportive learning environment for students who need extra help in order to succeed.\n\n<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\nView Essential courses\n<\/a>\n<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/01\/iStock-1217210260-1024x683.png\" alt=\"\" loading=\"lazy\" \/>\n<h2>\n\t\t\t\t\t\tWebinar: Keeping Students on Track in Mathematics<\/h2>\nWhen NexTech High School of Lansing principal Jamie Dewitt piloted EdReady, she was surprised how hands-off it could be. After about a month, DeWitt logged in to find that nearly every single student had completed their coursework. \u201cThere\u2019s something about it that motivated them to keep going,\u201d DeWitt said. \u201cIt\u2019s easy for them to not feel overwhelmed when doing an entire course.\u201d That\u2019s the result of powerful content paired with a stellar user interface. Simply put, an online math program must be easy and fun to use\n<a href=\"https:\/\/michiganvirtual.org\/webinar\/keeping-students-on-track-in-mathematics\/\" target=\"_blank\" rel=\"noopener\">\nWatch now\t\t\t\t\t<\/a>\n<h2>Fill out the form below to reach out to us!<\/h2>",
            "title": "EdReady",
            "excerpt": "Empower students to reach their math &#038; English goals Target knowledge gaps and collect real-time data with EdReady Math &amp; English. These personalized learning programs offer diagnostic testing, generate personalized playlists, and help students meet grade-level expectations in math &amp; English. Get Started for Free EdReady is part of the non-profit NROC Project. Personalized learning...",
            "slug": "edready",
            "modified_timestamp": 1697657494,
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            "path": "\/blog\/innovation-in-education\/",
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            "content": "<blockquote>This article was originally posted at <a href=\"https:\/\/mckaypassingnotes.wordpress.com\/2017\/10\/20\/innovation-in-education\/\">Passing Notes<\/a>\u00a0and is the first in a series for a MOOC on\u00a0<em>The Innovator\u2019s Mindset<\/em>\u00a0<a href=\"http:\/\/immooc.org\/\" target=\"_blank\" rel=\"noopener\">#IMMOOC<\/a>\u00a0by\u00a0<a href=\"https:\/\/georgecouros.ca\/blog\/\" target=\"_blank\" rel=\"noopener\">George Couros<\/a>.<\/blockquote>\r\nImagine if a student today time-traveled to the classroom of 1917.\u00a0 Our time-traveling student would be out of place culturally, and yet the classroom itself might not be terribly different.\u00a0 In the classrooms of 2017,\u00a0chalkboards have been replaced by whiteboards, overhead projectors by LCD projectors or even some type of SMART board, but are students still sitting in rows and turning in worksheets? \u00a0 Or they creating, producing, and collaborating?\r\n\r\nWhen one of my own kids brought home a classroom syllabus from school, I felt deflated as I read it. \u00a0The paper looked as if it had been typed \u2014 on a typewriter \u2014 decades ago. \u00a0The teacher had scribbled out percentages on the paper and handwritten over them before sending it through the copy machine. \u00a0Students will complete 30 homework problems each night (with the answers in the back of the book) \u2014 not exactly engaging, transformative, or innovative.\u00a0 I have difficulty imagining that the students in this classroom are inspired to learn more on their own or are looking forward to another day of lectures, rows, and drilled practice.\r\n\r\nIn the introduction of\u00a0<em>The Innovator\u2019s Mindset<\/em>, George Couros (<a href=\"https:\/\/twitter.com\/gcouros\" target=\"_blank\" rel=\"noopener\">@gcouros<\/a>) writes,\r\n<blockquote>We forget that our responsibility isn\u2019t solely to teach memorization or the mechanics of a task but to spark a curiosity that empowers students to learn on their own.<br><br>To wonder.<br>To explore.<br>To become leaders.<br><br>We forget that if students leave school less curious than when they started, we have failed them.<\/blockquote>\r\nWhy is it so difficult to innovate in education today? \u00a0Students have access to more information in their pockets than I had in an entire school library, yet they are often told to leave their phones in their lockers, or they\u2019re blocked by school firewalls on all kinds of websites.\r\n\r\nWhile some teachers become early innovators in their buildings, it\u2019s rare to see an\u00a0<em>entire<\/em>\u00a0building of innovators.\u00a0 One key difference between a handful of innovators and an entire system that values innovation lies in leadership. \u00a0Innovative leadership is still uncommon in the world of education. \u00a0After leaving the face-to-face classroom to work as a lead instructor at Michigan Virtual, my new supervisor told me, \u201cI see my job as being the person to remove barriers for our teachers.\u201d\u00a0 I thought she was messing with me.\u00a0 I\u2019m sure I looked highly skeptical after years of feeling roadblocked in a large public school system. \u00a0But she was true to her philosophy, and it\u2019s a philosophy I keep at the forefront as I now lead teachers within our organization.\r\n\r\nWhat would be possible for classroom teachers if all school leaders took the approach of removing barriers for their teachers? \u00a0How would that ultimately change a classroom experience for students?",
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        {
            "id": 28535,
            "path": "\/blog\/opportunities-engaging-students-data-practices-online-science-classes\/",
            "author_id": 54,
            "timestamp": 1511154000,
            "content": "<h2><img class=\"aligncenter size-full wp-image-1205\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/iStock-538811846.jpg\" alt=\"\" width=\"2048\" height=\"1365\" \/><\/h2>\r\n<h2>What are Data Practices?<\/h2>\r\nData are powerful, both in science and science education as well as in our everyday lives. By preparing students to think about data, students can question the claims of scientists, news media, and experts in marketing by questioning what data were collected \u2013 and how. Moreover, by preparing students to think with data, students can use data to answer questions that are relevant and interesting to them. Being able to think of and with data is powerful not only in science (and other STEM areas of study) but also in occupations that did not traditionally involve a focus on data, such as journalism.\r\n\r\nThis post explores the topic of work with data, particularly a set of activities, or what the <em>Next Generation Science Standards <a href=\"https:\/\/www.nextgenscience.org\/\" name=\"_ftnref1\"><strong>[1]<\/strong><\/a> <\/em>(<em>NGSS<\/em> and the similar <em>Michigan Science Standard<\/em>s) and the <em>Common Core State Standards<\/em> (<em>CCSS<\/em>) refer to as \u201cpractice.\u201d In short, these are activities akin to what experts in STEM\u2014scientists, mathematicians, engineers, and even data scientists\u2014do. To refer to practices focused on work with data, we use the term \u201cdata practices.\u201d Data practices draw not only from the practices of developing and using models and analyzing and interpreting data, but also obtaining, evaluating, and communicating information and, in many cases, using mathematics and computational thinking.\r\n<h2>Opportunities and Challenges for Data Practices in Online Science Classes<\/h2>\r\nPast research has shown that engaging in data practices is educationally powerful and valuable on its own, involving demanding (and engaging) reasoning skills in science (Lehrer &amp; Schauble, 2015). In addition, they are noteworthy because of how they provide a way to integrate across STEM domains. While mathematics is used in science, and scientific questions provide a context for some problem-based work in mathematics, for example, how to meaningfully learn both about and how to do science and mathematics has been a challenge for us as educators.\r\n\r\nIn science, many data practices are possible to carry out in any learning environment\u2014face-to-face, blended, or fully online. One affordance for engaging students in data practices in online science classes is that teachers and students already have many of the tools that are needed. Accessing data, wrangling and modeling data, and creating figures have long required digital tools (Lehrer &amp; Schauble, 2015). Building on this opportunity to use powerful tools that are already available to students in online classes, the remainder of this post is focused on how simulations, common in online classes, can be modified to engage students in data practices focused around collecting data and generating model-based explanations for a real-world phenomenon.\r\n<h2>A Design-based Research Study in a Michigan Virtual School AP Physics Class<\/h2>\r\nIn the 2016-2017 school year, I carried out a design-based research study on students\u2019 use of a simulation as part of a <em>Michigan Virtual<\/em>\u00a0college-level AP Physics 2 class. The goal of the study was twofold: a) design a series of activities around collecting data from a simulation and then creating an explanation using a model, and b) systematically document what students learned from their involvement in the activities. I worked closely with the instructor of the course, who had extensive expertise in the science content (thermodynamics and the kinetic theory of matter) and the use of modeling and simulations. These activities were designed around the existing curriculum: this study was focused on the second unit of the class, with the three activities serving as a unit-long supplement to the existing instruction.\r\n<h3>Design of the Simulation and Activities<\/h3>\r\nThe primary goal of the activities was for students to develop model-based explanations to answer the question: What affects the time it takes for a smell to travel across the room? This question was the \u201cdriving question\u201d for the activities and drew from the goals of an existing unit and past research (Schwarz et al., 2009). We used a Lab Interactive, a simulation tool designed by the Concord Consortium. In particular, Lab Interactive simulations are \u201cshareable, embeddable, and authorable components defined in JavaScript Object Notation.\u201d We adapted an existing simulation (about the diffusion of gas molecules) and designed three associated activities described in this section.\r\n<h4>Activity 1: Tinker with the Simulation.<\/h4>\r\nThe aim of this activity was to provide the chance for students to be introduced to the simulation and have time to tinker with it. In this activity, students accessed the simulation (available<a href=\"http:\/\/lab.concord.org\/interactives.html#interactives\/external-projects\/msu\/temperature-diffusion.json\"> here<\/a> and presented in Figure 1) and responded to questions that prompted them to generate ideas about what they understood about how temperature, pressure, and volume are related, and what they thought would happen in the simulation both before and after tinkering with it.\r\n\r\n<strong>Figure 1. The Lab Interactive simulation that we designed for this study based on an existing simulation about the diffusion of molecules. <\/strong>\r\n\r\n<img class=\"aligncenter size-full wp-image-1284\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/11\/existing-simulation-of-molecules-figure1.png\" alt=\"Simulation of Molecules\" width=\"974\" height=\"527\" \/>\r\n<h4>Activity 2: Collect Data from the Simulation.<\/h4>\r\nThe aim of this activity was for students to generate a plan for collecting data and to collect the data for a class dataset. Students were prompted to answer questions about how they would collect the data (what they would specify as temperatures and number of molecules needed to stop the detector and how many runs of the simulation they would carry out). After collecting the data, students were asked to share a Google Sheets file, with the sole requirement being that they collected (at a minimum) information on the temperature and experiment time.\r\n<h4>Activity 3: Generate a Model-based Explanation Using a Class Dataset.<\/h4>\r\nThe aim of this activity was for students to use the class dataset to generate a model of the data and a model-based explanation as an answer to the driving question, \u201cWhat affects the time it takes for a smell to travel across the room?\u201d Students were asked to explore the data in any way they liked, such as through calculating descriptive statistics for the data or creating figures. They were prompted to model the relationship between temperature and experiment time using a scatterplot and a line of best fit and to generate an explanation for the relationship between the temperature and the experiment time in light of the model they selected.\r\n<h2>Findings<\/h2>\r\nThough based on activities completed in only one semester, we found that students were able to demonstrate capabilities that can be beneficial to their learning. For example, in the third activity, students were asked to consider how simple models are often preferred in science because they are more easily interpretable. One student, in an impressive response (the graph from which is presented in Figure 2), wrote, \u201cI used this 4<sup>th<\/sup> power polynomial function because it had a much higher R<sup>2<\/sup> value than the linear, exponential, and lower degree functions.\u201d This student concluded that a 4<sup>th<\/sup>-degree polynomial was the most appropriate model, as \u201cHaving a polynomial function with a higher degree of 4 makes it really laborious to manipulate and use to predict values.\u201d While this is only one response from one student, other responses suggest that the complex, messy data that students generated and then used as part of a class dataset provided a context to consider sophisticated aspects of modeling data.\r\n\r\n<strong>Figure 2. Example data model created by a student as part of an explanation of the relationship between temperature and time.<\/strong>\r\n\r\n<img class=\"aligncenter size-full wp-image-1285\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/11\/relationship-between-temperature-and-time-figure2.png\" alt=\"Plot\/Line graph showing the relationship between temperature and time.\" \/>\r\n\r\nIn addition to findings related to students\u2019 responses and how they decide what model to fit the data, we took away some lessons from designing these activities, reviewing students\u2019 work, and reflecting on our experience. These lessons take the form of recommendations both general to using data in online science classes and specific to the use of simulation-based activities.\r\n<ul>\r\n \t<li>First, we recommend considering using larger, even \u201cmessy\u201d sources of data to provide improved benefits to students\u2019 learning. While it is important to weigh the benefits of students\u2019 use of more complex data against the practicality of collecting and modeling these sources of data, it may be important for students to make decisions about how to model the type of data encountered in advanced coursework (and many occupations).<\/li>\r\n \t<li>Second, we recommend that future activities include opportunities for students to ask their own questions. In many cases, determining which data to collect in order to answer a specific question is not always straightforward or clear. While in these activities students made decisions about how much data to collect (and what variables to collect data on), more open-ended activities may help students develop the capability to generate and answer questions based on their interests and curiosity.<\/li>\r\n \t<li>Third, we recommend that instructional designers and teachers use a combination of general (i.e., Google Sheets) and specialized (i.e., the Common Online Data Analysis Platform) tools when appropriate to engage students in data practices. Tools that are specially-designed as educational tools for data analysis, such as the <a href=\"https:\/\/codap.concord.org\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">Common Online Data Analysis Platform<\/a> (CODAP), can connect directly to sources of data (such as the Lab Interactive simulation we used) and make it even more intuitive for students to model and create graphs from data.<\/li>\r\n \t<li>Fourth, we recommend that when simulations are used, have students \u201ctinker\u201d with them first. While \u201ctinkering\u201d or playing with a science simulation takes time, these opportunities can provide students with a chance to start to generate ideas about how the simulation works. Many times, students set the simulation to its limits (i.e., to the lowest or highest temperature for the simulation we used) to \u201cbreak it.\u201d However, this can (potentially) support students\u2019 effort to understand how well the simulation corresponds to the real-world in both every day and extreme situations.<\/li>\r\n \t<li>Fifth, we recommend that those designing simulations make them authentic to the phenomenon they represent \u2014at least in some cases. This simulation was designed to output quantitative data in the same units for volume, pressure, and temperature that students encounter in many assignments beyond the simulation. This allowed students to easily create and model quantitative output from it, which can be highly difficult if the simulation was designed to permit qualitative interpretation of the output.<\/li>\r\n<\/ul>\r\n<h2>Conclusion<\/h2>\r\nBeing able to think of and with data is a powerful capability, not only in STEM but also in other areas of study and many occupations, including those that did not previously involve intensive work with data. Work with data, particularly collecting and modeling data, connects to many of the practices described in recent science curricular standards as well as others, such as obtaining, evaluating, and communicating information and constructing explanations. Findings and recommendations from this design-based research study provide some key ideas for the design and teaching of activities to engage students in data practices. What students learn through completing these and other activities in online science classes at <em>Michigan Virtual<\/em> is, then, a worthwhile topic for instructional designers, teachers, and researchers to consider in their future work.\r\n\r\n<hr \/>\r\n\r\n<h2>References<\/h2>\r\nLehrer, R. &amp; Schauble, L. (2015). Developing scientific thinking. In L. S. Liben &amp; U. M\u00fcller (Eds.), Cognitive processes. <em>Handbook of child psychology and developmental science<\/em> (Vol. 2, 7th ed., pp. 671-174). Hoboken, NJ: Wiley.\r\n\r\nWinsberg, E. (2010).\u00a0<em>Science in the age of computer simulation<\/em>. Chicago, IL: University of Chicago Press.",
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            "excerpt": "What are Data Practices? Data are powerful, both in science and science education as well as in our everyday lives. By preparing students to think about data, students can question the claims of scientists, news media, and experts in marketing by questioning what data were collected \u2013 and how. Moreover, by preparing students to think...",
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            "path": "\/blog\/episode-44-jordan-rickles-american-institutes-research\/",
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            "content": "https:\/\/soundcloud.com\/mvlri\/episode-44-jordan-rickles-american-institutes-for-research\n\n<hr \/>\n\nIn this episode, we\u2019re joined by Jordan Rickles, principal researcher at the American Institutes for Research. Jordan\u2019s work focuses on K-12 education and has recently examined outcomes of virtual learning for credit recovery. We talk about some of the big questions being researched in a recently launched initiative with Los Angeles Unified School District aimed at studying the efficacy of online learning solutions in a credit recovery setting.",
            "title": "Episode 44: Jordan Rickles, American Institutes for Research",
            "excerpt": "In this episode, we\u2019re joined by Jordan Rickles, principal researcher at the American Institutes for Research. Jordan\u2019s work focuses on K-12 education and has recently examined outcomes of virtual learning for credit recovery. We talk about some of the big questions being researched in a recently launched initiative with Los Angeles Unified School District aimed...",
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            "path": "\/blog\/campfire-podcast-flipgrid\/",
            "author_id": 48,
            "timestamp": 1510174967,
            "content": "\n\nIn this episode, Jeff and Erin share about Flipgrid and how they \u2018dig\u2019 using it with students and teachers alike. They also engage in the great chicken\/egg debate of educational technology: what comes first, the technology tool or the learning?\n\n<img class=\"aligncenter\" src=\"http:\/\/static.flipgrid.com\/flipgridtwittercard.jpg\" alt=\"\" \/>\n\n<strong>Now, here are the notes:<\/strong>\n<ul>\n \t<li>We\u2019re digging\u00a0<a href=\"https:\/\/info.flipgrid.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Flipgrid<\/a>! We love using Flipgrid as a space for video discussion prompts and allowing participants to get \u201cmeta\u201d and share their thinking. We especially appreciate its intuitive, easy-to-use design.<\/li>\n \t<li>In our #campfireQ discussion, we take on a debate we regularly mull over: what comes first the learning goal or the tech tool? Listen to how our thoughts and ideas have grown or changed over the years. Feel free to share your take with us, too!<\/li>\n<\/ul>\nAs always, if you want to subscribe, check us out on\u00a0<a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\">iTunes<\/a>,\u00a0<a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a>\u00a0and\u00a0<a href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>!",
            "title": "Podcast: Flipgrid &amp; The Great Chicken\/Egg Debate",
            "excerpt": "Jeff and Erin share about Flipgrid and how they dig using it with students and teachers alike, then ask: what comes first, the technology tool or the learning?",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Keep online learning local.<\/h1>\t\t\n\t\t\tWith our collaborative partnerships, <strong>local teachers<\/strong> instruct <strong>local students<\/strong> using our <em>award-winning content<\/em>.\t\t\n\t\t\t<a href=\"#form\" role=\"button\">\n\t\t\t\t\t\tLet's Collaborate\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Build a digital learning program with ease. <\/h2>\t\t\n\t\t<p>Offering students varied, flexible, and customized learning options is no longer a luxury. It\u2019s an expectation. The result? Schools and districts that provide quality digital learning choices for their communities <b>maintain enrollments<\/b> over those that don't.<\/p><p>Whether you\u2019re building an online program, seeking to improve the quality of your existing one, or simply desire vetted digital content to supplement in-person instruction, we can <b>make your life easier<\/b> and <b>boost student outcomes<\/b>.\u00a0<\/p><p>Our collaborative partnerships allow you to <b>put online learning into the hands of local teachers<\/b>. We\u2019ll provide high-quality digital content \u2014 easily modified to each teacher\u2019s instructional style \u2014 and train your staff in best practices for engaging students online.<\/p>https:\/\/www.youtube.com\/watch?v=5bWE_0ChXmg\t\t\t\t\n\t\t\t<h2>A collaborative partnership might be a good fit for your school or district if\u2026<\/h2>\t\t\n\t\t<ol><li style=\"font-weight: 400\">You\u2019d love a simpler solution for <b>navigating scheduling conflicts<\/b> and offering students <b>a more comprehensive range of courses.<\/b><\/li><li style=\"font-weight: 400\">Families in your community seek <b>more flexible learning options\u2026<\/b>which leads to maintaining or increasing enrollments in your school\/district.<\/li><li style=\"font-weight: 400\">You either <b>don\u2019t have an online learning program<\/b> yet or<b> hope to improve the quality <\/b>of your existing program.<\/li><li style=\"font-weight: 400\">You\u2019d prefer that <b>local staff <\/b>teach your online students.<\/li><li style=\"font-weight: 400\">You<b> don\u2019t want to ask staff to build courses from scratch <\/b>(a process that takes <i>months <\/i>when done properly)\u2026 however, you want them to <b>be able to adapt <\/b>any purchased content to their instructional style and student needs.\u00a0<\/li><li style=\"font-weight: 400\">You want students to <b>learn 21st-century skills<\/b> that prepare them for college and the workplace, including digital literacy and communication.<\/li><li style=\"font-weight: 400\">You have innovative staff who\u2019d be thrilled to have the opportunity to <b>supplement in-person instruction <\/b>with high-quality digital content.<\/li><\/ol>\t\t\t\t\n\t\t\t<h2>How it works<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>1.<\/strong> You select the online courses you\u2019d like to offer from a menu of 100+ options.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>2.<\/strong> We provide introductory and ongoing professional development for you and your staff.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>3.<\/strong> Your staff teaches your students online.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>4.<\/strong> Your students benefit by having flexible learning options all managed within your local school or district, and your staff benefits by building knowledge and skill in teaching effectively online.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Why partner with us?<\/h2>\t\t\n\t\t\t\t<h2>Ability to modify online courses<\/h2>\n\t\t\t\t\t\tYour teachers will have the ability to manipulate and modify online courses to local standards and personal preferences. This ability gives them the freedom over the curriculum they desire without the stress of developing all necessary course materials themselves. \t\t\t\t\t\n\t\t\t\t<h2>Ongoing professional development<\/h2>\n\t\t\t\t\t\tWhen we say we\u2019re going to train your staff in effective practices for online learning, we\u2019re not talking about a one-time event. You and your staff will receive comprehensive, introductory training and access to ongoing professional development for the entirety of your time as a collaborative partner. \t\t\t\t\t\n\t\t\t\t<h2>Dedicated support team<\/h2>\n\t\t\t\t\t\tYou won't need to call a 1-800 number to get help as a collaborative partner. Instead, you'll have access to dedicated support staff at Michigan Virtual who will be your point of contact. In addition, staff will have access to experienced online instructors knowledgable in our courses, content, and online instruction.\t\t\t\t\t\n\t\t\t<h2>Collaboration, not competition<\/h2>\t\t\n\t\t<p>Learn how a collaborative partnership allowed districts in St. Clair County to work together to provide localized online learning. Rather than competing with one another for online options, the districts began to collaborate to the benefit of staff and students.<\/p>\t\t\t\t\n\t\t\t<h5><strong>Kevin Miller <\/strong> <br>\nSuperintendent, St. Clair County RESA<\/h5>\t\t\n\t\t<p>\u201cThrough this partnership with <i>Michigan Virtual<\/i>, St. Clair County teachers have access to additional professional development opportunities, both online and face-to-face, with other <i>Michigan Virtual <\/i>instructors. And school districts are further developing the talented teachers they already employ by training them to deliver content and connect with students in a new, effective way. We\u2019re able to offer students a greater variety of classes and more flexibility in selecting classes, and our students experience the benefits.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/05\/kevin-miller.jpg\" alt=\"Kevin Miller &lt;br \/ &gt;&lt;small&gt;Superintendent, St. Clair County RESA\">\n\t\t\t\t\t\t\t\t\t\t<cite>Kevin Miller <br \/><small>Superintendent, St. Clair County RESA\u201cThrough this partnership with Michigan Virtual, St. Clair County teachers have access to additional professional development opportunities, both online and face-to-face, with other Michigan Virtual instructors. And school districts are further developing the talented teachers they already employ by training them to deliver content and connect with students in a new, effective way. We\u2019re able to offer students a greater variety of classes and more flexibility in selecting classes, and our students experience the benefits.\u201d<\/cite>\t\t\t\t\tRead More\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/11\/StClairCollaborative.pdf\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tRead the case study\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The professional development experience<\/h2>\t\t\n\t\t<p>The training that you and your staff will receive through this partnership goes beyond a singular, one-and-done training event. Instead, this experience is continuous, ongoing, and as-needed.<\/p>\t\t\t\t\n\t\t\t<h5>Here\u2019s a sneak peek into what <br>\nthis professional development looks like:<\/h5>\t\t\n\t\t\t\t<h2>Introductory training for staff (21 SCECHs) <\/h2>\n\t\t\t\t\t\tA comprehensive, introductory training course in which staff will learn how to utilize the Brightspace LMS, leverage effective practices for online pedagogy, and modify online courses to fit their needs.\t\t\t\t\t\n\t\t\t\t<h2>Onboarding for school leaders<\/h2>\n\t\t\t\t\t\tAn optional, 2-hour onboarding course for administrators that overviews effective practices for online learning, using the Brightspace LMS, program management, and more. \t\t\t\t\t\n\t\t\t\t<h2>Monthly meetups for administrators<\/h2>\n\t\t\t\t\t\tMonthly opportunities for administrators to meet with peers from around the state in a lightly facilitated discussion\t\t\t\t\t\n\t\t\t\t<h2>Monthly PD sessions for staff<\/h2>\n\t\t\t\t\t\tMonthly 1-hour training sessions led by experienced online instructors on topics pertinent to online classrooms.\t\t\t\t\t\n\t\t\t\t<h2>Instructional support<\/h2>\n\t\t\t\t\t\tAccess to experienced Michigan Virtual teachers for questions regarding online teaching practices.\t\t\t\t\t\n\t\t\t\t<h2>Monthly newsletters<\/h2>\n\t\t\t\t\t\tA monthly newsletter with as-needed updates, ed-tech suggestions, Brightspace tips and tricks, and more.\t\t\t\t\t\n\t\t\t\t<h2>Mentor support<\/h2>\n\t\t\t\t\t\tSupport for the mentors of online learners <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\">(a distinct role from teachers)<\/a> which includes <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\">training, resources, and an online community<\/a>.\t\t\t\t\t\n\t\t\t<h2>Reap the benefits of 20 years of online learning<\/h2>\t\t\n\t\t<p>For the past two decades, we\u2019ve been researching, testing, and implementing effective practices for engaging students in virtual classrooms. As Michigan\u2019s authority in online education and a nonprofit organization driven by student success, we train and employ hundreds of full-time or part-time Michigan educators who teach our online courses to students across the state from Marquette to Monroe.\u00a0<\/p><p>By joining us in a collaborative partnership, you reap the benefits of 20 years of online learning experience, which we\u2019ll share with you and your staff. Whether you\u2019re looking to provide a handful of online courses at your school\/district or are seeking to establish a full-fledged virtual program, we\u2019ll be by your side as a learning partner every step of the way.<\/p><p><b>Ready to get started? Fill out the form below, and let the collaboration begin!<\/b><\/p>\t\t\t\t\n\t\t\t<h2>Let's collaborate!<\/h2>\t\t\n\t\t<p>Fill out the form below if you\u2019re interested in speaking to someone to learn more about our collaborative partnership model. One of our representatives will reach out to you soon!<\/p>",
            "title": "Collaborative Partnership Model",
            "excerpt": "Keep online learning local. With our collaborative partnerships, local teachers instruct local students using our award-winning content. Let&#8217;s Collaborate Build a digital learning program with ease. Offering students varied, flexible, and customized learning options is no longer a luxury. It\u2019s an expectation. The result? Schools and districts that provide quality digital learning choices for their...",
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            "path": "\/research\/publications\/k-12-blended-teaching-readiness-phase-1-instrument-development\/",
            "author_id": 54,
            "timestamp": 1509336000,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/11\/k12-blended-teaching-readiness-phase-1-instrument-development.pdf\"><img class=\"alignright size-medium wp-image-1264\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/k12-blended-teaching-readiness-cover-232x300.png\" alt=\"K-12 Blended Teaching Readiness\" width=\"232\" height=\"300\" \/><\/a>The adoption of blended learning in K-12 schools is on the rise.\u00a0 With this growth in demand for blended learning, there is a greater need to prepare teachers who can facilitate successful learning in these environments. In order for educator preparation programs, districts, and schools to conduct effective professional development for future blended teachers, the unique competencies of blended teaching need to be identified. Additionally, organizations and teachers need to have an easy way to assess teacher readiness and be able to diagnose what knowledge and skills they should focus on first in order to have the greatest impact with their limited professional development time and resources. This study reports on Phase 1 of a project intended to create a scientifically validated, openly-available blended teaching readiness instrument that can be freely used by districts, schools, and individual teachers to assess core knowledge and skills needed for successful blended teaching.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/11\/k12-blended-teaching-readiness-phase-1-instrument-development.pdf\">Download the Report<\/a>\n<h5><strong>Written By<\/strong><\/h5>\n<ul>\n \t<li>Charles R. Graham, <em>Brigham Young University<\/em><\/li>\n \t<li>Jered Borup, <em>George Mason University<\/em><\/li>\n \t<li>Emily Pulham, <em>Brigham Young University<\/em><\/li>\n \t<li>Ross Larsen, <em>Brigham Young University<\/em><\/li>\n<\/ul>\n<h5><strong>What we already know about this topic<\/strong><\/h5>\n<ul>\n \t<li>The past decade has shown significant growth in the adoption of blended learning in K-12 schools.<\/li>\n \t<li>There is limited research related to the existing state of teacher preparation and professional development for teaching in blended learning contexts.<\/li>\n \t<li>There is very limited scientifically validated work related to what unique competencies are needed for teaching in a blended setting.<\/li>\n<\/ul>\n<h5><strong>What this report adds<\/strong><\/h5>\n<ul>\n \t<li>This report presents a framework for understanding distinctions between related competencies needed for classroom technology integration, blended teaching, and online teaching.<\/li>\n \t<li>The report identifies and analyzes existing blended teaching competency sources for patterns.<\/li>\n \t<li>The report presents a successful, openly accessible, first-phase blended teaching readiness instrument with constructs related to 1. Foundations, 2. Planning, 3. Instructional Methods and Strategies, and 4. Assessment and Evaluation.<\/li>\n \t<li>A plan for the second phase of instrument development is shared.<\/li>\n<\/ul>\n<h5><strong>Implications for practice and\/or policy<\/strong><\/h5>\n<ul>\n \t<li>Future work (phase 2) will work to add a construct 5. Management to the blended teaching readiness instrument.<\/li>\n \t<li>Future work (phase 2) will also make a second attempt at creating and validating the use of a simplified instrument for professional development and preservice teaching contexts where the full instrument is too long or detailed for effective implementation.<\/li>\n \t<li>Because the Blended Teaching Readiness instruments will be free and openly available to individuals, districts, and schools, we anticipate that this will enable the creation and sharing of professional development resources around the readiness model that will help organizations be more efficient and focused on preparing teachers for success in blended contexts.<\/li>\n \t<li>A blended teaching readiness instrument scientifically validated for use in in-service and preservice contexts can provide information about individual competencies allowing for personalized professional development experiences targeted on the specific needs of individual teachers and schools.<\/li>\n<\/ul>",
            "title": "K-12 Blended Teaching Readiness: Phase 1-Instrument Development",
            "excerpt": "The adoption of blended learning in K-12 schools is on the rise.\u00a0 With this growth in demand for blended learning, there is a greater need to prepare teachers who can facilitate successful learning in these environments. In order for educator preparation programs, districts, and schools to conduct effective professional development for future blended teachers, the unique competencies of blended teaching need to be identified. This study reports on Phase 1 of a project intended to create a scientifically validated, openly-available blended teaching readiness instrument that can be freely used by districts, schools, and individual teachers to assess core knowledge and skills needed for successful blended teaching.",
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            "id": 8770,
            "path": "\/blog\/free-microsoft-services-that-are-great-for-classroom-use\/",
            "author_id": 22,
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            "content": "With Google so prevalent in school districts, sometimes the educational use of Office 365 is overlooked or even unknown to some educators. Since our team became Microsoft Education Partners, I\u2019ve found several Microsoft services that are great for classroom use.\r\n\r\n<strong>Did you know that students and teachers can establish Office 365 for Education accounts for free?<\/strong> All you need to do is sign up with your school provided email address. This gives educators and their students access to the web-based Word, Excel, PowerPoint and OneNote applications. It also allows you to install the desktop version of Office 2016 at no cost. Remember when Office cost $100+?\r\n\r\nHere's a couple of Microsoft apps I like. <a href=\"https:\/\/sway.com\/\">Sway<\/a> is a great creation tool. Students can use it to demonstrate their learning through a storytelling lens. You can import content from documents, or input a topic and it will pull in content from the internet to give you a scaffolded starting point. Think of it as a dynamic presentation tool. I also appreciate the potential of utilizing <a href=\"https:\/\/products.office.com\/en-us\/microsoft-teams\/group-chat-software\">Microsoft Teams<\/a> to foster community in the digital space. I\u2019m participating in a Microsoft Innovative Educator Trainer PLC facilitated in Teams. It supports this kind of community well.\r\n\r\nWhen a teacher or student signs up for an account using their school email address, it adds it to a tenant for that school\u2019s domain (Tenant is Microsoft\u2019s name for Office 365 services for a whole school or district). So if you are the first to sign up from your district, it creates a tenant for your entire organization. The idea here is to allow educators to lead the adoption charge. They don\u2019t need to wait for their administration to adopt Office 365 for everyone. In talking to some folks at Microsoft, they said that this helps them to identify organic interest in their products. If a district tenant starts to fill up with several teachers and their students, they will contact the district to see if the tech director wants to take over the tenant. This allows the district to access the administrative dashboard and establish Office 365 accounts for the entire school or district. The <a href=\"https:\/\/products.office.com\/en-us\/academic\/compare-office-365-education-plans\">base package for a whole school solution is also free with paid premium package options<\/a> for the tenant administrator to choose from. It\u2019s a very clever business strategy by Microsoft to get these powerful tools into the hands of individual teachers and see where organic adoption takes hold.\r\n\r\n<a class=\"btn\" href=\"https:\/\/products.office.com\/en-us\/student\/office-in-education\">Teachers and students can sign up for Office 365 here<\/a>.",
            "title": "Free Microsoft services that are great for classroom use",
            "excerpt": "Designing the physical classroom to accommodate modern learning",
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        {
            "id": 8730,
            "path": "\/resources\/quality-matters\/",
            "author_id": 21,
            "timestamp": 1508854676,
            "content": "<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">\n\t\t\t\t\t\t\t<img width=\"500\" height=\"500\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Quality-Matters-logo.jpg\" alt=\"Quality Matters (QM)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t[rank_math_breadcrumb]\t\t\n\t\t\t<h1>Quality Matters<\/h1>\t\t\n\t\t\t<h3>Meet the national leader in quality assurance for online learning.<\/h3>\t\t\n\t\t\t<h2>Meet QM<\/h2>\t\t\n\t\t<p>In the digital age, with the full power of the internet at our fingertips, anybody can make an online course. But how do you know if your students are getting a quality education?<\/p><p>This is the challenge that <a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Quality Matters (QM)<\/a> has set out to solve. Since 2003, this organization has been answering the question: How do we measure and guarantee the quality of a course?<\/p><p>Today, QM provides <a href=\"https:\/\/www.qualitymatters.org\/professional-development\" target=\"_blank\" rel=\"noopener noreferrer\">professional development<\/a>, <a href=\"https:\/\/www.qualitymatters.org\/qa-resources\/rubric-standards\" target=\"_blank\" rel=\"noopener noreferrer\">a set of rubrics<\/a>, and a <a href=\"https:\/\/www.qualitymatters.org\/reviews-certifications\" target=\"_blank\" rel=\"noopener noreferrer\">course peer review<\/a> process that function together to improve the quality of K-12 online and blended courses across the country. QM has received national recognition for its approach to continuous improvement in online education and student learning.<\/p><p><em>Michigan Virtual <\/em>partners with QM to evaluate the quality of our courses and provide professional development to staff to ensure we're offering the best online learning experience possible to our students.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\n\t\t\t\t\t\tVisit QM\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">\n\t\t\t\t\t\t\t<img width=\"825\" height=\"825\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/10\/qualitymatters.png\" alt=\"Quality Matters Logo\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Why Our Courses are QM-Certified<\/h2>\t\t\n\t\t<p>Every new course we create is designed by an expert instructional designer and aligned to national quality standards for online learning. Despite this, we still find it important to have an unbiased third-party \u2014 in this case, Quality Matters \u2014 provide feedback and certification through a rigorous peer-review process to ensure quality.<\/p><p>Our students deserve the best online learning experience possible. As such, many of our courses have been awarded QM-certification, a number that grows every year as we continue to update our course catalog and design new online courses to engage Michigan students.<\/p><p>In 2017, we received the <a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/\" target=\"_blank\" rel=\"noopener noreferrer\">Quality Matters Make a Difference for Students Award for Outstanding Impact by a K-12 Organization.<\/a> In receiving this award, <em>Michigan Virtual<\/em> was recognized for \u201cidentifying a statewide need for a stronger online course quality assurance process. Implementation of the QM process through extensive staff development and official course reviews has fostered a common focus on quality assurance throughout the organization.\u201d<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"662\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/[email protected]\" alt=\"Michigan Virtual honored by Quality Matters for quality courses and impact on student success\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\"It is nice to be formally recognized by a national organization focused on quality for our efforts to improve online learning for Michigan schools and students. In addition to taking steps to advance our own course development process, we have leveraged our partnership with Quality Matters to help local and intermediate districts use national standards as they expand efforts to design and develop online course content.\"\n\t\t\t\t\t\t\t<img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/06\/jamey_fitzpatrick_non-mvu-e1490793238621.jpg\" alt=\"Jamey Fitzpatrick\" \/>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tJamey Fitzpatrick\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tPresident &amp; CEO of <i>Michigan Virtual<\/i>\n\t\t\t\t\t\t\t\u201cQuality Matters has provided our instructional design staff and our teaching staff a solid basis from which to create sound and effective online learning experiences for our students. Through our engagement with Quality Matters, we are able to use our shared understanding of what a quality online course looks like to implement and improve our courses.\u201d\n\t\t\t\t\t\t\t<img width=\"300\" height=\"300\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/01\/peter_arashiro-e1490792617381.jpg\" alt=\"Peter Arashiro\" \/>\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tPeter Arashiro\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tFormer Executive Director of Instructional Product Development at <i>Michigan Virtual<\/i>\n\t\t\t<h2>National Standards for Quality Online Learning<\/h2>\t\t\n\t\t<p>Can we come to a national consensus about what constitutes quality online learning?\u00a0<\/p><p>In 2019, <a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Quality Matters<\/a> and the <a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Virtual Learning Leadership Alliance (VLLA)<\/a> sought to accomplish this by coming together to release a revised version of the <a href=\"https:\/\/www.nsqol.org\/the-standards\/\">National Standards for Quality Online Learning<\/a>, which previously had been last updated in 2011 by iNACOL (now the <a href=\"https:\/\/aurora-institute.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Aurora Institute<\/a>).<\/p><p>Here at\u00a0<i>Michigan Virtual<\/i>, we\u2019re honored to have had the opportunity to contribute to the latest edition of these standards. These standards \u2014 including those for <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-teaching\/\" target=\"_blank\" rel=\"noopener noreferrer\">online teaching<\/a>, <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-courses\/\" target=\"_blank\" rel=\"noopener noreferrer\">online courses<\/a>, and <a href=\"https:\/\/www.nsqol.org\/the-standards\/quality-online-programs\/\" target=\"_blank\" rel=\"noopener noreferrer\">online programs<\/a> \u2014 were revised based on extensive literature reviews, community feedback via surveys, and the expertise of online learning experts around the globe.<\/p><p>You can learn more about the National Quality Standards for Online Learning by taking our <a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_search=%22Online%20National%20Standards%22\" target=\"_blank\" rel=\"noopener noreferrer\">professional development course series that overviews these standards<\/a> and offers practical strategies for implementing them in the online classroom.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/www.prunderground.com\/revised-k-12-national-standards-for-quality-online-teaching-and-programs-released-by-quality-matters-and-the-virtual-learning-leadership-alliance\/00148848\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\n\t\t\t\t\t\tRead the Press Release\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/08\/iStock-1137617609-1024x1024.jpg\" alt=\"illustration of communication in the online environment\" \/>\t\t\t\t\t\t\t\t<\/a>",
            "title": "Quality Matters",
            "excerpt": "Quality Matters Meet the national leader in quality assurance for online learning. Meet QM In the digital age, with the full power of the internet at our fingertips, anybody can make an online course. But how do you know if your students are getting a quality education? This is the challenge that Quality Matters (QM)...",
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            "path": "\/blog\/research-inacol-2017\/",
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            "content": "For the last few years, MVLRI &amp; TLA have been co-hosting the preconference K-12 Research Community Meeting at iNACOL. We hope to see you this year!\n\nWe have several great panels planned, including:\n<ul>\n \t<li>a funders panel featuring IES and Jobs for the Future;<\/li>\n \t<li>a research panel with authors featuring those doing research both in academia and in practitioners\u2019 settings; and<\/li>\n \t<li>an Ask Us Anything panel featuring educators and education leaders who have spent the last year honing the measurement of their personalized learning initiatives with an eye for scale from The Learning Accelerator, Distinctive Schools in Chicago, IL, and Leadership Public Schools in the Bay Area, CA.<\/li>\n<\/ul>\nFor the rest of the conference, here are the sessions of interest to the research community at iNACOL 2017.\n<h2>Research Track Sessions at iNACOL 2017<\/h2>\n\n<hr \/>\n\n<h4><strong>Monday, October 23rd<\/strong><\/h4>\n<strong>8:00 AM\u201311:00 AM and 1:00 PM\u20132:30 PM, Southern Hemisphere IV<\/strong>\n<em>K-12 Blended and Online Learning Research Community Meeting \/\u00a0<\/em><em>Preconference Workshop: Free to attend!<\/em>\nPresenters: Justin Bruno &amp; Joe Friedhoff, MVLRI; Saro Mohammed, The Learning Accelerator\n\nThis day-long research community meeting will foster a space for researchers, practitioners and other stakeholders to come together and discuss newly published research, provide opportunities for networking, find funding opportunities, and drum up collaborative prospects. We\u2019ll provide a chance for everyone to gain and give practical, applicable insights into measuring K-12 blended learning initiatives. In addition, we will hear from practitioners engaged in developing measurement systems for their own personalized learning initiatives in an interactive, no-holds-barred, \u201cAsk Us Anything\u201d format, with in-person and virtual participants and panelists.\n\n<hr \/>\n\n<h4><strong>Tuesday, October 24th<\/strong><\/h4>\n<strong>10:00 AM\u201311:00 AM, Oceanic 2<\/strong>\n<em>Using the Rapid Cycle Evaluation for Education Technology Toolkit to Evaluate What Works in Your Schools\n<\/em>Presenters: Rebecca Griffiths, SRI; Dr. Ignacio Martinez &amp; Kate Place, Mathematica Policy Research\n\nThis demonstration will introduce rapid cycle evaluation (RCE) and tools developed through the Office of Educational Technology at the U.S. Department of Education to meet the needs of districts seeking to evaluate the education technology products they use. The free toolkit includes a series of tools to support districts at all stages of the research process, from considering what questions are worth pursuing to planning and conducting rigorous evaluations and interpreting the results.\n<ul>\n \t<li>Session Outcome 1: Describe the goals of an educational program and translate the goals into an actionable question that can be answered with data.<\/li>\n \t<li>Session Outcome 2: Learn what rapid cycle evaluation is and how to use it to answer your question.<\/li>\n \t<li>Session Outcome 3: Learn how to incorporate a continuous improvement model into your decision process.<\/li>\n<\/ul>\n<strong>11:15 AM\u201312:15 PM, Oceanic 4<\/strong>\n<em>A Venture Philanthropist and an Education Researcher Walk Into a Bar...\n<\/em>Presenters: Jessica Ball, Scott Benson, &amp; Cameron White, NewSchools Venture Fund\n\nThis session will provide participants with an overview of our practitioner-focused research efforts in schools and ed tech tools at NewSchools Venture Fund, a national venture philanthropy working to reimagine public education. We will host an interactive session, with support from our research partners WestEd and Transforming Education, that will engage audience members in a dialogue about the implications of this type of approach in their contexts.\n<ul>\n \t<li>Session Outcome 1: Learn about practical ways to measure an expanded definition of student success in schools.<\/li>\n \t<li>Session Outcome 2: Learn about practical methods of supporting iterative research for new ed tech tools.<\/li>\n \t<li>Session Outcome 3: Take practical lessons back to apply in either a school or a product context.<\/li>\n<\/ul>\n<strong>2:15 PM\u20133:15 PM, Northern Salon A2<\/strong>\n<em>Personalized Learning Scan Results\n<\/em>Presenters: Bethany Gross, Center on Reinventing Public Education; Susan Patrick, INACOL; Kendra Rickerby, Revivify Learning Systems\n\nGrowth of personalized learning models is uneven across the U.S. Most importantly, there has been no large-scale, widely recognized study explaining the design elements behind personalized learning or exploring the characteristics of instructional models that are important elements taking hold in schools implementing personalized learning. Working with partners such as the Center on Reinventing Public Education and LEAP Innovations, iNACOL embarked upon a national scan of personalized learning in K-12 schools to more deeply understand the ways that personalized learning is taking hold. This session will provide insights into the preliminary feedback that has been captured as part of this national scan.\n<ul>\n \t<li>Session Outcome 1: Learn early results of a national scan of personalized learning.<\/li>\n \t<li>Session Outcome 2: Gain insights into design elements and characteristics of personalized learning.<\/li>\n \t<li>Session Outcome 3: Understand the ways in which personalized learning is being implemented in schools and districts across the country.<\/li>\n<\/ul>\n\n<hr \/>\n\n<h4><strong>Wednesday, October 25th<\/strong><\/h4>\n<strong>4:00 PM\u20135:00 PM, Asia 1<\/strong>\n<em>Putting Learning Science Research to Work: Translating Research to Support Education Leaders\n<\/em>Presenters: Pooja Agarwal, RetrievalPractice.org; Aubrey Francisco, Digital Promise; Bari Walsh, Harvard Graduate School of Education\n\nAs many schools shift to competency-based, blended and online learning models, it is more important than ever to ensure that research on how people learn is used to inform these changes. But academic research findings are often inaccessible or difficult to apply. Panelists will discuss their work translating and disseminating educational research and building bridges between academic researchers and education practitioners, and will share resources for educators to continue exploring research.\n<ul>\n \t<li>Session Outcome 1: Understand why learning research matters and how it can inform the work of practitioners.<\/li>\n \t<li>Session Outcome 2: Access available resources to help education leaders dive into key research on learning.<\/li>\n \t<li>Session Outcome 3: Learn strategies for critically consuming research and deciphering which findings best inform practice.<\/li>\n<\/ul>",
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            "id": 28764,
            "path": "\/blog\/episode-43-john-jacobs-wisconsin-eschool-network\/",
            "author_id": 54,
            "timestamp": 1508126400,
            "content": "https:\/\/soundcloud.com\/mvlri\/episode-43-john-jacobs-wiscons-eschool-network\n\n<hr \/>\n\nJohn Jacobs, the Director of the Wisconsin eSchool Network, joins us for this episode. He paints for us a picture of the digital learning landscape in Wisconsin and explains how his organization fits into that landscape, helping multiple entities across the state form a holistic approach to digital learning in the K-12 public school space. He talks with us about the benefits of partnering with the Wisconsin eSchool network and the exciting research efforts that they are undertaking in the coming year.",
            "title": "Episode 43: John Jacobs, Wisconsin eSchool Network",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/episode-43-john-jacobs-wiscons-eschool-network John Jacobs, the Director of the Wisconsin eSchool Network, joins us for this episode. He paints for us a picture of the digital learning landscape in Wisconsin and explains how his organization fits into that landscape, helping multiple entities across the state form a holistic approach to digital learning in the K-12 public school...",
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            "id": 28530,
            "path": "\/blog\/soar-academic-institute-puts-relationships-focus\/",
            "author_id": 54,
            "timestamp": 1506657600,
            "content": "<span style=\"font-weight: 400\">Matt Daly is the Director at <\/span><a href=\"http:\/\/www.soaracademic.institute\/\"><span style=\"font-weight: 400\">SOAR Academic Institute<\/span><\/a><span style=\"font-weight: 400\"> in South Redford, Michigan. SOAR serves students in grades 6 through 12 with a fully online curriculum and provides support to students through on-site mentoring and coaching. Enrollment for the 2017-18 school year is nearly 150 students, 60% of whom are behind in course credits and working to get back on track to graduate. SOAR has experienced rapid growth since coming into existence, nearly doubling enrollment over the span of two full school years. South Redford School District, where SOAR is located, has an enrollment of about 3,500 students.<\/span>\n\n<span style=\"font-weight: 400\">The team at SOAR includes eight staff members, three of whom interact with students virtually. The staffing model at SOAR has evolved over time so that all of the team members who focus more on relationship building and coaching are interacting with students on-site. SOAR uses content from different vendors, including OdysseyWare, eDynamic Learning, and Rosetta Stone and, where possible, pairs district teachers with vendor content and aligns the curriculum directly to that used throughout the rest of the district. <\/span>\n\n<span style=\"font-weight: 400\">When <\/span><i><span style=\"font-weight: 400\">Michigan Virtual\u2122 <\/span><\/i><span style=\"font-weight: 400\">staff visited Matt and his team to record this interview, Matt talked at length about the importance of building relationships with students in this learning context. He has since kept in touch with <\/span><i><span style=\"font-weight: 400\">Michigan Virtual<\/span><\/i><span style=\"font-weight: 400\"> staff to relay that his program is constantly evolving as it grows and that he and his team are adapting as they learn. Watch the videos below to hear directly from Matt about the ways that relationship building and student support are woven into the structure of the program.<\/span>\n<h5><span style=\"font-weight: 400\">How did the SOAR program come about?<\/span><\/h5>\nhttps:\/\/www.youtube.com\/watch?v=524muy5rZK8\n<h5><span style=\"font-weight: 400\">What do school staff do to help build relationships with students?<\/span><\/h5>\nhttps:\/\/www.youtube.com\/watch?v=6CTzLFtcUuw\n<h5><span style=\"font-weight: 400\">How do you encourage students to communicate openly with school staff?<\/span><\/h5>\nhttps:\/\/www.youtube.com\/watch?v=MjFPAKut9ho",
            "title": "How SOAR Academic Institute Puts Relationships in Focus",
            "excerpt": "Matt Daly is the Director at SOAR Academic Institute in South Redford, Michigan. SOAR serves students in grades 6 through 12 with a fully online curriculum and provides support to students through on-site mentoring and coaching. Enrollment for the 2017-18 school year is nearly 150 students, 60% of whom are behind in course credits and...",
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        {
            "id": 28762,
            "path": "\/blog\/episode-42-charles-graham-byu-jered-borup-gmu\/",
            "author_id": 54,
            "timestamp": 1506657600,
            "content": "https:\/\/soundcloud.com\/mvlri\/episode-42-charles-graham-byu-and-jered-borup-gmu\n\n<hr \/>\n\nIn this episode, we\u2019re talking with two researchers about a project they are currently working on to develop a tool to assess readiness for blended teaching. Charles Graham from Brigham Young University and Jered Borup of George Mason University join us to discuss the first phase of this project, including how it came about, how it\u2019s being developed, and how it might be practically applied in an educational setting.",
            "title": "Episode 42: Charles Graham, BYU and Jered Borup, GMU",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/episode-42-charles-graham-byu-and-jered-borup-gmu In this episode, we\u2019re talking with two researchers about a project they are currently working on to develop a tool to assess readiness for blended teaching. Charles Graham from Brigham Young University and Jered Borup of George Mason University join us to discuss the first phase of this project, including how it came about,...",
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        {
            "id": 27367,
            "path": "\/research\/publications\/helping-online-students-be-successful-parental-engagement\/",
            "author_id": 54,
            "timestamp": 1506571200,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<a href=\"\/wp-content\/uploads\/2017\/09\/Helping-Students-Be-Successful.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignright size-medium wp-image-1232\" src=\"\/wp-content\/uploads\/2017\/09\/Helping-Students-Be-Successful.jpg\" alt=\"Cover of Helping Students Be Successful: Parental Engagement\" width=\"232\" height=\"300\"><\/a>Although policies aimed at increasing graduation rates in the United States can be divisive and politically charged, it is almost universally agreed upon that parental engagement will be a critical element in the solution. Unfortunately, the failure rates in online courses are higher than those found in traditional courses. While any solution will be complex, it is likely that parents will play a critical role, just as they have in face-to-face contexts. For that to happen, we must first work to understand better the types of parental engagement that are valued by successful online teachers and on-site mentors, as well as how they work to overcome the obstacles that parents encounter when attempting to fulfill their responsibilities. In this research, we addressed this need by interviewing 12 successful on-site mentors and 12 online teachers. Through our analysis of interview transcripts, we found that teachers and mentors largely agreed about the types of parental engagement that they believed would improve student learning and the obstacles that parents face when attempting to fulfill those responsibilities. We also found that parents were under-engaged in their students\u2019 learning due to several misconceptions and obstacles. Following this research and research conducted in face-to-face environments, we provide recommendations for increasing parental engagement.\n\n<a class=\"btn\" href=\"\/wp-content\/uploads\/2017\/09\/Helping-Students-Be-Successful.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\">Download the Report<\/a>\n<h5><strong>Written By<\/strong><\/h5>\n<ul>\n \t<li>Jered Borup, George Mason University<\/li>\n \t<li>Chawanna B. Chambers, George Mason University<\/li>\n \t<li>Rebecca Stimson, Michigan Virtual Learning Research Institute<\/li>\n<\/ul>\n<h5><strong>What we already know about this topic: <\/strong><\/h5>\n<ul>\n \t<li>A large amount of research has shown a positive relationship between parental engagement and learning outcomes.<\/li>\n \t<li>Little research has worked to identify parent responsibilities, and the research that does exist tends to focus on full-time programs.<\/li>\n<\/ul>\n<h5><strong>What this report adds: <\/strong><\/h5>\n<ul>\n \t<li>Our analysis of the interview transcripts found that both teachers and mentors believed that students would most likely succeed in online courses when parents:\n<ul>\n \t<li>advised students on their course enrollments,<\/li>\n \t<li>monitored student performance and progress,<\/li>\n \t<li>motivated students to more fully engage in learning activities,<\/li>\n \t<li>organized and managed student learning at home, and<\/li>\n \t<li>assisted students as they worked on assignments.<\/li>\n<\/ul>\n<\/li>\n \t<li>Online teachers and on-site mentors also found that parents tended to be under-engaged in fulfilling their important responsibilities due to several misconceptions and obstacles including:\n<ul>\n \t<li>lack of awareness that their student was enrolled in an online course,<\/li>\n \t<li>perception that online courses were not \u201creal,\u201d<\/li>\n \t<li>perception that online courses are easier than face-to-face courses,<\/li>\n \t<li>misunderstanding the roles of the online teacher and the on-site mentor,<\/li>\n \t<li>not knowing where and how to check students\u2019 grades, and<\/li>\n \t<li>online teachers\u2019 inability to contact parents.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h5><strong>Implications for practice and\/or policy<\/strong><\/h5>\nFollowing this research and research conducted in face-to-face environments, we believe that online programs would likely see an increase in parental engagement if they\n<ul>\n \t<li>involved parents in the online course enrollment decision,<\/li>\n \t<li>educated parents regarding the challenges of learning online and ways that parents can support their students,<\/li>\n \t<li>maintained regular contact with parents by sending them specific invitations to be involved, and<\/li>\n \t<li>assisted parents in their monitoring activities by regularly emailing them progress reports and providing them with an online parent portal with displays that allow them to easily track student engagement and performance.<\/li>\n<\/ul>",
            "title": "Helping Online Students Be Successful: Parental Engagement",
            "excerpt": "Although policies aimed at increasing graduation rates in the United States can be divisive and politically charged, it is almost universally agreed upon that parental engagement will be a critical element in the solution. Unfortunately, the failure rates in online courses are higher than those found in traditional courses. While any solution will be complex, it is likely that parents will play a critical role, just as they have in face-to-face contexts.",
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            "path": "\/research\/publications\/the-changing-roles-of-educators-series-the-data-specialist\/",
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            "content": "<h5><strong>ABSTRACT<\/strong><\/h5>\n<a href=\"\/wp-content\/uploads\/2017\/09\/Changing-Roles.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\"><img class=\"alignright size-medium wp-image-1234\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Changing-Roles-232x300.jpg\" alt=\"Cover of The Changing Roles of Educators: The Data Specialist\" width=\"232\" height=\"300\" \/><\/a>This study, the fourth in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on data specialists\u00a0who help to analyze data and provide just-in-time information to fellow educators to help improve learning outcomes in their school or district.\u00a0The aim of this study is to better understand the ways in which data specialists, or analysts,\u00a0inform instructional and other educational practices, as well as to understand their mindsets when working with others to help them incorporate data into their practice. The study also touches on the potential benefits that data specialists anticipate by incorporating data analysis into\u00a0learning environments. Interviews and focus group responses were characterized by:\n<ul>\n \t<li>Helping Schools and Educators Understand Data<\/li>\n \t<li>Focusing on Change in Practice, Getting Buy-in, and Meeting Student Needs<\/li>\n \t<li>Building Supportive and Trusting Relationships<\/li>\n \t<li>Seeking Personalized Professional Development<\/li>\n<\/ul>\n<a class=\"btn\" href=\"\/wp-content\/uploads\/2017\/09\/Changing-Roles.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\">Download the Report<\/a>\n<h5><strong>WRITTEN BY:\u00a0<\/strong><\/h5>\nJustin Bruno,\u00a0<em>Michigan Virtual Learning Research Institute<\/em>\nKathryn Kennedy,\u00a0<em>Michigan Virtual Learning Research Institute<\/em>\n<h5><strong>WHAT WE ALREADY KNOW ABOUT THIS TOPIC:<\/strong><\/h5>\nUse of data for decision-making is key in K-12 schools. The field of data analytics is a growing one and is informing the mindful use of technology in capturing key points of data that help to illuminate student learning.\u00a0Every year, new technologies are created to further the data analytics field, opening up more\u00a0possibilities for educators to learn from that data\u00a0and\u00a0meet their students' needs\u00a0more effectively.\n<h5><strong>WHAT THIS REPORT ADDS:<\/strong><\/h5>\nThis report focuses on exploring a new role that educators are starting to take on in schools because of the shift in instructional methods. This role is the data specialist\u00a0or analyst.\u00a0These educators, like some of the educators interviewed for this study, typically shift from their teaching position after being identified as someone who uses data to inform their instructional\u00a0practice\u00a0and\u00a0are singled out as being the ones to help inform the entire school or even district reform processes. This new role, and the educators who fill it, are dedicated to helping with system-level change based on what data say about what's working and what's not working at the district-, school-, and classroom-levels. They concentrate on building meaningful relationships to establish trust with all of the stakeholders with whom they work in order to inform the change process for the system at large.\n<h5><strong>IMPLICATIONS FOR PRACTICE AND\/OR POLICY:<\/strong><\/h5>\nFor practice, the findings for this study point to the need for systems to look within to find the data-driven decision makers who like to analyze all of the moving parts of the system to see how best to align everything for meaningful change. Also important is to concentrate not only on the findings from the data specialist as making improvements but also celebrating what is working well. Another one of the key findings from this is establishing an understanding across the field that the data specialist is there to inform and empower other educators to choose technologies that will offer the data necessary to help make key system-wide improvements. Rather than being there to do the data analysis and interpretation, data specialists are there to teach fellow educators how to collect, analyze, and interpret the data to make meaningful changes within their classroom, schools, and districts.",
            "title": "The Changing Roles of Educators Series: The Data Specialist",
            "excerpt": "This study, the fourth in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on data specialists\u00a0who help to analyze data and provide just-in-time information to fellow educators to help improve learning outcomes in their school or district.\u00a0The aim of this study is to better understand the ways in which data specialists, or analysts,\u00a0inform instructional and other educational practices, as well as to understand their mindsets when working with others to help them incorporate data into their practice. The study also touches on the potential benefits that data specialists anticipate by incorporating data analysis into\u00a0learning environments.",
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        {
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            "path": "\/blog\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/",
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            "content": "<img class=\"alignnone size-full wp-image-7806\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/[email protected]\" alt=\"Michigan Virtual honored by Quality Matters for quality courses and impact on student success \" width=\"1079\" height=\"698\" \/>\r\n\r\n<strong>LANSING, MI<\/strong> \u2014 <em>Michigan Virtual\u2122<\/em> is excited to announce that it received a 2017 <em>Quality Matters Making a Difference for Students Award for Outstanding Impact by a K-12 Organization<\/em> at the QM annual conference \u201cConnect Conference \u2014 Pathways to Excellence\u201d in Fort Worth, Texas, yesterday.\r\n\r\n<em>Michigan Virtual<\/em>, formally <em>Michigan Virtual University\u00ae<\/em>, was recognized for \u201cidentifying a statewide need for a stronger online course quality assurance process. Implementation of the QM process through extensive staff development and official course reviews has fostered a common focus on quality assurance throughout the organization.\u201d\r\n\r\n\u201cIt is nice to be formally recognized by a national organization focused on quality for our efforts to improve online learning for Michigan schools and students,\u201d said Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO. \u201cIn addition to taking steps to advance our own course development process, we have leveraged our partnership with Quality Matters to help local and intermediate districts use national standards as they expand efforts to design and develop online course content.\u201d\r\n\r\nDuring the conference, individuals and groups are recognized for their successful implementation of QM standards, practices and processes that impact student achievement. <em>Michigan Virtual<\/em> entered the QM review process in 2015 to gain additional feedback about the strengths and weaknesses of <em>Michigan Virtual\u2019s<\/em> course designs and receive feedback that could help improve both\r\nthe design of individual courses as well as overall design methodology.\r\n\r\n<em>Michigan Virtual\u2019s<\/em> course development team had a greater ability to produce and discuss course quality in a consistent manner, thanks to the QM K-12 Secondary Rubric and the review process. After seeing the positive impact, <em>Michigan Virtual<\/em> had 100 percent of its full-time instructors complete both the K-12 Applying the QM Secondary Rubric and the K-12 Online Course Design courses.\r\n\r\nIn addition, <em>Michigan Virtual<\/em> has made a commitment to support all Michigan intermediate school districts by entering into a consortium agreement with QM that allows intermediate school districts to become affiliate subscribers to QM services.\r\n\r\nSince <em>Michigan Virtual\u2019s<\/em> full-time teaching staff has completed QM professional development, <em>Michigan Virtual\u2019s<\/em> student success rate has increased from 83.3 percent in 2014-2015 to 84.9 percent in 2015-2016.\r\n\r\n\u201cQuality Matters has provided our instructional design staff and our teaching staff a solid basis from which to create sound and effective online learning experiences for our students,\u201d said Peter Arashiro, executive director of Instructional Product Development at <em>Michigan Virtual<\/em>. \u201cThrough our engagement with Quality Matters, we are able to use our shared understanding of what a quality online course looks like to implement and improve our courses.\u201d\r\n\r\nDuring the conference, educators explore quality assurance in online learning at all levels of an organization, with a focus on recharging organizational efforts to build a culture of continuous improvement.\r\n\r\nThe QM Connect Conference is a three-day conference featuring more than 100 workshops and sessions illuminating pathways to excellence for educators and learners. Meeting keynotes examining trends and issues affecting the quality of education today and tomorrow provide context for the robust engagement of hundreds of education professionals. For more information, visit <a href=\"http:\/\/www.qualitymatters.org\"><em>qualitymatters.org<\/em><\/a>.\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\n<em>Michigan Virtual\u2122<\/em> (formally known as <em>Michigan Virtual University\u00ae<\/em>) provides online courses for Michigan students, professional development for educators and is the parent organization of the <em>Michigan Virtual Learning Research Institute\u00ae<\/em>. Visit us at <em>michiganvirtual.org<\/em>.\r\n<p style=\"text-align: center\"><strong>###<\/strong><\/p>",
            "title": "Michigan Virtual honored by Quality Matters for quality courses and impact on student success",
            "excerpt": "LANSING, MI \u2014 Michigan Virtual\u2122 is excited to announce that it received a 2017 Quality Matters Making a Difference for Students Award for Outstanding Impact by a K-12 Organization at the QM annual conference \u201cConnect Conference \u2014 Pathways to Excellence\u201d in Fort Worth, Texas, yesterday. Michigan Virtual, formally Michigan Virtual University\u00ae, was recognized for \u201cidentifying...",
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            "path": "\/about\/news\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/",
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            "content": "<img class=\"size-full wp-image-7806 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/[email protected]\" alt=\"Michigan Virtual honored by Quality Matters for quality courses and impact on student success\" width=\"1079\" height=\"698\" \/>\n\n<strong>LANSING, MI<\/strong> \u2014 <em>Michigan Virtual\u2122<\/em> is excited to announce that it received a 2017 <em>Quality Matters Making a Difference for Students Award for Outstanding Impact by a K-12 Organization<\/em> at the QM annual conference \u201cConnect Conference \u2014 Pathways to Excellence\u201d in Fort Worth, Texas, yesterday.\n\n<em>Michigan Virtual<\/em>, formally <em>Michigan Virtual University\u00ae<\/em>, was recognized for \u201cidentifying a statewide need for a stronger online course quality assurance process. Implementation of the QM process through extensive staff development and official course reviews has fostered a common focus on quality assurance throughout the organization.\u201d\n\n\u201cIt is nice to be formally recognized by a national organization focused on quality for our efforts to improve online learning for Michigan schools and students,\u201d said Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO. \u201cIn addition to taking steps to advance our own course development process, we have leveraged our partnership with Quality Matters to help local and intermediate districts use national standards as they expand efforts to design and develop online course content.\u201d\n\nDuring the conference, individuals and groups are recognized for their successful implementation of QM standards, practices and processes that impact student achievement. <em>Michigan Virtual<\/em> entered the QM review process in 2015 to gain additional feedback about the strengths and weaknesses of <em>Michigan Virtual\u2019s<\/em> course designs and receive feedback that could help improve both\nthe design of individual courses as well as overall design methodology.\n\n<em>Michigan Virtual\u2019s<\/em> course development team had a greater ability to produce and discuss course quality in a consistent manner, thanks to the QM K-12 Secondary Rubric and the review process. After seeing the positive impact, <em>Michigan Virtual<\/em> had 100 percent of its full-time instructors complete both the K-12 Applying the QM Secondary Rubric and the K-12 Online Course Design courses.\n\nIn addition, <em>Michigan Virtual<\/em> has made a commitment to support all Michigan intermediate school districts by entering into a consortium agreement with QM that allows intermediate school districts to become affiliate subscribers to QM services.\n\nSince <em>Michigan Virtual\u2019s<\/em> full-time teaching staff has completed QM professional development, <em>Michigan Virtual\u2019s<\/em> student success rate has increased from 83.3 percent in 2014-2015 to 84.9 percent in 2015-2016.\n\n\u201cQuality Matters has provided our instructional design staff and our teaching staff a solid basis from which to create sound and effective online learning experiences for our students,\u201d said Peter Arashiro, executive director of Instructional Product Development at <em>Michigan Virtual<\/em>. \u201cThrough our engagement with Quality Matters, we are able to use our shared understanding of what a quality online course looks like to implement and improve our courses.\u201d\n\nDuring the conference, educators explore quality assurance in online learning at all levels of an organization, with a focus on recharging organizational efforts to build a culture of continuous improvement.\n\nThe QM Connect Conference is a three-day conference featuring more than 100 workshops and sessions illuminating pathways to excellence for educators and learners. Meeting keynotes examining trends and issues affecting the quality of education today and tomorrow provide context for the robust engagement of hundreds of education professionals. For more information, visit <a href=\"http:\/\/www.qualitymatters.org\/\"><em>qualitymatters.org<\/em><\/a>.",
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        {
            "id": 27369,
            "path": "\/research\/publications\/district-level-blended-learning-implementation-readiness-points-and-challenges\/",
            "author_id": 54,
            "timestamp": 1506484800,
            "content": "<h5>Abstract:<\/h5>\n<a href=\"\/wp-content\/uploads\/2017\/09\/Blended-Model-Pilot-Study.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignright size-medium wp-image-1211\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Blended-Model-Pilot-Study-e1506524929896-232x300.jpg\" alt=\"Cover of District-Level Blended Learning Implementation: Readiness Points and Challenges\" width=\"232\" height=\"300\" \/><\/a> Serving as a capacity-builder throughout the state, <em>Michigan Virtual<\/em> engaged in a multi-year partnership with four school districts with the intent to accelerate blended and personalized learning in each unique district. This report examines the readiness and challenges of each school district as teachers, district leaders, and the <em>Michigan Virtual<\/em> team worked to systematically implement effective blended learning strategies. The goal of this study was to understand multiple stakeholders\u2019 readiness points and challenges when they began to implement blended learning and to share the findings in a way that could help move the field forward.\n\n<a class=\"btn\" href=\"\/wp-content\/uploads\/2017\/09\/Blended-Model-Pilot-Study.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5>Written By:<\/h5>\nJamie DeWitt, <em>Michigan Virtual<\/em>\n<h5>What we already know about this topic:<\/h5>\n<ul>\n \t<li>Blended learning strategies are being implemented in most districts, often in small pockets of innovative practices where the teachers and the leadership may not recognize the true power of their developed strategies.<\/li>\n \t<li>For any professional learning program to be effective and have student impact, focused coaching, leadership training, and learning experiences with a high-level of transfer of new skills to classroom practice is needed.<\/li>\n \t<li>Michigan, as a whole, embodies a local-control mindset where teachers are more interested in developing their own content and lessons rather than using licensed or purchased content.<\/li>\n<\/ul>\n<h5>What this report adds:<\/h5>\n<ul>\n \t<li>Systemic implementation of any new initiative in a district often starts in one of two places: either at the top, with an administrative push, or from the grassroots efforts of teachers in the classroom. The same is true for many blended learning efforts in districts. To ensure consistency of vision, both district leaders and teachers need to engage in forward planning and goal setting at the beginning of any large-scale effort.<\/li>\n \t<li>District supported coaching is essential for the growth and development of blended learning strategies in classrooms throughout a district. It is the strength of these teacher leaders that builds a trusting and growth-minded cohort of learners.<\/li>\n \t<li>Resources remain a challenge and a barrier that all districts need to overcome. This not only includes technology and financial resources but human resources as well. Teachers need time to learn and develop new lessons and strategies while leaders recognize the need for access to experts to help guide the district forward with just-in-time support.<\/li>\n<\/ul>\n<h5>Implications for practice and\/or policy:<\/h5>\n<ul>\n \t<li>Developing a common and coherent vision for teaching and learning throughout the district is an essential step that may take time but is crucial for the growth of any new initiative, including the implementation of blended and personalized learning strategies.<\/li>\n \t<li>While any large-scale change requires a few champions, or individuals who have prior knowledge and understanding, it is crucial to design and effectively launch a professional learning process that supports a natural learning path for educators. A system of flexible, personalized, and creative professional learning options will help districts reach teachers where they are, which mirrors the types of learning experiences we are designing for students.<\/li>\n \t<li>A key recommendation is for educators to resist the temptation for the device to drive the change in any district. Rather, the instructional strategies and knowledge of how to use the technology effectively are what makes a difference for student learning.<\/li>\n \t<li>It is significant to note that the type of change needed to implement blended and personalized learning throughout a district requires all educators to think differently about professional learning. The Every Student Succeeds Act (ESSA) and Title II funding, specifically Title II, Part A, is a critical component of the ecosystem for educator support within a district. Any further reduction in Title II funding will greatly reduce the number of resources available for Michigan teachers and school leaders to effectively work together to implement blended and personalized learning experiences for students.<\/li>\n<\/ul>\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/VSCase-17.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "District-Level Blended Learning Implementation: Readiness Points and Challenges",
            "excerpt": "Serving as a capacity-builder throughout the state, Michigan Virtual engaged in a multi-year partnership with four school districts with the intent to accelerate blended and personalized learning in each unique district. This report examines the readiness and challenges of each school district as teachers, district leaders, and the Michigan Virtual team worked to systematically implement effective blended learning strategies. The goal of this study was to understand multiple stakeholders\u2019 readiness points and challenges when they began to implement blended learning and to share the findings in a way that could help move the field forward.",
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        {
            "id": 27370,
            "path": "\/research\/publications\/growth-modeling-with-lms-data-data-preparation-plotting-and-screening\/",
            "author_id": 54,
            "timestamp": 1506484800,
            "content": "<h5>Abstract:<\/h5>\n<a href=\"\/wp-content\/uploads\/2017\/09\/Growth-Modeling-Report.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\"><img class=\"alignright size-medium wp-image-1214\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Growth-Modeling-Report-232x300.png\" alt=\"Cover of Growth Modeling with LMS Data: Data Preparation, Plotting, and Screening\" width=\"232\" height=\"300\"><\/a><em>MVLRI<sup>\u00ae<\/sup><\/em> has led various types of quantitative research over recent years. Those studies capitalized on data from the learning management system (LMS) and employed diverse analytic approaches in order to enhance our understanding of topics ranging from class size to students' engagement patterns in courses. Those resources provide stakeholders opportunities to use the information and knowledge shared in these reports to extract, analyze, and interpret data to better track students' learning activities, understand learners\u2019 behavior in online courses, and identify their needs. In line with this idea, <em>MVLRI<\/em> launched a new project that focused on growth modeling. This report describes practical preliminary steps prior to fitting the LMS data into the growth model.\n\n<a class=\"btn\" href=\"\/wp-content\/uploads\/2017\/09\/Growth-Modeling-Report.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\">Download the Report<\/a>\n<h5>Written By:<\/h5>\nJemma Bae Kwon, <em>Michigan Virtual Learning Research Institute<\/em>\n<h5>What We Already Know About This Topic:<\/h5>\n<ul>\n \t<li>Growth modeling is one of the approaches used to analyze data collected over time and can be used to depict developmental changes or patterns of behavioral changes.<\/li>\n \t<li>Timestamped data in an LMS can be easily transformed to the longitudinal data that enable us to investigate changes in student behaviors in the course over time.<\/li>\n \t<li>In the context of K-12 online learning, we found a study whose methodology focused on both aspects of the trajectory of behavior and identification of learner groups. The study analyzed time recorded in the LMS and found the six pattern-based groups, including the group profiled as \u201cSteady engagement of approximately 1.5 hours per week\u201d as the largest group.<\/li>\n<\/ul>\n<h5>What This Report Adds:<\/h5>\n<ul>\n \t<li>By describing actions to be taken to investigate data from an LMS using the growth modeling framework, this report provides information that allows other online learning providers to adopt or replicate similar academic analytics. After deciding on the measurement occasion as month-by-month, data were cleaned up by removing entries for the day, hour, minute, and second from each timestamp cell. The final data set contained individual students' greatest earned score, month by month.<\/li>\n \t<li>After deciding on the measurement occasion as month-by-month, data were cleaned up by removing entries for the day, hour, minute, and second from each timestamp cell. The final data set contained individual students' greatest earned score, month by month. The data plot process informed us of outliers and overall patterns of trajectories in a particular semester as well as across semesters.<\/li>\n \t<li>The data plot process informed us of outliers and overall patterns of trajectories in a particular semester as well as across semesters.<\/li>\n \t<li>The data screening process reiterated our observations on the characteristics of data that appeared in plots. Based on the results from our preliminary steps, latent class growth analysis under the growth mixture modeling framework was chosen as our modeling approach.<\/li>\n<\/ul>\n<h5>Implications for Practice and\/or Policy:<\/h5>\nAnalytics help schools enhance their competitive advantage and identify areas to improve. This report offers a demonstration of data preparation and screening to fit timestamped data into the rigorous analytic approach of growth modeling. The following report of results from the latent class growth analysis will present data-driven learner groups based on their trajectories of course behavior throughout the semester, and thus carry further implications, specifically for instructional practitioners.",
            "title": "Growth Modeling with LMS Data: Data Preparation, Plotting, and Screening",
            "excerpt": "MVLRI\u00ae has led various types of quantitative research over recent years. Those studies capitalized on data from the learning management system (LMS) and employed diverse analytic approaches in order to enhance our understanding of topics ranging from class size to students\u2019 engagement patterns in courses. Those resources provide stakeholders opportunities to use the information and knowledge shared in these reports to extract, analyze, and interpret data to better track students\u2019 learning activities, understand learners\u2019 behavior in online courses, and identify their needs. In line with this idea, MVLRI launched a new project that focused on growth modeling. This report describes practical preliminary steps prior to fitting the LMS data into the growth model.",
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        {
            "id": 27371,
            "path": "\/research\/publications\/exploring-patterns-of-time-investment-in-courses-using-time-series-clustering-analysis\/",
            "author_id": 54,
            "timestamp": 1506484800,
            "content": "<h5><strong>ABSTRACT<\/strong><\/h5>\n<a href=\"\/wp-content\/uploads\/2017\/09\/exploring-patterns-of-time-investment-in-courses.pdf\"><img class=\"alignright size-medium wp-image-1216\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/exploring-patterns-of-time-investment-in-courses-1-232x300.jpg\" alt=\"Cover of Exploring Patterns of Time Investment in Courses: Time Series Clustering Analysis\" width=\"232\" height=\"300\"><\/a><em>MVLRI<sup>\u00ae<\/sup><\/em> has launched a series of quantitative research reports exploring characteristics of students in state virtual school courses, specifically focused on those who took courses for credit recovery (CR). Using <em>Michigan Virtual School\u00ae<\/em> data, the first report provided empirical evidence related to the low performance of students whose enrollment reason was CR. The second and third reports in this series were planned to examine students' learning behaviors in courses and thereby suggest how they engaged in the first part of an Algebra 2 course. Among the two types of behavioral indicators, namely attempted scores and the number of minutes spent in the learning management system (LMS) on a weekly basis, the current report presented results from exploring the latter, the variable of academic time. The method of time series clustering partitioned data of weekly totals of minutes in the LMS into groups based on differences or similarities among data points, and in turn generated learning profiles. Interpretations of clustering results enhance our understanding of students' academic learning time in virtual courses and any association between the time investment pattern and learning outcomes.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/exploring-patterns-of-time-investment-in-courses.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\">Download the Report<\/a>\n<h5>WRITTEN BY:<\/h5>\nJemma Bae Kwon, <em>Michigan Virtual Learning Research Institute<\/em>\n<h5>WHAT WE ALREADY KNOW ABOUT THIS TOPIC:<\/h5>\n<ul class=\"list-bullet1\">\n \t<li>A time series analysis enables us to identify patterns among multiple attributes that might lead to a student's success or failure and to capture key aspects of intra-individual changes in the learning process.<\/li>\n \t<li>By adding the clustering technique to the time series analysis, meaningful subgroups can be generated based on the similarity of time series patterns. Unique characteristics of individual subgroups and their relationships to learning outcomes inform us what types of engagement patterns throughout the semester are more likely to relate to success or failure in the course.<\/li>\n \t<li>To our best knowledge, no study has used this analytic approach in the context of K-12 online learning. Furthermore, there is a limitation to using the absolute value of time recorded in the LMS to explore meaningful learning profiles because we cannot always equate time-in-LMS with time-on-task. Accordingly, focusing on patterns in time series could be an alternative approach to the exploration of students' time investments in courses.<\/li>\n<\/ul>\n<h5>WHAT THIS REPORT ADDS:<\/h5>\n<ul class=\"list-bullet1\">\n \t<li>For the purpose of exploring students' academic learning time in virtual courses, we applied the new analytic approach (i.e., time series clustering) to weekly totals of minutes recorded in the LMS. The fall and spring semester (20 weeks in length) data generated the largest cluster whose members demonstrated intensive time investment during the last quarter of the academic term. Some CR students were members of this largest group for the spring semester, while others were members of the group in which considerable time was devoted to the coursework during the first half of the fall semester.<\/li>\n \t<li>During the short academic period of summer semester (10 weeks in length), the largest group also indicated the profile of final surge in time investments. However, the gap in cluster sizes between the largest and the second largest groups (early time investments to some degree) was reduced in comparison with the two regular semesters, suggesting that in the summer, more students attempted to devote their time to the course from the early part of the semester. Most failing CR members showed time records that were well below their cluster averages. In contrast, the passing CR members' time investment was more likely to exceed the group averages for at least one quarter.<\/li>\n<\/ul>\n<h5>IMPLICATIONS FOR PRACTICE AND\/OR POLICY:<\/h5>\nOne of the points we highlighted for practitioners is clustering results related to the \"final surge\" group for the spring and summer semesters. We found that the failing case-related percentage (i.e., the number of members from failing cases out of the total number of failing cases in the semester sample) was not proportionate to the corresponding cluster size percentage (i.e., the number of members out of the total number of cases in the semester sample). The spring's final surge group had the cluster size percentage of 59% vs. failing case member percentage of 67%, and the summer one had the cluster size percentage of 47% vs. failing case member rate of 67%. From these results, one may deduce that relying on the abrupt increase of academic time in the final weeks of the semester is not a profile for the successful learner group in Algebra 2 courses, during the spring and summer semesters in particular. Accordingly, it is important for students to spend a significant amount of time on their courses in the early weeks of the semester. CR students specifically need to be encouraged to devote more time to the course in general.",
            "title": "Exploring Patterns of Time Investment in Courses Using Time Series Clustering Analysis",
            "excerpt": "MVLRI\u00ae has launched a series of quantitative research reports exploring characteristics of students in state virtual school courses, specifically focused on those who took courses for credit recovery (CR).   Among the two types of behavioral indicators, namely attempted scores and the number of minutes spent in the learning management system (LMS) on a weekly basis, the current report presented results from exploring the latter, the variable of academic time. The method of time series clustering partitioned data of weekly totals of minutes in the LMS into groups based on differences or similarities among data points, and in turn generated learning profiles. Interpretations of clustering results enhance our understanding of students\u2019 academic learning time in virtual courses and any association between the time investment pattern and learning outcomes.",
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        {
            "id": 27373,
            "path": "\/research\/publications\/course-engagement-patterns-in-mathematics-and-non-mathematics-courses\/",
            "author_id": 54,
            "timestamp": 1506484800,
            "content": "<h5>ABSTRACT<\/h5>\n<a href=\"\/wp-content\/uploads\/2017\/09\/Course-Engagement-Patterns.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\"><img class=\"alignright size-medium wp-image-1219\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/Course-Engagement-Patterns-232x300.jpg\" alt=\"Cover of Course Engagement Patterns: Mathematics and Non-Mathematics Courses\" width=\"232\" height=\"300\"><\/a><em>MVLRI<sup>\u00ae<\/sup><\/em> has launched a series of quantitative research reports exploring characteristics of students in state virtual school courses, specifically focused on those who took courses for credit recovery (CR). Using <em>Michigan Virtual School<\/em>\u00ae (now known as <em>Michigan Virtual<\/em>\u2122) data, the second and third reports in the series illustrated data-driven learning profiles focused on motivation to complete course assignments and academic time investments in courses. Algebra 2 courses were targeted and time series clustering methods were used for the two variables: weekly attempted scores and weekly totals of minutes recorded in the learning management system (LMS). The final report of this series was to extend the work exploring learning profiles to other subject areas most frequently taken by credit recovery (CR) students: Algebra 1, English Language &amp; Literature 9, and U.S. History &amp; Geography 1. We discussed clustering results as a way of providing data-driven benchmarks for the optimal course behavior patterns, which may be used by instructors and course mentors for guidance in monitoring students\u2019 progress.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/Course-Engagement-Patterns.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\">Download the Report<\/a>\n<h5>WRITTEN BY:<\/h5>\nJemma Bae Kwon, <em>Michigan Virtual Learning Research Institute<\/em>\n<h5>WHAT WE ALREADY KNOW ABOUT THIS TOPIC:<\/h5>\nA survey study has demonstrated that students tended to show more negative perception for mathematics courses than for English and social studies courses. They perceived the online learning experience with mathematics courses as being less successful, rich, and recommendable for other students.\n\nIt is important to ensure for students an effective means of asking questions; available in-time support; teachers' demonstration, modeling, and additional explanation; a means of supplementing a lack of experience with online mathematics tools and prerequisite skills; and opportunities for collaboration. The authors also highlighted that students putting forth a sufficient effort on studying was critical.\n<h5>WHAT THIS REPORT ADDS:<\/h5>\nThis study has tried to fill the gap in research by focusing on students' behaviors in courses. Data on attempts to complete the course assignment generated the largest group with the profile of \"consistent and persistent coursework throughout the semester\" for both mathematics and non-mathematics subject areas.\n\nWhen it comes to academic time, the representative cluster did not result from the profile of significant time investments as a result of consistent coursework or multiple attempts to increase in academic time. Rather, the largest group featured a sharp surge of the time investment at a particular time segment, for instance, the final week.\n\nObserving these results with course completion status (i.e., passing or failing members) carried implications that the characteristics of a greater amount of academic time and\/or multiple peaks in time investments could be related to the successful learner group in non-mathematics courses, but not necessarily in mathematics courses.\n<h5>IMPLICATIONS FOR PRACTICE AND\/OR POLICY:<\/h5>\nData-driven benchmarks carry strong implications for instructional practitioners, e.g., teachers and academic mentors. As student autonomy is important in terms of pacing, the pacing guide suggests some benchmarks (timeframe for tasks, how many, and which ones, etc. a student should finish to be successful) or practitioners\u2019 personal standards for monitoring student pacing and progress.\n\nHowever, the pacing guide is more of an ideal expectation, and practitioners\u2019 personal standards are not necessarily consistent and may not reflect \u201cevidence-based practices.\u201d However, data-driven benchmarks are more real and \u201cevidence-based,\u201d providing information from analyzing real data. Therefore, the following data-driven benchmarks for the optimal course behavior pattern may be helpful for practitioners to monitor students' progress over time.\n\nFor the regular semester, passing members of the persistent engagement group in mathematics courses showed a pattern of attempting 13% of course points by week 5, 36% by week 10, 59% by week 15, and 94% at the final week. The non-mathematics results retained a great similarity with attempting 14% of course points by week 5, 30% by week 10, 54% by week 15, and 91% at the final week.\n\nIn regard to academic time focused on LMS records, passing members of the \"final surge\" group indicated time records with 386 minutes for the first five weeks (Q1), 271 minutes for Q2, 227 minutes for Q3, and 750 for the last five weeks. Benchmarks for the non-mathematics were found from the group profiled as \"frequent small peaks\" with 464 minutes for Q1, 668 minutes for Q2, 528 for Q3, and 668 minutes for the final weeks.\n\nSummer semester\u2019s mathematics benchmarks were obtained at the profile of \"persistent engagement followed by a slow start\" with 0% of course points by week 2, 11% by week 5, 41% by week 8, and 80% at the final 10th week, while non-mathematics benchmarks were procured from the profile of \"persistent throughout the semester\u201d with 4% of course points by week 2, 37% by week 5, Week 80% by week 8 and 94% at the final week.\n\nRegarding time recorded in the LMS, benchmarks included the mathematics cluster profiled as \"significant time investments from the beginning of the semester\" with 454 minutes during the first two weeks, 1,099 for the next three weeks, 467 from week 6 to week 8, and 214 during the final two weeks. Non-mathematics benchmarks represent the passing members\u2019 profile of \"persistent throughout the semester\" with records of 109 minutes during the first two weeks, 433 for the next three weeks, 707 from week 6 to week 8 and 1608 during the last two weeks.",
            "title": "Course Engagement Patterns in Mathematics and Non-Mathematics Courses",
            "excerpt": "MVLRI\u00ae has launched a series of quantitative research reports exploring characteristics of students in state virtual school courses, specifically focused on those who took courses for credit recovery (CR).  The final report of this series was to extend the work exploring learning profiles to other subject areas most frequently taken by credit recovery (CR) students: Algebra 1, English Language &amp; Literature 9, and U.S. History &amp; Geography 1. We discussed clustering results as a way of providing data-driven benchmarks for the optimal course behavior patterns, which may be used by instructors and course mentors for guidance in monitoring students\u2019 progress.",
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            "id": 28528,
            "path": "\/blog\/social-presence-relationship-learning-outcomes-credit-recovery-non-credit-recovery-students\/",
            "author_id": 54,
            "timestamp": 1506484800,
            "content": "<img class=\"size-large wp-image-1236 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/students-against-wall-conservative-web-e1506690771321-1024x520.jpg\" alt=\"\" width=\"1024\" height=\"520\" \/>\n\n<hr \/>\n\n<h5>Authors<\/h5>\n<a href=\"mailto:[email protected]\">Yining Zhang<\/a>\n<em>Michigan State University<\/em>\n\n<a href=\"mailto:[email protected]\">Chin-Hsi Lin<\/a>\n<em>The University of Hong Kong<\/em>\n\n<hr \/>\n\nIn recent years, online courses have become a major alternative method for at-risk students\u2019 credit recovery (CR) efforts. According to a report released by the International Association for K-12 Online Learning (iNACOL), CR has become a major reason for students to choose online learning (Powell, Roberts, &amp; Patrick, 2015). How do CR students perceive their online learning differently than students who enroll in courses for non-credit recovery (NCR) purposes? Specifically, how do they differ when perceiving their interactions and communications in the online learning environment, and how does their perception of communication relate to some of the learning outcomes?\n\nBefore answering these questions, we want to first define some constructs that we used in this study.\n\n<strong>Social presence. <\/strong>Social presence is the degree to which the learner creates personal but purposeful relationships and develops social bonds in his\/her learning context (Anderson, Liam, Garrison, &amp; Archer, 2001). Ideally, social presence operates to create open and comfortable conditions for students\u2019 inquiry and their high-quality interaction with other parties in the service of a wider educational goal (Anderson et al., 2001).\n\n<strong>Self-efficacy.<\/strong> Self-efficacy is defined as \u201cpeople\u2019s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. It is concerned not with the skills one has but with the judgments of what one can do with whatever skills one possesses\u201d (Bandura, 1986, p. 391).\n<h5>What does social presence look like in CR and NCR students?<\/h5>\nWith the help of <em>Michigan Virtual Learning Research Institute<\/em><sup>\u00ae<\/sup>, we conducted a survey among <em>Michigan Virtual School<sup>\u00ae<\/sup><\/em> (now known as <em>Michigan Virtual<\/em>\u2122) students who were enrolled in spring 2017. A total of 1,461 students participated in our study via an online survey. About 69.9% of the participants were female (<em>N <\/em>= 1,021) and 29.8% were male (<em>N <\/em>= 436). Most of the participants were 12th graders (<em>N <\/em>= 668, 45.7%), followed by 11th graders (<em>N <\/em>= 325, 22.2%), 10th graders (<em>N <\/em>= 273, 18.7%), 9th graders (<em>N <\/em>= 122, 8.4%), 8th graders (<em>N <\/em>= 57, 3.9%), and 7th graders (<em>N <\/em>= 12, 0.8%).\n\nThe virtual school subjects that the participants were enrolled in included Foreign Languages (29.0%), Science (15.5%), Social Studies (13.3%), Math (11.0%), English (7.9%), and others (22.9%). Four students did not report the subjects of the online courses they were taking. Most participants were enrolled in courses for reasons other than CR (<em>N<\/em> = 1,356; 92.8%) and around 6.0% of them (<em>N<\/em> = 87) for CR purposes, while 18 respondents did not answer this question.\n\nWe first looked at the difference of social presence between CR and NCR students. Social presence was measured based on two dimensions: affective expression and open communication. Affective expression includes three questions: <em>I have a sense of belonging in the course; I never feel isolated in this course; and online communication is an excellent medium for me for social interaction<\/em>. Open communication includes <em>I felt comfortable conversing through the online medium; I felt comfortable participating in the course activities; I felt comfortable interacting with others in this course<\/em>.\n\nThe following chart shows the statistical difference (<em>p<\/em> &lt; .001) on each question between the two groups of students.\n\n<img class=\"aligncenter size-full wp-image-1223\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/1-social-presence.png\" alt=\" \" width=\"900\" height=\"608\" \/>\n\nIn summation, CR students showed statistically lower social presence on all six sub-scales compared with NCR students. Specifically, CR students showed statistically lower affective communication when we asked whether they felt comfortable interacting with others in this course, whether they felt comfortable participating in the course activities, and whether they felt comfortable conversing through the online medium.\n<h5>What does self-efficacy look like in CR and NCR students?<\/h5>\nSelf-efficacy in this study included four items: <em>I believe I will receive an excellent grade in this class; I am confident I can do an excellent job in this course; I expect to do well in this class; I am certain I can master the skills being taught in this class<\/em>.\n\nThe following chart shows the statistical difference on each question between the two groups of students.\n\n<img class=\"aligncenter size-full wp-image-1222\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/2-self-efficacy.png\" alt=\" \" width=\"900\" height=\"563\" \/>\n\nIn summation, CR students showed lower self-efficacy in achieving success in their online classes, compared with NCR students. They did not feel confident in mastering the skills in class and did not expect to do well and receive an excellent grade.\n<h5>What does learning satisfaction and perceived progress look like in CR and NCR students?<\/h5>\nWe measured learning satisfaction and perceived progress as two learning outcomes. Again, the chart below suggested that CR students rated their learning satisfaction with and perceived progress in the course lower compared with NCR students.\n\n<img class=\"aligncenter size-full wp-image-1224\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/3-learning-satisfaction.png\" alt=\" \" width=\"849\" height=\"469\" \/>\n<h5>What is the correlation between social presence and self-efficacy, social presence and learning satisfaction, and social presence and perceived progress with the two groups of students?<\/h5>\nSocial presence was calculated based on the average of the sum of all sub-scales of social presence. Self-efficacy was also calculated in the same way. The table below shows the correlations between the two groups of students. The correlation table suggests that the correlation between social presence and self-efficacy, between social presence and learning satisfaction, between social presence and perceived progress were higher for CR students, compared with NCR students. The correlation between social presence and self-efficacy is .69 for CR students, and .46 for NCR students. The correlation between social presence and learning satisfaction is .78 for CR students, and .60 for NCR students. The correlation between social presence and perceived progress is .71 for CR students, and .50 for NCR students.\n<table>\n<tbody>\n<tr>\n<td width=\"211\"><\/td>\n<td width=\"41\">CR<\/td>\n<td width=\"41\">NCR<\/td>\n<\/tr>\n<tr>\n<td width=\"211\">Social presence &amp; self-efficacy<\/td>\n<td width=\"41\">.69<\/td>\n<td width=\"41\">.46<\/td>\n<\/tr>\n<tr>\n<td width=\"211\">Social presence &amp; learning satisfaction<\/td>\n<td width=\"41\">.78<\/td>\n<td width=\"41\">.60<\/td>\n<\/tr>\n<tr>\n<td width=\"211\">Social presence &amp; perceived progress<\/td>\n<td width=\"41\">.71<\/td>\n<td width=\"41\">.50<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n&nbsp;\n\nIn summation, social presence showed higher correlations with self-efficacy, learning satisfaction, and perceived progress among CR students than among other students. For example, when having the same level of social presence, a CR student would feel even more confident about his\/her learning, compared with an NCR student. This suggested that a high social presence is particularly important for CR students in terms of promoting their learning self-efficacy, increasing their learning satisfaction, and increasing their perceived progress.\n<h5>What does this study tell us?<\/h5>\nSocial presence describes the degree to which learners feel connected to others. This study shows the difference between CR and NCR students on social presence. Not surprisingly, CR students showed lower social presence on all aspects of measured social presence, compared with NCR students. When conducting correlations, we found that social presence is even more important for CR students, as when feeling a high sense of social presence, a CR student would show stronger self-efficacy, higher learning satisfaction, and higher perceived progress.\n\nBecause CR students face a variety of problems such as low academic achievement, low motivation, and limited Internet access in their day-to-day schooling (Ferdig, 2010; Oliver, Osborne &amp; Brady, 2009; Watson &amp; Gemin, 2008), giving them a sense of belonging and providing reassurance that they are not isolated can be more important to them than to others. Indeed, extra attention and support may play a pivotal role in making them feel they can succeed. Therefore, when CR students in an online learning experience feel a strong sense of belonging, they will likely be more confident that they can perform well (Oviatt, 2017).\n\nBased on our findings, it is therefore important for practitioners to design and implement a learning environment with strong social presence when it is expected to serve a high proportion of CR students. Here are some tips to design a course with high social presence:\n<ul>\n \t<li>Support a more collaborative and supportive learning community to let students feel they are not isolated online<\/li>\n \t<li>Establish relationships of trust with students to make them feel supported<\/li>\n \t<li>Convey motivational information when interacting with students to establish their self-efficacy<\/li>\n \t<li>Create various types of learner-learner interactions such as ice-breaker activities, synchronous discussions, or group projects to foster an active learning environment<\/li>\n \t<li>Schedule one-on-one meetings between teachers and CR students<\/li>\n<\/ul>\n<h5>References<\/h5>\nAnderson, T., Liam, R., Garrison, D. R., &amp; Archer, W. (2001). Assessing teacher presence in a computer conferencing context. <em>Journal of the Asynchronous Learning Network, 5<\/em>(2). Retrieved from <a href=\"http:\/\/auspace.athabascau.ca\/handle\/2149\/725\">http:\/\/auspace.athabascau.ca\/handle\/2149\/725<\/a>\n\nBandura, A. (1986). The explanatory and predictive scope of self-efficacy theory.\u00a0<em>Journal of social and clinical psychology<\/em>,\u00a0<em>4<\/em>(3), 359-373.\n\nFerdig, R. E. (2010). Understanding the role and applicability of K-12 online learning to support student dropout recovery efforts. <em>Lansing, MI: Michigan Virtual University. <\/em>Retrieved from\u00a0<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/DropoutRecoveryEfforts.pdf\">https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/DropoutRecoveryEfforts.pdf<\/a>\n\nOliver, K., Osborne, J., &amp; Brady, K. (2009). What are secondary students\u2019 expectations for teachers in virtual school environments? <em>Distance Education<\/em>, <em>30<\/em>(1), 23\u201345. doi: 10.1080\/01587910902845923\n\nOviatt, D. R. (2017). Online Students\u2019 Perceptions and Utilization of a Proximate Community of Engagement at an Online Independent Study Program (Unpublished doctoral dissertation). Brigham Young University.\n\nPowell, A., Roberts, V., &amp; Patrick, S. (2015). Using online learning for credit recovery: Getting Back on track to graduation. Vienna, VA: iNACOL, The International Association for K\u201312 Online Learning. Retrieved from <a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/09\/iNACOL_UsingOnlineLearningForCreditRecovery.pdf\">http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/09\/iNACOL_UsingOnlineLearningForCreditRecovery.pdf<\/a>.\n\nWatson, J., &amp; Gemin, B. (2008). <em>Promising practices in online learning: Using online learning for at-risk students and credit recovery<\/em>. Vienna, VA: International Association for K-12 Online Learning.",
            "title": "Social Presence and Its Relationship to Learning Outcomes with Credit Recovery and Non-credit Recovery Students",
            "excerpt": "Authors Yining Zhang Michigan State University Chin-Hsi Lin The University of Hong Kong In recent years, online courses have become a major alternative method for at-risk students\u2019 credit recovery (CR) efforts. According to a report released by the International Association for K-12 Online Learning (iNACOL), CR has become a major reason for students to choose...",
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            "path": "\/blog\/understanding-engagement-k-12-online-courses-part-two\/",
            "author_id": 54,
            "timestamp": 1506484800,
            "content": "<img class=\"aligncenter size-full wp-image-1205\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/iStock-538811846.jpg\" alt=\"\" width=\"2048\" height=\"1365\" \/>\n\n<hr \/>\n<h5>Authors<\/h5>\n<a href=\"mailto:[email protected]\">Andrew Vanden Heuvel<\/a>,\u00a0<em>Michigan Virtual<\/em>\n\n<a href=\"mailto:[email protected]\">Kristi Peacock<\/a>,\u00a0<em>Michigan Virtual<\/em>\n\n<a href=\"mailto:[email protected]\">Kristen DeBruler<\/a>,\u00a0<em>Michigan Virtual Learning Research Institute<\/em>\n\n<hr \/>\n\nAnecdotal evidence from course designers and <em>Michigan Virtual School<sup>\u00ae<\/sup><\/em> (now known as <em>Michigan Virtual<\/em>\u2122) instructors suggested that some students were not fully engaged with their online course materials. There was a commonly held belief by instructional staff and designers that some students were picking and choosing which assignments to do and only did the minimum required to get their desired grade. It was thought that some students were spending only as much time in the course as absolutely necessary and, even when they were in the course, not taking full advantage of all course materials. Part one of our two-part blog series on understanding engagement in K-12 online courses explored our use of Google Analytics (GA) and Hotjar and data gathering approaches. Part two will explore the use of learning management system (LMS) data and discuss implications for instructional designers and instructional staff.\n\n<strong>LMS Data<\/strong>\n\nFollowing both the GA and Hotjar data collection, and with the original problem in mind \u2014 better understanding student engagement for the reasons stated previously \u2014 we next accessed and analyzed readily available data on assignment completion and performance from the LMS data archive.\n\nOne way to think about \u201cengagement\u201d is whether students were accessing and spending time with the lesson materials (which is what GA and Hotjar were able to do), but another way to think about \u201cengagement\u201d is whether students were completing their course assignments. One benefit of looking at engagement in terms of assignment completion is the ability to connect engagement and student performance in their online courses.\n\nTo start, we identified the most relevant data in the Blackboard (Bb) database. Our goal was to measure the number of students submitting each assignment in a particular class or term. Given that individual courses have multiple sections and instructors but nearly identical course content, we gathered data across all sections and instructors to get a larger sample. We pulled every item in the Bb gradebook from each section of the particular course. For one course, this dataset included over 2,000 gradebook items for the approximately 50 students enrolled in the course. A screenshot of the data set can be seen in Image 1 below.\n\n<strong>Image 1. Screenshot of Bb Gradebook Data Set <\/strong>\n\n<img class=\"aligncenter size-full wp-image-1229\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/bb-gradebook-data-set.png\" alt=\" \" width=\"975\" height=\"446\" \/>\n\nWe then used pivot tables in Microsoft Excel to transform the data set into a more useful aggregate. The data was organized so that each assignment was listed only once in a given row. (See image 6 for a screenshot.) The column \u201ccount of assignment title\u201d told us how many times this assignment title appeared in our dataset, which told us how many times a student completed this assignment (i.e., the number of submissions). The column \u201caverage of score\u201d told us the average performance on this particular assessment item across all sections of the course. The column \u201cmax score\u201d noted the number of points possible for the given assignments.\n\n<strong>Image 2. Screenshot of Excel Pivot Table Assignment Count and Score<\/strong>\n\n<img class=\"aligncenter size-full wp-image-1231\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/excel-pivot-table-assignment-count-and-score.png\" alt=\" \" width=\"975\" height=\"265\" \/>\n\nOnce the pivot tables were complete, we calculated the average student performance as a percentage. As was true of earlier work, we found graphs to be more easily understood by those within our team and outside. Thus, we created several graphs charting student engagement.\n\n<strong>Figure 1. Count of Assignment Submissions by Assessment Item<\/strong>\n\n<img class=\"aligncenter size-full wp-image-1230\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/count-of-assignment-submissions-by-assessment-item.png\" alt=\" \" width=\"889\" height=\"453\" \/>\n\nThis engagement graph not only showed a steady decline in student participation through the course (higher assessment item number indicates placement later in the course), it also demonstrated that students preferentially skipped some assessments, confirming the assumption held by course designers and instructors that served as the catalyst for this research.\n\nOur previous graph demonstrated that students may have been selectively completing assignments. (Consistent completion would have been demonstrated by a horizontal line of dots at the level of the number of students enrolled in the course; several dots are below the relatively stable line of approximately 30 submissions.) We next wanted to know if student performance also varied by assignment. By graphing the average student score by assessment title, we determined how student performance fluctuated and identified assignments where students typically excelled or struggled. This data was invaluable as it clearly identified areas of improvement for our courses and\/or instructional methods.\n\n<strong>Figure 2. Average Score of Assignment Submissions by Assessment Item<\/strong>\n\n<img class=\"aligncenter size-full wp-image-1228\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/average-score-of-assignment-submissions-by-assessment-item.png\" alt=\" \" width=\"892\" height=\"483\" \/>\n\nFinally, we were able to combine student engagement and performance to identify assessment items that were outliers in either or both. In Figure 3 below, each dot represents a specific assessment item in the course. By plotting each assignment this way, we were able to identify high engagement\/high-performance items (such as the \u201cIntroduction to the Discussion Board\u201d assignment, the dot in the far upper right) and low engagement\/low-performance items (such as \u201c7.2 What\u2019s in My Name?\u201d).\n\n<strong>Figure 3. Average Score by Count of Assignment Submissions<\/strong>\n\n<img class=\"aligncenter size-full wp-image-1227\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/average-score-by-count-of-assignment-submissions.png\" alt=\" \" width=\"897\" height=\"522\" \/>\n<h5><strong>Discussion <\/strong><\/h5>\nOur original work started with the question of how students engage with their online courses and course materials. To answer that question, we used (what were to us) complex methodologies. We were able to partially answer our question through GA and Hotjar and developed a better understanding of \u201cengagement;\u201d but as much as we tried to customize and \u201cfit\u201d GA and Hotjar to our needs, it was never quite right. Our final attempt \u2014 the use of readily available LMS data \u2014 was by far the most successful and, more importantly, the most useful.\n\nOne unanticipated yet positive side effect of our work has been the natural and fruitful collaboration between the instructional design team and instructional staff. This work has created a cyclical, closed-loop system in which designers identify problems within courses, work with instructional staff to develop and implement solutions, and bring those solutions back to the designers to implement in other courses or on a larger scale.\n\nWe originally sought a simple solution to a complex problem, one that we could easily collect, compile, and, most importantly, share with instructional staff at all levels. And it was in this final step \u2014 the sharing of our work \u2014 that we found the most value. Sharing our findings, particularly figures 1, 2 and, 3, led to numerous suggestions of simple interventions, interventions that do not incur prohibitive financial or time costs. Sharing our findings and the resultant discussions led to the idea of tiered interventions. For example, course assignments with the lowest engagement and performance could be flagged by the instructional design team for immediate review. Assignments with low engagement but medium\/high performance could be flagged for course instructors who could, in turn, send announcements to students about the upcoming assignment. Should this prove to be an ineffective strategy to increase engagement, the entire instructional team could meet to discuss the possibility of calibrating the point value to incentivize students to complete the assignment. Should graphs like those presented in the figures above prove useful, they can be made easily available to instructional staff on a large scale.\n\nIt is worth noting here that the goal of increasing engagement is not to simply increase the amount of time students spend in a course, or to have them complete course activities for the sake of \u201cdoing work.\u201d Rather each of our courses are very deliberately designed by instructional designers; and all the activities, assignments, quizzes, discussion boards, and exams are chosen because they have instructional value. The courses are not filled with \u201cbusy work,\u201d but rather with activities created to help students learn and understand complex topics. As such, our goal is to have all students engage with the assignments (learn the desired course material) and do well on the assignments (master the course material).\n\n&nbsp;",
            "title": "Understanding Engagement in K-12 Online Courses: Part Two",
            "excerpt": "Authors Andrew Vanden Heuvel,\u00a0Michigan Virtual Kristi Peacock,\u00a0Michigan Virtual Kristen DeBruler,\u00a0Michigan Virtual Learning Research Institute Anecdotal evidence from course designers and Michigan Virtual School\u00ae (now known as Michigan Virtual\u2122) instructors suggested that some students were not fully engaged with their online course materials. There was a commonly held belief by instructional staff and designers that some...",
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        {
            "id": 28760,
            "path": "\/blog\/e41-john-watson-returns\/",
            "author_id": 54,
            "timestamp": 1506484800,
            "content": "https:\/\/soundcloud.com\/mvlri\/episode-41-john-watson-of-evergreen-education-returns\n\n<hr \/>\n\nIn this episode, we are joined once again by John Watson of the Evergreen Education Group. Since the last time John joined us, he and his team have produced some new research reports, three of which we discuss in our conversation today. As always, Evergreen\u2019s work does a great job painting an overall picture of what\u2019s happening in K-12 blended and online learning, including how providers of online courses are evolving, the reasons that students are giving for enrolling in blended and online schools, and the ways that teachers are incorporating technology and digital learning tools into their instruction.\n<h5>Resources<\/h5>\n<a href=\"https:\/\/www.evergreenedgroup.com\/keeping-pace-reports\/\">Keeping Pace with K-12 Online Learning, 2016<\/a>\n<a href=\"https:\/\/www.blendedandonlinelearning.org\/blog\/2017\/10\/09\/k-12-students-choosing-blended-online-learning\">Why do Students Choose Blended and Online Schools?<\/a>\n<a href=\"https:\/\/static1.squarespace.com\/static\/59381b9a17bffc68bf625df4\/t\/59c16300d55b41099eab43f7\/1505846024507\/EEG_FBOLTeachersReport_v4_Final.pdf\">Teaching with Technology<\/a>\n<a href=\"https:\/\/www.evergreenedgroup.com\/keeping-pace-blog\/\">Keeping Pace Blog<\/a>\n<a href=\"https:\/\/twitter.com\/keepingpacek12\">Evergreen Education on Twitter - @KeepingPaceK12<\/a>",
            "title": "Episode 41: John Watson of Evergreen Education Returns",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/episode-41-john-watson-of-evergreen-education-returns In this episode, we are joined once again by John Watson of the Evergreen Education Group. Since the last time John joined us, he and his team have produced some new research reports, three of which we discuss in our conversation today. As always, Evergreen\u2019s work does a great job painting an overall picture...",
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        {
            "id": 28527,
            "path": "\/blog\/understanding-engagement-k-12-online-courses-part-one\/",
            "author_id": 54,
            "timestamp": 1505793600,
            "content": "<img class=\"aligncenter size-full wp-image-1205\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/iStock-538811846.jpg\" alt=\"\" width=\"2048\" height=\"1365\" \/>\n\n<hr \/>\n\nAnecdotal evidence from course designers and <em>Michigan Virtual<\/em>\u2122 instructors suggested that some students were not fully engaged with their online course materials. There was a commonly held belief by instructional staff and designers that some students were picking and choosing which assignments to do and only did the minimum required to get their desired grade. It was thought that some students were spending only as much time in the course as absolutely necessary, and even when in the course, not taking full advantage of all course materials.\n\nThere was also a belief that students were optimizing their choices; that is to say, they were choosing what they perceived as high point value, low effort activities. This \u201cpicking and choosing\u201d approach to courses, while efficient was not trivial and had serious implications for both students and the instructional design of the courses. By skipping over material that was thoughtfully and deliberately created and placed by the instructional design team, some students were missing what is considered necessary and valuable information. And while students may perform adequately on unit assessments, by skipping course material they undoubtedly had gaps in their understanding of the course topics.\n\nFrom the instructional design standpoint, considerable time and effort (both finite resources) are spent creating course materials (often called assets), time and energy that could have been diverted to other aspects of the course or other courses entirely. With these factors in mind, we wanted to better understand how online students were engaging with their courses. Beyond instructor perceptions, we did not yet have any way to answer the question of whether or not students were accessing and engaging with their online course materials. We wanted to move past perceptions and anecdotal evidence and understand the myriad ways in which students were engaging with their online courses and, based on our findings, develop strategies to improve instruction and course design and, ultimately, increase engagement. Our work is documented in a two-part blog series detailing our different data gathering and analytic approaches, our evolving understanding of engagement in K-12 courses, and implications for instructional designers and instructional staff.\n\nTo understand how students were engaging with their online courses the <em>Michigan Virtual<\/em> design team implemented three analytic approaches, Google Analytics, Hotjar, and Learning Management System (LMS) data in select courses during the 2016-17 school year. The three approaches built on one another and ultimately provided a more robust and comprehensive understanding of how students engaged with their online courses and provided the foundation to develop and pilot interventions to increase engagement. We should note here that we developed our own thresholds of \u201cengagement\u201d based on an expert assessment of the density (number of pages, contents of the pages) of a particular course or unit. These thresholds are explained in greater detail in the following sections.\n<h2><strong>Google Analytics<\/strong><\/h2>\nThe first attempt to understand student engagement in their online courses was through the use of Google Analytics (GA) in two courses during fall 2016. GA tracking codes were added to each lesson and provided basic data about the number of visits (sessions), average duration of visit (average session duration), number of pages visited (page depth) and location (which lesson page they started\/ended on).\n\nUsing GA reporting tools available through the interface, the <em>Michigan Virtual<\/em> design team randomly selected one lesson in each of the two courses to analyze in order to answer the questions:\n<ol>\n \t<li>What was the average session duration?<\/li>\n \t<li>What was the average page depth?<\/li>\n<\/ol>\nAs this data had never been collected and analyzed on a wide scale in <em>Michigan Virtual<\/em> courses, understanding average session duration and page depth would provide the team foundational understanding of how, as a group, students are interacting with the course and course assets.\n\nThe report noted 199 sessions and 1,009 page views. Given that there were 132 students enrolled in one of the two courses during fall 2016 there was an average of 1.5 sessions per student, meaning that some but likely not all students returned to the lesson more than one time. There was also an average session duration of 12 minutes and 16 seconds; given that the average student had 1.5 sessions, on average each student engaged with the lesson for 18 minutes and 24 seconds.\n\nHowever when we looked beyond averages, we saw that approximately half the visits to the lesson were less than 3 minutes in duration (100\/199), and of that number, 37% were less than 10 seconds, an insufficient amount of time to engage with course materials. Assuming that each of the longest sessions represented a unique student, no more than half of the students spent more than 10 minutes in the lesson. Promisingly, 34% of sessions were over 10 minutes in length; however, we cannot know if some of the longest duration sessions were simply a result of inactivity and the session being \u201ctimed out.\u201d Overall, this does not suggest a high level of engagement with the lesson material.\n<h5><strong>Table 1. Session Duration for One Lesson<\/strong><\/h5>\n<table width=\"198\">\n<tbody>\n<tr>\n<td width=\"81\"><strong>Session Duration<\/strong>\n\n<strong>(in seconds)<\/strong><\/td>\n<td width=\"63\"><strong># of<\/strong>\n\n<strong>Sessions<\/strong><\/td>\n<td width=\"54\"><strong>% of<\/strong>\n\n<strong>Total<\/strong>\n\n<strong>Session<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"81\">0-10<\/td>\n<td width=\"63\">73<\/td>\n<td width=\"54\">37%<\/td>\n<\/tr>\n<tr>\n<td width=\"81\">11-30<\/td>\n<td width=\"63\">9<\/td>\n<td width=\"54\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"81\">31-60<\/td>\n<td width=\"63\">3<\/td>\n<td width=\"54\">2%<\/td>\n<\/tr>\n<tr>\n<td width=\"81\">61-180<\/td>\n<td width=\"63\">15<\/td>\n<td width=\"54\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"81\">181-600<\/td>\n<td width=\"63\">31<\/td>\n<td width=\"54\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"81\">601-1,800<\/td>\n<td width=\"63\">41<\/td>\n<td width=\"54\">21%<\/td>\n<\/tr>\n<tr>\n<td width=\"81\">1,801+<\/td>\n<td width=\"63\">27<\/td>\n<td width=\"54\">14%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nThis course level data informed the team\u2019s understanding of engagement in the course lesson but left questions about how individual students progressed through the course. To understand this, the team next analyzed the behavior of individual users as they moved through the lesson pages. One technical note here: GA is not designed to provide this kind of data on the behavior of individual users; however by using custom reporting features sorted by session duration, which was unique for each visit, we were able to parse the data to measure the behavior of individual students in the lesson. This custom data allowed the team to determine the total time that students spent in a given lesson as well as the number of lesson pages that student viewed during the same visit.\n\nIn GA, we generated a custom report which sorted the data by the length of the session (session duration). See Image 1 below for a screenshot. Since the chances of two visits (counted in seconds) being exactly the same length were extremely unlikely, this allowed us to parse the data to measure the behavior of individual students. The custom report contained additional fields such as the number of non-unique pages viewed during the session, the number of unique page views, and the number of users with this exact session duration (which was often, but not always, equal to exactly one).\n<h5><strong>Image 1. Screenshot of Session Duration Sorting in Google Analytics\n<\/strong><\/h5>\n<img class=\"aligncenter size-full wp-image-1199\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/Screenshot-2017-09-19-13.32.19.png\" alt=\"Google Analytics session duration sorted by number of page visits\" width=\"2048\" height=\"680\" \/>\n\nWith this data in hand, we then had to determine what constituted an \u201cengaged session.\u201d If, for example, a student viewed the lesson for 15 minutes, but only viewed two unique pages (out of seven possible pages in the lesson), had that student fully engaged with the content? Likewise, if a student viewed all seven pages of a lesson, but the session only lasts 30 seconds, it was unlikely that they sufficiently engaged with the content. While a cut-off point for an \u201cengaged\u201d vs \u201cunengaged\u201d lesson is somewhat arbitrary, we used natural breaks in the distribution of session duration and session depth. For example, the table below illustrates the distribution of session depth for a particular lesson.\n<h5><strong>Table 2. Count of Sessions by Page Depth Item for One Lesson<\/strong><\/h5>\n<table width=\"198\">\n<tbody>\n<tr>\n<td width=\"67\"><strong>Session<\/strong>\n\n<strong>Depth<\/strong>\n\n<strong>(in Pages)<\/strong><\/td>\n<td width=\"63\"><strong># of Sessions<\/strong><\/td>\n<td width=\"68\"><strong>% of Total Session<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"67\">1<\/td>\n<td width=\"63\">55<\/td>\n<td width=\"68\">28%<\/td>\n<\/tr>\n<tr>\n<td width=\"67\">2<\/td>\n<td width=\"63\">31<\/td>\n<td width=\"68\">16%<\/td>\n<\/tr>\n<tr>\n<td width=\"67\">3<\/td>\n<td width=\"63\">16<\/td>\n<td width=\"68\">8%<\/td>\n<\/tr>\n<tr>\n<td width=\"67\">4<\/td>\n<td width=\"63\">19<\/td>\n<td width=\"68\">9%<\/td>\n<\/tr>\n<tr>\n<td width=\"67\">5<\/td>\n<td width=\"63\">34<\/td>\n<td width=\"68\">17%<\/td>\n<\/tr>\n<tr>\n<td width=\"67\">6<\/td>\n<td width=\"63\">26<\/td>\n<td width=\"68\">13%<\/td>\n<\/tr>\n<tr>\n<td width=\"67\">7<\/td>\n<td width=\"63\">18<\/td>\n<td width=\"68\">9%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nUltimately, the course designers \u2014 experts in the course content \u2014 determined that appropriate criteria for an engaged session would be viewing at least half of the lesson pages and spending at least four minutes in the lesson. Using these criteria, we counted the number of engaged sessions in each lesson of the courses we monitored. Sample data is provided below for one of the courses.\n<h5><strong>Figure 2. Count of Engaged Sessions by Lesson Item <\/strong><\/h5>\n<img class=\"aligncenter size-full wp-image-1200\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/Screenshot-2017-09-19-13.32.38.png\" alt=\"Bar graph of engaged sessions per lesson. Shows Session 2-2 as most engaged at roughly 150 engaged sessions. Lowest lesson engaged was 8-2 at approximately 40 engaged sessions.\" width=\"1676\" height=\"1008\" \/>\n\nParsing the data this way illustrated that there was clear variation in student engagement from lesson to lesson, as well as a general trend toward lower engagement as students progress through the course. The data also revealed that some lessons represented \u201chot spots\u201d for student engagement while others represent \u201ccool spots.\u201d That is to say, there were particular lessons in the course that had seemingly higher engagement overall and some lessons with lower engagement overall.\n\nGiven our findings of engagement lesson-by-lesson, we wanted to identify a better method for visualizing hot and cold spots of student engagement within a course. Using color intensity to represent the number of students, with dark blue denoting more students and light blue fewer students, we produced the heat maps for page depth and session duration, show below. For both maps, as you move downward vertically in the chart, you move toward greater engagement. As you move horizontally to the right, you move to later lessons in the course.\n<h5><strong>Figure 3. Heat Map of Page Depth Engagement by Lesson<\/strong><\/h5>\n<img class=\"aligncenter size-full wp-image-1201\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/Screenshot-2017-09-19-13.32.48.png\" alt=\"Heat Map of Page Depth Engagement by Lesson\" width=\"2048\" height=\"328\" \/>\n<h5><strong>Figure 4. Heat Map of Session Duration Engagement by Lesson<\/strong><\/h5>\n<img class=\"aligncenter size-full wp-image-1202\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/Screenshot-2017-09-19-13.32.58.png\" alt=\"Heat Map of Session Duration Engagement by Lesson\" width=\"2048\" height=\"655\" \/>\n\nWhile these maps illustrate engagement in greater detail, we found that the detail came at the cost of functional usefulness. Both the high engagement and low engagement lessons presented opportunities for course designers to investigate the specific lessons and understand better why it may be a high or low engagement lesson. Should these trends persist for multiple semesters, there is also an opportunity for course instructors to implement simple interventions to increase engagement in historically low engagement lessons. We struggled, however, to move past the novelty of the maps and were unable to identify more clear and focused improvement goals beyond further investigating and potentially improving certain lessons. We next turned our attention to understanding not just how long students spent in the course and how many pages they viewed, but what they did while they were in the lesson.\n<h2><strong>Hotjar <\/strong><\/h2>\nDuring the research time period, we learned of a new user-tracking tool called Hotjar. When embedded in a web page, Hotjar anonymously tracks user (in our case student) activity on a specific page including cursor motion, scrolling, clicking, and timestamps. The data is used to record screen capture videos of the users\u2019 activity on the page and produce aggregated heat maps of user behavior (specifically where users tend to click on the page most frequently).\n\nHotjar requires a tracking code be inserted into the &lt;head&gt; tag of the lesson HTML pages. For this reason, the tool could only be used on lessons that were published to our local media server (as opposed to the cloud-based services we normally use for lesson hosting). Much like GA, Hotjar cannot track students as they move from one domain to another (say from Blackboard to our lesson pages); but unlike GA, Hotjar is designed to track individual students to understand their behavior while in the lesson pages.\n\nWe selected two lessons \u2014 one from each of our monitored courses \u2014 to be hosted on our media server with embedded Hotjar tracking codes. The result was a collection of screen recordings that showed the behavior of individual students as they moved through these lessons. See Image 2 below for a screenshot. In one semester, we captured hundreds of these recordings, ranging from a few seconds to over an hour. The recordings move beyond the basic data of page views and session duration captured by GA (although Hotjar captures that data as well) and gives an intimate perspective on how students navigate through the lesson content.\n<h5><strong>Image 2. Screenshot of Hotjar Recording<\/strong><\/h5>\n<img class=\"aligncenter size-full wp-image-1203\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/Screenshot-2017-09-19-13.33.17.png\" alt=\"Screenshot of Hotjar session\" width=\"2048\" height=\"1352\" \/>\n\nHotjar recordings play like a fast-forwarded movie, showing the motion of the user\u2019s cursor and highlighting specific actions such as page clicks and scrolls.\n\nThe individual screen recordings are overwhelmingly detailed and difficult to aggregate into useful information. However, Hotjar also provides a \u201cheat map\u201d feature which presents the hot spots within a lesson page where students are clicking the most frequently. See Image 4 below.\n<h5><strong>Image 3. Screenshot of Hotjar Lesson Hotspots<\/strong><\/h5>\n<img class=\"aligncenter size-full wp-image-1204\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/09\/Screenshot-2017-09-19-13.33.28.png\" alt=\"Screenshot of Hotjar heatmap\" width=\"1654\" height=\"764\" \/>\n\nThe heat map data in particular lead to an unexpected discovery: A small (but non-zero) percentage of students were clicking on the \u201cPrint All\u201d link on the lesson homepage. This suggests that some students were printing their online lessons and reading them from paper. While this may not seem problematic, many of the lessons included interactive elements which clearly would not work when printed. Moreover, it was simply a shock to our instructional design staff that anyone would be interacting with our content on paper rather than a computer.\n\nAmong our team, this \u201cprint all\u201d discovery was the most meaningful realization to date from the Hotjar data, and we have begun disabling the feature in courses that rely on many interactive features.",
            "title": "Understanding Engagement in K-12 Online Courses: Part One",
            "excerpt": "Anecdotal evidence from course designers and Michigan Virtual\u2122 instructors suggested that some students were not fully engaged with their online course materials. There was a commonly held belief by instructional staff and designers that some students were picking and choosing which assignments to do and only did the minimum required to get their desired grade. It was thought that some students were spending only as much time in the course as absolutely necessary, and even when in the course, not taking full advantage of all course materials.",
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            "id": 7451,
            "path": "\/about\/news\/michigan-virtual-researchers-studying-learner-center-technology-enabled-practices\/",
            "author_id": 2,
            "timestamp": 1505306876,
            "content": "<em><strong>Lansing<\/strong> \u2014 <\/em>Michigan Virtual<em>\u2122\u2019s research institute, with support from Education Development Center, is documenting an 18-month project underway in Rhode Island with a goal to more deeply understand the needs around high school redesign for the 21st century.<\/em>\r\n\r\n<hr \/>\r\n\r\nKnown formally as the Fuse Architect: Building Integrated Learning Systems project, this work began in January 2017 and is funded by the Nellie Mae Education Foundation. The <em>Michigan Virtual Learning Research Institute<\/em>\u00ae (<em>MVLRI<\/em>\u00ae) is documenting the collaborative effort made up of the Highlander Institute and their partners, including the Rhode Island Department of Education, the Rhode Island Office of Innovation, IDEO, EdSurge, and several Rhode Island-based stakeholders attempting to design and pilot systems that promote student-centered learning.\r\n\r\nThe goal of the Fuse Architect project is to realign systems of education toward student-centered learning, using a new generation of tools to ensure that all students leave school ready for college and career.\r\n\r\n\u201cThe transformational work occurring across the state of Rhode Island to implement blended and personalized learning is providing a rich foundation for other states to learn from,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cThe lessons learned and documented through this research are not only leading to refinement of the Rhode Island model but will also accelerate efforts to inform blended and personalized learning initiatives in Michigan and elsewhere.\u201d\r\n\r\nAs the lead organization, the Highlander Institute supports classrooms, buildings, district leaders, and state education agencies in reimagining how students learn, how learning is measured, and what skills and competencies are essential for success both in college and beyond. The Highlander Institute specializes in blended and personalized learning models to ensure that all children have the educational opportunities and support they need to achieve their full potential.\r\n\r\n\u201cOur education system needs to be setup to ensure students are at the center \u2014 meaning that they have voice in their education, experience education that is personalized to their needs, are able to learn inside and outside of the classroom, and can move along when they have mastered content \u2014 not when they\u2019ve spent a certain amount of time sitting in a classroom,\u201d said Lucas Orwig, Program Officer, Nellie Mae Education Foundation.\r\n\r\nThe project\u2019s partners are assessing needs, designing approaches, and piloting integrated learning systems \u2014 groups of coordinated education technology tools that support the four tenets of student-centered learning. These tenets, or principles, for powerful teaching and learning, are meant to ensure that all students develop the sort of high-level knowledge and skills they need to succeed in college, careers, and civic life. Drawn from the mind\/brain sciences, learning theory, and research on youth development, these tenets are overlapping and complementary. In combination, and when guided by a coherent and rigorous set of educational goals, they provide a strong foundation for the pursuit of deeper learning.\r\n\r\nThe team invites interested parties to follow the project as it unfolds through <a href=\"https:\/\/studentsatthecenterhub.org\/resource\/integrated-learning-systems-initiative\/\">regular blog posts, podcasts, and webinars<\/a>.\r\n\r\n<hr \/>\r\n\r\n<h3>About <em>MVLRI<\/em><\/h3>\r\n<em>MVLRI <\/em>draws upon recognized state and national leaders from K-12 schools, higher education, and the private industry to provide research, evaluation, and development expertise that support Michigan\u2019s students, parents, schools, K-12 and postsecondary educators, and state and local policymakers. Learn more at <a href=\"https:\/\/mvlri.org\/\">mvlri.org<\/a>.\r\n<h3>About <em>Michigan Virtual<\/em><\/h3>\r\n<em>Michigan Virtual <\/em>has provided a path to the future for students and educators since 1998. As a non-profit 501(c)(3) corporation focused on education, we\u2019re dedicated to helping each student shine their brightest by enhancing their opportunities to learn and working to strengthen the teachers that will show them the way. <em>Michigan Virtual <\/em>is the parent organization of <em>MVLRI<\/em>. Learn more at <a href=\"https:\/\/michiganvirtual.org\/\">michiganvirtual.org<\/a>.",
            "title": "Michigan Virtual researchers studying learner-centered, technology-enabled practices",
            "excerpt": "Lansing \u2014 Michigan Virtual\u2122\u2019s research institute, with support from Education Development Center, is documenting an 18-month project underway in Rhode Island with a goal to more deeply understand the needs around high school redesign for the 21st century. Known formally as the Fuse Architect: Building Integrated Learning Systems project, this work began in January 2017...",
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        {
            "id": 28526,
            "path": "\/blog\/creating-conditions-promote-success-online-learning\/",
            "author_id": 54,
            "timestamp": 1505102400,
            "content": "<img class=\"alignnone size-full wp-image-1135\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/08\/iStock-638953230.jpg\" alt=\"Two colleagues planning\" width=\"2048\" height=\"1365\" \/>Reflecting on what it takes to mentor students taking classes online, it is important that you have a brief discussion before students enroll in a course online to see what they might be interested in taking.\u00a0 Sometimes students take core, elective, or both core and elective courses, so providing individual students\u2019 options and course information is important to properly place them.\n\nNext, it is important to create an environment for online learning that helps set classroom expectations for students supporting individual student needs.\u00a0 I have found that working directly with students individually in a classroom setting has been very beneficial for them.\u00a0 Students like it when I check in with them in our computer lab while they\u2019re at their seats.\u00a0 Whether it is going over progress, course activities, or just checking in, they like knowing that they are supported and have someone to go to when they need help with their course or need technical support.\n\nI also believe that having weekly communication with all students is vital to student success.\u00a0 A good mentor is always mentoring online students \u2013 not monitoring \u2013 so building individual relationships with students is essential to their success.\u00a0 During this process, mentors should be identifying their most at-risk students and finding ways to support them.\u00a0 Whether this is reviewing progress, pacing, and course work or providing ideas on how to approach an assignment or activity, it is important to recognize what your students\u2019 needs are.\n\nAnother important piece to mentoring online students is building relationships and communications with online instructors.\u00a0 Whether that is through email or phone conversations, it helps the online instructors with my students who need additional support or follow up with course work, instructions, or technical concerns within their courses.\u00a0 I have found that this relationship piece can be critical to helping students be successful.\n\nA good mentor has a plan for what they need to accomplish each day.\u00a0 Sometimes just putting together a short To Do list for the day helps me stay focused on making sure I do not miss the needs of my students, and students appreciate when I have the information they need and a quick turn around on their concerns.\u00a0 I try to make myself available as much as possible outside of the traditional school day for my students so if they have a need or a problem, I can help them work through it.\n\nFinally, the goal of every mentor should be the success of their students.\u00a0 When students can see you have a true interest in their success and you celebrate their accomplishments with them, they get excited to share their progress with you and their activities or how they are doing in their course.\u00a0 Mentoring students can be challenging and very difficult due to many factors \u2013 pupil accounting, everything typically being done on an individual level \u2013 but to me as an educator, it is extremely rewarding to help my students be successful and excited about their learning.",
            "title": "Creating Conditions that Promote Success in Online Learning",
            "excerpt": "This is the fourth in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected].",
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        {
            "id": 7072,
            "path": "\/blog\/campfire-podcast-putting-students-in-the-drivers-seat\/",
            "author_id": 48,
            "timestamp": 1504615112,
            "content": "\r\n\r\nAfter a summer hiatus (or a summer full of professional learning opportunities with teachers), we\u2019re back! In this episode, we chat with <a href=\"https:\/\/twitter.com\/smurchies\">Sharon Murchie<\/a>, a high school English teacher with Bath Community Schools. She provides a look into her classroom and how she helps to empower her students to demonstrate their learning in different ways. We also flip the table and ask you to answer this episode\u2019s #campfireQ!\r\n<h4>Now, here's the notes:<\/h4>\r\n<ul>\r\n \t<li>We\u2019re excited to share a new opportunity with you for our podcast! We\u2019ve taken the cast and turned it into a course where you can earn SCECHs. <a href=\"https:\/\/plp.mivu.org\/Registration.aspx?course=368\">You can find it here<\/a>.<\/li>\r\n \t<li>What We\u2019re Digging - This episode we\u2019re switching it up a bit and sharing the <a href=\"http:\/\/www.tripleeframework.com\/\">Triple E Framework<\/a> from Liz Kolb and sharing our own stories of false engagement. On that note, we worked with Liz through a book study on her book Learning First, Technology Second. Keep an eye out on our social media to see when the next section starts!<\/li>\r\n \t<li>We chat with <a href=\"https:\/\/twitter.com\/smurchies\">Sharon Murchie<\/a> about genius hour in her classroom. She shares how she takes her standards and provides voice, choice and student agency so that her students have options to demonstrate their learning. Sharon explains how she sets this up using tools like Google Classroom and Docs. And just for fun, she plays a round of educational \u201cWould You Rather?\u201d.<\/li>\r\n \t<li>In this episode\u2019s #campfireQ we switch it up and throw the question back to <em><strong>YOU<\/strong><\/em>. We want to know, have you ever used technology for false engagement? And if you have, what would you do differently or how would you make it better? Don\u2019t forget to share your stories and ideas with us!<\/li>\r\n<\/ul>\r\nAs always, if you want to subscribe, check us out on <a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\">iTunes<\/a>, <a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a> and <a href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>!",
            "title": "Podcast: Putting Students in the Driver\u2019s Seat",
            "excerpt": "After a summer hiatus (or a summer full of professional learning opportunities with teachers), we\u2019re back! In this episode, we chat with Sharon Murchie, a high school English teacher with Bath Community Schools. She provides a look into her classroom and how she helps to empower her students to demonstrate their learning in different ways....",
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            "path": "\/webinar\/anrollment-and-achievement-in-ohio-online-charter-schools\/",
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            "content": "This webinar session presents findings from a study of enrollment patterns and student outcomes in Ohio's full-time online charter schools.\n<h6>Presenter<\/h6>\nDr. Andrew McEachin, RAND Corporation",
            "title": "Enrollment and Achievement in Ohio's Online Charter Schools",
            "excerpt": "This webinar session presents findings from a study of enrollment patterns and student outcomes in Ohio&#8217;s full-time online charter schools. Presenter Dr. Andrew McEachin, RAND Corporation",
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        {
            "id": 28525,
            "path": "\/blog\/getting-to-know-billy\/",
            "author_id": 54,
            "timestamp": 1503892800,
            "content": "<img class=\"size-full wp-image-1000 aligncenter\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/brick-hallway-cropped.jpg\" alt=\"brick hallway\" width=\"2048\" height=\"1287\" \/>\n\nI started working with Billy three years ago when he was in 5<sup>th<\/sup> grade. I have had the honor of being Billy\u2019s mentor and English teacher for these three years. Billy\u2019s family felt that a complete online public school would be an option that would work best for him, and it has.\n\nBilly has faced many health issues. He has endured cardiac surgeries and substantial speech and hearing difficulties. The face to face public school setting was not a successful environment for Billy, so his mom took on the task of being his guide through the online program. His mother has been a dedicated advocate for Billy and works hard to be sure he meets the goals in each of his classes.\n\nWhen I first worked with the family, I had frequent conversations with his mother. Billy and I would only communicate through email. He would only discuss course content and rarely asked questions. Anything I learned about Billy was from his very friendly and open mom. She shared Billy\u2019s health issues. I learned about his interest in Civil Air Patrol, karate, and rock collecting. I also came to understand how close he is with his parents, sister, brother, and grandmother.\n\nLast year Billy was working on a Social Studies unit covering Egypt. His mom called and said Billy would like me to come to their home for an Egyptian lunch and presentation about Egypt. I was delighted and a date was set for our visit.\n\nThis family lives out in the country about 40 minutes from my home. Billy sent me directions and a map he had drawn so I wouldn\u2019t get lost. When I pulled up to the home, which had a long driveway, Billy was standing at the end of the drive waiting for me. He waved and had a huge smile. I got out of the car, we shook hands, then we hugged, and I gave him a gift of books about Egypt to celebrate his accomplishments. He seemed delighted.\n\nBilly had researched Egyptian food. He, his mother, and grandmother had prepared a Mummy pizza, nuts, seeds, fruit, and cheese. For dessert, he made a delicious Egyptian hazelnut cake. When we all sat down at the table, which Billy had set, I noticed he had prepared some paper to make it look like papyrus reed. On the paper he wrote our names and listed the lunch menu in hieroglyphs.\n\nAfter our lunch, Billy presented a research report he had prepared about Egypt. Then he introduced me to Colonel Mustard, his yellow lizard! I am terrified of reptiles. I took a deep breath and touched Colonel Mustard with the tip of my finger. Billy put his pet on the floor, and he cracked up laughing when \u201cthe Colonel\u201d decided to climb up my leg and I screamed.\n\nOnce Colonel Mustard was safely back in his \u201chome,\u201d Billy showed me his desk where he does his online work. We also looked at his rock collection and his Civil Air Patrol materials.\n\nSince that visit, Billy easily communicates with me. He and his family came to a UPVA [Upper Peninsula Virtual Academy] bowling event, and Billy ran right up and hugged me. He even teased that he had Colonel Mustard in his coat pocket. Sometimes Billy emails and tells me about what is going on in karate and Civil Air Patrol. Of course we mostly discuss his classes, but the personal relationship seems to have made the discussions so much more comfortable.\n\nI was delighted last week to receive an invitation go back to Billy\u2019s home for a sushi lunch as he has recently completed a unit on Japan. I can\u2019t wait, but I am hoping that Colonel Mustard will be away visiting other relatives on that day!",
            "title": "Getting to Know Billy",
            "excerpt": "This is the third in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected].",
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        {
            "id": 28524,
            "path": "\/blog\/student-made-anyway\/",
            "author_id": 54,
            "timestamp": 1503288000,
            "content": "&nbsp;\n\n<em><img class=\"alignnone size-full wp-image-1039\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/freddy-marschall-186923.jpg\" alt=\"Woman looking through telescope\" width=\"2048\" height=\"1365\" \/>This is the second in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email <a href=\"mailto:[email protected]\">[email protected]<\/a>.<\/em>\n\n<hr \/>\n\nWhen the request for a blog entry was first made, I thought, \"Not me. I don't have anything special to add.\" I will be the first to admit I am horrible at sitting still long enough to write a blog -- or much else for that matter. But I decided I would give it a try. Ideas went through my head relating to the topics given before I settled on one I felt drawn to the most: The student who made it anyway.\n\nLast year I was working with a senior. This senior was in credit recovery for part of the year. She was managing to walk the fine line of frustrating all of her teachers and the administration and secretaries to the point where no one wanted to keep working with her.\u00a0Her lies had burned too many bridges for her to understand that she was running out of time and support to make it through the year.\u00a0To this day, I do not know what made me click with her. I do not know what caused it to be different when we worked together.\u00a0 All I know is that something clicked, and in the end, it all worked out.\n\nDuring the first semester, \"Shay\" was in a credit recovery online class.\u00a0She passed it easily when she sat down to do it. The material was much lower than her skills. Her attendance and follow through with the other criteria our school had was much harder for her.\u00a0 At the end of the first semester, she was on a contract to help stress the reality of her situation.\u00a0She needed every credit second semester and needed to have her butt in a seat for her classes.\n\nShay was a girl who was easily making the \"wrong\" decisions her senior year.\u00a0 She missed school, was using alcohol and other substances on a regular basis, and there wasn't positive support at home to help change this pattern.\u00a0Due to how our schedule was set up, she ended up being in another online class for the second semester. This one was harder, but not over her abilities. \u00a0After chasing her down again to get her re-focused on her class, she stopped in to see me at the end of the school day.\u00a0\"Don't worry, I just turned in a bunch of assignments.\u00a0I got caught up!\" she hollered as she walked past my door.\u00a0I had just done a progress check on students and knew she had done no such thing.\u00a0I simply looked up at her and told her to stop the bull and that lies would get her nowhere.\u00a0I used a plain spoken tone. No inflection, no anything.\u00a0Then I went back to my computer screen. \u00a0Out of the corner of my eye, I watched her expression.\u00a0She literally stopped walking, stopped moving, and tilted her head at me. After a very pregnant pause, she walked off to her next activity.\u00a0Shay's lying skills were well known in every office.\u00a0 Whenever she had to do something she didn't want to, she had a bad habit of telling a lie to try and get out of it. I am a firm believer in second chances, but I stress to students that I don't handle lies well. They can tell me bad news but don't lie.\u00a0I didn't lecture her that day. I didn't scold.\u00a0I have learned from my own gaggle of children that that doesn't work well.\u00a0I just made a statement and left it at that.\n\nThe week ended with nothing new.\u00a0By the end of the following week, Shay asked to stay after to work on her class in my office.\u00a0 As she stayed and worked on her work and me on mine, idle chit-chat went back and forth.\u00a0At this point she didn't need help in the class; she had learned how to use the Michigan Virtual system and knew what was expected of her.\u00a0She shared comments about life in the senior class, which I was aware of, but she was discreetly passing along information that she knew my office should know.\u00a0The next week came, and Shay bounded into me again to inform me that she had completed a bunch of her work and was on track.\u00a0This time I could smile because it was true.\u00a0 For the rest of her time in my building, she continued to finish the class until it was time for graduation.\u00a0 She didn't finish the class with a grade that truly represented her skills or abilities, but she did finish it. Herself.\n\nWhen Shay walked across the stage at graduation and was returning to her seat, she stopped to give me a high five.\u00a0I told her I was proud of her.\u00a0She kept right on smiling.\u00a0I don't know what her future holds.\u00a0I suspect there will be some major mountains and bruises.\u00a0I do know that she still has the strength in her to do what is right.\u00a0I hope that it will carry her through as she continues to \"grow up\" and take life's adventure in rewarding directions.\u00a0She is a very strong young lady; she just doesn't know it yet.",
            "title": "The Student Who Made It Anyway",
            "excerpt": "This is the second in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected].",
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            "path": "\/blog\/the-new-michigan-virtual\/",
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            "content": "2018 marks our 20th anniversary as a nonprofit organization. We have witnessed the unparalleled growth of new technology tools that leverage the power and reach of the Internet to address business, entertainment, education and communication needs. It is hard to believe that more than 10 years have passed since Michigan became the first state in the nation to adopt an online learning requirement for high school graduation.\r\n\r\nThe next two decades will likely prove to be as turbulent, unpredictable and exciting as the past 20 years. In an effort to guide our next three years, we took considerable time to conduct an environmental scan, listen to our stakeholders in new ways, and reflect on our vision, mission and core strategies.\r\n\r\nAs part of our planning activities, we were able to answer a fundamental question regarding our purpose. We are proud and passionate about our answer: <strong><em>Improving Learning, Improving Lives<\/em><\/strong>. This simple, yet powerful phrase defines our purpose as an organization. We believe the only way to accomplish this lofty undertaking is by working with Michigan\u2019s K-12 community in new and deeper ways.\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/08\/MichiganVirtual_StrategicPlan_2017.pdf\" target=\"_blank\" rel=\"noopener\"><img class=\"alignleft wp-image-6849 size-medium\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/08\/MichiganVirtual_StrategicPlan_2017-1-232x300.png\" alt=\"Cover of the Michigan Virtual Strategic Plan 2018-2020\" width=\"232\" height=\"300\" \/><\/a>Our updated mission is to: <strong><em>Advance K-12 digital learning and teaching through research, practice, and partnerships.<\/em><\/strong> This mission statement reinforces our vision to grow effective partnerships with policy leaders, school administrators and teachers to ensure that every person can use digital learning to reach his or her full potential. An electronic copy of our strategic plan can be accessed <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/08\/MichiganVirtual_StrategicPlan_2017.pdf\">here<\/a>.\r\n\r\nDuring the past 20 years, we have developed different programs and services with associated sub-brands. Having multiple brands created confusion for some and diluted our messaging effectiveness. We listened to our stakeholders as part of our recent strategic planning efforts and have decided to consolidate and refresh our overall brand and discontinue a reference to \u201cuniversity\u201d and \u201cschool.\u201d\r\n\r\nI am excited about our new look for the start of the 2017-18 school year! To support our new strategic plan, <em>Michigan Virtual University<\/em><sup>\u00ae<\/sup>, along with the <em>Michigan Virtual School<\/em><sup>\u00ae<\/sup>, will now be known as <em>Michigan Virtual<\/em>\u2122. The modern, clean design of the new brand elements reflect our continued commitment to improving education and improving lives. This new approach not only simplifies and streamlines our communication with students, parents and school personnel, but is also reflective of the transformational changes taking place within the organization.\r\n\r\nIn addition to refreshed logos for <em>Michigan Virtual <\/em>and our research institute, <em>Michigan Virtual Learning Research Institute<\/em><sup>\u00ae<\/sup>, we have launched new websites that utilize modern, clean design, and are ADA-compliant, ensuring that all users find helpful information and resources quickly and easily. They can be found at <a href=\"https:\/\/michiganvirtual.org\">michiganvirtual.org<\/a> and <a href=\"https:\/\/mvlri.org\">mvlri.org<\/a>, respectively.\r\n\r\n<em>Michigan Virtual <\/em>continues to play a unique role in working closely with stakeholders from all sectors to identify challenges, develop solutions, advance policy and research best practices. In a market with a growing private sector presence, our 501(c)(3) nonprofit status allows us to make business decisions that prioritize learner outcomes over profits. We take pride in doing what\u2019s best for learners while making efficient use of financial resources. As an integrator, we partner with public and private organizations to grow healthy ecosystems for online and blended learning that positively impact student achievement.\r\n\r\nWe hope you like our new look, but we hope you like our services even more. We are doing everything possible to build on our long history of innovation and commitment to excellence. Please feel free to <a href=\"https:\/\/michiganvirtual.org\/about\/contact\/\">tell us<\/a> what you think about our new strategic plan or brand refresh!",
            "title": "The New Michigan Virtual",
            "excerpt": "2018 marks our 20th anniversary as a nonprofit organization. We have witnessed the unparalleled growth of new technology tools that leverage the power and reach of the Internet to address business, entertainment, education and communication needs. It is hard to believe that more than 10 years have passed since Michigan became the first state in...",
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            "id": 28758,
            "path": "\/blog\/episode-40-kim-loomis-clark-county-school-district-nevada\/",
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            "content": "https:\/\/soundcloud.com\/mvlri\/episode-40-kim-loomis-clark-county-school-district-nevada\n\nIn this episode, we\u2019re talking with Kim Loomis of the Clark County School District in Clark County, Nevada. Kim serves as the Director of Online and Blended Learning, and shares with us the history and evolution of digital learning in the district over the past 15 years or so. We also discuss the many structures and supports in place to serve both teachers and students in one of the largest school districts in the country.",
            "title": "Episode 40: Kim Loomis, Clark County School District, Nevada",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/episode-40-kim-loomis-clark-county-school-district-nevada In this episode, we\u2019re talking with Kim Loomis of the Clark County School District in Clark County, Nevada. Kim serves as the Director of Online and Blended Learning, and shares with us the history and evolution of digital learning in the district over the past 15 years or so. We also discuss the many...",
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        {
            "id": 28523,
            "path": "\/blog\/success-totally-virtual-program\/",
            "author_id": 54,
            "timestamp": 1501819200,
            "content": "<img class=\"alignleft size-full wp-image-1135\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/08\/iStock-638953230.jpg\" alt=\"Two colleagues planning\" width=\"2048\" height=\"1365\" \/>\r\n\r\n<em>This is the first in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online <\/em>learner<em> environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected].<\/em>\r\n\r\n<hr \/>\r\n\r\nOur district is somewhat unique in that we have a virtual program where we mentor students we may never personally meet. As mentors, this is a real challenge since all five of us are retired teachers who were used to that personal face-to-face contact that allows for the constant formative assessment of each of our students and the ability to continuously adjust our supports. Also, as a school of choice for eight counties, often we do not get our students\u2019 records until a few months into the school year; if the student has been homeschooled, there may be no records. All of these factors make our weekly two-way contacts critical to developing a relationship with our students and determining the supports needed.\r\n\r\nAlthough we all write our own weekly Wednesday check-in letters, we generally include the same information: some study tips or other useful information, a progress report, and questions requiring the student response. For example, if our tips include a list of characteristics of successful online learners, we may ask the students to evaluate themselves in terms of these characteristics. If we give study tips at exam time, we may ask students which tips they feel may be most helpful to them and how they will put the tips into practice. Early last school year, I asked the students I mentor how I could best help them. One student that I\u2019ll call Emma told me that she would most need encouragement and a belief in her success.\r\n\r\nEmma came to us in her senior year after having dropped from another school district part way through the second semester of her junior year. As I reviewed her transcript, I saw that she was a capable student who had passed all of her classes with grades of C or better prior to dropping out. This, of course, made me curious about why a student would abruptly leave a situation in which she had been successful. As I got to know Emma through our weekly emails and the occasional phone calls when issues arose, I came to believe that she had some fairly severe anxiety issues. (We have found that many of our transfer students -- particularly our female students -- suffer from anxiety or depression or have experienced negative social issues such as bullying.) This let me know that Emma would need extra praise when I saw that she was doing well and gentle prodding when she fell behind. On one occasion, I emailed her when I noticed she had not logged into her classes for several days. She let me know that her internet was down and that she was going to try to get to the library or a friend\u2019s house to log in. (She could email from her phone.) I suggested that she let all of her virtual instructors know of her issue so that they would know she was a conscientious student. Many of her teachers thanked her for letting them know and reassured her that they would be willing to work with her when she was able to continue. Another time when I asked why she was behind, Emma reported having computer problems. We were able to provide her with a Chromebook so she could continue her work.\r\n\r\nEventually, Emma became more comfortable with reaching out to me and her instructors. She would ask her instructors directly to reopen tests or assignments if there were technical issues and ask for clarification when she did not understand the task. I would get emails where she reported feeling overwhelmed. I tried to respond as immediately as I could by letting her know that she was actually progressing quite well or by suggesting an assignment that she could focus on to feel the most success. When it came closer to the time for her to graduate, she asked for more frequent progress reports and reassurances that she was on-track for getting her diploma. I\u2019m happy to report that Emma proudly wore that cap and gown! Sometimes mentoring involves something as simple as being available to give an encouraging word.\r\n\r\n&nbsp;",
            "title": "Success in a Totally Virtual Program",
            "excerpt": "This is the first in a series of blog posts written by Michigan Virtual\u2019s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another...",
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            "id": 6573,
            "path": "\/blog\/the-blended-learning-fight-club\/",
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            "content": "Recently, I was designing a professional learning experience for some administrators and, for the first time in my career in blended learning outreach, decided to step completely away from the words that define this work of effective integration of technology in classrooms.\r\n\r\nOver the past year, in particular, the misconceptions about \u201cblended learning\u201d being a forced implementation of technology or even being a completely online experience sets a challenging foundation for any learning space around the topic. The hesitancy and reluctance isn\u2019t about a resistance to change or a resistance to innovation. It stems from misunderstanding. Outside of the eager-beaver, innovative teachers, we have 90% of teachers who are carefully weighing positives and negatives of any new initiative and how it will have an impact on student achievement.\r\n\r\n<img class=\"alignnone wp-image-6574 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/07\/innovative_teachers.png\" alt=\"Innovative teachers are already implementing blended learning\" width=\"1008\" height=\"533\" \/>\r\n\r\nReflecting back on designing the learning experiences for these administrators, why did I cut out all references to blended learning? It was a gut instinct that I went with, and it was very effective. Our conversations together were focused on educational frameworks, like <a href=\"http:\/\/www.schrockguide.net\/samr.html\">SAMR<\/a> and <a href=\"http:\/\/www.ttf.edu.au\/what-is-tpack\/what-is-tpack.html\">TPACK<\/a>, and the effective use of technology for the success of all students. We talked about teaching scenarios and how we would talk to teachers in these scenarios about the technology in their learning environments. With the limited time we had together, we spent the time talking about teaching and learning \u2014 not definitions and philosophical challenges with a vocabulary term.\r\n\r\nAs this district moves forward, they will eventually be ready to tackle what blended learning means to them and how they will communicate and develop a shared understanding with their teachers and stakeholders. For their first experience, however, it was far more beneficial to treat blended learning as the unspoken term behind our true purpose, creating environments where technology is effectively used to personalize learning and increase achievement for each and every student.",
            "title": "The Blended Learning Fight Club",
            "excerpt": "The first rule of blended learning is: you do not talk about blended learning.",
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        {
            "id": 6576,
            "path": "\/blog\/unlocking-the-next-level-of-science-teaching\/",
            "author_id": 28,
            "timestamp": 1499437438,
            "content": "<strong>I\u2019m not ashamed to admit it \u2014 I\u2019m 34, married with three children and I still like to play video games.<\/strong>\n\n<img class=\"wp-image-6578 size-medium alignright\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/07\/castle-300x178.jpg\" alt=\"Screen shot from a classic Atari game\" width=\"300\" height=\"178\" \/>While the Sega Genesis gave birth to my addiction, I do vividly recall huddling around the Commodore 64 with my four older brothers, taking turns playing games like Kung Fu, Frogger, Spyhunter and Paperboy. I also vividly remember my older brother Jimmy grabbing the joystick after losing a game and slamming it against the wall, breaking our best controller in half. In his defense: 1) he had an anger problem, and 2) video games back then were hard \u2014 I mean really, really hard. If you don\u2019t believe me, go ahead and <a href=\"https:\/\/youtu.be\/Ok89iaSkHQ4\">watch a play through<\/a> of the notoriously incomprehensible Atari video game, E.T.\n\nTeaching is hard too. And sometimes I feel like I am wandering through a complex maze (\u00e0 la <a href=\"https:\/\/youtu.be\/PzCrb8y5NCU\">Atari\u2019s Adventure<\/a>) trying to find just the right key to unlock the next level of learning for each of my students. For many of us science teachers, the updated Michigan Science Standards add a new layer of complexity and can leave us feeling overwhelmed, like using the whistle to skip right to Super Mario 3\u2019s World 8. I often feel especially sympathetic toward our elementary teacher colleagues who must manage their self-contained classrooms with the dexterity of a teenager playing Call of Duty \u2014 keeping track of all 14 buttons on their XBOX controller simultaneously.\n\nHonestly, all of us need help in finding the keys to unlock the door on learning. In video game parlance, we need a \u201cwalkthrough\u201d \u2014 a guide that shows us the right way, the right door, the right key and the tips and tricks that can help us slay the dragons (just to be clear \u2014 by dragons, I don\u2019t mean the students, but the misconceptions students bring with them to class... perhaps it's time to drop the video game analogy).\n\nWe here at <em>Michigan Virtual<\/em> have been working in partnership with the Science, Mathematics, Technology Center at Central Michigan University to build precisely that kind of \u201cwalkthrough\u201d for K-5 science teachers. The project is called Phenomenal Science and it includes two central components:\n<ol>\n \t<li>A complete K-5 science curriculum that is aligned to the new Michigan Science Standards, and<\/li>\n \t<li>A series of free online professional learning courses to train educators in the principles, strategies and structure of this new curriculum<\/li>\n<\/ol>\nAs a preview of the curriculum and associated training, below we have assembled five of the key principles and strategies embedded in the Phenomenal Science units. These \u201ckeys\u201d can help unlock the next level of science teaching at any grade.\n<h4>Phenomena-Based Engagement<\/h4>\nIn every lesson, students encounter a puzzling event from the real world that they are challenged to explain. Students develop their own explanation through applying Science and Engineering Practices, building a deep understanding of underlying science ideas. Through this active engagement, students must develop their own concept of the scientific phenomena under investigation.\n<h4>Making Thinking Visible<\/h4>\nThroughout each lesson, particularly while engaged in the practices, students will make their thinking visible to the teacher and especially for peers. This allows for ready comparison of planning, data and evidence and their interpretation. Making thinking visible happens particularly when engaging students in instructional strategies such as the modeling instructional sequence, summary tables, KLEWS Charts and C-E-R.\n<h4>Science Notebook<\/h4>\nIt is recommended that teachers require students to use a science notebook to support learning. A major goal of a science notebook is for students to develop the ability to collect data, make sense of it, and share it with others. Using science notebooks with students requires advanced planning to ensure they are managed well and used effectively.\n<h4>Talk Moves \/ Science Discourse<\/h4>\nStudents build science understanding of concepts through processing of hands-on investigations and activities. Their first mode of processing is talk. Having collaborative norms in place and using sentence frames to help guide the discussions are critical. Planning for the key questions a teacher will need to guide the meaning-making discussions is also critical.\n<h4>Integration of ELA \/ Math \/ Technology<\/h4>\nOne of the best recommendations for finding time to teach science (while still devoting time to ELA and Math) is to integrate all subjects around science experiences. We find that students' understanding is greater in all subjects when their learning journey begins with a science experience, which is then built upon synergistically through ELA and Math. As a result, Phenomenal Science has intentionally integrated speaking, listening, reading, writing, and math around real science, technology, and engineering experiences.",
            "title": "Unlocking the Next Level of Science Teaching",
            "excerpt": "I\u2019m not ashamed to admit it \u2014 I\u2019m 34, married with three children and I still like to play video games. While the Sega Genesis gave birth to my addiction, I do vividly recall huddling around the Commodore 64 with my four older brothers, taking turns playing games like Kung Fu, Frogger, Spyhunter and Paperboy....",
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            "id": 28879,
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            "author_id": 21,
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            "content": "<!-- wp:paragraph -->\n<p>This session presented findings from a study investigating the relationship between students\u2019 achievement and their attitudes in a self-paced blended mathematics course.<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Attitudes and Achievement in a K-12 Blended Learning Setting",
            "excerpt": "This session presented findings from a study investigating the relationship between students\u2019 achievement and their attitudes in a self-paced blended mathematics course.",
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            "path": "\/research\/publications\/examining-credit-recovery-learning-profile-from-time-series-clustering-analysis\/",
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            "timestamp": 1498795200,
            "content": "The second report in the Credit Recovery series\u2014<em>Examining Credit Recovery Learning Profile from Time-Series Clustering Analysis<\/em>\u2014examines student learning behaviors in the first part of Algebra 2 courses. The ways that students engaged in coursework is targeted with two types of behavioral indicators, namely students\u2019 attempted scores and the number of minutes spent in the learning management system (LMS) on a weekly basis.\n\nThe primary analytic strategy used in this study is time-series clustering, the process of partitioning time series data into groups based on mathematical distance among data points, so that time series in the same cluster can be construed as similar learning profiles.\n\nGiven the scarcity of research examining K-12 online learning, we decided to direct this first research on various learning profiles by using the hierarchical clustering approach rather than using a predetermined number of clusters for the hypothesized model under scrutiny.\n\nThe first report in the series \u2013 Examining Credit Recovery at a State Virtual School \u2013 is available <a href=\"http:\/\/mvlri.org\/research\/publications\/examining-credit-recovery-experience-at-a-state-virtual-school-2\/\">here<\/a>.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/creditrec2.pdf\">Download the Report<\/a>",
            "title": "Examining Credit Recovery Learning Profile from Time-Series Clustering Analysis",
            "excerpt": "The second report in the Credit Recovery series\u2014Examining Credit Recovery Learning Profile from Time-Series Clustering Analysis\u2014examines student learning behaviors in the first part of Algebra 2 courses. The ways that students engaged in coursework is targeted with two types of behavioral indicators, namely students\u2019 attempted scores and the number of minutes spent in the learning management system (LMS) on a weekly basis.",
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            "path": "\/research\/publications\/the-changing-roles-of-educators-series-the-instructional-technologist\/",
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            "content": "This study, the third in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on instructional technologists. The aim of this study is to better understand the ways in which instructional technologists conceptualize their work, the approaches they employ when supporting teachers through the process of technology integration, and the ways they think about the evolution of their field of work. Click <a href=\"http:\/\/mvlri.org\/research\/publications\/changing-role-educators-series-blended-learning-coach\/\">here<\/a> to view the first report and <a href=\"http:\/\/mvlri.org\/research\/publications\/the-changing-roles-of-educators-series-the-blended-teacher-2\/\">here<\/a> for the second in the series.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/instructech.pdf\">Download the Report<\/a>",
            "title": "The Changing Roles of Educators Series: The Instructional Technologist",
            "excerpt": "This study, the third in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on instructional technologists. The aim of this study is to better understand the ways in which instructional technologists conceptualize their work, the approaches they employ when supporting teachers through the process of technology integration, and the ways they think about the evolution of their field of work.",
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            "id": 28522,
            "path": "\/blog\/accountability-online-learning-ann-arbor-public-schools\/",
            "author_id": 54,
            "timestamp": 1498708800,
            "content": "<em>This blog post is the second in a series examining district-level accountability and teacher effectiveness related to virtual learning in Michigan. Each post in the series is accompanied by a podcast with our participants, which you can find at the end of the posts. The <a href=\"http:\/\/mvlri.org\/blog\/examining-district-level-accountability-teacher-effectiveness\/\">first post<\/a> in the series is also currently available online.<\/em>\n\nCindy Leaman is the principal of A2 Virtual+ Academy, the supplemental online learning program offered by Ann Arbor Public Schools in Ann Arbor, Michigan. The program has been in existence since 2000 and has seen a fair amount of evolution and growth since its inception. Cindy notes an identified program mission of allowing students more flexibility, choice, and personalization in their learning. Most students enroll in no more than two online courses per academic term and do so primarily because of the options they provide with regard to scheduling. This past school year, there were nearly 1,700 students taking online courses during the school year and close to 400 enrolled in the summer.\n\nTo address student accountability, A2 Virtual+ requires students to have a minimum of two proctored exams and a face-to-face orientation with their instructor for each course in which they are enrolled. There are also procedures in place to ensure that students are completing work on schedule, including timestamped assignments and regularly scheduled audits in courses to track progress. A2 Virtual+ also employs staff called building liaisons, placing one in each building where an online student attends face-to-face, to help facilitate communication and progress checking between the parent, student, counselors, and administrators within the building.\n\nRegarding instructor and mentor accountability, many of the measures are similar. Cindy notes that keeping a constant pulse on the status of the program and its students is key. Staff attend weekly PLC meetings to address emerging issues and think about ways to be proactive to help students succeed. A2 Virtual+ online instructors are also evaluated using the same framework used for face-to-face teachers, the <a href=\"http:\/\/www.danielsongroup.org\/framework\/\" target=\"_blank\" rel=\"noopener noreferrer\">Danielson Framework for Teaching<\/a>. Cindy served on the district committee overseeing teacher evaluation processes and is intimately familiar with how the framework is employed across the district. She does see the need for modification, especially when it comes to the teacher observation tool when applying it to the online environment. The systems used in the online environment, though, can be advantageous when checking for evidence within some of the domains of the framework, including course planning and preparation and professional responsibilities in communication and record keeping. As Cindy notes, there is a wealth of information in the course environment that provides a detailed picture of how an instructor is performing.\n\nLastly, Cindy mentions that they often think about how to keep the entire program accountable, specifically to the district as a whole. She and her team usually give an annual board presentation, and one of the issues they\u2019ve grappled with is trying to ensure that A2 Virtual+ serves students from all across the board from a demographic and achievement perspective. They also use data from quality review processes, standards alignment, and course completion data to try to ensure that students enrolled in the program are receiving high-quality learning experiences.\n\n",
            "title": "Accountability in Online Learning: Ann Arbor Public Schools",
            "excerpt": "This blog post is the second in a series examining district-level accountability and teacher effectiveness related to virtual learning in Michigan. Each post in the series is accompanied by a podcast with our participants, which you can find at the end of the posts. The first post in the series is also currently available online....",
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            "path": "\/about\/news\/brand-gets-a-refresh\/",
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            "content": "<em>Michigan Virtual University<\/em>\u00ae, a nonprofit organization that supports the growth and development of digital learning in Michigan\u2019s K-12 schools, has recently undergone a rebrand. <em>Michigan Virtual University<\/em>, along with the <em>Michigan Virtual School<\/em>\u00ae, will now be known as <em>Michigan Virtual<\/em>\u2122. The modern, clean design of the new brand elements reflect the company\u2019s continued commitment to improving education and improving lives.\r\n\r\n\u201c<em>Michigan Virtual<\/em> has nearly 20 years of experience working with schools in Michigan to provide quality online courses for students, unique educational research services for national, state and local policy leaders and online training support for school personnel,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cDuring that time, we have developed different programs and services with associated sub-brands.\u00a0We listened to our stakeholders as part of our recent strategic planning efforts and have decided to consolidate and refresh our overall brand and discontinue a reference to university and school.\u00a0This new approach not only simplifies and streamlines our communication with students, parents and school personnel, but is also reflective of the transformational changes taking place within the organization.\u201d\r\n\r\nIn addition to refreshed logos, <em>Michigan Virtual<\/em> and its research institute, <em>Michigan Virtual Learning Research Institute<\/em>\u00ae<em>,<\/em> have new websites that utilize modern, clean design, and are ADA compliant, ensuring that all users find helpful information and resources quickly and easily. They can be found at <a href=\"https:\/\/michiganvirtual.org\">michiganvirtual.org<\/a> and <a href=\"https:\/\/mvlri.org\">mvlri.org<\/a>, respectively.\r\n\r\n<em>Michigan Virtual<\/em>\u2019s new brand will maintain the company\u2019s 19-year history while carrying the organization on into the future, positioning the nonprofit for further success and development in the areas of online and blended learning for students and educators, and best-in-class research in these areas.",
            "title": "Michigan Virtual University's brand gets a refresh",
            "excerpt": "Michigan Virtual University\u00ae, a nonprofit organization that supports the growth and development of digital learning in Michigan\u2019s K-12 schools, has recently undergone a rebrand. Michigan Virtual University, along with the Michigan Virtual School\u00ae, will now be known as Michigan Virtual\u2122. The modern, clean design of the new brand elements reflect the company\u2019s continued commitment to...",
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            "path": "\/research\/publications\/virtual-schools-in-the-u-s-case-studies-of-policy-performance-and-research-evidence\/",
            "author_id": 54,
            "timestamp": 1498536000,
            "content": "<h5>Abstract:<\/h5>\n<img class=\"alignright wp-image-1121 size-medium\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/VSCase-17-1-232x300.png\" alt=\"Virtual Schools in the U.S.: Case Studies of Policy, Performance, and Research Evidence\" width=\"232\" height=\"300\" \/>The National Education Policy Center recently released its annual Virtual Schools in the U.S.: Politics, Performance, Policy, and Research Evidence report, providing a unique look at virtual schools across the country. To supplement the national perspective provided in that report, the lead authors also created five in-depth case studies featuring the states of Ohio, Wisconsin, Idaho, Washington, and Michigan. In this new report, entitled Virtual Schools in the U.S.: Case Studies of Policy, Performance, and Research Evidence, the authors describe the enrollment, student characteristics, and performance of virtual and blended schools in each state, discuss the research related to virtual and blended school characteristics and outcomes, and examine recent legislative activities pertaining to virtual and blended schools. This new research effort adds to our current understanding of virtual schools by highlighting areas that are consistent with findings identified in the national report as well as noting instances where national trends may inaccurately describe state-level activity.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/VSCase-17.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5>Written By:<\/h5>\n<ul>\n \t<li>Michael K. Barbour, Touro University, California<\/li>\n \t<li>Gary Miron, Western Michigan University<\/li>\n \t<li>Luis Huerta, Teachers College, Columbia University<\/li>\n<\/ul>\n<h5>What we already know about this topic:<\/h5>\n<ul>\n \t<li>Previous publications have identified growing enrollments in virtual schools, particularly those operated by private educational management organizations (EMOs).<\/li>\n \t<li>Analysis of available demographic data has noted fewer minority and low-income students were enrolled in virtual schools compared to national averages.<\/li>\n \t<li>Virtual schools tend to have student-to-teacher ratios in excess of those in traditional schools. Graduation rates and school report card grades of virtual schools tend to be below their traditional school counterparts.<\/li>\n<\/ul>\n<h5>What this report adds:<\/h5>\n<ul>\n \t<li>Some of the national trends held true at the state level. For example, in Wisconsin, virtual schools enrolled higher percentages of White students than the statewide average and the national average.<\/li>\n \t<li>Even when a national trend held true, sometimes the size of the gap changed considerably. For instance, as noted above for Wisconsin, the percentage of White students enrolled in virtual schools was almost 30 percentage points higher than the national average; however, it was less than 10% higher than the state average.<\/li>\n \t<li>There was also clear state variation from national statistics and trends. In Ohio for example, the percentage of White students attending virtual schools was much higher than the national average, but essentially no different from the state average. In Michigan, virtual schools enrolled higher percentages of students who were eligible for free and reduced lunch compared to all Michigan schools as well as all public schools in the country.<\/li>\n \t<li>Student-to-teacher ratios were quite variant from one state to the next. In Michigan, the mean student-to-teacher ratio was significantly impacted by an extreme value, suggesting that the median, in some cases, may be a more representative measure.<\/li>\n \t<li>The volume of research and policy activities varied in each state.<\/li>\n<\/ul>\n<h5>Implications for practice and\/or policy:<\/h5>\n<ul>\n \t<li>The five case studies established important baseline measures for each state that were often more precise and accurate than substituting with national statistics. In some cases, national trends continued to be observed; in others, variation was found. This research suggests that both kinds of research \u2013 national scans as well as state case studies \u2013 be conducted to understand important variations.<\/li>\n \t<li>The demonstration of the variation between states suggests lessons can be learned from future studies to understand what is working in some states that may not be working as well in others. This understanding will aid in raising performance across the nation.<\/li>\n<\/ul>\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/VSCase-17.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "Virtual Schools in the U.S.: Case Studies of Policy, Performance, and Research Evidence",
            "excerpt": "In this new report, entitled Virtual Schools in the U.S.: Case Studies of Policy, Performance, and Research Evidence, the authors describe the enrollment, student characteristics, and performance of virtual and blended schools in each state, discuss the research related to virtual and blended school characteristics and outcomes, and examine recent legislative activities pertaining to virtual and blended schools. This new research effort adds to our current understanding of virtual schools by highlighting areas that are consistent with findings identified in the national report as well as noting instances where national trends may inaccurately describe state-level activity.",
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        {
            "id": 28521,
            "path": "\/blog\/accountability-online-learning-grand-ledge-public-schools\/",
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            "timestamp": 1498536000,
            "content": "<em>This blog post is the first in a series examining district-level accountability and teacher effectiveness related to virtual learning in Michigan. Each post in the series is accompanied by a podcast with our participants, which you can find at the end of the posts.<\/em>\n\nRebecca Jackson runs the online learning program at Grand Ledge High School in Grand Ledge, Michigan. The program is relatively young, having been in existence for only about two years, but it is growing at an impressive pace as evidenced by having served 160 students on-site in the 2016-17 school year. The program provides a dedicated virtual learning lab space with 32 desktop computers. The lab is open for a morning session before the school day begins, five periods during the school day, and \u201copen lab\u201d time in the afternoon. Grand Ledge contracts with both Edgenuity and <em>Michigan Virtual<\/em> to provide content and instruction for their online courses. At any given time in the lab, students are working in the same space on courses of varying content and grade levels, ranging from credit recovery to AP courses.\n\nWhen it comes to accountability, Grand Ledge currently has a number of different measures in place. To hold online students accountable, program mentors schedule weekly communications around student project expectations and revisions. These communications also clearly outline expectations for feedback on assignments and effective time management and pacing for each course. Rebecca notes that she is very pleased with these accountability practices but is frankly unclear about what kinds of professional training online instructors from third-party providers might receive or how they are evaluated. She recommends a more consistent, possibly state-wide policy ensuring that online instructors are properly trained to teach online and held to the same standards. Additionally, she believes online teachers should be evaluated jointly by students and mentors, about twice a year. She also sees value in having online instructors set their own achievement goals and be held accountable for working toward them, in conjunction with completing self-evaluations on an annual basis.\n\nRegarding accountability for mentors of online learners, Rebecca indicates that she and other mentors are held accountable by the central office, as well as the counseling department, through the metric of course completion rates. However, there are not more specific areas or job expectations that are outlined for mentors to guide them in their profession. Rebecca would like to have a more robust job description, including those guidelines and expectations, and regular job performance meetings with administration to discuss areas of strength and areas for improvement. She also feels that a state-sanctioned certification for online mentoring would be helpful, provided that mentors could receive consistent and explicit training on the duties and expectations of a mentor.\n\nMore generally, Rebecca would like to see graduation rates for students in online programs factored into accountability processes. She also notes that more transparency about how schools and districts are handling online learning would be beneficial for the field at large.\n\n",
            "title": "Accountability in Online Learning: Grand Ledge Public Schools",
            "excerpt": "This blog post is the first in a series examining district-level accountability and teacher effectiveness related to virtual learning in Michigan. Each post in the series is accompanied by a podcast with our participants, which you can find at the end of the posts. Rebecca Jackson runs the online learning program at Grand Ledge High...",
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        {
            "id": 4506,
            "path": "\/about\/support\/maintenance\/",
            "author_id": 21,
            "timestamp": 1497294736,
            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h1>Maintenance<\/h1>\t\t\n\t\t\t<h2><strong>Important information for website users<\/strong><\/h2>\t\t\n\t\t\t<h2>Scheduled Holiday Downtime<\/h2>\t\t\n\t\t<p>To celebrate the holiday season, Michigan Virtual courses will be offline and unavailable to students and mentors from 12\/27\/21 through Friday 12\/31\/21. This is to allow students and Michigan Virtual instructors time with family and friends. We are hoping this time off provides some true rest and relaxation so we can return revitalized for the new year!<\/p><p>In addition, the Michigan Virtual office will be closed on 12\/24, 12\/27, 12\/31, and 1\/3 for holiday observance, during which time our instructors and Customer Care Center will be unavailable. We share this information to help you plan out your schedules this school year.<\/p>\t\t\n\t\t\t<h2>Regular Maintenance Schedule<\/h2>\t\t\n\t\t<p><em>Michigan Virtual<\/em>\u00a0performs regular maintenance work on its data center servers every Wednesday between 8 p.m. and midnight. This means that various\u00a0<em>Michigan Virtual<\/em>\u00a0and\u00a0<em>MVLRI<\/em>\u00a0applications may be interrupted for a brief period of time during those hours as different servers are taken offline for maintenance work. Most likely you will not experience any disruption, but students and teachers should plan their work around these weekly maintenance windows.<\/p>\t\t\n\t\t\t<h2>Scheduled Maintenance Window<\/h2>\t\t\n\t\t<p>Once a year, usually in August, major application and server upgrades are performed which will result in planned downtime at specific times.<\/p><p>Students: During maintenance times you will sometimes be prevented from accessing your courses. When this happens, please wait an hour or two and try again.<\/p>",
            "title": "Maintenance",
            "excerpt": "Maintenance Important information for website users Scheduled Holiday Downtime To celebrate the holiday season, Michigan Virtual courses will be offline and unavailable to students and mentors from 12\/27\/21 through Friday 12\/31\/21. This is to allow students and Michigan Virtual instructors time with family and friends. We are hoping this time off provides some true rest...",
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            "content": "The mission of MVU is to \u201cadvance K-12 learning through digital learning, research, innovation, policy, and partnerships.\u201d With this mission in mind, MVU launched the iEducator (iEd) program in 2015, bringing together higher education, local school districts, and MVU, to propel forward not only digital education but face-to-face education as well. At its core, the iEd program is a two-year digital teaching assignment with MVU. Beyond that, the iEd program involves ongoing professional learning, mentoring, and digital instruction experiences.\n\nThe iED Effectiveness report, part three in a series, analyzes the effectiveness of the iEds in their first year and part of their second year of teaching online for the Michigan Virtual School. Of the 13 iEds, only two had previous experience teaching online (for one and two years, respectively). Two of the iEds reported some experience teaching in blended settings, and nine reported no previous experience teaching online. Further, the nine iEds with no previous online teaching experience almost unanimously stated that they never considered online teaching as a possible career option prior to hearing about MVS and the iEd program. This group of teachers were novice online teachers going into their first year of the iEd experience.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/iED_3.pdf\">Download the iED Effectiveness report<\/a>",
            "title": "iEducator 21st Century Digital Learning Corps: iED Effectiveness",
            "excerpt": "The iED Effectiveness report, part three in a series, analyzes the effectiveness of the iEds in their first year and part of their second year of teaching online for the Michigan Virtual School. Of the 13 iEds, only two had previous experience teaching online (for one and two years, respectively). Two of the iEds reported some experience teaching in blended settings, and nine reported no previous experience teaching online. Further, the nine iEds with no previous online teaching experience almost unanimously stated that they never considered online teaching as a possible career option prior to hearing about MVS and the iEd program. This group of teachers were novice online teachers going into their first year of the iEd experience.",
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            "content": "The <em>Blended Learning &amp; Teaching<\/em> report, the fourth in the four-part series, begins at the launch of the iEds\u2019 second year of training and focuses on their immersion in blended teaching and learning. For more background about the program, please see the first three reports: <a href=\"http:\/\/mvlri.org\/research\/publications\/ieducator-program-design-reflection\/\" target=\"_blank\" rel=\"noopener noreferrer\">part one<\/a> introduced and detailed the iEd program and included reflections from the administrative and instructional design teams involved in the development of the program, as well as reflections and feedback from the iEds themselves; <a href=\"http:\/\/mvlri.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-blog-network-analysis\/\" target=\"_blank\" rel=\"noopener noreferrer\">part two<\/a> examined the iEds\u2019 collegiality, specifically their cohesion with and centrality in the group through an analysis of their blog posts and comments; and <a href=\"http:\/\/mvlri.org\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-effectiveness\/\" target=\"_blank\" rel=\"noopener noreferrer\">part three<\/a> examined the iEds\u2019 performance indicated by their caseload trends and students\u2019 course outcomes, including course completion status and final grades over the period of four academic terms.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/iEd_4.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Blended Teaching &amp; Learning report<\/a>",
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            "path": "\/blog\/online-credit-recovery-series-buchanan-high-school\/",
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            "timestamp": 1496203200,
            "content": "<em>This blog post is the thir\u00ad\u00add and final in <\/em>MVLRI<em>\u2019s series on online credit recovery programs in Michigan, examining their intended purposes and key outcomes, the benefits of having online credit recovery programs available for their students, the challenges and opportunities that schools have faced in implementing an online credit recovery program, and the key lessons learned. Each post in the series is accompanied by a podcast interview with our participants, which you can find at the end of the posts. The <a href=\"http:\/\/mvlri.org\/blog\/online-credit-recovery-series-success-virtual-learning-centers\/\">first post<\/a> and <a href=\"http:\/\/mvlri.org\/blog\/online-credit-recovery-series-kenowa-hills-high-school\/\">second post<\/a> in the series are also currently available online.<\/em>\n\nStudents at Buchanan High School in Buchanan, Michigan, are supported in many different ways when it comes to taking credit recovery classes online. Cindy Swem, who serves as one of the school\u2019s guidance counselors, is heavily involved with the program and provides a broad perspective on the processes and procedures that go into maintaining it. In the fall semester of 2016-17, the program saw a completed\/passed rate of 92%, with a total of 59 students participating and passing 72 courses. Cindy attributes this success to a number of different factors.\n\nCindy notes that the school partners with My Virtual Academy, a Michigan-based provider of online courses, for their content and instruction. (The online course provider also offers extensive professional development support to the mentor.) The vast majority of Buchanan students taking credit recovery courses do so as part of their normal school day, attending the physical school building. Before making the decision to enroll in the credit recovery program, many stakeholders become involved in the conversation, including students, parents, other teachers, and the guidance office. Each student\u2019s individual needs, including accommodations, and preferences are taken into consideration before they are counseled into or away from the online credit recovery option.\n\nThe adults working with students participating in the program are focused on cultivating a positive, encouraging learning environment. Once enrolled, students complete their coursework in what they call the ELAB, which is a dedicated space in the library open for six periods per day. Cindy cites the support that students get in the ELAB as crucial to their success, for example, the many one-on-one interventions, both with their mentors and their distance instructors, as well as check-ins with the guidance office. The mentor who oversees the ELAB is dedicated to ensuring students are progressing at a reasonable pace, providing motivation and helping with goal-setting. The mentor establishes an environment that is conducive to learning for each student, so there is flexibility for things like listening to music or working with peers on assignments. Perhaps most importantly, Cindy says to \u201cremember that students have bad days, just like you and me. Celebrate small successes \u2013 good quiz\/test\/exam results, note taking, or exhibiting a positive attitude.\u201d\n\nIn addition to those individualized supports, Cindy notes that having a well-planned structure in place helps things run smoothly, including student binders that contain technology setup information, logins and passwords, and clear expectations for students in the completion of their courses. Incentives for those students who finish courses early are built into the program as well, and those that need additional help have the option of attending after-school lab hours for support and access to technology. It\u2019s clear that with the success they\u2019re seeing, Buchanan will likely continue to dedicate more resources to the growth of this program in the future.\n\nYou can learn more about Buchanan High School by visiting their <a href=\"http:\/\/www.buchananschools.com\/buchanan-high-school\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a>.\n\n",
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            "path": "\/webinar\/examining-student-learning-pathways-online-algebra-courses\/",
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            "content": "This session highlighted findings from a study investigating student pacing and engagement in online Algebra I courses, including the difficulties posed and opportunities provided by online course flexibility.\n<h5>Presenters<\/h5>\nDr. Peiyi Lin, Columbia University\nDr. Susan Lowes, Columbia University",
            "title": "Examining Student Learning Pathways Through an Online Algebra Course",
            "excerpt": "This session highlighted findings from a study investigating student pacing and engagement in online Algebra I courses, including the difficulties posed and opportunities provided by online course flexibility. Presenters Dr. Peiyi Lin, Columbia University Dr. Susan Lowes, Columbia University",
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            "content": "<a href=\"https:\/\/michiganvirtual.org\/service\/\"><strong>We are currently experiencing service issues with our Student Learning Portal. Learn more here\u2192<\/strong><\/a>\t\t\n\t\t\t<h1>Access Michigan Virtual's Learning Platforms<\/h1>\t\t\n\t\t\t<h3>Login to Michigan Virtual\u2018s learning platforms.<\/h3>\t\t\n\t\t\t<h2>Professional<br>Learning Portal<\/h2>\t\t\n\t\t<p>Through the Professional Learning Portal professionals can access high-quality courses and resources, meet professional development requirements, and find opportunities to earn State Continuing Education Clock Hours (SCECHs).<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/PublicWelcome.aspx\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tPLP Login\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Student<br>Learning Portal<\/h2>\t\t\n\t\t<p>Explore online course opportunities available to students through\u00a0<em>Michigan Virtual<\/em>\u2018s new Student Learning Portal and find out how parents and educators come together to prepare students for the future.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/slp.michiganvirtual.org\/PublicWelcome.aspx\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tSLP Login\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Michigan Cares<br>Portal<\/h2>\t\t\n\t\t\t<h2>Free Mental Health &amp; SEL Lessons<\/h2>\t\t\n\t\t<p>Our\u00a0<em>Michigan Cares Portal\u00a0<\/em>offers Michigan families\u00a0<strong>free<\/strong> digital lessons that help children in grades K-12 develop the skills required for social, emotional, and mental wellbeing. <a href=\"\/sel\/michigan-cares\/?utm_campaign=Michigan%20Cares%20Portal&amp;utm_source=Internal&amp;utm_medium=login\">Learn more about the Michigan Cares Portal here<\/a>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/360.michiganvirtual.org\/?utm_campaign=Michigan%20Cares%20Portal&#038;utm_source=Internal&#038;utm_medium=login#sign_in\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tMichigan Cares Login\n\t\t\t\t\t<\/a>",
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            "excerpt": "We are currently experiencing service issues with our Student Learning Portal. Learn more here\u2192 Access Michigan Virtual&#8217;s Learning Platforms Login to Michigan Virtual\u2018s learning platforms. ProfessionalLearning Portal Through the Professional Learning Portal professionals can access high-quality courses and resources, meet professional development requirements, and find opportunities to earn State Continuing Education Clock Hours (SCECHs). PLP...",
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            "content": "This session shared findings from a narrative inquiry that explored various aspects of presence in a blended middle school classroom, helping to inform the preparation and support of blended teachers in K-12 settings.\n<h6>Presenters<\/h6>\nMark Stevens, George Mason University\nMary Rice, University of Kansas",
            "title": "Presence as Support in a Blended Learning Classroom",
            "excerpt": "This session shared findings from a narrative inquiry that explored various aspects of presence in a blended middle school classroom, helping to inform the preparation and support of blended teachers in K-12 settings. Presenters Mark Stevens, George Mason University Mary Rice, University of Kansas",
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            "content": "Written by:\n\nJoshua Rosenberg\nMichigan State University\n<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\n\nand\n\nDr. John Ranellucci\nHunter College, CUNY\n<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\n\n<hr \/>\n\nHow can we motivate our students to engage with the course material and learn as much as possible? This is a question that educational researchers, teachers, and instructional designers have been trying to answer for years. Although student motivation is important in virtually all learning settings, it is especially important in online courses for which student success depends largely on students taking an active role in their learning and self-regulating their behaviors. Prior to delving into the \u201cwhat does motivation look like in our courses\u201d and \u201chow can we support student motivation\u201d parts of this equation, it is important to first clearly understand what motivation is.\n<h5>What is motivation?<\/h5>\nWe all have experienced what motivation is, what it looks like, and how it feels. We might describe the experience of motivation as having a clear goal in mind, feeling energized toward reaching that goal and caring about the outcome. Although we all intuitively know what motivation is, we might not agree on a specific definition or the key ingredients of this concept. Similarly, educational researchers have explained motivation in dozens of different ways, with common themes but little consensus. This is partially based on subjective preferences of different individuals or researchers but is mostly due to the complexity of the multi-faceted concept of motivation.\n\nIn a <a href=\"http:\/\/mvlri.org\/blog\/is-there-more-than-one-path-to-success-in-math-patterns-and-predictors-of-students-motivation-and-achievement-in-online-math-courses\/\">recent blog post<\/a>, Stephanie Wormington does an excellent job of highlighting the complexity of comprehensively measuring and interpreting motivation across five key dimensions. The dimensions Stephanie writes about are perceived competence, value, mastery, performance approach, and performance-avoidance. We adopt a similar approach; however, we focus on three dimensions identified as particularly important aspects of motivation from past research namely perceived competence (Pekrun, 2006), utility-value (Eccles &amp; Wigfield, 2000), and interest (Hidi &amp; Renninger, 2006).\n<ul>\n \t<li>Perceived competence (\u201cCan I do it?\u201d): Relates to students\u2019 expectancy for success and their level of confidence in their ability.<\/li>\n \t<li>Utility-value (\u201cWill I be able to use what I learn?\u201d): Consists of the perceived usefulness or practical relevance of the learning content.<\/li>\n \t<li>Interest (\u201cDo I care about what I\u2019m doing?\u201d): Involves the personal relevance and individual attraction to the learning content.<\/li>\n<\/ul>\nHaving established what motivation is and how we conceptualize motivation across these three dimensions, the first question that we wanted to answer through our work with <em>Michigan Virtual School<\/em> students was \u201cWhat does motivation look like in our online classes?\u201d\n<h5>What does motivation look like in our online classes?<\/h5>\nWith <em>MVLRI<\/em> researcher Kristen DeBruler\u2019s guidance and support, and help from cooperating course instructors and students, we asked students in five <em>MVS<\/em> science courses (Anatomy &amp; Physiology, Forensic Science, Oceanography, Physics, and Biology) about their motivation \u2014 in particular, their perceived competence, utility value, and interest. We also kept track of the time students spent on the course website and their final course grades.\n\nIn particular, we were interested in how perceived competence, utility value, and interest differed between science courses offered through <em>MVS<\/em>. As you can see from the figure below, on a scale of 1 (strongly disagree) to 5 (strongly agree) students reported high levels of perceived competence, utility value, and interest in all of the science courses explored. Actually, students were close to the maximum possible score on our measure of interest and utility value in Anatomy &amp; Physiology and indicated similarly high levels of interest in Forensic Science, and Oceanography. Although perceived competence and utility value seem low in a few courses (e.g., Forensic Science, Oceanography, and Biology), these values correspond to a response between \u201cNeutral\u201d and \u201cAgree.\u201d We also note differences between classes: while utility value and interest were both high relative to perceived competence in Anatomy &amp; Physiology and Physics, interest was significantly higher than utility value for students in Forensic Science, Oceanography, and Biology.\n\n<em>The take home message:<\/em> While based on descriptive statistics and so needing to be interpreted as an overview, students in <em>MVS<\/em>\u2019s online science classes are confident, interested, and see the courses as useful; but there are important differences between classes, and these scores can be higher, particularly in physics and biology.\n\n<img class=\"aligncenter wp-image-981 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Graph1-1024x1024.png\" alt=\"Student motivation graph\" width=\"1024\" height=\"1024\" \/>\n<h5>What outcomes does motivation relate to in our online courses?<\/h5>\nThe second question we asked was \u201cWhat does motivation relate to in our online courses?\u201d We decided to focus on two main outcomes that we thought should relate to students\u2019 perceived competence, utility value, and interest.\n\nFirst, we examined the relationship between these three parts of motivation and the amount of time students spent on the course website. As examined with linear models, the figure below shows that as students\u2019 perceived competence, utility value, and interest increase, the amount of time that students spend in hours on the course website also increased significantly. (Each type of motivation demonstrated a relationship with time spent that was statistically distinct from no relationship,) Furthermore, based on the sharper increase in utility value, we see that this is an especially relevant variable for predicting time spent on the course.\n\n<em>The take home message:<\/em> Although all three factors are important and in particular students will spend more time engaging with the course content if they understand how the content is useful in their lives.\n\n<img class=\"aligncenter wp-image-982 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Graph2-1024x768.png\" alt=\"Student motivation graph 2\" width=\"1024\" height=\"768\" \/>\n\nSecond, we wanted to see how motivation at the beginning of the course relates to academic achievement. Our results, displayed in the figure below, suggest that higher levels of perceived competence, utility value, and interest at the beginning of the semester are associated with significantly higher final course grades. (For example, for time spent, each type of motivation demonstrated a relationship with course grades that was statistically distinct from no relationship.) In this analysis, we found that interest is an especially important variable that differentiates lower achieving students from higher achieving students.\n\n<em>The take home message:<\/em> Again, although all three factors are important, the more students are interested, the higher their grades tend to be.\n\n<img class=\"aligncenter wp-image-983 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Graph3-1024x768.png\" alt=\"Student motivation graph 3\" width=\"1024\" height=\"768\" \/>\n<h5>Strategies to Support Motivation<\/h5>\nA key point we want to highlight is that student motivation is not only something that teachers (and instructional designers) can impact, but do all of the time. As teachers (and instructional designers), we impact our students by the activities and lessons we design, the way we provide feedback to students, and even how much of a sense of belonging we create in our classrooms. Recent research has synthesized studies on motivation and pointed to some key motivational tips (Linnenbrink, Patall, &amp; Pekrun, 2016):\n<ol>\n \t<li>Support competence through well-designed instruction, challenging work, and informational and encouraging feedback. For students to think \u201cI can do what I need to do to succeed,\u201d supporting students\u2019 sense of competence is key. Carefully scaffolded and designed assignments, (appropriately) challenging and regular and supportive feedback are practices that teachers and instructional designers can emphasize in both face-to-face and online classes.<\/li>\n \t<li>Support students\u2019 autonomy through opportunities for student decision-making and direction. For students to think \u201cI can do this,\u201d students\u2019 autonomy beliefs are important. Providing opportunities for students to choose between assignments or even the type of tasks they must complete to learn or demonstrate achievement can help support students\u2019 autonomy, and in some cases can be easier for students in online classes to choose when to work on assignments because they can be more self-paced and self-directed in their learning.<\/li>\n \t<li>Select personally relevant, interesting activities that provide opportunities for active involvement. For students to think \u201cI can use this in the future,\u201d the relevance of what students are learning and how they learn is essential. Personally relevant activities grounded in students\u2019 curiosity and interests can help make learning relevant to students and is both challenging and important in online classes.<\/li>\n \t<li>Emphasize learning and understanding and de-emphasize performance, competition, and social comparison. For students to think \u201cI want to learn as much as I can,\u201d emphasizing mastery, rather than performance, is pivotal. Group and class activities focusing on what each student learns and how everyone grows rather than on how students rank relative to one another can support an emphasis on learning and understanding rather than social comparisons. This may be especially important to discussion board posts in which students share their ideas (or work): An emphasis in the directions on what students learned, rather than on their grades, can emphasize mastery.<\/li>\n \t<li>Support feelings of belonging among students and with teachers. For students to think \u201cI belong in this class,\u201d students must feel like they are part of the classroom community. Eliciting and responding to students\u2019 feedback, and making sure each student feels comfortable sharing thoughts and ideas with teachers and peers, can emphasize students\u2019 sense of belonging. As many teachers and instructional designers for online classes know, establishing open lines of positive communication can have an important impact on students\u2019 motivation to learn.<\/li>\n<\/ol>\nFor more resources on supporting students\u2019 engagement, Linnenbrink-Garcia et al. (2016) and Wentzel and Brophy (2014) are great resources because of their emphasis on research and applicability to teaching and designing learning activities for students. We hope this post has helped to describe the importance of motivation, what it looks like and what it relates to in online classes, and strategies to support motivation. We have benefitted from and are grateful for our collaboration with <em>MVS<\/em> and hope to continue our work with researchers, teachers, and students at <em>MVS<\/em> in the future.\n<h5>References<\/h5>\nHidi, S., &amp; Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41,111-127.\n\nPekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.\n\nLinnenbrink-Garcia, L., Patall, E. A., &amp; Pekrun, R. (2016). Adaptive motivation and emotion in education research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3, 228-236.\n\nWentzel, K. R., &amp; Brophy, J. E. (2014). Motivating students to learn. New York, NY: Routledge.\n\nWigfield, A., &amp; Eccles, J. S. (2000). Expectancy\u2013value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.",
            "title": "Student motivation in online science courses: A path to spending more time on course and higher achievement",
            "excerpt": "Written by: Joshua Rosenberg Michigan State University [email protected] and Dr. John Ranellucci Hunter College, CUNY [email protected] How can we motivate our students to engage with the course material and learn as much as possible? This is a question that educational researchers, teachers, and instructional designers have been trying to answer for years. Although student motivation...",
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            "content": "The National Education Policy Center reported that one in 10 students enrolled in a virtual school has a disability, yet virtual schools \u2014 be they state or corporate-sponsored \u2014 invest little in this population (Molnar, et. al., 2013). Consequences of not meeting the needs of students with disabilities include high attrition and generally poor achievement (Deshler, Rice, &amp; Greer, 2014; Rice, East, &amp; Mellard, 2015b). These unacceptable outcomes are part of the low performance of at-risk students \u2014 the fastest growing segment of virtual student enrollments (Miron, 2016).\n\nTo improve service delivery online, several researchers at the University of Kansas, who are also affiliated with the Center on Online Learning and Students with Disabilities (COLSD), have personally undertaken a review process to incorporate research and practical understanding about serving students with disabilities into the iNACOL National Standards for Quality Online Teaching (2011a), iNACOL National Standards for Quality Online Courses (2011b), and iNACOL National Standards for Quality Online Programs (2011c). These researchers assembled under the commission of the Michigan Virtual Learning Research Institute.\n\nThis report, Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Introduction to the Analysis of the iNACOL Program, Course, and Teacher Standards, is part of a series of four reports and includes the introductory information and methodology for the review process. The other three reports in the series are the reviews of the iNACOL National Standards for Quality Online Teaching, iNACOL National Standards for Quality Online Courses, and iNACOL National Standards for Quality Online Programs as well as implications, conclusion, and suggestions for further research for each specific set of standards.\n\nFollowing the stages of standards review and revision described above, final versions of proposed revisions to the iNACOL National Standards for Quality Online Programs, iNACOL National Standards for Quality Online Courses, and iNACOL National Standards for Quality Online Teaching were created. These proposed revisions can be seen alongside their original forms in the second, third, and fourth reports in this series, respectively. These reports also include a justification for the indicated changes that stem from cited research or law.\n\nDownload the reports:\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-introduction-to-the-analysis-of-the-inacol-program-course-and-teacher-standards\/\" target=\"_blank\" rel=\"noopener\">Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Introduction to the Analysis of the iNACOL Program, Course, and Teacher Standards<\/a>\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/\" target=\"_blank\" rel=\"noopener\">Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Programs<\/a>\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/\" target=\"_blank\" rel=\"noopener noreferrer\">Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Courses<\/a>\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/\" target=\"_blank\" rel=\"noopener noreferrer\">Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Teaching<\/a>\n\n<em>These reports were originally posted in December 2016 and have been reformatted for publication.<\/em>",
            "title": "Meeting the Needs of Students with Disabilities in K-12 Online Learning",
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        {
            "id": 28489,
            "path": "\/blog\/online-credit-recovery-series-kenowa-hills-high-school\/",
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            "content": "<em>This blog post is the second in <\/em>MVLRI<em>\u2019s series on online credit recovery programs in Michigan, examining their intended purposes and key outcomes, the benefits of having online credit recovery programs available for their students, the challenges and opportunities that schools have faced in implementing an online credit recovery program, and the key lessons learned. Each post in the series is accompanied by a podcast interview with our participants, which you can find at the end of the posts. The first post in the series is also currently available online.<\/em>\n\nKenowa Hills High School in Grand Rapids offers many different opportunities for its students to learn online, including the ability to make up credits where needed. Jared Herron, the Director of Online Learning, oversees all of the online learning initiatives for the school, including the credit recovery program. Jared has been working in the field of online learning for nine years and has seen the program, as well as the field at large, grow and evolve over time.\n\nJared says that one of the main goals of the program is to close the achievement gap as measured by state testing. Secondly, another main goal is to increase the district\u2019s graduation rate in his district. The students participating in the online credit recovery program are expected to attend the brick-and-mortar school building and are held to attendance standards by school staff. Students meet in a lab at different periods of the day to work on their courses. The school does have a one-to-one device setup, allowing students some flexibility about where on campus they choose to work on their courses with their devices. Also under the umbrella of the Kenowa Hills online learning program is an initiative called Pathways, which is the \u201cseat-time-waiver\u201d program, in which students must be present in the school building for a minimum of 15 hours per week. Typically, however, most of the 50 Pathways students choose to be in school 25 to 30 hours per week, using the workspace and mentoring support available to them. While the majority of the students participating in that program are also credit deficient, Pathways is considered separate from the main online credit recovery program.\n\nIn the first semester of the 2016-17 school year, the credit recovery program saw a completion rate above 80%, accounting for over 100 courses taken in the semester. Jared attributes this success to a high level of structure with clearly articulated expectations for students who participate in an online course and their parents. Additionally, Jared and his team do all they can to ensure that the online options they offer their students are flexible, customizable, and fit within the larger curricular context of the school and district. On-site teachers and facilitators of online courses, in addition to mentors, participate in frequent reviews of the online content being offered and think about ways to change or augment the instruction to ensure holistic learning experiences for their students.\n\nJared also touches on the importance of highlighting the successes that the program achieves, including growth in completion rates and graduation rates, to demonstrate for the administration what a well-run online program can accomplish. For example, Jared sends weekly newsletters to parents and administrators to tell success stories of students participating in the program and even highlights program alumni who are now enrolled in college classes. These stories and this concrete data might, in turn, convince administrators to invest more in solid mentoring structures for students and more intentional design of online programs.\n\nLearn more about the <a href=\"https:\/\/www.khps.org\/success-virtual-learning-center\">Kenowa Hills online learning program.<\/a>\n\n\n\n&nbsp;",
            "title": "Online Credit Recovery Series: Kenowa Hills High School",
            "excerpt": "This blog post is the second in MVLRI\u2019s series on online credit recovery programs in Michigan, examining their intended purposes and key outcomes, the benefits of having online credit recovery programs available for their students, the challenges and opportunities that schools have faced in implementing an online credit recovery program, and the key lessons learned....",
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        {
            "id": 6532,
            "path": "\/blog\/campfire-podcast-the-end-of-swiss-cheese-learning-with-dan-spencer\/",
            "author_id": 48,
            "timestamp": 1493243067,
            "content": "\r\n\r\nSHOW #6! We have had a great time chatting with teachers, administrators, and technology integration specialists and this episode was no different. We had on our guest, and friend,\u00a0<a href=\"https:\/\/twitter.com\/runfardvs\" target=\"_blank\" rel=\"noopener noreferrer\">Dan Spencer<\/a>. Dan is a high school science teacher turned tech integration specialist turned high school science teacher. We love that he brought some great insight, not only from his classroom but to education in general!\r\n<h4>Now, here\u2019s the\u00a0notes:<\/h4>\r\n<ul>\r\n \t<li>We chatted about our experiences at the\u00a0<a href=\"http:\/\/www.maculconference.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">MACUL Conference<\/a>\u00a0and some of our biggest takeaways \u2014 namely seeing Sir Ken Robinson in person. You might know him from his famous\u00a0<a href=\"https:\/\/www.youtube.com\/watch?v=iG9CE55wbtY\" target=\"_blank\" rel=\"noopener noreferrer\">TED talk<\/a>\u00a0about changing paradigms in schools.<\/li>\r\n \t<li>We\u2019re digging\u00a0<a href=\"https:\/\/chrome.google.com\/webstore\/detail\/loom-video-recorder-scree\/liecbddmkiiihnedobmlmillhodjkdmb\" target=\"_blank\" rel=\"noopener noreferrer\">Loom<\/a>. It\u2019s a quick and easy screen recorder that you can launch from a Chrome extension, create a screen recording\/video of yourself and then send a link to others through your Gmail or Microsoft Exchange account. Loom is super easy and works really well! To see a little more about why we love it, check\u00a0<a href=\"http:\/\/lor.mivu.org\/content\/loom\" target=\"_blank\" rel=\"noopener noreferrer\">this<\/a>\u00a0out.<\/li>\r\n<\/ul>\r\n<img class=\"aligncenter\" src=\"https:\/\/cdn-images-1.medium.com\/max\/800\/1*bYt_uF1oHV_4mmZ5Meg-RQ.jpeg\" \/>\r\n\r\nDan chatted with us about how he thinks about the future our students will face and how he\u2019s working to set them up for success by\u2026\r\n<ul>\r\n \t<li>Envisioning what kind of world our students will enter and what skills will be imperative for them to have.<\/li>\r\n \t<li>Ending \u201cswiss cheese\u201d learning where students know some stuff, but there\u2019s a lot of \u201choles\u201d in their knowledge too.<\/li>\r\n \t<li>Allowing students to move at their own pace and seek understanding rather than moving on when the rest of the class does.<\/li>\r\n \t<li>Challenging students to thrive in this new environment.<\/li>\r\n \t<li>Digging into research about what students\u00a0<em>really<\/em>\u00a0remember weeks later.<\/li>\r\n<\/ul>\r\nDan rocked trivia on his alma mater \u2014 Brigham Young University \u2014 and got 5 out of 7 correct, tying for first with Rachelle in our <a href=\"https:\/\/michiganvirtual.org\/blog\/campfire%e2%80%8a-podcast-talking-marginalia-with-rachelle\/\">last episode<\/a>!\r\n<ul>\r\n \t<li>We discussed our own #campfire: How do we embrace personalized professional learning for teachers?<\/li>\r\n \t<li>And just in case you missed it, we\u2019re still offering to send you\u00a0<strong>swag<\/strong>\u00a0if your #CampfireQ was chosen for the show! You can Tweet it, post it on Facebook or Instagram, or even find us on Snapchat \u2014 Erin (<a href=\"https:\/\/twitter.com\/elucky9\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter<\/a>,\u00a0<a href=\"https:\/\/www.snapchat.com\/add\/efralick9\" target=\"_blank\" rel=\"noopener noreferrer\">Snapchat<\/a>) and Jeff (<a href=\"http:\/\/www.twitter.com\/jger1\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter<\/a>,\u00a0<a href=\"https:\/\/www.snapchat.com\/add\/gerlachisme\" target=\"_blank\" rel=\"noopener noreferrer\">Snapchat<\/a>) and ask questions there!<\/li>\r\n \t<li>Lastly, we shared a quick little plug for\u00a0<a href=\"http:\/\/daycamp17.eventbrite.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Day Camp 2017<\/a>\u00a0and our keynote speaker\u00a0<a href=\"https:\/\/pernillesripp.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Pernille Ripp<\/a>!<\/li>\r\n<\/ul>",
            "title": "Podcast: The End of Swiss Cheese Learning with Dan Spencer",
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            "path": "\/webinar\/opportunities-with-quality-matters-and-michigan-virtual-university\/",
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            "content": "This session focused on the opportunities afforded by participating in professional learning workshops from Quality Matters, a nationally recognized organization ensuring quality in online courses.\n<h6>Presenters<\/h6>\nChristine Voelker, Quality Matters\nMaggie Bacon, Quality Matters",
            "title": "Opportunities With Quality Matters and Michigan Virtual",
            "excerpt": "This session focused on the opportunities afforded by participating in professional learning workshops from Quality Matters, a nationally recognized organization ensuring quality in online courses. Presenters Christine Voelker, Quality Matters Maggie Bacon, Quality Matters",
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            "id": 28490,
            "path": "\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-annual-national-report-2017\/",
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            "timestamp": 1493092800,
            "content": "In April 2017, the National Education Policy Center (NEPC), released its fifth annual report on virtual schools in the U.S, Virtual Schools in the U.S. 2017. In it, the authors provide \u201cobjective analysis of the characteristics and performance of full-time, publicly funded K-12 virtual schools; available research on virtual school practices and policy; and an overview of recent state efforts to craft new policy.\u201d (Molnar, 2017, p. 3) The full report is available free online at <a href=\"http:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2017\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2017<\/a>.\n\nIn Section I of the report, authors Gary Miron, Charisse Gulosino, Christopher Shank, and Caryn K. Davidson state that virtual schools served a higher proportion of girls than boys and \u201c[r]elative to national public school enrollment, virtual schools had substantially fewer minority students and fewer lower-income students.\u201d (Miron, et. Al, 2017, p. 3) Additionally, the research team found that the proportion of special education students and students with disabilities in virtual schools was close to the national average for all U.S. public schools. Lastly, the proportion of students classified as English Language Learners enrolled in virtual schools nationwide was considerably less than the proportion in all public schools.\n\nGiven that these findings were based on national data, the research team at <em>MVLRI<\/em> was interested in how those general findings aligned with virtual schools within the state of Michigan. (A <a href=\"http:\/\/mvlri.org\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-recent-national-report\/\">similar analysis<\/a> was performed by <em>MVLRI<\/em> in 2015) To find out, <em>MVLRI<\/em> used the MI School Data website (<a href=\"https:\/\/mischooldata.org\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/mischooldata.org<\/a>) to look up these same metrics using information available to the public. <em>MVLRI<\/em> researched nine schools identified by the state of Michigan as statewide cyber schools for which there was data available for the 2014-15 school year. These nine schools were:\n\n<img class=\"aligncenter wp-image-909 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/2014-15-MI-cyber-1024x354.png\" alt=\"MI cyber schools chart\" width=\"1024\" height=\"354\" \/>\n\n<strong>National Finding #1<\/strong> \u2013 Virtual schools were skewed in favor of girls.\n\n<strong>Michigan Finding #1<\/strong> \u2013 Based on data for the 2014-15 school year, all nine virtual schools had higher proportions of female students than the statewide average. See Figure 1.\n\n<strong>Figure 1. Gender Distribution of Michigan Cyber School Students by School<\/strong>\n\n<img class=\"aligncenter wp-image-910 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Fig-1-1024x879.jpg\" alt=\"National trends figure 1\" width=\"1024\" height=\"879\" \/>\n\n<strong>National Finding #2<\/strong> \u2013 Virtual schools had substantially fewer minority students.\n\n<strong>Michigan Finding #2<\/strong> \u2013 Based on data for the 2014-15 school year, eight of the nine virtual schools had fewer minority students than the statewide average. See Figure 2.\n\n<strong>Figure 2. Race\/Ethnicity Distribution of Michigan Cyber School Students by School<\/strong>\n\n<img class=\"aligncenter wp-image-911 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Fig-2-995x1024.jpg\" alt=\"National trends figure 2\" width=\"995\" height=\"1024\" \/>\n\n<strong>National Finding #3<\/strong> \u2013 Virtual schools had fewer low-income students.\n\n<strong>Michigan Finding #3<\/strong> \u2013 Based on data for the 2014-15 school year, seven of the nine virtual schools had higher proportions of low-income students than the statewide average. See Figure 3.\n\n<strong>Figure 3. Economically Disadvantaged Distribution of Michigan Cyber School Students by School<\/strong>\n\n<img class=\"aligncenter wp-image-912 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Fig-3-1024x572.jpg\" alt=\"National trends figure 3\" width=\"1024\" height=\"572\" \/>\n\n<strong>National Finding #4<\/strong> \u2013 Virtual schools had a similar number of students with disabilities.\n\n<strong>Michigan Finding #4<\/strong> \u2013 Based on data for the 2014-15 school year, four of the nine virtual schools had higher proportions of students with disabilities than the statewide average. See Figure 4.\n\n<strong>Figure 4. Students with Disabilities Distribution of Michigan Cyber School Students by School<\/strong>\n\n<img class=\"aligncenter wp-image-913 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Fig-4-1024x614.jpg\" alt=\"National trends figure 4\" width=\"1024\" height=\"614\" \/>\n\n<strong>National Finding #5<\/strong> \u2013 Virtual students had fewer students classified as English Language Learners.\n\n<strong>Michigan Finding #5<\/strong> \u2013 Based on data for the 2014-15 school year, all nine virtual schools had fewer students classified as English Language Learners than the statewide average. See Figure 5.\n\n<strong>Figure 5. English Language Learner Distribution of Michigan Cyber School Students by School<\/strong>\n\n<img class=\"aligncenter wp-image-914 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Fig-5-1024x693.jpg\" alt=\"National trends figure 5\" width=\"1024\" height=\"693\" \/>\n\nIn conclusion, the national trends that more females are being served by virtual schools, fewer minority students are enrolled in virtual schools, and virtual school students are less likely to be classified as English Language Learners appear to be true for virtual schools in Michigan for the 2014-15 school year. In contrast to the national trend, Michigan appears to have virtual schools that served higher percentages of low-income students than the statewide average and six out of the nine virtual schools had rates similar to or higher than the state average of students with disabilities. It is important to remain mindful of the differences between national and state-level trends and observe the shifting of those trends over time.",
            "title": "Comparing Virtual Schools in Michigan to National Trends Identified in NEPC's Annual National Report, 2017",
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            "id": 28781,
            "path": "\/webinar\/michigans-2016-virtual-learning-effectiveness-report\/",
            "author_id": 54,
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            "content": "Representatives from MVLRI discuss analysis and findings on a wealth of data collected for this annual report on virtual learning in Michigan.\n<h6>Presenter<\/h6>\nJoe Freidhoff, <em>MVLRI<\/em>",
            "title": "Michigan's 2016 Virtual Learning Effectiveness Report",
            "excerpt": "Representatives from MVLRI discuss analysis and findings on a wealth of data collected for this annual report on virtual learning in Michigan. Presenter Joe Freidhoff, MVLRI",
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            "content": "This webinar session highlights findings of a study on teachers implementing blended learning in Michigan and building their own professional learning networks to improve their practice.\n<h6>Presenter<\/h6>\nVerena Roberts, University of Calgary",
            "title": "Professional Learning for Blended Education in Michigan",
            "excerpt": "This webinar session highlights findings of a study on teachers implementing blended learning in Michigan and building their own professional learning networks to improve their practice. Presenter Verena Roberts, University of Calgary",
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        {
            "id": 28444,
            "path": "\/blog\/conference-recap-2017-blended-and-personalized-learning-conference\/",
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            "timestamp": 1491883200,
            "content": "<em>MVLRI<\/em> staff attended the <a href=\"http:\/\/blendedlearningconference.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">2017 Blended and Personalized Learning Conference<\/a>, hosted by <a href=\"https:\/\/highlanderinstitute.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Highlander Institute<\/a>, <a href=\"https:\/\/www.christenseninstitute.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Christensen Institute<\/a> and <a href=\"http:\/\/learningaccelerator.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Learning Accelerator<\/a>. Over the course of two days, attendees and presenters connected on a number of different topics in the realm of blended and personalized learning, including curriculum design, systems-wide change, professional development, and equity and inclusion. Presented below are one-sentence takeaways from each of the sessions that <em>MVLRI<\/em> staff participated in, as well as a list of all of the presenters and facilitators involved. Thank you to everyone who helped make the conference a valuable opportunity to learn and network.\n<ul>\n \t<li>It is crucial to allow individuals and programs to \u201cwalk\u201d before they can \u201crun.\u201d<\/li>\n \t<li>Leaders should focus on implementing common-sense policy and strive to unify conversations when implementing change.<\/li>\n \t<li>Second-order change, or change that is irreversible, is largely dependent on culture.<\/li>\n \t<li>Effective professional development involves defining competencies, reflecting and assessing on strengths and gaps, offering personalized supports, and aligning systems and processes to expectations.<\/li>\n \t<li>Two challenges posed in research of personalized and blended learning: definitions and variables.<\/li>\n \t<li>You don\u2019t have to be a \u201ccapital R Researcher\u201d to do impactful research.<\/li>\n \t<li>This event is not a technology conference, but an \u201cinstructional models conference.\u201d<\/li>\n \t<li>Developing partnerships with higher ed institutions, nearby schools and districts, philanthropic organizations, and local businesses can be key to building a personalized learning initiative.<\/li>\n \t<li>Personalization of instruction should enable the growth of cultural identities and voices with the goal of achieving equity.<\/li>\n<\/ul>\nShawn Rubin, The Highlander Institute - <a href=\"https:\/\/twitter.com\/ShawnCRubin\" target=\"_blank\" rel=\"noopener noreferrer\">@ShawnCRubin<\/a>\nS. Dallas Dance, Baltimore County Public Schools - <a href=\"https:\/\/twitter.com\/DDance_BCPS\" target=\"_blank\" rel=\"noopener noreferrer\">@DDance_BCPS<\/a>\nJames Murray, Waukesha STEM Academy - <a href=\"https:\/\/twitter.com\/edUcation_frwd\" target=\"_blank\" rel=\"noopener noreferrer\">@edUcation_frwd<\/a>\nLeeAndra Khan, Gwendolyn Brooks Middle School - <a href=\"https:\/\/twitter.com\/leeandrakhan\" target=\"_blank\" rel=\"noopener noreferrer\">@leeandrakhan<\/a>\nKen Wagner, Rhode Island Commissioner of Education - <a href=\"https:\/\/twitter.com\/ridepted?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">@RIDeptEd<\/a>\nSally Schultz, Knox Middle School - <a href=\"https:\/\/twitter.com\/Ms_SallySchultz\" target=\"_blank\" rel=\"noopener noreferrer\">@Ms_SallySchultz<\/a>\nJuliana Finegan, The Learning Accelerator - <a href=\"https:\/\/twitter.com\/JulianaFinegan?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">@JulianaFinegan<\/a>\nRafael Gallardo, Puget Sound Educational Service District - <a href=\"https:\/\/twitter.com\/blendlearntech?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">@blendlearntech<\/a>\nEthan Scherer, Harvard University Center for Education Policy Research - <a href=\"https:\/\/twitter.com\/HarvardCEPR\" target=\"_blank\" rel=\"noopener noreferrer\">@HarvardCEPR<\/a>\nTricia Maas, Center on Reinventing Public Education - <a href=\"https:\/\/twitter.com\/triciamaas\" target=\"_blank\" rel=\"noopener noreferrer\">@triciamaas<\/a>\nHeather Staker, Ready to Blend - <a href=\"https:\/\/twitter.com\/hstaker\" target=\"_blank\" rel=\"noopener noreferrer\">@hstaker<\/a>\nMichele Williams-George, University of California, Davis\nJulia Freeland Fisher, The Clayton Christensen Institute - <a href=\"https:\/\/twitter.com\/juliaffreeland?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">@juliaffreeland<\/a>\nAshley Bryan Flores, Dallas Independent School District - <a href=\"https:\/\/twitter.com\/ashbryanflores\" target=\"_blank\" rel=\"noopener noreferrer\">@ashbryanflores<\/a>\nKristen Watkins, Dallas Independent School District - <a href=\"https:\/\/twitter.com\/k10watkins\" target=\"_blank\" rel=\"noopener noreferrer\">@k10watkins<\/a>\nLucas Orwig, Nellie Mae Education Foundation - <a href=\"https:\/\/twitter.com\/blackcapped\" target=\"_blank\" rel=\"noopener noreferrer\">@blackcapped<\/a>\nBritt Neuhaus, Overdeck Family Foundation - <a href=\"https:\/\/twitter.com\/brittchy?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">@brittchy<\/a>\nMike Baur, Michael and Susan Dell Foundation - <a href=\"https:\/\/twitter.com\/mbaur\" target=\"_blank\" rel=\"noopener noreferrer\">@mbaur<\/a>\nCaroline Hill, DC Equity Lab - <a href=\"https:\/\/twitter.com\/CarolineIHill\" target=\"_blank\" rel=\"noopener noreferrer\">@CarolineIHill<\/a>\nMichelle Molitor, Fellowship for Race &amp; Equity in Education - <a href=\"https:\/\/twitter.com\/MichelleMolitor\" target=\"_blank\" rel=\"noopener noreferrer\">@MichelleMolitor<\/a>",
            "title": "Conference Recap: 2017 Blended and Personalized Learning Conference",
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        {
            "id": 27331,
            "path": "\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2016\/",
            "author_id": 54,
            "timestamp": 1490932800,
            "content": "<h5>Abstract<\/h5>\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey16.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/public-awareness-2016-cover-232x300.jpg\" alt=\"Public Awareness and Views of K-12 Online Learning in Michigan 2016\" style=\"border: 3px solid #093c44\" width=\"232\" height=\"300\" class=\"alignright size-medium wp-image-1314\" \/><\/a>From December 7 to 12, 2016, Public Sector Consultants Inc. (PSC) conducted a telephone poll with 800 adult residents of Michigan to obtain their opinions about online learning opportunities for public school students in the state.\n\nThis survey is a follow-up to similar polls conducted by PSC in 2014 and 2015, and was designed to include common questions for comparison. This summary provides highlights of the 2016 survey, along with comparisons to 2014 and 2015 when appropriate. Taken together, public opinion has been consistent across all three survey years.\n\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey16.pdf\" target=\"_blank\" class=\"btn\" rel=\"noopener noreferrer\">Download the Report<\/a>\n\n<h5><strong>Other Versions<\/strong><\/h5>\n<ul>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2017<\/a><\/li>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2015\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2015<\/a><\/li>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2014\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2014<\/a><\/li>\n<\/ul>",
            "title": "Public Awareness and Views of K-12 Online Learning in Michigan 2016",
            "excerpt": "Abstract From December 7 to 12, 2016, Public Sector Consultants Inc. (PSC) conducted a telephone poll with 800 adult residents of Michigan to obtain their opinions about online learning opportunities for public school students in the state. This survey is a follow-up to similar polls conducted by PSC in 2014 and 2015, and was designed...",
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            "id": 27332,
            "path": "\/research\/publications\/student-pathways-through-algebra-1-courses\/",
            "author_id": 54,
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            "content": "In 2016, the Institute for Learning Technologies (ILT) at Teachers College, Columbia University, received a fellowship from <em>MVLRI<\/em> to investigate learning pathways in Algebra 1A courses offered by <em>Michigan Virtual School<\/em>, with a focus on how students paced themselves throughout the semester, their online activity in different components of the course, and the difficulties encountered along the way.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/algebrapath.pdf\">Download the Report<\/a>",
            "title": "Student Pathways Through Algebra 1 Courses",
            "excerpt": "In 2016, the Institute for Learning Technologies (ILT) at Teachers College, Columbia University, received a fellowship from MVLRI to investigate learning pathways in Algebra 1A courses offered by Michigan Virtual School, with a focus on how students paced themselves throughout the semester, their online activity in different components of the course, and the difficulties encountered along the way.",
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            "content": "<h5><strong>ABSTRACT<\/strong><\/h5>\nThis study, the second in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on teachers implementing elements of blended learning in their classrooms. The aim of this study is to understand better the ways in which teachers practicing blended learning think about their work with students and colleagues, the mindsets they adopt when implementing change within their settings, and the benefits they anticipate by applying blended practices in their classrooms. Blended teachers exhibited the following characteristics:\n<ul>\n \t<li>Comfort with risk and flexibility<\/li>\n \t<li>Focus on personalized instruction and attention for students<\/li>\n \t<li>Emphasis on leadership supportive of change<\/li>\n \t<li>Desire for applicable professional learning<\/li>\n<\/ul>\n<a class=\"btn\" href=\"\/wp-content\/uploads\/2017\/03\/the-changing-roles-of-educators-series-the-blended-teacher.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\">Download the Report<\/a>\n<h5><strong>PREPARED BY<\/strong><\/h5>\nJustin Bruno,\u00a0<em>Michigan Virtual<\/em>\n<h5><strong>WHAT WE ALREADY KNOW ABOUT THIS TOPIC<\/strong><\/h5>\nThe roles and responsibilities of educators are constantly shifting as a result of evolving instructional models, including the adoption of blended learning. The creation of the blended learning coach, a role established to help teachers implement blended learning strategies, is evidence of this trend.\n<h5><strong>WHAT THIS REPORT ADDS<\/strong><\/h5>\nThis research effort is designed to understand the experiences of blended learning teachers better as they go through the process of implementing change within their own settings. The study revealed that blended learning teachers exhibit comfort with risk and flexibility, focus on personalized instruction and attention for students, value leadership supportive of change, and have a desire for applicable professional learning.\n<h5><strong>IMPLICATIONS FOR PRACTICE AND\/OR POLICY<\/strong><\/h5>\nThe observations and insights offered by these teachers can be helpful in thinking about creating environments that are conducive to change and innovation in the K-12 education setting. The ways that these teachers conceptualize their own practice and consider what has been advantageous for their own growth as blended teachers can be useful for others endeavoring in similar pursuits. Furthermore, those interested in how teaching as a profession is evolving, specifically as a result of instructional shifts thanks to the continued integration of technology, can learn from their experiences.\n<h5><strong>PREVIOUS PUBLICATION<\/strong><\/h5>\n<a href=\"https:\/\/mvlri.org\/research\/publications\/changing-role-educators-series-blended-learning-coach\/\">The Changing Roles of Educators Series: The Blended Learning Coach<\/a>",
            "title": "The Changing Roles of Educators Series: The Blended Teacher",
            "excerpt": "This study, the second in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on teachers implementing elements of blended learning in their classrooms. The aim of this study is to understand better the ways in which teachers practicing blended learning think about their work with students and colleagues, the mindsets they adopt when implementing change within their settings, and the benefits they anticipate by applying blended practices in their classrooms.",
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            "path": "\/research\/publications\/examining-credit-recovery-experience-at-a-state-virtual-school\/",
            "author_id": 54,
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            "content": "This report begins discussion on the topic of credit recovery by testifying to the concept that students who have different reasons for taking online courses perform differently. Specifically, the underperformance of credit recovery students was hypothesized; the contextual information was also explored, including enrollment patterns, demographic factors, and the learning environment which focused on instructors who taught the courses.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/creditrec.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "Examining Credit Recovery Experience at a State Virtual School",
            "excerpt": "This report begins discussion on the topic of credit recovery by testifying to the concept that students who have different reasons for taking online courses perform differently. Specifically, the underperformance of credit recovery students was hypothesized; the contextual information was also explored, including enrollment patterns, demographic factors, and the learning environment which focused on instructors who taught the courses.",
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            "path": "\/research\/publications\/ieducator-21st-century-digital-learning-corps-ied-blog-network-analysis\/",
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            "content": "As discussed in iEducator 21st Century Digital Learning Corps: Program Design and Reflection (part one of the series), iEds were asked to contribute regularly to publicly available blogs (the focus of part two of this series).\n\nThe purpose of the blogs was threefold. First, it served as a place for iEds to respond to prompts and reflect on what they were learning from week to week. Recognizing the importance of reflecting on one\u2019s learning, the instructional team felt it was important that iEds be encouraged to do this regularly. Second, the blogs served as a public-facing space where iEds could build an online presence, a place where they could interact with one another and have thoughtful discussions about their teaching. Third and finally, the blogs served as spaces to record the iEds\u2019 growth over the course of their teaching with Michigan Virtual. They will be able to look back at their blog posts and see how their thinking and practice changed as they gained experience and confidence in the online classroom (DeBruler, 2016). Blogs were selected as the unit of analysis as they presented an archive of data to be analyzed and, through the comments sections, afforded communication and connection between iEds and administrators.\n\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/iED_2.pdf\" class=\"btn\" target=\"_new\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "iEducator 21st Century Digital Learning Corps: iEd Blog Network Analysis",
            "excerpt": "As discussed in iEducator 21st Century Digital Learning Corps: Program Design and Reflection (part one of the series), iEds were asked to contribute regularly to publicly available blogs (the focus of part two of this series). The purpose of the blogs was threefold, seeking to encourage reflection, interaction, and growth. Blogs were selected as the unit of analysis as they presented an archive of data to be analyzed and, through the comments sections, afforded communication and connection between iEds and administrators.",
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        {
            "id": 2236,
            "path": "\/blog\/physical-spaces\/",
            "author_id": 22,
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            "content": "Teachers who use blended learning strategies, to personalize and customize student learning opportunities, need their physical classroom environments to help facilitate this kind of learning. With blended learning, the face-to-face environment is a place where students drive the pace of learning rather than the teachers. Some students might be working individually on activities that require quiet uninterrupted focus, while others will be working collaboratively on something else. So how do teachers modify their classroom space to best facilitate students who learn in this way?\r\n\r\n<a href=\"http:\/\/pkyonge.ufl.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">P.K. Yonge Developmental Research School<\/a> is an example of a school that has designed the physical environment of their school to match the pedagogical structure of blended learning courses. Watch the video below to see what this design looks like.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=NT7Sy9APTPo\r\n\r\nSomething that I\u2019ve gleaned from the P.K. Younge building design:\r\n<ul>\r\n \t<li>Multiple teachers\/adults in the classroom help to support students engaged in varying simultaneous learning exercises. Even combining two teachers\u2019 rosters is an advantage over keeping the two populations in different rooms. While class size is certainly still a consideration, increased support is very important in blended environments.<\/li>\r\n \t<li>Consideration needs to be given to flexible zoning. Working at different paces in different social configurations requires careful thought. Students engaging in a collaborative endeavor need to be configured in a way that allows them to look at each other, sit close enough to share resources and converse in a natural way. At the same time, other students who are participating in an exercise that requires quiet individual focus, need to be able to easily slip into that environment. These two contrasting environments need to be relatively close to one another so that students can fluidly transition from them and remain under the supervision of the teacher. How these zones are positioned within a room(s) and student proficiency in using the zones appropriately are key elements to creating a successful environment.<\/li>\r\n<\/ul>\r\nIt is clear that the architects and designers worked closely with P.K. Younge\u2019s staff. The design of the building is tailored to facilitate blended learning strategies. I think there is a lot to learn from their example. Yet at the same time, I know that an architectural redesign of every school building isn\u2019t exactly economically feasible. So I wonder what can be done to create flexible environments without moving walls?\r\n<div class=\"whatismb\">\r\n<h4>Sharing your design!<\/h4>\r\nHow do you design the physical environment of your classroom to support blended learning strategies? I think this is such an ill-defined topic for K-12 educators and I believe many would benefit from actually seeing how other blended teachers have set up their rooms.\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n&nbsp;",
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        {
            "id": 6535,
            "path": "\/blog\/campfire%e2%80%8a-podcast-talking-marginalia-with-rachelle\/",
            "author_id": 48,
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            "content": "\r\n\r\nThanks so much for tuning into the show and checking out the show notes! We appreciate YOU! In our 5th episode, we got into some deep conversations with\u00a0<a href=\"https:\/\/twitter.com\/rmwynkoop\" target=\"_blank\" rel=\"noopener noreferrer\">Rachelle Wynkoop<\/a>\u00a0surrounding literacy, explored a new tool for us that linked up with the tips Rachelle gave us and talked about finding the balance between digital and paper reading. Here\u2019s the notes:\r\n<ul>\r\n \t<li>We chatted about our favorite grades to teach and why!<\/li>\r\n \t<li>We\u2019re digging\u00a0\u2026 BOUNCE!\u00a0<a href=\"http:\/\/bounceapp.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Bounce app<\/a>\u00a0is a quick annotation tool that allows you to capture a website screenshot, annotate over certain sections (or what Bounce calls \u201crad feedback\u201d) and easily share!<\/li>\r\n<\/ul>\r\n<img src=\"https:\/\/cdn-images-1.medium.com\/max\/800\/1*fdyrCGiiudhdQWbGVDUfCQ.jpeg\" \/>\r\n<h4>Our dear friend\u00a0<a href=\"https:\/\/twitter.com\/rmwynkoop\" target=\"_blank\" rel=\"noopener noreferrer\">Rachelle<\/a>\u00a0connected with us and shared some amazing insights into:<\/h4>\r\n<ul>\r\n \t<li>Her feelings about MSU\/U of M rivalries with\u00a0<a href=\"https:\/\/twitter.com\/ErinMastin\" target=\"_blank\" rel=\"noopener noreferrer\">Erin Mastin<\/a>. She even included a shout out to\u00a0<a href=\"https:\/\/twitter.com\/tmaynard5\" target=\"_blank\" rel=\"noopener noreferrer\">Tara Maynard<\/a>!<\/li>\r\n \t<li>How to prepare your school for a bond \u2014 what research and considerations (like adding devices and their impact on classroom management) to have in mind and this<a href=\"https:\/\/edtechrce.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0cool website<\/a>\u00a0to help you and\/or your district with that process.<\/li>\r\n \t<li>How our brain really reads digitally through\u00a0<a href=\"http:\/\/www.newyorker.com\/science\/maria-konnikova\/being-a-better-online-reader\" target=\"_blank\" rel=\"noopener noreferrer\">this article<\/a>\u00a0by Maria Konnikova.<\/li>\r\n \t<li>Digital literacy as a whole and how we can encourage our students to be better online readers by using marginalia and other great strategies (like allowing students to struggle).<\/li>\r\n \t<li>Finding the balance between digital and face-to-face experiences in terms of literacy.<\/li>\r\n \t<li>What we\u2019re really missing when it comes to formative assessment.<\/li>\r\n<\/ul>\r\nRachelle even competed in some U of M trivia (after her dear friend\/college rivalry Erin tried her hand at MSU trivia in the last episode) and got 5 out of 7 correct! That makes Rachelle the winner!\r\n<ul>\r\n \t<li>We discussed our own #campfireQ of trying to strike the balance between digital and paper reading and talked out our perspectives and what we\u2019d do if we were still in classroom.<\/li>\r\n \t<li>And just in case you missed it, we\u2019re still offering to send you\u00a0<strong>swag<\/strong>\u00a0if your #CampfireQ was chosen for the show! You can Tweet it, post it on Facebook or Instagram, or even find us on Snapchat \u2014 Erin (<a href=\"https:\/\/twitter.com\/elucky9\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter<\/a>,\u00a0<a href=\"https:\/\/www.snapchat.com\/add\/efralick9\" target=\"_blank\" rel=\"noopener noreferrer\">Snapchat<\/a>) and Jeff (<a href=\"http:\/\/www.twitter.com\/jger1\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter<\/a>,\u00a0<a href=\"https:\/\/www.snapchat.com\/add\/gerlachisme\" target=\"_blank\" rel=\"noopener noreferrer\">Snapchat<\/a>) and ask questions there!<\/li>\r\n \t<li>As always, if you want to subscribe, check us out on <a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0iTunes<\/a>,\u00a0<a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\" target=\"_blank\" rel=\"noopener noreferrer\">Google Play Music<\/a>and\u00a0<a href=\"https:\/\/soundcloud.com\/campfirebl\" target=\"_blank\" rel=\"noopener noreferrer\">SoundCloud<\/a>! Just a quick note \u2014 Campfire is made possible by\u00a0<a href=\"https:\/\/zencastr.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Zencastr<\/a>; podcasters, check out Zencastr to record your remote guests in high quality!<\/li>\r\n<\/ul>",
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        {
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Middle School Find Excitement in Education<\/h1>\t\t\n\t\t<p><em>Michigan Virtual<\/em>\u00a0Middle School courses are offered in English Language Arts, Mathematics, Science, Social Studies, World Languages and Electives. These broad areas of study are taught by highly-qualified, Michigan-certified educators to help pave the path to success.<\/p>\t\t\t\t\n\t\t\t<h2>Michigan Virtual Middle School Plus courses<\/h2>\t\t\n\t\t<p>Middle School\u00a0<em>Michigan Virtual<\/em>\u00a0Plus courses are in the semester format. There are limited middle school courses available in the summer, including Math Tracks, Science Tracks and Algebra 1 \u2014 Testing Out. However, students who wish to earn advanced high school credit can do so with the approval of their high school. Interested students should check with their high school counselor.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=ms\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tView Middle School Courses\n\t\t\t\t\t<\/a>\n\t\t\t\t<h2>1+2=Success<\/h2>\n\t\t\t\t\t\t<strong>Mathematics<\/strong><br>\nNo matter your mathematical skill level, we\u2019ve got a course for you.\n\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/mathematics\/\">\n\t\t\t\t\t\tLearn More &rarr;\t\t\t\t\t<\/a>\n\t\t\t\t<h2>Read, write, succeed<\/h2>\n\t\t\t\t\t\t<strong>English Language<\/strong><br>\nWith a multitude of topics to choose from, our team of qualified instructors will help you develop the skills you need for high school and beyond.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/english-language\/\">\n\t\t\t\t\t\tLearn More &rarr;\t\t\t\t\t<\/a>\n\t\t\t\t<h2>Under the microscope<\/h2>\n\t\t\t\t\t\t<strong>Science<\/strong><br>\nMichigan Virtual\u2019s diverse catalog offers online courses that put modern technology and scientific trends into perspective. The basis of success is our virtual labs, where students take an interactive approach toward learning.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/science\/\">\n\t\t\t\t\t\tLearn More &rarr;\t\t\t\t\t<\/a>\n\t\t\t\t<h2>Explore your world<\/h2>\n\t\t\t\t\t\t<strong>Social Studies<\/strong><br>\nThe world can be so much more than what you see on a map, explore geography, history, and leadership with Michigan Virtual.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/social-studies\/\">\n\t\t\t\t\t\tLearn More &rarr;\t\t\t\t\t<\/a>\n\t\t\t\t<h2>Bilingual and brilliant<\/h2>\n\t\t\t\t\t\t<strong>World Languages<\/strong><br>\nOur World Language courses offer students the tools to become bilingual and explore the culture and history of the nations in which each language was derived.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/world-languages\/\">\n\t\t\t\t\t\tLearn More &rarr;\t\t\t\t\t<\/a>\n\t\t\t\t<h2>Elect to learn more<\/h2>\n\t\t\t\t\t\t<strong>Other<\/strong><br>\nExplore more with elective courses. Find your passions and follow them to your dreams.\t\t\t\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/other\/\">\n\t\t\t\t\t\tLearn More &rarr;\t\t\t\t\t<\/a>\n\t\t\t<h2>Fill out the form below to reach out to us!<\/h2>",
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            "excerpt": "Middle School Find Excitement in Education Michigan Virtual\u00a0Middle School courses are offered in English Language Arts, Mathematics, Science, Social Studies, World Languages and Electives. These broad areas of study are taught by highly-qualified, Michigan-certified educators to help pave the path to success. Michigan Virtual Middle School Plus courses Middle School\u00a0Michigan Virtual\u00a0Plus courses are in the...",
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            "timestamp": 1490379176,
            "content": "<p><a href=\"\/\"><\/a> \/ <a href=\"\/courses\/\">Courses<\/a> \/ <a href=\"\/courses\/professional\/\">Professionals<\/a><\/p>\t\t\n\t\t\t<h1>Courses for Educators<\/h1>\t\t\n        \n            \n            <button title=\"Submit the search query.\" type=\"submit\"> <\/button>\n            <button title=\"Clear the search query.\" type=\"reset\"> <\/button>\n        \n\t\t\t<a href=\"https:\/\/plp.michiganvirtual.org\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tProfessional Learning Portal\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/coursecatalogpls\/\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tDownload the PDF Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#course-list\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tSkip to Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Filter By<\/h2>\t\t\n\t\t\t<h2>Subject Area<\/h2>\t\t\n\t\t[strattic_taxonomy_filter taxonomy=\"plp_subject_area\"]\t\t\t\t\n\t\t\t<h2>Course Type<\/h2>\t\t\n\t\t[strattic_delivery_format]\t\t\t\t\n\t\t\t<h2>Role<\/h2>\t\t\n\t\t[strattic_taxonomy_filter taxonomy=\"role\"]\t\t\t\t\n\t\t\t<h2>Format<\/h2>\t\t\n\t\t[strattic_post_meta_checkboxes post_meta_key=\"facilitation\"]\t\t\t\t\n\t\t\t<h2>Course Partner<\/h2>\t\t\n\t\t[strattic_taxonomy_filter taxonomy=\"partner\"]\t\t\t\t\n\t\t\t<h2>Credit Type<\/h2>\t\t\n\t\t[strattic_post_meta_checkboxes post_meta_key=\"credit_type\"]",
            "title": "Professionals",
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            "content": "<p><a href=\"\/\"><\/a> \/ <a href=\"\/courses\/\">Courses<\/a> \/ <a href=\"\/courses\/students\/\">Students<\/a><\/p>\t\t\n\t\t\t<h1>Courses for Students<\/h1>\t\t\n<button title=\"Submit the search query.\" type=\"submit\"> <\/button><button title=\"Clear the search query.\" type=\"reset\"> <\/button>\n\t\t\t<a href=\"https:\/\/slp.michiganvirtual.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tStudent Learning Portal\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/MV-Course-Catalog-23-34-WEB.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tDownload the 2023-24 Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/MV-Course-Catalog-24-25.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tDownload the 2024-25 Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#course-list\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\tSkip to Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Filter By<\/h2>\t\t\n\t\t\t<h2>Subject Area<\/h2>\t\t\n\t\t[strattic_taxonomy_filter taxonomy=\"subject_area\"]\t\t\t\t\n\t\t\t<h2>School Level<\/h2>\t\t\n\t\t[strattic_taxonomy_filter taxonomy=\"school_level\"]\t\t\t\t\n\t\t\t<h2>Course Term<\/h2>\t\t\n\t\t[strattic_taxonomy_filter taxonomy=\"term\"]\t\t\t\t\n\t\t\t<h2>Course Type<\/h2>\t\t\n\t\t[strattic_delivery_format]\t\t\t\t\n\t\t\t<h2>NCAA Approved?<\/h2>\t\t\n\t\t[strattic_ncaa_approval]",
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        {
            "id": 27329,
            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/",
            "author_id": 21,
            "timestamp": 1490328000,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Effectiveness-Report-2015-16-web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignright size-medium\" style=\"border: 3px solid #093c44\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/er_2016-1.jpg\" alt=\"Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16\" width=\"232\" height=\"300\" \/><\/a>Based on pupil completion and performance data reported by schools to MDE or CEPI, this report highlights 2015-16 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Over 90,000 K-12 students took virtual courses in 2015-16, accounting for over 453,000 virtual course enrollments. Local Education Agency (LEA) schools provided 54% of all virtual enrollments with Public School Academy (PSA) schools adding another 44% of the virtual enrollments. Enrollments were heaviest in the high school grades. The pass rate for virtual courses was 58%; however, half of virtual learners passed every virtual course they took. One in four virtual learners, on the other hand, did not pass any of the virtual courses they took. Sixty-three percent of Michigan school districts reported having virtual enrollments. About 6% of all K-12 students in the state took a virtual course.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/06\/MV_Virtual_Learning_Effectiveness_Infographic_Digital.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">At-A-Glance Infographic<\/a> <a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Effectiveness-Report-2015-16.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5><strong>Prepared By<\/strong><\/h5>\n<ul>\n \t<li>Joseph R. Freidhoff - <em>Michigan Virtual<\/em><\/li>\n<\/ul>\n<h5><strong>What we already know about this topic<\/strong><\/h5>\n<ul>\n \t<li>Previous years of the Effectiveness Report have shown increasing numbers of Michigan students taking virtual courses, more schools offering virtual learning, and a rapid increase in the number of virtual enrollments.<\/li>\n \t<li>At the same time, the pass rate for virtual courses has been trending down.<\/li>\n \t<li>Many schools have high pass rates and show evidence of successful programs \u2014 too many do not.<\/li>\n \t<li>About half of students pass all of their virtual courses and about a quarter pass some of their virtual courses. There exists, however, a large number of students taking virtual courses \u2014 large numbers of virtual courses \u2014 without ever having success with them.<\/li>\n \t<li>Students in poverty represent a disproportionate number of virtual enrollments and there is a sizable pass rate difference for virtual learners based on poverty status.<\/li>\n<\/ul>\n<h5><strong>What this report adds<\/strong><\/h5>\n<ul>\n \t<li>This report provides updates for the 2015-16 school year on the data presented in last year\u2019s report. In addition, a few new analyses were conducted.<\/li>\n<\/ul>\n<h5><strong>Implications for practice and\/or policy<\/strong><\/h5>\n<ul>\n \t<li>The report shows both the successes and failures of virtual learning in the state. The data presented in the report identify areas to build upon as well as practices that should be avoided.<\/li>\n \t<li>The data in the report provide school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities.<\/li>\n<\/ul>\n<h5><strong>Related Publications<\/strong><\/h5>\n<ul>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/a><\/li>\n<\/ul>",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2015-16",
            "excerpt": "Based on pupil completion and performance data reported by schools to MDE or CEPI, this report highlights 2015-16 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. ",
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        {
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            "author_id": 21,
            "timestamp": 1490309340,
            "content": "https:\/\/www.youtube.com\/watch?v=c-b6k5KHvdg\t\t\t\t\n\t\t\t<h1>Online Credit Recovery &amp; Alternative Learning<\/h1>\t\t\n\t\t\t<h3>Our Essentials courses provide a highly supportive online learning environment designed for student success.<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?deliveryformat=essentials&#038;_course_type=essentials\" role=\"button\">\n\t\t\t\t\t\tView All Essentials Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The problem with most online credit recovery programs<\/h2>\t\t\n\t\t<p>When a student fails a course, or maybe several courses, online learning becomes an alluring option, a second chance to recover the credits required for graduation.<\/p><p>The only problem? It should come as no surprise that moving a student\u2019s learning into an online format does not guarantee a different outcome. If you provide a highly-supportive learning environment, however, their odds of success increase.<\/p><p>That\u2019s why we\u2019ve tailored our Essentials courses \u2014 a high-quality, online, credit recovery and alternative learning solution \u2014 to meet the needs of students who need extra support in order to succeed in their online courses.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?deliveryformat=essentials&#038;_course_type=essentials\" role=\"button\">\n\t\t\t\t\t\tView All Essentials Courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/04\/pair-on-computer.svg\" alt=\"illustration of two people sitting on a computer together.\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>How do Essentials courses support students?<\/h2>\t\t\n\t\t<p>Our Essentials courses are designed to create a highly supportive learning environment for students who need extra help in order to succeed. Here\u2019s what you can expect from these courses:<\/p><ul><li>Taught by highly-qualified, Michigan-certified online teachers, who are endorsed in the subject area and grade-level related to your student\u2019s credit recovery needs<\/li><li>Include comprehensive student orientation modules, free of charge. These modules help students transition smoothly into the realm of online learning<\/li><li>Offer mentors free training in evidence-based best practices, so students can receive the support they need in order to succeed<\/li><li>Provide students access to\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady Math<\/a>, a nationally-recognized program designed to help students master a range of mathematical concepts (for mathematics courses only)<\/li><\/ul><p>Students can use this program to recover credits in over 24 different subjects including algebra, geometry, chemistry, biology, English language arts, history, economics, and more!<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?deliveryformat=essentials&#038;_course_type=essentials\" role=\"button\">\n\t\t\t\t\t\tView All Essentials Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Courses offered<\/h2>\t\t\n\t\t<p><strong>We offer online Credit Recovery Courses in:<\/strong><\/p><ul><li>Essentials Algebra 1A<\/li><li>Essentials Algebra 1B<\/li><li>Essentials Algebra 2A<\/li><li>Essentials Algebra 2B<\/li><li>Essentials Biology A<\/li><li>Essentials Biology B<\/li><li>Essentials Chemistry A<\/li><li>Essentials Chemistry B<\/li><li>Essentials Economics<\/li><li>Essentials Geometry A<\/li><li>Essentials Geometry B<\/li><li>Essentials H.S. English 1A<\/li><li>Essentials H.S. English 1B<\/li><li>Essentials H.S. English 2A<\/li><li>Essentials H.S. English 2B<\/li><li>Essentials H.S. English 3A<\/li><li>Essentials H.S. English 3B<\/li><li>Essentials H.S. English 4A<\/li><li>Essentials H.S. English 4B<\/li><li>Essentials U.S. Government<\/li><li>Essentials U.S. History A<\/li><li>Essentials U.S. History B<\/li><li>Essentials World History A<\/li><li>Essentials World History B<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?deliveryformat=essentials&#038;_course_type=essentials\" role=\"button\">\n\t\t\t\t\t\tView All Essentials Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Pricing<\/h2>\t\t\n\t\t<ul>\n\t\t\t\t\t\t\t\t\t<li>\t\t\t\t\n\t\t\t\t\t\t\tMichigan Schools\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t$250\n\t\t\t\t<\/li>\t\t\t\t\t\t\t\t\t\t\t\t<li>\t\t\t\t\n\t\t\t\t\t\t\tMichigan Consortium\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t$230\n\t\t\t\t<\/li>\t\t\t\t\t\t\t\t\t\t\t\t<li>\t\t\t\t\n\t\t\t\t\t\t\tNon-Michigan\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t$310\n\t\t\t\t<\/li>\t\t\t\t\t\n\t\t<\/ul>\n\t\t<p><em><strong>Mentor training in evidence-based best practices, access to EdReady Math and comprehensive student orientation modules are available at no additional cost.<\/strong><\/em><\/p>\t\t\t\t\n\t\t\t<h2>Fill out the form below to reach out to us!<\/h2>",
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            "path": "\/blog\/call-for-participants-for-dissertation-research-online-teachers-sought-for-participation-in-survey-on-inacol-standards\/",
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            "content": "<em>The following request comes from our colleague at <a href=\"https:\/\/www.ucscout.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">UC Scout<\/a>, Kevin Heller, a doctoral candidate in Education at UC Davis.<\/em>\n\nDear Online Teacher,\n\nThe iNACOL Standards for high-quality online education are widely used, but to date, just one study has attempted to validate them. The iNACOL Standards are the focus of my doctoral research, and your participation in a survey will help to shed light on teachers\u2019 opinions of the standards. Additionally, I have submitted a proposal for iNACOL 2017 in which I will discuss the findings and policy implications of this research.\n\nI am requesting that you participate in the following manner:\n<ol>\n \t<li>Please complete a 10-15 minute anonymous survey, which is found here: <a href=\"http:\/\/ucdavis.co1.qualtrics.com\/SE\/?SID=SV_6neIhwagD2pN5Vb\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/ucdavis.co1.qualtrics.com\/SE\/?SID=SV_6neIhwagD2pN5Vb<\/a>. Your responses will be aggregated, and any comments you make will be kept anonymous.<\/li>\n \t<li>One question in the anonymous survey will ask you to provide your email address if you are open to being interviewed about your opinions of the iNACOL standards. Please provide your email address if you are open to being interviewed.<\/li>\n<\/ol>\nThis project is being conducted by me, Kevin Heller, a Doctoral Candidate in Education at UC Davis. Please contact me with any questions.\n\nAnd most importantly \u2013 thank you!\n\nRegards ,\nKevin Heller\n925.323.8082\n<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>",
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            "content": "This session touches on four dimensions of a successful virtual community: the online persona and virtual classroom, the synchronous session, giving meaningful feedback and the encouragement of student engagement.\n<h6>Presenter<\/h6>\nBrianne Jackson, Virginia Commonwealth University",
            "title": "Establishing Presence and Community in the Online Classroom",
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            "path": "\/blog\/online-credit-recovery-series-success-virtual-learning-centers\/",
            "author_id": 54,
            "timestamp": 1489550400,
            "content": "<em>This blog post is the first in a series <\/em>MVLRI<em> is undertaking this year to explore the use of online learning for credit recovery here in the state of Michigan. Throughout the course of this series, we\u2019ll be talking to administrators of online credit recovery programs about their intended purposes and key outcomes, the benefits of having online credit recovery programs available for their students, the challenges and opportunities that schools have faced in implementing an online credit recovery program, and the key lessons learned.<\/em>\n\n<em>Each post in this series will be accompanied by a podcast recording of our conversation with the administrator at each program, providing further context and details about the program we are highlighting. Our first podcast episode is embedded at the end of this post; you can also learn more about all of our podcast episodes by visiting our <a href=\"http:\/\/mvlri.org\/research\/webinars-and-podcasts\/\">podcast page<\/a>.<\/em>\n\nDallas Bell is the co-founder of Success Virtual Learning Centers (SVLC), an organization that partners with school districts to provide coursework, instruction, and other services for students who have either dropped out or are at-risk of not earning their high school diploma. Dallas has helped his organization grow by collaborating with colleagues, implementing practices that work for students who had dropped out or were at-risk, and attempting to deliver those practices to more students through the use of an online credit recovery curriculum. SVLC currently operates 14 centers across Michigan and served 1,356 students in the 2016-17 school year.\n\nDallas describes the look and feel of the program as that of a community college: open and collaborative workspaces, up-to-date technology, and break rooms for students. The centers are staffed with high qualified, Michigan-certified teachers, as well as on-site professionals called \u201crelationship managers,\u201d as their roles involve mentoring and coaching in addition to helping with course content. In general, a relationship manager\u2019s primary responsibility is to counsel and listen to learners. SVLC\u2019s relationship managers are provided with continual professional development opportunities, including a convening of all relationship managers statewide twice a year for reflection and learning. Sometimes finding relationship managers with deep understanding of their student population, in addition to familiarity with delivering instruction online, can present a hiring challenge.\n\nThe centers are referred to as \u201cdrop-in\u201d centers, meaning that at any given time, the number of students actually on-site may only be 10% of the total enrolled population \u2013 those that have \u201cdropped in\u201d that day. There is no on-site attendance required, but nearly all students have some face-to-face interaction with SVLC staff in a given week. Dallas says that at most times of the day, there is an average of five students per teacher at SVLC locations. This low learner-to-teacher ratio allows for the relationship managers to provide more personalized attention and support when students are on-site. One challenge that Dallas identified in operating their program was the difficulty involved in scheduling required attendance time, such as for state testing or for students who have irregular schedules.\n\nBefore a student is enrolled with SVLC, a sit-down meeting takes place with administrators, the student, and the parents to get an idea about the student\u2019s learning and career goals. This is also the opportunity to ensure that all expectations for learning at SVLC and details about the program are clearly understood. In some cases, students are counseled toward another program at another school, especially if they aren\u2019t comfortable with learning online. SVLC delivers content and instruction to students when not on-site through an online learning management system, in addition to using a wrap-around support system that they call \u201cThe Pulse.\u201d This system allows for constant updates on progress toward learning goals so that evidence of growth (or stagnation) is readily available for each student.\n\n<a href=\"https:\/\/drive.google.com\/file\/d\/0B9YZxGXwyYNfV2xyNkl4dXp3c0E\/view\" target=\"_blank\" rel=\"noopener noreferrer\">Graduation and testing data<\/a> for SVLC students indicates early progress and success, which Dallas ultimately attributes to three things: his dedicated staff of teachers, center directors, special education staff, and senior leadership; the flexible and caring environment that SVLC provides for its students; and the real-time data systems that provide up-to-date information on student progress toward learning goals.\n\nYou can learn more about SVLC by visiting their <a href=\"https:\/\/www.successvlc.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a> and reading their <a href=\"https:\/\/drive.google.com\/file\/d\/0B9YZxGXwyYNfZEhrcVRDMHpEVUk\/view\" target=\"_blank\" rel=\"noopener noreferrer\">brochure<\/a>, as well as a more condensed <a href=\"https:\/\/drive.google.com\/file\/d\/0B9YZxGXwyYNfV2xyNkl4dXp3c0E\/view\" target=\"_blank\" rel=\"noopener noreferrer\">informational sheet<\/a>.\n\n",
            "title": "Online Credit Recovery Series: Success Virtual Learning Centers",
            "excerpt": "This blog post is the first in a series MVLRI is undertaking this year to explore the use of online learning for credit recovery here in the state of Michigan. Throughout the course of this series, we\u2019ll be talking to administrators of online credit recovery programs about their intended purposes and key outcomes, the benefits...",
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            "timestamp": 1489550400,
            "content": "https:\/\/soundcloud.com\/mvlri\/episode-35-dallas-bell-success-virtual-learning-centers\n\nThis episode is the first of a series that <em>MVLRI<\/em> is undertaking to explore the use of online learning for credit recovery here in the state of Michigan. In our first episode of the series, we\u2019re talking with Dallas Bell, the co-founder of Success Virtual Learning Centers, originally based in Berrien Springs and Escanaba, Michigan. Dallas paints a picture for us on how at-risk students attend school through SVLC and receive both instructional and personal support in their journeys toward a high school diploma. You can learn more about SVLC by visiting their <a href=\"https:\/\/www.successvlc.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a> or following them on Twitter at <a href=\"https:\/\/twitter.com\/SuccessVLC\" target=\"_blank\" rel=\"noopener noreferrer\">@SuccessVLC<\/a>.",
            "title": "Episode 35: Dallas Bell, Success Virtual Learning Centers",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/episode-35-dallas-bell-success-virtual-learning-centers This episode is the first of a series that MVLRI is undertaking to explore the use of online learning for credit recovery here in the state of Michigan. In our first episode of the series, we\u2019re talking with Dallas Bell, the co-founder of Success Virtual Learning Centers, originally based in Berrien Springs and Escanaba,...",
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        {
            "id": 544,
            "path": "\/policies\/privacy-policy\/",
            "author_id": 21,
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            "content": "<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><!-- wp:paragraph -->\n<p>Effective Date: 9\/13\/2023<\/p>\n<!-- \/wp:paragraph --><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual University d\/b\/a Michigan Virtual and all associated companies and subsidiaries (\u201cMichigan Virtual\u201d) have created this privacy policy (\u201cPrivacy Policy\u201d) in order to comprehensively inform parents, learners, school employees and website visitors about our privacy practices and to demonstrate our firm commitment to privacy. This Privacy Policy describes how Michigan Virtual collects, uses, discloses, transfers, stores, retains or otherwise processes personal information in the course of providing our educational products, services and related activities (collectively \u201cServices\u201d). We collect personal information in a variety of ways, including through Internet domains, sub-domains, platforms and portals owned or operated by Michigan Virtual, which include, but are not limited to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>michiganvirtual.org (and all sub-domains of michiganvirtual.org)<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>micourses.org<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>keepmichiganlearning.org<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>k12onlineresearch.org<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>We refer to the above websites and our online educational platforms and portals as \u201csites\u201d and to each of them as a \u201csite.\u201d When we refer to \u201cstudents\u201d we mean those users of our educational services who are in a K through 12 school program, while the term \u201cprofessionals\u201d mean those users who are not in a K through 12 school program. We also may use the term \u201clearners\u201d, which means both students and professionals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When we refer to \u201cwe,\u201d \u201cus,\u201d or \u201cour,\u201d we mean Michigan Virtual, or the specific division, subsidiary, or affiliate that operates a site, that administers our Services, or who collects and processes personal information, as applicable and appropriate. When we refer to \u201cyou\u201d or \u201cyour,\u201d we mean the person about whom we collect personal information or data, such as parents, learners, school employees and website visitors or other individuals with whom we interact. If the person accessing the site does so on behalf of, or for the purposes of, another person, including a learner, school, school district or other organization, \u201cyou\u201d or \u201cyour\u201d also means that other person or organization.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Please read this Privacy Policy carefully. By continuing to use our sites, you agree to have your personal information handled in the manner described in this Policy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"i\">I. Our privacy policy includes:<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:list -->\n<ul id=\"ii\" class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a href=\"#ii\">General disclosures<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#iii\">What information we collect<\/a><!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a href=\"#iii-a\">Categories of personal information that we collect directly from you and for what purposes<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#iii-b\">Information that we receive from select partners and for what purposes<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#iii-c\">Information that we receive from select partners<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#iii-d\">Collection of technical information and network activity information<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#iv\">When and with whom do we share your information<\/a><!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a href=\"#iv-a\">We do not sell your information<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#iv-b\">When and how we may disclose your information<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list --><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#v\">Cookies policy<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#vi\">How to restrict cookies<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#vii\">Linking sites<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#viii\">How long we retain your information<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#ix\">Marketing and promotional communications<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#x\">Children's Online Privacy Protection Act (COPPA) compliance and related information<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#xi\">Family Educational Rights and Privacy Act (FERPA)<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#xii\">Security<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#xiii\">Changes to this privacy policy<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"#xiv\">Contact us<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"ii\">II. General disclosures<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Each of the sites is hosted in the United States and their intended use is for our learners, parents as well as our school partners and their employees, all residing in the U.S. state of Michigan. This Privacy Policy is set forth for our activities in the United States and for specifically the state of Michigan. If you are visiting the sites or engaging with our Services from outside of the United States, please note that by providing your information, it is being transferred to, stored or processed in the United States. If you are outside the United States and do not wish to allow the transfer of your personal information to the United States, you should not use these sites or our Services, and you should opt-out of the collection of cookies by following the guidelines in our section titled <a href=\"#vi\">How to restrict cookies<\/a>. For more information about how we utilize cookies, view our&nbsp;<a href=\"#v\">Cookie policy<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We take your privacy and the protection of your personal information seriously. We will only store, process and disclose your personal information in accordance with applicable law and as described in this Privacy Policy. We will also do our best to protect your privacy through the appropriate use of information security measures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"iii\">III. What information we collect<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual may collect personal information about learners, parents or other individuals either directly from them, their mobile and\/or other Internet connected devices (\u201cConnected Device\u201d), or from select external sources. Detailed information regarding these practices can be found in the sections below.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"iii-a\">A. Categories of personal information that we collect directly from you and for what purposes<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The following disclosures are provided to help you better understand the types of personal information we may collect directly from you, either through your use of the sites, interactions with us through your Connected Device or in the course of us administering our Services to learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We may directly collect different kinds of personal information about an individual, which we have catalogued into the following categories for respective groups of individuals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-a-1\">1. Learners<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Category of Information<\/th><th>Examples<\/th><th>Purpose of Collection<\/th><\/tr><\/thead><tbody><tr><td><strong>Identifier Information<\/strong><\/td><td>the information we may collect includes:<br>- date of birth<br>- telephone number<br>- mailing address<\/td><td>we collect this information in order to administer our educational Services to our learners<\/td><\/tr><tr><td><strong>Academic Information<\/strong><\/td><td>the information we may collect includes:<br>- classroom work<br>- performance metrics<br>- written and oral reviews<br>- learner directory information<\/td><td>we collect this information in order to administer our educational Services to our learners<\/td><\/tr><tr><td><strong>Account Login Information&nbsp;<\/strong><\/td><td>the information we may collect includes:<br>- login name<br>- password<\/td><td>we collect this information in order to provide our learners with access to our sites and Services<\/td><\/tr><tr><td><strong>Performance and Aptitude Information<\/strong><\/td><td>the information we may collect includes:<br>- learner engagement information<br>- learner aptitude information<br>- interaction information<\/td><td>we collect this information in order to provide our learners with customized and tailored educational Services<\/td><\/tr><tr><td><strong>Audio and Video Information<\/strong><\/td><td>the information we may collect includes:<br>- audio recordings relating to our educational programs<br>- video recordings relating to our educational programs<\/td><td>we collect this information in order to administer our educational Services to our learners<\/td><\/tr><tr><td><strong>Survey Information<\/strong><\/td><td>the information we may collect includes learners\u2019 responses to our surveys and requests for feedback<\/td><td>we collect this information in order to find out how our Services are performing and how we can make them better<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-a-2\">2. School Administrators and Employees<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Category of Information<\/th><th>Examples<\/th><th>Purpose of Collection<\/th><\/tr><\/thead><tbody><tr><td><strong>Identifier Information<\/strong><\/td><td>the information we may collect includes:<br>- full name<br>- work e-mail<br>- phone number<br>- school or company name<br>- position information &nbsp;<\/td><td>we collect this information in order to:<br>- respond to your questions or concerns<br>- send you information we think you may find useful or which you have requested from us<br>- administer our Services as they relate to our school and educational partners<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-a-3\">3.&nbsp;Parents and Guardians<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Category of Information<\/strong><\/th><th>Examples<\/th><th>Purpose of Collection<\/th><\/tr><\/thead><tbody><tr><td><strong>Identifier Information<\/strong><\/td><td>the information we may collect includes:<br>- full name<br>- e-mail address<br>- phone number<br>- physical mailing address &nbsp;<\/td><td>we collect this information in order to:<br>- respond to your questions or concerns<br>- send you information or materials that we think you may find useful or which you have requested from us<br>- send you information about a student related to you or under your guardianship<br>- administer billing and associated records relating to purchases<\/td><\/tr><tr><td><strong>Financial Information<\/strong><\/td><td>the information we may collect includes automated clearing house (ACH) and related banking information, such as bank account and routing numbers.<\/td><td>we collect this information in order to facilitate payments via ACH, to the extent the payor wishes to pay for our Services through this method &nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-a-4\">4.&nbsp;Website Visitors<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Category of Information<\/th><th>Examples<\/th><th>Purpose of Collection<\/th><\/tr><\/thead><tbody><tr><td><strong>Computer Technical Information<\/strong><strong><\/strong><\/td><td>the information we may collect includes:<br>- browser information<br>- connected device information<br>- operating system information<\/td><td>we collect this information in order to:<br>- measure, track and analyze trends and usage in connection with your use of our sites<br>- see how we can better optimize our sites<br>- maintain and improve our sites, including improving safety and quality controls, as well as to develop new products and services<\/td><\/tr><tr><td><strong>Internet and Electronic Network Activity Information<\/strong><strong><\/strong><\/td><td>the information we may collect includes:<br>- webpage interactions<br>- search queries<br>- referring webpage information<\/td><td>we collect this information in order to provide you with targeted information about our Services<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"iii-b\"><strong>B.&nbsp;Information that we receive from select partners and for what purposes<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We may receive information about learners, parents or other individuals indirectly through our external partners. For example, we may receive information from private and state educational databases about our students. Michigan Virtual has no control over the information collection and processing practices of such external parties, and you should review such privacy policies or terms of the websites or parties to which you give your information. We will not knowingly obtain or use personal information that was collected from you or disclosed to us in violation of law or through deceptive means. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We may indirectly collect personal information about an individual, which we have catalogued into the following categories for the respective group of individuals:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-b-1\">1.&nbsp;Learners<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Category of Information<\/th><th>Examples<\/th><th>Source of Information<\/th><th>Purpose of Collection<\/th><\/tr><\/thead><tbody><tr><td><strong>Identifier Information<\/strong><\/td><td>the information we may collect includes:<br>- full name<br>- e-mail address<br>- school<br>- phone number<br>- gender<br>- mailing address<br>- data of birth<\/td><td>we collect this information from:<br>- state and private educational databases<br>- schools and school districts<br>- parents and guardians<\/td><td>we collect this information in order to:<br>- administer our Services<br>- provide learners with access to our sites and customized educational materials<br>- associate learners with their Academic, Performance and Aptitude Information within our platforms and systems<\/td><\/tr><tr><td><strong>Academic Information<\/strong><\/td><td>the information we may collect includes:<br>- course enrollments<br>- transcripts<br>- performance and grades<br>- written and oral reviews<br>- directory information<\/td><td>we collect this information from:<br>- state and private student information systems<br>- schools and school districts &nbsp;<\/td><td>we collect this information in order to provide our Services to learners<\/td><\/tr><tr><td><strong>Learning Style Information<\/strong><\/td><td>the information we may collect includes individualized education programs for students that may contain disability information<\/td><td>we collect this information from:<br>- referring schools and school districts<br>- parents and guardians of our students &nbsp;<\/td><td>we collect this information in order to provide custom and adaptable educational Services to our students<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">1.1 Learners Completing Partner Courses<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em>&nbsp;collaborates with many of Michigan\u2019s leading educational organizations to create courses and experiences designed to improve learning for students and educators. A \"partner\" includes any organization that we have entered a formal agreement with to collectively create a product or service.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Course Title<\/strong><\/th><th>Category of Information<\/th><th class=\"has-text-align-left\" data-align=\"left\">Data Disclosed<\/th><th class=\"has-text-align-left\" data-align=\"left\"><strong>Recipients of Disclosure<\/strong><\/th><th class=\"has-text-align-left\" data-align=\"left\"><strong>Purpose of Disclosure<\/strong><\/th><\/tr><\/thead><tbody><tr><td><strong>All courses identified as a course made in partnership with MiRegistry (see course description)<\/strong><\/td><td>Course Enrollment and Completion information.<\/td><td class=\"has-text-align-left\" data-align=\"left\">- User's MiRegistry ID<br>- User's Completion Date<br>- User's First Name<br>- User's Last Name<br>- User's Email Address<br>- Enrollment Status (Active, Completed, Dropped)<\/td><td class=\"has-text-align-left\" data-align=\"left\">MiRegistry<\/td><td class=\"has-text-align-left\" data-align=\"left\">The data sharing allows MiRegistry to document this required training on an individual's MiRegistry profile. It ensures proper credit is awarded to individuals completing the course, even when MiRegistryID is missing from the Professional Learning Portal.<\/td><\/tr><tr><td><strong>Any course with SCECH as the credit type<\/strong><\/td><td>Completion Information<\/td><td class=\"has-text-align-left\" data-align=\"left\">- User's First Name<br>- User's Last Name<br>- User's Email Address<br>- User's PIC<\/td><td class=\"has-text-align-left\" data-align=\"left\">MOECS<\/td><td class=\"has-text-align-left\" data-align=\"left\">The data sharing allows<em> Michigan Virtual <\/em>to award the completion of SCECH-based course offerings to the Michigan Department of Ed.<\/td><\/tr><tr><td><strong>Path to Leadership Modules, DLN Partner Courses&nbsp;<\/strong><\/td><td>Course Enrollment and Completion Information<\/td><td class=\"has-text-align-left\" data-align=\"left\">- User's First Name<br>- User's Last Name<br>- User's Email Address<br>- User's Completion Date<br>- Enrollment Start Date<br>- Enrollment End Date<br>- Enrollment Status (Active, Completed, Dropped)<\/td><td class=\"has-text-align-left\" data-align=\"left\">MASSP<\/td><td class=\"has-text-align-left\" data-align=\"left\">We disclose this for rostering, program support, enrollment status, and completion of partner instructor-led courses.<br><br>The data sharing allows partners to administer their programs and course offerings through the Professional Learning Portal.<\/td><\/tr><tr><td><strong>Any offering selected as a part of a Group Registration Services<\/strong><\/td><td><\/td><td class=\"has-text-align-left\" data-align=\"left\">- User's First Name<br>- User's Last Name<br>- User's Email Address<br>- User's Completion Date<br>- Enrollment Start Date<br>- Enrollment End Date<br>- Enrollment Status (Active, Completed, Dropped)<\/td><td class=\"has-text-align-left\" data-align=\"left\">Group Registration Customers<\/td><td class=\"has-text-align-left\" data-align=\"left\">The data sharing allows <em>Michigan Virtual<\/em> to provide services for Group Registration to schools, districts, and educational entities. This service supports entities with a bulk enrollment of its staff into the training provided within the Professional Learning Portal. <em>Michigan Virtual<\/em> also acts on behalf of the entity on tasks such as; account creation, registration, SCECH processing, and completion tracking.<\/td><\/tr><tr><td><strong>All courses identified as partner courses (see course description)<\/strong><\/td><td>End-of-Course Survey Responses (Optional)<\/td><td class=\"has-text-align-left\" data-align=\"left\">Aggregate Data from the End of Course Survey located in the Conclusion module of the course<\/td><td class=\"has-text-align-left\" data-align=\"left\">The course partner identified in the course description<\/td><td class=\"has-text-align-left\" data-align=\"left\">The data sharing allows Michigan Virtual to provide feedback on courses built alongside our partners in an effort to continually improve upon our content offerings.<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">1.2 Learners Completing Partner Courses<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Within the Professional Learning Portal, <em>Michigan Virtual<\/em> provides professional learning opportunities that educators can receive State Continuing Education Clock Hours (SCECH). To facilitate the credit award process for course completions, Michigan Virtual shares relevant information with MOECS.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Course Title<\/strong><\/th><th>Category of Information<\/th><th class=\"has-text-align-left\" data-align=\"left\">Data Disclosed<\/th><th class=\"has-text-align-left\" data-align=\"left\"><strong>Recipients of Disclosure<\/strong><\/th><th class=\"has-text-align-left\" data-align=\"left\"><strong>Purpose of Disclosure<\/strong><\/th><\/tr><\/thead><tbody><tr><td><strong>Any course with SCECH as the credit type.<\/strong><\/td><td>Completion Information<\/td><td class=\"has-text-align-left\" data-align=\"left\">- User's First Name<br>- User's Last Name<br>- User's Email Address<br>- User's PIC<\/td><td class=\"has-text-align-left\" data-align=\"left\">MOECS<\/td><td class=\"has-text-align-left\" data-align=\"left\">The data sharing allows Michigan Virtual to award the completion of SCECH-based course offerings to the Michigan Department of Ed.<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\">1.3 Group Registration Learners<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> sometimes supports school districts and\/or schools to provide bulk enrollment and registration options as part of district-sponsored professional development initiatives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Course Title<\/strong><\/th><th>Category of Information<\/th><th class=\"has-text-align-left\" data-align=\"left\">Data Disclosed<\/th><th class=\"has-text-align-left\" data-align=\"left\"><strong>Recipients of Disclosure<\/strong><\/th><th class=\"has-text-align-left\" data-align=\"left\"><strong>Purpose of Disclosure<\/strong><\/th><\/tr><\/thead><tbody><tr><td><strong>Any offering selected as a part of a Group Registration Services<\/strong><\/td><td><\/td><td class=\"has-text-align-left\" data-align=\"left\">- User's First Name<br>- User's Last Name<br>- User's Email Address<br>- User's Completion Date<br>- Enrollment Start Date<br>- Enrollment End Date<br>- Enrollment Status (Active, Completed, Dropped)<\/td><td class=\"has-text-align-left\" data-align=\"left\">Group Registration Customers<\/td><td class=\"has-text-align-left\" data-align=\"left\">The data sharing allows Michigan Virtual to provide services for Group Registration to schools, districts, and educational entities. This service supports entities with a bulk enrollment of its staff into the training provided within the Professional Learning Portal. Michigan Virtual also acts on behalf of the entity on tasks such as; account creation, registration, SCECH processing, and completion tracking.<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-b-2\">2. School administrators and employees<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Category of Information<\/th><th>Examples<\/th><th>Source of Information<\/th><th>Purpose of Collection<\/th><\/tr><\/thead><tbody><tr><td><strong>Identifier Information<\/strong><\/td><td>the information we may collect includes:<br>- full name<br>- gender<br>- work e-mail<br>- phone number<br>- school or company name<br>- position information<br>- geographic information<br>- social media contacts<\/td><td>we collect this information from our marketing partners<\/td><td>we collect this information in order to:<br>- respond to your questions or concerns<br>- send you information we think you may find useful or which you have requested from us<br>- market our Services<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-b-3\">3. Parents and guardians<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Category of Information<\/th><th>Examples<\/th><th>Source of Information<\/th><th>Purpose of Collection<\/th><\/tr><\/thead><tbody><tr><td><strong>Financial Information<\/strong><\/td><td>the information we may collect includes the last four digits of the credit card used to purchase our Services<\/td><td>we collect this information from our payment processor partners<\/td><td>we collect this information in order to reference and track online payments for our Services<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-b-4\">4. External partner advertising and analytics<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We may use service providers to provide site metrics and other analytics services. These service providers may use cookies, web beacons and other technologies to collect information, such as your IP address, identifiers associated with your device, other applications on your device, the browsers you use to access our sites and Services, webpages viewed, time spent and movement across webpages, links clicked and conversion information (e.g., transactions entered into). This information may be used by Michigan Virtual and service providers on behalf of Michigan Virtual to analyze and track usage of the sites and our Services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This Privacy Policy does not apply to, and we are not responsible for, third-party cookies, web beacons or other tracking technologies, which are covered by such third-parties\u2019 privacy policies. For more information, we encourage you to check the privacy policies of these third-parties to learn about their privacy practices. For more information about targeted advertising specifically, please visit&nbsp;the <a href=\"https:\/\/youradchoices.com\/\">YourAdChoices website<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Do Not Track (\u201cDNT\u201d) is an optional browser setting that allows you to express your preferences regarding tracking across websites. Most modern web browsers give you the option to send a DNT signal to the websites you visit, indicating that you do not wish to be tracked. However, there is no accepted standard for how a website should respond to this signal, so we do not take any action in response to this signal. Michigan Virtual does not have a mechanism in place to respond to DNT signals. Instead, in addition to publicly available external tools, we offer you the choices described in this Privacy Policy to manage the collection and use of information about you.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual does track some activity across websites (including your interaction with our sites or our third-party websites, the website you visited before you visited our sites and other clickstream data) and we may continue to collect information in the manner described in this Privacy Policy from web browsers that have enabled DNT signals or similar mechanisms.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iii-b-5\">5. Social media<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We may collect information from other sources, such as social media platforms that may share information about how individuals interact with our social media content. We do not control how your personal information is collected, stored or used by third-party websites or to whom those websites disclose your information. You should review the privacy policies and settings on any social media website that you subscribe to so that you understand the information they collect and may be sharing. If you do not want your social media websites to share information about you, you must contact that website and determine whether it gives you the opportunity to opt-out of sharing such information. Michigan Virtual is not responsible for how these third-party websites may use information collected from or about you.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Further, our sites may include social media features, such as embedded posts from Instagram, Twitter, Facebook with clickable elements. Our integration of these features may allow external social media to collect certain information, such as your IP address and which page(s) you are visiting when using our sites and Services, and to set a cookie to enable that feature to function properly. Your interactions with these features are governed by the privacy policy of the company providing it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"iii-c\">C. Collection of technical information and network activity information<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Computer Technical Information and Internet and Electronic Network Activity Information that we collect, which may be linked to your personal information, is collected through the use of server logs and tracking technologies, including: (i) cookies, which are small pieces of code that websites send to your Connected Device to uniquely identify your browser or mobile device or to store information in your browser setting; and (ii) web beacons, which are small objects that allow us to measure the actions of visitors using our sites. For more detailed information regarding how we use cookies and other technology, please review the additional information in our&nbsp;<a href=\"#v\">Cookies policy<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"iv\">IV. When and with whom do we share your information<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"iv-a\">A. We do not sell your information<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We do not sell your personal information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3 class=\"wp-block-heading\" id=\"iv-b\">B. When and how we may disclose your information<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the course of our business we may share your personal information with select and trusted entities that are engaged by Michigan Virtual to provide services that are deemed necessary for the function, operation or management of our organization, to entities related to you or acting in your interest, or as otherwise required by law. We will only share your information with the following types of service providers or other external entities under the circumstances described below:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iv-b-1\">1. Learners<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Category of Information<\/th><th>Examples<\/th><th>Recipient of Disclosure<\/th><th>Purpose of Disclosure<\/th><\/tr><\/thead><tbody><tr><td><strong>Academic Information<\/strong><\/td><td>the information we disclose includes:<br>- course enrollments<br>- transcripts<br>- performance and grades<br>- written and oral reviews<br>- directory information<\/td><td>we disclose this information to:<br>- students\u2019 primary educational institutions<br>- parents and guardians<br>- authorized mentors<br>- our service providers who perform course customization and tailoring services for our learners<\/td><td>we disclose this information in order to:<br>- administer our education Services<br>- fulfill our obligations to our educational institution partners<br>- allow parents and guardians to monitor students\u2019 academic development<\/td><\/tr><tr><td><strong>Performance and Aptitude Data<\/strong><strong><\/strong><\/td><td>the information we disclose includes:<br>- engagement information<br>- aptitude information<br>- interaction information<\/td><td>we disclose this information to our service providers who perform course customization and tailoring services for our learners <strong><\/strong><\/td><td>we disclose this information in order to provide our learners with customized and tailored educational Services<strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iv-b-2\">2. School administrators and employees<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:table {\"hasFixedLayout\":false} -->\n<figure class=\"wp-block-table\"><table><thead><tr><th>Category of Information<\/th><th>Examples<\/th><th>Recipient of Disclosure<\/th><th>Purpose of Disclosure<\/th><\/tr><\/thead><tbody><tr><td><strong>Identifier Information<\/strong><\/td><td>the information we collect includes:<br>- full name<br>- e-mail address<br>- school mailing address<br>- social media contacts<\/td><td>we disclose this information to our e-mail, direct mail, and other marketing partners<\/td><td>we disclose this information in order to:<br>- respond to your questions or concerns.<br>- send you information we think you may find useful or which you have requested from us<br>- market our Services<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iv-b-3\">3. Database hosting vendors<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Like many organizations, we utilize cloud databases to host much of the information that we collect and process, including personal information, so that we can effectively and safely provide our Services and operate our organization.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iv-b-4\">4. Auditors<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Like many organizations, we are subject to audits from a number of entities, such as our regulators, customers and service providers, as well as due to our own internal auditing policies. In order to accomplish an effective audit, we must make available our information, which may include personal information, to external auditors.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iv-b-5\">5. Corporate transactions<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We may share all or part of your personal information with other business entities in connection with the sale, assignment, merger or other transfer of all or a portion of Michigan Virtual\u2019s operations or assets to such business entity (including due to a sale in connection with a bankruptcy). We will require any such purchaser, assignee or other successor entity to honor the terms of this Privacy Policy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iv-b-6\">6. Disclosure of information for legal purposes<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual may disclose all or part of your personal information when we have reason to believe that disclosing this information is necessary to identify, contact or bring legal action against someone who may be violating any agreement with Michigan Virtual, or may be causing injury to or interference with (either intentionally or unintentionally) our rights or property, our employees, learners or users of our sites, or anyone else that could be harmed by such activities. We may disclose information in response to a subpoena, search warrant, in connection with judicial proceedings, or pursuant to court orders, legal process or other law enforcement measures. Michigan Virtual may disclose or access personal information when we believe in good faith that the law requires it, to establish our legal rights or to defend against legal claims, and for administrative and other purposes that we deem necessary to maintain, service and improve our Services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4 class=\"wp-block-heading\" id=\"iv-b-7\">7. Aggregated, anonymized or de-identified information<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>As allowed by law, we may disclose or use aggregated, anonymized or de-identified information for any purpose. Aggregated, anonymized or de-identified information is information that can no longer reasonably identify a specific individual. Although such information may be derived from personal information, it can no longer directly or indirectly reveal the identity of any individual .<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Under the Michigan\u2019s State School Aid Act, Michigan Virtual offers a statewide laboratory and quality model of instruction for implementing virtual learning solutions. Research may be conducted on a course in which learners are enrolled or on learners\u2019 online experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"v\">V. Cookies policy<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Like many online platforms, Michigan Virtual and its analytics vendors use server logs and automated data collection tools, such as browser cookies, pixel tags, scripts and web beacons. These tools are used for analytics purposes to enable Michigan Virtual to understand how users interact with the sites and Services. Michigan Virtual and its analytics vendors may tie the information gathered by these means to the identity of users.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cookies are small text files placed on a computer or device while browsing the Internet. Cookies are used to collect, store and share bits of information about user activities. Michigan Virtual uses both session cookies and persistent cookies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Session cookies are used to identify a particular visit to our sites and collect information about that person\u2019s interaction with the sites. These cookies expire after a short time or when the user closes their web browser after using the sites. Michigan Virtual uses these cookies to identify a user during a single browsing session, such as when you log into the sites. This helps Michigan Virtual improve the sites, application and Services as well as improve the users\u2019 browsing experience.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A persistent cookie will remain on a user\u2019s device for a set period of time specified in the cookie. Michigan Virtual uses these cookies to identify and recognize a specific user over a longer period of time. They allow Michigan Virtual to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li>analyze the usage of the sites (e.g. what links users click on) in order to improve our offering;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>test different versions of the sites to see which particular features or content users prefer to optimize the sites;<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>provide a more personalized experience to users with more relevant content and course recommendations; and<\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li>allow users to more easily log in to use the sites and Services.<\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Examples of persistent cookies include: (i) preferences cookies to remember information about a user\u2019s browser and settings preferences, such as preferred language \u2013 preference cookies make a user\u2019s experience more functional and customized, (ii) authentication and security cookies to enable a user to log in or stay logged in to access the sites and Services, to protect user accounts against fraudulent log-ins by others and to help detect and protect against abuse or unauthorized usage of user accounts and (iii) functional cookies to make the experience of using the sites and Services better, like remembering the sound volume level selected by the user.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Michigan Virtual uses tracking technology to: (i) determine if a certain page was visited or whether an email sent by Michigan Virtual was opened or clicked on by a user; (ii) to customize the experience of individual users by recommending specific content or (iii) determine how long a visitor spends on a specific portion of a page.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>We also use clear gifs in HTML-based emails sent to our users to track which emails are opened and clicked on by recipients. We may use the information we obtain from the cookie in the administration of the sites, to improve the usability of the sites and for marketing purposes. We may also use that information to recognize a Connected Device when visiting our sites, and to personalize our sites for an individual user.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cookies and information captured through our sites are stored for a certain retention period, however you can eliminate these cookies any time before the expiration date.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"vi\">VI. How to restrict cookies<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>You can adjust the settings in your browser in order to restrict or block cookies that are set by the sites (or any other website on the Internet). Your browser may include information on how to adjust your settings. Alternatively, you may visit the <a href=\"http:\/\/www.consumer.ftc.gov\" target=\"_blank\" rel=\"noreferrer noopener\">U.S. Federal Trade Commission\u2019s website<\/a> to obtain comprehensive general information about cookies and how to adjust the cookie settings on various browsers. This site also explains how to delete cookies from your computer.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>You can control and delete these cookies through your browser settings through the following:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul class=\"wp-block-list\"><!-- wp:list-item -->\n<li><a href=\"https:\/\/support.google.com\/chrome\/answer\/95647?co=GENIE.Platform%3DDesktop&amp;hl=en\" target=\"_blank\" rel=\"noreferrer noopener\">Google Chrome<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/support.mozilla.org\/en-US\/kb\/enable-and-disable-cookies-website-preferences\" target=\"_blank\" rel=\"noreferrer noopener\">Mozilla Firefox<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/support.apple.com\/guide\/safari\/manage-cookies-and-website-data-sfri11471\/13.0\/mac\/10.15\" target=\"_blank\" rel=\"noreferrer noopener\">Safari<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/help.opera.com\/en\/latest\/security-and-privacy\/\" target=\"_blank\" rel=\"noreferrer noopener\">Opera<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/support.microsoft.com\/en-us\/help\/17442\/windows-internet-explorer-delete-manage-cookies\" target=\"_blank\" rel=\"noreferrer noopener\">Microsoft Internet Explorer<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/privacy.microsoft.com\/en-us\/windows-10-microsoft-edge-and-privacy\" target=\"_blank\" rel=\"noreferrer noopener\">Microsoft Edge<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/support.apple.com\/en-us\/HT201265\" target=\"_blank\" rel=\"noreferrer noopener\">Safari for iOS (iPhone and iPad)<\/a><\/li>\n<!-- \/wp:list-item -->\n\n<!-- wp:list-item -->\n<li><a href=\"https:\/\/support.google.com\/chrome\/answer\/95647?co=GENIE.Platform%3DAndroid&amp;hl=en\" target=\"_blank\" rel=\"noreferrer noopener\">Chrome for Android<\/a><\/li>\n<!-- \/wp:list-item --><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Or you can also use the following cookie management and disposal tool from Google Analytics by downloading and installing the <a href=\"https:\/\/tools.google.com\/dlpage\/gaoptout\" target=\"_blank\" rel=\"noreferrer noopener\">Google Analytics Opt-Out Browser Add-on<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Please be aware that restricting cookies may impact the functionality of the Services. <a><\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"vii\">VII. Linking sites<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The sites contain links to other websites. Michigan Virtual is not responsible for the privacy practices or the content of such websites, including any websites that may indicate a special relationship or partnership with us (such as co-branded pages or \u201cpowered by\u201d or \u201cin cooperation with\u201d relationships). We do not share information we gather with other websites or any other entities or individuals unless such sharing is disclosed to you in advance through this Privacy Policy. Other linked websites, however, may collect personal information from you that is not subject to our control. To ensure protection of your privacy, always review the privacy policy of the websites you may visit by linking from the sites. Please note that this Privacy Policy applies only to our sites, and not to other companies\u2019 or organizations\u2019 websites to which we link.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For instance, information collected through Google Analytics is shared with Google and its partners who may combine it with other information you provided to them or they collected from your use of their services. This information is stored in Google\u2019s servers according to their privacy practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"viii\">VIII. How long we retain your information<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We may retain personal information for a period of time that is consistent with applicable law, applicable statute of limitations and our data retention policy. We may also retain personal information as we believe is reasonably necessary to comply with applicable law, regulation, legal process or governmental request, to detect or prevent fraud, to collect fees owed, to resolve disputes, to address problems with our Services, to assist with investigations, to enforce other applicable agreements or policies or to take any other actions consistent with applicable law.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"ix\">IX. Marketing and promotional communications<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>You may opt-out of receiving electronic marketing and promotional messages from Michigan Virtual, if those messages are powered by Michigan Virtual, by following the instructions in those messages. If you decide to opt-out, you will still receive non-marketing communications relevant to our Services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"x\">X. Children's Online Privacy Protection Act (COPPA) compliance and related information<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The Children\u2019s Online Privacy and Protection Act (COPPA) regulates online collection of information directly from persons under the age of 13. Michigan Virtual collects personal information about children who are under the age of 13 indirectly from their parents or schools when those children are enrolled into our classes or programs. The only information that we collect directly from minors is the information that they provide as part of their educational programs and classes (such as test answers, survey responses, electronic mail and class discussions) or account-related information within our portals and platforms. Other than as described above, we do not knowingly contact or collect information directly from children under the age of 13.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Under COPPA, a parent of a minor under the age of 13 can review or have deleted their child\u2019s personal information and refuse to permit its further collection or use, subject to certain restrictions. However, Michigan Virtual does not collect personal information from minors under the age of 13 or otherwise disclose such information unless it is necessary and integral for the administration of our sites and Services. Further, while the parent of a student may have COPPA rights with regards to that student\u2019s data as it is stored with another entity, that parent may not have the same rights with regards to the information maintained by Michigan Virtual.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For details regarding what information we collect from and about students, please see the disclosures made in the Section titled <a href=\"#iii\">What information we collect<\/a>. If you have any questions about our practices regarding the collection of information from students under the age of 13, or wish to inquire about the parental rights as described in this Section, please e-mail us as provided in the Section titled <a href=\"#xiv\">Contact us<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"xi\">XI. Family Educational Rights and Privacy Act (FERPA)<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>FERPA provides learners and parents with privacy rights regarding the personally identifiable information and educational records collected and processed by educational institutions that receive government funding from the U.S. Department of Education. In some cases, FERPA provides learners and parents with rights to access to their educational records as well as correction and amendment of their educational records. However, not all personally identifiable information and educational records are subject to FERPA or will be accessible to learners\u2019 or their parents under FERPA. Further, while a learner or parent may have FERPA rights with regards to that learner\u2019s primary educational institution, that learner or parent may not have the same rights with regards to the information maintained by Michigan Virtual. If still you have any questions about learners\u2019 or parents\u2019 rights under FERPA, please e-mail us as provided in the Section titled <a href=\"#xiv\">Contact us<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"xii\">XII. Security<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>We take reasonable measures, including administrative, technical, and physical safeguards, to protect your information from loss, theft, misuse, and unauthorized access, disclosure, alteration, and destruction. We hold information about you both at our own premises and with the assistance of service providers. Further public disclosure here of our security measures could aid those who might attempt to circumvent those security measures. If you have additional questions regarding security, please feel free to contact us directly using the information provided under&nbsp;<a href=\"#xiv\">Contact us<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"xiii\">XIII. Changes to this privacy policy<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This Privacy Policy may be revised from time to time as we add new features and Services, as laws change and as industry privacy and security best practices evolve. We display an effective date on this Privacy Policy at the top of this webpage so that it will be easier for you to know when there has been a change. If we make any material change to this Privacy Policy regarding use or disclosure of personal information, we will provide notice on our sites. Changes will apply to information collected after the change is effective. Please check this Privacy Policy periodically for changes. Small changes or changes that do not significantly affect individual privacy interests may be made at any time and without prior notice. Your use of the sites and our Services constitutes acceptance of the provisions of this Privacy Policy, and your continued usage after such changes are posted constitutes acceptance of each revised Privacy Policy. If you have any questions about this Privacy Policy, you can contact us by using the information provided in the next Section.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2 class=\"wp-block-heading\" id=\"xiv\">XIV. Contact us<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Please contact Michigan Virtual with any questions or concerns regarding this Privacy Policy. We may request additional details from you regarding your concerns and may need to engage or consult with other parties in order to investigate and address your issue. We may keep records of your request and any resolution.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>via e-mail: <a href=\"mailto:[email protected]\">[email protected]<\/a><br>via telephone: 888.889.2840<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>or<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em><br>920 Municipal Way<br>Lansing, MI 48917<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Privacy Policy",
            "excerpt": "Effective Date: 9\/13\/2023 Michigan Virtual University d\/b\/a Michigan Virtual and all associated companies and subsidiaries (\u201cMichigan Virtual\u201d) have created this privacy policy (\u201cPrivacy Policy\u201d) in order to comprehensively inform parents, learners, school employees and website visitors about our privacy practices and to demonstrate our firm commitment to privacy. This Privacy Policy describes how Michigan Virtual...",
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            "path": "\/policies\/accommodations-accessibility-guidelines\/",
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            "content": "<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> online instructors can make limited accommodations for students working under the guidance of an Individualized Education Program (IEP) or Section 504 Plan. Due to the setup of the <em>Michigan Virtual<\/em> system, it is not possible for instructors to read content to students. However, tools such as text-to-speech are offered along with other accessibility options at <a href=\"http:\/\/www.microsoft.com\/enable\/default.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Microsoft Accessibility<\/a>. Apple has an option for macOS called <a href=\"http:\/\/www.apple.com\/accessibility\/osx\/voiceover\/\" target=\"_blank\" rel=\"noopener noreferrer\">VoiceOver<\/a>, as well as <a href=\"https:\/\/support.google.com\/chromebook\/answer\/177893?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\">Chrome OS<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since <em>Michigan Virtual<\/em> courses are matched to standards, content cannot be removed. <em>Michigan Virtual<\/em> will report the total points earned out of the total course points at the end of the term and it is the responsibility of the local school to assign whatever letter grade is appropriate on the student\u2019s transcript. All assignments need to be completed by the course end date. If there are other accommodations you would like considered for your student, please feel free to discuss them with the online instructor.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For additional information on suggested accommodations, please see the link below:<br>\n<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/individualized-learning-plan-504-plan-suggested-accommodations\/\" target=\"_blank\" rel=\"noopener noreferrer\">Individualized Education Program (IEP) &amp; 504 Plan Suggested Accommodations<\/a><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Accommodations &amp; Accessibility Guidelines",
            "excerpt": "Michigan Virtual online instructors can make limited accommodations for students working under the guidance of an Individualized Education Program (IEP) or Section 504 Plan. Due to the setup of the Michigan Virtual system, it is not possible for instructors to read content to students. However, tools such as text-to-speech are offered along with other accessibility...",
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        {
            "id": 509,
            "path": "\/policies\/drop-policy\/",
            "author_id": 21,
            "timestamp": 1489094738,
            "content": "<!-- wp:heading -->\n<h2><strong>Drop and Refund Policy&nbsp;<\/strong><\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The <em>Michigan Virtual<\/em> drop and refund policy recognizes that class scheduling often requires some flexibility. As such,&nbsp;<em>Michigan Virtual<\/em> provides a full refund on enrollments that are dropped on or before the refund deadline date. Our policy also recognizes that <em>Michigan Virtual<\/em> incurs licensing, instructional, and other expenses at the time a refund deadline is reached. As such, customers that withdraw a student after the refund deadline date are charged the full cost of the enrollment. <em>Michigan Virtual<\/em> does not provide a refund for enrollments that are dropped or withdrawn after a refund date.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Refund Deadline Date<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Please refer to the\u00a0<em>Michigan Virtual<\/em>\u00a0Enrollment Calendar(s) for specific refund deadline dates for Semester, Trimester and Summer terms. Enrollments that are dropped before the course start date or within five calendar days from making the enrollment are subject to a full refund. For Open Entry-Fixed End terms, the refund date is calculated as 14 days from the enrollment creation date. Enrollments that are dropped prior to the refund deadline will have a status of\u00a0<strong>Dropped_Grace<\/strong>\u00a0and a refund entry will be made in the school or student ledger. Enrollments that are dropped after the refund deadline will have a status of Dropped, and no refund will be processed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Drops After the Refund Date<\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Enrollments that are dropped after the refund deadline date has passed will have a status of Dropped, and no refund will be processed.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3><strong>Refund Payments <\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Customers paying with a credit card will be refunded by <em>Michigan Virtual<\/em> within 30 calendar days from the date that an enrollment is dropped, provided that the drop was made before the refund deadline date and has an enrollment status of <strong>Dropped_Grace<\/strong>. Customers that pay through a purchase order or Consortium will not be invoiced for enrollments with a status of <strong>Dropped_Grace<\/strong>, therefore eliminating the need for a refund payment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>[Last updated February 18, 2022]<\/p>\n<!-- \/wp:paragraph -->",
            "title": "Drop Policy",
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        {
            "id": 471,
            "path": "\/policies\/acceptable-use-policy\/",
            "author_id": 21,
            "timestamp": 1489082360,
            "content": "This document describes the policies and guidelines for the use of <em>Michigan Virtual<\/em> for students and <em>Michigan Virtual<\/em> instructional computing resources and exists to ensure that all users of <em>Michigan Virtual<\/em> and <em>Michigan Virtual<\/em>&nbsp;instructional computing resources are aware of and understand their responsibilities when accessing and using these resources. <em>Michigan Virtual<\/em> reserves the right to update or alter this agreement at any time without notice. Such revisions may substantially alter access to <em>Michigan Virtual<\/em> instructional computing resources. <em>Michigan Virtual<\/em> instructional computing resources include any computer, server, software, or transmission system that is owned, operated or leased by <em>Michigan Virtual<\/em>.\n<h2><strong>1. Conditions of Use<\/strong><\/h2>\n<h3>A. Service Limitations<\/h3>\nYou are not permitted to associate any <em>Michigan Virtual<\/em>-provided account, service or course with any adult material of any sort. This includes, but is not limited to, such things as nudity, any site, page, image or service, and any text, image or likeness suggesting sexual and or illegal acts of any sort. We do not permit any <em>Michigan Virtual<\/em> user account to store, use, contain, promote, or display pornography, adult novelties, adult toys, XXX material, Gorean, bondage, BDSM, anything illegal, bigotry, racism, hatred, profanity, or any material which may be insulting to another person(s) or company, or depicts the exploitation of minors (children under 18 years of age). No spamming is allowed, no harassing, threatening or illegal activities are tolerated. Any user accounts found to be violating these service limitations will be terminated without warning or recourse at the sole discretion of <em>Michigan Virtual<\/em>.\n\nIn addition, we do not allow:\n\n<strong>File Storage<\/strong> \u2014 Any User Account found to be storing files for use on other websites will be terminated without notice or recourse, at the sole discretion of <em>Michigan Virtual<\/em>. User Accounts found to be storing files renamed, or modified in any way, to bypass <em>Michigan Virtual<\/em> file restrictions will be terminated without notice or recourse, at the sole discretion of <em>Michigan Virtual<\/em>. The only files that may be stored or uploaded to a <em>Michigan Virtual<\/em> server are those that directly pertain to the teaching, learning or class activity for which the User Account has been granted access to a <em>Michigan Virtual<\/em> server or application.\n\n<strong>Copyrighted or Trademarked materials<\/strong> \u2014 No copyrighted or trademarked materials may be stored on <em>Michigan Virtual<\/em> servers, unless the account owner is the sole legal owner of the Copyright or Trademark and can reasonably demonstrate Ownership or legal permission for use, on demand.\n\nMaterial linked to User Accounts must be appropriate and be able to be legally viewed and used by all ages. User Accounts found to be in violation of any portion of this section can and will be terminated without notice or recourse at the sole discretion of <em>Michigan Virtual<\/em>. In such cases, where an account is terminated for service violations as detailed in this or the following two sections; no refunds or credit will be offered, and the User acknowledges that their account termination may result in course failure as well as other disciplinary action.\n<h3><strong>B. Use of Michigan Virtual Servers<\/strong><\/h3>\n<em>Michigan Virtual<\/em> servers may be used for lawful purposes only. Transmission, storage or distribution of any information, data or material in violation of any applicable law or regulation is prohibited. This includes, but is not limited to copyrighted material, trademarks, trade secrets or other intellectual property rights used without proper authorization; material that is obscene, defamatory, constitutes an illegal threat or violates export control laws.\n<h3><strong>C. Michigan Virtual Network Security<\/strong><\/h3>\nViolations of system or network security are prohibited and may result in criminal and civil liability. Examples include but are not limited to the following: unauthorized access, use, probing or scanning of systems security or authentication measures, data or traffic; interference with service to any user, host or network including, without limitation, mailbombing, flooding, deliberate attempts to overload a system, broadcast attacks; and forging of any TCP-IP packet header or any part of the header information in an email or a newsgroup posting.\n<h2><strong>2. Policy<\/strong><\/h2>\n<em>Michigan Virtual<\/em> instructional computing resources are intended solely for <em>Michigan Virtual<\/em> approved or sponsored activities. Any activity whether listed here or not which violates local, state or federal laws, is a violation of the <em>Michigan Virtual<\/em> Acceptable Use Policy.\n<ol>\n \t<li>Users shall not use <em>Michigan Virtual<\/em> instructional computing resources for any illegal purpose.<\/li>\n \t<li>Transmission of any material in violation of any federal or state regulation or local ordinances is prohibited.<\/li>\n \t<li>Users shall not upload, download, transmit or post copyrighted software or copyrighted materials, materials protected by trade secrets or other protections using <em>Michigan Virtual<\/em> computer resources.<\/li>\n \t<li>Users shall not upload, download, transmit or post material that is obscene or defamatory or which is intended to annoy, harass or intimidate another person or has that effect, to a <em>Michigan Virtual<\/em><em>-<\/em>owned computing resource. This includes the using of <em>Michigan Virtual<\/em> instructional computing resources to distribute \u201cspam\u201d mail, chain email, viruses or other intentionally destructive content.<\/li>\n \t<li>Users shall not upload, download, transmit or post material that is intended for personal gain or profit, non-<em>Michigan Virtual<\/em> commercial activities, non-<em>Michigan Virtual<\/em> product advertising or political lobbying on a&nbsp;<em>Michigan Virtual<\/em>-owned instructional computing resource.<\/li>\n \t<li>Users shall not upload, download, transmit or post material that is intended to consume computer resources, such as disk space, bandwidth or computing cycles, or in any way affect the performance of <em>Michigan Virtual<\/em> instructional computing resources. This includes attempting to use <em>Michigan Virtual<\/em> instructional computing resources to relay unauthorized email or serve any file not directly associated with an ongoing instructional purpose.<\/li>\n \t<li>Users shall not attempt to gain unauthorized access to <em>Michigan Virtual<\/em> instructional computing resources, attempt to gain access to other user\u2019s accounts, or use <em>Michigan Virtual<\/em> instructional computing resources to attempt to gain unauthorized access to other computing systems, or attempt to cause damage to any&nbsp;<em>Michigan Virtual<\/em> instructional computing resource, or in any way compromise the security of any <em>Michigan Virtual<\/em> instructional computing resources.<\/li>\n<\/ol>\n<h2><strong>3. Monitoring<\/strong><\/h2>\n<em>Michigan Virtual<\/em> reserves the right to review any material transmitted using <em>Michigan Virtual<\/em> instructional computing resources or posted to a&nbsp;<em>Michigan Virtual<\/em> instructional computing resource to determine the appropriateness of such material.&nbsp;<em>Michigan Virtual<\/em> may review this material at any time, with or without notice. Email transmitted via&nbsp;<em>Michigan Virtual<\/em> instructional computing resources is not private and may be monitored.\n<h2><strong>4. Network Etiquette<\/strong><\/h2>\nAll users of <em>Michigan Virtual<\/em> instructional computing resources are expected to follow generally accepted rules of network etiquette or netiquette.\n<h2><strong>5. Security<\/strong><\/h2>\nSecurity of <em>Michigan Virtual<\/em> instructional computing resources is a high priority. Users must abide by the following security rules:\n\nA. Users shall not attempt in any way to compromise the security of <em>Michigan Virtual<\/em> instructional computing resources.\nB. Discovery of any security problem must be reported immediately by sending an email to <a href=\"mailto:[email protected]\">[email protected]<\/a>, receipt of which will be acknowledged by email, phone or personal contact depending on the severity of the problem.\nC. Users are responsible for all activity that is associated with their username and password. Do not share your User ID or password with anyone, or leave your password written where others could find it, or send your username and password via unencrypted email. All email, unless specifically secured with other third party tools is unencrypted and able to be intercepted and read by others.\nD. Do change your password(s) frequently, at least once per semester or course.\n\n<strong>6. Copyrighted Materials<\/strong>\n<em>Michigan Virtual<\/em> instructional computing resources contain copyrighted materials of <em>Michigan Virtual<\/em> and others (collectively, \"Content\"), including, but not limited to, any images, photographs, animations, video, audio, music, text, computer code or applets incorporated into the Content. All rights in and to the Content that may be accessed through use of <em>Michigan Virtual<\/em> instructional computing resources are the property of the respective Content owners and may be protected by applicable copyright or other intellectual property laws and treaties. Users may not modify, publish, transmit, participate in the transfer or sale of, create derivative works of, or in any way exploit, in whole or in part, any Content.\n\n<strong>7. 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            "content": "By Stephanie Wormington\nCenter for the Advanced Study of Teaching and Learning, University of Virginia\nEmail: <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\n\nConsider two students in an online Geometry course. Both students enjoy math, see themselves as math people, and want to learn as much as possible. One student also wants to show her teacher she\u2019s the best student in class, while the other isn\u2019t concerned with what his teacher thinks of him. Which student is likely to perform better, persevere through challenging assignments, or pursue math in the future? More importantly, how can a Geometry instructor facilitate both students\u2019 learning?\n\nSupporting students\u2019 motivation is a key concern for educators and researchers alike. Many instructors struggle to teach in a way that engages all students. Researchers have spent decades measuring motivation and documenting its link to students\u2019 thoughts, feelings, and behavior in school (Linnenbrink-Garcia &amp; Patall, 2016). While these findings could inform classroom practice, there is a disconnect between how researchers study motivation and what actual motivation looks like (Linnenbrink-Garcia, Patall, &amp; Pekrun, 2016). Specifically, motivation, as it exists in the classroom, is often much more complex than it is when it\u2019s presented in academic studies. Students have many (and often multiple) reasons for trying hard in school. However, research often considers how one type of motivation, like interest, independently relates to one type of outcome, like grades. As a result, teachers are left to translate findings about single types of motivation into practices for supporting students who hold multiple and varied reasons for learning. This translational challenge is even more pronounced for online instructors since motivation research has almost exclusively been conducted in face-to-face classrooms.\n\nFor my dissertation, I wanted to learn more about online learners\u2019 motivation and overall experience. With online courses becoming increasingly popular within both K-12 and higher education, it\u2019s critical for motivation researchers to expand into virtual classrooms. Because motivation tends to drastically decline in math and adolescence (Otis, Grouzet, &amp; Pelletier, 2005), I was particularly interested in working with high school math students. As someone who struggled her way through an online Calculus AB class back in high school, I also had some personal reasons for wanting to understand the online experience better. Given their focus on motivation as a tool to support online learners, <em>Michigan Virtual School<\/em> was the perfect organization to partner with for this work.\n<h4>How Do You Study Motivation?<\/h4>\nThis study builds on six years of research with my advisor, Lisa Linnenbrink-Garcia, examining motivation in samples from late childhood to college and educational settings from science to social studies. The basic premise of this work is simple: to better capture student motivation, we need to consider how many different types of motivation combine to impact a student\u2019s success. By doing so, we can also provide educators with clearer guidelines on effectively supporting students. Our approach involves two steps:\n<h5>Step 1: Measure students\u2019 motivation comprehensively but succinctly.<\/h5>\nFrom striving to making honor roll to pursuing a long-held interest in math, students have many reasons for trying hard in school. Consequently, there are scores of available measures that tap into slightly different types of motivation. Our goal was to identify a handful of measures that captured students\u2019 motivation broadly and answered two fundamental motivational questions: \u201cCan I do this?\u201d and \u201cDo I want to do this, and why?\u201d Based on those criteria, we asked students about three types of motivation:\n<ul>\n \t<li>Perceived Competence: whether a student believes she can be successful (<em>\u201cDo I think I can do well in Calculus?\u201d<\/em>)<\/li>\n \t<li>Value: whether a student considers something interesting, enjoyable, useful, or important (<em>\u201cDo I think Calculus is useful and worthwhile?\u201d<\/em>)<\/li>\n \t<li>Achievement Goals: whether a student wants to develop or demonstrate his or her competence. Achievement goals include mastery (<em>\u201cDo I want to develop my skills and knowledge in Calculus?\u201d<\/em>), performance-approach (<em>\u201cDo I want to show others I\u2019m smart in Calculus?\u201d<\/em>) and performance-avoidance goals (<em>\u201cDo I want to avoid showing others I\u2019m dumb in Calculus?\u201d<\/em>)<\/li>\n<\/ul>\n<h5>Step 2: Identify common patterns of motivation.<\/h5>\nIf students can have several reasons for trying hard in school, what is the best combination to have? We use a statistical approach known as person-oriented analyses to identify common patterns of motivation \u2013 or motivational profiles \u2013 and see which profiles relate to the greatest engagement and achievement. This differs from some motivation research, which focuses on one type of motivation at a time and how it relates to learning.\n\nTo illustrate, let\u2019s return to the example of two Geometry students. Both students reported high competency beliefs, mastery goals, and value, but they differed in their performance goals. Even though they look similar on some types of motivation, we\u2019d consider these students separately because they have different overall patterns of motivation. We can then compare students from different profiles on exam grades or other learning outcomes to understand who is most likely to be successful.\n<h6>What Motivates Online Math Students?<\/h6>\nIn Fall 2015, students in 17 Algebra I, Algebra II, Geometry, and Calculus classes at <em>MVS<\/em> were invited to participate in this study. More than 200 students, about 61% of all students enrolled in those courses, told us about their perceived competence, value, and achievement goals in math at the beginning of the semester; a subset of students also told us about their motivation and engagement at the middle and end of the semester.\n\nThere were four groups of students with distinct motivational profiles. For students who responded more than once, we also considered whether they stayed in the same profile or switched to a different one over time.\n<ul>\n \t<li><em>Highly Motivated by Any Means:<\/em> about 1\/4 of students reported high motivation overall; they felt competent in math, valued the subject, and wanted to both develop and demonstrate their competence. Most students switched to a different profile by mid-semester, suggesting it may be difficult to maintain high levels of motivation over time.<\/li>\n \t<li><em>Intrinsically Motivated and Confident:<\/em> another 1\/3 of students also felt competent in and valued math, but weren\u2019t concerned with demonstrating their competence to others. This profile was by far the most stable from beginning to mid-semester, suggesting that students who come into a course with these beliefs tend to maintain them over time.<\/li>\n \t<li><em>Average All Motivation:<\/em> a separate 1\/3 of students reported average competence, value, and achievement goals in math. This profile was somewhat stable, with half the students maintaining average motivation and a half switching to a different profile by mid-semester.<\/li>\n \t<li><em>Amotivated:<\/em> the final 1\/10 of students reported lower-than-average competence, value, and goals in math. Though most students switched into a different profile by mid-semester, students from other profiles also tended to shift into this profile over time.<\/li>\n<\/ul>\nOur prior research in face-to-face classrooms has consistently identified students who are Highly Motivated by Any Means, Intrinsically Motivated and Confident, and Amotivated, suggesting that online students\u2019 motivation may be similar to students in traditional classes. However, a fourth common <em>Performance-Focused<\/em> profile \u2013 consisting of students with high-performance goals but low competence, value, and mastery goals \u2013 was noticeably absent. This could be due to differences in how students show others they\u2019re smart in face-to-face versus online contexts (e.g., raising their hand to answer questions), or it may be simply an anomaly of this study.\n<h6>Which Students Are Most Successful?<\/h6>\nWhich motivational profile leads to the greatest success? We compared profiles on outcomes like exam grades across the semester, pictured below.\n\n<img class=\"aligncenter wp-image-744 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Achieve-exam.jpg\" alt=\"Achievement table\" width=\"879\" height=\"299\" \/>\n\nStudents in the <em>Highly Motivated by Any Means<\/em>, <em>Intrinsically Motivated<\/em> <em>and Confident<\/em>, and <em>Average All Motivation<\/em> profiles had equally high exam scores throughout the semester. They also reported similar engagement and self-regulation, with <em>Average All Motivation<\/em> students somewhat less engaged. Findings suggest that there are multiple pathways to math success rather than an ideal motivational combination; as long as students feel relatively competent, value math, and want to get better, they are likely to do well.\n\nConversely, <em>Amotivated<\/em> students earned exam scores 15-25 points lower than their classmates and held more negative self-perceptions. After receiving feedback on each exam, we asked all students to report on how successful they were, why they did or didn\u2019t do well, and how they felt. Even when controlling for actual exam scores, <em>Amotivated<\/em> students reported feeling much less successful than students in other profiles. They were less likely to attribute their performance to internal and controllable factors (like effort or strategy use), suggesting that they may feel little agency to change. Consistent with findings from our other studies, the <em>Amotivated<\/em> profile represents a small but particularly at-risk group of students.\n\nWhile these findings are sobering, knowing how <em>Amotivated<\/em> students respond to failure may provide a clue for how to best support them. For instance, <em>Amotivated<\/em> students may need help reframing failure positively and taking ownership of their math learning. Educational researchers have developed approaches targeting students\u2019 reactions to failure, such as attribution retraining (where students learn to ascribe failure to controllable causes rather than uncontrollable forces; Perry et al., 2014) and growth mindset interventions (where students learn to view failure as opportunities for growth and believe that they can improve through effort; Paunesku et al., 2015). These interventions could also help buffer students who might shift into an <em>Amotivated<\/em> profile over time by helping them interpret failure in a way that helps them maintain their math motivation. Math students in other profiles also have unique strengths and challenges in the virtual classroom that can be supported differently. Ultimately, studies like this can help us think through how to tailor supports to students\u2019 unique needs by implementing interventions based on profile, allocating resources toward at-risk students, or customizing classroom activities to fit students\u2019 needs. By measuring motivation broadly and acknowledging individual differences, we may provide better support for all online students\u2019 learning.\n<h6>About the Author<\/h6>\nStephanie Wormington is a research assistant professor in the Center for Advanced Study of Teaching and Learning at the University of Virginia. Her research considers how and why motivation changes across development and how to foster lasting, resilient mindsets in education, employment, and extracurricular contexts. She is co-PI on two grants examining how motivation transfers across different life domains and developing and testing customized social-psychological interventions that promote positive motivational transfer. Stephanie is also interested in peer influences on motivation, particularly during adolescence. You can email Stephanie at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\n<h6>Citations<\/h6>\nLinnenbrink-Garcia, L., &amp; Patall, E. A. (2016). Motivation. In E. Anderman &amp; L. Corno (Eds.), Handbook of educational psychology, 3rd edition (pp. 91-103). New York: Taylor &amp; Francis.\nLinnenbrink-Garcia, L., Patall, E. A., &amp; Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3, 228-236.\n\nOtis, N., Grouzet, F. M. E., &amp; Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170-183.\n\nPaunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., &amp; Dweck, C. S. (2015). Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement. Psychological Science, 26, 784\u2013793. http:\/\/doi.org\/10.1177\/0956797615571017\n\nPerry, R. P., Chipperfield, J. G., Hladkyj, S., Pekrun, R., &amp; Hamm, J. M. (2014). Attribution- Based Treatment Interventions in Some Achievement Settings. Motivational Interventions, 1-35.\n<h6>For more details on this study, see:<\/h6>\nWormington, S. V. (2016). Smooth sailing or choppy waters? Patterns and predictors of motivation in on-line mathematics courses (Doctoral dissertation). Retrieved from Proquest.\n<h6>For more information on the other person-oriented work referenced in this article, see: Linnenbrink-Garcia, L., &amp; Wormington, S. V. (in revision).<\/h6>\nLinnenbrink-Garcia, L., &amp; Wormington, S. V. (in revision). Complexity of motivation in schooling: Key challenges and potential solutions. British Journal of Educational Psychology.\n\nLinnenbrink-Garcia, L., &amp; Wormington, S. V. (under review). An integrative perspective for studying motivation in relation to engagement and learning. Chapter to appear in K. A. Renninger and S. E. Hidi (Eds.), The Cambridge Handbook on Motivation and Learning.\n\nLinnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben-Eliyahu, A., &amp; Hill, N. E. (in revision). Everyone is not the same: An examination of integrative motivational profiles among college and upper elementary students. Journal of Educational Psychology.\n\nWormington, S. V., Barger, M. M., &amp; Linnenbrink-Garcia, L. (2014). One size fits all? Longitudinal, profile-centered examinations of adolescents\u2019 motivation in mathematics and social studies. Paper presented at the annual American Educational Research Association, San Francisco, CA.\n\nWormington, S. V., &amp; Linnenbrink-Garcia, L. (2016). A new look at multiple goal pursuit: The promise of a person-centered approach. Educational Psychology Review, 1-39. doi:10.1007\/s10648-016-9358-2",
            "title": "Is there more than one path to success in math? Patterns and predictors of students\u2019 motivation and achievement in online math courses",
            "excerpt": "By Stephanie Wormington Center for the Advanced Study of Teaching and Learning, University of Virginia Email: [email protected] Consider two students in an online Geometry course. Both students enjoy math, see themselves as math people, and want to learn as much as possible. One student also wants to show her teacher she\u2019s the best student in...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Careers at Michigan Virtual<\/h1>\t\t\n\t\t<p>Join a team of innovators dedicated to moving education forward!<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/phl.applitrack.com\/mvu\/onlineapp\/default.aspx?all=1\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\tBrowse Teaching Positions\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/recruitingbypaycor.com\/career\/CareerHome.action?clientId=8a7883d07dc02468017de8056b840f40\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\tBrowse Other Positions\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/t3va8truPho\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/iStock-1128717611-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Work that makes a difference<\/h2>\t\t\n\t\t\t<h6>We believe in making a difference for students, educators and families<\/h6>\t\t\n\t\t<p>Today's students learn differently. At <em>Michigan Virtual, <\/em>we believe that we have a responsibility to innovate K-12 learning by designing systems that are more <em>flexible <\/em>and more <em>equitable <\/em>to meet the needs of all students, no matter their situation.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-work-with-us\/\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tWhy work with us\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Diversity matters to us<\/h3>\t\t\n\t\t<p>Diversity is more than just a value to us. It's a moral imperative and a critical component to innovation. To design education systems that meet the needs of <i>all <\/i>students, we <i>need <\/i>diverse perspectives from our staff. As an equal-opportunity, affirmative-action employer, we value and encourage applications from women and minorities.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/dei\/\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tOur diversity statement\n\t\t\t\t\t<\/a>\n\t\t\t<h2>A culture of caring<\/h2>\t\t\n\t\t\t<h3>We strive to make every employee feel valued<\/h3>\t\t\n\t\t<p>We know that company culture plays a key role in job satisfaction and employee retention. That's why we strive to cultivate a people-first culture where every team member feels welcome, heard, and valued.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-work-with-us\/\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tOur awesome culture \n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/04\/iStock-1210640953-1024x683.jpg\" alt=\"Young man using lap top - studying or working in the dusk at home\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>\"Why I work for Michigan Virtual\"<\/h3>\t\t\n\t\t<p><strong>Ninety-two percent (92%)<\/strong> of our full-time team members reported being highly satisfied on our latest annual employee engagement survey. In the following videos, some of our colleagues share why they love working at <i>Michigan Virtual<\/i>:<\/p>https:\/\/youtu.be\/Gyjp-VbDmKQhttps:\/\/youtu.be\/lytmnvTtGqUhttps:\/\/youtu.be\/EJUgyhTrxDA\t\t\t\t\n\t\t\t<h2>The people who make it all possible<\/h2>\t\t\n\t\t\t<h6><a href=\"https:\/\/twitter.com\/MichiganVirtual\">Follow us @MichiganVirtual<\/a><\/h6>\t\t\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/DSC_1815-b.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"50e7c560\" data-elementor-lightbox-title=\"Group photo of our online instructors\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6NjI4MywidXJsIjoiaHR0cHM6XC9cL21pY2hpZ2FudmlydHVhbC5zaXRlLnN0cmF0dGljLmlvXC93cC1jb250ZW50XC91cGxvYWRzXC8yMDE3XC8wM1wvRFNDXzE4MTUtYi5qcGciLCJzbGlkZXNob3ciOiI1MGU3YzU2MCJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/learn.blend_.lead_.png\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"50e7c560\" data-elementor-lightbox-title=\"learn.blend.lead\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTU1MjksInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOFwvMDZcL2xlYXJuLmJsZW5kXy5sZWFkXy5wbmciLCJzbGlkZXNob3ciOiI1MGU3YzU2MCJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/jeremy-anderson.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"50e7c560\" data-elementor-lightbox-title=\"jeremy anderson\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MjI1NjAsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOVwvMDNcL2plcmVteS1hbmRlcnNvbi5qcGciLCJzbGlkZXNob3ciOiI1MGU3YzU2MCJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/10\/DSC03297w.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"50e7c560\" data-elementor-lightbox-title=\"All of our instructors stand together for a photo at the 2018 Collaboration of the Minds\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTg1ODcsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOFwvMTBcL0RTQzAzMjk3dy5qcGciLCJzbGlkZXNob3ciOiI1MGU3YzU2MCJ9\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/05\/jamie-of-all-things.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"50e7c560\" data-elementor-lightbox-title=\"jamie of all things\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTU0MzUsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOFwvMDVcL2phbWllLW9mLWFsbC10aGluZ3MuanBnIiwic2xpZGVzaG93IjoiNTBlN2M1NjAifQ%3D%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/DSC_2453.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"50e7c560\" data-elementor-lightbox-title=\"Staff Picnic Group Shot\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6NjY3NCwidXJsIjoiaHR0cHM6XC9cL21pY2hpZ2FudmlydHVhbC5zaXRlLnN0cmF0dGljLmlvXC93cC1jb250ZW50XC91cGxvYWRzXC8yMDE3XC8wM1wvRFNDXzI0NTMuanBnIiwic2xpZGVzaG93IjoiNTBlN2M1NjAifQ%3D%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/DSC_7398.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"50e7c560\" data-elementor-lightbox-title=\"Jamie and Jeff collaborating\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6Mzg1MiwidXJsIjoiaHR0cHM6XC9cL21pY2hpZ2FudmlydHVhbC5zaXRlLnN0cmF0dGljLmlvXC93cC1jb250ZW50XC91cGxvYWRzXC8yMDE3XC8wNVwvRFNDXzczOTguanBnIiwic2xpZGVzaG93IjoiNTBlN2M1NjAifQ%3D%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/01\/Hamilton-story-new-MV-style-4.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"50e7c560\" data-elementor-lightbox-title=\"Hamilton story\" data-e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTA1NTQsInVybCI6Imh0dHBzOlwvXC9taWNoaWdhbnZpcnR1YWwuc2l0ZS5zdHJhdHRpYy5pb1wvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAxOFwvMDFcL0hhbWlsdG9uLXN0b3J5LW5ldy1NVi1zdHlsZS00LmpwZyIsInNsaWRlc2hvdyI6IjUwZTdjNTYwIn0%3D\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/phl.applitrack.com\/mvu\/onlineapp\/default.aspx?all=1\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\tBrowse Teaching Positions\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/recruitingbypaycor.com\/career\/CareerHome.action?clientId=8a7883d07dc02468017de8056b840f40\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\tBrowse Other Positions\n\t\t\t\t\t<\/a>",
            "title": "Careers",
            "excerpt": "Careers at Michigan Virtual Join a team of innovators dedicated to moving education forward! Browse Teaching Positions Browse Other Positions Work that makes a difference We believe in making a difference for students, educators and families Today&#8217;s students learn differently. At Michigan Virtual, we believe that we have a responsibility to innovate K-12 learning by...",
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            "author_id": 32,
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            "content": "<h1>Our Staff<\/h1>\n<h3>Michigan Virtual\u2019s instructors and staff are passionate about and dedicated to the advancement of blended and online learning.<\/h3>\n<h2>Senior Management<\/h2>\n<h2>Instructional Staff<\/h2>\n<a href=\"\/about\/instructor-bios\/\" role=\"button\">\nView All Instructors\n<\/a>\n<h2>Michigan Virtual Staff<\/h2>",
            "title": "Staff Bios",
            "excerpt": "Our Staff Michigan Virtual\u2019s instructors and staff are passionate about and dedicated to the advancement of blended and online learning. Senior Management Instructional Staff View All Instructors Michigan Virtual Staff",
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        {
            "id": 229,
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            "author_id": 21,
            "timestamp": 1488932463,
            "content": "[rank_math_breadcrumb]<p><strong>HOW IT ALL STARTED<\/strong><\/p>\t\t\n\t\t\t<h1>We're committed to making a difference in education.<\/h1>\t\t\n\t\thttps:\/\/youtu.be\/1A67zNX7uBE\t\t\n\t\t\t<h2>We help each student shine their brightest<\/h2>\t\t\n\t\t<p><em>Michigan Virtual<\/em>\u2122\u00a0has been working hard to provide a path to the future for students and educators since 1998. As a nonprofit 501(c)(3) corporation focused on education, we believe that brilliance resides in all of us, ready to change the world with the next big idea.<\/p><p>In 1999, under the directive of Public Act 230, we launched the\u00a0<em>Michigan Virtual School.\u00a0<\/em>Today, the\u00a0<em>Michigan Virtual School\u00a0<\/em>provides\u00a0online courses for students and professional development for educators, including:<\/p>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t7 world languages\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t23 Advanced Placement courses\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t23 courses for at-risk students in credit recovery and alternative learning\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t12 dual enrollment courses with available college credit\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t6 cybersecurity and networking courses\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t150+ core courses and career-oriented electives in a variety of subjects\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t300+ professional development courses for educators\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>We\u2019re taking K-12 education to the next level<\/h2>\t\t\n\t\t<p>We\u2019re dedicated to helping each student shine their brightest by enhancing their opportunities to learn and working to strengthen the teachers that will show them the way. Here we strive to place each student\u2019s potential within reach. By discovering new ways to grow, we\u2019re taking K-12 education to the next level and working to leverage face-to-face, blended, and online learning innovations that facilitate the advancement of education.<\/p><p><em>Michigan Virtual<\/em>\u00a0is governed by an independent\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/board\/\">Board of Directors<\/a>\u00a0comprised of individuals representing business, industry, higher education, K-12 education and state government. Our partners and governing board share our goals and aspirations for each student as we come together to assist those in pursuit of higher learning.<\/p>",
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            "id": 228,
            "path": "\/about\/",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>About Michigan Virtual<\/h1>\t\t\n\t\t\t<h3>Advancing K-12 education through digital learning, research, innovation, policy and partnerships.<\/h3>\t\t\n\t\thttps:\/\/youtu.be\/1A67zNX7uBE\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"768\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/10\/MVIMG_20190812_090300-1024x768.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Our Story<\/h2>\t\t\n\t\t\t<h6><i>Michigan Virtual<\/i>\u2122 has been working hard to provide a path to the future for students and educators since 1998. <\/h6>\t\t\n\t\t<p>As a nonprofit 501(c)(3) corporation focused on education, we believe that brilliance resides in all of us, ready to change the world with next big idea.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/story\/\" role=\"button\">\n\t\t\t\t\t\tGet the whole story\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Our Partners<\/h3>\t\t\n\t\t<p>Without the hard work, dedication and generosity of our partners, the future wouldn\u2019t be so bright for our learners. These groups turn our students\u2019 potential into reality.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/partners\/\" role=\"button\">\n\t\t\t\t\t\tPartner with us\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Our Reach<\/h2>\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\n\n\t\t0\n\t\t\t\tDistricts\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\n\n\t\t0k\n\t\tStudents\t\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\n\t\n\t\n\t\n\n\t\t0\n\t\tSchools\t\t\t\n\t\t\t<h3>Diversity matters to us<\/h3>\t\t\n\t\t<p><em>Michigan Virtual<\/em> is an equal-opportunity employer committed to creating a diverse workforce. We embrace different voices, faces, ideas, and backgrounds and believe human diversity, the seen and unseen, drives innovation and creativity. We are building a <em>culture grounded in a climate<\/em>\u00a0where everyone feels included, respected, and valued and is comfortable being their whole authentic self.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/dei\/\" role=\"button\">\n\t\t\t\t\t\tOur diversity statement\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Career Opportunities<\/h2>\t\t\n\t\t\t<h3>We strive to make every employee feel valued.<\/h3>\t\t\n\t\t<p><em>Michigan Virtual<\/em>&nbsp;is a trusted partner in education supporting and engaging Michigan\u2019s K-12 community. If you\u2019re ready to make an impact, you\u2019ve found the right team.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-work-with-us\/\" role=\"button\">\n\t\t\t\t\t\tJoin our team\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/10\/082022_Michigan_Virtual_454-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Lead. Collaborate. Build.<\/h3>\t\t\n\t\t<p>The<strong> strategic plan<\/strong> serves as a general roadmap for\u00a0<em>Michigan Virtual\u2019<\/em>s Board of Directors and employees; it establishes a framework that reaffirms our vision, mission, values, goals, and areas of strategic focus.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/strategic-planning\/\" role=\"button\">\n\t\t\t\t\t\tOur strategic plan\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"796\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/Annual-Report-2020-21-Cover-796x1024.jpg\" alt=\"Michigan Virtual Annual Report: 2020-21\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Annual Report<\/h2>\t\t\n\t\t\t<h6>The Annual Report includes highlights from our previous fiscal year.<\/h6>\t\t\n\t\t<p>You will learn about some of the exciting, new opportunities we created for students and education personnel, as well as about the key findings from our Institute\u2019s cutting-edge research.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/story\/\" role=\"button\">\n\t\t\t\t\t\tGet the whole story\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Our Partnerships and Services work together to prepare Students for career and college.<\/h3>",
            "title": "About Michigan Virtual",
            "excerpt": "Advancing K-12 education through digital learning, research, innovation, policy, and partnerships. Working hard for students and educators since 1998.",
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            "id": 205,
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            "title": "Michigan Virtual Student Policies",
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        {
            "id": 204,
            "path": "\/students\/pricing\/",
            "author_id": 21,
            "timestamp": 1488931983,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Pricing Information<\/h1>\t\t\n\t\t\tBelow you will find tables that overview pricing information for our online student courses. If you have any questions about pricing information, please contact our Customer Care Team.\t\t\n\t\t\t<a href=\"\/about\/support\/\">\n\t\t\t\t\t\t\t\t\tContact Customer Care\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/students\/calendar\/\">\n\t\t\t\t\t\t\t\t\tLooking for this year's calendar?\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMichigan Virtual Plus\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t350\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBase Price\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tConsortium Price: <strong>$330<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOut-of-State Price: <strong>$480<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMichigan Virtual AP\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t440\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBase Price\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tConsortium Price: <strong>$420<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOut-of-State Price: <strong>$510<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMiddle School\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t350\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBase Price\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tConsortium Price: <strong>$330<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOut-of-State Price: <strong>$480<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEssentials\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t250\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBase Price\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tConsortium Price: <strong>$230<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOut-of-State Price: <strong>$310<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tEdReady\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tFree\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tFor Individuals\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tSchool Site License: <strong>$20\/student<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tConsortium Price: <strong>N\/A<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOut-of-State Price: <strong>N\/A<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tNetacademy\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t450\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tbase price\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tConsortium Price: <strong>$450<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOut-of-State Price: <strong>$450<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tCompetency-based (CBE)\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t&#036;\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t300\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBase Price\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tConsortium Price: <strong>$300<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tOut-of-State Price: <strong>$300<\/strong>\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Course Material<\/h2>\t\t\n\t\t<p><em>Michigan Virtual<\/em>\u00a0course fees\/enrollments\u00a0<strong>may not include<\/strong> books or materials (e-Textbooks are available in most courses).\u00a0AP\u00a0courses may require that schools purchase books directly from the publisher.<\/p>\t\t\t\t\n\t\t\t<h2>Consortium<\/h2>\t\t\n\t\t<p><em>Michigan Virtual<\/em>\u00a0offers regional consortium pricing. The agreement comes with many benefits to both partners. For more information on consortium partnerships, please contact our customer care center.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/about\/support\/\">\n\t\t\t\t\t\t\t\t\tContact Customer Care\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Our Courses<\/h2>\t\t\n\t\t<p>The industry's most extensive catalog of standards-based, online courses for middle and high school students, content, and assessments designed and developed for online delivery.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/courses\/\">\n\t\t\t\t\t\t\t\t\tOur Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Meet with our partnership team<\/h2>\t\t\n\t\t<p>If you are a school leader interested in learning more, including volume discounts for purchasing multiple products, fill out the form below to get in touch with our team.<\/p>",
            "title": "Pricing",
            "excerpt": "Pricing Information Below you will find tables that overview pricing information for our online student courses. If you have any questions about pricing information, please contact our Customer Care Team. Contact Customer Care Looking for this year&#8217;s calendar? Michigan Virtual Plus &#036; 350 Base Price Consortium Price: $330 Out-of-State Price: $480 Michigan Virtual AP &#036;...",
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        {
            "id": 198,
            "path": "\/students\/homeschool-programs\/",
            "author_id": 21,
            "timestamp": 1488931838,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>200+ Homeschool Programs for Michigan Students<\/h1>\t\t\n\t\t<p>You want the very best for your child, especially when it comes to education. That\u2019s why\u00a0<em>Michigan Virtual\u00a0<\/em>offers high-quality homeschool programs that save you time and support your efforts.<\/p><p>Our 200+ homeschool online programs can open a whole wonderful world of learning that goes far beyond the basics. Plus, your homeschool student receives guidance and feedback from Michigan-certified teachers.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"768\" height=\"1152\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/Homeschool-Guide-Cover-768x1152.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Download our Definitive Guide to Online Programs for Homeschoolers for free!<\/h2>\t\t\n\t\t\t<h2>Boost your child's homeschooling<\/h2>\t\t\n\t\t<p>As a parent you want your child to explore all of their unique interests as well as discover new ones. Unlock your child\u2019s potential with\u00a0<em>Michigan Virtual<\/em>\u00a0homeschool online programs:<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\">\n\t\t\t\t\t\t\t\t\t\t200+ online courses from beginner\u2019s Chinese to advanced physics &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/summer\/\">\n\t\t\t\t\t\t\t\t\t\tSummer enrichment programs for grades 3-12 &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\">\n\t\t\t\t\t\t\t\t\t\t23 online Advanced Placement courses for college credit &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\">\n\t\t\t\t\t\t\t\t\t\tMichigan-certified teachers who provide guidance and feedback &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"http:\/\/blog.online.colostate.edu\/blog\/online-education\/the-importance-of-building-online-learning-communities\/\">\n\t\t\t\t\t\t\t\t\t\tSafe online communities with other learners &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages%2Cother%2Cvisual-performing-arts%2Chealth-physical-education\">\n\t\t\t\t\t\t\t\t\t\tCareer-oriented electives &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\t200+ Homeschool Programs\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"738\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/undraw_fatherhood_7i19.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Michigan Virtual offers 200+ courses for homeschooling<\/h2>\t\t\n\t\t<p>So, your child wants to take philosophy? We\u2019ve got a course for that! Archaeology? We\u2019ve got a course for that, too! What about AP Physics or AP Computer Science? Chinese, Japanese, Latin, or Sign Language? Veterinary science? Guitar?<\/p><p>One of the great aspects of online learning is the variety of homeschool programs. Our course catalog features over 200 online programs, including:<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\">\n\t\t\t\t\t\t\t\t\t\t23 online Advanced Placement courses for college credit &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages\">\n\t\t\t\t\t\t\t\t\t\tSeven world languages &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics%2Cscience\">\n\t\t\t\t\t\t\t\t\t\tAdvanced science and mathematics &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages%2Cother%2Cvisual-performing-arts%2Chealth-physical-education\">\n\t\t\t\t\t\t\t\t\t\tCareer-oriented electives &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\">\n\t\t\t\t\t\t\t\t\t\tAnd many more! &rarr;\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<a href=\"\/courses\/students\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tExplore our Course Catalog\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/L6th1SR57Sg\t\t\t\t\n\t\t\t<h2>Your Definitive Guide to Online Homeschooling<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"683\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/Homeschool-Guide-Cover-683x1024.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h3>Find out how to get course costs covered through your local school district and more in our free guide, <i>The Definitive Guide to Online Programs for Homeschoolers<\/i><\/h3>\t\t\n\t\t\t<a href=\"#form\" target=\"_blank\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\tDownload Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Middle School Level Courses<\/h3>\t\t\n\t\t<p>Explore our collection of 40 online courses specifically designed for middle school students. Additionally, for middle school homeschoolers who are eager for a challenge and want to get ahead, our high school courses provide an excellent opportunity to tackle advanced material.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_school_level=ms\" role=\"button\">\n\t\t\t\t\t\tExplore Middle School Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h3>High School Level Courses<\/h3>\t\t\n\t\tHigh school students will find exactly what they need and more in our catalog of online courses. With over 200 online high school courses including 24 AP courses, 7 world languages, electives and more, students and parents can create a custom plan to meet their needs.\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_school_level=hs\" role=\"button\">\n\t\t\t\t\t\tExplore High School Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Advanced Placement Courses<\/h3>\t\t\n\t\t<p>Homeschool students can get a jump start on earning college credits with our 23 online Advanced Placement courses. Taught by highly qualified, Michigan-certified teachers, our AP courses prepare students for future success and boost pass rates on AP exams.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_course_type=advanced-placement\" role=\"button\">\n\t\t\t\t\t\tExplore AP Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Michigan online course pass rates<\/h2>\t\t\n\t\t<p>Our student pass rate is significantly higher \u2014 more than 25 percentage points higher \u2014 than the statewide average for virtual learning.\u00a0In part, this is due to our quality curriculum and emphasis on supports for online learners.<\/p>\t\t\t\t\n\t\t\t<h2>Award-winning course content &amp; high student pass rates<\/h2>\t\t\n\t\t<p>Many of our courses are evaluated by\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/quality-matters\/\">Quality Matters<\/a>\u00a0\u2014 a nonprofit organization and recognized leader in quality assurance for online learning \u2014 to help us ensure our learners receive a high-quality curriculum. In 2017, we received the\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/\"><i>Quality Matters Make a Difference for Students Award for Outstanding Impact by a K-12 Organization.<\/i><\/a><\/p><p>In 2005, we were\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/accreditation\/\">accredited by Cognia (formerly known as AdvancED)<\/a>, a non-profit, non-partisan organization that conducts rigorous, on-site reviews of a variety of educational institutions and systems to ensure that all learners benefit from a quality education. We were subsequently re-accredited in 2010 and 2016.<\/p><p>You want the very best for your child.\u00a0<em>Michigan Virtual<\/em>\u00a0supports all of your homeschool efforts with 200+ online courses, AP courses, summer enrichment programs, state-certified teachers and more.<\/p>\t\t\t\t\n\t\t\t<a href=\"\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tCheck Out Our Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Get course costs covered through your local school district or ISD<\/h2>\t\t\n\t\t<p>If you\u2019re a homeschool parent looking to supplement your child\u2019s education with online courses, it may be worth talking to the principal or superintendent of your local public school district to ask whether they offer any of the following:<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tA homeschool partnership program\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tA \u201cshared time\u201d program with opportunities for homeschool students to take non-core electives on a part-time basis\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Some schools are more familiar with homeschool partnerships than others, but it never hurts to ask! Principals are typically out of the building for the entire month of July, but superintendents work year-round and may be able to help you during this time if you are unable to get in contact with the principal.<\/p>\n<p>If you don't have any luck with this route, it also doesn't hurt to contact your local intermediate school district (ISD) or a neighboring district. You may need the refusal in writing from your local district first before they're able to work with you.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"735\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/01\/undraw_Savings_dwkw.svg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Ready to enroll?<\/h2>\t\t\n\t\t<p>To enroll your homeschool student in\u00a0<em>Michigan Virtual\u00a0<\/em>online courses, explore our course catalog for subjects customized for your child. If you have any questions, check out our Parent &amp; Guardian FAQs, or contact our Customer Care Center.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tCourse Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-parent-guardian-faqs\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tParent\/Guardian FAQs\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/support\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tGet Support\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"#form\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tDownload Homeschool Guide\n\t\t\t\t\t<\/a>",
            "title": "Homeschool Programs",
            "excerpt": "200+ Homeschool Programs for Michigan Students You want the very best for your child, especially when it comes to education. That\u2019s why\u00a0Michigan Virtual\u00a0offers high-quality homeschool programs that save you time and support your efforts. Our 200+ homeschool online programs can open a whole wonderful world of learning that goes far beyond the basics. Plus, your...",
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        {
            "id": 191,
            "path": "\/why-mv\/",
            "author_id": 21,
            "timestamp": 1488931617,
            "content": "[rank_math_breadcrumb]\n<h1>Brilliance Resides In All Of Us<\/h1>\n<em>Michigan Virtual\u2122<\/em>&nbsp;works to create lasting connections in education through, innovation, collaboration and partnerships.\n\n<img width=\"1024\" height=\"682\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/high-school-kids-taking-selfie-iStock-644990988-1024x682.jpg\" alt=\"high school kids taking a selfie\">\n<h2>Every student's success is motivation for Michigan Virtual to do better, dream bigger and provide the very best in education.<\/h2>\nWe learn better together.&nbsp;<em>Michigan Virtual<\/em>&nbsp;works to create lasting connections in education. From students to teachers, administrators and mentors, we all have a role to play in educating the future. Through innovation, collaboration and partnerships we can accomplish anything, and together we can change K-12 education for the better.\n<h2>Our Course Difference<\/h2>\nWith new technology around every corner,&nbsp;<em>Michigan Virtual<\/em>&nbsp;is here to provide new educational opportunities to students and educators living, thriving and learning in the digital age.\n\n<a href=\"\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" role=\"button\">\nWhat Makes Our Courses Different?\n<\/a>\n<h3>Research and Best Practice<\/h3>\n<em>Michigan Virtual<\/em>&nbsp;works to develop effective, efficient and engaging options for students and educators based on diligent research and industry leading practices.\n\n<a href=\"https:\/\/michiganvirtual.org\/professionals\/\" role=\"button\">\nLearn more\n<\/a>\n<h3>Professional Development<\/h3>\nProfessional learners succeed with support from&nbsp;<em>Michigan Virtual<\/em>. With innovative professional development tools and unparalleled access to resources and materials,&nbsp;<em>Michigan Virtual<\/em>&nbsp;puts the needs of educators first.\n\n<a href=\"https:\/\/michiganvirtual.org\/professionals\/\" role=\"button\">\nLearn more\n<\/a>",
            "title": "Why Michigan Virtual?",
            "excerpt": "Brilliance Resides In All Of Us Michigan Virtual\u2122&nbsp;works to create lasting connections in education through, innovation, collaboration and partnerships. Every student&#8217;s success is motivation for Michigan Virtual to do better, dream bigger and provide the very best in education. We learn better together.&nbsp;Michigan Virtual&nbsp;works to create lasting connections in education. From students to teachers, administrators...",
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            "id": 244,
            "path": "\/about\/contact\/",
            "author_id": 21,
            "timestamp": 1488914814,
            "content": "<h1>Let's get in touch<\/h1>\t\t\n\t\t\t<h3>Please fill out the form below if you have any questions.<\/h3>\t\t\n\t\t\t<h2>Support<\/h2>\t\t\n\t\t\t<h3>Having trouble using one of our services? Check out our support page for more detailed help documentation.<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/support\/\" role=\"button\">\n\t\t\t\t\t\tVisit our support page\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Get started<\/h2>\t\t\n\t\t\t<h3>School Administrators, Staff, Parents, Teachers, Students and Adult Learners.<\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/get-started\/\" role=\"button\">\n\t\t\t\t\t\tGet started using Michigan Virtual\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Reach out<\/h2>\t\t\n\t\t[gravityform id=\"14\" title=\"false\" description=\"false\"]\t\t\t\t\n\t\t\t<h3>Michigan Virtual<\/h3>\t\t\n\t\t<p><a href=\"https:\/\/goo.gl\/maps\/VomQhvGAQTM8zvEr5\"><strong>920 Municipal Way<br \/>Lansing, MI 48917<\/strong><\/a><\/p>\t\t\t\t\n\t\t\t<h3>General phone contacts<\/h3>\t\t\n\t\t<p><strong>Main:<\/strong>\u00a0<a href=\"tel:517-336-7733\">517.336.7733<\/a><br \/><strong>Toll-free:<\/strong>\u00a0<a href=\"tel:888-532-5806\">888.532.5806<\/a><br \/><strong>Customer Care Toll-free:<\/strong>\u00a0<a href=\"tel:888-889-2840\">888.889.2840<\/a><br \/><strong>Human Resources:<\/strong>\u00a0<a href=\"tel:517-492-2870\">517.492.2870<\/a><\/p>\t\t\t\t\n\t\t\t<h3>Fax numbers<\/h3>\t\t\n\t\t<strong>General HR Fax Number:<\/strong> <a href=\"fax:5177082882\">517.708.2882<\/a>\n<strong>Confidential HR Fax Number:<\/strong> <a href=\"fax:5177082870\">517.708.2870<\/a>",
            "title": "Contact",
            "excerpt": "Contact us at 517.336.7733. Visit us at 3101 Technology Blvd., Suite G, Lansing, MI 48910-8546",
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        {
            "id": 238,
            "path": "\/about\/support\/",
            "author_id": 21,
            "timestamp": 1488914676,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>How Can We Help?<\/h1>\t\t\n\t\t<p>Having trouble using one of our products\/services? We can help! Our Customer Care Team is devoted to answering your questions and providing you with the support you need. If you need help, start out by exploring our online resources \u2014 such as our Frequently Asked Questions and How-To Guides.\u00a0 If you\u2019re still having trouble, feel free to submit a help ticket, and one of our representatives will get back to you ASAP!<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"821\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/01\/undraw_questions_75e0-1024x821.png\" alt=\"woman holding a question mark\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Contact Our Customer Care Team<\/h2>\t\t\n\t\t<p>Connect with us Monday through Friday from 7:30 a.m. to 5:00 p.m. After hours, customers can create a web form ticket or email customer care. The&nbsp;<em>Michigan Virtual<\/em>&nbsp;Customer Care Center team will respond as early as possible on the next business day.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/help.michiganvirtual.org\/support\/tickets\/new\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tSubmit a Help Ticket\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Frequently Asked Questions<\/h2>\t\t\n\t\t<p>Our Customer Care Team has created a list of our Top 10 Frequently Asked Questions. If you\u2019re having issues using our products and services, start here!<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/customer-care-faqs\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tView FAQs\n\t\t\t\t\t<\/a>\n\t\t\t<h2>How-To Guides<\/h2>\t\t\n\t\t<p>Our Knowledge Base offers a robust array of how-to guides that lead learners step-by-step through common processes to ensure a successful experience. Get help with technical questions, resources and more.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tExplore Our Knowledge Base\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Service Updates<\/h2>\t\t\n\t\t<p>We do our best to make sure your experience remains uninterrupted with us, but there may be times when we need to perform maintenance on various systems. On this page, you can find updates regarding our\u00a0system maintenance and service interruptions.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/service\/\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tView Service Updates\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Submit a Help Ticket<\/h2>\t\t\n\t\t\t<p>Still can\u2019t find what you\u2019re looking for? Submit a help ticket and one of our customer care representatives will get back to you as soon as possible.<\/p>\t\t\n\t\t\t<a href=\"https:\/\/help.michiganvirtual.org\/support\/tickets\/new\" target=\"_blank\" rel=\"nofollow noopener\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tSubmit a Help Ticket\n\t\t\t\t\t<\/a>",
            "title": "Support",
            "excerpt": "How Can We Help? Having trouble using one of our products\/services? We can help! Our Customer Care Team is devoted to answering your questions and providing you with the support you need. If you need help, start out by exploring our online resources \u2014 such as our Frequently Asked Questions and How-To Guides.\u00a0 If you\u2019re...",
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            "id": 236,
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            "author_id": 21,
            "timestamp": 1488914583,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Board of Directors<\/h1>\t\t\n\t\t\t<p><em>Michigan Virtual<\/em> is governed by a board of directors representing the business, industry and education communities. Jamey Fitzpatrick is the President and CEO of <em>Michigan Virtual<\/em>.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Brian-Broderick-300-q0u71jiam0yfaykqsoctz0580pton2v1zad6d13e9s.jpg\" title=\"Brian-Broderick-300\" alt=\"Brian Broderick\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Brian Broderick<\/h3>\t\t\n\t\t\t<h4>Chair<\/h4>\t\t\n\t\t<p>Brian Broderick currently serves as the executive director of the Michigan Association of Non-public Schools. In that role, he serves as the state representative to the Council of American Private Education. He also chairs the Schoolcraft College Board of Trustees and sits on the Boards of Michigan Youth in Government, the Felician Sisters Childcare Centers and the Education Alliance of Michigan.<\/p><p>Mr. Broderick earned a master\u2019s degree in public administration from Wayne State University in 1998. He is a 1991 graduate of the University of Detroit School of Law and a member of the State Bar of Michigan. Mr. Broderick received a bachelor\u2019s degree from the University of Notre Dame in 1988.<\/p><p>He is involved in a variety of community activities including serving as a lector at Our Lady of Good Counsel in Plymouth. Mr. Broderick is a member of the Incorporated Society of Irish-American Lawyers\u00a0and is a past president of the Notre Dame Club of Detroit.<\/p><p>Brian and his wife, Donna, and their children, Jim and Katherine, reside in Plymouth.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/amanda-wagenschutz-q0u6z6wtixqma1zminseqlhqk1enebj7nnnhb36xmg.jpg\" title=\"Amanda Wagenschutz\" alt=\"Amanda Wagenschutz\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Amanda Wagenschutz<\/h3>\t\t\n\t\t\t<h4>Vice Chair<\/h4>\t\t\n\t\t<p>Amanda Wagenschutz is Executive Director of Employee Experience Delivery for Consumers Energy and was promoted to this position in April 2017.<\/p><p>Amanda joined the company in 2012 and has over 20 years of human resources experience. Amanda has responsibility for the human resources business partner deliverables and client facing HR partnerships and provides strategic guidance for the human resources organization.<\/p><p>Amanda Wagenschutz earned a bachelor\u2019s degree in human resources development with a specialization in training and development from Oakland University, and a master\u2019s degree in management with a concentration in human resources from Walsh College. Amanda has held her Senior Professional in Human Resources (SPHR) certification since 2008 and obtained her Society for Human Resources Management \u2013 Senior Certified Professional (SHRM-SCP) certification in 2015. a certified specialist in the Gap International, Inc. Performance Diagnostic as of December of 2016.<\/p><p>Prior to joining Consumers Energy, Amanda worked in the Property Management Industry at McKinley, Inc. as Human Resources Director from 2003 to 2012 and Sun Communities, Inc. as Human Resources Generalist\/Employment Specialist 1997 to 2003.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Darrell-Burks-300-q0u6x2rw5cue5n27v8vmmmpefttx2u4yd6t5apppts.jpg\" title=\"Darrell-Burks-300\" alt=\"Darrell Burks\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Darrell Burks<\/h3>\t\t\n\t\t\t<h4>Secretary\/Treasurer<\/h4>\t\t\n\t\t<p>After graduating from I.U. with a Bachelor of Science in finance (with distinction) in 1978, Mr. Burks joined PricewaterhouseCoopers (formerly Coopers &amp; Lybrand in Indianapolis); he transferred to Detroit in 1986. He received a CPA certification in 1980. Burks was admitted to the partnership in 1991. For over 30 years, Mr. Burks delivered the full range of audit and related business advisory services to clients in the retail, government and higher education sectors and others for real estate, manufacturing and financial services companies. Mr. Burks was the partner in charge of the education and nonprofit practice for the Midwest Region of PricewaterhouseCoopers LLP.<\/p><p>A loaned executive from 1989-1991, Mr. Burks served as the chief financial officer of Detroit Public Schools. He managed an operating budget of approximately $1 billion, developed managerial accountability for 20,000 employees at 250 schools, developed and coordinated financing strategies to eliminate a $160M deficit that had accumulated over 17 years.<\/p><p>Mr. Burks is recognized as a leader and key decision maker in the City of Detroit; he was appointed by the Governor of Michigan to the Detroit Financial Advisory Board.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Prentiss-Brown-300-e1605209175902-q0u71zhju7kasbxj7d9hne4249mx9xmhphgfnp1t4o.jpg\" title=\"Prentiss-Brown-300\" alt=\"Prentiss Brown\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Prentiss Brown<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Prentiss Brown is an attorney with Peninsula Legal Services, P.C., St. Ignace, engaged in the representation of Native Americans. He is a former prosecuting attorney for Mackinac County and general law practitioner. Mr. Brown is a member of the Eastern Upper Peninsula Intermediate School District board and First National Bank of St. Ignace board of directors. A graduate of the University of Iowa College of Law, he is a member of the State Bar of Michigan and Iowa State Bar Association. He earned his bachelor\u2019s degree at Albion College. Mr. Brown is a senior judge of the Saginaw-Chippewa Tribal Court in Mount Pleasant.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Filka-300-e1605208875612-q0u7bvqdsf3z0jk2f593ee7r9av1b7wregpgjkdlmg.jpg\" title=\"Filka-300\" alt=\"Robert Filka\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Robert Filka<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>A Muskegon native, Bob Filka has served the Michigan Association of Home Builders for 10 years. Filka has 30 years of government and policy experience in both Washington, D.C., and Lansing. Early in his career, he was a legislative aide to the late Grand Rapids-area Congressman Paul Henry. Upon returning to Michigan, he served as a policy advisor to Governor John Engler.\u00a0 He was appointed by Engler as president of the Michigan Strategic Fund and became part of the original executive leadership group that created the Michigan Economic Development Corporation.\u00a0 Bob is active in numerous organizations and has served stints as chair of the Habitat for Humanity of Michigan Board of Directors and the\u00a0<em>Michigan Virtual<\/em>\u00a0among others.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/jamey_fitzpatrick_non-mvu-e1490793238621-q0u77e254wynjm2wn7d9hj0h30zwja2xg8hxv0f7k0.jpg\" title=\"jamey_fitzpatrick_non mvu\" alt=\"Jamey Fitzpatrick\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Jamey Fitzpatrick<\/h3>\t\t\n\t\t\t<h4>President &amp; CEO<\/h4>\t\t\n\t\t<p>Jamey Fitzpatrick, president and CEO of\u00a0<em>Michigan Virtual<\/em>, serves as a catalyst for change and a champion of innovation in education. He provides strategic leadership for\u00a0<em>Michigan Virtual<\/em>, a Michigan-based nonprofit organization focused on advancing K-12 digital learning and teaching. In addition to his previous leadership roles at the Michigan Department of Education and Saginaw ISD, Jamey also worked in the private sector for Pitney Bowes Corporation. He serves on the Board of Trustees for Olivet College.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Brendan-Guenther-q0u6im1az51jho2mbzsb9a41cd4kmipnple5kdrxdk.jpg\" title=\"Brendan Guenther\" alt=\"Brendan Guenther\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Brendan Guenther<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Brendan Guenther is MSU\u2019s first Chief Academic Digital Officer and serves as Director for Academic Information Technology at MSU. Brendan also serves in a leadership capacity for the Innovation Hub for Learning and Technology at MSU. Brendan\u2019s career has focused on supporting transformative faculty work with new learning technology.<\/p><p>Brendan started his career at MSU as a programmer analyst and has played numerous professional roles over the past two decades. As part of MSU\u2019s Virtual University, he oversaw daily operations providing faculty development, instructional design and technical support for online instructors and blended learning. He has also led the development of websites, virtual learning environments and serious learning game development for contract and grant clients.\u00a0<\/p><p>Brendan earned his Bachelor\u2019s Degree in Telecommunications and a Masters in Educational Administration from MSU and is nearing the completion of a Ph.D. in Higher Education Administration at MSU this year.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Kiblawi-300-e1605209987516-q0u72l3u7edw7d24p4lwqqnns4od6z0bggglp25r5k.jpg\" title=\"Kiblawi-300\" alt=\"Kiblawi-300\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Daniel F. Kiblawi<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Daniel F. Kiblawi is president and CEO of Egelhof Controls Corporation, a multi-national automotive supplier specializing in control devices for air conditioning systems. Prior to that, Kiblawi held a variety of executive and leadership positions in the Automotive Tier 1 industry. He holds a bachelor\u2019s degree in mechanical engineering, a master\u2019s degree in mechanical engineering and an MBA from Michigan State University.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/kevin-miller-q0u70pfgjbt8zfsfobcrr7qh0dxxsrjn75hn54y3lk.jpg\" title=\"Kevin Miller\" alt=\"Kevin Miller\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Kevin Miller<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Dr. Kevin Miller is the superintendent of St. Clair RESA, one of Michigan\u2019s 56 ISDs. Kevin started his career in public education 26 years ago. Prior to that, he worked in radio broadcasting, starting as a teenager. He is probably the only school superintendent in the U.S. who has worked as a sports broadcaster for an NFL franchise radio network.<\/p><p>Kevin started as a classroom teacher working for Marysville Public Schools where he led staff development for technology integration and taught history, geography, technology, and communication arts. He has served as an assistant principal and principal in two different school districts and was a local superintendent for Croswell-Lexington Schools for eight years before taking on his current role as Superintendent of St. Clair RESA in 2017.<\/p><p>In 2000, when we launched the <em>Michigan Virtual School<\/em>, Kevin was one of the first educators we engaged. We contracted with him to develop a handful of online courses and he taught for us as one of the first online teachers in Michigan.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Rossi-Ray-Taylor-300-q0u6r4gov4p0mjpimo8ou4sazz68bui5jq2fvmjh8g.jpg\" title=\"Rossi-Ray-Taylor-300\" alt=\"Rossi-Ray Taylor\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Rossi Ray-Taylor<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Rossi Ray-Taylor, PhD., is the president and CEO of Ray.Taylor and Associates, L.L.C., a consultancy that specializes in program evaluation, school transformation and turnaround, equity audits and executive coaching. The former superintendent of Ann Arbor Schools and deputy superintendent for instruction for the Lansing Public Schools, Dr. Rossi is the former executive director of the national nonprofit organization Minority Student Achievement Network.<\/p><p>Dr. Ray-Taylor holds bachelor\u2019s and master\u2019s degrees from Michigan State University. Her Doctorate of Philosophy in Educational Psychology with a specialty in learning and cognition and in measurement and evaluation is also from Michigan State.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/michael-rice_662787_7-q0u7bmbzw2r3sfxpy16tpgl5bg5d68vg166lqsrjco.png\" title=\"Dr. Michael F. Rice\" alt=\"Dr. Michael F. Rice - State Superintendent\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Michael Rice<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Dr. Michael F. Rice was appointed Michigan\u2019s 45th superintendent of public instruction by Michigan\u2019s State Board of Education in May 2019. Prior to his start at the Michigan Department of Education, Dr. Rice served 17 years as a local district superintendent: 12 years as superintendent in Kalamazoo, Michigan and five as superintendent in Clifton, New Jersey. Dr. Rice began his career in public education in the Washington, D.C. Public Schools, where he taught high school French and founded and coached an award-winning speech and debate program. He graduated from Yale University with a bachelor\u2019s degree in psychology with honors and from New York University with a master\u2019s degree and doctoral degree in public administration, also with honors.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Mike-Shoudy-q0u6zh91m44rtrklua9b00vt39zoqzo9d2ttl4rlq0.jpg\" title=\"Michael Shoudy\" alt=\"Mike Shoudy\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Mike Shoudy<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Michael M. Shoudy is the Executive Director of the Michigan Education Association. Prior to his current role, Mr. Shoudy was the General Counsel of the MEA. Before his employment with MEA, Mr. Shoudy was an attorney and shareholder with the law firm of White Schneider P.C. Mr. Shoudy practiced labor and employment law, focusing on collective bargaining, education law, tenure, arbitration and litigation. Mr. Shoudy is a member of the labor and employment law section of the State Bar, the Institute of Continuing Legal Education (ICLE) Labor Advisory Board, and is a Fellow in the State Bar of Michigan. He was a member of the Council of the Labor and Employment Law Section of the State Bar of Michigan. He is listed as a 2013 Michigan Super Lawyer in the practice areas of employment and labor law. He has taught collective bargaining and employment law as an adjunct professor at Western Michigan University Cooley Law School.<\/p><p>Mr. Shoudy received his B.A. from Michigan State University, and his J.D., cum laude, from Michigan State University College of Law. While in law school, Mr. Shoudy was a member of Law Review and obtained the Jurisprudence Book Award in Equity. Mr. Shoudy is a frequent speaker and author on issues affecting the workplace.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Deb-Snyder-q0u7dxzmsbxmhqk7djcmddh66qp17b3k0o8tgfbhyw.jpg\" title=\"Deborah Snyder\" alt=\"Deborah Snyder\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Deborah Snyder<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Dr. Deborah Snyder is president of St. Clair County Community College in Port Huron, Michigan. Prior to her appointment in 2016, Snyder served as President and Chief Academic Officer for Cogswell College in the Silicon Valley area of northern California. Cogswell is one of the oldest private colleges in the state and is a WSCUC-accredited engineering, computer science, digital art, audio, and animation institution today.<\/p><p>Over the course of her 30+-year career in higher education, Dr. Snyder has held academic and senior administrative leadership positions at large and small public, private, and for-profit institutions, including the University of Michigan-Flint; Walsh College of Business in Troy, Michigan; Capella University in Minneapolis, Minnesota; and Strayer University in Washington, D.C. Additionally she has consulted with colleges and universities across the country in areas of academic program quality, integrated communication strategies, and strategic planning.<\/p><p>Dr. Snyder has published three books, one about the growing trend of adult learners attending college and a second on Internet marketing, e-Marketing Basics, written in the early years of Internet adoption. Her third book, <em>Old School, New School, No School<\/em>, speaks to the value of higher education.<\/p><p>Her academic credentials include a Ph.D. in organizational communication, a master\u2019s degree in business administration, and a bachelor\u2019s degree in psychology from Wayne State University in Detroit, Michigan. In the early days of <em>Michigan Virtual<\/em>, Deb provided consulting support to examine workforce development issues.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/stephanie-teasley-q0u6w16cjzex98ktysmjuw6yoez8ixzow0pq8lvkjc.jpg\" title=\"Stephanie Teasley\" alt=\"Stephanie Teasley\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Stephanie Teasley<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Dr. Stephanie Teasley is a Research Professor in the School of Information at U-M and has been on the faculty there since 1996. She has a PhD in cognitive psychology from the University of Pittsburgh where she worked in the Learning, Research and Development Center (LRDC). Her research investigates issues of collaboration and learning, specifically how sociotechnical systems can support effective collaborative processes and successful learning outcomes. She has served as the president of the Society for Learning Analytics Research and is currently the chair of the International Alliance for the Advancement of Learning in the Digital Era (IAALDE).<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Jeff-Williams-q0u7b5ewh23xzgmaotvjgkuumigrbp09yufv3tgmgo.jpg\" title=\"Jeff Williams\" alt=\"Jeff Williams\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Jeff Williams<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Jeff formerly served as the CEO of Public Sector Consultants. The private company has annual sales of $10 million, has 50 employees and makes use of numerous affiliated consultants. He has been a keen observer of <em>Michigan Virtual<\/em> since our inception in 1998. His company has served as a research partner with us on several projects. Jeff has long served as a commentator in the media offering non-partisan policy and election commentary and analysis. His company advises clients on legislative, promotional and advocacy strategies. Public Sector Consultants is a highly regarded Lansing-based research and consulting firm that directs studies in the areas of large-scale program implementation, strategy, special education policy and public finance.<\/p><p>He has nearly 30 years of experience working for Public Sector in various research, consulting and leadership roles. He earned a Bachelor\u2019s Degree from MSU in International Relations, a Masters from the University of Minnesota in Public Affairs and an MBA from the University of Michigan. Jeff serves on a number of professional and community boards and advisory groups.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Wendy_Zdeb-300-q0u6r1n6aml5nptm350t4nhx7tk4or6yjc3zfsnnr4.jpg\" title=\"Wendy_Zdeb-300\" alt=\"Wendy Zdeb\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Wendy Zdeb<\/h3>\t\t\n\t\t\t<h4>Board Member<\/h4>\t\t\n\t\t<p>Wendy Zdeb became the executive director of the\u00a0<a href=\"http:\/\/www.michiganprincipals.org\/\" target=\"_blank\" rel=\"noopener\">Michigan Association of Secondary School Principals<\/a>\u00a0(MASSP) in August of 2011. The MASSP is comprised of middle and high school assistant principals and principals and has over 1,700 members statewide. Wendy has served on the Board of Directors for\u00a0<em>Michigan Virtual<\/em>\u00a0for the past five years and has a strong belief about the important role blended and online learning plays in the education of each student.<\/p><p>Wendy has been an educator for 16 years, six years as a teacher and 10 years as an administrator. She began her career as a teacher and a coach at Warren Fitzgerald High School. She then went on to become AP and AD at St. Clair High School in St. Clair County. Wendy concluded her career in public education as the principal at Rochester High School where she worked for seven years. She has an education specialist degree and a master\u2019s in educational leadership, both from Saginaw Valley State University\u00a0and a\u00a0bachelor\u2019s degree in English and history is from Western Michigan University.<\/p>",
            "title": "Board of Directors",
            "excerpt": "Board of Directors Michigan Virtual is governed by a board of directors representing the business, industry and education communities. Jamey Fitzpatrick is the President and CEO of Michigan Virtual. Brian Broderick Chair Brian Broderick currently serves as the executive director of the Michigan Association of Non-public Schools. In that role, he serves as the state...",
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            "content": "<h2><\/h2>\r\nWithout the hard work, dedication and collaboration of our partners, the future wouldn\u2019t be so bright for our learners. These groups turn our students\u2019 potential into reality.\r\n<h3>Advancing Our Potential<\/h3>\r\nMaking an impact on future minds.\r\n\r\nGRID WITH GRAYSCALE LOGOS\r\n\r\nMichigan Department of Education (MDE)\r\n[http:\/\/www.michigan.gov\/mde\/]\r\n2. Michigan Elementary and Middle School Principals Association (MEMSPA)\r\n[http:\/\/www.memspa.org\/]\r\n3. Michigan Association of School Administrators (MASA)\r\n[http:\/\/gomasa.org\/]\r\n4. Michigan Association of Secondary School Principals (MASSP)\r\n[https:\/\/massp.com\/]\r\n5. Michigan Association for Computer Learners in Learning (MACUL)\r\n[http:\/\/macul.org\/]\r\n6. Michigan Association of School Boards (MASB)\r\n[https:\/\/www.masb.org\/]\r\n7. Michigan Association of Non-public Schools (MANS)\r\n[http:\/\/m-a-n-s.org\/]\r\n8. Michigan Association of Intermediate School Administrators (MAISA)\r\n[http:\/\/www.gomaisa.org\/]\r\n9. Quality Matters (QM)\r\n[https:\/\/www.qualitymatters.org\/]\r\n10. Michigan Assessment Consortium (MAC)\r\n[http:\/\/michiganassessmentconsortium.org\/]",
            "title": "Organizational Partners",
            "excerpt": "Without the hard work, dedication and collaboration of our partners, the future wouldn\u2019t be so bright for our learners. These groups turn our students\u2019 potential into reality. Advancing Our Potential Making an impact on future minds. GRID WITH GRAYSCALE LOGOS Michigan Department of Education (MDE) [http:\/\/www.michigan.gov\/mde\/] 2. Michigan Elementary and Middle School Principals Association (MEMSPA)...",
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            "title": "Educational Partners",
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        {
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            "timestamp": 1488914500,
            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Meet Our Partners<\/h1>\t\t\n\t\t\tTogether with our partner organizations, we\u2019re unifying Michigan\u2019s educational community to create better online learning experiences for all.\t\t\n\t\t\t<a href=\"#form\">\n\t\t\t\t\t\tLet's work together\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Thank you to our partners<\/h2>\t\t\n\t\t<p><b>There\u2019s so much truth to the mantra:<\/b>\u00a0<em>We\u2019re stronger when we rise together.<\/em><\/p><p>That\u2019s why we\u2019re so grateful to have strong partnerships with many of Michigan\u2019s leading educational organizations. By collaborating with these forward-thinking educational leaders, we aim to leverage our collective energy to have the greatest possible impact on Michigan students.<\/p><p><em><strong>Thank you for all that you do.<\/strong><\/em><\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1BNBPNC3jent6r5eECOC-yoGN9MhPwT7blmLBhgsNFk4\/copy\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/648-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Our Partners<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.michigan.gov\/mde\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"417\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/mde-logo-1024x417.png\" alt=\"MDE logo\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/gomasa.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/masa-logo-1024x1024.png\" alt=\"Michigan Association of School Administrators (MASA)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/massp.com\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"500\" height=\"500\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MASSP-logo.jpg\" alt=\"Michigan Association of Secondary School Principals (MASSP)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/MEMSPA-Logo-1.svg\" alt=\"MEMSPA: Michigan Elementary and Middle School Principals Association\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1000\" height=\"1000\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/vlla-logo.png\" alt=\"Virtual Learning Leadership Alliance Logo\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"500\" height=\"500\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Quality-Matters-logo.jpg\" alt=\"Quality Matters (QM)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/macul.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/macul-logo.svg\" alt=\"Michigan Association for Computer Learners in Learning (MACUL)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.gomaisa.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MAISA-1024x1024.png\" alt=\"Michigan Association of Intermediate School Administrators (MAISA)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/m-a-n-s.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"296\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/10\/MANS-logo-abbrev-1024x296.png\" alt=\"Michigan Association of Non-public Schools (MANS)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.masb.org\/\">\n\t\t\t\t\t\t\t<img width=\"500\" height=\"500\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MASB-logo.jpg\" alt=\"Michigan Association of School Boards (MASB)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.michiganassessmentconsortium.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"500\" height=\"500\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MAC-logo.jpg\" alt=\"Michigan Assessment Consortium (MAC)\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.meemic.com\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Meemic_logo_Vertical-e1639171172918-q0u7ep8wjdiq4lqpwlpee213ou7s3e599ddi0bz9ow.png\" title=\"Meemic\" alt=\"Meemic | Insurance for Educators\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/futureoflearningcouncil.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"2048\" height=\"615\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/09\/Future-of-Learning-Council-logo-.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/msu.edu\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1029\" height=\"249\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/logo_horizonal_green.png\" alt=\"Michigan State University Logo\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/umich.edu\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"270\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/06\/University-of-Michigan-Logo-1024x576-1.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.bcbsm.com\/\">\n\t\t\t\t\t\t\t<img width=\"800\" height=\"419\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/12\/BCBS_Michigan-800x419-1.png\" alt=\"Blue Cross Blue Shield of Michigan\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.mel.org\/welcome\">\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/MeL-qh04is1yt1j4gxo1be786wva4v9gmbs5gq14js9p48.png\" title=\"\" alt=\"Michigan Education Library\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.michigan.gov\/libraryofmichigan\">\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/library-of-michigan-qh04itxmp63mvvxo5bh85v3v95xbqbhe4eg2vfvhwc.png\" title=\"\" alt=\"Library of Michigan\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.michigan.gov\/msp\/divisions\/grantscommunityservices\/school-safety\">\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/michigan_state_police_office_of_school_safety-qh04ip8gcxbf2u7d47vodfpqswoazpkldnh8jrb2s0.png\" title=\"\" alt=\"Office of School Safety\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.michigan.gov\/msp\/divisions\/grantscommunityservices\/school-safety\">\n\t\t\t\t\t\t\t<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/elementor\/thumbs\/Door_emblem_of_the_Michigan_State_Police-qh04incrz98i5nvitjuy46otdtv1ss6f5avkdfgvp4.png\" title=\"\" alt=\"Michigan State Police\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Partner Courses<\/h2>\t\t\n\t\t<p>To better support Michigan educators, we\u2019ve partnered with many of the organizations listed above to create online professional development experiences rooted in research and current needs for teacher training.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"417\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/mde-logo-1024x417.png\" alt=\"MDE logo\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>MDE Courses<\/h3>\t\t\n\t\t<p>Together with the Michigan Department of Education (MDE), we\u2019ve created online courses that provide educators across the state of Michigan with training on critical topics.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mde\/\">\n\t\t\t\t\t\tView MDE Courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/09\/masa-logo-1024x1024.png\" alt=\"Michigan Association of School Administrators (MASA)\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>MASA Courses<\/h3>\t\t\n\t\t<p>Together with the Michigan Association of Superintendents and Administrators (MASA), we\u2019ve created online courses that prepare administrators and superintendents with training to address key issues within their districts.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/microcredentials\/#masa\">\n\t\t\t\t\t\tView MASA Courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"1024\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/MEMSPA-Logo-1.svg\" alt=\"MEMSPA: Michigan Elementary and Middle School Principals Association\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>MEMSPA Courses<\/h3>\t\t\n\t\t<p>Together with the Michigan Elementary and Middle School Principals Association (MEMSPA), we\u2019ve created online courses that prepare middle and elementary school principals with the training on topics that help them best support their students.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_partner=memspa\">\n\t\t\t\t\t\tView MEMSPA Courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"500\" height=\"500\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/MASSP-logo.jpg\" alt=\"Michigan Association of Secondary School Principals (MASSP)\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>MASSP Courses<\/h3>\t\t\n\t\t<p>Together with the Michigan Association of Secondary School Principals, we\u2019ve created online courses that provide high school principals with on-demand training in areas critical to the development of their schools.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/?_course_partner=massp\">\n\t\t\t\t\t\tView MASSP Courses\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"800\" height=\"393\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/02\/MAC_logo_tag-v1.jpg\" alt=\"Michigan Assessment Consortium logo\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>MAC Courses<\/h3>\t\t\n\t\t<p>Together with the Michigan Assessment Consortium (MAC), we\u2019ve created online courses that prepare educators for research-based best practices for using assessments in the classroom.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mac\/\">\n\t\t\t\t\t\tView MAC Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Interested in partnering with us?<\/h2>\t\t\n\t\t<p>We\u2019re always looking for new partners to help inspire change. Please contact us about potential partnership opportunities.<\/p>",
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            "excerpt": "Meet Our Partners Together with our partner organizations, we\u2019re unifying Michigan\u2019s educational community to create better online learning experiences for all. Let&#8217;s work together Thank you to our partners There\u2019s so much truth to the mantra:\u00a0We\u2019re stronger when we rise together. That\u2019s why we\u2019re so grateful to have strong partnerships with many of Michigan\u2019s leading...",
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        {
            "id": 226,
            "path": "\/resources\/21f\/",
            "author_id": 21,
            "timestamp": 1488914397,
            "content": "[rank_math_breadcrumb]\t\t\t\t\t\t\n\t\t\t<h3>Thanks to Michigan\u2019s <a href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noopener\">21f legislation<\/a>, students in grades K through 12 who are enrolled in a Michigan public school can take up to <strong><em>two online courses per academic term at no cost<\/em><\/strong>.<\/h3>\t\t\n\t\t\t<a href=\"#enrollment-request\">\n\t\t\t\t\t\tCreate an enrollment request\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Did you know Michigan students have the legal right to take online courses?<\/h2>\t\t\n\t\t<p>In 2013, the Michigan Legislature expanded student access to digital learning options through Section 21f. As a result, students in grades 6-12 enrolled in a public school academy (PSA) or public local district (including students enrolled through a district on a part-time basis, such as those participating in a shared-time program) are\u00a0<strong>eligible to enroll in up to two online courses during an academic term<\/strong>. It should be noted that districts do have the ability to deny the enrollment of K-5 students in online classes.<\/p><p>A student may be enrolled in more than two online courses if the student\u2019s primary district determines that it is in the student\u2019s best interest, the student agrees with the recommendation of the district, and the district and student have developed an education development plan that is kept on file by the district.<\/p>\t\t\t\t\n\t\t\t<a href=\"#enrollment-request\">\n\t\t\t\t\t\tCreate an enrollment request\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Section 21f Highlights<\/h2>\t\t\n\t\t\t<p>Michigan\u2019s 21f legislation makes learning more affordable and accessible<\/p>\t\t\n\t\t\t<p>Students are granted the opportunity to take additional courses online each semester<\/p>\t\t\n\t\t\t<p>Online courses expand students\u2019 potential by adding to their educational experience while making it convenient to retain success<\/p>\t\t\n\t\t\t<h2>Section 21f Resources<\/h2>\t\t\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"http:\/\/legislature.mi.gov\/doc.aspx?mcl-388-1621f\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tSection 21f Legislation\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tSection 21f of the State School Aid Act contains language that outlines rights and responsibilities for K-12 virtual learning.\t\t\t\t\t\n\t\t\t\t\t\tView Section 388.1621f\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"\/wp-content\/uploads\/2019\/11\/21f-infographic.pdf\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tSection 21f Infographic\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tAn infographic has been developed to provide a visual representation of the law.\t\t\t\t\t\n\t\t\t\t\t\tView the infographic\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"\/research\/publications\/guide-to-virtual-course-implementation\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tGuide to Virtual Course Implementation\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tThis guide provides an overview of the policies found in Section 21f of the State School Aid Act and identifies basic implementation decisions schools need to explore.\t\t\t\t\t\n\t\t\t\t\t\tDownload the Guide\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMichigan's Online Course Catalog\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tMichigan's Online Course Catalog is populated with course titles and syllabi submitted by local school districts, intermediate school districts and Michigan Virtual. Course syllabi include information such as course descriptions, course outlines, price and more.\t\t\t\t\t\n\t\t\t\t\t\tView the Statewide Catalog\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/www.michigan.gov\/mde\/0,4615,7-140-6605-22360--,00.html\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tPupil Accounting Manual\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tPupil membership requirements and count procedures for virtual learning are documented in Section 5-O-D of the Pupil Accounting Manual (PAM).\t\t\t\t\t\n\t\t\t\t\t\tView all PAM\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/MVU_RPT_PlanningGuide.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tPlanning Guide for Online and Blended Learning\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tA comprehensive guide for educational leaders who are tasked with integrating online and blended learning planning into the larger school improvement planning effort is also available.\t\t\t\t\t\n\t\t\t\t\t\tView the planning guide\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/professionals\/mentors\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMentor Resources\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tEven though courses are taught online, having support in the school building is important. Mentors are employed by the local school and act as that on-site support to online learners.\t\t\t\t\t\n\t\t\t\t\t\tView mentor resources\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Interactive_OnlineLearningReadinessRubric.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOnline Learner Readiness Rubric\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tStudents vary in their readiness for virtual learning. The Online Learner Readiness Rubric helps evaluate a student\u2019s preparedness for virtual learning on eight dimensions.\t\t\t\t\t\n\t\t\t\t\t\tDownload rubric\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/resources\/guides\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tRole-Specific Guides\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tAdditional guides have been developed specifically for students, parents, mentors, teachers, school board members, and administrators.\t\t\t\t\t\n\t\t\t\t\t\tView the guides\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/sample-letters.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tLetters to Stakeholders (Samples)\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tTo help educate important stakeholders about virtual learning options, several draft letters have been developed.\t\t\t\t\t\n\t\t\t\t\t\tView sample letters\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/counselor_checklist.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tChecklist for Online Learning Coordinators\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tThis resource contains a list of sample action items school counselors may want to consider as part of a planning checklist to manage student participation in online courses.\t\t\t\t\t\n\t\t\t\t\t\tDownload checklist\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/media.mivu.org\/micourses\/pdf\/toolkit\/learner_agreement.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOnline Learning Agreement with Student &amp; Parent (Sample)\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tSome schools have found it valuable to help students and parents commit to behaviors that are linked to student success. This agreement can be modified to suit your needs and policies.\t\t\t\t\t\n\t\t\t\t\t\tDownload agreement\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Parent\/Guardian Enrollment Request<\/h2>\t\t\n\t\t<p>Please fill out this form and alter the template to create a handout that your student can take to their counselor to let them know that your student is interested in taking online courses through <em>Michigan Virtual<\/em>.<\/p>",
            "title": "Michigan's Online Learning Law",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Shared Time Services<\/h1>\t\t\n\t\t\t<h3>Through our shared time program, Brighton Area Schools and South Redford School District are providing Michigan Virtual online elective courses, including AP courses, to private school students at no cost to the private school.<\/h3>\t\t\n\t\t\t<h2>What is shared time services?<\/h2>\t\t\n\t\t<p>Shared time services is a State of Michigan program that allows public schools to provide services to private schools\u00a0<em><strong>at no cost to the private school<\/strong><\/em>\u00a0in the non-core elective areas. These non-core areas include:<\/p>\t\t\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tArt, Film, &amp; Music\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tBusiness &amp; Career\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tComputers &amp; Technology\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tPhysical Education &amp; Health\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tWorld Languages\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t<p>Through our shared time program, Brighton Area Schools and South Redford School District are providing<i>\u00a0Michigan Virtual\u00a0<\/i>online elective courses to private school students for free.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/\" role=\"button\">\n\t\t\t\t\t\tExplore our course catalog\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=JrB6Wq5vsSY\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/371-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Through our shared time program, you can:<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tExpand your school\u2019s curriculum with a wide range of 7-12 grade electives, world languages, and AP courses\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tMake your school\u2019s course offerings more marketable and competitive\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tProvide students with 21st-century learning opportunities\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tCollaborate with highly experienced shared time program coordinators\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\tChoose to keep your students in your school while they complete elective work by enrolling them in online courses\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Who benefits?<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>The students<\/strong> \u2014 Because they have the opportunity to pursue subjects not offered by their school, learn a new language, and\/or potentially earn college credits by taking AP courses.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>The private school<\/strong> \u2014 Because the public school district assumes teacher salaries AND offers private schools a generous supply allowance.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>The public school<\/strong> \u2014 Because they receive a portion of the students\u2019 state aid funding.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t<strong>The private school teachers<\/strong> \u2014 Because, if hired as a shared time teacher by the public school, they earn a competitive salary, state retirement, and professional development.\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-670712598-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/04\/MicrosoftTeams-image-33-1024x683.jpg\" alt=\"Smiling young woman using digital tablet at home\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Online Electives for High School Students<\/h2>\t\t\n\t\t<ul><li>Art\/Film\/Music<\/li><li>Business &amp; Career<\/li><li>Physical Education &amp; Health<\/li><li>Computers &amp; Technology<\/li><li>7 World Languages<\/li><li>24 AP Courses<\/li><li>And many more!<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=hs\" role=\"button\">\n\t\t\t\t\t\tExplore High School Course Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Online Electives for Middle School Students<\/h2>\t\t\n\t\t<ul><li>French<\/li><li>German<\/li><li>Spanish<\/li><li>Guitar<\/li><li>Leadership Skills Development<\/li><li>Positive Behavior Intervention &amp; Supports<\/li><li>Success Skills for the Real World<\/li><li>Digital Literacy &amp; Programming<\/li><li>And more!<\/li><\/ul>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?level=ms\" role=\"button\">\n\t\t\t\t\t\tExplore Middle School Course Catalog\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/04\/iStock-1224538576-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>What you need to get started<\/h2>\t\t\n\t\t<p>Per the Michigan Department of Education\u2019s Pupil Accounting Manual (<a href=\"https:\/\/www.michigan.gov\/mde\/-\/media\/Project\/Websites\/mde\/OFM\/State-Aid\/Pupil-Accounting\/Manual\/2022-23-Pupil-Accounting-Manual.pdf\" target=\"_blank\" rel=\"nofollow noreferrer noopener\">page 77<\/a>), a nonpublic school seeking shared time services should submit a written request to the district in which the nonpublic school is located for the district to provide instruction. If the district is unable to support the request for instruction, listed below are some districts that\u00a0<em>Michigan Virtual<\/em>\u00a0has partnered with to help offer shared time services at no cost to nonpublic schools throughout the state:<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"221\" height=\"190\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/southredford.png\" alt=\"South Redford School District\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p><strong>If you represent a private school in Wayne, Monroe, or Macomb ISD<\/strong>, please contact Cathy White to learn more about how you can partner with South Redford School District to offer your students free elective courses!<\/p><p><b>Cathy White<\/b>, Director<br \/><a href=\"mailto:[email protected]\">[email protected]<\/a><br \/>734.644.9788<br \/><a href=\"http:\/\/southredford.org\/\">southredford.org<\/a><\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"261\" height=\"114\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Brighton.png\" alt=\"Brighton Area Schools\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p><strong>If you represent a private school in any Michigan ISD\u00a0<\/strong><em><strong>besides Wayne, Monroe, and Macomb<\/strong>,\u00a0<\/em>please contact Jamie Dingus to learn more about how you can partner with Brighton Area.<\/p><p><strong>Jamie Dingus<\/strong>, Director<br \/><a href=\"mailto:[email protected]\">[email protected]<\/a><br \/>734.751.3666<br \/><a href=\"http:\/\/bas.k12.mi.us\/\">bas.k12.mi.us<\/a><\/p>\t\t\t\t\n\t\t\t<h2><em>Michigan Virtual<\/em> Calendar<\/h2>\t\t\n\t\t\t<h3>When can I get started?<\/h3>\t\t\n\t\t<p>Visit the link below to explore calendar dates for our current semester, trimester, and summer courses!<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/calendar\/\" role=\"button\">\n\t\t\t\t\t\tFull Student Calendar\n\t\t\t\t\t<\/a>",
            "title": "Shared Time Services",
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            "content": "<p style=\"text-align: left\">School administrators, teachers, and counselors in Michigan need accurate information about the recent changes in educational policy that permit Michigan students to take online courses. This guide provides an overview of the policies found in Section 21f of the State School Aid Act, identifies basic implementation decisions schools need to explore and offers informative scenarios.<\/p>\n<p style=\"text-align: left\">[button href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/08\/21f-implementation-guide-2017.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"]View Guidelines[\/button]<\/p>",
            "title": "Implementation Guidelines",
            "excerpt": "School administrators, teachers, and counselors in Michigan need accurate information about the recent changes in educational policy that permit Michigan students to take online courses. This guide provides an overview of the policies found in Section 21f of the State School Aid Act, identifies basic implementation decisions schools need to explore and offers informative scenarios.",
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            "id": 215,
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            "content": "<h1>The Ultimate Guides to Online Learning<\/h1>\t\t\n\t\t\t<h3>Created by researchers at the <i>Michigan Virtual Learning Research Institute<\/i>\u00ae, our family of free guides will introduce you to the world of online learning. Inside each guide, you\u2019ll find key definitions, research findings and practical strategies that paint a picture of what kind of preparations and support systems are necessary to ensure students succeed in their online courses.<\/h3>\t\t\n\t\t\t<h2>Student Guide to Online Learning<\/h2>\t\t\n\t\t<p>Virtual learning is a great option for students and can be an effective way to learn. Because taking virtual courses is quite different from taking courses in face-to-face classrooms, however, it\u2019s important for students to understand what habits they should have or ought to develop and what support systems they will need to succeed. Research shows that students who are well-prepared and well-supported for this new experience perform better in their courses.<\/p>\t\t\t\t\n\t\t\t\t\t<h3 id=\"elementor-tab-title-5531\" data-tab=\"1\" role=\"tab\" aria-controls=\"elementor-tab-content-5531\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">In this guide, we explore answers to the following questions<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<ul><li>What is it like to take an online course?<\/li><li>What do students enjoy most about taking online courses?<\/li><li>What challenges might you face in your online course?<\/li><li>How do you know if online learning is right for you?<\/li><li>What are the characteristics of successful online learners?<\/li><li>What should I do to prepare myself for online learning?<\/li><\/ul>\n\t\t\t<a href=\"\/resources\/guides\/student-guide\/\" role=\"button\">\n\t\t\t\t\t\tView the Student Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Parent Guide to Online Learning<\/h2>\t\t\n\t\t<p>Parents often struggle to help their children transition into online courses. They want to know: Is this the best option for my child? What can I do to help him or her succeed? Designed for parents and guardians who are new to the world of virtual learning, this guide will help you map out the factors you ought to consider before enrolling your child in an online course.<\/p>\t\t\t\t\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1411\" data-tab=\"1\" role=\"tab\" aria-controls=\"elementor-tab-content-1411\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">In this guide, we explore answers to the following questions<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<ul><li>What is online learning?<\/li><li>What do students like about taking online courses?<\/li><li>What challenges do students face in their online courses?<\/li><li>How do you know if online learning is right for your child?<\/li><li>What are the characteristics of successful online learners?<\/li><li>How can you help your child prepare for online learning?<\/li><li>What kinds of questions should you ask of your school or online learning provider?<\/li><\/ul>\n\t\t\t<a href=\"\/resources\/guides\/parent-guide\/\" role=\"button\">\n\t\t\t\t\t\tView the Parent Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Mentor Guide to Online Learning<\/h2>\t\t\n\t\t<p>Mentors are critical partners in helping students navigate their virtual learning journey. The mentor, student, parent and online instructor form a team to help students become proficient online learners and successfully complete their courses. This guide is intended to introduce new mentors to the art of creating a supportive and productive environment for their online learners.<\/p>\t\t\t\t\n\t\t\t\t\t<h3 id=\"elementor-tab-title-7641\" data-tab=\"1\" role=\"tab\" aria-controls=\"elementor-tab-content-7641\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">In this guide, we explore answers to the following questions<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<ul><li>What is a mentor?<\/li><li>What are the roles and responsibilities of a mentor?<\/li><li>Where does this mentoring take place?<\/li><li>How should you prepare for mentoring online learners?<\/li><li>How do you develop communication channels with your online learners?<\/li><li>How do you monitor student progress?<\/li><li>What can you do to help your students succeed?<\/li><\/ul>\n\t\t\t<a href=\"\/resources\/guides\/mentor-guide\/\" role=\"button\">\n\t\t\t\t\t\tView the Mentor Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Teacher Guide to Online Learning<\/h2>\t\t\n\t\t<p>Today\u2019s teachers have many reasons for entering the online learning environment. New online instructors quickly learn, however, that there are additional skills and knowledge required for the position of teaching online students. This guide is intended to provide new online teachers \u2014 or those exploring the possibility of teaching online \u2014 support in making this transition.<\/p>\t\t\t\t\n\t\t\t\t\t<h3 id=\"elementor-tab-title-3361\" data-tab=\"1\" role=\"tab\" aria-controls=\"elementor-tab-content-3361\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">In this guide, we explore answers to the following questions<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<ul><li>What are the differences\/similarities between teaching online and teaching face-to-face?<\/li><li>What are the benefits\/challenges of teaching online?<\/li><li>How do you build relationships with and between online students?<\/li><li>How do you motivate learners in online settings?<\/li><li>How do you grade assignments and provide feedback online?<\/li><li>How do you meet the needs of different student populations online?<\/li><li>How do you combat plagiarism in the online classroom?<\/li><\/ul>\n\t\t\t<a href=\"\/resources\/guides\/teacher-guide\/\" role=\"button\">\n\t\t\t\t\t\tView the Teacher Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>School Board Guide to Online Learning<\/h2>\t\t\n\t\t<p>Local school boards play a critical role in the success of online learners in their district. This practical guide \u2014 created in partnership with the Michigan Association of School Boards \u2014 introduces school board members to key policy considerations and best practices for supporting online learning.<\/p>\t\t\t\t\n\t\t\t\t\t<h3 id=\"elementor-tab-title-9871\" data-tab=\"1\" role=\"tab\" aria-controls=\"elementor-tab-content-9871\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">In this guide, we explore answers to the following questions<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<ul><li>What is online learning?<\/li><li>What are the differences\/similarities between online and face-to-face learning?<\/li><li>Why do students choose online learning?<\/li><li>What are the characteristics of successful online learners?<\/li><li>What support systems do online learners require to succeed?<\/li><li>What are the rules and regulations regarding online learning in Michigan?<\/li><li>What questions should you ask your district administrators about online learning options in your area?<\/li><\/ul>\n\t\t\t<a href=\"\/resources\/guides\/school-board-guide\/\" role=\"button\">\n\t\t\t\t\t\tView the School Board Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Administrator Guide to Online Learning<\/h2>\t\t\n\t\t<p>Administrators are often recognized as the first line of leadership in any school, online or brick-and-mortar. This free guide is intended to inform building administrators about best practices for online learning and, ultimately, to maximize student learning outcomes in the online environment.<\/p>\t\t\t\t\n\t\t\t\t\t<h3 id=\"elementor-tab-title-1051\" data-tab=\"1\" role=\"tab\" aria-controls=\"elementor-tab-content-1051\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">In this guide, we explore answers to the following questions<\/a>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\t<ul><li>What is online learning?<\/li><li>What are the differences\/similarities between online and face-to-face learning?<\/li><li>Why are students choosing online learning?<\/li><li>What is the administrator\u2019s role in online learning?<\/li><li>What are some common misconceptions about online learning?<\/li><li>How does one establish and maintain a successful online learning program?<\/li><\/ul>\n\t\t\t<a href=\"\/resources\/guides\/admin-guide\/\" role=\"button\">\n\t\t\t\t\t\tView the Administrator Guide\n\t\t\t\t\t<\/a>",
            "title": "Guides",
            "excerpt": "The Ultimate Guides to Online Learning Created by researchers at the Michigan Virtual Learning Research Institute\u00ae, our family of free guides will introduce you to the world of online learning. Inside each guide, you\u2019ll find key definitions, research findings and practical strategies that paint a picture of what kind of preparations and support systems are...",
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            "timestamp": 1488914199,
            "content": "<h3>Our <b>free<\/b> resources help teachers, parents\/guardians, students, administrators, mentors, and school board members learn more about best practices in online learning.<\/h3>\t\t\n\t\t\t\t\t<a href=\"\/resources\/guides\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tGuides\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tParents, guardians, mentors, educators, students, school board members, and administrators can find helpful guides and resources to kick-start online education success.\t\t\t\t\t\n\t\t\t\t\t\tView all guides\t\t\t\t\t\n\t\t\t\tFree\n\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/resources\/blog\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tBlog\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<i>Michigan Virtual's<\/i> blog (The Digital Backpack) shares findings and expert insight to help shed light on online education and blended learning.\t\t\t\t\t\n\t\t\t\t\t\tRead our blog\t\t\t\t\t\n\t\t\t\tFree\n\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/resources\/21f\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tMichigan's Online Learning Law (21f)\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tThanks to Michigan\u2019s 21f legislation, students in grades K through 12 who are enrolled in a Michigan public school can take up to two online courses per academic term at no cost.\t\t\t\t\t\n\t\t\t\t\t\tLearn more about Section 21f\t\t\t\t\t\n\t\t\t\tFree\n\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/research\/online-program-reviews\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tFree Online Learning Program Reviews\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tLooking for ways to enhance the effectiveness of your online learning program? We offer <b>free<\/b> reviews to Michigan K-12 schools with <i>supplemental<\/i> online learning programs (i.e. not full-time cyber schools). This opportunity allows districts to reflect on what\u2019s working and what areas they could improve to advance their program\u2019s effectiveness.\t\t\t\t\t\n\t\t\t\t\t\tStart your free review\t\t\t\t\t\n\t\t\t\tFree\n\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/resources\/accessibility\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tWeb Accessibility\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<em>Michigan Virtual<\/em> has compiled a list of web accessibility tools for schools, educators and students. These resources are teacher-friendly and focus on tools and practices that teachers can use to determine how accessible websites or digital content are for their students.\t\t\t\t\t\n\t\t\t\t\t\tWeb Accessibility Resources\t\t\t\t\t\n\t\t\t\tFree\n\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"\/resources\/sos\/\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tStrategies for Online Success (SOS)\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tStrategies for Online Success (SOS) is an orientation to learning online geared towards preparing students for the transition from taking courses in-person to taking them online.\t\t\t\t\t\n\t\t\t\t\t\tView the SOS course modules\t\t\t\t\t\n\t\t\t\tFree\n\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/Online_Learner_Readiness_Rubric.pdf\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tOnline Learner Readiness Rubric\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t<i>Michigan Virtual\u2019s<\/i> Online Learner Readiness Rubric is a tool that allows educators, parents, mentors and students to evaluate areas in which a student may excel or struggle throughout their online courses.<br><br>The Online Learner Readiness Rubric is intended as a way to evaluate and identify areas in which a student will succeed as well as areas in which a student may encounter challenges during their online education. Online learners, mentors, parents and guardians can use this tool to assess a student\u2019s basic skills and competencies in areas like technology skills, learning style and time management. This guide serves as a critical resource to better understand each individual student\u2019s needs and areas for improvement when considering online education options.\t\t\t\t\t\n\t\t\t\t\t\tView the Rubric\t\t\t\t\t\n\t\t\t\tFree\n\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/www.nsqol.org\/the-standards\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h2>\n\t\t\t\t\t\tNSQOL - National Standards for Quality Online Learning\t\t\t\t\t<\/h2>\n\t\t\t\t\t\tDesigned to complement one another, the National Standards for Quality Online Learning have been the benchmark for online programs, districts and state agencies since their creation in 2007. The updated standards are listed as one of the competency frameworks in the IMS Global National Registry.\t\t\t\t\t\n\t\t\t\t\t\tVisit NSQOL\t\t\t\t\t\n\t\t\t\tFree\n\t\t\t\t<\/a>",
            "title": "Resources",
            "excerpt": "Our free resources help teachers, parents\/guardians, students, administrators, mentors, and school board members learn more about best practices in online learning. Guides Parents, guardians, mentors, educators, students, school board members, and administrators can find helpful guides and resources to kick-start online education success. View all guides Free Blog Michigan Virtual&#8217;s blog (The Digital Backpack) shares...",
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        {
            "id": 210,
            "path": "\/professionals\/mentors\/",
            "author_id": 21,
            "timestamp": 1488914110,
            "content": "<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/07\/Community.svg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h1>Mentors make a difference<\/h1>\t\t\n\t\t<p>In the State of Michigan, schools are required to provide an on-site mentor for every student who chooses to take an online course. Why? Because mentors provide critical support to online learners. By developing a face-to-face connection, keeping students on schedule, and providing guidance and support, mentors make online courses less overwhelming and more manageable for students.<\/p>\t\t\t\t\n\t\t\t<a href=\"#resources\">\n\t\t\t\t\t\t\t\t\tMentor Resources\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Michigan's online students need <i>more <\/i>support<\/h2>\t\t\n\t\t<p>If we're going to improve the <a href=\"https:\/\/michiganvirtual.org\/effectiveness-report\/\">pass rate for online students in the state of Michigan<\/a>, we're going to need to work together to provide online students with more support.<\/p><p>Our state's mentors are doing the best they can to support their online students. Despite filling this critical need, local mentors often lack training, a professional community, and clearly defined roles and responsibilities.<\/p><p>Here at <i>Michigan Virtual<\/i>, we're ready to improve our state's pass rate for all online learners (regardless of provider) by empowering Michigan mentors with free resources &amp; professional development opportunities.<\/p>https:\/\/www.youtube.com\/watch?v=CpGWsjcLZIM\t\t\t\t\n\t\t\t<h2>What are best practices for mentoring online students?<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1003\" height=\"564\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/mentor_guide_image-e1496328615865.jpg\" alt=\"Mentor with Student\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h3>Find out in our free guide, <em>Mentor Guide to Online Learning<\/em><\/h3>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\">\n\t\t\t\t\t\t\t\t\tView the Guide\n\t\t\t\t\t<\/a>\n\t\t\t<h2>You're not alone&hellip;<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/03\/853-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t<p>Being the only mentor (or even one of a handful of mentors) for online learners at your school can be an isolating experience. When you're the only one (or one of a few) in your position, it can be difficult to define your responsibilities and figure out what exactly you're supposed to be doing to help your online students succeed.<\/p><p>In our experience, we've found that mentors need more opportunities for community building and professional development as it relates to the unique but critical role they play in their schools. That's why we're offering Michigan mentors opportunities to connect with one another and share best practices.<\/p>\t\t\t\t\n\t\t\t<a href=\"#contact\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tContact our Mentor Support Manager\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Ready to boost the success rates of your online students?<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/youtu.be\/R_y1aIf9p0U\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t<img width=\"1024\" height=\"576\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/12\/boost-the-success-rate-of-your-online-learners-1024x576.jpg\" alt=\"Video Thumbnail: Webinar: Boost hte Success Rate of Your Online Learners | Michigan Virtual\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t<h3>Get started building a highly effective mentoring program at your school with our webinar <i>Boost the Success Rate of Your Online Learners<\/i><\/h3>\t\t\n\t\t\t<a href=\"https:\/\/youtu.be\/R_y1aIf9p0U\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\tWatch Webinar\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Resources<\/h2>\t\t\n\t\t<p>Below you will find a variety of free and low-cost resources &amp; professional development opportunities designed to build community among and empower Michigan mentors to support online learners with research-based best practices.<\/p>\n<p>Many of our resources are designed for <i>all&nbsp;<\/i>mentors (regardless of online learning provider), but we also have a selection of resources designed specifically for the mentors of <em>Michigan Virtual<\/em> students.<\/p>\t\t\t\t\n\t\t\t<h3>For Michigan Virtual Mentors<\/h3>\t\t\n\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/e\/2PACX-1vR3Zin9IsNsvHtk3MexckoPnP2_CFGoLFI6sVFfivkwkpTD1L-GgqcrLyvJTT0fI1cgGXiOWzy2TyUG\/pub?start=false&#038;loop=false&#038;delayms=3000\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tAffiliation Presentation\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/slp-mentor-quick-start-guide\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSLP Quick Start Guide for Mentors\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/policies\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMichigan Virtual Policies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1J4uBzmLs0im7x76yOK47amTp8c1ik-VQZ-Ct5HW_R4c\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMentor Presentation\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/help.michiganvirtual.org\/support\/solutions\/articles\/65000175187-mentors\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSLP &amp; Brightspace How-To Articles\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/drive.google.com\/file\/d\/16aIKZhMp2Onsur3hExIqfSbQLTUSnKvA\/view\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tExtension Policy\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/10RcPGOyEeOC_a8CjDl900dwUWQTdi2DIZ9ZKcyUyYFA\/present?slide=id.p3\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tBrightspace Presentation\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/about\/support\/knowledge-base\/mentor-checklist\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMentor Checklist\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/lss.michiganvirtual.org\/d2l\/home\/22436\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMichigan Virtual Mentor Community\t\t\t\t\t<\/h4>\n\t\t\t\t\t\tThe Mentor's Corner\t\t\t\t\t\n\t\t\t\t\t\t<\/a>\n\t\t\t<h3>For All Mentors (regardless of provider)<\/h3>\t\t\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tDownloadable Mentor Guide\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" target=\"_blank\" rel=\"noopener\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tFree Review of Your K-12 Online Program\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a href=\"https:\/\/michiganvirtual.org\/resources\/21f\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMichigan's Online Learning Law (21f)\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<h2>Additional resources for mentors<\/h2>\t\t\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/presentation\/d\/1D9JprNTSzv_TXAnfRyMbCcx4UX1rbiRNnAZqJewM86A\/present?slide=id.g471a981a16_0_192\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tBest Practices of Mentoring Presentation\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/drive.google.com\/drive\/folders\/1Bbh01fo3JI_XGjCOeVGGWA80I-FuEbo2?usp=sharing\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExample Syllabi\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1m-ifQG_gKx1YiRDshDJtiTge8aT20TPFACDp7rAsjxw\/edit\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExample Parent Information Letter\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/drive.google.com\/drive\/folders\/1HuF7kS3ARMZH7ZC41fsPugRZ4FLWEi2A?usp=sharing\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExample Online Learning Contracts\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1aD093qJrqZzcdyZqZH8w_RfTuxNLrpDER69mHTR-Nzs\/edit\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExample Progress Check Update\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t<ul>\n\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.smore.com\/wfyhx\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExample Online Learning Newsletter\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/drive.google.com\/file\/d\/1piolg0-MET7J1xBEbaVxBa7UOEW0lhow\/view?usp=sharing\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExample 2-Way Communication Letter\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/docs.google.com\/document\/d\/1vIwOdCWn554iFGtegMLzx_6fre1o1EwufY6BbuzwqPU\/copy\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExample Teacher Welcome Letter\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/drive.google.com\/drive\/folders\/1S9bSz_BNUS1bgKGGuPOQiS54LrKFVMCf?usp=sharing\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tExample Enrollment Form\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li>\n\t\t\t\t\t\t\t\t\t\t\t<a href=\"http:\/\/plp.mivu.org\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\tPLP Information\n\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t<h2>Blog Articles on Mentoring<\/h2>\t\t\n\t\t<p>Want to learn more about best practices for mentoring online learners? Check out our series of blog articles on mentoring written by experienced mentors and K-12 researchers!<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/blog\">\n\t\t\t\t\t\t\t\t\tExplore our Blog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Contact our Mentor Support Manager!<\/h2>",
            "title": "Mentors",
            "excerpt": "Mentors make a difference In the State of Michigan, schools are required to provide an on-site mentor for every student who chooses to take an online course. Why? Because mentors provide critical support to online learners. By developing a face-to-face connection, keeping students on schedule, and providing guidance and support, mentors make online courses less...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h3>Professional Learning Services<\/h3>\t\t\n\t\t\t<h1>A flexible online community for Michigan educators<\/h1>\t\t\n\t\t<p>Educators deserve comprehensive yet flexible professional development, to learn and grow, to connect and communicate. <\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2022\/02\/Professional-develoment-Michigan-Virtual-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>We\u2019ve provided professional development to Michigan educators for nearly 20 years! <\/h3>\t\t\n\t\t<p>Our Professional Learning Services team collaborates with subject-matter experts to develop timely, comprehensive, and action-oriented learning opportunities for teachers, administrators, mentors, and counselors.<\/p>\t\t\t\t\n\t\t\t<h5>Take one of <i>Michigan Virtual<\/i>\u2019s 250+ SCECH-bearing PD courses and let us do the SCECH processing! Last year, we processed more than 300,000 SCECHs.<\/h5>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/courses\/professional\/\" role=\"button\">\n\t\t\t\t\t\tExplore Our Course Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Most popular courses<\/h2>\t\t\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/mde-assessment-security\/\">\n\t\t\t\t<h4>MDE Assessment Security<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/social-emotional-learning-introduction-to-sel\/\">\n\t\t\t\t<h4>Social-Emotional Learning: Introduction to SEL<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/essential-instructional-practices-in-early-literacy-k-3-essential-3\/\">\n\t\t\t\t<h4>Essential Instructional Practices in Early Literacy: K-3 Essential 3<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/goopen-open-educational-resources-in-michigan\/\">\n\t\t\t\t<h4>#GoOpen: Open Educational Resources in Michigan<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/take-care-of-yourself-a-course-in-wellbeing-and-self-care\/\">\n\t\t\t\t<h4>Take Care of Yourself: A course in wellbeing and self-care<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/changing-minds-to-address-poverty-in-the-classroom\/\">\n\t\t\t\t<h4>Changing Minds to Address Poverty in the Classroom<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/bloodborne-pathogens\/\">\n\t\t\t\t<h4>Bloodborne Pathogens<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/being-a-reflective-teacher-during-a-pandemic\/\">\n\t\t\t\t<h4>Being a Reflective Teacher During a Pandemic<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/course\/anti-racist-trauma-informed-practice-in-pre-k-12-education\/\">\n\t\t\t\t<h4>Anti-Racist Trauma-Informed Practice in Pre K-12 Education<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<h3>District-provided professional development\u200b<\/h3>\t\t\n\t\t<p>Administrators often want to provide school- or district-wide professional development, and we are here to help. Through our Group Registration and Enrollment program, you can choose courses for your staff to complete or curate a catalog with courses for staff to choose. Additionally, we offer personalized coaching services for blended and online learning efforts, as well as face-to-face synchronous training.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\" role=\"button\">\n\t\t\t\t\t\tPD for schools and districts\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/iStock-956725740-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/610-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Professional development for mentors<\/h3>\t\t\n\t\t<p>Mentors play a critical role in supporting students but often do not receive as much training as they would like to perform this significant role. In addition to mentor resources such as our comprehensive <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/mentor-guide\/\">mentor guide<\/a>, mentors can receive a <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\">free online learning review<\/a> and attend local <a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/meetups\/\">mentor meetups<\/a>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" role=\"button\">\n\t\t\t\t\t\tPD for mentors\n\t\t\t\t\t<\/a>\n\t\t\t<h3>Professional development for counselors<\/h3>\t\t\n\t\t<p>From college counseling to military counseling and career exploration, we offer several PD courses specifically for counselors. Discover how to develop relationships with college admissions officers, understand military offerings for high school graduates, and guide students to be career-ready after graduation.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/counselors\/\" role=\"button\">\n\t\t\t\t\t\t PD for counselors\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/iStock-1155974947-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Don\u2019t take our word for it! <\/h2>\t\t\n\t\t\t<h5>Hear what Michigan teachers have said about our products\/services:<\/h5>\t\t\n\t\t<p>\u201cI love the tips that each section gave so you could see how improving in that area is simpler than maybe we thought it would be.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p>\u201c[This course] did what we should all do in our classroom: Start the process and show students how to carry that forward into the future.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t<p>\u201cI would like to thank you and all of your partners who made these courses available to me as an educator. I appreciate the time and effort that was put into this great project. Thanks again for all your support in the world of virtual learning.\u201d<\/p>\t\t\t\t\n\t\t\t\t\t\t<i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i><i>&#xE934;<\/i> 5\/5\t\t\n\t\t\t<h3>Frequently asked questions<\/h3>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">When will I receive my SCECH credits and certificate?<\/a>\n\t\t\t\t\t<p>You receive your Certificate of Completion within 12 hours of fully completing the course. You will receive your SCECH credits within 10 full business days of receiving your Certificate of Completion.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">Why should I participate in professional development?<\/a>\n\t\t\t\t\t<p>There are two reasons. First, your Michigan Professional Teaching Certificate expires after five years, and renewal requires 150 hours of education-related professional learning. Second, quality PD courses can help you master not only useful professional and personal skills but also aid in improving student outcomes.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">How do I sign up for a PD course?<\/a>\n\t\t\t\t\t<p>Access our Professional Learning Portal to view more than 250 courses. Select a course and click \u201cEnroll in this course.\u201d<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">How much does a course cost?<\/a>\n\t\t\t\t\t<p>We offer dozens of free, SCECH-bearing courses. The cost for individual courses is always listed and can range from free to around $200 based on the number of hours and SCECHs. <\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">I need help with a course! What do I do?<\/a>\n\t\t\t\t\t<p><a href=\"https:\/\/michiganvirtual.org\/about\/support\/\">Contact our Customer Care Team<\/a> with any questions or concerns you might have. They are available Monday through Friday, 7:30 a.m. to 5 p.m. EST.<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"\">Which courses are available for Group Registration and Enrollment (GRE)?<\/a>\n\t\t\t\t\t<p>The GRE program is highly customizable and can include nearly every course we offer. Explore our <a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\">District-Provided Professional Development page<\/a> for more information.<\/p>\n\t\t\t<h2>Interested in learning more?<\/h2>\t\t\n\t\t<p>Please fill out the form below if you are interested in speaking to one of our professional development specialists about providing educators in your district with goal-focused professional learning opportunities.<\/p>",
            "title": "For Professionals",
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        {
            "id": 206,
            "path": "\/students\/accreditation\/",
            "author_id": 21,
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            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h1>Accreditation<\/h1>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"233\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/11\/cognia-logo-1024x233.png\" alt=\"Cognia (Formerly AdvancED) Logo\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Accreditated and ready<\/h2>\t\t\n\t\t<p><a href=\"https:\/\/michiganvirtual.org\/students\/\"><em>Michigan Virtual<\/em>\u00a0for students<\/a>\u00a0is accredited by\u00a0<a href=\"https:\/\/www.cognia.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Cognia<\/a>\u00a0(formerly AdvancED). Earning accreditation from an organization like Cognia means that our online instructors, tools, services and staff meet or exceed essential standards of educational quality.<\/p>\t\t\n\t\t\t<h2>AdvancED Accreditation<\/h2>\t\t\n\t\t<p><a href=\"https:\/\/www.cognia.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Cognia<\/a>\u00a0(formerly AdvancED) is the world\u2019s largest education community, representing 27,000 public and private schools and districts across the United States and in 65 countries worldwide.\u00a0<em>Michigan Virtual<\/em>\u00a0for students was first awarded accreditation in December 2005 and re-accredited in 2010 and 2016. Visit the\u00a0<a href=\"https:\/\/www.cognia.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Cognia<\/a>\u00a0website.<\/p>\t\t\n\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/05\/graduation-day-hug-1024x683.jpg\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Why Accreditation Matters<\/h2>\t\t\n\t\t<ul><li>Attending an accredited school is required for entry to many colleges or workforce training programs<\/li><li>Provides students with greater access to financial aid, federal loans, and scholarships<\/li><li>Ensures that the quality of the school meets high standards<\/li><\/ul><p>In addition, a school accredited through\u00a0<a href=\"https:\/\/www.cognia.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Cognia<\/a>\u00a0must \u201cact with integrity in all matters\u201d which aligns perfectly with\u00a0<em>Michigan Virtual<\/em>\u2019s core values.<\/p>",
            "title": "Accreditation",
            "excerpt": "Accreditation Accreditated and ready Michigan Virtual\u00a0for students\u00a0is accredited by\u00a0Cognia\u00a0(formerly AdvancED). Earning accreditation from an organization like Cognia means that our online instructors, tools, services and staff meet or exceed essential standards of educational quality. AdvancED Accreditation Cognia\u00a0(formerly AdvancED) is the world\u2019s largest education community, representing 27,000 public and private schools and districts across the United...",
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            "id": 203,
            "path": "\/students\/calendar\/",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>2024-2025 School Year Calendar<\/h1>\t\t\n\t\t<p>Never miss a thing with the\u00a0<em>Michigan Virtual<\/em> enrollment calendar. Be in the know about important enrollment dates throughout the school year.<\/p>\t\t\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\t\tLooking for 2023-2024's Calendar?\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Student Courses<\/h2>\t\t\n\t\t\t<p>*All times listed reflect the Eastern Time Zone. Terms listed below apply to high school course offerings, unless noted as \"(HS &amp; MS)\".<\/p>\t\t\n\t\t\t\t\t\t\t\t\tSemester 1 (HS &amp; MS)\n\t\t\t\t\t\t\t\t\tSemester 2 (HS &amp; MS)\n\t\t\t\t\t\t\t\t\tTrimesters\n\t\t\t\t\t\t\t\t\tEssentials (Semester 1)\n\t\t\t\t\t\t\t\t\tEssentials (Semester 2)\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t\t\t\t\tChinese (HS &amp; MS)\n\t\t\t\t\t\t\t\t\tSchool Year (CBE)\n\t\t\t\t\t\t\t\t\tSemester 1 (HS &amp; MS)\n\t\t\t\t\t<h3>Semester 1 &#8211; High School &amp; Middle School<\/h3><h4>Early End\u00a0<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Each start date has less than the standard 20 weeks until the single fixed end date<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1 (18 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/16\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>12\/20\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>8\/30\/24<\/td><\/tr><tr><td><strong>Start 2 (17 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/23\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>12\/20\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/6\/24<\/td><\/tr><tr><td><strong>Start 3 (16 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/30\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>12\/20\/24<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/13\/24<\/td><\/tr><\/tbody><\/table><h4>Traditional Semester Length (Traditional \/ Delayed Start)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options are All in January, After the Winter Holiday Break<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/23\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/10\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/6\/24<\/td><\/tr><tr><td><strong>Start 2 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>8\/30\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/17\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/13\/24<\/td><\/tr><tr><td><strong>Start 3 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>9\/6\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/24\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/20\/24<\/td><\/tr><tr><td><strong>Start 4 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>9\/13\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>9\/27\/24<\/td><\/tr><tr><td><strong>Start 5 (19 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>9\/20\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>10\/4\/24<\/td><\/tr><tr><td><strong>Start 6 (18 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>9\/27\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>10\/11\/24<\/td><\/tr><tr><td><strong>Start 7 (17 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>10\/4\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>10\/18\/24<\/td><\/tr><tr><td><strong>Start 8 (16 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>10\/11\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>10\/25\/24<\/td><\/tr><tr><td><strong>Start 9 (15 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>10\/18\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>11\/1\/24<\/td><\/tr><tr><td><strong>Start 10 (14 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong> <br \/>10\/25\/24<\/td><td><strong>FRIDAY<\/strong> <br \/>11\/8\/24<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tSemester 2 (HS &amp; MS)\n\t\t\t\t\t<h3>Semester 2 &#8211; High School &amp; Middle School<\/h3><h4>Delayed Start (Traditional \/ Delayed Start)<\/h4><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Variable Term Length<\/li><li>Variety of delayed start dates<\/li><li>All Start Date Options are Later in the Winter (Late-Jan. to mid-March)<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/3\/25<\/td><td><strong>FRIDAY<\/strong><br \/>5\/23\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><\/tr><tr><td><strong>Start 2 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/10\/25<\/td><td><strong>FRIDAY<\/strong><br \/>5\/30\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><\/tr><tr><td><strong>Start 3 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/6\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><\/tr><tr><td><strong>Start 4 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/13\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/7\/25<\/td><\/tr><tr><td><strong>Start 5 (20 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/14\/25<\/td><\/tr><tr><td><strong>Start 6 (19 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/7\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/21\/25<\/td><\/tr><tr><td><strong>Start 7 (18 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/28\/25<\/td><\/tr><tr><td><strong>Start 8 (17 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>3\/7\/25<\/td><\/tr><tr><td><strong>Start 9 (16 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>2\/28\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>3\/14\/25<\/td><\/tr><tr><td><strong>Start 10 (15 Weeks)<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>3\/7\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/14\/25<\/td><td><strong>FRIDAY<\/strong><br \/>3\/21\/25<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tTrimesters\n\t\t\t\t\t<h3>Traditional Trimester Length (Staggered Start &amp; End)<\/h3>\n<strong>Are these terms right for me?<\/strong>\n<ul>\n \t<li>Consistent Term Length (13 Weeks)<\/li>\n \t<li>Shorter Term Length than Traditional Semesters<\/li>\n \t<li>Weekly Start Dates<\/li>\n \t<li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li>\n<\/ul>\n<h4><strong>Trimester 1<\/strong><\/h4>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n8\/23\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n11\/22\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n9\/6\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/6\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/6\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n9\/20\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/13\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/13\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n9\/27\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/20\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/20\/24<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n10\/4\/24<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>Trimester 2<\/h4>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n11\/22\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n2\/21\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n1\/3\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/6\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n12\/6\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/7\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n1\/3\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/20\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n12\/13\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/14\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n1\/3\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n12\/27\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n12\/20\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/21\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n1\/3\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n1\/3\/24<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*The drop for refund deadline is set 14 days following the term start date. Late enrollments may have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (No later than 1\/8\/25).<\/small>\n<h4>Trimester 3<\/h4>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n2\/21\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n5\/23\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/7\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n2\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n5\/30\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/14\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n3\/7\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n6\/6\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/21\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 4<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n3\/14\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n6\/13\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n3\/28\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 5<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n3\/21\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n6\/20\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n3\/28\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n4\/4\/25<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\t\t\t\t\t\t\t\t\tEssentials (Semester 1)\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education) &#8211; Semester 1<\/h2><h3>Traditional Semester Length (Staggered Start &amp; End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length (20 Weeks)<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/23\/24<\/td><td><strong>FRIDAY<br \/><\/strong>1\/10\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/6\/24<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/30\/24<\/td><td><strong>FRIDAY<br \/><\/strong>1\/17\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/13\/24<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/6\/24<\/td><td><strong>FRIDAY<br \/><\/strong>1\/24\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/20\/24<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/13\/24<\/td><td><strong>FRIDAY<br \/><\/strong>1\/31\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/27\/24<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/20\/24<\/td><td><strong>FRIDAY<br \/><\/strong>2\/7\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>10\/4\/24<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>9\/27\/24<\/td><td><strong>FRIDAY<br \/><\/strong>2\/14\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>10\/11\/24<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/4\/24<\/td><td><strong>FRIDAY<br \/><\/strong>2\/21\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>10\/18\/24<\/td><\/tr><tr><td><strong>Start 8<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/11\/24<\/td><td><strong>FRIDAY<br \/><\/strong>2\/28\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>10\/25\/24<\/td><\/tr><tr><td><strong>Start 9<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/18\/24<\/td><td><strong>FRIDAY<br \/><\/strong>3\/7\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/1\/24<\/td><\/tr><tr><td><strong>Start 10<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>10\/25\/24<\/td><td><strong>FRIDAY<br \/><\/strong>3\/14\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/8\/24<\/td><\/tr><tr><td><strong>Start 11<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/1\/24<\/td><td><strong>FRIDAY<br \/><\/strong>3\/21\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/15\/24<\/td><\/tr><tr><td><strong>Start 12<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>11\/8\/24<\/td><td><strong>FRIDAY<br \/><\/strong>3\/28\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>11\/15\/24<\/td><td><strong>FRIDAY<\/strong><br \/>11\/22\/24<\/td><\/tr><\/tbody><\/table><p>\u00a0<\/p>\n\t\t\t\t\t\t\t\t\tEssentials (Semester 2)\n\t\t\t\t\t<h2>Essentials (Credit Recovery &amp; Alternative Education) &#8211; Semester 2<\/h2><h3>Traditional Semester Length (Staggered Start &amp; End)<\/h3><p><strong>Is this term right for me?<\/strong><\/p><ul><li>Consistent Term Length<\/li><li>Weekly Start Dates<\/li><li>Weekly End Dates, Corresponding with the Start Date I Choose<\/li><li>End Date Options range from late-April through mid-June<\/li><\/ul><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Starts<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Start 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/6\/24<\/td><td><strong>FRIDAY<br \/><\/strong>4\/25\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>12\/20\/24<\/td><\/tr><tr><td><strong>Start 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/13\/24<\/td><td><strong>FRIDAY<br \/><\/strong>5\/2\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>12\/27\/24<\/td><\/tr><tr><td><strong>Start 3<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>12\/20\/24<\/td><td><strong>FRIDAY<br \/><\/strong>5\/9\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/3\/25<\/td><\/tr><tr><td><strong>Start 4<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/10\/25<\/td><td><strong>FRIDAY<br \/><\/strong>5\/30\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><\/tr><tr><td><strong>Start 5<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><td><strong>FRIDAY<br \/><\/strong>6\/6\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><\/tr><tr><td><strong>Start 6<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/24\/25<\/td><td><strong>FRIDAY<br \/><\/strong>6\/13\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/7\/25<\/td><\/tr><tr><td><strong>Start 7<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><td><strong>FRIDAY<br \/><\/strong>6\/20\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>3\/21\/25<\/td><td><strong>FRIDAY<\/strong><br \/>2\/14\/25<\/td><\/tr><\/tbody><\/table><p><em><strong>*The drop for refund deadline is set 14 days following the term start date. Late enrollments may have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (No later than 3\/26\/25).<\/strong><\/em><\/p>\n\t\t\t\t\t\t\t\t\tAdvanced Placement\n\t\t\t\t\t<h2>Advanced Placement<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>Semesters<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>Semester 1<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>8\/30\/24<\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/20\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/13\/24<\/td><\/tr><tr><td><strong>Semester 2<\/strong><\/td><td><strong>FRIDAY<\/strong><br \/>1\/17\/25<\/td><td><strong>FRIDAY<\/strong><br \/>6\/6\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>2\/7\/25<\/td><td><strong>FRIDAY<\/strong><br \/>1\/31\/25<\/td><\/tr><\/tbody><\/table>\n\t\t\t\t\t\t\t\t\tEdReady\n\t\t\t\t\t<h2>EdReady<\/h2><p>For further details, please visit our <a href=\"https:\/\/michiganvirtual.org\/students\/edready\/\">EdReady page<\/a>.<\/p>\n\t\t\t\t\t\t\t\t\tSummer\n\t\t\t\t\t<h2>Summer Courses<\/h2>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Starts<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Start 1<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/23\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/1\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/27\/25<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/6\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 2<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>5\/30\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/8\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/27\/25<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/13\/25<\/td>\n<\/tr>\n<tr>\n<td><strong>Start 3<\/strong><\/td>\n<td><strong>FRIDAY\n<\/strong>6\/6\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n8\/15\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n6\/27\/25<\/td>\n<td><strong>FRIDAY\n<\/strong>6\/20\/25<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<small>*The drop for refund deadline is set 14 days following the term start date. Late enrollments may have less than a 14-day grace period to drop for a refund, but no less than 5 calendar days from the date of enrollment (No later than 7\/2\/25).<\/small>\n\t\t\t\t\t\t\t\t\tChinese (HS &amp; MS)\n\t\t\t\t\t<h2>Chinese Language Courses &#8211; High School &amp; Middle School<\/h2>\n<table cellspacing=\"0\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Semesters<\/th>\n<th>Class Start<\/th>\n<th>Class End<\/th>\n<th>Enrollment End<\/th>\n<th>Drop for Refund End<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Semester 1\n<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n9\/6\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n1\/24\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n9\/27\/24<\/td>\n<td><strong>FRIDAY<\/strong>\n9\/20\/24<\/td>\n<\/tr>\n<tr>\n<td><strong>Semester 2<\/strong><\/td>\n<td><strong>FRIDAY<\/strong>\n1\/24\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n6\/13\/25<\/td>\n<td><strong>3 P.M. FRIDAY<\/strong>\n2\/14\/25<\/td>\n<td><strong>FRIDAY<\/strong>\n2\/7\/25<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2><\/h2>\n\t\t\t\t\t\t\t\t\tSchool Year (CBE)\n\t\t\t\t\t<h2>School Year<\/h2><table cellspacing=\"0\" cellpadding=\"0\"><thead><tr><th>\u00a0<\/th><th>Class Start<\/th><th>Class End<\/th><th>Enrollment End<\/th><th>Drop for Refund End<\/th><\/tr><\/thead><tbody><tr><td><strong>\u00a0<\/strong><\/td><td><strong>MONDAY<\/strong><br \/>8\/30\/24<\/td><td><strong>FRIDAY<\/strong><br \/>6\/6\/25<\/td><td><strong>3 P.M. FRIDAY<\/strong><br \/>9\/20\/24<\/td><td><strong>FRIDAY<\/strong><br \/>9\/13\/24<\/td><\/tr><tr><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><td>\u00a0<\/td><\/tr><\/tbody><\/table><h2>\u00a0<\/h2>\n\t\t<h2>Drop and Withdrawal Policies for <em>Michigan Virtual<\/em> courses:<\/h2><ul><li>Enrollments that are dropped before the course start date or within five calendar days from making the enrollment are subject to a full refund.<\/li><li>Withdrawals after the drop date will be charged the full cost of the course to cover licensed material and instructor costs.<\/li><\/ul><p>Students\/schools are responsible for any materials required for the course unless otherwise specified. Please see the course syllabus for any required materials.<\/p>",
            "title": "Calendar",
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            "content": "<h1>Online Courses for Students<\/h1>\t\t\n\t\t\t<h3>Partnering with your school to bring you more choices<\/h3>\t\t\n\t\t\t<a href=\"\/courses\/students\/\">\n\t\t\t\t\t\tCourse Catalog\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/administrators\/\">\n\t\t\t\t\t\tFor School Leaders\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/www.youtube.com\/watch?v=CpGWsjcLZIM\t\t\t\t\n\t\t\t<h2>Our Course Difference<\/h2>\t\t\n\t\t<p><strong>Research shows:<\/strong> Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\t\t\n\t\t\t\t\t\tOur Difference\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/njjeM1NnKDg\t\t\t\t\n\t\t\t<h2>Popular categories<\/h2>\t\t\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCredit Recovery\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=english-language-arts\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tEnglish Language Arts\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=science\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tScience\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=other%2Cvisual-performing-arts\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tCareer-Oriented Electives\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_ncaa_approved=approved\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tNCAA-Approved\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=social-studies\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSocial Studies\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tSeven World Languages\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<a data-e-bg-lazyload=\".elementor-bg\" href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=mathematics\">\n\t\t\t\t\t\t\t\t\t<h4>\n\t\t\t\t\t\tMathematics\t\t\t\t\t<\/h4>\n\t\t\t\t\t\t<\/a>\n\t\t\t<a href=\"\/courses\/students\/\">\n\t\t\t\t\t\tEnroll Now\n\t\t\t\t\t<\/a>\n\t\t\t<h2>The results speak for themselves<\/h2>\t\t\n\t\t<p>Our <a href=\"\/research\/\">research-based<\/a> solutions leverage the latest data and proven methodologies to increase student success.<\/p>\t\t\t\t\n\t\t\t<h2>What questions do you have about online learning?<\/h2>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"545\" height=\"706\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/03\/Student-Guide-Cover.png\" alt=\"Cover to the student guide to online learning\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h3>Learn best practices for online learning with our family of free guides.<\/h3>\t\t\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\tStudent Guide\n\t\t\t\t\t<\/a>\n\t\t\t<a role=\"button\">\n\t\t\t\t\t\tAll Guides\n\t\t\t\t\t<\/a>\n\t\t\t<h2>Fill out the form below to reach out to us!<\/h2>",
            "title": "For Students",
            "excerpt": "Online Courses for Students Partnering with your school to bring you more choices Course Catalog For School Leaders Our Course Difference Research shows: Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online...",
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<p><strong>For School Administrators<\/strong><\/p>\t\t\n\t\t\t<h1>Do any of these challenges sound familiar?<\/h1>\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/12\/iStock-1219923993-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h4>#1 \u2014 Your students are asking for more courses than you can offer.<\/h4>\t\t\n\t\t<p>Are your students asking for courses that you don\u2019t have the capacity to offer? Online learning can help you solve this problem. Our diverse online course selection includes over 200 core courses and electives for high school and middle school students in Michigan \u2013 including\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\" target=\"_blank\" rel=\"noopener\">24 AP courses<\/a>,\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/world-languages\/\">seven world languages<\/a>, new\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\" target=\"_blank\" rel=\"noopener\">Essentials courses<\/a>\u00a0for credit recovery and\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/\" target=\"_blank\" rel=\"noopener\">over 40 core courses and electives for middle schoolers<\/a>.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/courses\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tExplore Our Student Courses\n\t\t\t\t\t<\/a>\n\t\t\t<h2>#2 \u2014 Your students need more support in their online courses.<\/h2>\t\t\n\t\t<p><strong>Research shows:<\/strong> Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly-qualified, Michigan-certified instructor in every virtual course we offer and provide the mentors of our online learners with free training in best practices to\u00a0set students up for success that goes beyond compliance with the law. It\u2019s that simple, yet many online learning providers do not offer these critical supports to students.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/why-mv\/our-course-difference\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tLearn More About Our Course Difference\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/11\/iStock-1239528357-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/11\/iStock-1206260195-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h4>#3 \u2014 You need better (and more cost-effective) PD options for your teachers.<\/h4>\t\t\n\t\t<p>Let us make your life easier and your teacher training more efficient. You can bundle our over <strong>400 online and face-to-face professional development courses<\/strong> into thematic pathways that meet the needs of your school or district\u2019s improvement plan. These pathways are entirely customizable. Our professional learning specialists will help you design a plan tailored to the needs of your educators. You can pick just one class or several with both free and affordable options, as well as online and face-to-face trainings and events.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/professionals\/dppd\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tMeet Your PD Dream Team\n\t\t\t\t\t<\/a>\n\t\t\t<h2>#4 \u2014 Your students need more support in social-emotional learning (SEL).<\/h2>\t\t\n\t\t<p>Meet\u00a0Suite360\u00a0\u2014 a multiplatform online character development and behavior intervention program designed by Evolution Labs. This innovative program can be used by K-12 schools as a supplemental resource to foster social-emotional learning (SEL) in classrooms or as supplemental restorative justice program for in-school suspension (ISS).<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/sel\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tBring SEL to Your School\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/11\/iStock-1277237827-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2021\/08\/iStock-949396052-1024x683.jpg\" alt=\"\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h4>#5 \u2014 Your students need flexible summer learning options.<\/h4>\t\t\n\t\t<p>Let us make your life easier and your teacher training more efficient. You can bundle our over 400 online and face-to-face professional development courses into thematic pathways that meet the needs of your school or district\u2019s improvement plan. These pathways are entirely customizable. Our professional learning specialists will help you design a plan tailored to the needs of your educators. You can pick just one class or several with both free and affordable options, as well as online and face-to-face trainings and events.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/administrators\/online-summer-school\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tSet Up Your Online Summer School \n\t\t\t\t\t<\/a>\n\t\t\t<h2>Interested in partnering with us?<\/h2>\t\t\n\t\t<p>We\u2019re always looking for new partners to help inspire change. Please contact us about potential partnership opportunities.<\/p>",
            "title": "For Administrators",
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            "content": "[rank_math_breadcrumb]\t\t\n\t\t\t<h1>Research and Best Practices<\/h1>\t\t\n\t\t<p><i>Michigan Virtual<\/i> works to develop materials for both students and educators based on diligent research and industry leading practices to ensure student success.<\/p>\t\t\n\t\t\t<h2>Researched and Ready<\/h2>\t\t\n\t\t<p>Our instructional design team understands that learning online is a different experience than learning in traditional environments. We focus our efforts on developing lessons and experiences that will engage students, generate interest and help them reach their learning goals. We apply four areas of instructional design and research when developing our strategies.<\/p><ul><li>Merrill\u2019s\u00a0<em><a href=\"https:\/\/mdavidmerrill.wordpress.com\/publications\/first%20principles%20of%20instruction\/\" target=\"_blank\" rel=\"noopener noreferrer\">First Principles of Instruction<\/a><\/em>\u00a0provides an optimal instructional framework to build online lessons that promote\u00a0student learning across many kinds of courses.<\/li><li>Wiggins and McTighe\u2019s\u00a0<a href=\"http:\/\/www.ascd.org\/ASCD\/pdf\/siteASCD\/publications\/UbD_WhitePaper0312.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Understanding by Design<\/em><\/a>\u00a0reinforces the difference between learning for the sake of passing a course and learning for understanding, and how to design lessons that support students in making sense of what they are learning and why it is significant in the \u201cbig picture.\u201d<\/li><li><a href=\"https:\/\/www.nap.edu\/read\/9853\/chapter\/1\" target=\"_blank\" rel=\"noopener noreferrer\"><i>How People Learn<\/i><\/a>\u00a0(Bransford et. al. ) and\u00a0<a href=\"http:\/\/www.aft.org\/sites\/default\/files\/periodicals\/WILLINGHAM%282%29.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><i>Why Don\u2019t Students Like School?<\/i><\/a>\u00a0(Willingham) provide the research on cognitive and learning science which helps us understand how learning actually happens and the conditions that promote it.<\/li><li>Anderson and Krathwohl\u2019s\u00a0<a href=\"http:\/\/www.ucdenver.edu\/faculty_staff\/faculty\/center-for-faculty-development\/Documents\/Tutorials\/Assessment\/module2\/blooms_revised.htm\" target=\"_blank\" rel=\"noopener noreferrer\"><i>A Taxonomy of Learning, Teaching, and Assessing<\/i><\/a>\u00a0(also known as the revised Bloom\u2019s taxonomy) help us accurately identify the kind of skill or knowledge students will be learning so we can ensure that objectives, instruction and assessments are aligned with one another.<\/li><\/ul>\t\t\n\t\t\t<h2>Best Practice Makes Perfect<\/h2>\t\t\n\t\t<p><a href=\"https:\/\/www.qualitymatters.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Quality Matters<\/a>\u00a0is an internationally-recognized quality assurance organization dedicated to promoting and improving the quality of online courses. Based on feedback received through the Quality Matters\u00a0<a href=\"https:\/\/www.qualitymatters.org\/reviews-certifications\/course-design-reviews\" target=\"_blank\" rel=\"noopener noreferrer\">course evaluation process<\/a>,\u00a0<em>Michigan Virtual<\/em>\u00a0instructional designers have developed a set of practices, tools, templates, procedures and guidelines that support general standards described by the\u00a0<a href=\"https:\/\/www.qualitymatters.org\/qa-resources\/rubric-standards\/k-12-secondary-rubric\" target=\"_blank\" rel=\"noopener noreferrer\">Quality Matters K-12 Secondary Standards for Online and Blended Courses<\/a>.<\/p><p>The standards focus on the following areas:<\/p><ol><li>Course Overview and Introduction<\/li><li>Learning Objectives (Competencies)<\/li><li>Assessment and Measurement<\/li><li>Instructional Materials<\/li><li>Course Activities and Learner Interaction<\/li><li>Course Technology<\/li><li>Learner Support<\/li><li>Accessibility and Usability*<\/li><li>Compliance Standards<\/li><\/ol><p>Having and applying our set of best practices based on these standards helps ensure that the learning experiences we create are focused on promoting student success and having a good online learning experience.<\/p>",
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            "id": 192,
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            "content": "[rank_math_breadcrumb]\t\t\t\t\n\t\t\t<h1>Not all online courses are created equal.<\/h1>\t\t\n\t\t<p><em><strong>Research<\/strong><strong>&nbsp;shows<\/strong><\/em>:&nbsp;Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly qualified, Michigan-certified instructor in every teacher-led online course we offer and provide the mentors of our online learners with free training in effective practices.<\/p>\t\t\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/courses\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tExplore our course catalog\n\t\t\t\t\t<\/a>\n\t\thttps:\/\/youtu.be\/njjeM1NnKDg\t\t\t\t\n\t\t\t<h2>When your students take our online courses, they receive the following supports and benefits:<\/h2>\t\t\n\t\t\t<h2>#1 \u2014 Highly-qualified instructors, not just content presenters<\/h2>\t\t\n\t\t<p>Many online course providers offer students a) no teacher at all, or b) a \u201cteacher\u201d who simply presents content, but does not offer students personalized feedback on their assignments. Here at\u00a0<em>Michigan Virtual,\u00a0<\/em>we want our students to thrive in their online courses, so we put significant effort into hiring highly-qualified, Michigan-certified teachers and training them in best practices for online instruction.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"538\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/10\/DSC03297w-1024x538.jpg\" alt=\"All of our instructors stand together for a photo at the 2018 Collaboration of the Minds\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>Here's how our instructors help your students succeed:<\/h2>\t\t\n\t\t<ul><li>Because our instructors are\u00a0<strong>highly qualified in their subject area<\/strong>, they will help your students master the content of their course.<\/li><li>Because our instructors offer students\u00a0<strong>personalized feedback on their assignments<\/strong>, they will help your students harness their strengths and target learning gaps.<\/li><li>Because online pedagogy varies significantly from face-to-face pedagogy, our instructors are trained in a rigorous, 4-week course on online pedagogy and receive ongoing professional development throughout the year. This means that your students will receive\u00a0<strong>quality instruction that is tailored to the online learning environment.\u00a0<\/strong><\/li><\/ul>\t\t\t\t\n\t\t\t<h2>#2 \u2014 Trained mentors who track student progress and guide success<\/h2>\t\t\n\t\t<p>In the State of Michigan, schools are required to provide an on-site mentor for every student who chooses to take an online course. Why? Because mentors provide critical support to online learners. By developing a face-to-face connection, keeping students on schedule, and providing guidance and support, mentors make online courses less overwhelming and more manageable for students.<\/p><p>The problem many mentors face, however, is that they do not receive adequate training on how to support their students. That\u2019s why we offer all of our mentors a\u00a0<a href=\"https:\/\/michiganvirtual.org\/professionals\/mentors\/\" target=\"_blank\" rel=\"noopener\">myriad of free training opportunities in best practices<\/a>\u00a0for mentoring online students. When mentors are prepared for their job responsibilities, they better serve online learners and facilitate greater student outcomes.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"684\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/06\/mentor-image-1024x684.jpg\" alt=\"Male teacher helping student on computer\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/586211160-1024x683.jpg\" alt=\"School children using laptop with teacher in the classroom\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>#3 \u2014 Comprehensive course selection<\/h2>\t\t\n\t\t<p>Often, when students turn to online learning, they\u2019re looking for\u00a0<em>more\u00a0<\/em>options. For example, maybe they want to take an AP course or study a subject not offered in their school. Here at\u00a0<em>Michigan Virtual,\u00a0<\/em>we are constantly expanding our catalog to meet the needs and captivate the curiosities of our students.<\/p><p>We offer\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/courses\/\" target=\"_blank\" rel=\"noopener\">over 200 online courses and electives<\/a>\u00a0for Michigan students \u2013 including\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/high-school\/advanced-placement\/\" target=\"_blank\" rel=\"noopener\">24 AP courses<\/a>,\u00a0<a href=\"https:\/\/michiganvirtual.org\/courses\/students\/?_subject_area=world-languages\" target=\"_blank\" rel=\"noopener\">seven world languages<\/a>, new\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/essentials\/\" target=\"_blank\" rel=\"noopener\">Essentials courses<\/a>\u00a0for credit recovery and\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/middle-school\/\" target=\"_blank\" rel=\"noopener\">over 40 core courses and electives for middle schoolers<\/a>.<\/p><p>Additionally, over 140 of our offerings pass the accreditation by the NCAA for student-athletes. We offer all these courses to help students pursue knowledge in the subjects that captivate them, as well as to help small districts retain the best students, supporting their efforts to compete with larger schools with broader curricula.\u00a0<\/p>\t\t\t\t\n\t\t\t<h2>#4 \u2014 Award-winning &amp; accredited course content<\/h2>\t\t\n\t\t<p>Part of our success lies in the use of\u00a0a third party to evaluate our courses to ensure they meet Michigan\u2019s merit requirements. As a member of\u00a0<a href=\"https:\/\/michiganvirtual.org\/resources\/quality-matters\/\">Quality Matters<\/a>\u00a0\u2014 a nonprofit organization and recognized leader in quality assurance for online learning \u2014 we have access to:<\/p><ul><li>Excellent course peer review processes<\/li><li>Professional development opportunities, and<\/li><li>Standardized rubrics to evaluate and improve the courses we offer to students.<\/li><\/ul><p>In 2017, we received the\u00a0<a href=\"https:\/\/michiganvirtual.org\/about\/news\/michigan-virtual-honored-by-quality-matters-for-quality-courses-and-impact-on-student-success\/\"><i>Quality Matters Make a Difference for Students Award for Outstanding Impact by a K-12 Organization.<\/i><\/a><\/p><p>In 2005, we were\u00a0<a href=\"https:\/\/michiganvirtual.org\/students\/accreditation\/\" target=\"_blank\" rel=\"noopener\">accredited by AdvancED<\/a>, a non-profit, non-partisan organization that conducts rigorous, on-site reviews of a variety of educational institutions and systems to ensure that all learners are receiving a quality education. We were subsequently re-accredited in 2010 and 2016.<\/p>\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"825\" height=\"825\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/10\/qualitymatters.png\" alt=\"Quality Matters Logo\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t<img width=\"1024\" height=\"683\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2018\/07\/high-school-student-9-1024x683.jpg\" alt=\"Confident student works on writing assignment\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t<h2>#5 \u2014 Focus on concept-mastery<\/h2>\t\t\n\t\t<p>When a student enrolls in one of our courses, we want them to leave the course having mastered the concepts they signed up to learn. Part of the beauty of online courses lies in the flexible nature of learning, which allows students to work at their own pace and wait until concepts are mastered before moving onto the next lesson.<\/p><p>We emphasize\u00a0<i>quality\u00a0<\/i>and\u00a0<i>comprehension\u00a0<\/i>in every single course that we offer. By breaking down subject matter into core concepts and evaluating students at critical milestones, we meet students where they are and help them to set the pace of their own learning.\u00a0<\/p>\t\t\t\t\n\t\t\t<h2>Explore our course catalog.<\/h2>\t\t\n\t\t\t<p>We offer over 200 online courses and electives for high school and middle school students in Michigan \u2013 including 24 AP courses, seven world languages, new Essentials courses for credit recovery and over 40 core courses and electives for middle schoolers. Explore our course catalog today!<\/p>\t\t\n\t\t\t<a href=\"https:\/\/michiganvirtual.org\/students\/courses\/\" target=\"_blank\" rel=\"nofollow noopener\" role=\"button\">\n\t\t\t\t\t\tExplore our course catalog\n\t\t\t\t\t<\/a>",
            "title": "Our Course Difference",
            "excerpt": "Not all online courses are created equal. Research&nbsp;shows:&nbsp;Your students will perform better in a supportive online learning environment. That\u2019s why we put a highly qualified, Michigan-certified instructor in every teacher-led online course we offer and provide the mentors of our online learners with free training in effective practices. Explore our course catalog When your students...",
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            "content": "Our research fellow Dennis Beck will present an overview of the research on the use of games in K-12 online and blended courses and provide recommendations for practitioners and future research.\n<h6>Presenter<\/h6>\nDennis Beck, University of Arkansas",
            "title": "The Use of Games in Online and Blended Courses",
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            "path": "\/blog\/episode-34-barbara-treacy-harvard-university\/",
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            "content": "https:\/\/soundcloud.com\/mvlri\/episode-34-barbara-treacy-harvard-university\r\n\r\nIn this episode, we\u2019re talking with Dr. Barbara Treacy, an instructor at Harvard University and Digital Learning Consultant. Those two titles certainly don\u2019t do justice to all the important work and service that Barbara has provided for the field of K-12 online and blended learning over her career. During our conversation, we touch on her work in providing online professional development for teachers with <a href=\"http:\/\/www.edtechleaders.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">EdTeach Leaders Online<\/a>, serving on the <a href=\"http:\/\/www.doe.mass.edu\/boe\/sac\/dlac\/\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Learning Advisory Council<\/a> for the state of Massachusetts, teaching graduate students at Harvard, and working to develop leaders in blended learning with the <a href=\"https:\/\/www.fi.ncsu.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Friday Institute<\/a>. Follow her on Twitter at <a href=\"https:\/\/twitter.com\/barbaratreacy\" target=\"_blank\" rel=\"noopener noreferrer\">@barbaratreacy<\/a>.",
            "title": "Episode 34: Barbara Treacy, Harvard University",
            "excerpt": "https:\/\/soundcloud.com\/mvlri\/episode-34-barbara-treacy-harvard-university In this episode, we\u2019re talking with Dr. Barbara Treacy, an instructor at Harvard University and Digital Learning Consultant. Those two titles certainly don\u2019t do justice to all the important work and service that Barbara has provided for the field of K-12 online and blended learning over her career. During our conversation, we touch on...",
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            "id": 3540,
            "path": "\/about\/news\/mv-courses-added-to-gennet-portal\/",
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            "content": "<em>Michigan Virtual<\/em> partnered with Genesee Intermediate School District by joining its GenNET Online Learning portal.\r\n\r\nGenNET users can now choose from <em>Michigan Virtual<\/em>\u2019s online provider, <em>Michigan Virtual<\/em> for Students, when making online course decisions. The <em>Michigan Virtual<\/em> catalog of semester, trimester and summer courses is available at <a href=\"http:\/\/www.gennet.us\/\" target=\"_blank\" rel=\"noopener noreferrer\">gennet.us<\/a>.\r\n\r\nGenNET Online Learning provides students in grades K-12 with a wide variety of rigorous, high-quality online courses. All courses are aligned to Michigan standards and discounted on the GenNET portal.\r\n\r\n<em>Michigan Virtual<\/em> offers English language arts, math, science, social studies and seven world languages to high school students, along with Advanced Placement, over 90 NCAA-approved courses for student-athletes and a wide variety of electives.\r\n\r\n\u201cThis arrangement with GenNET will help our school customers throughout Michigan better serve their students, especially those in need of online courses as part of a state-approved, seat time waiver,\u201d said Jamey Fitzpatrick, President &amp; CEO, <em>Michigan Virtual<\/em>.\r\n\r\nAll Michigan Virtual GenNET courses are teacher-led, which means:\r\n<ul>\r\n \t<li>Teacher-led courses qualify for the Seat Time Waiver program.<\/li>\r\n \t<li>Teacher-led online learning mirrors the role of a traditional classroom teacher in a virtual environment.<\/li>\r\n \t<li>This format usually makes use of a web-based course management system or application such as Blackboard to create an online learning environment for students.<\/li>\r\n \t<li>The online teacher provides the organization, direction, educational content and feedback for the students.<\/li>\r\n<\/ul>\r\n\u201cThe GenNET Online Learning Portal provides districts across Michigan with access to over 2,000 high quality and discounted courses that offer students a broad array of options for learning. GenNET is excited about a new opportunity to offer courses from <em>Michigan Virtual<\/em>,\u201d said Dr. Lisa A. Hagel, Superintendent, Genesee ISD. \u201c<em>Michigan Virtual<\/em> is a respected leader in online and blended learning in Michigan and their courses and partnership will bring an even greater value to the GenNET Online Learning Portal for all students.\u201d\r\n\r\nRegistration is now open. Students in Michigan should contact their school principal or counselor to register. School principals or counselors should contact their local ISD\/RESA\/REMC for more information or contact <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About Genesee ISD<\/h4>\r\nAs a premier regional service agency, Genesee Intermediate School District provides leadership that links learners to public schools, the community, the private sector and public agencies to improve education and enhance lifelong learning for all citizens. GISD\u2019s educational leadership impacts instruction, learning, student achievement, productivity, and efficiency. Strong relationships and partnerships help form the foundation of many GISD services. GISD\u2019s operational funding comes from federal, state, and local sources, plus numerous grants. Visit <a href=\"http:\/\/geneseeisd.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">geneseeisd.org<\/a> for more information.\r\n\r\n&nbsp;",
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            "id": 6543,
            "path": "\/blog\/campfire-podcast-failure-free-failing\/",
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            "content": "\r\n\r\nAs we get deeper into our podcast adventure, we are feeling fortunate to have the opportunity to converse with fantastic educators and get a glimpse into how learning happens in their classrooms or schools. This week was no different. So, per the usual, here are a few links to things we chatted about around this week\u2019s campfire:\r\n<ul>\r\n \t<li>We got off to a good start by chatting about Jeff and I\u2019s summer camp experiences as kids.<\/li>\r\n \t<li>We shared how we are majorly digging on Google Docs, Slides, Sheets, Forms \u2014 really the whole Google Suite of tools, but also add-ons like\u00a0<a href=\"https:\/\/chrome.google.com\/webstore\/detail\/autocrat\/ppgnklghfnlijoafjjkpoakpjjpdkgdj?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">AutoCrat<\/a>\u00a0and\u00a0<a href=\"http:\/\/www.flubaroo.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Flubaroo<\/a>, too.<\/li>\r\n<\/ul>\r\n<img src=\"https:\/\/cdn-images-1.medium.com\/max\/800\/1*7TuaDUAVIgjkwo7TWLYzsA.png\" \/>\r\n<h4>In our conversation with\u00a0<a href=\"https:\/\/twitter.com\/erinmastin\" target=\"_blank\" rel=\"noopener noreferrer\">Erin Mastin<\/a>, we discussed:<\/h4>\r\n<ul>\r\n \t<li>The\u00a0<a href=\"http:\/\/miched.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">#michED<\/a>\u00a0Twitter Chat and how that deepened her interest in competency-based learning and\u00a0<a href=\"http:\/\/www.huffingtonpost.com\/dr-robert-mendenhall\/competency-based-learning-_b_1855374.html\" target=\"_blank\" rel=\"noopener noreferrer\">this article<\/a>\u00a0that explains competency-based learning.<\/li>\r\n \t<li>Integrating STEM activities into her 3rd-grade curriculum and how that\u2019s benefited both her and her students!<\/li>\r\n \t<li>How she and her 3rd-grade team are approaching the growth mindset in her \"mistake-making classroom.\"<\/li>\r\n \t<li>How to further engage students in their own learning through data, goals and even a few fun incentives!<\/li>\r\n \t<li>We quizzed Erin on her Alma Mater \u2014 Michigan State University! Of 7 questions, she got 4 right \u2014 but don\u2019t worry, she just knows she can grow a little more to get 7\/7 next time!<\/li>\r\n<\/ul>\r\nNext, we brought in our very own\u00a0<a href=\"https:\/\/twitter.com\/kelhixon\" target=\"_blank\" rel=\"noopener noreferrer\">Kelli Hixon<\/a>\u00a0to talk about competency-based learning and asked her to share her experiences and knowledge from her previous role as a teacher\/coach in a competency-based school district.\r\n\r\nAnd just in case you missed it, we\u2019re still offering to send you\u00a0<strong>swag<\/strong>\u00a0if your #CampfireQ was chosen for the show! You can Tweet it, post it on Facebook or Instagram, or even find us on Snapchat \u2014 Erin (<a href=\"https:\/\/twitter.com\/elucky9\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter<\/a>,\u00a0<a href=\"https:\/\/www.snapchat.com\/add\/efralick9\" target=\"_blank\" rel=\"noopener noreferrer\">Snapchat<\/a>) and Jeff (<a href=\"http:\/\/www.twitter.com\/jger1\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter<\/a>,\u00a0<a href=\"https:\/\/www.snapchat.com\/add\/gerlachisme\" target=\"_blank\" rel=\"noopener noreferrer\">Snapchat<\/a>) and ask questions there!\r\n\r\nAs always, if you want to subscribe, check us out on<a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0iTunes<\/a>,\u00a0<a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\" target=\"_blank\" rel=\"noopener noreferrer\">Google Play Music<\/a>\u00a0and\u00a0<a href=\"https:\/\/soundcloud.com\/campfirebl\" target=\"_blank\" rel=\"noopener noreferrer\">SoundCloud<\/a>! Just a quick note \u2014 Campfire is made possible by\u00a0<a href=\"https:\/\/zencastr.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Zencastr<\/a>; podcasters, check out Zencastr to record your remote guests in high quality!",
            "title": "Podcast: Failure-free Failing",
            "excerpt": "As we get deeper into our podcast adventure, we are feeling fortunate to have the opportunity to converse with fantastic educators and get a glimpse into how learning happens in their classrooms or schools. This week was no different. So, per the usual, here are a few links to things we chatted about around this...",
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        {
            "id": 28802,
            "path": "\/webinar\/choice-cyber-schools-educational-marketplace-rural-school-districts\/",
            "author_id": 54,
            "timestamp": 1487739600,
            "content": "This session highlights findings from a study on enrollment patterns of students in brick-and-mortar and cyber charter schools in Pennsylvania, and how these enrollment patterns differ across geographic locale.\n<h6>Presenters<\/h6>\nBryan Mann, Penn State University\nStephen Kotok, University of Texas at El Paso",
            "title": "Choice, Cyber Schools and the Educational Marketplace for Rural School Districts",
            "excerpt": "This session highlights findings from a study on enrollment patterns of students in brick-and-mortar and cyber charter schools in Pennsylvania, and how these enrollment patterns differ across geographic locale. Presenters Bryan Mann, Penn State University Stephen Kotok, University of Texas at El Paso",
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            "path": "\/blog\/episode-33-bi-vuong-harvard-university\/",
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            "content": "\n\nIn this episode, we talk with Bi Vuong, the Director of Proving Ground at Harvard University. Bi gives us some details on how she and her team provide school districts and states with rapid-cycle research services to help them tackle specific issues facing their program. We chat for a bit about the work that the Proving Ground project has done to date around educational technology software implementation, and then talk about the direction of the program going forward. Learn more about the Proving Ground project at their website, and follow Bi on Twitter at <a href=\"https:\/\/twitter.com\/bithivuong\" target=\"_blank\" rel=\"noopener noreferrer\">@bithivuong<\/a>.",
            "title": "Episode 33: Bi Vuong, Harvard University",
            "excerpt": "In this episode, we talk with Bi Vuong, the Director of Proving Ground at Harvard University. Bi gives us some details on how she and her team provide school districts and states with rapid-cycle research services to help them tackle specific issues facing their program. We chat for a bit about the work that the...",
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            "path": "\/about\/news\/opportunities-for-st-clair-county-students-expand-with-new-partnership\/",
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            "timestamp": 1487099921,
            "content": "High school students across St. Clair County will, this fall, have easier access to an expanded range of online classes offered through a cooperative effort among the county\u2019s seven public school districts, St. Clair County RESA and <em>Michigan Virtual<\/em> for students.\r\n\r\nLearnON is designed to be St. Clair County\u2019s portal to online learning, according to Kevin Miller, RESA director of Administrative Services. \u201cLearnON is partnering with <em>Michigan Virtual<\/em> for students to give our students a better way to access online classes. Most classes will be facilitated by local county teachers who know and understand our students, and students will register through their high school counselors,\u201d Miller said. \u201cAn added bonus for everyone is that this keeps St. Clair County education dollars in St. Clair County.\u201d\r\n\r\n\u201cPartnering with St. Clair County RESA allows the <em>Michigan Virtual<\/em> for students to provide increased access to quality online course content to students. <em>Michigan Virtual<\/em> serves as a leader in the state of Michigan as a service provider, capacity builder, and change agent in the areas of blended and online instruction. This partnership aligns perfectly with that role,\u201d said Kristin Flynn, executive director of Student Learning Services at <em>Michigan Virtual<\/em>. \u201cWe expect that this unique model of collaboration will attract other districts from across the state to form partnerships of this nature to best serve students with these expanded opportunities.\u201d\r\n\r\nPreviously, county students could access online classes, but there was no coordinated, countywide effort to make the process as simple, transparent and reliable as possible, Miller said.\r\n\r\n\u201cThrough LearnON, students register for their fall classes as they always have done. Now, though, their online options will be offered up front during scheduling. That will give counselors more flexibility in helping each student be successful and achieve his or her educational goals,\u201d Miller said. He added that LearnON also would give students more flexibility to take a subject they want without sacrificing other preferred classes due to outside time demands from sports, band, work or other home issues. Classes can be accessed at the student's convenience, at any location that lets them connect to the internet.\r\n\r\nAll LearnON classes through <em>Michigan Virtual<\/em> for students will make mentors available to students who need extra help. Students also can interact with teachers and fellow students through the online portal. Teachers are accessible through a number of communications channels including video chat and texting. \u201cThis is a win-win-win situation. Online learning may not be right for every student in every circumstance. By keeping local control, LearnON educators will be in a position to provide our students the support and guidance they need to be successful,\u201d Miller said.\r\n\r\nLearnON options are available to all St. Clair County high school students beginning with registration for their Fall 2017 classes over the next several months. Classes available include core subjects such as English and Math. Other courses address less common subjects not typically available in most high schools, including a wide range of world languages and Advanced Placement courses. The expanded online options also will allow students to pursue a subject at whatever academic level matches their skills and interests.\r\n\r\n\u201cLearnON is a perfect example of how St. Clair County schools work together for the benefit of their students,\u201d Miller said.\r\n\r\n<a href=\"http:\/\/scclearnon.weebly.com\/\" target=\"_blank\" rel=\"noopener\">More information about LearnON<\/a>\r\n<h4>About St. Clair County RESA<\/h4>\r\n<a href=\"http:\/\/www.sccresa.org\/\" target=\"_blank\" rel=\"noopener\">More information about St. Clair County RESA<\/a>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual Learning Research Institute<\/em>.\r\n\r\n&nbsp;",
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            "excerpt": "High school students across St. Clair County will, this fall, have easier access to an expanded range of online classes offered through a cooperative effort among the county\u2019s seven public school districts, St. Clair County RESA and Michigan Virtual for students. LearnON is designed to be St. Clair County\u2019s portal to online learning, according to...",
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            "path": "\/research\/publications\/games-used-in-k-12-schools-a-research-perspective\/",
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            "content": "One of the threads in research for technology integration literature is the need to create more authentic and engaging learning experiences in schools (Boyle, 2016). One way to do this is through the use of games. Research has been conducted on the best practices and use of games in the K-12 face-to-face classroom.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/gamesinschools.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Games Used in K-12 Schools: A Research Perspective",
            "excerpt": "One of the threads in research for technology integration literature is the need to create more authentic and engaging learning experiences in schools (Boyle, 2016). One way to do this is through the use of games. Research has been conducted on the best practices and use of games in the K-12 face-to-face classroom.",
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        {
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            "path": "\/blog\/how-michigan-school-handbooks-present-information-about-online-learning\/",
            "author_id": 54,
            "timestamp": 1485838800,
            "content": "Michigan\u2019s K-12 online learning <a href=\"https:\/\/media.mivu.org\/institute\/consumerawareness\/background.html\" target=\"_blank\" rel=\"noopener noreferrer\">policies<\/a> have evolved significantly over the last two decades, allowing for more instructional options and learning opportunities for students in public schools. Two specific policy shifts have likely had the most impact on how Michigan\u2019s schools make online learning options available to their students. First is a 2006 <a href=\"http:\/\/www.michigan.gov\/documents\/mde\/Online10.06_final_175750_7.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">requirement<\/a>, passed as part of the Michigan Merit Curriculum (MMC), for students to participate in an \u201conline learning experience\u201d before graduating from high school, an attempt to ensure that students are prepared to meet the demands of the workforce and cultivate the skills necessary for lifelong learning. Second is <a href=\"http:\/\/www.legislature.mi.gov\/(S(fvtwknrg4abwzz45tjfyly55))\/documents\/mcl\/pdf\/mcl-388-1621f-amended.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">legislation<\/a> passed in 2013 that allowed students in grades 5 to 12 (revised to K to 12 in 2016) to enroll in up to two online courses during an academic term, as requested by the student.\r\n\r\nPolicy, though, is often different than practice. For the purposes of this focused research endeavor, the research team sought to gain insight into how Michigan public school districts are informing parents and students about online learning requirements and opportunities. MVLRI collaborated with graduate students from Harvard University\u2019s Graduate School of Education to analyze the parent\/student handbooks of 189 schools from across the state of Michigan. This sample was restricted to Michigan public high schools, given that <a href=\"https:\/\/media.mivu.org\/institute\/pdf\/er_2015.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">research<\/a> shows that the majority of virtual course enrollments in Michigan occur at the high school level. The following selection criteria available from <a href=\"http:\/\/www.michigan.gov\/cepi\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan\u2019s Center for Educational Performance and Information (CEPI)<\/a>, returned a total of 426 LEA schools:\r\n<ul>\r\n \t<li>Entity Status: Open-Active<\/li>\r\n \t<li>Entity Type: LEA School<\/li>\r\n \t<li>Entity Actual Grades: exactly 9,10,11,12<\/li>\r\n \t<li>Entity Local Name is specified<\/li>\r\n \t<li>Entity Actual Educational Settings contains \u201cGenEd\u201d<\/li>\r\n \t<li>Entity must have reported headcount data in Spring 2016<\/li>\r\n<\/ul>\r\nThe sample was further stratified according to four categories of locale code (Town, Rural, Suburban and City). Finally, the sample size calculation (hypothesized probability = 50% and 95% confidence level) returned 203 schools (City =18.72%; Rural = 31.53%; Sub= 33.99%; and Town=15.76%) with + or - 5 of confidence interval.\r\n\r\nOf the identified 203 schools, 14 did not have school handbooks readily available online and did not respond to requests to make them available, thus narrowing our final sample to 189 schools. Additionally, many school websites include pertinent information about online learning in distinct subsections of the school\u2019s website or in other important documents, including course or curriculum guides, that are separate from the student-parent handbook. These instances were noted and may be useful for further research. It is encouraging that 84% of the school handbooks analyzed made at least some reference to online learning. However, these references seemed to be scattered across different contexts and varied in the amount or accuracy of information provided. For example, some made mention of online courses with regard to athletic eligibility, others only to the \u201cweighting\u201d of online course grades, and others even mentioned online learning only in sections dealing with cheating and plagiarism. Though mentions of online learning were scattered, further analysis of the available student handbooks revealed a number of distinct themes outlined below.\r\n\r\n<strong>\u201cOnline learning experience\u201d requirement.<\/strong> By far the most cited information with regard to online learning in school handbooks is the 2006 requirement for an online learning experience in the MMC, referenced in nearly one-third (61) of all handbooks analyzed. Though this is the most frequent aspect of online learning mentioned in school handbooks, the amount of elaboration or guidance that is provided on how the requirement should be met varies widely; a large majority of handbooks offer no elaboration whatsoever.\r\n\r\n<strong>Credit recovery.<\/strong> The second most frequently cited context in which online learning was mentioned in school handbooks was credit recovery. Nearly 18% (34) of the handbooks analyzed made specific mention of online learning used to recover credit. This seems to make sense given that Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15 found that 46% of that year\u2019s virtual enrollments were from students who failed three or more non-virtual courses. That same subsection of students also only passed their virtual courses 40% of the time.\r\n\r\n<strong>Instructional options.<\/strong> The last theme to emerge from the analysis of Michigan school handbooks was what the research team refers to as \u201cinstructional options,\u201d or the mention of online learning as an opportunity for students to learn in a different modality. Online learning instructional options were mentioned in 12% (23) of the school handbooks analyzed. These mentions included the legislative provision of section 21f; some handbooks even included the language of section 21f verbatim.\r\n\r\nIn addition to the themes discussed above, there were also two other points of note. First, not only was there not a great prevalence of information regarding online learning in the handbooks analyzed, there were even some cases of misinformation. For instance, one handbook restricted online course enrollment to courses not already being offered by the high school and only those courses approved by the principal; it also required that students assume total responsibility for the fees associated with the course, in direct contradiction to section 21f. In another instance, a school handbook specifically stated that the online learning experience was not for credit (again contradicting the allowances of section 21f) and directed students to use an online career planning service to fulfill both the online requirement and another state requirement. The second point of note is that many of the handbooks seem to be very dated, given that over 75% of them make reference to \u201cpersonal digital assistants,\u201d a term for a mobile computing device that has fallen out of fashion since the rise in popularity of smartphones beginning a decade ago.\r\n<h4>Recommendations<\/h4>\r\nGiven what was found within Michigan's school handbooks and on their public websites, the research team developed a set of recommendations for schools to best inform parents and students about online learning requirements and options. First, schools should continue to include information in their handbooks regarding the 2006 MMC \u201conline learning experience\u201d requirement. The research team also suggests adding more context when mentioning this requirement, especially providing the choices for meeting that requirement, which may include taking a fully online course for credit or the options available to students under section 21f. Second, schools should be sure to note the variety of reasons a student may want or need to enroll in an online course and be careful not to limit those reasons to specific circumstances such as credit recovery. Lastly, school handbooks should offer information about specific online program structures and supports for students participating in online courses. This language could include links to general support documents such as the <a href=\"https:\/\/media.mivu.org\/institute\/pdf\/studentguide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Student Guide to Online Learning<\/a> and the <a href=\"https:\/\/media.mivu.org\/institute\/pdf\/parentguide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Parent Guide to Online Learning<\/a>, which include useful information for the processes, procedures, and options involved in taking online courses.\r\n\r\nBelow is a sample section on online courses recommended for modification and inclusion in parent-student handbooks; this resource has also been added to <em>Michigan Virtual<\/em>\u2019s <a href=\"https:\/\/micourses.org\/resources\/21f_tool_kit.html\" target=\"_blank\" rel=\"noopener noreferrer\">21f Toolkit<\/a>.\r\n\r\n<hr \/>\r\n\r\n<h4>Online Courses<\/h4>\r\n<em>(School name)<\/em> offers students the opportunity to take online courses to complete their curricular requirements, including the MMC requirement to complete an online learning experience. The state law known as Section 21f allows for students to take up to two online courses \u2014 or more with parent, student, and school leadership agreement \u2014 during an academic term. Online courses may be completed in place of traditional courses in the student's regular schedule, either for first-time instruction or to recover credit for previously failed courses. Students taking an online course under 21f will be assigned a mentor to help support them in their learning. Students may select online courses from the local district catalog at [website address] or the statewide catalog of online courses at <a href=\"https:\/\/micourses.org\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/micourses.org<\/a>.\r\n\r\nStudents who are successful online learners tend to have good communication and technology skills, a sense of self-discipline and motivation for learning, a general interest in the course subject matter, and a dedicated place to work on the course with computer and Internet access. Parents and students are encouraged to review the <a href=\"https:\/\/media.mivu.org\/institute\/pdf\/parentguide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Parent Guide to Online Learning<\/a> and <a href=\"https:\/\/micourses.org\/resources\/pdf\/toolkit\/studentguide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Student Guide to Online Learning<\/a> before deciding to enroll in an online course. Students must work with their counselor to find the course options most suitable for their needs and learning preferences.\r\n\r\n<hr \/>\r\n\r\n<em>Thanks to Harvard Graduate School of Education students Bryce Bancroft, Tali <\/em>Herenstein<em> and Joanna Zimmerman for their work on this project.<\/em>",
            "title": "How Michigan school handbooks present information about online learning",
            "excerpt": "Michigan\u2019s K-12 online learning policies have evolved significantly over the last two decades, allowing for more instructional options and learning opportunities for students in public schools. Two specific policy shifts have likely had the most impact on how Michigan\u2019s schools make online learning options available to their students. First is a 2006 requirement, passed as...",
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            "path": "\/research\/publications\/helping-online-students-be-successful-mentor-responsibilities\/",
            "author_id": 54,
            "timestamp": 1485579600,
            "content": "<h5><strong>ABSTRACT<\/strong><\/h5>\n<p>In this research, we interviewed 12 online teachers and 12 on-site mentors who had high student pass rates in an attempt to identify the strategies that mentors used to improve student success in online courses. Online teachers believed that it was critical that mentors fulfilled their responsibilities and that mentors had the potential to be the deciding factor in whether students passed or failed their courses. However, in practice teachers reported that many mentors fell short and that the mentoring in their courses was just \u201cpretty good\u201d overall. Of the 12 mentors we identified and interviewed, 11 required the majority of their students to attend lab daily, and the remaining mentor required his students to attend lab weekly. This highlights the importance of providing students with a regular time and place to work. Mentors\u2019 consistent proximity to students allowed them to better monitor students\u2019 progress and time-on-task and motivate them to complete the course. Unfortunately, online teachers explained that \u201coften mentors will just get thrown into the position\u201d without the time, space, or professional development they need to fulfill their responsibilities effectively. As a result, online teachers found that the mentoring that their students received was \u201cnot terrible\u201d and \u201cnot great.\u201d As K-12 online enrollments increase, it is imperative that researchers, course providers, school administrators, online teachers, and on-site mentors work to improve the mentoring support that is provided to students. Although these efforts can be difficult, it is critical to the success of all online students.<br \/><a class=\"btn\" href=\"\/wp-content\/uploads\/2017\/01\/helping-students-be-successful-mentor-responsibilities.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\">Download the Report<\/a><\/p>\n<h5><strong>PREPARED BY<\/strong><\/h5>\n<p>Jered Borup, <em>George Mason University<\/em><br \/>Rebecca Stimson, <em>Michigan Virtual Learning Research Institute<\/em><\/p>\n<h5><strong>WHAT WE ALREADY KNOW ABOUT THIS TOPIC:<\/strong><\/h5>\n<ul>\n<li>Student attrition rates are higher in online courses than in face-to-face courses.<\/li>\n<li>Online students not only need to learn the course content but also how to learn online.<\/li>\n<li>While online teachers can support students and develop close caring relationships with students, their physical separation and high student loads prevent them from providing each student with the all of the types and level of support they require.<\/li>\n<li>Local schools are increasingly providing students with on-site mentors in an attempt to ensure students receive the support they need to be successful.<\/li>\n<li>The quality of support that on-site mentors provide varies across schools and more research is needed that examines the practices of successful on-site mentors.<\/li>\n<\/ul>\n<h5><strong>WHAT THIS REPORT ADDS:<\/strong><\/h5>\n<p>Interviews were conducted with 12 highly successful on-site mentors which found that mentoring activities changed depending on the time of the semester. At the beginning of the semester, mentors were especially busy and focused their efforts on:<\/p>\n<ul>\n<li>Orienting students to their online courses and establishing learning expectations.<\/li>\n<li>Supplying students with the required technology and materials.<\/li>\n<li>Troubleshooting technological issues.<\/li>\n<li>Building relationships with students.<\/li>\n<\/ul>\n<p>By week 3 or 4, things \u201creally settled down\u201d and mentors could focus on:<\/p>\n<ul>\n<li>Monitoring students\u2019 progress and levels of engagement.<\/li>\n<li>Motivating students to more fully engage in learning activities.<\/li>\n<li>Facilitating instructional support and collaboration.<\/li>\n<\/ul>\n<p>Toward the end of the semester, mentors again shifted their focus to:<\/p>\n<ul>\n<li>Closely monitoring student progress and \u201cprodding\u201d students to complete the course.<\/li>\n<li>Proctoring final exams.<\/li>\n<li>Recording students\u2019 final grades.<\/li>\n<\/ul>\n<p>When asked to name their \u201ckeys to success,\u201d mentors most commonly believed that they were successful because they:<\/p>\n<ul>\n<li>Had a dedicated time and space to mentor students.<\/li>\n<li>Developed successful relationships with students early in the semester.<\/li>\n<li>Had administrators with a vision for the school\u2019s online learning program and who understood the importance of mentors in achieving that vision.<\/li>\n<\/ul>\n<h5><strong>IMPLICATIONS FOR PRACTICE AND\/OR POLICY:<\/strong><\/h5>\n<p>Administrators should:<\/p>\n<ul>\n<li>Recognize the complexities and importance of mentoring.<\/li>\n<li>Ensure that mentors are given the space and time to fulfill their responsibilities<\/li>\n<li>Ensure mentors receive adequate professional development.<\/li>\n<\/ul>\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Helping Online Students Be Successful: Mentor Responsibilities",
            "excerpt": "In this research, we interviewed 12 online teachers and 12 on-site mentors who had high student pass rates in an attempt to identify the strategies that mentors used to improve student success in online courses. Online teachers believed that it was critical that mentors fulfilled their responsibilities and that mentors had the potential to be the deciding factor in whether students passed or failed their courses. However, in practice teachers reported that many mentors fell short and that the mentoring in their courses was just \u201cpretty good\u201d overall. As K-12 online enrollments increase, it is imperative that researchers, course providers, school administrators, online teachers, and on-site mentors work to improve the mentoring support that is provided to students. Although these efforts can be difficult, it is critical to the success of all online students.",
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            "id": 6548,
            "path": "\/blog\/campfire-podcast-shirley-temples-with-ben\/",
            "author_id": 48,
            "timestamp": 1485526457,
            "content": "\r\n<h4 id=\"a012\" class=\"graf graf--h4 graf-after--figure\">Show notes from this week\u2019s campfire:<\/h4>\r\n<ul class=\"postList\">\r\n \t<li id=\"68b2\" class=\"graf graf--li graf-after--h4\">We got off to a good start by revisiting the hot dog\/sandwich conundrum.<\/li>\r\n \t<li id=\"4285\" class=\"graf graf--li graf-after--li\">We shared how we are majorly digging on\u00a0<a class=\"markup--anchor markup--li-anchor\" href=\"https:\/\/quizizz.com\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/quizizz.com\/\">Quizizz<\/a> \u2014 a gamified review\/assessment where students are answering questions in a race against each other and the clock. You can create your own quiz questions or borrow another teacher\u2019s set that\u2019s already created. It could be a great review game\/exit ticket strategy to see where students are at with particular content. It\u2019s similar to Kahoot but with a few striking differences.<\/li>\r\n<\/ul>\r\n<h4 id=\"78c1\" class=\"graf graf--h4 graf-after--li\">In our conversation with\u00a0<a class=\"markup--anchor markup--h4-anchor\" href=\"https:\/\/twitter.com\/techsavvyed\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/twitter.com\/techsavvyed\">Ben Rimes<\/a>, one of our favorite ed techs, we chatted\u00a0about:<\/h4>\r\n<ul class=\"postList\">\r\n \t<li id=\"e283\" class=\"graf graf--li graf-after--h4\"><a class=\"markup--anchor markup--li-anchor\" href=\"http:\/\/www.nextgenscience.org\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"http:\/\/www.nextgenscience.org\/\">Next Generation Science Standards<\/a> \u2014 and how they include what students should be doing and thinking about!<\/li>\r\n \t<li id=\"a724\" class=\"graf graf--li graf-after--li\">Personalized Learning \u2014 and the power of asking good questions!<\/li>\r\n \t<li id=\"3d27\" class=\"graf graf--li graf-after--li\"><a class=\"markup--anchor markup--li-anchor\" href=\"http:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_38924---,00.html\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"http:\/\/www.michigan.gov\/mde\/0,4615,7-140-28753_38924---,00.html\">Michigan Merit Curriculum<\/a>\u00a0and blending courses like chemistry and physics and applying them in a course like forensic science.<\/li>\r\n \t<li id=\"8c86\" class=\"graf graf--li graf-after--li\"><a class=\"markup--anchor markup--li-anchor\" href=\"https:\/\/www.pltw.org\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/www.pltw.org\/\">Project Lead the Way<\/a> \u2014 STEM\/Career-focused and learning is hands on!<\/li>\r\n \t<li id=\"13de\" class=\"graf graf--li graf-after--li\">We played Mad Libs with Ben\u00a0\u2026 and it did not disappoint! Jeff found this article (<a class=\"markup--anchor markup--li-anchor\" href=\"http:\/\/neatoday.org\/2012\/09\/07\/how-do-educators-handle-work-related-stress\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"http:\/\/neatoday.org\/2012\/09\/07\/how-do-educators-handle-work-related-stress\/\"><strong class=\"markup--strong markup--li-strong\"><em class=\"markup--em markup--li-em\">How Do Educators Handle Work-Related Stress?<\/em><\/strong><\/a><em class=\"markup--em markup--li-em\">\u00a0by Cindy Long)\u00a0<\/em>and took out a few words to play (see below \u2014 bold words are the ones Ben came up with).<\/li>\r\n<\/ul>\r\n<blockquote>The minute\u00a0<strong class=\"markup--strong markup--blockquote-strong\">Jeff\u00a0<\/strong>gets home from school, she\/he laces up her\/his\u00a0<strong class=\"markup--strong markup--blockquote-strong\">smelly<\/strong>\u00a0shoes and\u00a0<strong class=\"markup--strong markup--blockquote-strong\">building\u00a0<\/strong>for a few\u00a0<strong class=\"markup--strong markup--blockquote-strong\">telephones<\/strong>\u00a0to clear her\/his head. After\u00a0<strong class=\"markup--strong markup--blockquote-strong\">42<\/strong>\u00a0years in the classroom, she\/he\u2019s learned she\/he needs an outlet for the pressure that builds up during the day.\r\n\r\nOther educators may\u00a0<strong class=\"markup--strong markup--blockquote-strong\">lick<\/strong>\u00a0their\u00a0<strong class=\"markup--strong markup--blockquote-strong\">elephant<\/strong>, head to a\u00a0<strong class=\"markup--strong markup--blockquote-strong\">horseless-carriage<\/strong>\u00a0class, or maybe find a less\u00a0<strong class=\"markup--strong markup--blockquote-strong\">gargantuan<\/strong>\u00a0way to unwind\u2013<strong class=\"markup--strong markup--blockquote-strong\">Shirley Temple<\/strong>, anyone? \u201cTo be honest, I often\u00a0<strong class=\"markup--strong markup--blockquote-strong\">lift<\/strong>,\u201d admits\u00a0<strong class=\"markup--strong markup--blockquote-strong\">Erin<\/strong>, a teacher from\u00a0<strong class=\"markup--strong markup--blockquote-strong\">San Diego<\/strong>. But whatever the coping mechanism, every educator shares a need to\u00a0<strong class=\"markup--strong markup--blockquote-strong\">drink<\/strong>\u00a0after spending another day in a\u00a0<strong class=\"markup--strong markup--blockquote-strong\">shriveled<\/strong>, pressure-cooker profession.<\/blockquote>\r\n<h4 id=\"713e\" class=\"graf graf--h4 graf--leading\">We were stoked to get a question from\u00a0Dean:<\/h4>\r\nhttps:\/\/twitter.com\/meyerisland\/status\/820379394199928832\r\n<p id=\"210e\" class=\"graf graf--p graf-after--figure\">We brought in resident expert,\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/twitter.com\/julia_lesley\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/twitter.com\/julia_lesley\">Julia McBride<\/a>,\u00a0<em class=\"markup--em markup--p-em\">Michigan Virtual's\u00a0<\/em>Professional Learning Coach, who has a wealth of background knowledge and experience in the world of Project-Based Learning.<\/p>\r\n<p id=\"f548\" class=\"graf graf--p graf-after--p\">And just in case you missed it, we\u2019re still offering to send you\u00a0<strong class=\"markup--strong markup--p-strong\">swag<\/strong>\u00a0if your #CampfireQ was chosen for the show! You can Tweet it, post it on Facebook or Instagram, or even find us on Snapchat \u2014 Erin (<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/twitter.com\/elucky9\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/twitter.com\/elucky9\">Twitter<\/a>,\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/www.snapchat.com\/add\/efralick9\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/www.snapchat.com\/add\/efralick9\">Snapchat<\/a>) and Jeff (<a class=\"markup--anchor markup--p-anchor\" href=\"http:\/\/www.twitter.com\/jger1\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"http:\/\/www.twitter.com\/jger1\">Twitter<\/a>,\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/www.snapchat.com\/add\/gerlachisme\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/www.snapchat.com\/add\/gerlachisme\">Snapchat<\/a>) and ask questions there!<\/p>\r\n<p id=\"0fb2\" class=\"graf graf--p graf-after--p graf--trailing\">As always, if you want to subscribe, check us out on<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\">\u00a0iTunes<\/a>,\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a>\u00a0and\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/soundcloud.com\/campfirebl\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>! Just a quick note \u2014 Campfire is made possible by\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/zencastr.com\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/zencastr.com\/\">Zencastr<\/a>; podcasters, check out Zencastr to record your remote guests in high quality!<\/p>",
            "title": "Podcast: Shirley Temples With Ben",
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            "path": "\/blog\/episode-32-amy-valentine-foundation-for-blended-and-online-learning\/",
            "author_id": 54,
            "timestamp": 1485406800,
            "content": "\n\nIn this episode, we\u2019re chatting with Amy Valentine, the Executive Director of the Foundation for Blended and Online Learning. Amy joins us to talk about all of the major initiatives that her foundation has undertaken since it launched not long ago, providing needed funding for students toward postsecondary tuition, for educators doing innovative work in their classrooms and districts, and for researchers exploring questions around blended and online learning. Learn more about the organization by visiting their <a href=\"http:\/\/www.blendedandonlinelearning.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a> and following them on Twitter at <a href=\"https:\/\/twitter.com\/FoundationBOL\" target=\"_blank\" rel=\"noopener noreferrer\">@FoundationBOL<\/a>.",
            "title": "Episode 32: Amy Valentine, Foundation for Blended and Online Learning",
            "excerpt": "In this episode, we\u2019re chatting with Amy Valentine, the Executive Director of the Foundation for Blended and Online Learning. Amy joins us to talk about all of the major initiatives that her foundation has undertaken since it launched not long ago, providing needed funding for students toward postsecondary tuition, for educators doing innovative work in...",
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            "path": "\/blog\/campfire-podcast-talking-about-and-to-a-wonder-woman\/",
            "author_id": 48,
            "timestamp": 1484576685,
            "content": "\r\n<p id=\"6922\" class=\"graf graf--p graf-after--figure\">The weather outside is feeling especially blustery, so come on over to our campfire for some great conversation.<\/p>\r\n<p id=\"e66f\" class=\"graf graf--p graf-after--p\">This week we launched our second episode of Campfire with our special guest,\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/twitter.com\/techyteacher1\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/twitter.com\/techyteacher1\">Sandy Freeland<\/a>. We\u2019re sensing a trend with teacher interviews, too. Ben came to us on a snow day for our first episode. Sandy chatted with us on her first day of holiday vacation. We\u2019re grateful for dedicated teachers like they are.<\/p>\r\n<p id=\"bcc1\" class=\"graf graf--p graf-after--p\">Now here\u2019s a few links to things we chatted about around this week\u2019s campfire\u2026<\/p>\r\n\r\n<figure id=\"ba49\" class=\"graf graf--figure graf-after--p\">\r\n<div class=\"aspectRatioPlaceholder is-locked\">\r\n<div class=\"progressiveMedia js-progressiveMedia graf-image is-canvasLoaded is-imageLoaded\" data-image-id=\"1*ytD5LShvO39qPAzaBsynQg.jpeg\" data-width=\"2048\" data-height=\"1536\" data-action=\"zoom\" data-action-value=\"1*ytD5LShvO39qPAzaBsynQg.jpeg\" data-scroll=\"native\"><img class=\"progressiveMedia-image js-progressiveMedia-image aligncenter\" src=\"https:\/\/cdn-images-1.medium.com\/max\/800\/1*ytD5LShvO39qPAzaBsynQg.jpeg\" data-src=\"https:\/\/cdn-images-1.medium.com\/max\/800\/1*ytD5LShvO39qPAzaBsynQg.jpeg\" \/><\/div>\r\n<\/div><\/figure>\r\n<ul class=\"postList\">\r\n \t<li id=\"40b9\" class=\"graf graf--li graf-after--figure\">How \u2018power posing\u2019 like Wonder Woman can make you feel more confident and empowered\u200a\u2014\u200asee\u00a0<a class=\"markup--anchor markup--li-anchor\" href=\"https:\/\/www.ted.com\/talks\/amy_cuddy_your_body_language_shapes_who_you_are\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/www.ted.com\/talks\/amy_cuddy_your_body_language_shapes_who_you_are\">Amy Cuddy\u2019s TED Talk<\/a>\u00a0to learn more!<\/li>\r\n \t<li id=\"60b0\" class=\"graf graf--li graf-after--li\">We\u2019re majorly digging\u00a0<a class=\"markup--anchor markup--li-anchor\" href=\"http:\/\/www.activelylearn.com\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"http:\/\/www.activelylearn.com\/\">Actively Learn<\/a>. It\u2019s a site that allows you support students while they read informational text. You can add annotations, questions and even link out to additional resources to help provide students more context about the text itself.<\/li>\r\n \t<li id=\"ab25\" class=\"graf graf--li graf-after--li\">We had a great conversation with\u00a0<a class=\"markup--anchor markup--li-anchor\" href=\"https:\/\/twitter.com\/techyteacher1\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/twitter.com\/techyteacher1\">Sandy<\/a>\u00a0about how she utilizes technology in her elementary school classroom, how she balances being a teacher and a district tech coach, and how she helps to bring \u201cthe world\u201d inside the walls of her classroom!<\/li>\r\n \t<li id=\"f5c0\" class=\"graf graf--li graf-after--li\">Dropped another plug for the\u00a0<a class=\"markup--anchor markup--li-anchor\" href=\"http:\/\/textbooks.wmisd.org\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"http:\/\/textbooks.wmisd.org\/\">MI Open Book Project<\/a>\u00a0(hello, free social studies textbooks written by social studies teacher in Michigan) that can be downloaded to any device.<\/li>\r\n \t<li id=\"e62f\" class=\"graf graf--li graf-after--li\">Discussed a HUGE misconception about blended learning\u200a\u2014\u200aNO, blended learning does NOT mean all learning happens online.<\/li>\r\n \t<li id=\"cdee\" class=\"graf graf--li graf-after--li\">And just in case you missed it, we\u2019re still offering to send you\u00a0<strong class=\"markup--strong markup--li-strong\"><em class=\"markup--em markup--li-em\">swag<\/em><\/strong>\u00a0if your #CampfireQ was chosen for the show! You can tweet it out, post it on Facebook or Instagram, or even find us on Snapchat\u200a\u2014\u200aErin (<a class=\"markup--anchor markup--li-anchor\" href=\"https:\/\/www.snapchat.com\/add\/efralick9\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/www.snapchat.com\/add\/efralick9\">efralick9<\/a>) and Jeff (<a class=\"markup--anchor markup--li-anchor\" href=\"https:\/\/www.snapchat.com\/add\/gerlachisme\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/www.snapchat.com\/add\/gerlachisme\">gerlachisme<\/a>) and ask questions there!<\/li>\r\n<\/ul>\r\n<p id=\"cc7d\" class=\"graf graf--p graf-after--li graf--trailing\">As always, if you want to subscribe, check us out on<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\">\u00a0iTunes<\/a>,\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a>, and\u00a0<a class=\"markup--anchor markup--p-anchor\" href=\"https:\/\/soundcloud.com\/campfirebl\" target=\"_blank\" rel=\"nofollow noopener noreferrer\" data-href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>!<\/p>",
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            "path": "\/webinar\/teachers-using-designerly-thinking-in-k-12-online-courses\/",
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            "content": "This session shares findings from a case study examining the design process of eleven high school teachers as they designed their first online courses, focusing on the resources shown to be valuable to them: variety in technological tools and pedagogical strategies, belonging to a community of practice, and time.\n<h6>Presenters<\/h6>\nKhendum Gyabak, Indiana University\nJoanna Ray, Indiana University-Purdue University Indianapolis",
            "title": "Teachers Using Designerly Thinking in K-12 Online Courses",
            "excerpt": "This session shares findings from a case study examining the design process of eleven high school teachers as they designed their first online courses, focusing on the resources shown to be valuable to them: variety in technological tools and pedagogical strategies, belonging to a community of practice, and time. Presenters Khendum Gyabak, Indiana University Joanna...",
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            "id": 28448,
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            "content": "Written by:\n\n<strong>Diane Mayse, Ph.D.<\/strong>\nData Manager for Blended Learning Programs\nConnections Education\n<a href=\"mailto:[email protected]\">[email protected]<\/a>\n\n<strong>Brian Reed<\/strong>\nBusiness Intelligence Developer\nConnections Education\n\nRemember when the advent of technology in education meant we were going to have better access to more data sets that were going to make our lives as teachers and school leaders easier and more effective? As the data manager for an educational management company that supports several blended high schools across the Midwest, I can tell you that the data sets are there in your student information and learning management systems, but they are often organized in different formats to meet a variety of corporate, state reporting, teacher, and school leader needs. These individual and varied reports could all benefit from some help with interpretation and analysis in order to get the collaborative insights that we need to do our jobs more effectively.\n\nOver the past two years, I have been on a mission to improve the data and reporting efficacy by streamlining and simplifying the data in these types of reports for the <a href=\"http:\/\/www.nexusacademyschool.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Nexus Academy<\/a> blended high schools supported by <a href=\"http:\/\/www.connectionseducation.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Connections Education<\/a>. I have been working in collaboration with our business intelligence team to make data reports more visual and transform them from point-in-time data to performance-over-time data sets, working with all levels of school teams to ensure that everyone using the reports understands the data they are working with. I then build skills in using the data to create and monitor school improvement and professional learning community (PLC) goals. I am happy to report that as a result of our collaborative team effort to better understand and use data, the blended high schools have seen increases in teacher and school leader confidence in using data effectively and strategically for their needs, as well as increases in course passing rates and school improvement goal achievement. I am excited to share with you the simple steps we have used to achieve success.\n<h3>Simplifying and Streamlining the Data and Delivering It Directly to Users<\/h3>\nOne of the most important preliminary steps was to create a custom report that included all of the datasets that would be used to review and track school and student performance throughout the school year. We included student course performance data (course name, course grade, course completion progress), teachers and success coaches (mentors), various student demographic data, and intervention data to help monitor students who were receiving additional support. Next, we reviewed the data sets to determine if the correct data was included. The business intelligence developer reviewed the field names for the data included in the report, and he set up any calculated fields. Then, I confirmed that the data report included the key datasets the school leaders and administrative assistants needed for school performance monitoring and reporting and what the teachers and success coaches (mentors) needed for student performance monitoring. All of this data was then placed into a single Excel-based report.\n\nOur next task was to launch the completed report and help everyone understand how to use it effectively to monitor student performance. I attended school-wide and PLC meetings and met with school team members one-on-one to provide mini-lessons on sorting and creating pivot tables and using some of the Excel functions so that all levels of school teams understood how to find the data that they needed in this one report. I also realized that having everyone use the same report for performance monitoring reduced the confusion from pulling various reports and occasionally finding data points that didn\u2019t match. For example, prior to creating the custom report, we found that one report was rounding student grades to the hundredths decimal and another report was rounding student grades to the tenths decimal. This resulted in some confusion when one letter grade was calculated for a course (on report \u201cA\u201d) and another letter grade was calculated for that same course (on report \u201cB\u201d). The same course was reported as having two different letter grades \u2014 all due to different built-in rounding metrics that calculated the letter grade. With our custom report we were able to resolve these types of discrepancies that can cause frustration for users who don\u2019t have a lot of experience with data-based reporting tools. We connected teachers with the business intelligence programmers to solve issues like this one and strengthen the understanding that each group has of the work done by their partner group.\n\nAnother feature built into the reporting process was a set of custom reports provided to each teacher, success coach (mentor), and school leader on Mondays and Fridays. We got feedback from our data users that it was helpful to have the data come to them instead of them having to \u201cfind and then download it.\u201d After monitoring the custom report process for two semesters and tweaking some of the data pieces in it, I estimate that it met 80%-85% of the prior year\u2019s requests (of me) for data and performance monitoring needs for the school teams as well as many of the metrics needed for various reports that principals completed throughout the year. This saved a great deal of time that had been spent looking for reports and then looking for data within those reports. Examples of datasets that weren\u2019t in this report include attendance data and stages-of-enrollment data, which usually have a summary component as well as a more detailed daily or weekly data component, and were better handled together in separate reports.\n<h3>Collaborating With the Technology Reporting Team to Create Visual Reporting Tools<\/h3>\nAmong the challenges we continued to face was helping school team members get more comfortable with Excel-based data files and having to spend the time to construct pivot tables and configure sorting processes each time they wanted to compare student learning performance at various times during the semester. One of the success coaches (mentors) who had some experience with Excel began taking point-in-time data and building performance-over-time graphs in Excel for each student. He created a tab for each of his assigned students and built a graph of course grades and a graph of course completion progress from the data in the twice-weekly reports. He showed his graphs to me, and I saw the power of being able to watch grades increase, note the point in the courses where grades decreased, and use that information to determine if additional support may be needed. I reached out to our business intelligence team to see if these graphs could be built into the next school year\u2019s set of reports. The team worked with the sample Excel data file that the success coach had given me and added an interactive tab (to the same report file that our school teams were already comfortable using) where the teacher could view student learning progress-over-time across courses at the course level as well as the progress of individual students within a course, and the success coach could view progress-over-time in all courses for each student. Below is a re-creation of a data set of one student\u2019s first six weeks of school.\n\nOn the first graph, each of the student\u2019s six assigned courses is represented as one line on the graph. Weekly report dates are displayed across the bottom, and course completion status is displayed on the left side (Behind, On-Track, Ahead). You can see that course completion started off very fast in some courses and very slow in others. You can see how the course completion progress became more consistent overall as the success coach worked with this student on managing the more self-directed learning process in the blended environment.\n\n<img class=\"aligncenter wp-image-747 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Ave-Course-Complee-Prog.jpg\" alt=\"Average completion graph\" width=\"835\" height=\"391\" \/>\n\nOn the second graph, the same six courses are represented with the same lines. Weekly report dates are displayed across the bottom, and course grade percentages are displayed along the left side. You can see that the student\u2019s grades ranged, at first, from failing to excelling as the student began working through courses and responding to graded assessments. As the teachers worked more with the student onsite and virtually, and with continued support from the success coach, you can see how the student became more skilled at learning course material. Within about four weeks, this student was passing all courses in a consistent manner.\n\n<img class=\"aligncenter wp-image-748 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Ave-Course-Grade.jpg\" alt=\"Average course grade graph\" width=\"832\" height=\"361\" \/>\n\nThe combination of performance-over-time data and the visual reporting tool exponentially increased school teams\u2019 ability to target student learning needs at key points throughout the semester; this led to further increases in course passing rates and school improvement goal achievement. Because the visual reporting tools could identify student learning trends by course and by teacher or success coach, it became a helpful tool for conversations between school leaders and their teacher teams throughout the school year and functioned as a component of the annual evaluation process as well.\n<h4>Key Results<\/h4>\nAt the end of the 2015 Fall semester, I surveyed the estimated 94 report users and asked them to rate their skill level and comfort level with knowing where to find and how to use the data that they needed to be effective in their jobs, using a 1-to-5 scale such that a:\n<ul>\n \t<li>\u201c3\u201d was consistent with knowing where to find and how to use the data they needed for their job,<\/li>\n \t<li>\u201c4\u201d was consistent with knowing where to find the data and use it in a more strategic way to target student learning needs, and<\/li>\n \t<li>\u201c5\u201d was consistent with having a comfort level of strategically using data to target learning needs as well as a comfort level with teaching others how to use the data strategically.<\/li>\n<\/ul>\n<img class=\"alignnone size-medium wp-image-749\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Self-confidence-level-300x296.jpg\" alt=\"Self rated confidence rating\" width=\"300\" height=\"296\" \/>\n\nSurvey results indicated that out of 84% of users who responded to the survey (N=78 respondents).\n<ul>\n \t<li>95% rated themselves at a \u201c3\u201d or higher and<\/li>\n \t<li>75% rated their skill level as a \u201c4\u201d or \u201c5.\u201d<\/li>\n<\/ul>\nThese results confirmed that we were on the right track.\n\nAfter three consecutive semesters of focusing on effective data use and continuing to develop visual reporting tools for targeted learning support, we have seen increases in course passing rates for all credit earning courses as shown in the first chart (top) and increases in the percent of full academic year students earning a full year\u2019s worth of credits (promoting to the next grade level and supporting four-year cohort on-time graduation rates) as shown in the second chart bottom) from 2014-15 to 2015-16:\n\n<img class=\"wp-image-751 size-medium alignleft\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/12\/Pass-rates-300x214.jpg\" alt=\"Course pass rate chart\" width=\"300\" height=\"214\" \/>\u00a0 \u00a0 \u00a0<img class=\"wp-image-752 size-medium alignnone\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/12\/Credit-300x216.jpg\" alt=\"Course credit chart\" width=\"300\" height=\"216\" \/>\n\nThis is especially encouraging given that the student population across all Nexus Academy schools grew almost 20% during this same timeframe. The schools were getting better at improving student learning performance outcomes and effectively managing growth at the same time.\n\nThese learning and performance outcomes are not the result of just implementing a new reporting tool, however, as school improvement is always a collaboration of many effective practices aligning to support student learning. We believe in the iterative process of working with our school-based data users to understand their data needs, design a solution, and ensure that users know how to use the data reporting solution. We do this by offering training sessions and by modeling the use of data reporting tools at school-wide data and PLC meetings. We continue to build on this foundation of helping all levels of school teams by engaging in meaningful conversations about data to support schools so that they achieve their goal of offering a myriad of initiatives to positively impact student learning achievement.\n\nThis fall we are excited to begin the transformation of our data management system to more of a knowledge management system as we migrate the various data sets to the Microsoft Power BI software, an online tool focused on interactive visualizations of data and is supporting our efforts to begin building interactive data dashboards for the school teams. These dashboards will combine the benefit of learning performance trends-over-time data with interactive \u201cpoint and click\u201d subgroup analysis for all levels of school team members through permissioned access that is built into the program. Over time, the learning we hope to get from these performance-over-time data sets is the ability to early identify at-risk learners so that the schools can provide targeted support. Along with the launch of these new tools, we will revisit school-wide meetings and again offer to meet with teams in PLC meetings and small groups to ensure that they become comfortable using these new tools.\n\nIn summary, data and reporting efficacy begins with auditing the data and reporting systems your school is currently using to ensure that you are putting the most important data in front of your users in a timely manner. Confirm that your users know how to use the data effectively by joining already established meetings and doing \u201cmini\u201d data and reporting trainings to help build skills in looking at data points and trends and understanding how to use the data to set and monitor school improvement goals and target individual student learning needs. Continue to improve the data and reporting capabilities by collaborating with your internal technology departments to see what tools they have available to help make your data more visual for your users. If you don\u2019t have an internal reporting or technology team, contact your Learning Management System (LMS) provider to see what options they can create for you. Consider attending webinars or looking into Lynda.com training opportunities to find out what might be possible to extend the reach of your current data reporting system. If you have access to a local university, they may have someone who can help you look at options and may have someone who does community outreach who can help you design something. Talk with your data and reporting users throughout the year to see what their data needs are and if your tools or processes need updates. If you are able, survey your user groups to see how they perceive their own competence with using the data tools available to them. Finally, look at the student learning performance outcome data to see where there are opportunities to celebrate improvement and look for further opportunities to improve the next year. Data reporting and data analysis provide great opportunities to increase communication with your school team customers and build strong working relationships that result in positive student learning outcomes for your students.",
            "title": "Building data and reporting efficacy into your school program",
            "excerpt": "Written by: Diane Mayse, Ph.D. Data Manager for Blended Learning Programs Connections Education [email protected] Brian Reed Business Intelligence Developer Connections Education Remember when the advent of technology in education meant we were going to have better access to more data sets that were going to make our lives as teachers and school leaders easier and...",
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            "content": "\r\n\r\nThe weather may be snowy and cold, but our campfire\u2019s keeping us warm!\r\n\r\nThis week we launched our first \u201cofficial\u201d episode of Campfire with special guest,\u00a0<a href=\"http:\/\/www.twitter.com\/ben_pineda\" target=\"_blank\" rel=\"noopener noreferrer\">Ben Pineda<\/a>. Despite having a snow day, Ben took the time to chat with us about his \u201ccamp\u201d and what hidden teacher talents he\u2019d share at the talent show.\r\n\r\nNow here\u2019s a few links to things we chatted about around this week\u2019s campfire\u2026\r\n<ul>\r\n \t<li>We\u2019re majorly digging on\u00a0<a href=\"http:\/\/app.wizer.me\/\" target=\"_blank\" rel=\"noopener noreferrer\">Wizer.me<\/a>. It\u2019s a site that helps you create interactive worksheets with all sorts of different question types (open response, sorting, fill-in-the-blank, matching, drawing, filling in on top of an image) or even adding videos, links or just text. It can auto-grade and also includes a voice record feature for you and your students right within the site itself! If I were still in the classroom, I\u2019d think about using it for spelling tests, map quizzes, exit tickets or assessments where having an audio record feature for you and your students might be helpful!<\/li>\r\n \t<li>We\u2019re counting how many times Erin says \u201cfor sure\u201d\u2026 better than \u201cummmm\u201d?<\/li>\r\n \t<li>Chatting with Ben about how he makes learning fun, engages students, tells stories and even raps\u200a\u2014\u200a*shout out to P-Cuz* (that\u2019s his rapper name). He\u00a0<em>might<\/em>\u00a0have just done a rap in our recording!<\/li>\r\n \t<li>Had a quick convo about the\u00a0<a href=\"http:\/\/textbooks.wmisd.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">MI Open Book Project<\/a>\u00a0which provides free social studies textbooks written by social studies teacher in Michigan!<\/li>\r\n \t<li>Chatted more about blended learning, what it is, why we love it and what it might look like in your classroom while referencing the\u00a0<a href=\"http:\/\/learningaccelerator.org\/blended-learning\" target=\"_blank\" rel=\"noopener noreferrer\">iNACOL Blended Learning Teacher Competency Framework<\/a>.<\/li>\r\n<\/ul>\r\n<img class=\"aligncenter\" src=\"https:\/\/media.giphy.com\/media\/11DRQ1VQ5p5iPm\/giphy.gif\" \/>\r\n<ul>\r\n \t<li>Oh, and we offered to send you\u00a0<strong><em>swag<\/em><\/strong>\u00a0if your #CampfireQ is chosen for the show! You can Tweet it out, post it on Facebook or Instagram, or even find us on Snapchat\u200a\u2014\u200aErin (efralick9) and Jeff (gerlachisme) and ask questions there!<\/li>\r\n<\/ul>",
            "title": "Podcast: Getting Wizer Just P-Cuz",
            "excerpt": "The weather may be snowy and cold, but our campfire\u2019s keeping us warm! This week we launched our first \u201cofficial\u201d episode of Campfire with special guest,\u00a0Ben Pineda. Despite having a snow day, Ben took the time to chat with us about his \u201ccamp\u201d and what hidden teacher talents he\u2019d share at the talent show. Now...",
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            "path": "\/research\/publications\/examining-teacher-education-programs-and-field-experiences-in-k-12-online-learning-environments\/",
            "author_id": 54,
            "timestamp": 1482210000,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\nLittle has evolved when it comes to how field experiences, or the practical, hands-on component of learning to teach, are structured. A study conducted in 2010, looking at how teacher education programs offered field experiences in K-12 online learning environments, found that only seven programs nationally, or 1.3% of responding programs, offered such an experience. In comparison, this report found a small expansion that includes 15 programs across nine states, representing 4.1% of responding teacher education programs. Despite being limited, there appears to be slow, targeted growth. Although signs of progress are noted, significant work remains to move the field forward with respect to K-12 online teacher preparation.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/examinete2016.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5>Prepared By:<\/h5>\n<ul>\n \t<li>Leanna Archambault<\/li>\n \t<li>Kathryn Kennedy<\/li>\n \t<li>Kristen DeBruler<\/li>\n \t<li>Catharyn Shelton<\/li>\n \t<li>Medha Dalal<\/li>\n \t<li>Laura McAllister<\/li>\n \t<li>Sabrina Huyett<\/li>\n<\/ul>\n<h5>What We Already Know About This Topic:<\/h5>\nVery few programs offer field experiences in K-12 online learning. According to the last systematic look at this issue in 2010, only a small fraction of responding teacher education programs offered students the ability to complete a field experience online (Kennedy &amp; Archambault, 2012). These programs were predominantly located in Florida universities and represented only 1.3% of those surveyed. Teacher education programs as a whole have made little progress in preparing preservice teachers for online settings (Kennedy &amp; Archambault, 2012).\n<h5>What This Report Adds:<\/h5>\nThe report examines how U.S. teacher education programs have evolved to prepare preservice teachers for K-12 online learning, particularly when it comes to field experiences. Results indicated that only 4.1% of those surveyed were offered a field experience opportunity in an online setting. Relatively speaking, there were few program expansions resulting in an increase from seven programs, representing 1.3% of responding programs in 2010 to 15 programs, representing 4.1% of the 2016 sample.\n<h5>Implications for Practice and\/or Policy:<\/h5>\nDuring the past six years, there appears to be a greater recognition of the need for preservice teachers to be ready to teach in a variety of learning environments. With the need for K-12 online teachers is likely to increase, there will be additional demand for preservice teachers who are well-qualified and who can be hired directly from their teacher education programs. Teacher education programs have continued to struggle with preparing candidates for 21st century teaching and learning environments (Kennedy &amp; Archambault, 2012). What is clear from revisiting the issue six years later is that while pockets of progress have been made, significant work still remains.\n<h5>Previous Publications<\/h5>\nKennedy, K., &amp; Archambault, L. (2012). <a href=\"http:\/\/journals.sagepub.com\/doi\/10.1177\/0022487111433651\">Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs.<\/a> Journal of Teacher Education, 63(801), 185\u2013200. doi:10.1177\/0022487111433651",
            "title": "Examining Teacher Education Programs and Field Experiences in K-12 Online Learning Environments",
            "excerpt": "Little has evolved when it comes to how field experiences, or the practical, hands-on component of learning to teach, are structured. A study conducted in 2010, looking at how teacher education programs offered field experiences in K-12 online learning environments, found that only seven programs nationally, or 1.3% of responding programs, offered such an experience. In comparison, this report found a small expansion that includes 15 programs across nine states, representing 4.1% of responding teacher education programs. Despite being limited, there appears to be slow, targeted growth. Although signs of progress are noted, significant work remains to move the field forward with respect to K-12 online teacher preparation.",
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            "path": "\/about\/news\/professional-learning-for-blended-education-michigan-teacher-case-studies\/",
            "author_id": 2,
            "timestamp": 1481813308,
            "content": "This report shares the experiences of blended learning teachers in Michigan and is the result of\r\ninterviews conducted to understand their experiences and professional learning choices.\r\nInformation is organized into profiles of each teacher that describe his or her definitions and\r\nperceptions of blended learning. The profiles also share how the teachers learned about blended\r\nlearning (both formally and informally) and how they perceive the impact of their learning on their\r\nstudents.\r\n\r\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/plbl.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download\u00a0Report<\/a>",
            "title": "Professional learning for blended education: Michigan teacher case studies",
            "excerpt": "This report shares the experiences of blended learning teachers in Michigan and is the result of\r\ninterviews conducted to understand their experiences and professional learning choices.",
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            "content": "The MVLRI 2015-16 Annual Report addresses 20 tasks to strengthen teaching and learning for K-12 education.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/15-16_mvlri_annual_report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "MVLRI 2015-16 Annual Report",
            "excerpt": "The MVLRI 2015-16 Annual Report addresses 20 tasks to strengthen teaching and learning for K-12 education.",
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            "publication_category": "Michigan Virtual Legislative Reports",
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            "author_id": 54,
            "timestamp": 1481259600,
            "content": "<!-- wp:paragraph -->\n<p>This guide is designed to provide an overview of different disability groups in order to better understand the needs of each group, some common accommodations for students in each group, and considerations for each group related to online and blended learning environments. Also provided are the terminology and acronyms commonly associated with disabilities and special education, a synopsis of disability law, and a thorough description of individualized education plans and 504 plans. In better understanding the needs of students with disabilities, it is hoped that virtual school educators will be better prepared to help all their students reach optimum success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Introduction&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In the last 20 years, after initially taking hold in higher education, online learning has expanded to include K-12 education. During the 2014-2015 academic year, state-led virtual schools in 24 states served over 462,000 students who enrolled in over 815,000 semester-long courses. When private, district-led, and for-profit virtual schools are taken into account, the total jumps to an estimated 4.5 million online course enrollments (Gemin, Pape, Vashaw, &amp; Watson, 2015). Of these virtual school students, it is estimated that 7.2% qualify for special education, compared to 13.1% of all K-12 students (Molnar, Rice, Huerta, Shafer, et al, 2014). In the United States, federal laws such as the Individuals with Disabilities Education Act and the Rehabilitation Act of 1973 provide for the education of persons with disabilities in the least restrictive environment (LRE) possible. The LRE is commonly taken to mean the setting where students with disabilities can learn best given the same opportunities as their nondisabled peers when provided with accommodations for their individual learning needs. Virtual schools offer an additional placement option (Rhim &amp; Kowal, 2008), one that is growing in popularity as it has the potential to meet the individual education needs of students in a way that traditional public schools are not. The flexibility in time, pace, path, and place (Staker &amp; Horn, 2012) that online and blended learning offer to students seems ideal when considering the individual educational needs of students with disabilities, the LRE, and accommodations. This same flexibility has the potential to take \u2018least restrictive environment\u2019 beyond the walls of the traditional classroom and out into students\u2019 worlds.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This guide is designed to provide an overview of different disability groups in order to better understand the needs of each group, some common accommodations for students in each group, and considerations for each group related to online and blended learning environments. Also provided are the terminology and acronyms commonly associated with disabilities and special education, a synopsis of disability law, and a thorough description of individualized education plans and 504 plans. In better understanding the needs of students with disabilities, it is hoped that virtual school educators will be better prepared to help all their students reach optimum success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Accessibility versus Accommodation<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Accessibility and accommodation are often used interchangeably; but in practice, they are actually two different things. It is important to understand the difference between them and what this difference means for virtual school educators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In recent court decisions, the U.S. Department of Justice and the U.S. Department of Education Office for Civil Rights have determined that \"accessible\" means that individuals with disabilities are able to independently acquire the same information, engage in the same interactions, and enjoy the same services within the same time frame as individuals without disabilities, with substantially equivalent ease of use (U.S. Department of Education Office of Civil Rights \u2013 University of Montana Resolution Agreement, 2013). Examples of accessibility include accessible web pages and instructional materials and content, learning objects, or applications that are designed with appropriate functionality such that they are usable without additional modifications. Accessibility is achieved through the use of identified standards to design environments that can be used by everyone, including persons with disabilities. In 2017, the U.S. Access Board published guidelines that update the standards for information and communication technology under Section 508 of the Rehabilitation Act and Section 255 of the Communications Act. These guidelines align with the <a aria-label=\"Web Content Accessibility Guidelines (opens in a new tab)\" href=\"https:\/\/www.w3.org\/TR\/WCAG20\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Web Content Accessibility Guidelines<\/a> (WCAG) 2.0.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAccommodations\u201d are reasonable academic adjustments or auxiliary aids that provide equal access to programs and services on an individual basis. Examples of accommodations include extended time on tests, recording lectures, allowing note-takers, and the use of assistive technology (AT) devices. The Individuals with Disabilities Educational Act (IDEA), as amended in 2004, defines \u201cassistive technology device\u201d as \u201cany item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability\u201d (U.S. Department of Education, 2004). Accommodations, including the use of AT, are provided when content requires additional modifications in order to be used by a student. Accommodations are typically requested by a person with a disability, are determined to be reasonable on an individual basis, and may be due to the nature of the individual\u2019s disability rather than the level of accessibility of the learning environment. In an educational environment, students may also be provided with related support services such as speech-language therapy, occupational or physical therapy, or consultation with a special education teacher.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>What does this mean for virtual school educators? As a virtual school educator, you are responsible for ensuring that your course is accessible to students with disabilities. Depending on the individual educational needs of a specific student, the educational authority, whether that is the student\u2019s home district or state or the virtual school itself, may also be required to make certain learning accommodations or to provide a student with AT devices or related support services to help them access course material and participate in the educational experience. Ensuring accessibility is most easily accomplished during the course design process, using <a aria-label=\"Universal Design for Learning (opens in a new tab)\" href=\"http:\/\/www.udlcenter.org\/aboutudl\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Universal Design for Learning<\/a> (UDL) principles and following the latest technical accessibility standards and guidelines. UDL are guidelines that call for designing learning materials such that they provide for multiple means of representation, multiple means of action and expression, and multiple means of engagement. This guide will provide some tips for helping to make courses more accessible and will detail accommodations that individual students may require.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Special Education Terminology<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Special education, as a field, uses many abbreviations and acronyms. The following list includes terms you may see on an Individual Education Plan (IEP) or in a student\u2019s records. Terms may vary by state or district.\u00a0Definitions for these terms and many others associated with special education can be found on the <a aria-label=\"Parent Information Center on Special Education (opens in a new tab)\" href=\"https:\/\/picnh.org\/wp-content\/uploads\/2018\/06\/dictionary-of-common-special-education-terms-and-acronyms.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Parent Information Center on Special Education's<\/a> website. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The following are terms commonly used to refer to special education as a field and special education students as a group:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>ESE <\/strong>Exceptional Student Education&nbsp;<\/li><li><strong>LS <\/strong>Learning Support&nbsp;<\/li><li><strong>SEN <\/strong>Special Educational Needs<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The following are terms relating to special education students, organizations serving disability groups, and disability law:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>504 <\/strong>Section 504 of the Rehabilitation Act of 1973<\/li><li><strong>508 <\/strong>Section 508 of the Rehabilitation Act of 1973\u00a0<\/li><li><strong>ADA <\/strong>Americans with Disabilities Act\u00a0<\/li><li><strong>AYP <\/strong>Adequate Yearly Progress\u00a0<\/li><li><strong>CEC <\/strong>Council on Exceptional Children\u00a0<\/li><li><strong>DOE <\/strong>Department of Education\u00a0<\/li><li><strong>DPH <\/strong>Due Process Hearing<\/li><li><strong>ESEA <\/strong>Elementary and Secondary Education Act of 2015\u00a0<\/li><li><strong>ESSA <\/strong>Every Student Succeeds Act\u00a0<\/li><li><strong>FAPE <\/strong>Free Appropriate Public Education\u00a0<\/li><li><strong>FERPA <\/strong>Family Educational Rights and Privacy Act\u00a0<\/li><li><strong>IDEA <\/strong>Individuals with Disabilities Education Act\u00a0<\/li><li><strong>IEP <\/strong>Individual Education Plan\u00a0<\/li><li><strong>LEA <\/strong>Local Education Agency (a school district)\u00a0<\/li><li><strong>LO <\/strong>Learning Outcome or Learning Objective\u00a0<\/li><li><strong>LRE <\/strong>Least Restrictive Environment\u00a0<\/li><li><strong>NCLB <\/strong>No Child Left Behind Act of 2001\u00a0<\/li><li><strong>OCR <\/strong>Office for Civil Rights, U.S. Department of Education\u00a0<\/li><li><strong>OSEP <\/strong>Office of Special Education Programs\u00a0<\/li><li><strong>OSERS <\/strong>Federal Office of Special Education and Rehabilitation Services\u00a0<\/li><li><strong>PEL\/PLF<\/strong> Present Educational Level or Present Level of Functioning\u00a0<\/li><li><strong>STO <\/strong>Short Term Objective\u00a0<\/li><li><strong>WCAG <\/strong>Web Content Accessibility Guidelines\u00a0<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The following are common abbreviations for various disabilities, conditions, and support services that students with disabilities might receive:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>ADD <\/strong>Attention Deficit Disorder\u00a0<\/li><li><strong>ADHD <\/strong>Attention Deficit Hyperactivity Disorder\u00a0<\/li><li><strong>APE <\/strong>Adapted Physical Education<\/li><li><strong>ASD <\/strong>Autism Spectrum Disorder\u00a0<\/li><li><strong>ASL <\/strong>American Sign Language\u00a0<\/li><li><strong>AT <\/strong>Assistive Technology BD Behavior Disorder\u00a0<\/li><li><strong>BIP <\/strong>Behavior Intervention Plan\u00a0<\/li><li><strong>CP <\/strong>Cerebral Palsy\u00a0<\/li><li><strong>DB <\/strong>Deaf-blind\u00a0<\/li><li><strong>DHH <\/strong>Deaf or Hard of Hearing\u00a0<\/li><li><strong>ED <\/strong>Emotional Disturbance\u00a0<\/li><li><strong>EH <\/strong>Emotionally Handicapped\u00a0<\/li><li><strong>ELL <\/strong>English Language Learner\u00a0<\/li><li><strong>ESL\/ESOL<\/strong> English for Speakers of Other Languages\u00a0<\/li><li><strong>ESY <\/strong>Extended School Year\u00a0<\/li><li><strong>GT <\/strong>Gifted and Talented\u00a0<\/li><li><strong>HI <\/strong>Hearing Impaired<\/li><li><strong>LD <\/strong>Learning Disabled\u00a0<\/li><li><strong>LEP <\/strong>Limited English Proficient\u00a0<\/li><li><strong>LI <\/strong>Language Impaired\u00a0<\/li><li><strong>OHI <\/strong>Other Health Impaired\u00a0<\/li><li><strong>OI <\/strong>Orthopedic Impairment\u00a0<\/li><li><strong>O&amp;M<\/strong> Orientation &amp; Mobility (for blind and low vision students)\u00a0<\/li><li><strong>OT <\/strong>Occupational Therapy<\/li><li><strong>PI <\/strong>Physically Impaired\u00a0<\/li><li><strong>PT <\/strong>Physical Therapy\u00a0<\/li><li><strong>SLD <\/strong>Specific Learning Disability\u00a0<\/li><li><strong>SLI <\/strong>Speech-Language Impaired\u00a0<\/li><li><strong>SLP <\/strong>Speech-Language Pathologist\u00a0<\/li><li><strong>VI <\/strong>Visually Impaired\u00a0<\/li><li><strong>VP\/VRS<\/strong> Videophone, Video Relay Service\u00a0<\/li><li><strong>VR <\/strong>Vocational Rehabilitation<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Understanding Disability Law&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Initially passed as the Individuals with Disabilities Education Act of 1975 and commonly referred to as IDEA, the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) provides for a free appropriate public education (FAPE) in the least restrictive environment \u2013 LRE \u2013 for persons with disabilities between the ages of three and 22. According to the IDEIA, LRE is taken to mean,&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>in general, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (U.S. Department of Education, 2004b).\u00a0<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>LRE is the foundation for mainstreaming, or the inclusion of students with disabilities in regular education courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Rehabilitation Act of 1973 contains two sections, 504 and 508, that are especially pertinent to the education of students with disabilities in online and blended environments. Section 504 created and extended civil rights to adults and children with disabilities regarding employment and education. Section 504 states that,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance (U.S. Department of Education, 2015).<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Under Section <a aria-label=\"504 regulations (opens in a new tab)\" href=\"https:\/\/www2.ed.gov\/about\/offices\/list\/ocr\/504faq.html\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">504 regulations<\/a>, school districts are required to provide a FAPE to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met. <a href=\"https:\/\/www.ada.gov\/508\/\" target=\"_blank\" aria-label=\"Section 508 of the Rehabilitation Act (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Section 508 of the Rehabilitation Act<\/a> requires that electronic media and information technology that is created, maintained, or funded by the federal government be accessible to persons with disabilities.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Americans with Disabilities Act of 1990 (ADA), reauthorized as the Americans with Disabilities Amendment Act of 2008, requires that public facilities be accessible for persons with disabilities. Under the act, a person with a disability must have an impairment that limits life activities, must have a history of impairment, and must be perceived to have an impairment. Title II of the ADA extends the prohibition against discrimination to the full range of state and local government services, programs, and activities (including public schools) regardless of whether they receive any federal financial assistance or not (U.S. Department of Justice Civil Rights Division, 2012).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>The Individualized Education Plan or 504 Plan&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities and other special learning needs are served under IEPs or 504 Plans, depending on the nature of their disability and the extent to which the disability affects learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>The IEP<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Under IDEA (2004), every public school student who receives special education and related services must have an IEP \u2013 an Individualized Education Program or Individualized Education Plan. Students must be identified as eligible to receive services for one or more of 13 disability categories. Under IDEA, these disability categories are: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment (including blindness) (Individuals with Disabilities Education Improvement Act of 2004). The purpose of an IEP is to help the student access the general curriculum and to identify the student\u2019s present level of functioning, annual goals, and need for special education and related services; their need for transition services, how and when support services will be delivered, and how progress towards goals will be measured. Each IEP is designed for the individual student based on his\/her individual needs by an educational team of teachers, parents\/guardians, school administrators, related services providers, and the student, when appropriate (U.S. Department of Education, 2007).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While the format of an IEP will vary between states and districts, the following components are required under IDEA\u2019s Part B requirements (U.S. Department of Education, 2007).&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Student\u2019s Name and Date of Birth\u00a0\u00a0<\/li><li>Date of Meeting to Develop or Review the IEP (Must occur annually)\u00a0\u00a0<\/li><li>Present Level of Educational Performance (Must include a statement of how the student\u2019s disability affects the student\u2019s involvement and progress in the general curriculum)\u00a0\u00a0<\/li><li>Measurable Annual Goals (including benchmarks and short-term objectives)\u00a0\u00a0<\/li><li>Special Education and Related Services (including start date, location, frequency, and duration)\u00a0\u00a0<\/li><li>Supplementary Aids and Services (including start date, location, frequency, and duration)\u00a0\u00a0<\/li><li>Program Modifications or Supports for School Personnel (including start date, location, frequency, and duration)\u00a0\u00a0<\/li><li>Explanation of Extent, if any, to which the Student Will Not Participate with Nondisabled Students\u00a0<\/li><li>Administration of State and District Assessments of Student Achievement (Must include an explanation if it is determined that state or district assessments aren\u2019t appropriate to the student and details on how they will be alternately assessed)\u00a0\u00a0<\/li><li>Any Individual Modifications in Administration Needed for Student to Participate in State or District Assessments\u00a0\u00a0<\/li><li>How Student\u2019s Progress Toward Annual Goals Will Be Measured\u00a0\u00a0<\/li><li>How Parents Will Be Informed of Their Child\u2019s Progress<\/li><li>Statement of Transition Service Needs (if the student is aged 14, or younger if deemed appropriate by the IEP team)\u00a0\u00a0<\/li><li>Statement of Needed Transition Services, Including, if Appropriate, Statement of Interagency Responsibilities or Any Needed Linkages (Beginning at age 16 or younger if deemed appropriate by the IEP team. Transition services may include instruction, related services, community experiences, post-school adult living objectives, and daily living skills or functional vocational evaluation.)\u00a0\u00a0<\/li><li>Transfer of Rights at Age of Majority (Students must be given notice of his or her rights at least one year before they reach the age of majority.)\u00a0\u00a0<\/li><li>Signatures of IEP Team Members and Attendees<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>The 504&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Plan Section 504 of the Vocational Rehabilitation Act of 1973 requires a school district to provide a \u201cfree appropriate public education\u201d or FAPE to each qualified student with a disability who is in the school district\u2019s jurisdiction, regardless of the nature of the disability. Under Section 504, districts are obligated to provide regular or special education and related services or aids designed to meet the student\u2019s individual educational needs as adequately as the needs of nondisabled students are met. For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a 504 Plan may be developed and reviewed annually to ensure that the student is receiving the most effective accommodations for his or her specific needs. A 504 Plan generally includes the specific accommodations, supports, or services a student will need and identifies who will provide each service (U.S. Department of Education, 2015).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>The Difference between an IEP and a 504 Plan&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities who receive special education and related services will have an IEP while students with disabilities who do not receive special education services but who still require accommodations will have a 504 Plan. While an IEP provides for individualized special education and related services to meet a student\u2019s unique needs, a 504 Plan provides for accommodations and changes to the learning environment to meet the student\u2019s needs in the general curriculum. Requirements for IEPs are defined under the IDEA while requirements for 504 plans fall under Section 504 of the Rehabilitation Act of 1973. Services for students on 504 plans are not funded by the special education funds provided under IDEA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Serving Students with Learning Disabilities&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Understanding Students with Learning Disabilities&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the IDEA (2004), students with a specific learning disability have a&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations\u201d (Individuals with Disabilities Education Improvement Act of 2004).<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Learning disabilities are associated with such conditions as perceptual disabilities, traumatic brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning difficulties that result primarily from other sensory, motor, developmental, intellectual, or emotional disabilities, nor from environmental, cultural, or economic disadvantage (NICHCY, 2012, p.4). Learning disabilities often have an impact on students\u2019 abilities and functioning in spoken language with listening and speaking skills; written language skills with reading, writing, or spelling; mathematics and calculation; and reasoning or organization and integration of ideas and thoughts (Friend &amp; Bursuck, 2015). Students may have difficulty in decoding, comprehending, and tracking online text as it requires more working memory capacity and self-regulation than regular print (Rice &amp; Greer, 2014). Learning disabilities may coincide with other disabilities such as mobility or sensory disabilities, brain injury, developmental delays, or emotional disturbances (DOIT, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Accommodating Students with Learning Disabilities&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Specific learning disabilities may have an impact on students\u2019 perception and processing of sensory information. Accommodations for students with learning disabilities are unique to each individual student\u2019s needs. Some common accommodations include note-takers or the ability to record lectures, extended time on assignments and tests (typically 150% to 200%), breaks, alternate testing settings where there may be fewer distractions, text-to-speech software, flexible response (students may respond orally or in another modality than the one assigned), and the use of assistive devices for spelling, grammar, and calculation. Students with learning disabilities may also benefit from additional formative feedback to help them with larger assignments and projects, organization, chunking of component tasks, proofreading, and time management (DO-IT, 2016; Friend &amp; Bursuck, 2015; Rice &amp; Greer, 2014).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Students with Learning Disabilities in Online and Blended Environments&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online and blended courses offer both benefits and challenges to students with learning disabilities. While students may struggle with courses that are largely text-based and those that are faster paced, a well-designed online or blended course offers students structure and organization of content that they might find difficult to do on their own.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Course Structure&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Online and blended courses often make use of activities and assignments that are scaffolded to build upon each other as students work toward mastery of learning outcomes. Because content is presented in electronic format, it is often, though not always, more accessible to students using assistive technologies such as text-to-speech, and students can view and review lectures or content as many times as needed. Courses that are developed using UDL principles present content with multiple means of representation and offer flexibility for students to have multiple means for demonstrating learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Participation&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Asynchronous courses allow students to have extra time to compose responses to online discussions, and students may have the option to respond via text, audio, or video. Online and blended courses may help students with learning disabilities to build social confidence as they can participate in the course without fear of being viewed by other students as \u201cdumb\u201d and without fear of being called on suddenly by the teacher. Conversely, these students may need extra encouragement to participate in online discussions that are text-based or be offered the option to participate using audio or video responses.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Serving Students with Emotional or Behavioral Disturbances&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Understanding Students with Emotional or Behavioral Disturbances&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the IDEA (2004), students with an emotional disturbance exhibit \u201cone or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child\u2019s educational performance:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>An inability to learn that cannot be explained by intellectual, sensory, or health factors;&nbsp;<\/li><li>An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;&nbsp;<\/li><li>Inappropriate types of behavior or feelings under normal circumstances;&nbsp;<\/li><li>A general pervasive mood of unhappiness or depression;<\/li><li>A tendency to develop physical symptoms or fears associated with personal or school problems.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>The term includes schizophrenia. The term does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance\u201d (NICHCY, 2012, p.3).\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Emotional disturbances in students might manifest themselves in behavioral characteristics such as hyperactivity, aggression, self-injurious behavior, withdrawal, immaturity, or problems learning (Council for Children with Behavior Disorders, n.d.).\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sometimes students with behavioral disturbances might be receiving services because they are eligible due to an \u201cother health impairment\u201d (IDEA, 2004). Other health impairment is defined as&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that\u2014 (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child\u2019s educational performance (NICHCY, 2012, p. 4).<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Children with Tourette syndrome have a neurological disorder characterized by behavioral manifestations that present themselves as repetitive, stereotyped, involuntary movements and vocalizations called tics (National Institute of Neurological Disorders and Stroke, n.d.).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In addition, some students with behavioral disturbances receive services due to Traumatic Brain Injury (TBI) (IDEA, 2004). The law recognizes TBI as<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma (NICHCY, 2012, p. 4).<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>Students with TBI might have physical, cognitive, or sensory symptoms such as a state of being dazed, confused, or disoriented; having a headache; becoming dizzy or experiencing a loss of balance; experiencing memory or concentration problems; having bouts of feeling depressed or anxious; becoming agitated, combative or exhibiting other unusual behavior; or experiencing slurred speech (Mayo Clinic, n. d.).\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Accommodating Students with Emotional or Behavioral Disturbances&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When working with students with emotional or behavioral disturbances, effective teachers recognize that some students exhibit decreased attention, impaired organizational skills, and difficulty with their problem solving ability as a result of their disability; these all potentially have a deleterious impact on educational achievement. The student might present a myriad of cognitive characteristics such as memory deficits, poor concentration or judgment, and information processing deficits within the learning environment; these might affect a student\u2019s ability to deal with abstract concepts. In order to help students deal with these cognitive skills, the teacher can:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Be consistent in presentation of new materials, and provide repetition and scaffolding of instruction;&nbsp;&nbsp;<\/li><li>Make new skills or tasks as concrete as possible through demonstration while providing examples within the student\u2019s experience;&nbsp;&nbsp;<\/li><li>Start slow: encourage and reinforce the student for attending to the instructional task for successively longer periods of time;&nbsp;&nbsp;<\/li><li>Conduct frequent formative assessment probes to determine the speed and accuracy of newly learned material; and&nbsp;&nbsp;<\/li><li>Teach students metacognitive skills, and encourage them to think about their thinking.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>AT applications, programs, and devices exist that are used to support the student experiencing memory and organization difficulties. Items such as online calendars, schedulers, or homework organizers assist students needing organizational supports and strategies. For students who need help with grammar and spelling, word prediction programs and spelling supports are available. Finally, supplemental materials using multi-media resources available on the web can assist students needing differentiated instructional materials to meet their level of instructional needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Often, behavioral or emotional symptoms might present themselves within the learning environment. There are a wide variety of behavioral manifestations such as depression, feelings of despair or helplessness, irritability, labile or inappropriate emotions, distractibility, impulsive behaviors, low frustration tolerance, aggression, and loss or reduction of social inhibitions. Any or all of these might present themselves as behavioral manifestations of the disturbance in an instructional setting. Students with emotional or behavioral disorders only receive special education because of the impact their disorders have on their academic learning. Students probably receive both proactive as well as reactive interventions and services specified within their IEP when maladaptive behavioral instances occur. Quite often, the best way to deal with a behavioral situation involves helping to ensure that the likelihood of it occurring is diminished. Allowing students to have time to process information or work through periods of frustration with a specified adult might support the student\u2019s goal of becoming more behaviorally self-modulating. Allowing students to choose from multiple modes to demonstrate competency towards educational goals or objectives might alleviate or decrease the potential for problem behaviors. Finally, providing clear and consistent instructional and behavioral messages allows the student to gain trust and assurance from the adults in the setting. There are many tools and applications (such as the Zones of Regulation, the Self-Regulation Scale, the 5 Point Scale, positive behavior supports, the DIY self-regulation jar, etc.) that can assist students with their self-control and self-regulation of negative emotions and assist them in calming themselves down. When these tools are not successful, adults that have been specifically trained and identified to help deescalate the situation may need to be called as a resource.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Due to the student\u2019s behavioral or emotional disability, she\/he might experience social skills deficits with peers and adults. These might manifest themselves as difficulty in establishing or maintaining relationships, an inability to restrict socially inappropriate behaviors, exhibiting inappropriate responses to stimuli within the environment, exhibiting insensitivity to the feelings of others, a limited initiation of social interactions, and social isolation. Students exhibiting these types of behaviors usually have a behavioral support plan in place with very specific procedures and programs that need to be followed when the targeted behaviors mentioned above occur. AT applications and materials (such as Boardmaker, talking lights, incentive charts, visual timers, and mood thermometers) can be used as resources to help students identify when occurrences arise and when there is a need for them to reassess their behavioral presentation to others in the environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Students with Emotional or Behavioral Disturbances in Online and Blended Environments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Individualized plans<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students with emotional or behavioral disturbances enrolled in an online or blended learning environment will continue to struggle with behavioral situations, which will continue to affect their academic achievement without proper programs, supplementary aides, or supports. A new individualized educational planning meeting should be called to address the specifics that students will find themselves in with the change of instructional format and setting. The personnel responsible for programming in the online or blended environments need to understand the student and the issues she\/he brings to the program. Online staff should have a complete understanding of the requirements contained within the IEP, and supplementary training should be provided related to the student\u2019s disabilities and specific measures that can be taken to ensure compliance with written plans and compliance expectations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Peer and other support&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All of the recommendations provided to meet the academic, social, and behavioral needs of students with behavioral or emotional disturbances in a face-to-face environment probably should be considered for continued use in an online or blended format. The student is accustomed to these supports and interventions and has probably relied upon them in the past with the support of school personnel at their disposal. However, due to the fact that online environments often leave the student needing to rely upon their own problem-solving skills when issues arise, the student with a disability might need extra opportunities to meet with the teacher or identified support staff assigned to them to assist the student with behavioral or emotional disturbances in troubleshooting technological, cognitive, behavioral, or interpersonal issues that arise. Intentionally scheduling \u201coffice hours\u201d with the student and instructor on a proactive, routine basis will provide the student and the instructor the opportunity to discuss issues of concern. Allowing the student to work cooperatively with an understanding peer might assist the student with emotional or behavioral disability to talk through expectations in the learning environment from a cognitive, educational, social, or behavioral level.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Managing academics&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>For the student with cognitive or academic issues, use calendars to provide advanced organizers, reminders, and deadlines that assist in planning workloads and meeting schedules and deadlines. Providing written transcripts for all multimedia content will help students that have difficulty with the pace and ambient noise that often accompanies instructional modules.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Serving Students with Autism&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Understanding Students with Autism&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the IDEA (2004), students with autism exhibit<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child\u2019s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child\u2019s educational performance is adversely affected primarily because the child has an emotional disturbance ... A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied (NICHCY, 2012, p. 2).<\/p><\/blockquote>\n<!-- \/wp:quote -->\n\n<!-- wp:paragraph -->\n<p>It is important to recognize that autism is considered a spectrum disorder with cognitive, social, and adaptive behavioral abilities ranging from being very impaired to no impairment at all. The extent to which the characteristics of autism impact each student is very individualized and at times may not be consistent across instructional or educational settings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Autism is a lifelong developmental disability. Individuals with autism will have differences in verbal and nonverbal communicative function, have difficulties with social interaction skills with peers and teachers, and may present behavioral manifestations that do not appear to be elicited by the environment (Autism Society of Michigan, n.d., Autism Speaks, n.d.).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Individuals with autism have impaired degrees of communicative functioning, both verbal and non-verbal, with language development often being delayed, slow, or atypical when compared to their chronological peers. In social or educational situations, an individual may be unable to sustain or understand conversations unless the topic is related to something of personal interest to her or him. When preferred topics do arise, students with autism generally have a tremendous ability to discuss issues in great detail, often monopolizing the conversations. Idioms, metaphors, abstract topics, or the perspective of others are often difficult for students with autism to understand. The lack of ability to understand nonverbal cues or communication also causes a great deal of social difficulty for students with autism. Issues related to recognizing the personal space of others, appropriate eye contact, social conventions, and the need to attend to personal hygiene issues often present social stressors for the autistic individual (Autism Society of Michigan, n.d., Autism Speaks, n.d.).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>From a social perspective, individuals with autism tend to be socially delayed a number of years when compared to their chronological peers. Students with autism often are significantly impaired in their ability to understand pragmatics, or social language, and this causes difficulties with the observation, imitation, and attribution of social skills and interactions. This has a negative impact on the student\u2019s ability to participate in social situations outside of his\/her experience or understanding. Unique situations or social interactions with new people can cause stress and anxiety for individuals with autism. Large crowds and extensive ambient sounds may affect the person with autism\u2019s ability to understand social interactions due to central auditory processing impairments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with autism often exhibit physical manifestations such as hand flapping, lunging, rocking, or behaviors that are outside the context of the social situation. Some children can display self-injurious behavior or aggressive behavior issues. Often individuals with autism can have hyper or hyposensitivity to sensory inputs such as sights, sounds, tastes, smells, vision, or touch. Response or reactions to challenging sensory issues may manifest themselves in maladaptive or socially unacceptable behaviors (Autism Society of Michigan, n.d., Autism Speaks, n.d.).\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with autism have difficulty with executive functioning. Problems in the area of cognitive ability can impact their capacity to estimate or visualize appropriate outcomes in learning environments or social situations. It also affects their ability to anticipate consequences or mentally evaluate the outcomes from different problem-solving strategies. Finally, an impairment in executive functioning may influence the student\u2019s ability to choose the most appropriate action based on the likelihood of positive outcomes, and this affects their ability to perform all of the tasks required to carry out decisions appropriately. For example, students with autism often have difficulty with task completion, or sometimes do the work but forget to turn the work in. When lockers or binders are searched, missing work is often found.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Accommodating Students with Autism&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Due to the characteristics described above, several issues need to be attended to when planning an instructional program for students with autism. Issues related to communication are a primary concern. Expressive and receptive impairments in both verbal and non-verbal communication interactions have a significant negative impact on the student\u2019s ability to process information quickly and efficiently in educational or social settings. These are exacerbated by difficulties with executive functioning. To help the student with autism deal effectively with their receptive communication issues and instructional situations, educators should present information in clear, specific language and, when possible, provide directions in writing to assist the student with processing and comprehension. Language should be as concrete as possible, and figurative language such as idioms and metaphors should be reduced. The communication deficits inherent with autism also make expressive communication difficult, potentially making effective communication with peers or adults quite challenging. Sometimes students with autism give the impression they understand instruction, when in fact they are not able to comprehend. Allow and encourage the student to restate the expectations and ask clarifying questions before she\/he begins instructional tasks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To accommodate verbal communication deficits, visual supports can be used. Visual processing is frequently quite good in children with autism, and often they rely heavily on visual information to make sense of environmental expectations. Proactively providing visual supports allows the student to experience a more predictable learning and social environment, thus reducing the likelihood of misunderstanding or a behavioral response.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with autism have great difficulty independently transferring and generalizing knowledge and information from one setting to the next. Effective instructional programs for individuals on the autism spectrum need to address these difficulties by providing concrete linkages between topics or behaviors, from one instructional situation to the next. To make matters worse, once a routine is established or preferences are solidified, students with autism often have difficulty moving into arenas where they are unsure of expectations or settings. This can become very stressful and may result in behavioral outbursts on the part of the student. Teachers can help mitigate this response and reduce the stress on the student by visually and proactively providing scripts, schedules, task lists, or rules to the student, allowing her\/him to recognize what features in the setting need to be attended to in order to be successful.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lastly, students with autism will sometimes focus on irrelevant aspects of an activity rather than the important points, making the design of instructional programs very challenging for teachers. Instruction works best when the teacher isolates or highlights key points of what is being taught in order to ensure that students are focusing on and learning the intended lesson objectives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Students with Autism in Online and Blended Environments&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In order to assist students in online and blended learning environments, the teacher should have a good understanding of the capabilities and limitations the student with autism brings to the learning environment. This includes having an understanding of the characteristics and needs for accommodations listed above. Certainly providing visual supports to students with autism and letting them know about schedules, changes in expectations, requirements and expectations for assignments, and timelines for completion will assist the students with their executive functioning difficulties.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Support Language and Communication Needs&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students with autism often have issues with spoken and written language, expressive and receptive. In addition, these students might also exhibit trouble understanding the nuance of social language expressed during exchanges with their peers or the instructor. Spending time outside of the instructional period with the student with autism to define language used in the learning management system and discussing the meaning and intention of their peers\u2019 writings <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>or statements via interactions online might be necessary to help the student with autism fully comprehend the intent behind verbal and written interactions. In addition, since many people with autism are precise in their understanding and production of language and communication, it might be necessary to ask clarifying questions when the comments made, or work produced by the student with autism seems off track, offensive, or inappropriate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Alternative strategies&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Allowing students to demonstrate competence or meet criterion through the incorporation of alternative methods allows the students to use learned skills and abilities and focus more exclusively on the content at hand. This assists with the transfer and generalization of academic content, without a need to expend cognitive load on the formatting of material to meet instructional expectations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Rubrics&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Rubrics for alternative assignments for students with autism should be clear, specific, and in writing; and they should be discussed proactively before work begins. The rubrics provide a standardized way to conduct formative and summative assessments and provide the student with the \u201crules\u201d of the instructional expectations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Peer support&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Allowing students to consistently work with peers that know and understand the student with autism and the strengths and limitations the student brings to the learning environment provides the pragmatic support instructors often lack when presenting information or when assignments are presented.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Submitting work&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The instructor should establish a system and routine with the student with autism for the submission of completed work. Offering cloud based storage systems where the instructor has shared access to work in progress is a way for the student with autism to submit the work without actually having to turn it in.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Follow-up<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students with autism might have difficulty advocating for themselves when they do not understand. They also may become very confident of their positions even when they are incorrect so frequent checks for understanding may be necessary to ensure the student is accurate. Opportunities for responding to questions through discussion boards might assist the student who has problems in dealing with verbal processing.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Maintaining engagement&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Recognize that students with autism might experience a loss of focus during instruction when content is difficult or when something else catches their attention. Providing short segments of verbal instruction intermixed with visuals and providing a bulleted synopsis of content at the end of the lesson allows the student to have multiple opportunities to attend to the content. Asking the student to verbally rephrase key elements, combined with a request for their insights, is another way to help increase the active engagement of students with autism.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Serving Students with Intellectual Disabilities<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Understanding Students with Intellectual Disabilities&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the IDEA (2004), students with an intellectual disability exhibit \u201csignificantly sub average general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child\u2019s educational performance\u201d (NICHCY, 2012, p. 3). For an intellectual disability to exist, the student must have a score on a standardized intelligence test of 70 or below, in addition to having difficulties dealing with issues involved in self-sufficiency in daily life roles.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The majority of students recognized as having an intellectual disability have an IQ (intelligence quotient) score of 50 \u2013 70. The intellectual limitations these students experience have a negative impact on their ability to remember facts, retain and recall learned behaviors, and transfer and generalize learned tasks and skills from one environment to the next. Adaptive behavior deficits can take the form of difficulties with concepts, problems with self-care skills, issues with making choices, self-determination, problem solving, and social skills (Project IDEAL, n.d.).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with intellectual disabilities will always have a deficit when compared to peers in both intellectual and academic performance. However, with appropriate supports and accommodations, students with intellectual disabilities can increase their skills and performance in school-related tasks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Accommodating Students with Intellectual Disabilities&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Teachers can support individuals with intellectual disabilities by recognizing the achievement gap that exists between the student and their peers. Students with intellectual disabilities learn and acquire new skills and concepts at a much slower pace than their peers. Through a very specific task analysis, combined with careful attention to instructional design, students with intellectual disabilities can have fruitful learning experiences in general education settings. To accommodate the needs of students with intellectual disabilities, teachers can attend to the specific goals and objectives that need to be met for criterion to occur and may choose to limit expectations to only the core curriculum goals and objectives, at their appropriate level of difficulty, to increase the opportunity for the student to meet academic requirements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Even with this attention to holding students accountable to a refined curriculum, teachers need to always be aware of the level of understanding the student has acquired. The depth, breadth, and quality of materials learned by students with an intellectual disability is probably considerably less than that of their peers. Teaching one task or skill component at a time and slowly expanding the concepts that are presented, once understanding is demonstrated, assists the student in acquiring new skills.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teaching students with intellectual disabilities the curricular vocabulary using a concrete foundation, based upon their experience, allows students the ability to apply past understanding to current intellectual demands. Breaking down larger units of instruction into smaller component parts allows students to cognitively manipulate pieces of information. Providing students with the opportunity to then put these smaller pieces of understanding together in larger forms allows them to demonstrate their competency with the task (Project IDEAL, n.d.).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Encouraging students to work with peers through cooperative learning exercises allows the student with intellectual disabilities to use a peer model to help guide them through the problem solving sequences involved in the task. Peers can also provide cognitive coaching when the student with disabilities needs extra reinforcement or targeted instruction on a task. Finally, peer mediated learning opportunities allow students with intellectual disabilities to partially participate when tasks get more cognitively challenging or intricate: they are able to focus on and complete the parts of the task in which they have competency, thus continuing to be an active and valued member of the learning community.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Students with Intellectual Disabilities in Online and Blended Environments&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students with intellectual disabilities will require extra supports from instructors in online and blended environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Technology&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Not only will the student need to learn to master the instructional content, they will probably need supports accessing, understanding, and manipulating the technologies available for the online components of the instruction. The instructor will need to build in multiple opportunities for the student with intellectual disabilities to acquire and demonstrate competency with the technological aspects of the instruction prior to the presentation of any course content. Having a support system identified for technological troubleshooting with practice sessions built-in so the student with intellectual disabilities can feel comfortable with the technology is essential for a successful integration of online and blended environments into the student\u2019s program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Strategies&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The teacher should take the opportunity to incorporate visuals that fully demonstrate the concepts being taught whenever possible. Providing multiple scenarios where the task is demonstrated, with the different environments where criterion is expected, provides the scaffolding that is important for the transfer and generalization of skills across environments.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Peer and other support&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Allowing \u2013 perhaps requiring \u2013 students to work synchronously with teachers and peers during tutorials, work sessions, or office hours allows instructional supports to be embedded that provide multiple opportunities for guided practice to occur. Once it becomes evident that independent practice is appropriate, making it possible for the student to complete the task using a recorded session allows for increased assessment, but also allows the student to self-analyze his or her performance after the attempt has been made. This provides an opportunity for metacognition and allows the student to self-modulate his or her performance with the support of the instructor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Serving Students Who Are Deaf or Hard of Hearing <\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Understanding Students Who Are Deaf or Hard of Hearing\u00a0<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the IDEA (2004), students with deafness are said to have \u201ca hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child\u2019s educational performance\u201d (NICHCY, 2012, p.3). IDEA defines hearing impairment as \u201can impairment in hearing, whether permanent or fluctuating, that adversely affects a child\u2019s educational performance but is not included under the definition of deafness\u201d (NICHCY, 2012, p.3). Within the Deaf community and the field of education for the deaf and hard of hearing, the preferred terms are \u201cDeaf\u201d to refer to someone who is a member of the culturally Deaf community, \u201cdeaf\u201d to refer to the condition of deafness, and \u201chard of hearing\u201d to refer to those with a hearing impairment. The use of the term \u201cimpairment,\u201d while the legal term, is not considered politically, culturally, or socially correct.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Working with students who are deaf or hard of hearing (HoH) includes a broad range of individuals. Deaf people have severe to profound hearing loss and commonly rely on the use of American Sign Language (ASL), while HoH people have a partial hearing loss and may use ASL and\/or speech to hear and read lips. Deaf and HoH students tend to lag behind their hearing peers in reading and language development due to a lack of incidental learning. In the United States, 90 to 95 percent of Deaf or HoH children are born to hearing parents. Typically, these children experience a delay in language acquisition during their early years, having a negative impact on their language development (Mitchell &amp; Karchmer, 2004).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additionally, for Deaf students whose primary language is ASL, their understanding and application of grammar and syntax are affected. ASL grammar differs considerably from English grammar, resulting in misunderstanding, confusion, and grammatical errors in Deaf students\u2019 writing. This deficiency includes casual written communications, such as emails. One example: \u201cI washed my car last week\u201d would translate in ASL as \u201cCar my? Week-past finish wash.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Accommodating Students Who Are Deaf or Hard of Hearing<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students who are Deaf or HoH require accommodations to facilitate communication and help them be successful in a traditional, mainstream educational setting. For a Deaf student who relies on sign language, a qualified sign language interpreter is critical. The interpreter enables the student to benefit more fully from classroom instruction and participate in lectures, discussions, and group projects. Both Deaf and HoH students benefit from having a note taker. It is difficult for a student to watch an interpreter and\/or read the teacher\u2019s lips while simultaneously trying to take notes. A note taker enables the student to fully engage in the lecture, reviewing the notes when convenient. Additionally, providing notes or study guides in advance of lessons or lectures is extremely valuable to Deaf and HoH students. This could be as simple as emailing or printing out a copy of PowerPoint lecture slides. Supplying notes in advance helps students to review and ensures they do not miss information from the interpreter and\/or the note taker during the lecture. Since Deaf and HoH students are primarily visual learners, the availability of extra visual aids helps them to be more successful in their courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Audio-recording lessons is another accommodation that may benefit both Deaf and HoH students. Transcribing the lesson for Deaf students provides a more complete message. Students who must rely on interpreters and note takers may still experience difficulty or feel that notes may be missing content, so providing a transcript helps to prevent any potential gaps. HoH students may replay parts of the audio-recorded lesson that were unclear and fill in their notes accordingly.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Additional time on tests is another accommodation that many Deaf or HoH students require due to their reading and language deficiencies. Deaf and HoH students typically need 150% to 200% of the set amount of time to take the test. For example, if a test has a time limit of 60 minutes, that time would need to be extended to 90-120 minutes for a Deaf or HoH student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For face-to-face and blended courses, it is critical that Deaf and HoH students be given preferential seating. Both Deaf and HoH students need to see the interpreter and\/or the teacher, so the option to sit at the front of the classroom or in a well-lit area is an important consideration for the student.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Students Who Are Deaf or Hard of Hearing in Online and Blended Environments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The most important aspect for virtual school educators to understand about Deaf and HoH students is that they can be successful in a traditional, blended, or online setting. These students will need accommodations regardless of the setting; however, the accommodations may vary from one setting to another. Deaf and HoH students, in general, will require more time and effort to complete assignments and tests due to delays in reading and language development. Most importantly, Deaf and HoH students need clear, concise, and open communication to be successful in any educational setting.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For both Deaf and HoH students, there are some additional accommodations that may be necessary to aid them in being successful in an online or blended educational setting.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Visual language&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Closed captioning for videos or recorded tutoring sessions is essential for both Deaf and HoH students. Often, transcripts are provided, but it is extremely difficult for most students to read a transcript and follow a video at the same time. Automated captioning, such as what YouTube provides, is unreliable, often providing an incomplete or incorrect message. This leaves the viewer unable to understand the content of the video being presented.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Communication&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When communicating via telephone with Deaf or HoH students, some type of video conferencing will most likely be needed. Deaf students often need to use a video relay service (VRS) such as a state-sponsored relay service or other providers such as Sorenson and Purple. This is a service where a hearing person talks to an interpreter who signs the conversation to the Deaf student. The student then signs to the interpreter who voices for the student. This mode of communication is much easier and reliable than communicating via text and leaves less room for miscommunication. Students who prefer to use video relay services can provide a direct telephone number for contacting them that will route through the relay service. For HoH students who would prefer to speak to teachers directly but cannot hear well enough to use the telephone, they may want to Skype, use FaceTime, or other videoconferencing programs in which both parties can see and hear each other.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Group discussions&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Live online group discussions or group projects are other areas where accommodations should be considered. A signing Deaf student would require an interpreter to participate in synchronous group discussions. It is also important to note that everyone involved needs to take turns when talking, as the interpreter is only able to interpret for one person at a time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Serving Students Who Are Blind or Visually Impaired<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Understanding Students Who Are Blind or Visually Impaired<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the IDEA (2004), students with visual impairment, including blindness, have \u201can impairment in vision that, even with correction, adversely affects a child\u2019s educational performance\u201d (NICHCY, 2012, p.4). This term includes the range of partial sightedness to blindness. Students with any variant of a visual disability experience some type of deficit in the acquisition of visual information. They acquire visual content in a part-to-whole fashion, while their sighted peers acquire the same information in a whole-to-part manner. This can create deficits in seeing things holistically. They also must learn visually presented content using other senses or supplemented by other senses. Another common characteristic of students with a visual disability is the lack of incidental learning (visually receiving information from your environment, such as the comparative size of a giraffe) that occurs, especially with students who have significant vision loss. According to the College of Optometrists in Vision Development, 80% of what children learn comes through their visual processing of information (College of Optometrists in Vision Development, n.d.). This becomes an even greater factor if a child is blind from birth (congenital) as opposed to becoming visually impaired at a later time (adventitious).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Accommodating Students Who Are Blind or Visually Impaired&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When considering accommodations for blind and visually impaired students, it is best to look at common interventions and accommodations by distinguishing between the needs of students with low vision and students who are blind with an understanding that some students may use a combination of accommodations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Students with low vision&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students with low vision often need some sort of magnification, font enlargement, and contrast selections. Some magnification and visual enhancement features are built into operating systems and function sufficiently for the students with mild vision loss. Windows computers use Magnifier and High Contrast themes; both can be found in the Ease of Access Center. Zoom and Contrast are options for Mac computers and can be found in the Universal Access panel of the System Preferences. Chromebooks also offer a Screen Magnifier and High Contrast mode within their operating system. iOS devices have two ways to magnify the screen. The first is pinch to zoom, which will work in most areas but does not magnify the home screen, menus, and some websites. The second is Zoom, which is enabled in the Accessibility Settings and offers magnification up to 15x. Along with magnification, iOS devices also give many choices for text and contrast enhancements. On most Android devices, Touch Zoom and high contrast text can be enabled in the Accessibility Settings.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Other students with a more significant vision loss require more specialized software with options not available within the device\u2019s operating system. Three of the most commonly used programs are MAGic by Freedom Scientific, ZoomText by Ai Squared, and SuperNova by Dolphin. Each program offers more fine-tuned magnification, cursor and pointer options, color enhancements, and screen reading for text selections.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Students who are blind or functionally blind&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To access digital content, students who are totally blind, or have a very significant vision loss, often use a screen reader. Screen readers employ speech synthesizers and various command structures to read what is displayed on the screen. Most personal computers and mobile devices have some sort of screen reading technology built into the operating system. For example, Windows platforms use Narrator, and Apple uses Voiceover. However, some tasks require a robust program. Some of the more commonly used screen readers for the Windows platform are JAWS (Job Access with Speech), NVDA (NonVisual Desktop Access), and Window-Eyes. Many students also use a refreshable braille display, a piece of hardware that has small pins that pop up and down to display braille characters. Braille displays allow the student to read the digital content, navigate the screen, and edit content with less difficulty.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Students Who Are Blind or Visually Impaired in Online and Blended Environments&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The demands of an online or blended environment have been a challenge for students who are blind or visually impaired. They must acquire visually presented information using adaptive techniques and methods.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Design&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Accessing online and blended learning environments does present challenges to the blind and visually impaired student. More challenges exist for students who rely on a screen reader to access digital content. Online learning platforms vary in the amount of accessible content, and special care should be made in choosing the right environment. With the right accommodations and proper coding and design of the online program, students who are blind or visually impaired can have access. Some considerations for the design of an online environment may include:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Ensure that the design is consistent throughout&nbsp;<\/li><li>Reduce visual clutter or graphics without a purpose&nbsp;<\/li><li>Increase contrast \u2013 stay away from using low contrast colors in layers&nbsp;<\/li><li>Provide descriptive alt text (tags) to any graphics. (For information regarding the proper use of Alternative Text read the WebAIM Guide at http:\/\/webaim.org\/techniques\/alttext\/.)&nbsp;<\/li><li>Label links on a page clearly&nbsp;<\/li><li>Reduce the amount of Frames on a page (a section of a web page where content is displayed independent of the container). Frames are often difficult to navigate with a screen reader.&nbsp;<\/li><li>State the intent of the \u201cpull-down\u201d clearly and specify what the user is directed to select when using Forms.&nbsp;<\/li><li>Use proper Heading Structure. This will allow for easier navigation with a screen reader.&nbsp;<\/li><li>Stay away from tasks and chat features that require matching, if possible. These can present problems for some screen readers.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Linear learning&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Virtual school educators should be cognizant of the fact that students with vision loss interact with the content in a linear fashion. They receive information presented on the screen in parts. Students with normal vision see the content holistically, and it is much easier to understand how each part of the screen and content fits together.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Pace&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Regardless of whether a student uses a screen reader or magnification software, it will take them a greater amount of time to access content in an online environment. This is true for not only accessing the content but for completing assigned tasks as well.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Communication&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Finally, initiating and maintaining open communication with the student who is blind or visually impaired about their needs and struggles within the environment is essential.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Serving Students with Other Health Impairments Understanding Students with Other Health Impairments<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>According to the IDEA (2004), students with Other Health Impairment (OHI) are said to \u201chave limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment that, (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child\u2019s educational performance\u201d [\u00a7300.8(c)(9)]. &nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While this definition does reference specific health conditions, the deliberate use of the words \u201csuch as\u201d provides for wide and encompassing application and inclusion. According to the National Center for Educational Statistics (NCES) individuals categorized as OHI composed 12% of the 2012-2013 child population making OHI the third most prevalent categorization served by the IDEA (United States Department of Education, 2016). According to the Centers for Disease Control, children categorized as OHI have high rates of absence and high rates for repeating at least one grade and may be taking medications that have side effects that can impact school performance (NSHC, 2011). Students with OHI may have physical and cognitive limitations. Frequent diagnoses associated with OHI include seizure disorders (e.g. epilepsy), cancer, asthma and mental and behavioral health disorders (e.g. depression, bipolar disorder) (Wodrich &amp; Spencer, 2007). A condition may be chronic, that is, one that is always present or recurrent, for example, asthma, cerebral palsy, or diabetes; or the conditions may be acute, characterized by sudden and severe onset but only lasting for a short period of time, such as a broken bone or mononucleosis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Accommodating Students Who Are Other Health Impaired&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Among students with OHI, accommodations will inevitably be individualized due to the category\u2019s broad and multi-faceted nature. Accommodation may best be preceded by obtaining an understanding of the nature and severity of a student\u2019s diagnosis. Familiarization with the student\u2019s IEP is an important first step coupled with discussion with parents\/guardians and the student. Research and understanding related to a student\u2019s diagnoses represents another important step. <a aria-label=\"The Centers for Disease Control and Prevention (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/supporting-students-with-disabilities-in-k-12-online-and-blended-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">The Centers for Disease Control and Prevention<\/a> provides a comprehensive indexed list of diseases and conditions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Similar to accommodations for students associated with other IDEA categories of disability, simplifying directions, providing alternative methods for competency demonstration, developing objective rubrics for assignments, frequent formative assessment, and frequent, scheduled check-ins with both the student and parent\/guardian can facilitate student success. These regular check-ins should include a discussion of students\u2019 health status and wellness. Teachers should expect that accommodations may need to be adjusted based upon the student\u2019s health.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Since the health and impact of health impairments will vary from student to student, the following questions can assist teachers, administrators, and support personnel in the identification and better understanding of students:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Does the student have an existing IEP or 403 plan?<\/li><li>Does the student have a current health problem or history of health problems? If so, what is this health problem?<\/li><li>Does the student have limited strength, energy, or attentiveness?\u00a0<ul><li>If so, does the student\u2019s limited strength, energy, or attentiveness affect his or her ability to succeed in the educational environment?<\/li><li>If not, does he or she have heightened reactions to general environmental stimuli?<\/li><\/ul><\/li><li>Does the child\u2019s heightened alertness to the surrounding environment limit his or her alertness to the educational environment?<ul><li>If so, is the limited or heightened alertness due to a chronic or acute health problem?\u00a0<\/li><li>If so, how is the student\u2019s educational performance affected by the limited alertness?\u00a0<\/li><\/ul><\/li><li>Finally, does the disability create a need for special education services?\u00a0<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Students with Other Health Impairment in Blended and Online Environments&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Research by Basham et al.(2015), Repetto et al.(2010), Black (2009),and Thompson et al.(2012) provides evidence that virtual school students with OHI may be more affluent than the average traditional student, experience high levels of parental social support, and have more than one diagnosis (e.g. cystic fibrosis and attention deficit disorder). While the field still lacks a comprehensive epidemiological understanding of the prevalence, scope, and morbidity associated with OHI K-12 online students, research indicates that while students with disabilities are increasingly choosing to participate in virtual learning, many virtual instructors, course designers and administrators are ill-prepared to address their needs (Basham et al., 2015; Burdette, Greer &amp; Woods, 2013; Repetto, Cavanaugh, Wayer &amp; Liu, 2010; Thompson, Ferdig &amp; Black, 2012; Cavanaugh et al., 2011).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students who have been diagnosed with an OHI represent a diverse body of individuals. A student\u2019s disability may or may not affect the participation of a student in your class and no two students with similar disabilities are alike. Unfortunately, there is a dearth of research to provide insight into how best to serve students in online and blended environments (Rice &amp; Carter, 2016). Several emergent strategies include the encouragement of self-advocacy and self-direction, which are not mutually exclusive. Test et al. (2005) describe self-advocacy and self-regulation as key attributes for future success among those living with OHI. Self-advocacy is defined as the processes that a person with a disability engages in to demand effective supports. These Processes typically involve knowledge of self, knowledge of rights, communication, and leadership. Self-regulated learning includes self-directed processes and internally held beliefs that learners may employ to transform cognitive abilities into academic ability (Zimmerman, 2008).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Effective strategies for instruction and accommodation of students should involve opportunities for students to practice self-advocacy and self-regulation(Rice &amp; Carter, 2016; Roberts, Ju &amp; Zhang, 2016), while at the same time assessing the students\u2019 wellness for engaging in educational activities, taking into account comorbidities (the co-occurrence of one or more illnesses or diseases) and planning for the future. Planning for the future may include preparations for future hospitalization, anticipating future accommodation and effectively communicating these needs to other teachers and administration and liaising with family and health care providers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice and Carter (2016) describe several strategies teachers may employ to manage methods for creating authentic relationships. These include using planning resources, for example, encouraging the use of pacing support for students,advising students and parents about instructional policies early and often,and maintaining and documenting communication with students and parents. In addition to these strategies, many students categorized as OHI will benefit from attention to the following instructional concepts, which may also assist students and teachers in the development of self-regulation and self-advocacy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Understanding<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Effective instruction begins with an understanding of the student, their academic and cognitive strengths and challenges, and an understanding of their illness and the possibility of emergent or scheduled medical interventions. Armed with this understanding, it may be appropriate to explore prior sections of this report to plan appropriately for student success. For example, a child with an intellectual disability who also has been diagnosed with sickle cell disease could be aided by considerations provided in the previous section,\u201cServing Students with Intellectual Disabilities\u201d.In addition, teachers should take a few minutes to educate themselves about the disease, understanding that individuals with sickle cell disease, a chronic illness for which there is no cure, may experience sudden extreme episodes of pain that occur without warning and often require hospitalization and that individuals with sickle cell disease often experience fatigue and decreased energy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Adaptive materials<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Hospitalization is a common occurrence for many students categorized as OHI. For some students these hospitalizations may be scheduled in advance; others may experience them unexpectedly. OHI\u2019s breadth and individualized nature makes prediction and anticipation of health-related issues a difficult task. Having learning materials organized for adaptation to a hospital environment where collaboration with peers may be hindered, access to technology limited, or time-sensitive assignments impractical are considerations that potentially can be mitigated with planning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Relationships<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>An instructional philosophy emphasizing caring and nurturing can also aid in student success and translate to a supportive learning community. Borup et al (2013) assert that modeling effective interactions for students, monitoring all students\u2019 behaviors, and developing relationships that at a minimum focus on students\u2019 basic needs are a critical component of the online instructor\u2019s role. These behaviors serve as the foundation for 10methods for creating authentic relationships between online teachers and students with OHI:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Respect student privacy (allow the student to choose how and whether to disclose disability),&nbsp;<\/li><li>Assess and work to disregard personal preconceptions and biases related to students with disabilities,&nbsp;<\/li><li>Provide timely feedback,<\/li><li>Monitor student understanding,<\/li><li>Monitor student online classroom behaviors,<\/li><li>Provide positive feedback,<\/li><li>Provide opportunities for content or assignment adaptation,<\/li><li>Check-in with students frequently (regardless of performance),<\/li><li>Provide multiple methods for instructor-student communication (e.g. text, telephone, email, chat, video), and<\/li><li>Attend to student and parent\/guardian questions and concerns in a timely manner.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Students with OHI represent a broad and potentially complex group of students. The recommendations provided in this section are not fundamentally different from the deliberate practices that many experienced and successful K-12 online instructors incorporate with students regardless of ability (Ferdig, Cavanaugh, DiPietro, Black &amp; Dawson, 2010; Cavanaugh, Barbour &amp; Clark, 2009; DiPietro, Ferdig, Black &amp; Preston, 2008).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Making Your Online or Blended Course Accessible&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Every student learns and engages with course materials differently, especially students with disabilities. How a disability affects a student\u2019s learning varies by individual. However, there are some common things to consider in presenting accessible course content online that may be provided for students with disabilities and improve usability for all students. <a href=\"https:\/\/www.w3.org\/WAI\/\">The World Wide Web Consortium<\/a> (W3C) has developed <a href=\"https:\/\/www.w3.org\/TR\/WCAG20\/\">Web Content Accessibility Guidelines<\/a> (WCAG).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>This section of the guide is meant as a quick reference for those making changes to courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Creating Web Content&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>A learning management system \u2013 or LMS \u2013 such as Blackboard, Canvas, D2L Brightspace, and others, allows you to create HTML content pages within your course. This is often done with a textbox that includes HTML editing tools, known as a WYSIWYG editor, or \u201cwhat you see is what you get.\u201d You should NOT copy and paste from Microsoft Word into the text box. Word adds a lot of formatting code that does not appear on the screen but confuses screen readers. If you want to copy and paste text from Word, be sure to change it to plain text first, using software such as TextEdit or Notepad, and then paste it into the HTML editor. You should try to do your formatting using the tools in the LMS HTML editor.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Basic Structure&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Headings (H1, H2, H3...H6) were developed not to assist style formatting but to provide information on the structural hierarchy of a document. Use H1 for the page title, H2 for major headings, and H3 for major sub headings. Visual readers are able to identify headings by scanning where blind users rely on a screen reader to navigate the document with the semantically \"tagged\" headings.Use lists for the purpose for which they are intended. Numbered\/ordered lists convey sequence and bulleted\/unordered lists can be reordered and not change the meaning of the listed items.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Images&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When inserting images into your course, be sure to include an \u201calt tag,\u201d or alternative description, that describes the image. Alt tag descriptions help students using screen reader software know what is displayed on the screen. There is usually a space for you to add this when you are uploading the image. Make sure your alt tag clearly describes what is in the image, such as \u201cphoto of a group of young children playing in a dusty street with a soccer ball\u201d or \u201cportrait of George Washington standing in a boat, surrounded by other soldiers holding up a flag as they cross the Delaware river\u201d as opposed to \u201cimage\u201d or \u201cchildren.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Video&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>All video material should be captioned and include the video\u2019s description or descriptive transcripts. Captioning benefits many different learners including those who are Deaf or HoH, those with cognitive or specific learning disabilities, and English Language Learners.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Audio&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>You should always provide transcripts of audio files such as podcasts.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Flash&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Multimedia content presented in Flash is most often NOT accessible or usable across platforms. It is also not usable on many mobile devices, especially iPads. Content created with Flash is not permitted. HTML5 is a good alternative to Flash.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Colors&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students with cognitive or visual disabilities and others without disabilities may have difficulty reading text that is against a patterned\/colored background. Provide good color contrast; black text on a white or light background is the most readable. Do not use color alone to convey meaning or emphasis as some students may not be able to see them.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Fonts&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Keep use of fonts in materials consistent. Sans serif fonts such as Arial or Helvetica are easier for many people to read on-screen.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>PowerPoint&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Microsoft PowerPoint is perhaps the most popular tool for creating slideshow presentations or online lectures. However, it was designed as a presentation tool for face-to-face presentations, not a tool for developing multimedia web content; thus, PowerPoint files present accessibility problems. If you feel that PowerPoint is essential to your course, look at these <a href=\"https:\/\/webaim.org\/techniques\/powerpoint\/\">WebAIM PowerPoint Accessibility tips<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>PDF Files&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>PDF files are only as accessible as the document they are based on. Be aware that PDF files created as a scan of an original document are actually images and are not accessible to screen reader technology. To be fully compliant, convert a PDF file to HTML, if possible. Tools such as <a href=\"https:\/\/equidox.co\/\">Equidox<\/a> can help you translate PDFs to accessible HTML that meets WCAG standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Tables&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Screen reading software reads tables by going across cells top-to-bottom, left-to-right and keystroke commands. It is essential that tables have consistent even rows and columns. You should avoid:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Splitting or merging cells that create uneven columns&nbsp;<\/li><li>Putting bullet points or numbered lists within cells. Lists should be used outside of a table, and often tables are actually lists and do not need to be a table at all.&nbsp;<\/li><li>Using tables for layout. Tables should really only be used for tabular data. If you are using tables to display data, make sure that table headers are defined for all columns and rows, and a very short summary is provided in the Alt Text description field to identify what the table covers.&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Links&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Make sure that linked text is descriptive of the target location or site and could point the user to the target. Links should make sense out of context. Avoid using links that say, \u201cclick here\u201d or \u201cmore.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Forms<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>\u00a0If you have forms for students to download and fill out, make sure they are in an accessible format and clear directions are given for submitting them. Some students may not be able to complete a form that must be filled out in writing.\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Navigation&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Not everyone can use a mouse. As much as possible, make sure that students can use applications or navigate through pages using a keyboard or assistive navigation device. Keep navigation simple with as few buttons as possible. Avoid activities that require the use of a mouse, such as drag and drop.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Autism Society of Michigan. (n.d.). <em>Autism spectrum disorder general information: General information packet.<\/em> Retrieved from <a href=\"https:\/\/www.autism-mi.org\/general-information-packet\/\">https:\/\/www.autism-mi.org\/general-information-packet\/<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Autism Speaks. (n.d.). <em>Symptoms: What are the symptoms of autism? <\/em>Retrieved from <a href=\"https:\/\/www.autismspeaks.org\/what-autism\/symptoms\">https:\/\/www.autismspeaks.org\/what-autism\/symptoms<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Basham, J.D., Stahl, W., Ortiz, K., Rice, M.F., Smith, S.J. (2015). <em>Equity Matters: Digital and online learning for students with disabilities<\/em>.Retrieved from <a href=\"http:\/\/centerononlinelearning.org\/wp-content\/uploads\/2015_COLSD_Annual-Publication_FULL.pdf\">http:\/\/centerononlinelearning.org\/wp-content\/uploads\/2015_COLSD_Annual-Publication_FULL.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Black, E. W. (2009). <em>An evaluation of familial involvements\u2019 influence on student achievement in k-12 virtual schooling<\/em> (Doctoral dissertation, University of Florida).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Graham, C. R., &amp; Velasquez, A. (2013). Technology-mediated caring: Building relationships between students and instructors in online K-12 learning environments. <em>Advances on teaching<\/em>, 18, 183-202.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cavanaugh, C., Barbour, M. K., &amp; Clark, T. (2009). Research and practice in K-12 online learning: A review of literature. <em>International Review of Research in Open and Distance Learning<\/em>, 10(1).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>College of Optometrists in Vision Development. (n. d.) <em>Vision &amp; learning<\/em>. Retrieved from <a href=\"http:\/\/www.covd.org\/?page=Vision_Learning\">http:\/\/www.covd.org\/?page=Vision_Learning<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Council for Children with Behavior Disorders, (n. d). <em>Behavior disorders: Definitions, characteristics &amp; related information.<\/em> Retrieved from <a href=\"http:\/\/www.ccbd.net\/about\/ebddefintion\">http:\/\/www.ccbd.net\/about\/ebddefintion<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DiPietro, M., Ferdig, R.E., Black, E.W. &amp; Preston, M. (2008). Best practices in teaching K-12 online: Lessons learned from Michigan virtual school teachers. <em>Journal of Interactive Online Learning<\/em>, 7(1), 10-35.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>DO-IT. (2016). <em>Academic accommodations for students with learning disabilities<\/em>. Retrieved from <a href=\"http:\/\/www.washington.edu\/doit\/academic-accommodations-students-learning-disabilities\">http:\/\/www.washington.edu\/doit\/academic-accommodations-students-learning-disabilities<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ferdig, R.E., Cavanaugh, C., DiPietro,M., Black, E.W., &amp; Dawson, K. (2010) Virtual schooling standards and best practices for teacher education.<em> Journal of Technology and Teacher Education<\/em>, 17(4), 479-503.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Friend, M. &amp; Bursuck, W.D. (2015). <em>Including students with special needs: A practical guide for classroom teachers<\/em> (5th ed.). Boston, MA: Pearson.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gemin, B., Pape, L., Vashaw, L., &amp; Watson, J. (2015). <em>Keeping pace with K-12 digital learning: An annual review of policy and practice.<\/em> Evergreen, CO: Evergreen Education Group. Retrieved from <a href=\"http:\/\/www.kpk12.com\/wp-content\/uploads\/Evergreen_KeepingPace_2015.pdf\">http:\/\/www.kpk12.com\/wp-content\/uploads\/Evergreen_KeepingPace_2015.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Individuals with Disabilities Education Improvement Act of 2004, P.L. 108- 446, 20 U.S.C. $ 1400 et seq.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mayo Clinic, (n. d.). <em>Traumatic brain injury: Symptoms<\/em>. Retrieved from <a href=\"http:\/\/www.mayoclinic.org\/diseases-conditions\/traumatic-brain-injury\/basics\/symptoms\/CON-20029302\">http:\/\/www.mayoclinic.org\/diseases-conditions\/traumatic-brain-injury\/basics\/symptoms\/CON-20029302<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mitchell, R.E., &amp; Karchmer, M.A. (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. <em>Sign Language Studies<\/em>, 4(2), 138-163.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Molnar, A. (Ed.); Rice, J.K., Huerta, L., Shafer, S. R., Barbour, M.K., Miron, G., Gulosino, C, Horvitz, B. (2014). <em>Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence.<\/em> Boulder, CO: National Education Policy Center. Retrieved March 18, 2014 from <a href=\"http:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2014\">http:\/\/nepc.colorado.edu\/publication\/virtual-schools-annual-2014<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National Dissemination Center for Children with Disabilities (NICHCY). (2012). <em>Categories under IDEA.<\/em> Retrieved from <a href=\"http:\/\/www.parentcenterhub.org\/wpcontent\/uploads\/repo_items\/gr3.pdf\">http:\/\/www.parentcenterhub.org\/wpcontent\/uploads\/repo_items\/gr3.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National Institute of Neurological Disorders and Stroke, (n. d.). <em>Tourette syndrome fact sheet<\/em>. Retrieved from <a href=\"http:\/\/www.ninds.nih.gov\/disorders\/tourette\/detail_tourette.htm\">http:\/\/www.ninds.nih.gov\/disorders\/tourette\/detail_tourette.htm<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>National Survey of Children\u2019s Health (2011) Child and Adolescent Health Measurement Initiative, Data Resource Center for Child and Adolescent Health website. Retrieved May 11, 2016 from <a href=\"http:\/\/www.childhealthdata.org\">http:\/\/www.childhealthdata.org<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Project IDEAL. (n.d.). <em>Intellectual disabilities.<\/em> Retrieved from http:\/\/www.projectidealonline.org\/v\/intellectual-disabilities\/. Rehabilitation Act of 1973, P.L. 93-112, 29 U.S.C. \u00a7 701 et seq.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Repetto, J., Cavanaugh, C., Wayer, N., &amp; Liu, F. (2010). Virtual high schools: Improving outcomes for students with disabilities. <em>Quarterly Review of Distance Education<\/em>, 11(2), 91.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rhim, L. &amp; Kowal, J. (2008). <em>Demystifying special education in virtual charter schools. <\/em>Alexandria, VA: Special Education Technical Assistance for Charter Schools Project.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. &amp; Greer, D. (2014). Helping students with disabilities at a fully comprehend text in online state virtual school. Online Learning, 20(4).course work. <em>Teaching Exceptional Children<\/em>, 46(5), 93-101. DOI: 10.1177\/0040059914528328.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Roberts, E. L., Ju, S., &amp; Zhang, D. (2016). Review of practices that promote self-advocacy for students with disabilities. <em>Journal of Disability Policy Studies<\/em>, 26(4), 209-220.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Staker, H. &amp; Horn, M.B. (2012). <em>Classifying k-12 blended learning<\/em>. Mountain View, CA: Innosight Institute. Retrieved from <a href=\"https:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2013\/04\/Classifying-K-12-blended-learning.pdf\">https:\/\/www.christenseninstitute.org\/wp-content\/uploads\/2013\/04\/Classifying-K-12-blended-learning.pdf<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., &amp; Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. <em>Remedial and Special Education<\/em>, 26, 43\u201354.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thompson, L. A., Ferdig, R. E., Black, E. W. (2012). K-12 virtual schools and children with special health care needs. <em>Journal of Medical Internet Research<\/em>, 14(3), e62.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Education. (2004). Individuals with Disabilities Education Act, Section 101, Title I, Part A, Section 602. Retrieved from <a href=\"http:\/\/idea.ed.gov\/explore\/view\/p\/,root,statute,I,A,602,1\">http:\/\/idea.ed.gov\/explore\/view\/p\/,root,statute,I,A,602,1<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Education. (2004b). Individuals with Disabilities Education Act, Section 101, Title I, Part B, Section 612. Retrieved from <a href=\"http:\/\/idea.ed.gov\/explore\/view\/p\/,root,statute,I,B,612,a,5\">http:\/\/idea.ed.gov\/explore\/view\/p\/,root,statute,I,B,612,a,5<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Education. (03\/23\/2007). A guide to the individualized education program. Retrieved from <a href=\"http:\/\/www2.ed.gov\/parents\/needs\/speced\/iepguide\/index.html\">http:\/\/www2.ed.gov\/parents\/needs\/speced\/iepguide\/index.html<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Education. (10\/16\/2015). Protecting students with disabilities: Frequently asked questions about Section 504 and the education of children with disabilities. Retrieved from <a href=\"http:\/\/www2.ed.gov\/about\/offices\/list\/ocr\/504faq.html\">http:\/\/www2.ed.gov\/about\/offices\/list\/ocr\/504faq.html<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Education (2016). Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database, retrieved May 11, 2016, from <a href=\"https:\/\/inventory.data.gov\/dataset\/8715a3e8-bf48-4eef-9deb-fd9bb76a196e\/resource\/a68a23f3-3981-47db-ac75-98a167b65259\">https:\/\/inventory.data.gov\/dataset\/8715a3e8-bf48-4eef-9deb-fd9bb76a196e\/resource\/a68a23f3-3981-47db-ac75-98a167b65259<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Depart of Education, Office of Civil Rights \u2013 University of Montana Resolution Agreement. (2013). OCR Reference No. 10122118.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Health and Human Services, (1990). Characteristics of persons with developmental disabilities: Evidence from the survey of income and program participation. Retrieved from <a href=\"https:\/\/aspe.hhs.gov\/basic-report\/characteristics-persons-developmental-disabilities-evidence-survey-income-and-program-participation\">https:\/\/aspe.hhs.gov\/basic-report\/characteristics-persons-developmental-disabilities-evidence-survey-income-and-program-participation<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>United States Department of Justice Civil Rights Division. (12\/02\/2012). Americans with Disabilities Act Title II Regulations. Retrieved from <a href=\"https:\/\/www.ada.gov\/regs2010\/titleII_2010\/titleII_2010_regulations.htm\">https:\/\/www.ada.gov\/regs2010\/titleII_2010\/titleII_2010_regulations.htm<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wodrich, D. L., &amp; Spencer, M. L. (2007). The other health impairment category and health-based classroom accommodations: School psychologists' perceptions and practices. <em>Journal of Applied School Psychology<\/em>, 24(1), 109-125.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "\r\n\r\nBust out the s\u2019mores, it\u2019s time for a CAMPFIRE!\r\n\r\nIt might be a little chilly to gather around a campfire this time of year, but we\u2019d love for you to grab your coffee and get cozy while you listen to our FIRST Campfire Podcast (you may remember when we used to share our MyBlend stories \u2014 you can still check those stories out, too). We want to bring you a different style of education podcast that serves educators, administrators, tech coaches and anyone who has an interest in education!\r\n\r\nHere are just a few of the things we mentioned in the introcast:\r\n<ul>\r\n \t<li>Is Jeff still a Pisces? <a href=\"http:\/\/www.today.com\/popculture\/your-life-lie-zodiac-has-changed-here-s-your-new-t103295\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"http:\/\/www.today.com\/popculture\/your-life-lie-zodiac-has-changed-here-s-your-new-t103295\">Are you still the same astrological sign you\u2019ve always been<\/a>?<\/li>\r\n \t<li>We mention Blended Learning, but what is it? <a href=\"http:\/\/www.christenseninstitute.org\/blended-learning\/?gclid=Cj0KEQiA4JnCBRDQ5be3nKCPhpwBEiQAjwN1bnpxtxaufNncTLc-AmhWGvtjep-UR8ShoS3ylZ1OIPkaArGN8P8HAQ\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"http:\/\/www.christenseninstitute.org\/blended-learning\/?gclid=Cj0KEQiA4JnCBRDQ5be3nKCPhpwBEiQAjwN1bnpxtxaufNncTLc-AmhWGvtjep-UR8ShoS3ylZ1OIPkaArGN8P8HAQ\">Find out some more here!<\/a><\/li>\r\n \t<li>We like to have fun. In fact, here\u2019s what we look like while podcasting:<\/li>\r\n<\/ul>\r\nhttps:\/\/twitter.com\/MichiganVirtual\/status\/804729680729440256\r\n<ul>\r\n \t<li>You heard about our \u201cWhat We\u2019re Digging\u201d segment \u2014 we\u2019ll share links to tutorials, classroom application ideas, and links to the site.<\/li>\r\n \t<li>The label on the back of marshmallow package as a result of people playing Chubby Bunny:<\/li>\r\n<\/ul>\r\n<figure><img src=\"https:\/\/cdn-images-1.medium.com\/max\/800\/1*r9D2SSpg_OBZ_BkPapMUrQ.jpeg\" data-image-id=\"1*r9D2SSpg_OBZ_BkPapMUrQ.jpeg\" data-width=\"240\" data-height=\"240\" \/><\/figure>\r\n<ul>\r\n \t<li>#CampfireQ \u2014 What questions do you have for us? Are there topics you\u2019d like to hear more about? ASK! You don\u2019t even have to raise your hand, just hit us up on <a href=\"http:\/\/www.facebook.com\/michiganvirtual\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"http:\/\/www.facebook.com\/michiganvirtual\">Facebook<\/a>, <a href=\"http:\/\/www.instagram.com\/michiganvirtual\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"http:\/\/www.instagram.com\/michiganvirtual\">Instagram<\/a>, or <a href=\"http:\/\/www.twitter.com\/michiganvirtual\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"http:\/\/www.twitter.com\/michiganvirtual\">Twitter<\/a>!<\/li>\r\n<\/ul>\r\nWant to subscribe? Check us out on<a href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"https:\/\/itunes.apple.com\/us\/podcast\/myblend-stories\/id960724501?mt=2\"> iTunes<\/a>, <a href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"https:\/\/play.google.com\/music\/listen?u=0#\/ps\/Ieszt4lwcxmniyxk6wiqtb6gk4i\">Google Play Music<\/a> and <a href=\"https:\/\/soundcloud.com\/campfirebl\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"https:\/\/soundcloud.com\/campfirebl\">SoundCloud<\/a>!\r\n\r\nAs always, our podcasts are created by using <a href=\"https:\/\/app.zencastr.com\/\" target=\"_blank\" rel=\"noopener noreferrer\" data-href=\"https:\/\/app.zencastr.com\/\">Zencastr<\/a> \u2014 an amazing high-quality audio recording site!",
            "title": "Podcast: Chubby Bunny Teacher Challenge",
            "excerpt": "Bust out the s\u2019mores, it\u2019s time for a CAMPFIRE! It might be a little chilly to gather around a campfire this time of year, but we\u2019d love for you to grab your coffee and get cozy while you listen to our FIRST Campfire Podcast (you may remember when we used to share our MyBlend stories...",
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            "author_id": 54,
            "timestamp": 1480914000,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\nThis report shares the experiences of blended learning teachers in Michigan and is a result of interviews conducted to understand the experiences and professional learning choices. The case study based method was designed by using a combination of connecting with referred teachers and volunteers to create teacher profiles which describe their personal definitions of blended learning and perceptions of blended learning. Although the teacher definitions of blended learning were diverse a summarized definition of blended learning according to the teachers would be one that is an extension and enhancement of didactic or lecture-based approaches. According to the teachers, blended learning helped build connections and collaborations with other educators, increased student agency and changed their practice in terms of instructional design and the role of the teacher. This collection of teacher profiles provides a unique perspective of how many of the early teacher innovators considered how to integrate blended learning into their personal learning contexts.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/plbl.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5>Written By:<\/h5>\nVerena Roberts\nRebecca Stimson\n<h5>What We Already Know About This Topic:<\/h5>\n<ul>\n \t<li>Blended learning is integrated into Michigan schools in a variety of ways through a variety of contexts<\/li>\n \t<li>There are specific professional learning programs that promote mentorship programs for Michigan teachers<\/li>\n<\/ul>\n<h5>What This Report Adds:<\/h5>\n<ul>\n \t<li>There are limited formal professional development opportunities or college programs, there is much potential for additional programs.<\/li>\n \t<li>Most teachers used self-directed or self-taught methods in order to learn about blended learning.<\/li>\n \t<li>Mentorship and coaching programs are perceived to significantly increase teacher confidence and support a scaffolded approach to the integration of blended learning in Michigan classrooms.<\/li>\n \t<li>Teachers tend to use a combination of informal and formal professional development opportunities to connect and learn about blended learning.<\/li>\n \t<li>Teachers learn from and with students in a wide variety of ways as a result of the affordances blended learning can provide.<\/li>\n \t<li>Peer to peer learning, which is a process where teachers teach each other, seems to be pervasive as an informal professional learning strategy<\/li>\n \t<li>According to the teachers:\n<ul>\n \t<li>Students are more engaged and excited about their learning<\/li>\n \t<li>Students demonstrated mastery of skills and exceeded curriculum and standardized test expectations<\/li>\n \t<li>Closer relationships between teachers and students developed because the teachers were able to spend more individual times with students<\/li>\n \t<li>Students were able to connect with more experts outside the classroom to enrich their learning experience<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h5>Implications for Practice and\/or Policy:<\/h5>\n<ul>\n \t<li>Considerations for professional learning and development to support formal and informal learning.<\/li>\n \t<li>Teachers feel isolated and want to be a part of learning communities or networks. How can professional learning consider extended learning communities and networks?<\/li>\n \t<li>Social media is primarily used for professional learning and not in the classroom. How can the integration of social media integration be considered in classrooms? How can teachers use social media to build professional learning networks?<\/li>\n \t<li>While data collection and tracking was evident in terms of district initiatives, data analysis could be considered in terms of how blended learning is successful in different learning contexts. How and why blended learning data is collected is still an area for potential research.<\/li>\n<\/ul>",
            "title": "Professional Learning for Blended Education: Michigan Case Studies",
            "excerpt": "This report shares the experiences of blended learning teachers in Michigan and is a result of interviews conducted to understand the experiences and professional learning choices. According to the teachers, blended learning helped build connections and collaborations with other educators, increased student agency and changed their practice in terms of instructional design and the role of the teacher. This collection of teacher profiles provides a unique perspective of how many of the early teacher innovators considered how to integrate blended learning into their personal learning contexts.",
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            "publication_category": "Blended Teaching &amp; Learning",
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            "id": 27381,
            "path": "\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/",
            "author_id": 54,
            "timestamp": 1480827600,
            "content": "<!-- wp:heading {\"level\":3} -->\n<h3><strong>Meeting the Needs of Students with Disabilities Series:&nbsp;<\/strong><em>Teaching<\/em><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This is the fourth report in a series of reports offering suggestions for revisions to iNACOL Quality Online Teaching Standards. The <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-introduction-to-the-analysis-of-the-inacol-program-course-and-teacher-standards\/\" target=\"_blank\" aria-label=\"first report (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">first report<\/a> is an overview of the entire project, the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/\" target=\"_blank\" aria-label=\"second report (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">second report<\/a> addresses the National Standards for Quality Online Programs, and the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/\" target=\"_blank\" aria-label=\"third report (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"rank-math-link\">third report<\/a> addresses the National Standards for Quality Online Courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Abstract<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Currently, many prospective teachers are enrolling in online courses offered through their universities as part of their initial preparation. The coursework in these teacher education programs at institutions of higher education may consist individual classes online through a traditional university or completing degrees in fully online university programs. In fact, according to the American Association of Colleges for Teacher Preparation (AACTE), as many as 75% of universities offered online teaching preparation in 2013. However, being prepared with online coursework is not the same as being prepared for online teaching responsibilities (Rice, Mellard, &amp; Carter, 2016). In addition, Kennedy and Archambault (2012) found that only 1.3 % of teacher education programs are preparing teachers for K-12 online teaching. A more recent survey found that this number had only increased to 4.1 % (Archambault, Kennedy, Shelton, Dalal, McAllister, &amp; Huyett, 2016). Further these dismal numbers do not reflect preparation for K-12 online teaching that attends to disability. This report includes a summary of the need for this research and a summary of the methodology but focuses primarily on the findings specific to the iNACOL Teaching Standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Acknowledgements<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to acknowledge the work of additional contributors to and reviewers of the reports:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Sandra Albert, Director of Exceptional Children Programs: <em>Rowan-Salisbury Schools, Salisbury, NC<\/em><\/li><li>Eliz Colbert, Executive Director: <em>North Carolina Virtual Public Schools<\/em><\/li><li>Mark Deschaine, Assistant Professor, Project Director of the Lifespan Autism Initiative: <em>Central Michigan University, Mount Pleasant, MI<\/em><\/li><li>Sarah Gamble, Executive Director of Academics: <em>Primavera Technical Learning Center, Chandler, AZ<\/em><\/li><li>Sarah Newman, Supervisor of Special Needs: <em>Georgia Department of Education<\/em><\/li><li>Sam Slike, Director of Special Education Online Programs: <em>St. Joseph\u2019s University, Philadelphia, PA<\/em><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Teaching Standards<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This is report four in a series of four reports. Report one develops the research questions, a review of the literature, and the methodology. This report includes a summary of the need for this research and a summary of the methodology but focuses primarily on the findings specific to the iNACOL Teaching Standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Currently, many prospective teachers are enrolling in online courses offered through their universities as part of their initial preparation. The coursework in these teacher education programs at institutions of higher education may consist of taking individual classes online through a traditional university or completing degrees in fully online university programs. In fact, according to the American Association of Colleges for Teacher Preparation (AACTE), as many as 75% of universities offered online teaching preparation in 2013. However, being prepared with online coursework is not the same as being prepared for online teaching responsibilities (Rice, Mellard, &amp; Carter, 2016). In addition, Kennedy and Archambault (2012) found that only 1.3 % of teacher education programs are preparing teachers for K-12 online teaching. A more recent survey found that this number had only increased to 4.1 % (Archambault, Kennedy, Shelton, Dalal, McAllister, &amp; Huyett, 2016). Further these dismal numbers do not reflect preparation for K-12 online teaching that attends to disability.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An additional layer of complexity in online teaching emerges as at-risk students, including many with disabilities, enroll in supplemental online courses, credit recovery, or fully online programs (Miron, 2016). These students need additional support, often highly individualized in nature. In fact, at the end of their review of the literature on instructional delivery with technology for students with disabilities, Israel, Marino, Delisio, and Serianni (2014) stated:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regardless of the instructional delivery, barriers to learning [for students with disabilities] should be examined on an individual basis so that teachers can provide instruction that is accessible, engaging, and meaningful. Once teachers identify barriers, they can begin to investigate how to leverage technology to address them. (p. 14; emphasis added)&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The recommendation of these scholars places a heavy responsibility on online teachers to deliver content instruction to students, whether the teachers developed the curriculum being used or not.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In order to provide some guidance for quality online teaching, the International Association of K-12 Online Learning (iNACOL) developed the National Standards for Quality Online Teaching (2011). While many elements of these standards easily apply to students with disabilities, more recent additional research has suggested ways in which online courses can be more effective in helping students with disabilities remain in these programs and be successful. Critical recommendations for K-12 online teachers of students with disabilities included:&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Engage in a variety of strategies to monitor student progress through the course and intervene as early as possible when problems arise (Rice &amp; Carter, 2015);&nbsp;&nbsp;<\/li><li>Provide instructional strategies and other specific support to students with disabilities that includes but moves beyond Individualized Educational Programs (IEPs) when appropriate (Collins, Green, Nelson, &amp; Madahar, 2015; Marteney &amp; Bernadowski, 2016);&nbsp;&nbsp;<\/li><li>Assist students in attending to the vocabulary presented and other textual demands (Deshler &amp; Rice, 2015; Greer, Rice, &amp; Deshler, 2015; Rice &amp; Greer, 2015);&nbsp;&nbsp;<\/li><li>Extend opportunities for learner-learner engagement and general social skill development (Borup, 2016; Marteney &amp; Bernadowski, 2016); and&nbsp;&nbsp;<\/li><li>Advocate with vendors and support in-house course designers in making curriculum that is appropriate for students with various exceptionalities (Tindle, East, &amp; Mellard, 2016; Greer, Rice, &amp; Deshler, 2015).<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In order to bring issues of disability service to the conversation about online teacher preparation, evaluation, and support, researchers at the University of Kansas undertook a review process to incorporate a newly emerging understanding of how teachers can serve students with disabilities into iNACOL\u2019s National Standards for Quality Online Teaching. The team working on this project thoroughly reviewed the current iNACOL teaching standards, current research, and disability legislation. Team members created recommendations if existing standards could benefit from the inclusion of additional material and revision. An invited sample of experts rated these recommendations via survey and also discussed them via a teleconference with additional experts.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the review process, members of the research team placed particular emphasis on identifying individuals who could comment on both online education and students with disabilities. The ratings from the Qualtrics-based review were used to guide the teleconference: standards that were scored low on one or more dimensions were focal points of the conversation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thus, following the above stages of standards review and revision, final versions of proposed revisions to the iNACOL National Standards for Quality Online Teaching emerged. These reports also include a justification for the indicated changes stemming from cited research and law. These suggestions for revision have several important potential implications for improving the learning experiences of students with disabilities in online learning settings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Practice Implications&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In practice, the revisions of these standards form the basis by which teachers can be evaluated and supported in their work with students with disabilities. This evaluation can take place both formally and informally in consultation with administrators and other colleagues. In particular, the revisions to the standards empower the teacher to individualize curriculum for students with disabilities and to advocate for that responsibility within their schools. Further, teacher educators and teacher education programs can use the standards to become aware of the knowledge and skills teachers of students with disabilities need for providing instruction online. This information can be incorporated into coursework as well as into practicum experiences in schools.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Research Implications&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When teachers take up roles and individualizing agents for students with disabilities and differentiators of instruction for all students, researchers could study the effects of such stewardship on student learning outcomes. Further, researchers could collect and analyze data on teacher satisfaction and efficacy within these roles as they strive to be guided by the suggested revisions to these standards. Finally, research on whether and how the teachers understand what these standards are asking and how they conceptualize their implementation could be very valuable to future iterations of the standards and to quality online teaching in general.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Policy Implications&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>These revisions to the standards were made with an orientation of particular care and respect for the work that teachers do with students in online learning environments. It was very important during the process to think about what a teacher should do within their professional roles and responsibilities versus what others involved in the online learning process are better positioned to do (administrators, course designers, parents, related services providers, and so forth). Additional consideration was taken for what teachers were prepared to do and what they could do with additional preparation and professional development. From a policy standpoint, we know that not everything we recommend will be easy to implement. But we hope that practice, research, and policy will be mutually supportive in taking up the challenge to implement the standards to the greatest extent possible. Policies around teacher evaluation should consider the ideals and goals of quality teaching against the realities of the online teaching context for students with disabilities as they make judgments about resource allocation and determine the quality of service delivery.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Data Analysis Documents&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The remainder of this document is comprised of a list of the original program standards, the suggestions determined by professional consensus, and the rationale for those suggestions based on research. This list appears as Appendix A. In addition, this document includes a list of the ratings, the range of the ratings, and the average rating of each of the proposed revised standards. These ratings appear as Appendix B.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L. &amp; Huyett, S. (2016). Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States. <em>Journal of Online Learning Research, <\/em>2(3), 303-326. Association for the Advancement of Computing in Education (AACE).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Asgedom, M. (2016). <em>Increase ELL success through blended online social and emotional learning. <\/em>iNACOL Webinar. Retrieved July 20, 2016 from <a href=\"http:\/\/www.inacol.org\/resource\/increaseell-success-through-blended-and-online-social-emotional-learning\/\">http:\/\/www.inacol.org\/resource\/increaseell-success-through-blended-and-online-social-emotional-learning\/<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Belair, M. (2012). The investigation of virtual school communications. <em>TechTrends<\/em>, 56(4), 26-33.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Brownell, M. T., Sindelar, P. T., Kiely, M. T., &amp; Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. <em>Exceptional Children<\/em>, 76(3), 357-377.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. (2016). <em>Teacher Perceptions of Learner-Learner Engagement at a Cyber High School. <\/em>The International Review of Research in Open and Distributed Learning, 17(3). Retrieved July 20 from <a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/2361\/3694\">http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/2361\/3694<\/a>.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Center for Applied Special Technology. (2011). <em>About UDL<\/em>. Retrieved from <a href=\"http:\/\/www.cast.org\/publications\/UDLguidelines\/version1.html\">http:\/\/www.cast.org\/publications\/UDLguidelines\/version1.html<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Catts, H. W., Petscher, Y., Schatschneider, C., Bridges, M. S., &amp; Mendoza, K. (2008). Floor effects associated with universal screening and their impact on the early identification of reading disabilities. <em>Journal of Learning Disabilities.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Collins, K. M., Green III, P. C., Nelson, S. L., &amp; Madahar, S. (2015). Cyber charter schools and students with dis\/Abilities: Rebooting the IDEA to address equity, access, and compliance. <em>Equity &amp; Excellence in Education<\/em>, 48(1), 71-86.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Colorado, J. T., &amp; Eberle, J. (2010). Student demographics and success in online learning environments. <em>Emporia State Research Studies,<\/em> 46(1), 4-10.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Courey, S. J., Tappe, P., Siker, J., &amp; LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). <em>Teacher Education and Special Education<\/em>, 36(1), 7-27.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Dawson, P., &amp; Guare, R. (2010). <em>Executive skills in children and adolescents: A practical guide to assessment and intervention.<\/em> Guilford Press.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Deshler, D. &amp; Rice, M. (2015, April). <em>Exploring the nature of vocabulary support in online earth science courses for secondary students with reading disabilities.<\/em> Presentation at the annual meeting of the American Educational Research Association. Chicago, IL.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Deshler, D., Rice, M., &amp; Greer, D. (2014, April).<em> Which demographic variables predict final grades for high school students enrolled in online English\/ELA courses? Results from a regression analysis. <\/em>Presentation at the annual meeting of the American Educational Research Association. Philadelphia, PA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., &amp; Schellinger, K. B. (2011). The impact of<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>enhancing students\u2019 social and emotional learning: A meta-analysis of school-based universal interventions. <em>Child Development<\/em>, 82, 405-432.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fernandez, H., Ferdig, R. E., Thompson, L. A., Schottke, K., &amp; Black, E. W. (2016). Students with special health care needs in K-12 virtual schools.<em> Journal of Educational Technology &amp; Society<\/em>, 19(1), 67-75.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fern\u00e1ndez-L\u00f3pez, \u00c1., Rodr\u00edguez-F\u00f3ttiz, M. J., Rodr\u00edguez-Almendros, M. L., &amp; Mart\u00ednez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. <em>Computers &amp; Education<\/em>, 61, 77-90.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Greer, D., Rice, M., &amp; Deshler, D. (2014). Applying principles of text complexity to online learning environments. <em>Perspectives on Language and Literacy<\/em>, 40(1), 9-14.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Greer, D., Rowland, A. L., &amp; Smith, S. J. (2014). Critical considerations for teaching students with disabilities in online environments. <em>Teaching Exceptional Children<\/em>, 46(5), 79-91.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>International Association of K-12 Online Learning (iNACOL) (2011). <em>National standards for quality online teaching.<\/em> Vienna, VA. Retrieved from <a href=\"http:\/\/www.inacol.org\/wpcontent\/uploads\/2015\/02\/national-standards-for-quality-online-teaching-v2.pdf\">http:\/\/www.inacol.org\/wpcontent\/uploads\/2015\/02\/national-standards-for-quality-online-teaching-v2.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Israel, M., Marino, M., Delisio, L., &amp; Serianni, B. (2014). Supporting content learning through technology for K-12 students with disabilities (Document No. IC-10). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: <a href=\"http:\/\/ceedar.education.ufl.edu\/tools\/innovationconfigurations\/\">http:\/\/ceedar.education.ufl.edu\/tools\/innovationconfigurations\/<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Jones, M., &amp; Bridges, R. (2016). Equity, access, and the digital divide in learning technologies. In N. Rushby and D. Surry (Eds.) <em>Wiley handbook of learning technology<\/em> (pp. 327-347).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kennedy, K. &amp; Archambault, L. M. (2012). Offering pre-service teachers field experiences in K-12 online learning: A national survey of teacher education programs. <em>Journal of Teacher Education<\/em>, 63(3), 185-200.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Lynch, R., &amp; Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. <em>The International Review of Research in Open and Distributed Learning<\/em>, 5. Retrieved from http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/189\/271&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Marteney, T., &amp; Bernadowski, C. (2016). Teachers\u2019 perceptions of the benefits of online instruction for students with special education needs. <em>British Journal of Special Education<\/em>, 43, 178-194.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Miron, G. (2016). <em>Review of the policy framework for online charter schools<\/em>. National Education Policy Center. Retrieved from <a href=\"http:\/\/nepc.colorado.edu\/files\/reviews\/TTR%20Miron%20Online%20Charters_0.pdf\">http:\/\/nepc.colorado.edu\/files\/reviews\/TTR%20Miron%20Online%20Charters_0.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Messick, S. (1995). Validity of psychological assessment: validation of inferences from persons' responses and performances as scientific inquiry into score meaning. <em>American Psychologist<\/em>, 50, 741-749.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., East, T., &amp; Mellard, D.F. (2015). <em>Teacher preparation and promising practices: Superintendent forum proceedings<\/em> (Report No. 7). Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. F., &amp; Carter Jr, R. A. (2015). \u201cWhen we talk about compliance, it\u2019s because we lived it\u201d: Online educators\u2019 roles in supporting students with disabilities. <em>Online Learning Journal<\/em>, 19, 18-36.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., &amp; Greer, D. (2014). Reading online: Comprehension has new meaning for students with disabilities. <em>Teaching Exceptional Children<\/em>, 46(5), 93-101.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., Mellard, D. &amp; Carter, R. A., Jr. (2016). <em>IDEAlly prepared: Working toward special education teacher preparation for online learning.<\/em> Lawrence, KS: Center on Online Learning and Students with Disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. \u00a7 794 (d)).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tindle, K., East, T., &amp; Mellard, D.F. (2016). <em>Instructional practices: Integration of optimal evidence based practices. <\/em>Vendor Forum Proceedings Series (Report No. 8). Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Vasquez, E., &amp; Serianni, B. A. (2012). Research and practice in distance education for K-12 students with disabilities. <em>Rural Special Education Quarterly<\/em>, 31(4), 33-42.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Wendling, B. J., &amp; Mather, N. (2009). <em>Essentials of evidence-based academic interventions<\/em>. Hoboken, NJ. John Wiley &amp; Sons.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Weston, M. E., &amp; Bain, A. (2010). The end of techno-critique: The naked truth about 1:1 laptop initiatives and educational change. <em>The Journal of Technology, Learning and Assessment,<\/em> 9,5- 25.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\">Appendix A <br \/>Suggested Changes to Teaching Standards and Accompanying Justifications<\/summary><div class=\"gb-accordion-text\"><!-- wp:heading {\"level\":4} -->\n<h4>A<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows the primary concepts and structures of effective online instruction and is able to create learning experiences to enable student success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the current best practices and strategies for online teaching and learning and their implementation in online education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands promising practices and strategies for online teaching and learning and their implementation for general and special populations in online education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>School administrators indicate that online teaching has unique complexities not present in traditional schooling, and that those working with students with disabilities online need not only understand what their brick-and-mortar counterparts understand (i.e., IEPs, evaluations, etc.), but also how these are complicated by the online setting, for example, differences in data tracking (Rice, East, &amp; Mellard, 2015).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the role of online learning in preparing students for the global community they live in, both now and in the future.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the instructional delivery continuum (e.g., fully online to blended to face-to-face).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need for continuing to update academic knowledge, pedagogy, and skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need for continuing to update academic knowledge, pedagogies, skills, and legal understandings.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Because online learning, and thus the skills necessary to work in it and the laws surrounding it, change rapidly, teachers need to stay up-to-date (Rice &amp; Carter, 2015).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-5&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the subject area and age group they are teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the subject areas, subgroup characteristics (e.g., disability, ELL, low-SES), and age groups of the students they are teaching.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Different subgroups have different learning needs, and students benefit when these are considered (e.g., Asgedom, 2016; Wendling &amp; Mather, 2009).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-6&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the professional responsibility to contribute to the effectiveness, vitality, and self-renewal of the teaching profession, as well as to their online school and community. No suggestions for modifications to this standard&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the use of an array of grade-appropriate online tools for<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>communication, productivity, collaboration, analysis, presentation, research, and content delivery.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the use of emerging technologies in a variety of mediums for teaching and learning, based on student needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the importance of interaction in an online course and the role of varied communication tools in supporting interaction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the importance of interaction and social skill development in an online course and the role of varied communication tools in supporting interaction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Social\/emotional learning can help drive achievement for ELL students (Asgedom, 2016). Social interactions (e.g., friendship, collaboration) increase academic motivation (Borup, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-4&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands basic troubleshooting skills and the responsibility to address basic technical issues online students may have.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands basic troubleshooting practices and undertakes the responsibility to address basic technical issues associated with online courses that students and parents may have.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology is a tool that should be thought of as enabling, empowering, and accelerating the teaching profession's core transactions. Teachers thus have responsibility for this technology (Weston &amp; Bain, 2010).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-5&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to continuously update their knowledge and skills for using the evolving technology tools that support online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-1&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the techniques and applications of online instructional strategies, based on current research and practice (e.g., discussion, student-directed learning, collaborative learning, lecture, project-based learning, forum, small group work).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the process for facilitating, monitoring, and establishing expectations for appropriate interaction among students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the techniques for developing a community among the participants.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the techniques for developing inclusive communities among students with varied social and academic skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online instruction should be designed to meet the academic and non-academic needs of students with disabilities through a student-centered learning approach that increases academic performance and student engagement (Vasquez &amp; Serianni, 2012).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-4&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the process for facilitating and monitoring online instruction groups that are goal-oriented, focused, project-based, and inquiry-oriented to promote learning through group interaction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-5&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands techniques to adjust communications to diverse perspectives.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-6&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands techniques to create an environment that will engage, welcome, and reach each individual learner.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Addition to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher can notice when remediation is necessary and can access resources through the course or use additional ones with ease.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology allows a teacher to personalize classroom activities to students (Weston &amp; Bain, 2010).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-7&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the participation in an online course from a student centered approach.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-8&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to establish and maintain ongoing and frequent teacher-student interaction, student-student interaction, teacher-parent interaction, and teacher-mentor interaction.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-9&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the techniques and applications of online instructional strategies, based on current research and practice (e.g., discussion, student-directed learning, collaborative learning, lecture, project-based learning, forum, small group work).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-1&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands techniques to maintain strong and regular communication with students, using a variety of tools.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands techniques for using appropriate communications in support of student engagement through prompt and regular feedback, and setting and communicating high expectations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to create and explain objectives, concepts, and learning outcomes in a clearly written, concise format and to explain the course organization to students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-4&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to define the terms of class interaction for both teacher and students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is proactive about fact-finding (e.g., talking with students and parents, looking at data) in order to determine reasonable goals for student social interaction in online courses.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Social and emotional learning programs have been shown to significantly improve the social and emotional skills of students (Durlak, Weissberg, Dymnicki, Taylor, &amp; Schellinger, 2011).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-5&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to define the assessment criteria for the course.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the measurement standards for the courses and the limitations of measurement for various student populations.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Teachers are using both informal (e.g., CMB) and evidence-based formal assessments to assess students with disabilities (Brownell, Sindelar, Kiely, &amp; Danielson, 2010). Messick's consequential validity approach requires that more validity information is needed when assessments lead to social consequences (e.g., placement in special education; Messick, 1995).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-6&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to provide clear expectations for teacher response time to student queries.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-7&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to establish criteria for appropriate online behavior for both teacher and students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to establish criteria for appropriate online work behaviors and time management.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In higher education studies, time management has been shown to predict academic success (Lynch &amp; Dembo, 2004). Executive skills, such as time management, can be improved, and, in brick-and mortar schools, teacher delivered whole class interventions are a recommended practice (Dawson &amp; Guare, 2010).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-8&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need for timely, constructive, personalized feedback to students about assignments and questions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-9&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands a variety of methods and tools to reach and engage students who are struggling.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-10&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the process for aligning teacher and student expectations for the course, in general.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the responsibilities of digital citizenship and techniques to facilitate student investigations of the legal and ethical issues related to technology and society.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-1&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the responsibilities of digital citizenship and techniques to facilitate student investigations of the legal and ethical issues related to technology and society.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands how the use of technology may lead to instances of academic dishonesty.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher understands the policies around academic dishonesty and can detect and report suspicious behavior.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher provides explicit instruction to students about academic honesty policies and works with students and families to resolve potential issues before reporting is necessary.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online teachers should know the policies on academic integrity as well as have access to student scores on preliminary academic integrity assessments that students have passed\/failed before enrolling in class, (e.g., a module that quizzes students on academic integrity). Students with disabilities should receive support, if needed, to engage with the module (Jones &amp; Bridges, 2016).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands resources and techniques for implementing Acceptable Use Policies (AUP).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher provides explicit instruction to students about acceptable use policies and works with students and families to resolve potential issues before reporting is necessary.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online teachers should know the policies on acceptable use as well as have access, potentially via a module on this topic. Students with disabilities should receive support, if needed, to engage with the module (Jones &amp; Bridges, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-4&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands techniques for recognizing and addressing the inappropriate use of electronically accessed data or information.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-5&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands privacy standards about other students and their posting and performance that are outlined in FERPA or other similar guidelines.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is cognizant of the diversity of student academic needs and incorporates accommodations into the online environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-1&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands legal mandates stipulated by the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), the Assistive Technology Act, and Section 508 or other similar guidelines\/requirements for accessibility.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands ways to include students with disabilities in online activities alongside their peers without disabilities to the greatest extent possible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Befriending and collaborating have been identified as behaviors that increase academic motivation (Borup, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands that students have varied talents and skills and make appropriate accommodations designed to include all students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is aware that the decision to remove a child with a disability from most or all the online activities that general education students engage in needs to be made by a team which includes the child's parents.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parents must be included in all placement changes involving their children (IDEA, 2004).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands appropriate tools and technologies to make accommodations to meet student needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands appropriate tools and technologies to make accommodations and modifications based on legally mandated service plans and student needs.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands how to monitor students' IEP goals and adjust instruction where necessary to help students meet their goals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology should be granted to students to provide them equitable access to the curriculum (Section 508). IEP goals need to be monitored and adjusted as needed (IDEA, 2004).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-4&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands how adaptive\/assistive technologies are used to help people who have disabilities gain access to information that might otherwise be inaccessible.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands alternative technologies that grant students with disabilities the same access to educational opportunities as their non-disabled peers.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology should be granted to students to provide them equitable access to the curriculum (Section 508).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands options to expand student thinking, address styles of learning, and provide avenues for enrichment or intervention.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands options to expand student thinking, provide student choice in learning activities, and provide avenues for enrichment or intervention.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online learning is a schooling option that allows for personal preference, and this is among the reasons students and families choose online learning (Marteney &amp; Bernadowski, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-6&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the process for connecting with local support personnel to verify student\u2019s IEP requirements or 504 accommodations needed for student success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-7&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the diversity of student learning needs, languages, and backgrounds.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands common types of disabilities, cultural differences in participation, and basic aspects of language development, including second language development.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online teachers should remain current on policies that affect the instruction of students with disabilities in the online setting. Online teachers should determine how best to meet student needs by offering instruction synchronously and asynchronously to ensure the greatest access to a diverse learning population (Collins, Green, Nelson, &amp; Madahar, 2015)&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>G&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>G-1&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands adequate and appropriate assessment instruments to measure online learning that reflect sufficient content validity (i.e., that adequately cover the content they are designed to measure), reliability, and consistency over time.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>G-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the implementation of online assessment measures and&nbsp; materials in ways that ensure instrument validity and reliability.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands how to implement valid and reliable online assessments, with attention paid to floor and ceiling effects (i.e., that the test provides useful information for students at extreme lows and extreme highs).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the responsibilities of being willing and able to participate in meetings about goal setting and placement decisions.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sufficient numbers of easier items are necessary for predictive validity of test scores for students with disabilities (Catts, Petscher, Schatschneider, Bridges &amp; Mendoza, 2008).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>G-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands multiple strategies for ensuring the security of online student assessments, academic integrity, and assessment data.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands how to use assessment data for both course curriculum evaluation as well as for identifying students who may require special services.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Child Find procedures are required by IDEA to help identify students who require special education services (IDEA, 2004).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>H&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>H-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the reach of authentic assessments (i.e., the opportunity to demonstrate understanding of acquired knowledge and skills, as opposed to testing isolated skills or retained facts) are part of the evaluation process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>H-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the process of continuous evaluation of students to include formative and summative assessments and student feedback, including polls and surveys that reflect student learning progress throughout the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>H-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the relationships between the assignments, assessments, and standards-based learning goals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands techniques to plan individualized instruction incorporating student data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands how data is used to modify the content, instruction, and assessment to meet student needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands how instruction is based on assessment data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher uses assessment data from a variety of sources to design or enhance instruction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student data is crucial to determining where students are performing at any given time. These data should be used to make decisions about what strategies and supports students with disabilities need to best perform in the online learning environment (Vasquez &amp; Serianni, 2012).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the importance of self-reflection or assessment of teaching effectiveness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands varied assessment strategies that address levels of ability through a variety of alternative interventions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the use of effective learning strategies data for an individual student to formulate detail-specific changes in future instruction, based on assessment results and research study (data-driven and research-based).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the process for maintaining records of relevant communications.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the process of maintaining records of relevant communications and keeping identifying information (e.g., disability status) confidential.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online teachers should start by communicating with students by telephone and then determine student preference to communicate electronically. The teacher should save important communications with students and families digitally. The online teacher should remain aware of student communication preferences and protect student and family confidentiality (Belair, 2012).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands effective time management strategies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands effective time management and pacing strategies and knows how to share and develop such plans with students and families.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>It is important at the beginning of the online class for teachers, along with students and families, to create a plan for the class that allows students to learn at their own pace. This plan should include supports that students and families may need during the class (Fernandez, Ferdig, Thompson, Schottke, &amp; Black, 2016).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands online course management tasks.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-10<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands ways for teacher and students to assess student readiness for course content and method of delivery.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-11<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands that student success (e.g., grade, level of participation, mastery of content, completion percentage) is an important measure of teaching and course success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-12<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the importance of student self-assessment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the importance of student self-assessment as part of the cycle of self-regulation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Self-regulation, including self-monitoring progress, has been shown to be related to GPA, as well as other academic characteristics of online students (Colorado &amp; Eberle, 2010).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-13&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the role of student empowerment in online learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students\u2019 success.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-1&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need for professional activity and collaboration beyond school (e.g., professional learning communities) to update academic skills and knowledge and collaborate with other educators.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands the need to coordinate learning experiences with other adults involved in providing support to the student (e.g., parents, local school contacts, mentors) to support student learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-1&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands critical digital literacies and 21st century skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher understands the importance of technological literacies and learning skills.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Technology provides many learning opportunities for students with special needs, but one consideration (among many) is the ease with which students can use the technology (Fern\u00e1ndezL\u00f3pez, \u00c1., Rodr\u00edguez-F\u00f3ttiz, M. J., Rodr\u00edguez-Almendros, M. L., &amp; Mart\u00ednez-Segura, M. J., 2013).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher knows and understands appropriate use of technologies to enhance learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to modify and add content and assessment, using an online Learning Management System (LMS).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-4&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to create and modify engaging content and appropriate assessments in an online environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-5&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to incorporate multimedia and visual resources into an online module.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-6&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to use and incorporate subject-specific and developmentally appropriate software in an online learning module.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-7&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to review materials and Web resources for their alignment with course objectives and state and local standards and for their appropriateness on a continuing basis.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher becomes familiar with operating systems and course design features in order to make or advocate for adjustments in materials that make them more accessible to students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All technology should be available in multiple formats that allow all students to access it in an equitable way as required by their individual needs (Section 508).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-8&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to create assignments, projects, and assessments that are aligned with students\u2019 different visual, auditory, and hands-on ways of learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to create assignments, projects, and assessments that offer students multiple means of engagement, representation, and expression.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Considering the principles of UDL will help ensure appropriate access to the technology mediated instruction for all students (CAST, 2011; Courey, S. J., Tappe, P., Siker, J., &amp; LePage, P., 2013).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-9&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to arrange media and content to help transfer knowledge most effectively in the online environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online teacher is able to arrange media and content to promote the transfer of knowledge and skills between courses within the online environment.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online teachers should provide content that meets the needs of the student, is on the student's current level of performance, and is relevant to the student (Greer, Rowland, &amp; Smith, 2014).<\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\">Appendix B<br \/>Ratings Resulting from Online Survey: <em>Teaching Standards\u00a0<\/em><\/summary><div class=\"gb-accordion-text\"><!-- wp:group -->\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container\"><!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column {\"width\":\"100%\"} -->\n<div class=\"wp-block-column\" style=\"flex-basis:100%\"><!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Standard (at time of review)<\/strong> <\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Rating<br>Dimension<\/strong><\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Range<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Average<br>Rating<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands promising practices and strategies for online teaching and learning and their implementation for general and special populations in online education.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>3-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.25<br>4<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the need for continuing to update academic knowledge, pedagogies, skills, and legal understandings.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>2-5<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.75<br>3.5<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the subject areas, subgroup characteristics (e.g., disability, ELL, low SES) and age groups of the students they are teaching.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>2-5<br>3-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>4<br>4.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the importance of interaction and social skill development in an online course and the role of varied communication tools in supporting interaction.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>4-5<br>3-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4.5<br>4.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands basic troubleshooting practices and undertakes the responsibility to address basic technical issues associated with online courses that students and parents may have.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>3-5<br>3-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>4<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the techniques for developing inclusive communities among students with varied social and academic skills.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>2-4<br>2-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>3.5<br>3.5<br>3.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands differentiated instruction based on student's goals and needs.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>2.75<br>2.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the need to set authentic social goals for students that define and establish high expectations for interaction.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.25<br>3.25<br>2.75<br>2.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands how to define valid assessment criteria using measurement standards.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>3<br>2.67<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the need to establish criteria for appropriate online work behaviors and time management.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>2-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>3.75<br>3.25<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher understands the policies around academic dishonesty and can detect and report suspicious behavior.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>3-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>3.5<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher provides explicit instruction to students about academic honesty policies and works with students and families to resolve potential issues before reporting is necessary.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>1-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>3.25<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher provides explicit instruction to students about acceptable use policies and works with students and families to resolve potential issues before reporting is necessary.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>3.5<br>3.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands ways to include students with disabilities in online activities alongside their non-disabled peers to the greatest extent possible.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-5<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>3<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">If a child with a disability is removed from most or all of the online activities that general education students engage in, the online teacher is aware that this decision needs to be made by a team that includes the child's parents.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>3<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands appropriate tools and technologies to make accommodations and modifications based on legally mandated service plans and student needs.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-3<br>2-3<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>2.25<br>2.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands how to monitor students' IEP goals and adjust instruction where necessary to help students meet their goals.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>2-3<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>2.5<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands alternative technologies that grant students with disabilities the same access to educational opportunities as students their nondisabled peers.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>2-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.5<br>2.5<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands options to expand student thinking, provide student choice in learning activities, and provide avenues for enrichment or intervention.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>None<br>3-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4<br>3.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands common types of disabilities, cultural differences in participation, and basic aspects of language development, including second language development.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>2-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>2.5<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands how to implement valid and reliable online assessments, with attention paid to floor and ceiling effects.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>3-4<br>3-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>3.5<br>3.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the responsibilities of being willing and able to participate in meetings about goal setting and placement decisions.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-4<br>3-4<br>None<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3<br>3.75<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands how to use assessment data for both, course curriculum evaluation as well as for identifying students who may require special services.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>2.75<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher uses assessment data from a variety of sources to design or enhance instruction.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>1-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>3.25<br>3.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the process of maintaining records of relevant communications and keeping identifying information (e.g., disability status) confidential.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>4-5<br>4-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>4.75<br>4.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands effective time management and pacing strategies and knows how to share and develop such plans with students and families.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>4-5<br>3-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.25<br>4.25<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher knows and understands the importance of student self-assessment as part of the cycle of self-regulation.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>3-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.25<br>4<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher understands the importance of technological literacies and learning skills.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>2-4<br>2-5<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>3.25<br>3.75<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher is able to review materials and Web resources for their general accessibility, as well as their alignment with course objectives, state\/local standards, and section 508 compliance.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>1-2<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.5<br>1.5<br>2.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher is able to create assignments, projects, and assessments that offer students multiple means of engagement, representation, and expression.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>3.5<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online teacher is able to arrange media and content to promote the transfer of knowledge and skills between courses within the online environment.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td><\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>1-5<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>3<br>3<br>2.75<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns --><\/div><\/div>\n<!-- \/wp:group --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->",
            "title": "Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Teaching",
            "excerpt": "Report #4: Teaching  This report includes a summary of the need for this research and a summary of the methodology but focuses primarily on the findings specific to the iNACOL Teaching Standards.",
            "slug": "meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching",
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        {
            "id": 27382,
            "path": "\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/",
            "author_id": 54,
            "timestamp": 1480741200,
            "content": "<!-- wp:heading {\"textAlign\":\"left\",\"level\":3} -->\n<h3 class=\"has-text-align-left\">Meeting the Needs of Students with Disabilities Series: <strong><em>Courses<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This is the third report in a series of reports offering suggestions for revisions to iNACOL Quality Teaching Standards.&nbsp;The <a aria-label=\"first report (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-introduction-to-the-analysis-of-the-inacol-program-course-and-teacher-standards\/\" target=\"_blank\" class=\"rank-math-link\">first report<\/a> is an overview of the entire project, the <a aria-label=\"second report (opens in a new tab)\" rel=\"noreferrer noopener\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/\" target=\"_blank\" class=\"rank-math-link\">second report<\/a> addresses the National Standards for Quality&nbsp;Online Programs, and the <a aria-label=\"fourth report (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">fourth report<\/a> addresses&nbsp;the National Standards for Quality Online Teaching.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Abstract<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Although students, including those with disabilities, may enroll in online courses because they perceive that such a course will meet their educational needs, those needs are not always met (Barbour, Archambault, &amp; DiPietro, 2013). Consequences of not meeting those needs for students with disabilities include high non-completion rates and poor achievement (Deshler, Rice, &amp; Greer, 2014; Franklin, Rice, East, &amp; Mellard, 2015a). To provide guidance on quality online programs National Standards for Quality Online Courses were developed through the International Association of K-12 Online Learning (iNACOL, 2011). While many of the elements of these standards can be applied easily to students with disabilities, more recent additional research has suggested ways in which online school programs can be more effective in helping students with disabilities remain in these programs and be successful. The purpose of this report is to describe the findings of an expert panel aiming to offer improvement suggestions for the online course standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Acknowledgments<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to acknowledge the work of additional contributors to and reviewers of the reports:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Sandra Albert, Director of Exceptional Children Programs: <em>Rowan-Salisbury Schools, Salisbury, NC<\/em><\/li><li>Eliz Colbert, Executive Director: <em>North Carolina Virtual Public Schools<\/em><\/li><li>Mark Deschaine, Assistant Professor, Project Director of the Lifespan Autism Initiative: <em>Central Michigan University, Mount Pleasant, MI<\/em><\/li><li>Sarah Gamble, Executive Director of Academics: <em>Primavera Technical Learning Center, Chandler, AZ<\/em><\/li><li>Sarah Newman, Supervisor of Special Needs: <em>Georgia Department of Education<\/em><\/li><li>Sam Slike, Director of Special Education Online Programs: <em>St. Joseph\u2019s University, Philadelphia, PA<\/em><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Course Standards<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students and their parents may choose to enroll in online courses as supplemental support, for credit recovery, or because they need the flexibility of a fully online program (Gemin, Pape, Vashaw, &amp; Watson, 2015). Although students, including those with disabilities, may enroll in online courses because they perceive that such a course will meet their educational needs that does not mean those needs will automatically be met (Barbour, Archambault, &amp; DiPietro, 2013). Consequences of not meeting those needs for students with disabilities include high non-completion rates and poor achievement (Deshler, Rice, &amp; Greer, 2014; Franklin, Rice, East, &amp; Mellard, 2015a).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To provide some guidance on quality online programs, National Standards for Quality Online Courses were developed through the International Association of K-12 Online Learning (iNACOL, 2011). While many of the elements of these standards can be applied easily to students with disabilities, more recent additional research has suggested ways in which online school programs can be more effective in helping students with disabilities remain in these programs and be successful. Some of these recommendations are relevant to course designers:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Consider the text complexity and anticipate comprehension issues that students with low reading skills might have with reading online (Greer, Rice, &amp; Deshler, 2014; Leu, et. al, 2009; Rice &amp; Greer, 2014);<\/li><li>Employ more rigorous procedures for construct validity in online courses (Adelstein &amp; Barbour, 2016);<\/li><li>Solicit feedback from parents as well as student users with and without disabilities and separate their feedback for comparison (Beck, Egalite, &amp; Maranto, 2014);<\/li><li>Include course supports that anticipate and leverage the roles of learning coaches as they persist in online courses alongside students (Franklin, Rice, East, Mellard, 2015b; HaslerWaters, 2012);<\/li><li>Collaborate with vendors in making curriculum that is appropriate for students with various exceptionalities (Franklin, Rice, East, &amp; Mellard, 2015; Greer, Rice, &amp; Deshler, 2014); and<\/li><li>Design courses to allow for multiple means of representation, engagement, and expression (CAST, 2011).<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In order to bring issues of disability service to the attention of online programs and define the responsibilities of these programs, researchers at the University of Kansas undertook a review process to incorporate newly emerging understanding of how programs can serve students with disabilities well into iNACOL\u2019s National Standards for Quality Online Courses (iNACOL, 2011). The team working on this review engaged in the following procedures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Team members performed a thorough review of the existing course standards (iNACOL, 2011).<\/li><li>Team members acquired and reviewed recent research and disability legislation, particularly the Individuals with Disabilities Education Act (IDEA) and Sections 504 and 508 of the Rehabilitation Act of 1973.<\/li><li>Two team members individually reviewed the standards against the research and legislation, noting where the research\/laws did not appear or did not support a given standard. Team members then either (a) suggested revisions to the existing standard to include the relevant research\/law, or (b) proposed a new standard.<\/li><li>Team members came together after their independent reviews to share their findings and discuss language and other modifications to the standards. Where there was disagreement about the level to which language should be changed, or added, a third member added additional perspectives.<\/li><li>The revised and newly written program standards were presented to an invited panel of experts (please see description of expert reviewers below), using Qualtrics survey software, for commentary along the dimensions of (1) relevance to students with disabilities, (2) specificity of language, (3) level of competency needed to perform said standard, and (4) difficulty of implementation. All the dimensions were rated on a five-point scale, except specificity, which was rated on a four-point scale. On all the dimensions, a higher score was desirable and indicated that the standard was of good quality.<\/li><li>Reviewer feedback was considered, and revisions were made to incorporate reviewer feedback.<\/li><li>The revised and newly proposed program standards were presented to a focus group of experts, some of whom had provided input via the Qualtrics survey while others were new to the conversation. These reviewers made further commentary. When panelists could not attend the synchronous meeting, they were invited to share their perspectives in individual telephone calls.<\/li><li>Final revision and new standards suggestions were delivered to MVLRI for inclusion in their larger review of the standards.&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>During the review process, members of the research team identified individuals who could comment on both online education and students with disabilities. The ratings from the Qualtricsbased review were used to guide the teleconference; standards that scored low on one or more dimensions were focal points of the conversation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thus, following the stages of standards review and revision outlined above, final versions of proposed revisions to the iNACOL National Standards for Quality Online Courses emerged. The major considerations that emerged revolved around ensuring that the notions of accommodation and modification as outlined in IDEA 2004 and Section 508 were infused into the standards as law, not as a \u201cnice thing to do.\u201d This focus included prompts for courses to consider the text complexity of their materials and to plan assessments that will provide data sufficient to make decisions about students at all present levels of achievement. This includes providing enough \u201ceasy\u201d items and \u201cdifficult\u201d items and that multiple forms of assessment data are gathered and used in an online learning course. In accordance with IDEA, this data should also be put into forms where they can be shared with parents and students for decision-making purposes. Another area of focus emphasized in the revisions was Universal Design for Learning (UDL) (CAST, 2011). While the present standards were attending to ideas from UDL that focused on input \u2013 (e.g., visual and audio text) the revisions are attuned to place a greater emphasis on output from the students in multiple and varied forms. Other aspects of UDL were also included, such as guided goal setting. More than well-written objectives, UDL asks instructional designers to include learners as decision-makers in determining whether to learn, what to learn, what to use to learn, how to learn, and how to show learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These revisions include a justification for the indicated changes that stem from cited research and law. The suggestions for revision have several important potential implications for improving the learning experiences of students with disabilities in online learning settings. These implications center on practice, research, and policy.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Practice Implications<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>At present, it seems unclear what the pathway is to becoming an online course designer. Some of these designers may be trained teachers, other administrators, and still others might be individuals with educational or instructional psychology training. Perhaps some are content experts who learned how to develop modules on the job. What is apparent is that course designers need professional knowledge about students with disabilities to plan courses that meet their needs. This knowledge may be developed in initial preparation, although as stated it seems there are many pathways to becoming a course designer. More likely, professional development will need to occur in programs, and it would be beneficial to consult special education teachers and administrators during the course design process.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Research Implications&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>In terms of research, researchers should learn more about how course designers are prepared for their work and how they make decisions about learner variability as they build modules and courses. Further, more research is needed around the use of data for students with disabilities in online learning environments since the course is where instruction is personalized. These data should focus on course enrollment, but also progress at the lesson or module level. Researchers can also work with course designers to embed programming that tracks the use of student supports, which could provide data for analyzing when and how students with disabilities access in-course supports.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Policy Implications&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Policies around course design for students with disabilities should be developed at the state level. These policies include requirements to adhere to section 508 guidelines; but there need to be requirements for data collection, student information privacy in regards to disability, and reporting to relevant agencies as well. In addition, states should develop policies around qualifications for course design member teams to have preparation in disability accommodation and modification.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Data Analysis Documents&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The remainder of this document is comprised of a list of the original program standards, the suggestions determined by professional consensus, and the rationale based on research. This list appears as Appendix A. This document also includes a list of the ratings, the range of the ratings, and the average rating of each of the proposed revised standards. These ratings appear as Appendix B.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Adelstein, D. &amp; Barbour, M. (2016). Building better courses: Examining the construct validity of the iNACOL National Standards for Quality Online Courses. <em>Journal of Online Learning Research<\/em>, 2(1), 41-73.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M., Archambault, L., &amp; DiPietro, M. (2013). K\u201312 online distance education: Issues and frameworks. <em>American Journal of Distance Education<\/em>, 27(1), 1-3.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beck, D., Egalite, A., &amp; Maranto, R. (2014). Why they choose and how it goes: Comparing special education and general education cyber student perceptions. <em>Computers &amp; Education<\/em>, 76, 70- 79.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bulgren, J., Deshler, D. D., &amp; Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. <em>Journal of Learning Disabilities<\/em>, 40, 121-133.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bulgren, J. A., Graner, P. S., &amp; Deshler, D. D. (2013). Literacy challenges and opportunities for students with learning disabilities in social studies and history. <em>Learning Disabilities Research &amp; Practice<\/em>, 28(1), 17-27.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Britto, M., Ford, C., &amp; Wise, J. M. (2013). Three institutions, three approaches, one goal: addressing quality assurance in online learning. <em>Online Learning Journal,<\/em> 17(4), 1-14.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CAST (2011). <em>Universal Design for Learning Guidelines version 2.0.<\/em> Wakefield, MA: Author.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Catts, H. W., Petscher, Y., Schatschneider, C., Bridges, M. S., &amp; Mendoza, K. (2009). Floor effects associated with universal screening and their impact on the early identification of reading disabilities.<em> Journal of Learning Disabilities<\/em>, 42, 163-176.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Deshler, D., Rice, M., &amp; Greer, D. (2014, April). <em>Which demographic variables predict final grades for high school students enrolled in online English\/ELA courses? Results from a regression analysis<\/em>. Presentation at the annual meeting of the American Educational Research Association. Philadelphia, PA.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>English, M. C., &amp; Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. <em>Interdisciplinary Journal of Problem-based Learning, <\/em>7, 128-150.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Flynn, L. J., Zheng, X., &amp; Swanson, H. L. (2012). Instructing struggling older readers: a selective meta\u2010 analysis of intervention research. <em>Learning Disabilities Research &amp; Practice<\/em>, 27, 21-32.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Franklin, T.O., Burdette, P., East, T., &amp; Mellard, D.F. (2015). <em>Parents\u2019 Roles in their Child\u2019s Online Learning Experience: State Education Agency Forum Proceedings Series.<\/em> (Report No. 2). Lawrence, KS: Center on Online Instruction and Students with Disabilities, University of Kansas.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Franklin, T. O., Rice, M., East, T., &amp; Mellard, D.F. (2015a). <em>Enrollment, persistence, progress, and Achievement: School Superintendent Forum Proceedings<\/em> (Report No. 1). Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Franklin, T. O., Rice, M., East, T., &amp; Mellard, D.F. (2015b). <em>Parent preparation and involvement in their child\u2019s online learning experience: Superintendent forum proceedings series.<\/em> (Report No. 2). Lawrence, KS: Center on Online Instruction and Students with Disabilities, University of Kansas.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gannon-Cook, R., (2016). Sins of Omission. In N. Rusby &amp; D. Surry (Eds.) <em>Wiley Handbook of Learning Technology,<\/em> 301-326.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gemin, B., Pape, L., Vashaw, L., &amp; Watson, J. (2015). <em>Keeping pace with K\u201312 digital learning: An annual review of policy and practice. <\/em>Evergreen Foundation.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Greer, D., Rice, M., &amp; Deshler, D. (2014). <em>Applying principles of text complexity to online learning environments. Perspectives on Language and Literacy,<\/em> 40(1), 9-14.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Greer, D., Rowland, A. L., &amp; Smith, S. J. (2014). Critical considerations for teaching students with disabilities in online environments. <em>Teaching Exceptional Children<\/em>, 46, 79-91.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hasler-Waters, L. C. (2012). <em>Exploring the experiences of learning coaches in a cyber charter school: A qualitative case study. <\/em>Doctoral dissertation. University of Hawaii at Manoa.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hasler-Waters, L., &amp; Leong, P. (2014). Who is teaching? New roles for teachers and parents in cyber charter schools. <em>Journal of Technology and Teacher Education,<\/em> 22(1), 33-56.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Individuals with Disabilities Education Act (IDEA), 20 U.S.C. \u00a7 1400 (2004).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>iNACOL, (2011). <em>National standards for quality online courses.<\/em> Retrieved from <a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-courses-v2.pdf\">http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-courses-v2.pdf<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Israel, M., Maynard, K., &amp; Williamson, P. (2013). Promoting literacy-embedded, authentic STEM instruction for students with disabilities and other struggling learners. <em>Teaching Exceptional Children<\/em>, 45(4), 18-25.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Johnston, S. C., Greer, D., &amp; Smith, S. J. (2014). Peer learning in virtual schools.<em> International Journal of E-Learning &amp; Distance Education<\/em>, 28(1), 1-31.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Leu, D., O\u2019Byrne, W., Zawilinski, L., McVerry, J., &amp; Everett-Cacopardo, H. (2009). Expanding the new literacies conversation. <em>Educational Researcher<\/em>, 38(4), 264\u20139.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Mayer, R. E. (1993). Illustrations that instruct. In R. Glaser (Ed.), <em>Advances in instructional psychology, Vol. 5 <\/em>(pp. 253-284). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. F., &amp; Carter Jr, R. A. (2015). With new eyes: Online teachers\u2019 sacred stories of students with disabilities. In M. Rice (Ed.) <em>Exploring pedagogies for diverse learners online<\/em> (pp. 209-230). Bingley, UK: Emerald Group Publishing Limited.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., &amp; Greer, D. (2014). Reading online: Comprehension has new meaning for students with disabilities. <em>Teaching Exceptional Children<\/em>, 46(5), 93-101.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rose, D. H., &amp; Meyer, A. (2002). <em>Teaching every student in the digital age: Universal design for learning. <\/em>Alexandria, VA. Association for Supervision and Curriculum Development.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 504 of the Rehabilitation Act of 1973. 34 C.F.R. \u00a7 104.4.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 508 of the Rehabilitation Act of 1973. 29 U.S.C. \u00a7 794d.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Swanson, H. L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model.<em> Learning Disabilities Research &amp; Practice,<\/em> 14, 129-140.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Terwel, J. (2005). Curriculum differentiation: Multiple perspectives and developments in education. <em>Journal of Curriculum Studies,<\/em> 37, 653-670.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Waters, J. K. (2013). The FCC must catch up with schools\u2019 needs for more and faster broadband. <em>THE Journal (Technological Horizons in Education),<\/em> 40, 14-19.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\">Appendix A <br \/>Suggested Changes to Course Standards and Accompanying Justifications<\/summary><div class=\"gb-accordion-text\"><!-- wp:heading {\"level\":4} -->\n<h4>A: Content<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provides online learners with multiple ways of engaging with learning experiences that promote their mastery of content and are aligned with state or national content standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The goals and objectives clearly state what students will know or be able to do at the end of the course. The goals and objectives are measurable, have high potential for compatibility with disability service plans, and allow for multiple means of expression of learning.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities should be served through the implementation of social and academic goals that consider their present levels of achievement and move them to greater competency (IDEA, 2004). Multiple means of expression is a critical component in the Universal Design for Learning framework for instruction (Rose &amp; Meyer, 2002).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-2&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course content and assignments are aligned with the state\u2019s content standards, common core curriculum, or other accepted content standards set for Advanced Placement\u00ae courses, technology, computer science, or other courses whose content is not included in the state standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-3&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course content and assignments are of appropriate rigor, depth, and breadth to teach the standards being addressed.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities are entitled Free and Appropriate Education in public school settings (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-4&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-5&nbsp;<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Multiple learning resources and materials to increase student success are available to students before the course begins.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course assignments are segmented into readily comprehensible units to help reduce cognitive load. Course assignments and learning resources are sufficiently available, accessible, and adaptable to meet the needs of all students.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification&nbsp;<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Content is instructionally enhanced through strategic organization that is shared with the students (Bulgren, Deshler, &amp; Lenz, 2007).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A clear, complete course overview and syllabus are included in the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A course overview and syllabus are included in the course with clear and consistent navigation through syllabi.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 508 requires that individuals with disabilities are given the same access to the course that those without disabilities have.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course requirements are consistent with course goals, are representative of the scope of the course, and are clearly stated.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course requirements are consistent with course goals, are representative of the scope of the course, and are clearly stated to reflect important knowledge, skills, and dispositions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Quality assurance measures for online courses across institutions have clear course requirements (Britto, Ford, &amp; Wise, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provides information to students, parents, and mentors about communicating with the online instructor, course provider, counselors, SPED teachers, and other support staff (e.g., related services professionals).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parents of students with disabilities are often caught unaware of the time and work commitments involved in online learning and they are not always able to find the support they need (Franklin, Burdette, East, Mellard, 2015; Franklin, Rice, East &amp; Mellard, 2015).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course reflects multicultural education, and the content is accurate, current and free of bias or advertising.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course design reflects multicultural education; course content depicts multiple perspectives and promotes the student evaluation of materials (as necessary) for bias and advertising.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All students benefit from curriculum that intentionally leverages multiple perspectives for learning (Terwel, 2005; Gannon-Cook, 2016).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-10<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-11<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Privacy policies are clearly stated.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course privacy policies are clearly stated and reveal the terms under which information, such as disability status, is confidential.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA requires that schools keep information about disability status confidential (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-12<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Online instructor resources and notes are included.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-13<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assessment and assignment answers and explanations are included.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B: Instructional Design<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on student needs; and provides ample opportunities for interaction and communication \u2014 student-to-student, student-to-instructor and instructor-to-student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course design reflects a clear understanding of all students\u2019 needs and incorporates varied ways to learn and master the curriculum.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course design incorporates feedback channels for teachers to recommend changes or additions to resources, design, or content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Multiple peer grouping structures are enabled within the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities benefit from multiple grouping structures while receiving instruction from teachers (Swanson, 1999).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course instruction includes activities that engage students in active learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course instruction includes activities that engage students in active learning where they are provided choices and guided in finding their strengths.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Learners benefit from the opportunity to engage in project-based learning where they can set their own goals for learning (English &amp; Kitsantas, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provides options for the instructor to adapt learning activities to accommodate students\u2019 needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provides options for instructors, parents, and mentors to adapt learning activities to accommodate student needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parent involvement in decision making is a core principle of IDEA (2004). Further, research has suggested that there are others besides teachers and parents who may assist a child working on an online course (Hasler-Waters &amp; Leong, 2014).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online course provides information to students, parents, and teachers about difficult aspects of the course (e.g., readability level) and includes access to additional resources for support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Reading difficulties for students with disabilities are persistent by middle school. Interventions (except fluency) have low to moderate effects (Bulgren, Graner, &amp; Deshler, 2013; Flynn, Zheng, &amp; Swanson, 2012; Israel, Maynard, &amp; Williamson, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course design provides multiple forms of feedback to students and parents about progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with learning disabilities make greater improvements when provided with specific immediate feedback on their work (Bulgren, Graner, &amp; Deshler, 2013; Swanson, 1999).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course design includes explicit communication\/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course design provides explicit information about the responsibilities shared between instructors and parents for monitoring student progress throughout the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To instruct and assess students with disabilities, instructors rely more on parent cooperation (Rice, &amp; Carter, 2015).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-10<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provides opportunities for appropriate varied instructor-to-student and peer-to-peer interactions (e.g., dyads and small group, rather than merely discussion posting) to foster mastery and application of the material.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Variation in peer interaction types influences where peer-to-peer learning occurs for students with disabilities (Johnston, Greer, &amp; Smith, 2014).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-11<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students have access to resources that enrich the course content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students have access to resources that ensure their ability to access the course in a meaningful way (e.g., text-to-speech).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students can contribute resources that enrich the content of the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students need the ability to engage with curriculum through multiple means (CAST, 2011).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C: Student Assessment<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course uses multiple strategies and activities to assess student readiness for and progress in course content and provides students with feedback on their progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course, and are valid and reliable for all students, including students with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student evaluation instruments have adequate, easy items and difficult ones to properly assess students with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Many instruments, such as universal screeners, may not have been designed to assess students with disabilities adequately. It is important to use appropriate measures in the assessment of students with disabilities to adequately measure their abilities (e.g., Catts, Petscher, Schatschneider, Bridges, &amp; Mendoza 2009), (IDEA, 2004). Further, a greater variety of item difficulty enables personalization (Greer, Rowland, &amp; Smith, 2014).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course structure includes adequate and appropriate methods and procedures to assess students\u2019 mastery of content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course structure includes adequate and appropriate methods and procedures to assess students\u2019 content mastery as well as progress in other goals (i.e., IEP).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities are entitled to goals and services that will help them achieve those goals (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course includes on-going, varied, and frequent assessments to inform instruction and progress towards student goals (i.e., Individualized Education Programs (IEPs)).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA stipulates that student goals must be monitored using data (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assessment strategies and tools make the student continuously aware of progress in class and mastery of the content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Grading rubrics are provided to the instructor and may be shared with students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The grading policy and practices are easy to understand<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course grading policies and practices are easy to understand and are reflective of achievement, effort, and progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities are entitled to a Free and Appropriate Education (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D: Technology<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course takes full advantage of a variety of technology tools, has a user-friendly interface and meets accessibility standards for interoperability and access for learners with special needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course accommodates multiple school calendars (e.g. block, 4X4, traditional) and is capable of accommodating student schedules due to health impairments or other disabling conditions (e.g. medical appointments or hospital stays).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities should be provided an education in the Least Restrictive Environment possible, and all placement decisions should be made to accommodate their present levels of achievement and other needs (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Clear and consistent navigation is present throughout the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course features clear and consistent navigation meeting Section 508 requirements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 508 stipulates that online information must be equally accessible to all users.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course uses multiple means of representation to grant students access to course materials and address other needs of diverse students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The richness\/aesthetics of media is balanced with efficiency of understanding (i.e., media is optimized for efficient comprehension to minimize cognitive load).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Illustrations and visuals should supplement the learning from the text without being redundant (Mayer, 1993).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>All technology requirements (including hardware, browser, software, etc.) are specified.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online course is designed with the understanding that students have varying access to Internet bandwidth.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Both schools and families need access to broadband when Internet use is required for school (Waters, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Prerequisite skills in the use of technology are identified.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course specifies prerequisite technological skills for students and parents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities and their parents often enter online learning environments unaware of the various demands these courses present (Franklin, Burdette, East, Mellard, 2015; Franklin, Rice, East, Mellard, 2015).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course uses content-specific tools and software appropriately.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course is designed to meet internationally recognized interoperability standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-10<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C\u2019s Web Content Accessibility Guidelines (WCAG 2.0).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-11<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student information including information about disability status and related testing remains confidential as required by FERPA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA safeguards information about disability status (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E: Course Evaluation and Support<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course is evaluated regularly for effectiveness, using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up to date, both in content and in the application of new research on course design and technologies. Online instructors and their students are prepared to teach and learn in an online environment and are provided support during the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provider uses multiple ways of assessing course effectiveness.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course is updated periodically to ensure that the content is current.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course instructors, whether face-to-face or virtual, are certificated and \u201chighly qualified.\u201d The online course teacher possesses a teaching credential from a state-licensing agency and is \u201chighly qualified\u201d as defined under ESEA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course instructors, whether face-to-face or virtual are certified and otherwise qualified. The instructor possesses a teaching credential from a state-licensing agency and has online preparation and credentials to the greatest extent possible. Educators working with special populations (e.g., students with disabilities, ESL) are credentialed and qualified to work with these populations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>ESSA\/ESEA requires that teachers be qualified for the subjects and populations they teach.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Instructors are provided professional development around how to serve students with diverse needs in an online environment (e.g., SPED, at-risk, gifted, general education) including instruction, social skill development, and goal monitoring.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students must have access to educators who are qualified to provide needed services (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications to this standard<\/strong><\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\"><strong>Appendix B<br \/>Ratings Resulting from Online Survey: <em>Course Standards<\/em><\/strong><\/summary><div class=\"gb-accordion-text\"><!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Standard (at time of review)<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Rating<br>Dimension<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Range<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Average<br>Rating<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The goals and objectives clearly state what students will know or be able to do at the end of the course. The goals and objectives are measurable, compatible with IEP or other disability service plan goals, and allow for multiple means of expression of learning.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-4<br>2-5<br>3-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.25<br>3.75<br>4.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course content and assignments are of appropriate rigor, depth, and breadth to teach the standards being addressed. <\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>2-4<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>2.5<br>3<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Course assignments are segmented into readily comprehensible units to help reduce cognitive load. Course assignments and learning resources are<br>sufficiently available, accessible, and adaptable to meet the needs of all students.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">2-5<br>3-4<br>None<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.25<br>3.75<br>4<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">A course overview and syllabus are included in the course with clear and consistent navigation through syllabi.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>4-5<br>4-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4.75<br>4.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Course requirements are consistent with course goals, are representative of the scope of the course, and are clearly stated to reflect important knowledge, skills, and dispositions.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>None<br>None<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.67<br>5<br>5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course provides information to students, parents, and mentors about communicating with the online instructor, course provider, counselors, SPED teachers, and other support staff (e.g., related services professionals).<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>1-5<br>1-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Course design reflects multicultural education; course content depicts multiple perspectives and promotes the student evaluation of materials (as necessary) for bias and advertising.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>4-5<br>4-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4.75<br>4.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Course privacy policies are clearly stated and reveal the terms under which information, such as disability status, is confidential.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">2-5<br>None<br>None<br>4-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.25<br>4<br>5<br>4.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Course design reflects a clear understanding of all students' needs and incorporates ways to express learning within the curriculum.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-3<br>3-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>2.75<br>3.75<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Multiple peer grouping structures are enabled within the course.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>4-5<br>4-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.5<br>4.75<br>4.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Course instruction includes activities that engage students in active learning where they are provided choices and guided in finding their strengths.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>4-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4.75<br>3.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course provides options for instructors, parents, and mentors to adapt learning activities to accommodate student needs.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-4<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.25<br>4<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course specifies readability, written language, and mathematical requirements to students and parents; these are adaptable to the maximum extent possible for course content and grade-level expectations.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>1-4<br>1-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>2.75<br>2.75<br>2.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course design provides multiple forms of feedback to students and parents about progress.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>None<br>None<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>5<br>5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course design provides explicit information about the shared responsibilities between instructors and parents for monitoring student progress throughout the course.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-4<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>4.25<br>4.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course provides opportunities for appropriate instructor-to student-and peer-to-peer interactions (e.g., dyads and small group) to foster mastery and application of the material.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>3-5<br>3-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4.5<br>4.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Students have access to resources that ensure their ability to access the course in a meaningful way (e.g., text-to-speech).<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>3.75<br>3.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Students have the ability to contribute resources that enrich the content of the course.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course, and are valid and reliable for all students, including students with disabilities.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>2-5<br>3-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>4.25<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Student evaluation instruments have adequate floors and ceilings to properly assess students with disabilities.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-5<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>3.75<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course structure includes adequate and appropriate methods and procedures to assess students' content mastery as well as progress in other goals (i.e., IEP).<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-5<br>1-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>3.25<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course includes on-going, varied and frequent assessments to inform instruction and progress towards student goals (i.e., IEP).<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>3-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4.5<br>3.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Course grading policies and practices are easy to understand and are reflective of achievement, effort, and progress.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>4-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>4.75<br>4.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course accommodates multiple school calendars (e.g. block 4 x4, traditional) and is capable of accommodating student schedules due to health impairments or other disabling conditions (e.g. medical appointments or hospital stays).<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>2-5<br>1-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>3.75<br>3.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course features clear and consistent navigation according to Section 508 requirements.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>2-5<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>3.75<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course uses multiple means of representation to grant students access to course materials, and address other needs of diverse students.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>3-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3<br>3.75<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The richness\/aesthetics of media is balanced with efficiency of understanding (i.e., media is optimized for efficient comprehension in order to minimize cognitive load).<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-5<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.5<br>3.75<br>3.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Bandwidth requirements of materials are optimized.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>1-5<br>1-3<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>3.67<br>2<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The course specifies prerequisite technological skills for students and parents.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>None<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>5<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Student information remains confidential as required by FERPA and IDEA, including images of students, student work, anecdotal records, and information about disability status.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>4.25<br>4.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Course instructors, whether face-to-face or virtual are certified and otherwise qualified. The instructor possesses a teaching credential from a state-licensing agency and has online preparation and credentials to the greatest extent possible. Educators working with special populations (e.g., students with disabilities, ESL) are credentialed and qualified to work with these populations.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>1-5<br>1-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>3.5<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Instructors are provided professional development around how to serve students with diverse needs in an online environment (e.g., SPED, at-risk, gifted, general education) including instruction, social skill development, and goal monitoring.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>1-5<br>1-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>3.5<br>3.5<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->",
            "title": "Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Courses",
            "excerpt": "Report #3: Courses  The purpose of this report is to describe the findings of an expert panel aiming to offer improvement suggestions for the online course standards.",
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            "content": "On December 1, <em>A Report to the Legislature<\/em> was submitted to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual<\/em> for Students for the preceding fiscal year.\r\n\r\nThe information provided in this report addresses the requirements that are listed in Section 98 (6) of P.A. 249 of 2016. These items include, for the period October 1, 2015 - September 30, 2016, a list of districts served by <em>Michigan Virtual<\/em>, a list of online course titles available to districts, course enrollment and completion rate information by course, and the overall completion rate.\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/RPT_MV_Legislative_2016-1.pdf\" target=\"_blank\">Download the report<\/a>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "A Report to the Legislature, 2016",
            "excerpt": "On December 1, A Report to the Legislature was submitted to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual for Students for the preceding fiscal year. The information provided...",
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            "path": "\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/",
            "author_id": 54,
            "timestamp": 1480654800,
            "content": "<h3><strong>Meeting the Needs of Students with Disabilities Series: <em>Programs<\/em><\/strong><\/h3>\n<p>This is the second report in a series of reports offering suggestions for revisions to iNACOL Quality Teaching Standards. The <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-introduction-to-the-analysis-of-the-inacol-program-course-and-teacher-standards\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\"first report (opens in a new tab)\">first report<\/a>\u00a0is an overview of the entire project, the\u00a0<a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\"second report (opens in a new tab)\">third report<\/a> addresses the National Standards for Quality Online Courses, and the <a href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/\" target=\"_blank\" rel=\"noreferrer noopener\" aria-label=\"fourth report (opens in a new tab)\">fourth report<\/a>\u00a0addresses\u00a0the National Standards for Quality Online Teaching.<\/p>\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Abstract<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Students and their parents may choose to enroll in online learning programs as supplemental support, a credit recovery option, or because they need the flexibility of a fully online program (Gemin, Pape, Vashaw, &amp; Watson, 2015). Although students, including those with disabilities, may enroll in an online environment because they perceive that in some way it will meet their educational needs, those needs are not always met (Barbour, Archambault, &amp; DiPietro, 2013; Borup &amp; Stevens, in press). Consequences of not meeting those needs for students with disabilities include high non-completion rates and poor achievement (Deshler, Rice, &amp; Greer, 2014; Rice, East, &amp; Mellard, 2015). To provide some guidance on quality online programs, Pape and Wicks (2009) developed the National Standards for Quality Online Programs through the International Association of K-12 Online Learning (iNACOL). While many of the elements of these standards may be applied easily to students with disabilities, more recent research has suggested ways in which online programs can be more effective in helping students with disabilities remain in these programs and be successful. The purpose of this report is to share findings from an expert panel about improving the program standards\u2019 applicability to online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Acknowledgments<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to acknowledge the work of additional contributors to and reviewers of the reports:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Sandra Albert, Director of Exceptional Children Programs:&nbsp;<em>Rowan-Salisbury Schools, Salisbury, NC<\/em><\/li><li>Eliz Colbert, Executive Director:&nbsp;<em>North Carolina Virtual Public Schools<\/em><\/li><li>Mark Deschaine, Assistant Professor, Project Director of the Lifespan Autism Initiative:&nbsp;<em>Central Michigan University, Mount Pleasant, MI<\/em><\/li><li>Sarah Gamble, Executive Director of Academics:&nbsp;<em>Primavera Technical Learning Center, Chandler, AZ<\/em><\/li><li>Sarah Newman, Supervisor of Special Needs:&nbsp;<em>Georgia Department of Education<\/em><\/li><li>Sam Slike, Director of Special Education Online Programs:&nbsp;<em>St. Joseph\u2019s University, Philadelphia, PA<\/em><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Program Standards<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This is the second in a series of four reports. Report one develops the research questions, a review of the literature, and the methodology. This report includes a summary of the need for this research and a summary of the methodology but focuses primarily on the findings specific to the iNACOL Program Standards.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students and their parents may choose to enroll in online learning programs as supplemental support, a credit recovery option, or because they need the flexibility of a fully online program (Gemin, Pape, Vashaw, &amp; Watson, 2015). Although students, including those with disabilities, may enroll in an online environment because they perceive that in some way it will meet their educational needs, that does not mean those needs will automatically be met (Barbour, Archambault, &amp; DiPietro, 2013; Borup &amp; Stevens, in press). Consequences of not meeting those needs for students with disabilities include high non-completion rates and poor achievement (Deshler, Rice, &amp; Greer, 2014; Rice, East, &amp; Mellard, 2015).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To provide some guidance on quality online programs, Pape and Wicks (2009) developed the National Standards for Quality Online Programs through the International Association of K-12 Online Learning (iNACOL). While many of the elements of these standards may be applied easily to students with disabilities, more recent research has suggested ways in which online programs can be more effective in helping students with disabilities remain in these programs and be successful. Of particular importance are recommendations that programs do the following:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Welcome students with disabilities, even those with more severe disabilities and behavioral concerns, into the online learning environment (Bernstein, 2013);&nbsp;<\/li><li>Solicit feedback from parents of students with and without disabilities, and separate their feedback for comparison (Beck, Egalite, &amp; Maranto, 2014);<\/li><li>Plan to spend necessary funds to accommodate disability and provide related services as part of regular budgeting procedures and accounting processes (Molnar, et. al. 2013; Rice, East, &amp; Mellard, 2015);&nbsp;&nbsp;<\/li><li>Collect data about students with disabilities individually and as a group for analysis and evaluation purposes (Burdette, Franklin, East, Mellard, 2015; Franklin, Rice, East, &amp; Mellard, 2015; Tindle, East, Mellard, 2015);<\/li><li>Participate in the preparation, hiring, support, and retention of teachers who can provide general accommodations to students with disabilities and who can provide specialized services (Rice, East, &amp; Mellard, 2015; Rice &amp; Carter, 2015); and&nbsp;&nbsp;<\/li><li>Collaborate with vendors and support in-house program designers in making curriculum that is appropriate for students with various exceptionalities (Franklin, East, &amp; Mellard, 2015; Greer, Rice, &amp; Deshler, 2014).&nbsp;<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>To bring issues of disability service to the attention of online programs and define the responsibilities of these programs, researchers at the University of Kansas undertook a review process to incorporate newly emerging understanding into iNACOL\u2019s National Standards for Quality Online Programs about how programs can serve students with disabilities well. The team working on this review thoroughly reviewed existing program standards, current research, and disability legislation. Team members created recommendations if existing standards could benefit from inclusion of additional material and\/or revision. An invited sample of experts rated the recommendations via anonymous survey and a teleconference. The complete procedure is described in <a aria-label=\"Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Introduction to the Analysis of the iNACOL Program, Course, and Teacher Standards (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-introduction-to-the-analysis-of-the-inacol-program-course-and-teacher-standards\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Introduction to the Analysis of the iNACOL Program, Course, and Teacher Standards<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the review process, members of the research team sought to identify individuals who could comment on both online education and students with disabilities. Members of the team used the ratings from the Qualtrics-based review to guide the teleconference: standards that scored low on one or more dimensions were focal points of the conversation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thus, following the above stages of standards review and revision, final versions of proposed revisions to the iNACOL National Standards for Quality Online Programs emerged. For any given standard, these proposed revisions are composed of either a revision recommendation to each existing standard, a recommendation for an additional standard, or sometimes both. Recommendations are supported with citations from research or policy\/law, as well as a short sentence explaining how the citation supports the recommendation. For example, recommendations were made to include standards on early assessment and intervention as research has shown improved student outcomes following these procedures.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These suggestions for revision have several important potential implications for improving the learning experiences of students with disabilities in online learning settings. These implications center on practice, research, and policy.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Practice Implications&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Panelists completing the survey and participating in the telephone discussion indicated that the most difficult thing for programs to do is to ensure that they welcome students with disabilities into their program and that they plan for the necessary resources to support them. As it currently stands, many students with disabilities are either counseled out of online learning or admitted with the understanding that support is limited to what is available to every student; parents may also be downplaying or denying student disability status because they think it will help their child \u201cfit\u201d in the online environment (Basham, Stahl, Ortiz, Rice, &amp; Smith, 2015). There needs to be a shift where everyone involved in online course delivery says, \u201cThese students are entitled to be here, and we will learn what we need to help them be successful.\u201d&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Whereas many programs are not currently collecting data about the specific disabilities, this more sophisticated data collection is possible as they strive to adhere to the standards. Many of these revisions cannot be optimally implemented unless online learning providers gather more and more specific data about students with disabilities by category, marker characteristics, engagement, and outcomes. This new level of discrete data collection will support better research regarding learning outcomes for students with disabilities who are learning online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Research Implications&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The review of the existing Program Standards indicated that there was room for considerably more language dedicated to programmatic needs of students with disabilities. We have suggested such language, and these suggestions follow this section. Future research that looks at how these suggestions are implemented and their impact will be helpful in determining the next steps in the ongoing effort to provide the highest quality education to students with disabilities who learn online.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Policy Implications&nbsp;<\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The current suggestions to the existing Program Standards draw heavily from existing policy and law. During review, it was noted that specific policy documents pertaining to online learning in general are lacking. Policy that speaks directly to online learning and specifically to students with disabilities who learn online is needed to help maximize the availability of Free Appropriate Public Education (FAPE) for these students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Data Analysis Documents&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The remainder of this document is comprised of a list of the original program standards, the suggestions determined by professional consensus, and the rationale for changes or addition based on research. The list appears as Appendix A and contains the suggested changes to standards and accompanying justifications. This document also includes a list of the ratings, the range of the ratings, and the average rating of each of the proposed revised standards. These ratings appear in Appendix B.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M., Archambault, L., &amp; DiPietro, M. (2013). K\u201312 online distance education: Issues and frameworks. American Journal of Distance Education, 27, 1-3.Basham, J. D., Stahl, S., Ortiz, K., Rice, M. F., &amp; Smith, S. (2015). <em>Equity matters: Digital &amp; online learning for students with disabilities<\/em>. Lawrence, KS: Center on Online Learning and Students with Disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beck, D., Egalite, A., &amp; Maranto, R. (2014). Why they choose and how it goes: Comparing special education and general education cyber student perceptions. <em>Computers &amp; Education<\/em>, 76, 70-79.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bernstein, M. D. (2013). Whose choice are we talking about? The exclusion of students with disabilities from for-profit online charter schools. <em>Richmond Journal of Law and Public Interest<\/em>, 16, 487-528.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J. &amp; Stevens, M. (in press). Parents\u2019 perceptions of teacher support at a cyber charter high school. <em>Journal of Online Learning Research.<\/em><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Borup, J., Graham, C. R., &amp; Davies, R. S. (2013). The nature of parental interactions in an online charter school.<em> American Journal of Distance Education<\/em>, 27, 40-55.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bulgren, J. A., Graner, P. S., &amp; Deshler, D. D. (2013). Literacy challenges and opportunities for students with learning disabilities in social studies and history.<em> Learning Disabilities Research &amp; Practice<\/em>, 28(1), 17-27.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Burdette, P., Franklin, T. O., East, T., &amp; Mellard, D.F. (2015). <em>Enrollment, Persistence, Progress, and Achievement: State Education Agency Forum Proceedings Series<\/em>. (Report No. 1). Lawrence, KS: Center on Online Instruction and Students with Disabilities, University of Kansas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Deshler, D., Rice, M., &amp; Greer, D. (2014, April). <em>Which demographic variables predict final grades for high school students enrolled in online English\/ELA courses? Results from a regression analysis.<\/em> Presentation at the annual meeting of the American Educational Research Association. Philadelphia, PA.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>CAST (2011). <em>Universal Design for Learning Guidelines version 2.0<\/em>. Wakefield, MA: Author.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito McLaughlin, D., McAtee, M. L., et al. (1999). <em>Positive behavior support for people with developmental disabilities: A research synthesis.<\/em> American Association on Mental Retardation Monograph Series. Washington, DC: American Association on Mental Retardation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Catts, H. W., Petscher, Y., Schatschneider, C., Bridges, M. S., &amp; Mendoza, K. (2009). Floor effects associated with universal screening and their impact on the early identification of reading disabilities. <em>Journal of Learning Disabilities<\/em>, 42(2), 163-176.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Cook, B. G., &amp; Odom, S. L. (2013). Evidence-based practices and implementation science in special education. <em>Exceptional Children<\/em>, 79, 135-144.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>English, M. C., &amp; Kitsantas, A. (2013). Supporting student self-regulated learning in problem-and project-based learning. <em>Interdisciplinary journal of problem-based learning<\/em>, 7(2). Retrieved from <a href=\"http:\/\/dx.doi.org\/10.7771\/1541-5015.1339\">http:\/\/dx.doi.org\/10.7771\/1541-5015.1339<\/a>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Franklin, T. O., Rice, M., East, T., &amp; Mellard, D. F. (2015). <em>Enrollment, Persistence, Progress, and Achievement: Superintendent Forum Proceedings Series<\/em>. (Report No. 1). Lawrence, KS: Center on Online Instruction and Students with Disabilities, University of Kansas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Gemin, B., Pape, L., Vashaw, L., &amp; Watson, J. (2015). Keeping pace with K\u201312 digital learning: An annual review of policy and practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Greer, D., Rice, M., &amp; Deshler, D. (2014). Applying principles of text complexity to online learning environments. <em>Perspectives on Language and Literacy<\/em>, 40, 9-14.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>iNACOL, (2011). <em>National standards for quality online programs<\/em>. Retrieved from <a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-programs.pdf\" class=\"rank-math-link\">http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-programs.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Individuals with Disabilities Education Act (IDEA), 20 U.S.C. \u00a7 1400 (2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Kauffman, J. M., &amp; Badar, J. (2014). Instruction, not inclusion, should be the central issue in special education: An alternative view from the USA.<em> Journal of International Special Needs Education<\/em>, 17, 13-20.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Molnar, A., Miron, G., Huerta, L., King Rice, J., Cuban, L., Horvitz, B., &amp; Rankin Shafer, S. (2013). <em>Virtual schools in the US 2013: Politics, performance, policy, and research evidence<\/em>. Boulder, CO: National Education Policy Center. Retrieved from <a href=\"http:\/\/files.eric.ed.gov\/fulltext\/ED558723.pdf\">http:\/\/files.eric.ed.gov\/fulltext\/ED558723.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pape, L. &amp; Wicks, M. (2009). <em>National standards for quality online programs. <\/em>Retrieved July 12, 2016 from <a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-forquality-online-programs.pdf\">http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-forquality-online-programs.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., &amp; Carter, Jr., R. A. (2015). When we talk about compliance, it\u2019s because we lived it: Online educators\u2019 experiences supporting students with disabilities. <em>Online Learning<\/em>, 19, 18-36.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., East, T., &amp; Mellard, D.F. (2015).<em> IDEA principles in the online environment: IEP and eligibility: <\/em>Superintendent Forum Proceedings (Report No. 4). Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas. Retrieved from <a href=\"http:\/\/centerononlinelearning.org\/wpcontent\/uploads\/Superintendent_Topic_4_Summary_November2015.pdf\">http:\/\/centerononlinelearning.org\/wpcontent\/uploads\/Superintendent_Topic_4_Summary_November2015.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. \u00a7 794 (d)).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., &amp; Little, T. D. (2013). Relationships between self-determination and post-school outcomes for youth with disabilities. <em>The Journal of Special Education<\/em>, 48, 256-267.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Swanson, H. L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. <em>Learning Disabilities Research &amp; Practice<\/em>, 14, 129-140.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Tindle, K., East, T., &amp; Mellard, D.F. (2015). <em>Effectiveness of teacher preparation for the online environment: Vendor Forum Proceedings Series<\/em> (Report No. 4). Lawrence, KS: Center on Online Instruction and Students with Disabilities, University of Kansas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\">Appendix A<br \/>Suggested Changes to Program Standards and Accompanying Justifications<\/summary><div class=\"gb-accordion-text\"><!-- wp:heading {\"level\":4} -->\n<h4>A: Mission statement<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A mission statement of a quality online program clearly conveys its purpose and goals. It serves as the basis for the program\u2019s day-to-day operations, as well as a guide for its strategic plans for the future. Communication between and buy-in from stakeholders is a critical component of a mission Statement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Stipulates a climate of non-discrimination for students, parents, and employees based on race, ethnicity, gender, sex, and\/or disability status.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Per the zero reject principle of IDEA, students with disabilities are entitled to a free and appropriate education (FAPE; IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>States the purpose of the organization. Is clear and concise in articulating who the organization is, what it does, and whom it serves.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Indicates that online learning is the focus of the organization.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Demonstrates a commitment to measurable quality and accountability.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Reflects involvement of key stakeholders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is made available to the public.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>A-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is reviewed periodically by program leadership.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B: Governance<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Governance is typically provided by a Board of Directors, an Advisory Board or a School Board. In a quality online program, governance and leadership work hand-in hand, developing the operational policies for the program and its leadership and staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Members are included who have expertise in, experience with, and interest in students with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities are at risk for being excluded from online schools. Educators who understand more about disabilities and what students encounter may be better positioned to advocate for their inclusion in all types of online settings (Bernstein, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Members are knowledgeable about K-12 online learning and\/or receive appropriate training after joining the governing board.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Supports the organization by securing necessary resources.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Fulfills the role defined for it in the by-laws of the institution.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Collaborates with program leadership to implement policies and procedures that are in compliance with state educational statutes and\/or regional accrediting agencies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Collaborates with program leadership to implement policies and procedures that are in compliance with federal policies, state educational statutes, and regional accrediting agencies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA stipulates specific policies and procedures that should be followed in providing services (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>B-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The legal status of the online program is clearly defined with no ambiguities in ownership, control,<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>&nbsp;or responsibility.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C: Leadership<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The leadership of a quality online program is accountable to the program\u2019s governance body, and is responsible for setting and meeting the operational and strategic goals in support of the program\u2019s mission and vision statements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is responsible for meeting the organization\u2019s annual goals and communicating these goals to its Constituents.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Plan for expenses related to accommodations and modifications for students served under disability plans (e.g., IEPs, 504 plans).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The cost to provide FAPE to students with disabilities should be considered during strategic planning (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Maintains a disciplined knowledge of its future with projections of income, expense, enrollment, and trends in its educational and business environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides a productive collaborative environment for learning and work, and the leadership necessary to plan both day-to-day operations and the long-term future of the online program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>C-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Verifies that measures are in place to ensure quality, integrity and validity of information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D: Planning<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program makes planning, managed by the leadership and staff of the organization a regular part of the program. There are several types of planning activities, including strategic planning, long-range and operational planning, which defines annual goals. Effective planning is not a one-time activity, but instead should provide opportunities for reflection on how to improve the organization\u2019s performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is developed that addresses 3-5 years of actions and has been approved by the program\u2019s leadership and governance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is updated on a regular basis (at least every 3-5 years) and includes historical data, baseline information, trend data, and projections, allowing data-driven decision-making.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Addresses the requirements for resources that effectively and efficiently serve their students and faculty, including curriculum, technology, support, professional development, and fiscal viability.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Addresses the requirements for resources that effectively and efficiently serve their students and faculty, including curriculum, technology, support (including services for students with disabilities), professional development, and fiscal viability.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA requires that students have access to the general education curriculum to the greatest extent possible (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Are aligned with the strategic plan.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Are updated annually based on past year\u2019s accomplishments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>D-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Are shared and supported throughout the organization.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E: Organizational Staffing<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program recognizes appropriate levels of staffing are critical to the success of an online program. Staff should be well trained in order to successfully meet their performance goals, and are provided with appropriate levels of support, resources, feedback and management.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sufficient staff is hired or provided with preparation and training to provide a meaningful education for all students, including students with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA requires that schools hire highly qualified special education teachers to provide FAPE for students in special education (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sufficient professional, administrative and support staff are provided to carry out the mission and annual organizational goals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ongoing training and support are provided to the staff to carry out the mission of the program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Clearly defined roles and responsibilities are evident to create a collegial team to assure effective delivery of quality education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>E-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Evaluations of staff and faculty occur on a regularly scheduled basis.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F: Organizational Commitment<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a quality online program governance, leadership and staff are responsible for creating an organization that demonstrates a commitment to attaining the program\u2019s goals and mission statement. Everyone within the organization understands the mission statement and works to achieve it.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Activities and accomplishments of the organization are aligned to the mission statement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Programs that function under the authority of another educational organization have a demonstrated commitment from the parent organization to support the implementation and ongoing operation of this program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Sustainability of the program is articulated through strategic and operational planning and implemented through ongoing operations (e.g. commitment to sustainable funding, maintaining quality staff, and compliance with applicable educational statutes).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>F-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is accredited by a recognized accrediting body.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>G: Financial and Material Resources<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program has adequate financial and material resources to accomplish the mission of the organization. These resources are appropriately planned for and expended using sound business practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Program leaders are aware of state, local, and federal funds for supporting students with disabilities and leaders use these funds appropriately.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Federal funds are provided to states to help ensure students with disabilities have access to FAPE (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>G-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Are available to assure a quality educational experience in alignment with the organization\u2019s mission statement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>G-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Are managed in a responsible manner according to prescribed budget and accounting principles.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>G-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Are allocated in support of mission statement that demonstrates sustainability over time.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>H: Equity and Access<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program\u2019s policies and practice support students\u2019 ability to access the program. Accommodations are available to meet a variety of student needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Policies in a quality online program stipulate non-discouragement and non-rejection and are inviting to students with special needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities are at risk for being excluded from online schools. Educators with understanding about disabilities may be better positioned to advocate for inclusion in all types of online settings (Bernstein, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>H-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Policies clearly state eligibility requirements for the program<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>H-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Policies and practices are in place that provide accommodations for students with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>H-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ensures that students have equitable access to the program consistent with its mission and purposes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ensures that students have inclusive, equitable access to the program consistent with its mission and purposes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I: Integrity and Accountability<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a quality online program, leadership is transparent in its management of the program, providing regular and timely information on progress towards attainment of goals, alignment with policies and standards, and achievement of student learning outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online program collects data about a variety of learner outcomes, including outcomes for students with disabilities, and regularly reports that information to stakeholders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Monitoring student progress towards IEP goals is necessary to ensure they are receiving FAPE; aggregating this data at school (or higher) levels is useful in demonstrating that the system is providing FAPE (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online program discloses accurate information relating to its mission, accreditation, courses and programs, services, policies, fees, recruitment processes and incentives, and other factors considered important to prospective and current students and stakeholders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The online program has provisions for sharing data about students with disabilities with stakeholders for the purpose of decision-making and goal monitoring.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA stipulates that students with disabilities must have goals that start with present levels of achievement and move students towards increasing competence (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>I-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The program results in learning appropriate to the rigor and breadth of the course, program, or diploma completion requirements.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J: Curriculum and Course Design<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program will have a well thought-out approach to its curriculum and course design whether it develops its own courses and\/or licenses curriculum from other educational providers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program will prioritize curriculum that is accessible through Section 508 and leverages the Universal Design for Learning (UDL) framework, whether it develops its own courses and\/or licenses them from other providers.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Considering the principles of UDL and 508 at the design stage will help ensure appropriate access to the technology mediated instruction for all students (CAST, 2011).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Has clearly stated and attainable educational goals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is clear and coherent in its organization.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Utilizes quality instructional materials and appropriate technology that enable and enrich student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Demonstrates rigorous course content.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides for high-degree of interaction between teacher, learners, parents, and among learners themselves.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Embeds critical thinking, problem solving, analysis, integration, and synthesis abilities in learning activities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Meets requirements of appropriate state or national standards, including applicable end of course assessments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Meets requirements of accessibility for individuals with disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program focuses on providing opportunities for students with disabilities to learn as well as their peers without disabilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students are entitled to access technology that grants them benefits equitable to other students (Section 508).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Meets requirements of copyright and fair use.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-10<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is designed to accommodate different learning styles.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>J-11<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is designed with consideration for time and place limitations of students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is designed with consideration for time and place constraints and supports access, usage, and responses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K: Instruction<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program takes a comprehensive and integrated approach to ensuring excellent online teaching for its students. This process begins with promising practices but is equally committed to continuous improvement and adaptation to student learning needs through professional development.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program monitors courses to ensure adherence to national and\/or state curriculum standards, as well as evidence-based practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities benefit from evidence-based practices such as immediate feedback, rapid pacing, scaffolding, or modeling (Bulgren, Graner, &amp; Deshler, 2013; IDEA, 2004; Swanson, 1999).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is grounded in the program\u2019s mission, beliefs, and expectations for student learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is supported by research and best practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is continually refined based on assessment of stakeholders\u2019 needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is adaptable to best serve different student learning styles.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is sensitive to the cultural differences of students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Includes frequent teacher-to-student interaction, teacher-to-parent interaction, and fosters frequent student-to-student interaction.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Is sensitive to time and place limitations of students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Faculty hold the required state certifications.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Faculty are trained in and demonstrate competency in online instructional methodologies and learning technologies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>K-10<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Includes a process to monitor that the work and assessments are completed by the students registered for the course.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L: Assessment of Student Performance<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online learning program values student academic performance and takes a comprehensive, integrated approach to measuring student achievement. This includes use of multiple assessment measures and strategies that align closely to both program and learner objectives, with timely, relevant feedback to all stakeholders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Uses assessment data to evaluate learner-initiated or IEP goals; it also uses assessment as part of Child Find procedures as outlined in IDEA for identifying students with disabilities as early as possible. Finally, it employs formal assessments that are valid and reliable for special needs populations, in addition to informal assessments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Early identification and intervention results in improved outcomes for students with disabilities. It is important to remember, however, that some measurement instruments (such as 'universal' screeners) may not be able to assess students with disabilities adequately. It is important to be aware of such limitations when choosing assessments in order to ensure that such assessments are valid for all of the students who take it (Catts, Petscher, Schatschneider, Bridges &amp; Mendoza, 2009; IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enables students to monitor their own learning progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enables students to monitor their own learning progress and incorporates charting and other appropriate visual displays of data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Students with disabilities who engage in self-determination in K-12 have better learning and transition outcomes than those who do not; learners benefit from the opportunity to engage in project based learning where they can set their own goals for learning (Shogren, Wehmeyer, Palmer, Rifenbark, &amp; Little, 2013; English &amp; Kitsantas, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Enables teachers to adapt their instruction to meet learner needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Uses multiple methods to assess student performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assesses a variety of types of student performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Uses formative assessments to inform instructional practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Informs ongoing course design and revisions.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Measures student attainment of the course\u2019s educational goals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>L-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides for timely and frequent feedback about student progress.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>M: Faculty<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program supports the faculty by providing opportunities for them to develop their professional skills through mentoring, professional development, and technical assistance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program provides additional support for teachers with disabilities; it also encourages formal and informal faculty collaboration around students and collects and reviews teacher attrition data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA and Section 504 require the cooperation of various educators to set, fund, implement, and review goals. Further, instruction for students with disabilities should be the primary goal of schools as they develop special education programs (IDEA, 2004; Kauffman &amp; Badar, 2014).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>M-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides and encourages participation in induction and mentoring programs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>M-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides regular feedback regarding teacher performance.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>M-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides a wide variety of professional development opportunities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>M-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides timely, effective technical support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>N: Students<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program has student support services to address the various needs of students at different levels within the organization. The levels of support are appropriate and adequate for a student\u2019s success.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program makes and monitors plans for students as they transition both into and out of the online environment.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA requires that students receive assistance when moving into and out of different types of placements and learning settings; it also requires transition support for moving from K-12 into further education or work settings (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>N-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides an orientation to online learning technologies and successful online student practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>N-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides academic and administrative services to address their academic and developmental needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>N-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides support services for individual needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides support services including access to and information about related services for individual needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA requires disclosure about services that meet student needs and requires schools to locate and fund these services (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>N-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides access to learning and assessment content, instruction, technologies and resources.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>N-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Establishes standards for teacher-to-student communication.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>N-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides timely and meaningful assessment feedback.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>N-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides timely, effective technical support.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>O: Guidance services<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program has guidance services to support students and parents to ensure success of the online program. Depending on the program, these services are either directly provided by the program or a service provider, or in the case of supplemental programs, these services may be provided by the local school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program has guidance services to support students and parents to ensure their success in the online program, including behavioral support. Depending on the program, these services are either directly provided by the program or service provider, or in the case of supplemental programs, these services may be provided in collaboration with the brick-and-mortar school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA stipulates that when a child\u2019s behavior interferes with their ability to learn, appropriate strategies, such as Positive Behavior Interventions and Supports (PBIS) should be considered (IDEA, 2004). PBIS is an effective strategy for reducing behavior problems (Carr et al., 1999).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>O-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Ensures academic advising is provided for students to meet requirements of the program and\/or school.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides guidance for struggling learners and their parents, including information about referrals to and evaluations for special education.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA stipulates a Child Find process where students can be identified and assessed for disabilities in educational settings. Further, parents are to be involved in this process (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>O-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides staff training in the unique student needs of online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>O-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides tools and\/or information to assist students in determining the appropriateness of specific courses for their academic needs.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>O-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Understands the network of services available to support online learning.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>P: Organizational support<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program has organizational support to oversee the instructional learning environment as it is conveyed through technology. Some organizational support services may be distributed between the program and other entities, depending on the physical location where the students are taking their online courses.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>P-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides an online learning environment that is appropriately maintained, secure and is a productive and safe work environment for students and staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>P-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Provides a work environment consisting of the resources, tools, and organizational policies that enables staff to implement the program\u2019s mission, beliefs and objectives.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Q: Parents\/ Guardians<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>In a quality online program, parents and guardians play an integral part in their students\u2019 educational life. They work as a team with faculty, administrators, guidance services, and organizational support to ensure a quality educational experience for their students.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Q-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Are provided information about the program, successful online student practices and supportive learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Parents are informed about their roles in student learning and offered strategic support for those roles.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA requires disclosure to parents regarding student strengths and progress; Borup, et. al\u2019s (2013) work suggests that parent roles in online schools are extended and that little support for these new roles exists (IDEA, 2004; Borup, Graham, &amp; Davies, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Q-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Receive timely responses from faculty and staff.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Q-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Receive critical information about student progress and are encouraged to communicate with faculty and administrators to best support the online learning student.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R: Program evaluation<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program recognizes the value of program evaluation. Program evaluation is both internal and external and informs all processes that affect teaching and learning. Internal evaluations often are more informal in nature and may provide immediate feedback on a targeted area of inquiry. External program evaluations typically look at the entire program from an objective perspective that will bring additional credibility to the results.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program recognizes the value of comprehensive, ongoing program evaluation. Program evaluation is both internal and external and informs all processes that affect teaching and learning, including academic and non-academic processes. Internal evaluations often are more informal in nature and may provide immediate feedback on a targeted area of inquiry. External program evaluations typically look at the entire program from an objective perspective that will bring additional credibility to the results.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assesses the persistence and attrition of subgroups, and conducts regular access audits regarding intake, graduation, and progress towards IEP goals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>IDEA requires that students have performance goals; these goals can be both academic and\/or social and should be monitored using data (IDEA, 2004).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts ongoing internal evaluations that include regularly collecting and analyzing data based on national, state, and\/or program metrics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts ongoing internal evaluations that include using clearly articulated measures to evaluate its learners.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts ongoing internal evaluations that include determining program success by measuring student achievement and satisfaction based on valid and reliable assessment techniques.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Additional Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program uses assessments with adequate floors and ceilings (range of easy and difficult items) for special needs populations served by the program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Assessments which may be valid for the general population may not be valid for students with special needs who may require extended floors (Catts, Petscher, Schatschneider, Bridges &amp; Mendoza, 2009).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts ongoing internal evaluations that include ensuring students participate in state or national standardized testing, as appropriate and evaluating results against state or national data.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts ongoing internal evaluations that include consistently evaluating faculty to assure instructional&nbsp; quality, using clear, consistent policies, measures and procedures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts ongoing internal evaluations that include reviewing and evaluating courses to ensure quality, consistency with the curriculum, currency, and advancement of the student learning outcomes.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts periodic external evaluations that include validating internal evaluation process and results.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts periodic external evaluations that include independently assessing progress towards goals, mission and strategic plan of program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Conducts periodic external evaluations that include informing an improvement plan for the online program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>R-10<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Communicates evaluation results to program stakeholders.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S: Program improvement<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program establishes a culture of continual program improvement. Improvement planning focuses on using program evaluations, research, and promising practices to improve student performance and organizational effectiveness. It fosters continuous improvement across all aspects of the organization and ensures the program is focused on accomplishing its mission and vision.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-1<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Uses strategic, long-range and operational planning and evaluation to continuously improve its educational programs and services.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-2<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Uses data effectively to drive instructional and management decision-making.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-3<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Advancement of the program\u2019s vision and mission.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-4<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Student achievement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-5<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Internal and external evaluation.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-6<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Current research in the relevant areas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Recommended Revision to Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>A quality online program seeks out and incorporates rigorous research in relevant areas.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Justification<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Implementing evidence-based practices for students with disabilities requires different levels and types of vigilance than for other populations (Cook &amp; Odom, 2013).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-7<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Promising practices.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-8<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Beta testing and peer review.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-9<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Satisfaction surveys by students, parents, teachers and schools as appropriate.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-10<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Evaluation of curriculum and instruction as it relates to student achievement.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-11<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regular online teacher performance evaluations.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-12<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Reviewing and updating policies and procedures.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-13<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Reviewing appropriateness, effectiveness and quality of teaching and learning technologies.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>S-14<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><strong>Current Standard<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Regular online course reviews.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>No suggestions for modifications for this standard<\/strong><\/p>\n<!-- \/wp:paragraph --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:genesis-blocks\/gb-accordion {\"accordionFontSize\":24} -->\n<div class=\"wp-block-genesis-blocks-gb-accordion gb-block-accordion gb-font-size-24\"><details><summary class=\"gb-accordion-title\">Appendix B <br \/>Ratings Resulting from Online Survey: <em>Program Standards<\/em><\/summary><div class=\"gb-accordion-text\"><!-- wp:columns -->\n<div class=\"wp-block-columns\"><!-- wp:column {\"width\":\"100%\"} -->\n<div class=\"wp-block-column\" style=\"flex-basis:100%\"><!-- wp:table {\"className\":\"is-style-stripes\"} -->\n<figure class=\"wp-block-table is-style-stripes\"><table><tbody><tr><td class=\"has-text-align-center\" data-align=\"center\"><strong>Standard (at time of review)<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Rating<br>Dimension<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Range<\/strong><\/td><td class=\"has-text-align-center\" data-align=\"center\"><strong>Average<br>Rating<\/strong><\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Stipulates a climate of non-discrimination for students, parents, and employees based on race, ethnicity, gender, sex, and\/or disability status.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>None<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.25<br>4<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Members are included who have expertise, experience with, and interest in students with disabilities.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-4<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3<br>3.75<br>3.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Collaborates with program leadership to implement policies and procedures that are in compliance with federal policies, state educational statutes, and regional accrediting agencies.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>1-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.75<br>3.5<br>3.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Plan for expenses related to accommodations and modifications for students served under disability plans (e.g., IEPs, 504 plans).<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>3-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>4.25<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Addresses the requirements for resources that effectively and efficiently serve their students and faculty, including curriculum, technology, support (including services for students with disabilities), professional development, and fiscal viability.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>3-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.75<br>4<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Sufficient staff is hired or provided with preparation and training to provide a meaningful education for all students, including students with disabilities.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>3-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.25<br>4<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Program leaders are aware of state, local, and federal funds for supporting students with disabilities and leaders use these funds appropriately.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>None<br>1-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>4<br>3.25<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Policies stipulate non-discouragement and non-rejection and are inviting to students with special needs.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>1-3<br>1-4<br>3-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>2.25<br>2.25<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Ensures that students have inclusive, equitable access to the program consistent with its mission and purposes.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-4<br>1-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3<br>2.75<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online program collects data about a variety of learner outcomes, including outcomes for students with disabilities, and regularly reports that information to stakeholders.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>3-4<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.25<br>3.75<br>3.75<br>4<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">The online program has provisions for sharing data about students with disabilities with stakeholders for the purpose of decision-making and goal monitoring.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>3.75<br>3.25<br>3.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">A quality online program will have a well-thought-out approach to curriculum and course design that includes attention to Section 508 and Universal Design for Learning guidelines, whether it develops its own courses and\/or licenses them from other providers and the program is capable of responding to learner-initiated goals.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-4<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.33<br>2.33<br>2.33<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Grants equitable access to students with disabilities which affords them the opportunity to learn as well as their peers without disabilities.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>1-4<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3<br>2.33<br>2.33<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Is designed with consideration for time and place constraints and supports access, usage, and responses.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>2-4<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>2.75<br>2.75<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Instruction in the online program balances rigor with scaffolding and other supports, along with the adjustment of expectations based on learner needs and learner goals, both formal (e.g., IEP) and informal.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>1-4<br>2-4<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>2.5<br>2.75<br>2.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Uses assessment data to evaluate learner-initiated or IEP goals; It also uses assessment as part of Child Find procedures for identifying students with disabilities as early as possible. Finally, it employs assessments which are valid and reliable for special needs populations, in addition to informal assessment.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>3-4<br>2-5<br>None<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.75<br>3.5<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Enables students to monitor their own learning progress and incorporates charting and other appropriate visual displays of data.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>2-4<br>1-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>3.25<br>3<br>3.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">A quality online program provides additional support for teachers with disabilities; It also encourages formal and informal faculty collaboration around students and collects and reviews teacher attrition data.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">None<br>2-4<br>2-5<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">5<br>3.33<br>3.67<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">A quality online program makes and monitors plans for students as they transition both into and out of the online environment.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.25<br>3<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Provides support services including access to and information about related services for individual needs.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">2-5<br>3-4<br>2-5<br>2-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.25<br>3.5<br>3<br>3.25<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">A quality online program has guidance services to support students and parents to ensure their success in the online program, including behavioral support. Depending on the program, these services are either directly provided by the program or service provider, or in the case of supplemental programs, these services may be provided in collaboration with the brick-and-mortar school.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>2-4<br>2-4<br>2-3<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>3<br>2.75<br>2.67<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Provides guidance for struggling learners and their parents, including information about referrals to and evaluations for special education.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>1-4<br>1-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>2.75<br>2.75<br>3<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Parents are informed about their roles in student learning and offered strategic support for those roles.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>2-5<br>2-5<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.25<br>3.67<br>3.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">A quality online program recognizes the value of comprehensive, on-going program evaluation. Program evaluation is both internal and external and informs all processes that affect teaching and learning. Internal evaluations often are more informal in nature and may provide immediate feedback on a targeted area of inquiry. External program evaluations typically look at the entire program from an objective perspective that will bring additional credibility to the results.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>3-4<br>1-4<br>1-3<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>3.75<br>3<br>2.5<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Assesses the persistence and attrition of subgroups, and conducts regular access audits regarding intake, graduation, and progress towards IEP goals.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>2-4<br>1-4<br>1-4<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>3.5<br>3<br>2.75<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Uses assessment techniques with adequate floors and ceilings for special needs populations served by the program.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">3-5<br>1-3<br>2-4<br>1-3<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.5<br>2.25<br>2.75<br>2.33<\/td><\/tr><tr><td class=\"has-text-align-center\" data-align=\"center\">Rigorous research in relevant areas.<\/td><td class=\"has-text-align-center\" data-align=\"center\">Relevance<br>Specificity<br>Competency<br>Difficulty<\/td><td class=\"has-text-align-center\" data-align=\"center\">4-5<br>1-4<br>1-4<br>2-3<\/td><td class=\"has-text-align-center\" data-align=\"center\">4.75<br>2.75<br>2.5<br>2.75<\/td><\/tr><\/tbody><\/table><\/figure>\n<!-- \/wp:table --><\/div>\n<!-- \/wp:column --><\/div>\n<!-- \/wp:columns --><\/div><\/details><\/div>\n<!-- \/wp:genesis-blocks\/gb-accordion -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Programs",
            "excerpt": "Report #2: Programs  The purpose of this report is to share findings from an expert panel about improving the program standards\u2019 applicability to online learning.",
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            "path": "\/research\/publications\/a-report-to-the-legislature-2016\/",
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            "content": "A Report to the Legislature addresses the requirements that are listed in Section 98 (6) of P.A. 249 of 2016.\n\n<a href=\"https:\/\/media.mivu.org\/RPT_MVU_Legislative_2016.pdf\" class=\"btn\" target=\"_new\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2016",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 249 of 2016, which requires the Michigan Virtual University (MVU) to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual School (MVS) for the preceding fiscal year. ",
            "slug": "a-report-to-the-legislature-2016",
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            "publication_category": "Michigan, Michigan Virtual Legislative Reports",
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        {
            "id": 27337,
            "path": "\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-introduction-to-the-analysis-of-the-inacol-program-course-and-teacher-standards\/",
            "author_id": 54,
            "timestamp": 1480568400,
            "content": "<!-- wp:heading {\"level\":3} -->\n<h3><strong>Meeting the Needs of Students with Disabilities Series: <em>Overview<\/em><\/strong><\/h3>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>This report, which provides an overview of the entire project, is the first report in a series of reports offering suggestions for revisions to the iNACOL Program, Course, and Teacher Standards. The <a aria-label=\"second report (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-programs\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">second report<\/a> addresses the National Standards for Quality Online Programs, the <a aria-label=\"third report (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-courses\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">third report<\/a> addresses the National Standards for Quality Online Courses, and the <a aria-label=\"fourth report (opens in a new tab)\" href=\"https:\/\/michiganvirtual.org\/research\/publications\/meeting-the-needs-of-students-with-disabilities-in-k-12-online-learning-an-analysis-of-the-inacol-standards-for-quality-online-teaching\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">fourth report<\/a> addresses the National Standards for Quality Online Teaching.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4><strong>Abstract<\/strong><\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>While many acknowledge that participation in virtual schooling holds considerable potential for increased access to different types of courses, credit recovery, and personalization, there is no guarantee that these benefits will be realized without careful planning (Barbour, Archambault, &amp; DiPietro, 2013). To improve service delivery online, several researchers at the University of Kansas, who are also affiliated with the Center on Online Learning and Students with Disabilities undertook a review process to incorporate research and practical understanding about serving students with disabilities into the iNACOL National Standards for Quality Online Teaching (2011a), iNACOL National Standards for Quality Online Courses (2011b), and iNACOL National Standards for Quality Online Programs (2011c). These researchers assembled under the commission of the Michigan Virtual Learning Research Institute (MVLRI). This report is part of a series of four reports and includes the introductory information and methodology for the review process. The other three reports in the series are the reviews of the iNACOL National Standards for Quality Online Teaching, iNACOL National Standards for Quality Online Courses, and iNACOL National Standards for Quality Online Programs as well as implications, conclusion, and suggestions for further research for each specific set of standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>Acknowledgments<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The authors would like to acknowledge the work of additional contributors to and reviewers of the reports:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Sandra Albert, Director of Exceptional Children Programs:&nbsp;<em>Rowan-Salisbury Schools, Salisbury, NC<\/em><\/li><li>Eliz Colbert, Executive Director:&nbsp;<em>North Carolina Virtual Public Schools<\/em><\/li><li>Mark Deschaine, Assistant Professor, Project Director of the Lifespan Autism Initiative:&nbsp;<em>Central Michigan University, Mount Pleasant, MI<\/em><\/li><li>Sarah Gamble, Executive Director of Academics:&nbsp;<em>Primavera Technical Learning Center, Chandler, AZ<\/em><\/li><li>Sarah Newman, Supervisor of Special Needs:&nbsp;<em>Georgia Department of Education<\/em><\/li><li>Sam Slike, Director of Special Education Online Programs:&nbsp;<em>St. Joseph\u2019s University, Philadelphia, PA<\/em><\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:heading -->\n<h2>Introduction&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>The National Education Policy Center reported that one in 10 students enrolled in a virtual school has a disability, yet virtual schools \u2013 be they state or corporate-sponsored \u2013 invest little in this population (Molnar, et. al., 2013). Consequences of not meeting the needs of students with disabilities include high attrition and generally poor achievement (Deshler, Rice, &amp; Greer, 2014; Rice, East, &amp; Mellard, 2015b). These unacceptable outcomes are part of the low performance of at-risk students \u2013 the fastest-growing segment of virtual student enrollments (Miron, 2016).&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>While many acknowledge that online learning \u2013 particularly participation in virtual schooling \u2013 holds considerable potential for increased access to different types of courses, credit recovery, and personalization, there is no guarantee that these benefits will be realized on their own (Barbour, Archambault, &amp; DiPietro, 2013). Strategic action from practitioners, researchers, and policymakers in cooperation with virtual school course developers is required. Initial descriptions of what quality programs, courses, and teaching should look like first appeared as iNACOL standards documents in 2009 (Pape &amp; Wicks, 2009). When these documents were first drafted, little was known about what service and instructional delivery for students with disabilities should look like. However, six years ago the Office of Special Education Programs (OSEP) funded the <a aria-label=\"Center on Online Learning and Students with Disabilities (opens in a new tab)\" href=\"http:\/\/centerononlinelearning.org\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"rank-math-link\">Center on Online Learning and Students with Disabilities<\/a> (COLSD). This group began conducting studies related to program design, online curriculum, accessibility, inclusion, and educator knowledge around serving students with disabilities. A handful of other researchers not affiliated with the center were also working to make contributions to the understanding of these topics. Since that time, researchers have learned:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Teachers who work in online learning environments with students with disabilities construct their roles around monitoring student work, enlisting parents as co-monitors, and providing social and emotional support to students and their families (Rice &amp; Carter, 2015a; Rice &amp; Carter, 2015b);&nbsp;<\/li><li>Administrators in online learning environments focus on resolving disputes between teachers and families, counseling students and parents regarding course types and loads, and providing information about compliance with legal mandates to students (Carter &amp; Rice, 2016; Rice &amp; Carter, 2015b);&nbsp;<\/li><li>Teachers in online environments receive little initial preparation or subsequent support for instructing students with disabilities; they do receive support for relationship building online (Smith, Basham, Rice, &amp; Carter, 2016);&nbsp;<\/li><li>The content of online learning curriculum poses substantial challenges to students with disabilities who have difficulty with reading (Greer, Rice, &amp; Deshler, 2014);&nbsp;<\/li><li>Very little research in online learning for students with disabilities has focused on large studies of achievement, and discussion about policy is lacking (Greer, Rice, &amp; Dykman, 2014).&nbsp;<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In addition, researchers have outlined several important legalities governing service and instructional delivery in special education settings (Basham, Carter, Rice, &amp; Ortiz, in press; Burgstahler, 2015; Collins, Green, Nelson, &amp; Madahar, 2015; Rice, East, &amp; Mellard, 2015a). Many of these questions are still under consideration, but include:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>How do concepts of eligibility, assessment, and individualized education plan (IEP) development and implementation apply in online environments with varying amounts of personalization already in place?&nbsp;<\/li><li>How are traditional supports for students with disabilities, including modifications and accommodations, changed in an online environment?&nbsp;<\/li><li>How are the Individuals with Disabilities Education Act (IDEA) constructs of free appropriate public education (FAPE) and least restrictive environment (LRE) represented in the online environment?&nbsp;<\/li><li>What\u2019s the best approach for ensuring that students\u2019 progress monitoring data are incorporated into curricular, instructional, and placement decisions in their IEPs?&nbsp;<\/li><li>What distinctions are relevant between personalization and individualization of instruction and curriculum?<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>These questions can be more fully addressed when research on students with disabilities in online learning environments is incorporated more fully into program and course development and when teachers have the support and opportunities to develop practical understanding of these challenges.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Reviewing the Standards and Making Recommendations<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>To improve service delivery online, several researchers at the University of Kansas, who are also affiliated with COLSD, have personally undertaken a review process to incorporate research and practical understanding about serving students with disabilities into the iNACOL National Standards for Quality Online Teaching (2011a), iNACOL National Standards for Quality Online Courses (2011b), and iNACOL National Standards for Quality Online Programs (2011c). These researchers assembled under the commission of the Michigan Virtual Learning Research Institute (MVLRI\u2122). This report is part of a series of four reports and includes the introductory information and methodology for the review process. The other three reports in the series are the reviews of the iNACOL National Standards for Quality Online Teaching, iNACOL National Standards for Quality Online Courses, and iNACOL National Standards for Quality Online Programs as well as implications, conclusion, and suggestions for further research for each specific set of standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>To determine what revisions should be suggested, the researchers used the following procedures:&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list {\"ordered\":true} -->\n<ol><li>Team members engaged in a thorough review of the existing program, course, and teaching standards (iNACOL, 2011a; Pape &amp; Wicks, 2009)&nbsp;<\/li><li>Team members acquired and reviewed recent research and disability legislation, particularly the IDEA (2004) and Sections 504 and 508 of the Rehabilitation Act of 1973.&nbsp;<\/li><li>Two team members individually reviewed the standards against the research and legislation, beginning with the program standards, noting where the research\/laws did not appear or did not support a given standard. Team members then either (a) suggested revisions to the existing standard to include the relevant research\/law or (b) proposed a new standard.&nbsp;<\/li><li>Team members came together to share their findings and discuss language and other modifications to the standards after their independent reviews. Where disagreement about the level to which language should be changed, or added arose, a third member contributed additional perspectives.&nbsp;<\/li><li>Steps 3 and 4 were repeated for both course and teacher standards.&nbsp;<\/li><li>The revised and newly written standards were presented to an invited panel of experts (please see description of expert reviewers below), using Qualtrics survey software, for commentary along the dimensions of (1) relevance to students with disabilities, (2) specificity of language, (3) level of competency needed to perform said standard, and (4) difficulty of implementation. All the dimensions were rated on a five-point scale, except specificity, which was rated on a four-point scale. On all the dimensions, a higher score was desirable and indicated that the standard was of good quality. Separate reviewers were assigned to program, course, or teaching standards depending on their expertise; a total of 12 reviewers rated standards, with four unique raters per standard type.&nbsp;<\/li><li>Reviewer feedback was considered, and revisions were made to incorporate reviewer feedback.&nbsp;<\/li><li>The revised and newly proposed standards were presented to a focus group of experts, some of whom had provided input via the Qualtrics survey, while others were new to the conversation. These reviewers made further commentary. Again, separate panels were assembled for program, course, and teaching standards. When panelists could not attend the synchronous meeting, they were invited to share their perspectives in individual telephone calls.&nbsp;<\/li><li>Final revision and new standards suggestions were delivered to MVLRI for inclusion in their larger review of the standards.<\/li><\/ol>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>During the review process, members of the research team worked to identify individuals who could comment on both online education and students with disabilities. Even so, some reviewers had more experience with only one of these. After an extensive invitation process, six reviewers provided feedback through Qualtrics or participated in the discussion group about the program standards, seven reviewers provided feedback through Qualtrics or participated in the discussion group about the course standards, and six reviewers provided feedback through Qualtrics or participated in the discussion group about the teaching standards. No reviewer served on more than one committee.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>During the Qualtrics-based review, almost all the proposed standards rated very high regarding relevance. When standards were rated low, it was due to concerns over the feasibility of implementation to the specificity of the language. The ratings from the Qualtrics-based review were used to guide the teleconference: standards that scored low on one or more dimensions were focal points of the conversation. The key standards addressed in the teleconference, as well as the dimensions they were rated low on, are highlighted in the tables contained in the respective program, course, and teaching suggestions documents (i.e., reports two, three, and four, respectively). These tables include the specific scores assigned to each standard on each of the four rating dimensions. In conducting the teleconference with the reviewers, researchers were advised to shift several of these problematic standards to other domains. For instance, the course standard about scaffolding and supporting students was regarded to be more of a responsibility of the teacher rather than the course designer because course designers typically do not interact directly with children. Other standards, such as those dealing with accessibility in the course standards and adherence to the policy of \u201cno reject\u201d from IDEA in the program standards were deemed difficult to implement. These difficulties arose from a lack of awareness on the part of online educators, course designers, or program administrators. In these cases, the standards (despite being identified as difficult to implement) were retained as a ballast to give guidance to professional development and, where possible, initial preparation of teachers for online learning environments.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Thus, following the stages of standards review and revision described above, final versions of proposed revisions to the iNACOL National Standards for Quality Online Programs, iNACOL National Standards for Quality Online Courses, and iNACOL National Standards for Quality Online Teaching were created. These proposed revisions can be seen alongside their original forms in the second, third, and fourth reports in this series, respectively. These reports also include a justification for the indicated changes that stem from cited research or law.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Implications, Conclusion, and Future Research&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Moving forward, we hope that the iNACOL standards committee will consider including our suggested revisions and additional standards for online programs, courses, and teachers as they review and update the standards.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For practitioners, the revised standards should provide clarity regarding what aspects of disability service delivery are most vulnerable in the online environment. These standards should help inform areas of educator preparation, as well as practice. Moving forward, targeted efforts to maximize the adoption of such standards by teacher educators and education agencies will be key to leveraging the revisions of these standards to benefit significant changes in practice.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Using this information, various entities can determine which elements of disability services can be addressed in program design, which are better suited to course design, and which should be the primary responsibilities of teachers. In completing this revision process, researchers saw the importance of identifying strong professional development for educators at all levels around legalities of IDEA and sections 504 and 508 of the Americans with Disabilities Act. However, it also became clear that the program directors have responsibilities to:<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>Determine what data to gather,&nbsp;&nbsp;<\/li><li>Decide who will see the data,&nbsp;&nbsp;<\/li><li>Decide how the data will be used to serve students with disabilities, and&nbsp;&nbsp;<\/li><li>Monitor course design and teacher work.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>In turn, course designers should be developing courses that consider<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>National and state standards,&nbsp;&nbsp;<\/li><li>Reading demands of required texts,&nbsp;&nbsp;<\/li><li>Accessibility of content (bandwidth length as well as learner variability), and&nbsp;&nbsp;<\/li><li>Types of data that provide information for the range of learners.<\/li><\/ul>\n<!-- \/wp:list -->\n\n<!-- wp:paragraph -->\n<p>Finally, teachers have primary responsibilities for understanding individualization techniques and strategies for implementing IEPs, building relationships with students and parents that allow them to learn relevant information that goes uncollected by course systems, and providing feedback to course designers and program directors. With these roles in place, the revision suggestions provide practical ways for programs to increase the enrollment, retention, and completion of students with disabilities and provide topics for guidance in professional development based on roles and responsibilities.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For researchers, the revised standards provide opportunities to measure student achievement for students with disabilities in accordance with specific guidelines and procedures designed to support them. Areas that will be important to study include A) the adoption of these standards and how they are implemented by different agencies, and B) respective differences in measured as well as perceived success of students with disabilities in schools that use these standards compared with those that do not.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For future policy on online learning, these standards will inform guidelines and policies for K-12 online learning as they relate to how students move into the environments as they enroll, through the environment as they persist in the course, and out of the environment as they matriculate. Moving out of the environment may mean returning to a traditional setting, enrolling in a university or post-high school training context, or entering the workforce. Managing these transitions is important for all students but critical for students with disabilities and mandated by IDEA. The transition process can include regular orientation processes that include a review of the IEP that engages stakeholders in planning for what will happen with students when they start to struggle, when the course is over, when students move to a new virtual environment, or when graduation occurs. The suggested revisions to the standards will give students with disabilities in online learning the visibility needed to make it into additional state and national conversations about making online learning a viable option for all P-12 students. As practice, research, and policy come together via these new standards, close collaborations between various entities concerned with disability services are possible.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>References&nbsp;<\/h2>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Barbour, M., Archambault, L., &amp; DiPietro, M. (2013). K\u201312 online distance education: Issues and frameworks. <em>American Journal of Distance Education<\/em>, 27, 1-3.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Basham, J. D., Carter, R. A., Jr., Rice, M. &amp; Ortiz, K. (in press). Emerging state policy in online special education. <em>Journal of Special Education Policy.<\/em>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices and students with disabilities.<em> Social Inclusion<\/em>, 3, 69-79.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Carter, R. A., &amp; Rice, M. F. (2016). Administrator work in leveraging technologies for students with disabilities in online coursework. <em>Journal of Special Education Technology<\/em>, 31(3), 137-146.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Colorado, J. T., &amp; Eberle, J. (2010). Student demographics and success in online learning environments. <em>Emporia State Research Studies<\/em>, 46(1), 4-10.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Collins, K. M., Green III, P. C., Nelson, S. L., &amp; Madahar, S. (2015). Cyber charter schools and students with dis\/Abilities: Rebooting the IDEA to address equity, access, and compliance. <em>Equity &amp; Excellence in Education<\/em>, 48(1), 71-86.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Deshler, D., Rice, M., &amp; Greer, D. (2014, April). <em>Which demographic variables predict final grades for high school students enrolled in online English\/ELA courses? Results from a regression analysis.<\/em> Presentation at the annual meeting of the American Educational Research Association. Philadelphia, PA.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Greer, D., Rice, M., &amp; Deshler, D. (2014). Applying principles of text complexity to online learning environments. <em>Perspectives on Language and Literacy<\/em>, 40, 9-14.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Greer, D., Rice, M., &amp; Dykman, B. (2014). Reviewing a decade (2004-2014) of research at the intersection of online learning coursework and disability (pp. 135-159). In R. Ferdig and K. Kennedy (Eds.) <em>Handbook of research on K-12 online and blended learning<\/em>. Pittsburgh, PA: ETC Press.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Individuals with Disabilities Education Act (IDEA), 20 U.S.C. \u00a7 1400 (2004). iNACOL, (2011). <em>National standards for quality online courses. <\/em><a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-courses-v2.pdf\">http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-courses-v2.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>iNACOL, (2011). <em>National standards for quality online programs. <\/em><a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-programs.pdf\">http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-programs.pdf<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>iNACOL, (2011). <em>National standards for quality online teaching. <\/em><a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-teaching-v2.pdf\">http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-for-qualityonline-teaching-v2.pdf<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Miron, G. (2016). <em>Review of the policy framework for online charter schools. <\/em>National Education Policy Center. <a href=\"http:\/\/nepc.colorado.edu\/files\/reviews\/TTR%20Miron%20Online%20Charters_0.pdf\">http:\/\/nepc.colorado.edu\/files\/reviews\/TTR%20Miron%20Online%20Charters_0.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Molnar, A., Miron, G., Huerta, L., King Rice, J., Cuban, L., Horvitz, B., &amp; Rankin Shafer, S. (2013). <em>Virtual schools in the US 2013: Politics, performance, policy, and research evidence. <\/em>Boulder, CO: National Education Policy Center. <a href=\"http:\/\/files.eric.ed.gov\/fulltext\/ED558723.pdf\">http:\/\/files.eric.ed.gov\/fulltext\/ED558723.pdf<\/a><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Pape, L. &amp; Wicks, M. (2009). <em>National standards for quality online programs. <\/em><a href=\"http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-forquality-online-programs.pdf\">http:\/\/www.inacol.org\/wp-content\/uploads\/2015\/02\/national-standards-forquality-online-programs.pdf<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., &amp; Carter, Jr., R. A. (2015a). <em>When we talk about compliance, it\u2019s because we lived it: Online educators\u2019 experiences supporting students with disabilities. <\/em>Online Learning, 19(5), 18-36.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M. &amp; Carter, Jr., R. A. (2015b). With new eyes: : Online teachers\u2019 sacred stories of students with<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>disabilities. In M. Rice (Ed.) <em>Exploring pedagogies for diverse learners online<\/em> (pp. 205-226).<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Bingley, UK: Emerald Group Publishing.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., East, T., &amp; Mellard, D.F. (2015a). <em>IDEA principles in the online environment: Free appropriate public education, least restrictive environment and due process issues: <\/em>Superintendent Forum Proceedings (Report No. 3). Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas. <a href=\"http:\/\/centerononlinelearning.org\/wpcontent\/uploads\/Superintendent_Topic_3_Summary_November2015.pdf\">http:\/\/centerononlinelearning.org\/wpcontent\/uploads\/Superintendent_Topic_3_Summary_November2015.pdf<\/a>&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Rice, M., East, T., &amp; Mellard, D.F. (2015b). <em>IDEA principles in the online environment: IEP and eligibility:<\/em> Superintendent Forum Proceedings (Report No. 4). Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas. <a href=\"http:\/\/centerononlinelearning.org\/wpcontent\/uploads\/Superintendent_Topic_4_Summary_November2015.pdf\">http:\/\/centerononlinelearning.org\/wpcontent\/uploads\/Superintendent_Topic_4_Summary_November2015.pdf<\/a>&nbsp;&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104. Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. \u00a7 794 (d)).\u00a0<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Smith, S. J., Basham, J. D., Rice, M., &amp; Carter, R. A., Jr. (2016). Preparing special education teachers for online learning: Findings from a survey of teacher educators. <em>Journal of Special Education Technology,<\/em> 31, 170-178.<\/p>\n<!-- \/wp:paragraph -->",
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            "content": "\n\nIn this episode, we\u2019re joined by not one but two guests: Keith Krueger of the Consortium for School Networking and Samantha Becker of New Media Consortium. They\u2019re both here to talk about a joint project between their two organizations called the Horizon Report, an annual initiative focused on identifying the technological trends that are driving educational change, sponsored by Share Fair Nation via a grant from the Morgridge Family Foundation. During our conversation, we touch on the research process behind the report, some trends and other information called out in this year\u2019s report and the companion toolkit that helps K-12 leaders steer conversations around harnessing emerging technologies identified in the report.\n\n<a href=\"http:\/\/www.nmc.org\/publication\/nmc-cosn-horizon-report-2016-k-12-edition\/\" target=\"_blank\" rel=\"noopener noreferrer\">View the report and toolkit<\/a>\n<a href=\"http:\/\/www.nmc.org\/nmc-horizon-project-expert-panel-nomination\/\" target=\"_blank\" rel=\"noopener noreferrer\">Nominate yourself to serve on an upcoming Horizon expert panel<\/a>\n<a href=\"http:\/\/www.nmc.org\/nmc-horizon-project-submission-form\/\" target=\"_blank\" rel=\"noopener noreferrer\">Submit a project for potential inclusion in a future report<\/a>\nYou can also follow <a href=\"https:\/\/twitter.com\/keithkrueger\" target=\"_blank\" rel=\"noopener noreferrer\">@keithkrueger<\/a>, <a href=\"https:\/\/twitter.com\/sambeckertweets\" target=\"_blank\" rel=\"noopener noreferrer\">@sambeckertweets<\/a>, <a href=\"https:\/\/twitter.com\/CoSN\" target=\"_blank\" rel=\"noopener noreferrer\">@cosn<\/a>\u00a0and <a href=\"https:\/\/twitter.com\/NMCorg\" target=\"_blank\" rel=\"noopener noreferrer\">@NMCorg<\/a>.",
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            "content": "This session highlights findings from a qualitative analysis of challenges faced by teachers practicing blended learning, including concerns around curriculum orchestration, student self-management, and technology challenges, and explores ways that responsive online teacher professional development (ROPD) might be able to solicit useful feedback from blended teachers.\n<h6>Presenter<\/h6>\nJeremy Riel, University of Illinois at Chicago",
            "title": "Challenges for Teachers Implementing a Blended Learning Curriculum",
            "excerpt": "This session highlights findings from a qualitative analysis of challenges faced by teachers practicing blended learning, including concerns around curriculum orchestration, student self-management, and technology challenges, and explores ways that responsive online teacher professional development (ROPD) might be able to solicit useful feedback from blended teachers. Presenter Jeremy Riel, University of Illinois at Chicago",
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            "path": "\/blog\/research-community-sessions-of-interest-at-inacol-2016\/",
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            "content": "For the last few years, <em>MVLRI<\/em> has been discussing the importance of community and making sure that we all work together to move the field forward.\n\nBased on our discussions with members of the community, we would like to propose the idea of biannual meetings, once in the fall and once in the summer. These meetings would occur at the iNACOL (fall) and ISTE (summer) conferences, would take place over two days prior to the start of the conferences and would include a full-day preconference. The meetings would be open to anyone who would like to attend, and we would like them to be free. We are currently in negotiations with both iNACOL and ISTE staff to see if it\u2019s possible for us to use their space for these gatherings. These two days would include networking and research sessions that are in addition to those that would occur during the conferences themselves.\n\nAdditionally, there would be a chance to contribute to a collection of conference proceedings published in a special issue of the <em>Journal of Online Learning Research<\/em> at the end of the year as well as opportunities to share your work through the <em>MVLRI<\/em> webinar, podcast and blog series.\n\nStay tuned as we\u2019d like to gauge your interest in these types of gatherings and to get your feedback and input into the future activities we host.",
            "title": "Research community sessions of interest at iNACOL 2016",
            "excerpt": "For the last few years, MVLRI has been discussing the importance of community and making sure that we all work together to move the field forward. Based on our discussions with members of the community, we would like to propose the idea of biannual meetings, once in the fall and once in the summer. These...",
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            "path": "\/research\/publications\/the-changing-roles-of-educators-series-the-blended-learning-coach\/",
            "author_id": 54,
            "timestamp": 1476072000,
            "content": "<h5><strong>ABSTRACT<\/strong><\/h5>\nThis study, the first in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on the relatively novel role of the blended learning coach. The researchers sought to understand more fully the driving motivations, philosophies, and general thought processes at play when blended learning coaches work with K-12 educators in Michigan to help bring about changes in K-12 instruction through the promotion of blending online and face-to-face instruction. The researchers observed five themes that encapsulate the work of the blended learning coaches who participated in this study. The coaches\u2019 work was characterized by:\n<ul>\n \t<li>Understanding and meeting the specific, contextual needs of educators<\/li>\n \t<li>Emphasizing sound instructional practice over technological tools<\/li>\n \t<li>Helping educators embrace a shift to student agency<\/li>\n \t<li>Encouraging a change in the learning environment<\/li>\n \t<li>Engendering collaboration between educators<\/li>\n<\/ul>\n<a class=\"btn\" href=\"\/wp-content\/uploads\/2016\/10\/the-changing-roles-of-educators-series-the-blended-learning-coach.pdf\" target=\"_blank\" rel=\"noopener nofollow noreferrer\">Download the Report<\/a>\n<h5><strong>PREPARED BY<\/strong><\/h5>\nJustin Bruno,&nbsp;<em>Michigan Virtual<\/em>\n<h5><strong>WHAT WE ALREADY KNOW ABOUT THIS TOPIC<\/strong><\/h5>\nBlended learning coaches, working for an outside organization, provide guidance to teachers, administrators, and other school- and district-level personnel about how to holistically and meaningfully customize face-to-face and online learning for K-12 students.\n<h5><strong>WHAT THIS REPORT ADDS<\/strong><\/h5>\nThe work of blended learning coaches is grounded in five distinct themes, including a need to understand and serve specific needs of educators, focusing on sound instructional practice over technological solutions, embracing student agency, encouraging a change in learning environments, and engendering collaboration between educators.\n<h5><strong>IMPLICATIONS FOR PRACTICE AND\/OR POLICY<\/strong><\/h5>\nInsights gleaned from these blended learning coaches can be used to inform the practice of others filling similar roles within K-12 education, especially those who seek to promote shifts in instructional practice and provide customized, contextualized professional development and support to teachers. Additionally, since the blended learning coach role is relatively new, their practice can potentially serve as a model for new programs endeavoring to become involved in blended learning.",
            "title": "The Changing Roles of Educators Series: The Blended Learning Coach",
            "excerpt": "This study, the first in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on the relatively novel role of the blended learning coach. The researchers sought to understand more fully the driving motivations, philosophies, and general thought processes at play when blended learning coaches work with K-12 educators in Michigan to help bring about changes in K-12 instruction through the promotion of blending online and face-to-face instruction.",
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            "path": "\/research\/publications\/educating-students-across-locales\/",
            "author_id": 54,
            "timestamp": 1475812800,
            "content": "Researchers at <em>MVLRI<\/em> and the Virtual School Leadership Alliance investigated the enrollment and pass rates of students in all locales to see how well students performed.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/locale.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Educating Students Across Locales: Understanding Enrollment and Performance Across Virtual Schools",
            "excerpt": "Researchers at MVLRI and the Virtual School Leadership Alliance investigated the enrollment and pass rates of students in all locales to see how well students performed.",
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            "path": "\/about\/news\/mv-hires-business-strategist-to-capture-the-voice-of-the-customer-and-enhance-product-portfolio\/",
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            "content": "<em>Michigan Virtual<\/em> added an accomplished business strategist to its leadership team with the hiring of Ray Batt as Vice President of Business Strategy.\r\n\r\nBatt has over 25 years of service delivery, operations and general management experience, including the past six years at RR Donnelley, a leading integrated communications services provider, where he was vice president of sales. Before that, he was at Bowne &amp; Co., Inc., which Donnelley acquired in 2010. Batt plans to use his experience to help <em>Michigan Virtual<\/em> determine what its stakeholders need today and what they will need tomorrow while helping <em>Michigan Virtual<\/em> maintain its leadership position in online learning.\r\n\r\n\u201cRay has more than two decades of successful executive leadership experience in the business world. His accomplishments in strategic planning, service delivery excellence, business development, management and innovation are impressive,\u201d Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>, said. \u201cMichigan school districts will benefit from Ray\u2019s expertise, as well as from his passion for capturing the voice of the customer in guiding <em>Michigan Virtual<\/em>\u2019s future product and service development efforts.\u201d\r\n\r\n<em>Michigan Virtual<\/em>, Michigan\u2019s online learning leader, offers online courses to middle and high school students and professional development solutions to Michigan educators. Through its online school, <em>Michigan Virtual<\/em> for Students, and online and blended learning research arm, the <em>Michigan Virtual Learning Research Institute<\/em>, <em>Michigan Virtual<\/em> advances personalized education for all learners.\r\n\r\nBatt said he\u2019s ready to move to the nonprofit world after years of working for large public companies.\r\n\r\n\u201cI am thrilled and excited to be part of a team that is having a positive impact on young lives by bringing them access to educational opportunities and learning options through technology,\u201d he said.\r\n\r\nBatt will help <em>Michigan Virtual<\/em> assess its current products and services and look toward developing innovative online solutions for students and educators.\r\n\r\n\u201cAfter a successful career at companies with headquarters outside of Michigan, I am very excited about the opportunity to work for a Michigan-based organization that is a recognized leader in making learning accessible and pertinent to its constituents.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
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            "path": "\/research\/publications\/ieducator-program-design-and-reflection\/",
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            "timestamp": 1474344000,
            "content": "This report introduces and details the iEducator program and includes reflections from the administrative and instructional design teams involved in the development of the program, as well as reflections and feedback from the iEducators themselves.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/iEd_1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "iEducator: Program Design and Reflection",
            "excerpt": "This report introduces and details the iEducator program and includes reflections from the administrative and instructional design teams involved in the development of the program, as well as reflections and feedback from the iEducators themselves.",
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        {
            "id": 28492,
            "path": "\/blog\/k-12-online-and-blended-learning-research-community-meeting-at-inacol-2016\/",
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            "content": "<em>By Saro Mohammed<\/em>\n\nFor the third year, the Michigan Virtual Learning Research Institute is pleased to host a pre-conference workshop specifically focused on research at iNACOL\u2019s annual symposium. This year, MVLRI is joining with The Learning Accelerator (TLA) to bring you a free, day-long session open to all attendees \u2014 not just researchers!\n\n<strong>Title:<\/strong> K-12 Online and Blended Learning Research Community Meeting\n<strong>Date:<\/strong> Tuesday, October 25, 2016\n<strong>Time:<\/strong> Full-Day 8:00 a.m. \u2013 4:00 p.m. CT\n<strong>Room:<\/strong> 301A Henry B. Gonzalez Convention Center in San Antonio, Texas\n\nThe workshop will be hosted and facilitated by Dr. Kathryn Kennedy, Director; Justin Bruno, Research Associate; Rebecca Stimson, Senior Writer, <em>MVLRI<\/em>; and Dr. Joseph R. Freidhoff, Vice President of <em>Michigan Virtual<\/em>.\n\nWe\u2019ll kick off the day with a panel of experts, including Dr. Robert Murphy from SRI International, Dr. John Pane from RAND Corporation, and Dr. Alexandra Resch from Mathematica Policy Research. This panel is followed by three experts who will share information about funding opportunities, Dr. Erin Higgins from U.S. DOE, Dr. Hadley Moore from The Nellie Mae Education Foundation, and Britt Neuhaus from Overdeck Family Foundation. Please bring your questions!\n\n[table id=6 \/]\n\nThe panels will be followed by two topic-based networking sessions where you will meet colleagues that share your interest in topics generated by you. This will provide you with time to share and discuss collaborative opportunities.\n\nThe afternoon will be devoted to TLA\u2019s Measurement Agenda for Blended Learning and how you can use it to further implementation and measurement of your blended and personalized learning initiatives.\n\nA differentiated presentation by Dr. Saro Mohammed, Partner, TLA, walking you through the Measurement Agenda will be followed by three small group working sessions in which you will be seated with researchers, educators, administrators, funders and\/or others to problem solve, share lessons learned and otherwise apply the objectives from the Measurement Agenda to your work. Be prepared to be \u2014 and to access \u2014 experts, resources, colleagues and sounding boards for other attendees!\n\nFinally, we will end the day by sharing key insights and connections made, as well as potential next steps to keep the conversation and collaboration going. If you have any questions or ideas about research in K-12 online, blended, and personalized learning, this pre-conference workshop is just for you!\n\n&nbsp;",
            "title": "K-12 Online and Blended Learning Research Community Meeting at iNACOL 2016",
            "excerpt": "By Saro Mohammed For the third year, the Michigan Virtual Learning Research Institute is pleased to host a pre-conference workshop specifically focused on research at iNACOL\u2019s annual symposium. This year, MVLRI is joining with The Learning Accelerator (TLA) to bring you a free, day-long session open to all attendees \u2014 not just researchers! Title: K-12...",
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            "path": "\/research\/publications\/statewide-blended-learning-implementation-voices-from-fuse-ri-stakeholders\/",
            "author_id": 54,
            "timestamp": 1473480000,
            "content": "This report is the second in a series focused on research being conducted with the Highlander Institute on their Fuse RI project, a statewide blended learning implementation initiative in Rhode Island, RI.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/RPT-Fuse-RI-Pub2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Statewide Blended Learning Implementation: Voices From Fuse RI Stakeholders",
            "excerpt": "This report is the second in a series focused on research being conducted with the Highlander Institute on their Fuse RI project, a statewide blended learning implementation initiative in Rhode Island, RI.",
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            "id": 27347,
            "path": "\/research\/publications\/quality-assurance-in-k-12-online-learning-programs-michigan-case-studies\/",
            "author_id": 54,
            "timestamp": 1473220800,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\nIn the present study, case studies of three Michigan program providers are presented. Each represents a major program type--Michigan Virtual (supplemental), Westwood Cyber High School (alternative), and Michigan Connections Academy (charter). Four questions are addressed in each case study. (1) What are the providers doing to ensure quality? For each program, QA methods are documented for program inputs, processes, and outcomes. This analysis yields effective practices for each program worthy of sharing, such as Michigan Virtual's student progress widget and strong course review process, Westwood's blending of online, on-site and home instructional activities and support, and Michigan Connection's assessment objective performance report system for tracking student mastery across coursework. (2) How do iNACOL's quality metrics apply (or not apply) to each provider\/program type? Only the first two metrics (proficiency and growth) apply to Michigan Virtual as a supplemental provider, while all five apply to Westwood and Michigan Connections as schools. By definition, Westwood's alternative students rarely meet the on-time graduation rate metric. (3) What barriers do the programs face to implementing the iNACOL Quality Metrics? (4) What are some potential solutions to overcoming those barriers?. As a supplemental provider, Michigan Virtual can only influence the level of local school support for students, so it provides strong local mentor tools and support. Michigan Connections has high student mobility that impacts graduation rate and works proactively to catch students up. Alternative schools like Westwood need an extended graduation rate metric to document their impact They provide intensive support online, at school and at home to help students graduate.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/PDF\/QA-report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5>Prepared By:<\/h5>\nTom Clark, Ph.D., <em>TA Consulting<\/em>\n<h5>What We Already Know About This Topic:<\/h5>\nThe quality and effectiveness of today's K-12 online and blended learning programs and courses vary greatly. National Education Policy Center studies, MVLRI's Effectiveness Reports, and other research studies have documented problems with underachievement, high student mobility, and low graduation rates in some online and blended programs and courses. A 2012 white paper by iNACOL identifies 5 key outcomes-based performance metrics for measuring the quality and effectiveness of K-12 online and blended learning programs\u2014proficiency, individual student growth, graduation rate, college and career readiness, and closing the achievement gap\u2014and recommends that programs use them to monitor and improve their performance.\n<h5>What This Report Adds:<\/h5>\nThis report presents case studies of three exemplar programs that represent major types of K-12 online and blended learning programs (supplemental, alternative, and charter). Each of these freestanding case studies explores the ways in which a successful program seeks to ensure quality and positive student outcomes, with a focus on the five iNACOL quality metrics cited above.\n<h5>Implications for Practice and\/or Policy:<\/h5>\nFor online and blended learning to be a truly successful tool of educational transformation, it is essential that online and blended learning program are high quality and result in strong learning outcomes for students. A focus on quality assurance can help programs improve and strengthen student learning outcomes.\n<h5>Previous Publications<\/h5>\n<ul>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/about\/news\/mvu-report-examines-online-learning-policies-and-practices\/\">Evaluation and Approval Constructs for Online and Blended Courses and Providers<\/a><\/li>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/webinar-podcast\/eight-trends-in-k-12-online-and-blended-learning-and-their-implications-for-research\/\">Eight Trends in K-12 Online and Blended Learning and Their Implications for Research<\/a><\/li>\n<\/ul>",
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            "excerpt": "This report presents case studies of three exemplar programs that represent major types of K-12 online and blended learning programs (supplemental, alternative, and charter). Each of these freestanding case studies explores the ways in which a successful program seeks to ensure quality and positive student outcomes, with a focus on the five iNACOL quality metrics cited above.",
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            "content": "Using a dataset of 12,032 enrollment records from a state virtual school in the 2013-14 school year, this study examined the effect of class size and teacher load on students\u2019 learning outcomes.\n<h6>Presenter<\/h6>\nChin-Hsi Lin, Michigan State University",
            "title": "Class Size and Teachers Load: The Effect on Students' Online Learning Outcomes",
            "excerpt": "Using a dataset of 12,032 enrollment records from a state virtual school in the 2013-14 school year, this study examined the effect of class size and teacher load on students\u2019 learning outcomes. Presenter Chin-Hsi Lin, Michigan State University",
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            "path": "\/webinar\/mvlri-fall-2015-research-collaborative\/",
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            "content": "The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning to come together, get feedback on their work, and share any collaboration opportunities on grants, research, publications, etc.",
            "title": "MVLRI Fall 2015 Research Collaborative",
            "excerpt": "The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning to come together, get feedback on their work, and share any collaboration opportunities on grants, research, publications, etc.",
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            "path": "\/blog\/call-for-presentations-site-2016\/",
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            "content": "Proposals for presentations are now being accepted for the 28th annual conference of the Society for Information Technology and Teacher Education (SITE). The Conference invites proposals related to the use of information technology in teacher education and instruction about information technology in preservice, inservice, graduate teacher education and faculty\/staff development. Accepted papers presented will be published by SITE\/AACE in the Conference Proceedings and internationally distributed by LearnTechLib.org.\n\nProposals are due by October 21, 2016. The conference will be held March 5-9 in Austin, Texas.",
            "title": "Call for Presentations - SITE 2016",
            "excerpt": "Proposals for presentations are now being accepted for the 28th annual conference of the Society for Information Technology and Teacher Education (SITE). The Conference invites proposals related to the use of information technology in teacher education and instruction about information technology in preservice, inservice, graduate teacher education and faculty\/staff development. Accepted papers presented will be...",
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            "path": "\/about\/news\/mv-signs-on-as-mhsaas-preferred-provider-of-online-education\/",
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            "content": "Providing educational opportunities is central to the missions of both the Michigan High School Athletic Association and <em>Michigan Virtual<\/em>. To promote its expansive opportunities for online education for Michigan high school students and educators, <em>Michigan Virtual<\/em> will serve as the preferred provider of online education supporting MHSAA events and digital initiatives during the 2016-17 school year.\r\n\r\n<em>Michigan Virtual<\/em> is a nonprofit corporation established in 1998 to deliver online education and training opportunities to Michigan\u2019s K-12 community and operates the <em>Michigan Virtual<\/em> for Students. Considered a national leader in providing online education, <em>Michigan Virtual<\/em> has enrolled over 200,000 online courses in a broad range of core academic courses aligned with state standards, college-level equivalent courses; enrichment and world language courses, and other innovative online experiences. <em>Michigan Virtual<\/em> is accredited by third-party AdvancED, meaning its instructors, tools, services and staff meet or exceed essential standards of educational quality.\r\n\r\n<em>Michigan Virtual<\/em> currently is working with 497 schools across Michigan to provide students more than 200 online courses, including 22 Advanced Placement courses and instruction in seven world languages. Like the MHSAA, <em>Michigan Virtual<\/em> serves students grades 6-12.\r\n\r\n\u201cWe focus on the whole child in educational athletics, and we see <em>Michigan Virtual<\/em> as helping local schools broaden the academic offerings they can provide to students,\u201d said John E. \u201cJack\u201d Roberts, executive director of the MHSAA. \u201cWe help students compete in the local athletic arena; <em>Michigan Virtual<\/em> helps students compete in the global classroom.\u201d\r\n\r\n<em>Michigan Virtual<\/em> for Students will have an on-site presence at MHSAA championship events throughout this school year and also digitally on MHSAA.com and in coordination with the MHSAA\u2019s social media platforms. <em>Michigan Virtual<\/em> also will receive air time as part of MHSAA video and radio programming.\r\n\r\n<em>Michigan Virtual<\/em> courses are designed to provide the same rigor as those students experience in a face-to-face classroom setting while allowing students scheduling flexibility and the ability to work at their own pace. Core courses aligned with the Michigan Merit Curriculum (MMC) and the Common Core are available in English, math, science, social studies and world languages. Also, nearly 90 <em>Michigan Virtual<\/em> courses are approved by the National Collegiate Athletic Association, an additional value for student athletes seeking to secure eligibility at the college level.\r\n\r\n\"Increasingly, students involved with interscholastic athletics want and need school options that can be accessed outside the traditional school schedule,\u201d Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>, said. \u201cWe are excited about our new partnership with the MHSAA and look forward to helping more students and their parents learn about the value and potential of online learning options from <em>Michigan Virtual<\/em>.\"\r\n\r\n<em>Michigan Virtual<\/em> for Students is funded by the Michigan legislature and revenues from the courses it offers. Under current legislation, students in grades 6-12 are allowed to take up to two courses per semester during the regular school year paid for by their schools, and students also may pay to take additional courses either during the school year or in the summer. Courses are developed by <em>Michigan Virtual<\/em> or include content licensed from nationally-recognized providers.\r\n\r\nAdditionally, the MHSAA and <em>Michigan Virtual<\/em> have agreed to explore possible areas of collaboration related to online and blended professional development for athletic directors, coaches and other sports officials.\r\n<h4>About Michigan Virtual<\/h4>\r\nMichigan Virtual is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual and Michigan Virtual Learning Research Institute.\r\n<h5>Michigan Virtual Contact<\/h5>\r\n<a href=\"mailto:[email protected]\">Anne Craft<\/a>\r\nExecutive Director of Marketing &amp; Communications\r\n517.324.5373\r\n<h4>About MHSAA<\/h4>\r\nThe MHSAA is a private, not-for-profit corporation of voluntary membership by more than 1,400 public and private senior high schools and junior high\/middle schools which exist to develop common rules for athletic eligibility and competition. No government funds or tax dollars support the MHSAA, which was the first such association nationally to not accept membership dues or tournament entry fees from schools. Member schools which enforce these rules are permitted to participate in MHSAA tournaments, which attract more than 1.4 million spectators each year. For more information about MHSAA, visit <a href=\"https:\/\/www.mhsaa.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">mhsaa.com<\/a>.\r\n<h5>MHSAA Contact<\/h5>\r\n<a href=\"mailto:[email protected]\">Geoff Kimmerly<\/a>\r\nMedia &amp; Content Coordinator\r\nEditor, MHSAA Second Half\r\n517.332.5046\r\n\r\n&nbsp;",
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            "id": 3524,
            "path": "\/about\/news\/mv-partners-with-memspa-and-bloomboard-in-advanced-certification-initiative-for-principals-using-micro-credentials\/",
            "author_id": 2,
            "timestamp": 1471886552,
            "content": "<!-- wp:paragraph -->\n<p>MEMSPA, <em>Michigan Virtual<\/em> and BloomBoard will collaborate to deliver a program that will provide school principals with an opportunity to earn advanced certification.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The Michigan Association of Elementary and Middle School Principal\u2019s Association (MEMSPA), <em>Michigan Virtual<\/em> and BloomBoard have entered into a formal agreement to develop, implement and evaluate the \u201cEarly Career Principal Induction Program.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>The program will provide school principals with the opportunity to earn micro-credentials in research-based, state-of-the-art, competency-based professional learning experiences leading to advanced certification. The work of this initiative will span the 2016-17 school year, and begin with a cohort of 25 Michigan principals.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cAs we continue to support Michigan\u2019s K-12 education system, we must ensure that future professional development models leverage the power of technology tools to personalize learning, allow demonstration of competencies, achieve new efficiencies and make learning more job-embedded,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cThis initiative will demonstrate the power of innovative professional learning models.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>MEMSPA, a critical knowledge network and voice for principals in Michigan, seeks to help develop and support principals into highly skilled, confident instructional leaders. <em>Michigan Virtual<\/em>, a not-for-profit corporation with more than 15 years of leadership experience in online and blended learning, can provide important capacity building support to MEMSPA in this endeavor. BloomBoard, the leader in competency-based professional learning and a key partner of Digital Promise, develops personalized educator professional learning options and is providing consultation, design and development services for the micro-credentialed learning modules for the Induction program.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Paul Liabenow, Executive Director of MEMSPA, said he is delighted to partner with two leading organizations to provide high-quality, competency-based professional learning options for MEMSPA\u2019s 1,200 members.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cI believe personalized, micro-credentialed professional learning, provided in a blended modality with high-touch, peer-to-peer interaction and expert facilitation, is the future of professional learning. The work of this initiative will be critical in leading early career principals to increased skill sets and motivation to lead Michigan education,\u201d Liabenow said.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Jason Lange, CEO and co-founder of BloomBoard, echoes Liabenow\u2019s enthusiasm.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>\u201cForging this collaborative partnership with MEMSPA and <em>Michigan Virtual<\/em> will allow rapid development and piloting of innovative competency-based professional learning opportunities for Michigan\u2019s educational leaders,\u201d Lange said. \u201cThe BloomBoard team is excited to work with our Michigan partners.\u201d<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Contact MEMSPA (517.694.8955) or <em>Michigan Virtual<\/em> (517.324.5373) for more information.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>About Michigan Virtual<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>About MEMSPA<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p><a href=\"https:\/\/memspa.org\/\" data-type=\"URL\" data-id=\"https:\/\/memspa.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">MEMSPA<\/a> is a community of principals dedicated to advocating, leading and learning. MEMSPA recognizes the evolving nature of the principal\u2019s role and supports those committed to this important work.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:heading {\"level\":4} -->\n<h4>About BloomBoard<\/h4>\n<!-- \/wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Founded in 2010, <a href=\"https:\/\/bloomboard.com\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/bloomboard.com\/\" rel=\"noreferrer noopener\">BloomBoard<\/a> is the leading professional development platform for empowering continuous, personalized, competency-based learning for K-12 educators. With BloomBoard, district administrators can provide meaningful professional learning experiences, improve how they support, scale, and grow effective teachers. For educators, BloomBoard provides a place to learn, share and discuss the best teaching ideas and earn micro-credentials aligned to skills and competencies they\u2019ve learned.<\/p>\n<!-- \/wp:paragraph -->",
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            "excerpt": "MEMSPA, Michigan Virtual and BloomBoard will collaborate to deliver a program that will provide school principals with an opportunity to earn advanced certification. The Michigan Association of Elementary and Middle School Principal\u2019s Association (MEMSPA), Michigan Virtual and BloomBoard have entered into a formal agreement to develop, implement and evaluate the \u201cEarly Career Principal Induction Program.\u201d...",
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            "id": 28449,
            "path": "\/blog\/the-role-of-educational-technology-and-online-learning-in-preventing-dropouts\/",
            "author_id": 54,
            "timestamp": 1471838400,
            "content": "By Yu-Chun Kuo\nRowan University\n<a href=\"mailto:[email protected]\">[email protected]<\/a>\n\nThe use of educational technology appears to be a method to prevent students from leaving school (Harper &amp; Boggan, 2011; Reimer &amp; Smink, 2005; Roblyer, 2006; Smith, Clark, &amp; Blomeyer, 2005). Fully online and blended learning are two of the most popular course delivery methods in K-12 education. The majority of these online or blended programs are provided for high school students; significantly fewer opportunities are given to middle and elementary students (DiPietro, Ferdig, Black, &amp; Preston, 2008; Harper &amp; Boggan, 2011). The potential of online learning may help remove learning barriers by increasing student motivation to learn or by improving student attitudes towards learning, which decreases the negative influences of individual and institutional factors contributing to student dropout issues (Rumberger &amp; Lim, 2008). Developing an online program for credit recovery or for students at risk of dropping out may be challenging, and several factors related to online effectiveness need to be considered carefully. We provide several recommendations (see Table 1) through a summary of prior research that may be helpful for K-12 administrators or educators to consider when developing online and blended programs for at-risk students or those who have dropped out.\n\n[table id=1 \/]\n<h5>References<\/h5>\nAlnahdi, G. (2014). Assistive technology in special education and the universal design for\nlearning. Turkish Online Journal of Educational Technology, 13(2), 18-23.\n\nArchambault, L., Diamond, D., Brown, R., Cavanaugh, C., Coffey, M., Foures-Aalbu,\nD., Richardson, J., &amp; Zygouris-Coe, V. (2010). Research committee issues brief: An exploration of at-risk learners and online education. Vienna, VA: iNACOL\n\nBrewster, C., &amp; Fager, J. (2000). Increasing student engagement and motivation: From time-on-\ntask to homework. Retrieved from\nhttp:\/\/educationnorthwest.org\/sites\/default\/files\/byrequest.pdf\n\nCorry, M., &amp; Carlson-Bancroft, A. (2014). Transforming and turning around low-performing\nschools: The role of online learning. Journal of Educators Online, 11(2), 1-31.\n\nDiPietro, M., Ferdig, R. E., Black, E. W., &amp; Preston, M. (2008). Best practices in teaching K-12\nonline: Lessons learned from Michigan virtual school teachers. Journal of Interactive Online Learning, 7(1), 10-35.\n\nHarper, S., &amp; Boggan, M. (2011). Opinions, benefits, and weaknesses of virtual high school and\ncompressed video courses in a rural Mississippi high school. Journal of Technology Integration in the Classroom, 3(2), 37-39.\n\nHawkins, A., Graham, C. R., Sudweeks, R. R., &amp; Barbour, M. K. (2013). Academic performance,\ncourse completion rates, and student perception of the quality and frequency of interaction in a virtual high school. Distance Education, 34(1), 64-83.\n\nKuo, Y. C., Walker, A., Schroder, K. E. E., &amp; Belland, B. R. (2014). Interaction, Internet\nself-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. doi:10.1016\/j.iheduc.2013.10.001\n\nMarino, M. T., Sameshima, P., &amp; Beecher, C. C. (2009). Enhancing TPACK with assistive\ntechnology: Promoting inclusive practices in preservice teacher education. Contemporary Issues in Technology and Teacher Education, 9(2). Retrieved from http:\/\/www.citejournal.org\/volume-9\/issue-2-09\/general\/enhancing-tpack-with-assistive-technology-promoting-inclusive-practices-in-preservice-teacher-education\n\nReimer, M., &amp; Smink, J. (2005). 15 effective strategies for improving student\nattendance and truancy prevention. Retrieved from\nhttps:\/\/www.dpi.state.nd.us\/title1\/progress\/present\/15ways.pdf\n\nRitzhaupt, A. D., Liu, F., Dawson, K., &amp; Barron, A. E. (2013). Differences in student\ninformation and communication technology literacy based on socio-economic status, ethnicity, and gender: Evidence of a digital divide in Florida Schools. Journal of Research on Technology in Education, 45(4), 291-307.\n\nRoblyer, M. D. (2006). Virtually successful: Defeating the dropout problem through online\nschool programs. Phi Delta Kappan, 88(1), 31-36.\n\nRumberger, R. W., &amp; Lim, S. A. (2008). Why students drop out of school: A review of 25 years\nof research. Santa Barbara, CA: University of California, Santa Barbara.\n\nWatson, J., &amp; Gemin, B. (2008). Using online learning for at-risk students and credit recovery.\nVienna, VA: NACOL.",
            "title": "The Role of Educational Technology and Online Learning in Preventing Dropouts",
            "excerpt": "By Yu-Chun Kuo Rowan University [email protected] The use of educational technology appears to be a method to prevent students from leaving school (Harper &amp; Boggan, 2011; Reimer &amp; Smink, 2005; Roblyer, 2006; Smith, Clark, &amp; Blomeyer, 2005). Fully online and blended learning are two of the most popular course delivery methods in K-12 education. The...",
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            "content": "My colleagues, <a href=\"https:\/\/twitter.com\/kelhixon\">Kelli Hixon<\/a> and <a href=\"https:\/\/twitter.com\/stacey_edu\">Stacey Schuh<\/a>, regularly facilitate blended learning regional events across the state. In most cases, they\u2019ve partnered up with intermediate school districts (ISD\u2019s) throughout the state to help host and promote the events. A great result of this collaboration is that they get a great mix of teachers from the local districts that each ISD serves.\r\n\r\nI was fortunate to fill in for Stacey at an event this week at Jackson ISD for secondary teachers. At the core of these two-day events is a project-based lesson: Plan a blended lesson you could use in your classroom.\r\n\r\nOn the first day, Kelli set the stage for blended lesson planning by introducing teachers to the holistic mindset for blended learning design.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=OYFEDR2qlBc\r\n\r\nThe discussions that follow are awesome. Common refrains include how they can see themselves adding this mindset to how they already plan and many teachers discuss how they might make different decisions than what is modeled in the video example. It\u2019s interesting to hear the conversation shift from different educational tools to pedagogical need and descriptions of digital tools that could potentially support those pedagogies!\r\n\r\nContinuing throughout the first day and into the second, Kelli demonstrates a few tools and gives teachers ample time to explore an extended list of similar tools. Teachers explore using the tools within the context of building collaborative activities, rich learning content and formative\/summative assessments for their blended lessons.\r\n\r\nIn the afternoon of their final day together, teachers synthesize their lesson development onto a poster. The posters give a top-level overview of the content and learning targets for each lesson. Teachers conduct a gallery walk; one last opportunity to learn from each other and provide feedback. You can see some photos I captured from the gallery walk <a href=\"https:\/\/photos.google.com\/share\/AF1QipNiTd3GSSMpOtqp9iiM_FxW75ddotQEX81Ny2dJmQ_C-dnJQ1JuW6onnp5AVaHqtw?key=SEEzRkNpVzg5SzdnX3k2cGRfb3lVa0RJY1NuTlBR\">here<\/a>.\r\n\r\nThese are still rough drafts that will continue to evolve before teachers use them with students and there will be more opportunities for improvement after the student experience as well. As teachers, we live in beta. We need to be open to the learning opportunities that come about from sharing unfinished work. The work is never finished after all. Lessons are living things. But when shared, the can be used by other teachers and grow in effectiveness through their revisions as well.\r\n\r\n<strong>In the spirit of this, please take a look at the <a href=\"https:\/\/photos.google.com\/share\/AF1QipNiTd3GSSMpOtqp9iiM_FxW75ddotQEX81Ny2dJmQ_C-dnJQ1JuW6onnp5AVaHqtw?key=SEEzRkNpVzg5SzdnX3k2cGRfb3lVa0RJY1NuTlBR\">gallery walk posters<\/a> and share your feedback. We\u2019ll make sure that the lesson creator gets it!<\/strong>",
            "title": "Teaching in Beta",
            "excerpt": "My colleagues, Kelli Hixon and Stacey Schuh, regularly facilitate blended learning regional events across the state. In most cases, they\u2019ve partnered up with intermediate school districts (ISD\u2019s) throughout the state to help host and promote the events. A great result of this collaboration is that they get a great mix of teachers from the local...",
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            "path": "\/blog\/episode-30-michelle-rodriguez-santa-ana-unified-school-district\/",
            "author_id": 54,
            "timestamp": 1470110400,
            "content": "\n\nIn this episode, we get the opportunity to talk with Dr. Michelle Rodriguez, the Assistant Superintendent of K-12 Teaching and Learning at Santa Ana Unified School District in Santa Ana, California. Michelle\u2019s district has made a commitment to innovating the educational process by focusing on personalized and competency-based learning, flexible and engaging learning environments, and effective technology integration. We talk with her about the strategies involved in deploying such an approach to personalized learning and learn what\u2019s made them so successful. Learn more about the district by checking out their <a href=\"http:\/\/www.sausd.us\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a> and following them on Twitter <a href=\"https:\/\/twitter.com\/santaanausd\" target=\"_blank\" rel=\"noopener noreferrer\">@StanaAnaUSD<\/a>.",
            "title": "Episode 30: Michelle Rodriguez, Santa Ana Unified School District",
            "excerpt": "In this episode, we get the opportunity to talk with Dr. Michelle Rodriguez, the Assistant Superintendent of K-12 Teaching and Learning at Santa Ana Unified School District in Santa Ana, California. Michelle\u2019s district has made a commitment to innovating the educational process by focusing on personalized and competency-based learning, flexible and engaging learning environments, and...",
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            "id": 28494,
            "path": "\/blog\/call-for-participants-dissertation-research-about-high-school-teachers-experiences-in-face-to-face-and-virtual-classrooms\/",
            "author_id": 54,
            "timestamp": 1469419200,
            "content": "A University of Maine doctoral candidate is seeking research participants for a Skype\/Zoom\/Hangout based study concerning high school teachers\u2019 experiences in both the brick-and-mortar and virtual classrooms.\n\nThe study is entitled, \u201cA Multiple Case Study of Secondary School Teachers\u2019 Understanding of Learning Relationships in Virtual Schools: Implications for Teacher Identity.\u201d\n\nCurrent virtual high school teachers with prior brick-and-mortar teaching experience are invited to contact Linda Fuller, the researcher, at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a> or at 207-461-1700. If you meet the preliminary requirements, you will be invited to participate in three distance interviews scheduled at your convenience.\n\nIn the interviews you will be asked about your reasons for becoming a teacher, various aspects of your experiences with learners and some of your thinking about those experiences. The total interview time will be less than five hours and will result in three transcripts you are welcome to review and approve.\n\nThis research may help inform the work of policymakers and school administrators seeking successful use of technology to enhance school programming, teacher preparation programs as they prepare teachers to teach at a distance from learners, professional development designers working with current teachers who wish to move into virtual teaching, and those individuals deciding where and whether to teach.\n\nAlthough this is not a compensated study, earlier participants have called the process \u201cengaging\u201d and \u201crewarding\u201d so hopefully that will be true for others as well.",
            "title": "CALL FOR PARTICIPANTS \u2014 Dissertation research about high school teachers' experiences in face-to-face and virtual classrooms",
            "excerpt": "A University of Maine doctoral candidate is seeking research participants for a Skype\/Zoom\/Hangout based study concerning high school teachers\u2019 experiences in both the brick-and-mortar and virtual classrooms. The study is entitled, \u201cA Multiple Case Study of Secondary School Teachers\u2019 Understanding of Learning Relationships in Virtual Schools: Implications for Teacher Identity.\u201d Current virtual high school teachers...",
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            "path": "\/blog\/intersecting-pedagogical-and-relational-use-of-technology-with-diverse-learners-developing-a-book-project\/",
            "author_id": 54,
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            "content": "I taught English language arts, reading, and English as a Second language classes in a junior high for almost 10 years. In that time, I became really interested in how teachers decide not just what to teach, but what to teach with. Originally, the \u201cwhat to teach with\u201d was text. I was that teacher with 23 versions of Beowulf whose class was flooded with books to give to students. I read 10-12 books per month, looking for text that I could recommend to students and that I could use to plan lessons. My master\u2019s degree was in teacher education with an emphasis in literacy and I loved classes where we talked about text \u2014 how to teach it, what texts to teach, teaching to the next texts, and the coups de gras: subtext!\n\nWhile I earned my master\u2019s degree, I continued to teach public school and also taught classes in the school of education. As part of this university work, I was invited to take on a section of multicultural education and teach it in a blended format. At first, I pretended to know what this was \u2014 nodding and shaking my head as the professor in charge of the course explained. We used a learning management system and \u201cflipped\u201d the class. As I worked through that first experience, I realized I was interested in more than just the materials, more than just the texts. In fact, I was interested in the entire range of programs, devices, and other technological affordances that I could use in this class. Further, I became interested in how my role changed \u2014 or did not. Traditionally, I was a university teacher in whom students confided about their personal lives and one who would help prospective teachers navigate programmatic bureaucracy. When I stopped seeing my students three times per week, I felt I was at risk of losing that connection to them and I searched for ways to use the technology to be both pedagogical and relational.\n\nMy final epiphany came as I worked with a prospective kindergarten teacher who had some computer coding skills and wanted to leverage them to design programs to help students learn certain aspects of reading. But he did not just want to design a computer program; he wanted to come up with a comprehensive way to fully and seamlessly integrate technologized learning into classrooms. I was amazed. Small children, even kindergarteners, should be able to learn and grow with an array of technological offerings supported by the Internet.\n\nSoon after, I was off to graduate school at the University of Kansas. I became aware of the Center on Online Learning and Students with Disabilities and met with then principal investigator Donald Deshler. I told him of my interests and aspirations, and he put me to work. As I finished my coursework and continued to work at the center, I grew in my understanding that attending to diverse students online called for substantial development of pedagogical practices. In addition, it elicited a deep appreciation for the work of educators at both the university and school levels as they grapple with making and keeping online teaching personal, not just personalized. It was with these understandings that I undertook the project Exploring Pedagogies for Diverse Learners Online.\n\nK-12 online learning is a rapidly growing area of research. As is the case in all areas of education, attending to diversity is of particular importance. However, in online learning, the call to provide an equitable educational experience is even more pressing since the promise of the Internet in general was to provide a socially-just way of delivering information in a rapidly expanding global economy. The book evolved as a collection of reports on original research projects and interrogations of online learning and diversity discourse. The primary purpose of the volume was to bring together emerging scholarship\u2014both national and international \u2014 that spoke specifically to K-12 online learning for diverse students, rather than extrapolating from higher education as is often done due to the newness of K-12 online learning; the secondary purpose was to engage in discussion about K-12 online learning research as it relates specifically to pedagogy \u2014 the contextualized, nuanced, interactions between teachers and students as they participate together in the work of online education.\n\nMy own work with students with a variety of learning preferences and strengths guided me as I selected and considered the work of others as chapters for this book. I wanted an author to theorize technological use in learning settings; I wanted a scholar to give a fine-grained account of learners as they worked on a specific project, and I wanted someone to write about the teacher collaboration necessary to serve students with special needs. These projects formed section one of the book. I also wanted to find scholars who were investigating learner support, and I was able to find several looking at parent engagement and credit recovery. These formed the basis of the second section of the book. Finally, I wanted to start conversations about teacher thinking involved in online practice. I heard an interesting presentation about online learning as eco-stewardship and asked the author to write a chapter. I had a former student who was interested in learning theories and how they applied to online learning, and I requested a chapter. Finally, I wanted to talk about my work with teachers of students with disabilities \u2014 their sacred stories of these young people they felt incredible stewardship for as they made accommodations \u2014 but whom they would never meet. In short, I sought a compilation of theoretical and empirical work that spanned a variety of frameworks and looked at online learning\u2019s promise for rejuvenation and re-imagination, while also acknowledging that teaching and learning online for diverse populations is difficult work.\n\nAs a result of publishing this book, I developed a deep appreciation for the scholars who are conducting research in online learning in K-12 settings. Each context is different \u2014 even more different than each traditional classroom setting. The data sources are many, but assembling that data into information can be daunting. Finally, there is a general lack of awareness that K-12 online learning has undergone such a rapid and complex transformation in the last 10 years. Nevertheless, as the scholars in this book and others persist in delving into the complexities of this work, children completing coursework in these settings will be better served and teachers who care about and support these children will be better supported.\n\n<hr \/>\n\n<h5>About the Author<\/h5>\nMary F. Rice is a research associate at the Center on Online Learning and Students with Disabilities at the University of Kansas. As a secondary teacher, she taught grades 7-9 primarily for 10 years, specializing in English language arts, English as a second language, and developmental reading. Her scholarship focuses on teacher identities and shared curriculum-making with technologies between teachers and students. Mary is the author Exploring Pedagogies for Diverse Learners Online (Vol. 25 in Advances in Research on Teaching), published by Emerald Press.",
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            "id": 28729,
            "path": "\/blog\/episode-29-david-rose-washington-d-c-public-schools\/",
            "author_id": 54,
            "timestamp": 1468814400,
            "content": "\n\nIn this episode, we\u2019re talking with David Rose, the Deputy Chief of Educational Technology and Library Programs at Washington, D.C., public schools. David and I discuss how his district has been able to find success with its blended learning initiative, effectively bringing it to scale across a number of buildings in the district, and the comprehensive strategy behind continuing its success. Be sure to read more about their programs and experiences at their <a href=\"https:\/\/dcps.dc.gov\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a>, and follow <a href=\"https:\/\/twitter.com\/dcpublicschools\" target=\"_blank\" rel=\"noopener noreferrer\">@dcpublicschools<\/a> and <a href=\"https:\/\/twitter.com\/DaveTechDC\" target=\"_blank\" rel=\"noopener noreferrer\">@DaveTechDC<\/a>.",
            "title": "Episode 29: David Rose, Washington, D.C., Public Schools",
            "excerpt": "In this episode, we\u2019re talking with David Rose, the Deputy Chief of Educational Technology and Library Programs at Washington, D.C., public schools. David and I discuss how his district has been able to find success with its blended learning initiative, effectively bringing it to scale across a number of buildings in the district, and the...",
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            "path": "\/research\/publications\/transforming-rural-k-12-education-through-blended-learning-student-perspectives\/",
            "author_id": 54,
            "timestamp": 1468641600,
            "content": "The <em>Transforming Rural K-12 Education Through Blended Learning<\/em> study provides a perspective of rural students who have engaged in a variety of forms of blended learning. Their perception is valuable to teachers and administrators who might currently be teaching a blended learning course or considering the option of teaching such a course.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/tre_2016.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Transforming Rural K-12 Education Through Blended Learning: Student Perspectives",
            "excerpt": "The Transforming Rural K-12 Education Through Blended Learning study provides a perspective of rural students who have engaged in a variety of forms of blended learning. Their perception is valuable to teachers and administrators who might currently be teaching a blended learning course or considering the option of teaching such a course.",
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            "id": 28730,
            "path": "\/blog\/episode-28-dr-michael-barbour-sacred-heart-university\/",
            "author_id": 54,
            "timestamp": 1468296000,
            "content": "\n\nIn this episode, we\u2019re talking with Dr. Michael Barbour, the Director of Doctoral Studies at Sacred Heart University. Dr. Barbour has been involved in the field of online and blended learning research for over a decade and offers us plenty of insights on how he\u2019s observed the field grow and evolve over that time. He also brings an international perspective, having lived and conducted research in Canada for quite some time. We also talk about how researchers, practitioners, and policymakers can tweak their processes in order to better reflect what\u2019s been demonstrated through research. Be sure to check out his <a href=\"https:\/\/virtualschooling.wordpress.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">blog<\/a>.",
            "title": "Episode 28: Dr. Michael Barbour, Sacred Heart University",
            "excerpt": "In this episode, we\u2019re talking with Dr. Michael Barbour, the Director of Doctoral Studies at Sacred Heart University. Dr. Barbour has been involved in the field of online and blended learning research for over a decade and offers us plenty of insights on how he\u2019s observed the field grow and evolve over that time. He...",
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            "content": "This session will highlight findings from an international survey of over 600 teachers in face-to-face, online and blended settings examining how teachers adapt rather than adopt open educational resources and the importance of changing teacher habits in the quest to mainstream OER.\n<h6>Presenter<\/h6>\nBeatriz de los Arcos, The Open University",
            "title": "Teacher Perceptions and Use of Open Educational Resources",
            "excerpt": "This session will highlight findings from an international survey of over 600 teachers in face-to-face, online and blended settings examining how teachers adapt rather than adopt open educational resources and the importance of changing teacher habits in the quest to mainstream OER. Presenter Beatriz de los Arcos, The Open University",
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            "path": "\/webinar\/k-12-online-credit-recovery-courses-research-and-implications\/",
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            "content": "A team of researchers from the American Institutes for Research present their findings from recently published research examining the potential impact of on-site mentors or facilitators on student success in online courses for credit recovery. The studies conducted by AIR have received national attention from news outlets including NPR, and their findings help shape an ongoing conversation around how to improve the use of online learning in K-12 settings. Join us for this engaging webinar session to hear from the researchers themselves and contribute to the conversation!\n<h6>Presenter<\/h6>\nDr. Jessica Heppen, American Institutes for Research",
            "title": "K-12 Online Credit Recovery Courses: Research and Implications",
            "excerpt": "A team of researchers from the American Institutes for Research present their findings from recently published research examining the potential impact of on-site mentors or facilitators on student success in online courses for credit recovery. The studies conducted by AIR have received national attention from news outlets including NPR, and their findings help shape an...",
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            "content": "This session will share findings of a case study on teachers at a full-time cyber charter school and their behaviors that most positively impact student engagement and learning: befriending, motivating, instructing and collaborating.\n<h6>Presenter<\/h6>\nDr. Jered Borup, George Mason University",
            "title": "Teacher Perceptions of Learner-Learner Engagement at a Cyber High School",
            "excerpt": "This session will share findings of a case study on teachers at a full-time cyber charter school and their behaviors that most positively impact student engagement and learning: befriending, motivating, instructing and collaborating. Presenter Dr. Jered Borup, George Mason University",
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            "path": "\/blog\/episode-27-david-cook-kentucky-department-of-education\/",
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            "content": "\n\nIn this episode, we\u2019re talking with David Cook, the Director of the Division of Innovation and Partner Engagement at the Kentucky Department of Education. David leads some exciting conversations around two very innovative programs that his division oversees: school districts of innovation and the nontraditional instruction program. Through these initiatives, Kentucky is reshaping the way we think about how to educate students. You can read more about these programs and the work of the Division of Innovation and Partner Engagement at their <a href=\"http:\/\/education.ky.gov\/school\/innov\/Pages\/default.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a>, and keep up to date with the work of the state department by following their Twitter account at <a href=\"https:\/\/twitter.com\/kydeptofed\" target=\"_blank\" rel=\"noopener noreferrer\">@KDeptofEd<\/a>.",
            "title": "Episode 27: David Cook, Kentucky Department of Education",
            "excerpt": "In this episode, we\u2019re talking with David Cook, the Director of the Division of Innovation and Partner Engagement at the Kentucky Department of Education. David leads some exciting conversations around two very innovative programs that his division oversees: school districts of innovation and the nontraditional instruction program. Through these initiatives, Kentucky is reshaping the way...",
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            "path": "\/blog\/episode-26-john-watson-evergreen-education\/",
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            "content": "\n\nIn this episode, we\u2019re talking with John Watson, the founder and head of the Evergreen Education Group. John and his organization are well-known within the field for producing their annual Keeping Pace report, which examines trends in policy and practice in online and blended learning in all 50 states. John and I talk about how his report has changed and evolved over the years to reflect the constantly changing landscape in K-12 digital learning, and touch on some of the exciting changes in the report\u2019s structure for future editions. You can find all of Evergreen\u2019s research reports and their blog at <a href=\"http:\/\/www.kpk12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.kpk12.com\/<\/a>, and follow them on Twitter at <a href=\"https:\/\/twitter.com\/KeepingPaceK12\" target=\"_blank\" rel=\"noopener noreferrer\">@KeepingPacek12<\/a>.",
            "title": "Episode 26: John Watson, Evergreen Education",
            "excerpt": "In this episode, we\u2019re talking with John Watson, the founder and head of the Evergreen Education Group. John and his organization are well-known within the field for producing their annual Keeping Pace report, which examines trends in policy and practice in online and blended learning in all 50 states. John and I talk about how...",
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            "author_id": 54,
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            "content": "This session highlights findings from a study investigating the benefits of blended learning for reading skills of low socioeconomic students in grades 1 and 2.\n<h6>Presenters<\/h6>\nRachel Schecter, Lexia Learning\nAlexis Treat, Lexia Learning",
            "title": "Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades",
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            "path": "\/blog\/the-importance-of-inquiry-practices-for-online-secondary-science-education\/",
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            "content": "By Cynthia Clark\nDoctoral Candidate, University of Nevada, Las Vegas\nFindings from dissertation study, February 22, 2016\n\nIn order for deep learning to occur in online secondary science courses, effective methods for inquiry must be developed so that students can engage in authentic scientific experiences and scientific argumentation practices.\n\nThis blog post pertains to the issues believed to be most relevant to online secondary science education. The dissertation study conducted by the author \u2014 <em>The Experience of Teaching Online Secondary Science<\/em> \u2014 used developmental phenomenography, a methodology that allowed the teachers to describe the phenomenon in their own words. The overall purpose of the study was to obtain an understanding of how online secondary science teachers experience their teaching in a way that will enable change to occur. After obtaining data using in-depth phenomenographic interviews, the experiences of the online secondary science teachers were compared to each other and to their experiences teaching secondary science in brick and mortar classrooms.\n\nThirteen teachers from four states and two countries participated in the study, with interviews conducted via Skype. Two of the teachers taught earth\/space science, five taught biology, two taught chemistry, and four taught physical science. The majority of the teachers involved in the study taught using curriculum either developed by a private entity or developed by the school district. Only three of the teachers developed their own curriculum for their courses. All of the teachers were teaching all of their courses online at the time. Five teachers taught at charter schools, seven taught at state-run schools, and one teacher taught at a province-run school in Canada.\n\nDevelopmental phenomenography was employed in order to develop a \u2018structure of awareness\u2019 for the phenomenon of teaching online secondary science. This structure of awareness consists of three parts:\n<ol>\n \t<li><em><strong>The theme.<\/strong><\/em> This is the critical aspect of the phenomenon, what is at the height of focus for the participants during the time of the interview;<\/li>\n \t<li><strong><em>The thematic field.<\/em><\/strong> This is related to the theme and consists of the structural aspects that are simultaneously present during the participants\u2019 experience of the phenomenon; and<\/li>\n \t<li><strong><em>The margin.<\/em><\/strong> This consists of aspects not directly related to the theme but playing a part in how the theme is experienced.<\/li>\n<\/ol>\nThe phenomenon of focus for this study was teaching online secondary science. The questions pertained to the participants\u2019 experiences and to their experiences of their students\u2019 learning. Questions such as <em>\u201cHow do you experience your teaching online?\u201d<\/em> and <em>\u201cHow do you experience your students\u2019 learning?\u201d<\/em> were asked. In order to ensure the interview structure expressed the experiences of the participants and not the researcher, terms contained in the responses of the interviewees were used in the follow-up questions.\n\nThe transcripts of the interviews were analyzed individually and as a whole in order to identify the themes, thematic fields, and margins. The results of the phenomenographic interview analysis revealed seven themes that were in critical focus for the teachers at the time of the interviews:\n<ol>\n \t<li>Virtual Labs and Learning,<\/li>\n \t<li>Student Learning and Factors Involved,<\/li>\n \t<li>Communication and Instruction,<\/li>\n \t<li>Teaching as Collaboration\/Social Aspect,<\/li>\n \t<li>Teaching and Learning as Assessment,<\/li>\n \t<li>Curriculum Effects on Teaching and Learning, and<\/li>\n \t<li>Online Structure Effects on Teaching and Learning.<\/li>\n<\/ol>\nThis blog post will focus on a theme which pertains primarily to the science education realm, Virtual Labs and Learning, and a theme which the researcher expected to develop but was absent from the online secondary science courses, Scientific Argumentation.\n<h5>Dichotomy of Experiences<\/h5>\nWhen asked how they experienced investigatory practices, all of the teachers reported that they used simulations or virtual labs for inquiry practices for their online secondary science courses. These virtual labs were experienced in two different ways. Some of the teachers found the virtual labs to be more effective than labs conducted in brick-and-mortar schools as it was easier to receive the \u201ccorrect\u201d results. There were fewer classroom management issues, and it was believed the students could be more focused on the concepts.\n\nThe virtual labs allowed access to materials and experiences that may not have been available in the traditional classroom. Some of the teachers found the virtual labs to be more effective when students were able to collaborate in the LMS breakout rooms. The teachers who experienced the virtual labs as effective for student learning felt the purpose of labs was to help students practice scientific procedures and to obtain experience working with lab equipment, even if that equipment was in the virtual setting. The teachers also felt the purpose of the virtual labs was to confirm what had been discussed during the course.\n<p style=\"text-align: right\"><em>Okay for chemistry we have virtual labs and they\u2019re actually pretty good. For the flame lab, I could never get these types of results in a laboratory. We had the chemicals and stuff and some of them, like the green, burned really green, and the sodium burned really yellow, but other colors like potassium it was really hard to see the purple in the flame, it wasn\u2019t really obvious. And if the burners were contaminated, then no holds barred. You know if your burner was contaminated your results weren\u2019t good.<\/em> (ST8)<\/p>\nThose teachers who experienced virtual labs as ineffective for student learning felt that the virtual labs were \u201ccookie-cutter\u201d and \u201cone size fits all.\u201d This group of teachers felt that students should be allowed to formulate their own questions and collect their own data. Providing these types of inquiry experiences would allow online secondary science students to experience science more authentically, in a manner similar to actual scientists.\n<p style=\"text-align: right\"><em>In terms of differences, it\u2019s been a challenge to try to find some hands-on experiences for my online class obviously. The lab work though has been a concern of mine so I\u2019ve tried to adapt some existing labs to make them more, I guess to provide students with some lab experience because I\u2019ve always felt that was sort of neglected with online. \u2026 But the virtual labs, I find, it\u2019s really hard to find virtual labs that are authentic in the sense that they contain some openness for mistakes. They tend to be very generic and very like one pathway to the right answer kind of deal. So I\u2019ve found that that\u2019s been a real challenge.<\/em> (ST10)<\/p>\nIn terms of differences, it\u2019s been a challenge to try to find some hands-on experiences for my online class obviously. The lab work though has been a concern of mine so I\u2019ve tried to adapt some existing labs to make them more, I guess to provide students with some lab experience because I\u2019ve always felt that was sort of neglected with online. \u2026But the virtual labs, I find, it\u2019s really hard to find virtual labs that are authentic in the sense that they contain some openness for mistakes. They tend to be very generic and very like one pathway to the right answer kind of deal. So I\u2019ve found that that\u2019s been a real challenge. (ST10)\n<h5>Scientific Argumentation<\/h5>\nOne of the reflection questions asked during the interviews was <em>\u201cHow do you experience scientific argumentation in your course\u201d?<\/em> This question was included for two reasons. The first was that scientific argumentation has been demonstrated by the literature on science education to be important for the development of an advanced understanding of science. Secondly, without this prompt, scientific argumentation would not have been discussed by the teachers. While the main purpose of developmental phenomenography is to focus on what is in critical focus for the participants, some prompts can be used to ensure the interview focus aligns with the goals of the study. As two of the goals of this study were to help guide the development of online secondary science curriculum and teaching methods, understanding of how the participants experienced scientific argumentation was critical.\n\nFor the purpose of this study, scientific argumentation pertains to engaging in arguments based on evidence as discussed in <em>A Framework for K-12 Science Education (2012)<\/em>. In order to engage in scientific practices, students must be able to justify their claims. When practicing scientific argumentation, students make claims about a particular scientific phenomenon and then collect and analyze data in order to support or oppose those claims. Peer collaboration is an important aspect of scientific argumentation. Working with others allows students to defend their claims and to collaborate to find plausible explanations of the analyses in regards to the phenomenon.\n\nThe analysis of the data showed that scientific argumentation did not occur for most of the online secondary science students in the courses taught by the participants. One of the barriers discussed by the teachers was the lack of synchronicity of students with their peers and teachers. Another barrier was the lack of support for scientific argumentation in the curriculum. Some participants did not want to stray from the curriculum they used to teach their courses.\n<p style=\"text-align: right\">(When asked about student participation in scientific argumentation) <em>Probably not as much as I would like because of the way the program is run. Yeah, asynchronous makes it more challenging because students are on at all periods of times and we have students with varying backgrounds. We have high school students that are taking <\/em>a 6th<em> class, we also have people who are working full time and they have children. So their access to the course can vary. And also the continuous intake model that makes it even more difficult, right? \u00a0So I found that we\u2019ve had to go away more from our discussion board, discussion of topics and stuff like that, and more\/less peer assessment and to a more individualized approach to learning.<\/em> (SC10)<\/p>\nFive of the participants did include scientific argumentation as part of their course but on a limited basis. Instances of scientific argumentation occurred during the weekly live lessons. Live lessons were weekly synchronous meetings between the teachers and students, with a typical duration of one hour. Unfortunately, very few of the online secondary science students took advantage of these sessions, with an average attendance rate of 15 students, usually the same students each week. Given that most of the teachers could have anywhere from 90 to 200 students in one course, this equates to 7.5% to 16.6% of the students practicing scientific argumentation.\n<p style=\"text-align: right\"><em>Right, right. We do, I personally host what we call a live lesson on the \u201cproperties of water\u201d lesson \u2026 In that particular one, I would say in my lesson you get it a lot more than in the regular assignments, but I do a lot of collaboration in that one, a lot of verbal collaboration. So I have them come up with their hypothesis of what they think is going to happen in this particular experiment that they go over. They talk about why they think it's going to happen and then at that point I stop them and I say, you\u2019re a group of three people. Tell me \u201cJohnny, why do you think this?\u201d, \u201cSarah, why do you think this?\u201d, and considering both sides let\u2019s talk about that. You know, why there are different opinions. Why does Sarah think this when Johnny thinks something totally opposite? And back up your claims. Why, what\u2019s your basis for what you\u2019re saying, that kind of thing. So in the live, virtual classroom, I think there\u2019s a lot more of that. In my opinion, a big part of that is doing it with another person \u2026 We work on that a lot in the live lessons but it I think lacks a little bit in the written ones.<\/em> (SC7)<\/p>\n\n<h5>Recommendations<\/h5>\nBoth the Next Generation Science Standards (NGSS) and the National Research Council (NRC) recognize how important it is to allow students to conduct science investigations in a manner similar to true scientific investigation. For this to occur, labs must be open-ended in nature and ideally allow students to develop questions to solve problems of interest to them. There are several online and digital affordances that can be incorporated in online secondary science education that could make this possible.\n\nTeachers and students have real-time access to large databases, such as those found on the <a href=\"http:\/\/nasawavelength.org\/data-and-images\" target=\"_blank\" rel=\"noopener noreferrer\">NASA Wavelength<\/a> website. This site provides databases on issues such as weather, satellite missions, and global warming, as well as the tools needed to analyze the data. Students can obtain a better understanding of phenomenon by manipulating messy data because that requires the ability to identify what is data and what is noise. There are distributed networks of experts available to students through social media and citizen science sites. By following the hashtag #SciStuChat on Twitter, online secondary science students can collaborate with scientists, science educators, and other science students. Students can use the sensors available on their smartphones to collect their own data to answer questions about their environment. Free apps such as <a href=\"https:\/\/www.vieyrasoftware.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">Physics Toolbox Apps<\/a> allow for the collection of data on sound, light, motion, the magnetic field, location, and force. Both the NASA Wavelength website and the Physics Toolbox Apps website provide lesson plans that could be adapted to the online environment. However, this type of adaption would require that the online secondary science teachers be allowed flexibility within the course curriculum.\n\nAn inquiry-based online secondary science course could implement these tools in a manner that allows students to address issues related to the course concepts that students experience in their daily lives, as suggested by the National Research Council. This allows the students to bring in their own past experiences, knowledge, and ideas to design the procedures they feel should be used to answer those questions. Such practices not only help contribute to students\u2019 science knowledge but also help them to develop inquiry skills that can be used outside of their science courses.\n\nThese types of inquiry practices could be incorporated into online science teacher education programs so that preservice teachers acquire experience using such affordances. For example, preservice teachers could receive training on the use of breakout rooms contained in learning managements systems to help conduct collaborative inquiry experiences for students. Both preservice and in-service online secondary science teachers could practice providing metacognitive scaffolding supports that allow students to evaluate and monitor their inquiry skills. An example of this would be to implement White and Frederiksen\u2019s four stages of inquiry practices: questioning, planning, analyzing, and interpreting. These practices align with the NGSS Science and Engineering Practices of: (1) asking questions, (2) developing models, (3) planning and carrying out investigations, and (4) analyzing and interpreting data.\n\nThe NGSS address the methods to be used to help students practice science and engineering in an authentic manner. The result of these authentic practices is that inquiry activities and scientific argumentation are closely tied. Not only are students expected to develop procedures that can lead to the answers they seek, they must be able to interpret and communicate the analysis of the data that come from those procedures. Part of that communication may include using the evidence they have acquired in argumentation. One of the difficulties in incorporating scientific argumentation may be that virtual labs, which offer cookie-cutter steps that lead to one answer, do not provide students the ownership of the data nor the authenticity that could lead to their desire to participate in scientific argumentation. Allowing online secondary science students the freedom to develop their own claims, backed by their own reasoning, to collect their own data (support), and then use that the data to infer support for their claims (warrants) could increase the motivation of students to engage in scientific argumentation.\n\nThe focus placed on the STEM fields by the government makes it increasingly important that effective science education occurs in all types of learning environments. As the number of online science course enrollments increases, it is imperative that the online learning experience provides students with the ability to develop authentic inquiry and argumentation skills. Today\u2019s technology offers various pathways that can ensure that online secondary science students have access to high-quality inquiry experiences that will allow them to participate in authentic scientific argumentation. It is up to online teacher education programs and online curriculum developers to assure these methods are incorporated as part of the online science experience.\n\nToday\u2019s technology offers various pathways that can ensure that online secondary science students have access to high-quality inquiry experiences that will allow them to participate in authentic scientific argumentation. It is up to online teacher education programs and online curriculum developers to assure these methods are incorporated as part of the online science experience.\n\n&nbsp;",
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            "path": "\/blog\/a-summary-and-critique-of-research-brief-2-the-role-of-in-person-instructional-support-for-students-taking-online-credit-recovery\/",
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            "content": "By Dr. Jered Borup\n<h4>Introduction and Background<\/h4>\nLearning online can be especially challenging for many students because they need to master the content while they simultaneously develop the knowledge and skills required to learn online (Lowes &amp; Lin, 2015). This is especially true for online students who are attempting to recover credit from a class that they failed face-to-face. As a result, online credit recovery students require an especially high level of support and attention. Research has found that the nature of online learning affords teachers the flexibility to provide students with a level of personalized and targeted support that is difficult to provide in face-to-face environments (Velasquez, Graham, &amp; Osguthorpe, 2013). However, it is easier for students to reject the support that their teacher offers when they are not physically present (Borup, Graham, &amp; Drysdale, 2014). As a result, schools are increasingly providing online students with support from on-site mentors, also called facilitators (see Figure 1). In fact, some states, such as Michigan, now require that an employee at the brick-and-mortar school provide online students with mentoring support. Although some schools are required to provide on-site mentoring support, they are allowed to determine what that support looks like. Therefore, the level and kinds of on-site mentoring support can vary greatly between and within brick-and-mortar schools (Freidhoff, Borup, Stimson, &amp; Debruler, 2015). Researchers have also found that online students are more successful when they are provided with a monitored lab and set learning schedule (Roblyer, Davis, Mills, Marshall, &amp; Pape, 2008). However, it is less clear how mentors can effectively support students while they are in the lab.\n\n[caption id=\"attachment_762\" align=\"alignnone\" width=\"298\"]<img class=\"size-medium wp-image-762\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/borup-blog-298x300.jpg\" alt=\"Figure 1 instructional model\" width=\"298\" height=\"300\" \/> Figure 1: This figure represents an instructional model where the mentors work with students at their brick-and-mortar schools, and the course teacher works with students online.[\/caption]\n\nTypically tutoring students in the content is seen as the purview of the instructor \u2014 the content expert \u2014 and mentors are charged with ensuring that students stay engaged in the course (Harms, Niederhauser, Davis, Roblyer, &amp; Gilbert, 2006). However, researchers have found that, in practice, mentors commonly answer students\u2019 content related questions\u2014especially when the mentor is certified to teach that subject (Barbour &amp; Mulcahy, 2004; Barbour &amp; Hill, 2011; de la Varre, Keane, &amp; Irvin, 2011; O\u2019Dwyer, Carey, &amp; Kleiman, 2007). Some online teachers welcome mentors\u2019 instructional efforts and others believe that it undermines their role as the online teacher (de la Varre et al., 2011). Researchers at American Institutes for Research (AIR) recently made an important contribution to our understanding of mentors\u2019 instructional efforts by comparing the effectiveness of mentors who provided instructional support to those who did not in the report (see Taylor et al.\u2019s 2016 <a href=\"http:\/\/www.air.org\/system\/files\/downloads\/report\/In-Person-Support-Credit-Recovery.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Research Brief 2: The Role of In-Person Instructional Support for Students Taking Online Credit Recovery<\/a>). In this blog post, I summarize and critique the AIR report findings.\n<h4>American Institutes for Research\u2019s Report on Mentoring<\/h4>\nThe AIR research brief examined ways that Chicago Public Schools\u2019 (CPS) students recovered Algebra IB credit \u2014 credit that is required for graduation \u2014 the summer after they failed the course in the ninth grade (<a href=\"http:\/\/www.air.org\/system\/files\/downloads\/report\/In-Person-Support-Credit-Recovery.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Taylor et al., 2016<\/a>). Data was collected for two summers (2011-2012) and included 1,224 students across 17 CPS high schools. Students were randomly assigned to either a face-to-face or an online summer course. In total, there were 38 online courses and 38 face-to-face courses, each with an average of 16 students. Most online and face-to-face students completed 60 hours of seat time over three to four weeks. The primary difference was that face-to-face students attended classrooms and were taught by certified math teachers who were physically present while the online students attended classrooms but received instruction asynchronously using online learning activities that were facilitated by online teachers who were certified to teach math. Students who were enrolled in the online course also received support from an on-site mentor.\n\nResearchers explained that \u201cparticipating schools selected school staff to serve as the in-class mentors and the in-class mentors were not required to be certified in mathematics\u201d (p. 2). Half (53%) of the mentors were certified to teach high school mathematics, but it was unclear how many of the remaining mentors were certified teachers and how many were school staff.\n\nMentors\u2019 primary responsibilities were:\n<ul>\n \t<li>Fulfilling administrative classroom tasks<\/li>\n \t<li>Proctoring exams<\/li>\n \t<li>Assisting students with technological issues<\/li>\n \t<li>Communicating with the online teacher<\/li>\n<\/ul>\nMentors were provided with some professional development (PD) but it was unclear what the PD entailed or its quality. While on-site mentors were not asked to provide students with instructional or tutoring support, they were not discouraged from doing so.\n\nFor the purpose of this research, mentors were asked to maintain daily logs of their time by recording the amount of time they spent answering students\u2019 questions about mathematics and the amount of time they spent on administrative tasks such as proctoring exams and classroom management.\n\nResearchers then grouped mentors based on the amount of time they reported spending on instructional support. The 15 mentors who reported spending at least 12 hours on instructional support (or at least 20% of the 60 hours of class time) were categorized as \u201cinstructionally supportive,\u201d and the 21 mentors who reported spending less than 12 hours on instructional support were categorized as \u201cless-instructionally supportive.\u201d Student demographics and previous performance in math were similar across groups. The exception was school suspension rates in ninth grade: 43% of students with less instructionally supportive mentors were previously suspended from school in grade 9 compared to 34% of students who had more instructionally supportive mentors. Student demographic information was not provided for face-to-face students, and it is unclear what their suspension rates were in grade 9.\n\nResearchers found that online students were less likely to pass their course than face-to-face students (66% vs. 76%) \u2014 a finding that is supported by previous research (Freidhoff, 2015; Miron, Gulosino, &amp; Horvitz, 2014). The finding that grabbed the most headlines has been,\n<p style=\"text-align: left\">Students with instructionally supportive mentors had higher credit recovery rates [77%] than students with less-instructionally supportive mentors [60%], and credit recovery rates were similar to their face-to-face counterparts [76%]. (p. 7)<\/p>\n\n<h4>Interpreting these Findings<\/h4>\nThe finding that students with instructionally supportive mentors have higher pass rates than students who had less instructionally supportive mentors is interesting but should be understood within the context of this research.\n\nSomewhat contradictory to this finding was that the percentage of possible points earned was similar for students with instructionally supportive mentors (36%) and less instructionally supportive mentors (35%). Comparing means alone can be misleading and a better understanding could have been achieved if researchers also shared the standard deviation from the mean (SD) and graphed the actual grades that students achieved similar to what was provided in their other research brief (<a href=\"http:\/\/www.air.org\/sites\/default\/files\/downloads\/report\/Online-vs-F2F-Credit-Recovery.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Heppen et al., 2016<\/a>). Student performance on a post-test was also similar for face-to-face students (<em>M<\/em>=280) and for online students regardless of whether they had an instructionally supportive mentor (<em>M<\/em>=274) or a less instructionally supportive mentor (<em>M<\/em>=273).\n\nComparing final course grades was also problematic because online students\u2019 grades were based on performance and in-class behavior, whereas face-to-face students\u2019 grades were based only on academic performance. As a result, a disruptive online student may have received a lower grade than a face-to-face student who behaved similarly. It is important to remember that mentors who provided less instructional support were working with students who had previously exhibited higher suspension rates in grade 9 (43%) than students who had mentors who provided higher levels of instructional support (34%). It is possible that some mentors provided less instructional support because they were required to spend more of their time on classroom discipline either because the students they mentored had more defiant tendencies or because the mentor was less skilled at classroom management. Regardless of the reason, mentors who experienced a high level of discipline issues may have had little time to provide students with instructional support and may have given their students lower grades as a result of their behavior. Therefore, the differences in pass rates may \u2014 in part \u2014 actually be a reflection of mentors\u2019 ability to efficiently and effectively manage the classroom and build relationships with students. Additional background information such as mentors\u2019 classroom or mentoring experience and professional development opportunities they\u2019d been provided would have also allowed readers to consider alternative factors that may have had an impact on mentors\u2019 ability to facilitate students\u2019 learning.\n\nAnother limitation of this research was that it relied heavily on self-report data from mentors. Within the report, the researchers defined instructional support as the \u201ctime they spent answering students\u2019 questions about mathematics \u2014 either the content presented in the online course or mathematics topics that are needed to understand Algebra 1\u201d (p. 3). However, the researchers did not report how this definition was communicated to mentors, and it is unclear how well mentors distinguished time spent tutoring students in mathematics and time spent answering questions about specific assignment directions and requirements.\n\nDespite these limitations, this research makes a significant contribution to our understanding of how mentors can influence student performance. The researchers correctly stated that \u201cthis brief raises important questions about the role of in-class mentors in supporting students as well as the need for face-to-face instructional support for students to recover credit in key courses required for graduation\u201d (p. 9). More research is needed that addresses the limitations of this research in a variety of course subjects with varying types of students. It may be that instructionally supportive mentors are more important in math than in other content areas such as social studies and language arts. Similarly, instructionally supportive mentors may be more important with non-credit recovery or advanced placement students. This research also examined student performance in summer courses that required students to meet four hours a day for three to four weeks; researchers may find different results in courses where students\u2019 learning is distributed across a more traditional semester.\n<h4>References<\/h4>\nBarbour, M. K., &amp; Hill, J. (2011). What are they doing and how are they doing it? Rural student experiences in virtual schooling. Journal of Distance Education, 25(1). Retrieved from http:\/\/www.jofde.ca\/index.php\/jde\/article\/view\/725\/1248\n\nBarbour, M., &amp; Mulcahy, D. (2004). The role of mediating teachers in Newfoundland\u2019s new model of distance education. The Morning Watch, 32(1). Retrieved from http:\/\/www.mun.ca\/educ\/faculty\/mwatch\/fall4\/barbourmulcahy.htm\n\nBorup, J., Graham, C. R., &amp; Drysdale, J. S. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793\u2013806. doi:10.1111\/bjet.12089\n\nde la Varre, C., Keane, J., &amp; Irvin, M. J. (2011). Dual perspectives on the contribution of on-site facilitators to teaching presence in a blended learning environment. Journal of Distance Education, 25(3). Retrieved from http:\/\/www.jofde.ca\/index.php\/jde\/article\/viewArticle\/751\/1285\n\nFreidhoff, J. R. (2015). Michigan\u2019s K-12 virtual learning effectiveness report 2013-2014. Lansing, MI: Michigan Virtual Learning Research Institute. Retrieved from https:\/\/media.mivu.org\/institute\/pdf\/er_2014.pdf\n\nFreidhoff, J. R., Borup, J., Stimson, R. J., &amp; DeBruler, K. (2015). Documenting and sharing the work of successful on-site mentors. Journal of Online Learning Research, 1(1), 107\u2013128.\n\nHarms, C. M., Niederhauser, D. S., Davis, N. E., Roblyer, M. D., &amp; Gilbert, S. B. (2006). Educating educators for virtual schooling: Communicating roles and responsibilities. The Electronic Journal of Communication, 16(1 &amp; 2). Retrieved from http:\/\/www.cios.org\/EJCPUBLIC\/016\/1\/01611.HTML\n\nHeppen, J., Allensworth, E., Sorensen, N., Rickles, J., Walters, K., Taylor, S., Michelman, V., &amp; Clements, P. (2016). Getting back on track comparing the effects of online and face-to-face credit recovery in Algebra I. Washington, D.C.: American Institutes for Research. Retrieved from http:\/\/www.air.org\/sites\/default\/files\/downloads\/report\/Online-vs-F2F-Credit-Recovery.pdf\n\nMiron, G., Gulosino, C., &amp; Horvitz, B. (2014). Section III: Full time virtual schools. In A. Molnar (Ed.), Virtual schools in the U.S. 2014 (pp. 55\u201373). Boulder, CO: National Education Policy Center. Retrieved from http:\/\/nepc.colorado.edu\/files\/virtual-2014-all-final.pdf\n\nO\u2019Dwyer, L. M., Carey, R., &amp; Kleiman, G. (2007). A study of the effectiveness of the Louisiana algebra I online course. Journal of Research on Technology in Education, 39(3), 289\u2013306.\n\nTaylor, S., Clements, P., Heppen, J., Rickles, J., Sorensen, N., Walters, K., Allensworth, E., &amp; Michelman, V. (2016). Getting back on track the role of in-person instructional support for students taking online credit recovery. Washington, D.C.: American Institutes for Research. Retrieved from http:\/\/www.air.org\/system\/files\/downloads\/report\/In-Person-Support-Credit-Recovery.pdf\n\nVelasquez, A., Graham, C. R., &amp; Osguthorpe, R. D. (2013). Caring in a technology-mediated online high school context. Distance Education, 34(1), 97\u2013118. doi:10.1080\/01587919.2013.770435",
            "title": "A Summary and Critique of Research Brief 2: The Role of In-Person Instructional Support for Students Taking Online Credit Recovery",
            "excerpt": "By Dr. Jered Borup Introduction and Background Learning online can be especially challenging for many students because they need to master the content while they simultaneously develop the knowledge and skills required to learn online (Lowes &amp; Lin, 2015). This is especially true for online students who are attempting to recover credit from a class...",
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            "path": "\/blog\/call-for-articles-special-issue-of-the-journal-of-online-learning-and-research\/",
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            "timestamp": 1461729600,
            "content": "As the implementation of blended learning environments grows, educators and decision-makers are increasingly asking what works, or what will work for their students. Blended learning is defined here as the integration of in-person learning and technology.\n\nThe existing research base on blended learning in K-12 settings is young (Ferdig &amp; Kennedy, 2014). While there exists theoretical and empirical support for specific elements of blended environments, such as individualized instruction (Alexander &amp; Murphy, 1998; Bloom, 1984; U.S. Department of Education, Office of Educational Technology, 2014; Vosnaidou, 2001), mastery learning (National Center on Universal Design for Learning, 2011), promoting transfer through varying context and representations (National Research Council, 2000), and formative assessment (Pashler et al., 2007); combinations of these elements in vivo currently have limited theoretical and descriptive evidence to support their effectiveness.\n\nThere is much still to be learned about if, when, and how blended learning is effectively implemented in K-12 classrooms. In order to better understand what might constitute evidence-based practice, measures of implementation need to be more explicit and detailed, so that we understand what is being measured and how it may differ from other learning environments. Studies that focus on teaching and learning, either as pedagogical strategies, or as instructional decisions, as the key element of blending learning will contribute evidence that is more actionable in the field. If effective practices are to make it into classrooms, published research studies need to address both theoretical and practical gaps in existing knowledge, clarify what the implications of findings, along with the extent to which the findings are generalizable. Existing gaps in knowledge include a need to better understand the contexts under which, and the constituents for whom blending learning might be differentially effective. This special issue seeks submissions that achieve the above aims.\n<h5>Topics<\/h5>\nSuggested topics related to K-12 blended learning include \u2014 but are not limited to:\n<ul>\n \t<li>Measures of blended learning environments that focus on teaching and learning practices (fidelity measures, observation rubrics, etc.)<\/li>\n \t<li>The development and validation of measures of new constructs (e.g., SEL, mindset, grit), or for new uses (e.g., as comparative outcome measures, etc.)<\/li>\n \t<li>The aspects of implementation, if any, that are central to effectiveness, including the validity of mastery-based, competency-based or learning progressions<\/li>\n \t<li>The conditions (e.g., content areas, blended models) under which implementation is most or least likely to be effective<\/li>\n \t<li>The students for whom implementation is most or least likely to be effective<\/li>\n \t<li>The educators for whom implementation is most or least likely to be effective<\/li>\n \t<li>Crucial questions of practice, preferably identified by practitioners (educators, decision-makers, and implementers)<\/li>\n \t<li>The various activities (student-focused, teacher-focused, data-focused, and infrastructural) required for implementation<\/li>\n \t<li>The potential academic and non-academic student outcomes and impacts of implementation<\/li>\n \t<li>The potential teacher outcomes and impacts of implementation<\/li>\n \t<li>Evidence-based practices for supporting practitioners in aligning measurement questions and activities with implementation objectives<\/li>\n \t<li>Evidence-based practices for supporting practitioners in identifying and using relevant, existing data to measure implementation<\/li>\n \t<li>Evidence-based practices for supporting practitioners in identifying appropriate comparison groups to contextualize their results<\/li>\n \t<li>Evidence-based practices for supporting practitioners in selecting reliable, valid measures that are appropriate for their measurement purposes<\/li>\n \t<li>The extent to which we mean the same things when we use the same terms and language across disciplines, sites, and areas of expertise<\/li>\n<\/ul>\nQualitative, quantitative, and mixed methods research articles are welcome. Research should be grounded in the existing literature and\/or theoretical frameworks.\n<h5>Submission Guidelines<\/h5>\nPlease submit manuscripts directly through the AACE Publications submission link below:\n\n<a href=\"http:\/\/publish.aace.org\/?fuseaction=Authors.BeginSubmission\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/publish.aace.org\/?fuseaction=Authors.BeginSubmission<\/a>\n\nDo not send manuscripts to the Guest Editor. The manuscripts must go through a double-blind review process. Please note that contributors may also be requested to serve as reviewers for this project. Authors are encouraged to contact the Guest Editor to propose an idea for submission to ensure the appropriateness of the proposed study for this venue.\n<h5>Timeline<\/h5>\nDeadline for Submissions: September 12, 2016\nAuthors informed of decisions: October 24, 2016\nAnticipated special issue publication: March 2017\n<h5>Guest Editor<\/h5>\nDr. Sarojani S. Mohammed\[email protected]\n<h5>References<\/h5>\nAlexander, P. A. &amp; Murphy, P. K. (1998). The research base for APA\u2019s learner-centered psychological principles. In N. M. Lambert &amp; B. L. McCombs (Eds), <em>How students learn: Reforming schools through learner-centered education<\/em>. (pp. 25-60). Washington, D.C.: American Psychological Association.\n\nBloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. <em>Educational Researcher<\/em>, 13(6), 4\u201316.\n\nFerdig, R.E. &amp; Kennedy, K. (2014). <em>Handbook of Research on K-12 Online and Blended Learning<\/em>. ETC Press.\n\nNational Center on Universal Design for Learning (2011). Universal Design for Learning guidelines - version 2.0: Research evidence. Retrieved from <a href=\"http:\/\/www.udlcenter.org\/research\/researchevidence\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.udlcenter.org\/research\/researchevidence\/<\/a>\n\nNational Research Council. (2000). How people learn. Retrieved from National Academy Press website: <a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=9853\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.nap.edu\/openbook.php?record_id=9853<\/a>\n\nPashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007). Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from <a href=\"http:\/\/ncer.ed.gov\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/ncer.ed.gov<\/a>\n\nU.S. Department of Education, Office of Education Technology (2014). Learning Technology Effectiveness. Retrieved from <a href=\"https:\/\/tech.ed.gov\/wp-content\/uploads\/2014\/11\/Learning-Technology-Effectiveness-Brief.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/tech.ed.gov\/wp-content\/uploads\/2014\/11\/Learning-Technology-Effectiveness-Brief.pdf<\/a>\n\nVosniadou, S. (2001). How children learn (Educational practices series\u20137). Retrieved from UNESCO International Academy of Education, International Bureau of Education website: <a href=\"http:\/\/www.ibe.unesco.org\/publications\/EducationalPracticesSeriesPdf\/prac07e.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.ibe.unesco.org\/publications\/EducationalPracticesSeriesPdf\/prac07e.pdf<\/a>",
            "title": "Call for articles \u2013 Special Issue of the Journal of Online Learning and Research",
            "excerpt": "As the implementation of blended learning environments grows, educators and decision-makers are increasingly asking what works, or what will work for their students. Blended learning is defined here as the integration of in-person learning and technology. The existing research base on blended learning in K-12 settings is young (Ferdig &amp; Kennedy, 2014). While there exists...",
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            "id": 28498,
            "path": "\/blog\/gradebook-analysis-with-r-part-iii\/",
            "author_id": 54,
            "timestamp": 1461643200,
            "content": "This is Part III in Scout from University of California\u2019s three-part series, Gradebook analysis with R. If you missed Part I or Part II, <a href=\"http:\/\/mvlri.org\/blog\/gradebook-analysis-with-r-part-i\/\">click here<\/a> for Part I and <a href=\"http:\/\/mvlri.org\/blog\/gradebook-analysis-with-r-part-ii\/\">here<\/a> for Part II\n\n<img class=\"alignleft wp-image-923 size-thumbnail\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/logo-150x150.png\" alt=\"OR logo\" width=\"150\" height=\"150\" \/>\n\nIn Parts I and II we showed how to clean, tidy, explore and plot your gradebook data. Now it\u2019s time to show off some of that work and turn your findings into shareable data products. Data analysis is, after all, a communal activity, and there\u2019s no sense in hogging all that insight to yourself. Sharing is caring.\n\nTowards that end, we\u2019ll explain how to share your data in a variety of ways and formats. If there\u2019s a single takeaway from this post, it\u2019s that there are tools and resources in R to create almost any presentation imaginable.\n<h5>Sharing Image Files<\/h5>\nIn the event that you do find a plot worth sharing, you can save any ggplot2 plot to an image file with the ggsave() function. The file will be saved to your current working directory.\n\n<strong>#After creating a ggplot object:<\/strong>\n<strong>ggsave(file = \"final_exam_histogram.png\")<\/strong>\n\n<strong>#Or, create a ggplot object and pass it to ggsave():<\/strong>\n<strong>plot1 &lt;- ggplot(plot_data, aes(Final)) + geom_histogram()<\/strong>\n<strong>ggsave(\"final_exam_histogram.png\", plot1)<\/strong>\n\nAnd if you\u2019re creating plots in base R, you can also use the respective png(), jpg(), or pdf() functions. Alternatively, if you\u2019re working in the integrated development environment (IDE\u2013software applications that provide a variety of tools for programmers) <a href=\"https:\/\/www.rstudio.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">RStudio<\/a>\u00a0, you can also just export the plot to an image file from within the interface. This is handy not only because it saves you from writing additional code, but because you can resize the image to any desired specifications while maintaining its aspect ratio:\n\n<img class=\"aligncenter wp-image-944 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/save-plot.png\" alt=\"Save plot as image graph\" width=\"559\" height=\"708\" \/>\n<h5>Sharing CSV or Spreadsheet Files<\/h5>\nA colleague may also request a spreadsheet of your tidied data, and you can create a CSV or Excel Workbook with write.csv() or write.xlsx() from the xlsx package. Again, the file will be saved to your current working directory.\n\n<strong>write.csv(apcalcbc, file = \"apcalcbc.csv\") #The first argument is the name of the R object<\/strong>\n\n<strong>library(xlsx)<\/strong>\n<strong>write.xlsx(apcalcbc, file = \"apcalcbc.xlsx\", sheetName = \"AP Calculus BC\")<\/strong>\n\nIf you\u2019re working with data from Google Sheets, we highly recommend the googlesheets() package which allows you to access, extract, edit, create, delete or copy data from your Google Drive. <a href=\"https:\/\/github.com\/jennybc\/googlesheets\/blob\/master\/vignettes\/basic-usage.md\" target=\"_blank\" rel=\"noopener noreferrer\">The documentation on GitHub is fantastic <\/a>and gets you up and running in no time.\n<h5>Sharing With R Markdown and RPubs<\/h5>\nAuthoring scripts in <a href=\"http:\/\/rmarkdown.rstudio.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">R Markdown<\/a> allow you to create dynamic documents, presentations and reports. If you\u2019re familiar with markdown syntax, picking up R Markdown will be a cinch. But even if you\u2019ve never written a line of markdown, the conventions are easy to follow <a href=\"http:\/\/www.rstudio.com\/wp-content\/uploads\/2015\/02\/rmarkdown-cheatsheet.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">with a cheat sheet nearby<\/a>. Along with its reproducibility, one of the main advantages of R Markdown scripts is how neatly and orderly it renders plots, blocks of code, tables and images. This entire series, for example, was authored in R Markdown and \u201cknit\u201d to HTML files with the knitr package. In the image below, the left pane shows my R Markdown script from Part II, and the right pane shows some of the rendered HTML output.\n\n<img class=\"aligncenter wp-image-945 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/knit1-1024x585.png\" alt=\"Knit image\" width=\"1024\" height=\"585\" \/>\n\nWith a little twist, you can also create HTML5 slides with R Presentations within RStudio:\n\n<img class=\"alignleft wp-image-946 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/knit2-1024x380.png\" alt=\"Create slides image\" width=\"1024\" height=\"380\" \/>\n\nFinally, you can publish all of your R Markdown documents to <a href=\"https:\/\/rpubs.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">RPubs<\/a>, a free web publishing site if you so desire. All you need is an account.\n<h5>Sharing Shiny Apps<\/h5>\nDisclaimer: Shiny apps are relatively easy to create, but require a measure of patience, forethought and attention to detail. In brief, <a href=\"http:\/\/shiny.rstudio.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Shiny<\/a> allows you to create interactive web applications with zero knowledge of HTML, CSS or JavaScript. The possibilities are endless, but you would be wise to visit with whomever you intend to showcase your data in advance. What precisely do they need to see? In the context of student performance and gradebooks, what data stimulates substantive discussion, or stirs imaginative thinking? Is the purpose to showcase student performance or evaluate the curriculum? Without clear direction, Shiny app development tends to wander.\n\nThe available Shiny documentation is superb, and we highly recommend working through <a href=\"http:\/\/shiny.rstudio.com\/tutorial\/\" target=\"_blank\" rel=\"noopener noreferrer\">RStudio\u2019s Shiny tutorials<\/a>. Their <a href=\"http:\/\/shiny.rstudio.com\/gallery\/\" target=\"_blank\" rel=\"noopener noreferrer\">gallery of Shiny apps<\/a> is also a fountain of inspiration.\n\nIn the example below, we created a Shiny app that integrates data from our LMS, SIS and course evaluations. The app responds to user input: it will rerun when a different course is selected, or when the number of histogram bins is adjusted. The user can check the overall grade distribution on the \u201cGrade Distribution\u201d tab, view student performance by gender on the \u201cPerformance by Gender\u201d tab, and isolate test performance on the \u201cTest Performance\u201d tab. The bar plots on the bottom show student responses to the course evaluation. Thus, with just a few clicks, users can get a sense of both student performance and student appreciation.\n\nScreenshot of the Shiny App:\n\n<img class=\"aligncenter wp-image-947 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/shiny-app-1024x621.png\" alt=\"Screenshot of shiny app\" width=\"1024\" height=\"621\" \/>\n\nHere is the code for this particular app (Note: evaluations and gradebooks are objects in my environment):\n\n<strong>library(shiny)<\/strong>\n\n<strong>ui &lt;- fluidPage(<\/strong>\n<strong>titlePanel(\"Scout Gradebook Data\"),<\/strong>\n<strong>sidebarLayout(<\/strong>\n<strong>sidebarPanel(<\/strong>\n<strong>selectInput(\"course\", \"Select Course:\", choices = c(\"Geometry\", \"AP Calculus BC\"), selected = \"Geometry\"),<\/strong>\n<strong>sliderInput(\"slider\", \"Bins:\", min = 5, max = 15, value = 8, step = 1)<\/strong>\n<strong>),<\/strong>\n<strong>mainPanel(<\/strong>\n<strong>fluidRow(<\/strong>\n<strong>column(width = 9,<\/strong>\n<strong>tabsetPanel(<\/strong>\n<strong>tabPanel(\"Grade Distribution\", plotOutput(\"histogram\")),<\/strong>\n<strong>tabPanel(\"Performance by Gender\", plotOutput(\"violins\")),<\/strong>\n<strong>tabPanel(\"Test Performance\", dataTableOutput(\"tests\"))<\/strong>\n<strong>)<\/strong>\n<strong>)<\/strong>\n<strong>),<\/strong>\n<strong>fluidRow(h3(\"Course Evaluation Responses\"),<\/strong>\n<strong>column(width = 9, <\/strong>\n<strong>plotOutput(\"evaluations\")<\/strong>\n<strong>)<\/strong>\n<strong>)<\/strong>\n<strong>)<\/strong>\n<strong>)<\/strong>\n<strong>)<\/strong>\n\n<strong>server &lt;- function(input, output) {<\/strong>\n\n<strong>gradebook &lt;- reactive({<\/strong>\n<strong>gradebooks %&gt;%<\/strong>\n<strong>filter(Course == input$course)<\/strong>\n<strong>})<\/strong>\n\n<strong>output$histogram &lt;- renderPlot({<\/strong>\n\n<strong>ggplot(gradebook(), aes(Grade)) +<\/strong>\n<strong>geom_histogram(bins = input$slider, fill = \"lightblue\", color = \"black\") +<\/strong>\n<strong>theme_minimal()<\/strong>\n<strong>})<\/strong>\n\n<strong>output$violins &lt;- renderPlot({<\/strong>\n\n<strong>plot_data &lt;- gradebook() %&gt;%<\/strong>\n<strong>distinct(Student)<\/strong>\n\n<strong>ggplot(plot_data, aes(Gender, Final, fill = Gender)) +<\/strong>\n<strong>geom_violin()<\/strong>\n<strong>})<\/strong>\n\n<strong>output$tests &lt;- renderDataTable({<\/strong>\n\n<strong>gradebook() %&gt;%<\/strong>\n<strong>distinct(Student) %&gt;%<\/strong>\n<strong>select(Student, Grade, Final, Result) %&gt;%<\/strong>\n<strong>arrange(desc(Grade))<\/strong>\n<strong>})<\/strong>\n\n<strong>output$evaluations &lt;- renderPlot({<\/strong>\n\n<strong>eval_plot_data &lt;- evaluations %&gt;% <\/strong>\n<strong>filter(Course == input$course)<\/strong>\n\n<strong>ggplot(evaluations, aes(Response, Counts)) + <\/strong>\n<strong>geom_bar(stat = \"identity\", fill = \"orange\") +<\/strong>\n<strong>facet_grid(~Question) +<\/strong>\n<strong>theme_minimal() +<\/strong>\n<strong>theme(axis.text.x = element_text(angle = 45, hjust = 1))<\/strong>\n<strong>})<\/strong>\n<strong>}<\/strong>\n\n<strong>shinyApp(ui = ui, server = server)<\/strong>\n\nYou can further customize the look and feel with the shinythemes package, or create more robust dashboards with the shinydashboard package. There are hundreds of features to explore, from collapsing boxes to reactive user interfaces. Finally, you can publish your app to the web through <a href=\"http:\/\/www.shinyapps.io\/\" target=\"_blank\" rel=\"noopener noreferrer\">shinyapps.io<\/a>. There is a free version, but it comes with limitations to run time and security unless you upgrade to a paid subscription.\n<h5>R Resources<\/h5>\nIf you made it this far, you\u2019re probably interested in learning more about R and perhaps teaching yourself. The internet is full of helpful courses, videos and blogs, but here are some I found\/find particularly useful:\n<ul>\n \t<li>Google Developers\u2019<a href=\"https:\/\/www.youtube.com\/playlist?list=PLOU2XLYxmsIK9qQfztXeybpHvru-TrqAP\" target=\"_blank\" rel=\"noopener noreferrer\"> Intro to R<\/a> Series on Youtube<\/li>\n \t<li><a href=\"https:\/\/www.coursera.org\/specializations\/jhu-data-science\" target=\"_blank\" rel=\"noopener noreferrer\">Coursera\u2019s Data Science Specialization<\/a><\/li>\n \t<li><a href=\"https:\/\/www.r-bloggers.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">R-Bloggers<\/a>, a consortium of people blogging about R<\/li>\n \t<li>RStudio <a href=\"https:\/\/www.rstudio.com\/resources\/webinars\/\" target=\"_blank\" rel=\"noopener noreferrer\">Webinars<\/a>, <a href=\"https:\/\/www.rstudio.com\/resources\/cheatsheets\/\" target=\"_blank\" rel=\"noopener noreferrer\">Cheat sheets<\/a> and <a href=\"https:\/\/blog.rstudio.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Blogs<\/a><\/li>\n \t<li>A favorite pastime: googling various errors into <a href=\"https:\/\/stackoverflow.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Stack Overflow<\/a><\/li>\n \t<li><a href=\"https:\/\/twitter.com\/hadleywickham?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Hadley Wickham on Twitter<\/a>. It feels disingenuous at this point not to mention the R community\u2019s great debt to Hadley. He is responsible for most of the packages used in this series including ggplot2, dplyr, readr, tidyr, and stringr, among others.<\/li>\n<\/ul>\n&nbsp;\n\n<img class=\"alignnone size-medium wp-image-933\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/scout-logo-300x44.png\" alt=\"University of California-Scout logo\" width=\"300\" height=\"44\" \/>\n<h5>About the Author<\/h5>\nDavid Ranzolin wrangles, slices, and dices data for Scout, but he also likes to pal around with the English department reciting <em>Julius Caesar<\/em>, extolling the innumerable merits of <em>East of Eden<\/em>, and arguing about the hegemonic canon.\n<h5>About Scout<\/h5>\nLearning is synonymous with empowerment at Scout. We are teachers, instructional designers and technologists working to deliver University of California-quality interactive online classes, curriculum and supplemental education materials to middle school and high school students and teachers across the U.S. and beyond. Our course materials are designed to inspire life-long curiosity and prepare pupils of all backgrounds and education levels for an increasingly technological world where training and job skills are mobile, asynchronous and self-directed. Explicitly created to bridge achievement gaps, we believe that using technology effectively can remove traditional obstacles to education.",
            "title": "Gradebook analysis with R - Part III",
            "excerpt": "This is Part III in Scout from University of California\u2019s three-part series, Gradebook analysis with R. If you missed Part I or Part II, click here for Part I and here for Part II In Parts I and II we showed how to clean, tidy, explore and plot your gradebook data. Now it\u2019s time to...",
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            "content": "\n\nIn this episode, we are talking with Dr. Jim Rickabaugh, the Director of the Institute for Personalized Learning in Wisconsin. Jim brings a ton of experience and lots of insights to his current role, and his organization is taking on the ambitious goal of helping schools redesign their models to put learners at the center of the picture. Be sure to check out their work at their <a href=\"http:\/\/institute4pl.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a>, their <a href=\"http:\/\/institute4pl.org\/index.php\/our-model\/\" target=\"_blank\" rel=\"noopener noreferrer\">honeycomb model<\/a>, and the <a href=\"http:\/\/wcer.wisc.edu\/publications\/abstract\/wcer-working-paper-no.-2015-08\" target=\"_blank\" rel=\"noopener noreferrer\">working paper<\/a> observing their work by the Wisconsin Center for Education Research. Jim\u2019s books can also be found <a href=\"http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Tapping-the-Power-of-Personalized-Learning.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a> and <a href=\"http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Five-Levers-to-Improve-Learning.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>. You can find Jim on Twitter at <a href=\"https:\/\/twitter.com\/drrickabaugh\" target=\"_blank\" rel=\"noopener noreferrer\">@drrickabaugh<\/a> and the Institute at <a href=\"https:\/\/twitter.com\/Institute4PL\" target=\"_blank\" rel=\"noopener noreferrer\">@Institute4PL<\/a>.",
            "title": "Episode 25: Jim Rickabaugh, Institute for Personalized Learning",
            "excerpt": "In this episode, we are talking with Dr. Jim Rickabaugh, the Director of the Institute for Personalized Learning in Wisconsin. Jim brings a ton of experience and lots of insights to his current role, and his organization is taking on the ambitious goal of helping schools redesign their models to put learners at the center...",
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            "content": "The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning to come together, get feedback on their work and share any collaboration opportunities on grants, research, publications, etc.",
            "title": "MVLRI Spring 2016 Research Collaborative",
            "excerpt": "The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning to come together, get feedback on their work and share any collaboration opportunities on grants, research, publications, etc.",
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            "path": "\/blog\/gradebook-analysis-with-r-part-ii\/",
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            "content": "This is Part II in Scout from University of California\u2019s three-part series, Gradebook analysis with R. If you missed Part I, read it <a href=\"http:\/\/mvlri.org\/blog\/gradebook-analysis-with-r-part-i\/\">here<\/a>. You can also read Part III <a href=\"http:\/\/mvlri.org\/blog\/gradebook-analysis-with-r-part-iii\/\">here<\/a>.\n\n<img class=\"alignleft wp-image-923 size-thumbnail\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/logo-150x150.png\" alt=\"OR logo\" width=\"150\" height=\"150\" \/>\n\nIn Part I, we worked through loading, cleaning, tidying and summarizing gradebooks exported from an LMS. While it\u2019s true that <a href=\"https:\/\/www.nytimes.com\/2014\/08\/18\/technology\/for-big-data-scientists-hurdle-to-insights-is-janitor-work.html?_r=0\" target=\"_blank\" rel=\"noopener noreferrer\">approximately 80% of data analysis is spent wrangling and cleaning data<\/a>, it\u2019s only 20% of the fun. In our humble opinion, the real excitement and payoff come with plotting, inspecting and sharing visual patterns in your data. That\u2019s what this post is all about.\n\nToward that end, there are numerous ways to construct plots in R. There is, however, a loose consensus within the R community that the <strong>ggplot2<\/strong> package offers both the greatest flexibility and produces the most publication-ready graphics. True, the syntax takes some getting used to, but the results are rewarding. Here I cosign with David Robinson, data scientist and staunch advocate of ggplot: <a href=\"http:\/\/varianceexplained.org\/r\/teach_ggplot2_to_beginners\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cDon\u2019t teach built-in plotting; teach ggplot2.\u201d<\/a>\n\nInstallation is easy:\n\n<strong>install.packages(<span style=\"color: red\">\"ggplot2\"<\/span>)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(ggplot2)<\/strong>\n\nThere are dozens of quality <strong>ggplot2<\/strong> tutorials around the web, and we won\u2019t add to the surplus here. Rather, we hope to share some ideas for extracting insight from your gradebooks through histograms, scatter plots and box plots. The R code will be provided in each instance, but with somewhat limited commentary. This post will also demonstrate the creation of custom functions which can save a great deal of unnecessary copying and pasting.\n\nIn Part II we\u2019re going to sift through a new gradebook from a recent AP Calculus BC course. We\u2019ve already cleaned, subsetted, and tidied this gradebook, as well as joined additional data from our SIS using the same steps from Part I:\n\n<strong><span style=\"color: red\">library<\/span>(readr)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(dplyr)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(stringr)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(tidyr)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(magrittr)<\/strong>\n\n<strong>apcalcbc &lt;- read_csv(<span style=\"color: red\">\".\/gradebooks\/apcalcbc111006.csv\"<\/span>, skip = 7) %&gt;%<\/strong>\n<strong>select(`Student Name`,<\/strong>\n<strong>`Calculated Grade`,<\/strong>\n<strong>contains(<span style=\"color: red\">\"Final\"<\/span>), <\/strong>\n<strong>contains(<span style=\"color: red\">\"Homework\"<\/span>), <\/strong>\n<strong>contains(<span style=\"color: red\">\"Quiz\"<\/span>), <\/strong>\n<strong>-contains(<span style=\"color: red\">\"Comment\"<\/span>))<\/strong>\n\n<strong>names(apcalcbc)[3:ncol(apcalcbc)] %&lt;&gt;%<\/strong>\n<strong>str_sub(start = 1, end = -8) %&gt;%<\/strong>\n<strong>str_trim()<\/strong>\n\n<strong>apcalcbc %&lt;&gt;%<\/strong>\n<strong>rename(Final = `Semester 1 Final Exam`,<\/strong>\n<strong>Student = `Student Name`,<\/strong>\n<strong>Grade = `Calculated Grade`) %&gt;%<\/strong>\n<strong>gather(Item, Score, 3:ncol(.)) %&gt;%<\/strong>\n<strong>mutate(Type = <\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Homework\"<\/span>, Item), <span style=\"color: red\">\"Homework\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Open Response\"<\/span>, Item), <span style=\"color: red\">\"Open Response Quiz\"<\/span>, <span style=\"color: red\">\"Quiz\"<\/span>)),<\/strong>\n<strong>Result = <\/strong>\n<strong>ifelse(Grade &gt; 60, <span style=\"color: red\">\"Passed\"<\/span>, <span style=\"color: red\">\"Failed\"<\/span>),<\/strong>\n<strong>Unit = <\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Unit 1\"<\/span>, Item), <span style=\"color: red\">\"Unit 1\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Unit 2\"<\/span>, Item), <span style=\"color: red\">\"Unit 2\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Unit 3\"<\/span>, Item), <span style=\"color: red\">\"Unit 3\"<\/span>, <span style=\"color: red\">\"Unit 4\"<\/span>)))) %&gt;%<\/strong>\n<strong>left_join(sis_data, by = <span style=\"color: red\">\"Student\"<\/span>)<\/strong>\n\nSome explanation of the new variables within apcalcbc:\n\n[table id=14 \/]\n<h5>Viewing Distributions with Histograms<\/h5>\nHistograms are useful for observing the class\u2019s overall performance on a particular exam, quiz or homework assignment. The shape of the distribution is important: for most assignments, we would hope to see a unimodal, bell curve shape with scores clustering around the mean and median. Using the geom_histogram() \u201cgeom\u201d (plots in ggplot2 are created with various geoms), here we create a histogram of the final exam scores:\n\n<strong><span style=\"color: red\">library<\/span>(ggplot2)<\/strong>\n\n<strong>plot_data &lt;- apcalcbc %&gt;%<\/strong>\n<strong>distinct(Student) %&gt;%<\/strong>\n<strong>filter(Final &gt; 0)<\/strong> <em>#Removes students who did not take the final<\/em>\n\n<strong>ggplot(plot_data,<\/strong> <em>#The first argument of ggplot() is the name of the dataset<\/em>\n<strong>aes(Final)) +<\/strong> <em>#The second argument is the aesthetic mapping where you specify the x and y axes<\/em>\n<em>#Here the \"Final\" variable will be plotted on the x axis<\/em>\n<em>#We add \"geoms\" and elements to the plot with \"+\"<\/em>\n<strong>geom_histogram(binwidth = 5,<\/strong> <em>#Optional argument to adjust histogram bin width<\/em>\n<strong>fill = <span style=\"color: red\">\"lightgreen\"<\/span>,<\/strong> <em>#Optional argument to adjust fill color<\/em>\n<strong>color = <span style=\"color: red\">\"black\"<\/span>) +<\/strong> <em>#Optional argument to adjust border color<\/em>\n<strong>ggtitle(<span style=\"color: red\">\"Histogram of Final Exam Scores\"<\/span>) +<\/strong> <em>#Optional plot title<\/em>\n<strong>theme_minimal()<\/strong> <em>#Optional theme that removes extra grid lines and background color<\/em>\n\n<img class=\"aligncenter wp-image-936 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/histogram-1024x731.png\" alt=\"histogram of final exam scores\" width=\"1024\" height=\"731\" \/>\n\nThere is nothing overly troubling about the shape of this distribution. It is a loosely normal and a tad left-skewed, and we might question the distribution\u2019s center, but the deviation in scores is about what we would expect. Furthermore, if you consider the course\u2019s online, AP context, the concentration of high scores is less surprising. Online AP courses probably attract higher achieving students.\n\nA standalone histogram is of limited use when studying gradebooks, and retyping or copying the code for each exam, quiz or assignment would take forever. Suppose, for example, we want to compare the distributions from multiple assignments, such as all quizzes or homework. To do so, we can create a facet grid with <strong>+ facet_wrap(~Item)<\/strong>.\n\nNow let\u2019s plot the histogram facet grid using only the quizzes from Unit 3:\n\n<strong>plot_data &lt;- apcalcbc %&gt;%<\/strong>\n<strong>filter(Type == <span style=\"color: red\">\"Quiz\"<\/span>,<\/strong>\n<strong>Unit == <span style=\"color: red\">\"Unit 3\"<\/span>,<\/strong>\n<strong>Score &gt; 0)<\/strong>\n\n<strong>ggplot(plot_data,<\/strong>\n<strong>aes(Score)) +<\/strong>\n<strong>geom_histogram(binwidth = 2, fill = <span style=\"color: red\">\"lightgreen\"<\/span>, color = <span style=\"color: red\">\"black\"<\/span>) +<\/strong>\n<strong>ggtitle(<span style=\"color: red\">\"Unit 3 Quiz Scores\"<\/span>) +<\/strong>\n<strong>facet_wrap(~Item) +<\/strong>\n<strong>theme_minimal()<\/strong>\n\n<img class=\"alignleft wp-image-937 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/unit-3-quiz-1024x731.png\" alt=\"unit 3 quiz scores chart\" width=\"1024\" height=\"731\" \/>\n\nHere it might be worth nothing that the center of <strong>Unit 3: Quiz 06<\/strong> is different from the other quizzes, but that could be due to a simple change in maximum score. We could have plotted a histogram for every quiz by removing the <strong>Unit == \"Unit 3\"<\/strong> argument, but that would have flooded our plot viewer with dozens of tiny, illegible plots. Filtering by Unit is preferable in this respect.\n\nSo now we\u2019re interested in the quiz and homework distributions from other units, but there\u2019s a problem: the thought of copying and pasting the same plot code and changing some filters and plot titles along the way is repellant. The process is not only cumbersome and time-consuming, but it lacks panache \u2014 an unspoken, essential quality of all data analysis. Fortunately, we can save a great deal of time and typing by creating our own custom function that plots our desired histograms with minimal effort.\n\nUser-defined functions are one of R\u2019s signature advantages. The rule of thumb is that if you find yourself copying and pasting your code more than once, you should create your own function.\n\nOur new function, <strong>gradebook_histograms()<\/strong>, will have three arguments: the tidy dataset, the gradebook type and a specified unit. The function will then use those three inputs to create a facet grid with the desired histograms that includes a red line marking the distribution\u2019s median:\n\n<strong>gradebook_histograms &lt;- <span style=\"color: red\">function<\/span>(tidy_gradebook, type, unit) {<\/strong>\n\n<strong>plot_data &lt;- tidy_gradebook %&gt;%<\/strong>\n<strong>filter(Score &gt; 0,<\/strong>\n<strong>Type == type, <em>#Filter by type input<\/em><\/strong>\n<strong>Unit == unit) %&gt;% <em>#Filter by unit input<\/em><\/strong>\n<strong>group_by(Item) %&gt;%<\/strong>\n<strong>summarize(Median = median(Score)) %&gt;% <em>#Calculate median score<\/em><\/strong>\n<strong>left_join(tidy_gradebook, by = <span style=\"color: red\">\"Item\"<\/span>) <em>#Join the summarized, grouped medians back onto the dataset<\/em><\/strong>\n\n<strong>print(<\/strong>\n<strong>ggplot(plot_data, aes(Score)) +<\/strong>\n<strong>geom_histogram(binwidth = 2, fill = <span style=\"color: red\">\"lightgreen\"\/span&gt;, color = <span style=\"color: red\">\"black\"\/span&gt;) +<\/span><\/span><\/strong>\n<strong>geom_vline(data = plot_data, aes(xintercept = Median), <em>#Plot the vertical red line<\/em><\/strong>\n<strong>color = <span style=\"color: red\">\"red\", linetype = <span style=\"color: red\">\"dashed\"<\/span>) + <em>#Optional aesthetic arguments<\/em><\/span><\/strong>\n<strong>facet_wrap(~Item) +<\/strong>\n<strong>labs(x = paste(type, <span style=\"color: red\">\"Score\"<\/span>), y = <span style=\"color: red\">\"Count\"<\/span>) + <em>#Axes labels determined by function input<\/em><\/strong>\n<strong>ggtitle(paste(unit, type, <span style=\"color: red\">\"Scores\"<\/span>)) +<\/strong>\n<strong>theme_minimal()<\/strong>\n<strong>)<\/strong>\n<strong>}<\/strong>\n\nNow we tell R: \u201cShow us the <strong>AP Calculus BC<\/strong> score distributions for all <strong>quizzes<\/strong> in <strong>Unit 1:<\/strong>\u201d\n\n<strong>gradebook_histograms(apcalcbc, <span style=\"color: red\">\"Quiz\"<\/span>, <span style=\"color: red\">\"Unit 1\"<\/span>)<\/strong>\n\n<img class=\"alignleft wp-image-938 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/unit-1-quiz-1024x731.png\" alt=\"unit 1 quiz scores chart\" width=\"1024\" height=\"731\" \/>\n\nVoila! Thanks to our new function, the line between man and machine has been further blurred. If we want to view the distributions of homework scores or quiz scores from another unit or even another gradebook, we just have to change a few arguments. And if we know in advance that we want to see all the quiz plots for each unit anyway, we can call gradebook_histograms() iteratively within a for-loop. We won\u2019t run the following code, but it creates the histograms for every quiz from each Unit:\n\n<strong><span style=\"color: red\">for<\/span> (unit <span style=\"color: red\">in<\/span> unique(apcalcbc$Unit)) {<\/strong> <em>#This specifies four iterations, one for each unit<\/em>\n<strong>gradebook_histograms(<\/strong>apcalcbc<strong>, <span style=\"color: red\">\"Quiz\"<\/span>, unit)<\/strong>\n<strong>}<\/strong>\n<h5>Scatter Plots with Two Continuous Variables<\/h5>\nA curricular review is a Gordian knot of students and scores, teachers and technology, but another promising entry point is to consider how individual gradebook items relate to summative assessments such as a final exam. Correlation is not causation, but a series of scatter plots can flag potential issues and act as a springboard into other inquiries. An activity with little to no relationship to final exam performance is perhaps cause for concern.\n\nLet\u2019s create another function called <strong>gradebook_scatter_plots()<\/strong> that plots each student\u2019s <strong>Item<\/strong> score on the x-axis, and their <strong>Final<\/strong> score on the y-axis. We\u2019ll also add a smoother line with <strong>geom_smooth(method = \"lm\")<\/strong> that captures the line of best fit for each plot. For additional customization, we\u2019ll pass an elipses (\u2026) into the function that provides room for additional, optional arguments. For example, if I want the color of the scatter plot points to identify each student\u2019s gender, I can add <strong>color = \"Gender\"<\/strong> to my call of <strong>gradebook_scatter_plots()<\/strong>. And if I want the shape of the scatter plot points to identify each student\u2019s ethnicity, I can add <strong>shape = \"Ethnicity\"<\/strong>. Here we create the function using the <strong>geom geom_point()<\/strong>:\n\n<strong>gradebook_scatter_plots &lt;- <span style=\"color: red\">function<\/span>(tidy_gradebook, type, unit, ...) {<\/strong>\n\n<strong>plot_data &lt;- tidy_gradebook %&gt;%<\/strong>\n<strong>filter(Type == type,<\/strong>\n<strong>Unit == unit,<\/strong>\n<strong>Score &gt; 0,<\/strong>\n<strong>Final &gt; 0)<\/strong>\n<strong>print(<\/strong>\nggplot<strong>(plot_data, aes_string(<span style=\"color: red\">\"Score\"<\/span>, <span style=\"color: red\">\"Final\"<\/span>, ...)) +<\/strong> <em>#The ellipses go where additional arguments are provided<\/em>\n<em>#Because an additional mapping can be provided, we use aes_string()<\/em>\n<strong>geom_point() +<\/strong>\n<strong>facet_wrap(~Item) +<\/strong>\n<strong>geom_smooth(method = <span style=\"color: red\">\"lm\"<\/span>) +<\/strong> <em>#Specifies line of best fit with shaded area representing 95% confidence interval<\/em>\n<strong>labs(y = <span style=\"color: red\">\"Final Exam Score\"<\/span>, x = paste(type, <span style=\"color: red\">\"Score\"<\/span>)) +<\/strong>\n<strong>ggtitle(paste(unit, type, <span style=\"color: red\">\"Scores ~ Final Exam\"<\/span>)) +<\/strong>\n<strong>theme_minimal()<\/strong>\n<strong>)<\/strong>\n<strong>}<\/strong>\n\nWith our new function, let\u2019s view the scatter plots for all <strong>quizzes<\/strong> in <strong>Unit 1<\/strong>:\n\n<strong>gradebook_scatter_plots(apcalcbc, <span style=\"color: red\">\"Quiz\"<\/span>, <span style=\"color: red\">\"Unit 1\"<\/span>)<\/strong>\n\n<img class=\"aligncenter wp-image-939 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/unit-1-quiz-final-1024x731.png\" alt=\"quiz scores - final 1\" width=\"1024\" height=\"731\" \/>\n\nWe observe a consistent positive relationship between quiz scores and final exam scores. The assumption here is that there is at least some overlap in the skills and knowledge required to succeed on the quizzes, and the skills and knowledge required to succeed on the final exam. An assignment that showed little to no positive correlation would raise some eyebrows, as would a concentration of points located outside the shaded confidence intervals. Here the relatively small sample size and the small variation in quiz score probably explains the phenomenon, but these are oddities worth investigating, and the purpose of the plots (along with the rest of our exploratory data analysis) is to flag potential issues within the curriculum. The scatter plots accomplish precisely this with remarkable speed and ease.\n\nLet\u2019s pass an additional argument to our function (<strong>color = \"Gender\"<\/strong>) and view the plots with the color of each point identifying each student\u2019s Gender:\n\n<strong>gradebook_scatter_plots(apcalcbc, <span style=\"color: red\">\"Quiz\"<\/span>, <span style=\"color: red\">\"Unit 1\"<\/span>, color = <span style=\"color: red\">\"Gender\"<\/span>)<\/strong>\n\n<img class=\"aligncenter wp-image-940 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/unit-1-quiz-final2-1024x731.png\" alt=\"quiz scores - final 2\" width=\"1024\" height=\"731\" \/>\n\nAgain, the sample size is too small to make any generalization about gender performance. What is important to see here is the process and method of viewing your data across multiple variables, some continuous, some categorical.\n<h5>Comparing Distributions across Categorical Variables with Box Plots<\/h5>\nA box plot is another useful visual aid when comparing distributions of a continuous variable across levels (groups) of a categorical variable. We can, for example, compare each ethnic group\u2019s overall performance at a glance with <strong>geom_boxplot()<\/strong>. Here we\u2019ll also calculate the class median and overlay the plot with a dashed red line indicating the value.\n\n<strong>plot_data &lt;- apcalcbc %&gt;%<\/strong>\n<strong>filter(Final &gt; 0) %&gt;%<\/strong>\n<strong>distinct(Student)<\/strong>\n\n<strong>class_median &lt;- median(plot_data$Grade)<\/strong>\n\n<strong>ggplot(plot_data,<\/strong>\n<strong>aes(Ethnicity, Grade, fill = Ethnicity)) +<\/strong>\n<strong>geom_boxplot(outlier.colour = <span style=\"color: red\">\"red\"<\/span>, outlier.shape = 1) + <em>#Specifies color and shape of outliers<\/em><\/strong>\n<strong>stat_summary(fun.y = mean, geom = <span style=\"color: red\">\"point\"<\/span>, shape = 23, size = 3) +<\/strong> <em>#Plots the mean, indicated by diamonds on the plots<\/em>\n<strong>geom_hline(yintercept = class_median, color = <span style=\"color: red\">\"red\"<\/span>, linetype = <span style=\"color: red\">\"dashed\"<\/span>)<\/strong>\n<strong>theme_minimal() +<\/strong>\n<strong>theme(axis.text.x = element_text(angle = 45, hjust = 1, size = 10))<\/strong> <em>#Optional adjustment to labels<\/em>\n\n<img class=\"aligncenter wp-image-941 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/ethnicity-1024x731.png\" alt=\"Ethnicity graph\" width=\"1024\" height=\"731\" \/>\n\nOf note: the median score for each ethnic group is comfortably close to the overall class median (indicated by the dashed red line), although some are higher than others. And if you\u2019re curious, outliers in <strong>geom_boxplot()<\/strong> are points beyond 1.5 * IQR (inter-quartile range) in either direction.\n<h5>Other Plotting Options<\/h5>\nFar be it from me to drone through this entire post without mentioning some of R\u2019s more dynamic graphing capabilities. Packages like <strong>googleVis<\/strong>, <strong>rCharts<\/strong>, and <strong>plotly<\/strong> allow you to create interactive visualizations, but many users still get usage out of base R and <strong>lattice<\/strong>. Perhaps the most exciting recent development in R plotting is the <strong>gganimate<\/strong> package which can \u201cgif-afy\u201d your plots into slick animations. In short, in the world of open source data visualization, R is probably king.\n\nHave a question about R or this tutorial? Feel free to email me at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\n\n<img class=\"alignnone size-medium wp-image-933\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/scout-logo-300x44.png\" alt=\"University of California-Scout logo\" width=\"300\" height=\"44\" \/>\n<h5>About the Author<\/h5>\nDavid wrangles, slices and dices data for Scout, but he also likes to pal around with the English department reciting <em>Julius Caesar<\/em>, extolling the innumerable merits of <em>East of Eden<\/em>, and arguing about the hegemonic canon.\n<h5>About Scout<\/h5>\nLearning is synonymous with empowerment at Scout. We are teachers, instructional designers and technologists working to deliver University of California-quality interactive online classes, curriculum and supplemental education materials to middle school and high school students and teachers across the U.S. and beyond. Our course materials are designed to inspire life-long curiosity and prepare pupils of all backgrounds and education levels for an increasingly technological world where training and job skills are mobile, asynchronous and self-directed. Explicitly created to bridge achievement gaps, we believe that using technology effectively can remove traditional obstacles to education.",
            "title": "Gradebook analysis with R - Part II",
            "excerpt": "This is Part II in Scout from University of California\u2019s three-part series, Gradebook analysis with R. If you missed Part I, read it here. You can also read Part III here. In Part I, we worked through loading, cleaning, tidying and summarizing gradebooks exported from an LMS. While it\u2019s true that approximately 80% of data...",
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            "content": "\n\nIn this episode, we\u2019re talking with Mary Ann Wolf, the Director of Digital Learning Programs at the Friday Institute at North Carolina State University. We talk about a number of exciting initiatives that Mary Ann oversees and contributes to, including the digital learning plan for the entire state of North Carolina, efforts to increase capacity around blended learning leadership and ways to rethink professional development approaches for digital learning implementation. Learn more about the Institute\u2019s work on their <a href=\"http:\/\/www.fi.ncsu.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a>, check out their <a href=\"https:\/\/place.fi.ncsu.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">MOOC initiative<\/a>, read up on North Carolina\u2019s <a href=\"http:\/\/ncdlplan.fi.ncsu.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Learning Plan<\/a>, read their latest paper on <a href=\"http:\/\/www.fi.ncsu.edu\/wp-content\/uploads\/2016\/02\/microcredentials.pdf?utm_source=fi&amp;utm_medium=filinks&amp;utm_campaign=pr\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials<\/a>. Also be sure to follow Mary Ann and the Institute on Twitter at <a href=\"https:\/\/twitter.com\/maryannwolfed\" target=\"_blank\" rel=\"noopener noreferrer\">@maryannwolfed<\/a> and <a href=\"https:\/\/twitter.com\/FridayInstitute\" target=\"_blank\" rel=\"noopener noreferrer\">@FridayInstitute<\/a>, respectively.",
            "title": "Episode 24: Mary Ann Wolf, Friday Institute for Educational Innovation",
            "excerpt": "In this episode, we\u2019re talking with Mary Ann Wolf, the Director of Digital Learning Programs at the Friday Institute at North Carolina State University. We talk about a number of exciting initiatives that Mary Ann oversees and contributes to, including the digital learning plan for the entire state of North Carolina, efforts to increase capacity...",
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            "path": "\/blog\/gradebook-analysis-with-r-part-i\/",
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            "content": "This is Part I in <a href=\"https:\/\/www.ucscout.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Scout from University of California\u2019s<\/a> three-part series, Gradebook Analysis with R. You can read Part II here, and Part III here.\n\n<img class=\"alignleft wp-image-923 size-thumbnail\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/logo-150x150.png\" alt=\"OR logo\" width=\"150\" height=\"150\" \/>\n\nGradebooks are rich sources of information. Hidden among the test, quiz and homework scores often lie important insights into the curriculum and student performance. While assessing a curriculum\u2019s overall effectiveness and integrity is an enormous task that requires much more data, a gradebook\u2019s ability to flag potential issues makes it a useful entry point.\n\nThe analytics tools and interfaces provided by learning management systems (LMS), however, are sometimes inadequate. This is not meant as criticism. Data analysis is an imaginative exercise whose questions no LMS provider can fully anticipate. Furthermore, the best questions often require data from additional sources, such as your student information system (SIS). As we hope to demonstrate in this series, joining datasets from a variety of sources, issuing complex queries, and producing compelling data visualizations are tasks for which the R programming language and the environment are well-suited. R is a popular tool among statisticians and data scientists, but recent improvements have made it more accessible to the general public. This tutorial does not cover installing R, but an <a href=\"http:\/\/www.dummies.com\/programming\/r\/how-to-install-r\/\" target=\"_blank\" rel=\"noopener noreferrer\">easy guide can be found here<\/a>. R also has a fantastic integrative development environment (IDE) called <a href=\"https:\/\/www.rstudio.com\/products\/RStudio\/\" target=\"_blank\" rel=\"noopener noreferrer\">RStudio<\/a>, but it\u2019s not required for any of the data analysis performed here.\n<h5>Loading and Viewing Your Gradebook<\/h5>\nFirst, we need our data. Every LMS allows you to export your gradebooks to a comma-separated values (CSV) file, so once you\u2019ve downloaded the desired gradebook CSV onto your computer, you\u2019re ready to open R. A screen shot of our raw data is below:\n\n<img class=\"aligncenter wp-image-924 size-large\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/Gradebook-1-1024x491.png\" alt=\"Raw data screenshot\" width=\"1024\" height=\"491\" \/>\n\nOpen R, and at the command line use the <strong>setwd()<\/strong> function to move your working directory wherever the gradebook is located. For example, we exported our Geometry gradebook to a directory called \u201cGradebooks\u201d on our Desktop, so we enter:\n\n<strong>setwd(<span style=\"color: red\">\"Desktop\/Gradebooks\"<\/span>)<\/strong><em>#The path to the directory must be in quotation marks.<\/em>\n\nWe can confirm the file is in the directory with the <strong>list.files()<\/strong> function. To read the file into R, we\u2019ll use the <strong>read_csv()<\/strong> function from the <strong>readr<\/strong> package, which, like all R packages, must be installed prior to use with <strong>install_packages(\"package_name\")<\/strong>. In the example below, we\u2019re creating an R object and naming it <strong>geometry<\/strong>. The <strong>&lt;-<\/strong> operator tells R to assign to <strong>geometry<\/strong> whatever is returned by the function on right, which in this case is a table from the CSV file.\n\n<strong>install.packages(<span style=\"color: red\">\"readr\"<\/span>)<\/strong>\n<strong><span style=\"color: red\">library<\/span> (readr) <\/strong>#<em>We need to load the <\/em><em>readr package where read_csv() resides<\/em>\n<strong>geometry &lt;- read_csv(<span style=\"color: red\">\"geometry_gradebook.csv\"<\/span>, skip = 7)<\/strong>\n\nNote that in the image above, the data we need begins on the eighth row. Thus, the second argument<strong> (skip = 7)<\/strong> tells R to skip seven lines before reading the data. Part of the hidden beauty of <strong>read_csv()<\/strong> is its speed and default settings. We could have read the gradebook into R with the <strong>read.csv()<\/strong> function from base R, but we would then have had to supply additional arguments, such as <strong>header = TRUE<\/strong> and <strong>stringsAsFactors = FALSE<\/strong>. Without going into detail, the dataset object created by <strong>read_csv<\/strong> is superior to what is created by <strong>read.csv()<\/strong>.\n\n<strong>geometry<\/strong> is now an R object, and we can begin to examine it. Towards that end, R has several useful functions:\n<ul>\n \t<li><strong>dim()<\/strong> prints the dimensions of an R object (e.g., number of rows and columns).<\/li>\n \t<li><strong>str()<\/strong> prints the structure of an R object, as well as the column names and the type of each column (e.g., character, numeric, integer, etc.).<\/li>\n \t<li><strong>names()<\/strong> prints the names of an R object.<\/li>\n \t<li><strong>head()<\/strong> prints the first few parts of an R object.<\/li>\n \t<li><strong>tail()<\/strong> prints the last few parts of an R object.<\/li>\n<\/ul>\nHere are some examples of these functions called on our <strong>geometry<\/strong> dataset:\n\n<strong>dim(geometry); kable(head(geometry[,11:16])) <\/strong>#<em>kable() is an optional function to format the display<\/em>\n\n<strong>[1] 32 96<\/strong>\n\n[table id=7 \/]\n<h5>Subsetting and Cleaning Your Gradebook<\/h5>\nThis dataset has 32 rows and 96 columns (i.e., 32 students and 96 variables). For our purposes, we want to focus on the gradebook scores, so we can drop the general information about the students and the columns containing teacher comments. To do so, we\u2019ll use the <strong>select()<\/strong> and <strong>contains()<\/strong> functions from the handy <strong>dplyr<\/strong> package to specify which columns we want to keep. The <strong>contains\u00a0(\"Homework\")<\/strong> clause, for example, indicates that we want all columns whose header contains \u201cHomework.\u201d\n\n<strong><span style=\"color: red\">library<\/span>(dplyr)<\/strong>\n<strong>geometry &lt;- select(geometry, <\/strong><em>#The first argument of select() is the dataset\u00a0<\/em><strong>`Student Name`, <\/strong><em>#Column names with spaces must be closed by backticks<\/em>\n<strong>`Calculated Grade`,<\/strong>\n<strong>contains(<span style=\"color: red\">\"Final\"<\/span>),<\/strong>\n<strong>contains(<span style=\"color: red\">\"Homework\"<\/span>),<\/strong>\n<strong>contains(<span style=\"color: red\">\"Quiz\"<\/span>),<\/strong>\n<strong>contains(<span style=\"color: red\">\"Project\"<\/span>),<\/strong>\n<strong>contains(<span style=\"color: red\">\"Exam\"<\/span>\n<strong>-contains(<span style=\"color: red\">\"Comment\"<\/span>)) <\/strong><em>#\"-\" tells R to drop columns with \"Comment\"<\/em><\/strong>\n\nChecking the dimensions and column names of our new, smaller dataset, we see that the number of columns has dropped to 42:\n\n<strong>dim(geometry); head(names(geometry), 20)<\/strong>\n\n<strong>[1] 32 42<\/strong>\n\n[1] \"Student Name\" \"Calculated Grade\"\n[3] \"Final Exam, Form A (R) (0)\" \"Lesson 1 Homework (R) (0)\"\n[5] \"Lesson 2 Homework (R) (0)\" \"Lesson 3 Homework (R) (0)\"\n[7] \"Lesson 4 Homework (R) (0)\" \"Lesson 5 Homework (R) (0)\"\n[9] \"Lesson 6 Homework (R) (0)\" \"Lesson 8 Homework (R) (0)\"\n[11] \"Lesson 9 Homework (R) (0)\" \"Lesson 10 Homework (R) (0)\"\n[13] \"Lesson 11 Homework (R) (0)\" \"Lesson 12 Homework (R) (0)\"\n[15] \"Lesson 13 Homework (R) (0)\" \"Lesson 14 Homework (R) (0)\"\n[17] \"Lesson 15 Homework (R) (0)\" \"Lesson 16 Homework (R) (0)\"\n[19] \"Lesson 01 Quiz (R) (0)\" \"Lesson 02 Quiz (R) (0)\"\n\nIf you\u2019re picky about column names like us, the extraneous \u201c(R) (o)\u201d at the end of each column name is annoying and should be removed. Furthermore, when we start creating plots across facets and grids in Part II, we\u2019ll want cleaner plot titles. Here we\u2019ll use the<strong> str_sub()<\/strong> and <strong>str_trim()<\/strong> functions from the <strong>stringr<\/strong> package to remove the final eight characters from each column name and trim the remaining white space:\n\n<strong><span style=\"color: red\">library<\/span>(stringr)<\/strong>\n<strong>names(geometry)[3:42] &lt;- str_sub(names(geometry)[3:42], start = 1, end = -8)<\/strong>\n<em>#\"(R) (0)\" only occurs in columns 3-42<\/em>\n<em>#The third argument (end = -8) tells R to remove the final eight characters<\/em>\n<strong>names(geometry) &lt;- str_trim(names(geometry))<\/strong>\n<strong>head(names(geometry), 20)<\/strong>\n\n[1] \"Student Name\" \"Calculated Grade\" \"Final Exam, Form A\"\n[4] \"Lesson 1 Homework\" \"Lesson 2 Homework\" \"Lesson 3 Homework\"\n[7] \"Lesson 4 Homework\" \"Lesson 5 Homework\" \"Lesson 6 Homework\"\n[10] \"Lesson 8 Homework\" \"Lesson 9 Homework\" \"Lesson 10 Homework\"\n[13] \"Lesson 11 Homework\" \"Lesson 12 Homework\" \"Lesson 13 Homework\"\n[16] \"Lesson 14 Homework\" \"Lesson 15 Homework\" \"Lesson 16 Homework\"\n[19] \"Lesson 01 Quiz\" \"Lesson 02 Quiz\"\n\nMuch better! Our column names are clearer and free of extraneous white space. Here we should note that it\u2019s generally preferable to remove spaces from your column names, and we could do so by calling <strong>make.names(names(geometry))<\/strong>. We intend, however, to reshape our data into new columns below, so we can leave the spaces for the time being.\n<h5>Tidying Your Gradebook<\/h5>\nOur column names are clean, but the dataset is not tidy. Tidy data has two key characteristics:\n<ul>\n \t<li>Each column is a variable.<\/li>\n \t<li>Each row is an observation.<\/li>\n<\/ul>\nWhile meeting the second condition, <strong>geometry<\/strong> violates the first. We have 42 columns, but really only six variables: Student Name, Final Exam Grade, Calculated Grade, Item and Score. You could argue that the Calculated Grade and Final Exam Grade scores could be rolled into the Score variable and that there are only three variables (Student Name, Item, Score), but for our purposes, we want to treat the Calculated Grade and Final Exam Scores as separate variables.\n\nTidying data is easy with the <strong>tidyr<\/strong> package. <strong>gather()<\/strong> takes multiple columns and collapses them into what are called <em>key-value pairs<\/em>. In the example below, we\u2019re taking the 39 assignment columns from <strong>geometry<\/strong> (columns 4-42) and collapsing them into two new columns, Item (the key) and Score (the value). The column names will fall into rows under Item, and the scores will fall into rows under Score.\n\n<strong><span style=\"color: red\">library<\/span>(tidyr)<\/strong>\n<strong>tidy_geometry &lt;- gather(geometry, Item, Score, 4:42)<\/strong>\n\nChecking the dimensions of <strong>tidy_geometry<\/strong>, we can see that our dataset is now 1248 rows tall and only five columns wide:\n\n<strong>dim(tidy_geometry); kable(head(tidy_geometry))<\/strong>\n\n<strong>[1] 1248 5<\/strong>\n\n[table id=8 \/]\n\nWe\u2019re almost ready to begin querying our data. Creating some additional variables will help us issue more incisive queries and can be accomplished with a combination of the <strong>mutate()<\/strong>, ifelse<strong>()<\/strong> and <strong>grepl()<\/strong> functions. <strong>mutate()<\/strong> adds a new variable to a dataset, ifelse<strong>()<\/strong> tests a logical condition and returns TRUE or FALSE, and grepl<strong>()<\/strong> searches for matches within a character vector. In the example below, we\u2019re creating two new variables, <strong>Type<\/strong> and <strong>Result<\/strong>. If \u201cHomework\u201d appears within the Item name of a particular row, its <strong>Type<\/strong> becomes \u201cHomework.\u201d If \u201cQuiz\u201d appears within the Item name of a particular row, its Type becomes \u201cQuiz,\u201d and so on and so forth. Result is the second variable created, and is dependent on the student\u2019s <strong>Calculated Grade<\/strong>:\n\n<strong>tidy_geometry &lt;- mutate(tidy_geometry,<\/strong>\n<strong>Type =<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Homework\"<\/span>, Item), <span style=\"color: red\">\"Homework\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Quiz\"<\/span>, Item), <span style=\"color: red\">\"Quiz\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Project\"<\/span>, Item), <span style=\"color: red\">\"Project\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Exam\"<\/span>, Item), <span style=\"color: red\">\"Exam\"<\/span>, <span style=\"color: red\">\"Other\"<\/span>)))),<\/strong>\n<strong>Result =<\/strong>\n<strong>ifelse(`Calculated Grade` &gt; 60, <span style=\"color: red\">\"Passed\"<\/span>, <span style=\"color: red\">\"Failed\"<\/span>))<\/strong>\n\nStepping back and reviewing our code, we could have rewritten the script in a more succinct fashion with the <strong>%&gt;%<\/strong> operator from the <strong>magrittr<\/strong> package. <strong>%&gt;%<\/strong> \u201cpipes\u201d the R object to its left into the function on its right, allowing you to chain multiple functions together. The technique not only reduces the amount of code you need to write but also improves its readability. It may help to think of <strong>%&gt;%<\/strong> as a synonym for \u201cthen,\u201d as in, first take<strong> geometry<\/strong>, then do this, then do this, etc.\n\nThe <strong>%&lt;&gt;%<\/strong> operator is a handy combination of <strong>&lt;-<\/strong> and <strong>%&gt;%<\/strong>: it both assigns and pipes.\n\n<strong><span style=\"color: red\">library<\/span>(readr)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(stringr)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(dplyr)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(tidyr)<\/strong>\n<strong><span style=\"color: red\">library<\/span>(magrittr)<\/strong>\n\n<strong>geometry &lt;- read_csv(<span style=\"color: red\">\"geom111004.csv\"<\/span>, skip = 7) %&gt;%<\/strong>\n<strong>select(`Student Name`, `Calculated Grade`, contains(<span style=\"color: red\">\"Final\"<\/span>), contains(<span style=\"color: red\">\"Homework\"<\/span>),<\/strong>\n<strong>contains(\"<span style=\"color: red\">Quiz\"<\/span>), contains(<span style=\"color: red\">\"Project\"<\/span>), contains(<span style=\"color: red\">\"Exam\"<\/span>),<\/strong>\n<strong>-contains(<span style=\"color: red\">\"Comment\"<\/span>))<\/strong>\n\n<strong>names(geometry)[3:42] %&lt;&gt;%<\/strong>\n<strong>str_sub(1, -8) %&gt;%<\/strong>\n<strong>str_trim()<\/strong>\n\n<strong>tidy_geometry &lt;- geometry %&gt;%<\/strong>\n<strong>gather(Item, Score, 4:ncol(.)) %&gt;%<\/strong>\n<strong>mutate(Type =<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Homework\"<\/span>, Item), <span style=\"color: red\">\"Homework\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Quiz\"<\/span>, Item), <span style=\"color: red\">\"Quiz\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Project\"<\/span>, Item), <span style=\"color: red\">\"Project\"<\/span>,<\/strong>\n<strong>ifelse(grepl(<span style=\"color: red\">\"Exam\"<\/span>, Item), <span style=\"color: red\">\"Exam\"<\/span>, <span style=\"color: red\">\"Other\"<\/span>)))),<\/strong>\n<strong>Result =<\/strong>\n<strong>ifelse(`Calculated Grade` &gt; 60, <span style=\"color: red\">\"Passed\"<\/span>, <span style=\"color: red\">\"Failed\"<\/span>)) %&gt;%<\/strong>\n<strong>rename(Final = `Final Exam, Form A`, <\/strong><em>#Retaining spaces in column names is unadvisable<\/em>\n<strong>Grade = `Calculated Grade`,<\/strong>\n<strong>Student = `Student Name`)<\/strong>\n<h5>Joining Other Datasets to Your Gradebook<\/h5>\nWe could start analyzing our gradebook now, but joining data from our SIS will enrich the dataset and further sharpen our analysis. At Scout we obtain information about a student\u2019s gender, their parents\u2019 education levels, whether they have an IEP or 504 plan, and whether they attend a public or private school, among other variables. This mix of categorical and quantitative variables makes for a rich and interesting dataset.\n\nIn the example below, we\u2019ve downloaded another CSV file from our SIS onto our desktop. Using the <strong>setwd()<\/strong> and <strong>read_csv()<\/strong> functions again, we\u2019ll move our working directory back to the desktop, read the file into R, and join the new dataset, <strong>sis_data<\/strong>, with <strong>geometry<\/strong>:\n\n<strong>setwd(<span style=\"color: red\">\"..\"<\/span>) #Shorthand meaning \"move back one directory\"<\/strong>\n<strong>sis_data &lt;- read_csv(<span style=\"color: red\">\"sis_data.csv\"<\/span>)<\/strong>\n<strong>rich_geometry &lt;- left_join(tidy_geometry, sis_data, by = <span style=\"color: red\">\"Student\"<\/span>)<\/strong> <em>#sis_data must also have a matching Student column<\/em>\n\nThere are many different ways to join tables. By calling<strong> left_join()<\/strong>, we\u2019re matching all the rows from <strong>geometry<\/strong> with corresponding rows from <strong>sis_data<\/strong>. The third argument (<strong>by = \"Student\"<\/strong>), indicates which column to join by. For more about joins and relational data in R, <a href=\"http:\/\/r4ds.had.co.nz\/relational-data.html\" target=\"_blank\" rel=\"noopener noreferrer\">Garrett Grolemond and Hadley Wickham created a terrific overview here<\/a>.\n<h5>Querying and Summarizing Your Gradebook<\/h5>\nTo recap: we\u2019ve (1) loaded, subsetted and cleaned our gradebook, (2) reshaped our gradebook from long to tall, (3) created two additional variables, (4) renamed some variables to remove the spaces, and (5) added variables from our SIS. A brief summary of our variables in the cheesily named <strong>rich_geometry<\/strong> can be obtained with <strong>str()<\/strong>:\n\n<strong>str(rich_geometry)<\/strong>\n\nClasses 'tbl_df', 'tbl' and 'data.frame': 1248 obs. of 9 variables:\n$ Student : chr \"Student 1\" \"Student 2\" \"Student 3\" \"Student 4\" ...\n$ Grade : num 1.4 60.8 68.6 60.2 66.5 ...\n$ Final : int 0 90 69 63 71 122 84 135 101 60 ...\n$ Item : Factor w\/ 39 levels \"Lesson 1 Homework\",..: 1 1 1 1 1 1 1 1 1 1 ...\n$ Score : num 0 16.2 19.4 15 14.9 20 14.8 18.6 20 13.3 ...\n$ Type : chr \"Homework\" \"Homework\" \"Homework\" \"Homework\" ...\n$ Gender : chr \"Female\" \"Male\" \"Female\" \"Male\" ...\n$ Parent_Education: chr \"Non-College Grad\" \"Non-College Grad\" \"Non-College Grad\" \"Non-College Grad\" ...\n$ Result : chr \"Failed\" \"Passed\" \"Passed\" \"Passed\" ...\n\nWe\u2019re now ready to begin querying and summarizing our dataset. Here there is no limit to the questions we can ask, and some additional functions from the <strong>dplyr<\/strong> package help us create quick and easy queries:\n<ul>\n \t<li><strong>filter()<\/strong> returns rows with matching conditions (e.g. Score &gt; 70).<\/li>\n \t<li><strong>group_by()<\/strong> groups data into rows with the same values.<\/li>\n \t<li><strong>summarize()<\/strong> summarizes multiple values to a single value<\/li>\n \t<li><strong>arrange()<\/strong> arranges rows by variable in either ascending or descending order<\/li>\n \t<li><strong>distinct()<\/strong> retains only unique rows of a variable<\/li>\n<\/ul>\n<h5>Sample Questions and Answers<\/h5>\nQuestion: which students performed best on quizzes?\n\n<strong>rich_geometry %&gt;%<\/strong>\n<strong>filter(Score &gt; 0, Type == <span style=\"color: red\">\"Quiz\"<\/span>) %&gt;%<\/strong> <em>#We want to filter 0s, which indicate missing assignments<\/em>\n<strong>group_by(Student) %&gt;%<\/strong>\n<strong>summarize(Quiz_Mean = round(mean(Score), 2)) %&gt;%<\/strong> <em>#round() rounds the values to two decimal places<\/em>\n<strong>arrange(desc(Quiz_Mean)) %&gt;%<\/strong> <em>#Display Quiz_Mean in descending order<\/em>\n<em><strong>head() %&gt;%<\/strong> #Display only the first six rows<\/em>\n<strong>kable()<\/strong> <em>#Format the table display<\/em>\n\n[table id=9 \/]\n\n<em>Answer: Students 27, 8, 30, 11, 6, and 26<\/em>\n\nQuestion: What are the summary statistics of each exam?\n\n<strong>rich_geometry %&gt;%<\/strong>\n<strong>filter(Score &gt; 0, Type == <span style=\"color: red\">\"Exam\"<\/span>) %&gt;%<\/strong>\n<strong>group_by(Item) %&gt;%<\/strong>\n<strong>summarize(Mean = mean(Score),<\/strong>\n<strong>Median = median(Score),<\/strong>\n<strong>Std_Dev = sd(Score)) %&gt;%<\/strong> <em>#sd() computes the standard deviation<\/em>\n<strong>kable()<\/strong>\n\n[table id=10 \/]\n\n<em>Answer: (See above)<\/em>\n\nQuestion: Did either gender outperform the other on quizzes or exams?\n\n<strong>rich_geometry %&gt;%<\/strong>\n<strong>filter(Score &gt; 0, Type == <span style=\"color: red\">\"Exam\"<\/span> | Type == <span style=\"color: red\">\"Quiz\"<\/span>) %&gt;%<\/strong> <em>#\"|\" indicates all rows with exams OR quizzes<\/em>\n<strong>group_by(Gender, Type) %&gt;%<\/strong>\n<strong>summarize(Mean_Score = round(mean(Score), 2)) %&gt;%<\/strong>\n<strong>kable()<\/strong>\n\n[table id=11 \/]\n\n<em>Answer: Yes, males outperformed females on both quizzes and exams.<\/em>\n\nQuestion: Which gradebook items are least correlated to final exam performance?\n\n<strong>rich_geometry %&gt;%<\/strong>\n<strong>group_by(Item) %&gt;%<\/strong>\n<strong>summarize(Correlation_to_Final = round(cor(Score, Final), 2)) %&gt;%<\/strong> <em>#cor() computes the correlation<\/em>\n<strong>arrange(Correlation_to_Final) %&gt;%<\/strong>\n<strong>head() %&gt;%<\/strong>\n<strong>kable()<\/strong>\n\n[table id=12 \/]\n\n<em>Answer: The projects, as well as the homework from lessons 5, 15, and 12.<\/em>\n\nQuestion: Did students whose parents graduated from college pass the course at a higher rate?\n\n<strong>rich_geometry %&gt;%<\/strong>\n<strong>distinct(Student) %&gt;%<\/strong>\n<strong>group_by(Parent_Education) %&gt;%<\/strong>\n<strong>summarize(Pass_Percentage = round(mean(Result == <span style=\"color: red\">\"Passed\"<\/span>), 2)) %&gt;%<\/strong>\n<strong>kable()<\/strong>\n\n[table id=13 \/]\n\n<em>Answer: Yes, students whose parents graduated from college passed the course at a higher rate.<\/em>\n\nAgain, it would be impossible for any LMS to anticipate all of these questions in advance. With just a few lines of code, we can explore our data with imaginative freedom. In Part II, we\u2019ll continue our exploratory data analysis by building scatter plots, box plots and histograms. R has fantastic graphing capabilities that help us create compelling visualizations and dashboards.\n\nHave a question about R or this tutorial? Feel free to email me at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\n\n<img class=\"alignleft wp-image-933 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2016\/04\/scout-logo.png\" alt=\"University of California-Scout logo\" width=\"377\" height=\"55\" \/>\n\n&nbsp;\n\n&nbsp;\n<h5>About the Author<\/h5>\nDavid wrangles, slices and dices data for Scout, but he also likes to pal around with the English department reciting <em>Julius Caesar<\/em>, extolling the innumerable merits of <em>East of Eden<\/em> and arguing about the hegemonic canon.\n<h5>About Scout<\/h5>\nLearning is synonymous with empowerment at Scout. We are teachers, instructional designers and technologists working to deliver University of California-quality interactive online classes, curriculum and supplemental education materials to middle school and high school students and teachers across the U.S. and beyond. Our course materials are designed to inspire lifelong curiosity and prepare pupils of all backgrounds and education levels for an increasingly technological world where training and job skills are mobile, asynchronous and self-directed. Explicitly created to bridge achievement gaps, we believe that using technology effectively can remove traditional obstacles to education.",
            "title": "Gradebook analysis with R - Part I",
            "excerpt": "This is Part I in Scout from University of California\u2019s three-part series, Gradebook Analysis with R. You can read Part II here, and Part III here. Gradebooks are rich sources of information. Hidden among the test, quiz and homework scores often lie important insights into the curriculum and student performance. While assessing a curriculum\u2019s overall...",
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            "content": "This session presents findings from a survey of Wisconsin Virtual School teachers about professional development timing and topics, top instructional challenges, and perceived needs for additional professional development.\n\n<h6>Presenters<\/h6>\nJackie Zweig, Education Development Center, Inc.\nErin Stafford, Education Development Center, Inc.",
            "title": "Meeting the Needs of Online Teachers: Training and Challenges",
            "excerpt": "This session presents findings from a survey of Wisconsin Virtual School teachers about professional development timing and topics, top instructional challenges, and perceived needs for additional professional development. Presenters Jackie Zweig, Education Development Center, Inc. Erin Stafford, Education Development Center, Inc.",
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            "content": "<em>Michigan Virtual<\/em>\u00a0partnered with Quality Matters (QM) to offer free professional development opportunities across Michigan that focus on ensuring quality in online learning. QM, a leader in online course quality assurance, has developed a rubric that integrates existing national standards for K-12 online education. Their workshops are designed for teachers, curriculum directors, instructional designers, and virtual program administrators and focus on how to interpret and apply the rubric.\n\nThis free offering consists of two workshops: the first on the use of the rubric in reviewing online and blended courses, and the second on conducting online course reviews. Participants can expect to spend approximately 5-10 hours per week to complete each workshop over a three-week period. The first workshop is available in either face-to-face or online delivery; the second is only available in an online format.\n\n<em>Michigan Virtual<\/em>, through <em>MVLRI<\/em>, made a commitment to support all ISDs in Michigan in the participation of this program. Each ISD has been invited to select one individual to participate in the initiative. Once the training is complete, successful participants could choose to become a paid course reviewer for QM.\n\nIf you are interested in learning more about this free opportunity, please <a href=\"https:\/\/michiganvirtual.org\/resources\/quality-matters\/#form\">fill out the form at the bottom of our Quality Matters page<\/a>.",
            "title": "Free professional development on online course quality",
            "excerpt": "Michigan Virtual\u00a0partnered with Quality Matters (QM) to offer free professional development opportunities across Michigan that focus on ensuring quality in online learning. QM, a leader in online course quality assurance, has developed a rubric that integrates existing national standards for K-12 online education. Their workshops are designed for teachers, curriculum directors, instructional designers, and virtual...",
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            "content": "\n\nThis episode's guest is Grace Magley, the Director of Online Learning at Natick Public Schools in Natick, Mass. Grace wears a number of different hats when it comes to administering and promoting high quality online and blended models in Massachusetts. We talk a bit about how she\u2019s able to work with so many educators in her district to control for high-quality online content and develop effective teaching strategies, as well as helping to change the leadership mindset around the state when it comes to possibilities for online and blended learning. Be sure to follow Grace on Twitter at <a href=\"https:\/\/twitter.com\/gmagley\" target=\"_blank\" rel=\"noopener noreferrer\">@gmagley<\/a>, check out the <a href=\"http:\/\/www.masscue.org\/masscue\/\" target=\"_blank\" rel=\"noopener noreferrer\">Massachusetts Computer Using Educators<\/a> website, as well as all the initiatives being undertaken by <a href=\"https:\/\/sites.google.com\/site\/blendedlearninginmassachusetts\/\" target=\"_blank\" rel=\"noopener noreferrer\">BlendinMass<\/a>.",
            "title": "Episode 23: Grace Magley, Director of Online Learning at Natick Public Schools",
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            "content": "This session features findings from a case study examining 18 cyber school leaders regarding the differences between their jobs and those of traditional brick-and-mortar school leaders, including interactions with students, teacher supervision, and day-to-day operations.\n<h6>Presenters<\/h6>\nJayson Richardson\nDennis Beck\nJason Lafrance",
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            "excerpt": "This session features findings from a case study examining 18 cyber school leaders regarding the differences between their jobs and those of traditional brick-and-mortar school leaders, including interactions with students, teacher supervision, and day-to-day operations. Presenters Jayson Richardson Dennis Beck Jason Lafrance",
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            "id": 28830,
            "path": "\/webinar\/online-tutoring-programs-for-middle-school-math-students\/",
            "author_id": 54,
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            "content": "In this webinar, presenters discuss findings from a study where we examined an online tutoring program\u2019s impact on struggling middle school students\u2019 mathematics achievement, including an analysis of tutor descriptions of their online tutoring practices and student perceptions of tutoring experiences as they occurred in real-time (the tutoring was provided as a Tier 3 support to enhance the overall effectiveness of a school-wide mathematics reform effort).\n<h6>Presenters<\/h6>\nSusan Chappell Moots\nPamela L. Arnold-Puchalski\nMelva Grant\nJohn Nunnery",
            "title": "Online Tutoring Programs for Middle School Math Students",
            "excerpt": "In this webinar, presenters discuss findings from a study where we examined an online tutoring program\u2019s impact on struggling middle school students\u2019 mathematics achievement, including an analysis of tutor descriptions of their online tutoring practices and student perceptions of tutoring experiences as they occurred in real-time (the tutoring was provided as a Tier 3 support...",
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            "id": 28736,
            "path": "\/blog\/episode-22-denise-airola-office-of-innovation-for-education-university-of-arkansas\/",
            "author_id": 54,
            "timestamp": 1458187200,
            "content": "\n\nIn this episode, we talk with Denise Airola, the Director of the Office of Innovation for Education at the University of Arkansas. Denise and her team are incredibly knowledgeable about how schools can be flexible and innovative to try to better face challenges in their own contexts and meet the needs of the students they face. We talk about policy factors that influence how schools embrace innovation and what sorts of targeted supports her office can offer those who looking to do things a little different in their own educational environment. Learn more about her work by checking out the OIE\u2019s website and following them on Twitter at <a href=\"https:\/\/twitter.com\/innoedoie\" target=\"_blank\" rel=\"noopener noreferrer\">@InnoEdOIE<\/a>.",
            "title": "Episode 22: Denise Airola, Office of Innovation for Education, University of Arkansas",
            "excerpt": "In this episode, we talk with Denise Airola, the Director of the Office of Innovation for Education at the University of Arkansas. Denise and her team are incredibly knowledgeable about how schools can be flexible and innovative to try to better face challenges in their own contexts and meet the needs of the students they...",
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            "id": 28832,
            "path": "\/webinar\/tlas-measurement-agenda-for-blended-learning\/",
            "author_id": 54,
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            "content": "What do we know, and what do we still need to know about the effectiveness of blended learning? Join us to talk about a proposed path forward for measuring blended learning initiatives, including steps that each of us can take to help grow our collective understanding of what the evidence says.\n<h6>Presenter<\/h6>\nSaro Mohammed",
            "title": "TLA's Measurement Agenda for Blended Learning",
            "excerpt": "What do we know, and what do we still need to know about the effectiveness of blended learning? Join us to talk about a proposed path forward for measuring blended learning initiatives, including steps that each of us can take to help grow our collective understanding of what the evidence says. Presenter Saro Mohammed",
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            "path": "\/about\/news\/mvu-offers-professional-development-course-for-school-leaders\/",
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            "content": "<em>Michigan Virtual<\/em>'s PD course \u2014 <em>Understanding Blended Learning for School Leaders<\/em> \u2014 brings together a cohort of school leaders to engage in approximately 25 hours of studying and sharing over five weeks.\r\n\r\nThe course combines synchronous and asynchronous online learning, with an expectation of consistent weekly engagement by all participants. While there are no onsite sessions in the course, participants will engage in at least one live web conference meeting during the course.\r\n\r\nThe majority of time will be spent learning and interacting with other school leaders asynchronously through a learning management system, allowing participants time to share ideas and plan together to lead the shift to personalized blended learning in their school.\r\n<h5>Course description<\/h5>\r\nThe Understanding Blended Learning for School Leaders PD course is designed to help school administrators and leaders understand the landscape of blended and online learning. Participants will examine a variety of blended and online learning models and consider how these new personalized instructional approaches can benefit their schools. Participants will study and discuss how the implementation of blended learning impacts four focus areas within their school \u2013 content, teaching, technology and operations.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual offers professional development course for school leaders",
            "excerpt": "Michigan Virtual&#8216;s PD course \u2014 Understanding Blended Learning for School Leaders \u2014 brings together a cohort of school leaders to engage in approximately 25 hours of studying and sharing over five weeks. The course combines synchronous and asynchronous online learning, with an expectation of consistent weekly engagement by all participants. While there are no onsite...",
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            "path": "\/about\/news\/guidelines-and-model-review-process-for-online-courses\/",
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            "timestamp": 1456766949,
            "content": "Enacted in October 2013, Section 21f of Michigan\u2019s State School Aid Act (MCL 388.1621f1) established that public school pupils in 6th through 12th grade (with the consent of parent or legal guardian if the student is under 18 or if the pupil is an emancipated minor) may enroll in up to two online courses during an academic term (semester or trimester). Online course offerings may be selected either from the syllabi available within the district catalog of online courses at the pupil\u2019s resident district or from those available in the statewide catalog of online courses maintained by <em>Michigan Virtual<\/em>. The statewide catalog houses the online course syllabi that are made available by Michigan school districts, public school academies, intermediate school districts (ISDs), community colleges, and those provided by the <em>Michigan Virtual<\/em> for Students.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Guidelines_model.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "Guidelines and Model Review Process for Online Courses",
            "excerpt": "Enacted in October 2013, Section 21f of Michigan\u2019s State School Aid Act (MCL 388.1621f1) established that public school pupils in 6th through 12th grade (with the consent of parent or legal guardian if the student is under 18 or if the pupil is an emancipated minor) may enroll in up to two online courses during...",
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            "path": "\/blog\/episode-21-kristin-fontichiaro-university-of-michigan\/",
            "author_id": 54,
            "timestamp": 1456462800,
            "content": "\n\nIn this episode, we\u2019re chatting with Kristin Fontichiaro, a Clinical Assistant Professor of Information at the University of Michigan\u2019s School of Information. Kristin and I spend some time talking about a current project of hers that is focused on building student capacity to interpret data and statistics. She worked with librarians throughout the state of Michigan to develop and implement professional development modules for that effort. We also chat about another passion of hers, maker spaces, and how they can be used to engage learners in creative and stimulating ways. Learn more about the Michigan Makers project by visiting their <a href=\"http:\/\/michiganmakers.si.umich.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">website<\/a>, and you can follow Kristin on Twitter at <a href=\"https:\/\/twitter.com\/activelearning\" target=\"_blank\" rel=\"noopener noreferrer\">@activelearning<\/a>.",
            "title": "Episode 21: Kristin Fontichiaro, University of Michigan",
            "excerpt": "In this episode, we\u2019re chatting with Kristin Fontichiaro, a Clinical Assistant Professor of Information at the University of Michigan\u2019s School of Information. Kristin and I spend some time talking about a current project of hers that is focused on building student capacity to interpret data and statistics. She worked with librarians throughout the state of...",
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        {
            "id": 3518,
            "path": "\/about\/news\/mvs-celebrated-digital-learning-day-with-200000th-enrollment\/",
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            "timestamp": 1455904929,
            "content": "Governor Snyder issued a proclamation declaring February 17, 2016, as Digital Learning Day. His proclamation is designed to help educate teachers, schools, parents, policymakers and the public on ways to integrate\u00a0digital learning tools to improve education for all students. Digital Learning Day is a national effort that provides an opportunity to share transformational ideas, promote new learning models and celebrate education innovation.\r\n\r\nIn 2000, the Michigan Legislature directed the <em>Michigan Virtual<\/em> to establish the <em>Michigan Virtual<\/em> for Students and to significantly expand curricular offerings for schools and provide pupils with opportunities to develop 21st century learning skills. Since its inception, <em>Michigan Virtual<\/em> has worked in partnership with over 600 Michigan schools and districts and today announced its 200,000th online course enrollment as part of Digital Learning Day.\r\n\r\n\u201cI would like to salute <em>Michigan Virtual<\/em> for its innovative leadership in providing 200,000 online course enrollments to middle and high school students in Michigan, said Brian Whiston, Michigan\u2019s State Superintendent of Public Instruction. \u201cThis is a major accomplishment that helps to reinforce the value and potential of online delivery models that are free of traditional time and place considerations.\u201d\r\n\r\nMichigan has long been viewed as a national leader in online learning policy and practice for students in Kindergarten through 12th grade. In 2006, Michigan became the first state in the nation to require students to complete an \"online learning experience\" to earn a high school diploma. Research has shown that online learning is academically effective and can provide meaningful alternatives for students who have a need for greater flexibility with their education due to individual learning preferences, life and health conditions and employment responsibilities.\r\n\r\n\u201cIt has been a wonderful journey to help introduce hundreds of Michigan school districts to online learning, said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>. \u201cIn the early days, many school leaders looked at us with confused and sometimes blank reactions when presented with the concept of students learning online. Today, online learning is viewed as an important part of being college and career ready.\u201d\r\n\r\n<em>Michigan Virtual<\/em> is one of the largest nonprofit virtual schools in the nation. It uses Michigan certified instructors and provides online learning options that supplement, not replace, what is currently being offered at local schools. <em>Michigan Virtual<\/em> does not directly grant credit or diplomas to students, but works in partnership with schools across the state of Michigan.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual celebrated Digital Learning Day with 200,000th enrollment",
            "excerpt": "Governor Snyder issued a proclamation declaring February 17, 2016, as Digital Learning Day. His proclamation is designed to help educate teachers, schools, parents, policymakers and the public on ways to integrate\u00a0digital learning tools to improve education for all students. Digital Learning Day is a national effort that provides an opportunity to share transformational ideas, promote...",
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        {
            "id": 28456,
            "path": "\/blog\/learn-from-the-best-at-blended-personalized-learning-conference\/",
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            "timestamp": 1455771600,
            "content": "On April 2, 2016, the Highlander Institute and the Christensen Institute showcased the best blended learning implementers from across the nation in Providence, Rhode Island, at the Blended &amp; Personalized Learning Conference.\n\nThe conference featured national district, building and classroom leaders answering questions in small, intimate fireside chats along with tactical and hands-on workshops showcasing the step-by-step practices that have led to successful implementation across the country.\n\nSome of the featured experts included:\nRichard Culatta, Chief Innovation Officer at the RI Office of Innovation\nBeth Rabbitt, Partner at The Learning Accelerator\nAlex Hernandez, Partner at the Charter School Growth Fund (CSGF)\nJulia Freeland Fisher, Director, Education at Clayton Christensen Institute\nPhyllis Lockett, CEO at LEAP Innovations\n\nSome of the featured implementers included:\nRebekah Kim: Principal at Midway Elementary School | Des Moines, WA\nScott Frauenheim: Principal at CICS West Belden &amp; CICS Bucktown | Chicago, IL\nCary Matsouka: Superintendent of Milpitas Unified School District | Milpitas, CA\nJessica Anderson: Teacher at Powell County High School | Deer Lodge, MT\n\n&nbsp;",
            "title": "Learn from the best at Blended &amp; Personalized Learning Conference",
            "excerpt": "On April 2, 2016, the Highlander Institute and the Christensen Institute showcased the best blended learning implementers from across the nation in Providence, Rhode Island, at the Blended &amp; Personalized Learning Conference. The conference featured national district, building and classroom leaders answering questions in small, intimate fireside chats along with tactical and hands-on workshops showcasing...",
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            "path": "\/webinar\/online-educators-roles-in-supporting-students-with-disabilities\/",
            "author_id": 59,
            "timestamp": 1455685200,
            "content": "<!-- wp:paragraph -->\n<p>This webinar highlights recent scholarly inquiry into the experiences of educators in fully online schools as they work to serve students with disabilities; issues in instruction, supervision, relationship building\/collaboration, and IEP compliance will be major topics.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Online Educators' Roles in Supporting Students With Disabilities",
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            "id": 28457,
            "path": "\/blog\/teacher-self-assessment-for-blended-learning\/",
            "author_id": 54,
            "timestamp": 1455080400,
            "content": "Academic research in the field of effective practices specific to blended and online learning in K-12 classrooms is still \u201cyoung,\u201d so the lack of data to define those practices and build the resources to prepare teachers to excel when teaching in blended and online environments is not surprising. However, as the pedagogy emerges and the rate of adoption continues to grow, educators and administrators need direction in incorporating best practices of blended and online learning in K-12 environments. With the idea of furthering the field in mind, I developed two frameworks to identify standards and essential components of both blended and online instruction. Continued exposure in the field has led to a specific focus on the needs of instructors trying to implement blended instruction, as their barriers seem to be undeveloped or lacking resources for growth.\n\nIn order to meet the current demands of teachers and administrators for professional development on blended learning pedagogy, I married the framework with personalized professional development in the design of The Blended Practice Profile, a software that allows teachers to self-assess, resulting in a personalized professional development plan to improve on his or her blended learning instructional skills. The software also provides comparative data for teachers and is designed to influence national and international trends in administrator expectations of teachers in the blended learning environment. For example, reporting allows a veteran science teacher in an urban school to see how other veteran science teachers fair in comparison with pedagogical expectations across the country. Reporting features also compare teacher performance strictly by environment. For instance, how do teachers in urban compare with suburban school districts regarding blended pedagogy?\n\nThe software is linked to The Framework for Blended Instruction, which was designed and validated with the intention of providing examples of best practices to K-12 educators. Both Oliver\u2019s Framework for Blended Instruction and The Blended Practice Profile have been tested for validity. During 2014-2015, teams representing a national sample of subject matter experts evaluated Oliver\u2019s Framework for validity. National focus groups analyzed items from the Blended Practice Profile instrument in 2013 to establish validity, and in 2015 participant results (n=367) were also used to test the Blended Practice Profile instrument for validity. Cronbach\u2019s alpha for the 33 blended items on the Blended Practice Profile was .95.\n\n[table id=2 \/]\n\n<strong>The Framework for Blended Instruction<\/strong> is aligned to several national standards, including the International Society for Technology &amp; Education (ISTE) Standards for Teachers, ISTE Standards for Students, the Southern Region Education Board (SREB) Standards for Professional Development of Teachers, and the iNACOL National Standards for Quality Online Teaching. The Innovation Configuration Map (IC Map), which presents contextual examples of each standard, is aligned to national standards including Common Core State Standards (CCSSO), National Council of Teachers of Mathematics (NCTM), and Next Generation Science Standards (NGSS).\n\nThe Blended Profile instrument was originally designed to shed light on actual teaching practice in which \u201cgood teaching is good teaching,\u201d whether learning takes place in a traditional classroom, entirely online or in a blended teaching environment. Interesting findings emerged while validating the instrument in national focus groups in Washington DC in 2013, where teacher participation was voluntary. Some of these results are shared here while the results in their entirety will be shared in the upcoming special issue of the Journal of Online Learning Research.\n\nWhen testing for item clarity for consistent interpretation, teachers were asked to identify from examples of traditional, blended and online instruction, all of which were rich examples of pedagogy from each environment phrased using an Ipsative design (a methodology where each response selection for participants is a positive choice with no negative connotations), the response that most closely aligned with their teaching practice. Focus group participants became exceedingly frustrated and began searching for responses that fit the blended pedagogy. Comments supported that the participants were selecting blended learning pedagogy because it was most socially desirable. For example, participants stated that \u201cthere is a lot of pressure from my principal to teach blended, even though I don\u2019t really know how to do it.\u201d\n\nAdditionally, participants were particularly interested to know how their implementation practices of blended learning compared to those of others in similar teacher settings. This interest wasn\u2019t necessarily one of competition. Rather, the participants wanted to know how their implementation compared to others in the field so they could gauge their own adoption and practice as the implementation of blended learning increases in K-12 education.\n\nParticipants felt expectations for implementing blended learning with their students were the same regardless of teaching environment or setting. A teacher in an urban environment shared that she is held to the same standard as a teacher in a suburban environment even though stakeholder and student access to technology are very different. There was clearly a need for a diagnostic instrument that allowed teachers to compare their practice to others with similar experience and in a similar teaching environment.\n\n<hr \/>\n\n<strong>Dr. Wendy Oliver<\/strong> is interested in furthering the research in the area of professional development in blended and online learning. As a result of her work thus far, she has developed a software tool that allows teachers to self-assess their skills in blended learning, resulting in a personalized professional development plan to improve their skills in blended learning instruction. One of the primary goals with the results from the survey software is to advance the body of knowledge on blended teacher practices internationally. The survey itself is offered at no charge to teachers at <a href=\"http:\/\/blendedpractice.com\/\">blendedpracticeprofile.com<\/a>. Oliver is co-editing a special issue of the Journal of Online Learning and Research that will focus specifically on professional development in online and blended learning in June 2016. Contact Dr. Wendy Oliver at [email protected].",
            "title": "Teacher self-assessment for blended learning",
            "excerpt": "Academic research in the field of effective practices specific to blended and online learning in K-12 classrooms is still \u201cyoung,\u201d so the lack of data to define those practices and build the resources to prepare teachers to excel when teaching in blended and online environments is not surprising. However, as the pedagogy emerges and the...",
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            "id": 28738,
            "path": "\/blog\/episode-20-dave-lefkowith-louisiana-department-of-education\/",
            "author_id": 54,
            "timestamp": 1454562000,
            "content": "\n\nIn this episode, we have an engaging conversation with Dave Lefkowith, perhaps better own as Lefty, of the Louisiana Department of Education. As the Assistant Superintendent at the LADOE, Lefty worked on the launch and oversight of that state\u2019s course choice program. During our conversation, we get a good sense of the political context in which the program was formed, and how the program changed over time to reflect different objectives. We also get into some of the program\u2019s detailed specifics and look at how it might be expanded and improved going forward. You can see Louisiana\u2019s course choice catalog at <a href=\"https:\/\/lacourses.net\/\" target=\"_blank\" rel=\"noopener noreferrer\">lacourses.net<\/a>, read more about the program at <a href=\"http:\/\/www.louisianabelieves.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">louisanabelieves.com<\/a> and reach Lefty personally at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.",
            "title": "Episode 20: Dave Lefkowith, Louisiana Department of Education",
            "excerpt": "In this episode, we have an engaging conversation with Dave Lefkowith, perhaps better own as Lefty, of the Louisiana Department of Education. As the Assistant Superintendent at the LADOE, Lefty worked on the launch and oversight of that state\u2019s course choice program. During our conversation, we get a good sense of the political context in...",
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            "id": 28458,
            "path": "\/blog\/how-districts-can-measure-blended-learning\/",
            "author_id": 54,
            "timestamp": 1453784400,
            "content": "<h3>Does blended learning work?<\/h3>\nI\u2019ll bet many of you have asked or been asked that question. Regardless of our role in implementing blended learning, whether we are considering it as an instructional model, implementing it directly with students, supporting its implementation in a state, region, district or school, or anywhere in between, we all want to know whether or not it is improving teaching and learning. Why measure? We all need to know what works.\n<h3>Does blended learning work for my students, teachers, and community?<\/h3>\nThis is probably the more important version of the question for you. Unless you are a researcher, my guess is you don\u2019t feel particularly well-equipped to answer this question yourself. In fact, those of us who need that answer the most in order to do our jobs probably feel like we have the least chance of unlocking it. I regularly hear from states and school districts across the country who are eager to measure their blended learning initiatives, because they want to better understand what is and isn\u2019t working, but they simply don\u2019t know where to begin.\n\nThe truth is that measuring blended learning in classrooms and schools can not only help answer the broad question about effectiveness, but can also unearth specific, actionable insights for improving your implementation, and ultimately transform teaching and learning for your students. If transformative teaching and learning are a high priority for you, then measurement needs to be, too.\n<h3>A district guide to blended learning measurement<\/h3>\nBut how should you measure? This <a href=\"https:\/\/practices.learningaccelerator.org\/artifacts\/district-guide-to-blended-learning-measurement\" target=\"_blank\" rel=\"noopener noreferrer\">five-step guide<\/a> from The Learning Accelerator will tell you how districts can and should measure their own blended learning initiatives. It focuses on the teaching and learning that occurs within a blended model at the classroom and school levels so that your results are useful to you and your own needs while also contributing to a general understanding of blended learning\u2019s effectiveness.\n\nThe steps included here can be carried out by principals, district administrators, instructional or other coaches, and teachers \u2014 anyone who is interested in the blended model at the classroom and school level. Of course, if you also have access to measurement, research or evaluation expertise in your district or school, we encourage you to take advantage of those resources and include them in your measurement planning process. <em>Educators can and should contribute to measurement.<\/em>\n\nThis guide is the result of several conversations with states, school districts and others who are supporting the implementation of blended models across the nation. I expect that as more of you read and use the guide, you will have ideas on how to improve it even further, so please <a href=\"mailto:[email protected]\">share your thoughts and reactions with me<\/a>.\n\nMy hope is that the guide will demystify measurement and motivate you to dig into the data your blended learning initiative is producing. I encourage you to use it to advance your measurement of blended learning and improve the instructional experience in your classrooms, all while increasing the field\u2019s understanding of blended learning.\n\nHere is a preview of the five steps I suggest you take when considering measuring your blended learning effort; there is much more detail and explanation of each in the guide itself:\n<h4>1. Research and Evaluation: Two Sides of the Same Coin<\/h4>\nTable 1 of the guide outlines the differences and similarities between \u201cresearch\u201d and \u201cevaluation.\u201d However, dwelling on these labels may be causing more angst than necessary. The measurement labels that we use can be confusing and unnecessarily obstructive, preventing us from making the important decision, which is selecting the measurement approach and design that matches the questions you want to answer and the resources you have.\n<h4>2. When to Measure<\/h4>\nAs outlined in a theory of change which we have developed for blended learning, the guide explains how different metrics should be measured at different times, beginning with activities, before progressing to process outputs, and finally outcomes. Measuring out of sequence (or expecting to see changes in outcomes and impacts before understanding how well you are implementing) confuses rather than clarifies, especially because educational outcomes take time to occur.\n<h4>3. What to Measure<\/h4>\nIn education today, when most people think about \u201cmeasurement,\u201d they automatically think about \u201cimpact.\u201d As was implied in the \u201cwhen to measure\u201d step above, we should, in fact, be measuring process metrics, such as activities and outputs, in addition to outcomes and impacts. In other words, it is important to measure what we are doing in order to understand how well we are doing. Further, all of these (activities, outputs, outcomes and impacts) should be closely aligned with our goals for the initiative, and the problem we were initially trying to solve through the initiative.\n<h4>4. Whom to Measure<\/h4>\nThe participants and those potentially affected by blended learning are more than our students. Our teachers and other educators also stand to gain or lose when we shift to a blended model. Depending on your goals for blending, other community members (e.g., families) should be included in your measurement plan as well.\n<h4>5. How to Measure<\/h4>\nFinally, when determining how to measure, it is important to consider the reliability and validity of the measures we choose. Remember, the data we collect are only as good as the measures we use to collect them, and the insights we gain are only as good as the data that informed them.\n\n<hr \/>\n\n<strong>Saro Mohammed<\/strong> is a Partner at The Learning Accelerator (TLA). She has a decade of experience in education research and external evaluations of programs implemented in public, private, and nonprofit settings. Saro leads TLA\u2019s work on measuring impact and evaluating the implementation of blended learning initiatives. She holds a Ph.D. in educational psychology from The University of Texas at Austin and a Bachelor of Science in brain and cognitive sciences from the Massachusetts Institute of Technology.",
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            "excerpt": "Does blended learning work? I\u2019ll bet many of you have asked or been asked that question. Regardless of our role in implementing blended learning, whether we are considering it as an instructional model, implementing it directly with students, supporting its implementation in a state, region, district or school, or anywhere in between, we all want...",
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            "id": 28739,
            "path": "\/blog\/episode-19-competency-based-education\/",
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            "timestamp": 1453266000,
            "content": "\n\nIn this episode, we chat with Rose Colby, who is involved in a number of different initiatives at the state and national level concerning competency-based education. We ask Rose exactly what people mean when they\u2019re discussing competency-based education, and how a shift to such a model can take place with the facilitation of technology. We also chat briefly about an exciting pilot project in New Hampshire aimed at assessing competency-based learning systems and how such a project might shape the movement going forward. Be sure to read more about the <a href=\"http:\/\/www.education.nh.gov\/assessment-systems\/pace.htm\" target=\"_blank\" rel=\"noopener noreferrer\">PACE<\/a> program, take a look at <a href=\"https:\/\/us.corwin.com\/en-us\/nam\/off-the-clock\/book237470\" target=\"_blank\" rel=\"noopener noreferrer\">Rose\u2019s book<\/a>, and follow her on Twitter at <a href=\"https:\/\/twitter.com\/rose_rosecolby\" target=\"_blank\" rel=\"noopener noreferrer\">@rose_rosecolby<\/a>.",
            "title": "Episode 19: Competency-based Education",
            "excerpt": "In this episode, we chat with Rose Colby, who is involved in a number of different initiatives at the state and national level concerning competency-based education. We ask Rose exactly what people mean when they\u2019re discussing competency-based education, and how a shift to such a model can take place with the facilitation of technology. We...",
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            "id": 28740,
            "path": "\/blog\/episode-18-christine-fox-of-setda-returns\/",
            "author_id": 54,
            "timestamp": 1452142800,
            "content": "\n\nOur guest for this episode is actually a returning guest: Christine Fox, Director of Educational Leadership and Research of the State Educational Technology Directors Association, or SETDA. Christine shares with us some great new resources exploring the shift in different states to digital instructional materials, and we talk about how the project was conceived and what its goals are. You can view the paper, Navigating the Digital Shift, and its accompanying resources at <a href=\"http:\/\/www.setda.org\/priorities\/digital-content\/navigating-the-shift\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.setda.org\/priorities\/digital-content\/navigating-the-shift<\/a>. You can also follow Christine\u2019s and SETDA\u2019s work on Twitter at <a href=\"https:\/\/twitter.com\/cafox\" target=\"_blank\" rel=\"noopener noreferrer\">@cafox<\/a> and <a href=\"https:\/\/twitter.com\/SETDA\" target=\"_blank\" rel=\"noopener noreferrer\">@SETDA<\/a>.",
            "title": "Episode 18: Christine Fox of SETDA Returns",
            "excerpt": "Our guest for this episode is actually a returning guest: Christine Fox, Director of Educational Leadership and Research of the State Educational Technology Directors Association, or SETDA. Christine shares with us some great new resources exploring the shift in different states to digital instructional materials, and we talk about how the project was conceived and...",
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            "id": 28836,
            "path": "\/webinar\/mvlri-winter-2016-research-collaborative\/",
            "author_id": 54,
            "timestamp": 1452056400,
            "content": "The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning to come together, get feedback on their work and share any collaboration opportunities on grants, research, publications, etc.",
            "title": "MVLRI Winter 2016 Research Collaborative",
            "excerpt": "The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning to come together, get feedback on their work and share any collaboration opportunities on grants, research, publications, etc.",
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            "path": "\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2015\/",
            "author_id": 54,
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            "content": "<h5>Abstract<\/h5>\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey15.pdf\"><img class=\"alignright size-medium wp-image-1313\" style=\"border: 3px solid #093c44\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/public-awareness-2015-cover-232x300.jpg\" alt=\"Public Awareness and Views of K-12 Online Learning in Michigan 2015\" width=\"232\" height=\"300\" \/><\/a>From August 20\u2013August 24, 2015, Public Sector Consultants, Inc. (PSC) conducted a telephone poll with 800 adult residents of Michigan to obtain their opinions about online learning opportunities for public school students in Michigan.\n\nThe poll included 480 landline and 320 cellphone respondents and has an overall margin of error of +\/- 3.5 percent at a 95% confidence level. To control for potential bias, the sample was monitored carefully to ensure there was an adequate number of respondents in certain subgroups, particularly respondents aged 18\u201335. Post-stratification weights were applied for gender, race, age, income, and educational attainment using American Community Survey estimates of Michigan\u2019s population.\n\nThis survey is a follow-up to a similar poll conducted by PSC in 2014. It was designed to include common questions for comparison purposes, as well as new questions to build on the 2014 survey results. This summary provides highlights of the 2015 survey, along with comparisons to 2014 when appropriate. The 2014 report is available at <a href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey14.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey14.pdf<\/a>.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey15.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5>Other Versions<\/h5>\n<ul>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2017<\/a><\/li>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2016\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2016<\/a><\/li>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2014\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2014<\/a><\/li>\n<\/ul>",
            "title": "Public Awareness and Views of K-12 Online Learning in Michigan 2015",
            "excerpt": "From August 20\u2013August 24, 2015, Public Sector Consultants, Inc. (PSC) conducted a telephone poll with 800 adult residents of Michigan to obtain their opinions about online learning opportunities for public school students in Michigan. This survey is a follow-up to a similar poll conducted by PSC in 2014. It was designed to include common questions for comparison purposes, as well as new questions to build on the 2014 survey results. This summary provides highlights of the 2015 survey, along with comparisons to 2014 when appropriate.",
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            "path": "\/webinar\/comparing-success-rates-for-general-and-credit-recovery-courses-online-and-face-to-face-results-for-florida-high-school-courses\/",
            "author_id": 54,
            "timestamp": 1450242000,
            "content": "This session highlights a research study comparing student success in online credit recovery and general courses and traditional face-to-face courses, focusing on student outcomes in terms of final grades.\n<h6>Presenter<\/h6>\nJohn Hughes, REL Southeast",
            "title": "Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face: Results for Florida High School Courses",
            "excerpt": "This session highlights a research study comparing student success in online credit recovery and general courses and traditional face-to-face courses, focusing on student outcomes in terms of final grades. Presenter John Hughes, REL Southeast",
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        {
            "id": 2249,
            "path": "\/blog\/the-force-awakens-your-classroom\/",
            "author_id": 27,
            "timestamp": 1450195064,
            "content": "<img class=\"alignnone wp-image-6348 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/star-wars-899693_1920.jpg\" alt=\"LEGO Stormtrooprs\" width=\"1920\" height=\"1334\" \/>\r\n\r\n<em>The blended learning team challenged their colleague, David Young (Instructional Design Manager at Michigan Virtual), to channel his excitement for the release of the new Star Wars film into a guest blog post about blended learning. He did not disappoint.<\/em>\r\n\r\nToday I face a challenge that millions of educators and students around the world are struggling with. The problem is real and pervasive. There\u2019s no way to ignore it. It\u2019s reached a tipping point and I think we have to talk about it. I can\u2019t focus on work today, students can\u2019t focus on learning, teachers can\u2019t focus on teaching all because of \u2026 <em>Star Wars<\/em>.\r\n\r\nEducators around the country could easily just give up on days like today. We could all spend the day watching the original <em>Star Wars<\/em> movies (by which of course, I mean episodes IV, V and VI) and trailers for <em>The Force Awakens<\/em>. But that wouldn\u2019t be the way of the Jedi. A Jedi feels the force around him and uses it to his\/her advantage. A Jedi would harness the excitement and anticipation of the day and use it for good. With this in mind, here are five pieces of advice from Star Wars that will help you as you blend your classroom. Follow this advice and the force will be with you. Always.\r\n<ol>\r\n \t<li><strong>\"Hmph! Adventure. Heh! Excitement. Heh! A Jedi craves not these things.\" \u2013Yoda<\/strong>\r\nWhen dealing with technology there is always going to be an element of excitement over something new. There\u2019s a temptation to run off to the next big thing to create exciting and fun learning experiences. As instructors, we can\u2019t let that excitement overtake the foundational learning experience for our students. Remember to stay focused on what is important. Let your content and instructional strategies drive the technology that you use, not the other way around. Don\u2019t chase excitement and temporary novelty, but stay focused on lasting and sustainable change.<\/li>\r\n \t<li><strong>\"Your eyes can deceive you. Don\u2019t trust them.\" \u2013 Obi-Wan Kenobi<\/strong>\r\nThe blended classroom does not look like the traditional classroom. You won\u2019t see students sitting quietly in rows, listening to a teacher lecturing from the front. You are likely to see students working individually or in small groups. There will be talking. Maybe even arguing. You might see students quietly staring at a computer screen with headphones on. The teacher will likely be roaming around the room rather than teaching in the front. You may not even be able to discern where the front of the room is. It would be easy to look at a blended classroom and think that there\u2019s no way learning could be happening in the midst of the apparent chaos. Don\u2019t trust your eyes with that initial observation. Look closer, ask questions and you will see where learning is taking place.<\/li>\r\n \t<li><strong>\"I find your lack of faith disturbing.\" \u2013 Darth Vader<\/strong>\r\nIf you are working toward blending your classroom it\u2019s quite likely that you will encounter doubters along the way. Hopefully, your principal and fellow instructors are supportive, but even if they are you may have students and parents with doubts about the way you are running your classroom. Don\u2019t be surprised when you encounter these reactions. Be prepared with examples, evidence and anecdotes to share that show your success. You will probably need to be proactive in recording and sharing student work and documenting what you are doing. When people see how engaged your students are and see evidence of their learning they will believe.<\/li>\r\n \t<li><strong>\"Travelling through hyperspace ain\u2019t like dusting crops.\" \u2013 Han Solo<\/strong>\r\nNo one said that blending learning would be easy. You can\u2019t expect to have success by waking up one day and just doing something different. It takes planning and preparation to ensure success. You wouldn\u2019t jump into hyperspace without making all the correct calculations to ensure that you don\u2019t run into a star or get sucked into a black hole. Similarly, you shouldn\u2019t expect success in teaching in a blended environment without some serious planning. What are some of the traps that you might find in your lesson? What are some of the areas you want to steer clear of? Before you take off, make sure you that you mapped out your plan.<\/li>\r\n \t<li><strong>\"I am a Jedi, like my father before me.\" \u2013 Luke Skywalker<\/strong>\r\nRemember that you are not working in isolation. You are part of a large community of educators who have gone before you and are working alongside you. You can learn from their successes and also their failures. Take the time to seek out the advice of fellow teachers. Read blogs, explore Twitter, engage in conversations. Your blended learning family can support you, encourage you and provide fresh ideas as you work toward always improving your practice.<\/li>\r\n<\/ol>",
            "title": "The Force Awakens Your Classroom",
            "excerpt": "The blended learning team challenged their colleague, David Young (Instructional Design Manager at Michigan Virtual), to channel his excitement for the release of the new Star Wars film into a guest blog post about blended learning. He did not disappoint. Today I face a challenge that millions of educators and students around the world are...",
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            "path": "\/blog\/episode-17-year-end-review-with-myblend\/",
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            "content": "\n\nIn this episode, we sit down with Jeff Gerlach of Michigan Virtual's blended learning team to reflect on a year of podcasting, sharing our insights, listening to clips from some previous episodes and highlighting some of the biggest takeaways we've gained from our respective podcast projects. (Song credits: <a href=\"http:\/\/ccmixter.org\/files\/Benjamin_Orth\/30523\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/ccmixter.org\/files\/Benjamin_Orth\/30523, http:\/\/ccmixter.org\/files\/VJ_Memes\/40622<\/a>)",
            "title": "Episode 17: Year-End Review With MyBlend",
            "excerpt": "In this episode, we sit down with Jeff Gerlach of Michigan Virtual&#8217;s blended learning team to reflect on a year of podcasting, sharing our insights, listening to clips from some previous episodes and highlighting some of the biggest takeaways we&#8217;ve gained from our respective podcast projects. (Song credits: http:\/\/ccmixter.org\/files\/Benjamin_Orth\/30523, http:\/\/ccmixter.org\/files\/VJ_Memes\/40622)",
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            "content": "\n\nOur guest for this episode is Saro Mohammed, a partner at the Learning Accelerator. The Learning Accelerator, or TLA, works directly with school districts and states to develop implementation strategies for blended learning, doing so with a focus on conducting and disseminating rigorous research to support their work. Saro talks with us about efforts to measure blended learning to determine if, when and how blended learning is effective in achieving its goals, and shares some insights on how that measurement takes place. Follow Saro on Twitter at <a href=\"https:\/\/twitter.com\/edresearchworks\" target=\"_blank\" rel=\"noopener noreferrer\">@EdResearchWorks<\/a>, and learn more about TLA\u2019s initiatives at <a href=\"http:\/\/learningaccelerator.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/learningaccelerator.org\/<\/a>.",
            "title": "Episode 16: Saro Mohammed",
            "excerpt": "Our guest for this episode is Saro Mohammed, a partner at the Learning Accelerator. The Learning Accelerator, or TLA, works directly with school districts and states to develop implementation strategies for blended learning, doing so with a focus on conducting and disseminating rigorous research to support their work. Saro talks with us about efforts to...",
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        {
            "id": 28459,
            "path": "\/blog\/call-for-papers-special-issue-of-journal-of-online-learning-research\/",
            "author_id": 54,
            "timestamp": 1449464400,
            "content": "K-12 online learning has grown dramatically the last decade. Despite its popularity among diverse parents and students (Beck, Maranto, &amp; Egalite, 2014; Beck, Maranto, &amp; Lo, 2014), it is becoming increasingly clear that this growth has occurred despite course completion rates and standardized test scores that are sometimes much lower than those found in face-to-face classrooms (Freidhoff, 2015; Miron, Gulosino, &amp; Horvitz, 2015; Woodworth, Raymond, Chirbas, Gonzalez, Negassi, Snow, &amp; Van Donge, 2015).\n\nOnline learning can be especially challenging for new students because they \u201cnot only need to learn a subject online but need to learn how to learn online\u201d (Lowes &amp; Lin, 2015, p. 18). As a result, many students require a high level of support and interaction from online teachers, on-site facilitators\/mentors, parents and peers (Borup, West, Graham, &amp; Davies, 2014; Harms, Niederhauser, Davis, Roblyer, &amp; Gilbert, 2006).\n\nHowever, there is a large variance in the level of student support that programs provide. Some online schools provide little more than a correspondence environment while other programs blend high levels of face-to-face and online support (Borup &amp; Drysdale, 2014; Harms et al., 2006). Other programs provide only online support and rely on parents to facilitate students\u2019 learning (Hasler Waters, Menchaca, &amp; Borup, 2014). More research is needed regarding student support systems and interactions in online and blended learning environments. For this special issue of the Journal of Online Learning Research, the co-editors are seeking submissions that address this need.\n<h5>Topics<\/h5>\nSuggested topics related to K-12 online and blended student support systems and interactions include but are not limited to:\n<ul>\n \t<li>Program-provided and student-generated support systems<\/li>\n \t<li>Teachers\u2019 tutoring and formative feedback practices<\/li>\n \t<li>Teacher online presence<\/li>\n \t<li>Teacher-student communication<\/li>\n \t<li>Parent-teacher communication and collaboration<\/li>\n \t<li>Student-student communication, collaboration and tutoring<\/li>\n \t<li>Student-system communication and collaboration<\/li>\n \t<li>On-site facilitator\/mentor practices and support models<\/li>\n \t<li>Teacher-facilitator\/mentor communication and collaboration<\/li>\n \t<li>Parental engagement and involvement activities<\/li>\n \t<li>Learning communities and social presence<\/li>\n \t<li>Student needs and motivation<\/li>\n \t<li>Parent outreach and support programs<\/li>\n \t<li>On-site facilitator\/mentor professional development<\/li>\n \t<li>Support systems for vulnerable student populations (e.g., special education, at-risk, English language learners, racial minorities)<\/li>\n \t<li>Blended learning models that emphasize student support<\/li>\n<\/ul>\nQualitative, quantitative and mixed methods research articles are welcome. Research should be grounded in the existing literature and\/or theoretical frameworks. Conceptual or theoretical articles will also be considered.\n<h5>Submission Guidelines<\/h5>\nPlease submit manuscripts directly through the AACE Publications submission link: <a href=\"http:\/\/publish.aace.org\/?fuseaction=Authors.BeginSubmission\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/publish.aace.org\/?fuseaction=Authors.BeginSubmission<\/a>\n\nDo not send manuscripts to the Guest Editors. The manuscripts must go through a double-blind review process. Please note that contributors may also be requested to serve as reviewers for this project. Authors are encouraged to contact the Guest Editors to propose an idea for submission to ensure the appropriateness of the proposed study for this venue.\n<h5>Timeline<\/h5>\nDeadline for Submissions: April 20, 2016\nAuthors informed of decisions: June 20, 2016\nAnticipated special issue publication: November 2016\n<h5>Guest Editors<\/h5>\nDr. Jered Borup\n<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\n\nDr. Lisa Hasler Waters\n<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\n\nDr. Dennis Beck\n<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\n<h5>References<\/h5>\nBeck, D., Jacobs, A. &amp; Maranto, R. (2014).Why they choose and how it goes: Comparing special education and general education cyber student perceptions. Computers &amp; Education, 76, 70-79.\n\nBeck, D. E., Maranto, R., &amp; Lo, W. J. (2014). Determinants of student and parent satisfaction at a cyber charter school. The Journal of Educational Research, 107(3), 209-216.\n\nBorup, J., &amp; Drysdale, J. S. (2014). On-site and online facilitators: Current and future direction for research. In R. Ferdig &amp; K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 325\u2013346). ETC Press. Retrieved from http:\/\/repository.cmu.edu\/etcpress\/28\/\n\nBorup, J., West, R. E., Graham, C. R., &amp; Davies, R. S. (2014). The Adolescent Community of Engagement: A framework for research on adolescent online learning. Journal of Technology and Teacher Education, 22(1), 107\u2013129.\n\nFreidhoff, J. R. (2015). Michigan\u2019s K-12 virtual learning effectiveness report 2013-2014. Lansing, MI: Michigan Virtual Learning Research Institute. Retrieved from https:\/\/media.mivu.org\/institute\/pdf\/er_2014.pdf\n\nHarms, C. M., Niederhauser, D. S., Davis, N. E., Roblyer, M. D., &amp; Gilbert, S. B. (2006). Educating educators for virtual schooling: Communicating roles and responsibilities. The Electronic Journal of Communication, 16(1 &amp; 2). Retrieved from http:\/\/www.cios.org\/EJCPUBLIC\/016\/1\/01611.HTML\n\nHasler Waters, L., Menchaca, M. P., &amp; Borup, J. (2014). Parental involvement in K-12 online and blended learning. In R. E. Ferdig &amp; K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 325\u2013346). ETC Press. Retrieved from http:\/\/repository.cmu.edu\/etcpress\/28\/\n\nLowes, S., &amp; Lin, P. (2015). Learning to learn online: Using locus of control to help students become successful online learners. Journal of Online Learning Research, 1(1), 17\u201348.\n\nMiron, G., Gulosino, C., &amp; Horvitz, B. (2014). Section III: Full time virtual schools. In A. Molnar (Ed.), Virtual schools in the U.S. 2014 (pp. 55\u201373). Boulder, CO: National Education Policy Center. Retrieved from http:\/\/nepc.colorado.edu\/files\/virtual-2014-all-final.pdf\n\nWoodworth, J. L., Raymond, M. E., Chirbas, K., Gonzalez, M., Negassi, Y., Snow, W., &amp; Van Donge, C. (2015). Online charter school study. Stanford, CA. Retrieved from https:\/\/credo.stanford.edu\/pdfs\/OnlineCharterStudyFinal2015.pdf",
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            "excerpt": "K-12 online learning has grown dramatically the last decade. Despite its popularity among diverse parents and students (Beck, Maranto, &amp; Egalite, 2014; Beck, Maranto, &amp; Lo, 2014), it is becoming increasingly clear that this growth has occurred despite course completion rates and standardized test scores that are sometimes much lower than those found in face-to-face...",
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            "path": "\/about\/news\/a-report-to-the-legislature-2015\/",
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            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 85 of 2015, which requires <em>Michigan Virtual<\/em> to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual<\/em> for Students for the preceding fiscal year.\r\n\r\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/RPT_MVU_Legislature_2015.pdf\" target=\"_blank\" rel=\"noopener\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2015",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 85 of 2015, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and...",
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            "author_id": 54,
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            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 85 of 2015, which requires the <em>Michigan Virtual University<\/em> (MVU) to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual School<\/em> (MVS) for the preceding fiscal year.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/RPT_MVU_Legislature_2015.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Report<\/a>",
            "title": "A Report to the Legislature, 2015",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 85 of 2015, which requires the Michigan Virtual University (MVU) to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual School (MVS) for the preceding fiscal year.",
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            "path": "\/about\/news\/state-superintendent-joins-mv-board-of-directors\/",
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            "timestamp": 1448906148,
            "content": "State Superintendent of Public Instruction Brian Whiston joined the Board of Directors of <em>Michigan Virtual<\/em>. The 17-person board represents the business and education communities. Whiston, state superintendent since July 2015, replaces former state superintendent Michael Flanagan on the <em>Michigan Virtual<\/em> board.\r\n\r\n\u201cIt is great to have Mr. Whiston join the <em>Michigan Virtual<\/em> Board of Directors,\u201d Board Chair Daniel F. Kiblawi, President &amp; CEO, Egelhof Controls Corporation, said. \u201cHe has been a strong leader in public education for many years and has demonstrated a commitment to providing students with innovative learning options.\u201d\r\n\r\n<em>Michigan Virtual<\/em> is governed by a board of directors representing the business and education communities. <em>Michigan Virtual<\/em>\u2019s mission is to advance K-12 education through digital learning, research, innovation, policy and partnerships.\r\n\r\n\u201c<em>Michigan Virtual<\/em> is a strong and trusted partner in providing quality educational offerings to students across Michigan,\u201d Whiston said. \u201cIncreasing access for all Michigan students to learn through effective online and blended instruction equalizes their opportunities for success in school and beyond. I look forward to serving on the Board and supporting <em>Michigan Virtual<\/em>\u2019s vision.\u201d\r\n\r\nPrior to his selection as state superintendent, Whiston served as Superintendent of Dearborn Public Schools \u2013 the state\u2019s third-largest school district \u2013 since 2008. His involvement in education started long before his time in Dearborn. During his 10 years as Director of Government and Community Services for the Oakland County ISD, Whiston consistently demonstrated his ability to work with state government to bring financial resources to schools, lead his department to improved student achievement, and help make all schools in the county successful. He also served as a local school board member for 17 years and held the position of President of the Michigan Parent Teacher Student Association (PTSA).\r\n\r\nHis successful innovation efforts in Dearborn were recognized by the Michigan Association of School Administrators when it awarded him Superintendent of the Year honors in 2014. In addition, district programs, created under Whiston\u2019s leadership, have won several awards including recognition from the Michigan Association of School Boards, Michigan Association of School Administrators, Dearborn Chamber of Commerce, and Best of MichBusiness.\r\n\r\nIn addition to Whiston and Kiblawi the Michigan Virtual board members are:\r\n<ul>\r\n \t<li>Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO<\/li>\r\n \t<li>John L. King (Board Vice Chair), Professor, School of Journalism, University of Michigan<\/li>\r\n \t<li>Brian Broderick, Executive Director, Michigan Association of Non-public Schools<\/li>\r\n \t<li>Prentiss Brown, Attorney, Prentiss M. Brown, P.C.<\/li>\r\n \t<li>Darrell Burks, CPA, Former Partner, PricewaterhouseCoopers<\/li>\r\n \t<li>John Butler, Senior Vice President, Human Resources &amp; Shared Services, Consumers Energy<\/li>\r\n \t<li>Gretchen Dziadosz, Executive Director, Michigan Education Association<\/li>\r\n \t<li>Robert Filka, CEO, Michigan Association of Home Builders<\/li>\r\n \t<li>Rick Inatome, CEO, Infilaw, Inc., and Chairman &amp; Principal Shareholder, Motorquest Automotive Group<\/li>\r\n \t<li>James Lorenson, President, Gogebic Community College<\/li>\r\n \t<li>Neil Marchuk, Executive Vice President, Human Resources, TRW Automotive<\/li>\r\n \t<li>Barbara Markle, Assistant Dean of K-12 Outreach, College of Education, MSU<\/li>\r\n \t<li>Kevin Oxley, Superintendent, Jackson County Intermediate School District<\/li>\r\n \t<li>Rossi Ray-Taylor, President &amp; CEO, Ray.Taylor and Associates, LLC<\/li>\r\n \t<li>Wendy Zdeb-Roper, Executive Director, Michigan Association of Secondary School Principals<\/li>\r\n<\/ul>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "State superintendent joins Michigan Virtual Board of Directors",
            "excerpt": "State Superintendent of Public Instruction Brian Whiston joined the Board of Directors of Michigan Virtual. The 17-person board represents the business and education communities. Whiston, state superintendent since July 2015, replaces former state superintendent Michael Flanagan on the Michigan Virtual board. \u201cIt is great to have Mr. Whiston join the Michigan Virtual Board of Directors,\u201d...",
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            "path": "\/blog\/the-all-too-often-neglected-teacher-superpower\/",
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            "content": "<blockquote><em><strong>\u201cThe mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.\u201d \u2014William A. Ward<\/strong><\/em><\/blockquote>\r\nThroughout my childhood, I had teachers I connected with in a way I will never forget, while others have faded in my memories. As an adult, I\u2019ve seen the same phenomenon: some teachers have an incredible talent for inspiring even the most unreachable student. What is the extra \u201csomething\u201d those teachers possess? I think I\u2019ve finally figured it out.\r\n\r\n<em>Presence.<\/em>\r\n\r\nIt sounds a bit cliche\u2019, but it is the one common thread I see in all teachers who have a knack for bringing out the best in students. Teachers\u2019 plates and minds are overflowing today, and teaching with presence requires putting everything else aside to really know each student. \u00a0This is an epic task, yet some teachers make it look simple. Maybe if I explain this with an example, you\u2019ll see it as I see it.\r\n\r\nFifth grade was a turning point in my life. I entered as a dorky, insecure 10-year-old girl. My ultimate daily school goal was blending into the background, and it became a talent of mine. Then Mrs. Hooper came into my life. She made it clear: being a wallflower was no longer an option. She engaged me in conversation, and when I spoke she was fiercely present. She personalized my learning experience that year in a way that changed me. How? She listened, even when I was silent. She showed me how to discover books that hooked me into reading. She helped me find my voice as a writer. She made it evident I really wasn\u2019t bad at math. \u00a0She cultivated the \u201cme\u201d underneath all the armor. The next year, I ran for Student Council President and won.\r\n\r\nSo as a coach, my first instinct is to wonder, \u201cHow do we recreate this?\u201d Ask any educator, and they\u2019ll tell you they chose their career path to make a difference. All right, the summers off don\u2019t hurt either. We also all know that in order to make a true difference, it\u2019s imperative we engage students by personalizing their learning experience in our classroom. But how, in this day and age, does one do that? \u00a0Student-to-teacher ratios are immense. The content is expansive and rigorous. Student ability levels span substantially. I\u2019ve seen it done, though, so I know it\u2019s possible. My mind automatically takes me back into a classroom I know well. Coincidentally, it\u2019s fifth grade again, and it\u2019s the teacher I most admire. Yes, even more than Mrs. Hooper. Her name is Kelly, and I treasure my years as her teaching partner.\r\n\r\nLet me try to paint a picture of her classroom for you. The room buzzes with activity, the chaos of 32 students somehow all flowing purposefully throughout the space. The energy is palpable, contagious, even. Artifacts of learning adorn the room. The Promethean Board serves as a beacon with a carefully crafted roadmap pointing each student down a unique learning pathway. The teacher is \u2026 nowhere to be found. Wait \u2026 what? Oh, there she is: on the floor engaging a small group of students circled around her. The rest of the room\u2019s learners ebb and flow around them. Some are on devices, others not. Some band together in groups around collaborative tasks. Others individually tackle their own specific learning goals. Pairs of learners utilize each other\u2019s strengths to gain new understandings. These students are engaged in unique, meaningful tasks tailored to their needs. It\u2019s obvious: Kelly knows each child in that room in a way that takes my breath away. I know these students have hit the teacher lottery.\r\n\r\nI\u2019ve had years of lingering conversations with Kelly about teaching and learning, and one thing remains constant. Her passion for meeting her students\u2019 needs fills every nook and cranny of her thoughts. She is driven to uncover all of the idiosyncrasies of each child blessed to be in her room.\r\n\r\n<em>She teaches with presence.<\/em>\r\n\r\nI\u2019ve learned remarkable lessons from my two favorite fifth-grade teachers. I tried my best to emulate those talents throughout my many years as a classroom teacher, and I hope I passed some of the inspiration along to the teachers I\u2019ve had the pleasure of coaching over the past few years. I\u2019m guessing neither Kelly nor Mrs. Hooper know the extent of the impact they\u2019ve had on me. As a matter of fact, they\u2019ve been cheering me on in my mind as I\u2019ve taken the biggest leap of faith in my career as an educator. I\u2019ve left the comfort of an incredible coaching role in an innovative school district I\u2019ve been a part of for 19 years to join the MyBlend team. It\u2019s exciting and terrifying knowing my biggest opportunity to pay it forward is now in front of me.\r\n\r\n<em>I\u2019m ready.<\/em>",
            "title": "The All Too Often Neglected Teacher Superpower",
            "excerpt": "Throughout my childhood, I had teachers I connected with in a way I will never forget, while others have faded in my memories. What is the extra \u201csomething\u201d those teachers possess? I think I\u2019ve finally figured it out.",
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            "path": "\/research\/publications\/supporting-online-learners-michigan-mentor-program-case-studies\/",
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            "content": "<p>A mentor can make all the difference whether you\u2019re a new employee on a job or a young person looking for guidance from a caring adult. In online learning, a good mentor can be the difference between passing and failing.<\/p>\n<p>A case study of mentor programs conducted by MVLRI describes what mentoring looks like in a particular school, develops a set of profiles that illustrate the range of mentoring programs across the state and provides points of comparison for mentors, instructors, administrators, parents and students about alternative support structures and strategies for online learners.<\/p>\n<p><a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2020\/03\/Mentor-Case-Studies-web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a><\/p>\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Supporting Online Learners: Michigan Mentor Program Case Studies",
            "excerpt": "A mentor can make all the difference whether you\u2019re a new employee on a job or a young person looking for guidance from a caring adult. In online learning, a good mentor can be the difference between passing and failing. A case study of mentor programs conducted by MVLRI describes what mentoring looks like in a particular school, develops a set of profiles that illustrate the range of mentoring programs across the state and provides points of comparison for mentors, instructors, administrators, parents and students about alternative support structures and strategies for online learners.",
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            "path": "\/webinar\/k-12-mobile-learning-chapter-from-handbook-of-research-on-k-12-online-and-blended-learning\/",
            "author_id": 54,
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            "content": "This session will explore emerging themes from the research on mobile device use in K-12 schools between 2010 and 2013, including the finding that students can become collaborators in designing their own learning process.\n<h6>Presenters<\/h6>\nCathy Cavanaugh\nAidan McCarthy\nDorit Maor",
            "title": "K-12 Mobile Learning (Chapter from Handbook of Research on K-12 Online and Blended Learning",
            "excerpt": "This session will explore emerging themes from the research on mobile device use in K-12 schools between 2010 and 2013, including the finding that students can become collaborators in designing their own learning process. Presenters Cathy Cavanaugh Aidan McCarthy Dorit Maor",
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        {
            "id": 28460,
            "path": "\/blog\/a-comprehensive-look-at-postsecondary-distance-education-enrollment-in-michigan\/",
            "author_id": 54,
            "timestamp": 1447736400,
            "content": "In a previous <a href=\"http:\/\/mvlri.org\/blog\/usdoe-report-finds-32-of-undergraduates-took-an-online-course-in-2011-2012\/\" target=\"_blank\" rel=\"noopener noreferrer\">blog post<\/a>, we\u2019ve examined online and distance education enrollment rates at postsecondary institutions across the United States. In this post, we\u2019ll provide some local context by examining distance education enrollment rates at both public and private four-year institutions of higher education, as well as public two-year institutions, here in Michigan.\n\nThe data sets presented here also focus exclusively on degree-granting Title IV institutions. The compiled figures were retrieved from the spring 2013 Integrated Postsecondary Education Data System (IPEDS) collection cycle and represent the most recent year for which data are available. Please refer to our previous <a href=\"http:\/\/mvlri.org\/blog\/about-26-of-undergraduates-at-degree-granting-postsecondary-institutions-took-a-distance-education-course-in-2012-13\/\" target=\"_blank\" rel=\"noopener noreferrer\">blog post<\/a>\u00a0to learn more about the collection process, the system\u2019s definition of distance education, and the data system itself.\n<h5>Public Four-Year Institutions<\/h5>\nFifteen schools were identified as degree-granting, four-year public institutions within the state of Michigan with a total undergraduate enrollment of 239,538. Of that total, only 3% (7,091 students) were enrolled exclusively in distance education courses, while 27,630 students, or 11.5%, were enrolled in at least one distance education course.\n\nDuring the same school year, <a href=\"https:\/\/www.cmich.edu\/Pages\/default.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Central Michigan University<\/a> reported 2,044 (10%) undergraduate students enrolled exclusively in distance education courses in 2013, the largest total of the 15 schools. The <a href=\"https:\/\/www.umflint.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">University of Michigan \u2013 Flint<\/a> had the highest percentage of undergraduate students enrolled exclusively in distance education courses (13.7%) as well as the highest enrollment in some but not all distance education courses (36.4%). <a href=\"https:\/\/msu.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Michigan State University<\/a> had 5,832 undergraduate students who took at least some distance education courses that year, 15.4% of its total student count. Refer to Figure 1 for totals for all 15 institutions.\n\n[caption id=\"attachment_791\" align=\"aligncenter\" width=\"809\"]<img class=\"wp-image-791 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Dist-ed-fig1.jpg\" alt=\"Figure 1\" width=\"809\" height=\"510\" \/> Figure 1. Percentage of Undergraduate Students Enrolled in Distance Education, Michigan Title IV Public Four-Year Institutions, 2013[\/caption]\n<h5>Public Two-Year Institutions<\/h5>\nThirty schools were identified as Title IV degree-granting, public two-year colleges in Michigan, with a 2013 school year total student count of 222,286. Of this group, 7.9% were enrolled exclusively in distance education courses, while 15.4% were enrolled in some but not all distance education courses. These are noteworthy percentage increases over the public four-year group (3.0% and 11.5%, respectively). <a href=\"http:\/\/www.schoolcraft.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Schoolcraft College<\/a>, in Livonia, accounted for the largest number of students exclusively enrolled in distance education courses: 3,311, or 26.7% of its total student population. <a href=\"http:\/\/www.lcc.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Lansing Community College<\/a> reported 5,615 (32%) students enrolled in at least some distance education courses.\n<h5>Private, Nonprofit Four-Year Institutions<\/h5>\nThere are 51 private, nonprofit Title IV institutions represented in this data set. In 2013, 17,209 (15.9%) of the 108,188 students enrolled in these institutions were enrolled exclusively in distance education courses. Those enrolled in some but not all distance education courses accounted for 12.9% of the total student population in this group. <a href=\"https:\/\/www.baker.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Baker College<\/a> Center for Graduate Studies enrolled the most students in exclusively distance education courses, as over 99% of its 5,270 students fell into this category. At <a href=\"https:\/\/www.davenport.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">Davenport University<\/a>, 2,159 (29.4%) of its total student population in 2013 were enrolled exclusively in distance education courses. Nearly 88% of undergraduate students at the Michigan Jewish Institute took at least some distance education courses, while Davenport had the highest actual number of students in this category. It is also interesting to note the distribution of distance education enrollments among the thirty schools in this group. A small number of schools, including Baker College Center for Graduate Studies, Davenport University, and Madonna College, accounted for a substantial amount of the distance education enrollments, while other large schools in this group, such as Kalamazoo College, Hope College, and Spring Arbor University, had little to no distance education enrollments.\n<h5>Private, For-Profit Four-Year Institutions<\/h5>\nOf the 15 private, four-year for-profit schools, only two reported student enrollment in exclusively distance education courses: <a href=\"https:\/\/www.devry.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">DeVry University \u2013 Michigan<\/a> and the <a href=\"http:\/\/www.iadt.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">International Academy of Design and Technology<\/a> \u2013 Troy. These 104 students accounted for only 1.9% of all students in this group for 2013. There were 756 (14.6%) students included in this group who took at least some distance education courses. The <a href=\"https:\/\/www.artinstitutes.edu\/detroit\" target=\"_blank\" rel=\"noopener noreferrer\">Art Institute of Michigan<\/a> accounted for the most students, 363 (36.2%),in some distance education, while the school with the highest percentage was <a href=\"https:\/\/www.southuniversity.edu\/novi#location=Novi,%20MI\" target=\"_blank\" rel=\"noopener noreferrer\">South University \u2013 Novi<\/a> with 50.3% (178 total). It should be noted that this data set does not capture much larger institutions that enroll Michigan students but are not considered Michigan-based schools, such as the University of Phoenix, or for that matter, any out-of-state institution that serves Michigan residents from outside the state.\n<h5>Conclusion<\/h5>\nOf the types of institutions observed for this study, public two-year and private nonprofit four-year schools in Michigan are the leaders when it comes to undergraduate distance education enrollment. Undergraduates attending a public two-year college in Michigan are much more likely to take at least some distance education courses than if they were to attend a public four-year school.\n\n[caption id=\"attachment_792\" align=\"aligncenter\" width=\"761\"]<img class=\"wp-image-792 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Dist-ed-fig2.jpg\" alt=\"Figure 2\" width=\"761\" height=\"445\" \/> Figure 2. Percentage of Undergraduate Students Enrolled in Distance Education Courses by Institution Type - Michigan, 2013[\/caption]\n\nIt\u2019s important to consider these enrollment figures in contrast to the national data that we highlighted in our <a href=\"http:\/\/mvlri.org\/blog\/about-26-of-undergraduates-at-degree-granting-postsecondary-institutions-took-a-distance-education-course-in-2012-13\/\" target=\"_blank\" rel=\"noopener noreferrer\">previous post<\/a>\u00a0. Only 14.5% of undergraduates at public four-year universities in Michigan took at least one distance education course in 2013, a lower tally than the figure of 21.8% nationwide in 2012. Public two-year and private for-profit four-year schools in Michigan slightly outpace the national average in terms of undergraduate enrollment in distance education courses. Despite Michigan being a recognized leader in the area of K-12 online learning, as evidenced by its state curriculum\u2019s online learning requirement, its public four-year universities lag behind the national average when it comes to the use of distance education.\n\n[caption id=\"attachment_793\" align=\"aligncenter\" width=\"807\"]<img class=\"wp-image-793 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Dist-ed-fig3.jpg\" alt=\"\" width=\"807\" height=\"349\" \/> Figure 3. Percentage of Undergraduate Students Enrolled in Distance Education Courses by Institution Type - U.S. (2012), Michigan (2013)[\/caption]\n\nThough the Michigan data presented here represents only undergraduate enrollment from the 2013 collection year, a comparison of distance enrollment totals in 2012 reveals a growth trend at each type of institution. Additionally, changes to Section 21f of the <a href=\"http:\/\/www.legislature.mi.gov\/documents\/2015-2016\/publicact\/pdf\/2015-PA-0085.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">State School Aid Act<\/a>, which outlines some of the regulations around online learning at the K-12 level, now allow community colleges to offer courses directly to any public school students in grades 6-12 through the <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">statewide online course catalog<\/a>.\n\nIt\u2019s clear that online learning is a well-established practice at many postsecondary institutions in the state and will likely be growing as time passes. It\u2019s important to ensure that students are prepared and comfortable learning in such an environment. Our next post in this series will take a look at how Michigan universities are communicating that importance to prospective students.\n\n&nbsp;",
            "title": "A comprehensive look at postsecondary distance education enrollment in Michigan",
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            "id": 2142,
            "path": "\/about\/news\/keeping-pace-with-k-12-digital-learning\/",
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            "content": "<em>Keeping Pace<\/em>\u00a0attempts to anticipate shifts in where such activity is concentrated, how practices are changing, advances in technology and devices, and the degree to which state policy impacts digital learning.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/11\/Evergreen_KeepingPace_2015.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "Keeping pace with K-12 digital learning",
            "excerpt": "Keeping Pace\u00a0attempts to anticipate shifts in where such activity is concentrated, how practices are changing, advances in technology and devices, and the degree to which state policy impacts digital learning. Download the Report",
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            "path": "\/blog\/episode-15-joel-rose\/",
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            "content": "\n\nThis episode's guest is Joel Rose, the Co-Founder and CEO of New Classrooms Innovation Partners. Joel and his team at New Classrooms are striving to implement personalized learning models in schools across the U.S. Joel delves into what the New Classrooms model \u2013 called Teach-to-One \u2013 entails, and paints a picture for us, describing the flow and process in a teach-to-one school. You can read more about New Classrooms at <a href=\"http:\/\/www.newclassrooms.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.newclassrooms.org\/<\/a>\u00a0and follow Joel on Twitter at <a href=\"https:\/\/twitter.com\/ncjoelrose\" target=\"_blank\" rel=\"noopener noreferrer\">@NCJoelRose<\/a>.",
            "title": "Episode 15: Joel Rose",
            "excerpt": "This episode&#8217;s guest is Joel Rose, the Co-Founder and CEO of New Classrooms Innovation Partners. Joel and his team at New Classrooms are striving to implement personalized learning models in schools across the U.S. Joel delves into what the New Classrooms model \u2013 called Teach-to-One \u2013 entails, and paints a picture for us, describing the...",
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            "path": "\/about\/news\/mv-team-delivering-online-expertise-for-connected-vehicle-program\/",
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            "content": "The State of Michigan Department of Talent and Economic Development through the Skilled Trades Training Fund awarded Capital Communications, Inc., a Plymouth-based leader in telecommunications $30,000 to participate in online and classroom training for the Connected Vehicle Professional program developed by SAE International and Mobile Comply.\r\n\r\nMobile Comply in partnership with <em>Michigan Virtual<\/em>\u2019s Virtual Learning Solutions will be the education provider for the online delivery and learning management system and the interactive blended learning environment for this exciting program.\r\n\r\nIndustry experts say approximately 500,000 new jobs will be created within the connected vehicle industry by 2020, with an almost sevenfold increase in the number of new vehicles equipped with factory-fitted mobile connectivity over the next five years. To meet this demand, professionals will need the proper education, training and credentialing within the connected vehicle space.\r\n\r\n<em>Michigan Virtual<\/em>\u2019s Virtual Learning Solutions offers a variety of solutions to organizations, including custom online learning solutions, technology services, meeting room rental and HD video conferencing, all of which will drive this partnership to meet the demands of this growing industry.\r\n\r\n\u201c<em>Michigan Virtual<\/em>\u2019s vision to be Michigan\u2019s digital learning leader is in perfect alignment with the Mobile Comply\u2019s mission to maintain the state\u2019s technical lead as the worldwide automotive capital. Through our new Virtual Learning Solutions business unit, we will leverage more than 15 years of experience in supporting thousands of online learners to address a critically important workforce development need. We look forward to working with other industry partners to provide world-class education and training solutions,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>.\r\n\r\nDavid O\u2019Reilly, president of Capital Communications: \u201cSince its beginnings in 1986, Capital Communications has served the great state of Michigan with the highest quality services and technologies to deliver solutions for telecommunications, internet and mobility. With our love of cars combined with living in and serving the automotive capital of the world, it is our mission to do all we can to bring the same level of quality to this exciting new technology and help to ensure Michigan becomes the Connected Automotive Capital of the World.\u201d\r\n\r\n\u201cWith the growing demand and potential for thousands of jobs in the connected vehicle space in the next few years, and the participation of non-typical industries such as insurance, IT, analytics and telecommunications, it has become imperative to have a common frame of understanding, and a mechanism to establish competency in this field.\u201d said Elaina Farnsworth, CEO of Mobile Comply.\r\n\r\nThe CVP Credentialing Program's blended learning approach incorporates instructor-led lectures, online activities, videos and other interactive elements to provide the learner with the necessary understanding of Vehicle-to-Vehicle, Vehicle-to-Infrastructure, and Vehicle-to-X connectivity inclusive to the rapidly advancing field of connected vehicles. Those who successfully complete the end-of-course learning assessments are awarded the SAE International\/CVTA Certificate of Competency.\r\n\r\nThe program consists of three courses:\r\n<ol>\r\n \t<li>CVP I \u2013 Functions, Communication Protocols and Architectures<\/li>\r\n \t<li>CVP II \u2013 Standards, Vehicle to Vehicle (V2V), Vehicle to Infrastructure (V2I), and Vehicle to Everything (V2X)<\/li>\r\n \t<li>CVP III \u2013 Data, Emerging Markets, Policy and Government Regulations<\/li>\r\n<\/ol>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About Capital Communications, Inc.<\/h4>\r\nAn ISO 9001:2000 and TL 9000 registered company, Capital Communications, Inc. is an award-winning telecommunications contracting company located in Plymouth, Michigan. For over 25 years, Capital Communications has maintained a small-company feel \u2013 intentionally remaining nimble to allow quick ramp-up times and prompt responses to customer needs. One of the most trusted and respected providers in the industry, Capital Communications is known for our uncompromising work ethic and exceptional customer service.\r\n<h4>About Mobile Comply<\/h4>\r\nMobile Comply, a Michigan based, internationally recognized, mobility training firm, is staffed with industry leading subject matter experts specializing in the connected vehicle, as well as hands-on mobility training, implementation and development. For more information contact\u00a0<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a> or call (866) 3792472.",
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        {
            "id": 6681,
            "path": "\/blog\/change-the-monster-lurking-under-your-blended-learning-bed\/",
            "author_id": 30,
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            "content": "<img class=\"alignnone size-full wp-image-6684\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/10\/shy-little-girl-looking-at-camera-under-covers-P65FSUK.jpg\" alt=\"Girl under covers, looking at camera. \" width=\"2048\" height=\"1536\" \/>\r\n\r\nChange is not always easy for me. Ok, it is never easy for me. I dread the unknown, funny since a major part of my job is to support changes in education. Every day I encourage educators to take a leap and blend their instruction, to sail into uncharted water, dive in, take a risk, change their way of thinking about learning. Don\u2019t get me wrong, I know in my heart that change and growth is important, and frankly, necessary but it is uncomfortable.\r\n\r\nSo why change? Why put yourself in a situation where you are uncomfortable? What\u2019s wrong with keeping things the way they are? These are questions we often ask ourselves when we are faced with change. A point made by a colleague recently has stuck with me, she said blended learning isn\u2019t about throwing out the good things but making what is good even better. Innovative approaches to helping students, like blended learning, build on the successful practices teachers are already doing.\r\n\r\nBlended learning isn\u2019t about throwing out what is working in your classroom, but stretching thinking and growing opportunities. It isn\u2019t about using the latest flashy tool or being told you have to blend your instruction because it is the latest fad. This change should be driven by a desire to push and expand learning, to better what works for some students and not others, to give all students a voice and chances to collaborate.\r\n\r\nBlended Learning doesn\u2019t have to consist of sweeping change, but small supports like giving students the opportunity to ask questions or share ideas in an online space. Opening up options for sharing understanding using mediums they feel comfortable with, creating videos or collaborating on a presentation with others outside the brick and mortar classroom are also entry points to blending learning. Small changes that support quality instruction and give students choice in their learning can have a big impact on student outcome.\r\n\r\nBlended learning doesn\u2019t happen overnight and yes, there will be times where things go off track\u2013 difficulties arise and technology fails. But there will also be times where the pieces fall into place and the ah ha moments materialize, when students blow all your expectations away because they have been given an opportunity to go beyond what is \u201cgood\u201d and find their own voice, because they were given a choice in their learning. All because you as an educator made a change.\r\n\r\nThis is the part of the blog where I tell you I\u2019ve taken my own advice and have embraced change with open arms, and it has always been amazing. Well not quite. Little by little I\u2019m making changes to push myself and trying to expand on the familiar. I\u2019m a work in progress when it comes to accepting change. Recently, I decided to step outside my comfort zone and leave my job as an Educational Technology Consultant to work with the Michigan Virtual team as a Blended-Learning Coach. I want to stretch my skills, learn from educators and administrators statewide and focus on blended instruction. This change was not easy, but in the end I took the leap. Looking back over the experiences of my first week I am confident in saying, change feels pretty good.",
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            "content": "The research team presents its findings from a mixed-methods study examining student perceptions of blended learning, comparing them with educator perceptions revealed in earlier studies.\n<h6>Presenters<\/h6>\nLori Werth\nEric Kellerer\nEric Werth\nPaula Kellerer\nNiki Walker\nJeff Simmons\nSherawn Reberry\nHeidi Curtis",
            "title": "Transforming Rural K-12 Education Through Blended Learning: A Student Perspective",
            "excerpt": "The research team presents its findings from a mixed-methods study examining student perceptions of blended learning, comparing them with educator perceptions revealed in earlier studies. Presenters Lori Werth Eric Kellerer Eric Werth Paula Kellerer Niki Walker Jeff Simmons Sherawn Reberry Heidi Curtis",
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            "id": 28744,
            "path": "\/blog\/episode-14-julia-freeland-fisher\/",
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            "content": "\n\nOur guest for this episode is Julia Freeland Fisher, Director of Education at the Clayton Christensen Institute for Disruptive Innovation. Julia and I discuss some of her recent work focusing on helping close the gap between what educational technology firms provide and what tech-forward school systems need, as well as her work around digital learning\u2019s capacity to help students build social capital through the development of personal networks. Lastly, we discuss some of the overlap, or lack thereof, in the philosophies behind blended and competency-based learning (which Julia touches on a bit in this <a href=\"https:\/\/vimeo.com\/141176980\" target=\"_blank\" rel=\"noopener noreferrer\">webinar<\/a> she presented for EdTech Specialists, a Michigan-based consulting group). You can follow Julia on Twitter at <a href=\"https:\/\/twitter.com\/juliaffreeland\" target=\"_blank\" rel=\"noopener noreferrer\">@juliafreeland<\/a>, as well as the Christensen Institute at <a href=\"https:\/\/twitter.com\/ChristensenInst\" target=\"_blank\" rel=\"noopener noreferrer\">@ChristensenInst<\/a>, and read about all the Institute\u2019s work on their website at <a href=\"http:\/\/www.christenseninstitute.org\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.christenseninstitute.org<\/a>.",
            "title": "Episode 14: Julia Freeland Fisher",
            "excerpt": "Our guest for this episode is Julia Freeland Fisher, Director of Education at the Clayton Christensen Institute for Disruptive Innovation. Julia and I discuss some of her recent work focusing on helping close the gap between what educational technology firms provide and what tech-forward school systems need, as well as her work around digital learning\u2019s...",
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            "path": "\/blog\/episode-13-beatriz-arnillas\/",
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            "timestamp": 1443931200,
            "content": "\n\nOur guest for this episode is Beatriz Arnillas, the Director of IT and Education Technology at the Houston Independent School District in Houston, Texas. Beatriz provides some insight into what it\u2019s like to run the technological infrastructure, as well as the efforts of instructional technology integration and digital learning initiatives, in the seventh largest school district in the United States. She also shares with us her story of discovering the importance of interoperability when it comes to digital learning, and her efforts to ensure ease of use for practitioners in her district through interoperability standards. You can read her EdSurge piece <a href=\"https:\/\/www.edsurge.com\/news\/2015-09-23-how-houston-isd-is-winning-by-insisting-that-its-data-systems-truly-work-together\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a> and follow her on Twitter <a href=\"https:\/\/twitter.com\/barnillas?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">@barnillas<\/a>.",
            "title": "Episode 13: Beatriz Arnillas",
            "excerpt": "Our guest for this episode is Beatriz Arnillas, the Director of IT and Education Technology at the Houston Independent School District in Houston, Texas. Beatriz provides some insight into what it\u2019s like to run the technological infrastructure, as well as the efforts of instructional technology integration and digital learning initiatives, in the seventh largest school...",
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            "content": "K-12 online learning continues to grow in primary and secondary schools, while educational policy strives to keep up with the ever-changing environment. Specifically in the state of Michigan, a recent statewide analysis of online learning showed that over 76,000 students took at least one virtual course in the 2013-14 school year, accounting for over 319,000 virtual enrollments.\n\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/Accountability_2015.pdf\" target=\"_blank\" class=\"btn\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Accountability in K-12 Online Learning Course Access Programs: Stakeholder Recommendations for Policy and Practice",
            "excerpt": "K-12 online learning continues to grow in primary and secondary schools, while educational policy strives to keep up with the ever-changing environment. Specifically in the state of Michigan, a recent statewide analysis of online learning showed that over 76,000 students took at least one virtual course in the 2013-14 school year, accounting for over 319,000 virtual enrollments.",
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            "content": "The Online Learning Consortium is launching a new special interest area addressing the research and practice of K-12 online teaching and learning.\n\nTwenty-five concurrent sessions at the 21st Annual Online Learning Consortium International Conference 2015 will address the latest research and practice in K-12 blended and online learning. <em>MVLRI<\/em> will be conducting a featured K-12 workshop. The conference will be held in Orlando, Oct. 14-16, 2015.\n\n<a href=\"http:\/\/olc.onlinelearningconsortium.org\/conference\/2015\/aln\/welcome\" target=\"_blank\" rel=\"noopener noreferrer\">Visit the conference website<\/a>",
            "title": "OLC addressing K-12 online teaching &amp; learning research",
            "excerpt": "The Online Learning Consortium is launching a new special interest area addressing the research and practice of K-12 online teaching and learning. Twenty-five concurrent sessions at the 21st Annual Online Learning Consortium International Conference 2015 will address the latest research and practice in K-12 blended and online learning. MVLRI will be conducting a featured K-12...",
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            "author_id": 54,
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            "content": "This session discusses findings from a number of different studies on how online learning shapes experiences for students from vulnerable populations, and reasons why those students may choose to learn in an online setting.\n<h6>Presenter<\/h6>\nDennis Beck",
            "title": "Impact of K-12 Online Learning on Vulnerable Populations",
            "excerpt": "This session discusses findings from a number of different studies on how online learning shapes experiences for students from vulnerable populations, and reasons why those students may choose to learn in an online setting. Presenter Dennis Beck",
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            "content": "\n\nOur guest for this episode is Paul Curtis, the Director of Curriculum for the New Tech Network. Paul touches on some of the history of the organization, one that has been around for a surprisingly long time, and shares a bit about what makes the curriculum of New Tech schools stand out. We also talk some about the research that influences the New Tech model, as well as the organization's efforts to help bring out systems change when it comes to thinking about the educational process. We encourage you to learn more about the organization by visiting <a href=\"https:\/\/newtechnetwork.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.newtechnetwork.org<\/a>.",
            "title": "Episode 12: Paul Curtis",
            "excerpt": "Our guest for this episode is Paul Curtis, the Director of Curriculum for the New Tech Network. Paul touches on some of the history of the organization, one that has been around for a surprisingly long time, and shares a bit about what makes the curriculum of New Tech schools stand out. We also talk...",
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            "author_id": 54,
            "timestamp": 1441944000,
            "content": "To help stakeholders meet the educational challenges they face and better support online learners, the search is on for a new full-time quantitative researcher for <em>MVLRI<\/em>. The person in this position will build the Institute team\u2019s capacity to use and analyze the wealth of available data and meet our mission to serve the education community by contributing to high quality, applicable research on K-12 online and blended learning.\n\nThe primary responsibilities of the new researcher are to plan, develop and conduct educational research projects with an emphasis on quantitative methodologies. We\u2019re looking for an individual who has employed techniques in data collection and data analysis used in educational and psychological research, has experience with SQL databases and Report Services, and has conducted advanced statistical analyses including, for example, multiple regression, time-series analysis, survival analysis, hierarchical linear modeling (HLM) and structural equation modeling (SEM). Involvement with data visualization is a valued asset for the person in this position as well.\n\nThis individual will design and implement a wide variety of education research activities \u2013 planning data collection, developing both quantitative and qualitative data instruments, and conducting analyses of both quantitative and qualitative data \u2013 with the goal of developing recommendations for strengthening online teaching and learning.\n\nThe quantitative researcher will work closely with other <em>MVLRI<\/em> team members and often with other <em>Michigan Virtual<\/em> staff and <em>MVLRI<\/em> Fellows to author reports, literature reviews, research articles and policy papers that contribute significantly to the field of K-12 online and blended learning. Because <em>Michigan Virtual<\/em> has relationships with educational and research organizations and stakeholders at the local, state and national levels, the researcher will contribute to the ongoing growth and development of those relationships. Though we would prefer the person to be on-site, we may consider remote working under certain circumstances.\n\n&nbsp;\n\n(Position filled.)",
            "title": "New position to expand research capacity",
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            "id": 2240,
            "path": "\/blog\/rediscovering-microsoft-three-powerful-tools-for-teachers\/",
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            "content": "We have been using Google products to make our lives easier for many years now, but after a recent professional development session, I wanted to explore what other options were out there. It became very apparent to me that even though Google tools, such as Docs, Drive and Sheets, have been around for a while, there are still people and organizations that do not embrace the Google ecosystem. While these tools might be easy to use for everyday users, there is still a learning curve for those new to the products. Thus, I set out to find a couple of tools that would feel familiar but deliver a lot more than we are used to.\r\n\r\nAfter some hunting around, I was really surprised when my search led me to a tool from Microsoft of all places, and showed me a couple of other Microsoft Office-like tools that would benefit anyone familiar with using PowerPoint or Word.\r\n\r\nAll the tools below are free to use, and at most require that you have a <a href=\"http:\/\/windows.microsoft.com\/en-us\/windows-live\/sign-up-create-account-how\" target=\"_blank\" rel=\"noopener noreferrer\">Microsoft account<\/a>, which is free, and an installation of Microsoft PowerPoint 2013 (for one of the tools). If your school or district has Office 365, you already have a Microsoft account and can use that account for these tools.\r\n<h2><a href=\"http:\/\/www.sway.com\"><strong>Sway<\/strong><\/a><\/h2>\r\nSway is a great application for creating online presentations that go beyond the standard slide decks of programs like PowerPoint. The thing that sets Sway apart from PowerPoint is the same thing that makes it somewhat confusing to use at first. While in standard presentation applications, there is a slide, information on that slide and then we go to the next slide, Sway wants you to think about content first, and design later, it even has an option to \u201cremix\u201d your design to one that best suits the content whenever you want. Sway allows you to add content either uploaded from your computer or online sources such as YouTube and Google image searches. One of the benefits of the built-in content search of Sway is that it will look at what you have in your presentation already and suggest content, such as pictures and videos, based on your topics. It also defaults to searching for Creative Commons media (which can be turned off) to ensure that assets in your presentation are licensed for use.\r\n\r\nOverall, Sway is a great tool for a new way to create and share presentations. Microsoft offers Sway as an app for both Apple and Android devices, a Windows 10 app, as well as the web version at <a href=\"http:\/\/www.sway.com\">sway.com<\/a>. The best way to experience Sway is to sign in and go through some of the examples that they have, as well as creating your own. There are even options of uploading a PowerPoint presentation or PDF file and converting that to a Sway presentation, although my experience with that function has yielded mixed results.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=Jw-g6IuBVJE\r\n<h2><a href=\"http:\/\/www.mix.office.com\"><strong>Office Mix<\/strong><\/a><\/h2>\r\nAt its core, Office Mix is an add-on for PowerPoint 2013 and newer. It is available for anyone with a Microsoft account, but people who have the Microsoft Office suit from their school or organization might need the help of the IT folks to get it set up. However, once set up, Mix extends PowerPoint to an amazing presentation tool with video and sound capture, as well as on-screen annotations.\r\n\r\nOffice Mix is geared for educators and creation of interactive educational content. Whether you are a school teacher or an instructional designer, Mix allows you to record video along with your presentation, and embed interactives such as quizzes, polls and educational resources from several open educational resource repositories.\r\n\r\nThe best way to understand what is possible is by taking a look at the example below and visiting <a href=\"http:\/\/www.mixforteachers.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.mixforteachers.com<\/a>. There are also many tutorials available for this tool which should make your Office Mix experience more fulfilling.\r\n\r\n\r\n\r\n&nbsp;\r\n<h2><a href=\"http:\/\/www.mix.office.com\/snip\"><strong>Office Mix Snip<\/strong><\/a><\/h2>\r\nWhile Snip is technically part of the Office Mix ecosystem, you do not need the PowerPoint add-on or even Microsoft Office to use this great little tool. Snip is a replacement for the built-in \u201cSnipping Tool\u201d that comes preinstalled with Windows. It extends the functionality of its older screen capturing sibling by placing an always available toolbar on your desktop and giving you options to capture an area of the screen, start a whiteboard or capture a picture from your webcam. Snip will also activate when you press the print screen button on your keyboard.\r\n\r\nOnce you capture your image you are given the option to add an audio recording to it, and to annotate it with several drawing tools. It\u2019s great for highlighting parts of a user interface, or walking someone through a project. You can then save the snip, copy it to your clipboard or share it with someone.\r\n\r\nIf you use the Snipping Tool a lot, this is a great and welcome upgrade.\r\n\r\nTake a look at some examples on their <a href=\"http:\/\/www.mix.office.com\/snip\" target=\"_blank\" rel=\"noopener noreferrer\">main website<\/a>.\r\n<h4>Give these tools a try and share what you have created. Tell your peers and students about these tools as well and see what they can create!<\/h4>\r\n<div><\/div>\r\n<div><\/div>",
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            "content": "<em>MVLRI<\/em> is studying and documenting Fuse RI, an open access state model for supporting and expanding K-12 blended learning in Rhode Island. Developed by the Highlander Institute in Providence, RI, Fuse RI is a national model for delivering tailored support to local school districts as they deepen their knowledge and implementation of blended learning at their own pace.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/RPT-Fuse-RI-Pub1.pdf\" target=\"_new\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "Fuse RI: An Open Access Model of K-12 Blended Learning Implementation",
            "excerpt": "MVLRI is studying and documenting Fuse RI, an open access state model for supporting and expanding K-12 blended learning in Rhode Island. Developed by the Highlander Institute in Providence, RI, Fuse RI is a national model for delivering tailored support to local school districts as they deepen their knowledge and implementation of blended learning at their own pace.",
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            "path": "\/about\/news\/mv-names-2015-online-teacher-of-the-year\/",
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            "content": "[caption id=\"attachment_3514\" align=\"alignnone\" width=\"650\"]<img class=\"size-full wp-image-3514\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/MOTOY.jpg\" alt=\"\" width=\"650\" height=\"452\" \/> Michigan Virtual President Jamey Fitzpatrick (left), Annette Gleason, Ben Ashby and State Superintendent of Public Instruction Brian Whiston.[\/caption]\r\n\r\nAnnette Gleason of Negaunee is <em>Michigan Virtual<\/em>\u2019s 2015 Online Teacher of the Year.\r\n\r\nSince 2008, <em>Michigan Virtual<\/em> has chosen one online instructor to represent this special breed of educators who combine the unique skills of a classroom teacher with the equally unique skills of an online teacher. Gleason, the lead math instructor at <em>Michigan Virtual<\/em> for Students, is known for her \u201cunparalleled commitment to her students.\u201d\r\n\r\nGleason has been teaching online for five years, after four years teaching math at Gwinn High School in the Upper Peninsula. She said she was honored to be recognized by <em>Michigan Virtual<\/em> as the Online Teacher of the Year.\r\n\r\n\u201c<em>Michigan Virtual<\/em> is an elite organization that provides innovative instructional opportunities,\u201d she said. \u201cI am fortunate to work for an organization that takes pride in providing quality learning experiences that aid in the success of Michigan students.\u201d\r\n\r\nGleason received the award at <em>Michigan Virtual<\/em>\u2019s annual professional inservice conference for its instructional staff. Ben Ashby of Zeeland was the other finalist for the award. Ashby teaches Spanish at Zeeland Middle School and has worked as a contract and part-time instructor for <em>Michigan Virtual<\/em> for eight years.\r\n\r\nGovernor Rick Snyder and State Superintendent of Public Instruction Brian Whiston congratulated Gleason for being selected as the eighth online teacher of the year.\r\n\r\nIn a written statement, Gov. Snyder said: \u201cAs an outstanding online teacher Annette is helping to propel the State of Michigan to a leadership position in online learning. By creating personalized and interactive online learning environments, Michigan will provide students more education options that best meet their needs.\u201d\r\n\r\nState Superintendent of Public Instruction Brian Whiston thanked Annette for her \u201cdedication to Michigan students who are at the forefront of learning in the 21st century way. Your success in meeting these challenges is what sets you apart.\u201d\r\n\r\nIn online learning, course content and instruction is delivered over the web, with students following lessons, completing assignments and interacting with instructors through email and discussion rooms.\r\n\r\n\u201cWe are fortunate to have some of the most dedicated and talented online instructors in the U.S. teaching for the <em>Michigan Virtual<\/em> for Students,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>. \u201cAnnette and Ben provide exceptional support for the online students they serve from around the state and they are role models for the 21st-century teaching profession.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual names 2015 Online Teacher of the Year",
            "excerpt": "Annette Gleason of Negaunee is Michigan Virtual\u2019s 2015 Online Teacher of the Year. Since 2008, Michigan Virtual has chosen one online instructor to represent this special breed of educators who combine the unique skills of a classroom teacher with the equally unique skills of an online teacher. Gleason, the lead math instructor at Michigan Virtual...",
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            "content": "This session explores the research on emerging practices like OER, digital literacy and MOOCs, and examines the implications of open learning in relation to policy and further research.\n<h6>Presenters<\/h6>\nIan O'Byrne\nLee Graham\nRandy LaBonte\nVerena Roberts",
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            "excerpt": "This session explores the research on emerging practices like OER, digital literacy and MOOCs, and examines the implications of open learning in relation to policy and further research. Presenters Ian O&#8217;Byrne Lee Graham Randy LaBonte Verena Roberts",
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            "path": "\/blog\/episode-11-sarah-luchs\/",
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            "content": "\n\nOur guest for this episode is Sarah Luchs of NGLC, Next Generation Learning Challenges. NGLC is a challenge grant strategy initiative of Educause, dedicated to accelerating educational innovation through applied technology and improving college readiness in students across the United States. Sarah provides an overview of some of the exciting work that their grant recipients are doing to advance personalized learning through the use of technology. To learn more about some of the initiatives we discussed, visit <a href=\"http:\/\/nextgenlearning.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">www.nextgenlearning.org<\/a> or follow <a href=\"https:\/\/twitter.com\/NextGenLC?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">@nextgenlc<\/a> or <a href=\"https:\/\/twitter.com\/sarahluchs1\" target=\"_blank\" rel=\"noopener noreferrer\">@sarahluchs1<\/a> on Twitter.",
            "title": "Episode 11: Sarah Luchs",
            "excerpt": "Our guest for this episode is Sarah Luchs of NGLC, Next Generation Learning Challenges. NGLC is a challenge grant strategy initiative of Educause, dedicated to accelerating educational innovation through applied technology and improving college readiness in students across the United States. Sarah provides an overview of some of the exciting work that their grant recipients...",
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            "content": "The presenter discusses the importance of communication for students in K-12 online learning environments, as evidenced by survey findings conducted with students at one Pennsylvania cyber charter school, as well as theoretical frameworks on the importance of communication and interaction in the online environment.\n<h6>Presenter<\/h6>\nVictoria Raish, Pennsylvania State University",
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            "content": "<em>Michigan Virtual<\/em>\u2019s Virtual Learning Solutions recently partnered with Mobile Comply, a Pontiac-based international leader in mobile training and curriculum development, to implement an interactive, virtual learning environment that provides a blended learning environment for their innovate training program.\r\n\r\nThere is an unfilled need for skilled workers across the country. Currently, it\u2019s estimated that more than 80,000 skilled and technical jobs are unfilled in Michigan. Additionally, industry experts say approximately 500,000 new jobs will be created within the connected vehicle industry by 2020, with an almost sevenfold increase in the number of new vehicles equipped with factory-fitted mobile connectivity over the next five years. To meet this demand, professionals will need the proper education, training and credentialing within the connected vehicle space.\r\n\r\n<em>Michigan Virtual<\/em>\u2019s Virtual Learning Solutions offers a variety of solutions to organizations, including custom online learning solutions, technology services, meeting room rental and HD video conferencing, all of which will drive this partnership to meet the demands of this growing industry.\r\n\r\n\u201c<em>Michigan Virtual<\/em>\u2019s vision to be Michigan\u2019s digital learning leader is in perfect alignment with the Mobile Comply\u2019s mission to maintain the state\u2019s technical lead as the worldwide automotive capital. Through our new Virtual Learning Solutions business unit, we will leverage more than 15 years of experience in supporting thousands of online learners to address a critically important workforce development need. We look forward to working with other industry partners to provide world-class education and training solutions,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>.\r\n\r\n\u201cWith the growing demand and potential for thousands of jobs in the connected vehicle space in the next few years, and the participation of non-typical industries such as insurance, IT, analytics and telecommunications, it has become imperative to have a common frame of understanding, and a mechanism to establish competency in this field.\u201d said Elaina Farnsworth, CEO of Mobile Comply.\r\n\r\n\u201cCredentials are one important and universally recognized way to do this. With the structured and scalable training Mobile Comply can provide, the knowledge CVTA can impart, and the adjudication of that learning independently by SAE International, we have a robust, consistent and multisector learning environment that is crucial for professionals entering into and working in this space,\u201d Farnsworth added.\r\n\r\nThe CVP Credentialing Program's blended learning approach incorporates instructor-led lectures, online activities, videos and other interactive elements to provide the learner with the necessary understanding of Vehicle-to-Vehicle, Vehicle-to-Infrastructure, and Vehicle-to-X connectivity inclusive to the rapidly advancing field of connected vehicles. Those who successfully complete the end-of-course learning assessments are awarded the SAE International\/CVTA Certificate of Competency.\r\n\r\nThe program consists of three courses:\r\n<ol>\r\n \t<li>CVP I \u2013 Functions, Communication Protocols and Architectures<\/li>\r\n \t<li>CVP II \u2013 Standards, Vehicle to Vehicle (V2V), Vehicle to Infrastructure (V2I), and Vehicle to Everything (V2X)<\/li>\r\n \t<li>CVP III \u2013 Data, Emerging Markets, Policy and Government Regulations<\/li>\r\n<\/ol>\r\n<h4>About Michigan Virtual<\/h4>\r\nMichigan Virtual is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual and Michigan Virtual Learning Research Institute.\r\n<h4>About Mobile Comply<\/h4>\r\nMobile Comply, a Michigan-based, internationally recognized, mobility training firm, is staffed with industry leading subject matter experts specializing in the connected vehicle, as well as hands-on mobility training, implementation and development. For more information contact\u00a0<a href=\"mailto:[email protected]\" target=\"_blank\">[email protected]<\/a> or call\u00a0(866) 3792472.",
            "title": "Virtual Learning Solutions provides blended online learning for the Connected Vehicle Professional Credentialing Program",
            "excerpt": "Michigan Virtual\u2019s Virtual Learning Solutions recently partnered with Mobile Comply, a Pontiac-based international leader in mobile training and curriculum development, to implement an interactive, virtual learning environment that provides a blended learning environment for their innovate training program. There is an unfilled need for skilled workers across the country. Currently, it\u2019s estimated that more than...",
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            "content": "This session examines some of the unique challenges, as determined through research, that face those in leadership roles at virtual schools.\n<h6>Presenter<\/h6>\nJayson Richardson, University of Kentucky",
            "title": "Challenges of Virtual School Leadership",
            "excerpt": "This session examines some of the unique challenges, as determined through research, that face those in leadership roles at virtual schools. Presenter Jayson Richardson, University of Kentucky",
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            "content": "<em>Michigan Virtual<\/em> kicks off the inaugural iEducator 21st Century Digital Learning Corps this month, training 14 recent education graduates in the art of online teaching. The iEducator Corps employs recent graduates of Michigan\u2019s teacher preparation programs who are ready to jump-start their career with a paid, two-year digital learning assignment.\r\n\r\nA core goal of <em>Michigan Virtual<\/em> is to grow its professional competencies as well as those of Michigan school districts and professional organizations through targeted professional development and impactful research. Through the iEducator Corps, <em>Michigan Virtual<\/em> provides new teachers with an opportunity to learn from veteran teachers and receive professional development in online and blended learning.\r\n\r\n<em>Michigan Virtual<\/em> believes more can be done to help the K-12 community improve student achievement and teacher understanding regarding the use of online learning. <em>Michigan Virtual<\/em>\u2019s innovative iEducator program employs new Michigan teachers, addresses growth needs and strengthens their skills to benefit local schools. The iEducator program is designed to be a career and life-changing experience, similar to the Peace Corps, a combination of service, work experience, training and resume building.\r\n\r\n\u201cThe iEducator program is the first of its kind in the nation,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>. \u201cWe have an exciting opportunity to further support and mentor talented individuals who represent the future of Michigan's teaching profession in public education.\u201d\r\n\r\n<em>Michigan Virtual<\/em>\u2019s 14 inaugural iEducators will benefit from:\r\n<ul>\r\n \t<li>Extensive professional development in online and blended learning<\/li>\r\n \t<li>Attendance and presentation opportunities at leading edge state and national conferences<\/li>\r\n \t<li>Mentoring by an experienced <em>Michigan Virtual<\/em> educator<\/li>\r\n \t<li>A track record of 21st-century teaching experience<\/li>\r\n<\/ul>\r\nMost importantly, upon completion of the two-year program, iEducators will become experts in online and blended learning and position themselves for many different career options in public education.\r\n\r\nThe iEducators from eight Michigan colleges and universities are committed to making a difference in education and transforming their skills as a 21st-century educator. The 2015-17 iEducators are:\r\n<ul>\r\n \t<li>Deborah Brewbaker \u2013 Michigan State University<\/li>\r\n \t<li>Adam Knapp \u2013 Central Michigan University<\/li>\r\n \t<li>Rachel Bergy \u2013 Grand Valley State University<\/li>\r\n \t<li>Heather Holland \u2013 Grand Valley State University<\/li>\r\n \t<li>Stephanie Pearsall \u2013 Saginaw Valley State University<\/li>\r\n \t<li>Stephen Atwood \u2013 Northern Michigan University<\/li>\r\n \t<li>Lauren Nick \u2013 Grand Valley State University<\/li>\r\n \t<li>Melissa Shepard \u2013 Calvin College<\/li>\r\n \t<li>Ryan Ganzevoort \u2013 Grand Valley State University<\/li>\r\n \t<li>Rebecca Imthurn \u2013 Michigan State University<\/li>\r\n \t<li>Brian Litten \u2013 Central Michigan University<\/li>\r\n \t<li>Brett McCarrey \u2013 Central Michigan University<\/li>\r\n \t<li>Kimberly Garvison \u2013 Western Michigan University<\/li>\r\n \t<li>Amy Smith \u2013 Hope College<\/li>\r\n<\/ul>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "First-of-its-kind program prepares new teachers for 21st-century teaching",
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            "id": 28461,
            "path": "\/blog\/about-26-of-undergraduates-at-degree-granting-postsecondary-institutions-took-a-distance-education-course-in-2012-13\/",
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            "content": "For the first time, the recently released <a href=\"https:\/\/nces.ed.gov\/pubs2015\/2015011.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Digest of Education Statistics 2013<\/a> includes statistics on the percentages of undergraduates and graduates who took distance education and online courses. The 940-page Digest, released in May by the National Center for Education Statistics, Institute of Education Sciences, and the U.S. Department of Education makes available statistical information on American education ranging from Pre-K to graduate-levels. For information about the online learner statistics, please see our blog post entitled \u201c<a href=\"http:\/\/mvlri.org\/blog\/usdoe-report-finds-32-of-undergraduates-took-an-online-course-in-2011-2012\/\" target=\"_blank\" rel=\"noopener noreferrer\">USDOE Report Finds 32% of Undergraduates Took an Online Course in 2011-12<\/a>.\u201d\n\nThe data collected to generate the statistics on distance education students come from the Spring 2013 <a href=\"https:\/\/nces.ed.gov\/ipeds\/\" target=\"_blank\" rel=\"noopener noreferrer\">Integrated Postsecondary Education Data System<\/a> (IPEDS). IPEDS is a set of annual survey data collected by the National Center for Education Statistics from all colleges, universities and technical and vocational institutions that provide federal financial aid to students. For more information about the methodology for this data collection cycle, see the<a href=\"https:\/\/nces.ed.gov\/pubs2013\/2013293.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"> 2012-13 Integrated Postsecondary Education Data System (IPEDS) Methodology Report<\/a>. As part of the data collection, institutions report on the number of students who take distance education courses. According to IPEDS, distance education is defined as:\n<blockquote>Education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor synchronously or asynchronously.\n\nTechnologies used for instruction may include the following: Internet; one-way and two-way transmissions through open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices; audio conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used in a course in conjunction with the technologies listed above.<\/blockquote>\nThus distance education would encompass online learners, but also could include students who were not online learners.\n<h5>Undergraduate Distance Education Findings<\/h5>\nBased on the data collected for 2012-13, Table 311.15 (p. 453) displays the percentage of undergraduates who took any distance education courses in Fall 2012 was 25.8%, while 11.3% exclusively took distance education courses. In general, 24.6% of undergraduates students from public institutions at least one distance education course, but this ranged from 21.8% for public 4-year institutions up to 27.3% for public 2-year institutions. The range was even larger for private institutions. Only 16.2% of students attending private, nonprofit institutions took at least one distance education course compared to 54.4% of those attending private, for-profit institutions.\n<h5>Graduate Distance Education Findings<\/h5>\nTable 311.15 (p. 453) also contained distance education information on postbaccalaureate distance education. Almost 30% of postbaccalaureate students took at least one distance education course in 2012-13. Again, there was huge range based institution type. For public institutions, 24.3% of postbaccalaureate students took at least one distance education course. The percentage was slightly lower (23.4%) for students from private, nonprofit institutions, and rose to 81.8% for students from private, for-profit institutions.\n\n[caption id=\"attachment_796\" align=\"aligncenter\" width=\"756\"]<img class=\"wp-image-796 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/26-dist-ed-fig1.jpg\" alt=\"Figure 1\" width=\"756\" height=\"469\" \/> Figure 1. Percentage of Undergraduate and Graduate Students Taking Distance Education during the 2012-13 School Year[\/caption]\n\n&nbsp;\n\n[caption id=\"attachment_797\" align=\"aligncenter\" width=\"673\"]<img class=\"wp-image-797 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/26-dist-ed-tab1.jpg\" alt=\"Table 1\" width=\"673\" height=\"253\" \/> Table 1. Summary of a Subset of Distance Learning Percentages featured in Digest of Education Statistics 2013[\/caption]\n<h5>Conclusion<\/h5>\nThe distance education statistics from 2013 which are cited here are lower than the online learning statistics collected in 2011-12 and published in the 2013 Digest. Given the differences in datasets and the challenges with each collection, these figures are likely best considered as ballpark estimates. In any event, it is clear that a relatively large number of undergraduate and graduate students are taking online and distance education courses. Given the accessibility and sometimes affordability benefits that online and distance education courses may provide, the percentage of students taking advantage of these online learning options is likely to grow, as will the importance of being competent to learning in this medium.\n\n&nbsp;",
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            "excerpt": "For the first time, the recently released Digest of Education Statistics 2013 includes statistics on the percentages of undergraduates and graduates who took distance education and online courses. The 940-page Digest, released in May by the National Center for Education Statistics, Institute of Education Sciences, and the U.S. Department of Education makes available statistical information...",
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            "content": "Presenters discuss the results of two separate reports examining the use of online courses in New York, Wisconsin and Iowa; findings also reveal reasons for online course enrollment and educator concerns over quality and academic integrity.\n<h6>Presenters<\/h6>\nPeggy Clements, Education Development Center, Inc.\nErin Stafford, Education Development Center, Inc.\nJackie Zweig, Education Development Center, Inc.\nAngela Pazzaglia, Education Development Center, Inc.",
            "title": "How and Why Public High Schools Are Using Online Learning for Students: Results From Surveys in Iowa, Wisconsin and the New York Capital Region",
            "excerpt": "Presenters discuss the results of two separate reports examining the use of online courses in New York, Wisconsin and Iowa; findings also reveal reasons for online course enrollment and educator concerns over quality and academic integrity. Presenters Peggy Clements, Education Development Center, Inc. Erin Stafford, Education Development Center, Inc. Jackie Zweig, Education Development Center, Inc....",
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            "path": "\/blog\/usdoe-report-finds-32-of-undergraduates-took-an-online-course-in-2011-2012\/",
            "author_id": 54,
            "timestamp": 1436328000,
            "content": "For the first time, the recently released <a href=\"https:\/\/nces.ed.gov\/pubs2015\/2015011.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Digest of Education Statistics 2013<\/a> includes statistics on the percentages of undergraduates and graduates who took distance education and online courses. The 940-page Digest, released in May by the National Center for Education Statistics, Institute of Education Sciences, and the U.S. Department of Education makes available statistical information on American education ranging from Pre-K to graduate levels. For information about the distance education statistics, please see our blog post entitled \u201cAbout 26% of Undergraduates at Degree-Granting Postsecondary Institutions Took a Distance Education Course in 2012-13.\u201d\n\nThe data collected to generate the statistics on online learners come from the <a href=\"https:\/\/nces.ed.gov\/pubs2014\/2014182.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">2011-12 National Postsecondary Student Aid Study (NPSAS:12)<\/a>, a national study designed to shed light on how students and their families pay for college. As part of the survey, all respondents were asked, \u201cHave any of the courses you have taken at [Institution] during the 2011-12 school year been taught online, at night or on the weekend?\u201d Respondents who answered \u201cyes\u201d to this question were asked more specific follow-up questions, including \u201cHave all, some or none of the classes you have taken at [Institution] in the 2011-12 school year been taught only online?\u201d to which they could reply \u201call,\u201d \u201csome,\u201d or \u201cnone.\u201d To see the Codebook for this survey see <a href=\"http:\/\/nces.ed.gov\/datalab\/powerstats\/pdf\/npsas2012ug_subject.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/nces.ed.gov\/datalab\/powerstats\/pdf\/npsas2012ug_subject.pdf<\/a>, specifically variables ALTANY and ALTONLN.\n<h5>Undergraduate Student Findings<\/h5>\nBased on the data collected through these questions, Table 311.20 (p. 454) displays the percentage of undergraduates who took any online classes in 2011-12 was 32.0%, while 8.4% exclusively took online courses. A higher proportion of female undergraduates took any online courses (34.5%) compared to their male counterparts (28.5%). Age was positively correlated with the percentage of undergraduates taking any online courses. Undergraduates ages 15 through 23 were found to have the lowest percentage taking at least one online course (26.5%). Undergraduates ages 24 through 29 had a rate of 36.5%, whereas those ages 30 and older had the highest proportion (40.9%) taking any online courses. There was also variation based on the control of the institution. Undergraduates from private, nonprofit institutions had the lowest percentage taking any online courses (21.0%); about a third of undergraduates from public institutions took any online courses (33.2%); and 35.5% of undergraduates from private, for-profit institutions took any online courses.\n<h5>Graduate Student Findings<\/h5>\nTable 311.30 (p. 455) from the Digest contains the same information, only for graduate students. The percentage of graduate students who took any online classes in 2011-12 was 36.0% while 20.1% exclusively took online courses. A higher proportion of female graduate students took any online courses (39.0%) compared to their male counterparts (31.5%). Similar to undergraduates, age was positively correlated with the percentage of graduate students taking any online courses. Graduate students ages 15 through 23 were found to have the lowest percentage taking at least one online course (19.5%). Graduate students ages 24 through 29 had a rate of 30.8%, whereas those ages 30 and older had the highest proportion (44.3%) taking any online courses. Again, there was also variation based on the control of the institution. Graduate students from private, nonprofit institutions had the lowest percentage taking any online courses (28.5%); about a third of the graduate students from public institutions took any online courses (32.8%); and 74.1% of graduate students from private, for-profit institutions took at least one online course.\n\n<img class=\"wp-image-799 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/07\/32-dist-ed-fig1.jpg\" alt=\"Figure 1\" width=\"859\" height=\"593\" \/>\n\n<img class=\"aligncenter wp-image-801 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/07\/32-dist-ed-tab1.jpg\" alt=\"Table 1\" width=\"870\" height=\"887\" \/>\n\n&nbsp;\n\nNote: Data for table comes from Table 311.20 (p. 454) &amp; Table 311.30 (p. 455) of the Digest of Education Statistics 2013. Both of the original tables contain additional information about online classes including race\/ethnicity proportions.\n<h5>Conclusion<\/h5>\nIt is important to note that this data is already three years old and the next NPSAS administration will occur during the 2015-16 school year. Assuming a similar timeframe for publishing the data, it is not likely that an updated figure will come out anytime soon. However, the data do provide important reference points for conversations about college-readiness. If three years ago, a third of undergraduates were taking online courses, that percentage is likely even higher now. And with recent announcements of innovative online approaches such as the <a href=\"http:\/\/www.admissions.ufl.edu\/learn\/pace\/\" target=\"_blank\" rel=\"noopener noreferrer\">University of Florida\u2019s PACE<\/a> program and <a href=\"https:\/\/www.edx.org\/gfa\" target=\"_blank\" rel=\"noopener noreferrer\">Arizona State University\u2019s Global Freshman Academy<\/a>, there is little reason to think that online learning will not become an increasingly important access option for undergraduate and graduate students. Just another reason why becoming proficient with online learning is a key component of what it means to for K-12 students to graduate college- and career-ready today.",
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            "path": "\/blog\/episode-10-kate-loughrey\/",
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            "content": "\n\nIn this episode, we talk with Kate Loughrey, who is the statewide Texas Virtual School Network Coordinator. Kate gives us a very detailed picture of the ins and outs of the Texas course choice program, and we talk a little about the work that still lies ahead for the program to realize its full potential.",
            "title": "Episode 10: Kate Loughrey",
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            "path": "\/webinar\/international-landscape-of-k-12-online-and-blended-learning\/",
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            "content": "Many involved with K-12 online and blended learning are familiar with the American context that surrounds us in the media and published research; however, while there are many similarities, there are also several key areas where there are differences in how K-12 online and blended learning occur internationally.\n<h6>Presenter<\/h6>\nMichael Barbour, Sacred Heart University",
            "title": "International Landscape of K-12 Online and Blended Learning",
            "excerpt": "Many involved with K-12 online and blended learning are familiar with the American context that surrounds us in the media and published research; however, while there are many similarities, there are also several key areas where there are differences in how K-12 online and blended learning occur internationally. Presenter Michael Barbour, Sacred Heart University",
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            "content": "This session differentiates between personalized learning and personal learning environments. The presenter explores the research and processes that support student construction of personal learning environments.\n<h6>Presenter<\/h6>\nWendy Drexler, International Society for Technology in Education",
            "title": "Personal Learning Environments in K-12 Online Learning",
            "excerpt": "This session differentiates between personalized learning and personal learning environments. The presenter explores the research and processes that support student construction of personal learning environments. Presenter Wendy Drexler, International Society for Technology in Education",
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            "path": "\/blog\/episode-9-tom-driscoll\/",
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            "content": "\n\nIn this episode, we\u2019re talking with Tom Driscoll a high school social studies teacher and instructional technology consultant based in Connecticut. Tom is on a mission to better and more efficiently serve his students through the use of flipped learning and competency-based education practices. The combination of these two strategies has come to be known as \u201cflipped mastery,\u201d and it\u2019s clear that Tom sees this methodology as a way for him to innovate and fundamentally change his interactions with students. Tom discusses the unique challenges that are presented when trying to implement such a bold and innovative initiative and touches on the rewards of overcoming those challenges. Be sure to check out his blog on flipped mastery at <a href=\"http:\/\/www.flipped-history.com\">www.flipped-history.com<\/a>.",
            "title": "Episode 9: Tom Driscoll",
            "excerpt": "In this episode, we\u2019re talking with Tom Driscoll a high school social studies teacher and instructional technology consultant based in Connecticut. Tom is on a mission to better and more efficiently serve his students through the use of flipped learning and competency-based education practices. The combination of these two strategies has come to be known...",
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            "content": "Principal Ed Lawless and Head of Academic Services Andrew Flory of Pamoja Education, the only approved provider of online International Baccalaureate Diploma Programme courses, will discuss new research from the University College London Institute of Education which suggests that online learning prepares 16- 19-year-old students well for university.\n<h6>Presenters<\/h6>\nAndrew Flory, Pamoja Education\nEd Lawless, Pamoja Education",
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            "excerpt": "Principal Ed Lawless and Head of Academic Services Andrew Flory of Pamoja Education, the only approved provider of online International Baccalaureate Diploma Programme courses, will discuss new research from the University College London Institute of Education which suggests that online learning prepares 16- 19-year-old students well for university. Presenters Andrew Flory, Pamoja Education Ed Lawless,...",
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            "content": "Presenters provide a synopsis of research related to professional development and mentoring in K-12 brick-and-mortar environments and use this knowledge as a springboard to engage participants in a discussion about design and research implications for the professional development and mentoring of K-12 online teachers.\n<h6>Presenters<\/h6>\nKara Dawson, University of Florida\nNancy Dana, University of Florida",
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            "id": 2278,
            "path": "\/blog\/is-online-teaching-in-your-future\/",
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            "content": "During the next decade, thousands of educators in the U.S. will start a new professional journey by teaching one or more courses in an online environment. For some, this will be an exciting transition and for others it will feel like learning how to swim or ride a bike all over again. I am often asked what it takes to make a good online teacher. Many of the characteristics assigned to a successful face-to-face educator hold true for online teachers.\r\n\r\nThe results of a survey of Michigan Virtual online instructors identified communication as the foundation of effective online teaching. The other components instructors mentioned most often are relationship building and teaching methods. Online instructors have had to develop new ways to communicate with students, parents and mentors; connect with students; and present content, provide assignments and assess learning.\r\n<h3><strong>Communication<\/strong><\/h3>\r\nOnline instruction requires that instructors rely on both their writing skills and their verbal skills with students, parents and mentors in order to initiate and sustain open, encouraging dialogue. Assignments and activities must be presented clearly and concisely. Much of the feedback students receive on assignments is delivered through email, text, discussion boards or pre-recorded audio files.\r\n\r\nInstructors also repeatedly remark on the importance of timely, frequent feedback. As one instructor describes it, feedback is a means of re-working the problems and forming a richer, deeper connection with the material.\r\n\r\nBecause online instructors see communication as so critical to student success, they put a lot of effort into developing strategies for establishing and maintaining contact with their students and mentors. One instructor suggests using whatever mode of communication parents, students and mentors find most comfortable.\r\n<h3><strong>Relationships<\/strong><\/h3>\r\nInstructors must learn to build relationships with online learners without the usual visual clues received in the classroom: teachers can\u2019t see the understanding or confusion, personal connection or isolation, academic interactivity or disengagement when they can\u2019t see student faces or body language. Many instructors use video clips to personalize communication and allow the students to see the real person on the other computer.\r\n\r\nAnother aspect of building relationships with students is offering opportunities for one-on-one communication. Students need to know the instructor is there, ready and willing to meet the student\u2019s needs. That means being available and responsive to students, parents and mentors. Developing the expectation that the instructor will respond quickly is key to keeping the student engaged in the course.\r\n\r\nOne instructor pinpoints the foundation of relationship success: \u201cIt\u2019s essential for students to trust you are there for them and that they are not alone online.\u201d Teachers make it clear that they\u2019re there for students by being respectful and responsive and making themselves available and accessible to parents, students and mentors. This strategy includes speaking with parents and students directly about achievements and struggles.\r\n\r\nThe best learning relationships are formed when teachers find a way to connect with the student. Using a friendly, conversational tone whenever possible goes a long way in making communication personal and connecting with students. Phone contact with mentors of low-achieving students may be especially important. Instructors suggest the following are critical for communicating effectively with online learners:\r\n<ul>\r\n \t<li>Clear, concise announcements<\/li>\r\n \t<li>Clear, well-developed instructions<\/li>\r\n \t<li>Well developed rubrics<\/li>\r\n \t<li>Prompt and relevant feedback<\/li>\r\n \t<li>Video greetings and announcements<\/li>\r\n \t<li>Welcome letters\/emails to mentors and students<\/li>\r\n \t<li>Classroom journals<\/li>\r\n \t<li>Individual emails<\/li>\r\n \t<li>Frequent postings<\/li>\r\n \t<li>Quick responses<\/li>\r\n<\/ul>\r\n<h3><strong>Best Practices<\/strong><\/h3>\r\nInstructors shared several elements that characterize best practices in effective online instruction:\r\n<ul>\r\n \t<li>Setting clear expectations for interaction and participation;<\/li>\r\n \t<li>Presenting well organized, engaging curriculum that includes convenient access to instructional materials, easily understood assignments, clear objectives and rubrics;<\/li>\r\n \t<li>Promoting group interactivity;<\/li>\r\n \t<li>Using multiple teaching strategies that incorporate a range of activities, a variety of materials, diverse resources and current instructional technology; and<\/li>\r\n \t<li>Initiating personalized interventions for struggling students.<\/li>\r\n<\/ul>\r\nInstructors attribute their effectiveness to three behaviors: managing their relationship with their students, communicating consistently and employing appropriate teaching strategies. They say that being effective requires more than the traditional teaching skills of knowing the content and explaining a concept in multiple ways. They must be tech savvy, use a variety of delivery methods, keep up with grading and be innovative with teaching, assessment and communication.\r\n<h3>Top Ten Tips for New Online Teachers<\/h3>\r\n<ol>\r\n \t<li>Be highly motivated and enthusiastic<\/li>\r\n \t<li>Demonstrate commitment to a student-centered learning approach<\/li>\r\n \t<li>Communicate in a warm and friendly manner<\/li>\r\n \t<li>Strive to improve student understanding<\/li>\r\n \t<li>Motivate students to assume responsibility for their performance<\/li>\r\n \t<li>Promote a safe and supportive learning community<\/li>\r\n \t<li>Establish high expectations for each student<\/li>\r\n \t<li>Provide timely, thoughtful reactions to all student work<\/li>\r\n \t<li>Offer high-quality feedback and continuous assessment<\/li>\r\n \t<li>Ask questions, learn from your students and get to know them<\/li>\r\n<\/ol>\r\nFor a comprehensive review of the characteristics of effective online instructors, see the International Association for K-12 Online Learning (iNACOL) 2011 publication, <em>National Standards for Quality Online Teaching.<\/em> <a href=\"http:\/\/www.inacol.org\/resource\/inacol-national-standards-for-quality-online-teaching-v2\/\">Access the Standards online \u00bb<\/a>\r\n\r\n<hr \/>\r\n\r\n<em>Is Online Teaching in Your Future?<\/em> was also published on the Virtual School Leadership Alliance website (May 12, 2015) and in the MACUL Journal (Summer 2014).",
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            "id": 28750,
            "path": "\/blog\/episode-8-christine-fox\/",
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            "timestamp": 1433217600,
            "content": "\n\nIn this episode, we talk with Christine Fox, the Director of Educational Leadership and Research for SETDA. Christine and her team face a lot of challenges in a constantly changing setting, as the policy landscape is always shifting in each state where her member constituents reside. Being able to support their diverse needs is a big priority for SETDA. On the research side, she works closely with the state leader membership as well as district leaders for large data collection efforts and to find out what sorts of needs administrators and practitioners are facing in the area of technology. You can find the Guide to Implementing Digital Learning, which we talk about briefly in the interview, at <a href=\"http:\/\/digitallearning.setda.org\/\">digitallearning.setda.org<\/a>",
            "title": "Episode 8: Christine Fox",
            "excerpt": "In this episode, we talk with Christine Fox, the Director of Educational Leadership and Research for SETDA. Christine and her team face a lot of challenges in a constantly changing setting, as the policy landscape is always shifting in each state where her member constituents reside. Being able to support their diverse needs is a...",
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            "id": 28463,
            "path": "\/blog\/online-learning-helps-prepare-students-for-higher-education\/",
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            "content": "The experience of learning online during high school develops independence and confidence with technology says Ed Lawless, Principal of Pamoja Education.\n\nAfter five years as the only approved provider of International Baccalaureate Diploma Programme online courses, Pamoja Education recently invested in research with London\u2019s revered University College London Institute of Education to explore the experiences of students who had taken blended IBDP courses and then progressed to higher education. Pamoja Education, a dynamic and rapidly expanding Oxford (UK) based company, specializes in the development and delivery of supportive, globally collaborative, online learning for 16- 19-year-olds.\n\nThe research \u2014 <em>How pre-university online learning experience can influence successful transition into and through higher education<\/em> \u2014 explored the impact of online subject learning on students prior to studying at university. The research involved reviewing previous literature about the role of technology in preparing students for university study; undertaking a survey of IBDP students to explore their learning experiences at university; interviewing Pamoja Education IBDP alumni as a way of explaining and elaborating on these patterns of experience; and asking IBDP online teachers to reflect on how they worked with 16- 19-year-old online learners.\n\nOne hundred and eight current university students from 36 countries, primarily the US and UK, participated in the study. This included 58 who had studied at least one two-year subject online as part of their IBDP. The research asked questions about each respondent\u2019s background, their current studies, their patterns of pre-tertiary and university study, the self-regulatory actions that they undertook as part of their pre-tertiary and university studies, their experiences of specific technologies, and any issues or experiences that may have helped prepare them for university.\n\nThe research identified the benefits of increased independence and also developed an understanding of the use of technology to support study as a result of the online learning experience.\n<h5>Independence in learning<\/h5>\nTo provide context for the research, respondents were first asked about the learning demands of university compared to high school. When asked about self-regulatory behaviors for managing their studies, the vast majority of respondents agreed that these were important for success at university (page 38 of the report): 84% said that it was definitely important to be able to set goals as a way of managing the time they spent studying at university; 71% said it was definitely important to set their own standards for coursework; 73% said it was definitely important to know where to study most efficiently (and 71% for when to study); 78% said it was definitely important to try to solve problems independently; and 68% said it was definitely important to know when to turn to a tutor for support.\n\nNot surprisingly, the respondents reported that studying at university was more complex and time consuming than at high school \u2013 on average, studying five hours more per week. However once in university, those who had taken online IBDP courses reported spending slightly less time studying than their peers, they were less likely to seek help from tutors, they were more likely to set goals based on their own performance rather than that of other students, and they had better developed strategies for managing and pacing their studies. One student said, \u201cStudying online is different from attending regular classes. You have to be self-motivated to study on your own and set your own deadlines. Personally, I learned a lot from taking an online course because it helped me prepare myself in terms of scheduling and allocating time to finish each of the subjects that I am currently taking.\u201d\n\nResponses from the respondents who had taken online IBDP courses suggest that these students had developed greater independence in their work and, possibly, greater efficiency in the way they study.\n<h5>Familiarity with technology<\/h5>\nThe research also asked students about their use of technology. Today\u2019s university study makes extensive use of technology; and although there has been much talk of young people being \u2018digital natives,\u2019 the research suggested that there remains a significant lack of familiarity with some of the technologies required at university and certainly a lack of understanding of what best to use and when. Even when students have used technology in other settings, they may not know how to use it for academic purposes. The respondents identified several areas where technology use was expected in university (page 41 of the report): 89% needed to use the Internet to source academic resources; 74% had to use a learning management system to access course materials; 94% agreed that having experience of finding academic resources online was helpful preparation for university study, and 78% said the same for using online calendars or scheduling tools to plan and coordinate group tasks; 71% thought that it was useful to have experience of social networks in order to build relationships with other students; and 68% said that experience with wikis, Google Docs and other shared online editing tools was helpful preparation (page 43).\n\nThe respondents identified several areas where technology use was expected in university (page 41 of the report): 89% needed to use the Internet to source academic resources; 74% had to use a learning management system to access course materials; 94% agreed that having experience of finding academic resources online was helpful preparation for university study, and 78% said the same for using online calendars or scheduling tools to plan and coordinate group tasks; 71% thought that it was useful to have experience of social networks in order to build relationships with other students; and 68% said that experience with wikis, Google Docs and other shared online editing tools was helpful preparation (page 43).\n\nThe responses suggested that proficiency in the selection and use of technology affected quality of life, not just test scores and that technology was a necessary part of the university experience, something expected and relied upon, which was why it was such an issue for people unable to work with it successfully. For skilled users, technology helped make life easier, particularly by drawing together information and resources, and in some cases was necessary for making tasks possible that would otherwise be impractical. For example, one respondent said, \u201cI often use Google Docs and other Google tools to collaborate on group projects, including working with teams that are in different locations and time zones.\u201d\n<h5>Intercultural experience<\/h5>\nOne additional benefit noted by respondents was the experience of learning in a global context. Respondents who had studied an online IBDP course said that they had benefited from working in globally distributed groups. Several said that this had helped them to view their subject from a more international perspective by drawing on the views of online classmates who were from a range of countries and cultures. One person said, \u201cWe actually had people on our course from all over the world so it wasn\u2019t a very single country focus or anything, which is something I found really valuable.\u201d\n\nOne additional benefit noted by respondents was the experience of learning in a global context. Respondents who had studied an online IBDP course said that they had benefited from working in globally distributed groups. Several said that this had helped them to view their subject from a more international perspective by drawing on the views of online classmates who were from a range of countries and cultures. One person said, \u201cWe actually had people on our course from all over the world so it wasn\u2019t a very single country focus or anything, which is something I found really valuable.\u201d\n<h5>Collaborating online<\/h5>\nCollaboration between students and between student and teacher was approached online in a way that didn\u2019t happen in the physical classroom, using a more explicit process that enabled all students, including quieter ones, to have a voice. Respondents said that this was good preparation for university. It was a soft skill highlighted by online teachers who were interviewed for the research, too.\n\nPamoja Education teachers who were interviewed as part of the research, all said they had to work hard to build rapport with their online students by using a range of communication channels (including online bulletin boards, Instant Messenger chat, Skype and YouTube videos) to ensure that their learners had a sense of who they were as people. Teachers said they had to invest a lot of care and attention in the communication they had with each student, particularly when providing them with feedback on their work. One teacher in the study said, \u201cI actually think that I give more detailed feedback online than I do in a face to face situation ... because I\u2019m not there for them to look at their paper or listen to their presentation and then to have questions asked back, so I try to give them a lot more information.\u201d\n\nThis personal attention distinguishes the online IBDP courses from large-scale initiatives such as MOOCs. One online IBDP teacher said, during the study, \u201cI can\u2019t imagine having an online classroom with a hundred students because there\u2019s simply not enough time in the day to do the kind of careful evaluation and feedback that is absolutely necessary to make the online environment work.\u201d\n<h5>Recommendations<\/h5>\nThe step from high school to university is demanding in many ways. Studying becomes more intensive and complex, courses are increasingly international in scope and participation, and students are expected to make use of specialist technologies as part of their academic work. To prepare students for this transition, schools can either provide experiences that act as a safe \u201crehearsal\u201d for university study, or schools and parents can support student participation in online learning as a way of developing valuable skills at the same time as completing a subject course.\n\nWhen it comes to technology use, students need to know not only how to operate it, but to understand why to use it and what they can achieve with it. Similarly, when learning alongside people from other countries, students need to know the value of listening to the perspectives of others and of appreciating diverse cultural viewpoints. And when faced with having to learn independently, students need to be confident about how to set standards of work and personal goals, how to schedule their time, how to respond to challenging situations and to know when to turn to a tutor \u2014 all fundamental aspects of the online IBDP learning approach.\n\nThere are, of course, other ways for students to develop these skills. What we mustn\u2019t do, however, is shy away from the online experience if it\u2019s something we ourselves are intimidated by. Using academic research to help us make the most informed selection of new learning options for students is helpful. Trusting young people to embrace the learning approaches we ourselves are daunted by is crucial, too.\n\nEdward Lawless is the Principal of <a href=\"http:\/\/www.pamojaeducation.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Pamoja Education<\/a> which has been delivering online IBDP courses to students around the world since 2009. <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>",
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            "excerpt": "The experience of learning online during high school develops independence and confidence with technology says Ed Lawless, Principal of Pamoja Education. After five years as the only approved provider of International Baccalaureate Diploma Programme online courses, Pamoja Education recently invested in research with London\u2019s revered University College London Institute of Education to explore the experiences...",
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            "id": 28751,
            "path": "\/blog\/episode-7-jeff-renard\/",
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            "content": "\n\nIn this episode, we chat with Jeff Renard, Director of Vermont Virtual Learning Cooperative. We gained quite a bit of insight as to how virtual learning is structured in Vermont public schools, d heard about some of the unique challenges that VTVLC faces given the small size and rural nature of many of its schools. Jeff also shares about some of the other initiatives of the VTVLC including its focus on professional development through workshops and its annual conference.",
            "title": "Episode 7: Jeff Renard",
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            "content": "While decades of research have shown that parental involvement in traditional schooling leads to academic achievement, this webinar will explore what little is known about parents as mentors in online and blended settings, as well as the continuum of parental involvement.\n<h6>Presenters<\/h6>\nLisa Hasler Waters, Flint Hill School (Oakton, Virginia)\nMichael Menchaca, University of Hawaii at Manoa\nJered Borup, George Mason University",
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            "excerpt": "While decades of research have shown that parental involvement in traditional schooling leads to academic achievement, this webinar will explore what little is known about parents as mentors in online and blended settings, as well as the continuum of parental involvement. Presenters Lisa Hasler Waters, Flint Hill School (Oakton, Virginia) Michael Menchaca, University of Hawaii...",
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            "content": "This presentation will discuss the evolution of research on blended and online physical education as well as explore current research including recommendations for the future.\n<h6>Presenters<\/h6>\nDavid Daum, University of Southern Indiana\nCraig Buschner, California State University at Chico",
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            "excerpt": "This presentation will discuss the evolution of research on blended and online physical education as well as explore current research including recommendations for the future. Presenters David Daum, University of Southern Indiana Craig Buschner, California State University at Chico",
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            "content": "Mentors from Three Rivers schools present their top ten success strategies for online learners.\n<h6>Presenters<\/h6>\nJulie Howe\nSusan Rathburn\nCindy Haradine\nVon Peterson\nJosh Bell",
            "title": "Top Ten Strategies for Mentors",
            "excerpt": "Mentors from Three Rivers schools present their top ten success strategies for online learners. Presenters Julie Howe Susan Rathburn Cindy Haradine Von Peterson Josh Bell",
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            "path": "\/blog\/celebrating-student-learning-at-brandywine\/",
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            "content": "<img class=\"alignnone wp-image-6327 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/angela.jpg\" alt=\"Angela Mellott\" width=\"1280\" height=\"720\" \/>\r\n\r\n<a href=\"http:\/\/miched.net\/2015\/05\/may-is-miched-month\/\" target=\"_blank\" rel=\"noopener noreferrer\">May is #michED month<\/a> and this week\u2019s theme is to <em>celebrate student learning<\/em>. With this in mind, I want to highlight some of the great work of Angela Mellott and her students at <a href=\"https:\/\/www.brandywinebobcats.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Brandywine Junior\/Senior High School<\/a> while working on a business plan project.\r\n\r\nAngela has done a masterful job of creating blended learning spaces that teach business content knowledge and skills in close proximity to creative spaces that allow students to work on their proposals collaboratively. The capstone of the project was to present their business plans to a panel of area business professionals. Angela centered the design of learning around this authentic interaction, which I think fostered a memorable learning experience for her students.\r\n\r\nThis week I asked Angela three questions to celebrate the great work that has been done, reflect on how we can improve for next time and openly share our experiences so that others can add their voices to our conversation about blended and\/or project-based lesson design.\r\n\r\n<em><strong>Jeff: Your students just wrapped up a semester-long business plan project, what was that experience like?<\/strong><\/em>\r\n<blockquote>Angela: It was great to see all of their hard work pay off, they were confident with their businesses and felt comfortable with the presentation portion since they practiced over Google Hangout. We practice in class, however having an outside reviewer seemed to be a huge asset this year. Students have researched, developed and designed their own businesses from the ground up and it was great to see the excitement and pride in their ownership. Throughout the semester, there were times in which the students were not motivated to work on their plans so we would switch topics and return after a brief break. Once the project was completed, they were able to add supplements such as business cards, flyers, postcards, engraved pens and even baked goods (for the student with a bakery) which allowed them to be creative.<\/blockquote>\r\n<em><strong>J: The culminating event was for the students to present their business ideas at <a href=\"http:\/\/www.vbisd.org\/Page\/545\" target=\"_blank\" rel=\"noopener noreferrer\">LMC- Entrepreneurship Day<\/a> to a panel of area business professionals. How did students prepare? How did they do? What kind of feedback have you gotten from students on the whole process?<\/strong><\/em>\r\n<blockquote>A: All business plans were submitted to the college before we left for Spring Break (end of March). When we returned from break I had the students create a Google Slides presentation over their actual company. In advance of their presentations at LMC-Entrepreneurship, I wanted to give them the opportunity to practice. We took the time to peer review and you were able to connect with students through Google Hangouts to listen and provide feedback to enhance their presentations as well. Overall, I was very pleased and impressed with my students. They worked hard and were somewhat nervous presenting but they accomplished the ending goal which was to present their projects with confidence and to \u201csell\u201d their business venture. When we returned from the trip, I had students fill out evaluation forms on the sessions that they attended, how they felt the day went and advice for next year's students. In the next week or two, I should be receiving the evaluation rubrics from the business panel which will aid in my preparation for next year\u2019s entrepreneurs.<\/blockquote>\r\n<em><strong>J: Reflecting on the whole experience: What aspects of your project-based design were particularly exciting for you this year? What are some things you might do differently next year?<\/strong><\/em>\r\n<blockquote>A: Having all of the student materials online in our classroom community made it an easy transition for students as they developed the next stage of their business. Providing them with a checklist and a weekly guide as to what parts of the plans they should be doing was beneficial to keep them moving forward.<\/blockquote>\r\nMost exciting part was when I realized that no matter which learning environment they are in, the students are productive and continue to produce quality work no matter where the location. Allowing the flexibility with the blended environment provides for a unique learning atmosphere where students are in charge of their learning and the confidence to complete the tasks at hand.\r\n\r\nNext year, I would change a few things on my end in the course overall such as opening up modules for those students who chose to work ahead, having several checkpoints where I meet individually with the students and discuss their progress with them and utilizing new technology tools.",
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        {
            "id": 3510,
            "path": "\/about\/news\/parent-guide-provides-support-and-guidance-in-making-online-learning-decisions\/",
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            "timestamp": 1431362115,
            "content": "More and more students are taking courses online \u2014 enrollments in virtual courses jumped more than 60% last year for Michigan students in kindergarten through 12th grade, and approximately 76,000 K-12 students participated in nearly 320,000 online course enrollments in the 2013-14 school year, up from 185,000 enrollments in the previous year.\r\n\r\nOnline learning is growing at a rapid pace, research suggests that most students and parents need additional support and guidance as they make important decisions about enrolling in online courses. In response to this growing need, Michigan Virtual published the \u201cParent Guide to Online Learning.\u201d This 16-page booklet developed by online learning experts will help parents and others discuss online learning opportunities, characteristics of a successful online learner and how to prepare for online learning with students.\r\n\r\n\u201cLearning online is an important part of being college and career ready and we need to do more to help students be successful in navigating these new learning environments,\u201d Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em> said. \u201cThe Parent Guide examines how online learning supports next generation learning models, poses practical planning questions, provides a preparation checklist, offers advice for parents, and includes an online learner readiness rubric.\u201d\r\n\r\nThe Parent Guide includes a profile of a successful online student, derived from the observations of instructors who have had years of online teaching experience. The profile includes a list of several critical characteristics of successful online learners, which include time management, self-motivation and being technologically prepared.\r\n\r\nMichigan was the first state to implement an online learning requirement as a condition for high school graduation in 2006. Seven years later, in 2013, state policy expanded student access to digital learning options. As a result, students enrolled in a public local district or public school academy in grades 6-12 are eligible to enroll in up to two online courses during an academic term \u2014 or more if parents, students and school leadership agree that more than two are in the best interest of their student. The law also requires schools to cover the cost of the online courses.\r\n\r\nThe Parent Guide provides Michigan parents, students, and school personnel with a brief explanation of Michigan\u2019s online learning policies, an introduction to online learning, and suggested guidelines for making the personal choice about taking courses online. The Parent Guide was initially shared with over 2,000 school superintendents and widely distributed across the state.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
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            "id": 28752,
            "path": "\/blog\/episode-6-cathy-cavanaugh\/",
            "author_id": 54,
            "timestamp": 1430971200,
            "content": "\n\nIn this episode, we chat with Cathy Cavanaugh, Director of Teaching and Learning at Microsoft Worldwide Education. Dr. Cavanaugh provides us with a glimpse of some of the exciting research that\u2019s being done at Microsoft, including the examination of leaders and leadership traits in the education world, as well as the advancements in data analysis that are empowering everyone from practitioners to policymakers when it comes to education.",
            "title": "Episode 6: Cathy Cavanaugh",
            "excerpt": "In this episode, we chat with Cathy Cavanaugh, Director of Teaching and Learning at Microsoft Worldwide Education. Dr. Cavanaugh provides us with a glimpse of some of the exciting research that\u2019s being done at Microsoft, including the examination of leaders and leadership traits in the education world, as well as the advancements in data analysis...",
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        {
            "id": 28870,
            "path": "\/webinar\/school-administrators-and-k-12-online-and-blended-learning\/",
            "author_id": 54,
            "timestamp": 1430193600,
            "content": "This webinar is focused on the results of a review of literature published in the Handbook of Research on K-12 Online and Blended Learning about school administrators and P-12 online and blended learning.\n<h6>Presenters<\/h6>\nScott McLeod, Prairie Lakes Area Education Agency (Iowa)\nJayson W. Richardson, University of Kentucky\n<h6>Resources<\/h6>\n<a href=\"https:\/\/www.scribd.com\/document\/264981270\/Chat-4-28-15-School-Administrators-and-K-12-Online-and-Blended-Learning\" target=\"_blank\" rel=\"noopener noreferrer\">Read chat<\/a>\n<a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/08923647.2015.992647\" target=\"_blank\" rel=\"noopener noreferrer\">Challenges of Virtual School Leadership<\/a>\n<a href=\"http:\/\/repository.cmu.edu\/etcpress\/28\/\" target=\"_blank\" rel=\"noopener noreferrer\">Handbook of Research on K-12 Online and Blended Learning<\/a>\nAuthors\u2019 chapter in <a href=\"https:\/\/books.google.com\/books?hl=en&amp;lr=&amp;id=WfQmCAAAQBAJ&amp;oi=fnd&amp;pg=PA285&amp;ots=krSHnW71lj&amp;sig=4hMN5GdZJgANLld67mNpRKKG5nQ&amp;utm_content=bufferaafb7&amp;utm_medium=social&amp;utm_source=twitter.com&amp;utm_campaign=buffer#v=onepage&amp;q&amp;f=false\" target=\"_blank\" rel=\"noopener noreferrer\">Handbook of Research on K-12 Online and Blended Learning<\/a>\n\n&nbsp;",
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            "excerpt": "This webinar is focused on the results of a review of literature published in the Handbook of Research on K-12 Online and Blended Learning about school administrators and P-12 online and blended learning. Presenters Scott McLeod, Prairie Lakes Area Education Agency (Iowa) Jayson W. Richardson, University of Kentucky Resources Read chat Challenges of Virtual School...",
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            "path": "\/blog\/collaborative-meetings-bring-researchers-and-practitioners-together\/",
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            "content": "<em>MVLRI<\/em>\u2019s Collaborative meetings are designed to bring researchers and practitioners together virtually in order to share opportunities for collaboration, including but not limited to research, grants, publications, presentations, as well as request critical feedback on current research. The Collaborative meetings are held quarterly, occurring in December\/January (Winter), March\/April (Spring), June\/July (Summer), and September\/October (Fall). Below are the notes from the Spring Collaborative meeting that took place on March 31 via Adobe Connect. A list of attendees, their affiliation, research interest and email is at the end of this posting.\n<h5>Business \u2013 Collaboration Opportunities<\/h5>\n<h6>Grants<\/h6>\nExperiment.com provides an opportunity for micro-funding. You provide a brief write up and budget, crowdsource for the project. <a href=\"https:\/\/experiment.com\/how-it-works\" target=\"_blank\" rel=\"noopener noreferrer\">Learn more<\/a>\n<h6>Research<\/h6>\nKristy Pytash and Jennifer Nigh (Kent State) invite middle and high school (7th-12th grade) teachers (from any country) teaching online (supplemental, school day, hybrid) to participate in their quantitative survey study to see what they are doing to support online writing (regardless of content area). It takes about 15 minutes to complete, is anonymous and was adapted from a tool developed by Kiara, Graham and Hawkins to incorporate technology questions aligned with online teaching.\n\n<a href=\"https:\/\/kentstate.az1.qualtrics.com\/jfe\/form\/SV_3VGYMrhh8SvJ1wV\" target=\"_blank\" rel=\"noopener noreferrer\">Please share with colleagues<\/a>\nAdditional information (link to 3\/25\/15 post)\n\nIf you have questions, you can contact Kristy (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>) or Jennifer (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>).\n\n<em>Related:<\/em> Joe recommended Jennifer or Kristy reach out to Jeff Grabill from Michigan State University who is using ELI with quite a few different programs: <a href=\"http:\/\/elireview.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/elireview.com\/<\/a>\n\n<em>Related:<\/em> Suggestion to reach out to <a href=\"http:\/\/www.writeathome.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Write at Home<\/a>, those who do online writing instruction for homeschoolers.\n\nChris Haskell (Boise State) is looking for Minecraft collaborators. Folks at Boise State are teaching graduate level classes in that environment. Students develop strategies and curriculum for implementation in the classroom in a variety of content areas. Working with Alice Keeler and looking for ways to bring in pre-service teachers: <a href=\"http:\/\/alicekeeler.com\/ci149\/professors\/alice-keeler\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/alicekeeler.com\/ci149\/professors\/alice-keeler\/<\/a>\n\n<em>Related:<\/em> Lee Graham blog post about using Minecraft in teaching \u201cThe Giver.\u201d\u00a0(link to 1\/25\/15 post)\n\nRozella Clyde is a Ph.D. candidate at Capella University in Instructional Design for online learning and looking for instructional designers creating virtual courses for high school students for a 45-minute telephone interview. Contact her at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\n\n<em>Related:<\/em> Western Governors University might be a great resource because they graduate more math and science teachers than any university in the nation, and were rated #1 in secondary school education last year by the NCTQ. Their Teacher's College has a specific track for Instructional Design; they might send an email blast to their ID professors and students.\nTracey Wheeler of Dixie State University (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>) is interested in research on faculty development for K-12.\n\nKathryn Kelly of ISchool (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>) is interested in participating in research projects to test new educational tools. ISchool is a nonprofit school serving 50 students, grades 6-12.\n\nDiane Mayse (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>) says Nexus Academy is asking their virtual teachers to observe students complete lessons online to see what curriculum resources they are using in lessons for learning \u2014 and how effectively students are able to use the resource (graphic organizers, compare-contrast visual) for learning.\n<h6>Publications &amp; presentations<\/h6>\n<ul>\n \t<li>Special call for articles for a K-12 online learning issue for OLC (Online Learning Consortium) formerly Sloan-C journal being edited by Michael Barbour and Anissa Vega. Entire article is due June 30. <a href=\"https:\/\/olj.onlinelearningconsortium.org\/index.php\/olj\" target=\"_blank\" rel=\"noopener noreferrer\">Learn more<\/a>\u00a0(Barbour and Vega also looking for reviewers for journal.)<\/li>\n \t<li><a href=\"http:\/\/www.aace.org\/pubs\/jolr\/\" target=\"_blank\" rel=\"noopener noreferrer\">Journal of Online Learning Research<\/a><\/li>\n \t<li>Weekly blogs and request for guest bloggers for MVLRI website \u00bb<\/li>\n \t<li><a href=\"http:\/\/mvlri.org\/research\/webinars-and-podcasts\/\">MVLRI webinars and podcasts<\/a><\/li>\n<\/ul>\n<h6>Upcoming conferences\/PD<\/h6>\n<ul>\n \t<li>American Educational Research Association (AREA) in Chicago, April 16-20.<\/li>\n \t<li>Online Learning Consortium (OLC) formerly Sloan-C in Orlando; proposals due April 28 for conference October 14-16. <em>Related:<\/em> Tracey Wheeler submitting a proposal on faculty development in online\/blended teaching. <em>Related:<\/em> MVLRI may submit some proposals.<\/li>\n \t<li>OLC Blended Learning Conference in Denver July 7-8. Higher Ed but growing K-12 interest.<\/li>\n \t<li>Digital Learning conference in Vancouver April 15-19; blended learning and online K-12.<\/li>\n \t<li>Texas VSN Speaks VOLumes proposals due June 23 for the conference, July 29-31; totally online. <em>Related:<\/em> MVLRI may submit some proposals.<\/li>\n \t<li>Research Preconference on November 8 at iNACOL Symposium (November 8-11) being planned.<\/li>\n<\/ul>\n<h6>Other opportunities<\/h6>\nNiki Davis (Christ Church) says the forthcoming issue of the Journal of Open, Flexible, and Distance Learning will contain at least one article relevant to K-12 online and blended learning (on indigenous language revitalization). She has collaborated on a UNESCO publication on ICT structure for primary and secondary education. <a href=\"http:\/\/www.uis.unesco.org\/StatisticalCapacityBuilding\/Workshop%20Documents\/Communication%20workshop%20dox\/Paris%202014\/ICT-infrastructure-schools-EN.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Learn more<\/a>\n\nSusan Lowes is going to Europe to review ICT proposals for a European Community Education organization.\n<h5>Anything Else<\/h5>\nA discussion about ESPRI (Educational Success Prediction Readiness Instrument) took place. Peggy Roblyer developed the ESPRI instrument and published on it as M.D. Roblyer. It was found to be more predictive of success than of failure.\n\nJason Siko is doing some work on ESPRI. <a href=\"https:\/\/sites.google.com\/site\/jasonpaulsiko\/\" target=\"_blank\" rel=\"noopener noreferrer\">Learn more<\/a>\nAlso, Jason is looking for teachers, administrators, and researchers to review a series of modules that promote readiness skills in online learning. <a href=\"http:\/\/ethosconsultancynz.ning.com\/profiles\/blogs\/experts-in-k-12-online-and-blended-education-reviewers-wanted?xg_source=activity\" target=\"_blank\" rel=\"noopener noreferrer\">Learn more<\/a>\n\nFavorite repositories for research on online and blended learning:\n<ul>\n \t<li>MVLRI\u2019s <a href=\"http:\/\/k12onlineresearch.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Clearinghouse<\/a> is almost exclusively tied to K-12. Staff receives article alerts from all of the major journals allowing continuous updates. Many publications are in peer-reviewed journals and therefore not available directly.<\/li>\n \t<li>Quality Matters research library has over 600 citations of higher education and K-12 resources. <a href=\"https:\/\/www.qmprogram.org\/qmresources\/research\/\" target=\"_blank\" rel=\"noopener noreferrer\">Learn more<\/a><\/li>\n<\/ul>\n<h5>Wrap-up and Preview of Upcoming Events<\/h5>\nResults of the Customer Satisfaction and Value Survey prompted MVLRI staff to ask about interest in changing the structure of collaborative meetings and possibly the webinars to having roundtable discussions. The response was positive.\n\nQuality Matters and ELI has a webinar on April 8 from 1-3 p.m., free to anyone who is a member of QM or ELI.\n<a href=\"https:\/\/www.qualitymatters.org\/research\" target=\"_blank\" rel=\"noopener noreferrer\">For more information<\/a>\n\nThe next MVLRI Research Webinar is on April 8 at 2 p.m.: ACE Framework, presented by Dr. Jered Borup from George Mason University. <a href=\"https:\/\/www.youtube.com\/user\/mvlri1\" target=\"_blank\" rel=\"noopener noreferrer\">Past webinars\u00a0<\/a>\n<h5>In Attendance<\/h5>\n[table id=3 \/];",
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            "path": "\/blog\/episode-5-michelle-licata\/",
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            "content": "\n\nOur guest is Michelle Licata, Global Curriculum Coordinator for FLVS Global. Michelle\u2019s work is focused on engaging educators and administrators in training and conversations about appropriate use of digital technologies to meet specific learning goals. She shares with us her touching and personal story of how she came to work in this field and how providing equal opportunity and care for all students drives her work.",
            "title": "Episode 5: Michelle Licata",
            "excerpt": "Our guest is Michelle Licata, Global Curriculum Coordinator for FLVS Global. Michelle\u2019s work is focused on engaging educators and administrators in training and conversations about appropriate use of digital technologies to meet specific learning goals. She shares with us her touching and personal story of how she came to work in this field and how...",
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            "path": "\/about\/news\/mv-adds-state-of-the-art-professional-development-courses-to-aid-teachers\/",
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            "timestamp": 1428942610,
            "content": "<em>Michigan Virtual<\/em> is partnering with Knowledge Delivery Systems, a leading provider of strategic and blended professional learning solutions for states and school districts, to re-launch KDS courses in its <em>Michigan LearnPort<\/em> online learning management system.\r\n\r\n<em>Michigan Virtual<\/em> will be offering 60 courses (and counting) in <em>Michigan LearnPort<\/em> from the KDS catalog to educators across Michigan that will cover everything from instruction to meeting standards to equitable education practices. New courses include \u201cThe Flipped Classroom: Personalizing Learning for Students Every Day\u201d, created in partnership with FlippedClass.Com; \u201cShifting Instruction with the Five Core Practices,\u201d created in partnership with Insight Education Group; and \u201cCourageous Conversations about Race,\u201d presented by Glen Singleton.\r\n\r\nEducators who successfully complete <em>Michigan LearnPort<\/em> courses are eligible to apply for State Continuing Education Clock Hours, which count toward Michigan\u2019s 150 SCECH requirement to renew or advance professional education certificates. The cost for the courses varies from $199-$279.\r\n\r\n\u201cWe are thrilled to join KDS once again to strengthen teaching and learning for K-12 education in Michigan,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>. \u201cAs standards continue to evolve, it is crucial that we also equip educators with the tools and resources they need so that they can make a real difference in the classroom.\u201d\r\n\r\n<em>Michigan LearnPort<\/em> is the online learning solution for educators to access high-quality courses and resources which have a user base of more than 91,000 accounts. The web portal has been updated and now includes interfaces with enhanced features in addition to upgrades to the Meridian Knowledge Solutions platform as well as the Moodle environment (Moodlerooms Joule 2).\r\n\r\n\u201cSince we first teamed up with <em>Michigan Virtual<\/em> in 2011, they have been one of our trusted partners in professional development and committed to offering innovative courses that address achievement gaps in schools across Michigan,\u201d said Alvin Crawford, CEO of KDS. \u201cThe KDS course catalog and introduction of our new courses will continue to empower teachers statewide to successfully meet every student\u2019s diverse learning needs so that they can reach their full potential.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>. (Note: Michigan LearnPort was replaced by the Professional Learning Portal which is available at <a href=\"https:\/\/plp.mivu.org\/Registration.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">plp.mivu.org<\/a>.\r\n<h4>About Knowledge Delivery Systems<\/h4>\r\nKnowledge Delivery Systems is the leading provider of research-based, blended-model strategic professional development solutions for districts, schools and teachers. KDS was founded nearly 15 years ago to help school districts and states transform professional development to dramatically improve teacher effectiveness and raise student achievement. KDS builds district-wide system solutions and high-quality online courses that are developed with the nation\u2019s leading education experts and researchers to address educators\u2019 most important challenges in the classroom. Today these courses are delivered through KDS\u2019 Professional Learning Platform (PLP), which leverages the best of learning communities to make educator learning engaging, convenient and social. For more information, visit <a href=\"http:\/\/www.kdsi.org\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.kdsi.org<\/a>.",
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            "excerpt": "Michigan Virtual is partnering with Knowledge Delivery Systems, a leading provider of strategic and blended professional learning solutions for states and school districts, to re-launch KDS courses in its Michigan LearnPort online learning management system. Michigan Virtual will be offering 60 courses (and counting) in Michigan LearnPort from the KDS catalog to educators across Michigan...",
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            "id": 28465,
            "path": "\/blog\/the-online-learning-orientation-tool-olot-prepares-students-for-new-learning-experiences\/",
            "author_id": 54,
            "timestamp": 1428897600,
            "content": "Students currently have an unprecedented level of choice when it comes to the courses they take and the subjects they learn in school. In Michigan, this is made evident by the goals of Section 21F of the State School Aid Act, which allows public school students in grades 6-12 to take up to two online courses per academic term, selected from the statewide catalog of online courses at <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Micourses.org<\/a>.\n\nOften the discussion around a student\u2019s enrollment in an online course begins with the question, \u201cIs this student the right type of learner for an online course?\u201d Initiating the conversation with this question leads to a misguided discussion, as it sets up a sort of pre-screening process that can potentially exclude the student from partaking in a valuable learning experience. Instead, the conversation should center on how prepared a student is for certain aspects of online learning and what can be done to improve their readiness.\n\nEducators should make every effort to provide students with realistic expectations about taking an online course. The Online Learning Orientation Tool, or OLOT, can help in that effort. OLOT is a freely available, self-paced learning tool designed to help students understand what online learning entails and introduce the skills and knowledge that are key to success. It also includes an Online Learner Readiness Rubric to help students assess themselves (or allow a mentor to help assess students) on a number of characteristics and skills that are indicative of online learning success. OLOT content is divided into four modules and covers a broad array of topics, including the nature of online coursework; the technical skills needed for online course participation; the influence of learning skills, interest, and motivation on online course performance; and basic organization and workflow tips for students.\n\nWhile students can navigate OLOT freely, picking up where they left off or repeating components, the tool is designed to be used with the help of a facilitator \u2014 such as a parent, teacher, or mentor \u2014 who has a level of familiarity with the students\u2019 skills and abilities. A facilitator\u2019s knowledge, coupled with the use of the Online Learner Readiness Rubric, helps provide a more targeted and focused experience for the learner, as they can spend time completing units where their skills may be lacking. The facilitator can help direct students to specific modules or units of content that need their most targeted attention using a crosswalk between the rubric and units created for this purpose and found in the user guide (available for download on the home page). Each unit includes a short quiz and the option to print a certificate of completion, a useful feature for holding students accountable.\n\nOnline learning should not be regarded as an optional skill. Nearly all four-year public colleges and universities offered <a href=\"http:\/\/www.onlinelearningsurvey.com\/reports\/gradelevel.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">distance education programs<\/a> in 2013. Higher education programs are incorporating more online elements into their face-to-face courses, businesses are opting for online professional development opportunities, and the nature of work itself is changing as more workers telecommute \u2013 thanks to online technologies. So asking whether a student is a good online learner is ignoring the importance of learning online as a skill in and of itself. Instead, we should be asking, \u201cHow can we ensure students are fully prepared for learning in a digital environment by the time they graduate high school?\u201d OLOT can be a valuable tool in that effort. <a href=\"http:\/\/olot.mivu.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Learn more about OLOT<\/a>",
            "title": "The Online Learning Orientation Tool \u2013 OLOT \u2013 prepares students for new learning experiences",
            "excerpt": "Students currently have an unprecedented level of choice when it comes to the courses they take and the subjects they learn in school. In Michigan, this is made evident by the goals of Section 21F of the State School Aid Act, which allows public school students in grades 6-12 to take up to two online...",
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            "id": 28873,
            "path": "\/webinar\/ace-framework\/",
            "author_id": 54,
            "timestamp": 1428465600,
            "content": "Drawing on current research in the field, Dr. Borup presents the Adolescent Community of Engagement (ACE) framework for examining support systems in online learning environments.\n<h6>Presenter<\/h6>\nJered Borup, George Mason University\n<h6>Resources<\/h6>\n<a href=\"https:\/\/drive.google.com\/file\/d\/0BwtAYgIkjWAGVzhTSmd6MmZjSlU\/view\" target=\"_blank\" rel=\"noopener noreferrer\">Dr. Borup\u2019s ACE presentation<\/a>\nDr. Borup\u2019s prepublication draft of <a href=\"https:\/\/www.academia.edu\/11830671\/The_Adolescent_Community_of_Engagement_A_Framework_for_Research_on_Adolescent_Online_Learning\" target=\"_blank\" rel=\"noopener noreferrer\">The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning<\/a>\nDraft of <a href=\"https:\/\/www.academia.edu\/3623333\/Developing_models_and_theory_for_blended_learning_research\" target=\"_blank\" rel=\"noopener noreferrer\">Developing Models and Theory for Blended Learning Research<\/a>\n<a href=\"https:\/\/coi.athabascau.ca\/\" target=\"_blank\" rel=\"noopener noreferrer\">Community of Inquiry Webinars<\/a>\n<a href=\"http:\/\/etd.fcla.edu\/UF\/UFE0024208\/black_e.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An Evaluation of Familial Involvements\u2019 Influence on Student Achievement in K-12 Virtual Schooling<\/a>\n\n&nbsp;",
            "title": "ACE Framework",
            "excerpt": "Drawing on current research in the field, Dr. Borup presents the Adolescent Community of Engagement (ACE) framework for examining support systems in online learning environments. Presenter Jered Borup, George Mason University Resources Dr. Borup\u2019s ACE presentation Dr. Borup\u2019s prepublication draft of The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning Draft...",
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            "id": 28754,
            "path": "\/blog\/episode-4-aubrey-francisco\/",
            "author_id": 54,
            "timestamp": 1428033600,
            "content": "\nIn this episode, we chat with Aubrey Francisco, Director of Research at Digital Promise. Digital Promise is involved in a number of different projects aimed at improving the opportunity to learn for all Americans, children and adults, through technology and research. Their initiatives are designed to empower educators to use technology to personalize learning, inform developers with key education research findings, and help researchers produce results that are readily accessible and consumable for all along the education spectrum. Aubrey was kind enough to sit down with us to talk about a number of Digital Promise initiatives and share her vision on where educational innovation through technology can lead us.",
            "title": "Episode 4: Aubrey Francisco",
            "excerpt": "In this episode, we chat with Aubrey Francisco, Director of Research at Digital Promise. Digital Promise is involved in a number of different projects aimed at improving the opportunity to learn for all Americans, children and adults, through technology and research. Their initiatives are designed to empower educators to use technology to personalize learning, inform...",
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            "id": 28466,
            "path": "\/blog\/to-serve-and-subsist-reflections-on-finding-the-ideal-registration-window\/",
            "author_id": 54,
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            "content": "How do online schools and curriculum providers attend to the myriad needs of teachers, students, and staff? This constant juggling act requires skill, tact, and most of all, data.\n\nTo cite one example, Scout from the University of California is busy determining the ideal length of our registration window. Scout students come from different middle and high schools across the country, and not every school starts their courses when we start ours. A prospective Scout student might hear that a class they want at their school is full and only learn about Scout a week or two into our semester. We want to be able to offer courses to those students.\n\nLast fall students could register up to four weeks late \u2014 lenient perhaps; but again, one of our top priorities is to accommodate as many students from as many schools as possible. Shortening or lengthening the window has implications both within and beyond the organization, as illustrated below:\n\n<img class=\"aligncenter wp-image-808 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Reflections-art1.jpg\" alt=\"Pros-cons\" width=\"878\" height=\"738\" \/>\n\nSeveral claims appear within this graphic. Perhaps least striking is the alleged relationship between student success and time of registration. For many teachers, this is axiomatic: less class time = less chance of success. But the data may or may not support this assumption. And as the registration window discussion at Scout chugged along, we set out to see if there was a connection. The contingency table below shows the intersection of characteristics between two categorical variables: Letter Grade and Time of Registration. It\u2019s admittedly a small sample size, but we\u2019ve culled the data from our past three semesters to produce this table. We\u2019re checking to see if the probability that a student receives Grade \u2018X\u2019 (the outcome variable), given their time of registration, matches the marginal distribution on the right side of the table1. We could rewrite the statement thus:\n\nThe contingency table below shows the intersection of characteristics between two categorical variables: Letter Grade and Time of Registration. It\u2019s admittedly a small sample size, but we\u2019ve culled the data from our past three semesters to produce this table. We\u2019re checking to see if the probability that a student receives Grade \u2018X\u2019 (the outcome variable), given their time of registration, matches the marginal distribution on the right side of the table<sup>1<\/sup>. We could rewrite the statement thus:\n\n<em>P<\/em> (Student Receives Grade \u2018X\u2019 | Time of Registration) = <em>P<\/em> (Marginal Distribution)\n\nIf this statement is true, there is no relationship: a student\u2019s chance of success is independent of their time of registration. But if the statement is false, a possible dependency exists.\n\n<img class=\"aligncenter wp-image-809 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Reflections-art2.jpg\" alt=\"Percent of students receiving A or F\" width=\"944\" height=\"365\" \/>\n\nThe contingency table is revealing. The probability that a student who registers on time receives an \u2018A,\u2019 for example, is almost 40%. Compared to the overall marginal distribution of 33%, that 7% jump represents a significant increase (highlighted in green). Conversely, the probability that a student who registers over two weeks late receives an \u2018F\u2019 is 37%, up from the marginal distribution of 27% (highlighted in red). The \u2018A\u2019 and \u2018B\u2019 rows trend noticeably downwards during the registration period while the \u2018D\u2019 and \u2018F\u2019 rows trend upward. The trends are displayed graphically below, where the dotted lines show the marginal distribution for all students who received an \u201cA\u201d or \u201cF\u201d:\n\n<img class=\"aligncenter wp-image-810 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/Reflections-art3.jpg\" alt=\"Bar chart\" width=\"855\" height=\"576\" \/>\n\nAgain, two striking observations come into view. First, the \u2018A\u2019 and \u2018F\u2019 bars flip-flop during the registration period; the probability that a student receives an \u2018A\u2019 drops 17 points, and the probability that a student receives an \u2018F\u2019 jumps 18 points. Second, the probability that a student receives an \u2018A\u2019 or an \u2018F\u2019 during the second week of registration is identical. At Scout, this was a welcome revelation, as we had recently decided to close the registration window at precisely this point. Our instincts appear to be correct!\n\nBut there are still other issues to consider. A student who registers on time is indeed more likely to earn a higher grade than a student who registered three or even four weeks late, but that late-registering student is by no means doomed to failure. About 58% of students who registered over two weeks late managed to pass their course, 45% of whom received an \u2018A\u2019 or a \u2018B.\u2019 Is it fair to deny these opportunities to enterprising students? Perhaps not. Although the late students\u2019 success rates lack enough strength to inspire a shift in policy at present, it\u2019s not weak enough to ignore. If a student who registered two weeks late were granted a two-week extension, we predict they would perform equally well or at least closer to the marginal distribution. The problem for Scout and the students is compressing the course material into a smaller amount of time. This has pushed us to consider less restrictive, self-paced options. We don't have much data on this but suspect that the students who start late share the same characteristics of the students who start on time and that late registration is usually due to scheduling quirks at the students' school and not a certain characteristic of the student. But this is something else to explore!\n\nThe questions only continue: what are the appropriate ratios of student success? And because the time of registration affects these ratios, when should the registration window close? Are there qualitative differences between students who register on time and students who register late? Is the solution, perhaps, to embrace less restrictive, self-paced courses? Clearly, we need more data. The opportunity to compare these numbers to another online school would be a welcome development.\n\nOur struggle to pinpoint the ideal registration window has sharpened our institutional thinking and can be viewed as a microcosm of the challenges that face online schools and curriculum providers alike. Striking the right balance between service and subsistence, and pedagogical quality and institutional integrity remains a tricky affair. Especially without data.\n<h5>About Scout<\/h5>\nLearning is synonymous with empowerment at Scout. We are teachers, instructional designers, and technologists working to deliver University of California-quality interactive online classes, curriculum, and supplemental education materials to middle school and high school students and teachers across the US and beyond. Our course materials are designed to inspire life-long curiosity and prepare pupils of all backgrounds and education levels for an increasingly technological world where training and job skills are mobile, asynchronous, and self-directed. Explicitly created to bridge achievement gaps, we believe that using technology effectively can remove traditional obstacles to education.\n<h5>Blog Author<\/h5>\nDavid Ranzolin, Scout Analyst\nScout from University of California\n<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\n\n<hr \/>\n\n<sup>1<\/sup>The Marginal Distributions show us the percentage of all students that received Grade \u2018X,\u2019 regardless of time of registration. For example, 33% of Scout students received an \u2018A\u2019, 21% of Scout students received a \u2018B\u2019, etc.",
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            "path": "\/blog\/is-blended-learning-a-fairy-tale\/",
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            "content": "&nbsp;\r\n\r\n<img class=\"alignnone wp-image-6347 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/03\/book-2341083_1920.jpg\" alt=\"Dingy old book\" width=\"1920\" height=\"1285\" \/>\r\n\r\nIn Michael Horn (<a href=\"https:\/\/twitter.com\/michaelbhorn\" target=\"_blank\" rel=\"noopener noreferrer\">@michaelbhorn<\/a>) and Heather Staker\u2019s (<a href=\"https:\/\/twitter.com\/hstaker\" target=\"_blank\" rel=\"noopener noreferrer\">@hstaker<\/a>) new book \u201cBlended,\u201d blended learning implementation is examined and discussed. As the blended learning movement is exploding, it is natural to have various levels of adoption. Horn and Staker mention that they see various levels of understanding of blended learning as well. The Clayton Christensen Institute for Disruptive Innovation (<a href=\"https:\/\/twitter.com\/ChristensenInst\" target=\"_blank\" rel=\"noopener noreferrer\">@ChristensenInst<\/a>) formally <a href=\"http:\/\/www.christenseninstitute.org\/blended-learning-definitions-and-models\/\" target=\"_blank\" rel=\"noopener noreferrer\">defines typical blended learning models<\/a>. These definitions remain a valid and solid foundational description of typical blended learning models. In \u201cBlended,\u201d Horn and Staker reflect on how the educational community has defined and re-defined blended learning. They note that the definitions are suffering from a \u201cGoldilocks\u201d syndrome.\r\n\r\nNow, we are all familiar with the story of Goldilocks. She was the young girl who stumbled upon a house in the woods. (You know, because all girls wander around alone in the woods.) She went into the house (another safe decision) and, eventually, sat in one chair that was too big, another was too small but settled on one that was just right. Goldilocks\u2019 story applies to the current understanding of and implementation of blended learning throughout the country.\r\n\r\nAs some define blended learning, they are establishing a \u201ctoo big\u201d vision of blended learning. This encompasses the defining of any type of EdTech in a building as blended learning. As I was working with a school, a teacher with the very best intentions mentioned to some skeptical staff members that if they were using their \u201cclickers\u201d in class, then they were blending. Her intent was to not scare them away from trying something new, and I understand that need. This definition of blended, however, fits into the \u201ctoo big\u201d definition. Educational technology in the classroom is often confused with blended learning. Taking a 20-year old worksheet, scanning it and placing it on Edmodo is not blended learning. Neither is playing a YouTube video in class or having your students create a Prezi instead of a poster. Blended learning needs to truly change how students are interacting with and digesting information. Push beyond EdTech to focus on instructional strategies and personalized experiences.\r\n\r\nAt the other end of the definition spectrum, Horn and Staker note a \u201ctoo small\u201d vision of blended learning. These are the educators that have one type of blended learning that they like best and really cling to this narrow vision of blended learning. The example that comes to mind is one that you may be thinking of now as well. When a practitioner in the EdTech community talks about blended learning, what is the first thing that comes to your mind? It may be one specific model of a blended classroom, like flipped learning. There was a gentleman in our MACUL (<a href=\"https:\/\/twitter.com\/macul\" target=\"_blank\" rel=\"noopener noreferrer\">@MACUL<\/a>) preconference session last week who mentioned he flipped his classes and was looking for the next step. He knew better than to stop learning and growing. It is important for educators to start somewhere but we know better than to stop learning and stop thinking about new models of teaching and learning.\r\n\r\nGoldilocks eventually found a chair that was her perfect size.\r\n<h5>What is your perfect vision of blended learning?<\/h5>",
            "title": "Is Blended Learning a Fairy Tale?",
            "excerpt": "&nbsp; In Michael Horn (@michaelbhorn) and Heather Staker\u2019s (@hstaker) new book \u201cBlended,\u201d blended learning implementation is examined and discussed. As the blended learning movement is exploding, it is natural to have various levels of adoption. Horn and Staker mention that they see various levels of understanding of blended learning as well. The Clayton Christensen Institute...",
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        {
            "id": 28499,
            "path": "\/blog\/calling-all-middle-and-high-school-online-writing-teachers\/",
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            "content": "<em>We are posting this for Kristine Pytash and Jennifer Nigh of Kent State University who are conducting a study of online writing teachers. Please share this out with your networks.<\/em>\n\n<hr \/>\n\nTwo Kent State University researchers are currently searching for potential participants for a research project, \u201cUnderstanding the Perspectives of Online Writing Teachers: A Quantitative Survey Study.\u201d The purpose of this study is to better understand middle and high-school online teachers\u2019 perspectives in respect to the teaching of writing. If you have knowledge of any middle or high-school teachers or administrators that may be willing to participate in our study, please forward this information and the attached consent form to them.\n\nAccess the Survey\n\nParticipation in this study will include the completion of an online, anonymous survey that will take approximately 15 minutes to complete. The results of this survey will have no identifying information and participation is completely voluntary. A consent form is attached with further detail regarding the study. By completing the survey a participant is agreeing to the terms of the study.\n\nIf you have any questions or concerns regarding this study, please do not hesitate to contact Jennifer Nigh at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>. Thank you very much for your time and your consideration.",
            "title": "Calling all middle and high school online writing teachers!",
            "excerpt": "We are posting this for Kristine Pytash and Jennifer Nigh of Kent State University who are conducting a study of online writing teachers. Please share this out with your networks. Two Kent State University researchers are currently searching for potential participants for a research project, \u201cUnderstanding the Perspectives of Online Writing Teachers: A Quantitative Survey...",
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            "content": "Discussion of the common and divergent features of the mentor programs at 10 Michigan schools and possible research implications.\n<h6>Presenters<\/h6>\nRebecca Stimson, <em>MVLRI<\/em>\nJered Borup, George Mason University",
            "title": "Michigan's Mentor Models",
            "excerpt": "Discussion of the common and divergent features of the mentor programs at 10 Michigan schools and possible research implications. Presenters Rebecca Stimson, MVLRI Jered Borup, George Mason University",
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            "id": 28500,
            "path": "\/blog\/k-12-teachers-needed-for-survey-about-oer\/",
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            "timestamp": 1426824000,
            "content": "<em>This request is <\/em>from <em>a doctoral student who needs teachers who are using OER to fill out a short survey. See her request below.<\/em>\n\n<hr \/>\n\nI am writing to request your participation in a short survey about how K-12 educators use Open Educational Resources in their work. The information gathered will be used to understand how teachers typically apply OER in educational settings. Findings will inform the creation of appropriate instruction for professional development and teacher education geared toward the adoption of OER in planning, classroom use, and personal educational needs of current and future teachers.\n\nThe survey should take 10 to 20 minutes to complete. Participation in the survey is voluntary and no personally identifiable information will be collected to ensure confidentiality.\n\nIf you have any questions about this study, please contact Hope Kelly at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a> or 352-294-1998. For information regarding your rights as a research participant contact University of Florida\u2019s Institutional Review Board at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a> or 352-392-0433.\n\nYour time and insight would be greatly appreciated!",
            "title": "K-12 teachers needed for survey about OER",
            "excerpt": "This request is from a doctoral student who needs teachers who are using OER to fill out a short survey. See her request below. I am writing to request your participation in a short survey about how K-12 educators use Open Educational Resources in their work. The information gathered will be used to understand how...",
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        {
            "id": 28875,
            "path": "\/webinar\/a-historical-perspective-on-k-12-online-and-blended-learning\/",
            "author_id": 54,
            "timestamp": 1426651200,
            "content": "In this webinar, three of the Handbook of Research on K-12 Online and Blended Learning\u2019s contributing authors discuss the history of online and blended learning, key policy issues, and research methods used during the first 10 years of research on online teaching and learning.\n<h6>Presenters<\/h6>\nKerry Rice, Boise State University\nSusan Lowes, Teachers College\/Columbia University\nJohn Watson, Evergreen Education Group\n<h6>Resources<\/h6>\n<a href=\"https:\/\/www.scribd.com\/document\/260503063\/Chat-3-18-2015-Historical-Perspective-on-K-12-Online-and-Blended-Learning\" target=\"_blank\" rel=\"noopener noreferrer\">Read chat<\/a>\n<a href=\"http:\/\/press.etc.cmu.edu\/content\/handbook-research-k-12-online-and-blended-learning-0\" target=\"_blank\" rel=\"noopener noreferrer\">Handbook on Research on K-12 Online and Blended Learning<\/a>\n<a href=\"https:\/\/docs.google.com\/document\/d\/1esY6UEZNiA0onbRIurZU09fHunhi9frYtPZ1wzl0VaQ\/edit\" target=\"_blank\" rel=\"noopener noreferrer\">Research and History of Policies in K-12 Online and Blended Learning<\/a>",
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            "excerpt": "In this webinar, three of the Handbook of Research on K-12 Online and Blended Learning\u2019s contributing authors discuss the history of online and blended learning, key policy issues, and research methods used during the first 10 years of research on online teaching and learning. Presenters Kerry Rice, Boise State University Susan Lowes, Teachers College\/Columbia University...",
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            "id": 3504,
            "path": "\/about\/news\/olot-introduces-the-skills-and-knowledge-key-to-online-learning-success\/",
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            "timestamp": 1426605133,
            "content": "<em>Michigan Virtual<\/em> recently released the Online Learning Orientation Tool, or OLOT, a free, self-paced, web-based resource that is intended to help students understand what online learning entails and introduces the skills and knowledge that are key to success.\r\n\r\nOLOT has four modules:\r\n<ol>\r\n \t<li>Knowing What to Expect<\/li>\r\n \t<li>Technical Skills You\u2019ll Need<\/li>\r\n \t<li>Learning Skills You\u2019ll Need<\/li>\r\n \t<li>Managing Day-to-Day<\/li>\r\n<\/ol>\r\nWithin each module are a number of units. Students may work their way through OLOT from beginning to end or may focus on individual modules or units. Many online learning mentors and other staff who counsel students about their course choices use the <em>Michigan Virtual<\/em> Online Learner Readiness Rubric (another free <em>Michigan Virtual<\/em> resource) to help identify specific areas where students may need additional support to be successful in online learning. The relationship between OLOT and the rubric allows mentors, teachers and parents to direct students to specific areas within OLOT based on the results of the student\u2019s strengths and weaknesses as identified by the rubric.\r\n\r\nEven though OLOT may be used by students independently, often it will be more effective if students have someone they are accountable to for the results and someone \u2014 their mentor, parent or guardian for example \u2014 directing and support their efforts. Students can move at their own pace and work through a unit or module as many times as they choose.\r\n\r\nJamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>, notes the impact of orienting students to virtual learning. \u201cToday, being college and career ready means a student has the skills to be successful learning in an online environment. We believe all students planning to enroll in an online course from any provider will benefit tremendously from using this practical, free resource that takes less than five hours to complete.\u201d\r\n\r\nOLOT was created by <em>Michigan Virtual<\/em> to meet a need identified by teachers, mentors, administrators and parents\/guardians to help students prepare for online learning and better understand what is expected of them. This free resource from Michigan Virtual is one of several intended to help build the state\u2019s capacity to support successful online learning experiences for Michigan\u2019s students. For more resources for students, parents\/guardians, instructors, administrators and other school staff, please see the 21f Tool Kit at micourses.org.\r\n\r\n<a class=\"btn\" href=\"\/resources\/olot\/\" rel=\"noopener noreferrer\">Learn More<\/a>.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "OLOT introduces the skills and knowledge key to online learning success",
            "excerpt": "Michigan Virtual recently released the Online Learning Orientation Tool, or OLOT, a free, self-paced, web-based resource that is intended to help students understand what online learning entails and introduces the skills and knowledge that are key to success. OLOT has four modules: Knowing What to Expect Technical Skills You\u2019ll Need Learning Skills You\u2019ll Need Managing...",
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            "path": "\/blog\/mvu-at-macul-in-detroit-this-week-see-you-there\/",
            "author_id": 54,
            "timestamp": 1426478400,
            "content": "<em>Michigan Virtual<\/em> staff members will be presenting at the 2015 MACUL Conference this week on Thursday and Friday in Room 358. Please visit us at booth 145 and booth 614 in the exhibitor\u2019s hall on both days.\n<h6>Thursday, March 19\nLeading for Blended Learning\n10-11 a.m.<\/h6>\nJoin <em>Michigan Virtual<\/em>\u2019s MyBlend team for a discussion about what leaders need to consider when implementing effective blended learning strategies. This session will highlight emerging standards for blended instruction, lessons from recent research and state-level policies needed to move Michigan forward. Participants will also learn what blended learning looks like in classrooms throughout the state and what type of supports are available for school leaders as they begin to implement.\n\nPresenters: Jamie DeWitt, Senior Blended Learning Specialist; and Jeff Gerlach, Instructional Designer\n<h6>Mentors: Making Online Learning Work\n1-2 p.m.<\/h6>\nCome explore the online Mentor Orientation Module and \u201cMentor Fundamentals: A Guide for Mentoring Online Learners,\u201d prepared by <em>Michigan Virtual Learning Research Institute<\/em> staff with assistance from mentors, instructors, and others from <em>Michigan Virtual School<\/em>. The comprehensive guide describes mentor roles and responsibilities and includes numerous resources to prepare mentors. The module, created for the novice mentor, is of value to the experienced mentor as well. The new mentor portal will also be introduced.\n\nPresenters: Ken Dirkin, Senior Media Integration Specialist; Marcia Docks, Senior Mentor Support Specialist; Rebecca Stimson, Senior Writer\n<h6>Getting Started: The Online Learning Orientation Tool\n2:30-3:30 p.m.<\/h6>\nThe Online Learning Orientation Tool \u2014 OLOT\u2014 a self-paced, web-based resource originally designed over a decade ago, is intended to help students understand what online learning entails and introduces the skills and knowledge that are key to success: Knowing What to Expect, Technical Skills You\u2019ll Need, Learning Skills You\u2019ll Need and Managing Day-to-Day. Come review and discuss how OLOT is being used in the field and offer feedback for its continuous improvement.\n\nPresenter: Justin Bruno, Research Associate\n<h6>Michigan's K-12 Virtual Learning Effectiveness Report 2015\n4-5 p.m.<\/h6>\nThe <em>Michigan Virtual Learning Research Institute<\/em> at <em>Michigan Virtual<\/em> recently released its annual report highlighting enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. The author of the report will share this year's key findings and lead a discussion about the implications of the findings for future practice and research.\n\nPresenter: Joe Freidhoff, Executive Director of <em>MVLRI<\/em>\n\n<hr \/>\n\n<h6>Friday, March 20\nWhat is it like to teach online?\n8:30-9:30 p.m.<\/h6>\n<em>Michigan Virtual<\/em> instructors will share essential components of online instruction to ensure student success. Participants will learn what is different and what remains the same between good face-to-face instruction and good online instruction, and the critical aspects needed to ensure that online instruction leads to student success.\n\nPresenters: Tamara Bashore-Berg, Executive Director of Educational Programs; Ryan Call, Online Instructor; Lori Coyle, Online Instructor; Kristin Flynn, Director of Curriculum &amp; Instruction; Lisa Rohde, Online Instructor; Andrew Spiece, Online Instructor; William Springer, Online Instructor\n<h6>Don\u2019t just tell me ... show me\n10-11 a.m.<\/h6>\nLearn how to quickly and effectively communicate with students, parents, and other stakeholders in learning through the use of screenshots and screencast videos. Screencasting is easy and very effective \u2013 teachers can provide detailed student feedback that can be continuously available to all stakeholders, and they can give helpful tutorials that save everyone a lot of confusion and time. Maximize your instructional time and effort! Participants will leave with simple tools and practical insight that allows them to get started screencasting right away.\n\nPresenters: Tamara Bashore-Berg, Executive Director of Educational Programs; Kristin Flynn, Director of Curriculum &amp; Instruction; Annette Gleason, Online Instructor; William Springer, Online Instructor\n<h6>Getting Started: The Online Orientation Tool\n11:30-12:30 p.m.<\/h6>\nThe Online Learning Orientation Tool \u2014 OLOT\u2014 a self-paced, web-based resource originally designed over a decade ago, is intended to help students understand what online learning entails and introduces the skills and knowledge that are key to success: Knowing What to Expect, Technical Skills You\u2019ll Need, Learning Skills You\u2019ll Need and Managing Day-to-Day. Come review and discuss how OLOT is being used in the field and offer feedback for its continuous improvement.\n\nPresenter: Justin Bruno, Research Associate\n<h6>Mentors: Making Online Learning Work\n1-2 p.m.<\/h6>\nCome explore the online Mentor Orientation Module and Mentor Fundamentals: A Guide for Mentoring Online Learners, prepared by <em>Michigan Virtual Learning Research Institute<\/em> staff with assistance from mentors, instructors, and others from <em>Michigan Virtual School<\/em>. The comprehensive guide describes mentor roles and responsibilities and includes numerous resources to prepare mentors. The module, created for the novice mentor, is of value to the experienced mentor as well. The new mentor portal will also be introduced.\n\nPresenters: Ken Dirkin, Senior Media Integration Specialist; Marcia Docks, Senior Mentor Support Specialist; Rebecca Stimson, Senior Writer",
            "title": "Michigan Virtual at MACUL in Detroit this week: See you there!",
            "excerpt": "Michigan Virtual staff members will be presenting at the 2015 MACUL Conference this week on Thursday and Friday in Room 358. Please visit us at booth 145 and booth 614 in the exhibitor\u2019s hall on both days. Thursday, March 19 Leading for Blended Learning 10-11 a.m. Join Michigan Virtual\u2019s MyBlend team for a discussion about...",
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            "id": 28467,
            "path": "\/blog\/comparing-virtual-schools-in-michigan-to-national-trends-identified-in-nepcs-recent-national-report\/",
            "author_id": 54,
            "timestamp": 1426132800,
            "content": "On March 10, the National Education Policy Center (NEPC), released its third annual report on virtual schools in the U.S. In this report, entitled Virtual Schools in the U.S. 2015, the authors tackle subjects such as key policy issues in virtual schools, existing research to guide policy, and statistics on the number of virtual schools, demographics about who attends them, and comparison measures against national statistics for students attending traditional brick and mortar schools.\n\nIn summarizing key points about full-time virtual schools, authors Gary Miron and Charisse Gulosino state that virtual schools served a higher proportion of girls than boys and \u201c[r]elative to national public school enrollment, virtual schools had substantially fewer minority students, fewer low-income students, fewer students with disabilities, and fewer students classified as English language learners.\u201d\n\nGiven that these findings were based on national data, the research team at <em>MVLRI<\/em> was interested in how those general findings aligned with virtual schools within the state of Michigan. To find out, <em>MVLRI<\/em> used the MI School Data website (<a href=\"https:\/\/mischooldata.org\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/mischooldata.org<\/a>) to look up these same metrics using information available to the public. <em>MVLRI<\/em> looked up the data for seven schools identified by the state of Michigan as cyber schools. These seven schools were:\n[table id=4 \/]\n\n*Mosaica Online Academy of Michigan has since changed its name to Mackinac Preparatory Academy\n\n<strong>National Finding #1<\/strong> \u2013 Virtual schools were skewed in favor of girls.\n\n<strong>Michigan Finding #1<\/strong> \u2013 Based on data for the 2013-14 school year, five of the seven virtual schools had higher proportions of female students than the statewide average. See Figure 1.\n\n<img class=\"aligncenter wp-image-813 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/03\/Compare-schools-fig1.jpg\" alt=\"Figure 1\" width=\"835\" height=\"666\" \/>\n\n<strong>National Finding #2<\/strong> \u2013 Virtual schools had substantially fewer minority students.\n\n<strong>Michigan Finding #2<\/strong> \u2013 Based on data for the 2013-14 school year, five of the seven virtual schools had fewer minority students than the statewide average. See Figure 2.\n\n<img class=\"aligncenter wp-image-814 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/03\/Compare-schools-fig2.jpg\" alt=\"Figure 2\" width=\"829\" height=\"840\" \/>\n\n<strong>National Finding #3<\/strong> \u2013 Virtual schools had fewer low-income students.\n\n<strong>Michigan Finding #3<\/strong> \u2013 Based on data for the 2013-14 school year, five of the seven virtual schools had higher proportions of low-income students than the statewide average. See Figure 3.\n\n<img class=\"aligncenter wp-image-816 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/03\/Compare-schools-fig3.jpg\" alt=\"Fig 3\" width=\"863\" height=\"723\" \/>\n\n<strong>National Finding #4<\/strong> \u2013 Virtual schools had fewer students with disabilities.\n\n<strong>Michigan Finding #4<\/strong> \u2013 Based on data for the 2013-14 school year, four of the seven virtual schools had higher proportions of students with disabilities than the statewide average. See Figure 4.\n\n<img class=\"aligncenter wp-image-815 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/03\/Compare-schools-fig4.jpg\" alt=\"Fig 4\" width=\"869\" height=\"648\" \/>\n\n<strong>National Finding #5<\/strong> \u2013 Virtual schools had fewer students classified as English Language Learners.\n\n<strong>Michigan Finding #5<\/strong> \u2013 Based on data for the 2013-14 school year, all seven virtual schools had fewer students classified as English Language Learners than the statewide average. See Figure 5.\n\n<img class=\"aligncenter wp-image-817 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/03\/Compare-schools-fig5.jpg\" alt=\"Fig 5\" width=\"864\" height=\"714\" \/>\n<h5>Conclusion<\/h5>\nIn conclusion, the national trends that more females are being served by virtual schools, fewer minority students are enrolled in virtual schools, and virtual school students are less likely to be classified as English Language Learners appear to be true for virtual schools in Michigan for the 2013-2014 school year. In contrast to the national trend, Michigan appears to have virtual schools serving higher percentages of low-income students than the statewide average and four of the seven virtual schools have higher rates of students with disabilities compared to the state average. As this quick analysis demonstrates, it is often important to understand both the national trends as well as state-level trends as the two may not necessarily be the same.",
            "title": "Comparing virtual schools in Michigan to national trends identified in NEPC\u2019s recent national report",
            "excerpt": "On March 10, the National Education Policy Center (NEPC), released its third annual report on virtual schools in the U.S. In this report, entitled Virtual Schools in the U.S. 2015, the authors tackle subjects such as key policy issues in virtual schools, existing research to guide policy, and statistics on the number of virtual schools,...",
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        {
            "id": 28502,
            "path": "\/blog\/call-for-participation-online-secondary-science-education-student-and-teacher-perspectives\/",
            "author_id": 54,
            "timestamp": 1426046400,
            "content": "Investigators at the University of Nevada, Las Vegas, and Hartley University are looking for virtual school teachers and students to participate in a study called \u201cThe Experience of Online Secondary Science Education from the Perspectives of Teachers and Students.\u201d They\u2019re looking for schools who offer online secondary science courses. Virtual schools across the country are being recruited for this study in order to gain a holistic understanding from the viewpoints of the teachers and students who teach and learn in this environment.\n\nThis study will use phenomenographic interviews, the analysis of which will provide a structural awareness of what is different about these experiences and what is the same about these experiences. This will allow meaning to be developed as to what it is to teach and learn in an online secondary science course.\n\nIf your students and teachers participate in this study, they will be asked to complete online demographic surveys. The purpose of these survey is to ensure a variety of experience among participants and should take no more than 15 minutes of their time. There will also be two Skype interviews. The first will be a quick, 15 minute, \u201cget to know you\u201d type chat. The second Skype interview will be a more in-depth interview where their experiences of online secondary science teaching and learning are discussed. Experience in this sense is more investigatory as to what teaching and learning online secondary science means, not a list of specific experiences that may have occurred. This interview will take between 30 to 45 minutes. Finally, after the interviews have been transcribed, member checks will be conducted to ensure the transcriptions represent what the participants intended to say.\n\nFor this research, it is important to have student\/teacher pairs in order to develop the overall view of the course. The researchers will choose students to be selected based on their responses to the demographic surveys. The investigators are looking for experience differences, not demographic differences. Types of online science courses taken, the number of online courses taken, and grade level will be the determining factors for student selection. Of course, students\u2019 parents would be contacted first to obtain their permission.\n\nAll of the data obtained from these interviews will be kept confidential and no names will be used in any of the articles developed from the data. If you have any questions or concerns, please feel free to contact Cynthia Clark at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a> or by phone at 702-518-9081. Thank you for your consideration.\n<h5>Content<\/h5>\n\u201cThe Experience of Online Secondary Science Education from the Perspectives of Teachers and Students\u201d\nPrincipal Investigator: Dr. Kendall, Hartley University\nStudent Investigator: Cynthia Clark, Doctoral Candidate, UNLV",
            "title": "Call for participation \u2013 online secondary science education \u2013 student and teacher perspectives",
            "excerpt": "Investigators at the University of Nevada, Las Vegas, and Hartley University are looking for virtual school teachers and students to participate in a study called \u201cThe Experience of Online Secondary Science Education from the Perspectives of Teachers and Students.\u201d They\u2019re looking for schools who offer online secondary science courses. Virtual schools across the country are...",
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            "id": 28755,
            "path": "\/blog\/episode-3-christina-jean\/",
            "author_id": 54,
            "timestamp": 1425531600,
            "content": "\n\nChristina Jean, Innovation and Blended Learning Specialist with the Colorado Department of Education\u2019s Office of Blended and Online Learning, is our guest in Episode 3. The work of the Office of Blended and Online Learning involves supporting the responsible growth of online and blended learning throughout the state by providing pertinent information and data to various schools, programs, students, parents and other stakeholders, helping them shape policy and practice. Christina was kind enough to sit down with us and talk about some the systemic shifts that she is witnessing in her state in regard to personalized learning and competency-based education.",
            "title": "Episode 3: Christina Jean",
            "excerpt": "Christina Jean, Innovation and Blended Learning Specialist with the Colorado Department of Education\u2019s Office of Blended and Online Learning, is our guest in Episode 3. The work of the Office of Blended and Online Learning involves supporting the responsible growth of online and blended learning throughout the state by providing pertinent information and data to...",
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            "id": 28877,
            "path": "\/webinar\/blended-project-based-learning-research-needed\/",
            "author_id": 54,
            "timestamp": 1425445200,
            "content": "Representatives from Educurious present their model of Blended and Project-based Learning. They describe their program design, the research findings to date and their research needs for the future.\n<h6>Presenters<\/h6>\nMichael Golden, CEO Educurious\nJane Chadsey, Vice President of School Solutions at Educurious",
            "title": "Blended and Project-based Learning: What Research Is Needed?",
            "excerpt": "Representatives from Educurious present their model of Blended and Project-based Learning. They describe their program design, the research findings to date and their research needs for the future. Presenters Michael Golden, CEO Educurious Jane Chadsey, Vice President of School Solutions at Educurious",
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            "id": 28503,
            "path": "\/blog\/site-2015-march-2-6-2015\/",
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            "timestamp": 1425272400,
            "content": "We hope to see you at SITE 2015 in Las Vegas this week!\n\nBelow is a list of the sessions that are categorized under the Virtual Schooling SIG. Safe travels, and we\u2019ll see you in Vegas!\n\n[table id=15 \/]\n\n[table id=16 \/]\n\n[table id=17 \/]\n\n[table id=18 \/]",
            "title": "SITE 2015: March 2-6, 2015",
            "excerpt": "We hope to see you at SITE 2015 in Las Vegas this week! Below is a list of the sessions that are categorized under the Virtual Schooling SIG. Safe travels, and we\u2019ll see you in Vegas! [table id=15 \/] [table id=16 \/] [table id=17 \/] [table id=18 \/]",
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            "id": 3503,
            "path": "\/about\/news\/education-leaders-meeting-to-focus-on-technology-in-k-12\/",
            "author_id": 2,
            "timestamp": 1424966878,
            "content": "&nbsp;\r\n\r\nThe first Blackboard K-12 Executive Symposium in Detroit, March 2, will feature Jamey Fitzpatrick, President &amp; CEO of Michigan Virtual, in a panel presentation with school superintendents from Utica, Gladstone, Fraser and Fall Creek, Wisc. The panel will be moderated by Gordon Freedman, President of the National Laboratory for Education Transformation.\r\n\r\nThe symposium for leaders in education will be held at the Detroit Marriott at the Renaissance Center and will focus on the role of technology in helping to solve some of the greatest challenges facing K-12 today. The event begins at 9:30 a.m. in Joliet A and ends at noon.\r\n\r\nThe symposium is being held in conjunction with GES2, the 2015 Michigan Governor's Economic and Education Summits.\r\n\r\nThe agenda includes:\r\n<ul>\r\n \t<li>Keynote address, \u201cThree persistent challenges K-12 leaders face with technology adoption,\u201c by Gordon Freedman, President of National Laboratory for Education Transformation<\/li>\r\n \t<li>Regional leaders panel discussion<\/li>\r\n \t<li>Full breakfast<\/li>\r\n<\/ul>\r\nThe Blackboard Executive Symposium is a complimentary breakfast event being held prior to GES2 and can be attended as a stand-alone function, or in conjunction with the Governor's Summits.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Education leaders meeting to focus on technology in K-12",
            "excerpt": "&nbsp; The first Blackboard K-12 Executive Symposium in Detroit, March 2, will feature Jamey Fitzpatrick, President &amp; CEO of Michigan Virtual, in a panel presentation with school superintendents from Utica, Gladstone, Fraser and Fall Creek, Wisc. The panel will be moderated by Gordon Freedman, President of the National Laboratory for Education Transformation. The symposium for...",
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            "id": 2282,
            "path": "\/blog\/cold-weather-doesnt-stop-learning-at-mvs\/",
            "author_id": 24,
            "timestamp": 1424885073,
            "content": "When it\u2019s cold out. Really cold. Like it has been often this winter. Many schools shut down. That\u2019s not news to anyone in Michigan, but Michigan Virtual online learning students are warm and toasty on those days, sitting in front of their laptops while logged into courses ranging from Algebra to Forensics to AP Physics.\r\n\r\nYou see, schools are open to online learners from Alpena to Zeeland and everywhere in between on those days. That\u2019s because Michigan Virtual has never had a snow day and never will!\r\n\r\nWhen I think of \u201dschool\u201d I think of learning, not a physical building. Unfortunately, when we experience an arctic blast, public school buildings in the state of Michigan close. Most students enjoy the closings, but if we want to be competitive as a state, we need to be creative and think about how we can extend learning opportunities even when transporting children to and from school is unsafe.\r\n\r\nMichigan Virtual is one of the largest nonprofit virtual schools in the nation. It uses Michigan certified instructors and provides online learning options that supplement, not replace, what is currently being offered at local schools. Michigan Virtual does not directly grant credit or diplomas to students, but works in partnership with more than 500 schools across the state of Michigan.\r\n\r\nWith only six snow days allotted per school year, some Michigan students will be spending more time in the classroom than expected come the end of the school year in June. If more students were learning online in February, there might be more students enjoying the sunshine in June.\r\n\r\nCheck out online learning at Michigan Virtual, where learning doesn't stop when the wind chill is minus 30.",
            "title": "Cold weather doesn't stop learning at Michigan Virtual",
            "excerpt": "When it\u2019s cold out. Really cold. Like it has been often this winter. Many schools shut down. That\u2019s not news to anyone in Michigan, but Michigan Virtual online learning students are warm and toasty on those days, sitting in front of their laptops while logged into courses ranging from Algebra to Forensics to AP Physics....",
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            "path": "\/blog\/looking-for-teachers-administrators-and-researchers-to-review-modules\/",
            "author_id": 54,
            "timestamp": 1424754000,
            "content": "My name is Jason Siko, and I\u2019m currently an assistant professor of educational technology at Grand Valley State University in Grand Rapids. My research interests included K-12 online and blended learning. I am looking for teachers, administrators, and researchers to review a series of modules that promote readiness skills in online learning.\n\nThese modules were developed to align with the Educational Success Prediction Instrument (ESPRI), a survey that examines student beliefs in four areas: technology use\/self-efficacy, academic risk-taking, organization, and achievement. Various studies using the ESPRI have found that it has an 80-90% accuracy rate in determining student success (i.e., pass vs. fail) in online and blended courses (see references below).\n\nThere are four modules: one for each of the four areas of concern in the ESPRI. In theory, students could take the ESPRI, and low scores in one or more of the areas would alert an online teacher or facilitator to encourage the student to work through the appropriate modules. However, any student could be encouraged to work through any or all of the modules.\n\nAt this point, I am looking for feedback from experts in K-12 online and blended education. If you are interested, please contact me at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>. I will set you up with a student account so that you can view the modules as a student would and attempt the tasks associated with each module. Upon completion of each module, a survey will appear allowing you to provide feedback.\n\nThose who successfully provide feedback on all four modules will be entered into a drawing for a small prize. Thanks in advance.\n<h5>References<\/h5>\nRoblyer, M.D., Davis, L., Mills, S.C., Marshall, J., &amp; Pape, L. (2008). Toward practical procedures for predicting and promoting success in virtual school students. The American Journal of Distance Education, 22(2), 90-109.\n\nRoblyer, M.D., &amp; Marshall, J.C. (2003). Predicting success of virtual high school students: Preliminary results from an educational success prediction instrument. Journal of Research on Technology in Education, 35(2), 241-255.\n\nSiko, J.P. (2014). Testing the waters: An analysis of the student and parent experience in a secondary school\u2019s first blended course offering. International Journal of E-learning and Distance Education, 29(2). Retrieved from <a href=\"http:\/\/www.ijede.ca\/index.php\/jde\/article\/view\/882\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.ijede.ca\/index.php\/jde\/article\/view\/882<\/a>",
            "title": "Looking for teachers, administrators and researchers to review modules",
            "excerpt": "My name is Jason Siko, and I\u2019m currently an assistant professor of educational technology at Grand Valley State University in Grand Rapids. My research interests included K-12 online and blended learning. I am looking for teachers, administrators, and researchers to review a series of modules that promote readiness skills in online learning. These modules were...",
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            "path": "\/blog\/episode-2-shawn-rubin\/",
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            "content": "\n\nWe sit down with Shawn Rubin, the Director of Blended Learning at the Highlander Institute, a Rhode Island-based nonprofit organization providing professional development and other educational services across a variety of areas. Shawn has a wealth of experience in integrating technology into instruction and harnessing its capabilities to do a better and smarter job of educating students.",
            "title": "Episode 2: Shawn Rubin",
            "excerpt": "We sit down with Shawn Rubin, the Director of Blended Learning at the Highlander Institute, a Rhode Island-based nonprofit organization providing professional development and other educational services across a variety of areas. Shawn has a wealth of experience in integrating technology into instruction and harnessing its capabilities to do a better and smarter job of...",
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        {
            "id": 3455,
            "path": "\/blog\/differentiation-in-a-world-without-learning-styles\/",
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            "timestamp": 1424456624,
            "content": "<h4>My Experience<\/h4>\nIt was in an 8th-grade social studies class that I first encountered differentiation based on learning styles. At that time I was a student assistant, gaining classroom experience in preparation of my student teaching assignment to follow the next semester. My cooperating teacher liked to do \u201clearning choice\u201d activities. Essentially, students could choose from a variety of tasks that were designed to engage different learning styles. Namely visual, auditory and kinesthetic learning styles were the ones that she targeted. My cooperating teacher\u2019s approach seemed to be in line with differentiation strategies. So in the early years of my teaching career, I created similar activities for my own students.\n<h4>The Dilemma<\/h4>\nThe thing is that creating a \u201cchoose your own adventure\u201d novel for every lesson took copious amounts of time without the kind of return on investment that I expected. I have no issue with applying considerable elbow grease for the sake of student learning but it has to work. In fact, lesson design was and still is a huge passion of mine.\n\nI was troubled by my observation that most students chose a similar pathway through the lesson anyway and it was always the activity that I had first conceived. All I was doing was putting superfluous learning options around one-size-fits-all instruction.\n\nAs my experience working with students grew, my interactions with students only continued to reinforce my belief that everyone learns in ways unique to them. But I also started to realize that it was very difficult to design learning tasks that would accurately predict the learning needs of every student. I began to seek more effective personalization strategies.\n<h4>Gaining perspective from cognitive psychology<\/h4>\nIn Daniel Willingham\u2019s <em>Why Don\u2019t Students Like School?<\/em> he describes personalization from the perspective of cognitive psychology. His conclusion is that while students differ from one another in their cognitive abilities they don\u2019t fit into nice little boxes as learning style theories would suggest.\n\nhttps:\/\/youtu.be\/sIv9rz2NTUk\n\nTherefore, Willingham argues to think in terms of content and not in terms of students. While it is true that some students have really good auditory or visual memories, this does not mean that these abilities translate to learning different types of content.\n\nA geography lesson, for example, that requires a student to identify the shape of countries is an inherently visual learning interaction. Auditory information is not being tested in this learning situation. If the goal is for students to be able to identify countries by their shape and location on a map, and you were teaching a student with an auditory learning style, how would you describe the shape of West Virginia? How would you describe where it was on a map?\n\nIn this circumstance, trying to come up with a lesson interaction that engages an auditory learning style is ineffective because map skills are inherently visual-spacial. The competencies that we are asking students to master will dictate the type of learning engagements that we design for a student, not a learning style.\n<h4>Searching for an effective personalization strategy<\/h4>\nSo if learning styles aren\u2019t an effective use of time and energy, what should teachers be attending to? I\u2019ve been reflecting on this question because personalization is an important aspect to the lesson designs I\u2019m currently partnering in with teachers.\n\nSeemingly wondering the same thing, Willingham says that teachers should \u201c... treat students differently on the basis of the teacher\u2019s experience with each student and to remain alert for what works.\u201d\n\nNo silver-bullet personalization method exists. It requires understanding the nuances in how each student learns. To build this understanding, we must intentionally design aspects of lessons that inform us of how students are doing. More than right or wrong answers, teachers need to be informed about how students are thinking.\n\nEach student has chunks of knowledge, along with gaps, in long-term memory that are unique to them. Adding to the complexity is the level of expertise that they have in specific content areas. Teachers are well aware that as students start to learn new content, they build upon these varying foundations. So at the onset of lessons, consider inquiry methods that encourage students to think about their prior knowledge that relates to the new stuff. This is a good way for students to see themselves in the new content, while their responses will give teachers an idea of how they are thinking.\n\nUnderstanding how students are thinking is the first step. Acting on it is the next.\n\nAs a teacher, I had a good pulse on student understanding to lead off lessons. Activation components of lessons are intentionally designed to coax prior knowledge to the surface and build on these thoughts. But it\u2019s important to be aware of how students are thinking throughout lessons. I didn\u2019t do enough of this. When helping to design guided and independent practice activities now, I urge teachers to build in ways to \u201csee\u201d their students\u2019 thinking. The more conversation you can have with your students about their learning, the more you\u2019ll be able to provide them with insights and point them to specific resources that will benefit their specific needs.\n\nA final thought is to build lessons that embrace problem-solving over task completion. When I embraced learning styles as a differentiation tool, it narrowly focused me on how students would show their learning in each of the different styles. This led me to create lots of tasks that required them to do things in specific ways, instead of trying to ignite wonderment around big content questions.\n\nWe should insist on content mastery, not hoop jumping mastery.\n\nAs content experts, we often have the urge to have students discover everything we know. If we lead student thinking too much, it instills a seek and destroy mentality to find the \u201cright answers\u201d when really we want to put them in a space for discovery. Giving students more creative input can result in them demonstrating their learning in ways that we could have never predicted.\n<h4>Conclusions<\/h4>\nComing to terms with the learning styles myth allowed me to see that students don\u2019t fall into three or four boxes. Differentiation is much messier than this, but our approach need not be complicated. It all comes down to getting students focused on a problem that when solved demonstrates their mastery. While on the journey to mastery, it\u2019s important to have conversations with your students to know where their learning is at so that you can help them fill in the gaps.\n<h4>Please help to push my thinking forward on personalized lesson design! What are your thoughts on my suggestions? Can you offer your own and\/or share your stories of how you\u2019re trying to put this into practice?<\/h4>",
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            "path": "\/about\/news\/mvlri-study-explores-teacher-infrastructure-practices\/",
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            "content": "<em>Michigan Virtual<\/em>'s research arm, the <em>Michigan Virtual Learning Research Institute<\/em>, conducted a study of the similarities and differences across Virtual School Leadership Alliance member programs with a focus on teacher recruitment, hiring, training, support, evaluation and retention.\r\n\r\nTeachers are one of the key building blocks of education systems. Schools, districts and other education programs\u2019 processes for recruitment, licensure, hiring, training and supporting teachers make a crucial difference in the health of a learning environment. For this reason, programs that hire and\/or support teachers have a vested interest in them from recruitment through the length of their employment.\r\n\r\n\u201cFrom recruiting to hiring, mentoring to supporting, evaluating to retaining, this report provides the most comprehensive examination of teacher infrastructure within virtual schools,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>.\r\n\r\nThe key to retaining these teachers are effectively designed training and support components of a program. Based on the significance of this topic, the Virtual School Leadership Alliance (Alliance) made teacher support and retention their first major research effort. The Alliance is an association of the chiefs of leading virtual schools across the country that provides collegial support and collaborative opportunities for the individual members and member organizations to share resources, services and expertise.\r\n\r\nThe study entitled Recruiting, Training, Supporting, and Evaluating Online Teachers: A Cross-case Analysis of Teaching Infrastructure Across Virtual Schools explores teacher infrastructure practices in eight of the Alliance members, including Georgia Virtual School, Idaho Digital Learning Academy, Illinois Virtual School, <em>Michigan Virtual<\/em> for Students, Montana Digital Academy, The Virtual High School, Wisconsin eSchool Network and Wisconsin Virtual School.\r\n\r\n\u201cAs demonstrated by its enthusiastic involvement in this research on teacher infrastructure, the Alliance is committed to participating in and conducting research to understand where the field is now and where it\u2019s going in the future,\u201d said John Watson, CEO, Evergreen Education Group.\r\n\r\nDue to the length of the culminating report, the eight cases will be published separately, about one every other week in the following order: Introduction to the Study\/Georgia Virtual School; Idaho Digital Learning Academy; Illinois Virtual School, <em>Michigan Virtual<\/em> for Students, Montana Digital Academy; The Virtual High School; Wisconsin eSchool Network; and Wisconsin Virtual School\/Discussion &amp; Implications.\r\n\r\n\u201cThis report explores intricate qualities of teacher infrastructure practices from one program to another and shares unique practices that could help other virtual schools across the country and around the world,\u201d said Dr. Cheryl Charlton, Alliance member and CEO and Superintendent of Idaho Digital Learning.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About the Virtual Learning Leadership Alliance<\/h4>\r\nThe Virtual School Leadership Alliance is an association of the chiefs of leading virtual schools across the country that provides collegial support and collaborative opportunities for the individual members and member organizations to share resources, services, and expertise. Members of the Alliance for 2014-15 include Georgia Virtual Learning, Howard County Public School System, Idaho Digital Learning, IDEAL-New Mexico, Illinois Virtual School, Indiana Online Academy, <em>Michigan Virtual<\/em> for Students, Montana Digital Academy, North Carolina Virtual Public School, the Virtual High School, the Wisconsin eSchool Network, Wisconsin Virtual School and Virtual SC. Evergreen Education Group provides strategic guidance, conducts research, and coordinates the activities of the Alliance to ensure productive communication, collaboration, and value for each member. Visit <a href=\"https:\/\/www.virtuallearningalliance.org\/\" target=\"_blank\">https:\/\/www.virtuallearningalliance.org\/<\/a> to learn more.",
            "title": "MVLRI study explores teacher infrastructure practices",
            "excerpt": "Michigan Virtual&#8216;s research arm, the Michigan Virtual Learning Research Institute, conducted a study of the similarities and differences across Virtual School Leadership Alliance member programs with a focus on teacher recruitment, hiring, training, support, evaluation and retention. Teachers are one of the key building blocks of education systems. Schools, districts and other education programs\u2019 processes...",
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            "id": 27345,
            "path": "\/research\/publications\/recruiting-training-supporting-and-evaluating-online-teachers-a-cross-case-analysis-of-teaching-infrastructure-across-virtual-schools\/",
            "author_id": 54,
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            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/VSLA_TS_full-1-260x300.jpg\" alt=\"Recruiting, Training, Supporting, and Evaluating Online Teachers Report Cover\" width=\"260\" height=\"300\" class=\"alignright size-medium wp-image-878\">Teachers are one of the key building blocks of education systems. Schools, districts, and other education programs\u2019 processes for recruitment, licensure, hiring, training, and supporting teachers make a crucial difference in the health of a learning environment. For this reason, programs that hire and\/or support teachers have a vested interest in them from recruitment through the length of their employment. Key to retaining these teachers are effectively designed training and support components of a program (Desimone, 2009). Based on the significance of this topic, the Virtual School Leadership Alliance made teacher support and retention their first major research effort. The Virtual School Leadership Alliance (Alliance) is an association of the chiefs of leading virtual schools across the country that provides collegial support and collaborative opportunities for the individual members and member organizations to share resources, services, and expertise. Members of the Alliance for 2014-15 include Georgia Virtual Learning, Howard County Public School System, Idaho Digital Learning, IDEAL-New Mexico, Illinois Virtual School, Indiana Online Academy, <em>Michigan Virtual<\/em>, Montana Digital Academy, North Carolina Virtual Public School, The Virtual High School (VHS), the Wisconsin eSchool Network, Wisconsin Virtual School, and Virtual SC. Evergreen Education Group provides strategic guidance, conducts research, and coordinates the activities of the Alliance to ensure productive communication, collaboration, and value for each member.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/02\/VSLA_TS_Full.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "Recruiting, Training, Supporting, and Evaluating Online Teachers: A Cross-case Analysis of Teaching Infrastructure Across Virtual Schools",
            "excerpt": "The Michigan Virtual Learning Research Institute conducted a study of the similarities and differences across Virtual School Leadership Alliance member programs with a focus on teacher recruitment, hiring, training, support, evaluation and retention.",
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            "id": 28468,
            "path": "\/blog\/end-of-course-assessments-as-quality-assurance-measures\/",
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            "content": "Several states are using end-of-course assessments (EOCs) as quality assurance metrics for both online and face-to-face courses. Michigan is developing and implementing EOCs as part of the larger state assessment program.\n\nEnd-of-course assessments (EOCs) have gained attention in recent years as part of statewide assessment programs designed to create student, teacher, and district-level accountability measures. Essentially, EOCs tie instruction to student, classroom, or school achievement. Based on a report from 2011, 28 states either had already implemented EOCs or were in the process of developing them. States are using EOCs in a variety of ways to track accountability; one dual-purpose implementation strategy for the state of Michigan to consider is the use of EOCs as quality assurance measures for online course providers. This initial implementation could act as a large-scale pilot prior to rolling out the assessments statewide.\n\nWhile the utility of EOCs may seem straightforward, designing and administering any assessment system requires numerous considerations and thorough planning. Further, EOCs should be implemented as part of a broader assessment system intended to support larger policy goals, not simply for the sake of large-scale data collection.\n\nThe recent <em><a href=\"http:\/\/www.kpk12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Keeping Pace<\/a> <\/em>report found 20 states with EOCs of varying quantity and requirement. An additional four states with EOCs (FL, GA, LA, UT) also have a choice at the course level policies in place for K-12 students. Michigan may constitute the fifth state with both course choice and EOCs, although state funding was only allocated for the development of the EOCs, none of which have been administered past pilot phases. Out of the four states identified by Keeping Pace only two, Florida and Louisiana, had well established EOC and course choice policies and available resources.\n<h5>Florida<\/h5>\nAccording to the Florida Department of Education Bureau of K-12 Assessment, the Florida EOCs are aimed at increasing student achievement statewide and increasing student college and career readiness. Florida EOCs are administered electronically for specific subject areas aligned with the Next Generation Sunshine State Standards and are required for all public school students in the state.\n\nThe first EOC, algebra 1, was delivered in 2011, and since then four other assessments have been developed and administered (biology 1, geometry, U.S. history, civics). EOCs are administered at the end of both the fall and spring semesters, and assessment requirement is based on enrollment and completion of associated courses (i.e. students enrolled in algebra 1, algebra 1 honors, algebra 1b, Pre-AICE mathematics 1, or IB middle years\u2019 program are required to take the algebra 1 EOC assessment). In addition to other requirements, students must achieve a passing score on the statewide assessments, including the EOCs, to graduate high school and receive a diploma.\n\nEOC results are available to the public on the <a href=\"http:\/\/www.fldoe.org\/accountability\/assessments\/k-12-student-assessment\/results\/\" target=\"_blank\" rel=\"noopener noreferrer\">FLDOE website<\/a> for all districts in Florida, including the Florida Virtual School, the largest virtual school in the country. While the Florida EOCs are not explicitly tied to course choice legislation, public reporting of EOC results allows parents and students in Florida to make informed decisions about which content providers are effectively addressing the Next Generation Sunshine State Standards.\n<h5>Louisiana<\/h5>\nHigh school students in Louisiana take EOCs in six subjects: algebra I, geometry, English II and III, biology and U.S. History. Common core aligned EOCs for English and mathematics were newly administered in the 2013-14 school year. EOCs are administered in May to students on traditional schedules, and December and May to students on block schedules; retests are offered in June. EOCs are required of all students enrolled for credit in any of the courses that have an accompanying test and count for approximately 15% to 30% of the student\u2019s final course grade. Tests must be taken at the end of the semester in which the student completes the course, regardless of the student\u2019s course grade.\n\nEOCs are scored as Excellent, Good, Fair, or Needs improvement. Students must earn a score of fair in at least one mathematics EOC, one English EOC, and either biology or U.S. history to meet the state graduation requirements and receive a standard high school diploma. Reports are available on the <a href=\"http:\/\/www.louisianabelieves.com\/resources\/library\/test-results\" target=\"_blank\" rel=\"noopener noreferrer\">Louisiana Department of Education website<\/a> detailing the percent of students receiving each of the categorical EOC scores (excellent, good, fair, needs improvement) by school. There are annual reports for each EOC from each year the EOC was administered.\n<h5>Michigan Interim Assessments<\/h5>\nMichigan, too, has developed EOCs. The Michigan Interim Assessment (MI IA) program was originally funded by the Michigan Legislature to develop pre\/post assessments for grades K-12. A considerable amount of work has gone into the development and piloting of the MI IAs; however, funding was not renewed in the legislature for subsequent years.\n\nAt the secondary level, MI IAs have been developed in science (biology, chemistry, physics and earth science) and social studies (US history and geography, world history and geography, economics and civics). They are delivered online through a fixed form assessment, including set test items as well as field test items. Michigan educators with expertise in the subject area of the assessment developed all the test items and reviewed items for content accuracy, bias, and accessibility. Assessments are scored electronically though further development is needed for real-time assessment reports and comprehensive summary reports.\n\nAccording to the Michigan Department of Education, MI IAs can be used in three different ways as part of a balanced assessment system. They can be used by teachers as student-level formative assessments to direct instruction, as summative assessments to measure how much students have learned, and as end-of-course assessments to assess whether students learned what they should have in a subject area. While all three options provide rich student data, MI IAs also offer considerable promise in their use as end-of-course assessments and\/or as quality assurance measures in online courses.\n<h5>MI IAs as Quality Assurance Measures<\/h5>\nThrough legislation enacted in 2013 (<a href=\"http:\/\/www.legislature.mi.gov\/(S(r1ilqwpc5hrbhzhkh3bmjvhf))\/mileg.aspx?page=GetObject&amp;objectname=mcl-388-1621f\" target=\"_blank\" rel=\"noopener noreferrer\">referred to as 21f<\/a>) Michigan middle and high school students were given the opportunity to enroll in up to two online courses per academic term selected from the micourses.org website. Since then, local education agencies (LEA) have raised concerns over students receiving instruction from outside the district yet being held accountable for that child\u2019s education. A possible way for the MI IAs to be piloted in Michigan is to use them as quality assurance measures for online courses. Having a standardized way to measure course outcomes may alleviate these concerns and provide important data points about quality online providers.\n\nMichigan has already laid much of the groundwork necessary for this type of quality assurance indicator specific to online K-12 courses. Currently, districts and ISDs offering online courses are required to report the total number of enrollments for a particular course as well as the course pass rate, and this information is shared publically through the <a href=\"https:\/\/micourses.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">micourses.org website<\/a> to allow parents and students to make more informed choices when deciding among online options. Adding EOC data would add another measure of course quality for parents, students, and schools to use in their decision making.\n\nBecause Michigan has already invested in the development of the MI IA program, a pilot using online learners offers a low stakes (not tied to graduation) and low cost (only small number of students take assessments) avenue to better gauge its value. It may also be another example of how online learning can help bring innovation to the K-12 school system.",
            "title": "End-of-course assessments as quality assurance measures",
            "excerpt": "Several states are using end-of-course assessments (EOCs) as quality assurance metrics for both online and face-to-face courses. Michigan is developing and implementing EOCs as part of the larger state assessment program. End-of-course assessments (EOCs) have gained attention in recent years as part of statewide assessment programs designed to create student, teacher, and district-level accountability measures....",
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            "path": "\/blog\/online-learning-journal-call-for-proposals-special-issue-on-k-12-online-education\/",
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            "content": "<em>A special issue of <\/em>Online Learning<em>, the official journal of the Online Learning Consortium (formerly Sloan-C), will be published in December 2015. This issue will focus on K-12 online learning.<\/em>\n\nSubmission deadline: June 30, 2015\n\n<hr \/>\n\n<em>Online Learning<\/em> promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for nearly two decades and is known to many by its former name, the <em>Journal of Asynchronous Learning Networks<\/em>. With the rebranding of Sloan-C to the Online Learning Consortium, there has been an interest in broadening the scope of the journal. One of the areas of focus in the journal this year is the field of K-12 online learning. This special issue, to be guest edited by professors Michael Barbour and Anissa Lokey-Vega, is a step in embracing and serving the K-12 community through the advancement of new scholarship in this area.\n\nWithin the past four years, all 50 states and the District of Columbia have developed significant online learning opportunities for K-12 students (Watson, Murin, Vashaw, Gemin, &amp; Rapp, 2013). K-12 online student enrollments in the US have grown from approximately 40,000 to more than four million in a period of 15 years (Ambient Insights, 2011; Clark, 2001). Similar growth has occurred internationally, particularly in Australia, Canada, New Zealand, and several Asian nations (Barbour, 2014). While there is a developing body of research that supports the practice of K-12 online learning, most scholars agree that practice is outpacing the availability of useful research (Cavanaugh, Barbour, &amp; Clark, 2009; Hill, Wiley, Nelson, &amp; Han, 2004; Rice, 2006).\n\nThe focus of this special issue of <em>Online Learning<\/em> is to present rigorous research specific to the context of K-12 education including the systematic inquiry into promising practices, various schooling models, measures of quality, teacher preparation, and teacher professional development.\n\nExamples of potential topics for this special issue include, but are not limited to, the effective design, delivery, and support of K-12 online learning; building bridges between pre-college and higher education through online education; effective models of blended learning; effective practice in supporting exceptional K-12 learners; longitudinal outcomes for K-12 online learners; studies of teacher preparation and teacher professional development practices, and emerging research methods in K-12 online or blended learning.\n<h5>Important Dates<\/h5>\nSubmissions for this special issue are due June 30, 2015, and should be submitted via the Open Journal System for the Online Learning Consortium at <a href=\"http:\/\/olj.onlinelearningconsortium.org\/index.php\/jaln\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/olj.onlinelearningconsortium.org\/index.php\/jaln<\/a>. The anticipated publication of the issue is December 1, 2015.\n<h5>Instructions for Submitting<\/h5>\n<ul>\n \t<li>To submit a manuscript please visit the <a href=\"http:\/\/olj.onlinelearningconsortium.org\/index.php\/jaln\" target=\"_blank\" rel=\"noopener noreferrer\">Open Journal System<\/a> website and create an account\/log in your account. Please be sure that your profile\u2019s \u201cauthor\u201d box is checked.<\/li>\n \t<li>When you have logged into your account, go to the User Home page and select [New Submission]. Please choose the Section entitled: K-12.<\/li>\n \t<li>Authors with questions may contact Anissa Lokey-Vega (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>) or Michael Barbour (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>) about the special issue. For technical questions regarding manuscript submission contact Beth Meigs (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>).<\/li>\n<\/ul>\n<h5>Call for Reviewers<\/h5>\n<ul>\n \t<li>If you are interested in becoming a reviewer for this special edition of the journal, please click on the link below to register for OJS, the journal review system for Online Learning, to apply.<\/li>\n \t<li><a href=\"https:\/\/olj.onlinelearningconsortium.org\/index.php\/jaln\/user\/register\" target=\"_blank\" rel=\"noopener noreferrer\">Register for OJS<\/a><\/li>\n \t<li>Provide contact information and under \u201cRegister as,\u201d select \u201cReviewer: willing to conduct peer review of submissions.\u201d In the space provided, indicate your interest in K12 issues.<\/li>\n<\/ul>\n<h5>References<\/h5>\n<ul>\n \t<li>Ambient Insight. (2011). 2011 Learning technology research taxonomy: Research methodology, buyer segmentation, product definitions, and licensing model. Monroe, WA: Author. Retrieved from <a href=\"http:\/\/www.ambientinsight.com\/Resources\/Documents\/AmbientInsight_Learning_Technology_Taxonomy.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.ambientinsight.com\/Resources\/Documents\/AmbientInsight_Learning_Technology_Taxonomy.pdf<\/a><\/li>\n \t<li>Barbour, M. K. (2014) History of K-12 online and blended instruction worldwide, in R. Ferdig and K. Kennedy (Eds.) Handbook of Research on K-12 Online and Blended Learning, (pp. 25-50). Retrieved from <a href=\"http:\/\/repository.cmu.edu\/etcpress\/28\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/repository.cmu.edu\/etcpress\/28\/<\/a><\/li>\n \t<li>Cavanaugh, C., Barbour, M. K., &amp; Clark, T. (2009). Research and practice in K-12 online learning: A review of literature. International Review of Research in Open and Distance Learning, 10(1). Retrieved from <a href=\"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/607\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/607<\/a><\/li>\n \t<li>Clark, T. (2001). Virtual schools: Trends and issues \u2013 A study of virtual schools in the United States. San Francisco, CA: Western Regional Educational Laboratories. Retrieved from <a href=\"http:\/\/www.wested.org\/online_pubs\/virtualschools.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.wested.org\/online_pubs\/virtualschools.pdf<\/a><\/li>\n \t<li>Hill, J. R., Wiley, D., Nelson, L. M., &amp; Han, S. (2004). Exploring research on Internet-based learning: From infrastructure to interactions. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.<\/li>\n \t<li>Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448.<\/li>\n \t<li>Watson, J., Murin, A., Vashaw, L., Gemin, R., Rapp, C. (2013). Keeping pace with K-12 online and blended learning: A guide to policy and practice. Evergreen, CO: Evergreen Consulting. Retrieved from <a href=\"http:\/\/kpk12.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/kpk12.com\/<\/a><\/li>\n<\/ul>",
            "title": "Online Learning journal \u2013 call for proposals: special issue on K-12 online education",
            "excerpt": "A special issue of Online Learning, the official journal of the Online Learning Consortium (formerly Sloan-C), will be published in December 2015. This issue will focus on K-12 online learning. Submission deadline: June 30, 2015 Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice...",
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            "path": "\/about\/news\/over-76000-michigan-public-school-students-participated-in-online-learning-during-the-past-school-year\/",
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            "content": "The second annual report on K-12 virtual learning in the state of Michigan continued to show accelerated growth in use but declines in student performance measures. The report prepared by the <em>Michigan Virtual Learning Research Institute<\/em>, a division of <em>Michigan Virtual<\/em>, at the request of the Michigan Legislature, includes estimates of over 76,000 Michigan public school students participating in virtual learning enrollments during the 2013-14 school year accounting for over 319,000 virtual course enrollments.\r\n\r\nThe report \u2014 <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/er_2014.pdf\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2013-14<\/a> \u2014 highlights enrollment totals, completion rates and the overall impact of virtual courses on K-12 pupils and provides a unique perspective into K-12 virtual learning in Michigan. Compared to the 2012-13 school year, the report found the number of K-12 students participating in virtual learning was up 38% and the number of virtual enrollments up 78%, though a small percentage of this growth was due to new search techniques in identifying virtual enrollments.\r\n\r\nNew in this year\u2019s report were comparison statistics for virtual and non-virtual learners. For instance, according to data collected by the state, students who did not take any virtual courses in the 2013-14 school year had a completion rate of 89% in their courses. On the other hand, most students who took virtual courses also took non-virtual courses, but on average, only passed their non-virtual courses 71% of the time, well below their non-virtual counterparts.\r\n\r\n\u201cThe data seem pretty clear that, at present, virtual learning is being used by schools for students who are struggling in their traditional setting rather than to enable average and above average performing students to go farther faster with their education,\u201d said Dr. Joe Freidhoff, Executive Director of <em>MVLRI<\/em> and author of the report.\r\n\r\nThe report also found a sizable drop-off in completion rate for virtual learners in their virtual courses. Whereas 71% of the time the virtual learner passed their course if it was non-virtual, they only passed it 57% of the time if it was a virtual course. The report speculates that these differences are likely attributable to factors such as the students selected for virtual learning, student readiness, entry-level subject proficiency, reason for taking the virtual course, and local supports available to the virtual learner, but concludes that \u201cwhatever combination of factors it is . . . the bottom line is that too many Michigan students are not being adequately educated through existing virtual learning options.\u201d\r\n\r\n\u201cThe trends are clear that more and more K-12 students will be taking virtual courses in the coming years, and the need to be able to learn in this kind of environment has become an important part of being college and career ready,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cSchools and virtual learning providers must find better models \u2014 both in the virtual and physical environments \u2014 to assist novice virtual learners in developing 21st-century skills.\u201d\r\n\r\nThe report includes a comparative analysis of virtual learning enrollment and completion data generated from (1) local district virtual learning solutions; (2) full-time cyber schools; and (3) the <em>Michigan Virtual<\/em> for Students operated by <em>Michigan Virtual<\/em>.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Over 76,000 Michigan public school students participated in online learning during the past school year",
            "excerpt": "The second annual report on K-12 virtual learning in the state of Michigan continued to show accelerated growth in use but declines in student performance measures. The report prepared by the Michigan Virtual Learning Research Institute, a division of Michigan Virtual, at the request of the Michigan Legislature, includes estimates of over 76,000 Michigan public...",
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            "id": 27335,
            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/",
            "author_id": 54,
            "timestamp": 1423026000,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/02\/Effectiveness-Report-2014-15-web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignright size-medium\" style=\"border: 3px solid #093c44\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/er_2015-web.jpg\" alt=\"Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15\" width=\"232\" \/><\/a>Based on pupil completion and performance data reported by school entities to the Michigan Department of Education (MDE) or the Center for Educational Performance and Information (CEPI), this report highlights 2014-15 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Over 91,000 K-12 students took virtual courses in 2014-15, accounting for almost 446,000 virtual course enrollments. Sixty-three percent of virtual enrollments were from non-cyber public schools through a provider other than the Michigan Virtual School. Enrollments were heaviest in the high school grades, but elementary and middle school showed large percentage increases. The percentage of virtual enrollments with a completion status of \u201cCompleted\/Passed\u201d was 60%; however, half of virtual learners passed every virtual course they took. One in four virtual learners, on the other hand, failed every virtual course they took. Thirty-one percent of Michigan public K-12 schools had one or more students take a virtual course in 2014-15. About 2.75% of all K-12 course enrollments in the state were delivered virtually.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/02\/Effectiveness-Report-2014-15-web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5><strong>Prepared By<\/strong><\/h5>\n<ul>\n \t<li>Joseph R. Freidhoff - <em>Michigan Virtual<\/em><\/li>\n<\/ul>\n<h5><strong>What we already know about this topic<\/strong><\/h5>\n<ul>\n \t<li>Previous years of the Effectiveness Report have shown increasing numbers of Michigan students taking virtual courses, more schools offering virtual learning, and a rapid increase in the number of virtual enrollments.<\/li>\n \t<li>At the same time, the pass rate for virtual courses has been trending down.<\/li>\n \t<li>Many schools have high pass rates and show evidence of successful programs \u2014 too many do not.<\/li>\n \t<li>Schools that have virtual learning enrollments are most likely to have 100 or more virtual enrollments.<\/li>\n \t<li>Students who struggle in their traditional courses, also tend to struggle when they take virtual courses.<\/li>\n \t<li>Students taking fewer virtual courses tended to perform better than those taking more.<\/li>\n \t<li>Students in poverty represent a disproportionate number of virtual enrollments and there is a sizable pass rate difference for virtual learners based on poverty status.<\/li>\n<\/ul>\n<h5><strong>What this report adds<\/strong><\/h5>\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li>The report shows both the successes and failures of virtual learning in the state. The data presented in the report identify areas to build upon as well as practices that should be avoided.<\/li>\n \t<li>The data in the report provide school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h5><strong>Implications for practice and\/or policy<\/strong><\/h5>\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li>The report shows both the successes and failures of virtual learning in the state. The data presented in the report identify areas to build upon as well as practices that should be avoided.<\/li>\n \t<li>The data in the report provide school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h5><strong>Related Publications<\/strong><\/h5>\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2014-15",
            "excerpt": "Based on pupil completion and performance data reported by school entities to the Michigan Department of Education (MDE) or the Center for Educational Performance and Information (CEPI), this report highlights 2014-15 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils.",
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            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/02\/Effectiveness-Report-2013-14-web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignright size-medium\" style=\"border: 3px solid #093c44\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/er_2014-1.jpg\" alt=\"Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14\" width=\"232\" \/><\/a>Based on pupil completion and performance data reported by school entities to the Michigan Department of Education (MDE) or the Center for Educational Performance and Information (CEPI), this report highlights 2013-14 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Over 76,000 K-12 students took virtual courses in 2013-14, accounting for over 319,000 virtual course enrollments. Roughly seven out of 10 virtual enrollments were from non-cyber public schools through a provider other than the Michigan Virtual School. Enrollments were heaviest in the high school grades, but elementary and middle school showed large percentage increases. The percentage of virtual enrollments with a completion status of \u201cCompleted\/Passed\u201d fell from 60% to 57% compared to the prior year. Only about 2% of all K-12 enrollments in the state were delivered virtually. About 30% of Michigan schools had one or more students take a virtual course in 2013-14.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/02\/Effectiveness-Report-2013-14-web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5><strong>Prepared By<\/strong><\/h5>\n<ul>\n \t<li>Joseph R. Freidhoff - <em>Michigan Virtual<\/em><\/li>\n<\/ul>\n<h5><strong>What we already know about this topic<\/strong><\/h5>\n<ul>\n \t<li>Previous years of the Effectiveness Report have shown increasing numbers of Michigan students taking virtual courses, more schools offering virtual learning, and a rapid increase in the number of virtual enrollments.<\/li>\n \t<li>At the same time, the pass rate for virtual courses has been trending down.<\/li>\n \t<li>Many schools have high pass rates and show evidence of successful programs \u2014 too many do not.<\/li>\n \t<li>Schools that have virtual learning enrollments are most likely to have 100 or more virtual enrollments.<\/li>\n \t<li>Students who struggle in their traditional courses, also tend to struggle when they take virtual courses.<\/li>\n \t<li>Students taking fewer virtual courses tended to perform better than those taking more.<\/li>\n \t<li>Students in poverty represent a disproportionate number of virtual enrollments and there is a sizable pass rate difference for virtual learners based on poverty status.<\/li>\n<\/ul>\n<h5><strong>What this report adds<\/strong><\/h5>\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li>This report provides updates for the 2013-14 school year on the data presented in last year\u2019s report. In addition, a few new analyses were conducted.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h5><strong>Implications for practice and\/or policy<\/strong><\/h5>\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li>The report shows both the successes and failures of virtual learning in the state. The data presented in the report identify areas to build upon as well as practices that should be avoided.<\/li>\n \t<li>The data in the report provide school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h5><strong>Related Publications<\/strong><\/h5>\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>",
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            "content": "Proposals for AECT 2015 (in Indianapolis, Nov. 3-7, 2015) are due February 2, 2015.\n<h5>Topics<\/h5>\nCyber and virtual schooling in K-12 education, the design of online and blended K-12 environments that optimize student learning, online K-12 professional development, K-12 teacher-created instructional materials, Technology integration in K-12, the changing roles of library media and instructional technology specialists in online and blended learning environments.\n\nClick <a href=\"https:\/\/convention2.allacademic.com\/one\/aect\/aect15\/\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a> to login and submit.",
            "title": "AECT 2015 \u2013 School Media and Technology Division looking for submissions",
            "excerpt": "Proposals for AECT 2015 (in Indianapolis, Nov. 3-7, 2015) are due February 2, 2015. Topics Cyber and virtual schooling in K-12 education, the design of online and blended K-12 environments that optimize student learning, online K-12 professional development, K-12 teacher-created instructional materials, Technology integration in K-12, the changing roles of library media and instructional technology...",
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            "content": "<em>Graduate and K-12 students engage in a new interactive learning experience combining the use of Minecraft, Wikispaces, webinars, and The Giver, by Lois Lowry<\/em>\n\nIn the spring of 2014, I was fortunate enough to engage with Verena Roberts, Vicki Davis, and Colin Osterhout in a project that we dubbed #Gamifi-ED. This project involved my students in Alaska enrolled in EDET 668: Leadership in Educational Technology, and Vicki\u2019s 9th-grade students in Camilla, Georgia9th-gradee enrolled in a Computer Literacy course. Verena\u2019s contributed by scheduling and facilitating multiple webinars so that my graduate students and Vicki\u2019s students could learn about Gaming and Education from experts in the field. Colin served as our technology engineer.\n\nThis was my first attempt at inter-generational, passion-based service learning. The experience took time and resources beyond my expectations. For example, I found myself meeting with small groups of students \u201con the fly\u201d at their request on four of five days during the school week, and I found myself waking at 6:00 AM or working beyond 5:00 PM, even when I didn\u2019t have classes, in order to attend or facilitate webinars. While all graduate and K-12 students learned from each other in the class, some had specific and necessary expertise beyond the rest of us. These students became co-facilitators in the experience. Google hangouts (chat and video) became both our friend and our greatest nemesis as the classroom expanded beyond a 50-minute slot three days a week to 24\/7, on an as-needed on-demand basis for everyone involved. Any of us could organize and call a class meeting at any time, and many of us did. When the fall semester began, I decided to try to duplicate the learning experiences in <a href=\"https:\/\/uasleadership.wordpress.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">#gamifi-ED<\/a> at some level, using EDET 693: <a href=\"https:\/\/edgamification.wordpress.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Gaming and Open Education<\/a>.\n\nI had a few goals for the new experience, which came to be named #givercraft. First, I wanted to identify a common framework between the two inter-generational passion-based service learning projects that could be the basis for a model for future classes. Second, I wanted to evaluate the impact of the project on my graduate students\u2019 learning, and on the learning of the K-12 students involved and determine what the unique benefits of this model might be. Finally, I wanted to try to determine which aspects of theory might apply to this project. In the past, I had tried developing a project on an emerging theory, and it didn\u2019t work very well. I wanted to work backward this time starting from a combination of what I believed philosophically and what would be practical and effective and try to determine how this fit into the theoretical whole.\n\nAs with #Gamifi-ED, there would be two levels of instructional design going on at once, and each of these required definitions and discrete goals. I was the designer for Level One. In Level One, graduate students enrolled in EDET 693 needed to demonstrate that they had met identified standards from ISTE for Technology Coaches (NETS-C; ISTE, 2011) through blogging and facilitation of the K-12 experience which made up Level Two. The ISTE NETS-C standards indicated graduate students needed to deepen their content and pedagogical knowledge. In addition, they needed to create a unit of instruction, including assessment instruments, and then model facilitation of this unit to other teachers. The design of the unit had to account for differentiation and had to allow students creativity and the ability to engage in critical thinking for decision-making. Finally, graduate students needed to model the use of technology for collaboration and communication. By design, the project would need to be both local and global, and the project itself had to be of importance in the real world to the K-12 teachers and students who would participate.\n\nI planned for my graduate students to read and blog during the first eight weeks of the course to accomplish the pedagogical and content standards. I chose The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education by Kapp (2012) as a text. Graduate students would complete design of the unit through using the principles of Understanding by Design and planning Stages of Instruction (Wiggins &amp; McTighe, 2005) due at intervals during the first nine weeks of the course. I planned for the facilitation of a K-12 OOC (Open Online Community) to account for the other standards. Graduate students would analyze the achievement of K-12 students in the OOC according to K-12 teacher surveys. Finally, they would use observation during their time within the game to determine engagement and achievement. Their final reflective paper required them to address and provide evidence that they had demonstrated all of the objectives for the class.\n\nMy graduate students were the designers for Level Two, and I needed to become a co-designer with them, rather than doing it all myself. So I set a very loose framework: in Level Two, K-12 students who registered for the OOC would interact and demonstrate competency through Minecraft and the use of a Wiki. The goal would be that K-12 students demonstrated proficiency in CCSS for building knowledge related to the Lois Lowry Novel, \u201cThe Giver.\u201d\n\nAll went according to plan until I asked how many of my students had experience with Minecraft. Over half of my class had no experience in Minecraft at all and very little experience in gameplay. Therefore, I needed to provide experience and instruction in Minecraft for those members of my class who had never played, and I began to plan challenges to develop these skills. I also made the following assignment: Find a six-year-old and enlist that child to sit beside you as you play Minecraft.\n\nHigher education students spent approximately 25 hours of assigned playtime in Minecraft in preparation for the K-12 student experience. Six hours of this 25 were assigned as \u201cfree play.\u201d Nineteen hours of Minecraft play was scheduled for \u201cgroup challenges\u201d. During synchronous meetings, groups of students worked in Minecraft in order to meet goals that I set. Students seemed to gain skills more readily and feel more accomplished when the class was playing with or against each other in teams toward an established goal.\n\nHigher education students took on various roles as the design of the K-12 experience was formed. One student took on responsibility for marketing and web publicity. Another took responsibility for setting meetings, as the project manager. Other roles included registrar, world designer, lead researcher, and curriculum designer. My primary role was to coordinate and nudge as needed, to oversee and document; however, I also became a Wiki page creator and password generator. None of these roles were any more important, and each of us spent an inordinate amount of time managing our respective duties. During the experience, while students noted with surprise and disbelief the number of hours the class was taking, none complained about the load. All took a great deal of pride in their own accomplishments and the accomplishments of others.\n\nFinally, in the ninth week of the class, our K-12 OOC began. Because Vicki and Verena had both publicized the experience to their networks, we had a huge response to the invitation to join. We capped registration at just over 1,200 students and 50 teachers. Due to technology issues with incompatible devices such as iPads or Chromebooks, filtering settings, incompatible Java versions, or network setup, several of these classes withdrew prior to its start. We began the experience with just over 800 students and 22 teachers. During the experience, we lost two teachers\u2019 classrooms due to network issues or bandwidth problems. We ended the experience with just over 700 students and 20 teachers. As graduate students facilitated the OOC, they gained even more time with Minecraft play, either helping students build, helping monitor students or rebuilding and enhancing the Minecraft World when K-12 students were not in it. The experience was planned for two weeks; however, several K-12 classrooms were so excited and \u201cinto\u201d the experience they wanted to continue. So for some, the OOC stretched into a four-week experience. Over this time, the higher education students continued to engage in the OOC as well.\n\nThroughout the class, higher education students read, blogged, created the learning unit, completed challenges, and facilitated the OOC; but they didn\u2019t get grades for these activities. Instead, I outlined levels of achievement students could reach with each activity and challenged students to \u201clevel up.\u201d Students who completed Minecraft challenges sent a screenshot to me, letting me know what level they believed they achieved. If I agreed, I sent them a badge they could display on their blog. Even for adult learners aged 28 - mid-50s, this worked well. My students didn\u2019t display grade anxiety. The students in K-12 who would be participating in the OOC became the focus of the experience - instead of grades. This was an interesting shift that I haven\u2019t seen before the Gamifi-ED experience, but it occurred in both Gamifi-ED and Givercraft; therefore, I believe this is replicable within the formula for design. Of course the final paper for EDET 693 did need to be graded in a traditional way; however, all students provided strong evidence that they met and exceeded all standards targeted for the class.\n<h5>OOC Survey Results<\/h5>\nAccording to sixteen K-12 teacher responses at the end of the experience, 100% of the students who participated were \u201cHighly Engaged\u201d (as opposed to Somewhat Engaged, Rarely Engaged or Not Engaged).\nSeventy-four percent of participants believed that the Level Two instructional unit was well-aligned with Common Core standards, while 26% percent believed the unit \u201cmight\u201d be well aligned with Common Core standards and none indicated the unit wasn\u2019t aligned with Common Core Standards. In addition, 64% percent of participants believed that the rubric was valid, while 36% percent believed that while students learned something, their learning was not aligned with the rubric, and none believed the rubric was not valid. As outlined in Fig. 1, 75% of respondents found the #givercraft unit More Effective or Much More Effective than a traditionally taught unit. Twelve percent found the unit As Effective, and 12% found the unit Less Effective.\n\n<img class=\"aligncenter wp-image-821 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/01\/Givercraft-.jpg\" alt=\"Giver Fig 1\" width=\"681\" height=\"671\" \/>\n\nAs outlined in Table 1, K-12 teachers who participated in this experience characterized themselves primarily as Somewhat Innovative \u2013 willing to take risks with help and support from others \u2013 with a smaller population identifying as Very Innovative, and one teacher identifying as Somewhat Traditional.\n\n[table id=5 \/]\n\n<em>Table 1. Characterization of Teaching Style: K-12 Teachers<\/em>\n\nAll but one K-12 teacher who responded to the survey indicated that they would participate in this project again, and all K-12 teachers indicated that they would recommend a similar project to others.\n<h5>Discussion<\/h5>\nWe found early in the gaming experience that if we provided the K-12 teacher with the administrative password for Minecraft, and if the K-12 teacher was in the game with their students, the students were on-task for the most part. Those who were not on task were quickly dealt with in their physical classroom and didn\u2019t disrupt the rest of the community. On the other hand, if students were in the game without the teacher, we found students were more likely to engage in \u201cgriefing\u201d behaviors (a gaming term meaning \u201cgiving someone grief\u201d through general harassment) and off-task behaviors. The teachers who supplemented the OOC with in-class discussion also seemed to have classes who were more dedicated to building according to the unit plan. These students demonstrated well the connection between the book and the game.\n\nAs in any free and open experience, K-12 teachers who enrolled their students in this experience had differing motives and goals. It became very clear to the graduate students that some K-12 students in the experience either hadn\u2019t read The Giver or were not playing with The Giver as a central focus. They built structures inappropriate to the community (e.g., highly colorful or shaped like swords or stars). They also asked to engage in activities which were not appropriate to behavior in the community - spawning animals for instance or setting off fireworks. Among the facilitators, we explained this behavior through noting that most students play Minecraft at home, without the rules that were in place during our OO and wanted to play Minecraft the way they were accustomed to outside of the classroom. It did become obvious to us, through scores and through use (or lack thereof) of the Wiki, that some teachers weren\u2019t emphasizing the OOC as a literacy experience, and were, instead, using this experience for the purpose of building computer skills, enhancing digital citizenship, or supplementing the book with free play time. This helps to explain the percentage of teachers who believe the unit \u201cmight\u201d be aligned with CCSS and the percentage of teachers who believed their students learned; however, they didn\u2019t learn what was represented in the rubric.\n\nLack of teacher presence in some classrooms might have been attributed to lack of teacher confidence in Minecraft. Suggestions for the next iteration of this experience included:\n<ol>\n \t<li>More explicit instruction in Minecraft prior to the start,<\/li>\n \t<li>Separating writing time from gaming time, instead of lumping the two together, and<\/li>\n \t<li>Including more standards. (One teacher shared that he or she was actually chastised by the administration for spending two weeks on four standards in a game \u2013 even though the teacher believed these standards were met in an in-depth way. This same teacher is the one who wouldn\u2019t participate in the project again, noting that they got in enough trouble for doing it the first time.)<\/li>\n<\/ol>\n<h5>Research implications<\/h5>\nThe findings from use of the higher education framework for this experience seem to affirm the effectiveness of some elements of both connectivist and rhizomatic learning. In terms of connectivist practice, the networks that were created during this experience were invaluable to learning within the team. These networks contained, by virtue of their members, a great deal of knowledge. This bears out the principle: \u201clearning is a process of connecting specialized nodes or information sources.\u201d (Siemens, 2005, np) Several networks were created during this experience \u2013 within and among graduate student blogs, twitter, youtube, Google and Minecraft \u2013 and these represent only the networks used in the formalization of the course. The informal networks created and tapped by individuals were even more intricate and complicated. According to the survey, K-12 teachers found the networks created through Google Groups and Google Text the most helpful during the experience. However, these networks have not endured beyond the MOOC experience. The twitter channel was judged as the 4th favorite communication tool (just ahead of email); and on Twitter, an organic community of participants has emerged and remains under the #givercraft hashtag.\n\nA second principle of connectivism seems to be reflected well in this experience: Capacity to know more is more critical than what is currently known. (Siemens, 2005, np) At the beginning of the experience, there was no knowledge base within the higher education students as a whole \u2013 or within myself as a facilitator \u2013 which would provide definitive evidence that we would be successful in this endeavor. That is, none of us had planned or conducted a K-12 OOC before, none of us had been responsible for managing a class with Minecraft, and the majority of us hadn\u2019t read The Giver. We all had some individual skills that could transfer to this experience; and while those skills (teaching online, participating in higher education MOOCs, teaching young adult literature, designing online instruction, mentoring other teachers) were well established, the jump to the facilitation of a global K-12 gaming environment was a significant one. However, by focusing on what we <strong>could<\/strong> learn, with an ongoing goal of interacting with others to both continue to enrich our own knowledge and enhance theirs, we learned what needed to be known and continued to learn through and beyond the OOC experience. Had we focused only on what one individual knew and was able to do at a static point in the experience, it is unlikely we would have dared to risk this activity. I would posit that even though no one emerged from this experience with a shared expert understanding of any common component of the experience (myself included), each emerged with a basic shared competency in the targeted standards and with individual and unique expert knowledge according to their role in the experience.\n\nWhich brings us to a principle of rhizomatic learning which seems to emerge as a theme from this research: within this course, we experienced the community as the curriculum. (Cormier, 2008) Higher education students read from the text, played the game, created their understanding, posted blogs, created youtube videos, posted tweets, read the blogs and watched the videos of others; and then started all over again using their own distinct patterns of learning. They called meetings at nine in the morning or at seven at night with whoever might have been online to discuss whatever might have been on their mind. They filtered, remixed and shared the information of most importance to their role in the experience, and they ultimately applied it to a four-week OOC for over 700 K-12 students.\n\nAt the conclusion of the class, my students reflected on the experience and expressed what they believed they had learned.\n\nOne student stated,\n<blockquote>\u201cTeachers took an incredible risk by signing up to participate in Givercraft, and I felt committed to doing everything I could to earn and keep their trust throughout our project. This project and semester were far from easy; I think being responsive to teachers and being willing to learn and evolve certainly helped us facilitate a meaningful experience. I have learned to plan meticulously but to balance that with flexibility and creativity.\u201d<\/blockquote>\nAnother shared,\n<blockquote>\u201cWe have ignited a spark within the teaching community that has nowhere to go but up in flames. It\u2019s time to burn up the old style of direct instruction and engage students with inspiring projects that encourage them to think, to create, and to enjoy. One word: Intense. It\u2019s time to intensify teaching in our world \u2013 and GiverCraft has done just that.\u201d<\/blockquote>\nIn conclusion, it might seem from the narrative, that the higher education class was a massive class or an at least a large class. In actuality, the higher education class was composed of six very committed students. There was no room in the class for anyone to become invisible, considering the task that we tackled, and no one did. This semester, a different class will repeat the #givercraft experience, and we will add on a mixed experience combining Lord of the Flies with Maze Runner. As a result of the course in the Fall as well as lessons from Gamifi-ED, this spring I will set some boundaries concerning the time that should be spent in the course. But unlike courses prior to these, my recommendations will emphasize the maximum time students should allow themselves to indulge in the course experience, rather than the minimum time required for a grade. As consuming as this project was, I am rather enjoying the shift in emphasis.\n<h5>References<\/h5>\nCormier, D. (2011). rhizomatic Learning \u2013 Why we teach?. Blog post. Online. Available at http:\/\/davecormier. com\/edblog\/2011\/11\/05\/rhizomatic-learning-why-learn\/(accessed 03 January 2015).\n\nCormier, D. (2008). rhizomatic-education-community-as-curriculum. Blog post. Online. Available at http:\/\/davecormier.com\/edblog\/2008\/06\/03\/rhizomatic-education-community-as-curriculum\/(accessed 03 January 2015).\n\nInternational Society for Technology in Education. (2011). ISTE Standards Coaches. Retrieved from http:\/\/www.iste.org\/standards\/standards-for-coaches on January 3, 2015.\n\nKapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley &amp; Sons.\n\nSiemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2(1), 3-10.\n\nTapscott, D. (1998). Growing up digital (Vol. 302). New York: McGraw-Hill.\n\nWiggins, G. P., &amp; McTighe, J. (2005). Understanding by design. ASCD.\n<h5>Endnotes<\/h5>\nYou can learn more about this project by watching <a href=\"https:\/\/www.youtube.com\/watch?v=6Y-G13nB22o\" target=\"_blank\" rel=\"noopener noreferrer\">this video<\/a>, in which we discuss the way that the project formed and the lessons we were taking from it. In addition, all of our webinars with experts are archived on the <a href=\"https:\/\/www.youtube.com\/channel\/UCGAzdAjKx64Fvw6z_kdDOTg\" target=\"_blank\" rel=\"noopener noreferrer\">GamifiedOOC<\/a> YouTube channel; Vicki\u2019s students\u2019 work is archived and continues at the <a href=\"http:\/\/gamifi-ed.wikispaces.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Gamife-ED Wiki<\/a>.\n\n<em>This blog post was written by Lee Graham, Ph.D., Associate Professor, University of Alaska Southeast.<\/em>\n\n&nbsp;\n\n&nbsp;",
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            "id": 606,
            "path": "\/about\/news\/survey-reveals-michigan-adults-support-online-learning-schools\/",
            "author_id": 2,
            "timestamp": 1421765944,
            "content": "A strong majority of Michigan adults \u2013 79% \u2013 feel that it is important for middle and high school students to have the option of enrolling in an online course at their local school district, according to a recent survey of Michigan adults. However, only 27% know Michigan has had a high school online learning requirement since 2006.\r\n\r\nThe survey \u2013 the first of its kind in Michigan \u2013 was led by <em>Michigan Virtual<\/em>\u00a0and conducted by Public Sector Consultants to gauge support for K-12 online learning and to determine adult awareness of current education policies.\r\n\r\nThe survey of 800 people revealed a couple other themes:\r\n<ol>\r\n \t<li><strong>Michigan adults want trained teachers to be involved in online learning.<\/strong> Eighty-eight percent somewhat or strongly agreed that a Michigan certified teacher should be assigned to teach online courses.<\/li>\r\n \t<li><strong>There is a general lack of knowledge about online learning.<\/strong> When presented with factual statements about online learning in Michigan, a third to one-half of respondents said they \u201cdidn\u2019t know\u201d if the statements were true or false.<\/li>\r\n<\/ol>\r\nAdditional survey questions asked respondents for their level of agreement with seven statements about online learning in Michigan schools. There was strong agreement with each of the statements, with the strongest agreement among three statements:\r\n<ul>\r\n \t<li>Local school districts should provide adult support staff to help students who take an online course (65% strongly agree)<\/li>\r\n \t<li>Any online teacher should be a certified teacher, even if they are certified in another state (64% strongly agree)<\/li>\r\n \t<li>A Michigan certified teacher should be assigned to teach online courses (63% strongly agree)<\/li>\r\n<\/ul>\r\n\u201cFor more than a decade, Michigan\u2019s elected officials have supported substantial changes in K-12 educational policies to enable unprecedented access to educational options and delivery models that meet the needs of individual students,\u201d Jamey Fitzpatrick, <em>Michigan Virtual <\/em>President &amp; CEO, said.\u00a0\u201cUnfortunately, too many adults in Michigan are not aware of these policies that foster innovation, equity of access and personalized learning.\u201d\r\n\r\nIncreasingly, education, government and business leaders are recognizing the importance of K-12 students learning in online environments as they strive to become college and career ready. Eighty-four percent of those surveyed agree that knowing how to learn online is part of what it means to be college and career ready after high school.\r\n\r\nAccess to online learning in Michigan was strengthened in 2006 when Michigan became the first state in the nation to require an online learning experience prior to high school graduation. In 2013, the Michigan Legislature expanded student access to digital learning options through Section 21f of the State School Aid Act. As a result, students enrolled in a public local district or public school academy in grades 6-12 are eligible to enroll in up to two online courses during an academic term. Michigan is the seventh state in the U.S. to enable statewide choice at the course level through online learning options.\r\n\r\nIn 2012, the Governor and Michigan Legislature passed legislation requiring <em>Michigan Virtual<\/em> to establish a center for online learning research and innovation \u2013 <em>Michigan Virtual Learning Research Institute<\/em>\u2122 \u2013 and, through this center, directed <em>Michigan Virtual<\/em> to work on a variety of projects. The goal of <em>Michigan Virtual Learning Research Institute<\/em> is to expand Michigan\u2019s capacity to support new learning models, engage in active research to inform new policies in online and blended learning and strengthen the state\u2019s infrastructures for sharing best practices.\r\n\r\nThe survey was taken at a time when the growth in online and blended learning in Michigan and across the nation appears to continue on the trajectory that has experts predicting that by 2019 over half of all enrollments will involve blended or online learning. An analysis of the 2013-14 school year data suggests that the number of virtual enrollments exceeded 300,000 in Michigan.\r\n\r\nPublic Sector Consultants conducted the public survey with 800 adult residents of Michigan in September to get their opinions about online learning opportunities for public school students in Michigan. The poll included 480 landline and 320 cell phone respondents and had an overall margin of error of +\/- 3.5% at a 95% confidence level.\r\n\r\nThe complete survey report \u2013 <em>Public Awareness and Views of K-12 Online Learning in Michigan<\/em> \u2013 can be read at <a class=\"ga_external_link\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey14.pdf\">https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey14.pdf<\/a>.\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\n<em>Michigan Virtual<\/em>\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00ae, <em>Michigan LearnPort<\/em>\u00ae and <em>Michigan Virtual Learning Research Institute<\/em>\u2122.",
            "title": "Survey reveals that Michigan adults support online learning in schools",
            "excerpt": "A strong majority of Michigan adults \u2013 79% \u2013 feel that it is important for middle and high school students to have the option of enrolling in an online course at their local school district, according to a recent survey of Michigan adults. However, only 27% know Michigan has had a high school online learning...",
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            "path": "\/research\/publications\/survey-reveals-that-michigan-adults-support-online-learning-in-schools\/",
            "author_id": 21,
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            "content": "<strong>Survey reveals that Michigan adults support online learning in schools<\/strong>\n\nA strong majority of Michigan adults\u201479%\u2014feel that it is important for middle and high school students to have the option of enrolling in an online course at their local school district, according to a recent survey of Michigan adults. However, only 27% know Michigan has had a high school online learning requirement since 2006. The survey\u2014the first of its kind in Michigan\u2014was led by <em>Michigan Virtual<\/em> and conducted by Public Sector Consultants to gauge support for K-12 online learning and to determine adult awareness of current education policies.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey14.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Public Awareness and Views of K-12 Online Learning in Michigan",
            "excerpt": "A strong majority of Michigan adults\u201479%\u2014feel that it is important for middle and high school students to have the option of enrolling in an online course at their local school district, according to a recent survey of Michigan adults. However, only 27% know Michigan has had a high school online learning requirement since 2006. The survey\u2014the first of its kind in Michigan\u2014was led by Michigan Virtual and conducted by Public Sector Consultants to gauge support for K-12 online learning and to determine adult awareness of current education policies.",
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        {
            "id": 28470,
            "path": "\/blog\/school-psychology-bringing-a-virtually-hidden-field-online\/",
            "author_id": 54,
            "timestamp": 1421211600,
            "content": "In this guest blog post, three Georgia Southern University associate professors, who authored a chapter in the <em>Handbook of Research on K-12 Online and Blended Learning<\/em>, discuss their desire to share the knowledge necessary for the growth of school psychology in the online learning community.\n<h5>School Psychology?<\/h5>\nWhen we tell people that we are in the field of school psychology, the first response is almost always, \u201cOh, you\u2019re a guidance counselor.\u201d While we respect our school counselor colleagues in a worthy discipline of their own, school psychology is a distinct profession with its own training, roles, functions and educational contributions that are virtually hidden from most of the general public and some other educators.\n\nSchool psychologists are professionals who apply psychological principles to the educational environment in the form of consultation, academic and behavioral intervention, crisis prevention\/intervention, assessment and progress monitoring. Although we operate most often in the traditional, face-to-face school (albeit often behind-the-scenes), our chapter entitled, \u201cThe role of the school psychologist in K-12 online &amp; blended learning\u201d published in the <em>Handbook of Research on K-12 Online and Blended Learning<\/em> promotes the integration of school psychology into online learning environments including roles and functions and implications for policy and practice. The chapter offers original ideas and practical suggestions for the adaptation of school psychology to K-12 online and blended learning to improve academic, behavioral, and social-emotional outcomes for students while also supporting teachers and families with evidenced-based intervention.\n\nIn our discipline, we tout school psychology\u2019s mission of \u201cgiving psychology away.\u201d Our chapter within the open-access Handbook is meant to be shared for the growth of school psychology within the online educational medium and as a guide for practice. Our desire is to share the knowledge necessary to bring our virtually hidden field online so that psychological services can be provided to students in K-12 online and blended learning environments.\n<h5>Authors<\/h5>\nDawn Tysinger, Ph.D., NCSP, is an Associate Professor and Program Director for the graduate program in school psychology at Georgia Southern University. Her research interests include issues of graduate training in school psychology, psychometrics, and applying psychological services to K-12 online and blended learning.\n\nJeff Tysinger, Ph.D., NCSP, is an Associate Professor in the school psychology program at Georgia Southern University. His research interests include consultation, crisis prevention and intervention, learning analytics, and applying psychological services to K-12 online and blended learning.\n\nTerry Diamanduros, Ph.D., is an Associate Professor in the school psychology program at Georgia Southern University. Her research interests include childhood trauma, cyberbullying, and applying psychological services to K-12 online and blended learning.",
            "title": "School psychology: Bringing a virtually hidden field online",
            "excerpt": "In this guest blog post, three Georgia Southern University associate professors, who authored a chapter in the Handbook of Research on K-12 Online and Blended Learning, discuss their desire to share the knowledge necessary for the growth of school psychology in the online learning community. School Psychology? When we tell people that we are in...",
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            "id": 607,
            "path": "\/about\/news\/annual-legislative-report-provides-depth-summary\/",
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            "timestamp": 1420708269,
            "content": "<em>Michigan Virtual's<\/em> \"A Report to the Legislature\" includes an in-depth summary of <em>Michigan Virtual<\/em> for Students courses, enrollments and pass rates for 2013-14.\r\n\r\n\"A Report to the Legislature-2014,\" is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires the <em>Michigan Virtual<\/em> to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual<\/em> for Students for the preceding fiscal year.\r\n\r\nThe information provided in the report addresses the requirements that are listed in <a class=\"ga_external_link\" href=\"http:\/\/www.legislature.mi.gov\/(S(ix4qnr55g4k2v045kcxp5p55))\/documents\/mcl\/pdf\/mcl-388-1698.pdf\" target=\"_blank\" rel=\"noopener\">Section 98 (6) of P.A. 196 of 2014<\/a>. These items include, for the period October 1, 2013 - September 30, 2014, a list of districts served by <em>Michigan Virtual<\/em>, a list of online course titles available to districts, course enrollment and completion rate information by course, and the overall completion rate percentage.\r\n\r\nIn conclusion, the report says that virtual enrollments in Michigan, including online enrollments, exceeded 185,000 in the 2012-13 school year, and preliminary analysis of the 2013-14 school year data suggest that the number of virtual enrollments is likely to exceed 300,000. The growth in online and blended learning in Michigan and across the nation appears to continue on the trajectory that has experts predicting that by 2019 over half of all enrollments will involve blended or online learning.\r\n\r\n<a class=\"ga_external_link\" href=\"https:\/\/media.mivu.org\/pdf\/Leg_Report_2014.pdf\" target=\"_blank\" rel=\"noopener\">Download a copy of the report.<\/a>",
            "title": "Annual legislative report provides in-depth summary of Michigan Virtual",
            "excerpt": "Michigan Virtual&#8217;s &#8220;A Report to the Legislature&#8221; includes an in-depth summary of Michigan Virtual for Students courses, enrollments and pass rates for 2013-14. &#8220;A Report to the Legislature-2014,&#8221; is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires the Michigan Virtual to provide, not later than December 1 of...",
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        {
            "id": 28796,
            "path": "\/webinar\/mentoring-an-introduction-to-research-and-best-practices\/",
            "author_id": 54,
            "timestamp": 1420693200,
            "content": "This webinar provides an overview of the research on mentoring best practices, a brief description of <em>MVLRI<\/em> work on the topic, and a showcase of a successful mentoring program.\n<h6>Presenters<\/h6>\nJered Borup, George Mason University\nRebecca Stimson, <em>MVLRI<\/em>\nJulie Howe, Three Rivers High School (Michigan)",
            "title": "Mentoring: An Introduction to Research and Best Practices",
            "excerpt": "This webinar provides an overview of the research on mentoring best practices, a brief description of MVLRI work on the topic, and a showcase of a successful mentoring program. Presenters Jered Borup, George Mason University Rebecca Stimson, MVLRI Julie Howe, Three Rivers High School (Michigan)",
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            "id": 28471,
            "path": "\/blog\/supporting-students-online\/",
            "author_id": 54,
            "timestamp": 1420434000,
            "content": "REL Southeast Blended and Online Learning Alliance developed the following video that talks about research in supporting students who take online courses.\n\n",
            "title": "Supporting students online",
            "excerpt": "REL Southeast Blended and Online Learning Alliance developed the following video that talks about research in supporting students who take online courses.",
            "slug": "supporting-students-online",
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        {
            "id": 28507,
            "path": "\/blog\/calling-all-instructional-designers-in-k-12-online-learning-programs\/",
            "author_id": 54,
            "timestamp": 1420434000,
            "content": "<em>A Capella University Ph.D. candidate is seeking research participants for a telephone-based study concerning the use of Instructional Strategies in the development of virtual courses designed for a high school audience.<\/em>\n\n<em>The study is entitled, \u201cUnderstanding Ways Instructional Designers of High School Level Virtual Courses Bridge Transactional Distances Between Learners and Course Content.\u201d<\/em>\n\n<hr \/>\n\nInstructional designers who are currently involved in the development of virtual high school level courses in the United States and Canada and who have already designed at least two previous courses currently in use by high school level students are invited to contact Rozella G. Clyde, the researcher, at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a> or at 917-355-4451.\n\nIf you meet the preliminary requirements, you will be invited to complete a brief questionnaire describing your work context and the type of course you are currently working on. It is hoped that at least 14 instructional designers working in a variety of contexts and a range of content matter can be identified. The interview process will require less than an hour of the participant\u2019s time. Each participant will receive a transcript of the interview to edit and approve. The research will be offered as guidance on current practices and approaches for others developing new virtual high school courses.\n\nAs a token of appreciation, upon receipt of the approved transcript, a $ 25.00 Amazon gift card will be sent to you.\n\nThank you for considering this opportunity.",
            "title": "Calling all instructional designers in K-12 online learning programs",
            "excerpt": "A Capella University Ph.D. candidate is seeking research participants for a telephone-based study concerning the use of Instructional Strategies in the development of virtual courses designed for a high school audience. The study is entitled, \u201cUnderstanding Ways Instructional Designers of High School Level Virtual Courses Bridge Transactional Distances Between Learners and Course Content.\u201d Instructional designers...",
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        {
            "id": 27379,
            "path": "\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2014\/",
            "author_id": 54,
            "timestamp": 1419915600,
            "content": "<h5>Abstract<\/h5>\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey14.pdf\"><img src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2019\/10\/public-awareness-2014-cover-232x300.jpg\" alt=\"Public Awareness and Views of K-12 Online Learning in Michigan 2014\" style=\"border: 3px solid #093c44\" width=\"232\" height=\"300\" class=\"alignright size-medium wp-image-1312\"><\/a>From September 19 to September 21, 2014, Public Sector Consultants conducted a telephone poll with 800 adult residents of Michigan to get their opinions about online learning opportunities for public school students in Michigan.\n\nThe poll included 480 landline and 320 cell phone respondents and has an overall margin of error of +\/- 3.5% at a 95% confidence level. To control for potential bias, the sample was monitored to ensure adequate numbers of respondents in certain subgroups (particularly for respondents age 18-35). Post-stratification weights were applied for gender, race, age, income, and educational attainment using American Community Survey estimates of Michigan\u2019s population.\n\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/publicsurvey14.pdf\" target=\"_blank\" class=\"btn\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5>Other Versions<\/h5>\n<ul>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2017\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2017<\/a><\/li>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2016\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2016<\/a><\/li>\n \t<li><a href=\"https:\/\/mvlri.org\/research\/publications\/public-awareness-and-views-of-k-12-online-learning-in-michigan-2015\/\">Public Awareness and Views of K-12 Online Learning in Michigan 2015<\/a><\/li>\n<\/ul>",
            "title": "Public Awareness and Views of K-12 Online Learning in Michigan 2014",
            "excerpt": "From September 19 to September 21, 2014, Public Sector Consultants conducted a telephone poll with 800 adult residents of Michigan to get their opinions about online learning opportunities for public school students in Michigan. The poll included 480 landline and 320 cell phone respondents, and has an overall margin of error of +\/- 3.5% at\na 95% confidence level. To control for potential bias, the sample was monitored to ensure an adequate numbers of respondents in certain subgroups (particularly for respondents age 18-35). Post-stratification weights were\napplied for gender, race, age, income, and educational attainment using American Community Survey estimates of Michigan\u2019s population.",
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        {
            "id": 28757,
            "path": "\/blog\/episode-1-dr-tracy-weeks\/",
            "author_id": 54,
            "timestamp": 1419224400,
            "content": "\n\nDr. Tracy Weeks, Chief Academic and Digital Learning Officer with the North Carolina Department of Public Instruction, shares stories about her past experiences in the field, the work she\u2019s currently doing at the state level, and her vision for the future of digital learning in North Carolina.",
            "title": "Episode 1: Dr. Tracy Weeks",
            "excerpt": "Dr. Tracy Weeks, Chief Academic and Digital Learning Officer with the North Carolina Department of Public Instruction, shares stories about her past experiences in the field, the work she\u2019s currently doing at the state level, and her vision for the future of digital learning in North Carolina.",
            "slug": "episode-1-dr-tracy-weeks",
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            "content": "<em>(Webinar 4 of 4)<\/em>\nRepresentatives from IDEAL-NM, Montana Digital Academy and Wisconsin Virtual School present information about their program as well as share their research needs.\n<h6>Presenters<\/h6>\nAmy Jaramillo, IDEAL-NM\nBob Currie, Montana Digital Academy\nDawn Nordine, Wisconsin Virtual School",
            "title": "K-12 Virtual Schools and Their Research Needs (4 of 4)",
            "excerpt": "(Webinar 4 of 4) Representatives from IDEAL-NM, Montana Digital Academy and Wisconsin Virtual School present information about their program as well as share their research needs. Presenters Amy Jaramillo, IDEAL-NM Bob Currie, Montana Digital Academy Dawn Nordine, Wisconsin Virtual School",
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            "content": "<em>(Webinar 3 of 4)<\/em>\nRepresentatives from Michigan Virtual School, The Virtual High School and North Carolina Virtual Public School present information about their program as well as share their research needs.\n<h6>Presenters<\/h6>\nAmy Michalowski, The Virtual High School\nEliz Colbert, North Carolina Virtual Public School\nKathryn Kennedy, <em>MVLRI<\/em>",
            "title": "K-12 Virtual Schools and Their Research Needs (3 of 4)",
            "excerpt": "(Webinar 3 of 4) Representatives from Michigan Virtual School, The Virtual High School and North Carolina Virtual Public School present information about their program as well as share their research needs. Presenters Amy Michalowski, The Virtual High School Eliz Colbert, North Carolina Virtual Public School Kathryn Kennedy, MVLRI",
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            "path": "\/blog\/more-studies-needed-on-blended-learning-for-students-with-disabilities\/",
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            "timestamp": 1418792400,
            "content": "<em>Today\u2019s guest bloggers are Mary Rice and Bryan Dykman from the Center for Online Learning and Students with Disabilities.<\/em>\n\nStudents with disabilities and their families have a history of struggling for educational services that enable them to participate with their peers and access the curriculum. These gaps in participation and access have traveled with the students into cyberspace as increasing numbers of K-12 students sign up for online\/blended courses. Since the term students with disabilities is by no means monolithic, studying what happens to and for these students presents great opportunities and substantial challenge for researchers who are interested in online learning for diverse students.\n\nA chapter by Greer, Rice, and Dykman reviewing 10 years of research on students with disabilities in online\/blended settings attends to empirical work on this topic. The full paper appears in the Handbook of research on k12 online and blended learning (Ferdig and Kennedy, Eds., 2014). <a href=\"http:\/\/repository.cmu.edu\/etcpress\/28\/\" target=\"_blank\" rel=\"noopener noreferrer\">Download Handbook<\/a>\n\nThis blog post will briefly summarize the chapter focusing on the findings and their implications.\n\nWhile there were studies located that discussed online learning, we did not find blended learning for students with disabilities was well-represented in the research base. The major categories that emerged from reviewing the peer-reviewed, published studies about online\/blended learning and students with disabilities were (a) curriculum evaluation, (b) student achievement, and (c) perceptions of stakeholders, and (d) policy development.\n\nCurriculum evaluation was the largest group of studies reviewed. The findings of these studies assert that carefully designed curriculum has the potential to help students with and without disabilities learn content as well as satisfy the demands of existing standards. None of this work, however, was set up as an experimental study.\n\nAchievement was the next largest category that emerged from the review. These studies found that although students with disabilities and their peers have much in common in how they approach online learning, they do not achieve at the same rate. These studies do, however, offer some insight into potential types of support such as strategy instruction\/coaching, encouragement, and feedback that promote engagement that leads to achievement.\n\nIn the stakeholder perception studies, researchers found that most students enrolled in online learning are satisfied with the online learning experience. Moreover, it is perceived that online learning environments can empower students with disabilities by reducing stigmas often associated with disabilities. Additionally, online environments are perceived to provide modifications and adaptions necessary to meet the unique needs of students with disabilities. Finally, parents and students are generally satisfied with their child\u2019s online learning experiences.\n\nAlthough most of the studies reviewed discussed policy as a major driving force in what online\/blended educators can do for students with disabilities, there were almost no studies about the policy itself. The study that did address policy suggested that states vary widely in their consideration for online\/blended learning as they shape requirements for meeting the needs of students with disabilities.\n\nAs this review was conducted, it became not only apparent that there were virtually no articles about online learning and students with disabilities, but the research that had been done had significant limitations to generalizability. There were significant concerns with the written reports of many research studies. We recommend future research in online\/blended learning and students with disabilities attend more carefully at study design from a broad range of paradigms and study designs. We need more research that utilizes large datasets; we need more research in the particular ways that students with disabilities and their families navigate online\/blended coursework; we need surveys that have been developed with more rigorous procedures, that are distributed to more stakeholders, and with results that are reported with greater transparency; we need to leverage mixed methods design and do more theorizing about the intersection of disability, space, and place in learning. We look forward to reading and thinking about this work for our own research trajectories and for future Handbook updates!",
            "title": "More studies needed on blended learning for students with disabilities",
            "excerpt": "Today\u2019s guest bloggers are Mary Rice and Bryan Dykman from the Center for Online Learning and Students with Disabilities. Students with disabilities and their families have a history of struggling for educational services that enable them to participate with their peers and access the curriculum. These gaps in participation and access have traveled with the...",
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            "content": "<em>(Webinar 2 of 4)<\/em>\nRepresentatives from Virtual Learning Academy Charter School (VLACS) and Indiana Online Academy present information about their program as well as share their research needs.\n<h6>Presenters<\/h6>\nRonda Eshleman, Indiana Online Academy\nSteve Kossakoski, VLACS",
            "title": "Virtual Schools and Their Research Needs (2 of 4)",
            "excerpt": "(Webinar 2 of 4) Representatives from Virtual Learning Academy Charter School (VLACS) and Indiana Online Academy present information about their program as well as share their research needs. Presenters Ronda Eshleman, Indiana Online Academy Steve Kossakoski, VLACS",
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            "content": "<em>(Webinar 1 of 4)<\/em>\nRepresentatives from Idaho Digital Learning Academy, Illinois Virtual School and Georgia Virtual School present information about their program as well as share their research needs.\n<h6>Presenters<\/h6>\nRyan Gravette, Idaho Digital Learning Academy\nJeff Simmons, Idaho Digital Learning Academy\nCindy Hamblin, Illinois Virtual School\nJoe Cozart, Georgia Virtual School",
            "title": "Virtual Schools and Their Research Needs (1 of 4)",
            "excerpt": "(Webinar 1 of 4) Representatives from Idaho Digital Learning Academy, Illinois Virtual School and Georgia Virtual School present information about their program as well as share their research needs. Presenters Ryan Gravette, Idaho Digital Learning Academy Jeff Simmons, Idaho Digital Learning Academy Cindy Hamblin, Illinois Virtual School Joe Cozart, Georgia Virtual School",
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            "path": "\/webinar\/keeping-pace-with-k-12-digital-learning-annual-review-of-policy-practice\/",
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            "timestamp": 1418187600,
            "content": "John Watson discusses key findings of the report including the latest numbers, graphics, state policy and program highlights, and trends, with a focus on digital learning activity in Michigan and on the challenges of obtaining and properly interpreting digital learning data.\n<h6>Presenter<\/h6>\nJohn Watson, Evergreen Education Group",
            "title": "Keeping Pace With K-12 Digital Learning: Annual Review of Policy &amp; Practice",
            "excerpt": "John Watson discusses key findings of the report including the latest numbers, graphics, state policy and program highlights, and trends, with a focus on digital learning activity in Michigan and on the challenges of obtaining and properly interpreting digital learning data. Presenter John Watson, Evergreen Education Group",
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        {
            "id": 28473,
            "path": "\/blog\/new-handbook-presents-the-current-state-of-research-in-k-12-online-and-blended-learning\/",
            "author_id": 54,
            "timestamp": 1417755600,
            "content": "ETC Press is excited to announce the release of \u201cHandbook of Research on K-12 Online and Blended Learning,\u201d by Richard E. Ferdig, Kathryn Kennedy, et al.\n\nThe Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. The beginning chapters lay the groundwork of the historical, international, and political landscape as well as present the scope of research methodologies used. Subsequent sections share a synthesis of theoretical and empirical work describing where we have been, what we currently know, and where we hope to go with research in the areas of learning and learners, content domains, teaching, the role of the other, and technological innovations.\n\nThis volume attempts to synthesize existing research; in doing so, it will act as an important resource for those interested in this topic. However, there are always new studies, concepts, and domains within K-12 online and blended learning. Therefore, we ask readers to think of this work not as a completed product but rather a flowing conversation. Each section includes potential new areas for growth in understanding practice, policy, and research. We encourage authors to contact us at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a> to propose missing research studies for certain chapters or for proposals on new chapters for future volumes. We look forward to hearing from readers and continuing this important conversation regarding K-12 online and blended learning research.\n\n<a href=\"http:\/\/press.etc.cmu.edu\/content\/handbook-research-k-12-online-and-blended-learning-0\" target=\"_blank\" rel=\"noopener noreferrer\">More information and to purchase or download a copy<\/a>\n\n<hr \/>\n\n<em>The ETC Press is an academic and open-source publishing imprint that distributes its work in print, electronic and digital form. Inviting readers to contribute to and create versions of each publication, ETC Press fosters a community of collaborative authorship and dialogue across media. ETC Press represents an experiment and an evolution in publishing, bridging virtual and physical media to redefine the future of <\/em>publication<em>.<\/em>",
            "title": "New handbook presents the current state of research in K-12 online and blended learning",
            "excerpt": "ETC Press is excited to announce the release of \u201cHandbook of Research on K-12 Online and Blended Learning,\u201d by Richard E. Ferdig, Kathryn Kennedy, et al. The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online...",
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            "id": 2146,
            "path": "\/about\/news\/a-report-to-the-legislature-2014\/",
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            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires <em>Michigan Virtual<\/em> to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual<\/em> for Students for the preceding fiscal year.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2014\/12\/RPT_MVU_Legislature_2014_Final.pdf\" target=\"_blank\" rel=\"noopener\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2014",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and...",
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            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires the <em>Michigan Virtual<\/em> to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual School<\/em> for the preceding fiscal year.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/pdf\/Leg_Report_2014.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "A Report to the Legislature, 2014",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires the Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual School for the preceding fiscal year.",
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            "content": "The <em>Journal of Science Education and Technology<\/em> is soliciting manuscripts for a special issue on Science, Technology, Engineering, and Mathematics (STEM) Career Development Education.\n<h5>Important Dates<\/h5>\n<ul>\n \t<li>Letter of interest deadline: January 5, 2015 (non-binding, 150-200 word description to help plan for reviewers)<\/li>\n \t<li>Full paper submission deadline: June 15, 2015<\/li>\n \t<li>Review decision: September 20, 2015<\/li>\n \t<li>Final version submission: November 1, 2015<\/li>\n<\/ul>\n<h5>Aims and Scope for the Special Issue<\/h5>\nThe National Science Foundation Indicators (2010) document shows that while the proportions of Blacks (5%) and Latinos (5%) have increased in nonacademic science and engineering occupations, these numbers are still significantly lower than the percentage of those groups in the general population. A recent report to the president entitled <em>Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America<\/em> noted that many American students gravitate away from science and engineering toward other fields in their early education (PCAST, 2010). This is problematic, not just from a social justice and equity viewpoint, but also from an economic perspective given the growing role of STEM fields across the economy in the United States.\n\nSince 2003, the National Science Foundation\u2019s (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) program has funded researchers and educators to build an understanding of best practices, contexts and processes contributing to K-12 students' motivation and participation in the STEM core domains along with other STEM cognate domains (e.g., information and communications technology, computing, computer sciences, data analytics, among others). These projects have resulted in broad knowledge-building regarding strategies, successes, models, and interventions that support and encourage youth to pursue STEM careers.\n\nThe current proposed special issue will offer research-based insights into the current understanding that has been gleaned from a decade of work in STEM career development through the NSF-funded ITEST program.\n\nThe following are topics of interest (but not limited to) for this special issue:\n<ul>\n \t<li>Research on motivation and interest of underrepresented populations to pursue STEM careers<\/li>\n \t<li>Empirical studies on the effects of technology-enhanced STEM educational experiences (in- or out-of-school) on students\u2019 beliefs\/aspirations\/motivation to pursue STEM careers<\/li>\n \t<li>Empirical studies that examine or test conceptual\/theoretical models that can be used to explain youth STEM career development processes<\/li>\n \t<li>Design-based research that examines the design and implementation of youth-based STEM career development programs<\/li>\n \t<li>Empirical studies that examine how to best prepare K-12 teachers to support youth in pursuing STEM career fields<\/li>\n \t<li>Longitudinal studies that examine how and why youth choose to pursue (or not pursue) STEM careers<\/li>\n \t<li>Empirical studies on the role that gender, race, and ethnicity play in youths\u2019 pursuit of STEM careers<\/li>\n \t<li>Teacher education or professional development for technology-enhanced STEM career development education<\/li>\n<\/ul>\nAuthors should prepare manuscripts using instructions on the website of the <em>Journal of Science Education and Technology<\/em>. Manuscripts should not exceed 30 pages (including figures, diagrams and references). The page limit refers to double-spaced pages. Manuscripts should be submitted using the online submission system (<a href=\"https:\/\/www.editorialmanager.com\/jost\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.editorialmanager.com\/jost\/<\/a>).\n\nAll papers will be peer-reviewed based on quality, originality, organization and clarity of writing, and evidence provided for assertions and conclusions.\n<h5>Guest Editors<\/h5>\nMichael Barnett, Boston College, <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\nDavid Blustein, Boston College, <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\nAlice Connors-Kellgren, Boston College, <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>\nCaroline E. Parker, Educational Development Center, Inc., <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>",
            "title": "Call for papers \u2013 Journal of Science Education and Technology",
            "excerpt": "The Journal of Science Education and Technology is soliciting manuscripts for a special issue on Science, Technology, Engineering, and Mathematics (STEM) Career Development Education. Important Dates Letter of interest deadline: January 5, 2015 (non-binding, 150-200 word description to help plan for reviewers) Full paper submission deadline: June 15, 2015 Review decision: September 20, 2015 Final...",
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            "path": "\/blog\/new-research-on-affective-and-motivational-factors-of-learning-in-online-mathematics-courses\/",
            "author_id": 54,
            "timestamp": 1416805200,
            "content": "<em>Today\u2019s guest blogger is Joe Cozart, the Associate Director of Strategic Planning for Georgia Virtual Learning.<\/em>\n\nThe role of motivation in student success in online courses is clear. Highly motivated students perform better than their lesser motivated peers. However, what online teachers and administrators need to know is how to improve student motivation and ultimately, student performance.\n\nA paper by Kim, Park, and Cozart on Affective and motivational factors of learning in online mathematics courses provides insight on how to improve motivation. The full paper appears in the January 2014 issue of the British Journal of Educational Technology and is available at the link below:\n\n<a href=\"http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1467-8535.2012.01382.x\/abstract;jsessionid=316235A2B8A514A0132096DDCDB36834.f04t0\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1467-8535.2012.01382.x\/abstract;jsessionid=316235A2B8A514A0132096DDCDB36834.f04t0<\/a>\n\nThis blog will briefly summarize the study but focus more on the implications for practice.\n\nThe research investigated what factors relate to student achievement in virtual high school math courses, why some students succeed in these courses and suggest what should be done to help more succeed. A self-report survey was completed by 72 students on motivation, math achievement emotions, and cognitive processes. A three-step hierarchical multivariate regression was used to analyze the data. It was found that motivation accounted for 13% of the variance in achievement with self-efficacy also showing as a significant contributor.\n\nPerhaps the most interesting finding was that anger was the strongest individual predictor of student achievement. This highlights how motivation and student emotions cannot be fully separated. Online school administrators must pay attention to the emotions of students and when possible, provide interventions.\n\nThis is not to be isolated to a counseling center of a school. Instead, within the very academic courses themselves, teachers and course designers must consider how the online learning experience can be improved for students who enter the course with negative emotions. The virtual classroom is a great fit for many students, but there are others who did not necessarily choose to be there. Anger in a student can lead to withdrawal. So when a teacher notices a student who is withdrawn and failing to show motivation, that may just be the surface of a deeper issue.\n\nThankfully, there are simple strategies that students can use to combat potentially harmful emotions. By no means are we advocating that expensive personal counseling sessions be set up for every student. Instead, simple virtual agents can lead students to better understand their own emotions and provide research-based strategies to better handle their emotions.\n\nMore traditional methods of teaching all students a variety of emotional regulation strategies would also work, just in a less targeted way. Students should be taught how to handle their emotions while participating in an online class. Additionally, increasing the interactions students have with other members of the class, including teachers, should help students manage their emotions more effectively, increase motivation, and improve the cognitive processes employed. Finally, as all professionals in online learning seek to create more personalized learning experiences, this study provides one more reason to strive for that goal. More adaptive, personalized learning integration in online courses would help minimize students experiencing anger emotions during math courses.",
            "title": "New research on affective and motivational factors of learning in online mathematics courses",
            "excerpt": "Today\u2019s guest blogger is Joe Cozart, the Associate Director of Strategic Planning for Georgia Virtual Learning. The role of motivation in student success in online courses is clear. Highly motivated students perform better than their lesser motivated peers. However, what online teachers and administrators need to know is how to improve student motivation and ultimately,...",
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        {
            "id": 2205,
            "path": "\/blog\/mastery-of-the-universe\/",
            "author_id": 22,
            "timestamp": 1416585458,
            "content": "Being in California for <a href=\"http:\/\/www.inacol.org\/symposium-2014\/\" target=\"_blank\" rel=\"noopener noreferrer\">iNACOL Symposium 2014<\/a> was an opportunity for me to learn about blended learning projects that lead the innovation curve. I ended up spending the lion's share of my sessions learning about competency-based education. It\u2019s not the first that I\u2019ve heard of the theory, but it\u2019s the first time I really let myself deconstruct the concept to analyze the moving parts.\r\n\r\nhttps:\/\/twitter.com\/nacol\/status\/530401240656523264\r\n\r\nIf you\u2019re not familiar with competency-based education, <a href=\"http:\/\/www.ed.gov\/oii-news\/competency-based-learning-or-personalized-learning\" target=\"_blank\" rel=\"noopener noreferrer\">the U.S. Department of Education has a pretty good description to get you started.<\/a>\r\n\r\nRecognizing that every student builds toward learning targets in sequencing unique to them, is the basis of creating a personalized learning environment. The mastery component of competency-based programs really resonates with me because it means that teachers are building their lessons in ways that allow them to know how a student is performing.\r\n\r\nIt doesn\u2019t make sense for students to progress to new content before demonstrating that they fully grasp the learning targets from prerequisite lessons, modules and units. Yet this is precisely what traditional classroom models do, marching students through the curriculum at a pace and path most convenient to the school calendar. As a pre-service teacher, I was told the only way to cope with the steady march was to teach to the middle. But we know that leaving students behind for the sake of common pacing just isn\u2019t acceptable.\r\n\r\nhttps:\/\/twitter.com\/ericnentrup\/status\/530040354477993986\r\n\r\nBut can we really just throw out the common calendar?\r\n\r\nCompetency-based purists prescribe to personalized grade level progression. Once students are able to demonstrate competency they are able to advance to the next level. Teachers have a great deal of control to do this at the lesson level within a course, but grade level progression becomes problematic. Let\u2019s face it, most traditional schools aren\u2019t ready to make that drastic of a structural shift. But there is an opportunity for teachers to teach to mastery within a single course.\r\n\r\nSo here are my thoughts on what can be applied from a blended learning design standpoint:\r\n<ul>\r\n \t<li dir=\"ltr\"><strong>Data from formative assessments can inform learning path<\/strong> \u2014 In my experience, data-informed decision making gets a bad reputation among teachers. Administrators use summative test data as an element of teacher evaluations, so they are perceived by teachers as punitive instruments. Yet, it\u2019s valuable to teaching and learning when data from formative assessments is used to address gaps in learning.<\/li>\r\n \t<li dir=\"ltr\"><strong> Feedback loops are critical to creating personalized paths to mastery<\/strong> \u2014 Receiving performance information work allows teachers to guide students on personalized learning paths <a href=\"http:\/\/thejournal.com\/articles\/2014\/05\/14\/adaptive-learning-are-we-there-yet.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">adaptively<\/a>, manually or with a combination of both. Thinking of learning as a constant process of revision helps to address and fill learning gaps.<\/li>\r\n \t<li dir=\"ltr\"><strong>Think thoughtfully about what kind of information will be most telling and how teachers might act on it<\/strong> \u2014 It\u2019s essential to think about how learning target attainment will be recognized. Think canary in a coal mine. Are benchmark quizzes and rubrics designed in a way that they inform specific deficiencies? Taking it further, can we proactively identify resources or canned guidance that could be prescribed to students individually when those specific deficiencies are recognized? For deficiencies that are complex or unique, how can technology be used to provide timely, thoughtful feedback to right the ship? The capacity building power of collaborative technologies can be really helpful when these pinch-points are reached.<\/li>\r\n \t<li dir=\"ltr\"><strong>Don\u2019t let students quit. Do that by not quitting on them.<\/strong> \u2014 Traditional learning models teach students that giving up is acceptable when they get behind. They learn that this is acceptable, because we allow it. We\u2019ve mistaken feedback for grades. As difficult as it is, delay giving students grades until mastery is attained.<\/li>\r\n<\/ul>\r\n<div class=\"whatismb\">\r\n<h5>Are you teaching to mastery\/competencies? Have you established rich feedback loops with your students? How are you using student performance data formatively? Please share your stories with us!<\/h5>\r\n<\/div>",
            "title": "Mastery of the Universe",
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            "path": "\/about\/news\/research-clearinghouse-adds-new-zealand-organization-contributor\/",
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            "timestamp": 1415877197,
            "content": "DEANZ, the New Zealand Association for Open, Flexible and Distance Learning whose mission is\u00a0\u201cfostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education,\u201d is now a project contributor for the Research Clearinghouse for K-12 Blended and Online Learning.\u00a0 The Research Clearinghouse is the largest initiative of its kind in the U.S. with more than 650 research-based studies and documents.\r\n\r\nThe Research Clearinghouse is a collaborative effort led by the\u00a0<em style=\"font-weight: inherit\">Michigan Virtual Learning Research Institute<\/em>, a division of Michigan Virtual, and the International Association for K-12 Online Learning (iNACOL) to provide a repository of references to research articles and other publications from the field of K-12 online and blended learning. This project has been made possible by generous financial support from Next Generation Learning Challenges and in-kind support from iNACOL and the\u00a0<em style=\"font-weight: inherit\">Michigan Virtual<\/em>.\r\n\r\n\u201cThe clearinghouse is attracting researchers and educational practitioners from around the globe who are examining lessons learned and published best practices in online and blended learning.\u00a0 This new collaborative will help to strengthen our ability to identify trends and improve online programs based on results,\u201d said Jamey Fitzpatrick, President and CEO of\u00a0<em style=\"font-weight: inherit\">Michigan Virtual<\/em>.\r\n\r\n\u201cDEANZ is delighted to sign as a Projected Contributor,\u201d said Niki Davis, Editor-in-Chief of the Journal of Open, Flexible and Distance Learning (JOFDL). \u201cJOFDL regularly publishes articles that will become better known worldwide through the Clearinghouse, including a special issue on K-12 distance learning edited by Michael Barbour and Keryn Pratt.\u201d\r\n\r\nAs a project contributor, DEANZ will regularly submit references to keep the Research Clearinghouse up-to-date with the latest in research in the field.\r\n\r\nFor more information about your organization becoming a Project Contributor, see the Project Contributor Guidelines [http:\/\/k12onlineresearch.org\/templates\/PDF\/contributorguide.pdf] and\/or contact Kathryn Kennedy,\u00a0<em style=\"font-weight: inherit\">MVLRI<\/em>, Senior Research, at\u00a0<a style=\"font-style: inherit;font-weight: inherit\" href=\"mailto:[email protected]\">[email protected]<\/a>.\r\n\r\n<strong style=\"font-style: inherit\">About Michigan Virtual<\/strong><strong>\r\n<\/strong><em style=\"font-weight: inherit\">Michigan Virtual<\/em>\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the\u00a0<em style=\"font-weight: inherit\">Michigan Virtual<\/em>\u00ae,\u00a0<em style=\"font-weight: inherit\">Michigan LearnPort<\/em>\u00ae, and\u00a0<em style=\"font-weight: inherit\">Michigan Virtual Learning Research Institute<\/em>\u2122.\r\n\r\n<strong style=\"font-style: inherit\">About MVLRI<\/strong><strong>\r\n<\/strong>The\u00a0<em style=\"font-weight: inherit\">Michigan Virtual Learning Research Institute<\/em>\u00a0draws upon recognized state and national leaders from K-12 schools, higher education and the private industry to provide research, evaluation and development expertise that support Michigan\u2019s students, parents, schools, K-12 and postsecondary educators and state and local policymakers.\u00a0Visit <a style=\"font-style: inherit;font-weight: inherit\" href=\"https:\/\/mvlri.org\/\">MVLRI<\/a> for more information\r\n\r\n<strong style=\"font-style: inherit\">About DEANZ<\/strong><strong>\r\n<\/strong>DEANZ is a New Zealand association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. Visit\u00a0<a style=\"font-style: inherit;font-weight: inherit\" href=\"http:\/\/flanz.org.nz\/\">DEANZ<\/a>\u00a0for more information.",
            "title": "Research clearinghouse adds New Zealand organization as contributor",
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            "path": "\/blog\/mvlri-adds-new-zealand-organization-as-contributor-to-research-clearinghouse\/",
            "author_id": 54,
            "timestamp": 1415854800,
            "content": "DEANZ, the New Zealand Association for Open, Flexible and Distance Learning whose mission is \u201cfostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education,\u201d is now a project contributor for the Research Clearinghouse for K-12 Blended and Online Learning. The Research Clearinghouse is the largest initiative of its kind in the U.S. with more than 650 research-based studies and documents.\n\nThe Research Clearinghouse is a collaborative effort led by the <em>Michigan Virtual Learning Research Institute<\/em> and the International Association for K-12 Online Learning (iNACOL) to provide a repository of references to research articles and other publications from the field of K-12 online and blended learning. This project has been made possible by generous financial support from Next Generation Learning Challenges and in-kind support from iNACOL and <em>Michigan Virtual<\/em>.\n\n\u201cThe clearinghouse is attracting researchers and educational practitioners from around the globe who are examining lessons learned and published best practices in online and blended learning. This new collaborative will help to strengthen our ability to identify trends and improve online programs based on results,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>.\n\n\u201cDEANZ is delighted to sign as a Projected Contributor,\u201d said Niki Davis, Editor-in-Chief of the Journal of Open, Flexible and Distance Learning (JOFDL). \u201cJOFDL regularly publishes articles that will become better known worldwide through the Clearinghouse, including a special issue on K-12 distance learning edited by Michael Barbour and Keryn Pratt.\u201d\n\nAs a project contributor, DEANZ will regularly submit references to keep the Research Clearinghouse up-to-date with the latest in research in the field.\n\nFor more information about your organization becoming a Project Contributor, see the Project Contributor Guidelines [<a href=\"http:\/\/k12onlineresearch.org\/templates\/PDF\/contributorguide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/k12onlineresearch.org\/templates\/PDF\/contributorguide.pdf<\/a>] and\/or contact Kathryn Kennedy, MVLRI, Senior Research, at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\n<h5>About DEANZ<\/h5>\nDEANZ is a New Zealand association committed to fostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education. Visit DEANZ for more information.",
            "title": "MVLRI adds New Zealand organization as contributor to research clearinghouse",
            "excerpt": "DEANZ, the New Zealand Association for Open, Flexible and Distance Learning whose mission is \u201cfostering growth, development, research and good practice in distance education, open learning and flexible delivery systems for education,\u201d is now a project contributor for the Research Clearinghouse for K-12 Blended and Online Learning. The Research Clearinghouse is the largest initiative of...",
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            "id": 609,
            "path": "\/about\/news\/remcam-offers-professional-development-opportunities\/",
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            "content": "Professional development opportunities from the REMC Association of Michigan (REMCAM) are on tap for January.\r\n\r\n<strong>Registration Open \u2013 MI Moodle Moot 2015\r\n<\/strong>Join Moodle enthusiasts from across Michigan to share ideas, collaborate with other users and learn what\u00b4s new with Moodle, the leading open-source Learning Management System.\r\n\r\nFor two days, January 8-9, you'll have a chance to connect, collaborate and learn with some of the brightest educators, administrators and Moodle minds in Michigan.\r\n\r\nThe Moot brings educators together from K-12 and higher education to learn how to use Moodle to blend instruction and support teaching and learning.\r\n\r\n<strong>Costs<\/strong>\r\nMI Moodle Moot: $40\r\nPre-Conference: $40\r\n(On-site registration is an additional $10.)\r\n\r\nSCECHs can be combined for a total of 3-10. The cost for SCECHs is $10.\r\n\r\nRegister here.\r\n\r\nVisit MI Moot for more information.\r\n\r\nFollow MI Moodle Moot 2015 on <a class=\"ga_external_link\" href=\"https:\/\/twitter.com\/hashtag\/mimoodlemoot\" target=\"_blank\" rel=\"noopener\">Twitter<\/a>.",
            "title": "REMCAM offers professional development opportunities",
            "excerpt": "Professional development opportunities from the REMC Association of Michigan (REMCAM) are on tap for January. Registration Open \u2013 MI Moodle Moot 2015 Join Moodle enthusiasts from across Michigan to share ideas, collaborate with other users and learn what\u00b4s new with Moodle, the leading open-source Learning Management System. For two days, January 8-9, you&#8217;ll have a...",
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            "path": "\/blog\/fall-research-collaborative-meeting-recording-and-slides-available\/",
            "author_id": 54,
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            "content": "If you missed our Fall Research Collaborative meeting last week, we have archived the recording, slides and chat transcript. The links are below:\n\n\n\n<a href=\"https:\/\/www.slideshare.net\/MVLRI\/fall-research-collaborative-meeting\" target=\"_blank\" rel=\"noopener noreferrer\">Slides<\/a>\n<a href=\"https:\/\/www.scribd.com\/document\/245401651\/MVLRI-Fall-Research-Collaborative-Chat-Transcript-Oct28-2014\" target=\"_blank\" rel=\"noopener noreferrer\">Chat Transcript<\/a>",
            "title": "Fall Research Collaborative meeting \u2013 Recording and slides available",
            "excerpt": "If you missed our Fall Research Collaborative meeting last week, we have archived the recording, slides and chat transcript. The links are below: Slides Chat Transcript",
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            "id": 2098,
            "path": "\/about\/news\/researchers-publish-paper-in-microsoft-educator-guide\/",
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            "content": "Researchers in the Michigan Virtual Learning Research Institute at\u00a0Michigan Virtual wrote one of 10 papers in the Microsoft in Education Transformation Framework paper series, which is a guide for educators and leaders engaged in holistic education transformation. Each paper in the framework focuses on critical conversations that are needed for effective transformation of education systems.\r\n\r\n\u201cThis research paper demonstrates our commitment to share best practices and expand the knowledge base for K-12 online and blended learning through high quality, high-impact research,\u201d said Jamey Fitzpatrick, President and CEO of Michigan Virtual, the parent organization of MVLRI.\r\n\r\nThe MVLRI paper, \u201cPersonalized Learning for Global Citizens,\u201d highlights the research on personalized learning, provides examples of personalized learning facilitated by technology and offers guiding principles for leaders and educators who are planning personalized learning programs.\r\n\r\n\u201cThe Microsoft in Education Transformation Framework paper series provides the essential prompts that educators need to frame critical conversations about holistic transformation in education systems,\u201d says Kathryn Kennedy, Senior Researcher at Michigan Virtual\u2019s Michigan Virtual Learning Research Institute. \u201cWith the research-based information that\u2019s included, these contributions to the field provide both evidence and step-by-step guidance.\u201d\r\n\r\nMVLRI\u2019s Kennedy, Joe Freidhoff and Kristen DeBruler authored \u201cPersonalized Learning for Global Citizens.\u201d\r\n\r\n<a href=\"http:\/\/download.microsoft.com\/download\/8\/E\/4\/8E4D5383-058A-431E-9090-1F241AC23246\/1_MS_EDU_TransformationPapers\/6_MS_EDU_PersonalLearning.pdf\" target=\"_blank\" class=\"btn\">View the Paper<\/a>\r\n\r\n\u201cEducation leaders and policymakers who seek evidence to guide their decisions about technology for effective and innovative teaching now have a series of papers written by experts from around the world in the new Education Transformation Framework from Microsoft in Education,\u201d said Cathy Cavanaugh, Director of Teaching and Learning in Worldwide Education at Microsoft. \u201cLeaders are asking us more frequently for guidance on personalized learning to meet needs of increasingly diverse students, especially in schools where teaching time and learning resources are more limited than ever. The series paper, \u2018Personalized Learning for Global Citizens,\u2019 by Kathryn Kennedy, Joe Freidhoff and Kristen DeBruler, is an essential, thoroughly researched, and much-needed contribution to the paper series that has been very favorably received already by school and government leaders.\u201d\r\n\r\n<a class=\"btn\" href=\"https:\/\/www.microsoft.com\/en-us\/education\/school-leaders\/school-systems-planning\/components.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">Series Papers<\/a>\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122.\r\n\r\n<strong>About MVLRI<\/strong>\r\nThe Michigan Virtual Learning Research Institute\u2122 draws upon recognized state and national leaders from K-12 schools, higher education and the private industry to provide research, evaluation and development expertise that support Michigan\u2019s students, parents, schools, K-12 and postsecondary educators and state and local policymakers. <a href=\"https:\/\/mvlri.org\/\">More information<\/a>",
            "title": "Michigan Virtual researchers publish paper in Microsoft educator guide",
            "excerpt": "Researchers in the Michigan Virtual Learning Research Institute at\u00a0Michigan Virtual wrote one of 10 papers in the Microsoft in Education Transformation Framework paper series, which is a guide for educators and leaders engaged in holistic education transformation. Each paper in the framework focuses on critical conversations that are needed for effective transformation of education systems....",
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            "path": "\/blog\/maet-bridge-social-studies\/",
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            "content": "<h5>HOW ARE SOCIAL STUDIES TEACHERS BLENDING THEIR CLASSROOMS?<\/h5>\r\nhttps:\/\/www.youtube.com\/embed\/mPfyrIRuw9c\r\n\r\nPilar Quezzaire (<a href=\"https:\/\/twitter.com\/Quezz\" target=\"_blank\" rel=\"noopener noreferrer\">@Quezz<\/a>), Kyle Shack (<a href=\"https:\/\/twitter.com\/ShackKyle\" target=\"_blank\" rel=\"noopener noreferrer\">@ShackKyle<\/a>) and I had an interesting conversation last week when we <a href=\"http:\/\/bridge.educ.msu.edu\/?p=195\" target=\"_blank\" rel=\"noopener noreferrer\">participated in an episode of the MAET Bridge webinar series<\/a>. This episode was devoted to social studies tech integration. The common theme that we centered our discussion on was the power of communication pathways in social studies teaching and learning.\r\n\r\nI used to tell my students that the course is called social studies because it focuses on human interaction. I think traditionally this has meant a study of the human journey from the audience, passively absorbing the cultures of the world. Something that the three of us recognize, and really promote, is that the internet can be an active learning environment. Students as content curators, constant feedback loops, public revision of work, crowdsourcing artifacts and students as content creators are pedagogical elements that are greatly enhanced by the online environment.\r\n\r\nI appreciated being able to connect with these educators and discuss connecting social studies students to truly authentic experiences. I encourage you to watch the video above and connect with us to extend the conversation.",
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            "id": 2241,
            "path": "\/blog\/should-teachers-connect-with-students-on-social-media\/",
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            "content": "I had a moment of serendipity last week that changed a long standing social media policy of mine: Avoid connecting with students through social media channels that I deem strictly personal. For the most part, this meant not accepting friend requests from students on Facebook, but totally engaging with them through tweets, blog comments and other platforms that I have cultivated as teaching and learning spaces.\r\n\r\nIt felt cold to leave friend requests from students stewing in my notifications, but I always felt it inappropriate to accept. I felt uncomfortable having access to student generated content of a personal nature. Even though they initiated the contact, I felt responsible as an adult to stay out of their business. Avoiding situations that could draw questions about my professionalism was a strong consideration of mine as well. I thought it best to have a strict teaching and learning relationship with my students and that it was important for me to model how do use social media within that context.\r\n\r\nFast forward to last week. I\u2019ve been out of the classroom for almost 11 months now. I discovered the <a href=\"http:\/\/instagram.com\/edtechbaton\" target=\"_blank\" rel=\"noopener noreferrer\">EdTech Baton project on Instagram<\/a>, a collaborative account that gets passed from one educator to another to showcase student learning, while Ben Rimes (<a href=\"https:\/\/twitter.com\/techsavvyed\" target=\"_blank\" rel=\"noopener noreferrer\">@techsavvyed<\/a>) was contributing to the project. I find the project to be a really interesting way to celebrate EdTech integration work with visual artifacts to show teachers and students engaging in the activities.\r\n\r\n<img class=\"size-medium wp-image-4584 alignleft\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/instagram-requires-your-permission-to-peek-at-your-address-book-200x300.png\" alt=\"Screenshot of Instagram asking for permissions\" width=\"200\" height=\"300\" \/>To follow this program, I created an <a href=\"http:\/\/instagram.com\/gerlach.is.me\" target=\"_blank\" rel=\"noopener noreferrer\">Instagram account<\/a>. As with all social media, I was prompted to search my phone contacts for people I know who are using Instagram. In the past I\u2019ve always declined to do this, opting to carefully curate contacts to match my intended use of the new medium I\u2019m exploring. But for whatever reason, I decided to throw caution to the wind and allow Instagram to send massive follow requests to every contact.\r\n\r\nWhat followed was a parade of follows from past students of mine. The interesting thing is that only about 20 of them were in contacts. Enough of those students connected with me that it must have alerted other past students, so there was sort of a chain reaction that let me connect with close to 40 students spread across my follows and followers.\r\n\r\n<a href=\"http:\/\/instagram.com\/p\/uS7okEggYM\/?modal=true\" target=\"_blank\" rel=\"noopener noreferrer\">Then, I received a comment from one of my students.<\/a> I was excited, yet also terrified. The policy I once practiced can probably be relaxed now that I no longer teach in the district where these kids go to school. Yet, I still feel like I\u2019m their teacher. Being that our relationships were forged within that context, I probably will always feel that way. So I responded.\r\n\r\nOpenly sharing ourselves with students lets them understand us as people and helps to strengthen the connections we have with them. If students and teachers are deeply invested in one another\u2019s interests and general well-being, it supports a strong teaching and learning relationship as well. Most importantly, opening up our personal channels provides an amazing opportunity for informal learning. It\u2019s hard to predict when informal learning could take place, but sharing openly is the only way to encourage it.\r\n\r\nSo through the lens of informal learning spaces, I looked at my use of Facebook during my teaching tenure to imagine what could have been if students had the chance to interact with me.\r\n<div style=\"text-align: center\"><img class=\"alignnone wp-image-5482 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/06\/2017-06-15_16-42-37.png\" alt=\"Screenshot of Facebook Video\" width=\"467\" height=\"346\" \/><\/div>\r\nImagine my students comments about my trips to Chicago, Sedona and Colorado Springs. A natural segue into a geography conversation.\r\n<div style=\"text-align: center\"><img class=\"alignnone wp-image-5483 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/06\/2017-06-15_16-43-11.png\" alt=\"Screenshot of Facebook Video\" width=\"466\" height=\"308\" \/><\/div>\r\nI\u2019ve got quite a few random links in my feed that happen to be related to the content that I taught. Go figure, profession and interest overlap sometimes. But my students never got to interact with them. We might have missed out on good conversations.\r\n<div style=\"text-align: center\"><img class=\"alignnone wp-image-5484 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/06\/2017-06-15_16-43-29.png\" alt=\"Screenshot of Facebook Video\" width=\"467\" height=\"300\" \/><\/div>\r\nStudents could congratulate me on getting married or earning my master\u2019s degree, express their sympathies on the passing of my grandfather, potentially even engage with my family and friends and my opportunity to engage similarly with them. All these things may or may not be content based interactions but they are chances to practice their social skills within the context of real human experience. This stuff has really great tie-ins to my social studies content, but if all we\u2019re doing is building rapport that\u2019s great too.\r\n\r\nI must admit, this experience made me regret not sharing my whole self with my students. If I could go back and tell past me to avoid getting too worried about getting fired over a misunderstanding or finding out something about a student that I\u2019d rather not, I totally would. I would reference the powerful informal learning opportunities that could be shared to justify my position. So because I\u2019m no longer able to, I want to encourage you to consider it yourselves. Really weigh the pros with the cons and be thoughtful about your decision.\r\n\r\nAs far as my interactions moving forward. I\u2019m interested to see if I can build a PLN comprised of former students through Instagram. It\u2019s crazy to me that Instagram, of all mediums, could be a pathway for this. We\u2019ll see.\r\n<blockquote>Do you use social media to connect with your students for personal or informal learning interactions?\r\n\r\nDo you try to create a barrier between your personal and professional social media spaces?\r\n\r\nWhy did you come to that decision? Connect with me and let me know!<\/blockquote>",
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            "id": 28777,
            "path": "\/webinar\/introducing-the-journal-of-online-learning-research\/",
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            "content": "This webinar introduces a new Association for the Advancement of Computing in Education peer-reviewed, open access publication called the Journal of Online Learning Research and shares the focus and scope of the journal, what types of manuscripts the editorial team is looking for, the review process, and suggestions for proposing future special issues.\n<h6>Presenters<\/h6>\nLeanna Archambault, Arizona State University\nKathryn Kennedy, <em>MVLRI<\/em>",
            "title": "Introducing the Journal of Online Learning Research",
            "excerpt": "This webinar introduces a new Association for the Advancement of Computing in Education peer-reviewed, open access publication called the Journal of Online Learning Research and shares the focus and scope of the journal, what types of manuscripts the editorial team is looking for, the review process, and suggestions for proposing future special issues. Presenters Leanna...",
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            "id": 2103,
            "path": "\/about\/news\/mvlri-cultivates-community-of-researchers\/",
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            "content": "The Michigan Virtual Learning Research Institute\u2122 (MVLRI\u2122), the research arm of Michigan Virtual, has been hard at work cultivating a network where researchers in the field of K-12 online and blended learning can connect, collaborate and disseminate their work.\r\n\r\n\u201cThe K-12 online research community is still relatively small and fragmented,\u201d said Dr. Joe Freidhoff, Executive Director of MVLRI. \u201cThese community-building activities are designed to push the field farther faster through increased dissemination of research, identification of challenges and development of new partnership opportunities.\u201d\r\n\r\nTo foster this network, MVLRI has expanded their social media presence. You can join them at\r\n<a href=\"https:\/\/www.facebook.com\/mvlrinstitute\">Facebook \u00bb<\/a>\r\n<a href=\"https:\/\/www.linkedin.com\/company\/michigan-virtual-learning-research-institute\">LinkedIn \u00bb<\/a>\r\n<a href=\"https:\/\/twitter.com\/MVLRInstitute\">Twitter \u00bb <\/a>\r\n<a href=\"https:\/\/www.youtube.com\/user\/mvlri1\">YouTube \u00bb<\/a>\r\n\r\nThe <a href=\"https:\/\/mvlri.org\/research\/blog\/\">MVLRI Blog<\/a> is another MVLRI communication initiative. This blog is a great space to share research. Anyone in the online research community is invited to contribute. As part of the blog, podcasts and vodcasts will be created to share interviews with researchers, new research in the Research Clearinghouse (a repository of references to research articles and other publications from K-12 online and blended learning) and more. New blog posts will be shared via the MVLRI social media outlets.\r\n\r\nMVLRI has also started offering free webinars to share recent research regarding K-12 online and\/or blended learning. The webinars will vary in length and topic. Anyone in the online research community is invited to present. <a href=\"https:\/\/mvlri.org\/research\/webinar-podcast\/\">Click to keep up-to-date with what webinars are coming up and to view past webinars \u00bb<\/a>\r\n\r\nMVLRI was also asked to take on the International Association for K-12 Online Learning\u2019s (iNACOL) Research in Review Webinar series and the Research in Review Blog. These services have been interwoven with MVLRI\u2019s work.\r\n\r\n\"iNACOL appreciates the mission of MVLRI to provide research-based evidence to the field about K-12 blended and online learning and we are excited to share their work as they produce important content for the research community, practitioners and policymakers,\" said Susan Patrick, President and CEO of iNACOL.\r\n\r\nAlong with the blog and webinars, MVLRI is hosting a virtual quarterly Collaborative meeting for researchers to request critical feedback on current research and share opportunities for collaboration, including but not limited to ongoing research, grant proposals, books, papers, book chapters and conferences. The quarterly meetings start in fall 2014 with the first meeting on October 28. The other three quarterly meetings will occur in January, April and July. <a href=\"https:\/\/www.eventbrite.com\/e\/fall-collaborative-meeting-tickets-13171597603\">Register for the October meeting \u00bb<\/a>\r\n\r\nThe meetings will take place in Adobe Connect and will be recorded so that those who cannot attend will be able to watch\/listen to the recording. The Collaborative meetings include two presentations where presenters have 15 minutes to share their work and five minutes to field questions. There will be a call for presenters issued prior to the collaborative meetings. In addition to the quarterly Collaborative meetings, there will be meet-ups planned at upcoming conferences.\r\n\r\nTo find out about the Collaborative meetings, webinars, the MVLRI Blog and other online and blended research initiatives, please join MVLRI\u2019s social media accounts mentioned above and\/or email <a href=\"mailto:[email protected]\">[email protected].<\/a>\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122.\r\n\r\n<strong>About MVLRI<\/strong>\r\nThe Michigan Virtual Learning Research Institute\u2122 draws upon recognized state and national leaders from K-12 schools, higher education and the private industry to provide research, evaluation and development expertise that support Michigan\u2019s students, parents, schools, K-12 and postsecondary educators and state and local policymakers. <a href=\"https:\/\/mvlri.org\/\">Visit mvlri.org for more information \u00bb<\/a>",
            "title": "MVLRI cultivates community of researchers",
            "excerpt": "The Michigan Virtual Learning Research Institute\u2122 (MVLRI\u2122), the research arm of Michigan Virtual, has been hard at work cultivating a network where researchers in the field of K-12 online and blended learning can connect, collaborate and disseminate their work. \u201cThe K-12 online research community is still relatively small and fragmented,\u201d said Dr. Joe Freidhoff, Executive...",
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            "id": 28477,
            "path": "\/blog\/parent-and-student-perceptions-of-blended-learning\/",
            "author_id": 54,
            "timestamp": 1413777600,
            "content": "<em>Today\u2019s guest blogger is Dr. Jason Siko.<\/em>\n\nDr. Siko is an assistant professor of educational technology at Grand Valley State University in Grand Rapids, Mich. His research interests include support systems for K-12 online and blended learners, as well as teacher professional development and game design in education. Previously, Jason was a secondary biology and chemistry teacher for 14 years in Clarkston, Mich.\n\nThis is a brief synopsis of a research project that he presented at the Society for Information Technology and Teacher Education Conference in March 2014. If you have any questions for Jason, contact him at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\n<h5>Parent and Student Perceptions of Blended Learning<\/h5>\nStudies examining student perceptions of blended learning reported that students were generally excited about the concept of being liberated from the traditional lock-step school day and reported a positive overall experience (Chandra &amp; Fisher, 2009; Ge\u00e7er, 2013; Pratt &amp; Trewern, 2011). However, these studies also found that students wanted more communication, particularly through face-to-face methods. One area where the research seems to be lacking is an examination of parent perceptions of blended learning.\n\nParental support is a key component of student success in an online environment (Black, 2009). However, providing support may be difficult because the parents may be unfamiliar with the format, as they themselves may never have been exposed to online learning. Even if they have taken a college course in an online or blended format, they most likely have never taken a course online at the K-12 level.\n\nFurther, in a K-12 blended environment, parents may also have to deal with logistical issues, namely transportation. Public education is, at its very least, affordable day care for many parents. Therefore, an environment where students may not be required to be present for the same block of time Monday through Friday presents challenges for working parents and parents of young students who are unable to look after themselves. Finally, unlike a post-secondary online or blended situation, parents are often forced to play the role of instructor, facilitator, tutor, or tech support (Hasler-Waters &amp; Leong, 2011).\n\nIn my most recent study, I administered a survey to parents and students who were enrolled in an advanced biology class that was offered in a blended format. The students were in the school\u2019s International Baccalaureate (IB) Diploma Programme, a rigorous two-year course of study where students took multiple advanced courses along with additional requirements for the diploma (e.g., community service, a research essay, etc.). These students would fit the description of whom online courses are designed as described by Barbour and Reeves (2009): motivated, independent, strong family support, and access to technology.\n<h5>Student Perceptions<\/h5>\nStudent responses to the survey reflected an overall positive attitude. They enjoyed both the flexibility as well as the ability to work at their own pace most of the time. Given that these students could be categorized as having a relatively easy time through most of their schooling, they did find the amount of self-regulation involved with blended learning to be troublesome at first. Many admitted to falling behind but were grateful for being forced to learn better time management.\n<h5>Parent Perceptions<\/h5>\nLikewise, the parent perceptions were also mostly positive. While they had some apprehensions about their child\u2019s ability to handle the self-regulation, as well as concerns about a drop-off in their child\u2019s grades (n.b., analysis showed no significant change in grades from the semester where the course was face-to-face and the semester where the course was blended). However, some parents were not happy that their child, \u201c\u2026was able to get lazy,\u201d because of the relaxed structure of the course (i.e., not having to attend and be responsible for assignments on a daily basis).\n<h5>Other similarities<\/h5>\nBoth parents and students wanted the course to continue to be offered in a blended format, as the course did span over two years. Both groups also brought up concerns with the amount of communication from the teacher. The students expressed frustration over knowing when they had to be in class, as well as when and how assignments needed to be submitted. Parents expressed some frustration over knowing their child\u2019s progress, despite the school having an online grading system that was updated very frequently and parents were able to access grades at any time.\n<h5>Implications<\/h5>\nFor schools embarking on any online or blended endeavor, educating and communicating with parents will be a key factor for gaining support. In addition, courses and instructors should look to follow similar methods and patterns of communication with all stakeholders, as well as aligning policies regarding attendance and grading. Anecdotal evidence suggested that the students were overwhelmed with the number of platforms used in both the blended class and their other classes. While the course primarily used Edmodo and Moodle, their other classes utilized those two in addition to Ning, Facebook, and Twitter; the school used SchoolCenter for their mandated teacher websites, and the school utilized Google Apps for Education as well.\n<h5>References<\/h5>\nBarbour, M.K., &amp; Reeves, T.C. (2009). The reality of virtual schools: A review of the literature. Computers &amp; Education, 52(2), 402-416.\n\nBlack, E. W. (2009). An evaluation of familial involvements\u2019 influence on student achievement in K\u201312 virtual schooling. Unpublished Dissertation, University of Florida, Gainesville, FL.\n\nChandra, V., &amp; Fisher, D. L. (2009). Students\u2019 perceptions of a blended web-based learning environment. Learning Environments Research, 12(1), 31\u201344.\n\nGe\u00e7er, A. (2013). Lecturer-student communication in blended learning environments. Educational Sciences: Theory &amp; Practice, 13(1), 362\u2013367.\n\nHasler-Waters, L., &amp; Leong, P. (2011). New Roles for the Teacher and Learning Coach in Blended Learning for K-12. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (Vol. 2011, No. 1, pp. 2716-2725).\n\nPratt, K., &amp; Trewern, A. (2011). New Zealand students\u2019 perceptions of blended learning. In Society for Information Technology &amp; Teacher Education International Conference 2011 (Vol. 2011, pp. 663\u2013668).\n\nSee more at <a href=\"https:\/\/www.inacol.org\/news\/parent-and-student-perceptions-of-blended-learning-a-case-study-by-dr-jason-siko\/\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/www.inacol.org\/news\/parent-and-student-perceptions-of-blended-learning-a-case-study-by-dr-jason-siko\/<\/a>",
            "title": "Parent and student perceptions of blended learning",
            "excerpt": "Today\u2019s guest blogger is Dr. Jason Siko. Dr. Siko is an assistant professor of educational technology at Grand Valley State University in Grand Rapids, Mich. His research interests include support systems for K-12 online and blended learners, as well as teacher professional development and game design in education. Previously, Jason was a secondary biology and...",
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            "path": "\/blog\/evergreen-education-group-and-christensen-institute-launch-project-to-find-and-publicize-examples-of-success-in-blended-learning\/",
            "author_id": 54,
            "timestamp": 1412913600,
            "content": "The Evergreen Education Group and Christensen Institute are launching a project to find and publicize examples of success in blended learning.\n\nThey believe that proof points will help practitioners who need to demonstrate to a variety of stakeholders that blended learning can be successful in a setting that the stakeholders are familiar with. They intend therefore to publish case studies that collectively will cover a variety of elements including different geographic areas, school\/district sizes, and urban\/suburban\/rural characteristics.\n\nSpecifically, they are seeking:\n<ul>\n \t<li>Examples from regular traditional public schools and districts, not including specialized schools or charter schools.<\/li>\n \t<li>Blended learning implementations that can demonstrate improvements in outcomes based on student achievement as determined by assessments, course grades or other measures.<\/li>\n \t<li>A range of implementation types, geographic areas, student populations, grade levels and subject areas.<\/li>\n<\/ul>\nThey will review all submissions, and through evaluations of the survey responses and follow-up interviews, determine the best examples that represent an assortment of blended learning successes. Case studies will be developed based on these examples.\n\nThey will invite the schools that are selected to be featured in the case studies to co-present at the November 2015 iNACOL Blended and Online Learning Symposium. Evergreen and Christensen will pay a portion of expenses to defer travel costs.\n\nThe survey is short and will take no more than about 10-15 minutes. If your program fits what they are seeking they look forward to hearing from you! The survey will remain open through Sunday, Oct. 19.\n\nThe survey is located here: <a href=\"http:\/\/ow.ly\/Cldag\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/ow.ly\/Cldag<\/a>",
            "title": "Evergreen Education Group and Christensen Institute launch project to find and publicize examples of success in blended learning",
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            "id": 28510,
            "path": "\/blog\/elearn-magazine-call-for-articles\/",
            "author_id": 54,
            "timestamp": 1412568000,
            "content": "<em>eLearn Magazine<\/em> is looking for articles in the area of K-12 blended and online learning. Today\u2019s changing education landscape increasingly includes K-12 online and blended learning in partnership with K-12 virtual schools and other educational agencies, and these approaches are transforming the education system.\n\nThis column invites forward thinking in next generation learning that expands beyond yesterday\u2019s receptive uniform designs of education to envision personalized anytime anywhere models. Articles will contribute to the growing knowledge in preparing for next generation learning that emphasizes student-centered, personalized instruction, and provides increased opportunities for student-student communication and collaboration. There will also be considerable emphasis on innovative strategies for using technologies to transform learning environments as well as how to prepare teachers and leaders to build and facilitate these environments. eLearn Magazine welcomes international perspectives and encourages work that provides contrast to how education works in the United States. This means articles can but do not have to be transferable to a U.S. context.\n\nReadership includes providers and consumers of online learning, particularly instructional designers, educators (both scholastic and corporate), and corporate trainers and managers. Please assume that readers know that eLearning is a growing and interesting field. Begin article with the most interesting idea that your article is adding to the field.\n\n<em>eLearn's<\/em> newsletter has 9,400 monthly subscribers. Below are some statistics on readership for 2013:\n<ul>\n \t<li>452,600 unique visitors<\/li>\n \t<li>1,082,462 page views<\/li>\n \t<li>2,435,233 article downloads<\/li>\n<\/ul>\n<h5>Co-chairs of K-12 Online Learning Section of eLearn<\/h5>\n<h6>Kathryn Kennedy<\/h6>\nSenior Researcher, Michigan Virtual Learning Research Institute, Michigan Virtual\n<h6>Cathy Cavanaugh<\/h6>\nDirector of Teaching and Learning in Worldwide Education, Microsoft\n<h6>Keryn Pratt<\/h6>\nDoctoral and Distance Programmes Coordinator, Centre for Distance Education and Learning Technologies, University of Otago College of Education\n<h5>Submission Guidelines<\/h5>\nSubmit proposals and\/or completed articles to Kathryn Kennedy at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>. If submitting a full article, it should be in APA format in a Word Document, with tables and graphics embedded in the document. It is a rolling deadline, so there are no specific due dates for articles. Also, there is no need to blind articles.",
            "title": "eLearn Magazine \u2013 Call for articles",
            "excerpt": "eLearn Magazine is looking for articles in the area of K-12 blended and online learning. Today\u2019s changing education landscape increasingly includes K-12 online and blended learning in partnership with K-12 virtual schools and other educational agencies, and these approaches are transforming the education system. This column invites forward thinking in next generation learning that expands...",
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            "id": 28479,
            "path": "\/blog\/georgia-virtuals-joe-cozart-discusses-data-analytics-in-k-12-online-learning\/",
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            "content": "<em>Dr. Joe Cozart is guest blogging today. Joe is the Associate Director of Strategic Planning at Georgia Virtual School. Here he discusses learning analytics.<\/em>\n<h5>Using Data to Improve the Management and Operations of an Online School<\/h5>\nAdministrators of online and blended schools have access to more data than ever before, but the time and expertise required to use this data is not as easy to come by. However, using readily available tools, there are questions administrators can easily use data to answer. Georgia Virtual School is a supplemental program of the Georgia Department of Education offering online courses to students in grades 6-12. The school provides an example that may apply to other schools as well in the areas of learning analytics, course survey analysis, budget analysis, and course enrollment forecasting.\n<h5>Learning analytics<\/h5>\nLearning analytics have helped Georgia Virtual School better understand what how successful students utilize the learning management system compared to underperforming students. Students who utilize the discussion tool more than 20 times per semester have a statistically significant higher final average than those who do not. This was interesting to our administrative team because discussions only count five percent of the course grade, yet there is more than a five-point change in mean final grade when using the discussion large amounts. It provides data to support the belief that students who actively engage with the content and with classmates do better in their courses. Thus, our school continues to place emphasis on teachers fostering rich discussions even though it is a relatively small part of the overall course grade.\n\nA second benefit to our school from learning analytics is increased efficiency. When staff communicates with stakeholders on student progress, it is key to have information on each student readily available. While reports in the learning management system and student information system show info for students one at a time, our analytics allow for data on entire classes to be seen in a single simple visual like the one below. A teacher can call parents in an entire class while viewing information on how active each student has been in each area of the course, all with a single graphic.\n\nThe third focus in analytics is on course design. The grade book heat map shows all student grades for all students in a course, though this image is zoomed to a portion of that report. The grade items are auto-sorted so the lowest overall scores are to the left. Administrators can analyze images like this to see if certain units tend to always show up at the low end. For problem areas, the pacing of the course can give more time to it or more focused content can be developed. There is also the potential here for cost-savings by targeting course development only in weak areas instead of the entire course. In terms of the assignment, it is noteworthy which assignments have a variety of grades given and discriminate which students know the content from those who do not. If the heat map shows only 100s and zeros, the assignment may primarily be a participation grade and not particularly valuable to the learning process.\n<h5>Course surveys<\/h5>\nWhile many institutions use course surveys, not all schools administer the surveys in a way that makes the data easily aggregated and broken down for teachers. Georgia Virtual School recently began using a new survey tool that automatically generates reports for teachers on their student survey data. It also lets administrators see data for the area they oversee, whether it is a department or two, or the entire school. The initial analysis is showing that the student reports on teacher quality have a much better correlation with our own evaluations of staff than other measures like pass rates. Teachers get a report, and it is easy to compare the mean on each question for the teacher to an overall department and school averages.\n<h5>Budget analysis<\/h5>\nSimple excel spreadsheets break down teacher quality spending to determine the amount spent per teacher per year. This data showed the rate was higher than expected and not sustainable for future growth. To address the issue, Georgia Virtual School developed a new teacher training course and moved it to a pre-hire process. The course is free and open to the public at https:\/\/www.openteachertraining.org. The training course breaks down the basics of online and blended teaching into five skills. Users complete quests in each skill to earn a badge in the respective areas shown below.\n<h5>Enrollment forecasting<\/h5>\nGeorgia Virtual School is a part-time, supplemental program used by hundreds of high schools across the state of Georgia and beyond. Each semester, thousands of students take hundreds of courses, but the enrollments in individual courses vary greatly and are difficult to predict. This makes it tough to ensure an adequate number of teachers is available in each course. Specifically, Georgia Virtual School uses IBM\u2019s statistical program SPSS with the forecasting package that includes time series analysis. In addition to providing a forecast, the program also reports the confidence level of the forecast. The data is able to forecast for courses to show the upper confidence level (UCL) and lower confidence level (LCL). For more information, contact Joe Cozart at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.",
            "title": "Georgia Virtual\u2019s Joe Cozart discusses data analytics in K-12 online learning",
            "excerpt": "Dr. Joe Cozart is guest blogging today. Joe is the Associate Director of Strategic Planning at Georgia Virtual School. Here he discusses learning analytics. Using Data to Improve the Management and Operations of an Online School Administrators of online and blended schools have access to more data than ever before, but the time and expertise...",
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            "path": "\/about\/news\/john-watson-named-keynote-speaker-for-mvu-symposium\/",
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            "content": "The 10th Michigan Virtual Online Learning Symposium \u2013 Online Learning: Making It Work \u2013 on November 17 will explore key trends in online and blended learning and examine real-world orientation and support strategies for online learners.\r\n\r\nThe keynote speaker will be John Watson, founder of Evergreen Education Group of Durango, Colorado. Watson and Evergreen help schools choose and implement the right online and blended learning strategies that help schools meet education goals.\r\n\r\n\u201cLast year, Michigan school districts reported more than 185,000 virtual course enrollments. This rapid growth demonstrates the growing need to examine best practices so more students can demonstrate success with online learning,\u201d Jamey Fitzpatrick, Michigan Virtual President &amp; CEO, said. \u201cThe 2014 Online Learning Symposium will offer participants opportunities to learn from each other and from experts as they explore a variety of practical topics.\u201d\r\n\r\nThis year\u2019s symposium will be held at the Kellogg Center in East Lansing, from 9 a.m. to 2 p.m., on Monday, Nov. 17.\r\n\r\nThe symposium will examine a variety of topics to help school leaders prepare for the growing demand for online learning as both a consumer and provider, including:\r\n<ul>\r\n \t<li>Recent updates to Section 21f of the State School Aid Act<\/li>\r\n \t<li>Teaching strategies for online and blended learning environments<\/li>\r\n \t<li>Online course review strategies<\/li>\r\n \t<li>Best practices for mentor training and support<\/li>\r\n \t<li>Latest research regarding the effectiveness of online learning<\/li>\r\n<\/ul>\r\nAdditionally, through an inaugural statewide catalog showcase, symposium participants can network with representatives from local and intermediate school districts that collectively offer more than 2,000 online course titles in the statewide catalog.\r\n\r\n<strong>Cost and Registration<\/strong>\r\nRegistration is $25.00, and is open online.\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122.",
            "title": "John Watson named keynote speaker for Michigan Virtual Symposium",
            "excerpt": "The 10th Michigan Virtual Online Learning Symposium \u2013 Online Learning: Making It Work \u2013 on November 17 will explore key trends in online and blended learning and examine real-world orientation and support strategies for online learners. The keynote speaker will be John Watson, founder of Evergreen Education Group of Durango, Colorado. Watson and Evergreen help...",
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            "path": "\/about\/news\/mvu-research-institute-gains-a-key-research-contributor\/",
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            "timestamp": 1411565028,
            "content": "Quality Matters (QM), an international organization focused on quality assurance of online courses, has signed on to be a Project Contributor for the Research Clearinghouse for K-12 Blended and Online Learning, a resource that currently holds over 675 resources for the field.\r\n\r\nThe Research Clearinghouse is a collaborative effort led by the Michigan Virtual Learning Research Institute\u2122 (MVLRI\u2122), a division of Michigan Virtual\u00ae, and the International Association for K-12 Online Learning (iNACOL) to provide a repository of references to research articles and other publications from the field of K-12 online and blended learning. This project has been made possible by generous financial support from Next Generation Learning Challenges (NGLC) and in-kind support from iNACOL and Michigan Virtual\u00ae.\r\n\r\n\u201cWe are excited about adding Quality Matters as a project contributor to the Research Clearinghouse,\u201d Jamey Fitzpatrick, Michigan Virtual President &amp; CEO, said. \u201cThey play a very important role in helping to promote continuous improvement in online learning.\u201d\r\n\r\nAs a project contributor, Quality Matters will regularly submit references to keep the Research Clearinghouse up-to-date with the latest in research in the field. Quality Matters also has a Resource Library to which MVLRI will help contribute. Quality Matters\u2019 main focus will be to build the Clearinghouse\u2019s capacity for instructional design studies. The keyword \u201cQM\u201d will be added to the Clearinghouse, and those sources labeled as such will be references contributed by Quality Matters and its affiliate members.\r\n\r\n\u201cQuality Matters is pleased to contribute to the Research Clearinghouse for K-12 Blended &amp; Online Learning,\u201d says Dr. Kay Shattuck, QM\u2019s Director of Research. \u201cResearch is at the heart of Quality Matters, which is one reason why we have a group of Research Colleagues who regularly review the research literature on blended and online learning. Effective practices, identified pedagogical themes and instructional design principles support our second edition of the K-12 Secondary Rubric. We continue to find more references related to the K-12 level of education and are glad to be able to share these as widely as possible.\u201d Shattuck continued, \u201cIn the spirit of collaboration we are pleased that there will be a mutual exchange of research finds around course design quality.\u201d\r\n\r\nFor more information about your organization becoming a Project Contributor, see the Project Contributor Guidelines (<a href=\"http:\/\/k12onlineresearch.org\/templates\/PDF\/contributorguide.pdf\">http:\/\/k12onlineresearch.org\/templates\/PDF\/contributorguide.pdf<\/a>) and\/or contact Kathryn Kennedy, MVLRI, Senior Researcher, at <a href=\"mailto:[email protected]\">[email protected].<\/a>\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122.\r\n\r\n<strong>About Quality Matters<\/strong>\r\nQuality Matters is a leader in quality assurance for online education and has received national recognition for its peer-based approach to continuous improvement in online education and student learning. QM subscribers include community and technical colleges, colleges and universities, K-12 schools and systems, government agencies, corporations, and other education-related organizations. For more information, visit <a href=\"http:\/\/www.qualitymatters.org\/\">www.qualitymatters.org.<\/a>",
            "title": "Michigan Virtual research institute gains a key research contributor",
            "excerpt": "Quality Matters (QM), an international organization focused on quality assurance of online courses, has signed on to be a Project Contributor for the Research Clearinghouse for K-12 Blended and Online Learning, a resource that currently holds over 675 resources for the field. The Research Clearinghouse is a collaborative effort led by the Michigan Virtual Learning...",
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            "path": "\/blog\/florida-virtual-school-research-webinar-recording-link-and-slides\/",
            "author_id": 54,
            "timestamp": 1411358400,
            "content": "If you missed our last <em>MVLRI<\/em>\u00a0webinar about Florida Virtual School Research, we have archived the recording and slides. The links are below:\n\n\n\n<a href=\"https:\/\/www.slideshare.net\/MVLRI\/florida-virtual-school-research\" target=\"_blank\" rel=\"noopener noreferrer\">Slides<\/a>\n\nIf you have any questions, contact us at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.",
            "title": "Florida Virtual School Research \u2014 Webinar recording link and slides",
            "excerpt": "If you missed our last MVLRI\u00a0webinar about Florida Virtual School Research, we have archived the recording and slides. The links are below: Slides If you have any questions, contact us at [email protected].",
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            "path": "\/about\/news\/mvu-releases-guide-to-help-schools-navigate-the-virtual-learning-journey\/",
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            "timestamp": 1410962408,
            "content": "Michigan Virtual recently released a guide for mentors of online learning students, \"Mentor Fundamentals: A Guide for Mentoring Online Learners,\u201d that is intended to provide an understanding of the fundamental elements of mentoring or coaching students for success with online courses.\r\n\r\nMentors are critical partners in ensuring student success in navigating the virtual learning journey. The mentor, student, parent and online instructor form a team to help students become proficient online learners and successfully complete their courses.\r\n\r\n\u201cAchieving success as an online learner has become an important part of being college and career ready for all secondary students in Michigan,\u201d Jamey Fitzpatrick, President and CEO of Michigan Virtual, said. \u201c\u2019Mentor Fundamentals\u2019 is a free resource for school personnel to help them better support students enrolled in online courses available from the Michigan Virtual\u00ae or any online course provider.\u201d\r\n\r\nThe guide was prepared with the assistance and insight of experienced mentors, instructors, administrators, and customer service representatives from Michigan Virtual. It describes the roles and responsibilities of the mentor and contains tools to prepare mentors for working with online learners.\r\n\r\nThe guide\u2019s resources include defining the characteristics of a good mentor, mentor best practices and an Online Learner Readiness Rubric. The rubric can be used by mentors as a resource to help identify specific areas where students may need additional support to better ensure success in online learning.\r\n\r\nAdditional information includes sections on Expanded Online Learning Options, Mentor Fundamentals and Research on Mentoring in Schools. The research section was authored by Dr. Jered Borup, assistant professor in the Division of Learning Technologies at George Mason University and a fellow at the Michigan Virtual Learning Research Institute\u2122.\r\n\r\nAccording to Dr. Borup, although current research is limited, the emerging research indicates that mentors can improve course outcomes. For instance, one study examined 2,880 survey responses and found that online students who worked in a mentor-monitored classroom were nearly twice as likely to pass the course as those who did not.\r\n\r\n<a href=\"https:\/\/mvlri.org\/resources\/guides\/mentor-guide\/\" target=\"_blank\" class=\"btn\">View the latest Mentor Guide<\/a>\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122. Visit www.mivu.org for more information.",
            "title": "Michigan Virtual releases guide to help schools navigate the virtual learning journey",
            "excerpt": "Michigan Virtual recently released a guide for mentors of online learning students, &#8220;Mentor Fundamentals: A Guide for Mentoring Online Learners,\u201d that is intended to provide an understanding of the fundamental elements of mentoring or coaching students for success with online courses. Mentors are critical partners in ensuring student success in navigating the virtual learning journey....",
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            "path": "\/blog\/florida-virtual-school-research-webinar\/",
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            "content": "Teresa King, Instructional Programs Manager, and Jodi Marshall, Executive Vice President, Business and School Solutions, of Florida Virtual School (FLVS) presented FLVS Research in an <a href=\"http:\/\/mvlri.org\/research\/webinar-podcast\/florida-virtual-school-research\/\"><em>MVLRI<\/em> webinar<\/a> on Sept. 16.\n\nFlorida Virtual School, the nation\u2019s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships \u2014 from research methods\/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of a research partnership.",
            "title": "Florida Virtual School Research Webinar",
            "excerpt": "Teresa King, Instructional Programs Manager, and Jodi Marshall, Executive Vice President, Business and School Solutions, of Florida Virtual School (FLVS) presented FLVS Research in an MVLRI webinar on Sept. 16. Florida Virtual School, the nation\u2019s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS...",
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            "content": "In this presentation, members of the FLVS leadership team discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships \u2014 from research methods\/design to data collection and security.\n<h6>Presenters<\/h6>\nTeresa King, Florida Virtual School\nJodi Marshall, Florida Virtual School",
            "title": "Florida Virtual School Research",
            "excerpt": "In this presentation, members of the FLVS leadership team discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships \u2014 from research methods\/design to data collection and security. Presenters Teresa King, Florida Virtual School Jodi Marshall, Florida Virtual School",
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        {
            "id": 2254,
            "path": "\/blog\/zen-and-the-art-of-instructional-design\/",
            "author_id": 22,
            "timestamp": 1410447464,
            "content": "<span style=\"font-size: x-small\"><img class=\"alignnone wp-image-6303 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/feng-shui-1927584_1920.jpg\" alt=\"Stacked rocks along the shore\" width=\"1920\" height=\"1167\" \/><\/span>\r\n\r\nI\u2019ve learned a lot about instructional design since I joined the <em>Michigan Virtual<\/em> staff. My recent experience in the classroom, coupled with working with seasoned instructional designers, has given me an interesting perspective on how to approach building blended learning environments.\r\n\r\nAs a true instructional designer, my skill set is still very raw. I rely heavily on my experiences as a classroom teacher to guide decision making. So like the youngest child of the family, I try to get my nose into everything that the more senior members of my team are doing. I hope I\u2019m not annoying with all the questions I ask because I appreciate all the little lessons I\u2019m learning along the way.\r\n\r\nThe Michigan Virtual course development process has been fascinating to observe from the inside. When it\u2019s decided that a new course should be offered, it\u2019s first mapped out. Content standards serve as the initial framework, which helps to establish learning objectives that serve as a rough outline of a course.\r\n\r\nThis is where the design process picks up. An instructional designer works alongside a course content specialist to develop the course, fleshing out the learning objectives to create a whole online course. I first imagined the content person focusing strictly on the content and the designer concentrating on the technological pedagogical aspects. But after participating in a few of these projects I discovered that there is serious overlap, especially in the pedagogical decision making.\r\n\r\nOnce a course is completed it is taught by instructors who, in most cases, were not involved in the course creation process. Before actually seeing the relationships that our teachers are able to build with students, I was really hesitant about this aspect of online courses. I really thought that a teacher who didn\u2019t have control over the course content and pedagogy, was nothing more than a warm-bodied puppet.\r\n<h5>I found that this isn\u2019t true. It\u2019s not uncommon for the content specialist to be an instructor of a course.<\/h5>\r\nIn addition, instructors are solicited for feedback before, during and after the development of the course. So while they may not be directly involved, their feedback does contribute to the creation of the course. Additionally, the actual teaching of a course is a full-time job itself. This is true in both the online and face-to-face settings. Providing meaningful feedback, assessing performance, troubleshooting, learning and utilizing what motivates students or just being an equal partner in the learning process for them are absolutely critical functions of an educator. If courses are designed in a way that content delivery and activities are engaging and performance tracking is sophisticated enough to cut down on grade\/data entry, teachers can focus on teaching.\r\n\r\nIn addition, instructors are solicited for feedback before, during and after the development of the course. So while they may not be directly involved, their feedback does contribute to the creation of the course. Additionally, the actual teaching of a course is a full-time job itself. This is true in both the online and face-to-face settings. Providing meaningful feedback, assessing performance, troubleshooting, learning and utilizing what motivates students or just being an equal partner in the learning process for them are absolutely critical functions of an educator. If courses are designed in a way that content delivery and activities are engaging and performance tracking is sophisticated enough to cut down on grade\/data entry, teachers can focus on teaching.\r\n\r\nThis division of labor is revolutionary to me. It stands in stark contrast to my own teaching experience, where I essentially functioned as curriculum mapper, course content expert, instructional designer and instructor\u2014 all wrapped into one. I took great pride in being able to take on all of these responsibilities but trying to be a jack of all these trades rendered me master of none.\r\n\r\nIronically, this sense of pride isn\u2019t isolated to my experience. While collaboration is strongly encouraged amongst teachers, there\u2019s not a lot of shared responsibility. Teachers are largely measured individually on all of the collective responsibilities I detailed above.\r\n\r\nThe traditional culture of education itself might be the biggest contributing ingredient to the silo approach to teaching. Teachers are just used to being a one person show, it\u2019s been that way forever.\r\n\r\nBut I feel like doing it all stretches teachers thin. I wonder if it\u2019s because pedagogy and content resources have grown so much in the last 50 years, causing the responsibilities to expand? Personalized learning strategies take much more time and energy to implement effectively than lecture, class work, home work, rinse and repeat models. Curating the internet and couching active learning activities around carefully vetted resources is a much more complex job than assigning chapter 12 review questions, odds only. Teachers do extraordinary work. Superhuman feats in fact. But are they able to reach their full potential with this model? I would say absolutely not.\r\n\r\nSo why the dissection of how Michigan Virtual does business versus the traditional public school system? Because I\u2019m trying to live in both worlds as part of my role. One of the awesome components of the program is the Teacher\u2019s Workbench. Teachers submit a lesson or unit framework and I get to work with them to flesh it out into a blended learning design. We\u2019ve likened it to the educational coach role in that the instructional designer helps to teach and reinforce good design principles as the teacher creates the blended lesson\/unit.\r\n\r\nI\u2019ve tried to take the course development approach of my colleagues and adapt it to the Workbench setting. But I realize that the \u201cone person show\u201d culture will necessitate a different kind of relationship with teachers. I\u2019m respectful of the fact that these are their courses, their students and, ultimately, their careers. I want them to be able to utilize this coaching service in a way that meets their specific needs.\r\n\r\nSo keeping these things in mind, I started off just listening to what teachers told me they needed and tried my best to help out. This served well enough to get the conversation started, but it led to technology specific questions like, \u201cdo you recommend using Moodle, Google Classroom or another LMS?\u201d or statements like, \u201cI\u2019d like to flip my classroom this year and also have my students engage with more interactive learning activities online.\u201d\r\n\r\nWhile I believe these are certainly important considerations they are peripheral to the design of a course, unit or lesson. I began to narrow my questioning a little bit more by starting with, \u201cwhat do you expect students to learn in this lesson?\u201d and having them write an outline of the course with the learning objectives as a guide.\r\n\r\nWith the outline in place, we work through fleshing out what teaching and learning should look like. Content informs pedagogical need, which in turn informs which environment, the online or face-to-face, best serves each component of a lesson. We\u2019ve been calling this aspect of our design process, Blending Holistically. Asking teachers to think about the interplay of content, pedagogy and technology rather than tech integration as an afterthought to lesson design.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=OYFEDR2qlBc\r\n\r\n&nbsp;\r\n\r\nI\u2019m still in the feeling out the process of defining what an instructional design-coaching partnership looks like. I\u2019d be interested to know how other educational coaches (regardless of your content or pedagogical focus) are able to position themselves at the center of teaching and learning decision making. Please share with me and others what you\u2019ve learned along the way!",
            "title": "Zen and the Art of Instructional Design",
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        {
            "id": 2127,
            "path": "\/about\/news\/mvu-research-arm-adds-canadian-organization-as-contributor\/",
            "author_id": 2,
            "timestamp": 1410357693,
            "content": "CANeLearn, a Canadian registered not-for-profit society whose mission is \u201cto provide leadership that champions student success in online and blended learning,\u201d is now a project contributor for the Research Clearinghouse for K-12 Blended and Online Learning. The Research Clearinghouse is the largest initiative of its kind in the U.S. with more than 650 research-based studies and documents.\r\n\r\nThe Research Clearinghouse is a collaborative effort led by the <em>Michigan Virtual Learning Research Institute<\/em>, a division of <em>Michigan Virtual<\/em>, and the International Association for K-12 Online Learning (iNACOL) to provide a repository of references to research articles and other publications from the field of K-12 online and blended learning. This project has been made possible by generous financial support from Next Generation Learning Challenges and in-kind support from iNACOL and the <em>Michigan Virtual<\/em>.\r\n\r\n\u201cThe clearinghouse is attracting researchers and educational practitioners from around the globe who are examining lessons learned and published best practices in online and blended learning. This new collaborative will help to strengthen our ability to identify trends and improve online programs based on results,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>.\r\n\r\nRandy LaBonte, CEO of the Canadian eLearning Network, said, \u201cWe are grateful for the leadership provided through iNACOL and the MVLRI in creating the international Research Clearinghouse for K-12 Blended and Online Learning. Our network was founded as a learning organization, and we are privileged to help contribute, learn, and inform effective practices internationally through this partnership and sharing of K-12 research.\u201d\r\n\r\nAs a project contributor, CANeLearn regularly submits references to keep the Research Clearinghouse up-to-date with the latest in research in the field. Verena Roberts, CANeLearn\u2019s Chief Innovation Officer, said, \u201cConsidering the potential research opportunities in so many aspects of online and blended learning, I am ecstatic to be involved in such an exciting collaborative international initiative.\u201d\r\n\r\nTheir main concentration will be to build the Clearinghouse\u2019s capacity for Canada-specific studies. The keyword \u201cCANeLearn\u201d has been added to the Clearinghouse, and those sources labeled as such are references contributed by CANeLearn and its affiliate members.\r\n\r\nFor more information about your organization becoming a Project Contributor, see the Project Contributor Guidelines [http:\/\/k12onlineresearch.org\/templates\/PDF\/contributorguide.pdf] and\/or contact Kathryn Kennedy, MVLRI, Senior Research, at <a href=\"mailto:[email protected]\">[email protected]<\/a>.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About CANeLearn<\/h4>\r\nCANeLearn is a Canadian registered not-for-profit society whose mission is \u201cto provide leadership that champions student success in online and blended learning.\u201d <a href=\"http:\/\/canelearn.net\/\">Visit CANeLearn \u00bb<\/a>",
            "title": "Michigan Virtual research arm adds Canadian organization as contributor",
            "excerpt": "CANeLearn, a Canadian registered not-for-profit society whose mission is \u201cto provide leadership that champions student success in online and blended learning,\u201d is now a project contributor for the Research Clearinghouse for K-12 Blended and Online Learning. The Research Clearinghouse is the largest initiative of its kind in the U.S. with more than 650 research-based studies...",
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            "path": "\/blog\/macul-2015-call-for-speakers-open\/",
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            "content": "The Michigan Association for Computer Users in Learning (MACUL) has opened the call for speakers for the 2015 Conference. The conference runs March 18-20, 2015, and will be held at the Cobo Center in Detroit.\n\nMACUL has over 14,000 members and the conference draws on average over 4,500 educators from around the region. The 2015 conference is focused on a Culture of Collaboration and offers five standard session styles.\n\nTo view the call and for more information about the 2015 MACUL conference, visit the <a href=\"http:\/\/macul.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">MACUL website<\/a>.",
            "title": "MACUL 2015: Call for speakers open",
            "excerpt": "The Michigan Association for Computer Users in Learning (MACUL) has opened the call for speakers for the 2015 Conference. The conference runs March 18-20, 2015, and will be held at the Cobo Center in Detroit. MACUL has over 14,000 members and the conference draws on average over 4,500 educators from around the region. The 2015...",
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        {
            "id": 28481,
            "path": "\/blog\/learning-to-learn-online-a-work-in-progress-in-helping-students-to-learn-self-regulation\/",
            "author_id": 54,
            "timestamp": 1410148800,
            "content": "<em>Today\u2019s post is by one of our Institute Fellows, Dr. Susan Lowes, who is the Director of Research and Evaluation at the Institute for Learning Technologies, Teachers College, Columbia University. Enjoy her post about Learning to Learn Online.<\/em>\n\nIn the early days of online learning at the K-12 level, one of the biggest concerns was the high rate of attrition. My particular interest is in what I call virtual classrooms\u2014where the courses are paced by week, most communication is asynchronous, and there is a heavy emphasis on student-student communication. Virtual classrooms saw a lot of attrition, from students dropping out to students slowly fading away to students falling so far behind they couldn't catch up. This made the courses harder to teach and harder to participate in. As an evaluator researching the effectiveness of these courses, I saw many complaints from students who posted to discussion forums but never got answers or from participants in group work who waited forever for fellow group members who never showed up.\n\nAt the time, there was a great deal of discussion of screening, including not only how to screen but who to screen in or out. This led to the development of predictive instruments, such as Peggy Roblyer\u2019s ESPRI, and to self-paced \u201corientation\u201d modules that asked students to reflect on their own ability to self-manage their learning. One issue with this type of orientation is that it is voluntary so it may well be the students who need it least who actually complete it. Another issue is that they really don\u2019t replicate the experience of an online course and it is difficult for students who have never been in one to imagine how the demands will affect them.\n\nI had two issues with the notion of screening, one philosophical and one from my own experience surveying students in these kinds of courses. The philosophical one was that many of us who embarked on online learning did so because we hoped it would open up opportunities for learning to those who had previously, for whatever reason, been excluded. (These reasons could range from the lack of availability of higher level courses, or courses in specific subjects, to discomfort with face-to-face classrooms.) However, the screening instruments suggested that certain behaviors, in particular, the ability to manage your own time, were necessary to be successful online learners. If this was the case, then many would be excluded.\n\nThe big surprise for me, though, was when I found that a huge majority of students who were asked to list the greatest benefit of taking an online course wrote that it had helped them to learn to manage their time well. In other words, they had to have had the opportunity to take the course if they were to learn this \u201csoft\u201d skill. If we had only allowed well self-regulated students into the course in the first place, the attrition rate might have been lower but this skill would not have been learned.\n\nI, and many others became convinced that rather than screening students out, we had to change our focus and figure out ways to keep students in. Although Peggy Roblyer hoped that instruments like hers could be used to identify where help was needed, in practice very few schools had the time to do this type of analysis. However, some schools, including those I studied, began to put considerable effort into supporting students, in particular by having someone on site to monitor student progress. This focus on the student external support system helped a lot, but the more I thought about it, the more I thought that we also needed to focus on the student\u2019s internal environment. <strong>The bottom line is that students need to learn how to learn online<\/strong>. I felt there was too much of an assumption that this simply happens by osmosis.\n\nThere are a lot of aspects to learning online, from learning to read on the screen to learning how to communicate clearly in a discussion forum, but experience told us that a fundamental aspect is what psychologists call \u201cself-regulation\u201d \u2014 in education, the ability to take control of and evaluate your own learning.\n\nThere is a fairly extensive literature on self-regulation, much of it from a few decades ago, and one of the most tested approaches was developed by Simon Rotter in 1966 and called the \u201clocus of control.\u201d Locus of control is based on a social learning theory that posits that individuals who feel that they can control their own environment are likely to adapt more easily to new situations and new environments than those who feel that they are controlled by forces outside of their control. Locus of control scores are on a continuum, from high internal to high external. Those who feel very much in control of what happens to them are said to have a high <strong>internal<\/strong> locus of control while those who feel what happens to them is controlled by forces outside of themselves are said to have a high <strong>external<\/strong> locus of control.\n\nIt seemed likely that the concept of locus of control could be useful for assessing students who were being asked to adjust a new type of learning in an unfamiliar virtual environment. In addition, it seemed possible that locus of control scores could be not only be used as a diagnostic, identifying students who need help learning to learn online but could also help students learn to learn online by providing them with an opportunity to reflect on their own learning. Rotter\u2019s locus of control instrument asks the respondents a series of questions to see if they perceive certain actions or events to be more influenced by their personal decisions and choices (which would be an indication of an internal locus of control) or by forces beyond their control (an indications of an external locus of control).\n\nIn research (or my research anyway), serendipity often plays a role. The first serendipitous moment was in Spring 2012 when I happened to come across an article on self-regulation that discussed Rotter\u2019s work. It occurred to me that his instrument could be used to show students where they were on the locus of control continuum and then give them an opportunity to reflect on the result. I have been evaluating the online courses created and delivered by Pamoja Education for the International Baccalaureate for a number of years and I proposed this at a planning meeting in Summer 2012. The second serendipitous moment came when I found that one of the Pamoja Education staff had recently heard a program on Rotter on BBC4\u2019s Mind Changers series (<a href=\"http:\/\/www.bbc.co.uk\/programmes\/b01gf5sr\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.bbc.co.uk\/programmes\/b01gf5sr<\/a>) and loved it, so he enthusiastically embraced the idea, as did their Faculty Advisor, who also taught the online Psychology course.\n\nThe result was that in September 2012, we asked all incoming Pamoja students to take the locus of control quiz and think about their scores, which we emphasized were not set in stone but could change. We also noted that it seemed likely that having a high internal locus of control would be an asset in taking online courses but not necessarily for other aspects of life.\n\nWe had interesting findings, some of which were contrary to what we expected and all of which will need to be tested in the coming year with more complete datasets. For example, we found that students in Mathematics had a statistically significant different Locus of Control scores than students in Psychology (<em>p<\/em> = .03), with the Mathematics students having higher internal scores, but that there were not statistically significant differences among the other 10 courses. We had expected to find that students who subsequently dropped their courses would have higher scores (more external), but this was not the case. This may have been because the drop group was small or it may be because the drop group was exhibiting self-regulating in making the decision to drop. We found that those with lower comfort levels with computers had higher scores (higher external) (<em>p<\/em> = .053), perhaps feeling overwhelmed by the technology demands of an online course, but we also found that those who met often with their site-based coordinators tended to have higher scores than those who met infrequently with their site-based coordinators. As with the drops, this may have been because those who met less frequently were already more self-regulated and did not need to meet so often. Similarly, those who stated that one of their concerns was time management had lower scores (higher internal) than those who did not have this concern, which suggests that having that concern is a necessary step in self-regulation.\n\nWe asked them to do the same thing later in the year, but this time we asked them to reflect on the following three questions in their course blogs:\n<ul>\n \t<li>Do you agree with your locus of control score?<\/li>\n \t<li>If you disagree with the score, why do you disagree?<\/li>\n \t<li>Does learning your score make you think differently about your approach to your online course?<\/li>\n<\/ul>\nWe got an amazing set of reflective responses. Most students agreed with their scores and only about one-third said that learning their scores had made them think differently about their approach to the online course. Here are a few examples of their posts:\n<ul>\n \t<li>\u201cThe score makes me realize that taking this online course is not just about completing the work quick and easily but really putting thought behind it and then using those online experiences into real life ones. Example of this would be in my relationships or with other homework or at work or on my sports team.\u201d<\/li>\n \t<li>\u201cI think that knowing my own score it makes me realize a bit that if I want to do well, I should put in more effort, and if I don\u2019t really care, then I shouldn't put in a lot of effort.\u201d<\/li>\n \t<li>\u201cAs a student, I believe that what we do in class is tipped to the internal factors and is more based on hard work and skill. However, in a more general perspective, I believe that the locus of control can be fairly external if you take the idea that our genes would be considered as an outside factor.\u201d<\/li>\n \t<li>\u201cIn fact, this score made me think about the guideline to face what I have done and what I will have to do. I need to focus more on myself and what it attributes about the course, thus that I can have better understanding of my attitude.\u201d<\/li>\n<\/ul>\nStatistically, we found almost no change from year-beginning to year-end, but we suspect that may have been because we had too many non-responders for the second quiz.\n\nThis leads to the changes we made for this academic year.\n\nThe most important change was to add the reflection activity into the beginning of the academic year as well as the end because we realized that asking students to reflect without giving them a venue to do so was not pedagogically sound. We also built a discussion of self-regulation into the mandatory self-paced orientation and let teachers know that they could introduce a discussion of self-regulation into their courses that week if they wished. We then rewrote the reflection questions to make them simpler and more pointed:\n<ul>\n \t<li>Do you feel your score accurately reflects where you are on the continuum from external locus of control to internal locus of control? Why or why not?<\/li>\n \t<li>Do you agree that having a high internal locus of control is an advantage for online learners? Why or why not?<\/li>\n<\/ul>\nWe made three additional changes to deal with the three research-related problems we ran into. The first was the lack of responders. The quiz was not required\u2014we did not want it to seem like a test\u2013so about 20 percent of the students did not answer the first time around and even more did not answer the second time around. This probably introduced bias and made it difficult to use the entire data set for analytic purposes, such as linking pre-quiz results to post-quiz results or correlating the results with information we had from the background surveys. The second problem was that many students did not complete the reflection activity because the reflections were to be completed as a separate blog activity and if a class was not using the blogs regularly for other purposes, then the students tended not to bother with this aspect of the exercise. The third problem was that students often did not remember their previous scores, even though they had been instructed to write them down, and so had difficulty reflecting on any change.\n\nFor this semester (Fall 2013), we, therefore, revised the protocol to account for these issues. First, since we still did not want to make the quiz required, we did a much more extensive follow-up. For example, students received several reminders via email and Pamoja Education made a huge effort to get site coordinators and teachers involved in reminding students. Second, we built the reflection questions right into the quiz itself, which meant that everyone who responded to the quiz also posted responses to the questions. And third, we set up a system where the quiz results were sent to the students via email right out of the survey system. We will see if that helps when we do the second round next spring. The results are currently being analyzed, but most students again appear to agree with their scores. Most important, it appears from the responses to the reflection questions that the students are taking the exercise seriously. Let me, therefore, end with a few of their responses from this fall:\n<ul>\n \t<li>\u201cYes indeed. I believe that my future is in my own hands and my actions are my responsibility. However, there needs to be a balance between external force and internal force because not everything is in your control some things you just need to let go.\u201d [high internal]<\/li>\n \t<li>\u201cI feel that the result is quite accurate to how I view my life. I have responsibilities and chances to decide over my life to some extent and for my age, it is enough. If I make a mistake it is usually due to my own errors in thinking or doing. But I do also believe in a little luck in life, not everyone gets what they deserve in this world.\u201d [mid-range]<\/li>\n \t<li>\u201cYes, because there are a lots of things that are out of my control. That being said I don\u2019t completely think that. One must work hard, and keep working hard if they really want something.\u201d [high external]<\/li>\n<\/ul>\n<h5>About the Author<\/h5>\nSusan Lowes is Director of Research and Evaluation at the Institute for Learning Technologies at Teachers College, Columbia University. She conducts research at both the university and K-12 levels, focusing on technology\u2019s impact on teaching and learning, and directs evaluations of multi-year projects funded by the U.S. Dept. of Education, the National Science Foundation, state and local departments of education, and private foundations. She is interested in online learning and evaluates online professional development initiatives for teachers and administrators, as well as online courses and programs for students. Her recent focus is on teaching students how to learn on online, using locus of control, and on using LMS data to discover patterns of student-teacher interaction. Dr. Lowes is also Adjunct Professor in the Computers, Communication, Technology, and Education Program at Teachers College, teaching courses on online schooling and research methodologies. She received her Ph.D. in Anthropology from Columbia University.",
            "title": "Learning to learn online: A work in progress in helping students to learn self-regulation",
            "excerpt": "Today\u2019s post is by one of our Institute Fellows, Dr. Susan Lowes, who is the Director of Research and Evaluation at the Institute for Learning Technologies, Teachers College, Columbia University. Enjoy her post about Learning to Learn Online. In the early days of online learning at the K-12 level, one of the biggest concerns was...",
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            "id": 28513,
            "path": "\/blog\/site-conference-2015-virtual-schooling-panel-proposals-and-general-proposals-due-by-october-6\/",
            "author_id": 54,
            "timestamp": 1410148800,
            "content": "It's hard to believe, but it's not too soon to start thinking about <a href=\"http:\/\/site.aace.org\/conf\/\" target=\"_blank\" rel=\"noopener noreferrer\">SITE<\/a> 2015 conference in Las Vegas, NV, March 2-6, 2015. As co-chairs of the Virtual Schooling Special Interest Group, Kathryn Kennedy (MVLRI) and Leanna Archambault (Past Fellow, <em>MVLRI<\/em>, and Assistant Professor of Educational Technology in the Mary Lou Fulton Teachers College at Arizona State University) are putting together a panel or two focusing on research related to K-12 online and blended learning.\n\nIf you\u2019re interested in being considered for participation on a panel of researchers to share your recent work in this area, please send us a title and abstract (150 words) of the work you would like to present. Also include your name, affiliation(s), address, phone number and email address.\n\nPlease send us this information no later than Friday, September 26. We will organize the panels around common themes and will take care of submitting the necessary proposal(s) by the October 6 deadline. Keep in mind that you must be planning on attending the conference in person to be included on the panels. We look forward to your response, and please let us know if you have any questions.\n\nAll SITE proposals are due by October 6 \u2013 looking forward to receiving your proposal(s)!\n\nThanks so much!\n\nLeanna Archambault (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>)\nKathryn Kennedy (<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>)\nSITE Virtual Schooling SIG Chairs",
            "title": "SITE Conference 2015 \u2013 Virtual schooling panel proposals and general proposals due by October 6",
            "excerpt": "It&#8217;s hard to believe, but it&#8217;s not too soon to start thinking about SITE 2015 conference in Las Vegas, NV, March 2-6, 2015. As co-chairs of the Virtual Schooling Special Interest Group, Kathryn Kennedy (MVLRI) and Leanna Archambault (Past Fellow, MVLRI, and Assistant Professor of Educational Technology in the Mary Lou Fulton Teachers College at...",
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            "id": 2244,
            "path": "\/blog\/teachers-trump-tools\/",
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            "timestamp": 1409842664,
            "content": "<img class=\"alignnone wp-image-6299 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/playing-2344559_1920.jpg\" alt=\"Playing Cards\" width=\"1920\" height=\"1281\" \/>\r\n\r\n\u201cWhat does it take to run a blended classroom?\u201d The question came from across the room during a recent PD session that I was leading. I paused, taking time to think of a thoughtful response. Deep down, I knew what this teacher was asking but I took advantage of his vagueness and said,\r\n\r\n\u201cWell, I think you always start with content and pedagogy. What are your learning objectives and what is it that you want students to do to master those objectives?\u201d\r\n\r\nHe clarified, \u201cNo, I mean all the kids are going to need a computer in front of them to do the kind of things you\u2019re talking about right? We don\u2019t have a one-to-one school. We have labs.\u201d\r\n\r\nI got it. Others do too.\r\n\r\nChris Stanley (<a href=\"https:\/\/twitter.com\/StanleyTeach\" target=\"_blank\" rel=\"noopener noreferrer\">@StanleyTeach<\/a>), a high school English and 21st Century Literacy Teacher at Fraser Public Schools, recently visited our office in Lansing and it was awesome to pick his brain about online and blended learning. In Chris\u2019s leadership role with his school, he promotes good, sound blended learning practices among his colleagues. He\u2019s <a href=\"http:\/\/stanleyteach.wordpress.com\/2014\/03\/17\/teaching-in-the-hybrid-classroom-my-three-year-journey\/\" target=\"_blank\" rel=\"noopener noreferrer\">an advocate of the hybrid classroom<\/a>, and does a wonderful job of sharing his experiences of implementing blended learning in his own teaching.\r\n\r\nFraser also happens to be a 1:1 iPad district and to say that this had zero impact on Chris developing of his blended classroom would be ridiculous. Heck yeah, having enough devices for every single student to use and keep with them at all times opens up a world of possibilities for blended learning. But I hate that so many think having devices for every student is the start and endpoint of building a blended learning environment.\r\n\r\nWhen I talk with Chris or Mary Wever (<a href=\"https:\/\/twitter.com\/WeverWorld\" target=\"_blank\" rel=\"noopener noreferrer\">@WeverWorld<\/a>) or any of a number of the blended learning standouts in our state, we talk teaching and learning. Once, <a href=\"\/blog\/this-is-fourth-grade-a-blended-odyssey\/\" target=\"_blank\" rel=\"noopener noreferrer\">I observed Mary\u2019s class<\/a> and the only direct technology use I saw in the classroom was a small group of students watching a video that the rest of the students had watched the night before. Why? Because Mary had a tactile geometry lesson planned for that day. Physical shapes were desired over simulating them on a screen. Would a <a href=\"http:\/\/phet.colorado.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\">PhET style simulation<\/a> still be of value? I bet Mary might consider it to support absent students or as an extension, extra practice or review activity. But see \u2026 now we\u2019re talking teaching and learning again.\r\n\r\nI firmly believe that these 1:1 initiatives empower leaders like Chris and Mary immediately, but a district\u2019s belief that buying things will empower every teacher is foolish. Chris and Mary would be outstanding teachers in 1920. They know how to set objectives and construct learning environments to support their students in reaching those goals.\r\n\r\nIn a balanced and thorough article entitled <em><a href=\"http:\/\/hechingerreport.org\/content\/actually-takes-schools-go-digital_16831\/\" target=\"_blank\" rel=\"noopener noreferrer\">What it actually takes for schools to \u2018go digital\u2019<\/a><\/em>, Margaret Ramirez (<a href=\"https:\/\/twitter.com\/margwriter\" target=\"_blank\" rel=\"noopener noreferrer\">@margwriter<\/a>) describes several districts that have implemented wide sweeping 1:1 adoptions. It\u2019s a fantastic look at the fiscal commitment that schools are making to these initiatives and the mixed bag of successes and failures that have resulted.\r\n\r\nUnlike a lot of articles on this topic, Ramirez shares stories from the classroom. I so want to visit some of these classrooms where teachers are clearly <a href=\"http:\/\/www.matt-koehler.com\/tpack\/what-is-tpack\/\" target=\"_blank\" rel=\"noopener noreferrer\">TPACK<\/a> literate even if they\u2019ve never heard the term before. One quote, from someone who is clearly a great blended teacher, hit me pretty hard:\r\n\r\n\u201cThis is the first time in my 12 years of teaching that students said writing the research paper was their favorite assignment \u2026 and I know it was due to the laptops.\u201d\r\n\r\nWe need to stop giving tools the credit for engaging our students in positive ways and put the focus back on teachers and students doing great things by any means. Unfortunately, a big side effect of 1:1 initiatives is that it develops a sense of powerlessness. Teachers who don\u2019t have 1:1 feel that they don\u2019t have the power to try blended learning because they can\u2019t guarantee that their students will have 24\/7 access to the internet. So we\u2019ve created this situation where we either throw up our hands, starting sentences with \u201cIf we only had enough laptops for every student we could \u2026\u201d or where administrators point to million dollar technology purchases as success itself. Educators who feel they lack the tools to implement blended learning need to know that <a href=\"\/blog\/make-intermittent-internet-access-normal\/\" target=\"_blank\" rel=\"noopener noreferrer\">intermittent internet access is normal<\/a> and far from paralyzing, and that blended learning strategies are flexible to learners\u2019 realities.\r\n\r\nThere are <a href=\"\/blog\/the-blended-learning-fight-club\/\" target=\"_blank\" rel=\"noopener noreferrer\">many models of blended learning<\/a> and even more tools that could prove useful to teachers in creating their blended learning course. We need to do a better job of promoting tenacity in our teachers and students to utilize the technologies they have. Excuses, no matter their legitimacy, should never keep us from implementing best practices. Teachers trump tools every single time.",
            "title": "Teachers Trump Tools",
            "excerpt": "We need to stop giving tools the credit for engaging our students and put the focus back on teachers.",
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            "id": 28482,
            "path": "\/blog\/mvlri-initiatives-webinar-recording-link\/",
            "author_id": 54,
            "timestamp": 1409198400,
            "content": "Did you miss yesterday\u2019s webinar about <em>MVLRI<\/em>\u00a0initiatives? No need to worry!\n\nThe recording is below.\n\n\n\n&nbsp;\n\nIf you have any questions, contact us at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.",
            "title": "MVLRI Initiatives webinar \u2013 Recording link",
            "excerpt": "Did you miss yesterday\u2019s webinar about MVLRI\u00a0initiatives? No need to worry! The recording is below. &nbsp; If you have any questions, contact us at [email protected].",
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            "id": 28514,
            "path": "\/blog\/call-for-articles-for-journal-of-online-learning-research\/",
            "author_id": 54,
            "timestamp": 1409112000,
            "content": "The <a href=\"http:\/\/www.aace.org\/pubs\/jolr\/\" target=\"_blank\" rel=\"noopener noreferrer\">Journal of Online Learning Research<\/a>, an AACE Journal, is seeking submissions for research articles. For more information, please see full call below.\n\n<em>General Call for Journal of Online Learning Research<\/em>\nan AACE Journal\n<h5>Editorial Team<\/h5>\n<h6>Co-Editors-in-Chief<\/h6>\nLeanna Archambault, Arizona State University\nKathryn Kennedy, <em>Michigan Virtual<\/em>\n<h6>Associate Editors<\/h6>\nPeter Albion, University of Southern Queensland\nCathy Cavanaugh, Microsoft Global Education\nJoseph R. Freidhoff, <em>Michigan Virtual<\/em>\nSusan Lowes, Teachers College, Columbia University\n<h5>Focus and Scope<\/h5>\nThe <em>Journal of Online Learning Research<\/em> (JOLR) is a peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments.\n<ul>\n \t<li>JOLR is focused on publishing manuscripts that address online learning, catering particularly to the educators who research, practice, design, and\/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.<\/li>\n \t<li>JOLR is both international and interdisciplinary, publishing qualitative, quantitative, and mixed methods research from multiple fields and disciplines that have a shared goal of improving primary and secondary education worldwide.<\/li>\n \t<li>JOLR is both theoretical and practical. Each research article is critically reviewed to ensure publication of rigorous and thoughtful research. However, each publication must also contain pragmatic implications for research, policy, and practice.<\/li>\n \t<li>Each issue of the Journal of Online Learning Research contains the following types of manuscripts.<\/li>\n \t<li>Editorial \u2014 The editorial, whether written by the editors-in-chief, an associate editor, or a guest editor, will contain thoughtful prose about current topics in the field. This section will be important for helping direct future research in the field, as well as publishing calls for needed work.<\/li>\n \t<li>Research Articles \u2014 Each issue will contain 5-7 research articles from leading researchers in the field. These articles will be peer-reviewed and will include critical theoretical manuscripts as well as qualitative and quantitative research studies, meta-analyses, and methodologically-sound case studies. We will also be looking for research on the systematic design, development, implementation, and evaluation of new ideas or technology.<\/li>\n<\/ul>\n<h6>PLEASE NOTE<\/h6>\nDue to the <em>Journal of Online Learning Research<\/em>\u2019s availability in electronic format, there are no strict requirements for manuscript length. However, authors should plan on approximately 5,000-9,000 words per manuscript (not including references). Much shorter or longer manuscripts will be addressed individually. Images can be included; however, authors should choose to implement images judiciously.\n\nThe <em>Journal of Online Learning Research<\/em> will occasionally host special issues of the journal in relation to either specific investigations into a topic of choice or a collection of best conference papers.\n<h5>Section Policies<\/h5>\n<h6>Editorial (Indexed)<\/h6>\n<em>Journal of Online Learning Research<\/em>\u00a0editorials will generally be written by the Editors-in-Chief or one of the Associate Editors. Open submissions are not accepted. For guest issues, the Editorial will be written by the Guest Editor(s). Anyone wishing to submit a special issue request should contact an Editor-in-Chief. Editorials will highlight a current and pressing issue in the field as a way of promoting research and drawing attention to important topics. Editorials will also provide summaries and reflection of content within that journal.\n<h6>Research Articles (Open Submissions, Indexed, and Peer Reviewed)<\/h6>\nThe<em> Journal of Online Learning Research<\/em> welcomes research articles for double-blind peer review. Research articles can be theoretical in nature; however, theoretical arguments or literature reviews must move beyond simple summary. Such articles should promote new understandings from concise arguments and reviews. Research articles can also be empirical, focusing on qualitative, quantitative, or mixed methodologies. Any empirical article, but particularly those from a qualitative framework, should make strong attempts at highlighting data and data analyses, rather than simply discussing outcomes or providing one exemplary quote as evidence of outcomes. Each article, whether theoretical or empirical, must contain pragmatic implications for policy, research, and\/or practice.\n\nThe <em>Journal of Online Learning Research<\/em> also welcomes studies from educators, practitioners, and policy-makers in the field. For these pieces, the writing can be more conceptual in nature, focusing on the design, development, and implementation of innovative technologies or techniques in primary and secondary online and blended learning. All too often academic standards prohibit important stories from the field from being told. These research studies, although still rigorous in nature, provide a medium for those in the field to share important insights from their work. These pieces should not be advertisements or simple product evaluations. Authors should tie their fieldwork to a broader context so that readers can replicate the efforts presented in the piece. Any evaluations of existing products should also tie back to broader efforts in the field.\n\nFinally, the<em> Journal of Online Learning Research<\/em> is international in scope. The Editors-in-Chief will work to ensure global representation. As such, authors should refrain from using--or clearly define-- locale-centric abbreviations or acronyms.\n<h5>Peer Review Process<\/h5>\nAll submissions to the Journal of Online Learning Research will be received and reviewed electronically. Manuscripts should be submitted in Word, RTF, or PDF versions only. In order to ensure double-blind review, the authors should not include any reference to their names or affiliations in the main body of the manuscript, and every effort will be made by the editors to make sure that no such reference is made in the manuscript prior to forwarding to reviewers.\n\nUpon the receipt of a manuscript for consideration, the editors will review the proposal for appropriateness of scope and ensure the manuscript meets the journal guidelines (e.g. APA formatting). If a manuscript fits the coverage and is in the correct format, the editor will send the manuscript out for review. The assignment of the (3) reviewers is based on the current reviewer content expertise, their current assignment load, and the number of manuscripts received throughout the year by each selected reviewer. Reviewers will read the manuscript, provide feedback, and assign one of five rankings:\n<ul>\n \t<li>Accept<\/li>\n \t<li>Accept with Minor Revisions<\/li>\n \t<li>Accept with Major Revisions<\/li>\n \t<li>Reject but Encourage Resubmission<\/li>\n \t<li>Reject<\/li>\n<\/ul>\nAll reviews will be evaluated by the Editors-in-Chief, and a final decision will be made.\n<h5>Open Access Policy<\/h5>\nThis journal provides open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.\n<h5>Frequency of Publication<\/h5>\nThe <em>Journal of Online Learning Research<\/em> has no pre-set deadlines for submissions. Manuscripts will be reviewed throughout the entire year. However, the <em>Journal of Online Learning Research<\/em> will be published approximately four times a year (January, April, July and October), with the first issue slated for publication in January 2015.\n<h5>Author Guidelines<\/h5>\nThe<em> Journal of Online Learning Research<\/em> follows the AACE guidelines for formatting. See <a href=\"http:\/\/www.aace.org\/newpubs\/index.cfm?fuseaction=Info\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.aace.org\/newpubs\/index.cfm?fuseaction=Info<\/a>. Entrance for more information.",
            "title": "Call for articles for Journal of Online Learning Research",
            "excerpt": "The Journal of Online Learning Research, an AACE Journal, is seeking submissions for research articles. For more information, please see full call below. General Call for Journal of Online Learning Research an AACE Journal Editorial Team Co-Editors-in-Chief Leanna Archambault, Arizona State University Kathryn Kennedy, Michigan Virtual Associate Editors Peter Albion, University of Southern Queensland Cathy...",
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            "content": "<em>MVLRI<\/em> team talks about initiatives that are launching for the K-12 online and blended learning research community and about publishing and presenting opportunities and ways to build your network of researchers and collaborators.\n<h6>Presenters<\/h6>\nJoe Freidhoff,\u00a0<em>MVLRI<\/em>\nKathryn Kennedy, <em>MVLRI<\/em>\nKristen DeBruler, <em>MVLRI<\/em>\nBecky Stimson, <em>MVLRI<\/em>\nJustin Bruno, <em>MVLRI<\/em>",
            "title": "MVLRI Initiatives",
            "excerpt": "MVLRI team talks about initiatives that are launching for the K-12 online and blended learning research community and about publishing and presenting opportunities and ways to build your network of researchers and collaborators. Presenters Joe Freidhoff,\u00a0MVLRI Kathryn Kennedy, MVLRI Kristen DeBruler, MVLRI Becky Stimson, MVLRI Justin Bruno, MVLRI",
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            "path": "\/blog\/inacol-innovator-awards-nominate-a-colleague-or-organization\/",
            "author_id": 54,
            "timestamp": 1408939200,
            "content": "Do you know an individual, team, or body of work deserving of recognition for their contribution to the field of online and blended learning?\n\nNominations are now open for the 2014 iNACOL Innovator Awards.\n\nThese awards recognize innovative practices, new research, and individual achievements in the field of online and blended learning and will be presented at the <a href=\"http:\/\/www.inacol.org\/symposium\/attend\/past-symposium-highlights\/2014-symposium-highlights\/\" target=\"_blank\" rel=\"noopener noreferrer\">iNACOL Blended and Online Learning Symposium<\/a> (Nov. 4-7 in Palm Springs, Calif.).\n\nThis year, awards will be given in the following categories:\n<ol>\n \t<li>Blended and Online Learning Teacher of the Year<\/li>\n \t<li>Innovative Blended and Online Learning Practice<\/li>\n \t<li>Research<\/li>\n \t<li>Outstanding Individual Contribution to K-12 Blended and Online Learning<\/li>\n<\/ol>\nDeclaration of Intent to Nominate must be received by August 25, 2014.\n\nCompleted nomination packets must be submitted by September 10, 2014.\n\nPlease read the descriptions, requirements, and instructions to submit your nomination. All submissions must be completed and submitted to <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\n\n<a href=\"http:\/\/www.inacol.org\/about\/awards\/\" target=\"_blank\" rel=\"noopener noreferrer\">More information<\/a>",
            "title": "iNACOL Innovator Awards \u2013 Nominate a colleague or organization",
            "excerpt": "Do you know an individual, team, or body of work deserving of recognition for their contribution to the field of online and blended learning? Nominations are now open for the 2014 iNACOL Innovator Awards. These awards recognize innovative practices, new research, and individual achievements in the field of online and blended learning and will be...",
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            "path": "\/about\/news\/mv-welcomes-two-new-executive-directors\/",
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            "content": "Michigan Virtual hired two experienced educators to lead its educational programs and outreach efforts. Tamara Bashore-Berg is the new Executive Director of Educational Programs and Michael Nauss is the Executive Director of Outreach.\r\n\r\n\u201cTamara and Michael bring a wealth of professional experience and expertise to\u00a0Michigan Virtual as positive change agents in public education,\u201d said Jamey Fitzpatrick,\u00a0Michigan Virtual President &amp; CEO. \u201cThey will play a critical role as part of Michigan Virtual\u2019s executive leadership team in guiding program developments and strengthening our partnerships with Michigan school districts.\u201d\r\n\r\nBashore-Berg comes to Michigan Virtual after 27 years at Ingham Intermediate School District where she was involved in staff development alignment of curriculum, instruction and assessment, and instructional design. She will lead the development, evaluation and revision of curriculum and instruction, and assumes responsibility for the implementation of education programs.\r\n\r\n\"Online and blended learning has such potential to transform teaching and learning,\" said Bashore-Berg. \"I am excited to bring my experiences to the Michigan Virtual team as we continue to grow and lead the way in these areas.\"\r\n\r\nBashore-Berg has served in multiple roles in education, from teacher, administrator and consultant. She has a bachelor\u2019s degree from Central Michigan University and a Master in the Art of Teaching\/Master in Education degree from Aquinas College in Grand Rapids. She has served actively on the MDE Office of Educational Improvement and Innovation Advisory Committee, the Michigan ASCD Board, the Michigan Educational Research Associate Board, and served on the national ASCD Legislative committee, among other outreach activities.\r\n\r\nAs Executive Director of Outreach, Nauss manages institutional relationships with school clients and serves as key liaison to Michigan\u2019s K-12 community, including statewide professional associations.\r\n\r\n\"Serving as a K-12 educational leader, at local, state and national levels, has provided me with the opportunity to learn from our nation\u2019s most skilled practitioners and innovative thinkers,\" Nauss said. \"I look forward to bringing those experiences and networks of support to Michigan Virtual and their role as Michigan\u2019s digital learning leader.\"\r\n\r\nBefore joining Michigan Virtual, Nauss served as the Director of Administration and Operations in the College of Education at Michigan State University, as a senior education consultant with the Michigan Department of Education, as Assistant Superintendent at Harper Creek Community Schools, and in many other educational positions, including classroom teaching. Nauss has a bachelor\u2019s degree (Elementary Education) and a master\u2019s degree (Educational Leadership) from Western Michigan University.\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual, Michigan LearnPort, and Michigan Virtual Learning Research Institute. Visit <a href=\"https:\/\/michiganvirtual.org\/\">michiganvirtual.org<\/a>\u00a0for more information.",
            "title": "Michigan Virtual welcomes two new executive directors",
            "excerpt": "Michigan Virtual hired two experienced educators to lead its educational programs and outreach efforts. Tamara Bashore-Berg is the new Executive Director of Educational Programs and Michael Nauss is the Executive Director of Outreach. \u201cTamara and Michael bring a wealth of professional experience and expertise to\u00a0Michigan Virtual as positive change agents in public education,\u201d said Jamey...",
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            "path": "\/about\/news\/strategic-decisions-a-framework-for-the-future\/",
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            "timestamp": 1408458699,
            "content": "This document serves as a strategic compass for <em>Michigan Virtual<\/em>. Working with a group of internal and external stakeholders, we prepared this planning tool to help guide important decisions as we strive to better serve Michigan\u2019s K-12 community and policymakers as a trusted leader, partner, innovator, and capacity builder.\r\n\r\n<a class=\"btn\" href=\"\/wp-content\/uploads\/2017\/03\/FrameworkForFuture-_2014.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "Strategic Decisions: A Framework for the Future",
            "excerpt": "This document serves as a strategic compass for Michigan Virtual. Working with a group of internal and external stakeholders, we prepared this planning tool to help guide important decisions as we strive to better serve Michigan\u2019s K-12 community and policymakers as a trusted leader, partner, innovator, and capacity builder. Download the Report",
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        {
            "id": 28516,
            "path": "\/blog\/upcoming-webinar-aug-27\/",
            "author_id": 54,
            "timestamp": 1408420800,
            "content": "<em>MVLRI<\/em>\u2019s <a href=\"http:\/\/mvlri.org\/research\/webinar-podcast\/mvlri-initiatives\/\">inaugural webinar<\/a> will be held on Wednesday, Aug. 27, from 2-2:30 p.m. EDT.\n\nFor this inaugural edition of the <em>MVLRI<\/em>\u00a0webinar series, the <em>MVLRI<\/em> team will be talking about the many initiatives that are launching for the K-12 online and blended learning research community. Come hear about publishing and presenting opportunities and ways to build your network of researchers and collaborators.\n\nLooking forward to seeing you there!",
            "title": "Upcoming webinar \u2013 Aug. 27",
            "excerpt": "MVLRI\u2019s inaugural webinar will be held on Wednesday, Aug. 27, from 2-2:30 p.m. EDT. For this inaugural edition of the MVLRI\u00a0webinar series, the MVLRI team will be talking about the many initiatives that are launching for the K-12 online and blended learning research community. Come hear about publishing and presenting opportunities and ways to build...",
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        {
            "id": 28483,
            "path": "\/blog\/research-clearinghouse-for-k-12-blended-online-learning\/",
            "author_id": 54,
            "timestamp": 1407729600,
            "content": "With Michigan\u2019s school aid act for the 2012-13 school year, the Michigan Virtual Learning Research Institute, housed at<em> Michigan Virtual Universit<\/em>y, was asked to create a clearinghouse for research reports, academic studies, evaluations and other information related to K-12 online learning. During the same time, the International Association for K-12 Online Learning (iNACOL) was also developing a similar repository for the field with support from the Bill and Melinda Gates Foundation. Rather than creating separate sites likely to contain much of the same information, iNACOL and <em>MVLRI<\/em> collaborated to offer the <a href=\"http:\/\/k12onlineresearch.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Research Clearinghouse for K-12 Blended and Online Learning<\/a> website.\n\nAvailable at <a href=\"http:\/\/k12onlineresearch.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">k12onlineresearch.org<\/a>, the Clearinghouse already houses over 600 references to important research and publications in the field of K-12 blended and online learning. Some references came from the previous work of the Virtual School Clearinghouse, a website initially sponsored by the BellSouth Foundation and later by the AT&amp;T foundation and directed by Dr. Rick Ferdig. Other references have been identified by <em>MVLRI<\/em>, iNACOL or other project contributors, such as the Center for Online Learning and Students with Disabilities. Many, but not all, of the resources have links to full versions of the publications.\n\nTo keep the Clearinghouse current and to maximize its use, iNACOL and <em>MVLRI<\/em> are interested in identifying organizations who would like to contribute their K-12 online and blended learning research references and who would promote the Clearinghouse resources to their audiences. As Project Contributors to the Clearinghouse, organizations would share relevant resources on a consistent basis and promote the Clearinghouse through their websites. We are also looking for interested individuals to help with proper tagging of resources under appropriate keywords. As you can see from the Clearinghouse website, some keywords have been started, but the resources tagged within are not exhaustive, nor is a definitive set of keywords presented. If you would like to participate, please let Dr. Kathryn Kennedy now at <a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.\n\nAs a way of optimizing your experience using the Clearinghouse website, we recommend taking the time to look over the Getting Started Guide. This guide has helpful suggestions on improving search queries, selecting records and exporting records for use in other bibliographic software.\n\nWe hope the Clearinghouse provides users with an excellent resource to find and share research on K-12 blended and online learning. We welcome your feedback. You can send questions or comments to\u00a0<a href=\"mailto:[email protected]\" target=\"_blank\" rel=\"noopener noreferrer\">[email protected]<\/a>.",
            "title": "Research Clearinghouse for K-12 Blended &amp; Online Learning",
            "excerpt": "With Michigan\u2019s school aid act for the 2012-13 school year, the Michigan Virtual Learning Research Institute, housed at Michigan Virtual University, was asked to create a clearinghouse for research reports, academic studies, evaluations and other information related to K-12 online learning. During the same time, the International Association for K-12 Online Learning (iNACOL) was also...",
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        {
            "id": 28485,
            "path": "\/blog\/join-the-research-community\/",
            "author_id": 54,
            "timestamp": 1407729600,
            "content": "In order to keep up with everyone\u2019s interests, foster collaboration between researchers who are working in the same area, and connect practitioners with researchers who are working on what they are interested in, we created this <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1RMdFceDapgt5eqzyfHpi6KlPcZKlo0f8Ly6doBQaHsg\/edit#gid=0\" target=\"_blank\" rel=\"noopener noreferrer\">Google Doc<\/a>. If you are a researcher in K-12 online and blended learning, please jump in and add your information. If you know other researchers in the field who should be on here and are not, please send this\n\nIf you are a researcher in K-12 online and blended learning, please jump in and add your information. If you know other researchers in the field who should be on here and are not, please send this to them so that they can add their information. Thanks!",
            "title": "Join the research community!",
            "excerpt": "In order to keep up with everyone\u2019s interests, foster collaboration between researchers who are working in the same area, and connect practitioners with researchers who are working on what they are interested in, we created this Google Doc. If you are a researcher in K-12 online and blended learning, please jump in and add your...",
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            "content": "We have compiled a list of peer-reviewed journals that publish pertinent scholarship specific to K-12 online and blended learning. The list includes journal titles, publishers, impact factor (when applicable), and links to email alerts and RSS feeds and is intended as a resource for those looking both to publish K-12 online and blended research, and those looking to stay up-to-date with newly published research.\n\n<a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1X4ZDfGMI7X6dtb-t4OsC16YfX9yVIP-u4p4Fs1pf1Nc\/edit#gid=0\" target=\"_blank\" rel=\"noopener noreferrer\">K-12 Online &amp; Blended Journal List<\/a>",
            "title": "Where should I publish?",
            "excerpt": "We have compiled a list of peer-reviewed journals that publish pertinent scholarship specific to K-12 online and blended learning. The list includes journal titles, publishers, impact factor (when applicable), and links to email alerts and RSS feeds and is intended as a resource for those looking both to publish K-12 online and blended research, and...",
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            "path": "\/blog\/exploring-moocs-for-k-12-teachers-and-learners\/",
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            "content": "<em>Today\u2019s post features one of MVLRI\u2019s past Fellows, Dr. Rick Ferdig of Kent State, and his colleague, Dr. Kristy Pytash, also of Kent State. They share their work on MOOCs for K-12 Learners.<\/em>\n<h5>Introduction<\/h5>\nMassive open online courses (MOOCs) have become such a buzzword that it almost seems clich\u00e9 to write yet more prose about them. That notwithstanding, the goal of this post is three-fold. The first is to raise awareness of the concept in the K-12 domain. MOOC headlines have flooded newspapers, blogs, journals and opinion columns throughout the world. These headlines have ranged from describing MOOCs as the greatest educational innovation in the 21st century to critiquing them for being over-promoted and over-hyped tools that will fail in the long-run. However, most of these headlines have focused on higher education. Proponents have theorized about the impact on lowering college tuition; opponents have critiqued administrators for not involving faculty.\n\nAlthough some work has been published on MOOCs and K-12 (e.g., Canessa &amp; Pisani, 2013; Ferdig, 2013), many K-12 educators and administrators at worst have not heard of the term; at best, they might be able to globally describe it but have not seen one or participated in the experience. This is problematic for many reasons; least of which is because innovative K-12 educators are already benefitting from the practical and theoretical benefits of MOOCs.\n\nIf the first goal is to raise awareness in the K-12 domain, the second goal is to briefly highlight the work being done in this area. This includes MOOCs that are directed at K-12 teachers and students as well as the research available. The final goal is to describe some of the learnings from a MOOC we led on \u201cK-12 Teaching in the 21st Century.\u201d\n<h5>MOOCs and K-12<\/h5>\nPrevious posts in this blog have introduced massive open online courses; for a full introduction to MOOCs, Dave Cormier has created an excellent video.\n\nhttps:\/\/www.youtube.com\/embed\/eW3gMGqcZQc\n\nWe have also written on this extensively in a report titled: \u201c<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/mooc_report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">What massive open online courses have to offer K-12 teachers and students<\/a>.\u201d\n\nAs such, we will not go into great detail describing MOOCs. There is one important detail of background information that sets the stage for this conversation and also shows our bias as MOOC creators. Anyone delving into this area will see a number of terms that seem to all describe massive open online courses. They include MOOC, xMOOC, cMOOC, DOCC (Distributed Open Online Courses), HOOC (High School Open Online Course), MIIC (Massively Intensive Innovative Courses), etc. These varying naming conventions do have some significance \u2014 they point to various options in the course. It is worth examining two of the most popular terms: xMOOC and cMOOC.\n\nSiemens (2012) and others originally conceived of MOOCs as drawing on connectivist learning principles (Ito et al., 2013). Someone coming into a learning experience would draw on 21st-century digital tools (e.g., social media) to have a shared learning journey. Siemens describes this cMOOC as one built upon: \u201ccreation, creativity, autonomy, and social networked learning\u201d (n.p.). Conversely, an xMOOC (like those courses offered by Coursera) focuses on knowledge dissemination. \u201cPut another way, cMOOCs focus on knowledge creation and generation whereas xMOOCs focus on knowledge duplication\u201d (n.p.).\n\nIt is important that K-12 educators understand that all MOOCs are not created the same. There will be vastly different experiences if one is examining research in the area, attempting to enroll in a MOOC, or trying to draw on the practical and conceptual benefits of MOOCs. There are definitely benefits and constraints to every type of MOOC; this is not to attempt to promote one over the other. However, a teacher, student or administrator needs to understand that one course might expect them to participate in a shared learning experience; a second might be more traditional with lectures, tests and quizzes. The terms created for these different types of MOOCs are helpful, but learners should also be warned not to take them at face-value and to further explore the processes and beliefs they espouse.\n<h5>What\u2019s available?<\/h5>\nAlthough many of the MOOCs have been aimed at the post-secondary level, they have been utilized at the K-12 level. We cannot list every such MOOC, but there are sites that collect such information. We would like to focus on three examples. The first comes from our friend and colleague Wendy Drexler (formerly at Brown University, now at ISTE). Wendy and her colleagues created a course for K-12 students called \u201cExploring Engineering\u201d (no longer available online). The course provides a way for pre-collegiate students to learn both about engineering and about studying engineering with faculty at Brown.\n\nA second course that has received a lot of attention is a computer science course called AmplifyMOOC (no longer available online). It is self-billed as the first AP computer science MOOC for K-12 students with in-person support. The two-semester course includes ifs, loops, strings, methods, user-defined classes, and searching and sorting. It highlights some of the potential of having an online course supported by local personnel.\n\nThe final example is a course we led that was supported by <em>Michigan Virtual<\/em> and Kent State University. The course was titled \u201cK-12 Teaching in the 21st Century\u201d (no longer available online). What made the course unique was the intended audience. The goal of the course was to explore teaching in a digital age, but it had attempted to enroll in-service teachers, preservice teachers and high school students interested in teaching as a profession.\n\nAgain, this list is not meant to be exhaustive. In addition to these courses, there are a number of anecdotal stories of K-12 teachers using post-secondary MOOC content in their K-12 courses or in their K-12 professional development (because it\u2019s open and freely accessible). However, the point here is to demonstrate that K-12 educators and administrators should not ignore MOOCs just because most of the rhetoric has been at the post-secondary level.\n<h5>What do we know?<\/h5>\nThere are a number of direct practical benefits for K-12 educators interested in using MOOCs. For instance, MOOC content can be used as supplemental learning opportunities for students, it can provide access to diverse audiences, they can act as professional development for teachers (particularly in districts that are low on funds or access to content) and they can increase teacher community. There are also a number of conceptual gains. This refers to how teaching and learning might be changed from understanding the concept of MOOCs even if they\u2019re not directly implemented. Those conceptual gains include applying connected learning to K-12, considering digital badges for assessment, asking teachers to think more deeply about open content and having students re-conceptualize themselves as contributors to a networked learning society. (For a full description of all these potential gains, see Ferdig, 2013.)\n\nUnfortunately, the research is very limited to support actual claims about MOOC outcomes. Most of the research that does exist focuses on post-secondary education. Qualtrics and Instructure found many participants in MOOCs were highly educated and often sought credit for participation in MOOCs (Qualtrics, 2013). A study at San Jose State provided evidence that students who completed MOOCs were those who were highly motivated; many of the students talked about a lack of interactivity (SJSU, 2013). A study at MIT did provide hopeful news that peer interaction can often counter this lack of interactivity (Breslow et al., 2013). Finally, a recent review of the literature demonstrated that there was a high dropout in MOOCs; they also noted that most of the studies focused on the learner and not the instructor or facilitator (Liyanagunawardena, Adams, &amp; Williams, 2013).\n\nOne of the few published studies on MOOCs in high schools actually referred to them as HOOCs (high school open online courses). Canessa and Pisani (2013) studied a video-based learning environment and found that students, teachers and parents were all engaged through this medium. What was interesting about their particular study is that it provided support for the notion of MOOCs in a blended or supportive environment rather than as simply a stand-alone tool.\n\nMore work obviously needs to be done in this area. As researchers move toward this goal, we return to the fact that not all MOOCs are created or implemented the same. As such, future research should ask the right kinds of questions about MOOCs by exploring under what conditions these MOOCs were created, facilitated and assessed.\n<h5>What have we learned?<\/h5>\nOur first learning in creating and implementing the course revolved around data collection and analyses in order to be able to say something useful about MOOCs. We believe that as researchers and educators continue to explore MOOCs for K-12 learning, a critical conversation needs to occur around the ideas of data collection and analysis. Researchers must ask questions such as, what data should be collected, how will data collection be managed, and how will data be analyzed to provide a deeper understanding of the course and implications for the field. For instance, a cMOOC promotes the concept that learning can and should occur everywhere. While the facilitators\u2019 initial content being presented might be contained in one platform, the participants\u2019 learning and content they produce spread to a variety of outlets, including blogs, social media accounts (e.g., Twitter, Facebook, Instagram) and other community forums and websites. How does one truly capture everything that represents participants\u2019 learning? Are certain data points more important than others? These are complex answers that ultimately determine how researchers are able to analyze the effectiveness of MOOCs and why people might participant in MOOCs.\n\nA second learning is more of a confirmation that this MOOC offered opportunities that either did not exist elsewhere or were very difficult to achieve through other means. In-service teachers, preservice teachers and high school students might not normally discuss ways to improve teaching. In this MOOC, our participants had opportunities to discuss principles of teaching, instructional approaches and learning in classrooms. An example of the potential for this collaboration came from week one of the course. A high school student created a blog and then posted a lengthy post about why teachers ought to use blogs in learning. She received feedback from both in-service and preservice teachers. In this way, MOOCs provide a way to give people feedback beyond just \u201cyou did the assignment correctly.\u201d Conversations can move to exploring how ideas get put into practice. It also reinforces the idea of each participant as both learner and expert.\n\nA final learning relates to the fact that many K-12 teachers, administrators and students still do not understand connected learning or social networking. We created multiple opportunities to tell participants that there was nothing mandatory in the MOOC. We envisioned our MOOC as a connected experience where people could come to the table and discuss or they could learn by lurking. They could log in 1000 times or one time. Participants did have the opportunity to earn professional development credit if they wished, but it was merely an option. Although we explained this multiple times, we received daily emails from participants either apologizing for not engaging more or asking to withdraw because they didn\u2019t have the time to finish the work. Our previous ways of being educated are so deeply ingrained that it can be a struggle for some to participate in this open forum, even when given permission to do so in alternative ways \u2014 or when the expectations for what it means to be part of a learning community have changed. This provided us with another teachable moment to tell them we liked to keep them connected even if they didn\u2019t complete the course as others would.\n<h5>Conclusion<\/h5>\nIt is OK to read about MOOCs, but it is very important to actually have multiple MOOC experiences. If you are new to MOOCs, we encourage you to try out a MOOC offered by Coursera, edX, Udacity or some other group.\n<h5>Author Bios<\/h5>\n<strong>Richard E. Ferdig<\/strong> is the Summit Professor of Learning Technologies and Professor of Instructional Technology at Kent State University. He works within the Research Center for Educational Technology and also the School of Lifespan Development and Educational Sciences. He earned his Ph.D. in Educational Psychology from Michigan State University. He has served as researcher and instructor at Michigan State University, the University of Florida, the Wyzsza Szkola Pedagogiczna (Krakow, Poland), and the Universit\u00e0 Degli Studi di Modena e Reggio Emilia (Italy). At Kent State University, his research, teaching and service focus on combining cutting-edge technologies with a current pedagogic theory to create innovative learning environments. His research interests include online education, educational games and simulations, the role of faith in technology and what he labels a deeper psychology of technology. In addition to publishing and presenting nationally and internationally, Ferdig has also been funded to study the impact of emerging technologies such as K-12 Virtual Schools. Rick is the Editor-in-Chief of the International Journal of Gaming and Computer-Mediated Simulations, the Associate Editor-in-Chief of the Journal of Technology and Teacher Education, and currently, serves as a Consulting Editor for the Development Editorial Board of Educational Technology Research and Development and on the Review Panel of the British Journal of Educational Technology.\n\n<strong>Kristine E. Pytash<\/strong> is an assistant professor in Teaching, Learning and Curriculum Studies at Kent State University\u2019s College of Education, Health and Human Services, where she co-directs the secondary Integrated Language Arts teacher preparation program. She was a former high school English teacher. Her research focuses on disciplinary writing, writing instruction in juvenile detention facilities and the literacy practices of youth in alternative schools and juvenile detention facilities. Her recent work has appeared in the Journal of Adolescent &amp; Adult Literacy, English Journal, Voices from the Middle, and Middle School Journal.\n<h5>References<\/h5>\nBreslow, L. B., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., &amp; Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX\u2019s first MOOC. Research &amp; Practice in Assessment, 8, 13\u201325.\n\nCanessa, E. &amp; Pisani, A. (2013). High school open on-line courses (HOOC): A case study from Italy. European Journal of Open, Distance and e-Learning, 16(1), 131-140.\n\nFerdig, R. E. (2013). What massive open online courses have to offer K\u201312 teachers and students. Lansing, MI: Michigan Virtual Learning Research Institute. Retrieved from: <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/mooc_report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/mooc_report.pdf<\/a>.\n\nIto, M., Guti\u00e9rrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., &amp;Watkins, C. (2013). Connected learning: An agenda for research and design. Digital Media and Learning\n\nResearch Hub. Retrieved October 11, 2013 from <a href=\"https:\/\/dmlhub.net\/wp-content\/uploads\/files\/Connected_Learning_report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/dmlhub.net\/wp-content\/uploads\/files\/Connected_Learning_report.pdf<\/a>.\n\nLiyanagunawardena, T. R., Adams, A. A., &amp; Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distance Learning, 14(3), 202\u2013227.\n\nQualtrics (2013). Qualtrics and Instructure partner reveal top motivations for MOOC students.\n\nSiemens, G. (2012). MOOCs are really a platform. Retrieved October 11, 2013, from http:\/\/www.elearnspace.org\/blog\/2012\/07\/25\/moocs-are-really-a-platform\/.\n\nSJSU (2013). Collins research page.",
            "title": "Exploring MOOCs for K-12 teachers and learners",
            "excerpt": "Today\u2019s post features one of MVLRI\u2019s past Fellows, Dr. Rick Ferdig of Kent State, and his colleague, Dr. Kristy Pytash, also of Kent State. They share their work on MOOCs for K-12 Learners. Introduction Massive open online courses (MOOCs) have become such a buzzword that it almost seems clich\u00e9 to write yet more prose about...",
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            "path": "\/about\/news\/mvu-report-examines-online-learning-policies-and-practices\/",
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            "content": "Lansing \u2013 A new report released by the Michigan Virtual Learning Research Institute\u2122 at Michigan Virtual examines existing policies and practices related to the evaluation and approval of online and blended learning in the 50 states as well as relevant international examples, such as those arising from Canada\u2019s province-based K-12 education systems.\r\n\r\nEntitled Evaluation and Approval Constructs for Online and Blended Courses and Providers, the report leverages policy examples from Georgia, Maryland, California, Washington, Minnesota, Colorado and British Columbia, Canada, to inform cyber, online and blended provider evaluations in the state of Michigan.\r\n\r\nThe report was written by Dr. Michael Barbour of Sacred Heart University, Dr. Tom Clark of TA Consulting, and Dr. Kristen DeBruler and Justin Bruno of Michigan Virtual. Based on their policy analysis, the authors identified five areas for evaluating and approving online and blended course providers.\r\n\r\nThe areas are intended as a starting point for states to better understand their own processes and to identify strengths, weaknesses and areas of excellent coverage while also discovering possible areas to omit. The report concludes with potential models and key guidelines states might consider in order to ensure a quality online education is available for all of their pupils.\r\n\r\n\u201cAs states continue to adopt and refine their policies governing online and blended learning, awareness of what is occurring in other states and reflection of the reasons and results of such policy is critical,\u201d says Dr. Joe Freidhoff, Executive Director of MVLRI. \u201cThis report not only illuminates a variety of enacted state-level policy regarding online and blended learning, but does so through a framework the helps states consider different dimensional aspects that are important in the evaluation process.\u201d\r\n\r\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/eval_constructs.pdf\">Download the report \u00bb<\/a>\r\n\r\nAbout Michigan Virtual\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual Learning Research Institute\u2122, Michigan Virtual\u00ae and Michigan LearnPort\u00ae and. Visit the <a href=\"https:\/\/mvlri.org\/\">MVLRI website<\/a> for more information about MVLRI.",
            "title": "Michigan Virtual report examines online learning policies and practices",
            "excerpt": "Lansing \u2013 A new report released by the Michigan Virtual Learning Research Institute\u2122 at Michigan Virtual examines existing policies and practices related to the evaluation and approval of online and blended learning in the 50 states as well as relevant international examples, such as those arising from Canada\u2019s province-based K-12 education systems. Entitled Evaluation and...",
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            "content": "<strong>Michigan Virtual report examines online learning policies and practices<\/strong>\n\nA recently released <em>Michigan Virtual Learning Research Institute<\/em> report examines existing policies and practices related to the evaluation and approval of online and blended learning in the 50 states as well as relevant international examples, such as those arising from Canada\u2019s province-based K-12 education systems.\n\nEntitled <em>Evaluation and Approval Constructs for Online and Blended Courses and Providers<\/em>, the report leverages policy examples from Georgia, Maryland, California, Washington, Minnesota, Colorado and British Columbia, Canada, to inform cyber, online and blended provider evaluations in the state of Michigan.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/Online_Eval.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
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            "content": "Kent State University in collaboration with Michigan Virtual is offering a free MOOC (massive open online course) on Mobile Technologies for Health for students in grades 9-12. The course, which runs from July 9 \u2013 July 27, provides an opportunity for high school students to learn about public health.\r\n\r\nStudents who participate in the course will also learn about mobile technologies and their use in health and health education. Participants in the MOOC will have the opportunity to design an idea for a health game\/app. Cash awards will be given to the top three teams (as judged by a panel of experts).\r\n\r\nPlease see the details below, visit the <a href=\"https:\/\/www.coursesites.com\/webapps\/Bb-sites-course-creation-BBLEARN\/courseHomepage.htmlx?course_id=_315114_1\">Mobile Technologies for Public Health<\/a> site, or contact Diana Kingsbury (<a href=\"mailto:[email protected]\">[email protected]<\/a>) or Rick Ferdig (<a href=\"mailto:[email protected]\">[email protected]<\/a>) for details. National and international participation is welcomed, but students must be attending a secondary school to participate in the competition within the MOOC. Please share this with students considering health as a college career choice!\r\n\r\n<strong>About the Course<\/strong>\r\nNow, more than ever, we rely on mobile technology to connect with others, to find information and to help us navigate the world around us. With this increase in technology in our daily lives, there is an opportunity to maximize its use in addressing some of our leading social challenges. This summer, the Kent State University (KSU) College of Public Health, in collaboration with the KSU College of Education, Health, and Human Services and Michigan Virtual, is sponsoring an online learning experience that will introduce high school students (grades 9-12) to the use of mobile technologies to solve public health problems and challenges.\r\n\r\nStudents will have the opportunity to learn the basics of game and app development as they engage with the five core areas of public health (Biostatistics, Epidemiology, Health Policy, Environmental Health and Social &amp; Behavioral Health). Students will compete in teams of three to five to develop a public health game or app that relates to a public health problem of their choice. Cash prizes will be awarded to the team with the best concept public health game or app (one $500 and two $250 awards).\r\n\r\nThe course will run from July 9 \u2013 July 27. All content will be available online and participants will be asked to submit their work through the course\u2019s online platform. Orientation materials to the course, accessing the site, and program guidelines will also be made available virtually.\r\n\r\nFind some friends, form a team and sign up today!\r\n\r\n<strong>Intended Audience<\/strong>\r\nHigh school students in grades 9-12 are encouraged to form a team and enroll.\r\n\r\n<strong>Course Requirements<\/strong>\r\nTo participate, students will complete weekly online modules that will provide them with information about the field of public health, the basics of mobile app and game development, and some of the leading public health problems nationwide and globally. Students will be asked to select a public health issue of their choice and design their mobile technology to address the problem. In order to participate, students must have computer and Internet access. To be eligible to compete for the cash awards, students must complete each module and must be a member of a 3-5 person team.\r\n\r\n<strong>Learning Objectives<\/strong>\r\nBy participating in this program, you will:\r\n<ul>\r\n \t<li>Understand the five core areas within the field of public health:<\/li>\r\n \t<li>Get the basics of how mobile apps and games are designed<\/li>\r\n \t<li>Learn how mobile technologies can address public health issues<\/li>\r\n \t<li>Compete against other teams nationwide for cash awards<\/li>\r\n \t<li>Have fun!<\/li>\r\n<\/ul>\r\nTo enroll, please visit <a href=\"https:\/\/www.coursesites.com\/webapps\/Bb-sites-course-creation-BBLEARN\/courseHomepage.htmlx?course_id=_315114_1\">Mobile Technologies for Public Health<\/a>.\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122.\r\n\r\n<strong>About Kent State University<\/strong>\r\nKent State University is Northeast Ohio\u2019s leading public research university. Kent State has become an engine for economic, cultural and workforce development \u2014 locally and internationally \u2014 as one of the premier Ohio universities. The university is ranked among the nation\u2019s 77 public research universities demonstrating high-research activity by the Carnegie Foundation for the Advancement of Teaching. For more information about Kent State, visit <a href=\"http:\/\/www.kent.edu\/\">www.kent.edu<\/a>.",
            "title": "MOOC provides opportunity to learn about public health",
            "excerpt": "Kent State University in collaboration with Michigan Virtual is offering a free MOOC (massive open online course) on Mobile Technologies for Health for students in grades 9-12. The course, which runs from July 9 \u2013 July 27, provides an opportunity for high school students to learn about public health. Students who participate in the course...",
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            "path": "\/blog\/universal-student-transcripts-its-only-a-matter-of-time\/",
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            "content": "Since the voluntary use of Internet technologies entered education, several waves of innovation have occurred; I would argue we are now at Wave Number 5 \u2014 personalized learning records or what I call universal transcripts.\r\n\r\nWe increasingly live in a world where work involves significant amounts of change and re-learning. These growth opportunities often occur in diverse settings and programs such as in-school and out-of-school learning, training, apprenticeships, fellowships and internships. The argument for universal transcripts is that the recording and verification of such heterogeneous learning \u2014 school transcripts and other credentials \u2014 must live in a single, authoritative record. Since these records comprise more than just the school experience, students and their support systems are the only logical manager of the transcripts. This ownership helps students take partial control over their learning curriculum, yet allows multiple entry points for mentors and others to assist those students in constructing and staying on their personalized learning pathway.\r\n\r\nTo illustrate the potential I see in universal transcripts, I\u2019ve made up two case studies. Though fictitious, critical components of the technologies I write about are already under development.\r\n<h3>Katie<\/h3>\r\nKatie is a 10th grader. She uses a Personal Learning Manager product approved by her school and the state. The secure, cloud-based application, called <i>Athena<\/i>, functions as a transcription and verification service and is part digital assistant, part scorekeeper and part academic and skills planner.\r\n\r\nAthena\u2019s designers know patterns of communication, calendar issues and other life factors important in a female student\u2019s life. Unlike basic universal transcript solutions, this product takes the state\u2019s universal transcription service for publicly-funded education options and officially accredited options and adds levels of additional options.\r\n\r\nAthena receives Katie\u2019s grades and assignments via a program that links it with the school\u2019s grade book application. Because it is standards-based, Athena is able to communicate with programs used by publishers, open resource publishers, study guide organizations and others. Katie, with her parents\u2019 and school\u2019s permission, has opted-in for outside help from the Khan Academy for math and to a history program offered by a university extension system. Both of these systems send results and planning targets to Athena.\r\n\r\nAthena generates reports and charts of Katie\u2019s successes, slacking off or worse. Through an agreement with the school, Katie\u2019s teachers can see what she is doing in school and out and what effect it is having on her grades and comprehension. Athena knows Katie\u2019s work and play cycles and can tell Katie when she is off track. This is not so much artificial intelligence, but rather more intelligent use of data accumulated and available. Athena calculates and reminds Katie how much work she needs to do at the Kahn Academy over spring break and what she is likely to need to do over the summer if she wants to keep a \u201cB\u201d as she moves from Algebra II to Pre-Calc in 11th grade.\r\n<h3>Ernie<\/h3>\r\nErnie is a 9th grader from a single parent home and is helped along by a grandparent. He is not particularly engaged in school; however, he is beginning water polo and enjoys it. When he is not at water polo practice, he attends an after-school program that assists English language learners with academic tutoring. Ernie actually does very well in math and likes the subject. Unlike Katie, Ernie\u2019s mentor at school uses the standard universal transcript service provided by his school. This solution, called <i>Matador<\/i>, was created by a former high school principal, someone from an ed-tech company, and a group of advisors that included parents, students, teachers and administrators.\r\n\r\nErnie and his counselor set targets and goals in each subject area and even in other areas of interest to Ernie such as water polo videos and possible technical careers where math is important. The system automatically pulls in material within Ernie\u2019s interests, including videos and quizzes. Some of these learning resources come from <a href=\"http:\/\/www.goorulearning.org\/\" target=\"\u201d_blank\u201d\">www.GooruLearning.org<\/a>, which is fully functional today.\r\n\r\nMatador not only manages grades, progress and interest beyond the school grade book, it rates Ernie according to factors he and his counselor have chosen. Through his after-school program, which also logs his time and work into Matador, Ernie found out about a career and technical education pathway that will prepare him for a career in machining for precision parts.\r\n\r\n<hr \/>\r\n\r\nAs I mentioned, while hypothetical, the ideas behind these universal transcription solutions are already underway. One company, <a href=\"http:\/\/www.parchment.com\/\" target=\"\u201d_blank\u201d\">www.Parchment.com<\/a>, is already deeply involved in the verification of learning from multiple sources. Their solution powers the verification within <a href=\"http:\/\/www.naviance.com\/\" target=\"\u201d_blank\u201d\">www.Naviance.com<\/a>, a common career and college planning system.\r\n\r\nThe nonprofit I created and run is working with a number of providers to stimulate the creation of products like the hypothetical Athena and Matador. We feel the only way to make education relevant, worthwhile and survivable for greater numbers of students, is not to take control away from schools, but to have students and families share control of the management of learning.\r\n<h4>About Gordon Freedman<\/h4>\r\nGordon Freedman is president of the nonprofit National Laboratory for Education Transformation <a href=\"http:\/\/www.nlet.org\/\" target=\"_blank\">(www.nlet.org)<\/a> and a past fellow with <i>MVLRI<\/i>. Freedman, who grew up in Charlevoix and attended MSU, was the vice president for global education strategy at Blackboard, Inc., where he started and was executive director of the Blackboard Institute.",
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            "id": 2201,
            "path": "\/blog\/lessons-in-physical-space-from-the-library\/",
            "author_id": 22,
            "timestamp": 1402325858,
            "content": "When my wife and I explored the inside of the building, I stopped seeing glass, steel and brick and started to envision what learning looks like in this place. There are clearly established zones that encourage quiet focus or collaboration, but what stuck with me the most was the design of flexible work zones. Movable furniture that when moved could change the functionality of the space from solitude to social without much thought or effort.\r\n\r\nI am a Laker. Not of the Los Angeles Lakers variety, but a Grand Valley State University alum. It makes me so proud, therefore, to visit the <a href=\"http:\/\/gvsu.edu\/library\/mary-idema-pew-library-224.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Mary Idema Pew Library<\/a>. Watch the video below to get a better idea for the intentionality with which this building was designed.\r\n\r\nThis library felt different than the ones I\u2019ve utilized in the past. Libraries have a horrible stereotype for being fortresses of solitude where gray-haired librarians sit perched at the resources counter, ready to shush loud talking hooligans out the door. It\u2019s a place for one thing, quiet study. Schools, too, have traditionally filled a rigid paradigm, that of a lecture hall. Teachers talk, students listen and then each party goes to a quiet place to reflect and prepare for the next day (perhaps at a library!).\r\n\r\nThe physical design of places shapes the behavior of the people that occupy them. This, in turn, makes me think of the goals of blended learning and how traditional classroom designs seem to be incongruent with them.\r\n\r\nOne of the fundamental shifts in pedagogy that we see from teachers who implement blended learning strategies is that students gain greater autonomy over their learning. Because students are making more decisions as they propel their learning forward, they will also need to know how to seek out surroundings that meet those needs.\r\n\r\nIn my own experience as a blended teacher, I tried to emphasize the importance of empathy. Quietly focused students need to be able to work alongside students who crave collaboration. I had the difficult task of praising the excitement and energy of collaborative groups while simultaneously reminding them that they needed to moderate their talking volume to avoid disturbing other people. Our traditional one-size-fits-all school model has trained us all to believe that students should all be working in the same way, essentially creating a forced harmony. We need to evolve our expectations of what appropriate classroom behavior is. No longer can we expect everyone to behave alike, we have to respect differences and communicate our work atmosphere needs in constructive ways.\r\n\r\nBut we also need to design our physical spaces to control the chaos better.\r\n\r\nI got a lot of requests to leave my classroom to work in the hallway instead. Many students would ask this because they found it incredibly difficult to concentrate on what they were doing. I received this request from students seeking solitude and collaborative groups alike. Both wanted to separate themselves from the classroom atmosphere so that they could establish a workflow in an empty space.\r\n\r\nI can easily relate this to my own work environment. I really enjoy being in an office with my team members at <em>Michigan Virtual<\/em> because collaboration is just a turn away and if I need quiet focus on a project I can jump into an empty room in the building. I am able to customize my work environment.\r\n\r\nUnfortunately, schools usually don\u2019t afford students with this same level of procedural customization. I couldn\u2019t let my students work in the hall because I couldn\u2019t see them and therefore could not ensure their safety. Yet, if the walls were transparent or we had movable dividers, it would provide separation without limiting supervision. I\u2019m convinced that we should do our best to emulate the wide open spaces with flexible compartmentalization that the Mary Idema Pew Library offers.\r\n<div class=\"whatismb\">\r\n<h4>Sharing your design!<\/h4>\r\nHow do you design the physical environment of your classroom to support blended learning strategies? I think this is such an ill-defined topic for K-12 educators and I believe many would benefit from actually seeing how other blended teachers have set up their rooms.\r\n\r\n<\/div>\r\n<div class=\"whatismb\" style=\"text-align: center\"><\/div>",
            "title": "Lessons in physical space from the library",
            "excerpt": "GVSU's library is a flexible study environment that K-12 education should emulate.",
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            "id": 2251,
            "path": "\/blog\/this-is-fourth-grade-a-blended-odyssey\/",
            "author_id": 22,
            "timestamp": 1399906664,
            "content": "Dave and I made the two-mile trek from the Michigan Virtual office up to Red Cedar Elementary to meet up with Mary Wever (<a href=\"https:\/\/twitter.com\/WeverWorld\">@WeverWorld<\/a>) and her student teacher Deedee Stasiak (<a href=\"https:\/\/twitter.com\/MissStasiak\">@MissStasiak<\/a>). We\u2019re always eager to get out to schools to visit with teachers who are doing great things with blended learning. Mary and Deedee really fit that bill.\r\n<h2 dir=\"ltr\">Our experience ...<\/h2>\r\n<div class=\"imgbox-right\">\r\n\r\n&nbsp;\r\n\r\nWe appreciated Mrs. Wever and Miss Stasiak's invitation to visit their class!\r\n\r\n<\/div>\r\nWe met Mary and Deedee at a Flipped Classroom Seminar, put on by Terri Gustafson (<a href=\"https:\/\/twitter.com\/TGustafson\">@TGustafson<\/a>) and the <a href=\"http:\/\/ctt.educ.msu.edu\/\">Center for Teaching &amp; Technology<\/a> at Michigan State. Dave and I were really impressed with how the teachers depicted their particular model of flipped instruction for 4th grade math. We took Mrs. Wever up on her invitation to join her students as they learned about fractions and probability. As the students came in the door from lunch\/recess at 12:15, they sat down and interacted with their Everyday Mathematics workbooks as a transition exercise. Mrs. Wever told us later of the intentionality of this activity:\r\n\r\n\"They worked on their Math Box for the day \u2026 [They] are a mixture of previously learned concepts, current, and things to come in the future. There are six boxes with various problems (the program is spiraled, so there is a huge mixture), and I give them two minutes per box. I want to build their fluency and confidence while I assess their understanding too. They usually correct them with a partner when they finish so they can go over misconceptions and reteach each other, but I just had them continue with the boxes if they finished yesterday.\"\r\n\r\nDuring this time, I became aware that there were quite a few adults in the room. In addition to Mary and Deedee, three paraprofessionals join the class during math. \u00a0Representing nationalities from around the world, Red Cedar is a culturally and socioeconomically diverse school. To serve their truly international population, one paraprofessional focuses on providing English Language Learning (ELL) support to students who are non-native English speakers. In addition, <a href=\"http:\/\/www2.ed.gov\/programs\/titleiparta\/index.html\">Title I funds<\/a> have been allocated to allow for the other two paraprofessionals to provide targeted support.\r\n<div class=\"imgbox-left\">\r\n\r\n<img class=\"size-medium wp-image-6297 alignleft\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/wever_guided-blur-300x225.png\" alt=\"Mrs. Wever speaking to her class\" width=\"300\" height=\"225\" \/>\r\n\r\nMrs. Wever and Miss Stasiak engaging students in guided practice. This formative assessment aides teachers and students in checking for understanding.\r\n\r\n<\/div>\r\nThis teaching team constantly cycles the room offering general assistance and a lot of targeted support. Mary is constantly jotting on post-it notes as she keeps a pulse on student performance and needs. She shared with me some of these observations, ranging from specific content objectives that specific students are struggling with to students who will be needing extension activities soon. She uses these to plan interventions with certain students with her team ahead of time so that everyone is on the same page about the needs of each student and what will be done each day to meet those needs. But Mary makes it clear that she is not the only decision maker in this area:\r\n\r\n\"The paras proactively teach skills too. For instance, many students did not know their math facts at the beginning of the year. They can't do much in 4th grade math if they don't know their basic facts. So, those kids were put into differentiated groups (0%-50% on facts test in one group and 50%-85% in another) that were pulled from the first 10 minutes of school by two different paras (while I did attendance, etc.) to just work on learning multiplication\/division facts. Once they tested 85% or better on the six-minute fluency test, they were no longer pulled. Now that they have their facts memorized and automatic, they can learn things like fractions with more ease.\"\r\n\r\nAfter engaging with their Math Boxes for the first portion of math, the students grabbed individual dry erase boards and huddled around Mrs. Wever. Here, she assisted them in guided practice exercises. Students would formulate equations that equated to them the fractions that she put on the interactive whiteboard. The individual whiteboards serve as a great formative assessment platform as students test their knowledge of concepts and hold it high above their heads to receive feedback from the teachers. This session was so quick, lasting less than 10 minutes, yet it allowed the teachers to check for understanding with every single student.\r\n\r\nDeedee then asked students to recall <a href=\"http:\/\/weverworld.weebly.com\/edm-unit-7.html\">the videos that they watched the night before<\/a>. She asked students to self-assess their understanding of the content in the video in addition to their comfort level with the skills they displayed during guided practice. Based on this self-assessment, students put themselves into differentiated groupings described by Deedee that broke down like this:\r\n<table style=\"width: 100%\" border=\"1\" rules=\"none\">\r\n<tbody>\r\n<tr bgcolor=\"#333333\">\r\n<td width=\"129px\"><\/td>\r\n<td align=\"center\" width=\"26%\">\r\n<h3 style=\"color: #fff\">Group<\/h3>\r\n<\/td>\r\n<td width=\"60%\">\r\n<h3 style=\"color: #fff\">Description<\/h3>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><\/td>\r\n<td align=\"center\">\r\n<h3>\"I can teach it\"<\/h3>\r\n<\/td>\r\n<td style=\"font: medium\">Students in this group watched the video(s) and understand the content.<\/td>\r\n<\/tr>\r\n<tr bgcolor=\"#F4F4F4\">\r\n<td><\/td>\r\n<td align=\"center\">\r\n<h3>\"I understand it\"<\/h3>\r\n<\/td>\r\n<td style=\"font: medium\">Students in this group watched the video(s), with reasonable confidence but feel they could use more practice.<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><\/td>\r\n<td align=\"center\">\r\n<h3>\"I need your help\"<\/h3>\r\n<\/td>\r\n<td style=\"font: medium\">Student watched the video(s), but are in need of additional support in order to wrap their head around the concepts.<\/td>\r\n<\/tr>\r\n<tr bgcolor=\"#F4F4F4\">\r\n<td><\/td>\r\n<td align=\"center\">\r\n<h3>\"I didn't watch the video(s)\"<\/h3>\r\n<\/td>\r\n<td style=\"font: medium\">I need to watch them in class before joining one of the other groups.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThe \"teach it\" and \"understand it\" groups work together on activities that extend and expand upon the concepts that they are confident with.\r\n\r\nStudents in the \u201cteach it\u201d and \u201cunderstand it\u201d groups went back to their seats and worked on some independent practice exercises in their Everyday Mathematics workbooks, collaboratively teaching and learning from one another. The \u201cneed help\u201d group received 1:1 support from one of the teachers to resolve confusion and work on learning the concepts in a personalized way. While this was going on the \u201cdidn\u2019t watch\u201d group shared a tablet, accessed the class website, and watched the videos in class. Four students, in whole, made up the \u201cneed help\u201d and \u201cdidn\u2019t watch\u201d groups. Once they felt comfortable with the concepts, they transitioned to independent practice as well.\r\n\r\nThe community that has been established is outstanding. Most of the students assess their progress honestly and choose the group that meets their needs. There was no sense of unfairness or judgment cast upon anyone, which eliminated any fear of asking for help or to watch the videos in class. In fact, this learning environment explicitly encouraged students to seek help in pursuit of learning goals. Mrs. Wever explained to us how this community functions on a regular basis:\r\n\r\n\"Believe it or not, we actually have more issues with kids who want to stay at the carpet to get extra help\/attention than we do with kids who try to go back to their seats to work on their own when they really don't get it. I would have totally thought it would be the opposite! When we started, I was worried that kids would pretend like they got it so they could just go back to do the work. I was on the lookout for this and had eyes like a hawk. \u00a0However, this never ended up being an issue at all. The kids in our class want to get more help if they think they need it (plus, there was a large amount of Title I math kids who are more dependent learners). I don't know if you noticed, but there were two girls I sent to their seats to try the work before they could come to the carpet. And they ended up doing just fine.\"\r\n<h2 dir=\"ltr\">Utilizing two environments ...<\/h2>\r\nMary utilizes the flipped classroom model extensively to inform her blended learning choices. When you visit the <a href=\"http:\/\/weverworld.weebly.com\/\">Wever World website<\/a> that Mary and Deedee have built as a customized online environment, you\u2019ll notice that each math unit\u2019s concepts are illustrated by way of the <a href=\"http:\/\/weverworld.weebly.com\/math-help.html\">Math Help<\/a> section. Here you will find videos that the teachers have created and curated to act as direct instructional resources. These videos are never longer than four minutes and each are isolated to a single concept. Students that understand the concepts really well are encouraged to create their own how-to videos, an empowering extension activity for those students approaching mastery. Mary adds that,\r\n\r\n\"It encourages students to use correct vocabulary to explain concepts. Also, this is great speaking practice for ELL students who excel in math but may struggle more with language. We have posted only one student created video on our website, but I have made a goal for myself to have more kid-created videos online next year. This is all a process. It did not start overnight. I started my website by embedding YouTube videos created by other teachers. This is the first year I have made my own videos. Deedee has [actually] made most of them. Next year I plan to incorporate more student-made videos. I haven't thought totally through how I will do this, but it's my goal.\"\r\n\r\nThe intent is to have students watch the videos online before they come to math. This way the face-to-face environment can be fully utilized to guide personalized student growth. Guided practice, independent practice, individualized support and differentiated learning pathways are all provided face-to-face, utilizing the time she spends with her students to adapt to their individual needs. Students know that they will need to interact with the videos on the website to begin learning something new. Accordingly, they come to class ready to practice the skill or they come with questions\/concerns to work with peers\/teachers to learn the skill.\r\n<div class=\"imgbox-left\">\r\n\r\n&nbsp;\r\n\r\nMiss Stasiak works with the \"need help\" group as the \"didn't watch\" group, uses in-class time to watch. Targeted grouping to address common misconceptions is a way to personalize instruction efficiently, while other students progress independently.\r\n\r\n<\/div>\r\nBut Mary is quick to point out that she doesn\u2019t always flip the direct instruction to the online environment. She thinks thoughtfully about which learning environment (online or face-to-face) will best suite pedagogical and content needs.\r\n\r\n\"Yes \u2026 The direct instruction is mostly online, but not always. For example, many concepts in Geometry are directly instructed with manipulatives in the classroom (see <a href=\"http:\/\/weverworld.weebly.com\/edm-unit-1.html\">Unit 1<\/a>). We really think about each and every lesson, look at the test and what they need to be able to do to show mastery, and then decide if we need to teach a skill, algorithm, or a concrete\/abstract concept. We then decide on what we think is the best way to teach each lesson or concept. Most have videos, but some are best taught in person with manipulatives or stories.\"\r\n\r\nAs a fellow <a href=\"http:\/\/edutech.msu.edu\/programs\/masters\/\">MAET<\/a> alumnus myself, I recognized the <a href=\"http:\/\/prezi.com\/lk7s-nlqj6ng\/making-it-stick-lab-missional-vs-instrumental-thinking\/\">missional approach<\/a> to technology integration in the way Mary describes her practice. It\u2019s a guiding principle that serves her well and keeps her focused on learning outcomes. A casual observer might portray her as a techy person who intuitively knows how to teach using technology. Mary would like to dispel that myth.\r\n\r\nWhen it was time to transition to English language arts instruction, Deedee took full control of the class, allowing Mary, Dave, and I to debrief in the hallway. Mary spoke very passionately about the misconceptions that many educators have about educational technologies and the teachers who best utilize them. She did not have the kinds of technology she uses with her students available to her throughout her own schooling. Yet many assume that she did and because of this, assume that technology use is somehow in her DNA.\r\n\r\nFor blended learning to be considered best practice it must be an inclusionary culture; not a clique of techy teachers. Mary\u2019s practice epitomizes this idea, not because she simply uses technology, but because of how she utilizes it in her classroom.\r\n\r\nI\u2019m so happy that Mary could share her classroom practice with us and I look forward to learning with her long into the future!\r\n<div class=\"whatismb\">\r\n<h4>Thinking about doing something similar with your students? Have you done something similar? Something different? Share, ask, discuss!<\/h4>\r\n<\/div>",
            "title": "This Is Fourth Grade: A Blended Odyssey",
            "excerpt": "Mary Wever personalizes learning to meet the diverse needs of her students.",
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        {
            "id": 3804,
            "path": "\/about\/news\/mvs-students-awarded-language-scholarships\/",
            "author_id": 2,
            "timestamp": 1397755195,
            "content": "Three <em>Michigan Virtual<\/em> for Students students will spend four weeks this summer immersed in world language and culture thanks to a partnership with Middlebury Interactive Languages, the academic leader in world language education for K-12 students.\r\n\r\nSamantha Huelke (Milan High School), Gabrielle Kosiba (O.E. Dunckel Middle School, Farmington Hills) and Jacob Scherba (Hartland High School) were awarded $5,995 scholarships to attend the Middlebury-Monterey Language Academy (MMLA), a four-week, residential language immersion academy at Green Mountain College in Vermont.\r\n\r\n\u201cThe residential academy is a fun and effective way to experience a new language and culture with other teens from around the country,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>MVU<\/em>. \u201cI\u2019m confident the summer academy will have a tremendous impact on the scholarship winners and influence their future academic and career plans in profound ways.\u201d\r\n\r\nMiddlebury Interactive has adapted Middlebury College\u2019s gold-standard immersion methodology and expert curriculum to the digital environment. <em>Michigan Virtual<\/em> has been working with Middlebury Interactive since 2011 to deliver a comprehensive offering of digital world language courses to K-12 students across Michigan. This year, more than 1,500 <em>Michigan Virtual<\/em> students are taking courses powered by Middlebury Interactive, ranging from middle school through high school Advanced Placement courses.\r\n\r\nThe scholarship students from <em>Michigan Virtual<\/em> are currently enrolled in one of the seven languages offered by Michigan\u2019s online learning leader. Samantha, 11th grade, is taking AP Spanish; Gabrielle, 8th grade, is enrolled in German II; and Jacob, a senior, is studying AP French. Chinese, Japanese, Latin and American Sign Language are also available to Michigan students through Michigan Virtual.\r\n\r\nEvery summer, MMLA convenes residential academies held at prestigious liberal arts colleges across the United States and at select locations abroad. Students engage in four weeks of full-immersion language learning while living in a safe, supportive environment with state-of-the-art facilities and top language instructors.\r\n\r\n\u201cWe have been pleased to partner with <em>Michigan Virtual<\/em> over the past several years to help more Michigan students gain the language skills and cultural understanding that will better prepare them for college and career success,\u201d said Jane Swift, Chief Executive Officer at Middlebury Interactive Languages. \u201cThis scholarship program will allow these students to build on the language skills they have learned through <em>Michigan Virtual<\/em> and enjoy a one-of-a-kind experience this summer.\u201d\r\n\r\n<a href=\"http:\/\/www.middlebury.edu\/ls\" target=\"_blank\" rel=\"noopener noreferrer\" class=\"btn\">Middlebury Language Schools<\/a>\r\n<h5>About Michigan Virtual<\/h5>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual students awarded language scholarships",
            "excerpt": "Three Michigan Virtual for Students students will spend four weeks this summer immersed in world language and culture thanks to a partnership with Middlebury Interactive Languages, the academic leader in world language education for K-12 students. Samantha Huelke (Milan High School), Gabrielle Kosiba (O.E. Dunckel Middle School, Farmington Hills) and Jacob Scherba (Hartland High School)...",
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        {
            "id": 2193,
            "path": "\/blog\/confessions-of-an-edtech-guerrilla\/",
            "author_id": 22,
            "timestamp": 1396018655,
            "content": "<img class=\"alignnone wp-image-6292 size-full\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2014\/03\/computer-1844996_1920.jpg\" alt=\"Using a computer in the dark\" width=\"1920\" height=\"1280\" \/>\r\n\r\nRecently I followed someone on Twitter who, within 10 minutes of my follow, tweeted this at me:\r\n\r\nhttps:\/\/twitter.com\/CatFlippen\/status\/448189184659185664\r\n\r\nThe \u201cEdTech Guerrilla\u201d thing is a bio line on my Twitter profile. At various points in my twitterings I\u2019ve listed myself as a Ninja Turtle, an ice cream advocate and a failed Frankenstein. If you believe everything you read, I am truly the most interesting man in the world.\r\n\r\nPlayful Twitter bios are an institution, yet there is a real core of belief of mine behind the guerrilla moniker. I want to preface by saying that I have received nothing but encouragement to use technology in my classroom from administration. I never had a curmudgeon administrator tell me that I needed to use technology less. Yet, I\u2019ve never felt like administrators fully understood why I was doing what I was doing. Because of this, I had a lot of \u201c<a href=\"http:\/\/www.youtube.com\/watch?v=4xgx4k83zzc#aid=P8mfbvXm9hw\" target=\"_blank\" rel=\"noopener noreferrer\">these go to 11<\/a>\u201d moments with IT and administrators. Except the conversations I had were in the spirit of this:\r\n<blockquote>Me: Can you unblock this YouTube video on student accounts?\r\nIT: Your teacher account should let you play YouTube videos.\r\nMe: I know, but I want students to be able to watch them on their own.\r\nIT: Is it blocked when you try to watch it on the smart board?\r\nMe: No, it\u2019s fine there. I just would like my students to be able to play, pause and rewind on their own.\r\nIT: Why don\u2019t you just play it on the smart board?<\/blockquote>\r\nI came across roadblocks that needed to be sidestepped in order to do what was best for my students. Sometimes, I found it was easier to find workarounds rather than go through official channels. It wasn\u2019t because administration and IT were evil, it\u2019s just that their understanding of my pedagogical needs was limited. Even today I\u2019m not willing to admit that this was wrong, but I wasn\u2019t entirely in the right either. It was what it was. I found institutional change to be incredibly slow, too slow for my liking.\r\n\r\nOne belief I have is that technology should be in the space where students meet every day. Computer labs are lesson plan eaters. If you prepare students to meet in the lab the day before, you spend the first 10 minutes of class waiting for the students who got lost in the hallway. If you have students meet in the normal room and then go down to the lab together, you lose the same 10 minutes. You also feel that the students need to be using the computer 100% of the time in the lab to take full advantage of the resources. No thanks. I wanted technology to be used exactly when it was needed, even if this need wasn\u2019t planned for, so I needed them to be in my room.\r\n\r\nThere were not a lot of mobile device labs at the high school that I taught at so I encouraged my students to bring their own devices. My class website at that time wasn\u2019t yet the backbone of my instruction, so phone use was primarily for research. I wanted them to be able to do quick web searches while we were watching videos, exploring printed documents, having discussions and to just generally inform their curiosity. As mobile technology has exploded in use, so too has serendipitous research. I can no longer imagine having a conversation with someone, have a question arise and not have a means to search for that answer on the internet.\r\n<table style=\"height: 96px;width: 284px\" align=\"right\">\r\n<tbody>\r\n<tr>\r\n<td><img class=\"alignnone size-thumbnail wp-image-3450\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/social-media-cootie-catcher-150x150.jpg\" alt=\"cootie catcher\" width=\"150\" height=\"150\" \/><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"text-align: left\">\u00a0Is social media really all that different from the cootie catchers that students have made for decades? <em>Photo by\u00a0<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/social-media-cootie-catcher.jpg\" target=\"_blank\" rel=\"noopener noreferrer\">Alan Levine<\/a><\/em><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nBut BYOD was kind of a no-no at the time. There was talk of implementing \u201csafe\u201d times and zones for personal technology use, but nothing had been implemented yet. Students were still getting sent to the office by teachers for using devices in classrooms and hallways. Students were being cut off from research tools because they had the potential to distract them from learning. Something that <a href=\"http:\/\/www.youtube.com\/watch?v=ErFXHHYXByk#aid=P9mH3bUCLMw\" target=\"_blank\" rel=\"noopener noreferrer\">block dude<\/a>, the <a href=\"http:\/\/knowyourmeme.com\/memes\/super-s-stussy\" target=\"_blank\" rel=\"noopener noreferrer\">Super S<\/a> and <a href=\"http:\/\/www.instructables.com\/id\/How-to-make-a-cootie-catcher\/\" target=\"_blank\" rel=\"noopener noreferrer\">cootie catchers<\/a> have done for generations.\r\n\r\nI once got into a heated argument with a colleague of mine over student phone use. At one point he screamed, \u201cTell me to Google something, Jeff! See if I do it! You can\u2019t control what students do with phones!\u201d To each his own. Distractions happen and I think many of us learn well with distractions as a palate cleanser. But ... perhaps this is a tangent for another post.\r\n\r\nI loved working at the middle school level because there were more mobile devices available than the high school had. The high schools in my district had more computer lab rooms, where the middle schools had more tablet and laptop carts. It was around this time that I built my first course in an LMS and started to really push learning online. I started to think of ways to get my students online for part of every class period. So I signed out one cart of laptops for an entire month.\r\n\r\nThis was not cool of me and I heard a lot of my colleagues grumbling through the grapevine because of it. So I explored writing grants to get my own devices, but they all fell through. I had a meeting with the director of technology of the district and my building principal, explained my need for the devices and she agreed to set aside some Title I funds for the next school year. Unfortunately, I was involuntarily transferred to a different building the next year. My new principal didn\u2019t see my proposal to be a good use of funds and so that never happened.\r\n\r\nEventually, I had a \"lemons into lemonade\" moment. Many of the laptops that my school had available for checkout were in disrepair. Students (mostly my own) had pulled a lot of the keys off the keyboards. The compression component that sent the signal to make each character appear on the screen remained functional, but the alphanumeric caps were missing. This meant that the computers were less comfortable to use, yet could still be used. \u00a0There were enough complaints that my principal decided to have the media center specialists take all the \u201cbroken\u201d laptops out of circulation.\r\n\r\nSo I asked if I could have them. She said yes.\r\n\r\nTo date, it\u2019s the second greatest proposal I\u2019ve made in my life (I love you, Julie!).\r\n\r\nI would rather have the undesirable devices every day than the highly demanded devices intermittently. This is not intended to be a sales pitch for 1:1 classrooms. In fact, I had a two students to one computer ratio intentionally because I valued the collaboration that came from that configuration. I\u2019m saying that blending your classroom could lead your school into uncharted territory. In retrospect, I regret stepping on toes but I don\u2019t regret having the strength to push for the things I needed what my students needed.\r\n\r\nI think I made a lot of personal growth but failed to initiate institutional change. I think I\u2019m still working on how to do that. How do you do it? How are you working within the system and in what areas do you feel the need to work around it? I\u2019m interested to hear your thoughts.",
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        {
            "id": 2204,
            "path": "\/blog\/make-intermittent-internet-access-normal\/",
            "author_id": 22,
            "timestamp": 1394207858,
            "content": "As a teacher using blended learning, I made a point of inviting parents into our online learning space. In order to push URL\u2019s and blended philosophy, I did snail mail-outs, I called home, and Interacted with parents\/students at conferences. But in the process of doing this, I neglected to think of how it might be difficult for some families to get online.\r\n\r\nNothing will make you feel like a jerk more than encouraging parents and students, who utilize free or reduced lunch programs, to get online at home. I would say things like, \u201cThis is a great way to know what\u2019s going on in social studies,\u201d unintentionally insinuating that they were failing as parents if they didn\u2019t. True you could access my course from anywhere, but that didn\u2019t mean that all locations afforded access.\r\n\r\nWhen I spoke with families, I recognized two clearly defined subgroups within the community. Families who had internet access either spoke about how they interact with my class at home or how excited they were to use this new window into their child\u2019s learning. Families who did not have the internet at home often hung their heads in shame. Feeling awkward, I ended the conversation.\r\n\r\nIn hindsight, maybe my mistake wasn\u2019t bringing up the topic \u2026 maybe it was chickening out when it got uncomfortable to discuss it. I felt like I had trampled into a sensitive issue and decided to drop the conversation by saying, \u201cWell don\u2019t worry, he\/she can accomplish everything during class time.\u201d It was well intended, but I wish that I pushed the conversation into the arena of developing a personalized access plan for the student.\r\n<h5 class=\"purple\">Putting a new spin on limited internet access<\/h5>\r\nLast month, Teach Thought posted a really thought provoking piece entitled <a href=\"http:\/\/www.teachthought.com\/technology\/6-ways-support-students-without-internet-access-home\/\" target=\"_blank\" rel=\"noopener noreferrer\">6 Ways To Support Students Without Internet Access At Home<\/a>. While I usually avoid anything that could potentially resemble a BuzzFeed list, everything after the \u201c6\u201d grabbed me.\r\n\r\nThe entire thing is solid advice, but I was particularly interested in #5:\r\n\r\n<strong>5. \u201cSpin\u201d Intermittent Access As A Normal Thing<\/strong>\r\nOf course, they know internet access is desirable, but help them understand that those with only intermittent access aren\u2019t social pariah. Only 56% of Mississippi homes have access. While that kind of inequality will be an issue long-term, don\u2019t make students feel like outcasts (anymore than they already might). Spin it as a statistically normal thing.\r\n\r\nLet\u2019s be honest; connectivity at home is an issue. Not everyone has the internet at home and there is quite a bit of disparity when you look at the <a href=\"http:\/\/www.theatlanticcities.com\/technology\/2014\/02\/most-revealing-broadband-adoption-maps-weve-ever-seen\/8517\/\" target=\"_blank\" rel=\"noopener noreferrer\">socio-economic geography of it all<\/a>. While <a href=\"http:\/\/mashable.com\/2013\/12\/10\/new-york-city-harlem-wi-fi-network\/\" target=\"_blank\" rel=\"noopener noreferrer\">there are projects in the works<\/a> that are slowly closing the infrastructure gap, as teachers we cannot eliminate the digital divide. Instead, we have to develop workarounds until internet access is as common as electricity.\r\n\r\nSo how do we make intermittent access a normal thing? The secret might be <em>not<\/em> expecting students to get online at home, yet <em>still<\/em> expecting them to have intermittent access outside of school.\r\n<h5 class=\"purple\">Ideas to get you started<\/h5>\r\n<a href=\"https:\/\/everyoneon.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Everyone On<\/a> is a program that has partnered with the Ad Council to launch a campaign of digital inclusion. It promotes digital literacy in addition to access which I think is fantastic. Most of the training sites are at local libraries and you can track one down near you using the <a href=\"http:\/\/everyoneon.org\/training-locations\/\" target=\"_blank\" rel=\"noopener noreferrer\">training sites search feature<\/a>. If you have a blended classroom think about contacting your local public library so that they can be aware of what you are doing. They can be a big help for supporting your students and parents.\r\n\r\nAnother thing is to take advantage of in-school accessibility. I had laptops in my room 24\/7, so I offered extended class hours before and after school in addition to power lunches. You might consider running open computer lab sessions or BYOD hours depending on the resources at your disposal.\r\n\r\nPerhaps most importantly, think critically about the time\/place constraints of instructional design. If possible eliminate them entirely. Learning opportunities classified as homework in a blended setting will for sure raise digital divide red flags. If something absolutely needs to be done at home, allow for non-online completion or give students plenty of time to account for intermittent internet access. Hopefully, you can make it possible for students with intermittent access to utilize their in-class time to the fullest and get them to take advantage of school resources when they need extra time.\r\n<h4>How are you working around the digital divide?<\/h4>\r\n&nbsp;\r\n\r\n&nbsp;",
            "title": "Make intermittent internet access normal",
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        {
            "id": 2143,
            "path": "\/about\/news\/report-concludes-that-moocs-can-lead-to-positive-outcomes\/",
            "author_id": 2,
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            "content": "Lansing \u2013 Following the conclusion of a massive open online course (MOOC) in the Fall of 2013 by <em>Michigan Virtual<\/em> and researchers from Kent State University, evidence presented in a final report suggests that MOOCs can lead to positive outcomes, particularly as they relate to getting teachers to think more deeply about teaching and learning in the 21st century.\r\n\r\nSupported by 13 partners and 10 co-facilitators, 848 participants engaged in this five-week MOOC (\u201cK-12 Teaching in the 21st Century\u201d), including grade 9-12 students who are interested in becoming teachers, preservice teachers and inservice teachers in the K-12 system.\r\n\r\n\u201cWe need to learn more about the potential value and possible pitfalls of MOOCs so we can create effective learning models for the future,\u201d said Jamey Fitzpatrick, President and CEO of Michigan Virtual. \u201cEvery person has different learning styles and preferences, but I am optimistic that MOOCs will play a role in tomorrow\u2019s formal and informal education settings for certain types of learners.\u201d\r\n\r\nThe final report, <em>Findings and Reflections from the K-12 Teaching in the 21st Century MOOC<\/em>, details the outcomes for participants; categorizations of K-12 students, teachers and others enrolled in such MOOCs; and considerations for future implementations of K-12 MOOCs. <a href=\"https:\/\/media.mivu.org\/institute\/pdf\/MOOC_Findings.pdf\" target=\"_blank\">View the report \u00bb<\/a>\r\n\r\n\u201cThe results suggest MOOCs can be an effective way to engage K-12 students in topics they might not have the opportunity to explore in traditional education,\u201d said Rick Ferdig, Summit Professor of Learning Technologies and Professor of Instructional Technology at Kent State University. \u201cAdditionally, the MOOC facilitated a conversation that led students and teachers to think about reinventing teaching and learning with technology.\u201d\r\n\r\nOne of the goals for the MOOC was to start a conversation about teaching practices and the role of technology in education. The hope was that by creating a space for this conversation, a community of educators would form to encourage, support and spark each other\u2019s knowledge and passion for teaching. Learning takes place in communities; depending on the implementation, technology has the capability to create and sustain the communities\u2019 learning and practice.\r\n\r\nOne of the participants, a high school student said \u201cIt\u2019s all about community. People help each other out, share ideas, debate on things, and, through that, really connect with what they\u2019re learning. It is built around community, helping each other, and growing through a mix of knowledge, ideas and opinions.\u201d\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\n<em>Michigan Virtual<\/em>\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00ae and the <em>Michigan Virtual Learning Research Institute<\/em>\u2122.",
            "title": "Report concludes that MOOCs can lead to positive outcomes",
            "excerpt": "Lansing \u2013 Following the conclusion of a massive open online course (MOOC) in the Fall of 2013 by Michigan Virtual and researchers from Kent State University, evidence presented in a final report suggests that MOOCs can lead to positive outcomes, particularly as they relate to getting teachers to think more deeply about teaching and learning...",
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            "author_id": 54,
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            "content": "<p><strong>Report concludes that MOOCs can lead to positive outcomes<\/strong><\/p>\n<p>Following the conclusion of a massive open online course (MOOC) in the Fall of 2013 by <em>Michigan Virtual<\/em> and researchers from Kent State University, evidence presented in a final report suggests that MOOCs can lead to positive outcomes, particularly as they relate to getting teachers to think more deeply about teaching and learning in the 21st century.<\/p>\n<p><a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/MOOC_Findings.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a><\/p>\n\n<!-- wp:paragraph -->\n<p><\/p>\n<!-- \/wp:paragraph -->",
            "title": "Findings and Reflections from the K-12 Teaching in the 21st Century MOOC",
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            "path": "\/about\/news\/21f-tool-kit-supports-schools-expanding-online-options\/",
            "author_id": 2,
            "timestamp": 1392736643,
            "content": "Student access to any time and any place learning options has expanded under a new law in Michigan. Section 21f of Public Act 60 of 2013 allows students in grades 6 through 12 to take up to two courses online per academic term (with parental consent). Michigan is the seventh state in the U.S. to enable statewide choice at the course level through online learning options.\r\n\r\nThe new legislation generated requests for support from the education community. So with input from MDE, MASSP, MEMSPA, MASA, MAISA, MASB, MACUL, Michigan ASCD and the REMC Association of Michigan, we identified, developed and collected an initial set of practical resources \u2013 a Tool Kit \u2013 to support schools as they implement expanded online learning options for students under Section 21f.\r\n\r\nThe majority of resources in this Tool Kit are PDFs of sample letters and forms and draft policies. Each PDF contains a link to a Word document that you can modify to suit local needs. Also included are individual informational documents that can be used as references, as well as slide presentation material. You\u2019ll also find a new interactive version of the popular Online Learner Readiness Rubric that can be used to create a record of individual student levels. All the <a href=\"https:\/\/micourses.org\/resources\/21f_tool_kit.html\">Tool Kit<\/a> items are available online or from a link on the <a href=\"https:\/\/micourses.org\/\">Michigan Online Course Catalog<\/a> home page.\r\n\r\nWe plan to provide additional resources as they become available and will make improvements as we receive feedback. Please let us know if you see any gaps in this first set of tools and what other resources would be most helpful to you. We hope you find these resources helpful.\r\n\r\nIf you have questions or need additional information, please contact Becky Stimson at <a href=\"mailto:[email protected]\">[email protected]<\/a>.",
            "title": "21f 'Tool Kit' supports schools expanding online options",
            "excerpt": "Student access to any time and any place learning options has expanded under a new law in Michigan. Section 21f of Public Act 60 of 2013 allows students in grades 6 through 12 to take up to two courses online per academic term (with parental consent). Michigan is the seventh state in the U.S. to...",
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        {
            "id": 2181,
            "path": "\/blog\/a-new-snow-day-ritual-learn-from-home\/",
            "author_id": 22,
            "timestamp": 1392652655,
            "content": "When you\u2019ve had a winter like we\u2019ve had this school year, educators panic. Everybody loves a snow day, but 10-15 snow days? Extra days in June don\u2019t adequately make up for the valuable days lost in January and February. The issue becomes, how can we maintain the status quo of learning despite the exceptional weather conditions that we have been under for months now? We didn\u2019t have this conversation during the mild winter season of the 2011-2012 school year, but this year the concept of learning from home on snow days has caught the attention of national publications such as the <a href=\"http:\/\/www.nytimes.com\/2014\/02\/14\/nyregion\/snow-day-thats-great-now-log-in-get-to-class.html\" target=\"_blank\" rel=\"noopener noreferrer\">New York Times<\/a> and <a href=\"http:\/\/www.usatoday.com\/story\/news\/nation\/2014\/02\/09\/online-learning-reduces-impact-snow-days\/5190259\/\" target=\"_blank\" rel=\"noopener noreferrer\">USA Today<\/a>:\r\n<blockquote>As classrooms become more electronically connected, public schools around the country are exploring whether they can use virtual learning as a practical solution to unpredictable weather, effectively transforming the traditional snow day into a day of instruction. -<a href=\"http:\/\/www.nytimes.com\/2014\/02\/14\/nyregion\/snow-day-thats-great-now-log-in-get-to-class.html\" target=\"_blank\" rel=\"noopener noreferrer\">NYT<\/a><\/blockquote>\r\nAwesome idea! One that is rooted firmly in the customized and personalized tenets of blended instruction. In this case, if the weather makes it difficult for students to commute physically they can commute digitally. But are schools ready to flip the switch right away?\r\n<blockquote>\"I'm sure other schools are going to do this, which I would highly encourage,\" Hart said. \"They were surprised our kids were buying into it, knowing that their friends were sleeping in all day. At the beginning, for our students, they were a little apprehensive about giving up that romanticized idea of a snow day where they can sleep in and drink hot chocolate and get to have fun and sled. But then, once they learned how to manage the day, I think they have completely accepted it.\" -<a href=\"http:\/\/www.usatoday.com\/story\/news\/nation\/2014\/02\/09\/online-learning-reduces-impact-snow-days\/5190259\/\" target=\"_blank\" rel=\"noopener noreferrer\">USAtoday<\/a><\/blockquote>\r\nPrincipal Hart talks about his students, \u201cgiving up the romanticized idea of a snow day,\u201d but I think more than a shift in attitude is needed here. In order for learning from home (LFH) snow days to be successful, school staff will need to lay the appropriate infrastructure to provide fully online learning for the day. In addition, they will need to give staff and students ample opportunity to practice learning from home so that when inclement weather strikes, all involved can focus on learning. There is much more to learning to learning in online settings than students simply, \u201clearn[ing] how to manage the day.\u201d\r\n\r\nIn order for LFH days to provide a quality learning experience for teachers and students, a blended class that revolves around an\u00a0<a href=\"http:\/\/en.wikipedia.org\/wiki\/Learning_management_system\" target=\"_blank\" rel=\"noopener noreferrer\">LMS<\/a> or other teacher built digital learning environment needs to already be in place. There has to be a place online that students go to in order to connect with class participants and interact with learning resources. This place needs to be familiar to students in advance of snow days and ideally, it is central to everyday instruction so that it is extremely familiar. Ill-structured and unfamiliar digital learning environments will lead to disorganized and confusing snow days.\r\n\r\nSnow days should not be the only LFH days either. Students, teachers, and administrators will need to be well practiced in commuting from home so that there is a business-as-usual mentality when the school day begins. Just as there are fire drills to prepare students and faculty for one catastrophic event, so too should schools have scheduled LFH days. It would be ridiculous to expect a student who has never experienced an LFH day to work proficiently given the random occurrence of a snow day. Along the same lines, teachers need to have experience teaching remotely in order to provide rich learning opportunities on LFH days.\r\n\r\nAn obvious concern is the ability of students to get online at home, one that neither of the national articles mention. Blended classes use the face-to-face (F2F) environment to equalize accessibility for students. When that F2F environment is unavailable, inequalities in student access arise.\r\n\r\nWhile device usage might not always be 1:1 in F2F, the proximity to other students makes sharing an acceptable solution to get 100% of students into the online environment. If students are expected to stay home sometimes, 1:1 becomes a requirement for every student. To ensure full participation, the school may need to supply students with the devices and ensure internet access in every family\u2019s home. This is something that can obviously be done and if a school was already deliberating over a 1:1 initiative, this would fall on the benefit side of the cost\/benefit analysis. Yet in other schools, it\u2019s not going to be cost effective. At least not right now.\r\n\r\nThe internet\/computer access quagmire isn\u2019t the only roadblock. So physical school buildings not only control for technology access, they (hopefully) offer a safe learning environment. At-risk students come from homes that may not be great places for learning. School is an escape.\r\n\r\nGiven all of these concerns, I still think having the option to LFH on a snow day is a fantastic plan. However, we need to keep a blended approach in regards to time and place. As a blended learning teacher, I ran LFH snow days without even knowing that I was doing it. Students and parents were subscribed to my digital classroom and they were notified that new lessons had been posted or that they should continue to interact with the learning objects that they had been using in recent days.\r\n\r\nIf students used a part of their snow day to engage with my online environment, awesome. If students played all day in the snow, they interacted with the lessons when they returned. Because learning in a blended classroom is flexible in regards to time and place, I worried a lot less about when and where they interacted with their \u201csnow day\u201d stuff. It was not important to me that they engage on the snow day, it was important that they engage with the lesson at some point. My absent student policy functioned in a very similar way. I sought to make my classroom open 24\/7 with delivery service and additionally help my students to figure out their shopping plan and schedule.\r\n\r\nWhat are your thoughts on LFH snow days? I\u2019d love to hear your thoughts in the comments below.",
            "title": "A new snow day ritual: Learn from home!",
            "excerpt": "Could schools hold classes even when the weather closes down the building?",
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        {
            "id": 2177,
            "path": "\/about\/news\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/",
            "author_id": 2,
            "timestamp": 1392479762,
            "content": "Based on pupil completion and performance data reported by school entities to the Michigan Department of Education or the Center for Educational Performance and Information, this report highlights 2013-14 enrollment totals, completion rates and the overall impact of virtual courses on K-12 pupils. Over 76,000 K-12 students took virtual courses in 2013-14, accounting for over 319,000 virtual course enrollments.\r\n\r\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/er_2014.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2013-14",
            "excerpt": "Based on pupil completion and performance data reported by school entities to the Michigan Department of Education or the Center for Educational Performance and Information, this report highlights 2013-14 enrollment totals, completion rates and the overall impact of virtual courses on K-12 pupils. Over 76,000 K-12 students took virtual courses in 2013-14, accounting for over...",
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        {
            "id": 2148,
            "path": "\/about\/news\/mvu-taking-part-in-third-annual-national-digital-learning-day\/",
            "author_id": 2,
            "timestamp": 1391527146,
            "content": "Lansing \u2013 Instructors, staff and administrators from Michigan Virtual\u00ae are joining tens of thousands of educators and millions of students from around the country in partnering with the Alliance for Excellent Education on February 5 for the third annual national Digital Learning Day \u2014 a day of events that celebrates teachers and shines a spotlight on successful instructional technology practice in the classroom.\r\n\r\nDigital Learning Day is a national campaign to improve teaching and learning that began in 2012. States and school districts are planning a variety of activities to promote the use of digital learning; highlighting promising practices within and among states; showcasing student work through digital learning; and conducting lesson plan contests for teachers.\r\n\r\nAs part of Digital Learning Day, the Michigan Virtual\u00ae, a division of the nonprofit Michigan Virtual, will open registration for a Virtual Open House for parents, which will be held on Thursday, March 20. The open house will introduce parents to the people and programs of Michigan Virtual. Parents will be able to chat with Michigan Virtual instructors, watch video presentations and learn about online learning at Michigan Virtual.\r\n\r\nBased on policy recommendations from Governor Snyder, the Michigan Legislature took action last year to expand student access to digital learning options. As a result, students enrolled in a public district in grades 5-12 are eligible to enroll in up to two online courses during an academic term beginning in 2014. Students may select courses from the online course catalog published by their local district, or they may select courses from the new <a href=\"https:\/\/micourses.org\/\">Michigan Online Course Catalog<\/a>.\r\n\r\n\u201cWe are giving all students an opportunity to experience educational delivery models that can be accessed any time, any place and any pace,\u201d said Governor Rick Snyder. \u201cIf we want our students to be competitive in today\u2019s global economy we need them to have next generation learning skills. We need to think of \u2018school\u2019 as a verb not a noun because learning can happen 7\/24.\u201d\r\n\r\nThe Alliance invites everyone with a stake in improving the nation\u2019s education outcomes \u2014 teachers, librarians, school leaders, after school program coordinators, community group members, students and parents \u2014 to participate in the February 5 Digital Learning Day activities.\r\n\r\n\u201cThis is a very exciting time, online learning holds great promise as an instructional approach to expand and customize learning opportunities for students,\u201d said Jamey Fitzpatrick, President &amp; CEO of Michigan Virtual. \u201cMichigan\u2019s new policies extend two levels of choice to students statewide: one level to choose online learning as a delivery option and one level to select specific course titles.\u201d\r\n\r\nDigital Learning Day boasts support from more than 40 national core partners made up of education leadership organizations as well as generous support from more than a dozen companies. Visit www.DigitalLearningDay.org for ideas about how students, parents, administrators and others can participate.\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122.\r\n\r\n<strong>About the Alliance for Excellent Education<\/strong>\r\nThe Alliance for Excellent Education is a Washington, DC\u2013based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. For more information about the Alliance, visit http:\/\/www.all4ed.org.",
            "title": "Michigan Virtual taking part in third annual National Digital Learning Day",
            "excerpt": "Lansing \u2013 Instructors, staff and administrators from Michigan Virtual\u00ae are joining tens of thousands of educators and millions of students from around the country in partnering with the Alliance for Excellent Education on February 5 for the third annual national Digital Learning Day \u2014 a day of events that celebrates teachers and shines a spotlight...",
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        {
            "id": 29865,
            "path": "\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/",
            "author_id": 21,
            "timestamp": 1391524063,
            "content": "<h5><strong>Abstract<\/strong><\/h5>\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/02\/Effectiveness-Report-2010-13-web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img class=\"alignright size-medium\" style=\"border: 3px solid #093c44\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2014\/02\/Effectiveness-Report-2010-13-cover.png\" alt=\"Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13\" width=\"232\" \/><\/a>Based on pupil completion and performance data reported by school entities to the Michigan Department of Education (MDE) or the Center for Educational Performance and Information (CEPI), this report highlights enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Through this report, the authors sought to 1) expose and explore the variability that exists in the use of and performance in virtual courses and 2) develop a more nuanced understanding of K-12 virtual learning in the state of Michigan. Statistics shared in the report must be interpreted with care due to concerns about the accuracy of data reported to the state about virtual enrollments during the first three years of its collection. Findings include an apparent growth in the number of students and schools participating in virtual courses, with the majority of virtual enrollments coming in the core subject areas. Students taking virtual courses in a supplemental capacity appear to be more successful when they take only a few virtual enrollments a year. Developing practices to better support students who take higher amounts of virtual enrollments should be a priority.\n\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2015\/02\/Effectiveness-Report-2010-13-web.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>\n<h5><strong>Prepared By<\/strong><\/h5>\n<ul>\n \t<li>Joseph R. Freidhoff - <em>Michigan Virtual<\/em><\/li>\n \t<li>Kristen DeBruler - <em>Michigan Virtual<\/em><\/li>\n \t<li>Kathryn Kennedy - <em>Michigan Virtual<\/em><\/li>\n<\/ul>\n<h5><strong>What we already know about this topic<\/strong><\/h5>\n<ul>\n \t<li>K-12 virtual learning has been rapidly growing throughout the U.S.<\/li>\n \t<li>Past studies have tried to address the question of whether virtual learning is as effective as face-to-face learning. Researchers are now calling for understanding more deeply under what conditions virtual learning is most effective.<\/li>\n<\/ul>\n<h5><strong>What this report adds<\/strong><\/h5>\n<ul>\n \t<li>This report represents the first statewide analysis of K-12 virtual learning using data reported by Michigan public schools to the state.<\/li>\n \t<li>It establishes important statistics that convey essential information in understanding virtual learning in Michigan.<\/li>\n<\/ul>\n<h5><strong>Implications for practice and\/or policy<\/strong><\/h5>\n<ul>\n \t<li>The report shows both the successes and failures of virtual learning in the state. The data presented in the report identify areas to build upon as well as practices that should be avoided.<\/li>\n \t<li>The data in the report provide school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state. This opportunity should be an important step in a program\u2019s continuous quality improvement activities.<\/li>\n<\/ul>\n<h5><strong>Related Publications<\/strong><\/h5>\n<ul>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/a><\/li>\n \t<li><a href=\"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/a><\/li>\n<\/ul>",
            "title": "Michigan's K-12 Virtual Learning Effectiveness Report, 2010-11 to 2012-13",
            "excerpt": "Based on pupil completion and performance data reported by school entities to the Michigan Department of Education (MDE) or the Center for Educational Performance and Information (CEPI), this report highlights enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Through this report, the authors sought to 1) expose and explore the variability that exists in the use of and performance in virtual courses and 2) develop a more nuanced understanding of K-12 virtual learning in the state of Michigan.",
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        {
            "id": 2168,
            "path": "\/about\/news\/mvu-and-remc-association-of-michigan-establish-strategic-alliance\/",
            "author_id": 2,
            "timestamp": 1389714250,
            "content": "Lansing \u2013 The Regional Educational Media Center Association of Michigan (REMCAM) and Michigan Virtual signed a multi-year agreement to collaborate on targeted projects. The two organizations formed a strategic alliance to explore greater alignment and coordination with new and existing projects to support Michigan schools as they expand their use of online and blended learning solutions.\r\n\r\nOne of the goals of the collaboration is to explore the benefits of a joint campaign to promote online and blended learning professional development programs offered by Michigan Virtual and REMCAM. The partnership will also examine the development of a statewide certificate program in online and blended learning for Michigan educators. In addition, the partners will conduct joint research on different learning management system (LMS) tools to evaluate their functionality and features and publish a report to support decision making by Michigan schools.\r\n\r\nA key goal of the partnership is to leverage the technology expertise and capacity of both partners to help Michigan school districts innovate so they can address persistent educational challenges,\u201d said Bob Frost, President of the REMC Association and Director of REMC 10. \u201cWe are excited about the partnership with Michigan Virtual and look forward to doing more to help schools succeed.\u201d\r\n\r\nThe two organizations will also work together to disseminate information to school districts aimed at clarifying current rules and regulations related to online and blended learning options. Targeted project discussions will begin in January and a detailed plan of action will be developed for each collaborative project, including timelines, necessary resources and metrics for success.\r\n\r\n\u201cThe agreement comes at an important time as changes in state policy allow unprecedented statewide student access to online learning options,\u201d said Jamey Fitzpatrick, President &amp; CEO of Michigan Virtual. \u201cThe shift in educational policy has created a new demand for professional development services and consulting support for schools. I believe our partnership with the REMC Association of Michigan will help to expand the capacity of Michigan schools to support digital learning environments.\u201d\r\n\r\nSue Schwartz, Executive Director of REMCAM said \u201cthe REMC Association of Michigan and Michigan Virtual are committed to quality educational solutions that leverage online and blended instructional models that are delivered by innovative educators. We need to do everything possible to expand the skills of Michigan educators to teach in new learning environments that are free of traditional time and location barriers.\u201d\r\n\r\n<strong>About REMCAM<\/strong>\r\nREMCAM is a 501(c)(3) nonprofit organization established in 1969. Its members are the directors of the 28 local regional educational media centers (REMCs) operated through the intermediate school district structure. To learn more, visit, <a href=\"http:\/\/remc.org\/\">http:\/\/remc.org<\/a>.\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122.",
            "title": "Michigan Virtual and REMC Association of Michigan establish strategic alliance",
            "excerpt": "Lansing \u2013 The Regional Educational Media Center Association of Michigan (REMCAM) and Michigan Virtual signed a multi-year agreement to collaborate on targeted projects. The two organizations formed a strategic alliance to explore greater alignment and coordination with new and existing projects to support Michigan schools as they expand their use of online and blended learning...",
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        {
            "id": 27339,
            "path": "\/research\/publications\/2012-13-annual-report\/",
            "author_id": 54,
            "timestamp": 1386565200,
            "content": "The Annual Report for the 2012-13 school year provides a summary of the accomplishments of the Institute\u2019 first year of operation.\n\n<a href=\"https:\/\/media.mivu.org\/institute\/pdf\/Annual_Report_2013.pdf\" target=\"_blank\" class=\"btn\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "2012-13 Annual Report",
            "excerpt": "\nThe Annual Report for the 2012-13 school year provides a summary of the accomplishments of the Institute\u2019 first year of operation.",
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            "path": "\/about\/news\/a-report-to-the-legislature-2013\/",
            "author_id": 2,
            "timestamp": 1385913522,
            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual for the preceding fiscal year.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Legislature_2013.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2013",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and...",
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        {
            "id": 2169,
            "path": "\/about\/news\/institute-named-2013-inacol-innovator-award-winner\/",
            "author_id": 2,
            "timestamp": 1383230733,
            "content": "Lansing \u2013 The Michigan Virtual Learning Research Institute\u2122, a division of Michigan Virtual\u00ae, was awarded the 2013 iNACOL Innovator Award for Outstanding Research on October 27 at the iNACOL Blended and Online Learning Symposium that drew more than 2,000 education leaders. The award is presented annually by the International Association for K-12 Online Learning (iNACOL) and recognizes cutting edge research in the field of blended and online learning.\r\n\r\nMichigan Virtual Learning Research Institute was established in 2012 to support and accelerate innovation in education through a variety of activities, including researching technology-based instructional tools and online learning delivery models, designing professional development services for educators, and identifying and sharing best practices for implementing online and blended education delivery models.\r\n\r\n\"Research continues to be a critical priority for Michigan Virtual as we work with a variety of stakeholders to examine best practices in online and blended learning,\u201d Jamey Fitzpatrick, President &amp; CEO of Michigan Virtual, said. \u201cTo be recognized by our industry peers is a powerful testimonial to the impact of our work in leveraging new delivery models in public education.\"\r\n\r\nIn addition to the Outstanding Research Award, awards for Innovative Blended and Online Learning Practice and Outstanding Individual Contribution to K-12 Blended and Online Learning were also presented at the learning symposium.\r\n\r\nSusan Patrick, President and CEO of iNACOL, said, \u201cThe peer-nominated winners of this year's iNACOL Innovator Awards are selfless leaders dedicated to pushing the field of blended and online learning to maximize its potential to personalize learning for all kids. Individually, their work inspires and enables countless others to transform education to student-centered learning. Collectively, they represent the best of the field, and it is fitting that they are being recognized by their peers through these awards.\u201d\r\n\r\n\u201cOur research agenda continues to grow as we examine the important challenges and exciting opportunities associated with online learning for K-12 students. I am confident our research findings will help to shape policy and practice here in Michigan and elsewhere,\u201d said Dr. Joe Freidhoff, Director of the Michigan Virtual Learning Research Institute. \u201cIt is gratifying to know that our research here in Michigan has captured the attention of others around the globe.\u201d\r\n\r\n<strong>About Michigan Virtual<\/strong>\r\nMichigan Virtual\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae, and Michigan Virtual Learning Research Institute\u2122.\r\n\r\n<strong>About iNACOL<\/strong>\r\niNACOL is a nonprofit organization focused on research; developing policy for student-centered education to ensure equity and access; developing quality standards for emerging learning models using online, blended, and competency-based education; and supporting the ongoing professional development of classroom, school, district and state leaders for new learning models. For more information about the iNACOL and the Innovator Awards, please visit <a href=\"http:\/\/inacol.org\/\">http:\/\/inacol.org<\/a>.",
            "title": "Institute named 2013 iNACOL Innovator Award winner",
            "excerpt": "Lansing \u2013 The Michigan Virtual Learning Research Institute\u2122, a division of Michigan Virtual\u00ae, was awarded the 2013 iNACOL Innovator Award for Outstanding Research on October 27 at the iNACOL Blended and Online Learning Symposium that drew more than 2,000 education leaders. The award is presented annually by the International Association for K-12 Online Learning (iNACOL)...",
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        {
            "id": 2176,
            "path": "\/about\/news\/mvs-students-participate-in-student-technology-showcase-at-state-capitol\/",
            "author_id": 2,
            "timestamp": 1382540009,
            "content": "Lansing \u2013 Four Michigan Virtual students from Williamston High School participated in the 13th annual AT&amp;T\/MACUL Student Technology Showcase on Wednesday, October 23, at the State Capitol in Lansing.\r\n\r\nThe students, Alex Chang, Sarah Reichstetter, Tori Tkaczyk and Reed Battjes, used computers and other electronic devices to show elected members of the Michigan State Senate and the House of Representatives how technology is being used in the classroom to facilitate learning. The projects demonstrated covered a wide variety of learning areas including science, mathematics, social studies and language arts.\r\n\r\nJay Bennett of Michigan Virtual and Debra Lynch, Michigan Virtual mentor and Williamston teacher, led the student contingent.\r\nThe showcase was sponsored by AT&amp;T, Michigan Department of Education and the Michigan Association for Computer Users in Learning (MACUL), an organization dedicated to bringing educators from all levels together to share their knowledge and concerns regarding educational uses of computers and technology.\r\n\r\nRic Wiltse, MACUL executive director, said that technology has joined the \u201cthree R\u2019s\u201d as one of the basics of educating children. \u201cSurveys show that students enjoy using computers, so they tend to get more involved with their projects and often do much better in school as a result.\u201d\r\n\r\nFor further information about the event, visit the MACUL website at <a href=\"http:\/\/www.macul.org\/\">www.macul.org<\/a>.\r\n\r\nAbout Michigan Virtual\r\nMichigan Virtual is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the Michigan Virtual\u00ae, Michigan LearnPort\u00ae and Michigan Virtual Learning Research Institute\u2122.\r\n\r\nAbout MACUL\r\nMACUL is a 501 (c) (3) non-profit organization established in 1975 dedicated to assisting the education community through support, promotion, and leadership in the effective use of educational technology.",
            "title": "Michigan Virtual students participate in Student Technology Showcase at State Capitol",
            "excerpt": "Lansing \u2013 Four Michigan Virtual students from Williamston High School participated in the 13th annual AT&amp;T\/MACUL Student Technology Showcase on Wednesday, October 23, at the State Capitol in Lansing. The students, Alex Chang, Sarah Reichstetter, Tori Tkaczyk and Reed Battjes, used computers and other electronic devices to show elected members of the Michigan State Senate...",
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            "id": 27340,
            "path": "\/research\/publications\/online-education-a-consumer-awareness-report\/",
            "author_id": 54,
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            "content": "This document is intended to make consumers aware of the status of online learning in Michigan and is specifically designed to inform parents, school personnel, and school board members of the nature of online learning options, their effectiveness for Michigan students, the costs of these programs, and current trends.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/Consumer_Awareness_2013.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Online Education: A Consumer Awareness Report",
            "excerpt": "This document is intended to make consumers aware of the status of online learning in Michigan and is specifically designed to inform parents, school personnel, and school board members of the nature of online learning options, their effectiveness for Michigan students, the costs of these programs, and current trends.",
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        {
            "id": 2178,
            "path": "\/about\/news\/2013-mvu-symposium\/",
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            "content": "<h5>Michigan Virtual Symposium tackles new online learning legislation<\/h5>\r\nPublic Act 60 of 2013 provides expanded opportunities for students to enroll in online courses. The legislation expands choice at the course level and serves as a catalyst to expand Michigan-based online learning options for students. The 2013 Online Learning Symposium: Supporting &amp; Accelerating Education Innovation will examine the growth of online learning, including expanded student and parent choices, the national picture and other issues related to the new legislation.\r\n\r\nThe Symposium will start with a keynote by Jamey Fitzpatrick and Dr. Joe Freidhoff of <em>Michigan Virtual<\/em>, and then examine the key points of the new legislation through a series of breakout sessions and a lunch panel presentation.\r\n<h6>Keynote<\/h6>\r\n<em>Online Course Choice in Michigan<\/em>, Jamey Fitzpatrick, President &amp; CEO, <em>Michigan Virtual<\/em>; Dr. Joe Freidhoff, Director, <em>Michigan Virtual Learning Research Institute, Michigan Virtual<\/em>\r\n<h6>Breakout Sessions<\/h6>\r\n<ul>\r\n \t<li>Michigan Pupil Accounting Manual Updates Related to Online Learning<\/li>\r\n \t<li>New Opportunities for Online Learning<\/li>\r\n \t<li>Statewide Catalog Website<\/li>\r\n \t<li>Online Course Review Process<\/li>\r\n \t<li>District Catalog Options<\/li>\r\n \t<li>What do you tell a parent?<\/li>\r\n<\/ul>\r\n<h6>Challenges and Opportunities from the School Perspective<\/h6>\r\nWendy Zdeb-Roper, Executive Director of the Michigan Association of Secondary School Principals, will moderate a robust discussion of the perceived challenges and opportunities the new legislation brings from an educators\u2019 perspective. Panelists Colin Ripmaster, also with MASSP and former principal of Mattawan High School; Brent Cryderman, principal, and David Bunn, teacher, from Houghton Lake High School; Jay Miller, counselor at Dewitt High School and Linda Wacyk, Board of Education member at Grand Ledge Public Schools, will answer questions and give their perspectives on the new legislation.\r\n\r\nPaul Liabenow, Executive Director of the Michigan Elementary and Secondary School Principals Association, will introduce the panelists.\r\n<h6>Where do we go from here?<\/h6>\r\nIn the closing session, Colin Ripmaster, Associate Director, MASSP, will facilitate table discussions regarding the impact of online learning on schools\/districts, sharing current practices, next steps and local challenges to address. The session will close with a visible thinking routine called Compass Points which will help participants flesh out new ideas associated with 21f. Compass Points will engage all participants in identifying and sharing what excites and worries them, what else they need and suggestions for moving forward. Please join us at the Kellogg Center in East Lansing on November 11.\r\n<h6>Michigan Virtual Symposium<\/h6>\r\n<em>Supporting and Accelerating Educational Innovation\r\n<\/em>Monday, November 11, 2013\r\n9 a.m. \u2013 3 p.m., Cost: $25\r\nKellogg Center @ MSU\r\n219 S. Harrison Road, East Lansing\r\n\r\nPlease check back often for Symposium updates or call 888.532.5806 for more information.",
            "title": "2013 Michigan Virtual Symposium",
            "excerpt": "Michigan Virtual Symposium tackles new online learning legislation Public Act 60 of 2013 provides expanded opportunities for students to enroll in online courses. The legislation expands choice at the course level and serves as a catalyst to expand Michigan-based online learning options for students. The 2013 Online Learning Symposium: Supporting &amp; Accelerating Education Innovation will...",
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        {
            "id": 3311,
            "path": "\/about\/news\/moocs-examined-in-mvu-kent-state-university-report\/",
            "author_id": 2,
            "timestamp": 1381162746,
            "content": "Lansing \u2013 The <em>Michigan Virtual Learning Research Institute<\/em> has released \u201cWhat Massive Open Online Courses Have to Offer K-12 Teachers and Students.\u201d Written by Dr. Rick Ferdig of Kent State University, the report examines the relatively new education delivery model of massive open online courses (MOOCs) and begins the conversation about the potential impacts of this model on K-12 education. <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/mooc_report.pdf\">Download the MOOC report<\/a>\r\n\r\nThe release of this report coincides with the launch of a MOOC running from October 7 to November 8. This free course, \u201cK-12 Teaching in the 21st Century,\u201d is aimed at high school students, pre-service teachers and in-service teachers who are interested in a conversation about using 21st-century tools for teaching. The experience is designed to provide participants with a deeper understanding of MOOCs, along with an introduction to emerging and free technologies such as presentation media, online artifact creation, and collaboration innovations.\r\n\r\nThe MOOC is offered in collaboration with the <em>Michigan Virtual<\/em> and Kent State University. Individuals interested in registering to participate in the MOOC can still do so by following the link below.\r\n\r\n<a href=\"https:\/\/www.coursesites.com\/webapps\/Bb-sites-course-creation-BBLEARN\/courseHomepage.htmlx?course_id=_277079_1\" target=\"_blank\">https:\/\/www.coursesites.com\/webapps\/Bb-sites-course-creation-BBLEARN\/courseHomepage.htmlx?course_id=_277079_1<\/a>\r\n<h5>About Michigan Virtual<\/h5>\r\n<em>Michigan Virtual<\/em>\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00ae and the <em>Michigan Virtual Learning Research Institute<\/em>\u2122.\r\n<h5>About Kent State University<\/h5>\r\nKent State University is Northeast Ohio\u2019s leading public research university. Kent State has become an engine for economic, cultural and workforce development \u2013 locally and internationally \u2013 as one of the premier Ohio universities. The university is ranked among the nation\u2019s 77 public research universities demonstrating high-research activity by the Carnegie Foundation for the Advancement of Teaching. For more information about Kent State, visit www.kent.edu.",
            "title": "MOOCs examined in Michigan Virtual-Kent State University report",
            "excerpt": "Lansing \u2013 The Michigan Virtual Learning Research Institute has released \u201cWhat Massive Open Online Courses Have to Offer K-12 Teachers and Students.\u201d Written by Dr. Rick Ferdig of Kent State University, the report examines the relatively new education delivery model of massive open online courses (MOOCs) and begins the conversation about the potential impacts of...",
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            "id": 27352,
            "path": "\/research\/publications\/what-massive-open-online-courses-have-to-offer-k-12-teachers-students\/",
            "author_id": 54,
            "timestamp": 1381118400,
            "content": "Massive open online courses (MOOCs) have been on the forefront of current conversations about teaching and learning in the 21st century. The ability for participants at all levels to take free courses in hundreds of topics ranging from guitar to nuclear physics has created as many opportunities as it has challenges and questions. For the most part, the topics and the conversations have focused on professional development and post-secondary education; MOOCs may end up changing how we teach and learn at the graduate and undergraduate levels. However, MOOCs are also now being implemented in K\u201312 environments. There are several ways in which MOOCs in their current formats can be used by K\u201312 students and teachers. There are also several benefits from K\u201312 educators considering the definitions of MOOCs and the concepts they present. This paper presents a conversation about the potential value of MOOCs in K\u201312 teaching and learning.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/mooc_report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "What Massive Open Online Courses Have to Offer K-12 Teachers &amp; Students",
            "excerpt": "Massive open online courses (MOOCs) have been on the forefront of current conversations about teaching and learning in the 21st century. The ability for participants at all levels to take free courses in hundreds of topics ranging from guitar to nuclear physics has created as many opportunities as it has challenges and questions. For the most part, the topics and the conversations have focused on professional development and post-secondary education; MOOCs may end up changing how we teach and learn at the graduate and undergraduate levels. However, MOOCs are also now being implemented in K\u201312 environments. There are several ways in which MOOCs in their current formats can be used by K\u201312 students and teachers. There are also several benefits from K\u201312 educators considering the definitions of MOOCs and the concepts they present. This paper presents a conversation about the potential value of MOOCs in K\u201312 teaching and learning.",
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        {
            "id": 3542,
            "path": "\/about\/news\/institute-report-examines-computer-based-assessments\/",
            "author_id": 2,
            "timestamp": 1380912452,
            "content": "The <em>Michigan Virtual Learning Research Institute<\/em> has released \u201cAstonishing Impact: An Introduction to Five Computer-Based Assessment Issues,\u201d a new report that examines computer-based assessments. The report represents a collaborative effort between <em>Michigan Virtual<\/em>, the parent company of the Institute, and Pacific Metrics Corporation.\r\n\r\nIn the report, the authors identify and discuss five issues showing potential for significant impact on computer-based assessments that can be delivered via the Internet. They include New Item Types, Automated Item Generation, Accessibility of Computer-Delivered Tests for Students, Use of Artificial Intelligence in Scoring and Increased Efficiency with Accountability Testing.\r\n\r\nWith the proliferation of online learning options and the press to align course outcomes with world-class standards, demands for a reliable, consistent and secure means of evaluating student achievement and competency are increasing. Even with the advances in educational technology, many challenges are still unaddressed. This paper summarizes current research in order to stimulate discussion and encourage further investigation and development of assessment options with the five issues in mind.\r\n\r\n<a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/05\/astonishing_impact.pdf\" target=\"_blank\">Astonishing Impact: An Introduction to Five Computer-Based Assessment Issues<\/a>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About Pacific Metrics<\/h4>\r\nPacific Metrics Corporation creates lasting improvements to the assessment and learning environment through the thoughtful use of technology. Headquartered in Monterey, California, Pacific Metrics provides specialized psychometric software and sophisticated online systems to state departments of education and to organizations that develop, administer and score large-scale assessments. The company has achieved recognition for its technical work and for being a leading force in the development of innovative, customized, web-based systems.",
            "title": "Institute report examines computer-based assessments",
            "excerpt": "The Michigan Virtual Learning Research Institute has released \u201cAstonishing Impact: An Introduction to Five Computer-Based Assessment Issues,\u201d a new report that examines computer-based assessments. The report represents a collaborative effort between Michigan Virtual, the parent company of the Institute, and Pacific Metrics Corporation. In the report, the authors identify and discuss five issues showing potential...",
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        {
            "id": 3314,
            "path": "\/about\/news\/mvu-online-teacher-of-the-year-named\/",
            "author_id": 2,
            "timestamp": 1380817692,
            "content": "Frederick Page of Dearborn, following the path of pioneers in the field of\u00a0online education, was named the 2013 Online Teacher of the Year by <em>Michigan Virtual<\/em> on Tuesday, Oct. 1.\r\n\r\nPage has been an online instructor for <em>Michigan Virtual<\/em>\u2019s <em>Michigan Virtual<\/em> for Students since 2005, where he teaches astronomy in a virtual classroom for students in schools across the state. Page spent 36 years in the Detroit Public School system before his retirement from the face-to-face classroom.\r\n\r\n\u201cFor students to have the opportunity to learn \u2018anytime, anyplace, anyway and at any pace,\u2019 it is vital that Michigan teachers deliver college and career skills in creative and innovative ways that will help our young people achieve future success,\u201d Governor Rick Snyder said, in congratulating Page on his achievement.\r\n\r\nState Superintendent of Public Instruction Mike Flanagan said \u201cI admire the commitment and dedication that you have displayed as on online instructor. It is teachers like you who are responsible for challenging our students to succeed in gaining the skills of the 21st century.\u201d\r\n\r\nIn online learning, course content and instruction is delivered over the web, with students following lessons, completing assignments and interacting with instructors through email and discussion rooms.\r\n\r\n\"A key to great online teaching is very similar to classroom instruction, outstanding educators makes a huge difference for students. We are very fortunate, we have some of the most experienced online teachers in the U.S. supporting the <em>Michigan Virtual<\/em> for Students,\u201d Jamey Fitzpatrick, <em>Michigan Virtual<\/em> CEO &amp; President, said. \u201cThe teaching profession is being reinvented by our talented online instructors. It is exciting to be part of history as we harness the power of technology to deliver educational services to students from every zip code in the state.\"\r\n\r\nAccess to online learning courses is expanding in Michigan with the state\u2019s June 2013 digital learning initiative coming into play for the 2013-14 school year. With this new legislation (Section 21f of the State School Aid Act), public school students in grades 5-12 (with the consent of parent or guardian) can enroll in up to two online courses during an academic term, semester or trimester. The legislation says that students may select online course offerings from their local district catalog of online courses or from those available in the statewide catalog of online course titles, which will be administered by Michigan Virtual.\r\n\r\nWith online instructors like Page and the opportunities inherent in the new legislation, students will continue to benefit. Fitzpatrick predicts tens of thousands students will take advantage of the new state rules.\r\n\r\n\u201cThis recent shift in policy is bold and will serve as a major catalyst to expand Michigan-based online learning options for students,\u201d Fitzpatrick said. \u201cThe legislation empowers school districts to engage in online learning and offers unprecedented options for students.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual Online Teacher of the Year named",
            "excerpt": "Frederick Page of Dearborn, following the path of pioneers in the field of\u00a0online education, was named the 2013 Online Teacher of the Year by Michigan Virtual on Tuesday, Oct. 1. Page has been an online instructor for Michigan Virtual\u2019s Michigan Virtual for Students since 2005, where he teaches astronomy in a virtual classroom for students...",
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        {
            "id": 3315,
            "path": "\/about\/news\/partnership-aims-to-help-adults-earn-high-school-diplomas\/",
            "author_id": 2,
            "timestamp": 1380040282,
            "content": "<em><strong>Update:\u00a0Michigan Virtual no longer offers the Career Online High School program.<\/strong><\/em>\r\n\r\n<em>Michigan Virtual<\/em>, ed2go and Smart Horizons Career Online Education (SHCOE) have agreed to explore strategies to offer an adult career online high school to Michigan adult citizens.\r\n\r\nSHCOE and ed2go joined forces in 2012 to establish Career Online High School (COHS). Featuring coursework that is both self-directed and teacher-supported, COHS enables students to earn an 18-credit high school diploma and credentialed career certificate in one, comprehensive online program.\r\n\r\n\u201cToo many Michigan adults do not have a high school diploma,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cIt is imperative that we explore innovative solutions to help these adults gain access to the fundamental career skills needed in today\u2019s global job market. An incredibly important target audience is the thousands of incarcerated individuals, including many who do not have a high school diploma. COHS represents a significant opportunity to do more in Michigan and elsewhere to serve this critical audience.\u201d\r\n\r\nThe three online education companies have agreed to form a strategic alliance to explore how Michigan citizens without a high school diploma can be served with a career online high school program. The partnership will:\r\n<ul>\r\n \t<li>Create an adult online high school with its efforts on re-engaging adult dropouts back into the educational system<\/li>\r\n \t<li>Extend the high school to Michigan\u2019s correctional institutions to provide inmates with the opportunity to earn an AdvancED\/SACS accredited high school diploma and a career certificate during while incarcerated<\/li>\r\n \t<li><em>Michigan Virtual<\/em> will identify state needs and provide advocacy for the program, seek funding sources for adult learners through corporate, nonprofit and foundation partnerships, as well as from state and federal sources<\/li>\r\n \t<li>ed2go\/SHCOE will operate the career online high school<\/li>\r\n<\/ul>\r\n\u201cAs a new resident in downtown Detroit, I witness firsthand the challenges adults face in the workplace without a high school diploma,\u201d said Ron Stefanski, Chief Business Development Officer for ed2go. \u201cUnfortunately, our dropout crisis has reached epidemic proportions. I'm so delighted that <em>Michigan Virtual<\/em> is once again stepping up to the plate for those who need education delivered differently. Thanks to their leadership and\u00a0long-established reputation for innovation in education, citizens without a diploma will be the immediate beneficiaries, both in Michigan and beyond.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About SHCOE<\/h4>\r\nSmart Horizons Career Online Education, founded in 2009 and located in Pensacola, Florida, is a private, AdvancED\/SACS accredited online school district. AdvancED\/SACS District accreditation signifies that SHCOE and all of its schools are fully accredited and that SHCOE is recognized across the nation as a quality school system. For more information, visit <a href=\"http:\/\/www.shcoe.org\/\" target=\"_blank\" rel=\"noopener\">http:\/\/www.shcoe.org\/<\/a>.\r\n<h4>About ed2go<\/h4>\r\nEd2go, a division of Cengage Learning, is the industry leader in online learning for adults. The company provides high-quality, affordable online continuing education courses through a network of over 2,000 top colleges and universities. Established in 1997, ed2go is the single largest provider of online adult continuing education with over 2,000,000 students enrolled in various courses. For more information, visit\u00a0<a href=\"https:\/\/www.ed2go.com\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.ed2go.com\/<\/a>.",
            "title": "Partnership aims to help adults earn high school diplomas",
            "excerpt": "Update:\u00a0Michigan Virtual no longer offers the Career Online High School program. Michigan Virtual, ed2go and Smart Horizons Career Online Education (SHCOE) have agreed to explore strategies to offer an adult career online high school to Michigan adult citizens. SHCOE and ed2go joined forces in 2012 to establish Career Online High School (COHS). Featuring coursework that...",
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        {
            "id": 3316,
            "path": "\/about\/news\/mvu-releases-online-course-quality-review-guidelines\/",
            "author_id": 2,
            "timestamp": 1379954162,
            "content": "The Guidelines and Review Process for the statewide catalog of online courses, developed to comply with a new policy contained in the FY14 State School Aid Act, is now available at <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/guidelines_model_2013.pdf\" target=\"_blank\">https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/guidelines_model_2013.pdf<\/a>.\r\n\r\nSection 21f of Public Act 60 of 2013 enables public school students in grades 5-12 (with the consent of parent or guardian) to enroll in up to two online courses during an academic term, semester or trimester. The legislation allows students to select online course offerings from their local district catalog of online courses or from those available in the statewide catalog of online course titles.\r\n\r\nAs a condition of offering an online course, either as part of a district catalog or as part of the statewide catalog, a district is responsible for producing an online course syllabus. The legislation also requires that the syllabus includes the results of the online course quality review using the guidelines and model review process published by <em>Michigan Virtual<\/em>.\r\n\r\nThe guidelines and model review process draw from nationally-recognized best practices, national online learning standards, State of Michigan content standards, and <em>Michigan Virtual<\/em>\u2019s substantial experience with reviewing online courses and online educational content.\r\n\r\n<em>Michigan Virtual<\/em> solicited public feedback on a draft version of the document during the month of August. During this time, a draft version was widely distributed to Michigan educational organizations and a copy was made available through the <em>Michigan Virtual<\/em> website.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual releases online course quality review guidelines",
            "excerpt": "The Guidelines and Review Process for the statewide catalog of online courses, developed to comply with a new policy contained in the FY14 State School Aid Act, is now available at https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/04\/guidelines_model_2013.pdf. Section 21f of Public Act 60 of 2013 enables public school students in grades 5-12 (with the consent of parent or guardian) to...",
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        {
            "id": 3318,
            "path": "\/about\/news\/survey-assessed-online-learning-in-michigan-secondary-schools\/",
            "author_id": 2,
            "timestamp": 1379349824,
            "content": "In May 2013, the Michigan Association for Secondary School Principals (MASSP) in partnership with <em>Michigan Virtual<\/em> created a survey to assess the current state and anticipated needs of online learning in Michigan\u2019s secondary schools. The survey used a series of multiple choice rating questions along with a few open-ended questions to learn more about topics such as online learning use, vendor satisfaction and criteria, expected enrollment changes for next year, and challenges and opportunities brought about by the new online learning policy.\r\n\r\nMASSP members were provided with a link to the survey instrument by email and a weekly webline that reaches 1600 people. The survey was open from May 1 until July 1, and respondents were able to go in as often as necessary to complete the survey. Three hundred and forty-four people clicked on the survey link to start the survey; 234 people (approximately 14.6 %) completed the survey though they may not have chosen to answer all of the questions.\r\n\r\nThe survey results indicate a range of involvement with online courses \u2013 from one enrollment to 1500 \u2013 and the same vast difference in people\u2019s opinions of online learning \u2013 from not wanting to offer any courses to welcoming the opportunity to prepare students for online requirements in college and at work.\r\n\r\nAmong the high points are the following findings:\r\n<ul>\r\n \t<li>87% of respondents had students enrolling in online courses during the 2012-13 school year.<\/li>\r\n \t<li>74.7% of respondents indicated it was slightly or very important for online courses to include Michigan certified teachers.<\/li>\r\n \t<li>The greatest needs respondents anticipated for the 2013-14 school year were:<\/li>\r\n \t<li>Preparing teachers to teach in an online or blended learning environment,<\/li>\r\n \t<li>Setting up blended learning, training teachers to mentor online learners,<\/li>\r\n \t<li>Evaluating online program and teacher effectiveness, and<\/li>\r\n \t<li>Updating the school improvement plan to better reflect online and blended learning.<\/li>\r\n \t<li>The most often expressed concern was assuring or maintaining program, course, and\/or content quality, rigor, and\/or standards.<\/li>\r\n \t<li>The most often noted opportunity was the increase in choices and access for what the school does not or cannot offer.<\/li>\r\n<\/ul>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Survey assessed online learning in Michigan secondary schools",
            "excerpt": "In May 2013, the Michigan Association for Secondary School Principals (MASSP) in partnership with Michigan Virtual created a survey to assess the current state and anticipated needs of online learning in Michigan\u2019s secondary schools. The survey used a series of multiple choice rating questions along with a few open-ended questions to learn more about topics...",
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        {
            "id": 3321,
            "path": "\/about\/news\/access-to-digital-learning-expanding-in-michigan\/",
            "author_id": 2,
            "timestamp": 1377882775,
            "content": "Section 21f of the State School Aid Act expands access to digital learning options for students in Michigan. The new digital learning initiative was approved by the Legislature and the Governor in June 2013.\r\n\r\nThis legislation enables public school students in grades 5-12 (with the consent of parent or guardian) to enroll in up to two online courses during an academic term, semester or trimester. The legislation indicates that students may select online course offerings from their local district catalog of online courses or from those available in the statewide catalog of online course titles.\r\n\r\n<em>Michigan Virtual<\/em> expects the statewide catalog to be available to schools, students and the general public beginning in October 2013. Students and their parents will be able to review online course syllabi in the statewide catalog during the fall so that enrollment requests in online courses can be made for the second semester beginning in January 2014.\r\n\r\nJamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>, the state-created nonprofit that operates the <em>Michigan Virtual<\/em> for Students, predicts tens of thousands students will take advantage of the new state rules.\r\n\r\n\u201cThis recent shift in policy is bold and will serve as a major catalyst to expand Michigan-based online learning options for students,\u201d Fitzpatrick said. \u201cThe legislation empowers school districts to engage in online learning and offers unprecedented options for students.\u201d\r\n\r\nRepresentatives from the Michigan Department of Education and <em>Michigan Virtual<\/em> have developed a list of <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2013\/08\/21F_FAQs.pdf\" target=\"_blank\">frequently asked questions<\/a>\u00a0to help schools and parents to understand the new initiative. This document provides the most extensive explanation yet on some of the key elements surrounding Section 21f of the State School Aid Act. MDE and <em>Michigan Virtual<\/em> are working to finalize additional questions and will jointly publish updates going forward.\r\n\r\nAs a condition of offering an online course, either as part of a district catalog or as part of the statewide catalog, a district is responsible for producing an online course syllabus. The legislation requires that an online course syllabus includes a dozen items ranging from the academic standards addressed in the online course to the identification of student prerequisites. One of the required items in the course syllabus is the results of the online course quality review using the guidelines and model review process published by <em>Michigan Virtual<\/em>.\r\n\r\n<em>Michigan Virtual<\/em> has been accepting public comment on the draft guidelines since early August, and you can offer input until August 31, 2013. The feedback will be used to finalize the guidelines. A final version of the guidelines will be published in early September. Educators are encouraged to submit feedback via email to <a href=\"mailto:[email protected]\" target=\"_blank\">[email protected]<\/a>.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Access to digital learning expanding in Michigan",
            "excerpt": "Section 21f of the State School Aid Act expands access to digital learning options for students in Michigan. The new digital learning initiative was approved by the Legislature and the Governor in June 2013. This legislation enables public school students in grades 5-12 (with the consent of parent or guardian) to enroll in up to...",
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        {
            "id": 3564,
            "path": "\/about\/news\/feedback-requested-on-new-online-learning-policy\/",
            "author_id": 2,
            "timestamp": 1377863054,
            "content": "August 1, 2013\r\n\r\nDear Educator:\r\n\r\nThe purpose of this message is to give you an important update regarding an implementation activity related to a new policy contained in the FY14 State School Aid Act and to ask for your input.\r\n\r\nSection 21f of Public Act 60 of 2013 enables public school students in grades 5-12 (with the consent of parent or guardian) to enroll in up to two online courses during an academic term, semester or trimester. The legislation indicates that students may select online course offerings from their local district catalog of online courses, or from those available in the statewide catalog of online course titles.\r\n\r\nAs a condition of offering an online course, either as part of a district catalog or as part of the statewide catalog, a district is responsible for producing an online course syllabus. The legislation requires that an online course syllabus include a dozen items ranging from the academic standards addressed in the online course to the identification of student prerequisites. One of the required items in the course syllabus is the results of the online course quality review using the guidelines and model review process published by <em>Michigan Virtual<\/em>.\r\n\r\nDraft Guidelines and Model Review Process for Online Courses is intended to be used by schools to facilitate the online course review process. The guidelines draw from nationally-recognized best practices, national online learning standards, State of Michigan content standards, and <em>Michigan Virtual<\/em>\u2019s substantial experience with reviewing online courses and online educational content.\r\n\r\nWe are able to accept public comment on the draft guidelines until August 31, 2013. We will use the feedback to finalize the guidelines and plan to publish a final version in early September. Educators are encouraged to submit feedback via email to [email protected].\r\n\r\nThank you in advance for your support!\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Feedback requested on new online learning policy",
            "excerpt": "August 1, 2013 Dear Educator: The purpose of this message is to give you an important update regarding an implementation activity related to a new policy contained in the FY14 State School Aid Act and to ask for your input. Section 21f of Public Act 60 of 2013 enables public school students in grades 5-12...",
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        {
            "id": 3563,
            "path": "\/about\/news\/kent-state-university-and-mvu-offering-free-online-course\/",
            "author_id": 2,
            "timestamp": 1377517239,
            "content": "<em>Michigan Virtual<\/em> and Kent State University are offering a free open access course \u2013 <em>K-12 Teaching in the 21st Century<\/em> \u2013 to high school and college students who are interested in teaching and to teachers at all levels.\r\n\r\nThis free course will be taught by Dr. Rick Ferdig and Dr. Kristy Pytash of Kent State University. It is open for registration today at www.mivu.org\/mooc.\r\n\r\nThis experience will provide participants with a deeper understanding of MOOCs (Massive Online Open Courses), along with an introduction to emerging and free technologies such as presentation media (e.g., Flickr), online artifact creation (e.g., Vialogues) and collaboration innovations (e.g., ThingLink).\r\n\r\nParticipants will be expected to complete assignments within each week, including participation in online discussions and peer evaluations. In the last week of the course, a final project will be submitted. Finally, participants will complete a pre- and post-survey of their learning. Participants who successfully meet these requirements will receive a certificate of completion from <em>Michigan Virtual<\/em>.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Kent State University and Michigan Virtual offering free online course",
            "excerpt": "Michigan Virtual and Kent State University are offering a free open access course \u2013 K-12 Teaching in the 21st Century \u2013 to high school and college students who are interested in teaching and to teachers at all levels. This free course will be taught by Dr. Rick Ferdig and Dr. Kristy Pytash of Kent State...",
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        {
            "id": 3566,
            "path": "\/about\/news\/new-education-research-clearinghouse-for-k-12-blended-and-online-learning-released\/",
            "author_id": 2,
            "timestamp": 1376308682,
            "content": "The International Association for K-12 Online Learning (iNACOL) and the <em>Michigan Virtual Learning Research Institute<\/em>, a division of the <em>Michigan Virtual<\/em>, today announced the launch of the new Research Clearinghouse for K-12 Blended and Online Learning, to house the latest research examining breakthrough models and trends in blended and online learning.\r\n\r\n\u201cThis research clearinghouse offers a complete picture of innovative instructional models and practices for blended and online teaching and learning for personalizing K-12 education,\u201d said Dr. Kathryn Kennedy, iNACOL's Director of Research. \u201cIt provides a wealth of information for researchers, policymakers and education leaders exploring all aspects of blended and online learning as they consider implementing next generation learning models for students and teachers.\u201d\r\n\r\n\u201cThe launch of the clearinghouse represents an important next step in moving the K-12 research community forward and making research more accessible to the general public,\u201d said Dr. Joe Freidhoff, Director of <em>MVLRI<\/em>. \u201cWe believe the accelerating growth of K-12 online learning must be accompanied by a similar trajectory of scholarship and are excited to be partnering with iNACOL to share this work.\u201d\r\n\r\nThis Research Clearinghouse for K-12 Blended and Online Learning project evolved from the University of Florida's Virtual School Clearinghouse and has been made possible by generous financial support from Next Generation Learning Challenges and a collaborative partnership between iNACOL and the Michigan Virtual.\r\n\r\nFor more information on the Research Clearinghouse for K-12 Blended and Online Learning, please visit <a href=\"http:\/\/k12onlineresearch.org\" target=\"_blank\">http:\/\/k12onlineresearch.org<\/a>.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About the International Association for K-12 Online Learning<\/h4>\r\niNACOL is a nonprofit organization focusing on research, developing policy for student-centered education to ensure equity and access, developing quality standards for emerging learning models using online, blended, and competency-based education, and supporting the ongoing professional development of classroom, school, and district leaders for new learning models. To learn more about iNACOL, please visit <a href=\"http:\/\/inacol.org\" target=\"_blank\">http:\/\/inacol.org<\/a>.",
            "title": "New education research clearinghouse for K-12 blended and online learning released",
            "excerpt": "The International Association for K-12 Online Learning (iNACOL) and the Michigan Virtual Learning Research Institute, a division of the Michigan Virtual, today announced the launch of the new Research Clearinghouse for K-12 Blended and Online Learning, to house the latest research examining breakthrough models and trends in blended and online learning. \u201cThis research clearinghouse offers...",
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            "content": "In May 2013, the Michigan Association for Secondary School Principals (MASSP) in partnership with <em>Michigan Virtual<\/em> created a survey to assess the current state and anticipated needs of online learning in Michigan\u2019s secondary schools. The survey used a series of multiple choice rating questions along with a few open-ended questions to learn more about topics such as online learning use, vendor satisfaction and criteria, expected enrollment changes for next year, and challenges and opportunities brought about by the new online learning policy.\n\nThe survey results indicate a range of involvement with online courses\u2014from one enrollment to 1500\u2014and the same vast difference in people\u2019s opinions of online learning\u2014from not wanting to offer any courses to welcoming the opportunity to prepare students for online requirements in college and at work.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/MASSP_survey.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Michigan Association for Secondary School Principals Online Learning Survey Report",
            "excerpt": "In May 2013, the Michigan Association for Secondary School Principals (MASSP) in partnership with Michigan Virtual created a survey to assess the current state and anticipated needs of online learning in Michigan\u2019s secondary schools. The survey results indicate a range of involvement with online courses\u2014from one enrollment to 1500\u2014and the same vast difference in people\u2019s opinions of online learning\u2014from not wanting to offer any courses to welcoming the opportunity to prepare students for online requirements in college and at work.",
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        {
            "id": 3568,
            "path": "\/about\/news\/mvu-takes-e-learning-expertise-to-nigeria\/",
            "author_id": 2,
            "timestamp": 1373890079,
            "content": "With the support of <em>Michigan Virtual<\/em>, college students in Nigeria will be learning online this fall using a video content management solution called Mediasite.\r\n\r\n<em>Michigan Virtual<\/em> has been using Mediasite to create online learning materials and record and stream events since 2007. Through a partnership with Venture Garden Group, <em>Michigan Virtual<\/em> is taking its e-learning expertise to Nigeria. <em>Michigan Virtual<\/em> and Venture Garden Group designed an e-learning solution based on Mediasite lecture capture for the Center for Distance Learning at Obafemi Awolowo University in southwest Nigeria.\r\n\r\n\u201cAside from this project, e-learning is not happening in Nigeria. It\u2019s starting to evolve as a discussion, and there is great demand for college-level education. E-learning is the only practical way to bring a significant new group of learners into the fold,\u201d said Kirby Milton, Vice President of Operations at <em>Michigan Virtual<\/em>.\r\n\r\nIn just three weeks earlier this year, Nigerian lecturers recorded more than 500 hours of content \u2014 including 13 complete courses in accounting, 19 in education and four in nursing. That\u2019s about half of the course modules they plan to convert to video this year.\r\n\r\n<em>Michigan Virtual<\/em> became involved in the project over two years ago. You can read more about it by clicking <a href=\"https:\/\/sonicfoundry.com\/newsroom\/michigan-virtual-university-supports-first-major-e-learning-project-in-nigeria-with-mediasite-by-sonic-foundry\/\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual takes e-learning expertise to Nigeria",
            "excerpt": "With the support of Michigan Virtual, college students in Nigeria will be learning online this fall using a video content management solution called Mediasite. Michigan Virtual has been using Mediasite to create online learning materials and record and stream events since 2007. Through a partnership with Venture Garden Group, Michigan Virtual is taking its e-learning...",
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        {
            "id": 3330,
            "path": "\/about\/news\/finding-the-right-fit-for-each-child-michigans-economic-future-depends-on-it\/",
            "author_id": 2,
            "timestamp": 1370890135,
            "content": "<em>By Brian Broderick<\/em>\r\n<em>Executive Director<\/em>\r\n<em>Michigan Association of Non-public Schools<\/em>\r\n<em>Chair, Michigan Virtual Board of Directors<\/em>\r\n\r\nHave you ever worn shoes that didn\u2019t fit? Were they too wide or too narrow? Did the height of the heel make your back hurt? Did you have enough arch support? The wrong shoes can make a short walk excruciating and miserable; the right shoes can make a long trek invigorating and memorable. We understand why everyone needs to wear shoes that fit; and if you ever had to wear shoes that didn\u2019t fit, you know how that affected your attitude toward your walk, what you were able to accomplish on your walk, and how far you walked.\r\n\r\nTeachers know one size does not fit all in the classroom either. Students don\u2019t all learn in the same way or in the same amount of time. One may need support with an assignment while another may be eager to take on the next learning task. If the class has to sit through more examples, some students will disengage. If the class moves on, others will not be able to catch up. Personalized learning means activities can be adapted to meet individual students\u2019 needs so they can take the long walk to graduation eagerly and efficiently.\r\n\r\nRecently, <em>Michigan Virtual<\/em> released a report \u2013 Moving Michigan Farther, Faster: Personalized Learning and the Transformation of Learning in Michigan. The report, prepared by Public Sector Consultants Inc. (PSC) and the Citizens Research Council (CRC), was commissioned by <em>Michigan Virtual<\/em> in response to Governor Rick Snyder\u2019s call to examine technology innovation in Michigan schools. PSC and CRC interviewed state and national education leaders and did an extensive literature review. <em>Moving Michigan Farther, Faster<\/em> looks at both the future of education in Michigan and the role that technology could and should play in that future.\r\n\r\nThe report offers specific recommendations and analysis related to students, teachers, schools, technology, data, and quality and accountability. The recommendations converge on a simple, but powerful message: Personalized learning moves Michigan farther, faster. The report suggests that Michigan needs to design an education system that includes tools and support for teachers to lead the effort in providing customized education for all students.\r\n\r\nEach student has different strengths and weaknesses, interests and difficulties, motivators and distractors. With so many students in public schools continuing to fall behind or drop out, we simply must examine what works and what doesn\u2019t. Personalized learning allows teachers, students and parents to select the methods, strategies and tools that meet the individual student where he or she is and promote progress according to his or her abilities. It\u2019s more effective. What could be better than options that fit your skills, your life and your goals?\r\n\r\nI believe personalizing learning cannot happen on a statewide scale without a clear vision and a plan to harness fully the power of technology while supporting teachers through this transition. Today, teaching and learning can take place riding on a bus, sitting at the beach and waiting in line. Small, inexpensive and connected technology devices allow students to access information any time any place and extend the capacity for students to work on assignments and interact with teachers and classmates beyond the classroom walls, no matter the time of day or year. Teachers will need the right tools and training so they can take advantage of these exciting developments and move personalized learning forward.\r\n\r\nNext time you think about the future of education, reflect on how many of our children don\u2019t have access to learning environments that fit their educational needs, as well as your favorite pair of shoes, fits you. We need every child to be fitted with an educational experience that matches their learning profile so they can reach their full potential. Personalized learning works and can be used to strengthen our global competitiveness if we embrace this opportunity.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Finding the right fit for each child: Michigan's economic future depends on it",
            "excerpt": "By Brian Broderick Executive Director Michigan Association of Non-public Schools Chair, Michigan Virtual Board of Directors Have you ever worn shoes that didn\u2019t fit? Were they too wide or too narrow? Did the height of the heel make your back hurt? Did you have enough arch support? The wrong shoes can make a short walk...",
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        {
            "id": 3329,
            "path": "\/about\/news\/elearning-names-mvu-as-top-100-learning-organization\/",
            "author_id": 2,
            "timestamp": 1370889526,
            "content": "Lansing \u2013 The Elearning! Media Group has named <em>Michigan Virtual<\/em> to the annual Learning! 100 list for creating an online program that helps teachers who serve special education students as they transition from high school graduation to life after school.\r\n\r\nThe Learning! 100 Award recognizes 60 corporate and 40 public sector organizations for outstanding learning culture, innovation or collaboration that drives performance. Honorees cut across all industries and organization sizes, from five to 1.6 million employees.\r\n\r\nThrough the <em>Michigan LearnPort<\/em> program, special education teachers and staff received instructional content related to transition planning and transition assessment. <em>Michigan LearnPort<\/em> is <em>Michigan Virtual<\/em>\u2019s online professional development portal for K-12 teachers and school administrators.\r\n\r\n\u201cIt's great to see Michigan represented on the Learning! 100 list,\u201d said Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO. \u201cThis recognition is a great testimonial to our leadership efforts to innovate on how educator professional development services are delivered.\u201d\r\n\r\nThe program was part of a multi-prong effort to improve teachers\u2019 and administrators\u2019 federally mandated special education services. The content also contributed to raising compliance rates in school districts. In the year after the content was delivered, statewide compliance rose from a very low rate to nearly 100 percent. Meridian Knowledge Solutions, a leading provider of learning management systems, powers <em>Michigan LearnPort<\/em>.\r\n\r\n\u201cWe worked with our partners to create a virtual location to post documents and other resources, review progress and keep a calendar of milestones and progress for the special education transition courses,\u201d said Jason Marentette, program manager for <em>Michigan LearnPort<\/em>. \u201cThe innovation and collaboration that comes from our partnership with Meridian made this program a success, and led to the award.\u201d\r\n\r\n<em>Michigan LearnPort<\/em> and its extended team have created more courses for the special education initiative. A fourth about post-school vision is in development.\r\n\r\nMichigan teachers, administrators and other staff use the eLearning portal to earn recertification credits and take compliance and professional development courses. <em>Michigan LearnPort<\/em> offers more than 1,000 high-quality online courses and recorded over 30,000-course enrollments in the last fiscal year.\r\n\r\nThe Elearning! Media Group publishes Elearning! and Government Elearning! magazines. The publisher will honor the Learning! 100 at the Enterprise Learning! Conference &amp; Expo at an awards reception on August 26, 2013, in Anaheim, Calif. <em>Michigan Virtual<\/em> is joined in the Learning! 100 by NASA STEM, Stanford University \u2013 H-Start Institute, University of Central Florida and U.S. Distance Learning Association.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "ELearning! names Michigan Virtual as Top 100 learning organization",
            "excerpt": "Lansing \u2013 The Elearning! Media Group has named Michigan Virtual to the annual Learning! 100 list for creating an online program that helps teachers who serve special education students as they transition from high school graduation to life after school. The Learning! 100 Award recognizes 60 corporate and 40 public sector organizations for outstanding learning...",
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        {
            "id": 3331,
            "path": "\/about\/news\/mvu-partners-with-bureau-of-elections-to-launch-online-elections-training-resource\/",
            "author_id": 2,
            "timestamp": 1368211998,
            "content": "Election officials and their staff now have a new online training resource that allows them to take courses, view video tutorials and participate in webinars for self-paced learning from the Michigan Bureau of Elections.\r\n\r\nHosted by <em>Michigan Virtual<\/em>, the new Michigan Election eLearning Center makes use of the latest distance-learning technology to complement the Bureau of Elections\u2019 existing in-person training sessions.\r\n\r\n\u201cWe\u2019re pleased to be able to partner with the Secretary of State\u2019s Office to support this innovative training delivery model for Michigan clerks,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>.\r\n\r\nThe site provides manuals and other informational resources in an easily accessible and searchable format. The site also includes collaboration features for Michigan\u2019s 1,600 county, city, township and village clerks that promote information sharing through specialized user groups and discussion boards on specific topics. The system allows for individualized learning plans, and progressive training modules targeted towards specialized groups, such as new clerks.\r\n\r\n\u201cThe capabilities of our new online training system are almost unlimited,\u201d Secretary of State Ruth Johnson said. \u201cWe now have numerous tools at our disposal to ensure all Michigan election officials receive consistent and ongoing training on all of the vital procedures and laws involved in election administration.\u201d\r\n\r\nMany clerks and their election staff people are part-time workers with regular day jobs. These officials will benefit in particular because the site allows them to receive ongoing training resources that they can access at any time.\r\n\r\nExamples of topics covered include registering new voters, Election Day management, electronic poll book processing, and military and overseas ballot issuance and tracking. The site is accessible to clerks and their staff by signing up online through the Bureau of Elections.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual partners with Bureau of Elections to launch online elections training resource",
            "excerpt": "Election officials and their staff now have a new online training resource that allows them to take courses, view video tutorials and participate in webinars for self-paced learning from the Michigan Bureau of Elections. Hosted by Michigan Virtual, the new Michigan Election eLearning Center makes use of the latest distance-learning technology to complement the Bureau...",
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            "path": "\/about\/news\/mvs-teacher-takes-class-on-virtual-field-trip-to-switzerland\/",
            "author_id": 2,
            "timestamp": 1367607390,
            "content": "Andrew Vanden Heuvel, <em>Michigan Virtual<\/em> for Students online physics teacher and \u201cGlass Explorer\u201d recently became the first teacher to teach a science class from inside the Large Hadron Collider in Switzerland.\r\n\r\nVanden Heuvel was invited to visit CERN, the European Organization for Nuclear Research, in Geneva, Switzerland, as a result of his selection as a Glass Explorer, a select group of people who were chosen by Google to test its new product, Google Glass. Google Glass is a wearable computer with a head-mounted display.\r\n\r\nWith Glass, users can take phone calls, send texts, take photos and video, show maps, and \u2013 as Vanden Heuvel demonstrated \u2013 take a class of students inside a particle accelerator underground in Switzerland as they sat in a classroom in Grand Rapids, Michigan.\r\n\r\n\u201cAs a physics teacher, visiting the world\u2019s largest particle accelerator was a dream come true. As an online physics teacher, I knew that Glass could help me turn this into a once-in-a-lifetime learning opportunity for my students,\u201d Vanden Heuvel said.\r\n\r\nVanden Heuvel\u2019s trip to CERN, April 25 to May 4, included a day visiting the Large Hadron Collider, the world\u2019s largest and highest-energy particle accelerator. The device allows physicists to test their theories of particle and high-energy physics. It lies in a tunnel that\u2019s over 500 feet deep, in a 17-mile loop, which Vanden Heuvel navigated partly by bicycle.\r\n\r\n\u201cAccess to the tunnel is very restricted and even fewer people get to actually bike in the tunnel. In fact, fewer people have biked in the LHC tunnel than have climbed Mount Everest!\u201d Vanden Heuvel said. \u201cNeedless to say, I\u2019m the first person who has ever taught a science class from inside the LHC tunnel. Seeing just a small portion of the whole loop, I was overwhelmed by the size of it all. The fact that I was able to share this experience with students, even answering their questions in real-time, is simply mind-blowing.\u201d\r\n\r\nSouth Christian High School students saw what Vanden Heuvel saw and listened as he told them what he was experiencing, all through Google Glass, a device that very few people have even seen, let alone used as a teaching tool. About 10,000 people around the world \u2013 beta testers and winners of the \u201cIf I Had a Glass\u201d contest \u2013 will have the devices until they are made commercially available sometime later this year.\r\n\r\n\u201cWe are fortunate to have Andrew on our team to reinvent K-12 education. He has a remarkable curiosity to learn about new tools like the Google Glass which can be used to improve teaching and learning,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cHe is a true pioneer in the 21st century as he explores new ways to engage students to ensure their academic success. I view Andrew as an \u2018education rock star\u2019 and our online students will benefit from his creative passion for making science interesting and fun at the same time.\u201d\r\n\r\n\u201cAs an online teacher, I frequently say, \u2018it\u2019s not about the technology, but what you can do with it.\u2019 We have now reached an inflection point in the evolution of technology where each new advance means we see technology less and can do more with it,\u201d Vanden Heuvel said. \u201cWhat a tremendously exciting time to be in education!\u201d\r\n\r\nVanden Heuvel has taught physics and mathematics for <em>Michigan Virtual<\/em> since 2009. He also teaches courses in app development and geographic information systems for teachers through <em>Michigan LearnPort<\/em>, a division of <em>Michigan Virtual<\/em> that provides online professional development solutions for members of the K-12 community.\r\n\r\nVanden Heuvel\u2019s also a science education consultant for USA Today Education and a physics and astronomy professor at Calvin College. He's a NASA Solar System Educator and was recognized as a Hubble Space Telescope Gold Star Educator. In 2010, Vanden Heuvel was named Michigan Online Teacher of the Year and then a finalist for National Online Teacher of the Year.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual teacher takes class on virtual field trip to Switzerland",
            "excerpt": "Andrew Vanden Heuvel, Michigan Virtual for Students online physics teacher and \u201cGlass Explorer\u201d recently became the first teacher to teach a science class from inside the Large Hadron Collider in Switzerland. Vanden Heuvel was invited to visit CERN, the European Organization for Nuclear Research, in Geneva, Switzerland, as a result of his selection as a...",
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            "id": 3333,
            "path": "\/about\/news\/mvu-board-welcomes-new-members\/",
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            "content": "The <em>Michigan Virtual<\/em> Board of Directors elected three new members at its April 19 meeting.\r\n\r\nThe three new members expressed significant interest in the work of <em>Michigan Virtual<\/em> to serve Michigan\u2019s K-12 community with quality online educational services and welcome the opportunity to serve on the <em>Michigan Virtual<\/em> Board. They were elected to three-year terms. The <em>Michigan Virtual<\/em> Board consists of members representing the business and education communities.\r\n\r\nThe new board members are James Lorenson, President of Gogebic Community College; Gretchen Dziadosz, Executive Director of the Michigan Education Association; and Kevin Oxley, Superintendent of Jackson County Intermediate School District.\r\n<h5>Board Member Profiles<\/h5>\r\n<h6>James Lorenson, President of Gogebic Community College (Ironwood)<\/h6>\r\nJim has served as the President of Gogebic Community College since 2006. He is the Executive and Administrative Officer of the college which has approximately 1,500 students. Previously, Jim served as the Dean of Instruction at GCC and was responsible for the planning, organizing, implementation and administration of the college\u2019s educational programs. During the last 20 years, he has served in other roles at the college, including Community\/Industry Coordinator, Director of Institutional Advancement, Director of Community Services &amp; Continuing Education, Director of Off-Campus and On-Line Programs, and Director of Extended Programs and College Facilities.\r\n<h6>Gretchen Dziadosz, Executive Director of the Michigan Education Association (East Lansing)<\/h6>\r\nGretchen has spent more than 30 years with the MEA and has worked in different capacities, including UniServ Director, Statewide Bargaining Consultant, Director of Negotiations &amp; Northern Zone Field Services Director, Director of Professional Development and Human Relations, and Director of Field Services. In 2012, she was named Executive Director of the MEA. She is responsible for all staff and operations for the Michigan Education Association, MEA-Financial Services and Michigan Education Special Services Association.\r\n<h6>Kevin Oxley, Superintendent of Jackson County Intermediate School District (Jackson)<\/h6>\r\nKevin has 25 years of experience working in public education. He most recently served as the Director of Career &amp; Secondary Education at the Intermediate School District, before being named Superintendent in 2009. Kevin began his career in Reed City, Michigan, as a high school social studies teacher. He has served as a high school vice-principal and principal at different school districts.\r\n\r\nOutgoing board members are Chris Wigent, Wayne RESA; Carol Churchill, Mid-Michigan Community College; and Lou Battaglieri, formerly with the MEA.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual Board welcomes new members",
            "excerpt": "The Michigan Virtual Board of Directors elected three new members at its April 19 meeting. The three new members expressed significant interest in the work of Michigan Virtual to serve Michigan\u2019s K-12 community with quality online educational services and welcome the opportunity to serve on the Michigan Virtual Board. They were elected to three-year terms....",
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            "path": "\/about\/news\/mvu-and-udm-to-provide-teachers-in-training-with-online-teaching-experience\/",
            "author_id": 2,
            "timestamp": 1363201506,
            "content": "<em>Michigan Virtual<\/em> and the University of Detroit Mercy are teaming up to train the next generation of online educators by providing UDM teacher education students the opportunity to experience online teaching at various levels of instruction.\r\n\r\n<em>Michigan Virtual<\/em> online instructors will provide a student teaching like experience to UDM education students who enroll in \"Advanced Instructional Technology\/Teaching in the Virtual Environment,\" a course UDM will offer this summer to undergraduate and graduate students.\r\n\r\nThis course is designed to meet the challenge of preparing teachers to successfully engage students in successfully delivering content in the online environment. Face-to-face sessions will be combined with hands-on teaching experience in virtual classrooms through <em>Michigan Virtual<\/em> for Students, Michigan\u2019s state-sponsored virtual school.\r\n\r\n\u201cI applaud the University of Detroit Mercy for taking the initiative to introduce educators to online and blended learning environments,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>. \u201cIncreasingly individuals pursuing a career in the teaching profession will need a practical understanding of instructional strategies and techniques in the world of online learning.\u201d\r\n\r\nBoth pre-service (undergraduates) and certified teachers will have the opportunity to explore teaching in the virtual setting in this course. Theoretical principles in online teaching and learning will be integrated with instructional technologies to design and implement various aspects of online teaching in the participant\u2019s specialized content area.\r\n\r\n\u201cUniversity of Detroit Mercy\u2019s Teacher Education Program is so excited to enhance the skills of our teacher candidates by collaborating with <em>Michigan Virtual<\/em>,\u201d said Lorri J MacDonald, Ed. D., Chair, Department of Education, University of Detroit Mercy. \u201cThis is truly a win-win arrangement. <em>Michigan Virtual<\/em> teachers win by gaining experience in mentoring teacher candidates. UDM teacher candidates win by gaining experience in teaching with the latest embedded technology. Michigan students win by learning from 21st-century skilled teachers in their classrooms. It doesn't get any better than that!\u201d\r\n\r\nThis course is the second step in an <em>Michigan Virtual<\/em>-UDM effort to acquaint teacher education students with the challenges of teaching online. The relationship began last fall when three UDM pre-service students participated in a six-week online job shadowing experience with <em>Michigan Virtual<\/em> online instructors.\r\n\r\nEarlier this year, six more students completed the shadowing experience. Students who enroll in this course will be entered into online courses with <em>Michigan Virtual<\/em> teachers as guest teachers and will have the opportunity to interact with high school students in <em>Michigan Virtual<\/em> for Students courses.\r\n\r\nThe course will be offered from May 6 \u2013 June 22. Full-time educators who enroll in this course are eligible for a 60 percent discount on tuition. Students interested in the course should call 313-578-0401 for more information. Students must receive instructor approval prior to enrollment.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual and UDM to provide teachers in training with online teaching experience",
            "excerpt": "Michigan Virtual and the University of Detroit Mercy are teaming up to train the next generation of online educators by providing UDM teacher education students the opportunity to experience online teaching at various levels of instruction. Michigan Virtual online instructors will provide a student teaching like experience to UDM education students who enroll in &#8220;Advanced...",
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            "id": 3335,
            "path": "\/about\/news\/moving-michigan-farther-faster\/",
            "author_id": 2,
            "timestamp": 1363115503,
            "content": "<em>Michigan Virtual<\/em> announced the release of a report about the future of K-12 education in Michigan, calling for a heightened focus on personalized learning.\r\n\r\n\u201cGovernor Snyder tasked <em>Michigan Virtual<\/em> with stepping back and thinking about two overarching questions: (1) what is the future of public education in Michigan? and (2) what role could instructional technology play in that future?\u201d says Jamey Fitzpatrick, President &amp; CEO at <em>Michigan Virtual<\/em>. \u201cThe report is clear \u2014 Michigan needs to design an education system that includes tools and support to provide an individualized education for all students as well as increased support for classroom teachers to lead this effort.\u201d\r\n\r\n\u201cAdvances in technology are making it possible to extend an individualized instructional approach to all students, allowing every child in Michigan to learn in the manner that will best help him or her reach their full potential,\u201d Mike Flanagan, Superintendent of Public Instruction, said.\r\n\r\nThe report\u2019s six recommendations outline in detail the core elements needed to improve educational outcomes for Michigan\u2019s K-12 students:\r\n<ol>\r\n \t<li>Students: Michigan must formalize in policy strategies and tactics that permit each student to learn at his or her own pace.<\/li>\r\n \t<li>Teachers: Michigan must create a statewide system of support for teachers as they transition their instructional practice to methods that allow for full implementation of personalized learning.<\/li>\r\n \t<li>Schools: Schools must have support from the state as they create spaces that support personalized learning including technology integration and spaces for more individual and small group work.<\/li>\r\n \t<li>Technology: Michigan needs an independent, neutral and trusted voice in the educational sector to help providers and districts deploy technology that works.<\/li>\r\n \t<li>Data: The state must create and support a data infrastructure that teachers, parents, students and schools can use to inform individualized instruction.<\/li>\r\n \t<li>Quality and Accountability: The governor should appoint an independent authority to evaluate the quality of content providers.<\/li>\r\n<\/ol>\r\n<em>Michigan Virtual<\/em> partnered with two independent research firms \u2014 Public Sector Consultants and the Citizens Research Council \u2014 in developing the report. The research team conducted more than 30 state and national stakeholder interviews and reviewed existing academic and professional literature looking for common themes and trends across the sources that outlined a sustainable \u2014 and innovative \u2014 educational approach for Michigan\u2019s students.\r\n\r\n\u201cConsistently throughout the interviews, state and national stakeholders said the future of education will include both additional face-to-face time with professional teachers and an increasing use of technology \u2014 inside and outside the traditional classroom \u2014 for students at every grade level,\u201d reports Jeff Williams of Public Sector Consultants, one of the leaders of the research team.\r\n\r\n\u201cRapid advances in technology present an opportunity to significantly improve teaching and learning in Michigan,\u201d comments Jeff Guilfoyle of the Citizens Research Council. \u201cHowever, taking advantage of these opportunities will require careful thinking about how we fund, operate and organize our schools.\u201d\r\n\r\n<em>Michigan Virtual<\/em> will be hosting regional forums in Detroit, Grand Rapids, Lansing and Marquette to engage community stakeholders in a conversation about moving K-12 education faster and farther in Michigan. Dates and times, when available, will be posted at www.mivu.org.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2013\/03\/PSC-CRC_Personalized_Learning_Report.pdf\">Download the \"Moving Michigan Farther, Faster\" report<\/a>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Moving Michigan Farther, Faster",
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        {
            "id": 3577,
            "path": "\/about\/news\/online-learning-provides-options\/",
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            "timestamp": 1361801205,
            "content": "The Midland Daily News reports that \u201conline education creates another option for students.\u201d\r\n\r\nThe article (posted Feb. 24, 2013) describes how schools in Midland Country are using online learning options, from providers like <em>Michigan Virtual<\/em> for Students, to meet the needs of students. Click <a href=\"http:\/\/www.ourmidland.com\/news\/article\/Online-education-creates-another-option-for-6943837.php\" target=\"_blank\">here<\/a> to read the Midland Daily News article.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Online learning provides options",
            "excerpt": "The Midland Daily News reports that \u201conline education creates another option for students.\u201d The article (posted Feb. 24, 2013) describes how schools in Midland Country are using online learning options, from providers like Michigan Virtual for Students, to meet the needs of students. Click here to read the Midland Daily News article. About Michigan Virtual...",
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            "id": 3578,
            "path": "\/about\/news\/the-future-of-online-learning\/",
            "author_id": 2,
            "timestamp": 1361542220,
            "content": "Michigan Radio's Cynthia Canty spoke with Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>, recently about online education nationally and in Michigan.\r\n\r\n<a href=\"http:\/\/michiganradio.org\/post\/stateside-future-online-education\" target=\"_blank\">Visit Michigan Radio to listen to the interview<\/a>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "The future of online learning",
            "excerpt": "Michigan Radio&#8217;s Cynthia Canty spoke with Jamey Fitzpatrick, President and CEO of Michigan Virtual, recently about online education nationally and in Michigan. Visit Michigan Radio to listen to the interview About Michigan Virtual Michigan Virtual is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for...",
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            "path": "\/research\/publications\/astonishing-impact-an-introduction-to-five-computer-based-assessment-issues\/",
            "author_id": 54,
            "timestamp": 1360386000,
            "content": "<em>Astonishing Impact: An Introduction to Five Computer-Based Assessment Issues<\/em> is a primer on computer-based assessment research and the effect of rapidly developing technology on high- and low-stakes assessment development. The authors identify and discuss five issues showing potential for significant impact on computer-based assessments that can be delivered via the Internet.\n\n<a class=\"btn\" href=\"https:\/\/media.mivu.org\/institute\/pdf\/astonishing_impact.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">View Publication<\/a>",
            "title": "Astonishing Impact: An Introduction to Five Computer-based Assessment Issues",
            "excerpt": "Astonishing Impact: An Introduction to Five Computer-Based Assessment Issues is a primer on computer-based assessment research and the effect of rapidly developing technology on high- and low-stakes assessment development. The authors identify and discuss five issues showing potential for significant impact on computer-based assessments that can be delivered via the Internet.",
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        {
            "id": 2267,
            "path": "\/about\/news\/a-report-to-the-legislature-2012\/",
            "author_id": 2,
            "timestamp": 1354378692,
            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires <em>Michigan Virtual<\/em> to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual<\/em> for Students for the preceding fiscal year.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Legislature_2012.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2012",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and...",
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            "id": 2347,
            "path": "\/about\/news\/2347\/",
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            "timestamp": 1353353772,
            "content": "The Accreditation Progress Report was prepared for the AdvancED Quality Assurance Review in November 2012.\r\n\r\nDedicated to advancing excellence in education worldwide, AdvancED provides accreditation, research, and professional services to 27,000 schools in 65 countries. AdvancED provides accreditation under the seals of the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Accreditation-Progress-2012.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "Accreditation Progress Report",
            "excerpt": "The Accreditation Progress Report was prepared for the AdvancED Quality Assurance Review in November 2012. Dedicated to advancing excellence in education worldwide, AdvancED provides accreditation, research, and professional services to 27,000 schools in 65 countries. AdvancED provides accreditation under the seals of the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and...",
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            "id": 3338,
            "path": "\/about\/news\/report-addresses-student-learning-in-online-schools\/",
            "author_id": 2,
            "timestamp": 1352752451,
            "content": "Online learning is growing rapidly in Michigan and across the nation. A report released at the recent International Association for K-12 Online Learning (iNACOL) virtual school symposium in New Orleans asked as \"online learning is becoming more common, is it the better way for students to learn than traditional schools?\"\r\n\r\nEarlier this year, the Bill and Melinda Gates Foundation funded iNACOL to tackle the issue of quality from an outcomes perspective. In creating their report, iNACOL held a series of multi-day focus groups with experts from around the country. <em>Michigan Virtual<\/em>'s Jamey Fitzpatrick, President &amp; CEO, and Dr. Joe Freidhoff, Director of the Center for Online Research and Innovation, were heavily involved with participating in these groups and providing feedback on drafts of the report.\r\n\r\nThe final report identifies multiple outcomes-based measures that need to be looked at more closely as schools strive to measure quality. These measures include:\r\n<ul>\r\n \t<li>Proficiency<\/li>\r\n \t<li>Individual Student Growth Rate<\/li>\r\n \t<li>Graduation Rate<\/li>\r\n \t<li>College and Career Readiness<\/li>\r\n \t<li>Closing the Achievement Gap<\/li>\r\n<\/ul>\r\nThe report is another step toward improving the quality of education students receive.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Report addresses student learning in online schools",
            "excerpt": "Online learning is growing rapidly in Michigan and across the nation. A report released at the recent International Association for K-12 Online Learning (iNACOL) virtual school symposium in New Orleans asked as &#8220;online learning is becoming more common, is it the better way for students to learn than traditional schools?&#8221; Earlier this year, the Bill...",
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        {
            "id": 3336,
            "path": "\/about\/news\/mvu-wins-award-for-changing-the-way-teachers-learn\/",
            "author_id": 2,
            "timestamp": 1352406224,
            "content": "<em>Michigan Virtual<\/em> won a Silver Brandon Hall Group Excellence Award for Best Learning Team for the organization\u2019s work in developing <em>Michigan LearnPort<\/em>, Michigan\u2019s leading online portal for K-12 educators.\r\n\r\nMichigan teachers, administrators and other staff use the portal to earn recertification credits and take compliance and professional development (PD) courses. <em>Michigan LearnPort<\/em> offers more than 1,000 high-quality online courses and recorded over 30,000-course enrollments in the last fiscal year.\r\n\r\nUnderpinning <em>Michigan LearnPort<\/em> is a software product provided by Meridian Knowledge Solutions called the Meridian Global LMS. This software links people to courses, documents, data, instructors and other learners at any time from a desktop, laptop, tablet or mobile device.\r\n\r\n\u201cOur goals are to harness the Internet to consolidate PD resources, offer teachers a new way of learning and create efficiencies for the K-12 community,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>.\r\n\r\nThis award underscores the validity and the value of these goals and highlights this meaningful innovation in K-12 education in Michigan.\r\n\r\n\u201cWe\u2019re pleased to know an industry leader like Brandon Hall Group recognizes the positive impact and multiple benefits of <em>Michigan LearnPort<\/em>,\u201d Fitzpatrick said.\r\n\r\n\u201c<em>Michigan Virtual<\/em> and Meridian won this award because the combined team developed a system that for nine years has elegantly solved a tough problem: Enable teachers to improve how they do their jobs without taking time away from students,\u201d said Rachel (Ashkin) Cooke, COO of Brandon Hall Group. \u201cWith <em>Michigan LearnPort<\/em>, <em>Michigan Virtual<\/em> and Meridian have given educators a way to collaborate online, share best practices, comply with government regulations and do it all at a pace and time of their choosing.\u201d\r\n\r\n\u201cThis award is a punctuation mark on nearly a decade of work by our two teams to constantly refine the technology, marketing and content \u2013 to name just a few things \u2013 needed to attract a loyal following of tens of thousands of teachers, administrators and staff year after year,\u201d said John Leh, Vice President of Sales and Marketing for Meridian. \u201cSince <em>Michigan Virtual<\/em> launched <em>Michigan LearnPort<\/em>, thousands of teachers have taken hundreds of courses on topics ranging from Algebra to mastering online learning \u2013 many of these courses are free.\u201d\r\n\r\n\u201cBy regularly promoting the benefits of <em>Michigan LearnPort<\/em>, we\u2019ve seen adoption grow by the tens of thousands. Along with that, enrollments in compliance courses have soared,\u201d said David Myers, Vice President for Educational Programs and Outreach at <em>Michigan Virtual<\/em>. Offering online compliance courses offers more time for school-based professional development that focuses on subject matter issues and school improvement related topics.\r\n\r\nOne example of how <em>Michigan LearnPort<\/em> has boosted compliance rates and benefitted teachers and students is the partnership with the Michigan Transition Outcomes Project, or MI-TOP. MI-TOP works to implement effective transition practices across Michigan to ensure all students are prepared for education, work, and life after secondary schooling is done. <em>Michigan Virtual<\/em> developed and launched in <em>Michigan LearnPort<\/em> an online course for Michigan teachers to learn about easier transition planning and completion of required associated forms. This step, along with other tactics, brought compliance with MI-TOP from just under 40 percent to 100 percent in one year. The partnership continues; a fourth course in the transition series will be in the catalog this winter.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About Meridian<\/h4>\r\nMeridian Knowledge Solutions\u2019 flagship product, the Meridian Global LMS, integrates advanced learning management, mobile learning, social learning, e-commerce, learning content management, performance management and workforce analytics into one fully integrated solution. Meridian also provides strategic professional services, mobile and e-learning courseware development and hosting services. Meridian is a wholly owned subsidiary of Visionary Integration Professionals. To learn more, visit <a href=\"http:\/\/www.meridianks.com\/\" target=\"_blank\">www.meridianksi.com<\/a>, or follow Meridian on Twitter <a href=\"https:\/\/twitter.com\/meridianks\" target=\"_blank\">@meridianks<\/a>.\r\n<h4>About Brandon Hall Group<\/h4>\r\nHaving worked with more than 10,000 clients globally and after 20 years of delivering world-class solutions, Brandon Hall Group is the preeminent research and analyst organization focused on developing research-driven solutions to drive organizational performance for emerging and large organizations. Brandon Hall Group has an extensive repository of thought leadership, research, data and expertise in Learning and Development, Talent Management, Sales Effectiveness, Marketing Impact, and Executive Management. To learn more, visit <a href=\"http:\/\/www.brandonhall.com\/\" target=\"_blank\">www.brandonhall.com<\/a>.",
            "title": "Michigan Virtual wins award for changing the way teachers learn",
            "excerpt": "Michigan Virtual won a Silver Brandon Hall Group Excellence Award for Best Learning Team for the organization\u2019s work in developing Michigan LearnPort, Michigan\u2019s leading online portal for K-12 educators. Michigan teachers, administrators and other staff use the portal to earn recertification credits and take compliance and professional development (PD) courses. Michigan LearnPort offers more than...",
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        {
            "id": 3337,
            "path": "\/about\/news\/center-for-online-learning-research-and-innovation-established-at-mvu\/",
            "author_id": 2,
            "timestamp": 1351798247,
            "content": "Indicative of the emerging role online learning plays in K-12 education, Public Act 201 of 2012 directed the <em>Michigan Virtual<\/em> to establish the Center for Online Learning Research and Innovation.\r\n\r\nThe Center for Online Learning Research and Innovation will serve multiple roles to support Michigan\u2019s students, parents, schools, K-12 and postsecondary educators and state and local policymakers. Housed at <em>Michigan Virtual<\/em> and headquartered in Lansing, the Center will draw upon recognized state and national leaders from K-12 schools, higher education and the private industry to provide research, evaluation, and development expertise.\r\n\r\nThe Center will support and accelerate innovation in education through a variety of activities, including researching technology-based instructional tools and online learning delivery models, designing professional development services for educators, and identifying and sharing best practices for implementing online and blended education delivery models.\r\n\r\n\u201cThis initiative demonstrates both Michigan's and <em>Michigan Virtual<\/em>'s continued dedication to the online and blended learning field and to supporting an array of quality learning environments for students throughout the state,\" said Susan Patrick, President &amp; CEO of the International Association for K-12 Online Learning. \"The Center will provide a blueprint for others to emulate as they explore the establishment of new models of learning in their own states.\u201d iNACOL is the international K-12 nonprofit association representing the interests of practitioners, providers and students involved in online learning worldwide.\r\n\r\nThe Center will also provide leadership for online and blended learning in the state through activities such as:\r\n<ul>\r\n \t<li>Producing an annual consumer awareness report for schools and parents about effective online education providers and education delivery models, performance data, cost structures, and research trends;<\/li>\r\n \t<li>Developing and reporting policy recommendations to the governor and the legislature that accelerate the expansion of effective online learning in this state\u2019s schools;<\/li>\r\n \t<li>Providing a clearinghouse for research reports, academic studies, evaluations, and other information related to online learning;<\/li>\r\n \t<li>In collaboration with the department and interested colleges and universities in this state, recommending to the superintendent guidelines and standards for a new teacher endorsement credential related to effective online and blended instruction; and<\/li>\r\n \t<li>Convening focus groups and conduct annual surveys of teachers, administrators, pupils, parents, and others to identify barriers and opportunities related to online learning.<\/li>\r\n<\/ul>\r\n\u201cThe Center will support and accelerate innovation and we plan to focus attention on a variety of strategies designed to build greater capacity for online teaching and learning that further expand Michigan\u2019s leadership role in the knowledge economy,\u201d said Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO. \u201c<em>Michigan Virtual<\/em> has chosen Dr. Joe Freidhoff to serve as the Center\u2019s director.\u201d\r\n\r\nDr. Freidhoff\u2019s promotion to Center director comes after more than three years of service to <em>Michigan Virtual<\/em>. Dr. Freidhoff earned his Ph.D. in Educational Technologies from Michigan State University and specializes in data-driven decision making, analysis of student and teacher performance, course evaluation and data optimization.\r\n\r\n\u201cThe Center\u2019s focus on policy, research and innovation in online and blended learning allows the <em>Michigan Virtual<\/em> to further its mission as a change agent and capacity builder,\u201d said Dr. Freidhoff. \u201cThe work of the Center will bring a research-based approach to help the state and its schools continue their pursuit of providing high-quality instruction for all students.\u201d\r\n\r\nDr. Freidhoff also has experience teaching in face-to-face and online settings, having taught undergraduate- and graduate-level courses in both face-to-face and online formats. Before returning to school for his Ph.D., he taught high school English in Michigan.\r\n\r\nOver the coming weeks, the Center will establish a web presence for communicating its findings and begin work on several of this year\u2019s projects.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Center for Online Learning Research and Innovation established at Michigan Virtual",
            "excerpt": "Indicative of the emerging role online learning plays in K-12 education, Public Act 201 of 2012 directed the Michigan Virtual to establish the Center for Online Learning Research and Innovation. The Center for Online Learning Research and Innovation will serve multiple roles to support Michigan\u2019s students, parents, schools, K-12 and postsecondary educators and state and...",
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        {
            "id": 3340,
            "path": "\/about\/news\/online-teacher-of-the-year-chosen\/",
            "author_id": 2,
            "timestamp": 1350388742,
            "content": "Tara Becker-Utess of Dimondale was named <em>Michigan Virtual<\/em>\u2019s 2012 Online Teacher of the Year at an awards presentation dinner at the University Club at MSU on Monday, Oct. 15.\r\n\r\nBecker-Utess has been an online instructor for <em>Michigan Virtual<\/em> for Students since 2008, where she teaches in a virtual classroom for students in schools across the state. In addition to teaching math and social studies courses online for <em>Michigan Virtual<\/em>, Becker-Utess has served as a course content specialist to redesign the AP U.S. Government course. Becker-Utess also works as the High School Intervention Coordinator at Charlotte High School.\r\n\r\nIn online learning, course content and instruction is delivered over the web, with students following lessons, completing assignments and interacting with instructors through email and discussion rooms.\r\n\r\n\"Our online instructors play a critical role in helping students succeed in drastically new 21st-century learning environments,\u201d Jamey Fitzpatrick, <em>Michigan Virtual<\/em>\u00a0President &amp; CEO, said. \u201cThey spend countless hours using innovative tools and strategies to support students before, during and after traditional school schedules. Tara and our two finalists (Cynthia Larson and Andrea Kistler) are experienced classroom educators who are working every day to redefine how teachers teach and how students learn in online communities. These dedicated individuals deserve to be recognized as entrepreneurial educators in today's global educational landscape.\"\r\n\r\nOnline learning is expanding dramatically in Michigan and nationwide. <em>Michigan Virtual<\/em> for Students has seen its course enrollments climb from 100 during the 1999-2000 academic year to more than 20,000 during 2011-12. National estimates for online enrollments have jumped from 40,000 to 50,000 in 2000 to more than one million last year, according to the International Association for Online Learning (iNACOL).\r\n\r\n\u201cAs the first state in the nation to require online learning as a requirement for high school graduation, Michigan is known nationwide as a leader in online learning,\u201d said Mike Flanagan, state superintendent of public schools. \u201cIt is teachers like Tara who are responsible for challenging our students to succeed in gaining the skills of 21st-century learners.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual\u00a0Learning\u00a0Research Institute<\/em>.",
            "title": "Online Teacher of the Year chosen",
            "excerpt": "Tara Becker-Utess of Dimondale was named Michigan Virtual\u2019s 2012 Online Teacher of the Year at an awards presentation dinner at the University Club at MSU on Monday, Oct. 15. Becker-Utess has been an online instructor for Michigan Virtual for Students since 2008, where she teaches in a virtual classroom for students in schools across the...",
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        {
            "id": 3341,
            "path": "\/about\/news\/michigan-virtual-enrolls-24000-students-looks-to-add-up-to-25-new-jobs\/",
            "author_id": 2,
            "timestamp": 1348228960,
            "content": "Michigan is known nationwide as a leader in online learning for K-12 education. Since 2004, <em>Michigan Virtual<\/em> has been helping to build that reputation. Though the nonprofit, which was created in 1998, shifted their attention to K-12 learning, President &amp; CEO Jamey Fitzpatrick recalls pleading with principals and superintendents to help utilized 100 scholarships for online students. Last year, <em>Michigan Virtual<\/em> enrolled 24,000 students from 500 Michigan schools.\r\n\r\n<em>Michigan Virtual<\/em> has been going along with K-12 online learning. The organization currently employs a staff of 50, and Fitzpatrick expects that number to grow to 70 to 75 by the end of this school year.\r\n\r\n\u201cWe\u2019re a very fortunate situation in that online learning is really starting to take off,\u201d Fitzpatrick says. \u201cIt really is exciting to be a part of this incredible transformation we\u2019re starting to see.\u201d\r\n\r\nFitzpatrick explains the role of <em>Michigan Virtual<\/em> as that of change agent, service provider and capacity builder for online learning throughout Michigan. As the prevalence of online learning continues to grow in the state, so too will <em>Michigan Virtual<\/em>\u2019s role.\r\n\r\n\u201cThe one thing we\u2019re embarking on right now is we\u2019re constantly trying to update our online content, and part of our goal there is to make the online experience fun and enjoyable,\u201d Fitzpatrick says. \u201cWe\u2019re constantly looking for partners in the industry to assist us.\u201d\r\n\r\n<em>Michigan Virtual<\/em> currently works with such organizations as the Michigan Opera Theatre and the Michigan Association of Public Accountants to make their curriculum more engaging and relevant.\r\n\r\n<em>This article appeared in the <a href=\"http:\/\/www.secondwavemedia.com\/capitalgains\/innovationnews\/Virtual0633.aspx?utm_source=VerticalResponse&amp;utm_medium=Email&amp;utm_term=Michigan+Virtual+University+enrolls+24,000+students,+looks+to+add+up+to+25+new+jobs&amp;utm_content={Email_Address}&amp;utm_campaign=Green+business+and+its+better+buildings\" target=\"_blank\" rel=\"noopener noreferrer\">Capital Gains<\/a> online magazine the week of Sept. 19, 2012.<\/em>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual\u00a0Learning Research\u00a0Institute<\/em>.",
            "title": "Michigan Virtual enrolls 24,000 students, looks to add up to 25 new jobs",
            "excerpt": "Michigan is known nationwide as a leader in online learning for K-12 education. Since 2004, Michigan Virtual has been helping to build that reputation. Though the nonprofit, which was created in 1998, shifted their attention to K-12 learning, President &amp; CEO Jamey Fitzpatrick recalls pleading with principals and superintendents to help utilized 100 scholarships for...",
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            "timestamp": 1347019564,
            "content": "<em>Michigan Virtual<\/em> will provide online courses to 600 Detroit high school students this fall in a unique partnership with the state\u2019s Education Achievement Authority (EAA). The EAA is operating six Detroit high schools as part of Michigan\u2019s Education Achievement System, which was implemented by Gov. Rick Snyder to redesign public education in Michigan\u2019s priority schools by including them in a new system that drives more resources directly into the classroom. The EAA asked <em>Michigan Virtual<\/em> to operate the online learning portion of its curricular offerings.\r\n\r\n\u201cWe are excited about the opportunity to serve high-need students with an innovative educational approach that leverages the best of face-to-face support with online instructional delivery models to offer students a new way to achieve academic success,\u201d Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO, said.\r\n\r\n<em>Michigan Virtual<\/em> will provide students with up to four online courses a semester through its <em>Michigan Virtual<\/em> for Students. <em>Michigan Virtual<\/em>\u2019s highly-qualified, Michigan-certified instructors will guide the students in these online courses. The online sessions will have a smaller teacher-to-student ratio in this configuration than in a typical online class.\r\n\r\nBecause the EAA students are students who previously haven\u2019t had success in school \u2013 and the goal is to help students graduate from high school \u2013 <em>Michigan Virtual<\/em> will also provide onsite mentors who will work with the students in their schools. Also, caseworkers will be available to work with students on issues that are barriers to academic success. A supervisor will coordinate the day-to-day operation of the program.\r\n\r\nAll instructors, mentors, caseworkers and the supervisor will be hired and receive training in the online instructional process.\r\n\r\n\u201cThe Education Achievement Authority is pleased to partner with <em>Michigan Virtual<\/em> to offer appropriate core academic courses for students attending Central Collegiate, Denby, Henry Ford, Mumford, Pershing and Southeastern high schools and who wish to stay on track for high school graduation. The hybrid course delivery model provided by <em>Michigan Virtual<\/em> fits well with EAA's anytime, anywhere learning philosophy for helping to prepare students for college and career,\u201d said J. Wm. Covington, Chancellor.\r\n\r\nThe <em>Michigan Virtual<\/em>-EAA program will be a customized, blended approach. Students will attend class at their high school every other day and do coursework online on the other days from their home or library. The students will work independently with their online instructors on those days and receive face-to-face instruction from mentors when they are in school. Students will work on their classes until they achieve mastery and then move on to other courses. In this way, students will progress at their own rate.\r\n\r\nThe goal of the program is high school graduation for all students. The key to reaching this goal is the level of support students will receive from the <em>Michigan Virtual<\/em> hired staff, including the online instructors, mentors, caseworkers and supervisor, and the staff in the Lansing office of <em>Michigan Virtual<\/em>.\r\n\r\n<hr \/>\r\n\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About EAA<\/h4>\r\nMichigan's Education Achievement Authority (EAA) is a new statewide school system designed to dramatically redesign public education in Michigan's priority schools. The system will operate five percent of priority schools in Michigan not achieving satisfactory results on a redesign plan or that are under an emergency manager. It will first apply to priority schools in Detroit in the 2012-13 school year and then be expanded to cover the entire state.",
            "title": "Michigan Virtual moves online learning into Detroit high schools",
            "excerpt": "Michigan Virtual will provide online courses to 600 Detroit high school students this fall in a unique partnership with the state\u2019s Education Achievement Authority (EAA). The EAA is operating six Detroit high schools as part of Michigan\u2019s Education Achievement System, which was implemented by Gov. Rick Snyder to redesign public education in Michigan\u2019s priority schools...",
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            "path": "\/about\/news\/oakland-press-follows-up-on-accounting-course-development\/",
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            "content": "The Oakland Press reports on <em>Michigan Virtual<\/em> efforts to develop accounting courses for high school students.\r\n\r\nIn an effort to spread awareness about the accounting field, <em>Michigan Virtual<\/em>, one of the largest online schools in the U.S. will introduce accounting courses into their high school curriculum for the coming school year.\r\n\r\n<em>Michigan Virtual<\/em> is hoping to acquaint young people with characteristics of the field, through informing them that accounting is not just bookkeeping, it includes many other responsibilities.\r\n\r\nVice President of Educational Programs and Outreach of <em>Michigan Virtual<\/em>, David Meyers said, \u201cWe are very excited about the accounting program. Accounting has changed so much. There (are so many) regulations that kids need to learn (as well as) computer (programs) that are integrated into accounting.\u201d\r\n\r\nDru Mitchell, the director of fund development at <em>Michigan Virtual<\/em>, said she understands how important it is for students to not only learn about the field of accounting but to realize the skills each person needs in order to be financially wise.\r\n\r\n\u201c(We need) to let kids know what it means to be an accountant,\u201d said Mitchell. \u201cWe are trying to come up with a dynamic and robust course schedule.\u201d\r\n\r\n(<em>The preceding was excerpted from The Oakland Press article \"Michigan Virtual introduces a new program to its K-12 online school,\" by Sarah Blanchette, July 17, 2012<\/em>)\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual\u00a0Learning\u00a0Research\u00a0Institute<\/em>.",
            "title": "Oakland Press follows up on accounting course development",
            "excerpt": "The Oakland Press reports on Michigan Virtual efforts to develop accounting courses for high school students. In an effort to spread awareness about the accounting field, Michigan Virtual, one of the largest online schools in the U.S. will introduce accounting courses into their high school curriculum for the coming school year. Michigan Virtual is hoping...",
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        {
            "id": 3345,
            "path": "\/about\/news\/mv-receives-educational-service-award-from-massp\/",
            "author_id": 2,
            "timestamp": 1338985167,
            "content": "<em>Michigan Virtual<\/em> will receive the Michigan Association of Secondary School Principals Presidential Service Award at an educational conference later this month.\r\n\r\nAccording to the MASSAP executive director Wendy Zdeb-Roper, \u201cthe MASSP President Service Award is given to individuals and\/or organizations whose acts or achievements extend beyond expectations and reflect the highest standards of quality, excellence and innovation to further MASSP\u2019s mission. Over the past year, the <em>Michigan Virtual<\/em> team has truly done this and more.\u201d\r\n\r\n\u201cThis award represents an awesome accomplishment for the organization and further demonstrates our collective commitment to customer service,\u201d said Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO. \u201cI am proud to serve as the leader of Michigan Virtual and feel honored to work with such a great group of hard-working individuals.\u201d\r\n\r\n<em>Michigan Virtual<\/em> provides online learning solutions to Michigan schools through its <em>Michigan Virtual<\/em> for Students one of the largest state virtual schools in the country, and <em>Michigan LearnPort<\/em> a provider of professional development courses and resources to the educational community.\r\n\r\nZdeb-Roper said the award is an acknowledgment of the \u201csignificant contributions that <em>Michigan Virtual<\/em> has made toward the effectiveness of the MASSP Path to Leadership program and for the development of innovative ideas and solutions that have contributed to its ongoing improved efficiency and success.\u201d\r\n\r\nMASSP\u2019s Path to Leadership program provides candidates with an alternative route to earning a K-12 administrator certificate at an affordable cost and in a manageable time frame through a program developed by principals, for principals. <em>Michigan LearnPort<\/em>\u2019s course offerings give principals online options for obtaining requisite skills and information.\r\n\r\nThe Presidential Service Award will be presented to <em>Michigan Virtual<\/em> at EdCon 2012, Michigan's premier secondary education conference, on June 25.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual\u00a0Learning\u00a0Research\u00a0Institute<\/em>.",
            "title": "Michigan Virtual receives educational service award from MASSP",
            "excerpt": "Michigan Virtual will receive the Michigan Association of Secondary School Principals Presidential Service Award at an educational conference later this month. According to the MASSAP executive director Wendy Zdeb-Roper, \u201cthe MASSP President Service Award is given to individuals and\/or organizations whose acts or achievements extend beyond expectations and reflect the highest standards of quality, excellence...",
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        {
            "id": 3344,
            "path": "\/about\/news\/partnership-aims-to-introduce-students-to-accounting\/",
            "author_id": 2,
            "timestamp": 1338984787,
            "content": "With the goal of creating new and innovative learning programs for K-12 students and teachers, <em>Michigan Virtual<\/em> entered a joint venture with the Michigan Association of Certified Public Accountants (MICPA).\r\n\r\n<em>Michigan Virtual<\/em> President &amp; CEO Jamey Fitzpatrick and MICPA President &amp; Chief Executive Officer Peggy Dzierzawski, CAE, established the general guiding principles of the collaboration, which are to provide an innovative pathway for middle and high school students to access quality online courses that introduce students to basic accounting principles and concepts. In addition, the exciting career opportunities in the accounting profession will be explored.\r\n\r\nAs lead partners in this strategic alliance, <em>Michigan Virtual<\/em> and MICPA are committed to providing highly interactive, engaging and relevant online accounting courses for high school students.\r\n\r\n\u201cMICPA has an active high school student outreach and recruitment program, including its very popular High School Leaders Conferences which attract hundred of high school students from across Michigan,\u201d Fitzpatrick said. \u201cWe are excited about the opportunity this relationship will bring to Michigan school students to imagine the possibilities of what an accounting career has to offer.\u201d\r\n\r\n\u201c<em>Michigan Virtual<\/em> offers students a rich collection of online career resources and tools which support the state\u2019s graduation requirement,\u201d Dzierzawski said. \u201cCollaborating with a forward thinking organization like <em>Michigan Virtual<\/em> to develop these new on-line courses offers students a unique opportunity to experience accounting from a different perspective than what is taught in the traditional classroom setting.\u201d\r\n\r\nAs a result of this industry\/association\/education partnership, students will learn foundations of accounting, explore accounting career pathways in businesses of all sizes and apply accounting skills in a simulated environment. The results of the partnership will expand the current <em>Michigan Virtual<\/em> for Students course catalog which includes Personal Finance, Career Planning and Business Ethics.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual Learning\u00a0Research\u00a0Institute<\/em>.\r\n<h4>About Michigan Association of Certified Public Accountants<\/h4>\r\nMICPA, with 18,000 members, is the leading statewide professional organization dedicated to promoting and enhancing the value of the CPA profession and represents Michigan CPAs working in business, education, government and public accounting. To learn more visit MICPA at <a href=\"https:\/\/www.micpa.org\/\" target=\"_blank\">www.michcpa.org<\/a>.\r\n<h5><\/h5>",
            "title": "Partnership aims to introduce students to accounting",
            "excerpt": "With the goal of creating new and innovative learning programs for K-12 students and teachers, Michigan Virtual entered a joint venture with the Michigan Association of Certified Public Accountants (MICPA). Michigan Virtual President &amp; CEO Jamey Fitzpatrick and MICPA President &amp; Chief Executive Officer Peggy Dzierzawski, CAE, established the general guiding principles of the collaboration,...",
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        {
            "id": 3346,
            "path": "\/about\/news\/mv-partners-with-foundation-to-develop-entrepreneurial-learning-programs\/",
            "author_id": 2,
            "timestamp": 1336479690,
            "content": "With the goal of creating new and innovative learning programs for K-12 students, parents and teachers, <em>Michigan Virtual<\/em> has initiated a collaboration with the Prima Civitas Foundation (PCF).\r\n\r\nThe Memorandum of Understanding (MOU) signed by <em>Michigan Virtual<\/em> President Jamey Fitzpatrick and PCF Chief Executive Officer Steven Webster establishes the general guiding principles of the collaboration which is designed to expand online courses and content focused on entrepreneurship for K-12 students, parents and educators.\r\n\r\n\u201cWe are excited about the opportunity this relationship will bring to Michigan school children to develop their 21st-century skills for a knowledge-based economy,\u201d Fitzpatrick said. \u201cPrima Civitas Foundation has been actively working to shape Michigan\u2019s K-12 entrepreneurial culture for the last six years through its Moving Ideas to Market Initiative and we are pleased to explore new and innovative learning programs with them.\u201d\r\n\r\nAs lead partners in this strategic alliance, <em>Michigan Virtual<\/em> and PCF are committed to providing an innovative pathway for students to access quality online courses that introduce students to the concepts of entrepreneurialism.\r\n\r\n\u201cOur work with <em>Michigan Virtual<\/em> supports our mission of encouraging entrepreneurship and innovation opportunities for Michigan youth,\u201d notes Holly Hetzner, Innovation Initiatives Project Manager for PCF. \u201cOur goal is to provide accessible, cost-effective resources that aren\u2019t duplicative of anything currently available.\u201d\r\n\r\nStudents will be connected to opportunities to experience critical thinking and decision-making, financial management, job readiness, psychological development and other transferable skills sought by employers. Parent and educator-focused programs will explore how these influential stakeholders can promote entrepreneurial values in students throughout their academic and professional careers. The courses will be highly interactive, engaging and relevant, and will expand the current <em>Michigan Virtual<\/em> course catalog which includes Entrepreneur Business Management, Entrepreneur Business Planning and Business Ethics.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual Learning\u00a0Research\u00a0Institute<\/em>.\r\n<h4>About Prima Civitas Foundation<\/h4>\r\nThe Prima Civitas Foundation connects resources from throughout the state to help grow Michigan's economic base in this new, global economy. The Foundation leverages knowledge resources, like those found at the numerous world-class universities and community colleges throughout the state, with public and private sector partners to address the challenges and opportunities that will define Michigan for the next century.\r\n<h5><\/h5>",
            "title": "Michigan Virtual partners with foundation to develop entrepreneurial learning programs",
            "excerpt": "With the goal of creating new and innovative learning programs for K-12 students, parents and teachers, Michigan Virtual has initiated a collaboration with the Prima Civitas Foundation (PCF). The Memorandum of Understanding (MOU) signed by Michigan Virtual President Jamey Fitzpatrick and PCF Chief Executive Officer Steven Webster establishes the general guiding principles of the collaboration...",
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        {
            "id": 3347,
            "path": "\/about\/news\/michigan-reaches-major-milestone-in-online-learning\/",
            "author_id": 2,
            "timestamp": 1333369736,
            "content": "<em>Michigan Virtual<\/em> announced today that <em>Michigan Virtual<\/em> for Students recorded its 100,000th student enrollment during the current spring semester. Since it was launched in 2000, <em>Michigan Virtual<\/em> has worked in partnership with Michigan\u2019s K-12 schools to provide online courses, interactive tools, career services and professional development programs for Michigan students, teachers, administrators and school district support personnel. <em>Michigan Virtual<\/em> operates the <em>Michigan Virtual<\/em>, one of the largest virtual schools in the nation.\r\n\r\n<em>Michigan Virtual<\/em> course enrollments and registrations have grown consistently and at an accelerating pace over the past 12 years. Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>, said \u201cWe are very proud of our accomplishments in partnering with Michigan schools to help thousands of students with their education. We are excited about the future and believe online learning has reached a tipping point as an instructional strategy that helps support effective student learning.\u201d\r\n\r\nGovernor Rick Snyder, who in his April 2011 Special Message on Education Reform urged that Michigan educators make greater use of online learning to restructure education across the state, commended <em>Michigan Virtual<\/em> for its leadership efforts and noted that \u201cthe growing enrollments in <em>Michigan Virtual<\/em> online courses clearly demonstrates the fact that students and parents need and want new options in education.\u201d\r\n\r\n<em>Michigan Virtual<\/em> offers a broad range of core academic online courses aligned with state standards, college-level equivalent courses, remedial, enrichment and world language courses and other innovative online experiences. It has worked with over 600 Michigan public and nonpublic schools, public school academies and home schools throughout the state to benefit Michigan\u2019s students, parents and educators.\r\n\r\nState Superintendent of Public Instruction Mike Flanagan, an <em>Michigan Virtual<\/em> Board member, expressed that \u201cthe <em>Michigan Virtual<\/em> for Students is a great asset for Michigan's students and the entire system of education, and we need to do more to ensure that every student has an opportunity to engage in online learning.\u201d\r\n\r\nThe <em>Michigan Virtual<\/em> for Students was established through Public Act 232 of 2000 to serve both traditional and nontraditional students with online learning courses, services and resources. It works with urban, suburban and rural schools to create learning environments that are free from traditional time, place and pace considerations.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual\u00a0Learning\u00a0Research\u00a0Institute<\/em>.",
            "title": "Michigan reaches major milestone in online learning",
            "excerpt": "Michigan Virtual announced today that Michigan Virtual for Students recorded its 100,000th student enrollment during the current spring semester. Since it was launched in 2000, Michigan Virtual has worked in partnership with Michigan\u2019s K-12 schools to provide online courses, interactive tools, career services and professional development programs for Michigan students, teachers, administrators and school district...",
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            "path": "\/about\/news\/mv-launches-redesigned-customer-and-enrollment-management-system\/",
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            "timestamp": 1332419528,
            "content": "<em>Michigan Virtual<\/em> and <em>Michigan Virtual<\/em> for Students unveiled a completely redesigned version of CEMS (Customer and Enrollment Management System) on March 27. This new launch is the culmination of over two years of design and recoding work that incorporated significant customer feedback to create a secure, modular, and scalable modern web application. For the first time, students and parents are able to have accounts in CEMS, and students can be affiliated with a home school and\/or a public school entity.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00ae is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00ae and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual launches redesigned Customer and Enrollment Management System",
            "excerpt": "Michigan Virtual and Michigan Virtual for Students unveiled a completely redesigned version of CEMS (Customer and Enrollment Management System) on March 27. This new launch is the culmination of over two years of design and recoding work that incorporated significant customer feedback to create a secure, modular, and scalable modern web application. For the first...",
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        {
            "id": 3580,
            "path": "\/about\/news\/mv-macul\/",
            "author_id": 2,
            "timestamp": 1331130987,
            "content": "<em>Michigan Virtual<\/em>, a major sponsor of the MACUL Conference, will be presenting nine breakout sessions at the annual conference in Grand Rapids.\r\n\r\nThe 2012 MACUL Conference, <em>Empowering Innovation<\/em>, will be attended by approximately 4,000 educators from throughout Michigan, neighboring states and Canada. <em>Michigan Virtual<\/em> will be in the Exhibit Hall on Thursday from 9:30 a.m. to 5 p.m. and on Friday from 8:30 a.m. to 1 p.m.\r\n\r\nMichigan Virtual presenters will be in Gallery Outlook F all day on Thursday and Friday and in Grandview B\/C on Thursday at 1 p.m.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual @ MACUL",
            "excerpt": "Michigan Virtual, a major sponsor of the MACUL Conference, will be presenting nine breakout sessions at the annual conference in Grand Rapids. The 2012 MACUL Conference, Empowering Innovation, will be attended by approximately 4,000 educators from throughout Michigan, neighboring states and Canada. Michigan Virtual will be in the Exhibit Hall on Thursday from 9:30 a.m....",
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            "id": 3350,
            "path": "\/about\/news\/mvu-upgrades-educators-professional-development-portal\/",
            "author_id": 2,
            "timestamp": 1330090527,
            "content": "<em>Michigan Virtual<\/em> recently retooled the engine that powers Michigan\u2019s leading online portal for K-12 teachers called <em>Michigan LearnPort<\/em>. Michigan teachers, school administrators and other school staff rely on the portal, in part, to earn continuing education units, take state compliance courses and satisfy other professional development needs.\r\n\r\nMeridian Global LMS 2011 expands how <em>Michigan Virtual<\/em> can define and deliver content. For example, with the new LMS (learning management system) that makes managing users and content easier, <em>Michigan Virtual<\/em> can take an audio recording of a principal\u2019s presentation to teachers and make it a course for new hires. Since 2007, <em>Michigan LearnPort<\/em> powered its portal with Meridian Knowledge Centre, the software maker\u2019s legacy LMS. That ended two months ago with <em>Michigan Virtual<\/em>\u2019s upgrade to Meridian Global LMS 2011, which improves content delivery, reporting, security and the user experience.\r\n\r\n\u201cRegardless of the format a presentation, lecture or piece of educational content comes in, we can now turn that into a course tailored for all types of learners,\u201d said Jason Marentette, program manager for <em>Michigan LearnPort<\/em>. \u201cThe new Meridian LMS improves the flexibility of our content delivery by an order of magnitude.\u201d\r\n\r\n\u201cLast year we served 26,000 enrollments at <em>Michigan LearnPort<\/em>, and Meridian\u2019s new LMS is helping us increase that number because we can offer a more appealing user interface and improved service to more users,\u201d added David Myers, vice president of educational programs and outreach for <em>Michigan Virtual<\/em>.\r\n\r\nMarentette added, \u201cthe upgrade to Meridian Global, with its .NET architecture also brings needed improvements over the Knowledge Centre\u2019s ASP model.\u201d\r\n\r\nMeridian\u2019s legacy product helped <em>Michigan Virtual<\/em> build online \u201cteam rooms,\u201d or collaboration spaces. The new LMS makes it easy to reach not only <em>Michigan Virtual<\/em>\u2019s collaboration spaces but also course catalogs and transcripts. With the LMS upgrade, Michigan Virtual says teachers will find an intuitive interface and eliminate, on average, about five clicks to find what they need.\r\n\r\n\u201cIf a teacher is already taking training at his or her desktop, then it makes sense to use the same platform for collaboration,\u201d added Marentette. \u201cOur new LMS offers us an easy way for teachers to do that.\u201d\r\n\r\nSince launching the new LMS, the portal\u2019s collaborative spaces have grown to more than 600, with 4,000 participants overall. Teachers also say the blogs embedded in the new LMS offer another way to share know-how. <em>Michigan Virtual<\/em>\u2019s staffers have helped users create sub-domains, which are like an LMS within an LMS branded and cordoned off for the use of a particular state agency or organization.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About Meridian<\/h4>\r\nMeridian Global LMS integrates learning content management, workforce analytics, knowledge management and competency modeling in one learning management system. In addition to Meridian Global LMS, Meridian provides professional services, courseware development and hosting services. They serve approximately eight million users at more than 300 public- and private-sector employers. Their software is used by companies that range in size from 1,000,000 employees to less than 100 workers. Meridian's clients include the American Institute of Certified Public Accountants, AutoZone, Panera Bread, the U.S. Air Force, the U.S. Navy and more than 80 federal, state and local governments. They are the number one ranked learning technology company for customer loyalty. Their award-winning software aims to deliver learning, distribute knowledge and sharpen business skills, which will make you a leader in your industry. Meridian's Herndon, a Va.-based company is a wholly owned subsidiary of Visionary Integration Professionals. To learn more, visit <a href=\"https:\/\/www.meridianks.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Meridian's website<\/a>, or follow Meridian on Twitter at <a href=\"http:\/\/twitter.com\/meridianks\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/twitter.com\/meridianks<\/a>.\r\n\r\n&nbsp;",
            "title": "Michigan Virtual upgrades educators' professional development portal",
            "excerpt": "Michigan Virtual recently retooled the engine that powers Michigan\u2019s leading online portal for K-12 teachers called Michigan LearnPort. Michigan teachers, school administrators and other school staff rely on the portal, in part, to earn continuing education units, take state compliance courses and satisfy other professional development needs. Meridian Global LMS 2011 expands how Michigan Virtual...",
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            "id": 3351,
            "path": "\/about\/news\/celebrate-national-digital-learning-day\/",
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            "timestamp": 1328103674,
            "content": "Today is the first-ever National Digital Learning Day! As part of this initiative, Governor Snyder issued a proclamation to recognize the importance of technology supported learning in Michigan. Gov. Snyder's proclamation references Michigan Virtual as \"one of the largest in the country.\"\r\n\r\nLater today, the event sponsors will host a national town hall meeting. The meeting will include Arne Duncan, U.S. Secretary of Education and Julius Genachowski, Chairperson of the Federal Communications Commission. The meeting will be accessible via the Internet and will begin at 1 p.m. and end at 2:30 p.m. To learn more about this event visit: <a href=\"https:\/\/digitallearningday.org\/\" target=\"_blank\">https:\/\/digitallearningday.org\/<\/a>.\r\n\r\nMichigan is celebrating 2012 as the Year of the Digital Learner and is part of the national Digital Learning Day initiative.\r\n\r\n<em>Michigan Virtual<\/em>'s own Online Teacher of the Year, Julia Swartz, was at a press conference in East Lansing this morning, organized by the Michigan Department of Education, to help celebrate today\u2019s event.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Celebrate National Digital Learning Day!",
            "excerpt": "Today is the first-ever National Digital Learning Day! As part of this initiative, Governor Snyder issued a proclamation to recognize the importance of technology supported learning in Michigan. Gov. Snyder&#8217;s proclamation references Michigan Virtual as &#8220;one of the largest in the country.&#8221; Later today, the event sponsors will host a national town hall meeting. The...",
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            "id": 3352,
            "path": "\/about\/news\/michigan-announces-plans-for-first-ever-digital-learning-day\/",
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            "timestamp": 1328017920,
            "content": "The Michigan Department of Education, in partnership with the Alliance for Excellent Education, announced on January 30 its participation as a state host in the first-ever Digital Learning Day campaign and kick off to Michigan\u2019s \u201cYear of the Digital Learner.\u201d\r\n\r\nThis national campaign is designed to celebrate innovative teaching and highlight practices that make learning more personalized and engaging for students, exploring how digital learning can provide all students with the opportunities they deserve \u2014 to build the skills needed to succeed in college, a career, and life.\r\n\r\n\u201cIn Michigan, the first state to require students to successfully complete an online course or learning experience, digital or online learning provides a powerful alternative for students who have a need for greater flexibility with their education due to individual learning styles, employment commitments and comfort with traditional school environments,\u201d State Superintendent of Public Instruction Mike Flanagan said. \u201cThere is a significant potential to expand the use of online learning as a practical strategy to help students stay in school and graduate. We\u2019re excited to be kicking off the Year of the Digital Learner on February 1.\u201d\r\n\r\nThrough this work and by hosting a Digital Learning Day on Feb. 1, 2012, Michigan strives to build momentum for a wave of innovation that changes policies, shifts attitudes and supports wide-scale adoption of these promising instructional practices. Digital Learning Day will be the start of a year of digital learning activities to be designated as the 2012 Year of the Digital Learner.\r\n\r\n\u201cDigital Learning Day is more than just a day,\u201d said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. \u201cIt is about building a digital learning movement that provides teachers with better tools to truly provide a quality education for every child. Simply layering on technology alone will not move the education needle very much. Effective technology combined with great teachers and engaged students have the potential to transform the world of learning.\u201d\r\n\r\nAs the host of Digital Learning Day, Michigan will highlight a school that is using innovation to make a difference for students. Michigan also will continue to reach out and share resources that support the goals of and participation in Digital Learning Day and 2012 Year of the Digital Learner. A press conference will be held at East Lansing Public Schools Donley Elementary School, 2961 Lake Lansing Rd., East Lansing, at 9:30 a.m. Wednesday, February 1.\r\n\r\nAll education stakeholders \u2014 parents; teachers; students; librarians; administrators; policymakers; and school, district, and business leaders \u2014 are encouraged to sign up now. Participants will have access to targeted toolkits outlining ideas and ways to plan their Digital Learning Day celebration, as well as updates, informational videos, webinars, and other resources.\r\n\r\nNo matter the approach, no matter the grade level, no matter the subject or geographic location, no matter a teacher\u2019s specific comfort with using technology, this campaign will challenge education professionals and policymakers at all levels to start a conversation, improve a lesson, and\/or create a plan.\r\n\r\nThe Michigan Department of Education, in partnership with <em>Michigan Virtual<\/em>, MACUL (Michigan Association for Computer Users in Learning), Michigan REMC (Regional Educational Media Center) Association of Michigan, MAME (Michigan Association for Media in Education) and Library of Michigan\/Michigan eLibrary are supporters of Digital Learning Day and 2012 Year of the Digital Learner.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About the Alliance for Excellent Education<\/h4>\r\nThe Alliance for Excellent Education is a Washington, DC-based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduates from high school ready for success in college, work, and citizenship in the twenty-first century. For more information about the Alliance for Excellent Education, please visit <a href=\"http:\/\/www.all4ed.org\" target=\"_blank\">http:\/\/www.all4ed.org<\/a>.\r\n<h5><\/h5>",
            "title": "Michigan announces plans for first-ever Digital Learning Day",
            "excerpt": "The Michigan Department of Education, in partnership with the Alliance for Excellent Education, announced on January 30 its participation as a state host in the first-ever Digital Learning Day campaign and kick off to Michigan\u2019s \u201cYear of the Digital Learner.\u201d This national campaign is designed to celebrate innovative teaching and highlight practices that make learning...",
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        {
            "id": 3353,
            "path": "\/about\/news\/online-teacher-of-the-year-selected-2011\/",
            "author_id": 2,
            "timestamp": 1323179882,
            "content": "A veteran teacher was named <em>Michigan Virtual<\/em>\u2019s 2011 Online Teacher of the Year at an awards presentation dinner at the University Club at MSU on Monday, Dec. 5. Julia Swartz of Vermontville was honored for being a true pioneer in working to change the way students learn and educators teach in the state of Michigan.\r\n\r\nSwartz has been an online instructor for <em>Michigan Virtual<\/em> for Students since 2003, where she teaches in a virtual classroom for all schools across Michigan. Swartz also works as the curriculum director at Maple Valley Schools after more than 37 years in the classroom.\r\n\r\nSwartz has also held many leadership positions for <em>Michigan Virtual<\/em>. She has trained other teachers in online instruction, was the English Department chair, a project leader in course development and a presenter at local, state and national conferences for <em>Michigan Virtual<\/em>.\r\n\r\nIn online learning, course content and instruction is delivered over the web, with students following lessons, completing assignments and interacting with instructors through email and discussion rooms.\r\n\r\n\"Our online instructors play a critical role in helping students succeed in drastically new 21st-century learning environments,\u201d Jamey Fitzpatrick, <em>Michigan Virtual<\/em> CEO &amp; President, said. \u201cThey spend countless hours using innovative tools and strategies to support students before, during and after traditional school schedules. Julie and our two finalists (Holly Rupprecht and Ben Ashby) are experienced classroom educators who are working every day to redefine how teachers teach and how students learn in online communities. These dedicated individuals deserve to be recognized as entrepreneurial educators in today's global educational landscape.\"\r\n\r\nOnline learning is expanding dramatically in Michigan and nationwide. <em>Michigan Virtual<\/em> for Students has seen its course enrollments climb from 100 during the 1999-2000 academic year to more than 17,000 during 2010-11. National estimates for online enrollments have jumped from 40,000 to 50,000 in 2000 to more than one million last year, according to the International Association for Online Learning (iNACOL).\r\n\r\nThe presenting sponsor for the award dinner was AT&amp;T, a company with the stated mission of supporting events that benefit education.\r\n\r\n\u201cEach and every day, educational opportunities are becoming more mobile, more high-tech and more personalized to every student. Technology and innovation provide access to materials and learning opportunities like never before,\u201d Roger Blake, Regional Vice President, AT&amp;T, said. \u201cThose are opportunities we celebrate with this award today. At AT&amp;T, we understand that by connecting students, we are connecting them to the world around them and an opportunity to learn great things. This is the real reason why we work to expand our network and increase its speed. So students everywhere, and at any time, have high-speed access to a high-quality education.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Online Teacher of the Year Selected",
            "excerpt": "A veteran teacher was named Michigan Virtual\u2019s 2011 Online Teacher of the Year at an awards presentation dinner at the University Club at MSU on Monday, Dec. 5. Julia Swartz of Vermontville was honored for being a true pioneer in working to change the way students learn and educators teach in the state of Michigan....",
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        {
            "id": 2322,
            "path": "\/about\/news\/a-report-to-the-legislature-2011\/",
            "author_id": 2,
            "timestamp": 1322766351,
            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual for the preceding fiscal year.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Legislature_2011.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2011",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and...",
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        {
            "id": 3354,
            "path": "\/about\/news\/the-grades-are-in-michigan-leading-the-nation-on-the-road-to-reform\/",
            "author_id": 2,
            "timestamp": 1321452237,
            "content": "The national Digital Learning Council says \"Michigan is leading the nation in transforming education for the digital age.\u201d\r\n\r\nThe Digital Learning Council\u2019s mission is to define the policies that will integrate current and future technological innovations into public education. Its national campaign, Digital Learning Now!, advocates for policies that will create a high-quality online learning environment to better prepare students with the knowledge and skills to succeed in college and careers.\r\n\r\nDigital Learning Now! created the nation\u2019s first-ever digital learning report card which assessed each state\u2019s alignment to 72 metrics that were developed on the 10 Elements of High-Quality Digital Learning.\r\n\r\nMichigan\u2019s report card claimed that \u201cMichigan was the first state in the nation to require students to take an \u2018online learning experience\u2019 to earn a high school diploma and its state virtual school (<em>Michigan Virtual<\/em> for Students) is one of the largest in the country. Michigan is advancing legislation this fall to expand digital learning.\"\r\n\r\n\u201cAt <em>Michigan Virtual<\/em> for Students, we\u2019re proud of our role in bringing online courses to Michigan students,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>, the parent company of <em>Michigan Virtual<\/em> for Students. \u201cThrough Michigan Virtual, students can take a variety of courses and learn any place there is a computer and an Internet connection. We are a statewide resource for all schools to help prepare our children for a lifetime of integrating technology into their work and their lives.\u201d\r\n\r\nOf the 10 Elements, Michigan scored highest in the areas of (1) student access, (2) barriers to access and (3) personalized learning.\r\n\r\nThe report says that \u201caccess to a comprehensive catalog of online courses means a student in rural Indiana or inner city Detroit can learn Mandarin Chinese, forensic science or college-level calculus \u2013 regardless of whether their school offers these courses in a classroom.\u201d\r\n\r\n<em>Michigan Virtual<\/em> for Students offers public and non-public school students the opportunity to supplement their high school curriculum with courses that aren\u2019t offered at their local school, like Advanced Placement courses and seven world languages, and to make up or get ahead in credits during the school year and in the summer.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About Digital Learning Now!<\/h4>\r\nDigital Learning Now! is a national campaign to advance policies that will create a high-quality digital learning environment to better prepare students with the knowledge and skills to succeed in college and careers. The Digital Learning Council was convened in 2010 to define the policies that will integrate current and future technological innovations into public education. The Digital Learning Council united a diverse group of more than 100 leaders from education, government, philanthropy, business, technology, and think tanks to develop the roadmap of reform for local, state and federal lawmakers and policymakers.\r\n<h5><\/h5>",
            "title": "The grades are in: Michigan leading the nation on the road to reform",
            "excerpt": "The national Digital Learning Council says &#8220;Michigan is leading the nation in transforming education for the digital age.\u201d The Digital Learning Council\u2019s mission is to define the policies that will integrate current and future technological innovations into public education. Its national campaign, Digital Learning Now!, advocates for policies that will create a high-quality online learning...",
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            "path": "\/about\/news\/online-course-options-expand-statewide\/",
            "author_id": 2,
            "timestamp": 1318597620,
            "content": "<em>Michigan Virtual<\/em> for Students has enhanced its course delivery options for the remainder of the 2011-12 school year.\r\n\r\nFollowing a thorough review of courses, course styles and pricing practices by <em>Michigan Virtual<\/em> staff and an external team of school administrators and online instructors, <em>Michigan Virtual<\/em> developed three new course styles to accommodate the needs of customers for more options that allow greater choice.\r\n\r\n\"Our new delivery models respond to the needs of Michigan schools and expands our ability to provide new options for students to help them achieve academic success,\" said Jamey Fitzpatrick, <em>Michigan Virtual<\/em>\u00a0President and CEO.\r\n\r\n<em>Michigan Virtual Plus<\/em> courses offer the greatest level of support to students with a highly-qualified, Michigan-certified online instructor and most closely mirror a traditional classroom. These courses include world languages, Advanced Placement and the entire core curriculum. <em>Michigan Virtual Plus<\/em> course cost: $275.\r\n\r\n<em>Michigan Virtual Basic<\/em> courses use highly-qualified, Michigan-certified online instructors but with a larger class size. They are best suited for learners who have previously demonstrated academic success working independently. <em>Michigan Virtual Basic<\/em> course cost: $190.\r\n\r\n<em>Michigan Virtual Blended<\/em> courses provide schools the opportunity to place students in Core, Literacy Advantage or Foundation pathways. These content-only courses allow independent learning and work best when content is paired with a local teacher. <em>Michigan Virtual Blended<\/em> course cost: $99.\r\n\r\n<em>Michigan Virtual<\/em> also provides out-of-state pricing for schools.\r\n\r\nCourse content is aligned with the Michigan Merit Curriculum where applicable. The MMC helps Michigan\u2019s public and private schools design, implement and assess their core content area curricula.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Online course options expand statewide",
            "excerpt": "Michigan Virtual for Students has enhanced its course delivery options for the remainder of the 2011-12 school year. Following a thorough review of courses, course styles and pricing practices by Michigan Virtual staff and an external team of school administrators and online instructors, Michigan Virtual developed three new course styles to accommodate the needs of...",
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        {
            "id": 3356,
            "path": "\/about\/news\/partners-in-innovation-to-define-future-in-online-learning\/",
            "author_id": 2,
            "timestamp": 1318514707,
            "content": "<em>Michigan Virtual<\/em> and 28 public and private school organizations have formed a Partnership in Innovation group to help explore the academic needs of Michigan schools and to foster the development of new and innovative online learning solutions.\r\n\r\n\u201cWe appreciate the opportunity to collaborate with <em>Michigan Virtual<\/em> and with other educational leaders from around the state to define the future of online learning in Michigan.\u201d said Partners member Mark Bielang, Superintendent of Paw Paw Schools.\r\n\r\nThe Partners group met at <em>Michigan Virtual<\/em> in Lansing Friday, Oct. 7, to prioritize educational challenges and to examine core areas to develop and pilot new online programs and services. One of the high priority areas identified relates to blended learning, a mix of face-to-face and online learning. <em>Michigan Virtual<\/em> plans to use the powerful new ideas generated by the Partners to seek philanthropic investments from corporate and foundation groups that have an interest in helping to fundamentally redesign how educational services are delivered in the K-12 community.\r\n\r\n\u201cWe believe historians will look back at this new decade and document the educational revolution we are beginning to experience as a turning point in public education. Smart mobile technologies are fundamentally changing the way we live, entertain, communicate and access information. Ultimately this new technology will have a profound impact on teaching and learning within the K-12 community,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>.\r\n\r\nThe Partners plan to develop and pilot new instructional models for students and educators, benefit from joint research, and enable collaborative interactions to share innovative ideas and best practices. The 28 partners range from Ferris State University in Big Rapids to the Michigan Technical Academy in Detroit to DeTour Area Schools in the Upper Peninsula.\r\n\r\n\u201cThis is a perfect time for a group of pioneering leaders in public education to invest time in brainstorming how we can do more with less in public education using innovative technology tools that make learning engaging, relevant and fun for students.\u201d said Judy Bonne, Executive Director of Instructional Services at Wayne Regional Educational Service Agency in Wayne County.\r\n\r\nFollowing this initial start-up meeting, the Partners will meet again at the 8th Annual <em>Michigan Virtual Symposium<\/em> in Traverse City on Nov.7, and follow that up with web- and phone-based meetings, information gathering from their local constituents, and other activities designed to develop new instructional models for students and educators. Some of these models will be piloted in Michigan Virtual online courses.\r\n\r\n\u201cThis statewide Partners in Innovation group has the potential to cultivate new thinking and new delivery models that will ultimately change the look and feel of public education so that every student benefits from a cost-effective customized learning approach,\u201d said Stephen Cousins, Superintendent of Traverse City Area Public Schools.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About Partners in Innovation<\/h4>\r\nPartners in Innovation consists of 28 public and private schools, districts, regional services agencies and one public university. The current Partners are: Ann Arbor Public Schools, Berkley Schools , Coopersville Public Schools, DeTour Area Schools, East Lansing Public Schools, Eaton ISD, Ferris State University, Forest Hills Public Schools, Genesee ISD, Golightly Education Center, Grand Rapids Christian Middle School, Holland Christian, Houghton Lake High School, Ingham ISD, Kent ISD, Lakeview Public Schools, Macomb ISD, Michigan Technical Academy, Monroe Public Schools, Paw Paw Public Schools, Saginaw ISD, St. Clair RESA, Stockbridge High School, Suttons Bay Public Schools, Three Rivers High School, Traverse City Public Schools, Wayne RESA and West Ottawa High School.\r\n<h5><\/h5>",
            "title": "Partners in Innovation to define future in online learning",
            "excerpt": "Michigan Virtual and 28 public and private school organizations have formed a Partnership in Innovation group to help explore the academic needs of Michigan schools and to foster the development of new and innovative online learning solutions. \u201cWe appreciate the opportunity to collaborate with Michigan Virtual and with other educational leaders from around the state...",
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        {
            "id": 3357,
            "path": "\/about\/news\/mvu-signs-statewide-gis-license\/",
            "author_id": 2,
            "timestamp": 1318255808,
            "content": "With the signing of a K-12 Geographic Information System three-year software license agreement, <em>Michigan Virtual<\/em> can provide access to a complete GIS tool for K-12 students, teachers and administrators across the state.\r\n\r\nThrough a partnership with California-based Esri, ArcGIS technology will be available to provide geographic insight to address social, economic, business and environmental concerns at local, regional, national and global scales to K-12 students and educators.\r\n\r\n\u201cStatewide access to this industry-leading software tool and related training will allow Michigan students to engage in real-world project-based learning activities that are relevant and engaging,\u201d said Jamey Fitzpatrick, <em>Michigan Virtual<\/em> President &amp; CEO. \u201cOur partnership with Esri will enable thousands of Michigan students to develop new skills and competencies in GIS, leading to high-demand career opportunities.\u201d\r\n\r\nAndrew Vanden Heuvel, a curriculum developer and teacher for <em>Michigan Virtual<\/em> developed Teaching with GIS, an eight-week ArcGIS 10 course designed to introduce Michigan teachers to the opportunities available to them by implementing GIS in the classroom.\r\n\r\n\u201cThe course provides teachers with a practical grounding in the use of ArcGIS as well as the more theoretical aspects of introducing GIS into a broad range of classrooms including social studies, history, environmental science and English,\u201d says Vanden Heuvel.\r\n\r\n\"With Michigan's long history of GIS in its schools, some educators have taught ArcGIS for many years,\u201d says Charlie Fitzpatrick, Esri K-12 Schools Solutions Manager. \u201cNow, with the support of <em>Michigan Virtual<\/em>, every K-12 student in any class or club can use GIS in class and online, building for college and career. Schools and districts can also save money while performing key administrative tasks.\"\r\n\r\nFor the past 10 years, <em>Michigan Virtual<\/em> has played a key role in accelerating the growth of educational options for Michigan K-12 schools and students through the effective use of online learning. Online classes offered by <em>Michigan Virtual<\/em> through its <em>Michigan Virtual<\/em> for Students are popular, providing core, elective and advanced courses to students in school districts that could not otherwise include them in the classes they offer.\r\n\r\n\u201cOur virtual campus provides a unique method of expanding the range of courses available to students beyond the normal classroom setting. GIS is a natural fit for this manner of instruction,\u201d says Greg Marks, <em>Michigan Virtual<\/em> Director of Product Development. \u201cIn addition, the Esri site license allows schools across Michigan to integrate GIS into existing high school and middle school courses and create new ones.\u201d\r\n\r\nGIS can be used by administrators to identify the most efficient busing routes or to track demographic changes in their local communities. Teachers can use GIS in the science classroom to explore environmental changes including the annual melt of ice sheets or population changes of endangered species. In social studies courses, GIS can be used to illustrate complex social and economic connections such as how a country\u2019s natural resources can impact adult literacy rates. The possibilities are endless.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About Esri<\/h4>\r\nSince 1969, Esri has been giving customers around the world the power to think and plan geographically. The market leader in geographic information system (GIS) technology, Esri software is used in more than 300,000 organizations worldwide including each of the 200 largest cities in the United States, most national governments, more than two-thirds of Fortune 500 companies, and more than 7,000 colleges and universities. To learn more, visit <a href=\"http:\/\/www.esri.com\/esri-news\" target=\"_blank\">http:\/\/www.esri.com\/esri-news<\/a>.\r\n<h5><\/h5>",
            "title": "Michigan Virtual signs statewide GIS license",
            "excerpt": "With the signing of a K-12 Geographic Information System three-year software license agreement, Michigan Virtual can provide access to a complete GIS tool for K-12 students, teachers and administrators across the state. Through a partnership with California-based Esri, ArcGIS technology will be available to provide geographic insight to address social, economic, business and environmental concerns...",
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        {
            "id": 3358,
            "path": "\/about\/news\/new-michigan-learnport-launched\/",
            "author_id": 2,
            "timestamp": 1317737564,
            "content": "<em>Michigan LearnPort<\/em> has been completely transformed from the ground up. The new user-friendly features will make the acquisition of high-quality online courses and resources, meeting professional development requirements and earning SB-CEUs easier than ever.\r\n<h5>New Features<\/h5>\r\n<ul>\r\n \t<li>A new, fresh look including a Welcome Page that provides quick and easy access to five main features, including a homepage that allows direct access to your content, a landing page that you define and a choice of seven languages.<\/li>\r\n \t<li>Content from providers like ed2go will be accessed easier than ever to ensure the best user experience possible. The need to log in multiple times to take a course will be a thing of the past.<\/li>\r\n \t<li>Help system provides more relevant information and assistance specific to where you are in the system.<\/li>\r\n \t<li>New universal search tool available on every page. The simple and advanced search tools will help locate anything within the system with ease.<\/li>\r\n \t<li>Blogs replace the old threaded discussions and provide more options to share information with public, moderated and private collaboration spaces.<\/li>\r\n<\/ul>\r\nAlong with the many positive changes, the new <em>Michigan LearnPort<\/em> retains many of the benefits and features you\u2019ve come to appreciate, including high-quality courses, the netTrekker educational search tool and various collaboration tools.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "New Michigan LearnPort launched",
            "excerpt": "Michigan LearnPort has been completely transformed from the ground up. The new user-friendly features will make the acquisition of high-quality online courses and resources, meeting professional development requirements and earning SB-CEUs easier than ever. New Features A new, fresh look including a Welcome Page that provides quick and easy access to five main features, including...",
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        {
            "id": 3586,
            "path": "\/about\/news\/new-michigan-learnport-launches-oct-3\/",
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            "timestamp": 1315923065,
            "content": "The new <em>Michigan LearnPort<\/em> was designed with customer feedback in mind. Here are some of the new features that you'll be seeing Oct. 3:\r\n<ul>\r\n \t<li>A new, fresh look including a Welcome Page that provides quick and easy access to five main features, including a homepage that allows direct access to your content, a landing page that you define and a choice of seven languages.<\/li>\r\n \t<li>Content from providers like ed2go will be accessed easier than ever to ensure the best user experience possible.<\/li>\r\n \t<li>The need to log in multiple times to take a course will be a thing of the past.<\/li>\r\n \t<li>Help system provides more relevant information and assistance specific to where you are in the system.<\/li>\r\n \t<li>New universal search tool available on every page. The simple and advanced search tools will help locate anything within the system with ease.<\/li>\r\n \t<li>Blogs replace the old threaded discussions and provide more options to share information with public, moderated and private collaboration spaces.<\/li>\r\n<\/ul>\r\nAlong with the many positive changes, the new <em>Michigan LearnPort<\/em> retains many of the benefits and features you\u2019ve come to appreciate, including high-quality courses, the netTrekker educational search tool and various collaboration tools.\r\n<h6>ATTENTION<\/h6>\r\n<ul>\r\n \t<li>Michigan LearnPort will be inaccessible from Sept. 22 until we launch the new system Oct. 3.<\/li>\r\n \t<li>All course completions will be moved to the new Michigan LearnPort; we won\u2019t bring over any uncompleted courses. Please complete your courses by Sept. 19 to avoid the loss of some of your work.<\/li>\r\n \t<li>If you\u2019re currently in a course taught by an instructor (e.g., Moodle and ed2go courses), your progress will be retained regardless of your completion status.<\/li>\r\n \t<li>For questions about course completions, please contact [email protected].<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "New Michigan LearnPort launches Oct. 3!",
            "excerpt": "The new Michigan LearnPort was designed with customer feedback in mind. Here are some of the new features that you&#8217;ll be seeing Oct. 3: A new, fresh look including a Welcome Page that provides quick and easy access to five main features, including a homepage that allows direct access to your content, a landing page...",
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        {
            "id": 3359,
            "path": "\/about\/news\/online-instructors-challenged-at-two-day-learning-event\/",
            "author_id": 2,
            "timestamp": 1312985750,
            "content": "State Superintendent of Public Instruction Mike Flanagan suggested to <em>Michigan Virtual<\/em> online teachers that they are in a position to help inform state colleges and universities that train new teachers about the online learning knowledge and skills needed by all teachers in a 21st-century learning environment.\r\n\r\nFlanagan spoke informally to nearly 100 online instructors on the second day of the annual two-day <em>Michigan Virtual<\/em> summit of online instructors from around the state at the MSU Henry Center for Executive Development in Lansing.\r\n\r\nOn day one, attendees heard David Thornburg, Director of Global Operations for the Thornburg Center, a premier source of presenters in the field of emerging technologies and their impact on learning at all ages, talk about the promise of modern educational computer use.\r\n\r\nAttendees also explored how to use mobile devices in learning, what good online instruction looks like, how to use YouTube as an instructional strategy and the resources available in the Michigan Electronic Library.\r\n\r\nFlanagan concluded his remarks with a reference to the new Michigan Department of Education guidelines that will allow more middle school students to take online classes and some districts to open more virtual charter schools.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Online instructors challenged at two-day learning event",
            "excerpt": "State Superintendent of Public Instruction Mike Flanagan suggested to Michigan Virtual online teachers that they are in a position to help inform state colleges and universities that train new teachers about the online learning knowledge and skills needed by all teachers in a 21st-century learning environment. Flanagan spoke informally to nearly 100 online instructors on...",
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        {
            "id": 3360,
            "path": "\/about\/news\/mvs-instructor-named-one-of-20-educators-to-watch\/",
            "author_id": 2,
            "timestamp": 1310480517,
            "content": "<em>Michigan Virtual<\/em> instructor Andrew Vanden Heuvel was named one of TechSmith\u2019s 20 <a href=\"https:\/\/www.scribd.com\/document\/57954719\/Educators-to-Watch\" target=\"_blank\">Educators to Watch<\/a>, a list of the few of many people that are \u201cusing education technology in notable ways.\u201d\r\n\r\nAndrew uses a variety of technology tools in his online courses. He says the most helpful items in his courses are the Camtasia videos that he uses to show students how to solve challenging problems, to demonstrate the use of an online simulation or to introduce a new concept.\r\n\r\nAndrew teaches AP physics and astronomy for <em>Michigan Virtual<\/em>, and also serves as a course developer. He was named 2010\u2019s Online Teacher of the Year in Michigan, along with Molly Bruzewski. Andrew was also one of five finalists for National Online Teacher of the Year.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About TechSmith<\/h4>\r\nFounded in 1987, TechSmith Corporation provides practical business and academic software products that can dramatically change how people communicate and collaborate. TechSmith enables users to work more effectively wherever they may be and ensures that the process of creating, sharing and collaborating around content is simple and intuitive so that others can learn from their knowledge.\r\n\r\n&nbsp;",
            "title": "Michigan Virtual instructor named one of '20 Educators to Watch'",
            "excerpt": "Michigan Virtual instructor Andrew Vanden Heuvel was named one of TechSmith\u2019s 20 Educators to Watch, a list of the few of many people that are \u201cusing education technology in notable ways.\u201d Andrew uses a variety of technology tools in his online courses. He says the most helpful items in his courses are the Camtasia videos...",
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            "path": "\/about\/news\/earn-sb-ceus-and-stipends-too\/",
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            "timestamp": 1308579945,
            "content": "<em>Michigan LearnPort<\/em> provides many opportunities for teachers to earn SB-CEUs and, in some cases, stipends too. These four courses afford both.\r\n<h6>Michigan History for Third Grade Teachers<\/h6>\r\n<em>Michigan History for Third Grade Teachers<\/em> covers the period from the glaciers to 1837 by featuring important elements in and significant contributions to Michigan achieving statehood. SB-CEUs: 2\r\n<h6>Algebra for All<\/h6>\r\n<em>Algebra for All Online<\/em> prepares middle and high school mathematics teachers for teaching Algebra using the functions-based approach. SB-CEUs: 4.5; Graduate Credit: 3 hours\r\n<h6>Science as a Way of Thinking<\/h6>\r\n<em>Science as a Way of Thinking<\/em> introduces elementary and middle school science teachers to teaching science as \u201ca way of thinking\u201d through the methods of inquiry and induction. SB-CEUs: 2\r\n<h6>Online Teaching &amp; Learning Mastery<\/h6>\r\nThe <em>Online Teaching and Learning Mastery<\/em> program is for K-12 educators who want to build skills and become leaders in the rapidly advancing field of online\/blended teaching and learning. SB-CEUs and graduate credits are available.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Earn SB-CEUs and stipends too!",
            "excerpt": "Michigan LearnPort provides many opportunities for teachers to earn SB-CEUs and, in some cases, stipends too. These four courses afford both. Michigan History for Third Grade Teachers Michigan History for Third Grade Teachers covers the period from the glaciers to 1837 by featuring important elements in and significant contributions to Michigan achieving statehood. SB-CEUs: 2...",
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        {
            "id": 3588,
            "path": "\/about\/news\/wealth-of-data-resides-in-online-courses\/",
            "author_id": 2,
            "timestamp": 1305643501,
            "content": "<em>Michigan Virtual<\/em>\u2019s reigning Online Teacher of the Year explores the full potential of the intrinsic data in online courses in the Spring\/Summer 2011 edition of the MACUL Journal.\r\n\r\nAndrew Vanden Heuvel, who was named <em>Michigan Virtual<\/em>\u2019s Online Teacher of the Year for 2010-11, along with Molly Bruzewski, wrote about the wealth of data in online classrooms. Vanden Heuvel said that a benefit of the online classroom is that most interactions take place via the computer and produce data. This data can provide insight into student progress.\r\n\r\nVanden Heuvel\u2019s article asserts that for assessment to be truly useful in the future, it must evaluate more than just content knowledge.\r\n\r\n\u201cOnly with computer-based learning can we carry out a large-scale, quantitative assessment of individual student\u2019s intellectual strengths, learning tendencies and work habits,\u201d Vanden Heuvel wrote.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Wealth of data resides in online courses",
            "excerpt": "Michigan Virtual\u2019s reigning Online Teacher of the Year explores the full potential of the intrinsic data in online courses in the Spring\/Summer 2011 edition of the MACUL Journal. Andrew Vanden Heuvel, who was named Michigan Virtual\u2019s Online Teacher of the Year for 2010-11, along with Molly Bruzewski, wrote about the wealth of data in online...",
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        {
            "id": 3362,
            "path": "\/about\/news\/study-highlights-blended-learning\/",
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            "timestamp": 1304519334,
            "content": "A new 178-page study by <a href=\"https:\/\/www.christenseninstitute.org\/\" target=\"_blank\">Innosight Institute<\/a> and the <a href=\"http:\/\/chartergrowthfund.org\/\" target=\"_blank\">Charter School Growth Fund<\/a> reveals a broader picture of the emerging blended-learning market. <em>The Rise of K-12 Blended Learning: Profiles of Emerging Models<\/em> highlights 40 influential blended-learning organizations across the country.\r\n\r\nThe report categorizes them by model and documents their effectiveness in reducing costs and improving academic performance. The report also discusses emerging technology trends and concludes with advice for policymakers, school leaders, and entrepreneurs about how to shape the playing field to optimize results.\r\n\r\nThe Cornerstone Schools Association, Grand Rapids Public Schools and <em>Michigan Virtual<\/em> are the Michigan organizations mentioned in the report.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em>\u00a0is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students\u00a0and <em>Michigan Virtual\u00a0Learning\u00a0Research Institute<\/em>.",
            "title": "Study highlights blended learning",
            "excerpt": "A new 178-page study by Innosight Institute and the Charter School Growth Fund reveals a broader picture of the emerging blended-learning market. The Rise of K-12 Blended Learning: Profiles of Emerging Models highlights 40 influential blended-learning organizations across the country. The report categorizes them by model and documents their effectiveness in reducing costs and improving...",
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        {
            "id": 3363,
            "path": "\/about\/news\/new-michigan-history-course-available-in-michigan-learnport\/",
            "author_id": 2,
            "timestamp": 1304346765,
            "content": "A new, flexible, facilitated course for elementary teachers, Michigan History for Third Grade Teachers, is available in <em>Michigan LearnPort<\/em>.\r\n\r\nThis course allows users to take some or all the course content, any time that works for them, in a facilitated environment that provides feedback from experts and colleagues.\r\n\r\nMichigan History for 3rd Grade Teachers covers the period from the glaciers to 1837 by featuring important elements in and significant contributions to Michigan achieving statehood.\r\n\r\nUsers will explore and learn more about relevant topics and develop resources suitable for classroom use about a wide variety of subjects.\r\n\r\nThe course pairs high-quality digital content with a Facebook group to enable sharing and collaboration that enhances and extends the learning experience. The consists of four distinct modules: Native Peoples of Michigan; The French in Michigan; Michigan in Transition; and The Shape of Things to Come and Fighting for Michigan.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "New Michigan history course available in Michigan LearnPort",
            "excerpt": "A new, flexible, facilitated course for elementary teachers, Michigan History for Third Grade Teachers, is available in Michigan LearnPort. This course allows users to take some or all the course content, any time that works for them, in a facilitated environment that provides feedback from experts and colleagues. Michigan History for 3rd Grade Teachers covers...",
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            "id": 3590,
            "path": "\/about\/news\/mvu-presented-and-exhibited-at-macul\/",
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            "content": "<em>Michigan Virtual<\/em> was well represented at the 2011 MACUL conference in Detroit. As one of 14 major sponsors of the event, <em>Michigan Virtual<\/em> staff participated in nine presentations and staffed a booth in the exhibitors' area, showcasing <em>Michigan Virtual<\/em> and <em>Michigan LearnPort<\/em> courses and services.\r\n\r\n<em>Michigan Virtual Sizzlin' Summer Raffle<\/em> winners were Julie Harris, a media specialist from Rochester High School; Karen Voigts, media specialist, Allegan High School; and Nathan Bootz, superintendent, Ithaca Public Schools. Congratulations raffle winners and thanks to all who visited our booth and attended our sessions. Prizes were a picnic-plus travel grill set, a grill\/cooler combination and an expandable cooler with radio and speakers.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual presented and exhibited at MACUL",
            "excerpt": "Michigan Virtual was well represented at the 2011 MACUL conference in Detroit. As one of 14 major sponsors of the event, Michigan Virtual staff participated in nine presentations and staffed a booth in the exhibitors&#8217; area, showcasing Michigan Virtual and Michigan LearnPort courses and services. Michigan Virtual Sizzlin&#8217; Summer Raffle winners were Julie Harris, a...",
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        {
            "id": 3364,
            "path": "\/about\/news\/muskegon-paper-profiles-mvs-teacher\/",
            "author_id": 2,
            "timestamp": 1299253248,
            "content": "\u201cI believe I was selected as a finalist not because I am the best online teacher,\u201d Andrew Vanden Heuvel said, \u201cbut because of my enthusiasm for online education and its power to transform how we approach teaching and learning in our nation.\u201d\r\n\r\nAndrew, an <em>Michigan Virtual<\/em> physics and astronomy instructor, is a finalist for National Online Teacher of the Year. He was recently profiled by The Muskegon Chronicle in <a href=\"http:\/\/www.mlive.com\/news\/muskegon\/index.ssf\/2011\/03\/grand_haven_online_teacher_rea.html\" target=\"_blank\"><em>Online Teacher Andrew Vanden Heuvel reaches for the stars and national award<\/em><\/a>.\r\n\r\nAndrew was named <em>Michigan Virtual<\/em> Online Teacher of the Year, along with Molly Bruzewski, in December. The announcement of the 2011 National Online Teacher of the Year will be made March 10 at the Southern Regional Education Board (SREB) Teaching and Learning Symposium in Atlanta. The national award is cosponsored by the SREB and the International Association for K-12 Online Learning (iNACOL).\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Muskegon paper profiles Michigan Virtual teacher",
            "excerpt": "\u201cI believe I was selected as a finalist not because I am the best online teacher,\u201d Andrew Vanden Heuvel said, \u201cbut because of my enthusiasm for online education and its power to transform how we approach teaching and learning in our nation.\u201d Andrew, an Michigan Virtual physics and astronomy instructor, is a finalist for National...",
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        {
            "id": 3365,
            "path": "\/about\/news\/mvs-instructor-finalist-for-national-award\/",
            "author_id": 2,
            "timestamp": 1296834717,
            "content": "<em>Michigan Virtual<\/em> for Students online teacher Andrew Vanden Heuvel of Grand Haven is one of five finalists for the 2011 National Online Teacher of the Year.\r\n\r\nThe announcement of the 2011 National Online Teacher of the Year will be made March 10 at the Southern Regional Education Board (SREB) Teaching and Learning Symposium in Atlanta. The national award is cosponsored by the SREB and the International Association for K-12 Online Learning (iNACOL).\r\n\r\nVanden Heuvel is a physics and mathematics instructor for the <em>Michigan Virtual<\/em> for Students. He is also a science education consultant for USA Today Education and a physics and astronomy professor at Calvin College. Andrew was recently appointed as a NASA Solar System Educator and was recognized as a Hubble Space Telescope Gold Star Educator.\r\n\r\nSixty-four exemplary teachers from 25 states were nominated for this distinguished honor. On behalf of the State Board of Education and the Michigan Department of Education, Superintendent of Public Instruction Michael Flanagan congratulated Vanden Heuvel, saying \u201cHelping our young people to become successful online learners is critical to their future success in higher education and the world of work.\u201d\r\n\r\nIn online learning, course content and instruction is delivered over the web, with students following lessons, completing assignments and interacting with instructors through email and discussion rooms.\r\n\r\n\u201cOnline instructors are the critical element to effective online teaching and learning,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>, the parent organization of <em>Michigan Virtual<\/em>. \u201cJust like in face-to-face teaching, online instructors must be engaging, knowledgeable and available. Andrew is all of these things and more, and he represents the very best in what is a new and growing field. Andrew truly believes all students can learn and he does a remarkable job of developing a rapport with students he rarely gets a chance to meet in person.\u201d\r\n\r\nOnline learning is expanding dramatically in Michigan and nationwide. Michigan Virtual has seen its course enrollments climb from 100 during the 1999-2000 academic year to more than 15,000 during 2009-10. National estimates for online enrollments have jumped from 40,000 to 50,000 in 2000 to more than one million last year, according to iNACOL.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual instructor finalist for national award",
            "excerpt": "Michigan Virtual for Students online teacher Andrew Vanden Heuvel of Grand Haven is one of five finalists for the 2011 National Online Teacher of the Year. The announcement of the 2011 National Online Teacher of the Year will be made March 10 at the Southern Regional Education Board (SREB) Teaching and Learning Symposium in Atlanta....",
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        {
            "id": 3367,
            "path": "\/about\/news\/mackinac-center-study-says-online-learning-can-improve-student-outcomes-and-save-money\/",
            "author_id": 2,
            "timestamp": 1296230186,
            "content": "A study released by the Mackinac Center for Public Policy recommends that Michigan expand its leadership role in online education in light of research that indicates students can perform as well or better in online learning environments, and online learning can reduce educational costs.\r\n\r\n<em>Virtual Learning in Michigan\u2019s Schools<\/em>, authored by Mackinac Center Education Policy Director Michael Van Beek, focuses on online learning and the increasing use of online learning in Michigan and across the country.\r\n\r\n\u201cThe customized pace and individual attention that students receive in a virtual learning environment can help them at every level, though it may be most effective in the higher grades,\u201d Van Beek said. \u201cOnline courses are able to challenge high-performing students with more advanced material. They can provide more flexibility and mentoring to students who\u2019ve become disengaged or fallen behind. Students in remote areas or poor districts can now access a broad array of courses and outstanding teachers they might not have been able to reach before.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Mackinac Center study says online learning can improve student outcomes and save money",
            "excerpt": "A study released by the Mackinac Center for Public Policy recommends that Michigan expand its leadership role in online education in light of research that indicates students can perform as well or better in online learning environments, and online learning can reduce educational costs. Virtual Learning in Michigan\u2019s Schools, authored by Mackinac Center Education Policy...",
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        {
            "id": 3368,
            "path": "\/about\/news\/education-week-article-says-online-credit-recovery-emphasizes-personalized-learning\/",
            "author_id": 2,
            "timestamp": 1295020763,
            "content": "Credit recovery is one of the fastest-growing areas of online education, and the way course providers and developers are crafting those courses is changing quickly as well, an Education Week article reports.\r\n\r\n\u201cWe continually try to figure out what will motivate the students,\u201d said Gregory Marks, director of product development at <em>Michigan Virtual<\/em>, who was interviewed for the article. \u201cProviding context is very important.\u201d\r\n\r\nAnother key element of online credit-recovery courses allows students to receive rapid feedback. The feedback can come from an online teacher or from technology embedded in the program, Marks said.\r\n\r\nThat technology can also provide each student with an individualized experience, something experts say gives students a greater chance of passing a course they\u2019ve failed before. The article also provides insights from <em>Michigan Virtual<\/em> instructional designer David Young. Young says that differentiation for each student is vital for success, particularly in credit recovery.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Education Week article says 'Online Credit Recovery Emphasizes Personalized Learning'",
            "excerpt": "Credit recovery is one of the fastest-growing areas of online education, and the way course providers and developers are crafting those courses is changing quickly as well, an Education Week article reports. \u201cWe continually try to figure out what will motivate the students,\u201d said Gregory Marks, director of product development at Michigan Virtual, who was...",
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            "id": 3369,
            "path": "\/about\/news\/interest-in-online-learning-continues-to-grow\/",
            "author_id": 2,
            "timestamp": 1291392174,
            "content": "Along with the significant growth in online learning \u2013 <em>Education Week<\/em> reports that the percentage of high school students taking at least one online course in 2009 was nearly double the amount in 2008 \u2013 the available amount of information on online learning has also risen.\r\n\r\nThe recent release of three online learning reports highlights the growing interest and attention being paid to online learning, in Michigan and nationwide.\r\n\r\n<em>Michigan Virtual<\/em>\u2019s <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Legislature_2010.pdf\" target=\"_blank\"><em>A Report to the Legislature, December 2010<\/em><\/a>, was submitted to the Michigan Legislature in compliance with Public Act 110 of 2010, the State School Act, on Dec. 1. This annual report includes specific information regarding the courses and services provided by Michigan Virtual, course registration and completion rates, and the Michigan Schools served with online courses from October 1, 2009 \u2013 Sept. 20, 2010.\r\n\r\nThe Digital Learning Council, headed by former Florida Gov. Jeb Bush and former West Virginia Gov. Bob Wise, recommended major changes to state education policy. The recommendations are part of the council's 10 policy suggestions in <em>Digital Learning Now!<\/em>, a report issued Dec. 1, that calls for states to use digital learning as a catalyst for transformational change in public education.\r\n\r\nThe council defined the elements and identified the actions that need to be taken by lawmakers and policymakers to foster a high-quality, customized education for all students. This included technology-enhanced learning in traditional schools, online and virtual, and blended learning that combines online and onsite learning. The council\u2019s report identified 10 core elements of high-quality digital learning.\r\n\r\nThe 20-page report contains more than three dozen specific recommendations for lawmakers and policy leaders, such as abolishing seat-time requirements, administering state assessments digitally and replacing textbooks with digital content.\r\n\r\nThe <em>Keeping Pace with K-12 Online Learning<\/em> (published by the Evergreen Education Group of Evergreen, Colorado), provides a national \u201csnapshot\u201d of the state of online learning as of fall 2010 using original data. This report presents program profiles from a cross-section of program types, including state-led and district-led, supplemental and full-time, charter schools, and both synchronous and asynchronous programs.\r\n\r\nThe report also provides state profiles of K-12 online learning, and identifies key issues and trends in online learning, building on the data gathered through the development of the program and state profiles.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Interest in online learning continues to grow",
            "excerpt": "Along with the significant growth in online learning \u2013 Education Week reports that the percentage of high school students taking at least one online course in 2009 was nearly double the amount in 2008 \u2013 the available amount of information on online learning has also risen. The recent release of three online learning reports highlights...",
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            "id": 3370,
            "path": "\/about\/news\/online-teachers-of-the-year-invited-to-join-network-of-michigan-educators\/",
            "author_id": 2,
            "timestamp": 1291220547,
            "content": "Four past and current <em>Michigan Virtual<\/em> Online Teachers of the Year have been invited to participate in the Network of Michigan Educators (NME). The invitees are 2008 Online Teacher of the Year, Lorri MacDonald; 2009 Online Teacher of the Year, Melanie Laber; and 2010 Online Teachers of the Year, Molly Bruzewski and Andrew Vanden Heuvel.\r\n\r\nThe NME is comprised of only distinguished Michigan Educators who have received state and\/or national recognition, such as the Michigan Teacher of the Year, Milken National Educator Award, Christa McAuliffe Fellowship Program, Principal of the Year or Superintendent of the Year. The mission of the NME is to improve teaching and learning by connecting recognized educators as a resource to inform practice, research and policy.\r\n\r\nHaving distinguished online educators participate in the Network of Michigan Educators helps build their capacity to think about new and innovative delivery models. These individuals were also invited to attend the upcoming NME conference being held on Dec. 9-10 in Lansing. The theme for this year\u2019s event is Teachers as Change Agents.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Online teachers of the year invited to join Network of Michigan Educators",
            "excerpt": "Four past and current Michigan Virtual Online Teachers of the Year have been invited to participate in the Network of Michigan Educators (NME). The invitees are 2008 Online Teacher of the Year, Lorri MacDonald; 2009 Online Teacher of the Year, Melanie Laber; and 2010 Online Teachers of the Year, Molly Bruzewski and Andrew Vanden Heuvel....",
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            "id": 2334,
            "path": "\/about\/news\/a-report-to-the-legislature-2010\/",
            "author_id": 2,
            "timestamp": 1291212611,
            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires <em>Michigan Virtual<\/em> to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual<\/em> for Students for the preceding fiscal year.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Legislature_2010.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2010",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and...",
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        {
            "id": 3371,
            "path": "\/about\/news\/reports-address-dropout-recovery-and-professional-development-for-online-learning\/",
            "author_id": 2,
            "timestamp": 1289492674,
            "content": "<em>Michigan Virtual<\/em> worked collaboratively with Dr. Richard Ferdig of Kent State University to produce two reports that provide educators with insights into two key areas of online learning: online professional development for teachers and the student dropout problem. Both reports were released at <em>Michigan Virtual<\/em>\u2019s 7th Annual Online Learning Symposium on Tuesday, Nov. 9.\r\n\r\nDr. Ferdig\u2019s report, <em>Continuous Quality Improvement Through Professional Development for Online K-12 Instructors<\/em>, provides a review of the research that has been conducted in this emerging area of study, explores the challenges of online professional development and concludes with a set of recommendations and implications for K-12 educators.\r\n\r\nThis is a topic of high priority for <em>Michigan Virtual<\/em> and since 2003 <em>Michigan Virtual<\/em> has worked collaboratively with the Michigan Department of Education to develop and implement an online system of professional development for Michigan educators and school employees. Through the <em>Michigan LearnPort<\/em> web portal, <em>Michigan Virtual<\/em> continues to expand the capacity of Michigan\u2019s K-12 education community by providing high-quality, online professional development services on a statewide basis.\r\n\r\n\u201cAlthough there has been a tremendous surge of interest in K-12 online learning, preparing instructors for teaching in electronic environments has not necessarily kept pace,\u201d Dr. Ferdig, Research Professor and Professor of Instructional Technology at Kent State University, said. \u201cThis report highlights the reasons why online teachers need professional development, how to deliver that instruction, and implications for virtual schools, teachers, policy-makers and researchers.\u201d\r\n\r\nIn his second report, <em>Understanding the Role and Applicability of K-12 Online Learning to Support Student Dropout Recovery Efforts<\/em>, Dr. Ferdig provides a valuable overview of the expanding role that online professional development is playing in K-12 education and provides an extensive review of the research that has been conducted in this area of study, explores the potential impact of virtual schools as an alternative strategy, and concludes with a comprehensive set of recommendations and resources for K-12 educators.\r\n\r\n\u201cThis paper succinctly defines the dropout problem, provides an extensive review of the research that has been conducted in this area of study, explores the potential impact of virtual schools as an alternative strategy, and concludes with a comprehensive set of recommendations and resources for K-12 educators,\u201d said Jamey Fitzpatrick, President &amp; CEO of <em>Michigan Virtual<\/em>.\r\n\r\n<em>Michigan Virtual<\/em> has also proposed creating a statewide dropout recovery program with online diagnostics, highly qualified Michigan-certified online instructors, online intervention counselors, prescriptive learning modules, self-paced tutorials and practice tests that could help thousands of young adults who have dropped out of school, earn a diploma or prepare for the General Educational Development (GED) exam.\r\n\r\n\u201cK-12 Online learning has received tremendous attention for its potential impact on education. More importantly, recent evidence suggests online learning can impact students of all ages and abilities,\u201d Dr. Ferdig said. \u201cThis report provides theoretical as well as empirical support for the idea that students who were originally lost to the school system are now using K-12 online education to recover credit and to graduate high school.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Reports address dropout recovery and professional development for online learning",
            "excerpt": "Michigan Virtual worked collaboratively with Dr. Richard Ferdig of Kent State University to produce two reports that provide educators with insights into two key areas of online learning: online professional development for teachers and the student dropout problem. Both reports were released at Michigan Virtual\u2019s 7th Annual Online Learning Symposium on Tuesday, Nov. 9. Dr....",
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        {
            "id": 3372,
            "path": "\/about\/news\/online-teachers-of-the-year-selected\/",
            "author_id": 2,
            "timestamp": 1289406453,
            "content": "Teachers from opposite sides of the state were named <em>Michigan Virtual<\/em>\u2019s Online Teacher of the Year at an awards presentation dinner at the Kellogg Center at MSU on Monday, Nov. 8.\r\n\r\nMolly Bruzewski of Bay City and Andrew Vanden Heuvel of Grand Haven were honored for being true pioneers in working to change the way students learn and educators teach in the state of Michigan.\r\n\r\nSuperintendent of Public Instruction Michael Flanagan congratulated both honorees on behalf of the State Board of Education and the Michigan Department of Education.\r\n\r\n\u201cHelping our young people to become successful online learners is critical to their future success in higher education and the world of work,\u201d Flanagan said.\r\n\r\nBruzewski has been an online instructor for <em>Michigan Virtual<\/em> for Students since 2001, where she teaches in a virtual classroom for schools all across Michigan. The courses she is currently teaching online include American Government, Legal Issues and Advanced Placement Government &amp; Politics. She also provides leadership at the Bay-Arenac Intermediate School District as their curriculum consultant and Moodle trainer.\r\n\r\nVanden Heuvel is a physics and mathematics teacher for the <em>Michigan Virtual<\/em> for Students. He is also a science education consultant for USA Today Education and a physics and astronomy professor at Calvin College. Andrew was recently appointed as a NASA Solar System Educator and was recognized as a Hubble Space Telescope Gold Star Educator.\r\n\r\nIn online learning, course content and instruction is delivered over the web, with students following lessons, completing assignments and interacting with instructors through email and discussion rooms.\r\n\r\n\u201cOnline instructors are the critical element to effective online teaching and learning,\u201d said Jamey Fitzpatrick, President and CEO of <em>Michigan Virtual<\/em>. \u201cJust like in face-to-face teaching, online instructors must be engaging, knowledgeable and available. Molly and Andrew are all of these things and more, and they represent the very best in what is a new and growing field. Our online teachers of the year truly believe all students can learn and they do a remarkable job of developing a rapport with students they rarely get a chance to meet in person.\u201d\r\n\r\nOnline learning is expanding dramatically in Michigan and nationwide. <em>Michigan Virtual<\/em> for Students has seen its course enrollments climb from 100 during the 1999-2000 academic year to more than 15,000 during 2009-10. National estimates for online enrollments have jumped from 40,000 to 50,000 in 2000 to more than one million last year, according to the International Association for Online Learning (iNACOL).\r\n\r\nIn a letter congratulating Bruzewski and Vanden Heuvel on being named Online Teacher of the Year, Gov. Jennifer Granholm said \u201cyour leadership and dedication in developing new and innovative instructional models is worthy of statewide recognition.\u201d\r\n\r\n\u201cOnline learning will continue to grow and become even more important as schools, students, and parents explore effective alternatives to traditional learning models,\u201d Gov. Granholm said. \u201cThank you for your pioneering spirit, your creativity and your dedication to our children.\u201d\r\n\r\nThe presenting sponsor for the award dinner was AT&amp;T, a company with the stated mission of supporting events that benefit education. \u201cSupporting education has been a major focus for AT&amp;T for more than a century, and education is our key philanthropic focus. We are driven to help students succeed \u2014 in school, in the workforce and in life,\u201d Roger Blake, Regional Vice President, Government &amp; Education, AT&amp;T, said. \u201cWe strengthen our communities by providing good jobs, donating our time and talents, supporting underserved populations and promoting education programs that create economic opportunity.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Online teachers of the year selected",
            "excerpt": "Teachers from opposite sides of the state were named Michigan Virtual\u2019s Online Teacher of the Year at an awards presentation dinner at the Kellogg Center at MSU on Monday, Nov. 8. Molly Bruzewski of Bay City and Andrew Vanden Heuvel of Grand Haven were honored for being true pioneers in working to change the way...",
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        {
            "id": 2379,
            "path": "\/about\/news\/review-of-the-quality-assurance-review-team-for-michigan-virtual-school\/",
            "author_id": 2,
            "timestamp": 1288277225,
            "content": "The purpose of the Quality Assurance Review is to:\r\n<ol>\r\n \t<li>Evaluate the school's adherence to the AdvancED quality standards and policies.<\/li>\r\n \t<li>Assess the efficacy of the school's improvement process and methods for quality assurance.<\/li>\r\n \t<li>Identify commendations and required actions to improve the school.<\/li>\r\n \t<li>Make an accreditation recommendation for review by the national AdvancED Accreditation Commission.<\/li>\r\n<\/ol>\r\nA key aim of the Quality Assurance Review is to verify that the school is operating with institutional integrity \u2014\u00a0that it is fulfilling its vision and mission for its students.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/MVS_QARforADVED.pdf\" target=\"_blank\" rel=\"noopener\">Download the Report<\/a>",
            "title": "Review of the Quality Assurance Review Team for Michigan Virtual",
            "excerpt": "The purpose of the Quality Assurance Review is to: Evaluate the school&#8217;s adherence to the AdvancED quality standards and policies. Assess the efficacy of the school&#8217;s improvement process and methods for quality assurance. Identify commendations and required actions to improve the school. Make an accreditation recommendation for review by the national AdvancED Accreditation Commission. A...",
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        {
            "id": 3374,
            "path": "\/about\/news\/mvs-joins-seat-time-waiver-program\/",
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            "timestamp": 1283441664,
            "content": "<em>Michigan Virtual<\/em> high school students now have the opportunity to take more than two online courses at a time \u2013 including a full-time online schedule \u2013 through the Genesee Network for Educational Telecommunications (GenNET) seat time waiver (STW) program. <em>Michigan Virtual<\/em> joins eight existing teacher-led online course providers as a member of GenNET.\r\n\r\nIn 2008 Michigan\u2019s Superintendent of Public Instruction implemented a process that allows school districts to seek a waiver of the state\u2019s pupil accounting rules to allow eligible full-time students take all of their coursework online.\r\n\r\nLast year, the STW was expanded statewide to serve 57 intermediate school districts, 523 local school districts, and 14 public school academies (charters) across Michigan. After its first year, the statewide STW made it possible for 8,442 online courses to be taken by over 2,700 high school students needing options to help move them toward successful graduation in their home districts.\r\n\r\n<em>Michigan Virtual<\/em> online courses allow for scheduling flexibility, allowing students to continue their studies outside the traditional classroom environment. Online courses provide opportunities to:\r\n<ul>\r\n \t<li>at-risk students,<\/li>\r\n \t<li>elite athletes,<\/li>\r\n \t<li>performers in the arts,<\/li>\r\n \t<li>dropouts,<\/li>\r\n \t<li>pregnant students,<\/li>\r\n \t<li>incarcerated students, and<\/li>\r\n \t<li>students who are homebound due to illness or injury.<\/li>\r\n<\/ul>\r\nHaving a student take the majority or all their coursework online is an important decision that should be supported by thoughtful planning with parents, counselors, educators and school administrators.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual joins seat time waiver program",
            "excerpt": "Michigan Virtual high school students now have the opportunity to take more than two online courses at a time \u2013 including a full-time online schedule \u2013 through the Genesee Network for Educational Telecommunications (GenNET) seat time waiver (STW) program. Michigan Virtual joins eight existing teacher-led online course providers as a member of GenNET. In 2008...",
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            "path": "\/about\/news\/mvs-teacher-receives-nasa-gold-star-for-hubble-space-telescope-project\/",
            "author_id": 2,
            "timestamp": 1280763467,
            "content": "<em>Michigan Virtual<\/em> teacher Andrew Vanden Heuvel of Coopersville was one of 14 educators nationwide who claimed a \u201cGold Star\u201d honor in the NASA-sponsored Top Stars contest, which invited U.S. formal and informal educators to submit their best examples of using NASA\u2019s Hubble Space Telescope in science, technology, engineering or mathematics education.\r\n\r\nAndrew teaches astronomy online for <em>Michigan Virtual<\/em> and also at Grand River Preparatory High School in Kentwood, Mich. Andrew\u2019s project required students to create a color image using the raw images produced by the Hubble Space Telescope.\r\n\r\nAs a former research astronomer, Andrew has a variety of unique experiences that he brings to his online classes. He is a physics and mathematics instructor with a master\u2019s degree in astrophysics. Andrew has discovered five asteroids and an extra-solar planet, flown onboard a zero-gravity research plane and was recently considered a highly-qualified applicant for the 2009 astronaut selection cycle. Andrew is an Endeavor Science Teaching Fellow and NASA Solar System Educator.\r\n\r\n\u201cIn the spring of 2009, we offered an elective astronomy course where students used real astronomical images to conduct original research projects,\u201d Andrew said. \u201cFor their final exam, I asked the students to take raw images from the Hubble Space Telescope and use them to produce a beautiful color image like the ones they have seen from HST before. This final exam was an opportunity for students to create for themselves one of the most stunning images ever captured.\u201d\r\n\r\nThe Top Stars contest was conducted by the Institute for Global Environmental Strategies (IGES) in cooperation with the Space Telescope Science Institute. Submissions were accepted from individuals and from teams of up to four members and included any combination of text, graphics, video and photos.\r\n\r\nGold Star status was awarded to the best of the best \u2014 as judged by IGES and NASA scientists and educators \u2014 from the entries selected as \"Top Stars\" during the contest's four rounds of competition. The Showcase section of the\r\n\r\nGold Star winners receive the following prizes (in addition to previously awarded Top Stars prizes):\r\n<ul>\r\n \t<li>An official letter of commendation from NASA;<\/li>\r\n \t<li>An invitation to present their entry to other educators nationwide using the NASA Digital Learning Network;<\/li>\r\n \t<li>A pair of IMAX movie tickets that can be used to see \"Hubble 3D;\" and<\/li>\r\n \t<li>A \"Hubble 3D\" movie poster for classroom display.<\/li>\r\n<\/ul>\r\nEducators selected as Gold Stars also will be featured in articles on NASA's website.\r\n\r\n\u201cAll of our Gold Star and Top Star winners should be extremely proud of their work,\u201d said Bonnie McClain, NASA Hubble education plan co-lead. \u201cEducators and students around the world will benefit from their effective use of Hubble in high-quality education products and activities.\u201d\r\n\r\n<h5>About the Hubble Space Telescope<\/h5>\r\nThe thousands of stunning images captured by Hubble since its launch 20 years ago have made possible numerous breakthroughs in our understanding of the universe, and thanks to a recent servicing mission Hubble is expected to live on through at least 2014.\r\n\r\nThe thousands of stunning images captured by Hubble since its launch 20 years ago have made possible numerous breakthroughs in our understanding of the universe, and thanks to a recent servicing mission Hubble is expected to live on through at least 2014.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About IGES<\/h4>\r\nLocated in Arlington, Va., IGES was established in 1994 and is a 501(c)3 nonprofit organization supported by public and private entities. IGES is a trusted leader in Earth and space science education, communication and outreach, and in fostering national and international cooperation in observing the Earth.",
            "title": "Michigan Virtual teacher receives NASA 'Gold Star' for Hubble Space Telescope project",
            "excerpt": "Michigan Virtual teacher Andrew Vanden Heuvel of Coopersville was one of 14 educators nationwide who claimed a \u201cGold Star\u201d honor in the NASA-sponsored Top Stars contest, which invited U.S. formal and informal educators to submit their best examples of using NASA\u2019s Hubble Space Telescope in science, technology, engineering or mathematics education. Andrew teaches astronomy online...",
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            "path": "\/research\/publications\/understanding-the-role-and-applicability-of-k-12-online-learning-to-support-student-dropout-recovery-efforts\/",
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            "content": "<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2010\/07\/understanding-role-applicability-k12-online-learning-support-student-dropout-recovery-efforts.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Download the Report<\/a>",
            "title": "Understanding the Role and Applicability of K-12 Online Learning to Support Student Dropout Recovery Efforts",
            "excerpt": "This report describes what we currently know about high school dropout and retention, what solutions have been proposed, and how online learning might impact the retention rate. Drawing on existing work from Michigan Virtual School, data are provided to discuss performance of credit recovery students and conditions under which such students succeed and struggle in online learning environments.",
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        {
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            "timestamp": 1276702945,
            "content": "<em>Michigan LearnPort<\/em> added a sixth national provider of content with the addition of 10 Atomic Learning courses.\r\n\r\nAtomic Learning offers courses in 21st-century skills training on subjects relevant to modern teaching techniques. Tutorial series teach complex subjects in short videos which are available at any time, from any location. Schools which currently subscribe to the Atomic Learning 21st Century Skills package can access this material at no charge through <em>Michigan LearnPort<\/em>.\r\n\r\nAtomic Learning\u2019s <em>Michigan LearnPort<\/em> offerings incorporate relevant topics with commonly used software such as Excel, Word, PowerPoint, Google Earth, Comic Life and others. Courses on cyberbullying and social networking emphasize safe and responsible Web 2.0 use.\r\n\r\nThe 10 courses added are:\r\n<ul>\r\n \t<li>Comic Life: Infusing 21st Century Skills<\/li>\r\n \t<li>Cyberbullying and Web 2.0<\/li>\r\n \t<li>Excel 2007 (PC): Infusing 21st Century Skills<\/li>\r\n \t<li>Excel 2008 (Mac): Infusing 21st Century Skills<\/li>\r\n \t<li>Google Docs: Collaborate and Present<\/li>\r\n \t<li>Google Earth 5: Infusing 21st Century Skills<\/li>\r\n \t<li>PowerPoint 2008 (Mac): Infusing 21st Century Skills<\/li>\r\n \t<li>Social Networking \u2013 Safe and Responsible Use<\/li>\r\n \t<li>Wikis: Infusing 21st Century Skills<\/li>\r\n \t<li>Word 2007 (PC): Integrating Technology with Word Search<\/li>\r\n<\/ul>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Courses added to Michigan LearnPort catalog",
            "excerpt": "Michigan LearnPort added a sixth national provider of content with the addition of 10 Atomic Learning courses. Atomic Learning offers courses in 21st-century skills training on subjects relevant to modern teaching techniques. Tutorial series teach complex subjects in short videos which are available at any time, from any location. Schools which currently subscribe to the...",
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        {
            "id": 3377,
            "path": "\/about\/news\/mvu-to-receive-techsmith-software-through-grant-program\/",
            "author_id": 2,
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            "content": "TechSmith Corp., a Michigan-based company and the world's leading provider of screen capture and screen recording solutions, awarded 339 Michigan schools, and\u00a0<em>Michigan Virtual<\/em>, more than $2.3 million in multimedia software through the TechSmith Michigan K-12 Software Grant Program.\r\n\r\n<em>Michigan Virtual<\/em> plans to deploy Camtasia Relay, the TechSmith lecture capture solution, to deliver content to their network of more than 560 local and intermediate school districts and nonpublic schools with more than 70,000 online course enrollments. President and CEO Jamey Fitzpatrick said the software will help demonstrate how <em>Michigan Virtual<\/em> is applying innovative teaching and learning strategies in its online courses.\r\n\r\n\u201cWe believe Camtasia Relay will help our instructors further increase their presence in the online classroom, allowing them to create short, just-in-time, screen recordings meant to provide commentary, feedback and guidance to students as a group or individually,\u201d Fitzpatrick said. \u201cChallenging assignments, student performance and general announcements can be delivered quickly and easily, helping the students, parents, teachers and school staff who use our resources.\u201d\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.\r\n<h4>About TechSmith<\/h4>\r\nFounded in 1987, TechSmith Corporation provides practical business and academic software products that can dramatically change how people communicate and collaborate. TechSmith enables users to work more effectively wherever they may be and ensures that the process of creating, sharing and collaborating around content is simple and intuitive so that others can learn from their knowledge.",
            "title": "Michigan Virtual to receive TechSmith software through grant program",
            "excerpt": "TechSmith Corp., a Michigan-based company and the world&#8217;s leading provider of screen capture and screen recording solutions, awarded 339 Michigan schools, and\u00a0Michigan Virtual, more than $2.3 million in multimedia software through the TechSmith Michigan K-12 Software Grant Program. Michigan Virtual plans to deploy Camtasia Relay, the TechSmith lecture capture solution, to deliver content to their...",
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            "id": 3378,
            "path": "\/about\/news\/get-smarter-this-summer-with-mvs\/",
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            "content": "<em>Michigan Virtual<\/em> for Students offers a variety of courses in the summer, including required courses like math, science, history, English and six world languages, and elective courses like Digital Photography, Film Studies and Web Design Basics.\r\n<h5>What are the benefits of Michigan Virtual courses?<\/h5>\r\n<em>Michigan Virtual<\/em> courses are led by highly-qualified, Michigan-certified teachers. <em>Michigan Virtual<\/em> is accredited by the North Central Association and the Commission on International and Trans-regional Accreditation, meaning that <em>Michigan Virtual<\/em> courses exceed essential standards of educational quality. <em>Michigan Virtual<\/em> core courses are approved by the NCAA. Students take <em>Michigan Virtual<\/em> summer courses to make up credit, to get ahead and for personal enrichment.\r\n\r\n<em>Michigan Virtual<\/em> also offers Student Direct courses in the summer, and all year long. These courses are teacher-less (in subject areas like algebra, biology, economics, English, geography and world history), but offer a high degree of learner independence. Although no <em>Michigan Virtual<\/em> instructors are assigned to Student Direct courses they require the parent to serve as the mentor if the student's school is not involved.\r\n\r\nParents and students, before you enroll, please consider:\r\n<ul>\r\n \t<li>If your school provides summer courses through <em>Michigan Virtual<\/em> for Students, please work with your school on course selection.<\/li>\r\n \t<li>If your school does not provide a summer school option, check with your school to make sure the course you complete will be accepted for credit.<\/li>\r\n<\/ul>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Get smarter this summer with Michigan Virtual",
            "excerpt": "Michigan Virtual for Students offers a variety of courses in the summer, including required courses like math, science, history, English and six world languages, and elective courses like Digital Photography, Film Studies and Web Design Basics. What are the benefits of Michigan Virtual courses? Michigan Virtual courses are led by highly-qualified, Michigan-certified teachers. Michigan Virtual...",
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        {
            "id": 3601,
            "path": "\/about\/news\/mvu-starts-monthly-webinar-series-with-national-technology-plan-session\/",
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            "timestamp": 1273165618,
            "content": "<em>Michigan Virtual<\/em>\u2019s inaugural webinar will be available at 7 p.m. on May 20 when University of Michigan associate professor Barry Fishman presents <em>The Next National Educational Technology Plan: Implications for Learning Online<\/em>.\r\n\r\nIn this session, Fishman, who served as a co-author of the new National Educational Technology Plan, will describe the process of developing the plan and describe its major components. The discussion will focus in particular on the implications the plan has for the near- and long-term future of learning and teaching online.\r\n\r\nThe May webinar will kick off a series of monthly webinars on all subjects related to online learning. On June 17, North Carolina\u2019s 2009 Online Teacher of the Year will present <em>The Psychology Behind Teacher Tone<\/em> at 7 p.m.\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Michigan Virtual starts monthly webinar series with National Technology Plan session",
            "excerpt": "Michigan Virtual\u2019s inaugural webinar will be available at 7 p.m. on May 20 when University of Michigan associate professor Barry Fishman presents The Next National Educational Technology Plan: Implications for Learning Online. In this session, Fishman, who served as a co-author of the new National Educational Technology Plan, will describe the process of developing the...",
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            "id": 3603,
            "path": "\/about\/news\/melanie-laber-michigans-online-teacher-of-the-year\/",
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            "timestamp": 1271783402,
            "content": "<em>Written by Carl Ill, Retired Michigan School Administrator<\/em>\r\n<em>This article first appeared in the April 19, 2010, edition of the<\/em>\r\n<em>Michigan Association of Intermediate School Administrators <\/em>\r\nTECHknowLOGY<em> newsletter<\/em>\r\n\r\nMelanie Laber is a busy woman. Besides maintaining a household and raising a seven-year-old with her husband, Melanie teaches math daily to 160 seventh graders at Hartland Middle School as well as geometry and trigonometry to 80 more students from all over Michigan online for <em>Michigan Virtual<\/em> for Students. In addition, she earned a master\u2019s from the University of Phoenix and is pursuing a doctorate degree through Capella University, both online schools. (Her area of focus on her doctoral program: \u201cInstructional design for online learning.\u201d) Melanie has designed many of <em>Michigan Virtual<\/em> for Student\u2019s math courses in the past and is currently putting together an online probability and statistics class. She has taught online methods classes to nearly 200 Michigan teachers.\r\n\r\nIf you noted the term <em>online<\/em> popping up quite often in Melanie\u2019s activities, there is a good reason: she is passionate about the value of online learning. In fact, Melanie Laber is Michigan\u2019s Online Teacher of the Year. It doesn\u2019t take long to figure out why. When asked about the virtues of computer-based classes, Melanie started by relating her own story. Being a naturally shy person, she found large classes, such as those at the University of Michigan where she earned her undergraduate degree, daunting and she seldom joined in on classroom discussions. However, once she started her online master\u2019s classes, where class interaction is carried on via discussion boards, Melanie felt free to jump right in.\r\n\r\nShe related another example highlighting the difference an online class can make \u2013 this one a geometry class she recently taught for <em>Michigan Virtual<\/em> for Students. While many of the students were enrolled because they had fallen behind on their high school credits, one of the students was a bright sixth grader. Of course in this class, no one could actually see their fellow classmates, and the sixth-grader soon became a popular and influential class member because of his insightful and compelling posts on the class discussion board. What are the odds that a sixth grader and a group of credit recovery high schoolers would have mixed well in a regular face-to-face classroom?\r\n\r\nBesides giving students who are particularly ahead or behind in their academic program, like those mentioned in the previous example, Melanie sees many reasons why school districts would want to expand their online offerings:\r\n<ol>\r\n \t<li>It is impossible for schools to offer all the classes students might want to take. Virtual classes, such as world languages and advanced placement courses, can help fill the gap.<\/li>\r\n \t<li>Simple class conflicts can be resolved if the student can take one of the courses online.<\/li>\r\n \t<li>Online classes allow students who want to accelerate their education to do so by taking extra classes.<\/li>\r\n \t<li>Students can learn at their own paces. Melanie points out that she faces much fewer differentiation challenges with her online classes than she does with her regular classes at Hartland Middle School. Overall, each online student learns at his or her own pace with few of the constraints found in the traditional classroom setting. Students who need more time and practice are better able to stay with the class.<\/li>\r\n \t<li>Students who do not fit well in the traditional classroom socially or who have different learning styles can often be better accommodated online.<\/li>\r\n \t<li>Online classes, especially in arcane or advanced subjects, are well suited to home-schooled students.<\/li>\r\n \t<li>Students with particular high-level skills such as talented singers, dancers or athletes who must train for hours each day can pursue their education through the flexibility offered by virtual classes.<\/li>\r\n<\/ol>\r\nMelanie points out that in order to be successful, online students need to bring some basic abilities and characteristics to the table. They need the organizational skills and self-discipline to allocate time for their daily learning. Some rudimentary technical ability is necessary, and it really helps if students are resourceful and are willing to dig deep into their subject material. Online learning suits highly motivated students well (although many previously unmotivated students do better online as well).\r\n\r\nWhat does Melanie have to say to superintendents about online learning? First of all, she reminds us that we are preparing students for 21st-century life. Our students today are living in a much more technologically advanced world than their predecessors. The technology which to adults might look exotic is viewed as simply normal by today\u2019s school children. (Today\u2019s students are often referred to as being digital natives.)\r\n\r\nWhen asked if schools should be investigating and initiating more technologically advanced learning, she responds, \u201cYou\u2019re holding them back if you don\u2019t.\u201d\r\n\r\nTechnology allows schools to serve a variety of students in variable settings in ways unheard of only a generation ago. And of course, online learning is cost-effective, making its successful application in today\u2019s school setting a necessary part of self-preservation in an era of declining revenues and increasing competition.\r\n\r\nWhat cautions does Melanie offer? Above all, \u201cDon\u2019t jump in without a plan. Read the research,\u201d Melanie suggests\r\n\r\nAn excellent source is the International Association for Online Learning (iNACOL). The iNACOL website is a good place to start. Of course the wisest superintendents have become a part of MASA\u2019s SE2E2 initiative, so everyone reading this article has a great opportunity to stay ahead of the curve. Integrating online learning into your school system\u2019s existing program will take time, planning, knowledge and good sense.\r\n\r\nMelanie Laber is more than a proponent for the virtues of online learning; she is a living example of its potential. She started her association with <em>Michigan Virtual<\/em> for Students less than five years ago, and already she is a sophisticated leader in online education\u2019s potential. She sees this technology as a necessary component in maintaining excellence in Michigan\u2019s schools.\r\n\r\nAnd as she says, \u201cEmbrace the new methods because after all it\u2019s really about what\u2019s best for kids.\u201d\r\n\r\nCan there be a better reason?\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "Melanie Laber - Michigan's Online Teacher of the Year",
            "excerpt": "Written by Carl Ill, Retired Michigan School Administrator This article first appeared in the April 19, 2010, edition of the Michigan Association of Intermediate School Administrators TECHknowLOGY newsletter Melanie Laber is a busy woman. Besides maintaining a household and raising a seven-year-old with her husband, Melanie teaches math daily to 160 seventh graders at Hartland...",
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            "content": "The seven profiled schools each have their own online learning story to tell. The schools were asked to provide information on the historical, current and future use of online learning in their schools. Questions were asked about when online learning began in their schools, what needs were fulfilled, what support students are provided, and what will change, if anything, in their online learning programs in the future.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Spotlight.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "Spotlight on Online Learning in Michigan Schools",
            "excerpt": "The seven profiled schools each have their own online learning story to tell. The schools were asked to provide information on the historical, current and future use of online learning in their schools. Questions were asked about when online learning began in their schools, what needs were fulfilled, what support students are provided, and what...",
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            "id": 3606,
            "path": "\/about\/news\/we-can-do-more-with-less\/",
            "author_id": 2,
            "timestamp": 1269883458,
            "content": "<em>Written by Neil Marchuk<\/em>\r\n<em>Executive Vice President of Human Resources, TRW Automotive<\/em>\r\n<em>Chairman of the <\/em>Michigan Virtual<em> Board of Directors<\/em>\r\n\r\nMichigan can harness innovation as a way to do more with less in K-12 education, even though that challenge may seem overwhelming. At a time when new investments in our K-12 system are not likely, Michigan must face the daunting task of improving student achievement and increasing graduation rates with fewer financial resources.\r\n\r\nTo date, K-12 education has yet to realize the full potential of using online learning to improve how educators teach and how students learn. Nearly every sector of our economy is now turning to information and communications technologies to reduce costs and improve efficiencies. Education is not alone in its need to manage scarce resources, maintain relevance and succeed in today's new global economy.\r\n\r\nResearch has shown online learning is academically effective and can provide meaningful alternatives for students who have a need for greater flexibility with their education due to individual learning styles, health conditions, employment responsibilities, lack of success in traditional school environments, or desire to be working early at the college level. Online learning needs to be part of the broader policy discussion related to restructuring public education during this prolonged budget crisis. Economic arguments in addition to the latest research on student learning support this position.\r\n\r\nLast year, the <em>Michigan Virtual<\/em> for Students provided more than 18,000 online enrollments in courses ranging from AP physics to Mandarin Chinese to algebra. In addition, more than 20,000 K-12 educators and support staff received high quality online professional development programs, which helped reduce school district expenses and improve efficiencies.\r\n\r\nEven so, Michigan is only scratching the surface given the potential of online learning as a cost-effective delivery method to serve both students and educators. Every Michigan school district should develop a comprehensive plan for online learning that focuses on:\r\n<ul>\r\n \t<li>Cost-effective online delivery models that support student motivation, achievement and retention.<\/li>\r\n \t<li>Policies that encourage students to take greater responsibility for their own learning.<\/li>\r\n \t<li>Opportunities for students to enroll in online courses offered by accredited, Michigan-based schools, colleges, universities and nonprofit organizations.<\/li>\r\n \t<li>Strategies that utilize online learning to extend the school day and provide quality instructional resources during weather-related school closings, after-school hours and during the summer.<\/li>\r\n \t<li>Ongoing teacher and school employee online professional development programs that promote student achievement and encourage innovation.<\/li>\r\n<\/ul>\r\nOur children need a world class education system to ensure Michigan's long-term global competitiveness. As the state economy changes, education must advance to include the newest and strongest of teaching and learning innovations. Effective leaders in all sectors know that the successful organizations for tomorrow continue to innovate even in the face of fiscal challenges.\r\n\r\nMichigan has a rich history of innovation and excellence in many sectors, including public education, and we can draw upon our entrepreneurial spirit to transform teaching and learning by harnessing the power of online delivery systems.\r\n\r\n<em>This viewpoint appeared in the Monday, March 29, 2010, edition of the Lansing State Journal.\u00a0<\/em>\r\n<h4>About Michigan Virtual<\/h4>\r\n<em>Michigan Virtual<\/em> is a private, nonprofit Michigan corporation established by the State of Michigan in 1998 to serve as a champion for online learning. It is the parent organization of the <em>Michigan Virtual<\/em> for Students and <em>Michigan Virtual Learning Research Institute<\/em>.",
            "title": "We can do more with less",
            "excerpt": "Written by Neil Marchuk Executive Vice President of Human Resources, TRW Automotive Chairman of the Michigan Virtual Board of Directors Michigan can harness innovation as a way to do more with less in K-12 education, even though that challenge may seem overwhelming. At a time when new investments in our K-12 system are not likely,...",
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        {
            "id": 2523,
            "path": "\/about\/news\/online-learning-featured-aspect-of-federal-technology-plan\/",
            "author_id": 2,
            "timestamp": 1269463284,
            "content": "Goals and recommendations inform state and local technology plans\r\n\r\nLANSING \u2013 In early March, the United States Department of Education announced the release of Transforming American Education: Learning Powered by Technology, the National Education Technology Plan (NETP) 2010. This plan describes how information and communication technologies can help transform American education. It provides concrete goals to inform state and local educational technology plans, and recommendations to inspire research, development and innovation.\r\n\r\nThe plan states \u201cJust as technology is at the core of virtually every aspect of our daily lives and work, it is central to implementing the model of 21st-century learning in this plan. \u201c Online learning is one of the technology vehicles that will drive the NETP plan.\r\n\r\n\u201cThe National Education Technology Plan provides a compelling argument regarding the need to transform American education using technology. The plan emphasizes the need for productivity gains by rethinking basic assumptions such as seat-time measures of educational attainment. The plan also calls for learning environments that are always on and available to students, educators and administrators regardless of their location of the time of day.\u201d said Jamey Fitzpatrick, President and CEO of Michigan Virtual\u00ae.\r\n\r\nThe NETP presents five goals with recommendations for states, districts, the federal government and other stakeholders in our education system that address learning, assessment, teaching, infrastructure, and productivity.\r\n\r\nThe learning goal advocates the fostering of online communities: \u201cTechnology can provide platforms for connecting learners in online communities where they can support each other as they explore and develop deeper understanding of new ideas, share resources, work together beyond the walls of a school or home, and gain access to a much wider pool of expertise, guidance, and support.\u201d\r\n\r\nMichigan LearnPort\u00ae, Michigan Virtual\u2019s online professional development portal, connects Michigan\u2019s K-12 education community with a variety of tools and resources. Currently, there are more than 55,000 registered users.\r\n\r\nTo meet the teaching goal the plan recommends the following actions: \u201cDesign, develop and adopt technology-based content, resources, and online learning communities that create opportunities for educators to collaborate for more effective teaching, inspire and attract new people into the profession, and encourage our best educators to continue teaching.\u201d\r\n\r\nWith online learning becoming increasingly important, the NETP says \u201cStates, teacher accreditation organizations, colleges of education, and organizations representing online learning providers should work together to develop a set of voluntary national standards for online courses and for online teaching.\u201d\r\n\r\nMichigan Virtual also supports this goal through a new program, the Online Teaching and Learning Mastery program, which will be available for the first time this spring. The program offers K-12 teachers the opportunity to use the tools and techniques to teach and create online activities and online courses.\r\n\r\nAbout the Office of Educational Technology\r\nThe U.S. Department of Education, Office of Educational Technology (OET), provides leadership for maximizing technology's contribution to improving education at all levels. OET develops national educational technology policy and ensures that Department educational technology programs are coordinated and consistent, and support efforts across the federal government.",
            "title": "Online learning featured aspect of federal technology plan",
            "excerpt": "Goals and recommendations inform state and local technology plans LANSING \u2013 In early March, the United States Department of Education announced the release of Transforming American Education: Learning Powered by Technology, the National Education Technology Plan (NETP) 2010. This plan describes how information and communication technologies can help transform American education. It provides concrete goals...",
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            "id": 2522,
            "path": "\/about\/news\/online-learning-an-integral-part-of-the-total-education-environment\/",
            "author_id": 2,
            "timestamp": 1268170771,
            "content": "Alliance for Excellent Education brief advocates for changes in education\r\n\r\nLANSING \u2013 According to an IssueBrief published by the Alliance for Excellent Education, K-12 education is dealing with three major crises nationwide, and the time to \u201cchange crisis to opportunity\u201d is at hand.\r\n\r\nThe Online Learning Imperative: A Solution to Three Looming Crises in Education, authored by Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, and Robert Rothman, senior fellow at the Alliance, says that the U.S. education system is facing three major crises: global skill demands vs. educational attainment; a funding shortfall; and a future teacher shortage.\r\n\r\nAt the forefront of the proposed solutions is online learning. The IssueBrief argues that it\u2019s time for online learning to no longer be \u201cthought of simply as an add-on tool in education, but rather an integral part of the total educational environment.\u201d\r\n\r\nJamey Fitzpatrick, president of Michigan Virtual says that, in Michigan, \u201cfortunately, online learning is no longer viewed as an experimental way to deliver educational services to K-12 students. Michigan Virtual has provided 70,000 online course enrollments to middle and high school students in Michigan since 2000.\u201d\r\n\r\nThe IssueBrief\u2019s authors say that technology has transformed American life in every other facet of society, but schools have been \u201cslow to embrace the transformative power of technology.\u201d Young people are avid users of technology in all its forms but when they enter the classroom they may find computers but they are \u201cused more like electronic textbooks\u201d instead of for the \u201cactive application of online learning, the use of the Internet for research and original-source documents, real-time chats with experts, social networking with peers around the globe, simulations, and much more \u2014 offer innumerable possibilities.\u201d\r\n\r\nFitzpatrick says that through Michigan Virtual students can take a wide variety of online courses throughout the school year and in the summer. And online learning will continue to expand in the state.\r\n\r\n\u201cDuring the next five years the use of online learning will continue to grow dramatically for all Michigan school districts, regardless of their size or location,\u201d Fitzpatrick said. \u201cWe can attribute this projected growth to three significant factors: (1) what we know today about student learning; (2) the instructional value of online learning environments; and (3) the ongoing school funding crisis. These important factors will cause school administrators to transform their delivery models in new and innovative ways.\u201d\r\n\r\nThe Alliance IssueBrief states the case for online learning similarly: \u201cThe time for merely rethinking and upgrading the role of technology in education has passed; policy decisions today must embrace a dramatic transformation of teaching and learning.\u201d\r\n\r\n<strong>About the Alliance for Excellent Education<\/strong>\r\nThe Alliance for Excellent Education is a national policy and advocacy organization, based in Washington, DC, working to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. Visit the Alliance website at <a href=\"http:\/\/www.all4ed.org\/\">www.all4ed.org<\/a>.",
            "title": "Online learning an \u2018integral part of the total education environment\u2019",
            "excerpt": "Alliance for Excellent Education brief advocates for changes in education LANSING \u2013 According to an IssueBrief published by the Alliance for Excellent Education, K-12 education is dealing with three major crises nationwide, and the time to \u201cchange crisis to opportunity\u201d is at hand. The Online Learning Imperative: A Solution to Three Looming Crises in Education,...",
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            "id": 2521,
            "path": "\/about\/news\/rfi-for-online-course-content\/",
            "author_id": 2,
            "timestamp": 1264455465,
            "content": "Michigan Virtual is seeking leading providers of online K-12 education in beginning- through advanced-level instruction in the content areas of Mathematics, English Language Arts, Science and Social Studies for online high school and middle school students. Michigan Virtual invites vendors to submit a proposal that meets the criteria established in its Online Course Content for Secondary Education Request for Information.\r\n\r\nMichigan Virtual recognizes the valuable contribution to online learning made by many companies and organizations and wishes to work with content providers in partnership to provide Michigan students with high-quality learning experiences. Interest providers will find detailed information in the Request for Information (RFI).\r\n\r\nAs stated in the RFI, \u201cMichigan Virtual seeks proposals from all vendors who offer highly interactive, engaging online courses, who are willing to provide detailed information about their courses and content, delivery methods, with licensing terms that are compatible with Michigan Virtual\u2019s requirements.\u201d\r\n\r\nMichigan Virtual\u00a0staff knowledgeable about the RFI requirements will make the award selection recommendation to\u00a0Michigan Virtual management. The staff will involve a team of external reviewers to evaluate the online courses.\r\n\r\nThe submission process for this RFI consists of a notification of interest email and the formal submission of a proposal. Vendors interested in submitting a proposal must notify Michigan Virtual of their intention by Jan. 31, 2010.",
            "title": "Michigan Virtual releases RFI for online course content",
            "excerpt": "Michigan Virtual is seeking leading providers of online K-12 education in beginning- through advanced-level instruction in the content areas of Mathematics, English Language Arts, Science and Social Studies for online high school and middle school students. Michigan Virtual invites vendors to submit a proposal that meets the criteria established in its Online Course Content for...",
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        {
            "id": 2376,
            "path": "\/about\/news\/recommendations-for-full-time-online-learners\/",
            "author_id": 2,
            "timestamp": 1264253664,
            "content": "The purpose of <em>Recommendations for Supporting Full-time Online Learners<\/em> is to provide schools:\r\n<ol>\r\n \t<li>Guidance for implementing full-time online learning options<\/li>\r\n \t<li>A mentor self-assessment tool that emphasizes the importance of online mentors<\/li>\r\n \t<li>A sample school board policy regarding online learning opportunities for students<\/li>\r\n \t<li>A student readiness rubric for online learning that identifies the level and type of support needed by individual students<\/li>\r\n<\/ol>\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/OnlineFullTime.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "Recommendations for Full-time Online Learners",
            "excerpt": "The purpose of Recommendations for Supporting Full-time Online Learners is to provide schools: Guidance for implementing full-time online learning options A mentor self-assessment tool that emphasizes the importance of online mentors A sample school board policy regarding online learning opportunities for students A student readiness rubric for online learning that identifies the level and type...",
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            "id": 2519,
            "path": "\/about\/news\/mvu-reorganizes-to-improve-services-to-schools\/",
            "author_id": 2,
            "timestamp": 1262640549,
            "content": "New management structure aims to strengthen customer relations\r\nLANSING \u2013 Michigan Virtual\u00ae announces the reorganization of its management structure with the appointment of Dr. David Myers as the leader of the company\u2019s two educational programs: Michigan Virtual\u00ae and Michigan LearnPort\u00ae.\r\n\r\nDr. Myers has served as the Executive Director of Michigan LearnPort for the past five years and has been responsible for the development of that division as the state\u2019s online learning portal and resource for Michigan K-12 educators. In his new role, Dr. Myers will also lead Michigan Virtual as the organization continues its efforts to reorganize around functional areas. That process began earlier with the creation of both a product development and an outreach team that serve the needs of both the virtual school and Michigan LearnPort.\r\n\r\n\u201cCombining our two main programs into one functional unit under the leadership of Dr. Myers will strengthen internal communication and better align functions, allowing us to provide improved service to our K-12 customers,\u201d said Jamey Fitzpatrick, President of Michigan Virtual. \u201cWe continue to direct all of our resources to meeting the growing needs of online learning in Michigan schools by providing a total customer solution approach designed around each individual school\u2019s needs.\u201d\r\n\r\nIn the coming months, Michigan Virtual will continue to align its internal processes and procedures in order to develop better customer solutions, programs, delivery and service. Four transitional priorities have been identified:\r\n<ul>\r\n \t<li>Improve internal operations and communications;<\/li>\r\n \t<li>Reduce management costs while increasing the capacity to deliver programs and services;<\/li>\r\n \t<li>Integrate and improve customer service; and<\/li>\r\n \t<li>Expand strategic planning, organizational partnerships and fundraising.<\/li>\r\n<\/ul>\r\n\u201cMichigan Virtual is already a recognized leader in providing high-quality online products and services,\u201d Dr. Myers said. \u201cWe are striving to become a company committed to growing long-term relationships with Michigan schools by becoming a stronger leader in total customer online and blended learning solutions.\u201d\r\n\r\nThe opportunity for Michigan Virtual to reorganize its management team resulted with the recent departure of Robert Currie, former Executive Director of Michigan Virtual. Currie guided the online school for six years, during a period of tremendous growth. His 30 years of experience in K-12 education helped position Michigan as a leader in online education. Currie recently resigned his position at Michigan Virtual to assume new responsibilities of developing a statewide virtual school in Montana.\r\n\r\nDuring the transition, current customers, school administrators and education leaders should continue to work with Michigan Virtual staff as they have in the past.",
            "title": "Michigan Virtual reorganizes to improve services to schools",
            "excerpt": "New management structure aims to strengthen customer relations LANSING \u2013 Michigan Virtual\u00ae announces the reorganization of its management structure with the appointment of Dr. David Myers as the leader of the company\u2019s two educational programs: Michigan Virtual\u00ae and Michigan LearnPort\u00ae. Dr. Myers has served as the Executive Director of Michigan LearnPort for the past five...",
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            "id": 2517,
            "path": "\/about\/news\/online-teacher-of-the-year-selected-2009\/",
            "author_id": 2,
            "timestamp": 1260221260,
            "content": "Online instructor Melanie Laber excels in the virtual classroom\r\nLANSING \u2013 Melanie Laber teaches trigonometry, geometry and pre-algebra to students in Detroit, Paw Paw, Traverse City and Houghton. She was recently named Michigan\u2019s Online Teacher of the Year.\r\n\r\nLaber is an online instructor for Michigan Virtual; she teaches in a virtual classroom for schools all across Michigan. The course content and instruction all happens over the Internet, with students logging in to follow lessons and complete assignments, and Laber interacting with students through e-mail and discussion rooms.\r\n\r\nIn addition to her online teaching responsibilities, Melanie has also developed online mathematics professional development courses for Michigan educators and helped to author many Michigan Virtual math classes. Laber excels in the virtual classroom. That is why she was chosen as the second Online Teacher of the Year by Michigan Virtual, a division of Michigan Virtual. Michigan Virtual has trained nearly 450 online instructors like Laber since it was launched nine years ago.\r\n\r\n\u201cOnline instructors are a critical component to effective online teaching and learning,\u201d said Jamey Fitzpatrick, President and CEO of Michigan Virtual. \u201cJust like in face-to-face teaching, online instructors must be engaging, knowledgeable and available. Melanie is all of these things and more, and she represents the very best in what is a new and growing field. She truly believes all students can learn and does a remarkable job of developing rapport with students she never gets a chance to meet in person.\u201d\r\n\r\nOnline learning is expanding dramatically in Michigan and nationwide. Michigan Virtual has seen its course enrollments climb from 100 during the 1999-2000 academic year to more than 16,000 during 2008-09. National estimates for online enrollments have jumped from 40,000 to 50,000 in 2000 to about 1 million last year, according to the International Association for Online Learning (iNACOL).\r\n\r\n\u201cOnline learning has become an integral instructional delivery model since the state adopted the nation\u2019s first online learning requirement for high school graduation, as part of the Michigan Merit Curriculum in 2006,\u201d said Michael Flanagan, State Superintendent of Public Instruction. \u201cI am a firm believer that online learning will continue to transform our public education system and ultimately expand learning opportunities for students of all abilities.\u201d\r\n\r\n\u201cTechnology is changing the way students learn. As educators we must embrace this change to meet the needs of our learners,\u201d Laber said. \u201cStudents are able to store and retrieve information quickly which means that we must nurture students\u2019 critical thinking and collaboration skills so that they are able to make sense of the amount of available information. The online setting breaks down barriers that exist in the face-to-face classroom. It provides the opportunity for students to take any class imaginable and succeed because of the plethora of available resources.\u201d\r\n\r\nLike most of the contracted Michigan Virtual instructors, Laber teaches in the face-to-face environment as well as online. In addition to teaching for Michigan Virtual on a part-time basis, she teaches math classes at Hartland Middle School in the Hartland Consolidated School District in Livingston County.\r\n\r\n\u201cBy embracing new educational technology, Melanie is changing the way math is taught in our schools and helping Michigan produce the skilled, educated workforce needed to compete in today\u2019s global economy, said Governor Jennifer Granholm.\r\n\r\nThe presenting sponsor for the award dinner was AT&amp;T, a company with the stated mission of supporting events that benefit education. \u201cSupporting education has been a major focus for AT&amp;T for more than a century, and education is our key philanthropy focus. We are driven to help students succeed \u2014 in school, in the workforce and in life,\u201d Roger Blake, Regional Vice President, Government &amp; Education, AT&amp;T, said. \u201cWe strengthen our communities by providing good jobs, donating our time and talents, supporting underserved populations and promoting education programs that create economic opportunity.\u201d\r\n\r\nLaber was one of five finalists for the Online Teacher of the Year Award. The other finalists were Kathy Morris, a business education teacher at Superior Central High School and an Michigan Virtual online instructor in employability skills; Chris Kaiser, a doctoral student in education at Michigan State University and Michigan Virtual teacher in world history and geography; Jim Wheaton of Ann Arbor, an Michigan Virtual instructor in math; and Jim Koyish of Fremont, an Michigan Virtual instructor in web design, game design, business ethics, career planning, employability skills and technology.\r\n\r\nLaber and the other four finalists were honored during an awards banquet in at the Kellogg Hotel and Conference Center in East Lansing December 1. The dinner was attended by educational leaders from around the state, and sponsored by AT&amp;T, Microsoft and netTrekker, a leading educational search tool.",
            "title": "Online Teacher of the Year selected",
            "excerpt": "Online instructor Melanie Laber excels in the virtual classroom LANSING \u2013 Melanie Laber teaches trigonometry, geometry and pre-algebra to students in Detroit, Paw Paw, Traverse City and Houghton. She was recently named Michigan\u2019s Online Teacher of the Year. Laber is an online instructor for Michigan Virtual; she teaches in a virtual classroom for schools all...",
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            "path": "\/about\/news\/mvu-celebrates-sixth-successful-symposium\/",
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            "content": "Lansing \u2013 The sixth annual Michigan Virtual online learning symposium, Connecting with Youth in a Media-rich World, was attended by over 260 online learning enthusiasts Wednesday, Dec. 1, at the Kellogg Center in East Lansing.\r\n\r\nAttendees heard provocative keynotes by the Pew Institute\u2019s Lee Rainie and Julia Angwin of the Wall Street Journal. They also had the opportunity to listen to and interact with online teachers and students, school superintendents, state school board members and other statewide online learning experts.\r\n\r\n\u201cOur symposium provided participants with a dynamic look at how young people are using technology in today's global society,\u201d said Jamey Fitzpatrick, Michigan Virtual president. \u201cOur speakers helped to highlight the growing gap between how students use technology in school and how they use it outside of school.\u201d\r\n\r\nSymposium resources are available on the Michigan Virtual symposium page, and, by Dec. 7, clips of the keynote presentations, three breakout sessions and the closing panel discussion will be posted.",
            "title": "Michigan Virtual celebrates sixth successful symposium",
            "excerpt": "Lansing \u2013 The sixth annual Michigan Virtual online learning symposium, Connecting with Youth in a Media-rich World, was attended by over 260 online learning enthusiasts Wednesday, Dec. 1, at the Kellogg Center in East Lansing. Attendees heard provocative keynotes by the Pew Institute\u2019s Lee Rainie and Julia Angwin of the Wall Street Journal. They also...",
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            "path": "\/about\/news\/a-report-to-the-legislature-2009\/",
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            "timestamp": 1259677024,
            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual for the preceding fiscal year.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Legislature_2009-1.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2009",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and...",
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            "id": 2506,
            "path": "\/about\/news\/mvu-named-educational-program-of-the-year\/",
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            "timestamp": 1254340553,
            "content": "Lansing \u2013 Michigan Virtual\u00ae was named Educational Program of the Year at the Ninth Annual Awards Gala in Detroit on Friday, Sept. 25. Michigan Virtual\u00ae offers online learning courses and services to both Michigan students and educators through its Michigan Virtual\u2122 and Michigan LearnPort\u00ae divisions.\r\n\r\n\u201cMichigan Virtual offers students across the state the unique opportunity to enroll in a variety of core academic and enrichment courses,\u201d said Ken Rogers, executive director of Automation Alley. \u201cTheir technology tools and resources are an integral element of their sophisticated learning environment.\u201d\r\n\r\nSince its inception in 1998, more than 64,000 students have enrolled in middle school and high school courses through Michigan Virtual. Additionally, nearly 50,000 educators are registered with Michigan LearnPort, the state\u2019s online learning portal for professional development. These numbers are indicative of the growing popularity \u2013 and importance \u2013 of online learning to both students and educators.\r\n\r\n\u201cMichigan Virtual is proud to be a recognized leader in the state, and in the nation, in delivering online learning opportunities to the K-12 educational community,\u201d said Rossi Ray-Taylor, Ph.D., President &amp; CEO, Ray.Taylor and Associates, LLC, and Chair of the Michigan Virtual Board of Directors. \u201cThis award acknowledges the central and growing role of online learning to achieving our mission of excellence in teaching and learning for Michigan\u2019s K-12 education system.\u201d\r\n\r\nThe other two finalists for the Educational Program of the Year award were Davenport University and Genesee Intermediate School District. Past winners of this award include Southeast Michigan Community College Consortium Centers of Expertise Program (2008), Hustle &amp; TECHknow Preparatory High School (2007) and Oakland University (2002).",
            "title": "Michigan Virtual named Educational Program of the Year",
            "excerpt": "Lansing \u2013 Michigan Virtual\u00ae was named Educational Program of the Year at the Ninth Annual Awards Gala in Detroit on Friday, Sept. 25. Michigan Virtual\u00ae offers online learning courses and services to both Michigan students and educators through its Michigan Virtual\u2122 and Michigan LearnPort\u00ae divisions. \u201cMichigan Virtual offers students across the state the unique opportunity...",
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            "id": 2503,
            "path": "\/about\/news\/student-demand-for-online-learning-creates-gap\/",
            "author_id": 2,
            "timestamp": 1250192697,
            "content": "LANSING \u2013While online learning and virtual schools continue to grow annually, a recent study shows that educators aren\u2019t prepared for the number of students who want to learn online. A national study tracked the growing student demand for online learning and how schools are meeting that demand. The study found that \u201calmost half of 6-12th graders have researched or are interested in taking an online class\u201d and \u201cmore than 40% believe that online classes should be part of an ideal school, yet only one in ten 6-12th graders have taken an online class through their school.\u201d\r\n\r\nIn fact, the study revealed that \u201cstudents openly acknowledge that they have to \u2018power down\u2019 when they enter the schoolhouse and then \u2018power back up\u2019 to resume their techno-infused lives outside of school. Access to technology has empowered students to become \u2018free agent learners,\u2019 and as such, they are less dependent upon traditional education institutions for knowledge acquisition.\u201d\r\n\r\nThe study, \u201cLearning in the 21st Century: 2009 Trends Update,\u201d collected data in 2008 from more than 335,000 K-12 students, educators, administrators and parents across the nation and was part of the Speak Up project. The project was conducted by Project Tomorrow\u00ae, a national educational nonprofit organization, and Blackboard\u00ae Inc, a leading provider of online learning solutions. You can read the entire 2009 Trends Update in the \u201cArticles\/Reports\u201d section.\r\n\r\nDespite the study\u2019s contention that educators aren\u2019t ready for online learning, in Michigan the commitment to online learning is strong. Michigan became the first state in the nation in 2006 to require that students take an online educational experience in order to graduate. The Center for Digital Education last year ranked Michigan second, behind Florida, for online learning policy and practice.\r\n\r\n\u201cToday\u2019s education system is experiencing explosive growth with the use of online learning as an effective delivery models at all levels,\u201d said Jamey Fitzpatrick, President and CEO of Michigan Virtual\u00ae, the parent organization of the Michigan Virtual\u2122. \u201cIt\u2019s critical to our state both academically and economically that we continue to deliver essential resources to Michigan schools that meet students\u2019 desire to learn online and prepare educators to teach in online formats.\u201d\r\n\r\nAccording to the Speak Up study results, when asked to imagine their dream school, \u201cmiddle and high school students were twice as likely as adults to select online learning as a technology with the greatest positive impact on learning.\u201d It\u2019s not just students who are clamoring for more online learning opportunities. The Speak Up project findings revealed that \u201cteachers who have taught online classes overwhelmingly agree on the advantages: 76% believe that online learning benefits students by putting them in control of their own learning.\u201d To \u201cbe in control of my learning\u201d was the top reason cited by students who were asked why online learning might make school more interesting.\r\n\r\nIn addition to enjoying the personal control and flexibility of online learner, students say online courses are of high quality. Over 80% of the spring students surveyed by the Michigan Virtual thought the quality of their online courses was the same as or better than their traditional courses. The survey also showed many students were enrolling in online coursework to resolve scheduling conflicts at their schools and to study topics of personal interest that were not available through their local schools.\r\n\r\nMichigan students and teachers have a number of opportunities to learn online. Michigan Virtual provides access to the Michigan Virtual and its catalog of courses that meet the standards of the Michigan Meriti Curriculum. Michigan LearnPort\u00ae, a virtual professional development portal for teachers, offers educators the chance to earn State Board \u2013 Continuing Education Units online, including courses that will help educators in teaching to the new state standards. Today, Michigan Virtual offers more than 200 high school courses, enrollment has spiraled upward from about 100 students in the 1999-2000 school year to an expected 18,000 students in 2009-2010, and the school has provided more than 64,000 online course enrollments to Michigan middle- and high-school students over the past 10 years.",
            "title": "Student demand for online learning creates gap",
            "excerpt": "LANSING \u2013While online learning and virtual schools continue to grow annually, a recent study shows that educators aren\u2019t prepared for the number of students who want to learn online. A national study tracked the growing student demand for online learning and how schools are meeting that demand. The study found that \u201calmost half of 6-12th...",
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            "id": 2501,
            "path": "\/about\/news\/is-traditional-classroom-instruction-as-good-as-online-learning\/",
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            "timestamp": 1249674139,
            "content": "LANSING \u2013 Online learning is challenging educators to rethink how curriculum is delivered which has led some educators to ask if online learning is as good as face-to-face instruction. MSU associate professor Punya Mishra recently told a group of nearly 100 online teachers that the question should be \u201cis face-to-face instruction as good as online instruction?\u201d\r\n\r\nDr. Mishra, associate professor of educational technology for MSU\u2019s College of Education, was the keynote speaker Aug. 4 at <em>Michigan Virtual<\/em>\u2019s fifth annual \u201cCollaboration of the Minds\u201d event at The Henry Center in Lansing. <em>Michigan Virtual<\/em> hosted the two-day event for online educators from around the state, and a few from outside the state, to share information, learn new skills and prepare for another school year. <em>Michigan Virtual<\/em> will provide approximately 20,000 online course enrollments to middle and high school students during the upcoming school year.\r\n\r\nMishra said that online education can foster powerful learning opportunities for students that may actually be better than some face-to-face teaching methods. For example, online discussion boards provide an opportunity for all students to express their ideas on a topic in a timely fashion, this is difficult to accomplish in a traditional classroom setting.\r\n\r\n\u201c<em>Michigan Virtual<\/em> has some of the best trained and most experienced online teachers in the United States. I continued to be impressed by their creativity, professionalism and ongoing willingness to innovate\u201d said Jamey Fitzpatrick, president and CEO of <em>Michigan Virtual<\/em>.\r\n\r\nMishra, an award-winning teacher, and researcher in the areas of computer-based learning environments and technology integration in teacher learning and professional development told the online teachers that the challenges of online teaching include finding ways to connect with students.\r\n\r\n\u201cIt takes more effort to feel connected to students online,\u201d Mishra said. \u201cBut it can be done.\u201d\r\n\r\nThe challenge for teachers, Mishra said, is to master the technology, subject area and teaching methods while creating an online presence that is credible to students. But online teaching is not just using a set of technical skills. Like face-to-face instruction, online instruction is a craft that needs to be practiced. Online teachers need to explore, create and share their insights to provide solutions to help all students learn.",
            "title": "Is traditional classroom instruction as good as online learning?",
            "excerpt": "LANSING \u2013 Online learning is challenging educators to rethink how curriculum is delivered which has led some educators to ask if online learning is as good as face-to-face instruction. MSU associate professor Punya Mishra recently told a group of nearly 100 online teachers that the question should be \u201cis face-to-face instruction as good as online...",
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        {
            "id": 2499,
            "path": "\/about\/news\/national-study-says-online-learning-students-out-pace-those-in-traditional-classrooms\/",
            "author_id": 2,
            "timestamp": 1248291453,
            "content": "LANSING \u2013 A recently released analysis of online learning \u201cfound that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.\u201d\r\n\r\nThe United States Department of Education (USDOE) analysis, \u201cEvaluation of Evidence-based Practices in Online Learning, A Meta-analysis and Review of Online Learning Studies\u201d (July 2009), screened 99 studies from 1996 through July 2008 that included online or blended learning and face-to-face instruction, measured student outcomes, used a rigorous research design and provided adequate information.\r\n\r\nOnline learning was found to be more effective when \u201cblended\u201d with face-to-face instruction. The report said the difference was larger in those studies that contrasted blended elements of online and face-to-face instruction with entirely face-to-face instruction. This finding supports the generally held view that teachers are a critical element in learning, whether it\u2019s in the classroom or online.\r\n\r\nWith the steady growth of online learning at all levels of education, this is the first comprehensive study that shows online learning to be more effective than face-to-face instruction. A recent survey estimated that more than a million K-12 students took online courses in the 2007-08 school year. Michigan was the first state to require all high school students to have an online learning experience in order to graduate. In the past decade, Michigan Virtual has provided more than 64,000 online course enrollments to middle and high school students in Michigan.\r\n\r\n\u201dToday\u2019s education system is experiencing explosive growth with the use of online learning as an effective delivery model at all levels,\u201d Jamey Fitzpatrick, Michigan Virtual president and CEO, said. \u201cThis latest study confirms that students, especially adult learners, can achieve as much or more in online learning environments as in traditional classrooms.\u201d\r\n\r\nThe USDOE report was limited to studying the effect of interactive web-based instruction, as opposed to video- and audio-based courses or stand-alone, computer-based courses. Web-based instruction, or online learning, utilizes e-textbooks, audio and video instruction, discussion boards, email contact with the instructor and various other devices to engage the student.\r\n\r\nThe USDOE researchers said their findings should not be generalized to the K-12 level, because most of the studies analyzed were conducted on adult populations. The meta-analysis was prepared by the Center for Technology in Education for the USDE. The entire report is available on the Michigan Virtual website on the News - Articles and Reports page.",
            "title": "National study says online learning students out-pace those in traditional classrooms",
            "excerpt": "LANSING \u2013 A recently released analysis of online learning \u201cfound that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.\u201d The United States Department of Education (USDOE) analysis, \u201cEvaluation of Evidence-based Practices in Online Learning, A Meta-analysis and Review of Online Learning Studies\u201d (July 2009), screened 99 studies from 1996...",
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        {
            "id": 2500,
            "path": "\/about\/news\/frederickson-joins-mvu-as-marketing-sales-communications-manager\/",
            "author_id": 2,
            "timestamp": 1247600389,
            "content": "LANSING \u2014 Michigan Virtual announces the recent addition of Linda Frederickson as their Marketing, Sales &amp; Communications Manager. Frederickson will direct Michigan Virtual\u2019s marketing, sales and communication strategies across all divisions of the organization to ensure that marketing, outreach, sales and branding activities align with the corporate mission and vision. Michigan Virtual was established by the State of Michigan in 1998 to serve as a champion for online learning.\r\n\r\n\u201cLinda joins Michigan Virtual during a time of explosive growth in online learning. Her experience and expertise in marketing and sales is extensive and I know she will make a significant impact leading our outreach activities to Michigan\u2019s K-12 community,\u201d said Michigan Virtual\u2019s President Jamey Fitzpatrick.\r\n\r\nPrior to joining Michigan Virtual, Linda was the Vice President, Sales &amp; Marketing for Lansing Entertainment &amp; Public Facilities Authority. In that role, she managed the sales department for the Lansing Center while directing both marketing and sponsorship for all facilities and events, including the Lansing Center, Oldsmobile Park, the Lansing City Market, the Common Ground Music Festival, the Entertainment Express and numerous annual events produced by the authority. She played a significant role in developing the marketing and sponsorship components of the Common Ground Music Festival.\r\n\r\nFrederickson was also part of the leadership team that brought professional baseball to Lansing. Linda joined the Lansing Lugnuts organization as Director of Marketing in 1996, to develop and implement marketing and game-day experience infrastructure. She was promoted to Assistant General Manager in 1999. Linda began her professional career in shopping center management, with Forbes\/Cohen Properties. She spent nearly 12 years as Marketing Director for the organization at two different properties: Lakeview Square Mall in Battle Creek and Lansing Mall in Lansing.\r\n\r\nLinda sits on the Metropolitan Board of Directors for the YMCA of Lansing, and chairs that organization\u2019s marketing committee. She is a member of the Michigan History Foundation\u2019s Jingle Ball steering committee and also a member of the American Advertising Federation\u2019s local advertising club. Linda volunteers for her church and local hospital. She resides in Charlotte with her husband, Mark, and their two daughters.",
            "title": "Frederickson joins Michigan Virtual as marketing, sales &amp; communications manager",
            "excerpt": "LANSING \u2014 Michigan Virtual announces the recent addition of Linda Frederickson as their Marketing, Sales &amp; Communications Manager. Frederickson will direct Michigan Virtual\u2019s marketing, sales and communication strategies across all divisions of the organization to ensure that marketing, outreach, sales and branding activities align with the corporate mission and vision. Michigan Virtual was established by...",
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            "id": 2496,
            "path": "\/about\/news\/scholarships-available-for-mvs-summer-online-math-camps\/",
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            "timestamp": 1246476744,
            "content": "LANSING \u2014 Several scholarships for the Michigan Virtual math online summer camps are still available for seventh and eighth grade students. The summer camps are a collaborative partnership between Michigan Virtual and the Michigan Mathematics and Science Center Network.\r\n\r\nA $75 value for each camp session, scholarships are still available for the following camp dates:\r\nJuly 6 \u2013 17, 2009 and July 20 \u2013 31, 2009\r\n\r\nTo register through a scholarship for the Michigan Virtual Math Camp, email [email protected] or phone 888.532.5806.\r\n\r\nThe Michigan Virtual math online summer camps engage students in the thrill of discovery while using mathematics to figure out how things work. Students strengthen study habits and deepen understandings that will give them a head start on Michigan\u2019s high school graduation requirements. For those who excel in math and science, the online camps provide challenging, interactive enrichment activities that will fuel their passion for discovery.\r\n\r\nStudents will be guided by a highly qualified, experienced, Michigan certified online instructor as they traverse the course content. Campers will use Gizmos, innovative, state-of-the-art online simulations from ExploreLearning that make learning easy and lasting. Gizmo activities are aligned to Michigan Grade Level Content Expectations. Students will develop a rich repertoire of skills and content knowledge necessary for fun and success in the coming school year \u2014 all\r\nfrom the comfort and convenience of their home computer or at one of the participating math and science centers.\r\n\r\n\u201cIn addition to being a fun and interesting way to learn math, these online summer camps help students fulfill high school graduation requirement to take an online course or have an online learning experience,\u201d Jamey Fitzpatrick, Michigan Virtual president and CEO, said.\r\n\r\nMath course topics will include fractions, similarity and transformation, ratio and proportions, graphing in the coordinate plane, polynomials and probability. Students will be expected to spend a minimum of two hours a day on course work during the two-week camp period, or about 20 hours total.\r\n\r\nThe Michigan Virtual is an online resource for Michigan schools that is operated by the Michigan Virtual. In 1998, Michigan Virtual was established by the State of Michigan to serve as a champion for online learning. In 2005, Michigan Virtual was awarded accreditation by the North Central Commission on Accreditation and School Improvement (NCA) and the Commission on International and Trans-Regional Accreditation (CITA). Since its inception, Michigan Virtual has supported nearly 72,000 online course enrollments.",
            "title": "Scholarships available for Michigan Virtual summer online math camps",
            "excerpt": "LANSING \u2014 Several scholarships for the Michigan Virtual math online summer camps are still available for seventh and eighth grade students. The summer camps are a collaborative partnership between Michigan Virtual and the Michigan Mathematics and Science Center Network. A $75 value for each camp session, scholarships are still available for the following camp dates:...",
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            "content": "This document provides an overview of <em>Michigan Virtual<\/em>\u2019s accomplishments, core assets and challenges, and examines trends in online learning. It also establishes a framework that reaffirms the organization\u2019s vision, priority goals and core strategies for the future. The strategic direction and goals in this document represent <em>Michigan Virtual<\/em>\u2019s response to a changing K-12 market and recognition of the challenges and opportunities that are being created through online learning. This document is intended to serve as a guide for the <em>Michigan Virtual<\/em> Board of Directors and senior management team over the next five years. It is being widely shared with external stakeholders and customers to elevate awareness of <em>Michigan Virtual<\/em>\u2019s priorities and future direction.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/FrameworkForTheFuture_09-14.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "Michigan Virtual Framework for the Future: 2009-2014",
            "excerpt": "This document provides an overview of Michigan Virtual\u2019s accomplishments, core assets and challenges, and examines trends in online learning. It also establishes a framework that reaffirms the organization\u2019s vision, priority goals and core strategies for the future. The strategic direction and goals in this document represent Michigan Virtual\u2019s response to a changing K-12 market and...",
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            "content": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires <em>Michigan Virtual<\/em> to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the <em>Michigan Virtual<\/em> for Students for the preceding fiscal year.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/Legislature_2008.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "A Report to the Legislature, 2008",
            "excerpt": "This report is submitted in compliance with Section 98 (6) of Public Act 196 of 2014, which requires Michigan Virtual to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and...",
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            "id": 2498,
            "path": "\/about\/news\/michigan-ranks-second-in-u-s-for-online-learning\/",
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            "timestamp": 1227040440,
            "content": "LANSING \u2013 Two years after Michigan gained national attention as the first state in the nation to require online learning as a requirement for high school graduation, the state now is being recognized as second in the nation for its online learning policy and practice.\r\n\r\n\u201cIn a world that demands knowledge workers, we are giving our students and our state a competitive advantage when it comes to preparing for the 21st century economy,\u201d said Governor Jennifer Granholm. \u201cThis national ranking reinforces Michigan\u2019s vision for innovation and our commitment to use leading-edge delivery methods to ensure our students are ready for higher education and today\u2019s workplace.\u201d\r\n\r\nThe Center for Digital Education (CDE) evaluated the overall landscape of online learning and compiled state rankings to reflect the vision, policies, programs and strategies that states have deployed around online learning in an effort to transform their academic environment to meet student needs.\r\n\r\n\u201cMichigan has provided significant leadership for the rest of the nation in online learning and is routinely looked to as a pioneer,\u201d said Marina Leight, director of the Center for Digital Education. \u201cThe creation of the Michigan Virtual, Michigan LearnPort and the nation\u2019s first high school graduation requirement for online learning are all significant milestones that demonstrate Michigan\u2019s leadership position in this area.\u201d\r\n\r\nState Superintendent of Public Instruction Mike Flanagan said Michigan schools need to use a variety of teaching methods to reach every student.\r\n\r\n\u201cOnline learning can provide a powerful alternative for students who have a need for greater flexibility with their education due to individual learning styles, employment commitments and comfort with traditional school environments,\u201d Flanagan said. \u201cThere is a significant potential to expand the use of online learning as a practical strategy to help students stay in school and graduate.\u201d\r\n\r\nMichigan\u2019s ranking reflects the growth of Michigan Virtual, which provides online courses to more than 500 schools throughout the state. Since its inception in 2000, Michigan Virtual has recorded more than 45,000 online course enrollments in subjects ranging from Algebra to Mandarin Chinese and AP Physics. Accredited in 2005, Michigan Virtual is one of the largest virtual schools in the nation.\r\n\r\n\u201cThis national ranking helps to underscore the importance of the work we have been doing for the last 10 years,\u201d said Jamey Fitzpatrick, president and CEO of Michigan Virtual, the parent company of Michigan Virtual and Michigan LearnPort. \u201cI am extremely proud of our accomplishments as a state.\u201d\r\n\r\nIn 2006, Michigan became the first state in the nation to require students to successfully complete an online course or learning experience as part of the Michigan Merit Curriculum. This action was part of a comprehensive effort to revamp Michigan\u2019s high school graduation requirements beginning with the graduating class of 2011.\r\n\r\nThe Center for Digital Education is a national research and advisory institute for K-12 and higher education technology. The CDE conducted its first review of state policies and programs to determine the status of online learning across the U.S. This review and state ranking was produced in partnership with the Council of Chief State School Officers and the North American Council for Online Learning. The first ever national rankings are as follows:\r\n<ol>\r\n \t<li>Florida<\/li>\r\n \t<li>Michigan<\/li>\r\n \t<li>Idaho<\/li>\r\n \t<li>Arkansas<\/li>\r\n \t<li>Louisiana<\/li>\r\n \t<li>New Mexico<\/li>\r\n \t<li>West Virginia<\/li>\r\n \t<li>North Carolina<\/li>\r\n \t<li>Minnesota<\/li>\r\n \t<li>Hawaii<\/li>\r\n \t<li>Ohio<\/li>\r\n \t<li>Virginia<\/li>\r\n \t<li>Illinois<\/li>\r\n \t<li>Colorado<\/li>\r\n \t<li>Oklahoma<\/li>\r\n \t<li>South Dakota<\/li>\r\n \t<li>South Carolina<\/li>\r\n \t<li>Missouri<\/li>\r\n \t<li>Kentucky<\/li>\r\n \t<li>Iowa<\/li>\r\n \t<li>Massachusetts<\/li>\r\n \t<li>Kansas<\/li>\r\n \t<li>Alabama<\/li>\r\n \t<li>Maryland<\/li>\r\n \t<li>Nevada<\/li>\r\n \t<li>Georgia<\/li>\r\n \t<li>Alaska<\/li>\r\n \t<li>Washington<\/li>\r\n \t<li>Wyoming<\/li>\r\n \t<li>Oregon<\/li>\r\n \t<li>North Dakota<\/li>\r\n \t<li>Mississippi<\/li>\r\n \t<li>Utah<\/li>\r\n \t<li>Pennsylvania<\/li>\r\n \t<li>Indiana<\/li>\r\n \t<li>New Hampshire<\/li>\r\n \t<li>Wisconsin<\/li>\r\n \t<li>Arizona<\/li>\r\n \t<li>Montana<\/li>\r\n \t<li>Texas<\/li>\r\n \t<li>Vermont<\/li>\r\n \t<li>Rhode Island<\/li>\r\n \t<li>New Jersey<\/li>\r\n \t<li>Delaware<\/li>\r\n \t<li>Tennessee<\/li>\r\n \t<li>Nebraska<\/li>\r\n \t<li>New York<\/li>\r\n \t<li>Connecticut<\/li>\r\n \t<li>California<\/li>\r\n \t<li>Maine<\/li>\r\n<\/ol>\r\nFor more information on the Center for Digital Technology visit\u00a0<a href=\"http:\/\/www.centerdigitaled.com\/index.php\" target=\"_blank\" rel=\"noopener\">http:\/\/www.centerdigitaled.com\/<\/a>.",
            "title": "Michigan ranks second in U.S. for online learning",
            "excerpt": "LANSING \u2013 Two years after Michigan gained national attention as the first state in the nation to require online learning as a requirement for high school graduation, the state now is being recognized as second in the nation for its online learning policy and practice. \u201cIn a world that demands knowledge workers, we are giving...",
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            "content": "This report addresses online learning in Michigan, with a particular focus on Michigan state-level policies and on the practices of <em>Michigan Virtual<\/em>. It is adapted from A National Primer on K-12 Online Learning, which was published in April 2007. The National Primer, published by the North American Council for Online Learning (NACOL), addressed the key issues in online learning with a focus on programs, practices and policies across the country.\r\n\r\n<a class=\"btn\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2017\/03\/MiOnlinePrimer.pdf\" target=\"_blank\">Download the Report<\/a>",
            "title": "The Michigan Online Learning Report",
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                    "id": 9545,
                    "name": "Social Studies",
                    "slug": "social-studies"
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                    "id": 14303,
                    "name": "STEM Department",
                    "slug": "stem-department"
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                    "id": 18370,
                    "name": "Successline",
                    "slug": "successline"
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                    "id": 14304,
                    "name": "TBAISD",
                    "slug": "tbaisd"
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                    "id": 18371,
                    "name": "Teacher+ Department",
                    "slug": "teacher-department"
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                    "id": 9548,
                    "name": "Visual &amp; Performing Arts",
                    "slug": "visual-performing-arts"
                },
                {
                    "id": 9543,
                    "name": "Visual and Performing Arts",
                    "slug": "visual-and-performing-arts"
                },
                {
                    "id": 9542,
                    "name": "World Languages",
                    "slug": "world-languages"
                }
            ]
        },
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                    "name": "School Level",
                    "singular_name": "School Level",
                    "search_items": "Search School Levels",
                    "all_items": "All School Levels"
                }
            },
            "terms": [
                {
                    "id": 16061,
                    "name": "Dual Enrollment",
                    "slug": "de"
                },
                {
                    "id": 7087,
                    "name": "Elementary",
                    "slug": "ele"
                },
                {
                    "id": 727,
                    "name": "High School",
                    "slug": "hs"
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                    "name": "Middle School",
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                    "all_items": "All Terms"
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            },
            "terms": [
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                    "id": 14361,
                    "name": "(18-19) Open Entry - Fixed End",
                    "slug": "18-19-open-entry-fixed-end"
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                {
                    "id": 14775,
                    "name": "(18-19) School Year",
                    "slug": "18-19-school-year"
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                    "id": 14373,
                    "name": "(18-19) Semester 1",
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                    "name": "(18-19) Semester 2",
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                    "name": "(18-19) Semester 2 - Chinese",
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                    "id": 14368,
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                    "slug": "18-19-summer"
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                    "id": 15560,
                    "name": "(18-19) Summer Camp",
                    "slug": "18-19-summer-camp"
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                    "name": "(18-19) Trimester 2",
                    "slug": "18-19-trimester-2"
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                    "name": "(18-19) Trimester 3",
                    "slug": "18-19-trimester-3"
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                    "name": "(19-20) Open Entry",
                    "slug": "19-20-open-entry"
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                    "id": 16007,
                    "name": "(19-20) School Year",
                    "slug": "19-20-school-year"
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                    "name": "(19-20) Semester 1",
                    "slug": "19-20-semester-1"
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                    "name": "(19-20) Semester 2",
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                    "name": "(19-20) Summer",
                    "slug": "19-20-summer"
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                    "name": "(19-20) Trimester 1",
                    "slug": "19-20-trimester-1"
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                    "name": "(19-20) Trimester 2",
                    "slug": "19-20-trimester-2"
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                    "name": "(19-20) Trimester 3",
                    "slug": "19-20-trimester-3"
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                    "slug": "20-21-fall-13-week"
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                    "slug": "20-21-open-entry"
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                    "name": "(20-21) School Year - 20 Week",
                    "slug": "20-21-school-year-20-week"
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                    "id": 18374,
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                    "slug": "20-21-spring"
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                    "name": "(20-21) Spring - 13 Week",
                    "slug": "20-21-spring-13-week"
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                    "id": 18332,
                    "name": "(20-21) Spring - 20 Week",
                    "slug": "20-21-spring-20-week"
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                    "name": "(20-21) Spring School Year - 20 Week",
                    "slug": "20-21-spring-school-year-20-week"
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                    "name": "(20-21) Summer - 10 Week",
                    "slug": "20-21-summer-10-week"
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                    "id": 18433,
                    "name": "(21-22) EdReady (Open Entry\/Fixed End)",
                    "slug": "21-22-edready-open-entry-fixed-end"
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                    "id": 18438,
                    "name": "(21-22) Fall",
                    "slug": "21-22-fall"
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                    "id": 18428,
                    "name": "(21-22) Semester 1",
                    "slug": "21-22-semester-1"
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                    "name": "(21-22) Semester 2",
                    "slug": "21-22-semester-2"
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                {
                    "id": 18470,
                    "name": "(21-22) Spring",
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                    "id": 18483,
                    "name": "(21-22) Summer",
                    "slug": "21-22-summer"
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                    "id": 18430,
                    "name": "(21-22) Trimester 1",
                    "slug": "21-22-trimester-1"
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                    "id": 18431,
                    "name": "(21-22) Trimester 2",
                    "slug": "21-22-trimester-2"
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                    "id": 18432,
                    "name": "(21-22) Trimester 3",
                    "slug": "21-22-trimester-3"
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                    "id": 18548,
                    "name": "(22-23) Academic Audit",
                    "slug": "22-23-academic-audit"
                },
                {
                    "id": 18502,
                    "name": "(22-23) Fall - Dual",
                    "slug": "22-23-fall-dual"
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                    "id": 18491,
                    "name": "(22-23) Semester 1",
                    "slug": "22-23-semester-1"
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                {
                    "id": 18493,
                    "name": "(22-23) Semester 2",
                    "slug": "22-23-semester-2"
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                    "slug": "22-23-spring-dual"
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                    "name": "(22-23) Summer",
                    "slug": "22-23-summer"
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                    "name": "(22-23) Trimester 1",
                    "slug": "22-23-trimester-1"
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                    "name": "(22-23) Trimester 2",
                    "slug": "22-23-trimester-2"
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                {
                    "id": 18499,
                    "name": "(22-23) Trimester 3",
                    "slug": "22-23-trimester-3"
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                    "id": 18560,
                    "name": "(23-24) Collaborative Partner",
                    "slug": "23-24-collaborative-partner"
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                    "id": 18541,
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                    "slug": "23-24-semester-1"
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                    "name": "(23-24) Semester 2",
                    "slug": "23-24-semester-2"
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                    "id": 14365,
                    "name": "Not Currently Available",
                    "slug": "not-currently-available"
                },
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                    "id": 18336,
                    "name": "Test Semester",
                    "slug": "test-semester"
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                    "id": 18564,
                    "name": "Modern Classrooms Project",
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                    "name": "Other Organizations",
                    "slug": "other-organizations"
                },
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                    "id": 18524,
                    "name": "TRAILS",
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                },
                {
                    "id": 18562,
                    "name": "University of Michigan",
                    "slug": "university-of-michigan"
                },
                {
                    "id": 18565,
                    "name": "Wayne State University",
                    "slug": "wayne-state-university"
                }
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                    "singular_name": "PLP Subject Area",
                    "search_items": "Search PLP Subject Areas",
                    "all_items": "All PLP Subject Areas"
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                    "id": 8348,
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                    "id": 8339,
                    "name": "Classroom Management",
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                    "id": 18417,
                    "name": "Early Childhood",
                    "slug": "early-childhood"
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                {
                    "id": 8378,
                    "name": "Early Literacy",
                    "slug": "early-literacy"
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                {
                    "id": 18527,
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                    "slug": "evaluation"
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                {
                    "id": 18500,
                    "name": "Featured",
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                    "slug": "leadership-development"
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                    "id": 18497,
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                    "id": 18418,
                    "name": "Literacy Essentials",
                    "slug": "literacy-essentials"
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                    "name": "MI Excel Content Coaches",
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                {
                    "id": 18576,
                    "name": "Social Studies",
                    "slug": "social-studies"
                },
                {
                    "id": 18414,
                    "name": "Special Education",
                    "slug": "special-education"
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                {
                    "id": 18416,
                    "name": "Subject Specific",
                    "slug": "subject-specific"
                },
                {
                    "id": 18415,
                    "name": "Teacher Advocacy",
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                    "id": 8347,
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                    "search_items": "Search Departments",
                    "all_items": "All Departments"
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            },
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                    "slug": "board-of-directors"
                },
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                    "name": "English Language Arts \/ Visual Performing Arts",
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                    "name": "Instructional Staff",
                    "slug": "instructional-staff"
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                    "id": 18130,
                    "name": "MACUL",
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                {
                    "id": 16644,
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                    "id": 17177,
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                    "id": 16645,
                    "name": "Social Studies",
                    "slug": "social-studies"
                },
                {
                    "id": 17175,
                    "name": "Staff",
                    "slug": "staff"
                },
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                    "id": 16640,
                    "name": "World Languages",
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                }
            ]
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                    "singular_name": "Webinar Subject",
                    "search_items": "Search Subjects",
                    "all_items": "All Subjects"
                }
            },
            "terms": [
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                    "id": 17479,
                    "name": "Accessibility",
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                },
                {
                    "id": 18282,
                    "name": "Credit Recovery",
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                },
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                    "id": 18287,
                    "name": "Learning Continuity",
                    "slug": "learning-continuity"
                },
                {
                    "id": 18286,
                    "name": "Mentors",
                    "slug": "mentors"
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                {
                    "id": 18285,
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                {
                    "id": 17130,
                    "name": "Research",
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                    "id": 18283,
                    "name": "Social Emotional Learning",
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                    "id": 18284,
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